(navigation image)
Home American Libraries | Canadian Libraries | Universal Library | Community Texts | Project Gutenberg | Children's Library | Biodiversity Heritage Library | Additional Collections
Search: Advanced Search
Anonymous User (login or join us)
Upload
See other formats

Full text of "Lebanon Valley College Catalog"

Undergraduate and Graduate 

Catalog 2009-2010 
Lebanon Valley College 



Digitized by the Internet Archive 

in 2011 with funding from 

LYRASIS IVIembers and Sloan Foundation 



http://www.archive.org/details/lebanonvalley20092010leba 



TABLE OF CONTENTS 

Profile of Lebanon Valley College 2 

Mission of Lebanon Valley College 3 

Undergraduate Information 

Admissions 4 

Continuing Education 7 

Undergraduate Academic Regulations and Procedures 9 

Degrees 9 

Graduation Requirements 10 

Nontraditional Credit 15 

Grading System 17 

Undergraduate Academic Programs 22 

General Education 22 

Cooperative Programs 28 

Pre-professional Programs 29 

Individualized Major 30 

Internships 31 

Independent Study 31 

Tutorial Study 32 

Special Topics Courses 32 

Study Abroad 32 

Undergraduate Departments 33 

Graduate Academic Programs 1 74 

Directory 192 

Board of Trustees 1 92 

Administration 195 

Faculty 203 

Support Staff 217 

Awards 219 

Accreditation 221 

Campus Map 222 

Index 224 

Phone Numbers 227 

2009-2010 Academic Calendar 228 



Lebanon Valley College Table of Contents 1 



LEBANON VALLEY COLLEGE 

Founded: 1 866, as a private coeducational institution on the site of the Annville Acad- 
emy. Became a four- year institution by 1883 as the lower grades were phased out. 

Curriculum: a four-year program of study in the liberal arts with an academic year 
comprised of fall and spring semesters and an optional summer term. 

Degrees granted: Bachelor of Arts, Bachelor of Music, Bachelor of Science, Bache- 
lor of Science in Chemistry, Bachelor of Science in Medical Technology, Associate of 
Arts, Associate of Science, Master of Business Administration, Master of Music Edu- 
cation, Master of Science Education, Doctor of Physical Therapy. 

Major fields of study: accounting, actuarial science, American studies, art and art his- 
tory, biochemistry and molecular biology, biology, business administration, chemistry, 
computer science, digital communications, criminal justice, economics, elementary ed- 
ucation, English, French, German, health-care management, health science, historical 
communications, history, mathematics, medical technology, music, music business, 
music education, music recording technology, philosophy, physical therapy, physics, 
political science, psychobiology, psychology, religion, sociology, Spanish. 

Special programs: secondary education certification; in cooperation with The Penn- 
sylvania State University, Case Western Reserve University, University of Pennsylvania, 
and Widener Universit}K engineering; in cooperation with Duke University: forestry, en- 
vironmental sciences; in cooperation with approved hospitals: medical technology. 

Special options: departmental honors, double majors, independent study, individual- 
ized majors, internships, tutorial study, study abroad, Philadelphia and Washington se- 
mester programs. 

Number of full time faculty: 99; of the permanent faculty, 86 percent have earned a 
Ph.D. or equivalent terminal degree. 

Student-faculty ratio (FTE): 13:1, with an average class size of 20. 

Location: Annville, founded in 1799, is a small town of approximately 5,000 people 
located in south central Pennsylvania. Driving times: Hershey, 10 minutes; Harrisburg, 
1/2 hour; Baltimore, 2 hours; Philadelphia, 2 hours; New York, 3 hours; Washington, 
D.C., 3 hours. 

Size of campus: 50 buildings. The library contains over 215,000 catalog items. 

Residence halls: 29 residential facilities housing 1,275 students in male, female, coed 
suite and apartment-style facilities. 

Student enrollment: 1,603 full-time undergraduate students, with 144 part-time un- 
dergraduates and 218 graduate students. 

Student financial aid: approximately 95 percent of fijll-time students receive financial 
aid in the form of LVC grants and academic scholarships. In 2008-2009, these awards 
totaled $19,612,422 with the average per student totaling $12,629. 



2 Facts 2009-2010 Catalog 



THE MISSION OF THE COLLEGE 

Lebanon Valley is a small, private, liberal arts college. Its mission arises directly 
from its historical traditions and a relationship with the United Methodist Church. 

The Colleges aim is to enable our students to become people of broad vision, ca- 
pable of making informed decisions, and prepared for a life of service to others. To that 
end, we seek to provide an education that helps students acquire the knowledge, skills, 
attitudes and values necessary to live and work in a changing, diverse and fragile world. 

Through both curricular and co-curricular activities, we endeavor to acquaint our 
students with humanity's most significant ideas and accomplishments, to develop their 
abilities to think logically and communicate clearly, to give them practice in precise 
analysis and effective performance, and to enhance their sensitivity to and apprecia- 
tion of differences among human beings. 

Lebanon Valley College aspires to pursue this mission within a community in which 
caring and concern for others is a core value. We value strong and nurturing faculty 
interacting closely with students; encourage individual student development; and af- 
firm the interrelatedness of liberal learning and the ideal of vocation. We regard the 
cultivation of wisdom that is the capacity of judging rightly in matters of life and con- 
duct, and a lifelong love of learning as the ultimate reward of the educational experi- 
ence. 

The College motto is, "You shall kiiow the truth and the truth shall set you free." 

(John 8:32) 




Lebanon Valley College 



College Mission 3 



UNDERGRADUATE INFORMATION 

Admission for Full-time Students 

High School Preparation 

All admission candidates should have completed 1 6 credit units in a college prepara- 
tory program and graduated from an accredited secondary school, or present an equiv- 
alency certificate (G.E.D.). Of the 16 units, 4 should be in English, 2 in foreign 
language, 3 in mathematics, 3 in science, and 3 in social studies. 

Application Procedure 

A candidate for admission to Lebanon Valley College must submit a completed ap- 
plication with the application fee and an official transcript of high school grades. Sub- 
mission of S.A.T. or A.C.T. results is optional. Students wishing to transfer to Lebanon 
Valley must submit official transcripts of completed postsecondary work and a College 
Record Form for each institution attended, in addition to a final high school transcript. 
Candidates are encouraged to visit campus for a personal interview. Applicants for ad- 
mission to certain academic programs (elementary education, music, and physical 
therapy majors) are required to undergo additional steps. Students are encouraged to 
view additional details and use the on-line application documents located at the Full-time 
Admission link on our home-page, www.lvc.edu. For further information, contact: 

Admission Office 

Lebanon Valley College 

1 1 North College Avenue 

Annville, PA 17003-1400 

Phone: 717-867-6181 or 1-866-LVC-4ADM 

FAX: 717-867-6026 

Internet: http://www.lvc.edu 

E-mail: admission@lvc.edu 

Student Finances 

Payment for tuition, room, board and other charges is due by a published deadline 
prior to the beginning of each semester. Students failing to meet this deadline will be 
required to make special arrangements with the Business Office before their course 
registrations will be processed. Questions about charges and payments should be ad- 
dressed to the Business Office. 

Refund Policy for Full-time Students 

Treatment of Title IV (Federal) Aid When a Student Withdraws 

Lebanon Valley College is required by federal statute to determine how much fi- 
nancial aid was earned by students who withdraw, drop out, are dismissed, or take a 
leave of absence prior to completing 60 percent of a payment period or term. The 
Title IV programs that are covered by this statute are: Federal Subsidized and Unsub- 
sidized Stafford Loans, Federal Perkins Loans, Federal PLUS Loans, Federal Pell 
Grants, Academic Competitiveness Grants, National Smart Grants, Federal Supple- 
mental Educational Opportunity Grants (FSEOGs), Federal TEACH Grants, and in 
some cases, certain state grant aid to students. 



4 Undergraduate Information 2009-2010 Catalog 




;:i: 


"■■■ = ' 


'1.' 

1: 


1 dHUfSaP ^^^^H 


^5S 
) 


MSSr 


k 











For a student who withdraws after the 60 percent point-in-time, there are no un- 
earned funds. However, a school must still complete a return calculation in order to de- 
termine whether the student is eligible for a post-withdrawal disbursement. The 
calculation is based on the percentage of earned aid using the following Federal Return 
of Title IV funds formula: 

Percentage of payment period or term completed = the number of days 
completed up to the withdrawal date divided by the total days in the term. 
(Any break of five days or more is not counted as part of the days in the 
term.) This percentage is also the percentage of earned aid. 

Funds are returned to the appropriate federal program based on the percentage of un- 
earned aid using the following formula: 

Aid to be returned = ( 100 percent of the aid that could be disbursed minus 
the percentage of earned aid) multiplied by the total amount of aid that 
could have been disbursed during the payment period or term. 

If a student earned less aid than was disbursed, the institution would be required to 
return a portion of the funds and the student would be required to return a portion of 
the funds. Keep in mind that when Title IV funds are returned, the student borrower 
may owe a debit balance to the institution. If a student earned more aid than was dis- 
bursed to him/her, the institution would owe the student a post-withdrawal disburse- 
ment which must be paid within 120 days of the student's withdrawal. The institution 
must return the amount of Title IV funds for which it is responsible no later than 45 days 
after the date of the determination of the date of the student's withdrawal. 

Refunds are allocated in the following order: 

• Unsubsidized Federal Stafford Loans 

• Subsidized Federal Stafford Loans 

• Federal Perkins Loans 

• Federal Parent (PLUS) Loans 

• Federal Pell Grants for which a Return of funds is required 



Lebanon Valley College 



Undergraduate Information 5 



• Academic Competitiveness Grants for which a return of funds is required. 

• National Smart Grants for which a return of funds is required. 

• Federal Supplemental Opportunity Grants for which a return of funds is re- 

quired. 

• Federal TEACH Grants for which a return of funds is required. 

There are some Title IV funds that you were scheduled to receive that you cannot 
earn once you withdraw because of other eligibility requirements. For example, if you 
are a first-time, first-year undergraduate student and you have not completed the first two 
weeks of your program before you withdraw, you will not earn any Stafford Loan funds 
that you would have received had you remained enrolled past the second week. If you 
receive (or Lebanon Valley College or your parent receive on your behalf) excess Title 
IV program funds that must be returned, Lebanon Valley College must return a portion 
of the excess equal to the lesser of: 1 ) your institutional charges multiplied by the un- 
earned percentage of your funds, or 2) the entire amount of excess funds. 

The school must return this amount even if it didn't keep this amount of your Title IV 
program funds. If Lebanon Valley College is not required to return all of the excess funds, 
you must return the remaining amount. Any loan funds that you must return, you (or your 
parent for a PLUS Loan) repay in accordance with the temis of the promissory note. That 
is, you make scheduled payments to the holder of the loan over a period of time. 

Any amount of unearned grant funds that you must return is called an overpayment. 
The amount of a grant overpayment that you must repay is half of the unearned amount. 
You must make arrangements with Lebanon Valley College or the Pennsylvania De- 
partment of Education to return the unearned grant fimds. 

NOTE: The federal government requires that all full-time students make satisfactory 
academic progress toward a degree or certificate. Please visit http://www.lvc.edu/fi- 
nancial-aid/ to view the Academic Progress Policy and Requirements. 

Treatment of Non-Title IV Aid When a Student Withdraws 

Lebanon Valley College follows guidelines for Title IV programs (see above) when 
calculating the amount of institutional and/or state aid and/or private loans/scholarships 
that you have earned up to the point of withdrawal. Types of aid covered by this policy 
include, but are not limited to: Presidential Scholarships (such as Vickroy, Leadership 
and Achievement Awards), LVC Grant-In-Aid, institutional scholarships, PHEAA State 
Grant, and/or any other state administered grant funds. 

When you withdraw during your period of enrollment the amount of non-Title IV as- 
sistance that you have earned up to that point is determined by the same specific for- 
mula used to calculate Title IV funds earned, If you receive more assistance than you 
earned, the excess funds must be returned by Lebanon Valley College and/or you. 

Once you have completed more than 60 percent of the period of enrollment, you 
earn all the assistance that you were scheduled to receive for that period. 

Treatment of Institutional Charges When a Student Withdraws 

Lebanon Valley College follows guidelines for Title IV programs (above) when cal- 
culating the amount of unearned institutional charges to be refunded. Charges eligible 
for refund are tuition, room, board, private music lessons and overload charges. Once 
you have completed 60 percent of the period of enrollment, you have earned all of the 
charges billed for that period. 

6 Undergraduate Information 2009-2010 Catalog 



Refund Policy for Part-time Students 

Part-time students should consult the refund schedule published by the Continuing 
Education Office. However, part-time students receiving federal financial assistance 
(Title IV) will receive a refund according to federal policy as noted above. 

Alternative Payment Plan 

Lebanon Valley College offers a payment plan for those families who, after explor- 
ing other options, prefer to spread payments over a 10-month period. An agent has been 
appointed to process deferred payment applications: 

Higher Education Services 

4720 Carlisle Pike 
Mechanicsburg, PA 17055 
Phone: 1-800-422-0010 

Continuing Education 

Students may enroll part time for undergraduate study at Lebanon Valley College 
through the Office of Graduate Studies and Continuing Education. Students are con- 
sidered part time if they are enrolled in 1-11 credit hours per semester. 

Continuing Education offers credit programs on four levels: certificate, associate, 
baccalaureate and advanced professional certificates. Certificates are starter programs 
that approximate the beginning of a four- year college experience, ideal springboards 
from which to go on for an associate's or bachelor's degree. Advanced professional cer- 
tificate programs are intended for persons who have already been awarded a bachelor's 
degree in one discipline and desire to study another discipline in some depth. 

A second bachelor's degree may be awarded to adult students who already have re- 
ceived a bachelor of arts or science from Lebanon Valley or another regionally accred- 
ited college or university. In such cases, students must only complete the major 
requirements for the second degree or a minimum of 30 credits, whichever is greater. 

Part-time students enrolled through Continuing Education may register for courses of- 
fered during the day, evening, Saturday and summer sessions on the main campus in 
Annville. To obtain copies of course schedules or to get detailed information on all ac- 
ademic programs for part-time students, call 717-867-6213 or toll free at 1-877-877- 
0423 or write the Office of Graduate Studies and Continuing Education, Lebanon Valley 
College, Annville, PA 17003-1400. Information is also available through the LVC web- 
site: www.lvc.edu/ce. 

A candidate for admission to any of Lebanon Valley College's Continuing Education 
certificate or degree programs must submit a completed application form with the re- 
quired application fee. An official high school transcript is required if students have 
fewer than 24 semester hours of transferable college credits. Students planning to trans- 
fer to Lebanon Valley must submit official transcripts of all completed college or uni- 
versity courses. Official transcripts relating to military or business courses also may be 
evaluated for possible transfer credit. Although candidates may begin taking classes be- 
fore they have been accepted, they must speak with an advisor before registering for 
courses. To arrange an admission interview with an advisor, call 717-867-6213 in An- 
nville or toll free at 1-877-877-0423. Decisions on all part-time student applications 
usually are made within one month after the last required transcript is received. 



Lebanon Valley College Undergraduate Information 7 




8 Undergraduate Academic Regulations 



2009-2010 Catalog 



UNDERGRADUATE ACADEMIC REGULATIONS 
AND PROCEDURES 

Attendance at Lebanon Valley College is a privilege, not a right. To provide the nec- 
essary atmosphere in which teaching and learning can occur, the College expects that 
the conduct of all campus citizens will conform to accepted standards. The College has 
the right to require the withdrawal of any student whose actions are inimical to the pur- 
poses of the institution. The following academic regulations are announcements and 
do not constitute a contract between the student and the College. The College reserves 
the right to change these regulations and procedures as it deems necessary for the ac- 
complishment of its purposes, but wherever possible, a student will proceed to gradu- 
ation under the regulations in effect at the time of his or her entrance at the College. 

Degrees 

Baccalaureate Degrees 

Lebanon Valley College confers five baccalaureate degrees. Bachelor of Arts for 
students completing requirements in the following major programs: American studies, 
art and art history, criminal justice, economics, English, French, German, historical 
communications, history, music, music business, philosophy, political science, religion, 
sociology, Spanish and certain individualized majors. 

Bachelor of Science for students completing requirements in the following major 
programs: accounting, actuarial science, biochemistry and molecular biology, biology, 
business administration, chemistry, computer science, cooperative engineering, cooper- 
ative forestry, digital communications, elementary education, health-care management, 
health science, mathematics, music education, physics, psychobiology, psychology and 
certain individualized majors. Bachelor of Science in Chemistry, Bachelor of Science in 
Medical Technology, and Bachelor of Music: Emphasis in Music Recording Technology 
for students completing requirements for the appropriate major program. 

Associate Degrees 

An Associate degree may be earned by students who have been admitted through the 
office of Graduate Studies and Continuing Education and who have pursued the de- 
gree through part-time study. Students may earn an Associate of Science degree in ac- 
counting, general studies and business administration or an Associate of Arts degree in 
general studies. 

Privacy of Student Records 

The Family Educational Rights and Privacy Act of 1974 (FERPA), also known as the 
Buckley Amendment, helps protect the privacy of student records. The Act provides 
for the right to inspect and review educational records, to seek to amend those records, 
and to limit disclosure of information from the records. The Act applies to all institu- 
tions that are the recipients of federal funding. 

Annually, Lebanon Valley College informs students of the Family Educational Rights 
and Privacy Act of 1 974, as amended. This Act, with which the institution intends to 
comply fully, was designated to protect the privacy of education records, to establish the 
right of students to inspect and review their education records, and to provide guidelines 
for the correction of inaccurate or misleading data through informal and formal hearings. 

Lebanon Valley College Undergraduate Academic Regulations 9 



Students also have the right to file complaints with the FERPA office concerning al- 
leged failures by the institution to comply with the act. 

Local policy explains in detail the procedures to be used by the institution for com- 
pliance with the provisions of the Act. Copies of the policy can be found in the fol- 
lowing offices: Office of the Registrar, Office of Student Services, and Office of the 
Dean of the Faculty. The policy is also printed in the Faculty Advising Handbook. The 
offices mentioned also maintain a Directory of Records that lists all education records 
maintained on students by this institution. 

Questions concerning the Family Educational Rights and Privacy Act may be re- 
ferred to the Registrar's Office. 

Credit Hours 

A credit hour is the unit to measure academic progress. Each course has a credit 
designation approximately equal to the number of hours to be spent in class each week. 
A course requiring three hours of class attendance each week will carry 3 credit hours. 
Credit for laboratories is generally awarded at one half the regular rate. 

Application for Graduation 

As a student nears completion of the degree requirements, the student must file an 
application for the degree and a graduation plan with the Registrar s Office. Graduation 
application deadlines and the semester Course List and Registration Schedule are avail- 
able in that office. This application process provides the student with a timely oppor- 
tunity to review his or her degree requirements and to plan or change the student's 
course schedule to ensure completion of all requirements. 

The student must complete an Application for the Degree and a Graduation Plan, 
meet with his or her advisor, obtain all required signatures for graduation, including 
major and minor requirements, and deliver the forms to the Registrar's Office in the Hu- 
manities Building. 

Graduation Requirements 

Candidates for a baccalaureate degree shall complete successfully 120 credit hours, 
including the requirements for the general education program (see page 22) and the re- 
quirements for majors and minors as appropriate. Credit hours are accumulated in three 
separate categories: general education requirements, major requirements, and electives. 

The general education program is that part of the curriculum shared by all students 
in all majors. The required courses reflect 54-56 credit hours. The major programs each 
require at least 30 credit hours of course work. Electives are those courses selected by 
the student that reflect neither major nor general education requirements. 

Candidates for the bachelor's degree must also take in residence 30 credit hours of 
the 36 taken immediately prior to graduation. Course work taken in all of the College's 
programs qualifies as work done in residence. 

Candidates for an associate's degree must accumulate at least 60 credit hours in- 
cluding the course work appropriate to their major program. Fifteen of the last 1 8 credit 
hours toward the degree must be taken in residence. Coursework taken in all of the Col- 
lege's programs qualifies as work done in residence. 

Candidates for a degree must obtain a cumulative grade point average of at least 
2.00 and a major grade point average of at least 2.00. 

10 Undergraduate Academic Regulations 2009-2010 Catalog 



Students who have 1 1 or fewer credits remaining to complete the degree may par- 
ticipate in the graduation ceremony. 

Advising Program 

Each student has a faculty advisor whose role is to counsel about registration pro- 
cedures, course selections, academic requirements, and regulations. The student is 
strongly encouraged to obtain the advisor's counsel and approval before registration, 
withdrawal, election of pass/fail option, and/or change in credit/audit status. 

Arrangement of Schedules 

Each student arranges a semester program of courses in consultation with his or her 
faculty advisor. Students already in attendance do this during registration periods. New 
students accomplish this on orientation days. 

Limit of Hours 

To be classified as full time, a student must take at least 12 credit hours in a semes- 
ter. Seventeen credit hours is the maximum permitted without approval from the stu- 
dent's advisor and permission of the registrar. To be permitted to take more than 17 
credits, the student should have a cumulative grade point average of 3.0 or higher, or 
be a senior. Audited courses are counted in determining the course load, but music or- 
ganizations are not. Students shall pay the prevailing tuition rate for each credit hour be- 
yond 17 (not counting music organizations). 

Class Standing 

Students are classified academically at the beginning of each year. Membership in 
the sophomore, junior or senior classes is granted to students who have earned a min- 
imum of 28, 56 or 84 credit hours respectively. 

Satisfactory Academic Progress 

Satisfactory academic progress toward a degree as a full-time student is defined as 
completion of 24 or more credits per academic year while maintaining a cumulative 
grade point average of 1.6 (1-27 credits), 1.7 (28-55 credits), 1.8 (56-83 credits), 1.9 
(84 or more). A 2.0 grade point average is required for completion of the baccalaure- 
ate degree. It is also necessary for full-time students to complete at least 24 credits per 
academic year in order to maintain eligibility for federal, state and institutional finan- 
cial aid. 

Transfer Credit 

A student applying for advanced standing after having attended another accredited 
institution shall send an official transcript to the dean of admission. If requested, the stu- 
dent must provide copies of the appropriate catalogs for the years of attendance at the 
other institution or institutions. 

Credits are accepted for transfer provided the grades are C- ( 1 .67) or better and the 
work is equivalent or similar to work offered at Lebanon Valley College. Grades thus 
transferred count for credit hours only, not for quality points. 

A candidate for admission holding an associate degree from a regionally accredited 
college can be admitted with full acceptance of course work at the previously attended 

Lebanon Valley College Undergraduate Academic Regulations 1 1 



institution. However, course work in the major field for which the applicant has re- 
ceived a D shall not be counted toward fulfilling the major requirement. 

Because Lebanon Valley College is a liberal arts institution, consideration of full 
acceptance of the associate degree will be granted with the understanding that the can- 
didate has followed a basic course of study compatible with the curriculum and aca- 
demic programs of the College and has been enrolled in a transfer program. A total of 
60 credits will be accepted for an associate degree and 57 credits for a diploma program. 
A maximum of 90 credit hours will be accepted toward a baccalaureate degree. 

In most instances the applicant may be expected to complete the baccalaureate de- 
gree within two years. However, when the requirements of a particular major field or 
the nature of the previous study demand additional work beyond two years, the appli- 
cant will normally be notified at the time of admission. 

Students transferring to Lebanon Valley College in order to complete work on a bac- 
calaureate degree will normally be expected to pass at least one 3-hour course in their 
intended major for each semester they spend at the college. "Semester" shall normally 
be defined as 15 credit hours. Beyond this minimum requirement, departments may re- 
quire additional courses if they so desire. 

Lebanon Valley College students enrolled for a degree may not carry courses con- 
currently at any other institution without prior consent of their advisors and the regis- 
trar. Students who desire to study away from campus for summer study must obtain 
prior approval from their advisors and the registrar. 

Discontinuance of Courses 

The College reserves the right to withdraw or discontinue any course. 

Registration and Preregistration 

Students are required to register for courses on designated days of each semester. 
Preference is given to upper-class students in the preregistration process to ensure reg- 
istration in courses required for their major fields of study. Students desiring to regis- 
ter later than one week after the opening of the semester will be admitted only by special 
permission of the instructor and the registrar. 

On entering Lebanon Valley College, students indicate that they are open or that 
they have a particular intended major. Students may make a formal declaration of major 
during the second semester of their freshman year and must make a formal declaration 
by the time they have completed 60 credit hours. 

Change of Registration 

Change of registration, including pass/ fail elections, changes of course hours credit, 
changes from credit to audit and vice versa, must be approved by signature of the ad- 
visor. In most instances, registration for a course shall not be permitted after the course 
has been in session for one full week. With the permission of the advisor, a student may 
withdraw from a course during the first 10 weeks of the semester. However, first-time, 
first- semester freshmen may withdraw from a course at any time through the last day 
of semester classes with permission of the advisor. A fee is charged for every course 
added at the student's request after Add/Drop Day. 

Students who drop below full-time status (below 12 credits) during the publicized 
Add/Drop Period (the first full week of classes) will be re-billed as part-time students. 

12 Undergraduate Academic Regulations 2009-2010 Catalog 



Resident students who drop to part-time must have the permission of the dean of stu- 
dents. Other considerations regarding financial aid, academic progress, and health in- 
surance must be made before dropping to part-time status. 

Students who drop courses after the publicized Add/Drop Period will not have their 
status changed to part-time. However, consideration must be given to academic progress 
and future eligibility for financial aid and scholarship monies. 

Auditing Courses 

Students may register to audit courses with the approval of their academic advisor. Au- 
dited courses are counted in considering the course load relative to the limit of hours and 
may result in an overload charge. No grade or credit is given for an audited course, but 
the registrar will record the audit on the transcript if the student attends regularly. A 
change of registration fi^om credit to audit or from audit to credit, with the approval of 
the instructor, must be accomplished by the end of the tenth week of semester classes. 

Pass/Fail 

After attaining sophomore standing (28 credit hours), a student may elect to take 
up to two courses per semester and one per summer session on a pass/fail basis; how- 
ever, only six such courses can be counted toward graduation requirements. No courses 
elected by students to be taken pass/fail may be used to meet the requirements of the 
general education program or other programs, the major(s), the minor(s) or secondary 
education certification. A student may select or cancel a pass/fail registration any time 
during the first 10 weeks of a semester. Passing with honors will be designated by the 
grade PH indicating that a grade of B+ or higher was earned. If a student does not 
pass the course, the student will receive an F on the transcript. See page 17 for grad- 
ing systems. 

Repetition of Courses 

A student may repeat as often as desired, for a higher grade, a previously taken 
course, subject to the following provisions: the course must have been taken in courses 
staffed by the College, the course has to be retaken at Lebanon Valley College, and the 
semester credit hours are given only one time. The higher grade received each time 
taken is computed in the cumulative grade point average. Each semester grade report 
will show hours credit each time passed, but the total hours toward a degree will be 
equal only to the semester hours credit for the course. For a course previously passed 
P/F, the grade received in the subsequent registration for regular grade is the "higher 
grade." Each grade received remains on the permanent record and a notation is made 
thereon that the course has been repeated. 

Concurrent Courses 

A student enrolled for a degree at Lebanon Valley College may not carry courses 
concurrently at any other institution without prior consent of his or her advisor and the 
registrar. 

External Summer Courses 

A student registered at Lebanon Valley College may not obtain credit for the courses 
taken during the summer at another college unless such courses have prior approval of 
his or her advisor and the registrar. 

Lebanon Valley College Undergraduate Academic Regulations 13 



Attendance Policy 

Each student is responsible for knowing and meeting all requirements for each 
course, including regular class attendance. At the opening of each semester, the in- 
structors shall clearly inform students of class attendance regulations. Violations of 
those regulations shall make the student liable to receive a grade of F in the course. 

Excused absences do not absolve students from the necessity of fulfilling all course 
requirements. 

In-Absentia 

The College treats students in domestic or foreign study programs as students-in- 
absentia. Any student who studies for a semester or academic year at another institu- 
tion with the intent of returning to the College is considered a matriculated student. A 
student desiring in-absentia status should complete the form in the registrar's office 
and secure the approval of the advisor, the registrar and the director of study abroad and 
domestic programs. Students will receive information on registration and room sign-up 
after they notify the registrar of their address abroad or in the United States. 

Leave of Absence 

For reasons of health or other compelling circumstances, students may request a vol- 
untary leave from the College for one or two semesters. A student desiring such a leave 
should complete the form available from the registrar and secure the approval of the as- 
sociate dean of the faculty. Students on leave are regarded as continuing students and 
retain their status for registration and room sign-up, if available. Students on leave will 
receive information on those procedures and will be asked to verify their return. The 
College reserves the right to require a leave of absence for medical reasons at any time 
it is deemed reasonably necessary to protect the student, other students, members of the 
College community, or the interests of the College itself Before a student returns from 
a medical leave of absence, a clearance interview with one of the counseling psychol- 
ogists, the dean of students, or the associate dean of the faculty — as well as additional 
documentation — may be required. 

Withdrawal from College and Readmission 

To withdraw from the College, a student must complete an official withdrawal form 
obtained from the registrar. Continuing education students must complete an official 
withdrawal form obtained from the director of continuing education. Readmission of a 
student requires written permission from the associate dean of the faculty. 

Second Bachelor's Degrees 

A person who has earned a bachelor's degree from Lebanon Valley College or an- 
other accredited college or university may earn a second bachelor's degree by meeting 
the following requirements: 

1. A minimum of 30 additional undergraduate credits must be completed success- 
fijlly at Lebanon Valley. 

2. All graduation requirements for the major of the second degree must be met satis- 
factorily. 



14 Undergraduate Academic Regulations 2009-2010 Catalog 



3. Course work completed successfully as part of the first degree program may be 
used to satisfy the graduation requirements of the second major 

4. No course already taken in the first degree program may be repeated in the second 
degree program. 

5. No more than three credits from student teaching (SED 440, ELM 440 and MED 
441 ) may be counted toward a second degree. 

6. Graduates from other accredited colleges or universities shall not be required to 
meet any general education requirements of Lebanon Valley College. 

7. No courses in the second degree program may be met satisfactorily through such 
non-traditional means as challenge examinations, CLEP, or credit for life experi- 
ence. 

8. No more than three credits from internships may be counted toward a second de- 
gree. 

9. No courses in the second degree program may be taken pass/fail. 

NOTE: Students carrying a second major do not automatically receive a second 
degree. Student carrying a second major will not receive a second degree without 
having met all the requirements listed above for a second bachelor's degree. 

Undergraduate Nontraditional Credit 

Lebanon Valley College recognizes the ability of highly motivated students to mas- 
ter specific areas of study on their own initiative and provides programs to allow these 
students the opportunity to gain credit. Except for those seeking a second bachelor's de- 
gree, any matriculated student may earn a maximum of 30 credits toward a bachelor's 
degree or a maximum of 15 credits toward an associate's degree through nontraditional 
means (challenge exams, advanced placement, CLEP, and credit for life experience). All 
nontraditional means of examination are graded satisfactory (S) or unsatisfactory (U). 
An unsatisfactory grade on any nontraditional examination will not be recorded on the 
permanent record. 

Challenge Exam Policy 

Many LVC courses can be challenged for credit by examination. Full-time students 
should request challenge examinations through their academic advisors. Part-time stu- 
dents and those students enrolled through continuing education should make applica- 
tion for challenge exams through the continuing education office. All requests must be 
approved by the registrar and the chairperson of the department in which the course is 
listed. 

Challenge exams are considered comprehensive examinations in the subject area. 
The grading criteria for challenge exams will be determined by each department. The 
exact nature of the examination will be determined by the faculty member and chair- 
person of the department involved and may include any means of evaluation normally 
employed by the department. There is a fee for preparation and grading of each chal- 
lenge exam, and it is charged without regard to the test results. 

Challenge exams may not be taken by students who have received any grade in a 
course equivalent to or more advanced than the course for which the student is re- 



Lebanon Valley College Undergraduate Academic Regulations 1 5 



questing credit by examination. Challenge exams may not be used for the purpose of 
acquiring credit for a course previously failed. Practicums, internships, seminars, re- 
search courses, independent study, writing-intensive courses, and courses with labora- 
tory components are normally not subject to credit by examination. Individual 
departments may have additional criteria regarding challenge exams. Consult the chair- 
person of the department in which the course is listed for specific information. 

Advanced Placement Policy 

Advanced placement with credit in appropriate courses will be granted to entering 
students who make scores of 4 or 5 on College Board Advanced Placement examina- 
tions. The official Advanced Placement College Grade Report must be submitted by the 
student for evaluation by the registrar. 

Advanced Placement without credit may be granted on the basis of the Achieve- 
ment Tests of the College Board examinations or such other proficiency tests as may 
be determined appropriate by the registrar and by the chairperson of the department. 

CLEP (College Level Examination Program) Policy 

Credit shall be granted to those students who score well on CLEP examinations that 
are approved by the College. To receive credit, a student must score above the 50th per- 
centile on the objective section and above a C, as determined by the appropriate aca- 
demic department for general and subject examinations. The English composition essay 
is required to receive credit for English Communications with a minimum score of 64 
and at the 80th percentile for this CLEP examination. Credit for foreign language at the 
intermediate level requires a minimum score of 62 (for French), 63 (for German), and 
66 (for Spanish) on Level 2 tests. 

A maximum of six credits shall be awarded for each examination; of these credits, 
only three may be applied to the general education requirements in the appropriate area. 
Credit shall be granted only to students who have matriculated at Lebanon Valley Col- 
lege. Normally, requests for CLEP credit must be approved by the registrar before the 
student has completed 30 credits. 

Credit for Life Experience Policy 

Lebanon Valley College provides for the awarding of undergraduate academic credit 
for knowledge acquired through nonacademic experience in subjects in the College 
curriculum. The experience should have a direct relation to the material taught in a 
course in the College curriculum and should extend over a sufficient period to provide 
substantive knowledge in the relevant area. Matriculated students who believe they 
qualify for such credit may petition the appropriate department through their academic 
advisors. Students enrolled in the continuing education program must petition through 
the continuing education office. This petition must: 

( 1 ) detail the relevant experience in question 

(2) provide appropriate supporting evidence 

(3) note the equivalent College course by department and number 

(4) state the number of credit hours sought. 

The appropriate department will consult with the academic advisor or the continu- 
ing education office to determine the best means (interview, examination, portfolio, 

16 Undergraduate Academic Regulations 2009-2010 Catalog 



etc.) for evaluating the experience. 

Approval of experiential credit for fiill-time students must be made in writing over 
the signatures of the academic advisor, the appropriate department chair, and the 
associate dean of the faculty. Approval of experiential credit for students enrolled 
through the continuing education program must be made in writing over the signatures 
of the director of graduate studies and continuing education, the appropriate depart- 
ment chair, and the associate dean of the faculty. 

Experiential credit cannot exceed 6 credit hours in one academic year and cannot ex- 
ceed a maximum of 12 credit hours in the degree program. 

International Baccalaureate Program 

Credit for appropriate courses will be granted to entering students who achieve 
scores of 5, 6 or 7 on International Baccalaureate individual subject examinations. The 
official International Baccalaureate transcript must be presented by the student for eval- 
uation by the registrar. 

Grading Systems and Grade Point Averages 

Student work is graded A (excellent), B (good), C (satisfactory), D (requirements and 
standards met a minimum level), F (course requirements not met). For each credit hour 
in a course, students receive the following quality points: 



A 


4.00 


A- 


3.67 


B+ 


3.33 


B 


3.00 


B- 


2.67 


C+ 


2.33 



C 


2.00 


C- 


1.67 


D+ 


1.33 


D 


1.00 


D- 


.67 


F 


.00 



F carries no credit or quality points, but grades of F are used in calculating the grade 
point averages. The cumulative grade point average is calculated by dividing the qual- 
ity points by the credit hours completed. 

Candidates for a degree must obtain a cumulative grade point average of 2.00 and a 
major grade point average of 2.00. 

Continuing education degree candidates admitted before July I, 1989, must meet 
graduation requirements by earning a cumulative grade point average of 1 .75. All stu- 
dents and continuing education candidates admitted after July 1, 1989, must meet grad- 
uation requirements by earning a grade point average of 2.00. All students must have a 
2.00 grade point average in their major, any second major, and any minor. 

A student may not take a course that has a prerequisite course he or she has failed. 

In addition to the above grades, the symbols I and W are used. I indicates that the 
work is incomplete (certain required work postponed by the student for substantial rea- 
son with the prior consent of the instructor) but otherwise satisfactory. This work must 
be completed within the first eight weeks of the next semester, or the I will be changed 
to an F. Appeals for an extension of time must be presented to the registrar by the first 
week of the next semester. W indicates withdrawal from a course through the tenth 
week of semester classes, except for first-semester freshmen who may withdraw 



Lebanon Valley College Undergraduate Academic Regulations 1 7 



through the last day of the semester. For physical education, a grade of either S (satis- 
factory) or U (unsatisfactory) is recorded. 

Once a grade has been recorded it may not be changed without the approval of the 
instructor and the registrar. Students who feel the grade may be inaccurate should con- 
tact the instructor at once, but in no case later than the end of the semester following 
the course in question. 

Academic and Graduation Honors 

The Dean s List 

Students achieving a 3.40 or higher grade point average while carrying at least 12 
credit hours for grade shall be named to the Dean's List at the end of each semester. 

Graduation Honors 

After completing a minimum of 60 calculated credit hours of residence work, a stu- 
dent may qualify for graduation honors. The honors to be conferred are summa cum 
laude for grade point averages of 3.75-^.0, magna cum laude for grade point averages 
of 3.60-3.74, and cum laude for grade point averages of 3.40-3.59. 

Departmental Honors 

All major programs provide the opportunity for departmental honors work during the 
junior and senior years. For specific information, interested students should contact the 
appropriate department chairperson. The minimal requirements for departmental hon- 
ors are a cumulative GPA of at least 3.0, both at the time of application and at the time 
of graduation; a written thesis; an oral presentation; and approval by a majority vote of 
the full-time members of the department. This project is undertaken on a subject of the 
student's own choosing under the supervision of a faculty advisor. Opportunity also 
exists to do creative work. A maximum of 9 hours credit may be earned in departmen- 
tal honors. 

Phi Alpha Epsilon 

Students graduating with grade point averages of 3.50 or higher are eligible for in- 
duction into Phi Alpha Epsilon, provided they have earned a minimum of 60 credit 
hours of residence work. 

Academic Honesty 

Lebanon Valley College expects its students to uphold the principles of academic 
honesty. Violations of these principles will not be tolerated. Students shall neither hin- 
der nor unfairly assist the efforts of other students to complete their work. All individ- 
ual work that a student produces and submits as a course assignment must be the 
student's own. 

Cheating and plagiarism are acts of academic dishonesty. Cheating is an act that de- 
ceives or defrauds. It includes, but is not limited to, looking at another's exam or quiz, 
using unauthorized materials during an exam or quiz, colluding on assignments with- 
out the permission or knowledge of the instructor, and furnishing false information for 
the purpose of receiving special consideration, such as postponement of an exam, essay, 
quiz, or deadline of an oral presentation. 

Plagiarism is the act of submitting as one's own the work (the words, ideas, images. 



18 Undergraduate Academic Regulations 2009-2010 Catalog 



or compositions) of another person or persons without accurate attribution. Plagiarism 
can manifest itself in various ways: it can arise from sloppy, inaccurate note-taking; it 
can emerge as the incomplete or incompetent citation of resources; it can take the form 
of the wholesale submission of another person's work as one's own, whether from an 
online, oral or printed source. The seriousness of an instance of plagiarism — its moral 
character as an act of academic dishonesty — normally depends upon the extent to which 
a student intends to deceive and mislead the reader as to the authorship of the work in 
question. Initially, the instructor will make this determination. 

Once academically dishonest work has been submitted, the instructor shall report 
the suspected incidence to the associate dean of the faculty. At the moment the work has 
been submitted, the student involved forfeits the right to withdraw from the course or 
to change his or her course status in any way. The College's expectations and the meas- 
ures it will apply to support and enforce those expectations are outlined below. 

For the first offense of academic dishonesty, the faculty member has the option of im- 
plementing whatever grade-related penalty he or she deems appropriate, up to and in- 
cluding failure in the course. The associate dean of the faculty shall send the student a 
letter of warning, explaining the policy regarding further offenses and the appeal process. 

For the second formally established offense of academic dishonesty, failure in the 
course is mandatory; the associate dean of the faculty shall so inform the faculty 
member(s) involved. Additionally, the associate dean of the faculty has the authority to 
take further action against the student, up to and including expulsion from the College. 

For the third formally established offense of academic dishonesty, failure in the 
course and expulsion from the College are mandatory. 

The associate dean of the faculty has the authority to determine whether actions or 
reasonable suspicions of actions by a student constitute "offenses of academic dishon- 
esty" as described above. 

Information related to offenses of academic dishonesty must be passed by the fac- 
ulty member to the associate dean of the faculty who shall retain the information for as 
long as the student involved is enrolled at the College. Information and evidence con- 
cerning academic dishonesty are the property of the College. Once the student has grad- 
uated from the College, the associate dean of the faculty will destroy these records. 

All actions against a student for academic dishonesty may be appealed by the stu- 
dent being accused. A written appeal must be presented to the associate dean of the 
faculty no later than the official date that mid-term grades are due the semester fol- 
lowing the semester in which the action was taken against the student. The dean of the 
faculty will serve as final arbiter. 

Academic Probation and Suspension 

At the conclusion of each semester, the Dean's Academic Advisory Council meets 
to review the academic performance of all undergraduate students. The members of the 
council are the vice president for academic affairs and dean of the faculty, the vice 
president for enrollment and student services, the dean of student services, and the 
registrar. 

To maintain themselves in good academic standing at the College, students must 
achieve minimum cumulative grade point averages appropriate to progress toward their 
degree, and they must complete coursework at a regular and sustained pace. Minimum 



Lebanon Valley College Undergraduate Academic Regulations 19 



cumulative GPAs are as follows: 

Semester Hours Completed Required Cumulative GPA 

1-27 1.60 

28-55 1.70 

56-83 1.80 

84 or more 1.90 

At the conclusion of each semester, the College examines students' academic 
records. Students who have not achieved the above minimum grade point averages will 
be given an Academic Warning, placed on Probation, or Academically Suspended 
from the College. 

Academic Warning. The first time students fall below the required cumulative GPA 
as listed above, they will be given Academic Warning. Academic Warning constitutes a 
formal notification that a student's academic performance is weak and that he or she 
needs to devote increased attention to academic work. Students receiving Academic 
Warning are cautioned that unless they achieve an acceptable cumulative grade point 
average, they will be placed on Probation and thereby lose the privilege of participating 
in extracurricular activities (including such activities as intercollegiate sports, student 
government, campus media, student clubs, and Greek and service organizations). 

Probation. Students who fall a second time below the required cumulative GPA 
(whether in consecutive or nonconsecutive semesters) will be placed on Probation. A 
student on Probation will not be permitted to take part in extracurricular activities. 

Final Probation. Students who fall a third time below the required cumulative GPA 
(whether in consecutive or nonconsecutive semesters) will be placed on Final Proba- 
tion. A student on Final Probation will not be permitted to take part in extracurricular ac- 
tivities, and the student will be informed that unless the student restores himself or herself 
to good academic standing and maintains that status, the student will be suspended from 
the College. 

Academic Suspension. Students will be suspended academically from the College 
when ( 1 ) they fall a fourth time below the required cumulative GPA (whether in con- 
secutive or nonconsecutive semesters); (2) they fail to achieve a cumulative GPA of at 
least 0.75 at the conclusion of any semester; (3) they have not earned by the conclusion 
of the second and subsequent semesters of full-time enrollment a total of at least 6 credit 
hours of coursework for each semester completed. Students suspended will not be per- 
mitted to return for at least the frill subsequent semester (fall or spring). To request re- 
instatement, students must submit a written petition to the associate dean of the faculty. 
A suspended student who returns to the College and who is suspended again for aca- 
demic reasons will be regarded as permanently separated from the College. 

Upon reinstatement to the college, a student will have two semesters to bring up his 
or her cumulative GPA to the minimum required for good academic standing at the Col- 
lege. 

Veterans' Services 
Servicemembers Opportunity Colleges 

Lebanon Valley College has been designated as an institutional member of Service- 
members Opportunity Colleges (SOC), a group of over 400 colleges providing post-sec- 

20 Undergraduate Academic Regulationss 2009-2010 Catalog 



ondary education to members throughout the world. As an SOC member, Lebanon Val- 
ley College recognizes the unique nature of the military life-style and has committed it- 
self to easing the transfer of relevant course credits, providing flexible residency 
requirements, and crediting learning from appropriate military training and experiences. 

Veterans Benefits 

Veterans who are eligible to receive educational benefits must report their enrollment 
to the Financial Aid Office once they register for each semester or summer session. 
The Financial Aid Office will then submit certification of their enrollment to the De- 
partment of Veterans Affairs. 

Veterans receiving EAP and/or FTA benefits are responsible for applying for these 
benefits through their unit of assignment prior to the start of each semester or summer 
session and for submitting all necessary forms to the Financial Aid Office. 

Veterans must notify the office immediately if they change the number of credits 
for which they are enrolled, withdraw, or request a leave of absence. Failure to do so may 
result in a charge to the student from the VA for overpayment of benefits. Veterans re- 
ceiving education benefits must verify their attendance each month, no earlier than the 
last day of each month, to the VA on-line via WAVE. Students can access this site by 
going to www.gibill.va.gov. (Veterans receiving vocational rehabilitation benefits do 
not need to verify their attendance). 

Veterans who are attending Lebanon Valley College and have never used VA edu- 
cation benefits before should go on-line to www.g.bill.va.gov and fill out Form 22- 
1990. Dependents should fill out form 22-5490 (dependents will need the veteran's 
file number). This form should be submitted on-line through the GI Bill website and 
then printed out and either mailed or faxed to the Financial Aid Office at Lebanon 
Valley College. 

Veterans who have used education benefits before and will either be changing 
their attendance to Lebanon Valley College and/or changing their program of study 
should submit a signed statement to the Financial Aid Office stating this change. Al- 
ternatively, a copy of form 22-1995 or 22-5495 (for dependents) can be filled out and 
returned to the Financial Aid Office. 

Students eligible for veterans benefits who remain on academic probation for two 
consecutive semesters must be reported to the Department of Veterans Affairs. Veter- 
ans with questions about the College, or their status with the College, should contact 
the Financial Aid Office. 

Teacher Certification for Nonmatriculated Students 

Lebanon Valley College offers teacher certification to a variety of special students: 
students with degrees from other colleges, teachers seeking certification in other fields, 
or Lebanon Valley College alumni seeking certification for the first time. All students 
must present official transcripts of college work or their previous teacher certification 
to the registrar. The education department, the registrar and the appropriate academic 
department shall evaluate the record and recommend the appropriate course of action. 
A fee shall be charged for this service. 

All candidates must meet the criteria for Admission to Teacher Certification Can- 
didacy as detailed under the Department of Education, page 74. 



Lebanon Valley College Undergraduate Academic Regulations 2 1 



UNDERGRADUATE ACADEMIC PROGRAMS 

General Education Program 

Through the General Education Program, the College most directly expresses its 
commitment to the ideal of liberal education that underlies its mission statement. The 
program includes four components: communications, liberal studies, cross-cultural 
studies, and disciplinary perspectives. This program seeks to prepare graduates who 
are broadly competent, skilled in communication, capable of analysis and interpretation, 
tolerant, and able to continue to learn in a rapidly changing world. 
Our academic program aims to educate students so that they: 

• acquire a broad base of knowledge across the liberal arts disciplines, including 
both content and method; 

• come to understand that facts are important primarily as evidence from which we 
infer meaning in the form of theories, arguments, and interpretations; 

• learn to draw upon and integrate different disciplines when considering particular 
problems or issues; 

• learn to think critically and independently, i.e., to understand, construct, and re- 
spond to arguments, and develop a questioning, open-minded attitude; 

• learn to communicate clearly and cogently, both in speech and in writing, in lis- 
tening and in reading; 

• acquire sensitivity and skill in interacting with different cultures and traditions, 
and come to understand and respect differences among human beings; 

• establish a foundation for their continuing education, including their intellectual, 
aesthetic, and moral growth, their personal and vocational development, and their un- 
derstanding of themselves as citizens at the local and global levels. 

The program consists of coursework in the following four areas: 

Communications. 15 credit hours. 

English Communications (2 courses) 
Writing Requirement (3 courses) 

This component recognizes the central role communication plays in learning and in 
life. Courses teach the principles of clear and effective communication and provide op- 
portunities to practice and refine them throughout a student's college career. 
English Communications. Courses teach the elements of English composition and the 
related skills of speaking, reading, critical thinking, and researching. 

Requirement: ENG 1 11 or FYS 100; ENG 1 12. 

First-year students must fulfill the communications component of the General Ed- 
ucation Program by enrolling in either First- Year Seminar (FYS 100) or English Com- 
munications I (ENG 111). The primary goal of each course is to help first-year students 
become college-level writers. Students will be assigned the same amount of writing in 
both FYS 100 and ENG 1 1 1. An important difference between the two courses is that 
each FYS class is organized around a particular topic, and students will write in re- 
sponse to various aspects of that topic, whereas ENG 1 1 1 is not organized around a 
particular topic, so its students can expect to write essays about a variety of different 

22 Undergraduate Academic Programs 2009-2010 Catalog 



topics. Students in FYS should expect to do more reading than students in ENG 111. 
Writing Requirement. In addition to English Communications, students must complete 
three courses designated Writing Process, preferably one each during the sophomore, 
junior and senior years. Along with course content, faculty will also teach writing in 
these courses and will make evaluation of writing quality an important factor in the 
course grade. 

Requirement: Three courses from an approved list. 

Approved: AMS 201, 223, 229, 450; ART 212, 312, 314, 328, 350, 353; BIO 304, 
307, 312, 322, 324; BUS 285, 485; CHM 230, 321, 322; DCOM 285; DSP 340; ECE 
330; ECN 321, 332, 410; EDU 311, 450; ELM 361, 371; ENG 213, 221, 222, 225, 
226, 310, 315, 330, 341, 342, 350, 360; FRN 410, 420, 430, 440, 450; GMN 410, 460; 
HIS 205, 206, 207, 208, 217, 226, 250, 310, 312, 315, 499; MBS 371; MED 334; MSC 
201, 343; PHL 210, 215, 230, 270, 301, 311, 345, 349, 499; PHT 202; PHY 328; PSC 
207, 211, 215, 250, 312, 313, 316, 330, 345, 497, 498, 499; PSY 120, 245, 443; REL 
230, 313, 327, 333, 353; SOC 324, 331, 382, 499; SPA 310, 410, 420, 430, 440, 450, 
460. 

Liberal Studies. 24-26 credit hours. 

At least one course in each area and two additional courses in different groups. 

Group I Group II Group III 

History Natural Science Literature and Fine Art 

Social Science Mathematics Religion and Philosophy 

Courses in this component introduce fundamental concepts, methods and content 
in disciplines essential to a liberal education. 

Requirement: Eight courses, with at least one from each area, and no more than three 
in any group. 

Group I 
Area 1: History. Courses acquaint students with some of the principal developments in 
world or American history. Students analyze problems or controversies, and learn to 
use different kinds of source material. 

Approved: AMS 111, 220, 223, 225, 229, 340; HIS 103, 104, 105, 125, 126, 207, 
210, 217, 226, 240; PSC 207; REL 340. 

Area 2: Social Science. Courses establish and explore patterns of human culture and so- 
cial organization including international aspects of the world by examining the rela- 
tionships among individuals and the structures and processes of societies. They draw 
on the theories and methodological approaches used in the social sciences and prepare 
students to evaluate, integrate, and communicate information and issues related to 
human behavior. 

Approved: ECN 101, 102; PSC 100, 110, 215, 245, 250, 313, 330; SOC 110, 120, 
160,210,230,261. 

Group II 
Area 3: Natural Science. Courses present findings, concepts, and theories of science, 
develop an understanding of scientific methods of inquiry, engage students directly in 
the practice of science, and prepare students to think critically about scientific issues. 

Lebanon Valley College Undergraduate Academic Programs 23 



Approved: BIO 101, 102, 103, 1 1 1/1 13, 1 12/1 14; CHM 100, 1 1 1/113, 1 12/1 14; ESS 
1 10, 120; PHY 100, 101, 102, 103, 104, 111,112, 120; PSY 120; SCI 100. 

Area 4: Mathematics. Courses introduce pivotal mathematical ideas, abstract mathe- 
matical constructs, and mathematical applications. They make students aware of the 
powers and limitations of mathematics and emphasize the role of mathematics in our 
society. 

Approved: MAS 1 00, 1 1 1 , 1 1 2, 1 50, 1 6 1 , 1 62, 1 70, 270. 

Group III 
Area 5: Literature and Fine Art. Courses acquaint students with significant works of 
artistic expression and with their historical and cultural contexts. They help them ana- 
lyze and broaden their understanding of works of art, music and literature and seek 
both to extend their aesthetic experience and enhance the quality of their critical judg- 
ment. 

Approved: AMS 201, 331; ART 100, 105, 112,212,219,312,314,318,322,324, 
326, 328, 330, 336, 338; DCOM 495; ENG 120, 221, 222, 225, 226, 227, 228, 229, 495; 
FRN410, 420, 430, 440, 450; GMN 410, 460; MSC 100, 101, 200, 201, 242, 343; SPA 
410,420,430,440,450 

Area 6: Religion and Philosophy. Courses introduce major religious or philosophical 
perspectives, the critical study of value judgments, and the understanding that all judg- 
ments and value systems are grounded in particular worldviews. Students are encour- 
aged to examine their own moral commitments as they develop an awareness of and 
tolerance for other value systems. 

Approved: AMS 222; PHL 110, 210, 215, 222, 230; REL 110, 202, 230, 250, 251, 
338,339,352. 

Cross-Cultural Studies. 12 credit hours. 

Two courses in a foreign language. 

One course in Foreign Studies. 

One course in Social Diversity Studies. 

This component responds to a contemporary world in which communication, travel 
and trade increasingly juxtapose cultures, values and ideas. Courses help students un- 
derstand, interpret, and appreciate cultural, social, moral, economic and political sys- 
tems different from their own. 

Foreign Language. By learning another language, students see the world from a dif- 
ferent linguistic and cultural perspective. These courses help students understand that 
all languages solve similar problems of expressing thought, but that each language pro- 
vides special access to a particular human society. 

Requirement: Two courses. 

Options: 1 . Continue a previously studied language (two or more years) at the 
intermediate level. FRN, GMN, SPA 201/202. 

2. Begin a new language. FRN, GMN, ITA, SPA 101/102. 

3. Repeat the elementary level (no language study for five frill years). 
FRN, GMN, SPA 101/102. 



24 Undergraduate Academic Programs 2009-20 1 Catalog 




4. Complete one advanced course (requires permission from FLG 
department). 

International students who are fluent in a native language other than English are exempt 
from this requirement. 

Foreign Studies. Courses increase students' global awareness by introducing them to im- 
portant aspects of societies in Asia, Africa, the Middle East and the Americas to foster 
an understanding of cultural, social, political, religious, or economic systems outside 
the European tradition. Alternatively, students may fulfill this requirement by partici- 
pating in a semester-long study-abroad program or by completing approved course work 
that involves substantial on-site immersion in a foreign culture. 

Requirement: Choose one course from an approved list. 

Approved: ART 334; GMN 305; HIS 273, 274, 275, 303, 304, 305; MSC 202; PSC 
21 1, 212, 213; REL 140, 200, 204, 252, 253, 255; SR\ 360, 460. 

Social Diversity Studies. Courses focus on the social diversity in the United States and 
allow students to engage critically the issues — such as race, gender, class, sexual ori- 
entation, religion — that historically have divided and defined Americans. Students who 
participate in semester-long programs in Philadelphia or Washington, D.C., sponsored 
by the Study Abroad office will be considered to have fulfilled the Social Diversity 
Studies requirement. 

Approved: AMS 120, 241, 242, 247, 280, 330, 362, 420; EDU 240, 245; ENG 420, 
421; PSC 316; HIS 220, 241, 242, 330; PSY 247; REL 120; SDS 330; SOC 224, 226, 
240, 262. 

SDS 330. Diversity in the Workforce. An investigation of reasons why questions of di- 
versity affect organizations including demographic changes, types of diversity, and 



Lebanon Valley College 



Undergraduate Academic Programs 25 



relevant federal legislation. Considers differences in race, sex, gender, religion, sex- 
ual orientation, ethnic background, age, physical ability/disability and geography. 3 
credits. 

Disciplinary Perspectives. Three credit hours. 

One course from a list approved for this component. 

This component offers students an opportunity to bring insights from different dis- 
ciplines to the analysis of a complex issue. Courses incorporate content and approaches 
from at least two disciplines, ask students to draw on their own disciplinary perspec- 
tives, and challenge them to approach and analyze issues from various points of view. 
Junior or senior standing is required. 
Requirement: One course from an approved list. ~~~ 

Approved: AMS 311, 328; ART 350, 351, 353; DCOM 386; DSP 310, 320, 322, 
324, 328, 340, 342, 348, 350, 352, 354, 370, 390; PHL 345, 349; PHT 412; PSC 345, 
380; REL 313, 314, 327, 333, 353. 

Multidisciplinaiy Courses (DSP): 

The faculty has approved the following multidisciplinary courses. All satisfy the 
General Education Program requirement for a disciplinary perspectives course. Junior 
or senior standing is required. 

DSP 3 10. AIDS. An examination of the origins and history of HlV/AlDS, including its 
economic, political, social, psychological and legal repercussions as well as the basics 
of virology, serology, epidemiology and diagnostic testing. 3 credits. 

DSP 320. The College Colloquium. This team-taught course is offered in coordination 
with the College's annual colloquium series. Specific topics are announced at the time 
of registration. 3 credits. 

DSP 322. The 20th-century World. An exploration of those forces that profoundly 
changed the institutions and structures of society in the 20th century including migra- 
tions within and across national borders, responses to environmental opportunities and 
threats, and uses and misuses of technology. Examines the rate, direction, and impli- 
cation of societal and cultural change at national and global levels. 3 credits. 

DSP 324. The American Presidency: Power and Character. An exploration of the re- 
lationship between a president's character and leadership using several administrations 
as case studies. Provides exposure to the historiographic literature on historical biog- 
raphy, presidential memoirs, the use of primary sources and the interpretation of pub- 
lic opinion. 3 credits. 

DSP 328. Film and the American Identity. This team-taught interdisciplinary course 
will critically examine how films reflect, consider, and question the dominant image and 
understanding of the American identity. 3 credits. 

DSP 340. Myths and Their Meaning. Looks at the significance Greek and Roman 
myths hold for us today from the perspectives of literature, psychology, religion, soci- 
ology and anthropology. 3 credits. 



26 Undergraduate Academic Programs 2009-2010 Catalog 



DSP 342. Plants and People. Dependence on certain plants has shaped historical events 
and cultures, and continues to influence human lives today. This course explores the ex- 
tent of the impact of plant life on the history, culture, and daily life of human beings. 
Through lectures, student class presentations, hands-on exercises and field trips, and a 
one-day field trip to Longwood Gardens, the effect of plants in past and present human 
lives will be investigated. 3 credits. 

DSP 350. Drugs and Behavior. This survey course is designed to familiarize students 
with the physiological, psychological, social and legal aspects of various drugs includ- 
ing alcohol, marijuana, caffeine, over-the-counter drugs, cocaine, heroin and the opi- 
ates, LSD hallucinogens, barbiturates, and amphetamines. 3 credits. 

DSP 352. Marx and Marxism. Karl Marx is among the most influential thinkers in the 
modern world, and the ideology of Marxism has helped shape the cultural, religious, 
economic, and political history of the nineteenth and twentieth centuries. This course 
will examine Marx and Marxism(s) from an interdisciplinary perspective, first by ex- 
ploring the life and word of Marx, and Marxist parties and movements, and then by ex- 
amining the effects Marx's thinking has had on global politics, economic theory, 
religion, and philosophy. By examining the historical and philosophical roots and con- 
tinuing significance of Marx and Marxism, students will have an occasion to practice 
a multidisciplinary study of a historical figure and movement and become better in- 
formed about intellectual and political history and how those continue to shape the 
world around us. 3 credits. 

DSP 354. Issues in Contemporary Europe. This course will focus on Europe after 
1945. The class will begin with a segment on historical background after which it will 
be organized around a series of issues including geography and environment, the dif- 
ferences between American and European society, immigration and citizenship in Eu- 
rope, ethnic conflict, the reunification of Germany, and European integration (the EU). 
The class sessions will center on discussion of readings from scholarly and news 
sources, and the films. Students will complete a project related to each student 146s 
major with a writing component and oral presentation. 3 credits. 

DSP 3 70. Paranormal & Pseudoscientific Phenomena: A Critical Examination. By 

combining ideas from the social and natural sciences, as well as religion and philoso- 
phy, this course focuses on the importance of skeptical inquiry, critical thinking, logi- 
cal inference, and scientific analysis when evaluating both paranormal claims that 
utilize explanations beyond the boundaries of established science and real-world "junk 
science" that corrupts scientific methodology in order to manipulate and exploit the 
general public on issues with broad-reaching societal impact. 3 credits. 

DSP 390. Special Topics. This number designates a special topics course in the disci- 
plinary perspectives component of the General Education Program. Faculty may make 
use of this opportunity to design a course outside normal departmental offerings. The 
course selection booklet that appears before registration each semester will describe 
individual courses in this category. 3 credits. 

A student may petition the director of general education to substitute another course 
in the curriculum for an approved course in any component of the program. 



Lebanon Valley College Undergraduate Academic Programs 27 



Cooperative Programs 

Engineering 

In the cooperative 3+2 Engineering Program, a student earns a B.S. degree from 
Lebanon Valley College and a B.S. degree in one of the fields of engineering from 
another institution. Students do three years of work at Lebanon Valley College and then 
usually do two additional years of work in engineering. Students may study engineer- 
ing at any accredited engineering school. To assist the student, Lebanon Valley College 
has cooperative (contractual) agreements with The Permsylvania State University and 
Case Western Reserve University in Cleveland. There are three tracks for 3+2 engi- 
neering. For most fields of engineering (e.g., civil, mechanical, electrical), the student 
completes the B.S. physics track. For chemical engineering, the student completes the 
B.S. chemistry track. For computer engineering, the student completes the B.S. com- 
puter science track. For more information, contact Professor Michael Day (director, 
3+2 Engineering Program). 

Forestry and Environmental Studies 

Students completing a three-year program at Lebanon Valley College studying the 
liberal arts and the sciences basic to forestry and environmental sciences may apply for 
admission to the cooperative forestry and environmental studies program with Duke 
University, School of the Environment, Durham, N.C. Upon completion of the first 
year of the two-year (plus one summer) program at Duke University, the student will 
receive the Bachelor of Science degree from Lebanon Valley College. After completion 
of the program at Duke, the student will receive the professional degree of Master of 
Forestry (M.F.) or Master of Environmental Management (M.E.M.) from Duke Uni- 
versity. Students may major in biology, economics, political science or mathematics at 
Lebanon Valley College. 

Program Requirements: 

Students interested in pursuing career preparation in forestry or in environmental 
studies through the cooperative program (3+2) with Duke University may major in bi- 
ology, economics, political science or mathematics at Lebanon Valley College. All such 
students shall take BIO 111, 112,113, 1 14, 302; ECN 101,102; MAS 161 or 111; MAS 
170, regardless of major, and shall meet the general requirements of the College. 

Medical Technology (Clinical Laboratory Science) 

The student spends three years at Lebanon Valley College taking courses to fulfill 
the requirements of the College and of the National Accrediting Agency for Clinical 
Laboratory Sciences. Before or during the third year of the program, the student applies 
to a hospital with a CAHEA approved school of medical technology where he or she 
spends the fourth year in training. Admission is not automatic and depends upon the ac- 
ademic record, recommendations and an interview. Upon satisfactorily completing the 
clinical year, the student is awarded the Bachelor of Science in Medical Technology by 
Lebanon Valley College. The College is affiliated with the following (hospital) pro- 
grams: School of Medical Laboratory Science of the Jersey Shore University Medical 
Center and the Clinical Laboratory Science Program of the Lancaster General College 
of Nursing and Health Sciences. However, the student is not limited to these affilia- 
tions and may seek acceptance at other approved hospitals. 

28 Undergraduate Academic Programs 2009-2010 Catalog 



Degree Requirements: 

Degree: Bachelor of Science in Medical Technology 

Major: BIO 111, 112, 113, 1 14, 201, 306, 322 or 324, 323; CHM 111, 112, 113, 114, 
213, 214, 215, 216; PHY 103, 104; MAS 170(51 credits). The senior year is spent 
off campus at an accredited hospital school of medical technology. It is the student's 
responsibility to apply and become accepted into a hospital program. Thirty semester 
hours of credit are awarded for the successful completion of this year. 

Pre-Professional Programs 

Pre-Law Program 

Lebanon Valley students have done very well at a variety of law schools. Over the 
years, LVC students who have excelled academically have attended Harvard, Chicago, 
Columbia, Stanford, Washington and Lee, and William and Mary. Our graduates have 
also studied at several of Pennsylvania's fine schools of law, including Penn State Dick- 
inson, Temple, Villanova, Duquense, Drexel, and Widener. Lebanon Valley alumni have 
pursued legal careers with corporations, government, while a number have entered pol- 
itics. 

Students should consult with the pre-law advisor well before commencing the law 
school application process. The pre-law advisor. Dr. Philip Benesch, will help you de- 
cide when to take the Law School Admission Test (LSAT) and which law schools may 
suit your interests and qualifications. The LSAT is required for acceptance at Ameri- 
can Bar Association-approved law schools. The LSAT is given four times during the 
year, typically in February, June, September, and December, and it may be taken at 
Lebanon Valley College. For many, it will be beneficial to take an LSAT preparation 
course. Two are available within a short driving distance of LVC. LVC has teamed with 
Kaplan to offer practice LSATS in early September and in February. A follow-up work- 
shop will be held approximately two weeks after each practice test. In addition, we 
strongly recommend that before taking the LSAT, students complete PHL 120 Basic 
Logic, a course required for the Law and Society minor. 

In addition to an applicant's LSAT score, law schools will consider his or her GPA, 
transcript, letters of recommendation, and personal statement. No single major is iden- 
tified as an ideal preparation for law school; rather a broad liberal-arts curriculum is pre- 
ferred, with courses known for significant reading, writing, and thinking challenges 
being particularly valued. 

A law and society minor can be taken alongside any major at LVC. The 18 credit 
minor is composed of the following courses: 1 ) PHL 120, Basic Logic; 2) either PHL 
215, Social Philosophy, or PHL/PSC 345, Political Philosophy; 3) PSC 215, Law and 
Government; 4) PSC 316, Civil Liberties and Civil Rights; 5) PSC 400, Internship, and 
6) PSC 497, Seminar in Legal Foundations. Further information on the Law and Soci- 
ety minor can be found in the History and Political Science section of the College Cat- 
alog. 

In addition, it is recommended that pre-law students take the following courses to 
fulfill general education requirements or free electives: under Area 1, HIS 125, United 
States History to 1865, and HIS 126, United States History since 1865; under Area 2, 
ECN 101, Principles of Microeconomics, ECN 102, Principles of Macroeconomics, 
and PSC 110, American National Government; under Area 6, PHL 160, Ethics. Other 

Lebanon Valley College Undergraduate Academic Programs 29 



elective courses of potential interest to pre-law students include BUS 371/372, Business 
Law, and ACT 161/162, Financial and Managerial Accounting. 

Students interested in law school should contact the pre-law advisor as early as pos- 
sible in their studies at Lebanon Valley. Dr. Philip Benesch, the pre-law advisor and di- 
rector of the Law and Society Program, can be reached by phone at 717-867-6326, at 
his office HUM 306C, or by email at benesch@lvc.edu. 

Pre-Medical, Pre-Dentistry, Pre-Veterinary 

Lebanon Valley College offers pre-professional preparation in the medical (medi- 
cine, osteopathy, optometry, podiatry, pharmacy, chiropractic and dentistry) and vet- 
erinary fields. Students interested in one of these careers usually follow a science 
curriculum with a major in biochemistry and molecular biology, biology, chemistry or 
psychobiology. 

In addition to the basic natural sciences suited to advanced professional study, the 
student may participate in an internship program between the College and local physi- 
cians or veterinarians. Students not only receive credit for the work, but also gain valu- 
able experience in the field. 

A health professions committee coordinates the various plans of study in addition 
to offering advice and assistance to those persons interested in health professions ca- 
reers. 

Lebanon Valley College graduates have been admitted to some of the nation's finest 
schools, including Johns Hopkins University Medical School, University of Virginia, 
Cornell University. The University of Pennsylvania, The University of Pittsburgh, Jef- 
ferson Medical School, Lake Erie College of Osteopathic Medicine, The Pennsylvania 
State University Medical School at Hershey, Temple University School of Pediatric 
Medicine, The University of Maryland, The Philadelphia College of Osteopathic Med- 
icine, The Pennsylvania College of Pediatric Medicine, and the Pennsylvania College 
of Optometry. 

Individualized Major 

The option of an individualized major is available to students who desire a field of 
concentration that is not substantially addressed by any one department. The faculty 
represents a diverse set of interests and perspectives that provide a considerable re- 
source for those students who would like to develop a major around concerns that do 
not fall into traditional disciplinary areas. As a liberal arts institution, the College and 
its faculty are willing to help a student develop a program of study using interdiscipli- 
nary courses. 

