Graduate Studies

Document Sample
Graduate Studies Powered By Docstoc
					2010–2011 Graduate Studies
Institute for Physical Therapy Education
                 Institute for Physical Therapy Education
                            2010–2011 Catalog
UNIVERSITY POLICY                                                       ACCREDITATIONS
It is the policy of Widener University not to discriminate on the       & MEMBERSHIPS
basis of sex, age, race, national origin or ethnicity, religion, dis-   Widener University is a member of the Association for
ability, status as a veteran of the Vietnam era or other covered        Continuing Higher Education and is accredited by the
veteran, sexual orientation, gender identity, or marital status in      Middle States Association of Colleges and Schools.
its educational programs, admissions policies, employment prac-
                                                                             Widener University’s graduate programs are additionally
tices, financial aid, or other school-administered programs or
                                                                        accredited by the following: AACSB International—The Associ-
activities. This policy is enforced under various federal and state
                                                                        ation to Advance Collegiate Schools of Business (School of
laws, including Title VII of the Civil Rights Act of 1964 as
                                                                        Business Administration), Commission on Collegiate Nursing
amended by the Civil Rights Act of 1991, Title IX of the Edu-
                                                                        Education (School of Nursing), American Bar Association
cation Amendments of 1972, Section 504 of the Rehabilitation
                                                                        (School of Law), American Psychological Association (Doctor
Act of 1973, the Age Discrimination in Employment Act, and the
                                                                        of Psychology and Clinical Psychology Internship), Commission
Americans with Disabilities Act. Further, in compliance with
                                                                        on Accreditation for Healthcare Management Education (Master
state and federal laws, Widener University will provide the fol-
                                                                        of Business Administration in Healthcare Management),
lowing information upon request: (a) copies of documents perti-
                                                                        Commission on Accreditation in Physical Therapy Education
nent to the university’s accreditations, approvals, or licensing by
                                                                        (Doctor of Physical Council on Social Work Education (Center
external agencies or governmental bodies; (b) reports on crime
                                                                        for Social Work Education), National Association for Education
statistics and information on safety policies and procedures; and
                                                                        of Young Children (Child Development Center), Pennsylvania
(c) information regarding gender equity relative to intercolle-
                                                                        State Board of Nursing (School of Nursing), Pennsylvania
giate athletic programs—Contact: Senior Vice President for
                                                                        Continuing Legal Education Board of the Supreme Court
University Advancement, Widener University, One University
                                                                        (School of Law), Pennsylvania Department of Education (Center
Place, Chester, PA 19013, 610-499-4123. Comments or requests
                                                                        for Education), Pennsylvania Department of Welfare (Child
for information regarding services and resources for disabled
                                                                        Development Center), Pennsylvania Private School Board
students should be directed to: Director of Disability Services,
                                                                        (Center for Education).
Widener University, One University Place, Chester, PA 19013,
                                                                             Widener University’s graduate programs hold membership
610-499-1266; or Dean of Students, Delaware Campus of
                                                                        in the following: Association of University Programs in Health
Widener University, P.O. Box 7474, Wilmington, DE 19803,
                                                                        Administration (School of Business Administration), Associ-
                                                                        ation of American Law Schools (School of Law), Association of
      This publication contains information, policies, procedures,
                                                                        Graduate Liberal Studies Program (Master of Arts in Liberal
regulations, and requirements that were correct at the time of
                                                                        Studies), National Association of Schools of Public Affairs and
publication. In keeping with the educational mission of the uni-
                                                                        Administration (Master of Public Administration), National
versity, the information, policies, procedures, regulations, and
                                                                        League for Nursing and the American Association of Colleges of
requirements contained herein are continually being reviewed,
                                                                        Nursing (School of Nursing).
changed, and updated. Consequently, this document cannot be
considered binding and must be used solely as an informational
guide. Students are responsible for keeping informed of official        CONTENTS
policies and meeting all relevant requirements.                         University Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
      The university reserves the right and authority at any time to    School of Human Service Professions Information . . . . . . . 2
alter any or all of the statements contained herein, to modify the      Institute for Physical Therapy Education Information
requirements for admission and graduation, to change or discon-         Doctor of Physical Therapy (DPT) Program . . . . . . . . . . . . . 4
tinue programs of study, to amend any regulation or policy affect-      Doctor of Physical Therapy Courses . . . . . . . . . . . . . . . . . . 10
ing the student body, to increase tuition and fees, to deny admis-      Center for Education Courses . . . . . . . . . . . . . . . . . . . . . . . 13
sion, to revoke an offer of admission, and to dismiss from the          School of Business Administration Courses . . . . . . . . . . . . 14
university any student at any time, if it is deemed by the university   School of Nursing Courses . . . . . . . . . . . . . . . . . . . . . . . . . 15
to be in the best interest of the university, the university commu-     Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
nity, or the student to do so. The provisions of this publication are   DPT Advisory Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
subject to change without notice, and nothing in this publication
may be considered as setting forth terms of a contract between a
student or a prospective student and Widener University.

       School of Human Service Professions Information
    GRADUATE PROGRAMS                                                     GRADING SYSTEM
    Center for Education                                                  Grades are recorded as follows:
         Master of Education (MEd)                                              A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.0 points
         Certification Programs                                                 A– . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.7
         Doctor of Education (EdD)                                              B+ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.3
                                                                                B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.0
    Center for Social Work Education
                                                                                B– . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.7
         Master of Social Work (MSW)
                                                                                C+ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.3
         Doctor of Philosophy (PhD)
                                                                                C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.0
    Institute for Graduate Clinical Psychology                                  F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.0
         Doctor of Psychology (PsyD)                                            I (Incomplete) . . . . . . . . . . . . . . . . . . . . . . 0.0
    Institute for Physical Therapy Education                                    W (Withdrawal without prejudice) . . . . . . 0.0
         Doctor of Physical Therapy (DPT)                                       P/NP (Pass/No Pass)* . . . . . . . . . . . . . . . . 0.0
                                                                                AU (Audit—no credit) . . . . . . . . . . . . . . . 0.0
    PHILOSOPHY AND PURPOSE                                                      *only for courses offered on a Pass/No Pass basis
    OF THE PROGRAMS                                                       NOTE: Individual instructors may elect, at their discretion, not
                                                                          to use plus/minus grades.
    The School of Human Service Professions aspires to prepare                  The grade of I is given when a student has not completed
    individuals to become innovative scholars-practitioners-citizens.     course requirements because of excusable reasons. A student
    The disciplines of the school use dynamic teaching, active schol-     who receives a grade of incomplete must arrange to make up all
    arship, personal attention, and community involvement in order        deficiencies with the instructor issuing the grade. If the work is
    to foster leadership, ethical and professional decision-making,       not made up within one calendar year from the end of the semes-
    interdisciplinary dialogue, a competent responsiveness to the         ter in which the incomplete is received, the grade will be auto-
    needs of a culturally diverse community, and a commitment to          matically converted to F, unless the course in question is a thesis
    the value of lifelong learning.                                       research course or a dissertation research course. Upon comple-
                                                                          tion of the requirements, the instructor will institute a change of
    COURSE OFFERINGS                                                      grade. (Note: A student does not register again for a course in
                                                                          which the grade of incomplete has been received.) A student can-
    Graduate studies brochures are published for the fall and spring
                                                                          not be awarded a degree when there is an outstanding incomplete
    semesters and summer sessions. These fully describe registration
                                                                          grade on the transcript, even if the incomplete is in a course not
    policies, course schedules, and tuition and fee obligations.
                                                                          required in the degree program.
    DROP/ADD POLICY                                                             If a course is repeated, both grades will be recorded on the
                                                                          transcript, but only the most recent grade will be used in calcu-
    Students taking a course in the Center for Education may withdraw
                                                                          lating the grade point average (GPA). When a student is found to
    from the course at any time prior to the final examination and
                                                                          have violated Widener’s academic fraud policies, that student is
    receive the grade of W. If a course offered through these programs
                                                                          prohibited from exercising the repeat-of-course option to remove
    does not include a final examination, the deadline for withdrawing
                                                                          the F grade (given as a result of fraud) from the GPA calculation.
    from the course with a grade of W is the final class meeting of the
                                                                                If a student fails to meet the degree requirements in a timely
    course. Students taking a course in the clinical psychology pro-
                                                                          manner or if repeated failure has occurred, the center or school
    gram, the social work program, or the physical therapy program
                                                                          may terminate the graduate program for the student. Conduct
    may withdraw from the course up to four weeks prior to the last
                                                                          inconsistent with the ethical and professional standards of the
    day of classes for the semester and receive the grade of W.
                                                                          discipline, whether it occurs before or after matriculation, is also
         Graduate students begin the withdrawal process by notifying
                                                                          grounds for dismissal from the program. Such conduct includes
    their program director’s office of their intent to withdraw, either
                                                                          academic fraud. A student dismissed for academic fraud may no
    orally or in writing. The program director’s office submits a
                                                                          longer enroll in the graduate programs of the university and may
    drop/add form, which includes the student’s last date of attendance
                                                                          not apply for admission into another division of the university.
    at an academically related activity, to the Registrar’s Office.
                                                                          Please see the section entitled “Standards for Academic
         Students may add a course without special permission no later
                                                                          Integrity” in the Graduate Student Handbook.
    than one week after the semester has begun. If a student wishes to
    add a course after one week, written permission must be obtained
    from both the instructor and the program director’s office.

    Students will be permitted to audit courses in the graduate pro-
    gram with the approval of the instructor. No grade or credit is
    given for auditing a course and examinations need not be taken;
    however, the registration procedure and fee structure are the
    same as that for other students.

