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Misericordia

An opportunity to excel,

Graduate Catalog
1995-96

Digitized by the Internet Archive

in 2013

http://archive.org/details/graduate9596mise

College Misericordia Academic Catalog

Graduate Studies

Effective August, 1995

CONTACTS

For more information on graduate studies at College Misericordia, contact
the people listed below at 717-674-6400 between 8:30 a.m. and 4:30 p.m.
Other College personnel are listed in the College Directory section of this
catalog. All mail to College Misericordia faculty and administration may
be addressed to College Misericordia, 301 Lake Street, Dallas, PA 18612.

Academic Affairs

Dr. Linda Trompetter, Director of Graduate Programs and
Assistant Academic Dean

Admissions and Financial Aid Jane Dessoye, Executive Director of Admissions and Financial Aid

Graduate Registration and
Continuing Education

Thomas J. O'Neill, Director of Continuing Education

Program Directors

Education: Dr. Joseph Rogan

Nursing: Dr. Helen J. Streubert
Occupational Therapy: Dr. Scott McPhee
Organizational Management: Dr. John Kachurick
Physical Therapy: Dr. Catherine Perry Wilkinson

Registrar's Office
Religious Life

Edward Lahart, Registrar

Reverend Michael Bryant, Director of Campus Ministry

Agnes Therese Brennan, R.S.M., Associate Director of Campus Ministry

Student Life

Jean Messaros, R.S.M., Dean of Students

POLICY STATEMENT

This catalog contains current information regarding College Misericordia's
graduate programs, admissions policies, degree requirements, fees and regulations.
College Misericordia reserves the right to promulgate and change such regulations
and to make changes in its programs and policies whenever it is deemed necessary
or desirable. Compliance with the requirements of the graduate programs is the
responsibility of the student.

College Misericordia accords students of any race, color, religion, sex,
physical handicap or disability, nationality or ethnic origin all the rights, privileges,
programs and activities generally made available to students of the College.
College Misericordia does not discriminate on the basis of race, color, religion,
sex, handicap, nationality, or ethnic origin in the administration of its educational
policies, scholarship and loan programs or other College administered programs.

College Misericordia complies with the Family Education Rights and Privacy
Act (FERPA) of 1974 as amended. A copy of the act is available for inspection in
the Office of the Academic Dean.

TABLE OF CONTENTS

Contacts 2

Catalog Policy Statement 3

Graduate Philosophy 5

Accreditation 5

Academic Integrity 5

Graduate Program Policies and Procedures 6

Admissions Information 6

Application for Graduate Degree 10

Auditing 10

Change of Address 10

Course Withdrawal and Refund Policies 10

Financial Aid 11

Grading System 13

Students with Disabilities 13

Graduation Requirements 14

Grievance Procedures 14

Maintenance of Matriculation and Leave of Absence 15

Non-Matriculation Status 15

Program Advisement 15

Program Retention 15

Program Withdrawal 16

Readmission 16

Transcripts 16

Transfer of Credit 16

Tuition and Fees 16

Graduate Program Descriptions 17

Education 17

Nursing 22

Occupational Therapy 31

Organizational Management 35

Physical Therapy 38

Course Descriptions 41

Education 41

Nursing 46

Occupational Therapy Entry Level 52

Organizational Management 54

Physical Therapy 57

College Directory 60

Board of Trustees 60

Administration 61

Graduate Program Faculty 62

Adjunct Faculty 64

Academic Calendar 66

Index 68

GRADUATE PHILOSOPHY

Graduate education at College Misericordia exists within the framework of the College's role
and mission statement It is firmly rooted in the mission and academic traditions of the college and its
founding group, the Religious Sisters of Mercy, stressing the values of Justice, Mercy and Service. It
emphasizes academic excellence and critical thinking, while preparing students for productive careers
and continued professional growth. The graduate faculty foster a climate conducive to academic
growth, intellectual discourse, critical thinking and decision making. The aims of the graduate programs
at College Misericordia are to provide comprehensive education in special fields, to offer instruction in
the methods of independent investigation and to foster a spirit of research.

Active participation, individualized planning, and selection of learning experiences facilitate
the development of students as persons, members of society, and potential leaders in their professions.
The graduate programs offered by College Misericordia build upon the College's traditional academic
strengths.

ACCREDITATION

College Misericordia is fully accredited by the Middle States Association of Colleges and
Schools/Commission on Higher Education and is empowered by the Commonwealth of Pennsylvania
to grant both undergraduate and graduate degrees. The Master's degree in Education offered by College
Misericordia is fully approved by the Pennsylvania Department of Education. The Master's degree in
Nursing is fully accredited by the National League for Nursing. The Master's degree in Occupational
Therapy is approved by the Accreditation Council for Occupational Therapy Education. The
postbaccalaureate entry-level program in Physical Therapy is in the process of procuring accreditation
by the Commission on Accreditation of Physical Therapy Education/American Physical Therapy
Association.

ACADEMIC INTEGRITY

It is the student's responsibility to maintain academic integrity and intellectual honesty in
her/his work. All students are expected to observe the generally accepted principles of scholarly work,
to submit their own rather than another's work, to refrain from falsifying data, and to refrain from
receiving and/or giving aid on examinations or other assigned work requiring independent effort.

In submitting written material, the writer takes full responsibility for the work as a whole and
implies that, except as properly noted by the use of citations, both the ideas and the language are her/his
own. Failure to abide by the rules of scholarship is academically dishonest

It should be clearly understood that plagiarism, cheating or other forms of academic dishonesty
fundamentally violates the nature and purposes of an academic institution and will not be tolerated at
College Misericordia. A student who has been found guilty of plagiarism will be dismissed from the
College.

GRADUATE PROGRAM POLICIES AND PROCEDURES

ADMISSIONS INFORMATION

Matriculation in any graduate program at College Misericordia requires at minimum a bachelor's degree
from an accredited college or university. In addition, some graduate programs have program specific admissions
requirements which are noted below.

Applicants must file a formal request for admission along with three letters of recommendation (including a
letter from a colleague and a supervisor) and the results of either the Graduate Records Examination or the Miller's
Analogy Test as required by the program to which you are applying. A complete application consists of the applica-
tion form, three letters of reference, the application fee, official transcripts of previous academic work to be for-
warded directly from the institution at which the credits were earned, and the results of either the GRE or MAT
examination as appropriate. Students for whom English is a second language must demonstrate proficiency in
written and spoken English.

The application and all supporting material should be mailed to:

Office of Graduate Admissions
College Misericordia
301 Lake Street
Dallas, PA 18612-1098

FAX No. 717-675-2441

Credentials will be screened by the Graduate Admissions Committee. The applicant will be notified in
writing of matriculation status within eight weeks of receipt of a completed application.

Program Specific Admissions Requirements

EDUCATION

Admission Criteria:

Full Admission-Applicants are eligible for full admission to the graduate program if they either have a GPA of
2.50 but less than 2.99 and a score on the MAT or GRE of at least the 35th percentile; or a GPA of 3.00 or above
and a score on the MAT or GRE of at least the 25th percentile.

Provisional Admission-Applicants who have a GPA of 2.50 to 2.99 and score below the 35th percentile on the
MAT or GRE are eligible to be granted provisional admission. Students in this category will be required to com-
plete up to 12 graduate credits, half of which must be in required courses, with grades no lower than "B" before
being granted full and unconditional admission.

Denied Admission-Applicants who have less than a 2.50 GPA in their undergraduate studies and score below the
25th percentile on the MAT or GRE will be denied admission.

The Graduate Education Program may enable students to become candidates for a Pennsylvania Depart-
ment of Education Instructional Certification in Elementary Education (i.e., Elementary Track students). However,
this is die case only for students who are certified in another instructional area and who want to expand their areas of
certification. For example, a Graduate Education Program student already certified in secondary education may
become a candidate for certification in elementary education. Candidates for certification in elementary education
will need to meet other requirements as set by the Pennsylvania Department of Education.

GRADUATE PROGRAM POLICIES AND PROCEDURES

While the Graduate Education Program is designed for veteran teachers, persons who are not teachers may
apply. They should realize, however, that the Graduate Education Program is no! a vehicle for earning an Instruc-
tional I certificate (i.e., initial certification) in any area. College graduates who are not teachers but who are inter-
ested in becoming teachers may submit their transcripts to the Director of Teacher Education for review. Initial
certification in Early Childhood Education, Elementary Education, Special Education (MPH), and several areas of
Secondary Education may be possible by completing a carefully planned series of undergraduate and graduate
courses.

NURSING

Admission Criteria:

Denied Admission-Applicants who have less than a 2.50 GPA in their undergraduate studies and score below the
25th percentile on the MAT or GRE will be denied admission.

In addition, nursing applicants must submit the following:

1 . official transcripts demonstrating graduation from an NLN accredited baccalaureate program;

2. statement of professional goals for graduate education;

3. copy of current professional nurse registration;

4. documentation of a physical assessment course;

5. documentation of undergraduate statistics course;

6. nurse practitioner applicants must demonstrate one year of recent clinical experience.

Applicants for Family Nurse Practitioner - Post Master's Certificate Program must submit the following:

1. official transcripts demonstrating graduation from an NLN accredited masters program;

2. statement of professional goals for nurse practitioner program;

3. copy of current professional nursing license;

4. documentation of physical assessment course;

5. minimum one year of recent clinical experience.

COMBINED GRADUATE PROGRAM IN NURSING AND
ORGANIZATIONAL MANAGEMENT:

Students with a BSN degree may wish to pursue a combined MSN/Organizational Management curricu-
lum. The combined program prepares students for administrative positions. They will acquire a more in-depth
ability to function in positions in nursing service by using management skills in organizational environments based
on clinical nursing specialization.

The combined program consists of sixty-four (64) credit hours which reflect a twelve hour reduction in the
total credit load of the two programs combined. Four course requirements are similar in each program, namely, OM
500, OM 510, OM/NSG 515, and OM 595. Hence course repetition is not required. All other course requirements
for each program will be completed. Students select from the same majors in each program.

Entrance requirements for both programs must be met, and an academic advisor from each program will be
assigned. Students must have continuous advisement by advisors in both programs. Additional details about the
combined MSN/OM program can be obtained from the director of either program.

GRADUATE PROGRAM POLICIES AND PROCEDURES

PROFESSIONAL ENTRY LEVEL MASTER OF SCIENCE DEGREE
IN OCCUPATIONAL THERAPY

Admissions:

Students who have a sincere desire to pursue a career in occupational therapy, who are able to articulate their
leadership roles, who have an appreciation for the relevance that activity plays in their individual lives, and
who have achieved the following criteria will be considered for the Occupational Therapy Program:

TRADITIONAL FIVE YEAR PROFESSIONAL ENTRY LEVEL MASTERS DEGREE

- High School science background required in biology and mathematics; physics strongly recommended

- Minimum of 2. 5 Cumulative High School GPA

- 950 SAT score and/or top 20th percentile in class ranking

- Two letters of reference (at least one from an occupational therapist is highly recommended)

- 50 hours of documented service in a health care setting in which an occupational therapist is employed
with at least half completed prior to the admissions interview

- Submit a 500 word, hand written statement of personal and professional goals

- Successful interview with an Occupational Therapy faculty member

WEEKEND COLLEGE PROFESSIONAL ENTRY LEVEL MASTERS DEGREE
(Students with an Associate Degree who are Certified Occupational Therapy Assistants)

- A Certified Occupational Therapy Assistant who has graduated from an accredited program with a minimum
of a 2. 80 Cumulative Grade Point Average (if GPA is based on less than 30 credits, a 950 minimum SAT
score is also required)

- Two letters of reference (at least one from an occupational therapist is highly recommended)

- Submit a 500 word, hand written statement of personal and professional goals

- Successful interview with an Occupational Therapy faculty member

- COTAs must submit evidence of current AOTCB certification

WEEKEND COLLEGE PROFESSIONAL ENTRY LEVEL MASTERS DEGREE

(students already possessing an undergraduate degree)

- A Bachelor degree from an accredited College or University, with a minimum of a 2.8 Cumulative Grade
Point Average

- Successful completion of the following pre-requisite college courses with a grade of at least a "C" in each
course: Human Anatomy and Physiology (with a lab) 2 semesters or equivalent

Introduction to Physics (with a lab) 1 Semester or equivalent

Statistics. 1 semester or equivalent

- Two letters of reference (at least one from an occupational therapist is highly recommended)

- 50 hours of documented service in a health care setting in which an occupational therapist is employed
with at least half completed prior to the admissions interview

- Submit a 500 word, hand written statement of personal and professional goals

- Successful interview with an Occupational Therapy faculty member at College Miscricordia

GRADUATE PROGRAM POLICIES AND PROCEDURES

ORGANIZATIONAL MANAGEMENT

Admission Criteria:

Denied Admission-Applicants who have less than a 2.50 GPAIn their undergraduate studies and score below the
25th percentile on the MAT or GRE will be denied admission.

PHYSICAL THERAPY

Admission Criteria:

College Misericordia's program in Physical Therapy is a five-year, entry level master's degree program with
admission at the freshman year. However, applicants who already possess a baccalaureate degree may be
admitted directly into the professional phase of the physical therapy program on a space available basis.

Admission Directly into the Professional Physical Therapy Program

Applicants who possess a baccalaureate degree may be admitted directly into the professional physical therapy

program. The following criteria for selection will apply:

1. Minimum cumulative GPA of 3.0 in college work completed.

2. Successful completion of the following pre-requisite college courses with a grade
of at least "C" in each course:

Chemistry with lab including 2 semesters or

organic chemistry equivalent

Physics with lab 2 semesters or

equivalent

Human Anatomy with lab 1 semester or

equivalent

Human Physiology with lab 1 semester or

equivalent
(A two semester or equivalent combined Anatomy and Physiology course with
lab is acceptable)

Statistics 1 semester or equivalent

Psychology to include 2 semesters or

Developmental Psychology equivalent

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GRADUATE PROGRAM POLICIES AND PROCEDURES

3. If SAT scores are older than five years, the applicant will be required to submit GRE or Miller's
Analogy Test scores.

4. Exposure to and exploration of physical therapy as demonstrated by documented paid or
volunteer experience of 100 or more hours in at least two different facilities qt a minimum of one
year's full-time professional experience within the health care system.

Advancement within the Professional Physical Therapy Program

To advance within the professional program, students must maintain a 3.0 GPA and achieve a minimum level
of competence (B) in all professional designated (PT) courses; further, no more than 2 grades of "C" will be
permitted in courses at the 500 and 600 level. Grades of D or below are considered failing grades within the
Professional Program. Policies and Procedures related to Academic Standards for the Physical Therapy
Program will be included in the Physical Therapy Student Handbook.

For complete information on admission requirements at the undergraduate level, see the Undergraduate Catalog.

APPLICATION FOR GRADUATE DEGREE

It is the student's responsibility to keep abreast of progress toward degree completion. An application for
the graduate degree should be filed in the Office of the Registrar no later than February 1 of the anticipated year of
graduation. Failure to do so may delay the date of awarding the diploma.

AUDITING

With the appropriate program director's approval, any student may register to take a course on an audit or
non-credit basis provided that standard admission and course prerequisites have been met. A student may audit no
more than 3 courses or 9 credits. The fee for auditing a course is one half the cost of tuition.

Matriculating students must have the permission of their advisor before auditing a course.

CHANGE OF ADDRESS

Students enrolled for course work in the graduate program are responsible for reporting any change of
address and/or other salient information to the Office of Graduate Registration. Failure to do so will result in failure
to receive timely registration, program, grading and billing information.

COURSE WITHDRAWAL AND REFUND POLICIES

A student may withdraw from a course without academic penalty within the period stated in the college
calendar. Withdrawal forms may be obtained from the Office of Graduate Registration. A grade of "W is given for
an approved withdrawal. The date on which the form is received by the Office of Graduate Registration is consid-
ered as the official date of withdrawal. Refund of tuition and grade assignment is based on the date on which the
form is received by the Office of Graduate Registration. If a student does not officially withdraw from a class and
ceases to attend it, a grade of "F' is incurred. If a student withdraws while failing, after die date for withdrawal
without academic penalty, a grade of "WF" is incurred.

When a graduate student drops a course or withdraws from a course or the College, official notice must be
filed with the Office of Graduate Registration.

Tuition refunds arc based on the date the Office of Graduate Registration receives official notice from a
student indicating his/her desire to withdraw from a course.

GRADUATE PROGRAM POLICIES AND PROCEDURES

Graduate students who receive federal Title IV funds and who are enrolled at the college for the first time
will be governed by Tide IV refund regulations as mandated by the Higher Education Amendments of 1992. In the
case of withdrawal, tuition and fees will be cancelled on a pro-rated basis for the first sixty percent of the length of
the period of study. Financial aid must be proportionately reduced and restored to the appropriate financial aid fund.
The calculation for Tide IV refunds will be computed by the Financial Aid Office.