A student planning an individualized major should prepare an application that in- 
cludes courses relevant to the topic and secure the written endorsement of at least two 
faculty advisers for the proposed major, which shall consist of at least 24 credits above 
the 100 level. 

The student should submit the application to the vice president and dean of the fac- 
ulty for final approval. The student will work closely with the advisors. Any changes 
in the program must be submitted to the dean for approval. 

Degree: Bachelor of Arts or Bachelor of Science degree (depending upon concentra- 
tion) with an individualized major. 



30 Undergraduate Academic Programs 2009-2010 Catalog 



Requirements: Those courses specified within the approved individualized major plus 
those courses to meet the general requirements of the College. 

Internships 

An internship is a practical and professional work experience that allows students to 
participate in the operations of business, industry, education, government or not-for- 
profit organizations. Internships provide students with opportunities to integrate their 
classroom learning with on-the-job experiences and to test practical applications of 
their liberal arts education in a variety of settings. 

To be eligible for an internship sponsored by an academic department or program, 
a student generally will have junior or senior standing. Students must request and re- 
ceive permission from departmental chairpersons or program directors to enroll in in- 
ternships. The student must also enlist a faculty internship supervisor from the 
department sponsoring the internship and an on-site internship supervisor from the in- 
ternship location. Application forms for internships are available in the office of the reg- 
istrar. The application form shall be completed by the student and approved by the 
student's academic advisor, faculty internship supervisor, on-site internship supervi- 
sor, and the department chairperson prior to registration. 

For each semester hour of credit, the intern should invest at least 45 hours of time 
at the internship location. Academic departments and programs establish other specific 
criteria and procedures for internships. In addition to the practical on-site experience, 
internships have an academic component that may include readings, reports, journals, 
seminars and/or faculty conferences. A student may enroll for 1-12 credit hours of in- 
ternship during any one semester. A student may use a maximum of 1 2 credit hours of 
internship to meet graduation requirements. All internships have a course number of 
400. 

Independent Study 

Independent study provides an opportunity to undertake a program of supervised 
reading, research or creative work not incorporated in existing formal courses. The in- 
dependent study should result in a formal document. Independent study shall not be 
used to approximate an existing course or to cover projects more properly described as 
internships. Junior or senior standing and a minimum GPA of 2.00 or higher are re- 
quired. 

For one semester hour of credit, the independent study student should invest at least 
45 clock hours of time in reading, research or report writing. The independent study in- 
volves a contract between the student and the faculty member (contract instructor) who 
will oversee the study. Written application forms regarding the independent study are 
available in the office of the registrar. The forms must be completed by the student and 
approved by the student's faculty advisor, the contract instructor, and the department 
chairperson. 

Students may enroll in a maximum of 3 credit hours per independent study in any 
one semester. A maximum of 6 credit hours in independent study may be used toward 
the graduation requirements. All independent studies have a course number of 500. 



Lebanon Valley College Undergraduate Academic Programs 3 1 



Tutorial Study 

Tutorial study provides students with a special opportunity to take an existing for- 
mal course in the curricula that is not scheduled that semester or summer session. Stu- 
dents desiring a tutorial study must have an appropriate member of the faculty agree to 
supervise the study on a one-on-one basis. 

For one semester hour of credit, the student should invest at least 45 clock hours of 
time in the tutorial study. The tutorial study essentially involves a contract between the 
student and the faculty advisor. The typical tutorial study involves readings, research, 
report writing, faculty conferences, and examinations. All tutorial study courses have 
the same course number as the existing formal catalog course. 

Special Topics Courses ^^^ 

From time to time, departments may offer Special Topics courses using the follow- 
ing course numbers: 290-298, 390-398, 490—498, and 590. Special Topics courses are 
formal courses that are not listed permanently in the curricula and that are offered in- 
frequently. These courses examine comparatively narrow subjects that may be topical 
or of special interest. Several different topics may be taught in one semester or aca- 
demic year. A specific course title shall be used in each instance and shall be so noted 
on the student record. 

Study Abroad 

Lebanon Valley College has established its own study abroad programs for students 
majoring in all subjects. All programs ensure a cultural immersion experience for stu- 
dents, with several programs, open to language majors and non-language majors, also 
offering a language-enhancement opportunity. These programs are located in Argentina, 
Australia, England, France, Germany, Greece, Italy, Netherlands, New Zealand, North- 
ern Ireland, Spain and Sweden. Lebanon Valley College also offers off-campus aca- 
demic internship programs in Philadelphia and Washington, D.C. Students in any major 
field can gain work experience in a large U.S. city while earning academic credits for 
the semester. Further information on all off-campus programs may be obtained at the 
Study Abroad Office, HUM 206, ext. 6076. See In-Absentia on page 14. 



32 Undergraduate Academic Programs 2009-2010 Catalog 



UNDERGRADUATE 
DEPARTMENTS AND PROGRAMS 

AMERICAN STUDIES PROGRAM 

The American studies program is designed to heighten critical awareness and appre- 
ciation of what is distinctive about American culture. As a self-consciously interdiscipli- 
nary program, American studies is the primary site at LVC for courses dealing in women's 
studies, ethnic studies, cultural studies, and media studies. Its curriculum regularly touches 
on issues of class, gender, ethnicity, and multiculturalism. As a result, most of the general 
education program's required courses in social diversity studies are listed through the 
American studies program. The program also has courses that critically explore the in- 
terrelationship of religion and politics in the United States, the impacts of consumerism 
on the American economy and culture, the distinction between "popculture" and "high 
culture," and the importance of the counter-cultural movement in American art, litera- 
ture, and film. 

The American studies program draws on faculty from various disciplines and depart- 
ments from throughout the College, such as religion and philosophy, history and political 
science, anthropology, psychology, art, English and music. Each class is committed to en- 
gendering a culture of participation in which student input and engagement are absolutely 
essential to the success of the course. Also, the program is known for creating many of the 
most innovative and experimental courses on campus, such as the team-taught courses on 
violence and non-violence and on film and the American identity. 

The requirements for a major or minor in American studies are relatively light and ex- 
fremely flexible. This allows many of the majors and minors to complete a double major, 
and also provides ample opportunity for studying abroad. An undergraduate degree in 
American studies can lead to a career in teaching, publishing, law, journalism, govern- 
ment, consulting and research, historic preservation, museums, archiving, tourism, or a 
number of other professions. Many of our graduates also go on to graduate school to earn 
a master's degree or doctorate in American studies or a related discipline. 

Degree requirements: 

Degree: Bachelor of Arts with a major in American studies. 

Major Core: 33 credits 

Students must take at least six AMS courses, including AMS 1 1 1 and AMS 450, and at 

least one course at the 200 and 300 level. 

In addition this minimum of six AMS courses, students must take at least two (and no 
more than five) courses outside of the program on topics related to U.S. culture. These 
courses will be chosen in consultation with the advisor. 

Minor: 1 8 credits 

AMS 1 1 1 and AMS 450 are required, in addition to at least one course at the 200 level 

and one at the 300 level. 

Courses in American Studies (AMS): 

111. Introduction to American Studies. An interdisciplinary approach to the study of 
America's heritage and the distinguishing features of the American mind and character. 
3 credits. 3 credits. 

Lebanon Valley College American Studies 33 



120. Religion in America. A study of the origin and development of religious expression 
in America. Specific focus is given to elements of diversity in American religious life. So- 
cial Diversity Studies. 3 credits. [Cross-listed as REL 120.] 

201. Music of the United States. A historical survey of American music emphasizing 
stylistic developments and illustrative musical examples from colonial times to the 
present. Includes American musical theater, jazz, folk and popular styles. Writing 
Process. 3 credits. [Cross-listed as MSC 201.] 

222. American Philosophy. A survey of philosophical thought in the United States from 
colonial period to present, with emphasis on the work of Peirce, James, and Dewey. 3 
credits. [Cross-listed as PHL 222.] 

223. American Thought and Culture. A survey of American intellectual history and cul- 
tural criticism ranging from Puritanism and Enlightenment Rationalism to multicultur- 
alism, feminism, and post-modernism. Writing process. 3 credits. 

225. Democracy in America. This course will explore both the historical origins and de- 
velopment of the cultural ideal of democracy in the United States. By focusing on the 
cultural ideal of democracy, it will seek to understand the impact and meaning of democ- 
racy in America beyond that of political institutions alone. It will include readings and 
discussions in history, literature, politics, and cultural anthropology. 3 credits. 

229. Culture and Conflict in Modern America. An examination of the social, political, 
economic and cultural upheaval of the 1960s and 1970s in the historical context. Writ- 
ing process. 3 credits. 

240. Working Class Studies. This course incorporates a variety of approaches to work- 
ing class studies: historical, sociological, cultural, and political. The primary focus of the 
class will be on the US, but some comparisons to other countries will be made to help 
highlight what is specifically American about our class system. Social Diversity Stud- 
ies. 3 credits. 

242. The African-American Experience. This course will introduce students to the com- 
plexities of the African- American experience in the past and present. It will survey how 
the black experience, thought and culture has been shaped and fractured by economics, 
politics, class, gender, and national origin. The basic disciplinary approach to the sub- 
ject will be historical, but will include the analysis of black culture, notably writing and 
music. 3 credits. Social Diversity Studies. 3 credits. 

247. Psychological Perspective on Gender. This course is designed to address a broad 
spectrum of issues related to the psychology of gender. Of central importance is the ex- 
amination of empirical findings related to gender differences and similarities in biolog- 
ical, behavioral, cognitive, social, and emotional domains. The course will also involve 
a critical examination of the meaning of gender in the field of psychology and in the 
broader society. Prerequisites: PSY 111, 112, 120 or 130. Social Diversity Studies. 3 
credits. [Cross-listed as PSY 247.] 

280. Gender and Sexual Minorities in American Culture. This course explores the 
lives of those individuals living with a lesbian, gay, bisexual, transgender, or queer iden- 
tity (LGBTQ) and the relationship these individuals have with those around them. Ex- 
ploration of the historical and contemporary implications of living with an LGBTQ 

34 American Studies 2009-2010 Catalog 



identity, how these identities develop, the struggle for civil rights and legal protections, 
and how various factors such as the AIDS crisis, the media, religion, and others impact 
LGBTQ persons will also be explored. Social Diversity Studies. 3 credits. 

3 11. American Science and Technology. A study of American science and technology 
and their interrelations with economic, cultural, political and intellectual developments. 
Prerequisite: Any laboratory science course. 3 credits. 

328. Film and the American Identity. This team-taught, interdisciplinary course will 
critically examine how films reflect, construct, and question the dominant image and 
understanding of the American identity. Disciplinary perspective. 4 credits. 

330. American Ruling Class. This course offers students a chance to explore the ori- 
gins, histories, institutions and current practices of the American aristocracy. Students 
will learn about how the very rich families that currently enjoy enormous hereditary 
wealth obtained and maintain their fortunes. 3 credits. 

33 I.American Art. An introduction to art from 1650 to the present day. The course of- 
fers a critical grounding in selected themes with an emphasis on cultural history and sty- 
listic change. Includes painting, architecture, film, photography, and sculpture. 3 credits. 
[Cross-listed as ART 331.] 

340. One Nation Under God? This course will explore the relationship between reli- 
gion and politics in the United States. It will include an examination of the role religion 
played in the founding vision of our nation's democracy, as well as the important sep- 
aration between church and state that has been achieved over the course of our nation's 
history. With this historical backdrop in mind, special emphasis will then be given to the 
ascendancy of the religious right in recent electoral politics. 3 credits. [Cross-listed as 
Religion 340.] 

362. Multiculturalism and American Identity. This class offers you a chance to fa- 
miliarize yourself with the variety of ethnic, racial, gender, and sexual groups and iden- 
tities in the U.S. You will gain or enhance your intellectual framework for understanding 
and appreciating diversity. It also will prepare you to survive and thrive in our complex 
and challenging world. The course relies on history, literature, and cultural studies and 
will be challenging but also fun. Social diversity studies. 3 credits. 

400. Internship. Field experience at a cultural agency. Ordinarily intended for juniors 
and seniors. Prerequisite: GPA of 2.50 in major and permission of department chair 
Minimum 3 credits. 

420. African-American Literature. This course examines African- American literature 
from the 19th century to the present. It will provide a foundation in African American 
literary traditions, including the slave narrative, texts from the Harlem Renaissance, 
and the writings of the Black Arts Movement. The discussion format of the course will 
provide space for students to explore how African- American writers have uniquely ad- 
dressed issues of race, gender, national identity, slavery, and citizenship. Social diver- 
sity studies. 3 credits. [Cross-listed as ENG 420.] 

450. Senior Seminar. A capstone course organized around a major theme or issue in the 
American experience. Themes and issues vary from year to year as the seminar rotates 
among faculty in several academic departments. Students are able to integrate their 

Lebanon Valley College American Studies 35 



educational experience and implement further the interdisciplinary methodology in a 
holistic approach to a topic or subject. 3 credits. 

Faculty 

Gary Grieve-Carlson, professor of English. Director of general education program. 
Ph.D., Boston University. 

Grieve-Carlson teaches courses in American literature, American Studies, Greek myth, 
and grammar. He has been a Fulbright Junior Lecturer in Germany and has published on 
American cultural criticism and twentieth-century poetry. Serving as director of general 
education, he supervises the First- Year Seminars. 

Laura G. Eldred, assistant professor of English. — ^ 

Ph.D., University of North Carolina at Chapel Hill. 

She teaches courses in American, British, and Irish literature; mass communications; 
film; and arts criticism. She has a special interest in postcolonial theory and literature, 
and has published on the horror genre in film and literature. 

John Hinshaw, associate professor of history. Director of the American studies pro- 
gram. 

Ph.D., Carnegie Mellon University^ 

Hinshaw teaches courses on modern American history, black history, urban history, 
African history, world history, labor history, and specialized courses in race and ethnic- 
ity. He has written and edited books on the industrial revolution in world history, the 
steel industry and steel workers in Western Pennsylvania, and the labor movement in the 
United States. 

Renee Lapp Norris, associate professor of music. 

Ph.D., University of Maryland. 

Norris teaches the music history sequence, American music history, other topics courses, 

and form and analysis. 

Michael Pittari, associate professor of art. 
M.F.A., University ofTennessee. 

Pittari 's abstract paintings incorporate color, line, and surface to address issues of bal- 
ance and compatibility. He is a former editor of the journal Art Papers, with research in- 
terests in design, film and critical theory. He is represented by Marcia Wood Gallery in 
Atlanta and has exhibited throughout the United States. He teaches studio art and design 
in addition to courses on film theory. 

Jeffrey J. Ritchie, associate professor of English and digital communications. Ph.D., 

Arizona State University. 

Ritchie teaches courses in English communications, digital communications, and British 
literature. In addition to a doctorate in English literature, he has a master's degree in ed- 
ucational media and computers. His interests include interdisciplinary studies in sci- 
ence, literature, and national identity; 18th- and 19th-century British literature; interactive 
media and narrative; and multi-media design. He currently serves as the assistant editor 
of the International Digital Media and Arts Association Journal and serves on the ad- 
visory board of the International Digital Media and Arts Association. 



36 American Studies 2009-2010 Catalog 



Jeffrey W. Robbins, associate professor of religion and American studies. 
Ph.D., Syracuse University. 

Robbins' area of specialization is in continental philosophy of religion. He is also inter- 
ested in the relationship between religion and politics. His teaching interests include 
contemporary religious thought, world religions, film theory, and religion and culture. 
He is the author of two books, Between Faith and Thought: An Essay on the Ontotheo- 
logical Condition (2003), and In Search of a Non-Dogmatic Theology (2004), editor of 
After the Death of God with John D. Caputo and Gianni Vattimo, and co-editor of The 
Sleeping Giant Has Awoken: The New Politics of Religion in the United States. 

Catherine Romagnolo, assistant professor of English. 

Ph.D., University^ of Maryland. 

Romagnolo teaches courses in American literature, women's literature, and various forms 

of writing. She has published on topics such as American literature and narrative theory 

and is working on a project on narrative beginnings. 

Kerrie D. Smedley, associate professor of psychology. 
Ph.D., University of Nebraska-Lincoln. 

Her teaching interests include general psychology, life-span development, and the psy- 
chology of gender. Her research interests include cognitive aging, worry, and depres- 
sion across the adult years. She is a member of the Association for Psychological Science 
and the Human Behavior and Evolution Society, and is the faculty advisor for the Psy- 
chology Club. 

Grant D, Taylor, assistant professor of art and digital communications. 

Ph.D., University of Western Australia. 

Taylor teaches courses on American Art and Architecture. His interdisciplinaiy research 

centers on the symbiotic relationship between art, science, and technology in the late 

twentieth centuiy. His most recent scholarship is concerned with the history of computer 

art in the United States. 

Donald E. Byrne, professor emeritus of religion. 
Ph.D., Duke University. 

Byrne's scholarship has focused on American folk religion, particularly as expressed in 
the Methodist and Roman Catholic communities. Other interests include American stud- 
ies, religion and ethics, religion and literature, peace studies, and mysticism. 

Jean-Paul Benowitz, adjunct instructor in history. 
M.A., Millersville University. 

Benowitz teaches American history. His research and teaching interest is on U.S. polit- 
ical history for the period since 1928, with particular focus on the Roosevelt-Truman and 
Kennedy- Johnson administrations. Related fields of interest include social, cultural, and 
diplomatic history for the period since 1945. He is completing a doctorate at Temple 
University. 

R. Troy Boyer, adjunct instructor in American studies. 
A.B.D., Indiana University. 

His dissertation at the University of Indiana is titled "Datt Drunne Deheem (Down 
Home); Sense of Place in Pennsylvania Dutch Country." He teaches introductory Amer- 
ican studies, popular culture, and other courses. 

Lebanon Valley College American Studies 37 



DEPARTMENT OF ART AND ART HISTORY 

In the art and art history program we challenge students to explore the creative 
process and to engage with art objects — whether in the art studio, the exhibition space, 
the print media or the commercial world — with energy, commitment, and critical in- 
sight. Our goal is to foster graduates who recognize and uphold the essential contribu- 
tion of the visual arts to human society. 

The degree program in art and art history offers studio art and design, art history, and 
art education (K-12). Students can take a wide variety of courses that include digital 
media, film, and museum study. Central to the program is a direct engagement with 
works of art; thus, most courses include a field trip to a museum, gallery, or private 
collection. 

The department is situated in the newly redesigned Lynch Memorial Hall, contain- 
ing classrooms with state-of-the-art digital projection systems; dedicated painting, 
sculpture, and design studios; private studio spaces for advanced students; and a large 
photographic darkroom. The nearby Gladys M. Pencil Art Building contains dedicated 
studios for drawing and ceramics, including potter's wheels, kilns, and raku equipment. 
Next door is the Suzanne H. Arnold Art Gallery, hosting museum-quality exhibitions 
of work by innovative contemporary artists and historical masters, and housing a per- 
manent art collection for instruction and student research. 

Graduates of the art and art history program can pursue a wide variety of creative 
endeavors, including commercial illustration and fashion design; magazine layout and 
editing; stage, exhibition, and/or website design; photographic research; and art gallery 
management. Students who successfully complete the art certification program are 
qualified to teach kindergarten through 12th grade. The art and art history program 
also prepares students for graduate school in art history, studio art, architecture, or art 
therapy, which can lead to professional work as an artist or to a career in teaching and 
research, journalism, conservation, museum curatorship, design, architecture, or art 
therapy. 

There are no prerequisites for entry into the art and art history program. A high ad- 
vanced placement score may entitle a student to advanced studio or art history course 
placement. 

Art and Art History Program 

Degree Requirements: 

Degree: Bachelor of Arts with a major in art and art history; certification in art educa- 
tion. 

Major: Core requirements: ART 100, 105, 112, 209, 212. Seven additional ART 
courses. ART 405 (39 credits). 

Art Education Certification Requirements: ART 100, 105, 112, 209; 211, 225, or 345; 
212, 213, 219, 223; 312 or 314; 355. Two additional courses from those offered to art 
and art history majors (39 credits). PSY 180 is also required. Certification candidates 
must also complete 33 credits in coursework offered by the education department and 
other courses required for certification. See the education department section on pages 
84-85 for additional information. 



3 8 Art and Art History 2009-20 1 Catalog 



Minor: ART 100, 105, 1 12, 209, 212, and one additional course from those offered to 
art and art history majors (18 credits). 

Courses in Art and Art History (ART): 

100. Concepts in the Visual Arts. This course explores fundamental issues in the pro- 
duction and interpretation of art. Representation and style, changing ideas of beauty, the 
artist in society, art and controversy, and the relationship of art to visual culture are 
studied as the basis for gaining a greater understanding of images. 3 credits. 

105. Fundamentals of Drawing. Using a variety of media, this essential studio course 
explores drawing as a way of seeing and recording traditional and experimental visual 
information from the world around us. Principles of composition and explorations of 
personal expression are also introduced. 3 credits. 

11 2. Art Survey: Ancient-Gothic. An introduction to art and architecture in its histor- 
ical and cultural context from the ziggurats of Mesopotamia and the pyramids of dy- 
nastic Egypt to the temples of ancient Greece and Rome, the mosaics of Byzantium, and 
the illuminated manuscripts and soaring cathedrals of medieval Europe. Attention is 
paid to skills in critical description and visual analysis. 3 credits. 

120. Introduction to Art Therapy. This course explores the history of the art therapy 
profession and the development of creative expression in young people up to the age 
of fourteen. Emphasis is placed on the use of different art media, approaches, and tech- 
niques. 3 credits. 

209. Fundamentals of Sculpture. Through the use of time-honored materials — plaster, 
clay, and wood — this studio course investigates three-dimensional form as a basis for 
art and design. Modeling, carving, mold-making, metalworking, and assemblage are in- 
troduced as essential sculptural processes in a variety of projects. 3 credits. 

211. Photography. This course explores the technical and conceptual elements of fine- 
art, film-based photography. Students are introduced to the operation of the camera, 
processes of film development and black-and-white printing, compositional and aes- 
thetic principles, and thematic explorations. Single lens reflex camera with manual 
mode required. 3 credits. 

212. Art Survey: Renaissance-Postmodern. From Giotto to Giacometti, Fragonard to 
Frank Lloyd Wright, an examination of the visual and material culture of the Western 
world from the fourteenth century to the present day. Special attention is paid to aes- 
thetics, economics, gender, and nationalism. Writing process. 3 credits. 

213. Fundamentals of Design. An introduction to the fundamental elements of art and 
design. Students work with graphic symbols, theories of visual perception, principles 
of composition, and color interaction in a variety of studio projects. 3 credits. [Cross- 
listed as DCOM 255.] 

217. Figure Drawing. This course calls on traditional methods of anatomical study for 
an intensive exploration of human form as a central component of drawing and ex- 
pressive mark-making. Students consider historical and contemporary figurative art as 



Lebanon Valley College Art and Art History 39 



a basis for the development of individual concepts. Prerequisite: ART 105 or by per- 
mission. 3 credits. 

279. Fundamentals of Painting. Using art-historical examples, this course introduces 
the physical and visual properties of paint. Through a variety of projects, students ex- 
plore the expressive potential of this medium and learn basic techniques of professional 
studio practice, such as constructing a painting support and working safely with paint. 
Prerequisite: ART 105 or by permission. 3 credits. 

221. Watercolor. This course introduces the unique physical and visual properties of 
watercolor paint. Individual pictorial development is emphasized through a variety of 
subjects, with a focus on historical and contemporary uses of the medium. Prerequisite: 
ART 105 or by permission. 3 credits. 

223. Ceramics. Students explore a number of essential ceramic techniques, such as 
pinch-, coil-, and slab-construction, wheel-throwing, and a range of low-temperature 
surface treatments. The course focuses on fundamental principles of design, with ref- 
erence to ceramic history and contemporary uses of the medium. 3 credits. 

225. Printmaking. In this studio course students explore a variety of techniques and ap- 
proaches central to the history of printmaking, including relief printing, intaglio, col- 
lographs, and monotypes. Students also learn how prints are handled and exhibited. 
Prerequisites: ART 105 or by permission. 3 credits. 

305. Intermediate Drawing. Students move beyond Fundamentals of Drawing to ex- 
plore the expressive and thematic potential of a variety of media and subjects. Atten- 
tion is paid to the history of drawing and to the development of individual concepts 
and professional studio practices. Prerequisite: ART 105 or by permission. 3 credits. 

309. Pastel. This course introduces students to the visual and tactile properties of pas- 
tel and explores the expressive potential of the medium through a variety of techniques, 
from non-directional mark-making to edge-building. Attention is paid to the history of 
pastel and to basic rules of conservation and framing. Prerequisites: ART 105 or by 
permission. 3 credits. 

312. Renaissance Art. Focusing on the late thirteenth to the end of the sixteenth cen- 
tury, this course offers a comprehensive survey of the major monuments, themes, and 
developments of Renaissance art in Europe. Works by Giotto, Van Eyck, Brunelleschi, 
Botticelli, Durer, Michelangelo, Raphael, and Titian, among others, are examined. Par- 
ticular attention is paid to the antique tradition in the arts, development of the profes- 
sional artist, church patronage, and the development of modem political and economic 
systems. Prerequisites: ART 100 or ART 1 12 or ART 212. Writing process. 3 credits. 

314. Art in the Age of Romanticism. This course uncovers the roots of modernism by 
tracing patterns of change in the art of France, Spain, England, and the German states 
from the 1780s to the 1860s. Painting and sculpture are examined in the context of po- 
litical unrest, urban and industrial expansion, colonialism, the lure of the Orient, new 
criticism, and the burgeoning art market. Artists include David, Goya, Friedrich, Con- 
stable, and Courbet. Prerequisites: ART 100 or ART 112 or ART 212. Writing process. 
3 credits. 



40 Art and Art History 2009-20 1 Catalog 



315. Intermediate Sculpture/Ceramics. This course offers an intensive exploration of 
the making of sculpture, extending beyond fundamental processes to more advanced 
areas of thematic study. Historical and contemporary viewpoints are examined. Pre- 
requisites: ART 209 or by permission. 3 credits. 

318. Greek and Roman Art and Architecture. A survey of ancient Greek and Roman 
art and architecture, highlighting major stylistic phases, monuments, and objects of art 
from the Greek Archaic period to the fall of Rome. The cultural, philosophical, politi- 
cal, and economic contexts from which Greek and Roman art emerged, and classical re- 
vivals in post-medieval Europe and in America, are also explored. Prerequisites: ART 
100 or ART 112. 3 credits. 

319. Intermediate Painting. This course takes a thematic approach to painting, focus- 
ing on such areas of study as figuration and abstraction. Emphasis is on process, tech- 
nique, and individual conceptual investigations within historical and contemporary 
models. Prerequisites: ART 219 or by permission. 3 credits. 

322. Italian Baroque Art and Architecture. This course surveys painting, sculpture, 
and architecture in a social, political, and cultural context in 17th- and 18th-century 
Italy. The work of the Carracci, Caravaggio, Bernini, and Borromini will be examined. 
Students explore such issues as patronage by private citizens, nobles, and popes; art 
and religion; the classical tradition; and art and architectural theory. Prerequisites: ART 
112 orART 212. 3 credits. 

324. Dutch Art 1600-1800: The Golden Age. An introduction to the art of the Low 
Countries, including the work of Rembrandt and Vermeer. Particular attention is paid 
to questions of stylistic, geographical, and cultural difference and to the social cir- 
cumstances in which works were produced, viewed, and sold. Prerequisites: ART 1 12 
or ART 212. 3 credits. 

326. Impressionism and Post-Impressionism. An examination of the origins, making 
and meaning of Impressionist and Post-Impressionist paintings in the context of mo- 
mentous social and economic change in 19th-century France. Artists include Manet, 
Degas, Monet, Cezanne, Gauguin and Van Gogh. Particular attention is paid to artist 
training; the exhibition, sale, and collecting of art; and new choices of subject matter. 
Prerequisites: ART 100 or ART 212. 3 credits. 

328. Modern Art. An overview of modern art from the 1 890s to the rise of postmod- 
ernism in the 1970s, including important stylistic movements such as Cubism, Dada and 
Surrealism, Abstract Expressionism, Minimalism, Pop Art, and Conceptual Art. The 
focus will be on the ideas, works, and critical reception of specific artists, widened to 
include issues of science and technology, race and gender, and related developments in 
politics and literature. Prerequisites: ART 212. WP. 3 credits. 

33 I.American Art. An introduction to American art from 1650 to the present day. The 
course offers a critical grounding in selected themes, with an emphasis on cultural his- 
tory and stylistic change. Includes painting, architecture, film, photography, and sculp- 
ture. 3 credits. [Cross-listed as AMS 331.] 



Lebanon Valley College Art and Art History 41 



334. East Asian Art. An introductory survey of the art and architecture of China and 
Japan from the NeoHthic age to the 20th century, examined in a social, cultural and po- 
litical context. Among the topics covered: Jomon pottery in Japan; Buddhist caves in 
China; imperial palaces in Chang'an and Beijing; Japanese castles; landscape, figure, 
scroll, and screen painting; and Eastern gardens. Prerequisites: ART 100 or 1 12 or 212. 
Foreign studies. 3 credits. 

336. East West: Art and Cultural Interchange from Hellenism to the Modern Era. An 

examination of the impact of Eastern culture, aesthetics, and formal design on Western 
art and architecture, from the Hellenistic Greek embrace of Persian and Indian motifs 
to the intersection of nonwestern ideas and the oeuvre of Picasso. The impact of West- 
ern motifs on Japanese art in the 19th century is also explored. Attention is given to 
Western historical conceptions of "otherness" and to the limitations of Western critical 
approaches to art history. Prerequisites: ART 100 or ART 212. 3 credits. 

338. Rome. This course investigates the art, culture, and architecture of Rome from the 
pre-Republican era to the 20th century. Organized thematically and chronologically, 
the course considers such topics as: images of authority (Republican and Empire); sub- 
terranean Rome: the catacombs; the path of the medieval pilgrim; antiquity and its 
reinterpretations in the Renaissance; the papacy and urban planning in Counter-Refor- 
mation Rome; the Grand Tour; and Mussolini and fascist architecture. Prerequisites: 
ART 112 or ART 212. 3 credits. 

340. Museum Studies. This course examines the history, principles, and practices of art 
museums. Students investigate issues related to the development, care, and use of 
museum collections; the function, management, and operation of museums of art; 
museum education; curatorial methods and exhibition development; and research and 
catalogue writing. Participants plan, organize, and mount a temporary exhibition at the 
Suzanne H. Arnold Art Gallery. Prerequisites: ART 112 and ART 212. 3 credits. 

345. Digital Video. This course introduces students to the basic principles and practices 
of digital video creation and production. This course allows the student to build their 
digital videomaking skills by having them conceive, storyboard, film, edit, and author 
projects in DVD format. To complement their practical knowledge, the course gives 
the students theoretical understanding of how moving and time-based imagery function 
both conceptually and expressively. 3 credits. [Cross-listed as DCOM 345.] 

350. Paris: Art, Culture and Urban Development. An exploration of the art, architec- 
ture, culture, and urban planning of Paris from Roman settlement to modern capital 
city. Students assess the ways in which the demands of patrons, the vision of urban ad- 
ministrators, and the increasing power of the middle class tempered the aims of artists 
in the city over the centuries. "Visits" include Notre Dame, the Louvre palace, Mont- 
martre, and even the Paris sewers, with excursions to Versailles and other royal 
chateaux. Writing process. Disciplinary perspective. 3 credits. 

351. Color: Art and Cultural Context. This course immerses students in a thematic in- 
vestigation of color as a dynamic force in human perception, the natural world, and 
popular contemporary culture. Perceptual experiments, readings, and film screenings 



42 Art and Art History 2009-20 1 Catalog 



help to uncover the vital role color plays in our understanding of the world around us. 
Disciplinary perspective. 3 credits. 

353. Visual Art and Religious Experience. An exploration of the way in which the vi- 
sual arts have come to embody religious experience in Native American, Buddhist, and 
Abrahamic traditions. A series of comparative studies introduce students to socioreli- 
gious content in art and diverse impulses to worship. Writing process. Disciplinary per- 
spective. 3 credits. [Cross-listed as REL 353.] 

355. Digital Graphic Design. An introductory course that combines design literacy and 
theory and specific software skill sets to create a portfolio of innovative design. The 
course includes digital-art design projects, poster design, magazine-cover design, book- 
jacket design, bus-wrap design, packaging design, and snowboard design. 3 credits. 
[Cross-listed as DCOM 355.] 

360. Teaching Art in the Elementary and Secondary School. Using skills in drawing, 
painting, sculpture, printmaking and ceramics, certification candidates learn how to 
address all ability levels in the elementary- and secondary-school art classroom. The 
course addresses the needs of students with disabilities, as well as classroom manage- 
ment and organization, approaches to school administration, budgeting, lesson plan- 
ning, grading, special events, and ways to establish assignment deadlines. Prerequisites: 
open only to Art Education Certification candidates. 3 credits. 

405. Advanced Study. The focus of this course is an extensive research project in art his- 
tory or the creation and exhibition of a unique body of work in the art studio, facilitated 
by individual tutorials and group discussion. 3 credits 

Faculty 

Barbara Anderman, associate professor of art. Chairperson. 

Ph.D., Rutgers, The State University^ of New Jersey. 

Anderman 's research and publications have focused on French genre painting and art 

theory in the Baroque and early modern period. She has served as a consulting editor 

to The Metropolitan Museum of Art in New York. She teaches courses in 1 7th- to 

19th-century art and architecture, and the art and culture of Paris. 

G. Daniel Massad, artist-in-residence. 
M.EA., The University of Kansas. 

Pastel on paper is his primary medium. His work is in many public collections, in- 
cluding The Metropolitan Museum of Art, Philadelphia Museum of Art, Smithsonian 
American Art Museum, and Art Institute of Chicago. He is represented by Forum 
Gallery in New York City. He teaches advanced studio courses. 

Michael Pittari, associate professor of art. 

M.F.A., The University of Tennessee. 

Pittari 's abstract paintings incorporate color, line, and surface to address issues of 

balance and compatibility. He is a former editor of the journal Art Papers, with research 

interests in design, film and critical theory. He has exhibited his work throughout the 

United States. He teaches studio art and design in addition to courses on color and film 

theory. 

Lebanon Valley College Art and Art History 43 



Grant Taylor, assistant professor of art history and digital communications. 
Ph.D., The University of Western Australia. 

Taylor's interdisciplinary research centers on the symbiotic relationship between art, 
science, and technology in the late twentieth century. His work on the history of com- 
puter art has been published in various journals. In his native Australia, he has directed 
a documentary and exhibited his films and digital art. He teaches courses in modem art, 
design theory, and digital film production. 

Lisa Neal Tice, director of the Suzanne H. Arnold Art Gallery and assistant profes- 
sor of art. 

Ph.D., Rutgers, The State University of New Jersey. 

Tice's research focuses on Italian Renaissance and Baroque architecture, specifically 
villa architecture and garden design. She has taught architectural history at Connecti- 
cut College and recently completed her doctoral dissertation on garden casini in late 
sixteenth- and early seventeenth-century Rome. 

Karen Beall, adjunct instructor in art. 
M.F.A., The University' of Tennessee. 

Beall is a nationally recognized sculptor, whose work has been exhibited in New York, 
Los Angeles, and Philadelphia. Her work is on permanent display at the Hartsfield At- 
lanta International Airport as a part of the airport's public art collection. She teaches 
courses in ceramics and sculpture. 

Scott McMahon, adjunct instructor in photography. 

M.F.A., Massachusetts College of Art. 

McMahon 's work focuses primarily on historical photographic techniques. He is cur- 
rently engaged in a series that incorporates video projections, machines, found objects, 
photographs, and sound. He has exhibited his work throughout the United States, and 
serves on the board of the Society for Photographic Education ( SPE Mid- Atlantic re- 
gion). 

Marie Riegle-Kinch, adjunct assistant professor of art. 
M.F.A., The Pennsylvania State University. 

Riegle-Kinch has exhibited her mixed-media drawings and paintings throughout the 
United States. A writer as well as a professional artist, she has received an award for her 
fiction for children. She teaches courses in drawing, biological illustration, and reli- 
gious art. 

Nancy Williams, adjunct instructor in art education. 
M.Ed., Millersville University. 

Williams has over seventeen years experience teaching in secondary education in the 
public-school system, specializing in advanced placement studio art and fine-arts met- 
als. She has exhibited her work at Millersville University and regional galleries. She 
teaches courses in drawing, painting, and art education. 



44 Art and Art History 2009-20 1 Catalog 



DEPARTMENT OF BIOLOGY 

Biology Program 

The Biology Department attempts to share with all LVC students the role of living 
organisms within the universe. We encourage the students to understand how these or- 
ganisms interact with each other and their environments and are the result of the com- 
plex interplay of ordinary chemicals, arranged according to the fiandamental laws of 
physics and assembled in mathematically predictable ways. 

The goal of the Biology Department is to produce graduates who are well versed in 
the principles and techniques of biology, have the intellectual training to investigate 
novel concepts, have the ability to learn independently, interpret and articulate clearly 
their findings, possess the highest scholarly standards of the discipline, and maintain 
honest academic conduct. 

The Biology Department curriculum (1) employs the underlying principles of biol- 
ogy and requires a background in the supporting disciplines; (2) requires the applica- 
tion of the scientific method in the laboratory or field; (3) integrates informational 
retrieval, the synthesis of ideas into a coherent whole, and the communication of re- 
search findings; and (4) prepares students for advanced study in medical, dental and vet- 
erinary professional schools, graduate schools, and employment in technical fields. 

Degree Requirements: 

Degree: Bachelor of Science with a major in biology. 

Major. BIO 1 1 1, 1 12, 1 13, 1 14, 201, 499; two courses from the area of Cellular/Mol- 
ecular Biology— BIO 304, BIO 306, BIO 323, ST/BIO 390, BCMB 401; two courses 
from the area of Organismal Biology — BIO 221, BIO 302, BIO 305, a physiology 
course: BIO 307 or BIO 322 or BIO 324; one course from the area of Population Bi- 
ology— BIO 212, BIO 312, ST/BIO 290 (33 credits). CHM 111, 112, 113, 114,213, 
214, 215, 216 (16 credits); PHY 103, 104 or 111, 112; MAS 161 (111) or MAS 170(60- 
61 credits total). 

Minor: BIO 111, 112, 113, 114; plus four additional courses in biology at 200 or above 
except BIO 400 and 500. (24 total credits). 

Secondary Teacher Certification: In addition to a major in biology, students seeking 
secondary certification in biology must take BIO 312 and BIO 360. Certification can- 
didates must also complete 33 credits in coursework offered by the education depart- 
ment and other courses required for certification. See the education department section 
on pages 84-85 for additional information. Students should consult with their Educa- 
tion Department advisor regarding required education courses. 

Courses in Biology (BIO): 

1. BIO 111, 112, 113, 114 are prerequisites for all upper-level courses in biology. 
Additional prerequisites, if any, are listed with each course. 

2. Students must pass BIO 111/113 with at least a D- in order to take BIO 112/114. 

3. Students must achieve at least a C- average (1.67) in BIO 111/113 and BIO 
112/114 before taking upper level BIO courses. 

101. Human Biology. The human organism is utilized as the primary focus to eluci- 
date physiological principles for non-science majors. Topics include nutrition, home- 
Lebanon Valley College Biology 45 



ostasis, major organ systems, immunity and exercise physiology. Laboratory exercises 
include sensory physiology, respiration, blood pressure, exercise physiology and ECG. 
4 credits. 

102. Human Heredity. This course is intended for the non-science major. Although the 
major emphasis of this course is on the inheritance of traits in humans, topics ranging 
from basic cell reproduction through gamete production and early developmental stages 
are also covered. Classical genetics, in both humans and other organisms, including 
both chromosomal and gene genetics, as well as population genetics, molecular genet- 
ics and application of genetics to biotechnology and genetic engineering are discussed. 
The laboratory is intended to give the student "hands-on" experience in making obser- 
vations, performing experiments and working with scientific equipment. Topics to be 
covered in the laboratory include studying prepared slides, performing genetic crosses, 
activating genes in bacteria, isolating DNA and learning about DNA fingerprinting. 4 
credits. 

103. Environmental Science. Designed for non-science majors, the course serves as an 
introduction to ecological principles and their applications to understanding the causes 
and current status of environmental problems. Options for dealing with these problems 
are evaluated. Possible topics for discussion are overpopulation, food and water re- 
sources, ozone depletion, global warming, deforestation, acid rain, biodiversity, ero- 
sion, loss of wetlands, energy sources, pollution, eutrophication and waste disposal. 
Laboratory exercises are designed to illustrate ecological concepts presented in lecture. 
4 credits. 

111. General Biology I. A rigorous study of basic biological principles, which is de- 
signed for science majors. Topics emphasized include cell biology, genetics, taxonomy, 
histology, and evolution. Must be taken concurrently with Biology 113.3 credits. 

112. General Biology II. This course, also rigorous and designed for science majors, 
covers concepts in physiology, botany, embryology, and ecology. Must be taken con- 
currently with Biology 1 14. 3 credits. 

113. General Biology I Laboratory. Laboratory exercises include enzyme kinetics, car- 
bohydrate analysis, isolation and identification of plant pigments, microscopy, and his- 
tological techniques. Must be taken concurrently with Biology 111.1 credit. 

114. General Biology II Laboratory. Laboratory exercises include shark anatomy, in- 
vertebrate dissection, animal development, plant development in angiosperms, Stom- 
ate response to environmental changes, animal taxonomy, and an ecological field study. 
Must be taken concurrently with Biology 1 12. 1 credit. 

201. Genetics. A study of the principles, mechanisms and concepts of classical and mo- 
lecular genetics. The laboratory stresses key concepts of genetics utilizing both classi- 
cal and molecular approaches. Laboratory exercises include analysis of nucleic acids, 
genetic crosses, and studies of bacteria, bacteriophages and plasmids. Additional Pre- 
requisites: one year of chemistry or permission. 4 credits. 

212. Animal Behavior. A study of the basic concepts of invertebrate and vertebrate be- 
havior with emphasis on the development, genetics, physiology and evolution of be- 

46 Biology 2009-2010 Catalog 




havior. Laboratory exercises include ethogram construction, avian foraging, aggressive 
display analysis and estrous cycle regulation. 4 credits. 

221. Mammalian Anatomy. Comparative anatomy with special attention to the struc- 
ture and function of mammalian systems and special references to humans. Intensive 
laboratory work involves dissections and demonstrations using the cat as a model. 4 
credits. 

222. Human Physiology. The design of this course is intended to impart an under- 
standing of the basic concepts of human physiology with emphasis on neuromuscular, 
cardiovascular, and endocrine physiology. Laboratory exercises place emphasis on ef- 
fective experimental designs and data analysis in the study of physiological mecha- 
nisms. Lab exercises cover such topics as muscle contraction measurements, spirometry, 
and EKG analysis. 4 credits. Does not fulfill a biology major requirement. 

302. Plant Diversity. The development and diversity of fungi, algae and land plants and 
the relationships between them. Field and laboratory work familiarizes the student with 
the structure and reproduction of algae and plants and with the identification and pol- 
lination of flowering plants in the local flora. 4 credits. 

304. Developmental Biology. An organismal and molecular approach to the study of an- 
imal development using typical invertebrate and vertebrate organisms. The laboratory 
includes the study of slides as well as experiments on fertilization, regeneration and 
metamorphosis. Additional Prerequisite: BIO 201 or permission. Writing process. 4 
credits. 



Lebanon Valley College 



Biology 47 



305. Cell and Tissue Biology. A study of cell ultrastructure and the microscopic 
anatomy of vertebrate tissues, including the structure and function of membranes and 
organelles, cell motility and excitability, and vertebrate tissue similarities and special- 
ization in relation to function. Laboratory includes the preparation and staining of sec- 
tions using selected histochemical and histological procedures as well as a variety of 
microscopic techniques. 4 credits. 

306. Microbiology. A study of the morphology, physiology and biochemistry of repre- 
sentative microorganisms. The laboratory emphasizes basic bacteriological techniques 
and procedures. Additional Prerequisites: three semesters of chemistry or permission. 
4 credits. 

307. Plant Physiology. A study of the functioning of plants, with emphasis on vascu- 
lar plants. Additional Prerequisite: three semesters of chemistry or permission. Writing 
process. 4 credits. 

312. Ecology I. An examination of the basic concepts of ecology with extensive labo- 
ratory work and field experiences in freshwater, marine and terrestrial ecosystems. 
Writing process. 4 credits. 

322. Vertebrate Physiology. A study of the principles of vertebrate body function, with 
emphasis on the mechanisms by which cells and organs perform their functions and 
the interactions of the various organs in maintaining total body function. Additional 
Prerequisite: One semester of chemistry or permission. Writing process. 4 credits. 

323. Introduction to Immunology. An introduction to the anatomical, physiological 
and biochemical factors underlying the immune response. The course begins with a 
discussion of non-specific immunity, cellular immunity and antibody-mediated im- 
mune responses. The course then moves into a study of contemporary immunological 
topics which are discussed with respect to major research papers in each area. Topics 
include autoimmunity, histocompatibility, immunogenetics and acquired immune de- 
ficiencies. Additional Prerequisites: BIO 201, CHM 111, 1 13 or equivalent or permis- 
sion. 4 credits. 

324. Invertebrate Physiology. A study of many of the invertebrate phyla, concentrating 
on the physiological mechanisms controlling movement, metabolism, information, and 
control and reproduction. Writing process. 4 credits. 

360. The Teaching of Biology in Secondary Schools. A course designed for students 
seeking certification to teach biology in secondary education. Responsibilities include 
assisting in the preparation of materials and equipment for lab; supervision of lab work; 
and preparation, administration, and evaluation of quizzes and lab tests. Prerequisite: 
permission of the instructor. 1 credit. 

404. Electron Microscopy. An introduction to the use of techniques for scanning and 
transmission electron microscopic studies. Through laboratory experience the students 
will learn the proper use, application and limitations of the appropriate instruments. 
Additional Prerequisite: BIO 305 or permission of instructor. 4 credits. 



48 Biology 2009-2010 Catalog 



409. Ecology II. An intensive study of ecological processes emphasizing the quantita- 
tive aspects of ecology at the population and community levels. Additional Prerequisite: 
permission of the instructor. 4 credits. 

499. Seminar. Each senior student is required to do independent library research on an 
assigned topic and to make an oral presentation to the biology faculty and students. 
This course may be repeated. 1 or 2 credits. 

Biochemistry and Molecular Biology Program 

The Biology Department offers a biochemistry and molecular biology program in 
conjunction with the Chemistry Department, described on page 61. The major in bio- 
chemistry and molecular biology is an interdisciplinary program that provides an op- 
portunity for interested students to engage in a comprehensive study of the chemical 
basis of biological processes. It is designed to prepare students for advanced study in 
medical, dental and other professional schools, for graduate programs in a variety of 
subjects including biochemistry, clinical chemistry, pharmacology, molecular biology, 
genetics, microbiology, and physiology and for research positions in industrial, aca- 
demic and government laboratories. 

Degree Requirements: 

Degree: Bachelor of Science with a major in biochemistry and molecular biology. 

Major: BIO 111,112, 113, 114,201; CHM 111, 112, 113, 114,213,214, 215, 216; 
BCMB 401, 42 1,422, 430, 499; MAS 161; PHY 103, 104 or 111, 1 12 (51 credits); nine 
credits from BIO 304, 305, 306, 307, 322, 323, 404 and CHM 305, 306, 307, 308, 311. 

Courses in Biochemistiy and Molecular Biology (BCMB): 

401. Molecular Biology. Gene structure, function and regulation at the molecular level 
in prokaryotic and eukaryotic organisms. Recombinant DNA techniques (genetic en- 
gineering) and gene sequencing are covered in detail. Prerequisite: Three semesters of 
chemistry and BIO 201 or permission of the instructor. 4 credits. 

421, 422. Biochemistry I, II. The study of the chemistry of proteins, lipids and carbo- 
hydrates. Topics covered include amino acid chemistry, protein structure, molecular 
weight determination, ligand binding, enzyme kinetics, enzyme and coenzyme mech- 
anisms, membrane systems, membrane transport, intermediary metabolism, metabolic 
control, electron transport and oxidative phosphorylation. Prerequisites: CHM 214, 216 
and 3 12 or permission. 3 credits per semester. 

430. Biochemistry Laboratory. Investigations of the properties of proteins, nucleic 
acids, carbohydrates and lipids. Prerequisites: CHM 214, 216. 1 credit. 

499. Biochemistry Seminar. Readings, discussions and reports on special topics in bio- 
chemistry. 1 credit. 

Psychobiology Program 

The major in psychobiology is offered jointly by the Departments of Biology and 
Psychology, described on pages 42 and 138. This interdisciplinary major emphasizes 
the physiological substrates and consequences of behavior. Consisting of a combination 
of psychology and biology course work, the program prepares students for graduate 

Lebanon Valley College Biology 49 



study in medicine, veterinary medicine, graduate programs in psychology, animal be- 
havior, physiological psychology, psychopharmacology, behavior genetics and neuro- 
science, as well as research positions in industry, universities, hospitals and government 
laboratories. 

Degree Requirements: 

Degree: Bachelor of Science with a major in psychobiology. 

Major:B\0 111, 112, 113, 1 14, 212, 322 or 324 (16 credits); PSY 111, 120, 130,285, 
378, 379 (18 credits); BIO 499 or PBI 499; CHM 1 1 1, 1 12, 1 13, 1 14 (8 credits); MAS 
161; plus 8 additional credits in the sciences in consultation with advisor. 54 total cred- 
its. 

Courses in Psychobiology (PBI): 

3 78. Physiological Psychology. A study of the biological mechanisms underlying be- 
havior processes. The course focuses on the physiology of reflexes, sensation and per- 
ception, learning and memory, sleep, ingestive behaviors and motivation and emotion. 
Prerequisite: PSY 111, 112, 120, 130 or permission; completion of a biology course is 
recommended. 3 credits. [Cross-listed as PSY 378.] 

499. Psychobiology Seminar. Readings, discussions and reports on selected topics in 
psychobiology. Prerequisite: permission. This course may be repeated. 1 credit. 

Faculty 

Kristen L. Boeshore, assistant professor of biology. 

Ph.D., Case Western Reserve University. 

She teaches developmental biology and general biology. Her research interests focus on 

development and regeneration of the nervous system. 

Dale J. Erskine, professor of biology. Chairperson. 
Ph.D., University of Oklahoma. 

He teaches vertebrate physiology, human biology, AIDS, and general biology. His re- 
search interests are in temperature regulation and thermal tolerance. 

Stacy A. Goodman, professor of biology. 
Ph.D., The Pennsylvania State University. 

She teaches general biology, animal behavior, coordinates the general biology labora- 
tories, and supervises the senior seminar. Her research interests include the function- 
ing of carbonic anhydrase isozymes and the role of PDH kinase in sepsis. 

Courtney M. Lappas, assistant professor of biology. 
Ph.D., University of Virginia: Postdoctoral Fellow, NIAID, 2007 
She teaches immunology, molecular biology and general biology. She is interested in 
T lymphocyte biology, with special emphasis on both the role played by T cell subsets 
in various inflammatory disorders and the potential use of adenosine analogs to mod- 
ulate these untoward responses. 



50 Biology 2009-2010 Catalog 



Sidney Pollack, professor of biology. 
Ph.D.. University' of Pennsylvania. 

He teaches courses in genetics, microbiology, human biology, and general biology. He 
is the academic adviser for students preparing for the allied health professions. His re- 
search interests include Paramecium genetics. 

Rebecca A. Urban, visiting assistant professor of biology. 

Ph.D., Binghamton University. 

She teaches ecology, plant diversity, and general biology. Her research is on plant 

ecology with a focus on invasive species and freshwater macrophytes. 

Allan F. Wolfe, professor of biology. 
Ph.D., University of Vermont. 

He teaches cell and tissue biology jn invertebrate physiology, electron microscopy, and 
general biology, and directs independent study in cell biology using electron micro- 
scopic and histological techniques. His current research utilizes the brine shrimp, 
Artemia, to study the cell and tissue levels or organization of the digestive, reproduc- 
tive and neurosensoiy systems. He is also chairman of the Health Professions Com- 
mittee. 

Susan Verhoek, professor emerita of biology. 
Ph.D., Cornell University. 

Stephen E.Williams, professor emeritus of biology. 
Ph.D., Washington University, St. Louis. 

Paul L. Wolf, professor emeritus of biology. 
Ph.D., University of Delaware. 

Anna F. Tilberg, adjunct instructor in biology. 
B.A., University of Pennsylvania. 

She served on the staff of the Milton Hershey Medical Center and teaches human bi- 
ology and general biology laboratory. 



Lebanon Valley College Biology 5 1 



DEPARTMENT OF BUSINESS AND ECONOMICS 

The Department of Business and Economics offers programs leading to the Bache- 
lor of Science degree in accounting, business administration, and health-care manage- 
ment, and the Bachelor of Arts degree in economics. A major in music business is also 
offered jointly with the Music Department. All programs are enhanced by the liberal arts 
core required of all Lebanon Valley College students. This interdisciplinary knowledge 
base is essential for assuming leadership positions in the changing environment. 

Accounting and business administration students complete a common body of 
knowledge in close conformity with the national standards for the study of business as 
recommended by The Association of Collegiate Business Schools and Programs 
(ACBSP). This comprehensive background in business fundamentals helps graduates 
prepare for business careers and graduate school. 

Economics students study the choices we must make in a world of resources that 
have competing uses. The major in economics includes preparation in accounting, math- 
ematics, political science and economics. Economics majors are typically preparing 
for graduate study or for a variety of entry-level positions in business and government. 

Many major courses also cover selected liberal arts core requirements. Students are 
encouraged to use their 25-30 free electives to enrich and enhance their overall college 
resume. Students often add breadth or even double major within the Department, com- 
plete a complementary major or minor, complete for-credit internships, study abroad, 
or study in Philadelphia or Washington, DC. Students working closely with their aca- 
demic advisor can take full advantage of these opportunities and still graduate on time. 

Students have several study abroad options with business classes conducted in Eng- 
lish. This includes programs at the London Metropolitan University; Monash Univer- 
sity in Australia; the Umbra Institute in Perugia, Italy; and Waikato University in New 
Zealand. Students seeking to develop their foreign language skills beyond the intro- 
ductory level have a number of programs to choose from. Most programs are bi-lingual, 
mixing classes in the native language with classes taught in English. The Philadelphia 
and Washington, DC programs combine academic study and pre-professional intern- 
ships. 

The department is a member of the Association of Collegiate Business Schools and 
Programs (ACBSP) and the Middle Atlantic Association of Colleges of Business Ad- 
ministration (MAACBA). 

Accounting Program 

The program in accounting offers the Bachelor of Science degree in accounting. 
Majors receive an excellent foundation for seeking professional certification as a C.P.A. 
or CM. A. The accounting curriculum prepares students for careers in public account- 
ing, government, industry or finance. 

The curriculum includes an array of introductory, intermediate and advanced ac- 
counting topics integrated with courses in business and other supporting fields. 

Degree Requirements: 

Degree: Bachelor of Science with a major in accounting. 

Major: Foundation Courses: ACT 161, 162; ECN 101, 102; MAS 1 1 1, 150 or 161; 
MAS 170, 270 or 372; BUS 130, 160. Core Courses; BUS 230, 285. 340, 361, 371, 460, 

52 Business and Economics 2009-20 1 Catalog 



485; ACT 25 1, 252, 353 or 455; two electives in accounting not to include ACT 400 (60 
credits). 

Minor: ACT 161, 162, 251, 252, 353 or 455, six credit hours of accounting electives not 
to include internship credit (2 1 credits). 

Courses in Accounting (ACT): 

161. Financial Accounting. Basic concepts of accounting including accounting for 
business transactions, preparation and use of financial statements, and measurement 
of owners' equity. 3 credits. 

162. Managerial Accounting. Cost-volume-profit relationships, cost analysis, business 
segment contribution, profit planning and budgeting as a basis for managerial decision 
making. Prerequisite: ACT 161 with a minimum grade of "C " or better. 3 credits. 

251. Intermediate Accounting I. Study of the theory and development of generally ac- 
cepted accounting principles as they relate to financial reporting; the application of 
these principles to the preparation of financial statements; special emphasis on revenue 
recognition as well as valuation, classification and disclosure of current assets. Pre- 
requisite: ACT 162. 3 credits. 

252. Intermediate Accounting II. Study of the accounting for noncurrent assets, long- 
term liabilities and stockholder s equity, including analysis of financial statements. Pre- 
requisite: ACT 25 1 with a minimum grade of "C-" or better. 3 credits. 

253. Intermediate Accounting III. This course is a continuation of ACT 252 with the 
study of the measurement and reporting of income taxes, pensions, leases, accounting 
changes, disclosure issues, the cash flow statement, and the effects of errors. The course 
also addresses international accounting standards as they compare to U.S. GAAP and 
international reporting issues for U.S. companies. Case study component. Strongly rec- 
ommended for students planning to take the CPA exam. Prerequisite: ACT 252. 3 cred- 
its. 

280. Financial Fraud: Prevention and Detection. This course explores the pervasive- 
ness, causes, and types of financial crimes currently being encountered. Using text, 
discussion, problems, and case studies, the course identifies methods of fraud detection, 
investigation, and prevention. Prerequisites: ACT 162 or permission of the instructor. 
3 credits. 

351. Advanced Accounting. Study of theory and standards with application to income 
presentation, interim reporting and per-share disclosures. Emphasis on business com- 
binations and consolidated financial presentations. Prerequisite: ACT 252. 3 credits. 

352. Governmental and Nonprofit Accounting. Basic concepts of fund and budgetary 
accounting used for financial activities of governmental units and not-for-profit or- 
ganizations. Prerequisite: ACT 162. 3 credits. 

353. Cost Accounting. Analysis and use of techniques for cost management and control; 
the accumulation and recording of the costs including job-order, process and standard 
cost systems, the joint and by-product costing; contemporary topics such as activity 
based costing and just-in-time manufacturing. Prerequisite: ACT 162. 3 credits. 

Lebanon Valley College Business and Economics 53 



400. Internship. Practical and professional work experience related to the student's ca- 
reer interests, involving both on-site and faculty supervision. Generally limited to jun- 
iors and seniors. All internships are graded pass/fail. Prerequisites: 2.75 GPA, 
permission of the chairperson, completion of department's application form. 1-12 cred- 
its. Internship credit does not fulfill required electives in the major. 

451. Individual Income Tax. Analysis of the federal income tax laws as applied to in- 
dividuals; case problems, preparation of returns. Prerequisite: ACT 162. 3 credits. 

452. Corporate Taxation. Analysis of the federal income tax laws as applied to corpo- 
rations, partnerships and fiduciaries; case preparation of returns. Prerequisite: ACT 
45 1 . 3 credits. " ^. 

455. Auditing. A study of the process of evaluation of internal controls and interpreta- 
tion of financial information to permit an auditor to express a professional opinion on 
financial reports. Prerequisite: ACT 252. 3 credits. 

Business Administration Program 

This popular program offers the Bachelor of Science degree in business adminis- 
tration. This major is designed to prepare the student for a variety of entry-level and 
middle-management positions in industry, government and service organizations. 

The business curriculum conforms closely to the national common body of knowl- 
edge recommended by The Association of Collegiate Business Schools and Programs 
(ACBSP) and provides a solid background in the fundamentals of business. Majors 
complete a general business curriculum that prepares them for a variety of positions. 
Students desiring more in-depth study in a specific area of business may select a focus 
area composed of optional courses. Such focus areas include human resource/labor re- 
lations, international relations, marketing and public relations, and organizational psy- 
chology. 

Degree Requirements: 

Degree: Bachelor of Science with a major in business administration. 

Major: Foundation Courses; ECN 1 1 , 1 02; ACT 1 6 1 , 1 62; MAS 1 1 1 , 1 50 or 1 6 1 ; 1 70, 
270 or 372; BUS 130, 160. Core Courses; BUS 230, 285, 340, 350, 361, 371, 376, 383, 
450,460,485. (57 credits.) 

Minor: ECN 101; ACT 161; BUS 130, 230, 340, 371; one 300/400 business elective not 
to include internship credit. (21 credits.) 

Courses in Business (BUS): 

130. Modern Business Organizations. The course focuses on understanding the com- 
position of modern business organizations with respect to the value chain they are a part 
of, relationships with other organizations in the value chain, and the functions and 
processes organizations use to create and deliver value to customers, stakeholders, and 
society. The course includes an introduction to key business communication software. 
Prerequisites: freshman or sophomore standing only or by permission. 3 credits. 

160. Computer Applications. An extensive introduction to spreadsheet, database, and 
Internet applications software as used in business. Through hands-on classroom in- 
struction, computer-aided learning, and course project assignments, students learn the 

54 Business and Economics 2009-201 Catalog 




use of the major analytical software packages that are commonly used in business. The 
class teaches the basic principles of using this software to solve problems and to en- 
hance critical thinking skills. 3 credits. 

230. Principles of Management. A study of the management theory, organizational 
theory, and management skills as applied to the effective and efficient operation of both 
for-profit and not-for-profit entities. Emphasis is on the organization s structure, lead- 
ership, interpersonal relationships, and managerial ftinctions. Prerequisites: Completion 
of BUS 130 or, for returning adults, degree completion students, and Health Care Man- 
agement students, significant work experience. Accounting, business administration, 
and health care management majors need a cumulative GPA of 2.00 or greater in all 
foundation courses completed to date. 3 credits. 

285. Organizational Communications. The development of writing, speaking and lis- 
tening skills for business management. Prerequisites: ENG 111 and 112. Majors in 
accounting, business administration, and health care management need a cumulative 
GPA of 2.00 or greater in all foundation courses completed to date. Writing Process. 
3 credits. 

340. Principles of Marketing. An overview of marketing from the management per- 
spective. Topics include marketing strategies, marketing research, consumer behav- 
ior, selecting target markets, developing, pricing, distributing and promoting products 
and services and non-profit marketing. Prerequisite: junior standing or permission. 3 
credits. 

341. Consumer & Organizational Buying Behavior. This course focuses on the analy- 
sis of the factors affecting the purchasing decision in the marketplace and the applica- 



Lebanon Valley College 



Business and Economics 55 



tion of behavioral and social science concepts to the study of individual and group buy- 
ing behavior. The course emphasizes the use of this understanding in making market- 
ing mix decisions. Prerequisites: BUS 230 and BUS 340 or permission. 3 credits. 

350. Organizational Behavior. A detailed study of theories and models of organiza- 
tional behavior and development, with emphasis on the practical application of these 
models in the workplace to improve individual, group and organizational performance. 
Prerequisite: junior standing and BUS 130, or permission. 3 credits. 

361. Principles of Finance. A study of financial management covering analysis of 
asset, liability and capital relationships and operations; management of current assets 
and working capital; capital planning and budgeting; capital structure and dividend pol- 
icy; short and intermediate term financing; internal and external long term financing; 
and other financial topics. Prerequisite: ACT 162; ECN 101, 102. 3 credits. 

362. Investments. An analysis of investment and its relation to other economic, legal and 
social institutions. The course includes discussion of investment principles, machinery, 
policy, management investment types and the development of portfolios for individu- 
als and institutions. Prerequisite: BUS 361. 3 credits. 

371. Business Law I. Elementary principles of law relating to the field of business. 
The course covers contracts, government regulation of business, consumer protection, 
bankruptcy, personal property, real estate, bailments, insurance and estates. 3 credits. 

372. Business Law II. Elementary principles of law relating to business. Includes 
agency, employment, commercial paper, security devices, insurance, partnerships, cor- 
poration, estates and bankruptcy. 3 credits. 

374. Personal Selling and Sales Management. The study of personal selling as a com- 
munication process and the management of the personal selling force. Emphasis is 
placed upon the development, implementation and evaluation of the sales presentation; 
and upon the role of the sales manager in staffing, compensating, motivating, control- 
ling and evaluating the sales force. Effective oral and written communication is stressed. 
Prerequisite: BUS 340. 3 credits. 

376. International Business Management. Studies management techniques and pro- 
cedures in international and multinational organizations. Prerequisite: BUS 130, 340. 
3 credits. 

380. Small Business Management. A study of small business, including organization, 
staffing, production, marketing and profit planning. Cases are used extensively in pre- 
senting the course material. Prerequisite: ACT 162, BUS 130. 3 credits. 

383. Management Science. An introduction to the techniques and models used in man- 
agement science. Topics include forecasting, inventory control models, linear pro- 
gramming, product scheduling, and simulation. Prerequisites: MAS 150 and MAS 170 
with a minimum grade of C- or better, BUS 130, ACT 161, 162. 3 credits. 

400. Internship. Practical and professional work experience related to the student's ca- 
reer interests, involving both on-site and faculty supervision. Generally limited to jun- 



56 Business and Economics 2009-2010 Catalog 



iors and seniors. All internships are graded pass/fail. Prerequisites: 2.75 GPA, permis- 
sion of the chairperson, completion of department's application form. 1-12 credits. 

420. Human Resource Management. This course examines the problems in effectively 
recruiting, selecting, training, developing, compensating and disciplining human re- 
sources. It includes discussions on both equal employment opportunity and labor-man- 
agement relations. Prerequisite: BUS 130. 3 credits. 

450. Business Ethics and Social Responsibility. This course examines the major eth- 
ical issues, social responsibilities, and ethical dilemmas facing business and business 
managers in today's global environment. Students develop an understanding of the dif- 
ference between what is legal and what is ethical and clarify their approach to ethical 
issues. Prerequisites: BUS 130, BUS 230 or permission. 3 credits. 

460. Management Information Systems. Examines data sources and the role of infor- 
mation in management planning, operations and control in various types of business en- 
virormients. Treats information as a key organization resource parallel to people, money, 
materials and technology. Prerequisite: ACT 162, BUS 130 or permission. 3 credits. 

485. Strategic Management. A capstone course to study administrative processes under 
conditions of uncertainty, integrating prior studies in management, accounting and eco- 
nomics. Uses case method and computer simulation. Prerequisites: BUS 130, 340, 361 
and senior standing or permission. Writing process. Prerequisite: Designed for last se- 
mester seniors. Underclassmen admitted with permission of instructor and Chair. 3 
credits. 

Economics Program 

The major in economics deals with decisions and choices made by individuals and 
firms and with the micro and macroeconomic consequences of those choices. Econo- 
mists have a wide variety of employment opportunities in government and the private 
sector. The major includes courses in accounting, mathematics, political science and 
economics. 

Degree Requirements: 

Degree: Bachelor of Arts with a major in economics. 

Major: Foundation Courses: PSC 110, one of these three mathematics sequences: ei- 
ther MAS 150, 161 or MAS 161, 162 or MAS 111, 112; MAS 170, 270 or 372; ECN 
101 and 102. Core Courses: ECN 201, 202, 405, and four additional elective courses 
in economics at the 200 level or above, not including internship credit. (39 credits.) 

Minor: ECN 101, 102, 201, 202, and two additional courses in economics at the 200 
level or above, not including internship credit. (18 credits). 

Courses in Economics (ECN): 

101. Principles of Microeconomics. The course examines how individuals and firms 
make choices within the institution of free-market capitalism. Individuals decide how 
much of their time to spend working and what to buy with the earnings of their labor. 
Firms decide how much to produce and in some cases what price to charge for their 
goods. Together these choices determine what is produced, how it is produced, and for 
whom it is produced in our economic system. 3 credits. 

Lebanon Valley College Business and Economics 57 



102. Principles of Macroeconomics. This course extends the study of consumer and 
producer choices to discover how they atfect the nation's economy. Macroeconomics 
deals with the economy as a whole as measured by the key variables of inflation, un- 
employment, and economic growth. Emphasis is on both Keynesian and classical the- 
ories and how they predict what monetary and fiscal policies can be used to affect these 
variables and reach national economic goals. 3 credits. 

201. Intermediate Microeconomic Analysis. This course covers the major theories of 
mainstream neoclassical economics. There is intensive study of the models of consumer 
and firm behavior that permit understanding of how the prices and quantities of goods 
and services are determined in a free market capitalistic system. The implications for 
social welfare, and equity and efficiency issues that are inherent in the free-market sys- 
tem are emphasized. Prerequisites: ECN 101 and 102. 3 credits. Economics majors 
need a cumulative GPA of 2.00 in all foundation courses completed to date. 

202. Intermediate Macroeconomic Analysis. In this course, students develop a model 
of the macroeconomy which permits them to analyze the nature of the business cycle. 
The assumptions built into the model can be altered, rendering it capable of examining 
the macroeconomy from various theoretical viewpoints. In addition to unemployment, 
inflation and economic growth, the course covers real business cycles, the macroeco- 
nomic implications of free trade, and emphasizes the microeconomic foundations of 
macroeconomics. Prerequisites: ECN 101 and 102. 3 credits. Economics majors need 
a cumulative GPA of 2.00 in all foundation courses completed to date. 

250. Public Choice Economics. This course concerns itself with how individuals and 
groups make decisions in the context of the family, interest groups, bureaucracies and 
the government. It goes beyond individual choice and private markets to group inter- 
ests and activities. It emphasizes the ethical and political nature of all economic choices. 
Prerequisites: ECN 101 and 102. 3 credits. 

312. Money and Banking. The study of the nature and functions of money and credit, 
including the development and role of commercial and central banking, structures of the 
Federal Reserve System, and monetary and banking theory, policy and practice. The 
course considers the political nature of money and the tension between fiscal and mon- 
etary policy making. Prerequisites: ECN 101 and 102. 3 credits. 