GRADUATION REQUIREMENTS AND                                            CAMPUS SAFETY
AWARDING OF DEGREES                                                    Widener is committed to the safety and security of all members of
Students are responsible for knowing and meeting curriculum            the Widener University community. The university’s annual
requirements as shown in this bulletin.                                Campus Safety and Fire Safety Reports are on the Widener website
     Those who expect to receive either the master’s or doctoral       and contain information on campus security and personal safety,
degree should make clear their intentions to their advisors. A stu-    including crime prevention, university law enforcement authority,
dent who completes requirements for the degree at the conclu-          crime reporting policies, disciplinary procedures, and other campus
sion of either summer session will be awarded the degree in            security matters. The Campus Safety Reports contain statistics for
August of that year; the student must submit a graduation              the three previous calendar years on reported crimes that occured
petition online at by March 1. A             on campus, in certain off-campus buildings and property owned
student who completes requirements for the degree at the con-          and controlled by the university, and on public property within or
clusion of the fall semester will be awarded the degree in             immediately adjacent to and accessible from campus.
December of that year; the student must submit a graduation                  The Fire Safety Report contains information on fire safety
petition online at by July 1. A stu-         systems in on-campus student housing facilities, the number of file
dent who completes requirements for the degree at the conclu-          drills held during the previous year, the university’s policies on
sion of the spring semester will be awarded the degree in May of       portable electrical appliances, smoking, and open flames in student
that year; the student must submit a graduation petition               housing facilities, the university’s procedures for student housing
online at by November 1 of the               evacuation in the case of a fire, policies regarding fire safety edu-
previous year. The university holds only one formal com-               cation and training programs provided to students and employees,
mencement in the spring to which August, December, and May             a listing of persons or organizations to which fires should be
graduates are invited.                                                 reported, and plans for future improvements in fire safety. It also
     A student who petitions for graduation and who, for what-         contains statistics (commencing with calendar year 2009) for the
ever reason, is not awarded the degree, must re-petition.              three most recent calendar years concerning the number of fires
                                                                       and cause of each fire in each on-campus student housing facility,
STUDENT STATUS                                                         the number of persons who received fire-related injuries that
                                                                       resulted in treatment at a medical facility, the number of deaths
Students pursuing a course of study in the physical therapy pro-       related to a fire, and the value of property damage caused by a fire.
gram must register for at least 12 semester hours each semester              The annual Campus Safety and Fire Safety Reports for the
until all course work in the program has been completed.               Main and Exton Campuses are available online at
Students in the physical therapy program may register for more         by selecting “Quick Clicks” then “Campus Safety.” The annual
than 18 credits a semester only with approval from the director.       security reports for the Delaware and Harrisburg Campuses are
Half-time enrollment is defined as a minimum of 6 credits per          available online at by selecting “More
semester.                                                              Links,” then “Campus Safety.” If you would like a printed copy of
                                                                       these reports, contact the Campus Safety Office at 610-499-4203 to
TRANSCRIPTS                                                            have a copy mailed to you. The information in these reports is
                                                                       required by law and is provided by the Campus Safety Office.
Students in good financial standing may have copies of their tran-
scripts forwarded to employers, agents, or institutions of higher
education by contacting the Office of the Registrar. The first tran-   ACADEMIC CALENDAR
script offered on behalf of any student is provided without cost.      At the start of each semester, students should check their online
                                                                       CampusCruiser account for academic calendar and deadline
FINANCIAL AID                                                          information.
Widener University offers a wide range of financial aid programs.
Financial information is available on the university’s web site at
dentfinancialservices. The Financial Aid Handbook is located
under “Forms and Publications” on this site.

    Institute for Physical Therapy Education Information
    DOCTOR OF PHYSICAL THERAPY                                               COMPETENCY
                                                                              1. To provide opportunities to gain the knowledge and experi-
    PHILOSOPHY                                                                   ences necessary to be effective general practitioners.
                                                                                 • Objective 1.1: Our graduates will apply scientific knowl-
    The program is established with the firm belief that individual and
                                                                                   edge, heuristic values, critical analysis, and a systematic
    cultural differences bring variety to perspectives on health, illness,
                                                                                   approach in order to provide excellent patient care.
    and disability. Outcomes of health interventions are influenced by
                                                                              2. To illustrate the importance of engagement in professional
    the behavior of practitioners as well as patients, families, and sig-
    nificant others. The contemporary clinician uses this knowledge to
                                                                                 • Objective 2.1: Our graduates will make a career commit-
    demonstrate respect for individuals, set and reach realistic goals,
                                                                                   ment to the profession, accepting responsibility for life-
    and enhance the well-being and autonomy of the client. Therapists
                                                                                   long professional development.
    assist clients in realizing their potential and utilizing the recovery
    of function as a measure of well-being. Understanding cultural           CHARACTER
    and individual differences is an important aspect of enabling             3. To promote insight into the health care needs of individuals
    clients to modify their lifestyles and renew personal objectives.            and the cultural perspectives represented.
    These are important processes within physical therapy practice.              • Objective 3.1: Our graduates will address the cultural,
          The program’s educational methods and philosophy are                     social, psychological, and biological factors that con-
    based on a belief in adult education, which is both progressive                tribute to determinants of health, illness, and disability in
    and humanistic. The curriculum is established around a belief in               populations served by physical therapy.
    the learner as a self-directed adult ready to initiate and assume the     4. To develop skills in evaluating professional environments to
    responsibility for learning. The faculty guides learning experi-             recognize the moral dimension of the health care milieu.
    ences and provides opportunities for a variety of experiential,              • Objective 4.1: Our graduates will demonstrate compas-
    interactive, and self-directed learning as well as the traditional             sion and concern for others and value life differences for
    receptive learning modalities. Students provide an integral part of            all consumers of health care.
    the learning process, establishing patterns for lifelong acquisition
    and integration of new knowledge. Continuing education is a pro-
                                                                              5. To encourage active participation in the multiple arenas of
    fessional responsibility shared by both students and faculty.
                                                                                 the health care delivery system, including patient care, pub-
         Graduates are expected to value the health care system and
                                                                                 lic health, wellness and prevention, advocacy, and profes-
    recognize their own role and contribution to total quality patient
                                                                                 sional organizations.
    care. An understanding of the profound responsibility and privi-
                                                                                 • Objective 5.1: Our graduates will participate in the
    lege of the practitioner enables graduates to act as change agents,
                                                                                    changing social, economic, legal, and political events that
    empowering others with information and skills. Relationships
                                                                                    impact health care and facilitate system innovation.
    among and collaboration with health care colleagues are crucial
                                                                              6. To instill awareness and enhance the ability to effectively
    to success in patient care and professional life. Patient manage-
                                                                                 advocate for clients and their families.
    ment decisions are best accomplished within a referral network,
                                                                                 • Objective 6.1: Our graduates will participate in activities
    not as an independent entity.
                                                                                    that ensure access to effective quality patient care services.
    MISSION                                                                      • Objective 6.2: Our graduates will involve patients and
    The mission of the Institute for Physical Therapy Education of                  families in the decision-making process, empower clients
    Widener University is to graduate clinically competent physical                 with information, promote healthy lifestyles, and encour-
    therapists that demonstrate exemplary character and assume the                  age a sense of responsibility for one's own health.
    responsibilities of citizenship. Clinically competent graduates           7. To foster an investment in the physical therapy profession,
    manifest the authentic knowledge and skills of the physical ther-            the community, and society.
    apy profession engaging in evidence-based practice, life-long                • Objective 7.1: Our graduates will interact with other pro-
    learning, and autonomous decision-making. The character traits                  fessionals and community groups to achieve goals in
    of our graduates enable them to internalize values that support                 health care.
    ethical behavior, compassion, and respect for cultural traditions.
    Graduates, as responsible citizens, collaborate to enhance health
                                                                             The curriculum design incorporates an approach to learning,
    care delivery, to empower clients and families, and to contribute
                                                                             moving from the general to the specific and simple to complex,
    to the profession, community, and society.
                                                                             in problem solving with clients over the lifespan. Students are
    GOALS AND OBJECTIVES                                                     exposed to normal parameters of function to compare with
    The philosophy, goals, and objectives of the program are consis-         abnormal function and recovery of function. Course work pro-
    tent with the articulated mission for graduate studies as reflected      gressively expands the range of information and complexity of
    in the mission statement of the School of Human Service                  interrelationships of prior and new knowledge.
    Professions. The goals and objectives of the Doctor of Physical               Students will be exposed to directed and carefully constructed
    Therapy program are also based on the mission of the institute and       clinical experiences, which are linked to existing course work
    encompass the tenets of competency, character, and citizenship.          throughout the three years of the program. These clinical experi-
                                                                             ences will not be in the form of another professional practice

course, but will provide the link between “thinking like a physical      Widener University’s Undergraduate Bulletin. A list of articulated
therapist” and regular classroom activities. The faculty will provide    colleges and their majors is available from the Institute for
well-developed, regular clinical exposures throughout the curricu-       Physical Therapy Education upon request.
lum in addition to the four existing professional practice courses.           The 3+3 admissions program enables undergraduate students
IPTE faculty (core and adjunct) will serve as educators and master       majoring in anthropology, biology, fine arts, psychology, or sociol-
clinicians as they guide students in their efforts to gain critical      ogy to complete prerequisite course work and apply for admission
thinking skills.                                                         to Widener’s graduate physical therapy program during their junior
      The DPT curriculum also contains important component               year. Because of the intense demands of these curriculum ladders,
focus tracks that address our graduates’ marketability in the chang-     the 3+3 admissions program is recommended only for students
ing health care climate while also increasing their ability to fulfill   with a record of outstanding academic achievement at the high
the role that we envision for physical therapy practitioners in the      school level.
future. Students may select either the specialty focus track (which           Those students accepted into the graduate program through
includes a clinical research project) or certificate programs in         this option begin their physical therapy curriculum in the fall of
health care administration or special education. Graduates, with         their fourth year of study at the university. Students following
the additional knowledge from these elective tracks, will be able        these curriculum ladders must meet all requirements of their
to provide health care with a more diverse knowledge base and            selected major as described in the Undergraduate Bulletin in the
greater understanding of the health care environment.                    sections pertaining to the science division and the social science
      Integrated supervised clinical observations offer students an      division of the College of Arts and Sciences. Students following
opportunity to devise an expanding base of solutions and plans           these curriculum ladders must also satisfy the general education
based on realistic case models. The integration of clinical obser-       requirements of the College of Arts and Sciences. Please see the
vation and extensive classroom experiential learning and discov-         relevant sections of the Undergraduate Bulletin for details.
ery learning strengthens students’ analysis and understanding of         Students who successfully complete the prescribed program of
information. Regularly scheduled clinical internships provide            study are guaranteed a seat in Widener University’s graduate
additional opportunities to gain insight, practice skills, and ver-      physical therapy program.
ify independently drawn conclusions.                                          To remain in the guaranteed program, the student must main-
                                                                         tain an overall GPA of 3.0 while pursuing one of the pre-physical
THE PROFESSION                                                           therapy curriculum ladders. In addition, the student must complete
The Normative Model of Physical Therapist Professional Edu-              all of the specific courses required for admission to the graduate
cation (2004) provides a template to guide the practice and edu-         physical therapy program with a minimum grade of B– in each
cation of physical therapists. This template involves the inter-         course. The student must meet periodically with a physical therapy
related components of the current/future health care environment,        faculty member designated as the professional education advisor.
higher education, and the body of knowledge related to physical          Students who fail to meet these requirements can still apply for
therapy. In addition, The Guide to Physical Therapist Practice           admission to the graduate physical therapy program; see the section
(2001), a consensus document, attempts to provide a standard             on alternate admission to the graduate physical therapy program.
definition for physical therapy practice for all practitioners.               By the fall of the student’s junior year, he or she must com-
     The definition of physical therapy provided by The Guide to         plete all required volunteer work in physical therapy practice
Physical Therapist Practice (2nd edition, 2001) states: “Physical        sites. The student must also submit by January 30 of the junior
therapy is a dynamic profession with an established theoretical          year a complete application to the graduate physical therapy pro-
and scientific base and widespread clinical applications in the          gram, including one letter of recommendation from a physical
restoration, maintenance, and promotion of optimal physical              therapist and responses to the essay questions. The letter of rec-
function” (page 21). The services provided by or under the               ommendation and the responses to the essay questions must
supervision of a physical therapist include (1) diagnosis and            meet the existing standards for all applicants to the program.
management of movement dysfunction; (2) enhancement and                       The courses that the “3+3” students take during the first year
restoration of physical function, wellness, and quality of life; and     of the physical therapy program count toward requirements for
(3) prevention of onset and progression of impairments, func-            the baccalaureate degree and toward requirements for the gradu-
tional limitations, and disability (page 21).                            ate physical therapy degree. The baccalaureate degree in anthro-
                                                                         pology, biology, fine arts, psychology, or sociology is conferred
PHYSICAL THERAPY ENTRY OPTIONS                                           upon completion of the first year of graduate study. Students pur-
The following information is intended to guide students who are          suing these pre-physical therapy curriculum ladders should con-
planning to enter the Doctor of Physical Therapy program at              sult with the advisors in the physical therapy program in the
Widener University. A number of options are available for entry          School of Human Service Professions, in addition to their science
to the program. Each student must select the option that is most         or social science faculty advisor.
appropriate for him or her.
                                                                         OPTION TWO
OPTION ONE                                                               Applicants holding a bachelor’s degree in any discipline from this
Undergraduate students from Widener University, as well as stu-          or another university may apply to the program under the entry-
dents from articulated institutions, may qualify to enter Widener’s      level DPT track. Students entering under this option usually
graduate program in physical therapy following their third year of       include recent graduates and students seeking a career change.
study under the 3+3 track. To do this, Widener students must             Students are encouraged to contact the program early to assess the
major in anthropology, biology, fine arts, psychology, or sociology      need for completion of prerequisite course work. Courses taken in
and take a specially determined sequence of courses. Specific            preparation for entry may be completed at Widener University or
details of the 3+3 curriculum ladders are reviewed in detail in          at another university. Students holding the bachelor’s degree from

