DIRECTORY

ADDRESS – Duquesne University,

600 Forbis Avenue, Pittsburgh, Pa 15282

For other offices call (412) 396-6000

When on canipu^, only the last 4 digity need to be

dialed, ivith the exception ofthe Bookstoie

ADMISSIONS—

Administration Building, First Floor

Telephone (412) 396-6222 or (800) 456-05901

ADVISORS

McAnulty College of Liberal Arts

College Hall, Room 212

Telephone (412) 396-6389/5905

School of Leadership and Professional Advancement

Rockwell Hall, Room 2 10

Telephone (412) 396-5034

A I Palumbo School ofBusiness Administration

Rockwell Hall, Room 705

Telephone (412) 396-6277/5702

School of Education

Canevin Hall, Room 213

Telephone (412) 396-6093

Rangos School ofHealth Sciences

Health Sciences Bldg Room 302

Telephone (412) 396-6652

Mary PapRert School ofMusic, Room 301

Telephone (412) 396-5744

Bayer School ofNatural and Environrnental Sciences

100 Mellon Hall

Telephone (412) 396-4921 1

School ofNursing,'Fisher Hall, Fifth Floor

Telephone (412) 396 ' -5046

Mylan School ofPhanracy ,

Bayer Learning Center, Room 304

Telephone (412) 396-6393

BOOKSTORE – Duquesne Union, Second Floor

Telephone (412) 434-6626

CAMPUS MINISTRY –,

Administration Building, Fn st Floor

Telephone (412) 396-6020/5045

CAREER SERVICES CENTER –

Rockwell Hall

Telephone ^412) 396-6644

School of Education Careci Center

Telephone (412) 396-6647

CASHIER– Rayment ofTuition and Fees,

Administration Building, Giound F16oi

Telephone (412) 396-6585/6587/6588

COMMUTER AFFAIRS-

117 Duquesne Union

Telephom, (412) 396-6660

COMPUTING AND TECHNOLOGY SERVICES –

Concourse RockwcII Hall

A '

dministrative Offices (412)396-6200

Help Desk (412) 396-4357, 1-888-355-8226

Computer Store (412) 396-5645

DU CARD CENTER –

Duquesne Union Room 203

Telephone (412) 396-6191

FINANCIAL AID – Loan, Scholarship,

Student Employment, Applications

Administration Building, Ground Floor,

Telephone (412) 396-6607 1

OFFICE OF FRESHMAN DEVELOPMENT AND

SPECIAL STUDENT SERVICES –

Duquesne Union, Third Floor

Telephone (412) 396-6657 , ,

OFFICE OF GREEK LIFE, HONOR SOCIETIES &

PROFESSIONAL ORGANIZATIONS

Duquesne Union, Thifd Floor

Telephone (412) 396-6651 ,

GOVERNMENTAL AFFAIRS –

Administiation Building, Fifth Floor

Telephone (412) 396-6063

HEALTH SERVICE –

Duquesne Towers, Second Floor

Tel' ephone (412) 396-165^O

INFOR^MATION CENTER-For University Events

Duquesne Union, Third Floor

Telephone (412) 396-6632/6633

OFFICE OF INTER-NATIONAL PROGRAMS –

Duquesne Union, Sixth Flow

Telephone (412) 396-6113

LEARNING SKILLS CENTER–

Administration Building, Ground Floor

Telephone (412) 396-6661

OFFICE OF MULTICULTUR-AL AFFAIRS–,

Duquesne Union, Third Floor

Telephone (412) 396-1117

PSYCHOLOGY CLINIC -

Rockwell Hall; Nuith Floor

Telephone (412) 396-6562

PUBLIC AFFAIRS –

220 Fisher Hall

Telephone (412) 396-6050

PUBLIC SAFETY –

Public Safety Building

Telephone (412) 396-6002

Foi Emergency, call (412) 396-4747

REGISTRAR-Foi Tianscripts and Records

Administiation Building, Ground Floor

Telephone '(412) 396-5623 (Transcripts) -

'(412) 396-6212 (Genetal Office)

RESIDENCE LIFE-

Assumption Hall, Ground Floor

Telephone (412) 396-6655/5028

SPEECH-LANGUAGE-HEARING CLINIC-

Fisher Hal l, Room 406

Telephone (412) 396-4200

SPIRITAN DIVISION OF ACADEMIC

PROGRAMS –

Administration Building, Ground Flow

Telephone (412) 396-6661

STUDENTACCOUNTS–Administration Building, Room 208

Telephone (412) 396-6585/6587/^588

STUDENT HEALTH INSU RANCE'-

Fishei Hall, Room 202A

'Telephone (412) 396-6677

UNIVERSITY COUNSELING CENTER –

308 Administration Building

Telephone (412)'396-6204/6208

OF

2006-2007

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continuing review and appropriate approval by University officials, theCorporate Courrinno—t a Rh,louc

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NOTICE OF NONDISCRIMINATION AND NONHARASSMENT POLICY fin ... anonal Business Mangernent

Duquesne University, motivated by its Catholic identity, values equality of LEarh, Childhood Pducanon

opportunity, human dignity, racial, cultural and ethnic diversity, both as an El—ent— Education

educational institution and as an employei Accordingly, the UniversityL_I ,Iv Childhood I Elementary Education

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religious values and applicable federal, state and local laws and regulations

Nothing herein, however, should be interpreted as a waiver by the University of'a 11M

its own Constitutional and legal rights based upon its religious affiliation TheZ, Z-1person iesponsible for coordinating its efforts under this policy is Di Judith R—h—a-, tB S and B A

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In accordance with the Colleae and University Security Information Act

(Pennsylvania Act 73 of 1988) and the U S Student Right to Know and Security

Act (PC 101-542), information iegarding Duquesne University's crime Ba,h,],r of Science

statistics, security policies and procedures is available in the Admissions Office,in No-an&

and daily crime logs are available for ieview in the Public Safety Department Doctorof

Infoirriation contained in this catalog is accurate to the date of publication

Published by Duquesne University, 600 Foibes Avenue, Pittsburgh, PA 15282

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Academic Calendars ContentsFall 2006 – Summer 2007

CALENDAR.... . . . . ..FALL SEMESTER – 2006Classes Begin August 28 (Monday) I GENERAL INFORMATION ILabor Day Holiday September 4 (Monday) it ADMISSIONS, FINANCIAL AID 10All Saints Day November I (Wednesday) III REGISTRATION, SCHOLASTIC POLICIES 29

Holy Day IV TUITION AND FEES 36Thanksgiving Holiday November 20-25 (Monday- Saturday) V STUDENT LIFEImmaculate Conception December 8 (Friday) PROGRAMS, SERVICES AND ORGANIZATIONS 41

Holy Day Services for Students with Disabilities—SpecialFriday Class December 12 (Tuesday) Student Services 42

Schedule Followed VI WDUQ RADIO 48Final Exams December 14-20 (Thursday-Wednesday) Vil SPIRITAN CAMPUS MINISTRY 48Commencement December 21 (Thursday) VIII PROGRAMS AND COURSES 49

Core Curriculum 49SPRING SEMESTER – 2007 Honors College/Integrated Honors Program 51Classes Begin January 8 (Monday) English As A Second Language Program 53Martin Luther King January 15 (Monday) Liberal Arts 54

Holiday (Observance) Natural and Environmental Sciences 133Spring Break March 5- 1 0 (Monday- Saturday) Business Administration 161Easter Holiday April 5-9 (Thursday-Monday) Education 183

(Offices Closed Thursday, April 5 Music 196Friday, Apri 16) Nursing 212

Monday Class April 10 (Tuesday) Pharmacy 222Schedule Followed Health Sciences 227

Friday Class April 25 (Wednesday) Leadership and Professional Advancement 254Schedule Followed Army ROTC 256

Final Exams April 27-May 3 (Friday-Thursday) Air Force ROTC 257Commencement May 5 (Saturday) Naval ROTC 258

ix DIRECTORIESSUMMER SEMESTER – 2007 Directors & Officers 259Summer Terin Begins May 7 (Monday) Faculty and Administration 260Ascension Holy Day May 17 (Thursday)Memorial Day Holiday May 28 (Monday) The provisions of this catalog are to be considered directive in character The University reserves the

Independence Day July 4 (Wednesday) right to make any changes that seem necessary or desirable, including fees, tuition and room andboard Faculty listings contained in this catalog are current as of Spring 2006

HolidayEnd of 12 week term July 27 (Friday)Official Graduation Date August 4 (Saturday)Assumption Holy Day August 15 (Wednesday)

Part 1: General Information

HISTORY

Duquesne University first opened its doors as the

Pittsbui.-h Catholic College of the Holy Ghost in

October 1878 with an enrollment of 40 student,

and a faculty of seven From a humble original

location on Wylie Avenue in the City's Uptown

section to its present beautifully self-contained

campus, Duquesne piovides a hilltop vista

overlooking one of the nation's most

attractive cities

Today Duquesne University is a piogressive

educational facility which has more than tripled

from its eaily 12 5 acies to its present, self-

enclosed 48-acre campus overlooking the city Of

Pittsbingh Tree-lined brick walkways lead to

academic buildings living-learning centers,

ie,,eatch and recreational facilities

Duquesne's acadenuc^ are iecognized both

nationally and intei nationally Every state in the

Union and more than 75 countries aie represented

in the Duquesne family and out mission of

service chives our outreach across the couritty and

the globe

Duquesne's recent growth has been tremendous

with students in ten schools of study, including

the College and Graduate School of Liberal Arts

(1878), and the Schools of Law (1911), Business

Administration (1913) Pharmacy (1925), Music

(1926), Education (1929) Nursing (1937), Health

Sciences (1990), School of Natuial and Environ-

mental Sciences ( 1994) and the School of

Leadei ship and Professional Advancement

(200 1 ) Duquesne's ten schools offer degree

programs on the baccalaureate, professional,

inastei'S and doctoral levels

SUMMARY STATEMENT OF MISSION

AND GOALS

Duquesne University of the Holy Spirit is a

Catholic university, founded by membei s of the

Spit itan Congi egation and sustained through a

partnership of laity and iefigious

The motto of Duquesne Univei sity is Spn aus

est clut vivificat 'It is the Spirit who gives life "

Emiching the life of the mind and the life of the

spirit of every member of its community is the

inission of Duquesne

It is Duquesne University s special trust to seek

tiLlth and to disseminate knowledge within a

moral and spiritual framework in ordei to prepaie

le,idei s distinguished not only by their academic

and professional expeitise but also by their ethics,

and guided by consciences sensitive to the needs

of society

Therefore, Duquesne is a community of

students, faculty, administrators, and otheis who

are willing to make these commitments

To cieate undergraduate and graduate

education of the highest quality in

liberal and professional disciplines

To examine the moral and ethical

foundations of then thought and action,

and to develop their personal values and

ethical commitment

To participate in an ecumenical

dialogue open to all beliefs

To extend educational opportunities to

those with special financial educa-

tional, and physical needs

To piomote world community through

the development of an interudtlonal and

inteicultural vision of the alobal need-,

and international responsibilities for

peace, justice, and ft eedoi n

Duquesne serves God by serving students—

through an academic community dedicated to

excellence in liberal and professional education,

through profound concern for moral and spii itual

values through the maintenance of an ecumenical

atmosphere open to diversity, and thiough service

to the Church, the community, the nation, and

the world

Complemented by a bioad spectrum of

nonacademic activities and piograms, the

cuiriculurn at Duquesne Univei sity is designed to

prepare young men and women who, upon

entering their chosen careei s, wi I I possess a

broad well-balanced and fully integrated

education and perspective of themselves and

the world

STATEMENT ON

INTERNATIONAL EDUCATION

In the Spiritan tradition, Duquesne University

through its Office of 1meinational Piogrdms

promotes the global awareness and undetstanding

central to a broad, well-balanced and fully

integiated education Duquesne University

welcomes students and faculty from throughout

the world and encourages Duquesne University's

students and faculty to take advantage of

opportunities to study and teach abroad

THE UNIVERSITY SETTINGLocated adjacent to downtown Pittsburgh,Duquesne University's modein hilltop campus IS

readily accessible to the business, entertainmentand shopping centers of the city, while stilloffering students the privacy and peace of its ownselt-enclosed 48-acre site

Long noted as one of the world's gi eatcorporate centers Pittsburgh combines thefeatures of urban living with many of thecharms and personal charactei i stics of d muchsmaller town

Students from Duquesne and the other collegesand universities in the city can choose tiom awide iange of cultural events and institutions

The world-renowned Pittsburgh SymphonyOrchestra, Pittsburgh Opera, and PittsburghBallet Theatre all perform regularly in the elegantHeinz Hall for the Performing Arts and theBenedum Center The theatre-goer can choosefrom productions of the Pittsburlh PublicTheatre, O'Reilly Theater and local collegedrama departments

Seasonal events include the Thiee Rivers andShadyside arts festivals and the International FolkFestival, three prestigious events which drawnational attention

Duquesne students can visit Such points ofinterest as The Pittsburgh Zoo, Carnegie Museumsof Art and Natural History, Scaife Gallery, HeinzHi stoi y Center, The Andy Warhol Museum, theNational Aviary, Cainegie Science Center andBuhl Planetarium, Duquesne Incline andPhipps Conservatory

Directly across the river from campus is MountWashington, Pittsbui.-h's highest point, whichoffers a spectacular view of the city and itssurroundings, particularly at night

Market Square a redeveloped area in the heartof downtown Pittsburgh, and the Shadyside areain the eastern end of the city are two of the majorenteitainnient and ni-htlife centers

The success of the various professional andmajor college sports teams has won for Pittsburghthe title of 'City of Champions " The PittsburghPirates play at PNC Park and the five-time SuperBowl Champion Steelers play at Heinz Field ThePenguins perform in the nearby Mellon ArenaThe Duquesne Dukes play their season in the on-campus facility, The A J Palumbo CenterFacilities for such paiticipatory spoits astennis, golf, running, hiking, Skiing, skating,and many otheis are available throughout thePittsbUlgh aiea

PHYSICAL FACILITIESThe Administration Building, 'Old Main," wasthe first building constructed on the Duquesnecampus, dedicated in 1885 It houses theExecutive Offices of the University, Office ofAdmissions Registiar's Office, Campus Ministry,Business Offices Univeisity Counseling Center,Financial Aid Office, Learning Skills Center, andthe offices of University Events, Alumni, andDevelopment Adjoining the builcling is theUniversity Chapel, which offers daily Masses

The A J Palumbo Center Located at the cornerof Forbes Avenue and Magee Street on thenortheast corner of the Duquesne campus themulti-purpose Palumbo Center currently houses amain arena two regulation-sized basketballcourts, a new athletic tiaming ioom, weighttiaming and cardiovascular aieas and lockerroom facilities

In the Univei sity s continued commitment toathletics, a $2 million ienovation and enhance-ment project to the Palumbo Center was iecentlycompleted and encompasses a state-of-the-artathletic tiaming/rehabilitation facility, d newstudent-athlete recitutment centei, film viewingand editing suites as well as the expansion andenhancement of a student-athlete only weighttraming and conditioning area

Not just an athletics facility, Palumbo Centeihouses athletics department staft and coachesoffices Ovei its tenure, the center has been thesite of three post-season conference volleyballtouinaments, two National Invitation Tournamentmen s basketball garnes and two opening roundsof the Atlantic 10 women s basketball tourna-ment Palumbo Center also annually serves as thehost site foi numerous high school basketballtournaments and playoff garnes

Named in honor of its benefactor, the lateAntonio J Palumbo, the facility has consistentlybeen ranked among the top 10 gi ossing arenas ofits size by Pcrforinance Magozine, a popularconcert trade publication Palumbo was elected tothe Duquesne University boaid of chiectors and,in 1987, he received an honoraty doctorate ofbusiness and achninistiation fiorn DuquesnePalumbo's generosity to the univeisity hasprovided the campus with the A J PalumboSchool of Business, as well as the home ofDuquesne Athletics

Assumption Hall, the oldest residence hall oncampus, was dedicated in 1956 A fout-stoiystructure with a 254-student capacity, the facility

has its own recreation area, and offeis bothsingle and double occupancy rooms Thefacility includes a front desk area equippedwith security cameras and ID caid readeis andeach Student room has access to the campuscomputer mainframe

The Bayer Learning Center is a modernclassroom building with multimedia classrooms/labot atoi ies, complete with internet, andi ntera( tive student personal response systems

The Bayei Learning Center houses theDepartment of Physics of the Bayer School ofNatural and Environmental Sciences, Pre-HealthProfessions, Undergraduate Summer ResearchOffice, and Post-baccal aureate Pre-MediLalPiograms Office, and administrative, Studentservices, and faculty offices, and Center forPhai macy Care of the Mylan School of Pharmacy

Brother Hall is the newly acquired apaitmentcomplex adjacent to Rockwell Hall It housesapproximately 750 students in studio, I -bedroomand 2-bechoom apaitments

Constiucted in 1967 the building is 20 storieshigh with 3 14 total rental units There is afitness center, indoor paiking garage, game ioornand vending machines The facility includes afront desk aiea equipped with security camerasand ID caid readers Students are required to signa 12 month lease Meal plans are not requited,however a variety of meal plan options areavailable on a voluntary basis

Upper-class students, giaduate students andmatried students are welcome to apply for anapartment with June or August Start datesUniversity policy does not pet mit children toreside in Living Learning Centers

Canevin Hall, the oldest classroom building oncampus, was built in 1922 and completelyrenovated in 1968 A four-story building, ithouses the School of Education Reading Clinicand the Guidance and Counseling Centei

College Hall, a six-story classroom and officebuilding dedicated in 1970, is the seat of theMcAnulty College and Graduate School ofLiberal Aits housing the majority of its depait-ments and facilities Special instructionalfacilities include public computer laboratories,communication, interactive media, mathematicsand social science computer laboiatories, theWriting Center and lecture halls

Des Places Language Center houses theDepartment of Modern Languages and Literaturesand the production and broadcasting studios ofWDUQ-FM, a full inernber station of NationalPublic Radio (NPR) Narned in honor of thefounder of the Congregation of the Holy Spirit,the center also features multimedia languagelaboiatories, an audio language laboratory, afully equipped color television studio andseminar rooms

The Duquesne Towers, a 17-story, air condi-tioned double—tower residence for 1, 176 men andwomen featuring sepaiate housing wings, wasdedicated in 1970 The facility features a full-size indoor swimming pool, an office of CampusMinistry, the Campus Health Services area, amain Student lounge and smaller lounges on eachflooi telephones in each ioom, and a iesidentdining hall The facility includes a front deskarea equipped with security cameras and ID cardreaders and each student room has access to thecampus computer mainframes

The Duquesne Union is the center of campus lifeand student activities Dedicated in 1967, ithouses offices of the Student Lite Division,International Piograins, Commutei Affairs, andvarious student organizations Facilities includemeeting rooms, an information center tour diningfacilities including a Starbuck's coffeehouse, thebookstore, ID Center PNC Branch Bank, artgallery and a i eci eation center The UnionNiteSpot is a popular gathering place forlounging and recreation Late night programsare offered in the NiteSpot Tuesdaythiough Saturday

Facilities Management Building houses theoffices of the Facilities Management staff

Fisher Hall houses the Rangos School of HealthSciences Departments of Health ManagementSystems and Speech-Language Pathologyincluding the Speech-Language-Hearing Clinic,faculty and staff offices, and teaching andresearch laboratories It also houses the Depart-ment of Theology, Human Resouice Manage-ment Public Affairs, a confei enL e center,computer labs, classrooms, other administrativeoffices and reseaich laboratories The School ofNursing is located on the fifth floor and includesa nursing computei laboratory, resource centernursing skills laboiatory and lecture halls

lealth Sciences Building, dedicated in 199 1,

esulted from the renovation of the old Gynma-

turn The four-story building is the home of the

ohn G Rangos Sr School of Health Sciences

vith its depaitments of athletic training, occupa-

ional therapy, physical therapy, physician

.SSISLant and Ph D program in Rehabilitation

;cience The building provides faculty and staff

)ffices and teaching and research laboratories

Fhe Edward J Hanley Hall, dedicated in 1982,

esulted from the renovation and expansion of the

)Id University Library building The facility

Aouse,, School of Law faculty and administrative

)ffices reseaich and study rooms, two large

Lmphitheatei lecture halls, interview roonis,

eminar and classroom area,, and a moot

^ourtroom The greatly expanded and fully

:omputerized law library is the most accessible

)ne of its kind in the city, with its cential location

Lnd convenient hours The law library is open to

nembers of the local bench and bar, as well as

aw students

In 2002, the Law School completed substantial

encivations and new construction to Hanley Hall

Fhe John E Mun ay, Jr Pavilion and library

enovations combined to neady double Hanley

lall s existing ,pace to approximately 125 000

,quare feet This construction added three new

!Iassrooms, two new courticionis a new computei

ab a new lounge and cafetei ia, and greatly

^xpanded our library, student study areas, and

^tudent oiganizations space

.aval House houses the Spu jtdn Vocation Office

rhe Gurnberg Library, opened in 1978 and was

ecledicated in 1995 The five-story structute

iolds an extensive collection which serves the

)uquesne community on campus and at a

listance, offeting access to a collection that

ncludes both print and electronic iesouices The

ibrary s collection has grown to inore than

700,000 volumes

The library makes available moie than 190

esearch databases that index newspapers,

esearch journals, and other publications It

)rovides access to more than 12 000 electronic

ournals newspapeis, and other periodicals as

Nell as electronic versions of books, ieteience

,vorks, poems, plays and more

The libraty catalog provides links to many

,lectionic resouices and to catalogs of other

-egional libraries Students have sevetal options

for obtaining mateiials not available at Gumberg

Library including E-ZBorrow and ILLiad The

library is committed to using evolving technology

to delivei the information that Students need in

the most cost-effective Mdnnei

The libraiy participates in local, regional, And

State consortia which support reciprocal borrow-

ing It also maintains agreements with regional

academic libraries and hospitals that allow

students to borrow books onsite at fiditicipating

institutions

Professional libi arians are available for on-site

and iemote consultation and assistance In

addition, the library designed a couise to assist

students in developing the ieseatLh and intoi ma-

tion literacy skills needed to succeed at Duquesne

University The course focuses on basic skills

needed by eveiy student iegardless of major, and

examines selected ethical issues suirounding

computing and using information

The libiary offers computers in the reference

area electronic classroom, and Assistive

Technology Center for research needs The

Assistive Technology Centei has computers

equipped for the visually impaired, blind, hearing

impaiied, learning disabled, and students with

limited English Specialized music listening and

viewing equipment is available to assist students

with classwork, research, and music composition

Wireless access is available throughout the

libiary Students can connect their personal

laptops or libiary loaner laptops anywhere in

the library or in one ot the twenty-nine private

study cariels

Within the Gurnberg Library there is the

Maureen P Sullivan Curriculum Center and othet

collections that are iecognized locally, regionally,

nationally and also intei nationally One of these

collections, The Simon Silverman Phenomenol-

ogy Center pi omotes the advancement of

phenomenology by collecting and making

available in one place all the litetature on

phenomenology and sponsors continuing reseatch

and original scholai ship The othet special

collections include the Cardinal Wright Collec-

tion, the Rabbi Herman Hallperin Collection, and

the Honorable Michael A Musmanno Papers The

Univeisity Archives is also part of the librai y and

is the center foi the documented histoiy of

Duquesne Univeisity

In keeping with its mission and by supporting

the traditions of academic excellence and the

Spiritan identity of Duquesne Univeisity the

Gumbei g Libi ary is the pi unai y locus foi

distinctive intellectual iesouices, infoiination

liteiacy instiuction, and related library services

for students The I AN ary is open more than 100

hours per week toi resed1ch and study However,

the electronic iesources aie available 24/7

anywhere on campus and remotely For more

information about the library's collections,

services policies, departments, and facilities go

to www library duq edu Thewebsitealso

provides access to the library's online catalog

research databases electronic journals and texts,

and library newsletter

McCloskey Field, dedicated in the inid-1970s,

and renovated in 1998 is the center foi outdoor

intrarrun al activity The I ighted field is made up

of artificial turf and is surrounded by a four-lane

all-weather track used by the Univetsity track and

field teams Other athletic facilities include a six-

lane swimming pool, a tennis COUlt and an

outdoor basketball/clek hockey coult

The Public Safety Building is headquaiters for

the University's Public Safety Office

Richard King Mellon Hall of Science, an

attractive, foui-story structure dedicated in 1968,

houses the departments of biological sciences and

chernisny and biochenn^tiy the Dean's Office foi

the Bayer School of Natural and Environmental

Sciences, and faculty offices, classrooms and

laboratones, and the Center for Pharmaceutical

Technology foi the Mylan School of Pharmacy

and Graduate School of Phatinaceutical Sciences

Designed by one of the world's most renowned

aichitects, Mies van der Rohe, the building won

the "Laboi atoi y of the Yeai " awai d in 1969

Instructional facilities include two large arnphi-

theatei -style lecture halls with seating capacities

of 250 each, well-equipped laboiatories, and

science computei facilities

The Music School, dedicated in 1967, has 68

new Steinway pianos five organs and a substan-

tial inventoiy of orchestial and band instrUinents

available for student use Individual and group

pidctiLe areas aie available in the building along

with acoustically equipped classrooms Peifor-

niances aie given in the PNC Recital Hall that

houses two new Steinway model D concert gi and

planos The Fender Electionic Studio, Duquesne

University Recoichrig Complex, Keyboard Lab,

and Music Technology Centei featme state-of-

the-ait facilities for composing, pei forming and

iecording music

Rockwell Hall, dedicated in 1958, is a 10-story

strUCtU1C which house,, the A J Palumbo School

of Business Administration and the John F

Donahue Graduate School of Business and whose

skywalk connects downtown Pittsbuigh with

Duquesne's campus The building has been

totally remodeled in tecentyeais RockwellHall

,Also houses a student lounge/vencling machine

area, Take 10 (a small dining facility), the School

of Business Technology Center, Computing and

Technology Services, Chrysler Corp Small

Business Development Center, the School of

Leadership and Professional Advancement,

Career Services Center, Psychology Chnic,

Printing and Graphics Department, Institute for

Economic Transfoirriation, the Mailing Center,

the Mills Complex Univeisity Press, and

Univei sity Purchasing Department

Arthur J Rooney Athletic Field, IS d multi-

purpose field named in honor of Ai thur J

Rooney Sr founder of the Pittsburgh Steelers

and Duquesne lettermdn The facility provides a

home for Duquesne University s football, men's

and women's soccer and wornen's lacrosse teams

as well as intiamural activities In the wintei, an

air-supported structure (a bubble) is eiected over

a majoiity of the field for spring practices and

off-season conditioning The field, which is

equipped with lights and state-of-the-art

AstroPlay surface, houses an adjacent fieldhouse

with lockei ioom facilities, an athletic flaining

room and coaches offices

St Ann's Living-Learning Center, dedicated in

1964 is a seven-floor coed iesidence hall which

houses 526 freshman Students The women And

men are housed on separate wings of the building,

allowing foi piivacy The facility include,; a front

desk ai ea equipped with security c arneras and ID

card ieadeis, laundry machines, a recieational

lounge, a Campus Ministry Office computer labs,

and vending machines Each student ioorn has

access to the campus corriputer mai nti aine

St Martin's Living-Learning Center, is a 13-

floor coed residence hall which houses approxi-

mately 5 10 fresh man students The women and

iflen are housed oil sepaidte floors of the building,

allowing for privacy The facility include,, a front

desk area equipped with security cameras and ID

card readers, laundry machines, a recreational

lounge, computei labs, and vending machines

Each student ioorn has access to the campus

computer maintraine

Trinity Hall, dedicated in 1952, is the iesidenLeDf the Spiritans who seive the University asadministratoi s and teachet s The grounds of thehall include an attractive mall and giotto

Vickroy Hall opened for Fall 1997 It is a 283bed, air-conditioned facility, double roomsbathroom shared by two rooms (four people)Hallways and lounge areas are carpeted Study/television lounge on each floor Laundry room on,ach floor, with one washer and two chyersFront desk security, security cameras in elevatorsand all'outside doors Ground floor multi-purpose room for meetings programs andbuilding function Each room has individualheating and an -conditioning units Upperclassman building Coed by flooi

ACCREDITATION AND AFFILIATIONUniversityAccreditationMiddle States Association of Colleges and

SchoolsState Board of Education of the Pennsylvania

Depaitment of Education

MembershipAmerican Association of Collegiate Registrars

and Admissions OfficersAmerican Council on EducationAmerican Theological Libraty AssociationCatholic College Coordinating CouncilCollege Entrance Examination BoardCouncil for Advancement and Support of

EducationCouncil of Independent Colleges and UniversitiesMiddle States Association of Collegiate

Registrars and Offices of AdmissionNational Association of College Admission

Counseloi sNational Association of College and University

Business OfficersNational Association of Foreign Student

AdministratorsNational Association of Student Personnel

AdministratoisNational Association of Student Financial Aid

AdministratorsPennsylvania Association of Catholic College

Admissions OfficeisPennsylvani a Association of Colleges and

UniversitiesPennsylvania Association of Student

Financial Aid AdministratoisPittsburgh Council on Highei Education

McAnulty College of Liberal ArtsAccieditationAmerican Psychological Association (APA)Commission on English Language

Prograin Accreditation (CEA)Membe)shipAmerican Association for Higher EducationAmeiican Association for State and Local HistoryAmerican Conference of Academic DeansAmerican Historical AssociationAinei ican Mathematical AssociationAmerican Psychological AssociationAmerican Sociological AssociationAssociation for Communication AdministrationAssociation for General and Liberal StudiesAssociation for Integiative StudiesAssociation for Practical and Piotessional EthicsAssociation of Schools of Journalism and

Mass CommunicationAssociation for Theological Field EducationAssociation of American Colleges

and UniversitiesAssociation of Catholic Colleges and UniveisitiesAssociation of Computing MachineryAssociation of Graduate Liberal Studies

ProgramsAssociation of Graduate Schools in Catholic

Colleges and UniversitiesAssociation of Departments of EnglishAssociation of Graduate Programs in MinistryBi oadcast Education AssociationCentral States Communication AssociationCollegiumCouncil of Colleges of Arts and SciencesCouncil of Graduate SchoolsEastern Communication AssociationHistorical Society of Westei n PennsylvaniaInternational Communication AssociationModern Language AssociationNational Association for Foreign Studerit Attan s

(NAFSA)National Association of Women in Hiaher

EducationNational Collegiate Honors CouncilNational Communication AssociationNortheastern Association of Graduate SchoolsOiganization of American HistoriansPennsylvania Association of Graduate SchoolsTeachers of English to Speakeis of Other

Languages (TESOL)

A J Palumbo School ofBusiness AdministrationAccrtditationAACSB International - The Association to

Advance Collegiate Schools of BusinessMembershipMiddle Atlantic Association of Colleges of

Business Administration

School of EducationAccreditationAmerican S peec h -Language- Hearing AssociationAssociation toi Childhood Education

InternationalCouncil for the Accieditation of Counseling and

Related Educational ProgramsCouncil for Exceptional ChildrenNational Association for the Education of

Young ChildrenNational Association of School PsychologistsNational Council for Acci editation of Teacher

EducationPennsylvania Department of EducationUniversity Council for Educational Administia-

tion, IncMembershipAmerican Association of Colleges for Teacher

EducationArneiican Educational Research AssociationAssociation of Independent Libeial Aits Colleges

for Teacher EducationCouncil of Deans for Research in Educational

InstitutionsCouncil of Diiectors of School Psychology

Progi amsCouncil of Graduate Depaitments of PsychologyEducational Leadership Constituent CouncilNational Association of Schools of MusicPennsylvania Association of Colleges and

Teacher EducatorsSchool District/University CollaboiativeTrainei s of School Psychologi stsUniversity Council for Institutional Research

Rangos School of Health SciencesAccreditationThe Commission on Accieditation of Athletic

Ti dining Education (CAATE)The Bachelor of Science in Health Management

Systems (BSHMS) degi ee progi am isaccredited by the Commission on Accredita-tion of Allied Health Education Programs(CAAHEP) in collaboration with theArneiican Health Information ManagementAssociation (AHIMA) Council onAccieditation (COA) and the Council

on Accreditation and Recognition (CAR)Select graduates will be eligible for thenational certification examination to become aRegistered Health Infoirnation Administrator(R H I A )

The Accreditation Council lot OccupationalTherapy Education (ACOTE)

The Commission on Accreditation in PhysicalTherapy Education (CAPTE)

American Academy of Physician Assistants(AAPA)m collaboration with the Accreditation

Review Committee on Education for thePhysician Assistant (ARC-PA)

Council on Academic Accreditation (CAA) inAudiology and Speech-Language Pathology ofthe American Speech-Language-HearingAssoc.iation

Membei YhipAssociation of Schools of Allied Health

ProfessionsCouncil on Academic Piograrris in

Communication Sciences and Disorders

Mary Pappert School of MusicAccreditationAmerican Music Therapy Association (ANITA)National Association of Schools of Music

(NASM)Pennsylvania Depaitment of EducationMembershipAmerican Music Thei apy AssociationCollege Music SocietyMusic Educators National ConferenceNational Association of Schools of MusicPennsylvania Fedetation of Music ClubsPennsylvania Music Educatoi s AssociationPennsylvania Collegiate Choral Association

Bayer School of Natural andEnvironmental SciencesAccreditationAmerican Chemical Society CeitificationMemberyhipAlliance for Environmental EducationCouncil of Enviionniental Deans and DirectorsNational Council for Science and the

Environment (University Affiliate Program)North American Association for

Environmental Education

9

School of Nursing

A(cieditation

Commission on Collegiate Nui sing Education

Pennsylvania State Boaid of Nursing

Membership

American Association of Colleges of Nursing

National League for Nursing

Pennsylvania Higher Education Nursing

Schools Association, Inc

Mylan School of Pharmacy

A(cieditation

Accreditation Council for Pharmacy Education

Pennsylvania State Board of Phai inacy

MeinberAhip

American Association of Colleges ot Pharmacy

School of Leadership and

Professional Advancement

Accieditation

American Bar Association — Paralegal Institute

Member^lnp

Alliance for Nonprofit Management

Alpha Sigma Lambda National Honoi Society for

Adult Learners

American Association for Paialegal Education

Association of Continuing Higher Education

BoardSource

Continuing Education Association of

Pennsylvania

National Academic Advising Association

Noith Amei icdn Association of Summer Sessions

Pennsylvania Association for Nonprofit

Organizations

University Continuing Education Association

SCHOOL OF LEADERSHIP AND

PROFESSIONAL ADVANCEMENT

Duquesne University',; School of Leadetship and

Pi ofessional Advancement offei s a vat iety of

educational opportunities for adults Courses are

conveniently offered in the evenings, on Satui-

days and online Bachelors' degrees masteis'

degieeS and protessional certificates die available

Foi additional intormation, please see the

School of Leadership and Piofessional

Advancement section of this catalog or

call (412) 396-5600

CAPITAL REGION PROGRAM

Duquesne University offers graduate and

undergraduate piograms in the Hartisburg area

Please call (717) 612-3200 or (888) 508-2525 foi

moie information

SUMMER SESSIONS

Undergraduate and graduate courses dre offeied

each summer in most aieas They are open to

qualified Duquesne students, student,, fiom other

colleges and universities, and visitors

The sessions, of vaiying length, begin in May

and run through July For additional infoirnation

regarding Surniner Sessions oi to tequest a

Summer Schedule ot Classes, please contact the

School of Leadei ship and Professional Advance-

ment, 216 Rockwell Hall, at (412) 396-5600,

1-800-283-3853 or

www leadership duq edu/summer

COMPUTING AND TECHNOLOGY

SERVICES (CTS)

Computing and Technology Seivices or CTS is

the department that supports Students, faculty and

staff in technology and technology-enabled

teaLfung and learning at Duquesne University

CTS Help Desk

CTS's Help Desk is your first place tor help

with technology ielated questions at Duquesne

The hour-, ot opeiation vaiy by time of year,

howevei, you can find up-to-date information at

httl) //www technology clucledu You can contact

the Help Desk in one of three ways by phone

(412-396-4357 or 1-888-355-8226) by e-mail

(help@ dUq edu) oi i n pei son (Concourse Level,

Rockwell Hall)

Policies

In order to obtain and maintain access to the

Duquesne Univetsity network and all technology

resources, you must comply with the policies

contained herein Failuie to comply with these

guidelines may result in the loss of pi ivileges

and/oi judicial action Please review Duquesne's

computing policies, at

http //www technology duq edu/net/12olicies

START-IT [STudent Advice Regarding Today's

Information Technology]

All new students should look throu-h the detailed

information of CTS's START-IT This document

provides important intormation to students about

how to use technology successfully at Duquesne

To tead the START-IT document please see

http //www tec hnology duq edu/stai t-it

Your E-mail Account

Your e-mail account useindme and pa,;swoid die

the two most important pieces of information that

you will need for online account and technology

access at Duquesne University You will use your

e-mail usernarne to access online resouices such

as Webmail WebAdvisoi, Blackboard, and

ResNet For inoie information on your

Duquesne e-mail account, please see

httV Hwww technology duq edLi/hd/email

Access your Duquesne e-mail at

httl2 Hwww webmad duq edu

WebAdvisor

WebAdvisor is the online too] you will use to find

your Duquesne user name, check your personal

course schedule, end-ol-term giddes, and register

foi coui ses (once you have more than 30 credits

For intoirnation on accessing and using

WebAdvisoi, please see

http //www webadvisor duq edu

Online Course Access

Many courses offered at Duquesne have an online

component That is, students meet with then

instructors and classmates face-to-face but also

use an online learning systern called Blackboard

to reuieve course information, conduct discus-

sions, take exams, and send assignments to the

pi otessoi Duquesne also otters some courses

completely online For infornldtlon on Black-

board and resources available to students, please

see http //www blackboai d duq edu

Network Access

Resident students can take advantage

of the high-speed Local Area Netwoi k

available in the Living-Learning Centers

Fuither infointation is available at

http //www technology duq edu/net/Lonnect

Commuters can use my ISP (I met net Service

Provider) to access then Duquesne e-mail, their

Blackboard couises, online resources from the

Gumberg Libiary, and othei Duquesne-i elated

technology seivices horn their home

All Duquesne students are eligible to connect to

the DuqNet wireless network Many locations Oil

campus aie now wireless accessible For inoie

information on how to configure your laptop,

policies, and coverage areas, visit

http Hwww duqnet duq edu

Computer Labs

There are dozens of computer labs

with ovei 700 computei s avdi lable for

use by any student with a valid

Duquesne ID Two of the labs located

in the Towei sand St Martin's LLCs

die open 24/7 Detailed information

on the labs is available at

httl2 Hwww technology duq edu/labs

Computer Store

The Computer Store provides a consulting

service to aid students in the successful

selection of products for then academic

needs Dell, Apple, IBM, HP and othei

technology products are available at a

significant academic discount All majoi

software tales die academically dis-

counted, too The Computei Stoie is

located in the Duquesne Union Intorma-

tion about the Computer Store is available

at httl2 Hwww technology duq eclu/store

Part 11:UndergraduateAdmissions andFinancial Aid

Admissions

OFFICE OF ADMISSIONSThe Office of Admissions is located on the firstfloor of the Achminsti ation BuildingTelephone (412) 396-6222 or(800) 456-0590Fax (412) 396-5644OfficeHouis Monday through Friday fiorn830am to430pmE-mail admissions@duq edu

POLICYIt is the policy of Duquesne Univeisity to admitapplicants who aie best qualified to profit fromopportunities which the University offers forintellectual, spiritual, and social growthAdmission is based upon past academic peitor-mance scholastic ability, standardized test scoies,and personal characteristics Information aboutreligious pieference, gender, racial chaiacteris-tics, and ethnic origin is not taken into considei-ation by the Committee on Admissions

ADMISSION REQUIREMENTSI A candidate must have gi aduated from an

appioved secondary school achieved cornpett-tive grades in a college preparatory cuniculumand demonstiated exemplary personal conductin that institution

2 High School curriculum must include 16 unitsdistributed as follows foui units in English,eight units in any combination fiom the areaof social studies, language mathematics,and science, and four elective units fol whichthe secondary school offers credit towardgraduation Candidates planning to enroll inpharmacy or pre-health progi ams, or as scienceor mathematics majors, must have completed aminimum of seven units in mathematicsand sciences

3 Applicants must submit competitive SAT and/or ACT scores An audition is also required foiapplicants to our School of Music

EARLY DECISIONStudents who intend to apply only to DuquesneUniversity may consider the Early Decisionoption The application deadline for EarlyDecision is November I and the student mustsubmit his/her non-refundable deposit byDecember 31 Students, who intend to apply tomultiple colleges should NOT apply as Eai lyDecision

EARLY ACTIONThis admission option holds an applicationdeadline of December I and the student has untilMay I to submit his/her non-refundable depositEarly Action is a requirement of majors that havelimitedspaces Please see our Application folUndeigracluate Admission for a complete list ofEarly Action programs and requirements

APPLICATION—NEW FIRST-YEARSTUDENTSOur basic application procedure is as followsI Obtain, complete, and submit the

Application foi Undergraduate Admission2 Include the $50 nOD-refundable application tee

No application will be processed for consider-ation by the Committee on Admissions unlessaccompanied by the requiied tee

3 Request the secondary school guidancecounselor to submit a ti anscript of thecandidate's acadernic record One letter ofrecommendation is also required

4 Complete the required SAT or ACT examina-tion during the spi ing of jumoi yeai and/or fallof senior yeai It is the personal iesponsibilityof each candidate to have test score,, forwardedto the University

5 An interview is highly recommended toiprospective students An audition (consistingof performance music theoiy and musicianshiptests) is also recimied toi School of Musicapplicants

6 Students interested in being considered forUniversity scholarships must submit theircomplete application by January 10 of theirsenior year

7 Early Decision (see above) deadline isNovember I Notification will be by Decent-ber 31 If accepted under Early Decision,commuting students must submit a non-refundable tuition deposit of $200 within twoweeks, iesident students must submit a $500

non-refundable deposit within two weeks8 Notification of decisions foi i egular admission

is on a rolling basis It accepted students mustsubmit a non-retundable tuition deposit of$200 for commutei s or $500 for i esidentstudents by May I of then senior year

9 Students applying to programs in HealthSciences please refer to the application andschool handbook for application deadlines

It iv the iesponsibility of the applicant to ai iangeto have all supporting ciedentials onfile with theOftice of Admissions and Financial Aid Ofticepi ior to the deadline dates

EARLY ADMISSIONExceptional students who wish to enter collegepi ior to high school graduation may apply forEarly Admission The student's first year ofcollege is applied toward the completion of thenhigh school diploma with prior agreement fromtheirschool Early Admission applicants musthave a CU11111lative grade point average (GPA) of3 5+ and a minimum SAT scoie of 1800 or ACTscore of 26 An inteiview with an admissionscounseloi, d personal essay and written peimis-sion ftorn the applicant's high school principalare also ieqU11ed For more details, contact theAdmission,, Office

Advanced Credit Honors Initiative (ACHI)High School juniors and seniors who wish to takeUniveisity courses may do so if they fulfill thefollowing requirementsI Complete and submit the Duquesne University

Application for Undergraduate Admission,2 Submit an official high school transci ipt that

shows d cumulative GPA of 3 0 or higher,3 Submit one letter of recommendation from a

high school counseloi ot from another schoolrepiesentativeStudents em oiled in the piogram receive

Univei sity credit for courses taken Courses willbe offered at a reduced tuition i ate

Further information and tuition rates can beobtained from the Duquesne University Office ofAdmissions

International Baccalaureate (IB)IB Diploma sludents Duquesne Universitymay award up to 30 academic credits to studentscompleting the IB Diploma with a total score of30 ot above Ciedit will be given for both higherand standaid level subjects according to theadvisei'scliscietion The chplomacurriculum

must include at least three higher level subjectsNon-diplonia,students Students who do not

complete the IB Diploma are able to receiveadvanced standing ciedit for IB Higher levelsubjects with scores of 5, 6 or 7 IB StandardLevel scoies of 6 oi 7 will be accepted in foreignlanguages for a maximum of eight semesterhouis pei language No ciedit will be giventoi other standard level courses For a list ofcredits awarded by discipline, please contactthe Office of International Programs oi youracademic advisor

Advanced PlacementStudents who have followed the College EntranceExamination Boaid college level program insecondaiy schools and have performed satistacto-iily in the advanced placement examinations areeligible for college credit Duquesne Universitygrants credit, as well as fildceinent foi achieve-ment that merits Such consideration Subjectsincluded in the program are English 102, history(American and European), history of art, modernfoiei.-n languages (French, Geiman, Spanish),Latin, mathematics AB mathematics BC,physics B and C chemistry, biology andcomputei science

Applicants who hope to receive advancedplacement ciedits inust request that scores be sentto the University Credit will be given forimminum advanced placement scores as cleter-mined yearly by the College of Liberal Arts

College Level Examination Program (CLEP)A student may acquire credits by achieving asaustactoiy score on one or more of the CollegeLevel Examinations — Subject and General Anyof these examinations may be taken atDuquesne's University Counseling Center oi atany CLEP Center Additional informationtegarding test dates, applications and sample testquestions is available from the UniversityCounseling Center, 308 Administration Building,phone (412) 396-6204 Students should checkwith the College of Liberal Arts Office or theUniversity Counseling Center to ensuie that theyare eligible to receive credit foi the particulareXdn](S) they plan to take (students must wait sixmonths to retake a test) The policy is subject tochange

Honors College

Michael C Cahall, Ph D, Dircctoi

Duquesne University offers its most qualified and

outstanding fieshmen the opportunity to partici-

pate in the Honois College This selective and

intellectually challenging program is available byinvitation only after review of the applicant's

academic record Please tui n to page 5 1 for amore detailed description of the Honors College

APPLICATION—OTHER CATEGORIESIt 15 the iesponsibiliA, ofpeisons who applyfoi

evening stud)^, oi as intei national students,

ieadnn^ssion students, tianyfery, orfoi the

Sunitnei, Session to arrange to have all supporting

ciedential,s onfile ivith the Office ofAdmosions

and the Financial Aid Office before deadline

dates

ADMISSION OF UNDERGRADUATE

INTERNATIONAL STUDENTS

Application Criteria

Duquesne University welcomes applications from

qualified international students interested in entiy

as either freshmen or transfei applicants

Eligibility criteria for application as a first-year

freshman student include

a) graduation fiom a secondary school

recognized as an acceptable equivalent to a

U S secondaty school, and

b) a demonstrated record of acceptable

acadernic success

Eligibility ciaerid toi application as a transfer

student include the above criteria for tieshinan-

level applicants plus successful completion of

some post-secondary study at a recopized

institution of higher education either in the

applicant's horne country in in another Lounny,

including the U S A Duquesne University

processes requests for transfet credit evaluation

according to guidelines established by the

academic unit to which an application is

submitted

Application Procedures

Inteiested applicants should submit the following

items

a) Duquesne University Undei graduate

Application Foim

b) Completed Duquesne University Affidavit of

Support Form along with required accompa-

nying financial resource certifications,

(NOTE Limited 0iolarships are available

to undeigraduate inteinational midents),

c) Mandatory infoiniation requned horn

InteinatIO11d] Applicant's Sheet,

d) 01 iginal oi cei titied copies of all academic,

records of secondary and any post-secondary

study CredelltldlS should be submitted in the

native language and with certified English

tianslation

e) One letter of recommendation and

f) Application fee in the amount specified on

the application toim

Duquesne University 11, authorized under federallaw to enroll non-immigrant foreign nationals

However, no immigration documents can be

issued until all application materials, including

financial resouice certification, have been

received In order to complete on-campus airival

orientation language proficiency testing, and

registration, accepted international students

should plan to

dirive dppioxinidtely one week

before classes begin unless infotmed otherwise

All inteindtional students aie requiied to havehealth insmance per U S immigration law andUniversity policy

English Language Proficiency Requirements

Since English is the language of instiuction at

Duquesne University, all accepted

undergraduate and graduate students whose first

language is other than English are iequiied to sit

for English language placement tests as part of

their ai i rval oi ientation program

Applicants to Undergraduate Degree

Programs

Students whose first language is not English may

complete Duquesne University's minimum

English requirement to begin full or partial

coursework by meeting one of the followingstandards

• Obtain a score of 525 on the paper-based (PBT)Test of English as a Foreign Language

JOEFL) AND a scoi e of at least 5 (Out of 6)on the Duquesne University Writing Placement

Test

• Obtain a scoie of 197 oi higher on thecornputei -based TOEFL (CBT) and a scoi e of

at least 5 on the Duquesne Univeisity WritingPlacement Test

• Obtain a Cambridge IELTS oveiall band scoreof 6 0 oi higher and at least a 5 on theDuquesne Univei sity Wi iting Placement Test

• Obtain a score of 75 oi highei on the EnglishProficiency (Michigan) Test and a score

of at least 5 on the Duquesne UniveisityWriting Placement Test with both tests

administered by the Duquesne UniversityEnglish as a Second Language Piograin

n Complete all ESL course iequirements atDuquesne University with passing grades

Students with a PBT score of between 500-524

or a CBT score of 173-193 (or IELTS score of5 0-5 5 or Michigan score of 70) AND a DuquesneUniversity Wi iting Placement test score of at

least 4 may enroll In partial academic major

classes and pattial ESL Classes as assigned bytheir advisor in the Duquesne Univei sity ESLPi ogram

Students accepted into Duquesne Univeisny

undergi aduate pt ogi ams who do not meet theabove language standards will be emolled full-

time in the ESL Program until their demonstratedlanguage proficiency sufficiently improves to

begin academic couisework

Tiansfer student,, aie also not required to

submit TOEFL scores However, they are

required to sit for English Language Placement

Tests upon arrival, regardless of studies com-

pleted at other institutions of higher education

NOTE Undeigiaduate applicants who havecompleted one year oi more of successful post-

secondai y Study in the United States or whosubmit acceptable scores (taken within the past

year) on the Test of English as a Foreign

Language (TOEFL) may qualify for conditional

waiver chiectly into full-time academic

coursework Therefore while TOEFL scores aie

not required in order to ieceive an undergi aduate

admissions decision, submission of TOEFL

sL ores is sti org] y recommended TheDucluesneUniverwy TOEFL Imatution Code i^s 2196

Applu.ants to Graduate Degree Programs

As part of their application, all intei national

applicants to graduate degree program,. aie

requiied to submit official Test of English as a

Foreign Language JOEFL) score reports taken

within one year of arrival Applicants tot

teaching assistan(ships should also submit official

scoies on the Test of Spoken English (TSE) takenwithin one year of arrival The Duquesne

Uinvei.sit) 70EFL Imnitition code is 2196

Applicants to English as a Second

Language Program

The saine application pioceduies detailed above

may also be used by interridtl0ndl studentsinteiested in applying only toi English language

study in the Duquesne Univeisity English as a

Second Language Program (ESLP)

The ESLP is open to qualified internationalstudents interested in studying only English on

either a short-oi long-term non-degree, ceitificate

of completion basis ESL students must complywith INS regulation for full-time student statusA full description of the English as a SecondLanguage Program is found on page 53

Additional Information on International

Student Applications

Please cluect all inquiries and requests for

additional information and application

materials to

Director, Office of International Programs

Duquesne University

601 Duquesne UnionPittsburgh, Pennsylvania 15282-1660USATelephone 412-396-6113Fax 412-396-5178e-mail oia@dug edu

PERSONAL GOAL STUDENTS

Personal goal students have Loinpleted a

bacheloi s degree and want to i egi ster for

under-taduate courses at Duquesne, but are not

interested in pursuing another degree These

students must submit an application to the School

of Leadeiship and Piofessional Advancement

with proof of degree completion

RE-UNDERGRADUATE ADMISSIONAny student who withdraws from the University

must apply for ic-admission thiough the Office of

Admissions regardless of the time interval

involved since withdrawal A student who isdismissed for academic reasons inust appeal to

the Committee on Student Standing of the school

from which he/she was dismissed, once the

application has been submitted to the Admissions

Office The school then will be iesponsible for

notifying both the student and the Office of

Admissions of any decision concerning accep-

tance oi iejection

TRANSFERSA Student who wishes to tiansfer fiom another

college oi university must have the complete

tianscripts of high school and college iecords

toiwaided to the Office of Admissions and must

Submit an application tOl admission When

accepted, the student must supply to the dean of

his/herschool a desciiption of the couises which

appeai on the college transciipt The student

should contact the Advisement Oft-ice of his/her

ME]

school for placement and curriculum planningfollowing a reasonable period for evaluation ofthe college transcript

The College of Liberal Arts may award amaximum of 60 semester hours of ciedit toaccepted ti ansfer applicants who have anAssociate's degree in Arts from a regionallyaccredited two-year institution

Students transferring from a regionallyaccredited institution must present academicrecoids which show an oveiall average of C+ (2 5oil a 4 0 quality point system) Only credits willtranster, not grades

An interview is highly recommended for alltiansfer students and will be required of thosestudents whom the Admissions Office notifiespeisonally

TEMPORARY TRANSFERSTemporary transfers are students enrolled in

another college or university but wish to takecourses at Duquesne University for one semesterThese students must submit an application to theSchool ot Leadership and Professional Advance-ment along with an official transci ipt and anofficial letter of peimission from their homeinstitution Temporary tj anstei s are permitted toregister foi no more than two semesters

SUMMER SESSIONDUQUESNESTUDENTSAny Duquesne University undergiaduate studentwho was granted continuance at the close of thepreceding Spring Semester is authorized toregister in the Summer Session Students whowere dismissed by then school at the close of thepreceding Spim- Semester lot academic reasonsmay register for summer classes by pet mission ofthe Committee on Student Standing of theirSchool All students must have their courseselections appi oved by their academic advisor

Graduates and other formei students, includingany who withch ew h om the University, mustobtain re-admittance before they may registei lotsummer classes

VISITING STUDENTSStudents from other colleges oi universities mayemoll in summer comses at Duquesne Universityas visiting students Visiting students mustcomplete an application to the School ofLeadei ship and Pi ofessional AdvancementVisiting students should also receive permissionfiom their home institutions to enroll in summer

courses to ensure that these credits will transferupon cornpletion Registi ati ons lot all summercow ses are processed through the School ofLeadership and Professional Advancement

GRADUATESTUDENTSStudents inteiested in graduate school admissionsmust directly contact the specific school for theirprogram ot interest (see Programs and Courses)For general questions, e-mailgradinto@duq edu

FINANCIAL AIDFinancial aid is defined as scholarships, grants,loans and part-time employment awarded to helpmeet the cost of education Cost of educationincludes tuition fees, loom and board or a livingexpense, books and allowances for personal andtransportation costs Awards can be merit based oineed based and come through a variety of souicesincluding Federal and State Government, PrivateOr.-anizations and the University itself

APPLICATION PROCEDUREStudents must apply for any awaids by May I oteach year Where awards are based in whole orpait on financial need, the student MUST alsocomplete a Free Application for Federal StudentAid (FAFSA) each yeai Since this foim alsoconstitutes application for State Grants specialattention should be paid to state grant deadlineslisted with the FAFSA form—for Pennsylvaniathe deadline is May I

PROGRAMS OF AID ADMINISTEREDBY THE FINANCIAL AID OFFICEUniversity Schol arships/G rants Initialacademic eligibility is determined by theUndergraduate Admissions Office, based on theacademic credentials of the applicant pool eachyear Awaids are renewable for the normal courseot the student's undergraduate piograms provided(1) student is full time (2) maintains minimumcumulative QPA required by award, (3) files aUniversity Aid Application by May I each year,and, (4) continues to meet any other requinementsot the award

Available to incoming Freshmen—thenrenewable with cumulative QPA indicatedChancelloi's Scholarship 3 50Founders Scholai ship 300Presidential Scholarship 3 00Pat ish Scholai ship 300Provost Scholarship 2 50 or 3 00Laval Scholarship 250Libermann Scholarship for International

Students amount vai ies

Available to renewal students only—withcumulative QPA indicated.

Piesident's Scholarship 3 00 and need*'If funds are available, new applicants withminimum 30 credits earned at Duquesne,with 3 00 cumulative QPA and need willbe considered

Scholars/ROTC Assistance towai d room andboard costs for ROTC Scholai ship winnersRenewable with re-application, minimum 3 00cumulative QPA, on-campus residence andROTC award

Duquesne Grant These grant funds areavailable to Students entering with the Fall 2000semester and later They are awarded to studentswith remaining need after utilizing all aidresouices available Renewable with mimmurncumulative QPA of 2 00, and continued need lotfunds after utilizing other aid sources available

Auxiliary Grant This grant was initiallyawarded to students who began pi i or to the Fall2000 semestei It is renewable provided thestudent demonstrates need The minimumcumulative QPA for renewal is 2 00, etfectiveFall 2000

Federal Supplemental Educational Opportu-nity Grant (SEOG) Grant funds receivedthrough the Federal Government awarded toundergraduate students with exceptional needPreference to students who receive FederalPell Grants

Federal Perkins Loans Recipients are selectedin accordance with guidelines published by theFederal Government with amount of award basedon available funding Repayment begins ninemonths after hot rower terminates at least half-time study, and is normally scheduled over d 10-year period at an interest rate of 5% per yeai

Federal Nursing & Health Professions LoansSelection and repayment identical to Perkins loanexcept that only full-time dependent undergradu-ate Nursing Students are eligible for the NursingLoans and only full-time, dependent undergradu-ate Pharmacy (not Pre-Pharnlacy) students areeligible lot the Health Piofessions Loan

Institutional Loans Limited loan funds areavailable to full-time undergraduate studentsRepayment periods and interest rates vary Fundsmade available through Alcoa Foundation,Kerschgens Estate, and Stanley K Power Trustof the Pittsburgh Foundation available only toresidents of Allegheny County in PennsylvaniaFunds made available thiough Gulf Oil Corpora-tion are available to final yeat students

Loan limits vary with academic level SemorCitizen Menandwornenwhoaie60

$4000 foi first and second dCdclemic levels yeais of age or oldei may be eligible to icceive d

$5000 for third and fouith acaderruc levels 50% discount

(also 5th yeai Pharmacy)

Student Employment Financial eligibility for the

Federal Work-Study Program of part-time

employment is determined by the Financial Aid

Office based on Federal guidelines Students who

do not qualify for Federal Work-Study employment

may be placed in pait-tirne non-clearance positions

The 0 rfice of Human Resource Management beats

the responsibility f6i actual placement of all

student employees Placement is contingent on

positions available

OTHER SOURCES OF AID

Federal Pell Grant Program Direct grant

assistance through the Fedeial Government is

dVddable to undeigrdduates based on an eligibility

foinnula developed each year by Congress All

undergraduates are advised to apply fot the

Federal Pell Grant Completion of the FAFSA

provides application

State Grants The mdjoi ity of states that pi ovide

grants to students use the FAFSA as the basic

application Deadline dates lot each state appear

in the FAFSA intorindtion Pennsylvania's

deadline is May I

Loans

Federal Stafford Loans Requires Lompletion

of FAFSA and Staffoi d Loan Mastei Promissory

Note (MPN) New applications can be requested

through most banks and lending institutions

Available to students who enroll at least halt time

Interest rates vary Loan limits vaiy with

academic level

$2625 for first academic level

$3500 foi second acadernic level

$5500 for thnd and fourth acaderrilL levels

(also 5th year Pharmacy)

The Federal Stafford Loan is need based In

the event the student does not demonstrate need

for all oi part of the loan limits above,

Unsubsidized Stafford Loans are available

Inteiest must be paid while in school, but all

othei conditions are the same as the Federal

Stafford Loan

Additional Federal Unsubsidized Stafford

Loans Available to independent students and

dependent students whose patent is denied for

the Federal PLUS Loan Can apply for this

loan usina the Federal Stafford Loan Master

Promissory Note (MPN) Interest rates vaiy

Federal PLUS Loans Available to parents of

dependent uncleigraduate students Loan

applications may be obtained thiough most banks

and lending institutions Inteiest rate vaiies

Maximum is calculated cost of education minus

all financial aid

University Discounts The following discounts

are available to students meeting the requirements

indicated Discounts will be at basic tuition iate

and may be used towaid only one clegiee oi part

thereof No other form of tuition iemission ot

discount can be used simultaneously Some

program restrictions may apply

Catholic High School Graduates A 25%

discount on basic tuition is extended to -raduates

of Vincentian Acaclemy-Duquesne University

This discount is effective with initial enrollment

at Duquesne Univeisity immediately in the tall

following gi aduation A 10% discount on basic

tuition is extended to graduates of Rontan

Catholic High Schools in the Dioceses of

Pittsburgh and Greensburg who emoll as full-time

students in the fall immediately following

graduation Effective Fall 2004 graduates of

Roman Catholic diocese of Al toona/Joh n stow n

are also piovided discount Renewal requiies

continuous full-time enrollment during the

academic yeais following initial enrollment, and

re-application thiough the Financial Aid Office

Clergy/Religious Membeis of University-

recognUed Christian and Jewish Reli.-ions, who

have been ordained or professed membei s of a

Catholic Cleigy/Religious Order inay be eligible

to ieceive a 50% discount Official certification

of oichnation and documentation of formal

theological education is required for first time

non-Catholic clergy applicants

LayTeachers Cut rent full-time lay teachei s or

high school administrators requiied to obtain

Administrative I Certification in a Catholic

School located in Roman Catholic schools in

Pittsbuigh Gieensburg, or Altoona-Johnstown

Dioceses or lay teachei s h om other dioceses who

have completed d minimum of two ycais Of full-

time teaching in a Catholic School may be

eligible to ieceive a 50% discount

Lay Ministers Men and women employed as

Jay ministers within the Roman Catholic

Diocese of Pittsburgh as Pastoral Associates,

Piofessiorial Youth Ministers, Parish Social

Ministeis and Campus Ministers may be eligible

to ieceive d 50% discount Eligibility must be

verified by the Institute foi Ministers of the

Diocese of Pittsburgh

Music Ministers Men and women employed as

orgarnsts or choir ditecton; at recognized ieligious

institutions may be eligible to receive a 50%

discount May not be full-time students and must

be emolled in either the School of Leadership and

Professional Advancement (non-degree) or the

School of Music Discount maximum would be

50% of basic tuition

Other Possibilities In addition to piograms

outlined above financial aid may be obtained

through pi ivate soui ces Students should inquire

through (1) high school guidance offices, (2)

parents' employei s or labor unions, (3) fiateinal,

SOCIdl ieligious or professional organizations (4)

major organizations utilizing the skills of the field

foi which the Student is preparirvg

ROTC Scholarships Available to incoming

student,, and currently enrolled student,, For

additional intoiniation and application procedure

contact the Military Science Department at the

Univeisity of Pittsburgh, (412) 624-6254

Endowed and Restricted Gift Funds The

followin awards are administered throu-h9 Cthe Financial Aid Office and requne an aid

application and FAFSA form

John E Alba Scholarship Based on need and

academics

Allegheny Centennial Scholaiship Based on

need and academics Allegheny County iesidents

Chat le s E A rtzberger Schola) ship Need based

Emollnient in School of Business

Betty V Beaman Scholai vhip Need based

Uppeiclass students with minimum 3 0 QPA

Richard and Verna Bercik Scholat ship Based on

need and academics

Pauline and Sidne^ Berlin Scholco ship Based on

need and academics

Joy and Walter Blenko Scholaiship Based on

academics

John J Bongictino Scholarship Based on need

and academics

MorgaietLoiighiieyBroytianScliolaishil^ Need

based MimmurnQPA30 Biochernisnymajor

Cliffioid E Brown Scholarship Based on need

and academics

Byzantine Rite Sent ina? lan Scholars hip For

Byzantine seminarians

Richa)dS Caligiiiii Scholarship Childofjudge

from Allegheny County or Western Pennsylvania

or child of any employee in Court System

Cindy Campbell Memoi ial Scholao ship Awarded

to freshmen based on need and academics

Anthony Caquatto Scholars:htp Based on need

and academics Enrollment in A J Palumbo

School of Business

Madeline A CaquattoNuryingScholarship

Need and good academic standing Enrollment

in the School of Nut sing

Centioi Club Scholai ship Need based Final

yeai student with 3 5 QPA ot higher One male

and one female student each yeai

Chenn,stry Department S(holat Ylult

Chemistry major

John A Claii, Ph D Scholca ship Academic and

need Awardedlosemindlians

Computing and 7echnology Set-vices Scholarship

Based on need Computer Science or Infoi mation

Technology majoi s

RobeitJ Conedera Scholarship Baseclonneed

Awaided to freshmen from Clanton High School

Lt Col Dan Conn Scholai ship Needbased

Member of parish in Diocese of Pittsburgh

Thonia^ P Connelly Schola) ship

Chemistry major

FiankandPats ' v Devei ve Science Scholarship

Awarded to freshmen based on need and

academics

James V Donatelli Scholarship Need and

merit based Leadership through volunteer

service must be demonstrated and a preference for

students who graduated from Catholic schools

Applicants must submit a letter of interest to the

Financial Aid Director

Fi Joseph A DucheneScholorshiplAE Based on

need and academics Preference to children of

Alpha Epsilon then Alpha Tau Omega Brothers

Third prefeience to male member of Duquesne

Univeisity Social Frateinity

EbeilyFamilyFoundation Scholcu ship Basedon

need and superior academic achievement

Preference to Fayette County residents

James B Eckeniode Scholin ship Need based

Jim and Marly Fat ley Scholat ship Needbased

Ann Mullen Felding Scholarship Need based

Minimum 3 0 QPA Pre-med student

JamesH and Maigai et Lavelle FerrY S(holcu ship

Based on need and academics

Gentile FamilyScholaiship Needbased

The GeoigeFamily Scholarship Avvardedto

freshmen based on need, I

Dr Andi eiv J Glaid I// Scholcu ship Based on

need and minimum 3 0 QPA Prefeience will

be given to students who are majoring in biochern-

istry, chemistry or mathematics, in that order

Anch eiv and Mary Lott Glaid Scholai ship

Based on need and minimum 3 0 QPA Preference

will be given to students who are inajoring in

biochemistry, chemistry or mathematics, in

that order

Gerald P Goi man Memorial It ish Catholic

Scholarship Need and merit based, with a strong

preference for Irish-Catholic students

The Gi attan Family Scholat ship Needbased

Mat k Gi eenfield Memot ad Scholca ship

Mei it Based

Willictin J Hart Scholarship Need based

William Randolph Heat st Univet sity S(holcu ship

Minority students Need based

Heck Family ScholaiAhip Necdbased Enroll-

merit in Mylan School of Pharmacy

Doi 1 v B Hesyelberg Scholai ship Based on need

and minimum 2 5 QPA Enrollment in McAnulty

College of Liberal Ai is

Mcay A nn Hoffman Scholarship Needbased

Leslie Anne Hoover Memoi ial Scholarship Based

on need Enrollment in School of Nursing

Ken Horvat Memorial Scholai ship Basedon

need, rnei it, or a combination of both Students

who have graduated from Apollo Ridge, Kiski Area

or Leechburg High Schools

Hungai, lan Heritage Scholays hip Baseclonneed

and academics Enrollment in McAnulty College

of Liberal Arts Order of preference students from

Hungary students studying in Hungary, students

studying Hungarian, students of Hungarian

Heritage, any needy and worthy student

SvIvia Rove Lunardun Hughes Scholaiship Based

on need and acadernics Theology major

Hunkele Scholarship For seminarians of the

Roman Catholic Diocese of Pittsbuigh

John P Hurley, Ji Scholarship Students who

are enrolled in the Spiritan Division of

Academic Program,,

MinnieHymanSrholatvhip Needbased

Selection by mernber of Hyman Family Trust

1KONScholaiship Basedon need and

academics

Fiank J Ippolito Scholarship Based on need

and academics

Jill and Stan JankowAki S(holai ship Female

sophomore students with a QPA of 3 5 or higher

who demonstrate need First preference,

Business Marketing major, second preference,

Journalism major

Dr Henry^ E Janus Instrumental Music

Scholarship Good academic standing and need

lnstiuinental music major

Clatence B Johnson Scholarship Merit based

Minimum 3 5 QPA

Thomas J Joyce Scholarship Need based

Minimum 3 0 QPA Business Student

Kate M Kelley Scholarship Need based

Jaine s Wallace and Lonjeon Agnew Kelly

MenicoialScholaivhip Business School student

WdhainJ Kti-schgensScholorship Need based

Residents of Allegheny County, PA

FrankH KiikScholaiship Needbased

Rosemar), Kirt and Richard Gibson Scholarship

Based on need and numnium 3 25 QPA

John Kocak, Jr Scholarship Need based

Emollment in A J Palumbo School of Business

Order of preference Senior or Junior Accounting

Major fi om McKeesport, Sentoi or Junioi

Accounting Major from Bethel Pai k, my

deseiving student in Business

Andrew Kozora Scholarship Based on need and

academics Juniots and Senjois with inath or

physics major

Franciv J Kiahe,,Scholarship Need based

Enrollment in the School of Business

All'ieda M Ki ipp Scholarship Based on need

and academics

Isadore and.fonellLenglet Scholarship Student-,

must demonsti dte academic merit

Vciguna C Lewi v Scholarship Annual awai d to

temale undergraduate music student Based on

need and academics

F William Linn Scholaiship Need based

Mary H and Peter Loftus Scholat ship

Need based

William Lown, Scholarship Based on need

and academics

Rove E Scighano Margiotti Scholarship

Need based

Maione Scholaiship Need based Enrollment in

McAnulty College of Liberal Arts QPA between

2 6 and 2 9

Rev Henry J McAnult) Scholarships (2) Both

need based One fund restricted to residents of

Allegheny and Beaver Counties

Louise F McCarthy Scholai ship Need and merit

bas;ed, Nursing School students

Josephine McDonagh Scholca ship Baseclon

need and good standing Awards alternate

between seminarian and law student

Elizabeth Elsie McDonough Scholai ship Based

on need and academics

Ella A McGovei it Scholarship Need based

James L and Paul L McGrath Sc holarviinp

Need based

Mary V McGuirk Scholarship Bdsedonneed

and academics

James P McQuade Family Scholarship 117 Honor

ofAaron and Pecal Cantor of Cantor's Market

Based on need and academics Enrollment in A J

Palumbo School of Business

James P McQuade Family Scholai ship in

Memory, ofhunes Hickey Baseclonneecland

academics Preference to accounting majors

Msgi Michael I Coni oy Scholai ship Need based Ruth A and William C Goode I[[ Schohn ship

Child of member or member of Our Lady of Giace Need based Students with a 2 85 QPA or higher

Parish Must apply through parish and Duquesne Prefeience for students who are graduates of

Vincentian Academy

AlevDellaidottiScholar^hip Needbased

20

James P McQuade Family Scholai ship in Honoi

ofSaniLeboivitzofUizioiiDitigStor(, Baseclon

need and dCademics Eniollinent in Mylan

School of Pharmacy

James P McQuade Family Scholaiship in Honor

of Thoina v Ft anci v Mc Quade foi the School of

Education Based on need and academics, with

a preference for Students enrolled in the School

of Education

Rai mond F Merkel Scholais hip Baseclonneed

and academics

rheodote 7 Mye)s Scholai ship Need based

First pieference to child of inembei of Giaphic

Arts 1riteinational Union - Local 24 - Pittsbuigh

JohnJoscphMongdIoAwajd Needbased

Joseph F Mulach, Jr Scholarship Need based

Students who are eniolled in either the School

Of Music 01 the School of Education For

fui ther ci iteria, please contact the Dii ectoi of

Financial Aid

The Munholl Fanul^ Scholarship Need based

Liz and John E Mui rav, Ji Scholarship

Need based

David Musick S(holarship Awardedtoincorning

fieshmen, based on need and academics, who aie

from Jeannette High School, or ti om the

Jeannette area

Feli(etta and Giacinto Oddiv Scholarship Need

based Enrollment in Mylan School of Phai macy

FlorenceM PocauMenionalScholarvInp Need

based Ordei of pieference (1) Marital Status -

single parent, child of single parent married

other (2) Sex - Female Male (3) Race -

African-Amei ican, othei US Government

minorities othei

E Thomas Pappei t/Dauttlei ChrN vier Maim it),

DealejsAvvociationScholayship Awardedto

minority Students who have residency in one

of the fifty states and based on financial need

Jun and Lynne Pavquaiette Scholaiship

Business students with merit i e QPA of

3 25

or highei

JaiieaiidGeoigePjijerScholat^hip Basedonneed and academics

Dt and Mrs Arthia William Phillips Scholat vhip

BdsedonaCddernics Pennsylvania iesidents

fiom Allegheny, Armstrong Butler Clarion,

Crawtoi d, Jefferson Lawrence, Mercer oi

Venango counties

Pioneei and Wat Ycars Scholarship Need based

J W and Ruth Lewis Rohde S(holai vhip

Need based

Ransil-Kennedy Scholarship Need and GPA of

3 0 oi higher Preference for students who are

majoiing in chernistry, philosophy, theology and/

or pie-law

Alanl?evnoldsScholai^ship Needbased

MaiieB Roche Scholaiship Need based

JuneMaiieScarnizzScholaiship Academic

and need based Enrollment in the School

of Pharmacy

Petei A Schepis Scholarship Preference to

Pennsylvania icsidents Top 25% high school

class Need based

Frank W Schralz St hola) ship Baseclonneed

and academics Emollinent in A J Palumbo

School of Business

Chat les Schwan Scholat ship Needbasedto

giaduates of Central Catholic High School and

pieference to Business students

Joseph T Senko Scholarship Need based Fust

preference for Students majoiing in accounting,

second preference for students of Slovak descent

R P Sunnions FannIN Foundation S(holoiship

Need or Merit based Residents of Ti i-State area-

Pennsylvania, Ohio, West Vngima

JeirvSnuthli'Scholorship Needbased,

average grades

Richard S and Elizabeth A Smith Scholaiship

Merit based

Spring Hill Foundation Wayne County, PA

residents with preference to children of employ-

ees oi residents of Sterling Township A 2 6 QPA

needed toi renewal

Pattick F and Sayan M Spano Scholarship

Need based Enrollment in A J Palumbo School

of Business

John A Staley IV and Patricia D Stalcy Scholai -

ship Based on need and acadenucs Emollinent

in A J Palumbo School of Business

Mai ie B Statler Scholarship Need based

Pcitii(,katidMai-yStiiielySchol,ir3hip Need

based Classics majoi

Maijotie EilesSullivan Scholarship JUniorsor

Seniors majoi ing in Special or Elementary

Education

Paid Sullivan S(holatship Need based

Enrollment in the McAmIlty College of

Libei dl Arts

Pati ick and Louise Tas sari Scholai Yhip

Need based

Theology Scholarship Based on need

and academics

Baibaia Veibiat S(holarship Based on need

and academics

Donald L Ven S(holaiship Based on need

and academics

Donald W Webet Scholaiship Based on need

and minimum 3 0 QPA

Joines r and Mary Ellen Will Scholat ship Need

based Preference to business 111,IJOIS

Viiginia Kashnei Willianis Scholaiship Based on

need and academics Education majors

7hoinasJ WinscheIScholaiship Need based

Hart '̂ and Pati icia Witt S(holarship Based on

need and academic,

Ronald and Li vbeth Wolfe Scholarship

Need based

Richard Wright Family Scholarship Based

on need and academics

Joseph A YoungScholaryhip Need based

Preference to mernbeis of St Aloysius

Patish Pittsbuigh

The following are awarded by financial aid

and outside representatives

Albe) I and Amborsina Colecchia Scholai ship

Based on Academics Juniois and Semors in

McAmIlty College of Liberal Arts or Bayer

School of Natural and Environmental Sciences

with specific majors

Nathan and Hai ry Daly Scholarship Based

on need and academics Residents of BUtlel

County PA

SGA Scholai ships Based on need and activities

Apply thi ough SGA Office by April I

MelvilleA EbeihaidtMeinoiialFund Baseclon

need, academics and activities

Merle E Gilliand Scholaiship Based on need

and academics

USX Good Fellowship Scholarship Foi childrenof USX employees with minimum 2 5 QPA

Student Life

Thomas Bai tole( Scholarship Based on need,

acadernics and seivice Sophomores and Juniois

in Business

The Coalhouse Scholarship Based on need and

Volunteer activities

Chinon Eddy Goodwin Memoi ial Scholarship

Based oil academics Pharmacy students who

have an intei est in a University Athletic Program

Pati ick and Mary Hogan Scholarship

Need based

Sean M Hogan, C S Sp Scholarship

Need based

Nicholas Isaacs Delta Chi Memoi ial Scholarship

Students must be inernbeis in good standing of

Delta Chi Students With

d minimum 2 75 QPA

who die active in an additional on-campus

organization should apply directly to the Director

of Greek Lite

Biother JeriN Keating Scholai ship Awai ded at

the discretion of the Executive Vice-President for

Student Life

Hain, McCloskej Memorial Awaid Based on

academics, character and volunteer activity

Ann O'Toole Scholai ship Awardeclatthe

discretion of the Executive Vice-President for

Student Life

George R Puskar Scholarship Awarded

to disabled students based upon need

and academics

Vira Heinz Davel Award Female

students selected on the basis of academic

achievement and interest in intercultural or

international relations

Frank P DeMarco Scholarship Awaid based on

need oi emergency situation to those of Italian

Heritage Administered jointly by Executive Vice

Piesident of Student Lite and Director of

Financial Aid

Patricia E Watt and Marian E Hirst ScholarAlup

Awarded at the discretion of the Executive Vice-

President for Student Life

College of Liberal Arts

Carroll Scholarship Based on academics and

cieative writing Apply through English

Department

FiancesChiveisScholarship Baseconrecom-

menclations of English Department Chan Juniors

and Semois in English

Lynne and Bert Einloth III Scholarship Based

on academic merit

Mary L Fennei and Charles J Fenner, C S Sp ,

Theology Scholarship

Theology students

Hazel and Edward Goett Sociology Scholarship

Based on need and academics Sociology majors

Integrated Honor,^ Program Scholarship For

students enrolled in the Integrated Honors

Program, who demonstrate both financial need

and arademic mein

Paul Ki akow ski Scholarship Basedonneecland

acadernics Minority students majoring in

journalism

Msgr Paul M La(kner Theology Scholarship

Theology students

Rev Joyeph A Lato itis Scholarship Based on

need and academics Incoming fieslimen

non-ienewable Jouinalistri mdjors

C S McCarthy Scholarship Need based Juniors

and Seniors majoring in journalism

O'Donnell/Beymer Scholarship Awarded to

students majoring in English who demonstrate

academic met it

William T Ruvh Scholarship Seniors majoring in

journalism Need is not a factor

School of Business Administration

Scholarship application/information available

from the Advisement Office, 705 Rockwell Hall

AccountmgScholaiyhip^ Available to sopho-

mores, jumoi s and seniors majoring in account-

ing Awards are based on need and academics

Applications available from Accounting faculty

Alumni Association Scholarships Qualified

sophomores oi juniors in the A J Palumbo School

of Business Administration may apply Basedon

financial need and/or met it (3 0 QPA)

Glen Beeson Scholai ship Qua I iti ed sophomores,

juniors or seniors in the A J Palumbo School of

Business Administration may apply Based on

financial need and mein (3 5 QPA)

Cliftord E Brown Scholarship Awarded annually

to an undeigraduate Business student, based on

financial need and merit Achninisteted by the

Financial Aid Office

Anthony Caquatto Scholarship Awaided

annually to an undergraduate or graduate

Business student Based on finanCIdl need and

merit Administered by the Financial Aid Office

CONSOL Energy Awaided to d student majoiing

in Accounting with 3 4 QPA Available to

sophomores, juniors and seniors Final

determination based on essay

Duquesne African-Aniet ican Accounting

Scholarship African -American accounting

majois who maintain a3 OQPA Applicationand

intoimation available from the School of

Business Advisement Office

Charles and Lucille Gebhaidt Scholarship

Qualified second semester freshmen, sophomores

or juniors in the A J Palumbo School of Business

Administration inay apply Based on financial

need and/or merit (3 5 QPA)

John L McDonough, Jr Scholarship Awarded

to students majoring in Accounting, who demon-

strate financial need and academic merit, with a

pieference for incoming freshmen students

Ed^va)dMilcicMeniortaiScholaivhip Awarded

to qualified Accounting students who are

sophomores, juniors, or semoi s Based on

financial need and merit

Joseph Monteverde Scholarship Qualified

freshman, sophomores, and juniors in the A J

Palumbo School of Business Administiation

may apply Based on financial need and/or merit

(3 0 QPA)

James LouisRadakovich Scholarship Awarded

annually through Delta Sigma Pi in the amount

of $500 00 to a sophomore or j unior student

majoring in Accounting or Infoimation Systems

Management Based on financial need and a

minimum QPA or 2 5

Pati ick F and Susan M Spano Scholarship

Awarded annually to an undergraduate Business

student with financial need Administered by the

Financial Aid Office

Tiaffic Club of Pitt Ybui gh Competitive Scholar-

ship forjumor or senior Supply Chain Manage-

ment majors with minimum 2 75 QPA Apply

in Februaiy

James F and Mary Ellen Will Scholarship

Awarded annually to an undergiaduate Business

student with financial need Administered by the

Financial Aid Office

Please refer to the website

http //wwwbusiness duq edu/othei/DOLslndex asp

for current information

School of Education

Mat y Bischoff Scholai ship Needbased

Katherine M Carney Scholarship Based on

need and academics Special Education major

William F Faith Memorial Scholarship

Sophomore involvement in on- or off-campus

piofes^ional development

Hearst Scholarship Preference to minority

students who have completed associate degree

at Allegheny, Beaver or Butler County

Community College

Dr Laivrcnce Roche Scholarship Juniors Based

on need and academics

Maijoiie Eyles Sullivan Scholarship Juniors

oi Seniors with Special or Elementary

Education majors

Valspar Foundation Scholarship Awarded to

rinnotity computer summer camp paiticipants

School of Health Sciences

Athletic Training Scholarships are available

to students who are members of the National

Athletic Trainers'Association (NATA) and

Pennsylvania Athletic Trainers' Society (PATS)

Applications are eligible on the PATS, Eastern

Athletic Trainers'Association (EATA) and NATA

Research and Education (NATA-REF) websites

Health Management Systems Loans and

scholai ships for final year students Information

available through Amei]Cdii Health Information

Management Association, 233 N Michigan

Avenue, Suite 1250, Chicago, IL 60611-5519

Phone 1-312-233-1100

Occupational Therapy Scholarships lot students

in professional phase Applications available

through the American Occupational Therapy

Foundation, 4720 Montgomery Lane, P 0 Box

31220, Bethesda, MD 20824-1220

Physical lhempy Financial aid and scholaiship

information may be obtained fiom the Ametican

Physical Therapy Association, I I I I North

Fairfax Street, Alexandria VA22314

Phone (703) 684-2782

Daniel V Unico Scholarship One final year

Physical Therapy student is awai ded this

scholarship based on academic achievement,

service and leadership Not renewable

pt Group Scholai ship One final year Physical

Therapy student IS awarded this scholai ship based

on outstanding clinical performance during

clinical education

Physic ian Assistant Financial aid and scholar-

ships are available thi ough the American

Academy of Physician Assistants, the Physician

Assistant Foundation Scholai ship Program, and

the Pennsylvania Society of Physician Assistants

The Depaitment of Physician Assistant will

provide information to students

I oi graduates of Not th Catholic High School, Joel P Lauahlin Award,, made to f i atet nity

third prefeience foi graduates of other Pittsbuigh brothers who have demonstrated academic

Catholic High Schools dChievernent and active paiticipation in

fraternity functions

Speech-Language Pathology Financial aid and

scholaiship information may be obtained by

wi iting to the American Speech-LangLiage-

Hearing Association, 10801 Rockville Pike,

Rockville MD 20852 Phone (301) 897-5700

WilliaiiiaiidM(tileLovvtyScholarsliip Oneis

awarded this scholai ship based on significant

financial need RSHS fourth yeai students in

physician assistant physical therapy, occupa-

tional theiapy and speech- I anguage pathology,

and thud yeai students in athletic training and

health management systems are eligible to apply

Not tenewable

Jerome L Mat tin Scholaiship This scholarship

provides support to a Ranges School of Health

Sciences student in the doctoral or piotessional

level of their academic progi am who dernon-

strates acadernic excellence (primai y ci iteria) and

financial need (secondary criteria)

Institutional Employment Contracts Hospitals in

Southwestern Pennsylvania may provide

scholarships for students in the piolessional

phase While infoiniation maybe posted by

departments, the University will not initiate or

cooichnate these progiams Students must

independently seek out these sources Students

are advised to seek legal counsel before signing

any documents

School of Music

Alftedc"AubeigeStholaiship Baseclonnecd

and academics

Maiie W and Richaid H Barry Scholatship

Recommended by the Dean

DorothyM FloelichScholaiship Students who

aie studying voice in order to put sue a career

in opeia

Jaines Hunlet Memoi ial Award Based upon

musical and scholaily excellence

Ronald Lavelle Memorial Scholarship Trumpet

player Need based

Anthoni S Michalski Family Scholarship Based

on need and academics Enrollment in the Mary

Pappert School of Music, with a stiong pretei-

ence foi students studying voice

Robei t Minaidi Scholai ship Needbased,

academics secondaiy

Mu^sic Theiapy ScholarAhip Music

Theiapy students

Anne K Patton and Geoige Locker Scholat vhip

Based upon Musical and scholarly excellence

Paid B Reinhold Scholco ship Based upon

musical and scholarly excellence

Riley Piano Aivaid One award per semestei

for piano excellence

LotiisVRoceietoScholcaship Woodsvindmajor

Based on academics

Malty & Eddie Shinei Students studying

brass instruments

Josephine Tucci Scholarshipfoi the Schools of

PharinacyandMit,sic Awarded to deserving

Pharmacy oi Music students based on merit

This award alternates between the two

schools annually

Henrietta Vo) voclich Cello Scholco ship Cello

student, minimum 3 0 QPA

Woiiien'^A,Ii^i.soii,Scliolaivhip Full

tune student

Other Avvaids Contact Dean',, Off-ice for

information — Piesser Scholai ship, Loyal

Christian Benefit Association Asvai d Music

School Scholarships

School of Natural & Environmental Sciences

Baier Undeigtachiate Scrininer Research

I^ellow,ships For Bayer School of Natural and

Envitonmentdl Science:s Students

Chei?it^tr)^Del)attiiieiitScholaishil) For

chemistry majoi s

Nancy and Norbert Moranowski Scholarship

Awarded to an undergraduate student in the Bayer

School of Natural and Enviionniental Sciences

majoinig in one of the natural sciences, Including

matherriatics Awaid is based on merit dnd/oi

need Candidates must have gi aduated in the top

20% of their graduating class Renewable if

student maintains a QPA of 3 5/4 0 in then major

and QPAof 3 0/40oveiall Firstprefeiencefoi

graduates of Cential Catholic, second pieference

School of Nursing

Jo,seph William Hatis er Scholat s hip Formale

nursing students based on financial need

Ruth Ma szkiewicz Memorial Scholai ship

For IMISIng students based on financial need and

academic merit

ianies^ P McQuade Family Scholarship For

female nursing students based on financial needI

Hei bet t Schreiber Scholarship Forjunioroi

senjoi nuising students based on financial need

and academic melit

Bai baia Anti Verbiar Scholarship For nursing

students based on financial need

Leslie Hoovei Mernorial Scholarship For

nut sing students based on financial need

T Leskanic Scholat)hip For nursing students

based on financial need and acadernic merit

A Pctraitis Scholarship For nursing students

based oil financial need and aLaclemic merit

School of Pharmacy

All Pharmacy students should LOYISUlt the

Duquesne Univeisity Undergraduate Catalog and

the Office of Financial Aid, Achrunistiation

Builchng^, Ground Floor, for speLlfiC infoirnation

on scholarships, loans and part-time employment

reclunements Unless otherwise stated apply

throuah the School of Pharmacy

Women of Galen Provided by Women's

Auxiliaiy of Galen Phaimaceutical Society

of Pittsbuigh to cleserving final year

Pharmacy Students

^anniel W Cut its Loan To pi ovide assistance

for Pharmacy students

Chilson Loan To piovide assistance for

PhaimaLy students

Joel P Laughlin Scholaiship Awarded by the

Giaduate Chapter of Phi Delta Chi in memoiy of

Manzione Family Scholarvhtp Endowed

fund established in 1994 Awarded annually to a

Pharmacy student in the piofessional phase

Based on need and academics

Clinton Eddy Goodivin Scholarship fn memory of

Clinton Eddy Goodwin Candidates must be a

declared Pharmacy major, possess a minimum

QPA and have an interest in and demonstrated

support of the University athletic program

NCPA Foundation Provides loans to Pharmacy

students in the last two and one-half yeais of

piofessional study for tuition fees and books

Apply through School of Phaimacy

Fied S(hiller Loan Revolving loan fund fot

worthy and qualified Pharmacy students Amounts

vary based on need and general ability

John Clothiet Snn^ Loan Revolving loan fund

for partial tuition loans Amounts vary based on

need and general ability

Ovet becklAnsbei ry Lambda Kappa Signia

ScholarAhip Endowed fund created by Tau

Chapter of LKS to recognize Hazel Ovei beck,

P'47, and Joan V Ansbeiry P'47 Assistance to

student member of Tau Chaptei in professional

phase of Pharm D pio-rdm demonstrating need

and merit

Dealt's Endowment Fund for Excellence

Contributions by Pharmacy alumni provide

scholarship assistance to Pharmacy students with

demonstrated need and academic merit

Pittsburgh Gi actuate Chapter oJ Kappa Psi

Phainiaceliti(al Fiateinity Maintains a

ievolving loan fund for members of the undei-

^i aduate chaptei s Information frorn School

of Pharmacy

Rite Aid Scholaj^ship Availabletostudents

entei ing the final years of the Pharmacy progIdul

Based on financial need, demonstration of normal

progress, and good standing in the program

Aaron and Lortaine Sheate) Clavuc Guitar Connie Miller Scholarship ForRN-BSN/MSN

Fund classical guitar student nursing students

26

Tau Alumin Chaptet of Lambda Kappa Sigina —

Ro^seManzioneScholaiyhip InmemoiyofRose

Manzione, P'49 Financial awards lot members

in the last years of the Pharmacy pi ogi am

Based on financial need and participation in

the organization

Dr B Olive Cole Giaduate Grant Offered

by Lambda Kappa Sigina to assist in alumnae

member enrolled in program of graduate Study

and re:seatch in the pharmaceutical sciences

Application must be received by chan man of the

grant committee by November 15 Intormation

from School of PhaiMdCy

WONCPA Scholarship Women's Otganization

of National Community Pharmacists Association

offers annual scholarships toi phaimacy study

The award amount is determined by established

need and academic standing of the applicant

Apply directly to WONCPA by June I

Donald Bell Scholai ship Fund oj E(kerd (Thrift)

DiligCompan) Awarded annually todeseiving

Phdimacy students who are entering the first

yeais of the cutriculum Based on combination

of scholarship, need, and clemonstiated inteiest in

community phaimacy practice

Geraldine (Muia) Furgiuele Scholai ship In

memory of Geraldine (Muia) Fuigiuele, P'50

'Piovides scholarships for needy and deserving

terriale students in the School of Pharmacy

Rosemarie Bevacquo Scholarship In memory of

Rosemarie Bevacqua, P'55 Provides scholar-

ships tor needy and deseiving Pharmacy students

School of Phoimacy Alumni Scholaiship

Funds available through support of Pharmacy

Alumni for needy and academically deserving

Pharmacy student-, Apply through the School of

Phdi inacy Faculty Scholarship Committee, Otfice

of the Dean

School of Phoi inacy Class of 1959 S(holarship

Awarded annually to deserving and needy

Phai macy students in the final yedi s of study

Ainei ican Phca niaceittical A s vociation Atckihar^

IrenePmksLoan Loan fund-, available to

Phaimacy students in the final years of the

Pharmacy clegiee program

Cora E Ciaven, Notina Wells, Mar^ Connolly

Living,ston Educational Giants Giants awai e

annually to members in good standing of Lambda

Kappa Sigma, enrolled in Doctoi of Pharmacy

progi am Must iank in upper half of her class

and present evidence of finanLial need Applica-

tion infoirriation from School of Phairna(y

Powers-SchetingScholorvhip Giantedtoa

student entering the final years of the Pharmacy

piogram Must have minimum 2 50 QPA in

the protessional program and demonstrate

financial need

Alfi ed J Pjanneschlag, Jr Memorial Scholarship

In memory of Alfred J Pfanneschlag, P'82

Annual award to

d Phaimacy student in the final

years of study Based on need and service to the

Duquesne campus community

Phar-Mor, Inc Scholat ship Awarded annually to

deseiving Pharmacy student entering the final

years of the Pharmacy program Based on

scholarship, need and demonstrated interest in a

career in retail pharmacy practice

Don Bell Memot tal Scholarship In memory of

DonBel],P'57 Annual awaidtoaPhdlmacy

student based on need and scholarship

Wal-Mart Pharmacy Scholai ship Awarded

annually to an upper-level Pharmacy student

Based on high academic standim, financial

need and expiessed interest in community

phaimacy practice

Gene L Checcone Scholaiship In memory

of Gene L CheLcone, P'52 Annual awaid to

Phaimacy student in good academic standing

with need

Pattice Lynn Tiainor Scholai ship Endowed

fund established by Charles J Ti amor, P'5 1,

family Annual award to aPhaimacy student in

good academic standing with need

Richaid H and Marie W Bat iv Scholaiship

In memory of Richard H Bari y P 39 Selection

of recipients from Pharmacy classes will be based

on good academic standing and need

Jock J Rosenberg Scholarship Endowed fund

established by Rosenbeig family in memory of

JOLk J Rosenbeig, P 28 Annual award to a

deseivin- Pharmacy Student to assist withctuition expenses

Joyeph A Mosso, P'54, S, holai ship Samuel Prococcini, P'73, ScholatAhip Annual

Annual awaid based on need and demonstrated award to desei ving Pharmacy student

interest and involvement in independent

phai macy practice SA lvia Mulvihill, MD, P'57, Scholai ship

Annual award to a deserving Pharmacy studentI Sonja F DeGray, P'59, Scholar^slup Assistance

based on rnei it and need to Pharmacy student in

Saiginget Family Scholarship Endowed fund

professional phase Of Phdrm D piogram

established by Laity J Sarginger, MD, P'75

Annual award to deserving Phai macy student

Nomian H Marcus Scholatship Endowed fund

established by Marcus family in memory ot

Lawrence G Heller Scholaiship Endowed

Norman Marcus P'50 Award to Pharmacy

tund established by Michael Derrig, P 37 to

student based on merit and need and dernon-

honor Lawrence G Heller Annual award to a

strafed inteiest in community or long term

deserving Pharmacy student

care practice

Sainuel W Cuttis, P 50, Scholaiship Annual

Hugh C Muldoon Scholaiship Endowed

award to a deserving Pharmacy student

fund in memory ot the tounding Dean of the

with demonstrated interest in independent

School of Pharmacy and maintained by contribu- pharmacy practice

tions of Pharmacy alumni

Phai inac i sts Mutual Companies Scholai ship

Geraid J Wolf Phatinac) Alumni Schola)

Scholarships toi Pharmacy students Based on

ship Endowed fund established by Phaimacy

financial need and good academic standing in

Alumni Association in memory of Jeri y Wolf, the Phai macy progi am

P'49 longtime member and officer of the

Association and School of Pharmacy Irv;tructoi

Mary McPatiland Beck Scholarship Aiiaid

Annual earnin-s of the enclowed fund are

Assistance to Pharmacy students

designated for, and resuicted to equal distribu-

tion among the children of Pharmacy alumni

Vincent R Canctla, Ji Scholarship Endowed

attending Duquesne, without respect to need or

fund established by Cancila family in meiiioiy

school of enrollment

of Vincent Awarded to Pharmacy students who

exhibit academic excellence involvement in

Edgai N Duncan, P'54, Scholarship Annual

community and School of Pharmacy activities

award to a cleseiving Pharmacy student

Lcuu,s I DeBone, Ji, P'68, Scholat ship

CVS/Pharinac) Scholat ship Several awards

Assistance based on merit and need to

annually to Pharmacy students who provide

pharmacy athlete in professional phase of

evidence of inteiest in retail community practice, Pharm D program

ot good academic peiformance, and of need

Special considei ation will be given to desei ving

Thoniav AII Sikoia Menimial Endowed Scholar-

minority Phai macy students

ship Annual award to a Pharmacy student who

demonsti ates financial need and met it with a

lohn S Rokisk), Scholarship Endowed fund to

stiong preference given to members of the

honorJohnS Rokisky Awaided annually to

Kappa Psi Pharmacy fi atei nity

needy and woithy Pharmacy Students

Dean and Mi s Douglas H Kay S(holarship

Louis C DiPaolo, P'75, Scholaiship Annual

Annual award to Pharmacy students who are

awaid to a needy and worthy Pharmacy student

enrolled in the professional phase of the Doctor

with an interest in inclUStlial pharmacy

ot Phai mdcy curriculum and dernonsti ate need

and mei it

Victoi V Micolucci Scholaiship Endowed

tund created by Victoi V Micolucci, P 48 family

Hoofnagle, P'66, Scholarship Annual award to

Annual awaid to Pharmacy student with

a Pharmacy student who dernoristiates need

demonstrated need and interest in C01111M.1111ty

and mei it and interest in pursuing a cai eei in

phai macy pi actice

industrial pharmacy

Marc Goldbeig, P'66, Scholaiship Annual awardto

d deserving Pharmacy student

Di Hugo J Scat inzi 75th Pharinac) Annivei mry

Scholai ship Awarded to deserving Pharmacy

students based on merit and need

Jovephine Tucci Scholai ship for the Schools of

Phainiacy (aid Music Awaidedtodeserving

Pharmacy or Music students based on merit

This award alternates between the two

schools annually

Dry Robert and Pati icia Gussin Minority

PhainiocyScholaiy1up Annualawardtoa

Pharmacy student demonstrating financial need

and academic merit, with a strong pieference for

minority students

PaulA Wherry History of Phat inacy Schola; ship

Annual award to a deserving Pharmacy ^tudent,

preferably one who demonstrates an interest in the

histoi y of phai macy

Thoinos H Bieen Scholarylnp Established in

memot y of Tom Bi een, and awarded to Pharmacystudents who demonstrate need and merit, with a

preference for those with an interest in herbal

medicines and non-trdditional ierneches

Dr Gene Riley Scholai ship Awarded to 5th year

pharmacy student, who display proficiency in

counseling patients in a retail pharmacy practice

setting

School of Leadership and Professional

Advancement

IsabellaA MaimScholarvItip Stuclent^that

demonsu ate findncial need Strong preference will

be given to students with disabilities

School of Leadei ship and Piofe,^sional

AdvancementS(holarship Studentsthat

demonstrate financial need

Athletics

Mitchell A Bai ron and Maigai et Coin Scholarship

Criteria determined by Department of Athletics

John "Red" Manning Scholai vlup Based on need

and minimum 2 5 QPA Student athlete

Maurice T Miaphy Scholai ship For student

athletes, based on need and a consideration for

academic merit

Gumberg Library

Guniberg Librar^ Scholarship Students who have

worked a minimum of two seiue^ters in the

Gurnberg Library

University Advancement

A hanni A s ^ociation Endoii,ed Scholai v1up

Qualified applicants must be children, stepchildren

or grandchilchen of a Duquesne Univei sity gi aduate

and have an overall QPA/GPA of at least 2 00 with

a financial aid application on file in the Financial

Aid Office Applications available through the

Alumni Office

Alumni Association Endowed Scholarshipfor Meiit

Qualified applicants must be children, stepchildren

or grandchildren of a Duquesne University giaduate

and must demonstrate scholarly excellence

Applications available through the Alumni Office

Special Student Services

Geoige R Pu^skai Scholai vhip Students with

demonstrated need and merit, with a preference for

students with physical disabilities

Part III: Registration and

Scholastic Policies

REGISTRATION

Students who attend the Fall Semester, which

begins in late August, receive academic advise-

ment and register for classes during the preceding

months of April, May, June, and July Spring

Semester students register during the Fall

Semester in November

Orientation programs for new students are

conducted by the schools in late spring andsummer in conjunction with academic advisement

and registration

Final Registration for students who have

neither preregistered for classes nor concluded

financial arrangements is held just befoi e the

opening of classes

The financial obligation for class places

reserved by a registered student who does notsubsequently attend cannot be canceled unless

written notification of the decision not to attend is

given to the Registrar before the first class day

Notification received on or after the opening day

of classes is subject to the official withdrawal

policy Withdi awal from room and board

reservation contracts is to be made in accordancewith the provisions of the contract See Room and

Boco d — Withdrawal and Refund page 39 ofthis catalog

OFFICIAL REGISTRATIONOnly students who are recognized as officially

regi.steied are bona fide students of DuquesneUniversity Unless students are officially

registered, they are not peirrutted to attend

classes, engage in student affairs, or, generally,

have access to the buildings and grounds or use of

the University's facilities

Official registration is the recognition given bythe University to persons who have met these

conditions

I Appropriate authority for admittance to studyin a school or department has been given by anauthoi ized officer of the Univei sity The

admitting duthoi ity for undergiaduate students

iesides with the Director of Admissions

2 Authorization to continue in the program

selected has been given and registiation

for classes has been accomplished in

compliance with a] I academic i equii ementsand procedures

3 Arrangements have been made to the satisfac-tion of the Univei sity for payment in full of all

financial charges, including fees, tuition, and

housing charges, all of which are due and

payable in full before the beginning of classes

CHANGE OF SCHEDULEStudents requiring a change of class schedule, to

change class times or to add or to drop a class, are

permitted to do so during the periods of

Prercgistiation, Final Registration, and Late

Registiation Change of class schedule is not

permitted after the Latest Date for Change of

Schedule as announced in the Academic Calendar

(published in the Schedule of Classe^s Booklet)

All schedule changes must be approved by anacademic advisor and processed with the

Registrar Schedule change requests processed

with the Registrar during Late Registration must

also have the signatures of the instructors whose

classes are being added or dropped

Students who process change forms late are not

entitled to a refund for the course credits dropped

Courses dropped after the deadline for making

schedule changes are classified as course

withdrawals (See Withdrawalfiom a Coiase,'

and 'Withdiawal and Terininanon oJAttendance'

mentioned elsewhere in this catalog )

CROSS-REGISTRATION

Guidelines

The purpose of Cross-Registration is to provide

opportunities for enriched educational progranis

by permitting students at any of the ten PittsburghCouncil on Higher Education (PCHE) Institutionsto take courses at any other PCHE institutionMember institutions of PCHE are

Carlow University

Carnegie Mellon University

Chatham College

Community College of Allegheny County

Duquesne University

LaRoche College

Pittsburgh Theological Seminary

Point Park University

Robert Moiris University

University of Pittsburgh

The oppoitunity to Cross-Register is open to

each full-time student enrolled in a PCHE collegeoi university

Each college or univetsity accepts iegistration

from the other institutions, however, first priority in

registration is given to students of the host college,

and not all departments or schools in all institutions

are able to participate in this program

In each case of student cross-iegistration, the

approval of the dean or designated individual

from the home college or university must be

obtained prior to registration

The student's advisor or dean is responsible for

assuring the student's eligibility for the course in

which s/he intends to enioll

Full credit and grades will be transferred,the academic regulations of the host institution

will prevail

The academic honesty code and other rules

of conduct of the institution providing the

instruction apply with respect to its courses and

behavior on its campus That institution also

determines whether its rules have or have not

been violated The student's own institution will

impose such penalties as it considers proper when

violations are reported to it

Cross registrants do not thereby acquire the

status of students in the institutions in which they

are receiving instruction (e g , for purposes of

participation in student activities, insurance

prograrns etc ) They do receive library privileges

at the host institution and may purchase course

texts at the host bookstore

Each qualified student normally may enroll in

no more than one course off campus in any one

term or semester under this prograiri

Duquesne University students who are

participating in this program are charged WItIOD

and university fees in accordance with the current

rates of Duquesne University, however students

are responsible for paying any additional course

or laboratory fees to the host institution

This cross registration program does not apply

to the Summer Sessions at any of the institutions

including the Spring Term at the University of

Pittsburgh However, taking courses at other

institutions during those terms is facilitated by

"temporary transfer student" procedures

separately agreed to by the PCHE colleges

and universities

Students are encouraged to submit cross

registration forms during preregistration in order

to provide adequate time to receive proper

notification of the approval or disapproval

Procedures

A Cross-Registration form is obtained either

from an Advisor or the Registiai's Office The

student then completes the form by indicating

which course(s) s/he wishes to enroll in at the

host institution Copies of the class schedules of

all PCHE institutions are maintained in the

Regi sti ar's Office

The completed Cross- Registration form must

be submitted to the student's advisor for approval

All copies of the form are to be delivered to the

Registrar's Office IThe Registrar of the host institution will notify

applicants whether or not the cross-registration

has been accepted

LATE REGISTRATION

Late Registration may be permitted for serious

cause with the approval of a student's dean

However, no student may be registered and begin

attending classes later than the Latest Date for

Registration and Change of Schedule as

announced in the Academic Calendai (published

in the Schedule of Clas5e^s booklet)

RECORDS AND REPORTS

Semester Grade Reports

Grades can be viewed on the web at the close of

firials (lutp //www webadvisor duq edu)

TRANSCRIPTS

Each undergraduate student who is free of

financial obligations to the University is sent a

summary transcript of his or her complete

academic record at the close of each academic

year Students should careftilly examine their

records for accuracy and immediately i eport any

errors to the Registrar in writing

To obtain additional copies of academic

records, students must write to the Registrar

requesting transcripts foi themselves or for

mailing to other institutions and agencies All

official transcripts issued by the Office of the

Registrar may bear the signature of the Registrar

and are printed on secured paper Whenever an

official transcript is released directly to the

student it will also bear the stamped designation,

Issued to Student

No tianscript will be issued unless all financial

obligations owed by the student to the University

have been fulfilled A fee of $5 00 is charged for

the issuance of each transcript and 24-hour

processing time is required for pick-up service

from the Registrar's Office

CONFIDENTIALITY OF STUDENT

RECORDSThe University regards the student's personal

information and academic record as a matter of

confidence between the student and the Univer-

sity The contents of cithei may be revealed only

in accordance with the Family Educational Rights

and Privacy Act of 1974 (Public Law 93-380,

Section 438, as amended)

In order that parents of students may receive

from University officials information concerning

the academic record of their child, it is required

that either the parents must prove the financial

dependence of their child upon them according to

the dependency test as defined in section 152 of

the Internal Revenue Code of 1954, or the student

must grant a waiver of rights

Students wishing to waive the FERPA

requirements relating to the release of academic

information must complete the waiver obtainable

at the office of the acadernic advisor or the

Registrar's Office

Academic Policies

POLICIES

ACADEMIC ADVISEMENT

Every Student attending the University is

assigned an academic advisor It is the student's

responsibility to know the advisor's name

The student must consult with the academic

advisor with regard to any questions of an

academic nature No student may register without

an academic advisor's approval

AUDITING COURSES

Regularly enrolled Duquesne students are

permitted to audit courses In addition, non-

degree students from the general community who

would like to audit courses for personal enrich-

ment and who are not matriculated nor pursuing a

degree program are also eligible to audit Regularstudents should consult their academic advisor for

details on auditing Non-degree students should

contact Duquesne's School of Leadership and

Professional Advancement to complete a brief

application forin Admission is granted on a space

available basis by consulting the Office of the

Registrar and the individual schools Fees for

auditing are uniform for all students

Registration in a course as an auditor must be

declared at registration and is irrevocable after the

last date for change of schedule each semester, as

indicated in the Academic Calendar (published in

the Schedule of Classes booklet) Records will

show "Audit" in the grade space on the transcript

of a regularly matriculated student A "Certificate

of Attendance" for nondegree students wil I be

awarded by the School of Leadership and

Professional Advancement Audited courses are

not eligible to be converted to matriculated

credits Courses audited may not be challenged

later or completed via CLEP or other advanced

standing tests

Courses eligible for auditing are determined by

the individual colleges and schools of the

University A partial list of school policies

follows, but students are advised to consult with

the Offices of the Deans for the most cut rent

listings 1) No courses in the School of Law are

available for audits, 2) No clinical courses in the

School of Nursing and Pharmacy can be audited,

3) The Rangos School of Health Sciences will not

allow clinical courses or those courses in the

professional phase of the curriculum (the last two

years of all RSHS majors) to be audited by non-majors, 4) In the College of Liberal Arts and

the School of Natural and Environmental

Sciences, courses in humanities and social

sciences can be audited, but communications and

science laboratory courses may not be audited

Students enrolling for audit may attend

lectures, complete course readings and, at the

discretion of the professor in charge of the

course, may participate in classroom discussion

and examinations

CANCELLATION OF COURSES

The University makes every reasonable effort to

offer courses as announced in the Schedule ofClasses booklet and the summer session tabloid

It reserves the right, however, to make changes or

cancel courses in the academic schedule because

of insufficient enrollment or for any other equally

valid reason

CLASS ATTENDANCE

Regular class attendance is considered essential

for maximum educational advantage and is

strongly encouraged The responsibility for all

course material rests wholly with the student

Schools may require attendance at every class

It is the prerogative of each school to establish

policy for attendance at classes, laboratories,

tests, examinations, deadlines for reports, and

specific school requirements It is the instructor's

responsibility to inake the school's policy known

at the first class session as it pertains to the

course and school

The student who is unable to attend class

because of serious illness, hospitalization, a

serious accident or other extenuating circum-

stance is responsible for notifying the office of

the appropriate school advisor The student

should supply any required written verifications

as soon as possible

The student must submit work assigned and

take the examination in the course at the specified

time If work is not submitted or an examination

is not taken at the scheduled time, the policy is to

assign a zero for that part of the course An

accumulation of zero grades could result in a final

grade of F If a student has for significant reasons

missed a part of the course or an examination, the

grade may be submitted as an I If the temporary I

grade is to be replaced by a passing grade, the

work inust be completed by the time stated in theAcademic Calendar (published in the Schedule ofClasses Booklet) Failure on the part of the

student to remove the temporary grade results

in conversion of that grade to an F recorded on

the transcript

CLASSIFICATION OF STUDENTS

Freshman less than 30 credits completed

Sophomore 30 to 59 credits completed

Junior 60 to 89 credits completed

Senior 90 or more credits completed

I Full-tune Student A student with an academic

schedule of at least 12 credits is considered a

full-time student With this status a student is

entitled to the beriefits of various activities A

student may not change status during the

semester without the perinission of the

academic advisor and the Dean of the

student's school

32

33

Pai t-tune Student Anyone who carries under

12 credits is regarded as a part-time student

Po,^t-giaduateStudent Apersonwhohas

completed a baccalaureate degree and is

seeking additional undergraduate credits

COURSE EXAMINATIONS

Unit evonnnations are given on the dates

announced by the instructor at the beginning of

each semester Grades for these are obtained from

the instructorFmal e.iaminalions are given at the end of each

semester and summer session No student is

excused trom taking the final examination

CREDIT BY EXAMINATION

Examinations for recognition of proficiency in

a subject or for course credit, as authorized by

the College or a particular School of the Univer-

sity, are available to currently enrolled students

who by previous experience or exposure have

acquired mastery of the knowledge in certain

courses An application fee of $30 00 is charged

for each course credit Application forms may be

obtained from the Office of the Registrar

Since policies vary among the Schools,

students who feel they may qualify for credit

by examination should consult the Dean of

the School in which they are enrolled for

specific information about courses open to this

examination procedure

UNDERGRADUATE GRADING SYSTEM

The following is the officially recognized

method of grading course work and ratingacademic performance of undergraduate students

at the University

Grade Description

* Superior

* - Excellent

* + Very Good

B Good

B - Above Average

C ^ Satisfactory

C Average (Minimum general average

for graduation)

D Lowest passing scale grade

F Failure (Course must be repeated

for credit )

H Honors (Used in some courses where

scaled grading is inappropriate Indicates

cornpletion of course work with credits

earned and with honors but without quality

points and is mdepeident of the Quality

Point System )

I Incomplete (A temporary grade given by

an instructor when neither a passing nor

failing grade can be determined because of

incomplete course work Unless a

convincing explanation of extenuatingcircumstances, acceptable to the instructor,

is presented and the missed examination or

required assignment is made up by the date

specified in the Academic Calendar, the I

becomes a permanent F grade )

LG Late Grade (Used to indicate that gra e

was not reported by faculty in time to the

semester grade report to be sent to student

N Not Passing (Used to indicate Failure in a

Pass [Not Pass graded course ) Is indepen-

dent of the Quality Point System Course

must be repeated for credit

P Pass (May be used in some courses where

scaled grading is inappropriate Indicates

satisfactory completion of course work

with credits earned but without quality

points and is independent of the Quality

Point System )W Official Withdrawal (Used on a Student's

pemianent record to indicate termination

of attendance in courses under conditions

of official withdrawal ) (See catalog and

Schedule of Courses for Withdrawal froma course and Withdrawal and Termination

of Attendance )

PLUS/Ml[NUS GRADING OPTION

The Plus/Minus Grading System is the official

grading system of the University

Faculty are to announce at the first class meeting

whether or not plus and minus grade values will be

used in grading course work and rating academic

performance of the students in their class

A class inaugurated in plus/ininus grading may not

revert to non plus/minus grading, and vice versa

(The grading system for graduate students

is published in the catalog of the particular

graduate school )

COMPUTATION OF THE QUALITY

POINT AVERAGE

Quality Point Average is the ratio expressed to the

decimal thousands of the sum of A, A-, B+, B, 13-, C+,

C, D, and F were received to the surn of quality

points carried The Quality Point value of these

grades are

Grade Quality Points Per Credit

A =4 0

A- —3 7

13^ =3 3

B —30

13- =2 7

C+ =2 3

C —20D =1 0F =0 0Grades H, P, N, 1, and W are independent of the

Quality Point System Courses credits graded F, N,1, and W do Dot earn credit, and if required

for graduation, must be repeated and passed

REPEATING COURSES AND COURSE

RETROGRADATION

Students ordinarily are permitted to repeat courses

in which D, and F grades were received The

request for permission to repeat a course is to be

submitted in letter form to the academic advisor

An authori zed request to repeat a course form must

be obtained from the advisor before registering in

the repeat course All grades are retained on the

permanent academic record The result of the

final attempt in a repeated course is, however, the

student's status in the course with regard to

attempted credits, earned credits, and the

completion of requirements

Retrogradation, a corollary of the repeat credit

rule under which a student may earn credit once

only for a course, prescribes that a ,indent May not

move backward from an advanced course to a lower

level course and receive credit for both Any

doubtful situation must be decided by the

department chairperson or dean involved

PASS/NO PASS ELEC`1[IVES

One course a semester elected by a junior or

,,enter and approved by the academic advisor as

providing an opportunity to expand and emich

the student's experience, may be taken on a pass/

no pass (P-N) basis If passed, the credits will

count for graduation, but neither grade nor

credits will be calculated in the quality

point average

Once a course has been identified as a pass/no

pass elective, the course must be completed as

such, and the grade submitted must be a P or an N

No required course may be taken on this elective

pass/no pass basis

The decision to elect the pass/no pass option

must be made no later than the close of the period

provided for making schedule changes An

authorized pass/no pass election declaration

form must be obtained from the advisor

STUDENT STANDING

Progress toward a degree is measured by the

cumulative quality point average The scholastic

records of students who fail to meet the

minin-mm requirements as established by the

faculty of each college or school will be submit-

ted to the College or School Committee on

Student Standing for review and appropriate

action Normally, academic records will be

reviewed annually at the conclusion of

each academic year

All students in the University are academically

dismissed if they fail three courses in one semester

Students can be readmitted by the student standing

committee of the college or school to which the

student is returning If a student transfers to another

school within the University, the student can be

admitted only by the Dean of that school

For students who have attempted 15-30

credits, or more than 30 credits in one year, theguidelines are

• Academic Warning 1 75 to 1 99 QPA

(Letter of warning may be sent by

appropriate Dean)

• Probation 1 50 to 1 74 QPA (Subject to the

jurisdiction of the appropriate Committee on

Student Standing and may be required to

modify or restrict academic program)

• Dismissal Less than 1 50 QPA (Readmission

may be permitted on recommendation of

the appropriate Committee on Student

Standing)

For the students who have attempted 3 1-60

credits or who have attempted up to 6 1 credits

within four sernesters, these guidelines prevail

• Academic Warnings 1 85 to 1 99 QPA

(Letter or warning may be sent by

appropriate Dean)

• Probation 1 75 to 1 84 QPA (Subject to the

jurisdiction of the appropriate Committee on

Student Standing and may be required to

modify or restrict academic program)

• Dismissal Less then 175 QPA (Readmission

indy be permitted on recommendation

of the appropi iate Committee on

Student Standing)

Students who have attempted 6 1 or more

credits and who have a QPA of between 1 85and 1 99 may continue on probation for one

semester However students who have earned

90 credits or more are Subject to dismissal unless

they have a QPA of 2 0 or better Students who

accumulated three F grades in one semester are

subject to dismissal Appeals of academic

dismissal must be directed to the appropriate

College or School Committee on Student

Standing Students subject to the jurisdiction of

the appropriate Committee on Student Standing in

accordance with the established guidelines who

are permitted to ie-enroll on a full-time basis but

continue participation in noncurricular and

extracurricular activities shall be without appeal

f they are subsequently dismissed from theJinversity f6i poor scholarship

kCADEMIC ADVISEMENT FOR STUDENTkTHLETESrhe policy of the Council of Academic Deans on;tudent Athletes with regard to academic;tandards reads as followsi) "To participate in the formal athletic programs

at the University, a student must be currentlyenrolled as a full-time student Full-time statusis defined by University catalog as enrollmentof 12 credits minimum per sernester Such aprogram would allow a student to graduatewithin five yearsA student athlete must be making satisfactoryacademic progress This means that a studentmust have successfully completed 24 creditsduring the previous academic year This wouldallow a student the fall, spring, and summersemesters in which to earn these 24 credits Inaddition the student-athlete must satisfy thestudent standing policy as outlined in theStudent Handbook and University catalogs

c) Student-athletes must maintain a 2 0 cumula-tive QPA at all times in order to be academi-cally eligible to compete in inter-collegiatecompetition QPAs for student athletes arecalculated at the end of each semester "

ACADEMIC COORDINATOR OF INTER-COLLEGIATE ATHLETICSThe academic progress of student athletesengaged in intercollegiate competition ismonitored by the office of the AcademicCoordinator of Intercollegiate Athletics Thisoffice also provides other academic supportservices for student athletics including, but notlimited to, study halls, tutorial assistance,academic advisement registration assistance aswell as orientation

DEAN'S LISTTo achieve distinction of being named to theDean's List, a student must have a record for asemester that shows completion of a full-timeschedule, a quality point average of at least 3 25,and no grade lower than a C The full-timeschedule must include at least 12 creditsexclusive of pass/no pass credits

GRADUATE COURSES FORUNDERGRADUATE CREDITQualified seniors may be permitted to register incertain graduate courses at the 500 level forundergraduate credit on the recommendation of

the advisor and with the approval of the dean ofthe graduate school involved All 500 courses aredescribed in graduate school catalogs

GRADUATION REQUIREMENTSThe candidate for a University degree mustbe a person of good moral character who hassatisfactorily completed all academic require-ments for the degree program and, in addition,has the recommendation of the appropriateAcademic Dean, filed the Application for theUniversity Degree with the Office of the Registraron or before the latest date to apply for gradua-tion as announced in the Acadernic Calendar, andsatisfied all financial obligations with theUniversity

It is the student's responsibility to determinethat courses taken in each semester are sequen-tially correct and necessary for thedegree program

The student, in consultation with an advisor,must periodically review progress towardgraduation, and resolve any question aboutfulfillment of graduation requirements

Each school and each department determinesrequirements for graduation which the student isexpected to know, as well as the following

I The bachelor's degree requires a minimumof 120 semester hours of course credits

2 All bachelor's degrees require an overallminimum quality point average of 2 0, whichis a C grade average in a 4 0 system(Students should further determine the needfor minimum QPA iequirements in theirmajor, science course, etc ) 1

3 The final year's work must be completed atthe University A candidate for theBachelor's degree must complete aminimum of 30 credits toward the degree atDuquesne University Challenge Examina-tion (credit by examination) credits are notincluded in this 30-credit requirement

4 All undergraduates must complete theUniversity Core Curriculum

5 All undergraduates must complete aminimum of four writing intensive courses atthe 200 level and above

6 Students on academic probation may becandidates for graduation only withpermission of the Committee on StudentStanding of their school

WRITING INTENSIVE COURSESIt is universally recognized that the ability towrite clear, correct, and effective prose is anindispensable component of being an educated

person It is, therefore, entirely appropriate thatDuquesne includes arriong its central objectivesthe development of the abilities to wiite c1cafly,correctly, and effectively

Every graduating student must have completeda minimum of four Writing Intensive coursesbeyond the two-semester Core writing sequenceAt least two of the courses inust be taken in thestudent's major field The other two courses maybe taken in either the major field department or inthe student's school or college Writing Intensivecourses are offered in every department at the 200level and above and emphasize the principles andpractices of writing unique to the respective field

HONORSDegrees are awarded with special mention cuinlaude, inagna cum laude, or suninia cum laude tostudents who have completed the regular coursewith unusual distinction and who have completeda minimum of 60 credits in residence Honors arebased on these standardsCum Laude-Quality Point

Average 3 50 to 3 74Magna Cum Laude-Quality Point

Average 3 75 and aboveSumina Cum Laude-Upon recommendation of theFaculty and a 3 90 QPA, the Magna Cum Laudecitation may be raised to Summa Cum Laude

UNIT OF CREDITThe unit of credit is the semester hour Onesemester hour of credit is granted for thesuccessful completion of one hour a week oflecture or recitation, or at least two hours a weekof laboratory work for one semester of 15 weeks

TRANSFER WITHIN THE UNIVERSITYIt would be to the student's advantage to discussthe proposed transfer with an academic advisor ofthe new school no later than two weeks prior topreregistration It is the advisor's responsibility toeffect the change

WITHDRAWAL FROM A COURSEFirst semester freshmen may withdraw fromcourses with the appioval of an advisoi up to theperiod of final examinations and receive a grade ofW by processing the pi oper forrn

If a student other than a first semesterfreshman, wishes to withdraw fiom a course, he/she may do so with the approval of an academicadvisor and by processing the proper form up to

the date announced in the Academic Calendar forwithdrdwal with a W grade

If a student wishes to withdiaw from a Courseafter the date announced in the AcademicCalendar, the student must seek approval of theCommittee on Student Standing of the student sSchool If approval is granted, the student theninitiates the approptiate form through the advisor

A student who is not granted approval ofthe request and withdraws from the courseunofficially will receive an F grade for the course

October 10, 2005

In follow-up to a discussion at a recent Deans' Lunch, Provost Pearson spoke about the Dean's Listrequirement of 3 25 GPA He proposed that the required minimum GPA be raised to 3 5 effective Fall2006 After discussion, it was moved by Dean Seybert and seconded by Interim Dean Bricker that theDean's List requirement be raised to 3.5 GPA effective Fall 2006. THE MOTION WAS APPROVEDUNANIMOUSLY.