316. Environmental Economics. Environmental economics stresses the co-evolution of 
human preferences, understanding, technology and cultural organization. This approach 
differs from that of conventional economics and conventional ecology in the impor- 
tance it attaches to environment-economy interactions. The role that our economic sys- 
tem plays in decisions affecting the sustainability of our ecosystems is emphasized. 
Prerequisites: ECN 101 and 102. 3 credits. 

317. Natural Resource Economics. Natural resource economics refers to the applica- 
tion of economic principles to the management of natural resources. It involves the 
study of resource use and conservation, utilization rates of renewable and non-renew- 
able resources, the issue of economy size and the limits to growth, the natural resource 
economic issues of development versus preservation, and the issue of natural resource 
accounting. Prerequisite: ECN 101 and ECN 102. 3 credits. 

58 Business and Economics 2009-2010 Catalog 



321. Public Finance. This course extends the study of public economics to its appli- 
cation in the principles of taxation and public expenditures. Topics include the structure 
of the Federal Budget, the national debt and fiscal deficits, but also state and local fi- 
nancing and the division of responsibilities between the federal and local governments. 
Prerequisites: ECN 101 and 102. Writing process. 3 credits. 

331. International Finance. This course extends the Keynesian Macroeconomic model 
to incorporate international financial flows; the determinants of the balance of pay- 
ments; foreign exchange markets; exchange rate regimes; history of international eco- 
nomic institutions; and macroeconomic policy options. The course contains lectures, 
student presentations, theoretical problem solving, economic analysis of real-world 
events, reading, analyzing, and writing on academic and current event articles. Prereq- 
uisite: ECN 101 and ECN 102. Writing process. 3 credits. 

332. International Trade. This course introduces the theory and practice of interna- 
tional economic relations. It includes, not only the history and purpose of trade and the 
traditional theory of the gains from trade, but also the more modern theory of trade 
with imperfect competition. The history and nature of the institutional structures of 
trade (World Trade Organization) are covered. Prerequisites: ECN 101 and 102. Writ- 
ing process. 3 credits. 

333. Game Theory: Economic Applications. Game theory studies how "rational" play- 
ers should act and interact in strategic situations. In economics, players include people, 
firms, or countries. Game theory also helps predict and explain players' actions. Co- 
operative and non-cooperative games are used to measure behavior and identify ideal 
strategies in situations as diverse as industrial negotiations, marriage bargaining, and in- 
ternational environmental agreements. Prerequisites: ECN 201 or permission. 3 cred- 
its. 

400. Internship. Practical and professional work experience related to the student's ca- 
reer interests, involving both on-site and faculty supervision. Generally limited to jun- 
iors and seniors. All internships are graded pass/fail. Prerequisites: 2.75 GPA, 
permission of the chairperson, completion of department's application form. 1-12 cred- 
its. Internship credit does not fulfill required electives in the major. 

405. Applied Econometrics. In this course students apply statistical techniques to study 
the quantitative measurement and analysis of actual economic phenomena, describing 
economic relationships, and test hypothesis about economic theory and forecasting fu- 
ture economic events. Applications include examining violations of the classical as- 
sumptions and testing for specification errors. Prerequisite: MAS 170, 270 or 372; 
ECN 201 and ECN 202, or ASC 385; or permission of the instructor. 3 credits. 

410. Senior Seminar. This small seminar course is a reading course in support of the 
research interests of the professor, the student, or both. Our ideas for the senior semi- 
nar are exciting and advantageous for students and professors. The content and struc- 
ture of the course will depend on the research interests of the professor, but will always 
require from each student a major paper related to this area. Reading and critiquing ar- 
ticles from refereed economic journals and the popular press are also included. Pre- 
requisites: ECN 201 and ECN 202 and junior standing. Writing process. 3 credits. 

Lebanon Valley College Business and Economics 59 



Health Care Management Program 

The major in health care management is designed for people in health care fields 
who possess an associate degree or diploma and professional certification. These qual- 
ifications are required for admission to the program. The program combines studies in 
the liberal arts and management, plus business practices common to the health care in- 
dustry. 

Degree Requirements: 

Degree: Bachelor of Science with a major in health care management. 

Major: Health Care Management Foundation Courses: ECN 101, 102; ACT 161, 162; 
MAS 170, 270 OR 372; BUS 130 (may be waived for prior work experience). Core 
Courses: ENG 111; SOC 324; BUS 215, 230, 285, 340, 350, 371, 420, 450, (or PHL 
160), 487; 12-15 credits in sociology, psychology, or other disciplines approved by the 
director of continuing education (at least 6 credits in courses at the 200 level or higher). 
(63-66 credits total). 

Admission to this degree program is open only to adults who have completed suc- 
cessfully an accredited diploma or associate degree program with certification by a 
state governmental agency or a national professional accrediting organization in the 
following fields: Clinical Medical Assistant, Cytotechnologist, Dental Hygienist, Emer- 
gency Medical Technician, Medical Laboratory Technician, Nuclear Medicine Tech- 
nologist, Occupational Therapy Assistant, Physical Therapy Assistant, Radiologic 
Technologist, Registered Nurse, Respiratory Therapist, Clinical Perfusionist, Surgical 
Technician. 

Courses in Health Care Management (BUS): 

215. Health Care Finance. An examination of the financial issues of health and med- 
ical care to determine how to provide the best health care to the most people in a cost- 
effective manner. Examination of the principal elements of health care, including the 
physician, the hospital, and the pharmaceutical industry, as well as the influence of gov- 
ernment and the insurance industry. Prerequisites: ECN 101, 102. 3 credits. 

487. Health Care Management. A capstone course to study the administrative processes 
of America's health care industry including institutional infrastructure, governance sys- 
tems, financial systems, personnel systems, quality controls, nursing and clinical serv- 
ices, and marketing. The course integrates prior study in health care, management, 
accounting, and economics. Students will develop problem solving skills and an appro- 
priate management style. Prerequisite: senior standing or permission. 3 credits. 

Faculty 

Tami L. Barton, assistant professor of accounting. 
M.B.A. (Finance) St. Joseph s University. 

A CPA, Barton has professional experience in accounting, income tax, financial re- 
porting, auditing, business valuation in public accounting, and extensive experience in 
corporate accounting. She teaches courses in financial accounting, managerial ac- 
counting, intermediate accounting, advanced accounting, and auditing. 



60 Business and Economics 2009-2010 Catalog 



Will Delavan, assistant professor of economics. 
Ph.D., The Pennsylvania State University. 

Delevan's research interests are in the areas of agricultural, environmental, and regional 
economics, and he has presented and published in all three areas. Delevan will teach in- 
troductory and intermediate macroeconomics, international trade, public finance, and 
the senior seminar. 

Joel A. Kline, associate professor of business administration. 
M.J.P.R.A., Temple University; A. B.D., Texas Technological University. 
Kline co-owned a marketing and technology firm and his chief interests are in new 
media and business technology. He is accredited in public relations (APR) by the Pub- 
lic Relations Society of America and is pursuing his doctorate in technical communi- 
cations and rhetoric through Texas Tech University. He also serves as the director of the 
interdisciplinary Digital Communications Program. 

Robert W. Leonard, professor of business administration. 
M.B.A., The Ohio State University. 

Leonard has been a management consultant for 20 years, working with over 300 or- 
ganizations. He has received numerous state and federal grants for his work with non- 
profit organizations and has owned his own nonprofit training corporation since 1986. 
He has completed all doctoral coursework at The Ohio State University in organiza- 
tional behavior and social psychology. 

Neil Perry, assistant professor of economics. 
Ph. D., La Trobe University. 

Perry's research interests include environmental economics with specialization in the 
economics of biodiversity conservation, game theory, mathematical economics, and 
environmental taxation. He has published in the Journal of Economic Perspectives and 
serves as a referee for Ecological Economics and History of Economic Review. Perry 
teaches introductory and intermediate microeconomics, game theory, environmental 
and ecological economics, the senior seminar, and selected topics courses. 

David V. Rudd, professor of business administration. Chairperson. 
Ph.D., George Washington University. 

Rudd's research interests are in the application of marketing principles, especially di- 
rect marketing, to the problems of social service delivery. He teaches marketing courses. 

Gail Sanderson, associate professor of accounting. 
M.B.A., Boston University. 

A CPA, Sanderson has professional experience in accounting, income tax, computer 
systems analysis and design. She teaches courses in financial and managerial account- 
ing, intermediate accounting, and government and not-for-profit accounting. 

David M. Setley, assistant professor of business administration. 
D.B.A. Business Administration, Nova Southeastern University. 
Setley is an experienced and successful entrepreneur who started and built three com- 
panies. He brings that experience with him along with his teaching experience in the 
areas of management, leadership, entrepreneurship, and business ethics. 



Lebanon Valley College Business and Economics 61 



Edward J. Sullivan, associate professor of business administration and economics. 
Ph.D., The Pennsylvania State University. 

Sullivan has published articles in business and economic journals and specializes in 
monetary, macro and financial economics. He teaches courses in principles of finance, 
management science, money and banking, and economics. 

Barney T. Raffield III, professor emeritus of business administration. 

Ph.D., Union Graduate School. 

Dr. Raffield has been named a Fulbright Scholar to Ukraine at the State Academy of 

Management in Donetsk. He teaches marketing and international business and is also 

a faculty member for the M.B.A. program and consults with area businesses. 

Karen M. Dielmann, adjunct instructor in business administration. ~" 

D.Ed., The Pennsylvania State University. 

Dielmann has extensive experience in human resource areas. She teaches human re- 
source management and diversity in the workforce courses. 

Douglas C. Gautsch, adjunct instructor in business administration. 

M.B.A. , Lebanon Valley College. 

Gautsch works in logistical/transportation business development. He teaches courses in 

business and management. 

John A. Guerrisi, adjunct instructor in accounting. 

M.B.A., The Pennsylvania State University. 

Guerrisi has extensive experience in accounting and finance related functions. He 

teaches various accounting courses. 

Thomas J. Murray, adjunct instructor in business administration. 
M.B.A.. Lebanon Valley College. 

Murray brings to the classroom extensive experience in project management and strate- 
gic planning. He teaches courses in computer applications, principles of business, in- 
ternational business, and strategic management. 

Irwin H. Siegel, adjunct instructor in business law and management. 
J.D. Dickinson School of Law; D.Ed., The Pennsylvania State University. 
Dr. Siegel teaches business law, principles of management, and business ethics and so- 
cial responsibility courses. 

Francis J. Vottero, adjunct instructor in economics. 

M.A. The Pennsylvania State University. 

Mr. Vottero teaches principles of microeconomics and principles of macroeconomics. 

Michael C. Zeigler, adjunct instructor in business administration. 
M.Ed., The Pennsylvania State University. 

Zeigler works for the college in the computer services department as director of client 
services. He teaches courses in management information systems and computer appli- 
cations. 



62 Business and Economics 2009-2010 Catalog 



DEPARTMENT OF CHEMISTRY 

Chemistry Program 

Chemistry is the central science in that it provides the fundamental understanding 
needed for protecting our environment, maximizing the yield from limited natural re- 
sources, improving our health, and creating new materials for tomorrow's products. In- 
deed, chemistry is essential to understanding life itself 

Career opportunities in chemistry are numerous and diverse. Many students enter ac- 
ademic, industrial or governmental laboratories where they find positions in research 
and development, analysis, or quality control. Possibilities outside the laboratory in- 
clude teaching, sales, marketing, technical writing, business and law. Many chemistry 
students earn doctoral degrees in chemistry or biochemistry or in the areas of medicine, 
dentistry or veterinary medicine. 

The Department of Chemistry is located on the upper two floors of the newly reno- 
vated Neidig-Garber Science Center. Among the major scientific equipment holdings 
used by students in laboratory courses and in research are a liquid chromatograph-mass 
spectrometer (LC-MS-MS), a superconducting nuclear magnetic resonance spectrom- 
eter (FTNMR), a MALDI-TOF mass spectrometer, a liquid scintillation counter, an in- 
frared spectrometer (FTIR), high-performance liquid chromatographic (HPLC) 
systems, UV-visible spectrophotometers, a laser-Raman spectrophotometer, a gas chro- 
matograph-mass spectrometer (GC-MS), a chemisorption analyzer, and an atomic ab- 
sorption spectrophotometer. Most laboratories have computers on the benchtop for 
data entry and analysis and for molecular modeling. 

The department actively encourages students to discover the excitement and chal- 
lenge of laboratory research. Research programs are conducted during both the aca- 
demic year and the summer. Students are paid for summer research either from college 
funds or from external grants that faculty receive to support their projects. The depart- 
ment also maintains an active internship program, actively assisting students in finding 
opportunities in industrial or academic laboratories. 

The department offers two degrees to those interested in chemistry and one for those 
interested in biochemistry. The Bachelor of Science in Chemistry is the more demand- 
ing of the two degrees in chemistry and is certified by the American Chemical Society. 
This degree has a required research component and is recommended for students who 
wish to become practicing chemists or enroll in graduate school. Other students opt for 
the standard Bachelor of Science, majoring in chemistry. 

The major in biochemistry is offered jointly with the Biology Department. For the 
major program and course descriptions in biochemistry, see page 45. 

The chemistry department also participates in the 3+2 Engineering Program and di- 
rects the chemical engineering track. For details, see Cooperative Programs on page 27. 

Degree Requirements: 

Degrees: Bachelor of Science in Chemistry, Bachelor of Science with a major in chem- 
istry. 

Ma/o/x- (B.S. in Chemistry) CHM 111, 112, 113, 114,213,214,215,216,222,230, 
305, 306, 307, 308, 311, 312, 321, 322, 411; BCMB 421; three credits from CHM 414- 



Lebanon Valley College Chemistry 63 



498 or 590 or BCMB 422; four credits of CHM 510; MAS 161, 162; PHY 111, 112 
(63-64 credits). 

(B.S., major in chemistry) CHM 1 1 1, 1 12, 1 13, 1 14, 213, 214, 215, 216, 222, 230, 305, 
306, 307, 308, 3 1 1 , 3 1 2, 32 1 , 322; MAS 1 6 1 , 1 62; PHY 111,112; (50-5 1 credits). 

Minor: CUM 111, 112, 113, 114; 12 credits from CHM 213, 214, 222, 305, 306, 31 1, 
312,411 or BCMB 421, 422; three credits from CHM 215, 216, 307, 308, 321, 322 or 
BCMB 430. 

Secondaiy Teacher Certification: In addition to a major in chemistry, students seeking 
secondary certification in chemistry must take BIO 111, 112; and BCMB 421. Certi- 
fication candidates must also complete 33 credits in coursework offered by the educa- 
tion department and other courses required for certification. See the education 
department section on pages 84-85 for additional information. 

Courses in Chemistiy (CHM): 

100. Introduction to Chemistry. An introduction to the principles of chemistry includ- 
ing mathematical tools, atomic structure, stoichiometry, elementary concepts of equi- 
librium, bonding, and organic chemistry. Intended for non-science majors. Laboratory 
experience included. 4 credits. Students who have received credit for CHM 1 1 1 may not 
take CHM 100. 

111, 112. Principles of Chemistry I, II. An introduction to chemistry for the science 
major. First semester topics include atomic and molecular structure, chemical reac- 
tions, calculations involving chemical concentrations, gas laws and bonding. Second se- 
mester covers kinetics, acids and bases, equilibrium, oxidation-reduction chemistry, 
thermodynamics, electrochemistry, and nuclear chemistry. Prerequisite: one year of 
high school chemistry for CHM 111; and CHM 111 for CHM 1 12 or permission. 3 
credits per semester. 

113, 114. Introductory Laboratory I, II. Laboratory courses to accompany 1 1 1 and 

1 12. Experiments cover stoichiometry, gas laws, quantitative analysis, equilibrium, elec- 
trochemistry, chemical synthesis, and the use of computers for collecting data. Students 
are introduced to instrumentation including pH meters, UV-visible spectrophotome- 
ters, and mass spectrometers. Prerequisite or corequisite: CHM 111 for CHM 1 13 and 
CHM 1 12 for CHM 1 14. 1 credit per semester. 

213, 214. Organic Chemistry I, II. An introduction to the principles of organic chem- 
istry. The focus of the course is on the structure of organic molecules and how the struc- 
ture of various functional groups affects their reactivity. The concepts of reactivity, 
structure and mechanism are applied to organic synthesis. Prerequisite: CHM 112 for 
CHM 213; and CHM 213 for CHM 214. 3 credits per semester. 

215, 216. Organic Laboratory I, II. An introduction to the practice of classical organic 
chemistry and modern instrumental organic chemistry. The techniques of organic syn- 
thesis are taught along with instrumental methods including infrared, nuclear magnetic 
resonance, and mass spectrometry. Prerequisite or corequisite: CHM 1 14 and CHM 
213 for CHM 215 and CHM 214 for CHM 216. 1 credit per semester. 



64 Chemistry 2009-20 1 Catalog 



222. Introductory Inorganic Chemistry. The application of elementary principles of 
chemistry to provide a basis for understanding the physical and chemical properties of 
the elements. Topics include periodicity, acidity or basicity of metal cations and oxoan- 
ions, precipitation reactions, oxidation-reduction chemistry, and the structures of solids. 
Prerequisite: CHM 1 12. 3 credits. 

230. Inorganic Chemistry laboratory. Students will learn a number of advanced syn- 
thetic methods including inert atmosphere manipulations, high vacuum and tempera- 
ture dehydrations, mixed solvent crystallizations, and photochemical transformations. 
Writing process. Corequisite: CHM 222. 1 credit. 

305. Analytical Chemistry. Topics for this course include statistical methods; activity 
and activity coefficients; chemical equilibria involving complex systems; volumetric 
analyses including acid/base, precipitation, redox, and compleximetric titrations; prin- 
ciples of electrochemistry, potentiometry, electrogravimetry, coulometry, and voltam- 
metry. Prerequisites: CHM 1 12 and MAS 161. 3 credits. 

306. Instrumental Analysis. Basic types of chemical instrumentation and their appli- 
cations in analytical chemistry are examined. These include gas and liquid chromatog- 
raphy; infrared, UV-VIS, fluorescence, atomic absorption, and plasma emission 
spectrophotometry; nuclear magnetic resonance and mass spectrometry. Prerequisites: 
CHM 214. 3 credits. 

307. Quantitative Analysis laboratory. Volumetric, spectrophotometric, and electro- 
chemical methods are applied to the analysis of unknowns. Prerequisite or corequisite: 
CHM 305. 1 credit. 

308. Instrumental Analysis Laboratory. Chemical instrumentation is utilized in ana- 
lytical method development and analysis. Prerequisite or corequisite: CHM 306. 1 
credit. 

311, 312. Physical Chemistry I, II. The study of chemical systems from a molecular 
perspective. Basic concepts of quantum chemistry applied to atomic and molecular 
structure. Thermodynamic laws and functions applied to mechanical, thermal, and ma- 
terial equilibrium in gases, liquids, and solids. Also included are electrochemical sys- 
tems, as well as kinetic and transport processes occurring in gases, in solutions, and at 
solid surfaces. Prerequisites: CHM 1 12, MAS 162, and PHY 104 or 1 12 for CHM 3 1 1 
and CHM 311 for CHM 312.3 credits per semester. 

321, 322. Physical Laboratory I, II. Experimental study of the principles of physical 
chemistry. Work involves spectroscopy (IR, UVA^IS, fluorescence, Raman, and NMR), 
calorimetry, refractometry, conductivity, and viscometry applied to atomic and molec- 
ular structure, thermodynamics, phase and reaction equilibrium, and chemical kinetics. 
Prerequisite or corequisite: CHM 3 1 1 for CHM 32 1 and CHM 3 12 for CHM 322. Writ- 
ing process. 1 credit per semester. 

360. The Teaching of Chemistry in Secondary Schools. A course designed for stu- 
dents seeking certification to teach chemistry in secondary education. Topics include 
evaluation of laboratory experiments, demonstrations, textbooks, and computer soft- 
ware. Prerequisites: CHM 112, 1 14. 3 credits. 

Lebanon Valley College Chemistry 65 




411. Advanced Inorganic Chemistry. A study of bonding theories, molecular struc- 
ture, spectroscopy and reaction mechanisms with special emphasis on transition metal 
complexes. Prerequisite: CHM 312. 3 credits. 

414. Advanced Organic Chemistry. A study of advanced topics in the field of organic 
chemistry. The course covers mechanistic and synthetic chemistry with an emphasis 
on current and classical organic chemical literature. Prerequisites: CHM 214. 3 credits 

421. Chemometrics. The application of multivariate statistics to experimental design 
and data analysis. Topics include experimental design, pattern recognition, calibration, 
optimization, signal processing, and peak resolution. Some familiarity with computers 
and chemical instrumentation is recommended. Prerequisite: CHM 112. 3 credits 

510. Chemical Research. Chemical research conducted under the supervision of a fac- 
ulty member. This course introduces the students to the methods and analysis involved 
in research. A major written report and an oral presentation are required. Prerequisites 
or corequisites: CHM 308 or 321 and senior standing or permission. 2 credits per se- 
mester. 3 credits if pursuing departmental honors. 

Course in Science (SCI): 

100. Introduction to Science. The study of scientific principles and experiments ap- 
plicable to a person's everyday experiences. Student projects are selected from the 
areas of biology, chemistry and physics. The course is open to all students and is ap- 
propriate for those intending to teach elementary school. Laboratory experience in- 
cluded. 4 credits. 

Faculty 

Marc A. Harris, associate professor of chemistry. 

Ph.D., University of Nevada, Reno. 

Research interests include the synthesis of macrocyclic azacrown and crown ether 

bipyridine analogues and their coordination complexes with Pt(II), Pd(II), and Rh(I). 



66 Chemistry 



2009-2010 Catalog 



These complexes are investigated for their host-guest interactions with both small al- 
kali metal cations and organic substrates. 

Anderson L. Marsh, assistant professor of chemistry. 

Ph.D., University of Michigan; postdoctoral study. University of California, Berkeley. 
Physical Chemistry. Marsh specializes in nanoscience and surface science. Current 
projects involve utilizing metal nanocatalysts for green hydrogenation reactions, prob- 
ing laser-induced photoreactions for amino acid synthesis on dust surfaces in the in- 
terstellar medium, and developing biocompatible semiconductor nanocrystals for 
phototherapy applications. 

Owen A. Moe, professor of chemistry. Chairperson. 
Ph.D., Purdue University; postdoctoral study, Cornell University. 
Analytical Chemistry/Biochemistry. Research interests in biochemistry involve eluci- 
dation of enzyme active site topography and function using enzyme kinetics, protein 
modification, and mass spectrometry. Research projects in analytical chemistry include 
studies of the solvent dependence of oxidation-reduction reactions of organic mole- 
cules and the applications of MALDl mass spectrometry to the study of proteins. 

Walter A. Patton, associate professor of chemistry. 

Ph.D., Lehigh University postdoctoral study. National Institutes of Health. 
Research interests include the elucidation of structure-function relationships in pro- 
teins. Most recently his work focuses on the features of E. coli GMP synthetase that fa- 
cilitate ammonia transfer from a domain where it is synthesized to the domain in which 
it is utilized. His work integrates chemical, biochemical, and molecular biological meth- 
ods (e.g. polymerase chain reaction) to make designer proteins at the DNA level. Once 
expressed in bacteria, these proteins are purified in order to study their function. 

Timothy J. Peelen, assistant professor of chemistry. 

Ph.D., University of Pittsburgh; postdoctoral study. University of Wisconsin-Madi- 
son. 

Research interests focus on the development of asymmetric reactions catalyzed by sim- 
ple organic molecules (organocatalysts). The reaction mechanisms of organocatalyzed 
reactions are studied by using kinetics and by structural analysis of reaction interme- 
diates. 

Donald B. Dahlberg, professor emeritus of chemistry. 

Ph.D., Cornell University 

Research interests in the area of chemometrics, the application of advanced statistical 

methods to chemistry. He works to apply chemometrics to analytical methods used in 

food and pharmaceutical industrial laboratories. He also serves as internship advisor in 

the natural sciences. 

Cynthia R. Johnston, lecturer in chemistry. 
B.S., Lebanon Valley College. 

Johnston is focusing her efforts on the development of science curricula for the ele- 
mentary school classroom and on instructing those studying to teach in the elementary 
school. 



Lebanon Valley College Chemistry 67 




lifWkafeag'j!!-,-' . . 



CITIZENSHIP EDUCATION PROGRAM 

The College offers a program for students seeking certification to teach Citizenship 
Education in the secondary schools. The program includes three required components: 
the Citizenship Education core, the secondary education core, and a major in one of the 
following disciplines: history, political science or economics. Graduation requirements 
for any of these majors are noted in this catalog under the appropriate department. There 
is no major in citizenship education. NOTE: The Commonwealth of Pennsylvania has 
also reinstated a social studies certification. The College anticipates that it will reinstate 
this certification program. Dr. James H. Broussard is the coordinator of the Citizenship 
Education Certification Program. 

Program Requirements: 

Citizenship Education core courses: ECN 101, 102; HIS 103, 105, 125, 126, 202; PSC 
110, 210, 245, an upper division course in American government (PSC 330 State and 
Local Politics recommended); and either HIS 360 or PSC 360. (36 credits). 

Secondary Education core courses: Certification candidates must also complete 33 
credits in coursework offered by the education department and other courses required 
for certification. See the education department section on pages 84-85 for additional 
information. 

Major courses: history or political science. (39-40 credits). 



68 Citizenship Education 



2009-2010 Catalog 



DIGITAL COMMUNICATIONS PROGRAM 

The Digital Communications Program explores the interrelated elements of com- 
munication, business, design, and computer science in a setting that emphasizes user- 
centered design. The program fosters critical reasoning, creativity, innovation, and 
problem solving so that graduates have the ability to evolve as quickly as current tech- 
nology. 

The program is interdisciplinary and combines classes from digital communications 
with those in art, business, English, and computer science departments into one de- 
gree. After graduating with a B.S. degree in digital communications, the student is pre- 
pared to enter a wide range of technology-related positions in advertising, marketing, 
public relations, information technology, journalism, graphic design, web/muhimedia 
design and development, and programming or further study in graduate programs such 
as communications, digital media/arts, library science, technical writing, instructional 
design, and business. 

User-centered design and usability testing provide the foundation for this discipline. 
Students will study art, writing, programming, and business in the context of design- 
ing projects, business plans, or programs that account for the interests, habits, and be- 
haviors of real users. They will study the interdisciplinary techniques with which 
content is created, processed, and delivered. They will apply these theories in design- 
ing effective communications and will employ existing multimedia technologies and us- 
ability testing strategies to create and test those projects and ideas they develop. 
Students will also carefully consider the ethical and legal ramifications of the infor- 
mation technology revolution. 

The program, designed to be interdisciplinary and integrative, emphasizes critical 
thinking, creativity, and analysis, rather than specific applications and technologies. 
Students in the program will complete advanced coursework in one of the four areas to 
form a concentration in business, communications, computer science, or design. The 
General Education Program at the College, together with the courses in the students' 
concentration, will expose the students to the fundamental questions of how informa- 
tion is created, processed, understood, and communicated. 

Degree Requirements: 

Degree: Bachelor of Science with a major in Digital Communications. (51 credits.) 

Major Core: DCOM 130, 230, 330; CSC 115, DCOM 100, 200, 300; ART 213/DCOM 
255, 256; DCOM 265, 365; DCOM 285, 385; DCOM 099, 400, 430, 440. 

In addition to the core, each major must select a concentration in design, business, com- 
munications, or computer science and take three additional courses in the concentration. 
At the discretion of the student's advisor, courses from other concentrations or from 
outside DCOM can be used to satisfy the required courses in business, communica- 
tions, and design. 

Business: BUS 130; and at least two courses from the following list: BUS 230, 285, 340, 

341,350, 374, 376, or 460. 

Communications: DCOM 216, 375, 485, 495; ENG 213, 214, 215, 310, 312, 313, 314, 

315,321,380 



Lebanon Valley College Digital Communications 69 



Design: ART 105, 211, 215, 217, 307, 319, 351, 405; DCOM 210, 344/345, 375 with 

at least one course at the 300 level. 

Computer Science: CSC 131, 1 32, 23 1 . Note that 23 1 will have a prerequisite of MAS 

161. 

Courses in Digital Communications (DCOM): 

099. Portfolio. A formal collection of the student's completed work to be presented be- 
fore the DCOM faculty and students as part of the student's formal request to take 
DCOM 400 (Internship). The portfolio must be both in print and in an appropriate elec- 
tronic form, include a resume, and contain examples of the student's work in both their 
concentration and the core. Graded pass/fail. Typically taken during the fall semester 
of junior year. credits. -^ 

100. Web Authoring. This practical, hands-on course teaches how to use the authoring 
software Dreamweaver and HTML to create simple web pages and page layouts. Stu- 
dents will gain facility using web authoring software (Dreamweaver) and will be able 
to read and write effective, simple HTML code. It is a one-day-per-week, one-hour 
course that will emphasize completing daily assignments, in-class work, and quizzes. 
Corequisite: DCOM 130. 1 credit. 

130. Principles of Information Design. This class surveys the principles and practices 
of user-centered design (research/observation, design, prototyping, and usability test- 
ing), information design, information architecture, interaction design, interface design, 
and digital infrastructure. Website design will be introduced as a model for integrating 
the interdisciplinary components of the field of digital communications. Corequisite: 
DCOM 100. 3 credits. 

200. Design Authoring. This hands-on, one-credit course teaches advanced uses for 
vector-based graphic authoring software (Illustrator) and layout authoring software (In- 
Design). This course is a required class for all DCOM majors. Each class will meet 
once a week for one hour and require that students complete daily assignments, in class 
work, and quizzes. 1 credit. 

210. Graphic Design. An introductory studio/lecture course designed to increase visual 
literacy and vocabulary, develop design skills, and present the creative possibilities of 
the computer as an art-making and editing tool. 3 credits. 

230. Information Law and Ethics. This course will examine the legal and ethical issues 
arising from the information age. Topics such as copyright, patent, privacy, security, 
libel, liability, and government regulation will be explored. 3 credits. 

255. Fundamentals of Design. An introduction to the fijndamental elements of art and 
design. Students work with graphic symbols, theories of visual perception, principles 
of composition, and color interaction in a variety of studio projects. 3 credits. [Cross- 
listed as Art 213.] 

256. Digital Graphic Design. The course will focus on blending the creative and tech- 
nical aspects of developing electronic images. Students will apply traditional art meth- 
ods and techniques to the electronic canvas. Additionally, the course will serve to 



70 Digital Communications 2009-2010 Catalog 




provide a historical perspective of electronic imaging, and examine the limitations and 
possibilities of working in the electronic medium. 3 credits. 

265. E-Commerce. An exploration of the important technologies related to doing busi- 
ness on the Internet. Topics include e-commerce, advertising, customer support, and 
business-to-business applications. Emphasis on how businesses implement these tech- 
nologies, resource requirements, cost-to-benefit analysis. 3 credits. 

285. Writing for Digital Media. This course will provide students with the skills, the- 
ories of design, and experience to design viable digital media projects that meet spe- 
cific goals and target specific audiences. Prerequisite: DCOM 130, or permission. 
Offered fall semester. Writing process. 3 credits. 

300. Dynamic Authoring. This is a hands-on course that teaches students how to use 
Flash to create basic interactive or dynamic objects. One-day-per-week, one-hour class 
that will emphasize completing daily assignments, in-class work, and quizzes. Coreq- 
uisite: DCOM 385. 1 credit. 

330. Usability Design and Testing. The course emphasizes planning, conducting, and 
analyzing usability tests. The course will teach the basic concepts of usability research 
and the practice of usability testing in a lab setting. Using the principles and techniques 
of usability testing, students will research the effectiveness of online and print docu- 
ments, and physical objects, using video and digital equipment, with emphasis on 
rhetorical effectiveness and usability of information design and architecture, graphics, 
text, design, and format. 3 credits. 



Lebanon Valley College 



Digital Communications 71 



344. Digital Video Authoring. This is a, hands-on course that teaches students how to 
use video editing software to edit video and create video effects. One-day-per-week, 
one-hour class that will emphasize completing daily assignments, in class work, and 
quizzes. Corequisite: DCOM 345. 1 credit. 

345. Digital Video. This course introduces students to the basic principles and prac- 
tices of digital video creation and production. This course allows the student to build 
their digital video making skills by having them conceive, storyboard, film, edit, and 
author projects in DVD format. To complement their practical knowledge, the course 
gives the students theoretical understanding of how moving and time-based imagery 
function both conceptually and expressively. Corequisite: DCOM 344. 3 credits. 

365. Business of Information. An exploration of the way businesses utilize technology 
to operate effectively. The course will focus on how businesses generate, manage, store, 
and distribute information that is key to performance of business objectives. Topics 
will include Enterprise Resource Planning (ERP), Customer Relationship Management 
(CRM), Supply Chain Management (SCM), e-Marketing, and Business Intelligence. 
Prerequisite: DCOM 265, or permission. 3 credits. 

375. Advanced Website Design. Students will learn programming and scripting for the 
web. This should teach the importance of clean, semantic markup coupled with ad- 
vanced CSS techniques of today and tomorrow [CSS3]. Also cross browser compati- 
bility, web accessibility, and web standards. Topics to be covered would be CSS and 
XHTML. Students begin by learning how web pages are structured and styled with 
scripting, then learn to use advanced applications to create sophisticated presentation 
and interactive effects, including typographical and layout control, and interactive ele- 
ments. Students receive hands-on experience programming in web/multimedia proj- 
ects and learn to create advanced Web sites and multimedia projects using current 
scripting languages and website authoring software. Prerequisite DCOM 130. 3 cred- 
its. 

385. Multimedia. This course will reinforce and build upon the design skills, theories, 
and experience from Writing for Digital Media I, and focus on the production and post- 
production/development process. Prerequisite: DCOM 285, or permission. Corequi- 
site: DCOM 300. 3 credits. 

430. Capstone — Project Management. This capstone courses teaches the theory and 
application of planning projects in the field of digital communications. The course cov- 
ers principles of project management, research, and project strategy. Additionally, top- 
ics of professionalism, client interface, modes of communication, and collaborative 
group theory and practice are explored. 3 credits. 

440. Capstone — Research and Development. This course is a practicum class where 
students work on a project for external clients. This course simulates the collaborative 
and interdisciplinary environment of the field of digital communications and empha- 
sizes usability testing in the identification of a problem, in formative testing and pro- 
totyping of potential design ideas, and summative testing of the final project. The course 
takes the integrative theory and skills from the four areas of concentration (visual, con- 
tent, commercial, and technological) and builds upon the theory and application ex- 

72 Digital Communications 2009-2010 Catalog 



plored in the first Capstone course to develop a multi-disciplinary team of students to 
deliver an appropriate project. 3 credits. 

485. Media Theory. This course explores the influence of technology on literary (writ- 
ten) culture, establishing a historical perspective on the way we produce, communicate, 
and receive cultural works and how different technologies influence the production, 
dissemination, and reception of cultural artifacts. Prerequisite: junior standing or per- 
mission. 3 credits. 

495. Stoiytelling: Books to Video Games. From classic novels and poetry, to popular 
fiction, to hypertext/media, participants will explore how the art of storytelling changes 
with the medium in which the story is told. This course first focuses on close reading 
and analysis of literature, and then explores the aesthetic and theoretical implications 
and opportunities of hypertext/media that have created a rich new platform for the cre- 
ation of literary and artistic works. Prerequisite: Junior standing or permission. This 
course fulfills an English 390 (Literature) requirement. It also meets an L5 require- 
ment in the General Education Program. 3 credits. 

Faculty 
Joel A. Kline, associate professor of business administration and digital commu- 
nications. 

M.J.P.R.A. Temple University; A. B.D., Texas Technological University. 

Jeffrey J. Ritchie, associate professor of English and digital communications. Direc- 
tor of the Digital Communications Program. 
Ph.D., Arizona State University. 

Grant D. Taylor, assistant professor of art and digital communications. 
Ph.D. University of Western Australia. 

Scott F. Landis, adjunct instructor in digital communications. 

J.D., The Dickinson School of Law. 

Landis is a partner with the central Pennsylvania law firm of Barley Snyder, LLC, 

where he counsels clients in the areas of copyrights, trademarks, trade secrets, software 

and technology licensing, Internet and e-commerce law, and general business issues. He 

teaches Information Law and Ethics. 



Lebanon Valley College Digital Communications 73 



DEPARTMENT OF EDUCATION 

The State of Pennsylvania is in the process of making major changes to all 
teacher certification programs across the State of Pennsylvania. These changes go 
into effect with the incoming class of 2009 and will result in the old certification 
requirements becoming void after January 1, 2013 . Any certification program 
begun before the fall semester 2009 and not completed before January 1, 2013 will 
result in the State not accepting your application for certification. There is no pro- 
vision in the law for exceptions to this rule. 

Prior to the incoming class of 2009, the Department of Education certified students 
in elementary education (K-grade 6), special education (K-grade 12), English as a 
Second Language (ESL, K-grade 12), and secondary education (grade 7-grade 12). 

Beginning with the incoming class of 2009, the current elementary (K-6) and spe- 
cial education (K-grade 12) certifications will no longer be issued by the Pennsylva- 
nia Department of Education. These programs are replaced with three new certificates; 
Early Childhood Education (ECE, PreK-grade 4), Middle Level (grade 4-grade 8) and 
a new Special Education (PreK-grade 8) major. The College anticipates offering a Mid- 
dle Level major starting fall 2010. The Lebanon Valley College Education Department 
does not offer a certification in Special Education (grade 7-grade 12). 

Regardless of your certification program, you will learn how to put educational the- 
ory into practice using the latest teaching methodologies. Beginning in your freshman 
year and continuing through your senior year, you will observe talented teachers at 
work in a variety of classroom settings with all types of students. After observing 
classes, you will go from tutoring individuals to actually planning and teaching les- 
sons. By your senior year you will begin practicing your profession as a full-time stu- 
dent teacher. 

Post-baccalaureate certification is also available for those who wish to become teach- 
ers or for those already certified who want to add early childhood education, special ed- 
ucation (PreK-grade 8), or a secondary certification area to an existing certificate. 

Certification in two or more areas of teacher preparation is possible; however, such 
certification requires meticulous attention to scheduling and may require additional se- 
mesters. Early Childhood Education majors who, as freshmen, begin to pursue ECE, or 
ECE/special education (PreK-grade 8) certifications, will be able to complete them 
within their four years of study, unless they add other elements to their studies, such as 
pursuing an additional minor, double majoring in content areas outside the Education 
Department, going abroad, etc. Careful and early scheduling can avoid misconceptions 
about such issues. 

The Education Department is intent on preparing well-rounded and qualified grad- 
uates who will exercise genuinely professional and personal leadership roles in the 
schools and communities where they will live and work. 

In accord with the regulations set forth in Chapter 354 and Chapter 49-2 of the Penn- 
sylvania School Code, the following criteria must be met by all candidates who seek 
teacher certification at Lebanon Valley College: 

I. Admission to teacher certification candidacy (Chapter 354) is neither automatic 
nor synonymous with admission to the College or to the major. 

IL All teacher candidates must be admitted to teacher certification candidacy by a 

74 Education 2009-2010 Catalog 



formal and clearly delineated process that is distinct from admission to the College 
and/or to the major. 

III. Admission to teacher certification candidacy is contingent upon the completion 
of these criteria: 

(1) completion of a minimum of 48 college credits; 

(2) an overall GPA, after having completed 48 or more college credits, of at least 
3.0; 

(3) completion of at least one English composition course; 

(4) completion of one English or American literature course; 

(5) completion of two college level mathematics courses; 

(6) passing scores on these PRAXIS Tests: PPST Reading; PPST: Writing; 
PPST: Mathematics. 

(7) completion of the Application for Admission to Teacher Certification Can- 
didacy form, available from the major adviser. 

IV Those students who do not meet the above criteria may continue to pursue teacher 
certification, even though they are not and cannot be considered candidates for teacher 
certification until all of the above requirements have been met. 

V. Once all of the above requirements have been met, the student must see his or her 
advisor to complete the Application for Admission to Teacher Certification Candidacy 
form, 

VI. Students who are not formally admitted to teacher certification candidacy can- 
not student teach nor will they be able to be recommended for teacher certification 
upon graduation. 

VU. Students who have been formally admitted to teacher certification candidacy, but 
who afterward fall below the required overall GPA of 3.0, may continue in the program; 
however, they may not student teach unless and until they have achieved the required 
overall GPA of 3.0. 

VIII. Students must have the required overall GPA of 3.0 at the time of graduation 
in order to be eligible for recommendation by the college for teacher certification. 

The Chapter 49-2 regulations redefine the certification requirements for elemen- 
tary education and special education in Pennsylvania. In addition, this law mandates that 
all certification students receive nine credits, or the equivalent, of instruction in Spe- 
cial Education and three credits, or the equivalent, of instruction in English as a Sec- 
ond Language (ESL). 

Title II 

In accordance with state and federal regulations, Lebanon Valley College regularly 
reports the aggregate student data to the Pennsylvania Department of Education. HE A 
- Title II 2006-2007 academic data (the last year of available data) shows the Basic 
Skills pass rate for the 97 students taking the assessment to be 96/97 or 99 percent, the 
Academic Content Areas (reported elementary, music) pass rate for the 78 students tak- 
ing the assessment to be 76/78 or 97 percent, and the Teaching Special Populations 
(special education) pass rate for the 84 students taking the assessment to be 84/84 or 
100 percent. Many factors, such as the number of students in the program, number of 

Lebanon Valley College Education 75 



tests required for licensure, the number of licensure candidates who complete all re- 
quired exams before graduation, and the number of teacher certification candidates 
who actually take the licensure exams, affect the overall College scores. 

Education Program 

Degree Requirements: 

There is no major or minor in general education. 

Courses in Education (EDU): 

110. Foundations of Education. A study of the legal, social, historical and philosoph- 
ical foundations of American education correlated with a survey of the principles and 
theories of influential educators. Includes required weekly field practicum (two hours 
per week minimum). Limited to any student desiring teacher certification in any 7-12 
secondary or K-12 content area with an approved PDE certification program or per- 
mission of instructor. 3 credits. This course is not open to music education majors 

140. Educational Technology and Instructional Media. An introduction to the educa- 
tional technologies used in the classroom based on the Pennsylvania Science and Tech- 
nology Standards. Among the topics covered are computer hardware, peripherals, and 
operating systems; multimedia production; software evaluation and use; web page eval- 
uation and construction; and ethical and societal issues related to the use of technology. 
Prerequisites: freshman or sophomore education majors or other certification candi- 
dates with permission of the instructor. 3 credits. 

240. Language, Cultural Diversity and Academic Achievement: PreK-Grade 8. This 
course is designed for the pre-service music, art, language, early childhood education, 
or middle school educator to gain an understanding of the complex factors impacting 
the education and language acquisition of the diverse language and cultural minority 
groups of the United States. This course may be taken while student teaching. Social 
Diversity Studies. Prerequisite: permission of instructor. 3 credits. 

245. Language, Cultural Diversity and Academic Achievement: Grade 7-Grade 12. 

This course is designed to allow the pre-service music, art, language, or grade 7-grade 
12 secondary teacher certification candidate to gain an understanding of the complex 
factors impacting the education and language acquisition of the diverse language and 
cultural minority groups of the United States. This may be taken while student teach- 
ing. Social Diversity Studies. Prerequisite: permission of instructor. 3 credits. 

450. Curriculum and Instruction for the Young Adolescent. The course will examine 
the historic and philosophic contexts of middle level education and current issues af- 
fecting middle schools including the specific characteristics of young adolescents, de- 
velopmentally appropriate curriculum, instruction and assessment, the guidance and 
teaching roles of middle school teachers, cultural diversity and communication with 
parents and the public. Prerequisite: Limited to teacher certification candidates or per- 
mission of instructor. 3 credits. 



76 Education 2009-2010 Catalog 



Early Childhood Education 
PreK to Grade 4 (beginning with incoming class 2009) 

The Education Department is committed to preparing early childhood education 
majors who have a thorough grounding in the disciplines they will teach within the 
context of a strong liberal arts foundation. The program includes intensive training in 
the content and methodologies of all early elementary education content areas. 

The field-centered component in the program requires extensive and carefully se- 
quenced opportunities to work with teachers and children in a variety of school set- 
tings during all four years of preparation for teaching. The Education Department has 
established strong relationships with local public, parochial, and private schools. De- 
pending on the course, majors spend between two and five hours per week each se- 
mester in various classrooms, observing teachers and children, aiding, tutoring, 
providing small-group and whole-class instruction, and completing tasks on increas- 
ingly challenging levels of involvement. Student teacher candidates spend the semes- 
ter immediately preceding the student teaching semester with their assigned cooperating 
teachers. Seniors spend the fall semester in full-time student teaching with cooperating 
teachers who have been carefully chosen for that role. Additional opportunities are pro- 
vided for our students to work in nursery schools, child care centers, middle schools, 
and in classes for exceptional children. 

Degree Requirements: 

Degree: Bachelor of Science with a major in early childhood education. 

Major: Early childhood education majors must take: ECE 110, 115,210, 220, 230, 240, 
310, 320, 330, 335, 340, 350, 360, 370, 380, 385, 410; EDU 140, 240; SPE 250, 255; 
two college-level mathematics courses, an English composition course, and an Amer- 
ican or British literature course (75 credits). 

Note: Students may graduate with the B.S. degree without completing student teach- 
ing. Students who are pursuing teacher certification must also complete 1 2 credit hours 
of ECE 440 Student Teaching in addition to completing all requirements for the major 
in Early Childhood Education Education. 

Courses in Early Childhood Education (ECE): 

ECE 110. Child Development I. This course will provide an overview of early child- 
hood educators' beliefs that inquiry learning through curriculum integration is the most 
effective way to teach young children. The emergence of constructivism and the age- 
related patterns of intellecmal growth will be examined. This knowledge will be es- 
sential for pre-service teachers learning to make competent decisions about curriculum 
and teaching methodology. The delivery approach will follow a theory-to-practice for- 
mat so students can "see" how an understanding of theories of development and rela- 
tionships enhances practice and planning. 3 credits. 

ECE 115. Child Development II. This course will provide an understanding of the 
overall patterns of child development and learning. The student will gain insight into 
the relationships between child development, learning and teaching, and the variation 
from these typical patterns. The emphasis will be placed on reviewing the characteris- 
tics of children at different ages and stages of development. Specific developmental 
appropriate practices for school-aged children will be examined. Delivery approach 

Lebanon Valley College Education 77 



will include, but not be limited to authentic classroom videos, analyzing and respond- 
ing to real student and teacher artifacts, case studies, and simulations. 3 credits. 

ECE 210. Family Partnerships. This course will focus on the developmental tasks and 
perspectives of the adults in children's lives. Students will spend time understanding the 
roles of parents, teachers, and other caregivers in the lives of young children as they 
work to form caring relationships with those around them. The delivery approach will 
follow a theory-to-practice format so students can "see" how an understanding of the- 
ories of development and relationships enhances practice. The professor will promote 
experiential learning, critical thinking, synthesis, planning, evaluation, and action. Pre- 
requisite: ECE 110, 115, EDU 140, limited to early childhood education majors or per- 
mission of the instructor. 3 credits. '^^ 

ECE 220. Theory and Practices. This course will involve an in-depth examination of 
child development and learning, family and community relationships, effective assess- 
ment strategies, developmentally effective approaches to teaching and learning, and 
ethical guidelines related to early childhood practice. Students will have opportunities 
to view and design challenging learning environments. They will practice using obser- 
vation, documentation, and other appropriate assessment tools and approaches in field 
experiences. Delivery approach will include, but not be limited to analyzing and re- 
sponding to authentic classroom artifacts, case study analysis, simulations, journal cri- 
tiques, and field experiences. Prerequisite: ECE 110, 115, EDU 140, limited to early 
childhood education majors or permission of the instructor. 3 credits. 

ECE 230. Creative Arts. This course will begin with a definition of creativity as it ap- 
plies to young children in the early childhood classroom. Specific attention will be 
given to clarifying the importance of art, music, and drama in child development and 
learning. Delivery approach will include, but not be limited to authentic classroom 
video viewing, field observations, group presentations, and research articles. Prereq- 
uisite: ECE 110, 115, EDU 140, limited to early childhood education majors or per- 
mission of the instructor. 3 credits. 

ECE 240. Literacy and Literature 1. A course that will focus on the growth and de- 
velopment of the young, emergent reader. The course foundation will be supported by 
both a balanced literacy approach and the Pennsylvania Academic Standards for Read- 
ing, Writing, Speaking, and Listening. Stressing the importance of early intervention, 
students will explore a variety of strategies, methods, and assessments to teach reading 
supported by research. These include, but are not limited to phonological awareness, let- 
ter recognition, sound symbol relationships, vocabulary development, kid writing, and 
inventive spelling. Prerequisite: ECE 110, 115, EDU 140, limited to early childhood ed- 
ucation majors or permission of the instructor. 3 credits. 

ECE 310. Social Studies Methods. This course is designed to introduce the complex- 
ity of social studies and draws on years of related research that demonstrates the im- 
portance of inquiry learning to deepen children's understanding of the integrated 
curriculum. The areas of child development related to the social studies, the current 
national standards and practical ideas for teaching will also be examined. Delivery ap- 
proach will include, but not be limited to inquiry-oriented instruction, class discus- 



78 Education 2009-2010 Catalog 



sions, demonstrations of early concrete learning experiences and hands-on experience 
with various social studies programs. Prerequisite: ECE 1 10, 1 15, EDU 140, limited to 
early childhood education majors or permission of the instructor. 3 credits. 

ECE 320. Program Design and Curriculum Development. This course provides a 
comprehensive, balanced overview of early childhood education. Understanding child 
development, play, guidance, working with families and communities, and diversity 
are the five essential elements of early education that are addressed in this course. The 
delivery approach will include, but not be limited to classroom video reflections, re- 
search articles, technology experiences, and case study analyses and simulations. Pre- 
requisite: ECE 110, 115, EDU 140, limited to early childhood education majors or 
permission of the instructor. 3 credits. 

ECE 330. Literacy and Literature II. A course that will focus on the growth and de- 
velopment of the beginning reader. The course foundation will be supported by both a 
balanced literacy approach and the PDE standards for reading, writing, speaking, and 
listening. Stressing the importance of a strong foundation in phonics, vocabulary, flu- 
ency, and comprehension, students will explore a variety of strategies, methods and as- 
sessments to teach reading supported by research. Students will explore types of 
writing, the writing process, and conventional spelling instruction. As the writing 
process is taught, students will demonstrate the process by writing a 3000-word paper 
on a topic related to the course. The professor will conference with each student dur- 
ing the revision and editing stages of the process. ECE 330 is writing process. Prereq- 
uisite: ECE 110, 115, 240, EDU 140, limited to early childhood education majors or 
permission of the instructor. 3 credits. 

ECE 335. Literacy and Literature III. A course that will focus on the growth and con- 
tinued development of the beginning reader as independent reading within the cur- 
riculum becomes necessary. The course foundation will be supported by both a balanced 
literacy approach and the PDE standards for reading, writing, speaking, and listening. 
Stressing the importance of comprehension, students will explore a variety if strate- 
gies, methods, and assessments to teach reading and writing across the content areas as 
supported by research. This includes, but is not limited to writing short stories and in- 
formal pieces with an understanding of the stylistic aspects and conventions of com- 
position. Prerequisite: ECE 110, 1 15, 240, 330, EDU 140, limited to early childhood 
education majors or permission of the instructor. 3 credits. 

ECE 340. Teacher Researcher. This course will begin with an overview of national, 
state and local interests that continue to inspire educators, businesses, and government 
to become more involved in discussions and to offer solutions, including legislative so- 
lutions, to assure children's success across the nation. Students will be prepared to make 
informed, research-based professional decisions about each of their students on a daily 
basis, using ongoing observation and diagnosis to support their decisions. Delivery ap- 
proach will include, but not be limited to critiques of prototypical examples of effec- 
tive practices according to research, modeling evidence-based strategies for the 
culturally and linguistically diverse learners, informational reading and writing. Pre- 
requisite: ECE 110, 115, EDU 140, limited to early childhood education majors or per- 
mission of the instructor. 3 credits. 

Lebanon Valley College Education 79 



ECE 350. Child Wellness. This course will outline common safety issues and guidelines 
that all adults can employ to help prevent serious injuries (and lawsuits) to children and 
simultaneously help orient children to safe play practices. This course will also address 
modem societal pressures that have resulted in fewer opportunities to develop the motor 
and cognitive skills needed for safe play Delivery approach will include, but not be 
limited to, authentic indoor and outdoor classroom video viewing, field observations, 
group presentations, and research articles. Prerequisite: ECE 110, 115, EDU 140, lim- 
ited to early childhood education majors or permission of the instructor. 3 credits. 

ECE 360. Math Methods. This course will begin with a historical overview of mathe- 
matics teaching and learning for young children. Current ideas on teaching mathemat- 
ics will be introduced, as well as the many ways to incorporate mathematics learning 
into everyday classroom life. Assessments that encompass both understanding and pro- 
cedural skills will be introduced. Curricular expectations related to number and oper- 
ations, geometry, measurement, algebra, and data analysis and probability will be 
explored. Delivery approach will include, but not be limited to inquiry-based instruc- 
tion, journal critiques, and children's literature with mathematical themes, subplots, 
and references. Prerequisite: ECE 110, 115, EDU 140, limited to early childhood edu- 
cation majors or permission of the instructor. 3 credits. 

ECE 370. Play and Projects. This course is about children's play and development be- 
ginning with a history of ideas, beliefs, and activities of play, the early and contempo- 
rary theories of play; and how scholars explain its meaning, functions, and 
developmental benefits. Students will gain an understanding of the developmental ad- 
vantages of children's free play and the disadvantages of not playing. Delivery approach 
will include, but not be limited to lecture, individual and group presentations, field- 
work observations, and journaling. Prerequisite: ECE 110, 115, EDU 140, limited to 
early childhood education majors or permission of the instructor. 3 credits. 

ECE 380. Science Methods. This course is designed to introduce the major areas of sci- 
ence instruction and define the relative importance of science content, processes, skills, 
and attitudes needed for young children to successfully understand science. National 
Science Education Standards will be examined to identify what children at different 
ages and stages should know and be able to do in the area of science. Delivery approach 
will include, but not be limited to inquiry-oriented instruction, class discussions, inte- 
grated unit plans, and hands-on experience with various science programs. Prerequisite: 
ECE 110, 115, EDU 140, limited to early childhood education majors or permission of 
the instructor. 3 credits. 

ECE 385. Advocacy, Leadership, and Collaboration. This course will begin with an ex- 
amination of the professional and ethical standards expected of an early childhood ed- 
ucator. Collaboration with families, the community, and public agencies will be 
practiced and further developed through co-teaching opportunities. Delivery approach 
will include, but not be limited to field experiences, class discussions, simulations and 
reflective writings. Prerequisite: ECE 110, 115, EDU 140, limited to early childhood 
education majors or permission of the instructor. 3 credits 

ECE 410. Senior Capstone. Special topics related to current concerns in education are 
researched and presented by the students in the course. Issues related to teaching and 

80 Education 2009-2010 Catalog 



to further professional growth are explored. Teams of students are required to do ex- 
tensive research in an approved topic and to make a computer-based multimedia pres- 
entation of that research to the class. Prerequisite: Limited to senior early childhood 
elementary education majors or permission of instructor. 3 credits. 

ECE 440. ECE Student Teaching. Each student spends an entire semester in an area 
school under the supervision of a carefully selected cooperating teacher. Open to sen- 
iors or students who are seeking certification only. Prerequisites: Cumulative, calculated 
grade point average of 3.000; all Act 354 and Act 49-2 course requirements; EDU 140; 
ECE 1 10, 115, 210, 220, 230, 240, 310, 320, 330, 335, 340, 350, 360, 370, 380, 385, 
410; and permission of the Education Department faculty. 12 credits. 

Elementary Education (Teacher Certification) Program 

Prior to Fall 2009 

(This degree is being phased out of the curriculum and 
is not be available to students entering LVC during the fall 2009 semester.) 

The Education Department is committed to preparing elementary education majors 
who have a thorough grounding in the disciplines they will teach within the context of 
a strong liberal arts foundation. The program includes intensive training in the content 
and methodologies of all elementary school subjects. 

The field-centered component in the program requires extensive and carefully se- 
quenced opportunities to work with teachers and children in a variety of school set- 
tings during all four years of preparation for teaching. The Education Department has 
established strong relationships with local public, parochial and private schools. Majors 
spend an average of two hours per week each semester in various classrooms, observ- 
ing teachers and children, aiding, tutoring, providing small-group and whole-class in- 
struction, and completing tasks on increasingly challenging levels of involvement. 
Student teacher candidates spend the semester immediately preceding the student teach- 
ing semester with their assigned cooperating teachers. Seniors spend the fall semester 
in full-time student teaching with cooperating teachers who have been carefully cho- 
sen for that role. Additional opportunities are provided for our students to work in nurs- 
ery schools, child care centers, middle schools, and in classes for exceptional children. 

Degree Requirements: 

Degree: Bachelor of Science with a major in elementary education. 

Major: Elementary education majors must take: EDU 1 10, 140, 310; ELM 130, 220, 
230 250, 271, 332, 344, 362, 371, 372, 401 or ART 120, 499; HIS 125; two college- 
level mathematics courses, an English composition course, and an American or British 
literature course; PSY 180 (52-56 credits). 

Note: Students may graduate with the BS degree without completing student teaching. 
Students who are pursuing teacher certification must also complete 12 credit hours of 
ELM 440 Student Teaching in addition to completing all requirements for the major in 
Elementary Education. 

Courses in Elementary Education (ELM): 

130. Science I. A survey of basic science concepts in earth and space science, physi- 
cal science (physics and chemistry), biological science and environmental/ecological 

Lebanon Valley College Education 8 1 



studies based on the study of the Lithosphere/Biosphere relationships of physical ge- 
ography. The basic science concepts and their content are derived from the Chapter 48 
Pennsylvania K-12 Academic Standards of Science and Technology, Environmen- 
tal/Ecological Education and Geography, the National Geography Standards, the Coun- 
cil of Social Studies Strands, and the National Geographic's Six Themes of Geography. 
Attention will be given to such concepts as the solar system; solar energy: representa- 
tions of the earth's movement; landforms, soils, and biome regions; processes that form 
and change the earth's surface; biogeography - flora and fauna, ecosystems, ecology, 
and environmental influences. Students explore, through different modes of authentic 
and formal assessment, media and technology and hands-on activities, the impact of sci- 
ence, technology, environmental/ecological education and geography have on their lives. 
Prerequisite: Limited to education majors or permission of instructor. 3 credits 

220. Music in the Elementary School. A course designed to aid elementary education 
majors in developing music skills for the classroom, including the playing of instru- 
ments, singing, using notation, listening, movement and creative applications. Limited 
to education majors or permission of instructor. [Cross-listed as Music Education 220.] 
3 credits. 

230. Science II. A survey of basic science concepts in earth and space science, physi- 
cal science (physics and chemistry), biological science and environmental/ecological 
studies based on the study of the Lithosphere/Biosphere relationships of physical ge- 
ography. The basic science concepts and their content are derived from the Chapter 48 
Pennsylvania K-12 Academic Standards of Science and Technology, Environmen- 
tal/Ecological Education and Geography, the National Geography Standards, the Coun- 
cil of Social Studies Strands, and the National Geographic's Six Themes of Geography. 
Attention will be given to such concepts as the atmosphere/ocean connection, 
weather/climate and climate regions of the earth, the chemical and physical impact of 
the hydrosphere/atmosphere on the lithosphere and biosphere and the environmen- 
tal/ecological influences of the hydrosphere/atmosphere on the lithosphere and bios- 
phere. Students explore, through different modes of authentic assessment and formal 
assessment, media and technology and hands-on activities, the impact that science, 
technology, envirormiental/ecological education and geography have on their lives. Pre- 
requisite: Limited to education majors or permission of instructor. 3 credits 

250. Mathematics in the Elementary School. A study of basic preschool to sixth grade 
mathematical concepts with major emphasis on the NCTM and Pennsylvania Academic 
Standards for Mathematics, the integration of media and technology, writing across the 
curriculum, student assessments and exceptional children. Attention is given to the de- 
velopment of hands-on teaching activities, simulations and experiences which can be 
utilized effectively with any classroom population. Limited to education majors or per- 
mission of instructor. 3 credits. 

271. Literacy and Literature I. A course that will focus on the growth and development 
of the young, emergent reader. The course foundation will be supported by both a bal- 
anced literacy approach and the Pennsylvania Academic Standards for Reading. Writing, 
Speaking and Listening. Stressing the importance of early intervention, students will 
explore a variety of strategies, methods and assessments to teach reading supported by 

82 Education 2009-20 1 Catalog 



research. These include, but are not hmited to phonological awareness, letter recognition, 
sound symbol relationships, vocabulary development, kid writing and inventive spelling. 
Prerequisite: Limited to education majors or permission of instructor. 3 credits. 

281-286. Field Practiciim in the Elementary School. Supervised weekly field expe- 
riences (two hours per week minimum) in appropriate school settings. Prerequisite: 
permission. credits. 

332. The Physical Sciences in the Elementaiy School. A study of basic concepts in 
general science, earth and space science, physical and biological science, and environ- 
mental studies based on the Pennsylvania Academic Standards for Science and Tech- 
nology. The course emphasizes the experiential nature of science in the elementary 
classroom with special attention to materials, media and technology, writing across the 
curriculum, authentic assessment, exceptional children, and methodologies appropriate 
for kindergarten through sixth grade students. The course integrates a multidisciplined, 
whole language approach to teaching physical and environmental science. Prerequi- 
site: Limited to education majors or permission of instructor. 3 credits. 

344. Health Education in the Schools. Provides the background infonnation and skills 
teachers need to implement comprehensive school health education. The course in- 
cludes information on the six categories of risk behavior identified by the Center for 
Disease Control and Prevention and the Pennsylvania Academic Standards for Science 
and Technology. The course examines the objectives of Healthy People 2000, the eight 
components in comprehensive school health, the Safe Schools Act, the National Health 
Education Standards, comprehensive school health programs, the 10 content areas of 
health education, and instructional strategies and materials appropriate to the teaching 
of health in today's schools. Attention is given to the ethical, moral and religious issues 
often associated with this area of the school curriculum. Prerequisite: Limited to edu- 
cation majors or permission of instructor. 3 credits. 

362. Social Studies in the Elementary School. An examination of the content, meth- 
ods and role of social studies in the elementary school, beginning with early childhood, 
based on the 10 Social Studies Strands of NCSS and the applicable Pennsylvania Aca- 
demic Standards. The curriculum is examined from two vantage points: the daily lives 
of children as they relate to developing values and attitudes, and the planned study of 
people as they live and have lived in our world. The development of a teaching unit and 
the examination of learning resources are required. Prerequisite: Limited to education 
majors or permission of instructor. 3 credits. 

371. Literacy and Literature 11. A course that will focus on the growth and develop- 
ment of the beginning reader. The course foundation will be supported by both a bal- 
anced literacy approach and the PDE standards for reading, writing, speaking and 
listening. Stressing the importance of a strong foundation of phonics, vocabulary, flu- 
ency and comprehension, students will explore a variety of strategies, methods and as- 
sessments to teach reading supported by research. Students will also explore the types 
of writing, the writing process and conventional spelling instruction. As the writing 
process is taught, students will demonstrate the process by writing a 3000-word paper 
on a topic related to the course. The professor will conference with each student dur- 



Lebanon Valley College Education 83 



ing the revising and editing stages of the process. ELM 371 is writing process. Prereq- 
uisite: ELM 271, limited to education majors or permission of instructor. 3 credits. 

372. Literacy and Literature III. A course that will focus on the growth and continued 
development of the developing reader as independent reading within the curriculum 
becomes necessary. The course foundation will be supported by both a balanced liter- 
acy approach and the PDE standards for reading, writing, speaking and listening. Stress- 
ing the importance of comprehension, students will explore a variety of strategies, 
methods and assessments to teach reading and writing across the content areas as sup- 
ported by research. This includes but is not limited to writing short stories and infor- 
mational pieces with an understanding of the stylistic aspects and conventions of 
composition. Prerequisite: ELM 271, 371, limited to education majors or permission of 
instructor. 3 credits. 

40L Art in the Elementary School. Introduction to creative art activity for children in 
elementary school. Topics covered include philosophical concepts, curriculum, evalu- 
ation, and studio activity involving a variety of art media, techniques, and processes and 
are based on the Pennsylvania Academic Standards for Art. Prerequisite: Limited to 
education majors or permission of instructor. 3 credits. 

440. Student Teaching. Each student spends an entire semester in an area school under 
the supervision of a carefully selected cooperating teacher. Open to seniors or students 
who are seeking certification and have been admitted to teacher certification candi- 
dacy status. A cumulative grade point average of 3.0 is required to student teach. Pre- 
requisites: EDU 1 10, 140, 310; HIS 125; PSY 180; ELM 130, 220, 230, 250, 271, 28X, 
332, 344, 362, 371, 372, 401 and permission of the Education Department faculty. 12 
credits. 

499. Senior Seminar. Special topics related to current concerns in education are re- 
searched and presented by the students in the course. Issues related to teaching and to 
further professional growth are explored. Teams of students are required to do exten- 
sive research in an approved topic and to make a computer-based, multimedia presen- 
tation of that research to the class. Prerequisite: Limited to senior elementary education 
majors or permission of instructor. 3 credits. 

Secondary and K-12 Teacher Certification Program 

(Students who entered the program prior to fall 2009, or who can complete course- 
work, certification examinations, and the application process by the end of the fall 
2012 semester, should refer to the 2008-2009 catalog for program details) 

Students pursuing secondary and K-12 teacher certification are prepared for teaching 
by completing an intensive program in the departmental major(s) of their choice in con- 
junction with a carefully sequenced professional education component within the Ed- 
ucation Department. Both the major program and the professional education component 
are completed within the context of a strong foundation in the liberal arts. 

Departmental majors may seek secondary certification in, biology, chemistry, Eng- 
lish, mathematics, physics, and citizenship education (NOTE: The Commonwealth of 
Pennsylvania has also reinstated a social studies certification. The College anticipates 
that it will reinstate this certification program.) K-12 certification is available in art, 

84 Education 2009-2010 Catalog 



French, German, and Spanish. K-12 certification is also available in music; please see 
the music department section for details. 

Candidates are provided with opportunities to observe and to teach in junior high, 
middle school, and high school settings prior to the full-time student teaching semes- 
ter. Cooperating teachers are selected through a process involving College faculty, sec- 
ondary school personnel, and the student teachers, thus assuring the most beneficial 
placements possible. 

Degree Requirements: 

There is no major in education for those interested in secondary or K-12 teaching. Stu- 
dents complete the requirements in their chosen major, including any additional related 
courses required for certification, and the designated professional education courses. 

Degree: Bachelor of Arts or Bachelor of Science in the chosen major. (Majors: art and 
art history, biology, chemistry, English, French, German, history [citizenship educa- 
tion], mathematics, physics, political science [citizenship education], and Spanish.) 

Secondaiy and K-12 Teacher Certification: Students entering LVC during August 2009 
or later and seeking secondary certification must meet all Act 354 and Act 49-2 re- 
quirements outlined in the beginning of this section, complete the approved program in 
the chosen major and 33 credits in education courses, consisting of EDU 1 10, EDU 
245 (students seeking K-12 certification may take EDU 240 instead of 245), SPE 250, 
SPE 255, SED 430, SED 431, SED 440, and the appropriate content methods class 
SED 361, SED 362, SED 363. SED 364, SED 365. or SED 366. Students transferring 
credits into the program from other institutions, may need to take SPE 258 in addition 
to the other courses listed. SED 280 or SED 43 1 must be taken in the fall or spring se- 
mester immediately preceding the student teaching semester. SED 280 should be taken 
at least twice prior to SED 440. 

Courses in Secondary Education (SED): 

280. Field Practicum in the Secondary School. Supervised field experiences in ap- 
propriate school settings. Designed to offer practical experiences for prospective sec- 
ondary teachers. Prerequisites: permission. credits. 

361. Teaching of Art in Schools. This course will offer comprehensive preparation for 
teaching art in secondary schools through discussing, reading, writing, and completing 
art projects through different mediums. As part of this course, students will establish and 
practice appropriate classroom management strategies; develop and implement appro- 
priate studio organization and assessment strategies; explore and utilize materials, tech- 
niques and methods of studio instruction for a variety of populations; read, write, and 
discuss current issues in the field of education, including meeting the needs of students 
with disabilities; explore and utilize materials, techniques, and methods of classroom 
instruction for a variety of populations including those with disabilities; evaluate stu- 
dent work by creating their own rubrics to assess learning; and use technology effec- 
tively as an instructional tool. Prerequisites: art/art history major or permission. 3 
credits. 

362. Teaching of the Sciences in the Secondaiy Schools. This course will offer com- 
prehensive preparation for teaching science in secondary schools through discussing, 
reading, writing, and completing projects. As part of this course, students will design 

Lebanon Valley College Education 85 



lesson plans that will include teaching the literacy of science for all students including 
those with disabilities; explore and utilize materials, techniques, and methods of lab 
instruction for a variety of populations including those with disabilities; create and 
teach a lesson for a target audience; synthesize, reconfigure, and connect what they 
have learned within the areas of scientific literacy, writing, and education; evaluate stu- 
dent work by creating their own rubrics to assess learning in units and assignments for 
all students including those with disabilities; use technology effectively as an instruc- 
tional tool; establish and practice appropriate classroom management strategies. Pre- 
requisite: biology, chemistry, or physics major or permission. 3 credits. 