    this or another university may apply to the program in the regular          The following prerequisite courses are required for all domestic
    admissions cycle. Transcripts will be evaluated for possible               applicants:
    advanced standing in the program. Advanced standing may place                            Biology 3 semester hours
    the student into part-time status during the first year; thereafter, the               Anatomy 3 semester hours
    student must be enrolled full time.                                                                 (science dept. course; human anatomy
    OPTION THREE                                                                                        preferred)
    Students who have completed a course of study in a Physical                          Physiology 3 semester hours
    Therapist Assistant (PTA) program, earning an associate’s degree                                    (science dept. course; human physiology
    from an accredited university or college, may enter University                                      preferred)
    College to complete a Bachelor of Science degree in Allied                            Chemistry 8 semester hours
    Health. Advanced standing will be offered for the professional                           Physics 6 semester hours (noncalculus based is
    courses from the PTA school (up to 30 credits). Additional                                          acceptable; the course must include the
    courses that fulfill the prerequisites for the physical therapy cur-                                physics of light, sound, heat, electricity)
    riculum will also be counted in the student’s advanced standing.                  Social Science 9 semester hours (6 semester hours of psy-
    Therefore, students may earn up to 60 credits in advanced stand-                                    chology and 3 semester hours of social sci-
    ing prior to admission to University College. Students who have                                     ence; sociology or anthropology preferred)
    completed the equivalent of five semesters of undergraduate                             Statistics 3 semester hours (inferential & descriptive)
    course work at University College are eligible to apply for admis-         Pre-P.T. students from Widener and other institutions with articu-
    sion to the physical therapy program if their plan for completion          lation agreements should consult their undergraduate bulletin for
    of prerequisites demonstrates an ability to complete all course            prerequisites. In addition, students are expected to submit GRE
    work by the following September. Applicants are required to sub-           scores and provide evidence of volunteer service in physical ther-
    mit GRE scores as part of the application process and follow all           apy. Three letters of recommendation are required. One of the let-
    application procedures.                                                    ters must be from a physical therapist, and another must be from a
         Physical Therapist Assistant students accepted into the pro-          professor. Students are expected to demonstrate computer literacy
    gram will also be offered the opportunity to sit for challenge             through either course work or documentation of experience.
    exams for specific course content. These areas of study are to be          Successful completion of Professional Rescuer CPR and First Aid
    determined by the faculty. Written policies regarding specific             will be required prior to the first clinical affiliation. Prior to matric-
    challenge exams will be made available by the faculty to the stu-          ulation, those admitted to the program must attest to their ability,
    dent upon request. In addition, the PTA student may elect to have          with or without reasonable accommodation, to perform all essen-
    certain laboratory experiences waived. The labs available for              tial functions described in the institute’s Essential Functions
    waiver opportunities will be determined by the faculty and                 Document.
    posted for students’ information.                                               Notice to Applicants: The application review process will
         Students who have studied in health-related programs other            begin November 1. The final deadline for students to submit an
    than PTA programs may use the University College option for                application is January 30 of the year they wish to start the program.
    completion of prerequisites and to earn a bachelor’s degree.               Applications received after the specified deadline will be consid-
    Challenge exams may be open to these students based on faculty             ered on a case-by-case basis. Applicants will receive notification of
    decision, but the waiver of laboratory experiences is closed.              the receipt of application materials and will be kept apprised of the
                                                                               status on any outstanding materials awaiting submission from other
    ADMISSION GUIDELINES                                                       sources. Admission decisions are made on a rolling basis. Appli-
    Admission guidelines are established by the Professional                   cants will be notified when the decisions are made.
    Advisory Committee in conjunction with the faculty and in com-                  The program may require students to obtain criminal and
    pliance with university standards for graduate programs.                   child abuse clearances in each year of enrollment. A prior felony
    Admission to a graduate program of study will be restricted to             conviction may make a student ineligible for physical therapy
    students who demonstrate the capacity for graduate-level studies           licensure and, therefore, ineligible for admission to the program.
    through performance on the Graduate Record Examination                     Prospective students who have had felony convictions should
    (GRE) and a satisfactory grade point average (GPA). A prerequi-            consult the Pennsylvania State Board of Physical Therapy
    site GPA is recomputed for all applicants. The science portion of          Examiners in Harrisburg for licensure specifics.
    the recomputed GPA is expected to be at least 3.0 (on a 4.0                International Students
    scale). GRE scores of at least 1000 on the combined verbal and             International students should consult the International Student
    quantitative segments are expected for admission to the program.           Services web page at for international gradu-
                                                                               ate student guidelines or contact the Office of International
                                                                               Student Services at Widener University, One University Place,
                                                                               Chester, PA 19013; phone: 610-499-4499.

CURRICULUM OVERVIEW—SPECIALTY FOCUS                                                   ELECTIVE TRACKS
TRACK (INCLUDING RESEARCH PROJECT)                                                    Students in the Doctor of Physical Therapy program have a total
Taking more than 18 credits in any semester will need the                             of 12 credits that are used to pursue an area of interest. There are
approval of the associate dean and faculty.                                           three elective options, which include two certificate programs
                                                                                      and the specialty focus option. Each of the certificate programs
YEAR ONE                                                                 Credits
                                                                                      enables the students to obtain 18 credits that can be transferred
Fall Semester                                                                    17   and applied to a master's degree if the students opt to do so as
PT 750        Critical Inquiry I . . . . . . . . . . . . . . . . . . . . . . . 2      professional development beyond their physical therapy educa-
BIOL 505* Foundation Sciences I . . . . . . . . . . . . . . . . . . . 3               tion. The specialty focus option preserves the traditional faculty-
PT 701        Admin./Commun./Educ. I . . . . . . . . . . . . . . . . 3                student mentoring process that is typical of the research experi-
PT 730        Intervention I . . . . . . . . . . . . . . . . . . . . . . . . . . 3    ence in graduate education.
HMSA 601* Admin./Commun./Educ. II . . . . . . . . . . . . . . . 3
PT 706        Foundation Sciences II . . . . . . . . . . . . . . . . . . 3            SPECIALTY FOCUS OPTION
Spring Semester                                                                  18   The course sequence listed in the bulletin reflects the courses
PT 708        Foundation Sciences III . . . . . . . . . . . . . . . . . 5             taken if a student selects the specialty focus option. This option
PT 709        Foundation Sciences IV . . . . . . . . . . . . . . . . . 4              involves small groups of students who work with a faculty mem-
PT 712        Foundation Sciences V . . . . . . . . . . . . . . . . . . 3             ber in their area of clinical specialty. The specialty focus option
PT 751        Critical Inquiry II . . . . . . . . . . . . . . . . . . . . . . 2       involves clinical observation and practical experiences, as well
PT 724        EEDP** I . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1      as participation in a clinical research project within the faculty
PT 953        Specialty Focus I . . . . . . . . . . . . . . . . . . . . . . . 3       member's research agenda. The outcome of this four-course
Summer Sessions                                                                   9   sequence is a publishable article or national presentation of the
PT 725        EEDP** II . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3     group's work. Students decide, with their faculty mentor, when
PT 722        Foundation Sciences VI . . . . . . . . . . . . . . . . . 3              to take the four specialty focus courses. The sequence presented
PT 954        Specialty Focus II . . . . . . . . . . . . . . . . . . . . . . 3        in here is an example of a common way of organizing the course
YEAR TWO                                                                 Credits      sequence.
Fall Semester                                                                   17    CERTIFICATE OPTIONS
PT 723        Foundation Sciences VII . . . . . . . . . . . . . . . . . 3             As an alternative to the specialty focus option, students may
PT 726        EEDP** III . . . . . . . . . . . . . . . . . . . . . . . . . . . 4      choose to use their elective credits to pursue a certificate in an
PT 752        Critical Inquiry III . . . . . . . . . . . . . . . . . . . . . . 2      area related to physical therapy. Students who elect the Health
PT 732        Intervention II . . . . . . . . . . . . . . . . . . . . . . . . . 3     Care Management (HCM), Special Education, or Health and
PT 733        Intervention III . . . . . . . . . . . . . . . . . . . . . . . . 3      Wellness Promotion Certificate options will not take the
PT 731        EEDP** IV . . . . . . . . . . . . . . . . . . . . . . . . . . . 2       Specialty Focus I–IV as listed above. Instead, they will take
Spring Semester                                                                 17    courses from the School of Business, the Center for Education,
PT 710        Admin./Commun./Educ. III . . . . . . . . . . . . . . 3                  or the School of Nursing. Students will receive a certificate in
PT 734        Intervention IV . . . . . . . . . . . . . . . . . . . . . . . . 3       their area of study upon graduation. These courses may be taken
PT 735        Intervention V . . . . . . . . . . . . . . . . . . . . . . . . . 3      in any semester. Typically students take one course in the spring
PT 714        Admin./Commun./Educ. IV . . . . . . . . . . . . . . 2                   of the first year, two courses in the summer between the first and
PT 736        EEDP** V . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
                                                                                      second years, and one course in the fall of the second year.
PT 760        Professional Practice I . . . . . . . . . . . . . . . . . . . 2
Summer Sessions                                                                  9    HEALTH CARE MANAGEMENT (HCM) TRACK
PT 761        Professional Practice II . . . . . . . . . . . . . . . . . . 3          Required courses*
PT 715        Admin./Commun./Educ. V . . . . . . . . . . . . . . . 3                  BUS 520         Accounting & Legal Environment
PT 955        Specialty Focus III . . . . . . . . . . . . . . . . . . . . . 3                         of Business . . . . . . . . . . . . . . . . . . . . . . . . . . 3.0
YEAR THREE                                                               Credits                      (spring or summer, year one)
                                                                                      HCM 670         Intro. to Legal Issues in Health Care
Fall Semester                                                                 18                      Management . . . . . . . . . . . . . . . . . . . . . . . . . 1.5
PT 815        Admin./Commun./Educ. VI . . . . . . . . . . . . . . 3                                   (spring, year one)
PT 837        EEDP** VI . . . . . . . . . . . . . . . . . . . . . . . . . . . 4       MGT 622         Developing Management Skills . . . . . . . . . . 3.0
PT 818        Admin./Commun./Educ. VII . . . . . . . . . . . . . . 3                                  (summer, year one)
PT 880        Advanced Practice I . . . . . . . . . . . . . . . . . . . . 2           HCM 605         Organization & Administration of
PT 862        Advanced Professional Practice III . . . . . . . . . 3                                  Health Care Institutions . . . . . . . . . . . . . . . . . 3.0
PT 956        Specialty Focus IV . . . . . . . . . . . . . . . . . . . . . 3                          (fall, year two)
Spring Semester                                                               15      HCM 673         Financial Management in
PT 800        Comprehensive Examination . . . . . . . . . . . . . 1                                   the Health Care Industry . . . . . . . . . . . . . . . . 1.5
PT 840        Admin./Commun./Educ. VIII . . . . . . . . . . . . . 3                                   (spring, year two)
PT 881        Advanced Practice II . . . . . . . . . . . . . . . . . . . . 2          *Required core courses cannot generally be waived based on
PT 883        Advanced Practice III . . . . . . . . . . . . . . . . . . . 2           professional experiences, course work taken at another univer-
PT 863        Advanced Professional Practice IV . . . . . . . . . 4                   sity, or participation in continuing education courses. Consult
PT 885–893 Advanced Practice IV (elective) . . . . . . . . . . . 3                    program coordinator for details.
Total Credits                                                               120
*Dual-listed (see course description).
**EEDP is Examination/Evaluation/Diagnosis/Prognosis.