Printed for Janet Stevwing <stevwing@duq.edu>

11/19/2010

36

RATE 3 (Health Sciences excluding Health Sciences Special Status and HealthManagement Svstems)Full-time Undergraduate TuitionUniversity Services FeeTotal

Per-creditUndergraduate TuitionUniversity Services FeeTotal

$24,462001,8100

26272 00

737 00 Graduate Tuition 7760071 00 University Services Fee 71 00

80800 Total 84700

Part IV:Tuition and Fees

TUITION AND FEESThe University reserves the right to change tuition and fee charges if exigencies require such actionThe figures shown apply to the 2006-2007 academic year only, unless otherwise indicated

TUITIONRATE I (Arts, Education, Health Sciences Special Status, Health Management Systems,Spiritan Division)Full-time Undergraduate Tuition $20,855 00University Services Fee 1,81000Total 222,665 00

Per-creditUnder-raduate Tuition 67800 Graduate Tuition 732 00University Services Fee 71 00 University Services Fee 71 00Total 74900 Total 803 00

RATE 2 (Natural and Environmental Sciences, Nursing)Full-time Undergraduate Tuition $21,571 00Univeisity Services Fee 1,81000Total 23,381 00

Per-creditUndergraduate Tuition 71800 Graduate Tuition 751 00University Services Fee 71 00 University Services Fee 71 00Total 78900 Total 822 00

RATE 4 (Music)Full-time Undergraduate Tuition S26,00400University Services Fee 1,81000Total 27,81400

Per-creditUndergraduate Tuition 81700 Graduate Tuition 88400University Services Fee 71 00 University Services Fee 71 00Tota 1 888 00 Total 955 00

RATE 5 (Pharm D , Years 3, 4, 5 and 6)Full-time Undergraduate Tuition $28 673 00University Services Fee 1,81000Total 30,483 00

Per-creditUndergraduate Tuition 851 00University Services Fee 71 00Total 92200

RATE 6 (Pre-Pharmacy)Full-time Undergraduate Tuition $22,45400University Services Fee 1,81000Total 24,26400

Per-creditUndergraduate Tuition 74700University Services Fee 7100Total 818 00

RATE 7 (Nursing 2" degree)Full-time Undergraduate Tuition (Fall, Spring, Summer Cohort) $19,22600University Services Fee 1,81000Total 21,03600

RATE 8 (Business)Full-time Undergraduate Tuition $20,855 00University Services Fee 1,81000Total 22,665 00

Per-creditUndergraduate Tuition 678 00 Graduate Tuition 715 00University Services Fee 71 00 University Services Fee 71 00Total 74900 Total 78600

FEESApplication (non-refundable) $5000Matriculation Deposit (non-refundable) 20000Residence Hall Pre-Payment (non-refundable) 30000Credit by Examination for each semester hour for recognition of proficiency

of course credit (See policy in Part Ill, page 32) 3000Orientation (New Students) 135 00Removal of I Grade 5 00Continuing Registration Fee 10000*Undergradudte Pharmacy Student Activities (for Third,

Fourth, Fifth and Sixth Year Students) 5000University Services Fee $71 00 per credit

*Charged on each semester registration

TESTING FEESTesting fees apply to the 2006-2007 academic year*English Language Placement Testing (ESL) $5000

*English Language Placement Testing (ESL) fee is a one-time fee

SUMMER TUITIONSummer tuition is calculated on a per ciedit basis See page 36 for the rate that applies to thes(hool in which you are enrolled

AUDITING A COURSEThe cost toi auditing a course is the same as the per credit cost of a course

38

WITHDRAWALAND TERMINATION OF

ATTENDANCEUpon officially withdrawing from the University,

a student receives remission of part of the tuition

charged for the semester or session in accordance

with the Tuition Remission Schedule The

amount of the remission is added to payments,

and a refund is made upon request where a credit

balance is created on the student's total account

The Effective Date of Withdrawal for deter-

mining the percent of remission is that on which

the appropriate Academic Dean was notified by

letter of the student's decision to terminate

attendance and requested official withdrawal It

is also the recorded date of the student's separa-

tion from the University and regarded as the last

day of attendance A student is considered

enrolled and "In attendance" until he or she acts

to terminate attendance in conformity with this

policy even though absences from classes were

observed and recorded before the Effective Date

of Withdrawal

When a student's attendance is involuntarily

terminated in a semester because of personal

disability arising from injury or illness, any

remission of tuition beyond the limits prescribed

by the withdrawal refund policy is subject first to

the approval of the Academic Dean, then the

Provost, and finally, the Executive Vice President

for Management and Business

TUITION REMISSION SCHEDULE

This schedule applies to tuition only, it does not

apply to other charges, such as the University

Fee, course fee, and laboratory fees, nor to the

reduction of credits resulting from course

withdrawals made after the Change of Schedule

period

Within the Seniestei Pei cent of Remission

First Week 80

Second Week 80Third Week 40Fourth Week 20After Fourth Week None

Within the Sluninei Session – Based on a

St x - Week Session Standai d

First Week 60

Second Week 20After Second Week None

Return of Title IV Funds Policy

The Financial Aid Office is required by federal

statute to recalculate federal financial aid

eligibility for students who withdraw, drop out,

are dismissed, or take a leave of absence prior to

completing 60% of a payment period or term The

federal Title IV financial aid programs must be

recalculated in these Situations

If a student leaves the institution prior to

completing 60% of a payment period or term, the

financial aid office recalculates eligibility for

Title IV funds Recalculation 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 payment period or 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 unearned aid

using the following formula Aid to be returned

(100% 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 disbursed

to him/her, the institution would owe the student

a post-withdrawal disbursement which must be

paid within 120 days

of the student's withdrawal

The institution inust return the amount of the

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

Unsubsidized Direct Stafford Loans

(other than PLUS loans)

Subsidized Direct Stafford Loans

Federal Perkins Loans

Federal Parent (PLUS) Loans

Direct PLUS Loans

Federal Pell Grants for which a Return of

funds is required

Federal Supplemental Opportunity Grants for

which a Return of funds is required * Other

assistance under this Title for which a Return of

funds is required (c g , LEAP)

ROOM AND BOARD

The request for on-carnpus residence is made on

the sarne form used for application for admission

to the University After the student has completed

the admission procedure and has paid the

rnatriculation deposit, the residency request is

referred automatically to the Director of Residence

Life The iequest is processed and necessary

application forms are forwarded to

the student

The University requires that a piepayment of

$300, which is applicable to the following

semester's room and board account, accompany

all applications for room reservations ot renewals

This prepayment is non-refunclable

Reservations are made on an annual basis –

August to May Rooms may be occupied no

earlici than the first day of orientation for all

freshmen and new transfei students

Room assignments are made on a first-coine,

first-serve basis Therefore ' it is extremely

important f6i the student to return his/her housing

application immediately upon receipt of it

Overcrowded conditions have occuried in the past

and students have been temporarily assigned three

to a room oi in lounges Therefore, students

returning their applications after all rooms have

been assigned will be housed in temporary

housing, be placed on a waiting list, or not

assigned a space in the residence area

All students occupying rooms in the University

residence halls are required to take a University

Meal Plan The Primary Plan billed to all students

is a 14-meal per week plan Also, included with

the Primary Plan is a $145 flexible spending

account which can be used at Rockwell Express-

way, Options, Off-Rarnp, and the in-iooni pizza

delivery program Two additional plans are

offered, 19 Meals per week with $65 00 flexible

spending and 10 Meals per week with $245 00

flexible spending

Residence Halls are closed during vacation

periods (Thanksgiving, Christmas, Easter and

Spring break )

The University reserves the right to modify

these charges if exigencies require such action

Regular Session—Room and Board (14 meals

a week )

Single for each semester $5,243 00

Double for each semester $4,14800

Vickroy single for each semester $5,291 00

Vicki oy double for each semester $4,181 00

Summer Sessions-Room and Board*

(Summer '06 rates)

Single per day $3700

Double per day $32 00

ROOM AND BOAR D—WI TH DRAWAL

AND REFUND

The Office of Residence Life Housing Agreement

must be signed by the Student and the University

The Student is obligated to pay to the University

the full room fees and board fees for the entire

Academic Year There will be no exceptions to

this obligation except as follows

a) If the Student decides not to live in the Living-

Leaming Centers and so notifies the Assistant

Director of Residence Life IN WRITING

BEFORE CLASSES BEGIN, the Student will

be released from obligations under this

Housing Agreement All amounts which the

Student has previously paid pursuant to this

Housing Agreement shall be refunded with the

exception of the $300 00 room reservation fee

which is non-refundable

b) If a Student fails to Occupy an assigned room

or make written notification of late arrival by

the start of the second week of classes the

Student gives up all reservation and claim to

any room on campus The student will be

released from all obligations under this

Housing Agreement and all amounts which the

Student has previously paid pursuant to this

Housing Agreement shall be refunded with the

exception of S300 00 non-refundable room

reservation tee and $ 100 00 penalty

c) If the Student notifies the Assistant Director of

Residence Life after classes begin that the

Student has decided to move out of the Living-

Leaming Centers or ceases to be a student of

the University, the obligation to pay the room

fees shall continue for the remainder of the

Academic Term and the University will refund

to the Student an amount equal to seventy-five

pet cent (75%) of the board fees, provided,

however, that no board fee wi I I be i efunded

if the notice is received after the middle of

the semester

d) Prior to the end of the Fall semester, Students

will be permitted to cancel then room

reservation for the Spring sernestei by

completing a Spiing Release Form This

Spring Release Form cancellation will result in

a $500 00 penalty Spring Release Forms

available in Assumption Hal I must be coin-

pleted prior to the end of the Fall semester

*Tho^e dem ing iesidencyfoi the Sunimer

Se5sion should make tesei vationy vvith the

A 5sistant Directoi oJ Reudence Life three weeks

pi im to the opening date of yout session A non-

refundable depout of $20 11111st accompany each

M 41

appli(ation After o(clipancy, the deposit v;

applied lowai d the i oom (aid boai d eypen ve^s

This depow is not i efunded if the i oom is not

oc(lipied Rates ^hown ca e foi 2006 mininei

session onl1v

FINANCIAL MATTERS

All chaiges for tuition, fees, roorn and board, less

financial assistance authorized by the Financial

Aid Office, are payable at registration

BILLING PROBLEMS

Take the billing statement to the office indicated

for an explanation or correction concerning these

billing matters Please contact the appropriate

office concerning these billing matters

a) Balance Forward, Credits, Payments,

Deposits — Student Accounts Office

b) Financial Aid Awards, Federal Loans,

Guaranty Loans, and Employer Billing

— Office of the Du ector of Financial Aid

c) Student Finance Program (Deferred Payment

Plan)-Student A ccounts Office

d) Housing Reseivations and Housing Charges

— Office of Residence Life

STUDENT FINANCING PROGRAM

(All prior balances must be paid in full before the

student is eligible for this plan ) Duquesne

University students desiring payment of their

tuition and other charges for the semester by

installment, contact in person the Student Finance

Section at Final Registiation The Student

Financing program provides financing for tip to

50% of the Current semester charges less financial

aid authorized and other payments, to be repaid to

the University in two equal installments Interest

is charged at the i ate of 2/3 of I% per month A

delinquency charge on each.monthly installment in

default for a period of ten days or inote will be

charged an amount equal to 5% of such install-

ment or $5 00, whichever is-less, except that a

minimum charge of $1 00 may be made

Ten-Month Payment Plan

The Univeisity is now offering a 10-month

payment plan through Tuition Management

Systems JMS)

The basics of the progiarn are

1)The parent pays TMS $125 00 to enroll in

theplan Emollmentmustbecompleted

prior to August 3 1 st

2) The parent iriakes 10 monthly payi nents to

TMS making allowances forany financial

aid TMS then forwards payment to the

University on a monthly basis

For additional information, contact TMS at

1-800-722-4867 or go to littv //www afford com

BAD CHECKS

It is the policy of the University to chaige bad

checks to the student who cashes them regardless

of the maker A $20 00 service charge will be

assessed on checks that are returned from a bank

for lack of funds Payment of registration or room

and board with an NSF check will result in

cancellation of the registration

PRE-REGISTRATION

Students with a balance due the University for the

curient semester oi prior terms are not permitted

to pre-register for the next semester

Electronic Billing and Payments

The University has implemented an electronic

billing and payment process For complete

information go to

httV //www controller dug edu/stuacet html

Credit Card Policy

The University does not directly accept credit

card payments tor tuition, fees, room and

board In order to provide the greatest level of

service and flexibility to you, Duquesne

University has contracted with a third-party

vendor to accept credit card payments with a

service fee of 2 55% The third-party processor

will only accept Discover Card and MasterCard

At this time, VISA is not a participant of the

service fee program More infoirriation is available

at http // ww controller duq edu/stuacct htinI

Part V.

Student Life,

Programs, Services

and Organizations

A DIVISION OF STUDENT LIFE

MISSION

The mission of the Division of Student Life is

to establish and maintain a total living, learning

and developiriental environment that will

enhance students'growth for the individual

self-actualization and positive involvement in

the world Community

PHILOSOPHY

Consistent with the educational philosophy of the

University and the above stated mission, the

Student Life Division provides the student with

opportunities to participate in a variety of

experiences with fellow students, faculty

members and administrators The Student Life

Staff encourages Students to initiate new

programs, implement change and participate in

the essential processes of University governance

on many levels

ORGANIZATION

The Executive VICC President for Student Life

coordinates the Departments Of Career Services,

CorninuterAffaiis, Financial Aid, Fieshman

Development and Special Student Services,

Greek Life, Honor Societies & ProfessionalOrganizations, Health Services, Judicial Affairs,

Multicultural Affairs, Residence Life, Student

Activities, the University Counseling Center, and

the Duquesne Union Several of these depart-

merits are bricfly described below Additional

information may be obtained dnectly from each

department and through the Student Handbook

and Code of Student Righty, Respon vbdities,and Conduct

ATHLETICS

The Duquesne University Department of

Athletics sponsors 20 NCAA Division I sportsincluding baseball, men's and women's basket-

ball, men's and women's cross country, football

(Division I-AA), men's golf, women's lacrosse,

women's rowing, men's and women's soccer,

men's and women's swimming, men's and

Wornen s tennis, women's indoor and outdoor

track inen's outdoor track, wornen's volleyball,

and wiestling All varsity sports, with the

exception of football and wiestling, compete in

the Atlantic 10 Conference In addition,

cheerleading, men s rowing, hockey, and men's

indoor track are offered as club sports Duquesne

University believes in and promotes the concept

of vtudent-athlete, evidenced by an AcademicSupport staff within the Department of Athletics

Athletic grants-in-aid are available in all varsity

sports, with the exception of football

In addition, the Department of Intrairwrals and

Recredtion offers to all Students the use of a

weight and cardiovascular area, and various

aerobics classes Othei activities in which

students can participate include tennis, flag

football, deck hockey, basketball, softball, and

soccer, just to narne a few

OFFICE OF COMMUTER AFFAIRS

Whether living with relatives or commuting from

their own apartment, the Office of Commuter

Affairs offers valuable services and progiams for

commuter students Assistance is available in

many areas, including

Parking and Transportation The Office of

Commuter Affairs can assist students with

University parking information and in forming

carpools PAT bus schedules are available

Bus passes are sold in the Information Centet of

the Union

Olf-Campus Housing Information Up-to-date

listings are maintained of rooins, apartments,

houses and "roornmate needed" situations

Apartment directories are also available

Commuter Message Center If someone needs

to get a non-einergency message to a student on

campus, they may call (4t2) 396-6660 The

message is posted outside the Office for the

student to pick Lip

Adult Learner Services Services are provided

for adult learneis Including newsletters and

family programming

Commuter Assistant Program Thisprogramis

a support network of upperclassman students who

serve as advisors and provide icsources for new

commuters C A s plan activities, provide

information and supply encouragement

Other Services include Distribution of Student

Directoiy and Student Handbook to commuter

students The Office is located in the Duquesne

Union, Room 117 and is open Monday throughFriday, 8 30 a m – 4 30 p

in For further

information call (412) 396-6660

42

43

OFFICE OF STUDENT ACTIVITIESThe Office of Student Activities coordinates theprograms, scivices and facilities of the DuquesneUnion, provides programming and administrativesupport for all recognized student organizationspublishes the Activities Calendars, and coordi-nates the Duquesne University Volunteers (DUV),the University's volunteer program The staff ofthis office provides services and amenitiesrequired to meet the daily needs of campus life,provides advice and assistance in all phases ofcampus programming, arranges all scheduling ofevents in the Duquesne Union, provides leader-ship training for student organizations andproduces and presents a balanced series ofcultural, educational, social and recreationalprogiarns in suppott of the iriission and goals ofthe University

The Duquesne Program Council is the studentorganization of the Duquesne Union whichinvolves students in all aspects of planning andimplementing various programs The DPCoffers students a chance to be creative and togain effective leadership, communication, andprogram planning skills TheDuquesneUniversity Volunteers is the organizationwhich promotes all volunteer activities ofDuquesne students

OFFICE OF JUDICIAL AFFAIRSThe primary purpose of the Office of JudicialAffairs is to promote responsible citizenship,appropriate behavioi, and self-discipline throughenforcement of the Code of Student Rights,Responsibilities and Conduct The system isintended to emphasize student learning througha developmental process that holds individualsaccountable for their actions and piovidesopportunities for personal growth and respectfor self and others

OFFICE OF MULTICULTURAL AFFAIRSThe Office of Multicultural Affairs was created,within the Division of Student Life, in July 2002to address the unique needs of students fromdifferent Cultural backgrounds The Office ofMulticultural Affairs piovides individual -'Counseling and workshops on adjustment tocollege life, success habits, goal setting, andfinancial aid In addition, the office woikscollaboratively with other university departmentsand student organizations to provide social andcultural progiarnraing for the campus communityGuided by the mission of Duquesne University,the services of the Office of Multicultural Affairsare available to all members of the UniversityCommunity

Programs sponsoied by the Office ofMulticultural Affairs include the Pre-Orientation

Program, Welcome Back Tailgate Party, Comrnu-nity of Scholars Reception, Student RecognitionCeremony and D-Unity Ball

OFFICE OF RESIDENCE LIFEThe Office of Residence Life is committed tocreating an environment in each of the six (6)Living Learning Centers in which the studentmay grow and develop as a total person Itsphilosophy and programs are based on the beliefthat the Living Learning Center experience is animportant part of the total University educationThe purpose of the Office of Residence Life is tofacilitate the personal and academic growth of theresident students To this end, the professionaland resident assistant staff will provide the meansto foster such development

All freshman students and sophomoies, exceptthose residing with their parents, are required tolive in one of Duquesne's Living LearningCenteis All students living on campus arefurther required to take a University meal plan(except Brottier Hall) Housing Agreement termsare effective for the entire academic year, withroom and board rates being determined on anannual basis Additional information regardingprograms, policies and regulations for the LivingLearning Centers is included in the ResidenceLife Handbook

OFFICE OF FRESHMAN DEVELOPMENTAND SPECIAL STUDENT SERVICES

FRESHMEN The Office of Freshman Develop-ment and Special Student Services serves toimplement and direct programs which integrateand enhance the academic, personal and socialdimensions of freshmen at Duquesne Univei sityTo accomplish this, the office directs the NewStudent Orientation Program, implements theFreshman Mentor and DU Brother, DU SisterPiograms, assists freshmen with finding tutorswhen needed, monitors freshman giades, preparesand edits the Freshman Newsletter, developsfreshman leadership through the Freshman ClassAdvisory Committee, advises the freshman honorsociety Phi Eta Sigma, and interacts with theOffices of Commuter Affairs, Intramurals,and Residence Life in developing programsfor freshmen

STUDENTS WITH DISABILITIES TheOffice of Freshman Development and SpecialStudent Services also piovidcs services to allUniversity students with docurnented disabilitiesServices such as classtoorn relocation, specializedtesting accon-imodations, notetaking, removal ofphysical barriers, and other accommodations canbe arranged through the office on an individual

basis The office assists students with communi-cating their needs to faculty members, physicalplant, the University community, and in connect-ing with campus resources

Please contact the office of FreshmanDevelopment and Special Student Services at(412) 396-6657 or (412) 396-6658 for anyadditional information

SERVICES FOR STUDENTS WITHDISABILITIES-SPECIAL STUDENTSERVICESDuquesne University consideis the needs ofstudents on an individualized basis Studentswith learning or psychological disabilities whodesire special student services must piesentevaluations (psychoeducational or psychological)that are no more than three years old to the Officeof Special Student Services Students with other

I disabilities must submit written documentation oftheir disability from their physician Docurnenta-tion guidelines for disabilities have beenestablished by the office and are available uponrequest Services can be arranged through theoffice on an individual basis providing thestudent has documentation on his/her disabilityPlease contact the Office of Freshman Develop-ment and Special Student Services in Room 309Duquesne Union or call (412)396-6657 or(412)396-6658 for any additional information(Please see a mote detailed description of theoffice at www fdss duq edLI)

OFFICE OF GREEK LIFE, HONORSOCIETIES & PROFESSIONALORGANIZATIONSThe Office of Gieck Life, Honor Societies, &Professional Organizations mission is to promoteStudent development by providing opportunitiesfor scholai ship, community and philanthropicseivice, campus involvernent leadershipdevelopment, and to create life-long fraternaltriendships Duquesne lecognizes the inciedibleimpact membership in a Greek-Lettered colle-giate otganization can have for students, so theUniversity is committed to helping its fraternityand sorority community thiive and succeedGreek Life prograins designed and implernentedby students in conjunction with staff have beendeveloped with that mission in mind The overallGreek Life mission is to complement the missionof Duquesne Univeisity, with a profound concernfor moral and spiritual values To accomplishthis, we include the following goals

Provide opportunities for learning andpersonal development, oiganizationalmanagement, self-governance andleadership development,

Promote scholarship endeavors for mernbei s toachieve individual academic success andencourage chapter giade point averageshigher than the male and/oi female gradepoint average,Recognize the importance of servingour community with participation inphilanthropic efforts,Promote student involvement inco-cuiricular activities,Recognize student and group achievement,Serve as an advocate for members of theGreek Community,Foster and build strong alumni relationships,Continue to be a national recognized GreekComirtunity and strive for continuous improve-ment in all aspects of scholarship, programs,services and operations

B PROGRAMS

COMPREHENSIVE STUDENTADVISEMENTStudents, put suing undergraduate studies areassigned to a student advisor who will workwith them throughout their undergraduatecareer at the University The student advisor,located in the school in which the student ismajoring, acts as the point of contact for thestudent in his/her inteiaction with all officialsthroughout the University

Advisors aie trained to assist students indeveloping and maintaining acadernic schedules,in facilitating financial aid, and in interactingwith professionals in other fields who will assistthem in their social, psychological and spiritualdevelopment To help maximize their success andsatisfaction with University life, students areencouraged to meet with their advisor regularly

CAREER SERVICES CENTERStudents and graduates of Duquesne Universityhave available to thern the full services andprograms of the Career Services Center Personswith uncertain or changing vocational goals mayseek career planning through personal contact withthe piofessional staff and use of the careerresources Eat ly use of this service is encouraged

The individual with well-defined career goalsmay seek employment assistance and advice,including resume preparation, interview and jobsearch techniques, job referrals and credentialseivices The graduating student may alsobe interested in campus interviews withvisiting eiriployers

Undergiaduate/graduate students may earnacademic credit for approved preprofessionalwork under the Univei sity's Intei nship

EVA

45

Program, which is administered by the Career

Services Center

The part-time and summer employment

program is important to students in financing

their education and to those seeking practical

experience to augment college training Part-time

and summerjobs in the community are also

available through the center Students interested

in campus employment should contact the Office

of Human Resource Management

UNIVERSITY COUNSELING CENTER

Located in Room 308 of the Administration

Building, the University Counseling Center offers

personal, career, and academic counseling to all

Duquesne students

Confidential short-term and long-term

personal counseling are provided for a variety of

reasons such as difficulty adjusting to college life,

peisonal and/or emotional distress, homesickness,

test anxiety, sleep distuibances, etc Psychiatric

consultation is available as needed Brochures on

topics of concern to students are also available in

the Counseling Center These services are free to

enrolled students

Testing and career counseling are available

for Students having academic difficulties or to

help students choose a major and decide on

an occupation

A variety of support groups and workshops are

held throughout the academic year on topics of

current interest such as time management, stress

management, test anxiety, Cdting disorders,

cultural diversity, or specific topics as requested

Information and applications for national

qualification examinations (CLEP, MAT, GRE,

LSAT, GMAT, PRAXTS, etc ) are also available in

the UCC

Please contact the University Clounseling

Center at (412) 396-6204 for additional

information or visit our website at

www counsel ingeenter duq edu

HEALTH SERVICE

Medical/Nursing

The Health Set-vice provides foi the evaluation

and treatment of illness and injury

Staff

The medical/nursing professional staff consists of

Registered Nurses, Certified Nurse Practitioners

and Board Certified Physicians

Immunizations

Duquesne University has established a Pre-

Matriculation Immunization Policy All incoming

undergraduate students (Freshmen, Transfers,

Fellows, and Second-Degiee) are required to

provide doCUrrientation of immunizations

Immunization requirements will follow guide-

lines front the Centei s for Disease Control

Students must provide this documentation or

registration for class will not be permitted

In-Hospital Care

University physicians are attending staff

physicians at the Mercy Hospital of Pittsburgh

fn emergency situations, students aie transported

and/or referred to the Emergency Room at Mercy

Hospital At that time, University physicians

are consulted regai ding the student's treatment

and disposition

Location

The Health Service is located on the second floor,

Towers Living Lealning, (412)396-1650

Eligibility

All fall-turte registered students Cost of

treatment or diagnostic procedures by non-

University physicians, clinics or hospitals must

be assumed by students, their family or their

medical insurance This includes laboratory work

performed in the Health Service and gynecologi-

cal laboratory services such as PAP smears

All health recoids are confidential and will not

be released without the student's permission

INSURANCEm There is a Medical Insurance Health

Program designed specifically for full-time

undergraduate and graduate students of

Duquesne University Participation in the

progi am is mandatory unless a student

demonstrates that they have other insurance

Inquiries should be directed to Genny Hughes

in Risk Management, Room 202A Fisher Hall

or call 412-396-6677

NOTE TlieUiiivetsityl^iiotiespoiisiblefoi

medical expense^^ iesziltingfioiiipirticipcitioi7

in inoamuralspoit5

EMERGENCY• A Crisis Coordinator is available 24 hours a

day to assist in any type of emergency

resulting from psychological problems

• Call Campus Secutity(412) 396-4747 They

will provide assistance and will contact

Paramedics, Health Service and the Crisis

Coordinator as needed

RETENTION OFFICE

The Retention Office, under the direction of the

Executive Vice President f6i Student Life,

coordinates the efforts of the entire Univei sity

community to ensure that the personal and

educational experience for all students is the best

possible Policies, piogranis, services and

opportunities are constantly reviewed, refined

and improved in an effort to meet the legitimate

I needs of students consistent with the mission and

goals of the University

UNIVERSITY ARCHIVES AND SPECIAL

COLLECTIONS

The Univei sity Archives appraises, collects,

arranges, and preseives records of permanent

value which document the mission, history and

work of Duquesne University It serves as d

centialized repository for historical information

about the University's schools, departments,

people, events, buildings and activities Special

Collections include the Honorable Michael A

Musmanno Papers, The Cardinal John J Wright

Collection, the Rabbi Hern-tan Hailperin

Collection, and many others TheArchivesis

located on the I" floor of Gumberg Library and is

open to the entire Duquesne community, alumni,

and general public Phone (412) 396-4870

C OTHER DEVELOPMENTAL

SERVICES

OFFICE OF INTERNATIONAL PROGRAMS

The Office of International Programs (OIP)

provides services to international students and

scholars pursuing undergraduate and graduate

degice programs at the University These

specialized services include furnishing pre-arrival

information to accepted students, facilitating

compliance with U S Citizenship and Immigra-

tion Services (USCIS) requirements, assisting in

academic and cross-cultural adjustment thiough

initial arrival and extended orientation programs,

promoting and supporting events, programs, and

activities which foster deeper communi cation,

awareness and understanding among U S and

international students at Duquesne, and providing

ongoing direct service and appropriate refeiral

services to interrIdtlonal students and scholars on

campus in a personalized and professional

nianner

The OIP coordinates Study Abioad activities

for the University and offers support services for

Students interested in Study Abroad through

Duquesne The OIP also supports the

University's strong commitment to international

education as d valued component of the overall

mission of the institution

MICHAEL P WEBER LEARNING

SKILLS CENTER

The Learning Skills Center is an ancillary

academic service whose piimary charge is the

intellectual development and academic success of

students Services are piovided in coordination

with academic offices of the University

As part of its academic assistance efforts, the

Learning Skills Center delivers diagnostic and

prescriptive services Individualized develop-

mental programs in reading, writing, mathematics

and science are offered to students who seek to

upgrade their academic skills and advance their

intellectual growth

A free tutorial scivice piovides both college

and public school students with competent tutors

in numerous subject areas In addition, a

comprehensive study skills program is available

to enhance ledMing capabilities as well as to

assist students experiencing academic difficulties

Phone (412) 396-6661

THE SPIRITAN DIVISION OF

ACADEMIC PROGRAMS

Established in 1997, the mission of the Spiritan

Division of Academic Programs is to provide a

comprehensive network of services to help

Division students develop the social and

academic skills they need to be successful

learners and earn a college degree

Students are tiansitioned into the life of a

socially matured and academically successful

college student through a series of special

programs, classes, workshops, and other

experiences beginning in the surnmer prior to

starting their freshman year These services

continue if the student wishes until graduation

Phone (412) 396-6661

For financial aid purposes, students enrolled in

the Program for Academic Excellence (P A E /Act

10 1) and the Spiritan Division of Academic

Programs must complete a minimum of 24 credits

at the end of their first year and have 48 credits

by the end of their second year to be eligible for

maximum funds at the next level This is

consistent with Program and Division credit load

requirement Phone (412) 396-6661

THE PSYCHOLOGY CLINIC

The Psychology Clinic offers brief counseling

and longer tei m psychotherapy to Duquesne's

students, faculty, and staff as well as to the

general public Doctoral students in clinical

psychology provide all services under supervision

of licensed clinical faculty Students pay $10 per

session, and others pay similarly low fees

accoiding to income The Clinic is located in a

pleasant, private setting on the 9" floor of

Rockwell Hall High confidentiality standards

are practiced The Clinic is open Monday

through Friday, 8 00-4 00, early evening hours

are available For information or an initial

interview, call (412) 396-6562

M

47

D STUDENT GOVERNANCESTUDENT GOVERNMENT ASSOCIATIONThe Student Government Association is designedto provide a forum for the expression of studentviews and interests, to maintain aCddernicfreedom and student rights, and to provideeffective representation in the policy making andoperations of the University Two majorfunctions of the S G A, are to serve as studentrepresentatives on crucial University committeesand to recognize and fund student oiganizations

COMMUTER COUNCILCommuter Council is a student run governingbody designed to identify commuter concerns andto provide educational, social and service-oriented programs for the University's largecoinmutel population

RESIDENCE HALL ASSOCIATIONThe Residence Hall Association supports LivingLearning Center activities and is involved withthe Office of Residence Life in developing andimplementing Living Learning Center policiesand procedures 'All resident students areautomatically members of Residence HallAssociation and are encouraged to attendmeetings, functions, etc sponsored by the group

It is the aim of the Residence Hall Associationto serve as a link between the resident studentsand the administration Aside from the Councilactivities, representatives of the Residence HallAssociation serve on university committees

INTERFRATERNITY ASSOCIATIONThe purpose of the Triterfraternity Association isto develop, maintain, and SUPPOlt fraternity lifeand Interfraternity relations at a high level ofaccomplishment The Interfratemity Associationis led by the Interfraternity Council (IFC) whichserves as the governing and regulatory body f6iits 9 member fiaternities (8 national and I local)The ITC works to promote superior scholarship,leadership development, community service,social and moral developirient, and life-longfriendships It represents the men's fraternities tothe administration, faculty, alumni, community atlarge, and student body The TFC works with theuniversity administration to assist in regulatingthe Men's Greek Activities including recruitment,New Associate Member Education, Philanthropicand service events, alumni relations, Carnival,Greek Week, the Council Intramural SportsLeague, and positive social events',- The councilalso serves as a forum for the airing of construe-tive proposals for the improvement of thefraternity system

PANHELLENIC ASSOCIATIONThe purpose of the Panhellenic Association is todevelop, maintain, and support sorority life andinter-sorority relations at a high level of accom-plishinent The Panhellenic Association isgoverned by the Panhellenic Council (PHC)which serves as a governing and regulatory bodyfor its 9 inembei national and inteinationalgeneral sororities The PFIC serves as the laigestwomen's advocacy group at the University, andworks to promote superioi scholarship, leaders ipdevelopment, community service, social andmoral development, and life-long friendships Itrepresents the women's fraternities to theadministration, faculty, alumnae, community atlarge, and student body The Panhellenic Councilworks with the univeisity administration to assistin regulating the Women's Greek Activitiesincluding fornial recruitment programs, NewAssociate Member Education, Philanthropic andservice events, alumnae relations, Carnival, GreekWeek, and other positive and traditional socialevents The council also serves as a forum for theairing of constructive proposals for the improve-ment of the soroz ity system

E STUDENT ORGANIZATIONSGENERALThere are more than 125 student organizations atDuquesne Some serve the needs of specificinterest groups, others relate directly to majorareas of study, and some honor academicachievement Many are formed to meet social,service or religious needs and interests

The Office of Student Activities providesadministrative and programming support for allrecognized student organizations Any studentgroup wishing to apply for official Universityrecognition must initiate this process throughthe Office of Student Activities Recognizedorganizations must also annually updatetheir registration

HONOR SOCIETIESThese societies have as their primary purposerecognition of academic excellence and leader-ship achievement There are normally Cumulativegrade point and leadership requirements formembership in these groups There are over 30recognized nationally affiliated Honor Societiescurrently at Duquesne University

PROFESSIONAL AND DEPARTMENTALORGANIZATIONSThese professional organizations exist to provideopportunities f6i career development and theexchange of ideas pertinent to students' academicpursuits With this purpose in mind, theseorganizations sponsor numerous programs

including debates, symposiums and lecturesThere aie over 20 recognized nationally affiliatedGreek-Lettered Professional Organizations atDuquesne University

DUQUESNE PROGRAM COUNCILThe Duquesne Program Council (DPC) is themajor student programming organization of theUniversity It provides social, recreational,educational and cultural activities for the entireUniversity The DPC, directed by students andadvised by the Student Activities Office, iscomprised of several committees which presentsuch events as concerts, dances, art exhibits,lectures, films and coffeehouse entertainersMembership is open to all students

DUQUESNE UNIVERSITY VOLUNTEERSThe Duquesne University Volunteers is theUniversity's volunteer program which coordi-nates and monitors the volunteer activities of allindividual Students and all student organizationsStudent volunteers provide a high standard ofservice to the campus and local community while,at the same time, they aie fulfilling theUniversity's Mission Statement which seeks toinstill "a spirit of service ' in all students DUValso collaborates with the service leamingprogram of the University

FRATERNITIES AND SORORITIESFraternities and Sororities at Duquesne Universityare organizations composed of college men andwomen who have joined together to foster andpromote life-long friendships, moral, ethical, andleadership development, character building, andservice to others These organizations are local,national, and international in scope Theysponsor and promote academic, service, athletic,and social events under the auspices of I ife-longBrotherhood and Sisterhood The recognizedgroups at the university work to advance theAmerican Fraternity Movement, founded inthe 18" century, and the rriission of DuquesneUniversity, founded to serve God byserving students

PERFORMANCE GROUPSTAMBURITZANSBased on the exciting traditions of EasternEurope and neighboring Cultures, the DuquesneUniversity Tamburitzans show is a colorfulextravaganza of dance, song, and music Thelongest-running university-based performingensemble in the United States, the Tamburitzansis named after the stringed instrument prevalent

in many of the cultures which the group artisti-cally represents

Established in 1937, the ensemble's mission isto preserve and perpetuate the Cultural heritagesof Eastern Europe and its neighbors throughperformance, while awarding scholarships totalented and deserving student performers Thegroup travels extensively throughout the U Sduring its August-to-June performing season,presenting an average of 80 shows

Vacancies are filled through an annual auditionprocess Experience in folk arts performance isdesirable, but not required, performers withballet, tap, jazz, band, orchestra, chorus, ormusical theatre experience may have the skillsrequired to qualify for a substantial scholarshipaward and a position with this unique, award-winning ensemble Ideally, inquiries should bemade in the fall prior to general auditions, whichare held in early February at the TamburitzansAdministration Building, 1801 Boulevard ofthe Allies Contact the Tamburitzans forfurther information

Phone (412)396-5185 fax (412)396-5583tamburitzansgduq eduwww tamburitzans duq edu

THEATREThe Red Masquers provide an extracuri icularoutlet for students who wish to participate intheatre The organization's aim is to provide theUniversity and its students with the educationaland cultural benefits that accrue fiorn a dramaprogram Any Duquesne student is eligiblefor membership

MEDIA ORGANIZATIONS

DUQ-TVStudents at DUQ-TV produce information andentertainment programs for the on-campus cablestation Participation is open to all students

WdSRWdSR is the Duquesne Student Radio Itbroadcasts approximately nineteen hom s peiday seven days per week during the Fall andSpring Semesters

PUBLICATIONS

The Student Handbook and Code of StudentRights, Responsibilities and ConductThe Student Handbook contains informationabout the University which concerns the studentsThe Student Code, which is a part of The Student

Handbook, is the definitive statement of

standards, policies and piocedures regarding

students' rights and iesponsibilitics, campus

organizations, student governance, student

records, student conduct and the University

Judicial System The Student Handbook is

available online at httl2 Hwww duq edu/

frontpages/inaiii/handbook html

The Duquesne Duke, the University campus

newspaper, is written and edited by students

It is published on Thursdays during the

academic year with the exceptions of exarnina-

tion periods and holidays Participation is open

to all students

Spirit The Life and Letters of Duquesne is a

literary publication which affords students the

opportunity to submit writing, artwork, and

photographs It is published once a year

Participation is open to all students

L'Esprit du Due, the University yearbook,

highlights student lite on campus, including

student oiganizations, varsity, club, and

intramural sports and events on campus

Participation is open to all students

Part VI:

WDUQ Radio

WDUQ 90 5 FM is Duquesne University's public

radio station, featuring in-depth NPR news and

jazz The station employs a full-time professional

staff, suppoited by university students (in

volunteer and paid positions), interns and

community volunteers

WDUQ is a full inembei station of National

Public Radio (NPR) and an affiliate of Public

Radio International (PRI) WDUQ contribute,

programming and news reports to these national

networks, and produces nationaily distributed

music and information programs heard through-

out the United States The station also presents

live coverage of special events and sponsors local

and regional events that piomote cultural and

community involvement

WDUQ reaches mote than 160,000 listeners

each week throughout southwestern Pennsylva-

ma, and parts of Ohio, West Virginia and

Maryland WDUQ is the oldest pu bl ic' broad cast-

ing station in Pittsburgh, on the air since 1949

WDUQ's offices and studios are in the Des

Places Language Center of Duquesne University

on the Duquesne carnpus

Part VII:

Spiritan Campus Ministry

Spiritan Campus Ministry is committed to

fosteiing the spiritual life and growth of all

Duquesne Students its policies and programs are

oriented to furthering that growth at the personal

as well as the community level Eucharistic

liturgies are celebiated daily, and the Sacrament

of Reconciliation is scheduled regularly and by

appointment For all students, faculty and staff,

whatever their faith, the Campus Ministers aic

available to help with spiritual direction,

counseling, advice, oi sympathetic listening, all

in strict confidence

The Spiritan Campus Ministry provides a

listing of neaiby worship sites, and ieferrals can

be made to introduce the Students to the various

faith traditions in the area The University

Chapel is open each day for private prayei and

quiet meditation It is also available to groups for

specific services of a religious nature In

addition, there is a Muslim prayer space above

the Chapel

Spiritan Campus Ministry sees itselfat the

service of all and invites the participation of the

entire Duquesne community in religious, social

and community activities

All are invited to stop in at any of the following

Campus Ministry locations 102Administration

Building, the Spiritan Campus Ministry

Center in Duquesne Towers, the Student Union

and the Living/Learning Centers of St Ann

and Assumption

Part V111:University Programsand Courses

THE UNIVERSITY CORE CURRICULUM

STATEMENT OF PURPOSE

The core curi ICUILIM is a cluster of courses

within Duquesne's general cuiriculum that focus

on values central to liberal education and to the

mission of the University The purpose of the

Core is threefold Core courses encourdge

students to develop a universality of vision, they

assist students in building a foundation tor

protessional studies, they encourage students

to Cultivate the habit of life-lon- learnm^

Duquesne s Core courses emphasize critical

thinking and effective communication Making

infoi med judgments and speaking and writing

clearly and persuasively are the malks of an

educated person Students piactice these skills

not only in specific courses but also across the

entire cuiriculurn

Duquesne's Cote courses intearate fundamental

themes of enduring importance the history and

cultuial heritage of-the West the diversity and

richness of all human cultures, the sti uctures by

which societies orgam7e thernselves, the role of

science in the modern world, the relation of the

aits to human experience, the process of defining

personal identity dnd personal values The

questions which are generated through the

exploration of these thernes at c ennobled by a

tradition of philosophical and theological inquity

CORE COURSES

Thei e die seven courses and two course-dredS in

the Univeisity Core, totaling 27 credits

101 Thinking and Writing Across

the Curriculum 3 cr

Practice in analysis and expression in

Many disciplines

102 Imaginative Literature

and Critical Writing 3 cr

A college-level introduction to imaginative

literature and to critical techniques for

inteipieting imaginative literatine CORE 101

Thinkina and Wiiting Acioss the Cuniculum is

a pierequisite

121 Problem Solving with

Creative Mathematics 3 cr

This couise provides an exploration of

mathematics as a science with an emphasis on

pi oblem solving techniques Mathematical

literacy is addressed through group work,

research and presentations Topics include basic

elements of statistics and piobability, nurnbei

theory general mathematical laws, logic, Verm

dia.grams and graph theory Students take

solutions to pioblems and try to generalize and

constf net mathematical formulas The course

attempts to help students become aware of the

connibutions of mathematics to culture in the

foim of traditional and ancient mathematical

puzzles and theorems Students may also satisfy

this requiiernent with one of the basic Calculus

courses (I I I oi 1] 5), Fundamentals of Statistics

125 or Biostatistics 225

132 Basic Philosophical Questions 3 cr

Philosophy, "the love ot wisdom," is a discipline

for discussing basic questions about ourselves

and Our world Students read selected works by

major figures throughout the history of philoso-

phy, they are encouiaged to think ciitically and

to formulate their own answers to perennial

philosophical questions

141 Social, Political and

Economic Systems 3 cr

The disciplines of Economics, Political Science

and Sociology colldboiate to exploie questions

about equality and inequality in various societies

The course specifically addresses economic

political and legal issues as they relate to gender,

age, race and ethnicity

150 Shaping of the Ancient World 3 cr

Athens in the Golden Age (5th century B C ) is

viewed with special attention to the artistic and

literary mastei pieces inspired by the victories and

defeats expeiienced by Athens in that century

Examples of Gieek biography, comedy and

tiagedy will show ancient answers to questions

about life, death, power and man's place in

the universe

151 Shaping of the Modern World 3 cr

An uncleistdricling of change through time is

essential to the comprehension of the world in

which we live This course integrates the 20th

Century expeiience of the United States with that

of Europe, Asia Latin America and Africa as it

50

51

2xammes the foices which have produced the great

^hanges of our cemmy

161 Arts and the Human Experience 3 cr

The visual and musical aits are explored in light of

rnajor styles, artists themes and monuments in the

-irts and as components of a bfoader historical and

^ultural experience The course draws upon the

rich iesources of the Pittsburgh community, such

as the Carnegie the Pittsburgh Symphony, the

Pittsburgh Ballet, and the Pittsburgh Opera

Core Science 3 cr

Students may choose one of the courses described

below (171 172, 173, 174 or 175) Each couise

pi esents a body of fundamental knowledge to

provide the student with an awaieness and

understanding of the discipline Students may

also satisfy the Coie Science requitement by one

of the following courses Biology 121 or 122

General Chemistiy 121 or 122, Geneial Physics

201 or 202

171 Biology

Evolution, inheritance, and the interrelation of

energy life, and the physical environment piovide

the unifying themes of this course Each of these

is examined from multiple levels of organiza-

tion—from the molecular to the biosphere—

demonstrating the diversity of life within which

the commonality of life is found Issues to be

considered include those critical to effective

citizenship in our changing woild such as disease

repioduction, genetics genetic engineering,

and ecology

172 Chemistry ,

The fundamental concepts of stiuctme, bonding,

properties and ( heinical iedctivity aie pi esented

through lecture and classroom experimentation

The chemical dimensions of selected social issues

of current irnpoitance in the areas of environmen-

tal chemistry energy technology and food

production aie examined

173 Physics

Through lecture and classioom demonstration

students investigate the fundamental notions of

mechanics motion, Inettld force, momentum and

eneigy Emphasis is placed on the great

Newtonian synthesis of the l7th centuty With

this foundation, students are piepared to move on

to topics chosen from arnong the following

properties of mattei, heat and theimodynamics

electricity and magnetism, light and modeinv

physics This course introduces students to the

analytical processes of the scientific method and

also helps them iecognize applications to the

physics involved in eveiyday life

174 Earth Science 3 cr

Intioduction to Earth science foi non-science

majors Survey of the Eaith in relation to its

physical composition, structure, history, atmo-

spheie and ocean-, Also included is how each of

these impacts humans and how hurnans have an

influence on the processes of the Earth, its oceans,

and its atmosphere

175 Evolution of Modern Science 3 cr

This cow se outlines the history of science from

Aristotle to the present The course will focus on

the modein histoty of tour scientific disciplines

physics chemistry, geology, and biology and will

include computer based virtual laboratories to

demonstrate the classical experiments that have

led to our modern understanding of science In

addition to the material on science, the develop-

ment of mathematics, as it has influenced the

development of science, will be piesented in six

areas arithmetic, Euclidean geometry, formal

logic, algebra, analytical geometry and calculus

The course will use World Wide Web resources

No pre-requisites of science or mathematics

is requned

Core Theology 3 cr

The Coie Theology courses expose students to the

major religious tiaditions of humankind The

couises examine the moral intellectual, and

cultural dimensions of these traditions This

iequirement may be fulfilled by my one of the

following courses 182, 183, 1 84 185, 186 187

182 Human Morality

An introduction to the cential issues of moial

theology,(ieligious ethics), including method-

ological and practical concerns, with a focus

on the Christian tradition but some attention to

other approaches

183 Judaism, Christianity, and Islam

A study of the beliefs and pi actices of these thi ee

monotheistic religions the distinct character of

each, the varieties within each religion, and the

continuities and the differences among all three

184 Introduction to the Bible

An examination of the historical, fiteraty and

theological aspects of a select numbei of key

biblical texts and a discussion of their conteinpo

raty ielevance

185 Religions East and West

A study of some of the world's great teligions

representative of humanity's religious experience,

including archaic tiaditions, Hindu and

Buddhist traditions, Chinese traditions, and

the Islamic path

186 Roman Catholic Heritage

An intioduction to the fundamental beliefs of

Roman Catholicism and their expiession in

literatute and the visual arts, fiom the Origins of

Christianity to the Contempoiary Era

187 Christian Understanding of the

Human Person

An investigation into the question of "What does

it mean to be human? accoiding to Judaeo-

Christian tradition, including the relationship of

the human pet son to self, others, the world, and

the Divine as the basis lot humanness

Note In general, students will complete the

Core requirements according to guidelines

established by their respective schools and in

consultation with their academic advisors

Honors College/Integrated Honors Program

Director Michael C Candll, Ph D

Highly-qualitied, Motivated and committed

students ne searching for challenge and enrich-

nient in d College education For these students,

the future leaders in every field Duquesne

University offers its Honois College

Duquesne University's Honors College

provides an intellectual breadth and depth of

expeiience which not only enhances the life of

the mind, but also offers pi actIC at advantages in

our increasingly competitive world It combines

liberal arts with oppoitunities foi professional

studies while providing the thinking writing and

speaking skills necessary for continuing success

The foundation of Duquesne's Honors College

is the Integrated Honors Program, an enhanced

trac k of the Un ivei sity Core Curriculum Special

honors sections of Core courses feature some of

the University s most distinguished faculty IHP

faculty inembeiS are dedicated to good teaching,

are well-known scholars i n their fields, and

Possess a bieadth of interest beyond their

individual specialties They believe learning is a

lifelong adventure

IHP courses focus on out essential human

heritage and on the majoi ideas and issues

forming the background and direction of modern

life They are taught in small class sections,

allowing for close interaction between students

and teachers and encouraging individual initiative

as well as collaboiative learning

Special Benefits

To provide students with additional opportuni-

ties to enhance their academic and social

experience, the Honors College offers a variety of

special benefits including

• Special housing in the Honors College

Assumption Hall living-learning center This

provides an environment conducive to

intellectual dialogue and study within a

community of like-minded students

• Honors facilities such as a lounge and

computer center, to encourage student, to woik

togethei on team projects and to allow for more

focused ieseatch and study

• Eaily re-istiation dates, ensurim, that Honois

College students have a greater opportunity for

placement in vital Ininted-entollment Courses

• Special Honors notation on transciipts

• Membership in the Integrated Honois Society,

an Honors students organization which not

only provides a social outlet but also allows

students to hone their leadership and teamwork

skills by organizing and implementing service

projects and academic intetest programs

Honors College Advantages

Paiticipation in an honors program offers a

competitive edge in admission to professional and

ffacluate school and in obtarnim, assistantships

and fellowships

While graduation from an honors program

cannot guarantee employment persons with

broadly-based libeial aits and sciences back-

ffoundS are often preferred for professional and

managerial positions

Honors College Core

Honors College students take seven (7)

Honors Coie classes Four (4) of these courses

are enhanced sections of the University Core

132 Honors-Basic Philosophical Questions 141

Honors-Social Political and Economic Systems,

150/151 Honoi s-Shaping of the Ancient/Modern

World, and 161 Honors-Arts and the Human

Expeiience The iemaining of these honors

classes aie unique to the Honors College

[01 Logic and Rhetoric 3 cr--Iear and disciplined thinking, reading, speakingAnd writing, with a particulai emphasis on written-xpression Through the study of various torms ofiterature from poetry and diama to the novel,;tudents analyze a number of rhetorical forms'AP credits from the English Language andLiterature examination may be applicable )

11,88 Classical and Contemporaryrheology 3 cr,An inquiry into representative religion,, beliefs,[novements, ethics and sciiptures with particularittention to the Jewish and Christian tiaditionsEach section ot this coui se foc uses on an issue-hosen by the professor, consult the professor to[earn the particuldi focus of each section

200 Honors Seminar 3 crA wide menu of seminar offet ings each semesterprovides the Honors College student the opportLl-nity to study a topic of interest in considerableJetail Consult the Honors College website1www honoi scollege duq eclu) for eachsemester s list

PRE-HEALTH PROFESSIONS PROGRAMThe Pre-Health Professions Program is a Univer-sity-wic16 program for students ursuingacaieerpin medicine, dentistry, veterinaty medicine,optoiiietry,podiatiyorchfroprac,tic Theprogramprovides guidance to students in acquiring therequisite experiences and academic backgroundfoi applying to health professional schoolsStudents in the program meet regularly with a pre-health advisor to evaluate the student's academicprogress and receive professional guidance ingpining volunteer and community service, chnical,internship and research expetience The programsponsois seminar, and woikshops which provideinformation about health protessional schools,caieers, for the health professional and develop-merit of peisonal skills needed for a healthprofessions careei Univeisity and college corerequirements offer each student the liberal artseducation that piovides a solid foundation for acareer in a health profession Most healthprofessional schools piefer then applicants to havehad a broad and well-rounded academic back-,ground with a diverse set of life and health-oiiented experiences

It is important for each student to register withthe program as early as possible in his/heracademic career and pieferably upon tirst enteting'the university At that time, each student will meetwith a pre-health advisor to plan a tentative four-

year academic program and other activities thatare best suited for the individual StudentStudents in the program must complete the Pre-Health Professions Core Curriculum describedbelow and declare a major Students are urged toselect a major in any area that is of the mostinterest to the student Biology, psychology,biochemistiy English history, and mathematicsare a tew of the more commonly chosen ones

Generally, students submit their application,during the summer tollowing the jumoi year inorder to matriculate at a health piofessiondlschool in the fall following graduationDuquesne's Pre-Hedlth Profession, Programprovides each student with guidance throughoutthe complex application process Gainingadmission to a health professional school isdependent on a variety of factors that includemeeting standard criteria for overall grade pointaverage science grade point average, andachnissions test score Each qualified student isintei viewed and evaluated by membei s of thePre-Health Professions Committee Thisevaluation along with evaluations submitted tothe Pre-Health Office by faculty and othersprovide the basis of the overall evaluation andrecommenclation sent to the schools to which thestudent is applying

The program maintains affiliations withTemple University School of Medicine and theLake Erie College of Osteopathic Medicine(LECOM) Admission into the DuquesneMedical Scholais Program in association withTemple University School of Medicine and the'3+4 Compacted Program' in association withLECOM must be completed prior to matricula-tion at Duquesne For students interested in themanagement of health delivery, the Pre-HealthProtessions Pro 'grain in combination with theRangos School of Health Sciences offers a degreetrack for pre-health students in the department ofHealth Management Systems If you would likeinformation on these and other programs pleasecontact the Pie-Health Professions Programsoffice located in B101 Bayer Learning Center

The core courses are as follows

English 2 seniestetsChemistiy with laboratory 2 seniestetsOrganic Chemistrywith laboratoiy 2 semestersBiology with laboratory 2 semester-,Physics, with laboratory 2 semestersMathematics 2 sernestersBehavioral Sciences 2 semesters

ENGLISH AS A SLCOND LANGUAGE (ESL)PROGRAMThe ESL Piogram (ESLP) serves studentsaccepted to degree programs or to a non-clegreepiogram of ESL study only TheESLPoffersintensive (20 hours pet week) or senn-intensive (4to 16 hours per week) programs at basic,intermediate and advanced levels Placementtests are administeied to all students (who mayalso earn a Ceitificate of Program Completion

Qualified students may combine courses inacademic clegiee majors with ESL studyUndet gi aduate degree program students earnacademic credit for each pro.-ram level success-fully completed The ESLP offeis classes inFall (late August to December), Spi in-(January to April) and Summer sessions(May to eat ly August)

The English as a Second Language Program atDuquesne University is accredited by theCommission on English Language ProgramAccreditation (CEA) for the peiiod December2002 through December 2007 and agrees touphold the CEA Standards for English LanguageProararns and Institutions CEA is jecognized by

Tthe U S Secretary of Education as a reliableauthority concerning the quality of education oitraining offered by the English languageinstitutions and progranis it acciedits

Up to 20 hours ot basic English for non-nativespeakers

I ntermech ate- level Courses 0-2 cr Hrs [Week125 Intermediate ESL Grammar 4126 Intermediate ESL Speaking 4129 Intermediate ESL Notetaking 4140 Intermediate ESL Reading 4141 Intermediate ESL Writing 4

Up to 20 hours of intermediate English for non-native speakers

Advanced & Special PurposeCourses 0-2 cr Hrs [Week130 Advanced ESL Grammar 4131 Advanced Speaking 4132 Advanced ESL Reading-A 4133. Advanced ESL Writing 4134 Advanced Notetaking 4

Up to 20 hours of advanced English for non-native speakers

143 ESL Graduate Research PaperA course in writing academic English forgi aduate students

144 Advanced ESL Reading-BAdvanced English reading for non-nativespeakers preparing for CORE 10 1 Thinkingand Writing

145 ESL Computer SkillsComputer literacy for beginners

146 TOEFL PreparationStrategic,; and practice for the TOEFL

147 ESL Term PaperAdvanced English research writing for non-nativespeakei s prepaiing for CORE 101 Thinkingand Writing

149 ITA SeminarA speaking and classroom-pi dLtice course forinternational teaching assistants

CORE 101E Thinking and WritingThe University-wide CORE 10 1 compositioncourse in an ESL context

CORE 102E Imaginative Literature andCritical ThinkingThe University-wide CORE 102 literature coursein an ESL context

Basic-level Courses 0-2 cr Hrs [Week120/142 Basic ESL Grammar A/B 4119/121 Basic ESL Speaking A/B 4

1 122/127 Basic ESL Reading A/B 4123/128 Basic ESL Writing A/B 4118/124 Basic ESLNotetakmgA/B 4

COURSE PROFILESLevel and course assignments are determined by 148 ESL Academic Discourseplacement tests or successful completion ot A multi-skills course in discourse analysis foiDuquesne couises at prior levels graduate students

The McAnulty College of

Liberal Arts

Administiatfon

Dean

Francesco C Cesai co, Ph D

Associate Dean

G Evan Stoddard, Ph D

HISTORY

In 1878 the Fathers of the Congregation of the

Holy Ghost and the Immaculate Heart of Mary

established a College of Arts and Letters which

was i ncoi porated in 1882 as Pittsburgh Catholic

College of the Holy Ghost with authority to grant

degrees in the arts and sciences In 19 11 the

College and University Council of the Common-

wealth of Pennsylvania extended the charter to

university status and approved the amendment in

favor of the corporate title, Duquesne University

STATEMENT OF MISSION AND

OBJECTIVESThroughout history, education in the liberal aits

has produced, nurtured and transmitted

civilization's greatest ideas and accomplishments

Study of the liberal aits piepares students for the

futuie It teaches them to seek the tiuth, to

understand the knowledge and Values of many

disciplines, and to bring these insights to bear on

niodei n problems In d woi Id of change, complex-

ity and diveisity

The McAnulty College of Liberal Arts is at the

center of Duquesne University's Education for

the Mind, Hem t and Spit it

Founded in 1878 as

the first of the university's schools the College

embodies both Duquesne s Catholic tradition and

its ecumenical atmosphere We stj ive for

academic excellence search for tiuth aspire to

live d V110.10LIS life, respect the dignity of the

human pet son, foster a spirit of service to the

poor and to all otheis, and seek to build the

communities in which we live and work

A libeial arts education piovides the practical

intellectual framework for informed choice that

leadeis require in the 21st Century Successful

leaders must have the skills that a liberal arts

education best cultivates disciplined thought,

careful analysis, articulate presentation of ideas,

and organized and pei suasive writing and speech

They also need the human values and broad

perspective that are hallmarks of graduates of the

McAnufty College

MISSION

The College piepates students for productive and

creative lives of service in a tapidly changing

world We teach students to think, write and

speak clearly and critically, so they can seek truth

about God, themselves, and society, and contrib-

ute to their families communities, businesses

and professions

Education fol the Mind, Heart and Spirit at the

McAnulty College of Liberal Arts

• shapes the essential skills of written and oral

communication that aie the basic building

blocks of a,^uccessful career in any field,

• trains students to use the most current

technologies for their chosen fields of study

and to appreciate the place and contribution of

those technologies

• encouidges the international competence

important to succeed in the global community,

• provides the instructional excellence and

sophistication necessary for students to

succeed in gi aduate training for the learned

professions

• establishes the bioad foundation of knowledge

necessary for lifelong leaming and career

flexibility in a iapidly changing world

• "tildes students in their spiritual development,• makes available opportunities foi students to

use then knowledge and skills to seive others,

• encourages students to contribute to their

families, then professions and the

communities atound them,

• reinfoices enduring values that give meaning

to lite and woi k and that lead to happiness

and fulfillment

DEGREESThe College confers two undeigiaduate degrees

Bachelor of Aits and Bachelor of Science

Students who complete a major program in art

history, classics, communication, economics,

English, history, international jelations, modern

languages and liteiatures, jouinalism and

multimedia arts, philosophy, political science

psychology, sociology, studio art and theology

receive the B A degree Students majoring

in mathematics or computer science can follow

a cuiriculun, leading to either a B A or

B S clegi ee

GRADUATION REQUIREMENTS

To ieceive the Degree of Bachelor of Arts

oi Bachelor of Science in the College of

Liberal Arts, a student must complete the

following iequirements

• A minimum of 120 semester hours of course

ciedits The last 30 hours must be taken at

the University

m University Core Curriculum

• University Writing Intensive requirement

• College General Requirements, as

desciibed below

• Major program (see departmental listings)

• Minor program (see departmental listings)

• An overall minimum cumulative grade point

avei age of 2 0

• A minimum cumulative grade pointavetage of

2 0 both in the major and in the minor

• Removal of I and F -rades both in the major

department and in required courses

• Submission of application for the degiee on a

form provided by the Registrar, before the

deadline published in the current University

calendar No student is consideted adegiee

candidate prior to submission of this form

COLLEGE GENERAL REQUIREMENTS

Students enrolled in the College of Liberal Arts

for the B A or B S degi ee are required to

complete the University Core Cuiticulum,

consisting of 27 credits, for graduation

In addition to the University Core, students in the

College are required to fulfill the following

requirements for giaduation

Bachelor of Arts

Modern or Classical Language proficiency at

the 202 level

Math/Science (mathematics, computer

sL ience, biology, chemistry, or physics) 3 er

Political ScienLe/Sociology/Psychology

(Two disciplines must be represented) 6 cr

Histoty/Literature

(three ciedits must be liteiature) 6 cr

Philosophy/Theology

(thiee ciedits must be philosophy) 6 cr

Communication 3 cr

Bachelor of Science

Modern oi Classical

L,maua-e proficiency at

the 102 level

LiteratLH e 3 cr

Political Science/Psychology/

Sociology/Histoiy/Economics 3 cr

Oral Communication 3 ciPhilosophy 3 crLiberal Arts electives

(art history, classics, communication,

economics, En.-lish, foreign language,

history philosophy, political science,

psychology, sociology, theology) 12 cr

Courses taken in majoi or minor progiams

may also be used to satisfy the College

General Requirements

COLLEGE ACADEMIC POLICIES

Effective Catalog

The material contained herein is subject to

change from time to time and this publication

cannot be considered an agreement or contract

between individual students and the College The

McAnulty College and Graduate School of

Liberal Arts reserves the right to alter or arnend

the terms, conditions, and iequirements herein,

and to eliminate programs or courses as neces-

s,uy Once enrolled students should consult on a

regular basis with then Faculty Mentor and/or

Academic Advisor for specific information

regarding academic policies pertaining to their

respective pi ograms

Academic Load

While a 12-ciedit schedule in a iegular sernestei

is consideied full-time study, students may

noirrially carty five courses (15-17 credits) in one

semestei Students on academic probation may

not take more than 15 ci edits

Academic loads for non-native speakers of

English enrolled in degiee programs are detei-

mined in accoiddrice with the university's English

I angUage pi oficiency requirements in consultation

with Duquesne University's English as a Second

Language Program advisement

Residence Requirement

The last 30 credits must be taken in residence at

the University

Limits on Inter-School Electives

Except for those students who choose to complete

an inter-school program or joint degree piogram,

a maximum of 12 credits in com ses outside of the

College of Liberal Arts may be applied to the

B A or B S degree

Major and Minor in Same Department

A student may not majoi and nunoi in the same

department, with the exception of language

majois, who may minor in a second language, and

majors in computet science or mathematics, who

may major or minor in the companion discipline

Sequential Courses

Sequential Louises must be taken in piopei

sequence Credit will not be given for a pierequi-

site course if courses for which it is preiequisite

already have been taken

Transfer Credits from Junior or

Community Colleges

A maximum of 60 academically acceptable credits

from accredited junioi or community colleges may

be transferred If a student has attended one or

moie colleges pieceding a community orjunior

college, the total number Of

academically

acceptable credit is still limited to 60

Temporary Transfers

No course taken by a student in the College as a

Tempolary Transfer at another institution may

count toward a College degree unless approved by

the Dean

CLEP and Advanced Placement

—See page I I

University- Level Courses Taken While in

High School

University-level course-, taken by entering

fieshmen students while in high school will be

evaluated for credit it the following ci iteria have

been met• The courses are recorded on an official

transcript from an ac.,.redited institution of

higher leatning

• The grades are C or better

• The student has completed one semester at

Duquesne with a C+ average, or better

SPECIAL PROGRAMS

B A IN LIBERAL ARTS

This program is designed for those students who

prefet not to choose a foi mal major or ininoi

offered in a traditional discipline All require-

inents other than the major and minor must be

completed Students must select one area of

concentration Humanities, or Social Sciences

A concentiation require-, a minimum of 30 credit

hour, and ainaxiinuin of 39 houis Courses must

be chosen It orn coin ^es designated 200 and

above , Fui ther inforindtlon is available in the

College Office

SECOND BACHELOR'S DEGREE

A Student who has received a bachelor's degree

may become eligible for a second ba(.helor's

degree by eatning an additional 30 semester hours

in residence in the College of Liberal Arts and by

meeting all departmental and College ieclune-

ments, if not already satisfied The additional 30

credits inust be completed at the University and

may not be taken through cross-registiation

Further information is available from the

College Office

PRE-LAW

Students who intend to prepaie for a caieer in law

may select any subject area for the undergi dduate

major In consultation with the Pre-Law Advisor,

the students will be expected to meet clegice

requiiements in the major department, as well

as admission requirements ot the law school of

their choice

BA/B S -MBA PROGRAM

The College of Liberal Arts and the

Graduate School of Business Administration offer

a unique joint program that allows students in the

College of Liberal Arts to eain a Bachelor of Arts

(B A ) or Bacheloi of Science (B S and a Mastei

of Business Administration (M B A in five years

For more information, students should consult

with their academic advisor

B A /B S - PROFESSIONAL SCHOOL

A student who has completed 90 credits with a 3 5

overall grade point average and satisfied all

undergiadudte cuiricular requirements may apply

for the bachelor's clegiee after the successful

completion of the tirst year of professional woi k

in an accredited medical oi law school Students

should consult with their academic advisor

B A /B S – M A IN SOCIAL AND

PUBLIC POLICY

This piogiam is open to all majois who wish to

complete a graduate degree in Social and Public

Policy Infor1ndt1011 is available from academic

advisors and the Directoi of the Graduate Center

for Social and Public Policy

DUALDEGREEPROGRAMSDual degree piogiams are available with the

School of Education (classics, English, histoly,

mathematics, and Spanish) and the A J Palumbo

School of Business Administration Students

complete the University Coie, as well as the

leneial ieclunements of each school For specific

information, students should consult with their

academic advisor

CERTIFICATE IN BUSINESS

This program enables student to preserve the

benefits of a liberal education while also

acquiring business skills The piograin consists

of 4 pfetcquisite courses (12-14 credits) in the

College of Liberal Aits and 8 courses (24 credits)

in the School of Business Administiation

Further information may be obtained from the

advisement offices in the College of Liberal Aits

and the School of Business

MINOR/CERTIFICATE IN

INTERCULTURAL STUDY

Students in any of the University's schools may

earn the Certificate in Inteicultural Study For

students in the College of Liberal Aits the

certifiLate satisties the minor requirement The

.oals of the Certificate in Intercultural Study are

to encourage awaieness of, empathy for and

commitment to international perspectives and to

help Students develop understanding and skills for

communicating and working across cultures The

couise ot study consists of four elements

constituting 18 credit hours two core coutses

(SOC 204, Global Sociology, and COMM 407,

IntercultUial Communication) a group of at least

three courses that focus either on a specific

geogiaphic/cultural area or an intercultin al issue

area, study abroad or an internationally focused

internship, and a capstone seminar

MINOR IN WOMEN'S AND

GENDER STUDIES

The Women s and Gender Studies minor is an

inter- and multi-clisciplinary program based in the

humanities and social sciences that offers an

nuclei graduate minor to a] I students across the

Univei sity This pi ogram introduces students to

the rapidly expanding areas of scholarship

focused upon women, men and gender that have

developed within the academy that is transform-

ing scholarship in vittually every academic

discipline today The prograin pionlotes open

dialogue diiected toward a vision of a woi Id

community that embraces diveisity, justice,

peace, freedom — values central to a I A bet al

education The minor consists of 15 ciedit houts,

and WSGS 200, Introduction to Women's and

Gender Studies, is iequiied

OTHER CERTIFICATE PROGRAMS

Certificate programs aie also available in

Computer Science (Department of Mathematics

and Computer Science), Corpoiate Cominunica-

n0n and Piofessional Communication Skills

(Depaitnient of Coin nAun iLation), and Geiontol-

ogy (Depainuent of Sociology) Seveial of these

are offered in conjunction with the School of

Leadership and Professional Advancement

Furthei information may be obtained from the

appropriate department or from the SLPA Office

RESIDENTIAL LEARNING

COMMUNITIES

Learning communities are the centeipiece of the

curriculum for fiwt-year students in the

McAnUlty College of Liberal Arts In a leaining

C01111TILinity each semester first-year students

share thiee integrated classes with the sarne

people If they live on campus they also shaie the

same floor in a living-leaming centei Activities

outside of Llass support the curriculum Students

select the learning community they want to join

(as Space allows) The leaming communities help

tirst-yeai students in the McAnulty College find

friends and study companions, create a sense of

identify and unity among students in the

McAnulty College of Liberal Arts, help students

learn how topics in different courses are related,

and connect the classroom with the community

through service Student-, in the Honors College

do not patticipate in the McAnulty College's

residential learning communities because the

Honors College is a residential learning commu-

nity of its own

INTERNSHIPS

Internships are an extension of the curticulum foi

students seeking expanded learning through work

experience Internships should enhance students'

academic programs Interns may be engaged in

business, government or in other institutional

settings A 3-credit internship entails at least 120

contact hours, consisting of no more than 20

hours per week except clui in- summei tei in, when

intermhips may be full-time To serve an

intern,,hip students iflust have eained 60 or more

ciedits, have a cumulative giade point avetage of

at least 2 5, and have the approval of their

academic advisor and a department, wheie

applicable Several departments in the College

otter specialized internships Students interested

in those inteinships should contact the cooidina-

tors in then ie:spective depaitnients Duquesne's

Career Sei vices Center coordinates other

internships in Pittsbuigh as a service to the

College The College also sponsors internship

piogianis in Washington, D C and London

STUDY ABROAD

To encoAnaae the intei national competence

important to succeed in the global corniflunity the

College encouiages its students to Study abioad for

a surnmei, semestei or academic year The

College accepts, international credit only from

piogranis it has appioved Depaitments appiove

:^ouises that apply to then respective major

requirements Students must be at least sopho-

mores at the time they study abioad and must have

at least a 3 0 grade point aveiage to be eligible for

study abroad, oi appeal to the College's Commit-

Lee on International Education Foi each approved

international program or school, the College

adopts a grade equivalency that permits automatic

Lonversion of the grades earned abroad to then

Duquesne University equivalents, which appear on

the Duquesne tianscript, with the transcript from

the toieign institution attached

Course Descriptions

ART HISTORY

Diiector Madeline C Aichei Ph D

The Art Histoiy progi am offeis survey period and

thematic courses in the history of art to those

students who wish to extend their visual perimeter

and to understand the role of the visual at ts in

culture In addition to enhancing personal

enrichment and an interdisciplinary undeistdnding

of civilization, the study of ait history can lead to

cai eei s in teaching, publishing, museology,

historic pieservation, uiban redevelopment

appraising, att sales, and consulting

Qualified students may take additional upper

division art histoty courses offered at member

schools of the Pittsbrugh Council on Higher

Education

Courses taught through the Art History program

can be substituted for the Univei sity Core course

Arts and the Human Expei ience Art histoi y

courses -an also count towaid the College's

histoiy/literature iequiiement

Requirements for the Major

The majoi consists of 31 ciedits in art history

ARTHY I I I and 112 are requned, as is ARTHY

400 One course in histoiy (not counting the

University Core histoiy course) can be applied to

the elective credits Only one cross-listed classical

aichaeology course can be applied to the elective

ciedits Selected readings is recornmended for

seniors who will be applying to giaduate pro-

granis Students are encom aged to participate in

an international study pi ogi am that includes

courses in art history

A inaxiniurn of 1 2 credits from othei schools can

be applied to the art histoiy major

Requirements tor the Minor

The minor consists of 15 ciedits, nine of which

must be above the 100 —level

111 History of Art Ancient to

Medieval World 3 cr

A chronologically oriented presentation of the

history of Western art within the context of the

cultinal forces that produced it The survey covers

Near Eastern, Greek Roman, Early Christian and

Medieval art

112 History of Art Renaissance to

Modern World 3 cr

A continuation of I I I Surveys Renaissance

Baroque and Modein art in Western Europe

175 Introduction to Asian Art 3 cr

A sm vey of the art and archaeology of China,

Japan, Korea and India with an emphasis on the

ait s lustoncal and social context

205 Christian Art and Architecture

of Rome 3 cr

This study of the major stylistic forms of Christian

art as evidenced in the ait and architecture of

Rome is offeied at the Italian campus Beginning

with the adaptive forms of Early Christian art at

the time of the late Roman Empire in the third and

towth centLilleS, this course will study, largely

through on-site visits, the Early Christian,

medieval, Renaissance and Baroque stylistic

peiiods and monuments The course will include

the aichatecture of the church, as well as sculpture,

mosaic, and painting

210 American Art 3 cr

An overview of Arneric an architecture, painting,

sculpture and decotative arts

305 Baroque Art and Architecture. 3 cr

"Baroque ' is the term given to the stylistic period

of the seventeenth centruy, and is a style that was

created in the city of Rome Today, the Rome we

see is a Batoque city This course will examine

the majoi art and architecture of the city of Rorne,

including St Petei's, the Baroque piazzas and

fountains, and some of the notable painters such as

Caiavagpo This couise isotfered thiough the

Italian campus and will meet largely onsite in the

city of Rome

321 15" Century Renaissance Art 3 cr

An investigation of the Renaissance spnit of

the 15"' century Concentration is upon attitudes

ot man, nature, and social structure, and to

inateiials, techniques pictorial representation

and iconopaphy The artists studied include

Donatello Botticelli, and the art of Michelangelo

until his famous David statue The focus is on

Italian art, but the developments of Northern

Europe are also included

331 Impressionism and

Post- Imp ressi om sm 3 cr

The course focuses on art at the end of the

nineteenth century, when a transition occurred

from art based on naturalism to art based on

expression and formal studies The careers of

artists such as Monet, Renoir, Cezanne and Van

Gogh are studied in depth and in context, with

special emphasis on the cultmal developments

that gave i i se to Modernism in Europe

332 Art of the Twentieth Century 3 cr

This course is an examination of the major

Amei ican and European di ti sts and movements of

the early 20" century The contradictions and

parallels in the various avant-garde practices from

1890-1945 ate assessed and evaluated In

addition, students will study various styles, art

exhibitions, and critical iesponses to these styles

in teims of their social, cultural and national

contexts, and will analyze the relationship

between art and political ideas

360 German Art of the

Twentieth Century 3 cr

This Course examines the development decline

and resurgence of German Art in the twentieth

century, which spans periods of political ferment

and two wais, incieased industrialization,

urbanization and tiernendous social transitions

The course also addresses the changing role of

artists and their public, and the roles of collectors,

museums exhibitions and Nazi censorship

363 Modern Art and Science 3 cr

This course will explore how scientific discover-

ies, ideas and concepts have impacted artists and

their works Focusing on ait created from the

Renaissance through the piesent this class will

examine the links between art and science in

various inedia including painting sculpture,

photo-idphy, aichitecture, installation art and

multimedia woiks

370,372,373,375 3 cir

Special Studies in Art History

An OCUSIonal course in this series is offered

when special inteiest of students and faculty can

be seived Courses offered include Picasso,

Egyptian Art, Post Impressionism, and a track of

courses in Asian art

374 Michelangelo His Art

and His World 3 cr

This course examines the genius of Michelangelo

in the context of the artistic and cultural forces

that combined to cieate the Renaissance

376 Contemporary Art 3 cr

A study of the neo-avant-garde from 1945 to the

present in America and international ait centers

The reception of the various movements in the

contemporary art are examined in the context of

social and Cultural changes in the 20" century

381 Art and Politics 3 cr

This course will focus on the connections

between art and politics from the French

Revolution thiough the present In addition to

examining works of art in vaiious media, this

course will exploie the socio-hastorical contexts

that prompted each work and how social and

political issues and contioversies impact the

art world

390 Women and Art 3 cr

The couise examines women artists and also art

about women Through a vai iety of methodolo-

gies, it discusses the marginalization of and

cultural attitudes toward women artists through-

out histoiy, the institutional obstacles they

faced, and recent iesearch that explores critical

and cultural evaluations and reevaluations of

their woi k

398 Art and Society 3 cr

This inteidisciplinary couise explores the ways

that social and political conditions and demands

affect artists' aesthetic choices Although many

of the examples discussed in class are drawn form

the visual arts, other art forms such as literature,

draina music and dance are included as appropii-

ate The class will examine thematic topics such

as art and social protest, art in the service of

governments, and commer(.ial ait It also looks at

issues of controversy in conternporaiy art worlds,

and critiques the validity of traditional divisions

such as high ai t/low art and fine art/popular at t

400 Capstone Tutorial I crRequired of semoi majors who declared after July1, 2006 Working with then mentoi in their finalsemester, art history majors will teview theircumulative portfolio and evaluate their learningand achievements in the discipline

411 The Roles and Practicesof Museums 3 crThis coui se studies the roles art museurns haveplayed and continue to play in cultuie Studentswill be introduced to the theoretical, cuiatorial,and educational principles of cut rent museumpractices, and also to the practical considerationsfaced by cultural institutions Museum visits andfield trips aie required of all students

431 Selected Readings 1-3 crSelected Readings consists of a tutorial in which astudent reads extensively and prepaies iepoits on atopic chosen in consultation with a faculty advisorand mentor Permission of Department is requiredThis course is iestricted to majors

441 American Painting and Sculpture 3 crSelected topics in 1811, 19" and eai ly 20" centuryAmerican art history are examined in the contextof social, political, cultinal and economic issuesTopic examples include The Changing AmericanLandscapes in the 1911 Century, AmericanPortidlu.11c, American Tiripiessionism, AmericanWomen at tists, The Rise of Arnei ican At tAcademies, Ait Criticism and Patronage, Exhibi-tions, and Museum Institutions

442 American Architecture 3 crThis couise studies construction, style, buildingtypes, and concepts of city planning in Americanarchitecture It om the 17" century to the presentThe social and political forces affecting style areemphasized The course also includes anintroduction to the theoiy and practice ofhistoric pieseivation

443 American Decorative Arts 3 crDecorative aits fiom the Pilgrims to the Bauhausinfluence aie examined in context histoi ical,formal, technological, and cultural Field tripsto Carnegie Institute and other area collectionsat e scheduled

478 Internship 1-3 crPiactical experience in art-ielated areas introducesthe student to the many oppoitunities in the att

field Pierequisite Peirnission of the art historyfaculty and completion of 15 art history ciedits arerequited Restricted to majors

480 Independent Study 1-3 crRestijLted to majois Permission of the depaitmentis required

DEPARTMENT OF CLASSICSChairpersonLawrence E GalLhas, PhD

The study of Classics is a unique discipline It isnot the study of language or literature alone It israther the investigation of one of the world'sinspued civilizations, the Graeco-Roman worldAs such, it otteis the student insight into thebroadest aspects of human existence set inpetspective distant enough from one's own toexpand significantly the understanding andappreciation of humanity's aspirations it'sfailures, and occasional triumphs

REQUIREMENTS FOR THE MAJORS

The Department olfers four majoi prograirisClassical Latin Classical Gieek, ClassicalLanguages (knowledge in both Latin and Greekrequired), and Classical Civilization (no knowl-edge of Greek/Latin iecluired) Credits applied toany major must be at the 200 level or aboveTransfer credits applied toward the major will bedetermined at the start of the transferied student',,coursework, based on the mutual agreement ofstudent, advisoi, and department

1) The Classical Latin major iequires at leasteighteen credits in Latin as well as six credits inancient archaeology, ancient history or ancientliterature courses in English

2) The Classical Greek majoi 1equires at leasteighteen ciedits in Greek as well ds six credit-, inancient archaeology, ancient histoiy, or ancientliterature courses in English

3) The Classical Languages major requires atleast twenty-four credits in Latin and Gieek inaddition to six credits of ancient archaeology,ancient history, or ancient literature courses inEnglish The Survey of Sanski it Literature (211 -212) may be substituted for the credits of eitherLatin oi Greek

4) The Classical Civilization majoi is anindividually designed program of twenty-fourcredits of ancient liteldture, history, art, andatchdeology Students majoring in ClassicalCivilization cicate programs with the close adviceand the approval of the Classics Depattment to fittheir bdLkg10UndS, interests, and career objec-tives Majors should forinUldte piograms withbalanced history and literature components Theyaie strongly encoutaged to fulfill the Collegelanguage requirement in eithei Latin or GieekAll courses in Gieek or Latin at the 200 level 01

above apply to the Classical Civilization Majoi

REQUIREMENTS FOR THE MINORSOR COGNATES

A irnnoi is a minimum of 12 credits above the100 level The Department offers a minot/cognatein Latin in Greek, or in Classical Civilizationwith concentrations in Greek Civilization, RomanCivilization, Archaeology, Ancient History, andAncient Art and Litei ature with approval of theDepartment and advisors

ORIGINAL LANGUAGE COURSES101, 102 Basic Latin I and 11 4 cr eachThe fundamental,; of Latin grammar and syntaxwith exeicises in ieading/transtation

103, 104 Basic Greek I and 11 4 cr eachThe fundamentals of Greek grammar and syntaxwith exercises in read ing/tran sl ati on

111, 112 Basic Sanskrit 3 er eachThe fundamentals of Sanskrit grairimar andsyntax with exercises in ieading/transiation

201, 202 Introduction to LatinReadings I and 11 3 cr eachSelections of major Latin author(s)

203, 204 Introduction to GreekReadings I and 11 3 cr. eachSelections of major classical Greek author(s)

207, 208 Biblical andPatristic Greek 3 cr eachSelections fiom biblical and Christian Gieekliteiatuie

211, 212 Survey ofSanskrit Literature 3 cr eachSelected readings fiorn major Sanskrit texts

The following will be taught as Latin or Greekcourses or, for those students who aie qualified,as combination Latin and Greek courses

Each course will cover an individual author orgroup of authors or a genre Each course maybe repeated as long as a diffetent author or workis read

301 Pre-Fifth Century 3 crThe Iliad, the Odyssey, the Homeric Hymns,Hesiod, Pindai and Greek lyric poetry

302. Fifth Century 3 crHeroclotus, Thucychdes, Aeschylus, Sophocles,Euripides, and Aristophdries

303 Fourth Century 3 crGreek oiators, Plato, Aiistotle, Xenophonand Menandet

304 Alexandrian Period 3 crApollonius Rhodius, Theociitus, Callimachusand the lesser Alexandrian authors

305 Roman Republic 3 crPlautus, Terence, Cicero, Lucretius, Catullus,Caesar and Sallust

306 Augustan Literature 3 crLivy, Vergil, Horace, Ovid Propertius andTibullus

307 Imperial Literature 3 crSeneca, Lucan, Petromus, Martial, Plutarch,Tacitus, Juvenal, Pliny the Younger, Suetonnus,Apulems and Lucian

308 Post Classical Literature 3 crPost classical, medieval, renaissance andneo-Latin authois

309 Studies in Genre 3 crSelected genre of Greek and/or Latin liteiature

400 Independent Readingsand Research Var cr

500 Independent Readingsand Research Var er

"M

CLASSICS COURSES IN ENGLISH(NO GREEK OR LAT IN REQUIRED)

121 Greek and Latin Roots in English 3 cr.A study of Greek and Latin roots to facilitate thecomprehension of English

122 Etymology of Scientific Terms. 3 crIntroduction to Greek and Latin elements ofscientific terminology

123 Classical Mythology 3 crThe major myths of Greece and Rome withattention to contemporary interpretations and theinfluence on art and literature

230 Ancient Theatre 3 crAn examination of the origins and development ofancient tragedy and comedy

231 Ancient Epic 3 crA study of ancient epic literanne withparticulat attention to the techniques of oral andliterary composition

232 Contemporary Literatureand Classics 3 erAn investigation of the influence of ancient mython 20th century French, German, Italian, Englishand American literatuie

233 Ancient Satire 3 crInvestigation of the satirical element withreference to the writings of Lucian, Lucilius,Horace, Persius, Maitial and Juvenal

242 Ancient Law 3 crA suivey including the contributions of the Greeksand of the Romans to the development of law

244 History of Ancient Medicine 3 crExamination of the medical theories and practicesin the period from the Egyptian temple physiciansto the doctors of the Roman Ernpire Specialattention is given to Hippocrates and Galen

245 Greek History 3 crGieek histoiy and culture troin earliest times up tothe death of Alexander of Macedon

246 Hellenistic History. 3 crMediterranean history from the death of Alexanderuntil the accession of Octavian and the establish-ment of the Roman PrinLipate

247 History of the Roman Principate 3 crThe consolidation of the Roman imperial structurefrom Augustus to the death of Commodus

248 History of the Late Roman Empire 3 crRoman history from the accession of Severus tothe death of Justinian

249 Egyptian Civilization 3 crA suivey of Egyptian histoiy and culture fiomthe pie-dynastic period to the establishment ofRoman rule in Egypt Special attention will begiven to the artistic literary, and religiousachievements of Egypt

260 Classical Tradition in Literature 3 crA study of the influences of Graeco-Romancivilization on later cultural life through theI 91h century

300 Seminar 3 crTopics variable

303W Seminar Women in Antiquity 3 crThis course explores the reality of women slives in antiquity, as well as the complexity ofmale/female interaction, particularly in 5" centuryBC Greece and the early Roman empne Itexamines women's dependency and strengths asseen in literature and visual images from theancient world

315 Archaeological History of the AncientGreek World. 3 crA survey of the archaeology of Gicece fromprehistory to the Roman period

316 Archaeological History of Athens 3(rAn investigation into the topography and monu-ments of Athens and Attica, fiom the prehistoric tothe Roman period

317 Archaeological History of the AncientRoman World 3 crA survey of the archaeology of Italy fromprehistory to the middle fouith century A D

318 Archaeological History of Rome 3 crAn investigation of the topogiaphy andmonuments of Rome from prehistorythrough Constantine

319 Archaeological History Seminar 3 crPossible topics include the Bronze Age Aegeanthe development of Vase Paintings, the Etruscansthe Ara Pac is, etc

321 Art, Architecture, and Archaeologyof the Augustan Period 3 crThis class shall examine the Augustan period inthe light of its material culture focusing on the artand architectui e produced under Augustus inRome It will also consider Augustus' influenceupon the later Roman Empire and the Fascistarchaeology under Mussolini

322 Rome's Golden Age Literature in theAugustan Period 3 crWe shall read –in English– a sampling of theworks of Vergil, Hoiace, Propertius and Ovid aswell as Livy's histories, focusing on Vergil'sAeneid — all literature which would glorifyRome and its beginnings as well as the firsternperor's own lineage

DEPARTMENT OFCOMMUNICATION &RHETORICAL STUDIESChairperwnRonald C Arnett PhD

Duquesne University is world-renowned for itsc.ommitment to ethics, intercultural understand-ing, the liberal aits, and preparation foi profes-sional leadership Duquesne's Department ofCommunication & Rhetorical Studies is alearning community based on research anddevelopment and the implementation of cutting-edge ideas in the classroom and in the market-place The department consists of nationallyknown scholars, outstanding students andexecutive faculty drawn from top commurucdtionfirms Together we conduct research anddevelopment in integrated marketing communica-non, public relations and adveitising, corporatecommunication, intercultural communication, andpersuasion in the marketplace We unite ahumanities education with iesearch and develop-merit in conteiripoiary marketplace concerns anda call to service lived out in the professionalmarketplace, educating communication leadersfor the shaping of this centin y

We seek to lead We seek to serve We seek toinnovate We seek to learn from iesearch theclassroom, internships, marketplace engagement,and in dialogue with our corpoi ate partners—MARC Adveitising USA and Ketchum PublicRelations Our departmental foundations arecommunication ethics a humanities approach tothe discipline a research and developmentculture and ongoing practical engagement withthe marketplace

Our graduates work in fields such as advertising,public relations, management, events planning,marketing, sales and corpoiate communicationSome choose to pursue postgraduate degrees inthe humanities, business, or law school Prepara-tion for these po s t-baccal aureate options emergesfrom their choice among four majors in Commu-nication & Rhetorical Studies Three of themajors prepare students directly foi marketplaceengagement—Integi ated Morketing Coininitnico-tion Corporate Communication, and Communi-cation Studies Our final major Rhetoric,piepares students for law school or other graduateeducation Marketplace engagement, work withexecutive faculty, and a vibrant internshipprogram guide communication education inthese majors

E Integrated Mai keting CommunicationIntegrated Mai ken ng Communicationincorporates functions of advertising andpublic relations foi ethical strategiccommunication in a changing worldStudents leam the communicationpiocesses that establish and identify a"brdnd" for internal and external publicsThe major prepares students for service incorrimunication agencies, corporations,non-profit oiganizations, and publicinstitutions Working in these fields, ourgraduates manage strategic communication,persuasive messages public dialogue, andcrisis communication

E Coa)orate CommunicationCorporate Communication addiessesoiganizational communication strategies andleadeiship in business contexts Studentspractice sophisticated theories of conflictmanagement, small gioup and teamcommunication, and sensitivity to genderand cultural issues in the marketplace Themajor prepares students for caieers inmanagement, corporate leadership, non-piofitcommunication, human resources, sales,and entrepreneurship

E Communication StudievCommunication Studies offers students theopportunity to design a unique plan of studyThis majoi optimizes opportunities forstudents seeking a specific marketplaceniche Students collaborate with facultymentors to fashion a piogram beyondrequired departmental courses Courseselection is crafted in tandem with theStudent's Inofessional goals

E Rhelot ic

Rhetoric combines ethical concern for

conternpoi ary issues with at tful public

persuasion The major in rhetoric reflects the

department's strong philosophical and

humanities focus Argumentation and

persuasion ate skills fundamental to this

major and are informed by rhetorical theoiy

and philosophy of communication Students

analyze the practice of these theories in

contexts such as religion, fiee speech, and

popular culture The major provides an

excellent foundation for careers in law

political leadership, higher education, and

othei professions in the public sphere

Praxis Portfolio

From their very first semester at Duquesne,

Communication & Rhetorical Studies majois are

invited to Walk the Hunianitiev into the Market-

place Students work toward careers in connuu-

nication through incremental opportunities for

practical experience Portfolio pieces are

generated in student orgamZdtlOnS internships,

and classroom campaigns Communication &

Rhetorical Studies houses d number of opportuni-

ties for student involvement

M AAF (American Advertising

Fedeiation) student chapter

• PRSSA (Public Relations Student

Society ofAmerica) chapter

• Student Ambassador programs with

Integrated Marketing Communication

professionals

• Student Advisory Counc i I

• Lambda Pi Eta, National Communica-

tion Honor Society

• Integrated Marketing COMMUnication

student-run campaigns

• Pro-bono chents in upper-level courses

• Internship Program (see below)

• Departmental Ambassador

Program with internationally

known corporations

Internship Program

The department has both an Inteinship Director

and dMaiketplace Coordinator TheDepartment

of Communication & Rhetorical Studies

internship office connects students with over 100

organizations oftei ing pi ofessional communica-

tion experience The director assists students with

the application piocess and facilitates then ability

to eat n comse ciedits Some of the oiganizations

with which we have internship leldt1011ships are

ALCOA, Bdyer Coipoiation, Pittsburgh Pnates,

Pittsburgh Penguins U S and State Senate

offices the University of Pittsburgh Medical

Center, MARC Advertising USA, and Ketchum

Public Relations

Corporate Partnerships and Executive Faculty

MARC Adverti mig USA and Ketcham public

Relations ivoi k with the depai tinent av cotpoi ate

poi Inet ^ Out depai tinentalfacilities include a

MARC CenterforExcellence TheKctchttin

Institutefor Public Communication (KIPC)

coiittlbtilevtootirreyeaicli(iizddei^elol)i)ieiitit?

integrated inat keting communication and also

p?ovides advanced internshipsforoto toppiniory

and senioi v

Executive faculty at the level of CEO and vice-

president co-teach om upper level undergraduate

marketplace courses with faculty and othel

communication professionals Mr Tony Bucci

our founding executive faculty member, is the

President and CEO of MARC Adveitising USA, a

billion-dollar company with offices throughout

the United States Executive faculty offer insight

and expeitise as a service to the Duquesne

University community without compensation

Service is central to marketplace success and

responsibility, and executive faculty members

exemplify this commitment

Distinguished Faculty

Our faculty members are outstanding teachers

committed to Duquesne University s mission to

serve God by seiving students Communication

& Rhetoiical Studies ptofessors are frequent

iecipients of awards for excellence in teaching,

service, and scholarship We have won research

,^rants and multiple national article and book

awards Most importantly we are committed

to nonstop learning and ethical engagernent in

the marketplace

Communication Ethics

The Depaitment of Communication & Rhetorical

Studies engages the Ethical Diffetence, preparing

students to be responsible leaders in the market-

place and public sphere Our department offers

the to] lowing pi ograms

• Intei nships with nonpi ofit seivice

oiganizations

• Ethics as the foundation Of Out couises

• Capstone couise in Coin inun ication

Ethics

• Annual awaids to communication

ethics scholai s and ethical

c oi pot ate leadei s

0 Public lectures by nationally known

reseatchers in communication ethics

0 Communication Ethics Centei a

nationally recogni7ed institute that

promotes schold1ship and outreach in

communication ethics

State-of-the-art Curriculum

our course,, provide a foundation foi Our Students

in hUmanities-based communication theory and

reflect the ethical demands of a changing world

We invite out majors to approach human

peisuasion holistically drawing fiom the roots of

our discipline in Aristotelian rhetoric to

undei stand communication for the 2 P century

Our innovative curriculum in Communication &

Rhetorical Studies is detailed below The newest

major, fritegiated Marketing Communication,

emerges out of our research in advertising and

public relations and iniriors the maiketplace

out students will enter after their time at

Duquesne University

Departmental Requirements

for the B A Degree

Students complete 30 credits (minimurn-45 is

the maximum number of credits pei mitted in the

major) in Communication & Rhetorical Studies-

15 within the departmental core and 15 within

their chosen major Students design, in consulta-

tion with then mentors, a plan of study that

develops their knowledge in the skills strategy

and management of communication

Requiied Coie (6 ci edits)

No matter which major they choose in

Communication & Rhetorical Studies,

students will understand themselves as part of

history and strive to be ethical communicators

All B A students in Communication &

Rhetorical Studies take the following courses

COMM 301W History of Communication

COMM 494W Communication Ethics

Elective Core, Part 1 (6 credits)

The elective core unites COMMUMLation, the

marketplace, persuasion, and cultural

difference These areas are strongly repre-

sented in this portion of the elective core

Simultaneously, the courses address crucial

institutions and contexts for communication

leaders in the twenty-first century. Students

choose two of the following three courses

COMM 201 Human Communication

& Society

COMM 206 Communication in the

Marketplace

COMM 407 Intercultural Communication

Elective Core, Part 11 (3 credits)

The exploration and advocacy of ideas is

essential to a student's role as a learning

worker in the marketplace Students choose

one of the following courses

COMM 204 Piofessional Communication

in Integrated Marketing

COMM 304W Persuasion

Majors (15 ciedw)

In choosing one of our four majors, students

announce their commitment to prepare for

leadership in 1) Integrated Marketing

Communication, 2) Corporate Communica-

tion, 3) Communication Studies, or 4)

Rhetoric Each area is distinct and offers

opportunities to practice strategic communica-

tion management Students are required to

take five courses in their major

1) INTEGRATED MARKETING

COMMUNICATION

Select COMM 204 (Professional Commu-

nication in Integrated Marketing) and

COMM 206 (Communication in the

Marketplace) in the elective core Choose

rive courses from the following

COMM 330 Integrated Marketing Comm

Functions I Public Relations

COMM 333 Integrated Mai keti ng Comm

Functions IT Adveitising

COMM 422 Communication Research

and Evidence

COMM 430 Tnterated Mai ketim, Comm

Strategies I Public Relations

COMM 433 Integrated Maiketing Comm

Strategies 11 Adveitising

COMM 436 Integrated Marketing CommCoordinating AD & PR

COMM 438 Integrated Marketing CommIntei active Strategies

COMM 439 Integrated Marketing CommRFPs AD & PR

COMM 454W Interpersonal CommunicationCOMM 456W Orgam7ational

CommunicationCOMM 498 Inteinship

2) CORPORATE COMMUNICATION

Select COMM 204 (Professional Commu-nication in Integrated Marketing) andCOMM 206 (Communication in theMarketplace) in the elective core Choosefive courses from the following

COMM 102 Public SpeakingCOMM 103

Introduction to InterpersonalCommunication

COMM 202

Business & ProfessionalCommunication

COMM 330 Integrated MarketingComm Functions IPublic Relations

COMM 418W Conflict Managementin Organizations

COMM 422 Communication Research& Evidence

COMM 427 CommunicationManagement

COMM 430

Integrated MarketingComm Strategies IPublic Relations

COMM 454W InterpersonalCommunication

COMM 455 Small Group & TeamCommunication

COMM 456W Organ izat tonalCommunication

COMM 479 Communication & GenderCOMM 486

Organizational ConsultingCOMM 498

Internship

3) COMMUNICATION STUDIES

Self-designed in consultation with afaculty mentor

4) RHETORIC

Select COMM 201 (Human Communica-tion & Society) and COMM 304W

(Persuasion) from the elective core Selectfive courses from the following

COMM 102 Public SpeakingCOMM 103 Introduction to

Interpetsonal CommunicationCOMM 402 ArgumentationCOMM 414 Rhetoric, Religion, & SocietyCOMM 426 Free Speech & ResponsibilityCOMM 458 Communication &

Popuiai CultureCOMM 459 Phi I osophy of

CommunicationCOMM 461 Rhetojical TheoryCOMM 498 Internship

The Double Major Options (30/24)Majors in Communication & Rhetorical Studiescan add a major in English, and majors in Englishcan add a major in Communication & RhetoricalStudies The first selected major requires 30credit hours dnd the second major 24 credit hours

Requirements for the Minor inCommunication Studies 18 Hours minimum

• COMM 494W Communication EthicsQ hours)

• Two of the to] lowing Courses (6 houi s)• COMM 201 Human Communication

& Society .• COMM 206 Communication in

the Mai ketplace• COMM 30 1 W History of

Communication• COMM 407 Intercultural

Communication• Minor Concentration (9 hours)

• Integrated Maiketing Communication• Corporate Communication• Communication Studies• Rhetoric

Notes of clarificationI Following McAnulty College and Graduate

School of Liberal Arts policy, studentsmajoring in one of the four majors inCommunication & Rhetorical Studies maynot take a second major nor a minor inCommunication & Rhetorical Studies

2 Students may not take both the major inthe Integrated Marketing Communication(Department of Communication &Rhetorical Studies) and the major inPublic Relations and Advertising inthe Department of Journalism andMultimedia Arts

We also offer a program that allows students toearn both a Bachelor and Masteis clearee in fiveyears See the Director of Undergraduate Studiesin Communication & Rhetoiicdl Studies forinfoirriation about this opportunity

UNDERGRADUATE CURRICULUM

102 Public Speaking 3 crDevelops communicative skills necessary toanalyze verbal discourse and to perform effec-tively in public speaking situations that confiontthe educated person

103 Introduction to InterpersonalCommunication 3 crDevelops communication skills in a variety ofpersonal and professional relationships includingtriendships, romantic relationships, workrelationships, and family relationships

114 Introduction to InterculturalCommunication 3 crThis Course provides a foundation for effectiveCommunication between and among pet sons ofdiverse cultural standpoints

201 Human Communication & Society(Elective Core) 3 crExamines how people influence, and areinfluenced by institutions, groups, andother individuals

202 Business & ProfessionalCommunication 3 crFocuses on one-to-one group, andindividual communication in business,government inclusuial, and not-for-profitor service organizations

203W Communication &Professional Civility 3 crDevelops communication skills in group andorganizational relationships

204 Professional Communication inIntegrated Marketing 3 crThis course integrates writing basic oialcommunication skills, and presentationaltechnology skills within a professional comEmmi-cation context Professional assignments withcase studies guide instiuction

206 Communication in the Marketplace(Elective Core) 3 crProvides an introduction to communication inmarketplace contexts, with particular attentionto professional discourse with internal andexternal audiences in profit and not-for-profitsettings Topics may include an introductionto advertising and public iclations/integratedmarketing communication, professionalcommunication in the woikplace and salesand service communication

301W History of Communication(Core Requirement) 3 crSurveys the ancient traditions of rhetoric andpublic communication through the rise ofmediated and mass delivery systems

302 Business & ProfessionalCommunication Praxis 3 crAdvanced business and professional communica-tion course for majors only which focuses on one-to-one group and individual communication inbusiness, goveinnient, industrial, and not-for-profit or service organizations

304W Persuasion 3 crExamines theoiy and practice of the influence ofbeliefs attitudes, and behaviors

330 Integrated Marketing CommunicationFunctions I PR 3 crIntroduces students to Public Relations functionsin Integrated Marketing Communication (IMC)Public Relations functions are engaged throughCase studies and an historical orientation to IMCStudents learn intioductory Public Relationspractices necessary for internship and entry-levelpositions in Integrated Marketing

333 Integrated Marketing CommunicationFunctions 11 AD 3 crIntroduces students to Advertising functions inIntegrated Marketing Communication (IMC)Advertising functions are engaged through casestudies and an historical orientation to IMCStudents learn introductory Advertising practicesnecessary for internship and entry-level positionsin Integrated Marketing

387 Events PlanningCommunication Architecture 3 crFocuses on designing integrated communicationappi oaches for implementation in specificcontexts such as conferences professionalmeetings, celebratory events, and progiams forcommunity Outreach Working from a theory-

informed action (praxis) appiodch, student,,

engage the professional, inteipeisonal, and

Organizational coordination of information,

people and budget(s)

402 Argumentation 3 cr

Applies the methods and principles of delibera-

tion and critique to a significant contemporary

social issue Emphasizes creating, advocating,

defending, and refuting social propositions

and claims

404 Intercultural

Communication Perspectives. 3 er

This course provides a foundation for the

understanding and practice of intercultural

communication

406 Political Communication 3 cr

Political Communication examines the gainut of

public political debate — carnpaigns, governance,

news coverage spin-doctors and message

shaping, imageiy, polls, commentary, blogging

etc In addition the course will explore in

histoi ical depth one major Issue In the context of

rhetorical and political tlieoiy The mix of

political activities and issues covered will vary

fiom semester to semestei oiven cut rent events

407 Intercultural Communication

(Elective Core) 3 cr

Intercultural Communication exposes the student

to the impoitance of communication among and

between politically, culturally, and ethnically

diveise people as a bridge to understanding in a

multicultural world

411W Rhetorical Criticism 3 cr

Examines critical methods and appioaches to the

Study and analysis of thetorical acts, movements,

and speeches

414 Rhetoric, Religion, & Society 3 cr

Introduces how the rhetoi ic of religious symbols

influences and enriches our daily living

417 Multinational Communication 3 cr

Focuses on the similarities and differences in

the way people fiom different nations think, act,

and negotiate

418W Conflict Management

in Organizations 3 cr

Examines the role of communication in

managing and regulating inteipeisondl and

Organizational conflict

422 Communication Research

and Evidence 3 cr

Teaches students exposition, discussion,

peisuasion, and argumentation to support

assertions with evidence and detendjudgements

with probable cause in the inany aienas of

public cornmunication

426 Free Speech & Responsibility 3 cr

This class explores the rhetorical inteiplay

between free speech and communicative

I esponsibility Historical cases and contemporaty

issues in flee speech are examined from a

standpoint of communicative iesponsibility

427 Communication Management 3 cr

Intioduces Students to the theory and application

of management communication Examines how

manageis develop an oiganizational CUItUIC

navigate Organizational change and support

innovation thiough communication practices

Provides historical context for undeistanding the

communication environment as well as discussion

of effective communication piactices

430 Integrated Marketing Communication

Strategies I PR 3 cr

Instructs students in the principles of Integiated

Marketm^ Communication for Public Relations

contexts Interpersonal oiganiZdtlonal and

managerial strate^ies are integrated through

theories of persuasion Students learn rhetorical

versatility and responsiveness in managing

dialogue with diverse publics This versatility IS

based on principles of persuasion, intercultural

comIllUnication and crisis communication

management for organizations Thiscouise

prepaies students foi advanced internships

and employment in Integrated Mai keting

Communication contexts

433 Integrated Marketing Communication

Strategies 11 AD 3 cr

Instructs students in the principles of Integrated

Mai keting Communication for Advertising

contexts Advertising is exploied as a persuasive,

rhetorical activity Students leain ihetorical

veisatility and iesponsiveness in conStiucting

messages lot diverse audiences through principles

of intercultuial communication in the global

trial ketplace Pi epares students for advanced

inteinships and employment in Integiated

Mai ketm^ Communication contexts

436 Integrated Marketing Communication

Coordinating AD/PR 3 cr.