363. Teaching of Social Studies in the Secondary Schools. This course will offer com- 
prehensive preparation for teaching social studies in secondary schools through dis- 
cussing, reading, writing, and completing projects. As part of this course, students will 
establish and practice appropriate classroom management strategies; design les- 
sons/units of study that meaningfully integrate different and varied aspects of social 
studies; develop appropriate assessment strategies for all students including those with 
disabilities; explore and utilize materials, techniques, and methods of classroom in- 
struction for a variety of populations including those with disabilities; synthesize, re- 
configure and connect what they have learned within the areas of social studies literacy, 
writing, and education; evaluate student work by creating their own rubrics to assess 
learning; use technology effectively as an instructional tool. Prerequisite: social stud- 
ies major or permission. 3 credits. 

364. Teaching of English in the Secondary Schools. This course will offer compre- 
hensive preparation for teaching English in secondary schools through discussing, read- 
ing, writing, and completing projects. As part of this course, students will synthesize, 
reconfigure, and connect what they have learned within the areas of literature, writing, 
and education; use technology effectively as an instructional tool; establish and prac- 
tice appropriate classroom management strategies for all students including those with 
disabilities; design lessons/units of study that meaningfully integrate different and var- 
ied aspects of English for all students including those with disabilities; develop appro- 
priate assessment strategies for all students including those with disabilities; explore and 
utilize materials, techniques, and methods of classroom instruction for a variety of pop- 
ulations. Prerequisite: English major or permission. 3 credits. 

365. Teaching of Foreign Language in Schools. This course will offer comprehensive 
preparation for teaching foreign language in secondary schools through discussing, 
reading, writing, and completing projects. As a part of this course, students will syn- 
thesize, reconfigure, and connect what they have learned within the areas of language 
acquisition, teaching, writing, and education to formulate a mission statement for their 
own teaching practice; evaluate student work by creating their own rubrics to assess 
learning in foreign language acquisition, units of study, and assignments; use technol- 
ogy effectively as an instructional tool; establish and practice appropriate classroom 
management strategies for all students including those with disabilities; design les- 
sons/units of study that meaningfully integrate different and varied aspects of foreign 
language acquisition for all students including those with disabilities; develop appro- 
priate assessment strategies for all students including those with disabilities; explore and 



86 Education 2009-2010 Catalog 



utilize materials, techniques, and methods of classroom instruction for a variety of pop- 
ulations. Prerequisites: foreign language major or permission. 3 credits. 

366. Teaching of Mathematics in the Secondary Schools. This course will offer com- 
prehensive preparation for teaching mathematics in secondary schools through dis- 
cussing, reading, writing, and completing projects. Students enrolled in this course will 
explore and utilize materials, techniques and methods of instruction for a variety of 
populations; synthesize, reconfigure, and connect what they have learned within the 
areas of mathematical literacy, writing, and education; evaluate student work by creat- 
ing their own rubrics to assess learning in units and assignments for all students in- 
cluding those with disabilities; use technology effectively as an instructional tool; 
establish and practice appropriate classroom management strategies for all students in- 
cluding those with disabilities; design lessons/units of study that meaningfully inte- 
grate different and varied aspects of mathematics; explore and utilize materials, 
techniques and methods of classroom instruction for a variety of populations. Prereq- 
uisites: mathematics major or permission. 3 credits. 

430. Practician and Methods I. A study of the basic principles and procedures for mid- 
dle school and secondary school classroom management and instruction. Prerequisites: 
EDU 1 10; secondary teacher certification candidate; junior status; approval of the in- 
structor; must be taken prior to SED 43 1 or SED 440. 3 credits. 

431. Practicum and Methods II. A continuation of the basic principles and procedures 
for middle school and secondary school classroom management and instruction. Pre- 
requisites: EDU 1 10; SED 280, 430; secondary teacher certification candidate; junior 
or senior status; approval of the instructor; must be taken prior to SED 440. 3 credits. 

440. Student Teaching. Students spend the entire semester in an area school under the 
supervision of a cooperating teacher. Prerequisites: A cumulative grade point average 
of 3.0 and admission to teacher certification candidacy are required. (See Education De- 
partment III 1-7.) EDU 1 10; SED 430, 431; open to seniors or students seeking certi- 
fication only. 12 credits. 

Special Education PreK - Grade 8 

(beginning with incoming class 2009) 

The Special Education Program consists often courses and, according to the Penn- 
sylvania Department of Education's regulations, may only be taken as a dual major with 
the PreK-Grade 4 Early Childhood Education or the Grade 4-Grade 8 Middle Level 
majors. (NOTE: The Grade 4-Grade 8 Middle Level program will only be available at 
LVC beginning with the fall semester of 2010.) Student teaching experiences are pro- 
vided in two settings: one in a regular school setting and the second in a special edu- 
cation setting. Program graduates are certified to teach in early childhood education or 
middle level programs and in special education in the PreK to grade 8 grade levels. 

Degree Requirements: 

Students must complete a dual major in early childhood education or middle level ed- 
ucation plus special education. 

Degree: Bachelor of Science in early childhood education or middle level education. 
There is not a separate degree in special education. 

Lebanon Valley College Education 87 



Courses in Special Education (SPE): 

250. Cognitive Development of Diverse Learners. This course is designed to introduce 
all categories of disability. Specific attention will be given to the potential cognitive, 
physical, social, behavioral, and language differences in children with disabilities. De- 
livery approach will include, but not be limited to lecture, case study discussions, and 
student presentations. 3 credits. 

255. Special Education Processes and Procedures. This course will begin with a his- 
torical overview of the field of special education, including key legislation and litiga- 
tion that drives current practice. Assessment tools for diagnosing disability will be 
introduced, as well as assessment tools for documenting student progress. In addition, 
collaboration, and communication skills essential for working as a part of the special 
education team will be practiced and further developed. Delivery approach will in- 
clude, but not be limited to: lecture, field experiences, and hands-on experience with 
various assessments. 3 credits. 

258. Effective Instructional and Behavioral Strategies for Students with Disabilities. 

The focus of this course content will be on (a) behavioral principles and their applica- 
tion in the classroom, (b) literacy development and literacy interventions for students 
with disabilities, and (c) evidence-based instructional strategies in other content areas, 
such as mathematics, social studies, science, and the creative arts. Delivery approach 
will include, but not be limited to: lecture, case study applications, field experiences, 
hands-on experience with various literacy programs, and student presentations. Pre- 
requisite: Restricted to Music majors and transfer students. 3 credits. 

260. Evidenced Based Effective Instruction in Educating Students Identified with a 
High Incidence Disability. This course is designed to provide in-depth study of the 
high incidence disabilities (i.e., specific learning disabilities, speech and language im- 
pairments, mental retardation, emotional disturbance, and other health impairments). 
Specific attention will be given to the etiologies of various diagnoses, their prevalence, 
and their characteristics. Students will be prepared to offer special education using a 
least restrictive envirormient-school wide delivery model. Delivery approach will in- 
clude, but not be limited to: lecture, case study discussions, research papers, and text 
analysis. Prerequisites: EDU 140, permission of the instructor. 3 credits. 

263. Intensive Math and Content Area Intervention Approaches. The focus of this 
course will be on systematic, direct instruction approaches for teaching mathematics to 
students who perform below grade level. In addition, this course will address adapta- 
tions and accommodations for the content areas of social studies, science, and health 
for those students with disabilities who read below grade level and, therefore, have dif- 
ficulty reading grade level textbooks. Delivery approach will include, but not be lim- 
ited to: hands on experience with systematic mathematics programs, lesson plans, small 
group work, and field experiences. Prerequisites: EDU 140, permission of the instruc- 
tor. 3 credits. 

266. Evidenced Based Effective Instruction in Educating Students Identified with a 
Low Incidence Disability. This course is designed to provide in-depth study of the low 
incidence disabilities (i.e., autism, developmental delay, multiple disabilities, deaf- 



88 Education 2009-2010 Catalog 



blindness, visual impairments, hearing impairments, orthopedic impairments, traumatic 
brain injury). Specific attention will be given to the etiologies and medical aspects of 
these diagnoses, their prevalence, and their characteristics. Instructional planning and 
assessment of student progress for these populations will be emphasized. Delivery ap- 
proach will include, but not be limited to: lecture, case study discussions, research pa- 
pers, and text analysis. Prerequisites: EDU 140, permission of the instructor. 3 credits. 

269. Positive Behavioral Supports - Evidence Based Behavioral Intervention and 
Prevention. This course will begin with study of behavior theories and researchers, as 
well as principles of applied behavior analysis. Students will learn how to use func- 
tional assessment of student behavior to hypothesize the functions of behavior and to 
plan appropriate and positive interventions. Students will learn how to measure and 
record behavioral data. Focus will be on prevention of problem behavior as well as how 
to manage challenging behaviors, both from a classroom and a school wide perspective. 
Delivery approach will include, but not be limited to: lecture, case study applications, 
field experiences, lesson plans, and research papers. 3 credits. 

360. Intensive Language Arts Intervention Approaches. The focus of this course con- 
tent will be on intensive language arts interventions for those students with disabilities 
who need systematic, direct instruction in order to become competent readers and writ- 
ers. A variety of literacy programs will be examined, as well as language arts strategies 
and approaches which have been found effective for struggling readers. The require- 
ments for a writing process course will be fulfilled through a case study paper and a re- 
search paper. Delivery approach will include, but not be limited to: case study papers, 
research papers, student presentations, simulations, field experiences, hands-on expe- 
rience with various literacy programs, and lesson plans. Prerequisites: EDU 140, per- 
mission of the instructor 3 credits. 

363. Assessment in Special Education. This course will involve an in-depth examina- 
tion of assessment, to include universal screenings; diagnostic assessments to diagnose 
disabilities; authentic assessments; and benchmark, formative, and summative tools. 
Students will practice administering and scoring various assessments. They will analyze 
student progress data and use that data for writing lEP goals and for instructional plan- 
ning. Delivery approach will include, but not be limited to: text analysis, field experi- 
ences, case study analyses, and hands-on experience with various assessments. 
Prerequisites: EDU 140, permission of the instructor. 3 credits. 

366. Collaboration and Communication -Advocacy, Leadership, and Ethical Prac- 
tice. This course will begin with an examination of the professional and ethical stan- 
dards expected of both general and special educators. Review of special education 
legislation and litigation will be conducted as it relates to safeguarding student health 
and welfare and in order that special education certifiers will have the knowledge to ef- 
fectively advocate on behalf of their students with disabilities. In addition, collabora- 
tion and communication skills will be practiced and further developed through 
co-teaching opportunities and participation on special education teams. Delivery ap- 
proach will include, but not be limited to: field experiences, class discussions, simula- 
tions, and reflective writing. Prerequisites: EDU 140, permission of the instructor. 3 
credits. 

Lebanon Valley College Education 89 



Special Education Certification Program 

Prior to fall 2009 

Cognitive, Behavior, Physical/Health Disabilities (CBP/HD) 

(This program is being phased out of the curriculum and will not be available 
to students entering LVC during the fall 2009 semester.) 

The Special Education Program consists of five sequential courses and operates in 
conjunction with the Elementary, Music Education, or Secondary Education Programs. 
Students complete a full sequence of course work in their majors in addition to their spe- 
cialized course work in special education. Student teaching experiences are provided in 
two settings: one in a regular school setting and the second in a special education set- 
ting. Program graduates are certified to teach in regular elementary, music education, 
or secondary school programs and in special education programs for students with men- 
tal retardation, learning disabilities, behavior disorders, autism, orthopedic impair- 
ments, or multiple disabilities, grades K through 12. 

Students pursuing special education certification must at the same time be seeking 
either elementary, music education, or secondary teacher certification. Special educa- 
tion certification cannot be taken apart from one of these other areas. 

Post-baccalaureate candidates who already have a currently valid teaching certificate 
may apply for admission to the special education program. Each candidate's credentials 
will be reviewed on an individual basis to ensure adequate preparation for admission 
to the special education program. 

Each course in the program includes mandatory weekly field experiences in a spe- 
cial education setting over the course of the entire semester. One half of the student 
teaching semester will be completed in a special education setting. 

Degree Requirements: 

There is no major in special education. Students complete the requirements in their ma- 
jors and in the chosen area of certification relative to that major and the required courses 
in special education. 

Degree: Bachelor of Arts or Bachelor of Science in the chosen major (Majors: art, bi- 
ology, chemistry, elementary, English, French, German, Spanish, mathematics, music 
education, physics, psychology [social science] and the social studies [citizenship ed- 
ucation].) 

Courses in Special Education (EDU): 

310. An Introduction to Exceptionalities in Children and Youth. An introduction to 
current research and practices concerning the range of exceptionalities in children. The 
course includes attention to policies, legislation, programs, methods and materials. Var- 
ious resource personnel are invited to address pertinent issues. The course includes a 
required weekly field experience in local programs designed to meet the needs of ex- 
ceptional children. Prerequisites: limited to students enrolled in PDE approval certifi- 
cation programs or permission of the instructor. 3 credits. 

311. Diagnostic and Prescriptive Teaching in Special Education and Included Set- 
tings I. Addresses the diagnosis of and the necessary adaptations to the learning needs 
of exceptional students, preschool through grade 12. The development and application 
of curricula, methodologies and classroom practices to respond to the strengths and 

90 Education 2009-20 1 Catalog 



needs of students with various needs will be developed and applied in real settings. All 
areas of the various kindergarten through grade 12 curricula, as well as life skills in- 
struction, will be addressed. Includes a required weekly field experience in a special ed- 
ucation setting. EDU 31 1 is writing process. Prerequisites: EDU 1 10, 310. 3 credits. 

312. Diagnostic and Prescriptive Teaching in Special Education and Included Set- 
tings II. Addresses the diagnosis of and the necessary adaptations to the learning needs 
of exceptional students, preschool through grade 12. The development and applica- 
tion of curricula, methodologies and classroom practices to respond to the strengths 
and needs of students will be developed and applied in real settings. All areas of the var- 
ious kindergarten through grade 12 curricula will be addressed. Includes a required 
weekly field experience in a special education setting. Prerequisite: EDU 110, 310, 
311.3 credits. 

313. Managing Instructional and Behavioral Components in Special Education and 
Included Classrooms. The absolute necessity of knowing how, when, why and the what 
of dealing effectively with students who have special learning needs will be addressed 
in this course. Ways of observing, of recording and of responding to student behaviors 
will be developed. Intervention strategies will be studied and evaluated. Classroom 
management will be analyzed and reflectively applied. Includes a required weekly field 
experience in a special education setting. Prerequisites: EDU 110, 310, 311, 312. 3 
credits. 

314. Assessment, Evaluation, and Response Strategies for Students with Exception- 
alities. Special education professionals need to use caution in the assessment process 
and in making educational decisions. There continues to be a need to understand the 
consequences of labeling and segregating individual students. This course will address 
the assessment process in light of current research and legislation concerning special 
education, with attention to recent state and federal legislation and revised mandates. 
This course also focuses on curriculum based assessments and performance based as- 
sessments used to evaluate the rate and quality of student learning and the effectiveness 
of teacher instruction on an ongoing basis. Includes a required weekly field experience 
in a special education setting. Prerequisites: EDU 1 1 0, 3 1 0, 3 1 1 , 3 1 2, 3 1 3 . 3 credits. 

English as a Second Language (ESL) 

(This program is being phased out of the curriculum and is not available 
to students entering LVC during the fall 2009 semester.) 

The ESL Program consists of four sequential courses and operates in conjunction 
with the Elementary, Music Education, or Secondary Education Programs. Students 
complete a full sequence of course work in their major in addition to their specialized 
course work in ESL. Program graduates are certified to teach in regular elementary, 
music education, or secondary programs and are qualified to apply for Program Spe- 
cialist Certification for ESL. 

Students pursuing ESL program specialist certification must at the same time be 
seeking either elementary, music education, or secondary teacher certification. ESL 
certification cannot be taken apart from one of these other areas. 

Post-baccalaureate candidates who already have a currently valid teaching certificate 



Lebanon Valley College Education 9 1 



may apply for admission to the ESL program. Each candidate's credentials will be re- 
viewed on an individual basis to ensure adequate preparation for admission to the ESL 
program. Each course in the programs with the exception of EDU 320 includes field 
experience in an ESL or inclusive setting. 

Degree Requirements: 

There is no major in ESL. Students complete the requirements in their majors and in 

the chosen area of certification relative to that major and the required courses in ESL. 

Degree: Bachelor of Arts or Bachelor of Science in the chosen major. (Majors: art, bi- 
ology, chemistry, elementary, English, French, German, Spanish, mathematics, music 
education, physics, psychology [social science] and social studies [citizenship educa- 
tion]). " — . 

Courses in ESL (EDU) 

320. Foundations of Language. This course will introduce to students the foundations 
of language, including syntactic, lexical, phonetic, phonological, and morphological 
components, with a focus on the English language. It will also review and discuss major 
theories of first and second language acquisition. Prerequisites: course restricted to el- 
ementary or secondary certification candidates, in-service teachers seeking a Program 
Specialist Certification for ESL, or permission of instructor. 3 credits. 

324. Teaching ESL/Materials Development. A course that focuses on the teaching of 
English to speakers of other languages. Specifically, the course explores the multidi- 
mensional nature of the teacher as a learner of teaching, the contexts within which 
teaching occurs, and the activities and content of secondary language teaching and 
learning. Throughout the semester students engage in a range of theoretical, pedagog- 
ical, and reflective activities. The course includes a required two-hour-per-week field 
experience in local programs designed to meet the needs of the ESL student. Prerequi- 
sites: EDU 320, course restricted to elementary or secondary certification candidates, 
in-service teachers seeking a Program Specialist Certification for ESL, or permission 
of instructor. 3 credits. 

328. Assessment and Performance. An assessment course with an emphasis on devel- 
oping and using varieties of multiple assessments for levels/stages of language profi- 
ciency, acquisition, and social and subject matter learning. Students become familiar 
with current Pennsylvania Department of Education approved assessments. The course 
exposes students to school support services for ESL students such as: "intake" or ini- 
tial screening, LEA systems for intervention for ESL students "at-risk" of learning 
problems and Instructional Support Teams (1ST). School support policies for the pro- 
tection of ESL students in 1ST or team staffings and LEA models for providing in- 
struction in inclusive settings are also presented and discussed. This course will also 
examine support services that actively recruit culturally and linguistically diverse (CLD) 
families for helping to develop and assist in these services. Models of program evalu- 
ation using PDE approved assessment instruments for ESL students will be explained. 
The course includes a required two-hour-per-week field experience in local programs 
designed to meet the needs of the ESL student. Prerequisites: EDU 324, course re- 
stricted to elementary or secondary certification candidates, in-service teachers seek- 
ing a Program Specialist Certification for ESL, or permission of instructor. 3 credits. 

92 Education 2009-201 Catalog 



332. Cultural Awareness - Language, Culture and the Classroom. The course pro- 
vides important connections between theory and practice. This course also examines the 
impact of culture and cultural adjustment on learning for ELLs. The course addresses 
these many questions: What cultural differences most impact students' learning? What 
is the link between culture and language? Why learn about culture? What questions 
should teachers be asking about students' cultures to understand multicultural students 
better? How can we help students adjust to our culture while learning language and 
academics in schools? What do teachers need to know about the cultural adjustment 
process and why? How can we respect cultural diversity, encourage students to main- 
tain first culture and language while still adjusting to their new culture, without deny- 
ing our own US culture in the process? Is it really necessary for an ESL or classroom 
teacher to be knowledgeable about other cultures? What does an ESL teacher need to 
know about world cultures that will enhance his/her teaching skills and classroom man- 
agement? What do ESL/EFL students need to know about each others' cultures? This 
course will explore answers to these questions, with a focus on intercultural commu- 
nication, creating understandings between people of different cultures, backgrounds 
and communication styles. Topics will include socioculture, psychocultural, and envi- 
ronmental influences on language and communication, and how teachers can utilize 
this knowledge to make instruction of multicultural children more effective and enjoy- 
able by capitalizing on diversity. Parameters for understanding culture, the accultural- 
ization process, exploring various cultures, understanding multicultural children, and 
creating multicultural learning communities will also be topics for consideration. Stu- 
dents investigate the technology and resources available for the teaching of ESL. Ap- 
plications of "best practices" to classroom settings are an integral component of the 
course. The course includes a required two-hour-per-week field experience in local pro- 
grams designed to meet the needs of the ESL student. Prerequisites: EDU 324, EDU 
328, course restricted to elementary or secondary certification candidates, in-service 
teachers seeking a Program Specialist Certification for ESL, or permission of instruc- 
tor. 3 credits. 

Faculty 

Cheryl L. George, associate professor of education. 
Ph.D., University of North Texas. 

She serves as the director of special education, teaches courses in special education, and 
is the departments liaison with special education administrators and teachers in the in- 
termediate units and in the school districts of the surrounding areas. She supervises 
student teachers and is the advisor to the Student Council for Exceptional Children. 

Donald E. Kline, associate professor of education. Chairperson. 

Ed.D.. Lehigh Universit}>. 

He teaches courses in educational technology and supervises student teachers. He 
serves as the director of instructional design and technology in the department and pro- 
motes the integration of the computer and other instructional media in all phases of 
teacher preparation. He is the College liaison with the Pennsylvania Department of Ed- 
ucation, Pennsylvania Science Teachers Association and the National Science Teachers 
Association. 



Lebanon Valley College Education 93 



Herbert Steffy, associate professor of education. 
Ed.D. University of Central Florida. 

He teaches in courses in the areas of elementary and middle school science and math- 
ematics and supervises student teachers. His special interest is middle childhood edu- 
cation, especially teaching math and science in the middle grades. He serves as the 
liaison with the National Middle School Association. 

Dale E. Summers, professor of education. 
Ed.D., Ball State University 

He teaches senior seminars and courses in educational foundations and elementary so- 
cial studies, and supervises student teachers. He maintains a particular interest in spe- 
cial education for students with behavior disorders at both the elementary and secondary 
levels. He serves as the College and department liaison with the Lebanon County Cham- 
ber of Commerce. 

Linda L. Summers, assistant professor of education and director of field experiences. 

M.A., Ball State University. 

She oversees course-required field experiences and supervises student teachers. She 

teaches courses in language arts, social studies, and health education. 

Karen Walker, associate professor of education. 
Ed.D., Bowling Green State University. 

She teaches courses in educational foundations and secondary methods and supervises 
student teachers. Areas of interest include middle-level education, how students at that 
age learn and respond to the world around them, and how to meet the needs of every 
student through the utilization of brain-based learning research, differentiated instruc- 
tion, learning styles, and multiple intelligences. 

M. Jane Yingling, associate professor of education. 

Ph.D., Majywood University. 

She serves as assistant to the director of special education. She teaches courses in both 

special education and elementary education, oversees required field experiences, and 

supervises student teachers. Her areas of interest include working with children with 

mild to moderate learning disabilities, inclusion, brain-based learning and resiliency, 

and literacy. 



94 Education 2009-2010 Catalog 



DEPARTMENT OF ENGLISH 

English Program 

The major in English introduces students to the humanistic study of language. While 
English majors may choose to concentrate in literature, communications, theater or sec- 
ondary education, the basis for all concentrations is the study of literature: imaginative, 
complex, and challenging texts in a variety of genres and media. All majors learn the 
skills of clear, concise and correct expression as well as of effective collection, organ- 
ization and presentation of material. Such study prepares the student for graduate work 
in literature, theater, or communications, or for professional study in such fields as law 
and theology. Graduates of the Department of English also are prepared to work in pub- 
lishing, teaching, editing, public relations, journalism, advertising, marketing, theater, 
business, and other professions. 

Independent Study: Juniors and seniors with a minimum 2.00 GPA, who wish to 
study an in-depth topic that is not covered in any offered courses, may choose to take 
an independent study. For every semester hour of credit, the student must complete at 
least 45 clock hours of time working on what should ultimately result in a final formal 
document. Students are responsible for completing the necessary application forms 
(available in the registrar's office) and finding a professor to oversee their progress. 

Students may enroll in a maximum of three credit hours per independent study in any 
one semester. A maximum of six credit hours in independent study may be used to- 
ward the graduation requirements. 

Departmental Honors: English majors with a minimum 3.0 cumulative GPA and 
3.50 major GPA at the end of their junior year may choose to apply for departmental 
honors in conjunction with an independent study. Details are available in the English 
Department Handbook. 

The English Department offers minors in literature, communications, and theater. 

Degree Requirements: 

Degree: Bachelor of Arts with a major in English. 

Major: Core requirements: ENG 120; three from 221-229 (at least two of the three 
must be from 221-226); 321; 341 or 342 (18 credits). Students must choose one of the 
concentrations below in addition to the core. 

Literature concentration: Three additional survey courses (ENG 221-229); 370; three 
from among 330, 350, 390-literature, 420, 421 (21 credits). 

Communications concentration: ENG 099, 140; five additional communications 
courses, at least two of which must be at the 300 level (201 or 202, 210-218, 310-316, 
380, 390-communications); at least three credits of 400 (21 credits). 

Theater concentration: ENG 201-204; three credits of 301; two additional drama-re- 
lated courses from among the following: 330, 341 or 342, 350, 390-literature, 400 (21 
credits). 

Secondary Education concentration: One additional survey course from ENG 221-229 
(the total of four surveys must include at least three from 221-226); two from among 
201, 213, and 218; three from among 330, 350, 370, 390-literature, 420, 421; and 360 
(21 credits). Certification candidates must also complete 33 credits in coursework of- 

Lebanon Valley College English 95 



fered by the education department and other courses required for certification. See the 
education department section on pages 84-85 for additional information. 

Muior (Literature): ENG 120; 221 or 222; two from 225-229; two additional 300 or 
400-level literature courses (18 credits). 

Minor (Communications) : ENG 120, 140, 221 or 222; three additional communica- 
tions courses (201-218, 310-316, 380, 390-communications) (18 credits). 

Minor (Theater): ENG 120; one from 201 or 202, or three credits of 301; 203 or 204; 
341 or 342; six additional credits to be selected in consultation with the student's ad- 
viser (18 credits). 

Courses in English (ENG): 

099. Internship Portfolio. A formal collection of the student's completed communica- 
tions-oriented work, to be submitted to the department as part of the student's formal 
request to take ENG 400 (Internship). Offered every semester. Graded satisfactory/un- 
satisfactory. credits. 

Ill, 112. English Communications I, II. Both semesters help the student find her or 
his own voice within the demands and expectations of academic and public expression. 
Both courses emphasize the development of clear, organized and rhetorically effective 
written prose. 1 12 also emphasizes speaking, reading and research skills. Prerequisite 
for 112: 111, FYS 100, or permission of chairperson. 3 credits. 

120. Introduction to Literature. An introduction to literary genres and to the basic 
methodology, terminology and concepts of the study of literature. Usually offered every 
semester. 3 credits. 

140. Introduction to Mass Communications. An introduction to career-oriented uses 
of language and to the skills used universally by reporters, editors, advertising copywrit- 
ers, public relations personnel, and technical writers. Usually offered every semester. 
3 credits. 

201. Introduction to Acting. The development of skills in speech and movement 
through the use of theater games and improvisations. Usually offered fall semester. 3 
credits. 

202. Advanced Acting. An exploration of the relationship between the actor and the 
text through script analysis and the performance of scenes and monologues. Usually of- 
fered spring semester. 3 credits. 

203. Stagecraft: Technical Skills. Instruction in the mechanics of backstage theater 
operations, including lighting as well as set and property construction. Usually offered 
alternate fall semesters. 3 credits. 

204. Theater Production and Performance. Instruction in all aspects of producing and 
performing a full-length play. Usually offered alternate fall semesters. 3 credits. 

210. Management Communications. The development of writing, speaking and lis- 
tening skills for professional communications. Prerequisite: ENG 1 1 1 and 1 12, or per- 
mission of the instructor. Usually offered alternate spring semesters. 3 credits. 



96 English 2009-2010 Catalog 




213. Journalism: News Reporting. The development of the basic skills of journalistic 
writing such as interviewing, covering meetings, gathering and reporting news and writ- 
ing features according to standard formats and styles. The course also covers legal and 
ethical aspects of journalism. Writing process. Prerequisite: ENG 1 1 1 and 1 12, or per- 
mission of the instructor. Usually offered fall semester. 3 credits. 

214. Creative Writing: Poetry. A workshop in writing poetry. Usually offered alternate 
fall semesters. 3 credits. 

215. Creative Writing: Fiction. A workshop in writing short fiction. Usually offered al- 
ternate fall semesters. 3 credits. 

216. Technical Applications in Writing. The development of writing, speaking and il- 
lustrating skills to convey specialized, often technical information to a non-technical au- 
dience. Prerequisite: ENG 1 1 1 and 1 12 or permission of the instructor. Usually offered 
alternate fall semesters. 3 credits. 

218. Oral Communication. Introduction to informative, persuasive and other types of 
oral communication, with emphasis on the student's own performance as well as the 
judgment of others' performance. Usually offered alternate spring semesters. 3 credits. 

221. Survey of American Literature I. A survey of selected major American authors 
from the colonial period to about 1900. Writing process. Usually offered every semes- 
ter. 3 credits. 

222. Survey of American Literature 11. A survey of selected major American authors 
from about 1900 to the present. Writing process. Usually offered every semester. 3 
credits. 



Lebanon Valley College 



English 97 



225. Survey of English Literature I. A survey of selected major English authors from 
the Middle Ages to about 1800. Writing process. Usually offered every semester. 3 
credits. 

226. Survey of English Literature II. A survey of selected major English authors from 
about 1800 to the present. Writing process. Usually offered every semester. 3 credits. 

227. World Literature I. A survey of selected major writers from earliest literate history 
to about A.D.I 000. This course includes literature from western Europe and non- west- 
ern cultures. Usually offered alternate fall semesters. 3 credits. 

228. World Literature II. A survey of selected major writers from about A.D. 1000 to 
about 1800. This course includes literature from western Europe and non- western cul- 
tures. Usually offered spring semester. 3 credits. 

229. World Literature III. A survey of selected major writers from about 1800 to the 
present. The course includes literature from Europe and Russia, as well as non-western 
cultures. Usually offered alternate fall semesters. 3 credits. 

SOL Acting Lab. A workshop that meets once a week to explore specific issues in act- 
ing; course content changes every semester. Usually offered every semester. 1 credit. 

310. Advanced Journalism. Enhancement of basic journalistic skills by reading and 
writing longer investigative and feature articles. Writing process. Prerequisite: ENG 
213. Usually offered alternate spring semesters. 3 credits. 

312. Writing for Radio and TV The development of the basic skills of writing news and 
features for broadcast media. Editing and rewriting press association dispatches, gath- 
ering local news, recording interviews, and preparing newscasts and feature programs. 
Usually offered fall semester. 3 credits. 

313. Advertising Copy and Layout. Principles and techniques of copywriting; selec- 
tion and presentation of sales points; creative strategy in production of layouts. Usually 
offered alternate fall semesters. 3 credits. 

314. Public Relations. Purposes and methods of modern public relations as practiced 
by business and industry, organizations and institutions, trades and professions. Plan- 
ning of promotional campaigns. Prerequisite: ENG 213, or permission of the instruc- 
tor. Usually offered alternate fall semesters. 3 credits. 

575. Editing. Editing theory and exercises in copyreading, rewriting and headlining. 
Writing process. Prerequisite: ENG 213, or permission of the instructor. Usually offered 
alternate spring semesters. 3 credits. 

316. Journalism in the Digital Age. Exploration of the ways that digital technology 
transforms journalistic standards, practices, and values. Theoretical and practical in- 
troduction to professional blogs and the use of emerging technologies to create narra- 
tives appropriate for multimedia platforms. Covers social, cultural, economic, and 
political implications of online technologies and applications. Prerequisite: ENG 213 
or DCOM 285, or by permission of the instructor. 3 credits. [Cross-list DCOM 316.] 



98 English 2009-2010 Catalog 



321. History and Grammar of the English Language. An examination of the evolu- 
tion of English phonology, morphology, syntax and vocabulary, including current con- 
ventions and usage. Usually offered spring semester. 3 credits. 

330. Literary Genres. A study of one of the various forms of literature, such as narra- 
tive poetry lyric poetry, novel, short story, drama, film, essay, biography, and autobi- 
ography. The genre will vary from semester to semester. May be repeated for credit 
when involving a genre that the student has not previously studied. Writing process. 
Prerequisite: ENG 120 or a 200-level survey (221-229). Usually offered every semes- 
ter. 3 credits. 

34L Shakespeare L A concentrated study of early Shakespearean drama, especially 
the comedies and the histories. Writing process. Prerequisite: ENG 120 or a 200-level 
survey (221-229). Usually offered alternate spring semesters. 3 credits. 

342. Shakespeare 11. A concentrated study of late Shakespearean drama, especially the 
tragedies and the romances. Writing process. Prerequisite: ENG 120 or a 200-level sur- 
vey (221-229). Usually offered alternate spring semesters. 3 credits. 

350. Major Authors. Intensive study of one or two major literary figures. Recent sub- 
jects have included Faulkner, Joyce, Milton, Morrison, O'Connor, Woolf, Pound, and 
Yeats. The authors will vary from semester to semester. May be repeated for credit. 
Writing process. Prerequisite: ENG 120 or a 200-level survey (221-229). Usually of- 
fered fall semester. 3 credits. 

360. The Teaching of English in Secondary Schools. The teaching of writing and lit- 
erature in the junior high and high school classroom, exploring literary, pedagogical, 
and composition theory as they apply to actual teaching practice. Writing process. Pre- 
requisites: ENG 120 and EDU 1 10. Usually offered alternate spring semesters. 3 cred- 
its. 

370. Literary Theory and Its Applications. Consideration of fundamental questions 
such as the definition of literature, the value of literature, and the validity of the liter- 
ary canon. Provides an introduction to a variety of critical approaches to literary inter- 
pretation on both a theoretical and practical level. Prerequisite: ENG 120. Usually 
offered alternate spring semesters. 3 credits. 

380. Politics and the Mass Media. Investigation of the impact of the mass media on the 
political process and vice versa. Exploration of the history of the interaction between 
politics and media, and how emerging technologies are changing the face of political 
communication in the United States. Prerequisites: One of the following: ENG 140; 
HIS 125, 126, 127; PSC 100, 110, or permission of the instructor. 3 credits. 

390. Special Topics. Study of important topics from the viewpoint of literature, com- 
munications, or a combination of the two. Past topics have included Sports Literature, 
Writing the Environment, Native American Literature, Film Criticism, Small Town Life, 
and Creative Nonfiction. May be repeated for credit when involving a topic not previ- 
ously studied. Prerequisite: ENG 120, a literary survey, or ENG 213, whichever is most 
appropriate. Usually offered every semester. Writing process. 3 credits. 



Lebanon Valley College English 99 



400. Internship. Practical and professional work experience, on-or-off campus, related 
to the student s career interests, involving both on-site and faculty supervision. Gener- 
ally limited to juniors and seniors. All internships are graded pass/fail. Prerequisites: 
ENG 099; permission of the chairperson; application form from registrar's office must 
be completed prior to registration. 1-12 credits. 

420. African-American Literature. An examination of African- American literature as 
a lens through which students may more clearly view the ways that African Americans 
have contributed to, been influenced by, appropriated and transformed notions of Amer- 
ican identity, specifically conceptions of freedom, equality, gender, sexuality, religion, 
class, and literature. This course includes the study of slave narratives, fiction, poetry, 
and/or drama. Usually offered alternate fall semesters. Prerequisite: ENG 120, or per- 
mission of the instructor. 3 credits. [Cross-listed with AMS 420] 

421. Literature by Women. An investigation of the ways in which women from a broad 
diversity of cultural backgrounds respond to and reshape a tradition of literature that has 
typically been gendered as masculine. Exploration of the effects of culture, ethnicity, 
class, sexuality, and religion on women's writing. Special emphasis on the history and 
construction of gender roles, power, and sexuality. Usually offered alternate fall se- 
mesters. Prerequisite: ENG 120, or permission of the instructor. 3 credits. 

Faculty 

Philip A. Billings, professor of English. 

Ph.D., Michigan State University. 

He teaches courses in world, American, and contemporary literature as well as poetry 

and fiction writing. His publications include poems and articles in various magazines 

as well as three books of poems. 

Marie G. Bongiovanni, professor of English. Chairperson. 
M.L.A., University of Pennsylvania. 

She teaches courses in travel writing, magazine writing, creative nonfiction, and envi- 
ronmental literature. Experienced in journalism, public relations, and freelance writing, 
she has published one book and numerous articles and essays in national magazines. 

Laura G. Eldred, assistant professor of English. 

Ph.D, University of North Carolina at Chapel Hill. 

She teaches courses in American, British, and Irish literature, mass communications, 

film, and arts criticism. She has a special interest in postcolonial theory and literature, 

and has published on the horror genre in film and literature. 

Gary Grieve-Carlson, professor of English. 
Ph.D., Boston University. 

He teaches courses in American literature, American studies, Greek myth, and gram- 
mar. He has been a Fulbright Junior Lecturer in Germany and has published on Amer- 
ican cultural criticism and 20th-century poetry. Serving as director of general education, 
he supervises the First-year Seminars. 



100 English 2009-2010 Catalog 



Walter E. Labonte, instructor in English. Supervisor of interns. 
M.A., Northeastern Universit}'. 

He teaches courses in writing, literature, management communications, and the teach- 
ing of English in the secondary schools. He is a published writer and serves the de- 
partment as supervisor of interns and director of the College Writing Center. 

Mary K. Pettice, associate professor of English. 
Ph.D., University of Houston. 

She teaches courses in journalism, creative writing, and English and American litera- 
ture. Experienced in the newspaper and publishing worlds, she has published poetry, 
short stories, and creative nonfiction. 

Kevin B. Pry, associate professor of English. 

Ph.D., The Pennsylvania State University. 

Dramaturge for local theater companies, he teaches courses in acting, world literature, 

dramatic literature, and theater production. He also advises Wig and Buckle, the student 

drama club. 

Jeffrey J. Ritciiie, associate professor of English and digital communications. 
Ph.D., Arizona State University. 

He teaches courses in digital communications and British literature. His interests in- 
clude interactive media and narrative, mulitmedia design, and 18th and 19th century 
British literature. He currently serves as assistant editor of the International Design 
Media and Arts Association Journal. 

Catiierine M. Romagnolo, assistant professor of English. 

Ph . D. , Un iversity of Maryland. 

She teaches courses in American literature, women's literature, literary theory, and var- 
ious forms of writing. She has published on topics such as American literature and nar- 
rative theory and is working on a project on narrative beginnings. 

Robert E. Vucic, lecturer in English. 
B.A., Point Park College. 

Senior media consultant with extensive experience in news reporting, editing, and pub- 
lishing, he teaches courses in journalism, editing, and mass communications. He also 
advises La Vie Collegienne, the student newspaper. 



Lebanon Valley College English 101 



DEPARTMENT OF FOREIGN LANGUAGES 

Our programs have three broad goals: to develop communication skills in another 
language, to provide an understanding of the cultural heritage of the people who use that 
language, and to understand language as the fundamental medium by which humankind 
thinks and interacts. 

The Department of Foreign Languages prepares its majors for a career in a variety 
of fields: teaching, diplomatic and government service, world trade, business, and so- 
cial service. For many of these careers students combine the study of a language with 
a major in another discipline. 

The department encourages students to take advantage of the College's opportuni- 
ties for travel and study, particularly Lebanon Valley College programs in Berlin and 
Wiirzburg, Germany; Montpellier, France; Valladolid, Spain; Buenos Aires, Argentina; 
and Perugia, Italy. 

The Department of Foreign Languages offers the major in French, German, and 
Spanish; secondary teacher certification in French, German, and Spanish; a minor in 
French, German, and Spanish; and Italian at the elementary level. 

Teacher Certification 

In addition to majoring in a language, students seeking certification to teach a sec- 
ond language must take and complete 33 credits in coursework offered by the educa- 
tion department and other courses required for certification. See the education 
department section on pages 84-85 for additional information. 

French Program 

Degree Requirements: 

Degree: Bachelor of Arts with a major in French. 

Major: 27 credits in French above the intermediate level including FRN 340 and at 
least 6 credits of 400-level writing process courses. 

Minor: 18 credits in French above the elementary level. Courses in advanced conver- 
sation and composition as well as in culture are strongly recommended. 

Our program in Montpellier, France, is designed for students with varying abilities in 
French. This program is located at the University of Montpellier in southern France 
near the Mediterranean Sea. Students are placed in courses at a level appropriate to 
their skills. All courses are in French. 

Courses in French (FRN): 

101, 102. Elementary French I, II. Introductory courses in French. Aimed at develop- 
ing basic communicative proficiency in French, and offering insights into French-speak- 
ing cultures. 3 credits. 

201, 202. Intermediate French I, II. Review of material typically covered in a first-year 
French course. Aimed at building students' proficiency in all four language skills — lis- 
tening, speaking, reading and writing — and at enhancing their knowledge of the cultures 
of French-speaking people. Prerequisite: FRN 102 or equivalent. 3 credits. 



102 Foreign Languages 2009-2010 Catalog 



300. Advanced Conversation. Intensive practice in spoken French. Discussions on a 
wide range of topics related to French Ufe and contemporary society. Prerequisite: FRN 
202 or equivalent. 3 credits. 

310. Advanced Grammar and Composition. Intensive practice in written French. De- 
velopment of advanced writing skills through composition assignments based on con- 
temporary French writing and issues. Prerequisite: FRN 202 or equivalent. 3 credits. 

320. Business French. A study of the language of business and business practices of 
France and French-speaking countries. Prerequisite: FRN 202 or equivalent. 3 credits. 

340. The Sounds of French. A course in phonetics and phonology designed to help 
students acquire standard pronounciation and intonation. Prerequisite: FRN 202 or 
equivalent. 3 credits. 

350. French Culture and Civilization. An overview of French and Francophone cul- 
tures, history, and geography, with special focus on current issues. Taught in French. 
Prerequisite: FRN 202 or equivalent. 3 credits. 

360. Cultures and Civilizations of Francophone Countries. This course explores the 
cultures and civilizations of Francophone countries outside of France, countries where 
French is one of the languages spoken and where it is the main vehicle of literature and 
culture. Prerequisite: FRN 202 or equivalent. 3 credits. 

410. French Literature of the Middle Ages and Renaissance. A study of French lit- 
erature from the 9th to the 16th centuries. Works from the medieval epic and courtly ro- 
mance through Renaissance philosophical essays. Development of advanced 
communicative skills through literature will be promoted. Prerequisite: FRN 202 or 
equivalent. Writing process. 3 credits. 

420. French Literature of the 17th and the 18th Centuries. A study of the spirit and 
principal authors of French Classicism (with a special emphasis on the theater of 
Corneille, Racine, and Moliere) and the main ideological currents of the 18th century, 
with a special emphasis on the writers of the Enlightermient and their role in the tran- 
sition from the old to the new regime (Voltaire, Montesquieu, Diderot, Rousseau, 
I'Abbe Prevost, Marivaux). Prerequisite: FRN 202. Writing process. 3 credits. 

430. French Literature of 19th Century. A study of the main ideological and literary 
currents of the 19th century; Romanticism, Realism, and Symbolism. Emphasis on the 
works of Flaubert, Balzac, Zola, Maupassant, Baudelaire, and others. Prerequisite: FRN 
202. Writing process. 3 credits. 

440. French Literature of the 20th and 21st Centuries. A study of contemporary so- 
ciety as reflected in the literary evolution from Proust to the Nouveau Roman and 
Theatre de VAbsurde. Such writers as Giraudoux, Anouilh, Malraux, Sartre, Camus, 
lonesco and Becket will be studied. Prerequisite: FRN 202 or equivalent. Writing 
process. 3 credits. 

450. Modern Theater and Poetry of France. A study of theater and poetry of the 19th 
and 20th centuries. Prerequisite: FRN 202 or equivalent. Writing process. 3 credits. 



Lebanon Valley College Foreign Languages 103 



German Program 

Degree Requirements: 

Degree: Bachelor of Arts with a major in German. 

Major: 27 credits in German above the intermediate level, including GMN 340 and at 
least 6 credits in 400 level writing process courses. 

Minor: 18 credits in German above the elementary level. Courses in advanced conver- 
sation and composition as well as in culture are strongly recommended. 

Our program in Berlin, Germany, allows students to complete 8 credits of intermedi- 
ate or advanced German in one semester. Students also enroll in courses in German 
civilization taught in English. The program in Wiirzburg is an intensive, one-month 
program in the summer for 4 credits. Students must have completed the intermediate 
level as all instruction is in German. 

Courses in German (GMN): 

101, 102. Elementary German I, II. Introductory courses in German. Aimed at devel- 
oping basic communicative proficiency in German. Also offers insights into German- 
speaking cultures. 3 credits. 

201, 202. Intermediate German I, II. A continuation of the first-year courses. Aimed 
at building students' proficiency in all four language skills — listening, speaking, read- 
ing and writing — and at enhancing their knowledge of the cultures of German-speak- 
ing people. Prerequisite: GMN 102 or equivalent. 3 credits. 

300. Advanced Conversation. Intensive practice in spoken German. Discussions on a 
wide range of topics related to German life and contemporary society. Prerequisite: 
GMN 202 or equivalent. 3 credits. 

301. Advanced Grammar and Composition. Intensive practice in written German. De- 
velopment of advanced writing skills through composition assignments based on con- 
temporary German writing and issues. Prerequisite: GMN 202 or equivalent. 3 credits. 

305. Summer Study in Germany, This four- week German language and culture course 
provides students possessing intermediate to advanced proficiency with an intensive 
linguistic and cultural immersion in an authentic German university environment. It 
combines daily intensive classroom instruction with organized cultural activities and ex- 
cursions. Language of instruction is German. Offered each summer. Prerequisite: GMN 
202 or equivalent, permission of the instructor. Foreign studies. 4 credits. 

310. Germany Today. Explores key issues in present-day German society. Prerequisite: 
GMN 202 or equivalent. 3 credits. 

320. Business German. A study of the language of business and business practices of 
Germany and German-speaking countries. Prerequisite: GMN 202 or equivalent. 3 
credits. 

340. The Sounds of German. A course in the comparative phonetics and phonology of 
English and German designed to help students acquire standard pronunciation and in- 
tonation. Prerequisite: GMN 202 or equivalent. 3 credits. 



104 Foreign Languages 2009-20 1 Catalog 



350. German Culture and Civilization. An overview of German culture, history, and 
geography. Prerequisite: GMN 202 or equivalent. 3 credits. 

410. Readings in German. Works of fiction and nonfiction selected to explore a par- 
ticular topic or theme. Students may repeat this course for credit. Prerequisite: GMN 
202 or equivalent. Writing process. 3 credits. 

460. Lyric Poetry. A study of German song from Minnesang to Kanakspmk. Involves 
both texts and music as appropriate. Prerequisite: GMN 202 or equivalent. Writing 
process. 3 credits. 

Italian Program 

The department offers elementary Italian on campus and elementary and intermediate 
Italian through our program in Perugia, Italy. Students study at the Umbra Institute, 
earn 6 credits in the Italian language and 9 credits through courses in Italian civiliza- 
tion and culture taught in English. 

Courses in Italian (ITA): 

101, 102. Elementary Italian, I, II. Introductory courses in Italian. Seeks to develop 
basic communicative proficiency in Italian and provide insights into Italian-speaking 
cultures. 3 credits. 

Spanish Program 

Degree Requirements: 

Degree: Bachelor of Arts with a major in Spanish. 

Major: 30 credits in Spanish above the intermediate level; at least 9 credits must be in 
400-level writing process courses. At least 15 credits must be obtained at LVC. The 30 
credits must include SPA 300, 310, 340, 350 and 360. Students may complete some of 
these core requirements in Spain. 

Minor: 18 credits in Spanish above the elementary level. Courses in advanced conver- 
sation and composition as well as in culture are strongly recommended. 

Our program in Spain is located in Valladolid, capital of the state of Castile-Leon. Stu- 
dents take courses at the advanced level in Spanish language, history, civilization, eco- 
nomics, and art at the Universitas Castellae, a private institute specializing in teaching 
university students from other countries. In Argentina, our program is offered in coop- 
eration with the Fundacion Jose Ortega y Gasset in Buenos Aires, which provides Span- 
ish language courses at the beginning, intermediate, and advanced levels. Students may 
also enroll here in courses taught in English. 

Courses in Spanish (SPA): 

101, 102. Elementaty Spanish I, II. Introductory courses in Spanish. Aimed at devel- 
oping basic communicative proficiency in Spanish. Also offers insights into Hispanic 
cultures. 3 credits. 

201, 202. Intermediate Spanish I, II. Begins with a review of material typically cov- 
ered in a first-year Spanish course followed by further development of proficiency in 
all four language skills listening, speaking, reading and writing. Also aims to enhance 

Lebanon Valley College Foreign Languages 1 05 




students' knowledge of the cultures of Hispanic peoples. Prerequisite: SPA 102 or 
equivalent. 3 credits. 

277. Spanish for Physical Therapy and Rehabilitation. An introduction to the basic 
conversational and medical/technical vocabulary needed to communicate with Spanish- 
speaking patients. [Cross-listed as PHY 710.] 2 credits. 

300. Advanced Conversation. Intensive practice in spoken Spanish. Discussions on a 
wide range of topics related to Spanish and Latin American life and contemporary so- 
ciety. Prerequisite: SPA 202 or equivalent. 3 credits. 

310. Advanced Grammar and Composition. Discussion of more complex grammatical 
structures. Intensive practice in written Spanish. Development of advanced writing 
skills through composition assignments based on contemporary issues. Prerequisite: 
SPA 202 or equivalent. Writing process. 3 credits. 

320. Business Spanish. A study of the language of business and business practices. 
Prerequisite: SPA 202 or equivalent. 3 credits. 

340. The Sounds of Spanish. A course in phonetics and phonology designed to help stu- 
dents acquire standard pronunciation and intonation. Prerequisite: SPA 202 or equiva- 
lent. 3 credits. 

350. Spanish Culture and Civilization. An overview of Spanish culture, history and ge- 
ography, with special focus on current issues. Prerequisite: SPA 202 or equivalent. 3 
credits. 

360. Latin-American Cultures and Civilizations. An overview of Latin American cul- 
tures, history and geography, with special focus on current issues. Prerequisite: SPA 
202 or equivalent. Foreign studies. 3 credits. 



1 06 Foreign Languages 



2009-2010 Catalog 



370. Techniques of Translation and Interpretation. Studies methods of translation and 
interpretation. Oral and written texts will be used to work both from Spanish to Eng- 
lish and English to Spanish. Prerequisite: SPA 202 or equivalent. 3 credits. 

410. Spanish Literature of the Middle Ages and Renaissance. A study of the out- 
standing works of the period. Prerequisite: SPA 202 or equivalent. Writing process. 3 
credits. 

420. Spanish Literature of the Golden Age. A study of the major works of the period. 
Prerequisite: SPA 202 or equivalent. Writing process. 3 credits. 

430. Spanish Literature of the 18th and 19th Centuries. Readings from the Enlight- 
enment in Spain and an examination of the major works of romanticism and realism. 
Prerequisite: SPA 202 or equivalent. Writing process. 3 credits. 

440. Spanish Literature of the 20th and 21st Centuries. A study of the literary move- 
ments of the century, starting with the Generation '98 and modernism. Prerequisite: 
SPA 202 or equivalent. Writing process. 3 credits. 

450. Latin-American Literature of the 20th and 21st Centuries. A study of the im- 
portant writers of the century, with emphasis on recent developments. Prerequisite: SPA 
202 or equivalent. Writing process. 3 credits. 

460. The Age of Discovery. An examination of native cultures before 1492, the arrival 
of Spanish explorers and their effect on these native populations. Foreign Studies. Pre- 
requisite: SPA 202 or equivalent. Writing process. 3 credits. 

Faculty 

Jean-Marc Braem, associate professor of French. 

Ph.D., Princeton University'. 

Braem teaches courses on all levels of Francophone language, culture, and civilization. 

He has written on censorship in French literature and the instructional use of films in 

French. 

Richard M. Chamberlin, assistant professor of foreign languages. 
Ph.D., University of Michigan. 

Chamberlin teaches courses at all levels in both French and German. His areas of re- 
search are German and French medieval literature, as well as the literary relations be- 
tween the 20th-century German literature and culture. 

Ivette Guzman Zavala, assistant professor of Spanish. 
Ph.D., Rutgers University. 

Guzman Zavala, a native of Puerto Rico, teaches Spanish language courses at all lev- 
els. She pursues research interests in Latin America and the Hispanic Caribbean. Her 
conference presentations and publications chiefly involve the representation of child- 
hood and motherhood in literary texts and the visual arts. She is painter as well as a lit- 
erary scholar and her works have been featured in solo and group exhibitions. 



Lebanon Valley College Foreign Languages 1 07 



Diane M. Iglesias, professor of Spanish. 

Ph.D., Cit}' University' of New York. 

Iglesias teaches courses in Spanish language, culture, civilization, and literature, and 

also foreign language teaching methodology. She has published articles and presented 

numerous papers on Spanish Peninsular literature, teaching methodology, and multi- 

culturalism at international conferences. 

Gabriela McEvoy, assistant professor of Spanish. 

Ph.D.. University of California at San Diego. 

McEvoy teaches Spanish courses at all levels. Her research involves Latin American 

ethnic studies, most particularly discourse in the Peruvian-Irish community. She has 

presented her work at several conferences and has published her writing on fiction by 

immigrants and exiles to Latin America. 

Jorg Meindl, assistant professor of German. 

Ph.D., University of Kansas 

Meindl teaches courses in German at all levels. His research agenda includes the fields 

of applied linguistics, second language acquisition and cultural studies. His most recent 

project investigated communication strategies in the sermons of an Old order Amish 

community. 

James W. Scott, professor emeritus of German. Chairperson. 

Ph.D., Princeton University^ 

Scott's scholarly presentations have ranged from Kafka's short fiction to cabaret in the 

GDR and communicative testing. At present he is editing Ebernand von Erfurt's Kaiser 

und Kaiserin and preparing a new translation of /vie///, an Arthurian epic by Hartmann 

von Aue. 

Theresa Bowley, adjunct instructor in French. 

M.A., Middlebwy College. 

Bowley teaches French language at the elementary and intermediate level. 

Frank Dell'Estate, adjunct instructor in Italian. 

M.A., Ohio State University. 

Dell'Estate teaches Italian at the elementary level. 

Barbara Nissman-Cohen, adjunct instructor in French. 

M.A., Montclair State College. 

Nissman-Cohen teaches French language at the elementary level. 

Jose Vargas- Vila, lecturer in Spanish. 

M. A . Un iversity of Miami. 

Vargas-Vila teaches Spanish language at all levels. He has written on Latin American 

politics and is an enthusiastic sponsor of educational travel. 



108 Foreign Languages 2009-2010 Catalog 



DEPARTMENT OF 
HISTORY AND POLITICAL SCIENCE 

As disciplines, history and political science are closely related. Many students 
choose a double major or a major/minor combination. Others combine a history or po- 
litical science major with a major or minor in fields such as economics, foreign lan- 
guages, philosophy or religion, English, or business. Students in these majors also may 
choose to work towards certification in Citizenship Education. 

Secondary Education Certification 

Students shall successfully complete a history or political science major plus the re- 
quired courses outlined in the Citizenship Education section (see page 68) and the ed- 
ucation department section (see page 84-85). NOTE: The Commonwealth of 
Pennsylvania has reinstated social studies certification. The College aniticpates that it 
will reinstate this certification program. 

History Program 

By examining human behavior in the past, the study of history can help people bet- 
ter understand themselves and others. Students of history also learn how to gather and 
analyze information and present their conclusions in clear, concise language. 

An undergraduate degree in history can lead to a career in teaching at the college or 
high school level, law, government, politics, the ministry, museums and libraries, jour- 
nalism or editing, historical societies and archives, historical communications, or a 
number of other professions. 

Degree Requirements: 

Degree: Bachelor of Arts with a major in history. 

Major: History 250, 499; four 3 credit 100 level courses. Six electives at the 200 level 
or above; two must be non-U.S.; two must be 300 level; elective courses can count to- 
wards two requirements. 36 credits. 

Secondary Education Certification: Students shall successfiilly complete the history 
major plus the required courses outlined in the Citizenship Education section (see page 
68) and the education department section (see page 84-85). 

Minor: HIS 250; three 3-credit, 100-level courses. Three upper division electives, one 
of which must be at the 300 level, one of which must be non-U.S. 21 credits. 

Historical Communications Program 

The History Department offers a historical communications program in conjunc- 
tion with the English Department, described on page 80. The major in historical com- 
munications is an interdisciplinary program that provides the opportunity for interested 
students to engage in a comprehensive study of both history and communications and 
their interconnectedness. The program is designed to prepare students for professional 
research, writing and editing positions in such fields as radio, television, motion pic- 
tures, cable, popular history magazines, theatrical history, and oral history. Lebanon 
Valley College is one of the very few colleges to offer such a major. 



Lebanon Valley College History and Political Science 1 09 



Degree Requirements: 

Degree: Bachelor of Arts with a major in historical communications. 

Major: HIS 250, 400; three 3-credit, 100-level courses. Three upper division electives, 
one at the 300 level, two non-US. Also: ENG 140 and ENG 213. Three additional elec- 
tives drawn from ENG 210, 216, 218, 310, 312, 313, 314, 315. DCOM 130, 210 or ap- 
proved special topics courses. 42 credits. 

Courses in Histoiy (HIS): 

103. The Ancient World: The Dawn of Civilization to the Fall of the Han and Roman 
Empires. A study of the development of civilizations from the development of human 
civilizations to the end of the first era of empire building in India, China, and the 
Mediterranean. Topics include the river valley civilizations of Mesopotamia, Egypt, 
India, and China; the formation of great philosophies and religious traditions in Asia 
and Greece; and the first empires in the Mediterranean world, India, and China. 3 
credits. 

104. The Second Age of Empires: World History from the Fall of Rome to the Mon- 
gol Invasions. A study of the second phase of empire building in world history, span- 
ning the period from the fall of Rome in 476 to the end of the Middle Ages in Europe 
and the end Mongol domination in Asia and Russia by 1450. Topics will include the 
Byzantine Empire; the gradual recovery of Europe after the fall of Rome; the renewal 
of China under the T'ang and the Song Dynasties; the Islamic dynasties in the Middle 
East, Africa, India, and China; and the Mongol invasions. 3 credits. 

105. Europe Encounters the World. This course is a survey of modern history, from 
1400 to the present. The course will focus on one of the most important aspects of mod- 
ern history, the processes of colonization and decolonization. The course is framed by 
three main areas of inquiry. First students explore why it was the Europeans who ex- 
panded over the globe from 1500 to 1900. The second theme is the cultural encounter 
that resulted from European expansion. The final section of the course deals with the 
twentieth century. The following themes are covered: colonial resistance, the three- 
world order, and globalization. 3 credits. 

725. United States Histoiy to 1865. The major events and developments in America 
from Columbus to the Civil War, with emphasis on the creation of a distinctive Amer- 
ican society from the interaction of different cultures, ethnic groups, and ideas. Major 
themes include the transformation of European cultural ideas in colonial America and 
the impact of republican ideology, democratization, and the spread of the market econ- 
omy between the Revolution and the Civil War. 3 credits. 

126. United States History Since 1865. American history from 1865 until the present. 
Students learn about important themes in recent history such as law and order, native 
land rights, protest movements, foreign policy and its critics, and the rise of corporate 
power and its economic and political consequences. 3 credits. 

202. Historical Geography. A study of the various geographic regions of the world and 
how the natural environment has influenced historical and cultural development. Pre- 
requisites: Sophomore standing or permission of instructor. 3 credits. 



1 1 History and Political Science 2009-20 1 Catalog 



205. Early Modern Europe. Selected themes in the cultural, religious, economic, so- 
cial, and political history of Europe from the end of the fourteenth century to about 
1715. After a brief survey of the late Middle Ages, the course will then address focus 
on the Renaissance, Reformation, age of discovery, and finally state-making in the sev- 
enteenth century. Through the examination of these themes the course will chart the 
shift in the geographic centers of power in early modern Europe from the Mediter- 
ranean to Northern Europe and the Atlantic seaboard. Prerequisites: Sophomore stand- 
ing or permission of the instructor. Writing process. 3 credits. 

206. Revolution and Nationalism. The course will chart the ways in which the French 
Revolution and the industrial revolution in Europe shaped the political, economic, so- 
cial, cultural, and intellectual development of Europe in the nineteenth century. The 
major themes of the course include the development of the political ideologies that 
emerged as a result of the French Revolution, industrialization, nationalism, the devel- 
opment of class societies, gradual democratization in parts of Europe, the beginning of 
the women's movement, challenges to liberalism, and finally, the causes of World War 
I. Prerequisites: Sophomore standing or permission of the instructor. Writing process. 
3 credits. 

207. Europe in the 20th Century. An introduction to the main political, social, eco- 
nomic, and intellectual developments in twentieth-century Europe. The major themes 
of the course include the experience of the two world wars; the development of fascist 
and communist regimes under Lenin and Stalin, Mussolini, and Hitler; the weakness of 
the western democracies after World War I; the Holocaust; the Cold War; the Commu- 
nist Bloc; the end to colonialism; the European Union; the development of the welfare 
state; and the new nationalism. Prerequisites: Sophomore standing or permission of the 
instructor. Writing process. 3 credits. 

208. Great Britain from 1688 to the Present. Selected themes in British history from 
1688 to the present. The course will begin with the Glorious Revolution of 1688 so as 
to establish the background for an ongoing discussion of Great Britain's parliamentary 
tradition. Great Britain's industrial revolution, the rise of a working class, and the pol- 
itics of labor will constitute another set of related themes. The course will also explore 
Victorianism and cultural developments in the nineteenth century. Other major topics 
will include British imperialism, the impact of two world wars, and the relationships 
among the component parts of the United Kingdom (Ireland, Scotland, Wales, and Eng- 
land). Prerequisites: Sophomore standing or permission of the instructor. Writing 
process. 3 credits. 

210. The Histoiy of Modern France, 1750 to the Present. A study of French history 
from 1750 to the 1980s. The course provides an overview of the political, social, eco- 
nomic, and cultural history of France from the late eighteenth to the late twentieth cen- 
tury. The course will address a variety of themes from the standpoint of France's place 
in European history as a whole but also in terms of the uniqueness of the French expe- 
rience. Some of the themes covered by the course will include: France's revolutionary 
tradition; the development of a democratic society; the French pattern of gradual in- 
dustrialization; the persistence of the French peasantry; the socialist movement and 
syndicalism; the evolution of the radical right; imperialism; French communism; in- 

Lebanon Valley College History and Political Science 1 1 1 



tellectual movements in literature, philosophy and the arts; France and Europe in the 
post-war period; women in French society; and the role of minorities in France. The 
course will also examine the ways in which these themes relate to issues confronting 
contemporary France. Prerequisites: Sophomore standing or permission of the in- 
structor. 3 credits. 

21 7. Women in Modern Europe, 1 750 to the Present. An exploration of the position of 
women in Modern Europe from 1750 to the present. The course focuses around the 
tensions between women's difference and demands for equal treatment as this theme has 
played out through history. The course will begin with a discussion of gender in history 
and then proceed to examination of women in pre-industrial Europe, the French Revo- 
lution, the industrial revolution, nineteenth-century reform movements, feminism and 
the suffrage movement. Twentieth century themes include the "new" woman, women in 
communist Russia and under the fascist regimes, the impact of two world wars on 
women's roles, the welfare state, and finally, contemporary feminism. Prerequisites: 
Sophomore standing or permission of the instructor. Writing process. 3 credits. 

220. Colonial America: A History in Red, White, and Black. A study of the interac- 
tions between three very different cultures — American Indians, Africans, and Euro- 
peans — on the North American continent. Emphasis will be on the ideology and 
methods by which Europeans came to dominate the area, and how both Indians and 
Africans struggled to preserve their identity in an increasingly white-dominated colo- 
nial world. 3 credits. 

226. Age of Jefferson and Jackson. How the old republican ideal of a virtuous agrar- 
ian society struggled to confront the new age of economic modernization, social di- 
versity and sectional tension. Prerequisites: Sophomore standing or permission of the 
instructor. Writing process. 3 credits. 

230. American Electoral Politics. This course uses the current presidential election as 
a case study from which students can analyze the history of American parties and elec- 
tions. The course will use political science concepts such as realignment and dealign- 
ment to study the rise and fall of the various "party systems" in American history, and 
will attempt to place the current presidential election within its historical context. Pre- 
requisites: Sophomore standing or permission of the instructor. 3 credits. [Cross-listed 
as PSC 230.] 

240. American Military History. An analysis of American military institutions from 
Old World tradition to the post-Persian Gulf era with emphasis on the U.S. Army. Pre- 
requisites: Sophomore standing or permission of the instructor. 3 credits. 

242. The African-American Experience. Survey of African- American history from the 
origins of slavery until the present. The course develops several inter-related themes 
such as slavery, protest movement and civil rights, economic history, and blacks in 
Pennsylvania. Prerequisites: Sophomore standing or permission of the instructor. So- 
cial diversity studies. 3 credits. [Cross-listed as AMS 242.] 

245. Women in America. The role and status of women in American society from the 
colonial period to the present. It emphasizes the ways that women's paid and unpaid 



1 12 History and Political Science 2009-2010 Catalog 



labor has shaped their status and role in the family, society, and the economy. Prereq- 
uisites: Sophomore standing or permission of the instructor. 3 credits. 

250. The Historian's Craft. An introduction to the basics of historical research and 
writing. The most important goal of the course is to help students produce a clearly 
written research paper, with footnotes and a bibliography. A primary source paper and 
other writing assignments will prepare the students for the achievement of this goal. 
Class discussion will revolve around analysis of various types of primary sources, sec- 
ondary sources, journal articles, issues of interpretation, and research methods. The 
course will also include several research trips to libraries, archives, historical societies, 
or local history collections. Prerequisites: at least one of the following: History 103, 
104, 105, 125, 126 or 127; or permission of the instructor. Writing process. 3 credits. 

251. History and Historians. The first half of this course covers the lives and ideas of 
the great historians from ancient times to the modern world; the second half of the 
course covers recent interpretations of American history. Prerequisites: at least one of 
the following: History 103, 104, 125, or 126; or permission of the instructor. 3 credits. 

273. African History. A survey of African history from the origins of humanity until the 
present. Students learn more about the modern period, particularly the effects of the 
slave trade, colonialism, and neocolonialism on Africa. Special emphasis is given to 
the genocides in the Congo Free State at the end of the nineteenth century and in 
Rwanda at the close of the twentieth. Prerequisites: Sophomore standing or permission 
of the instructor. Foreign studies. 3 credits. 

274. Colonial Latin America. Latin America from its prehistory to the end of inde- 
pendence movements in the 1820s. Topics will include early civilizations such as the 
Maya, Aztec, and Incas; the confrontation between the Amerindians and the European 
colonizers; the development of Latin American societies under Portuguese and Span- 
ish rule; slavery; the colonial economy; and finally, independence movements. Prereq- 
uisites: Sophomore standing or permission of the instructor. Foreign studies. 3 credits. 

275. Modern Latin America. Latin American civilization from the emergence of inde- 
pendent states, relationships with the United States and the modern regional distinc- 
tions. Prerequisites: Sophomore standing or permission of instructor. Foreign studies. 
3 credits. 

303. Seminar on the History of South Africa. A seminar on the history of South Africa 
from the 1600s until the end of apartheid in the early 1990s. Topics include early col- 
onization, conflicts between European settlers and natives and between the English and 
the Afrikaaner republics, the development of capitalism, the dynamics of black South 
Africans under apartheid, and the bloody struggle for and against national liberation in 
the early 1990s. Prerequisites: Junior standing or permission of the instructor. History 
273 is recommended. Foreign studies. 3 credits. 

304. Seminar on the History of Brazil. A study of the history of Brazil from the colo- 
nial period through the present day. The primary focus will be on the period from the 
arrival of the Portuguese Court in 1 808 until the "abertura," or re-democratization of 
the 1980s. Some of the topics that will be covered in the course include: 1 ) the histor- 



Lebanon Valley College History and Political Science 113 



ical development of the Brazilian nation-state and 2) the development of a Brazilian 
"national" culture. Thus recurrent themes will include political organization and par- 
ticipation, economic growth and development, nationalism, authoritarianism and re- 
democratization, social organization and stratification, cultural production, and race 
relations. Prerequisites: Junior standing or permission of the instructor. History 274 or 
275 is recommended. Foreign studies. 3 credits. 

305. History of Mexico. This course examines Mexican history from before the Span- 
ish conquest to the present day. The approach is chronological, topical, and thematic. 
Critically engaging with a wide variety of course materials, students will gain spe- 
cific factual knowledge about Mexican history, including major figures, events, and 
trends; explore how the histories of the United States and Mexico have grown in- 
creasingly entwined; and examine diverse aspects of Mexican history, society, and cul- 
ture. 3 credits. 