    SPECIAL EDUCATION/                                                                     • Pass all laboratory exercises and examinations.
    SERVICES FOR CHILDREN TRACK                                                            • Successfully complete the comprehensive examination
    Required course*                                                                          upon completion of course work.
    ED 551          Introduction to Special Education . . . . . . . . . . 3              Please note that a waiver of any requirement for the degree must
    Electives (must take three)                                                          be approved in writing by the associate dean.
    ED 506          School Law & Child Rights . . . . . . . . . . . . . . 3              TRANSFER CREDIT
    ED 517          Psychology of the School Age Child . . . . . . . 3
    ED 518          Adolescent Psychology . . . . . . . . . . . . . . . . . . 3          Students who apply for admission to the DPT program may trans-
    ED 519          Early Childhood Development . . . . . . . . . . . . 3                fer a maximum of 12 semester hours of graduate course work
    ED 555          Current Issues in Education . . . . . . . . . . . . . . 3            completed in a related discipline for advanced standing in the
    ED 588          Special Topics . . . . . . . . . . . . . . . . . . . . . . . . . 3   program. Fifteen credits of equivalent work in another CAPTE
    ED 661,         Education of Students with Learning                                  accredited program may be transferable after review by the fac-
      or ED 662, Disabilities / Developmental Disabilities /                             ulty and the associate dean. To be accepted for transfer credit,
      or ED 663       Emotional or Behavior Disorders . . . . . . . . 3                  graduate courses must be recent (within two calendar years) and
    ED 667          Effective Collaboration & Team Building . . . 3                      indicate a high degree of scholarship (grades of A or B). Transfer
    TED 533         Assistive Technology . . . . . . . . . . . . . . . . . . . 3         students may apply only in the usual cycle of admissions and
    *Required core courses cannot generally be waived based on                           must meet all other requirements for admission.
    professional experiences, course work taken at another univer-
    sity, or participation in continuing education courses. Consult                      ACADEMIC POLICIES AND
    program coordinator for details.                                                     STANDARDS IN PHYSICAL THERAPY
    HEALTH AND WELLNESS PROMOTION TRACK                                                  In addition to those policies and standards noted previously, the
                                                                                         following are required in Widener’s physical therapy program:
    Required courses*
                                                                                           • A maximum of three core courses may be waived without
    NURS 638 Issues in Health Care for the Undeserved . . . . 3
                                                                                              replacement for graduate courses of equivalent quality and
    NURS 668 Holistic Health Promotion . . . . . . . . . . . . . . . 3
                                                                                              content taken elsewhere. Additional courses may be waived
    Electives (must take two)
                                                                                              with replacement by permission of the associate dean.
    NURS 633 Injury Prevention in Children & Adolescents . . 3                             • Any student who earns a semester GPA below a 3.0 will
    NURS 636 Dynamics of Family Health Care . . . . . . . . . . 3
                                                                                              automatically be put on academic probation. If a student has
    NURS 670 Epidemiology . . . . . . . . . . . . . . . . . . . . . . . . . 3
                                                                                              a second semester on probation at any time in the program,
    *Required core courses cannot generally be waived based on
    professional experiences, course work taken at another univer-                            the student will be required to meet with the Academic
    sity, or participation in continuing education courses. Consult                           Standards Review Committee. The committee will discuss
    program coordinator for details.                                                          performance issues and may dismiss the student from the
                                                                                              program. This decision is made after careful consideration
    SPECIAL STATUS STUDENT                                                                    of the student’s overall performance in the program. If a stu-
                                                                                              dent has a third semester on probation in any subsequent
    Occasionally, practicing licensed physical therapists are inter-
                                                                                              semester, he or she will be required to again meet with the
    ested in completing courses offered by the graduate program but
                                                                                              Academic Standards Review Committee, which will deter-
    do not wish to pursue graduate degrees. The physical therapy pro-
                                                                                              mine if the student can continue in the program.
    gram encourages physical therapists to increase or review their
                                                                                           • If a student fails a course, that course may be repeated only
    areas of knowledge and training. Therefore, students who are not
                                                                                              once with permission of the Academic Standards Review
    matriculated in the DPT program are permitted to enroll in grad-
                                                                                              Committee. The student may also be prohibited from mov-
    uate courses at the 700 or 800 level. It is not necessary for a spe-
                                                                                              ing forward in the lock-step program until those courses in
    cial status student to provide letters of recommendation or pay the
                                                                                              which the student received a failing grade are repeated suc-
    required application fee for admission into the graduate division.
                                                                                              cessfully. After the student successfully repeats a failed
    Priority for enrollment for all courses goes to those students who
                                                                                              course, both grades are recorded on the transcript but only
    are officially admitted into the graduate division. Students may
                                                                                              the most recent grade is used in calculating the GPA.
    enroll only with written permission of the associate dean.
                                                                                              However, when a student is convicted under Widener’s aca-
    DEGREE REQUIREMENTS                                                                       demic fraud policies, that student is prohibited from exer-
    To qualify for the degree of Doctor of Physical Therapy, the can-                         cising the repeat-of-course option to remove the F grade
    didate must:                                                                              (given as a result of fraud) from the GPA calculation. To
                                                                                              graduate, students must achieve an overall GPA of 3.0 on a
      • Comply with all general requirements of Widener
                                                                                              standard 4.0 system. No student will graduate from the
         University relating to the governance of graduate programs.
                                                                                              physical therapy program with an incomplete grade.
      • Complete all the degree requirements within a total of three
                                                                                           • If a student fails to meet the degree requirements in a timely
         calendar years from the date of matriculation, unless other-
                                                                                              manner, the school may dismiss the student. Notification of
         wise given permission by the Academic Standards Review
                                                                                              such a decision is provided by the Office of the Assistant
         Committee to extend the time.
                                                                                              Provost for Graduate Studies. Once a student has been dis-
      • Complete at least 120 credits of approved graduate course
                                                                                              missed, he/she may no longer enroll in graduate programs
         work (including transfer credit and advanced standing credit).
                                                                                              of the university and may not apply for admission into
      • Successfully complete all clinical education courses.
                                                                                              another division of the university.
      • Successfully complete a research project if applicable.
                                                                                           • If a student repeatedly fails courses, the school may dismiss
      • Have a cumulative GPA of B (3.0) or better.
                                                                                              the student. A student will be dismissed from the program
     when his/her cumulative average is below 3.0 and when a                  evaluation tool. This self-evaluation is also discussed during
     grade of C is received in a second course in the same semes-             the formal feedback session as a way to enhance the student’s
     ter. After not being in the program for one semester, the stu-           ability to evaluate his or her own performance. Experience
     dent may petition the Academic Standards Review                          with self-evaluation is critical for students to assist them with
     Committee for readmission. The committee may require the                 their future development of professional goals.
     student to repeat those courses. Successful completion of a          •   Once the final evaluation is completed and signed by the
     repeated course will require the student to achieve a grade              student and the CI, the CI or CCCE will mail the evaluation
     of no less than a B. Failure to achieve a grade of B will                to the ACCE.
     result in dismissal from the program.                                •   Students will also be asked to evaluate the clinical educa-
 •   Conduct inconsistent with the ethical and professional stan-             tion experience using a “Site Evaluation” form. These eval-
     dards of the discipline, whether it occurs before or after               uations will provide helpful information regarding the site,
     matriculation, is grounds for dismissal from the program.                the clinical instructor to the ACCE, and the clinical facility.
 •   The code of responsible conduct for graduate students                •   Based upon the ratings and comments provided by the CI,
     requires that each student maintain academic integrity and               and possibly the CCCE, the ACCE will assign a final grade
     act according to this code in all academic matters. Students             for each affiliation completed by an individual student. The
     are asked to read and sign the program’s policy on academic              grades will be recorded as Pass or No Pass.
     integrity upon entering the program. They are also expected          •   If a No Pass grade is received, the ACCE will determine if a
     to abide by the code of ethics and uphold the standards of               student is entitled to remediate by completing another affili-
     practice for physical therapists as published by the                     ation, or, if, through the assistance of the respective clinical
     American Physical Therapy Association. Clinical integrity                faculty, further time at that particular facility will meet the
     should model academic integrity. Students should refer to                needs of the student. If the student is required to complete an
     standards for clinical behavior published in the program’s               additional affiliation, the ACCE will determine when and
     clinical education manual. Scientific misconduct is defined              where the student will repeat the affiliation.
     in the document Honor in Science published by Sigma Xi               •   If a student has a total of two No Pass grades in any of the pro-
     Research Society. Such misconduct during a student’s                     fessional practice courses, including repeated attempts, that
     research project may result in disciplinary action.                      student will be dismissed from the program.
 •   After enrollment in the program, all students will receive           •   If a student is unable to successfully complete a scheduled
     the “Essential Functions Document” to review and sign.                   professional practice course, progression in the curriculum
     This document outlines the essential functions of a physical             will be allowed so long as the student is no more than one
     therapy student in the program at Widener University.                    professional practice course behind the class. The reasons
     Students will attest to their ability to perform these essential         for such a situation may be, but are not limited to, an
     functions with or without reasonable accommodations.                     Incomplete or No Pass grade in a professional practice
     More information about reasonable accommodations can be                  course or personal reasons.
     obtained by contacting the university's Disabilities Services
     program or the ADA coordinator.                                    MATRICULATION
 •   Misconduct outside the program that results in a felony con-       A matriculated student is one who meets all entrance require-
     viction may make a student ineligible for licensure as a           ments and is pursuing an approved program that leads to a grad-
     physical therapist; hence, students who are convicted of a         uate degree.
     felony may be dismissed.
CLINICAL EDUCATION STANDARDS                                            Students enrolled in graduate courses are considered to be mature
 • A student will be allowed to participate in professional prac-       students. For this reason, there is no general policy for attendance
   tice courses when all prerequisite course work has been suc-         in graduate courses. However, with certain courses, it is appro-
   cessfully completed. A student whose prior semester GPA is           priate for the instructor to make regular class attendance manda-
   less than a 3.0 in the physical therapy curriculum, including        tory. Such policies will be announced during the first class meet-
   elective tracks and specialty certifications, must meet with         ing and included in the course syllabus.
   the Academic Standards Review Committee. The Academic
   Standards Review Committee will (1) determine if the stu-
                                                                        A student will be permitted to audit courses in graduate pro-
   dent can participate in the professional practice phase of the
                                                                        grams with the approval of the instructor and the associate dean.
   curriculum and (2) review the student’s performance in the
                                                                        No grade or credit is given for auditing a course and examina-
   curriculum to determine if continuation in the program is
                                                                        tions need not be taken; however, the registration procedure and
   possible. If a grade of I (Incomplete) has been issued for any
                                                                        fee structure are the same as those for other students.
   prerequisite course(s), entry in clinical affiliations is at the
   discretion and mutual consensus of the associate dean and            GRADING IN PHYSICAL THERAPY
   the academic coordinator of clinical education (ACCE). A
                                                                        Graduate students in the physical therapy program are expected
   plan for course completion and resolution of the Incomplete
                                                                        to maintain satisfactory progress toward their graduate degree.
   must be approved by the professor(s) of the course. The cur-
                                                                        The graduate record for a student begins with the first course in
   rent grade in the course must also meet “Academic Policies
                                                                        which he/she enrolls and includes all subsequent courses.
   and Standards in Physical Therapy,” described above.
                                                                             For specific information on grades, see “Grading System”
 • At the midterm and final evaluation, the student will also rate
                                                                        in the “School of Human Professions Information” section.
   his/her individual performance using a separate copy of the