In the case of a withdrawal of a graduate student who is not enrolled at the college for the first time, the
percentage of tuition refund is as follows:

For day and once per week evening classes the percentage rate for tuition refunds follows:
First Week 100 percent

Second Week 75 percent

Third Week 50 percent

Fourth Week 25 percent

No refunds are allowed after the fourth week.

For Weekend College classes the percentage of tuition refund follows:
100 percent prior to the 2nd class meeting.
50 percent prior to the 3rd class meeting.
No refund after the 3rd class meeUng.

For Summer School classes the percentage of tuition refund follows:
100 percent prior to the 2nd class meeting.
50 percent prior to the 3rd class meeting.
No refund after the 3rd class meeting.

All refund percentages are computed from charges to the student, not from the amount paid.

There are no refunds to students dismissed from the College. Advance registration deposits and any other
fees are not refundable.

FINANCIAL AID

A. Graduate Assistantships

A limited number of graduate assistantships are available on a compeutive basis to graduate students. The
assistantships involve designated institutional or programmatic work responsibilities which relate to the student's
graduate studies. Graduate assistantships provide full or partial payment of tuition and/or stipends. Written requests
for assistantships should be submitted to the individual program director, who can provide specific information
regarding available assistantships.

B. Graduate Student Loans

Through the Federal Subsidized Stafford Loan, graduate students enrolled on at least a half-time basis may
apply for up to $8,500 per year. Repayment of both principal and interest is deferred until six months after program
completion (or after a student ceases enrollment on at least a half-time basis). Through the Federal Unsubsidized
Stafford Loan, up to an additional $10,000 may be borrowed per year. While repayment of the principal is deferred,
quarteriy interest only payments are due while the student is enrolled.

Students who have obtained Stafford Loans in the past and have not yet repaid those loans must borrow
through their original lender. New borrowers may borrow from the lender of their choice at a variable interest rate.
The interest rate as of July 1, 1995, is 8.25%.

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GRADUATE PROGRAM POLICIES AND PROCEDURES

C. Federal Nurse Traineeship Monies

Federal nurse traineeship monies may be available for full time graduate students in Nursing. Please check
with the Chairperson, Nursing Department.

D. Veteran's Benefits

College Misericordia is approved by the Veterans Administration for the education and training of veterans
and welcomes the opportunity to provide graduate education to veterans of the armed services.

Veterans enrolling at the institution for the first time should notify their local Veterans Administration
Office in order to apply for educational benefits. This application should be filed six (6) weeks prior to the begin-
ning of the semester. Students must contact the Registrar's Office to initiate the process.

E. Deferred Payment Plan

College Misericordia provides an option for students to pay tuition fees and other charges on a deferred
payment plan. The plan permits educational costs to be spread over a period of time. The requirements of the plan
are as follows:

1 . A down payment of twenty (20) percent of the total term/semester charges is required
unless other arrangements have been made with the Comptroller's office.

2. Deferments are limited to one term/semester, the unpaid balance must be paid before final
examinations that term/semester. Failure to pay charges in full before final exams may result in
loss of credit for the term/semester.

3. At the close of each month, the unpaid balance will be charged a one (1) percent finance charge.

4. Students who fail to meet their deferred payment obligations will be dropped from the plan.

5. Participants in the plan must sign and receive a copy of the deferred payment plan.

F. Interest Waived Policy

It is a College policy that any outstanding balances will be charged a one (1) percent finance charge at the
close of the second month into the semester and each month thereafter. This policy is waived for students who
receive tuition benefits, rehabilitation benefits or Veterans' Education benefits.

G. Tuition Reimbursement

Students whose tuition is reimbursed by their employer must file a letter from their employer annually so
stipulating. Students may then register and remit the tuition prior to the next registration period.

GRADUATE PROGRAM POLICIES AND PROCEDURES

GRADING SYSTEM

The grade point average

is computed by dividing honor points earned

by credits attempted according to the

following scale:

Grade

Numerical Values

Honor Points per Credit

94-100

B+

89-93

3.5

84-88

C+

79-83

2.5

74-78

below 74

withdraw passing

Not calculated

*WF

withdraw failing

audit

Not calculated

withdrawn

Not calculated

IP (see below)

in progress

Not calculated

I (see below)

incomplete

Not calculated

satisfactory

Not calculated

unsatisfactory

Not calculated

♦Equivalent to a failure; computed as an "F\

Incomplete Grades

*T' (Incomplete) grades will be issued only for those courses in which a student has not completed
necessary requirements due to some extenuating circumstance.

Should conditions arise that prohibit the student from completing required course assignment(s) by due
date, the student must negotiate for a grade of Incomplete with the course professor at least two weeks prior to
course deadline. Emergencies may arise which do not allow a two week notice. In that event, the student should
contact the Director of Graduate Programs. That office will then inform the instructors involved.

The "P must be removed within a maximum of one semester, or the *T* becomes an "F."

"IP* (In Progress) grades will be issued only for Professional Contribution or Thesis courses. The "IF*
must be removed within a maximum of one calendar year, or it becomes an "F."

NOTE: To receive an "I" or "IF' the student must obtain and complete an Incomplete Grade Form from the office
of Graduate Registratioa The faculty member issuing an 'T* or "IP" has the right to determine the length of time
for completion within the maximum limits.

STUDENTS WITH DISABILITIES

College Misericordia is committed to offering students with disabilities an opportunity to fully participate in
all curricular and extracurricular programs for which they are otherwise qualified.

Students with physical or sensory disabilities may request appropriate and reasonable support from the
Director of Graduate Programs. Pending the review of substantiating documentation, appropriate and reasonable
support will be offered through the college Learning Center.

Students with disability should review the college's Institutional Testing Requirements in the Admissions
section in this catalog.

Students with disabilities who confront access or attitudinal barriers on campus should contact the college's
Director of Graduate Programs,

_14

GRADUATE PROGRAM POLICIES AND PROCEDURES

GRADUATION REQUIREMENTS

To be eligible for a graduate degree from College Misericordia, students must have a cumulative grade
point average of 3.0 at the time of graduation, must fulfill all program requirements including the professional
contribution as required by the program, must have paid all tuition and fees, and must apply for the graduate degree
no later than February 1 of the anticipated year of graduation.

GRIEVANCE PROCEDURES

The College provides a uniform method by which students can pursue grievable issues. Grievable issues
are either complaints about alleged violations of the institution's academic policies, or unfairness in the application
of policies. Formal grievances must be filed while a student is matriculating or within three months following the
student's date of graduation.

A student who has a grievance must attempt to resolve it on an informal basis by using the following procedure:

1 . The student should first speak to the person with whom the complaint rests.

2. If the matter is not satisfactorily resolved at that level, the student must proceed to the
Program Director to discuss the issue.

3. If the matter is not resolved at that level the student should proceed to the office of the Director
of Graduate Programs, where a formal grievance may be filed.

The procedure for grievance is as follows:

1. The student shall inform the Director of Graduate Programs in writing of her/his intent to seek
formal redress through the grievance procedure, indicating the nature of the complaint.

2. Within fourteen (14) calendar days of receipt of the written complaint the Director of Graduate
Programs will convene the Academic Grievance Committee.

3. The Academic Grievance Committee is composed of the Director of Graduate Programs, one
faculty member and one graduate student appointed by the Director of Graduate Programs.

4. At least seven (7) days in advance of the hearing the Director of Graduate Programs will notify
the grievant and the individual charged with the complaint of the time and place of the
hearing, the specification of the complaint, and the composition of the committee.

5. The individual charged has the right to be present when charges and evidence are presented to
the committee, to question and give evidence on her/his behalf.

6. Committee members may question witnesses to evaluate all relevant facts of a given case.
Since the committee meeting is an internal review, all committee meetings shall be
private. Witnesses shall be excluded except for the period of their questioning. Persons
external to the college shall be excluded.

The report and recommendation of the committee shall be in writing, including the committee's rationale
for the decision and including any dissenting opinion. Only those committee members who have heard all testimony
and evidence in a given case may vote on the committee's recommendation.

The committee report and recommendations shall be forwarded to the Academic Dean within ten (10)
calendar days of the hearing. The Academic Dean will make the final determination and formally advise the parties
involved.

15_

GRADUATE PROGRAM POLICIES AND PROCEDURES

MAINTENANCE OF MATRICULATION AND LEAVE OF ABSENCE

Once accepted into a program, students must maintain matriculation on a continuing basis until they have
completed all degree requirements unless they have been granted a formal leave of absence by the Director of
Graduate Programs. Matriculated students not enrolled for at least one course during the Fall and Spring semesters
must register to maintain matriculation.

Students who are involved in a culminating activity such as a thesis, a professional contribution, or ad-
ministrative practicum must maintain their registration in that activity until they have successfully completed it

Normally students have no more than five (5) years after the date of matriculation to complete degree
requirements. Students who seek a leave of absence from their graduate program should submit a letter to the
Director of Graduate Programs. The letter must state the reasons for the request and the length of the leave, if
known. To return to the graduate program the student should submit to the Director of Graduate Programs a letter
requesting readmission at least six weeks before the start of the semester in which the student wishes to re-enroll.

Cumulative leaves of absence may not exceed two (2) years after matriculation or the student will be
dismissed from the program. Normally only one leave of absence will be granted.

NON-MATRICULATION STATUS

Persons who have an undergraduate degree and who are not enrolled in a graduate program may take up to
six (6) credits without applying for admission. After successful completion of six (6) credits, matriculation is
required to continue enrollment in program courses. However, workshops and seminars sponsored by the graduate
programs are open to members of the public who may enroll in the workshops and seminars on an audit basis.

PROGRAM ADVISEMENT

The Director of each graduate program serves as or assigns an academic advisor for all students enrolled in
that program. The advisor maintains a student record and advisement folder used to plan a student's program and
track progress. However, all official student records are maintained in the Registrar's Office and can be reviewed by
students upon 24 hour notice.

Students register for courses with the help of the Program Director. The process of registering for courses
requires the completion of a Course Registration Form. The form along with a check for tuition is submitted to the
Office of Graduate Registration. Students who use the Deferred Payment Plan must submit a check for 20% of the
tuition due and a Deferred Payment Form. Students who utilize employer reimbursement programs are required to
submit a letter from their employers annually in August prior to registration.

PROGRAM RETENTION

Any student receiving more than six credits below "B" or more than three credits below "C will be
terminated immediately from the degree program, and may never reenter the same program.

One graduate course may be repeated, if a grade of "F' has been received. This may be done one time
only. The second grade shall stand on a student's transcript.

A student whose GPA falls below 3.0 will be placed on probation. This may occur one time only.

_16

GRADUATE PROGRAM POLICIES AND PROCEDURES

PROGRAM WITHDRAWAL

A student who wishes to withdraw from a Graduate Program at College Misericordia must inform the
Director of Graduate Programs of the withdrawal in writing. The date the office receives the notification determines
final grades for any courses in which the student may be enrolled at the time of withdrawal, as well as any tuition
refund which may be warranted.

READMISSION

A student who has withdrawn from a program and wishes to be readmitted to that or any other graduate
program is required to submit a request for readmission in writing to the Director of Graduate Programs. Upon
receipt of the letter, the Admissions Committee will review the student's credentials and determine whether to
readmit the student.

TRANSCRIPTS

Official transcripts may be obtained from the Registrar's Office. There is a five dollar ($5) fee for each
transcript requested.

TRANSFER OF CREDIT

Applicants may transfer up to six (6) graduate credits earned previously in other accredited graduate
programs provided the courses were completed with a grade of B or better and are appropriate substitutes for the
courses offered in the Misericordia program. In special cases where applicants have already earned a graduate
degree, 12 credits from that degree may be applied toward a Misericordia master's degree, provided the course
credits are appropriate substitutes. Transfer credits are accepted after evaluation by the Registrar in consultation
with the appropriate Program Director, and with the approval of the Director of Graduate Programs.

Matriculating students who have not already transferred credits may, with program approval, take up to six
graduate credits off campus from an accredited graduate program. These credits may also be transferred to College
Misericordia to meet program requirements. However, in no case may the number of credits transferred into a
graduate program at College Misericordia after matriculation exceed six (6).

TUITION AND FEES
1995-96

Tuition (per semester hour of credit)

Education and Organizational Management $325.00

Nursing, Occupational Therapy and Physical Therapy 365.00

Application fee (to accompany all applications) 20.00

Matriculation fee for master's candidates for each

semester during which the student is not registered

for course work 75.00

Parking permit 5.00

Parking fines 15.00

Student I.D 10.00

Thesis Continuation Fee 510.00

Transcript fee per copy 5.00

Graduation Fee 100.00

GRADUATE PROGRAM DESCRIPTIONS

Philosophy

GRADUATE EDUCATION PROGRAM

The Graduate Education Program is interested in attracting experienced
and dedicated teachers who wish to become educational leaders. While it is
expected that graduates of College Misericordia's Graduate Education Program
will be highly valued by their school districts and communities, the program is
not designed to help classroom teachers become school administrators or to
prepare teachers for roles outside their classrooms. The program respects and
values classroom teachers. It hopes to empower these valued professionals and
enable them to take the lead in making important educational decisions.

National reports indicate that our society wants classroom teachers to
become more involved in the leadership and management of schools and of
their profession. Teachers are willing to accept these new responsibilities, they
are willing to take the lead in planning, implementing, and evaluating the
educational programs needed in our nation's schools. But good intentions are
not enough. College Misericordia's Graduate Education Program is designed to
help teachers gain the knowledge necessary and develop the skills required to
function as leaders.

Program

General
Goals

Cited by the Pennsylvania Department of Education for its "innovative
programmatic and curricular design," the Graduate Education Program breaks
away from traditional programming. College Misericordia's Graduate Education
Program reflects and respects the learning styles and schedules of adult learners.

The Graduate Education Program offers participants a common body of
necessary skills and knowledge through a fifteen credit core requirement. It then
allows students to pursue an area of interest by taking one of three available
sequences. Each includes specialization courses appropriate to the sequence and
the opportunity to participate in additional elective courses, as well as indepen-
dent and directed studies. The program's unique culminating experience asks
students to share what they have learned in the program with colleagues.

Students enrolled in College Misericordia's Graduate Program in Educa-
tion may choose to specialize in one of three areas. All three specialization
sequences include the same core requirements (15 credits) and all require a
Professional Contribution (6 credits).

Graduates of College Misericordia's Graduate Education Programs (i.e.,
Elementary Education, Educational Technology, and Supervisor of Curriculum
and Instruction) will demonstrate the ability to:

1. effectively communicate with various school communities regarding current
educational issues and trends and the principles of teaching and learning
which make schools effective and efficient.

2. design, organize, and manage system-wide curriculum which prepares
students within areas relating to the goals of quality education.

3. coordinate district-wide subject area activities, subject area curriculum
development.

GRADUATE PROGRAM DESCRIPTIONS

Specific Goals
Curriculum

4. conduct evaluations of curriculum and instruction and use the results of
the evaluations to encourage and facilitate curricular and instructional
improvements.

5. use an understanding of how learning occurs as the basis for making
curricular and instructional decisions which support the intellectual,
social, and personal growth of all students.

6. use an understanding of individual and group motivation, instructional
practices, and assessment to create school environments which foster
effective and efficient curricular and instructional practices and proce-
dures and which enable all students to master curriculum and meet high
standards.

7. use the tools of research and inquiry to gather and use information
needed to make educational decisions.

8. identify how educational technology can be used to facilitate and
improve teaching and learning processes.

Specific goals for each of the Graduate Education Program's three
specialization sequences are available.

The curriculum of the Graduate Education Program requires the
completion of five core courses, a specialization track, and a professional
contribution.

A. CORE COURSES:

EDU500

Issues in Education

EDU504

Curriculum

EDU510

Learning

EDU

(Technology Elective)

EDU515

Research Methods

B. SPECIALIZATIONS:

The Specialization in Supervision of Curriculum and Instruction:

Teachers should directly participate in decisions about curriculum and
instruction. They should be primarily responsible for activities such as
planning, implementing, and evaluating curriculum and instruction. The
curriculum track of College Misericordia's Graduate Education Program
gives teachers the knowledge and skills they need to deal with curriculum
issues. Graduates can function as leaders of local school district curriculum
planning teams, site-based management teams, building level management
teams, and will be able to otherwise work to improve curriculum in their
schools.

Participants in the curriculum track complete the core requirements,
several required courses, two electives, and a professional contribution.
Additionally, students may opt to participate in a post-graduate internship
in supervision.