310. Seminar on World War I. This course provides an in-depth study of World War I. 
The topics covered include the causes of the war; the military history of the war; the so- 
cial, economic, and cultural changes that resulted; the terms and consequences of the 
peace; and the ways in which the memories of the war were constructed. Although the 
course will focus on Europe where most of the war was fought, students will also ex- 
amine the impact of the war on Russia and Europe's overseas colonies. Prerequisites: 
Junior or senior standing and one prior history course or permission of the instructor. 
Writing process. 3 credits. 

312. The American Revolution. An in-depth study of why Americans declared their in- 
dependence and how they won the Revolution and worked to build a republic in a hos- 
tile world of monarchies. Particular attention is paid to major issues on which historians 
of the period disagree. Prerequisites: Junior or senior standing and one prior history 
class or permission of the instructor. Writing process. 3 credits. 

315. The Civil War.. A study of how sectional divisions over slavery led to a bloody war 
and reshaped American society. Prerequisites: Junior or senior standing and one prior 
history class or permission of the instructor. Writing process. 3 credits. 

330. The Ruling Class. This course offers students a chance to explore the origins, his- 
tories, institutions, and current practices of the American aristocracy. Students will learn 
about how the very rich families that currently enjoy enormous hereditary wealth ob- 
tained and maintain their fortunes. Students will also investigate the histories and cur- 
rent policies of the institutions that protect and promote the wealthy such as 
corporations, the stock market, and government. Social diversity studies. 3 credits. 
[Cross-listed as AMS 330.] 

360. The Teaching of Citizenship Education in Secondary Schools. A course for those 
preparing to teach history, political science, economics, and geography at the second- 
ary level. Topics include issues and trends in secondary education, history of historical 
pedagogy, professional development and course enrichment resources, teaching tech- 
niques, the uses of technology, and student motivational techniques. Required for all his- 
tory majors seeking citizenship education certification. Does not count towards the 



1 14 History and Political Science 2009-2010 Catalog 



major. Prerequisites: admission to the Citizenship Education Program. 3 credits. [Cross- 
hsted as PSC 360.] 

400. Internship. Field experience related to student's work, research interests, or grad- 
uate school plans. A journal and paper in addition to field work are required. Students 
may take up to 6 credits per semester and up to 12 credits during the summer. Prereq- 
uisites: Junior or senior status; overall GPA of at least 2.5; completion of registration 
forms; approval of internship site by student's advisor prior to registration; approval of 
department chair. 3-12 credits. 

499. Senior Seminar in History. Focus on a theme in history such as World War 1, the 
industrial revolution, or the Enlightenment. These topics will be approached from a va- 
riety of perspectives (economic, political, or social for example) and from the view- 
point of many national histories. Class meetings will include discussion of course 
readings, research methods, and the historiography related to the theme of the course. 
Students will write a research paper on some aspect of the course topic utilizing a va- 
riety of primary and secondary sources and present their research to the class. Prereq- 
uisites: Senior history majors or permission of the instructor. 3 credits. 

Political Science Program 

Political scientists study government institutions and the political systems related to 
them. Students who major in political science take courses to give them a thorough un- 
derstanding of the American political system, the political systems of other nations, 
and international politics. Twenty-four of the 39 credits in this major are taken in core 
requirements, and the remainder consist of elective credits chosen by students in ac- 
cordance with their interests. 

A degree in political science opens the door to a wide variety of careers. Political sci- 
ence majors have become lawyers, high school and junior high school teachers, college 
professors, journalists, law enforcement officers, business people, consultants, lobby- 
ists, and government officials. The political science major is an integral component of 
the Pre-law, Criminal Justice, and Citizenship Education programs. 

Degree Requirements: 

Degree: Bachelor of Arts with a major in political science. 

Major: ECN 101 or 102; PSC 100, 1 10, 210, 245, 345, 370; one course from PSC 497, 
498 or 499; five additional elective courses in political science (39 credits). 

Minor: PSC 100, 1 10, 210, 245, 345 and one elective course in political science (18 
credits). 

Law and Society Minor 

The Political Science Department offers a law and society minor which can be taken 
alongside any major at LVC. The minor is an interdisciplinary program that introduces 
students to the American legal system through a study of the United States Constitution 
and its normative and political context. The program is expected to be of particular use 
to those students who intend to apply to law school. An internship and a capstone sem- 
inar in legal foundations are required for this minor. 



Lebanon Valley College History and Political Science 1 1 5 



Degree Requirements: 

Minor: PHL 120; PSC 215, 316, 400, 497; and either PHL 215 or PHL/PSC 345 (18 

credits) 

Courses in Political Science (PSC): 

100. Introduction to Political Science. This course is designed as a broadly-based in- 
troduction to the discipline of political science. It will acquaint students with the con- 
cepts, structures, trends, and belief systems that form the basis of political activity 
throughout the world. Those taking the course will leave with an enhanced under- 
standing of the multiple ideologies, institutions, issues, and actors that shape and drive 
politics. 3 credits. 

110. American National Government. This course provides a survey of key develop- 
ments, institutions, and issues in American politics. Topics include the ideas that shaped 
the original American political system, the presidency; Congress and federal courts; 
the operation of political parties and interest groups; domestic and foreign policy de- 
bates; and contemporary issues such as civil rights and affirmative action. 3 credits. 

210. Comparative Politics. This is an introduction to the study of comparative poli- 
tics: the comparison of political systems in order to understand how and why these sys- 
tems function differently. The course is built around three fiindamental questions: What 
is comparative politics? What kinds of phenomena do we compare? What are the major 
theoretical approaches that guide our studies? We also examine distinctions between 
the "developing" and the "developed" worlds, and between authoritarian and demo- 
cratic political regimes. Prerequisites: sophomore standing or permission of the in- 
structor. 3 credits. 

211. The Developing Nations. A survey of the developing nations of Latin America, 
Asia, Africa, and the Middle East. This class explores why some countries are "devel- 
oped" and others not. The course examines some of the major explanations for devel- 
opment, both economic and political. Following an overview of each of the developing 
regions, the class will analyze some of the major issues facing developing nations today. 
Topics include democratization, religion and politics, ethnic conflict, women and de- 
velopment, and revolution. Prerequisites: sophomore standing or permission of the in- 
structor. Writing process. Foreign studies. 3 credits. 

212. Politics of Latin America. The course is designed as an introduction to Latin Amer- 
ican politics. We focus on two major trends that have characterized the region through- 
out its post-independence history: episodic waves of political democratization and 
democratic breakdown, and a common but changing series of economic systems. We 
also examine the political role played by the military, the quest for political equality 
among various groups in society, and the evolving political and economic relationships 
between Latin American states and the U.S. Foreign Studies. 3 credits. 

213. Politics of the Middle East. Sometimes called the cradle of civilization, the Mid- 
dle East is home to approximately 330 million people, vast oil resources, and the world's 
fastest-growing religion. It also faces formidable political, social, and economic chal- 



1 1 6 History and Political Science 2009-20 1 Catalog 




lenges. In fact, it may well be the most contentious region in the world today. This 
course examines selected domestic and international political developments in the mod- 
ern Middle East. We discuss Arabism, political Islam, secular-religious tensions within 
and between Middle East states, and state-society relations (e.g., opposition movements, 
human rights, gender issues). We also analyze international relations within and with- 
out the region, namely the Arab-Israeli conflict, the Iraq-Iran conflict, and U.S. foreign 
policy toward the region (including the impact of the war on terrorism). We will sup- 
plement our readings and discussions with several films and periodic guest speakers 
(depending upon availability). An underlying theme of the course is the potential for de- 
mocratization in the Middle East. Foreign Studies. 3 credits. 

215. Law and Government. This course uses key cases to study important doctrines es- 
tablished by the Supreme Court with respect to the structure and functions of the con- 
stitutional system (judicial, legislative and executive power and federalism). Students 
will also examine the Court's rulings concerning election law, voting rights, and con- 
stitutional protections of property rights and related contractual obligations. There is a 
particular emphasis on various forms of textual interpretation used by individual jus- 
tices to apply the Constitution in deciding cases and writing opinions. Prerequisites: 
sophomore standing or permission of the instructor. PSC 1 10 recommended. 3 cred- 
its. 

230. Electing the President. This course uses the current presidential election as a case 
study from which students can analyze the history of American parties and elections. 
The course will use political science concepts such as realignment and de-alignment to 
study the rise and fall of the various "party systems" in American history, and will at- 
tempt to place the current presidential election within its historical context. Prerequi- 



Lebanon Valley College 



History and Political Science 1 1 7 



sites: sophomore standing or permission of the instructor. 3 credits. [Cross-listed as 
HIS 230.] 

245. International Relations. This course is designed to introduce students to the study 
of international relations. The course hinges on a series of questions: Who are the prin- 
cipal actors in the international system? What are the theoretical ways of discerning 
why these actors do what they do? How has the international system evolved into its 
present form? What are the central issues confronting the international system? 3 cred- 
its. 

250. Public Policy Analysis. This course describes the public policy process and ana- 
lyzes various areas of substantive domestic policy at the national level. Topics covered 
include budgeting and taxation, education, health, welfare, and the environment. Pre- 
requisites: sophomore standing and PSC 1 10 or permission of the instructor. Writing 
Process. 3 credits. 

261. Congress and the Legislative Process. An examination of the Congress as an in- 
stitution undergoing dynamic change; emphasis upon recruitment of legislators, insti- 
tutional and informal rules, the committee system, and legislative procedures. 3 credits. 

262. The Presidency in the Political System. Both the institution of the presidency and 
the person of the president will be examined from a number of analytical perspectives. 
Some of the specific topics we will be covering include: presidential history; the rela- 
tionship between the presidency and the public via campaigns and elections, public 
opinion, the mass media, political parties, and interest groups; the presidential institu- 
tion and the psychological elements of presidents; inter-branch relations among the 
presidency. Congress, and the courts; and the presidency and domestic, economic, and 
foreign policymaking. 3 credits. 

310. Comparative Political Institutions. Institutions are generally defined either as the 
structures of politics, or the rules of the political game accepted by all — or virtually 
all — important players. Traditionally, the most important of these political institutions 
are the constitution, the executive, the legislature, and the judiciary. In this course, we 
will examine major political institutions from a comparative perspective. We consider 
cases in both the developed and developing worlds. Prerequisites: junior standing and 
PSC 210 or permission of the instructor. 3 credits. 

3 12. American Foreign Policy. This course offers a two-part examination of American 
foreign policy. The first part will be an extensive survey of U.S. foreign policy from its 
inception as a nation through today. A critical theme will be the U.S. tradition of uni- 
lateralism, not isolationism. The second part will examine the policy-making process 
itself, focusing on the multiple actors and cross-cutting interests that comprise U.S. for- 
eign policy decision-making. Prerequisites: sophomore standing or permission of the 
instructor. Writing process. 3 credits. 

313. Diplomacy and Security Studies. The course will examine all areas in which con- 
temporary U.S. security policy is formulated and implemented. The overall goal of the 
course is for students to develop their abilities to interrelate the concepts and substance 
of U.S. security. Writing Process. 3 credits. 



1 1 8 History and Political Science 2009-20 1 Catalog 



316. Civil Liberties and Civil Rights. This course uses key cases to study important 
doctrines established by the Supreme Court with regard to civil rights and civil liber- 
ties. Students will examine the Court's rulings concerning the establishment and free 
exercise of religion, protection of freedom of speech and of the press, privacy rights 
(abortion and sexual freedom), the rights of the accused in the criminal justice system, 
and the law governing racial or sexual discrimination. The course places particular em- 
phasis on various forms of textual interpretation used by individual justices to apply the 
Constitution in deciding cases and writing opinions. Prerequisites: sophomore stand- 
ing or permission of the instructor. PSC 215 recommended. 3 credits. 

320. Electoral Politics. The dynamics of the electoral process in the United States, with 
emphasis on the role of parties, public opinion and interest groups. Prerequisites: PSC 
110, sophomore standing or permission of the instructor. 3 credits. 

330. State and Local Government. Governmental institutions, characteristics of state 
and local political systems and the major inter-governmental problems in state and local 
relations with the federal government. Prerequisites: sophomore standing and PSC 110 
or permission of the instructor. Writing Process. 3 credits. 

345. Political Philosophy. Students in this course study the development of Western 
political thought from Classical Greece to modern times, examining the conceptual 
evolution of citizenship, civic obligation, and the nature of justice, and exploring the 
connection between moral and positive law in the western tradition. Prerequisites: jun- 
ior standing or permission of the instructor. Writing process. Disciplinary perspectives. 
3 credits. [Cross-listed as PHL 345.] 

360. The Teaching of Citizenship Education in Secondaiy Schools. A course for those 
preparing to teach history, political science, economics, and geography at the second- 
ary level. Topics include issues and trends in secondary education, history of historical 
pedagogy, professional development and course enrichment resources, teaching tech- 
niques, the uses of technology and student motivational techniques. Required for all 
political science majors seeking citizenship education certification. Does not count to- 
wards the major. Prerequisites: admission to the Citizenship Education Program. 3 cred- 
its. [Cross-listed as HIS 360.] 

370. Research Methods in Political Science. This is an introduction to the design and 
evaluation of political research: formulating clear hypotheses, developing appropriate 
measures, an analyzing data using simple statistical methods and qualitative techniques; 
emphasizes clear exposition of arguments, interpretations, and findings. Prerequisites: 
junior standing or permission of the instructor. 3 credits. 

380. EU Simulation. This course will offer an enrishing, hands-on, interdisciplinary ex- 
ploration of the dynamic processes of policy formation in the core institutions of the Eu- 
ropean Union. Students will prepare for participation in the simulation held each 
November in Washington, D.C., organized by the mid- Atlantic European Union Sim- 
ulation Consortium (MEUSC). This experiential learning program endeavors to connect 
American students to EU policy makers and policy making in a unique way. Students 
will be engaged in discussions and debates about the EU. A distinct theme is chosen as 



Lebanon Valley College History and Political Science 119 



the focus of the simulation each year. DiscipUnary Perspectives. 3 credits. 

400. Internship. Field experience in law- or politics-related environment. Prerequisite: 
GPA of 2.50 in major and permission of department chair. Students taking more than 
six internship credits in political science please note: PSC 400 may count for no more 
than two elective courses in the PSC major. 1-12 credits. 

497. Seminar in Legal Foundations. This capstone seminar examines the historical 
and philosophical development of constitutional law in the United States; the seminar 
emphasizes the dynamic relationship between the law and moral and political philoso- 
phy. Prerequisites: junior or senior standing and completion of PHL 215, PHL/PSC 
345 or PHL/PSC 342. Writing process. 3 credits. 

498. Seminar in U.S. Politics. This seminar allows junior and senior political science 
majors to pursue a research interest in U.S. politics within a broad topic area prescribed 
for each semester the seminar is given. Prerequisites: Major or minor in political sci- 
ence and junior or senior standing. Writing process. 3 credits. 

499. Seminar in World Politics. This seminar allows junior and senior political science 
majors and minors to pursue a research interest in politics outside the U.S. within a 
broad topic area prescribed for each semester the seminar is given. Prerequisites: major 
or minor in political science and junior or senior standing. Writing process. 3 credits. 

Faculty 

Philip J. Benesch, associate professor of political science. 
Ph.D., University of Delaware. 

He teaches courses in political philosophy, constitutional law and American govern- 
ment. His research interests include Socratic, Marxist, and modern democratic politi- 
cal theory, and the intersections of law and normative philosophy. He serves as the 
College s pre-law advisor and directs the minor in law and society. 

James H. Broussard, professor of history. 
Ph.D., Duke University. 

He teaches American history and historiography. His research and publications con- 
centrate on the Jefferson-Jackson era, the South, and American politics. He formerly 
served as executive director of the Society for Historians of the Early American Re- 
public. 

Christopher J. Dolan, assistant professor of political science. . 

Ph.D., University^ of South Carolina. . 

He teaches U.S. politics and international relations is such areas as presidential politics, 
U.S. foreign policy, U.S. national security policy, relations between the executive and 
legislative branches, economic policy, and other related topics. He has written numer- 
ous articles and books, including such titles as The Presidency and Economic Policy, 
In War We Trust, and Striking First: Preventative Doctrine and the Reshaping of U.S. 
Foreign Policy. 



120 History and Political Science 2009-2010 Catalog 



John H. Hinshaw, associate professor of history. Chairperson. Director of the Ameri- 
can Studies Program. 
Ph.D., Carnegie Mellon University. 

He teaches courses on modern American history, black history, urban history, African 
history, world history, labor history, and specialized courses in race and ethnicit\'. He 
has written arid edited books on the industrial revolution in world history, the steel 
industry and steel wor'kers in Western Pennsylvania, and the labor movement in the 
United States. 

Diane E. Johnson, associate prvfessor of political science. 
Ph.D., University' of Santa Bar-bam. 

She teaches introduction to poHtical science, research methods, and lower-and upper- 
level courses in comparative politics, including Latin American politics, Middle East- 
ern politics, the politics of developing nations, and comparative political institutions. 
Her main research interests are democratization, the effects of globalization, and po- 
litical communication. She specializes in the politics of Latin America. 

Rebecca K. McCoy, associate professor of history. 
Ph.D., Uriiversity ofNor'th Carolina at Chapel Hill. 

She teaches world civilization and specialized courses in European history. Her re- 
search focuses on the social, religious and political history of France from the 17th to 
the 19th century. Other teaching and research interests include the history of European 
women, 20th-century Europe, and the development of nationalism and national iden- 
tity. 

Michael J. Schroeder, assistant professor of history. 

Ph.D., University of Michigan. 

A social, culturxd, and political historian specializing in Latin America and 
Nicar'agua, he is co-author of the widely used college textbook The Twentieth Century 
and Beyond (McGrxiw-Hill, 2007) and author of rnimer-ous scholariy articles and 
chapters in his ar'ea of expertise. His teaching interests embrace the Atlantic World 
since 1500 with a focus on the United States and Latin America since the Age of Rev- 
olution. 

Jean-Paul Benowitz, adjunct instructor in history. 

M.A., Millersville Urriversityi 

He teaches American history. His research and teaching interest is on U.S. political his- 
tory for the period since 1928, with particular focus on the Roosevelt-Truman and 
Kennedy-Johnson administrations. Related fields of interest include social, cultural 
and diplomatic history for the period since 1945. He is completing a Ph.D. at Temple 
University. 

Adam Bentz, adjunct instructor in history. 
Ph.D., candidate, Lehigh University. 

Kelly O'Brien, adjunct instructor of history. 
B.A., Lebanon Valley College. 



Lebanon Valley College History and Political Science 121 



DEPARTMENT OF MATHEMATICAL SCIENCES 

The Lebanon Valley College Department of Mathematical Sciences has long offered 
a rigorous mathematics program within the context of a liberal arts education. The in- 
creasing national need for quantitatively prepared individuals makes our program even 
more attractive today. Actuaries, computer programmers, college professor, mathemat- 
ics and computer science teachers, college professors, operations research analysts, and 
statisticians are in high and continuing demand. In addition, the mental discipline and 
problem-solving abilities developed in the study of mathematics are excellent prepara- 
tion for numerous and varied areas of work and study. 

The department was cited in the Mathematical Association of America's 1995 pub- 
lication. Models That Work, for its exceptional program and for its service to students. 
It offers majors in actuarial science, computer science and mathematics; secondary 
teaching certification in mathematics; and minors in mathematics and computer sci- 
ence. 

Departmental graduates have earned doctorates in economics, physics, statistics, 
and computer science as well as mathematics. Other graduates have completed law 
school. Many graduates have earned the designation of Fellow of the Society of Actu- 
aries or of the Casualty Actuarial Society. 

Mathematical Sciences Department majors are active in student government, ath- 
letics, musical organizations, and other activities. The department is always well rep- 
resented in the list of students named to Who's Who in American Colleges and 
Universities. There are two active student clubs, the Math Club and the Student ACM 
Chapter. 

The Mathematical Science Department also directs the computer engineering track 
in the 3+2 Engineering Program. For details, see Cooperative Programs on page 25. 

Mathematics Program 

The Mathematics major is the cornerstone of the program in the Department of 
Mathematical Sciences. Each faculty member in the department has a doctorate in some 
area of mathematics. Operations research analyst, computer support consultant, com- 
puter analyst, and secondary school teacher are job descriptions of some recent grad- 
uates. Other graduates have chosen to use mathematics as preparation for graduate 
school in areas such as economics, management, operations research, and statistics. 

Degree Requirements: 

Degree: Bachelor of Science with a major in mathematics. 

Major: MAS 099, MAS 1 1 1, 1 12, 1 13, 1 14, 202, 222, 251, 261, plus five MAS courses 
numbered 200 or above, including at most one of MAS 266, 270 or ASC 385; at least 
four of MAS 311, 322, 325, 335, 371, 372, 390; and at least one of MAS 31 1 or 322. 
A 400 level ASC course may substitute for 335 and ASC 385 may substitute for MAS 
266 or MAS 270 (37 credits). 

Mathematics majors are advised to take at least one computer science course or have 
equivalent experience. 

Minor: MAS 1 6 1 and 1 62 or MAS 1 1 1 and 1 1 2; MAS 222, and either MAS 25 1 or 202; 
three courses from CSC 13 1 or MAS courses numbered 200 or higher. One ASC course 

122 Mathematical Sciences 2009-2010 Catalog 




may be substituted for one of the elective 200 or higher level math courses. (21 cred- 
its) 

Students may attempt any combination of double majors or major/minor within the De- 
partment of Mathematical Sciences. But no course, except where required by number 
in both programs, may be used in more than one program. 

Secondary Teacher Certification: Students seeking secondary certification in mathe- 
matics must complete: a mathematics major including MAS 270 or MAS 372; MAS 
322, 325; MAS 360; and CSC 131. Certification candidates must also complete 33 
credits in coursework offered by the education department and other courses required 
for certification. See the education department section on pages 84-85 for additional 
information. 

Courses in Mathematics (MAS): 

099. Presentation Attendance. The aim of this course is exposure to mathematics be- 
yond the classroom curriculum. The course requirement is attendance at a minimum of 
six formal presentations on mathematical topics give at conferences, colloquia, or sym- 
posia at a minimum of two separate events (that is, a conference or event). Presentations 
should have a title and abstract and may be given by faculty or students; poster ses- 
sions do not count. credits. 

100. Concepts of Mathematics. A study of a variety of topics in mathematics. Many in- 
troduce modern mathematics and most do not appear in the secondary school curricu- 
lum. 3 credits. 



Lebanon Valley College 



Mathematical Sciences 123 



102. Pre-Calculus. A review of precalculus mathematics including algebra and 
trigonometry. 3 credits. A student may not receive credit for this course after complet- 
ing MAS 111, 1 6 1 , or the equivalent. 

Ill, 112. Analysis I, II. A calculus sequence for department majors and other students 
desiring a rigorous introduction to elementary calculus. Prerequisite: placement testing 
or MAS 102; MAS 1 1 1 is a prerequisite for MAS 1 12. Corequisites: MAS 1 13, 1 14. 4 
credits per semester. A student may not receive credit for both MAS 1 12 and MAS 162. 

113, 114. Introduction to Mathematical Thinking I, II. An introduction to college 
mathematics for potential mathematical science majors. Prerequisite: placement testing 
or MAS 102. Corequisite: MAS 111, 112. 1 credit per semester. 

150. Finite Mathematics. Introduction to mathematical techniques used in quantitative 
analysis in business and economics. Topics include sets, linear relations, matrices, lin- 
ear programming, probability and interest. 3 credits. 

161, 162. Calculus I, II. A calculus sequence covering functions, limits, differentiation, 
integration and applications. Prerequisite: placement testing or MAS 102. MAS 161 or 
MAS 111 is a prerequisite for MAS 162. 3 credits per semester. A student may not re- 
ceive credit for both MAS 1 12 and MAS 162. 

1 70. Elementary Statistics. An introduction to elementary descriptive and inferential 
statistics with emphasis on conceptual understanding. 3 credits. A student may not re- 
ceive credit for MAS 170 after completing MAS 372. A student may not receive credit 
for both MAS 170 and MAS 270. 

202. Foundations of Mathematics. Introduction to logic, set theory, and proof tech- 
niques. Prerequisites: MAS 251 or permission. 3 credits. 

222. Linear Algebra. An introduction to linear algebra including systems of equations, 
vectors spaces and linear transformations. Prerequisite: MAS 1 12 or MAS 261 . 3 cred- 
its. 

251. Discrete Mathematics. Introduction to mathematical ideas used in computing and 
information sciences: logic, sets and sequences, matrices, combinatorics, induction, re- 
lations and finite graphs. Prerequisites: MAS 1 12 or MAS 162. 3 credits. 

261. Calculus III. Multivariate calculus including partial differentiation, multiple in- 
tegration, vector fields and vector functions. Prerequisites: MAS 1 12 or MAS 162. 3 
credits. 

266. Differential Equations. An introduction to ordinary differential equations. Pre- 
requisites: MAS 162 or 1 12. 3 credits. 

270. Intermediate Statistics. A more advanced version of MAS 170 intended for stu- 
dents with some calculus background. Similar to MAS 1 70 with more extensive con- 
tent. 3 credits. A student may not receive credit for both MAS 170 and MAS 270. 

311. Real Analysis. Convergent and divergent series, limits, continuity, differentiabil- 
ity and integrability; Fourier series. Prerequisites: MAS 202, 222, 251. 3 credits. 



124 Mathematical Sciences 2009-2010 Catalog 



322. Abstract Algebra. Introduction to algebraic structures including groups, rings and 
fields. Prerequisites: MAS 202, 222, 251. 3 credits. 

325. Geometry. Axiomatic development of absolute, Euclidean and non-Euclidean 

geometries. Prerequisites: MAS 202, 222, 251. 3 credits. 

335. Operations Research. Introduction to some operations research techniques in- 
cluding linear programming, queuing theory, project scheduling, simulation and deci- 
sion analysis. Prerequisites: MAS 202 or 222 or 251. 3 credits. 

360. Teaching of Mathematics in Secondary Schools. A course to ensure prospective 
mathematics teachers at LVC are knowledgeable and competent in the aspects of teach- 
ing that pertain specifically to the teaching of mathematics in Pennsylvania schools, as 
defined in the PDE Standards. Study of educational theories, research, and practices in 
the context of actual use of the same. Taught as a lab course. Prerequisites: declared sec- 
ondary education mathematics major and junior standing; EDU 1 10. 3 credits. 

371. Mathematical Probability. A mathematical introduction to probability, discrete 
and continuous random variables, and sampling. Prerequisites: at least two of MAS 
202, 251, and ASC 281 or junior standing. 3 credits. 

372. Mathematical Statistics. An introduction to the mathematical foundations of sta- 
tistics including sampling distributions, estimation, hypothesis testing, linear models 
and multivariate distributions. Prerequisites: MAS 371. 3 credits. 

Actuarial Science Program 

Actuaries are business professionals who use expertise in mathematics, economics, 
finance and management to define, analyze and solve financial and social problems. 
Actuaries are employed by insurance companies, consulting firms, pension/benefit con- 
sulting firms, large corporations, and federal and state government agencies. Actuarial 
credentials, which are earned after obtaining a bachelor's degree, result from complet- 
ing the rigorous education and examination program administered by either the Casu- 
alty Actuarial Society or the Society of Actuaries. 

The Actuarial Science Program at Lebanon Valley College was established in the 
1960s and is coordinated by Professor Hearsey, who is an Associate of the Society of 
Actuaries. With over 120 graduates working in the profession, including 53 fellows and 
39 associates, Lebanon Valley is recognized as having one of the leading undergradu- 
ate actuarial education programs in the U.S. 

The College's actuarial curriculum is designed to help actuarial students prepare for 
the curricula of the professional actuarial societies including all 2005 and 2006 revi- 
sions. The program introduces students to material on the first four examinations in the 
Society of Actuaries and Casualty Actuarial Society examination programs. 

The rigorous standards of the program, including the required passing of at least 
one actuarial examination, has resulted in a nearly 100 percent placement record of 
Lebanon Valley College actuarial science graduates in professional actuarial positions. 

Degree Requirements: 

Degree: Bachelor of Science degree with a major in actuarial science. 

Mo/or.- ASC 281, 385, 481, and one of 472, 482; CSC 131; MAS 111, 112, 113, 114, 
Lebanon Valley College Mathematical Sciences 125 



202, 261, 371, 372; ECN 101, 102; ACT 161 (49 credits). The Course P/Part 1 or Course 
FM/Part 2 examination of the Society of Actuaries/Casualty Actuarial Society must be 
passed before senior standing is reached. 

Courses in Actuarial Science (ASC): 

281. Probability for Risk Management. An introduction to risk management in prop- 
erty/casualty and life insurance with emphasis on probability concepts. Prerequisite: 
MAS 112. 3 credits. 

385. Mathematics of Finance I. Measurement of interest, time value of money, annu- 
ities, amortization and sinking funds, bonds, capitalized cost, net present value, yield 
rates, yield curves, duration, immunization; derivative products including calls, puts, 
forwards, and swaps. Prerequisite: MAS 1 12. 3 credits. 

386. Mathematics of Finance II. Parity, binominal pricing, Black-Scholes pricing, 
hedging, exotic options, and interest rate models. 3 credits. 

471. Regression and Time Series Analysis. An introduction to regression and time se- 
ries models with emphasis on economic applications. Prerequisite: MAS 372. 3 cred- 
its. 

472. Loss Distributions and Credibility Theoiy. An introduction to loss distributions 
and credibility theory with emphasis on actuarial applications. Corequisite: MAS 372. 
3 credits. 

481. Actuarial Mathematics I. Survival distributions, life insurance, life annuities, ben- 
efit premiums and reserves. Prerequisite: ASC 385. Corequisite: MAS 371. 3 credits. 

482. Actuarial Mathematics II. Multiple life and decrement models, expenses, indi- 
vidual and collective risk models, compound distributions, including applications. Pre- 
requisites: ASC 385, 481. 3 credits. 

Computer Science Program 

Computer science is the study of what can be done with machines. This discipline 
is part mathematics, part engineering, part philosophy, part linguistics, and part exper- 
imental science (without all the mess). 

Our computer science curriculum is distinguished primarily by two characteristics. 
The first is our emphasis on computer programming. Five of the required seven CS 
courses are primarily about programming, and programming plays an important role in 
most of the advanced courses. This emphasis develops strong analysis and problem- 
solving skills. 

The second characteristic of the computer science major is its decidedly mathemat- 
ical nature. Our students take 19 credits of mathematics (seven courses), more than is 
typical of undergraduate CS programs. This math foundation gives our students an an- 
alytical background that applies broadly in their CS coursework, helping them become 
better programmers and analysts. 

Degree Requirements: 

Degree: Bachelor of Science with a major in computer science. 

Major: CSC 131, 132, 231, 232, 331, 332; two of 441 , 442. 448, 451, 452, 481, 482; 
126 Mathematical Sciences 2009-2010 Catalog 



either 400 or 500; MAS 1 1 1, 1 12, 1 13, 1 14, 222, 251, plus one additional MAS course 
numbered 200 or higher; one of ENG 210, ENG 216, BUS 285 (49 credits). 

Minor: CSC 131, 132, 231, 232, and one CSC course numbered 300 or above; MAS 
111 or 161, and MAS 112 or 162 or 270 (21 credits). 

Students may attempt any combination of double majors or major/minor within the De- 
partment of Mathematical Sciences. But no course, except where required specifically 
by number in both programs, may be used in more than one program. The success of 
this combination of programming and math is regularly demonstrated by the consider- 
able success of the LVC competition programming team. 

Courses in Computer Science (CSC): 

115. Programming for Web Applications. This course introduces students to client side 
and server side web programming with databases. 3 credits. 

131. Introduction to Programming (with Java). Foundational aspects of computer pro- 
gramming. Algorithms and data; control structures; the design of small programs. Class 
and object basics. Uses the Java programming language. 3 credits. 

132. Computer Organization and Programming. Introduces the design and organiza- 
tion of the major components of a modem computer: CPUs, memory, storage, and 
other related hardware. Continues the study of programming started in CSC 131 via pro- 
gramming projects related to the study of computer architecture. Prerequisite: CSC 
131 or permission. 3 credits. 

276. Concepts of Net^vorking and Database. This course has three distinct segments: 
1) principles of computer networks and the Internet, 2) database design concepts, and 
3) network database applications. Hands-on. Prerequisite: CSC 122 or 144 or permis- 
sion of the instructor. 3 credits. 

231. Program Design I: C++ and Data Structures. Begins the study of large-scale soft- 
ware systems. Introduces the C++ programming language and fundamental data struc- 
tures like vectors, lists, and trees. MAS 161 and CSC 132, or permission. 3 credits. 

232. Program Design II: OOP and Patterns. A continuation of CSC 23 1 . Applications 
of data structures, object-oriented programming, design patterns, and other techniques 
to the design and implementation of large software systems. Prerequisite: CSC 231. 3 
credits. 

331. Sofbvare Design I. A survey of modem techniques for designing complex software 
systems. Investigates both programming techniques and processes. Includes substantial 
programming projects that continue in CSC 332. Prerequisite: CSC 232. 3 credits. 

332. Software Design II. A continuation of CSC 331. Must be taken in the semester im- 
mediately following CSC 331. Prerequisite: CSC 331. 3 credits. 

441. Operating Systems. Theory and practice of modern operating systems. Topics in- 
clude memory management, file systems, scheduling, concurrency, distributed 
processes, and security. Prerequisite: CSC 232 and MAS 251. 3 credits. 

442. Networks. Network design and implementation. Topics include layered network de- 
Lebanon Valley College Mathematical Sciences 127 



sign, types of hardware, low-level protocols, packets, frames, routing, security, and so 
on. Prerequisite: CSC 232 and MAS 251. 3 credits. 

448. Databases. The theory, structure and implementation, and application of modem 
database systems. Prerequisite: CSC 232. 3 credits. 

451. Theory of Programming Languages. Examines the design of computer pro- 
gramming languages and the tools that process them. Includes an examination of sev- 
eral current languages, and an introduction to the design and implementation of 
compilers. Prerequisite: CSC 232 and MAS 251. 3 credits. 

452. Artificial Intelligence. An introduction to the field of Al. Topics include expert sys- 
tems, goal-seeking algorithms, neural networks, genetic algorithms, computer vision, 
language recognition. Prerequisite: CSC 232 and MAS 251. 3 credits. 

481, 482. Advanced Topics in Computer Science I, II. Topics to be selected from cur- 
rent areas of interest and research in Computer Science. Prerequisites: CSC 232, MAS 
251. 3 credits. 

Faculty 

Christopher J. Brazfield, associate professor of mathematical sciences. 
Ph.D., Universit}' of Oregon. 

Brazfield teaches mathematics and actuarial science. He oversees the department web 
site. His research interests are in the area of noncommutative algebra. He advises math- 
ematics and other department majors. 

J. Patrick Brewer, associate professor of mathematical sciences. 
Ph.D., Universih' of Oregon. 

Brewer teaches mathematics and actuarial science. His graduate degree was earned in 
the area of algebra, and he is broadening his areas of expertise to include statistics and 
actuarial science. He is advisor for the Math Club. Professor Brewer advises mathe- 
matics and actuarial science majors. 

Leigh Cobbs, assistant professor of mathematical sciences. 
Ph.D., Rutgers University. 

Michael D. Fry, professor of mathematical sciences. 

Ph.D., Universit}' of Illinois. 

An avid practitioner of computer science and an accomplished mathematician. Trained 

as an algebraist, he has become a computer scientist as well with special interests in 

graphics, fractals, and applications of group theory. Professor Fry advises computer 

science majors. 

Bryan V. Hearsey, professor of mathematical sciences. Chairperson. Coordinator, Ac- 
tuarial Science Program. 
Ph.D., Washington State Universit}^. 

Hearsey is an Associate of the Society of Actuaries (ASA) and an active member of the 
academic actuarial community. He serves as the Society of Actuaries liaison represen- 
tative to the Mathematical Association of America and is a member of the Joint 
CAS/SoA Validation by Educational Experience Administration Committee. Although 

128 Mathematical Sciences 2009-20 1 Catalog 



his original mathematics interest was topology, his primary interests are now actuarial 
mathematics and finance. He advises actuarial science majors. 

David W. Lyons, associate professor of mathematical sciences. 
Ph.D., University of North Carolina at Chapel Hill. 

Lyons has broad mathematical interests in the areas of geometry, topology, algebra, and 
computer visualization. His current research is in mathematical physics in the area of 
quantum information theory. His pedagogical scholarship centers around the use of vi- 
sualization, particularly with animation, for teaching mathematical concepts. Away 
from the office, he is advisor and master instructor for the Taekwondo Club. He ad- 
vises math majors. 

Kenneth F. Yarnall, associate professor of mathematical sciences. Coordinator, 

Computer Science Program. 

Ph.D., University of South Carolina. 

Yarnall has interests ranging from pure mathematics to computer science to history and 

philosophy of science. Trained as an analyst, he teaches both mathematics and computer 

science. He advises computer science majors. He is the advisor for the Association for 

Computing Machinery student chapter, and he advises computer science majors. 

Mark A. Townsend, professor emeritus of mathematical sciences. 
Ed.D., Oklahoma State University. 

Townsend is a winner of the Lindback Award for Distinguished Teaching. Trained as a 
numerical analyst, he has developed a wide range of other interests including introduc- 
tory computer science. 

Timothy M. Dewald, adjunct assistant professor of mathematical sciences. 
M.Div., Andover Newton Theological School. 

Dewald is interested in the history of mathematics and enjoys teaching all students, es- 
pecially those with math anxiety. He teaches elementary statistics. He has won the 
Knisely Teaching Award. 



Lebanon Valley College Mathematical Sciences 129 



MILITARY SCIENCE PROGRAM 
ROTC 

The Military Science Program/ROTC adds another dimension to a Lebanon Valley 
College liberal arts education with courses that focus on helping students to become 
leaders and which develop a students' ability to manage, motivate, and foster team- 
work. ROTC cadets cannot be called to active duty until they graduate and have been 
commissioned. 

Students can participate in the military science courses (the ROTC Basic Course) 
during their freshman and sophomore years without formally enrolling in ROTC and 
with no future military obligation or commitment required. Courses during these years 
orient students to the various roles of Army officers and begin to prepare students to be- 
come officers. These courses focus on the development of written and oral communi- 
cation skills, leadership skills, and self-confidence. 

Individuals who elect to continue in the program during the junior and senior years 
(the ROTC Advanced Course) will receive a commission as a second lieutenant in the 
U.S. Army, the U.S. Army Reserve, or the Army National Guard upon graduation. They 
will then serve either four years of active duty in the Arniy, or they may opt to serve part- 
time in the Army Reserve or National Guard if they choose to pursue a civilian career. 
Students can enroll in ROTC as late as the end of their sophomore year and still re- 
ceive two years of ROTC scholarship. 

Army ROTC participation generally involves taking one elective class per semester. 
Options are available for those individuals who encounter scheduling conflicts or who 
desire to begin participation after their freshman year. 

Contact the Military Science Department, 717-245-1221 or 888-356-3942, or go to 
www.goarmy.coin/rotc/high_school_students.jsp for further infonnation. At this time, 
the course instruction for Lebanon Valley College students is held at Millersville Uni- 
versity. 

Program participants may take part in various enrichment activities during the aca- 
demic year, which include rappelling, rifle qualification, leadership exercises, land nav- 
igation, orientation trips, and formal social functions. Program participants may also 
apply for special training courses during the summer, such as airborne school, air as- 
sault schools, and cadet troop leader training. 

Scholarships: Army ROTC offers four-, three-, and two- year scholarships, awarded 
to those with a high school GPA of at least a 2.50 and a minimum of 920 on the SAT 
(math/verbal) or 19 on the ACT. The scholarship pays fiill tuition and fees each year. In 
addition, the scholarship offers a stipend of $300-500 a month, depending on year in 
school, plus $1,200 a year for books. All scholarship recipients remain eligible for fi- 
nancial aid. 

Corresponding Studies Program: Students may spend a semester in an off-campus 
study program in either the United States or abroad, while participating in either the 
Army ROTC Basic Course or Advanced Course, and still receive the same course credit, 
scholarships, and benefits. 



130 Military Science 2009-2010 Catalog 




Leader Development and Assessment Course (LDAC): This practicum consists of 
a five-week summer training program at Fort Lewis, Wash. LDAC stresses the appH- 
cation of military skills to rapidly changing situations. Participants are evaluated on 
their ability to make sound decisions, to direct group efforts toward the accomplishment 
of common goals, and to meet the mental and physical challenges presented to them. 
Completion of NALC is required prior to commissioning and is normally attended dur- 
ing the summer between the junior and senior years. Participants receive room, board, 
travel expenses, medical care, and pay. 



Lebanon Valley College 



Military Science 131 



DEPARTMENT OF MUSIC 

Students in the Department of Music may major in one of four areas: music, music 
business, music education, or music recording technology. Each student in the B.A. 
(MUS or MBS), B.M. (MRT), or B.S. (MED) programs is required to take a core of 
courses in music theory and music history. Each student also completes additional 
course work particular to his or her area of interest. 

Music Program 

Music majors will exhibit proficiency at the piano and in voice. To achieve these pro- 
ficiencies, students take MSC 5 10, 5 1 1, 5 12, and 513, and/or 520. Precise requirements 
for the proficiencies and the recital attendance requirement are found in the Department 
of Music Student Handbook, and in the courses-in-music section of this catalog. Music 
majors (except music business students) will be in at least one major ensemble (iden- 
tified as Marching Band, Symphonic Band, College Choir, Concert Choir, or Sym- 
phony Orchestra) each fall and spring semester. All students may earn up to 12 credits 
for ensemble participation. They will enroll in private study on their principal instru- 
ment/voice during each fall and spring semester. 

Students registered for private instruction in the department are not permitted to 
study in that instructional area on a private basis with another instructor, on or off cam- 
pus, at the same time. 

Degree Requirements: 

The Bachelor of Arts in music (B.A.) is designed for those students preparing for a ca- 
reer in music with a strong liberal arts background. Students in the jazz studies con- 
centration will take 530 private applied each semester. They will also take at least three 
credits of 530 jazz studies starting in the junior year. The theory or composition con- 
centration students will take 530 private applied each semester. Theory concentration 
students will take at least one 530 individual instruction theory credit in the senior year. 
Composition concentration students will take at least four credits of 530 individual in- 
struction composition starting no later than the junior year. Concentrations identified 
in the Department of Music Student Handbook include: piano, organ, voice, instru- 
mental, sacred music, jazz studies, theory or composition. 

Degree: Bachelor of Arts in music (MUS). 

Majors: Core courses in three of the music degree programs are: MSC 099, 115, 116, 
1 17, 1 18, 215, 216, 217, 241, 242, and 246. MSC 530 for all degree candidates. In ad- 
dition, music majors will be in either MSC 601, 602, 603, 604, or 606 each semester, 
exceptions noted previously. 

Music (B.A.): Core courses plus: Piano concentration: MSC 306, 316, 406 and 600; 
Voice concentration: MSC 233, 326 and 327; Organ concentration: MSC 316, 351, 
and 352; Instrumental concentration: MSC 345, 403, 405 and 416; Sacred Music con- 
centration: MSC 347, 351 or MED 334, and 422; Jazz Studies concentration: MSC 201, 
218, 416 and 530 jazz studies (at least three semesters); Theory concentration: MSC 
216, 315, 329, 416 and 530 individual instruction theory (at least the final semester); 
Composition concentration MSC 216, 315, 416, and 530 individual instruction com- 
position (at least four semesters). 

132 Music 2009-2010 Catalog 



Minor: MSC 099 (two semesters), 101, and three music literature courses from among 
the following: 100, 200, 201, 202, 241, 242, or 343. Minors also take MSC 530 for 
four semesters and must participate in any music ensemble for four semesters. 

Student Recital 

Student recitals are of inestimable value to all music students in acquainting them with 
a wide range of the best music literature, and in developing musical taste and discrim- 
ination. Performing in a recital provides the experience of appearing before an audience 
and helps to develop self reliance and confident stage demeanor. Students at all levels 
of performance ability appear on regularly scheduled student recitals depending on 
their performance readiness and in consultation with the private teacher. 

Courses in Music (MSC): 

099. Recital Attendance. Designed for music majors and minors and graded on a sat- 
isfactory/unsatisfactory basis. Music core course. credits. 

100. Introduction to Music. For the non-music major, a survey of Western music de- 
signed to increase the individual's musical perception. 3 credits. 

101. Fundamentals of Music. For music minors and non-music majors, an introduc- 
tion to the rudiments of music: notation, key signatures, theory, aural theory and so 
forth. 3 credits. 

110. Class Piano for Beginners. 1 credit. 

///. Class Guitar for Beginners. Student provides his or her own instrument. 1 credit. 

115. Music Theory I. A study of the rudiments of music and their notation. Harmoniza- 
tion of melodies and basses with fundamental triads. Aspects of form and analysis. 
Music core course. Prerequisite: audition for admission or permission from instructor. 
2 credits. 

116. Music Theory II. A study of diatonic tonal harmony, including all triads and sev- 
enth chords, nonharmonic material and elementary modulation. Aspects of form and 
analysis. Music core course. Prerequisite: MSC 1 15 or permission of the instructor. 2 
credits. 

11 7. Aural Theory I. The singing and aural recognition of intervals, scales, triads and 
simple harmonic progressions. Music core course. Prerequisite: audition for admission 
or permission from instructor. 2 credits. 

118. Aural Theory II. A continuation of MSC 117, emphasizing clef reading, modal- 
ity, modulation and more complicated rhythmic devices and harmonic patterns. Music 
core course. Prerequisite: MSC 1 17 or permission of the instructor. 2 credits. 

200. Topics in Music. Designed primarily for the non-music major, the course will 
focus on genre and period studies. 3 credits. 

201. Music of the United States. A historical survey of U.S. music emphasizing stylistic 
developments and illustrative musical examples from colonial times to the present. In- 
cludes American musical theater, jazz, folk and popular styles. Writing process. 3 cred- 
its. [Cross-listed as AMS 201.] 

Lebanon Valley College Music 133 



202. World Musics. A general introduction to musical styles, compositional practices, 
and aesthetics of specific people groups within the Americas, Asia, and Africa. It dis- 
cusses traditional, popular, and art music styles, and presents music intimately tied to 
value systems and social practice. Foreign Studies. 3 credits. 

215. Music Theory III. A study of chromatic tonal harmony, including secondary dom- 
inants, augmented sixth chords, tertian extensions, altered chords and advanced mod- 
ulation. Aspects of form and analysis. Music core course. Prerequisite: MSC 116 or 
permission of the instructor. 2 credits. 

216. Music Theory IV. A study of 20th-century compositional techniques, including 
modal and whole-tone materials, quartal harmony, polychords, atonality, serialism and 
various rhythmic and metric procedures. Aspects of form and analysis. Prerequisite: 
MSC 215 or permission of the instructor. 2 credits. 

217. Aural Theory III. A continuation of MSC 118, emphasizing chromatic materials 
and more complex modulations, chord types, rhythms and meters. Music core course. 
Prerequisite: MSC 1 18 or permission of the instructor. 2 credits. 

218. Jazz Theory. A study of jazz theory, including notation, extended chords, impro- 
vision and practice. Prerequisites: MSC 115, 116, and 215.2 credits. 

233. Diction. An introduction to the pronunciation of singer's English, German, French, 
Italian and Latin, utilizing the International Phonetic Alphabet. Required of voice con- 
centration majors, the course is open to other students with permission of the instruc- 
tor. 2 credits. 

241. History and Literature of Music I. A survey course in the history of Western 
music (in the context of world musics of various cultures), with emphasis on stylistic 
developments and illustrative musical examples, from early music through the Baroque 
era. Music core course. 3 credits. 

242. History and Literature of Music II. A survey course in the history of Western 
music (in the context of world musics of various cultures), with emphasis on stylistic 
developments and illustrative musical examples, from the classical period to the pres- 
ent. Music core course. 3 credits. 

246. Principles of Conducting. Principles of conducting and baton technique. Students 
conduct ensembles derived from class personnel. Music core course. 2 credits. 

306. Piano Literature. A survey of the development of the piano and its literature with 
emphasis on piano methods books and related materials. 2 credits. 

575. Counterpoint. Introductory work in strict counterpoint through three- and four-part 
work in all the species. 2 credits. 

316. Keyboard Harmony. Score reading and the realization of figured bass at the key- 
board, transposition and improvisation. The successful completion of a piano jury is 
required for admission to the course. 2 credits. 



134 Music 2009-2010 Catalog 



326. Vocal Literature. A survey of solo vocal literature with emphasis on teaching reper- 
toire. Extensive listening is required. Students may have opportunities to perform the 
works studied. 2 credits. 

327. Vocal Pedagogy. This course prepares the advanced voice student to teach private 
lessons at the secondary school level. Students are expected to develop vocal exercise 
procedures, become familiar with suitable teaching repertoire and apply teaching pro- 
cedures in a laboratory situation. Selected writings in vocal pedagogy and voice ther- 
apy will be studied. 2 credits. 

328. Form and Analysis I. A study through analysis and listening of simple and com- 
pound forms, variations, contrapuntal forms, rondo and sonata forms. Emphasis is 
placed primarily upon structural content. The course provides experience and skill in 
both aural and visual analysis. Music core course. Prerequisite: MSC 215 or permission 
of instructor. 2 credits, (until fall 2010.) 

329. Form and Analysis II. An advanced course in analysis, focusing on the method- 
ologies and concepts of music design originated by the Austrian theorist Heinrich 
Schenker. Emphasis is placed on the appropriate use of symbols and terminology in 
the reading and construction of graphs of complete tonal compositions. Prerequisite: 
MSC 328 or permission of instructor. 2 credits. 

343. 20th-century Music. An advanced course in music history. Beginning with late- 
19th-century musical developments, the course continues chronologically through the 
20th century. Designed for music majors and interested non-majors who read music 
well. Prerequisite: MSC 242 or permission of the instructor. Writing process. 3 cred- 
its. 

345. Advanced Instrumental Conducting. Emphasis on practical work with instru- 
mental groups. Rehearsal techniques are applied through individual experience. Pre- 
requisite: MSC 246 or permission of the instructor. 2 credits. 

347. Advanced Choral Conducting. Emphasis is on advanced technique with and with- 
out baton, score preparation, interpretation and pedagogy relating to choral organiza- 
tions. Prerequisite: MSC 246 or permission of the instructor. 2 credits. 

351. Organ Literature. A historical survey of representative organ literature from ear- 
liest times to the present day. 2 credits. 

352. Organ Pedagogy. Designed with a practical focus, this course surveys various 
methods of organ teaching. Laboratory teaching and selection of appropriate technical 
materials for all levels are included. 2 credits. 

401. Instrument Repair. A laboratory course in diagnosing and making minor repair of 
band and orchestral instruments. 2 credits. 

403. Instrumental Pedagogy. A survey of teaching materials that relate to the student's 
performance area. Students may be expected to apply teaching procedures in a labora- 
tory situation. 2 credits. 

405. Instrumental Literature. A survey of literature (solo and chamber) that relate to 
the student's performance area. 2 credits. 

Lebanon Valley College Music 135 



406. Piano Pedagogy. A practical course that explores fundamental principles neces- 
sary to be an effective piano teacher. Subjects include practice techniques, memoriza- 
tion and the selection of appropriate technical materials for both beginners and 
advanced students. Laboratory teaching may be required of the student. 2 credits. 

416. Orchestration. A study of instrumentation and the devices and techniques for scor- 
ing transcriptions, arrangements and solos for orchestra and band, with special em- 
phasis on practical scoring for mixed ensembles as they occur in public schools. 
Laboratory analysis and performance. Scoring of original works. 2 credits. 

422. Church Music Methods and Administration. A course that acquaints students 
with the church music program. Includes the development of a choir program, meth- 
ods and techniques of rehearsal, budget preparation, and committee and pastoral rela- 
tionships. 3 credits. 

510. Class Piano Instruction I. First course in the sequence designed for music majors 
with minimal piano skills in preparing for piano proficiency. 1 credit. 

511. Class Piano Instruction II. Second course in the sequence designed for music 
majors in preparing for piano proficiency. Prerequisite: MSC 510 with a minimum of 
"C-" or better, or permission of instructor. 1 credit. 

512. Class Piano Instruction III. Third course in the sequence designed for music ma- 
jors in preparing for piano proficiency. Prerequisite: MSC 5 1 1 with a minimum of "C- 
" or better, or permission of instructor. 1 credit. 

513. Class Piano Instruction IV. Fourth course in the sequence designed for music ma- 
jors in preparing for piano proficiency. Prerequisite: MSC 512 with a minimum of "C- 
" or better, or permission of instructor. 1 credit. 

520. Class Voice Instruction. Designed for music majors with minimal vocal experi- 
ence. Preparation for department voice proficiency requirements. 1 credit. 

530. Individual Instruction (Voice, Piano, Orchestral and Band Instruments; Jazz stud- 
ies; theory; composition. Additional fees apply). Enrollment restricted to music majors 
and minors or by permission of the instructor. 1 credit. 

540. Individual Instruction (Voice, Piano, Orchestral and Band Instruments; additional 
fees apply). Enrollment restricted to music majors and minors or by permission of the 
instructor. 2 credits. 

600. Accompanying. Under the guidance of a piano instructor the piano concentration 
student prepares accompaniments for recital performance. One credit per semester is 
given for one solo recital or two half recitals. A maximum of two credits, usually dis- 
tributed over the last three years, may be earned. 1-2 credit(s). 

Music Ensembles 

601. Marching Band. The principal band experience during the fall semester open to 
all students by audition. Performs for home football games. Practical lab experience 
for music education majors. One semester satisfies one unit of physical activity of the 
general education requirements. Satisfies large ensemble requirement. 1 credit. 

136 Music 2009-2010 Catalog 



602. Symphonic Band. The principal band experience during the spring semester, open 
to all students by audition. The Symphonic Band performs original literature and 
arrangements of standard repertoire. Satisfies large ensemble requirement. 1 credit. 

603. Symphony Orchestra. Various symphonic literature is studied and performed. In 
the second semester the orchestra accompanies soloists in a concerto-aria concert and 
on occasion combines with choral organizations for the performance of a major work. 
Open to all students by audition. Satisfies large ensemble requirement. 1 credit. 

604. Concert Choir. 

Sec. 1. Open to all students by audition, the Concert Choir performs all types of 
choral literature. In addition to local concerts, the Choir tours annually. Satisfies large 
ensemble requirement. 1 credit. 

605. Chamber Choir. Open to all students by audition, the Chamber Choir performs 
chamber vocal literature from madrigals to vocal jazz. 1/2 credit. 

606. College Choir. 

Sec. 2. Open to all students by audition, the College Choir performs all types of 
choral literature. Satisfies large ensemble requirement. 1 credit. 

Woodwind Ensembles 

610. Clarinet Choir. 1/2 credit. 

611. Flute Ensemble. 1/2 credit. 

612. Saxophone Ensemble. 1/2 credit. 

613. Woodwind Quintet. Ill credit. 

Brass Ensembles. 

614. Low Brass Ensemble. 1/2 credit. 

615. Trumpet Ensemble. 1/2 credit 

616. Percussion Ensemble. 1/2 credit. 
620. String Ensemble. 1/2 credit. 

Jazz Ensembles. 

625. Jazz Band. 1/2 credit. 

626. Small Jazz Ensemble. 1/2 credit. 

Chamber Ensembles. 

630. Guitar Ensemble. Ml credit. 

635. Handbell Choir. 1/2 credit. 

Music Business Program 

The Bachelor of Arts: emphasis in music business (B.A.) is a liberal arts-based music 
business curriculum that builds on the strengths of current programs in business and 
music. 

Degree Requirements: 

Degree: Bachelor of Arts: emphasis in music business (MBS). 

Lebanon Valley College Music 137 



Music Business (B.A.): MSC 099 (8 semesters); 115, 116, 117, 118, 201, 241, 242, 
510, 51 1, 512, 513, 520 (1 semester, or voice proficiency), 530(8 semesters), any music 
ensemble (8 semesters); MBS 179 (4 semesters), 371, 372, 373, 400; ACT 161, 162; 
BUS 230, 285, 371, 380; and ECN 101 or 102. 

Courses in Music Business (MBS): 

MBS 1 79. Music Business Colloquium. A first-year through senior-level course for all 
music business majors. The class is a forum for speakers from the industry and return- 
ing summer MBS interns to discuss current events in the music industry. The class is 
the catalyst for the design and facilitation of the annual music industry conference 
(LVC-MIC) held each fall, market research, and the record label. Prerequisites: music 
business major or permission. 1 credit. 

3 71. Introduction to the Music Business. This course examines how the music busi- 
ness operates, delving into a wide range of issues and areas, such as publishing, record 
labels, retail, distribution, agents and managers, and current issues in the industry. Writ- 
ing process. 3 credits. 

3 72. Music Copyright, Contracts, and Cash. An in-depth examination of publishing 
and recording contracts, music copyright law, and music licensing. Prerequisite: MBS 
371 or permission of the instructor. 3 credits. 

373. Music Industry Entrepreneurship. This course for music business majors ex- 
plores entrepreneurship in the music industry. The class revolves around the creation of 
a practical music business and an accompanying detailed business plan that is submit- 
ted to a participating financial institution for review. Student teams also engage with ac- 
tual music businesses to provide marketing, distribution, research, and other services. 
The class discusses techniques and practices of management, operations, marketing, 
and other skills needed to run a successful music business. Prerequisites: MBS 371 
AND 372 (taken in the sophomore year); BUS 340 and/or permission of the instructor. 
3 credits. 

400. Internship. Prerequisites: Completion of all program requirements and permission 
of the instructor. 3-12 credits. 

Music Education Program 

The Bachelor of Science in music education (B.S.), approved by the Pennsylvania 
Department of Education and accredited by the National Association of Schools of 
Music, is designed for the preparation of public school music teachers, pre-kindergarten 
through grade 12, instrumental and vocal. Piano and voice proficiencies for the music 
education major prepare the candidate to meet the standards of the Pennsylvania De- 
partment of Education and are administered by competency jury. Students participate 
in student teaching in area elementary and secondary schools. In all field experiences, 
as well as the student teaching semester, each student is responsible for transportation 
arrangements. During the student teaching semester, the candidate is not required to reg- 
ister for recital attendance, private lessons, or an ensemble. 

Degree Requirements: 

Degree: Bachelor of Science in music education (MED). 

138 Music 2009-2010 Catalog 



Music Education (B.S.): Core courses plus: MED 1 10, 223, 227, 330, 331, 333, 334, 
335, 337, 437, 441, 442; MSC 316, 345 or 347, 416; EDU 240 or 245, SPE 250, 255, 
and 258; two college-level mathematics courses and one American or English literature 
course; and a 3.00 cumulative grade point average. Music education majors are per- 
mitted to register for only one half-hour lesson in their principle performance medium 
during the student teaching semester if they are preparing a recital. This is accomplished 
by petition. 

Courses in Music Education (MED): 

110. Foundations of Music Education. This course is a study of foundational matters 
that shore up an understanding of the music education process in schools, framing 
philosophical issues cross-culturally and comparatively, so that prospective teachers 
might grasp a broader and more varied view of music in education across time and 
place. It will include a balance of the strong traditions of school music programs with 
the program transitions that are unfolding as society expands into technology and me- 
diates popular culture. One component of the course will be a weekly field experience 
(two hours per week, minimum) to orient students into practical matters of curriculum 
and instruction linked to philosophical and theoretical issues. 3 credits. 

223. Brass Techniques. A study of the brass family. Emphasis on pedagogical tech- 
niques. Mixed brass ensemble experience. 2 credits. 

227. Percussion Techniques. A study of the percussion family. 1 credit. 

280. Field Practicum in Music Education. Optional supervised field experiences in ap- 
propriate settings. Required pass/fail. Prerequisites: MED 110 and permission. 1-3 
credits. 

330. Woodwind Techniques. A study of the woodwind family. 2 credits. 

331. String Techniques. A study of the string family. 2 credits. 

333. Methods and Materials, General Music: Elementary. A comprehensive study of 
general music teaching at the elementary school level, the philosophy of music educa- 
tion, varied approaches for developing conceptual learning and music skills, creative ap- 
plications, and analysis of materials. 3 credits. 

334. Choral Literature and Methods. A study of literature, materials, and approaches 
appropriate for choral and general music classes in grades 5-12. Writing process. 3 
credits. 

335. Instrumental Literature and Methods. A study of literature, materials, philoso- 
phy, and methods applicable to the teaching of instrumental ensembles (including 
marching band) from elementary through high school levels. 3 credit. 

336. Music Education Field Practicum. Students are placed in schools one hour per 
week where they are involved in a teaching/learning environment. 1 credit, (until spring 
2011.) 

337. Music Teaching and Learning I. This course is designed to introduce theories of 
learning with application to music education. Topics include stage and phase theories, 

Lebanon Valley College Music 139 



theories of musical play and socialization, constructivist theory of meaning making, 
social learning and reinforcement theories, learning style theories, and theories/strate- 
gies of instruction. One component of the course is a weekly field experience in the 
local schools (one hour per week, minimum) to orient students into practical matters of 
music instruction and curriculum linked to principles of learning. Current and emerg- 
ing education technology will be infused in the course. 2 credits. 

437. Music Teaching and Learning II. This course is designed as the application of 
learning theories to the teaching of music, with particular focus on elementary /middle 
(gr. 4-8) and secondary (gr. 9-12) education. Topics include curriculum design, con- 
temporary practices, and instructional materials, with an emphasis on current and 
emerging technology. One component of the course will be a weekly field experience 
(one hour per week, minimum) in the local schools. 2 credits. 

441. Student Teaching: Instrumental. Music education majors spend a semester in the 
music department of a school district under the supervision of cooperating teachers. 

Prerequisites: 

(1 ) a cumulative grade point average of at least 3.00 prior to the student teaching 
semester. 

(2) two college-level mathematics courses and one American or English litera- 
ture course. 

(3) successful completion of piano and voice proficiency juries. 

(4) completion of music core courses and MED 110, 223, 227, 330, 331, 333, 
334, 335; MSC 316, including field experiences, 337, 437, and 345 or 347, . 

(5) approval of the music faculty. Students are responsible for transportation; the 
College cannot ensure that student teaching placement can be in a local geo- 
graphic area. 8 or 4 credits. 

442. Student Teaching: Vocal. Same as MED 441 . 8 or 4 credits. 

Music Recording Technology Program 

The Bachelor of Music: emphasis in music recording technology (B.M.) is designed 
to prepare students for today's rapidly developing interactive media and music record- 
ing industries. 

Degree Requirements: 

Degree: Bachelor of Music: emphasis in music recording technology (MRT). 

Music Recording Technology (B.M.): Core courses plus: MRT 177, 277, 278, 279, 373, 
374, 377, 400, 474; MBS 371; PHY 101, 102, 203, 212, 350; MAS 102 (or MAS 161). 

Courses in Music Recording Technology (MRT): 

177. Survey of the Recording Industry. This course is intended to expose first-year 
MRT majors to the music industry overall and help them determine their choice of 
major. Class sessions will involve discussion, demonstration, and visits with MRT sen- 
iors who have completed their internships. 1 credit. 

277. Recording Engineering I. Fundamentals of the recording arts including basic 
audio signal and acoustics theory, recording consoles, microphone design and tech- 

140 Music 2009-2010 Catalog 



nique, and signal processing. Students work in on-campus studios to complete lab as- 
signments and projects. Prerequisite: PHY 102 or permission. 3 credits. 

278. Recording Engineering II. Multitrack studio production techniques are further 
developed through class discussion, in-class recording sessions, and project assign- 
ments. Audio theory, processes, and issues are examined in-depth. Prerequisite: MRT 
277, MRT majors only. 3 credits. 

279. Tonmeister Recording. This course immerses students into the European tradi- 
tion of Tonmeister engineering methods. This approach emphasizes an awareness of 
acoustics, musical genres, and methods of on-location recording in order to effectively 
capture an acoustic performance in a concert hall. 1 credit. 

373. Electronic Music. An in-depth look at the history, use and development of elec- 
tronic music. Emphasis in MIDI, sequencing, transcription, sound design, synthesis 
techniques, sampling and studio production integration. Prerequisite: MRT 278 or per- 
mission of instructor. 3 credits. 

374. Digital Audio. An in-depth examination of the principles and applications of dig- 
ital audio in today's recording and interactive media industries. Topics discussed in- 
clude: digital audio fundamentals, recording and reproduction systems theory, 
computer-based recording and editing, and audio for CD-ROM; and other new media 
applications. Prerequisite: MRT 278 or permission of instructor. 3 credits. 

377. Recording Engineering III. A continuation of MRT 277/278, this 3rd course in 
the recording engineering sequence focuses on stereo recording, surround recording 
and mixing, and mastering. The emphasis is on listening critically for mic placement, 
understanding hall acoustics, applying musical decisions during the recording process, 
exploring new directions in surround sound for music production, and developing a 
musical, artistic, and technical awareness of issues involved in mastering projects for 
commerical release. Prerequisite: MRT 278, MRT majors only. 3 credits. 

400. Internship. Practical on-the-job experience provides students insight, exposure, 
and experience in an area of interest within the music/interactive media industry. Pre- 
requisites: MRT 373, 374, 377, and permission of the program director. 3 credits. The 
internship can be taken either in the last semester, in the summer between junior and 
senior years, or full-time in the last semester for 12 credits. A full-time internship, if all 
other coursework and music requirements are completed, allows students to relocate 
for the term. 

474. Music Production Seminar. Advanced issues of music production are discussed 
and practiced. These include musicality, client relations, engineering, budgets, etc. An 
individual emphasis is provided to help the student focus on these technical, artistic, or- 
ganizational and personal aspects. The course centers around completion of a major 
project. Prerequisite: MRT 374, 377, or permission of instructor. 3 credits. 



Lebanon Valley College Music 141 



Faculty 

Johannes M. Dietrich, professor of music. 

D.M.A., University of Cincinnati College-Conservatory of Music. 

Dietrich teaches vioUn, viola, the string methods course, principles of conducting, and 

advanced instrumental conducting. He directs the Lebanon Valley College Symphony 

Orchestra, coaches chamber ensembles, and performs solo recitals. 

Scott H. Eggert, professor of music. 

D.M.A., University of Kansas. 

Eggert teaches music theory, aural theory, counterpoint, orchestration, and composition. 

He is active as a composer and has premiered major works on and off campus. 

Eric Fung, assistant professor of music. 
D.M.A., The Juilliard School. 

Fung teaches applied piano and courses in music and aural theory. He regularly per- 
forms as a soloist and as an accompanist. 

Barry R. Hill, professor of music. Director of the Music Recording Technology Pro- 
gram. 

M.M., New York University., D.Ed., The Pennsylvania State University 
A mem.ber of the National Academy of Recording Arts and Sciences and the Audio En- 
gineering Society, Hill is responsible for developing curriculum, maintaining the on- 
campus recording studios, and teaching courses in the MRT program. As a recording 
engineer, he has a long list of album credits, including several national chart-placing sin- 
gles; his knowledge of music technology has been employed in record production, con- 
cert performances, theater sound design, theme park shows, system installations, 
workshops, and seminars. For fun, he teaches a graduate course, entitled Psychology of 
Music Teaching and Learning, for the Master of Music Education Program at LVC. 

Mary L. Lemons, associate professor of music. Director of the Music Education Pro- 
gram. 

Ed.D., University of Illinois at Urbana-Champaign. 

Coordinator of music education, she teaches music education methods courses, arranges 
and supervises music student teaching, and advises the campus MENC: The National 
Association for Music Education student chapter. 

Rebecca C. Lister, associate professor of music. 

D.M., Florida State University. 

Director of vocal studies. Lister teaches applied voice, vocal literature, pedagogy, and 

diction. 

Mark L. Mecham, professor of music. Chairperson. 

D.M.A., University of Illinois at Urbana-Champaign. 

His doctorate is in choral music, and he has experience in choral conducting, music 

education, and voice. Conductor of the Lebanon Valley College Concert Choir and 

Chamber Choir, Mecham also serves as adjudicator, clinician and consultant. 



142 Music 2009-2010 Catalog 



Shelly Moorman-Stahlman, professor of music. 

D.M.A., University of Iowa. 

Moorman-Stahlman teaches private organ and piano lessons, organ literature, organ 

pedagogy, and sacred music courses, and coordinates class piano instruction. She directs 

the handbell choir, performs frequently in solo organ recitals, and advises the Sigma 

Alpha Iota chapter. 

Renee Lapp Norris, associate professor of music. 

Ph.D., University ofMaiyland. 

A musicologist by training, Norris teaches the music history sequence, American music 

history, topics courses, and form and analysis. 

Victoria Rose, assistant professor of music. 

M.M. Towson State University. 

Teaching applied and class voice. Rose is an active recitalist and oratorio soloist in 

Central Pennsylvania, Philadelphia, and Baltimore. In 2003 2004, she will direct the 

College Choir. 

Jeff Snyder, associate professor of music. Director of the Music Business Program. 

M.S., Kutztown University. 

He has designed curricula and presented seminars in audio recording and MIDI for 
several artists, public schools, colleges, universities and technical schools. He has pro- 
duced, engineered and been a session player on 20th century and commercial jingles, 
songs and recordings. 

Thomas M. Strohman, associate professor of music. 
M.M., Towson State University. 

He is responsible for woodwind studies and jazz studies and directs the jazz ensem- 
bles. A founding member of the jazz ensemble Third Stream, he has recorded for Co- 
lumbia Artists. 

Dennis W. Sweigart, professor of music. 

D.M.A., University of Iowa. 