          Pass/No Pass—Almost all graduate courses in physical ther-        and digestion, endocrine regulation of metabolism, homeostasis,
     apy will give standard letter grades. The special nature of some       and kidney function. Discussion of clinical applications and case
     courses will require that they be graded on a Pass/No Pass basis.      studies in seminar format are included. The course is comprised of
          Students who elect to withdraw from a required physical           three hours of lecture and one hour of seminar. 3 semester hours
     therapy course may not continue with the program unless per-           PT 708        FOUNDATION SCIENCES III
     mission is granted following review by the Academic Standards          The study of human anatomical structures as they relate to
     Review Committee.                                                      movement, physiological demands of activity, and exercise.
                                                                            Specimens, models, and videotapes aid a regional approach to
                                                                            the study of structures. Lectures and laboratory experiences with
     Students can officially graduate at the end of the fall, spring, and
                                                                            cadaver dissection. 5 semester hours
     summer terms. Only one graduation ceremony is held each year.
     Commencement is in May following the spring semester. Stu-             PT 709        FOUNDATION SCIENCES IV
     dents planning to graduate must file a petition. (For more infor-      Studies of the relationship between structure, function, and control
     mation, see sections titled “Goals and Objectives” and “Degree         of the human nervous system in normal and diseased states.
     Requirements.”)                                                        Laboratory experiences enhance students’ understanding of normal
                                                                            and dysfunctional posture and movement. Lectures and laboratory
     ACCREDITATION                                                          experiences. 4 semester hours
     The Commission on Accreditation in Physical Therapy Education          PT 710        ADMINISTRATION/COMMUNICATION/
     (CAPTE) of the American Physical Therapy Association accredits                       EDUCATION III
     physical therapy education programs in the United States. The          Sociological and cultural perspectives on medicine and health
     program received its initial accreditation in May 1996, when it        care with special emphasis on the relationship of health care to
     offered the Master of Science in Physical Therapy. In May 2000,        society, the professions, and the process of professional social-
     the program was granted accreditation to offer the Doctor of           ization. The course is comprised of two hours of lecture, class-
     Physical Therapy degree.                                               room discussion, and individual study. 2 semester hours
                                                                            PT 712        FOUNDATION SCIENCES V
                                                                            Survey of normal growth and development through the lifespan.
     Courses                                                                Course covers psychosocial, motor, and cognitive development.
                                                                            Particular emphasis is placed on the relationship between devel-
     Taking more than 18 credits in any semester will need the              opment and theories of recovery function, and realistic goal set-
     approval of the associate dean and faculty.                            ting for physical therapy treatment of clients of all ages. The
                                                                            course is comprised of two hours of lecture, one hour of class-
     PHYSICAL THERAPY COURSES                                               room discussion, and individual study. 3 semester hours
                                                                            PT 714        ADMINISTRATION/COMMUNICATION/
                                                                                          EDUCATION IV
                   (DUAL LISTED WITH PT 703)
                                                                            The course is designed to expose students to the current issues
     A comprehensive study of the microscopic and submicroscopic
                                                                            being discussed in the national health care arena relating to reim-
     structure of mammalian tissues. Emphasis is also placed on the
                                                                            bursement, entitlement, rationing, consent, professional devel-
     function of cellular structures and recent research findings in the
                                                                            opment, and ethical concepts and principles. Students select
     area of cell biology. 3 semester hours
                                                                            small group discussion topics to creatively contribute to poten-
     PT 701        ADMINISTRATION/COMMUNICATION/                            tial solutions. 2 semester hours
                   EDUCATION I
     An introduction to the multiple roles of the health professional       PT 715        ADMINISTRATION/COMMUNICATION/
                                                                                          EDUCATION V
     and the responsibilities inherent in the relationships with clients,
                                                                            Students are introduced to formal educational and learning the-
     colleagues, families, and communities. An overview of the inter-
                                                                            ory. The students then apply theory to classroom and patient care
     disciplinary nature of practice in rehabilitation and the basis of
                                                                            settings with structured guidance. The students will have the
     collaborative work. 3 semester hours
                                                                            opportunity to learn the process of evaluating learner needs,
     PT 703        FOUNDATION SCIENCES I                                    developing a plan to address those needs, and evaluating the
                   (DUAL LISTED WITH BIOL 505)
                                                                            process and learner outcomes. Woven throughout this course are
     A comprehensive study of the microscopic and submicroscopic            opportunities for the student to develop self-assessment and
     structure of mammalian tissues. Emphasis is also placed on the         learner-assessment skills. Students will complete a teaching
     function of cellular structures and recent research findings in the    assistantship and conduct a teaching practicum as well as apply
     area of cell biology. 3 semester hours                                 these skills to patient educational problems. 3 semester hours
                                                                            PT 722        FOUNDATION SCIENCES VI
                   EDUCATION II (DUAL LISTED WITH HMSA 601)
                                                                            The study of the nature of disease, the physiology of abnormal
     See description at HMSA 601.
                                                                            states, resultant effects on body tissue, and treatment effects.
     PT 706        FOUNDATION SCIENCES II                                   Course content covers incidence/prevalence, etiology, clinical
     A clinical approach to physiological systems most relevant to the      signs and symptoms, differential diagnosis, medical manage-
     practice of physical therapy provides a foundation for later           ment, and pharmacology, as well as prognosis and potential for
     sequences in the curriculum. Content relates to normal and abnor-      recovery for selected conditions. 3 semester hours
     mal muscle and nerve physiological function, growth and repair of
     bone and soft tissue, cardiopulmonary system functions, nutrition