GRADUATE PROGRAM DESCRIPTIONS

Core

EDU500

Issues in Education

EDU 504

Curriculum

EDU510

Learning

EDU515

Research Methods

EDU

(Technology Elective)

Required Courses

EDU 530

School Law and Finance

EDU 548

Clinical Supervision

EDU 557

Instructional Support

Electives

EDU

Elective

EDU

Elective

Professional Contribution

EDU 565

Staff Development

EDU 595

Professional Contribution

TOTAL

15 credits

9 credits

6 credits

36 credits

Postgraduate Internship (Optional)

EDU 559 Supervision Internship

6 credits

The Specialization in Educational Technology:

Teachers need to use advanced technology to implement modern
curriculum. They do not need to become computer programmers or even
software writers, but they do need to know how to use modern technology
to plan and deliver instruction. The technology track of College
Misericordia's Graduate Education Program gives teachers the knowledge
and skills they need to implement technology. Graduates can function as
leaders of local school district instructional improvement teams, technology
planning committees, site-based management teams, building level manage-
ment teams, and will be able to otherwise work to improve instruction in
their schools by helping their colleagues implement technology. The
Specialization meets all of PDE's standards for Supervision of Instruction
and Curriculum.

Participants who specialize in educational technology complete the
core, five required technology courses, and a professional contribution.

Core

EDU 500

EDU 504

EDU 510

EDU

EDU 515
Required courses

15 credits

Issues in Education
Curriculum
Learning

(Technology Elective)
Research Methods

15 credits

EDU 55 1 Productivity Tools

EDU 552 Multimedia Based Education

EDU 555 Advanced Multimedia Design

EDU 553 Technology and Instructional Design

EDU 554 Video in the Instructional Process

Professional Contribution 6 credits

EDU 565 Staff Development

EDU 595 Professional Contribution

TOTAL 36 credits

_20

GRADUATE PROGRAM DESCRIPTIONS

The Specialization in Elementary Education:

Veteran teachers often want to expand their teaching abilities and
credentials. Currently certified teachers (e.g., secondary educators) can
prepare to teach in elementary classrooms by participating in the Graduate
Education Program's specialization in elementary education. In addition to
becoming skilled curriculum developers, participants in this track become
candidates for certification in elementary education.

The specialization in elementary education is available only to teachers
who already have valid PDE instructional certification in another area. The
specialization is not designed as a vehicle for initial certification, thus does
not deal with the state's General Standards for teachers. It is designed to help
currently certified teachers expand their credentials by adding a certification
in elementary education. The specialization in elementary education meets
all of PDE's Specific Standards for elementary education.

Participants in the specialization in elementary education complete the
core, six required courses, and a professional contribution.

Core 15 credits

EDU 500 Issues in Education

EDU 504 Curriculum

EDU 510 Learning

EDU (Technology Elective)

EDU 5 15 Research Methods

Required Courses 18 credits

EDU 575 Human Development

EDU 590 Basic Methods in Elementary Education

EDU 520 Curriculum and Methods in Reading

EDU 524 Curriculum and Methods in Language Arts

EDU 525 Curriculum and Methods in Mathematics

EDU 581 Seminar in Elementary Education

EDU 582 Observation and Practicum

Professional Contribution 6 credits

EDU 565 Staff Development

EDU 595 Professional Contribution

TOTAL 39 credits

C. The Culminating Activity:

As a culminating activity, students are required to develop and deliver a
professional contribution, a project whereby they try to create curricular
change through staff development. They first participate in a three-credit
course in staff development during which they develop their projects. During
a subsequent semester they formally deliver their projects to a group of
colleagues or to a professional group.

EDU 565 Staff Development

EDU 595 Professional Contribution

Course Scheduling Thc College Misericordia Graduate Education Program utilizes evening

and Sequence an<^ weekend formats throughout the school year and conveniently scheduled

workshops and seminars during the school year and during the summer
months. Students who enroll on a part-time basis can complete the program
in three years. Full-time students can complete the program in two years.
They may take up to nine credits during each of the semesters of the school
year and up to twelve credits during the summer tcmi.

GRADUATE PROGRAM DESCRIPTIONS

A typical part-time student's schedule is depicted below:

Year One

Fall

Spring

Summer

EDU500

EDU 510

Electives

Issues in

Learning

or Required

Education

Courses

EDU504

EDU

Electives

Curriculum

Technology

or Required

Elective

Courses

Year Two

Fall

Spring

Summer

EDU515

Electives

Research

or Required

Methods

Courses

Year Three

Fall

Spring

EDU 565

EDU 595

Staff

Professional

Development

Contribution

Transfer Students

College Misericordia's Graduate Education Program will allow
students to transfer up to six credits from other graduate programs.
Students who have earned a Masters Equivalency Certificate from the
Pennsylvania Department of Education may transfer up to nine credits.
Students who have completed graduate degrees at other institutions may
transfer up to twelve credits. All requests for credit transfers must be
reviewed and approved by the Director of the Graduate Education Program
and must be appropriate substitutes.

GRADUATE PROGRAM DESCRIPTIONS

GRADUATE PROGRAM IN NURSING

Philosophy The Nursing Program supports the Mission Statement and Philosophy of the College. The

undergraduate nursing program is based on a complementary relationship between liberal arts
and professional studies. Specialization on the graduate level offers in-depth knowledge of a
specific clinical or functional area. The approach to education focuses on critical thinking, as
well as the values and attitudes of justice, mercy, and service.

Each human being is viewed as intellectual, spiritual, and creative, and constantly
interacting within the environment. The holistic view of humans takes into account the
physical structure, mind and spirit of the individual, as well as the physical and social environ-
ment in which each functions. Humans interact on the basis of respect for each other's cultural
values, worth and dignity. Individuals have the potential for self-direction based on their
developmental level. The capacity for emotion, reasoning, and perceiving is characteristic of
human beings.

The social environment is composed of individuals, families, groups and communities
which can be described in terms of micro-systems and macro-systems. Biological, social, and
psychological forces within the environment impact on a complex and dynamic health care
system. Cultural patterns influence the human-environment interaction.

Health care involves the promotion, maintenance and restoration of wellness. A particu-
lar state of wellness is perceived by individuals and is influenced by their self-esteem, inner
sense of meaning, and desire to achieve their highest potential. Individuals who are goal-
oriented, motivated and have a high sense of energy tend to achieve a higher level of wellness.

Nursing is an art, involved in caring, and a science based on its own theory and research.
The nursing process involves critical thinking as related to the cognitive, affective and psy-
chomotor domains. The profession of nursing is a vital, effective and efficient health service to
the community. Ethical and legal issues have a strong impact on the practice of professional
nursing.

Leadership involves directing and providing client care, collaboration with other health
care professionals and management. The profession of nursing is committed to making quality
health care available and accessible to all, which reflects our commitment of mercy and justice.
Health teaching is an integral component of wellness promotion. Nursing exerts an influence
on, and is influenced by, the newly developing patterns of providing services, the roles of other
members of the health team, scientific and technological advances, nursing research, and the
social and economic pressures which contribute to the complexity of health care services.

Undergraduate education in nursing is built on a strong core of general education require-
ments and is generic in nature. Included within the program are liberal arts and the sciences,
such as nutrition, anatomy and physiology, and developmental psychology, as well as other
pure and behavioral sciences. The use of the nursing process and nursing theories are basic to
generalized clinical practice.

Graduate education enables professional nurses to realize their creative leadership
potential and provides opportunities for independent and collaborative functioning with health
professionals and others in effecting changes in nursing practice and health care. Advanced
knowledge provides for a high degree of effectiveness in leadership capacities. Scientific
inquiry is an integral part of the program. Such inquiry provides the basis for acquisition of
increased competencies in utilization of the research method and in the analysis and synthesis
of theories related to the practice of nursing.

GRADUATE PROGRAM DESCRIPTIONS

Learning involves critical thinking, which encompasses the analysis and synthesis of
knowledge. It is life-long and involves developmental changes. The individual has the respon-
sibility to achieve the highest potential with the assistance of the faculty who are facilitators.
The faculty believe that learning occurs when the student actively participates in the learning
process. Teaching, therefore, is a collaborative process in which a student assumes progressive
responsibility for personal learning. Learning is directed toward the development of the values
and professional role identification that are compatible with this philosophy.

Program The program is designed to develop a core of skills and competencies in the master's

candidate. In addition, it provides a flexibility which permits students to pursue their areas of
interest. Students meet their individual learning needs through selection and development of
concepts and in-depth analysis of populations and communities.

The graduate nursing program at College Misericordia is designed to:

1. provide clinically prepared nurse educators, practitioners, and adminis-
trators for leadership positions in nursing education and the health care
delivery system;

2. prepare graduates to use the research process to improve nursing practice,
nursing education, and contribute to nursing's body of knowledge;

3. prepare graduates to initiate innovative, creative approaches to the
emerging needs and demands of society related to the health care delivery
system.

4. provide an educational base for graduates to pursue further education and
professional development.

Post Master's The family nurse practitioner post master's certification program is designed to facilitate

Family Nurse the integration of advanced theories and concepts into advanced nursing practice in primary
Practitioner care. The FNP post master's program prepares nurse practitioners to function as principal
Certificate providers of primary health care and to assume responsibility for promoting, maintaining and

restoring the health of individuals and families.

The program will be offered on a full time basis. It consists of 36 credits of family nurse
practitioner specialty and cognate courses. Four semesters are required for completion of the
program.

Clinical learning experiences are arranged in a variety of settings to meet program
objectives and student interests. Experiences are located in health care facilities in northeast-
ern Pennsylvania.

Curriculum The curriculum is designed to prepare nurses in areas of primary care, administration or

education based on clinical knowledge at the advanced level. Students major in Adult Health/
Micro Systems Nursing, Matemal-Child/Macro Systems Nursing, or Community Health/
Macro Systems Nursing and select a functional role of either Nurse Administrator or Nurse
Educator, or they may choose the Family Nurse Practitioner option.

The Ginical Core Courses in Adult Health/Micro Systems Nursing are designed to
facilitate the student's integration and clinical application of advanced theories and concepts
as they relate to the health and nursing care needs of the adult and family. Concepts will be

GRADUATE PROGRAM DESCRIPTIONS

developed along the wellness- illness spectrum emphasizing care as multidimensional in
nature. Based on a selected nursing theory, selected change theory, and current nursing mo-
dalities, interventions will be planned, implemented, and evaluated.

The Qinical Core Courses in Community Health/Macro Systems Nursing are designed to
acquaint the student with advanced concepts in community assessment and intervention
essential to practice and leadership in community settings. The primary focus on groups and
the community as client provides the student with opportunities to assess, plan, diagnose,
implement, and evaluate care at the aggregate level. Students will investigate the multidimen-
sional role of change agent with the complex structure of the community.

The Qinical Core Courses in Maternal-Child/Macro Systems Nursing are designed to
provide students with advanced theories and concepts in dealing with child-bearing families
and infants through adolescents. The primary focus is on infant mortality, high-risk pregnan-
cies, vulnerable families and children, and other threats to child and family health and
wellness.

The Nursing Administration Sequence is designed to develop management skills.
Courses in organizational behavior, financial management, and nursing administration provide
the graduate student with the basis for the role of nurse administrator.

The Nursing Education Sequence is designed to develop advanced knowledge and
skills for the graduate student planning a teaching career. Courses in curriculum development,
teaching/learning strategies, and an introduction to higher education provide the student with a
basis for the roles and functions of the nurse educator.

The Family Nurse Practitioner program is designed to allow students to integrate
advanced theories and concepts as a framework for nursing practice. Students are prepared as
family nurse practitioners to function as principal providers of primary health care and to
assume responsibility for promoting, maintaining and restoring the health of individuals and
families.

The nursing education and administration programs consist of 40 credits. As a program
for part-time study, students must complete these programs within five (5) years of matricula-
tion. The family nurse practitioner program consists of 45 credits and must be completed
within five (5) years of matriculation.

Program GRADUATES OF THE MASTER'S PROGRAM IN NURSING WJLL BE ABLE TO:

Objectives

1. promote, maintain, and restore wellness through the use of in-depth knowledge, skills
and attitudes related to the selected nursing specialization;

2. articulate a philosophy of nursing and a personal belief system that reflects a commit-
ment to holistic nursing care;

3. utilize the nursing process in the practice of professional nursing with a micro/macro
systems framework based on research and knowledge from nursing and other disci-
plines;

4. demonstrate leadership in working with other professionals and consumers to effect
positive changes in nursing practice, nursing education, and the health care system;

25_

GRADUATE PROGRAM DESCRIPTIONS

Program 5. function independently or in collaboration with other health professionals and consumers

Objectives t0 promote high level wellness for the client;

(continued)

6. continue the process of learning for personal and professional growth by contributing to
the scholarly literature, conducting needed research related to the nursing specialization
or role function and participation in community and/or professional activities which
enhance nursing;

7. demonstrate leadership in participating in assuring quality of programs related to the
nursing major and functional role;

8. develop testable propositions from nursing and other theories, and critically analyze
findings with applicability to practice; and

9. incorporate social, political, and ethical responsibility and accountability as an
essential part of the professional role.

GRADUATES IN THE EDUCATIONAL SEQUENCE WILL BE ABLE TO:

1 . demonstrate a personal philosophy and belief system in the role of nurse educator,

2. develop skill in responding to the educational needs of students, colleagues, and society;

3. develop skill in responding to the standards, regulations, and credentialing criteria which
impact upon nursing education;

4. base the practice of nursing education on theory, research, and clinical expertise;

5. participate with professional colleagues and consumers to achieve academic standards
and goals;

6. develop the leadership role of nurse educator within academia, the health care system,
and the community; and

7. participate in lifelong learning.

GRADUATES OF THE ADMINISTRATION SEQUENCE WILL BE ABLE TO:

1. demonstrate a personal philosophy and belief system in the role of nurse
administrator,

2. demonstrate skill in responding to the dynamic changes in organizational structures
and functions within the health care delivery system;

3. demonstrate skill in responding to the standards, regulations, and credentialing criteria
which impact upon nursing administration and the health care system;

4. base the practice of nursing administration on theory, research, and administration
expertise;

5. participate with professional colleagues and consumers to achieve improvement in the
delivery of health care;

GRADUATE PROGRAM DESCRIPTIONS

6. demonstrate the leadership role of nurse administrator within the health care system and
community; and

7. participate in lifelong learning.

GRADUATES OF THE FAMILY NURSE PRACTITIONER PROGRAM WILL BE
ABLE TO:

1. analyze, test and evaluate theories and models for incorporation into advanced primary
health care practice;

2. develop and implement treatment plans for the management of common, acute and
chronic health problems occurring across the lifespan;

3. identify and systematically study researchable problems relevant to primary care
nursing;

4. demonstrate competence and professional accountability in the nurse practitioner role;

5. collaborate in interdisciplinary efforts to provide and improve accessible, cost effective
primary health care services on the local, state, and national levels;

6. utilize leadership to enhance the status, power and autonomy of primary care nursing;

7. actively participate in effecting legislative changes to improve health care and eliminate
barriers for advanced nursing practice; and

8. formulate and implement plans for own professional development as a provider of
primary health care services.