Sweigart teaches applied piano and courses in keyboard harmony, form and analysis, 

and piano pedagogy. He regularly performs as a soloist and as an accompanist. 

Susan Szydlowski, director of special music programs. 

B.A., Colby College. 

She has pursued graduate studies at Temple University. 

Michelle L. Barraclough, adjunct assistant professor of music. 

M.M., The Catholic University of America. 

Teacher of applied flute, Barraclough also directs the Flute Ensemble and teaches flute 

literature and pedagogy. 

Beverly K. Butts, adjunct assistant professor of music. 
M.M., Michigan State University. 

A well-known soloist, orchestral musician, and teacher in the region. Butts teaches ap- 
plied clarinet, clarinet literature, and pedagogy courses. 



Lebanon Valley College Music 143 



Marie- Aline Cadieux, adjunct assistant professor of music. 

D.M.A., Ohio State University. 

Visiting artist and active recitalist, Cadieux teaches applied cello. 

Cheryl L. Campbell, adjunct assistant professor of music. 
MM., Westminster Choir College of Rider University. 
Campbell teaches class and applied piano. 

Christopher D. Campbell, adjunct assistant professor of music. 
D.M.A., Shenandoah Consen'atoiy of Shenandoah University. 
Music educator and performer, Campbell teaches applied instrument. 

John E. Copenhaver, adjunct assistant professor of music. _^ 

M.M., West Chester University. 

Music educator and performer, Copenhaver teaches applied trumpet. 

James A. Erdman II, adjunct instructor in music. 

Retired solo trombonist, "The Presidents Own" United States Marine Band, Washing- 
ton, D.C. He teaches low brass instruments and is founder and director of the Lebanon 
Valley College Low Brass Ensemble. He performs on the trombone and appears na- 
tionally as a soloist and clinician. 

Suzanne D. Fox, adjunct assistant professor of music. 

M.M., University of Miami. 

A well-known music educator and performer in the region. Fox teaches French hom.oe 

Emily Y. Frantz, adjunct assistant professor of music. 

M.M.T., Temple University. 

A professional music therapist and performer, Frantz teaches applied oboe. 

Ai-Lin Hsieh, adjunct assistant professor of music. 

D.M.A., University of Maryland. 

Active cello recitalist, Hsieh teaches the fundamentals of music course. 

Linda W. Hummel, adjunct assistant professor of music. 

M.A., The Pennsylvania State University. 

Music educator and vocal performer, Hummel teaches Introduction to Music. 

Robin Lilarose, adjunct instructor in music. 
B.S., Elizabethtown College. 

An active performer in regional orchestras and chamber ensembles, Lilarose teaches ap- 
plied flute. 

James E. Miller, adjunct instructor in music. 

A member of the jazz ensemble Third Stream, his teaching specialty is string bass and 

electric bass. He has played with several regional symphonies in the area. 

Joseph D. Mixon, adjunct associate professor of music. 
M.M., Combs College of Music. 

He is a professional guitarist in the tri-state area and teaches private lessons, class gui- 
tar, guitar ensemble, and jazz theory. 



144 Music 2009-2010 Catalog 



Robert A. Nowak, adjunct associate professor of music. 

M.M., University of Miami. 

He teaches percussion and directs the Percussion Ensemble. 

Andrew Roberts, adjunct instructor in music. 

B.M., Berklee College of Music. 

A well-known composer, arranger, keyboardist, and music director in the region, 

Roberts teaches jazz studies. 

Josh Tindall, adjunct assistant professor of music. 
B.A., Lebanon Valley College. 2004; M.B.A., 2008. 
Tindall teaches class and applied piano. 

Joe Trojcak, adjunct instructor in music recording technology. 
B.A., West Chester Universit}\ 

Trojcak owns Progressive Enterprises Sound Studios, a facility that provides audio pro- 
duction for music, corporate, and political clients. He has taught one of the MRT record- 
ing classes, is a seminar speaker for the program, and hosts many of our interns. 

Craig Underwood, adjunct instructor in music recording technology. 
B.M., Lebanon Valley College. 

Tom Volpicelli, adjunct instructor in music recording technology. 
B.A., Gettysburg College. 

A member of NARAS and AES, Volpicelli teaches the capstone Music Production Sem- 
inar course for the MRT program. He is CEO and president of The Mastering House, 
Inc., and has a long track record in the recording industry (notably live recording and 
mixing for the King Biscuit Flower Hour productions). His company offers mastering, 
authoring, production, and programming for multimedia and Internet-based applica- 
tions. 

Julia P.Wagner, adjunct associate professor of music. 

M.A., Ithaca College. 

A professional bassoonist, Wagner plays with several regional symphonies. 

Michael Wojdylak, adjunct associate professor of music. 

D.D.S., University of Maryland. 

Wojdylak directs the College choir and teaches private voice lessons. 



Lebanon Valley College Music 145 



DEPARTMENT OF PHYSICAL THERAPY 

Health Science Program 

This curriculum shall only be completed by students enrolled in the six-year Doc- 
tor of Physical Therapy (DPT) program. At the end of four years of study, students en- 
rolled in the DPT program will receive a Bachelor of Science in health science. In order 
to proceed into the professional phase of the DPT program, students must maintain: 
(1) a minimum cumulative 3.0 GPA in all coursework; (2) a minimum cumulative sci- 
ence GPA of 2.5 (the required biology, chemistry, physics, anatomy, and physiology 
courses), and (3 ) no individual science grade lower than a C (2.0). Science courses may 
be repeated only once to meet the GPA requirement. All required courses must be taken 
for a grade. Departmental students not meeting the GPA requirements at the end of the 
third year may complete their senior or fourth year requirements and graduate with the 
health science major but may not continue into the professional (graduate) phase. 

Required pre-professional course work includes completion of the general education 
program and major requirements including 18 credit hours in a cognate discipline or 
minor of choice. In fulfilling the cognate requirement, students must take at least two 
courses at the 300-level or higher. 

Doctor of Physical Therapy degree requirements can be found on page 171. 

Lebanon Valley College's Doctor of Physical Therapy Degree Program is accred- 
ited by the Commission on Accreditation in Physical Therapy Education. 

Degree Requirements: 

Degree: Bachelor of Science with a major in health science. 

Major: mo 111, 112, 113, 114, 222;CHM 111, 112, 113, 1 14; PHY 103, 104; MAS 
170or270, orPSY 130; PSY 111 or 112;S0C 1 10 or 120; PHT 31 1, and a choice of 
PHT 412 or SOC 324. (44 total credits.) 

No minor is offered in health science. 

All courses are limited to students enrolled in the health science-DPT track with the ex- 
ception of PHT 412. 

Courses in Health Science (PHT): 

202. Comparative Health Care Professions and Systems. An independent study course 
to be completed while enrolled in the Study Abroad Program. Students compare the 
health care system in the visited country with the complex system present in the United 
States of America. Writing process. 3 credits. 

311. Fundamentals of Anatomy. This course is designed to introduce students to the 
basics of human anatomy. The course will cover human muscle origins, insertions, and 
actions as well as describing in depth systemic anatomy of the skeletal, circulatory, 
respiratory, renal, reproductive, and nervous systems. The course will use a traditional 
lecture format and both anatomical models and computer software to aid in learning 
course material. Prerequisite: BIO 1 12 and permission of the instructor. 4 credits. 

412. Psychosocial Aspects of Disease and Disability. A survey course of the psy- 
chosocial implications of illness and disability. Specific attention is given to cultural dif- 
ferences, adjustment models, family stress from caregiving, family violence, and normal 
grieving processes. Disciplinary perspective. 3 credits. 

146 Physical Therapy 2009-2010 Catalog 



502. Professional Issues of Physical Therapy Practice I. Introduces students to key 
professional ethical and practice issues, including communication and health policy. 3 
credits. 

504. Professional Issues of Physical Therapy Practice II. Continued study of profes- 
sional ethical and practice issues and patient care documentation. Students develop an 
understanding of the impact of ethical decision-making through self-discovery and 
teaching. Theories of teaching and learning are introduced as a basis to understand the 
learning process and to investigate patient education in physical therapy practice. 4 
credits. 

511. Human Anatomy. Explores human neuromusculoskeletal, cardiovascular, pul- 
monary, and integumentary systems. Laboratory exercises include cadaveric dissec- 
tion. Prerequisite: GPA greater than 3.0. 5 credits. 

514. Pathophysiology. Examines basic human pathology and medical principles, in- 
cluding, but not limited to, inflammation, infection, systemic conditions, diagnostic 
imaging, genetics, and clinical laboratory tests. 4 credits. 

576. Biomechanics and Kinesiology. Examines tissue and joint structure and func- 
tion, and the mechanical principles involved in human motion. The laboratory portion 
will introduce students to the basics of postural and gait assessment. Prerequisite: PHT 

312. 4 credits. 

518. Exercise Science. Examines skeletal muscle structure and function and cardio- 
vascular, respiratory, and neuromusculoskeletal physiology related to physical activity 
and exercise in general and special patient/client populations. Current methods of nu- 
tritional and physical assessment will be evaluated. 3 credits. 

520. Motor Control. This course will focus on the processes that govern human move- 
ment acquisition and control across the lifespan and will prepare students to apply prin- 
ciples of motor development, motor control, and motor learning to clinical practice. 
Emphasis will be placed on developing a working knowledge of the neural, physical, 
and behavioral aspects of human movement and the process involved in acquiring and 
refining motor skills across the lifespan. 2 credits. 

532. Clinical Examination. An introduction to the tests and measurements used by 
physical therapists in the clinical and research settings. Laboratory sessions will pro- 
vide the student with an opportunity to integrate concepts and apply the therapeutic in- 
terventions discussed in lecture. 4 credits. 

550. Evidence Based/Critical Inquiry Physical Therapy I. Provides a critical appreci- 
ation of basic science, clinical, and grounded theory research to the evolution of phys- 
ical therapy as an evidence based clinical health professional discipline. 2 credits. 

560. Clinical Education and Practice I. This course serves as the orientation to Clin- 
ical Education and Practice for the Doctor of Physical Therapy Program. Students will 
be introduced to performance expectations and requirements for clinical education, the 
practice of self-reflection, health-care privacy and confidentiality, Standard Precau- 
tions and health-care safety, professional communication and interactions, and the clin- 
ical site selection process. 1 credit. 

Lebanon Valley College Physical Therapy 147 



Faculty 
Stan M. Dacko, associate professor of physical therapy. Chairperson. 
Ph.D., Hahnemann University 

He teaches cardiopulmonary and advanced neuroscience. His research interests are re- 
lated to motor control and interventions for neurodegenerative diseases. 

Marcia Epler, associate professor of physical therapy. 

Ph.D., Temple University. 

She teaches clinical examination, the musculoskeletal course series, and differential 

diagnosis. Her research interests include clinical and functional outcome and orthoses 

efficacy. Clinical practice areas include orthopedics and sports medicine. 

Michael Fink, assistant professor of physical therapy. 
DSC, Baylor University. 

He teaches differential diagnosis, pharmacology, and human anatomy. His research 
interests include: ACL rehabilitation/prevention/functional testing, shoulder instabil- 
ity rehabilitation/prevention, and the impact of exercise on diabetes. 

Claudia C. Gazsi, assistant professor of physical therapy. Director of clinical educa- 
tion. 

M.H.A., The Pennsylvania State University. 

She teaches foundational professional issues courses and oversees the clinical educa- 
tion course series. Her interests include fall reduction, balance, and vestibular disorders. 

Michael E. Lehr, clinical assistant professor of physical therapy. 
M.S., University of the Sciences in Philadelphia; doctoral candidate. Temple Univer- 
sity. 

He teaches clinical examination and clinical interventions. His research interests in- 
clude manual therapy, functional exercise/movement, and clinical decision making 
within the orthopedics and sports medicine field. 

Victoria Marchese, assistant professor of physical therapy 
Ph.D. Hahnemann Universit}'. 

She teaches pathophysiology and evidence based/critical inquiry. Her research inter- 
ests involve the investigation of exercise as an interx'ention and the development of 
functional outcome measures for children with cancer 

Roger M. Nelson, professor of physical therapy. 
Ph.D. University of Iowa. 

He teaches the evidence based/critical inquiry physical therapy series. His research in- 
terests include outcome modeling using activity-based methodology and patient satis- 
faction. 

Kathryn N. Oriel, assistant professor of physical therapy. 

Ed.D., Idaho State University. 

She teaches Pediatrics and Health promotion. Her research interests are related to 

school-based physical therapy practice and infant/toddler development. 



148 Physical Therapy 2009-2010 Catalog 



DEPARTMENT OF PHYSICS 

Physics Program 

Physics, the most fundamental science of the physical world, combines the excite- 
ment of experimental discovery and the beauty of mathematics. The program in physics 
at Lebanon Valley College is designed to develop an understanding of the fundamen- 
tal laws dealing with motion, force, energy, heat, light, electricity and magnetism, 
atomic and nuclear structure, and the properties of matter. 

Students major in physics as a preparation for professional careers in industry as 
physicists and engineers, and education as high school and college teachers. Other pos- 
sibilities include technical writing, sales and marketing. Physics students can continue 
their professional training by going to graduate school in physics and engineering, or 
to other professional schools offering degrees in such fields as health physics and busi- 
ness. 

The facilities of the Physics Department are located on the second floor of the Nei- 
dig-Garber Science Center. In addition to the introductory physics laboratories, the de- 
partment maintains an atomic/nuclear laboratory, computational physics laboratory, 
electronics laboratory, optics laboratory, atomic force microscope laboratory, and stu- 
dent research laboratory. 

Students majoring in physics take advantage of close contact with faculty, work as 
paid laboratory assistants, pursue independent study or research/internships, and par- 
ticipate in the local chapter of the Society of Physics Students. Summer research op- 
portunities, supported by college funds or external grants, are available for physics 
students. 

The requirements for the physics major, like other majors at LVC, are designed so 
students can study abroad for one semester (typically in their junior or senior year). 
Hence, students can combine their study of physics with the richness of an interna- 
tional experience by participating in any college-wide study-abroad program (e.g.. New 
Zealand Program). 

The Physics Department also directs the 3+2 Engineering Program. For details, see 
Cooperative Programs, page 27. 

Degree Requirements: 

Degree: Bachelor of Science with a major in physics. 

Major: PHY 1 11, 112, (or 101, 102 or 103, 104 with permission), 21 1, 31 1, 312, 321, 
322, 327, 328 and four additional semester hours above 211; MAS 161, 162, 261 and 
266 or MAS 1 1 1, 1 12, 261 and 266 (43^7 credits). 

Minor: PHY 1 1 1, 1 12 (or 101, 102 or 103, 104), 211, plus 6 credits in physics above 
211; MAS 111 or 161 (21-23 credits). 

Secondary Teaclier Certification: Along with the major requirements, students seeking 
secondary certification in physics must take additional courses in education and the 
sciences. Contact the department for the courses required. Certification candidates must 
also complete 33 credits in coursework offered by the education department and other 
courses required for certification. See the education department section on pages 84-85 
for additional information. 



Lebanon Valley College Physics 149 




Courses in Physics (PHY): 

100. Physics and Its Impact. A course that acquaints the student with some of the im- 
portant concepts of physics, both classical and modern, and with the scientific method, 
its nature and its limitations. The role of physics in the history of thought and its rela- 
tionships to other disciplines and to society and government are considered. The weekly 
two-hour laboratory period provides experience in the acquisition, representation and, 
analysis of experimental data and demonstration of the physical phenomena with which 
the course deals. 4 credits. 

101, 102. Fundamentals of Physics I, II. An introduction to the fundamental concepts 
and laws of the various branches of physics including mechanics, heat, sound, elec- 
tricity, magnetism, optics, and atomic and nuclear structure with laboratory work in 
each area. Emphasis and applications appropriate for music recording technology ma- 
jors. Prerequisite: PHY 101 (or equivalent) for PHY 102. 4 credits per semester. 

103, 104. General College Physics I,II. An introduction to the fundamental concepts 
and laws of the various branches of physics, including mechanics, heat, sound, elec- 
tricity, magnetism, optics, and atomic and nuclear structure, with laboratory work in 
each area. 4 credits per semester. Prerequisite: PHY 103 (or equivalent) for PHY 104. 

Ill, 112. Principles of Physics I, II. An introductory course in classical physics, de- 
signed for students who desire a rigorous mathematical approach to college physics. 
Calculus is used throughout. The first semester is devoted to mechanics and heat, and 
the second semester to electricity, magnetism, and optics, with laboratory work in each 
area. Prerequisite or corequisite: MAS 1 1 1 or 161. Prerequisite: PHY 1 1 1 (or equiva- 
lent) for PHY 1 12. 4 credits per semester. 



150 Physics 



2009-2010 Catalog 



120. Principles of Astronomy. An introduction to the forces that shape the solar system 
and the universe as well as the tools used to observe them. It presents a comprehensive 
review of the modern scientific view of the physical universe. Topics include the his- 
tory of astronomy, astronomical technology, and the structure and evolution of astro- 
physical systems including the solar system, Sun, other stars, and galaxies. Laboratory 
work required. [Cross-listed as Earth and Space Science 120.] 4 credits. 

203. Musical Acoustics. The study of wave motion, analysis and synthesis of waves 
and signals, physical characteristics of musical sounds, musical instruments, the 
acoustical properties of rooms and studio design principles. Prerequisite: PHY 102, 
104 or 1 12 or permission. 3 credits. 

211. Atomic and Nuclear Physics. An introduction to modern physics, including spe- 
cial relativity, the foundation of atomic physics, quantum theory of radiation, the atomic 
nucleus, radioactivity and nuclear reactions, with laboratory work in each area. Pre- 
requisite: PHY 102, 104 or 112, MAS 1 1 1 or 161 or permission. 4 credits. 

212. Introduction to Electronics. The physics of electrons and electronic devices, in- 
cluding diodes, transistors, power supplies, amplifiers, oscillators, switching circuits, 
and integrated circuits, with laboratory work in each area. Prerequisite: PHY 102, 104 
or 112, or permission. 4 credits. 

261. Introduction to Computational Physics. An introduction to the approximate nu- 
merical solution of physical problems with computers. The course focuses on problems 
from mechanics, electromagnetics, and quantum mechanics that are not analytically 
solvable. Topics include realistic projectile motion, planetary motion, and electromag- 
netic fields produced by charge and current distributions. Prerequisites: PHY 102, 104, 
or 112 and MAS 111 or 161. 3 credits. 

302. Optics. A study of the physics of light, with emphasis on the mathematics of wave 
motion and the interference, diffraction and polarization of electromagnetic waves. The 
course also includes geometric optics with applications to thick lens, lens systems and 
fiber optics. Prerequisites: PHY 1 12 and MAS 1 12 or MAS 162. 3 credits. 

304. Thermodynamics. A study of the physics of heat, with emphasis on the first and 
second laws of thermodynamics. Applications of thermodynamics to physics and en- 
gineering are included. Elements of kinetic theory and statistical physics are developed. 
Prerequisites: PHY 1 12 and MAS 1 12 or MAS 162. 3 credits. 

311, 3 12. Analytical Mechanics I, II. A rigorous study of classical mechanics, includ- 
ing the motion of a single particle, the motion of a system of particles and the motion 
of a rigid body. Damped and forced harmonic motion, the central force problem, the 
Euler description of rigid body motion and the Lagrange generalization of Newtonian 
mechanics are among the topics treated. Prerequisites: PHY 1 1 1 and MAS 266. 3 cred- 
its per semester. 

321, 322. Electricity and Magnetism I, II. Theory of the basic phenomena of electro- 
magnetism together with the application of fundamental principles of the solving of 
problems. The electric and magnetic properties of matter, direct current circuits, alter- 



Lebanon Valley College Physics 1 5 1 



nating current circuits, the Maxwell field equations and the propagation of electro- 
magnetic waves are among the topics treated. Prerequisites: PHY 1 12, MAS 261, and 
MAS 266. 3 credits per semester. 

327, 328. Experimental Physics I, I J. Experimental work selected from the areas of 
mechanics, AC and DC electrical measurements, optics, atomic physics, and nuclear 
physics, with emphasis on experimental design, measuring techniques and analysis of 
data. Prerequisite: PHY 211. PHY 328 is writing process. 1 and 2 credits per semester. 

350. Audio Electronics. A study of electronics as used in the audio and telecommuni- 
cations industries. Various principles of signals including frequency, bandwidth, mod- 
ulation and transmission are discussed. Studio maintenance and repair techniques are 
emphasized. Laboratory work included. Prerequisite: PHY 212. 3 credits. 

360. The Teaching of Physics in Secondary Schools. A course designed to acquaint the 
student with some of the special methods, programs and problems in the teaching of 
physics in secondary schools. Required for secondary certification in physics. 1 credit. 

421, 422. Quantum Mechanics I, II. A study of selected topics in modern physics, uti- 
lizing the methods of quantum mechanics. The Schrodinger equation is solved for such 
systems as potential barriers, potential wells, the linear oscillator and the hydrogen 
atom. Perturbation techniques and the operator formalism of quantum mechanics are 
introduced where appropriate. Prerequisites: PHY 211 and MAS 266, or permission. 3 
credits per semester. 

428. Advanced Instrumentation. Theory of operation of the atomic force microscope, 
the scanning electron microscope and nuclear magnetic resonance spectrometer. 
Through laboratory exercises and experimental work, students will learn the proper use 
and application of these instruments. Prerequisites: PHY 327 or permission (advanced 
students in the sciences or technical fields are encouraged to consider this course). 1 to 
3 credits. 

Faculty 
Michael A. Day, professor of physics. 
Ph.D., University of Nebraska. 

He has two doctorates: one in physics, one in philosophy. His publications are in theo- 
retical physics (specializing in anharmonic solids), the philosophy of science, and the 
teaching of physics. Day also worked for Shell Oil as a geophysicist. He recently spent 
one year teaching in China. In 1 999, he received the Vickroy Award for distinguished 
teaching. 

Barry L. Hurst, associate professor of physics. Chairperson. 

Ph.D., University of Delaware. 

His background in sputtering involves investigating the material ejected from ion-bom- 
barded surfaces using the technique of secondary ion mass spectrometry. Other inter- 
ests include electronics and experimental design. Recently, Hurst was awarded an 
National Science Foundation grant in atomic force microscopy. 



152 Physics 2009-2010 Catalog 



Scott N.Walck, associate professor of physics. 

Ph.D., Lehigh University; postdoctoral research, University of Rochester and Naval 
Research Laboratory. 

He enjoys mathematical physics and quantum mechanics. Walck studies quantum in- 
formation theory, particularly the theory of quantum entanglement, and collaborates 
with students in this research. The aesthetic appeal in mathematical descriptions of 
physical reality drives his interest in physics. 

Allen C. Boyer, adjunct instructor of physics 

D.Ed., Pennsylvania State University. 

Thesis research was on superconducting properties of the metal tantalum. Served as 

the science coordinator for Manheim Township School District developing curricula 

and laboratories. Interests include science education and inquiry oriented approaches 

to teaching physics. 

Thomas G. Hollingsworth, adjunct instructor in physics. 

M.S., Gonzaga University. 

He is a retired U.S. Air Force command pilot with extensive experience in aviation. He 

manages a variety of the departmental outreach programs and is a member of the Her- 

shey School Board. His interests include secondary education, introductory college 

physics, and atomic force microscopy. 

Earth and Space Science Program 

Two courses in earth and space science are offered to acquaint students with the 
physical aspects of the world in which they live and to introduce them to earth and 
space science as a discipline. These courses are recommended for all students who wish 
to broaden their understanding of the world. 

Courses in Earth and Science (ESS): 

110. Principles of Geology. An introduction to the dynamic Earth and the interrela- 
tions of both the internal and external processes which shape it. This course offers an 
overview of the history and evolution of Earth in the context of plate tectonics. It ex- 
plores the nature of volcanoes, earthquakes, mountain building processes, weathering, 
erosion, and the various origins and compositions of Earth materials. Opportunities for 
hands-on inquiry are provided for the student in both the laboratory and in the field. 4 
credits. 

120. Principles of Astronomy. An introduction to the forces that shape the solar system 
and the universe as well as the tools used to observe them. It presents a comprehensive 
review of the modern scientific view of the physical universe. Topics include the his- 
tory of astronomy, astronomical technology, and the structure and evolution of astro- 
physical systems including the solar system. Sun, other stars and galaxies. Laboratory 
work required. 4 credits. [Cross-listed as PHY 120.] 



Lebanon Valley College Physics 153 



DEPARTMENT OF PSYCHOLOGY 

The Psychology Department at Lebanon Valley College seeks to foster the devel- 
opment of a thoughtful, flexible, and scientific approach toward human behavior, guided 
by critical analyses of empirical research. Our curriculum is a student-oriented, liberal 
arts program that prepares students, following graduation, for applied entry positions 
in the work force, or for graduate studies in a range of areas such as psychology, neu- 
roscience, social work, medicine, business, education, and law. The program allows our 
students to arrive at a thorough understanding of processes underlying behavior, with 
a broader goal of applying this knowledge to one's own life and society in general. This 
goal is consistent with the mission of the College, which is to enable "students to be- 
come people of broad vision, capable of making informed decisions and prepared for 
a life of service to others." 

The department offers students the benefits of a strong classroom-based traditional 
background in the core subdisciplines of psychology, along with providing opportuni- 
ties to become involved in the field of psychology in an applied manner. Many psy- 
chology majors gain practical knowledge through (1) participation in independent and 
collaborative research projects under the guidance and supervision of individual faculty 
members, as well as (2) our extensive internship program, which allows students to re- 
ceive college credit for work experience relevant to their particular interests within the 
field of psychology. Overall, the Department of Psychology at Lebanon Valley College 
offers the "best of both worlds": experiences and facilities usually associated only with 
larger universities, along with individualized instruction and advisement characteristic 
of small liberal arts institutions. 

Psychology Program 

The psychology program requires all majors to complete a minimum of 42 credits 
of psychology coursework. All majors initially complete several foundation courses, 
which include introductions to a vast array of subfields within psychology, as well as 
laboratory-based exposure to the nature of research design and analysis. Students then 
complete courses within each of five critical psychological subdisciplines (human de- 
velopment, psychopathology, biopsychology, cognition, and social processes), which in- 
clude additional, advanced, lab-based research. Finally, all majors complete an 
integrative capstone experience, which includes coursework surveying the history of 
psychology, as well as the completion of an individualized internship or research proj- 
ect. 

Degree Requirements: 

Degree: Bachelor of Science with a major in psychology. 

Major: PSY 111,1 12, 120, 130, 199, and 443; one course from 325, 333, 347, 364, or 
379; one course from 400, 410, 420, or SED 440; an additional 6 PSY credits. Students 
must also complete one course from each of the following five core areas: biopsy- 
chology: 280, 285, 378; cognition: 250, 260, 363; human development: 230, 235, 324; 
social processes: 240, 245, 247, 255, 346; psychopathology: 265, 268, 270, 332. (42- 
52 credits). 

Minor: PSY 1 1 1 , 1 12, 120, and 130; 6 credits at the 200-level or higher; 3 credits at the 
300-level. (23 credits). 

154 Psychology 2009-2010 Catalog 



Courses in Psychology (PSY): 

111. General Psychology I. This survey course examines the relationship between re- 
search and theory in the field of psychology. A brief review of the history of psychol- 
ogy allows students to understand the evolution of the discipline. The remainder of the 
course provides an overview of the basic research areas of psychology, including phys- 
iological psychology, sensation and perception, learning and memory, language and 
cognition, and human development. 3 credits. 

112. General Psychology II. This survey course examines the relationship between re- 
search and theory in the field of psychology, with emphasis on the field of applied psy- 
chology. Individual and societal influences on physical and psychological health will be 
examined. Topics will include psychological testing, personality theory, intelligence, 
motivation and emotion, social behavior, and psychological disorders and treatment. 3 
credits. 

120. Introduction to Experimental Psychology. An introduction to psychology as a 
science, emphasizing laboratory research. Students complete literature reviews, design 
and conduct a psychological experiment, perform data analysis and interpretation, and 
review scientific ethics. In addition, subdisciplines of psychology, and methodology 
specific to each, are explored. Writing process. 4 credits. 

130. Statistics and Data Analysis. This laboratory course explores the basic quantita- 
tive and qualitative statistics and data-based analytical methods used by scientists to 
interpret and understand behavior. Topics include the logic of the scientific method ap- 
plied to data analysis, descriptive statistics, the foundations and utility of inferential 
statistics, and the statistical methodologies of simple and advanced hypothesis testing. 
Students will also design, analyze, and present the results of their own original data-col- 
lection project. 4 credits. [Cross-listed as Political Science 142.] 

180. Child Development and Education. A survey of major ideas in child development 
and educational psychology, with an emphasis on classroom applications. Topics in- 
clude human development, intelligence, language, learning, memory, motivation, social 
and cultural contexts of development, and assessments. 3 credits. 

799. Sophomore Seminar. This course is designed to help clarify students' interests 
and long-term plans in the field of psychology. Topics include identifying the academic 
and interpersonal abilities necessary to become a successful student at the undergrad- 
uate level and beyond, reviewing the broad skills and values related to different careers 
in psychology, preparing students for the different elements of job searching and ap- 
plying to graduate school, exploring employment options in psychology available to 
individuals with bachelor's and graduate degrees, and reflecting on one's own skills/in- 
terests to develop a general career plan for their post-collegiate life. This is a pass/fail 
course for all students. 1 credit. 

230. Psychology of Adolescent Development. A study of the psychological character- 
istics and changes occurring during adolescence. Topics include psychological devel- 
opment, social influences, cognitive and intellectual development, identity and 
self-concept, sexual development, values, and transition to adulthood. Prerequisites: 
PSY 111, 112, 120, or 130. 3 credits. 

Lebanon Valley College Psychology 155 



235. Psychology of Adult Development and Aging. A study of research, literature, and 
theories concerned with psychological change in the adult, from early adulthood to 
death. Current research methods and findings are covered in the areas of physical, cog- 
nitive, personality, and social changes in the adult years. Prerequisites: PSY 111, 112, 
120, or 130. 3 credits. 

240. Organizational Psychology. Psychological principles applied to organizational 
behavior. Topics include individual factors (personality, attitudes, perceptions), group 
dynamics, personnel selection and training, communication, leadership, ergonomics 
and organizational change. Prerequisites: PSY 1 1 1, 1 12, 120, or 130. 3 credits. 

245. Personality^ A study of the major theories of personality, with emphasis on psy- 
choanalysis, humanistic psychology, behaviorism, social learning, and trait theory. Pre- 
requisites: PSY 111, 112, 120, or 130. Writing process. 3 credits. 

247. Psychological Perspectives on Gender. This course is designed to address a broad 
spectrum of issues related to the psychology of gender. Of central importance is the 
examination of empirical findings related to gender differences and similarities in bi- 
ological, behavioral, cognitive, social, and emotional domains. The course will also in- 
volve a critical examination of the meaning of gender in the field of psychology and in 
the broader society. Prerequisites: PSY 111, 112, 120, or 130. 3 credits. 

248. Health Psychology/Behavioral Medicine. This course is designed as an intro- 
duction to health psychology/behavioral medicine. It will consider the role of psychol- 
ogy in the health field, including medical settings. It covers the relationship between 
psychological factors and physical disease from predisposition through maintenance. 
The study of behavioral medicine will include treatment of stress and stress-related dis- 
orders, preventive health behaviors and factors related to adherence of treatment pro- 
grams. It also explores the psychological connections of pain and pain management, and 
how personal control is related to both health and the disease process. Prerequisites: 
PSY 1 1 1, 1 12, 120, or 130. 3 credits. 

250. Sensory and Perceptual Processes. Surveys structures and functions of, and re- 
search strategies to examine, the various sensory systems with particular emphasis on 
the visual system. Physiological, psychological and philosophical aspects of percep- 
tion are discussed. Prerequisites: PSY 1 1 1, 1 12, 120, or 130. 3 credits. 

252. The Science of Emotion. This course covers the philosophical, psychological, sci- 
entific foundations and Implications of the emotion process. This course covers a) sev- 
eral key questions in the science of emotion, b) scientific approaches to the study of 
emotion, c) several processes associated with the emotion process, and d) major theo- 
ries of emotion. Prerequisites: PSY 111, 112, 120, or 130. 3 credits. 

255. Evolutionary Psychology. This course is an approach to psychology in which 
knowledge and principles from evolutionary biology are used to research the structure 
of the human mind. Topics will include the adaptive problems of survival, mating, par- 
enting, kinship, cooperation, warfare, and conflict between the sexes. Prerequisites: 
PSY 1 1 1 , 1 1 2, 1 20, or 1 30. 3 credits. 



156 Psychology 2009-2010 Catalog 



260. Learning and Memory. This course explores various processes involved in knowl- 
edge acquisition, storage, and retrieval. Specific topics include associative learning 
mechanisms, the impact of reinforcement and punishment on behavior, generalization 
and discrimination, memory encoding, long-term memory storage and retrieval, mem- 
ory distortions, and the sources of individual differences in learning and memory. Pre- 
requisites: PSY 1 1 1, 1 12, 120, or 130. 3 credits. 

265. Abnormal Behavior and Experience. A study of mental, emotional and behavioral 
problems, including alcohol and drug abuse, brain disorders, criminal and psychopathic 
behavior, neuroses, psychophysiological reactions, psychoses, sexual deviations, sub- 
normal intelligence, and suicide. Prerequisites: PSY 1 1 1, 1 12, 120, or 130. 3 credits. 

268, Introduction to Clinical Psychology. A study of the ways psychologists assist per- 
sons and groups. Particular attention is given to assessment, individual and group ther- 
apy, marriage and family counseling, and community psychology. Prerequisites: PSY 
111, 112, 120, or 130. 3 credits. 

270. Forensic Psychology. This course will focus on three critical areas that fall under 
the umbrella of forensic psychology. First, students will be introduced to the area of 
legal psychology, including applied empirical research on issues important to the legal 
system such as eyewitness accuracy, police selection, jury decision making, and legal 
assumptions about human behavior relevant to the rights of defendants, victims, chil- 
dren, and consumers of mental health services. Second, the area of psychological ju- 
risprudence will be explored by studying efforts to develop a philosophy of law and 
justice based on psychological values. Third, students will be introduced to the con- 
cepts generally thought of as forensic psychology, such as criminal profiling, insanity 
defense, competence to stand trial, and child custody decisions. Prerequisite: SOC 1 10 
or PSH 111.3 credits. [Cross-listed as SOC 270.] 

280. Introduction to Neuropsychology. This course serves as an introduction to the 
content areas and methodology of neuropsychology, the study of the relationships be- 
tween brain function and behavior. Topics include basic communication in the nervous 
system, organization and function of sensory and motor systems, hemispheric special- 
ization, localization of function, brain injury and plasticity, and issues associated with 
neuropsychological assessment. Prerequisites: PSY 1 1 1, 1 12, 120, or 130. 3 credits. 

285. Introduction to Psychopharmacology. This course surveys the most commonly 
used substances to treat mental disorders, such as antianxiety, antidepressant, anti- 
psychotic, mood-stabilizer, psychostimulant, and cognitive enhancer medications. The 
course also discusses the brain and its most common neurotransmitters, how transmit- 
ting neurons send and receive electrochemical information, the pharmokinetics (me- 
tabolism and elimination) and pharmacodynamics (absorption, distribution, and effects) 
of each drug, as well as the action sites, side effects, and mechanisms of each drug. 
Prerequisites: PSY 1 1 1, 1 12, 120, or 130. 3 credits. 

290-298. Special Topics. 1-6 credits. 

324. Psychology of Child Development This course provides a broad foundation for un- 
derstanding child development through an integration of practical, theoretical, and re- 



Lebanon Valley College Psychology 157 



search orientations. Attention is given to both cultural and biological determinants of 
social, cognitive, physical, and emotional development, focusing on individual differ- 
ences as well as group similarities. Prerequisites: PSY 111, 112, 120 and 130, or per- 
mission of the instructor. 3 credits. 

325. Child Development Laboratory. The course will provide students with experience 
planning (including IRB approval), observing, measuring, and analyzing child behav- 
ior using the methods employed by developmental researchers. This is intended to sup- 
plement the theory and research background they receive in PSY 324. Prerequisites: 
PSY 111, 112, 120, and 130; students must also have either completed or be currently 
enrolled in PSY 324. 1 credit. 

332. Psychological Testing and Assessment. An introduction to the principles of psy- 
chological measurement, methods of test design and construction, and applications and 
interpretations of existing psychological tests. Prerequisites: PSY 111, 112, 120 and 
130, or permission of the instructor. 3 credits. 

333. Psychological Testing and Assessment Laboratory. Students will be given the op- 
portunity to experience how psychological tests are designed and evaluated. Each stu- 
dent will conduct a literature review on their selected topics, and then design, construct, 
distribute, and evaluate the validity/re liability of a psychological test instrument con- 
sistent with a research theme that will change every year. Prerequisites: PSY 111, 112, 
120, and 130; students must also have either completed or be currently enrolled in PSY 
332. 1 credit. 

346. Social Psychology. A study of the inter- and intra-personal relationships between 
individuals and groups, with emphasis on theories and research studies. The topics cov- 
ered may include attitude development and change, conformity, persuasion, person per- 
ception, attribution, attraction, and group processes. Prerequisites: PSY 111, 112, 120 
and 130, or permission of the instructor. 3 credits. 

347. Social Psychology Laboratory. This course is intended to provide students with 
hands-on experience in the types of survey design, observational research, and lab- 
based experimentation consistent with group behavior, interpersonal relationships, and 
the interaction between social issues and popular culture. The course culminates in the 
presentation of data from students' original research within social psychology. Prereq- 
uisites: PSY 111, 112, 120, and 1 30; students must also have either completed or be cur- 
rently enrolled in PSY 346. 1 credit. 

360. The Teaching of Social Science in Secondary Schools. This course is designed 
for students seeking certification to teach social science courses (psychology, sociol- 
ogy, and anthropology) at the secondary school level. Under the supervision of College 
faculty, students will be responsible for preparing lecture and lab materials, teaching se- 
lected topics, and preparing, administering, and evaluating course assignments and 
exams. 1 credit. 

363. Cognitive Science. This course explores the human mind by integrating philo- 
sophical, psychological, and biological perspectives on the nature of thought processes. 



158 Psychology 2009-2010 Catalog 



Specific topics discussed in this framework include attention, perception, conscious- 
ness, memory, language, reasoning, intelligence, and thought-related dysfunctions. Pre- 
requisites: PSY 111, 112, 120 and 130, or permission of the instructor. 3 credits. 

364. Cognitive Science Laboratory. This is an advanced, hands-on seminar in cogni- 
tive science, which will allow students to explore a preferred interest in human think- 
ing via laboratory research. Students will review the literature on their chosen topic, 
design an experiment addressing this issue, and then collect and analyze the data from 
their experiment. The course culminates with an oral and written presentation of their 
research. Prerequisites: PSY 111, 112, 120, and 130; students must also have either 
completed or be currently enrolled in PSY 363. 1 credit. 

378. Behavioral Neiiroscience. A study of the biological basis (substrates) of behav- 
ioral processes. The course focuses on the physiology of reflexes, sensation and per- 
ception, learning and memory, sleep, ingestive behaviors, emotion and 
psychopathology. Prerequisites: PSY 1 1 1, 1 12, 120 and 130, or permission of the in- 
structor. 3 credits. [Cross-listed as PBI 378.] 

379. Behavioral Neuroscience Laboratory. Students will be introduced to methods 
used in the study of the nervous system and its influence on behavior. Lab work will in- 
clude collecting, analyzing, and reporting data from physiological studies, as well as 
sheep brain dissection and stereotaxic neurosurgery. In addition, students must complete 
an APA style proposal for an individual research project. Prerequisites: PSY 111,1 12, 
120, and 130; students must also have either completed or be currently enrolled in PSY 
378. 1 credit. 

400. Internship. This course focuses on practical and professional work experience re- 
lated to the student's work or research interests or graduate school plans. Internships are 
limited to off-campus sites only. Students should not take more than six credits per se- 
mester. This will be a pass/fail course for all students. Prerequisites: PSY III, 112, 
120, 130, and at least 6 completed credits at the 200 level or higher; overall GPA of at 
least 2.5; completion of departmental form; approval of internship site by student's ad- 
viser prior to registration. 1-12 credits. 

410. Independent Laboratory Research. This advanced seminar allows students to ex- 
plore their own research-based interests in psychology via the completion of a labora- 
tory experiment on a psychological topic of their choosing. Students will review the 
literature on their topic in an integrative manner, formulate a novel experiment that ad- 
dresses some aspect(s) of their chosen discipline, collect and analyze data for their ex- 
periment, and then present their findings in the form of an oral presentation and a 
complete APA-style research manuscript. Prerequisites: PSY III, 112, 120, 130, at 
least 6 completed credits at the 200 level or higher, and a meeting with the course in- 
structor prior to the start of the semester to begin discussing possible research topics. 
Students may enroll in a maximum of 3 credit hours per independent laboratory re- 
search in any one semester. A maximum of 6 credit hours in independent laboratory re- 
search may be used toward the graduation requirements. 3 credits. 



Lebanon Valley College Psychology 159 



420. Independent Reading. This is an advanced seminar in psychological science, 
where all students will research topics on the same specified theme, selected by the in- 
structor (this theme will be diflferent with each offering of the course). Students will pro- 
duce an integrative literature review of their issue and develop some conclusions about 
their topic, then present their insights in both oral and written forms. Prerequisites: 
PSY 1 1 1, 1 12, 120, 130, at least 6 completed credits at the 200 level or higher, and a 
meeting with the course instructor prior to the start of the semester to begin discussing 
possible research topics. 2 credits. 

443. History and Theory. A study of the history of psychology, including philosophi- 
cal precursors to psychology, early and modem schools of thought within psychology, 
important trends, and famous psychologists. Prerequisites: PSY 111, 112, 120, 130, 
and at least 6 completed credits at the 200 level or higher. Writing process. 3 credits. 

Faculty 
Deanna L. Dodson, professor of psychology; associate dean of the faculty. 
Ph.D., University of Memphis. 

Her teaching interests are in psychobiology, experimental psychology, and general psy- 
chology. Her current research areas include hemispheric specialization and handed- 
ness, and developmental patterns in lateralization. She is a member of the Association 
for Psychological Science, Sigma Xi, and the Eastern Psychological Association. 

Michael B. Kitchens, assistant professor of psychology. 
Ph.D., University of Mississippi. 

His teaching interests are in general psychology, introductory and advanced research 
courses, as well as specialty courses in the science of emotion and social psychology. 
His research interests are in self-control, social rejection, terror management theory, 
and emotional Intensity. He is a member of Psi Chi, Alpha Theta Chi, the Eastern Psy- 
chological Association, the Society for Personality and Social Psychology, and the As- 
sociation for Psychological Science. 

Louis B. Laguna, associate professor of psychology. 
Ph.D., University of Nebraska-Lincoln. 

His teaching interests are in clinical psychology, psychopharmacology and forensic 
psychology. He supervises internship students and is a Pa. state-licensed clinical psy- 
chologist His research interests include psychophysiological processes of fear and a 
variety of topics in police and forensic psychology. He is a member of the Pennsylva- 
nia Psychological Association. 

Lou Manza, professor of psychology. Chairperson. 
Ph.D., City University of New York. 

His teaching interests include cognitive processes, research design and analysis, the 
history of psychology, and paranormal & pseudoscientific phenomena. His research 
interests focus on perceptual sets, and schema development/change, as applied to pseu- 
doscientific beliefs. He is a member of the Association for Psychological Science, the 
Eastern Psychological Association, Division 2 of the American Psychological Associ- 



160 Psychology 2009-2010 Catalog 



ation (Teaching of Psychology), Psi Chi, and an associate member of the Committee for 
Skeptical Inquiry. He is also the Director of the College s Daniel Fox Youth Scholars 
Institute. 

Michelle Niculescu, assistant professor of psychology. 
Ph.D., Temple University School of Medicine. 

Her teaching interests include behavioral neuroscience, psychopharmacology, general 
psychology, experimental psychology, and sensory and perceptual processes. Her re- 
search interests include the biology and psychology behind drug abuse and addiction. 
She is a member of the Society for Neuroscience, the Research Society on Alcoholism, 
the American Psychological Association, and the Association for Psychological Sci- 
ence. She is also the faculty advisor for the LVC chapter of Psi Chi (the National Honor 
Society in Psychology). 

Kerrie D. Smedley, associate professor of psychology. 
Ph.D., University of Nebraska-Lincoln. 

Her teaching interests include general psychology, life span development, and the psy- 
chology of gender. Her research interests include cognitive aging, worry, and depres- 
sion across the adult years. She is a member of the Association for Psychological 
Science and the Human Behavior and Evolution Society, and is the faculty advisor for 
the Psychology Club. 

Jamie M. Bolton, adjunct lecturer in psychology. 

M.S., Millersville University. 

Her teaching interests are in clinical psychology, personality theories, psychopathol- 

ogy, social psychology, and child development and education. She is employed as a 

mobile therapist/behavior specialist consultant for children/adolescents by Philhaven 

BHRS in Mount Gretna, Pa. 

Wayne David Schmoyer, adjunct lecturer in psychology. 

Psv.D., Philadelphia College of Osteopathic Medicine. 

His teaching interests are in clinical psychology and neuropsychology. He is on staff 

at Riverside Associates., PC, in Harrisburg, PA. 

Richard J. Tushup, adjunct assistant professor of psychology. 

Ph.D., University of Delaware. 

His teaching interests are in experimental, neuropsychology and abnormal psychology. 

He is a staff psychologist at a local Veterans Administration hospital. 



Lebanon Valley College Psychology 161 



DEPARTMENT OF RELIGION AND PHILOSOPHY 

Many majors in religion or philosophy go on to advanced study in graduate or pro- 
fessional schools and seminaries. Our graduates have pursued a wide variety of careers 
in education, law, ministry and business. A major in religion or philosophy may be com- 
bined with a major or minor in another subject. 

Religion Program 

The study of religion is designed to give students insight into the meaning of the re- 
ligious dimension of human experience by exposing them to different cultural beliefs 
and practices and introducing them to the many methodologies in the comparative study 
of religion. Course work in religion introduces students to the various historical and 
contemporary expressions of the diverse religious traditions of humankind. The breadth 
of courses required by the major and minor are designed to impart upon the student a 
basic religious literacy, which is key to understanding an increasingly diverse world. 

Degree Requirements: 

Degree: Bachelor of Arts with a major in religion. 

Major: REL 140, 280, 499; one course from 200, 202, or 204; one course from 252, 
253, or 255; one course from 250, or 251; and four additional courses in religion, of 
which at least one must be in the 300-level. Total: 10 courses (30 credits). 

Minor: REL 140, 280; one course from 200, 202, or 204; one course from 252, 253, or 
255; one course from 250, or 251; and one additional course in religion. Total: 6 courses 
(18 credits). 

Note: To be credited for majors or minors in religion, cross-listed courses must be des- 
ignated as religion courses at registration. 

Courses in Religion (REL): 

110. Introduction to Religion. An exploration of the many dimensions of religion as a 
central human experience: self and meaning, religious expression, religious knowledge, 
religion in its cultural context, and religion and the natural order. 3 credits. 

120. Religion in America. A study of the origin and development of religious expres- 
sion in America. Special emphasis will be given to issues of religious diversity. Cultural 
Diversity Studies. 3 credits. [Cross-listed as AMS 120.] 

140. Encountering World Religions. This course examines the beliefs and practices of 
some of the world's major religious traditions and significant religious movements, fo- 
cusing predominantly on non-Christian or non-European traditions. The course will be 
oriented topically (ritual, theology, etc.), geographically (India, the Middle East, etc.), 
or thematically (religion in the modern world, religious encounters in history, etc.). For- 
eign studies. 3 credits. 

160. Religion and Ethics. A study of religion in its relation to moral values, both per- 
sonal and social, with emphasis on Christian ethics. 3 credits. 

200. Comparative Scripture. This class aims to introduce students to the study of scrip- 
ture as a key aspect of religiosity. It will be cross-cultural in nature and familiarize stu- 



162 Religion and Philosophy 2009-2010 Catalog 



dents with a variety of religious texts from several religious traditions. The study of 
textual religious expression will come from reading both primary sources and theoret- 
ical works on the study of scripture. 3 credits. 

202. Jewish and Christian Scripture. A study of the Hebrew Bible and New Testament 
and related literature, including its historical and social context. 3 credits. 

204. Hindu Scripture. A study of the variety of religious literature produced over the 
last 4000 years that has shaped Hindu thought. Central to the aim of the course is en- 
gagement with a variety of types of scripture, including poetic praise of the divine, rit- 
ual manuals, epic narrative, and contemporary devotional songs. Foreign studies. 3 
credits. 

230. Philosophy of Religion. A study of the issues raised for philosophy by contem- 
porary religious thought. The course examines such topics as faith and reason; faith 
and culture; and interpretations of revelation, symbolism and religious language. Writ- 
ing process. 3 credits. [Cross-listed as PHL 230.] 

250. Christianity. An examination of the history of Christianity and the development 
of Christian thought through the reading and discussion of primary works in Christian 
theology and philosophy. Writing process. 3 credits. 

251. Judaism. A survey of the development of Judaism and its contemporary teachings 
and practices. 3 credits. 

252. Hinduism. An examination of the major religious tradition of India, through its his- 
torical development from the oldest culture extent on the subcontinent to the modern 
world. Students will engage a variety of materials, texts, archaeology, images, and an- 
thropological descriptions in order to gain a broad understanding of the tradition. For- 
eign Studies. 3 credits. 

153. Buddhism. A study of the development of Buddhism, including its teaching, prac- 
tice and influence as one of the great missionary religions. Foreign studies. 3 credits. 

255. Islam. This course will introduce students to the historical origins and development 
of Islam. Foreign Studies. 3 credits. 

280. Method and Theory in Religion. The aim of the class is to familiarize students 
with the methods and theories, which are constitutive of the academic discipline of Re- 
ligious Studies, and to attune them to the historical context of the development of the 
study of religion as an academic discipline. 3 credits. 

313. The Search for Jesus. This course will examine ancient texts, contemporary com- 
mentaries, historical reconstructions, and artistic and literary depictions in its search for 
Jesus. Writing Process. Disciplinary Perspective. 3 credits. 

314. Death, Dying, and Beyond. This course will engage the different religious an- 
swers to the fact that humans are mortal. Its aim is to introduce students to the variety 
of human reactions to the finitude of our corporeal existence and challenge them to en- 
gage the variety of responses from a variety of responses from a variety of disciplinary 
perspectives. Disciplinary perspective. 3 credits 



Lebanon Valley College Religion and Philosophy 1 63 




327. Creation and Cosmos. A study of religious and scientific theories of the origins 
of the cosmos from the Presocratics through contemporary cosmologists. The course ex- 
amines developments of scientific theories of the cosmos in ancient Greece, the adap- 
tation of those theories in the medieval church, the critique of ancient and medieval 
views in the early modern period, and the development of new theories in recent times. 
Writing process. Disciplinary perspective. 3 credits 

333. Religion and Film. An exploration of the interrelationship of religion and film, 
including a historical overview of film production, technique, and distribution, an in- 
troduction to film theory, and reflections on the structure of religious meaning in con- 
temporary culture. Writing process. Disciplinary perspective. 3 credits. 

338. Postmodern Philosophy and Theology. This course will trace the historical de- 
velopment of contemporary religious thought in the West, beginning with the period of 
the Enlightenment and extending into the present. 3 credits. 

339. Existentialism and Religion. This course will be a focused study of many of the 
main texts, thinkers, and themes in existentialist philosophy and theology. We will see 
how existentialist thinkers have engaged and reacted to both traditional philosophy and 
each other in their attempts to locate truth in the concreteness of experience rather than 
in the realm of ethereal and abstract ideas. 3 credits. 

340. One Nation Under God?. This course explores the relationship between religion 
and politics in the United States. It will include an examination of the role religion 
played in the founding of our nation's democracy, the important separation between 
church and state that has been achieved over the course of our nation's history, and the 
ascendancy of the religious right in recent electoral politics. 3 credits. [Cross-listed as 
AMS 340.1 



1 64 Religion and Philosophy 



2009-2010 Catalog 



352. God. Views of God as expressed in a variety of contexts from late antiquity to the 
early modern period, including Christian and Islamic views, as influenced by Platon- 
ism. Topics include proofs for the existence of God, arguments concerning God's na- 
ture, the limits of reason and the role of faith in discussing God. 3 credits. 

353. Visual Art and Religious Experience. An exploration of the way in which the vi- 
sual arts have come to embody religious experience in Native American, Buddhist and 
Abrahamic traditions. A series of comparative studies introduce students to socio-reli- 
gious content in art and diverse impulses to worship. Writing process. Disciplinary per- 
spective. 3 credits. [Cross-listed as ART 353.] This is an advanced seminar course for 
senior religion majors. 

499. Senior Seminar. Students will complete a major paper, integrating their research, 
writing, and analytical skills. 3 credits. 

Philosophy Program 

The study of philosophy directly involves the student in the process of sharpening 
critical and analytical abilities. Philosophy courses examine some of the greatest peren- 
nial questions of values, knowledge, and reality and their relation to human nature. 

Degree Requirements: 

Degree: Bachelor of Arts with a major in philosophy. 

Major: PHL 120, 210, 301 and 31 1; PHL 252 or 254; 2 courses listed as PHL 270 
(seminar in the history of philosophy); PHL 499; at least 2 additional courses in phi- 
losophy. (30 credits.) 

Minor: PHL 120, 210, 270; PHL 301 or 31 1; 2 additional courses in philosophy (18 
credits.) 

Courses in Philosophy (PHL): 

110. Introduction to Philosophy. Examination of major philosophical issues and the 
ways major philosophers have dealt with them. 3 credits. 

120. Basic Logic. An introduction to the rules of clear and effective thinking. Attention 
is given to the logic of meaning, the logic of valid inference and the logic of factual in- 
quiry. Main emphasis is upon deductive logic. Students are introduced to the elements 
of symbolic logic as well as to traditional modes of analysis. 3 credits. 

210. Ethics. An inquiry into the central problems of values applied to human conduct, 
with an examination of the responses of major ethical theories to those problems. Writ- 
ing process. 3 credits. 

215. Social Philosophy. An examination of some of the important philosophical issues, 
including the ethical and valuational, to be found in the social institutions of politics, 
law, government and religion. Writing process. 3 credits. 

222. American Philosophy. A survey of philosophical thought in the United States 
from colonial period to present, with emphasis on the work of Peirce, James, and 
Dewey. 3 credits. [Cross-listed as AMS 222.] 



Lebanon Valley College Religion and Philosophy 1 65 



230. Philosophy of Religion. A study of the issues raised for philosophy by contem- 
porary rehgious thought. The course examines such topics as faith and reason; faith 
and cuhure; and interpretations of revelation, symbolism and religious language. 
[Cross- listed as REL 230.] 3 credits. 

254. Chinese Religious and Philosophical Traditions. A study of the principal Chinese 
religious/philosophical traditions, including Confucianism, Taoism, Mohism and Chi- 
nese Buddhism. Key writings are examined together with their historical background. 
Foreign studies. 3 credits. 

270. Seminar in the History of Philosophy. An examination of the major periods in the 
history of philosophy, this requirement for the major will introduce students to both the 
figures and the methodology of each time period. The specific focus of the course will 
vary from semester to semester, rotating through the various historical periods. Seminars 
will include: Ancient Philosophy, Modem Philosophy, the Enlightenment, 19th Century, 
20th Century. Prerequisite: one course in philosophy. Writing process. 3 credits. 

301. Key Authors. Intensive studies of individual great philosophers or principal 
schools. Potential authors include Aristotle, Kant, Nietzsche, etc. Prerequisite: one 
course in philosophy Writing process. 3 credits. 

311. Key Issues. An intensive study of individual issues within the discipline of phi- 
losophy. Topics will vary from semester to semester. Potential issues include: "Nothing," 
"Women in Philosophy," "God," "Post-modern Philosophy and Theology," "Existen- 
tialism," etc. Prerequisite: one course in philosophy. Writing process. 3 credits. 

345. Political Philosophy. Students in this course study the development of Western 
political thought from Classical Greece to modern times, examining the conceptual 
evolution of citizenship, civic obligation, and the nature of justice, and exploring the 
connection between moral and positive law in the western tradition. Prerequisites: soph- 
omore standing or permission of the instructor. Writing process. Disciplinary perspec- 
tive. 3 credits. [Cross-listed as PSC 345.] 

349. The Holocaust: A Case Study in Social Ethics. This course examines the moral 
responsibility of institutions in German society, 1939-1945, for acquiescing to and per- 
petrating the state-sanctioned killing of European Jews and others. Writing process. 
Disciplinary perspective. 3 credits. 

499. Senior Seminar. This is an advanced seminar course for senior philosophy majors. 
Students will complete a major paper, integrating their research, writing, and analyti- 
cal skills. 3 credits. 

Faculty 

J. Noel Hubler, professor of religion and philosophy. Chairperson. 
Ph.D., The University of Pennsylvania. 

He specializes in philosophy of truth and knowledge, with an interest in both contem- 
porary issues and historical perspectives. He has studied cosmology and theories of 
matter from antiquity to the modern period. He is also the translator of Ezekiel for the 
New English Translation of the Septuagint, Oxford University Press. 

166 Religion and Philosophy 2009-2010 Catalog 



Jeffrey W. Robbins, associate professor of religion and philosophy. 
Ph.D., Syracuse University. 

His area of specialization is in continental philosophy of religion. His teaching inter- 
ests include contemporary religious thought, world religions, religion and culture, and 
film theory. In addition to teaching courses in religion, he regularly teaches in the Amer- 
ican Studies program and serves as the director of the college colloquium. He is the au- 
thor of two books, Between Faith and Thought: An Essay on the Ontotheological 
Condition (2003), and In Search of a Non-Dogmatic Theology (2004), and editor of 
After the Death of God (2007), with John D. Caputo and Gianni Vattimo, and The Sleep- 
ing Giant Has Awoken: The New Politics of Religion in the United States (2008). 

Matthew Sayers, visiting assistant professor of religion. 
Ph.D., University of Texas, Austin. 

He recently completed his dissertation "Feeding the Ancestors: Ancestor Worship in 
Ancient Hinduism and Buddhism." His area of specialization is the religions of ancient 
India as revealed in the Sanskrit texts of the Brahmins and their interlocutors. He is 
most interested in engaging the debate over the nature of the relationship of ancient 
Hinduism and Buddhism. He plans to develop the work of his dissertation into a book 
on the ritual of shraddha, the ancestral rite shared by the religions of ancient India and 
expand his study of ancestor worship to the later periods of Indian religious history. 
His teaching interests include the introduction to religion, comparative religion, death 
and dying, the problem of evil, comparative myth, and the various religious traditions 
of India, specifically, and Asia more broadly. 

Noelle Vahanian, assistant professor of religion. 
Ph.D., Syracuse Universit}-. 

Her area of specialization is at the crossroads of philosophical theology. Continental 
philosophy, and political theory. Her teaching interests include the history of philoso- 
phy, ethics, and philosophy and literature. She is the author of Theology, Language, 
and Desire: A Genealogy of the Will to Speak (2003). 

Robert Valgenti, assistant professor of philosophy. 

Ph.D., DePaul University. 

He specializes in 1 9th and 20th century continental philosophy, hermeneutics, and Kant 

studies. His research has focused primarily on the relation of recent Italian philosophy 

to the history of German and French continental thought. He is the translator of Luigi 

Pareyson s Truth and Interpretation, forthcoming from SUNY Press. 

Paul M. Fullmer, adjunct professor of religion 
Ph.D., The Graduate Theological Union 

Fullmer specializes in the New Testament with interests in the Gospel of Mark, ancient 
fiction, and Koine Greek. He is co-author of a series of workbooks entitled Read Greek 
by Friday. His teaching interests include biblical literature, world religions, and fresh- 
man writing. 



Lebanon Valley College Religion and Philosophy 1 67 



Gary Gates, adjunct instructor in religion. 

M.A., Pennsylvania State University. 

Gates has travelled the world experiencing world religions first hand, and attended 

mosques, synagogues, temples, and dojos, Native Indian, and other spiritual 

ceremonies. He is currently finishing a book called The Spiritual Symphony. 

David W. Layman, adjunct assistant professor of religion. 

Ph.D., Temple University. 

A specialist in the history of American religious thought, he teaches a variety of courses, 

including world religions, religion in America, and history of Christianity. 

Jordan Miller, adjunct instructor in religion. 

M.A., Boston University. ~^' 

Miller specializes in contemporary continental philosophy of religion, religion in so- 
ciety and culture, social ethics, and philosophy and social justice. His primary interests 
include violence, fundamentalism, totality, and political hegemony as they relate to dif- 
ference. He enjoys teaching radical theology, philosophy and politics, Jewish, Christian, 
and Muslim mysticism, ritual and symbolic expressions of religion, psychoanalysis and 
religion, and the work of Emmanuel Levinas. 

Christopher Rodkey, adjunct instructor in religion. 

Ph.D, Drew University. 

Rodkey s primary scholarly focus is in radical Christian theology, and he has interests 
in the philosophy of religion, bio-medical ethics, religious education, and cultural the- 
ory. 

Jonathan Terry, adjunct assistant professor in religion. 

Ph.D., Temple University. 

A specialist in American religious history and religious expression in contemporary 

American culture. 

Warren K.A. Thompson, professor emeritus of philosophy. 

M.A., University of Texas. 

He teaches a course on the Holocaust. 



168 Religion and Philosophy 2009-2010 Catalog 



DEPARTMENT OF 
SOCIOLOGY AND CRIMINAL JUSTICE 

Sociology Program 

The major in sociology gives students an understanding of human behavior. By ex- 
amining the social and cultural forces that shape our lives, students gain a richer un- 
derstanding of themselves and contemporary social issues. Sociology explores how and 
why people behave as they do as well as the effects of their behavior on others. In an 
economy that is moving from a manufacturing base to a service orientation, graduates 
in sociology are prepared to work in fields where an understanding of the dynamics of 
human relationships is important. 

Degree Requirements: 

Degree: Bachelor of Arts with a major in sociology. 

Major: SOC 110, 311, 321, 499; 21 additional credits in sociology excluding intern- 
ships (33 credits). 

Minor: SOC 110, 311, 321; three elective courses in sociology excluding internships 
(18 credits). For criminal justice majors, the minor requires: SOC 110, 311, 321 and 
four electives that do not count toward the criminal justice major. 

Criminal Justice Program 

The criminal justice major is a multi-disciplinary approach to examining the pat- 
terns associated with various crimes, theories of crime causation, victimization and so- 
ciety's response to crime. The components of the criminal justice system, including law 
enforcement, the courts, and corrections, are analyzed. Study of the criminal justice 
system includes a critical approach to examining the goals and controversies associated 
with crime control policies. 

Degree Requirements: 

Degree: Bachelor of Arts with a major in criminal justice. 

Major: SOC 110, 245, 278, 311, 331, 333, 499; PSC 110, 316; 6 credits of internship 
in Sociology, Political Science or Psychology; two courses from SOC 220, 271, 272, 
290/390 (topics in Criminology/Criminal Justice), SOC/PSY 270, PSC 415, or PSY 
265. Total credits 39. 

Courses in Sociology (SOC): 

110. Introduction to Sociology. An introduction to the sociological perspective with a 
focus on how individual behavior is shaped by the social context. The nature and char- 
acteristics of human societies and social life are examined from a perspective known 
as the "sociological imagination." Topics range from the influence of culture on human 
behavior, the development of the self, group dynamics, deviance, population, and so- 
cial inequality. 3 credits. 

120. Introduction to Anthropology. Introduction to both physical and cultural anthro- 
pology including human evolution, human variation, and cross-cultural analysis and 
comparison. 3 credits. 



Lebanon Valley College Sociology and Criminal Justice 169 



160. Traditional and Contemporary Maori Culture. An introduction to the aspects of 
Maori culture within a fast changing and contemporary mainstream society. (This 
course is only offered in New Zealand.) 3 credits. 

210. Social Problems. Contemporary social problems are examined from a construc- 
tionist perspective. Topics selected for study vary according to societal trends, but typ- 
ically include an examination of social change, poverty, globalization, environmental 
degradation, deviance, and health. Prerequisite: SOC 1 10. 3 credits. 

220. Forensic Evidence. This course involves the application of scientific methods to 
solving crimes. The course will explore the many ways in which an offender leaves ev- 
idence behind at a crime scene and carries evidence away from that crime scene. A 
range of topics will be covered including, but not limited to: ballistics, DNA, finger- 
prints, tire prints, odontology and entomology. Prerequisite: SOC 1 10. 3 credits. 

224. Native American Experience. A review of the development of Native American 
society, culture, politics, and economy from prehistory to the present with special em- 
phasis on the relationships between Native Americans and other immigrants to North 
America. 3 credits. 

226. Women's Issues, Women's Voices. An examination of women's contributions to 
the world, their roles in social institutions, and issues arising from their uniqueness and 
social situations. Topics will include images of women and their writings; biology and 
health; issues of sexuality and gender identity; and women's roles in the family, religion, 
education, and in the worlds of work and politics. Prerequisite: SOC 1 10, 3 credits. 

230. Sociology of Marriage and the Family. An overview of family focusing on fam- 
ily structure and interaction. Diverse topics range from sexuality and love, mate selec- 
tion and dating, parenting, dysfunctional families, and divorce. A historical and 
cross-cultural approach is employed in addition to a sociological approach. Prerequi- 
site: SOC 110. 3 credits. 

240. Diversity and Understanding. The major objective of this course is to help students 
become aware of the degree to which behavior (including one's own) is culturally de- 
termined. As we continue to move toward a global society with increasingly frequent 
intercultural contacts, we need more than simple factual knowledge about cultural dif- 
ferences; we need a framework for understanding inter-cultural communication and 
cross-cultural human relations. Through lecture, discussion, simulations, case-studies, 
role-plays and games, students will learn the inter-cultural communication framework 
and the skills necessary to make them feel comfortable and communicate effectively 
with people of any culture and in any situation involving a group of diverse back- 
grounds. Prerequisite: SOC 1 10. 3 credits. 

245. Crime and Criminals. An examination of different types of crime including a 
broad range of violent crimes and property crimes. Profiling and criminal typologies 
will be explored. Specific crimes such as arson, kidnapping, stalking, and homicide 
will be studied. Case studies of prototypical offenders will be included. Prerequisite: 
SOC 110. 3 credits. 

261. Perspectives on Aging. Introduction to the study of aging from a multidisciplinary 
1 70 Sociology and Criminal Justice 2009-20 1 Catalog 



perspective. Topics include the biology of aging, demographic trends in aging, and 
aging impacts on social institutions and society. Policies on aging are reviewed. Pre- 
requisite: SOC 110. 3 credits. 

262. Race, Minorities and Discrimination. An examination of the patterns of struc- 
tured inequality in American society, including a variety of minority, racial, and ethnic 
groups. Prerequisite: SOC 1 10. 3 credits. 

270. Forensic Psychology. This course will focus on three critical areas that fall under 
the umbrella of forensic psychology. First, students will be introduced to the area of 
legal psychology, including applied empirical research on issues important to the legal 
system such as eyewitness accuracy, police selection, jury decision making, and legal 
assumptions about human behavior relevant to the rights of defendants, victims, chil- 
dren, and consumers of mental health services. Second, the area of psychological ju- 
risprudence will be explored by studying efforts to develop a philosophy of law and 
justice based on psychological values. Third, students will be introduced to the con- 
cepts generally thought of as forensic psychology, such as criminal profiling, insanity 
defense, competence to stand trial, and child custody decisions. Prerequisite: SOC 1 10 
or PSY 111.3 credits. [Cross-listed as PSY 270.] 

271. Child Abuse. The study and analysis of child abuse in its various expressions with 
additional focus on physical and sexual abuse. Emphasis will be on models and theo- 
ries of causation, dynamics, treatment and research. Prerequisite: SOC 1 10. 3 credits. 

272. Substance Abuse. An examination of the problems associated with substance 
abuse including a study of the prevalent myths concerning substance abuse, an explo- 
ration of the causes of substance abuse and an exploration of how it affects the indi- 
vidual, the family and society as a whole. In addition, the course will examine current 
methods of intervention and treatment. Prerequisites: SOC 1 10. 3 credits. 

278. Juvenile Justice. An examination of the causes and effects of juvenile delinquency, 
the juvenile justice system and treatment programs for the juvenile offender. Prerequi- 
site: SOC 110. 3 credits. 

280. Sexuality and Society. Study of human sexuality from psychosocial and cultural 
perspectives. The course will include an examination of such topics as developmental 
sexuality, gender roles, sexual communication, sexual orientation, coercive sex, sexu- 
ally transmitted diseases, HIV, and religious and ethical perspectives on sexuality. Pre- 
requisite: SOC 1 10. 3 credits. 

311. Research Methods in Sociology. Experiential-based course covering fundamen- 
tal concepts and problems in social science research. Topics include ethics or research 
on human behavior, design, measurement, sampling, and interviewing and question- 
naire construction. There is an emphasis on four research methods: available data, sur- 
vey research, experiments, and field research. Prerequisite: SOC 1 10, plus 9 credits of 
200 level or above of Sociology, or permission. 3 credits. 

321. Social Theory. An intensive examination of the major sociological theorists and 
movements. Prerequisite: SOC 1 10, plus 9 credits of 200-level or above of Sociology 
or permission. 3 credits. 

Lebanon Valley College Sociology and Criminal Justice 171 



324. Medical Sociology. An examination of the societal bases of health, illness and 
health care. The course will include an examination of the three components of medi- 
cine: the patient, the medical professional and the health care organization. Specific 
topics will include: the role of the patient; doctor-patient relationships; the socialization 
of medical professionals; the hospital as a complex organization, cross-cultural com- 
parisons of health care and current topics of concern such as the AIDS epidemic, new 
technologies and social response to the terminally ill patient. Writing process. Prereq- 
uisite: SOC 1 10, plus 9 credits of 200-level or above of Sociology or permission. Writ- 
ing process. 3 credits. 

325. Urban Sociology. The city provides a setting for cultural events, commerce, in- 
novative services, and the arts. The city is also associated with crime, poverty, and en- 
vironmental problems. Throughout the course a variety of approaches to urban life and 
change will be considered by combining theories of the urban world, empirical study, 
and urban field experience. Topics include city growth and decline, urban life-styles, 
and the impact of city life on individuals, families, neighborhoods, and government. 
Prerequisite: SOC 110, plus 9 credits of 200-level or above of Sociology, or permission. 
3 credits. 

331. Criminology. An examination of the causes of crime. The question of whether or 
not such victimless crimes such as pornography, prostitution and drug use should be 
considered crimes is explored. This is primarily a theory course for criminal justice 
majors. Prerequisite: SOC 1 10 and SOC 245, plus 6 credits of 200 level or above of So- 
ciology, and junior standing, or permission. Writing process. 3 credits. 

333. Criminal Justice. A sociological, historical, and philosophical examination of 
punishment and the criminal justice system. Rights of the accused, victimology, pris- 
ons, and the death penalty are studied. Prerequisite: SOC 1 10, 245, plus 6 credits of 200 
level or above of sociology, or permission. 3 credits. 

340. Group Structure and Dynamics. An overview of the theory and research on small 
group organization and process including issues related to leadership, effective com- 
munication in groups, conformity and influence. Application of basic principles to prac- 
tical situations. Exercises designed to improve group leadership and participation skills. 
Prerequisite: SOC 1 10, junior standing or permission. 3 credits. 

370. Adoption. This course will focus on populations involved in adoption, including 
birth parents, adoptees, foster and adoptive families and agencies, in both domestic and 
transnational adoptions. Special consideration will be given to recent policies and ve- 
hicles that have been put into place to facilitate the permanent placement of children. 
A consideration of ethics in adoption will be a central theme of the course. An exami- 
nation of cultural, economic and policy factors in countries involved in transnational 
adoption will be included. The health (both physical and psychological) and cultural is- 
sues of adoptees and services that address these will be addressed. Prerequisite: SOC 
1 10 plus 6 hours of 200-level or above sociology courses or permission. 3 credits. 

382. Sociology of the Mass Media. Seminar on how society shapes the mass media 
and the effects of the mass media on individuals and society. Topics include propa- 



1 72 Sociology and Criminal Justice 2009-20 1 Catalog 



ganda, television violence and aggression, and advertising. Special attention is given to 
values and images portrayed by the mass media. Prerequisite: SOC 110, 6 credits of so- 
ciology, junior standing, or permission. Writing process. 3 credits. 

400. Internship. Field experience for sociology or criminal justice majors. Seniors 
only. Prerequisites for criminal justice majors: SOC 245, 331, and 333. Prerequisites for 
sociology majors: SOC 1 10, SOC 311, and 321 or 331. Seniors only or permission. 
3-12 credits. 

499. Senior Seminar. A critical analysis of selected themes and issues in contemporary 
sociology. Topics may vary. This course is conducted as a seminar requiring extensive 
student participation. Prerequisite: SOC 110 plus SOC 311, 321, or 331 and 9 addi- 
tional credits in sociology. This course is for senior sociology majors and criminal jus- 
tice majors only (or permission). Writing process. 3 credits. 

Faculty 
Sharon O.Arnold, associate professor of sociology. Chairperson. 

M.A. University of Akron. 

Among her teaching interests are medical sociology, diversity, and intercultural com- 
munication. Her research interests include the development of a cross-cultural frame- 
work for medical care delivery, i.e. doctor-patient interactions and the culture and 
re-entry shock that persons experience who spend significant time abroad, especially 
students who study abroad. 

Marianne Goodfellow, assistant professor of sociology. 

Ph.D., The Pennsylvania State University. 

Her areas of interest include social problems, sociology of the family, sociology of 

aging, sociology of work and sociology of gender roles. Her research has focused on 

issues of aging, rural homeless services, and domestic violence. 

Carolyn R. Hanes, professor of sociology. 
Ph.D., University! of New Hampshire. 

Her areas of interest include criminology, criminal justice, and mass media. She is in- 
terested in the use of a variety of learning techniques. She has collaborated with other 
faculty, students and criminal justice agencies in doing research. 

Daniel Simpkins, lecturer in sociology. 

Ph.D., University of North Carolina at Chapel Hill. 

His teaching specialty is in the area of anthropology. 



Lebanon Valley College Sociology and Criminal Justice 173 



GRADUATE ACADEMIC PROGRAMS 

Lebanon Valley College offers four graduate programs. These are the Master of Busi- 
ness Administration (MBA), the Master of Music Education (MME), the Master of Sci- 
ence Education (MSE), and the Doctor of Physical Therapy (DPT) programs. 

The Master of Business Administration Program is a multi-disciplinary program de- 
signed to prepare graduates for managerial responsibilities at various levels of busi- 
ness organizations. This program provides a strong theoretical foundation as well as 
operational expertise in the areas of finance, management, marketing, human resource 
management, and operations management. 

The Master of Music Education Program is designed to be completed over the course 
of three summers. Addressing the graduate education needs of K-12 music teachers 
(the program is accredited by the National Association of Schools of Music), the cur- 
riculum includes experiences in foundations and principles of music education, research 
methods, music technology, and the psychology of music learning plus several elective 
choices. 

The Master of Science Education Program employs a collaborative learning ap- 
proach with classes designed to apply to any age range, from K-12. High school teach- 
ers work alongside middle school and elementary teachers, with each benefiting from 
the experience and insight of their colleagues. This learning environment helps MSE 
students to prepare their own students for success in state and national science assess- 
ments. 

The Doctor of Physical Therapy Program is a six-year program of study for students 
who will receive a preliminary baccalaureate degree in health science after four years 
of course work. 

Graduate Program Policies and Procedures 

Academic Advising and Registration 

Graduate students should contact their academic advisors prior to class registration. 
The advisor will develop a graduation plan with the student. All course registrations re- 
quire the advisor's approval. 

Veteran Registration 

The College meets all of the criteria of Veterans Education under the provisions of 
Title 38, United States Code, Section 3675. The graduate programs have been approved 
for payment assistance. Veterans who are eligible to receive educational benefits must 
report their enrollment to the Financial Aid Office as soon as they register for each se- 
mester or summer session. The Financial Aid office will then submit certification to the 
Department of Veterans Affairs. 

Veterans receiving EAP and/or FTA benefits are responsible for applying for these 
benefits through their unit of assignment prior to the start of each semester or summer 
session and for submitting all necessary forms to the Financial Aid Office. 

Veterans must notify the School Certifying Official, immediately, if they change the 
number of credits for which they are enrolled, withdraw, or request a leave of absence. 
Failure to do so may result in a charge to the student from the VA for overpayment of 
benefits. Veterans receiving education benefits must verify their attendance each month, 



174 Graduate Academic Programs 2009-2010 Catalog 




no earlier than the last day of each month, to the VA on-line via WAVE. Students can 
access this site by going to www.gibill.va.gov. (Veterans receiving vocational rehabil- 
itation benefits do not need to verify their attendance). 

Veterans who are attending Lebanon Valley College and have never used VA edu- 
cation benefits before should go on-line to www.g.bill.va.gov and fill out Form 22- 
1990. Dependents should fill out form 22-5490 (dependents will need the veteran's file 
number). This form should be submitted on-line through the GI Bill website and then 
printed out and either mailed or faxed to the Financial Aid Office at Lebanon Valley 
College. 

Veterans who have used education benefits before and will either be changing their 
attendance to Lebanon Valley College and/or changing their program of study should 
submit a signed statement to the Financial Aid Office stating this change. Alternatively, 
a copy of form 22-1995 or 22-5495 (for dependents) can be filled out and returned to 
the Financial Aid Office. This form should not be submitted to the VA. It is for the stu- 
dent's school file. 

Students eligible for veterans benefits who remain on academic probation for two 
consecutive semesters must be reported to the Department of Veterans Affairs. Veter- 
ans with questions about the College, or their status with the College, should contact 
the Financial Aid Office. 

Transfer Credit 

A maximum of 9 credits (a maximum of 6 core credits) may be transferred from an- 
other graduate program with the approval of the registrar and program director/coordi- 
nator of the MBA, MSE, and MME. No transfer credit shall be accepted if the grade 



Lebanon Valley College 



Graduate Academic Programs 1 75 



earned at another institution was less than B (a grade of B- or lower will not be ac- 
cepted). Students wishing to transfer credits may be asked to submit course outline, 
textbook used, and any reading materials, so proper credit may be given. No graduate 
transfer credit is accepted in the DPT program. 

Concurrent Courses 

A student enrolled for a graduate degree may not take courses concurrently at an- 
other educational institution without prior consent of the academic advisor and the reg- 
istrar. 

Grading 

Student work is graded A, A-, B+, B, B-, C+, C and F. Candidates must maintain a 
grade point average of 3.00 with a maximum of two C grades in the program. 

In addition, the symbols I and W are used. I indicates work that is incomplete but oth- 
erwise satisfactory. It is awarded only for substantial reason and work must be com- 
pleted in the first eight weeks of the following semester, including summer session, or 
I will be changed to F. 

W indicates withdrawal from a course through the designated withdrawal date. 
Thereafter, the appropriate letter grade will be assigned for the course. 

MSE 830, MME 805/806, and some PHT courses (see Doctor of Physical Therapy 
section) are graded pass/fail. 

Review Procedure 

Every student's academic progress shall be reviewed at the end of each academic 
period by the academic advisor. Any student whose average falls below 3.00 or who 
earns a C or F in three or more credit hours may be placed on academic probation. A 
student on academic probation may be required to retake courses or correct other aca- 
demic deficiencies and must achieve a 3.00 cumulative average within two semesters 
of being placed on probation. A student may repeat a maximum of two graduate courses 
with any given course being repeated only once. Students who fail to correct deficien- 
cies may be dropped from the program. A student may appeal any decision of the Of- 
fice of Graduate Studies and Continuing Education to the Vice President of Academic 
Affairs and Dean of the Faculty. 

Course Withdrawal and Tuition Refund 

Any MBA, MME, or MSE student who withdraws from courses for which he or she 
is registered must notify the Graduate Studies and Continuing Education Office. The 
effective date of withdrawal is the date on which the student notifies the office. Failure 
to give notice of withdrawal will result in a grade of F. Notifying the instructor does not 
constitute official withdrawal. A refund schedule based on official withdrawal date is 
available on the GS and CE web pages. 

Time Restriction 

The maximum time for completion of a graduate program is seven years from the 
date of the admission letter. Students who have not earned the graduate degree during 
this period shall have their academic standing reviewed and may be asked to meet ad- 
ditional requirements in order to graduate. 



176 Graduate Academic Programs 2009-2010 Catalog 



Academic Honesty 

Students are expected to uphold the principles of academic honesty. Academic dis- 
honesty will not be tolerated. For the first academic dishonesty offense, failure in the 
course is mandatory, and the faculty member is required to inform the program direc- 
tor/coordinator in writing. A letter of warning shall be sent to the student by the pro- 
gram director/coordinator explaining the consequences and the right of appeal. For the 
second offense, failure in the course and expulsion from the graduate program and Col- 
lege are mandatory. 

Privacy of Student Records 

In accordance with the Family Educational Rights and Privacy Act of 1974 (P.L. 39- 
380) Lebanon Valley College releases no student education records without written 
consent and request of the student or as prescribed by the law. Each student has access 
to his or her education records with exclusions only as specified by the law. 

Financial Aid 

Students may participate in the Stafford Loan Program. Graduate students should 
contact the Financial Aid Office at 717-867-6181 to discuss financial aid eligibility. 

Employee Tuition Reimbursement 

Students are encouraged to inquire about tuition reimbursement programs at their 
places of employment. Most employers of current students provide education subsidies 
of 50-100 percent of tuition. Students who participate in an employer reimbursement 
program may be eligible for the deferred tuition option. Some employers authorize the 
College to bill them directly. In this case, students must present billing authorization 
when they register. Information on direct bill and deferred tuition options can be found 
on the Graduate Studies and Continuing Education web pages. 

Withdrawal from Program and College and Readmission 

To withdraw from Lebanon Valley College, a graduate student must complete an of- 
ficial withdrawal form obtained from the academic advisor. To apply for readmission, 
a graduate student must have the written approval of the director of graduate studies and 
continuing education. 



Lebanon Valley College Graduate Academic Programs 177 



MASTER OF BUSINESS ADMINISTRATION 

The MBA Program at Lebanon Valley College is a unique program that combines 
liberal arts studies with career preparation in the field of business administration. It is 
a part-time program. The multi-disciplinary nature of the curriculum includes standard 
MBA-level courses along with exposure to courses in executive communications, eth- 
ical leadership, and organizational behavior. 

MBA Admissions 

Candidates for admission must have a bachelor's degree from an accredited college 
or university as well as the interest, aptitude, and ability to undertake graduate studies. 
All candidates must provide official transcripts of undergraduate and graduate work, a 
completed application, and a current resume. Applicants have the option of reporting 
scores from the Graduate Management Admissions Test (GMAT) or of providing doc- 
umentation of at least three years of substantial managerial level professional experi- 
ence. Documentation must include two letters of reference from immediate supervisors 
and a personal statement of how the candidate will benefit from and contribute to the 
MBA program. Reporting a GMAT score is also optional for those applicants who 
achieved an undergraduate GPA of at least 3.25 or those who have completed advanced 
degrees (master's or doctoral level). All candidates must schedule a personal interview 
with the director of the MBA program. 

Graduate admission is on a rolling basis; action usually will be taken within four 
weeks of receipt of all required documentation. Qualified candidates may register for 
up to two graduate classes while completing the application process. The MBA program 
at LVC is a part-time program. A maximum of six credits may be taken during each se- 
mester. 

Graduation Requirements 

A candidate for the MBA degree must complete a minimum of 36 credits, of which 
27 must be earned at Lebanon Valley College. There are nine required core courses (27 
credits) and three electives of the student's choice (9 credits) for a total of 36 credits. A 
candidate must achieve at least a 3.00 cumulative average with a maximum of two C's 
within the 36 graduate credits to be certified for graduation. 

Prerequisites 

Prospective students must demonstrate that they have command of the undergradu- 
ate common body of knowledge, including finance, accounting, economics, market- 
ing, computer applications, statistics, and quantitative methods. Prerequisites can be 
satisfied by the completion of undergraduate courses, by a waiver for knowledge gained 
through life experience or by examination. 

Degree: Master of Business Administration. 

Graduate Core: ENG 825; LSP 835; MGT 805, 815, 820, 860, 895; PHL 830; PSY 810 
(27 credits) and three of the following ACT 875; ECN 865; MGT 800, 850, 855, 870, 
880; 890, special topics (9 credits). Total of 36 credits. 



1 78 Master of Business Administration 2009-20 1 Catalog 



MBA Courses: 

ACT 875. Managerial Decision Making. Provides students previously exposed to 
managerial accounting principles with the essential tools and strategies managers need 
to develop data for making decisions related to pricing strategy; product expansion, 
discontinuance or redesign; performance measurement; resource allocation and man- 
agement; merger and acquisition planning, and other types of managerial decisions. 
Stresses ways to avoid mistakes that result when internal decision-making is based on 
data developed for external financial reporting. Business topics covered include fi- 
nancial statement analysis, responsibility accounting, Economic Value Added (EVA), 
and Activity Based Costing (ABC). 3 credits. 

ECN 865. Entrepreneurship. Entrepreneurship, intrapreneurship, small business, and 
acquisitions. Special attention to entrepreneurial behavior, sources of funding and ac- 
tual case studies in the development of new enterprises. 3 credits. 

ENG 825. Executive Communications. Organizational communication skills, empha- 
sizing writing, speaking and listening techniques. Interpersonal communication. Ex- 
plores and increases communication options on individual, group and organizational 
levels. (Must be one of the first 3 courses taken in the MBA program.) 3 credits. 

LSP 835. Executive Leadership. Theories and concepts of leadership. Examination of 
the forces in the leader-follower interaction. Analysis of the skills, behaviors, attitudes, 
and values of effective and ethical leaders and followers. Application of concepts, in- 
formation and experience to case studies. 3 credits. 

MGT 800. Quantitative Analysis. Surveys mathematical foundations of management 
science. The course includes a review of probability and statistical concepts that will be 
necessary to understand the quantitative techniques introduced in the course. A phi- 
losophy of problem solving will be introduced as well as system thinking and the use 
of models in problem solving. The course will provide the student with the quantitative 
tools to be applied to the problems and case studies in MGT 820, Operations Manage- 
ment. 3 credits. 

MGT 805. Financial Policy. A quantitative approach to managerial problems of long 
term financing, asset management, dividend policy, and ethics in the firm and market- 
place. Emphasis placed on the application of experience to class discussion based on 
the use of various business journals. 3 credits. 

MGT 815. Marketing Management. Seminar focusing on issues in the interplay be- 
tween marketing and society including the ethics of selling, advertising, marketing re- 
search and the social responsibility of marketers. 3 credits. 

MGT 820. Operations Management. Systems approaches to management of produc- 
tion and service organizations. Topics include design and control of operations, oper- 
ations strategy, product and process planning, quality management, human resources, 
scheduling and control, and materials management. Emphasis is on mathematical foun- 
dations and quantitative techniques of management science/operations research 
(MS/OR), related MS/OR tools and applications, the priority/capacity organizational 
concepts and the strategy underlying operations. Introduces appropriate computer soft- 
ware. Prerequisite: MGT 800 recommended. 3 credits. 

Lebanon Valley College Master of Business Administration 1 79 



MGT 850. Human Resource Management. A survey of personnel management activ- 
ities in organizations including exploration of recent developments in the field of human 
resource management. Topics include human resource planning, recruitment, selection, 
training, equal employment opportunity, performance appraisal, discipline, career plan- 
ning, compensation, safety and health. Instruction method includes case study, readings 
and classroom lecture. 3 credits. 

MGT 855. Legal Environment of Business. Legal concepts and principles important 
to business decision making including employment law, labor-management relations 
and relevant legislation, tax consequences of business transactions, government regu- 
lation, contract law and application of the Uniform Commercial Code to business trans- 
actions. Case study, readings and lecture. 3 credits. 

MGT 860. International Business Management. Theories, concepts, practices and 
techniques of conducting business in foreign countries. The strategic issues, the oper- 
ational practices, and the govermnental relations of multinational companies are ana- 
lyzed through use of case study, lecture and simulations. Topics include: economic, 
political and cultural integration; trade restrictions and barriers; overseas investment 
and financing; entry into foreign markets and marketing strategies. 3 credits. 

MGT 870. Labor-Management Relations. Directed primarily to the understanding of 
the issues and alternatives arising out of the work place. The course provides both an 
overview of what has been identified as industrial relations as well as familiarity with 
the tools used by its practitioners. Students will study negotiation, administration, 
wage/fringe issues and contents of labor agreements. 3 credits. 

MGT 880. Investments and Portfolio Management. This course acquaints the student 
with the tools essential for sound money management. Considers the goals of the in- 
vestor with respect to risk exposure, tax environment, liquidity needs and appreciation 
versus income potentials. Strategies will be developed to satisfy these objectives. Math- 
ematical models of portfolio selection to help reduce risk through diversification will 
be developed. Special attention will be paid to the theories of determinants of asset 
prices, including the capital-asset pricing model. Prerequisite: MGT 805. 3 credits. 

MGT 890. Special Topics. Special topics courses provide the opportunity to explore 
current topics relevant to the study of business management. 3 credits. 

MGT 895. Strategic Management. The strategic management of large business entities, 
including the formulation and evaluation of missions, strategies, objectives and policies. 
Historical and current situations are discussed. Cases are widely used and outside re- 
search is required. Prerequisite: 24 hours of graduate credit. 3 credits. 

PHL 830. Corporate and Organizational Ethics. The ethical assumptions and impli- 
cations of corporate and organizational policies and practices. Intensive readings in the 
literature of both theoretical and applied ethics. Case study analysis. Includes: corpo- 
rate and organizational social and political responsibility, ethics and business, ethics 
and organizational life, and governmental relations. Prerequisite: ENG 825 and LSP 
835 or PSY 810. 3 credits. 



1 80 Master of Business Administration 2009-20 1 Catalog 



PSY 810. Organizational Behavior. Systematic presentation of theory and research in 
areas of organizational behavior, including motivation, group dynamics, leadership, de- 
cision making, organization change, career planning, and communication. 3 credits. 

MBA Administration and Resident Faculty 

John Troxel, director. 

M.B.A., Lebanon Valley College 

Troxel teaches international business management, international trade policy, supply 

chain management, risk management and insurance, and managerial decision making 

Joel A. Kline, associate professor of business administration. 

M.J.P.R.A., Temple University. 

Kline teaches the special topics course E-business. 

David Setley, assistant professor of business administration. 

D.B.A., Nova Southeastern University. 

Setley teaches executive leadership and corporate and organizational ethics 



MASTER OF MUSIC EDUCATION 

The Master of Music Education (MME) Program is designed to meet the regional 
needs of area K-12 music educators. It is offered in response to a significant regional 
need met by on- and off-campus expertise and a shared interest in improving the qual- 
ity of music education in this part of the Commonwealth. It is a summer only program 
in which a student can, with careful advising, complete the degree in three summers. 

MME A dm issions 

While prior teaching experience is not a requirement for entrance into this degree 
program, individuals considering pursuit of a master's degree in music education should 
plan on teaching one to three years prior to initial enrollment or before completing the 
degree. It is the conviction of this faculty that graduate study will be more meaningful 
to the individual if he or she has first gained experience in the field. 

All candidates must have a bachelor's degree in music from a regionally accredited 
college or university and submit an official transcript with the application. Any gradu- 
ate courses to be considered for transfer (up to nine credits, a maximum of 6 credits in 
the core) also require an official franscript sent by the respective colleges or universi- 
ties to the Office of Graduate Studies and Continuing Education. Priority for core 
courses will be given to students matriculated into the MME program. 

All candidates must submit the application form and required application fee with 
a current resume and a personal written statement (one page) indicating why they wish 
to pursue this degree. All candidates must hold and submit a copy of a current Teach- 
ing Certificate in Music with the application. 

All candidates must submit three letters of recommendation with the application, 
which address the candidate's readiness for graduate study. 

Graduate admissions are on a rolling basis; action will be taken promptly after all 
paperwork has been received and evaluated. 



Lebanon Valley College Master of Music Education 1 8 1 



Degree Requirements 

Every MME candidate must complete 30 graduate credits, 21 of which must be earned 
at Lebanon Valley College. Of a possible 9 credits in transfer work, only 3 credits may 
be counted in the core of the MME program. There are four required core courses (12 
credits). The capstone experience includes either a project or a thesis (3 credits). The 
other 15 credits will be selected from among several elective opportunities. Courses in 
the Lebanon Valley College MME Program are taught on the Annville campus. 

Degree: Master of Music Education 

Core Courses: MME 801, 802, 803, 804 (12 credits), and 805 (project) or 806 (thesis). 

MME Courses: 

MME 801. Foundations of Music Education. A consideration of philosophical and his- 
torical issues in music education and their implications for developing curricular and 
instructional approaches to the field. A core course. 3 credits. 

MME 802. Research Methods in Music Education. A study in the organization, pres- 
entation, interpretation, and documentation of research that makes use of encyclopedias, 
indices, databases, and other aids. A core course. 3 credits. 

MME 803. Technology for Music Educators. An exploration of how technology can 
enhance the music learning process. This course examines what's involved in planning, 
configuring, and teaching various technology systems and applications so as to facili- 
tate creative interaction with musical experiences. A core course. 3 credits. 

MME 804. Psychology of Music Learning. An investigation and discussion of theories 
of learning as they relate to the teaching of music. This course includes the study of 
specific teaching strategies and the nature of musical response. A core course. 3 cred- 
its. 

MME 805. Project. 3 credits, or 

MME 806. Thesis. 3 credits. 

MME 830. Private Applied. 1 credit. (Up to a maximum of 3 elective credits in the 
program.) 

MME 890. Elective courses will be offered as special topics courses, (e.g.. Teaching 
Choral Music, Teaching General Music, Teaching Instrumental Music, Theory for 
Teaching, Graduate Music History Seminar, Music in Early Childhood Music and the 
Exceptional Child, Statistics for the Music Researcher, Conducting, Arranging [band 
scoring, choral arranging, jazz arranging]). 

MME Administration and Resident Faculty 

Marina T. Dura, director of the MME program. 

Ph.D., Northwestern University. 

Christopher J. Heffner, assistant professor of instrumental music education, director 

of bands. 

Ph.D., University of Florida. 



182 Master of Music education 2009-2010 Catalog 



Barry R. Hill, professor of music, director of the music recording technology program, 
director of the Center for Excellence in Teaching and Learning (CETL). 
D.Ed., The Pennsylvania State University. 

Mary L. Lemons, associate professor of music, director of the music education pro- 
gram. 
Ed.D., University of Illinois at Urbana-Champaign. 

Mark L. Mecham, professor of music. 

D.M.A., University of Illinois at Urbana-Champaign. 

Jeff Snyder, associate professor of music, director of the music industry program. 
M.S., Kutztown University. 



MASTER OF SCIENCE EDUCATION 

Students enrolled in this program will concentrate on the principles and content of 
science as well as on the appropriate teaching strategies to convey these concepts to 
their students. The courses are designed to maximize the opportunity for using hands- 
on, minds-on science processing skills needed by students in the 21st century. This 
learning environment helps MSE students to prepare their own students for success on 
all forms of state and national science assessments. The program will culminate with 
the satisfactory completion of a research project in science education. 

MSE Admissions 

To qualify for admission to the Master of Science Education Program, the applicant 
must fulfill the following requirements: 

• An applicant must hold a baccalaureate degree from a regionally accredited instit- 
tion and must arrange to have official transcripts submitted for each undergradu- 
ate institution attended. If transfer credits are to be considered, transcripts from 
graduate courses must also be requested by the applicant. 

• An applicant should hold a valid teaching certificate. Otherwise, applicants may 
be considered for entrance after meeting with the MSE coordinator. 

• An applicant must have achieved a 3.0 quality point average (QPA) on a four point 
scale for the baccalaureate degree. An applicant with less than the 3.0 QPA may 
be admitted with provisional status pending satisfactory completion of six se- 
mester hours of graduate study with a 3.0 or above. 

• An applicant must submit three letters of recommendation in support of their ad- 
mission to the graduate program. 

• An applicant must submit a personal statement that addresses their career goals 
and reason for pursuing a graduate degree in science education. 

Degree Requirements 

A candidate for the MSE degree must complete a minimum of 30 credits, of which 
21 must be earned at Lebanon Valley College. Only 6 credits may be transferred into 
the core. There are eight core courses (24 credits), one elective of the student's choice 



Lebanon Valley College Master of Science Education 1 83 



(3 credits), and an independent research project (3 credits), for a total of 30 credits. A 
candidate must achieve at least a 3.00 cumulative average to be certified for graduation. 
Degree: Master of Science Education. 

Graduate Core: MSE 800, 801, 802, 803, 805, 809, 810, 829, 830 and one of any elec- 
tive offered. Total of 30 credits. 

MSE Courses: 

MSE 800. Introduction to Science in the Classroom. This is an introduction to the 
content and methodology of science instruction as it relates to hands-on, minds-on, sci- 
ence-process skills appropriate for school classrooms. This course showcases con- 
structivist strategies, which will be used in subsequent classes. 3 credits. 

MSE 801. Principles of Biology and Life Science. This course addresses biology and 
life science concepts prevalent in virtually all science curricula, as well as those set 
forth in the National Science Education Standards. Students engage in the use of sci- 
entific methods to address topics typically taught in biology and life science courses. 
3 credits. 

MSE 802. Principles of Chemistry. This course utilizes concepts in chemistry to make 
connections to common substances. Establishing chemistry as an integral part of every- 
day life, as well as discoveries made by chance, will make this topic relevant to all stu- 
dents. 3 credits. 

MSE 803. Principles of Physics and Physical Science. Utilize hands-on experimental 
methods to gain confidence and experience with inquiry-based learning of physics. 
Topics include motion, heat, light, electricity, and magnetism. 3 credits. 

MSE 805. Principles of Earth and Space Science. The interaction and effects of ge- 
ology, meteorology and space exploration will be explored in this course. Field study 
is combined with experimental inquiries from exemplary curricula to illustrate critical 
connections of physics, chemistry, and biology with the earth sciences. 3 credits. 

MSE 806. Principles of Field Biology/Ecology. Environmental studies illustrating the 
basic principles of field biology and ecology will be used to demonstrate the interde- 
pendence of living and non-living systems. Current topics in ecology, as they relate to 
the preservation of our planet and its resources, will be addressed. This course will 
focus on the collection of data and/or organisms outside the classroom. Appropriate 
methods for K-12 students will be utilized and practiced. 3 credits. 

MSE 807. Microscopy. This course will introduce the use of a variety of microscopes, 
starting with the hand-held microscopes and continuing through compound and dis- 
secting microscopes. It culminates with the use of the scanning electron microscope. 
Students also will master preparative techniques and slide making. 3 credits. 

MSE 809. Curriculum Design I. This course will address the question: "How does a 
standards driven science curriculum enhance student learning that is focused on science 
literacy?" Focusing on curriculum design using a "backward design" model, students 
will identify the desired results of a science curriculum based on the National Science 
Education Standards, the PA Academic Standards for Science and Technology, the PA 



1 84 Master of Science Education 2009-20 1 Catalog 



Academic Standards for Environment and Ecology and the PA assessment anchors. 
Students will explore research-based rationale for reform in science education and ad- 
dress the use of statistics in analyzing science education research as well as local, state, 
and national assessments. Enduring understandings, content worthy of understanding 
and the development of essential questions for science courses will be addressed. 3 
credits. 

MSE 810. Curriculum Design II. This course is a continuation of Curriculum Design 
I and must be scheduled for the semester following Curriculum Design 1. After identi- 
fying the desired results of a science curriculum, students will determine acceptable 
and appropriate assessments that probe evidence of student understanding. A variety of 
assessment techniques with a focus on differentiated and authentic performance-based 
assessments will be presented. Finally, using clearly identifiable results and appropri- 
ate evidence of understanding, students will plan differentiated learning experiences 
and instruction to develop student understanding. Prerequisite: MSE 809. 3 credits. 

MSE 814. History of Science. The historical prospective of science and scientists from 
ancient through modem history. Focus will include discoveries and scientists from both 
sexes and all ethnic backgrounds. Methods of integrating history and science in the el- 
ementary/middle school classroom will be addressed. 3 credits. 

MSE 815. Recent Advances in Science. Modern concepts and recent advances in sci- 
ence will be studied through books, news magazines and newspapers. 3 credits. 

MSE 816. Science, Technology and Society. The educational objective for quality 
science education is to produce a society which is literate in science, able to solve prob- 
lems and can function as critical thinkers. This course utilizes biotechnology, among 
other areas of study, as a method of illustrating the need for and ultimate use of science 
and technology so they benefit society. Ethical issues involving science and technology 
will be discussed. 3 credits. 

MSE 820. Seminar. This course will permit some flexibility to explore current topics 
in elementary/middle school education as they arise. Seminar courses permit special 
topics to be included in the course of study. Recent offerings include literacy in sci- 
ence, forensics, and multimedia science. In addition, certain transfer courses may be 
valid for degree accreditation but may not be a complete match in the courses listed. 3 
credits. 

MSE 829. Research Methods. This course is designed to develop the understanding of 
the methods employed in planning and developing research in science. You will gain ex- 
perience in generating ideas for research, critically evaluating literature, synthesizing 
and presenting results of research and writing in a clear and organized way. 3 credits. 

MSE 830. Independent Research in Science Education. A topic relevant to the teach- 
ing of science in the classroom will be researched with the approval of the student's 
adviser. The topic of research should be well documented in professional journals and 
studies. 3 credits. 

MSE 850. Independent Study. 1-6 credits. 



Lebanon Valley College Master of Science Education 1 85 



MSE Administration and Resident Faculty 

Michael A. Day, professor of physics. 

Ph.D., University of Nebraska. 

Day teaches history of physics and summer independent studies. 

Elaine Feather, director of Graduate Studies and Continuing Education. 
M.S., State University of New York at Brockport. 

Michael B. Kitchens, assistant professor of psychology. 

Ph.D., University of Mississippi. 

He teaches research methods and supervises research. 

Donald E. Kline, associate professor of education. 
Ed.D., Lehigh University. 
KHne supervises research. 

Louis B. Laguna, associate professor of psychology. 

Ph.D., University of Nebraska. 

Laguna teaches research methods and supervises research. 

Lou Manza, professor of psychology. 

Ph.D., City University of New York. 

Manza teaches research methods and supervises research. 

Walter A. Patton, associate professor of chemistry. 

Ph.D., Lehigh University. 

Patton supervises research and teaches summer seminar courses. 

Kerrie D. Smedley, associate professor of psychology. 
Ph.D., University of Nebraska. 
Smedley teaches research methods. 

Patricia Woods, coordinator of the MSE Program. 

B.S., Niagara University 

Woods teaches the introductory course in science education and the curriculum course. 

Allan F. Wolfe, professor of biology. 

Ph.D., University of Vermont. 

Wolfe teaches microscopy and supervises research. 

DOCTOR OF PHYSICAL THERAPY 

The Physical Therapy Program consists of a six-year program of study leading to a 
Doctor of Physical Therapy (D.P.T.) degree. Students receive a baccalaureate degree in 
health science after successful completion of four years of coursework. See Health Sci- 
ence Program information on page 132. 

The program consists of two distinct phases: pre-professional education (three years, 
or approximately 95 semester credit hours); and professional education (three years, 
approximately 1 18 semester credit hours). 



1 86 Doctor of Physical Therapy 2009-20 1 Catalog 



Lebanon Valley College's Doctor of Physical Therapy Degree Program is accred- 
ited by the Commission on Accreditation in Physical Therapy Education. 

All required courses must be taken for a grade except PHT 760, 762, 764, and 860 
which are pass/fail. See the Physical Therapy Handbook and Clinical Education Man- 
ual for detailed grading information. 

Degree: Doctor of Physical Therapy. 

Prerequisites: two semesters each of general biology, chemistry, and physics; one se- 
mester upper level human anatomy and physiology, introductory psychology and soci- 
ology, and elementary statistics. 

Professional required courses: PHT 412, 502, 504, 51 1,514, 516, 518, 520, 532, 550, 
560, 710, 716, 720, 726, 728, 730, 732, 734, 742 736,738, 740, 750, 760, 752, 762, 
764,802, 830, 832, 834, 836, 850, 860. 

PHT Courses: 

710. Spanish for Physical Therapy and Rehabilitation. An introduction to the basic 
conversational and medical/technical vocabulary needed to communicate with Spanish- 
speaking patients. 2 credits. 

716. Health Promotion for Self and Society. Covers health and health promotion top- 
ics across the lifespan. Students will begin to identify community needs that would 
benefit from a physical therapy program of prevention, health promotion, wellness, and 
screening services. 2 credits. 

720. Neuroscience. Examines the central and peripheral nervous system with empha- 
sis on neuroanatomy, neurophysiology, and neuropathologies. Laboratory sessions in- 
corporate computer software, clinical neurologic examination skills with application 
to clinical cases. 4 credits. 

726. Clinical Interventions I. First of a two-course sequence designed to instruct stu- 
dents in the use of therapeutic modalities to affect change in human tissues. Laboratory 
exercises include applying modalities, gait training with various devices, and thera- 
peutic exercise. 4 credits. 

728. Musculoskeletal I. First of a two-course sequence providing an in-depth study of 
the evaluation, assessment, and treatment methods used in the management of muscu- 
loskeletal pathology and/or injury. This first component of the two course sequence 
will emphasize the upper and lower limbs, with an introductory component to the spine. 
4 credits. 

730. Clinical Interventions II. A continuation of Clinical Interventions I. This course 
will examine edema and integumentary concerns, and specific exercise techniques, in- 
cluding stabilization and aquatics. 4 credits. 

732. Musculoskeletal II. Second of a two course sequence providing an in-depth study 
of the evaluation, assessment, and treatment methods used in the management of mus- 
culoskeletal pathology and injury. This course will build upon material studied in PHT 
430 and emphasize anatomical, biomechanical, and physiological factors relevant to 
musculoskeletal dysftmction. 3 credits. 



Lebanon Valley College Doctor of Physical Therapy 1 87 



734. Cardiovascular/Pulmonary Physical Therapy. Examines the physical therapy 
management of individuals with cardiac and respiratory dysfunction. Particular atten- 
tion is focused on exercise prescription, patient management in various clinical set- 
tings, current medical and surgical procedures, and guidelines and education for 
inpatient and outpatient rehabilitation. 4 credits. 

742. Pharmacology in Rehabilitation. Provides a general introduction to pharmaco- 
logical principles including basic pharmacokinetics and pharmacodynamics. Descrip- 
tions of general classes of medications and their impact and utilization in rehabilitation 
are stressed. 2 credits. 

736. Neuromuscular Physical Therapy I. Provides an examination of techniques used 
in the examination and assessment of persons with nervous system dysfunction. 4 cred- 
its. 

738. Geriatrics Physical Therapy. Presents the aging process in relation to pathokine- 
siology, the immune system, cardiopulmonary system, musculoskeletal system, neu- 
romuscular function, and therapeutic intervention adaptation. 3 credits. 

740. Prosthetics and Orthotics. Provides a detailed examination of the physical ther- 
apy management of individuals requiring splinting or bracing, as well as individuals 
with amputations requiring prosthetic devices. 2 credits. 

750. Evidence Based/Critical Inquiry II. This is the second in a series of a four-part 
course sequence of critical inquiry /evidence-based physical therapy. In this course, the 
student will begin the process of developing a case study (using a clinical case that was 
obtained in the student's first clinical affiliation) that is evidenced-based. Continued 
development of the clinical research process is presented. 2 credits. 

752. Evidence Based/Critical Inquiry III. This is the third course in a four-part course 
sequence of critical inquiry /evidence-based physical therapy. The concepts of sensitiv- 
ity, specificity, responsiveness to change and the epidemiologic concepts of: preva- 
lence, incidence, ratios, and proportions are covered. Development and publication of 
the second case report is accomplished. 2 credits. 

760. Clinical Education and Practice II. Students will be assigned to a supervising 
Clinical Instructor (CI) and have the opportunity to examine, evaluate, propose, and 
implement intervention strategies in a full-time clinical experience. Students will com- 
plete documentation for patient care management and are expected to demonstrate pro- 
fessional behaviors. 3 credits. 

762. Clinical Education and Practice III. A seven-week, full-time clinical learning 
experience to integrate knowledge and skills learned in the patient/client management 
model. Students should expect to examine, evaluate, diagnose, and develop and im- 
plement a plan of care that addresses patient/client needs demonstrating knowledge of 
evidenced-based health care with supervision from the Clinical Instructor. 3credits. 

764. Clinical Education and Practice IV. The second, seven-week, clinical learning 
experience where students continue to develop clinical skills and demonstrate compe- 
tence in evidence-based management of various musculoskeletal, cardiovascular-pul- 
monary, integumentary, and neuromuscular disorders addressing patient/client needs 

1 88 Doctor of Physical Therapy 2009-20 1 Catalog 



with guidance from the Clinical Instructor. 3 credits. 

802. Physical Therapy Administration and Management. Examines current issues 
and trends in physical therapy clinical management. 4 credits. 

830. Neuromuscular Physical Therapy II. Examines in detail through a case-based 
approach specific neurologic conditions, the resulting impairments and functional lim- 
itations, and the physical therapy management of persons presenting with these condi- 
tions. 4 credits. 

832. Pediatric Physical Therapy. Presents an introduction to the physical therapy man- 
agement of pediatric patients. Topics include normal motor development, and client 
examination, evaluation, and intervention aimed at improving function and limiting 
disability. 4 credits. 

834. Selected Physical Therapy Practice Topics. This course will cover specialized 
physical therapy practice areas and advanced evaluative, assessment, and interventional 
strategies for special populations. 2 credits. 

836. Differential Diagnosis. Designed to integrate the curricular content to date. In this 
capstone course, students will demonstrate differential diagnosis as it relates to au- 
tonomous practice in realistic clinical situations. 3 credits. 

850. Evidence Based/Critical Inquiry IV. This is the final course in a four-part course 
sequence of critical inquiry/evidence-based physical therapy. The final case study is 
prepared as a formal written document and also as a platform presentation using the ev- 
idence for all 6-components of the patient/client management model. 2 credit. 

860. Clinical Education and Practice V. Final, full-time supervised clinical learning ex- 
perience spanning sixteen weeks in a multidisciplinary care environment. Students will 
demonstrate entry-level patient management skills for pediatric and/or adult pa- 
tient/clients with complex diagnoses utilizing an evidence-based approach. 12 credits. 

DPT Administration and Resident Faculty 

Stan M. Dacko, associate professor of physical therapy. Chairperson. 

Ph.D., Hahnemann University. 

He teaches cardiopulmonary and neuroscience. His research interests are related to 

motor control and interventions for neurodegenerative diseases. 

Marcia Epler, associate professor of physical therapy. 

Ph.D., Temple University. 

She teaches clinical examination, the musculoskeletal course series, and differential 

diagnosis. Her research interests include clinical and functional outcome and orthoses 

efficacy. Clinical practice areas include orthopedics and sports medicine. 

Michael Fink, assistant professor of physical therapy. 
DSC, Baylor University. 

He teaches differential diagnosis, pharmacology, and human anatomy. His research in- 
terests include: ACL rehabilitation/prevention/functional testing, shoulder instability 
rehabilitation/prevention, and the impact of exercise on diabetes. 



Lebanon Valley College Doctor of Physical Therapy 1 89 



Claudia C. Gazsi, assistant professor of physical therapy. Director of cUnical educa- 
tion. 

M.H.A., The Pennsylvania State University. 

She teaches foundational professional issues courses and oversees the clinical educa- 
tion course series. Her interests include fall reduction, balance, and vestibular disorders. 

Michael E. Lehr, clinical assistant professor of physical therapy. 
M.S., University of the Sciences in Philadelphia; Doctoral candidate, Temple Univer- 
sity tDPT program. 

He teaches clinical examination and clinical interventions. His research interests in- 
clude manual therapy, functional exercise/movement, and clinical decision making 
within the orthopedics and sports medicine field. 

Victoria Marchese, assistant professor of physical therapy. 
Ph.D., Hahnemann University. 

She teaches pathophysiology and evidence based/critical inquiry. Her research interests 
involve the investigation of exercise as an intervention and the development of func- 
tional outcome measures for children with cancer. 

Roger M. Nelson, professor of physical therapy. 
Ph.D. University of Iowa. 

He teaches the evidence based/critical inquiry physical therapy series. His research in- 
terests include outcome modeling using activity-based methodology and patient satis- 
faction. 

Kathry n N. Oriel, assistant professor of physical therapy. 

Ed.D., Idaho State University. 

She teaches Pediatrics and Health Promotion. Her research interests are related to 

school-based physical therapy practice and infant/toddler development. 

Patricia Gallo-Maydwell, adjunct professor of physical therapy. 

M.S., Long Island University. 

Theodore Yanchuleff, adjunct professor of physical therapy. 
M.P.A., Pennsylvania State University 



1 90 Doctor of Physical Therapy 2009-20 1 Catalog 




Lebanon Valley College 



Directory 191 



DIRECTORY 



Board of Trustees Lebanon Valley 


' College 


Officers 




Lynn G. Phillips '68 


Chair 


Edward H. Arnold 


Vice Chair 


Katherine J. Bishop 


Vice Chair 


Harry B. Yost '62 


Secretary 


Beth Esler 


Assistant Secretary 


Deborah R. Fullam '81 


Treasurer 


George J. King '68 


Assistant Treasurer 



Trustees 
Kristen R. Angstadt, '74, B.A., M.A., Ph.D.; Psychologist/Supervisor of Pupil Services, 
Capital Area Intermediate Unit #15 (2010). 

Edward H. Arnold, B.A.; L.H.D.; Chairman, C.E.O. and President, Arnold Logistics 
(2011). 

Katherine J. Bishop, B.A., M.S. A.; President, Lebanon Seaboard Corporation (2009). 

Edward D. Breen, B.S.; Chairman and C.E.O., Tyco Electronics (2010). 

Rev. Alfred T. Day III, B.A., M.Div.; Senior Pastor, Historic St. George's Methodist 
Church in Old City. (2010). 

Wesley T. Dellinger, '75, B.S. CRS, GRI, CSP ; Associate Broker and Director, Brown- 
stone Real Estate Company (2012). 

Geret DePiper '68, B.A.; Retired Senior Vice Presicent and Chief Operating Officer, 
CSX World Terminals, LLC (2010). 

Ronald J. Drnevich, B.S.; Retired Chairman and CEO, Gannett Fleming Inc. (2011). 

James Glasgow, '^\,B.A.; Managing Director/Partner, Five Mile Capital Partners, Inc. 
(2011). 

Robert Harbaugh, '74, B.S., M.D.; Professor and Chairman, Department of Neuro- 
surgery, The Pennsylvania State University, Milton S. Hershey Medical Center (2012). 

Marc A. Harris, B.A., Ph.D.; Associate Professor of Chemistry, Lebanon Valley College 
(2012). 

Wendie DiMatteo Holsinger, B.A., M.Ed.; Chief Executive Officer, A.S.K. Foods, Inc. 
(2011). 

John K Jurasits Jr., B.S.; Retired Vice President, Solution Technologies, Inc. (2012). 

F. Obai Kabia '73, B.S., M.PA.; Retired Operations Officer, United Nations Organiza- 
tion (2010). 



192 Directory 2009-2010 Catalog 



George J. King, '68, B.S., CPA; Chief Financial Officer, Energy Intelligence Group; 
President, RWS Energy Services, Inc. (201 1). 

Louis B. Laguna, ^.^S"., M.S., M.A., Ph.D.; Associate Professor of Psychology (2010). 

Malcolm L. Lazin '65, B.S., J.D.; Executive Director, Equality Forum (2011). 

William Lehr Jr., B.B.A, J.D.; Community Volunteer, Retired Senior Vice President and 
Secretaiy, Hershey Foods Corp. (201 1). 

Stephen C. MacDonald, B.A., Ph.D.; President, Lebanon Valley College. 

Megan McGrady, Student, Lebanon Valley College (2011). 

Daniel K. Meyer '81, 5.^4. M.D.; Assistant Professor of Medicine, UMONJ-Robert Wood 
Johnson Medical School, Camden, and Program Director, Infectious Diseases Fellow- 
ship Program at Cooper University Hospital (2012). 

Carroll Missimer, '76, '79, B.A., B.S., M.S., Ph.D.; Environmental Biologist and Global 
Director for Environmental Affairs, PH. Glatfelter Company (2012). 

Brian R. Mund, B.S., M.B.A.; Independent Trader and Investment Manager, Surphat 
Investments (2012.) 

John S. Oyler, A.B., J.D.; Partner, McNees Wallace & Nurick, LLC (2012). 

Thomas E. Philips, B.A., M.B.A.; Retired Senior Resident Vice President, Merrill Lynch 
Central Penn Complex (2010). 

Lynn G. Phillips '68, B.S., M.Ed., Ed.D.; Retired, Aresty Institute of Executive Educa- 
tion, Wharton School of the University of Pennsylvania (2012). 

George M. Reider Jr. '63; Retired Insurance Executive and Former Insurance Com- 
missioner, State of Connecticut; Retired Teacher, University of Connecticut and Ford- 
ham University of Law (2010). 

Stephen H. Roberts '65, B.S.; President, Echo Data Serxnces, Inc. (2010). 

Elliot Robinson, Vice President, Administration, Milton Hershey School (2012). 

Elyse E. Rogers '76, B.A., ID.; Attorney Keefer Wood Allen & Rahal, LLP (2012). 

Frank R. Sourbeer '72, B.A.; President & C.E.O., Wilsbach Distributors, Inc. (2012). 

Alan A. Symonette, B.A., J.D.; Arbitrator (2011). 

Kristen Uhas '10, Student, Lebanon Valley College (2010). 

Elizabeth R. Unger, Anatomical Pathologist and Research Team Leader, Center for Dis- 
ease Control (2012). 

Scott N. Walck, B.S., M.S., Ph,.D.; Associate Professor of Physics, Lebanon Valley Col- 
lege (2011). 

Albertine P. Washington, B.A., P.D.; Retired Elementary Educator, Lebanon School Dis- 
trict (2010). 



Lebanon Valley College Directory 193 



Samuel A. Willman '67, B.S.; M.Com.; President , Delta Packaging, Inc. (2011). 

Harry B. Yost Esq. '62, B.S.; LL.D., LL.M.; Attorney, Senior Partner, Appel & Yost, LLP 
(2012). 

Emeriti 
Raymond H. Carr; Realtor; Commercial and Industrial Developer. 

Ross W. Fasick, '55, B.S., M.S., Ph.D., L.H.D.; Retired Senior Vice President, E.L 
DuPont de Nemours & Co. 

Eugene C. Fish Esq., B.S., J.D., L.H.D.; Chairman and President, Peerless Industries, 
Inc.; Chairman of the Board, Eastern Foundiy Company; Managing Partner, Romeika, 
Fish and Scheckten 

Eugene R. Geesey '56, B.S.; Retired Owner/President, CIB, Inc. 

Martin L. Gluntz '53, B.S., M.S., Ph.D.; Retired Vice President, Technical Services, 
Hershey International Division, Hershey Foods Corporation. 

Elaine G. Hackman '52, B.A.; Retired Business Executive. 

Gerald D. Kauffman '44, A.B., M.Div., D.D.; Officer of the Courts, County of Cum- 
berland; Pastor Emeritus, Grace United Methodist Church, Carlisle. 

Kenneth H. Plummer; Retired President, E.D. Plummer Sons, Inc. 

Thomas C. Reinhart '58, B.S. L.H.D.; Retired Owner/President, T.C.R. Packaging, Inc. 

Bruce R. Rismiller '59, B.A., M.Ed.; Retired Executive Vice President, Northwest Air- 
lines. 

F Allen Rutherford Jr. '37, B.S., LL.D.; Retired Ernst & Young C.P.A. 

Daniel L. Shearer '38, A.B., S.T.M., D.D.; Retired Pastor, United Methodist Church. 

Morton Spector, L.H.D.; Chairman of the Board, Design House Kitchens and Appli- 
ances. 

Elizabeth K. Weisburger '44, B.S., Ph.D., D.Sci.; Retired Chief of Carcinogen Metab- 
olism and Toxicolog}' Branch, National Cancer Institute. 

Harlan R. Wengert, B.S., M.B.A., D.Sci.; Retired Chairman of the Board, Wengert's 
Dairy, Inc. 

J. Dennis Williams, B.A., M.Div, D.Min., D.D.; Retired United Methodist Clergyman; 
Senior Pastor, St. John 's United Methodist Church. 

Honorary 
Suzanne H. Arnold, L.H.D.; Community Leader and Philanthropist. 

Bishop Peggy A. Johnson, '75, B.A., M.Div, D.Min.; The United Methodist Church, 
Philadelphia Area. 

Bishop Jane Allen Middleton, B.A., M.Div; The United Methodist Church, Harrisburg 
Area, Northeastern Jurisdiction. 



194 Directory 2009-2010 Catalog 



ADMINISTRATION 

President 
Stephen C. MacDonald, 1998-; President, Professor of Humanities. B.A., Tufts Uni- 
versity, 1969; Ph.D., University of Virginia, 1977. 

Beth Esler, 2004~; Executive Assistant to the President, 2004-; B.A., Dickinson Col- 
lege, 1985. 

General College Officers 
Anne M. Berry, 2000-; Vice President for Advancement. A.B., Franklin & Marshall 
College, 1977. 

WiUiam J. Brown, 1980-; Vice President of Enrollment, 2007-. B.A., Lebanon Valley 
College, 1979; M.B.A., Philadelphia College of Textiles and Science, 1988. 

Deborah R. Fullam, 1982-; Vice President for Finance, 199 5-. B.S., Lebanon Valley 
College, 1981; M.B.A., Philadelphia University^, 1988. 

Michael R. Green, 2009-; Vice President for Academic Affairs and Dean of the Faculty, 
B.M.E., Illinois State University, 1982; M.Mus., University of Indiana, 1984; D.M.A., 
University of Iowa, 1988. 

Gregory H. Krikorian, 2007-; Vice President for Student Affairs. B.A. Niagara Uni- 
versity, 1984; M.A.. Bowling Green State University, 1990. 

Robert A. Riley, 1976-1978, 1 988-; Vice President for Administration and Technol- 
ogy 199 5-. B.S., Elizabethtown College, 1976. 

ADMINISTRATIVE OFFICERS 

Academic 
Michael R. Green, 2009-; Vice President for Academic Affairs and Dean of the Faculty, 
B.M.E., Illinois State University, 1982; M.Mus., University of Indiana, 1984; D.M.A., 
University of Iowa, 1988. 

Shannon Brandt, 2009-; Assistant Dean for Student Success and Academic Advising. 
B.A.,Alvernia College, 1994; M.S., West Chester University^ 2000. 

Crista A. Detweiler, 2002-; Assistant Director of the Suzanne H. Arnold Art Gallery. 
B.A., Shippensburg University, 1992; M.A., University of Maryland, 2002. 

Deanna L. Dodson, 1994-; Associate Dean of the Faculty, Professor of Psychology. 
B.S., Tennessee Technological University, 1985; M.S., Memphis State University, 1988; 
Ph.D., 1992. 

John C. Donohue, 2003-; Associate Director of Media Sei-vices. B.M., Lebanon Valley 
College, 2000. 

James P. Duffy, 2007-; Coordinator of Recruitment and Retention Services, Graduate 
Studies and Continuing Education. B.A., Lynchburg College, 2000; M.Ed., 2002. 



Lebanon Valley College Directory 1 95 



Dura, Marian, 2008-; Director of the MME Program. B.M. Arizona State University, 
1978; MM., University of Arizona, 1985; Ph.D., Northwestern University, 1998. 

Jennifer Easter, 2007-; Assistant Registrar, 2009-. B.S., University of Pennsylvania, 
1987; M.P.H., UCLA School of Public Health; M.B.A. UCLA Anderson School of Man- 
agement, 1992 

Elaine Feather, 1989 - 99, 2004-. Director of Graduate Studies and Continuing Edu- 
cation. B.S., State University of New York at Cortland, 1965; M.S., State University of 
New York at Brockport, 1973. 

Yvonne M. Foster, 2003-; Director of Disability Services. B.S., Millersville Univer- 
sity, 1992; M.S., 1995; M.S., Philadelphia College of Osteopathic Medicine, 2001. 

Andrew S. Greene, 1990-; Director of Media Sennces, 1992-. B.S., Kutztown Univer- 
sity, 1990. 

Gary Grieve-Carlson, 1990-; Director of General Education, 2001-. B.A., Bates Col- 
lege, 1977; M.A., Binghamton University, 1980; Ph.D., Boston University', 1988. 

Julia L. Harvey, 1998-; Technical Services Librarian. A. A., Cottey College, 1977; B.A., 
Cedar Crest College, 1979; M.S., Drexel University, 1981; M.A., Rider University, 
1990. 

Marcus Home, 1992-; Science Departments Stockroom Coordinator, Chemical Hy- 
giene Officer. B.S., Lebanon Valley College, 1992. 

Jeremy A. Maisto, 2004-; Registrar, 2008-. B.A., Drew University, 2000. 

Louis Manza, 1995-; Director, Youth Scholars Institute, 2009-. B.A., State University 
of New York at Binghamton, 1988; M.A. Brooklyn College, 1991; M.Phil., City Uni- 
versity of New York, 1991; Ph.D., 1992. 

Donna L. Miller, 1986-; Readers Services Librarian. B.S., Millersville University, 
1984; B.A., Lebanon Valley College, 1993; M.L.S, Drexel University, 1986. 

Frank Mols, 2007-; Director of the Bishop Library. B.A., University of Pittsburgh, 
1971; M.L.S, 1973. 

John J. Peck, O.S.B., 1999-; Adjunct Catholic Chaplain. Saint Vincent College and 
Seminary; Franciscan University. 

Jill Russell, 2001-; Director of Study Abroad. B.S., University of New Hampshire, 1993; 
M.S., University of Victoria, 1999. 

Susan Szydlowski, 1995-; Director of Special Music Programs. B.A., Colby College, 
1996. 

Lisa N. Tice, 2009-; Director of the Suzanne H. Arnold Art Gallery. B.A., James Madi- 
son University, 1998; M.A., Syracuse University in Florence, 2001; Ph.D., Rutgers Uni- 
versity, 2009. 

John M. Troxel, 1998-; Director of the MBA Program, 2009-. B.S., The Pennsylvania 
State University, 1990; M.B.A. , Lebanon Valley College, 1995. 



196 Directory 2009-2010 Catalog 



Patricia L. Woods, 2007—; Coordinator of the MSE Program. B.S., Niagara University, 
1976. 

Administration and Information Technology 
Robert A. Riley, Vice President for Administration and Information Technology. 

Robert J. Dillane, 1985~; Director of Information Management Services, 1986-. B.S., 
lebanon Valley College, 1977. 

Stanley A. Furmanak, 1990-; Senior Web Programmer, 2007-; Systems and Reference 
Librarian, 1994-2007. B.A., University ofScranton, 1978; M.A., The Catholic Uni- 
versity of America, 1981; M.L.S., Southern Connecticut State University, 1984. 

Todd M. Gamble, 1998-; Senior PC Support Specialist, 2006-. B.S., Lebanon Valley 
College, 1998. 

Kent A. Harshman, 2002-; Database Analyst/Programmer B.S., Lock Haven Univer- 
sity, 1980. 

Angela E. Kinney, 2000-; Database Specialist. B.S., Geneva College, 1992. 

Margaret A. Lahr, 1988-; Director of Housekeeping Ser-vices. 

Donald Santostefano, 2006-; Senior Director of Facilities Sendees. B.S., Fairfield Uni- 
versity, 1975; M.S., Rensselaer Polytechnic Institute, 1979. 

Harold G. Schwalm, 1994-; Director of Building Maintenance. 

David W. Shapiro, 2000-; Director of Technical Services, 2005-. B.A., Lebanon Valley 
College, 1999. 

Walter L. Smith, 1961-1969; 1971-; Director of Special Services, 1982-. B.S., 
Lebanon Valley College, 1961; M.S. in Ed., Temple Universit}', 1967. 

Victoria Trostle, 2004-; Manager of Service Response Operations, 2007- ; B.S., The 
Pennsylvania State University, 1974. 

Kevin R. Yeiser, 1982-; Director of Grounds Maintenance. 

Michael C. Zeigler, 1990-; Director of Client Services. B.S., The Pennsylvania State 
University, 1979; M.Ed, 1995. 

Advancement 
Anne M. Berry, Vice President for Advancement. 

Shanna G. Adler, 1992-; Director of Advancement Services, 2005-; B.S., Bucknell Uni- 
versity, 1992. 

Kelly A. Alsedek, 1998-; Associate Director of College Relations/Director of Publi- 
cations, 2002-; B.A., Gett\'sburg College, 1971. 

Jasmine A. Bucher, 2001-; Director of Web Communications and New Media, 2009-; 
B.A., Lebanon Valley College, 1997; M.A., The Pennsylvania State University, 2004. 



Lebanon Valley College Directory 1 97 



Michelle A. Krall, 2008-; Assistant Director of Alumni Programs. B.A., Juniata Col- 
lege, 2008. 

Jamie N. Cecil, 2004-; Director of Annual Giving, 2006-. B.A., The Pennsylvania State 
University, 2000; M.B.A., Lebanon Valley College, 2007. 

Lauren McCartney Cusick, 2002-; Director of Media Relations. B.A., University of Mas- 
sachusetts at Amherst, 1971; M.A., Rutgers, The State University of New Jersey, 1974. 

Timothy E. Flynn, 2007-; Director of Sports Information. B.A., Lebanon Valley College, 
2005. 

Thomas M. Hanrahan, 1997-; Director of College Relations, 1999-. B.A., East Strouds- 
burg University, 1990; M.Ed., 1992; D.Ed., The Pennsylvania State University, 2004. 

Jayanne N. Hayward, 2005-; Director of Alumni Programs, 2007-. B.A., Lebanon Val- 
ley College, 2001. 

Alexandra R. Olexy, 2001-; Director of Advancement Special Events. B.A., The Penn- 
sylvania State University, 1999. 

Cindy L. Progin, 1998-; Director of Advancement Research, 2004-. B.A., Lebanon Val- 
ley College, 2004. 

Jessica B. Ritchie, 2000~; Director of Leadership Gifts, 2006. B.A., Lebanon Valley Col- 
lege, 1999; M.B.A., Lebanon Valley College, 2006. 

Shaylene Scheib, 2008-; Assistant Director of Annual Giving. B.S., Lebanon Valley Col- 
lege, 2007. 

Todd C. Snovel, 2006-; Associate Director of Annual Giving, 2006-; B.A., Lebanon Val- 
ley College, 2006. 

Enrollment 
William J. Brown, Jr., Vice President of Enrollment. 

Dorothy A. Brehm, 199 3-, Assistant Director of Financial Aid, 2003-. B.S., The Penn- 
sylvania State University, 1976. 

Vicki J. Cantrell, 1991~; Assistant Director of Financial Aid, 2002-. B.A., Lebanon Val- 
ley College, 1999. 

Kendra M. Feigert, 2004-; Director of Financial Aid. B.A. Bloomsburg University, 
1995; M.S., Millersville University, 1998. 

Jacqueline M. Hane, 2008-; Admission Counselor B.A., Lebanon Valley College, 2008. 

Susan Jones, 1993-; Director of Admission, 2001- B.A., Lebanon Valley College, 1992; 
M.Ed., Temple University, 1999. 

Keo Oura Kounlavong, 2002-; Assistant Director of Admission, 2005-; B.A., Ursinus 
College, 2000. 

Erin N. Sanno, 2001-; Assistant Director of Admission. 2004-. B.A.. Lebanon Valley 
College, 1998. . 



198 Directory 2009-2010 Catalog 



E.J. Smith, 2007-; Admission Counselor. B.S., Lebanon Valley College, 1990. 
Jennifer L. Wert, 2008-; Admission Counselor. B.S., Lebanon Valley College, 2008. 

Finance 
Deborah R. Fullam, Vice President for Finance. 

Michelle A. Biever, 2008-; Text Book Manager B.S., Kutztown University, 1984; B.S. 
Lebanon Valley College, 2004. 

Robert J. Brestensky, 2007-; Staff Accountant. B.S., California University of PA, 2004. 

Nichole F. Duffy, 2009-; Director of Business Service. B.A. Susquehanna University, 
1996; M.Ed, Lynchburg College, 2003. 

Ann C. Hayes, 2006—; Director of Human Resources. B.A., Millersville University, 
1983; M.P.A., The Pennsylvania State University, 1995; PH.R., Society of Human Re- 
source Management, 1996. 

Dana K. Lesher, 1990-; Director of Payroll and Benefits Administration, 2007-. B.A., 
Millersville University, 1977. 

Eleanor M. Lewis, CPA, 2009-' Controller, B.S., Indiana University of Pennsylvania, 
1984. 

Jennifer S. Liedtka, 1994-; Institutional Data Analyst, 2005-. B.S., Lebanon Valley 
College, 1992; M.B.A., Lebanon Valley College, 2000. 

Chad Schreier, 200 5-; Manager of the College Store. B.A., Lebanon Valley College, 
2005. 

Carrie Skovrinskie, 2004-; Director of Student Accounts. B.S., Lebanon Valley College, 
1998; M.A., The Pennsylvania State University, 2001. 

Student Affairs 
Gregory H. Krikorian, 2007-; Vice President for Student Affairs. B.A., Niagara Uni- 
versity, 1984; M.A., Bowling Green State University, 1990. 

Valerie G. Angeli, 2003-; College Nurse. B.S.N, Lebanon Valley College, 1982; R.N, 
Diploma, Geisinger Medical Center School of Nursing, 1982. 

Richard L. Beard, 1994-; Director of Athletics, 1997-. B.A., Lebanon Valley College, 
1989; M.B.A., 1992. 

Brooke R Donovan, 2008-; Associate Director of Student Activities and Engagement. 
B.S., Millersville University, 2004; M.S., Shippensburg University, 2007. 

Jennifer Dawson Evans, 1991-; Director of Student Activities and the College Center, 
199 5-. B.S., Kansas State University, 1989; M.S., Shippensburg University^ 1991. 

Stephanie A. Falk, 2008-; Part-time Counselor B.A., Villanova University^ 1987; M.A., 
University of Richmond, 1989; Ph.D., Loyola University of Chicago, 1995. 



Lebanon Valley College Directory 199 



James A. Felton, 2006-; Director of Multicultural Affairs, 2007-. B.A., McDaniel Col- 
lege, 1995; M.S., 1998. 

Paul Fullmer, 2005-; Chaplain, 200 5-; B.S., University of Southern California, 1990; 
M.Div, Fuller Theological Seminary, 1994; Ph.D., Graduate Theological Union, Berke- 
ley 2005. 

Kathleen F. Gallagher, 2008-; Director of Counseling. B.S., Temple University, 1986; 
M.A., Kutztown University, 1993; Ph.D., University of North Dakota, 2006. 

Sharon Givler, 2003-; Director of Career Services, 2005-. B.A., Geneva College, 1974; 
M.Ed., Millersville University, 1984. 

Adam Jordan, 2009~; Area Coordinator B.S., Rowan University, 2006; M.Ed. 2009. 

Jason A. Kuntz, 2000-; Director of Residential Life, 2005-. B.A., Baldwin-Wallace 
College, 1996; M.Ed., University of South Carolina, 1998. 

Gwendolyn Miller, 2008-; Assistant Director of Career Services. B.A., New Mexico 
State University, 2006; M.Ed., University of North Texas, 2008. 

Robert K. Nielsen, 1993-; College Physician. M.D., Albany Medical College, 1975. 

Amy E. Ricedorf, 2007-; Residential Life Area Coordinator. B.S. Towson University, 
2004; M.S., Shippensburg University of Pennsylvania, 2007. 

Lenny M. Stanziano, 2007-; Residential Life Area Coordinator, 2008-; B.S., Richard 
Stockton College of NJ, 2005. 

Angela Strickler, 1998-; Therapist, 1998-. B.S, Millersville University, 1989; M.S.W., 
Temple University, 1994. 

Melissa Weidler, 2008-; Director of the Arnold Sports Center. B.S. East Stroudsburg 
University, 1993. 

Juliana Z. Wolfe, 1975-1978; 1979-; Director of Health Center and Head Nurse. R.N, 
Diploma, St. Joseph s Hospital, 1963. 

Allen R. Yingst, 1989-: Director of Public Safety^ 1990-. 

Rosemary Yuhas, 197 3-; Dean, Student Affairs, 1991-. B.S., Lock Haven University^ 
1966; M.Ed., West Chester University, 1970. 

Athletics 
Richard L. Beard, 1994-; Director of Athletics, 2007-. B.A., Lebanon Valley College, 
1989; M.B.A., 1992. 

Joseph E. Buehler III, 2004-; Assistant Football Coach, Coordinator for Recruitment. 
B.A., Lebanon Valley College, 1989; M.Ed., Millersville University, 2004. 

Danielle M. Cowdell, 2009-; Head Cheerleading Coach. B.S. Lebanon Valley College, 
2009. 

Keith Evans, 1992-; Head Baseball Coach, 2003-. B.S., California University of Penn- 
sylvania, 1990. 

200 Directory 2009-2010 Catalog 



Lauren N. Frankford, 2002-; Head Women's Soccer Coach. B.A., Gettysburg College, 
2000. 

Mary M. Gardner, 1 994-; Aquatic Director, Head Swim Coach, 1997-. B.A., Gettysburg 
College, 1977; M.Ed., The Pennsylvania State University, 1996. 

Todd Goclowski, 2006-; Head Women 's Basketbell Coach. B.A., Clark University, 1990. 

Kenneth C. Grimes, 2005-; Head Men's Soccer Coach. B.S., Elizabethtown College, 
1997; M.Ed., Millersville University, 2004. 

John Haus, 2009-; Head Coach/Director of Lacrosse. B.S., University of North Car- 
olina at Chapel Hill, 1983. 

Stacey L. HolUnger, 1998-; Head Softball Coach. Assistant Field Hockey Coach, 1994- 
; Compliance Coordinator, 2 004- B.S., Millersville University, 1989. 

Laurel Martin, 2001 -; Head Field Hockey Coach. B.S., University' of North Carolina 
at Chapel Hill, 1991. 

Brad F. McAlester, 1994-; Head Men 's Basketball Coach. B.A., Southampton College 
of Long Island University, 1975. 

James P. Monos Jr., 2004-; Head Football Coach, 1986-1996; 2004-. B.S., Shippens- 
burg State College, 1972; M.Ed., Western Maryland College, 1978. 

Alfred A. Moten Jr., 2006-; Head Men 's and Women 's Track and Field Coach. Almeda 
College and University, 2003. 

James O'Brien, 2008-; Head Men 's and Women 's Cross Country Coach. B.S. Political 
Science, Lebanon Valley College, 2007. 

Steven C. Orme, 2006-; Assistant Athletic Trainer. B.S., Brigham Young University, 
2005; M.Ed., University of Virginia., 2006. 

Vincent E. Pantalone, 2004-; Assistant Football Coach. B.A., Moravian College, 1977; 
Secondary Certificate, Penn State Capitol Campus, 1989. 

Wayne Perry, 1987-; Head Women's Volleyball Coach, 1988-. B.S., Lebanon Valley 
College, 1978. 

Edward J. Russell, 2007-; Head Ice Hockey Coach. B.A., University of New Hamp- 
shire, 1995. 

Louis A. Sorrentino, Golf Coach, 1989-; B.A., Lebanon Valley College, 1954; M.S., 
Bucknell University, 1961. 

James E. Stark, 1986-; Athletic Trainer B.S., Lock Haven University, 1983; M.Ed., 
Shippensburg University, 1986. 

Melissa Weidler, 2008-: Head Men 's and Women 's Track and Field Coach. B.S., East 
Stroudsburg University. 1993. 

Brianne Tierney, 2009-; Head Women's Lacrosse Coach. B.A., Colgate University, 
2007. 



Lebanon Valley College College Support Staff 201 



FACULTY 

Active 
Barbara J. Anderman, 200]-; Associate Professor of Art. BA., MA., University of St. 
Andrews, Scotland, 1971; M.A., Rutgers University, 1994; Ph.D., 2000. 

Sharon O. Arnold, 1986-; Associate Professor of Sociology. Chairperson of the De- 
partment of Sociology. B.A., University of Akron, 1964; M.A., 1967; M.S.W., Temple 
University, 1994. 

Tami L. Barton, 2008-; Assistant Professor of Accounting. B.S., Shepherd College, 
1986; M.B.A., St. Joseph s University, 1996. __ 

Philip J. Benesch, 2005-; Associate Professor of Political Science. B.A., University of 
London, 1981; M.A., London School of Economics, 1982; Ph.D., University of 
Delaware, 2003. 

Philip A. Billings, 1970-; Professor of English. B.A., Heidelberg College, 1965; M.A., 
Michigan State University, 1967; Ph.D., 1974. 

Kristen L. Boeshore, 2005-; Assistant Professor of Biology. B.S., Lebanon Valley Col- 
lege, 1992; Ph.D., Case Western Reserve University, 1998. 

Marie G. Bongiovanni, 1990-; Professor of English. Chairperson of the Department of 
English. B.A., Temple University, 1977; M.B.A., Drexel University, 1982; M.L.A., Uni- 
versity of Pennsylvania, 1996. 

Jean-Marc Braem, 2002-; Associate Professor of French. Licence, Universite Libre de 
Bruxelles, 1980; M.A., Princeton University, 1985; Ph.D., 1989. 

Christopher Brazfield, 1999-; Associate Professor of Mathematical Sciences. B.A., 
Reed College, 1993; M.S., University of Oregon, 1995; Ph.D., 1999. 

J. Patrick Brewer, 1 997-; Associate Professor of Mathematical Sciences. B.S., North- 
ern Arizona University, 1991; M.S., University of Oregon, 1993; Ph.D., 1997. 

James H. Broussard, 1983-; Professor of History. A. B., Harvard University, 1963; M.A., 
Duke University, 1965; Ph.D., 1968. 

Ila Leigh Cobbs, 2009-; Assistant Professor of Mathematical Sciences. B.S., Texas 
A&M University, 2003; Ph.D., Rutgers University, 2009. 

Richard M. Chamberlin, 2006-; Assistant Professor of Foreign Languages. B.A., Hills- 
dale College, 1988; A.M., University of Michigan, 1990; Ph.D.. 1977 

Stan M. Dacko, 2003-; Associate Professor of Physical Therapy. Chairperson of the De- 
partment of Physical Therapy. B.A., Rutgers University, 1974; M.S., Boston University, 
1983; Ph.D., Hahnemann University, 1997. 

Michael A. Day, 1987-; Professor of Physics. B.S., University of Idaho, 1969; M.A., 
1975, Ph.D., 1977, University of Nebraska (Philosophy); M.S, 1978, Ph.D., 1983, Uni- 
versity of Nebraska (Physics). (Sabbatical leave, 2010 spring semester.) 



202 Directory 2009-2010 Catalog 



Will Delavan, 2009-; Assistant Professor of Economics. B.A., Boston College, 1985; 
M.S., 1997, Ph.D. 2003, The Pennsylvania State University. 

Johannes M. Dietrich, 1995-; Professor of Music. B.M., Montana State University, 
1990; M.M., University of Cincinnati College-Conservatory of Music, 1992; D.M.A., 
1996. 

Christopher J. Dolan, 2007-; Assistant Professor of Political Science. B.A., Siena Col- 
lege, 1995; M.A., Northeastern University, 1997; Ph.D., University of South Carolina, 
2002. 

Laura G. Eldred, 2007-; Assistant Professor of English. B.A., College of William and 
Mary, 1998; M.A., University^ of North Carolina at Chapel Hill, 2000; Ph.D., 2006. 

Marcia Epler, 2003-; Associate Professor of Physical Therapy. B.A., Ithaca College, 
1973; B.S, 1975; M.Ed., Temple University, 1981; Ph.D., 1996. 

Scott H. Eggert, \983-; Professor of Music. B.EA., University of Wisconsin (Milwau- 
kee), 1971; M.A., University of Chicago, 1974; D.M.A., University of Kansas, 1982. 

Dale J. Erskine, 1983-; Professor of Biology. Chairperson of the Department of Biol- 
ogy. B.A., University of Maine at Portland, 1974; M.A., State University of New York at 
Buffalo, 1976; Ph.D., University of Oklahoma, 1981. 

Michael Fink, 2009-; Assistant Professor of Physical Therapy. B.S. Thomas Jefferson 
University, 2000; M.S., 2000; D.S.C Baylor University, 2005. 

Michael D. Fry, 1983-; Professor of Mathematical Sciences. B.A., Immaculate Heart 
College, 1975; Ph.D., University of Illinois, 1980. 

Eric Fung, 2005-; Assistant Professor of Music. B.M., The Eastman School of Music, 
1997; M.M., The Eastman School of Music, 1999; D.M.A., The Juilliard School, 2005. 

Claudia C. Gazsi, 2001-; Assistant Professor of Physical Therapy. Academic Coordi- 
nator of Clinical Education. B.S., West Virginia University, 1981; M.H. A., The Penn- 
sylvania State University, 2000. 

Cheryl George, 1998-; Associate Professor of Education. B.S., Texas Christian Uni- 
versity, 1984; M.Ed., University of North Texas, 1988; Ph.D., 1993. 

Marianne Goodfellow, 2006-; Assistant Professor of Sociology. B.A., State University 
of New York, College of Arts and Sciences at Plattsburgh, 1979; m.A., The Pennsylva- 
nia State University, 1982; Ph.D., The Pennsylvania State University, 1995. 

Stacy A. Goodman, 1996-; Professor of Biology. B.S., Westminster College, 1991; 
Ph.D., The Pennsylvania State University, 1996. 

Gary Grieve-Carlson, 1990~; Professor of English. Director of General Education. 
B.A., Bates College, 1977; M.A., Binghamton University, 1980; Ph.D., Boston Univer- 
sity, 1988. 

Ivette Guzman-Zavala, 2007-; Assistant Professor of Spanish. B.A., University of 
Puerto Rico, 1991; M.A., Syracuse University, 1998; Ph.D., Rutgers University. New 
Brunswick, 2004. 

Lebanon Valley College ■ Directory 203 



Carolyn R. Hanes, 1977-; Professor of Sociology. B.A., Central Michigan University, 
1969; M.A., University of New Hampshire, 1973; Ph.D., 1976. 

Marc A. Harris, 2000-; Associate Professor of Chemistry. B.A., University of Arizona, 
1994; Ph.D., University of Nevada at Reno, 1999. 

Bryan V Hearsey, 197 1-; Professor of Mathematical Sciences. Chairperson of the De- 
partment of Mathematical Sciences; B.A., Western Washington State College, 1964; 
M.A., Washington State University, 1966; Ph.D., 1968. 

Christopher J. Heffner, 2008-; Assistant Professor of Music; 2007-2008, Visiting As- 
sistant Professor of Music. B.M.E., Western Kentucky University, 1997; M.M., Univer- 
sity of Florida, 2003; Ph.D., 2007. -~- - 

Barry R. Hill, 1993-; Professor of Music. Director of the Music Recording Technology 
Program. B.S., Music with Recording Arts, University of North Carolina at Asheville, 
1989; M.M., New York University, 1996. 

John H. Hinshaw, 2000-; Associate Professor of History. Chairperson of the Depart- 
ment of History and Political Science. B.A., Macalester College, 1985; M. A., Carnegie 
Mellon University, 1988; Ph.D., 1995. 

J. Noel Hubler, 1995—; Professor of Religion and Philosophy. Chairperson of the De- 
partment of Religion and Philosophy; B.A., University of Pennsylvania, 1981; Ph.D., 
1995. 

Barry L. Hurst, 1 982-; Associate Professor of Physics. Chairperson of the Department 
of Physics. B.S., Juniata College, 1972; Ph.D., University of Delaware, 1982. 

Diane M. Iglesias, 1976-; Professor of Spanish. B.A., Queens College, 1971; M.A., 
1974; Ph.D., City University of New York, 1979. 

Diane E. Johnson, 2004-; Assistant Professor of Political Science. B.A., Pepperdine 
University, 1980; M.A., California State University, Fresno, 1983; M.A., 1993; M.A., 
University of California, Santa Barbara, 1999; Ph.D., 2003. 

Cynthia R. Johnston, 1991-; Lecturer in Chemistry. B.S., Lebanon Valley College, 1987. 

Michael B. Kitchens, 2007-; Assistant Professor of Psychology B.A., University of Mo- 
bile, 2000; M.A., University of Mississippi, 2004; Ph.D., 2007. 

Donald E. Kline, 1997-; Associate Professor of Education. Chairperson of the De- 
partment of Education. B.S., Lebanon Valley College, 1966; M.Ed., Millersville Uni- 
versity, 1975; M.S.Ed., Shippensburg University, 1977; Ed.D., Lehigh University, 1990. 

Joel A. Kline, 1999—; Associate Professor of Business Administration. A.S., Harrisburg 
Area Community College, 1985; B.S., B.A., Lebanon Valley College, 1989; M.J.P.R.A., 
Temple University, 2002; A.B.D., Texas Technological University, 2009. 

Walter Labonte, 1992-; Instructor in English. Director of Writing Center B.S., North- 
eastern University, 1968; M.A., 1977; M.Ed., Curr}^ College, 1984. 



204 Directory - 2009-2010 Catalog 



Louis B. Laguna, 1999-; Associate Professor of Psychology. B.S., The Pennsylvania 
State University, 1990; M.S., Millersville University of Pennsylvania, 1992; M.A., Uni- 
versity of Nebraska, 1995; Ph.D., 1998. 

Courtney M. Lappas, 2008-; Assistant Professor of Biology. B.S., University of Rich- 
mond, 2000; M.S, University of Virginia, 2003; Ph.D., 2006. 

Michael E. Lehr, 2008-; Clinical Assistant Professor of Physical Therapy. B.S., Lock 
Haven University, 1995; M.P.T., University of the Sciences in Philadelphia, 1999. 

Mary L. Lemons, 1996-; Associate Professor of Music. B.S., University of Illinois at 
Urbana-Champaign; M.S, 1990; Ed.D., 1998. 

Robert W. Leonard, 1988-; Professor of Business Administration. B.A., Ohio Univer- 
sity, 1977; M.A., St. Francis School of Industrial Relations, 1978; M.B.A., Ohio State 
University, 1986. 

Rebecca C. Lister, 2003-; Associate Professor of Music. B.M., James Madison Uni- 
versity, 1988; M.M., Florida State University, 1992; D.M., 1997. (Sabbatical leave, 
2009 Fall Semester.) 

David W. Lyons, 2 000~; Associate Professor of Mathematical Sciences. B.S., Davidson 
College, 1981; Ph.D., University of North Carolina at Chapel Hill, 1996. 

Stephen C. MacDonald,, 1998-; President. Professor of Humanities. B.A. Tufts Uni- 
versity, 1969; Ph.D., Universit}' of Virginia, 1977. 

Louis Manza, 199 5-; Professor of Psychology. Chairperson of the Department of Psy- 
chology. Director of Youth Scholars Institute, 2009. B.A., State University of New York 
at Binghamton, 1988; M.A., Brooklyn College, 1991; M.Phil., City University of New 
York, 1991; Ph.D., 1992. 

Victoria G. Marchese, 2007-; Assistant Professor of Physical Therapy. B.S., University 
of Tennessee, 1994; Ph.D., MCP Hahnemann, 2001. 

Anderson L. Marsh, 2005-; Assistant Professor of Chemistry. B.S., Hampden-Sydney 
College, 1998; Ph.D., University of Michigan, 2003. 

G. Daniel Massad, 1985-; Artist-in-Residence. B.A., Princeton University, 1969; M.A., 
University' of Chicago, 1977; M.F.A., University of Kansas, 1982. 

Rebecca McCoy, 1 998-; Associate Professor of History. Chairperson of the Department 
of History and Political Science. A. B., Mount Holyoke College, 1975; M. A., University 
of North Carolina, 1980; Ph.D., 1992. 

Gabriela McEvoy, 2009-; Assistant Professor of Spanish. A.A., San Diego Miramar 
College, 2001; B.A., University of California, 2003; M.A.., 2006 . 

Mark L. Mecham, 1990-; Clark and Edna Carmean Distinguished Professor of Music. 
Chairperson of the Department of Music. B.M., University of Utah, 1976; M.M., 1978; 
D.M.A., University of Illinois at Urbana-Champaign, 1985. 



Lebanon Valley College Directory 205 



Joerg Meindl, 2009-; Assistant Professor of German. M.A., Reprecht-Karls- 
Universitat Heidelberg, 2002. 

Owen A. Moe Jr., 1 973-; Vernon and Doris Bishop Distinguished Professor of Chem- 
istry. Chairperson of the Department of Chemistry. B.A., St. Olaf's College, 1966; 
Ph.D., Purdue University, 1971. 

Shelly Moorman-Stahlman, 1997-; Professor of Music. B.Mus., University of Missouri- 
Kansas City, 1985; M.M., 1986; D.M.A., University of Iowa, 1990. 

Roger M. Nelson, 2002-; Professor of Physical Therapy. Certificate in Physical Ther- 
apy, 1965; M.S., Boston University, 1971; Ph.D., The University of Iowa, 1981. 

Michelle Niculescu, 2007-; Assistant Professor of Psychology. B.S., Muhlenberg Col- 
lege, 1999; Ph.D., Temple University, School of Medicine, 2005. 

Renee Lapp Norris, 2002-; Associate Professor of Music. B.A., West Chester Univer- 
sity, 1991; M.M., Universit)' of Maryland, 1994; Ph.D., 2001. 

Kathryn N. Oriel, 2005-; Assistant Professor of Physical Therapy. B.S., University of 
Sciences, Philadelphia, 2000; Ed.D., Idaho State University, 2003. 

Walter A. Patton, 1 999-; Associate Professor of Chemistry. B.S., Susquehanna Uni- 
versity, 1988; Ph.D., Lehigh University, 1993. (Sabbatical leave, 2010 spring semester) 

Timothy J. Peelen, 2005-; Assistant Professor of Chemistry. B.S., Calvin College 1996; 
Ph.D., Universit}' of Pittsburgh, 2002. 

Neil Perry, 2 004-; Assistant Professor of Economics. B.B., La Trobe University, 1993; 
M.C., University of Melbourne, 1995; Ph.D., LaTrobe University, 2006. 

Mary K. Pettice, 1994-; Associate Professor of English. B.A., Illinois Wesleyan Uni- 
versity, 1982; M.S., University of Illinois, 1983; M.A. 1986; Ph.D., University of Hous- 
ton, 1994. (Spring 2010, on-site director of New Zealand Program.) 

Michael Pittari, 2002-; Associate Professor of Art. Chairperson of the Department of 
ArtandArtHistoiy.B.F.A., University of Florida, 1989; M.F.A., University of Tennessee, 
1995 

Sidney Pollack, 1976-; Professor of Biology. B.A., New York University, 1963; Ph.D., 
Un iversity ofPennsylvan ia, 1 9 70. 

Kevin B. Pry, 1991-; Associate Professor of English. B.A., Lebanon Valley College, 
1976; M.A., The Pennsylvania State University, 1980; Ph.D., 1984. 

Jeffrey J. Ritchie, 2002-; Associate Professor of English and Digital Communications, 
Director of Digital Communications Program. B.S. andB.A., Indiana University^ 1989; 
M.A., University of South Carolina, 1993; M.Ed., Arizona State University, 1998; Ph.D., 
2000. 

Jeffrey W. Robbins, 2002-; Associate Professor of Religion and Philosophy. B.A., Bay- 
lor University, 1994; M.Div., Texas Christian Universit}\ 1997; M.Phil., Syracuse Uni- 
versity, 1999; Ph.D., 2001. 



206 Directory 2009-2010 Catalog 



Catherine Romagnolo, 2004-; Assistant Professor of English. B.S., University of 
Florida, 1991; M.A., University of Maryland, 1997; Ph.D., 2003. 

Victoria Rose, 2003-; Assistant Professor of Music. B.M., Peabody Conservatory of 
the Johns Hopkins University, 1972; M.M., Towson State University, 1994. 

David Rudd, 2005-; Professor of Business Administration. Chairperson of the De- 
partment of Business and Economics. B.S., University of Wisconsin, 1966; M.B.A., Uni- 
versity of Minnesota, 1973; Ph.D., George Washington University 1996. 

Gail A. Sanderson, 1 983-; Associate Professor of Accounting. B.A., Hobart and William 
Smith Colleges, 1970; M.B.A., Boston University, 1977. 

Matthew R. Sayers, 2008-; Visiting Assistant Professor of Religion. B.A. University of 
Maryland Baltimore County, 2000; M.A., Florida State University, 2002. 

Michael J. Schroeder, 2008-; Assistant Professor of History. B.A., University of Min- 
nesota, 1987; Ph.D., University of Michigan, 1993. 

David M. Setley, 2008-; Assistant Professor of Business Administration. B.S.B.A., Kutz- 
town University, 1977; M.B.A., 2000; D.B.A., Nova Southeastern University, 2005. 

Daniel Simpkins, 1998-; Lecturer in Sociology. B.A., West Georgia College, 1976; 
M.A., University of North Carolina at Chapel Hill, 1984; Ph.D., 1992. 

Kerrie D. Smedley, 1 997-; Associate Professor of Psychology. B.S., The Pennsylvania 
State University, 1990; B.Ed., 1991; M.A., University of Nebraska, 1996; Ph.D., 1997. 

Jeff Snyder, 1 997-; Associate Professor of Music and Assistant Director of Music 
Recording Technology. A. A., Pensacola Junior College, 1982; B.A., University of West 
Florida, 1984; M.S., Kutztown University, 1998. (Sabbatical leave, 2010 spring se- 
mester) 

Herbert L, Steffy, 2008-; Associate Professor of Education. B.S., Eastern Mennonite 
University, 1968; M.S. Ed., James Madison University^ 1975; M.Ed., University of Cen- 
tral Florids, 1994; Ed.D., 1998. 

Thomas M. Strohman, 1977-1983; 1 987-; Associate Professor of Music. B.S., Lebanon 
Valley College, 1975; M.M., Towson State University^ 1998. 

Edward J. Sullivan, 2001-; Associate Professor of Business Administration and Eco- 
nomics. B.S., St. Peter's College, 1972; M.A., The Pennsylvania State University, 1975; 
Ph.D., 1985. (Sabbatical leave, 2009 fall semester'.) 

Dale E. Summers, 1990-; Professor of Education. Director of Elementary and Sec- 
ondary School Relations. B.S., Ball State University, 1971; M.A., 1973; Ed.D., 1978. 

Linda L. Summers, 1 99 1-; Assistant Professor of Education. B.S., Ball State Univer- 
sity, 1972; M.A., 1977. 

Dennis W. Sweigart, 197 2-; Pr-qfessor of Music. B.S., Lebanon Valley College, 1963; 
M.M., University of Michigan, 1965; D.M.A., University of Iowa, 1977. 



Lebanon Valley College Directory 207 



Grant D. Taylor, 2005-; Assistant Professor of Art History and Digital Communica- 
tions. B.F.A., University of Western Australia, 2000; Ph.D., 2005. 

Rebecca A. Urban, 2008—; Assistant Professor of Biology. B.S., Binghamton Univer- 
sity, 2001; M.S., 2004; Ph.D., 2008. 

Noelle Vahanian, 2005-; Assistant Professor of Religion. Baccalaureat, Lycee Inter- 
national des Pontonniers, 1988; B.A., Syracuse University; M.A., M.Phil., Ph.D., 1999. 

Robert T. Valgenti, 2006-; Assistant Professor of Philosophy. B.A., College of the Holy 
Cross, 1993; M.A., Fairleigh Dickinson University, 1998; Ph.D., DePaul University, 
2006. 

Robert Vucic, 2009-; Lecturer in English and Advisor, LaVie Collegienne. B.A., Point 
Park University, 1970. 

Scott N. Walck, 1999-; Associate Professor of Physics. B.S., Rensselaer Polytechnic 
Institute, 1988; M.S., Lehigh University, 1992; Ph.D., 1995. 

Karen Walker, 2005; Associate Professor of Education. B.A., California State Univer- 
sity, Los Angeles, 1974; M.Ed., California State University, Los Angeles 1986; Ed.D., 
Bowling Green State University, 2001. 

Allan F. Wolfe, 1968-; Professor of Biology B.A., Gettysburg College, 1963; M.A., 
Drake University, 1965; Ph.D., University of Vermont, 1968. 

Kenneth Yarnall, 1996-; Associate Professor of Mathematical Sciences. B.S., South 
Carolina College, 1986; Ph.D., University of South Carolina, 1992. (Sabbatical leave, 
2010 spring semester.) 

M. Jane Yingling, 200 1-; Associate Professor of Education. B.S., Lock Haven Univer- 
sity, 1972; M.A., Shippensburg University, 1996; Ph.D., Marywood University, 2004. 

Emeriti 
Madelyn J. Albrecht, 1973-1990; Associate Professor Emerita of Education. B.A., 
Northern Baptist College, 1952; M.A., Michigan State University, 1958; Ph.D., 1972. 

Howard L. Applegate, 1983-2000; Professor Emeritus of History and American Stud- 
ies. B.A., Drew University, 1957; M.A., Syracuse University, 1960; Ph.D., 1966. 

Susan L. Atkinson, 1987-; Professor Emerita of Education. B.S., Shippensburg Uni- 
versity, 1972; M.Ed. (Elementary Education), 1973; M.Ed. (Special Education), 1979; 
D.Ed., Temple University, 1987. 

Eloise R Brown, 1961-1987; Readers ' Sennces Librarian Emerita. B.S.L.S., Simmons 
College, 1946. 

Donald E. Byrne, Jr., 1971-2005; Professor Emeritus of Religion and American Stud- 
ies. B.A., St. Paul Seminaiy, 1963; M.A. Marquette University, 1966; Ph.D., Duke Uni- 
versitv, 1972. 



208 Directory 2009-2010 Catalog 



Voorhis C. Cantrell, 1968-1992; Professor Emeritus of Religion and Greek. B.A., Okla- 
homa City University, 1952; B.D., Southern Methodist University, 1956; Ph.D., Boston 
University, 1967. 

Richard F. Charles, 1988-1997; Vice President Emeritus for Advancement. A.B., 
Franklin & Marshall College, 1953. 

Charles T. Cooper, 1965-1979; Associate Professor Emeritus of Spanish. B.S., U.S. 
Naval Academy, 1942; M.A., Middlebury College, 1965. 

Richard D. Cornelius, 1985-2001; Professor Emeritus of Chemistry. B.A., Carleton 
College, 1969; Ph.D., University of Iowa, 1974. 

Salvatore S. Cullari, 1986-2003; Professor Emeritus of Psychology. B.A., Kean College, 
1974; M.A., Western Michigan University, 1976; Ph.D., 1981. 

George D. Curfman, 1961-1996; Professor Emeritus of Music Education. B.S., 
Lebanon Valley College, 1953; M.M., University of Michigan, 1957; Ed.D., The Penn- 
sylvania State University, 1971. 

Donald B. Dahlberg, 1980-2001; Professor Emeritus of Chemistry. B.S., University of 
Washington, 1967; M.S, Cornell University, 1969; Ph.D., 1971. 

Alice S. Diehl, 1966-1997; Technical Processes Librarian Emerita. A. B., Smith College, 
1956; B.S., Carnegie Institute of Technology, 1957; M.L.S., University of Pittsburgh, 
1966. 

Phylis C. Dryden, 1987-2004; Professor Emerita of English. B.A., Atlantic Union Col- 
lege, 1976; M.A., State University of New York at Albany 1984; D.A., 1988. 

William H. Fairlamb, 1947-1990; Professor Emeritus of Music. Mus.B., cum laude, 
Philadelphia Conservatory, 1949. 

Arthur L. Ford, 1965-2001; Professor Emeritus of English. A.B., Lebanon Valley Col- 
lege, 1959; M.A., Bowling Green State University, I960; Ph.D., 1964. 

Michael A. Grella, 1980-2001; Professor Emeritus of Education. B.A., St. Mary's Sem- 
inary and University, 1958; M.A., West Virginia University, 1970; Ed.D., 1974. 

Klement M. Hambourg, 1982-1995; Professor Emeritus of Music. A.T.CM., Royal 
Conservatory of Music, 1946; L.R.A.M., Royal Academy of Music, 1962; A.R.C.M., 
Royal College of Music, 1962; L.T.C.L., Trinity College of Music (London), 1965; Fel- 
low, 1966; D.M.A., University of Oregon, 1977. 

Robert E. Hamilton,, 1986-2008; Vice President Emeritus for Administration. A.B., 
Messiah College, 1962; M.Ed., Shippensburg University, 1966; D.Ed., The Pennsylva- 
nia State University, 1972. 

Robert E. Hamish, 1967-2006; Manager of the College Store Emeritus. B.A. Randolph 
Macon College, 1966. 

Robert H. Hearson, 1986-2007; Professor Emeritus of Music. B.M., University? of Iowa, 
1964; M.A., 1965; Ed.D., University of Illinois, 1983. 



Lebanon Valley College Directory 209 



John H, Heffner,, 1972-2005; Professor Emeritus of Philosophy. B.S., Lebanon Valley 
College, 1968; B.A., 1987; A.M., Boston University, 1971; Ph.D., 1976; M.A.R., Lan- 
caster Theological Seminary, 2002. 

Paul Heise, 1991-2004; Professor Emeritus of Economics. B.S.F.S., Georgetown Uni- 
versity, 1958; M.A., 1963; M.P.A., Harvard University, 1972; Ph.D., New School for So- 
cial Research, 1991. 

Jeanne C. Hey, 1989-2004; Professor Emerita of Economics. B.A., Bucknell University, 
1954; M.B.A., Lehigh University, 1982; Ph.D., 1990. 

John P. Kearney, 1971-2006; Professor Emeritus of English. B.A., St. Benedict's Col- 
lege, 1962; M. A., University of Michigan, 1963; Ph.D.. University of Wisconsin, 1968. 

Nevelyn J. Knisely, 1963-2003; Lecturer Professor Emerita of Music. B.M., Oberlin 
College, 1951; M.F.A., Ohio University, 1953. 

David I. Lasky, 1974-1995; Professor Emeritus of Psychology. A.B., Temple University, 
1956; M.A., 1958; Ph.D., 1961. 

Jean O. Love, 1954-1985; Professor Emerita of Psychology. A.B., Erskine College, 
1941; M.A., Winthrop College, 1949; Ph.D., University of North Carolina, 1953. 

Leon E. Markowicz, 197 1-; Professor Emeritus of Business Administration. A.B., 
Duquesne University, 1964; M. A., University of Pennsylvania, 1968; Ph.D., 1972; M.A., 
Antioch University, 1998. 

Wilham 1 McGill Jr., 1986-1998; Senior Vice President and Dean of the Faculty^ Emer- 
itus. A.B., Trinity College, 1957; M.A., Han'ard University, 1958; Ph.D., 1961. 

Anna D. Faber McVay, 1954-1976; Professor Emerita of English. A.B., Lebanon Val- 
ley College, 1948; M.A., University of Wisconsin, 1950; Ph.D., 1954. 

Phihp G. Morgan, 1969-2003; Professor Emeritus of Music. B.M.E., Pittsburg State 
University (Kansas), 1962; M.S., 1965. 

John D. Norton, 1971-; Professor of Political Science. B.A., University of Illinois, 1965; 
M.A., Florida State University, 1967; PD., American University, 1973, 

Barney T. Raffield III, 1990-2009; Professor Emeritus of Business Administration. 
B.B.A., Southern Methodist University, 1968; M.B.A., 1971; Ph.D., Union Graduate 
School, 1982. 

Sharon Hall Raffield, 1990-; Associate Professor of Sociology. A. B., Wlieaton College, 
1963; M.S. W, Washington University, 1967. 

O. Kent Reed, 1971-2006; Associate Professor Emeritus of Physical Education. B.S., 
B.X. Otterbein College, 1956; M.A., Eastern Kentucky University, 1970. 

Jacob L. Rhodes, 1957-1985; Professor Emeritus of Physics. B.S., Lebanon Valley Col- 
lege, 1943; Ph.D., Universit}' of Pennsylvania, 1958. 



210 Directory 2009-2010 Catalog 



Frederick P. Sample, 1968-1983; President Emeritus. A.B. Lebanon Valley college, 
1952; M.Ed., Western Maryland College, 1956; D.Ed., Pennsylvania State University, 
1968. 

James W. Scott, 1976-2009; Professor Emeritus of German. B.A., Juniata College, 
1965; Ph.D., Princeton University, 1971. 

Louis A. Sorrentino, , 1989-2000; Athletic Director Emeritus. B.A., Lebanon Valley 
College, 1954; M.S., Bucknell University, 1961. 

Gregory G. Stanson, 1966-2006; Vice President Emeritus for Enrollment and Student 
Services. B.A., Lebanon Valley College, 1963; M.Ed., University of Toledo, 1966. 

Joelle L. Stopkie, 1989-2002; Professor Emerita of French. Licence, Sorbonne, 1960; 
M.A., New York University^ 1963; Ph.D., Bryn Mawr College, 1979. 

Warren K.A. Thompson, 1967-1997; Professor Emeritus of Philosophy. A.B., Trinity 
University, 1957; M. A., University of Texas, Austin, 1963. 

Mark A. Townsend, 1983-2009; Professor Emeritus of Mathematical Sciences. B.S., 
Bethany Nazarene College, 1965; M.A., Oklahoma University, 1969; Ed.D., Oklahoma 
State University, 1983. 

Perry J. Troutman, 1960-1994; Professor Emeritus of Religion. B.A., Houghton College, 
1949; M.Div, United Theological Seminary, 1952; Ph.D., Boston University, 1964. 

Susan E. Verhoek, 1974-; Professor Emerita of Biology. B.A., Ohio Wesleyan Univer- 
sity, 1964; M.A., Indiana University, 1966; Ph.D., Cornell University, 1975. 

L. Elbert Wethington, 1963-1983; Professor Emeritus of Religion. B.A., Wake Forest, 
1944; B.D., Divinity School of Duke University, 1947; Ph.D., Duke University. 

Stephen E. Williams, 1973-; Professor Emeritus of Biology. B.A., Central College, 
1964; M.S., University of Tennessee, 1966; Ph.D., Washington University, St. Louis, 
1971. 

Paul L. Wolf, 1966-; Professor of Emeritus Biology. B.S., Elizabethtown College, 1960; 
M.S, University of Delaware, 1963; Ph.D., 1968. 

Glenn H. Woods, 1965-1990; Associate Professor Emeritus of English. A.B., Lebanon 
Valley College, 1951; M.Ed., Temple University, 1962. 

Adjunct 
Michelle Barraclough, 2003-; Adjunct Instructor in Music. B.F.A., Indiana University 
of Pennsylvania, 1993; M.M., Catholic University, 1996. 

Karen R. Beall, 2004- ; Adjunct Instructor in Art. M.F.A., The University of Tennessee. 

Linda Beck, 2006-; Adjunct Instructor in English. B.A., Millersville University, 1986; 
M.Ed., Temple University, 1995. 



Lebanon Valley College Directory 2 1 1 



Jean-Paul Benowitz, 1998-; Adjunct Instructor of History. B.S., Eastern Mennonite 
University, 1991; M. A., Millersville University, 1993; additional graduate study at Tem- 
ple University. 

AdamBentz, 2008-; Adjunct Instructor in History. Ph.D., candidate, Lehigh University. 

Beth A. Berret, 2004-; Adjunct Instructor in Business Administration. B.A., Bloomsburg 
University, 1978; MBA, Philadelphia University, 1984. 

Kathleen K. Blouch, 2001 -; Adjunct Assistant Professor of Science Education. B.A., 
Messiah College, 1983; M.Ed., Millersville University, 1987; Ph.D., Temple University, 
2000. 

Jamie M. Bolton, 2 005-; Adjunct Instructor in Psychology. M.S., Millersville Univer- 
sity. 

Theresa Yohn Bowley, 1 993-; Adjunct Instructor in French. B.A., Barrington College, 
1981; M.A., Middlebury College, 1982. 

Allen C. Boyer, 2004-; Adjunct Instructor in Physics. B.S, Lebanon Valley College, 
1953; M.Ed., Temple University. 1961; Ed.D., Pennsylvania State University, 197 5. 

R.Troy Boyer, 2006-; Adjunct Instructor in American Studies. A. B.D., Indiana Univer- 
sity. 

Beverly Ann K. Butts, 2000-; Adjunct Assistant Professor of Music. B.S., Lebanon Val- 
ley College, 1978; M.M., Michigan State University, 1980; additional graduate study 
at NcM' York UniversityK 

Marie-Aline Cadieux, 2003-; Adjunct Instructor in Music. B.A., University of Illinois, 
1987; M.M., Northwestern University, 1989; D.M.A., Ohio State University, 1999. 

Cheryl L. Campbell, 2005-; Adjunct Assistant Professor of Music. B.A., Lebanon Val- 
ley College, 2003; M.M., Westminster Choir College of Rider University, 2005. 

Christopher D. Campbell, 2005-; Adjunct Assistant Professor of Music. B.S., Clarion 
University, 1988; M.M.E., Miami University, Oxford, Ohio; D.M.A., Shenandoah Con- 
servatory of Shenandoah University, 2002. 

John E. Copenhaver, 2003-; Adjunct Assistant Professor in Music. B.S., Lebanon Val- 
ley College, 1987; M.M., West Chester University, 1992. 

Frank Dell'Estate, 2009-: Adjunct Instructor in Italian. M.A. Ohio State University^ 

Melanie A. M. Demartyn, 2001-; Adjunct Instructor in Art. B.A., Shepherd College, 
1978; M.A., Indiana University of Pennsylvania, 1983. 

Timothy M. Dewald, 2001-; Assistant Professor of Mathematical Sciences. B.A., Dick- 
inson College, 1970; M.Div., Andover Newton Theological School, 1975. 

James A. Diehm, 1 997-; Adjunct Instructor in Education. B.A., Albright College, 1961; 
M.A., Lehigh University, 1968; Administrative Certijication, Temple University, 1972. 



212 Directory 2009-2010 Catalog 



Karen Dielmann, 1 998-; Adjunct Instructor in Business Administration, B.S., The Penn- 
sylvania State University, 1978; M.A., Indiana University of PA, 1982. D.Ed., The Penn- 
sylvania State University, 2008. 

Joseph DiSanto, 1992-; Adjunct Instructor in English. B.S., St. Joseph's University, 
1967; Department of Defense Information Officers ' School, 1969; M.A., Annenberg 
School of Communications, University of Pennsylvania, 1970. 

Michelle Dubaich, 2005-; Adjunct Instructor in Science Education. B.A., University 
of Pittsburgh, 1990; M.S.Ed., The Pennsylvania State University, 1997. 

James A. Erdman II, 1983-; Adjunct Instructor in Music. 

Candice Falger, 1999-; Adjunct Instructor in Science Education. B.A., Millersville 
University, 1974; M.B.A., Lebanon Valley College, 2008. 

Suzanne D. Fox, 1998-; Adjunct Assistant Proj'essor of Music. B.S., Lebanon Valley 
College, 1977; M.M., University of Miami, 1979. 

Emily Y. Frantz, 200 1-; Adjunct Assistant Profesor of Music. B.M., Temple University, 
1996; M.M.T, Temple University, 2003. 

Patricia Gallo-May dwell, 2007-; Adjunct Professor of Physical Therapy. M.S., Long Is- 
land University. 

Ming Gao, 2002-; Adjunct Instructor in Linguistics. B.A., Beijing Second Foreign Lan- 
guage Institute, 1982; M.A., Canberra College of Advanced Education, 1984; Ph.D., 
Lehigh University, 1999. 

Gary Gates, 2008-; Adjunct Instructor in Religion. B.A., Messiah College and Temple 
University; M.A., Pennsylvania State University. 

Douglas C. Gautsch, 1999-; Adjunct Instructor in Business Administration. B.S., 
Lebanon Valley College, 1997; M.B.A., 1999. 

John Guerrisi, 2004-; Adjunct Instructor in Accounting. M.B.A., The Pennsylvania 
State University. 

Lyle Heberling, 2004-; Adjunct Instructor in Business Administration. B.S., Lehigh 
University, 1983; M.B.A., Tiffin University^ 2000. 

Thomas G. Hollingsworth, 1 999-; Adjunct Instructor in Physics. M.S., Gonzaga Uni- 
versity. 

Ai-Lin Hsieh, 2005-; Adjunct Assistant Professor of Music, B.M., Shoochaw University, 
Taipei, Taiwan, R.O.C; M.M., The Eastman School of Music, 2000; D.M.A., University 
of Maryland, 2005. 

Linda Hummel, 2002-; Adjunct Assistant Professor of Music. B.S., Susquehanna Uni- 
versity, 1969; M.A., The Pennsylvania State University, 1975. 

Richard Johnson, 2001-; Adjunct Instructor in Art. B.S., Millersville University. 



Lebanon Valley College Directory 213 



Elvin LaCoe, 2 00 3-; Adjunct Instructor in Education. Ed.D., Nova Southeastern Uni- 
versity. 

Scott E Landis, 2005- ; Adjunct Instructor in Digital Communications. B.A., Millersville 
University of Pennsylvania, 1984; J.D., The Dickinson School of Law, 1993. 

David W. Layman, 1993-; Adjunct Assistant Professor of Religion. A. B., University of 
Chicago, 1977; Ph.D., Temple University, 1994. 

Robin Lilarose, 200 1-; Adjunct Instructor of Music. B.S.M.T, Elizabethtown College, 
1983. 

Lac Longson, 200 1-; Adjunct Instructor in Mathematics, B.S., Lebanon Valley College, 
1989; M.B.A., Kutztown University, 2000. 

Dennis Maust, 2004-; Adjunct Instructor in Art. M.F.A., Rochester Institute of Tech- 
nology. 

Scott McMahon, 2009-; Adjunct Instructor in Photography. B.F.A., The University of the 
Arts, 1995; M.F.A., Massachusetts College of Art, 2005 

James Miller, 1989-; Adjunct Instructor in Music. 

Jordan Miller, 2008-; Adjunct Instructor in Religion. B.A., Lebanon Valley College; 
M.A., Boston University. 

William R. Miller, 1994-; Adjunct Instructor in Physics. B.A., Gettysburg College, 
1956; M.A., University of Delaware, 1961; Ph.D., 1965. 

Thomas J. Murray, 1 999-; Adjunct Instructor in Business Administration. B.A., Lebanon 
Valley College, 1995; M.B.A., 1999. 

Joseph D. Mixon, 1 99 1-; Adjunct Associate Professor of Music. B.A., Moravian Col- 
lege, 1981; M.M., Combs College of Music, 1990. 

Bruce G. Nilson, 2004-; Adjunct Instructor in Business Administration. B.A., West Vir- 
ginia University, 1978; M.A., The Pennsylvania State University, 1981. 

Barbara Nissman-Cohen, 2001 -; Adjunct Instructor in French. Premier Degre, La Sor- 
bonne, 1975; B.A., Ithaca College, 1976; M.S., Montclair State College, 1984. 

Robert A. Nowak, 1 988-; Adjunct Associate Professor of Music. B.S., Mansfield State 
College, 1973; M.M., University of Miami, 1975. 

Kelly O'Brien, 2008- ; Adjunct Instructor in History. B.A., Lebanon Valley College. 

Lynn G. Phillips, 2006-; Adjunct Instructor in Business Administration. B.S., Lebanon 
Valley College. 1968; M.S., Temple University!, 1971; Ed.D., University of Pennsylva- 
nia, 1987. 

Jeffrey Remington, 1 998-; Adjunct Instructor in Science Education. B.A., Indiana Uni- 
versity of Pennsylvania, 1986; M.Ed., The Pennsylvania State University, 1992. 

Joey Rider, 2002-; Adjunct Instructor in Science Education. B.S., Susquehanna Uni- 
versity, 1996; M.S.E., Lebanon Valley College, 2002. 



1\A Directory 2009-2010 Catalog 



Marie Riegle-Kinch, 1980-; Adjunct Assistant Professor of Art. B.A., Gettysburg Col- 
lege, 1973; M.F.A., The Pennsylvania State University, 1979. 

Andrew Roberts, 1 998-; Adjunct Instructor in Music. B.M., Berklee College of Music, 
1989. 

Christopher Demuth Rodkey, 2008-; Lecturer in Religion. B.A., Saint Vincent College, 
1999; M.Div, The University of Chicago, 2002; D.Min., Meadville Lombard Theolog- 
ical School, 2008; M.Phil., Drew University, 2007; Ph.D., 2008. 

Wayne David Schmoyer, 2005-; Adjunct Lecturer in Psychology. Psy.D., Philadelphia 
College of Osteopathic Medicine. 

Christopher A. Shaak, 2 002-; Adjunct Instructor in Sociology. B.A., Indiana University 
of Pennsylvania, 1992; M.S., Shippensburg University, 1998. 

Irw'in H. Siegel, 2008-; Adjunct Instructor in Business Administration. B.A. Lebanon 
Valley College, 1975; J.D., Dickinson School of Law, 1980; LL.M, Widener University^ 
School of Law, 1996; D.Ed., The Pennsylvania State University, 2002. 

DeAnna Spurlock, 1 997-; Adjunct Instructor in English. B.A., University of Wisconsin, 
1968; M.A., 1970. 

Jonathan Terry, 2004— ; Adjunct Instructor in Religion. B.S., Mansfield State University, 
1968; M. Div., Winebrenner Theological Seminary, 1977; M.A., Temple University 
1993; Ph.D., 1997. 

Anna F. Tilberg, 1982-; Adjunct Instructor in Biology. B.A., University of Pennsylva- 
nia, 1969. 

Josh Tindall, 2006-; Adjunct Assistant Professor of Music. B.A., Lebanon Valley Col- 
lege, 2004; M.b.., 2008. 

Geno Torri, 2002-; Adjunct Instructor in Science Education. B.S., California State Uni- 
versity, 1973; M.A.T, University of Pittsburgh, 1974; M.S.Ed., Shippensburg Univer- 
sity, 1976; Ph.D., Nova Southeastern University, 1995. 

John M. Troxel, 1 998-; Adjunct Instructor in Business Administration. B.S., The Penn- 
sylvania State University, 1990; M.B. A., Lebanon Valley College, 1995. 

Richard J. Tushup, 1989-; Adjunct Assistant Professor of Psychology. A.B., St. Vincent 
Seminary; M. A., 1971; Ph.D., University of Delaware, 1977. 

Craig Undei'wood, Adjunct Instructor in Music Recording Technology. B.M., Lebanon 
Valley College, 1999. 

Jose Vargas- Vila, 2002-; Lecturer in Spanish. A. A., Miami-Dade Community College, 
1976; B.A., Florida International University, 1978; M.A., University of Miami, 1992. 

Tom Volpicello, 2004-; Adjunct Instructor in Music Recording Technology. B.A., Get- 
tysburg College. 



Lebanon Valley College Directory 2 1 5 



Francis J. Vottero, 2000-; Adjunct Instructor in Economics. B.A., Susquehanna Uni- 
versity, 1968; M. A.. The Pennsylvania State University, 1971. 

Julia P. Wagner, 2001-; Adjunct Associate Professor of Music. B.S., Messiah College, 
1978; M.M., Ithaca College, 1981. 

Nancy Williams, 2 007~; Adjunct Instructor in art Education. M.Ed., Millersville Uni- 
versity. 

Michael Wojdylak, 200 1-; Adjunct Associate Professor of Music. B.S., The Pennsylva- 
nia State University, 1977;M.AGR., 1983; D.D.S, University of Maryland, 1987; B.A., 
Lebanon Valley College, 1997; M.M., Marywood University, 2003. 

Deborah Worthen, 2002-; Adjunct Instructor in Science Education. B.S., The Pennsyl- 
vania State University, 1993; M.S.E., Lebanon Valley College, 2001. 

Theodore Yanchuleff, 2002-; Adjunct Professor of Physical Therapy. M.P.A., Pennsyl- 
vania State University. 

Michael C. Zeigler, 1 99 0-; Adjunct Instructor in Business Administration. B.S., Penn- 
sylvania State University, 1979; M.S., The Pennsylvania State University, 1995. 

Adjuncts in Medical Technology (Clinical Laboratory Science) 

School of Medical Laboratory Science at Jersey Shore University Medical Center: 
Medical Advisor, Brian S. Erler, M.D., Ph.D.; Program Director, Perla L. Simmons, 
M.PA., M.T. (ASCP) S.H., C.L.S. (NCA); Assistant Program Director/Education Co- 
ordinator, Mary Jane C. Weg, M.S., M.PA. 

Clinical Laboratory Science Program at Lancaster General College of Nursing and 
Health Science: Program Director, Wendy Gayle, MS, MT (ASCP), CLS (NCA). 



216 Directory 2009-2010 Catalog 



COLLEGE SUPPORT STAFF 

Joy L. Albright Information Technology Services Office 

Deborah L. Atkins Music Department 

Debra J. Bishop College Center 

Judith S. Blouch Associate Dean and Academic Services Office 

Marilyn E. Boeshore Alumni Office 

Carol L. Brashear Physical Therapy Department 

Donna L. Brickley Information Technology Services Office 

Jo Lynn Brummer Development Office 

Wendy L. Carfagno President of the College Office 

Becky Chanas Library 

Scott J. Conrad Library 

Marjorie E. Coughlan Registrar's Office 

Susan L. Donmoyer Business and Economics 

Becky A. Firestone Registrars Office 

Mary E. Fisher ... .Assistant to the Vice President for Academic Affairs and Dean of the Faculty 

Paula Gahres Chaplain's Office 

Cheryl A. George Media Center 

Tara N. Gerstner Business Office 

Susan M. Greenawalt Graduate Studies and Continuing Education Office 

Daniel J. Grodzinski LVC Sports Center 

Rebecca M. Corum Humanities Departments 

Nancy J. Hartman Business Office 

Kristie Hatfield Facilities Services 

Pamela S. Hillegas Athletic Office 

Sharon B. Hurst Development Office 

Constance W. Kershner Business Office 

Susan M. Krall Library 

Charlene R. Kreider Human Resources/Payroll 

Deborah L. Lutz Advancement Office 

Christine M. Martin MSE Office 

Karen R. McLucas Admission Office 

Gina Messenger Admission Office 

Shawn A. Miller Admission Office 

Lebanon Valley College College Support Staff 2 1 7 



Tammy L. Miller Bookstore 

Tami S. Morgan Admission Office 

James F. O'Brien LVC Sports Center 

Laura C. Orme Career Services 

Ann K. Pinca Administration and Finance Office 

Jill M. Rabuck Annual Giving 

Christine M. Reeves Development Office 

L. Anne Ristenbatt Copy Center and Mail Services 

Alice J. Rulapaugh Student Affairs Office 

Carol A. Sabados Biology Department 

Ann E. Safstrom Music Department 

Denise D. Sanders Education Department 

Wendy Smith Associate Dean and Academic Services Office 

Susan M. Snyder Mathematical Sciences; Art and Art History and Psychology Departments 

Jay L. Sorrentino Athletic Equipment Manager 

Sharon L. Stamm.. English; Political Science; and Sociology and Criminal Justice Departments 

Alisa K. Sterner Information Technology Services Office 

LaRue A. Troutman Financial Aid Office 

Nathaniel C. Tulli Information Technology Services Office 

Matthew P. Velazquez Information Technology Services Office 

Barbara E. West Chemistry and Physics Departments 

Sarah R. Wickenheiser LVC Sports Center 

Anita L. Williams College Relations 



218 College Support Staff 2009-2010 Catalog 



THE THOMAS RHYS VICKROY DISTINGUISHED 
TEACHING AWARDS 

The Vickroy Award recipient, who must be a full-time member of the College fac- 
ulty, is selected by the president of the College after appropriate consultation with 
alumni, students, faculty and staff. The Vickroy Award replaces the Lindback Award, 
which was presented through the 1 993 academic year. 

Previous Awardees 

1985 Leon E. Markowicz, Ph.D., Professor of English 

1986 Carolyn R. Hanes, Ph.D., Professor of Sociology and Social Work and 
Leadership Studies 

1987 Donald E. Byrne Jr., Ph.D., Professor of Religion 

1 987 Mark A. Townsend, Ed.D., Assistant Professor of Mathematical Sciences 

1988 William H. Fairlamb, Mus.B., Professor of Music 

1 989 Paul L. Wolf, Ph.D., Professor of Biology 

1 990 Owen A. Moe Jr., Ph.D., Professor of Chemistry 

1991 Scott H. Eggert, D.M.A., Associate Professor of Music 

1992 Gary Grieve-Carlson, Ph.D., Assistant Professor of English 

1993 Diane M. Iglesias, Ph.D., Professor of Spanish 

1994 Sidney Pollack, Ph.D., Professor of Biology and Barbara S. Vlaisavljevic, 
M.B.A., Assistant Professor of Accounting 

1995 David 1. Lasky, Ph.D., Professor of Psychology 

1996 James W Scott, Ph.D., Professor of German 

1997 Howard L. Applegate, Ph.D., Professor of History and American Studies 

1998 Mark L. Mecham, D.M.A., Professor of Music 

1999 Michael A. Day, Ph.D., Professor of Physics 

2000 Jeanne C. Hey, Ph.D., Associate Professor of Economics 

2001 Allan E Wolfe, Ph.D., Professor of Biology 

2002 Marie G. Bongiovanni, M.L.A., Associate Professor of English 

2003 Carl T. Wigal, Ph.D., Professor of Chemistry 

2004 Mary L. Lemons, Ed.D., Associate Professor of Music 

2005 Jefrey W. Robbins, Ph.D., Assistant Professor of Religion 

2006 J. Patrick Brewer, Ph.D., Associate Professor of Mathematical Sciences 

2007 Philip A. Billings, Ph.D., Professor of English 

2008 M. Jane Yingling, Ph.D., Associate Professor of Education 

2009 Scott N. Walck, Ph.D., Associate Professor, Physics 



Lebanon Valley College Awards 2 1 9 



THE NEVELYN J. KNISLEY 
AWARD FOR INSPIRATIONAL TEACHING 

In 1988, Lebanon Valley College created an award for part-time and adjunct mem- 
bers of the college faculty similar to the philosophy of the Vickroy Award. The first 
awardee was Nevelyn J. Knisley. After the presentation of the first award, the president 
of the College named this series of awards for Mrs. Knisley in recognition for her 24 
years of inspired teaching in music. 

Previous Awardees 

1988 Nevelyn J. Knisley, M.F.A., Adjunct Associate Professor of Music 

1989 Carolyn B. Scott, B.A., Adjunct Instructor in French 

1 990 Michael J. Asken, Ph.D., Adjunct Associate Professor of Psychology 

1 99 1 Joanne Cole Rosen, B. A., Adjunct Assistant Professor of Chemistry 

1 992 Kevin B. Pry, Ph.D., Adjunct Assistant Professor of English 

1993 Thomas M. Strohman, B.S., Adjunct Instructor in Music 

1994 Timothy M. Dewald, M.Div, Adjunct Instructor in Mathematical Sci- 
ences 

1995 Leonie Lang-Hambourg, M.A., Adjunct Assistant Professor of German 

1996 Cynthia R. Johnston, B.S., Adjunct Instructor in Chemistry 

1 997 Richard J. Tushup, Ph.D., Adjunct Assistant Professor of Psychology 

1 998 Arlen J.Greiner, M.S., Adjunct Assistant Professor of Physics 

1999 Leslie E. Bowen, M.F.A., Lecturer in Art 

2000 Patricia M. Meley, M.A., Adjunct Instructor in American Studies 

200 1 Robert A. Nowak, M.M., Adjunct Assistant Professor of Music 

2002 Gene G. Veno, M.P.A., Adjunct Instructor in Business Administration 

2003 Marion M. Markowicz, M.S.S., Adjunct Instructor in Sociology 

2004 Jeff Remington, M.Ed., Adjunct Instructor in Science Education 

2005 James A. Erdman II, Adjunct Instructor in Music. 

2006 Marie Riegle-Kinch, M.F.A., Adjunct Assistant Professor of Art 

2007 Anna F. Tilberg, B.A., Adjunct Instructor in Biology 

2008 Joseph D. Mixon, M.M., Adjunct Instructor in Music 

2009 Rachel R. Luckenbill, M.A., Lecturer in English 



220 Awards 2009-2010 Catalog 



ACCREDITATION 

Lebanon Valley College is accredited by the Commission on Higher Education of the 
Middle States Association of Colleges and Schools. 

Lebanon Valley College is also accredited by the Pennsylvania Department of Edu- 
cation, the National Association of Schools of Music, and the American Chemical So- 
ciety. 

Lebanon Valley College's Doctor of Physical Therapy Degree Program is accred- 
ited by the Commission on Accreditation in Physical Therapy Education. 

Lebanon Valley College is on the approved list of the Regents of the State Univer- 
sity of New York and of the American Association of University Women. 

Lebanon Valley College is a member of the following: American Association of Col- 
leges; National Association of Independent Colleges and Universities; Pennsylvania 
Foundation for Independent Colleges; College Entrance Examination Board; College 
Scholarship Service; Council of Independent Colleges; National Collegiate Athletic 
Association; Middle Atlantic States Collegiate Athletic Conference; Penn-Mar Athletic 
Conference; Central Pennsylvania Field Hockey Association; Eastern College Athletic 
Conference. 

STATEMENT ON NON-DISCRIMINATION 

Lebanon Valley College does not discriminate on the basis of race, color, religion, 
gender, national origin, age, sexual orientation, disability, or age in its programs or ac- 
tivities. The College is committed to a policy of equal opportunity in all aspects of em- 
ployment, including application, promotion, and transfer. Anyone who believes that 
he/she has been subjected to discrimination in violation of this policy is encouraged to 
report the problem to the Director of Human Resources/EEO/Title IX Coordinator or 
the Vice President for Academic Affairs. 

STUDENT RETENTION 

Lebanon Valley College participates in student financial assistance programs under 
Title IV of the Higher Education Act of 1965. According to the requirements of the 
Student Right-to-Know legislation, the college is required to report annually the grad- 
uation rates within 150 percent of the normal time to complete a degree to students and 
prospective students. 

The cohort of 425 full-time, first-time degree-seeking undergraduates who entered 
Lebanon Valley College in the fall of 2002 consisted of 188 men and 237 women. At 
the end of four years, 266 had completed a bachelor's degree. At the end of the fifth 
year, another 20 had completed a bachelor's degree. By 2008, at the end of the sixth 
year, an additional 1 student had completed a bachelor's degree. The Student Right-to- 
Know Completion or Graduation Rate Calculation for the 2002 cohort is 68 percent. 
This information has been submitted to the U.S. Department of Education. 

Detailed information on student retention and graduation rates is available in the 
Office of the Registrar. 



Lebanon Valley College Accreditation 22 1 



(U 




bJO 




<D 








f—^ 




o 




U 


B^ 




cd 


>> 


2 




^j^i 


Val 


Oh 

s 


# o 


cd 

u 


fi 


.^^ 


c^ 


^^^ 


4:^ 




(D 




. J 






222 Map of Campus 



2009-2010 Catalog 



2 u 



•2 ^ 







^ 


£ 






u 














E 


a> 






CO 












0X1 


c 


^ 






^ 










QJ 




'? o 


■s 




C/3 


°d 










■a 

•c 

09 


B 
CS 

•n 


II 

= i 


e 

'> 

e 


=2 

2 


.J 

O 

z 


1 
s 
J5 


o 

IS 
Oi 


o 


o 

.J 
■a 


1 




=2 


< 


s. 


1^ 

04 


:a 


< 


cd 


z 




(N 


1*1 


TT IT) 


VO 


t~~ 


< 


■;) 








5' 


^ 


\* 


VO \D 


VO 


ve 


Cu 


w; 








i^ 






* "« ~ is 



I ffiiii M m Mi .it m mil 









C/3 






121- I ii5^5-s 



= K 



SQ^c^?^-^ eS.^. 2.^ I = 5« S<< 



■J 5 a s fc 






Se E.-i i I &:^ 



— = c; t. 





cu 

u 


o 








u 


5f 


C/5 


oa 




0) 






"o 
U 


.J 


■o 

B 


J 


3 


V^ 


< 


S 


OJ 










^ 








Oi « £ Qi OS as 



K- Sii-K-s^ 2 = 



^ o 



u 



^"^ ^iM B j i .: s' 2 > ^ I « -I .-I ^ ? ^ i 



u 



o^'-'S, Sec/5 ■s<ui^—)'^H-i- 

^ ^ 3 I ^ 






C/2 



OS - 






"53 


01 

3 


B 






01 


01 

OS 

OJ 

c« 
3 
O 

a: 


"a 


GO 


3 

(75 


01 


s 




e 

u 


OJ 

M 

O 
U 


U 

1 

u 


at 
3 
B 

B 


B 
1 


01 

■o 
OS 


B 

01 
OI 


< 

B 
5 


ea 

B 


s 

01 

U 

B 
01 

1 


OI 

B 

01 

01 

Q£ 
B 


3 
O 


01 


x: 


R 


2 




OI 


B 


01 






O 
S 


e 

0> 

■a 

3 

55 


C^ 


o 
Z 


C/3 


C/3 


01 


1 




0> 

OS 




OI 

Q 


01 

Z 


55 



>■ ^ 2 r-C'C-e'S JtCo-S, tSutu ,fe „,iSti icau 



u o 0- S 



<Oo|&gS^ 






-C t: -= 



g i s III! £5^ ,||8.|-£|^ S||. ipiipi ^ 



o- S 



!<-Ju cX-^<^£2cSc^ s-a:ca 3Q:f2iE<a:c55S e.sSu^ic Eu^.yiiib 

•<pa-Hr4 (*5Ttir5 \a 



Lebanon Valley College Map of Campus 223 



INDEX 



Academic Calendar 228 

Academic honesty policy 

undergraduate 19 

graduate 176 

Academic procedures 

undergraduate 9 

graduate 174 

Accounting program 

courses 52 

department 52 

faculty 60 

Accreditation 221 

Actuarial science program 

courses 126 

department 122, 125 

faculty 128 

Admissions 

undergraduate full time 4 

undergraduate part time 7 

continuing education 7 

MBA 178 

MME 181 

MSE 183 

Administration 195 

Advanced placement 16 

American studies program 

courses 33 

department 33 

faculty 36 

Art and art history program 

courses 39 

department 38 

faculty 43 

Associate degrees 9 

Attendance policy 14 

Auditing policy 13 

Baccalaureate degrees 9 

Biochemistry and Molecular Biology program 

courses 49 

requirements 49 

Biology program 

courses 45 

department 45 

faculty 50 

Business program 

courses 54 

department 52 

faculty 60 

Calendar 228 

Certificate programs 7 

Challenge examinations 15 

Chemistry program 

courses 64 

department 63 



faculty 66 

Citizenship education program 68 

CLEP 16 

College support staff 217 

Communications program 

courses 95 

department 95 

faculty 100 

Computer science program 

courses 127 

department 126 

faculty 128 

Concurrent courses 13 

Cooperative programs 28 

Courses, undergraduate 

concurrent 13 

external 13 

repetition of 13 

descriptions 33 

Courses, graduate 174 

Credit for life experience 16 

Criminal justice program 

courses 169 

department 169 

faculty 173 

Degrees 

undergraduate 9 

graduate 174 

Dean's list 18 

Departmental honors 18 

Digital communications program 

courses 70 

department 69 

faculty 73 

Doctor of Physical Therapy Program 

courses 187 

faculty 189 

requirements 186 

Early Childhood Education 

courses 77 

department 74, 76 

faculty 93 

Earth and space science program 153 

Economics program 

courses 57 

department 52 

faculty 60 

Education program 

courses 76 

department 74 

faculty 93 

Elementary education program 

courses 81 

department 74, 81 



224 Index 



2009-2010 Catalog 



faculty 93 

Engineering cooperative 

program 27 

English program 

courses 96 

department 95 

faculty 100 

English as a Second Language (ESL) 79 

Environmental studies 

cooperative program 28 

External summer courses 14 

Faculty directory 203 

Finances, student 4 

Foreign languages program 

courses 102 

department 102 

faculty 107 

Foreign study opportunities 32 

Forestry cooperative program 28 

French program 

courses 102 

department 102 

faculty 107 

General education program 

courses 22 

requirements 22 

German program 

courses 104 

department 102 

faculty 107 

Grade point average 17 

Grading system 17 

Graduate programs 174 

academic policies 174 

concurrent courses 175 

financial aid 176 

grading system 175 

privacy of student records 176 

refund pohcy 176 

review procedure 176 

time restriction policy 176 

transfer policy 175 

withdrawal policy 176, 177 

Graduation honors 18 

Graduation requirements 

DPT 186 

MBA 178 

MME 181 

MSE 183 

undergraduate 10 

Health care management program 

requirements 59 

Health professions 

cooperative programs 28 

Health science program 

courses 146 



requirements 146 

faculty 148 

Historical communications program 109 

History program 

courses 1 10 

department 109 

faculty 120 

Honors 

departmental 18 

graduation 18 

In- Absentia 14 

Independent study 31 

Individualized major 30 

International baccalaureate program 17 

Internship policy 31 

Italian 

courses 105 

Knisley teaching awards 220 

Law and society minor 115 

Leave of absence 14 

Limit of hours 1 1 

Map of campus 222 

Mathematical science program 

courses 123 

department 122 

faculty 128 

MBA program 

admission 178 

courses 178 

faculty 181 

requirements 178 

MME program 

admission 181 

courses 182 

faculty 182 

requirements 181 

MSE program 

admission 183 

courses 184 

faculty 185 

requirements 183 

Medical technology 

cooperative program 30 

Military science program 130 

Mission statement 3 

Multidisciplinary courses 26 

Music education program 138 

courses 139 

faculty 141 

requirements 138 

Music program 132 

courses 133 

department 132 

faculty 141 

Music business program 137 

courses 138 



Lebanon Valley College 



Index 225 



faculty 141 

requirements 137 

Music recording technology program 140 

courses 140 

faculty 141 

requirements 140 

Nontraditional credit policy 15 

Off-campus programs 

study abroad 32 

Officers, general College 195 

Pass/fail policy 13 

Payment plans 7 

Phi Alpha Epsilon 18 

Philosophy program 

courses 165 

department 162 

faculty 166 

Phone Numbers 227 

Physical therapy program 

courses 146, 187 

department 146, 186 

faculty 148, 189 

Physics program 

courses 150 

department 149 

faculty 152 

Political science program 

courses 1 15 

department 1 15 

faculty 120 

Pre-law program 29 

Pre-medical, pre-dentistry, 

pre-veterinary programs 30 

Privacy of student records 9 

Probation, undergraduate 19 

Profile of the College 2 

Psychobiology program 

courses 50 

department 45, 49 

faculty 50 

Psychology program 

courses 155 

department 154 

faculty 160 

Readmission policy 15 

Refund policy 

undergraduate 4 

graduate 176 

Registration 12 

Religion program 

courses 162 

department 162 

faculty 166 

Repetition of courses 

undergraduate 13 

ROTC 130 



Satisfactory academic progress 1 1 

Science 

course 139 

Second bachelor's degree 14 

Secondary education program 

courses 85 

department 74, 84 

faculty 93 

Servicemembers Opportunity 

Colleges (SOC) 21 

Sociology program 

courses 169 

department 169 

faculty 173 

Spanish program 

courses 105 

department 102 

faculty 107 

Special education certification program 

courses 90 

department 74, 90 

faculty 93 

Special Education PreK-Grade8 

courses 87 

department 74, 87 

faculty 93 

Special topics courses 32 

Study abroad 32 

Suspension policy 

undergraduate 190 

Teacher certification for 

nonmatriculated students 21 

Teacher certification for 

matriculated students 74 

Transfer policy 

undergraduate 1 1 

graduate 175 

Trustees, Board of 192 

Tutorial study courses 32 

Veterans' services 20, 174 

Vickroy teaching awards 219 

Withdrawal procedure 

undergraduate 14 

graduate 177 



226 Index 



2009-2010 Catalog 



PHONE NUMBERS 






College 


Offices* 




Academic Offices 






6208 


Academic Support 






6988 


Admissions 






6181 


Business Office 






6300 


Career Planning and Placement 




6235 


College Center 






6161 


College Store 






6313 


Computer Lab (general) 






6067 


Computer Science Lab 






6067 


Continuing Education 






6213 


Dean of Student Services 






6233 


Financial Aid 






6181 


Registrar 






6215 


Safety and Security 






6111 


Vice President/Dean of Faculty 




6208 




Academic Offices* 




American Studies 






6355 


Art and Art History 






6015 


Biology 






6175 


Business Administration 






6101 


Chemistry 






6140 


Economics 






6330 


Education 






6305 


English 






6240 


Foreign Language 






6250 


History 






6355 


Mathematical Sciences 






6080 


Music 






6275 


Philosophy 






6130 


Physical Education 






6364 


Physics 






6150 


Political Sciences 






6330 


Psychology 






6195 


Religion 






6130 


Sociology 






6155 




*Area code 717, prefix 867. 




Lebanon Valley College 






Index 227 




=5 a 



00 52 



fU 


•a 


60 

C 






s 


rt 




T3 


en 


C3 


B 


£ 


_E 


o 


.:^ 


Ml 

E 

u 


■q. 
E 


u 

o 
-a 


S 
-a 


B 

_o 

S3 
3 

■a 


s 

s 


E 


03 

01 



u u <r, X 



u- c/i U 



t/: fS rs 



•^ a; i: S _: "J *- 



Q ca Q 



?-i -t3 0^ <1> ^ 

•S ,T "o « E 
g tu « y p 






t* — « n 



5 J-g O ^Q W U £ 



ta -J 2 e 



OJJ 


u 


CO 


0-1 


M 


u 


c; 


U 


■-5 


« 


'S 


13 

c 


(U 


_o 




v: 




B 




OJ 


'e 




Tj- 


tti 


b 


Oi 


£ 


C/2 


ifi 


CQ 








"O ^ ^ "o "o "a 

C B t'' C/3 c/D c/D 

o o i u u (u 

2 S t2 fH fE tH 



« OO 00 CT\ ON ON ^ 

•^ — rj 



s -- - - 



^ s 



-a "* 



a 
o 



^ -p 



S -a -o 



S ^ 



NO ^ 00 






E § 



H S £ S ^ 



-H ITi On On IT) 



fe> -« 






^ z 



ts « -o g c? "E "E 



H fc. 00 



3 ^ jC 



3 S S S ."2 



H te. ijo 1/2 ti, 



inNor^ONOmTfi/-)!/-!-" 






o 

I 

o 
o 




2 S .S 

o o '> 
•^ »^ '5b 



^ E 



« c« « c C « 

OT I— ' I— ' «S t- « 

iS c c a* - M 

" ^ '-fi Ts <y •= 



a; c«i 



H O 



«S ' nj oj 1) .S S .5 



E S 



NO OO 



-^ &N >, ^> >> >^ fc- p;. ff 

tg-a-o^-a-oX)-a « 



2 S S S tH 



H H H 



E E 



CO KJ 3 •• •• 

"O T3 C/3 •^ ■^ 



• S: aj eu 



E S 



.2f § 

B O 

2 



^ ^ 



S' OO 



2 S ^ § 
ta S ^ S 



5 d. z 



>-j W CO T3 



■C ca 3 

tU 1/3 GO 



^u p — 

c/5 H 



■jgt^jrMr-irNifSfNrNiCNirNirM 



NO NO V-l O 



■^ i/^ NO r^ cnj 1^ 



228 Academic Calendar 



2009-2010 Catalog 



Lebanon Valley College 
loi North College Avenue 
Annville, PA 17003-1400 



NON-PROFIT ORG 
U.S. POSTAGE 

PAID 

ANNVILLE, PA 

PERMIT #9 


















^<^-X; 






..< >| #.- , , 

. ..' „....^ :i,.'lj..r-> 



Hi