PT 723        FOUNDATION SCIENCES VII                                   two hours of lecture, two hours of lab, and one hour of clinical
The study of the nature of disease, the physiology of abnormal          observation. 3 semester hours
states, resultant effects on body tissue, and treatment effects.        PT 734        INTERVENTION IV
Course content covers incidence/prevalence, etiology, clinical          The study of physiologic adaptations to stress, disease, and exter-
signs and symptoms, differential diagnosis, medical manage-             nal stimuli. Cardiopulmonary physical therapy is emphasized in
ment, and pharmacology, as well as prognosis and potential for          half of the semester. During the other half, electrotherapy and elec-
recovery for selected conditions. 3 semester hours                      trodiagnosis are presented with case applications. Three hours of
PT 724        EXAMINATION/EVALUATION/                                   lecture and three hours of lab. 4 semester hours
                                                                        PT 735        INTERVENTION V
Initiation of understanding the full role of a physical therapist
                                                                        A contemporary approach to the management of the physical ther-
based on focused and directed clinical experiences. The Guide to
                                                                        apy patient in the acute care phase of treatment. Interdisciplinary
Physical Therapist Practice is the main prototype of clinical prac-
                                                                        management of the cardiopulmonary, cardiovascular, orthopedic,
tice applied to these clinical experiences. The course is designed to
                                                                        trauma, acute infection, and acute conditions superimposed on
assist learners in framing their initial clinical practice schema.
                                                                        long-term chronic conditions. Specific treatment plans are devel-
Class meets for 2 hours a week for 7 weeks. 1 semester hour
                                                                        oped for case models using the critical path concept. Two hours of
PT 725        EXAMINATION/EVALUATION/                                   lecture, two hours of lab, and one hour of clinical observation. 3
              DIAGNOSIS/PROGNOSIS II                                    semester hours
Analysis of human posture and movement in normal and abnor-
                                                                        PT 736        EXAMINATION/EVALUATION/
mal states. Course includes palpation of anatomical structures and
                                                                                      DIAGNOSIS/PROGNOSIS V
study of the principles of biomechanics, including arthro-kine-
                                                                        The course focuses on evaluation and treatment interventions
matics, osteokinematics, and kinetics. The course is comprised of
                                                                        for the client with an orthopedic dysfunction, disease, or injury.
two hours of lecture, three hours of laboratory, and individual
                                                                        Rationale and method for treatment planning are emphasized as
study. 3 semester hours
                                                                        they relate to the solution of client problems. Lecture and labo-
PT 726        EXAMINATION/EVALUATION/                                   ratory components prepare students for direct patient care. The
              DIAGNOSIS/PROGNOSIS III                                   course is comprised of two hours of lecture, three hours of lab-
The administration of test procedures to collect data pertaining to     oratory and discussion, and some clinical observation. 4 semes-
body system states, general health status and functional capacity       ter hours
of clients for screening or the determination of a physical therapy
                                                                        PT 750        CRITICAL INQUIRY I
diagnosis, planning of treatment interventions, evaluating out-
                                                                        The course explores quality of life research as a broad frame in the
comes of care, and referral to other practitioners. The course is
                                                                        development of researchable questions. Students are encouraged
comprised of two hours of lecture, five hours of laboratory, clini-
                                                                        to compose questions in the context of contemporary health care
cal exposure, and independent study. 4 semester hours
                                                                        and physical therapy. The course focuses on measures of health
PT 730        INTERVENTION I                                            status, functional ability, and social networks. 2 semester hours
Basic concepts and treatments administered by physical thera-
                                                                        PT 751        CRITICAL INQUIRY II
pists in the clinical setting. Course includes gait, physical modal-
                                                                        This course examines principles of clinical research in physical
ities, transfers and safety procedures, massage, and documenta-
                                                                        therapy. Topics include the generation of a research question,
tion. Lecture and laboratory components prepare students for
                                                                        discussion of reliability and validity, development of a research
direct patient care. The course is comprised of three hours of lec-
                                                                        design, and development of a plan for the analysis of data. A
ture, three hours of laboratory, and clinical observation. 3 semes-
                                                                        primary objective is for students to acquire the knowledge,
ter hours
                                                                        understanding, and skill necessary to critically read and
PT 731        EXAMINATION/EVALUATION/                                   research the literature in physical therapy. The course is com-
              DIAGNOSIS/PROGNOSIS IV                                    prised of lecture, discussion, and project work. 2 semester hours
Continued engagement in understanding the role of a physical
therapist with directed and focused clinical experiences that sup-      PT 752        CRITICAL INQUIRY III
port the incorporation of curricular didactic material into a prac-     Research using field and survey methods to explore clinical
tice framework. Two-and-a-half hours of lecture and/or clinical         problems and environments. The value of stories, case studies,
experience. 2 semester hours                                            and social histories are used to enhance patient care. Sampling,
                                                                        design of questionnaires, and data analysis and interpretation are
PT 732        INTERVENTION II                                           covered. Comparisons between clinical interview methods and
The study of the physiological basis for human movement and             research methods are used to illustrate ethical concepts and
function. A systems approach is presented in the study of the           rights of human subjects. The course is comprised of lecture, dis-
effects of exercise and inactivity on the body. The second half of      cussion, and fieldwork. 2 semester hours
the course includes therapeutic exercise applied to a variety of
patient populations and normals through the lifespan. The course        PT 760        PROFESSIONAL PRACTICE I
is comprised of three hours of lecture and three hours of labora-       Full-time assignment to a clinical setting for six weeks of practice
tory. 3 semester hours                                                  with a clinical preceptor. A variety of settings are selected for
                                                                        affiliations, including hospitals, long-term care facilities, private
PT 733        INTERVENTION III                                          practice settings, rehabilitation hospitals, home care agencies, and
The course focuses on the management of specific disabilities           industrial health programs. Seminar will be scheduled on campus
(spinal cord injury; stroke and vascular impairments). Evaluation       prior to and following clinical affiliations. Prerequisite:
of patient problems, functional deficits, and treatment planning        Satisfactory progress in the course of study. 2 semester hours
principles using the team approach. The course is comprised of

     PT 761        PROFESSIONAL PRACTICE II                                    PT 863        ADVANCED PROFESSIONAL PRACTICE IV
     Full-time assignment to a clinical setting for eight weeks of prac-       Full-time assignment to a clinical setting for nine weeks of prac-
     tice with a clinical preceptor. A variety of settings are selected for    tice with a clinical preceptor. A variety of settings are selected for
     affiliations including hospitals, long-term care facilities, private      affiliations including hospitals, long-term care facilities, private
     practice settings, rehabilitation hospitals, home care agencies and       practice settings, rehabilitation hospitals, home care agencies, and
     industrial health programs. Seminar will be scheduled on campus           industrial health programs. Seminar will be scheduled on campus
     prior to and following clinical affiliations. Prerequisite: Satisfac-     prior to and following clinical affiliations. Prerequisite: Satisfac-
     tory progress in the course of study. 3 semester hours                    tory progress in the course of study. 4 semester hours
     PT 800        COMPREHENSIVE EXAMINATION                                   PT 880        ADVANCED PRACTICE I
     This course is composed of the preparation and administration of          Facilitates learner’s ability to perform the holistic role of physi-
     a comprehensive examination. This examination is a culminating            cal therapist while engaging in focused, higher level practice
     experience that reflects mastery of the didactic component of the         skills and ill-structured (messy) cases. Learners are expected to
     entry-level physical therapy curriculum. The examination is 3.5           perform competently with only minimal direction and guidance
     hours in duration and is compromised of three sets of 50 multi-           from faculty, particularly when novel content or situations arise
     ple choice questions. 1 semester hour                                     in each given case. Specific areas addressed by the course
     PT 815        ADMINISTRATION /COMMUNICATION/                              include administration, consultation, and outcome assessment
                   EDUCATION VI                                                applied to patient cases requiring advanced practice knowledge
     The course orients students to the principles of management and           and skills. 2 semester hours
     supervision of staff in the clinical setting including planning           PT 881        ADVANCED PRACTICE II
     processes, organization of work, control, development and eval-           Facilitates learner’s ability to perform the holistic role of physi-
     uation. Consulting strategies are discussed and used in course            cal therapist while engaging in focused, higher level practice
     projects. The course is comprised of two hours of lecture, two            skills and ill-structured (messy) cases. Learners are expected to
     hours of seminar, and a course project. 3 semester hours                  perform competently with only minimal direction and guidance
     PT 818        ADMINISTRATION/COMMUNICATION/                               from faculty, particularly when novel content or situations arise
                   EDUCATION VII                                               in each given case. Specific areas addressed by the course
     Students are exposed to classical learning theory, behavioral health      include administration, consultation, and outcome assessment
     interventions, and client education programs in community and             applied to patient cases requiring advanced practice knowledge
     clinical settings. They evaluate the effect of education strategies for   and skills. 2 semester hours
     change on health behaviors and develop health promotion pro-              PT 883        ADVANCED PRACTICE III
     grams. They develop and implement educational strategies for              Explorations into the management of specific disabilities which
     patient learning in a clinical environment. Additionally, students        impact life choices in our culture. Topics include developmental
     implement evaluation strategies for the learning process and out-         disabilities, life-long chronic diseases and age-related disorders,
     come. 3 semester hours                                                    home health, work rehabilitation, and occupational injury man-
     PT 837        EXAMINATION/EVALUATION/                                     agement. Topics are selected based on student and faculty inter-
                   DIAGNOSIS/PROGNOSIS VI                                      est. 2 semester hours
     The course focuses on the management of disabilities involving            PT 885–892    ADVANCED PRACTICE IV
     the central and peripheral nervous system through the life span.          Elective course of study (see current list below). Topics are
     Evaluation of patient problems, movement disorders, and treat-            selected based on student and faculty interest. 3 semester hours
     ment-planning principles are emphasized. The course is com-
                                                                               PT 885        ADVANCED PRACTICE IV: AQUATICS
     prised of two hours of lecture, three hours of laboratory, and one
                                                                               This elective course focuses on aquatic physical therapy as a
     hour of clinical observation. 4 semester hours
                                                                               lifespan rehabilitation medium for clients with cardiovascular,
     PT 840        ADMINISTRATION/COMMUNICATION/                               neurological, and/or orthopedic involvement. The scope of the
                   EDUCATION VIII                                              course moves from basic hydrodynamics principles, hands-on
     The course offers the student an opportunity to discuss the impact        treatment techniques to program development. Water participa-
     of disability and disease states on individuals, families, and soci-      tion is required for this course. The course is comprised of three
     ety. Explorations into the leisure, work, educational, and social         hours of lecture, laboratory, and guided inquiry. 3 semester hours
     life of disabled persons provide a framework for students to
     develop an understanding of the profession beyond the treatment           PT 887        ADVANCED PRACTICE IV: ATHLETICS
     of disabilities. Developmental disabilities, life-long physical and       This elective course explores physical therapy intervention that
     mental disabilities, chronic disease, and families with disabled          is specific to the athletic environment. Preseason screening, ath-
     children. The course is comprised of one hour of lecture, two             letic injuries, conditioning, environmental and ergogenic agents,
     hours of discussion, and independent study. 3 semester hours              bracing/taping/wrapping, plyometrics and isokinetic testing are
                                                                               examined. 3 semester hours
     Full-time assignment to a clinical setting for eight weeks of prac-       PT 889        ADVANCED PRACTICE IV: INDEPENDENT
     tice with a clinical preceptor. A variety of settings are selected for
                                                                               This elective course stresses independent study in physical ther-
     affiliations including hospitals, long term care facilities, private
                                                                               apy. Students work out a plan for independent study in a partic-
     practice settings, rehabilitation hospitals, home care agencies, and
                                                                               ular area in conjunction with a faculty member or adjunct clini-
     industrial health programs. Seminar will be scheduled on campus
                                                                               cal expert. 3 semester hours
     prior to and following clinical affiliations. Prerequisite: Satisfac-
     tory progress in the course of study. 3 semester hours