Education or

Administration

Core - 9 credits

Focus

NSG 553

Analysis of Macro/Micro Systems

(3 credits)

(40 credits)

NSG512

Concepts and Theories in Nursing

(3 credits)

NSG 515

Research: Concepts, Methods and Principles
Clinical Area -9 credits

(3 credits)

NSG 506-507

Adult Health/Micro Systems Nsg I & II

f \ r

(6 credits)

NSG 508-509

Community Health/Macro Systems Nsg I & II

(6 credits)

NSG 521-522

Matemal-Child/Macro Systems Nsg I & II

(6 credits)

NSG 573

Clinical Practicum

Functional Area - 13 credits

Nursing Administration

(3 credits)

OM500

Organizational Behavior

(3 credits)

OM510

Financial Management I

(3 credits)

NSG 525

Introduction to Nursing Administration

(3 credits)

NSG 545

Nursing Administration Seminar/Practicum
or
Education

(4 credits)

NSG 504

Curriculum Design

(3 credits)

NSG 505

Teaching/Learning Strategies

(3 credits)

NSG 510

Introduction to Higher Education

(3 credits)

NSG 535

Nursing Education Practicum/Scminar

(4 credits)

GRADUATE PROGRAM DESCRIPTIONS

Evening
Program

Friday
Program

NSG 555
NSG 599

Elective
Year One

Synthesis - 6 credits
Legal, Ethical and Public Policy Issues in
Health Care
Graduate Nursing Synthesis Seminar

Elective - 3 credits

Thesis Option is available

(3 credits)
(3 credits)

(3 credits)
SUGGESTED SEQUENCE (Education or Administration)

Year Two

Year Three

Year One

Fall

NSG 553
NSG 512

Spring

NSG 504 or OM 500

NSG 506, NSG 508, or NSG 521

Summer

Elective (may be taken during eit

Fall

NSG 505 or OM 510

NSG 507, NSG 509 or NSG 522

Spring

NSG 515

NSG 525 or NSG 510

Fall

NSG 573

NSG 535 or NSG 545

Spring

NSG 555
NSG 599

Fall

NSG 553
NSG 512
NSG 504 or OM 500

Year Two

Spring NSG 506, NSG 508, or NSG 521

NSG 515
NSG 505 or OM 510

Summer Elective

Fall NSG 507, NSG 509, or NSG 522

NSG 573
NSG 5 10 or NSG 525

Spring NSG 555

NSG 599
NSG 535 or NSG 545

GRADUATE PROGRAM DESCRIPTIONS

Nurse

Practitioner

Components

(45 credits)

NSG512
NSG515
NSG 553

NSG551
NSG 552
NSG 554

NSG 565
NSG 556

NSG 557

NSG 558

NSG 559
NSG 561
NSG 562

NSG 563

NSG 555
NSG 564

Core - 9 credits
Concepts and Theories in Nursing (3 credits)

Research: Concepts, Methods & Principles (3 credits)

Analysis of the Health Status of
Micro/Macro Systems (3 credits)

Foundations - 9 credits
Advanced Pharmacology (3 credits)

Pathophysiology for Primary Care (3 credits)

Diagnostic Reasoning and Therapeutic
Interventions for Primary Care Nursing (3 credits)

Clinical -18 credits

Primary Care of Children (3 credits)

Clinical Management for the Primary

Care of Children (2 credits)

Primary Care of Adults with Health

Promotion Needs and Episodic Health

Problems (2 credits)

Clinical Management of Adults with Health

Promotion Needs and Episodic Health Problems (2 credits)

Primary Care of Women (3 credits)

Clinical Management of Women's Health Care (2 credits)

Primary Care of Adults with Chronic Health

Needs and Problems (2 credits)

Clinical Management of Adults with Chronic

Health Needs and Problems (2 credits)

Synthesis -9 credits
Legal, Ethical and Public Policy Issues in
Health Care (3 credits

Family Nurse Practitioner Preceptorship (6 credits)

NURSE PRACTITIONER PROGRAM
FULL-TIME SEQUENCE

Year One

Fall

NSG 551
NSG 552
NSG 553
NSG 554

Spring

NSG 512
NSG 565
NSG 556
NSG 557
NSG 558

Year Two

Fall

NSG 515
NSG 559
NSG 561
NSG 562
NSG 563

GRADUATE PROGRAM DESCRIPTIONS

Year Two

Spring

NSG 555
NSG 564

NURSE PRACTITIONER PROGRAM
SUGGESTED PART-TIME SEQUENCE

Year One

Fall

NSG 512
NSG 515

Spring

NSG 551
NSG 552

Year Two

Fall

NSG 553
NSG 554

Spring

NSG 565
NSG 556

Year Three

Fall

NSG 559
NSG 561

Spring

NSG 550
NSG 557
NSG 558

Year Four

Fall

NSG 562
NSG 563

Spring

NSG 564

NSG 565
NSG 556

NSG 557

NSG 558

NURSE PRACTITIONER POST MASTER'S PROGRAM
SUGGESTED SEQUENCE

Year One

Fall

NSG 551

Advanced Pharmacology

3 credits

NSG 552

Pathophysiology for Primary Care

3 credits

NSG 553

Analysis of the Health Status of

Macro/Micro Systems

3 credits

NSG 554

Diagnostic Reasoning and Therapeutic

Interventions for Primary Care Nursing

3 credits
12 credits

Sprins

3 credits

2 credits

Primary Care of Children
Clinical Management for the Primary
Care of Children
Primary Care of Adults with Health Promotion
Needs and Episodic Health Problems 2 credits

Clinical Management of Adults with Health
Promotion Needs and Episodic Health Problems 2 credits

9 credits

GRADUATE PROGRAM DESCRIPTIONS

Year Twq

Fall

NSG 559

Primary Care of Women

3 credits

NSG 561

Clinical Management of Women's Health Care

2 credits

NSG 562

Primary Care of Adults with Chronic Health

Needs and Problems

2 credits

NSG 563

Clinical Management of Adults with Chronic

Health Needs and Problems

2 credits
9 credits

Spring

NSG 564

Family Nurse Practitioner Preceptorship

6 credits
6 credits

Note: These are suggested formats; courses are available based on student enrollment and faculty availability.

PROGRAM SPECIFIC REQUIREMENTS FOR CLINICAL PRACTICE:

All graduate nursing students must have on file before entering clinical education experiences:

CPR Certification, Health Center Clearance, and F.N.P. students must have professional malpractice insurance for

nurse practitioner student practice.

31_

GRADUATE PROGRAM DESCRIPTIONS

PROFESSIONAL ENTRY LEVEL MASTER OF SCIENCE
DEGREE IN OCCUPATIONAL THERAPY

The Occupational Therapy Program has a proud tradition of producing highly qualified
and technically proficient occupational therapy practitioners over the past decade. In 1997, the
first class of Professional Entry Level Master degree students will graduate. This graduation will
mark the completion of an educational transition process that began in 1992. The College now
offers two alternatives that lead to being awarded an entry level Master of Science degree in
Occupational Therapy. The first is a traditional five year curriculum whereby students are
admitted in their freshman year. Following five years of undergraduate and graduate course
work, students are awarded a Bachelors degree in General Studies and a Master of Science
degree in Occupational Therapy. The other program offers the curriculum over a three year
period with students attending classes on alternating weekends. At the end of three years,
students are awarded a Master of Science degree in Occupational Therapy. Students accepted
into the Program engage in an educational process that not only prepares them to become entry
level occupational therapy practitioners, but instills in them the understanding for and desire to
achieve the skills of scientific inquiry and critical reasoning. Great lengths have been taken to
create an educational experience that will prepare our students to meet and exceed the demands
of the entry level practitioner.

Students who are applying for the traditional program should refer to the undergraduate
catalog for a description of admission policies.

The weekend college Occupational Therapy Program is specially designed for students
who already have earned a bachelor degree or are Certified Occupational Therapy Assistants.
(COTAs must refer to the undergraduate catalog for admission requirements). Our graduates are
eligible to sit for the American Occupational Therapy Certification Board (AOTCB) examina-
tion. Successfully passing the AOTCB examination will allow students to apply for and receive
a license to practice occupational therapy in the state of Pennsylvania. Students from other states
should contact their state's licensing board for information pertaining to that state's require-
ments.

Occupational therapists are readily employed in clinics, hospitals, home health agencies,
rehabilitation centers, schools, nursing homes, pediatric facilities, private practice, industrial
centers, government agencies, and military medicine.

Philosophy The occupational therapy program supports the mission statement and philosophy of

the College. The professional studies of the occupational therapy program are interwoven with
a liberal arts foundation to provide students with a broad range of intellectual skills. The
curriculum is built on the following tenets and assumptions regarding human beings, occupa-
tional therapy and education. The human being is a holistic, dynamic person that possesses an
occupational nature. The holistic aspect of the human being consists of biological, psychological
and socio-cultural dimensions. The holistic nature of each human being is unique and individual-
ized. This unique individual functions as an open system which interacts in a dynamic fashion
with the environment. The continuous interaction provides the individual with the opportunity to
grow, develop, change, and adapt. The growth process is facilitated by the occupational nature
of human beings and is evident in the interactions with the environment that are self-initiated
and goal-directed. These interactions, or occupations, can be categorized into the performance
areas of play/leisure, work/productivity, self maintenance, and rest/relaxation.

Occupational therapy is based on the belief that occupations may be used to promote
wellness and remediate dysfunction. Occupations have the ability to be graded and be used
therapeutically to promote adaptation which enables individuals to attain the highest level of
performance in a variety of roles and settings. The process of occupational therapy integrates the
application of critical reasoning skills with evaluation, treatment planning, and intervention.

The overall objective of this Occupational Therapy Program is to produce graduates
who are able to view the person as a holistic being with numerous dimensions, demonstrate an

GRADUATE PROGRAM DESCRIPTIONS

understanding and appreciation of the diversity of human beings, possess an understanding of
current occupational therapy theory and frames of reference and demonstrate the ability to
apply them to various practice situations, analyze situations critically, think logically, employ
scientific methodology to perform research, critically analyze research results and apply these
appropriately to practice, express oneself clearly and persuasively in both written and verbal
communication, ascribe to a standard of ethical conduct in their personal and professional
lives, advocate for the consumer, and possess a knowledge base anchored in the liberal arts.
Graduates of this program will possess entry-level skills to practice occupational therapy.

Policies In addition to the general policies of College Misericordia, the following regulations apply to

Occupational Therapy Students.

Fieldwork

Fieldwork placements are an integral part of the Occupational Therapy curriculum. The Program
has a Fieldwork Coordinator who will assist in the arrangement of all fieldwork placements.
Students will meet with the Coordinator assigned to their Program to arrange the placement.
Students are responsible for all living and transportation costs associated with fieldwork placement.

Physical Examinations

Annual physical examinations are required for admission to occupational therapy courses.
Records of the examination must be on file in Student Health Services at the beginning of each
academic year. Students are required to fulfill all health requirements of fieldwork facilities prior
to fieldwork placement and are required to demonstrate proof of health insurance coverage.
Further details about health requirements at a specific fieldwork site can be obtained from the
Fieldwork Coordinator.

Related Expenses

Additional expenses for occupational therapy students normally include uniforms, name pins,
school patches, and a certification examination fee. As part of professional development, students
are expected to become members of the American Occupational Therapy Association and
encouraged to become members of the Pennsylvania Occupational Therapy Association (each
Association has reduced student rates; the Occupational Therapy Office has details). Attendance
at local and regional conferences is encouraged as students continue their lifelong commitment to
learning.

Retention and Dismissal

To advance within the professional program, students must maintain a 3.0 GPA in their occupa-
tional therapy major. No more than two grades of "C" will be permitted in courses at the 500 and
600 level. Grades of "D" or below are considered failing grades within the Professional Program.

GRADUATE PROGRAM DESCRIPTIONS

OCCUPATIONAL THERAPY PROFESSIONAL CURRICULUM

SEQUENCE OF REQUIRED COURSES
Traditional Format

For a description of core course requirements, refer to the undergraduate catalog.

* = Cognate i

Courses

YEAR I

Fall Semester

Spring Semester

*PHY

107

Intro to Physics I

*PHY

108

Intro to Physics II

*HP

100

Intro to Health Sciences

*SOC

110

Anthropology

*MTH

115

Statistics (Math Bank Core) 3

103

Intro to Prof Beh in OT

103

Intro to Prof Beh in OT
OR

♦HP

100

Intro to Health Sciences

YEAR II

Fall Semester

Spring Semester

*BIO

211

Anatomy & Physiology I

*BIO

212

Anatomy & Physiology II

220

Dimen Hum Perf I

221

Dimen Hum Perf II

205

Occ Behaviors I

275

Occ Behaviors II

230

Interpersonal Processes
Fall Semester

OT
YEAR III

290

Conditions Affcc Hum Sys
Spring Semester

308

Neurosciences

310

Applied Functional Anat

300

Critical Reasoning

422

OT Intervention Series I

330

Conceptual Foundations

722

Interventions Lab I

*PSY

430

Abnormal Psychology

522

Interventions Seminar I

335

Env Dimen of Hum Perf

YEAR IV

Fall Semester

Spring Semester

423

Intervention Series II

424

Intervention Series III

723

Interventions Lab II

724

Interventions Lab III

523

Interventions Seminar II

524

Interventions Seminar III

515

Research in OT

570

Mgmt and Supervision

690

Research Project I

SUMMER

601

Fieldwork Level I
Fall Semester

YEARV

Spring Semester

602

Fieldwork Level II

610

Elective: Special Topics
inOT

620

Adv Theory Analysis

630

Issues and Trends

695

Research Project II

GRADUATE PROGRAM DESCRIPTIONS

OCCUPATIONAL THERAPY PROFESSIONAL CURRICULUM

SEQUENCE OF REQUIRED COURSES

Weekend College Format

YEAR1

Spring Semester

Summer Semester

Fall Semester

OT 103 Intro to Professional

OT 221 Dimensions in Human

OT 205 Occupational

Behaviors in OT 2

Performance II 3

Behavior I

OT 220 Dimensions in Human

OT 290 Conditions Affecting

OT 308 Neuroscience

Performance I 3

the Human System 3

ELECTIVE*

OT 230 Interpersonal Processes 3

ELECTIVE*

YEAR 2

OT 275 Occupational

Behaviors II 4

OT 300 Critical Thinking in OT 3
OT 310 Applied Functional

Anatomy 4

OT 330 Conceptual Foundations

OT 335 Environmental

Dimensions in

Human Performance 3
OT 422 Intervention Series I 3
OT 522 Intervention Seminar I 2
OT 722 Intervention Lab I 0

OT 423 Intervention Series II 3
OT 523 Intervention Seminar II 2
OT 723 Intervention Lab II 0
OT 515 Research Methods 3

inOT

3 ELECTIVE*

YEAR 3

OT 424 Intervention Series III 3
OT 524 Intervention Seminar III 2
OT 724 Intervendon Lab III 0
OT 570 Management and

Supervision in OT 3
OT 690 Research Project I 3

OT 601 Level II Field work 3
OT 630 Issues and

Trends in OT 3

OT 602 Level II Fieldwork 9
OT 620 Advance Analysis of

OT Theory & Practice 3
OT 695 Research Project II 3

*Electives must consist of upper level undergraduate and/or graduate level course work and will be determined
based upon the student's needs, course availability and advisor approval.

Level I fieldwork experiences are integrated throughout the occupational therapy curriculum. Students are
required to complete all Level I experiences independendy. The Fieldwork Coordinator is available to assist with
establishing a fieldwork site.

This course sequence is subject to change.

GRADUATE PROGRAM DESCRIPTIONS

GRADUATE PROGRAM IN ORGANIZATIONAL MANAGEMENT

Philosophy

Program

Curriculum

Specializations

Human Resource

Management

Specialization

Human Services

Management

Specialization

General

Management

Specialization

College Misericordia's Master of Science degree in Organizational Management is designed
to educate individuals for successful careers as managers in both public and private organiza-
tions and in industry. The program reflects a management perspective which assumes that the
professional manager is able to analyze problems, communicate solutions and understand the
impact of management decisions.

The program prepares students for responsible organizational leadership. Students are encour-
aged to think broadly about the tasks and functions of the manager and to develop and use a
variety of management skills in organizational environments.

The program consists of thirty-six (36) credit hours which can be completed on a part-time
basis. A core curriculum of twenty-one (21) credits is required. Students then have the
opportunity to specialize in one of three areas: Human Resource Management, Human
Services Management, and General Management The specialization areas require a total of
twelve (12) credits for completion. The program culminates in a required three (3) credit
practicum or professional contribution which synthesizes the skills and content presented
through academic course work.

The program offers an opportunity for students to concentrate their elective courses in one of
three areas of special interest.

One of the interest areas to which the program responds is the field of Human Resource
Management which deals with issues related to human resource management and develop-
ment. Gearly, there is a growing need for the development of professional competencies and
skills in this area. The program is designed to develop the skills and knowledge base needed
to exert leadership in the management of human resources in a variety of organizations
including corporations; health and health-related facilities; local, state and regional govern-
ment; and other complex organizations.

The second area of specialization available is designed for managers in human service and
other not-for-profit agencies. The program offers practitioners the opportunity to develop
those skills required for successful management specifically in the not-for-profit and
voluntary sector.

Students, with the cooperation of their program advisor, may choose to specialize in one of
the above tracks or they may plan, with their advisor, an individualized program of study by
choosing electives from the pool of electives offered by the program.

GRADUATE PROGRAM DESCRIPTIONS

A. Core curriculum:

OM500

Organizational Behavior

OM510

Financial Management I

OM511

Financial Management II

OM515

Research Methods

OM516

or
Qualitative Research

OM530

Legal Aspects of Administration

OM550

Personnel and Labor Relations

OM586

Strategic Planning and Management of Change

OM595

Professional Contribution

OM596

or
Administrative Practicum

B. Track I Human Resources Management:

Choose twelve (12) credits from the following:

OM 505 Decision Making

OM 551 Organizational Communication

OM 552 Regulation of Human Resources Management

OM 553 Fundamentals of Employment Benefit Planning

OM 554 Current Issues

OM 555 Administration of Human Resources

OM 556 Policies and Procedure Development

OM 590 Seminar

OM 599 Independent Study

C. Track II Human Services Management:

Choose twelve (12) credits from the following:

OM 505 Decision Making

OM 525 Human Service Systems

OM 536 Marketing Management

OM 540 Grant/Contract Development and Management

OM 542 Fund Raising: Theory and Application

OM 551 Organizational Communication

OM 553 Fundamentals of Employment Benefit Planning

OM 590 Seminar

OM 599 Independent Study

D. Track III General Management:

Complete the core curriculum and 12 additional credits selected, with consent of the
students advisor, from those offered by the program.

GRADUATE PROGRAM DESCRIPTIONS

Certificate A 15 credit Certificate in Human Resource Management is offered to those individuals who

are interested in the field of Human Resources but do not wish to pursue the degree. Course
requirements for entering and completing the Certificate program include:

1. possession of a baccalaureate degree from an accredited college or university in a
field compatible with the area of advanced study;

2. completion of the following designated courses: OM 500, OM 550, OM 552;

3. completion of 6 additional credits from the Human Resource Management track.

Course

Option

I: Three Year

Sequence (6

Scheduling

and Sequence

Year

Semester

One

One
Semester

OM500
OM510

Two

OM586
OM511

Year

Semester

Two

One

Semester

OM515
OM530

Two

OM550

Year

Semester

Three

One

Semester

Two

OM595

Organizational Behavior
Financial Management I

Strategic Planning and
Management of Change
Financial Management II

Research Methods

Legal Aspects of Administration

Personnel/Labor Relations/Elective

Electives

Professional Contribution

or
Administrative Practicum

OM596
Option II: Two Year Sequence (9 credits for 4 semesters)

Year

Semester

One

OM500

Organizational Behavior

OM510

Financial Management I

OM530

Legal Aspects of Administration

Semester

Two

OM586

Strategic Planning and Managemei

OM511

Financial Management II

OM550

Personnel/Labor Relations

Year

Semester

Two

One

Semester

OM515

Research Methods
Electives

Two

OM595

Professional Contribution

OM596

Administrative Practicum
Electives

GRADUATE PROGRAM DESCRIPTIONS

POSTBACCALAUREATE ENTRY-LEVEL PROGRAM IN PHYSICAL THERAPY
MASTER OF SCIENCE IN PHYSICAL THERAPY

Mission

Philosophy

College Misericordia's program in Physical Therapy is a five-year, entry level master's degree
program with admission in the freshman year. Students admitted as freshmen or undergraduate
transfers who successfully complete all major and college requirements will be awarded a
Bachelor of Science degree in General Studies in addition to an M.S. in Physical Therapy
degree. Students admitted with a baccalaureate degree will be awarded an MS in PT
degree upon successful completion of the professional program.

Students admitted into the professional program with a baccalaureate degree are expected to
have a foundation in the liberal arts and sciences appropriate in depth and breadth to develop
the ability in students to think independently, weigh values, and understand fundamental
theory. These, in addition to a variety of life experiences further serve to develop skills of
critical thinking and communication, inherent in professional education and socialization. The
physical therapy professional curriculum requires three years of study and results in the
awarding of the Master of Science in Physical Therapy degree.

The program is guided by the standards and criteria of the Commission on Accreditation in
Physical Therapy Education of the American Physical Therapy Association (CAPTE/APTA).
Formal accreditation is anticipated at the earliest date permitted by established CAPTE/APTA
policies and procedures. Under these policies, program accreditation status will be determined
following formal evaluation in the 1996 spring term prior to the graduation of the program's
first class. Students enrolled in the program prior to the awarding of accreditation status should
be aware that the College can not assure accreditation status for the program. Graduates of
accredited physical therapist education programs are eligible to apply for licensure as physical
therapists in the individual United States and territories.

It is the mission of the physical therapy education program at College Misericordia to provide
professional physical therapy education opportunities to the citizens of northeastern Pennsylva-
nia and the surrounding regions of New York, New Jersey, Maryland, and Pennsylvania and to
help meet the physical therapy health care needs of these areas.

The physical therapy program is committed to providing an education program which produces
competent physical therapy practitioners who are critical thinkers and educated consumers of
research and which prepares graduates for productive careers in physical therapy and as
advocates for and participants in life long learning.

As an entry-level professional postbaccalaurcate program, the physical therapy curriculum
reflects a commitment to the complementary relationship between liberal arts and professional
studies which enables graduates to adapt to and deal with constantly evolving societal and
professional needs.

The physical therapy program's commitment to providing affordable, quality physical therapy
education expresses the founding Sisters' values and attitudes of justice, mercy, and service.

The physical therapy education program is based on the belief that graduates of entry-level
physical therapy programs should possess the clinical decision making and problem solving
skills which enable them to function as peer colleagues in the contemporary, dynamic health
care system. Physical therapists need to be sensitive to the needs of a culturally diverse society
as evident in their interactions with clients, families, health care colleagues and the community
in which they practice.

39_

GRADUATE PROGRAM DESCRIPTIONS

An educational program for physical therapists should reflect the concepts of androgogy (adult
education) to include problem solving, critical thinking and analysis, integration of theory and
practice, clinical decision making, mentoring and self-directed learning.

Physical therapists should have the ability to articulate and exchange knowledge, seek addi-
tional knowledge and skills, and they should have the ability and desire to remain open to input
from and collaboration with other health care professionals. They value collaboration and
communication in a spirit of mutual collegiality among health care providers as essential to
meeting the health care needs of society.

A physical therapy entry-level education program prepares physical therapy generalise but
provides graduates with the tools which enable them to develop specialty expertise through the
application of critical thinking and problem solving skills and a wholistic approach to health
care.

The academic and clinical faculty and the academic and clinical education environment must
reflect and foster professional values and behaviors. The academic and clinical faculty and
curriculum components must be inextricably linked for the provision of professional education
programs preparing competent health care practitioners.

A diverse faculty whose members have responsibilities and activities consistent with their areas
of teaching and scholarly expertise, strengthens and enhances a professional education pro-
gram.

Goals It is the goal of the physical therapy education program to prepare graduates who:

1. are physical therapist generalists capable of contemporary, competent, legal, and
ethical practice.

2. value the relevance of, and contribute to, critical inquiry in the validation and
advancement of the art and science of physical therapy.

3. appreciate the roles and responsibilities of physical therapists as professionally
autonomous practitioners within the health care system.

4. accept the responsibility for education of self, the community, profession, clients,
and colleagues in the health care system.

5. value and foster communication and interaction with colleagues for the benefit of
optimal service to clients.

6. respect and respond to contemporary bio-psycho-social diversity in interactions with
clients, families, colleagues and the community.

GRADUATE PROGRAM DESCRIPTIONS

PHYSICAL THERAPY PROFESSIONAL CURRICULUM

First Professional Year

Semester I

BIO 301 Gross Anatomy

FT 405 Analysis Hum Mvmt

BIO 407 App Physiol

PT 409 Clin. Skills

cr
5
4

.2
15

BIO 302
PT402
PT410
Elective

Semester II

Neuroscience

Clin Sci I

Int CI Arts Sem I

121

13-16

Summer I
PT515 Research Methods 3

Second Prpfessipnal Year

PT503
PT505
PT511
PT590
Elective

Third

PT619
PT621

Clin Sci II
Clin Sci III
Int CI Arts Sem II
Research Seminar

Year

4
4
4
1

(31
13-16

Clin Ed II (10 weeks)
Clin Ed III (10 weeks)
Aug. - Dec.

6
6

PT518
PT506
PT512

PT614
PT690
PT692
PT616
PT612

Clin Educ 1(6 weeks)
Clin Sci IV
Int C A Sem III

Int C A Sem IV
Critical Inq
Crit Inq Sem
Clin Dec Making
Special Topics

3
3

1
2

The total credits required for the professional curriculum are 80. Of these, 28 are at the
undergraduate level (300, 400 level) and 52 at the graduate level (500, 600). 500 level courses
taken through the first semester of the second professional year will be counted toward the
baccalaureate degree requirements for students in the five year, BS/MS in PT program who
must have 128 credits to receive the baccalaureate degree. A minimum of 36 graduate credits
beyond the baccalaureate degree requirements arc necessary for the MS in PT degree.

Minimal competence (3.0 GPA or grade of B) must be demonstrated in all professional courses
prefixed "PT" for successful completion of the physical therapy program.

41_

COURSE DESCRIPTIONS

EDUCATION 500 Issues and Trends in Education 3 credits

(EDU) Curriculum decision making is examined in light of Federal and state

legislation, court decisions, public policy, recent research and exemplary
educational programs. Students complete a series of readings, participate in
discussions, and complete a major paper.

504 Curriculum 3 credits

Includes an examination of the foundations, models, and procedures of
curriculum design and assessment. Curriculum theories and practices are
explored. Students design and assess actual curriculum.

510 Learning 3 credits

Relates major contemporary theories of education to current methods of
teaching. Discusses how the theories and methods affect curriculum and
curriculum decisions. Students create a project which relates theories and
methods to curriculum decisions.

515 Research Methods 3 credits

An examination of the principles and procedures of educational research.
Techniques of gathering and analyzing data, the design of studies in educa-
tion, and application to curriculum evaluation are highlighted.
Basic Statistics is a prerequisite.

520 Curriculum and Methods in Reading 3 credits

A special course which focuses effective and efficient teaching methods and
materials used to teach reading in elementary classrooms. This course is
designed for currently certified teachers.
EDU 590 Basic Methods in Elementary Education is prerequisite.

523 Curriculum Adaptations for 1 credit
Mainstreamed Adolescents

This course prepares special and regular educators to effectively integrate
mildly handicapped students in regular education.

524 Curriculum and Methods in 3 credits
Language Arts

A special course which focuses effective and efficient teaching methods and
materials used to teach language arts in elementary classrooms. This course
is designed for currently certified teachers.
EDU 590 Basic Methods in Elementary Education is prerequisite.

525 Curriculum and Methods in Mathematics 3 credits
A special course which focuses effective and efficient teaching methods
and materials used to teach mathematics in elementary classrooms. It is
designed for currently certified teachers.

EDU 590 Basic Methods in Elementary Education is a prerequisite.

530 School Law and Finance 3 credits

Students are introduced to how state and local school district laws and
policies govern curriculum and how school programs are financed.

_42

COURSE DESCRIPTIONS

EDUCATION 531 College Teaching 3 credits

(EDU) Introduces prospective and novice college faculty to instructional practices

and procedures related to teaching college courses. Topics include develop-
ing syllabi and instructional plans, teaching methods, test construction, and
evaluation procedures.

532 Classroom and Instructional Management 3 credits
This seminar identifies how special educators and elementary teachers can
improve how they manage classrooms. Motivation and discipline issues are
discussed.

533 Computer-Based Education 3 credits
This laboratory course allows students to experience first-hand the effects of
computer-based educational programs and create an awareness of how CBA
can be used in schools.

534 Teaching Sensitive Issues 3 credits
Participants identify educationally sensitive issues related to sex education
and related topics and prepare to deal with the issues in classroom situations.

535 Cooperative Learning 3 credits
This course introduces students to Cooperative Learning and allows them to
develop skills related to the implementation of Cooperative Learning strate-
gies in elementary and secondary schools.

536 Career Decisions in Education 1 credit
This course introduces students to career awareness and allows them to
develop skills related to the implementation of career programs secondary
schools and colleges.

537 Outcomes-Based Education 3 credits
This course introduces students to OBE and to policies and procedures
which facilitate the effective implementation of outcomes-based programs.

538 Performance-Based Assessment 3 credits
This course introduces students to performance-based assessment and to
policies and procedures which facilitate the effective implementation of
PBA in classroom situations.

539 Learning Strategies 3 credits
This course introduces students to the Strategies Intervention Model (SIM),
an approach to helping at-risk secondary students by empowering them with
Learning Strategies (Kansas University).

545 Instructional Support Teams/Elementary 1 credit
This advanced course helps elementary teachers apply concepts of instruc-
tional support in their school settings.

546 Instructional Support Teams/Secondary 1 credit
This advanced course helps middle level and secondary teachers apply
concepts of instructional support in their school settings.

43_

COURSE DESCRIPTIONS

EDUCATION 547 Collaboration and Consultation 3 credits

(EDU) This course introduces a process regular and special education teachers can

follow to jointly implement programs to assist students at-risk.

548 Clinical Supervision 3 credits

Models and practices of clinical supervision are explored and practiced.
Supervision projects are completed.

551 Productivity Tools for Educators 3 credits
An introduction to computer-based tools which help teachers deal effi-
ciently with record keeping and reporting. Software related to word pro-
cessing, data bases, spreadsheets, gradebooks, and graphics printing pack-
ages is used. NOTE: Computer novices in the Educational Technology
Specialization should take this first.

552 Multimedia Based Education 3 credits
Focuses on the use of computer integrated media including: laserdisc,
CD-ROM, audio, video, graphics, and text The course is designed as an
introduction to commercially prepared packages. Students also use
HyperCard to develop their own materials.

553 Technology and Instructional Design 3 credits
Deals with ways to incorporate and integrate computer technology in
planning and implementing instruction. Software applications and designs
which enhance quality instruction are highlighted.

554 Video in the Instructional Process 3 credits
The uses and advantages of video in instruction are discussed. Participants
learn to design instruction using commercial and educational television and
to produce original video using camcorders and editing equipment.

555 Advanced Multimedia Design 3 credits
Multimedia authoring languages and scripting as a multimedia program-
ming language are explored. The course also deals with advanced uses of
video digitizing and QuickTime movies. EDU 554 is prerequisite.

557 Instructional Support 3 credits

This course introduces students to the concept of instructional support as it
relates to helping academically at-risk students succeed in school programs.
Current models and practices of instructional support are reviewed.

559 Supervision Internship Variable Credit

Students complete a specially arranged internship in a local school. They
complete a special project under the supervision of a college supervisor and
a school district mentor.

565 Staff Development 3 credits

Participants identify and develop skills needed to participate in faculty
development programs. Procedures and practices related to conducting
needs assessments and to planning, implementing, and evaluating the effect
of in-service programs are highlighted. The course gives students the
opportunity to plan major curriculum projects.

COURSE DESCRIPTIONS

EDUCATION
(EDU)

570 Software Applications 3 credits

Identifies procedures for the selection, evaluation, and use of computer
programs and software.

575 Human Development 3 credits

An in-depth study of growth and development as it relates to elementary-
aged students. Current research and recent developments in educational
psychology are explored.

581 Seminar in Elementary Education 3 credits
This seminar is designed for Track Two participants (elementary educa-
tion). It deals with current issues and trends in elementary education

582 Observation and Practicum 0 credits
Track Two participants (elementary education) are expected to log 100
hours observing and participating in elementary classrooms. Specific
objectives must be met and students must maintain journals.

585 Special Topics Variable Credit

The Graduate Education Program features a series of one, two, and three
credit courses which deal with special topics of interest to teachers. They
are taught by respected and expert adjunct faculty who are leaders in their
communities and/or schools. A few Special Topics are scheduled each
semester and several are available during the summer term. Most Special
Topics may be used as electives within the Graduate Education Program.

Special Topics courses have included:

Integrating Learning Systems

Integrating Technology in the Classroom

Sensitive Issues in Sexuality

Curriculum Integration

Censorship in the Arts

Parents/Students' Rights in Special Education

College Programs for Disabled Students

Religion in Public Schools

The Federal Education Agenda

Characteristics of Excellence

Multicultural Education: Heritage Curriculum

Multicultural Education: Literature
in High School (3)

Education in Japan

Curriculum of the Future

Ethics in Education

Curriculum Update:
State Requirements

The Self-Study Process

Adaptations for Exceptional
Students/Secondary

Preparing Students for Post-
Secondary Education

590 Basic Methods in Elementary Education 3 credits

Focuses on the structure and process of elementary education and high-
lights effective and efficient teaching methods and materials which may be
used in elementary education. This course is designed for currently certi-
fied, albeit not elementary teachers.

591/ Curriculum Specialization I/II 3 credits each

592 Students independently research and design curriculum and identify how it

can be implemented. The course requires the completion of professionally

publishable papers.

COURSE DESCRIPTIONS

EDUCATION 595 Professional Contribution 3 credits

(EDU) Allows students the opportunity to implement major curriculum projects by

conducting and formally and publically presenting their professional contribu-
tions. EDU 565 Staff Development may be prerequisite.

599 Independent Study Variable credit

Allows students to conduct independent investigations of specific topics of
interest and/or to complete a school-based project They are planned, imple-
mented, and evaluated with the assistance of a mentor appointed by College
Misericordia. A Contract Learning format is used.

_46

COURSE DESCRIPTIONS

NURSING 504 Curriculum Design 3 credits

(NSG) An examination of the foundations, models and procedures of curriculum

design in nursing. Curriculum theories and practice are explored.

Prerequisite or corequisite: NSG 512

505 Teaching-Learning Strategies 3 credits
This course places emphasis on teaching and learning theories.

Students are exposed to a variety of modalities utilized in teaching both
theory and clinical courses. Test construction and clinical evaluation
methods arc included.

506 Adult Health: Micro Systems Nursing I 3 credits
The focus is on the nurse and the client as a model of wellness in health
promotion using nursing theory and research. The change process is utilized
as it impacts upon micro systems. Clinical work is expected as part of the
course requirement.

Prerequisite: NSG 553, NSG 512

507 Adult Health: Micro Systems Nursing H 3 credits
The focus of this course will be the development of intervention strategies
using concepts and models developed for the maintenance and restorative
aspects of wellness within a micro system. Clinical work is included.
Prerequisite: NSG 506

508 Community Health/Macro Systems Nursing I 3 credits
This course views the community as client using a macro systems frame-
work. The nursing process with a nursing theory foundation is used to focus
on wellness and health promotion and protection. Aggregate data is ana-
lyzed using the epidemiologic method. Clinical work involves working with
groups.

Prerequisite: NSG 553, NSG 512

509 Community Health/Macro Systems Nursing II 3 credits
This course emphasizes community assessment planning, interventions and
evaluation. The nursing process with a nursing theory foundation is used
within a macro systems framework. Focus is on the community as client
and maintenance and/or restoration of wellness. Clinical work is a require-
ment of the course.

Prerequisite: NSG 508

510 Introduction to Higher Education 3 credits
This course introduces the student to some of the concepts of higher
education, the roles and functions of educators, demands of academia,
external constraints on nursing in higher education, funding sources, and
the roles and functions of educational administrators and support staff.

512 Concepts and Theories in Nursing 3 credits

Emphasis is placed on concept analysis, components of theories, construc-
tion of the theoretical relationships between theory, research and practice,
and critique of existing theoretical frameworks in the discipline. Social,
ethical and value problems related to the development of knowledge are
examined.

47_

COURSE DESCRIPTIONS

NURSING 515 Research Methods: Concepts, Methods & Principles 3 credits

(NSG) This course will present the principles and processes involved in research.

Qualitative and quantitative approaches will be reviewed and analyzed
relative to their strengths, limitations and practical uses. The application of
appropriate research methods to problems worthy of study will be stressed.
Prerequisites: NSG 512, Basic Statistics

516 Introduction to Qualitative Research 3 credits

This course introduces the student to the nature and importance of qualita-
tive research methods. Case study, phenomenologic, grounded theory,
historical and ethnographic methods are explored in relation to the health
professions. Examples of qualitative research are analyzed.

521 Maternal: Macro Systems Nursing I 3 credits
This course emphasizes community maternal assessment, diagnosis,
planning, intervention and evaluation. The nursing process with a theory
foundation is used with a macro system framework to focus on maternal
nursing. Focus in on the community, including the family, as a client in
relation to maternal nursing and maintenance and/or restoration of wellness.
Clinical work is required. Prerequisite: NSG 553, 512

522 Child: Macro Systems Nursing II 3 credits
This course emphasizes community child assessment, diagnosis, planning,
intervention and evaluation. The nursing process with a nursing theory
foundation is used with a macro systems framework to focus on child
nursing. Focus in on the sommunity as client as well as the family as client
in relation to child nursing and maintenance and/or restoration of wellness.
Prerequisite: NSG 553, 512

525 Introduction to Nursing Administration 3 credits

This course explores the nature of administration as a concept and a variety
of theoretical approaches to the process of administration. Common ele-
ments of administration are considered and analyzed within the organiza-
tional framework of nursing services as a subsystem of an overall health
care delivery system. Prerequisites: OM 500, OM 510, NSG 512

535 Nursing Education Practicum/Seminar 4 credits

This course provides opportunities for students to develop the skills of
classroom and clinical teaching and evaluation using various modalities.
Students will explore the need to interface with faculty from nursing and
other departments of the institution, administration, support service person-
nel, and clinical site agency personnel. The logistics of student placement,
contractual agreements, state approval, and accreditation are additional
areas which are explored. Weekly seminars provide opportunities for
exchange of ideas, clarification of concerns, and analysis of educational
development and evaluative strategies.
Prerequisites: NSG 504, 505, 510, and at least one clinical course.

_48

COURSE DESCRIPTIONS

NURSING 545 Nursing Administration PracticunVSeminar 4 credits

(NSG) This course is designed to expand on the content of NSG 525 Introduction

to Nursing Administration. Students will have selected experiences in a
Nursing Service Department with a Nursing Administration and/or desig-
nee and explore issues that affect the delivery of nursing care in that situ-
ation. Concurrent classes will focus on an analysis of the scope of nursing
services in the total health care system and particularly on the role of the
Nursing Administrator. Prerequisite: NSG 525 and at least one clinical course.

551 Advanced Pharmacology 3 credits
Principles of pharmacology are applied to the primary care therapeutic
management of the client across the life span. Emphasis is placed on
mechanisms of drug action, prescription writing, monitoring drug regimens,
identifying adverse reactions/toxicity and anticipating changes inherenent
in self medication. Potential consequences of multiple drug interactions are
considered. The cost effectiveness of medication choices is also discussed.
Pre or Co-requisite: NSG 552

552 Pathophysiology for Primary Care 3 credits
The physiological principles and pathogenesis of common conditions
affecting children and adults are presented. The application of concepts
from anatomy and physiology, pathophysiology and epidemiology as a
basis for advanced nursing practice is emphasized. Physical findings and
typical diagnostic studies appropriate for common health problems occur-
ring across the life span are addressed.

553 Analysis of the Health Status of Macro/Micro Systems 3 credits
This first clinical graduate nursing course is a core requirement for nurse
practitioner students. Emphasis is placed upon the analysis of the health
status of individuals, families (micro systems) and communities (macro
systems). Utilizing comprehensive assessment techniques such as complete
health history, physical examination, family, and community assessment as
a foundation for theory based practice is the major focus.
Co-requisite: NSG 554 for FNP students only

554 Diagnostic Reasoning and Therapeutic Interventions

for Primary Care Nursing 3 credits

This is a laboratory/clinical course designed to assist students to develop
skill in theory based clinical decision-making and performing clinical inter-
ventions. Appropriate data collection and hypothesis formulation is a
major emphasis. Students also practice selected psychomotor and psycho-
social therapeutic interventions in a variety of clinical settings. A begin-
ning understanding of the role of die Family Nurse Practitioner is included.
Co-requisite: NSG 553

555 Legal, Ethical and Public Policy Issues in Health Care 3 credits
This course is designed to analyze the impact of legal, ethical and public
policy dimensions as they relate to health care in general and nursing
specifically. Emphasis will be on examination of current issues in these
areas. Current trends and issues in health care will provide a framework for
analyzing me legal, ethical and public policy aspects of the health care
system.

49_

COURSE DESCRIPTIONS

NURSING 556 Clinical Management for the Primary Care of Children 2 credits

(NSG) Students will develop competence in performing a comprehensive health

assessment of children. Clinical experiences also will assist students to gain

competence in the management of children's health/illness status. Students

will be guided by a preceptor in the implementation of treatment plans or

protocols utilized to manage common childhood health problems and

illnesses.

Co-requisite: NSG 565; Prerequisites: NSG 551, 552, 553, 554

557 Primary Care of Adults with Health Promotion

Needs and Episodic Health Problems 2 credits

Focuses on the delivery of theory based primary care to adults with health
promotion needs and episodic health problems. The application of ad-
vanced comprehensive assessment skills to the adult population are cov-
ered. Emphasis is placed on risk analysis and reduction and principles of
pharmacologic and non-pharmacologic clinical therapeutics. The stabiliza-
tion of acute and management of common episodic health problems of
adults are included. In addition there are selected practice experiences.
Co-requisite: NSG 558; Prerequisites: NSG 551, 552, 553, 554

558 Clinical Management of Adults with Health Promotion

Needs and Episodic Health Problems 2 credits

Students will develop competence in performing a comprehensive health
assessment of adults with episodic health problems. Clinical experiences
also will assist students to gain competence in the theory based manage-
ment of adult's health/illness status. Students will be guided by a preceptor
in the implementation of treatment plans or protocols utilized to manage
common adult health problems and illnesses.
Co-requisite: NSG 557; Prerequisites: NSG 551, 552, 553, 554

559 Primary Care of Women 3 credits
Emphasis is on gynecological and reproductive health care. Health promo-
tion issues specific to women are covered. Focus is on the theory based
management of gynecologic health needs and the normal reproductive
cycle. The application of research findings to the primary care of women is
discussed. Selected practice experiences are included.

Co-requisite: NSG 561; Prerequisites: NSG 551, 552, 553, 554

561 Clinical Management of Women's Health Care 2 credits

Students will develop competence in comprehensive health assessment of
the gynecologic and reproductive health care needs of women. Clinical
experiences also will assist students to gain competence in the theory based
management of women's health. Students will be guided by a preceptor in
the implementation of treatment plans or protocols utilized to manage
common health concerns of women throughout the life cycle. The applica-
tion of research to practice will be included. Co-requisite: NSG 559;
Prerequisites: NSG 551, 552, 553, 554

_50

COURSE DESCRIPTIONS

NURSING 562 Primary Care of Adults with Chronic Health Needs

(NSG) and Problems 2 credits

Focuses on the delivery of theory based primary care to adults with chronic
health problems. The ongoing assessment and management of chronic
illnesses will be discussed. Students will be encouraged to utilize problem
solving techniques to determine potential strategies for breaking through
barriers to care. The utilization of computers to facilitate client care
objectives will also be covered. Selected practice experiences are included.
Co-requisite: NSG 563; Prerequisites: NSG 551, 552, 553, 554, 557

563 Clinical Management of Adults with Chronic Health

Needs and Problems 2 credits

Students will develop competence in performing a comprehensive, ongoing
health assessment of adults with chronic health problems. Clinical experi-
ences also will assist students to gain competence in the theory based
management of chronic health problems. Students will be guided by a
preceptor in the implementation of treatment plans or protocols utilized to
manage common, stabilized adult chronic health problems and illnesses in
collaboration with other members of the health care team.
Co-requisite: NSG 562; Prerequisites: NSG 551, 552, 553, 554, 558

564 Family Nurse Practitioner Preceptorship 6 credits
This course serves as a culminating experience in role development
Clinical practice sites will serve as an environment for students to examine
ways to monitor and ensure quality primary care while practicing as a
Family Nurse Practitioner in conjunction with a preceptor. Ginical semi-
nar will focus on topics such as peer review, interdisciplinary communica-
tion and collaboration, ethical decision-making, political and legal issues,
and other professional issues such as responsibility, autonomy, and ac-
countability.

Prerequisite: All courses except NSG 555

565 Primary Care of Children 3 credits
Advanced pharmacology, pathophysiology for primary care, analysis of the
health status of macro/micro systems, diagnostic reasoning and therapeutic
interventions for primary care nursing.

Co-requisite: NSG 556; Prerequisites: NSG 551, 552, 553, 554

570 Faculty Role Development 3 credits

This course is designed to develop a full understanding of entry into a
faculty position. Students will be provided with the opportunity to learn
how to initiate a job search, develop a dossier for promotion and tenure;
implement the educator role as it relates to curriculum and evaluation and
explore the opportunities for career advancement.

573 Clinical Practicum 3 credits

A comprehensive, advanced clinical experience providing opportunity for
synthesis and application of previously learned knowledge and skills with
emphasis on leadership, decision-making, clinical judgment, and change
theory. Focus is on promotion, maintenance, and restoration of wellness.
The nursing process is used with a nursing theory foundation within a
micro/macro systems framework.
Prerequisite: All clinical courses.

51_

COURSE DESCRIPTIONS

NURSING 585 Thesis Advisement (Independent Study Option) 3 credits

(NSG) Investigation of a research question related to a student's clinical or

functional area based on a theoretical framework. Literature review, data
collection, analysis of data, summary and conclusions are included.
Prerequisite: NSG 515

590 Special Topics (1-3 credits)

The Nursing Program features a series of one, two, and three credit courses
which deal with special topics of interest to graduate nursing students.
They are taught by respected and expert faculty who are leaders in their
field. Special Topics may be used as electives within the graduate nursing
program.

596 Independent Study variable credits

Allows students to investigate a topic of interest, complete their research,
or implement a special project with the guidance of a faculty. Topics/
projects/thesis must be approved in advance.

599 Graduate Nursing Synthesis Seminar 3 credits

This course represents the culmination of the graduate nursing program for
students focusing on the nurse educator and administrator roles. It is
designed to provide a forum for discussion of issues important to the
development of competent collaborative advanced practitioners. Students
will be required to synthesize information obtained in Concepts and
Theories, Research, Analysis of Micro/Macro Systems, as well as clinical
and functional role courses in order to develop a meaningful base of
practice. Stating and defending the graduate nursing knowledge base is
required.

Prerequisite: NSG 512, 515, 553, Clinical I & II, NSG 504, 505, 510, or
OM 500, 510

777 Thesis Continuation 0 credit

Students who do not complete defense of the thesis (independent study
option) before the end of the fall or spring semester must register for thesis
continuation.

COURSE DESCRIPTIONS

OCCUPATIONAL
THERAPY
ENTRY LEVEL
M.S. (OT)

Note: Descriptions of
required Occupational
Therapy courses which
carry undergraduate
credit are found in the
undergraduate catalog.

515 Research Methods in Occupational Therapy 3 credits

This course will present the principles and processes involved in research.
Qualitative and quantitative approaches will be reviewed and analyzed
relative to their strengths, limitations and practical uses. The application of
appropriate research methods to problems worthy of study will be stressed.
Prerequisite: MTH 1 15, all 100, 200, and 300 level occupational therapy
courses.

522 Occupational Therapy Intervention Seminar I 2 credits

523 Occupational Therapy Intervention Seminar II 2 credits

524 Occupational Therapy Intervention Seminar III 2 credits
These seminars support the concepts and techniques learned in OT 422, OT
423 and OT 424. Here, through the use of case studies and discussions,
students explore relevant issues related to the practice of occupational
therapy. These issues go beyond the concepts learned in OT 422, OT 423
and OT 424 and discuss issues such as ethics, diversity, multicultural
implications in treatment planning, documentation and reimbursement in
various health care service delivery settings.

Corequisites: OT 522 with OT 422, OT 523 with OT 423, OT 524 with
OT424

570 Occupational Therapy Management & Supervision 3 credits

The occupational therapist's role in financial management, human resource
management, staff development, quality assurance, program managment
and evaluation are explored. Special emphasis on supervisory processes in
facilitating professional growth and development; gender issues relating to
management; management of COTAs and OTAs. Components of program
planning, needs assessments, data collection and analysis, and resource
allocation will be introduced.
Prerequisites: All 100, 200, and 300 level occupational therapy courses

601 Level II Fieldwork I 3 credits
Practical educational experience designed to integrate and apply an aca-
demically acquired body of knowledge. Particular emphasis on the develop-
ment of clinical reasoning; the transmission of the values, beliefs and
ethical commitments of occupational therapy; communication of profes-
sional behaviors; development and expansion of a repertoire of occupa-
tional therapy assessment and intervention methodologies. This Level II is
a three month experience offered during the summer semester, may be
repeated.

Prerequisite: By permission of the Fieldwork Coordinator

602 Level II Fieldwork II 9 credits
This three month internship emphasizes the integration and application of
an academically acquired body of knowledge and research enabling the
student to achieve a level of competence in direct care congruent with the
standards of entry level practice of the profession of occupational therapy.
Students must take this class as a follow-on class to OT 601 in order to
meet the educational prerequisites to graduate and to be eligible to sit for
the American Occupational Therapy Certification Examination. This
course is offered during the fall semester.

Prerequisites: OT 601 and permission of die Fieldwork Coordinator

COURSE DESCRIPTIONS

OCCUPATIONAL
THERAPY
ENTRY LEVEL
M.S. (OT)

610 Elective: Special Topics in Occupational Therapy Practice 3 credits
Specialized areas of Occupational Therapy practice will be discussed;
these will include, but are not limited to, industrial rehabilitation (work
hardening, job site analysis and ergonomics, pre-vocational evaluations and
the cultural and environmental influence on work performance), home
health care, NICU, advanced splinting techniques, wellness, AIDS, hospice,
forensic psychiatry and independent living environments. Topics will vary
each year depending upon the student interest and the availability of faculty
with professional specialty expertise.
Prerequisite: By permission of the instructor

620 Analysis of Occupational Therapy Theories

and Practice Models 3 credits

Students conduct an in-depth study of theory development and analysis as it
relates to macro and micro models of occupational therapy practice. This
includes a comprehensive comparative analysis of frames of reference in
differing health care delivery systems and ongoing research applications
employed to validate the occupational therapy process.
Prerequisite: OT602

630 Occupational Therapy Issues and Trends 3 credits

Students explore, discuss and critically analyze issues affecting
occupational therapy practice including reimbursement, role delineation,
professional autonomy, legislation, health care systems and managed care.
Prerequisite: OT602

690 Research Project I and II 3, 3 credits

695 Students will complete a research project that contributes to the
knowledge of the occupational therapy process; the outcome will
include a paper acceptable for publication in a professional journal.
Prerequisite: MTH 1 15, OT 515; OT 690 is a prerequisite to OT 695

_54

COURSE DESCRIPTIONS

ORGANIZATIONAL 500 Organizational Behavior 3 credits

MANAGEMENT Social and behavioral science approaches to the study of human activity in

(OM) organizations. The course is designed to equip administrators with skills for

managing interactions, differences and relationships in organizational

settings.

505 Decision Making 3 credits

A study of decision making in complex human service organization.
Examination of a variety of conceptual frameworks to enable administrators
to develop an evaluative design for ethical, effective and efficient decision
making.

510 Financial Management I 3 credits
Introduction to basic economic theory, accounting principles, budget theory
and practice and financial control procedures necessary to the successful
manager. Designed for the non-financial manager and presupposes little or
no previous education or experience in finance.

511 Financial Management n 3 credits
Applies the basic skills mastered in Financial Management I through case
studies of public and private organizations. Emphasis on integrating finan-
cial considerations with other management considerations when analyzing
and solving problems, and in planning. Investments, borrowing, informa-
tion systems and financial analysis are covered.

Prerequisite: OM 510

515 Research Methods 3 credits
Provides student with an understanding of the concepts, principles and
techniques associated with the investigation of specific research problems
in organizational behavior and management.

Prerequisite: Basic Statistics is required.

516 Introduction to Qualitative Research 3 credits
This course introduces the student to the nature and importance of qualita-
tive research. Case study, grounded theory, historical and ethnographic
methods are explored. Examples of qualitative research are analyzed,
especially program evaluation.

525 Human Services Systems 3 credits

An integrated seminar which examines the programs and policies of the
major human service areas, with emphasis on the dynamics of the system as
it evolves. Topics for discussion include aging, adult services, children and
youth, drugs and alcohol, health, mental health/mental retardation.

530 Legal Aspects of Administration 3 credits

Provides students with an understanding of legal aspects of administrative
action that includes the source and scope of administrative authority and the
function of the legal process. Case method of decision analysis utilized,
supplemented by lecture and discussion.

55_

COURSE DESCRIPTIONS

ORGANIZATIONAL 536 Marketing Management 3 credits

MANAGEMENT An analytical approach to the study of marketing issues. Focus on influence

(OM) of the market place and the marketing environment on decision making in

regard to the determination of the organization's services, fee structures,
channels and strategies of communication, and the organization's system
for planning and controlling its marketing effort.

540 Grant/Contract Development and Management 3 credits

Systematic approach to the mechanics, techniques and issues involved in
external funding. Covers the pre-application phase, the application phase,
the post-application phase and the administration phase of grant/contract
development and management.

542 Fund-Raising: Theory and Application 3 credits

Designed for the current or prospective administrator. Focus is on mechan-
ics of fund-raising, the tools of the fund-raiser, and the types of fund-raising
activities applicable to both public and private sectors. Consideration of the
role of institutional development in the 1990s.

550 Personnel and Labor Relations 3 credits
Basic concepts, issues and practices involved in personnel administration
and labor relations. Emphasis on the successful management of human
resources.

551 Organizational Communication 3 credits
Designed to develop skills in communication to promote organizational
goal setting, coherence and effective teamwork.

552 Regulation of Human Resources Management 3 credits
An examination of the legal environment of the workplace, and its impact
on the human resources function. Emphasis on what managers need to do
in order to be in compliance with governmental regulations.

553 Fundamentals of Employment Benefit Planning 3 credits
An in-depth study of the evolution and development of employee benefit
programs. Current practices and their applicability to various organizations
will be examined.

554 Current Issues in Human Resource Management 3 credits
A seminar designed for the study of timely and significant issues in human
resource management. Current trends and relevant problem-solving tech-
niques will be used.

555 Administration of Human Resources 3 credits
Theory, policy and process issues in employment relationships. Specific
practices in selection, appraisal, compensation and discipline as they relate
to conceptual views of management.

_56

COURSE DESCRIPTIONS

ORGANIZATIONAL 556 Policy/Procedure Development in 3 credits

MANAGEMENT Human Resource Management

(OM) Development and implementation of policies relevant to personnel admin-

istration. Focus on relationship between government policy and corporate
policy and influence of management philosophy for policy planning.
Discussion of expected and unexpected outcomes of policy decisions.

559 Special Topics in Human 1-3 credits

Resource Management

Examination of selected topic relevant to human resource management.
Possible topics include training and staff development, employee assistance
programming, governmental relations strategies, time management, effec-
tive supervision.

585 Special Topics in Administration 1-3 credits
Examination of selected topic relevant to the development of skills in
administration. Possible topics include governmental relations strategies,
time management, program assessment and evaluation.

586 Strategic Planning and Management of Change 3 credits
An introduction to the strategic planning process and its application in
managing organizational change. Techniques and skills involved in design-
ing and implementing planned change to improve organizational
adaptiveness and effectiveness in the changing political, economic, social,
and technological environment.

590 Seminar 3 credits

Advanced seminar offered to small groups of graduate students who wish
to explore in greater depth a sub-specialty in administration that may
include human resource issues and/or general management issues.

595 Professional Contribution 3 credits
The design and implementation of a special project or study relevant to the
expressed needs of an organization or agency. The student's academic
advisor's approval is a prerequisite.

596 Administrative Practicum 3 credits
An educationally directed experience in an approved organizational setting.
Application for the practicum must be made with the student's academic
advisor.

599 Independent Study 3 credits

Allows students to investigate a topic of interest with the guidance of a
mentor approved by the college. Topics must be approved in advance.

57_

COURSE DESCRIPTIONS

PHYSICAL Descriptions of the following required professional Physical Therapy

THERAPY courses which carry undergraduate credit are found in the under-

(PT) graduate catalog:

BIO 301 Gross Anatomy 5 credits

BIO 302 Neuroscience 4 credits

PT 405 Analysis of Human Movement 4 credits

BIO 407 Applied Physiology 4 credits

PT 409 PT Clinical Skills 2 credits

PT 402 Clinical Science I 6 credits

PT 410 Integrated Clinical Arts Seminar I 3 credits

503 Clinical Science II 4 credits

This course continues and presupposes Clinical Science I. Assessment of
the cervical spine, thoracic/lumbar spine, SI joint, and TMJ will be empha-
sized within the previously established framework. Classroom, laboratory,
and clinical sessions will be utilized to integrate problem solving, clinical
decision making, and comprehensive treatment planning skills. Posture,
gait, upper extremity, and lower extremity will be revisited in light of
movement dysfunction with strong integration of functional analysis.

2 hours lecture, 4 hours lab
Pre-requisites:PT402. Co-requisites: PT 505. Fall

505 Clinical Science DH 4 credits
This course will review cardiopulmonary anatomy and physiology, with
expansion into pathophysiology of these systems. Analysis, evaluation,
intervention, and differential diagnosis within physical therapy scope of
practice will be emphasized. Pharmacology, graded exercise testing, EKG
analysis, and laboratory testing will be covered in light of cardiopulmonary
pathology and possible modifications to physical therapy intervention.
Rehabilitation and exercise prescription for primary or secondary diagnosis
of cardiopulmonary pathology will be discussed. Intervention will stress
environmental and lifestyle factors, health and wellness attitudes, and
physical activity as integral to patient and public education. Classroom,
laboratory, and clinical sessions will be used for integration of
competencies and skills.

3 lecture hours, 2 hours lab.

Pre-requisites: BIO 301. BIO 407; PT 402. Co-requisites: PT 503. Fall

506 Clinical Science IV 6 credits
This course will review neuroanatomy, neurophysiology, and neuro-
pathology with expansion to neurological evaluation, treatment, and
rehabilitation. Analysis of posture and movement during the normal process
of development and aging as well as the neurologically impaired population
will be emphasized. Current movement theory, postural control, and motor
learning will be applied and integrated with knowledge gained in previous
PT course work with respect to evaluation and selection of appropriate
treatment. The theoretical basis for rehabilitation techniques such as PNF,
NDT, and sensory integration will be also be emphasized.

6 hours lecture, 6 hours lab, 10 weeks

Pre-requisites: PT 405, BIO 407, PT 409, 402, 503, 505, BIO 302.

Co-requisite: PT 512. Spring

511 Integrated Clinical Arts Seminar II 4 credits

A continuation of, and pre-supposes, PT 410.
2 hours lecture, 4 hours seminar
Pre-requisites: PT 410. Co-requisites: PT 503; PT 505. Fall

J58

COURSE DESCRIPTIONS

PHYSICAL 512 Integrated Clinical Arts Seminar III 3 credits

TH ER AP Y A continuation of, and pre-supposes, PT 5 1 1 .

(PT) 2 hours lecture, 3 hours seminar (10 weeks)

Pre-requisites: PT 5 1 1 ; PT 5 1 8. Co-requisites: PT 506. Spring

515 Research Methods 3 credits

518 Clinical Education I 3 credits

A six-week full-time clinical education experience, spring semester second
professional year (January-February). This will provide the opportunity for
integration of current professional competencies into direct patient care
using problem solving strategies. Facilitation from PT clinical faculty will
assist in the utilization of these skills in critically analyzing a variety of
patient and role problems. This experience will also begin the processes of:
professional socialization and cultivation of interpersonal communication
skills; clinical decision making; self-assessment; proactive learning; and
development of personal values, attitudes, and motivations in relationship to
ethical, legal, and moral practice.

Pre-requisite: Satisfactory completion of all professional courses to date.
Spring

590 Research Seminar 1 credit

Integration of material presented in PT 515 as relevant to critical inquiry in
physical therapy; strong emphasis will be placed on clinical research design
and theory development; pertinent physical therapy research will be criu-
cally evaluated; development of premise for independent project of profes-
sional significance. 2 hours seminar
Pre-requisites: Math 115 or equivalent; PT 515. Fall

612 Special Topics in Physical Therapy 1-3 credits

This offering allows physical therapy students in their final semester, the
opportunity for study in up to three professional specialty areas. Topics may
vary from year to year depending on student interest and the availability of
faculty with professional specialty expertise. Topics may include clinical
specialties such as: sports physical therapy, geriatrics, or pediatrics; or role
specialties such as administration, teaching, or community health. Indepen-
dent study or practica for one topic may be arranged with permission of
program faculty. 2 hours seminarAopic
Pre-requisites: PT 619 and final semester standing.
Co-requisites: PT 616. Spring

614 Integrated Clinical Arts Seminar IV 3 credits

A continuation of, and pre-supposes, PT 512.
2 hours lecture, 2 hours seminar
Pre-requisites: PT 5 1 2; PT 6 1 9; PT 62 1 .
Co-requisites: PT 616; PT 690; PT 692. Spring

59_

COURSE DESCRIPTIONS

PHYSICAL 616 Clinical Decision Making 2 credits

THERAPY Discussion and application of models of clinical decision making based on

(PT) physical therapy problems encountered in the clinical education experi-

ences. Utilizing student generated case studies, problems will be analyzed
in order to make sound clinical judgments related to the physical therapy
diagnosis, scope of practice and expertise of the therapist. Clinical deci-
sions to refer/not refer and treat/not treat will be made in preparation for
practice with professional autonomy. 2 hours seminar
Pre-requisites: PT 619.
Co-requisites: PT 614. Spring

619 Clinical Education II 6 credits

A ten-week full-time clinical education experience in the fall semester of
the third professional year (August-October). This experience will build
upon Clinical Education I and incorporate the additional competencies
attained in didactic and laboratory work. Students will continue to use
problem solving strategies in direct patient care, under the guidance of PT
clinical faculty. A variety of patient populations and problems will be
provided to allow for full integration of professional knowledge and skills
in total patient care. The students will be encouraged to reflect upon their
knowledge and skills to identify problem area to be addressed in Clinical
Education III. Further development of interpersonal skills, clinical decision
making, self-assessment, proactive learning, and professional socialization
is expected.

Pre-requisite: Satisfactory completion of all professional courses to date.
Fall

621 Clinical Education III 6 credits

A second ten-week experience immediately following Clinical Education II
(October-December), which continues and presupposes such. This may
occur at the same facility on a different rotation or in a different clinical
setting. In this experience the student shall seek patient populations or
problems with which they have limited exposure and/or lack mastery of
entry-level skills. Students should also actively seek, where possible,
opportunities in teaching, critical inquiry/research, administration/manage-
ment, and quality assurance. Patient evaluation and intervention skills
should be fine tuned. Additional emphasis placed upon addressing clinical
decision making, goal setting/functional outcome measures, modification of
intervention plans, and the role of physical therapy in a dynamic health care
system.
Fall

690 Critical Inquiry 3 credits

Application of the scientific method in reading and interpreting scientific
literature and critical analysis of physical therapy theory, research, evalua-
tion, and treatment. Students are required to complete a project of profes-
sional significance through independent study.
Prc-rcquisitcs: NSG 515, PT 715.
Co-requisites: PT 692, 616, 614. Spring

692 Critical Inquiry Seminar 1 credit

Further discussion of critical analysis of physical therapy theory, research,
evaluation, and treatment via case studies and published research;
colloquium on faculty research and student projects. 2 hour seminar
Pre-requisites: NSG 515, PT 715.
Co-requisites: PT 690, 616, 614. Spring

COLLEGE DIRECTORY

Board of Trustees

Louis T. Alesi

President, InterMetro Industries Corp.

Wilkes-Barre, Pennsylvania

Dr. Albert Bernt Anderson
Interim President
College Misericordia
Dallas, Pennsylvania

Dr. Robert Anderson (Retired)
Wilkes-Barre, Pennsylvania

Monsignor John J. Bendik
Pastor, Our Lady of the Snows
Clarks Summit, Pennsylvania

Virginia Bertschi, R.S.M.

Principal, Our Lady of Mercy Academy

Syosset, New York

Frank Bevevino

Chairman & Chief Executive Officer

U.S. Food Service

Wilkes-Barre, Pennsylvania

Jack L. Burke

President & Chief Executive Officer
PA Millers Mutual Insurance Co.
Wilkes-Barre, Pennsylvania

Helen Marie Burns, R.S.M.
St. Joseph Convent
Marion, Iowa

Dr. Mary Ann Dillon, R.S.M.
Assistant Profcsssor
Saint Francis College
Lorctto, Pennsylvania

Ronald D. Ertley

President, Ertley Motorworld

Wilkes-Barre, Pennsylvania

Judith Gardner-Price, Esq.
Scranton, Pennsylvania

Vivian Grcenbcrg

President, Selling Strategics, Inc.

Wilkes-Barre, Pennsylvania

Anthony J. Grosck, Jr.
President, Management Alliance
Wilkes-Barre, Pennsylvania

Martha Hanlon, R.S.M.
Member, Leadership Team
Dallas Regional Community
Sisters of Mercy
Dallas, Pennsylvania

James D. Harkins
Chief Executive Officer
Penn State Seed Company, Inc.
Dallas, Pennsylvania

Dr. Sarah Ellen Lenahan

Vice President

Mid- Atlantic Regional Headquarters

Devereux Foundation

Paoli, Pennsylvania

James J. Manley

Miller, Anderson and Sherrerd

West Conshohocken, Pennsylvania

Marilyn Maslow
Dallas, Pennsylvania

Maureen McCann, R.S.M.
President, Dallas Regional Community
Sisters of Mercy
Dallas, Pennsylvania

Monsignor Andrew J. McGowan
Bishop's Representative for

Catholic Institutions of Higher

Learning
Scranton, Pennsylvania
Trustee Emeritus

John C. Mctz
Chairman and President
Mctz Enterprises
Dallas, Pennsylvania

John L. Nespoli

President and Chief Executive Officer

Mercy Health System

Northeast Region

Scranton, Pennsylvania

ConncllJ.O'Donncll
President/Owner
Premium Brands
Wilkes-Barre, Pennsylvania

The Honorable Peter Paul Olszewski
The Superior Court of Pennsylvania
Wilkes-Barre, Pennsylvania

John M. Randolph, Jr.
Parente, Randolph, Orlando,

Carey & Associates
Wilkes-Barre, Pennsylvania
Trustee Emeritus

Kathleen Dorris Reese
Nanticoke, Pennsylvania

Dr. Carol Ritmer, R.S.M.
Absecon, New Jersey

Harold Rosenn, Esq.
Roscnn, Jenkins, and Greenwald
Wilkes-Barre, Pennsylvania
Trustee Emeritus

Rosemary A. Sigmond

Vice President, Coon Industries

Luzerne, Pennsylvania

Dr. Deborah Smith-Milcski
School Psychologist
Wilkes-Barre Area School District
Wilkes-Barre, Pennsylvania

Margaret Spenglcr, '36
Arlington, Massachusetts

Judith Spitalc
Patient Care Coordinator
Hospice Community Care, Inc.
Kingston, Pennsylvania

Mary Beth Sullivan

Vice President of Sales, Smith Barney

New York, New York

Murray Ufbcrg, Esq.

Roscnn, Jenkins, and Greenwald

Wilkes-Barre, Pennsylvania

Thomas vanArsdalc
President & Chief Executive Officer
Franklin First Savings Bank
Wilkes-Barre, Pennsylvania

COLLEGE DIRECTORY

Administration

Interim President

Albert B. Anderson, B.A., M.Div., M.A., Ph.D.

Academic Dean

Mary Glennon, R.S.M., B.A., M.A., Ed.D.

Director of Graduate Programs and Assistant Academic Dean

Linda S. Trompetter, B.A., M.T.S., M.A., Ph.D.

Division Chairs

Division of Health Sciences:

Helen Streubert, B.S., M.S.N., Ed.D.

Division of Humanities:

David Payne, B.S., M.A.

Division of Mathematical and Natural Sciences:
Frank DiPino, B.A., Ph.D.

Division of Behavioral Science, Education, and Business:

Michael Speziale, B.S., M.S., Ed.D.

Dean of Financial and Administrative Affairs

John Risboskin, B.A., B.S., C.P.A.

Dean of Institutional Advancement

Frank H. Oliver, B.A., M.S.

Dean of Students

Jean Messaros, R.S.M., B.S., M.S.

Executive Director of Admissions and Financial Aid

Jane Dessoye, B.A., M.S.

Director of Library Services

Mary Sharon Gallagher, R.S.M., B.A., M.S.L.S.

Director of Continuing Education
Thomas J. O'Neill, B.S., M.A.

Registrar

Edward Lahart, B.S., M.S.

COLLEGE DIRECTORY

Graduate Program Faculty

Katherine Kaby Anselmi, Assistant Professor, Division of Health Sciences, B.A. Wilkes College; B.S.M. Wilkes Univer-
sity; M.S.N. University of Pennsylvania; Ph.D. University of Pennsylvania.

Annette Calderone, Assistant Professor, Division of Health Sciences, B.S.N. Hunter College-Bellevue School of Nursing,
C.U.N.Y.; M.S.N. College Misericordia; D.N.Sc. Widcner University.

Jean R. Bohlander, Assistant Professor, Division of Health Sciences, B.S.N. Ed. Wilkes College; M.S.N. College
Misericordia

Christina Charnitski, Assistant Professor, Division of Behavioral Science, Education, and Business, B.S. College
Misericordia; M.S. Marywood; M.A.T. Marywood; M.S. College Misericordia

Joseph A. Cipriani, Assistant Professor, Division of Health Sciences, B.A. Wilkes College, B.S. College Misericordia;
M.A. Wichita State University.

Jeanne W. Friedrichs, Assistant Professor, Division of Health Sciences, B.S. New York University; M. S. University of
Scran ton.

Ruth Ann Fulton, Associate Professor, Division of Health Sciences, B.S.N. Bloomsburg University; M.S. Pennsylvania
State University; D.N.Sc. Widener University.

Christine L. Hischmann, Assistant Professor, Division of Health Sciences, B.S. Temple University; M.S. Temple
University.

John L. Kachurick, Associate Professor, Division of Behavioral Science, Education, and Business, B.A. King's College;
M.B.A. Wilkes College; D.B.A. Nova University.

Martha Ann Kokinda, Associate Professor, Division of Health Sciences, B.S.N. Ed. College Misericordia; M.S.N. Catholic
University of America; Ph.D. University of Pennsylvania.

Kathryn Monica Kruger, Assistant Professor, Division of Behavioral Science, Education, and Business, B.S. East
Stroudsburg University; M.Ed. Lehigh University.

Charles A. Lajeunesse, Professor, Division of Behavioral Science, Education, and Business, B.S. University of Missouri;
M.Ed. University of Missouri; Ph.D. University of Missouri.

Lisa Sunday Lefkowitz, Assistant Professor, Division of Health Sciences, B.S. College Misericordia; M.S. College
Misericordia

Patricia J. Lewis, Associate Professor, Division of Behavioral Science, Education, and Business, B.S. Wilkes College;
M.S.W. Marywood College; D.S.W. Hunter College, City University of New York.

Roberta II. Mawdsley, Associate Professor, Division of Health Sciences, B.S. Springfield College; PT Cert. US Army Field
Services School; M.Ed. Boston College; Ed.D. Boston University.

Patricia Marie McCann, R.S.M., Associate Professor, Division of Behavioral Science, Education, and Business, B.S.
College Misericordia; M.S. University of Scranlon; Ed.D. Lehigh University

Jennifer McCarthy, Division of Behavioral Science, Education, and Business, B.S. St. Bonavcnlurc University; M.S.
University of Scranton.

Fran Grogan McClynn, Assistant Professor, Division of Health Sciences, B.S.N. University of Pittsburgh; M.S. SUNY;
C.R.N.P. SUNY.

COLLEGE DIRECTORY

Graduate Program Faculty

Mary Theresa McGuire, R.S.M., Assistant Professor, Division of Behavioral Science, Education, and Business, B.A.
College Misericordia; M.S. Temple University.

Ellen McLaughlin, Assistant Professor, Division of Health Sciences, B.S. College Misericordia; M.S. College Misericordia.

Scott D. McPhee, Associate Professor, Division of Health Sciences, B.A. University of Washington; B.S. University of
Puget Sound; M.S. Medical College of Virginia; M.P.A. Western Kentucky University; Dr.P.H. University of Texas Health
Science Center - Houston.

Cecelia Meighan, R.SJVL, Assistant Professor, Division of Humanities, B.A. College Misericordia; M.A. University of
Scranton; Ed.D. Teachers College, Columbia University; J.D. Georgetown University Law Center.

Michael L. Moran, Assistant Professor, Division of Health Sciences, B.S. SUNY Stony Brook; M.S. University of
Scranton; D.Sc. Nova University.

Kathleen M. Nolan, Professor, Division of Behavioral Science, Education, and Business, B.S. D'Youville College; M. A.
George Washington University; Ph.D. St. Louis University.

Mary Ann Notarianni, Associate Professor, Division of Health Sciences, B. S. Georgetown University; M.S. University of
Pennsylvania; D.N.Sc. Widcner University.

Amy M. Pastva, Assistant Professor, Division of Health Sciences, B.S. University of Scranton; M.A. Columbia University.

David G. Patrick, Assistant Professor, Division of Health Sciences, B.S. University of Pennsylvania; M.S. Temple
University; CPO Northwestern University.

John J. Ready, Assistant Professor, Division of Behavioral Science, Education, and Business, A.A. Boston University;
M.B.A. Fairleigh Dickinson University.

David Rice, Division of Behavioral Science, Education, and Business, B.A. Boston College; M.A. Yale University; Ph.D.
Yale University; C.A.S. University of Wisconsin, Madison; C.A.S. Harvard University.

Joseph Rogan, Professor, Division of Behavioral Science, Education, and Business, B.A. Kutztown University; M.A.
Marywood College; Ed.D. Lehigh University.

Lalit J. Shah, Assistant Professor, Division of Health Sciences, B.S. University of Bombay; M.S. College Misericordia

Sheri P. Silfies, Assistant Professor, Division of Health Sciences, B.S. University of Scranton; M.S. Indiana University of
Pennsylvania.

Sinclair A. Smith, Instructor, Division of Health Sciences, B.S. Virginia Polytechnic Institute and State University; M.S.
Virginia Polytechnic Institute and State University.

Michael J. Speziale, Associate Professor, Division of Behavioral Science, Education, and Business, B.A. Kings College;
M.S. Wilkes College; Ed.D. Lehigh University.

Helen J. Streubert, Associate Professor, Division of Health Sciences, B.S.N. Cedar Crest College; M.S.N. Villanova
University; Ed.D. Teachers College, Columbia University.

Thomas Swartwood, Assistant Professor, Division of Health Sciences, B.A. University of Pennsylvania; B.S. College
Misericordia; M.S. College Misericordia.

Linda Trompetter, Associate Professor, Division of Humanities, B.A. Pennsylvania State University; M.T.S. Harvard
University; M.A. University of Massachusetts-Amherst; Ph.D. University of Massachusetts- Amherst.

COLLEGE DIRECTORY

Graduate Program Faculty

Beth Velde, Associate Professor, Division of Health Sciences, B.S. University of Illinois; M.S. University of Illinois; Ph.D.
University of Calgary.

Louise S. Ward, Assistant Professor, Division of Health Sciences, B.S. Russell Sage College; M.S. University of Pennsyl-
vania; C.F.N.P. University of Pennsylvania.

Catherine Perry Wilkinson, Professor, Division of Health Sciences, B.S. University of Connecticut; M.A. New York
University; Ed.D. Boston University.

Adjunct Faculty

Michelle Ciofalo. A.A.S. Lehigh County Community College; B.S. Dominican College; M.Ed. College Misericordia.

Dana Charles Clark. B.S.Ed. Wilkes College; M.Ph. Marywood College; M.S.N. College Misericordia; Ed.D. Teachers
College, Columbia University.

William Crossin. B.A. King's College; M.P.A. Pennsylvania State University.

Anthony DeCarli. B.S. St. John's University; M.S. University of Scranton; Ed.D. Nova University.

Grace S. Fischer. B.A. Wilkes College, M.S. College Misericordia.

Robert A. Fumanti. B.A. West Chester State College; M.A. Columbia University; Ed.D. Nova University.

Robert Gable. B.S. Kutztown State College; M.S. Marywood College; Ed.S. George Peabody College/Vanderbilt
University; Ph.D. George Peabody College/Vanderbilt University.

Michael Garzella. B.A. Kings College; M.S. Marywood College; Ed.D. Lehigh University.

Allan Glatthorn. B.A. Temple University; M.S. Temple University; Ed.D. Temple University.

Bernard F. Grabowski. B.S. Temple University; M.S. Temple University; Ph.D. University of Maryland.

August Grant. B.S. East Stroudsburg University; M.S. University of Scranton; Ed.D. Nova University.

Alberta Griffiths. B.A. Alvernia College; M.A. Marywood College; Ed.D. Lehigh University.

Gretchen McFarland. B.A. Clarion University of Pennsylvania; M.S. Youngstown State University.

John Mashinski. B.A. Indiana University of Pennsylvania; M.Ed.D. Lehigh University.

Rita Mundy. B.A. College Misericordia; M.Ed. Lehigh University.

Diana Pope. B.S. University of Vermont; M.S. Temple University.

Patricia Preston. B. S. College Misericordia; M.S. Marywood College.

William Price. B.S. Bloomsburg University; M.S. University of Scranton; Ph.D. Kent State University.

Barry Simmons. B.S. Bloomsburg University; M.P.A. Marywood College.

.John Wega. A.B. Kings College; M.S. University of Scranton.

ACADEMIC CALENDAR

1995 - 1996

ACADEMIC CALENDAR

with Administrative Dates

Fall Semester 1995

Wednesday

Thursday

Friday

Sat.-Sun.

Monday

August 23
August 24
August 25
August 26-27
August 28

Monday

September 4

Tuesday

September 5

Wednesday

September 6

Wednesday

September 27

Wednesday

October 4

Mon.-Tues.

October 9-10

Wednesday

October 1 1

Mon.-Fri.

October 16-20

Monday

October 23

Mon.-Fri.

Oct. 30-Nov. 3

Mon.-Mon.

November 6-13

Wed.-Sun.

November 22-26

Monday

November 27

Friday

December 8

Sat.-Sun.

December 9-10

Mon.-Sat.

December 11-16

Monday

December 18

Orientation for New Faculty

Opening Faculty Meeting/Division Chairs Meeting

Division Meetings/Last Day to Remove Summer Incompletes

New Student Orientation

First Day of Semester for All Students

8 AM Class will be held; Opening Mass: 9-10:30 AM;

10:30-11:20-9 AM Class; 11:30-12:20- 10 AM Class

12:30-1:20 - Class; 1:30-2:20 - Class;

2:30-3:15 - President's Convocation;

3:30-4:30 - President's Reception;

Evening Classes will be held

Labor Day; No Day or Evening Classes

Classes Resume 8:00 a.m.

Add Period Ends 4:00 p.m.

Drop Period Ends/End of Refunds

Last Day to Withdraw from
Courses Without Academic Penalty

Fall Recess

Gasses Resume Today 8:00 a.m.

Mid-Term Week

Mid-Term Grades Due to Registrar By 8:30 a.m.

Advisement Week; Classes will be held

Pre-Registration for Spring Semester

Thanksgiving Recess

Classes Resume 8:00 a.m.

Last Day of Classes

Study Days

Final Examinations

Grades Due to Registrar by 8:30 a.m.

1995 - 1996

ACADEMIC CALENDAR

with Administrative Dates

Spring Semester 1996

Monday

January 15

Monday

January 22

Friday

January 26

Monday

February 12

Friday

February 16

Mon.-Fri.

February 26-Mar. 1

Monday

March 4

Mon.-Fri.

March 4-8

Monday

March 1 1

Mon. - Fri.

March 25-29

Wed.-Tues.

April 3-9

Wednesday

April 10

Wed.-Wed.

April 10-17

Friday

May 3

Sat.-Sun.

May 4-5

Mon.-Sat.

May 6- 11

Monday

May 13

Saturday

May 18

First Day of Classes for All Students

8 AM Class; Opening Mass: 9 - 10:30;

10:30-11:20 -9 AM Class; 11:30- 12:20- 10 AM Class;

12:30-1:20 - Class; 1:30-2:20 - Class;

2:30-3:15 - President's Convocation

3:30-4:30 - President's Reception

Evening Classes will be held

Add Period Ends 4:00 p.m.

Last Day to Remove Incompletes

Drop Period Ends 4:00 p.m./End of Refunds

Last Day to Withdraw from Courses
Without Academic Penalty

Mid-Term Week

Mid-Term Grades Due to Registrar by 8:30 a.m.

Spring Break

Classes Resume Today 8:00 a.m.

Advisement Week; Classes will be held

Easter Recess; No Day or Evening Classes

Classes Resume Today 8:00 a.m.

Pre-Registration for Fall Semester

Last Day of Classes

Study Weekend

Final Examinations

Final Grades Due to Registrar by 8:30 a.m.

Baccalaureate and Commencement

_68

INDEX

Academic Calendar 66

Academic Integrity 5

Accreditation 5

Administration 61

Admissions Information 6

General 6

Specific 6

Education 6

Nursing 7

Nursing/Organizational Management: Dual Degree 7

Occupational Therapy Entry Level 8

Organizational Management 9

Physical Therapy 9

Application for Graduate Degree 10

Auditing 10

Board of Trustees 60

Catalog Policy Statement 3

Change of Address 10

College Directory 60

Contacts 2

Course Descriptions 41

Education 41

Nursing 46

Occupational Therapy Entry Level 52

Organizational Management 54

Physical Therapy 57

Course Withdrawal and Refund Policies 10

Faculty 62

Financial Aid 11

Grading System 13

Graduation Requirements 14

Graduate Philosophy 5

Graduate Program Descriptions 17

Education 17

Nursing 22

Occupational Therapy 31

Organizational Management 35

Physical Therapy 38

Graduate Program Policies and Procedures 6

Grievance Procedures 14

Incomplete Grades 13

Maintenance of Matriculation and Leave of Absence 15

Non-Matriculation Status 15

Program Advisement 15

Program Retention 15

Program Withdrawal 16

Readmission 16

Students with Disabilities 13

Transcripts 16

Transfer of Credit 16

Tuition and Fees 16

Bound Printed Matter
VS. Postage

PAID

Permit No. 14

Dallas, PA

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College Misericordia

301 Lake Street
Dallas, PA 18612-1098
(717)674-6400

Founded and Sponsored by
the Sisters of Mercy of Dallas

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