Covei s the principles and practices Of Mdrketi it-

corn in Lill icati on Emphasizes piornotion ared Of

the maiketing inix including advertising sales,

piornotion, public relations, and personal selling

438 Integrated Marketing Communication.

Interactive Strategies 3 cr

Within the pm view of Integi ated Marketing

Communication, this course examines theoretical

and practical communicative strategies behind

interactive marketing This course will challenge

students to apply communication theory in ordei

to support and articulate the role of online

strategies in integrated campaign planning

In addition, students will gain a more

comprehensive understanding of how to think

and implement strategic interactive tactics

through hands-on projects

439 Integrated Marketing Communication

RFP's AD/PR 3 cr

Examines a crucial stage of the persuasive

communication in IMC responding to RFPs or

"Requests for Pi oposal s " Teaches students to

apply strategies of analysis peisuasion, and public

speaking/piesentations in diverse interpersonal and

public contexts Students plan Adveitising and/or

Public Relations campaigns, learning the impor-

tance of audience analysis principles of intercul-

tural communication and interpretation of

institutional/organizational discourse as they learn

to "pitch' pioposals to potential clients

440 Communication Ethics

& Technology 3 cr

Examines the implications of technology lot

cornmunication ethics Technology's impact

on interpersonal, Organizational, and public

Lommunication is addressed

445 Non-Profit Development &

Philanthropy Communication 3 cr

This course will help students to develop grant-

writing skill-, and an understanding of the

components of a strategic plan non-profit SWOT

analysis (strengths weaknesses opportunities and

thieats), comprehensive development initiatives,

incorning-producing initiatives and non-profit

Organizational Stiucture, history, and ethics

454W Interpersonal

Communication 3 cr

Examines communication between individuals in

the context of a variety of human ielationships

455 Small Group &

Team Communication 3 er

Examines communication processes in Small

groups Includes discussion of group formation,

structure, decision-rudkina, errors in decision-

making, interaction models, conflict, and methods

of doing research in and about Studl I gi OUPS

and teams

456W Organizational

Communication 3 cr

Investigates the Scope and function of the

communication process in organizations in older

to pi ovide students with an undei standing of

theoty and practice

457 Communication, Science

& Revolution 3 cr

Examines how communicative beliefs built upon

assumptions common to science and revolution

influenced the "modern" world s understandma

of communication

458 Communication &

Popular Culture 3 cr

Examines how the triumph of beliefs dominated

by "imagination" over beliefs dominated by

"science has changed our understanding of

communication Covers the rhetmiLal-comilium-

cation theoi ies of the Sophists, Plato, Ai istotle,

Bacon Ramus, Burke, Perlman, Ong and Hudson

459 Philosophy of Communication 3 cr

Explores the assumptions and presuppositions

about communication found in philosophical

studies of communication Addresses such topics

as meaning and truth, inteipietation, repreSenta-

tion, and speech acts

460 Seminar Mission & Identity 3 cr

This serninar consists of ievolving topics and

authors interested in the interplay of communica-

tion and religion within CUItUle so( iety and

community This seminar examines topics and

authors Supportive of the Catholic mission of the

Holy Ghost Fathers

461 Rhetorical Theory 3 cr

Provides a theoretical introduction to classical and

modern rhetorical praxis Student papers focus on

theoretical surninaiies of rhetorical scholarship

479 Communication and Gender 3 cr

Examines scholai ship on male and female

communication styles in I variety of petsonal and

piotessional contexts, with paiticular attention

70

71

to application of these findings in private dnd

public life

484 Health Communication 3 cr

Examines communication theory and tesearch as it

relates to the health care context

486 Organizational Consulting 3 cr

Provides background in organizational communi-

cation systems and human resource analysis and

diagnosis Includes an introduction to organiza-

tional intervention through communication-based

training and development programs Major units

include organizations as systems organizational

diagnosis, and organizational inteivention

Specific concepts covered include orgam7ationdl

audit techniques and adult learning theory, as well

as designing, conducting, and evaluating several

different types of training efforts

490 Special Topics —

Communication 3 cr

Check semester class offerings for special

classes offered

492 Seminar Current Issues

in Communication 3 cr

Discusses professional problems and advance-

ments in the field of Communication

494W Communication Ethics

(Core requirentent) 3 cr

Explores theoretical and pIdLt]Cdl issues in the

explanation of ethical options and decisions in

relational, organizational, and media contexts

496 Directed Readings 1-6 cr

Offers the opportunity for students and

faculty to conduct in-depth study of a topic

not covered, or coveied only biielly, in other

departmental courses

497 Special Projects 1-6 cr

Offers the opportunity foi students to prepare pi i nt

or electronic products (e g , brochures, slide

shows, video programs, etc ) commissioned by

University oi community otganizations

498 Internship 1-6 cr

Provides a supervised obsei vation/experience

program of study (assignment and performance) in

areas such as media, marketing, editorial, human

resouices, and public ielations Most placements

are in the Pittsburgh[Westein Pennsylvania atea

499 Directed Studies 1-6 cr

Offers the opportunity for students and

faculty to conduct in-depth study of a topic

not coveied, or covered only briefly, in other

departmental courses

COMPUTER SCIENCESee Department of Mathematics and ComputerScience for details

ECONOMICSPlease see page 169 in the School of Businev^foi

more information

REQUIREMENTS FOR A MAJOR

The B A in economics requires a minimum of 33

ci edit hours in economics AgradeofCorbetter

must be achieved in all economics courses

Economics Core ECON 201 202, 223, 30 1,

332, 281, 284 and 480

EcomonicsTrack Public Policy (ECON451,

452, 300+ elective) or Business Economics

(ECON461 462,300+ elective)

Extra-departniental iequirements coiriputet

pro.-ramming (select 3 credits from COSC

10 1, 150, 160 or QSMIS 182) and statistics

(select 3-6 credits from MATH 125, 225,

301/302, or QSMIS 281/284)

REQUIREMENTS FOR A MINOR

The minor requires 15 credit hours in economics,

including ECON 201, 202, and 301 Plus an

additional 6 credits in ECON at the 300-level or

above (Students are advised to take pairs such as

ECON 381 and 384 it interested in quantitative

methods, ECON 451 and 452 if interested in

policy analysis, or ECON 461 and 462 if

interested in busmes^ applications)

DEPARTMENT OF ENGLISHChairperson

Linda Kinnahati, Ph D

Dedicated to the study of literature, theatei,

writing, and culture, the English Department

occupies a distinguished position within a liberal

arts education Through dynamic and varied

exp101 dtlOnS of the centrality of human expression

and the vast creative possibilities of language,

literary Studies offer a window into our own

multifaceted cultm e and cultures of the past A

wide range Of Courses taught ftom a variety of

critical peispectives examines texts in their

manifold relations as aesthetic objects as social

documents, as chapteis in the history of an idea or

a people as occasion for meditation or revolution

The Depai tment of English offers two majors,

English and Theater Arts Throughopportum-

ties foi analysis, discussion and written compost-

tion in these fields students develop clarity of

thought, precision of expression, and informed

critic.al judgment These oppoi tunities provide

excellent preparation for careers in secondary and

university teaching, law, business and manage-

ment, publishing editing, technical writing,

journalism writing for media, public relations,

library science, adveitising and many other areas

of professional and creative endeavor

Students who major in English choose a

concentration in Literary Studies, Writing, or

Filin Studies These concentrations offer a wide

range of courses in English, American and global

literatmes, writing, film analysis, theory, and

production, linguistics, and literary theory

Students who major in Theater Arts study

dramatic liteiature as well as acqune experience

in acting directing and the technical aspects of

theati ical production

Cooperative Programs

The Depaitment of English offers a variety of

coopeiative programs

Double Degiees

N The School of Law designed to allow

qualified students to earn both an

under,,iaduate degree in English and a law

degiee in six years rather than seven

0 The Graduate School of Liberal Arts

designed to allow qualified students to

obtain a BA and MA in English at an

acceleiated pace

0 The School of Education designed to allow

students to eain a B A in English and a B S

in Education and initial certification in

English in a total of 129 credits

Coopei ative Majory

0 English and Education see above

0 English and Theater Arts designed to

allow students to complete a double major in

English and Theater Under this piogram of

study students meet all requirements for a

nidjoi in one of these disciplines, and

complete a major in the othei with a ieduced

number of ci edits

E English and Communication/Rhetorical

Studies designed to allow students to

complete a double major emphasizing

language and interpretation Undei this

program students meet all requirements (30

credits) for a major in one of these

disciplines, and complete a major in the other

with 24 additional credits

13 English and Philosophy designed to allow

student,, to complete d double major

emphasizing theoietjcd] and analytical

explorations of the written woid Underthis

prograrn students meet all requirements (30

ciedit,) for a major in one of these

disciplines, and complete a indjoi in the other

with 24 additional credits

N English and Journalism, or Public

Relations and Advertising, or Media

Management and Production each of these

double majors is designed to allow student,

to complete a double major emphasizing the

role of the written word in both the literary

and public spheres Under this program

students meet all requirements (30 credits)

for a major in one of these disciplines, and

complete a major in the othei with 24

additional credits

Interdisciplinary Minoi and Certificate

E Women's and Gender Studies designed to

allow students to complete a major in English

(30 credits) and an interdisciplinary minor in

Women's and Gender studies (15 credits)

Up to one course may count toward both the

English majoi and the Women's and Gendei

Studies minor

M Business designed to allow students to

complete a B A in English (30 credits) while

at the same time earning a Certificate in

Business (24 credits)

Prerequisites— Foi a] I 200-level com ses

students must have completed Core 101, Thinking

and Writing Acioss the Curiiculuin (or its

equivalent) Coi e 102, Imagi native Literature and

Critical Writing (or its equivalent), may be taken

concurrently with 200-level couises by peirms-

sion of the Department For all 300-level couises,

students must have taken Coi e 10 1 and 102 Foi

all 400-level courses, students must have taken

Core 101 and 102, and at least one English course

at the 200 level Ideally, students also should take

English 300 before enrolling in a 400-levelcoui se Individual corn ses numbered above 200

Indy require specific pieiequisites, toi more

intoirriation, consult the Department

REQUIREMENTS FOR THEENGLISH MAJOR

Major in Literary Studies or Writing

Required 30 credits

A ll Majors *

Core requirement – 12 credits

ENG 300—Ci itical Issues inLiteraiy Study

Survey courses 9 credits, Three courseschosen from the following'-*

Survey of Biitish Literatuie ISuivey of Bittish Literature 11Survey of American Literature I

Survey of Aniei ic an Literature 11

Concentration in Literary Studtes-18 credits in

addition to Core requirements

Students enrolled in the Literary Studies

concentration are afforded the opportunity to

examine both canonical and rion-canonical texts,

to place works of a given liter,uy period in

i elation to other pet iods, and i n i elation to theliterature of other cultures, to explore the ever-

changing and sometimes conflicting ci itiLal

pet ^pectives and conceptual Lategoi te, that have

defined liteiary undei standing ovei time, and to

consider the relations of I itei attire to society,history, and othei forms of cultui a] expi ession

Students ate iequned to take one 400 level course

froin each of the following categories

Literatme and Diversity

Ameiican Ineiatute

Bittish literature

Senior Seminar

couise offei ings may meet the above iequii e-

ments In no case may d student use a single

course to satisfy two iequirements

Concentration in Writing-18 credits in

addition to Core requirements

The concentration in writing educates students

within a broad practical and theotetical fiarne-

work that combines courses in rhetoric, the

history of writing, literature and creative writing

to help students develop as mature writeis inmultiple genies Workshops, serninais intern-

ships, and other types of writing courses assuie

that students gain d thorough understanding of

wining as a multifaceted and rigorous discipline

of study

Students are required to take the following

Three writing comses at the 300 or400 level

One 400 level literature course

Six hours of electives, no mole than one

course may be below the 215 level

Concentration in Film Studies-18 credits in

addition to Core requirements

Students enrolled in the Film Studies

concentration are afforded the opportunity to

examine classic, avant-gatde, and Popular films

to learn the major trends, schools, and philoso-

phies of film and film production, to exploie

theoties of film pioduction, viewing, and

circulation, and to considei the relation-, of

film to society, history, and othei forms of

cultuial expression

Students are iequued to take the following

English 305 Introduction to FilmNine hours with each of the thiee areas

below represented

• *Filmmaking• Historical, Cultru al, & Thematic

Pei spectives on Filin

• Theoietical & Critical Approaches

to Film

Six hours of electives in the aieas cited above

be taken at PittSburgh Filmmakeis, 477 MelwoodAve Pittsbuigh, PA 15213(Phone 412-681-5449) If the student IS anEnglish nmjoi with a Film Studies Concentiation,

then he/she may take as many as two course,, in

Filmmaking at PittsbUlgh Filminakeis towaid

your degiee at Duquesne The Duquesne flat i ate

tuition will covet the two courses at Pittsburgh

Filminakeis because of a cooperative agreement

between the two institutions Before enrolling at

Pittsburgh Fi humakers for any coui se a student

must complete the form "Application for

Appioval of Study at Pittsburgh Filmmakers for

English Majois with a Concentration in Film

Studies ' This form must be signed by the chairof the English Department (oi an dmhOlized

iepresentative) at Duquesne and by one'sAC.ddemic Advisor in the College of Liberal Arts

Students are responsible foi transportation to

Pittsburgh Filmmakers and for the purchase of

books The student will be charged a course tee

by Pittsbuigh Filmmakers

Requirements for the Minor in English

The English minor iequires 18 ciedit hours inEnglish, including

0 ENGL 300—Ci itical Issues in Litei dry Study

N One of the following English core Curriculumcourses

Survey of British Literatwe ISurvey of British Literature 11Suivey ofAinericdn Literature I

Survey of American Literature 11

0 One 400 level I iterature cout se

0 Thiee elective English courses at the 200 leveloi above

I English majors who ate also seeking certifica-tion in Education must meet a slightly different

set of ieqUnements In addition to the require-

irents for all majois, these students must

E Take a course dealing with the histoiy ofthe English language (either Suivey of

British Literature 1, or History of theEnglish Language),

0 Take a course in Woi Id Liteiature beyond the100 level

M Take a comse in giaminar OR linguistics

These additional requirements May be met

partially by using elective,, but may necessitatethat EduCdtlon students take one oi two courses

beyond the thnty hour minimum to complete

the major

* I Undei exceptional circumstances, and with theappioval of the Department, a Student may

substitute one 400-level survey coui ^e for a 200-

level cote survey requnement In all cases,

however, a student must take at least one course

in American literattre and one in British literature

to satisfy the core requnements

REQUIREMENTS FOR THE THEATERARTS MAJOR OR MINOR

Theater Arts as Liberal Arts TheTheaterAits

degree allows students to examine and expetience

the relationship between drama as liteiary artifact

and diama as performance Although students are

given technical instruction the emphasis of study

is on interpietation of drama and its place within

culture Students gain experience in how to read

a play, and they expeiience drarud itself,including all aspects of producing a play In

addition to the intellectual abilities developed in

all liberal arts programs – flexibility of mind,

clarity and pre( isi on in written and Ol d] COMMU-nication, and all ability to negotiate the often

confusing world of human artifacts – students

also benefit from woik with the technical side of

dramatic production

Petforinance, Production and Pre-Professional

Opportunities Duquesne's academic piogram in

Theatei Aits is enhanced by opportunities forpaiticipation in student dramatic productions

staged by the foul campus theater companiesRed Masquers, The Medieval and Renaissance

Playei s, Spotlight Musical Theater Troupe, and

The Summer Company Advanced students will

also benefit from collaborations and internships

with local and regional professional companies

such as The Pittsburgh Monologue Project, The

Pittsbuigh Public Theatei, The Pittsburgh

Playwi ights and others Thus, the Theater Arts

major and minor prepaie students for business

technical and artistic career oppoi funnies in

theater and othei artsSix hours of electives, no rnoie than one course *Though coui ses in filmmaki ng are not taught at

may be below the 215 level Duquesne, a cool se oi courses i n that field may

The list of course desci iptions issued each tei m

by the English Department will indicate which

Required Courses 15 creditsTHEA151 Inti oduction to Theater (3 crENG204 Introduction to Drama (3 cr)THEA2 10 History ot Theatei 1 (3 crTHEA211 History ot Theatei 11 (3 ciTHEA305 Dnecting 1 (3 cr)

Literature courses 9 credit hoursSelect from 300- and 400-level English Depart-ment courses that emphasize diamatic literatureElectives 12 credit hoursTHEA201 Acting 1 (2 cr)THEA301 Acting 11 (2 crTHEA302 Acting ITT (2 cr)THEA303 Acting IV (2 ci )THEA202 Stage Combat (3 cr)THEA3 10 Technical Theatet Q cr)THEA405 Directing 11 (3 cr)THEA48 I W Dramatic Criticism (3 cr)ENG315 Playwriting 1 (3 cr)ENG415 Playwriting 11 (3 ciTHEA499 Directed Studies (1-3 cr)

THEATER ARTS MAJOR (36 credit hours)

ENGLISH AND THEATER ARTSStudents can double-majoi in English and TheateiArts by tulfilling all the iecluirements of theEnglish major and taking 27 Theatei Arts credithoursRequired Courses 12 creditsTHEA 151 Inti oduction to Theatei (3 erTHEA2 10 History of Theater 1 (3 cr )THEA211 History of Thedtei IT (3cr)THEA305 Directing 1 (3 cr)

Literature courses 6 creditsSelect from 300- and 400-level English Depait-merit couises that emphasize dramatic literatutePlease note this does NOT include literatureiequirements needed to fulfill the English major

THEATER ARTS MINOR (21 credit hours)

Required Courses 9 creditsTHEA 151 Introduction to Theater (3 crTHEA2 10 History of Theatei 1 (3 cr)THEA211 History of Theater 11 (3 cr

Literature courses 6 creditsSelect from 300- and 400-level English Depart-nient courses that emphasize dramatic litei ature

Electives 6 credit hoursTHEA201 Acting 1 (2 cr)THEA301 Acting 11 (2 Lr)THEA302 Acting 111 (2 cr)THEA303 Acting IV (2 ci )THEA202 Stage Combat (3 cr)THEA3 10 Technical Theatei (3 cr)THEA405 Directing 11 (3 cr)THEA48 I W Dramatic Criticism (3 cr)ENG315 Playwriting 1 (3 cr)ENG415 Playwriting 11 (3 cr)THEA499 Directed Studies (1-3 ci

ENGLISH CURRICULUM

'NOTE WITH RESPECT TO THEDESCRIPTIONS LISTED BELOW, THEENGLISH DEPARTMENT IS COMMITTEDTO OFFERING AT LEAST ONE COURSEFROM EACH AREA EVERY YEAR,THOUGH THE PARTICULAR COURSE(S)IN THE VARIOUS AREAS MAY CHANGEFROM SEMESTER TO SEMESTER

201 Special Studies Fiction 3 crExamination of various types of fiction,

emphasizing critical analysis and wi iting, as wellas vanous thematic and conceptual issuesIndividual courses may be oiganized around suchtopics as

M Form and Content in Short Fiction0 Introduction to the Novel• Women and/in Fiction• The Gothic Novel

202 Special Studies Poetry 3 crExamination of the formal and thematic

dimensions of poetic expression Individualcourses may be organized around such topics as

M Form and Content in PoetryE Expenmental Poetty• Poetiy in Context• Women's Poetry

203 Special Studies Drama 3 erExamination of the various inodes and dimen-slons ot dramatic expression Individual coursesinay be oiganized aiound such topics as

Westein Drama tiorn the Classics tothe ModernsDramatic Literature and TheatricalPerfoiniance

0 Diama and Society

204 Special Studies Literature andCultural Studies 3 crExamination ot literai y expression thi ough thelens of new perspectives in cultural studiesindividual courses may be organized around suchtopics as

0 LiteiatUre and Power• Literature, Economics, and Gender• Race, Class and Literature

214W Survey,Non-Western Literature 3 crA historical survey of literature fi ontnon-Western cultures

215W Survey, Literature ofWestern World 1 3 crA histoi ical sui vey ot western literature throughthe Renaissance

217W Survey of British Literature 1 3 crRepresentative works of Bi itish literature in theirliterai y and histoi ical contexts, medieval toeighteenth centUly

218W Survey of British Literature It 3 crRepresentative woiks of British literature in theirliterary and historical contexts, late eighteenthcentury to contempormy

219W Survey of AmericanLiterature 1 3 crRepresentative selections fi oin Amei ican authorstreated in then liteiary and historical contexts,colonial to Civil Wai period

220W Survey of AmericanLiterature 11 3 crRepresentative selections from Amei ican authorstreated in their literary and histoncal contexts,Civi I War period to contemporary

30OW Critical Issues inLiterary Study 3 crIntioduction to the major approaches to literarystudy and to substantive issues raised by literatureand criticism

301W Special StudiesCreative Writing 3 crStudies and practice in the various types ofcreative writing, emphasizing the creativeprocess, cinique, and ievision Courses in thisarea are typically organized aiound such topics as

M Poetry Wining Woikshop IM Fiction Writing Workshop I0 Playwriting IM Scilpt Writing I

302W Special Studies Critical andProfessional Writing 3 crStudies and practice in the various kinds ofpragmatic writing, with in emphasis on style,puipose, audience, and clarity of expressionCouises in this atea are typically organizedaiound such topics as

303 Special StudiesAfrican Amerit an Literature 3 crExamines the various toinis otAftican Amencanliterary expiession, including poetry, draina,fiction, and non-fiLtional prose Individualcourses indy be organized around such topics as

M Twentieth-CentLI] y African Amei i canLiterature and Culture

E Race in Literary History

Electives 9 credit hoursTHEA201 Acting 1 (2 crTHEA301 Acting 11 (2 crTHEA302 Acting 111 (2 cr)THEA303 Acting IV (2 ci )THEA202 Stage Combat (3 cr)THEA310 Technical Theater (3 crTHEA405 Directing 11 (3 ci )THEA481W Dramatic Criticism (3 cr)ENG315 Playwriting 1 (3 Lr)ENG415 Playwi iti ng 11 (3 ciTHEA499 Dii ected Studies (1 -3 ci

E Expository Wining216W Survey' Literature of E LiteWritingWestern World 11 3 cr E Writing for Business and IndusuyHistorical survey ot westein literature since M Piotessional anclTechincal Writingthe Renaissance

We

77

304 Special Studies

Women and Literature 3 cr

Studies ot the various ways in which women have

coral ibuted to the development of literary

expiession Individual course,, may be organizedaround such topics as

402W Special Studies Catholicism

and Literature 3 erStudy of Catholic writers and texts in liteiaiy

history Couises in this area aie typically

organized around such topics as

0 Chancel

N William Langland

408W Cultural Contexts 3 crCourses in this aiea may include, but are not

limited to, such interests as

415W Special Studies Author Studies 3 crCourses in this area may include but are not

limited to, such topic-, as

N Pope and Swift

M Samuel Johnson and His Cncle

E Women Writers and Catholicism

M Women Writers and the Novel M Contemporary Catholic Writers 0 Arthtnian LiteiatureM Women in Literary History M Social Justice and Catholicism

M Medieval Women Writei s

M Catholic Voices in Dissent

305 Special Studies Popular Culture 3 crExamination ot various texts and topics related to

populat Culture and the populai imagination

Courses in this area ale typically oigani7ed

around such topics as

• Ameiican West, Text & Film• Science Fiction

• Literature of Clime and Detection

• Intl oduction to Film

306 Special Studies Cultural Themesand Issues 3 crStudy of the literary treatment of vdi ious texts

topics and issues from the perspective of cultuial

analysis Courses in this area are typically

organized around such topics ds

E Western American Literature

• Race and Literature

• Gender and Literature

307 Special Studies Religion and/orSpirituality and Literature 3 crStudy of the imaginative and ci itical In eatment of

religion and religious concerns in literature

Courses in this area are typically organized

aiound such topics as

• The Bible as Literatuie

• Ethnicity and Spirituality

40OW Special Studies Creative Writing

Prerequisite ENG 301 3 crWoikshops in d variety of creative wilting modes

Couises in this area ale typically oiganized

around such topics as

M Playwriting 11M Poen y Wri in n g 11M Fiction Writing 11

401W Special Studies Critical and Profes-

sional Writing Prerequisite ENG 302 3 crAdvanced study of various foinis of professional,

technical expository, and business Wilting

403W Special Studies Literature

Across Boundaries 3 cr

Varying topics reflecting the current interests of

laculty and students in couises that transcend the

boundaries of a single culture, language, or

discipline Courses in this area are typically

arranged around such topics as

PERIOD COURSES IN BRITISH ANDAMERICAN LITERATURE

NOTE ALL 400-LEVEL COURSES INBRITISH AND AMERICAN LITERATUREARE ORGANIZED AROUND FOUR MAJORAREAS OF INTEREST PERIOD STUDIES,GENRE STUDIES, MAJOR AUTHORSTUDIES, AND CULTURAL CONTEXTS

MEDIEVAL LITERATURE

405W Special Studies Survey Studies 3 crCourses in this area may include, but aie not

limited to such inteiests as

0 Survey of Medieval Liteiature

406W Special Studies Genre Studies 3 (r

Courses in this area include, but are not limited

to, such interests as

M Medieval Poetry

• Medieval Diama

• Medieval Romance

407W Special Studies Author Studies 3 crComses in this area may include, but ale not

limited to, such interests as

RENAISSANCE BRITISH LITERATURE

409W Special Studies Survey Studies 3 crCourses in this area may include, but are not

limited to, Such Inteiests as

• S i xteenth -Century Literatme• Seventeen th- Century Literature

411W Special Studies Author Studies 3 crCourses in this nea include, but aie not limited

to such topics as

• Shakespeare

• Milton

412W Special Studies

Cultural Contexts 3 crCourses in this area include, but aie not limited

to, Such topics as

0 Renaissance Literature and Politics

EIGHTEENTH CENTURYBRITISH LITERATURE

413W Special Studies Survey Studies 3 crCourses in this area include, but aie not limited

to, such topi ^. s asN Restoration LiLeratuie 1660-17000 Eighteenth-Centmy Literatme 1700-17500 Eighteenth-Cennnyl-iteiatme 1750-1800

414W Special Studies Genre Studies 3 cr

Com,es in this aiea may include, but are not

limited to such topics as

0 Eighteenth-CentUry Novel0 Eighteenth-Century Poetiy

416W Special Studies

Cultural Contexts 3 cr

Courses in this area may include, but are not

limited to, such topics as

E Eighteenth Century Women Wt itei s

NINETEENTH CENTURYBRITISH LITERATURE

417W Special Studies Survey Studies 3 crCourses in this area typically include but aie not

limited to, such topi( s as

0 British RomanticismE Victorian Literature

418W Special Studies Genre Studies 3 crCourses in this aiea typically include, but are not

limited to, such t0plc, as

E Romantic Drama

0 The Victoi ian Novel0 Victorian Non-Fiction Prose and Poetry

419W Special Studies Author Studies 3 crCourses in this area typically include, but aie not

limited to, such topics as

0 Wordsworth and Byron

E Dickens

420W Special Studies

Cultural Contexts 3 crCourses in this area typically include, but are not

limited to, such topics as

M Women Romantic Wiiters

M Sexual Identity and Victorian Litet ature

TWENTIETH AND TWENTY-FIRSTCENTURY BRITISH LITERATURE

421W Special Studies Survey Studies 3 crCourses in this area typically include, but ale not

limited to, such topics dS

N Bi itish Litei ature 1890 - 1945E British Liteiature 1945 - piesent

• Modern Poeti y and the Visual Arts 41OW Special Studies Genre Studies 3 cr• African Arneiican Liteiatine and Musi^, Courses in this area may include, but are not

• The Renaissance in Drama, Poetry, limited to, such interests as

and Painting

0 World Literature • English Renaissance Drama

• Metaphysical Poetry

78 79

TWENTIETH AND TWENTY-FIRST N Literary Theoty since ArnoldCENTURY AMERICAN LITERATURE a Feminist Literary Theory

422W Special Studies Genre Studies 3 crCourses in this area typically include but die notlimited to, such topics as

EI Twentieth -Century PoetryE Contemporaiy FictionC Experimental Writing

423W Special Studies Author Studies 3 crCourses in this aiea typically include, but are notlimited to, such topics as

0 Joyce and WoolfM Yeats

424W Special StudiesCultural Contexts 3 cr

Courses in this area typically include, but are notlimited to, such topics as

* War and Literature* Poetry and Social Class

PRE-1900 AMERICAN LITERATURE

425W Special Studies Survey Studies 3 crCourses in this area typically include, but are notlimited to, such topics as

E Colonial American LiteratureV] Amei ican Literature of the National PeriodEl American RomanticismM Amei ican Realism and Naturalism

426W Special Studies Genre Studies 3 crCourses in this area typically include, but are notlimited to such topics as

• The Slave Nanative• The Jeremiad

* Hawthorne* Emerson and Thoreau

428W. Special StudiesCultural Contexts 3 crCourses in this area typically include, but are notlimited to, such topic-, as

U Eai ly Amei ican Women WritersEl Nineteenth-Century Women Writers

429W Special Studies Survey Studies 3 crCoui ses in this area typically include, but are notlimited to, such topics as

* American Literature 1900 - 1945* Ameiican Literature 1946 - present

430W Special Studies Genre Studies 3 crCourses in this area typically include, but are notlimited to, such topics as

1@ Contempoi ary Amet ican FictionM Twentieth Century Poetry

431W Special Studies Author Studies 3 crCourses in this area typically include, but are notlimited to, such topics as

M Hemingway and FaulknerM Flannery O'Connoi

432W Special StudiesCultural Contexts 3 crCourses in this area typically include, but are notlimited to, such topics as

• Southern Literature• The Harlem Renaissance

LANGUAGE AND LINGUISTICS

433 Special Studies Languageand Linguistics 3 crStudy of the history of linguistics, grammar, andtheory and practice ot linguistics Courses in thisarea typically include, but are not limited to, suchtopics as

LITERARY CRITICISM AND THEORY

434W Special Studies LiteraryCriticism and Theory 3 crStudy of the histoiy of criticism, contemporarytheory, and the major ideas and authors workingin the area of therny Courses typically includebut are not limited to, such topics as

IM History of Criticism Plato to Shelley

OTHER

435 Directed Studies 1-3 crOtters the opportunity for students and faculty toLonduct in-depth study of a topic not covered, orcovered only briefly, in other departmentdicourse,, Admission by peimission only

436 Internship 1-6 crProvides a supei vised observation/expei ienceprogiam ot study in areas such as editing,technical writing magazine and new,, writing,writing foi business and industry, and theatricalperformance and production Admission bypeirrussion only

THEATER ARTS CURRICULUM

151 Introduction to Theater 3 crInvolvement in the Basic components of thediscipline experiencing and pertorming drama,playwriting, criticism, directing, and actingInc lodes attendance of plays on and off campus

201 Acting 1 2 crAn introduction to the Art of Acting Studentswill concentrate on voice, diction and movementStudents will also leun basic character analysisand peifoirnance techniques This is a goodclass for the non-major who wishes to exploretheir more cieative side This class is a pre-requisite for a] I other acting classes offei ed inthe Theater program

202 Stage Combat 3 crFi-hting foi the stage and film This class covershand to hand combat as well as fighting withweaporny from different eras

210 History of Theater 1 3 crThe Study of Woi Id Drama from the beginning ofMankind through the Renaissance concentratingon the diama, theaters, staging conventions andphilosophies of each eta

211 History of Theater 11 3 crThis course continues the survey of the develop-ment ot western drama and theatre (Renaissanceto the present) to increase oui understanding ofhow charna, theatrical peitotmance, and societycombine to foim unique and diverse expressionsof Cultures Students will read representative

dramatic literature and discuss its relatedperformance conditions and conventions, applyrelevant theoiy, styles, and information inResponse Essays, and solidify oul understandingthiOLIgh examinations and quizzes

301 Acting 11 2 crAdvanced study of acting concentrating onmodern and contemporaiy styles Students willexplore various theories of realistic acting,particularly Uta Hagan, Stanislawsky, andBoleslayski, and apply those theories toactual performances

302 Acting 111 2 crAdvanced study ot acting concentrating onShakespearean, classical and period styles

303 Acting IV 2 crAdvanced study ot acting concentrating onmonologues improvisation and auditions

305 Directing 1 3 crAn advanced comse dealing with the principlesand techniques of directing that takes the studentthrough the process of diiecting a play Theclasswill offer step-by-step instruction that deciphersthe major technical and visual issues of stagecluecting including script analysis, communica-tion and style

310 Technical Theater 3 crDuquesne's Theater Arts program teams up withInternational Association of Theati ical StageEmployees (IATSE) IATSE local 3 is the theaterunion whose jurisdiction is the downtown culturaldisti ict and concert venues thi oughout the city ofPittsburgh and surrounding area This is a one ofa kind class in technical theater The class willstudy Set, Costume and Lighting design Both inclass lectures and practical demonstrations will beused On successtully completing this class,students have the option of signing up with theunion for sunnuer employment

405 Directing 11 3 cr.Advanced studies in Directing for the stageConcentration on the Director's Notebook,communication with actors and designeis,staging, and interpretation Over the course ofthe semester students will be requiied to presentseveral scenes from a play culminating in a finalpresentation of a major scene or act trom thatplay Prerequisite THTR 401 Ditecting I

427W Special Studies Author Studies 3 cr IM History of the English LanguageCourses in this aiea typically include, but aie not IM Introduction to Linguisticslimited to such topics as M Modein English Grammar

0 Advanced English Grammar

481 Dramatic Criticism 3 LrA study ot wi iting about Theater, fi oin CriticalAnalysis to Theater Review writing Studentswill be requiied to attend theattical productionsaround the city throughout the sernester

499 Directed Studies 1-3 crInternships with local, regional and nationalprofessional companies oi independent study foistudents with a paiticular interest that is notcovered in iegulai course offerings

DEPARTMENT OF HISTORYChatipe) YonJean E Hunter, Ph D

History is the keeper of the memory of the humanrace Just as no individual can function effec-tively by living only in the present no society cansuivive and flourish if it does not know fromwhenceit(ame AstheAmericariphilosopherGeoige Santayana so succinctly remarked,'Those who do not iernembei the past are

condernned to i epeat it"

The study of histoiy enriches all who undertakeit It sits at the center of the libeial artsconcerned with all of the areas of humanendeavor - politics, economic-,, social arrange-ments, psychology, thought, religion More thanany other discipline, history requires theintegration of knowledge it requires that thosewho study it think critically and wi ite astutelyabout the world, both past and present

The mission of Duquesne Univeisity'sDepartment of Histoiy is to piovide students withthe valuable insights that the study of the pastoffers The department offers a wide vaitety ofcourses in American, European, Latin Arnei ican,Middle Eastein and Asian histoiy Wecoverdlleras, from the ancient world to the modern eraWe encourage our students to iange broadly overthe vast expanse of the past as well as to pursuethen own pdlt]CLIldr interest,

Requirements for the Major

A minimum of thuty-one credits must be takenAll majors are required to take Writing Histoiy(311) between then third and fifth semestei S

They aie also iequired to take HISTY 400Capstone Tutot Idl in then final sernestei beforegraduation The following iequirernents mustalso be met

a) si x credits at the I 00-levelincluding eithei HISTY 103 oi HISTY 113,b) six credits in Latin American, Asian, oiMiddle Eastern history,c) three credits at the 400 level Majoi smust complete their 100-level iequirementsand have enrolled in Writing History beforeenrolling in 400-level courses Threecredits of Art History can count towards theHistory major Students can fulfill threecredits of then non-U S , non-Europeaniequirements by taking a non-westein ArtHistory class No more than twelve transfercredits in History can be applied to themajoi requirement

Requirements for the Minor

A student minoring in history is recluned to takefifteen credits, including six at the 100 level andnine at the 200 300 oi 400 levels They aierequired to take one comse in Asian, LatinAmerican or Middle Eastern history No moiethan six histoi y credits ti ansfei red fi orn anotherinstitution can count towaids the history minor

Fulfillim, the University CoreHistory Reclunement

History majors should be aware that by enrollingin HISTY 104 (U S Historysince 1877) andHISTY 114 (Western Civilization 11), they can beexempted from the iequired core course, Shapingof the Modern World

The Undergraduate Professional Track

The Histoiy Depaitment provides opportunitiesfor its undergiaduate majors to explore the fieldof public history and to undertake internshIPS atlocal histori(al institutions Students who areadmitted to the Professional Tiack piogi amchoose to take eithei Museum Studies(3 cr) in the spring semestei of theirjunioi yeaioi Archival Studies (3 cr) in the fall seniestei oftheir senior year Upon the successful completionof the course, they will become eligible foi athree-ciedit internship related to theircouisework The Depaitment will make evety eftort toplace the student in an internship, depending onthe availability of an appropriate placement The,six credits in the piofessional sequence will notcount towaids the iequired 30 credits in History

Students apply foi this pi ogi am during the fallsemester of theirjunioi yeai They must meet the

101lownii, requirementsI A 3 0 overall QPA2 A 3 3 QPA in their History courses3 The completion of 15 credits in Historyby the end of the fall sernestei of theirjunior yeai including U S History I & 11(103 & 104) and Writing Histoi y (311)4 Lettets of recommendation from twoHistory professors

Honors in History

Students who are planning to pursue a graduatedegree in Histoly should apply for thedepartment s Honors Sernmar in the fall of theirsenior year This course is offered every springStudents ieceiving Honors in History must meetthe following cineria

I A32oveiallQPA2 A 3 5 QPA in History COLH SCs

3 The completion of HISTY 311 with aaracle of B+ or better4 Two letters of recommenclation fromHistory professors attesting to the studentsability to do advanced research and wining5 The completion of the Senior HonorsSeminar with a grade of B orbettei

Pre-law Track

The department offers a series of law-relatedcourses and recommends that majors who planto apply to law school select one or more ofthese classes

0 U S History I and 11• The History of Ancient Law• Historical Evolution of Western Law• Constitutional History of the United States• American Law in Socio-Histoiical

Pei speLtIve

Joint Degree Program B A in History/B Sin Education

As the constant demand tot aspiring secondarytedcheis increases, one way for a student toprepare bettei for a career in education is to getboth a B A in History and a B S in SecondaryEduc,ation The depaitnieDt has put together aprogi am, in conjunction with the School ofEducation, which will allow students to receiveboth clegiees The ciedits for the joint progiamwill total 128 to 136 ciedit houis depending onthe riumbei of credits required to complete the

Colleges language requirement Students shouldbe able to complete the program within fom yearsby taking an occasional overload oi enrolling insurnmer classes

103 History of theUnited States to 1877 3 crThe historical development of Amei ican society,ideals, and institutions from colonial settlementsto 1877

104 History of the United Statessince 1877 3 crThe historical development of Americaninstitutions, ideals, and society since 1877

113 Western Civilization 1 3 crAn introductoiy survey of the origins andelcharacteristics of European civilizationEmphasizing the personalities, events, andinstitutions that have shaped the West throughthe 17 1h century

114 Western Civilization 11 3 crAn introductory suivey of the origins andcharacteristics of European civilization Empha-sizing the personalities, events, and institutionsthat have shaped the West from the 17" century

242 Ancient Law 3 crA survey including the contributions of theGieeks and of the Ronians to the developmentof law

244 History of Ancient Medicine 3 crExamination of the most significant medicaltheories and practices in the period fiorn theEgyptian temple physicians to the doctors of theRoman Empire Special attention will be given toHippocrates and Galen

245 Greek History 3 crGreek history and culture from earliest times upto the death of Alexander of Macedon

246 Hellenistic History 3 crMediteiranean history from the death ofAlexander until the accession of Octavian and theestablishment of the Roman Principate

247 History of the Roman Principate 3 crThe consolidation of the Roman imperialstructure from Augustus to the deathof Commodus

82

83

248 History of the Late Roman Empire 3 cr

Roman history from the accession of Severus to

the death of Justinian

249 Egyptian Civilization 3 cr

A survey of Egyptian history and culture trorn the

pre-dynastic period to the establishment of

Roman rule in Egypt Special attention will be

given to the artistic, literary, and religious

achievements of Egypt

254 The History of the

Modern Middle East 3 cr

A study of the modern Middle East with

concentration upon the conflict between imperial-

ism and nationalism, tiaditionalism and western

influences in the area

255 East Asian Civilization 3 cr

This course is an introduction to the development

of East Asian civilization ftom antiquity to the

modern times We will cover China, Japan Korea

and Vietnam Among topics to be examined are

the evolution of cultuies and institutions, the

political, socioeconomic, and artistic aspects of

East Asian life, the exchanges and interactions

among East Asian nations and their i elationship

with the West, and the fate of the East Asian

tiadition in the modern era

258 Russia in the Twentieth Century 3 cr

Development of society and state in Russia in the

1900s focusing on the Communist takeovei of

Russia the impact of more than seventy years of

Communist rule, and the collapse of Communism

and its aftermath

261 Eastern Europe From Nationalism

through Communism 3 cr.

This Course covers the fascinating modern history

of the lands situated between Germany and

Russia focusing on diverse ethnic groups, such as

Poles, Croats Slovaks, Serbs Slovenes, Ukraini-

ans, and Hungarians The major themes include

struggles for national independence the impact of

Soviet c ontrol after World War 11, and the

reassertion of national soveieignty after the end

of the Cold Wai

265 England to 1715 3 cr

This couise recounts one of the great success

stories of Western history the rise of a remote

island off the coast of Europe to the brink of

Ilobal -reatness It will examine the develop-

motif of hei unique political systern of parliamen-

taiy sovereignity, her economic and social

strengths, bet tole in European politics and her

intellectual connibutions to western thought The

story is peopled with fascinating characteis and

England's institutions and ideas have had a

fundamental impact on the United States

266 Britain since 1715 3 cr

The histoiy of Great Britain in the past thiee

centuries is a story of great achievement This

small nation off the coast of Europe pioneered

effective parliamentary rule, originated the

transformative industrial revolution, established

the world's greatest empire fought the great wars

and, in iecent decades has adjusted to a lesser

tole in the woild The course will examine the

factors and forces that led to Gicat Britain s rise

and its subsequent ielative decline in the world

It will study its unique political achievement of

moving towards democracy without revolution It

will discuss the causes and course of its economic

development And it will describe the country s

cultural contributions

270 Latin America from Conquest

to Independence 3 cr

A survey of Latin America, beginning with the

pre-Columbian Maya, Inca, and Aztec civiliza-

tions and their conquest by Spain, and pioceeding

thiough the development of colonial Spanish and

Portuguese society and the growing tensions that

led to the stiuggle for independence

271 Modern Latin America 3 cr

A survey of Latin America since the 1820,; that

examines the social, economic, and political,

development of Aigentina, Chile, Brazil Mexico,

Cuba Central America and the Caiibbean Some

of the themes emphasized will be Latin American

economic underdevelopment, military iule,

revolution the struggle for democracy, and

Liberation Theology

277 History of Mexico 3 cr

A suivey of 1,100 years of Mexican history

beginning with the ancient Toltec, Mayan and

Aztec civilizations and proceeding thiough

colonial Mexican history under Spanish i ule

Emphasis is on Mexico since independence and

will covei the loss ofTexas, the U S -MexiLan

War, the Porfiriato, the 19 10 Mexican Revolution,

the PRI's seventy yeai s of one-party rule, the

transition to cleinocraLy, corruption, migration to

the United States, NAFTA, and Narco tialfic

291 History of Japan 3 cr

This is a survey of Japanese history from

antiquity to the present tinte Examined are

origins of the Japanese nation, the interplay

between indigenous elements and outside

influences in the making Of Japanese culture and

institutions, challenges of the modern age and

Japanese reactions, militarism and unpeiialism,

the muacle' of post-war economic recovery

and giowth, as well as the ongoing dialogue

between ti achtion and modernity in a i apidly

chaii.-ing world

292 History of Traditional China 3 cr

This course surveys Chinese history from

antiquity to mid- 19th century It traces the

evolution of Chinese civilization investigates

major themes and aspects of this pi ocess, and

examines traditional China in largei historical

and cultural contexts to see how the Chinese

experience with its accomplishments and

problems, relates to the modern age and

outside world

293 History of Modern China 3 cr

This is a survey of Chinese histoiy from 1840 to

the present Issues examined include the fate of

tiaditional China in inoclein times, China's

relationship with the West, wai and revolution,Mao

and the Communist movement, refoi rn and

eLononuc expansion in the post-Mao era and then

efforts on China and the world

301 African American History

The Era of Slavery 3 cr

This course offers an overview of African-

Aineiican history, from African Oiigins and their

arrival to the Britain's mainland colonies in 1619,

to the end of the Civil War in 1865 The course

will analyze the political, economic, social, and

cultural ie,,ponses of both individuals and groups

of African-Arnei icans as they encountered

European Culture and survived through 250 years

of slaveiy in Noith America

302 African American History

After Freedom 3 cr

An examination of the expenence of African

Americans in the United States beginning with

the tiials of the Civil Wat and Reconstruction

years their experience of continued discrimina-

tion in the 201h century, the impact of the Civil

Rights movement and their continuing sit uggle

to attain ti ue equality in American society

303 Violence in American Society 3 cr

This course examines the historical significance

of violence in Amei ica with an emphasis on the

19t' and 20" centuries It will examine the ways

that violence has proven an indispensable part of

American history, i e the ways that violence has

become in the words of Civil Rights activist H

Rap Brown, "just as American as cheiry pie"

The course considers political economic,

religion,,, psychological and social factors that

can help to explain the prevalence of violence in

out nation s history

305 Rome City of Emperors, Popes,

and Saints 3 er

This course examines the history and culture of

the city of Rome from the classical and imperial

age to the sixteenth-centuty Focus will beplaced

on the institutions and historical figures that have

been prominent in the ^haping of the city and its

histoiy The course highlight is aone-week, on-

site learning tour of Rome during Spring break

307 History of Science 3 cr

This couise will concentrate on the developments

in science since the 1711, centuiy It will examine

the development of modern scientific thought and

the impact thatscientific discoveiie, have had on

the modern wotld

3t1W Writing History 3 crA seminar course that focuses on the skills

necessary to the practice of histoiy Students will

work on incieasing their proficiency in analyzing

and interpi eting both primary and secondary

sources, developing their research skills, and

impioving then wiaing

315 Archaeological History of the

Ancient Greek World 3 cr

A suivey of the archaeology of Greece from pre-

histoiy to the Roman period

316 Archaeological History of Athens 3 cr

An investigation into the topography and

monuments of Athens and Attica from the pie-

historic to the Roman period

317 Archaeological History of the

Ancient Roman World 3 (.r

A survey of the archaeology of Italy fiom pre-

histoiy to the middle fouith century A D

348 Archaeological History of Rome 3 cr

An investigation of the topography and

ROU

85

monuments of Rome fiom pie-historythiough Constantine

319 Archaeological History Seminar 3 crPossible topics include the Bronze AgeAegean, the development of Vase Paintings,the Etruscans etc

320 Colonial America 3 crThis course focuses on the exploration andsettlement of British North America from the t6thcentury to 1763 It examines the dynamics ofNative American, Ent opean, and Ali icanrelationships as well as the development ofcolonial cultures societies, and politics

321 AmeriLan Revolution 3 crAn exploration of what caused Amei lCdncolonists to erupt in rebellion against Bi Adin,escalate the tebellion into a revolution, and wagea war foi independence Besides examiningsocial and military issues, this couise surveysthe political ideologies espoused by the ievolu-tionaries from 1763 to the ratification of theConstitution in 1788 and the precedents setfluOUgh its implementation in the 1790s

322 The Great War for EmpireThe First World War of 1754-1763 3 crMany Americans think of this conflict aS theFiench and Indian Wai and believe that it waswaged only in NoithAmeiica Inrealityhostilities spread acioss the globe and encom-passed numerous peoples and nations Thiscourse thus provides a Snapshot of the woi Id inthe mid-ei.-fiteenth century as it teviews themilitary, diplomatic, and SO(Jdf conflicts thatdefined the wai

329 Pennsylvania and theAmerican Nation 3 crA histoiy of Pennsylvania's society and politicsfrom the experience of its native Americ anpeoples and Euiopean settlement undei the degisof William Penn and its iole in the French andIndian Wat and American Revolution to its iapidindustrial development in the 19" century and itsmodern-day tuban growth

336 Catholic Church to 1800 3 crThis COUISC will examine oiganization, practices,doctimes, and role in society of the RomanCatholic Church fiom the time it emerged intolegality Linder the Emperor Constantine to itsuneasy reconciliation with the Emperoi Napoleon

a millennium and a half later Questionsinvestigated include missionary endeavors,dissent and heiesy, the changing natme of thepapacy, episcopacy, priesthood and ieligiousoidets, chuich-state relations gender roles, andtheologians and universities

340 Historical Evolutionof Western Law 3 crPrimary emphasis will be placed on the rise ofcustommy law from its roots in ancient timesunti I the modern el d

341 American LawSocio-Historical Perspective 3 t rLaw shapes the social order and social order andsociety shapes the law This comse will discussthe legal principles that the In st Americansbrought frorn England and discover how theAmerlLan expei ience has shaped the nation'slegal system

342 War in the Pre-Modern Era 3 erThis course examines how and why warfaiceffected western societies It will look at thetraditional components of military history butwill also examine the wider issues Loncerning theway watfare has influenced politics socialarrangements economics, and technology

346 World War 11 3 crWorld Way 11 was, simply put, 'the laigest singleevent in human history ' This course willexamine its causes course and GonsequencesWhile the military aspects of the conflict will bediscussed in detail the human factors, politicaliealities and social effects will also be covered

347 War in Modern Society 3 crA study and analysis of the phenomenon of warin the Western World from the Age of Napoleonto the present, with special emphasis upon theinterrelationship between international conflictand social political, and technological change

352 U S Foreign Policy since WWI 3 crThe United States emerged as a major playei onthe world stage during and aftei World War IThis comse will discuss the role that the countryhas played in international relations during thecourse of the 20' century and will also examinethe domestic implications of the United States'rise to woi ld dominance

358 Civil War and Reconstruction 3 crAn intensive study of the American experience

fioni the roots of the sectional conflict in theexpansion of the United States through thesu uggle over slavery the War itself, and thecontroversies ovei the iestoration of the Union

360 Constitutional History ot theUnited States 3 crAn analysis of the Supreme Court and constitu-tional development stressing the majoi contio-veisies in the field

365 History of Women inthe United States 3 crThis class tiaces the histoiy of women's roles andwomen's lives from the time of the AmericanRevolution to the present In these YUIS ideals of1cmale behavior and the opportunities availablefor women have changed dramatically Throughlectures, ieadings and discussions, students willconsider the nature of these changes

372 The Holocaust inModern History 3 crThis course deals with one of the most significantand contioversial events of the 20"' century theNd7i effort to totally annihilate Europe s JewsThat one of the most advanced nations embarkedon the hortific policy of genocide gives the eventa special place in modern histoty and raises anumber of fundamental questions about the verynature of western civilization

374 The Vietnam Era 3 crThe puipose of this course is to cteate awarenessamong students of the significance of the VietnamWar in the recent history of the United StatesAlthough the war is over thirty years old, itslegacy has loomed over America foreign policy,Arnei ican consciousness and the Amei icanpsyche since its happening

376 Revolution in ModernLatin America 3 crThe course begins with an analysis of differenti evolutionary theoi ies, followed by an in-depthexamination of the MexlLdn, Cuban, Chilean, andNicaiaguan revolutions of the 201h centm yUnsuccessful gueidla movements in Guatemalaand Colombia as well as SULcessful peacefulsocial movements pertaining to women's rightsalso will be examined

381 East Asian History through Film 3 crThis Lourse examines East Asia by milizing bothtexts and feature films It IS d combination of,general survey and topical study, covering majoi

stages and themes in the development of Chineseand Japanese civili7ations fiom ancient timesthrough the moclei n era

382 Latin American HistoryThrough Film 3 erThis cow se examines over five hundi ed years ofLatin American Social cultural, and politicalhistoiy through the medium of film itempha-Sizes the lives of ordinary Latin Americanpeoples, especially those who weie Subjugated bythe ruling elite namely women, Indiansmestizos, blacks, mulattos, workers, peasants andStudents The comse also will focus on issuesrelated to patriaichy, gender, machismo, racerelations, slavery, religion, popular culture, theaits, sports, urbanization migration, the drugtrade, crime dictatorship, revolution and studentd(AIVIS111

386 The American South 3 crThis Course examines a distinctive region andits cultures These in tuin, illuminate the( onstruction of, and conflicts within,American civilization

387 Native American History 3 crThis course focuses on Native Amei icdn societiesand the natme of their contact and conflicts withEuropean settler societies and then the UnitedStates fiom the 1490s to the I 880s

388 United States 1945 to Present 3 crA discussion of selected contempoiary issuesforeign and domestic, which illustiate the identitycrisis in the U S

391 The U S , 1917 to 1945 3 crThis course studies the chan.-es in AmericanSociety from World Wai I to the end of World War11 Both domestic developments and foreignaffairs will be covered As the topic demands,events and circumstances outside the US will betreated Domestically, the social political, andeconomic (.hanges that occurred during theseyears will be discussed in detail

392 Germany Kaiser to Hitler 3 crThe history of Germany from the collapse of theempire to the clesti uction of the Third ReichEmphasizing political, social and economicaspectS of the German Experience

394 Historical Geography 3 crA mvey of the physical world which is the basisfor a human civilization past, present, and future

M 87

What aie the possibilities and Innitations of

diffeient places foi human development? How

successful or unsuccessful were human settle-

ments? Emphasis also on geography as an

intellectual discipline and cultuial phenomenon

395 History of Urban America 3 cr

The rise of urbanAmerica, dddiessing such topics

as city growth and change, industrialization,

immigiation, and renewal in the latter half of the

twentieth century

398 US Economic History 3 cr

Investigates the economic development of the

United States emphasizing its impact on social

and political issues as background for Current

economic problems

PLEASE NOTE

Couises at the 400 level are open to upper-level

undergraduate enrollment They requiie at the

very least, that students have taken the appropri-

ate 100 level coui ses

400 Capstone Tutorial 1 cr

Working with their mentor history majors III

then final semester will ieview their poittolio

and evaluate their learning and achievements in

the discipline

401 Medieval Europe 3 cr

An exploiation of the elements which, taken

together, compi ise the culture of the Middle

Ages Be.-nining with the ciises that accompa-

med the fall of the Roman Empire in the west the

course will examine the attempts to iea,,sert order,

the role of the Church, and it, conflicts with

secular authority The cultuial and social

achievements of the era will be discussed

415 Renaissance and Reformation 3 cr

The trans formative movement,, that molded

western civilization — the Renaissance and the

Refoimation — will be the subjects of this course

Particulai attention will be paid to the changing

undeistanding of human beings and their

relationship to this world and their God The

social and political impact of these movements

will be studied

417 Reason and Revolution 3 cr

An examination of the history of Europe between

1648 to 1815, this couise will concentrate on the

rise Of

dbsoluti^m as peisonified by Louis

XfV,

the intellectual developments of the Enlighten-

inent, the social and economic changes that

underlay and undercut the ancient regime, and the

great cataclysm of the French Revolution that

ushered in the modern world

419 191h Century Europe 3 cr

An examination of the European experience

between IS 1 5 to 1914, with emphasis on

political, social, and cultural trends

422 201h Century Europe 3 cr

A study of the European experience between

1914 and the present, centering, on such topics as

the great wars, fascism and contemporary trends

in both eastern and western Eutope

434 Gender and History 3 cr

This class focuses in on seveial key issues in the

development of gender ioles in NorthAmerica

from the colonial era thiough the present While

the bulk of the class will concern the evolving

ioles of women, we will also considet men's

history and the history of sexuality

435 From Jim Crow to the Present

Modern Civil Rights Movement 3 cr

The Civil Rights movement stands out as one of

the most significant ,octal and polita al develop-

merits of 20th century Ainei ican history This

movement, or collection of movements ushered

in major transformation,, in America life in law,

in social relations, and in the tole of government

This course will examine the modern African

American freedom souggle, and the legacy

and modern implications of this movement

as demonstrated in other often closely

related twentieth centui y social, cultul a] and

political movement,,

446 Rise and Fall of Soviet Union 3 cr

An investigation of the political social, and

intellectual evolution of the Soviet Union since

the Bolshevik Revolution of 1917

450 Cold War 3 cr

An analysis of the diplomatic and political

struggle between the United States and the Soviet

Union in the afteimath of the Second World War

and the ideological conflict between free

enteiprise and commurnsinlaiound the world

451 Christianity & Islam

Clash of Empires 3 cr

Foi over I thousand years, these two great

monotheistic ieligions have challenged each other

throughout the globe This corn se examines, in

particulai, the clash between the Chi istian

473 American Intellectual &

Cultural History 3 cr

A survey of major movements in thought and

cultme including religion, science, the arts, and

philosophy including moral, political, and

economic thought

476 Individualism in

American History 3 cr

A study of American individualism as demon-

stiated in the writings of politicians, novelists,

political theorists and others who have dealt with

this important aspect of American culture

477 Nature & the

American Experience 3 cr

Is natuie to be tamed oi protected? How have

Arnei icans I esponded to the incredible and at first

untamed natui dl bounty that greeted them" What

impact have these natUI dl surroundings had on the

development of the Amei ican character'? These

are some of the issues dealt with in this course

479 History of Early U S

Foreign Policy 3 cr

This course explores vat ious topics in and

interpretations of the history of American foreign

policy goals and actions fiom the Revolution to

World War I It focuses on the nation's expansion

and rise to world power and the internal and

exteinal conflicts that resulted

482 Inter-American Relations 3 cr

An examination of U S -Latin American ielations

since the early 1 9` century Topics covered will

include Manifest Destiny and the U S -Mexican

War, the Spanish-Cu ban-Ameri can War of 1898,

the construction of the Panama Canal, U S

economic and military penetration of the

Caribbean and Cential America the Good

Neighbor policy, the CIA-backed coup in

Guatemala, the Bay of Pigs invasion, the Cuban

Missile Crisis, the U S invasion of the Domini-

can Republic, the Contra War in Nicaiagua,

NAFTA, Latin Arnei ican migration to the U S ,

and Narco traffic

484 East Asia and the U S in the

20th Century 3 cr

Located on the opposite sides of the Pacific

Ocean, East Asia and the United States histori-

cally played important roles in each other s life

This course examines the complex relationship

between Amei ica and East Asian countries

covering the economic, cultural, political and

militaty aspects of the interaction

Hdp,buig and the Muslim Ottoman Empnes in

Eastern Euiope and the Near East

460 New American Immigration 3 cr

An examination of the dynamics of immigration

to the United States with emphasis on the arrival

of Immigrants from southern and eastern Europe

as the twentieth century began

465 Reform in America 3 cr

From its tounding to the present day, the United

States has been noted foi the strength of its

reform movements Whether they were striviii^

to end diinking prostitution, political corruption,

or slavciy to achieve rights for wornen or

minorities, to Stop unpopular wais or to ushei in

a Christian or socialist utopia, retorin-mincled

Amencans have banded togethei to try to achieve

political and social change In this couise, we

will consider the membership, motives, rhetoric,

tactics and consequences of social movements

466 From Puritans to Pentacostals

American Religious History 3 cr

The United States is and has ]on- been a

rerndrkably icligious nation This course explores

the Amei ican ieligious experience from the time

of European settlement to the present day We

will consider issues like how the relationship

I between chuich and state has changed over time,

the rise and decline of various denominations

and religions how I ace class, and gender

have shaped religious identities, and how

religious groups have participated in social

and political change

470 American Urbanifation in

Historical Perspective 3 cr

This course examines the development of the

Arnerican city with special focus

upon changes in

Idnd-Use patterns, SOCIdl class arrangements

political oiganizations, mobility and migration,

ecological patterns, industrial and cornmeicial

developments, transformation of the built

envuortirient and the creation Of d national

urban policy

472 U S Labor and Capital 3 cr

An Analysis of the foices which lidve shaped

American inclustiialization, focusing on the

impact of unionization and the developmentof big business on the everyday lives of

Ameiicans from pre-indLIStlldl craftsmen to

industiial woikeis

M 89

485 China in Revolution 3 crThis course investi-difes changes in China duringthe 20"' centwy, with a focus on the Chinesecommunist movement Topics examined includethe meaning of revolution in the Chinese context,ideology causes events, and peisonalities of theChinese revolution, consequences and impact ofthe revolLitlonaiy movement

488 China and the West 3 crThis COUIse exploies China's enCOLinteis with theWest from eat ly ti mes through the modern age,with an emphasis on Cultural exchanges It openswith a SUIvey of Chinese history and Sino-Western interactions over time and then focuseson topics Such as the Silk Road, the ChineseEmpne and the Philosophes Christianity inChina, American influence and Chinese libeial-isin Marxism and Chinese communist revolution,Chinese Culture in the West and Western presencein China today

491 Senior Honors Seminar 3 crStudents pursue piimary-souice research on atopic of their choice under close faculty cluectionin a serninar format

499 Directed Reading SelectedHistorical Topics 3 crWith pet mission from the departinent and closeconsultation with a faculty member, students canundertake an in-depth exploiation of a topic oftheir choice that culminates in a lengthy primaly-source iesearch paper

INTERNATIONAL RELATIONSDirector Cat la E Lucerne, PhD

The International Relations major educatesStudents in the historical, political, and culturalforces that shape the interactions between states,inteinational organizations, multinationalcorpoiations, and other inteinational entities Iniecent decades, the forces of globalization haveincreased awareness of the interdependent andinterielated nature of modein society

Students majoting in International Relationshave a variety of career paths open to themMajors aie piepared to woik in a governmental,social, or business environment within aninternational context Training in advancedlanguage skills, combined with historical andpolitical knowlecip of specific regions of theworld, will make Tnteinational Relations majorsvery competitive in the job inai ket

International Relations majois aie stionglyencouraged to spend a set nester abi oad and toseek internships in a related field both of whichmust be appioved by the Inteinational RelationsCommittee These Will ensure the most effectiveand rewardin,, educational experiences forthe student,,

Majoi,, have the opportunity to choose electivecourse work from one of the seven areas ofconcentration

E AsiaE Europe

• Culture• Policy

E Humanitarian OperationsE Latin America• Russia and Central Asia• Se( urity Studies• US Foreign Policy

When combined with an appiopriate semesterabioad, these concentrations provide studentswith an advanced understanding andspecialization in a paiticular area or field

Requirements for the MajorA student seeking to complete an InternationalRelations major will complete 36 creditsincluding IR 245 International Relations andeither IR 208 Comparative Political SystemsAdvanced Industrial States oi IR 209Comparative Political Systems DevelopingStates Additionally, the majoi will completeboth IR 394 Historical Geography and IR 352US Foreign Policy Since WWI And the majorwill have no less than 9 credits at the 300 level orabove in Modern Languages and Literatures,including 301 and 302 ot 306 level courses intheir chosen lanauage of study Finally the majoiwill take at least 5 electives oi 15 credit,, in thestudent's chosen area of concentration

A double majoi is highly encouiaged wit..History, Modern Languages and Liteiatures, oiPolitical Science

ConcentrationsThe following courses are all cross listed with

History, Modern Languages and Literatures andPolitical Science All Course,; are three creditswith the exception of the internship which can beone to three credits

1) AsiaIR 204 Japanese CultuieIR 205 Japanese Culture ITIR 253 Modern Middle East

IR 255 Asia in the Age of finpei ialismIR 256 Asia in the 2011 CenturyIR 291 H i stoi y of JapanIR 292 Tiachtional ChinaIR 293 Hi stoi y of Modei n ChinaIR 374 The Vietnam EldIR 390 Asian PoliticsIR 412 Israeli-Arab ConflictIR 475 East and West in Film and PrintIR 485W China in RevolutionIR 488W China & the WestTR 491 Internship

2) EmopeA Culture

1R 307W Italian Culture and SocietyIR 3 1 OW Spanish Cultureand SocietyIR 322W German Cultureand CivilizationIR 40OW Spanish CinemaIR 402W Contemporary Italian CinemaIR 46 1 W French Cultureand CivilizationIR 475 East and West in Film and PrintIR 476W East and Centi al Em ope inFilm and PimtIR 477W Classics of ModernEuiopean Cinema1R 491 Internship

B PolicyIR 261 Eastern Europe Fi omNationalism through CommunismIR 372 The Holocaust inModei n HistoryIR 392 Germany Kaiser to HitlerfR 398W Spain and the E UIR 399W Italy and the E UIR 419W European UnionIR 425W 19" Century EuropeIR 426W 20" Century EuiopeIR 491 Internship

3) HUmanadlian OperationsIR 308 Post-Conflict Reconciliationand JusticeIR 345W Ethics inInternational RelationsIR 349 United Nations I – and-IR 350 United Nations IT-or-IR 353 United Nations III— and -IR 354 United Nations IVIR 360 Crisis Management inComplex Erneigencies

IR 372 The Holocaust inModern HistoiyIR 385 International Lawand Organi/ationIR 413 Human Riuhts Politicsand PolicyIR 420 Ethnicity Politics and PolicyTR 429 Negotiation and Mediation inInteinational ConflictIR 491 Internship

4) Latin AmericaIR 270 Latin America ficim Conquestto IndependenceIR 271 Modern Latin AmericaIR 277 Histoiy of MexicoIR 3 1 OW Spanish Culture and SocietyIR 327W Spanish Cultureand CivilizationIR 330W Revolt & Change Protest inSpanish Amei ican LiteratureIR 376 Revolution In ModernLatin AmericaIR 382 Latin America HistoiyThiough FilmIR 453W Trends in Latin AmericanLiterature IIR 482W Inter-Anierican RelationsIR 491 Internship

5) Russia and Central AsiaIR 258 Russia 20" CenturyIR 321 Government and Politics ofRussia and Independent StatesIR 329 Political Economy of RussiaIR 428 Global Energy PolicyIR 445W finpei ial RussiaIR 446W Rise and Fall of theSoviet UnionIR 450W Cold WarIR 491 Internship

6) SeCU11ty StudiesIR 295 Wai and Peace in tileNuclear AgeIR 346 Wotld War 11IR 347 Wai in Modern SocietyIR 360 Ci isis Management inComplex EmergenciesIR 422 AmeilLan Defense PolicyIR 423 ComparativeIntel I igence AgenciesIR 450W Cold WarIR 455 Theoiies of ConflictfR 491 Internship

production and performance skills that will

I empower them to succeed in the marketplace

Majors also receive substantial hands-on

experience with advanced carneras and broadcast

equipment Media Managementand Production

majors take the following 15 core credits and an

additional 12 elective credits

Major Core (15 credits)

JMA 324 - Principles of Audio

and Video

OR

JMA 341 - Video Production EFP/ENG

OR

JMA 442— Sound Design

JMA 351 -Anchoiing, Repoiting

& Announcing

JMA 368 - Media Management

OR

JMA 467— Media Research Methods

JMA 417— Political Economy

of Media

JMA 465W - Media Ethics

Multimedia Development

Multimedia is the skillful merging of computers,

creative talent, some programming, asset

management, the use of advanced software for the

creation of digital sound video, 3-D modeling

and animation, design principles and project

management The major focuses on the new-

media, the oiganization and display of

information and the development of interactive

applications Students are free to pursue their

creative, artistic talents or their desire to aspire to

the more technical component of multimedia

development Graduates find employment in

media writing, web design, web application

development, instructional design, motion

graphics animation and graphic design

Multimedia Development majors take the

following 12 cote credits and an additional 15

elective ci edits

Major Core (12 credits)

JMA 332 - Digital Imaging for

New Media

JMA 340W— Media Writing-

JMA 440 - Project Management/

Professional Development

JMA 444W - Ethics and Technology

Public Relations & Advertising

Course work in these areas piovides students with

a thorough grounding in the fundamental skills

Me]

Ul L-ILJt!ldl MILb

7) US Foieign Policy

IR 254 American Foreign Policy

IR 374 The Vietnam Era

IR 422 American Defense Policy

IR 450W Cold War

IR 479W Diplomatic Histoiy of

the United States

1R 482W Inter-American Relations

lR 484W US and China in the

20" Century

IR 491 Internship

DEPARTMENT OF JOURNALISM ANDMULTIMEDIA ARTSChaoperson

John C Shepherd, Ph D

The Department of Joui nalism and Multimedia

Arts empowers students to become effective and

thoughtful civic communicators in a wide variety

Of media

Students leai n med] d theory - so they can

understand the complex toles, functions and

ethical obligations of rnecha - and the practical

skills that enable them to becorne successful

media practitioners Our students go on to work

for newspapei s, magazines, television and radio

stations for-piofit and non-piol'it public relations

and advertising agencies and organizations, and

a wide art ay of Web and Multimedia design

and development inclusti ies in the public and

ptivate sectors

Students Can choose to major in Journalism

(Print or Broadcast t1 dcks), Media Management

and Production, Multimedia Development,

Public Relations and Advertising, and Web

Design and Development

The JMA curriculum is fit inly embedded in the

Duquesne University inission of Education for the

Mind, the Heart and the Spnit and committed to

the idea that COMITILmicators can and should use

their knowledge and skills to make positive

contributions to their communities Courses in

Media Ethics and Ethics and Technology ate

department keystones

Students learn to research and write news

stoiies, produce radio and video piogiamming,

develop adveitising and public ielations

campaigns and utilize cutting-edge technologies

in the areas of Web and Multimedia design

and development

Upon completing the program, students will

possess a thoi ough unclei standing of media forms

and cleliveiy systems that will enhance their

power as citizens and position them for careers in

the ever-expanding universe of media inclusuies

REQUIREMENTS FOR THE MAJOR

A minimum of 36 ciedits is required for all

majors in the Journal ism and Multimedia Aits

Department All students take the following

Department Core (9 credits)

JMA 240 - Media and Society

JMA 260 - Media Development Tools

JMA 473 - Media Law and Regulation

Journalism

The Journalism program piepares students to be

effective and conscientious civic communicators

in the fields of print broadcast and online

Journalism Hands-on professional courses,

taught by scholars who also possess Substantial

expeiience in the news media, aie connected to a

strong liberal arts curriculum that emphasizes

critical thinking and media responsibility In

addition to courses in wi tun- editing, pi oduction

and design, the program provides instruction in

media history, law, literature and ethics

J01.1inalism majors take the following 15 core

credits depending on then chosen track and an

additional 12 elective ciedits

Journalism Core Both Print/Broadcast Tracks

(6 credits)

JMA 177 - Language for Journalists

(0 ciedits)

JMA 27 IW - Newswi ning I

JMA 465W— Media Ethics

Print Track Core (9 credits)

JMA 371W - Newswiaing 2

JMA 375W— Editing for Pi int

JMA 469 - Feature Writing

OR

JMA 471 - Public Atfaii s Reporting

Broadcast Track Core (9 credits)

JMA 341 - Video Production EFP/ENG

JMA 351 - Anchoring, Repoi ting

& Announcing

JMA 367 - Broadcast Newswi iting

Media Management and Production

The goals of this major include prepai ing

students to become cicative and conscientious

media practitioners and inanagei s - and mote

savvy consumers of media Students who majoi

in Media Management and Production gain a

thotough education in each of the three majoi

component areas of media studies Audiences,

Institutions and Messages Students exploie the

impact of messages oil citizens, the ethical

obligations of communicators, learn how the

business of media woiks and develop wnting,

and practices of Public Relations and Advertising

along with a theoretical understanding of their

cultural importance as the primary means of

persuasion in modern life Students explore the

differences, similarities, and integration of Public

Relations and Advertising, a critical evaluation of

industry content, and hands-on production skills

As students move through the program, they can

^ain professional experience with on-campus and

metro area media and agencies Working with a

department adviser students may emphasize

either Public Relations or Advertising or choose

an integrated approach to both Public Relations

and Advertising majors take the following 15

core credits depending on their chosen field

of concentration and an additional 12

elective ciedits

Major Core (15 credits)

JMA 220 - Introduction to

Media Advertising

OR

JMA 243 - Introduction to PR and

Media Relations

JMA 340W— Media Writing

(Ad emphasis)

OR

JMA 27 IW - Newswriting I

(PR emphasis)

JMA 418 - Advanced PR and

Media Relations

OR

JMA 419— Advanced

Media Advertising

JMA 465W - Media Ethics

JMA 467 - Media Research Methods

Web Design and Development

The Web is everywhere, browsing the online job-

posting services reveals an ever-increasing

number of Web-ielated positions Students can

specialize in design or the more technical field of

programming There are two tiacks Design and

Applications and Web Systems All Web Design

and Development majors take the following 15

core credits and an additional 12 elective credits

depending on their chosen track

Major Core (15 credits)

JMA 226 -Intioduction to Web Design/

Development

JMA 332—Digital Imaging for

New Media

JMA 402 - Foundations of

Visual Organization

92

93

JMA 440 — Project Mdnagement/Professional DevelopmentJMA 444W — Ethics and Technology

THE DOUBLE MAJOR OPTION*Students can double major in Journalism,Media Management and Production and PublicRelations and Advertising and English If thefirst selected major is English, 30 ci edits arerequired in English and 30 credits are required ineach ot the majors listed above from Journalismand Multimedia Arts If the first selected majoris one of the Journalism and Multimedia Artsmajors, 36 credits are required in Jouinalismand Multimedia Arts and 24 credits are requiredin English

REQUIREMENTS FOR THE MINORRequired 18 credits minimum

JMA 240 — Media and Society(3 credits)JMA 260 — Media Development Tools(3 credits)JMA 465W — Media Ethic, (3 ct edits)

ORJMA 444W — Ethics and Technology

ORJMA 473 — Media Law and

RegulationMinor Concentration(9 ciedits)To be determined cluting thementoring piocess in consultation witha faculty mernbei

*With approval of the depaitment chaii, doublemajor or major/minor combinations within thedepartment are possible

THE ACCELERATEDMASTERS PROGRAMStudents with a 3 5 grade point average can earna Bacheloi of Arts clegiee and a Master of Sciencedegiee in five years Those interested in thisaccelerated program must apply by the secondsemester of their junior year After beinga( cepted into the progiam students are permittedto take two 500 level courses in their senior yearand apply them to both their Bachelor of Arts andMastei of Science clegiees Applications areavailable in the Giaduate School Office inCollege Hall, Room 215

INTERNSHIP OPPORTUNITIES ANDPRACTICAL EXPERIENCENearly all jobs i equire experience and theinternship program in the Department ot

Journalism and Multimedia Arts is designed toprovide you With d supervised observation/experience in areas such as advertising, humanresources, marketing, media relations, pi int andbroadcast journalism, promotions/event planningand public ielations We have numerous sponsorsin the Pittsburgh area, but also have placedstudents in internships from New York toLos Angeles

In addition to the inteinship progrdrn, wehave signifi(ant on-campus organizations suchas a student newspaper and radio station thatpiovide excellent opportunities for learning,including production experiences for theUniversity television station and our publicradio station (WDUQ)

COURSE DESCRIPTIONS

101 Scientific Presentation & Writing 3 crThis course will allow science majors to honetheir presentational and writing skills We willfocus on critical thinking, style, audience analysisand relaying scientific intoirriation to both peetsdnd the genet al public

110 Practicum Debate Team 1-3 erUses meeting times for critiques of pi acticeperformances, shaiing of evidence, constructionand analysis of arguments and intelpretationsDesigned for all pet sons on the University DebateTeam

177 Language for Journalists 1 0 cr

Teaches students the basic i ules of Englishgrammar and Associated Press styleCo-requisite JMA271W

220 Introduction toMedia Advertising 3 crSurveys the contemporary practices andprinciples of the ever-changing nature otadvertising across different media Particulatemphases on (1) the development of adveitisingas the economic "lifeblood" of media, (2) theevolving impoitanLe of advertising as integralpart of maiketing, and (3) evaluating the qualityand etfectiveness of advertising iriessagesand campaigns

226 Introduction to Web Design& Development 3 crThis course will introduce students to thetechnical and creative aspects of web page designStudents will study the best ways to addmultimedia content including graphics, text,

animation, audio, video and interactive content toweb sites Emphasis is on HTML and a life-cyclemodel for web development

238 Introduction to Book Publishing 3 crProvides an introduction to the book publishingprocess from manuscript acquisition anddevelopment to design printing and binding

240 Media and Society (Sattsfies LiberalArtsCore Requirement in Communication) 3 crExplores, the social impact of masscommunication through consideiations of the(1) tunctions and uses ot all forms of masscommunication, (2) socio-political and culturalcontext of media institutions, delivery systemstechnology and diffusion, (3) influence of mediacontent on social constructions of redlity, and (4)major theoi ies and research through which weattempt to understand this impact

241 Video Production Studio 3 erIntroduces fundamentals of "live" televisionstudio production techniques coupling basictechnical and aesthetic considerations

243 Introduction to PR &Media Relations 3 crCovers the curient ndtuie and role ot publicrelations in the mass media and within society, aswell as provides an ovei view of the vailousstrategies employed by public ielationsprotessionals to achieve organizational objectivesTopics to be covered include ethics, ielevantcorporate issues crisis management, branding,media planning, and integration with othercorporate depattments

251 News Analysis 3 crInvestigates cuirent issues and the woi Id's troublespots considering histories, economics, ethnicdifference and enmities, religion,; differences, andpolitical systems

260 Media Development Tools(Core Requiiement) 3 crThis pieparatory course familiaiizes students withpopulai multimedia software, such as theMaciornedia and Adobe products Itisnotadesign or production course Students gainfamiliarity with the technical components ofseveral software packages so they are capable ofusing them for the design and developmentpiojects required by other multimedia courses Inaddition, the comse reviews FTP file and directoryItructrue, and tile organization

271W Newswriting 1 3 crTeaches the fundamental,. of news ieporting andwriting, including instruction on how to conductinterviews, discover and organize material, andmeet deadlines Co-requisite JMA 177

272W Reviewing Arts& Entertainment 3 crLecture and exeicises in reviewing Theatie,Motion Pictures, Art Exhibitions and anyothei form which falls into the purviewof Entertainment

282 PhotojournalismDigital Imaging 3 crThis course is structured to introduce you to thetunddniental principles of digital photojournalismand the practical aspects of photographic imagingusing the computer This couise will also exposeyou to the latest techniques and trends inphotojournalism and new media publishing Tell astory with your photographs edit scan, tone, cropand caption youi photographs This couise willalso enable you to prepare digital images for theinternet, traditional pres, and video

304 Media History 3 crA survey course ot significant developments andtrends in Western media history

308 Interface Design 3 crStudents exploie advanced graphical intertacedesign concepts and use imaging software toapply them to the creation of multimedia titles

318 Advanced Web Design 3 crThis is an advanced course in World Wide Web(WWW) page design Incieased emphasis isplaced on Cascading Style Sheets, improvedinteitace designs, and dynamic HTMLPretequisite JMA 226

324 Principles of Audio and Video 3 crThis course will not only teach the principles ofcaptuting audio and video, but will aid in theapplication developmentpiocess digitalization,editing, and production of digital video for rnedia

326 Multimedia Programming 3 crStudents combine text, graphics, sound, animationand video as they build interactive Multimediatitles (CDs, web pages and games) using packagessuch as Macromecha Director

Lez, I

95

331 Elements of Flash 3 cr

Designer uses Flash to create vector-based

animations for graphics, text, audio and video and

to create ri(,h interactive interfaces and

applications Students will explore the interface

work with images of varying tormat^, create and

format text create basic animations using tweens,

draw and edit shapes, create button symbols and

publish and export movies

332 Digital Imaging for New Media 3 cr

Explore the endless possibilities of digital

imaging Whether you're a digital imaging

novice, enthusiast, or professional, you will

work with software, such as Photoshop, which

lets you create without limits, get more done

quickly and easily, and achieve consistently

high-quality results

335 Writing for Advertising 3 cr

Teaches advertising copywriting for a wide

spectrum of campaigns and mediums

340W Media Writing 3 cr

Media writing covers the field of writing for all

interactive media, including kiosks, computer

and CD-ROM pioducts, interactive movies, print

and online services Page layout will be discussed

and implemented using software Such as Quark

The course will serve as an introduction to

writing for the interactive, multimedia and

journalism markets

341 Video Production EFP/ENG 3 cr

Introduces electronic news gathering and

electronic field production as remote location

video production techniques Covers pre-

production planning and design, on-location

production and post-production editing

345 Web Development Tools 3 cr

Students will use professional development tools

such as Dreamweaver, that relieve web developers

ftom having to know in-depth programming

languages in order to develop sophisticated

clataba^e-clirven websites Layers, behaviors,

animation, style sheets and templates aie

demonstrated and used

351 Anchoring, Reporting

& Announcing 3 cr

On Air performance both in Studio and on

location Intended foi students with an extensive

background in News who wish to pin sue careers

in Radio and Television News Analysis is

strongly advised

357 Streaming Media 3 cr

Today's media is being delivered on demand and

asynchronously In JMA 357, students discuss

compression methods, media servei

configurations and media capture equipment

Actual streaming web sites will be created and

managed by the student

361 Imaging Techniques for the Web 3 cr

This course concentrates on developing digital

imaging skills for the WWW It focuses on the

design and production of information for web

sites, which communicate through the integrated

use of text, images and graphic elements The

cultural significance and theoretical implications

of this inedium will be explored Usm-Aclobe

Photoshop students will learn techniques for

preparing and optimizing photographs and other

images for the Web

367 Broadcast Newswriting 3 cr

Studies and applies writing principles and

practices for radio and television news in a

lecture-laboratory course

368 Media Management 3 cr

Intioduces students to the basic management

operations of a contemporary electronic, media

facility and the economic parameters of the U S

media industries

369 Media Programming 3 cr

Introduces students to various programming

strategies in the electronic media

370 Media Promotion 3 cr

Develops the ability to write and produce

effective on-air and external communication for

an electronic media outlet using marketing theoiy

media principles, and promotion techniques

371W Newswriting 2 3 cr

Teaches advanced writing of news stories, such as

business government and court stories, and

introduces students to in-depth coverage of public

issues Prerequisite JMA 27 IW

372W Writing News Editorials

& Columns 3 cr

Students learn to write persuasive editorials on

news subjects as well as a wide range of

approaches to writing news cornmentary

Prerequisite JMA 271 W

375W Editing for Print 3 er

Tcac,hes editing and piesentation of the written

word for the print news media (including

electronic editions) in a lectme-lab course

Prerequisite JMA 371W

385W TV Criticism 3 cr

This is a genre criticism course from both

journalistic and academic perspectives Genre,

socio-cultural and close-textual approaches will

be used Genre will include soap operas,

situation comedies, crime-dramas, sports,

children s programming, game shows, religious

television, etc

402 Foundations of

Visual Organization 3 cr

This studio course teaches students how to display

complex information clearly and beautifully

Students will learn how to organize type images,

and raw data, into communications

404 Professional Science Writing 3 cr

This course will focus on advanced writing

skills neLessary for scientists, policy writing

and journalists

406 3D Modeling Principles 3 cr

This course introduces students to the artistic

and technical elements associated with creating

three-dimensional computer generated imagery

Concept-, include shape, composition, lighting

shading, and the development of the industry

and processes involved in producing 3D

computer animation

407 3D Animation Principles 3 cr

Building on concepts covered in 3D Modeling

Principles (JMA 406), Students develop an

advanced understanding of two-dimensional

animation software (compositing layers, camera

movements visual effects etc ) They are

introduced to three-dimensional animation

software (modeling, lighting and basic visual

effects, etc ) Issues relating to the design and

aesthetics of computer animation are discussed

409 Character Animation 3 cr

Character animation is about an artist bringing a

character to life The student practices with 2D

and 3D animation software to draw or pow

characteis, but also will learn to develop a sense

of timing, of observation, mannerisms, and

movement Students also learn to be an actor,

having a sense of what makes something alive and

natural and how to bring an inanimate character to

life This course ranges from conventional

character animation techniques such as walk

cycles and lip sync to computer animation, along

with tips for giving characters the illusion of life

411 International Media 3 cr

An overview and analysis of international

communication systems and processes both

human and mediated Particulai emphasis on

communication within and between nation states

Class may require an international travel

experience at an additional cost

412 Literary Journalism 3 er

Focuses on American literary journalism and

the many writers who traverse fiction and

lyrical Journalism

413 Non Profit Public Relations 3 cr

Explores the role of public, relations within

oruanizations devoted to community service and

interaction In addition to gaining an

understanding of the different types of non-profit

organizations, students will also learn to adapt

traditional public relations practices and

techniques to the not for profit Context

Additional topics to be covered include grant

proposals, identifying funding sources and

promoting fundraisers

416 Foundations of

Multimedia Authoring 3 cr

This course provides students with an introduction

to multimedia authoring Using an authoring tool,

students create interactive multimedia

presentations and applications for CD-ROM and

the Web The course reviews topics related to

multimedia and project management, interface

design, and e-Leaming

417 Political Economy of Media 3 cr

In this coui se we wil I consider the forces behind

the evolution of the media into its current

commercial system The ethical, social,

economic, and political implications of today's

massive media corporations—as well a^ their

effect upon what we see, read, and know—will

also be discussed

418 Advanced PR and

Media Relations 3 cr

Public Relations is one of a constellation of media

institutions In this course, students leain

advanced internal and external Public Relations

principles methods, and practices within the

context of the larger media of which Public

Relations is a part, mcluchngjournafism,advertising, broadcasting and multimediaproduction The couiseemphasizes PublicRelations strategy writing and productionPrerequisite JMA 243

419 Advanced Media Advertising 3 crAdvertising is one of a constellation of mediainstitutions In this course, students learnadvanced consumer Advertising methods andpractices within the context of the larger media ofwhich Advertising is a part, including journalism,advertising, broadcasting and multimediapioduction The course emphasizes Advertisingstrategy writing and production PrerequisiteJMA 220

421 Gender and Media 3 crExamine,; the role of mass media in reinforcing orchallenging common cultural definitions ofmasculinity and femininity and powerrelationships between the sexes In analyzingvarious mass media—mcluding print, television,internet publishing, electronic games, and film—we will apply gender theory and connect theseartifacts to their historical moment

423 Media Sales 3 crExplains the multi-faceted dimension Of Saleswithin contemporary business environments withspecial emphasis on the tools for media sales

425 Media and Science 3 crThis course will investigate the media s role inPopularizing scientific research and controversiesIt will also examine the role that sciencejouinalism plays in galvanizing public support forscientific resetich

427 Intro to Desktop Publishing 3 crToday's woi Id of journalism production relies oncomputet applications that facilitate the creation,editing and distribution of print clocurnentsStudents in JMA427 will use software such asQuark and In-Design to apply concepts of pagelayout, concepts ot design elements, illustration,and printing standaids as well as examining howto cieate or select, size and place artwork

428 Server Side Scripting 3 crStudents focus on the cieation of e-commercesites, and how the inteinet has affected the wayoiganizations do business Students will eithercreate sites from scratch oi use powerfulcommercially available e-commerce software

431 Advanced Flash Programming 3 crAn advanced look at Flash's piogramininglanguage, ActionScript provides the base toisophisticated inteldCtive applications that includeaucho, digital video, connections to databasesStudents wil I be able to use ActionScript to controlobjects within Flash files, create and publishActionScript movies, add actions to a movie file,and utilize common ActionSCF1pt commands,arguments, properties, and syntaxes PrerequisiteJMA 331

432 Advanced Digital Imaging 3 crThis course is designed to intioduce a varietyof photographic genres to students Specific topicsmay include, but are not hinited to documentary,journalistic camera, narrative tableau, landscape,experimental camera, and experimental clarkroornEmphasis is placed on image aesthetics and content

434 Media& Sports 3 crStudies and analyzes the relationship betweensports and media entities and industries

436 Media Sports Relations 3 crExamine-, and applies public relations publicity,media coordination, and event organization andmanagement skills necessary for success in thesports industry Prerequisite JMA 434

438 Gaming Essentials 3 crStudents study business and creative aspects ofcreating a commercial game Various game modelsare studied, staffing funding and marketing thegame are covered as students learn the business-side of the gaming industry

439 Game Level Design 3 crIn this course students continue to study existinggame paradigms and use an existing game engine todevelop multiple levels, adding various teiramsvarying lighting conditions, building, thenincoiporating 3D models

440. Project Management andProfessional Development 3 crExplores key issues related to eaining a living as amultimedia professional Students learn about themana-ement of assets time and team relationshipsthrough practical exercises Topics includeaccounting piactices marketing and self promotion,preparing iesumes, costing, pioposal writing andthe production pipeline

442 Sound Design 3 crThis comse is an introduction to the role duchoand sound have in a variety of distribution mediaThis course also is an introduction to theproduction techniques, technology, and artisticaspect,, of appropliately applying sound in avariety of distribution media

443 Mass Media & Everyday Life 3 crExamines theories and reseaich in the field ofrna-, media (notably television) and society

444W Ethics and Technology 3 crThis couise will explore the connection betweenEthics and Technology and prepare students tounderstand what it means to be a competentcommunicator in the Information Age Studentswill woi k fi om ethical theory and real-life casestudies and apply that knowledge in theoreticaland practical assignments using technologySpecifically, the course will focus on issues suchas the social implications of computers,professional ethics, responsibility, liability,technology and piivacy

448 XML Programming 3 crToday's media is being delivered on demand andprovides a means of sharing information betweencomputer systems (and people, too– XML is veryeasy to read) while avoiding the problems thathave traditionally plagued HTML XML is a datadefinition language – it attempts to allowdevelopers to create languages that define theinformation within a rigid hierarchy It allowsdevelopers to wi ite tags that desci the the data,and use these tags to identify the values theycarry At the same time, it rigidly entorces thestructure of the specification – it doesn't permitshortcuts in coding

449 Advanced Anchoring, Reporting& Announcing 3 crAdvanced class with on air performance both instudio and on location Intended for students withan extensive background in News who wish topursue cat eers in Radio and TelevisionPrerequisite JMA 351

451 Digital Media Internship 3 crProvides a supervised obseivation/experiericepiogrdin ot study (assignment and pertormanLe)in such areas as web design, post-production

development, instructional design andmult unedia pi oduction

452 Journalism/Media Internship 3 crProvides a supervised observation/experienceprogiam of study (assignment and performance) inareas such as media, editorial, advertising andpublic relations

453 Advanced Media Writing 3 crTeaches writing foi tacho and television in alecture-laboi atory course

463 Advanced 3D Modeling 3 crStudents utilize Sub-D based 3D modelingsoftware to create, texturize, light and rendercomplex organic and inorganic objects In 3D,students will create models of characters,vehicular, environmental and hdrd-edge surfacesAdvanced photorealistic rendering using globalillumination techniques will add realism to themodels Prerequisite JMA 406

464 Human Computer Interaction 3 crThis course introduces students to concepts thatunderlie the design of human-computerinteraction Students leain about developingcomputer inteifaces and building interactivity intoapplications Working from a uset-centered designperspective, students learn how to evdluate andjefine the applications they design

465W Media Ethics 3 erExamines ethical issues that challenge mediaprofessionals and consumers By interpreting andapplying ethical theory—from the classicists to thecontemporary—students will analyze ethicalchallenges inhetent in the modern media Focuswill be on theories of inotal maturation thetension between universal values and culturalspecificity, and the contrast between commitmentand cynicism

467 Media Research Methods 3 crProvides training in gathering and analyzing datarelevant to communication phenomena

469 Feature Writing 3 crTeaches feature at ticle writim, for the general andspecialized print publication as well as querywiiting and marketing for the free lance writer andfeature writing for the print news ieporter

471 Public Affairs Reporting 3 cr

Teaches interpretive reporting of urban affairs

in a lecture-laboratory course Prerequisite

JMA 27 IW

473 Media Law & Regulation

(Core Requirement) 3 cr

Examines the legal rights, privileges, ethics and

responsibilities of the mass media—both

electronic and print

475 Database for Web Development 3 cr

Emphasis in this com se is on database theory with

applications to web sites Students study how a

web page can rely upon a database to extract data,

which in turn produces dynamic content Some

form of Visual Basic for web servers is used as the

programming language

480 IndependentStudy 1-9 cr

This course provides an opportunity to study, in

depth, a subject matter that is not taught in another

class You must have a project a mentor and must

fill out an independent study contract prior to

registering You will be required to meet regularly

with your mentor, and provide periodic progress

reports and time sheets

482 Practicum College Radio 1-3 cr.

Conducts formal critiques of WDSR and related

college media Designed for all persons working

for a college i ach o station

483 Practicum Journalism 1-3 cr

Conducts formal critiques of the Duquesne Duke

and other college inedia Designed for all persons

working for a college newspaper

487 Layout and Design 3 cr

This course is intended to stimulate both an

understanding of and critical thinking about basic

design principles and their application

491 Media Information & Technology 3 cr

An advanced examination of the societal impact

and the political economy of information and

technological diffusion Students will explore a

relevant topic in-depth through classroom

presentation(s) and the completion of a seminar

paper Examinations at discretion of instructor

492 Electronic Commerce

Development 3 cr

Students apply database design and development

concept,, and web design knowledge to create E-

Commerce web sites Various on-line payment

strategies, secure site creation and shopping cart

pages are discussed and implemented Prerequisite

JMA 475

496 Directed Readings 1-6 cr

Offers the opportunity for students and faculty to

conduct in-depth study of a topic not covered, or

covered only briefly, in other departmental courses

In order to enroll in Directed Readings, students

must first secure approval from the faculty member

best qualified to guide their study

497 Special Projects 1-6 cr

Offers the opportunity foi students to prepare print

or electronic products (e g , brochures, slide shows,

video programs, etc ) commissioned by University

or communit organizationsy ^

DEPARTMENT OF MATHEMATICSAND COMPUTER SCIENCEChairpetson

Jeffrey Jackson, Ph D

MATHEMATICS PROGRAM

The major objectives of the mathernatics program

are to provide knowledge of the theoretical basis of

the field, appreciation for the intrinsic beauty of

the discipline, skill in interpreting the concepts

underlying quantitative procedures, and ability to

apply modern mathematical techniques and tools to

practical problems Courses in the curriculum give

students an oppoitunity to develop the basis for

critical and logical analysis of problems and to

design and implement creative solutions In

addition to comprehensive progiams leading to a

major or minor in mathematics, offerings are

designed to serve the liberally educated person in

support of other disciplines

REQUIREMENTS FOR A MAJOR

The student may choose to pursue a major in

Mathematics with a program leading to a Bachelor

of Arts (B A ) or d Bachelor of Science (B S

degree The B A program, which requires a

minimum of 33 semestei hours of mathernatics,allows

d great deal of flexibility lot persons

interested in combining the major program with a

strong minor or double major in another dis( ipline

The B S program, which requires a minimum of

39 semester hours of mathernatics, is

recommended for students interested in scientific

applications or further study in mathematics on the

giaduate level Requirements are as follows

Mathematics Core (B A and B S ) 115

(or 114), 116, 135 215, 315, 402W, and 415W A

grade of C or better must be achieved in all

mathematics core courses Remaining courses

must be taken at the 300 level or above

Extra- di sci plinary Requirements (B A and

B S ) Scientific Programming C++ (COSC 160)

Additional B S Mathematics Requirements

Applications component At least one

course chosen from 301 and 308

Theoretical component At least two

courses chosen from 403W, 412W, 416W,

and 420

REQUIREMENTS FOR A MINOR

The minimum tectrurements for a minor in

mathematics are 115 (or 114) -116 and 9

additional hours in coutses numbered 135 ot

above including at least one course numbered 300

or above

MATHEMATICS COURSES

100 Calculus with Algebra 1 3 cr

Initial topics of I I I with topics from algebi a

integrated as needed Credit is not allowed for

both 100/ 104

104 Calculus with College Algebra and

Trigonometry 1 4 cr

Initial topics of 115 with topics from algebra and

trigonometry integiated as needed Credit is not

allowed for both 104/100

110 Calculus with Algebra If

3 cr

Remaining topics of I I I with topics from algebi a

integrated as needed Credit is not allowed for

both 110/1 14, 110/111 or 110/115

Ill Calculus for Non-science Students 3 cr

Limits, continuity, differentiation of algebtaic,

exponential and logarithmic functions An

introduction to integration Credit is not allowed

for both 111/110 111/1 14 or It 1/115

114 Calculus with College Algebra and

Trigonometry 11 4 er

Remaining topics of 115 with topics from algebra

and trigonometry integrated as needed Credit is

not at lowed for both H 4/110, 114/111, 114/115

Preiequisite 104

115 Calculus 1 4 cr

The sarrie topics as I I I except trigonometric

functions are included Credit is not allowed for

both 115/110, 115/114, or 1 15111 1

116 Calculus 11 4 cr

Applications of the definite integral, parametric

equations, polar coordinates, sequences, and

series Prerequisite 1 14 or 1 15

125 Fundamentals of Statistics 3 cr

Exploratory data analysis and statistical inference

including giaphical summaries of data, sampling

distributions, confidence intervals and hypothesis

testing Credit not allowed for both 125/225

135 Discrete Mathematics 3 cr

Sets, functions, relations, partial order, methods of

propositional logic, introduction to predicate logic,

counting, recurrence relations, asymptotic

analysis, proof, including induction, introduction

to probability, graphs

215. Calculus 111 4 cr

Calculus of functions of several variables and

vector valued functions Line and surface

integrals Prerequisite 116

225 Introduction to Biostatistics 3 cr

Descriptive statistics, sampling distributions,

confidence intervals, hypothesis testing, non-

parametric methods, chi-square tests, regression

and correlation methods, and analysis Of

Variance

Credit is not allowed for both 125/225

Prerequisite Evidence of college level

algebra skills

301 Introduction to Probability

and Statistics 1 3 Lr

Univaiiate and multivaiiate probability

distributions of discrete and continuous random

variables, mathematical expectation, limit

theoierns Pierequisite 116

302W Introduction to Probability

and Statistics 11 3 cr

A continuation of 301 including probability and

sampling distributions of random vat tables

conficlence intervals and hypothesis testing

Prerequisite 301

NER".1

101

308 Numerical Analysis 3 cr

Linear systems, interpolation, functional

approximation, numeric differentiation and

integration, and solutions to non-linear equations

May be counted as either mathematics or

computer science, but not both Prerequisites

116 and Computer Programming 150 or 160

311 Number Theory 3 cr

Divisibility, congruences, quadratic residues

Diophantme equations, and arithmetic functions

Prerequisites 135 and 215

312 Probability for Actuarial Science 2 cr

The course will provide an extensive discussion of

topics in probability for students inteiested in

careers in actuarial science Particular emphasis

will be given to problem solving in prepaiation foi

the first actuarial exam (Exam P/1) The topics

will include basic probability Bayes'Theorem,

random variables, discrete and continuous

probability distributions, moment generating

functions, multivariate distributions and the central

limit theorem Prerequisites 301, 302W

315 Linear Algebra and

Differential Equations 4 cr

Systems of linear equations vectors and matrices,

determinants, vector spaces, linear

transfoimattons, eigenvalues, and eigenvectors,

first order equations, linear equations, differential

opetators, Laplace transforms, power series

techniques Pierequisite 116

316 Modeling with

Differential Equations I cr

Applications of first and second oi der chtferential

equations, numerical methods, Laplace

tiansforms power series solutions and Fourier

series solutions Prerequisite 315 (may be

taken concuriently)

320 Topics in Mathematics 3 cr

Elementaiy mathematics applied to models in the

natural or envii onmental sciences Cannot be

counted toward a major in mathematics

Pierequi%ite 115

325NV. Applied Statistics

with Regression 3 cr

One-way, two-way analysis of variance, Latin

squares, methods of multiple comparisons,

analysis of covariance, balanced and unbalanced

designs, linear and multiple regression

Prerequisite 225, or 301, oi permission

of instructor

330W Fundamentals of Geometry 3 cr

Euclidean and non-Euclidean geometry from both

the synthetic and metric axiorriatic appioach

Prerequisites 135 and 21 5

335 Biostatistics IT 3 cr

This couise is a continuation of Math 225

(Introduction to Biostatistics) Topics include

statistical issues in diagnostic tests contingency

table analyses, multiple two-by-two table

analyses, firicai and multiple regression, logistic

regression, survival analysis, and nonparametric

statistical procedures

340 Problem Solving Seminar 1 cr

Solution and discussion of problems from the

Putnam Examination and other sources

Prerequisite Completion of or concurrent

enrollment in 215 or permission of the instructor

345 Survival Analysis. 3 cr

Descilptive methods for survival data, survival and

hazard functions, proportional and additive

hazards models, parameter inference and

regression diagnostics multivariate analysis

Preiequisite (225, 335) or (301, 302W)

35OW History of Mathematics 3 cr

Multicultural survey of the history of mathematics

fi om the deve I opment ot number systems to the

development of calCUIUS Contributions of ancient

Greek and western mathematics are emphasized,

but those of the Egyptian, Babylonian, Islamic,

Hindu, and Chinese cultures are also discussed

Prerequisites 135, 215

366 Operations Research 3 cr

The course will provide an introduction to the

background ot operations including example

pi oblems and a brief history An extensive

discussion of the theory and applications ot linear

piogramming will follow Othei topics will

include nonlinear programming continuous and

discrete probability models, dynamic

programming, game theoiy and transpoitation and

network flow models Pierequisites 116

402W Abstract Algebra 1 3 cr

An introduction to algebraic StIlIctures rings,

ideals, integral domains fields, and gioups, ase^'

well as homomoiphisms and isorriorphisms

Pierequisites 135 215, and 3 15

403W TOP0109Y 3 er

Topological Spaces, homeonioiphisins,

connectedness compactness, regular and normal

spaces, metiic Spaces, convergence, and

separation axioms Preiequisites 402W

or 415W

405 Fundamentals of

A(tuarial Mathematics 3 cr

Deterministic and stochastic modeling

approaches to annuities and insurance, fractional

durations continuous payments, expenses,

survival di sit ibutions, constant benefit contracts,

ininimum failure time iisk theoiy for insurance

contract portfolios Prerequisites 301 t 302W

or 3 12

412W Abstract Algebra 11 3 cr

A deeper examination of the algebraic structuies

studied in 402W including quotient groups and

rings, extension fields, and other selected topics

Prerequisite 402W

415W Advanced Calculus 1 3 cr

Functions, sequences and series, limits, continuity

and uniform continuity derivatives

Prerequisites 135, 215 and 315

416W Advanced Calculus 11 3 cr

A continuation of 415W including integration

theory and advanced topics in analysis

Prerequisite 415W

420 Introduction to

Complex Variables 3 cr

The Lomplcx number plane, analytic functions,

integration of complex functions, sequences

and series, and conformal mappings

Prerequisite 415W

425W Experimental Design 3 cr

Factorial designs, fixed and random effects

models, nested and ne^ted-fdctoiial designs split-

plot design,,, response surface designs

Prerequisite 325W or permission of instructor

491-99 Selected Topics

in Mathematics 1-3 cr.

COMPUTER SCIENCE PROGRAMThe major obje( tives of the COMPLItei science

pro.-rain are to provide the student with a

knowledge ot the theoretical basis of computing,

an appieciation foi the ielationship between the

various components of the field, skills in applying

the subject to practical problems, and an ability to

adapt to new technologies and advancements

Couises in the curriculum give the student

appi opi iate tools to identity problems best solved

by means of a computer and to design and

implement effective, economical and creative

solutions for them Computer science graduates

gain a breadth and depth of computing knowledge

that is not feasible in other computer-related

majors (Information System Management, Health

Information Systems, Multimedia, etc ), which

must cover discipline specific content in addition

to computing concepts Typically students gain

practical exposure to a number of ptogrammung

languages including C++, Java Assembly, Lisp,

and Prolog and operating systems including Unix,

LinuX, and Windows Offerings provide

opportunities foi students seeking courses

supporting other disciplines as well as

comprehensive progiams leading to a major or a

minor in computer science

REQUIREMENTS FOR A MAJOR

The student may choose to pursue a major in

computer science with a program leading to a

Bachelor ot Science (B S ) or a Bachelor of Arts

(B A ) The B A program, which requires a

minimum of 30 semester hours in computer

science, allows a great deal of flexibility for

persons inteiested in combining the major with a

sti Ong minor or double major in a non-science

discipline Within the B A track students can

choose a sequence of elective courses leading to a

concentration in Web System Development The

B S program, which requires d minimum of 40

semester hours in computei science is

tecommended for students interested in scientific

applications oi study in computer science at the

graduate level Requirements for all majors

are as follows

Computer Science Core 150, or 160, 215, 220,

300, and 325W

Additional B A Computer Science Requirements

15 additional hours at the 300 level Of above (at

least 6 ot which Must be taken at the 400 level)

Students choosing the Web system Development

concentration must include 401, 430, and 450 in

their progiam

Additional B S Computer Science Requirements

25 hours at the 300 level or above Included must

be 48OW at least 9 hours at the 400 level or above

and at least one course selected from 401, 410,

430, 445W, and 460

Agradeof 'C" or better is required in all

computer science courses

Mathematics/Science Requirements

BA 115-116 (Calculus 1& 11) and 135

(Discrete Mathematics)

B S At least 30 credits of mathematics and

science including

• Mathematics At least 15 ciedits

including H 5-116 (Calculus I & 11)

and 135 (Discrete Mathematics),

and either 225 (Biostatistics) or 301

(Introduction to Probability and

Statistics 1)

• Science At least 1 2 credits in

courses acceptable for a major in

the science discipline chosen and

including at least one sequence

chosen frorn the three options

BIOL 111-113 & 112-114, or

CHEM 121-122, or PHYS 211-212

REQUIREMENTS FOR A MINOR

A rimminum of 15 credits in computer science

and 3 credits in Discrete Mathematics is required

for a minor All programs must include Computer

Science 150 or 160, 215 and nine additional hours

numbered 200 and above with at least 3 credits at

the 300 level or above

*^N '*^*i f N-f^' I " NW*

COMPUTER SCIENCE COURSES

100 Elements of Computer Science 2 cr.

A survey ot topics necessary for basic computer

literacy Includes laboratory exercises Credit not

given to computer science majors oi minors

101 Basic Programming 3 cr

COMPLItel programming in Visual Basic

Algorithm development and data representation

Credit not given to cornputei science majors

or minors

103 JavaScript Programming 3 cr

Programming constiucts and heuristics using

JavaScript, including object based programming,

objects, properties, events, methods, variables,

constants, turctions, and structured concepts

Emphasis is on using JavaScript for web

interdCtivity and forms processing Prerequisites

COSC 130 or QSMIS 183 or MM 226

130 Fundamentals of the Internet. 3 cr

Technical concepts of electronic mail, web

browsing concepts and advanced features, HTML

and web page design, technical concepts of the

internet, advanced Internet services, concepts and

issues in electronic publishing ethics and security

issues Prerequisite COSC 030 or equivalent

150 Computer Programming C++ 3 cr

Object oriented programming, objects and classes,

data abstraction, functions, looping, selections

control structures, arrays, searching, and sorting

160 Scientific Programming C++ 3 cr

Object oriented programming, objects and classes,

data abstraction, functions, looping, selections,

control structures, arrays, searching, and sorting in

an environment with scientific and mathematical

applications

215 Java with Data Structures 3 cr

An intioduction to Java with Classes and data

abstraction, queues, linked lists, recursion, stacks

trees, string processing, searching and sorting, and

hashing Prerequisite 150/160 and MATH 135

(may be taken concurrently)

220 Computer Organization and

Assembly Language 3 cr

Basic sti ucture ot computer hardware and

softwai e, data repi esentation, addresses and

instructions, control structures, device drivers,

files, and macros Prerequisite 215

300 Advanced Data Structures. 3 cr

Data oiganization connections between the

design of algorithms and the efficient

implementation and manipulation of data

stitictrues Abstract data types, tries B-trees,

and graphs Prerequisite 215

305 Digital Logic 3 cr

Boolean algebra and logic gates, combinational

logic, decoders, encodei s, multiplexers, registers,

counters, memory units, flip-flops, algorithmic

state machines, and digital integrated circuit,,

Prerequisite 220

308 Numerical Analysis 3 cr

identical to MATH 308 Credit only given foi one

otCOSC308orMATH308 Pierequisite 1501

160 & MATH 116

311 System Programming and Design 3 cr

Interaction between software and hardware

components in an integrated system, program

translation issues, assemblers, linkers, loadeis, and

compilers Pierequisite 220

350W Computers and Humanity 3 cr

An exploration of the impact of computers on

present and futute society including sociological

and philosophical issues in computer science

Prerequisite One course in computer science on

the 200 level

401 Data Base Management Systems 3 cr

The use, design, and implementation ot databa,,e

management systems Topics include data

models,

current DBMS implementations, and data

description, manipulation, and query languages

Prerequisite 300

410 Artificial Intelligence 3 crKnowledge representation and natural languageprocessing, search strategies, design andapplications ot heuristics, expert systems, andapplications Pierequisite 300

418 Formal Languages and Automata 3 cr

Formal languages and their relation to automata

The Chomsky language hierarchy, recognition

ot languages by automata, Turing machines,

decidability, and computability

Prerequisite 300

425 Computer Graphics 3 cr

Geometric ^eneration of two- and three-

dimensional graphics Scan conversion, geometric

trans lot mation, clipping interaction, cuives and

surtaces, and animation Prerequisite 300

430 Web-Based Systems 3 cr

HTTP/HTML, client server scripting, active

server/CGI technology, data store access/

modification, cascading style sheets, and

accessing the browser document object model

Prerequisite 300

435 Theory of Programming Languages 3cr

Syntactic and semantic issues in program language

definition and implementation Static vs dynamic

properties, parameter passing, recursion and

language compailsons Prerequisite 300

445W Systems Analysis and

Software Design 3 cr

Methods and tools for the structuring and modular

design of large systems, organization and

techniques of team programming, design

evaluation and validation Prerequisite 300

450 Computer Networks 3 er

Network technologies, protocols, and

management Pro-rammmi, netwoiked

applications The effects of the Internet and

World Wide Web on computing and society

Prerequisite 300 and 325W

460 Computer Security. 3 cr

Network, database, and Web security, threat

models, elementary and advanced cryptology,

protocol analysis, covert channels, access control

and trust issues, legal and ethical issues in

security Prerequisite 215 and 325W

480W Senior Project 1-3 cr

An individual oi group project involving a

significant progiamming component,

documentation, and written report on a topic of

curient inteiest in computer science

Prerequisites Senior status and 300

491 - 499 Selected Topics in

Computer Science 1-3 cr

Topics selected in consultation with the

advisor Pierequisite Consent of the

department chairperson

DEPARTMENT OF MODERNLANGUAGES AND LITERATURESChairperson

Edith H Krause Ph D

The Department of Modern Languages and

Litei atures offers cow ses in French, German,

Italian, Japanese and Spanish The four language

skills (reading writing, speaking, and oral

325W Operating Systems and

Computer Architecture 3 cr

Organization ot operating systems and basic

computel architecture Implementing

multiprogramming memory management,

communicating with input/output devices,

i concurrency, synchronization, file systems and

I scheduling the processor Prerequisite 220

comprehension) ate emphasized at all levelsCouises beyond converSdtlon and compositionfainthaiize the students with the literatures andcultuies of the diffetent nations and societiesstudied Non-majoi courses are also ofteied inlanguage foi business, language for the healthprofessions, and language for musicians

Before eniolling in their first language course,students with piior knowledge Of d foreignlanguage the required to take a languageplacement test Students who must complete alanguage requiiement should begin these coursesin their freshman yeai Beginning and Intermediatecourses must be taken in sequence

Students may be granted up to three creditsretroactively for previous language study if theyenter a ldriguage course beyond the introductorylevel and earn a B or better in that course

The Department cooperates with theDepartments of History and Political Science for aclegiee in Triternational Relations and contributescourses to the Certificates in InternationalBusiness and Intercultural Studies Internships inthe United States and abioad aie available

A maximum of 12 transfer credits will beaccepted toward the major A maximum of 6transfer credits will be accepted towaid the minorin French, German, and Italian

Students who have knowledge of a foreignlanguage will find caieer oppoitunities in a vaiietyof fields such as business and industry, education,foieign seivice, goveinment, international lawsocial woik, and tourism

Study AbroadMajors and minors are urged to spend a summer,a semestet, ot d year abioad in an accreditedpiogiam with the approval of the depaitineritInformation about a variety of programopportunities can be obtained frorn theDepartment Office oi the Office of InternationalPi ograms The Department sponsors specificallythe DU/Villa Nazareth program in Rome and theUnivac progi am in Mexico

Requirements for the MajorThe Department offers B A degrees in Spanish,Modein Languages and International Relations(in coopeiation with the Departments of Historyand Political Science) Dual degiee options (B AM Ed and B A /B S ) are available in conjunctionwith the School of Education and the BusinessSchool It is iecommencled that majors in thedepartment include a course in language,literature, or culture Outside their area(s)of specialization

Beginning and Intermediate couises do notcount toward the majoi Proficiency at the 302W/306W level respectively, or the equivalent, is theprerequisite for all othei cent ses numbei ed 300or above

B A in Spanish 27 ci edits at the 300 level orabove Required courses 301 Wand 302W or306W 401W, 402W, 453W, 460W, 9 credits ofelectives including a minimum of 3 credits incultuie Exit Examination required

B A in Modern Languages 48 credits Requiredcouises 24 credits at the 300 level oi above in onelanguage including 30 1 W/302W or 306W, 12credits at the 300 level or above including 301W/302W or 306W in a second language, and 12credits at any level in a third language ExitExamination required

International Relations 33 credits Courses forthe International Relations major aie diawnprincipally from the Departments of History,Modern Languages and Literatures, andPolitical Science

Dual Degrees

BA/MEd After completion of this five-yearprogram the student will receive a Bachelor ofArts in Spanish and a Master's in Education

B A /B S in Education This four-year programoffers students a Bacheloi of Arts in Spanish and aBachelor of Science in Education

B A /B S in International Business Afteicompletion of this foui-year program, studentswill i eceive a Bachelor of Arts in Spanish and aBachelor of Science in International BusinessInteinships in the United States and abroad aieencouraged as Pat t of the coin sework

Typically, most dual degree prog-rains iecluuemore than the minimum of 120 credits

Certificates

International Business Students take 18 creditsin one language and business couises determinedby the A J Palumbo School of Business

Intercultural StudyStudents eat n 18 credits in cot e courses, areastudies, and a Semmai in InterculturalInteipretation, and also intern or Study abroad

Requirements for the MinorThe Depdi tment offers a minor in French,German, Italian and Spanish Each programconsists Of d minimum of 12 credits at the 300level and above

French

t0I Elementary French 1 3 crFundamental-, of oral and written Fiench Focuson development of reading, wi iting, speaking andlistening skills, and culture Special emphasis onoral communication

102 Elementary French 11 3 crThe sequel to 101 Preiequisite 101 or equivalent

t 15 French for Musicians 2 crSpecially designed to provide music majors withthose skills in French needed for their professionalrequisites Registration limited to students in theSchool of Music

201 Intermediate French 1 3 crAn expansion of the language skills acquired in101 and 102 Stiengthening of basic structures andintroduction of mote complex structures ThisCourse will increase accuracy in listening 'speaking, reading and writing and promoteknowledge of cultural background Prerequisite102 or equivalent

202 Intermediate French 11 3 crFoui th semester capstone coin se designed toL ontinue the development of oral and wi ittenskill,, Students will read and discuss selectedcultural and liteiary texts, review giammai in thecontext of situations and readings, and exploreCultural trends and issues Prerequisite 201or equivalent

30OW Introduction to Conversationand Composition 3 crFocus on increasing oral and written skill, thioughreading and discussion of materials related toeveryday life and current events Prerequisite 202or equivalent

301W French Conversation andComposition 1 3 crA couise designed to expand oral and writtenfluency tbiou-b extensive reading, discussion, andwiiting on a variety of topics A systematicMmmar ieview is an integral part of the coursePieiequisite 202 oi equivalent

302W French Conversation andComposition 11 3 crA sequel to 301 with more emphasis on fluency inspeaking and writing and idiomatic use of thelanguage Prerequisite 301W or equivalent

306W Intensive French Conversationand Composition 6 crCombination of 30 IW and 302W Prerequisite202 or equivalent

320W Stylistics 3 crComparative study of English/French style inspoken and wi itten French

321 Phonetics 3 crMechanics of phonation with comparativeEnglish-French application to phonetic analysisof Fiench

322W Th6fitre de I'Avant-Garde 3 crRepresentative authors of the"avant garde" theatre since 1950, includingIonesco, Beckett, Genet, Schehade, Vidn, Pingetand othei s

325W Realism and Naturalism 3 crTheoi ies and works of the two movements in thelatter part of the 19" Century

329W 17"' Century French Literature 3 crRepresentative works in Fiench prose, poetry,and theatre

360W French for Business 3 crSpoken and written language of business FienchConventions of letter writing import, export, andcommercial transactions

460W French Culture and Civilization 3 crThe major cultural and socio-political movementsof Fiance

462W Survey of French Literature I MiddleAges to 17" Century 3 crRepresentative authors and works from the MiddleAges to the 17"' Century

463W Survey of French Literature 11 18'Century to Modern Period 3 crMain authors and movements from the 1811Century to the present

471W 20" Century French Theatre 3 crFrom Jules Romains to lonesco and the Theatre ofthe Absui d

IN 107

480W Directed Readings 1-3 crIndividual research on topics in French language,literature or culture undei close facultysupervision, for majors only and only with writtenpermission of the Department Variable credit

490 Independent Field Study 1-6 crStudy under the supervision and guidance of theinstructor in foreign countries Permission of theDepartment Chairperson requii ed Variable credit

495 Professional Language Internship 3 crPaid or unpaid internship consisting of 100- 120hours of supervised wotk with permission of theDepaitment Chairperson

German

101 Elementary German 1. 3 cyFundamentals of oral and written German Focuson development of reading, writing, speaking andlistening skills, and culture Special emphasis onoral communication

102 Elementary German 11 3 crThe sequel to 10 1 Pierequisite 101 or equivalent

115 German for Musicians 2 crSpecially designed to provide music majors withthose skills in German needed for theirprofessional requisites Registration limited tostudents in the School of Music

201 Intermediate German 1 3 crAn expansion of the language skills acquired in101 and 102 Strengthening of basic stiuctures andintroduction of mme complex structures Thiscourse will increase accuracy in listening,speaking, ieading and writing and promoteknowledge of cultural background Pierequisite102 or equivalent

202 Intermediate German 11 3 crFourth semester capstone couise designed tocontinue the developments of oral and writtenskills Students will read and discuss selectedcultural and literaiy texts, review grarnmar in thecontext of situations and readings, and explorecultural fiends and issues Pierequisite 201or equivalent

30OW Introduction to Conversationand Composition 3 crFocus on incieasing oial and written skills thioughi eading and discussion of matei ials related to

everyday life and curient events Prerequisite 202or equivalent

301 W German Conversation andComposition 1 3 crA course designed to expand oral and wi ittenfluency through extensive reading, discussion, andwriting on a variety of topics A systematicgrammar review is an integral part of the coursePrerequisite 202 or equivalent

302W German Conversation andComposition 11 3 crA sequel to 301 with moie emphasis on fluency inspeaking and writing and idiornatic use of thelanguage Prerequisite 301W or equivalent

306W Intensive German Conversationand Composition 6 er.Combination of 301W and 302W Prerequisite202 or equivalent

322W German Culture and Civilization 3crStudy of political, historical, social cultural, andenvironmental issues and developments thatcontribute to the construction of nation andidentity in Geimany

328W Introduction to German Drama 3 crAnalysis of selected works and authors,including review of dramatic forms techniques,and theories

330W Modern German Prose 3 crIndividual's search for identity in the prose worksof T Mann, Kafka, Hesse, Boll, Frisch, and others

360W German for Business 3 cySpoken and written language of business GermanConventions of letter wining, import, export, andcommercial transactions

420W German Literature and Film 3 crStudy of cinematic and liteiary repiesentations ofthemes and topics in German Literature and Film,including portiayal of women, search for identity,guilt and innocence, and otheis

460W Survey of German Literature I MiddleAges to the Baroque 3 crStudy of representative woi ks and authors fromthe Middle Ages through the t7lh century

461-W Survey of German Literature 11 18"Century to the Present 3 crStudy of litetary tiadition representative authors,and majoi literary works

464W German Romantic Literature 3 crThe German Romantic movenient following theNapoleonic era The role of the individual in theworks of Novalis, Tieck, and otheis

468W Goethe's Faust 3 crEmphasis on the spirit of the 1811 century aspersonified in Goethe's Faust

48OW Directed Readings 1-6 crindividual reseaich on topics in German languageliterature or culture undei close facultysupervision for majors only and only with writtenpermission of the Depaitment Variable credit

490 Individual Field Study 1-6 crStudy under the supervision and guidance of theinstructor in foieign countries Permission of theDepartment Chauperson required Variable credit

495 Professional Language Internship 3 crPaid or unpaid internship consisting of 100-120hours of supeivised work with permission of theDepartment Chairperson

Italian

101 Elementary Italian 1 3 crFundamentals of oral and written Italian Focus ondevelopment of reading, writing, speaking andlistening skills and culture Special emphasis onoral communication

102 Elementary Italian 11 3 erThe sequel to 161 Prerequisite 101 or equivalent

109 Italian for Lawyers 2 crSpecially designed to provide students withlanguage skills to meet then professionaliequisites

115 Italian for Musicians 1 2 crSpecially designed to piovide music majors withthose skills in Italian needed for then professionalrequisite-, Registration limited to students in theSchool of Music

201 Intermediate Italian 1 3 crAn expansion of the language skills acquired inItalian 101 and 102 Stiengthening of basicstructures and introduction of mote complex

structures This course will incicase accuracy inlistening, speaking, reading and wiiting andpromote knowledge of cultui a] backgroundPrerequisite 102 oi equivalent

202 Intermediate Italian 11 3 crFouith semestei capstone couise designed tocontinue the developments of oral and writtenskills Students will read and discuss selectedcultural and literary texts, review grammar in thecontext of situation-, and readings, and explorecultuial trends and issues Prerequisite 201or equivalent

30OW Introduction to Conversationand Composition 3 crFocus on increasing oral and written skills throughreading and discussion of materials related toeveryday life and current events Prerequisite 202oi equivalent

301W Italian Conversation andComposition 1 3 crA cow se designed to expand oral and writtenfluency thiough extensive reading, discussion, andwriting on a variety of topics A systematicD ammar revi ew i s an i ntegi al part of the coursePrerequisite 202 or equivalent

302W Italian Conversation andComposition 11 3 crA sequel to 301 with more emphasis on fluency inspeaking and writing and idioniatic use of thelanguage Prerequisite 301W oi equivalent

306W Intensive Italian Conversationand Composition 6 crA combination of 301 W and 302W Prei equisite202 or equivalent

308W Italian Culture and Society 3 crStudy of majoi historical cultural and socialdevelopments (Taught in English)

314W / 315W Individual Study I & 11 1-6 crStudy of special topics with written permission ofthe Depaitment chairperson Variableciedit

321W Survey of Italian Literature I MiddleAges to 1711 Century 3 crStudy of repiesentative authors and works fromthe Middle Ages to the 17" Centui y

324W Survey of Italian Literature 11 18"Century to Modern Period 3 crMain authors and movements from the 18"Centuiy to the piesent

WIN

326W Italian Culture and Civilization 3 cr speaking, reading and wiiting and promoteThe majoi cultural and socio-political movements knowledge of cultut al backgi ound Prerequisiteof Italy 102 or equivalent

40OW Italian Cinema 3 crReview of selected films with special emphasis onthe social, cultural, political, and economicchanges in Italy (Taught in English)

402W Images of Women in Italy 3 crPortrayals of women in Italian literature and film

467W Advanced Italian Grammar 3 crStudy of the finer points of Italian grammai withemphasis on idiomatic uses of the language andthe subtle differences in meaning in the use ofspec.ific elements of giammar

480W Directed Readings 1-3 crIndividual research on topics in Italian language,literature or culture undei close facultysupervision, for majors only and only with writtenpeiiiiission of the Department Variable credit

490 Individual Field Study 1-6 crStudy under the supervision and guidance of theinstruc.toi in foreign countries Permission of theDepartment Chairperson i eqUired Vat idble credit

491 W Italian Internship 1-6 crSpe( ial Peirrussion See Department Office

495 Professional Language Internship 3 crPaid oi unpaid internship consisting of 100- 120hom s of Supervised work with permission of theDepartment Chan person

900 Villa NazarethSpecial Permission See Department Office

Japanese

101 Elementary Japanese 1 3 crFundamentals of oial and written Japanese Focuson development of reading, writing, speaking andlistening skills and cultme Special emphasis onoral communication

102 Elementary Japanese 11 3 crThe sequel to 10 1 Pret equisite 10 1 or equivalent

201 Intermediate Japanese 1 3 crAn expansion of the language skills acquned in101 and 102 Strengthening of basic structures andintioduction of rnoie complex stiuctutes Thecourse will increase accuracy in listening

202 Intermediate Japanese 11 3 crFourth semester capstone course designed tocontinue the developments of oral and writtenskills Students will iead and discuss selectedcultural and liteiary texts, review grammar in thecontext of situations and readings, and exploreCultural trends and issues Prerequisite 20tor equivalent

206 Japanese Culture 3 crBroad overview of cultural and social topicsincluding social aspects ethics, and Values of theJdPdnese society (Taught in English)

301 W Japanese Conversation andComposition 1 3 crA course designed to expand oral dnd wi ittenfluency thiough extensive reading, discussion, dndwriting Oil a vaiiety of topics A systematicMmi-nai ieview is an integial part of the coursePieiequisite 202 oi equivalent

302W Japanese Conversation andComposition 11 3 t-r

A sequel to 301 with more emphasis on fluency inspeaking and wining and idiomatic use of thelanguage Prerequisite 301W or equivalent

480W Directed Readings 1-3 crIndividual research on topics in Japaneselanguage, litei ature Or Culture under close facultysupervision, foi majors only and only with wiittenpet mission of the Department Vat table credit

491W Japanese Internship 1-6 crSpecial Permission See Department OfficePrerequisite 301W 302W

Spanish

101 Elementary Spanish 1 3 crFundamentals of otal and written Spanish Focuson development of ieading, wnting, speaking andlistening skills, and culture Special emphasis onoral communication

102 Elementary Spanish 11 3 crThe sequel to 10 1 Prerequisite 10 1 oi equivalent

103 Introduction to Spanish Languageand Culture 3 cr

Basic Spanish converution in a vaiiety of social

situations and discussion of cultural perspectivesCourse does not count toward the languageiequirement

105 Medical Spanish 1 2 crFundamental,, of oral and written Spanish withfocus on inedical vocabulaiy Redding, wiiting,speaking, and listening emphasized

107 Medical Spanish 11 2 crSequel to 105 Special emphasis on oialcommunication

109 Spanish for Lawyers 2 crEspecially designed to provide Students withlanguage skills to meet their professionaliequisites

201 Intermediate Spanish 1 3 cr

An expansion of the language skills acquired in101 and 102 Strengthening of basic structures andintroduf tion of more complex stiuctures Thecouise will increase accuiacy in listening,speaking, reading and writing and piomoteknowledge of cultural background Prerequisite102 or equivalent

202 Intermediate Spanish 11 3 crFourth semester capstone cow se designed tocontinue the developments of oral and writtenskills Students will read and discuss selectedcultural and liteiary texts, review grarnmar in thecontext of situations and readings, and explorecultural nends and issues Preiequisite 201or equivalent

30OW Introduction to Conversationand Composition 3 erFocus on in( ieasing oial and written skills throughreading and discussion of materials related toeveryday life and curient events Prerequisite 202or equivalent

301W Spanish Conversation andComposition 1 3 crA course designed to expand oral and writtenfluency thiough extensive ieacling, discussion andwritim, on d variety of topics A systematicgrarrimar ieview is an integral pait of the COUISC

Prerequisite 202 oi equivalent

302W Spanish Conversation andComposition 11 3 crA sequel to 301 with more emphasis on fluency inspeaking and wiiting and idiomatic use of thelanguage Prerequisite 301W or equivalent

304 HispanicStudies Abroad 1-6 crSpecial Permission See Department OfficeVariable ciedit

306W Intensive Spanish Conversationand Composition 6 crA combination of 30tW and 302W Prerequisite202 or equivalent

31OW Spanish Culture and Society 3 crStudy of major historical, cultural and socialdevelopments in Spain (Taught in English)0

317W Modernism —The Postmodern Turn 3 crSelected ieadings and films from European, U Sand Latin American countries highlighting thecultural shift fiom modernism to postmodernisin(Taught in English)

323W Don Juan /World Literature Figure 3 crThe development of Don Juan thiough the agesfrom a theatie character of Spanish Literatme to asocial and umverSdI figure of any cultuie orcountiy (Taught in English)

324W Generation of '98 3 crMajor works of Spain s turn of the centui y authoi sin their aesthetic and histoiical contexts Includes,among otheis Azorm, A Machado, Pfo Baroja,J R Himdnez, and Valle Incl6n

327W Spanish Culture and Civilwation 3 crAnalysis of the major histoiical, cultural andsocio-political movements of Spain

328W Modern Spanish Theatre 3 crSpanish theater from Bueio Vallejo to the present,including the underground" theatre as well aswomen dramatists

329W Revolt and Change Protest in SpanishAmerican Literature 3 crNature and types of protest expiessed in modeinSpanish American I itei ature

330W Theater of the Golden Age 3 crRepresentdtive woi ks and major dramdtists of theperiod with an emphasis on their liteiary andcultural contexts

332W Spanish American Cultureand Society 3 cr

Selected i eadings and films that underscore

110

ill

litei ary, histoi ical, artistic, political, and social

developments in Spanish America fiorn the pre-

Columbian era to the present

356W Contemporary Spanish-

American Fiction 3 cr

Representative works and authois with special

emphasis on the shoit story

360W Spanish for Business 3 cr

Spoken and written language of business Spanish

letter writing, import, export, and commercial

transactions Online materials on business,

finance marketing and economics

Business protocols

365W. Spanish Professional Translation 1 3 cr

Study of Spanish vocabulary, giammatical form,

idioms, style and tone to refine skills in reading

and wtiting

366W Spanish Professional

Translation 11 3 cr

Sequel to 365W

40OW Spanish Cinema 3 cr

Evolution of the Spanish cinema aftet Fianco

Review of selected films produced since the

introduction of democracy to Spain Special

emphasis on the social, cultural, political

and economic changes in the country under

democratic government

401 W Survey of Spanish Literature I-

El Cid to el Siglo de Oro 3 cr

Survey of major works from the Medieval period

to the 17th century

402W Survey of Spanish Literature 11 18"

Century — Present 3 cr

Survey of works representative of the major

literary movements in Spain from the 18" thiough

the 21 11 centut ies

403W From Enlightenment to

Generation of '98 3 cr

Analysis of the Enlightenment, Romanticism

Jouinalism, and Natinalism in Spain piioi to 1898

453W Trends in Latin

American Literature 3 cr

Major movements and representative works from

Pre-Columbian pei iod to the present

460W El Quijote 3 cr

An in-depth study of Cervantes novel with an

emphasis on its cultural and historical context

462W Spanish American Theatre of

the Avant-Garde 3 cr

Introduction to the avant-garde theatie in Spanish

America Historical pet spectiveS and influence of

the European avant-gaide

463W Lorca and the Generation of '27 3 er

Major poets of the "Lorca-Guill6n" generation

which brought Spanish poetry to a new "Siglo de

Oro ' Includes a brief review of this gioup's

impact on future developments in Spanish theatei

464W Literature of Siglo de Oro 3 cr

Study of representative works and authors

467W Advanced Spanish Grammar

and Stylistics 3 cr

Study of the finer points of Spanish grammai with

emphasis on idiomatic uses of the language and

the subtle differences in meaning in the use of

specific elements of grammar

468W Women's Voices in

Hispanic Literature 3 cr

Overview of the writings of Hispanic wornen from

Soi Juana In6s de la Cruz to Isabel Allende and

from Leonor L6pez de C6rdoba to Palonia

Pedreio (Taught in English)

470W Gabriel Garcia MArquez on Film 3 cr

Selection from Garcfa M^rquez s work in film

and fiction, emphasi/ing the relationship between

the two

471 W Latin American-U S. Literature

Parallels and Confluences 3 cr

Emphasizes similai techniques common vision,

and diverse approaches in Latin American and

U S litetature (Taught in English)

480W Directed Readings in Spanish 1-6 er

Readings of literary texts Linder close faculty

supervision, foi majot s only and only with

written permission

490 Independent Field Study 1-6 cr

Study undei the supei vision and guidance of the

instiuctoi in toieign counuies Permission of the

Depaitment Chairperson iequned Variable ciedit

491W Spanish Internship 1-6 cr

Special Permission See Department Office

495 Professional Language Internship 3 cr

Paid or unpaid internship consisting of 100-120

hours of supervised work with permission of the

Department Chairpei son

Graduate Studies (for French, German,

and Spanish)

French

051 French for Research I I cr

Designed to teach French reading skills at an

advanced level to graduate students from all

disciplines Empha,,i,, on fundamentals of

ardmmar, vocabulaiy building, and development

of transldtion skills Readings of general and

scholarly interest

052 French for Research 11 1 cr

Sequel to 05 1 Emphasis on reading materials of

increasing length and complexity Prerequisite

051 or equivalent

German

051 German for Research I I cr

Designed to teach German reading skills at an

advanced level to graduate students from all

disciplines Emphasis on fundamentals of

grammar, vocabulary building, and development

of translation skills Readings of general and

scholarly interest

052 German for Research 11 1 cr

Sequel to 051 Emphasis on reading i-ndterials of

increasing length and complexity Prerequisite

051 or equivalent

Spanish

051 Spanish for Research I I (r

Designed to teach Spanish ieading skills at an

advanced level to giaduate students from all

disciplines Emphasis on fundamentals of

grammai, vocabulary building and development

of translation skills Readings of general and

scholarly interest

052 Spanish for Research 11 1 er

Sequelto051 Emphasis on reading mateiials of

increasing length and complexity Prerequisite

05 1 or equivalent

505 Advanced Spanish Composition

and Stylistics 3 cr

Analysis of different prose styles and practice in

writing fluent Spanish compositions of increasing

length and complexity

660 Seminar 1-3 cr

Topics, themes and perspectives from

representative areas in the discipline designed to

provide students with an extended knowledge in

their chosen field of study

The following course is cross-listed in all

languages

475W East and West in Film and Print 3 cr

Sui vey of recent award-winning filmmaket s and

Nobel Literature Laureates from non-Western

European cultures, including Japan China, Iran,

Egypt Poland, and the Czech Republic

The tollowing courses are cross-listed in all

European language areas

419W European Union 3 cr

Study of the history and politics of the Em opean

Union, including its multiculnual nature,

economy role and impact on today s world and its

relations with the US

476W Central and Eastern Europe in Film

and Print 3 cr

Representative films and liteiature from Russia,

Poland, Slovakia Ukraine, and the Balkans,

presented in a cultural and histoncal context

477W Classics of Modern

European Cinema 3 cr

The major movements of Western European

cinema, including Italian Neorealism, French New

Wave, British Social Realism, New German

Cinema Spanish Suirealism and Postmodernism

illustrated with the works of DeSica, Godard

Reisz Fellim, Bunuel, Bergman, Wenders, Leigh

and others

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DEPARTMENT OF PHILOSOPHYChairpei sonJames C Swindal, Ph D

Philosophy is at the heart of a liberal educationphilosophical reflection encoui ages human beingsto seek the truth and to examine the moialfoundations of their thought and action Thegeneral program in philosophy introduces studentsto philosophical thinking, both past and presentand provides a discipline for asking the basicquestions of human life Courses encourageconcentration on oiiginal major texts from thepre-sociatics, through the medieval and modernperiods of philosophy, up to the present,contemporary continental philosophy isa specialty

Philosophy fosters the ability to read withunderstanding to think logically, to argueiationally, and to evaluate positions criticallyMajors have distinguished themselves in careers inmedicine, politics jouinalism, ministry, law,business and education

The department offei s an Honors Pi ograrn foroutstanding undergraduate majors with dn ovetallQPA of 3 3 and a 3 5 in Philosophy Studentsmust be recommended to the proglarn by twofaculty in the department Theprogiamrequtiessuccessful completion of two graduate courses inPhilosophy Students must also complete anacceptable Honors Thesis, for which 3 credits willbe given

REQUIREMENTS FOR THE MAJOR

A total of 30 creditsAt least 24 credits above the I 00-level,At least 9 ci edits from courses 300-305,At least 6 credits at the 400-level

REQUIREMENTS FOR THE MINOR

A total of 15 ci editsNo moi e than 6 credits at the I 00-level,At least 6 credits at the 300-400 level

INTRODUCTORY COURSES

Core 132 BasicPhilosophical Questions 3 crPhilosophy 'the love of wisdom," is a disciplinefor discussing basic questions about ourselves andout woi Id Students read selected woiks by majorfigures throughout the histoiy of philosophy theydie encouraged to think critically and to foinuilatethen own answer,, to perennial philosophical

questions This course is required for all studentsin the university It counts as the first course toithe major and minor in philosophy

105 EtluLs 3 crThe coui se provides an inti oduction to importantethical theories, past and piesent, and some oftheir applications to concrete issues

106 Introduction to Logic 3 crThis course includes an analysis of validreasoning, logical fallacies, types of definitions,aigurnents in ordinary discouise, and the formallogic of inferences

107 Medical Ethics 3 crThe course analyzes the methods and pi inL rples ofmedical ethics It studies these topics in relationto specific cases and some of the most recentdevelopments in medical and surgical technologyThe main objective is to defend respect foi life byanalyzing its founddtlons and practicalImplications The course examines the conflictswith which health professions struggle when theymake decisions It also interprets what theseconflicts reveal about the value of life and thenature of ethical judgment in general

108 Business Ethics 3 crEthical questions, which relate to business areexamined, in theory and in practice

109 Contemporary Moral Problems 3 crThis course discusses basic ethical positions a-,they apply to selected contemporary moralproblems such as ieproductive technologies,aboition, euthanasia gender, poverty race,sexual orientation, animal rights, andenvironmental ethics

BASIC COURSES die useful electives forgeneral undergraduates Prerequisite at least oneI 00-level course in philosophy

200 Introduction to Phenomenology 3 crThe phenomenological method originated byHusserl will be explored Possible topics mayinclude intentionality the phenomenologicalieduction, meanings and signs

201 Rate Matters Philosophical &Literary Perspectives 3 crOpen to both philosophy and non-philosophymajois at all levels this course raises significantand fascinating contempormy philosoph]Cdlquestions about the nature of race and

racism What does it mean to be "White'?What does it mean to be 'Black" Is i ace a socialconstruction9 What is the meaning of racism anddoes it still exist) How does racism infoi in theworks of many European philosophers" Thesequestions and more are explored in the works ofcontemporary philosopher-, and literary figures

204 Philosophy and Literary Theory 3 crThis course explores philosophical themes in,elected works of literatuie and studies the relationbetween iecent continental philosophy andtheories of literature and of literary criticism

206 Philosophy & Film 3 crThis course examines the art of cinema from aphilosophical perspective

208 Existentialism 3 crWorking our way through a family of thinkersoften labeled existential ists, such as Kieikegddrd,Nietzsche Marcel, Heidegger, Same, and Camus,we shall guide our inquny into this school ofphilosophy by means of a few shared themesfreedom, anguish responsibility and meaning

212 Political Philosophy 3 crFundamental political question,, are exploiedthrough teadings from some classical but mainlyfrom contemporary sources The link betweenphilosophy and practical political themes isemphasized as much as possible

213 Philosophical Rootsof Psychology 3 crThis course examines the philosophical roots andpsychological incarnation of four importantapproaches to understanding human existencerationalism (Descartes, Kant and cognitivepsychology) empiric isin (Hume and Skinnei'sbehaviorism) phenomenology (Meileau-Ponty)and genealogy / psychoanalysis (Nietzsche andFreud) Treating these approaches comparativelyand exammin, their philosophical roots will helpus to evaluate then adequacy within the disciplinesof both philosophy and psychology PrerequisitesCote 132 Basic Philosophical Questions

214 Philosophy of Sex 3 crThis couise provides an introduction to some ofthe basic themes and texts, both tiaditional andcontemporary, related to the philosophical studyof sexuality

219 Introduction toChristian Thought 3 crThis cocuse studies the meaning of the Incarnationof Christ and other basic Christian symbols Itanalyzes these in ielation to the nature of jeligiou,,,knowledge, the problem of evil in biblicalexpei ience and Phenomenology of the holy

220 Philosophy of Death and Living 3 crThis course provides an introduction to traditionaland contemporary themes and texts related to thistopic In asking how human beings can be happyin the face of death it emphasizes the art of living

255 Philosophy of Technology 3 crThis course examines philosophically how ourlives are shaped by technology and the relation oftechnology to science art, and politics

260 Philosophy of Law 3 crThis course includes a study of major legaltraditions and considers topics such as justice,ethics and law, legal reasoning, and philosophicalissues in evidence and procedure

265 Philosophical Approachesto Multi culturali sm 3 crThis course investigates philosophical issuesregarding life in a multicultural societyconsidering issues such as the nature of individualand communitarian identity the history of theconcept of race, the idea of a nation and thepractice of nationalism, changing concepts ofgender and sexuality the role of economiclocation, etc

270 American Philosophy 3 crThis course covets some main figuies in Americanpiagmatisin, including both classical (e - , Peirce,James and Dewey) and iecent (e - Quine,Putnam and Rorty)

280 Oriental Philosophy 3 crThis couise provides an intioduction to Otientalthought thiough the study of traditions such asContucianism,Tainsm Buddhism and Hinduism

285 Introduction toFeminist Philosophy 3 crThis course examines the way in which issues ofgendej and sexual differences reshape ourunderstanding of selfhood and peisonal identity,and thereby have an impact on traditionalphilosophical views of political and ethicalrelationships, of the nanne and scope of

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115

knowledge and of the iclationship between

power and language

290 Concentrated

Philosophical Readings 3 cr

This is a private tutorial arranged with an

individual piofessor It is intended for a student

who needs to concentrate on a philosophical topic

that is not offered in a regular couise

HISTORICAL COURSES are designed for

majois, minors, and seiious students of

philosophy Prerequisites at least two I 00-level

or 200-level courses or instructor's pei mission

30OW Ancient Philosophy 3 cr

This COUIse spans the beginning of philosophy in

Greece from the Pre-Socratics to Plotmus, with

readings taken primarily hom Plato and Aristotle

301 Medieval Philosophy 3 er

A sampling of Christian and Islamic thought from

late antiquity thiOUgh the thitteenth century, with

emphasis on the continuity, the development, and

t, he interplay of the Platonic and the Aristotelian

traditions Such themes as knowledge, the

existence of God, the problem of evil the relation

between divine and nattu a] causes, and the soul

will receive special attention always through

primary sources

302 Early Modern Philosophy 3 cr

A study in the rnijor issues in modern philosophy

from the end of the Renaissance, through the mid-

18" century Readings may include Montaigne,

Galileo, Descartes, Hobbes, Spinoza Pascal,

Leibruz, Locke, Hume, Rousseau, and otheis

304 Later Modern Philosophy 3 cr

A study of the period of philosophy initiated by

Kant, this Course deals with some of the crucial

thinkers of the late 18" and I 91h centuries such as

Kant, Hegel Feuerbach, Kierkegaard, Marx, Mill,

and Nietzsche

305 Contemporary Philosophy 3 cr

This Course concentrates on philosophy from 1900

to the pi esent and covei s the methods of selected

20" century movements such as phenomenology,

heri-neneutic,; and cleconstruction

ADVANCED COURSES are designed for majors

minors, and other serious Students of philosophy

Prerequisites at least one I 00-level oi 200-level

couise and two 300-level courses or instiuctor's

permission Many 400-level coinses are also 500-

level graduate courses A list of specific courses

taught is available each semestei at pie-

registration The following are a small samplef, om courses taught iecently

311 Aesthetics and Philosophy of Art 3 cr

This couise explores a branch of philosophy

concerned with questions of art and beauty art

theory and art criticism, aesthetic judgment and

the sublime Selected readings are from the

writings of Plato, Plotmus Kant, Hegel,

Nietzsche, Heidegger, and Aclorno

350 Elements of Thormstic Thought 3 cr

An introduction to the philosophical thought of St

Thoinds Aquinas thi ough his own writings,

especially those on the relation between faith and

ieason, the existence and attributes of God

knowledge, and language Students will learn how

to interpret his works in light of their sources

historical context and liteiary forms

404 Plato's Republic 3 cr

This course concentrates on Plato's text with a

consideration of various interpretations

420 Saint Augustine 3 ( r

The early dialogues and the Confessions will be

discussed Possible topics skepticism truth free

will, the existence of God, faith and reason, the

soul memory, and time

422 Saint Thomas Aquinas

Treatise on Man 3 cr

Original texts will be read and discussed in the

light of Aquinas' psychology, episteiriology, and

theory of appetition, and will cover topics such as

love will, atfectivity emotion, and law

423 Aristotle Philosophy of Action. 3 cr

This course emphasizes analysis of Aristotle's

various discussions of Praitv in both his

theoretical and practical writings

424 Adorno's Aesthetic Theory 3 cr

This course explores in gieat detail one of the

most dynamic and influential texts in philosophy

of art and art theoi y, Adorno s A esthetic Theor)

427 Descartes 3 cr

While this course involves a careful engagement

withDescaites major philosophical treatises (such

as Di^(outse on Method and Meditations on Fit st

phdo,sophy), it also engages his lesser-known

work on the ennotions the theory of matter in

motion, and the body

434 Senior Honors Seminar —

Hermeneutics 3 cr

This coin se focuses on one of the most

outstanding exponents of hermeneutics and a

niaster of hermeneutic piaxis, Hans-Geoig

Gadamer and his text Truth and Method We will

study theories of interpretation with regard to

ancient medieval and modern texts as well as the

function of understanding and the role of language

in communication

450 Islamic Philosophy 3 cr

An introduction to major philosophers fiorn the

classical peiiod of Islamic thought through their

own writings After a look at the historical

background, we will sample works frorn such

thinkers a,; Al-Kindi, Al-Farabi, Avicenna, Al-

Ghazali and Averroes We will give special

attention as did they, to the relation between

philosophy and religion, to Islamic occasionalism,

and to the nature of the soul

451 Spinoza 3 er

This course engages in a close reading of

Spinoza s Ethics, covering issues such as

causation, materialism and idealism, bodies

and minds passions and emotions, and freedom

and bondage

454 Philosophy of Time 3 er

This couise addresses some ot the more influential

philosophlCdl analyses of tune and temporality in

the histoiy of philosophy, including those frorn

Aristotle's PhYsics and Au-ustine's Confessions

We may also look at moie conteinporaiy

philosophers such as Husseil and Heideggei

469. Honors Research 3 er

Designed for students in the Honors program in

philosophy Consists of directed readings

penodic repoits, and work on Honois thesis

498 Philosophy of God 3 cr

This course intioduces students to selected

traditional and contemporaty texts and basic

themes in types of religious experience, such as

Babylonian Greek, and Judaeo-Christian It

delineates such questions as What is the Holy?

What is the status of arguments tot the existence

of God? Why is there human suffering it God is

good and all-poweiful9

DEPARTMENT OFPOLITICAL SCIENCEChatiper,son

Pat Dunham, Ph D

Political Science studies the ideas, institutions,

behaviors, values, and goals of human collective

life The depai tment sti esses that Undei stanch ng

political life is a necessary part of the study of

human existence, since politics is an expression of

our deepest human concerns, e g torjustice and

order Empirical and norniative methods of

understanding political life will lead students to an

appieciation for subjects such as sources of

conflict in international and domestic politics,

similarities and differences among political

structures and goals worldwide, debates about

political ideals ovei the centuries, and United

States' political institutions and public law

Political Science majois go on to law school and

careers in law, government and administrative

work at the local, state and national levels jobs in

piivate industry, finance, or the niass media, and

continued studies at the graduate level

The Department coordinates with the

Departments of History and Modern Languages

foi a major in International Relations

REQUIREMENTS FOR THE MAJOR

Thirty credits are required, no more than six of

which can be at the 100-ievel These credits must

include 105 208 oi 209, 245, 317 or 318, and 427

or 436 Students transferring to Duquesne from

anothei College or Univei sity may receive a

maximum of 12 transfer credits applied to their

major iequirements

REQUIREMENTS FOR THE MINOR

Fifteen credits are required no more than three

of which can be at the 100-level A maximum of

six transfer credits can be applied to the minor

105 American National Government 3 cr

This survey course is designed to provide

students with a foundation foi understanding

and critically assessing American political

processes, institutions, and public policies

110 Current Problems inInternational Politics 3 cr

A SUIvey of issues that states cuirently face in

world politics

115 Human Being and Citizen 3 cr

An introduction to pioblerns Of Politics thIOUgh

study of literature and film

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117

120 Introduction toPolitical Economy 3 crAn intioduction to how government decisionsabout tiade, investment debt and marketdevelopmeno, impact people domestically andworldwide Special attention is given to theproblems experienced by poorer countries andresponsibilities of developed nations

203 The American Congress 3 crAn investigation of the operation of the Congresswithin the U S system of government

208 Comparative Political SystemsAdvanced Industrial States 3 crAn introduction to government, politics, culture,and economic policy in Europe and Japan

209 Comparative Political SystemsDeveloping States 3 crAn introduction to goveinment, politics, culture,and economic policy in the developing world

220 The Politics of Public Finance 3 crThis course IS all introduction to the politics andmechanics of the budgeting and appropriatingprocesses It examines the key actors, institutionalpiocedUres, actor stiategies, and policy pioducts inthese areas, consideied at the federal, state andlocal levels of governance

235 Mass Media and Politics 3 crStudies the role the media play in p0ht1(_S and thebureauciatic nature of news organizations

245 International Relations 3 crThis course introduces the student to the basicoperation of the international system It suiveysthe major theories explaining State behavioi andieviews important issues such as sovereigntytrade, the inteinational economic architecturewaging Wal and making peace, non-state actorsand the formation of foreign policy

255 American Foreign Policy 3 crA study of American foieign policy since WorldWal 11

276 Elections, Campaigns, andVoting Behavior 3 crExamines the deternimants of political opinion,political pd1tiLipation, and voting behavioi

290 American Political Thought 3 crExamination of diverse perspeLtives on Americanpolitical thinking

292 Public Policy 3 crA Study of how and why goveinment respondsto problems

294 f he American Presidency 3 crStudies the Presidency and the iole it plays at thecenter of the federal system

295 War and Peace in theNuclear Age 3 crAn examination of the interaction between politicsand the use of force in the nuclear age

308 Post Conflict Justiceand Reconciliation 3 crThis course considers how societies andinternational organizations should respond tociimes against humanity and gross human tightsviolations committed durm- civil conflicts, andhow the pursuit of justice is compatible with goalsot reconciliation between adveisaries

317, 318 Western PoliticalThought I and 11 3 crA study of the ideas that constitute our westernheritage ot reflection on peierinial political issues3 17 considers theorists from the classical pet iod tothe eaily 16" century, 318 considers theorists fromthe I ate 16" to the late 191h centuries

322 Government and Politics of Russiaand the Independent States 3 crAn examination of the political and culturalchallenges in dernocratization and marketeconomy transition

326 Constitutional Law and PoliticsCivil Liberties and Civil Rights 3 crThis course exams constitutional law and politicsarising trom the Bill of Rights and the 14"Amendment Special attention is given toieligious establishment, fiee exercise of religion,freedom of speech piotection againstunreasonable searches and seizures, compelledconfessions and ciuel and unusual punishment,due process, privacy, and equal plotection ofthe laws

327 Constitutional Law and PoliticsThe Powers of Government 3 crThis course examines the constitutional law andpolitic, of separation of powers and federalismTopics include the powers of wai and peace,emergency executive powers, executive privilege,executive immunity, impeachment, congress spower to i egulate intei state commerce delegation,

the supiemacy clause, nullification andinterposition, and state sovereign immunity

345 Ethics andinternational Relations 3 crThe course's principal purposes are to explore thepossibilities, limits, and obligations of ethicalaction M international relations The courseapplies the insights of different theories of ethicsto a number of issues, including various wai s,terrorism, and humanitarian inteivention

349 United Nations 1 2 crExamines the processes and policies of the UnitedNations Participation in local and national modelUnited Nations conference, requited Peinussionof instructor required

350 United Nations 11 2 crExamincs the processes and policies of the UnitedNations Participation in local and national modelUnited Nations conferences requited Peirmssionot instructor required

353 United Nations 111 2 crExamines the processes and policies of the UnitedNations Participation in local and national modelUnited Nation, conferences requited Peinussionof instructot tequired

354 United Nations IV 2 crExamines the piocesses and policies of the UnitedNations Participation in local and national modelUnited Nations conterences tequired Permissionof instructor required

360 Crisis Management inComplex Emergencies 3 crThis cocuse considers approaches to contemporaryinternational crisis management Theories ofcrisis prevention, escalation, manaaernent, de-escalation, termination post-ciisis management,the nature of ciisis baigaining, negotiation and therole of thud parties will be addressed

380 Controversies in Public Policy 3 crAnalysis of the sources of conflict inconternpoi at y public policy making

385 International Lawand Organization 3 crExamines the historical development and presentrole played by international law and organizations

390 Asian Politics 3 crExamines key issues in Asian Politics includingdemocratization and the state, the role of religioncaste ethrucity, and gender, and problems ofpopulation poverty and development Countriesconsidered include China, Japan, and India

407 Terrorism 3 crThis course examines the origins and rationale ofterror product ng violence by non-state actot s Itsurveys the ethnic, religious and nationalistversions of terrorism and considers counter-teirorist responses available to both the State andthe international community

408 Theories ofComparative Government 3 crAnalyzes CUirent theories of powei, the state,social movements, and democracy Focusesprimarily on counti ies other than theUnited States

409 Public Administration 3 crThis course explores the complexities inherent inadministering the laws policies, and regulations otour municipal, state and national governmentswith a focus on theoiy, practice and ethics otpublic administration using Case studies

412 Arab Israeli Conflict 3 crPiovides an overview of the conflict betweenZionist Jews and theArab people of PalestineAlso considers the regional conflict involvingIsrael and neighboring Arab states, as well as withthe conflict s global significance

413 Human RightsPolitics and Policy 3 crExplores the international human i ights regimeincluding philosophical sources legal instruments,governmental and non-state actors, and impacts onthe international system

414 Political Economy of Russia andthe Independent States 3 crA study of the way in which economic andpolitical toices interact in the restructunng of anation, with special attention given to tiade issues,commeicial ventuies, banking reform, andenvironmental questions

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418 Politics of Civic Problems. 3 cr

This couise offeis the student an oppoitunity to

analyze federal, state, and related l0CdI public

policies in depth, and to propose reasoned

solutions to public problems that affect western

Pennsylvania The primary goal of the course is to

enable the student to make reasoned and

compelling argurnents for or against future policy

changes that relate chiectly to our region in a

policy area of his or her choosing

419 Ethnic Conflict Politics

and Policy 3 crInvestigates ethnic identity ethnic political

movements and parties, ethnic conflict and

genocide, and conflict reduction policies

Focuses primarily on countries other than the

United States

420 Contemporary Political Thought 3 crA study of the central controversies in politicalthought during the 20" century

422 American Defense Policy 3 er

Studies the institutions, policies, and decision

making of the American defense establishment

424 Women and Politics 3 crExamines the political socialization and behavior

of women in the U S , and the public policiespaiticularly affecting or affected by women

426 American Politics and Policy 3 crThis course studies the political environment

for public policy analysis in the United States

at the federal level Permission of the

instructor ieqUired

427 Quantitative Analysis 3 cr

Examines quantitative research methods foi the

analysis of political phenomena

428 Global Energy Policy 3 crThe impact oil and natural tesource issues have on

decision making by governments and inteinationalorganizations Global market impacts and the

activities of multinational cartels are also studied

429 Comparative

Intelligence Agencies 3 crAn examination of the development, structure and

usage of intelligence agencies with particular

emphasis on how such functions impact upon

national policy makeis and the policy making

piocess The primary focus of the course centers

on astudy of the CIA British M16 and RussianKGB/FSB

430 Internship in Practical Politics 4 cr

A work experience in government officesPerrni^sion of department required

435 South African Politics and Society From

Apartheid State to "Rainbow Nation " 3 crFocuses on the process through which the black-

led African National Congress (ANC) overcamewhite supremacist rule Also highlights the

challenges of the transition to a fully democratic

govei nment and of forging a "new South Africa"

436 Advanced Seminar 3 crAn in-depth consideration of selected topics in the

discipline Open to seniors and advanced juniors

only Permission of instructor required

446 Comparative Public Policy 3 crThis course examines theories of public policy and

policy changes and cross-national differences in

major public policies among advanced nations

Students will gain an appreciation of how cultures,

^overnments markets and other institutions shape

differences in public policies

450 Workshop-International Studies 3 crDemocratization, cultural conflict, weapons

proliferation, economic development, and

international oiganizations in the third world

Permission of instructor required

499 Directed Readings in

Political Science 1-3 crAn opportunity for selected students to engage in

independent study and research Permission of

instrLICtOl required

DEPARTMENT OF PSYCHOLOGY

Chairpetson

Daniel Buiston, Ph D

The Duquesne University Psychology Department

is tenowned throughout the world for its

scholarship in the area of human science

psychology What does it mean to conceive and

practice psychology as a'human science" This

approach includes a variety of interpretative

perspectives sharing common roots and similar

understandings about what it is to be human

These perspectives guide the goals and methods of

research and practice Traditionally, the ndtmdl

sciences have relied on quantitative, experimental

research methods to achieve their goal of

prediction and control Human wience

psychologists have long held that while this

appi oach may be appropi iate when applied to

physical objects (such as those studied by physicsand chemistry), it is often inappiopiiate when

applied to human phenomena Such as histoiy,

culture, art and much of psychology The

psychological study of human beings often

requires distinctive methodologies which seek to

uncleistand people (iather than controlling them)

and which enable the sharing of this understanding

in the service of health and well-being Following

from this perspective, human science psychology

emphasizes qualitative iesearch that exploies

questions regarding meaning values, experience,

and culture Similarly in the field of clinical

psychology, human science psychologists

incorporate this perspective and its research

findings into the piactice of psychotherapy

Duquesne's emphasis on psychology as a

human science means that coursework fosters

critical and creative thinking about the nature of

psychological phenomena and about the presumed

facts discoveted in research and practice Students

are encom aged to consider the assumptions about

human beings that underlie various therapeutic

and research approaches theories, and practices,

and to discover the relevance of psychology in

then own experience and daily life The

scholarship of our Psychology faculty is highlyesteemed throughout the United States and around

the world As in other disciplines at Duquesne,

undergraduates have the considerable advantage

being taught by these prestigious scholai s andbenefiting from their cutting-edge research The

Department operates a Psychology ClniiL which

serve,, the campus community as well as clients

floin outside the university

GOALS OF THE UNDERGRADUATEPSYCHOLOGY PROGRAM

Duquesne's undergraduate psychology piogiam

aspires to help students

• Understand the fundamental concepts, issues,and interest areas of psychology,

• Think critically and creatively about humanpsychology and lite as a whole,

• Communicate effectively in writingand speech,

• Draw upon psychology as a way of beingcritically and socially engaged with the

contemporary world, including being of

service to others,

• Woikwith and apply ethical pimciples bothpersonally and in sei vice,

• Become prepared foi caieerS and/or giaduatestudy in psychology, social work, and

counseling, and in ielated fields such as

education business, law health caie, and

human services,

Cultivate their potential as distinctive

individuals and participants in society

REQUIREMENTS FOR THEPSYCHOLOGY MAJOR

The majoi involves 36 credits in Psychology withrequirements in specified aieas of study (as noted

below) and opportunities for electives in areas of

special inteiest Valuing experiential education the

Department offers practicurn opportunities in applied

settings such as a psychiatric hospital, an eldet care

division of a medical hospital, and a school Practica

are supervised by piolessionals on site and areawarded course credit upon completion In their

Senior year, Psychology major-, participate in a

capstone Integiative Seminar comse that includes a

service learning project This course helps students

integiate their four years of undeigraduate

psychology and prepaie foi work oi graduate study

foliowinggiaduation A minimum of 24 credits inpsychology must be taken at Duquesne University

for the major To eam a B A degree in Psychology,students must also complete all University and

College requirements for the B A degreeStudents should consult their college advisoi

and the Undergraduate Catalog regarding

these requirements

REQUIREMENTS FOR THE MINORRequirements for a minor are Psych 103, 203 and

three othei psychology couises A minimum of ninecredits in psychology must be taken at Duquesne

University for the minor

INSTRUCTION

103 Introduction to Psychology 3 crIntroduction to fundamental concepts and methods of

psychology, examined from both traditional and

human science perspectives Preiequisite for all

othet departmental courses

203 Introduction to Psychology asa Human Science 3 crThis couise intioduces the student to a variety of

non-positivist traditions in Continental philosophy,

and their implications for psychology

210 History and Systems of Psychology 3 crSin vey of the psychologies of previous ei as,

the development of the modei n Science of

psychologgy, and the diverse approaches within

the discipline today

IM 121

220 Brain, Behavior, and Cognition 3 crThe course explores the biological, behaviotal andcognitive approaches to psychology, withparticuldl attention to assumptions that undei lieeach system of thought The course emphasizesboth classical thecties and Lunent findings

225 Developmental Psychology I Infancyand Childhood 3 crThis coui se focuses on the development ofchildren from intancy to adolescence, addressingsocial, cultural biological, cognitive, andexistential aspects of child development

226 Developmental Psychology 11Adolescence and Early Adulthood 3 crDevelopment from adolescence through earlyadulthood, addressing social cultural, biologicalcognitive, and existential aspects of development

227 Developmental Psychology IIIAging and the Elderly 3 crDevelopment through late adulthood, addressingsocial, cultural, biological, cognitive, andexistential aspects ot development

324 Perspectives on Disabilityand Illness 3 crAn overview ot the impact of the envuonmentand individual experience on issues related tohaving a disability or chronic illness Theinfluence of lifestyle occupation-, personalattitudes and social justice aie used to exploiethe unique biopsychosocial person-environmentinteraction when a pet son Of any age experiencesdisability and chronic illness Also listed asOCCTH 324

328W Psychology of Personality 3 crCirtical examination of major theones ot personalityWriting-intensive course

330 Organizational Psychology 3 crAn ovei view of psychological theory and i esearchrelevant to Ol.-dili/ations, with particular emphasisoil the etfective utilr7ation Of human iesourceswithin oiganizations

340W Social Psychology 3 crFoundations ot social processes, attitudes, values androles public opinion, propaganda andcommunication, peisonal participation in societyWrit ing-intensive course

350 Psychology & Religion 3 crThe d1n] ot this coui se is to familiarize the studentwith psychological peispectives on ieligion andspirituality, and ieligious and spurtual perspectiveson the various mental health piotessions

352W Psychological Disorders 3 crAn examination of the clinical features topicalquestions and main theoretical appi oaches toabnormal psychology Writing- intensive coui se

361 Psychology of Identityand Fulfillment 3 crThe ways in which identity is lived individually andcollectively Designed to be personally relevant to thelife ot the student

370 Psychology ofAesthetic Experience 3 crTheoretical and empu ical explorations ofaesthetic experience

391 Applied Psychology Practicum 3 crAn applied psychology setting provides theopportunity for interacting with clients undei thesupervision of professionals Settings haveincluded psychianic hospitals medical hospitalsandschools Byapplication MajoisonlyPei mission of Department Chdir or Director ofUndergiadudte Prograins

394 Psychology of Languageand Expression 3 crCommunication as a lite-embodied relation ofperson to world and others Emphasis is onphenomenological, modern psycholinguistic, and/or post-structuralist apploaches Permission otdepartment head or chiector of undergiaduatepsychology for non-majoi s

410W Existential-PhenomenologiLalPsychology 3 crDetailed investigation of selected woiks or topicsin existential -phenomenological psychology, adistinctive appioach within the human sciencemodel of psychology Writing-intensive course

411W Post-structural andCritical Psychology 3 crThis couise investigates the social constiuction ofpsychological dynamics and Social realitiesemphasizing the iole of taken-for-gi anted systemssuch as language and economics 0iticalpsychology is developed by asking how the fieldsand practices of psychology are sociallyconstructed and how psychology in turn riurtuies

the political envuonment in which it developsWi iting-intensive course

412W Psychoanalytic Psychology 3 crAn in-depth examination ot the contributions ofFreud (dnd possibly of other psychoanalysts aswell), with attention to the ditteience betweenFieud s times and cultuial context and our ownWi itin.—Intensive course

413W Humanistic andTranspersonal Psychology 3 crAn in-depth exploration of major theoriesconcepts and practices of humanistic andtianspersonal psychology, two distinctiveapproaches within the human science model otpsychology Writing-intensivecouise

420 Research Methods in Psychology 3crIntroduction to experimental and qualitativepsychological iesearch Emphasis on reading andevaluating iesedlch Pierequisite Intro t03 andMath 125 or Math 225

427 Aging and Mental Health 3 crDevelopment through late adulthood, addiessingsocial, cultural, biological, cognitive, andexistentldl aspects ot development The course isco-taught with Sociology and with the graduatecourse, Aging and Mental Health Thus there is anemphasis on the mental health problems of oldage including the dementias, inood disorders, etcSome piacticum experience 11; typically required inthis coinse

453 Psychology of Gender 3 crThis course explores men's and women's existenceas gencleied beings The theoretical as well asexistential dimensions ot gender are therriatized,and the biological social, and peisonal contextswill be discussed

454 Psychology ofSocial/Cultural Diversity 3 crThis coui se critically explores some of the ways inwhich psychology undeistands CUltUldl and/oisocial diveisity and difference

455 Psychology of Peace and Conflict 3 crThis course examines theories of conflict andviolence at inteipeisonal, intei group andinternational levels Additionally, theoties ofpeace, and attempts at conflict iesolutionmanagement, and contiol, will also be covered

456 Psychology of Disability 3 crThe psychology of disability pioceeds bioadlytroin two interrelated foci Fit stly it examinestheoretical and research tindings with respect topsychological meaning-making processes anddynamics among people with disabilitiesSecondly, the course examines some of the waysdisability is viewed perceived and responded toby a broader non-disabled culture As Such,issues of stigma, identity, social policysteicotypes, self-perception, coping andadaptation, inteipersonal relations, and technologymay be addiessed within the course

457 Independent Studies 3 crA tutorial com se foi an exceptional student whowishes to pursue a particular study with a facultymember For majors only, usually those intendinggraduate study advanced com sewotk completedPeinussion of faculty member and eitherDepartment Chan or Director of UndergiaduatePsychology icquned

480 Psychology and Social Engagement AnIntegrative Seminar 3 crA senior level Seminar designed to help studentsintegrate their various studies in psychologyThe interielationship of psychology, socialengagement and Set vice to others will beexplored Students participate in an experientialservice learning projec t and create an integiativeportfolio of then development as Studentsof psychology

490 Special Topics 3 erA visiting professor presents his or hei specialty,or a iegulai faculty member presents highlyspecialized studies or all experimental courseRepedtable Prerequisites vaiy with instructoiPermission ot Depaitment Chair or Directorot Undergraduate Psychology requiredfor non-majoi s

DEPARTMENT OF SOCIOLOGYChairpei sonDouglas Harpet, Ph D

Sociology offers students a greatei understandingof the social structures and processes that underlieour daily lives, and an awareness ot thepossibilities of social-scientific research forincreasing our understanding of society

Duquesne's program in Sociology picivides astiong academic foundation Our core curriculumteaches social theory and ieseaich methods, whichpiovide the basic knowledge necessaiy for

1 ??

123

Mcluate study or employment in the social

scienLes Our elective courses offer knowledge

relevant to specific areas Of Students' interests

For students who wish to specialize early in

their careers, we otfei academic concentrations in

Criminal Justice Human Seivices, and Social

Justice&Policy TheCiimina]Justice

concentration piovides substantive background for

work oi further education in the ci immal justice

field The Human Services concentration is a pre-

professional pieparation for caieers or giadUdte

ti aining in the human sei vices arena Our

concentration in Social Justice & Policy prepares

students for graduate programs in social science

and for reseaich in government agencies private

research firms, the non-profit sectoi and othei

applied research areas

Foi students who wish to move quickly and

efficiently into graduate study we offei a five-yeai

program which leads to both a BA in sociology

and an MA in Social and Public Policy

Qualifying students may apply in then thud yeai

forthispiogram The fourth year curriculum

overlaps the two pi ograms as these coui ses count

for both under2raduate and ^4racluate credit The

MA clegi ee is then completed dui i ng the fifth year

Leaving Duquesne with two clegiees in social

science can provide students with a significant

advantage in the job market or a rapid track

toward a Ph D

REQUIREMENTS FOR THE MAJOR

A minimum of thitty-tour semester hours is

recluned for the majoi These must include

?N 101 Survey of Sociology

0 20OW Classical Sociological Theory

UA 201 Sociological Methods I

0 202 Sociolooical Methods 11

E 202L Sociological Methods TI Lab

9 455W OR 456W Senior Seminar

Majors may choose one of thiee areas of

concentration Cinrundl Justice, Human Services

oi Social Justice and Policy

Students may also choose to major in sociology

without a concentration In this case they may

choose the remaining 18 ciedits from any of the

Depai tment's course offeri ngs (with the exception

of 450 and 45 1 — see below)

Courses within the major should be

scheduled in consultation with the student's

faculty mentoi In addition, the majoi must

complete Math 125 Fundamentals of Statistics,

offered by the Department of Mathematics and

Computer Science This cout ^e may also satish,

the Universily Core requirement

Credits earned in 450145114521453 Fieldwoik I

and 11 will not count towaid the 34 required

credits, unless the student is PU1 SUI It- the Human

Sei vices or Social Justice and Policy

concentrations It the student is pursuing the

Human Services or Social Justice and Policy

concentration then six credits of Fieldwoik will

count

CONCENTRATIONS IN THE MAJOR

Criminal Justice

This piogram picivides the student with the

opportunity to develop knowledge and skills in

preparation for advanced study or for career

PUISUItS in areas including Inobation, parole law

enforcement, investigation, corrections,

and research

Required ( oui ses

N I Of Survey of Sociology

@ 103 Introduction to

Criminal Justice

111 20OW Classical

Sociological Theoiy

61 201 SOCIOIO,-]Cdl Methods 1

0 202 Sociological Methods 11

0 202L Sociological Methods 11 Lab

19 456 Senioi Seminai -

Criminal Justice

Nine of the iemaining fifteen credits must be

selected from any of the following

E 21 1 Social Deviance

M 212 Di ugs and Society

0 213 Criminology

0 216 Delinquency and Society

M 218 Treatment and

Community Coriections

0 222 Introduction to Peace and Justice

13 264 Police and Society

9 3 10 The Law and the

Juvenile Offender

M 311 The Law and the Adult Offender

M 314 The American Judicial System

M 321 White Collai and

Corporate Ctime

0 369 Race, Gendei and Crime

E 409/509 Conectional Policy

and Practice

E 421/521 Criminal Justice Policy

M 454 Selected Redding,;

A minimum of three credits must be selected from

other Departmental offeiings We recommend that

at least six credits be selected from Courses at the

300-level or above

Human Services

This concentiation is designed to provide a

knowledge base and fundamental skill

development to those students interested in

PUI suing caieeis and graduate training in social

work, human services administiation, and

cORIMUnity organization It is a pre-protessional

concentration in It'. focus

on both theoretical and

applied concepts As such, it combines course

work with an internship experience

Required courses

M 101 Suivey of Sociology

M 20OW Classical

Sociological Theory

M 201 Sociological Methods I

M 202 SoLiologiLal Methods 11

* 202L Sociological Methods lab

* 214 Helping Process

* 219 Introduction to

Human Services

* 450 OR 451 Fieldwork (6 credits)

* 455W Senior Seminar - Sociology

Three credits must be selected fiom the following

* 106 Social Problems and

Social Policy

* 203 Sociology of Aging

* 207 Sociology of Health and Illness

* 208 Racial and Ethnic Groups

* 21 8 Treatment and

Community Corrections

* 225 Family Systems

* 315 Socialization and the

Life Course

* 3 18 Sociology of the City

M 411 Acyina and Mental Health

0 452 OR 453 Fieldwork

Threeciechts must be selected from the following

0 4151515 Health, Illness, and

Social Policy

0 416/516 Minorities and

Public Policy

E 421/521 Criminal Justice Policy

E 440/540 Farinly and Policy

Note The above courses may be taken only dming

the student's senior year

'Students may petition the Curi iculum

Committee for a substitution it they encounter

scheduling difficulties

Social Justice and Policy

This concentration is designed for the student who

is interested in applying sociological theoiy and

ieseaich to an uncleistanding of social policy and

its applications It prepares the student for

advanced study oi careers in such aieas as uiban

planning, local government, human services, and

gerontology The student may be interested in

applying to Duquesne's Graduate Center for

Social and Public Policy The successful applicant

may apply six credits of 400/500 level courses

toward the Master's degree

Required courses

* 10 1 Survey of Sociology

* 106 Social Problems and

Social Policy

* 20OW Classical Sociological Theory

* 201 Sociological Methods I

* 202 Sociological Methods 11

* 202L Sociological Methods 11 Lab

* 455 Senioi Seminar – Sociology

Nine credits from the following

0 205 Person and Society

N 208 Racial and Ethnic Gioups

M 215 Mass Media and Society

M 217 Social Movements

M 222 Intro to Peace and Justice

* 225 Family Systems

* 3 15 Socialization and the Life Course

* 3 18 Sociology of the City

* 320W Organizations

* 450 Fieldwork I

* 451 FieldwoikII

* 452 Fieldwork for Gerontology I

M 453 Fieldwoi k for Gei ontology 11

The remaining six ciedits may be selected from

any of the following *

0 404/504 The Social Landscape Place,

Space and Society

0 405/508 Population

E 409/509 Coriectional Policy

and Practice

0 415/515 Health Illness and Social

Policv

E 416/^16 Mmonties and Public Policy

Note The above courses may be taken only during

the student s senior year

*Students may petition the cuiriculum

committee for a Substitution if they encounter

scheduling difficulties

REQUIREMENTS FOR THE MINOR

To minor in Sociology you must complete a

minimum of fifteen credit homs, which must

include 101 Survey of Sociology You should

design your minor in COVISUltation with a

sociology mentoi

THE GERONTOLOGY CERTIFICATE

The Department offers a fifteen-credit program

leading to a Certificate in Gerontology to

all majois and minors, as well as students and

para-professionals outside the Department and

the University Students from outside the

Univetsity who iegister for the Certificate do

so through the School of Leadership and

Professional Advancement

To earn the Certificate in Gerontology the

student must complete 101 Survey of Sociology,

203 Sociology of Aging and three of the

I ollowing com ses

M 106 Social Problems and

Social Policy

IS 207 Sociology of Health and Illness

M 214 Helping Process

IS 219 Introduction to Human

Services

M 225 Family Systems

M 315 Socialization and the

Life Cow se

M 408 Sociology of Mental Health

and Illness

M 415/5 15 Health, Illness and

Social Policy

M 452 OR 453 Fieldwork I or 11

To apply for the Certificate program, students

must complete the application forin obtained

in the Sociology Department Office, and

officially register for the Certificate during the

appropi iate semester

THE GOETT ENDOWED SCHOLARSHIP

At the end of each academic yeai, the Sociology

Depai tment awards a inei it scholarship to an

outstanding sociology major The amount of the

award vai ies from yeu to year The criteria for

rrierit are scholarship, service and leadership, and

commitment to sociology lnteie^tecf students are

required to apply between Januaiy 15 and April

20 Details on eligibility and procedures may be

secured from the Sociology Defiditment office or

by visiting the department website at

www sociology duq edu

THE SOCIOLOGY CLUB

Sociology majoi s are invited to join the Sociology

Club of Duquesne University The Club meets

regularly through the year to enhance the culture

of our majoi on campus, and schedules special

events and field trips to sites of sociological

interest The requitements fot membership are as

follows

M The student must be enrolled in a

sociology coulse

Z A minirnurn 2 00 QPA

M A genuine interest in sociology

ALPHA KAPPA DELTA

Sociology majors who meet the following

reclunements may be invited to join the Delta

Chapter (Pennsylvania) of Alpha Kappa Delta,

International Honoiary Sociology Society Each

academic year the file,, of sociology majors are

reviewed and invitations sent to eligible students

The Student must be at least a junior with a

minimum cumulative QPA of 3 00, a 3 00 QPA

in sociology and a mimmuin of twelve credits

in sociology

COURSE DESCRIPTIONS

101 Survey of Sociology 3 cr

An introduLtion to the basic concepts piocesws,

and institutions which are the subject mattei of

sociology as an Academic discipline Required foi

all Sociology Majors and Minors

103 Introduction to Criminal Justice 3 cr.

An introduction to the criminal justice system,

including police, courts, correctional facilities and

community based corrections Required foi the

Ci inimal Justice Concentration

t04 Cultural Anthropology 3 cr

An introduction to a major sub-field of

Anthiopology which exploies the origins,

development and diveisity of human cultuies

106 Social Problems and Social Policy 3 cr

A study of major social problems in American

contempordi y society, including poverty,

violence, and environmental decline Recluned for

students in the Social Policy Concentiation

124 Global Sociology 3cr

Global sociology has two emphases the

sociological study of non-US cultures, and

the study of laige-scale social piocesses

as -lobalization

20OW Classical Sociological Theory 3 cr

An intensive review of basic sociological

principles and a study of selected classical theories

and schools of thought Prerequisite 10 1

Required for all Sociology Majors

201 Sociological Methods 1 3 cr

A discussion and application of the techniques

and research procedures used in sociological

research Preiecluisite 101 Requiied for all

Sociology Mdj01 S

202 Sociological Methods 11 3 cr

A study of quantitative research methods used in

social science Emphasis is placed on the

application and intei pretation of statistics using

COMPLIterized statistical packages such as SPSS

Prerequisites 101 and 201 It is highly

recommended that MATH 125 Fundamentals of

Statistics be completed before taking this couise

Required for all Sociology Majors All students

must be concuirently emolled in SOC 202L

202L Sociological Methods 11 Lab 1 cr

THIS IS A ONE CREDIT COURSE This lab

provides guided cornputei tiaming in data set

construction and analysis Prerequisites 101 and

201 and concurient enrollment in SOC 202

203 Sociology of Aging 3 cr

An examination of the social and cultuial force,,

thdt impact the process of aging and the statuses

and roles of the aged in human societies

205 Person and Society 3 cr

A study of the person's interaction with societal

groups, organizations and institutions

Pierequisite Any 100-leVel Sociology

Muse

207 Sociology of Health and Illness 3 cr

What social and cultuial factors affect the health

of human Populations? This study examines the

SOL1,11 organizations and social processes ielated to

well-being and sickness in vaijous societies

Pi eiequisite Any I 00-level Sociology corn se

208 Racial and Ethnic Groups 3 cr

A coinpiehensive suivey of ioles pertojined and

pioblerns faced by iacial and ethnic groups

Prerequisite Any I 00-level Sociology cout se

209 Social Stratification 3 cr

The class system, with a priinaiy focus on the US

Prei equisite Any I 00-level Sociology com se

2 10 Sociology of Sex and Gender 3 cr

The study of how conceptions of masculinity and

femininity are influenced by social institutions,

how gender shapes the self behavioi and social

relationships, and the chaiacteristics of gendel

inequality Prerequisite Any 100-level

Sociology course

211 Social Deviance 3 cr

A study of the forms and consequences of social

deviance and law Prerequisite Any 100-level

Sociology course

212 Drugs and Society 3 cr

Drug use as a socially constructed deviant activity

The political piactical, and personal effects of

substance use on society and individuals

213 Criminology 3 cr

A study of sociological explanations of

criminal behavioi Prerequisite Any 100-level

Sociology course

214 Helping Process 3 cr

An analysis of the helping ielationship both as a

formal picifessional intervention and as an

intormal response to anyone in need Knowledge

of the techniques of helping and then application

die among the goals of the course

215 Mass Media and Society 3 cr

The study of the role of mass media in

contemporaiy societies by examining the social,

economic, political, and Cultural contexts within

which they operate Prerequisite Any I 00-level

Sociology course

216 Delinquency and Society 3 cr

The nature of juvenile delinquency Theoiies

iegarding the causes of juvenile delinquency

Evaluation of policies designed to lessen juvenile

delinquency Preiequisite Any 100-level

Sociology com se

217 Social Movements 3 cr

A study of sociological theories of social

movements, an exploration of contempotary

examples Preiequisite Any 100-level

Sociology course

218 Treatment and

Community Corrections 3 cr

Community and institutional rehabilitative

progi ams at e considered in terms of treatment

methods used and then effectiveness Prerequisite

Any I 00-level Sociology course

126

127

219 Introduction to Human Services 3 cr

This course is an overview of the policies and

practices of human services programs It is

designed to introduce the Student to the

interventions, activities, skills, values, and

techniques typical of human services workers

and agencies

222 Introduction to Peace and Justice 3 cr

An introduction to conceptual, practical and

spiritual dimensions of peace and justice Peace

and justice are treated as the by-products of intra

psychic, interpersonal, situational, oiganizational,

regional national, and global conflict

225 Family Systems 3 cr

A study of the family institution and its interaction

with other community institutions

264 Police and Society 3 cr

The occupation of policing an analysis of the tole

of police in the community and an examination of

critical issues in law enfoicement Pierequisite

Any 100-level Sociology come

270 Anti-Semitism The Persecution

of Jews in the West 3 cr

The couise explores the nature of anti-Semitism in

the Western world through an examination of its

loots in the pagan world and Christianity and

through an examination of racial, political and

economic forms of anti-Semitism in the medieval

and modern world

30OW History of Social Thought 3 cr

An introduction to Westein thought which

preclate^ the foirnal discipline of Sociology and an

examination of the social context which led to the

development of these ideas Preiequisite Any

100-level SOC1010,ay course

301W Contemporary

Sociological Theory 3 cr

A study of selected contempoiary theories and

schools of thought Prerequisite Any 100-level

Sociology course

310. The Law and The

Juvenile Offender 3 cr

A survey of those aspects of the legal systent that

relate to the identification, processing, and

rehabilitation of the juvenile offender

Prej equisite Any I 00-level Sociology cout se

311 The Law and The Adult Offender 3 cr

The legal piocedrue from arrest thiough

sentencing emphasizing applicable state statutes

and U S Supteme Couit cases Pieiequisite Any

100-level Sociology course

314 The American Judicial System 3 cr

Development of local, state, and federal court

systems, the operation of these courts and the

issues in administiation and case law Prerequisite

Any 100-level Sociology couise

315 Socialization of the Life Course 3 cr

An examination of the socialization process

throughout lite, with a particular focus on the

adult yeai s A study of stability and change in

statuses and roles of age groups Prerequisite

Any 100-level Sociology coutse

318 Sociology of the City 3 cr.

This course pi ovides an overview of the patterns,

problems and persistence of cities We study the

relationship between cities and society, including

how this ielationship has changed as societies

have developed Prerequisite Any 100-level

Sociology couise

320W Organizations 3 cr

A critical examination of organizations in

contemporary society Emphasis is placed on the

sociological interpretations and critical/analytical

understandings of contemporary social

oiganization Prerequisite Any 100-level

Sociology coul se

321 White Collar Crime 3 cr

The study of the character, causes, and

consequences of white-collar crime in the

United States Pierequisite Any 100-level

Sociology course

332 Sports and Society 3 cr

This course investigates organized sports in North

America, me] Licling the sti uctures, processes, and

problems of sports as an institutionalized social

system and a,; an institution that shapes and

guides society

333 Sociology of Religion

3 cr

This course explores the role of ieligion in

contempoi ai y society and the cultural and social

forces that shape religious beliefs and practices

Prerequisite Any I 00-level Sociology coui se

360 Italian Cultural Studies 3 cr

The sociological study of Italian culture, including

but not limited to family life, Italian charactei and

peisonality, the evolving role of religion

population dynamics and migration, Italian

cinema, fashion, food, and the built environment

Preiequisite Any 100-level Sociology couise or

peimission of the instiUctor

369 Race, Gender and Crime 3 cr

This course examines how diffei ent i aces,

oenclers and social classes experience ci ime, both

as offenders and victims Prerequisite Any 100-

level Sociology course

NOTE SEVERAL OF THE FOLLOWING

COURSES ARE CROSS-LISTED WITH THE

GRADUATE CENTER FOR SOCIAL AND

PUBLIC POLICY

404/504 The Social Landscape Place, Space

and Society 3 cr

This couise examines relationships between -,octal

systems and their enviionments Students learn to

use Geographic Intoirnation Systems (GIS) to map

and analyze social economic and political patterns

impacting communities, land use and the

environment Prerequisite Any 100-level

Sociology course and senior standing

4051505 Sociology of Education 3 cr

A sociological study of the educational institution

in a variety of societies and cultures with a focus

on lifelong education including some emphasis on

childhood socialization and educational structuies

serving both adolescent and adult education

Prerequisite Any 100-level Sociology course or

permission of the instructor

408/508 Population 3 cr

This course examines interrelationships arriong

population processes and social, economic and

political patterns of development Specific

emphasis is placed on the demographic contexts

and consequences for policies in developing and

developed societies Pierequisite Any 100-level

Sociology couise and senior standing

409/509 Correctional Policy

and Practice 3 cr

In this course we examine the methods and

motives of punishing criminals In addition, we

investigate the history of correctional policy and

practice Prerequisite Any 100-level Sociology

course and senior standing

4151515 Health, Illness and Social Policy 3 cr

This course consider,, the major health and

illness issues apparent in both regional and

national areas An opportunity to Study the nature

of and developments in social policy with special

reference to HIV smoking and illness, and

national health insurance National and

International data set analysis is possible

Prerequisite Any I 00-level Sociology coui se

and senior standing

416/516 Minorities and Public Policy 3 cr

The historical evolution of American public policy

toward minorities This includes the legal/

constitutional changes, migiatory patterns, social

institutions and political mobilization

Contemporary problems and issues are evaluated

within this context Prerequisite Any I 00-level

Sociology couise and senior standing

421/521 Criminal Justice Policy 3 cr

An examination of policies related to the criminal

justice system Analysis and evaluation of existing

and proposed policies including special topics

such as capital punishment and rehabilitation are

the focus of the course Prerequisite Any 100-

level Sociology course and semoi standing

440/540 Family and Policy 3 cr

A survey of the wide range of policy analyses and

proposals from various perspectives conceining

the modern family life Critical evaluation of these

policies is based on an examination of the

theotetical and conceptual foundations, the

empirical bases, and the consequences that flow

from the policies Prerequisite Any 100-level

Sociology cout se and senior standing

450/451 Fieldwork 1, 11 6 cr

452/453 Fieldwork for

Gerontology 1, 11 3,6,9 or 12 cr

Internship in a number of different settings Two

hundred twenty-five hours in placement are

required for six credits Required of students in the

Human Seivices and Social Policy Concentrations

Prerequisite Majors must have completed twenty-

one credits in the major

Please note Our supeivised inteinships ONLY

count toward the thirty-four credits required tot

the major in the Human Set vices and Social

Justice and Polic-y Concentrations

454 Selected Readings 1-3 er

Independent supervised reading Prerequisite

twenty-seven completed credits in the major

SENIORS AND MAJORS ONLY

455W Senior Seminar — Sociology 3 cr

A seminar designed to serve as a capstone to the

student s academic career

Pierequisite twenty-one (oinpleted ciedit^ in the

major Required for Sociology Majoi-5 who

graduate without a concentration, and for all

midenly who choose ow Hunian Servicev oi

Social Policy Concentration v SENIORS AND

MAJORS ONLY SPRING SEMESTER ONLY

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129

456W Senior Seminar —

Criminal Justice 3 cr

A sernmar designed to serve as a capstone to the

student's academic careei

Prerequisite twenty-one completed credits in the

major Required for Sociology Majors with a

Criminal Justice concentration SENIORS AND

MAJORS ONLY

498 Special Topics 3 cr

These coto vey cover new and noteworth^ topl( s of

sociological intere^t Pieiequiute Any 100-level

Sociolog) comse

STUDIO ART

DirectorMadeline C Archer, Ph D

Thi ough the Studio Art program, students can

receive training and guidance in a broad spectrum

of art skills and media Courses focus on the

formulation of concepts and ideas and their

realization through the masteiy of theory and

media Both traditional Studio courses and

computer art com ses are oflei ed

A B A in Studio Ait is offered as a component of

a liberal art,; clegiee

Requirements for the Major

Thaty-one ciedits in studio art, including EINAR

101, 103, 120 130 and 400 In addition, four

couises in art history including ARTHY 111, 11 2,

and 332 A maximum of 15 ciedits from other

schools can be applied to the major iequirements

Requirements for the Minor

Five couises in studio art includinc, EINAR 10 1

and 103

101 Design 1 3 cr

Design I is a tounddt1011 cool se that prepares

students foi more advanced work in art It

intioduces the basic visual elements, principles of

composition, and introductoiy design theoiy

Most of the work is two-dimensional and in black

and white

103 Drawing 3 cr

An introductoiy comse that exposes students to a

systematic study of toinial element,;, visual

perception, and drawing techniques and media

Ptoblems lead students fiorn simple forms and

concepts to more complicated ones, culminating in

chawing the human foirn

120 Advanced Design 3 cr

This course builds on the principles introduced in

Design I with additional work and study in thiee-

dimensional design and color theory Students are

encomaged to move away from pieconceived

notions about art and to develop critical thinking

skills in their discussion and analysis of

compositions An introduction to graphic att

principles is included

130 Painting 1 3 cr

This is a foundation cow se that employs the

acrylic medium Students execute a series of

projects that explore and develop design and

compositional issues, color theory, expressive

issues and conceptual development Prerequisite

101 and 103

203 Figure Drawing 3 cr

This course provides students with the opportunity

foi intensive study of the human figure through

various drawing techniques

230 Advanced Painting 3 cr

A further development of the skills and theory

introduced in EINAR 130 The act ylic medium is

used Prerequisites 101 or 103 and 130

235 Introduction to Computer Art 3 cr

Students will be engaged in expiession through

digital media and immersed in computer-mediated

artistic actl\,ity Through practice and application,

compute] tools will become effective vehicles foi

expressing conceptual ideas The cleveloping

theory regarding COMPLIter-generated art and

design will be studied, and students will be

encouraged to analyze their own content,

decisions, and techniques

245 Computer Graphic Design 3 cr

Using graphics softwaie such as Adobe Illustrator

and Photoshop students will be exposed to curient

design aesthetics and historical design criteria

Work ranaes from creative t pography and freeyhand drawing to digitally composed pieces,

fusions of Uaphics and text, industrial graphic

design, and advertising Prerequisites 103

and 235

315 Relief Printmaking 3 cr

This coutse enables students to explore

printinaking media such as woodcut and lino cut,

as well as mole iecent relief technologies

Prerequisite 101 or 103

320 Watercolor and Pastel Painting 3 cr

Both optical and conceptual compositions aie

developed in this comse using the watercolor and

pastel techniques Prerequisite 101 oi 103

330 Oil Painting 3 cr

Still lite, figure painting, illustration and abstract

problems aie explored using the oil medium

335 Advanced Computer Art 3 cr

The focus of this course is on conceptual projects

and refining and applying skills acquired in

FINAR 235 Work includes high-resolution

production and color printing, and the use of

interactive media and video to create digital

narrative pieces Pterequisite 235

350 Illustration Methods and Techniques 3 cr

This coruse explores the integration of drawing,

painting design and concept, expressed in

illustrative compositions Students study the

history problems and processes of illustration and

engage in series of projects that introduce them to

a variety of visual problem-, and possibilities in

illustration practices Prerequisites 101 103 (120

and 203 recommended)

352 Narrative Illustration 3 cr

Through the exploitation of illustration techniques,

students in this course exploie how to

conceptualize visually communicated stoiies for

purposes such as book illustration, graphic novels

comic books, computer gaming and commercial

art applications Prerequisites 103 (120 and

203 iecominended )

360 Sculpture 1 3 (r

This couise explores sculptural elements through

various mateiials and techniques with the goal of

increasing the student's spatial conceptual

abilities Prerequisites 101 dnd 120

365 Advanced Sculpture 3 cr

A continuation of the principles introduced in

FINAR 360 using more permanent matei ials and

more complex forms and projects Prerequisites

10 1, 120 and 360

375 Computer Assisted Illustration 3 cr

Computer technology and S0ftWdre aie explored as

aides to solving problems in illustration

Prerequisites 101 103, 235

400 Capstone Portfolio I crWorking with then iiientoi, studio art majors intheir final semestei will review their cumulative

portfolio and evaluate their learning andachievements in the discipline Required ofstudents who declare a studio art major afterJuly 1, 2006

425 Advanced Computer Imaging 3 crPierequisites 101, 103 235

435 Advanced Computer Graphics 3 crPrerequisites 245

445 Introduction to Multimedia 3 crThrough the use of multimedia authoi ing softwai e,students study and practice the integration ofvisual, audio and text sources that culannate inanimated and interactive pieces Both commercialand purely artistic problems will be exploredPrerequisites 101, 120, 235 and 245

475, 476, 477, 478, 480 Special Topics incomputer assisted design and imaging, such asanimation advanced multirnechd and computerassisted illustration 3 cr each

Prerequisites As indicated for special topicPermission of Department required

405 Independent Study 3 crPermission of Department required Minimum of18 credits of studio art Must have been completed

410 Studio Art Internship 1-3 crPermission of Department required Minimum of18 credits of studio air must have been completed

DEPARTMENT OF THEOLOGYChairpei son George S Worgul, Jr, Ph D , S TD

Duquesne's Department of Theology otfei s aprogram which Undeitakes an academic study ofreligion and experience The Depaitmentemphasizes Catholic Theology in dialogue withother Christian traditions, non-Christian traditionsand Judaism

REQUIREMENTS FOR THE MAJORThe major program consists of a minimum of 27credits taken at the 200-level and above chosenwith the departmental mentor's approval Thesecredits will include 2 courses in Biblical Studies 3in Religious and Theological Studies, 2 in EthicalStudies, I elective course fi om any of the aboveareas and the seminal course (number 498) Aminimum of 12 credits, including the Seminar,must be done in the Department

REQUIREMENTS FOR THE MINOR

A nimor consists of 1 2 ciedits taken at the 200-

level or above Students should consult the

undergiaduate mentor of the Theology Department

foi the design of the minor

130

131

COURSE INFORMATION

The Department has organized its courses into

three divisions Biblical Studies, Religious and

Theological Studies Ethical Studies

The numbering of the courses indicates the level

of the approach

200 These aie courses intioducing students to

particular aicas or questions in theology

300 These COUI ws explore subject inatter in

greater depth and speLificity than do

courses at the 200-level

400 In these courses selected topics are dealt

with at a more advanced level, independent

research is requited

Intensive writing or service learning are

sometimes a part ot Theology courses

for detailed information on what a course

will involve ask the instructor or the

departmental mentot

BIBLICAL STUDIES

213 The Old Testament 3 cr

A presentation of the Old Testament writings in

the context ot their cultuie literary modes,

theologies, and themes

214 The New Testament 3 cr

A presentation of the books of the New Testament

including their literary makeup, historical origins

and theological content

311 The Torah 3 cr

A study of the first live books of the Bible

in the light of then historical, literary and

theolo.aical features

313 Archaeology and the Bible 3 cr

An illumination through archaeology of the

hi^toi ical setti ng, the cultm al back-i ound and

the events described in the Bible

315 Prophetic Literature of

The Old Testament 3 cr

A study of classical Israelite prophetism, which

was characterized by sharp protests against social

abuses and by an uigent call to return to the roots

of the Israelite faith

316 The Pauline Literature 3 cr

A critical study of the letters tiachtionally

atuibuted to Paul (including Hebiews)

317 The Wisdom Literature of

The Old Testament 3 cr

A study of Proverbs Ecclesiastes, Job and other

wisdom writings which treat both the practical

search for happiness and the more speculative

quest for meaning in lite

321 The Gospel Literature 3 cr

A criticdl study of the four Gospels in the light of

contemporary scholarship

324 The Johannine Literature 3 cr

A study of the Gospel according to John, the

Letters and the Book of Revelation in the light of

contemporary scholarship

329 Special Topics in Biblical Studies 3 cr

An opportunity to pursue a particular interest of

professm and Students

490 Field Experience in

Biblical Archaeology 3 cr

Six weeks ot supervised paiticipation in an

archaeological excavation in the Ancient Near

East Offered every two or three years, approval

of participants by core staff required

493 Directed Readings in

Biblical Studies 1-3 cr

Independent Study Department

peirnission required

RELIGIOUS AND

THEOLOGICAL STUDIES

205 The Mystery of God 3 er

An exploration of basic questions concerning

God and the world and how it is possible to think

about them

220 Jesus the Christ 3 cr

A study of the humanity and divinity of

Jesus, in Scriptuie, chuich tiadition and

contempoi ary ti mes

225 The Theology and Practice of Prayer 3 cr

An examination of the theological and spuitual

foundations of Christian pi ayer within a modern

context ot secularism multi-culturalmu and

religious diversity

230 The Church 3 cr

The rnajoi influences that have shaped the

Chilstian community in its faith and practice

with attention to conterripoiary issues in

Amencansociety

232 Faith and Atheism 3 cr

An examination of the claims that atheists make

against faith and the response made by believers to

these arguments

235 Christian Worship 3 cr

A study of the fundamental characteristics of

Christian worship as it has developed ovei the

centuries Paiticular attention will be paid to the

role of ritual, spirituality and belief in the religious

expiessions of Christian prayer and celebiations

242 Love in Theological Thought 3 cr

A study of family love, friendship, and iomantic

love and their ielation^hip to God's love

258 Catholicism 3 cr

The spirit beliefs and practices of Roman

Catholicism, and the Issues confronting it today

271 Eastern Christianity 3 cr

A study of the main developments in the Eastein

Church trom the Panistic aae throu-h medieval

times to today, as they shape its distinctive spirit

and mentality and as they ate interpreted in the

Eastern Churches

274 Beginnings of Christianity 3 cr

The followeis of Jesus developed a faith centered

upon him These are their stories, trials,

controveisies and successes

280 Religious Experience 3 cr

How the Divine is sensed and responded to

in various geographical cultural and

chronological Lontexts

283 Judaism 3 cr

The faith behel's and practices ot Jewish life over

the centuries and today

301 Marriage 3 cr

An examination of conjugal love as the basis for

marriage as a Christian saciament

331, The Church in the Modern World 3 cr

How the Chi istian community is a prophetic

piewrice in seculai society and d L01-111111-mity

which atfirms and sustains human dignity

and values

335 Theology of the Sacraments 3 cr

The seven Sacraments as rituals and symbols in the

Irowth of the life of Christians

345 Women and Christianity 3 cr

A study of women in the Bible and in Chi istianity

and an exploration of how social diveisity plays a

tole in contemporary women's spit ituality,

especially in their relationship to God otheis, and

the earth

348 Religion in the United States 3 cr

The role played by religion in American society

and culture, with special attention to historical

developments and contemporary trends

372 Religious Themes in

Literature and Film 3 cr

An exploration of religious experience and

religious concepts as expressed in significant

woiks in film and literature

375 Special Topics in Theology 3 cr

An opportunity to pursue a particular interest of

professor and students

473/573 Spiritual Theology 3 cr

A study ot the theological dimension of Christian

spaituality in its majoi histoncal manifestations

494 Directed Readings in Religious and

Theological Topics 1-3 cr

Independent Study Department

permission required

498 Seminar in Theology 3 cr

A c i itical analysis of selected topics in theology ol

ot selected works by outstanding theologians,

restricted to theology majors in then final yeal

Department pei mission required

ETHICAL STUDIES

245 God, Money, and Power 3 cr

A study of the religious and ethical meaning of

wealth and power in human life, both personally

and socially

248 Religion and Ecology 3 cr

A study of the relation of the human to the rest of

the earth community and the role religion has

played in defining itc

263 Religion and Politics 3 cr

An introduction to the relationship between

religious belief and political life from a Christian

and also fiom an interreligious perspective

132

133

351 Sexuality, Sex, and Morality 3 cr

An analysis of the natUle of sex and sexuality in

Christian thought, the relevance of these concepts

for contemporary moral lite

353 Health Care Ethics 3 Lr

A study of practical and theoretical issues in the

ethics of health care

356 Special Topics in Ethics 1-3 cr

An oppoitunity to pursue a particular interest of

professor and students

441/541 Foundations of Moral Theology 3 cr

A study of the principles of moral conduct based

on the New Testament and on the teachings of

the Church

447/547 Special Issues in Health

Care Ethics 3 cr

An advanced course exploi ing selected theoretical

and practical concerns in health care ethics and

applied issues Prerequisite 353 or 546

449/549 War and Peace in

Christian Perspective 3 cr

An analysis of Cluistian teaching of the moial

peimissibility of using violence and participation

in war frorn biblical tirnes to the present

495 Directed Readings in

Christian Ethics t-3 cr

Independent Study Department

pei mission requii ed

MINOR IN WOMEN'S AND

GENDER STUDIES

The Women's and Gender Studies minor is an

inter- and MLI]ti-disciplinary program, based in

the humanities and social sciences, that offers an

undergraduate minor to all students across the

University This progrdM introduces students to

the rapidly expanding aieas of scholarship focused

upon wornen, men and gender that have developed

within the academy that is transforming

scholai ship in virtually every acadernic discipline

today The progiam piomotes open dialogue

cluected toward a vision of a world community

that embraces diversity, justice, peace, freedom—

values central to a liberal education This program

thus participates in Duquesne Univeisity's mission

to provide for its students not only intellectual

breadth but also a moral and ethical foundation for

their lifelong personal and professional giowth

The minor consists of a total of 15 credit hours,

including WSGS 200, Introduction to Women's

and Gendei Studies, and 12 credit, of electives

that include more than one discipline these

electives die cross-listed under WSGS and other

departments each semester Students may petition

the WSGS Steering Committee to take one course

that is not cross-listed, and they may petition the

committee to take one chiected readings course

One course in the student's major or another minor

may also be counted

BAYER SCHOOL OF NATURALAND ENVIRONMENTALSCIENCESAdministration

Dean DdVid W Seybei t, Ph D

HISTORY

The School was created in 1994 as a result of the

division of the Depaitinents of Biological

Sciences, Chemistry and Biochemistry, and

Physics from the former College of Liberal Arts

and Sciences In 1995, the School was named in

honor of the Bayer Corpoi ation, which chose to

support the School for its outstanding accom-

phshments in both the natural and environmental

sciences The School offers uncleigraduate and

giaduate pio.-rams and includes the Center for

Environmental Research and Education

DEGREESThe Bayer School of Natural and Environmental

Sciences (BSNES) offers Bacheloi of Science

degrees in Biological Sciences, Biochemistry,

Chemistry Environmental Chernistry Environ-

mental Science and Physics, as well as Bachelor

of Arts degrees in Chernisti y, Biochemistry, and

Physics Those students enrolled in the Binary

Engineering program also receive a B A in

Physics Also offered is a freshman enuty level

five year Master ^ degiee in Forensic Science and

Law The Master's in Forensic Science and Lawlids

optional Bachelor degrees in Biochemistry

and Biology Science majors may apply for the

Pre-Health Profession's Program Science

majors may also apply for a dual degree in the

following programs

• BS Environmental Science/MS Environmental

Science & Management

• BS Biology/MS Environmental Science

& Management

• BS Chemistry/MS Environmental Science

& Management

• BS Biology/MS Education

• BS Cheinistry/MS Education

• BS Physics/MS Education

• BA Physics/BS Engineering*

'The Binary Engineei ing program in coopeiation

with Case Western Reserve University or the

University of Pittsburgh

GRADUATION REQUIREMENTS

To receive the Degi ee of Bacheloi of Science or

Bachelor of Arts in the BSNES, a student must

complete the following iequiienients

A minunum of 120 semestei hours of course

credit, The last 30 hours must be taken at

the Univeisity

University Core Cuniculum as described

below

• Thinking and Writing Acioss

the Cui ricul Lim 3 ci

• Imaginative Liteiature and

Critical Writing 3 cr

• Problem Solving with Creative Math WAIVE

• Core Science (Biology, Chemistry or

Physics) WAIVE

• Core Theology 3 cr

(Select one of six courses)

• Basic Philosophical Questions 3 cr

• The Arts and the Human Expei ience 3 cr

• Social, Political and Economic Systems 3 cr

• The Shaping of the Modern World 3 cr

• Research & Infoiniation Skills I cl

22 cr

e BSNES Core Requirements as described below

General Requirement,, as described below

English 3 credits

Scientific Presentation/Writing 3 credits

History of Science 3 credits

Topics in Math 3 ci edits

Cultural Anthropology 3 ci edits

Ethics 3 credits

Scientific Programming 3 credits"

Seminar Caieer Development I credit

Non-BSNES Electives 6 credits

28 credits-

*Sorne requirements may vary depending on

selected major

*.^ rology, Biochemistry, Environmental

Chemistry and Environmental Science majors are

require to substitute Math 225 Biostatistics for

Scientific Programming

• Major progi am (refer to departmental

iequirements)

• An overall minimum cumulative quality point

averageot20 A mini inum Cumulative quality

point average of 2 0 in the major

• Removal of I and F grades both in the major

department and i ii the required corn ses

• Submission of application for the degree on

form piovided by the Registrar, before the

deadline published in the current University

calendar No student is considered a degree

candidate prior to submission of this form

ACADEMIC POLICIES

Effective CatalogThe material contained heiem IS Subject to changefrom time to time and this publication cannot beconsidered an agi cement or contract betweenindividual students and the School The BayerSchool of Natural and Environmental Sciencesreserves the right to alter or amend the tel msconditions, and iequirements herein and toeliminate progi ams oi courses as necessaryOnce enrolled students should consult on aregular basis with their Faculty Mentoi andAcademic Advisor for specific informationregarding academic policies pertaining to theiriespective piogram

QPAStudents must maintain a quality point average(QPA) of 2 00 or better to remain enrolled in theSchool Foi students wishing to transfei into theschool, a minitnuin QPA of 2 50 is required

Academic LoadStudents noirnally carty five comses (15-17crech ts) in one semester although a I 2-creditschedule in a iegular semester is considered full-time study A schedule of more than 18 creditsmust be approved by the Student Advisor and theDean Students on academic probation have theircredits stipulated by the Student StandingCommittee Students who wish tocaiiy morethan 12 credits of courses in the Summer sessionsmust consult with the Chair of the department inwhich the student is majoring

Residence RequirementThe last thirty credits must be taken in residenceat Duquesne Univei sity

MajorsA major may be declared at the time of a student'sadmission into BSNES, and must be declared atthe end of the student's freshman year Transferstudents must declare a major when accepted intothe BSNES

MinorsA student may, at his/hei discretion declare aminor An oveiall minimum cumulative qualitypoint aveiage of 2 0 is requiied in the minor forgraduation Refer to Departmental listing forspecific minot requirements

Sequential CoursesSequential courses must be taken in propeisequence Credit will not be given for I

In erequisite course if coui ses for which it I s aprerequisite already have been taken

BSNES Temporary Transfers(Summer Classes)No course taken by a student in the BSNES as aTemporary Transfei at anothei institution maycount toward the degree unless approved by theacademic advisor and/or department

Science classes - The BSNES will acceptscience courses taken at a 4-year college/university outside Duquesne Universityupon the approval of the Muse descriptionby the department of the student s majorIf the student has not yet reached 60 credits,(s)he may take the class at a two-yearcollege upon the approval of the student'smajoi department

Non-science classes - The BSNES willcontinue to accept courses that are notwience courses taken at a 4-year college/university outside Duquesne UniveisityThe course description should be approvedby the student's academic advisor prior totaking d course If the student has not yetreached 60 credits (s)he may take the classat a two-year college

CLEP and Advanced Placement(Refer to page 11 of the Undei graduate Catalog)

University-Level Courses Taken While in HighSchoolUniveisity-level courses taken by enteringfreshmen students while in high school will beevaluated for credit it the following ci iteria havebeen metI The courses are iecoided on an official

transcript from an acciechted institution ofhigher leaining

2 The grades ate C oi better

SPECIAL PROGRAMS

PRE-LAWStudents who intend to prepare for a cateei in lawmay select any subject area for the undergiaduatemajol In consultation with the Pie-Law advisor,the students will be expected to meet clegieerequnements in the major department as wellas admission requiiements of the law school oftheir choice

BINARY ENGINEERINGStudents who intend to prepaie foi a career inengineei ing may entei a binary program thatDuquesne University maintains with CaseWestern Reserve Univeisity in Cleveland, Ohio,and the University of Pittsburgh Under theguidance of a faculty mentor students will followa thice-year progiam at Duquesne Univei sity,then enter an engineering program at CaseWestern Reserve Univeisity or the Universityof Pittsburgh

Upon completion of the prograrn at CaseWestern Reserve University or the University ofPittsbuigh, tUdents will be awarded the B ADegree in physics from Duquesne and B SDegree from the School of Engmeei ing

For details consult with the tdClafty mentorfor the Binaiy program in Engineering in thePhysics Department

BACHELOR-MASTER'S PROGRAMIN BIOLOGY, CHEMISTRY, ENVIRON-MENTAL SCIENCE, AND ENVIRON-MENTAL SCIENCE AND MANAGEMENTFor students planning caieers as environmentalpiotessionals the School ofteis a unique, five-year program pi oviding a bachelor of sciencedegree in biology chernisoy oi environmentalscience and a master of science in environmentalScience and management

Students who wish to complete the joint BS/MS program will follow the cuniculum foi theappropriate major in the Bayei School of Natmaland Environmental Sciences They may be.-incourse wotk in the environmental sciences in thethird year The bachelor of science degiee will beawarded at the end of the touith yeat if all

Univetsity and College Coie Curriculumrequirements have been met Students Must haveearned a LUmulative QPA of 3 0 oi better to bepermitted to continue gi aduate course work in theEnviionmental Science and Management (ESM)program chn I ng the fifth year

JOINT DEGREE PROGRAMS FORSCIENCE TEACHERSFor Students who are seeking a tewarding careeras science educatoi s, the B SNES and the Schoolof Education ofter a unique five-year Bachelorof Science in biology, chemistry, or physicsand a Master of Science in education jointdegree program

Students enroll in the BSNES in the Depait-ments of Biological Sciences, Chemistry andBiochemistry, or Physics and apply to theGiddUdte School of Education in their junioryear The Bachelor of Science degree isgenei ally awarded in the senior year aftercompletion of the undergraduate course require-inents and the Master of Science in Educationclegiee in the fifth year of study after completionof all graduate course requnements

Further information is available fi omthe Student Advisor or the GraduateEducation Office

SECOND BACHELOR'S DEGREEA student who has received a bacheloi s degreefrom another school may become eligible for asecond bachelor's degree by earning an addi-tional 30 semester hours in iesidence in theBSNES and by meeting all department andSchool requirements it not already Satisfied Theadditional 30 credits Must be completed at theUniversity and may not be taken through cross-registration Further information is available fiomthe Student Advisor

THREE-YEAR BACHELOR'S DEGREEFor more information contact the Officeof Admissions

MAJORSBiocheimstiyBiologyChemistryEnvironmental ChemistryEnvironmental SciencePhysics

Co-requisite Science/Math Requirements

Total Credits 30

General Chemistry 1 5 crGeneral Chemistry 11 5 crOrganic Chernistry 1 3 cr

Organic Chemistry I Lab I crOrganic Chemistry 11 3 crOrganic Chemistry 11 Lab I cr

Physics fm Life Sciences 1 4 crPhysics for Life Sciences 11 4 crCalculus 1 4 cr

136

137

DEPARTMENT OFBIOLOGICAL SCIENCESChaii

Philip E Anion, Ph D

Pi ofe,; ^oi ^

Philip E Auron, Ph D

Peter Castric, Ph D

Richard P Elinson, Ph D

John F Stolz, Ph D

As5ociate Piofessors

Mary Alleman, Ph D

David J Lampe, Ph D

Joseph R McCormick, Ph D

John A Pollock, Ph D

Kyle W Selcer Ph D

Assistant Pioje^sois

Lisa Ludvico, Ph D

Susan A Mooi e, Ph D

Becky Morrow, D V M

Jana Patton-Vogt, Ph D

Brady Porter, Ph D

Michael Seaman, Ph D

Nancy Trull, Ph D

Sai all Woodley, Ph D

Vt,;i ting Pi ofessoi

Victor W Weedn, M D, JD

Chau Emei itus

H Bernard Hartman Ph D

117stl uctol

Jeanne Workman, M S

Biology is the study of mechanisms and

principles governing living systems Based upon

chernistry, physics and inathernatics, knowledge

of biology is an essential element in a liberal

education Through lectures, seminars, laborato-

ries, and participation in research projects, the

department of Biological Sciences at Duquesne

University piovides not only insight into this vast

and exciting area, but intellectual enrichment, as

well as preparation for professional careers

Students majoring in biology develop a course

of study suited to their long-term goals They are

assisted in their course selections each semester

by biology depaitment faculty inentors Mentors

provide advice to students wishing to pursue

graduate ti aining, or the many and diverse

bio-technological iesearch career opportunities in

industry, government or universities For those

interested in health professions, the Pre-Health

Piofessions Program advisor counsels students as

they progress through their cuniculum and

apply for admission to health-related

professional schools

REQUIREMENTS FOR TH E MAJOR

The Department of Biological Sciences offers a

Bachelor of Science in Biological Sciences

Of the credits required for graduation from

Duquesne University, majors in biological

sciences are required to complete the 38 credit

hours of biology, and 30 co-requisite science/

inath credits

Course objectives are met through lectures

laboratory experiments and exercises, field work,

participation in professional organizations,

weekly senimars, and research Students are

encouraged to become involved in undergraduate

research projects with faculty

REQUIREMENTS FOR THE B S IN

BIOLOGICAL SCIENCES

Biology Requuementv TotalCiedits 38

Biology 1 4 cr

Biology I Lab 0 cr

Biology 11 4 cr

Biology 11 Lab 0 cr

Cell and Molecular Biology 3 cr

Biology Serninai I cr

Genetics and Molecular

Biology concentration 3 cr

Oiganisirial concentration 3 cr

Supra-Organisrnal concentration 3 cr

Lab I Experimental 3 cr

Lab 11, 111 or IV 3 cr

Biology Electives I I cr

ELECTIVES

May be chosen from coui ses listed above, other

departmental majors courses, Biochemistiy

(CHEM 401), approved courses in other

departments/schools, undergraduate research,

honors seminar, honors research/thesis Biology

Seminar (BIOL 490) may not be taken for

electivecrecht Students aie notpert-ruttedto

use moie than 6 credits of iesearch (398/399)

towards their requirement of I I credits of

Biology electives

Courses in CONCENTRATIONSGENETICS and MOLECULAR BIOLOGYpick one

GeneticsGeneral MicrobiologyMicrobial GeneticsEndocrinologyHuman GeneticsNeurobiologyMolecular Biology and GenomicsImmunology

ORGANtSMAL pick one

Developmental Biology

Mammalian Physiology

General Microbiology

Pathogenic Microbiology

Microbial Physiology

hurnunotogy

Repioductive Physiology

Comparative & Environmental Physiology

Endocrinology

Neurobiology

Plant Biology

HLTSC 330 Physiology I

SUPR_A-ORGANISMAL pick oneAnimal Behavior

Vertebrate Anatomy, Development

and Evolution

Evolution

Microbial Ecology

Applied and Environmental Microbiology

Environmental Biology

Comparative and Environmental Physiology

Terrestrial Field Biology

Stream Field Biology

REQUIREMENTS FOR THE MINOR

A ininoi in Biology consists of BIOL 111, 112,113, 114 and a minimum of 12 credits selected

from the Depaitment's courses numbered 200-

495 Normally, this will include BIOL 212 and

2-3 othei Courses Individual preiequisites fill

courses must be satisfied

NON-MAJOR COURSES (Courses may not betaken for Biology major credit )

101 Introduction to Life's Processes 2 cr

An emphasis on the fundamental biochemical and

Cellular concepts iequired for a solid understand-

ing of life's processes This information willprovide the background tor the Anatomy &

Physiology and Introductory Microbiology

courses Lecture and recitation

102 Introduction to Life's

Processes Laboratory I crLaboratory experiments and demonstrations

illustrating biochemical and cellular processes

The lab is designed to accompany the Lecture

& recitation

203 Introductory Microbiology 3 crIntroduction to microorganisms, their inorphol-

ogy, metabolism, ecology, and cultural charactei-

istics, with emphasis on their interaction with

other organisms, including mail Principles

of medical and health related aspects of micro-

biology, immunology and animal virology are

presented This course is restricted to Health

Sciences and Nursing students only Lecture

Prerequisite C or better in 10 1/1 02 or I 11/113

204 Introductory

Microbiology Laboratory I cr

Prci equisite 203 (or concurrent registration)

207 Anatomy and Physiology 1 3 cr

This course is f6i aspiring health care workers

It provides a solid foundation in normal human

anatomy and physiology, then helps the student

to integrate the knowledge with exposure to

pathological conditions and clinical applications

The focus during this first semester is on body

organization, movement and control mechanisms

Pierequisite C ot better in 101/102 or

111/113 Lecture

208 Anatomy and

Physiology I Laboratory I cr

Laboratory exercises include both microscopic

and gross examination of human anatomy, studies

of physiological processes and exposure to basic

clinically significant procedures The "hands-on"

appioach in the laboratory provides an opportu-

nity for students to experience and better

undeistand tile topics covered in lecture

Prerequisite 207 (or concurrent registration)

138 In

209 Anatomy and Physiology 11 3 crContinuation of BTOL 207, emphasizing themechanisms employed to maintain the bodyPrerequisites C oi better in 207/208 or pennis-sion of the Instructor Lecture

210 Anatomy and Physiology 11Laboratory I erContinuation of 208 Prerequisite 209(or concurrent registration) Laboratory

MAJOR COURSESAll courses for majors are also open tonon-majors, providing that individualcourse prerequisites/background expectationsare satistied

111 Biology I Cells, Genetics,Development 4 crStudy of living systems at the molecular, cellular,and multicellular levels An introduction to cellchemistry, cell structure and function, energetics,inheritance, reproduction and development Thiscourse and Biology 11 provide basic informationand concepts necessary to understanding I ivingsysterris and their interrelationships Mustbetaken with 113 Lecture

112 Biology][I Diversity, Ecology,Evolution 4 crThis course is an introduction to the scientificstudy of living systems at the organismal,community, and ecosystem levels by surveyingdiversity in the five kingdoms, ecology andevolution I I I is not a prerequisite to 112 Mustbe taken with 114 Lecture

113 Biology I Laboratory 0 erLaboratory experiments and demonstrationsillustrating cellular and molecular biologicalprinciples, energetics, inheritance reproductionand development Must be taken with I I I

114 Biology 11 Laboratory 0 crLaboratory experiments and demonstrationswhich illustrate animal and plant diversity,ecological piniciples, and evolutionary conceptsMust be taken with 112

115 Biological Inquiry 1 4 crThis course investigates the biological world atthe level of biomolecules and cells It alsoprovides an introduction to the mechanisms ofinheritance, how genes work, and the process ofdevelopment — the progression from fertilizedegg to adult Information and concepts essential

to understanding the biological sciences areintegrated with the process and excitement ofscientific discovery 115 is not a prerequisitefor 117 or 112 This course is restricted toscience majors Prerequisite permission ofinstiuctor Lecture

116 Biological Inquiry I Laboratory 0 crLaboratory experiments in cellular and molecularbiology, genetics, and development focusing onthe process of scientific discovery Experiments,data analysis, and laboratory reports are empha-sized This course is restricted to science majorsPrerequisite permission of instructor

117 Biological Inquiry 11 4 crThis course investigates living systems at theorganismal, community, and ecosystem levelsIncluded is a survey of the diversity of life,ecology, and evolution The information andconcepts essential to understanding the biologicalsciences are integrated with the process andexcitement of scientific discovery This course isrestricted to science majors Prerequisitepermission of instructor Lecture

148 Biological Inquiry 11 Laboratory 0 crLaboiatory experiments and demonstrationsillustrating the diversity of life, ecologicalpimciples, and evolutionary concepts Experi-merits, data analysis, and laboratory reports areemphasized This course is iestricted to sciencemajors Prerequisite permission of instructor

212 Cell and Molecular Biology 3 crAn introduction to biological maciornoleculestructure, maciomolecular synthesis and thecontrol of gene expression Techniques forpurifying proteins and manipulating nucleic acidswill be emphasized Also this course will m(ludeexaminations of cellular organelles, nucleai andchromatin structure, membrane systems, proteintrafficking, the cytoskeleton, the cell cycle, cell-cell communication and extiacellular matricesPrerequisites Must have a C or better in BIOL111/113 or (115/117) and 112/114 or (116/118)and a C or bettei in CHEM 121, 122 Lectui eand recitation

250 GeROILS 3 erThis course is a survey of the subject of geneticanalysis in biology A problem solving approachis used to demonstrate the principles of geneticsTopics include classical Mendelian genetics,chromosomal inheritance human genetic disease,population genetics, and gene expression

Picrequisites C or better in BIOL 212 orpermission of instructor Lecture

313 Developmental Biology 3 erThe study of the progression through time andspace fiom a single cell, the fertilized egg, to acomplex multicellular organism The powerfultools of molecular and cellular biology havelinked the fields of embryology, morphology,ggenetics, and evolutionary biology to reveal howcells, tissues, organs, and oiganisms developThis Course explores the processes of morphogen-esis, differentiation, pattern formation, growth,and repioduction at the molecular, cellulai, andortianistrial levels to provide a current overviewof development in a wide variety of organisinsPrerequisite C or better in BIOL 212 Lecture

315 Mammalian Physiology 3 crExamination of the molecular and cellularmechaii]SDIS of mammalian body function,including consideration of the basic componentsof biological control systems and the manner inwhich vai ious tissues and oi gan systemscontribute toward the maintenance ofphysiological homeostasis in health and diseasePrerequisite C or better in BIOL 212 orpermission of the instructor Lecture

316 Comparative andEnvironmental Physiology 3 crThis course focuses on the diversity ofphysiological mechanisms that different animalsemploy, including the high level of physiologicaland biochemical adaptation and specializationfound in animals that live in diverse andchallenging environments, or that possess otherexceptional physiological abilities PrerequisiteC or better in BIOL 212 or permission of theinstructor Lecture

319 General Microbiology 3 crSurvey of the microbial world, metabolism,biosynthesis, regulation, growth, structure andfunction Also included is an introduction to thefundamentals of immunology and virologyRecommended f6i students majoring in biologyand post-baccalatu eate students Pi erequisite CorbetterinBIOL212 Lectuie

322 Animal Behavior 3 crAn evolutionary approach to study the behaviorof animals Using the Darwinian framework, onecan understand basic life history events such asnatal dispeisal or seasonal migrations Moreoverintra-sexual selection and inter-sexual selection

(mate choice) will be examined in seveial taxaFinally intra-specific variation (or Culture) will beexplored among several animal populations, withspecial emphasis on chimpanzees Prerequisite Cor better in BIOL 111/113 and 112/114 Lecture

335 Vertebrate Anatomy, Developmentand Evolution 3 crThis course emphasizes comparative development,functional anatomy and macroevolution ofvertebrate body plans Topics include the diversityand phylogenetic history of fossil and local forms,development and comparative embryology of eachorgan system, and comparative functional anatomyof the major clades of living vertebrates within anevolutionary framework Prerequisite C or betterin BIOL 212 Lecture and laboratory

340W Evolution 3 crEvolution is the single most important conceptuniting the many fields of biology This coursecoveis the theory of evolution and the variouslevels at which evolution works in living systemsTopics to be addressed include evolutionarygenetics (including molecular evolution),adaptation and naturdl selection evolution anddiversity (including phylogeny reconstruction),and paleobiology and macroevolution Prerequi-sites C or bettei in BIOL 212, a genetics course isstrongly recommended Lectute

370W Lab I Experimental Biology 3 crThis junior level lab course sequence is designedto provide students with a multidisciplinary labthat ieflects the integration among differentdisciplines in the broad areas of cellular andmolecular biology The course emphasizestechniques and approaches in the molecular,biochemical, and cellular biology of organismsfrom bacteria to mammals Included are anintroduction to research skills (computer use,library resources), characterizations andmanipulations of cellular macromoleculesincluding piotems and nucleic acids, andmicroscopy Prerequisites C or better inBIOL 212 Laboratory and recitation

371W Lab 11 Cell andMolecular Biology 3 erThis course builds on BIOL 370W throughinvestigative labs in cellular and molecularbiology including cell culture genetic mapping,constructing transgenic organisms, and micros-copy of cellular structures Prerequisite 370WLaboratory and recitation

M

372W Lab III Cell andSystems Physiology 3 crTilis course builds on BIOL 370W throughinvestigative labs in cardiovascular/respiratoryphysiology, muscle and neurophysiology, andendocrinology Students will investigate selectedphysiological processes at different levels (wholeorganismal to molecular) using a range oftechniques (el ectrophysi o logical, isolated organ,pharmacological, cellular, Molecular) andprocedures (computer-based data acquisition,surgical, tissue culture, microscopy) This courseexposes students to a broad range of skills andunderstandings that contemporary physiologicaliesearch encompasses Prerequisite 370WLaboratory and recitation

373W Lab IV Microbiology 3 crThis course builds on BIOL 370W throughinvestigative labs in microbial physiology,ecology and genetics This laboratory alsoincludes an independent research projectdesigned and conducted by each studentPrerequisite 370W Laboratoiy and recitation

391 Biology Experience in China 3 crThis course provides an in-depth three-weekscientific and cultural experience in Chinafacilitated through Duquesne University and theChinese Association of Science and TechnologyStudents will ti avel to a variety of locations inChina and walk in seminars or snadll groups withthe opportunity to (1) communicate orally and inwriting in topics such as environmental scienceand pollution abaternent, (2) acquire appropriatelearning skills for collective laboratory work, (3)become familiar with the Chinese scientific issuesthrough actively participating in scientificpresentations Students ITILISt participate in pre-trip seminars during the prior spring semester, inthe three-week trip (typically in August)including all activities during the trip, in thewriting of repoits to include in the trip summarydocument, and in a post-trip piesentation to thepublic This course is for undergraduate studentsin biology Pass/Fail

395 Special Topics — Biology 1 1-3 crTreatment of topics of current or special interestin biology Lecture, laboratory or combinations

396 Special Topics — Biology 11 1-3 erTreatment of topics of current or special interestin biology Lecture laboratory or combinations

398, 399 Undergraduate Research 1-3 crOpportunity for selected students to work inthe laboratory on research problems underthe direction of a faculty memberRegistration by permission of instructorPass/Fail only Laboratory

405 Microbial Genetics 3 crA course providing the fundarrientals in therapidly growing field of microbial geneticsEmphasis is on gene structure and functionAreas to be discussed are DNA replication,control of gene expression recombination,transformation, conjugation, transduction,transposition, genetic fine structme and colinear-ity, mapping methods, mutation, DNA repair,plasmids and their properties Geneticengineering and gene cloning are describedPrerequisite C or Better in BIOL 212 Lecture

414H Honors Seminar I crDiscussion of current issues and researchliterature in the Biological Sciences Formatincludes student presentations, faculty seminars,and invited speakers Prerequisite Applicationand acceptance into the honors program inBiology I hour Seminar per week May be takend total of two times for credit

415H Honors Thesis 2 crA written honors thesis to be based on researchthat was conducted under the mentoi ship offaculty in the Department of Biological SciencesAlso includes a public piesentation of the thesisresearch Prerequisite 1-4 ci edits of 41 6H andapplication and acceptance into the honorsprogram in Biology

416H Honors Research 1-4 crLaboratory I esearch under the dii ection of afaculty mentor leading to a written honors thesis(BIOL 415H, Honors Thesis) and a presentationof the thesis research Prerequisite Applicationand acceptance into the honors progi at n inBiology May be taken inore than once for a totalof 4 credits

424 Immunology 3 crA course in the fundamental mechanisms of theimmune system with applications in basicresearch, medicine and public health Topicsinclude the mechanisms of induction regulation,and expression of the cellular and hurnoralImmune responses, immunochemistry, antigen-antibody reactions, immurlogenetics, irminino-

pathologies, and immunodeficiencies Prcrequi-site C or Better in BIOL 2 12 Lecture

426 Pathogenic Microbiology 3 crStudy of the infectious agents of hurnan diseasewith emphasis on host-parasite relationships,unique aspects of iniciobial activities andorganization, metabolism, regulation and geneticswhich contribute to pathogenicity, includingidentification and principles of prevention,treatment, and laboratory diagnosis PrerequisiteC or Bettei in BIOL 212 Lecture

427W Microbial Ecology 3 erIn this course the interaction of rnicroorgamsms,primarily prokaryotes, with each other, plants,anioldis, and fungi, and the environment isexplored The course takes a systematic approach,examining these interactions at the ecosystem,organisinal, subcellulai, and historical levelTopics include microbial primary production andPhotosynthesis, biogeochemical cycling, thestructure of microbial communities, modeling,symbiosis, and microbial evolution PrerequisitesC or Better in BIOL 212, BIOL 319, and CHEM212 oi permission of the instructor

429 Microbial Physiology 3 crThis course focuses on bacterial structure andfunction Topics covered include mechanisms ofprotein secretion, structure and synthesis of thecell envelope, and examination of the organellesassociated with motility The role of the featuresexamined in terms of bacterial pathogenesis willbe emphasized Energy metabolism includingchemooiganotrophy, chemolithotrophy, andphototrophy will also be coveicd PrerequisitesC or better in BIOL 212 and organic chernisny orpermission of the instructor Lecture

432W Applied andEnvironmental Microbiology 3 erThis course takes an in-depth look at microbialbiogeochemical cycling and the application ofmicrobial processes (both prokaryotic andeukaryotic) for biotechnology andbioremediation Topics include biogeochemistiy,the design and application of geneticallyengineeied mictobes (GEMS), natural attenUd-tion, fermentation, and water treatment, inaddition to current issues in environmentalscience Preiequisites C or better in BIOL 212,BIOL 319, and CHEM 212 or 212H orpermission of the instructor

436 Environmental Ecology 3 erThis course piovides an overview of man'simpact on the environment Basic ecologicalprinciples are examined in the context of man'sinteraction with the biosphere The ecologicaleffects Of Pollution and other man-madedisturbances are described Topics includepi inciples pertaining to ecosystems, communitiesand populations, blogeochernical cycles, sourcesof pollution, effects of pollutants on terrestrialand aquatic ecosystems, deforestation, loss ofspecies richness, biomarkers, and bioremediationThe course IS appropriate for science majors andfor non-majors with a strong science backgroundPrerequisite consent of instructor Lecture

438 Environmental Biology 3 crThe course provides an overview of life and theenvuoirment Basic biological principles areexamined in the context of the impact hurnanshave on the biosphere Topics include ecologicalprinciples at the population, community andecosystems levels, climate, biogeochemicalcycles, human population gi owth, sources andeffects of pollution, deforestation and habitatloss, loss of species richness, extinction, globalwarming, disease, biomarkers, biotechnology,and biorernediation The course is appropriate forscience iriajors and for non-majors with a strongscience background Prerequisites BIOL I I 1/ 112or consent of Instructor Lecture

444 Plant Biology 3 crAn in-depth examination of plant biochemistry,genetics, development and physiology Emphasisis placed upon the presentation of currentiesearch problems and findings in plant biologyTypical subjects will include developmentalgenetics, applications of molecular biology tounderstand cellular structure and function,ecological physiology, and plant/pathogenrelationships PreieqLIISItCS C or better in BIOL2 12 oi permission of instiuctor Lecture

457W Reproductive Physiologv 3 crThis course offers a broad overview of mamma-lian reproductive physiology The majoremphasis will be on hUman/piurIate biology, butothei inarninalian species will be included forcomparison The application of modemtechniques of cellular and molecular biologyto answer cential questions of reproductivephysiology will be explored in more detail

EVA

480 Readings in Biology I I cr DEPARTMENT OF CHEMISTRYDiscussion and critical evaluation by faculty and AND BIOCHEMISTRYstudents of significant papers from the recent Chairper^on

research literature Jeffry D Madura, Ph D

Prerequisite BIOL 315 or BIOL 316

or comparable and permission of the

instructor Lecture

460W Endocrinology 3 cr

This advanced integrative physiology course

investigates the role of the endocrine system in

coordination and regulation of body activities

Topics include homeostasis, reflex arcs, hormone

synthesis, hormone action and signal transduc-

tion, hypothalamic/pituitary axis, regulation of

salt, mineral and water balances, regulation of

eneigy metabolism, reproduction, growth and

development This course is appropriate for

biology and biochemisti y majors intei ested

in physiology, as well as for pre-health

profession students Prerequisite C or better

in BIOL 212 Lecture

466 Terrestrial Field Biology 3 cr

This applied ecology course is designed to

present an overview of field and laboratory

methods used by ecologists to describe and

analyze plant and animal aggregations and their

environments The course focus is on the

principles and practice of various ecological

procedures with explanation of how to collect,

record and analyze data The course reviews the

basic concepts of ecology that are needed to

understand the vatious methods and their

significance The course material is presented as a

combination of lecture, laboratory and field

sessions Prerequisites There are no specific

course Prerequisites, however, students should

have knowledge of basic biology, chermsuy and

fundamental algebia Lecture and laboratory

467 Molecular Biology and Genomics 3 cr

An advanced COUISC in inoleculai genetics and

genomics Content will vary from year to year

but will include topics in gene regulation, gene

expression, and genome stiucture, function, and

evolution Prerequisites C or bettei in BIOL

212 and BIOL 250 (or 405 or 468), oi CHEM

402 Lectuie

468 Human Genetics 3 cr

In this course, we discuss the basic processes of

genetics, as well as the essential infori-nation

needed to use genetics The essential information

includes the expression, inheritance, function,

and maintenance of genetic material —

chromosomes, DNA, and genes The course

focuses on the primary issues of human

Molecular genetics and deals with each one in

depth The objective is to compare genetic

analysis in humans with that of experimental

oiganisms The topics include What is a gene9

How do mutations alter the phenotype" How do

you map genes in humans and in experimental

organisms9 What is meant by the terms

"complex genetics and complex phenotypes"?

How is the human genome organized9 How are

genes cloned9 What is the effect of mutation on

human populations" Prerequisites C or better in

BTOL 212 or instructor approval Lecture

468W Human Genetics 3 cr

In this course, we discuss the basic pi ocesses of

genetics, as well as the essential information

needed to use genetics The essential information

includes the expression, inheritance, function,

and maintenance of genetic material —

chromosomes, DNA, and genes The course

focuses on the primary issues of human molecular

genetics and deals with each one in depth The

objective is to compare genetic analysis in

humans with that of experimental organisms The

topics are the same as for BIOL468 Writing

assignments include problem solving, data

analysis, and evaluation of primary liteiature and

issues in human genetics Prerequisites C or

better in BIOL 212 Instructor's approval is

required for this course Lecture

475 Neurobiology 3 cr

This course will survey topics found in the

science of neurobiology Neurobiology is the

study of the neivous system, its development, its

function and its diseases Topics will include

evolution and development of the nervous

system, electrophysiology of neurons, human

neuroanatomy, anatomy and functioning of the

sensory systems and molecular genetics of the

nervous system The focus of the COUISe is on

how a scientist discovers the inner workings of

thebram A vast ai ray of living organisms have

brains Science has shown that the study of

"simple" brains can tell us a great deal about how

all brains function, including human biams As

such, in this class, we will study aspects of the

neurobiology of many different organisms

Pierequisite CorbetterinBIOL212or

permission of instructor

481 Readings in Biology It I cr

Discussion and critical evaluation by faculty and

students of significant papers from the recent

research literature

490 Seminar 1 crStudents attend and participate in weekly

departmental research presentations and

demonstrations by biological scientists from

the Depaitment of Biological Sciences, field

stations, biotechnology laboratories, and other

univei sities May only betaken once foi credit

Pass/Fail only

492W Stream Field Biology 3 crThis course is the study of the functional

relationships and productivity of fresh

water streams as they are affected by their

physical, chemical and biotic environment

The course material is presented as a

combination of lecture, laboratory and field

sessions Pierequisites There are no specific

course preiequisites, however, students should

have knowledge of basic biology, chemistry and

fundamental algebra

530W DNA Methods

Population Genetics 4 cr

This combined laboratory and lecture course

examines the biology underlying the most

common genetic market systems used in the

forensic community The basics of population

genetics and DNA analysis methodologies will be

covered, including the CODIS database

Techniques include extraction protocols,

amplication of DNA, methods for labeling DNA,

and ultimately the construction of a genetic

profile using anABJ 3100 Avant Genetic

Analyzer Mitochondrial DNA, the Y-

(.1nomosome, and Arnelogenin, the most

cornmonly used gender identification locus, will

also be experimentally explored Prerequisites

BIOL 468 Laboratory and lectuie

Professoi A

Jeffrey D Evanseck, Ph D

H M Kingston, Ph D

Jeffry D Madura, Ph D

David W Seybert, Ph D

Associate Piofesvoi

Partha Basu, Ph D

Bruce D Beaver, Ph D

Charles T Dameron, Ph D

Fraser F Fleming, Ph D

Mitchell E Johnson, Ph D

Shafted U M Khan, Ph D

Julian Talbot, Ph D

Asswant Piofessois

Jennifer Aitken, Ph D

Ellen Gawalt, Ph D

Paul G Johnson, Ph D

Rita Mihailescu, Ph D

Alicia Paterno, Ph D

Tornislav Pintauer, Ph D

Stephanie Wetzel, Ph D

Proje^^or Enieritits

Jack W Hausser, Ph D

Kurt C Schreiber, Ph D

Omar W Steward, Ph D

Adjunct Piafcssoi ^

Heinz W Machatzke, D Sc

Ted J Weismann, Ph D

The Chemistry program is designed to provide

the student with a fundamental backgiound in

chemistry and an understanding of the relationship

of chemistry to other sciences and disciplines

Elective courses and the opportunity to do

undergraduate research allow the chemistry major

to develop interests in a specialized area of

chemistry, such as analytical, inorganic, physical

chemistry, and biochemistry

Because of the fundamental nature of chemistry

as a science, numerous opportunities f6i advanced

study as well as employment, are open to

chernistry and biochemistry majors A large

percentage of students elect to continue their study

in giaduate programs in chemistry and related

fields Chemists and biochemists piovide a core

of personnel in pure and applied research,

technical sales, technical liblaiies, management

WME

mnvironme,niai bcien.ces.;,_

positions in the chemical and related industries,

the space industry, education, the environmental

sciences and the health piotessions, such as

medicine, dentistry and veterinary medicine The

major in biochemistry centers around the core of

basic chemistry courses while also providing

advanced couises in biochemistry and electives

in biology

Research is the essence of science, and

therefore, attaining both breadth and excellence

in research, as demonstrated by a high quality

thesis, is the goal of an "Honors" Student

The Department has recently established a

research based Honors program to encourage

undergraduate scholarship Honors students

are expected to perform extensive high quality

laboratory based research and will be held to a

rigorous standard of excellence Twojuniorand

two senior students from the Honors program will

be selected each year to receive the John V Crable

Summer Undeigraduate Fellowship which will

support their summer research, travel to

professional conferences and preparation of

each student's thesis

REQUIREMENTS FOR THE CHEMISTRY

AND BIOCHEMISTRY MAJORS

All students must take 121, 122, 230L, 321, 423,

325R, 325L, 425R, 425L, 475 Biology 111/113,

112/114 Mathematics 115, 116

Chemistry Majoi

B A Chemistry 120 ci All students must

take 211, 212, 21 1 L, 212L 3 1 1, 322 Physics

201,202

B S Chemistry 124 er All students must take

21 1 H, 212H, 21 1 HL, 212HL, 311, 322, 40 1, one

Chernistry elective of 3 or 4 credits, Physics 21 1,

212, and Math 215

Enrironinental Cheinvary Major

B S Envitoni-nental Chemistry 130 cr All

students must take Chem 21 IH, 212H, 21 1 HL,

212FIL, 322, 275, Math 215, 225, Physics 211

212 and four environmental science electives

Biochennstij, Majoi

B A Biochemistry 120 cr All students must take

211, 212, 21 IL, 212L, 401, 402 and Physics 201,

202 and Math 225

B S Biochemistry 123 cr All students must take

21 IH, 212H, 21 IHL, 212FIL, 322, 401, 402

Physics 211, 212 Biology 467 and one 300-400

level Biology elective and Math 225

Approved cheniistiy electives are the following

401,402,503,504,534,540 548,581,582 585,586,587

To ineet 1he American Chemical Society'^

iequuement^jor Pi ofcssional Certification,

the B S students in chemistry must also take

Math 315 B S students in Biochemistry must

take Chem 311, Math 3 15 and an additional

chernistry elective

REQUIREMENTS FOR THE MINORS

A minor in Chemistry or Biochemistry consists

of 121, 122 and a minimum of 12 credits selected

trorn Departmental courses numbeied 200 or

above Non-nally, 21 1 and 2 11 L 212 and 212L,

401 and 402 will constitute a minor in

Biochemistry Individual course prerequisites

must be satisfied

121, 122 General Chemistry 5 er each

The fundamental principles and concepts of

chemistry are presented from the standpoint of

atomic and molecular structure with illustrative

examples from descriptive chemistry The basic

concepts of thermodynamics, chemical kinetics

and equilibrium are introduced The laboratory

portion of the first semester illustrates the

principle of ionic equilibria including qualitative

inorganic analysis Prerequisite for 121 Math

105 (College Algebra and Trigonometry) or a

Math SAT greater than 500 and/or Math

Placement Exam score gi cater than 17 Toledo

Chemistry Placement Exam is required by all

students Pi crequisite for 1 22 12 1 Lecture,

three hours, laboratory three hours, recitation,

two hours

122H Honors General Chemistry 5 cr

The fundamental principles and concepts of

chernistry are presented fiom a moleculai

standpoint The basic concepts of bonding,

molecular structure intermolecular forces,

thermodynamics, chemical kinetics, and

equilibrium are introduced with relevant

biological and environmental examples A

discovery-based approach format is used in the

laboratory Toledo Placement exam is required

Prerequisite for 122H 121 Lecture, three hours,

laboratory, thiec hours, recitation, two hours

131,132 Fundamentals of

Chemistry 5 er each

This couise covers the fundamental principles of

morpnic chemistry, organic chemistry, and

biochemistry in an integrated two semester

sequence The first part of the course deals with

basic chemical concepts, including stoichiometry,

the periodic table, equilibrium, structure and

bonding, and acid-base chenusuy The next part

of the course provides a survey of the chernical

properties of the principle functional groups of

organic chemistry, including alcohols, aldehydes,

ketones, carboxylic acids and carboxylic acid

derivatives Integrated with this functional group

discussion is an introduction to the carbohydrates,

lipids, and proteins The latter poition of the

course provides an overview of metabolism and

emphasizes the roles of enzymes in catalyzing and

regulating the various reactions involved in eneigy

transtbimations in the cell This course does not

serve as a prerequisite for CHEM 211,212

Prerequisite for 13 1 high school algebra or its

equivalent, as evidenced by satisfactory

performance on a math placement examination

Prerequisite foi 132 13 1 Lecture, four hours,

laboratory, thiee hours, recitation, two hours

211, 212 Organic Chemistry 3 cr each

Students are given a firm foundation in the

fundamentals of the structure and reactivity of

organic compounds Emphasis is on the basic

mechanistic principles of the reactions and the

strategies used to synthesize organic compounds

The use of NMR and IR spectroscopy to identify

organic compounds is also emphasized

Prerequisites 1 22 for 211, 211 or 21 IH for 212

Le( ture, four hours

211H,212H Honors Organic

Chemistry 3 cr each

Students are given a firin foundation in the

fundamentals of the structure and reactivity of

organic compounds with the use of relevant

biological examples Emphasis is on the basic

mechanistic principles of the ieactions and the

strategies used to synthesize organic compounds

The use of NMR, MS, IR and UV-visible methods

in organic chemistry is stressed Prerequisite 122

or 122H for 21 IH Pterequisite for 212H 21 IH

Lecture foin hours

211L, 212L Organic

Chemistry Lab ^ I cr each

This lab exposes students to basic synthetic and

purification techniques used in organic chemistry

Both nucroscale and macroscale equipment are

used The student acquires a knowledge of the

various wet methods of qualitative organic

analysis and also learns to generate and interpret

IRandNMRspectra Prerequisites 21ILfor

212L 211 must be taken prior to or concurrent

with2JIL 212mustbetakenpriortoor

concurrent with 212L Laboratory, three hours

211HL,212HL Lab Organic Chemistry

Honors Lab I cr each

Students cover the same techniques as the 21 1 L,

212L labs In the Honors lab students are taught

additional techniques useful for undergraduate

research They are permitted hands-on use of

various instrumentation such as NMR

spectrometer, gas chroinatograph, and GC-MS

instruments Students aie introduced to the

chemical literature Pierequisites 21 IH lab for

212H lab, 21 1 H and 212H Must be taken prior

to or concui rent with 212H lab Laboratory,

three hours

230L Research Laboratory Techniques I cr

This lab emphasizes the refinement of quantitative

analytical techniques and the application of basic

statistical methods of data analysis Students will

learn methods of standardization, calibration,

utration, and spectroscopy thiough a series of wet

chemical and instrumental experiments

Corequisite 122 Laboratory, four hours

275 Environmental Chemistry 3 cr

Provides students with training in correlation,

interpretation, and analysis of related topics and

issues involved in environmental clienusuy

including aquatic, atmospheric, and geochemical

interactions They will receive experience in

environmental chemical sampling, modeling and

testing methods Prerequisite 121, 122, and 211

oi 21 I H

301 Physical Chemistry for the

Life Sciences 4 er

This one semester course will present the

principles of physical chemistry and its application

in the life and forensic sciences Areas that will be

covered include enthalpy, entropy, free energy,

chemical and biochemical equilibria, redox

chemistry, kinetics and spectroscopy Illustration

of how these principles are applied to fundamental

problems in the life sciences, forensic sciences,

and biochernistry will be made Prerequisite 212

or 212H Lecture 4 hours

311 Inorganic Chemistry 3 crA survey of the basic principles required forunderstanding inorganic chemistry includingatomic and molecular structure, Crystal structure,non-aclueous solvents and coordinationcompounds Prerequisite 122 Lecture,three hours

324, 322 Physical Chemistry 4 er eachA study of the structure and properties of thevarious states of matter, thermodynamics,thermochernistry, kinetics and an introduction toquantum chemistry Prerequisites Physics 202or 212, Chemistry 122, Mathematics 116Prerequisite for 322 321 Lecture, four hours

325L Advanced Integrated Lab 1 3 erStudents consolidate basic laboratory techniqueand learn to use and interpret results from modemchemical analytical instrumentation Experimentsare open-ended allowing students to approachproblems in a genuine scientific format ofdesigning their appioach to defined problems,executing the experiments, and interpreting theresults Topic areas are drawn from inorganicsynthesis, kinetics, chemical analysis, biochemicalanalysis, and spectroscopy Techniques includechromatography, spectroscopy, electrophoresis,computational methods and statistics Studentswill begin learning to interpret and communicatetheir work Prerequisite 321, 421 Laboratory,eight hours, Recitation, two hours

371W Forensic Chemistry Lab 1 2 crStudents will learn the basic techniques used in aforensic laboratory They Will use MICIOSCOPY, IR,visible spectroscopy and GC-MS to analyze hair,fabrics, fingerprints, and glass fragments Theywill learn to detect metal residues, flammableliquids, and poisons Prerequisite Chem 230L,Chem 423 Laboratory six hours

372W Forensic Chemistry Lab 11 2 crStudents will become very familiar with the maintools in the forensic laboratory, IR and GC-MSThey will develop the knowledge and ability toapply these techniques to solve complicatedfoiensic analysis problems Prerequisite CHEM371W Laboratory, six hours

391 Chemistry Experience in China 3 crThis course provides an in-depth three-weekscientific and cultural experience in Chinafacilitated through Duquesne University and theChinese Association of Science and TechnologyStudents will travel to seveial universities inChina and work in seminars or siriall groups with

the opportunity to (1) communicate orally and inwriting in topics such as environmental scienceand Pollution abatement (2) acquire appropriatelearning skills for collective laboratory work, (3)become familiar with global scientific issuesthrough actively participating in scientificpresentations Students must participate in pre-trip seminars during the spring semester, in theAugust three-week trip including all activitiesduring the trip, in the writing of reports to includein the trip summary document, and in a post-trippresentation to the public Pass/Fall

401 General Biochemistry 1 4 crAn introduction to modern biochemistry at themolecular level The course includes discussionof the structure and function of proteins, thechemical mechanisms and regulation of enzymecatalysis, biomembrane structure and function, thestructuie and metabolism of carbohychates, andthe bioenergetics of ATP synthesis and utilizationPrerequisite 212 Lecture, four hours

402 General Biochemistry 11 4 crThis course is a continuation of CHEM 401 Thecourse presents an overview of the metabolictransfori-nations of fatty acids, complex lipids,airino acids, and the purine and pyrinuchnenucicoticles The second half of the course offersa discussion of the molecular basis of genetics,including DNA and RNA metabolism, proteinbiosynthesis, and an introduction to thebiochemical basis of recombinant DNAmethodology Prerequisite 401 Lecture,four hours

423 Analytical Chemistry 3 erTheoretical and practical training in modernchemical analysis with emphasis on instrumentalmethods Corequisite 321 Lecture, three hours

425L Advanced Integrated Lab 11 3 erStudents woik in small teams on real researchproblems Each team contributes to a singleproblem, and several chemical and biochemicalpioblems may be studied over the course of asemester Examples include determining theexpression of quality markers and antioxidants inwine production, problems of self assembledbiomolecules, protein stru cture -functionrelationships, lipid reactivity and physiochernicalbehavior, etc Problems are designed according tostudent career interests They will also learnadvanced data analysis and communication skillsPreiequisite 325L Laboratory, 8 hours,Recitation, two hours

475 Senior Seminar I crStudents learn to prepare the presentation of achtmistry topic to a general audience having someknowledge of chemistry They learn to usescientific references, journals and electronicinformation retrieval Students will incorporatedifferent types of multimedia in presenting aserninar Pierequisite 325L

475R Honors Senior Seminar I crThe primary goal of this class is the constructionof a high quality Honors Thesis and manuscriptsfor submission to professional science journalsThe students will learn to access and use scientificreferences, journals and electionic information asthey prepare their Thesis Students willincoiporate different types of multimedia inpresenting a Department wide defense of theirThesis pioject Prerequisite 325L and entry intothe Honors program

490 Undergraduate ResearchMaximum 2 er /semester

Selected students work on a research problemunder the direction of a staff member

490H Honors Undergraduate ResearchMaximum 2 cr/semester

Exceptional undergiaduates that have beenaccepted into the Department of Chemistry andBiochemistry Honors program will performadvanced level research with the goal ofproducing Sufficient quality data to enable themto prepare an Honors Thesis and manuscriptsfor publication

DEPARTMENT OF PHYSICS

ChairpersonK Thomas R Davies, Ph D

ProfessorK Thomas R Davies, PhD

Associate Professors'Scott Cohen, Ph DSinionetta Frittelli, Ph DMonica Sorescu, Ph D

Assistant ProfessorDerrick Hilger, Ph D

InstructorDarryl Ozimek

The program in the Department of Physics isprimarily aimed at providing today's students witha fundamental background in classical and modemphysics as well as an understanding of theinterrelationships with other sciences anddisciplines The Department is also aware that intoday's changing world, there must be a suitablyflexible program that will best fit the graduate forthe challenges faced in the many professions thataie based on physics Also, it is realized thatthere are various paths to professional growthWe emphasize flexibility in various career optionsand in the choices of curriculum courses TheDepartment program, therefore, is structuredto provide the essential background for studentswho will enter giaduate school, as well asequipping students to successfully compete forthe available positions in research institutions,government agencies or private corporationsDepartmental policy calls for individual attentionto student needs

GRADE REQUIREMENT FOR ANY MAJORor MINOR IN ANY TRACK Every major isrequired to make C or better in any requiredPhysiescouise Otherwise, the course mustbeiepeated This rule applies to the BinaryEngincei ing students, who ai e requii ed to take theGAP sequence of courses Also, the rule appliesto students who aie pursuing a minor in Physics

REQUIREMENTS FOR THE B S CAREERPHYSICS MAJOR, (primarily for thosestudents who are planning on attendinggraduate school)

At least 46 semester hours of physics courses arerequired for this track These credits mustinclude PHYS 211, 212, 213, 301, 329, 330, 350,361, 372, 402, 430W, 431W, 471, 474, and two ofthe following four couises PHYS 480, 482W, and484, SPRG 103 Note that 480 also includes theone-credit computer lab 480L

Ex 0 adepartinental Science and MathematicsRequneinents Chemistry 121, 122 or Biology111/113, 112/114, Mathematics 115, 116, 215,301, and 315, Computer Science 160 (or anapproved substitute) and 308

REQUIREMENTS FOR THE B S PHYSICS/EDUCATION MAJOR, (primarily for thosestudents who are pursuing the five year jointBS Physics/MS Education program)

At least 40 semester hours of physics courses

are required for this track These credits must

include PHYS 211, 212, 213, 301, 329, 330, 361,

372, 402, 430W, 431W, 471, SPRG 103, and

PHYS 482W

E-to adepai tinental Science and Mathematics

Requirements Chemistry 12 1, Biology I I I and

113 OR Biology 11 2 and 11 4, Mathematics 1 15,

116, 215, 301, and 315, Computer Science 160 (or

an approved substitute) and 308

REQUIREMENTS FOR THE B S

CONDENSED MATTER MAJOR

At least 46 semester hours of physics courses are

required for this track These credits must

include PHYS 211, 212, 213, 301, 329, 330,

361, 372, 402, 430W, 43 1 W, 471, 491, 493 and

one of the following two courses PHYS 491

and PHYS 494

E,itradepartivental Science and Mathematics

Reqtaieinent^ Chemistry 121, 122 or Biology

111/113, 112/114, Mathematics 115 116, 215,

30 1, and 315, Computer Science 160 (or an

approved substitute) and 308

REQUIREMENTS FOR THE B S PHYSICS

WITH ASTRONOMY MAJOR

At least 52 semester hours of physics coin ses are

required for this track These credits must

include PHYS 211, 212, 213, 329, 330, 361, 372,

402, 430W, 43 1 W, 471, 474, 482W, 484 (or 480),

and the following four courses (from the

University of Pittsburgh) ASTR 0 113, ASTR

048 1, ASTR 11 2 1, and ASTR 1263 Note that 480

also includes the one-credit computer lab 480L

Exti adepai tinental Science and Matheinatic^

Requireinentv Chemistry 121, 122, Mathematics

H 5, 116, 215, 301, and 315, Computer Science

160 (or an approved substitute) and 308

REQUIREMENTS FOR THE B A PHYSICS

MAJOR, (of special value to those students who

wish to double major in Physics and another

depai tment at the University, particularly the

Department of Mathematics and Computer

Science and the Department of Chemistry

and Biochemistry)

At least 32 semester hours of physics courses are

required foi this track These credits must

include PHYS 211, 212, 213, 471, 480, 480L,

SPRG 103, and at least 10 credits from the

following courses PHYS301,329,330,350,361,

372, 402, 474, 482W, and 484

EAtradepai tinenial Science and Mathematics

Requiieinent,s Chemistry 121, 122 or Biology

111/113, 112/114, Mathematics 1 1 5, 116, 215,

301, 315

REQUIREMENTS FOR THE MINOR

The minor consists of twelve hours in the General

Analytical Physics (211 212, 213) and 8 credits

of upper division physics at the 300 and above

level (For the 8 credits, SPRG 103 is also

allowed ) The department will structure the

minor program from the course offerings to fit,

as nearly as possible, the needs and desires of

the individual student

REQUIREMENTS FOR BINARY

ENGINEERING S1 UDENTS (B A in Physics,

B S in an Engineering Specialty from Case

Western Reserve University or from the

University of Pittsburgh)

In addition to those couises needed to fulfill the

University and Bdyer School of Natural and

Environmental Sciences Cot e requirements, each

Binary Engineering student is requii ed to

complete the following Physics 211, 212, and

213, Chemistry 121 and 122, Mathematics 1 15,

116, 215, 30 1, and 315, Computer Science 160 (or

an approved substitute) and 308, Engineering two

specially selected engineering ot pre-enginecring

courses to be taken at the University of Pittsbuigh

or Duquesne University (See below)

It is strongly suggested that each Bmaiy

Engineering student decide upon his or her

engineering specialty by the end of the sophomore

year Then, as early as possible, each student

should confer with the engineering department at

the school of choice to determine the special

engineei ing or pre-engineering courses needed for

the particular engineering specialty For more

information, students should obtain, from the

Department of Physics, the document entitled

"Binary Engineering Progi am with the University

of Pittsburgh" This document also has relevance

to students who are planning to attend Case

Western Reserve University

PHYSICS COURSES

The Courses which are taught in the University

CORE are as follows

CORE 173 Core Physics 3 cr

Through lecture and classroom demonstration,

students investigate the fundamental notions of

mechanics motion, ineitia, force, momenturn and

energy Emphasis is placed on the great

Newtonian synthesis of the 17th century With

this foundation, students are prepared to move on

to topics chosen frorn among the following

properties of matter, heat and thermodynamic,

electricity and magnetism, light and modern

physics This course introduces students to the

analytical processes of the scientific method and

also helps them recognize applications to the

physics involved in everyday life

CORE 174 Core Earth Science 3 cr

introduction to Earth science for non-science

majors Survey of the Earth in relation to its

physical composition, structure, history,

atmosphere and oceans Also included is how

each of this impacts humans and how humans

have an influence on the processes of the Earth , its

oceans, and its atmosphere

There are four courses in the University Science

Program (SPRG)

SPRG 103 The Big Bang and Beyond 3 cr

Deals qualitatively with the modern scientific

understanding of the origin and evolution of the

universe The theory of the Big Bang is presented,

together with its observational evidence the

redshift of distant galaxies, the cosmic background

radiation and the cosmic abundance of hydrogen

dnd heliurn The inflationary universe and the

ddrk matter problem are included The topics of

relativistic cosmology, white dwaifs, neution stars,

black holes, and gravitational waves manifest

explicitly the gravitational tone of the course

gravity modeling the cosmos, ruling star evolution

and opening a new window to the universe The

course uses computer-based iesources and

includes field trips to nearby observatories No

previous knowledge of astronomy, physics or

mathematics is required

SPRG 104 Internship 0-6 ers

SPRG 105 Career

Development Seminar I ci

Students will learn the skills and be given

backgi ound information necessary to make

informed cat eer decisions in the natural and

enviionmental sciences Basic skills such as

resume writing, application processes, and

interview skills will be discussed during the initial

part of the course In addition, each student will

prepare a career plan, resume, and cover letter

Subsequent sessions will involve outside speakers

who will discuss their career

SPRG 106 Chinese

Cultural Experience 3 crs

This course piovides an in-depth three-week

scientific and cultural experience in China

facilitated through Duquesne University and the

Chinese Association of Science and Technology

Students will travel to several universities in

China and work in serninars or small groups with

the opportunity to (1) communicate orally and in

writing in topics such as environmental science

and pollution abatement, (2) acquire appropriate

learning skills for collective laboratory work, (3)

become familiar with global scientific issues

through actively participating in scientific

presentations Students must participate in pre-

trip seminars during the spring semester, in the

August three-week trip including all activities

during the trip, in the writing of reports to include

in the trip summary document, and in a post-trip

presentation to the public Graded *Study

Abroad Fee

Then our basic courses (PHYS) are listed

as follows

167 Science, Technology, and Society I er

This reading course can emphasize a variety of

topics, including the history and applications of

science and technology and the impact of science

and technology on society

170 Acoustics 3 er

A course that presents the physical principles

undet lying the production, propagation, and

perception of sound Examples of the principles

are ch awn mostly from the world of musical

sound No mathematical preparation beyond high

school algebra is necessary

200 Essential Phvsics 4 cr

A one-sernester pl^ysics course especially designed

to provide the elements necessary for a basic

understanding of Physics Topics covered may

include kinernatics in one dimension, forces and

Newton's Laws of Motion, work and energy,

torques, impulse and momentum, fluid flow,

electric forces and electric fields, electric potential

energy and the electric potential, electric circuits,

magnetic forces and magnetic fields, and someaspects of modein physics In addition to beingintroduced to the physical concepts, the studentwill also be instiucted in the analytical approachto problem solving that is useful in all disciplinesThe content of the course may be varied accordingto the needs of the students taking the coursePierequisite A good knowledge of high-schoolalgebra and trigonometry is required Lecture,four hours, Laboratory, two hours, Recitation, onehour (Note Students preparing for a medicaldegree program must take Physics 201, 202 orPhysics 211, 212 )

201, 202 Physics for the LifeSciences I and 11 4 cr eachDesigned to give the student a basic knowledgeand understanding of mechanics, properties ofmattei, heat, wave motion, sound magnetism,electi icity light, and modem physics through theuse of modern day examples and applications Atthe completion of this course, the student shouldhave attained a working knowledge of physics, itstechniques and reasoning such that the knowledgeof physics gained may be applied to future work inthe sciences or other fields of endeavor Thecourse is particularly structured for students in thelife sciences Prerequisite 201 A good knowledgeof high-school algebra and trigonometry isrequired Prerequisite 202 201 Students whohave completed Mathematics 116 should take 211,212 Lecture, four hours, Laboratory, two hours

203 Astronomy 3 crThis course provides the student with a samplingof the principles and concepts of elementaiyastronomy and astronomical observation Topicscovered may include the scale of the cosines, thecelestial sphere, the solar system - past, presentand beyond, astronomical tools, properties of starsand starlight, the life cycle of stars, black holesand neutron stars, and the origin, evolution andpropeities of galaxies The question of life onother worlds may also be examined This coursepresurnes no scientific background, and is opento all students within the University Lectme3 hours

211, 212 General AnalyticalPhysics I and 11 4 cr eachAn introduction to the fundamental theories andapplications of classical physics designed forstudents of science, math, computer science, andengineering A good algebia and fligonoinctrybackgiound is presumed and methods of usingcalculus are presented The approach is stiongly

quantitative and emphasizes the solving ofpioblems Mechanics and electromagnetism aretreated in detai I in 2 11 and 212, respectivelyOther topics such as wave motion, fluidmechanics, elasticity and oscillations may also beincluded Co-requisitefor2ll Mathematics 115,or with the permission of the instructor Co-requisite for 212 Mathematics 116, or with thepermission of the instructor Prerequisite for 212211 Lecture, three hours, Laboratory, two hours,Recitation, one hour

213 General Analytical Physics 111 4 crThe topics to be covered may include (withsubtopics in parentheses) (1) Thermodynamics(the First and Second Laws of Thermodynamics,entropy, the Carnot cycle, and the kinetic theory ofgases), (2) Optics, (the electromagnetic spectrum,geometric optics, interference, and diffraction),(3) Modein Physics (the special theory ofrelativity, quantization, the wave-particle duality,the deBroghe relation, and the uncertaintyprinciple), (4) Wave Motion (the Doppler Effect,water waves, and acoustics), (5) Fluids(Archimedes' principle and Bernoulli's equation)Co-requisite 212 Lecture, three hours,Laboratory, two hours

301 Thermodynamics 3 crThis is an intermediate level course covering thefundamental principles of thermodynamics, kinetictheory, and statistical mechanics The following isa partial list of items generally included the idealgas, equipartition of energy work and heat, heatcapacities, latent heat and enthalpy, the First andSecond Laws of Thermodynamics, entropy, theCamot cycle, the Helmholtz and Gibbs freeenergies, phase transformations, the Clausius-Clapyron equation, Boltzmann statistics, theMaxwell speed distribution, the Gibbs factor,bosons and fermions, the Fermi-Dirac and Bose-Einstein distributions, white dwarf stars andricution stars, blackbody radiation and the Planckspectrum, the cosmic microwave backgroundradiation, Lecture 3 hours, Co-requisite 471Prerequisites 213, Mathematics 215

306 Applied Electronics 3 crThis com se seeks to combine a treatment of theprinciples of modern electronic instrumentationwith practical laboratory experience Topicswhich will be included are passive and activeelectronic components, electronic measuringinstruments, power supplies, amplification,feedback and control, linear and digitaldevices Emphasis will be on understanding

instrumentation rather than on advancedplinciples of design Prerequisites 202, or212 or permission of instructor Lecture2 hours, Laboratory 3 hours

329 Advanced Laboratory I I cr

This course is a two-part course designed toprepare the student for later research, either ingraduate school or in industry In the firstsemester, the student will be introduced tolaboratoi y electronics, perfoi ining experimentsand analyzing data Some ofthe experiments willinclude basic electrical circuits, gating andBoolean Algebra, binary and hexadecimalnumbering systems, multiplexing and sequencing,flip-flops counters and electronic measurementThere will be some discussion of experimentaldesign and systems not Studied in the labPrerequisite 212, or 202 and the consent of theinstructor Laboratory 3 hours

330 Advanced Laboratory 11 1 crA continuation of Advanced Laboratory I thatconcludes the electionics section and delves intoModern Physics experiments Some topicsinclude operational amplifiers, filters, powersupplies, practical application of digital circuits,lasers, the Franck-Hertz experiment, the Millikanoil drop experiment, the charge to mass ratio (q/-)of the electron, and, if time permits, basicholography Co-requisite 213, Preiequisite 329 orconsent of the instructor Laboratory 3 hours

350/550 Theoretical Methods in Science 3 crThis course will include a variety of theoreticalmethods that are useful for general problemsolving in advanced science and engineeringcourses For example, in atomic and molecularstruLturc, mechanics, electricity and magneusin,thermodynarnics, and hydrodynamics there are avariety of specialized differential equations (bothordinary and paitial) that will be studied Wewillalso address certain elementary problemsinvolving the Schrodinger wave equation, whichOLCLirs in quantum mechanics In addition, wewill include other important theoretical topics,such as tensoi methods, complex variable theoiy,Fourier and Laplace transforms, and generalexpansions using oithogonal functions Also,statistical methods and numerical algorithms maybe covered, e g , least squares fitting, Newton'smethod, and various Gaussian integrationschemes Lectuie 3 hours, PrerequisiteMathematics 215, Co-i equisite Mathematics 3 15

361/561 Mechanics 4 er

An intermediate level theoretical classicalmechanics course involving concepts andproblems that iequire the mathematical tools ofvectors, calculus, and matrices A good calculusbackground is indispensable The topics normallycovered are oscillations, the motion of a particlein 3-duriensions, vector calculus, central forcesystems, dynamics of many particles,transformation to the center-of-mass system,collisions, rigid-body motion, noninertial systems,and the Lagrangian and Hamiltonian forrimlationsof mechanics , Lecture 4 hours, Prerequisites212, Co-requisites Mathematics 215 and 315

372/572 Electromagnetism 4 crAn inten-nediate course for the science andengineering students The following topics may bediscussed electrostatics, energy relations inelectrostatic fields, dielectrics, Currents and theirinteraction, magnetic induction, magneticproperties of matter, AC circuits, Maxwell'sEquations, and electromagnetic radiation fromoscillating charges Lecture 4 hours, Co-requisiteMathematics 215 Prerequisite 361 or the consentof the instructor

402 Optics 4 crThis course introduces the student to the principlesand applications of wave optics, geometric opticsand quantum optics Specific topics may includeMaxwell's Equations as they apply toelectromagnetic radiation, reflection and refractionwith dielectile and conducting inedia, polarization,properties of lenses and inirrois, photon theoiy,and the laser Lecture, three hours, Laboratory,two hours (once every two weeks) Preiequisite213, Mathematics 116

430W and 431W SeniorResearch I and It I cr eachThis is a two serriestei sequence in which thestudent selects a reseai ch project, develops it, andprepares a series of reports on the results,culminating in a semoi thesis The student is alsorequiled to present iesults of the work at a seminaror a poster session at a scientific meeting, at theUniversity, or in the Department A research topicis selected by a faculty member of the Departmentof Physics or by other science faculty Work iscarried out in close coordination with the selectedadvisor, although all work Must be the student'sown For a double major in Chemistry,Mathematics, or Computer Science, this coursemay be waived if the student is doing research for

152

153

ciedit in the other department Prerequisite for

430 COMM 10 1, Pi erequisite for 431 430

471 Modern Physics 3 cr

This course provides an intioduction to quantum

physics with applications diawn mainly from

modern theories of atomic and nuclear structure

Topics include the old quantum (Bohr) Theory,

the periodic table, the wave-paiticle duality, the

uncertainty principle the Schrodingei equation,

and other aspects of elementary quantum

mechanics We may include Fermi-Dirac and

Bose-Einstein statistics, the Pauli exclusion

principle and elementary angular momentum

theory We may also study developments in

nuclear physics, condensed-matter physics, and

elemenlaiy particle physics Lecture 3 hours,

Prerequisite 213, Mathematics 215

474 Quantum Mechanics 3 cr

This course provides an undergraduate

introduction to the formalism of modern quantum

theory The course usually begins with a review

of Schrodinger theory The main course content

includes one-dirnensional potentials, the harmonic

oscillator, angular momenturn, spin, and

perturbation theory Throughout the course,

emphasis is placed on the Hilbert space

forrimlation, the Dirac notation and the matrix

representation Lecture 3 hours, Prerequisite 471,

Mathematics 315

480/580 Chaos 3 cr

This course provides an introduction to the theory

and applications of chaos The topics presented

may include characterizations of dynamical

systerns and of maps and flows, sensitivity to

initial conditions, studies of one-dimensional

maps including fixed points, periodic orbits,

bifurcation theory, the period-doubling cascade to

chaos, universal scaling laws and the Feigenbaurn

constants, the Schwarzian derivative and the

critical orbit, and the Newton Fixed Point

Theorem Then, the last part of the course is

devoted to fractals, Julia Sets, and the Mandelbrot

Set If time peimits we may Study the Lyapunov

exponents and the Lorenz attractor Students

taking this course are strongly urged to take 480L

However, all majois emolled are tequired to take

480L Lecture 3 hours, Prerequisite

Mathematics 115

480/580L Chaos Computer Laboratory lcr

Computer studies of the concepts intioduced in

480 An important topic is the pet iod-doubling

cascade to chaos for the one-dimensional logistic

inap We may also study the Henon Map, theLorenz attractor, Julia Sets, and the Mandelbiot

Set Laboi atory 2 hours Prerequisite

Mathematics 115

482W Elementary Particle Physics 3 cr

This course will include elements of nuclear

structure, as well as the discoveries and ideas of

modern elerrientary particle physics The inatei ial

covered will be, in part, cultural and historical

The topics presented may include the Special and

General Theories of Relativity, an introduction to

quantum mechanics, the charge- independent,

nuclear interaction, the four fundamental forces in

nature, the properties of balyons, mesons, and

leptons, the quark structure of the hadrons

including the "flavor" and "color" labels,I asymptotic freedom" and "infrared slavery",

parity violation in the weak inteiactions and other

symmetries obeyed or violated in the various

interactions, the electroweak theory, the

unification of the various forces, and GUTS,

supersyrnmetry, and string theories Connections

between particle physics and cosmology may be

discussed Lecture 3 hours, Co-requisite 471,

Prerequisite Mathematics 116 and 3 15, or with

the consent of the instructor

485 Relativity 3 er

This course is an introduction to the Special and

General Theories of Relativity Topics which may

be discussed are space-turie coordinates and four

vectors, the metric tensor, the Lorentz

tiansformation, simultaneity, the Lorentz

contraction, time dilation, relativistic dynamics,

i clativistic threshold problems, Einstein s Theory

of Gravity, the Principle of Equivalence space-

time curvature, the gravitational red shift, the

Einstein Equations, and applications to

Astrophysics and Cosmology Lecture 3 hours,

Preiequisites 213, Mathematics 315

486 Shop Techniques 1 cr

A basic introduction to machine shop piactices

necessary to experimentalists in all fields Some of

the areas covered are shop equipment and its use,

materials, soldering and welding techniques,

mechanical drawing and schematics, electronics

construction techniques and practical application

487/587 Problems in Physics 1-4 cr

Special topics and problems in physics and related

subjects suitable for an independent study

488 Advanced Problems in Physics 1-4 cr

problems usually of a more sophisticated nature

than those in 487

491 Introduction to Materials Science 1 3 Lr

The ilia"' topics covered are atomic bonding,

crystalline structure, diffusion, mechanical

behavior thermal behaviot, failure analysis and

prevention, phase diagrams and kinetics The

course is an accurate description of the balance

between scientific principles and practical

engineering that is required in selecting the

proper inatei ials for modern technology

Lecture 3 hours PrereqUISIte 2 13 and 47 1,

Mathematics 2 1 5

492 Introduction to Materials

Science 11 3 cr

The course will address the pioperties of

structural materials (metals, ceramics and glasses,

polymers and composites), electronic, optical and

inagnetic materials (electrical behavior, optical

behavior sciniconductoi materials and magnetic

materials) and materials in engineering design

(environmental degradation and mateiials

selection) Lecture 3 hours Prerequisite 491

493 Introduction to Solid State Physics 3 cr

Bulk properties of inateiials are discussed with

both the phenomenological and microscopic

approaches Topics include a review of quantinu

theory, crystal structure, crystal diffraction and

binding, lattice vibrations thermal and electronic

properties Lecture 3 hours, Prerequisites 2 13

and 471, Mathematics 215

494 Solid State Physics 11 3 cr

Continuation of Phys 493 Topics will include

band theoiy of solids, Fermi surfaces, electrical

conductois, sern i conductors, magnetism, optical

properties of solids, and superconductivity

Lecture 3 hours Prerequisite 491

495 Field Studies 1-4 cr

CENTER FOR ENVIRONMENTAL

RESEARCH AND EDUCATION

Intei im Direr tor

Robert D Volkinar, QEP

Re^eaich Professoi

Stanley I Kabala, Ph D

Affiliated F(aulty

A ofe's ^s 01 ^

H M Kingston, Ph D, Department of Chemistry

and Biochemistry

Av;ociate Piofessoi ^

Kyle W Selcer, Ph D, Department of

Biological Sciences

John F Stolz, Ph D , Department of

Biological Sciences

Asu^tant Piofessovs

Brady Porter, Ph D , Department of

Biological Sciences

Human influence on the environment promises

to be one of the most pressing problems of the

2 1 st century Because assertions based on a

lack of empirical evidence frequently occupy

center stage in environmental debates, sound

science is needed for environmental decision-

making Duquesne University has responded

to this need with the Bachelor of Science in

Environmental Science

The B S in Enviioninental Science provides a

broad environmental background Careei choices

include positions in the piivate, public and non-

profit sectors Graduates would be prepared to

work in such aicas as environmental consulting,

laboratory oi field research, geology, compliance,

and environmental education

Students also have the opportunity to enroll in

a dual B S /M S program and receive the Master

of Science in Environmental Science and

Management at Duquesne Graduates of the M S

program would also gain background in environ-

mental inariageirient systems, public policy, and

law The M S provides for such careers as

enviioninental policyrnaking, pollution preven-

tion, or risk assessment, in addition to the

positions listed above

REQUIREMENTS FOR THE MAJOR

It is our belief that students should receive

individual attention dw ing their entire under-

graduate career Each student plans a course of

study in close cooperation with a faculty advisor,

and the student's progress is closely coordinated

with developing interests Undeigraduates are

strongly encouiaged to pursue independent

research as an essential part of their educational

program Research permits students to develop

an even closer relationship with a faculty rescaich

duector, who then serves as a mentoi during

(,areet planning

REQUIREMENTS FOR THE B S IN

ENVIRONMENTAL SCIENCE

Foundational Science Requirement^ Total

ciedits 55

CHEM 121 General Chemistry 1 5 cr

CHEM 122 General Chemistry If 5 cr

CHEM 2 11 Organic Chemistry 1 3 cr

CHEM 21 1 L Organic Chemistry I Lab I cr

CHEM 212 Organic Chemistry 11 3 cr

CHEM 212L Organic Chernistry 11 Lab I cr

CHEM 230L Research Lab Tech I cr

CHEM 421 Analytical Chemistry 3 cr

BIOL 111/113 Biology 1 4 cr

BIOL 112/114 Biology 11 4 cr

BIOL 212 CeIllMolecular Biology 3 cr

MATH 115 Calculus 1 4 cr

MATH 116 Calculus 11 4 cl

MATH 225 Tnu o to Biostatistics 3 cr

MATH 335 Biostatistics 11 3 cr

PHYS 211 Gen Analytical Physics 1 4 cr

PHYS 212 Gen Analytical Physics IT 4 cr

Majoi Couise^ Total(iedits 25

ESM 116W Foundations of Energy &

Environment 3 cr

lntro to Env Engmeermg* 3 cr

ESM 452 Environmental Chemistry 3 cr

ESM 472 Environmental Biology 3 cr

ESM 541 Envjionmental Policy and

Law 4 ci

ESM 570 Fundamentals of Air Pollution

Prevention and Control 3 cr

ESM 571 Fundamentals of Water Pollution

Pi evention and Control 3 ci

* This course is taught at CMU Students will

need to cross-register

MAJOR COURSES

116 Foundations of Energy and

the Environment 3 cr

The course provides students with an appreciation

and understanding of the fundamental and

theoretical background and concepts In environ-

mental science The impact of population growth

on ecosystems, fossil and nuclear energy,

resources and resource management, and

population and risk assessment ate arnong the

topics to be discussed The course will also

deal with such issues as global warming,

deforestation, biodiversity, and ozone depletion

This course provides a foundation for integrating

othei courses

391 Environmental Science

Experience in China 3 cr

This course provides an in-depth three-week

scientific and cultural experience in China

facilitated through Duquesne University and the

Chinese Association of Science and Technology

Students will travel to several universities in

China and work in seminars or small groups with

the opportunity to (1) communicate orally and in

writing in topics such as environmental science

and pollution abatement, (2) acquire appropriate

learning skills for collective laboratory work, (3)

become familiar with global scientific issues

through actively participating in scientific

presentations Students must participate in pre-

trip seminars during the spring semester, the

August three-week trip, including all activities

during the trip, writing of reports, and a post-trip

presentation to the public Pass/Fall

541 Environmental Policy

and Law 4 er

An intioduction to the legal and political

processes that generates environmental laws and

iegulations, seeking to answer the question,

"What is good environmental policyT' Real

world case studies, supplemented by guest

speakers, will cover controversial national and

international policy issues The focus will be

both on the role SCICDce plays in the policy

process, and on the sources of conflict among

political and policy actors, including elected

officials, bureauciats, legislators, and

interest groups

452 Environmental Chemistry 3 cr

The course provides students with an appreciation

and understanding of the fundamental and

theoretical background and concepts in environ-

mental chemistry Students will learn environ-

mental testing methods and gain the knowledge

necessary for critical evaluation of fundamental

aspects of testing procedures and data derived

from enviionmental testing Pfetequisites

CHEM 12 1, CHEM 122, MATH 11 5

491/591 Environmental Hydrogeology 2 er

The course introduces students to the fundamen-

tals of geologic materials and soils and deals with

ground and surface water and hazardous earth

processes, such as flooding and earth movements

Geological issues of solid waste disposal,

hazardous waste mariagement, and land-use

plarming will be covered The course will include

case histories and field trips Prerequisites BIOL

111/113, BIOL 112/114

492/592 Stream Field Biology 2 cr

Stream Field Biology is the study of the func-

tional relationships and productivity of fresh

^vater streams as they are affected by their

physical, chemical and biotic environment The

dynamics of flowing streams, with their linear

pattern, makes an ever-changing ecosystem

dominated by constant erosion and deposition

Increasing knowledge about the operational

stream ecosystem and factors that regulate

productivity of the total watershed is crucial

The participants in this course will categorize

stream order in a watershed, explain the abiotic

and biotic relationships that exist with stream

ecosystems, analyze the parameters of a water-

shed, and evaluate the trade-offs, costs and

benefits of conserving stream watersheds

prerequisites BIOL 111/113, BIOL 112/114

466/566 Terrestrial Field Biology 3 cr

This applied ecology course is designed to

present an overview of field and laboratory

methods used by ecologists to describe and

analyze plant and annual aggregations and their

environments The course focus is on the

principles and practice of various ecological

procedures with explanation of how to collect,

record and analyze data The course reviews the

basic concepts of ecology that are needed to

understand the vdrious methods and their

significance The course material is presented as

a combination of lecture, laboratory, and field

sessions (Cross-listed with B10L 466/566)

Prerequisites BIOL 111/113, BIOL 112/114

494/594 Environmental Sampling 2 cr

Environmental sampling will explore the

fundamentals of sample collection and the

various methods used for obtaining

environmental samples from air, watei, and

sediment Field trips on the Pittsburgh Voyager

are used to obtain samples from the Three Rivers

Prerequisites BIOL 111/113, BIOL 112/114

497/597 Applied and

Environmental Microbiology 3 cr

This .ourse takes an in-depth took at microbial

biogeochernical cycling and the application of

microbial processes (both prokaryotic and

eukaryotic) for biotechnology and

bioremediation Topics include biogeochemistry,

the design and application of genetically

engineered microbes (GEMS), natural attenua-

tion, feirnentation, and water treatment, in

addition to current issues in environmental

science Prerequisites BIOL 212, 319, and

CHEM 222 or pennission of instructor

498/598 Environmental Ecology 3 cr

This course provides an overview of man's

impact on the environment Basic ecological

principles are examined in the context of man's

interaction with the biosphere The ecological

effects of pollution and other man-made

disturbances are described Topics include

principles pertaining to ecosystems, communities

and populations, biogeochemical cycles, sources

of pollution, effects of pollutants on terrestrial

and aquatic ecosystems, deforestation, loss of

species richness, biomarkers, and bioremediation

Prerequisites BIOL 111/113, BIOL 112/114

499/599 Microbial Ecology 3 cr

In this course, the interaction of microorganisms,

primarily prokaryotes, with each other, plants,

animals, fungi, and the environment is explored

The course takes a systematic appioach,

examining these interactions at the ecosystem,

organismal, subcellular, and historical level

Topics include microbial primary production and

photosynthesis, biogeochermcal cycling '

microbial community structure, modeling,

symbiosis, and microbial evolution Prerequisites

BIOL 212, 319, and CHEM 222 or permission

of instructor

570 Fundamentals of Air Pollution Prevention

and Control 3 cr

This course will provide the skills required by

environmental professionals to deal with Federal

and State Air Quality Standards Thecoursewill

be structured to blend technical, social, and

political air quality issues

into real world

activities It will provide students with

infoirriation needed to carry out daily

management activities in the air pollution field by

enabling them to recognize key air quality issues

and how to best deal with them Students will

also be grouped and asked to work as a team to

submit and to review air quality plan approval

and permit applications In addition to the

traditional classroom setting, two classes will

be held at site locations to enhance the

learning experience

571 Fundamentals of Water Pollution

Prevention and Control 3 cr

This course is designed to provide the student an

overall undei standing of the science, law,

regulations, and technologies associated with the

protection of surface and ground waters It is a

non-engineering course that prepares students to

understand and deal with water pollution issues in

the workplace The course begins with a review

of the basic science associated with the properties

and behavior of water It then progiesses to an

examination of the various types of water

pollution and their sources The legal framework

for water pollution control in the United States is

addressed via a review of the structure and

requirements of the Clean Water Act (CWA) This

is followed by an examination of regulatory

requirements, including ambient water quality

criteria, effluent limits, permitting and other

topics The latter half of the course focuses on

water conservation and water pollution control

and prevention technologies

MASTER OF SCIENCE DEGREE

FORENSIC SCIENCE & LAW

Direr tor

Frederick W Fochtman, Ph D

Affiliated Faculty

Piofe^^ois

Samuel Astorino, J D , School of Law

Kellen McClendon, J D , School of Law

Robert D Taylor, J D, School of Law

Mark Yochum, J D , School of Law

Associate Prafeysor^

Vanessa Browne-Barbour, J D , School of Law

Mitchell E Johnson, Ph D , Department of

Chemistry and Biochemistry

John T Rage, J D , School of Law

Assistant Piofessors

Lisa Ludvico, Ph D, Department of

Biological Sciences

Kirk Junker, J D, School of Law

Brady Porter, Ph D , Department of

Biological Sciences

Stephanie Wetzel, Ph D , Department of

Chemistry and Biochemistry

Adjunct Profe^;wr

Cyril H Wecht, M D, J D, Adjunct Professor

of Law

Victor Weedn, M D , J D , Visiting Professor

Adjunct Facult

'

y

Ron Freeman, Retired Homicide Detective,

Pittsburgh Police

Kevin Garber, J D

Robert Askew, DNA Supervisor, Allegheny

County Medical Examiner's Office,

Forensic Lab Division

Robert Houston, Forensic Lab Manager, Serology

and DNA, Allegheny County Medical

Examiner's Office, Forensic Lab Division

Jennifer Janssen, Forensic Lab Manager,

Toxicology, Allegheny County Medical

Examiner's Office, Forensic Lab Division

Charles Kritko, Forensic Laboiatory Manager,

Toxicology, Allegheny County Medical

Examiner's Office, Forensic Lab Division

Michele Kuehner, Firearms Analyst, Allegheny

County Medical Examiner's Office, Forensic

Lab Division

Mandy Lai ge, DNA Analyst, Al leglieny

County Medical Examiner's Office, Forensic

Lab Division

Michael Leone, Forensic Laboratory Manager,

Evidence Handling, Allegheny County

Medical Examiner's Office, Forensic

Lab Division

Robert Levine, Forensic Laboratory Manager,

Firearms and Tool Marks, Allegheny

County Medical Examiner's Office, Forensic

Lab Division

Walter Lorenz, DNA Analyst, Allegheny County

Medical Examiner's Office, Forensic

Lab Division

Tom Meyers, Forensic Laboratory Manager,

Serology and DNA, Allegheny County

Medical Examiner's Office, Forensic

Lab Division

Connie Pesacreta, Forensic Laboratory

Supervisor, Drug Chemistry, Allegheny

County Medical Examiner's Office, Forensic

Laboratory Division

Wayne Reutzel, Latent Print Analyst, Allegheny

County Medical Examiner's Office,

Forensic Lab Division

Pam Woods, Trace Evidence and Drug

Chemistry Analyst, Allegheny County

Medical Examiner's Office, Forensic

Laboratory Division

The Master of Science in Forensic Science and

Law is designed to provide the education and

training for students who are planning a career as

a scientist, consultant, or administrator in the

forensic sciences This exciting five-year

Program of rigorous study is open to graduating

high school seniors who have demonstrated an

interest in the sciences and their application in the

context of criminal or civil law The Program is

unique in that the Faculty includes pi ofessors

from the Natural Sciences, Foiensic Sciences, and

the Law School It is a multi -di scipI inary

program of study that explores the pi oinise of

what science brings to our pursuit of the truth

The Program engenders in its students an

appreciation of the need to expand understanding

of forensic science through the integration of the

skills of the scientist and those who would apply

the sciences in j udicial proceedings

At Duquesne University, this Masters Degree

Program in Foi ensic Science and Law prepares

students to be highly skilled in applying the

principles and techniques of the physical and

natural sciences to the analysis of many types

of evidence Concurrent with this training,

students will develop an essential understanding

of how the sciences are being utilized within the

legal framework

REQUIREMENTS FOR THE MASTERS IN

FORENSIC SCIENCE AND LAW

Forensic Science and Law Requirements

Total Credits 45

American Legal History

I cr

Constitutional Criminal Procedure

I cr

Environmental Law

I cr

Evidence/Case Management

I cr

Expert Qualification

I cr

Explosives and Arson Investigation

2 cr

Firearms & Toolmarks

2 cr

Forensic Case Study/

Professional Responsibility

I cr

Forensic Drug Analysis

2 cr

Forensic Investigation I and 11

6 cl

Forensic Sciology/DNA

4 er

Forensic Toxicology

4 cr

Latent Fingerprint Analysis

2 ci

Introduction to Criminal Justice

3 cr

Introduction to Forensic Science and

Criminal Law

2 cr

Law, Science, and Philosophy

2 cr

Quality Assurance & Lab

Administration Management

2 cr

Seminar/lournal Club I and 11

2 cr

Torts

I cr

Trace Evidence and Environmental

3 cr

Wrongful Convictions

2 cr

Biologv Requirements Total Credits 21/25*

Biology I and 11 8 er

Cell dnd Molecular Biology 3 cr

Marninalian Physiology 3 cr

Human Genetics 3 cr

DNA Methods Population Genetics

4 ci

Biology Elective 250-475*

3 cr

Senior Seminar (Biology)*

I cr

Chemistry Requirements

Total Credits 32/37**

General Chemistry I and 11

10 cr

Organic Chemistry I and 11

6 cr

Organic Chemistry I and 11 Lab

2 cr

Research Lab Techniques

I cr

Biochemistry I and 11

6 cr

Analytical Chemistry

3 cr

Forensic Chemistry Lab I and 11

4 cr

Physical Chemistry For Life Sciences"

4 cr

Senior Seminar (Chernistry)"

I er

Mathematics Requirements Total Credits 14

Calculus I and 11 8 cr

Introduction to Biostatisties 3 cr

Biostatistics 11 3 cr

Physics Requirements Total Credits 8

Physics for Life Science I and 11 8 cr

University Core Total Credits 22

Bayer School Core Requirements

Total Credits

Cultural Anthropology 3cr

English Elective 3cr

Scientific Presentation and Writing 3cr

A cumulative QPA of 3 0, and 2 5 QPA in math

and science is required to enter the third year of

the curriculum Students must maintain a 3 0

cumulative average in subsequent years to remain

in good standing

* These courses are required for the Bachelor of

Science in Biology

* * These courses at c required for the Bachelor of

Arts in Biochermstiy

FOSCI 101 Introduction to Forensic Science

and Criminal Lavv 1 2 cr

A survey course that introduces the student to the

vast array of forensic science specialties and

professional organizations including a number

of case histories The law component includes

the nature of sources and limits of the crin-imal

law, principles of punishment, and wrongful

convictions Case review and reconciliation

with discussion is required as well as an

assigned paper for student assessment

Throughout the course an emphasis is placed

on the importance of combining legal principles

with scientific enquiry

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159

FOSCI 201 Law, Science,and Philosophy 2 erThis (ourse will survey the interactions of fourfundamental domains science, law, philosophy,and religion These interactions are examined inthe four stages among primordial peoples amongthe Greeks, the Copernican-Newtornan period, andthe modern period In each period the kind ofthinking which underlies each of the fourinteractions in the four stages is developed Thethrust of the course is that none of these domainsis an island unto itself, but each is dependent ontheotherthrec Prerequisite 101

FOSCI 301W Wrongful Convictions 2 crThis course examines the leading indicia ofwrongful convictions In many cases forensicscience applications have uncovered serious faultsin our criminal system of justice This coursegraphically illustrates the importance of theintersection of science and law in the pursuit oftruth The course involves case studies andinteraction with exonerated individuals Publicpolicy is a consistent theme throughout the coursePrerequisite 101

FOSCI 311 Forensic Case Studies &Professional Responsibilities I crEthics and professional responsibility areirriportant to society in the ciimmal justice systemThe forensic scientist faces challenges from theadversary system and legal framework routinelyThis course is designed to provide the student withthe concepts to recognize moral, ethical, andprofessional issues and normative values f6iaddressing these issues Prerequisite 101

CHEM 371W Forensic Chemistry Lab 1 2 crStudents will leai n the basic techniques used in aforensic laboratory They will use microscopy, IR,visible spectroscopy and GC-MS to analyze hair,fabrics, fingerprints, and glass fragments Theywill learn to detect metal residues, flammableliquids and poisons Prerequisite 230L and C orbetter in Chemistry 423 Laboratory, six hours

CHEM 372W Forensic ChemistryLab 11 2 erStudents will become veiy familiar with the maintools in a foiensic laboratory, IR and GC-MSThey will develop the knowledge and ability toapply these techniques to solve complicatedforensic analyses Prerequisite ForensicChemistry Lab I Laboratory, six houis

FOSCI 391 Forensic Science Experiencein China 3 ersThis course provides an in-depth three-weekscientific and cultural experience in Chinafacilitated through Duquesne University and theChinese Association of Science and TechnologyStudents will travel to several universities inChina and work in seminars or small groups withthe opportunity to (1) communicate orally and inwriting in topics such as environmental scienceand pollution abatement, (2) acquire appropriatelearning skills for collective laboratory work, (3)become familiar with global scientific issuesthrough actively participating in scientificpresentations Students must participate in pre-trip seminars during the spring semester, in theAugust three-week trip including all activitiesduring the trip, in the writing of reports to includein the trip summary document, and in a post-trippresentation to the public Pass/Fail

FOSCI 401 American Legal History I crThis course is an introduction to the basicinstitutions and concepts of the American legalsystem Attention is focused upon courts, theirlaw making capacity and their relationship toother branches of government particularlythe legislature This course examines thefundamentals of our criminal and civil systemsofjustice Prerequisite 101

FOSCI 402 Torts I erThis course exposes students to Torts using caselaw, statutes and other authorities, such as theRestatements of the American Law InstituteStudents also are presented with a basicexplanation of the American Legal System Thecourse is conducted primarily by lectures withsome Socratic methodology whei e appropriate Atextbook and outside readings are usedPrerequisite 101

FOSCI 410 Forensic Investigation 1 3 crThis Course introduces the student to moderncrime scene investigative techniques and will alsoexplore the historical evolution of crime sceneinvestigation We shall study basic and advancedprocedwes employed by crime scene investigatorswith an emphasis on the detection, collection, andpresentation of physical and testimonial evidenceThe course identifies items commonly found atcrime scenes and examines their significance inidentifying and prosecuting people accused ofcommitting crimes Preiequisite 101

FOSCI 411 Forensic Investigation It 3 crThis course is a continuation of ForensicInvestigation I with an emphasis on the study ofthe practical application of modern investigativetechniques to a variety of criminal activitiesActual cases, accompanied by crime scenephotographs will be presented, giving the student afactual view of techniques, procedures andstrategies utilized by law enforcement officersconducting criminal investigations We shallexplore investigative relationships between localand federal law enforcement agencies and thepotential resources each agency contributes toan investigation Prerequisite 410

FOSCI 421 Environmental Law I crThis course will use lectures, readings, discussionsand class presentations to introduce the students tothe field of environmental law The object is tofamiliarize the Students with the legal backgroundin which they may be called upon to practice theirscientific training in the Forensic Science and LawProgram, whether as consultants, regulatory orcompliance specialists, or expert witnessesPrerequisite 101

FOSCI 501 Trace Evidence& Environmental 3 crThe Trace Evidence and Environmental programis designed to provide the student with the basicknowledge and skills necessary to identify, collect,and perform routine examinations, comparephysical and chemical properties of real worldsamples Prerequisite Fosci courses levels 100through 400

FOSC1511 Forensic Drug Analysis 2 crThe Forensic Drug Analysis program is designedto provide the student with the basic knowledgeand skills necessary to perform routineexaminations and identification/classification ofillicit drugs and chemicals Prerequisite Foscicourses, levels 100 through 400, CHEM 372

FOSO 513 Firearms and Toolmarks 2 crThe Firearms and Toolmarks program is designedto provide the student with the basic knowledgeand skills necessary to perform routineexaminations and identification/classification offirearms, fired components and evaluation oftoolmarks Preicquisite Fosci courses, levels 100through 400

FOSCI 521 Forensic Serology andDNA Analysis 4 crThis course presents the theory and methodologyused in the examination and identification of body

fluid stains, including blood, semen and salivaThe determination of species origin and sources offalse positive and negative results will also becovered Students wil I cover techniques andmethods of forensic DNA analysis, as well asstatistical interpretation of results, report writingand quality control issues Students will processmock forensic casework Prerequisite Foscicourses, levels 100 through 400, B10L 530W

FOSCI 522 Quality Assurance & LabAdministration Management 2 erForensic Science is an applied science Theability to consistently and reliably obtain resultstime after time and to demonstrate that this is doneis important to courts and society Also, thetesting must evolve with advances in science Thehuman element introduces confounding factorsthat have to be managed as well This course isdesigned to provide you with tools to assurelaboratory quality and manage the human andnonhuman laboratory resources in a forensicscience laboratory context

FOSCI 525 Forensic Toxicology 4 crThe Forensic Toxicology course is designed toprovide the student with the basic knowledge tounderstand the deleterious effects of drugs andchemicals on the human body In addition to thebasic analytical pi inciples the student will beinvolved with analyzing and interpreting cases inpost-mortem, human performance and drug testingforensic toxicology Prerequisite Fosci courses,levels 100 through 400, CHEM 372

BIOL 530W DNA MethodsPopulation Genetics 4 erThis combined laboratory and lectui e courseexamines the biology underlying the mostcommon genetic marker systems used in theforensic community The basics of populationgenetics and DNA analysis methodologies will becovered, including the CODIS databaseTechniques include extraction protocols,amplication of DNA, methods for labeling DNA,and ultimately the construction of a genetiL profileusing an ABI 3 100 Avant Genetic AnalyzerMitochondrial DNA, the Y-chromosome, andAmelogenin, the most commonly used genderidentification locus, will also be experimentallyexplored Prerequisites C or better in BIOL 468Laboratory and lecture

FOSCI 535 Evidence andCase Management I crThe student is introduced to the process of

In

161

receiving evidence, documenting chain of custody,

and evidence security Utilizing a LIMS for

evidence tracking and case management will be

covered Stressed is the overall importance of the

integrity of forensic evidence Handling

hazardous evidence is also covered Prerequisite

Fosci courses, levels 100 through 400

FOSCI 540 Constitutional

Criminal Procedure I er

Criminal procedures for searches and seizures of

evidence as constrained by the U S Constitution

may affect the admissibility of forensic scientific

analysis performed on the evidence in the

laboratory The forensic scientist should

understand the constitutional dimensions of the

law enforcement powers In this course,

significant U S Supreme Court cases will be read

and discussed This course is not an exhaustive or

comprehensive study of the subject, but rather a

survey of some of the major cases that affect

everyday law enforcement Prerequisite Fosci

cow ses, levels 100 through 400

FOSCI 541 Latent Fingerprint Analysis 2 cr

The student will be introduced to the various

types of prints that can be found at a crime scene,

what is a latent print the various methods for

retrieving, preserving and identifying latent

prints Prerequisite Fosci courses, levels 100

through 400

FOSCI 545 Explosives and

Arson Investigation 2 cr

The Explosive and Arson Investigation program

will provide the student with basic insight into

scene investigation, sample collection,

identification and classification of explosive

materials and ignitable liquids Prerequisite

Fosci courses, levels 100 through 400,

CHEM 372

FOSCI 550/551 Seminar

JournalClub I cr each

The foiensic science graduate experience includes

presentations and discussions of research and

topics of interest One to two major formal

powerpoint presentations will be given on

Thursdays based upon literature or laboratory

research Three or four informal presentations

will be delivered on Tuesdays based upon curient

journal readings or interesting cases frorn the

County Coroner's Office or Forensic Science

Laboratory The piesentations will largely be

student-based, but will also include presentations

of faculty and guests Student presentations may

be chosen or assigned Some flexibility in the

scheduling will be accommodated Prerequisite

Fosci Courses, levels 100 through 400

FOSCI 555 Expert Qualification 1 cr

The Capstone course for the 5 year MFS&L

program will prepare students for courtroom

testimony and review the forensic science

curriculum in preparation for professional

certification tests Prerequisite Fosci courses,

levels 100 through 400

A.J. Palumbo School of13usiness Administration

4 (117,1171 ^tf ati on

Dean

Alan R Miciak, Ph D

A ^sociale Dean, Academic Support and

Ac(jeditation

Thomas A Pollack, Ph D

Associate Dean, Academic and Research

William E Spangler, Ph D

HISTORY

The A J Palumbo School of Business

Administration was established in 19 13 as the

School of Accounts and Finance In 1931, the

name was changed to the School of Business

Administration to reflect the expansion of its

course offerings and its growing professional

stature in the education community By 1961, the

School had earned accieditation by the premier

business school accrediting agency, AACSB,

joining the less than 30 percent of business

schools nationwide who have achieved this

distinction During the next several decades, new

degree programs were added to enhance the scope

of the curriculum and help prepare students for

careers in all types of organizations

Following a generous endowment in October

of 1991 by Antonio J Palumbo, an accomplished

business professional, the School adopted its

current name, the A J Palumbo School of

Business Administration

PHILOSOPHY AND OBJECTIVES

The mission of the A J Palumbo School of

Business Administration is to prepare our students

to achieve their full potential as ethical business

professionals and community leaders with an

understanding of the global context of business

and its social impact We accomplish this through

passionate education, creative scholarship and the

engagement of partners throughout the

community The Business School creates a

learning environment that enables our

undergraduate students to

0 Develop cross-ftinctional core business

competencies,

0 Develop an ethical and moral perspective on

organizational behavior,

5 Becorne better decision-makers through

critical thinking, problem solving, and

effective communication,

L3 Acquire a knowledge and appreciation of

multi-cultural business environments, and

16 Become life-long learners through

intellectual discovery and professional and

personal development

We add value for the greater good of our

stakeholders by creating an environment of

support for the intellectual pursuits of our faculty,

a commitment to excellence in teaching,

community outreach, and service

Driven by its Mission, the School of Business

Administration has established the following key

guiding principles

• Appreciating that business education must

be dynamic, continuously upgrade the

curriculum to meet the rapidly changing

needs of the students and the workplace

• Continue our commitment to outstanding

faculty performance, both in developing

business knowledge (research) and in

delivering that knowledge (teaching)

• Ensure the maximum use of technology by

heavily integrating infon-nation technology

into all Course content and delivery, while

providing state-of-the-art facilities equipped

with the most sophisticated software

M Espouse ethics as a winning characteristic of

organizations that are successful over the

long-term and promote a commitment to

high standards and values among the

Duquesne community

• Recognizing that the business environment

is unmistakably global, cultivate expanded

opportunities for international study in

distinguished foreign universities

• Strongly encourage students to study

abroad in order to develop a more

global perspective

• Continuously evolve a Mission Statement

for our school that optimally guides our

commitments to our various customer

groups — students, parents, employers,

benefactors, alumni and the community

The unending search for new and better ways to

serve our students is a hallmark of the culture of

our School of Business Whether it is revising a

program, renovating a facility, expanding the

integration of technology, oi creating a stronger

international focus, the goal is continuous

improverrient and contemporary relevance

The leaders of the 2 1 st century must understand

the complex global issues facing modern

organizations and be pioficient in the use and

interpretation of data generated by the most up-to-

date technology They must maintain an

162

163

interdisciplinary approach to problem solving anddevelop strong communication skills It is themission of the A J Palumbo School of Business toprepare our students to meet these challenges

ADMISSIONStudents who wish to enroll in the A J PalumboSchool of Business Administration should applythrough the Duquesne University Office ofAdmissions, 600 Forbes Avenue, Pittsburgh, PA15282 — Phone (412) 396-5000 The regularUniversity admission requirements can be foundon page ten

Acceptance of all international students will becontingent upon the successful completion of theDuquesne University English Placement tests andany required English language course work Thismay involve at least one semester or more ofcourse work until such time as the student'sEnglish proficiency sufficiently improves to takeundergraduate classes

Students transferring from a school of businessthat is accredited by AACSB International - TheAssociation to Advance Collegiate Schools ofBusiness - must present an overall quality pointaverage of 2 5 (on a 4 0 scale) or better For otherstudents, including those transferring from anotheischool within the University, an overall qualitypoint average of 2 5 or better, an overall qualitypoint average of 2 0 or better in business courses,and a grade of C in their highest level math courseare necessary

Up to sixty credits of course work taken outsideof the School of Business will be accepted fortransfer credit No more than 27 of those creditsmay consist of business courses Exceptions willbe made if the student is enrolled in a school withan established articulation agreement withDuquesne University If extenuatingcircurnstances exist, the student may petitionthe Student Standing Committee For furtherinformation, the student should consult anacademic advisor

DEGREEThe School of Business Administration grants thedegree of Bachelor of Science in BusinessAdministration Descriptions of advanced degreesare found in other publications available fromDuquesne University's John F Donahue GraduateSchool of Business

SATURDAY PROGRAMSThe School of Business Administiation offers itsaccounting, information systems manageirient andmarketing progiams in a Saturday format These

accelerated programs provide adult learners theopportunity to earn a degree by attending classesonly on Saturdays For additional information onthese programs, please contact the School ofBusiness Administration Advisement OfficePhone (412) 396-6277 or the School ofLeadership and Professional AdvancementPhone (412) 396-5990

SECOND BACHELOR'S DEGREEPersons who have received a bachelor s degreefrom an approved college or university may beeligible to enter the program for a secondbachelor's degree in Business AdministrationA second degree candidate must ineet allrequirements of the School's degree programA minimum of 30 credits must be completedin residency

THREE-YEAR BACHELOR'S/J DA student who has completed 93 credits in the A JPalumbo School of Business Administration withan overall average of 3 5 or better, and who hassatisfied all undergraduate curricular requirementsat Duquesne University may apply for a bachelor'sdegree after successful completion of the first yearof academic work at the Duquesne UniversitySchool of Law Students interested in thisprogram should consult their advisors in theirsophomore year to plan their program of studiesBecause of the restrictive nature of this program, itis not open to transfer students

EARLY ADMISSION TO MBAPROGRAM-BSBA/MBAThe School of Business Administration providesan opportunity for students in the School whoachieve the Dean's List to apply for earlyadmission to the Master of BusinessAdministration (MBA) program Provided theyreceive a satisfactory score on the GraduateManagement Admission Test, these students mayapply to take certain MBA courses during theirsemoi year Dean's List Students interested in thisprogram should consult their advisors early intheir junior year

EARLYADMISSION TO MBAPROGRAM-BS PHARMACY/MBAThe School of Business Administration and theMylan School of Pharmacy have a cooperativeprogram that enables qualified pharmacy studentsto apply for eaily admission to the MBA programPhaimacy students interested in this programshould consult their advisors

DUAL DEGREE PROGRAM WITHCOLLEGE OF LIBERAL ARTSThe School of Business Administration and theCollege of Liberal Arts have developed a dualdegree (BSBA/BA) option Students interested inthis program should consult the advisors in theSchool of Business Administration or in theCollege of Liberal Arts

13USINESS CERTIFICATE PROGRAM WITHCOLLEGE OF LIBERAL ARTS, SCHOOL OFEDUCATION, SCHOOL OF NURSING ANDSCHOOL OF MUSICThe School of Business Administration and theCollege of Liberal Arts, the School of Education,the School of Nursing and the School of Musichave developed certificate programs in businessfor liberal arts, education, mu sing and musicstudents Students in the College of Liberal Arts,the School of Education, School of Nursing andthe Music School who are interested in theprogram should consult the advisors in the Schoolof Business Administration

SCHOOL CENTERS/INSTITUTESThe School operates several independent Centersdesigned to provide students and faculty with anopportunity for professional development, as wellas to provide services to the University and thecommunity at large Among the most active of theBusiness School's Centers are the following

Chrysler Corporation Small BusinessDevelopment Center (SBDC)The SBDC was established at Duquesne in 1981to provide assistance to startup and growingbusinesses Funded primarily through the U SSmall Business Administiation (SBA) and the PADepartment of Community and EconomicDevelopment, the SBDC consults with hundredsof businesses and provides training for nearly2000 individuals every year The SBDC alsoconducts special projects related to entrepreneurialtraining, international trade assistance,environmental compliance, youthentrepreneurship, women's business ownership,coordination of the region's entrepreneurialassistance network, special training eventsand numerous other projects related tomarket research

The Center for International RegulatoryAssistance (CITRA)CITRA, the Center for Inteinational RegulatoryAssistance, is a self-supporting, non-profit serviceof the Business School CITRA helps US

exporters comply with foreign technicalrequirements, product standards and certificationrequirements The primary emphasis has been onmeeting the challenges of European CE markingand environmental regulation programs CITRAprovides training programs, technical supportmaterials and consulting services to UScompanies nationwide

The Beard Center for Leadership in EthicsThe Beard Center for Leadership in Ethics wasfounded in 1993 Its inission is "to promote moralbehavior through ethics education to those whoencounter, or are preparing to encounter, moralchallenges in the business world " Importantinitiatives in this mission, focusing on businessstudents, are the serm-annual DistinguishedSpeaker Series featuring prominent business andcommunity leaders sharing their insights on ethicsand leadership, required core courses in businessethics for undergraduate and graduate businessstudents, specialized advanced courses inleadership and ethics, a master's degree inleadership and business ethics, student ethics casecompetitions and attendance at ethics conferences,innovative ethics education practices, and theintegration of ethics across the businessschools' curricula

The Beard Center continues to reach out to ouralumni and the business community through ourethics luncheon Speaker series One series focuseson ethical leadership and the second series onethical issues facing women businessprofessionals The Beard Center also hosts aquarterly luncheon program for ethics andcompliance officers, conducts executive andemployee ethics training, provides speakers forvarious ethics events, develops customizedconsulting, and engages in applied researchprojects to enhance the academic and businesscommunities understanding of business ethics

The Center for Corporate andExecutive Education (CCEE)The Center offers a full i ange of executiveeducation, leadership, business performanceimprovement and management training servicesthrough customized company specific programs,open enrollment classes and workshops, and directconsulting services Ten certificate programs areoffered, each with a challenging, interactive, andcomprehensive curriculum that leads to acertificate from Duquesne University's GraduateSchool of Business

HE,

165

The Center for Competitive Workforce

Development (CCWD)

CCWD conducts policy-oriented research on

workforce development issues facing the

Pittsburgh and Southwestern Pennsylvania region

The Centei focuses on workforce development by

conducting applied research and analysis of the

regions labor market and business workforce

needs Research in the labor and business

workforce market has led CCWD to develop and

manage projects directly related to meeting

regional challenges These prograrns include the

Financial Services Industry Cluster Initiative, the

Customer Service Supply Chain Training

Program, the Pittsburgh Regional Internship

Collaborative Enterprise, and the Career Literacy

for African American Youth (CLAAY)

Investment Center

The School of Business Investment Center is one

of only a handful of facilities in the nation

designed to allow students to manage real money

using state-of-the-art software and computer

technology The Center provides a wide range of

analytical models and decision-making tools in a

lab equipped with computers and custom software

that allows real-time access to stocks, bonds,

futures, currencies and options markets from

around the world

SCHOOL OF BUSINESS ADMINISTRATION

COMPUTER FACILITIES

To enhance our students' learning experience the

School of Business operates an expansive

Technology Center on the sixth floor of its facility

in Rockwell Hall This complex features a

sophisticated Investment Center that provides

online real-time connectivity to all the major

financial markets, three technology-rich classroorn

learning centers that provide access to Enterprise

Resource Planning (ERP) and a wide variety of

software packages a networking and RFID (Radio

Frequency Identification) laboratory and a general

computer laboratory

STUDENT ORGANIZATIONS

The following student organizations in the A J

Palumbo School of Business Administration exist

for the promotion of the scholarly and piofessional

interests of members

M The Ameri(an Mai keting Association members

at Duquesne University interact with the

Pittsburgh professional chapter on a regular

basis to organize seminars feati.11ing Successful

marketing executives workshops career

forums, and networking events TheAMAis

dedicated to furthering the profession and

developing students' careers

• Beta Alpha Phi is the local honorary

scholarship society of the School Its

membership is limited to juniors and seniors in

the Business School who have attained Q P A s

of 3 25 or better

• Beta Alpha Psi is the premier national honorary

accounting fraternity Less than 15% of

eligible schools accredited by AACSB

International -The Association to Advance

Collegiate Schools of Business have achieved

active status The fraternity sponsors

professional growth and development

progiams, as well as community and University

service activities

• The Zeta Chapter of Beta Ganinia Sigina, a

national honorary fraternity for accredited

schools of AACSB International -The

Association to Advance Collegiate Schools of

Business, is chartered at Duquesne

University Membership in this honorary

fraternity is I imited to juniors in the top five

percent of their class and to seniors in the top

10 percent of their class

M The Student Accounting Association is an

organization where business students with

similar interests network with professionals

from the Pittsburgh business community In

very relaxed and informal settings, students

learn about caieer opportunities in accounting,

as well as other business fields Membership

is open to all School of Business students

• The Dean ^ Student Advi^soi 1/ Council consists

of student leaders in the School who meet on

a regular basis with the Dean to discuss

School matters

• Delta Signia Pi a national professional

business fraternity, is represented by Thela Rho

chapter The fraternity makes substantial

contributions to the University community

through its many service activities

• Duquesne Associationfor Injoi ination

Technology (DAIT) is a student association

dedicated to promoting knowledge in the

information technology field The organization

is open to all Duquesne University students,

faculty and stafl

• Duquevie Enti ept eneto tal Alliance (DEA) is a

student organization for those interested in

entrepreneurship The DEA features

presentations from real-world enti epreneurs as

well as firsthand access to local angel investors

and business opportunities

• Duqueme Supp^v Chain Cotined (DSCC) is a

student-run organization for Supply Chain

Management majors that provides opportunities

for students to gain real world experiences,

network with industry professionals and

enhance their professional development

The Fo7a17C ial Mana.gemel7t Association is a

student organization for those interested in

careers in finance

The 117ternational Business ASSOCIC10017 IS d

student organization for those with interest in

careers in the area of international business

Phi Beta Lambda, Future Business Leaders of

America (FBLA), is a student business

association organized to bring business and

education together in a positive working

relationship through innovative leadership and

career development programs

Pi Signia Epsilon - Delta Chi Chaptei is the

national, professional, coeducational fraternity

in marketing, sales and communications

affiliated with Sales and Mai keting Executives

International and the Pittsburgh SME chapter

ADVISORY BOARDS

A number of separate Advisory Boards,

comprised of high-ranking business professionals,

serve the School of Business These business

executives, representing the various disciplines

within the School, offer advice and counsel on

matters of curriculum development, promotion,

assessment, internship and employment

opportunities and other matters of concern to

students, faculty and the business community as

a whole

ACADEMIC PROGRAMS

The A J Palumbo School of Business

Administration offers a total of 13 concentrations

(majors) from which to choose courses The

respective areas of concentration include

Accounting, Accounting Information Systems,

Economics, Entrepreneurship Finance,

Information Systerns Management, International

Business, Investment Management Leadership

and Change Management, Legal Studies,

Marketing, Sports Marketing and Supply

Chain Management

Recommended programs of study for specific

disciplines are listed on the pages that follow

Students entering the School of Business

Administration aie expected to inforin their

advisors about their career objectives and their

desired academic area(s) of concentration and to

consult with them when planning their program of

study Their proposed curriculum choices must, of

course, include the University requirements and

Business Administration Core requirements as

indicated in the illustrations set forth in this

catalog Students are strongly encouraged to

include additional course work in speech/

communications and in advanced writing in their

programs Regulations for certification in

accounting make the program very rigid, this is

dealt with in the section describing the accounting

curriculum on the following pages

Students' concentrations should be based upon

career objectives and constitute a broad and

flexible educational process Students are also

encouraged to tailor cross-disciplinary educational

programs to meet their individual needs Career

advice should be sought from many and varied

sources in the University, but especially faculty

Each student is assigned a faculty mentor prior to

his or herjunior year Course suggestions and

degree requirements for all major areas of

concentration can be obtained from the Academic

Advisement office

PROGRAM FOR PROFESSIONAL

DEVELOPMENTAll students in the School of Business

Administration are required to participate in the

following professional development program in

order to complete their degree requirements

FOUR YEAR SAMPLE PLAN

(Effective Fall 2005)

FRESHMAN YEAR

University Core (Subject to Change)

10 1 Thinking and Writing

Across the Curriculum 3 cr

102 Imaginative Literature and

Critical Writing 3 cr

100'Calculus with Algebra 1 3 cr

110 Calculus with Algebra It 3 cr

132 Basic Philosophical Questions 3 cr

141 Social Political and Economic Systems 3 cr

15 1 The Shaping of the Modern World 3 cr

161 The Arts and the Human Experience 3 ci

030 Research and Info Skills I cr

25 cr

Business Core

182 Information Systems 1 3 ci

183 Information Systems 11 3 cr

103 Introduction to Business I cr

7 cr

TOTAL Credits 32 CR

K1.2.

167

SOPHOMORE YEAR

University Core'Core Theology Requirement'Core Science Requirement

Business Core281 Quantitative Analysis 1284 Quantitative Analysis It214 Financial Accounting215 Managerial Accounting201 Principles of Microeconomics202 Principles of Macroeconomics251 Business Law300 Career FocusCOMM 202 Business & Prof Comm

TOTAL Credits

JUNIOR YEAR

Business Core342 Global Economic Perspectives331 Business Finance361 Introduction to Management371 Introduction to Marketing367 Operations Management368 Business Ethics/Communications

Major Area ot ConcentrationMajor Area of ConcentrationMajor Area of ConcentrationMajor Area of ConcentrationMajor Area of Concentration

TOTAL Credits

SENIOR YEAR

Business Core499 Strategic Management'Culture Requirement

Major Area of ConcentrationMajor Area of ConcentrationMajor Area of ConcentrationMajor Area of ConcentrationMajor Area of Concentration

ElectivesNon-Busmess ElectiveNon-Business ElectiveNon-BLISiness Elective'Elective

TOTAL Credits

'Clep test available for this course See advisorsfor other options

'Core Theology Requirement (Sophomore Year)182 Human Morality OR183 Judaism, Christianity and Islam OR184 Intro to the Bible OR185 Religions East/West OR186 Roman Catholic Heritage OR187 Christian Understanding of the

Human Person

'Core Science Requirements (Sophomore Year)171 Biology172 Chemistry173 Physics174 Earth Science178 SPTP Chemistry, Culture

and Environment

4 Recommended by academic advisor

'May be business or non-business elective

STUDENTS REGISTERING FOR 300-400LEVEL BUSINESS COURSES MUST HAVESUCCESSFULLY COMPLETED 60 CREDITSAND HAVE JUNIOR STANDING STUDENTSARE RESPONSIBLE FOR KNOWING ANDADHERING TO THE PREREQUISITESFOR THOSE COURSES IN WHICH THEYARE REGISTERED

The sample plan has a degree of flexibility TheUniversity Core and Communication/Culturerequirements may be taken at any time during theStudent's four years Students may consult theiracademic advisor for further information

ACADEMIC REGULATIONS

ACADEMICLOADStudents may normally carry 15 credits in onesemester A schedule of more than 15 credits mustbe approved by the Advisement Office Studentson acadernic probation may not take more than 12credits In the summer sessions, students normallycarry one credit per week, i e , six credits in thesix-week session A 12-credit schedule in a regularsemester is considered full-time study

EFFECTIVE CATALOGThe material contained herein is subject to changefrom time to time and this publication cannot beconsidered an agieement oi contract betweenindividual students and the School The A JPalumbo School of Business reserves the right toalter or amend the terms, conditions, and

requirements herein, and to eliminate programs orcourses as necessary Once enrolled, studentsshould consult on a regular basis with theirFaculty Mentor and/or Academic Advisor forspecific information regarding academic policiespertaining to their respective program Thiscatalog has been prepared with the bestinformation available as of May 2006

CLASS ATTENDANCERegular class attendance in the School of BusinessAdministration is strongly recommended formaximum educational advantage and, in somecase,,, may be required The responsibility for allcourse material rests wholly with the student It isthe prerogative of each instructor to establishspecific policies for attendance at examinationsand class lectures, deadlines for reports, and otherspecific school or cow se requirements

A student who is unable to attend class becauseof serious illness, hospitalization, a seriousaccident or other extenuating circumstances isresponsible for notifying his/her advisor Thestudent should supply a written verification assoon as possible A student who is absent for causeis expected to complete all of the work in allcourses It is the student's responsibility to makeup all assignments in all courses and to be familiarwith any instructions that may have been givenduring the absence

STUDENTS WITH DISABILITIESStudents with disabilities requiring specialassistance are urged to notify the Office of SpecialStudent Services before the first day of class

ENROLLMENT IN BUSINESS COURSESBY STUDENTS IN OTHER SCHOOLS OFTHE UNIVERSITYStudents enrolled in other schools in theUniversity are welcome to take business coursesprovided they meet all pret equisites Under not,ircumstances, however, may a student in anotherschool take more than 27 ci edit hours in businessStudents in the College of Liberal Arts, the MusicSchool, the Nursing School, the School of HealthSciences, and the School of Education who wishto take business courses should follow the businesscertificate piogram or the dual degree optionStudents should consult their advisors onthis matter

PREREQUISITES - UPPER LEVELBUSINESS COURSESIn addition to any specific prerequisites that arelisted in the course descriptions, all freshman

and sophomore required business courses mustbe completed before the student may enroll forupper level business courses, that is, thosebusiness courses numbered in the 300's and400's The student must also have completed 60credits or more

GENERAL BUSINESS COURSESTwo one-credit course offerings, 103 Introductionto Business and 300 Career Strategies, arerequired for all students enrolled in the School ofBusiness Administration The BusinessAdministration Internship is stronglyreconnuended f6i all who qualify

103 Introduction to Business I crIntroduction to Business provides an overview ofthe curriculum offerings and organization of theSchool of Business Administration In addition todetailing the School's areas of concentration, thecourse wil I introduce the student to the School'sadvisement process, student organizations, studyabroad opportunities, and career services Currentbusiness concepts and trends will be discussedThe student will be expected to use technology asa communication medium throughout the course

300 Career Focus 1 crCareer Focus is intended to help students identifytheir strengths and interests and develop the skillsthey will need in order to successfully launch theircareers Students will learn about conducting apersonal inventory, the art of networking, andcieating resumes and cover letters that areeffective They will also learn how to research acompany or an industry, how to use the Internet intheirjob search and how to make the bestimpression during an interview It is expected thatstudents will develop skills that will support theirprofessional development throughout their years

401 Business Administration Internship 3 crThis internship program provides the student withprofessional work experience in an organizationalenvironment Inteinships must be approved inadvance by a faculty sponsor and are available tostudents in all business concentrations Grading isPass-Fail Prerequisites Junior standing, sixcredits completed in major, an overall QPA of 2 5or better, and completion of at least 15 credits atDuquesne University

ACCOUNTING CURRICULUMThe Accounting curriculum prepares students forexcellent career opportunities as professionals inthe areas of corporate, industrial, government,

3 cr3 cr6 cr

3 cr3 cr3 cr3 cr3 cr3 cr3 crI cr3 cr

25 cr

31 CR

3 cr3 cr3 cr3 cr3 cr3 cr

18 cr

3 cr3 cr3 cr3 cr

12 cr30 CR

3 cr3 cr6 cr

3 er3 cr3 cr3 cr

12 cr

3 cr3 cr3 cr3 cr

12 cr30 er

i re-V

169

nonprofit and public accounting The programprovides students with a sound theoreticalfoundation as well as practical businessexperience opportunities, such as interrishipsThe program also satisfies course preparationrequirements for the Certified Public Accountant(CPA) exam and the Certified ManagementAccountant (CMA) exam

Students interested in sitting for the CPA examare strongly encouraged to take the followingcourses in their major area of concentration 310,311, 312, 314, 3 15, 411, 412 and 414Additionally, Law 354 is strongly recommended

Students interested in other areas of accountingshould take at least six (6) of the above listedAccounting comses along with additionalelectives from the areas of Accounting,Inforination Systems Management or Finance,such as QSMIS 481, 485 or Finance 333

Students should contact an academic advisoror a membei of the accounting faculty forfurther information

COURSE PREREQUISITES - see p 167

214 Financial Accounting 3 crProvides an introduction to the discipline ofaccounting, the principles of external financialreporting, and the use of general purpose financialstatements (balance sheet, income statement andstatement of cash flows) in decision makingStudents will develop a basic undei standing ofhow to use the financial staternents to assess thepiofitability, liquidity and solvency of businessentities Pierequisite QSMIS 182

215 Managerial Accounting 3 LrProvides an introduction to cost concepts, productcosting systems, budgeting systems, and thedevelopment of accounting data for internalmanageiial decisions Prerequisite ACCTG 214

310 Accounting Information Systems 3 crDevelops a sound understanding of the practicesand procedures used to process accountinginformation Emphasis is placed on computerizedinformation systems Pierequisite ACCTG 214

311 , 312 Intermediate Accounting 3 er eachAn investigation and analysis of the accountingproblems and practices of the corpoi ation, withdetailed study of the component elements of thebalance sheet and income statement Basic topicsinclude generally accepted accounting principles,financial statements, income determination andpresentation Prerequisite ACCTG 214 and 215

314 Advanced Accounting 3 crExposes students to some of the more advancedand topical accounting subject matter Potentialareas of study include accounting for partnerships,accounting foi governmental entities, thepreparation of consolidated financial statementsand foreign curiency transactions and translationsPrerequisites ACCTG 3 11 and 312

315 CostAccounting 3 erAddresses the use of accounting information forpurposes of cost determination, cost control andcost analysis Topics include cost teimmology,cost behavior, job order costing, process costing,cost allocations, and standard costingPrerequisite ACCTG 215

411 Auditing 3 crStandards and procedures employed by auditors inthe examination of financial statements for thepurpose of rendering an opinion are studied andevaluated Case problerns are used to demonstratethe application of the principles studiedPrerequisite ACCTG 312

412 Introductory Income Tax Accounting 3 crA study of basic tax iegulations and proceduiesaffecting individuals, and to a lesser extentbusiness units Principle topics include returns,rates, exemptions, income, deductions, sales andexchanges of assets, and credits PrerequisiteACCTG 214

414 Corporate and Partnership Taxation 3 crAcquaints the student with the principles oftaxation as applied to corporations, shareholders,partnerships and partners PrerequisiteACCTG 412

419 Seminar in Accounting 3 crDesigned to develop a student's ability intechnical expiession, deepen understanding ofaccounting theory, and acquaint the student withcontemporary accounting problems and literaturePrerequisite ACCTG 314

ACCOUNTING INFORMATIONSYSTEMS CURRICULUMThe Accounting Information Systems (AIS)program prepares students for career opportunitiesin the fields of accounting systems design,accounting systems management, accountingsystems auditing and othei systems-related areasof accounting The ATS major addresses the

current scarcity of Information Technologygraduates who have a fundamentally soundunderstanding of a firm's accounting systemcoupled with conceptual knowledge and hands-onexperience with Enterprise Resource Planning(ERP) applications

For a concentration in AIS, students must takeeither COSC 10 1 Basic Programming or COSC150 Computer Programming C++ in theirfreshman or sophomore year The concentrationalso requires completion of three accountingcourses (ACCTG 310, 311 and 315) and threeinformation Systems Management courses(QSMIS 48 1, 482 and 485) In addition, studentsmust choose one of the thi ee following accountingelectives (ACCTG 312, 3 14 or 411) and one of theInformation Systems Management electives(QSMIS 385, 384 and 486)

COURSE PREREQUISITES - see p 167

310 Accounting Information Systems 3 erSee Accounting Curriculum311 Intermediate Accounting 1 3 crSee Accounting Curriculum315 CostAccounting 3 crSee Accountin- Curriculum481 Systems Analysis and Design 3 crSee ISM Curriculum482 Database Management 3 crSee ISM Curriculum485 Systems Quality Assuranceand Control 3 crSee ISM Curriculum

ECONOMICS CURRICULUMEconomics studies how people make choiceswhen faced with scarcity and how societiesch,,tribule scarce resources such as land, labor, rawmaterials and machineiy to produce goods andservices Economics provides a logical way oflooking at problems and is applicable to a widevariety of topics from making sound businessdecisions to understanding challenging issuesfacing societies

As a discipline, economics prepares students formany professional careers since it can be appliedto d wide range of real-world problems Theflexibility of this preparation can make the studentmore adaptable to changing opportunities aftergraduation and provides excellent preparation forgraduate studies in a variety of disciplines

For all students, the program culminates in theEconomics Senior Thesis in which each studentcompletes an independent research paper Lindertile direction of a faculty inembei For a

concentration in economics, all students arerequired to take ECON 301, 302, 381, 384, 480and any three economics COul ses at m above the300-level (with the exception of ECON 342 andECON 398 which may not be counted toward themajor) Students planning on law school areencouraged to take PHIL 106 Inti oduction toLogic, students planning on graduate school areencouraged to take MATH 315 Linear Algebra andDifferential Equations

COURSE PREREQUISI rES - see p 167

121. Elements of Economics 3 crAn introductoiy course that provides anunderstanding of how a free market economicsystem works, of the forces which affect the level,composition, and distribution of the output of theeconomy, and the economics of current issuesNot counted toward a degree in the School ofBusiness Administration

201 Principles of Microeconomics 3 crThis course introduces students to the way inwhich a free market economic system resolves thebasic social questions of what goods and servicesto pioduce, how scarce resources are organized toproduce these goods, and to whom the goods aredistributed once they are produced Students willexplore the components of the maiket system,supply and demand, and how they interact underconditions ranging from perfect competition tomonopoly Preiequisites MATH 100 orknowledge of algebra

202 Principles ot Macroeconomics 3 crThis course introduces students to the basiceconomic principles of the aggregate economyStudents will explore the determinants of, andrelationships among, the level of Gross DomesticProduct (GDP), unemployment, inflation, foreigntrade and interest rates In addition, varioustheories of the role of fiscal and monetary policyto promote stabilization will be addressedPrerequisites ECON 201

301 Intermediate Microeconomics 3 crThe purpose of this course is to develop theanalytical skills required for dealing withproblems of economic behavior and resourceallocation, along with an appreciation of themethodological issues involved in moderneconomic analysis The course covers thetraditional body of microcconomic theory,including utility theory and consurner behavior,

Iris]

171

the analysis of production and the behavior of the

firm, coordination in product and factor markets

under perfect competition, and the impact on

market operations of monopoly, imperfect

competition, externalities, asymmetric

information, and public goods Prerequisites

ECON 201 with a C or better, MATH I 10 or 115

302 Intermediate Macroeconormes 3 cr

This course piovides the advanced economic

student with a rigorous set of tools with which to

evaluate the performance of the U S economy,

both as a closed entity and as member of the

global economy On the theoretical side, the

course evaluates competing theories of income,

inflation, and employment On the application

side, students will be expected to find and

empirically evaluate aggregate data Prerequisites

ECON 201 and 202 and MATH 110 or 115

324 Comparative Economic Systems 3 er

A comparative study of the history and

development of the theories and paradigms of

capitalism, socialism, communism and other

economic systems Emphasis will be placed on

the philosophies and economic implications of

the various systems Prerequisites ECON 201

and 202

328 Urban Land Economics 3 cr

A study of the economic forces that influence

business and residential location in a metropolitan

area Specific areas of study include

transportation, housing, poverty and the urban

public sector Prerequisites ECON 201 with a C

orbetter, MATH 110 or 115

332 Money and Financial Institutions 3 cr

Examines the influence of monetary policy on

such variables as the nominal interest rate, level of

income, inflation rate, foreign exchange rate, etc

Specific topics include bank portfolio

management, interest rate risk, the yield curve,

real vei sus nominal intei est rates, financial

intermediation, etc Prerequisites ECON 201 and

202 and MATH I 10 or 11 5

342 Global Economic Perspectives 3 cr

This course uses the principles of rnicroeconormcs

and macrocconomics to evaluate and analyze

current global economic events The course

presents the plusses and minuses of globalization,

an introduction to international trade and finance,

a comparison of different economic systems and

philosophies, and alternative theories of global

poverty and economic development Prerequisite

ECON 202 and QSMIS 284

381 Econometrics 3 cr

Econometrics is the application of statistical

methods for the purpose of testing economic and

business theories This course will introduce

students to the skills used in empirical research

including, but not limited to, data collection,

hypothesis testing, model specification, regression

analysis, violations of regression assumptions and

corrections, dummy variables and limited

dependent variable models Extensive focus will

be on the intuition and application of econometric

methods, and as a result, statistical software will

be used extensively Students will be required to

complete an independent research project

involving the application of regression analysis

Prerequisites QSMIS 284, or MATH 225 or 302

384 Forecasting Techniques 3 cr

In this course, students learn how to apply

statistical and econometric tools in an attempt to

forecast economic and business data Drawing on

techniques learned in Econometrics, students

collect data, build forecasts, evaluate the forecasts,

and apply economic theory and econometric

techniques to refine the forecasts Emphasis is

placed equally on the student correctly performing

and concisely communicating the forecasts

Prerequisites ECON 381 with a C or better or

permission of the instructor

398 The American Economy. 3 cr

The American Economy reviews chronologically

the history of the United States from the

pre-colonial period until the present from an

economic perspective Students will use the

fundamental principles of microeconomics

and macroeconomics to analyze key events

in American history - all from an economic

perspective - and relate their implications for

the future Prerequisites ECON 121 or ECON

201 and 202

401 Game Theory 3 er

Game theory is a mathematical method of

modeling viltually any situation in which humans

interact and it has found applications in virtually

every aspect of the social sciences This course

will examine the fundamental tools and concepts

of game theory while maintaining a focus on its

applications in economics and business

Prerequisites MATH 110 or 115 and 3 credits in

economics with a C or better

420 Labor Economics 3 cr

Analysis of the principles of wage and

ernploynient determination in the U S economy

under non-union conditions as well as under

collective bargaining arrangements Includesthe

factors underlying labor demand and supply with

an emphasis on a human capital approach to

relative earnings differentials Prerequisites

ECON 201 with a C or better, MATH 110 or 11 5

425 Current Economic Issues 3 cr

Focuses on specific current economic issues The

course and its content vary For example, topics

might include the federal budget deficit,

economics and politics, or global economic

changes Prerequisites ECON 201 and 202 and

MATH 110 or 11 5

426 Monetary Theory and Policy 3 er

Deals with the chief theoretical contributions in

monetary theory along with their policy

implications Specific topics include the modem

quantity theory of money, monetarist versus

Keynesian models, the stability of the demand for

money, rules versus discretion, rational

expectations, monetary policy in an open

economy, foreign exchange markets and

international capital flows Prerequisites ECON

201 and 202 and MATH I 10 or 1 15

431 Environmental Economics 3 cr

This course uses benefit cost analysis to explain

the reasons for environmental pollution and to

evaluate the efficiency of alternative abatement

strategies and policies Topics include air and

water pollution, toxic waste cleanup, and

alternative methods of valuing non-market

resources such as clean air, public lands, and

other natural resources Prerequisites ECON 201

with a C or better, MATH I 10 or 1 15

442 International Economics 3 cr

Covers international trade theory and international

monetary economics Topics discussed include the

classical and neoclassical theory of comparative

advantage, balance of trade, balance of payments,

customs union theory, commercial policy, theory

of foreign exchange markets, history of the

international monetary system and fixed versus

flexible exchange rates Prerequisites ECON 201and 202

453 Public Finance. 3 cr

This ( ourse teaches students how to apply

economic principles in order to analyze and

evaluate public expenditin c and tax policies

Because value judgments are implicit in any type

of analysis, students will be encouraged to

consider the equity-efficiency tradeoff associated

with many public policy decisions

Prerequisites ECON 201 with a C or better,MATH 110 or 11 5

461 Business Economics 3 cr

Business Economics focuses on the formation and

qualitative analysis of business decisions In this

course, the student learns to model business

phenomena and to qualitatively predict behavior

on the basis of those models Students will take

real-world business and economic problems fiom

sources such as The Wall Street Journal, construct

models to describe the cases, analyze the models,

and construct business recommendations on the

basis of the model results The course equally

emphasizes mathematical modeling of business

phenomena and the interpretation of models and

results in terminology common to non-economists

Prerequisites ECON 301 with a C or better

462 Business, Government and Society 3 cr

Business, Government and Society is an

applications -oriented course examining the

relationship between the market sector and

^overnment policy The course will address social

regulation, traditional economic regulation and

antitrust, economic deregulation, and selected

topics Prerequisites ECON 201 and 202 and

MATH 110or 115

480 Economics Senior Thesis 3 cr

The purpose of this course is to sharpen the

student's independent research skills utilizing all

of the concepts, tools and techniques learned

thioughout the economics major The course

focuses on choosing research topics, framing

research questions, developing iesearch strategies,

collecting data, writing reports and presenting

results During the term, students undertake a

substantive independent research project

culminating in both a formal written paper and an

oral research presentation to the economics

faculty Prerequisites ECON 381 and ECON 384

ENTREPRENEURSHIP CURRICULUM

The Leadei ship & Change Management (LCM)

division offers courses leading to concentrations in

Entrepreneui ship and Leadership & Change

Management Students will need to complete five

required courses in each of these aieas to qualify

for the concentiation In addition, students can

take nine to twelve credits in another business

discipline or tailor these electives to suit their

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individual career interests Students should

consult with an academic advisor in order to

review the course offei ings and select the

appropriate electives

The Entrepreneurship concentration is a

challenging program designed for students who

want to develop an understanding of the

entrepreneurial process and acquire the knowledge

and skills necessary to start and grow their own

business, manage in small business environments,

or lead entrepreneurial endeavors in larger,

established firms Students are encouraged to

pursue their entrepreneurial vision in a creative,

innovative environment, which brings together

practical research and business professionals

Students will learn methods for creating and

growing enterprises from entrepreneurs,

recognized for their accomplishments and ties to

the business community, who work coltaboratively

with distinguished Duquesne University faculty

For a concentration in Entrepreneurship, all

students are required to take MGMT 375, 480,

481, 482, and 494

COURSE PREREQUISITES - see p 167

375 Entrepreneurship 3 cr

An introductory course that provides an

understanding of terminology and key concepts

and requires students to create a business

plan The course utilizes entrepreneurs who

have started businesses This course is required

for students prior to enrolling in other

Entrepreneurship courses

480 Financing, Valuing, and

Exiting Businesses cr

Students will learn techniques for valuing firms,

estimating required financing, obtaining financing

and designing and evaluating exit strategies

Emphasis is placed on both analysis and the

communication of the results of this analysis to

both technical and non-technical audiences

Prerequisite MGMT 375

3481 Guerilla Marketing , cr

The primary purpose of this course is to address

the marketing challenges that small and medium-

sized enterprises face with commercializing a

product or service Focuses on marketing

fundamentals, market research, product

development, market planning and sales

execution Intended for students who expect to

utilize marketing techniques in an entrepreneuiial

environment Prerequisite MGMT 375

482 Decision Making in High Velocity

Entrepreneurial Environments 3 er

This course serves as a "decision lab" by situating

students in simulated "entrepreneurial

environments" and exposing them to a wide

variety of problems faced by managers working in

these environments Provides students with

effective decision making frameworks so as to

equip them with the competencies necessary when

and if they decide to either woik for an

entrepreneurial start-up, or create their own such

organization, upon graduation Prerequisite

MGMT 375

494 Small Business Consulting 3 cr

The Small Business Development Center (SBDC)

is incorporated into the program This course is

the capstone experience for the Entrepreneurship

concentration Students have an opportunity to

complete one of the following activities write a

business plan for an existing company, work on a

project for a small business other than a business

plan, or write their own business plan for a

venture they would like to start Prerequisite

Instructor approval

FINANCE CURRICULUM

The Finance curriculum prepares students with

the foundation required for success in careers in

financial management The discipline of Finance

is most simply defined as a set of conceptual tools

that allow business decision-makers to identify

alternatives leading to shareholder wealth

maximization Given the competitive

environment in both product and financial

markets, firms must stay focused on the goal of

value creation to ensure long-run success

Required Courses FINAN 330, 333, 450 and

ACCTG 311 and 312 or 3 15 In addition, students

must complete at least two of the following

FINAN 432, 433, 437, 439 plus one additional

Finance or Investment Management elective for a

total of 24 credits

COURSE PREREQUISITES - see p 167

330 Theory of Finance 3 cr

Theory of Finance piesents fundamental principles

of corporate finance and investments It provides

(along with Finance 333) the necessary conceptual

foundation for upper-level couises in Finance and

Investment Management and is required for all

students concentrating in Finance Topics include

Markowitz portfolio theory, the Efficient Market

Hypothesis, the Capital Asset Pricing Model,

valuation of bonds and equity valuation models

prerequisite FINAN 331 Theory of Finance 330

should be taken concurrently with Finance 333

331 Business Finance 3 cr

Business Finance is the introductory core course

required for all undergraduate business majors

Students are introduced to the concept of

shareholder wealth maximization through the

following topics financial statement analysis, time

value of money, capital budgeting, cost of capital,

risk and return, and impact of financial leverage

on the value of the firm Prerequisites ACCTG

214 215, ECON 201, 202, QSMIS 281 and 284

332 Money and Financial Institutions 3 cr

Examines the influence of monetary policy on

such variables as the nominal intetest rate, level

of income, inflation rate, foreign exchange rate,

etc Specific topics include bank portfolio

management, interest rate risk, the yield curve,

real versus nominal interest rates, and financial

intermediation, etc Pierequisites ECON 201

and 202

333 Financial Management 3 cr

Financial Management provides the second part

(with Finance 330) of the necessary conceptual

foundation for upper-level courses in Finance and

Investment Management and is required f6i all

students concentrating in Finance Topics include

financial statement analysis and financial

forecasting, risk and return, the cost of capital,

capital budgeting, real options in capital

budgeting, the corporate valuation model and

meastues offinancial performance Prerequisites

Finance 331 Financial Management 333 should

be taken concturently with Finance 330

336 Security Analysis 3 cr

An intensive study of the analytic techniques

applicable to the selection of the various securities

of private as well as public entities Consideration

is given to the inarkets in which these sectuities

are traded and the types of inforniation necessary

to the decision-making process of the investor

Prerequisite FINAN 331

338 Futures and Options 3 cr

Designed to develop an understanding of futures,

options and other derivative financial instruments

The main emphasis is on the reduction of asset

and liability risk for business and financial

institutions through hedging operations in debt and

equity instruments, commodities and currencies

Students will have an opportunity to study actual

market behavior through project analysis

Prerequisite FINAN 330 or 333

432 Credit Management 3 cr

This course will focus on various analytical tools

and techniques used to assess a potential borrower

for extending both short and long term credit

Comprehensive financial statement analysis

methods are stressed in the course Students will

augment their financial statement analysis with

industry considerations, qualitative parameters

and various loan structures for credit details

Portfolio considerations will also be evaluated

Prerequisite FINAN 333

433 Financial Markets 3 cr

A comprehensive examination of the evolving

natin e of the domestic and international money

and capital markets, as well as the underlying

forces which shape them Attention is also paid to

the clearing settlements, and payment systems,

which play an important part in the markets'

performance Prerequisites FINAN 330 or 333

437 International Financial Management 3 cr

The course provides the conceptual tools

necessary to understanding and making

international financial decisions Topics covered

include foreign exchange markets and exchange

rate determination, parity conditions, types of

foreign exchange risk and measurement and

hedging techniques Pierequisite FINAN 331

439 Seminar in Finance 3 cr

Concentration upon selected contemporary topics

presented by distinguished visiting professors or

resident faculty Open only to senior students

Prerequisites FINAN 330 and 333

450 Cases in Fmance 3 cr

Students draw on a wide range of concepts and

tools from previous finance and accounting

courses to address a series of iealistic case-based

problems in financial analysis Emphasis is placed

on identifying problems and developing persua-

sively argued and piofessionally presented solu-

tions Prerequisites FINAN 333 and ACCTG 311

INFORMATION SYSTEMS

MANAGEMENT CURRICULUM

The Information Systems Management program

prepares students for career opportunities in the

analysis, design, development, implementation,

integration, management and triainteriance of

evolving information systems in organizations

The ISM curriculum provides exposuie to

M-15

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175

established hardware, software and methodologiesas well as incorporating emerging technologiesEmphasis is placed on the ability of technologyto provide added value to the processes,products, methods and decision-making foundin organizations

Required courses ISM 385, 481, 482, 483, 487In addition two ISM elective courses must betaken Students must also take either COSC 10 1Basic Pi ogi amming or COSC 150 ComputerProgramming C++ or an approved programmingcourse prior to registering for 483

COURSE PREREQUISITES - see p 167

182 Information Systems 1 3 erAn introduction to the productivity potential ofspreadsheet, graphics, database, multimedia andwoid processing applications Inrecognitionofthe importance of information resources, studentswill develop proficiency using Internet tools

183 Information Systems 11 3 crProvides the student with an overview of thetheory and implementation of today's informationsystems The student will develop anunderstanding of information system theory andstudy the flow of information through theorganization to learn how managers at differentlevels use information as a strategic resourceDatabase applications as they relate to theorganization are emphasized PrerequisiteQSMIS 182

384 Decision Support Systems 3 crThe role of information systems in supportingmanagement decision-making is analyzedStudents will have an opportunity to developdecision models to support the various levels ofmanagement Types of decision support systemstools ranging from spreadsheet through expertsystems will be analyzed Groupware applicationsare also discussed Prerequisites QSMIS 183,COSC 101 or 150

385 Systems Architecture 3 crA detailed survey of current issues andtechnologies in business organizations Coverstechnical aspects of operating systems, multi-media, Internet interface development,telecommunications and other emergenttechnologies Prerequisites QSMIS 183, COSC101 or 150

387 Object Oriented Programming 3 erThis course provides an introduction to object-oriented programming and Web-based applicationsusing Visual Basic NET object-oriented languageVB NET provides a forum for exploring howobject-oriented analysis and design concepts aicactually implemented in real-world businessapplications On the technical side, the coursecovers the syntax of the VB language, focusing onthe logical development of V13 applications,program control, methods, classes, objects, arrays,strings, characters, and, importantly, the graphicaluser interface On the managerial side, the courseexplores the potential benefits and costs associatedwith adopting an object-oriented applicationwithin an organization Prerequisites QSMIS183, COSC 10 1 or COSC 150

481W Systems Analysis and Design 3 erA detailed study of all phases of the system lifecycle with emphasis on structured analysis anddesign and object-oriented techniques Casestudies are used to generate detailed data flowdiagrams The issues involving conversion,testing, training, documenting, maintaining andmanaging a system are addressed PrerequisitesQSMIS 183 and COSC 10 1 or 150

482 Database Analysis and Design 3 crFocuses on the theory, derivation and developmentof the relational database model using entityrelationship modeling and a commercial databasemanagement system Emphasis is on the principlesof data modeling, data organization and resourceissues in database design Prerequisites QSMIS183, COSC 10 1 or 150 may be taken concurrently

483W Systems Integration andProject Management 3 crStudents are expected to use toots, concepts andtechniques learned in prior MIS courses, alongwith new skills in project management andadministration, to develop a prototype informationsystem for business decision making Studentswill learn and apply both management andtechnical skills within the context of a team-based,semester-long development project, which willinvolve the analysis, design and implementation ofan information systern Prerequisites QSMIS385, 387, 481, 482 and 487

484 Networks and Telecommunications 3 crDevelops an understanding of the importance ofan open systems approach, such as OSI, andcontrasts it with several proprietary ones, likeIBM's SNA and TCP/IP Using the OSi model as

a base, students learn fundamentals of physicalcomponents, error detection and correction, linedisciplines and network addressing Specialemphasis is placed on local area networks andconnecting them to organizational networksPrerequisites QSMIS 385, 387, 48 1 and 482

485 Systems Quality Assuranceand Control 3 erPresents EDP auditing standards with a blend ofsystems concepts and applications Techniques fortesting computer, programs, files, and processingsystems are presented Special attention is devotedto the particulars of auditing online, real-timesystems Case studies and generalized auditsoftware are used to create a simulated auditenvironment Prerequisite QSMIS 183

486 eBusiness Technologies 3 crThis course provides an intioduction to the topicof electronic commerce through the search forsuccessful e-business models, reflection andapplication of basic econornic concepts underlyinge-cominerce, and practice at rigorously analyzinge-business strategies and their implementationsPrerequisite QSMIS 183, COSC 101 or 150

487 Advanced Application Development. 3 crThe course provides a practical familiarity withhigher level technologies used for accomplishingthe tasks found in systems analysis, design anddevelopment, specifically those centered ondatabase technologies This includes advanceddatabase management systems (DBMS) creationand manipulation, particularly the integration ofprocedural languages and SQL PrerequisitesQSMIS 385, 387, 481 and 482

INTERNATIONALBUSINESS CURRICULUMThe International Business program preparesstudents for careers in the international operationsof organizations Students learn about the globalenvironment of business, international business,economics, finance, law, marketing, and exporttrade, and business and society in major economicregions of the world In addition, students developstrong multi-culturat awareness and competency ina second language The IB program offers studentsthe opportunity to study abroad in one of thecolleges with whom Duquesne University isaffiliated Students majoring in 113 may elect toinclude a functional area of business as part oftheir prograin of study

For a concentration in International Business,students will take (1) IBUS 341, FINAN 437,MKTG 443, and BLAW 454, (2) either acontinuation of IB courses by taking 12 hoursamong the ]BUS 342, 369, 444, 446 448, 49 1,ECON 442, MGMT 445, or a functional area ofbusiness such as marketing, finance or logistics,(3) proficiency through the 202 level of a secondlanguage Students are encouraged to includecourses of international studies offered by theCollege of Liberal Arts as electives For studyabroad opportunities, students are encouraged toconsult with their academic advisors, IBprofessors, or the University's Office ofInternational Affairs Students can request awaiver of the language requirement if (1) theypass the level proficiency test administered by theDepartment of Modem Languages or a specializedlanguage testing institute, ot (2) they are natives ofa non-English speaking nation

COURSE PREREQUISITES - see p 167

341 International Business 3 crAn introductory study of the environment andmanagement of cross-national business activitiesTopics include sociocultural, legal and politicalenvironment, international monetary and financialsystems, international trade, foreign direct andportfolio investments, and the management ofinternational marketing, financial, production andpersonnel functions Prerequisite MGMT 361

342 International BusinessStudy Abroad var crStudy abroad opportunities with a number ofuniversities are available Students should checkwith their advisors in the School of BusinessAdministration regarding both opportunities andthe possibility of transfer of credits

369 Export Management 3 crThis course offers a comprehensive study ofinternational export procedures and operationsTopics covered include export documentation,managing export transactions, planning exportoperations, export communications, shipping andpackaging, export payment and collectionmethods, export insurance, governmental andforeign export regulations, export supportprograms and services, exports within NAFTA,and designing export management systemsPrerequisite IBUS 341

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437 InternationalFinancial Management 3 crSee Finance Curriculum

442 International Economics 3 crSee Econornics Curriculum

443 International Marketing 3 erSee Marketing Curriculum

444 Business and Society in Europe 3 erSurvey of the major cultural, social and politicalfactors influencing the conduct of business inEurope This course includes an overview of themajor European economies, a desci iption of theinstitutions and politics of the EmopeanCommunity and a detailed examination ofbusiness and society in Germany and at leasttwo other European countries PrerequisiteMGMT 361

445 International Management 3 crA study of multinational companies' structures,strategies and management processes The courseincludes a thorough understanding of internationalmanagernent, competent awareness of culturaldiversity and development of decision makingskills in multinational settings PrerequisiteMGMT 361

446 Japanese Businessand Management 3 erFocuses on the history of Japanese business, theessential elements of Japanese managementpractices, and the strategies used by successfulJapanese global corporations including theirapproaches to marketing, operations management,hurnan resource management, and financialstrategy Prerequisite MGMT 361

448 Business and Society inLatin American 3 crSurvey of the major Cultural, social, political andeconomic factors influencing the conduct ofbusiness and the prospects for continuedeconomic development in Latin America Theimpact of contemporary changes in economic andpolitical conditions on the prospects for long termeconomic development are discussed The courseincludes a more detailed examination of econornic,social and political conditions in Mexico, Braziland at least one other Latin American countryPrerequisite MGMT 361

454. The Law of InternationalCommercial Iransactions 3 crSee Legal Studies Curriculum

491 Practicum in International Business 3 crThis course integiates international business skillsand methods into a professional pi acticumStudent teams work with an international businessfii in as consultants to help the company deal withinternational business projects and issuesPrerequisite Senior standing

INVESTMENT MANAGEMENTCURRICULUMThe Investment Management Curriculum preparesstudents with the foundation required for successin careers in investments Most investmentprofessionals puisue the Chaitered FinancialAnalyst (CFAC) designation in order to enhancetheir careers, and the Investment Managementcurriculurn is based closely on the CFA Level Ibody of knowledge

Coui ses required for the concenti ation includeFinance 330, 333 and Accounting 3 11, 312 or 315in addition, students Must complete at least two ofInvestment Management 310, 4 10 and 440 plusadditional Finance or Investment Managementelectives for a total of 24 credits

COURSE PREREQUISITES -see p 167

301 The Investment Environment 3 crThe Investment Environment provides importantstrategies for investing in a broad array offinancial assets with a focus on common stocks,bonds and mutual funds Topics include thestructure and functioning of financial markets,trading mechanics, the measurement andpresentation of performance, features ofcommon stocks, bonds and mutual fundsfinancial market regulation and stanclaids ofprofessional conduct Attention is given to legal,regulatory and accounting issues This course isnot counted towaid the Finance or InvestmentManagement concentration

310 Fixed Income Securities 3 crFixed Income presents relationships aniong bondprices, spot rates, forward iates and yields andintroduces the fundamental notion of arbittagepricing in the context of securities with fixed cashflows It describes various ways to ineasuicinterest rate risks for the purpose of quantifyingand hedging these risks, and it presents tools foranalyzing the following majoi types of fixedincome Securities repurchase agreements,forwards, futures and interest rate swapsPrerequisites Finance 330 and 333

401 Business Administration Internship 3 erSee General Business Curriculum

410 Equity Portfolio Management 3 crExtends modern poi tfoho principles (covered inFINAN 330) to a theory of active portfoliomanagement Within the context of portfoliooptimization, the course provides a generalframewoik for designing, evaluating andimplementing a variety of active strategies forselecting common stock portfolios The essenceof active management lies in forecasting abrionnalreturns, and, to this end, the course reviews anumber of empirical regularities in stock returnsUsing the Investment Center, students apply theseconcepts in the development and evaluation oftheir own portfolio strategies PrerequisitesFINAN 330 and 333

440 Seminar in Investment Management 3 crConcentration upon selected contemporary topicspresented by distinguished visiting professors orresident faculty Pierequisite INVMG 410

LEADERSHIPAND CHANGEMANAGEMENT CURRICULUMThe Leadership & Change Management (LCM)division offeis courses leading to concentrations inLeadership & Change Management andEntrepreneurship Students will need to completefive required courses in each of these areas toquality for the concentration In addition, studentscan take nine to twelve credits in another businessdiscipline or tailor these electives to suit theirindividual career interests Students should consultwith an academic advisor in order to review thecourse offerings and select appiopriate electivesThe Leadership & Change Management (LCM)

concentration prepares students to becomedUthent1C leaders with the capacity to lead theiremployees to overcome the unforeseen challengesin today's business and societal environments Asorganizations worldwide are confionted withvolatile markets, vigilant shareholders, and risingcustomer expectations, leadership and changemanagement capabilities have become paramountto organizational success The LCM concentrationpiovides students with a competency-based, well-rounded education and offers a uniquecombination of expet iences and perspectives tohelp students develop into cicative, flexibleleaders who can work across diverse businessdisciplines, environments, and cultures in the neweconomy Students are encoutaged to specialize ina tunctional area of business as part of theirprogram of study Cai eer path options include a

wide range of management, consulting, andentrepreneurial positions in organizations rangingin size from sole proprietorships to multinationalfirms Required LCM courses MGMT 366, 45 1,452, 453 and 454

COURSE PREREQUISITES - see p 167

361 Introduction to Management 3 crThis course is an introduction to the basic tasks,functions and responsibilities of managers and theoverall environment in which managers andorganizations must operate Areas covered includethe planning, organization, and leadership ofactivities and the context (internal and external) inwhich managers work to discharge theirresponsibilities effectively

366 Behavior in Organizations 3 erThis course is an applied treatment oforganizational behavior Students learn a numbeiof theories, concepts, and applications regardingauthentic leadership and managerial skills Topicscovered include motivation, personality,perception, group dynamics, team-builchng,managing diversity, performance appraisals,leadership, communication, decision-making,conflict, organizational politics, power, change,organizational development, and the internationalaspects ofbehavioral management PierequisiteMGMT 361

367 Operations Management 3 crAn introduction to the principle topics and issuesin production and operations management Bothmanufacturing and service operations areaddressed with consideration of how operationssupport overall strategy and contribute toproductivity and competitiveness PrerequisitesQSMIS 284 and MGMT 361

368 Business Ethics/Communications 3 crDiscusses the relevance of social needs indeveloping a sense of ethics, the need for personalethics in making business decisions, and theimportance of a shared sense of values indeveloping productive work communities Theemphasis throughout is on practical issues facingpeople in business The discussions of ethicalissues are used as a forum fm developing basiccommunication skills

445. International Management 3 crSee Inteinational Business Curriculum

CM

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451 Foundations of Leadership 3 crProvides an overview of topics and experiencesrelevant to the development of individualleadership potential A primary goal of this courseis to show how effective leadership can benurtured and developed in individuals Studentswill have an opportunity to practice leadershipskills and receive feedback on their leadershipstyles in one-to-one, as well as group settingsThis course is directed towards making studentsthink, act, and become effective leaders in today'scorporate society Prerequisite MGMT 366

452 Leadership in Teams 3 crThis course, second in a series of courses focusingon leadership development, emphasizes team orshared leadership development Team leadershipis viewed as leadership "in" and "of' teams,primarily in work organizations Leadership rolesin teams may be fulfilled by One Or Moreindividuals or shared leadership may occurBeginning with an emphasis on an individualleading a team of individuals, participants overtime learn how to distribute leadership within theirteams Focuses on various types of teams in avariety of organizations and examines theinfluence of context, culture, individual values,and technology on the emergence andeffectiveness of team leadership PrerequisiteMGMT 366

453 Leading Change 3 crLeading Change in Oiganizations provides thecapstone experience in the Leadership and ChangeManagement program The course is a theoreticaland applied treatment of the most challenging taskfor organizations in the new millennium Theintent is to develop the capacity in students toconsult with organizations on strategic leadershipand purposive-change management practicesStudents develop a "systems perspective" to bringabout chanae in organizations and understand theroles played by leadership at all levels tochampion the change that leads to positiveoutcomes Students learn a number of theories,concepts, and techniques related to applying theleadership and change management process toorganizations, both large and small PrerequisiteMGMT 451

454 Leadership and Ethics 3 crThis course builds upon students' skills developedin the foundation Leadership and ChangeManagement major course requirements and seeksto translate these skills into leadership in actionPrimarily through a service learning opportunity,

students are expected to demonstrate theirleadership, team, and change management skills ina common ity- based field project In addition,through case studies, biographies and fieldexploration, students are able to recognize theimportance of ethical leadership and ethicalleaders for the success of any organization andseek to develop sensitivity toward theinterdependence that exists between businessorganizations and the community and residentsthey affect This course emphasizes anintrospective approach to understanding eachstudent's leadership style Prerequisites MGMT366, 451 Students should be concurrently enrolledin MGMT 453

460 Strategic HumanResource Management 3 er.Explores the strategic role, technical functions andservices provided by an organization's personnel/human resources department Among the topicscovered are hurnan resource planning, recruiting,selection, performance appraisal, training,compensation, occupational health and safety,employee rights, labor unions, and equalemployment opportunity issues PrerequisiteMGMT 361

466 Compensation and Benefits 3 crThis is an advanced course focusing on pay andbenefits issues Coverage includes relatingcompensation to strategy, internal equity,performance evaluation, market pay surveys,developing a pay structure, variable pay, incentivesystems, gain sharing, executive compensation,paying expatriates, employee benefits includingsocial security, workers' and unemploymentcompensation, medical, retirement, costing outbenefits, flexible benefits, managed care, and costcontainment Pierequisites MGMT 361 and 364

468 Training and Development 3 crExplores the training and development function inhuman resource management Covers theassessment of training needs, designing andconducting training programs, and evaluations oftraining effectiveness Student teams design andconduct a iniiii-trainingprogiam PrerequisiteMGMT 364

493 Independent Scholarly Study 3 erStudents must initiate an original research projectin a field of business of then choice The researchproposal inust be submitted (in written form) forapproval first, to a faculty sponsor, then thedepartment Chairperson, and finally, the Associate

Dean The project must be completed within anacademic semester This course is open to studentsin all concentrations in the School of Businessonce all necessary signatures have been obtained,the form must be submitted to your AcademicAdvisor to registei Prerequisite Student mustquality as a University Scholar

499 Strategic Management 3 crStrategic Management the "capstone" course ofthe undergraduate business curriculum, utilizingtop-level, comprehensive organizational casestudies as the primary tool to provide aninteractive educational experience StrategicManagement provides students with theopportunity to (1) Improve the systems skillsneeded to integrate knowledge froin all thefunctional areas of business, (2) Build thecognitive skills needed to diagnose strategicorganizational problems competently, (3) Developthe imaginative skills needed to brainstormpossibilities and find creative solutions, (4)Sharpen the interpersonal skills needed to workeffectively in group settings, and (5) Strengthenthe persuasive skills needed to communicateeffectively and successfully defend their decisionsin both oral and written forms PrerequisitesSenior standing (90 credit hours) ACCTG 215,FINAN 33 ],MKTG 371 and MGMT 361

LEGAL STUDIES CURRICULUMThis program has two distinct career objectives

I To provide solid preparation and an "edge" forthose who plan to attend law school See threeyear Bachelor's/JD, p 162

2 To provide the legal background needed formanagerial positions in law administration

For a concentration in Legal Studies, thestudents will take BLAW 353 354, and 355 aswell as electives offered in this concentrationStudents should consult an academic advisor inorder to plan their specific course of study

COURSE PREREQUISITES - see p 167

251 Business Law 3 crAn introductory course exploi ing the nature ofla", its sources, and its relation to society,government and business The course focuses onthe traditional business law topics - property,contracts, toits, agency, business organizations andgovernment regulation

353 Contracts 3 crThe fundamental concepts of the law of contractsare examined to provide the student with anunderstanding of the common law systemregarding formation, perfoirriance, third partyrights, ethics, discharge and remediesPrerequisite BLAW 251

354 Commercial Transactions 3 erStudy of the provisions of the UniformCommercial Code (UCC) with reference to thenature and legality of the sale of goods,warranties, nature and kinds of commercial paper,negotiability, methods of transfer and securedtransactions Prerequisite BLAW 251

355 Law of Business Organizations 3 crA course which focuses on various laws pertainingto the creation and termination of corporations,franchises, partnerships, agency and otherbusiness entities Prerequisite BLAW251

357 Real Estate Law 3 erThe principles of real property law and theirapplication to the transfer of property i ightsTopics include real estate applications of contractand agency law, and the legal relationships amongbuyers and sellers, landlords and tenants andborrowers and lenders Prerequisite BLAW 251

454 The Law of InternationalCommercial Transactions 3 crProvides the student with an overall peispectiveof the basic legal problems involved in doingbusiness with and in other countries Topicscovered include an introduction to foreign legalsystems, study of various forms of businessorganization, legal problems involved in lettersof credit, insurance, risk of loss, antitrust aspectsof the sale of goods, forms of dispute settlement,and the problems of enforcing judgments inand against foreign countries PrerequisiteBLAW 251

456 Legal Aspects of HumanResource Management 3 crA survey course of state and federal laws thatinfluence the legal environment of personnel andhurnan resource management PrerequisitesMGMT 364 and BLAW 251

MARKETING CURRICULUMThe Marketing progi am is designed for studentsseeking careers in marketing or sales withindustrial or consumer goods companies, serviceorganizations, retailers, health-care institutions

INN

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and not-foi-profit organizations The programprovides an understanding of the role of marketingin oiganizations, develops skills in applyingfundamental marketing concepts, exploresconsumer behavior and product development, andintroduces basic marketing research techniquesAn emphasis on case studies utilizing oralpresentations and written repoits helps developthe necessary communication skills to succeed inthe maiketing field

For a concentration in Marketing, students willtake the following courses MKTG 373, 374, 375,476, 477, and three of the following MKTG 443,471, 472, 474, 475, 478, and 479

COURSE PREREQUISITES - see p 167

371 Introduction to Marketing 3 erProvides an understanding of the dynamic rolemarketing plays in the economy and inorganizations Students build a knowledge basewith regard to strategic marketing, marketsegmentation, marketing research, consumerbehavior, the product mix, the promotion mix, thedistribution inix, the pricing mix, technologyintegration, international marketing, and non-profit marketing

373 Sales Administration 3 erIntroduces the fundamentals of salesmanship andthe problems confronted by the sales managerEmphasis will be placed on developing anunderstanding of production plannin.-, pricing,market analvsis and specific areas of salesmanagement Attention will be given tomanagement of the sales force, recruitmentselection and ethical considerations PrerequisiteMKTG 371

374 Research Applications in Marketing 3 crExamines the methods used by businessmanagement to obtain the information needed tosupport marketing decisions selection of targetmarket, design of product, distribution promotion,and pricing policy These methods includeexploratory (qualitative) research, conclusive(quantitative) iesearch, sampling theory andapplication, and various statistical techniquesused to support marketing research PicrequisitesQSMIS 284 and MKTG 371

443 International Marketing 3 crHelps students develop skills in analyzingeconomic and non-economic factors foridentifying and evaluating foreign marketopportunities, allows students to become familiar

with different approaches for segmentinginternational markets, encourages students todevelop skills in formulating product, price,distribution, and promotion strategies in thecontext of business outside the United States, andhelps develop skills in undertaking internationalstrategic marketing planning PrerequisiteMKTG 371

471 Services Marketing 3 crThis course focuses on the marketing of servicesand the techniques necessary to improve customerservice It is taught from the perspectives of bothmarketing managers and customers Students willdevelop a broad knowledge base regarding thefollowing marketing concepts custornerexpectations, complaint behavior, measures ofcustomer satisfaction, relationship marketing,servicescapes, collaborative service culture,discretionary collaboiative behavior and servicerules Upon completion of the course, studentswill understand not only how to effectively marketa service, but also how to get the best servicePrerequisite MKTG 371

475 Consumer Behavior 3 crEncourages the student to develop anunderstanding of the consumer from theperspective of the maiketing manager The courseexplores the factors that affect the consumer,which range from a macro level (the effect of thephysical and social environment on the consumer)to a micro level (knowledge attitudes, and actionsof the individual consumer) Segmentation,positioning, and marketing mix strategies arediscussed in relation to consumer behaviortheories Mini-projects are assigned to allow thestudent to apply theoretical concepts to real worldexperiences Prerequisite MKTG 371

476 Product Management 3 crExamines methods and tools leading to successfulproduct development and commercialization, aswell as the maintenance of existing pioducts andproduct lines, including product positioning,design, marketing mix, testing, forecasting andproduct launch, plus product strategy and productlife cycle management, using case studies andcomputer simulations Prerequisites MKTG 371and 374

477 Strategic Marketing Planning 3 crDesigned to enable the student to apply acquiredmarketing knowledge and expertise to real worldopportunities The case method is employed usingmarketing situations that illustrate oppoitunity

I

analysis marketing environments, productmanagement communication planning, pi icingand distribution strategies, and global planningStudents demonstrate decision making skillsthrough learning to identify and define amarketing problem, analyze and evaluate it, andprepare recommendations concerningImplementation for the oiganization and itsenvironment Prerequisite MKTG 371

478 Industrial Marketing 3 crFocuses on business-to-business marketing Thecourse will demonstrate the differences betweenindustrial and consumer marketing, how industrialmarketers evaluate their marketing environments,including an understanding of customers andcompetitors, supply chain management, marketresearch, and new product developmentPrerequisite MKTG 371

479 Retail Management 3 crFocuses on retail management from a strategicperspective while emphasizing the similarities anddifferences between the retail and industrial sectorEmphasis wi I I be placed on consumer behavior,market research, store location, services retailing,franchising and the changing retail environmentPrerequisites MGMT 361, MKTG 371

QUANTITATIVE METHODSCURRICULUMStudents in the undergraduate School of BusinessAdministration complete a basic sequence inQuantitative Methods This sequence is concernedwith the application of mathematics, statistics, andinformation processing to the analysis of businessand economic problems Prior to entry into thesequence, MATH 10 1 and I I I in the College ofLiberal Arts or the equivalent are required

COURSE PREREQUISITES - see p 467

182 Information Systems 1 3 crSee Information SystemsManagement Curriculum

183 Information Systems 11 3 crSee Information SystemsManagement Curriculum

281 Quantitative Analysis 1 3 crAn introduction to probability and the morecommonly used statistical techniques foranalyzing data from one Population, with anemphasis on their application to decision makingand quality management Coverage includes basic

descriptive statistics, the concepts of probabilityand specific distributions, and inferential statisticsPrerequisites QSMIS 182 and MATH I 10

284 Quantitative Analysis 11 3 crA continuation of statistical analysis, extending tothe comparison of two or more populations andanalyzing the association between variablesthrough regression, correlation, and contingencyanalysis Developing basic time series forforecasting and developing and analyzingsimulation models are also covered PierequisiteQSMfS 281

367 Operations Management 3 crSee Leadership and ChangeManagement Curriculum

SPORTS MARKETING CURRICULUMThe Sports Marketing Piogram provides aworking understanding of the role of marketing insports and sports-related organizations, developsskills in applying fundamental marketingconcepts, explores strategic marketing concepts,sales management, moduct development andmarketing research techniques, while creating askill base for employment For a concentrationin Sports Marketing, students will take MKTG373, 374, 376, 377, 476 and 477 plus two ofthe following MKTG 470, 471, 474, 475, and479 In addition, students will take Mediaand Sports and Media Sports Relations in theDepartment of Journalism/Multimedia Arts asnon-business electives

COURSE PREREQUISITES - see p 167

376 Sports Marketing and Promotion 3 crThis course will provide an intensive evaluation ofmarketing techniques and promotional strategy Inaddition, the topical coverage will include themarketing mix, new product strategy and services,interactive promotion, event marketing and value-added marketing Prerequisite MKTG 371

377 Sports Management 3 crThis course will provide a knowledge base inplanning, organizing, motivating and controllingsports organizations The content of this coursewill help in the development of skills necessary tomanage organizations in the sports industryincluding marketing firms, licensing agencies,major retailers, professional sports organizationsand sporting venues Prerequisite MKTG 371

182

470 Legal Environment of SportsManagement and Marketing 3 crThis course will cover regulation in the sportsindustry including NCAA regulations, collectivebargaining and codes of industry conduct Inaddition, royalties, rights and licensing issues willbe covered Prerequisite BLAW 251

471 Strategic Sports Marketing 3 crThe course will focus on specialized areas ofinterest in the form of interactive projectsdesignated by the instructor or the individualstudent This course provides an opportunity forthe student to pursue special areas of interest insports marketing and management covering majorissues in specific sport venues or the sportsindustry in general Preiequisites MKTG 376and 377

SUPPLY CHAINMANAGEMENT CURRICULUMThe Supply Chain Management concentrationprepares students to assume roles as supply chainprofessionals in both profit and not-for-profitorganizations The focus will be on providingstudents with the necessary theoretical, analytical,and practical skills required to manage the flow ofmaterials and products from original Source to thefinal consumer The program emphasizes thesuccessful application of SCM techniques andconcepts through collaboration and integrationboth within and between organizations For aconcentration in Supply Chain Management,students will take Introduction to Supply ChainManagement 375, Transportation and LogisticsManagement 472, Purchasing Management 474,and Strategic Supply Chain Management 469, plusfour electives from courses such as IBUS 341,BLAW 353 and 354, MKTG 443 and 476, QSMIS481, and Business Internship BAUDM 401

COURSE PREREQUISITES - see p 167

375 Introduction to SupplyChain Management 3 crAn introduction to managing the flow of material,products, services, information, and cash via theprocesses, technologies, and facilities that linkprimary suppliers through to ultimate customersAttention is given to responsibilities andintegration of such supply chain functions asforecastina, production planning, supplymanagement, production, transportation,inventory, warehousing, packaging, materials

handling and customet service Recognition isalso given to important interrelationships betweensupply chain management, marketing, andfinancial management Prerequisites MGMT 361and MKTG 371

469 Strategic Supply Chain Management 3 crStrategic Supply Chain Management is thecapstone course in the Supply Chain Management(SCM) concentration This course will focus onapplying knowledge from previous couises to

,understanding the impact of effective SCM on theorganization's productivity and competitivenessStudents will explore the links between overallbusiness strategy and supply chain strategy, andwill develop an in depth understanding of theprinciples Of Supply chain excellence Fieldresearch, combined with Duquesne supply chainmanagement software, will provide students withexperience in SCM strategic development andintegration Prerequisites ACCTG 215, MGMT367, and SCMG 375, 472, and 474

472 Transportation andLogistics Management 3 crTransportation and logistics are the elements ofsupply chain management by which materials arestored and moved from points of origin toproduction and products are stored and movedfrom points of production to consumption Thiscourse will examine distribution techniques, themajor modes of transportation, their respectivecapabilities and limitations, business models, andmanagement practices The course will alsoexamine the role of government in thetransportation industry Prerequisites MGTG 371and SCMG 375

474 Purchasing Management 3 crAn introductory course on the principles ofpurchasing and materials management Topicscovered include the profit-generating potential ofpurchasing, the role of purchasing in total qualitymanagement, the price versus cost distinction,supplier selection and evaluation, inventorymanagement, value analysis, and just-m-timepurchasing Prerequisites MKTG 371 and 375

SCHOOL OF EDUCATION

http —educat.ond.q edu

Admil-tiation

Dean, School of EducationOlga M Welch, PhD

Intei un Chair, Department of In wuetion andLeadership in EducationBarbara M Manner, PhD

Chau, Department of Foundationsand LeadershipRodney K Hopson, PhD

Chair, Department of Counseling, Psychology,and Special EducationSusan M Munson, PhD

Dnectoi, Office of Student andAcademic ServicesScott Rhodes

HISTORYThe School of Education was founded in 1929 inthat year, the newly organized School ofEducation granted its first degrees in programs ofsecondary education The following programshave since been approved for certification by theDepartment of Education of the Commonwealth ofPennsylvania Music Education, 1930, graduateeducation, 1936, Elementary Education, 1937,Guidance, 1952, School Administration, 1952,Special Education, 1964, Reading Specialist andReading Supervisor, 1969, School Psychology,1969, Early Childhood Education, 1975 and1997, School Supervision, 1976, Superintendent'sLetter of Eligibility, 1993 English as a SecondLanguage, 2003, Business, Computer andInformation Technology, 2004

The Education Unit was recommended fornational accreditation by the National Council forAccreditation of Teacher Education (pendingboard approval, Spring 2006) The EarlyChildhood, Elementary Education, and SpecialEducation programs have each received nationalrecognition from their respective SpecialtyProfessional Associations Early Childhood fromthe National Association for the Education ofYoung Children (NAEYC), Elementary Educationfrom the Association for Childhood EducationInternational (ACEI) and Special Education fromthe Council foi Exceptional Children (CEC)

SELECTION AND ADMISSION TO THESCHOOL OF EDUCATIONCandidates who desire to become teachers areadmitted to the School of Education through theUniversity Office of Admissions Apply to theExecutive Director of Admissions, DuquesneUniversity, Pittsburgh, PA 15282 During the firsttwo years of study, the curriculum is devoted tobroad ]earnings in general and professionaleducation Teacher candidates are expected todemonstrate personal and professional knowledge,skills and dispositions that will recommend themas worthy candidates for the teaching profession

ADMISSION TO THE PROFESSIONALEDUCATOR CERTIFICATION TRACKCandidates are formally admitted to a ProfessionalEducator Certification Track after completion offour semesters of full-time or full-time equivalent(60 credits) of college level study There are threeProfessional Educator Certification Tracks EarlyChildhood, Elementary, and SecondaryCandidates will be admitted to the ProfessionalEducator Certification Track on the basis of theirqualifications with a minimum overall grade pointaverage of 3 00 and qualifying scores on thePraxis Preprofessional Skills Tests Additionally,candidates are required to submit an applicationthat includes a demonstration of their progresstoward meeting the themes and domains of theSchool of Education The Student StandingCommittee may accept a limited number ofcandidates for admission to the certificationprogram who do not meet the minimum QPA butwho have passed the required Praxis exams

Checkpoints and GatewaysThe Leading Teacher Program (LTP) providesteacher candidates with Checkpoints andGateways to insure their success in fulfilling therequirements of the program Checkpoints areformative in nature and are provided to assistteachei candidates in assessing their progresstoward completion of the program Gateways aresurnmative in nature, include checkpointrequirements, and must be achieved in order toprogress to the next stage of the program ThePennsylvania Department of Educationperiodically changes the qualifying scores and thePraxis Tests required for state certification

Semester OneCheckpoints Complete Act 33/151 &34Cleaiances, Speech and Language referrals (ifnecessary), Registei for and take Praxis Pre-Professional Skills Tests

Semester Two

Checkpoint Demonstrate oral and written skills

to faculty

Semester Three

Checkpoint Assess progress toward Semester

Four Gateway regarding Praxis exams and

QPA requirements

Semester Four

Gateway Formal application to the Professional

Educator Ceitification Track Satisfy all prior

checkpoints successfully complete required

Praxis exams, and achieve a minimum overall

3 00 QPA

Semester Five

Checkpoint None

Semester Six

Gateway Achieve and maintain a minimum

overall 3 00 QPA for all teacher candidates, and a

3 00 QPA in certification academic area for

secondary and K- 1 2 subject area teachers Submit

formal application and recommendations for

Student teaching

Semester Seven

Checkpoint Assess pi ogress toward requirements

for student teaching placement including Praxis

exams and QPA requirements

Semester EV_ht

Checkpoint Successfully complete Praxis

Specialty Atea Examinations for certification

Gateway Presentation of showcase portfolio to

faculty through a Portfolio Exit Interview Submit

formal applications for iecommendation for

graduation and/or certification

PROGRAMSThe School of Education offers undergraduate

programs approved by the Pennsylvania

Department of Education for the preparation of

Early Childhood, Elementary and Secondary

Education (English, English and Communications,

Spanish Latin, Mathematics, Social Studies)

teachers The Early Childhood, Elementary and

Secondaiy Education programs, in accord with the

philosophy and objectives of the School of

Education, offer teacher candidates the

opportunity to qualify for

I The Instructional I (Provisional) Certificate

in Pennsylvania

2 Admission to graduate programs in education

The last 30 credits for the degiee must be eained

at Duquesne University The minimum number of

credits for graduation is 120

Teacher candidates in the School of Education

must comply with all Pennsylvania Department of

Education requirements for certification State

regulations change from time to time and have

precedence over University catalogs and School of

Education Handbooks for minimum requirerrients

Teacher candidates will be notified of any

modification regarding programs of study

The Undergraduate Advisors and Program

Directors make the program iequirements known

to students

Special Education The Leading Teacher Program

(LTP) is based on a curricular infusion model that

provides all education majors with significant

preparation in adapting instiuction to ineet the

needs of students with learning and behavior

challenges This model reflects best piactice in

collaborative partnerships and the knowledge and

competencies necessaiy for educating students

with disabilities in the nations' schools This

preparation is transcripted as special education

course credits (EDLTD) in each of the three

certification programs Teacher candidates

interested in adding certification in special

education may enroll in a one-year Master of

Education LTP in Special Education if they are

graduates of the Duquesne University

baccalaureate LTP program in Early Childhood,

Elementary, or Secondary Education and hold an

Instiuctional I teaching certificate

DEGREEThe School of Education offers the Bachelor of

Science in Education degree

THE LEADING TEACHER PROGRAM

The Leading Teacher Program meets the

standards of excellence for the practice of

teaching in the 2 1 st century Teacher candidates

are challenged throughout the Leading Teacher

Program to develop beginning expertise in the

critical aspects of becoming a leading teacher

and to pursue continuous impi ovement in the

following domains

Domain I —Becoming a Learning Theorist This

domain emphasizes an understanding of pedagogy

and the cognitive and affective pi ocess that wi ll

address the learning needs of people of all ages

Domain 11 —Becoming a Curriculum Designer

This domain emphasizes curricular decisions

based on tesearch theory, informed practice, and

recommendations of the leat tied societies

Domain III —Becoming An Expert in School

Context This domain explores the intellectual,

ethical, cultuial, economic, political, and

government influences upon schools including

traditional and emerging perspectives

Domain IV —Becoming a Master Practitioner

This domain develops competence in instructional

strategies, technology, reflective practice,

school -com i nunity-professional linkages and

acadernic training

Domain V —Becoming an Instructional Leader

This domain emphasizes the leader and knowledge

of self in relationship with the group and the

relationship with the community and society

Additionally, learning experiences that ieflect

the themes of Leadership, Diversity, and

Technology are infused throughout the Leading

Teacher Program

U^A leading teacher is a life long learner inspiring a

community of learners to pursue continuous

improvement and growth

Diversitv A leading teacher is an advocate,

creating learning experiences that demonstrate

sensitivity, acknowledging Students of all abilities

and valuing human differences

Technology A leading teacher is an architect

building learning environments that acknowledge

and incorporate the power of technology

Four major curriculum components comprise the

Leading Teacher Program (1) General Education

Core, (2) Academic Cognate (Early Childhood

and Elementary)/Acadeinic Area (Secondary),

(3) Foundations of the Leading Teacher

Program, and (4) the Professional Educator

Certification Track

Genei al Education Core

The University and the School of Education

require completion of general education Courses in

humanities, social sciences, natural and behavioral

sciences and theology Generally, thirty-nine

credits of general education are completed during

the fiist four semesters of study for Early

Childhood and Elementary majoi s There are

slight variations in Secondary Education

depending on the specific academic major

Teacher candidates must consult their advisor for

program specific requirements

The University determines the courses required in

the General Education Core Teacher candidates

will be notified of any modification regarding

courses in the Core The Undergraduate Advisors

and Program Directors make changes in the

program requirements known to candidates

Academic CognatelAcadentic Major

Teacher candidates enrolled in the Early

Childhood and Elementary certification tracks are

required to pursue a 15 credit academic cognate/

minor to enhance their knowledge and

competency in a specific academic area An

academic cognate is an articulated sequence of

courses, from an acadernic program within an

academic department These courses become a

cognate by linking to each othei in ternis of

content, chronology, increased complexity, and

other elements Cognates are available in several

academic disciplines Teacher candidates begin

coursework in their academic cognate during

their second year Cognate descriptions are

available from the Academic Advisors

Teacher candidates enrolled in a Secondary

Education certification track utilize elective

credits to build the academic content required for

certification in the Commonwealth of

Pennsylvania The acadernic component includes

at least 30 credit hours in the specific content area

Foundations of the Leading Teacher Program

Teacher candidates are introduced to the Leading

Teacher Program and the teaching profession

through learning experiences built aiound the

three thernes and five domains One-credit courses

in Special Education and Technology are infused

into the Foundations of The Leading Teacher

Progiani The course content for special education

and technology is taught concurrently with the

Foundations courses in an integrated fashion At

the conclusion of the Foundations portion of the

Leading Teacher Program, teacher candidates must

demonstrate their readiness to be accepted into

one of the three Professional Educator

Certification Tracks (Early Childhood, Elementary

or Secondary)

'W'

1001

187

The following course of study is required of all

education majors

Semester I

coinse Com ^e Title Credits

EDLTFl0I Orientation to the LTP 2

EDLTT 10 1 Instructional Technology I I

EDLTF 181 Cohort Expel ielice 0

Semester 2

EDLTF 102 Context of the 3

Teaching Profession

EDLTT 102 Instructional Technology IT I

EDLTD 102 Historical & Legal I

Foundations of

Special Education

EDLTF 192 Field Experience I

EDLTF 182 Cohort Experience 0

Semester 3

EDLTF 201W Ed Psych 1 Leaining, 3

Development & Motivation

EDLTI) 201 Characteristics of Persons I

with Disabilities

EDLTF 291 Field Experience I

EDLTF 281 Cohort Experience C

Semester 4

EDLTF 202W Ed Psych 11 Classroom 3

Leadership, Assessment &

Evaluation

EDLTI) 202 Critical Issues in I

Special Education

EDLTF 292 Field Experience I

EDLTF 282 Cohort Experience

The Leading Teacher Program includes broad and

diversified professional field experiences designed

to provide opportunities for observing and

working with children and youth, beginning the

second semestei of full-time study The settings

for these experiences include public and private

schools, and education agencies, institutions and

oiganizations Experiences are provided in urban,

suburban, and rural settings All of these

experiences are completed under professional

supervision from the University and from the off-

campus educational organization Teachei

candidates will palticipate in a range of settings

throughout the course of their progi am

Course Descriptions Foundations of the

Leading Teacher Program

EDLTF 101 Orientation to the LTP 2 cr

Orients aspii ing teachers to the organizational

structures, the professional challenges, and

learning opportunities of the Leading Teachei

Program Introduces teachei candidates to the five

domains and associated competencies as well as

the themes that will frame their learning and

continuous improvement

EDLTT 101 Instructional Technology I I cr

Introduces teacher candidates to the skills required

for modeling and demonstrating technologies for

the classroom Competencies center on the use of

technology to communicate and interact with

peers and colleagues and include an oiientation to

personal computers and the campus network,

electronic mail, woid processing, graphics

presentation, and the uses of the Internet for

exploiation and research

EDLTF 181, 182, 281, 282

Cohort Experience 0 cr

Teacher candidates will participate in regularly

scheduled cohort meetings The cohort experience

provides opportunities for communication and

mentoring with faculty and fellow students

Activities are designed to facilitate reflection on

personal and interpersonal development and

progress through the Leading Teacher Program

EDLTF 102 Context of the

Teaching Profession 3 cr

Focuses teaming on the history of schooling, as a

function of society, the political interests of the

state in the education of its citizens, and the legal

dimension of education The course is designed to

provide teacher candidates with opportunities to

understand the organizational culture of the

teaching profession

EDLTT 102 Instructional Technology 11 1 cr

Provides teacher candidates with a set of tools

required to integrate technology into the

cui-rj(.,ulum Advanced features of word

processing, graphics presentation and the Internet

are presented In addition, online lesson plans,

content-rich images, and related digitized resource

materials are harvested from the World Wide

Web and incoiporated into classroom-ready

instructional mateiials

EDLTD 102 Historical and Legal Foundations

of Special Education I cr

Chronicles the histoilcal and sociological

development of the field of special education with

a focus on the legal foundations for educating

students with diverse learning and behavior needs

Inclusive educational practice as it relates to the

principle of least resti ictive environment will be

introduced and teacher candidates will identify a

variety of school/community resources and

services available for individuals with disabilities

EDLTF 192 Field Experience I cr

I` his first experience in the field provides an

opportunity for teacher candidates to reflect

critically on their developing knowledge base and

their practical experiences Field experiences are

designed to foster professional as well as personal

growth Emphasis of this first field experience is

an urban context

EDLTF 201 W Educational Psychology I

Learning, Development and Motivation 3 erprovides opportunities to reveal and examine

assumptions underlying the teaching-leaming

process Key theoretical principles in human

development, learning, and motivation are studied

in an effort to evaluate theory for its relevance to,

and operation in, classroom practice Writing is

used extensively to enhance learning and,

therefore, quality of writing is assessed throughout

the course

EDLTD 201 Characteristics of

Persons with Disabilities 1 cr

Provides opportunities to examine the types and

nature of disabilities from the perspective of

normal growth and development and the impact on

designing instruction and therapeutic support

Teacher candidates will be introduced to the

process of selecting appropriate adaptive strategies

for including students with diverse learning needs

in general education programs

EDLTF 291, 292 Field Experience 1 cr

Provides additional opportunity for teacher

candidates to reflect critically on their developing

knowledge base through lenses of key principles

as introduced in Ed Psych Emphasis of this field

experience are Professional Development Schools

EDLTF 202W Educational Psych 11

Classroom Leadership, Assessment

and Evaluation 3 cr

This course is a continuation of the learning

opportunities from EDLTF 201W The

assumptions underlying the teaching-learning

process iemain a focus of study Key theoretical

principles in classroom leadership, assessment,

and evaluation aie examined to determine how

relevant theory operates in effective practice

Writing is used extensively to enhance learning

and, thei efore, quality of wilting is assessed

throughout the course (EDLTF 201 W is a

Prerequisite foi EDLTF 202W)

EDLTD 202 Critical Issues in

Special Education I crInvestigates the skills required for collaboration in

the team decision-making process with parents,

teachers, administrators, and community agencies

Focuses on building family partnerships, effective

comirium cation, and developing instructional and

behavioral supports for students with diverse

learning and behavior needs based on

individualized assessments

CERTIFICATION TRACKS IN THE

LEADING TEACHER PROGRAM

Profevsional Educator Cet tification TrackTeacher candidates must apply and be accepted to

one of three Professional Educator Certification

Tracks before scheduling coursework in the junior

year Specialized courses provide prepalation in

teaching techniques and methods required for

specific fields of concentration—early childhood,

elementary, or secondary education To provide

teacher candidates with the most current

professional education, curriculum requirements

and/or prerequisite requirements are subject to

change by the Pennsylvania Department of

Education or the faculty Changes may affect the

programs of study of teacher candidates The

Undergraduate Advisors and Program Directors

make changes in prograin requirements known

to candidates

EARLY CHILDHOOD AND

ELEMENTARY EDUCATION

The Leading Teacher Program (LTP) in Early

Childhood and Elementary Education is designed

to prepare leading teachers for pie-school and

elementary classrooms Teacher candidates who

successfully complete the requirements for this

degree will earn two certifications Early

Childhood and Elementary Education Throughout

the program, teacher candidates will have the

opportunity to develop professional and personal

competence by participating in experiences that

are both theoretical and applied in our nation's

schools All teacher candidates complete a set of

core experiences in teaching methodology and

participate in guided fieldwork Teacher

candidates have options to distinguish themselves

through independent research and/or international

study and teaching oppoi tunities

The Early Childhood and Elementary Education

program is guided by Pennsylvania state standaids

and by standards of national professional

organizations The Early Childhood program

earned national accreditation from the National

Association for the Education of Young Children

iWff.3*1

189

(NAEYC) The Elementary Education program

earned national accreditation from the Association

for Childhood Education International (ACEI)

Teacher candidates address professional standards

in each of the early childhood and elementary

school curriculum areas through coui se projects

and implement the standards in their fieldwork

All of the experiences in the dual certification

Early Childhood and Elementary Education

program ieflect the themes of leadervhip,

di veruty, and technology and at e based on the five

domains of the Leading Teacher Program

The Early Childhood and Elementary Education

progiarn is a 136 credit program that consists of

courses and experiences organized into four major

areas of study General Education (39 credits),

Academic Cognate (15 credits), Foundations of

Education (19 credits), Professional Preparation

(63 credits)

Candidates in the Early Childhood and

Elementary certification program concentrate

studies in the General Education Core,

Foundations of the LTP and Academic Cognate/

Minor Studies during the first four semesters

Details are provided in the description of the

Foundations of the Leading Teacher Program

Semesters 2-7

Course Com ^e Title Credi is

Academic Cognate 15

Semesters 5-7

Professional Preparation

EDLTC 201 Orientation to ECE

EDLTC 202 Child Development

(Birth—Age 8)

EDLTC 203 Planning/Assessment

in ECE

EDLTC 302 Integrated Curriculum

EDLTC 305 Play, Movement,

and Nutrition

EDLTC 311W Literacy Content

Knowledge

EDLTC 312W Pedagogy for Literacy

B-Grade 6

EDLTC 313 Literacy Dispositions

YDLTC 314 Literacy Field

Experience

EDLTD 315 Literacy Acad

Adaptations

EDLTC 321 Numeracy Content

Knowledge

EDLTC 322 Pedagogy for Numeracy

B-Gr 6

EDLTC 323 Numeracy Dispositions

EDLTC 324 Nurneracy Field

Experience

EDLTD 325 Numeracy Acad

Adaptations

EDLTC 331 Educated Citiz

Content Knowl

EDLTC 332 Pedagogy for Educ

Citizenry

EDLTC 333 Educ Citizenry

Dispositions

EDLTC 334 Educ Citizenry

Field Experience

EDLTD 335 Educ CitizenryAcad

Adaptations

Semester 8

Professional Preparation

EDLTC 493 Student Teaching

Early Childhood

EDLTE 493 Student Teaching

Elementary

Course Descriptions Early

Childhood Education

EDLTC 201 Orientation to Early

Childhood Education 3 cr

This course provides an overview of early

childhood education and explores the ways

teachers can nurture and challenge the whole child

(physically, socially, ernotionally, and cognitively)

by providing developmentally appropriate

practices

EDLTC 202 Child Development Birth-8 3 er

In-depth examination of the development of the

child from birth through eight years of age in

physical, social, ernotional and cognitive areas of

growth Emphasis is given to application of

theoretical pi inciples, as well as techniques for

observing and assessing growth and development

FOCUSED SEMESTERS (Semesters 5-7)

Dual Ecu ly Childhood and Elementary majors will

ivink with Elementai ' v Education majoi Y in the

focu^edsenzester^, Each cohoit will rotate thiough

each ofthreejocuyedveme5ter^ Fordescriptions

of eac It of thefocuseds emestei s, Literacy,

Numei acy, and Educated Citizenry, see course

de^ci iptions in Elenientaiy Education

EDLTC 493 Student Teaching

Early Childhood 6 er

EDLTE 493 Student Teaching

Elementary 6 cr

Student teaching for dual certification is a

ten-week experience in Eady Childhood and a

ten-week experience in Elementary Education

These courses are for students who will complete

the requirements for certification in Early

Childhood and Elementary Education

Registration for each student teaching experience

is (,oncurrent Student teaching is shared between

a NAEYC accredited early childhood classroom

or setting and an elementary classi oom under the

direct supervision of a cooperating teacher and a

University supervisor

Oppoi tunitiesfoi student teaching abi oad are

available For moi e injorination, seethe section

titled, hiternational Study in Education

ELEMENTARY EDUCATION

The Leading Teacher Program (LTP) in

Elementary Education is designed to prepare

leading teachers for elementary classrooms in our

nation's schools Teacher candidates who

successfully complete the requirements for this

degree will earn certification in Elementary

Education Throughout the program, teacher

candidates have the opportunity to develop

professional and personal competence by

participating in experiences that are both

theoretical and applied in local, national, and

international settings All teacher candidates

complete a set of core experiences in teaching

methodology and participate in guided fieldwork

Teacher candidates have options to distinguish

themselves through independent research and/or

international study and teaching opportunities

The Elementary Education program is guided

by Pennsylvania state standards and by standardsof national professional organizations The

Elementary Education program earned national

acci editation from the Association for Childhood

Education International (ACEI) Teacher

candidates address professional standards in each

of the elementary school curriculum areas through

course projects and implement the standards in

their fieldwork All of the experiences in the

Elementary Education program reflect the themes

of leadership, divei say, (aid technology and

are based on the five domains of the Leading

Teacher Program

The Elementary Education program is a 127

credit program that consists of courses and

experiences organized into four major areas of

study General Education (39 credits), Academic

Cognate ( 1 5 credits) Foundations of Education

(19 credits), Professional Preparation (48 credits),

and Electives (6 credits)

Teacher candidates in the Elementary

certification program concentrate Studies in

the General Education Core, Foundations of

the LTP and Cognate Studies during the first

four semesters Details are provided in the

description of the Foundations of the Leading

Teacher Program

Semesters 2-7

Course Course Title Credits

Academic Cognate 15

Semesters 5-7

ProfessionalPteparation Focused Semesters

EDLTE 311 W Literacy Content

Knowledge 4

EDLTE 312W Pedagogy for Literacy

K-Giadc 6 4

EDLTE 313 Literacy Dispositions 2

EDLTE 314 Literacy Field Experience I

EDLTD 315 Literacy Acad Adaptations I

EDLTE 321 Numeracy Content

Knowledge 5

EDLTE 322 Pedagogy for Numeracy

K-Gr 6 4

EDLTE 323 Numeracy Dispositions I

EDLTE 324 Numeracy Field

Experience I

3EDLTC203 Planning and Assessment 3 cr

This course provides the candidate experience in

4the authentic assessment of childien ages birth

through eight years in early care settings and

4schools These assessments focus on the cognitive,

2psychomotor, and affective development of the

child, and forin the basis for appropriate planning

Iand implementation of early childhood curricula

and environments

IEDLTC 302 Integrated Curriculum 3 cr

5This course is designed to examine issues, trends

and techniques involved in the inclusion of

4children with special needs in early childhood

Isettings Candidates will explore educational

implications of common disability areas

ICandidates will explore specific adaptations of

curriculum, materials, techniques, and

environments that could be used to support

I inclusion Candidates will observe and interact

^vith children presenting a vaiiety of

4 developmental levels and needs in a supervised

4

practicurn experience

EDLTC 305 Play, Movement,

2 and Nutrition 3 cr

placing play at the center of the curriculum for

I young children has historically been a major focus

of early childhood education This course isI designed to enable candidates to understand the

value of play in a child's overall development

This course is designed for candidates to plan,

implement, and evaluate developmentally

6 appropriate experiences in play, movement, and

nutrition for children ages birth through eight

6

Well

Clinic, and the Saturday tutorial services offered

I through the University Learning Skills Center for

urban students In this module, teacher candidates

4 compare local instructional practices in literacy

with regional and national initiatives, and teach

4 individuals, small groups, or whole classes The

focus is on instiuctional planning and practice, and

2 formative evaluation

EDLTD 325

Numeracy Acad

Adaptations

EDLTE 331

Edue Citizenry Content

Knowledge

EDLTE 332

Pedagogy for Educ

Citizenry K-6

EDLTE 333

Educ Citizenry

Dispositions

EDLTE 334

Educ Citizenry

Field Experience

EDLTD 335

Educ Citizenry

Acad Adaptations

Electives

6

Teacher candidates may registei for 6 credits from

the following areas International Studies,

Instructional Technology Leadership Studies,

Independent Research or additional Cognate

Studies Teacher candidates can complete electives

during semesters 5-7 or summer sessions

Semester 8

Professional Preparation

EDLTE 492 Student Teaching 12

Elementary

EDLTE 493 Student Teaching 6

Elementary

Course Descriptions Elementary Education

Elementary Education majors will be divided into

three cohorts Each cohort will rotate through

three focused semesters

Cow ve desci iption Y app^v to the focused

YeinevterYfor Early Childhood Education

EDLTE 314W Literacy

Content Knowledge 4 cr

EDLTE 312W Pedagogy for Literacy 4 cr

EDLTE 313 Literacy Dispositions 2 cr

The Literacy Selucster merges the areas of reading

instruction, language arts education, and childien's

literature Teacher candidates paiticipate in three

instructional modules and are assigned to a local

school to do field work focusing on literacy

Wi iting is used extensively to enhance learning

and, therefore, quality of writing is assessed

throughout the couise

Module I focuses on student learning outcomes

and the knowledge base that leading teachers must

have in order to facilitate student learning

Module 2 is delivered in school settings, or in

similar organizations, such as local literacy

support agencies, the School of Education Reading

Module 3 addresses the service of reading,

language arts and related literature to all aspects of

pre-school, elementary, and middle years

education including the relationship of literacy to

other areas of the school curriculum Thematic

instruction, projects, and interdisciplinary

activities are referenced to scholarly research

Teacher candidates will be linked through

technology to regional, national and international

schools and to expert practitioners found in local

school districts

EDLTE 314 Literacy

Field Experiences I cr

Teacher candidates compare local instructional

practices in literacy with regional and national

initiatives, and teach individuals, small groups,

or whole classes The focus is on instructional

planning, instructional practice, and

formative evaluation

EDLTD 315 Literacy

Academic Adaptations I er

Teacher candidates focus on adaptations

for students with learnin- differences in

literacy assessment, curriculum, and

instructional strategies

EDLTE 321 Numeracy

Content Knowledge 5 er

EDLTE 322 Pedagogy for Numeracy. 4 cr

EDLTE 323 Numeracy Dispositions I cr

The NUmeracy semester consists of three major

components that are integrated and focus on the

teaching and learning of mathematics in

elementary grades and on the development of

mathematical thinking

Knowing Mathematics and School Mathematics

Teacher candidates develop knowledge of the

content and discourse of N-6 mathematics,

including

E mathematical concepts and procedures and

the connections among them,

s multiple representations of mathematical

concepts and procedures,

w ways to reason mathematically, solve

problems, and communicate mathematics

effectively at different levels of formality,

Knowing Students as Learners of Mathematics

Teacher candidates develop knowledge of

W research on how children learn mathematics,

S the effects of children's age, abilities,

interests, and experience on learning

mathematics

0 the influences of linguistic, ethnic, racial, and

socioeconomic backgrounds and gender on

learning mathematics,

n ways to affirm and support full participation

and continued study of mathematics by

all children

Knowing Mathematical Pedagogy

Teacher candidates develop knowledge of and

ability to use

• instructional materials and resources,

• ways to represent mathematics concepts

and procedures,

• instructional strategies and classroom

organizational models,

• ways to promote discourse and foster a sense

of mathematical community,

• means for assessing student undei standing

of mathematics

EDLTE 324 Numeracy

Field Experience 1 cr

Teacher candidates apply knowledge of

mathematics, school mathematics, children's

learning in mathematics, and mathematical

pedagogy in an elementary school setting

EDLTD 325 Numeracy

Academic Adaptations I cr

Teacher candidates focus on adaptations in

numeracy assessment, curriculum, and

instructional strategies for students with

learning differences

EDLTE 331 Educated Citiz

Content Knowl 4 cr

EDLTE 332 Pedagogy for

Educated Citizen 4 er

EDLTE 333 Educated

Citizenry Dispositions 2 cr

The Educated Citizenry semester focuses on

educational studies and expenences integiating

science, social studies, and the creative arts in

elementary school settings and their impact on

individuals and communities The integration of

the content areas occurs through the

understanding, development, and application of

skills necessary for inquiry Teacher candidates

engage in an investigation with emphasis on

integrated content

EDLTE 334 Educated Citizenry

Field Exp I cr

Teacher candidates demonstrate the application

of inquiry skills, planning and implernentation

of integrated investigations, and classroom

teaching skills in schools, museums, and other

educational facilities

EDLTD 335 Educated Citizenry

Academic Adaptations cr

Teacher candidates focus on adaptations in

science, social studies, and the creative arts,

specifically in assessment, curriculum, and

instructional strategies for students with

learning differences

EDLTE 492 Student

Teaching-Elementary 12 cr

Student teaching is a heen week experience in an

approved elementary school or middle school

under the direct supervision of a cooperating

teacher and a University supervisor

EDLTE 493 Student

Teaching Elementary 6 er

If a candidate is pursuing dual certification,

student teaching is a ten-week experience in

Elementary and a ten-week experience in Early

Childhood or Secondary Education This course is

for students who will complete the requirements

for certification in two areas Registration for

each student teaching experience is concurrent

Oppoi tunitiesfoi student teaching abioad are

available Foi inoi e information, Yee the section

titled, International Study in Edut ation

SECONDARY EDUCATION

The Secondary Education program prepares

teacher candidates to teach in the middle schools,

junior high schools and senior high schools of

Pennsylvania It combines professional education

with an academic major in English, English/

Communications, Foreign Language (Spanish

or Latin), Mathematics, Citizenship or

Social Studies

Teacher candidates interested in teaching

science in middle or high schools participate in

an integrated program that results in a bachelor's

degree in one of the sciences and a Master's of

0192

193

Science Degree in Education This program will

typically take five academic years and a summer

to complete

The Secondary Education program is guided

by Pennsylvania state standards and by standards

of national professional organizations Teacher

candidates will address professional standards

in their respective content areas through course

projects and will implement the standards in their

fieldwork All of the experiences in the secondary

education program reflect the themes of

leadership, diveruty, and technology and are

based on the five domains of the Leading

Teacher Prograin

Teacher candidates in Secondary Education

complete a minimum of 124 credit hours The

General Education Core (36 credits) and the

Foundations of the Leading Teacher Program (19

credits) are completed in years I and 2 (semesters

1-4) Elective credits are used to build the

academic major required for certification in

Pennsylvania Details are provided in the

description of the Foundations of the Leading

Teacher Program

In sernesters 5, 6 and 7, secondary education

teacher candidates complete 24 credits of

professional preparation Coursework includes

appropriate content area methods, electronic

literacy for instruction, content area reading, and

academic adaptations for secondary students

Academic coursework continues through

semesters 5, 6, and 7 Field expeiiences

are required and are integrated with the

coursework Serriester 8 is a 12 credit student

teaching experience

The following course of study is required

for secondary education majors during

semesters 5-8

Course Course Title Ciedits

Semesters 5-7

Profevstonal Pi eparation

Acad Courses Academic discipline

and related coursework

EDLTS 301 Content Area Reading 3

EDLTS 398 Field Exp Content

Area Rdg 0

EDLTT 302 Electronic Literacy 3

EDLTD 345 Adaptive Strategies

for Secondary

Inclusive Programs 3

EDLTS Adolescent Literature 3

Teacher candidates registerfor the appropriate

method,^ c ouise(s) listed below

EDLTS 336 Teaching Math

Grades 5-8* 3

EDLTS 341 Teaching Secondary

Math* 3

*both coin ^e^ are requned

EDLTS 343 Teaching English

and Comm 3

EDLTS 345 Teaching Foreign

Language 3EDLTS 346 Teaching Secondary

Social Studies 3

EDLTS 399 Teaching Methods

Field Exp 0*

All candidates register for a section of field

experience concurrent with the content methods

course

Semester 8

EDLTS 492 Student Teaching" 12

EDLTS 493 Student Teaching" 6

**No candidate may register for additional

course work during the student teaching sernester

without permission from the Committee on

Student Standing

Course Descriptions Secondary Education

EDLTS301 Content Area Reading 3 cr

Encompasses teaching and learning strategies,

classroom diversity, instructional scaffolding and

assessment, learning with printed and electronic

texts, and the development of skill sets related to

writing, talking, and listening in classroom

learning environments Prepares candidates to

integrate knowledge of reading as it relates to

content areas

EDLTT 302 Electronic Literacy 3 cr

Increases the level of technology competencies

with an examination of visual-bascd instructional

materials including age-appropriate classroom

presentations, interactive instructional media,

forms-based text documents and professional

development portfolios Teacher candidates

complete a visual-based unit of instruction and

present their results in a typical classroom

environment, create a computer-based portfolio

depicting notable educational achievements,

suitable for presentation during formal interviews,

and continue their research to determine the

effectiveness of their presentations

EPLTD 345 Adaptive Strategies for Secondary

inclusive Programs 3 cr

Explores the range of services needed for students

with learning and behavior challenges in

secondary education programs Teacher candidates

develop skills in the process of selecting

adaptations in content area instruction, and in

teaching effective study ski] Is and learning

strategies across the curriculum The process of

planning for transition to adult life is investigated,

as are strategies for facilitating effective social

skill development Applications of computer and

assistive technology for students with challenges

be addressed

FDLTS299 Content Area Reading

Field Experience

EDUTS 399 Content Method

Field Experience 0 cr

Each field experience provides the opportunity for

teacher candidates to reflect critically on their

developing knowledge base and practical

experiences in relation to the content of the course

and subject area These experiences are designed

to foster personal and professional growth in

preparation for student teaching and entry into the

teaching profession

EDLTS 336 Teaching

Mathematics Gr 5-8 3 cr

Examines mathematical concepts and skills taught

in grades 5-8, teaching strategies and methods that

foster reasoning and mathematical thinking

EDUTS 341 Teaching Secondary

Mathematics 3 cr

Explores methods, strategies, and content of

secondary inathernatics with emphasis on problem

solving and technology

EDLTS 343 Teaching English

and Communication 3 cr

Examines various ways to teach literature,

grammar, language, and composition, provides

opportunity for teacher candidates to review the

basics of grammar and composition and to develop

lessons for teaching at the secondary level

EDLTS 345 Teaching

Foreign Language 3 cr

Explores a variety of approaches for teaching

foreign languages (K- 12), grammar, structure,

verbal exercises, and literature germane to the

specific language to be taught will be discussed

EDLTS 346 Teaching Secondary

Social Studies 3 er

This is a competency-based experience for social

studies/history majors that develops evaluation

skills, knowledge of curricula, media and

technological experiences, and methods, expands

planning and questioning skills

EDLTS 492 Student

Teaching-Secondary 12 cr

Student teaching is a 15-week experience in an

approved secondary school under the direct

supervision of a cooperating teacher and a

University supervisor

EDLTS 493 Student

Teaching Secondary 6 cr

If a candidate is pursuing dual certification,

student teaching is a ten-week experience in

Secondary Education and a ten-week experience

in Elementary Education This course is for

students who will complete the requirements for

certification in two areas Registration for each

student teaching experience is concurrent

Opportunities for student teaching abroad are

available For more infoi ination, ^ee the section

titled, International Study in Education

INSTRUCTIONAL TECHNOLOGY

The following sequence of courses is available for

candidates who desire increased experience with

application of instructional technology to

educational settings NOTE EDLTT 302 is a

required course for teacher candidates in

Secondary Education, but may be taken as an

elective by teacher candidates in Early Childhood

or Elementary Education

EDLTT 301 Instructional Technology III

Text-Based Instruction (Elective) 3 cr

Examines the design, integration and evaluation of

text-based printed and graphics Materials

including content-specific handouts, student

workbooks, and lesson study guides In addition,

teacher candidates prepare comprehensive

curriculum-based lessons using d variety of

commonly accepted instructional technologies,

including digitized resources found on educational

Internet sites grounded in accepted academic

standards Candidates develop the competencies

necessary to determine the effectiveness of their

presentations via research for the classroom

EDLTT 302 Electronic Literacy 3 er

See coin se description in Secondary Education

I &OTH

195

EDLTT 401 Instructional Technology V

Web-Based Instruction (Elective) 3 cr

Examines the design and implementation of

Web-based instruction Teacher candidates

compose a personal home page and several

prototype Course web pages supporting different

academic disciplines Internal (student- in ade) and

external (Internet-ready) links to the Web are

incorporated into the pages after considerable

research of content material Candidates continue

to investigate the effectiveness of their

presentations via research assessment procedures

DUAL DEGREE PROGRAMS

The School of Education and the College of Arts

offer approved programs of studies leading to a

B S in Education and a B A or B S in an

academic content area Each of these programs

provides an option for teacher candidates seeking

to be certified on the secondary level Each of the

dual degree options are rigorous programs that

require the teacher candidate to maintain a

minimum overal I QPA of 3 00 in their education

coursework and a 3 00 in their acadernic area The

programs can typically be completed in 4

academic years and one summer session Teacher

candidates wanting to graduate with two

Bachelor's degrees (for example, B S in

Education and B A or B S in Mathematics)

register simultaneously in the School of Education

and the College of Arts and are assigned an

advisor from each school Requirements for

teacher certification in Pennsylvania must be

met to receive a School of Education

recommendation for state certification

Programs with dual Bachelor degices include

• S English Education and B A English

• S Mathematics Education and

B A or B S Mathematics

B S Citizenship Education and B A History

B S Spanish Education and B A Spanish

B S Latin Education and B A Latin

Opportunities to earn dual degrees with a Bacheloi

and Master's degree are also available Students

are enrolled in the respective school at Duquesne

for the bachelor's degree and must be admitted to

graduate studies in the School of Education

Students apply to the School of Education at the

end of their junior year Dual degree programs

include

BS ScienceandMS Education

B S Athletic Training and M S Education

B S Physical Therapy and M S Education

MUSIC EDUCATION

The School of Music determines general

professional education courses required for this

program Students are accepted and enrolled

through the Pappert School of Music

STUDENT TEACHING

The undergraduate experience in the Leading

Teacher Program culminates in student teaching

Student teaching is the most significant

professional experience it represents a bridge

between professional preparation and professional

practice The teacher candidate applies principles

and techniques of teaching and learning in an

actual classroom or other instructional setting for a

ful I semester in the senior year Teacher candidates

must make application and satisfy the specific

requirements for student teaching as outlined in

the Handbook of the Leading Teacher Program

INTERNATIONAL STUDY IN EDUCATION

The School of Education offers opportunities for

teacher candidates to earn ci edits toward a degree

studying in international settings Early

Childhood, Elementary, and Secondary teacher

candidates in the LTP may elect to pat ticipate in

an international experience The content of the

international field placement is connected to

coursework for the Leading Teacher Program

School of Education faculty accompany teacher

candidates to the International Field Placements

Student teaching experiences in international field

sites are available

FIELD EXPERIENCES

A significant feature of the Leading Teacher

Program is early participation in field experiences

Teacher candidates participate in field based

experiences starting semester two extending

through the student teaching experience Field

experiences are articulated with and integrated

into coursework throughout the Leading Teacher

Program Field experiences are a critical

component in preparing professional educators

for leadership and distinction in teaching,

scholarship and service in the world's

communities Many of the pre-student teaching

field experiences take place in Professional

Development Schools (see below) and partner

schools Field expeliences occur in off-campus

settings It is in these field experiences that the

teacher candidate participates in the integration of

theory and practice Teacher candidates are

expected to participate in a variety of settings,

with students of different ages, and with culturally

diverse and exceptional populations

PROFESSIONAL DEVELOPMENT

SCHOOLS

A Professional Development School (PDS) is a

collaboration between a university and a K- 1 2 or

pre-K school that has the interrelated goals of

urproved pre-service teacher education, ongoing

faculty development, enhanced Student learning,

and continuous inquiry directed at the

Improvement of practice Duquesne University is

engaged in such partnerships with schools in local

districts In each PDS, the reality of complex

educational systems is constantly addressed and

examined, and attempts at organizational

unprovement and enhanced learning are

supported Teacher candidates in the Leading

Teacher Program have the opportunity to learn

and grow within the schools that are part of the

PDS Collaborative

TEACHER CERTIFICATION

The School of Education has been approved by the

Pennsylvania Department of Education to offer

course-work leading to the Pennsylvania

instructional I Certificate This certificate is valid

for six years beginning the first year the individual

is actually employed as a teacher in the State of

Pennsylvania In order for a student to be eligible

for certification, the following requirements must

be met

I Completion of all course work with a

cumulative grade point aveiage of a minimum

of 3 00 and a mmimuiri 3 00 in the major

2 Successful completion of student teaching

3 Completion of all requirements for the

Bachelor of Science in Education degree

4 Completion of the application for certification

5 Recommendation of the Certification Officer of

the School of Education

6 Successful completion of Praxis examinations

as required by the Pennsylvania Department

of Education

Note Praxis scores are valid f6i a period of

five years, however, the Pennsylvania Department

of Education may choose to increase the passing

scores Teacher candidates must ineet the

critenon score in effect on the date of application

for certification

The requirements for certification are

established by the Pennsylvania Department of

Education Teacher candidates must meet the

reqUilements established by the state at the time of

application for certification

DUAL CERTIFICATION

Through advisement, a student may complete

requirements in two certification areas, such as

Early Childhood/Elementary or Elementary/

Secondary Such programs requiie additional

coursewoik to meet standards established by the

Pennsylvania Department of Education Ten weeks

of student teaching in both aicas are required after

all coursework is completed

STUDENT ORGANIZATIONS

The School of Education provides opportunities

for participation in student organizations related to

professional education preparation A number of

student organizations are available on campus for

teacher candidates to enhance their professional

skills and to demonstrate leadership qualities

Faculty are involved with the organizations in the

role of advisor This provides an excellent

opportunity for teacher candidates to collaborate

with faculty on a variety of professional

development issues outside of the classroom

Teacher candidates are encouraged to take an

active part in these professional organizations

Current organizations include Duquesne

University Chapters of

Kappa Delta Epsilon

Phi Delta Kappa

Phi Kappa Phi

Pi Lambda Theta

Student Council for Exceptional Children

Duquesne University Student

Education Association

HONORSAs an assurance of the quality of the most

outstanding graduates from Duquesne University's

School of Education, truly outstanding teacher

candidates are designated as the

Dean ^ Teaching Fellowy The Dean's Teaching

Fellows are selected after a rigorous application

and screening process

Other awards arc available to undergraduates in

the School of Education Teacher candidates

should consult the Leading Teacher Program

Handbook for details

PROGRAM REQUIREMENTS

The material contained herein is subject to change

from time to time and this publication cannot be

considered an agreement or conti act between

individual teacher candidates and the School The

School of Education reserves the right to alter or

amend the terms, conditions, and requirements

herein, and to eliminate programs or courses as

necessary Once enrolled, teacher candidates

should refer to the Leading Teacher Program

Student Handbook for specific information

regarding academic policies pertaining to

their prograin

i wal

197

MARY PAPPERTSCHOOL OF MUSIC

Achninisti ation

DeanEdward Kocher, Ph D

Director, Undergraduate DivisionKenneth Burky, M M

Director ojMusic AdinisuonsNicholas Jordanoff, M Ed

Asustant DeanAmanda Ford, M M

Assistant to the DeanKathleen Ingold

HISTORYFounded in 1926, the Mary Pappert School ofMusic recently celebrated its eightieth anniversaryThe earliest course of study led to the Bachelor ofMusic degree, the Bachelot of Science in MusicEducation progiarn was added four years later OnApril 29, 1967 the present music building wasdedicated, on this occasion Van Cliburn wasawarded an Honorary Doctorate of Music degi eeThe School of Music has been fully accredited bythe National Association of Schools of Musicsince 1966

The Mary Pappert School of Music is arecognized national leader in performance, musiceducation, music therapy, Music technology, andsacred music With collegiate enrollmentnumbering 350 students, 500 non-ci edit musicstudents studying in the City Music Center, aSummer Session that enrolls over 500 students,and more than 200 public concerts each year,the Mary Pappert School of Music plays animportant role in the intellectual and culturallife of the region

The Mary Pappeit School of Music offeis thefollowing baccalaureate degree programs

El Bachelor of Music in Music Performance17 Bachelor of Science in Music EducationEl Bachelor of Science in Music Therapy0 Bachelor of Music in Music Technology

MISSIONThe Mary Pappert School of Music providesmusical education that connects the broad

spectrum of historical and current practices, andin promoting the relationship between theoryand practice, prepares professionals who will bethe leaders in the musical culture of the twenty-first century

PHILOSOPHY AND OBJECTIVESOverlooking the City of Pittsburgh with its uniqueblend of old and new, with its thriving culturallife, the campus itself symbolizes the goaldevelopment of a well-rounded professionalmusician who is well-equipped to contribute tothe contemporary musical world

To meet that goal, the Mary Pappert School ofMusic aims to develop in each student the highestcaliber of individual performance informed bycurrent music scholarship Music studies atDuquesne are enriched by the core curriculum, asequence of courses which place music studieswithin a broader cultural context

Duquesne maintains a commitment to thenew and innovative - to the proposition that musicis ever alive and always changing, that themusician of the future must be versatile andadaptable This philosophy is evidenced in thevarious programs and offerings available tostudents, from tiaditional studies in music to afocus on contemporary music and the role ofcurrent technology in the life of a twenty-firstcentury musician

To that end, the Mary Pappert School of Musicoffers students an education for the 2 I't century,rooted in the traditions of historical thought

ADMISSIONStudents who wish to major in music should applythrough the Office ofAdmissions Followingthisan interview and audition should be scheduledthrough the Director of Music AdmissionsSpecific audition requirements are mailed toauditionees The audition consists of soloperforinance before a coninuttee, a written theoryexam, an individual aural test and a pianoplacement exam Students requesting scholarshipassistance should apply through the Office ofFinancial Aid Recorded performances can beevaluated, but the audition process is notcompleted entirely until the testing has been doneStudents receive written confirmation of theirstatus frorn the Office of Admissions

It would be helpful f6i prospective musicmajors to have a background in theory, pianoand certain aural skills prior to entrance Ifdeficiencies exist in any of these areas,prerequisite courses may be required at thediscretion of the audition committee

Visits to classes and personal interviews withthe applied music staff are encouraged stronglyand may be arranged by calling (412) 396-5064

DEGREESUndergi aduate music students enroll in one of fourdegree programs The Bachelor of Music degree,the Bachelor of Music in Music Technologydegree, the Bachelor of Science in MusicEducation degree, or the Bachelor of Science inMusic Therapy degree Students planningperformance careers, whether in concert,symphony orchestra, or opera, enroll in theBachelor of Music program Students interestedin teaching in a private studio situation or at thecollege level, as well as preparing for a career inmusic ministry, also enroll in this programStudents planning music technology careers,whether in sound recording, electroniccomposition, or electronic performance enroll inthe Bachelor of Music in Music Technologyprogram Students anticipating a career in schoolmusic teaching enroll in the Bachelor of Sciencein Music Education program, prospective musictherapists enroll in the Bachelor of Science inMusic Therapy program Students enrolled inother schools and colleges in the University alsostudy in the School of Music In recognition ofthe importance of arts education to the fulldevelopment of each individual, music coursesdesigned for general students are offered

The curriculum is enhanced by the vital culturallife in the City of Pittsburgh, which is consistentlyranked as one of America's "most livable citiesThe proximity of the Mary Pappert School ofMusic to the city frequently brings these culturalevents to the campus Workshops, master classes,and special performances are often presented byvisiting artists who have included Birgit Nilsson,Wynton Marsalis, Pat Metheny, John Mack,Rebecca Permys, Barry Green, Eliot Fisk, ThomasNewman, Joseph Schwantner, Steve Vai, RodionSchedrin, Alexander Tchaikovsky, Paul Chihara,Christopher Rouse, Eric Whitacre, Hila Plittmanand Marianne Cornetti

Applied faculty in the Maiy Pappett School ofMusic include members of the PittsburghSymphony Orchestra as well as distinguishedconcert, operatic, and jazz artists Ensembles m-residence include the Faculty Guitar EnsembleCatch 22 and the Children's Festival ChorusOther faculty are recognized in the academic andCultural communities for their activities asperformeis, conductors, composers, musictechnologists, music therapists, chuich musicians,clinicians, and music scholars Interaction with

these outstanding professional musicians isinvaluable in the education of the developingprofessional musician

Duquesne students also take advantage of themany performance opportunities afforded them bylocal music organizations Students perform in thePittsburgh Youth Symphony, the Pittsburgh CivicOrchestra ' the Westmoreland Symphony, theMcKeesport Symphony, and others

FACILITIESThe Mary Pappert School of Music is nowcounted among a highly select group ofprestigious schools of music that are officiallydesignated as "All Steinway Schools " The 68new Steinway pianos are part of the school'sperformance hall and rehearsal rooms, as well asthe teaching and practice studios Piano majorspractice in specially designated rooms that containgrand pianos, other practice rooms are suppliedwith studio upright pianos A two-manualHarpsichord is available for practice and recitalsDuquesne is home to one of the nation's finestprograms in organ and sacred music Organstudents have access to two Moeller organs and aFischer practice organ, an electronic organ, athree-manual Moeller organ, a Fuhrer trackerorgan and a Aeolian-Skinner pipe organ Two pipeorgans on carripus are also available for recitalsand for practice Organ and sacred music studentsregularly perform in the historic Duquesne Chapelfor liturgies and recitals and they also have accessto a variety of superior organs throughout thePittsburgh region Many orchestral and bandinstruments are available for instrumental classes

In addition, by virtue of the quality of guitarstudents and size of the guitar program, the MaryPappert School of Music is counted among thenations leading universities offering guitar andelectric bass performance degrees Duquesne isgrateful for a Fender Musical Instrument Grantthat provides the latest Fender guitar amplifiers,bass amplifiers, guitars, basses, and sound systemsthroughout the music school for student andfaculty use This grant is renewed each yearproviding the latest gear for the students of theMary Pappert School of Music and designates theschool as an "All Fender Institution '

Matty and Eddy Shiner Practice Roorns - a suiteof acoustically enhanced practice ioonis - has beenconstructed in the lower level of the school,providing individual as well as siriall grouprehearsal space in comfortable and attractivesurroundings These rooms were made possibleby the generous gifts of donors who wished tohonor the work of Marty and Eddy Shiner,

renowned performers and teachers in trumpet andtrombone who taught many Duquesne studentsthrough the years

MUSIC SCHOOLTECHNOLOGY FACILITIESNew technologies such as computers andsynthesizers offer today's performers andcomposers myriad opportunities to develop theirmusical ideas and stretch them to the limits of theimagination Effective competition In the musicfields of today and tomorrow requires strongmusical skills linked with ability and artistry in theuse of electronic media and music technology

Duquesne offers a unique program whichblends a strong traditional musical education withpractical artistic experiences in all phases of musictechnology The program is designed for talentedstudents who desire to increase their flexibility inorder to take advantage of the new professionalopportunities available to musicians possessingsophisticated music technology skills

Fender Electronic StudioThe Fender Electronic Studio is a state of the artelectronic studio for MIDI/hard disk recording andelectionic and guitar ensemble rehearsalFeaturing Fender 32 channel board, Fenderprofessional sound reinforcement speaker systemsand power amps, full line of Fender tube guitaramps and guitars with Roland GK-2 synthpickups, Fender basses with Roland GK-213,Mackie HR824 ncar-field monitors, Digidesign'sPro Tools 192 high end digital audio workstations,Mark Of The Unicorn's Digital Performer, MachFive and several high definition MOTU FirewireAudio Inteifaces, multiple MIDI Time piece 11units, Opcode's Max, Coda's Finale 2007,Lexicon, Yamaha, Art and Alesis digital signalprocessing units, Kurzweil K200OR sampler,Roland VP-70, Roland TD-10 compact digitalvirtual Drurn Kit, Yamaha G-10 guitar controller, 5Roland GR-30, GR-33 and VG-8 Guitar systems,Obetheim Matrix 6 dnalog synth, two Zeta violins,Zeta viola, Zeta cello, Roland V-Bass, Mallet KATcontroller with Kurzweil sound board, 3 YamahaWX7 and EWI wind controllers, three KorgTrinity advanced integrated workstations, I KorgTriton studio synthesizer, Yamaha DX711/FDsynthesizer, and EMU Proteus 1-2-3 soundmodules 2 G4 Macintosh Computers equippedwith Digital Performer, Finale, Pro Tools 24 TrackHard Disk TDM Recording System, Mackie andTascarn US-2400 Control surfaces and full arrayof Waves CS-80V Digidesign Massive Pack, PeakPro 5, Moog Modular V, Absynth 3, Mini Moog V,

Amphtlibe, Atmosphere, Sytlus, Trilogy, Reason,Live and other digital plug-ins I Tascam DA-3 8Modular Digital Multi Track, I Tascam DA-98Modular Digital Multitrack, multiple GlyphFirewire Hard Drives, Roland Hand Sonic DigitalPercussion, Moog Rogue, Korg MS-2000 AnalogSynch Keyboard, Full Array Fender keyboard,guitar, and bass amps Lexicon jam Man, TCM2000 Digital Effects Processor Dititech StudioVocalist, 3 Fender Synth Ready StratocastersTascam DA-20 DAT, Tascam 130 Cassette DeckCD and DVD burners, BOSE 5 1 surround soundcapabilities, Big Briar Theremin

The Duquesne University Recording ComplexHouses a MIDI/Hard disk recording PCWorkstation, Samplitude 24-track digital studio,Roland VS 1680 Otari34C console, Otari Status18R automated console, Tascam DM-8000 DigitalMixing Console Panasonic DAT decks, CEDARnoise reduction, CD mastering and manufacturingcapabilities, 3 Console, Pro Tool ProMix 24 plusSystem, and Tanoy Studio Monitors Yamaha NS-I OM Studio Monitors, 2 Tannoy System 1200Studio Monitors, 4 Tascam DA-38 ModularDigital Multitracks, Tascam RC-898 RemoteControl Unit, Full Outboard DSP Capabilities,Yamaha Drum Set, Yamaha Diskclavier MIDIGrand Piano, Full Mike Locker, and Fender arrayof Guitar, Bass and keyboard Amps Also,Samplitude and Nuendo Pio Logic DigitalRecording Software

Keyboard LabA keyboard/computer lab housing 17 MacintoshiMac DVD-workstations, each equipped with 17Yamaha Clavinova Digital Pianos, printers,Yamaha headphone communication system, Markof the Unicorn's Fast Lane MIDI interfaces, FreeStyle, Coda's Finale 2007, Auralia, MicrosoftOffice Suite, Fiber-optic Internet connections andother music educational software

The Music Technology CenterA multipurpose learning facility containingseventeen Apple G5workstations with high speedinternet connections, MOTU Digital Performer,Finale notation software, software synthesizers,Peak LE audio editing software, Adobe,Macroinedia and Apple multimedia software, MSOffice, seventeen Koig Triton workstations, Markof the Unicorn's MIDI express and E-media guitarsoftware, one Multimedia workstation withscanner, digital audio and video editing, a teacherstation with Korg GEC- 16 stereo communicationsystem Tanoy near field monitors, Mackie 16

channel mixing console, 16 Digidesign M-Boxeswith Waves Gold Bundle and 10 plug-ins, Auralia,N4icrosoft Office Suite, Photoshop, Director, Peak,Final Cut Express, GPO, Mach Five, and ReasonThere is also an advanced multimedia workstationfor video editing

STUDENT ORGANIZATIONSA Chapter of the national music organization Muphi Epsilon contributes substantially to thestudents' professional and social developmentThe Music Educators National Conference has anactive student chapter which sponsors professionalprograms and attends and participates in the state,regional, and national activities of the associationThere are active chapters of the Amei ican Guild ofOiganists, the Audio Engineering Societ' v, theAmei ican Music Thei apy Association, theAmerican Choral Duectors Association and theGuitar Societyfoi Fine Art A chapter of PiKappa Lambda the national music honor society,was installed in March, 1988

HONOR AWARDSAndi e Marchal Award is presented to thegraduating organ student with the highestacademic standing in performance

Jean Langlaiv Awaid is presented to thegraduating organ student with the highestacademic standing in Sacred Music

J Cornetti Tucci Piano Perfoi mance Award ispresented annually to an outstanding pianostudent

Outs tanding Music Education Awai d is presentedannually by the Music Education department to agraduating senior student

Mu Phi Epsilon 5terling Achievement Award ispresented by Mu Phi Epsilon to an outstandingsenior music student

Robet t Egan Awat d for Academic E,,,cellence,Richai d Gi ay Awardfor Outstanding Set viceand Outstanding Music Therapy Student Awa,dare presented by the Music Therapy department tograduating senior students

Outstanding Music Technology Awai d is In cscntedannually by the Music Technology department to agraclUdling senior student

MUSIC EDUCATIONAdmissions and Retention in theMusic Ed ProgramStudents are admitted to the school through theformal application and audition process, but areadmitted provisionally to the certificationprogram After the second year, students who earna 3 00 cumulative GPA (with minimum B grade inall music education classes), pass the Pre-Professional Skills Tests of the standardized PraxisExam, complete a favorable interview withdepartment faculty, and pass the sophomme-levelevaluation, may be admitted formally into theprograin Additional proficiency exams areadministered during the junior year Thosewhoare successful may apply for student teachingThe remaining Praxis exams must be completedprior to recommendation for certification

CertificationStudents who successfully complete the entirebaccalaureate program and achieve satisfactoryscores on all the state-mandated Praxis Examsmay apply for Pennsylvania teachers certification,Instructional Level 1, Music, K-1 2 The teachertraining curriculum offered by Duquesne preparesstudents to teach both vocal and instrumentalmusic at all age levels Within a six-yeat periodafter i eceiving a Level I Instructional Certificate,the Pennsylvania Department of Education mayissue a Level If Instructional Certificate contingentupon the completion of 24 additional credits (orthe Profession at-Development equivalent) andthree years of successful teaching

CurriculumStudents complete 13 8 credits distributed inthe areas of music, professional education andgeneral education These include 28 credits ofcore musicianship classes, plus eurhythmics,conducting, computers, applied music andensembles, voice, piano, guitar and classes inall families of instruments Students may requestthe applied music teacher of then choice Allstudents learn the use of the up-to-date technologyin state-of-the-art computer and piano labs

Professional education classes includeEducation Psychology and five sequentialsemesters of methods classes based on theNational Stanclaids for Music Education Thesepiovide an introduction to seveial specializedmethodologies, including Kodaly, Orff, Dalcrozeand Music Learning Theory as well as moretiaditional approaches to teaching

Clinical experiences begin during the first yearand continue throughout the program, culminatingin a full semester of student teaching spanninggrades K 12 and encompassing both vocal andinstrumental music General education coursesare designed to develop well-rounded teacherswho are able to relate to their society and cultuieThese include the 27 credits of the universitycore curriculum

MUSIC EDUCATION CERTIFICATIONStudents completing the course work in musiceducation receive the B S in M Ed and maybe i ecommencled for certification to the PADepartment of Education Upon successfulcompletion of the Praxis Exams, graduatesmay receive the Instructional Level I - Music,K-12 certificate

Selection of students for this program dependsupon completion of admissions and auditionproceduies and an interview with a departmentmember Candidates are expected to demonstrateleadership qualities, excellent communicationskills, critical thinking and analysis ability, and agenuine interest in a service-oriented profession

Post-graduate certification course work inmusic education is available to those withB M clegiecs or B S in Education degreesAudition and/or course requirements are availableupon request

MUSIC PERFORMANCEAdmissionSelection of students for the Performancedepartment depends upon the completion ofthe admission and audition process

CurriculumStudents complete 132 credits in the areas ofmusic and university Coie curriculum couisesMusic courses for all Performance majors include24 credits of core musicianship classes,eurhythmics, conducting, computei technology,pedagogy, career perspectives, ensembles, andapplied music Voice majors have specializeddiction and repertoire couises in French, Italian,German and English languages, vocal coaching,and opera workshop Instrumentalists takeorchestral repertoire classes, chamber music,plus they have the opportunity to paiticipatc inpelformance internships Piano majors enroll f6itwo semester courses in piano pedagogy and pianoliterature, plus classes in chamber music, pianoensemble and piano accompanying Orgarimajoishave specialized courses in pedagogy, organ

literature, sacred and choral literature, serviceplaying, hymnody, church music practicuni, plusimprovisation Classical guitar majors takecourses in guitar pedagogy, performancedevelopment and guitar ensemble Allperformance majors are required to piesent recitalson their major instrurnent in the junior and senioryears Students may request the applied musicteacher of their choice Jazz/Commercial guitarand Electric Bass Guitar performance majors takeapplied jazz lessons, jazz chamber music, jazzensemble, plus courses in jazz history, jazzimprovisation jazz ear-training, transcription andanalysis and jazz arranging

MUSIC THERAPYAdmissionStudents are admitted to the Music theiapyprogram by completing the formal application andaudition process accompanied by an interviewwith the department chair After the completion ofthe first year in the program, a minimum of a Bgrade in all music therapy courses is required Ifthis standard is not met, an interview with thedepartment chair must be completed in order tocontinue in the program Candidates for thisdegree program must demonsti ate a sincereinterest in a career that is service oriented

CurriculumStudents complete 132 credits in the areas ofmusic, music therapy, human and behavioralsciences and general education Music coursesinclude core musicianship classes, eurhythmics,conducting, cornputer technology for musicians,applied music, ensembles, voice, pianoimprovisation and guitar Clinical fieldexperiences are an integral part of the coursesequences in music therapy

Board CertificationCompletion of the recluned academic studies ofthis program leads to board certification as amusic therapist The music therapy candidatecompletes a minimum of 1200 hours of clinicaltraining consisting of two components, pre-internship clinical training and internship Pre-internship training consists of a variety of fieldexperiences with at least three differentpopulations These field expetiences aie taken bythe student in conjunction with the music therapycouise work as a pre-requisite for the internshipplacement The internship consists of an in-depthsupervised clinical training experience at an entrylevel This inteinship is completed within thecontext of the degree program Students may

choose the internship site from the institution'sroster of affiliated internships or from the nationalroster of American Music Therapy Association(AMTA)-approved internship sites incollaboration with the music therapy advisor

When these 1200 hour 1equirements arecornpleted, the candidate is eligible to take theNational Board Certification Examination forMusic Therapists This examination is designedand administered by the Certification Board forMusic Therapists (CBMT) The credential earnedIs Music Therapist-Board Certified (MT-BC)

Completion of this degree prepares students for acareer using music therapy within a variety ofclinical settings, community health centers,general hospitals, rehabilitation centers, hospicecare facilities, schools, traditional and privatefacilities serving persons with mental and/orphysical disabilities, private practice, consultativework and/or further graduate study

Post-graduate CertificationFor those who already have a degree and whoare interested in becoming a music therapist,certification is available An interview with theadvisor and an evaluation of transcripts withrecommendations made accoi ding to AMTArequirements is required Upon completion ofthe required academic studies recommendedand the pre-clinical field experiences, the studentwill be eligible to choose an internship siteThese studies culminate in eligibility for theCBMT examination

MUSIC TECHNOLOGYAdmissions and Retention in the MusicTechnology ProgramStudents are admitted to the school thiough theformal application and duclition piocess Aftei thefirst year, students who earn a 2 75 cumulativeGPA, with a mmirnum of a B grade in all musictechnology classes and complete a favorableinterview with department staff may continue inthe program If a student does not maintain a Bavei age in his or hei inajor, then that student willbe placed on probation for the next semester Ifthe giade does not irriprove by the end of thatsemester, then the student will be required to havea conference with the Music TechnologyDepartment faculty to discuss then continuance inthe program Additional inteiviews areddministered over the next several semestersThose Students who have successfully completedfour semesters in the Music Technology piogrammay apply for student internships

CurriculumStudents complete 132 credits distributed in theareas of music, aucho, music technology and thebusiness of music These include 28 credits ofcore musicianship classes, plus eurhythmics,conducting, cornputeis, applied rnusic andensembles, voice, piano, guitar and classes in allfamilies of instruments Students may request theapplied music teacher of their choice All studentslearn the use of the up-to-date technology in stateof the art recording studios and computer andkeyboard labs

Internship experiences with local and nationalmusic technology corporations and/ot businessesbegin in either the junior or senior semester andare an important aspect of the Music Technologydegree Music Technology courses are designed todevelop well-rounded music technologists who arestrong musicians and have effective people skillsto enable them to secuie employment in today'scompetitive music technology and music industrymarketplace

COURSE DESCRIPTIONSPERFORMANCE

Applied Music 1-3 crPrivate study of voice, piano, harpsichord, organ,guitar or orchestral instruments

107 Piano Accompanying 1-2 crThis course is designed for the undergraduate withthe purpose of affording the student instruction inthe art of piano accompanying

409 Vocal Coaching 1-2 crIndividual work with pianist as a supplement toOpeia Workshop and/oi Applied Music

115 Alexander Technique 2 crThis course is an introduction to the AlexanderTechnique in which Students examine bodilymovement patterns and identify those which aredestructive oi interfere with musical performanceThe technique heightens kinesthetic sensitivity,offering performers a control that is fluid andlively, thus lessening chances of performanceinjury The principles are based on anunderstanding of human anatomy which promotesease and ficedom of movement, balance,flexibility, and coordination

116, 117, 118, 119 Dictionand Repertory 2 cr eachItalian, German, French, and English offered on arotating basis each spring semester All exceptEnglish preceded by an introductory course in thefall, in the appropriate language

118 Career Perspectives/Music 2 crThis course focuses on the details of making aliving in the music world Topics include creatingand maintaining a portfolio and resume,negotiating business matters and marketing

121, 123, 125 French, German, Italianfor Musicians 2 er eachRudiments of each foreign language offered on arotating basis in the fall semester in preparationfor the appropriate Diction and Repertory courseoffered in the following spring

150, 151, 152 Orchestral Repertoire I crAn intensive study of orchestral excerpts withemphasis on style, performance practice, andaudition preparation

155W Beginning Piano for PerformanceMajors 1 2 crClass piano instruction in basic techniques ofpiano performance including scales, keyboardharmonization, and introductory scoie readingMIDI piano lab equipped with music workstations, synthesizer modules, and six trackrecords are used

156W Beginning Piano for PerformanceMajors 11 2 crClass piano instruction in intermediate techniquesof piano performance including two octave scales,keyboard harmonization of secondary chords,transposition, and score reading Upperelementary piano literature is studied

208 Chamber Music Saxophone I crWeekly rehearsals and coachings of majorsaxophone quartet repertoire

212, 214, 216 Chamber Music I cr

The course includes performance of selectedchamber music literature from the standardrepertoire for various combinations of instiumentsWeekly coachings, with additional scheduledreheaisals required Each ensemble must present aperformance during the sernester

217 Piano Ensemble 1-2 erThis course focuses on the study and performanceof literature written foi various piano ensemblecombinations Works for one or two pianos willbe emphasized

218 Performance Developmentfor Guitar 2 crThis course is designed for the perforining musicalartist, in which the emphasis is to gain control andcomposure of one's self in a performance settingProper preparation of material and practicetechniques for performance is studied Throughweekly in-class peiformances each student gainsexperience in proper recital procedure, mentalfocus for minimizing errors and successfulaitistic performances

225W Intermediate Piano forPerformance Majors 2 crIntermediate Piano class Class piano instructionin intermediate techniques of playing,harmonization, theory, score reading, jazzchording and transposition utilizing MIDI pianolab equipped with music workstations Emphasisis placed on interniediate literature andharmonization patterns in all keys and styles

227W Advanced Piano forPerformance Majors 2 crClass piano instruction in advanced techniques ofplaying, harmonization, score reading, theory andtransposition utilizing MIDI piano lab equippedwith music workstations Emphasis on advanceduse of harmonization patterns in all keys andmastery of literature

230 Piano Literature 1 2 crThis course explores the major piano works from1695-1828, with particular emphasis on the worksof Bach, Haydn, Mozart, Beethoven and SchubertExtensive reading and listening assignments andexams will familiarize the Students with theimportant piano music of these composersPrerequisite Two years of university level pianomajor study, or by permission of instructor

232 Piano Literature 11 2 crA continuation of Piano Literature I from 1828 tothe present, with emphasis on the great composersof the Romantic Period (Chopin, Schumann, Liszt,Brahms) and the 20" century Extensive readingand listening assignments and exams will

familiarize students with the piano music of theImportant composers of this period PrerequisiteTwo years of university level piano major study, orby pei inission of instructor

313 Piano Pedagogy 1 2 erStudents will become acquainted with thetechniques and niatenals for teaching piano atthe elementary level For piano majors, juniorstanding is recommended

314 Piano Pedagogy 11 2 crA continuation of 3 13 concentrating on thetechniques and materials for teaching piano atthe intermediate and advanced levels

315 Pedagogy for Performance Majors I crThe course is designed to provide an introductionto the elements of studio teaching The course isdivided into two segments, six weeks of class andeq,ht weeks of labs The Pedagogy class sessionincludes topics such as learning theory, businessconsiderations, developing a teaching philosophy

316 Pedagogy Lab forPerformance Majors I crPedagogy lab sessions provide specializedinstruction for voice, individual instruments andinstrumental groups Topics include pedagogical/technical approaches and teaching materialsPrerequisite Concurrent enrollment in 3 15

321 Guitar Pedagogy 2 crTo prepai e the guitar performance student to teachindividual and classroom guitar successfullyPrimary focus is the classic and jazz styles ofplaying, more specifically finger style andplectrum style Concepts of anatomy and how toproperly utilize our bodies with the guitar are thefoundation Students will be exposed to availablematerials for teaching the guitar and propercurriculum techniques will be discussed forensembles, development of graded musical itemsand the business of guitar instruction

380 Directed Study/Performance 1-4 crIndependent projects supervised byfaculty membei s

396 Student Recital 0 crThis course is designed f6i students givingnon-degice recitals

398 Junior Recital 0 erThe candidate for the Bachelor of Music degreeMust perform a iceital during thejumor year

400 Recital 1 crThe candidate for the Bachelor of Music degreemust perform a recital during the senior yearThe recital is presented to a faculty committeefor approval at least one month prior to the dateof the performance

420 Performance Internship 0-12 crA rigorous occupational and academic opportunityfor highly-qualified students to combine careergoals in an individually-designed workexperience Skills in performance, research,analysis, and communication are developed undeithe super-vision of an on-site supervisor incooperation with a faculty member who mayrequire an academic project

ENSEMBLEXHAMBER MUSICRequired for all students as laboratory work,during most semesters of full-time enrollmentNon-music majors are invited to register forensemble with perniission of instructor

Large Ensembles 0-1 cr eachThe Large Ensembles include Wind Symphony,Symphony Band, Symphony Orchesti a,Contemporary Ensemble, Jazz Ensemble, JazzLab Band, Pappert Choral, Voices of Spirit,University Singers

Small Ensembles 0-1 cr eachThe Small Ensembles include Trombone Choir,Bi ass Ensemble, Guitar Ensemble, PercussionEnsemble, Jazz Ensemble, various woodwindensembles, and Electronic Ensemble

144 Opera Workshop 0-1cr

A performing class in which students learnstandard and other opera repertory in theoriginal languages

Chamber Music 4-2 crStudy and pei formance of a] I types of chambermusic for various instrumental combinationsincluding electronic

MUSICIANSHIPMusicianship I through VI comprises the corerequirement for every music major At each level(except Musicianship V and VI), two courses(2 credits each) are taken concurrently, andregistration in the corresponding section isiequired as a co-requisite Courses numbered 101,102, 201, and 202 address the written component

W",

W

205

of music theory Courses numbered I 11,

11 2, 21 1, and 212 focus

on solfege and aural

comprehension The two components (101/111,

etc ) aie integrated and coordinated with other

courses in keyboard and eurhythmics

101,111 Musicianship 1 2 cr each

The written component of the course (MUSC 10 1)

focuses on the fundamentals of music theory,

beginning with aspects of notation, pitch, scale,

intervals, chords, beat, rhythm and metei, and

proceeding with the first steps in the study of

melody, counterpoint, harmony, and texture The

aural-oral component (MUSC I 11) focuses on the

development of the Musical car and inner hearing

by means of various practices including singing,

sight singing and rhythmic reading A special

emphasis is placed on dictation of intervals

triads, seventh chords, diatonic melodies and

rhythmic patterns

102, 112 Musicianship [1 2 er each

The course continues work begun in MUSC 10 1

andMUSCIII The written component of the

course (MUSC 102) opens with a brief review of

triads, seventh chords and the basic principles of

part writing, and proceeds with the exploration of

various scale degrees and different harmonic

functions within a diatonic context In addition to

the study of harmony and voice-leading, this unit

introduces concepts of musical structure and form

The aural-oral component (MUSC 11 2) expends

the pi actices introduced in MUSC I I I to include

aural comprehension of tonal relations on different

levels of musical structure and harmonic

progressions within a diatonic context

Prerequisite successful completion of both

MUSC 101 and MUSC I I I

121, 122 Dalcroze

Eurhythmics I & 11 2 cr each

Experiencing, analyzing, and creatively

manipulating the metric/structural and the

expressive/interpictive components of music

through rhythmic movement, ear-training,

and improvisation

201, 211 Musicianship 111 2 cr each

This course continues the Musicianship sequence

begun in the first year of study The written

component of the course (MUSC 20 1) opens with

a brief review of diatonic harmony and then

follows with a study of chromatic harmony,

including secondary dominants, tonicizations,

modulations, modal mixture, and other

chromatic chords Form, rhythm, and additional

compositional parameters will also be considered

through an in-depth look at music literature

demonstrating the various concepts The aural-

oral component (MUSC 21 1) expands the ear

training skills of the first year of Musicianship to

include chromaticism and more complex rhythmic

units Prerequisite successful completion of both

MUSC 102 and MUSC 11 2

202, 212 Musicianship IV 2 cr each

Both the written (MUSC 202) AND AURAL-

ORAL (MUSC 212) sections of Musicianship IV

focus on jazz and music of the 20' and 2 1 "

centuries The unit of jazz covers improvisation

techniques, extended tertian harmonies, modes and

scales, jazz bass line construction, and typical jazz

voicings The course will then explore various

20"-century techniques, including set theory,

dodecaphony polytonality, integral serialism,

aleatoricism and ininimalism, considering formal

rhythmic, melodic, harmonic, textuial and

philosophical aspects Preiequisite successful

completion of both MUSC 201 and MUSC 211

301W Musicianship V 4 er

While the development of musicianship skills,

aural comprehension, and theoretical techniques

f6ims the focus for the first two years of

musicianship studies, the investigation of ideas

(historic developments and aesthetics, evolution of

genres and forms, characteristics of style) as well

as the learning of music literature through the

application of skills acquired in the first two years

constitutes the focus for the third year of study

Musicianship V traces the ideas and music

I iterature in the Western canon from the Ancient

Greeks through the Baioque era Issues of

performance practice will be explored along with

comparative analysis of music outside the Western

canon (Pierequisite successful completion of

MUSC 202 and MUSC 212)

302W Musicianship VI 4 er

A continuation of Musicianship V, Musicianship

VI traces the ideas and music literature in the

Western canon from the Classic era to the present

day Music outside the Western canon will also

receive attention, particularly with regaid to

multicultural influences in the music of

contemporary composers Much more than

a lecture class, Musicianship VI continues to

require the application of skills learned in

previous Musicianship courses toward the

study and understanding of music literature

and ideas (Prerequisite successful completion

of MUSC 301)

335 16"1 Century Counterpoint 2 cr

This course is devoted to a study of the

polyphonic technique of the 16" century

Contents include lectures, analysis, written

assignments and listening

336 18", Century Counterpoint 2 er

A study of contrapuntal technique of the period of

j S Bach Contents include lectures, written

assignments, listening and analysis

340 Orchestration 2 er

A study of the basic problems of scoring for

individual instruments, particularly orchestral

choirs, the entire orchestia, and unique

instrurnental combinations Analysis of the

techniques of orchestration of selected composers

of the I 8th, 19", and 20" centuries

342W Topics in Contemporary Music 2 cr

A survey of the main currents in music since 1945

Concert attendance, several short papers and a

longer, more in-depth paper will be required

351 Composition 2-3 cr

A course in original creative writing

355 Introduction to Composition 1 2 cr

An introduction to composition that focuses on the

fundamentals melody, harmonic content, rhythm,

and compositional foinns Students will begin

development of individual composition portfolios,

and are encouraged to have their works peiforined

at a student composition recital held during the

semester (Cla^s format)

356 Introduction to Composition 11 2 cr

A continuation of basic concepts needed to write

successful iriusical compositions Students will

continue development of individual composition

portfolios, and are encouraged to have their works

performed at a student composition recital held

during the semester Prerequisite Introduction to

Composition I (Class format)

430 Elements of Composition 2 er

Designed for non-composition majors who want to

explore and participate in the creative pi ocess of

music composition Discussion and writing skills

for this course involve listening and study of

scores, and study of all the elements of music

composition, melody, harmony, ihythm, the

importance of form and orchestration Students

will develop a final portfolio throughout the

course, compi ising of weekly assignments,

covering all instrument family/crisembles Final

project will be performed and recoided

431 Form and Analysis 2 cr

A study of formal design in music and the

phenomenon of style in the various historical

periods Recognition of the constituent elements

of a composition and how each contribute to

the whole

432 Baroque Theory and Practice 2 cr

By combining study of Baroque performance

techniques and listening to both period and

modern instrument recordings of Baroque music

with ensernble and individual performances,

the student gets a "hands-on" experience of

the Music and a chance to consider new

musical perspectives

CONDUCTING

370 Conducting 1 2 cr

An introduction to basic instrumental and choral

conducting techniques with emphasis on the

propei conducting postuie, the prepaiatory

gesture, the release, basic beat patterns and styles,

use of the baton, and development of the left hand

Couise also will include instruction in score

reading, analysis, and preparation, with emphasis

on the standard literature Class time will be

divided equally between lecture-demonstrations

and practical conducting expei ience i n a

laboratory setting

371 Conducting 11 2 cr

Instruction and application of intermediate and

advanced instrumental and choral conducting

techniques with emphasis on subdivision, accent

and syncopation, subito dynamic change, tempo

alteration, ternito and fermata, asymmetrical

meters, superinctrics, and specialized techniques

for conducting recitative, contemporary music,

and musical theater Course will include score

analysis and preparation, as well as techniques and

methods while focusing on the standard literature

Class time will be divided equally between

lecture -demonstrations and practical conducting

experience in a laboratory setting

MUSIC EDUCATION

091, 092 Fundamentals of Piano 1, 11 2 cr

This Course introduces students to basic piano

skills including scales, triads, cadences, sight-

reading and impiovisation This (,ourse is

intended f6i students preparing for Piano

W

ON

for Music Education I, but is also open to non-music majors

104 Introduction to Music Education 1 crThis course for music education majors is anoverview of the primary facets of the professionthe National and State Standards for ArtsEducation, components of the music program,advocacy, inclusion, field observation skills,relation between music in the school and thecommunity, cultural awareness, diversity of theprofession, professional ethics and behavior, andhome schooling

105, 106 Voice for MusicEducation 1, 11 1 crThis course teaches fundamental techniques ofsinging, including, posture, breathing, tone,diction, expression and style Repertoire includesfolksongs, art songs and multicultural songs sungin solo, unison, ducts and small ensemblesStudents learn standard voice classificationstaught through opera, oratorio and art song

111W, 113W Piano for MusicEducation 1, 11 2 cr eachThis course provides piano instruction inharmonization, improvisation and transpositionusing a MIDI piano lab equipped with musicworkstations that consist of electronic keyboards,synthesizer modules and six-track recordeis

173,174 WoodwindTechniques 1, 11 1 cr eachThis course focuses on playing skills andpedagogical applications of clarinet, flute,saxophone, oboe and bassoon Students learn toplay each instrument and become knowledgeableof appropriate teaching materials for each

251 Music Ed Methods 1 2 crThis course presents an introduction to a sequencein music teacher tiaming based upon the NationalStandards for Arts Education Content emphasizeseai ly childhood development in music from pre-Kto grade I The structure of the course is based onthe Kodaly concept of music education, withsinging and movement as the primary means ofbuilding a foundation for further musical learningStudents learn the basic components of effectivelessons and begin the creation of an anthology ofmusical materials suitable for this age group On-site field experiences are incorporated into thisclass Students begin a professional portfoliowhich will continue throughout the MusicEducation Methods sequence

252 Music Ed Methods 11 2 crA continuation of MEM 1, with emphasis on thegeneral Music class from grades 2-4 The songanthology is expanded Fifteen hours of fieldexperience in a school system emphasizes grades2-4 Students continue to develop their portfolio

254 Music Ed Methods 111 3 crThis com se advances the sequence of the NationalStandards, developing tracks in general, choral,instrumental and orchestral methods for grades 5—6 Study of inclusion and assessment techniquesappropriate foi these grades are included Thesong anthology is expanded Students continueadvocacy work by becoming mentors for freshmanprojects Portfolio development continues,including the incorporation of the second 15 hoursof field experiences emphasizing grades 5-6

256 Music Ed Methods IV 3 crThis course focuses on grades 7-8 Emphasis ison the development of performing ensembles aswell as non-performance classes and appropriatemeans of assessment Students complete a thirdfield experience of 15 hours The anthology andportfolios aie expanded

258 Music Ed Methods V 3 crThis is the final course in the MEM sequence Itsstructure parallels that of previous semesteis, andcompletes the study of grades 9-12 It includes thefourth 15 hour clinical experience

282, 283 Brass Techniques 1, 11 1 cr eachThis course focuses on playing skills andpedagogical applications of trumpet, french horn,euphonium, trombone and tuba Students learn toplay each instrument and become knowledgeableof appropriate teaching materials for each

290 Guitar Class for Music Ed I erAn introductory course in guitar techniques for themusic educator Content includes playing skills aswell as pedagogical applications for elementary,middle and high school levels Ensembleperformances and the "National Standards for theArts" applications with the guitar are importantelements of this course

295 Classroom Instruments I erAn introductory course which develops skills inrecorder playing, Orff insu uments, standard andnon-traditional classroom instrurnents

325 Marching Band Methods I cr

This course will introduce students to the variousstyles of the contemporary marching band Areasdiscussed will include philosophy, show design,drill charting and integration into the totalrflusIc curriculum

330 Choral Materials Lab I crThis lab is an appendix to the conducting classIt emphasizes the selection, analysis, scorepreparation and laboratory conducting of choralrepertoire appropriate for various grade andproficiency levels of students

331 Instrumental Materials Lab I erThis lab is an appendix to the conducting classit emphasizes the selection, analysis, scorepreparation and laboratory conducting ofinstrumental and orchestral materials appropriatefor various grade and proficiency levelsof students

381, 382 String Techniques 1, 11 1 cr eachThis course focuses on playing skills andpedagogical applications of violin viola, cello andbass Students are expected to play eachinstrument and to be knowledgeable of appropriateteaching materials for each

386W Children's Choir Lab I crThis couise provides field and clinical experiencesin conjunction with three training levels of theChildren's Festival Chorus, in residence atDuquesne Students will study rehearsaltechniques, group motivation, repertoire andconcert production

481, 482 PercussionTechniques 1, It I cr eachThis course is designed to develop an introductoryunderstanding of percussion pedagogy withspecial emphasis on the musical growth ofelementary school age students Secondaryconsiderations will include Percussion relatedinformation and ideas needed to conduct and trainjunior high and high school individuals intraditional instrumental ensembles

486 Field Experience I crPractlCLIM for senior music education studentswhen not enrolled in student teaching

490 Student Teaching 6 crFor the senior music education student who hascompleted all requiled music and professional

education classes satisfactorily and has beenrecommended for student teaching This studentteaching experience is a full-time placement forstudents who have previous certification in a non-musical area Daily, 14 weeks

492 Student Teaching - Instrumental 6 crFor the senior music education student who hascompleted all required music and professionaleducation classes satisfactorily and has beenrecommended for student teaching Placement iswith the grade 4-12 instrumental music program ina selected school with a qualified cooperatingteacher Daily, 7 weeks

493 Student Teaching - Choral 6 crFor the senior music education student who hascompleted all required music and professionaleducation classes satisfactorily and has beenrecommended for student teaching Placement iswith the grade K- 12 vocal or choral musicprogram in a selected school with a qualifiedcooperating teacher Daily, 7 weeks

JAZZ STUDIES

140 Ja7z Harmony, Form & Notation 2 erThis course presents the foundations of hannonyand form essential to the jazz musician Topicstobe covered include chord types and movement,chord voicing and substitutions, voice leading,scales, modes, the blues and other standard jazzsong forms

141 Chamber Music - Jazz I crThe purpose of this course is to develop the skillsand techniques necessary for small jazz ensembleperformance Emphasis is on rhythm sectiontechniques, interaction among the members of thegroup, and development of repertoire

151 Jazz History 2 crA study of the origin, development, and styles ofjazz music and its ramifications with an emphasison recorded music as well as scores

226 Jazz Improvisation 2 crStudy and practice of melodic improvisation,conventional fortris, chord progressions,employing idiomatic jazz, articulations, major-minor and modal scales, altered scales and chords,extended forms, and practical applications tostandard andjazz literature

MAWrp,

M

330 Jazz Ear Training, Transcription

and Analysis 2 cr

Tile course is designed to train the student to

recognize aurally the melodic, rhythmic, and

harmonic elements of contemporary jazz The

devices used are sight-singing, keyboard work,

and extensive dictation Emphasis is placed on

four, five and six-note chords, chromatically-

altered chords and polychords

340 JazzArranging 2 cr

A study of the basic techniques of scoring for

individual instruments and jazz ensembles of

various sizes, from small groups to studio

orchestras Analysis of scores by contemporary

big band arrangers

MUSIC THERAPY

107W Music Therapy Orientation 3 cr

An intioduction to Music Therapy as practiced in

a variety of rehabilitation settings Observations

followed by informal group discussions Basic

theory emphasizes the validity of music therapy

theory and praxis Intensive class participation

and interaction

109W Music Therapy In Context 3 cr

Focus on Music Therapy methods utilized in a

variety of music therapy settings Includes

assessment, planning, implementation and

evaluation of sessions designed for a variety

of populations

124W Practicum 1-7 2 er

Field placement in a clinical setting for a

minimum of 15 hours per sernester Certified

Music Therapists and other specially trained

clinicians assist in the educational training and

professional developmental growth ofthe student

30OW Psychology of Music Teaching

and Learning 3 cr

A study of the physiological, psychological, and

sociological aspects of music teaching and

learning with emphasis placed on current research

306W InfluenLe of Music on Wellness

and Healing 3 cr

An examination of the impact of music and its

effects on the mind, body, and spirit healing from

a holistic point of view

309W Directed Study 2 cr

Capstone Seminar in Music Therapy research

Student selects Music Therapy topic

315 Piano Improvisation 1 2 cr

Piano Improvisation I is open to all Music

Education and Music Therapy majors In this

course students will learn basic irnplovisation

skills and how to utilize improvisation in today's

classroom and therapeutic settings

Course Prerequisite Piano for Mus Ed 11 or 2

years of Piano 1] 9

317 Guitar for Music Therapy 1 2 cr

The scope of this course is designed to focus on

developing an introduction to the skills needed for

playing the guitar in a clinical setting Special

emphasis will be placed on performance and

accompaniment, right and left hand techniques,

fretboard visualization, sight reading, basic

improvisational tools, introduction to chord

voicing rhythmic studies, and an increased

awareness of music interpretation

318 Guitar for Music Therapy 11 2 er

This course continues to expand the Guitar

competencies completed in Guitar I with the

addition of bar chord voicings Emphasis will also

be placed on the building of clinical repertoire

374W Music and Movement for the

Exceptional Person 3 cr

This course is experiential and didactic in its

approach The rationale of using music and

movement as therapeutic teaching tools to meet

the developmental needs of special persons will

be explored

SACRED MUSIC

201 Sacred Choral and Solo Literature 2 cr

A survey of choral and vocal literature for the

church with emphasis on practical materials for

church choirs, soloists, and congregations

103 Service Playing 1-2 er

The objective of this course is to develop the

service playing skills necessary to play for church

services of all denornmations through a study of

applied harmony, counterpoint, hymnody, anthem

accompaniments, and conducting from the

console Students unable to enroll for this

course will study this material in their applied

music lesson

112 Church Music Practicurn t cr

Seminar in piactical aspects ofchurch music,

establishing the music program in a church

graded choir systems, children's choirs,

ln^trunients in workshop, contracts, cantor

systems, worship commissions, etc

317 organ Pedagogy 2 er

This c0u1se focuses on developing the theoretical

and practical pedagogical skills needed for organ

teaching and includes teaching methods using the

other students in the class as subjects under the

supervision of the professors, teaching of a private

lesson of a beginning organ student outside of the

class with supervision of the professor, and book

reviews of one or more standard organ methods

420 Hymnody 2 cr

A study of the church's heritage of song, the

Psalms, the great hymns of the Medieval Church,

the heritage of Luther, Calvin and their followers,

English hymnody, American contributions,

twentieth -Century hymnody with special emphasis

on the theological framework for each major

development in the,history of hymns

421 Gregorian Chant 2 er

The history, notation, and modal system of

Gregorian chant Class participation in the

singing of chant Chant as prayer and current

liturgical application

431, 432 Organ Improvisation 2 cr each

A practical application of the basic tools

of improvisation including harmonization

of melodies at the organ, two and three

part counterpoint, short ABA forms, and

chorale preludes with emphasis on their

liturgical application

451, 452 Organ Literature 2 cr each

A survey of organ literature and organ buildings as

it relates to organ registration The first semester

treats organ music from the Renaissance through

J S Bach The second semester deals with the

literature from 1750 to the present Outside

listening and readings will be required

470 Sacred Music Internship 2 cr

An exploiation of the relationship of liturgy and

the music which expresses the rituals of liturgy

Fifteen areas of liturgical celebration in the

worship life of the church are analyzed, set into

historical pei spective, and evaluated as to their

effectiveness in parish life including the demands

of ritual, theology of the rites and their musical

explession, and pastoral issues in their celebration

476 Organ Design and Maintenance 2 cr

A study of the basic concepts of organ

construction with emphasis on the historical

development of the organ and the mechanical

operation of the pipes and console Tuning,

voicing, and esthetics of organ design will

be discussed

MUSIC TECHNOLOGY

SOUND RECORDING TRACK

101 Introduction to Audio 1 2 cr

Introduction to basic concepts of audio

propagation both acoustically and electrically

Mathematics for audio concepts are covered in

full All concepts are then related to the audio

102 Introduction to Audio 11 2 cr

The focus of this course is a presentation of more

basic audio concepts both acoustically and

electrically An introduction and overview of the

hardware and software used in the recording

process Prerequisite Introduction to Audio I

131 Applied Audio 1-2 cr

Directed individual study in Audio

145 Audio 1 2 cr

Foundations of the digital recording piocess

Covered are all aspects of the recording chain and

basic procedures for two track and multi-track

production Lab iequired Prerequisite

Introduction to Audio 11

146 Audio 11 2 cr

An intensive study of the commercial recording

process Intensive hands-on and production

projects Lab required Prerequisite Audio I

149 Audio 111 2 cr

Individual studio projects with instructor

coaching Prerequisite Audio 11

153 Audio IV I cr

The focus of this course is reinforcement of

recording techniques learned in Audio 1, 11, and

III Each student is required to be engaged in a

current weekly recording session and to be

working toward completion of assigned projects

Students meet with the instructor upon completion

of recordings and are critiqued on their

performance Prerequisite Audio III

im

210

211

240 Advanced Audio Production 2 crStudents gain experience in CEDAR (ComputerEnhanced Digital Audio Restoration) techniquesfor the purpose of soundtrack restorationAdvanced digital techniques and digital signalprocessing are covered Prerequisite PostProduction

301 Post Production & Mastering 2 crThis course is designed to give hands-onexperience with various post production andmastering tools Proper procedures in formattingand preparing projects for cassette or CDproduction are covered Sony 1630 operation andmastering is covered Prerequisite Audio IV

420 Sound RecordingTechnology Internship 1-4 crStudents will be provided an opportunity to workas an assistant at a corporation related to the fieldof sound recording This internship can only betaken in either thejunior or senior semester

PERFORMANCE AND ELECTRONICCOMPOSITION TRACKS

105 Music Technology 1 2 crA continuation of Computers for Musicianscoursework, with more advanced applications ofMIDI theory, computer notation and sequencing,and the history of electionic music (1945 to thepresent) Prerequisite Computers f6i Musicians

115 Computers for Musicians 2 crAn introductory music technology courseIncludes basic MIDI theory, computer notation,sequencing, Internet explorations, computerassisted instruction and computer software usesfor musicians Additional explanations ofcomputer searches, information literacy and NISOffice are an integrated part of this course

201 Music Technology 11 2 crSynthesis and sound design, advanced sequencingand basic web page design Prerequisite MusicTechnology I

205 Music Technology HI 2 crMultimedia design and production with anemphasis on musical elements, incorporates somedigital imaging, digital audio and digital videoPrerequisite Music Technology 11

206 Music Technology IV 2 erSampling, digital sound design and editing iscovered using ProTools software and Mach Five,SMPTE synchronization and advanced scorenotation Desktop video production and surroundsound mixing Student projects will explore musicconcrete and creation of scores for videoPrerequisite Music Technology TI

340 Business in Music Technology 2 crThis course teaches important basic business skillsand how to apply them within all aspects of MusicTechnology such as how to run a recordingstudio, understand music royalties and copyright,become active electronic composers andperformers, cope with business politics, usepsychology in the music business, developexpense tax planning, create promotionalmaterials, develop and implement successfulcareer strategies Students will receive in-depth,specific information on all aspects of puttingtogether and managing the business side of theirMusic Technology career

311 MIDI Controller Techniques 2 crThe study and application of unique performancetechniques used with electronic instrumentsThrough analysis of acoustic and electronicperformances and study of technical exercises,students will learn to control the nuance ofperformance on electronic instrumentsPrerequisites Computers for Musician andMusic Technology 105

314 Electronic Orchestration 2 crA study of the basic problems of scoring forelectronic instruments in a variety Of Musicalcontexts, including scoring for both electronic andelectro-acoustic ensembles Analysis of thetechnique- of electronic orchestration of selectedcontemporary composers in a variety of musicalstyles Prerequisites Music Technology 11

315 Electronic Composition 1-2 crPrivate studies in writing for electronicinstruments and ensembles in addition tocompositional skills needed to write successfulmusical compositions

320 Composition/Performance FinalTechnology Project I crStudents prepare and complete composition andperfoimance projects to be presented at theiisemoi recital All projects will demoristiate the

student's competency level with music technologyA portfolio will also be completed that showcasesthe students' work within the prograiri Thisportfolio will be electronic in nature, web page,CD-ROM, and DVD Marketing approaches arealso covered for the student such as resumedevelopment Prerequisite Music Technology IV

350 Electronic Ensemble I crA performance based course that covers the basicsof Electronic Performance Practice Includes thepreparation, rehearsal, and performance ofelectronic music through solo and enserriblepieces Students are assigned to small groups,many ensemble pieces are prepared by thestudent- for performance in a recital atthe end of the semester Prerequisite MIDIController Techniques

410 Computers for Musicians 11 2 crThis course will examine the role of computersand music technology in various musicapplications, particularly focusing on computer-assisted instruction, inulti-media development andpresentation, and Internet applications Studentswill acquire technological skills in the creationand application of digital media pieparation,multimedia creation with branched logic, andinteractive web page design These skills will beclosely integrated with advanced researchtechniques in electronic databases and the Internet,assessment and application of CAI software, andthe design and creation Of Music based research,performance, and teaching presentations Musicalskills and knowledge acquired in priorMusicianship studies will serve as the basisfor researching and preparing the mid-term andfinal projects

420 Music Technology Internship 1-4 crStudents will be provided an opportunity to workas an assistant at a corporation or business relatedto the field of music technology

430 Elements of Composition 2 crDesigned for non-composition majors who want toexplore and participate in the creative process ofmusic composition Discussion and writing skillsfor this course involve listening and study ofscores, and study of all the elements of musiccomposition, melody, harmony rhythm, theimportance of form and orchestration Studentswill develop a final portfolio throughout thecourse comprising of weekly assignmentscovering all instrument farmly-ensenibles Finalproject will be performed and recorded

GENERAL

090 Seminar 0 crRegistration for Seminar is required of allundergraduate Music majors during mostsemesters of full-time enrollment Coursematriculation guarantees availability for masterclasses recitals, student club meetings, and guestlectures held during the Tuesday and Thursday"common hour" periods

170 Enjoyment of Music 3 crThis course leads to an understanding of howmusic's basic elements, melody, harmony, rhythmand form, are used to communicate the composer'sexpressive intent Designed for majors and non-music majors No prerequisites

'Pr

212

Ph 191

School of NursingTelephone 412-396-6550

Fax 412-396-6346

Website wwwnursnAgduqedu

Administration

Dean

Eileen Zungolo, EdD, RN FAAN

Associate Dean for Academic Affaii s^

JoanSuch Lockhart, Ph D, R N CORLN,

AOCN@, FAAN

AsswantDean, Rectuitinent

Chei ith Simmer, M S , R N

Assistant Dean, Student Services

Leah Vota Cunningham, M N Ed R N

HISTORY

The School of Nui sing was founded in 1935 as a

unit in the College of Liberal Arts and Sciences In

1937, it was established as a separate school and

approved by the State Boaid of Education of the

Commonwealth of Pennsylvania to confei the

degree of Bachelor of Science in Nursing and the

degiee of Bachelor of Science in Nursing Ecluca-

tion by Duquesne Univeisity The piogiam leading

to the degree of Bachelor of Science in Nursing

Education was designed to meet the specific needs

of the registered nurse while the basic prograin

leading to the degree of Bacheloi of Science in

Nursing, the first in Pennsylvania, was designed foi

the high sC11001 g1dduate The School of Nursing

continued to offer two separate degree, until 1964

In September of that year, a single revised

professional nursing piogram was implemented foi

admission of both basic and registeied nuise

Students leading to the degi ee of Bachelor of

Science in Nursing

In the fall of 1982, a new baccalaureate nursing

prograin, also leading to the degree of Bacheloi of

Science in Nursing was instituted and was

specifically designed to meet the educational and

professional needs of the registered nurse

A second degree option was initiated in August

1991 This prog-tarn is designed loi students who

hold a baccalaureate degree in a discipline other

than nui sing

In 1986 the Graduate Nuising Piograrn was

opened to offer the Master of Science in Nursing

Today, the areas ot specialization offered aie Acute

Care Clinical Nurse Specialist, Family Nurse

Practitionei, Forensic Nursing, Nursing Admini-

stration Nursing Education, and Psychiatric/

Mental Health Clinical Nurse Specialist

In fall 1994 the Graduate Nursing Progiarn

expanded to include Study toi the Doctor ot

Philosophy (Ph D ) in Nursing

To date, rnote than 4000 student, have graduated

from Duquesne's School of Nursing

SCHOOL OF NURSING MISSION

STATEMENT

The puipose of the School of Nursing is to prepare

nurses to practice ptofessional nursing to meet the

dynamic health care need-, of individuals, families,

groups, and communities Faculty tacilitate the

education of student,, in the art and science of

nursing to provide ethical, hol istic, cultui ally

competent and population-based

care in collaboration with a vallety of health

care systems

SCHOOL OF NURSING PHILOSOPHY

The taculty ot the School of Nursing believe that

nursing is a human science piofession and an

academic discipline that focuses on the diagnosis

and treatment of human responses to actual or

potential health problems We believe the patient,

conceptualized as an individual client, family,

gioup or community, is the focus ot the profes-

sional nui se We believe each individual is unique

and holds values and beliefs reflective of his/her

cultuie, spiritual, and life experiences

The faculty believe that there are core conipeten-

cies that enable a nurse to piovide "sale passage"

toi patients The coic competencies are the basis of

the nurse s ability to provide design, manage and

coordinate caring practices These core competen-

cies are clinical judgment, advocacy caiing

practices, systems thinking, iesponse to diversity,

facilitation of learning in patients and staff, clinical

inquiry, and collaboiation

The faculty believe that they sei ve students by

being strong role models through their own

commitment to excellence as teachers, scholars and

clinicians The faculty are dedicated to cultivating a

sense of protessional empowerment, a desire for

life long learning, and a passion tor social justice in

our students An innovative curriculum based on

the changing health care needs of society and the

health care delivery system is integral to the

commitment ot the taculty to student learning and

development

The faculty believe that students learn best when

they actively engage in the learning process The

faculty desire to work with students as a commu-

nity ot learners in which all junction at a high level

of accountability, flexibility, and integrity In that

Way, d true learning environment can be created

that fostei s the exchange of diverse ideas and

opinion,, and advances collaboration In such a

leaining community, progiess can be anticipated

7and the efficient use of technology can be assessed

and inLoiporated into the total health caie

environment An appropriate balance between

technology and aspects of human touch and caring

Is sought

The learning environment embraces cultural

diversity and welcomes all qualified students and

faculty to join our community of learners

opportunities for multicultural learning experi-

ences will be offered locally and globally

SCHOOL OF NURSING CONCEPTUAL

FRAMEWORK

The Curriculum flows logically from the

conceptual framework cniginally developed by

the American Association ot Critical Care Nui ses

The Synergy Model suggests that patient

outc omes are enhanced when the nurses'

competencies are compatible with the characteris-

tics or needs of the patient When applied in the

educational system the center ot attention for the

model is the students and their learning In the

academic environment developmental needs of

the students are advanced when taculty compe-

tencies are aligned with the learning needs ot

nursing students The competencies of the nurse

identified in the model are those the taculty

envisions as essential to the Success of the nurses

interventions Underlying all of the nurses'

competencies is the unique contribution of nurses

to provide ' sate passage" tor patients and their

families through the health cai e envii onment

According to Curly (1998) these competencies

are

I Clinical judgment — clinical reasoning that

underpins decision-making in clinical

practice, includes the assessment of given

patient care situations, and nursing skill

2 Advocacy and AnAn al agency — representing

the interests ot the "othei" and identifying

and working to manage oi explain ethical and

clinical concerns This dimension acknowl-

edges the unique ti ust inherent in the nurse

patient relationship

3 Caring piactices — constellation of nursing

activities that the iesponsive to the uniqueness

of the patient, family group and community

and create therapeutic environment Caiing

piactices include vigilance, engagement and

responsiveness

4 Facilitation of leaining — ability to use self to

maximize patients' learning

5 Collaboi ation — working with othet s to

promote and encourage each person's

contribution to achieving optimal goals

for the patient This includes intra and

interdisciplinary woik

6 Systems thinking — appreciating the care

environment and the interrelationships within

and across health care systems

7 Response to diversity — sensitive to recognize,

appreciate and incorporate differences

between and among people along multiple

dimensions in the provision of cate

8 Clinical inquiiy — process of questioning and

evaluating practice, assessing evidence base

of plactice and innovating through research

and leai in ng

PROGRAM OUTCOMES

At the completion of the nursing piograin, the

student will

I Integrate clinical judgment skills when

implementing care for individuals, fdrinhes,

gi oups, and community

2 Justify one's practice through the

implementation of the iole of being a

InOrdl agent

3 Display a caring attitude in all aspects of

one's practice

4 Institute collaboiative efforts for the

improvement of care to individuals and foi

improvement in health care delivery

5 Demonstiate the ability to utilize integrated

systems analysis for personal and In otessional

navigation of the health care delivery systems

6 Integrate Cultural sensitivity in caring tor

individuals/familie,, of diverse populations

7 Engage in evidence based practice

8 Incorporate teaching into all aspects ot

one s pra( tice

9 Evaluate the interrelationship of nuise

competencies and the patient characteiistics

to patient outcomes

DEGREEThe School of Nursing undergiaduate piogiam

leads to the degree of Bacheloi of Science in

Nursing

BSN PROGRAM

The School of Nuising offers a program with a

major in nursing leading to a baccalaureate

degiee in nursing to qualified high school

" W-5-or?R^

214

215

giaduates registered nurses, non-nuising

baccalaureate graduates, and qua] if ied ti ansfer

students The program includes tour yeats of

study, and is designed to provide the student with

the knowledge and the skills needed to practice as

a professional nurse generalist upon giaduation

The general and professional education acquired

in this program provides a basis for the graduate

to progress to positions of incieasing respomibil-

ity and to undertake graduate study

The curriculum is designed to provide a strong

liberal arts and science base The course offerings

in the natural, biological and behavioral sciences,

and the University core courses support the

philosophy that provides the basis foi the

organizing framework of the professional nursing

piograrn Professional nursing courses, which

constitute the nursing major, include theory and

practice in the nursing care of individuals,

families and aggregates Leatning opportunities

are provided in hospitals, homes, schools, health

agencies and numerous community settings The

Learning Resource Center in the School plovides

students with access to computerized learning,

rnechd review, and simulations used in leaining

nuising skills The School's Center for Interna-

tional Nursing, Center for Health Care Diversity

and Nurse-Managed Wellness Centers offer

students an environment of cultural exchange and

inquiry and research in nursing

The faculty of the School of Nursing conduct all

professional nursing Courses and also guide and

direct the practicum (clinical) learning experi-

ences Nursing students are assigned faculty

mentors for career and professional development

Upon the successful completion of their

program of studies, graduates are eligible to take

the NCLEX-RN examination for licensure Prior

to graduation, students at e required to suc cessfully

complete piogram requirements designed to

prepaie them for taking the NCLEX-RN exam

The faculty reserve the right to make changes in

the curriculum and program requirements which

are believed to be in keeping with the changing

health needs of society and/or the best interest of

the students and the School to inaintain quality

professional nursing education

The undergraduate piogram of studies is fully

approved by the Pennsylvania State Board of

Nursing (PO Box 2649, Harrisburg, PA 17105-

2649, Phone 1-717-783-7142,

www dos state pa Llsibpoa/nui bd/mainl2age htm)

and is fully accredited by the Commission on

Colle,nate Nuisnig Education (One Dupont Circle

NW, Suite 530, Washington, DC 20036-1120,

Phone 1-202-887-679 1, www aacn nche edu)

Admission Requirements for BSN Students

Students who are interested in applying for

admission to the School of Nursing should

request an application front the Office of

Admissions or the School of Nursing The

application is also available online at

www duq edu The specific entrance requirements

for admission are

I The applicant's high school curriculum must

include a minimum of 16 units distributed as

follows

(I unit = I year)

English 4 years required

Social Studies 3-4 ycais recommended

Language 2 years recommended

Math & Science 4 years required

Biology I year

Chemistry I year

Algebra I year

One additional yeai is also requiied in

science or rnath (i e Physics Algebia,

Computers etc )

2 A candidate must have giaduated fiom an

appioved secondary school in the uppei two-fifths

of the class, and demonstrated exemplary

personal conduct while in school Students whose

class rank is below the upper two-fifths are

evaluated individually by the Univei sity Admis-

sions Committee according to their overall

academic achievement (i e high school quality

point average and testing iesults)

3 The primary consideration foi admission is the

secondary school academic record

4 A candidate must piesent satisfactory scores on

the required College Entrance Examination Board

Scholasti( Aptitude Test (SAT) oi the American

College Testing Program (ACT) test in accor-

dance with the standards to which the University

adheres

5 A personal interview with a representative of

the School of Nut sing is highly recommended

prior to admission

6 Two letters of reference tiom a high SLhool

guidance counselor, principal oi teacher are

requiied

Other additional School of Nuising require-

ments include evidence of physical and emotional

health adequate to meet the demands of the

program and compliance with the standards of

pet sonal conduct as outlined in the School of

Nurmig Standaids of Per^onal Conduct Polic),

Following notification of acceptance to the

Ljniversity by the Office of Admissions, the

School of Nursing candidate must submit the

following

I School of Nursing's iequired health forms to

the Univeisity Health Services Department

2 A signed School of Nursing Stondardv of

pci wnal Conduct Statement

TRANSFER STUDENT

All transfer students must meet the same

admissions criteria as the hasic BSN student

(see Admissions Requirements for BSN

Students) Transfer students must take all

required nursing courses at Duquesne

University

Additional Admission Requirements for

Transfer Students

I A minimum cumulative Q PA of 2 5 from the

transferring institution

2 1 unit of chemistry and 1 unit of algebra, which

can be from either a secondary school or post-

secondaiy institution

3 Personal inteiview with a representative of the

School of Nursing

4 Two piotessional (academic and/or

employment) reference letteis

5 Compliance with the School of Nursing

StandauLs of Personal Conduct Policy

6 Evidence of physical and emotional health

adequate to meet the demands of the program

Provisions Affecting Placement

I Transfer student cannot be accepted into

nursing clinical practicurn courses during

the first semester of attendance at Duquesne

Univeisity

2 Only courses taken within the past ten years

will be evaluated for transfer credit For

courses in the natural sciences, the limit is

five years This tune hinit may be waived in

specific instances

RN-BSN[MSN PROGRAM

The RN-BSN/MSN program offers online

nursing courses foi registered nurses put suing

bachelor of science in nursing (BSN) and master

of science in nursing (MSN) degrees Thiough the

aLLeptance of ti ansfer ci edits, the School of

Nursing applies the RN's previous leatning

experience towards the requirements of the BSN

degree Part-time oi full-time enrollment is

available to allow an RN to continue to be

employed while undertaking the course of study

Following the completion of required univei-

sity core curriculum and nursing prerequisites,

the BSN program can be completed online and

part-time in 5 semesters The BSN is awaided

after completion of 31-32 nursing credits, 19-20

of which are at the MSN-level

Upon completion of the BSN degree at

Duquesne University, the student can earn the

MSN degree at Duquesne part-time in an

additional 1-2 years The Miller Analogies Test

(MAT), a required admission test for the MSN

program, is waived foi students who have met all

graduate admissions criteria and have maintained

a 3 0 GPA

Specific information concerning the acceptance

of transfei credits can be obtained by contacting

the School of Nursing

Admission Requirements for

RN-BSN/MSN Students

Students who aie inteiested in applying for

admission to the RN-BSN/MSN program should

request an application from the Office of

Admissions or the School of Nui sing The

application is also available online at

www duq edu The specific admission

requirement,, are

An associate degree or diploma in

nursing fiorin an accredited nursing

program

GPA of

3 0 or highei on a 4 0 scale

Curt ent licensure as a registered nurse

Satisfactoi y personal/phone interview

with a School of Nursing program

advisor

SECOND DEGREE BSN PROGRAM

The Second Degree Bachelor of Science in

Nursing (BSN) program enables a non-nurse with

a baccalaureate degree to obtain a BSN degree in

one year After 12 months of intensive full-time

study, during which time all requnements for a

BSN degree aie met, students are eligible to take

the nursing ficensure examination

The Second Degree BSN program begins

in August and includes three semesters of

intensive coursewot k compi ised of more than

1000 hours of clinical practice in state-of-the-art

health care settings, creative web-enhanced

seminars toi non-clinical cout ses and u aditional

C]dSSI OOM insti uction

"Wr216

217

Upon completion of the BSN, students are

eligible to apply toi admission to the Master of

Science in Nuising program which otter six areas

of speciah/ation acute caie clinical rim se

specialist family nurse practitioner, forensic

nursing, rim sing administration, nursing educa-

tion, and psych i atri c/mental health clinical

nurse specialist

Specific information about this option can be

obtained by contacting the School of Nursing

Admission Requirements for Second

Degree Students

Students who are inteiested in applying for

achrussion to the Second Degree BSN program

should request an application from the Office of

Admissions or School of Nursing The applica-

tion is also available online at www duq edu The

specific admission requirements aie

BS or BA degree from an accredited

college or university

Undergraduate GPA of 3 0 or higher on

d 4 0 scale

Pierequi vite courseivoi k must be

completedprioi tofallenrollinent

Biology or Chemistry 3 cr

Pharmacology* 3 cr

Anatomy and Physiology 1* 4 cr

Human Development 3 cr

Anatomy and Physiology 11-1 4 cr

Psychology 3 ciMiciobiology' 3 crStatistics 3 ciNutrition* 3 cr

*These courses must have been

completed within the past 10 years

Satisfactory personal/phone nitei view

with a School of Nursing progi am

advisor

CLINICAL REQUIREMENTS FOR

ALLPROGRAMS

• Completion of health requirements,

including icquired examinations, lab tests,

and immunizations — pre-admissions and

as scheduled

• Picifessional student liability insurance —

annually

• Evidence of CPR training for health care

protessionals — annually

Criminal record check and child abuse

clearance — annually

Health Insurance Portability &

Accountability Training (HlPAA) —

pre-clinical

School uniforms for both community and

acute care settings

Clinical lab packs

Transportation costs and arrangement,; to

and

from all clinical practice sites are the responsibil-

ity of the student All nursing students are

required to carry personal health insurance

ANTICIPATED EXPENSES*

Physical examinations, diagnostic procedures,

and immunizations

I" year $20000

2,,d - 4" year $10000

Annual Student Liability

Insurance (Professional) $2000

Annual CPR Certification $3000

Uniform, identification put, shoes $15000

Clinical lab packs $6000

Criminal Recoid Check/

Child Abuse Clearance $20000

Park i ng/traiisportati on to and

hom clinical agencies varies

NCLEX Diagnostic Examination $3000-6000

^All expenses are approximate

STUDENT ORGANIZATIONS

Each nursing student is a trembet of the general

student body and may select and participate in

any of the Cd111p1JS organizations Thei e are

numeious social sororities, fraternities and

organizations as well as professional organiza-

tions The following organizations exist for the

promotion of the scholarly and professional

interests of members

Alpha 7au Delta (meaning ' through force of

character' ) is a national professional fraternity

fot nuising students Theta Chaptei was chartered

on the Duquesne University campus in 1938

Eligibility is limited to full-time students who

have completed a minimum of one semester in

the School of Nursing with a cumulative quality

point average of 2 5

Kappa Alpha Beta, an undergraduate nursing

soioiity of Chi Eta Phi, Inc , was established in

1996 The purpose of this oiganazation is to

InLreasc ininority students in nursing and to foster

continuing education While membership is

predominantly African-American, individuals

froni other ethnic/racial groups, male nursing

qudents, and otbei s are invited to join

A4en About Nut ung (MAN) has been recently

or,gam7ecl as a foi um for male nursing students

N4AN's Purpose is to enhance recruitment of men

into nursing by increasing overall awateness of

men in the nursing profession

Sigina Theta Tait International, Inc is the

inteinational honoi society of nursing The

f)uque,,ne University Nursing Chapter was

officially charteied as Epsilon Phi Chapter inMatch 1982 Membership is open to upper level

students and community leaders who meet the

international criteria

DuqueLsne Univermty Student Nurse^ A Y^octation

of Pennsylvania (DUSNA) I s d constituent of the

National Student Nurses Association Inc The

puipose of DUSNA is to toster responsibility for

coritiibutin^g to the nursing picitession, to provide

programs iepresentative of fundamental and

I current pre-professional inteiest and concern, and

to aid in the development of the whole person

Active membership is open to undergraduate

students enrolled in state approved programs

leading to licensure as a registered nurse and

registered nuises einolled in undergIdduate

programs of nursing

ClmA Oiganizations Each class is an officially

recognized organization in the School of NursingAs

such each class elects its own representatives

and conducts such piograms and affairs as its

members deem desirable towaid achieving its

goals

Nin ving Alinnin A^sociatton Upon gi actuation,

each graduate is coidially invited to join this

organization as a School of Nut sing Alumnus

HONOR AWARDS

In addition to graduation honors, a number of

awards aie available to eligible undergraduate

students Specific criteria for awards are available

in the School of Nui sing

shrnan ear

FALL SEMI's rLR Credits SPRING SLMLS1 ER CrLdits

UPNSG

100

Hialth & Wellm_ss^ 2 UPNSG

104

Essentials of Pi ofessional

Nursmg*

3

UPNSG

103N utrition ton Welintss* 3 UPNSG

105 WNVa)s of Knovi ing in Nursang* 3

BIOL1011102

Inuoduction io Life Ptoces^es 3 UPNSG

106

Transcultural Responses

in Health Care*

3

CORE Theology Course 3 IJPNSG

107

SLrNice Learning StrategiLs 1

CORE

101

Thinking and Writing Across

the Curriculum

3 CORE

102

fmaginatiN e Literature and

Critical Writing

3

COSC

030

Research and Infornuition

Skills Lab

I CORE

151

Shaping of the Modem World 3

Total 15 total 16

S6phomore earPALL SEMLS I ER Credits SPRING SEMESTER Credits

UPNSG

201

Human Development in Health 3 UPNSG

205

Health Assessim,nt of IndiNiduals

and Communit%

4

UPINSG

202

Professional Nursing

Communication

2 UPNSG

211

Health Promotion 2

UPN SG

203

S) nerg) in Nursing Prictice

HealthrN PeopIL 1

2 UPNSG

212

SNnergN in Nursing Practice

Health^ People 11

2

BIOL2071208

Anatomy and Phsysiologi, 1 4 BIOL2091210

A nalomy and Phv^ioloD 11 4

CORE

132

Basi, Philosophical Questions 3 BIOL2031204

Introductoi-i, Miciobiolok, 4

CORE

141

Social PolittLal, Economic

Systems

3

Total 17 Fatal 16

FAI L SEMESTER Crcdits SPRING SEMESTER Credits

UPNSG

305

Applied Pathoph^siologN 3 UPNSG

311

Applied PathophN siologN

and PsNebopatliologN

3

LJPNSG

306

Nursing Care of the Patient

EXPLrouicing Illness 1

3 UPNSG

313Nursing Cart, of thL PatlLHt

Experiencing Illness 11

3

UPNSG

307

SvnergN in Nursing Practice

Illness Across the Lifespan 1

5 UPNSG

314

SNiier-,3 in Nursing Practice

Illness Across the Lifespan 11

5

UPNSG

308

Technologies in Nursing 3 UPNSG

316

CommunitN Health C0nCLptS 1

UPNSG

309

Pharmacolog^ 3 MATH

125

Fundamentals of Statistics 3

Total 171 total 17Seri

i& Yiiir

PALL SEMLS I LR Credits SPRLNG SEMITSTER Credits

UPNSG

407

Case M inagement 2 UPNSG

415

CollaboratiNc Nursing Care and

SNstLnis Thinking

4

UPNSG

408

N at sing Research 3 1JPNSG

416

S) m_rg3 in Nursing Practice 7

UPNSG

410

Professional Concepts

and Issues

4 UPNSG

417

Role Prepiration/NCLEX 1

UPNSG

413

SNnergy in Nursing Practice

Management of'Chronic Illness

ALross the Liffespan

5 Geneml Elective 3

Humanities EILCtIVC 3

Total 171 total 15

Total Ciedits 130

ROLD = Nursing course ITALIC = &ientt cour^c PLAIN ^ Core Lourse

* Offered in both tall and spring ­iesters

Rc^ isions to courses ind curriculd are ongoing A gi ule of C or better must be ittinied in all nursing and non nursing courses^ncluding electives and liborator^ courses in order to progress in the nursing curriculum A GPA of 2 5 is required by the end ofhe second semester of the freshman yeat in order to progr­ to the sophornoze LlimLal Lour^es and is the minimum icceptableGPA for the rem under of the program

M218

219

NURSING COURSE DESCRIPTIONS

UpNSG 100 Health and Wellness 2 cr

This Louise explores the models of health

and welliless in both individual and community

contexts StudentS apply major health drid

wellness concepts to themselves and others

Students aie introduced to health cate systems

trom the consumer perspective

UPNSG 103 Nutrition for Wellness 3 cr

Th" couise focuses on nutrition and the nursing

role in health promotion for well individuals and

groups throughout the lifespan Emphasis is

placed on nutrition assessment and intervention

Food needs foi energy and the major nutrients are

consideied for the promotion of health

UPNSG 104 Essentials ofProfessional Nursing 3 crThis course introduces the histotical evolution ot

nur^ing as a pi ofession The frame of reference

for the analysis develops trom the characteristics

of a protession Included is an orientation to the

legal and ethical basis of nursing practice in its

present and emerging roles Major elements

of the nursing workfoice and its challenges

are examined

UPNSG 105 Ways of Knowingin Nursing 3 crThis course inti oduces the ways nurses engage i ncritical thinking, promote the science of nursing,

and emphasize the importance of carmg

Inclusion ot various idea, on how one comes to

know helps students gain insight into their

learning and prepares them to teach others The

art and science of nursing is presented through

the Syneigy Model that conceptualizes how nuise

LharacteilStILS interact with patient needs In this

writino, intensive course, emphasis is placed on

evaluation of wtitten and electronic resources

UPNSG 106 Transcultural Responsesin Health Care 3 cr

This course introduces models of transcultural

health caie Issues related to the health caie

protessional's role in the delivery of culturally

congruent health care are explored Emphasis is

placed off the assessment and analysis of cultural

diveisity as related to clinical practice Interplay

between models ot transculturdl care and othei

models ot clinical practice are examined

UPNSG 107 ServiceLearning Strategies I crThis coui se prepares students for active and

responsible community participation Students

will learn the skills, knowledge, and competen-

cies necessaiy for this type of participation

Students leain the process of reflection as a

means ot linking then sei vice experience to

course content throughout the cuiriculurn and

tecognizing the Importance of service

UPNSG 201 Human Developmentin Health 3 crExploiation of human development fiorn

conception through death Emphasis is placed on

an individual's psychological, cognitive,

psychosocial, and Spiritual development within

the context of the family community, and culture

Health promotion and illness prevention plactices

are discussed relative to each age group through-

out the lifespan

lUPNSG 202 ProfessionalNursing Communication 2 cr

Examination of communication as a complex

dynamic foundation of all interaction with special

attention to the nurse-patient relationship

Students explore major communication theories

and principles of therapeutic communication as

used throughout the life cycle Principles of gi oup

dynamics, concepts of collaboration, and conflict

resolution are included

UPNSG 203 Synergy in Nursing PracticeHealthy People 1 2 cr

This initial clinical course uses the Synergy

Model to identify the charactetistics of individu-

als in a variety of community settings These

clinical learning experiences provide the

opportunity to apply concepts of cornmunication,

cultural diversity, giowth and development and

nutrition Teachinc, of health piomotion and

wellness strategies will be included

UPNSG 205 Health Assessment ofIndividuals and Community 4 cr

This course uses the Syneigy Model to assess the

chardCteristics of individuals across the lite span

It provides the foundation tor health assessment

critical to nursing practice A systems appioaLh isutilized to teach students to perform a physical

assessment of the adult, child, pregnant woman

and oldet adult Students learn to critically

evaluate assessment findings and ditterentiate

between normal and alterations indicative of

actual or potential health problems Community

characteristics will be explored

UPNSG 211 Health Promotion 2 cr

This course intioduces concepts specifit. to the

W11

221

promotion of health and prevention of illness

Within the context of the Synergy Model, threats

to the health of individuals and groups within the

community will be analyzed Common develop-

mental deviations from health will be used as

a framework

UPNSG 212 Synergy in Nursing Practice

Healthy People 11 2 cr

This clinical course uses the Synergy Model to

identify the chaiacteristics of individuals in a

variety of community settings These clinical

learning experiences provide a context for the

exploration of threats to the health of the

individual and the community Appropriate

nursing interventions are implemented to piomote

health and prevent disease Community chaiaLter-

istics are assessed

UPNSG 305 Applied Pathophysiology 3 cr

This course explores the mechanisms involved in

the pathogenesis of various body systems

throughout the lifespan Mechanisms associated

with pathogenesis aie contrasted with the Similar

mechanisms that support normal health The

relationship between pathogenesis and patient

characteristics will be explored The underlying

molecular, cellular, and histological deviations

from homeostasis and the mechanisms that

disrupt this optimal state will also be examined

Pathological conditions that have a higher

incidence in specific developmental stages are

the context

UPNSG 306 Nursing Care of the Patient

Experiencing Illness 1 3 er

This course extends the use of the synergy model

to patients who are ill Offered in conjunction

with pathophysiology, this course emphasizes

nursing interventions to promote sate passage in

the health care system Nursing knowledge of

complex concepts relevant to the integrity of

individuals confronting physical illness through-

out the life span is integiated Pathological

conditions that have a higher incidence in specific

developmental stages are the context

UPNSG 307 Synergy in Nursing Practice

Illness Across the Lifespan 1 5 cr.

This clinical course focuses on the piovision of

care for patients experiencing illness Attention is

focused on the nursing characteristics inherent in

the synergy model Clinical settings will be

selected across a broad spectrum of sites

emphasizing in-patient environments Students

implement nursing interventions based on plans

that reflect clinical judgment, caring practices,

and a research base

UPNSG 308 Technologies in Nursing 3 erThis course uses the Synergy Model as the basis

foi the development of nuise competencies in

specific patient care pioceduies Emerging

technology for use in patient caic is included

UPNSG 309 Pharmacology 3 crThis course will cover the basic principles of

pharmacology and drug therapy necessary for

general nursing practice Concepts of drug

effectiveness, pliarmacokinetics, mechanism of

action, and drug interaction will be examined In

most cases, the emphasis will be on the pharma-

cological action of ch ugs on specific organ

systems Periodically, drugs will be discussed in

relation to their clinical use in the treatment of

specific disease conditions

UPNSG 311 Applied Pathophysiology

and Psychopathology 3 cr

This course completes the exploration of the

mechanisms involved in the pathogenesis of

various body systems as well a-, psychopathology

throughout the fifespan The relationship

between psychopathology and patient characteri^-

tics is explored Psychopathological conditions

that have a highei incidence in specific develop-

mental stages provide the context

UPNSG 313 Nursing Care of the Patient

Experiencing Illness 11 3 cr.

This course extends the concepts from UPNSG

306 Nuising Caie of the Patient Experiencing

Illness I to the management of nursing care issues

with patients expeiienLing multiple systems

failure in critical situations Nursing knowledge

is explored to fostei safe passage for these

critically ill patients to recovery oi to a comfort-

ing closure Severe psychopathological clinical

situations are also examined The developmental

approach is continued

UPNSG 314 Synergy in Nursing Practice-

Illness Across the Lifespan 11 5 cr

This clinical course focuses on the provision of

care for patients experiencing critical illness with

multiple complications or systems failure

Attention is focused on the nursing characteristics

inherent in the Synergy Model as these relate to

highly complex situations Experiences are also

provided in clinical situations whete patients are

expet lencing profound psychopathology which

calls for nursing intei ventions Clinical settings

will reflect the critical care emphasis Students

implement nursing interventions based on plans

that reflect clinical judgment, cai ing practices,

and a re^eaich base

UPNSG 316 Community

i4ealth Concepts 3 cr

This course extends the Syneigy Model to view

the community as the iecipient of care Building

upon previous community-based experiences, the

eniphasis progiesses to viewing the characteris-

tics of the community Stiategies are developed to

promote the health of the community

UPNSG 407 Case Management 2 cr

Students explore models of case management

within the context of population based health

care The collaborative iole of the case manager

is examined within the framework of health care

deliveiy systems, quality, cost/finances, legal and

ethical issues

UPNSG 408 Nursing Research 3 crThis Louise emphasizes the importance of

evidence-based reseatch to support clinical

nursing practice The steps of the research

process are exploled as they are applied to

clinical practice Quantitative and qualitative

methodologies are included

UPNSG 4 10 Professional Concepts

and Issues 4 cr

Students synthesize previous learning and

develop knowledge and skills relevant to

leadership, management, and the professional

role of the nurse Concepts of power, change,

clecision-making, and delegation form the

foundation for exploring leadership styles and

functions Cuirent issues in nursing and health

care including political, legal and ethical

accountability are analyzed Trends and issues

and their interrelationship aie explored in order to

a^sist the student to assume professional

responsibility and involvement in issues affecting

nursing and the delivery of health care

UPNSG 413 Synergy in Nursing Practice.

Management of Chronic Illness Across

the Lifespan 5 cr

This clinical course focuses on the provision of

caie for patients experiencing critical illness

which multiple complications or systems failure

Attention is focused on the nursing characteristics

inherent in the Synergy Model as these relate to

highly complex Situations Experiences are also

provided in clinical situations where patients are

expeilencing profound psychopathology which

Ldlls for nursing interventions Clinical settings

will reflect the critical care emphasis Students

implement nursing interventions based on plans

that ieflect clinical judgment, caiing practices,

and a iesearch base

UPNSG 415 Collaborative Nursing Care

and Systems Thinking 4 crThis course mcciporates multiple aspects of

the synergy model as the nuising competencies

are more aligned with patient characteristics

The multidimensional pioblems associated

with chronic conditions provide a context for

the development of collaboration and sy^tems

thinking Principles of rehabilitation and

demands for long term care are explored

UPNSG 416 Synergy in Nursing Practice 7 cr

This course provides a capstone clinical learning

oppoitunity designed with attention to individual

student leaining needs and interests Experi-

ences are provided across a broad spectrum of

clinical arenas to assure the acquisition of

knowledge essential for entry to professional

nursing practice The Synergy Model is used to

highlight the various dimensions of nurse

chaiaL.teristics in interaction with an array of

patient characteristics

UPNSG 417 Role Preparation/NCLEX I cr

This course serves as an NCLEX-RN/CAT

examination prepaiation course Students work

individually as well as in cooperative learning

groups Content focuses on test-taking strategies,

selt-talk, cognitive restructuring, and test anxiety

a, it relates to NCLEX-RN preparation During

the course students will take a comprehensive

NCLEX readiness examination Based on results

of the compiehensive assessment, faculty and

students will develop an individualized presLrip-

tive study plan for NCLEX

Effective Catalog

The material contained herein is subject to

change from time to time and this publication

cannot be considered an agreement or a contract

between individual students and the School The

School of Nursing reserves the right to alter or

amend the terms, conditions, and requirements

herein, and to eliminate programs or courses as

necessary Once enrolled, students should consult

on a regular basis with their Faculty Mentor and/

or Academic Advisor for specific information

regarding academic policies pertaining to their

respective program

RRMIA P-M]

MAWr,-

MYLANSCHOOL

OFPHARMACY

Adininistranon

Interim Dean of the Mylan School of Pharmacyand Graduate School of Pharmaceutical SciencesJ Douglas Bricker, PhD

Assistant DeanStephen C Morrison, M A

Mylan School of PharmacyProfessional Degree ProgramsThe School of Pharmacy has entered its fourthquarter-century of providing quality pharmacyeducation The first Pharmacy class matriculatedin September 1925 under the leadership of thefounding dean Dr Hugh C Muldoon In May2000, the Mylan School of Pharmacy graduatedthe first entry-level Doctor of Phan-nacy classThe School of Pharmacy continues to educatepharmacists who are making important contribu-tions as health care practitioners

The Mylan School of Pharmacy offers a sixyear on-campus Doctor of Pharmacy program ofstudy and a post-baccalaureate weekend pathwayleading to the Doctor of Pharmacy degree Theon-line Non-Traditional Doctor of Pharmacyprogram for practicing pharmacists is beingphased out and is scheduled to end in May 2009The full-time, on-campus Pharm D is configuiedin a two-year preprofessional and foui-yearprofessional curriculai format The Faculty of theSchool has developed a competency-based,outcome s-orl ented curriculum that preparesfuture generalist phai macy practitioners toprovide quality pharmaceutical care to patientsThe new professional curriculum emphasizescritical thinking, ethical and spiritual values, andan understanding of personal, social, andprofessional responsibilities Integrated studies inthe biological, chemical, pharmaceutical,administrative, behavioial, and clinical sciencesare taught, using traditional and innovativeinstructional techniques It includes a multi-year,introductory -to- advanced level experientialcomponent Opportunities are provided foradditional preparation in community pharmacypractice, institutional practice, geriatrics,management, industrial pharmacy, and forgraduate study

Pharmacists are one of the most visible,accessible, and trusted health caie professionals

The demand for pharmacy professionals hasincreased substantially in iecent years due to therapid growth of health care services, the pharma-ceutical industry, and the geriatric population inthe United States With the increase in the numberof prescription medications and the use of OTCand other health care products, the pharmacist'srole in drug therapy decision-making and patientcounseling is critical Pharmacists, as an essentialcomponent of the current health care environment,collaborate with other health care practitioners toensure optimal medication therapy management

Pharmacy is characterized by a diversity ofcareer options and almost limitless opportunitiesfor licensed practitioners In the United States,the vast majority of pharmacists practice incommunity and health system environmentsPhan-nacists work in home health, long-termand managed cai e facilities, in nucleai pharmacyand drug infori-nation / poison control centers,in the military and public health services, withgovernment agencies, professional pharmacyassociations, and health insurance companies,with mail order and Internet pharmacy servicesPharmacy practitioners are employed in thepharmaceutical industry in pharmacy salesand marketing, as medical liaisons, and inmanufacturing, research and development Withadvanced degrees and other professional degrees,pharmacists may obtain research and teachingpositions in academia and exciting careers in otherprofessional fields Duquesne Pharmacy graduatesare pursuing rewarding careers in all of theaforementioned areas

Pharmacy offers a flexible work environmentand a variety of geographical locations from largeurban regions to small rural communities Successas a pharmacy practitioner is dependent on acombination of education and personal abilitiesand talents, work ethic, and imagination

Summary Statement of School of PharmacyVision, Mission and GoalsThe School of Pharmacy is committed toproviding excellence in pharmaceutical education

The mission of the School of Pharmacy is toprepare students for careers in the professionof pharmacy Consistent with the UniversityMission, the values that guide the School arean appreciation for ethical and spiritual values,and a sense of personal, professional, andsocial responsibility

The goals of the School of Phannacy areN To prepare graduates of the professional

program to apply the pharmaceutical,social, administrative and clinical sciencesto develop pharmaceutical care in a mannerwhich promotes positive health outcomes

N To provide programs, services andresources that fosters an environment forthe personal and professional growth ofstudents, alumni, practitioners and faculty

The goals of the Graduate School of Pharmaceuti-cal Sciences are

N To prepare graduates of the GraduateSchool of Pharmacy to serve aspharmaceutical scientists and educators,and making contributions to the body ofscientific knowledge through researchand scholarship

Application and AdmissionsStudents are accepted into the Mylan School ofPharmacy at the preprofessional and professionallevels For admission directly from high school,prospective Pharmacy students must apply to

Duquesne University Office of AdmissionsAdministration Building

Pittsburgh, PA 15282Preparing for a career in phan-nacy, while still inhigh school, means taking a well rounded series ofclasses with an emphasis on sciences, math, andcommunication Good grades are important at thehigh school level, as an excellent grade pointaverage is required A competitive level ofperformance on the SAT and/or ACT is expectedQualified high school students are admitteddirectly into the 0-6 Pharm D program of study

The minimum academic requirements forcontinuation into the four-year professionalphase are

I Completion of the preprofessionalcourse requirements

2 Minimurn cumulative grade point averageof 2 50 and no grade lower than "C" ineach of the required courses in thepreprofessional curriculum

Qualified transfer students may be admitted intothe first professional year of the Pharm Dprogram, with placement contingent on theavailability of a position in the Pharmacy III classand on an evaluation of completed prior coursework Advanced standing credit for professionalcourse work must be evaluated by the appropriateSchool of Pharmacy faculty member The

evaluation must be completed before the start ofthe first professional year of the curriculum Theminimum acadernic requirements for transferadmission into the professional phase of theDoctor of Pharmacy program are

I Completion of the preprofessionalcourse requirements

2 A competitive cumulative and science/mathgrade point average and no grade lower than"C" in each of the required courses in thepreprofessional curriculum (Note C- gradesare not transferable according to DuquesneUniversity policy)

3 Completion of the Pharmacy CollegeAdmission Test (PCAT) with anacceptable score

Non-academic requirements include a writtenessay, three letters of recommendation, and aninterview with Pharmacy faculty (which may berequested) Evidence of participation in commu-nity service is stiongly encouraged

Any questions about transfer student applica-tions or the transfer of credits frorn other collegesand universities should be directed to

Assistant Director of Admissions/Transfer CoordinatorOffice of AdmissionsDuquesne University

Prospective transfer students from other collegesand universities must apply to

Office of AdmissionsDuquesne University

Administration BuildingPittsburgh, PA 15282

The minimum academic requirements foradmission into the Weekend Doctor of Pharmacyprogram are

I Bachelor's degree2 Completion of all prerequisite courses3 A competitive cumulative and science/math

grade point average and no grade lower than'C' in each of the prerequisite courses arerequired (Note C- grades are nottransferable according to DuquesneUniversity policy)

4 Completion of the Pharmacy CollegeAdmission Test (PCAT) with anacceptable score

Non-acadernic iequirements include a wiittenessay, three letters of recommendation, andan interview with Pharmacy faculty Evidenceof participation in community services isstrongly encouraged

13W1

mi

Any questions about the weekend Doctor ofPharmacy program should be directed to

Director, Weekend ProgramDuquesne University

Mylan School of PharmacyBayer Learning Center - 3 rd Floor

Pittsburgh, PA 15282

Prospective weekend Doctor of Pharmacy studentsmust apply to

Admissions and Recruitment CoordinatorDuquesne University

Mylan School of PharmacyBayer Learning Center - 3r' Floor

Pittsburgh, PA 15282

Programs of StudyACCREDITATIONThe Doctor of Phan-nacy (Pharm D ) degreeprogram is accredited by the AccreditationCouncil foi Phan-nacy Education (ACPE), 20North Clark Street, Suite 2500 Chicago, IL60602-5109, 3 12-664-3575 oi 800-533-3606,FAX 3 12-664-4652 The Pharrn D degreeprogram is accredited by the Pennsylvania StateBoard of Pharmacy The University is accreditedby the Middle States Association of Colleges andSecondary Schools

DOCTOROFPHARMACY

PREPROFESSIONALPHARMACY CURRICULUM

Duquesne University Course Requirements

Sem HrsBiology I and 11 (111, 113, and 112, 114) 8Genei al Chemistry I and 11 (121 and 122) 10Organic Chemistry I and IT (211 and 212) 8Calculus I (115) 4Essential Physics (200) 4Pharmacy Calculations (PFICEU 363) 2Thinking and Wi iting Across the

Curriculum (101) 3

Imaginative Literature & Critical Wi iting (102) 3Theology (Core) 3Basic Philosophical Questions (132) 3Shaping of the Modern Woi Id (1 5 1) 3Arts and the Human Experience (16 1) 3Elements of Economics (12 1) 3Computer/Info Literacy (030) 1Pharmaceutical and Biomedical Statistics

(PFICEU 362) 2Public Speaking (102) 3

Psychology (103) 3Sociology (101) or Political Science -i

69

Non-Duquesne University (Transfer) CourseRequirements Sem HrsGeneral Biology with Laboratory 8General Chemistry with Laboratory 8Organic Chemistry with Laboratory 8Calculus (for science or math majors) 4General Physics with Laboratory 8English Composition and Literature 3English Literature 3Religious Studies 3Philosophy 3Modern U S , European oi World History 3Music or Art Appreciation 3Economics - 3Computer Literacy (Applications) 3Speech (Interpersonal Cornmun i cation) 3Psychology 3Statistics 3Sociology 3

72

Transfer students into the first professional year ofstudy will complete Introduction to PharmacyPractice and Pharmacy Calculations throughdirected independent study

In addition to the prerequisite comsework listedfor all transfer student applicants, weekend Doctorof Pharmacy program applicants must complete

Human Anatomy and Physiologywith Laboratory 8

Microbiology with Laboratory 3Biochemistry with Laboratory 6

17

PROFESSIONALPHARMACY CURRICULUM

First Professional Year Sem HrsBiochemistry I and 11 and Lab 6Human Physiology and

Pathology I and 11 and Lab 9Immunology and Clinical

Microbiology and Lab 3Pharmaceutical Principles and Drug Delivery

Systems I and 11 6Phaimaceutical Principles Lab I and 11 2Pharmaceutical Law and Ethics 2Pharmacy Practice I

Phaimaceutical Care 2

Pharmacy Practice 11 Communication andCounseling Skills 2

American Health Care System 2Experiential Education 1 1

35

Second Professional Year Sem HrsAutonomic and Neuropharmacology

4Medicinal Chemistry 4

Blopharmaccutics 4

pharmacokinetics 4

Biomedical Sciences andTherapeutics I (CNS/Psych/Neuro)

Biomedical Sciences and Therapeutics V(Chemotherapy & Infectious Diseases)

Experiential Education 11Pharmacy Service Learning ExperiencePharmacy Practice III Self Care and Home

Diagnostic TestingPharmacy Practice IV Physical/

Clinical Assessment

4

34

Third Professional Year Sem HrsBiomedical Sciences and Therapeutics 11

(Inflammation/Paiii/Rheumatology/Gastroenterology/Pediatrics/Geriatries)

Biomedical Sciences and Therapeutics III(Cardiovascular/Renal)

Biomedical Sciences and Therapeutics IV(Endocrinology/Nutrition)

Biomedical Sciences and Therapeutics VI(Hematology/Oncology/Transplant/Pulmonary)

Pharmacy Management ConceptsAdvanced Law and Ethics ApplicationsPharmacy Practice V Clinical

Pharmacy Services/PharmacoeconornicsPharmacy Practice Vi Ding

Literature EvaluationPharmacy Practice Vlf Clinical

Pharmacokinetics / Advanced ParenteralTherapy (with Lab)

2Therapeutics Case Studies

1

Management Theory and Applications

3

33

Fourth Professional Year Sem HrsExperiential Education 111, IV, V, VI, VII 20Electives 12Optional Electives W

32(36)

Professional ElectivesHerbal RemediesAlterriative/Complementary Therapies

Dental Therapeutics and Pharmaceutical CareIndependent Study and ResearchPharmacy and Health Systems InformaticsIssues in Women's HealthDrug-Induced DiseasesSelected Topics in Drug DevelopmentHealth Care and ReligionDrugs of AbusePalliative CareMedication Errors Recovery,

Response, and RepairMen's Health IssuesPersonal Financial PlanningHuman Gene TherapyGeneral Pediatrics and

Neonatology PharmacotherapyDrug Abuse Prevention/ EducationImmunization Theory and PracticeDyslipidernia ManagementOptional Experiential EducationManufacturing Pharmacy and LabRegulatory Aspects of Industrial PracticePharmaceutical Formulation and

Development and LabExploratory Data AnalysisErrors and Assumptions in

Pharm-,icokinetics/Pharmacodynamics 3Advanced Pharmacokinetics 11

3

Pharmaceutical Unit Operations - Solids 3Pharmaceutical Unit Operations - Liquids

3

Analytical Separation Methods

3Spectral Methods

3Chemometrics

3Clinical Toxicology

3

For Pharmacy Management ConcentrationMaiketing and Customer Service

3

Health Care Financial Management

2Managed Care Principles and Policies

2

Social and Behavioral Aspects of Pharmacy 3

Research Methods in Pharmacy Administration 3Health Care Economics 3Patient-Reported Health Outcomes

3Pharmacoeconomic Evaluations 3

31-4

3222232

2 For Geriatrics ConcentrationSelected Topics in Geriatrics

3 Pharmacy in Long Term CareAdvanced Therapeutic Cases in Geriatrics

2 Elective Expeiiential EducationRotation in Geriatrics

For Pharmaceutical Research Concentration

Crs Pharmaceutical Sciences

3 Independent Study and Research 4

2 Seminar 2

W110

227

Elective courses (approved by mentor)

Pharmaceutical Administration

Independent Study and Research

Seminar

Elective Courses (approved by mentor)

Courses in the College of Liberal Arts and

other Schools of the University rriay be approved

as electives

The School of Pharniacy offers combined

degree programs Pharm D (with the B S in

Pharmaceutical Sciences)/M S and Ph D in

Pharmaceutical Sciences and Pharm D /MBA in

conjunction with the Graduate School of Business

Administration Consult the appropriate program

guidelines for detailed information

The faculty of the School of Pharmacy may

require Pharmacy student attendance at other

sernmars and special programs, in particular, a

Chemical Dependency workshop and CPR/Basic

First Aid, which are requirements for graduation

Refer to the Mylan School of Pharmacy Doctor

of Pharmacy and the Graduate School of Pharma-

ceutical Sciences catalogues for additional specific

inforination on the Doctor of Pharmacy and

graduate degree programs

The material contained herein is subject to

change fiom time to time and this publication

cannot be considered an agreement or contract

between individual students and the School/

University The faculty of the Mylan School of

Phannacy and the Graduate School of Pharmaceu-

tical Sciences reserves the right to alter or amend

the terrns, conditions, and requirements herein,

and to eliminate programs as necessary

john G. Rangos, Sr.

School of Health Sciences

,,Idinini.sti ation

DeanGregory H Fi azei, Ph D

Direc 1`01 of Saident and Alumni Sei vices

Deborah L Durica, B S P S

Dvecl`01 ofBiidgetandManagenient

Denise M Dinwiddie, B S P S

HISTORY

On January 29,1990, Dr John E Murray, Jr,

President of Duquesne University, announced that

the John G Rangos, Sr School of Health

Sciences was being created to "graduate profes-

sionals who will provide assistance to people in

maintaining their physical well-being It will

make them more self-sufficient physically and

provide great hope for their futures It meets an

overwhelming societal need, and it enlarges

opportunities f0i students at Duquesne In

serving the citizens of Western Pennsylvania

and our students, this initiative is precisely in

accordance with the purposes of Duquesne

University" On March 18, 199 1, Mr John G

Rangos, Sy (President and Chief Executive

Officer of Chambers Development Company,

Inc ), Pittsburgh-based Chambers Development

Company, Inc , The John G Ranges Charitable

Foundation and the Chambers Development

Charitable Foundation, made a major gift to

Duquesne University in support of the School

of Health Sciences In recognition of that gift,

Dr Murray announced the School would be

named John G Ranges Sr School of Health

Sciences (RSHS)

MISSION

The Rangos School of Health Science faculty will

educate students to be excellent health science

profe,,sionals and leaders in their field who

respect the uniqueness of their patients/clients In

the spirit of Duquesne University, moral, ethical

and spiritual values support the scientific and

philo^opinc undeipinnings of all Raligos School

of Health Sciences cuiricula Students will be

provided with opportunities and experiences to

foster the development of comprehensive

knowledge for practice in health care, education,

and other professional settings This knowledge

Will support advanced graduate education and

scholarship Graduates from the Ranges School of

Health Sciences will be culturally-competent

health science professionals who demonstrate

competence, leadership, expertise, and a piofound

moral/ethical respect for their patients/clients,

professional colleagues, and the general public

PHILOSOPHY

The Ranges School of Health Sciences was

founded in concert with the educational phi loso-

phy and objectives of Duquesne University

Students are exposed to a broad liberal arts

education with emphasis on understanding the

scientific, theoretical and theological constructs of

the world Academic programs in the Rangos

School of Health Sciences emphasize scientific

theories, that support the skilled ethical practice of

the various professions, coupled with a strong

appreciation and understanding of spiritual values

To prepare students to succeed in diverse employ-

ment settings, the Rangos School of Health

Sciences instills in-depth practical and theoretical

knowledge of health sciences, enhanced by a rich

infusion of moral, ethical and spiritual values

Through this preparation, students will become

cognizant of the needs of their patients/clients,

their colleagues, and the settings in which they

practice Students will develop an understanding

of the necessity for on-going research and are

prepared to advance the bodies of knowledge in

their respective professions through their research

efforts The ultimate goal of the educational

programs within the Ranges School of Health

Sciences is to educate outstanding health science

professionals and citizens capable of explaining,

investigating, and delivering the highest level of

service with kindness, dignity, responsibility,

and respect

ACADEMIC PROGRAMSAND DEGREES

Bachelor's Degree Programs

The RSFIS offers four-year bachelor's degree

programs in athletic training (B S in Athletic

Training) and health management systems (13 S in

Health Management Systems), which follow a

traditional curricular design The academic model

for these programs is two years of liberal arts and

science requirements followed by two years of

professional education

Entry-Level Master's Degree Programs

The RSHS offeis five-year entry-level master's

degree programs in occupational therapy (M S

physician assistant (M P A ) and speech- Ian guage

pathology (M S ) Health management systems

T. , PRO,

7228

moo

students may opt to complete a five-year, entry-level master's, degree program The acadernicmodel for occupational therapy, physicianassistant, and speech-language pathology is threeyears of liberal arts and science requirementsfollowed by two years of professional educationThe occupational therapy program also has a two-year post-b accal aureate academic model thatbegins in January each year Students in thespcech-language pathology program have theoption of completing a master's thesis Typically,pro fe ss ional -level education occurs on a year-round basis during the fall, spring, and summersemesters These models are unique for theseprofessions and provide the RSHS faculty theopportunity to maximally utilize the excellent corecurriculum and science offerings at Duquesne asthe basis for creative, professional curricula All ofthe five-year entry-level master's degree programs,with the exception of health management systems,award a Bachelor of Science in Health Sciences atthe end of the fourth year and a professionalmaster's degree at the end of the fifth yearStudents who opt to complete the master's degreeprogram in health management systems receive aBachelor of Science in Health ManagementSystems at the end of four years and a Master ofHealth Management Systerns at the end of the fifthyear Students who have already earned abachelor's degree will not be awaided a B S inHealth Sciences, but will work directly toward theappropriate master's degree

Master Degree ProgramsThe Master of Health Management Systemsprogram is a 36-credit, project-oriented, problem-based curriculum Ajoint MHMS/MBA option isavailable to those who have been grantedadmission into the MBA program as well

For fuither infon-nation, please contact theDepartment of Health Management Systems at412 3964772

A Master of Science in Rehabilitation Scienceis also available See Graduate Program inRehabilitation Science

Additionally, a Master of Science in Occupa-tional Therapy and Speech-Language Pathology isavailable These two-year graduate programs aredesigned for students who have already earned abachelor's degree in a different major or who haveearned a bachelor's degree in communicationsciences and disorders but who have alsocompleted pre-requisite courses For furtherinformation please see web sitehttp //www slp duq edu or contact the Departmentof Speech-Language Pathology at 412 396 4285 or

the Department of Occupational Therapyat 412 396 5945

Doctor of Physical Therapy ProgramThe six year Doctor of Physical Therapy (DPT)program is a clinical doctorate, akin to theMedical Doctor (MD), Doctor of PodiatricMedicine (DPM), or Optometry Doctor (OD), andis not a research oriented degree like the Doctor ofPhilosophy (Ph D ) or Doctor of Education(Ed D ) In September 2000, the University gaveits final approval to the program The DPTcurriculum was approved by the PennsylvaniaDepartment of Education on March 6, 2001

Graduate Program in Rehabilitation ScienceThe Graduate Program in Rehabilitation Scienceoffers a Ph D (60 credits) and M S (40 credits)degree The graduate program prepares students tobe successful faculty in professional educationprograms typically housed in schools of healthscience Students receive a background in researchmethods, foundations of rehabilitation science,and the pedagogy of professional, clinicaleducation, followed by courses and researchexperiences that develop a specific area of contentexpertise Dissertation and thesis topics are diverseand consistent with faculty experience For furtherinformation, please contact the Office of the Deanat 412 396 6652 or rshs@duq edu

Joint and Second Degree OpportunitiesThe RSHS offers several joint progi ams Studentsmust fminally apply for these programs Alljointprograms except for the Athletic Training/Occupational Therapy (AVOT) program, and thePsychology/Occupational Therapy (Psychology/OT), are available only to currently enrolled RSHSstudents The AT/OT and Psychology/OTprograms are available to both curiently enrolledstudents, as well as those seeking initial admissioninto the RSHS

Majors in Athletic Training have the opportu-nity to complement their Bachelor of Sciencedegree with a Master of Science in Educationdegree with eligibility for an Instructional ICertificate in Secondary Biology or SpecialEducation Majors in Occupational Theiapy havethe option to complete a Bachelor of Arts degreein Psychology with their Master of Science inOccupational Therapy Three joint degreepiograms are also available within the RangosSchool of Health Sciences between the Bachelorof Science degree program in Athletic Trainingand the Mastei of Science in OccupationalTheiapy degree progi am, Master of Physician

Ass",tant degree program, and the Doctor ofPhysical Therapy degree progi am

The Depaitinent of Health ManagementSysterns also offers ajoint degree opportunity withthe Pre-Health Professions degree prograrn in theBayer School of Natural and EnvironmentalSciences To ensure effective and appropriatescheduling, interested enrolled students shouldcontact their respective department Chairpersonsas early as possible during their progiams to learn,pore about these opportunities

inter-School Majors and MinorsShould students decide to pursue an inter-schoolmajor or minor, they should cai efully investigatethe implications of an increased course and creditload, as well as ensure they will be able tocomplete all RSHS piogram requirements in timefor entry into the professional phase of theirrespective program

Inter-School MajoriBeginning Ed]], 2006 the McAnulty College andGraduate School of Liberal Arts and the RangosSchool of Health Sciences will offer a five yearBachelor of Arts in Psychology, a Bachelor ofScience in Health Sciences, and a Master ofScience in Occupational Therapy

Inter-School MinoisThe School of Business offers a minor especiallydesigned for Rangos School of Health SciencesStudents interested in pursuing an inter-schoolminor within the McAnulty College and GraduateSchool ot Liberal Arts, Bayei School of Naturaland Environmental Sciences, or School ofEducation should work with their RSHS academicadvisor to discuss minor requirements and theminor declaration process While the academicadvisor will assist in identifying the appropriatecourse work for the minor, it is the student'sresponsibility to verify the Courses with theappropriate Department within the McAnultyCollege and Graduate School of Liberal Arts,Bayer School of Natural and EnvironrnematSciences, or School of Education TheDepait-rient of Occupational Therapy offers a minor inHuman Occupation and Disability, as well as aminor in Health Sciences, see departmentintormation for details

Academic and Program Requirements foEntry into the Professional PhaseFor academic and program iequirements, pleasecontact the Office of the Dean at 412 396 6652

ADMISSIONS POLICIES

Please note that admissions policies are subject tochange at the discretion of the RSHS and theOffice of Admissions Students will only beconsidered for admission into one specificprogram, students are not able to apply to theRSHS as -undecided

New StudentsAll new incoming freshmen, transfer and seconddegree candidates (includes any student who is notcurrently enrolled at Duquesne or who has alreadygraduated from Duquesne University) must applythrough the Office of Admissions

Internal Transfer StudentsAll internal transfei students must apply throughthe RSHS The RSHS considers an internaltransfer student to be

I Any student seeking to transfer into the RSHSfrorn another School at Duquesne University

2 Any student within the RSHS who seeksto transfer to another program within theRSHS itself

All prospective internal transfer students mustschedule an appointment with a RSHS representa-tive by stopping in the Office of the Dean, Room302, Health Sciences Building, or by calling4123966652

Students with DisabilitiesThe University and the RSHS do not discriminateon the basis of nonperformance-related handicapsor disabilities All students seeking admission tothe RSHS will be expected to perform certainphysical, mental and emotional tasks in order tocomplete graduation and professional require-ments as measured by state and national certifica-tion, licensuie and registration process

Students with disabilities must notify the Officeof Special Student Services if a physical or mentalimpairment will require accommodations to enablethe student to complete academic and professionalperformance requirements or skills Modificationof requirements will be in compliance with ADAstandards and the RSHS technical standards

Waithst ProcessOnce spaces have been filled in a particularprogram, qualified students will be selected forplacement on a wanlist in the event that spaces dobecome available at a later date Should a student

12230

231

accept a wanlist position, he/she should completeany required course work, continue to update his/her file with any additional transcripts oi othermaterials, and apply for financial assistance in theevent he/she will later be offered a seat Waitlistedstudents may be contacted as late as the start of theacademic year Waitlisted students who are notoffered seats for the current acadernic year will benotified aftei the start of classes to provide theman opportunity to reactivate their applications foranother year

Changes in Admissions/Enrollment StatusAn offer of acceptance into a particular RSHSprograrn (e g , athletic training), class level (e g ,as a third year Student), or academic year(e g , Fall 2006) is only valid for that respectiveprogram, class level or academic year

Students who are granted approval to changeprograms, class levels or academic years mustmeet the academic and program requirementsdictated by their new status Any student who isgranted a change in class level after matriculationwill not be able to request any subsequent changein class level

ADMISSION OF FRESHMEN

Admissions Deadlines for Freshmen

I All Early Action applications to thephysical therapy and physician assistantprograms must be completed andpostmarked by December I This is theonly deadline for these programs

2 Admission to the athletic training, healthmanagement systems, occupationaltherapy, and speech-language pathologyprograms is by either Early Decision orRegular Decision

a Early Decision applications must becompleted and postmarked byNovember I

b Regular Decision applications must becompleted and postmarked by July I

3 All qualified students whose applicationsare submitted by January 10 of theirsenior year will be reviewed forscholarship consideration

Admissions Criteria for FreshmenFreshmen admissions will be on a selective basisProspective freshmen should have graduated froman approved secondary school and dernonstratedexemplary personal conduct in that institution

Applicants who have not completed four years ofhigh school inust submit a High School Equiva-lency Diplorna issued by their state department ofeducation Applications should be sent to theOffice of Admissions

Candidates should have

Seven units of math and science,including Algebra 1, Algebra 11,Geometry and Trigonometry (withCalculus recommended for physicaltherapy, but not required for otherprograms) and General Science,Biology and Chemistry (with Physicsor advanced sciences stronglyrecommended) All RSHS programshave an intensive science component,students who feel they do not have astrong background in Algebra,Trigonometry and Chemistry shouldseriously consider taking collegepreparatory courses, particularly inCollege Algebra I Trigonometry

b A class rank in the top two-fifths oftheir graduating class For PhysicalTherapy candidates class I ank in thetop one-fifth of their graduating class

C A Q P A of at least 2 75 For PhysicalTherapy and Physician Assistantcandidates, a Q P A of at least a 3 0is required

d A SAT score of at least I 100 (betweenthe math and critical reading sections)or a composite ACT score of atleast 24

Volunteer expei ience in the field to which theyare applying is not required for the admission offreshmen applicants, but it is highly recom-mended, excluding physical therapy, whichrequires 40 hours

Please note that once enrolled, RSHS studentsmay be required to participate in volunteerexperiences prior to entering the professionalphase of their iespective program

Credit by Examination/ChallengExaminationsUnder no encurnstances may any clinicaleducation course be taken through credit byexamination, and in general, the courses within theRSHS professional phase are not available throughthese examinations Each department willdetermine any courses that can be challenged, and

each department is responsible for administeringIt,; own examinations

it is the student's responsibility to contact thedepartment involved to detennine the availabilityof these examinations

(iniversity-Level Courses Taken Whilein High SchoolUniversity-] evel courses taken while in highschool will be evaluated for ci edit if the followingcriteria have been met

I The courses are recorded on an officialtranscript from an accredited institution ofhigher education

2 The grades are "C" or better

ADMISSION OF INTERNAL TRANSFER,TRANSFER AND SECOND DEGREECANDIDATES

Admissions Deadlines for Internal Transfer,Transfer and Second Degree Candidates

I All applications to the physician assistantprogram must be completed and postmarkedby December 1

2 All applications to the physical therapyprogram must be completed and postmarkedby May I

3 All applications to the athletic training, healthmanagement systems, occupational therapy,and speech-language pathology programsmust be completed and postmarked by July I

Students may transfer into any program at anylevel, based upon their ciedentials, coursescompleted at other institution(s), courses yetto be completed prior to entry into theprofessional phase, and space availability in thedesired program

Prospective internal transfer, transfer andsecond degree candidates should carefullyinvestigate the financial implications of enteringany RSHS program

Admissions Criteria for Internal Transfer,Transfer and Second Degree CandidatesIn order for applications to be consideiedcomplete, all applicants must submit/have the

following by the application deadlineI The application form

a Intei nal Ti ansfers - Must contact aRSHS representative in the Office ofthe Dean for an Internal TransferApplication

b Transfers and Second Degrees - Mustcontact the Office of Admissions for theappropiiate application

2 The addendum for undergi aduate transfers

3 A minimum cumulative Q P A of at least a2 75 for athletic training, health managementsystems, and occupational therapy programs,and a minimum cumulative Q P A of at leasta 3 0 for physical therapy, physician assistant,and speech-language pathology A "C" orbetter in all courses GRE's are required forthe Graduate Program in RehabilitationScience and the two-year graduate programin Speech-Language Pathology as well asletters of recornmendation

ReadmissionStudents who are no longer enrolled, but hadpreviously attended or graduated from DuquesneUniversity, must fill out the "Application forReadmission" available through the OfficeofAdmissions

Students who have completed 12 credits or lessat another institution(s) since leaving Duquesneare considered straight readmits, their applicationsfor readmission wi I I be forwarded to and handledby the RSHS as internal transfer candidates

Students who have completed morethan 12 credits at another institution sinceleaving Duquesne are handled by the Officeof Admissions

ED UCA TIONA L EXPEIVSES AIYDFINANCIALAID

ADDITIONAL EDUCATIONAL EXPENSESFOR RSHS STUDENTSPre-Professional PhaseStudents in their final year within the pre-professional phase will also need to meet theprogram requirements for entry into the profes-sional phase (e g , C P R , physical examinationand immunizations)

232

233

Professional PhaseExpenses for all programs may include thepui chase of a lab coat, clothes, medical instru-merits for laboratory work or professional practice,clinical education costs (e g , travel and livingexpenses), subritit applications/fees for Act 34Background Clearance and Act 33/151 ChildAbuse History Clearance, and fees for certifica-tion, licensure and registiation Inforrriation onrequired supplies will be provided to all studentsby their respective departments during theirpicifessional orientation program

Financial Implications of Student Classificationand Academic LoadStudents who are interested in financial and/oischolarship assistance, through the various Sourcesoffered at the University and elsewhere, should beaware that most financial aid and scholarshipopportunities and athletic eligibility requirementsiequire students to carry and earn specific creditloads and Q PA 's It is the student's responsibilityto investigate these requirements and work withhis or her dcadernic advisor to meet them Inparticular, students should carefully investigatehow their credit loads each semester, eachacademic year, and overall, will affect financialaid and athletic eligibility, not only for the currentyear but also subsequent years Students shouldconsult the Office of Financial Aid for furtherinformation regarding their personal financialsituation and the appropriate ciedit level for theirfinancial needs

The University makes the following distinctionsin regard to undergraduate student classificationfor financial aid - all based on credit level

Freshman 0-29 credits completedSophomore 30-59 credits completedJunior 60-89 credits completedSenior 90 or more credits corripleted

The RSHS, however, classifies students by classlevel (e g , as a second-year student), rather thancredit level In regard to financial eligibility, it iscommon for transfer and second degree students tofinancially be considered by the University underone classification (e g , as a junior), but academi-cally considered by the RSHS under anotherclassification (e g , as a second-year student withina RSHS program) For example, if a student has64 credits completed upon matriculation to theRSHS, but has all his/her science courses left tocomplete, he/she may have been admitted into thesecond year of the program rather than the junioryear his/her credit level might indicate Students

should carefully investigate any financialimplications involved in such a situation

Summer Course WorkStudents should be aware that while aid may beavailable for surnmer course work, use ofaidduring the surturner may simply reduce aid thatwould normally be available during the fall andspring semesters Students should caiefullyinvestigate any financial implications resultingfrom required or elected summer course work

Internal Transfer, Transfer andSecond Degree StudentsAll transfer and second degree candidates shouldcarefully investigate the financial implicationsinvolved with matriculating into the RSHS Ifstudents have a degree, typically they do notqualify for standard undergraduate financial aid

Graduate StudentsStudents enrolled in any of the five-year, entry-level master's degree oi the six year Doctor ofPhysical Therapy programs should be aware that,for firlancial reasons, the RSHS considers studentsto be graduate students upon completion of thespring semester of their fourth year Students arestrongly advised to consult with the Office ofFinancial Aid regarding their eligibility for aidas graduate students, particularly in light of thehigh credit loads and summer course workinvolved in the final one or two years of theprofessional phase

PROGRAM AND CURRICULUMINFORMATION

IMPORTANT NOTE The material containedherein is subject to change from time to time andthis publication cannot be considered an agree-trient or contract between individual students andthe School The Rangos School of HealthSciences reserves the right to alter oi amend theterms, conditions, and requirements herein, and toeliminate programs or courses as necessary Onceenrolled, students should refer to the RSHSAcademic Student Handbook pertaining to theirrespective program

The following interdisciplinary courses may berequired by some of the programs

HLTSC 315/315L &515/515L Anatomy 5 ersThis course is designed to provide AthleticTraining and Occupational Therapy students witha relatively broad picture of human anatomy With

a special emphasis on the musculoskeletal,peripheral nervous, and peripheral circulatorysystems There is also an introduction to thestructure and content of the thoracic, abdominaland pelvic cavities The course consists of both alecture and a laboratory component Thelaboratory component is required Duringlaboratory sessions, students will be directed inthe dissection and study of human cadaversprerequisites BIOL 111/113 or ficimission ofthe instructor

HLTSC 320/320L, 470/470L, & 570/570LAnatomy 1 5 cirsThis course is designed to focus on the anatomy ofthe human organism In addition to gross humananatorny, the course covers fundamental conceptsin anatomical terminology, human cytology,histology, and embryology The activities in thiscouise will also employ a regional approach to thestudy of human gross anatomy This course isdesigned to study the details of the anatomy in theregions of the superficial aspect of the back, theshouldei, the upper extremity, the thorax and itscontents, and the anterior and lateral regions of theneck The Course consists of both a lecture and alaboratory component Lecture sessions willpresent information pertaining to basic humancytology histology, embryology, gross anatomy,and the organization and relationships of thevariou,, structures found in the above listed regionsof the body A dissection laboratory is a requiredcomponent to the course In the dissectiontaboratoiy the student, under the direction offaculty, will dissect and study human cadaversEfforts will be made to assist the course partici-pants to utilize the information presented in bothlecture and laboratory sessions to analyze andsolve inedically/clinically relevant questionsPrerequisites BIOL I 11/113 and BIOL 112/114or then equivalent, or permission of the instructor

HLTSC 321/321L, 471/471L, & 571/571LAnatomy 11 5 crsThis course is designed to focus on the regionalanatomy of the human thoracic cavity and itscontents, the heart lungs, abdominal cavity and itscontents, pelvic cavity and its contents, lowerextremities, the deep region of the back andvertebial column, and the skin In addition togross human anatomy, the course will also coverselected topics in the areas of histology andeinbryology The course consists of both a lectureandd laboiatory component Lecture sessions willpresent information pertaining to basic humanhiqolo,,y, embryology, gross anatomy, and theorgaill zation and relationships of the various

stiuctures found in the above listed regions of thebody A dissection laboratory is a requiredcomponent to the couise In the dissectionlaboratory the student, under the direction offaculty, will dissect and study human cadaversEfforts will be made to assist the course partici-pants to utilize the information presented in bothlecture and laboratory sessions to analyze andsolve medically/clinically relevant questionsPrerequisites HLTSC 320/320L, 470/470L or 570/570L or permission of the instructor

HLTSC 330/480/580 Physiology 1 4 crsThis course presents the normal functions of thehuman body, with additional emphasis onhistologic organization and histophysiologyMolecular and physical mechanisms are high-lighted at all levels of structural organization, fromcells to organ systems Topics in this first part of atwo-course sequence range from the structure andfunction of cells and tissues, to homeostaticregulation by the major control systems Prerequi-sites BIOL 111/113 and 112/114, CHEM 121and 122 or permission of the instructor

HLTSC 331/481/581 Physiology 11 4 cirsThis course continues the presentation of normalfunctions of the human body, with additionalemphasis on histologic organization and histo-Physiology Pertinent examples of pharmacologicand pathophysiologic mechanisms are used toreinforce concepts of normal physiologic designTopics in this second part of a two-coursesequence include all of the major systerns thatperform coordinated and integrated functions Thegoal for the student is to achieve a good under-standing of total body function based upon theorganization, functional mechanisms, andinteractions of these systems PrerequisitesHLTSC 330, 480 or 580 and 320/320L, 470/470Lor 570/570L

HLTSC 400/500 Independent Study 1-6 crsWith the guidance of a faculty member, a studentmay pursue an in-depth study of a subject area ordevelop an individual project in an area of interestrelated to their professional goals PrerequisitesEndorsement of the supervising faculty inemberand approval of the Department Chair

HLTSC 403/503 Neuroscience 4 crsThis course introduces the major functionalcomponents of the adult central nervous systemNeuroscicnee begins with a functional overview ofthe nervous system from an embryological/anatomical perspective This is followed bypresentation of the majoi functional divisions of

E=3

234

235

the nervous system For each major division,

normal function, celftilai mechanisms relevant to

normal function, and the functional consequences

of damage to the system are presented The course

concludes with an introduction to the vasculature

of the central nervous system Prerequisites BIOL

207, BIOL 208 and SLP 250, or BfOL 207, BIOL

208 and HLTSC 315, HLTSC 315L, or permission

of the instructor

HLTSC 420/520 Topics in Pharmacology 3 crs

This course is designed to provide students of the

allied health professions with a basic understand-

ing of specific pharmacological agents including

over the counter & herbal medications used in

rehabilitation settings and specialized activity

settings such as athletics Topics include

pharmacological classifications, mechanisms,

therapeutic indications, adverse reactions, drug

interactions, precautions & drug testing proce-

dures Prerequisites for 520 CHEM 121 or 13 1,

470/470L, or 570/570L, 471/47 1 L or 571/571L,

480 or 580, 481 or 581 Prerequisites for 420

CHEM 121 or 13 1, HLTSC 315/315L or 515/515L

HLTSC 425/425L, 525/525L

Therapeutic Modalities 3 crs

This course provides an introduction to therapeutic

modalities used to treat patients in clinical

practice Lecture material will include a brief

overview of the scientific foundation of how the

modality operates as well as the physiological

tesponse that results The indication,

contraindications and evidence to support the use

of the modalities will also be addressed and used

in activities that exercise clinical decisions making

skills The laboratory portion of the class involves

practical application of the lecture material As in

the lecture portion of the class, activities that

exercise clinical decision making skills will be

performed Prerequisite PHYS 201

HLTSC 430/530 Principles of Research 2 ers

Introduces students to each phase of the research

process Discussions focus on the design,

conduct, analysis and interpretation of clinical

research studies Prerequisite MATH 225

ULTSC 431W/53]W Research Seminar I cr

This course is designed to acquaint students with

the current trends in professional iesearch and to

assist them in the development of a research

proposal that emphasizes appropriate research

design Ciitical analysis Of Current published

peer-reviewed scholarship is an essential compo-

nent of this course Corequisite HLTSC 430

HLTSC 437/437L, 537/537L FunctionAl

Kinesiology/Biomechanies Lab 3 crs

This lecture/laboratory course is designed to study

the elements of normal human motion Specifi-

cally, the course will focus on integrating the

"Laws of Nature" which influence movement witi,

anatomical concepts, and the concepts of

osteokinematies and arthrokinernatics of joints

There will also be an

emphasis or) how these

"Laws" and concepts influence normal and

pathological motion The course will also

examine the elements of typical locomotion and

the gait deviations that tesult from the disruption

of these elements The course will consist of both

lecture and laboratory cornponents During

lecture sessions material pertaining to the specific

osteology, myology arthrology, arthrokinematics,

and osteokinernatics of specific joints will be

presented to the participants for their consideratior,

and discussion Laboratory sessions will involve

observations, palpations and discussions of both

simple and complex hurnan movements With the

guidance of the course faculty, the course

participants will execute lab activities designed to

integrate information and fundamental concepts

pertinent to human movement Prerequisites

PHYS 201, HLTSC 315/315L, 320/320L, 470/

470L, 570/570L or permission of the instructors

HLTSC 441/551 Medical Sciences 1 3 ers

An overview of common medical diagnoses is

conducted utilizing various disease images and

incorporating discussion of current events in

medicine Preiequisite Permission of the

instructoi

ULTSC 442/552 Medical Sciences 11 3 ers

This course is a continuation of Medical

Sciences I Piciequisite Permission of

the instructor

HLTSC 603 Neuroscience 4 ers

This couise introduces the central nervous systern

in the context of clinical problem solving The

course begins with an overview of neuroanatomy,

moves to functional systems within the nervous

system, and finishes with a description of vascula-

tuie and the clinical ramifications of iegional

vasculaturc insufficiency Thioughout the course,

case histories are presented with an emphasis on

clinical problem solving Prerequisites HLTSC

320/320L, 470/470L, or 570/570L, 321/321 L, 47 1/

or471L , or 571/571L, 330, 480, or 580, 331, 481,

58 1 or penrussion of the instructor

I)EpARTMENT OF ATHLETIC

TRAINING (AT)

Clianpeison

Paula Sarmnarone Turocy, EdD, ATC

spol ts Medicine is a popular general term that refers

to all those individuals and services that are

necessary to maintain the ovci all health of athletes

and individuals who are physically active Athletic

Training is a health care discipline that includes the

practice of sports medicine In 199 1, the profession

of athletic training was recognized as an allied health

profession by the American Medical Association

(AMA), however, athletic trainers have provided

health care for athletes and other physically active

individuals for more than 50 years Thescopeof

practice of a Certified Athletic Trainet includes six

areas of clinical practice prevention, evaluation,

asAe-s vnent and diagnosis, immediate care,

tteatinent, iehabilitation, andieconditioning,

olganization and adininisti ation, andprojeyuonal

development and i evponsibility

Duquesne's Athletic Training program is a four-

year Bachelor of Science degree program that is

accredited by the Commission on Accreditation of

Athletic Training Education (CAATE) Student

professional prepaiation at Duquesne involves a solid

libeial aits and basic science foundation, as well as

the development of pi ofessional competency and

clinical proficiency in the following twelve domains

risk management and injury prevention, pathology of

injuries and illnesses, orthopedic clinical examina-

non and diagnosis, medical conditions and disabili-

ties, acute care of injuries and illnesses, therapeLItIC

modalities, conditioning and rehabilitative exercise,

phannacology, psychosocial intervention and

referral, min itional aspects of injuries and illnesses,

health cm e administration, and professional

development and iesponsibility

In addition to traditional classroom and laboratory

education, athletic training Students are required to

participate in clinical education experiences, under

the direct supervision of Board of Certification

(130C) Certified Athletic Trainers, providing care for

athletes and patients in local high schools, colleges/

universities professional/ainateur sport teams, sport

performance drid professional dance settings, as

well as clinics, hospitals, and physician office

affiliated sites

Unlike many other athletic training education

programs, qualified students are admitted directly

"Ito the athletic training major as freshmen, there are

thirty ^edtS in each freshman class with a rolling

admil,sions piocess until all seats are filled

Admitted students must meet all RSHS admissions

requii errients, have evidence of extracurricular and/or

work experiences during high school, and have the

ability to meet all the programmatic, medical, and

perfon-nance/technical standards of the program

Students must maintain a 2 75 QPA during the pre-

professional phase and 3 0 QPA in the professional

phase of the academic piogram Theseanclother

requirements are explained in greater detail on the

Athletic Training Department website

(www healthsciences duq edu/at/athome html)

Successful completion of all degree requirements

will allow students to become eligible to sit for the

BOC examination

Students who meet all progralumatic icquirements

during the pre-professional program will be admitted

into the professional program Students may transfer

into the program, before the sophomore year, based

upon their academic standing, ability to meet the

programmatic, medical and technical standards of the

program, appropriate past course work, and seat

availability Transfer and second degree students

also must meet all RSHS admissions iequirements

ATHLETIC TRAINING CURRICULUM

A sample coui se plan f6i the pre-professional and

professional phases of the curriculum can be

obtained fiorn the RSHS by calling 412 396 6652 or

through the Department of Athletic Training at

4123964766

COURSE DESCRIPTIONS

ATHTR 201/201 L Essential Concepts &

Techniques in Athletic Training/Lab 310 ers

This couise provides pre-professional students

with an introduction to the basic and essential

elements of athletic training including iisk

management/injury prevention, pathology of

injuries/illnesses, assessinem/evaluation, acute

care of injury/illness, pharmacology, therapeutic

modalities, therapeutic exercise, general medical

conditions/disabilities, psychosocial intervention/

referral, health care administration, and profes-

sional development/responsibilities Students

must acquire 50 hours of observation and clinical

expei ience as part of the laboratory course

requirements, failuie to achieve the required hours

will result in failure of the laboratoiy

Corequisites BIOL 207/208

ATHTR 202/202L Pre-Professional Practicum

in Athletic Training/Lab 2/0 crs

This course provides students with guided

discovery activities to ieinforce the learning and

Im"Mm

W.

psychornotor skills learned in ATHTR 201 todevelop clinical proficiency in the entry levelskills of basic taping and wrapping, managementof spinal cord injuries, development of medicalnotation techniques, and evaluation skillsincluding history, observation, palpation, range ofmotion and manual muscle testing techniquesStudents also are expected to begin to develop anunderstanding of the professional and ethicalresponsibilities of a certified athletic trainerStudents must acquire 50 hours of clinicalexperience as part of the laboratory courserequirements, failure to achieve the required hourswill result in failure of the laboratoryPre-Requisites ATHTR 201/201 L,Corequisites BIOL209/210

ATHTR 302/302L Art & Science of AthleticTraining I/Lab 310 crsThis course provides students with opportunitiesto learn examination techniques and recognizecornmon pathologies found in the lowerextremities foot, ankle, leg, knee, hip, and pelvisStudents are instructed and evaluated onknowledge and psychomotor skills required toperform a comprehensive evaluation to include theacquisition of a comprehensive history,observation and palpation techniques, range ofmotion evaluation, manual muscle testingtechniques, cardiovascular and neurologicalfunction assessment, special tests, functional andactivity-specific testing, and appropriate referralPrerequisites ATHTR 202/202L, BIOL 207/208and 209/210

ATHTR 303/303L Art & Science of AthleticTraining H/Lab 310 crsThis is the second part of the two-part coursedesigned to provide the students with knowledgeand psychornotor skill as they relate to examina-tion techniques, recognition of common patholo-gies, and initial management procedures associ-ated with the upper extremity — shoulder, elbow,wrist, and hand, as well as spine Learning andevaluative skills developed mATHTR 302 arereinforced and built upon during this coursePrerequisites ATHTR 302/302L, HLTSC 315/315L

ATHTR 306/306L Therapeutic Exercise &Reconditioning in Athletic Training 4/0 crsThis course provides students with a solidfoundation of the theory and practice associatedwith the design, implementation, progression, andsupervision of rehabilitation programs Content ofthis course includes skillful rehabilitation

examination, establishment of realistic goals, plandevelopment of scientifically-supported rehabilita-tion & reconditioning plans for athletes andphysically active individuals, and correction forsubstitution patterns during rehabilitationperformance Rehabilitation techniques includeprogression and sequencing, evaluation, andrecording of soft tissue and joint mobilization,range of motion and flexibility exercises, strengthand muscle endurance exercises, balance,coordination, and agility activities, plyometricexercises, and functional and sport-specificexercises for return to full participationPrerequisites HLTSC 320 or 315, 425, ATHTR302/302L

ATHTR 315 AthleticTraining Practicurn I crThe content of this practicum course includesdiscussions of appropriate professional behaviorsas they relate to becoming an athletic trainingprofessional, including the topics of sexualharassment, multi-cultural diversity, and workingwith minors Another major component of thiscourse includes the recognition, development andrefinement of the evaluative skills, as well asemergency and clinical management of patholo-gies and conditions associated with the cervicalspine, face, head, and internal organsPrerequisites ATHTR 202/202L

ATHTR 315L Athletic TrainingPracticum I Lab I erThis clinical course provides students withopportunities, under the direct super-vision of acertified athletic trainer, to apply the knowledgeand clinical skills/clinical proficiencies developedand evaluated in the classroom to the athlete/patient populations at local high school andcollege/university clinical affiliated sitesStudents are required to participate in a maximumof 15 hours/week of clinical experiences under thedirect supervision of a certified athletic trainer inaccordance with the departmental guidelines Thiscourse is graded on an Honor/Pass/Fail basisPrerequisites ATHTR 202/202L

ATHTR 316 Athletic TrainingPracticum 11 1 cr

The content of this practicurn course includesdiscussions of appropriate professional behaviorsin emergency situations as they relate to thepatient, as well as emergency, allied health, andmedical personnel Students receive both didacticand psychornotor skill instruction and evaluationof emergency managernent and advanced first aid/

cmLlgeucy medicine skills Emergency MedicalTc(hnician (EMT) course work is a component ofthe course, however, pursuit of EMT certification,, Voluntary Prerequisites ATHTR 302/L,315/315L

ATHTR 316L Athletic TrainingpraLticum 11 Lab 2 crsThis is a continuation of the clinical experiencesenLountered in Athletic Training Practicurn I Lab,however, students now are encouraged to applykilowdedge and clinical skills gained from thecurrent and previous semesters' coursework andclinical practica to further enhance and refine theirskills and abilities as an athletic trainer under thedirect supervision of a certified athletic trainerThis course is graded on Honor/Pass/Fail basisPrerequisites ATHTR 302/302L, 315/315L

ATHTR 402W/402L Nutrition and WeightManagement in Sport/Lab 310 ersThis course requires students to develop acomprehensive understanding of the structure andfunction of the essential nutrients, their physi-ological effects on the body, and the methods bywhich those nutrients may influence the functionand performance of a physically active individualCurrent and scientific information on eatingdisorders, body composition and weight manage-ment, special dietary considerations, disorderedeating, and ergogenic aids also is discussed Thedevelopment of a unique, patient-specificcomprehensive dietary analysis and nutritionand exercise plan is required as part of thecouiseiequirements Prerequisites CHEM131,ATHTR 407W/407L

ATHTR 404W Psychology of Sport 3 ersThis course incorporates basic and appliedpsychological principles in the recognition ofcommon psychological conditions and theconsideration of mental imagery, psychology ofinjury, self-esteem, personality, self-efficacy, stressmanagement and burnout, gender roles, perfor-inance enhancement, and the interrelationshipsbetween coaches/athletes/parents and the medicalcommunity as they relate to the practice ofcertified athletic trainers The goal of the course isto prepare students to work with athletes andphysically active individuals in a "mentalcoaching" role with the goal of improving sportdlid activity performance Students also arerequired to recognize psychological conditionsand problems that are beyond the scope of acertified athletic trainer and to intervene and referthose individuals appropriately to other medical

professionals Prerequisites Psych 103,ATHTR 202/202L

ATHTR 405 Health and Medicine 3 crsThis course is designed to provide students with abasic understanding of the health conditions anddiseases that influence their lives, the lives ofthose around them, and their patients Studentsare responsible to develop a comprehensiveunderstanding of the physiology of normal organand system function, pathophysiology of disease,disease processes, appropriate recognition and/ortreatment, and referral Students also are requiredto develop clinical competence in the performanceof entry-level general medical clinical assessmentclinical skills and to participate in general medicalclinical experiences with local health carepractitioners Prerequisites BIOL 1111113,ATHTR 316/316L, HLTSC 315/315L

ATHTR 407W/407L Physiology ofExercise/Lab 3/0 ersThis course prepares students to understand thephysiological changes that occur in the body whenit undergoes the stress of exercise and physicalactivity Students are prepared to become activelyinvolved in the measurement, management, andenhancement of the physiological effects includingthe creation and utilization of the different energysystems, muscular function and enhancement, andthe function and enhancement of the cardiorespira-tory system Students also are expected to applythose advanced physiological concepts in thedevelopment of a comprehensive year-roundphysical conditioning program (according to thestandards established by the National Strength andConditioning Association) to maximally enhancefunction and performance Prerequisites BIOL111/113,209/210, CHEM 131, HLTSC 320or 315

ATHTR410 Athletic TrainingPracticurn III I crThe content of this practicura course includesdiscussions of advanced professional behaviorsCourse requirements include preparation foradvanced graduate education, preparation for theBOC examination, professional interview skills,resume, cover letter and professional portfoliodevelopment The clinical emphasis of this courseincludes the theory, application, and psychornotorskill development in the area of performanceenhancement and non-traditional rehabilitationand reconditioning work Prerequisites ATHTR303/303L, 306/306L, 316/316L, HLTSC 425

E=

^Wr

238

239

,,s a Performance Enhancement Specialist (PES), These integrated skills can be applied in a

given by the National Academy of Sports variety of healthcare and related settings that

N4edicinc (NASM) This course is designed include acute care hospitals, clinics, software

,pecifically as an elective for Athletic development companies, health insurers, and

Tramingmajors Prerequisites ATHTR410 consulting firms

ATHTR410L Athletic 'Iraming

Practicum III Lab 2 crs

This clinical course requires students to build

upon past clinical experiences and learning to

prepare them to assume mme responsibility and

autonomy while participating in assigned clinical

experiences with athletes and patients at local high

schools, universities, clinics, and professional

sport teams Under the direct supervision of

certified athletic trainers, students assume even

greater responsibility for the total care of the

assigned athletes This increased responsibility

includes thorough and professional evaluations, as

well as appropriate design and implementation of

rehabilitation and reconditioning programs This

course is graded on an Honor/Pass/Fail basis

Prerequisites ATHTR 303/303L, 306/306L,

316/316L, HLTSC 425

ATHTR 411 Athletic Training

Practicum IV 2 crs

The content of this practicum course includes

discussions of advanced professional behaviors

and skills with the priinaiy emphasis on the

refinement and advancement of professional

behaviors and skills As part of this course,

students are required to observe a surgery and give

a case study presentation, participate in simulated

interviews and mock national board examinations

that utilize external professional evaluators, as

well as a professional portfolio presentation that is

open to all faculty and students of the Rangos

School of Health Sciences Advanced knowledge

and psychomotor skill opportunities in content

areas such as casting, special splinting, appropriate

brace and equipment selection, and post-surgical

wound management also are included in this

course Prerequisites ATHTR 410/410L

ATHTR 411L Athletic Training

Practicurn IV Lab I cr

This is a continuation of the clinical experiences

encountered in Athletic Training Practicum III

Lab, however, students now are encouraged, while

still working under the direct supervision of a

Certified Athletic Trainer, to assume more

responsibility and even gi eater autonomy in

preparation for employment and/or advanced

graduate education Students also are encouraged

to participate in field expetience opportunities in

practice arenas in which they may wish to practice

in the future This course is graded on a Pass/Fail

basis Prerequisites ATHTR410/410L

ATHTR 412 Organization & Administration in

Athletic Training 3 ersThis course provides students with information

that is designed to enhance their abilities to

function effectively as a professional Athletic

Trainer and to enhance their awareness of current

administiative, professional, organizational, and

legal issues pertaining to Athletic Training Topics

include budget management, facility design,

record keeping, medical billing procedures,

professional organizations, and liability Addi-

tional areas of discovery include educational

requirements, personnel management, public

relations, and preparation for the future of Athletic

Training Prerequisite ATHTR 316/316L

ATHTR 414W Medical Perspectives in

Athletic Training 2 ers

This course is designed to expose students to a

wide variety of resources and professionals in

medicine and allied health professions and to

assist the students in the development of an

appreciation for those professions with whom

Certified Athletic Tiainers work Medicaland

allied health piofessionak provide students with

advanced learning opportunities and information

designed to enhance the knowledge, skills, and

interdisciplinary approach to care provided by the

sports medicine team Prerequisites ATHTR

405, 410/410L, 1310 209/210

ATHTR 416/416L Applied Science of

Physical Performance 3/0 ers

Expanding upon the knowledge and skills

developed and evaluated in past coursework,

students are required to utilize knowledge and skill

to develop and teach, via peer teaching, at least

one class session that includes the presentation

and analysis of a sport or physical activity The

required components of the presentation include

the biomechanical analysis of the skills required to

participate in the sport/activity, biomechanical

analysis of the common chronic and acute injuries

associated with the activity, and the physiological

requirements, as well as the rules and iegulations

and othei special health considerations commonly

associated with the activity This class requires

active participation in all physical activities

Prerequisites ATHTR 306/306L, 407W/407L

ATHTR 420/420L (Elective) Integrated

Training for Performance Enhancement 2/0 cirs

This course, emphasizing performance enhance-

ment provides students with learning opportuni-

ties to develop the necessary knowledge and

psychomotor skill to achieve national ceitification

I ATHTR 421/421 L Applied

I Therapeutic Exercise 2/0 credits

I This course assists the students in the development

I of a deeper understanding of therapeutic exercise

and reconditioning The course encompasses case

Inanagemem and advanced rehabilitation skills

This Course is also designed to encourage the

student to think critically and solve patient

problems more effectively to ultimately deliver an

optimal, progressive rehabilitation program that

guide the patient safely and succinctly throughout

the rehabilitation process Specific units include

gait training, Swiss ball and foam roller rehabilita-

tion, isokinetic assessment and exercise, PNF

techniques, core stabilization, muscle energy

techniques, orthotics evaluation and construction,

neural mobilization, and progression of functional,

and activity-specific activities

Prerequisites ATHTR 306/306L, 316/316L

DEPARTMENT OF HEALTHMANAGEMENT SYSTEMS(HMS)

Health Management Systems is the utilization of

healthcare knowledge, keen management skills,

and information systems to effectuate the

healthcare delivery system The healthcare

environment is challenged to provide cost-

effective quality care To ineet this challenge,

innovative business strategies, data analysis,

and advanced information technologies are

being utilized

This health professional possesses a unique

blend of skills in health sciences, business

ddininistration, and information technology

Health sciences aid communication with other

medical professionals and in understanding the

patient prospective Business administration

strategies aie needed to manage and make

decisions Information technology is utilized to

collect, manipulate, and transmit data to aid in the

delivery of cost-effective healthcare services The

combination of health sciences, business manage-

111ent, information analysis, and coinputei

technology will help piofessionals to meet the

future healthcare challenges

The Bachelor of Science in Health Management

Systems has the following tracks

13 HEALTH MANAGEMENT SYSTEMS

gives students the ability to interface in

medical and technical settings

13 HEALTH MANAGEMENT SYSTEMS

PRE-HEALTH gives future physicians

technology and business acumen

A Master's degiee option is available

Students must apply for admission din ing

then fourth year of study This degree can

be completed in one additional year after

receiving the Bachelor of Science in Health

Management Systems

PROJECT EXPERIENCE

Undergraduate students will be required to

complete one internship Students are able

to obtain experience in a variety of health

management systems settings in the Pittsburgh

area or throughout the country It is intended that

these experiences be suitable for inclusion in the

student's portfolio oriesume Placementisonan

individual basis given the student's needs and

career goals

HEALTH MANAGEMENT SYSTEMS

CURRICULUM

A complete course plan for the pre-professional

and professional phase of the curriculum can be

obtained from the RSHS at (412)396-6652

COURSE DESCRIPTIONS FOR THE

PROFESSIONAL PHASE

HLTMS 305W Data Management 3 crs

This course covers data management functions and

operations This writing intensive course requires

essay examinations, case studies, and a group

project based on a real world situation

HLTMS 315 Clinical Processes 1 3 ers

This course examines disease processes and

their related procedures, tests, pharmacology

and how information technology effectuates

clinical processes

9=

UN

HLTMS 316 Clinical Processes 11 3 ersThis course builds on the material learned inClinical Processes I It will focus on furtherreview of systems and various related componentssuch as laboratory and pathology

HLTMS 320 Healthcare Delivery& Organization 3 ersThe purpose of this course is to introduce studentsto the various organizations and entities thatcomprise the healthcare delivery system

HTLMS 333 Reimbursement Systems 3 crsThis course emphasizes both ICD-9 and CPTcoding methodologies in addition to variousreimbursement strategies

HLTMS 340W Health InformationManagement Policy 3 crsAs the healthcare industry continues to evolve, onemust understand how research, information, anddata impact the policy process This course hasextensive writing and data analysis assignmentsPrerequisite HLTMS 320

HLTMS 350 Introduction to HealthInformation Management 3 ersThis course introduces the students to the healthinformation management profession Processes,roles, and the critical component that e-HIM andhealth information managers play across thecontinuum of care are discussed

HLTMS 351 Data Base Design& Management 3 crsBeing able to take raw data and create anorganized data base to generate reports andmanage an organization is a key skill on which thecourse focuses

HLTMS 425 Healthcare HumanResource Management 3 crsThis course focuses on healthcare human resourcetopics such as the three legged stool, patients ascustomers, and the role of physicians within an e-HIM environment

HLTMS 428 Advanced Database 3 ersThis class will require students to begin thinkingabout databases more abstractly and from theperspective of the command driven databaselanguage known as SQL From this vantage point,students will be able to use SQL to developdatabase applications, query health care datasets,manipulate data to conform to specific require-

ments, and mine data to identify anomalies intreatment policies and practices

HLTMS 453 Managed Care&Integrated Delivery Networks 3 ersThis course examines the structures of managedcare entities, the various perspectives, andmanaged care operations (capitation, informationtechnology, legalities, and marketing)Prerequisite HLTMS 320

HLTMS 455W & 456W HealthManagement Systems Project 1/11 3-6 enThis is a capstone experience of the programStudents obtain real world experience in clinicaland technical settings It is intended that thisexperience be suitable for inclusion in thestudent's resume or portfolio Requirements willbe discussed on an individual basis with theFaculty Project Director

HLTMS 470 Healthcare SystemsAnalysis & Design 3 ersThe traditional systems development life cycle andthe object-oriented approach to the analysis anddesign of healthcare information systems aretaught within the e-HIM framework PrerequisiteHLTMS 330

HLTMS 471 Digital Informationand Security 3 ersThroughout this course, the future HIM profes-sional will develop an in-depth understanding ofhow digital health care data can be compromisedby employees, hackers, contractors, and visitorswho may gain access to a health informationsystem The course will focus on methods thatidentify vulnerabilities in an information system,and the steps that neLd to be implemented tosecure the system

HLTMS 477 Legal Issues in Healthcare 3 crsThis course focuses on the laws and regulations ofthe health management systems industry and thetechnological impact of these on healthcareplanning This course requires in-depth reading

HLTMS 485W HealthInformation Processes 3 crsThis course examines in-depth healthcareprocesses, modeling, and engineering thoseprocesses using diagramming techniques Thiscourse iequires on-site visits

I)EPARTMENT OFOCCUPATIONAL THERAPY

(OT)

Clicilipei soilp,itricia A Crist, Ph D, OTR/L, FAOTA

occupations are the essence of productive livingoccupational therapists focus on the occupationsused by people to live full, independent, qualitylives occupations or activities of daily livinginclude work or education, self-care, play/leisureand the effect that rest has on these activities Thegoal of this profession is to maximize a person'sability to perform culturally appropriate dailyo(,cupations, which is an important value intoday's health care system

Occupational therapists help persons promotean individualized, self-determined balance ofoccupations throughout the life-span Occupa-tional competence is developed by treating the"whole person" including physical, psychological,emotional, social and cultural competencies, asin A uenced by the occupational environment

Occupational therapy service delivery contextsI are exceedingly diverse They include but are not

limited to acute care, industrial rehabilitation,physical rehabilitation, mental health, long termcare, home care, case management, consultation,school systems, early intervention, communityservices, education, disease prevention and healthpromotion Important related concepts such asquality of life, productive function, independentliving, full access, social-political integration,inulticulturalisin, spirituality, and balancedlifestyles are central to practice As a result,graduates of this program are able to anticipatenew practice opportunities, participate in research,use critical thinking, cooperate effectively with avariety of groups, and serve as professionalledders and community advocates ThesewinfIctencies underscore the principles that guidethis piograiri

The occupational therapy program at DuquesneUniveisity offers an entry-level 5-year (BS, MS)for fi eshman and transfers and a 2-year, entry-level, p ost-b ac cal aureate (MS) curriculumsStudents in the 5-year program are encouraged toPursue minors and double majors using theireleUive coursework to enhance their professionalobjectives While all campus minors are available,the minors in Business for Health SciencesMaJOI s, the minor in Health Sciences and a minorIn Special Education for Occupational Therapy

Students only (Limited capacity) are speciallydesigned for our students We also sponsor a jointdegree program with Athletic training (BS),leading to certifications in each profession Forthe post baccalaureate program, the bachelor'sdegree must be completed by the first day of classand a variety of degrees are acceptable Bothcurriculums are accredited by the AccreditationCouncil for Occupational Therapy Education(ACOTE) of the American Occupational TherapyAssociation (AOTA), located at 4720 MontgomeryLane, P 0 Box 31220, Bethesda, MD 20824-1220 (301-652-2682)

A joint degree is offered with the Department ofAthletic Training (BS Athletic Traimng/MSOccupational Therapy) leading to the potential forcertification in both professions See eitherDepartment or the School for details

Level 11 fieldwork education must be completedwithin 24 months of the last day a student is in aprofessional class Usually, Level 11 fieldworkincludes working a minimum of 40 hours per weekfor up to 6 months

Graduates of this program will be eligible to sitfor the national certification examination for theoccupational therapist administered by theNational Board for Certification in OccupationalTherapy (NBCOT) After successful completionof this exam, the individual will be an Occupa-tional Therapist, Registered (OTR) In addition,most states require licensure in order to practice,however, most states are usually based on theresults of the NBCOT Certification ExaminationA felony conviction may affect a graduate's abilityto sit for the NBCOT Certification Examination orattain state licensure

OCCUPATIONAL THERAPY CURRICULUMA sample course plan for the pre-professional andprofessional phase of the curriculum as well as the2-year post baccalaureate program can be obtainedfrom the RSHS at (412) 396-6652or the website athtt12 //www healthsciences duq edu/ot/index html

REQUIREMENTS FOR THE HUMANOCCUPATION & DISABILITY MINOR

A total of 15 credits

Required Coie (6 Ciedits)OCCTH 305 Foundations &

Concepts of Occupational Therapy(3 crs )

OCCTH 324/PSYCH 324 Perspectives onDisability and Illness (3 ers )

1=

242

243

Electives - Choose 9 credtt^ from thefollowing

OCCTH 310 Occupational Performance

Throughout the Life Span (3 ers

OCCTH 545 Occupational Performance

Perspectives / Lab (3 crs

OCCTH 548 Medical

Conditions in OT (4 crs

OCCTH 550 Environmental Adaptation &

Rehabilitation Technology / Lab (3 ers

OCCTH 560 Sociocultural Systems

& Networks (3 crs

OCCTH 565 Community &

World Health Care Issues (3 crs

OCCTH 400/500 Independent Study (3 crs

*A student must have pre-approval of an occupa-

tional theiapy faculty member to take this course

A student may count no more than 3 credits of

independent study towards this minor The

activities in the independent study must relate to

the purposes stated in the minor and include either

an experiential component or scholarly work

COURSE DESCRIPTIONS FOR

PROFESSIONAL COURSEWORK

OCCTH 450 Occupational

Therapy Orientation I cr

Introduction to the practice of occupational

therapy as a Professional and service

OCCTH 305 Foundations and Concepts of

Occupational Therapy 3 crs

Overview of the profession's history, philosophies,

roles and functions, scholarship activities,

current issues, and future directions Prerequisite

Junior in the pre-professional occupational

therapy program

OCCTH 310 Occupational Performance

Throughout the Life Span 3 crs

Occupational performance across the life span in

activities of self-care, work/education, play/

leisure, and person -env ironment-perfo rmance

interaction Corequisite OCCTH 305

OCCTH 324 / PSYCH 324 Perspectives on

Disability and Illness 3 ers

Overview of the impact of the envii onment and

individual expeiience on issues related to having a

disability or chronic illness The influence of

lifestyle occupations, personal attitudes and social

justice are used to explore the unique

biopsychosocial person-environment interaction

when a person of any age experiences disability

and chronic illness Course is open to campus

OCCTH 400/500 Independent Study 1-6 ers

With the guidance ot a faculty member, a student

may pursue an in-depth study of a subject area or

develop an individual project in an area of interest

related to their professional goals Prerequisites

Endorsement of the supervising faculty member

and approval of the Department Chair

OCCTH 416 Fundamentals of

Practice & Lab 2 ersIntroduction to practical aspects of occupational

therapy fieldwork including documentation,

observation, client interaction skills Practicum

experience included Prerequisites OCCTH

305,310

OCCTH 502 Occupational

Therapy Overview 1-3 ers

Foundational concepts in occupational therapy

Prerequisites Special permission of the instructor

OCCTH 514W Clinical Reasomng &

Fieldwork IA 3 ersTransformation of didactic learning into clinical

reasoning with a focus on evaluation, treatment

planning and implementation, and documentation

Includes 40 hours of praCtICLIm and service

learning Prerequisites OCCTH 545, 416,

535W/535L

OCCTH 512 Clinical Reasoning &

Fieldwork IB 3 crs

Transformation of didactic learning into clinical

reasoning with a focus on further establishing

theiapeutic interactions, clinical observation, and

intervention strategies Includes 40 hours of

practicurn and service learning Prerequisites

OCCTH 51 IW, 518, 535W/535L

OCCTH 518 Humans, Groups and

Occupations 3 ers

Analyzing and directing individual and group

participation in occupations Introduction to the

teaching-learrung process in occupational

performance Prerequisite OCCTH305,310

OCCTH 520/520L Neuromotor &

Sensory Function 4 crs

Application ofsensory, motor, and development

theories in practice Prerequisites OCCTH

51 1W, 518, FILTSC 403/503

OCCTH 525/525L

Psychosocial Function 4 crs

Psychodynamic, behavioral, developmental, and

volitional theories and intervention strategies for

life ;pan psychological conditions Prerequisites

OCCTH 518, 548, HLTSC 360/460/560

OCCTH 530/530L

1310mechanical Function 4 crs

-fheories and intervention strategies related to

,trLngth, endurance, joint function, and voluntary

control over movement Orthotics, prosthetics,

b1ofeedback, mobility equipment, ergonomics, and

human factors are discussed Prerequisites

OCCTH 310, 537, 535W/535L

OCCTH 532W Qualitative Research 2 ers

An introduction to the theoretical frameworks,

reseaich designs, and methods of data analysis that

characterize qualitative research

OCC UH 535W/535L Occupational

performance Evaluation 3 ers

Introduction to measurement and interpretation of

occupational performance areas and perfon-nance

components Prerequisite OCCTLI 305 and 3 10

or 502

OCCTH 537 Human Motion

and Movement 4 ers

Analysis of movement using motor learning,

motor control, motor development, kinesiological

theories, and applied principles that contributes to

functional human motion Prerequisites FILTSC

315/315L, 515/515L, OCCTH 305, 310

OCCTH 54 1 Evidence Based Practice 3 crs

Analysis and synthesis of the research evidence

that supports occupational therapy practice

Prerequisites OCCTH 532W, FILTSC 430/530

OCCTH 545 Occupational

Performance Perspectives Lab 3 ers

Study of theories, models, and frames of reference

that guide and shape occupational therapy

practice Emphasis on case study integration

OCCTH 546 Cognitive &

Perceptual Function 3 crs

The influence of cognitive, perceptual rehabilita-

tion and motor learning theories and approaches

on evaluation and treatment PrerequisitesOCCT14 548, 535, HLTSC 403

OCCTH 548 Medical Conditions in OT 4 ers

Overview of inedical conditions typically seen in

occupational therapy piactice Prerequisites

HLTSC 315/3 15L or 515/515L, 403/503,0CGTFI 537

OCCTH550/550L Environmental Adaptation& Rehabilitation Technology / Lab 3 ers

Assessment and modification of the physical

environment to enhance occupational performance

including computer resources, assistive technol-

ogy, home health, environmental controls, and

environmental accessibility Prerequisites

OCCTH 520/520L, 525/525L, 561, 565

OCCTH 552 & 553 Clinical

Seminar A& B I cr, I cr

Guided discussions regarding Level 11 Fieldwork

to integrate the relationship between the clinical

experiences with essential curriculum concepts

Advanced learning in several specialty areas will

be included Prerequisites OCCTH 555, 556,

557, 558

OCCTH 555, 556, 557, & 558

Level IIA, B, C, & D Fieldwork

4 ers , 4 crs , 4 crs & 4ers

Exposure to a wide range of diagnoses and

treatment in a variety of settings to gain entry-

level practice competence Prerequisites

OCCTH 512, 520, 530, 535, 546

OCCTH 560 Sociocultural Systems

& Networks 3 crs

Therapeutic considerations in all aspects of

multicultural diversity and implications for health

care service delivery Prerequisite Permission of

the instructor

OCCTH 561 Occupational Therapy

Administration 3 ers

Introduction to the basic principles of organization

and management of occupational therapy

programs Prerequisites OCCTH512,

520/520L, 532W

OCCTH 562 & 563

Leadership A & B 1 cr, I cr

Analysis of leadership approaches in practice,

management, and education Prerequisites

OCCTH 555, 556, 557, & 558

OCCTH 564 Special Topics 2 crs

Small group discussions of contemporary

interventions Topics vary year-to-year Prerequi-

site Permission of the instructor

OCCTH 565 Community & World

Health Care Issues 3 ers

Focus will be on community resources, health

promotion, disease prevention, and future

chiections in national and international health care

Preiequisites OCCTH 512, FILTSC 360/460/560

OCCTH 574 Fieldwork Proposal I cr

Students develop a proposal for a research project

while on Level 11 Fieldwoik Prerequisites

FILTSC 430/530, OCCTH 532W, 541

M1 245

OCCTH 610 Research Project I

Prospectus I cr

This is the first course in the elective 3-coursc

research project sequence Working with a faculty

research mentor, the student designs a research

proposal using quantitative and/or qualitative

research methods, and submits the proposal to the

university's Institutional Review Board Instructor

permission is required to enroll

OCCTH 611 Research Project 11

Data Collection I cr

This is the second course in the elective 3-course

research project sequence Under the guidance of

a faculty mentor, the student collects data for the

research project approved by the university

Institutional Review Board The student also

continues to review the research literature relevant

to the research project Prerequisite OCCTH 6 10

Instructor pen-nission is required to enroll

OCCTH 612 Research Project III

Presentation I cr

Third and final course in the elective research

project sequence Under the guidance of a faculty

mentor, the student analyzes the data and

completes a manuscript ready to be submitted for

publication in a peer-reviewed research journal

Prior to graduation, the student presents the results

of the research project in a public forum Prereq-

uisite OCCTH611 Instructor per-mission is

required to enroll

DEPARTMENT OF

PHYSICAL THERAPY (PT)

Chairpeison

F Richard Clemente, Ph D, P T

Physical therapists examine and treat people with

a variety of impairments, functional limitations

and disabilities They work with patients during

all phases of health care, from prevention and

wellness to recovery from injury, illness and

surgery Physical therapists select and administer

tests and measures, analyze their findings, and

design and implement individualized treatment

programs to enhance their patients' health,

physical and functional ability, and quality of life

In addition to providing direct patient care,

physical therapists work as administrators,

researchers, educators, and consultants

The Physical Therapy program at Duquesne

University includes pre-professional and profes-

sional coursework on campus, as well as clinical

education in a variety of healthcare settings

Students in the preprofessional phase develop

intellectual skills and a broad knowledge base in

the liberal arts and in their major Students in the

professional phase of the program take a sequence

of basic and clinical science courses designed to

prepare them for the profession of physical

therapy At two points in the program, students

must take and pass matriculation examinations

before progressing into their clinical education

experiences Students who successfully complete

the didactic and clinical components of the

program are awarded a Doctor of Physical

Therapy (DPT) degree

PHYSICAL THERAPY CURRICULUM

A sample course plan for the pre-professional and

professional phase of the curriculum can be

obtained from the RSHS at (412) 396-6652

COURSE DESCRIPTIONS FOR THE

PROFESSIONAL PHASE

PHYTH 301 Introduction to

Physical Therapy I cr

This course introduces the student to the profes-

sion of physical therapy practice It provides

future physical therapists with information that

will enhance their knowledge, skills and attitudes

about the profession The American Physical

Therapy Association principles and core values are

central to the course Students will gain an

appreciation for the importance of competent and

compassionate patient care

PHYTH 421W, 531W PT Seminar I I cr

This course introduces the physical therapist

student to the practical aspects of clinical practice

Aspects of physical therapy practice pertinent to

this course include the interdisciplinary health

care team, ethical issues, the APTA Code of

Ethics, standards of practice, documentation and

the medical record, professional development, the

patient-provider relationship, and managing

physical therapy problems using the framework of

the APTA Guide to Physical Therapist Practice

PHYTH 435 Psychology of Illness

and Disability 3 ers

This clinically oriented Course will focus on the

psychosocial issues of disease and injury

Discussion will cover various topics related to

the delivery of physical therapy and will include

but are not limited to service delivery issues,

patient-practitioner interaction, the grieving

process and cultural differences in response to

illness and disease

pHyl H 460 Social and Cultural Issues in

physical Therapy 3 crs

This course is an integrated view of patient care in

physical therapy as it relates to societal and

cultural norms and mores Social systems theory

is the framework used to explore familial, social,

,ultural, and organizational constructs that are

integal to competent and compassionate patient

cate Concepts offminan behavior, communica-

tion and cultural competence are integrated into

the course with the understanding that these

elements are central to physical therapy practice

included are principles of social systems and

^ystems dynamics, cultural and familial systems

dvramics, organizational system dynamics,

socioeconomic factors, issues of gender and age,

communication in health care relationships, social

health issues, chronic illness and disability from a

social and cultural perspective, respecting human

differences, self-reflection, reflective practice,

media influences in health care, spirituality in

medicine, sexuality issues, power and control,

and the narrative and cultural construction of

illness and healing The APTA generic abilities

and core values are used as a framework for

professional behavior in both the academic and

clinical environments

PHYTH 447/547 Foundational

Skills/Lab 3 crs

This course is an introduction to the basic physical

thetapy procedures, patient management, and

clinical decision-making skills that will serve as

the foundation for future course work

PHY ru 502 Wellness and Nutrition I cr

This introductory course provides basic informa-

tion on nutrition and wellness concepts as they

relate to the general population Topics will

include, but are not limited to general fitness

concepts as they relate to wellness, relaxation

techniques, general nutrition, dietary supplements,

and threats to wellness

PHYTH 504 Exercise Physiology/Lab 3 ers

This course examines in detail the effect of

exercise on healthy individuals The student will

learn to differentiate between normal and

abnormal responses to acute exercise Principles of

exercise prescription are presented and directed

toward identifying the training effects of exercise

on anatomy and physiology Emphasis is placed

On understanding muscular, metabolic and

card I oresp iratory physiology as these relate to

exercise performance, deconditioning, and

rehabilitation in special populations typically

encountered in the community

PHYTH 508 Examination Methods/Lab 3 ers

This course is designed as an introduction to basic

evaluation and documentation techniques, which

can be used with any patient diagnosis It will

draw heavily on previous classes, especially

anatomy and physiology Topics to be included

are the bony and soft tissue palpation, vital signs,

reflex and sensation testing, basic balance and

coordination testing, manual muscle testing, range

of motion and goniometry, length and girth

measurements, postural analysis Prerequisites

HLTSC 470/470L or 570/570L, 471/471L or 571/

571L, 480 or 580, 481or 581

PHYTH 510 Clinical Education 1 4 crs

This is the first of five full-time clinical experi-

ences Each student will be assigned to a clinical

instructor (CI) who will serve as their clinical

supervisor during the clinical education experi-

ence Each clinical site will have a Center

Coordinator for Clinical Education (CCCE) who is

responsible for overseeing the student's clinical

education experience Students are expected to

apply their current professional knowledge base to

develop problem solving strategies for managing

clinical problems, integrate academic knowledge

and skills into the clinical setting, demonstrate

professional behavior, and act as a member of the

clinic physical therapy team This includes but IS

not limited to participating in clinical examina-

tions, evaluations, and implementation of physical

therapy interventions, discharge planning,

educating patients, family members and

caregivers, participation in rehabilitation team

meetings, on-site continuing education, patient

rounds and formal patient reporting, and other

learning experiences as determined by the Cl or

CCCE Prior to beginning Clinical Education 1,

all coursework must be successfully completed

and the student must pass Matriculation Examina-

tion I The student must have updated Pre-Clinical

Health Requirements and verification of any

clearances and training certificates required by the

University and the Clinical Education Facility

PHYTH 518 Orthopedic Science 1 3 crs

This course will serve as the foundation from

which the subsequent orthopedic courses will be

built This course will provide the student with the

theoretical basis and framework for the examina-

tion, evaluation, diagnosis and intervention of

ME.

247

musculoskcletaldysfunction Tnfoimation will beprimarily conveyed in lecture format thoughstudents will gain laboratory experience withfunctional movement screening and isokinctictesting Prerequisites HLTSC 537/537L,PHYTH 508

PHYTH 519 OrthopedicScience II/Lab 3 crsThis lecture/laboratory course will serve toenhance, integrate and build upon the informationand skills gleaned from Examination Methods andOrthopedic Science I Special emphasis will beplaced on the examination, evaluation, diagnosis,prognosis and intervention of upper extremitymusculoskeletal dysfunction PreiequisitesConcurrently enrolled in PHYTH 518 Success-fully completed HLTSC 537/537L, PHYTH 508

PHYTH 520 OrthopedicScience III/Lab 3 ersThis lectureJ aboratory course will serve toenhance, integrate and build upon the informationand skills gleaned from Examination Methods andOrthopedic Sciences I & 11 Special emphasis willbe placed on the examination, evaluation,diagnosis, prognosis and intervention of lowerextremity musculoskeletal dysfunctionPrerequisites PHYTH 508, 518, 519/L, HLTSC537/537L

PHYTH 521 OrthopedicScience IV/Lab 3 crsThis lectuie/laboratory course will serve toenhance, integrate and build upon the informationand skills gleaned from Examination Methods &Oithopedic Sciences 1, 11 & III Special emphasiswill be placed on the examination, evaluation,diagnosis, prognosis and intervention of spinaldysfunction Prerequisites Concurrently enrolledin PHYTH 520 Successfully completed PHYTH508, 518, 519/L, HLTSC 537/537L

PHYTH 530 Topics in Reseai ch 2 ersThis course presents three aspects of the researchprocess First, small research projects will beperfonned in class These projects will cover abroad spectrum of potential research designs,exposing students to data acquisition in multipleresearch formats Secondly, research projectsperformed in class will be presented in a posterformat In this way, students will learn the processof presenting acquired data Thndly, evaluation ofeight separate published manuscripts thatrepresent a broad spectrum of research designswill be critically evaluated to ieveal the major

principles of clinical research Finally, the qualityand clinical applicability of a published manu-script will be evaluated using the procedureof evidence-based practice PrerequisiteHLTSC 430

PHYTH 543/L Clinical NeurologicScience 1 3 ersThis course focuses on the examination, evalua-tion, diagnosis, prognosis, and plan of carespecific to adult persons with disablement due toneurological conditions The course will alsointroduce students to motor control theories andprovide a problem-oriented framework totapplying physical therapy practice to persons withneurological disorders Due to the nature of thiscourse the material from many previous classeswill be reexamined Prerequisite PHYTH 508

PHYTH 544/L Clinical NeurologicScience 11 3 ersThe major emphasis of this course is on thetreatment of patients with neurologic dysfunctionThis is an extension of Clinical NeurologicalScience I The comse will also introduce studentsto motor learning principles and their applicationto physical therapy intervention for persons withneurological disorders Students will learn aproblem solving approach to make clinicaldecisions based on the integration of previouscourse work in basic and applied sciencesApproaches to therapeutic exercise will beexamined and critically reviewed PrerequisitePHYTH 543

PHYTH 564 Special Topicsin Geriatrics 2 crsThis course will focus on the normal changes thatoccur with aging and how the physical therapistsshould modify their approach to examination,assessment and program planning based on thosechanges Physical therapy issues with patientsexhibiting common pathological changes of aging

such as osteoporosis, dementia and Type 11diabetes will be addressed as well as cuirent topicsin geriatric care, including reimbursement andpsychosocial concerns

PHYTH 569 Patient Care and Education inPhysical Therapy 2 crsThis course is an integrated review of patient carein physical therapy outpatient, acute care, skillednursing, rehabilitation, and pediatric settings toprepare students to pi actice in each ai ca Patientcare through the life cycle, documentation, andpatient interviewing are central to the course

Concepts of human behavior, education, andcoil, in un ication are integrated into the course withthe understanding that these elements are criticalto providing competent and compassionate patientcare included are principles of physical therapypractice as they relate to the education of thepatient family, society and professional conimu-inty Professional standards, practice act, genericabilities and professional core values andbehaviors are integral to the course The coursealso provides an opportunity for students to beginNvorking on their professional development planPrerequisites PHYTH 421, 460

PHYTH 570. Ergonomics &Fnvironmental Consideration s/Lab 3 ersThis Course addresses components of ergonomicand environmental assessment and intervention asit relates to management of health conditionscommonly encountered in physical therapypractice Emphasis will be placed on the effect ofworkplace and environmental variables that can bea causal or influential factor in the disablementprocess Prerequisite HLTSC 537/537L

PHYTH 572 Pediatrics/Lab 3 crsThis course will cover the theories of motorcontiol, motor development and motor learning Itwill also provide the student with knowledge ofissues during early development Differentpediauic topics will be addressed includingspecial examination and intervention consider-ations for special diagnoses

PHYTH 601 Differential Diagnosesin PT/Lab 2 ersThis course is designed to introduce physicaltherapy Students to the process of differentialdiagnosis The students will be introduced to thetools and procedures (both medical and cognitive)needed to perform a differential diagnosis as

I primary care providers in physical therapysettings As part of this process they will beexpected to integrate information learned inprevious courses such as medical sciences andevaluation and examination courses Emphasis isplaced on the professional decision-makingprocess that leads to optimal patient managementdnd/or referral to other practitioners

PHYTH 605 Cardiovascular &Pulmonary Science/Lab 3 crsCardiovascular and Pulmonary Science is a lectureand tab format course that includes an in-depthstudy of the body's physiological function duringrehabilitation programs for individuals with

deficits in the oxygen transport system The courseis designed to provide an expanded exposure tomechanisms that may explain clinicalmanifestations occurring at rest and duringexercise for patients/clients with cardiovascularand pulmonary disorders and/or related criticalillnesses Students will learn to select and performexaminations pertinent to each patient's/client'scondition while implementing a contemporaryclinical decision making process as outlined in theGuide to Physical Therapis t Practice, PreferredPhysical Therapist Practice Patterns Cardiovas-culca and Pulmonary, Chapter 6 Through theclinical decision making process the student willlearn to define a physical therapy diagnosis andprognosis supported by evidence in the literatureStudents will learn to select appropriate interven-tions and demonstrate sound application oftechniques to remediate or manage cardiovascularand pulmonary dysfunction in an effort tooptimize patient/client performance PrerequisiteHLTSC 460, 470/470L, 471/471 L, 480, 481, 520,551, 552, 570/570L, 571/571L, 581, PHYTH 502,504/L, 569

PHYTH610 Clinical Education 11 4 ersThis is the second of five full-time clinicalexperiences Each student will be assigned to aclinical instructor (CI) who will serve as theirclinical Supervisor during the clinical educationexperience Each clinical site will have a CenterCoordinator for Clinical Education (CCCE) who isresponsible for overseeing the student's clinicaleducation experience Students are expected toapply their current professional knowledge base todevelop problem solving strategies for managingclinical problems, integiate academic knowledgeand skills into the clinical setting, demonstrateprofessional behavior, and act as a member of theclinic physical therapy team This includes but isnot limited to participating in clinical examina-tions, evaluations, and implementation of physicaltherapy interventions, discharge planning,educating patients, family members andcaregivers, participation in rehabilitation teammeetings, on-site continuing education, patientrounds and formal patient reporting, and otherlearning experiences as deteimined by the CI orCCCE The student must have updated Pre-Clinical Health Requirements and verification ofany clearances and training certificates required bythe University and the Clinical Education Facility

Mm

EM

249

PHYTH 611 Clinical Education 111 5 crs

This is one of three final clinical experiences

which will build on the skills attained in Clinical

Education I and 11 Students will continue to fulfill

clinical education requirements for graduation as

stated in PHYTH 6 10 and on the department WEB

page Students are expected to achieve department

designated levels of competency in all perfor-

mance dimensions indicated in the APTA Clinical

Performance Instrument Specific skill develop-

ment and performance expectations in delivery of

physical therapy services will vary according to

assigned rotation and student expectations written

by the clinical site The student will demonstrate

attainment of departmental goals related to

lifelong teaching and learning, clinical education

mentoring and professional development planning

through completion of required activities during

this affiliation Prerequisites PHYTH 610, 60 1

L, 605/L, 625, 620, 621/L, 630 Prior to beginning

Clinical Education 111, all coursework must be

successfully completed and the student must pass

Matriculation Examination 11 The student must

have updated Pre-Clinical Health Requirements

and verification of any clearances and training

certificates required by the University and the

Clinical Education Facility where the student

is assigned

PHYTH 612 Clinical Education IV 5 crs

This course is the second of three final clinical

experiences culminating in attaining full profes-

sional competence in clinical setting Students are

expected to achieve department designated levels

of competency in all performance dimensions

indicated in the APTA Clinical Performance

Instrument Specific skill development and

performance expectations in delivery of physical

therapy services will vary according to assigned

rotation and student expectations written by the

clinical site The student will demonstrate

attainment of department goals related to

consultation, health promotion, community

leadership and service, professional duty for

reflection/improving the effectiveness of care and

professional development planning through

completion of required activities during the

affiliation Students Prerequisite Prior to

beginning Clinical Education fV the student must

successfully pass PHYTH 611 The student must

have updated Pre-Clinical Health Requirements

and verification of any clearances and training

certificates required by the University and the

Clinical Education Facility where the student

is assigned

PHYTH 613 Clinical Education V 9 ers

This course is the third of three final clinical

experiences culminating in attaining full profes-

sional competence Students are expected to

achieve department designated levels of compe-

tency in all performance dimensions indicated in

the APTA Clinical Performance Instrument

Specific skill development and performance

expectations in delivery of physical therapy

services will vary according to assigned rotation

and student expectations written by the clinical

site The student will demonstrate attainment of

department goals related to evidence based

practice, professional duty for reflection/improv-

ing the effectiveness of care and professional

development planning through completion of

required activities during the affiliation The

student will demonstrate critical analysis of

current and best practice, offering strategies for

integration of optimal care into the clinical

environment The student will also demonstrate an

ability to implement a professional development

plan with written objectives that go beyond the

performance dimensions defined in the APTA

Clinical Performance Instrument Professional

career focused objectives will be pursued while

demonstrating sensitivity toward the goals of the

patient, respecting administrative concerns of the

clinical site and fostering excellence in represent-

ing the profession of physical therapy Prerequi-

sites Prior to beginning Clinical Education V the

student must successfully pass PHYTH 612 The

student must have updated Pre-Clinical Health

Requirements and verification of any clearances

and training certificates required by the University

and the Clinical Education Facility where the

student is assigned

PHYTH 615 Prosthetics

and Orthotics/Lab 2 crs

This course will provide an in-depth understand-

ing of normal and pathologic gait, limb prostheses,

and the preprosthetic and prosthetic training

phases of rehabilitation for people with amputa-

tions The course will also include an introduction

to limb orthotics

PHYTH 620 Clin Neurologic

Sciences III/Lab 3 ers

This is the third course in the didactic sequence of

instruction in the neuromuscular curriculum and

integrates previous coursework and skills into

course programming The major emphasis of this

course is to apply the elements of patient/client

management to adult persons demonstrating

aspects of disablement due to specific neurological

conditions brain tumors, multiple sclerosis, basal

ganglia disorders, acquired brain injury, and

vf stibular system dysfunction Emphasis will be

placed on integration of examinations skills into

eN,aluation, determination of functional prognosis,

clinical problem solving as well as the planning

and execution of therapeutic interventions Pre-

requisite PHYTH 543, 544

p"YTH 621 Clin Neurologic

Science IV/Lab 2 ers

This is the final course in the didactic sequence of

instruction in the neuromuscular portion of the

curriculum Students will gain clinical knowledge

and skills related to spinal cord injury, assistive

technology, polyneuropathies, post-polio

synchome, amyotropic lateral sclerosis, and

HIV/AIDS

PHYTH 625 PT Management 3 ers

This course presents inforn'tation to the professional-

phase physical therapy student on topics related to

the administration and management of clinical

practice The topics will include structure and

function of the U S health care system, legal issues,

fiduciary responsibilities, ethical considerations,

documentation and accreditation issues, corporate

compliance programs, personnel management,

leadei ship, and strategic business plan development

The purpose of this course is to introduce students

to these concepts, so that they can better understand

and contribute to the fundamental operations

necessary to the function of a clinical facility and

services it provides

PHYTH 630 Grand Rounds 0 crs

In this course, ten or eleven disparate cases will be

pre,,ented In each case, the elernents of patient/

client management will be discussed by a

presenter who is an expert in the treatment of

these kinds of cases Students will be able to

listen to a seasoned veteran talk about the

elements of patient/client management as they

apply to a particular type of patient/client On the

subsequent week, a group of students will be

re,,ponsible for adding/altering an examination

finding from the report they heard the previous

week They will then explain the impact of that

chdnge on the elements of patient/client manage-

inent In this way, the students will be able to

numic the thought processes used by the expert as

they try to manage a novel examination finding of

their own creation

DEPARTMENT OFPHYSICIAN ASSISTANT (PA)

Chairperson

Bridget C Calhoun, MPH, PA-C

Medical Director

MILhael J Essig, M D

Physician assistants (PA) are health professionals

licensed to practice medicine in collaboration with

physicians Physician assistants are qualified by

graduation from an accredited physician assistant

educational program and certitication by the

National Commission on Certification of

Physician Assistants

Within the physician/PA relationship, physician

assistants exercise autonomy in medical decision-

making and provide a broad range of diagnostic

and therapeutic services The clinical role of

physician assistants includes primmy and specialty

care in medical and surgical practice settings

Physician assistant practice is centered on patient

care and may include educational, research and

administrative activities

Upon successful completion of the fifth year,

students will be awarded a Master of Physician

Assistant (MPA) and will be eligible to sit for the

Physician Assistant National Certifying Exam

PHYSICIAN ASSISTANT CURRICULUM

A ^aniple course plan for the pre-professional and

professional phases of the curriculum Lan be

obtained from the RSHS at (412) 396-6652

COURSE DESCRIPTIONS FOR THE

PROFESSIONAL PHASE

PHYSA 40OW/500W. Introduction to PA

Profession I er

The history, role, practice scope and professional

policies of the physician assistant are exploied in

lectures, literature and group discussion

PHYSA 4011501, 402/502, 520 Clinical

Medicine IIIUII 3 crs (each)

Fundamental principles of disease, diagnosis,

intervention and management are discussed

(includes case-based laboratory)

PHYSA 403W/503W, 412/512W,

421W/521W. History & Physical

Examination 1/11/111 3 crs (each)

The skills of communicating with the patient and

documenting medical data are explored in the

250

251

context of the medical history A study of physical

examination techniques of adult, obstetric,

geriatric and pediatric patient populations with

focus on acquiring a knowledge base of normal

physical exam findings to allow for recognition of

abnoirnal physical examination findings Patient

assessment and documentation are emphasized

(includes laboratory)

PHYSA 404/504 Clinical Lab Methods 3 crs

Indications, technique and interpretation of a

variety of common clinical lab tests are discussed

PHYSA 409/509 Clinical Pharmacology 4 crs

The mechanisms of actions of medications are

discussed in Lorrelation with specific disease

processes

PHYSA410/510,411/511 Applied Clinical

Methods 1/11 3 crs (each)

Cognitive undeistanding and technical perfor-

mance of medical procedures are emphasized

(includes laboratory)

PHYSA 408/508, 505, 506 Clinical

Seminar VIVIII 3 cirs (each)

Students engage in active learning in the coopera-

tive teaching format through analysis of clinical

case scenarios in order to develop decision-making

skills During each class period, students are

given portions of clinical situations which

they will be responsible toi analyzing in a

methodical manner

PHYSA 414/514 Pathophysiology 4 cirs

Principles of basic pathology and the mechanisms

of the physiologic responses associated with

selected human disease processes are discussed

PHYSA 416/516 Introduction to

Patient Counseling 2 crs

Emphasizes basic ^.onsiderations and techniques

needed for effective communication with patients

regarding their health problems, with emphasis on

enhancing patient compliance with medical

therapy

PHYSA 418/518 Fundamentals

of Pediatrics 2 crs

Childhood diseases are discussed in-depth,

including diagnosis, treatment and prognosis

(includes case-based laboratory)

PHYSA 425/525 Health Policy 2 crsThis ( ourse exploies current trends, issues and

public policies reflective of America's evolving

health care system

PHYSA 515 Fundamentals of Surgery 3 ersLecture series addresses preoperative,

perioperative and postoperative patient care and

management (includes case-based laboratory)

PHYSA 545 Applied Pharmacology 2 ers

Provides instruction on selecting the most

appropriate pharmacologic treatments Students

will learn indications, contraindications and

therapeutic effects of medications commonly used

in primary care settings Material from under-

graduate courses such as History and Physical

Examination 1,11,111 and Clinical Medicine

1,11,111 will provide the clinical context for

patient scenarios

PHYSA 529-536 Clinical

Externships I-VIII. 24 cr (total)

A coordinated series of supervised clinical

externship assignments in a wide variety of

clinical areas

PHYSA 540W Master's Research 3 crs

An independent research pioject is completed with

ongoing faculty support and recommendations

DEPARTMENT OF SPEECH-

LANGUAGE PATHOLOGY (SLP)

Chanperson

Mikael D Z Kimelman, Ph D

Speech and language disorders affect the way

people produce and understand speech These

disorders may range from simple sound

substitutions to not being able to use speech and

language at all

Speech-language pathologists are specialists

in human communication, its development, and

its disoiders They are professionally educated

to evaluate and treat persons with communication

problerns

To practice the profession of speech-language

pathology, a master's degree or a doctoral degree

is required Professionals must also hold a

Certificate of Clinical Competence (CCC) from

the American Speech- Language-Hearing Associa-

tion, and in many states, must obtain a state

license to practice

Speech-language pathologists provide many

Specialized pi ofessional services which include

stimulating language and communication in

children who have developmental disabilities,

helping people with articulation disorders learn

proper production of speech sounds, assisting

people with voice disorders to develop proper

control of their vocal mechanism, assisting people

who stutter to increase their fluency, and to cope

with this disorder, assisting people with aphasia to

re-learn language and speech skills or compensate

for their impairment, helping people with hearing

Impairments maximize their communication

skills through signing, lip reading, or acoustic

management, counseling people with speech

and language disorders and their families to

understand their disorder and to achieve optimal

communication in education, social and

vocational settings, and, helping prevent

communication disorders

SPEECH-LANGUAGE

PATHOLOGY CURRICULUM

A sample course plan for the pre-professional and

professional phase of the curriculum can be

obtained from the RSHS at 412 396 6652

The Department currently holds accreditation

from the Council on Academic Accreditation in

Audiology and Specch-Language Pathology

(CAA) of the American Speech-Language-Hearing

Association (ASHA)

COURSE DESCRIPTIONS FOR T14E

PROFESSIONAL PHASE

SLP 101 Introduction to Communication

Sciences & Disorders 3 ers

This course offers a suivey of the field of human

communication sciences and disorders Students

will learn about normal and disordered communi-

cation across the life span

SLP 205W Normal Speech &

Language Development 3 ers

Students will learn about the stages of speech and

language development in non-nal infants and

children Theories about semantic, syntactic,

phonologic, and pragmatic development will be

reviewed Course content will prepare students to

differentiate normal frorn disordered communica-

tion development Prerequisite SLP 10 1, or

Permission of the instructor

SLP 250 Anatomy & Physiology of

Speech & Hearing 4 ers

This course will examine the anatomy of those

parts of the human body which are involved in

speech and hearing Students will learn about

anatomical structures pertinent to communication

and it's disorders Prerequisites BtOL207/208,

SLP 10 1, or permission of the instructor

SLP 3 10 Speech Science 4 ersThis course reviews the characteristics of sound as

a physical phenomenon Students will learn about

the generation, transmission, and perception of

speech The acoustic characteristics and perceptual

features of sounds and the feedback systerns

employed to monitor production of these sounds

will be examined Methods for studying speech,

including instrumentation and research findings

will be reviewed Prerequisite SLP 250 or

pen-nission of the instructor

SLP 320 Phonetics 3 crs

In this course students will learn about the sound

system of English Students will learn to transcribe

normal and disordered speech using the Intema-

tional Phonetic Alphabet (IPA), and will gain an

appreciation for the role of transcription-based

activities in the clinical management of clients

SLP 350 Introduction to Observation &

Clinical Procedures 3 crs

Preparation for clinical practicurn through lecture

and guided clinical observations Introduction to

clinical process and basic clinical procedures

Completion of 25 ASHA observation hours

Prerequisites SLP 101, 205W, 250, 310, and 320,

or permission of the instructor

SLP 400 Independent Study 1-6 ers

Individually directed study in a special area of

speech language pathology Prerequisite Permis-

sion of the instructor

SLP 500 Independent Study 1-6 ers

Individually directed study in a specialized area of

speech-language pathology Prerequisite

Permission of the instiuctor

SLP 505 Articulation & Phonology 3 crs

Students will gain a fundamental knowledge of a)

normal and disordered patterns of phonological

development, b) methods of analyzing phonologi-

cal data, and c) assessment and treatment of

articulation and phonological disorders in

childien Students will have practical experience

in the organization and interpretation of complex

speech data and the administration of articulation

assessment instruments, will demonstrate

competence in selecting and j ustifying treatment

goals and procedures, and will perform case and

staffing and clinical problem solving activities

2522531

SLP 510 DiagnOStILS 3 t rsThis class will introduce ptinciples of assessmentfor a wide variety Of COMMUnication disordersencounteied in educational, medical, and othersettings Students will learn norms and standard-ized testing techniques, interviewing and chartievicw procedures, informal diagnostic toolsand techniques, and methods for interpietingevaluation results

SLP513 Introduction to Audiology 3 crsThis course will introduce Students to clinicalaudiology Theories of hearing, hearing impau-inent, hearing conservation, hearing assessmentand management will be presented This coursefocuses on aLidiological issues related to theclinical piactice of speech-] anguage pathology

SLP 515W Research inSpeech-Language Pathology 3 crsThe purpose of this course is to stimulate anappreciation for and an interest in basic andclinical research in speech-language pathology,and to develop skills that students will need tobecome wise consumers and potential producersof research Students will have an opportunity toexamine and critique research literature and toparticipate in a reseaich activity

SLP 517 Fluency Disorders 3 crsStudents will learn about the nature and treatmentof stuttering in children, adolescents, and adultsIII addition to obtaining piactical experience in the

nptoins, students willanalysis of stuttering syiexplore the complex assessment and ticatmentissues that impact clients who stutter acrossthe lifespan

SLP 520 Aural Rehabilitation 3 ersThis course will discuss the effects of hearingimpairment on speech and language in childrenand adults Fheoretical and methodological issuesin the habilitation, rehabilitation and COUnscling ofhearing impaired individuals will be discussedPicrequisite SLP 445W

SLP 525 Motor Speech Disorders 3 ersThis course focuses on motor speech disorders inadulthood Neuroanatornical and neurophysiologi-cal mechanisms underlying motor speech dis-oiders will be addressed Students will dernon-strate knowledge of the assessment, diagnosis,and treatment of motor speech disordets

SLP 526 Language Disorders 1 3 crsStudents will learn about language disoideisaffecting children with an emphasis on differen-

tial diagnosis, assessment, treatment, andmulticultural influences Students will learn tocollect and analyze language samples, willdemonsti ate competence in selecting andjustifying treatment goals and procedures, andwill engage in multiple clinical problemsolving activities

SLP 530 Aphasia 3 ersThis course will review the neurophysiology andmanagement of communication disorders thatresult front darnage to the language-dominanthemisphere of the brain Students will learn abouttheoretical approaches to the study of aphasia andhow to differentially diagnose and describe aspectsof aphasia A variety of approaches to themanagement of aphasia will be presented

SLP 535 Neurocognitive Disorders 3 ersIII

this COUISC, Students will learn about the neuro-physiology, neuropdthology and clinical manage-nient of the communication challenges associatedwith neurocognitive disorders including righthemisphere syndrome, traumatic and non-traumatic brain injuries and the deinentiasApproaches specific to the acute and long-term managernent of these disorders will beaddressed Prerequisite SLP 530, or permission ofthe instructor

SLP 536 Language Disorders 11 3 ersThis course expands the foundational informationpiesented in Language Disoiders I Additionaltopics in this course may include the relationshipbetween language and liteiacy, multiculturalconsiderations in the assessinent and treatment oflanguage disorders, and language disorders inspecial populations PreieqLIIsne SLP 435

Clinic SeriesSLP 540W Clinic 1 2 ers PrerequisiteDocumentation of 25 hours of clinical obseivationSLP 541W Clinic 11 2 crs Pierequisite SLP 440SLP 542 Clinic 111 2 crs Pierequisite SLP 441SLP 543 Clinic IV 5 ers PrcieqLllsite SLP 542SLP 544 Clinic V 5 ers Prerequisite SLP 543SLP 545 Clinic VI 3 ers Prerequisite SLP 544

This clinic series offers students a broad scope ofclinical piacticurn experiences At least the first 25hours of clinic practicurn expeiience will begained under the direct supervision of DuquesneUniversity personnel Students will participate inclinical education activities in the DuquesneSpeech- Language- Hearing Clinic and in externalclinical settings Students must arrange then owntravel to clinic piacticum sites

SLP 550 Dysphasia 3 crsStudents Will learn the anatomy and physiology ofthe normal swallowing mechanism as well as theLharacteristics and physiology of the abnormalswallow (dysphasia) Students will learn toidentify symptoms of abnormal swallowing andnuttitional intake They will also learn a variety oftreatment approaches for dysphasia

SLP 554 Voice Disorders 3 ersThis COUIse includes the study of the processesand systems of normal voice pioduction Inci-dence, etiologies, and symptoms of voicedisorders across the life span including organic,behavicnal and psychogeme disorders will bediscussed IIIStI Unieradl and non-instrunientaltechniques foi assessment and management ofvoice will be reviewed

SLP 555 Augmentative& AlternativeCommunication With Lab 4 ersStudents will learn about the histoty ofAugmentative and Alternative Communication(AAC) models of AAC intervention, assessmentprinciples and proceduies, components ofaugmentative communication strategies andtechnologies, language, symbolization, cognitive,and literacy Issues, tearn approaches toassessment and intervention, and interventionsacross the age and disability spectrum Studentswill be required to participate in technologylab activities

SLP 556 Head, Neck &Cramotacial Disorders 3 ersThis LOurse reviews a number of iclated clinicalproblems including cleft lip and palate, laryngec-tomy, tracheotomy and ventilator dependencymedi(,al speech pathology Issues, methods, andphilosophies ielated to teaching esophagealspeech, TEP voice, and use of mechanicalinstruments, as means of pioviding vote,- tolaryngectomized individuals will be ieviewedPrinciples and methods of assessment andtreatment within an interdisciplinary ieliabilitationframework will be reviewed Piciequisite SLP554, or permission of the instructor

SLP 557 Communication Disordersin Pediatric Multi-handicappedPopulations 3 ersStudents will learn how to conduct instrumentaltesting of speech pioduction and how to interpretand utilize the data collected The course willinclude an intioduction to fundamentals ofelectionics and test instiumentation includinginstrUnlentation specific to speech and hearing

science Labs will introduce both computer andnon-COMPLIM based systems of measurement

Clinical SeminarsSLP 570 Clinical Seminar IProfessional Ethics I crThis seminar is designed to acquaint students withthe ASHA Code of Ethics, building their under-standing of applications of professional ethics andethical decision-inaking in the practice of speech-language pathology

SLP 571 Clinical Seminar 11 Legal Issues inSpeech-Language Pathologv I crThis course includes information about laws andstatutes that impact the profession and guidepiofcssional practice Students learn about thelegislative process and how their professionalopinions can influence pending legislation ofinterest to the profession

SLP 573 Speech-LanguagePathology Seminar 2 ersThis serrimai will focus on a wide variety ofprofessional content including the management ofdisorders not addressed in traditional courses

SLP 575 Capstone Seminar inSpeech-Language Pathology I crThis seminar provides students with a capstoneclinical and advance study expciience Studentswill learn how to apply principles of evidence-based practice to clinical cases Issues pertainingto inulticulturalisin are integrated into theCOLIISC project

SLP 700/710 Thesis I/Thesis 11 1-3 ersStudents may choose to engage in thesisbased research

E=3

SCHOOL OF LEADERSHIPAND PROFESSIONALADVANCEMENT

The School of Leadership and Pi ofessi onal

Advancement offers a number of acadernic

programs for adult students We combine the

more than 125 years of academic quality for

which Duquesne University is renowned with

flexible scheduling program choices, and student

services for adults Visit our website at

www leadership duq edu

DeanDorothy Bassett Ph D

MISSION STATEMENT

Our mission is to enhance people's lives and

contribute to Society through the delivery of

quality educational programs that extend the

resources, traditions and values of the University

CREDIT PROGRAMS

Accelerated Bachelor of Science in

Professional Studies (BSPS)

This innovative undergraduate degree program is

designed foi adults who want to earn their

bachelor's degree while fulfilling many of life's

other important obligations Students can obtain

a degree in four years (less with transfer credits)

by attending classes only on Saturdays or entirely

online Those entering with an associate's clegiee

or equivalent can earn their degree in about two

years We have articulation agreements with a

number of community colleges Students have

the flexibility of combining Saturday and online

coursework in completing their degrees Couises

are offered in an accelerated, 8-week format

Concentiation areas offered

• Computer Technology

• Organizational Leadei ship

• Professional Communication

• Organizational Behaviot

• Criminal Justice and Forensic Science

• Humane Leadership

Saturday Bachelor of Science in Professional

Studies (BSPS) - Major in Computer

Systems Technology

The Bacheloi of Science in Piofessional Studies,

Majoi in Computer Systems Technology (BSPS

CST) degree Wds initiated by seveial key factors

including feedback from cuirent students, a

dynamic and expanding technology marketplace

and a continued growth of careers in computer

systems technology Individuals pursuing the

BSPS CST will develop the leading edge

computei skills required by contempoi ary

organizations through courses in programming

languages, databases, multimedia technology and

other technology topics Students can obtain a

degree in four years (less with transfer credits) by

attending classes only on Saturdays Courses are

offered in an accelerated, 8-week format

Saturday Bachelor of Science in Business

Administration

Concentrations in Accounting, Marketing or

Information Technology

This accelerated undergraduate degree piogram

prepares graduates to become professional,, in the

fields, of accounting, marketing or infoirnation

technology The piogram can be completed in 4

1/2 years by attending classes only on Saturdays

(less it you have transfer credits) Duquesne

Univeisity's A J Palumbo School of Business

Administration is accredited by the Association to

Advance Collegiate Schools of Business

(AACSB), the highest accreditation which

schools of business can attain Of the more than

1,200 collegiate schools of business in the US,

only about 400 have earned accreditation through

the AACSB

PROFESSIONAL CERTIFICATES

Piotessional certificates allow individuals to earn

d fiee-standing ciedentiat in a focused area of

professional knowledge Candidates for the

professional ceitificates usually have a bachelor s

clegiee and typically enroll in order to enter a new

Profession or to advance in their curient careers

Each program of study requires at least 6 courses

or 18 credits some may have prerequisites

Certificates are offered in the following areas

• Accounting (basic and advanced)

• Computer Technology

• Database Technology

• Electronic Communications

• Information Technology

Leadership

Self-designed

NON-CREDIT PROGRAMS

paralegal Institute

The Paralegal Institute piepares students for

careers as pi ofessional pai alegals by providing a

well-balanced, fully integrated education

including substantive knowledge, practical skills,

and a per,,pective of themselves and the

community that enables them to peiform

effectively in a variety of legal settings The

Paralegal pi ograi n is a course of study at the

graduate level, this ceitificate program is intended

to respond to the evei changing needs of the legal

piofession A bachelor's, degree is required for

admission

The paralegal profession is a challenging and

rewarding career choice Duquesne University's

Paralegal Institute offers

• post-bachelor's degree certificate options

• general practice oi specialty certificate

options

• an outstanding law library• part-time evening or full-time summerprogram options

• an effective placement progidm and online

job bank

• an American Bar Association approved

program

• d solid ieputation for academic excellence

Executive Certificate in Financial Planning

The Executive Ceitificate in Financial Plannin-

program has been designed for professionals in^

the brokeia-e insurance accounting, banking

and related cinclustries Whether you are new to

the financial services industry or a seasoned

financial services professional, this program is

designed to be equally beneficial An outstanding

faculty presents the material in a manner that is

clear, concise and understandable The program

will focus on the technical aspects, practical

application, ethics and professionalism of

financial planning The topics covered by this

program are

n Fundamentals of Financial Planning and

Insurancea Investments

a Taxation of Persons, Property and Other

Entities

a Retirement and Employee Benefits

a Estate Tax Planning

a Capstone/Case Studies

Duquesne University ofteis this registered

progiam in partnership with BISYS, the leading

provider of financial planning and education

materials Upon completion students are eligible

to sit for the CFP@ Certification Examination

Center for Leadership Development

The Center for Leadership Development provides

customized consulting and professional

development training through innovative and

accessible delivery systems with a fundamental

commitment to client success

Nonprofit Leadership Institute (NLI)

The NLI provides training, consulting and board—

matching programs for the nonprofit community

-ptim-excerpr:frOm-tne-ffei7tleg-Z^^ ^ CV Ooc-.e V 61 1 t- /U& k) TD

75

Meaning, M^elaphysics, and the Moody Blues- "In Search of the Lost Chord"

(An examination oft e history of ideasftom rock and roll)

Instructor William M \Stew^rt PhD

This course would examine some ofthe major themes within th hilosophic and

theological traditions ofboth the Western and the Eastern perspective in light ofthe

lyrics and sensibility ofrock and roll Rock music will be viewed asjust one of many

current cultural expressions that in its own way and according to its ownformat asks the

relevant philosophic questions that are so close to human concerns The child's questions

(Who am I? Where did I come ftom? Where am I going? ny am I here? What shall I

do? What can I know?) will be examinedftom both the perspective ofrock music which

asks such questions as well asftom the standpoint ofphilosophic and theological

positions of both the East and the West

WTI

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257

Department of Military Science &

Leadership, Army ROTC

The Depaitment of Military Science &

Leadership, Army ROTC is a combined

Department, with classes taught at Duquesne

University, The Univeisity of Pittsburgh, and

California University of Pennsylvania campuses

The department is statted by Active At my Army

Reseive, and Univeisity faculty and staff in

cooperation between the U S Ai my and the

university administration

OUR PURPOSE

Out department's courses and prograins are

founded on two inam goals

I To provide a general intioduction in

Leadeiship, Ethics, Communication Skills,

and the At my as an 01 ganizati on to my

college student through elective courses

2 To develop and place successful collegiate

students who display leadership and

management potential into Junior

Executive positions as Officei s for the

Army s At-tive and Reserve components

COURSE PROGRAMS

Normal Progression Students normally begin

the In ogram during the Fall Semester of their

fieshmen yedi (ROTC-101 Lourse) They then

take I ROTC elective course each semester

clui ing their Freshmen and Sophomore years

Those that wish to become Army Of ticei s then

continue dui ing then Junior and Senior yeai s, and

attend a 5 week summer course (at the At my's

expense) in Washington State

Compressed Progression Students who need to

emoll into the program aftei the tall semester of

their freshmen year, or students planning on

entering Graduate piogianis can pui sue a numbei

of options to compress the Military Science

schedule to fit their noinial academic program

Piospectivelcorriptession students should contact

the Depai truent foi more information

SCHOLARSHIP INCENTIVE

In order to attract successful students into the

piogiam, the Anny and Duquesne Univeisity

offera limited nuiribei of Scholarships on a

competitive basis each year Army scholarships

cunently cover full tuition and mandatory fees,

$900 annually towaid books, and a monthly

spending stipend ranging from $300—$500 basedon academic year group The University also

compliments Army ROTC Scholarships with a

roorn and board scholarship incentive, so long as

students live on campus and maintain a 3 0 GPAor higher

COMMITMENT

There is no Army commitment for students

enrolled in any of our 100 or 200-level electives

Student,, who ieceive an Aimy scholaiship, or

who wish to take part in our 300 and 400-level

courses, will be required to contract with the

Army to puisue commissions as Officers on

Active Duty or pait-tune in the Reset ves orNational Guard

JUNIOR EXECUTIVE EXPERIENCE

AFTER COLLEGE

Upon successfully completing the Militaiy

Science progi am, and earning their collegiate

cleggree, students will be Commissioned as Aamy

Officeis, and will go on to Jumoi Executive

positions where they can expect to be in chd1ge of

30-40 people and hundreds of thousands of

dollais worth of equipment within the United

States or overseas all within their first year of

service These opportunities and responsibilities

are uninatched by newly gidduated men and

women in civilian organizations

NURSING

The Ai my is actively seeking nursing students,

who upon completion of their piograin are

guaranteed service as an Aimy Nurse Nursing

students are also eligible to receive summer

Internships at Ai my hospitals woi Idwide (at the

Aimy's expense), and additional scholarships are

available specifically for Nurses

CONTACT INFORMATION

College applicants or curt elit students should

contact the depai tment office listed below for

more infoi indtion, or simply emoll in the course

chn ing the not mdl semestei enrollinent period

Department of Militaty Science & Leadership

Army ROTC

Room 322, Fisher Hall

Phone 412-396-1709

Email ariiiyiotc@duq edu

WWW drnlyiotc com

,Air Force Reserve Officer

'fraining Corps (AFROTC)

The Air Force ROTC prograin is administered by

the Department of Aerospace Studies at the

University of Pittsbuigh This progiain is

available to Duquesne University Lindergi aduate

and graduate students by cioss-enrolli-nent

through agreement with the University of

Pittsburgh Completion of the four-year or two-

year AFROTC program leads to a cornmission as

d Second Lieutenant in the US Air Force

AFROTC courses are open to all students,

regardless of whether they are enrolled in a

commissioning pro-ram

In the four-yeai commissioning program, a

student takes the general military course (GMC)

during tile tieshman and SOPhOMOIC YedrS,

attends a foui -week summer training program,

and then takes the professional officer course

(POC) in the junior and senior yeais In the two-

year commissioning progiam, a student begins by

attending a six-week summet training piogram

prior to his or her junior year and then enters the

POC A student is undei no contractual agiee-

ment to the Air Foice until entering the POC or

accepting an Air Force Scholai ship Inaddition

to the academic poition of the curriculum, each

Student attends a one-hour leadership lab each

week This lab utilizes a student oiganization

designed for the piactice of leadei ship and

management techniques Two to three and a half-

year scholarships aie available on a competitive

basis to qualified students Many AFROTC

scholarships may cover all L0stS of tuition,

inLidentals and lab fees, books plus pay each

recipient $250-$400 per monthFor details about the AFROTC piogram as well

a,, information on the courses, scholarship and

flying programs, inteiested students are encour-

a.^cd to contact the Air Foice ROTC Detachment

at (412) 624-6396, or contact the Unit Achins-

sions Officei, An Foice ROTC, University of

Pittsburgh, 2925 Cathedial of Learning, Pitts-

burgh PA 15260-0001 Altei natively, please see

our website at www Det730 com

EX-OFFICIO MEMBERSMost Rev Paul BradleyCharles J Dougherty, Ph DVet y Rev Jeffrey T Duaime, C S SpRev Timothy J Hickey, C S SpShelley L KobuckRev John A Sawicki, C S Sp

EMERITI MEMBERSCynthnaA BaldwinAnthony L BucciJohn E ConnellyJoseph W DeNardoJohn F Donahue

Floyd R GanassiChailes D HorneDaniel R LacknerMaurice V PecomWilliam C SpringerAlbeit C Van Dusen

OFFICERS OF THE UNIVERSITYCharles J Dougherty, Ph DRalph L Peat son, PhDStephen A Schillo, M SRev Sean Hogan, C S SpLinda S Drago, J D

PresidentPiovo.st and Vice PievdentJarAcadeinic Affairs

Vice PresidentJor Management and BusinessEAecutive Vice Pi esidentfor Student Life

General CounsellUniversity Secretary

Naval Reserve Officers'Training Corps (NROTC)Department ofNaval Science

Captain K L Wray, USNOffice 4615 Forbes AvePhone (412) 268-5 109

The Department of Naval Science wasestablished 16 Decembei 1987

Carnegie Mellon's Naval Reserve OfficersTraining Corps (NROTC) is designed for youngmen and women who die seeking a challengingacademic experience and who desire to servetheir country as officers in the Navy or MarineCorps after giaduation

NROTC midshipmen lead the same campuslife as othei Carnegie Mellon students Theymake their own airangements for room andboard, chose a preferred area of study andparticipate in extracurriculai activities Midship-inen wear civilian clothes to classes but wearuniforms one day a week NROTC students areactive in all facets of university life, many are inpositions ot leadership in student government, onvarsity and intramural sports teams, in campusclubs and othei Student organizations TheNROTC program seeks students who aie brightambitious, enthusiastic leaders whose lives areein iched by their education at Carnegie Mellonand by then involvement in NROTC

FOUR-YEAR SCHOLARSHIP PROGRAMThe four-year scholarship piogram provides fulltuition, fees, textbooks, uniforms, and a $250 permonth tax-free subsistence allowance to studentsselected through nationwide competitionMidshipmen must complete the universityapproved Curriculum of their choice includingcourses in calculus and calculus-based physicsand specified couises in naval science subjectsPaid summei training periods at e also pi ovidedScholarships aie awarded on the basis of anationwide competition before the start of thefreshman year A limited number of fullScholarships may be awarded by the NROTC uniton campus Midshipmen commissioned throughthe scholarship progiams become officers in theNavy or Marine Corps and incin a tour-yearactive duty obligation in a selected area of thenaval science

THREE-YEAR SCHOLARSHIPSThiee-year scholarships are available on acompetitive basis to those qualifying college

piogram (non-scholai ship) NROTC Students whohave demonstrated leadership and academicexcellence dwing their freshman year and arenominated for the scholarship by the Protessoi ofNaval Service Active duty obligation is fouryears upon commissioning

TWO-YEAR SCHOLARSHIP PROGRAMThe two-year scholaiship program provides thesame benefits as the four-year program for aperiod of 20 months Students must apply for thisprogram no later than February of their sopho-moreyear Students selected for this piogramattend the Naval Science Institute din ing thesummer before then junior year to completerequired naval science COUISe material A paidsummer training period is provided between thejunior and senior years Commissionees incur afour-year active duty obligation upon graduation

COLLEGE (NON-SCHOLARSHIP)PROGRAMS IN NROTCQualified students may participate in NROTC ascollege program (non-scholai ship) midshipmenand earn commissions in the Navy or MarineCorps Reserve upon graduation The active dutyobligation for this program is three yearsStudents receive all naval science textbooks,unifoi ms, and dAn ing their junior and semoi yearsd tax-fiee subsistence allowance of $250 permonth A paid summer tiaming period isprovided between the junior and senioi yearCollele program students May also compete foralimited number of metit scholarships

CURRICULUMThe sequence of Naval Science courses is thesame for all officei candidates for the trist twoyears Midshipmen accepted into the MarineCorps option program will have curriculumvariations starting with their third year Addition-ally, some candidates may be iequired tocomplete COUISCS in Ameiican military affairs,national secuitty policy, English inathematics,and/or the physical sciences Descriptions of thecouise requitements for each candidate classifica-tion (scholarship/college program) may beobtained from the Depaitment of Naval Scienceoffice

All scholarship and college piogiam studentsare iequired to attend a weekly two-hour NavalLaboratory (32-100) where military di ill, physicalfitness and leadership are emphasized

Naval Science Course,; are open to all studentsSince these are required courses for NROTCstudents, they will be given priority in enroll-ment Remaining spaces will be filled throughthe normal university reg]Stldtlon process

pART IX:DIRECTORS AND OFFICERS*

THE MEMBERSHIP OF THE DUQUESNE UNIVERSITY CORPORATIONVery Rev Jeffrey T Duaime, C S Sp ChairRev Timothy J Hickey, C S Sp Vice ChairRev John A Sawicki, C S Sp Seci eta rylTreaA urerRev Christopher H McDermott, C S SpRev John P Skaj, C S SpRev Freddy J Washington, C S Sp

130ARD OF DIRECTORSOfficersJohn J Connelly Chat) of the BoardP David Pappert Vice Chairof the BoardMarie Milie Jones Vice Chair of the BoardLinda S Drago Univeisit) Secietary

TERM MEMBERS

Samuel P KaminGregory S Babe Rev Sean P Kealy, C S SpJohn J Connelly William J LyonsJames N Crutchfield

Glenn R MahoneSr Mary Dacey, S S J

Edward G O'ConnorThomas R Donahue James F O'DayRobert Z Gussin P David PappertJoseph C Guyaux Patricia D YoderRev Fiancis X Hanley, C S SpMarie Milie Jones

*This information has been provided by the Office of the University Secretary

1=

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261

Francesco C Cesareo, Ph D

G Evan Stoddard, Ph D

Linda L Rendulic

Janet M Sculimbrene

Carole A Tarhi

FACULTYWill W Adams

Associate Picfessor of Psychology and

Director, Undeigiaduate Piogranis

B A , University of North Carolina at

Chapel Hill

M A, West Georgia College

Ph D , Duquesne University

R Shane Agin

Assistant Professor of Modern

Languages and Literatures

B A , M A University of Kansas

Ph D Johns Hopkins University

Madeline Cirillo Archer

A Ysociate PiofesAot ofAi t History

and Duector At t History Progictin and

Studio Art Piogi am

B A, Trinity College (Washington

DC)M A, Ph D, Univeisity of Wisconsin

Patricia A Arneson

Avsociate Pioje^sor of Communication

and Director of Communication

Graduate Studies

B A St Cloud State University

M S , Southern Illinois University

Ph D , Ohio University

Ronald C Arnett

Profeswr of Communication and

Chairpei son, Department OfCommunication & Rhetoi ical Studies

B S Manchester Colle-e

M Div, Bethany Theological Seminary

M A, Ph D Ohio University

James P Bailey

A^si5tantPiqfessor of Theology

A B, William Jewell College

M A, Yale Divinity School

Ph D , Boston College

Jeiemy David Bailey

A ssistant Profesvoi of Political Scien(e

B A Rhodes College

Ph D , Boston College

Dean

A Y s ociate Dean

A Yu stant to the Dean

A Y Yi 5tan t to the Dean

A Ysi stout to the Dean

Marie Baird

Associate Profeswi of Theology

B A , Clarion University

M A, Bryn Mawr University

Ph D , Duquesne University

Daniel E Barbush

Assi ^tant Professor of Mathematics

B S Duquesne University

M A University ot Pittsbuigh

Suzanne Barnard

Associate Professor oj Ps),chology

B S Baylor University

M A Ph D, Loyola University ot Chicago

Greg Barnhisel

Asu,stant Professor of English and

Ditector of First Year Wtiting

B A, Reed College

M A , New York Un i vers i ty

Ph D , University of Texas, Austin

Anthony Barton

Piofessor of Psychology

B A, Ohio Wesleyan University

M A, Ph D , University of Chicago

Bernard F Beranek

Associate Pi ofessoi of Engli sh

A B , University of Notre Dame

M A Ph D Duquesne University

Robert E Beranek

Piofes5or Emei itus of Political Science

B A , St Vincent College

M A, Fordham University

Ph D , University ot Pittsbuigh

Peny K Blatz

Associate Picfessoi of Histon and

Ditector, Aichival, Muvewn and Editing

Progi am

B A, Claremorit-McKenna College

Ph D , Princeton University

ChtfoidA Bob

Associate Profe5voi of Political Science

B A , Haivaid Unrveisity

J D , New York University School ot LawPh

D , Massachusetts Institute of Technology

Ralph C Boettcher

Pioje^vor Einei itu^ of English

B A , University of Detroit

M A, M Phil, Ph D, Columbia University

Th6r^se Marie Bonin

Associate Profes^or of Philosophy

A B , Assumption College

M A, Providence College

M M S , Ph D University of Notre Dame

Gerald Michael Boodoo

A sso(tate Professor of Theology

BA University of the West Indies

M A , Ph D, Catholic University of Louvain

George Russell Bradley

Aswciate Professor of Mathematics

B S , Allegheny College

Ph D, University of Notre Dame

Anne Brannen

Associate Proft s so) of English and

Director of English Graduate Studie v

B A, University of New Mexico

M A San Francisco State University

Ph D , University of Calitornia, Berkeley

Roger Brooke

Projevsor of Psychology

Diplomate, American Board of

Professional Psychology

B A, University of Cape Town

B A Ph D , Rhodes University

M A, University of Witwatersi and

E Tsekani Browne

Assistant Piofessor ofHistoiy

B A , M A, University of California

Los Angeles

Daniel Burston

Associate Professoi of Rsychology and

Dcpaitment Chauperyon

B A, M A, Ph D, Ph D, York University

Michael C Cahall

AssistantPiofessoi of Histoiy,

Adinis vion Licuson, and Ditector

Honors College

B A, Ohio Wesleyan University

A M Ph D, University of Illinois

Laura Callanan

A,ssistant Professor of English

B A , M A , University of Massachusetts

Ph D , Ernory University

Francesco C Cesaieo

Professor of Hisfory and Dean,

McAnulo College and Graduate

School of Libei al At ts

B A Cathedral College of the

Immaculate Conception

M A , Ph D Fo;dham University

Jerry Clack

Profevvoi of Cla^vicA

A B Pimecton University

M A Duquesne University

M A Ph D , University ot Pittsburgh

Jeanette Clement

AA,slytant Picfessor, English

as a Second Language and Cui riculuin

and Lea) ning 7echnology Coordinator,

ESL Progictin

B A, M A , TESOL Cert,

University of Pittsburgh

M S , Certificate in Instructional

Technology Distance Learning,

Duquesne Univei sity

Anne M Clifford, C S J

Associate Picfessoi of Theolog)

B A, Carlow College

M A , Catholic Theological Union

Ph D , Catholic University of America

Fiancesca Colecchia

Piofessor of Modein Languages

andLiteiattaes

B Ed, Duquesne University

M Litt , Ph D , University of Pittsburgh

Norman Conti

Asystant Professor of Sociology

B A , M A, Ph D , University of Pittsburgh

Frank J D'Armco

Professor of Mathematics

B S , Southern Connecticut State College

M Sc , Ph D , University of Pittsbuigh

Donato A DeFelice

Profeysca Emeritus of Mathematics

B S , M S , University of Pittsburgh

Michael J Dillon

Associate Piofessor of Joianalisin and

Multimedia Arts

B A , M A , Bloomsburg University

Ph D , The Pennsylvania State University

Jean Donovan

A Y vi stant Pi ofessot of Theology

B A, University of Notre Dame

M A , M Div, Catholic Theological Union

Ph D , Fordham University

Adam Drozdek

As sociate Projessoi of Computer Science

M S , Wi ight State University

B S , M A, Wroclaw University

Ph D Jagiellonian Univeisity

Patricia M Dunham

Associate Professor of Political Science

and Department Chauperson

B S , M A, Ball State University

Ph D , Miami Univei sity ot Ohio

ADMINISTRATION AND FACULTYMcANULTY COLLEGE AND GRADUATE SCHOOLOF LIBERAL ARTS

ADMINISTRATION

262

NN

John J Dwyer

A ssistant Professor of Hi vtory

B A , Rutgers University

M A Ph D , University of Illinois at

Urbana-Champai,p

Laura Engel

Avsi,stant Professor of Engli5h

B A, Bryn Mawr College

M Phil, M A, Ph D, Columbia University

Frederick J Evans

Projessor of Philosophy

B A , M A, Indiana University

at Bloomington

M A , University ot Regina

PhD State University of New York

at Stony Brook

Eleanor V Fails

Professor Emei itus of Sociology

B A, Saint Mary's College

M A, University of Notre Dame

Ph D, Loyola University of Chicago

Bruce Fink

Piofe^soi of Psycholog)

B A , Cornell University

M A , Ph D, University ot Paris VIII

Saint-Denis

Constance Taylor Fischei

Ptofes.soi of Psychology

Diplomate, American Board of

Protessional Psychology

B A, University of Oklahoma

M A, Ph D, University of Kentucky

William Frank Fischer

Professor Emei itus of Psychology

B A, University of Michigan

M A, Ph D, University of Connecticut

John Fleming

Assistant Piojessor of Mathematics

B A, Hiram College

Ph D, Michigan State University

John Fi i ed

Assistant Professoi of English

B A, Univei sity of Michigan

M A, New York University

M FA, Warren Wilson College

Mark Frisch

Associate Professor of Modern

Languages and Literoturev

B A , University of Minnesota

M A, Purdue University

Ph D , University ot Michigan

Janie M Harden Fritz

Associate Piofessoi of Communication

and Director of Coninnall(otion

Giaduate Studies

A B , M A , University of Georaia, Athens

Ph D , University of Wisconsin, Madison

Lawrence E Gaichas

Piojessor of Clas^ic^ and Dtpartment

Chairperson

B A, Xavier University

M A, Ph D, Ohio State University

Erik Garrett

Insti actor of Communication

B A, M A, Lewis University

Abhay K Gaur

Professor of Mathematics

B Sc M Sc , M Phil , Aligarth University

Ph D McMaster University

Marco Gemignam

A 5s is tant Profe Y ^or of Psychology

B A , University of Padua, Italy

Ph D , University of Florida

Frank Giannotta

Adjunct Piofeysor, English as a

Second Language, and Director

ESL Program

B A , Fordharn University

M Ed , Ph D , University of Pittsburgh

William J Gibbs

Associate Projessot of Multimedia Am

B A Temple University

M S , Ph D, The Pennsylvania

State University

Kathy L Glass

Aysistant Piofes^or of Englivh

B A, University of California,

Los Angeles

C Phil, M A, Ph D, University of

California, San Diego

Jessie Goicoechea

Assistant Projessoi of Pyychology

B A , University ot Dallas

M A, Ph D, Duquesne University

S Alyssa Gioom

Assistant Professin of Communication

B A , Grove City College

M A Ph D Duquesne University

Mark Haas

A vsi ^tant Professor of Political Science

B A, Duke University

M A, Ph D, University of Virginia

Jona E Hammer

Adjunct Associate Professor

Engli ^h as a Second Language and

Acting Duectoi, ESL

B A , Smith College

MA,TESOLCeit UmveisityotPittsburO

Ph D , Duquesne University

James P Hanigan

Profc,s vot of Theology

A B M A Fordham University

M Div, Woodstock College

Ph D, Duke University

Charles F Hanna

Associate Piofeymr of Sociology

B A , University of Pittsburgh

M A , Ph D, Kent State University

Douglas Harper

Profevvor of Soc tology and

Department Chairperson

B A , Macalester College

Ph D , Brandeis University

Samuel J Hazo

Dt Oinguished McAnulty ProJessor and

Profey^or Enierittiv oj Englivh

B A University of Notre Dame

M A, Duquesne University

Ph D , University of Pittsburgh

Margaret R Hicks

A v vociale Profe ^ ^oi of Modern

Language^ and LiteiaturcA

B A, Belhaven College

M A I Emory University

Ph D, University of North Catolitia

Eleanore Walkowski Holveck

Asvociate Piofessoi of Philosophy

B A , Duquesne University

MA Ph D, University of North

Carolina at Chapel Hill

Susan K Howaid

As)ociate Profe^vor of English

B A , University of Massachusetts, Amherst

M A, Ph D University of Delaware

Jean E Hunter

Professor of History, Department

Chaoperson, andDireclor

of Liberal Studies Program

B A, Ursinus College

M A, M Phil, Ph D, Yale University

Lewis G Irwin

A^Yociate Projessorof Political Science

B S , United States Military Academy

MA M Phil, Ph D,Yale University

Michael D Irwin

Associate Piofe^soi of Sociology

B A , University of Alaska Anchoi age

M A , Ph D, University of North

Carolina at Chapel Hill

Jettrey Jackson

Projes,sor of Computer Science and

Chairperson, Department 0jMathematics and Computer Science

B S Oral Roberts University

M S , California State University

Ph D, Carnegie Mellon University

Roy Joseph

Asystant Profc vsor ofJournall vin and

Multimedia Artv

B A, M A, M Phil , Pondicherry UniversityM A , University of Nevada

Ph D, Texas A & M University

Patrick Juola

Associate Profcv^or ofComputer Science

B S Johns Hopkins University

M S Ph D , University of Colorado

Rev Sean Kealy, C S Sp

Profeysin afTheology

B A, M A, University College, DublinB D , S TL , Pontifical Gregorian

University, Rome

L S S , Pontifical Biblical Institute, Rome

David F Kelly

Projessor Emeritu v of Theology

B A , College of the Holy Cross

M A , S T B , Catholic University of LouvainM Re] Ed , Loyola University of Chicago

Ph D , University of Saint Michael's College

John C Kern, 11

A Y ^ociate Professor oj Mathematics

B S , Bucknell University

M S , Ph D, Duke University

Charles D Keyes

Pmfeysor ofPhilosophy

B A, University of Oklahoma

M A , University of Toronto

Th D , Trinity College, University of TorontoPh D, Duquesne University

Linda Arbdugh Kinnahan

Ptofessot ofEnglish and

Department Chaliperson

B S , M A, James Madison University

Ph D University of Notre Dame

Stuart M Kurland

Associate Professor ofEngliyh

A B , Dartmouth College

M A , Ph D , University of Chicago

Albert C Labriola, Distingtoyhed

Universit^ Profevmr

Profevvor ofEnglish

B Ed , Duquesne University

M A T, Columbia University

M A , Ph D , University of Virginia

NE

M

Douglas Landsittel

A Ysi stant Professor of Mothernatics

B S , Ph D , University of PittsburghJohn Lane

Assistant P^ofesmi andDirectoi of the

Theater Arts Program

B A West Virginia Wesleyan College

M A Univei sity of Pittsburgh

Leswin Laubscher

Associate Professor of Psychology

B A, M A , Univei sity of Western Cape,South Africa

Ph D , Northwestern UniversityCynthia Lennox

Instructor English as a Second Language

B A, Washington and Jefferson CollegeM A, Carnegie Mellon University

Stacey E LevineAssociate Professor of Mathematics

B S , M S , Ph D, University of FloridaJing Li

Assistant Professor of Hoton,

B A, M A, Jilin UniversityPh D Rice University

Daniel Lieberfeld

Assi Ytant Pi ofe ssoi, Graduate

Centerfor Social and Public Polic y

B A , University of Wisconsin-MadisonM A L D , Fletcher School of Lawand Diplomacy

Ph D Fletcher School of Law and

Diplomacy, Tufts University (with

Harvard University)

Carla E LucentePiofe6sot of Modet n Languages

and Literatures

B A , M A, Duquesne UniversityM A , Ph D University of Pittsburgh

Aaton Mackler

Associate Professor of Theology and

Director Health CcueEthrc5Piogrcun

B A Yale University

M A, Jewish Theological SeminaryPh D, Georgetown University

Giegorio Martin

Professor of Modern Larrgucige^

and Liter atut es

B A , University of Salamanca, SpainM A , Ph D , University of Pittsburgh

Holly A MayerAssociate Professor of History

B A University of Pennsylvania

M A , University of OregonPh D College of William and Mary

Mark S MazurAssociate Professor of Mathematics

B S M S , John Carroll UniversityM S Ph D , University of Notic Dame

Mom McIntyre

Asscstant Professor, Graduate Centerfor

Social and Public Policy

B A , Mercy College of DetioitM A Eastern Michigan University

MA University otWindsor

M Div, SS Cyii] & Methodius SeminaryPh D , University of St Michael'sCollege, Toronto

Magali C MichaelAssociate Professor of English

B A University ot Georgia

M A, Ph D , Emery UniversityKent F Moors

Professor of Political Science

A B , St Anselm s CollegeM A, University of New HampshirePh D , Northern Illinois University

Frederick Newberi yProfessor of English

B A, M A, University of RedlandsPh D , Washington State University

Stephen T Newmyer

Professor of Classics

B A , Duquesne UniversityPh D , University ot North Carolina

at Chapel Hi I]

Maureen R O'Brien

A Yvociate Professor of Theolog) and

Director of Pastoral Ministry

B A, University of Notre DameM A , Ph D , Boston College

Martin J PackeiAssociate Profes vor of Psychology

B A, Cambridge UniversityM A , Ph D , University of California,

Berkeley

Elaine Frantz Parsons

Assistant Professor of History

B A University of Virginia

M A , Ph D , Johns Hopkins University

Jotham Parsons

Assistant Professor of History

B A , Harvard UniversityM A, Ph D , Johns Hopkins University

Margaret J PattersonAssociate Profes Yor of Journalism and

Multimedia At tvB S , Ohio UniversityM A , University of Pittsburgh

Ralph L Pearson

Professor of History, Provo vt and Vice

P)esidentjor Academic Afjairs

B A, Getty^burg CollegeM A, New York UniversityM A , Ph D , Johns Hopkins UniversityInstitute for Educational Management,

Harvard University

Ezequiel Pefia

As^iytant Professor of Psychology

B A , Trinity UniversityPh D , University of Texas Austin

Ronald M Polansky

Professor of Philosophy

B A , Yale UniversityM A, Ph D, Boston College

G Foster Provost JrProfe vvor Enter itus of English

B S , Ph D , Louisiana State UniversityM A University of Oregon

Constanc,e Deucher Ramirez

A vsociate Professor of English

B A, Duquesne UniversityM A , University of North Carolina atChapel Hill

Ph D , University of PittsburghJ Roland E Ramirez

Professor of Philosophy

B A, University of Notre DameLicentiate, Le Saulchoir France

Ph D , Institut Catholique de ParisPaul A Richer

A vsociate Professor of Pyvchology

B A Bard College

M A, Ph D , New School for Social ResearchJoseph Francis Rishel

Professor ojHistory.

B S , Duquesne UniversityM S , M L S , Ph D, University ofPittsburgh

Kathleen Glenister Roberts

Asvivtant Professor of Communication

and Director of Undergraduate

Communication Studies

B A , B A, University of RichmondM A University of Notre Dame

Ph D , Indiana UniversityEva Robotti

Professor Enter itus of Coinin un i cation

B A, M A, West Virginia University

Tom Rockmore

Professor ojPhclosophy

A B , Carleton CollegePh D , Vanderbilt UniversityHabilitation a chriger des recherches,

Universite cle Poitiers

Lanei Roderneyer

AssiviantPtofessoi of Philosophy

B A , University of Notie DameM A, Ph D , State University of NewYork at Stony Brook

Charles T Rubin

Associate Professor of Political Science

B A, Case Western Reserve Univei sityPh D , Boston College

Marie Ciccone Sakmar

Instructor of Modei n Languages and

Literatures

A B , Geneva CollegeM A, Case Western Reserve University

Lorraine Sauchm

Instructor of Computer Science

B S Indiana University of PennsylvaniaM B A , University of Pittsbuigh

Rev John Sawicki, C S SpAsAi stunt Professor of Political Science

B A, Heidelberg CollegeM Div, Catholic Theological Union

M A L D , Fletcher S chool of Lawand Diplomacy

Ph D Tufts UniversityJohn D Scanlon

Professor Emerttu5 of Philosophy

B A, St Mary's SeminaryM A , University of DetroitPh D , Tulane University

Matthew L Schneirov

A^sociate Professor of Sociology

B A, M A, Ph D, University ot PittsburghDaniel Selcer

Assi,stant Professor of Philosophy

B A, Oberlin CollegeM A Ph D DePaul University

Lili Shashaam

Associate Professor of Computer Science

B A University of Tehran Iran

M S Central Michigan UniversityPh D Michigan State University

John Shepherd

Associate Professor of Multimedia Arts

and Chairperson, Department OfJournalism and Multimedia Arts

WON

267

B S, Carnegie Mellon University

M S Duquesne University

M S Ph D , University of Pittsburgh

LariSd Shtrdhman

In vtructor of Mathematics

B S , M S , University of Pittsburgh

Eva-Maria Simms

Associate Professor of Psychology

Study in Psychology at Philipps Universitaet

M A , Ph D, University of Dallas

Donald L Simon

Associate Professor of Computer Science

B S , M S , Carnegie Mellon Univeisity

Ph D , University of Texas at Austin

Michael Sipiora

Associate Professor of Psychology

BA MA San Jose State Univeisity

M A, Ph D, University of Dallas

Joseph W Sora

Assistant Professor ofJournalisin and

Multimedia Arts

B A, Catholic University ofAmerica

M A, Iona College

D A , St John's University

G Evan Stoddard

Adjunct AsAoc iate Professoi of

Sociology andAssociate Dean,

McAnuI07 College and Graduate

School of Liberal Arts

B A , M S , Brigham Young University

Ph D , Univei sity of Pittsburgh

Carmen Stonge

AsvivtantProfesvoi qfArtHivtoiy

B A , M A , State University of New

York at Stony Brook

Ph D , City University of New York

Judy Suh

Avyistant Professor ofEnglish

BA University of Notre Dame

M A , Ph D , University of Pittsburgh

Kathleen A Taylor

Profevsor ofMatheinati(s

B S , University of Dayton

M S , Ph D Michigan State University

Richard H Thames

A^sociate Professo) ofConiniunication

B A , Southwestern-at-Memphis

M Div, Pittsburgh Theological Seminary

Ph D University of Pittsburgh

William M Thompson-Uberuaga

Projessor of Theology

B A, St Thomas College

M Div St Thomas Seminary

S T M , St Mary's Seminary & University

Ph D , University of St Michael's

College, Toronto

Frank J Thornton

A^soctate Piofeysoi ofJournalmn and

Multimedia Ai ty

B S , M A Villanova University

Calvin L Troup

Associate Projessot of Coininunication

B A , Geneva College

M A, Ph D, The Pennsylvania

State University

Steven Bela Vardy

Dwingui5hed McAnulty Ptofevyor

of Hi vtor^,,

B S , John Carroll Univeisity

M A, Ph D, Indiana University

James Vota

Instructoi of Multimedia Arts

B A, M A, M A Ed, Duquesne University

Russell Walsh

Associate Professor of Psychology

B A , Long Island University

M S , Ph D University of New Mexico

Daniel Paul Watkins

Professor of English and Diiector of

Undergraduate English Studies

B A , University of Northern Alabama

M A, Auburn Univei sity

Ph D University of Maryland

Wallace S Watson

Piofessor Einerctu^ of English

B A, Wofford College

M A , Duke University

PhD Indiana Univeisity

Bernard J Weiss

Piofessor of History,

B A Ph D , Univeisity of Illinois

M A University of Chicago

Ann ThOtudS Wilkins

A s so(iate Profes soi of Cla% sic s

B A Wellesley College

M A Ph D , University of Pittsburgh

George S Worgul, Ji

Profesyor of Theology and

Depaitinent Chairperson

B A, M Div, M A, Niagara University

Ph D S T D , Catholic University

of Louvain

Dennis Woytek

A ssistant Professor of Multimedia Arts

B A M S , Duquesne University

William M Wright TV

Asvivtant P)ofevvor of Theology

B A Bdldwin-Wallace College

M A University of Notre Dame

Ph D Emory University

Wilhelm Stefan Wurzer

Professor of Philosophy

B A, Oakland University

Ph D , University of Freiburg, Germany

George Yancy

A ^ vi stant Pi ofes vor of Philosophy

B A , University of Pittsburgh

FACULTY

JenniferA Aitken

Asystont Prolessoi of Chemistili

B S , Rider University

Ph D , Michigan State University

Mary Alleman

A v;ociate Professor of Biological Sciences

B S , Ph D , University of California at Berkeley

Philip E Auron

PI ofessoi of Biological Sciences and

Depai tinent Chairperson

B S , Wilkes College

Ph D , Pennsylvania State University

Partha Basu

Associate Picfessoi of Cheini5try

B S , M S , Calcutta University

Ph D , Jadavpur University

Bruce D Beaver

Associate Prafey^oi of Cheinisny

B A, SUNY-Binghamton

Ph D , University of Massachusetts

PeterA Castric

Pi ofessor of Biological Sciences

B S , Oregon State University

Ph D , Montana State University

Scott M Cohen

Associate Pi ofessoi of Physics

B S Stanford Univeisity

M S Portland State University

Ph D University of Massachusetts at Amherst

M A Yale University

Ph D Duquesne University

Joseph D Yenerdll

Associate Professor of Sociology and

Duector Graduate Centerfor Social

and Public Policy

B S , California State College

M A Duquesne University

Ph D The Pennsylvania State University

Charles T Dameron

A ^sociate Professor of Cheinistry

B S , Ph D , Texas A & M University

K Thomas R Davies

Pi ofess oi of Physics and

Depathizent Chanpeison

B S , M S , Ph D, Carnegie Mellon University

Daniel K Donnelly

AdjunctPia/essoi, CERE

B S , Catholic University of America

M B A, University of Maryland

Ph D , George Mason University

Richard P Elinson

Professor of Biological Sciences

B A , Johns Hopkins University

Ph D, Yale University

Jeffrey D Evanseck

Professor of Chennstry

B S , Purdue University

Ph D, U C L A

Fraser F Flerning

Associate Professor of Chenustr.v

B S , Massey University

Ph D , University of British Columbia

Frederick W Fochtman

Dit ector Foi ensic Science and Law Pi ograin

Adjunct Associate Pi ofessor of Forensic Science

B S (Pharmacy), M S , Ph D , Duquesne

University

BAYER SCHOOL OF NATURAL AND ENVIRONMENTAL SCIENCES

ADMINISTRATION

David W Seybert, Ph D DeanK Thomas R Davies, Ph D Chan, Department of Physic^Philip E Auron, Ph D Chan, Depai uncut of Biological SciencesJeffry D Madura, Ph D Chair, Depai tinent of Chennstry and BiochenustryRobert Volkinar, QEP Interim Directoi, Centerfol Environmental Research and Education

Frederick W Fochtman Du ecto), Forensic Science and Law P7 ogi ani

M-61

M.

Simonetta Frittelli

As,sociate Professor of Physics,

Licenciada en Fisica

Universidad Nacional de CordobaCordoba, Argentina

M S , University of PittsburghPh D , University of Pittsburgh

Ellen S GawaltAssistant Profes,;or of Chemisoy

B S , Duke UniversityM A, Ph D, Piinceton University

H Bernard Hartman

ChairEmerituy ofBiological Sciences

B S , University of MarylandM S , American UniversityPh D , University of Connecticut

Jack W Hausser

Pi ofessoi Emeritus of Chemistry

B S , Case Institute of TechnologyPh D , University of Illinois

Derrick Hilger

A,s,sistantPio/evsoi of Physics

B A University of Minnesota at Morris

M S Ph D , Oregon State UniversityMichael I Jensen-SeamanAssistant Pi ofessot of Biological Sciences

B S , University of Wisconsin-MadisonPh D , Yale University

Mitchell E JohnsonAssociate Professor of Chemisay

B S , University of MiamiPh D , University of Massachusetts

Paul G JohnsonA ^ststant Professor of Chemistry

B A, Slippery Rock State CollegePh D , Duquesne University

Shahed U M KhanAssociate Professoi of Chemistty

B S , M S , Dhaka Universi- ty, BangladeshPh D , Flinders University of Southern AustraliaH M (Skip) KingstonProfessor of Chemisn ' v

B S , M S , Indiana University of PennsylvaniaPh D , The American University

David J Lampe

Associate Professor of Biological Sciences

B S St Louis University

M S Purdue University

Ph D University of Illinois

Lisa Ludvico

AssistantPiofessoi of Biological Sciences

B S University of Pittsburgh

MA Ph D , Pennsylvania State UniversityHeinz W Machatzke

Adjunct Professoi of Chenustiy

M S , D Sc , University of Freiburg

Jeffry D MaduraPi ofessor of Chemi siry and

Department Chairpei ^on

B S, Theil CollegePh D , Purdue University

Joseph R McCormick

AssociateProje^yoi of Biological Sciences

B A, University of DelawarePh D University of Rochester

Mihaela Rita Mihailescu

A 5sis^tant Piofessor of Chemistry

B S , M S , University of Bucharest, RomaniaPh D , Wesleyan University

Susan A MooreAsustant Pi ofeAsor of Biological Science,;

B S , Pennsylvania State UniversityPh D , University of Michigan

Becky L Morrow

AsststantPiofesvoi ofBiologiral Sciences

B S , Duquesne UniversityD VM, Ohio State University

Darryl J OzimekInsti uctor of Physics

B S Ed , Clarion UniversityM S , Kansas State University

Alicia Paterno

Avsistant Profeswr of Chemistry

B S , Ithica CollegePh D , University of Illinois at Urbana-Champaign

Tomislav Pintauer

Avustant Professor of Chemistiy

B S , M S , University of PennsylvaniaPh D, Carnegie Mellon University

JohnA Pollock

A 5sociate Professor of Biological Sciences

B S , M S , Syracuse UniversityPh D , Syracuse University

Brady A Porter

Assistant Pi ofessor ofBiological Sciences

B A, Ohio Wesleyan UniversityPh D , Ohio State University

Kurt C SchreiberProfesA or Einei itus of Chemisoy

B S , City College of New YorkAM, Ph D, Columbia University

Kyle W Selcer

Av^ociate Professor of Biological Sciences

B S , M S , University of Texas-Pan AmericanPh D , Texas Tech University

David W Seybert

Dean of the Bayet School of Natin al and

Environmental Sciences and Professor

of Chenustiv

B A , Bloomsburg State CollegePh D , Cornell University

Monica Sorescu

Associate ProfcssorofPhyvics

B S , M S , University of Bucharest, RomaniaPh D , Institute of Atomic PhysicsBucharest of the Romanian Academy

of Sciences

Omar W Steward

Pi ofessoi Einei itus of Chemisny

B S , University of DelawarePh D , Pennsylvania State University

John F Stolz

Professot of Biological Sciences

B S , Fordham UniversityPh D , Boston University

Julian Talbot

As,sociate Professor of Chemistiy

B A Churchill College,

Cambridge University, England

Ph D , Southampton University, EnglandNancy J TrunAsvistantPwfes,soi of Biological Sciences

B S , Ohio State UniversityPh D , Princeton University

Jana Patton-Vogt

Assistant Piojes,;or ojBiological Sciences

B S , University of WyomingPh D , University of Kentucky

Victor W Weedn

Viviting Piofeysoi of Foiensic Science & Law

B A , University of Texas at AustinI D , South Texas College of Law

M D , University of TexasTheodore J WeismarmAdjunct Piofevsor of Chemistry

B S , M S , Ph D , Duquesne UniversityStephanie J WetzelAssistant Piofe^vor of Chemisay

B A, Hood UniversityPh D , American University

Sarah K Woodley

A ^sistant Professor of Biological Sciences

B S B A , Indiana UniversityM S University of ChicagoPh D , Arizona State University

Jeanne Workman

Instructor of Biological Sciences

B S LaRoche CollegeM S Duquesne University

R T (R ) Montefiore Hospital

270

A.j. PALUMBO SCHOOL OF BUSINESS ADMINISTRATION

ADMINISTRATION

Alan R Miciak, Ph D DeanThomas A Pollack, Ph D AyyociateDean,Acadeanc ^uppoitanc/AcciecfitaaonWilliam E Spangler, Ph D Associate Dean, Academic and ReAearchLance Kurke Ph D Dirct tor M B A ProgtamsPhilip L Baird, III Ph D Department ChairpersonKathleen S Hart7el, Ph D Department ChairpersonJohn M Lanasa, Ph D Department ChairpersonMatthew R Marlin Ph D Depaitment ChaupersonNagaraj Sivasubranianiam, Ph D Depaitinent ChaopersonBarbata K Gregory M B A Budget CoordinatorBarry G Maciak B A E_xecutive Director ofthe Centerjoi Competitive Workforce DevelopmentAngela Arrington, M S Directca afthe Centerfor Cotporate and Elcec litive Echic ationMary T McKinney, Ph D Director ofthe Chryslei Coiporation Small BicsinesA Development CenterRon Morris M S Duector afEntietnenew tal Studies ProgramArthur W Ticknor, M B A Director of the Centet for Technology ManagementJames F Weber, Ph D Director of the Becod Centerfor Leadeiship in EthicsJoAnn Faix, A S As vi ^tant to the DeanCourtney Cox, M A T Mai keting and Communit ations CoordinatorMaggie Balmert, M S Ed AcademicAdviAorLinda Giannim M Ed Academic AdvisorKeith SOldrC7yk B S Academic Aclvi^orCynthia Stadtfeld, B S B A Advisement Coordinator

FACULTY

Suhai I Abboushi

AsvociateProfessoi ofManagenient

and Intet national Business

B A , New Mexico Highlands UniversityM B A , University of San FranciscoPh D , University of Pittsburgh

Priscilla Austin

AssistantProfes,soi ofAccounting

B S B A, Bucknell UniversityM B A , Duquesne UniversityC P A , Pennsylvania

Nesh Ayclogan

Assi,stant Profe^yoj ofLeadership &

Change Management

B S , Bilkent University, Ankara, TurkeyM A , University of British ColumbiaPh D , University of California, Irvine

Philip L Baird, IIIAvsociatePiofes,soi ojFinance

Chair Finance

B A , M B A , Ph D, University of TennesseeJennifer Bayley

histructin ofEconomi(s

B S , Lehigh UniversityM A, A B D, Temple University

Vashishta Bhaskar

As,sistanlPici/esmi ofFinance

Director of Investment Center

B S , St Stephen's CollegeM B A , Pennsylvania State University

George Bodnar

Associate Piofessoi afAccounting

B S B A, Bucknell UniversityM B A, Ph D , University of Pennsylvania

James B Burnham

Murrin Professor in Global Competitiveness

A B , Princeton UniveisityPh D , Washington University

William Carlson

AssistantPiofessoi ofFinance

B S , M S , Ph D, Carnegie Mellon University

Petros C Christofi

AsvociatePiofessoi ofManageinentScience

B S , Graduate Industrial School

ofThessaloniki

M

A '

University ofNew 01 leans

Ph D Pennsylvania State University

Dorene 6iletti

Insti uctoi ofAlfai keting

B S B A, M B A, Duquesne University

Antony Davies

A ^ vociate Pi ofessor of Economic^

B S , Saint Vincent College

Ph D , State University ofNew York (Albany)

Patrick Deegan

AsyistantPiofey^oi ofLau,

B A , Washington and Jefferson CollegeM B A , M S , Duquesne University

J D , Widener University School of Law

Ronald J DickAssistant Pi, ofes^or of Spot is Marketing

B S , Saint Joseph's University

M B A , Saint Joseph's UniversityEd D, Temple University

Matthew J DrakeA ^sistant Profe^ssca of

Supply Chain Management

B S B A , Duquesne University

M S , Georgia Institute of Technology

Ph D , Georgia Institute of TechnologyMordechai Gal-Or

AssiytantProfessoi ofInfointation

Systems Management

B S Technion - Israel Institute of TechnologyM S Northwestern UniversityPh D , University of Pittsburgh

Ryan Garvey

AsswantProfessoi ojFinance

B A , Mercyhurst CollegeM B A, Providence CollegePh D , University College Dublin

Virginia W Gerde

A^sistant Piojessor ofBuszne^s Ethics

B S E , Princeton UniversityM E , University of VirginiaPh D , Virginia Polytechnic Institute and

State University

Pinar Geylani

Asywant Piofes^or ofEconomics

B S , Bilkent UniversityM S , Ph D , Pennsylvania State University

Sharon L Green

Associate Piofessor ofAccounting

B S B A, M B A, Indiana Universityof Pennsylvania

Ph D , University of PittsburghSteven Greenberg

EA ecutive in Residence for Spot is Marketing

B A , University of PittsburghAudrey Guskey

Associate Professoi of Mai keting

B S B A, Robert Morris UniversityM B A , Ph D , University of Pittsburgh

David P Hanson

A Y^ociate Pi ofessoi of

Inlet national Bumness

B S , Haverford CollegePh D , University of Florida

J D, University of Michigan

271

Kathleen S HartzelA s^ociate Professca of Infoi mation

Systems Management

Chair, Suppl^y Chain and Infoi motion

System Y Management

B S , Bloomsburg University of PennsylvaniaM S , Pennsylvania State UniversityPh

D , University of PittsburghTrevor H Jones

Associate Piofesscu ofInformation

System ^ Management

C I M A, Institute of Management Accounting,London

M S , University of MarylandPh D , Drexel University

Maryellen KellyAssistan I Pt ofessoi of Mai keting

B A, Chatham CollegeM B A , Ohio State UniversityPh D , The Union Institute & University

Paul M Klein

Assistant Professor ofLavv and Ethics

B A , Pennsylvania State UniversityJ D , Duquesne University

Robert J KollarAs^smtant Profe^soi ofA(counting

Duectin, Master ofAccountancy and

Ta,xation Piograms

B S B A, M B A, Duquesne UniversityC P A, Pennsylvania

Lance B Kurke

Dit ectoi, M B A Programs

Associate Piofcssoi ofManagement

B S , Stetson UniversityM B A, M A, Ph D, Cornell Univer,,ity

Conway L Lackman

Associate Professor of Mai keting

B A, Ohio Wesleyan UniversityM S , Arizona State UniversityPh D , University of Cincinnati

John M LanasaAssociate Professoi oj Mai keting

Chair, Marketing and Enti eprcnew ship

B S , Point Park UniversityM B A , Duquesne UniversityPh D , University of Pittsburgh

S Jay LiebowitzA ^sociate Pi ofe^soi of Otganizalional

Behavicii and Human Resoto cc Management

B A , State University of New York (Cortland)Ph

D , University of TennesseeGustav Lundberg

Piofessor of Management Science and

Injot niation System ^ Management

B A, M A, Swedish School of EconomicsB S , M S , University of HelsinkiPh D , State University of New York (Buffalo)

272

273

Matthew R Marlin

Piofeysoi ofEcononuc5

Chao, Econoinics and Quantitative Analyus

B A , Ph D , Florida State UniversityKen Matejka

Pi ofessor ofManageinent

B S B A , Point Park UniversityM B A , University of Missouri at Kansas CityPh D , University of Arkansas

John Mawhinney

Executive Asustant Pioje^yor in Residencefoi

Supply Chain Management

B S , Ohio State UniversityM B A , University of Pittsburgh

Thomas E McCueAssociate Piojey^oi ofFinance

B A , Temple UniversityM B A , Virginia Polytechnic Institute and

State University

Ph D , University of North CarolinaElaine McGivern

AsywantPiofev;oi ofManagementScience

B A , San Diego State UniversityM A , Ph D , University of Pittsburgh

Bernadine Meyer

P) ofessor Einerita

B Ed, M S , J D , Duquesne UniversityEd D , Columbia University

Alan R Miciak

Dean

Piofcssoi of Marketing

B S B A , Kent State UniversityM B A, The University of ToledoPh D , Kent State University

Ron Morris

Dnectoi ofEntiepieneinial Studies Piogiam

B S , Westminster CollegeM S , University of Pittsburgh

Thomas J MurrinDistinguished Service Pioje^soi

B S , Fordham UniversityHonorary Doctorates, Duquesne University and

Fordharn University

Brian M Nagle

Associate Pi ofessor ofAccounting

B B A, Siena CollegeM S , State University of New York (Albany)Ph D , Saint Louis UniversityC P A , New York

Jennifer P Nightingale

Instructol oJinfolination

Sistenis Management

B A , University of Pittsburgh

M Ed, M S , Duquesne University

David W Pentico

Profes^oi of Management Science

A B Dartmouth CollegeM S Ph D , Carnegie Mellon University

Amy Luginbuhl Phelps

AssistantProfes^oi ofManageiventScience

B A, M S, Ohio UniversityM A S , Ohio State UniversityPh D , University of Pittsburgh

Thomas A PollackAssociate DeanlAcademic Support

andAccieditation

Associate Piofessoi ofInforniation

Systenis Management

B S B A , Pennsylvania State UniversityM Ed, Duquesne UniversityPh D , University of Pittsburgh

William D Presutti, Jr

Associate Ptofessoi of Supp^vChaln

Management and Mai keting

B S B A, Duquesne UniversityM A Northeastern Univei sity

Ph D , Carnegie Mellon UniversityStephen E Rau

AssoriateProje^^oi ofAccounting

B S B A, Robert Morris UniversityM B A , Ph D , University of Pittsburgh

Jeffrey Roberts

Assistant Piofessoi oflnfoi ination

Systems Managemekt

B S , Miami UniversityM B A, The University ot TexasM S , Carnegie Mellon UniversityPh D, Carnegie Mellon University

Kenneth A SabanAssociate Professor ofMaiketing

B S B A , Youngstown State UniversityM S J , Northwestern UniversityPh D , University of Pittsburgh

Jan Napoleon Saykiewicz

Profcssot of Mai keting and

Intei national Marketing

P M A , University of WarsawM S , Econ , Ph D , D Sc, Central School ofPlanning and Statistics, Warsaw

Seleshi Sisaye

Pi ofessor ofA ccounting

B A, Addis Ababa UniversityM A , University of Illinois at ChicagoM L S , State University of New Yoi k (Albany)Ph D , Cornell UniversityM B A , Ph D , University of Pittsburgh

Nagaraj Sivasubrarnamain

A."ociate Pio^esyor ofManagetnent

Chou, LeadeiAhip & Change Management,

Ethics and Global Bicsines^

B E , Birla Institute of Technology and ScienceP G Diploma, International

Management Institute

Ph D , Florida International UniversityJohn C South

Piofessor Emetitus

B A, Muskingum CollegeM A , Ph D, Ohio State University

William E SpanglerAssociate DeanlAcadeniic and Reyearch

Associate Pi ofessor of Injoi ination

Systems Management

B A , University of South FloridaM B A, University of HawaiiPh D , University of Pittsburgh

Ronald Surmacz

A^sistantPiofesyoi ofEconinnicy

M B A , Duquesne UniversityB A, M Ed, Ph D, University of Pittsburgh

FACULTYKathleen H Begler

Assi,stant Professin

Clinical Cooidinator

Depai intent oJ Health Management Systems

B S , University of PittsburghM P M , Carnegie Mellon University

Jeryl D BensonInsh uctol

Depai tinent of Occupational Therapy

B S , M S , University of PittsburghDiane Borello-France

A ^si ^tant Pi ofessor

Depot Intent of Physical Thei apy

B S , M S , Ph D , University of PittsburghCathei me S Brumbaugh

Clinical Inso uctol

Depai tinent of Speech -Language Pathology

B S , M A , Bowling Green State UniversityAnne M Burrows

Assistant Piofessor

Depot intent of Physical Thei ap),

B S , M A Ph D , University of PittsburghD PT, Slippery Rock University

Gerald Tatar

Associate Ptofey,^oi of Information

SyAtenis Management

B S , M Ed, California Universityof Pennsylvania

Ph D , University of PittsburghDavid M Wasieleski

A ^sistant Pi ofessoi of Business Ethics

M B A, Duquesne UniversityB A , Ph D , University of Pittsburgh

James F Webei

Pi ofe^mr of Business Ethic^

B A, Loyola University, Los AngelesM B A, St Louis UniversityPh D , University of Pittsburgh

Charles Wilf

A^swantPjofesAoi ofEconoinic^

B A, Bucknell UniversityM S , Florida State UniversityPh D , University of Pittsburgh

Valerie Williams

A sswant Professor ofAccounting

B S , Duquesne UniversityM B A , University of PittsburghC I A, C P A, C H FP, Pennsylvania

Bridget C CalhounAssistantPiofe6soj

Depai tinent Chanpei You

Depai nnent oJ Phyucian As,^istant

B S , M M S , St Francis UniversityM PH , University of Pittsburgh

RobeitJ Campbell

Assistant PiofeAsoi

Depat tinent of Health Nfanagenient Systems

B A , Bethany CollegeM L S , Ed D , University of Pittsburgh

Christopher R Carcia

Assistant Piofessoi

Depin tinent ofPh.vucal Therapy

B S , Beavei CollegeM S , NIGH Institute of Health PiofessionsPh D , University of Virginia

Yang ChenA ^Ywant PioJev;or

Depai tinent of Speech-Language Pathology

B Se , Nanjing UniversityM A ,

Ph D , University of Connecticut

John G. Rangos, Sr. School of Health Sciences

ADMINISTRATION

Gregory H Frazer, Ph D Dean

Deborah L Duri ca, B S P S Director of Student and Alumni Services

Denise M Dinwiddie, B S P S Director of Budget and Management

274

275

F Richard Clemente

A^,sociate Pi ofessot

Depai tment Chanpej son

Department ofPhysical Therapy

B S University of Pittsburgh

M S Ph D, University of KentuckyPatriciaA Crist

Piofessol

Department Chairperson

Department oj Occupational Therapy

B S , M S , Colorado State UniversityPh D , University of Northern Colorado

Christopher J DalyAssociate Professoi

Department of Physician Assistant

A B Holy Cross CollegeM D Georgetown University

Leesa M DiBartola

Assi Ytan t Projessoi

Depai tinent of Physical Thei opy

B S , M Ed , Ed D , University of PittsburghM P T, Chatham College

Michael J Essig

Medical Dnector and As ^istant Piojes sor

Department of Phyvic ion Assistant

B A Carnegie Mellon University

M D University of Pittsburgh

Susan Felsenfeld

Clinical Associate Pi ofessoi

Depai tment of Speech -Language Pathology

B A, M A, University of California,Santa Barbara

Ph D , University of MinnesotaGregory H Frazer

Professor

Dean

Ofjice of the Dean

B S , Indiana UniversityM S , Ball State UniversityPh D , Southern Illinois University

Davida Fromm

As^Want Pi ofessot

Depai tment of Speech - La nguage Pathology

B A , University of MichiganM S , University of WisconsinPh D , University of Pittsburgh

Kathryn L Garrett

Clinical Associate Profe^soi

Department of Speech-Language Pathology

B S , Pennsylvania State UniversityMS Ph l), Univeisity of Nebraska, Lincoln

Keith M Gorse

Insti u( tol

Clinical Cooidinatoi

Depai tment ofAthletic Taining

B S , M Ed , University of Pittsburgh

Anne Marie Witchger Hansen

histructoi

Depat Iment of Occupational Therapy

B S, Mount Mary CollegeM S , University of Wisconsin, Milwaukee

Peggy A HouglumA v^want Professoi

Department ofAthletic Training

B S , University of MinnesotaM S , Indiana State UniversityPh D , University of Virginia

Joan M Kiel

A Ysociate Pi ofessoi

Depai tment of Health Management Systems

B S , Duquesne UniversityM P A, M Phil, Ph D, New York University

Mikael D Z KimelmanAssociate Professoi

Depai tment Chaupei son

Department of Speech-Language Pathology

B S , California State University, HaywardM A, University of FloridaPh D, University of Wisconsin, Madison

Mary T Marchetti

Insti actor

Depai tment of Phy^ical Therapy

B S , Bridgewater State CollegeB S , M S , University of Pittsburgh

Gregory F Marchetti

Assistant Ptofessor

Depoi tivent of Physical Therapy

B S , University of MarylandM S , Ph D , University of Pittsburgh

Lori J MarraClinical In^sti uctot

Department of Speech-Language Pathology

B A , Duquesne UniversityM A , Kent State University

RobRoy L Martin

As vivtant Piofessoi

Department of Physical Thet apy

B S , State University of New YorkPh D , University of Pittsburgh

Allison A Morgan

III's h lictof

Depai tment of Physician Assistant

B S , M P A, Duquesne University

Jaime Phillip Mufioz

Assistant Professoi

Depai tment of Occupational Thei apy

B S , University of KansasM S , University of Illinois, ChicagoPh D , University of Pittsburgh

Annette A NeffClinical Insti, uc toi

Department of Speech -La nguage Pathology

B A , University of PittsburghM S , Pennsylvania State University

Martha Petersen

Assi stant Pi ofessoi

Depai tment ojPhysician A^sistant

B A, Adams State CollegeB S , Trevecca Nazarene CollegeM PH , East Stroudsburg University

Clifford R Pohl

A^sociate Piofes^soi

Depai tinent of Physical Thei apy

B S , Wright State UniversityPh D , University of Rochester

Ingrid M Provident

As^want Piofessor

Fieldivoi k Coordinatot

Department oj Occupational Thei apy

B S Dominican CollegeM S Ed D, Duquesne University

Gary J RentschlerClinical Assistant Pi ofessoi

Clinic Do ector, Depai tment OfSpeech-Language Pathology

B A, Baldwin-Wallace CollegeM A, Ph D , State University of New York,at Buffalo

Linda Jean Sekhon

A ^^istant Piofe,;soi

Depai tment of Physician As^want

B S , Gannon UniversityM M S , St Francis University

Susan E SnyderClinical Insti uctor

Depai tinent ofSpeech-Language Pathology

B A , M A, Michigan State UniversityAn D , Arizona School ot Health Sciences,Kirksville School of Osteopathic Medicine

David L Somers

As,sociate Professor

Depai tment of Physical Therapy

B S , M S , Ph D, Medical University ofSouth Carolina

Martha F Somers

In^s n ia- tol

Depat tment of Physical Therapy

A B Earlham CollegeM S Duke University

Caterina F Staltari

Chni(al Insti lictoi

Department of Spee(h-Language Pathology

B A , M A , University ot PittsburghPerri Stern

As^sociate Piofessoi

Depai tment of Occupational Thei apy

B S Tufts UniversityM A, New York UniversityEdD University of Virginia

Paula Sammarone Turocy

Associate Picfevwr

Department Chairperson & Anna L Rangos

Rizaku^ Endoii,ed Chairfoi Health Sciences

and Ethics

Depai tnient of Athletic Training

B S , West Chester State CollegeM A, Michigan State UniversityEd D , University of Virginia

Jane L Wetzel

Assistant Professor

Academic Coordinatoi oj Clinical Educalion

Depai tment of Physical Therapy

B A, Ohio Wesleyan UniversityCertificate of PT, University of Pennsylvania

M S , University of Southern CaliforniaPh D , University of Pittsburgh

Diane L Williams

Assistant Professoi

Depai tment of Speech -Language Pathology

B A, Auburn UniversityM A , Villanova UniversityM A , University of TennesseePh D , Bowling Green State University

276

2^7

Edward Kocher, Ph D

Kenneth Burky, M M

Nicholas Jordanoff, M Ed

Amanda M Ford, M M

Kathleen Ingold

FACULTY

Christopher Allen

Adjunct Pi, ofessor ofPei cussion

B M , Curtis Institute of Music

M M, Temple University

Member, Pittsburgh Symphony

Sr Donna Marie Beek, MT-BC

Profes^or and Chair ofMusic Thet apy

B S , M M Ed, Duquesne University

M A , Duquesne University

Fellow of Assoc of Music and Imagery- Mid-

Atlantic Institute

Ph D, Duquesne University

Scott Bell

Adjunct Piofessor of Oboe

B M , Cleveland Institute of Music

Member, Pittsburgh Symphony

Stephen Benham

Assistant Professoi of Music Education

B S , University of Minnesota

M M, University of Michigan

Ph D , Eastman School of Music

Deborah Benkovitz

Adjunct Pt ofessor of Music Therapy

Cincinnati Conservatory of Music

Music Therapy Certification,

Duquesne University

M S W, L S W, University of Pittsburgh

Neal Berntsen

Adjunct Professoi oJ Trumpet

B M University of Puget Sound

M M Northwestern University

Member, Pittsburgh Symphony

Ronald Bickel

Adjunct Pi ofessoi ot Piano

B S , M M , Duquesne University

Thomas Blobner

Adjunct Piofessor ofMusicianship

B A , University of Pittsburgh

Judith Bowman

Pi ofessor of Music Education and

Music Technology

B S , Nazareth College

M M, Ph D , Eastman School of Music

Dean

Director, Undergraduate Division

Director of Music Admissions

Assistant Dean

Assistant to the Dean

Maureen Budway

Adjunct Projessor of Voice

B M , Duquesne University

M F A, Carnegie Mellon University

Kenneth Burky

Professoi and Chan ofPzano and

Co-Chau of Performance

B M, Oberlin College

M M , Indiana University

Patricia Donohue Burns

Adjunct Professor oJ Voice

B M , Oberlin Conservatory

M M, New England Conservatory of Music

Damian Bursill-Hall

Adjunct Professor of Flute

B M, Eastman School of Music

M A, University of California

Member, Pittsburgh Symphony

William Caballero

Adjunct Professor ofFi ench Horn

B M, New England Conservatory of Music

Member, Pittsburgh Symphony

Robert Cameron

Piofessoi ofMtoic, Chair ofEnsembles

and Directoi of Bands

B M University of Miami

M M University of Michigan

D M A, University of Maryland

Troy Centofanto

AdjunctProfessoi ofMusic Technology

B S , M M , Duquesne University

Michael Chapman

Adjunct Professor of Classical Guitai

B M , M M Duquesne University

Jennifer Conner

Adjunct Professoi of Flute

B M, The Juilliard School

Member, Pittsburgh Symphony

David Craighead

Adjunct Piofessor of Oigan

B M in Organ, Curtis Institute

Professor Emeritus,

Eastman School of Music

Murray Crewe

Adjunct Professoi ojBass Tiombone

B M , University of British Columbia

Member, Pittsburgh Symphony

David Cutler

Assistant Piofessor oJMusicianship

B M, University of Miami

M M , Eastman School of Music

D M, University of Indiana

Joseph Dallas

Adjunct Piolessor ofJa= Tiombone

B M, Morehead University

Anthony DiVittorio

Adjunct Professot of Piano

B S , Duquesne University

Paul Doerksen

A ^sistant Professoi and Chaii of

Music Education

B M , Western Washington University

M M , Northwestern University

Diploma of the Faculty of Fine Arts in Music,

The University of Calgary

Ph D , Ohio State University

Dwayne Dolphin

A drunct Pi ofessoi of Jazz Bass

Steven Estrella

Adjunct Professoi ofMusic Technology

B A , Eckerd College

M A , Claremont Graduate School

Ph D , Temple University

Matthew Evancho

Adjunct Professor of Eto hythmic^

B S , Duquesne University

Amanda M Ford

A ssistant A of6,sor and Assistant Dean

of the Maty Pappert School ofMusic

B F A, M M , Carnegie Mellon University

Shawn Funk

Adjunct Piofessoi ofMusic Education

B S , Clarion University of Pennsylvania

M M, Duquesne University

Perry J Gatch, III

Adjunct Piofessor ofMmsic Education

B M M M, Duquesne University

James Gorton

Adjunct PioJesvor oJ Oboe

B M , Eastman School of Music

Member, Pittsburgh Symphony

Guenko Guechev

Assistant Pi ofessoi and Chait of Voice

M M , State Conservatory of Music,

Sofia, Bulgaria

Jarnes Guerra

Adjunct Piofe^ssor ofJazz Saxophone

B M , Berklec College of Music

Sidney Harth

Adjunct Professoi of Violin, Du ector of

Orchesti al Activities

B M , Cleveland Institute of Music

Elisabeth Heath-Charles

Director ofAthletic Bands

B M, University of North Carolina

M M , Duquesne University

James Houlik

PioJessor of Saxophone, Co-Chair

of Peifoi mance and Chair of Woodivinds

B S , State University of New York

at Fredonia

M S , University of Illinois at Urbana

Micah Howard

Adjunct Piofessor of Double Bass

B M , Youngstown S tate

M M, Duquesne University

Jack Howell

Adjunct Projessor of Clai inet

B M, M M, University of Northern Colorado

George Hoydich

Adjunct Piofessor of Music Education

B S , M M , Duquesne University

Roger Humphries

Adjunct Pi ofessor ofJa= Percussion

Mikhail Istoinin

Adjunct Pi ofessor of Cello

B M , M M , St Petersberg Conservatory

Member, Pittsburgh Symphony

Joseph Willcox Jenkins

Ptofessoi Emeritu^s oJMusicianship

B S , St Joseph's College

B M, M M, Eastman School of Music

Ph D , Catholic University of Amei ica

Scan Jones

A ssistant Professor of I= Studies

B M , Youngstown State University

M M, Rutgers University

Christine Jordanoff

Piofevsoi ofMusic Education and

Directoi of Choral Oiganizations

B S , M M, Duquesne University

Diploma, Kodaly Music Training Institute

Ceitificate, Liszt Academy of Music

Nicholas Jordanoff

A 5sociate Professor of Music and

Du ector of Mits ic Admission Y

B S , M Ed, Duquesne University

MARY PAPPERT SCHOOL OF MUSIC

ADMINISTRATION

278

279

Kenneth Karsh

Adjunct Pi ofevyot of Guitai

B M , M M, Duquesne University

Randolph Kelly

Adjunct Professor of Viola

B M , Curtis Institute of Music

Member, Pittsburgh Symphony

Rhian Kenny

Adjunct Piofessoi ofFlute

B M, McGill University

Member, Pittsburgh Symphony

Thomas Kikta

A Ysistant Professor of Music Technology

B M , North Carolina School of the Arts

Maribeth J KnaubAdjunct Piofessoi, Alexander Techniquey

B M , Lawrence Conservatory

M M, Peabody Conservatory, Johns

Hopkins University

Ed D , University of PittsburghCraig Knox

Adjunct Professor of Tuba

B M , Curtis Institute of Music

Member, Pittsburgh Symphony

Mark Koch

A djunct Pi ofessoi and Assistant Chan

of Guitai

Edward Kocher

Pi ofessoi and Dean of the Allary Pappert

School of Mw ic

B M E , Northwestern UniversityM A, University of IowaPh D , University of Illinois at Chicago

Ann Labounsky

Profcssoi oJ Organ and Chao of Oigan and

Saciea(Muyic

B M, Eastman School of Music

M M , University of Michigan

Ph D , University of PittsburghDiploma, Schola Cantorum

Diploma, Ecole Normale

Lance LdDuke

Adjunct Pi ofessoi ofEuphonium

B M , Michigan State University

Charles Lirette

AdiunctProfe^soi of Tiumpet

B M, Oberlin College

Member, Pittsburgh Symphony

Jeffrey Mangone

Adjunct Professot ofDouble BasslBass Guitar

B S , Duquesne UniversityDonald McKinney

Adjunct Piofessoi, Ensembles and

Associate Conductoi

B S , Duquesne UniversityM A , Indiana University of Pennsylvania

Elizabeth Moll

As^sistant Profes^sor ofMusic Education

B M, M M E , Indiana UniversityAnthony Mo),vod

Adjunc t Pi ofeysoi ofJazz Stuchey

Joseph Negri

Adjunct Pi ofessot of Guitar

Philip Pandolfi

Adjunct Proleywr of Bassoon

B M, Indiana University

M M, Temple University

Member, Pittsburgh Symphony

Charleen Pavlik, Ph D, LSW, MT-BCAdjunct Professor olMusic Therapy

B A Mary Manse CollegeM S W, Ph D, University of Pittsburgh

Philip Pfatteicher

Adjunct Pi, ofe^ssor of Organ

B A, Amherst CollegeM A , Ph D, University of Pennsylvania

Claudia Pinza

Adjunct Professor of Voice

Diploma, Liceo Conservatorio di

Bologna, Italy

Henry Stephen Pollock

Adjunct Professoi of Saxophone

B M, M M , North Carolina School of the Arts

Lynn Purse

A)Aociate Profeysor ofMuAic Technology

B A, Chatham CollegeM M, Duquesne University

William Purse

Pi ofe5yor and Chair of Guitin and

Music Technology

B M , M M, Duquesne University

Misha Quint

Adjunct Pi ofessoi of Cello

Diploma, Leningrad Conservatory

John RaevensA^s,sociate Professor ofMusic

Certificate, Lemmens Institute

Andrew Reamer

AajunctPrcfe^ysorandChcni ofPercuysion

B M , M M , Temple University

Member, Pittsburgh Symphony

Sr Carole Riley, C D PPiofe^3oi of Piano

B S, M M , Ph D, Duquesne University

Francisco Rodriguez

Adlunct Ptofessoi of Recording

Arty and Sciences

B S , Richmond CollegeRCA Institute of Technology

Leonard Rogers

AdjunctProfessot ofPercussion

B S , Duquesne UniversityRebecca Rollett

Adjunct Pi ofessor of Performance Studies

B M, Oral Roberts University

M M, Carnegie Mellon University

Ronald Samuels

AdjunctPiofeysoi ofClaiinet

B M , University of Southern California

Member Pittsburgh Symphony

Linda Sanders, M R E MT-BCAdjunct Professoi of Music Therapy

B M, Westminster College

B S , Duquesne UniversityM R E , Pittsburgh Theological Seminary

Andrew Scanlon

Adjunct Piofesyoi of Oigan and Sacied Music

B M , Duquesne University

M M Yale University

Robert Shankovich

Professoi of Music Theory, Director oJ the

Graduate Division, Chair ofMti^sicianyhip

B S , M M, Duquesne UniversityD A, Carnegie Mellon University

Aaron Shearer

Adjunct Professot of Guitar

Gregory Shearer

Adjunct Ptofessor of Compoution

B M , Indiana University

M M, University of Northern Colorado

D M A, Northwestern UniversityRoger Sherman

Adjunct Pia/esyor of Trumpet

B M E, M M E, Eastman School of MusicMember, Pittsburgh Symphony

Taylor Sinclair

Adjunct Professor of Music Technology

B M, Duquesne University

Zachary Smith

AdjunctProfe^^oi ofFtenchHorn

B M , Eastman School Of MusicMember, Pittsburgh Symphony

Natasha Snitkovsky

Adjunct Professor ofPiano

Diploma, Moscow Conservatory

David Sogg

AdiunctPiofessoi ofBassoon

B A , Harvard UniversityM M , University of Southern California

Member, Pittsburgh Symphony

Brian Stahurski

AdjunctPio/es,sot oJBa5s1Ja=Stuchey

B M, M M, Duquesne University

Chdries Stegeman

Associate Professoi of Nolin and

Chau of Sn ings

B M , Curtis Institute of Music

M M, The luilliard School

Rachel Stegeman

Adjunct Pi ofessot of Violin

B M, Duquesne University

David Stock

Profevsot of Composition

B F A, M F A, Carnegie Mellon UniversityM F A , Brandeis University

Peter Sullivan

AdjunctProfeyvoi of1roinbone

Ottawa University

McGill University

Aspen Music School

Member, Pittsburgh Symphony

Eliyahu Tamar

Assistant Pio/essor ofMusicianylnp

B M, M M, Rubin Academy of Music,

Tel Aviv University

Ph D , University of PittsburghRichard Teaster

A ^si Ytant Directot of Choi al Organizations

B M , North Carolina School of the Arts

M M, Rice University

Michael Tomaro

Associate Profe^soi of Savophone and

Directoi ofJazz Studies

B S M E , Duquesne UniversityM A , George Mason University

Jeffrey Turner

Adjunct Pi ofesyoi of Double Bas yB M, Eastman School of Music

Member, Pittsburgh Symphony

Gretchen Van Hoesen

Adjunct Profeysor of Haip

B M M M, The Juilliard School

Member, Pittsburgh Symphony

George Vosburgh

Adjunct Pf ofessor of T untpet

B M , Eastman School of Music

Member, Pittsburgh Symphony

280

281

David Allen Wehr

Piofes^^oi and Jack W Geltz

Di.stinguishedPiano Chau

B M, M M , University of Kansas

Anne Martindale Williams

Adjunct Professoi of Cello

Curtis Institute of Music

Member, Pittsburgh Symphony

Jessica Wiskus

A ^uslant Professor of Musicianship

B M, University of Iowa

M M, M M A, D M A, Yale University

SCHOOL OF NURSING

Christopher Wu

Adjunct Profe^soi of Violin

B M , M M, Eastman School ofMusic

Member, Pittsburgh Symphony

R J Zimmerman

Adjunct Picifes5or of Guitai

B M , Virginia Commonwealth University

L Kathleen Sekula

A,ssociate Pio/esyor of Nuising

B S N Duquesne UniversityM S N Ph D , University of Pittsburgh

Lynn Simko

Associate Professoi ofNia ving

B S N Carlow CollegeM PH M S N , University of PittsburghPh D , Duquesne University

Cherith Simmer

Assistant Picifessoi ofNinsing

Assistant Dean, Recruinnent

B S N , Michigan State UniversityM S , University of Michigan

Patti Skorupka

Assistant Piofessor of Nursing

B S N Saint Anselm CollegeM S N Ph D , University of Pittsburgh

Shirley Powe Smith

Asyistant Pio/essor offursing

Cooichnatoi, Continuing Education

B S N , M N Ed , University of PittsburghPh D , Duquesne University

Mary Ann Thurkettle

Ass^ociate Professin of Nio sing

B S N , Case Western Reserve UniversityM S Ohio State UniversityPh D Case Western Reserve University

MicheleA Washowich

histructoi

B S N , Pennsylvania State UniversityM S N, Duquesne University

Kathryn E WiltInsti actor

B S N Carlow CollegeM S N University of Pittsburgh

Rick Zoucha

A 5sociate Professor of Nursing

B S N University of the Incarnate WordM S , Texas Woman's UniversityD N Se, Rush University, Chicago

Eileen Zungolo

Profe^ssor and Dean, School of Nui sing

B S, M Ed, Ed D, Teachers College,Columbia University

ADMINISTRATION

Eileen Zungolo, Ed D, R N, FAAN Dean

Joan Such Lockhart, Ph D , R N , CORLN, AOCNO FAAN AssociateDeanjoi AcadeinicAffairyLeah Vota Cunningham M N Ed, R N Assistant Dean, Student Services

Cherith Simmer, M S, R N Assistant Dean, Rerruitment

FACULTY

Cathy Caton

Instructor

B S N Duquesne UniversityM S N University of Pennsylvania

Diane Colizza

Assistant Ptojessor ofAlursing

B S N, Carlow CollegeM N , University of Pittsburgh

Leah Vota Cunningham

Assistant Professor of Nin sing

Assistant Dean, Student Services

B S N , M Ed , Duquesne UniversityM N Ed , University of Pittsburgh

Linda Goodfellow

Associate Pi ofessor of Nui ung

B S N, M N Ed, Ph D,University of Pittsburgh

Carolyn Griffin

Ills n uctol

B S N, M S N, University of PittsburghWendy Henderson

Insti uctol

B S N, M S N , Univeisity of PittsburghRosanna Henry

Dii ector, Lew ning Resoui cc Centei

B S N, Carlow CollegeM S N , The Pennsylvania State University

Gladys Husted

DwinguishedPiojessoi ofNiusing

B S N M S N , Ph D , University of Pittsburgh

Maureen Leonardo

Associate Piofess^or of Nursing

B S N , Indiana University of PennsylvaniaM N , University of PittsburghPost-Master's F N P, Duquesne University

Debra Lewis

Instrucloi

B S N, Slippery Rock UniversityM S N , Duquesne University

Joan Such Lockhart

Picifessoi of Nuising

Associate Deanfoi AcadenucAffan

B S N, M N Ed, Ph D,University of Pittsburgh

Joan A MastersAs^swantPiofes,soi offtising

B S N , M S , Ph D, Ohio State UniversityKathy Mayle

Insh u(tor

Du ector, Centei for Health Cin e Divei vity

B S N , M N Ed, M B AUniversity of Pittsburgh

Lenore Resick

Associate Pi ofesyoi ofNui sing

Dnectin, Nurse-Mai i aged ff`ellne^s Centers

B S N , M S N , University of PittsburghPost-Master's Transcultural Nursing, Ph D ,

Duquesne University

Luann Richardson

Assistant Piojessoi of Nurung

B S N , University of AlabarnaM S N , University of PittsburghPh D , University of Pittsbuigh

282

283

J Douglas Bricker, Ph D

Stephen C Morrison, M A

FACULTYDivision of Clinical, Social and

Administrative Sciences

Hildegarcle J Bercline

A Ysistant A ofessor of Pharmae.v Pi octice

B S (Pharmacy) — S U N Y (Buffalo)

Pharrn D — Duquesne University

Raymond A Eder

Assoc iate Pi ofessoi of Pharmacy Pi actice

B S (Pharmacy), Pharm D —

Duquesne University

Henry R Freedy, Jr

As^ociate Pi ofessor of Pharmacy Pi actice

B S (Pharmacy), Pharm D

Duquesne University

PatriciaA Keys

A Ysociate Pi ofessoi of Phai maev Pi actice

B S (Pharmacy) — S U N Y (Buffalo)

Pharm D — Duquesne University

Robert V LaUX

Pharmacy Practice Assistant Professor

B S (Pharmacy) — University of Pittsburgh

Pharm D — Duquesne University

John G Lech

Duectoi ofPharniaceuticalliifoiiiicitioii Centei

A ssociate Pi ofessoi of Pharniac ' v Pi actice

B S (Pharmacy), Pharm D —

Duquesne University

Bruce H Livengood

A^^ociatePiofe^soi ofPhaiinacyPiactice

B S (Pharmacy) — Temple University

Pharm D — Duquesne University

Marsha A McFalls-Stringert

AsswantPiofessoj ofPharmacyPractice

BS (Pharmacy), PharrnD —

Duquesne Univei sity

Mary G Mihalyo

Phannac - vPiacticeAssistantPiofessoi

B S (Pharmacy), Pharin D —

Duquesne University

Christine K O'Neil

Directoi of Centei foi Phai inacy Cat e

Asyociate Pi ofes^oi of Pharmacy Pi actice

B S (Pharmacy), Pharm D —

Duquesne University

Thomas L Rihn

Associate Piofessor ofPharinac,v Piactice

B S (Pharmacy), Pharm D —

Duquesne University

Monica Skomo

Asswant Professor ofPharinacy Practice

B S (Pharmacy), Pharm D —

Duquesne University

Pharmaceutical Administration

Anthony J Amadio

Piojev^oi ofPhariiiaceiiticalAdiiiini,;tiatioi7,

Einei itus

B S , M Litt — University of Pittsburgh

B S (Pharmacy), M B A —

Duquesne University

ElizabethA Coast-Senior

AssistatitPiofessorofPhainiacj^Aciii7iiiistration

BS (Pliarmacy),PharmD —

Duquesne University

Shane P Desselle

Dircctoi ofAssevsnient and

Educational Strategies

Piofessoi ojPhaiii7aceitticalAdiiiiiiiyttatioii

B S (Pharmacy), Ph D — Northeast

Louisiana University

Vincent J Giannetti

Professot of PhaimacetilicalAcliniiiistratioii

B A, M A, Duquesne University —

M S W, M S (Hyg ), Ph D - University

of Pittsburgh

Khalid M Kamal

AsststantPiofessoi ofPharinaceutical

Achninistiation

B S (Pharmacy) M S (Pliarmacolo.-y) —

University of Bombay, India

Ph D (Pharmaceutical Sciences) —

West Virginia University

Joseph M Kristofik

Dit ectoi of Pi ofessional Experience Pi ograms

A,^mciate Piofev^or ofPlicuinaceutical

Achninimation

B S (Pharmacy), J D — Duquesne University

Thomas J Mattei

Division Head, Clinical, Social, and

Administiative Scien(es

Associate Piofessor ofPharinaey Practice

B S (Pharmacy), Pharm D —

Duquesne University

David J Tipton

Doectoi ofWeekend Doctor of

Pharinacy Pi ograin

Associate PiofessorofPhaitnaceutical

AchniniMation

B S (Pharmacy) — University of Missouri

(Kansas City)

M B A — University of Missouri (Columbia)

Ph D — St Louis University

Division of Pharmaceutical Sciences

Medicinal Chemistry and Pharmaceutics

Moji Christianah Acleyeye

Pi ofe^sor of Phai inaceutics

B S (Pharmacy) — University of Nigeria

(Nsukka)M S , Ph D — University of Georgia

Carl A Anderson

Av;want Profeysor ojPhai inaceutical Sciences

B S — California State University (Fullerton)

Ph D — University of Texas (Austin)

Lawrence H Block

Projessor of Phoi inaceittics

B S (Pharmacy), M S , Ph D —

University of Maryland

Riccardo L Boni

Assistant Pi ofessoi of Phcu inaceutics

B S (Pharmacy) Ph D —

University of Manitoba

Mitchell L Borke

A ofessoi of Phai inaceutical Cheinistn,,

Einei itus

B S (Pharmacy), M S Ph D —

University of Illinois

James K Drennen, III

Division Head Phai inaceutical Sciences

Associate P) ofessoi of Phai inacetaic^

B S (Pharinacy) — Duquesne University

Ph D — University of Kentucky

Patrick T Flahei ty

AvustantPiofessoi ofMcclicinalCheinistrIv

B S — University of Pittsburgh

Ph D — Univei sity of Iowa

Alvin M Galinsky

Proje^soi of Phatmaceutics Eineittits

B S (Pharmacy), M S , Ph D —

University of Illinois

Aleem Gangjee

Distinguished Pi ofessot, Mvlan School

of Phai inacy

Pi ofev;oi of Medicinal Cheinwil

B S , M S (Chemistry) — Indian Institute

of Technology

Ph D — University of Iowa

Marc W Harrold

Projessoi olMedicinal Chemistry

B S (Pharmacy) — Duquesne University

Ph D — Ohio State University

Douglas H Kay

Dean and Professor of Phai macezatcal

Chemistry, Emeritus

B S (Pharmacy), M S , Ph D — Massachusetts

College of Pharinacy and Allied

Heath Sciences

Bruce D Martin

Dean andPtofessor of Phaiinaceutical

Chemisoy, Emeritus

B S (Phari-nacy) — Albany College of Pharmacy

M S , Ph D — University of Illinois

Peter L D Wi ldfong

Assistant Professor ofPharinaceutics

B S — McMaster University (Ontario)

PhD —Purdue University

Pharmacology-Toxicology

J Douglas Bricker

h7lei un Dean of the Millan School of

Phal Macy and the Graduate School of

Phal maceutical Scienr es

Associate Profe^ Yor of Pharinacology-

Toxicology

B A — Franciscan University of SteubenvillePh

D — Duquesne University

Vicki L Davis

AsswantProfessoi olPhivinacology

B A , M S — Kansas State University

Ph D — University of North Carolina

Frederick W Fochtman

Associate Professoi of Pharmacology-

Toxicology

B S (Phaimacy), M S , Ph D —

Duquesne University

David A Johnson

Associate Pi ofessot ofPharniacology-

Toxicology

B S — Hofstra University

M S , Ph D — Massachusetts College of

Pharmacy and Allied Health Sciences

MYLANSCHOOLOFMARMACY

ADMINISTRATION

Interim Dean of the Mylan School of Pharmacy

and the Graduate School of Pharmaceutical Sciences

Assistant Dean

P.T.'"M

285

Wilson S Meng

As,sistantPiolessoi ojPhaiinaceutt(alScience^

B S (Pharmacy) — University of Maryland

Ph D — University of Southern California

Gene A Riley

Piofessor of Phainiacology, Einei itus

B S (Pharmacy) — Duquesne University

Ph D — Case Western Reserve University

Christopher K Surratt

Associate PiofLssor cilPharinacology

B A , Ph

D — University of Virginia

School of Education

ADMINISTRATION

FACULTYV Robert Agostino

Pio/essoi ofEducation

Director, Instructional Leadeiship

Ex(ellence atDiainesne Piogi ain (]LEAD)

B S Boston College

M S University of Bridgeport

Ed D , Ball State University

William P Barone

Proje,;soi ofEducation

Department of Insn action and

Leadei Yhip in Education

B S , M A , West Virginia University

Ph D University of Pittsburgh

Paul M Bemstein

Associate Pi ojes ^or of Education

B A, Hartwick College

M S , Springfield College

Ph D , Ohio University

Ruth G Biro

Associate Piojeysor ofEducation

B A, Chatham College

M L S , Ph D , University of Pittsburgh

Melissa Boston

AssislantProfcs^soi ofEducation

B S , Grove City College

M A , Ph D , University of Pittsburgh

Launcelot I Brown

As,si.stantPiofcssoi ofEducation

Charles L Winek

Professoi of Toxicology, Emeritus

B S (Pharmacy), M S — Duquesne University

Ph D — Ohio State University

PaulaA Witt-Enderbv

AssociatePiofe^soi of

Pharmacology- Tovicology

B S — University of Illinois

Ph D — University of Arizona

B Ph , University of Warwick

M Ed, University of Sheffield

Ph D , Virginia Polytechnic Institute and

State University

David D Carbonara

Aysivtant Piofessor ofEducation

Pi ogi ain Directoi,

Inytructional Technology

B S Ed , Duquesne University

M Ed , Ed D , University of Pittsburgh

William J Casile

A ssociate Pi ofessoi of Education

Pi, ogi ani Dii ectoi,

EA ecidive Dociot a/ Pi ograin

In Counselor Education and

Supei vision (ExCES)

B S Ed , Duquesne University

M Ed , Ph D , University of Pittsburgh

Laura Croiliers

Asustant Piofessoi of Education

B A , Grove City College

M Ed , Ed S , D Ed , Indiana University of

Pennsylvania

David L Dehuonico

Associate Pi ofessor oj Education

B A, M Ed, Ph D , Kent State University

Beverley C Evans

Asvociate Piofev^or of Education

B A , Marquette University

M Ed, Duquesne University

Ph D , University of Pittsburgh

Margaret I Ford

Associate Profess^oi ofEducation

B S , Columbia Bible College

M Ed , Ph D , University of South Carolina

Robert L Furman

A^vistantProfes,soi ofEducation

Piogram Ditectoi,

School Achninisit ation & Supei vi sion

B S , M Ed, California University of

Pennsylvania

Ed D , University of Pittsburgh

Kathleen Gosnell

AssivtantPiofessoi ofEducation

Cooidinatoi, Foundations Ofthe Leading Teachei Progi ain

B S , East Stroudsburg University

M S , Carlow College

Ed D , Duquesne University

Sr ary Frances Grasinger, C S J

Piofessoi olEduCallOn

B Ed , Duquesne University

M T S , Catholic University of America

Ph D , Syracuse University

Rev Louis Jocelyn Gregoire, C S Sp

Assistant Professor ofEducation

S T B London Missionary Institute

M S Ed, Ed D , Duquesne University

Nicholas J Hanna

Piojessoi ofEducation

B S , M S , The Pennsylvania State

University

Ph D, Ohio University

James E Henderson

Piofessoi ofEducation

Director, Interdisciplinia v Doctoral

Piogiani in Educational ieadei ship ([DPEL)

A B , Princeton University

Ed M , Ed D, Rutgers University

Misook Heo

Assistant Profeuoi of Education

B A, M A Yonsei University

M S , Ph D , University of Pittsburgh

Rodney K Hopson

Hillman Distinguished Chair

Associate Piojessoi ofEducation

Chan, Depai inient o/ Educational

Foundations and Leadei Yhip

B A, M Ed, M A Ph D, University of

Virginia

Tammy L Hughes

Associate Pjofes^soi ofEducation

B A , Ph

D , Arizona State Univeisity

M A, St Mary's University

Kimberly Johnson Hyatt

As^sistantPiotesyoi ofEducation

Progiani Dirertoi, Giaduate

Eleinentat v Education

B A, M A T, Ed D, University

of Pittsburgh

Gibbs Kanyongo

Assi ^tant Pi ofessor of Education

BSc, University of Zimbabwe

M A, Ph D , Ohio University

Jodi Katsafanas

Assistant Professoi ofEducation

B S , Duquesne University

M Ed , Ed D , University of Pittsburgh

Maura Krushinski

Assistant Professor

Piogictin Dziector, Counseloi

Education

B A, M S Ed, Ed D, Duquesne University

Joseph C Kush

Associate Professoi of Education

A,ssociate Director, ILEAD/EdDIT

B A, Washbum University of Topeka

M S , Pittsburg State University

Ph D , Arizona State University

Mildred Lane

Assistant A ofessot of Education

B S Ed, M S Ed, Ed D,

Duquesne University

Linda Lengycl

Assistant Pi, ofesvor of Education

B S , The Pennsylvania State University

M Ed , Ph D , University of Pittsburgh

Lisa Lopez Levers

Associate Pioje^soi ofEducation

B A , M Ed, Ph D , Kent State University

Karen E Levitt

As,sociate Professor of Education

Dii ectoi Leading Teacher A ogi ain

Cooidinator, Professional

Development Schools

PiograinDiiectoi, Undeigiaduate

Elenientcny Education

B S , Miami University

M Ed , Ed D , University of Pittsburgh

Barbara M Manner

As,soctaie Profev;or oj Education

Intei ini Chan, Depco tinent of Ims ti liction and

Leadeiship in Education

B A, College of Wooster

M S , Ph D , University of Akron

Joseph F Maola

Profess or oj Education

B S , M Ed, Duquesne University

M A , Indiana University of Pennsylvania

Ph D , University of Aki on

Olga M Welch, Ed D DeanJeffrey A Miller, PhD Associate Dean, Gi aduate Stuche5 and Research

Barbat a M Manner, Ph D Intei an Chair, Depai Iment of Instruction and Leadeiship in Education

Rodney K Hopson, Ph D Chan, Depot Inient of Educational Foundations and Leadership

Susan M Munson, Ph D Chair, Department of Counseling, Psychology and Special Education

W.U.

287

Rosemary Mautino

Assi.stantPioje,ssoi ojLduuition

Piograin Ditectot, Reading

& Language A its

Director, Reading Clinic

B S Ed , Indiana University of PennsylvaniaM Ed Duquesne UniversityPh D University of Pittsburgh

Elizabeth McCallum

Assistant Pi ofessoi of Education

B A, Cornell UniversityPh D , University of Tennessee

Rick R McCown

Professoi ofEducation

Co-Directoi Centei for Advancing the

Study of Teaching & Lecu ning (CASTL)

A B , Ph D, Indiana UniversityKara McGoey

A ^sivtant Pi ofes^or of Education

B A , Wittenberg UniversityM Ed, Ph D , Lehigh University

Jeffrey A Miller

As,s ociate Dean, Gi aduate Studies

and Reveat ch

AssociatePiofessoi of Education

Program Duectoi, School

Psyc hology Pi ogi am

B S , M A , Ph D , Arizona State UniversityPeter M Miller

Assi vtant Pi, ofessoi of Education

B A, University of Notre DameM A University of Portland

Ph D University of Utah

Elizabeth J MollA 4^sistant Pi ofcs^or of Education

B M, M M E, Indiana UniversityEmma C Mosley

AssistantPrafc^svoi ofEducation

Dii ectoi of the Duquevie Community

Collaboi ative

B S , Bluefield State CollegeM Ed , Ph D , University of Pittsburgh

Connie Moss

CloncalAssociate Piofe4;mi

Co-Dit ectot Centei foi Advancing the Sludy

Of Teaching & Leat ning (CASTL)

Progi ani Dii ectoi, Educational

Studies

B S Ed , Indiana University of PennsylvaniaM S Ed , Slippery Rock State CollegeEd D , Duquesne University

Susan M Munson

Associate Pioft_,A^soi afEducation

Chalt, Department of Counseling

P^s'vchologgy and Special Education

B S , M Ed , Slippery Rock State CollegePh D , Pennsylvania State University

RickA Myer

A ^sociate Pi ofessor of Educ ation

B A , Union UniversityM Div, Southern Baptist

Theological Seminary

Ph D , Memphis State UniversityCarol S Parke

Ay^ociatePiojessoi ojEducation

B S Ed , Indiana University of PennsylvaniaM A , Ph D , University of Pittsburgh

Sarah E PetersonAs^ociate Ptofessor of Education

B A, University of IowaM A, University of WyomingPh D , Arizona State University

Timothy G RusnakPresident

Vincentian Academy-Duquesne Unn^crvty

B S , Point Park CollegeM Ed Duquesne UniversityPh D University of Pittsburgh

Ara J SchmittAssistant Piofessor of Education

B S , University of Illinois atUrbana-Champaign

Ph D , Illinois State UniversityJames Schreiber

Asyociate Piofessor of Education

B S B A, University of ArizonaM Ed , Arizona State UniversityM S , Ph D, Indiana University

Gary D ShankPiofev^or of Education

B S , Rensselaer Polytechnic InstituteM S , Ph D , Indiana University

George J SzymanskiA%swantiPio/evsoi ofEducation

Licuson foi Student and State Ismes

B S, M S Ed, Slippery Rock UniversityPh D , University of Pittsburgh

Marcia ThOuldS

Clinical histi uctoi in Special Education

B S , Syracuse UniversityM A Ed Ed D , George WashingtonUniversity

Eva Toth

A,;szvtantPiojessoi afEducation

M S , Eotvos Lorand University (Budapest)M Ed , Ph D , University of Illinois atUrbana- Champaign

Lisa Jo Vernon

Assistant A *­ or ofEducation

B S , University of AkronM A, Hampton UniversityPh D College of William and Mary

Olga M Welch

Profevsoi and Dean

B A Howard University

M S Ed D , University of TennesseeDerek Whordley

Profes^^oi of Education

Pi ogi ain Do ector,

Undeigi actuate Secondary Education

Cert Ed , Borough Road College

Duquesne University

Gumberg LibraryLaverna M Saunders

Univetsiti, Librai icin

B A , University of Northern ColoradoM L S , Rutgers UniversityM A , Drew UniversityEd D , University of Nevada, Las Vegas

Barbara B Adams

Libi arian, Reference

B A , Oberlin CollegeM L S , University of Pittsburgh

Tracie J BallockLibrai ian, Collection Management

B A , Duquesne UniversityM L S , University ot Pittsburgh

Robert J BeharyLibi arian, Rejei ence

B A, M L S , University of PittsburghM B A , Wheeling Jesuit University

Danielle M Buck

Curriculum Center Cooidinator

B S , M S Ed, Duquesne UniversityKathryn L Fowler

Libiarian, Instruction

B S , M L S , University of PittsburghMelodie L Frankovitch

Libi arian, Libi cuy public Relations and

Det,elopment

B M , Cleveland Institute of Music/

Case Western Reserve University

M L S , University of PittsburghVictoria M Hartung

Librai zan, Cataloging

B A, Chatharn CollegeM A, Duquesne UniversityM L S , University of Pittsburgh

A C P, The College of PreceptorsA T C L, Trinity College of MusicM A , Ph D , Michigan State University

JL1fiaAnn Williams

Assi5tant Proje^ycn oj Education

Piogi am Dirc(tor Eai ly Childhood

Education

B A, Mercyhurst CollegeM S , Gannon University

Bruce Johnston

Librai ian, Access Service^

B A , M L S , University of PittsburghLeslie A Lewis

Librai ian, Reference

B S , U S Military Academy, West PointB A, University College, Oxford Univei sity,

England

M L I S , University of PittsburghKitsa Lipecky

Librarian, Acquoitions

B A , M L S , University of PittsburghTerra Mobley

Libi ai icin, Music

B S , Roberts Wesleyan CollegeM L I S , University of Wisconsin, Milwaukee

DavidA Nolfi

Libi ai ion, Health Sciences

B A , M L S , University of PittsburghMaureen Diana Sasso

Librarian, Re/cience

B A , M L S, University of PittsburghCarmel Yurochko

Libi ai uin, Set ialslElectronic Re^oui ces

B A , Duquesne UniversityM L I S , University of Pittsburgh

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