PT 891        ADVANCED PRACTICE IV: PEDIATRICS                         presented at the student research symposium. An HMSA elective or
This elective course is designed to allow students, with special       special education elective may be substituted. 3 semester hours
interest in the field of pediatric physical therapy, an opportunity    PT 956        SPECIALTY FOCUS IV
to explore issues related to current practice. Students are exposed    Seminar to assist students in data reduction, interpretation, and
to the many settings that pediatric therapists function in through     presentation of research findings. The analysis and oral and written
visits to an early intervention center, the school environment, a      presentation of findings are discussed. Students are expected to
NICU, outpatient clinic, and long-term care setting (as avail-         submit the final results of research projects in written form as the
able). This course is comprised of three hours of lecture, labora-     culminating project. An HMSA elective or special education elec-
tory, and guided inquiry. 3 semester hours                             tive may be substituted. 3 semester hours
The course focus is on providing opportunities for an advanced         CENTER FOR
exploration of selected topical areas in rehabilitation practice.      EDUCATION COURSES
The course will critically appraise the theoretical foundations
that are pertinent to current clinical practice in each of the topi-   ED 506        SCHOOL LAW AND CHILD RIGHTS
cal areas surveyed. Incorporated throughout the course are mul-        Provides public school personnel with a basic working knowledge
tiple opportunities for structured and guided interactions with        of the legal structure of public education. The course also acquaints
selected patient populations to promote integration of didactic        educators and nonteaching educational professionals with informa-
experiences with clinical practice. Topics to be included in this      tion on the current state of pressing legal issues affecting education.
course will vary each year and will be selected by the students        Where possible, particular attention is paid to school systems
participating in the course in consultation with primary course        within Pennsylvania. A special concern of this course is the rights
instructors. The course is comprised of a total of six hours of lec-   of children within the legal system. 3 semester hours
ture, independent study, and guided clinical observation per
                                                                       ED 517        PSYCHOLOGY OF THE SCHOOL-AGE CHILD
week (eight-week term). 3 semester hours
                                                                       An examination of psychomotor, cognitive, emotional, and social
PT 893        ADVANCED PRACTICE IV: MANUAL THERAPY                     development. Theories of behavior and functioning during mid-
This orthopaedic manual therapy elective is designed to provide        dle childhood are examined with respect to their descriptive accu-
the student with an eclectic, entry-level knowledge of manual          racy, integrative ability, and underlying assumptions. Emphasis is
therapy strategies currently in use for the management of              placed upon an understanding of the interaction and integration of
patients with musculoskeletal impairment. These strategies             developmental themes. Prerequisite or corequisite: ED 511. 3
range from soft tissue mobilization techniques to direct and indi-     semester hours
rect joint mobilization techniques for the spine and extremities.
                                                                       ED 518        ADOLESCENT PSYCHOLOGY
Lab activities, which will comprise the majority of the course,
                                                                       This course explores the issues of socialization and social develop-
focus on developing entry-level proficiency in a variety of tech-
                                                                       ment, deviate and delinquent behavior, cognition and intellectual
niques that may be immediately translated into direct clinical
                                                                       development, and the evolving self-understanding of adolescent
practice. Lecture focuses on providing the theoretical framework
                                                                       children. Special topics include moral development, physiological
and scientific evidence to substantiate the use of each methodol-
                                                                       changes and physical growth, and psycho-sexual development.
ogy covered. An emphasis is placed on the integration of manual
                                                                       Students review major theoretical approaches to understanding the
techniques into a comprehensive examination and intervention
                                                                       development of the adolescent. 3 semester hours
plan. 3 semester hours
                                                                       ED 519        EARLY CHILDHOOD DEVELOPMENT:
                                                                                     FROM BIRTH TO THE EARLY SCHOOL YEARS
Students initiate a research project in small groups under faculty
                                                                       An inquiry into psychomotor, cognitive, emotional, physical,
supervision and within the faculty members’ research agenda.
                                                                       and social development during early childhood (i.e., from birth
This course is designed to assist students in the generation of
                                                                       to eight years of age). Students critically review major theoreti-
clinically relevant research questions and proposed develop-
                                                                       cal approaches and social policy issues germane to early child-
ment. Preparation for submissions and approval of the IRB is
                                                                       hood development. There is an emphasis on the impact of family
also initiated. Regularly scheduled meetings with the faculty
                                                                       and school contexts on children’s development. 3 semester hours
mentor are required. An HMSA elective or special education
elective may be substituted. 3 semester hours                          ED 551        INTRODUCTION TO SPECIAL EDUCATION
                                                                       This course provides students with a critical overview of special
                                                                       education including its history, the classification and description
Students initiate the experimental protocols described in the
                                                                       of exceptionalities, and its legal regulation. Major issues related
research proposal. This involves recruiting subjects, carrying out
                                                                       to identification, assessment, educational and therapeutic inter-
experimental interventions and doing data collection. Regularly
                                                                       ventions, social/psychological aspects, and inclusion are exam-
scheduled meetings with the faculty mentor are required. An
                                                                       ined. Prerequisite or corequisite: ED 511. 3 semester hours
HMSA elective or special education elective may be substituted.
3 semester hours                                                       ED 555        CURRENT ISSUES IN ELEMENTARY
                                                                                     AND SECONDARY EDUCATION
PT 955        SPECIALTY FOCUS III                                      The purpose of this course is to examine the major issues that are
Seminar to assist students in data reduction, interpretation, and      having an impact on public education. A wide range of problems will
presentation of research findings. The analysis and oral and written   be identified and proposals for improving the quality of public edu-
presentation of findings are discussed. Students are expected to       cation will be presented. Students have the opportunity in the form of
submit the final results of research projects in written form as the   a research project to develop an action plan related to an issue of
culminating project. Students will also develop a presentation to be   importance to their educational community. 3 semester hours
     ED 588        SPECIAL TOPICS                                           SCHOOL OF BUSINESS
     Topics which have special appeal to instructors and students           ADMINISTRATION COURSES
     because of their timely quality are periodically offered in the
     form of newly developed courses. Newly developed courses               BUS 520       ACCOUNTING AND LEGAL
     may be offered in this category prior to their formal approval and                   ENVIRONMENT OF BUSINESS
     assignment of course numbers. 3 semester hours                         This course is designed for graduate students with little or no
     ED 661        EDUCATION OF STUDENTS WITH                               prior experience in accounting. The course familiarizes students
                   LEARNING DISABILITIES OR                                 with the fundamentals of external financial reporting for busi-
                   NEUROLOGICAL IMPAIRMENTS                                 ness enterprises and not-for-profit entities. The financial
     This course provides a historical perspective and a critical           accounting segment of the course focuses on the preparation,
     overview of definitions, identification procedures, educational        analysis, and limitations of financial statements in accordance
     strategies, and service delivery options for students with learning    with generally accepted accounting principles (GAAP). The con-
     disabilities and for those with neurological impairments. Current      ceptual framework that serves as the basis on which financial
     trends in assessment and educational interventions will be             reporting standards are developed is also discussed. The mana-
     emphasized. This course includes a fieldwork component in a            gerial accounting segment of the course covers such internal
     setting for students with learning disabilities. Prerequisite: ED      reporting issues as break-even analysis, capital budgeting, cost
     551. 4 semester hours                                                  behavior patterns, and cost allocation. The legal component of
     ED 662        EDUCATION OF STUDENTS WITH                               the course addresses the formation of different types of business
                   DEVELOPMENTAL DISABILITIES                               entities (e.g., corporation and partnership) and the regulatory
     This course will provide students with an understanding of the         role that the SEC, PCAOB, and Sarbanes-Oxley Act of 2002
     theoretical and conceptual issues currently under debate in the        play in financial reporting. Prerequisite: None. 3 semester hours
     field of developmental disabilities. We will examine the identifi-     HCM 605       ORGANIZATION AND ADMINISTRATION
     cation criteria, instructional strategies, and program development                   OF HEALTH CARE INSTITUTIONS
     for children with moderate to severe disabilities including mental     This course examines organizational behavior and management
     retardation and autism/pervasive developmental disorder. Objec-        issues in health care institutions. Rising costs, staffing constraints,
     tives will stress adapting environments, materials, and instruction    and a host of external pressures are transforming health care
     to facilitate inclusion and teaching functional life skills within a   organizations. They are organizing as interdependent networks,
     special education curriculum. This course includes a fieldwork         employing culturally diverse workforces, adopting flexible work
     component in a setting for students with developmental disabili-       practices, and replacing command-and-control supervision with
     ties. Prerequisite: ED 551. 4 semester hours                           self-leading teams. To be effective, health care managers must
     ED 663        EDUCATION OF STUDENTS WITH                               rely more on empowerment and negotiation than authority, their
                   EMOTIONAL OR BEHAVIORAL DISABILITIES                     leadership must be inspirational rather than autocratic, and they
     This course emphasizes assessment and educational interven-            must be competent in team-building, organizational design,
     tions for teaching and remediating the emotional and behavioral        diversity management, and creating high-performance cultures.
     disorders of students with and without developmental disabili-         This course promotes an understanding of the behavior, structure,
     ties. Support services available within the community to families      and process-related challenges posed by the contemporary health
     of children with emotional/behavioral disabilities will be exam-       care workplace. Students develop in-depth knowledge of theoret-
     ined. This course includes a fieldwork component in a setting for      ical concepts and learn to apply them through cases and simula-
     students with emotional/behavioral disabilities. Prerequisite: ED      tions. They also have the opportunity to engage in an assessment
     551. 4 semester hours                                                  of their leadership style and receive one-on-one feedback and
                                                                            coaching from experts in the field. Credit cannot be granted for
                                                                            both HCM 605 and MGT 604. Prerequisite: HCM 601 or permis-
                   AND TEAM BUILDING
                                                                            sion of the instructor. 3 semester hours
     The purpose of this course is to help students develop an under-
     standing of the major issues involved in working as a member of        HCM 670       INTRODUCTION TO LEGAL ISSUES IN
     a team and in helping others understand the perspective of a spe-                    HEALTH CARE MANAGEMENT
     cial education teacher. This course focuses on effective strategies    The American health care delivery system has and continues to
     for collaborating with families, regular and special educators,        undergo extensive modification to accommodate a societal
     paraprofessionals, and other service providers in the school and       desire to conduct a system that provides quality care at an afford-
     community. This course is for advanced special education majors        able cost. These competing objectives have markedly altered the
     or students who are currently teaching in a special education set-     traditional roles of patients, providers, and payers with the prom-
     ting. Corequisite: ED 599, 611, or 612. 3 semester hours               ise of further changes to occur. Managers of health care organi-
                                                                            zations require an understanding of all aspects of the “business”
                                                                            of health care in order to be effective.
     In this introductory course, students explore the use of assistive
                                                                                 This course is intended to provide an overview of the major
     technologies in a classroom environment. The course focuses on
                                                                            legal relationships and issues relevant to health care administra-
     the various applications, activities, and hardware devices used for
                                                                            tion. It is designed to provide an administrator with the ability to
     special needs students. 3 semester hours
                                                                            recognize legal problems that can, and will, arise in the operation
                                                                            of a health care facility, and to enable the administrator to inter-
                                                                            act effectively with legal counsel with regard to such problems.
                                                                            Prerequisite: None. 1.5 semester hours

HCM 673       FINANCIAL MANAGEMENT                                      NURS 638     ISSUES IN HEALTH CARE FOR
              IN THE HEALTH CARE INDUSTRY                                            UNDERSERVED POPULATIONS
This course applies concepts in managerial accounting and               This course explores issues surrounding the medically under-
finance to the financial management of health care organizations.       served populations in the United States. Societal influences,
It emphasizes the identification of appropriate data for planning       lifestyles, health care needs, and beliefs and solutions to prob-
and control functions and the use of analytical techniques for          lems of the medically underserved are emphasized. 3 semester
decision-making in a health care setting. Prerequisites: HCM 601,       hours
undergraduate financial accounting, and a working knowledge of          NURS 668     HOLISTIC HEALTH PROMOTION
EXCEL or permission of instructor. 1.5 semester hours                   Within a unitary philosophical framework, this course synthe-
MGT 622       DEVELOPING MANAGEMENT SKILLS                              sizes Western and Eastern traditions for the promotion of health.
Businesses whose managers have superior interpersonal skills            The emphasis is on holistic assessment and intervention strate-
have significantly higher profits and lower turnover than busi-         gies to prevent illness and promote health. Social, economic, and
nesses without such skills. In fact, people management skills are       political implications of the dynamic health care delivery envi-
three times more powerful in influencing financial success than         ronment and possible entrepreneurial health promotion roles for
market share, capital intensity, size, and industry return on sales     nurses are discussed. 3 semester hours (3,0,0)
combined. Yet, industry leaders say that business graduates are         NURS 670     EPIDEMIOLOGY
lacking in management and interpersonal skills. Managers are            This course focuses on the examination of the determinants of
still struggling with questions like “How do I motivate my peo-         health and illness of individuals and groups in the community
ple to commit to a new idea?” “How do I communicate with                using specialized research methodology. Epidemiology, as the
poor performers without creating a defensive reaction?” and             principle science of community health practice, will be used to
“How do I negotiate for resources in a hostile environment?”            study how to improve the health of the public using techniques of
      This course takes a hands-on “learning by doing” approach         community assessment for planning and evaluating the effective-
to provide students with the people management skills needed in         ness of interventions for health promotion as well as secondary
a dynamic work environment. Interactive exercises, role-plays,          and tertiary disease prevention. The course emphasizes outcome-
simulations, and video-based cases are used to build personal,          focused evaluation of care delivered at both the individual and
interpersonal, and group skills. Personalized feedback and a            aggregate level. 3 semester hours (3,0,0)
focus on behavioral change enables students to become more
aware of their strengths and weaknesses, and to acquire skills in
areas such as communication, motivation, conflict management,
negotiation, teamwork, and leadership. Students also learn how
to institutionalize the skill set by “hardwiring” it into the organi-
zational system. There is a materials fee. Prerequisite: BUS 601
and 602, MGT 604, HCM 605, or permission of the instructor. 3
semester hours

This course provides the student with a comprehensive perspec-
tive on America’s number one public health problem affecting
children over the age of one: injury. Using a developmental
model, this course will address mechanisms of injury specific to
various developmental stages from prenatal to late adolescence.
Students will be exposed to a large range of resource materials
available locally and nationally from a variety of governmental,
professional, and private organizations. 3 semester hours
Students will analyze the interaction of individual, illness, and
family dynamics as they affect health status. Theories that
explain family functioning are used to formulate strategies to
maximize family health. Life span development as it relates to
families is examined. Consideration is given to biological, psy-
chological, sociological, and environmental factors that influ-
ence family functioning. Issues of ethnicity, gender, class, and
changing family groups are also explained. Experimental exer-
cises, role play, case studies, and discussion are used to facilitate
integration of theory into practice. 3 semester hours

     Faculty                                                           ADJUNCT FACULTY

     Sandra L. Campbell                                                Dana Abel
     Clinical Associate Professor & Academic Coordinator of            Adjunct Instructor
     Clinical Education (ACCE)                                         BA, DPT, Widener Univ.
     BS, Thomas Jefferson Univ.; MBA, Widener Univ.                    (adult neurology, rehabilitation)
     (management, geriatrics, clinical education)                      James E. Arnone
     Robin L. Dole                                                     Adjunct Clinical Laboratory Instructor
     Associate Dean & Director, Associate Professor                    BA, Univ. of Delaware; MPT, Widener Univ.
     BS, Ithaca College; MS, Univ. of Indianapolis; EdD, Nova          (orthopedics)
     Southeastern Univ.; Board Certified Clinical Specialist in        Marc A. Brodkin
     Pediatrics; DPT, MGH Institute of Health Professions              Adjunct Associate Professor
     (pediatrics, adult neurology)                                     BS, Ohio Univ.; MA, Univ. of South Dakota; PhD, State Univ.
     Dawn T. Gulick                                                    of New York at Stony Brook
     Professor                                                         (histology)
     BS, Lock Haven Univ.; MPT, Emory Univ.; PhD, Temple Univ.         Caryl E. Carpenter
     (modalities, sports medicine, orthopedics)                        Adjunct Associate Professor
     Jill Black Lattanzi                                               AB, Brown Univ.; MPH, Univ. of Michigan; PhD, Univ. of
     Clinical Assistant Professor                                      Minnesota
     BS, MS, EdD, Univ. of Delaware; DPT, Widener Univ.                (health & medical services administration)
     (cultural competence, community engagement, service learning)     Renee L. Crossman
     Kristin Lefebvre                                                  Adjunct Instructor
     Assistant Professor                                               BS, Quinnipiac College; MA, DPT, Drexel Univ.
     BA, MPT, Univ. of Delaware; PhD, Univ. of the Sciences in         (orthopedics)
     Philadelphia; Board Certified Clinical Specialist in              Antoinette Crumby-Patterson
     Cardiopulmonary & Respiratory Physical Therapy                    Adjunct Clinical Laboratory Instructor
     (cardiopulmonary)                                                 BS, Howard Univ.; DPT, Widener Univ.
     Kerstin Palombaro                                                 (cancer in acute care)
     Assistant Professor & Community Engagement Coordinator            Samantha Gorrell
     BS, St. Joseph’s Univ.; MSPT, Columbia Univ.; PhD, Temple         Adjunct Clinical Laboratory Instructor
     Univ.                                                             BA, Univ. of Delaware; DPT, Arcadia Univ.
     (health education promotion, geriatrics)                          (pediatrics)
     Samuel Pierce                                                     Darren S. Heffer
     Associate Professor                                               Adjunct Clinical Laboratory Instructor
     BA, MSPT, Beaver College; PhD, Temple Univ.; Board                BA, DPT, Widener Univ.
     Certified Clinical Specialist in Neurologic Physical Therapy      (adult neurology, rehabilitation)
     (neuromotor, research)                                            Jason Heyduk
     Robert H. Wellmon                                                 Adjunct Clinical Laboratory Instructor
     Associate Professor                                               BS, Indiana Univ. of Pennsylvania; DPT, Widener Univ.
     BS, St. Joseph’s Univ.; BS, Thomas Jefferson Univ.; MS, PhD,      (adult neurology, rehabilitation)
     Temple Univ.; Board Certified Clinical Specialist in Neurologic   Angela Meyers Jancosko
     Physical Therapy                                                  Adjunct Instructor
     (neurology, cardiopulmonary, research)                            BS, MPT, Duquesne Univ.
     Christopher H. Wise                                               (spinal cord injury, adult neurology, rehabilitation)
     Clinical Assistant Professor                                      Laura M. Krych
     BA, Messiah College; MSPT, Beaver College; DPT, Widener           Adjunct Clinical Laboratory Instructor
     Univ.; Board Certified Clinical Specialist in Orthopedics         BS, MPT, Univ. of the Sciences
     (sports medicine, orthopedics, manual therapy)                    (clinical assessment)
                                                                       Tage Kvist
                                                                       Adjunct Professor
                                                                       BS, MS, Univ. of British Columbia; PhD, Univ. of Pennsylvania

Margaret I. Linn                                                  ADVISORY BOARD
Adjunct Associate Professor
BS, MS, Univ. of Pittsburgh; PhD, Univ. of Pennsylvania           Caryl Carpenter, PhD
(special education)                                               Associate Professor & Program Director of HMSA, School of
Sean P. Loughlin                                                  Business Administration, Widener University
Adjunct Clinical Laboratory Instructor                            Antoinette Crumby-Patterson, DPT
BS, Pennsylvania State Univ.; MSPT, Beaver College                Physical Therapist
(orthopedics)                                                     Lynn Kelly, PhD
Kathryn Memma                                                     Associate Professor, School of Nursing, Widener University
Adjunct Clinical Laboratory Instructor                            Margaret Linn, PhD
BA, DPT, Widener Univ.                                            Associate Professor, Center for Education, School of Human
(orthopedics)                                                     Service Professions, Widener University
Pamela Szczerba                                                   Paula Silver, PhD
Adjunct Instructor                                                Associate Dean & Program Director, Center for Social Work
BA, MPT, Univ. of Delaware                                        Education, School of Human Service Professions, Widener
(clinical interventions)                                          University
Tonia Mastrocolo Virnelson                                        Pat Thierlinger
Adjunct Clinical Instructor                                       Recreation Therapist, Magee Rehabilitation Hospital
BS, DPT, Widener Univ.
(acute rehabilitation)                                            Stephen C. Wilhite, DPhil
                                                                  Dean of the School of Human Service Professions & Associate
Scott Voshell                                                     Provost for Graduate Studies, Widener University
Adjunct Clinical Laboratory Instructor
BS, Univ. of Pittsburgh                                           Student Representation: Presidents of the current second-
(orthopedic physical therapy, clinical examination & diagnosis)   and third-year entry-level DPT classes

Michael A. Wilson
Adjunct Clinical Laboratory Instructor
BS, MSPT, Ithaca College; DPT, Temple Univ.
Penny A. Zimmerman
Adjunct Clinical Laboratory Instructor
BS, Univ. of Maryland; MSPT, Univ. of Miami; ATC, CSCS
(therapeutic exercise)


Shared By: