Fit With Cambrie Meal Plan

LIBERAL STUDIES CORE CURRICULUM 1
GANNON
UNIVERSITY
Undergraduate Catalog
2018-2019
109 UNIVERSITY SQUARE ERIE, PENNSYLVANIA 16541

1-800-GANNON-U or 814-871-7240
www.gannon.edu
2
Contents
Gannon: A Closer Look ........................................................................................................................... 3
Admission to the University................................................................................................................. 11
Financial Facts......................................................................................................................................... 18
Student Life and Support Services....................................................................................................... 26
Degree Requirements, Academic Awards........................................................................................... 42
Academic Policies and Procedures....................................................................................................... 44
Special Programs..................................................................................................................................... 60
Liberal Studies Core Curriculum.......................................................................................................... 66
College of Engineering and Business................................................................................................... 77
College of Humanities, Education and Social Sciences................................................................... 188
Morosky College of Health Professions and Sciences..................................................................... 356
Trustees, Administration, Faculty....................................................................................................... 535
Index....................................................................................................................................................... 565
ACCESSIBILITY STATEMENT
Advocate for Campus Accessibility
Michelle Wiley is the interim 504/ADA coordinator for students with disabilities who require
accommodation of facilities, programs, or services of the University.
Students seeking information or assistance in any matter regarding accessibility or
accommodations should contact her promptly upon admission to the University:
Disability Student Services
Gannon University
109 University Square
Erie, PA 16541
(814) 871-5522
GANNON UNIVERSITY POLICY OF EQUAL OPPORTUNITY

It is the policy of Gannon University to affirmatively implement equal opportunity to all
qualified applicants and existing students and employees. In administering its affairs, the
University shall not discriminate against any person on any basis prohibited by law. All
aspects of employment including recruitment, selection, hiring, training, transfer, promotion,
termination, compensation and benefits shall conform to this policy. All aspects of student
affairs and education of students including recruitment, admissions, financial aid, placement,
access to facilities, student discipline, student life and student employment conform to this
policy.
Furthermore, Gannon University does not discriminate on the basis of sex in its education
programs and activities. Gannon University will protect the rights of all students and
employees to work and study free from harassment, including sexual harassment and/or
sexual violence.
Inquiries concerning the application of Title IX and other non-discrimination policies are to
be referred to the Gannon University Title IX Coordinator, Susan Majocka, Beyer Hall 306, 109
University Square, Erie, PA 16541-0001; 814-871-7224; kerner005@gannon.edu.
The information in this catalog is considered to be descriptive in nature. The University
reserves the right to make any changes in the contents of this catalog or in the documented
course of study that it deems necessary or desirable. When changes are made they will be
communicated to the appropriate students.
MISSION 3
Gannon: A Closer Look

MISSION STATEMENT
Gannon is a Catholic, Diocesan university dedicated to excellence in teaching, scholarship
and service. Our faculty and staff prepare students to be global citizens through programs
grounded in the liberal arts and sciences and professional specializations. Inspired by the
Catholic Intellectual Tradition, we offer a comprehensive, values-centered learning experience
that emphasizes faith, leadership, inclusiveness and social responsibility.
4
ACADEMIC ACCREDITATION
Academic accreditation is based on accepted qualitative and quantitative standards of
excellence for evaluating the quality of education offered at the institution. Evaluation and
subsequent accreditation include such areas as the educational objectives and achievements,
academic programs, admissions practices, student personnel and welfare services, institutional
study, training and experience of instructional staff, financial stability, and laboratory and
library resources.
Gannon University is accredited by:

The Middle States Commission on Higher Education
3624 Market Street, Philadelphia, PA 19104
(267)-284-5000, FAX (215) 662–5501, www.msche.org
The Middle States Commission on Higher Education is an institutional accrediting agency
recognized by the U.S. Secretary of Education and the Council for Higher Education
Accreditation.
Academic Programs of Gannon University are accredited by:

Pennsylvania Department of Education
333 Market Street, Harrisburg, PA 17126-0333
(717) 787-6788, FAX (717) 783-0583, www.education.pa.gov
Florida Department of Education
325 West Gaines St., Suite 1414, Tallahassee, FL 32399-0400
(850) 245-3200, www.fldoe.org/cie
ABET
(See individual program descriptions for details
on the specific accrediting organizations that apply)
415 North Charles St., Baltimore, MD 21201
(410) 347-7700, FAX (410) 625-2238, www.abet.org
Accreditation Council for Occupational Therapy Education
4720 Montgomery Lane, Bethesda, MD 20824-1220
(301) 652-6611 x2042, FAX (301) 652-1417
Accreditation Review Commission on Education for the Physician Assistant
12000 Findley Road, Suite 150, Johns Creek, GA 30097
(770) 476-1244, FAX (770) 476-1738
Accreditation Council for Business Schools and Programs
11520 West 119th Street, Overland Park, KS 66211
(314) 872-8481, FAX (314) 872-8495, www.acbsp.org
Commission on Accreditation in Physical Therapy Education
1111 North Fairfax Street, Alexandria, VA 22314
(703) 684-2782 FAX (703) 684-7343, www.apta.org
Commission on Accreditation for Allied Health Educational Programs
35 East Wacker Drive, Suite 1970, Chicago, IL 60601-2208
(312) 553-9355, FAX (312) 553-9616, www.caahep.org
Commission on Collegiate Nursing Education
One Dupont Circle, NW, Suite 530, Washington, DC 20036-1120
(202) 887-6791
Commission on Accreditation for Respiratory Care
1701 W. Euless Blvd., Suite 300, Euless, TX 76040-6823
(817) 283-2835, FAX (817) 354-8519, info@coarc.com
ACADEMIC ACCREDITATION 5
Council on Social Work Education at the Baccalaureate Level

1701 Duke St, Suite 200, Alexandria, VA 22314
(703) 683-8080 FAX (703) 683-8099, www.cswe.org
The Joint Review Committee on Education in Radiologic Technology
20 North Wacker Drive, Suite 2850, Chicago, IL 60606-3182
(312) 704-5300, FAX (312) 704-5304
Gannon University holds membership in the following associations:

ACPA – College Student Educators International
American College Personnel Association/National Center for Higher Education
One Dupont Circle, NW, Suite 300, Washington, DC 20036
(202) 835-2272, FAX (202) 296-3286
American Association of Colleges of Nursing
One Dupont Circle, Suite 530, Washington, DC 20036
(202) 463-6930, FAX (202) 785-8320, www.aacn.nche.edu
American Association of Colleges for Teacher Education
1307 New York Avenue, NW Suite 300, Washington, DC 20005-4701
(202) 293-2450, FAX (202) 457-8095, www.aacte.org
American Council on Education
One Dupont Circle, NW, Suite 800, Washington, DC 20036
(202) 939-9300, FAX (202) 833-4760, www.acenet.edu
ASACCU – Association for Student Affairs at Catholic Colleges and Universities
Siena College
515 Loudon Road, Loudonville, NY 12211
(518) 783-2328
Association of Independent Colleges and Universities of Pennsylvania
101 North Front Street
Harrisburg, PA 17101-1405
(717) 232-8649; Fax (717) 233-8574, http://www.aicup.org/
College Entrance Examination Board (The College Board)
45 Columbus Ave, New York, NY 10023-6992
(212) 713-8000
Middle Atlantic Association of Colleges of Business Administration
LaSalle University, 1900 W. Olney Avenue, Philadelphia, PA 19141
(215) 951-1040, FAX (215) 951-1886
Pennsylvania Association of Colleges and Teacher Educators
56 South Third Street, Hamburg, PA 19526
(484) 577-4845
Gannon University is approved by:

American Bar Association
321 North Clark Street, Chicago, IL 60654
(312) 988-5000, www.americanbar.org
State Board of Nursing of the Commonwealth of Pennsylvania
PO Box 2649, Harrisburg, PA 17105-2649
(717) 783-7142, www.st-nursecstate.pa.us
6
ACADEMIC PROGRAMS
Degree Page
College of Engineering and Business
Dahlkemper School of Business
Business Administration.........................................Associate of Science............................................ 82
Business Administration ........................................Bachelor of Science in
Business Administration.................................... 79
With majors in:
Accounting..........................................................Bachelor of Science in
Entrepreneurship ..............................................Bachelor of Science in
Business Administration.................................. 101
Finance.................................................................Bachelor of Science in
Healthcare Management...................................Bachelor of Science in
International Management ..............................Bachelor of Science in
Management.......................................................Bachelor of Science in
Marketing............................................................Bachelor of Science in
Risk Management and Insurance....................Bachelor of Science in
Sport Management and Marketing.................Bachelor of Science in
Supply Chain Management..............................Bachelor of Science in
Engineering and Computer Science

Biomedical Engineering..........................................Bachelor of Science............................................ 106
Computer Science....................................................Bachelor of Science............................................ 112
Electrical and Computer Engineering...................Bachelor of Science............................................ 127
Environmental Science............................................Bachelor of Science............................................ 145
Environmental Engineering...................................Bachelor of Science............................................ 149
Industrial Engineering............................................Bachelor of Science............................................ 159
Information Systems................................................Bachelor of Science............................................ 165
Mechanical Engineering..........................................Bachelor of Science............................................ 169
Software Engineering..............................................Bachelor of Science............................................ 180
College of Engineering and Business Minors

Business Administration........................................................................................................................ 84
Computer Science................................................................................................................................. 126
Environmental Science......................................................................................................................... 153
Information Systems............................................................................................................................. 169
Business Minors are not open to students majoring in Business Administration

ACADEMIC PROGRAMS 7
Degree Page
College of Humanities, Education and Social Sciences

School of Humanities and Social Sciences
Advertising Communication..................................Bachelor of Arts................................................. 194
Criminal Justice........................................................Bachelor of Arts ................................................ 214
Criminal Justice........................................................Associate of Arts................................................ 225
Digital Media............................................................Bachelor of Arts................................................. 195
English.......................................................................Bachelor of Arts................................................. 268
English Teaching Certificate...................................Bachelor of Arts................................................. 275
Foreign Language/Government Option..............Bachelor of Arts................................................. 279
Foreign Language/Business Option.....................Bachelor of Arts................................................. 279
Gerontology........................................................................................................................................... 287
History.......................................................................Bachelor of Arts................................................. 288
History/Social Studies Teaching Certificate........Bachelor of Arts................................................. 296
Interdisciplinary Studies.........................................Bachelor of Arts................................................. 298
Interdisciplinary Studies.........................................Associate of Arts................................................ 300
Journalism Communication...................................Bachelor of Arts................................................. 197
Leadership Studies ............................................................................................................................... 300
Legal Studies ............................................................Bachelor of Arts................................................. 302
Legal Studies.............................................................Associate of Arts................................................ 306
Legal Studies.............................................................Certificate........................................................... 303
Military Science..................................................................................................................................... 307
Mortuary Science.....................................................Bachelor of Science............................................ 312
Philosophy................................................................Bachelor of Arts................................................. 314
Political Science........................................................Bachelor of Arts................................................. 318
Pre-Law................................................................................................................................................... 324
Pre-Law 3/3 Early Admissions........................................................................................................... 324
Psychology................................................................Bachelor of Arts................................................. 327
Psychology................................................................Bachelor of Science............................................ 333
Public Relations........................................................Bachelor of Arts................................................. 198
Public Service and Global Affairs..........................Bachelor of Arts................................................. 337
Social Work...............................................................Bachelor of Arts................................................. 340
Sociology................................................................................................................................................ 346
Theatre & Communication Arts.............................Bachelor of Arts................................................. 205
Theater Design and Technologies..........................Bachelor of Arts................................................. 206
Theater Performance for Media & Theater..........Bachelor of Arts................................................. 207
Theology....................................................................Bachelor of Arts................................................. 347
School of Education
Early Childhood Education PreK-4.......................Bachelor of Science............................................ 227
Early Childhood Education PreK-4
and Special Education PreK-8................................Bachelor of Science............................................ 227
Middle Level 4-8.......................................................Bachelor of Science............................................ 227
Middle Level 4-8 & Special Education PreK-8.....Bachelor of Science............................................ 227
Secondary Education 7-12.................................................................................................................... 227
Early Childhood Education & Early Intervention Associate of Science....................................... 254
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Degree Page
College of Humanities, Education and Social Sciences Minors
Advertising Communication............................................................................................................... 195
Archaeology and Culture..................................................................................................................... 190
Communication and Rhetorical Studies............................................................................................ 213
Counseling and Helping Professions................................................................................................. 213
Criminal Justice..................................................................................................................................... 225
Digital Media......................................................................................................................................... 196
Education............................................................................................................................................... 255
English.................................................................................................................................................... 277
Exceptional Child.................................................................................................................................. 256
Fine Arts................................................................................................................................................. 211
French..................................................................................................................................................... 280
German................................................................................................................................................... 280
Gerontology........................................................................................................................................... 287
History.................................................................................................................................................... 296
Journalism.............................................................................................................................................. 198
Leadership Studies................................................................................................................................ 301
Music and Culture................................................................................................................................ 212
Philosophy............................................................................................................................................. 317
Political Science..................................................................................................................................... 323
Pre-Law................................................................................................................................................... 326
Psychology............................................................................................................................................. 336
Social Work............................................................................................................................................ 346
Spanish................................................................................................................................................... 280
Special Education and Diversity......................................................................................................... 256
Theatre.................................................................................................................................................... 212
Theology................................................................................................................................................. 352
Training and Development.................................................................................................................. 234
Women’s Studies................................................................................................................................... 353
Writing.................................................................................................................................................... 278
Morosky College of Health Professions and Sciences

School of Health Professions
Nursing (Villa Maria School of) – BSN.................Bachelor of Science in Nursing....................... 403
Nursing (Villa Maria School of) – RN-BSN Option Bachelor of Science in Nursing.................. 411
Nursing (Villa Maria School of) – RN-MSN Option Master of Science in Nursing.................... 415
Nursing (Villa Maria School of) -
School Nurse Certification......................................Certificate........................................................... 417
Nutrition & Human Performance.........................Bachelor of Science............................................ 531
Occupational Therapy.............................................Master of Science............................................... 419
Physical Therapy......................................................Doctor of Physical Therapy............................. 428
Physician Assistant..................................................Master of Physician Assistant Science........... 434
Polysomnography....................................................Certificate........................................................... 512
Radiologic Sciences..................................................Associate of Science.......................................... 505
Respiratory Care.......................................................Associate of Science.......................................... 510
Respiratory Care.......................................................Bachelor of Science............................................ 510
Sport and Exercise Science......................................Bachelor of Science............................................ 517
ACADEMIC PROGRAMS 9
Degree Page
School of Sciences
Biochemistry.............................................................Bachelor of Science............................................ 354
Biology.......................................................................Bachelor of Science............................................ 355
Biology Teaching Certificate...................................Bachelor of Science............................................ 370
Chemical Engineering.............................................Bachelor of Science............................................ 376
Chemistry..................................................................Bachelor of Science............................................ 377
CWRU Pre-Dental....................................................Bachelor of Science............................................ 452
Forensic Science........................................................Bachelor of Science............................................ 385
Freshwater and Marine Biology.............................Bachelor of Science............................................ 368
LECOM Dental.........................................................Bachelor of Science............................................ 455
LECOM Medical.......................................................Bachelor of Science............................................ 457
Mathematics..............................................................Bachelor of Science............................................ 389
Mathematics Teaching Certificate..........................Bachelor of Science............................................ 394
Medical Laboratory Science....................................Bachelor of Science............................................ 397
PCOM Medical.........................................................Bachelor of Science............................................ 464
Physics.................................................................................................................................................... 443
Podiatry Medicine....................................................Bachelor of Science............................................ 491
Pre-Medical, Pre-Dental, Pre-Podiatry,
Pre-Veterinary, Pre-Optometry, Pre-Chiropractic............................................................................. 447
Pre-Pharmacy........................................................................................................................................ 449
Pre-Pharmacy (Charleston)................................................................................................................. 488
Pre-Pharmacy (Duquesne)................................................................................................................... 479
Pre-Pharmacy (LECOM)...................................................................................................................... 480
Public Health............................................................ Bachelor of Science........................................... 500
Qualifications in Pre-Health Professions........................................................................................... 499
Ross Medical.............................................................Bachelor of Science............................................ 469
Ross Veterinary.........................................................Bachelor of Science............................................ 495
Salus Optometry.......................................................Bachelor of Science............................................ 477
Science........................................................................Bachelor of Science............................................ 515
UMHS Medical.........................................................Bachelor of Science............................................ 472
Morosky College of Health Professions and Sciences Minors

Biology.................................................................................................................................................... 373
Chemistry............................................................................................................................................... 383
Exercise Science..................................................................................................................................... 529
Mathematics........................................................................................................................................... 397
Sport Behavior....................................................................................................................................... 529
Statistics.................................................................................................................................................. 397
10
THE LIBRARY
The Msgr. Wilfrid J. Nash Library and Student Learning Commons is a dynamic and engaging
learning environment that provides resources, spaces, and support to students of Gannon
University to foster learning and academic success.
Nash Library and Student Learning Commons opened in spring of 2018 after an extensive
modernization project. The building contains spaces for quiet study as well as spaces for
collaborative work. There are 49 study rooms in a variety of sizes and configurations designed
to accommodate 2 to 10 students. Urban Brew, a new café with its own distinctive menu, is also
located in Nash. The library is open 97 hours per week during the Fall and Spring semesters.
Nash Library’s collections contain over 200,000 book volumes and more than 5,000 audiovisual
items. Special collections include the University Archives. The library provides online access
to over 45 databases, 50,000 periodicals, and 175,000 ebooks. Other learning resources such
as laptops and anatomical models are also available for checkout. Research assistance and
information literacy instruction are also integral components of the library’s educational
mission.
The STEM (Science, Technology, Engineering, and Mathematics) Center provides free
one on one and group tutoring opportunities for courses within the Morosky College of
Health Professions and Sciences and the College of Engineering and Business, and also
supports related coursework from the College of Humanities, Education, and Social Sciences.
(Specific areas include mathematics, statistics, physics, chemistry, biology, health professions,
engineering, and business.) The STEM Center also provides more intensive support for
traditionally difficult courses through the STEM-PASS (Peer Assisted Study Scheme) initiative
which includes tutor attendance and participation in the target classes and facilitation of several
extra help sessions each week. Additionally, the STEM Center seeks input and involvement
from faculty and other campus stakeholders in order to evolve and create services that assist
students in their efforts to meet course and program learning outcomes. The STEM Center is
staffed by a director and trained peer consultants.
The Writing & Research Center (WRC) is staffed by professional and trained peer consultants
who reﬂect our respect for the individual writer. The Writing & Research Center team has a
strong commitment to service and regards language as fundamental to the holistic development
of the student. We offer one-on-one conferencing, both in-house and online, for students of all
abilities, including speakers of other languages. Undergraduate and Graduate students should
visit the Writing & Research Center at any stage of the writing process, from any discipline. In
addition, the WRC provides tutoring for all CHESS courses, as well as support for the college
of Communication and the Arts. The WRC also houses the CHESSMate Program, which aims
to foster academic engagement and reinforce learning outcomes in CHESS courses through
embedded peer mentorship and supplemental sessions.
To schedule an online or in-person appointment at the STEM Center or Writing and Research
Center, students can visit http://gannon.mywconline.com.
LIBR 112: Information Literacy – Locate

This is a one-credit course focusing on finding information. It teaches skills necessary to
determine what information is needed along with search strategies. 1 credit
LIBR 113: Information Literacy – Evaluate
This is a one-credit course focusing on information evaluation. It teaches skills necessary to
determine what information is needed along with source quality criteria. 1 credit
LIBR 114: Information Literacy – Use
This is a one-credit course focusing on understanding and utilizing a variety of information
sources and formats. It teaches skills necessary to determine what information is needed along
with effective and ethical usage. 1 credit
ADMISSIONS 11
Admission to the University

ADMISSION POLICY
Gannon University subscribes to the National Association for College Admission Counseling’s
Statement of Principles of Good Practice. Admission policy has been established to protect
all students’ rights, privileges and privacy, while providing well-qualified students with an
opportunity to enroll at the University. Gannon University reserves the right to deny admission
to applicants who have a criminal record or other indications that they could harm or impact
the wellness of the Gannon Community.
EVALUATION OF CANDIDATE CREDENTIALS

Admission decisions are based on a variety of factors including high school record, as
demonstrated through course selection; grades; and the results of SAT (Evidenced Based
Reading & Writing, Math) or ACT Tests. Extra-curricular activities, recommendations, and
personal statements also enter into the admission decision.
ADMISSION REQUIREMENTS
Candidates for admission must be graduates of accredited secondary schools, preparatory
schools, or present a General Equivalency Diploma (GED). It is recommended that a candidate’s
preparation include 16 academic units distributed as follows:
Science & Engineering Business

English 4 units English 4 units
Social Sciences Any combination Social Sciences Any combination
Foreign Language of 4 units Foreign Languages of 4 units
Mathematics 4 units Mathematics 4 units
Including Geometry, Trigonometry, Including Geometry, Trigonometry,
and Precalculus and Precalculus
Science 4 units Science 4 units
Including Biology, Chemistry, and Including Biology and Chemistry
Physics with Labs with Labs
Humanities Education
English 4 units English 4 units
Social Sciences Social Sciences
Foreign Languages Any combination Foreign Languages Any combination
Mathematics of 12 units Mathematics of 12 units
Science Science
Health Sciences
English 4 units
Social Sciences Any combination
Foreign Language of 4 units
Mathematics 4 units including up to
Algebra II and Pre-Calculus
Science 4 units including Biology and
Chemistry with Labs
12
FRESHMAN APPLICATION PROCEDURE/PROCESSING

Completion of the application sequence includes the following:
1. Submission of a completed Application Form (paper, on-line, or Common Application).
All applications are free of charge.
2. Submission of an official secondary school transcript including senior class schedule, and
counselor recommendation. All transcripts become the property of Gannon University and
cannot be returned, copied, or forwarded to a third party. Gannon can receive transcripts
via email from a counselor at admissions@gannon.edu or electronically through Common
Application or Parchment.
3. Submission of standardized test scores, either SAT or ACT. (It is recommended that you
have test scores sent directly from the testing agency).
4. Submission of additional letters of recommendation, personal statement, and a listing of
extracurricular activities and accomplishments.
If there is a need for further information, the Office of Admissions will contact you. The
Admissions Committee may require a personal interview.
While there is no deadline for filing the application*, it is recommended that students who plan
to live on-campus, complete the application no later than August 1 following their senior year if
they plan to start in the fall term. Students planning to start in the spring term (January) should
apply no later than December 1 preceding that term. Applications are processed as they are
received and offers of admission are extended on a space available basis. In other words, some
programs have maximum enrollment quotas that will be filled prior to the beginning of the
academic year.
Notification of admission decisions occurs on a rolling basis. Students will be notified within
2-4 weeks once all necessary items to complete an application have been received.
All students who plan to enroll must submit a final, official secondary school transcript
verifying graduation.
*In processing applications for the Fall semesters, the Physician Assistant Program has an
application deadline of December 1.
DEPOSITS
An enrollment deposit is requested when a candidate has been accepted. The deposit amount is
$100. The Physician Assistant; LECOM Dental, Medical, and Pharmacy programs require a $300
deposit.
Most programs for the entering class are filled as the deposits are received. Room assignments
are also made according to the date deposits are received in conjunction with completion of
appropriate paperwork.
The deposit is refundable until May 1 should a student choose not to enroll. We will delay
admission for most programs for a semester or year upon receiving written request for delayed
admission. In these cases, the deposit is rolled over to the new admission date.
ADVANCED PLACEMENT
Applicants participating in the College Entrance Examination Board Advanced Placement
Program will be considered for credit and placement if the appropriate test scores are sent.
See Advanced Placement section.
ADMISSIONS 13
TRANSFER STUDENTS
General Requirements
Students in good standing (generally defined as a 2.0 average or better on a 4.0 scale) at
regionally accredited institutions may qualify for admission, depending upon various aspects
of the entire academic record. Several programs require a grade point average above a 2.0.
Of primary interest to the Admissions Committee is the college performance, although the
high school record may carry weight in some instances. Additionally, transfer students will be
asked to submit a college clearance form (Transfer Applicant Evaluation Form) from the Dean
of Students at the current or last college attended. Receipt of this form is required in order for
students to complete final registration.
Official updated transcripts from each college/university/institution attended are required
before a final admission decision is made. Transfer students with fewer than 30 credits must
also provide an official copy of their high school transcript. All students must show proof of
high school graduation.
Students on notice of academic or non-academic dismissal are not eligible to apply for
admission to Gannon University until after the lapse of one academic year following the
dismissal. Upon the completion of said academic year, the Admissions Committee will
determine whether or not the student may be admitted. Students must be eligible to return to
their most recent institution in order to be considered for admission to Gannon. Applicants on
academic probation or whose records show less than an overall 2.0 GPA at their current or most
recent institution are advised that they will not, except in extraordinary circumstances, qualify
for admission to Gannon University.
Students with any pending criminal charges may be denied admission to the University.
Gannon University reserves the right to deny admission to applicants who have a criminal
record or other indications that they could harm or impact the wellness of the Gannon
Community.
A grade of “incomplete” is not acceptable on a transcript from a previous college. All
“incompletes” must be resolved prior to being reviewed for admission.
Courses taken previously at regionally accredited institutions which have relevance to the
program to be followed at Gannon University, and in which grades of “C” (2.0) or better have
been earned, are eligible for transfer. (Several Programs require grades of “B” or better to be
considered for transfer.)
UPPER DIVISION TRANSFER PROGRAMS (for Associate degree graduates)

Next-Step Program
Transfer students may be eligible to use the Next-Step program in order to expedite the
completion of a bachelor’s degree from Gannon. Students holding the Associate of Arts or the
Associate of Science Degree from another regionally accredited institution may qualify for
Gannon’s Next-Step program. The program enables students to make an easy transition from
a two or four year college to Gannon. The program guarantees acceptance of up to 64 credits
and allows students to potentially enter Gannon with junior level status. Only courses in which
grades of “C” (2.0) or better have been earned are eligible for transfer. At least two years of
upper-division full-time study are required to obtain the baccalaureate degree from Gannon.
14
Next-Step Programs
Accounting Marketing
Biology Medical Laboratory Science
Chemistry Nursing RN-BSN
Criminal Justice Occupational Therapy** (for OTAs only)
Digital Media Political Science
English Psychology
Entrepreneurship Risk Management and Insurance
Finance Science
Health Care Management Social Work
International Management Sport Management and Marketing
Management Supply Chain Management
** May require summer courses.
Curriculum for each major is listed in the Academic Program section of the catalog.
(i.e., Biology-Next-Step, See Biology).
Persons who are interested in receiving general information

or making application to Gannon should write or call:
Office of Admissions
Gannon University
109 University Square
Erie, Pennsylvania 16541-0001
(814) 871-7407
1-800-GANNON-U
admissions@gannon.edu
www.gannon.edu
INTERNATIONAL STUDENTS
1. Application – International students should apply as soon as possible for visa issuance
purposes. Gannon recommends applying by July 1st for the next fall intake and December
1st for the next spring intake to ensure adequate time for processing.
International students need to submit the following:
a. International Admission Application.
b. Transcripts and final exam results from all secondary (high school) and/or
postsecondary schools attended; English translations are required.
c. Evidence of language proficiency if native language is not English:
• TOEFL (Test of English as a Foreign Language) 550 (paper test) or 213 (computer test)
or 79 (Internet based – iBT)
• IELTS (International English Language Testing System) 6.5 (except: Mechanical
Engineering, Electrical Engineering, Embedded Software Engineering, Engineering
Management, Masters of Business Administration and Masters of Public
Administration which requires a minimum of 6.0 overall band.)
• ELS Language Center level 112
• PTE (Pearson Test of English) 53
• English 3 66
• Duolingo 49
• Letter of Recommendation and personal essay may be required
d. Affidavit of Support Form along with a bank statement showing appropriate funds in
U.S. dollars. Gannon University is required by United States immigration law to verify
financial resources available for a student’s educational and related expenses.
ADMISSIONS 15
e. International Transfer Applicant Form- for students who are already in the US. This form
is to be completed by the International Student Advisor or designated equivalent at the
applicant’s current school.
NOTE: Applicants who meet the academic requirements for a specific program, but who do not
satisfy the English-language requirement, may be offered admission to the university. These
students can meet the language proficiency by enrolling and completing Gannon’s English as a
Second Language Program (ESL).
2. Residency – All unmarried international students under 21 years of age are required to live in
our University housing until they have completed four regular semesters of University study.
RE-ADMISSION TO THE UNIVERSITY

Students who have withdrawn or been separated and wish to return should complete the
Undergraduate Re-Admission Application. This application can be completed online or printed
at www.gannon.edu/apply. Applications may also be mailed upon request. The Re-Admission
application requires a personal statement and a review by the Re-Admission Committee.
Students who left in good standing (2.0 GPA or better) and with a positive conduct history,
should be eligible to return. Students who were academically dismissed must wait one full year
before being eligible to return.
Academic Forgiveness is a way to encourage capable, mature students who were previously
academically unsuccessful with an opportunity for a fresh start in completing their bachelor’s
degree. Students wishing to apply for academic forgiveness should complete the Re- Admission
Application and follow the appropriate directions. For more information about Academic
Forgiveness, see that section of the catalog.
SPECIAL CONDITIONS WITH PROBATIONARY ACCEPTANCE

The Admissions Committee may require specific course(s), earned grade point average, and/
or an academic contract as a condition of admission/readmission in addition to the minimum
requirements of the University. Special terms of admission/readmission will be outlined in the
acceptance letter. Students who do not fulfill the special admission conditions will be subject to
separation from the University.
HIGH SCHOOL DUAL ENROLLMENT PROGRAM

The High School Dual Enrollment program is an opportunity for high school juniors and
seniors to enroll in college courses while in high school. To apply for High School Dual
Enrollment status, students must submit the High School Dual Enrollment Application,
official high school transcripts, School Authorization Form from his/her high school and a
check (made payable to Gannon University) for the full cost of courses. All documents must
be submitted together for consideration. There is no application fee for the High School Dual
Enrollment Program. To ensure that a student’s experience at Gannon University will enhance
his/her high school performance, we ask that students work with their high school guidance
counselor or principal to avoid any conflict with regular schoolwork while attending classes at
Gannon University.
Admission Criteria
Seniors with at least a 3.25 cumulative GPA on a 4.0 scale, 1130 (new SAT)/1050 (old SAT) and/
or 22 ACT and a rank in the top 25% of his/her graduating class may be eligible for admission
as a High School Dual Enrollee. Students applying to take classes starting in their senior year
must submit at least five semesters of coursework for review.
16
Juniors with at least a cumulative 3.50 GPA on a 4.0 scale and a rank in the top 25% of his/
her graduating class may be eligible for admission. Students applying to take classes starting
in their junior year must submit at least three semesters of coursework for review. In order to
enroll in subsequent semesters as a High School Dual Enrollee, students must attain a 2.0 GPA
in each class from Gannon University. Students must also submit a new School Authorization
Form to the Office of Admissions for each semester.
The tuition cost for High School Dual Enrollees is $100 per credit hour in addition to any
applicable fees and books. This tuition is subject to annual increases.
Registration will be coordinated by the Office of Admissions in conjunction with the Registrar’s
Office, once a student is accepted as a Dual Enrollee and has paid tuition in full.
Students applying for an upcoming Fall term must apply by the end of May, for the Spring
Term by mid-December and the Summer term by the end of March. However, keep in mind
that Gannon courses are available on a first-come, first-served basis.
For more information about the High School Dual Enrollment Program, contact the Office of
Admissions at (814) 871-7407 or admissions@gannon.edu.
The application, supporting materials and overview can be found on-line at the High School
Dual Enrollment web site: www.gannon.edu/dual.
CENTER FOR ADULT LEARNING

The Center for Adult Learning is available to individuals who are interested in starting or
returning to college for a variety of individual reasons: career change, job advancement, reentry
into the labor market, professional development, personal enrichment and/or a desire to obtain
a college degree. The Center for Adult Learning specifically works with individuals who are
pursuing college for the first time (age 21 and over) or part-time undergraduate students.
Gannon University does not offer specific adult learning courses, however individuals are
welcome to apply to any of the academic programs offered by the university.
ADMISSION THROUGH THE CENTER FOR ADULT LEARNING
PART-TIME ENROLLMENT
Those individuals who desire to attend Gannon as part-time students will apply for admission
through the Center for Adult Learning. This office is fully equipped to assist students who plan
to enroll part-time as a freshman, transfer, summer transient (guest) or returning student.
Part-time study for undergraduate students is considered less than 12 credits per semester
(generally taking fewer than four courses per semester).
Admission as a part-time adult student requires verification of high-school graduation or
successful completion of the GED. An entrance exam is required of all students unless they
have taken the SAT or ACT. Part-time transfer students should review the catalog section
regarding policies on academic standing, probation and dismissal to determine eligibility to
apply for admission to Gannon University. Admission applications can be completed and in
many cases processed in one visit to the Center for Adult Learning.
A copy of transcripts is sufficient for evaluation. However, before a student is accepted, the
University must receive an official transcript, mailed directly from the institution of record to
the Center for Adult Learning at Gannon. High school records, GED scores, and/or college
transcripts (if applicable) must be sent in this manner. A form to facilitate the process is
available in the Center for Adult Learning.
Contact the Center for Adult Learning for more information.
ADMISSIONS 17
FULL-TIME ENROLLMENT
Students 21 years of age or older who have not previously attended a college and are interested
in attending Gannon on a full-time basis should apply through the Center for Adult Learning.
Admission as a full-time student requires verification of high school graduation or successful
completion of the GED. An entrance exam is required of all students unless they have taken the
SAT or ACT.
A copy of transcripts is sufficient for evaluation. However, before a student is accepted, the
University must receive an official transcript, mailed directly from the high school. GED
students must submit an official transcript showing all years of high school completed as well
as a copy of the GED scores.
Several full-time programs have application deadlines and specific entrance requirements.
Contact the Center for Adult Learning for more information.
18
Financial Facts
UNIVERSITY EXPENSES
UNDERGRADUATE TUITION
A flat rate for 12 to 18 credits is charged. Students wishing to enroll in more than 18 credits
must have written approval from their Academic Dean and are charged a per credit rate for
each additional credit.
Per Semester Flat Rate

12-18 Credits Per Credit Rate
Programs
Business $ 15,590 $755
Education 15,590 755
Humanities 15,590 755
Science 15,590 755
Engineering & Computer Science 16,530 810
Health Sciences 16,530 810
SPECIAL FEES AND EXPENDITURES

APB/SGA/Engagement Fee $ 138 /semester
Application Fee 25
Audit Fee 150 /credit
CLEP/Challenge 50 /credit
English as a Second Language (ESL) 580 /per course
Graduation Fee 150
High School Dual Enrollment/
Cathedral Prep-GU Scholars Program 100 /credit
Late Fee 50 -100
Non-scheduled course Fee 100 /credit
NSF Check Fee 25
Orientation & Transition Fee 150
Student Insurance (optional) Contact Gannon Health Center
University Fee 340 /semester/Full-time
30 /credit/Part-time
COURSE FEES
Refer to www.gannon.edu/fees for a complete listing of all lab and course fees.
FINANCIAL FACTS 19
HOUSING RATES (per semester)

One Time Housing Fee 100
GU Connect Fee 165
Alpha Sigma Tau House Single 3,130 Double 2,830
Bishop Trautman House Single 3,940 Double 3,340
Delta Kappa Epsilon Single 3,130 Double 2,830
Finegan Hall Double 3,180
Freeman Hall Double 3,340
Harborview Apartments Single 4,390 Double 3,890
Kenilworth Apartments Single 3,940 Double 3,340
Lubiak Apartments Double 3,340
North Hall Single 4,440 Double 4,140
Phi Sigma Sigma House Single 3,130
Walker Hall Single 3,940
Single Apartment 4,240
Wehrle Hall Single 3,490 Double 2,990
West Hall Single 2,950
Wickford Apartments Single 3,940 Double 3,340
301 West 5th Street Single Apartment 4,240
305 West 5th Street Single 3,130 Double 2,830
632 Sassafras Street Single Apartment 4,240 Double 3,540
MEAL PLAN RATES (per semester)
Any student (except a freshman resident) can choose from the plans listed.
Freshmen Resident Plans (Refer to the Residence Life section for plan explanation.)
Golden Knight Plan 3,090
Victor E. Knight Plan 2,980
Maroon Plan 2,545
Other Plans
150 Meals per semester + $150 GU Gold Funds 1,845
75 Meals per semester + $150 GU Gold Funds 1,000
50 Meals per semester + $150 GU Gold Funds 710
25 Meals per semester + $150 GU Gold Funds 431
20
PAYMENT
• Check, Cashiers Check or Money Order
• Cash payments under $1,000
• On-Line Payment
E-Check and Credit Card payments can be made on GUXpress using the “View & Pay
Semester Bill” link on the Student Account Center or at www.gannon.edu/epayment.
There is no charge for E-Check transactions.
A 2.65% service fee is assessed on credit card transactions.
Cards accepted: VISA, MasterCard, Discover and American Express.
• Payment Plans
Annual Plan
A TuitionPay Plan is available through Higher One which enables you to pay all
or part of your annual costs in ten interest-free payments for a minimal processing fee.
More information regarding this plan can be found at tuitionpaymentplan.com.
Semester Plan
A Deferred Payment plan is available through Gannon’s Cashier Office which enables you
to defer up to $2,500 per semester in three interest-free payments for a minimal processing
fee. More information regarding this plan can be found on GUXpress on the Student
Account Center.
INDEBTEDNESS POLICY
A student who is in debt to the University may not register, receive an official transcript, or
receive their diploma from the Registrar until the indebtedness has been discharged.
PAST DUE ACCOUNTS

Past due accounts without satisfactory arrangements with Gannon’s Cashier Office will be
turned over to a collection agency. All reasonable collection costs, including attorney fees and
other charges necessary for collection, will be the student’s responsibility.
REFUND POLICY
Tuition & Fees:
For 14 week semesters, a percentage of tuition charged will be refunded as follows: 100%
during the first week; 80% the second week; 60% the third week; 40% the fourth week; and
no tuition refund thereafter. For fees, 100% refund will be given during the first week; and
no fee refund thereafter.
There is no financial adjustment for credits dropped between the flat rate (12-18 credits).
After the first week of the semester, there is no financial adjustment when a student drops
from full-time to part-time.
Housing:
A 100% refund will be given during the first week of the semester; and no refund thereafter.
Meal Plan:
A meal plan dropped during the first week of the semester will be refunded the full cost of
the plan less the equivalent cost of meals consumed prior to dropping the plan. After the
first week, a percentage of the meal plan cost will be refunded as follows: 80% the second
week; 60% the third week; 40% the fourth week; and no refund thereafter.
FINANCIAL FACTS 21
Federal:
The Financial Aid Office is required by federal statute to determine how much financial aid
was earned by students who withdraw, drop out, are dismissed, or take a leave of absence
prior to completing 60% of a payment period or term.
For a student who withdraws after the 60% point-in-time, there are no unearned funds.
However, a school must still complete a Return calculation in order to determine whether
the student is eligible for a post-withdrawal disbursement.
The calculation is based on the percentage of earned aid using the following Federal Return
of Title IV funds formula:
Percentage of payment period or term completed is the number of days completed up to
the withdrawal date divided by the total days in the payment period or term. (Any break of
five days or more is not counted as part of the days in the term.) This percentage is also the
percentage of earned aid.
Funds are returned to the appropriate federal program based on the percentage of unearned
aid using the following formula:
Aid to be returned is (100% of the aid that could be disbursed minus the percentage of
earned aid) multiplied by the total amount of aid that could have been disbursed during the
payment period or term.
If a student earned less aid than was disbursed, the institution would be required to return
a portion of the funds and the student would be required to return a portion of the funds.
Keep in mind that when Title IV funds are returned, the student borrower may owe a debit
balance to the institution.
If a student earned more aid than was disbursed to him/her, the institution would owe
the student a post-withdrawal disbursement which must be paid within 120 days of the
student’s withdrawal.
The institution must return the amount of Title IV funds for which it is responsible no later
than 45 days after the date of the determination of the date of the student’s withdrawal.
Refunds are allocated in the following order:

• Unsubsidized Federal Stafford Loans
• Subsidized Federal Stafford Loans
• Unsubsidized Direct Stafford Loans (other than PLUS loans)
• Subsidized Direct Stafford Loans
• Federal Perkins Loans
• Federal Parent (PLUS) Loans
• Direct PLUS Loans
• Federal Pell Grants for which a Return of funds is required
• Federal Supplemental Opportunity Grants for which a Return of funds is required
• Other assistance under this Title for which a Return of funds is required (e.g., LEAP)
GU GOLD FUNDS
The student ID card also acts as your GU Gold card. GU Gold funds can be used for a variety
of purchases on and off campus. Visit www.gannon.edu/gugold to make deposits, view
participating merchant locations and additional program details. Deposits can be made any
time during the year. Once funds are deposited they cannot be withdrawn as cash, or used to
pay balances on a student’s tuition account. Funds remain on account from one semester to
the next until the student graduates or withdraws. At that time, a refund can be requested. The
credit will first be applied to any outstanding balance on a student’s tuition account before
being refunded.
22
FINANCIAL AID
In order to bring a Gannon education within the reach of qualified students who could not
otherwise afford it through either their own or their families’ reasonable efforts, Gannon offers
an integrated financial aid program of scholarships, loans, and employment.
The Gannon Net Price Calculator (NPC) is available for applicants to submit data and receive
an early estimate of aid. The NPC is an interactive program that will process the data entered
by the user and provide an immediate estimate of aid.
Gannon’s Financial Aid program is open to all students attending classes during the nine
month period from September through May. Financial aid is not available for summer term
courses, although the Financial Aid Office can help students secure outside loans to help with
expenses during this period.
Finalizing Aid
To secure merit and need based scholarships, grants and educational loans all students should
complete and submit the Free Application for Federal Student Aid (FAFSA) each year. The
FAFSA is available for completion annually on October 1. So as not to miss any deadlines,
students should submit the FAFSA no later than March 15th.
Need based financial aid is awarded on the basis of established financial need. Need is defined
as the difference between the family’s relative financial strength and the cost to attend Gannon.
All students must file the Free Application for Federal Student Aid (FAFSA) available online
at www.fafsa.ed.gov. The Expected Family Contribution (EFC) is determined by an analysis of
the data submitted. The EFC measures a family’s financial strength and determines eligibility
for federal student aid. Upon determination of the EFC, a student’s need is derived and an aid
package is put together.
Types of Assistance
Financial Aid is generally awarded in the form of a package including grant, scholarship,
employment, and loan funds. The amount of each type of aid varies according to the
University’s funds and the student’s need. During 2017-2018, about 95 percent of Gannon’s
students who applied received financial assistance. The financial aid budget including athletics,
was over 38 million dollars. Aid awards range from $500 to the full cost of tuition, fees, room
and board. In addition, many Gannon students receive scholarship funds from outside the
University.
Loans
Long-term loans are an important financial aid resource available to students who need help
and who are willing to pay for part of their current education with their future earnings.
Federal Student Loans
All students are eligible to apply for a Federal Direct Student Loan. Under this program a
student may borrow a maximum amount from $5,500 to $7,500 per year subject to a total
undergraduate borrowing limit of $31,000. The interest rate is fixed, and the principal may be
deferred while a student is enrolled at least half-time. Repayment may be made over a tenyear
period which begins six months after less than half-time enrollment. Interest may accrue
immediately.
Private/Alternative Loans
Private/Alternative loans are loans that can be obtained to help pay for the cost of education.
These loans are in the student’s name and in most cases require a creditworthy co-signer. This
type of loan can also be deferred until after graduation, but interest accrues upon disbursement.
FINANCIAL FACTS 23
Nursing Student Loan Program

The Nursing Student Loan Program is a low interest loan available only to those who have
been accepted in the nursing program. The program is intended to assist full-time students to
achieve careers in nursing by providing long-term, low-interest loans to help meet the costs of
education.
Parent Loans
Federal Parent PLUS (Parent Loan for Undergraduate Students) loans can be used to cover
college expenses, including tuition, room, board, and fees, minus any other financial aid
received. The PLUS loan is not need-based and has a fixed rate.
Student Employment
The Federal Work-Study Program
The majority of the employment opportunities on campus are reserved for students eligible to
participate in the Federal Work-Study Program. This federal program provides students with
many interesting opportunities to work with faculty, staff and administrators. Students work
limited hours a week and are able to set up their work schedule around the times they attend
classes.
Scholarships and Grants
General Scholarships
Gannon awards scholarships to freshmen and transfer students who meet eligibility standards.
The University offers a variety of scholarships, grants and awards in recognition of students’
academic and athletic accomplishments, demonstrated need and outstanding talents. In
addition, need based aid is considered for students who demonstrate financial need by filing
the required applications and adhering to deadlines. Award packages are renewed each year
to students that remain in academically good standing and continue to meet the required
eligibility standards for both academic and need based aid. Students need not apply for specific
scholarships since they will automatically receive consideration for all funds for which they
may be eligible when they submit the FAFSA.
Outside Scholarships
Candidates for Gannon scholarships are urged also to apply for national, state, and local
scholarships for which they may be eligible and which may be used at the institution of
their choice. These include National Merit Scholarships and scholarships offered by local
foundations, clubs or business organizations. The high school guidance office should be
consulted about these awards. All outside scholarships received and applicable at Gannon
should be reported to the Financial Aid Office, even if they are received after the FAFSA
is submitted or after a Gannon award is made. Federal regulations mandate all resources,
including outside scholarships, must be considered in determining need.
Gannon University reserves the right to adjust all University grants, scholarships, or funds if
the student recipient receives additional grants, scholarships, or tuition assistance from any
other internal or external source that exceeds regular billable charges and books.
The brochure “Important Information Regarding Financial Aid,” outlines all financial aid
policies in detail, accompanies all final award notifications and is available online. This
information should be reviewed regularly.
Federal Grants
Federal Pell Grant
The FAFSA must be filed in order to determine if a student would be eligible for a Federal Pell
Grant. Eligibility varies and is based on parent and student income and asset information.
The Teacher Education Assistance for College and Higher Education (TEACH Grant)
Current conditions and eligibility requirements are listed at the Dept. of Education web site at:
https://teach-ats.ed.gov/ats/index.action
24
Federal Supplemental Educational Opportunity Grants (FSEOG)

The FSEOG program was established by Congress to help universities enroll qualified
students with exceptional financial need. Gannon has a limited amount of funding to award to
undergraduate students who fall into certain need categories.
How to Apply for Financial Aid
Prospective students who are candidates for financial aid at Gannon University must take the
following steps:
1. File a formal application for admission with the Admissions Office.
2. File the Free Application for Federal Student Aid (FAFSA).
3. Pennsylvania residents must file the FAFSAno later than May 1st in order to be considered
for State Grant funds. Students from other states should file the appropriate state required
form for state grant purposes only.
Army ROTC Scholarships
The Army ROTC program awards two and three year campus based scholarships to qualified
applicants. These scholarships pay full tuition, a book stipend, plus a monthly stipend for 10
months per school year.
GU/ROTC Room and Board — Gannon University offers Room and Board scholarships to all
cadets receiving FULL ROTC Scholarship funding.
For additional information, contact the Gannon University Department of Military Science at
814-871-ROTC.
POLICY STATEMENT ON SATISFACTORY ACADEMIC PROGRESS
Credit Requirement
Academic advancement is defined for full-time enrollment as successfully completing a
minimum of 24 credits within 2 consecutive semesters. This progress will be checked each
semester you are in attendance. If you have not progressed a minimum of 12 credits in the first
semester you will be sent a warning letter. Your aid will be continued for the next semester but
you will be required to make up any deficiency prior to the next awarding of funds.
Failure to comply with academic advancement will result in the loss of aid for any subsequent
term. Students are reminded that progressing at the rate of only 24 credits per year, while
meeting the minimum progress requirement, may utilize all of their eligibility for financial aid
before completing their program of study.
Part-time students are also required to academically advance in the same manner as mentioned
above, except at a reduced rate of 6 credits per semester (12 credits per year) at half-time and
9 credits per semester (18 credits per year) at three-quarter time.
GPA Requirement
Students enrolled in an educational program of more than two academic years must have a
2.00 Cumulative Grade Point Average prior to the receipt of a 3rd year of financial aid. Students
have the right to appeal academic advancement and GPA policies. Please refer to Gannon’s
Financial Aid web page under Forms and Documentation for additional policy and procedure
information regarding Satisfactory Academic Progress (SAP) for institutional, state and federal
grants and loans.
FINANCIAL FACTS 25
VETERANS ASSISTANCE
In an effort to provide veterans with personal support and multiple services, Gannon
University maintains an Office of Veterans Affairs. The Veterans Affairs representative offers
the veteran current information on the assistance available primarily in the areas of higher
education, vocational and technical training. Assistance is also available to explain the wide
range of VA benefits accruing to veterans and their dependents as well as guidance in filing the
appropriate VA forms.
GI Bill
GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA). More
information about education benefits offered by VA is available at the official U.S. government
website at www.benefits.va.gov/gibill.
Benefits currently available to the veteran under the GI Bill® can range from $200 a month to
tuition and fees. Many opportunities such as tutoring, counseling, and remedial programs can
be explained to the veteran by contacting the Gannon Veterans Affairs Office.
Pennsylvania Veterans’ are offered maximum state grant awards. Federal grants and loans are
additional sources of financial aid to the veteran.
The Veterans Affairs Office additionally provides a referral service to veterans for federal,
state, and county services which are not a part of any veteran’s program but are available to
the veteran.
Gannon University will take veteran status into consideration in making decisions regarding
admission. Up to 6 credits of Military Science can be awarded to the student for his military
training. Additionally, many schools attended and training given while in the service allow for
the granting of credit for corresponding university courses.
26
Student Life
and Support Services
The Gannon Experience
Students are at the center of a vibrant and lively campus! Encouraging students to be
actively involved and engaged in their college experience is the primary focus of the Student
Development and Engagement division. Staff and student leaders approach and deliver
programs that foster a learning environment where students integrate their outside-of-class
and in-class learning by participating in and reflecting on events and activities centered on 4
strategic themes: Service, Globalization, Leadership, and Wellness. At the heart of these themes
and incorporated into the liberal studies curriculum are nine lifestyle dimensions (intellectual,
social, physical, emotional, sexual, life-planning, cultural, spiritual, and political.) An overall
learning environment that shares a foundation for holistic personal and spiritual growth
challenges students to explore their values, beliefs and attitudes and teaches them valuable
lessons and skills needed to be successful in their lives and careers.
Being actively involved and engaged in campus life makes a positive difference in students’
lives; therefore, students are expected to participate in a variety of experiences to gain a better
understanding of themselves, their interests and what they want to do in life. Leadership
programs, volunteering and service-learning opportunities, traveling abroad, intramural sports
and wellness programs are just a few examples of interactive, educational and fun programs
provided. Students maintain a co-curricular transcript which records their participation in clubs
and organizations, significant accomplishments and other actions taken outside the classroom
toward their overall growth and development. This document is particularly important to
graduate/professional schools and employers when students graduate and move forward in
their lives and careers.
Gannon offers a full spectrum of opportunities, services and support to assist students with
creating a personalized and successful college experience.
COMMUTER LIFE OFFICE

The Office of Commuter Life provides a “home away from home” for commuter students with
a large lounge complete with a sink, microwave, refrigerator and coffee pot for student use.
There are also two study rooms attached to the lounge and lockers to sign out. The lounge is a
place to meet other students, receive guidance and information from the Commuter Advisers,
and learn about opportunities for involvement and leadership on campus. Programming allows
students to grow and become more connected to Gannon. Commuter Life also oversees a
parking lottery in the summer for all commuters for parking in available ramps and lots around
campus.
HEALTH AND COUNSELING SERVICES

Health and Counseling Services is committed to providing holistic health and psychological
services to the Gannon University community to promote all aspects of wellness. The staff
approaches these services in a dedicated, professional, and approachable manner while
adhering to state mandates and guidelines appropriate to a university setting. Students are not
charged for most services.
Counseling Services
Counseling services are available to support students with their personal development.
Students seek counseling for a variety of reasons, including stress, family issues, depression,
STUDENT LIFE 27
anxiety, relationship concerns, eating disorder or body-image concerns, and other life
challenges. Goals of counseling include increased awareness about personal values, needs,
attitudes, and related behavioral changes. Counseling Services utilizes a brief treatment
approach and referrals to community resources are made as needed.
Individual, couples, and group counseling services are provided by licensed psychologists,
counselors, or interns/trainees from various academic backgrounds. Psychiatric services are
also available on a limited basis. Counseling Services also provides programming for various
groups and organizations on campus. Staff are also available for consultation with faculty and
staff regarding student concerns.
Health Services
Health Services is a minor care facility which strives to promote wellness and conserve the time
of the students for their class work and studies by preventing and treating minor illnesses and
injuries. A full time nurse practitioner is available at Health Services along with two full-time
registered nurses. Students can be evaluated at Health Services during the scheduled academic
calendar.
A University Health Examination Form must be on file at Health Services in order to receive
services from the nurse practitioner. Students who do not submit this required form will be
referred to other local health care facilities for services. New students should receive their
Health Examination Form in an admission packet after their deposit is paid. Any student who
does not receive this form can pick it up at Health Services, call 814-871-7622 to request a form
be mailed to them or can obtain the form from the Health Services website. Each properly
registered student may, as needed, receive such medical care as Health Services is equipped to
provide at the discretion of the medical staff.
Please note that students who are enrolled in Health Science majors may receive a separate
health form from their department. It is necessary for these students to have both the academic
departmental form and Health Services form filled out and returned to the appropriate offices.
Health Insurance:
All international students and dependents in J status are required by the Department of State
(DOS) to maintain health/medical insurance that meets (DOS) requirements as outlined in the
DS-2019. The insurance must cover the entire time period of the exchange experience in order
to meet regulatory requirements.
Student Medical Insurance Plan

We encourage students to be aware of their health insurance plan and the scope of the coverage.
If you are covered by your parents’ health insurance, coverage may be impacted if you change
your academic status from full-time to part-time or withdraw from the University.
Gannon University has a policy that requires all enrolled international students to have
Health Insurance coverage. Therefore, there will be a charge on their semester bills for the
insurance that Gannon has contracted with an independent insurance carrier to provide. If the
International student can provide proof of insurance, they will be permitted to sign a waiver
and remove this charge.
This plan is optional for all other enrolled students. Students who participate in internships,
rotations, clinicals, etc. need to check with their academic departments to see if there is a
requirement to show proof of insurance before going on site. This is particularly true for Health
Science majors.
Details relating to Gannon Health Insurance coverage, cost, and enrollment instructions can be
obtained from Health Services office or can be found on the Health Services website.
Meningitis Vaccine Policy

All incoming freshmen and transfer students who will reside in University owned housing are
required by Pennsylvania state law to obtain a meningitis vaccine before admission to housing
28
will be allowed. A student may request an exemption from this mandate if the student (or
parent/guardian if the student is a minor) provides a signature as to the reason, i.e. religious,
medical, or other. Enrolled students are encouraged to obtain the vaccine from their primary
care provider/clinic and provide the information on the mandatory university meningitis
vaccine/exemption form prior to obtaining the room key to their housing unit. Information
regarding meningitis and the vaccine may be obtained from Health Services.
INTERCOLLEGIATE ATHLETICS
Gannon University is dedicated to fostering the harmonious development of the physical, social,
intellectual and spiritual faculties of its students. This concern prompts the University to conduct
a program of intercollegiate athletics based upon sound educational principles and practice. This
practice functions as a proper part of the educational mission of the University and meets the
NCAA and PSAC guidelines. The overall welfare of the participant is of primary concern.
The University is committed to providing an athletic program for student-athletes, and
to promoting and developing educational leadership, sportsmanship, physical fitness,
sports participation as recreational pursuits, and athletic excellence. In order to appeal to
individual interests, Gannon provides athletic facilities and maintains a complete schedule of
intercollegiate events in basketball, baseball, cross country, football, golf, swimming, water
polo, soccer and wrestling for men; and basketball, cross country, golf, lacrosse, swimming,
softball, water polo, volleyball and soccer for women. Gannon also provides the opportunity for
intercollegiate competition in the women’s sports of Acrobatics and Tumbling and Competitive
Cheer. These activities afford a healthy social outlet, and their publicity is a stimulus to school
spirit and pride.
GLOBAL SUPPORT AND STUDENT ENGAGEMENT

The Office of Global Support and Student Engagement (OGSSE) strives to foster an
environment in which global students and their families will thrive, as well as, to engage the
members of the wider community in cross-cultural dialogue and learning. OGSSE staff seeks
to serve the global community through orientation, advocacy, referral to community resources,
cultural programming, and immigration advising for F and J visas. The OGSSE welcomes all
members of the Gannon community with global interests and backgrounds, offering support,
advice and resources.
OGSSE Programs and Services

• Pre-Arrival Correspondence and International Student Orientation Sessions
• Social Media and OGSSE Website
• Cultural Programming, including International Night
• Field Trips and Shopping Shuttles
• Student Organization Support and Advising
• Advocacy, Referral, and International Student and Family Resources
Maintaining Immigration Status
Staff members of the Office of Global Support and Student Engagement serve as Gannon
University’s Designated School Officials (DSOs) and Responsible Officers (ROs). They are
responsible for student and University compliance with U.S. immigration regulations, as well
as reporting required data to the Department of Homeland Security (DHS) through SEVIS.
DSO and RO responsibilities include, but are not limited to, the following:
• eneral Immigration Advising for Students and Dependents
G
• SEVIS Record Maintenance
• CPT (Curricular Practical Training) Authorization
• OPT (Optional Practical Training) Applications
• Changes to Degree Program Date Authorization
STUDENT LIFE 29
• ddress Changes in SEVIS

A
• Reduced Course Load Authorization
• Reinstatement of Immigration Status Petitions
• Status Form Travel Signatures
• Mandatory Health Insurance Requirements
Enrollment Requirements: International students are required to enroll each semester in a full
course of study, making steady academic progress toward completing their program of study.
For most undergraduates, this is 12 credits per semester. For most graduates, this is 9 credits
per semester. If a student needs to drop below a full course load, he/she must consult with
the Office of Global Support and Student Engagement prior to dropping a course, or his/her
immigration status may be terminated.
Employment under F-1 Status:

On-campus employment: F-1 students are permitted by the Department of Homeland Security to
work on campus no more than 20 hours per week while school is in session. F-1 students may
work full time during break periods, including summer.
CPT (Curricular Practical Training): CPT authorization may be granted for work done on or off
campus but only if it is an established curricular requirement of a degree program or track
within a degree program or being completed for course credit. For example, nursing students
may participate in a required practicum for pay as long as the position is authorized in advance
by a Designated School Official in the OGSSE. F-1 students are eligible for CPT after completing
one academic year, unless otherwise required by their degree program. At Gannon, students
may work no more than 20 hours per week on CPT while school is in session, but may work
full time on CPT during break periods, including summer.
OPT (Optional Practical Training): The OGSSE assists students in applying to the United States
Citizenship and Immigration Services (USCIS) for OPT authorization to work in the U.S.
Students must attend an information session to learn more about OPT options and regulations
before applying.
Note: Spouses and dependents in F-2 status may not work in the U.S. under any circumstances.
Employment under J Status:
Students and their dependents in J status must meet with a staff member of the OGSSE in order
to discuss authorization for both on- and off-campus employment.
Address Changes:
F-1 and J-1 students are responsible for submitting a physical address and any changes to the
OGSSE within ten days of arrival or a move. The OGSSE updates the address in SEVIS in order
to comply with reporting requirements.
MISSION AND MINISTRY

The Mission and Ministry Office is charged with overseeing the integration of the University’s
Mission into all areas of the University, to maintain and promote the University’s Catholic
Identity, to provide leadership for activities that pertain to pastoral care and sacramental
ministry, and, finally, to provide co-curricular and curricular service opportunities.
The Mission and Ministry Office is made up of three areas: Campus Ministry, the Center for
Social Concerns and the Associate Vice President for Mission and Ministry. Although each area
is distinct, they collaborate together on many projects, and all are under the leadership of the
Associate Vice President for Mission and Ministry, a Roman Catholic priest of the Diocese of
Erie and a member of the President’s Leadership Team.
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Campus Ministry
The University’s Mission is furthered by Campus Ministry through a wide variety of programs
that are open to individuals of the various faith traditions in our diverse world. Our team works
to develop a community of faith through daily and weekend Masses, monthly ecumenical
services and luncheons, retreats, inter-collegiate leadership workshops, faith-sharing groups
and a week-long mission trip to Toppa Joppa in Tennessee. We seek to empower our students
to share in the responsibility of their life in the Church through being active at Masses as altar
servers, extraordinary ministers of Holy Communion, lectors and music ministers.
Additionally, the Kirk House and The Bishop Donald W. Trautman House offer Gannon
students the opportunity to live in and experience Christian community through faithsharing,
community-building and service.
The Campus Ministry team embraces an ecumenical dimension enhanced by the Coalition for
Christian Outreach. Our team consists of full-time professionals and resident campus ministers.
Center for Social Concerns

Founded in 1988 and inspired by Catholic Social Teaching, the Center for Social Concerns
(CSC) equips students and campus colleagues to engage with Gannon’s communities, both
local and global, through purposeful service, exploration and action for the common good.
CSC’s signature initiative is Alternative Break Service Trips (ABST), through which mentored
student leaders facilitate a travel-based immersion for their peers over spring and summer
breaks. Through ABSTs, students and their faculty/staff accompaniers live out four pillars:
Service, simplicity, community, and reflection. The CSC also supports interfaith initiatives
across campus and fosters intentionally inclusive, diverse community in partnership with other
campus and community groups through service, community building, and other strategically
aligned efforts. Working closely with colleagues in community engagement, Mission and
Ministry, and Student Development and Engagement, the CSC helps bring the University
Mission to life across campus and in our global human family.
Associate Vice President for Mission and Ministry

The Mission and Ministry Office celebrates the rich heritage of the Roman Catholic tradition
through ministries of pastoral care, sacramental celebration, evangelization and service to the
Gannon community, and provides specialized community and individual support as needed,
including pastoral counseling, spiritual direction and hospital and bereavement visits.
NEW STUDENT PROGRAMS

Gannon recognizes that new students undergo a unique experience and the Office of New
Student Programs was established to assist them during this period of transition. This office
provides supportive programs and services for new students that enable them to experience a
successful academic and personal adjustment to the University environment.
Orientation programs are held to accommodate the needs of a diverse student population.
These programs enable new students and parents to explore the programs, services, and
opportunities available at Gannon. The most extensive sessions are held during the summer
months for traditional incoming Fall freshmen and their parents. Nontraditional (adult)
students are included in the Fall orientation program and a special orientation program is
provided for transfer students in June. Also, a Spring Welcome/Orientation program for new
students is held in January at the beginning of the semester.
Once the semester begins, the Office of New Student Programs continues to provide support for
students through programs involving academic advising, freshman four week grades, academic
progress, registration follow up, and other first-year experiences.
First-Year Experience
Gannon University recognizes the importance of connecting all students to the University
STUDENT LIFE 31
community during the first year and to laying the developmental foundation for their success
both in and out of the classroom. Student success depends upon their effective use of available
services and meaningful engagement in the life of the University. First year students who are
constructively engaged will have a holistically rewarding experience at the University.
The mission of the First-Year Experience is to assist new students in making a successful
transition to the University and to provide them with the foundations for lifelong learning,
personal development and engagement in a global community.
Some of the major components of the First-Year Experience include: Summer Orientation,
Preview GU, Welcome Mass, Convocation, First-Year Seminar courses, Learning Communities,
LIFECORE, College Student Inventory, Freshman Four Week Grades/Fall Advisor Meeting,
leadership development and service learning opportunities.
RECREATION AND WELLNESS CENTER

The Recreation and Wellness Center is a fusion building designed to provide a state-of-the-art
venue for recreation, wellness, athletics and academics. This student-run facility serves Gannon
University student, faculty and staff, as well as the greater Erie community and provides
rich opportunities for the development of student leaders and the engagement of all. A $14.5
million project to enhance student wellness and academic research was completed with a grand
opening in August, 2014. The new facility features nearly 52,000 square feet of subdivided
indoor space for year-round athletic, intramural, open recreation and fitness activities,
including an 80 yard indoor field house and a Human Performance Lab (HPL). In addition,
new locker rooms and a healthy refreshment snack bar are quickly helping to establish a culture
of health and wellness at Gannon University.
Fitness
The professional and student team at the RWC understand and encourage the benefits of fitness
and how daily workouts replenish cognitive and physical energy, boost work productivity and
academic success in students as well as keep the immune system strong and stress reduced.
RWC Fitness offers personal training sessions, group fitness classes including Yoga, Body Pump
and Zumba, a newly refurbished weight room and fully-equipped cardio deck, racquetball
courts, a 6-lane 25 yard indoor pool and a three court, full-sized basketball gymnasium with a
suspended walking/running track.
Intramural Sports
The Intramural Sports program is designed to encourage all Gannon University students,
faculty, and staff to participate in organized activities with emphasis on “no experience
necessary.” These programs will provide the use of facilities for such activities, organize and
promote friendly competition between groups and individuals, enhance physical fitness
through competitive activities, and foster a spirit of fair play and sportsmanship among
participants and spectators. In order to meet its goals, the Intramural Sports program offers
events in team and individual sports.
Sports Clubs
As an integral part of the overall Recreation and Wellness Department, the Sport Clubs
Program supports the common interests of students pursuing particular sport activities as a
means of skill and social development and competitive play. In addition, Sport Clubs serve as
learning experiences for members as they become involved in the administrative activities of
the clubs to which they belong. The management of each club is the mutual responsibility of its
members. Sport Clubs offer opportunities for students to develop leadership, management, and
organizational skills in addition to the benefits of physical activity and team participation. Sport
Clubs can be competitive in nature and travel regionally to compete against other universities,
or be recreational in nature.
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Current Sport Clubs include: Cycling (CoRec), Fishing (CoRec), GUST – Gannon University
Sailing Team (CoRec), Ice Hockey (Men’s), Lacrosse (Men’s), Rugby (Women’s), Soccer
(Women’s), Tennis (CoRec), Ultimate Frisbee (CoRec), Ultimate Frisbee (CoRec), Volleyball
(Men’s & Women’s)
GOOD FOR U – Gannon University Wellness

Good for U is the University’s initiative to promote wellness in our campus community. At
Gannon, wellness is more than physical health. It is multi-dimensional and includes social
connectedness, emotional well-being, intellectual processing, spirituality, and an appreciation of
our natural environment. Opportunities to nurture each of these areas of wellness are available
to students, faculty, and staff through campus wide programming, wellness challenges, an
annual wellness fair, and innovative informational campaigns to promote healthy lifestyle
behaviors. State of the art technology like treadmill desks, stress reduction apps, and electronic
wellness dashboards are just some of the ways wellness works at Gannon. Students have an
opportunity to get involved at every level whether by attending campus related wellness
programming, serving as an intern with the recreation and wellness staff, subscribing to the
Wellness List Serve, providing feedback on proposed wellness projects as part of a focus group,
or as a member of the Knights in Training. Ultimately the goal of Good for U is to enhance the
quality of life for all members of the Gannon Community by nurturing a culture of wellness
through shared responsibility and ownership.
RETURNING TO EDUCATION ADULT PROGRAM (REAP)

The Returning to Education Adult Program (REAP) recognizes that adult students face many
challenges in balancing multiple roles and responsibilities and is there to provide support to
help make the transition into the classroom easier. There is a lounge for adult students which is
complete with many amenities such as a microwave, refrigerator and couches. Many students
feel the lounge is a “home away from home” and enjoy socializing, studying, and attending
programs there. Non-traditional Commuter Advisers are available to provide support, plan
activities, and connect students to events going on around campus.
Student Arts and Media
Chorus
The Gannon University Chorus offers allows students with talents and interests in vocal
music performance the chance to share their talents with one another and with audiences on
and off campus. Students may either take mixed chorus for one (1) credit each semester, or
sing with the ensemble for the joy of making music. Some members of the ensemble receive
cash scholarships for their participation in the chorus. Rehearsals take place for one hour a
week during the semester (with additional rehearsals as concert time approaches at the end of
each semester. In addition to the culminating performance each semester, the ensemble may
be invited to share their gifts with groups and organizations in the Erie community. Gannon
University Chorus falls under the support of the School of Communication and the Arts.
Concert Band
The Gannon University Concert Band offers performance opportunities for Gannon students
of all majors. Band may be taken for credit by wind, brass and percussion players; and each
playing member of the ensemble receives a cash award. Rehearsals take place once a week
on Wednesday evenings, and the repertoire ranges from classic band literature to new and
innovative works. Along with two performances a year, the Concert Band takes a field trip
to see a professional performing group in the area. The Gannon University Concert Band is
operated under the auspices of the School of Communication and the Arts.
STUDENT LIFE 33
Schuster Art Gallery

Schuster Art Gallery, located at 700 Peach Street, offers a unique opportunity for regional
artists to display their work. Exhibits change four times a year, displaying a variety of media.
An Annual Gannon Arts Exhibit is held. The gallery is free and open to the public during
designated hours. Please visit the Schuster Gallery page at www.gannon.edu/visitors-
andcommunity/ area-attractions/schuster-gallery.
Schuster Program for the Arts

The Schuster Program for the Arts has several components, including: the Music Scholars,
Patron Scholars, a Re-Grant Initiative, Studio Art Classes, “Arts Outings”, and the Schuster
Fund. Music Awards are available through an audition process and Patron Scholarships are
available through an application process. For more information concerning these opportunities,
students should contact the Financial Aid Office. The Schuster Re-Grant Initiative is a program
Gannon administers, granting funds to local non-profit organizations engaging in cultural
activities.
Programming initiatives of the Schuster Program for the Arts encompass a non-credit studio
art class program and the “Arts Outings” program. Studio Art experiences are offered each
semester in the evening on campus. For a nominal fee, students can enroll in these hands-on
classes with professional artists. In the past, classes have been offered in photography, clay,
mosaic glass, linoleum block print, painting, drawing and much more! “Arts Outings” is a
program where Gannon acquires tickets to local and regional arts events and underwrites the
costs to students. For a nominal charge, students can attend cultural and visual art events.
The Schuster Fund is another funding opportunity at Gannon. Faculty and staff can apply to
the fund with an idea for an arts opportunity on campus. Students will have direct impact
through the fund from coursework to APB Cultural Events. The fund is open to all full-time
employees to apply for support.
Schuster Theatre in Scottino Hall Productions

For actors, designers, technicians and theatre lovers, Gannon offers a diverse main-stage
season in the Schuster Theatre in Scottino Hall on Sassafras Street across from the Nash
Library. Enjoyed by students, faculty, staff, friends, family, and Erie theatregoers, our campus
productions are open to participation by anyone in or associated with Gannon. Open auditions
are held for each semester’s production during the first week of classes. The theatre program,
which offers degrees in Theatre and Communication Arts, Theatre Performance for Media
and Stage, and Theatre Design and Technologies, is a part of the School of Communication
and the Arts.
Student theatre artists who show outstanding achievements and ability in the theatre arts may
be eligible for election to the Kappa Beta Chapter of the national dramatic honor fraternity,
Alpha Psi Omega. Membership is awarded on the basis of merit points accumulated through
participation in our theatre productions and related activities.
Each year, the theatre presents a variety of classical and modern plays, including musicals,
improvisations, and student directed/written work. The theatre is also host to guest artists, and
is a regular invitee of the International Collegiate Theatre Festival at the Edinburgh (Scotland)
Festival Fringe.
The Gannon Knight, Campus Newspaper

Students with an interest in journalistic writing, editing, page design, photography and web
design can sharpen their skills at The Gannon Knight, Gannon University’s weekly newspaper.
The Gannon Knight office features modern and newly revamped production facilities located
in the Center for Communication and the Arts, housed within the School of Communication
and the Arts. The Knight’s facilities are progressive and sophisticated, allowing students access
to modern newspaper equipment and procedures that help facilitate a deeper and more
meaningful understanding of media in all of their capacities. The Knight focuses on the areas
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of news, opinions, features, entertainment and sports. The award-winning publication, a

presence on campus since 1946, is open to all students, regardless of their major. Staff members
can pursue roles as writers, section editors or assistant editors, copy editors, photographers,
web editors and advertising sales people. Scholarship funds are available for editorial board
positions. In addition to producing a weekly newspaper, which has a circulation of 1,500 copies,
student journalists are responsible for operating a companion website, www.gannonknight.
com, and interacting with readers via social media outlets including Facebook and Twitter.
Radio station, WERG-FM

Named Best College Station in America in 2014, 90.5 WERG-FM is Gannon University’s 3000-watt
over-the-air, student-operated radio station, located in the Center for Communication and the
Arts at 700 Peach Street. WERG boasts an innovative and sophisticated media operation built
to accommodate the ever-evolving needs of current and future communications majors of the
21st century. Participation at WERG is open to all Gannon students, regardless of major. WERG
provides Gannon University students with a creative and stimulating learning experience in
station operation, from the position of on-air announcer to the position of General Manager.
Students are placed in charge of day-to-day operations under the supervision of the station’s
professional Operations Manager: executing airshifts, scheduling program logs, compiling and
reading newscasts, sports talk and play-by-play announcing, maintaining the station website
and social media platforms, planning and running promotions, recording promotional and
public service announcements, and all the other duties that make-up a successful broadcast
operation. WERG’s over-the-air signal is available throughout the entire tri-state area and
southern Ontario at 90.5 FM. WERG’s live Internet stream can be accessed through www.
wergfm.com or with the Tune-In Radio app on a smart phone or tablet. 90.5 WERG is operated
under the auspices of the School of Communication and the Arts.
RESIDENCE LIFE
Housing Accommodations & Contract

Gannon University and the Office of Residence Life team believe that there are important
educational and social interaction benefits in residence halls and on-campus housing programs
that support and enhance the overall student experience. Because of this conviction, all
undergraduate students, in their first four semesters, whose permanent home address is located
outside a 25-mile straight-line radius of campus are required to live in Gannon University
operated housing as specified below.
As a student progresses* through college study, housing accommodations and program
offerings widen (*progress is determined by regular semesters of study completed). The
following description of housing facilities and policies is an overview for prospective students
and a guide for full-time enrolled students at any point in their years of study, but is not all
inclusive. Additional information should be sought through the Office of Residence Life, its
external webpage, and/or supplemental information published by the Office of Residence Life.
Please note the following main points:
• All students located outside the radius previously described, in their first two years with
the university, are required to live on campus. Essentially, the University requires a four
semester commitment except for those exempt, which is covered further in this section.
College credits taken in high school do not apply. Transfer students will have a commitment
unless they can prove 60 attempted credits or four (4) semesters at another institution(s).
• Any student contracting for Gannon University operated housing, contracts for a nine
month housing commitment agreement.
• Any first through fourth semester student enrolled at the University, who lives outside the
25- mile radius but does not live in University housing as prescribed by policy, will receive
a housing assignment to occupy and will be billed for room charges.
• First year and sophomore commuter students must be living at their parent/legal
STUDENT LIFE 35
guardian’s permanent home address, registered with the University and must complete an
exemption form.
Exemptions to the above mandatory housing requirements are granted to:

1. Married students, whose spouse will be residing with them
2. Students who are 21 years of age or older before the first day of classes for the fall semester
3. Veterans
4. Students whose child will be residing with them
ON CAMPUS LIVING
There are many options for students because of the variety of styles of halls and properties.
All students in their first and second semester of study reside in one of Gannon’s two residence
halls designated for first-year students. These are Finegan Hall, a traditional-style residence
hall, and North Hall, a suite-style building.
For First-Year Students

All first-year buildings are staffed by a Resident Director, Resident Campus Minister, and
upper-class students who serve as Resident Assistants on each floor. The staff participate in
extensive training and contribute to the development of a living-learning environment, true
to the mission of Gannon University. The Residence Life staff strive to ensure that a safe and
secure environment exists. They also facilitate the growth of each individual student by offering
many co-curricular opportunities in the halls and on campus through programs and out of the
halls through small group excursions.
All first-year residents are required to purchase one of the meal plans designated for first-year
students, detailed in other publications and on the Office of Residence Life webpage.
Into the Second Year

Returning students move to other halls or apartment buildings in their second year.
The Office of Residence Life manages multiple buildings including traditional apartment
buildings, themed housing in the Bishop Donald W. Trautman House, Greek housing, and
Graduate housing. All of these apartment buildings are fully furnished maintaining occupancy
of one to five residents in each with living and dining areas, multiple bedrooms, bathroom(s),
and kitchen.
Although upperclass students are not required to purchase a meal plan, various options are
available to them. The academic year housing commitment in University operated housing
facilities is a nine month contract. Summer housing is available through a separate agreement
with applicable summer rates.
As is the case with the residence halls, most upperclass communities are staffed with a
Resident Director and Resident Assistants. The Bishop Donald W. Trautman House is staffed
by a Resident Campus Minister.
Junior, Senior, and Graduate Students

On-Campus
We encourage Juniors, Seniors, and Graduate students to live in on-campus housing by
participating in the Housing Registration Process each spring prior to the start of the next
academic year or through a new application if coming in as a new student at any point in
the year. Two special options are available for upperclassmen in either Greek organizations
or those interested in the Kirk House, a community connected to Gannon by the Church
of the Covenant. More information about living in these communities can be obtained
through the Office of Residence Life. Graduate students work directly with the Graduate
Admissions regarding housing and deposit details in the initial stages and then contract with
Residence Life.
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Any student whose academic program ends midyear (ex: internships or graduation), or is no
longer taking classes due to withdrawal, is exempt from the contract termination fee.
Off-Campus
Apartments are available in the surrounding area and may also provide housing for students
who choose to move out of campus housing. Students contracting housing with area
landowners enter into legal obligations in all aspects of rental and at their own risk.
ON CAMPUS DINING
The University, through its food service provider, offers a number of meal plan options to the
student body. Meal plans are purchased and managed through the Office of Residence Life.
As there is the potential for meal plans to undergo slight changes from year to year, additional
information should be sought through the Office of Residence Life, our external webpage, and/
or supplemental information published by the Office of Residence Life.
In addition to the main dining hall in Beyer, there are multiple food service locations on campus
to provide convenience and variety. Options include Doc’s Landing and Knights Cove in
the Waldron Center, InterMetzo in the Palumbo Academic Center, 900 State in the Center for
Business Ingenuity, the Courtyard Café in the Morosky Academic Center, and Urban Brew in
Nash Library. The Fresh Café in the Recreation and Wellness center and the Knight Club are
also favorite spots for dining and offer a variety of healthy food options. Meal bundles are
available for eating at both locations and can be purchased at the Cashier’s office. There is a
convenience store with coffee shop and grab n’ go items in North Hall and all students can
request card access to the lobby for shopping and eating in that location. All dining facilities
offer a variety of options meeting many palates and dietary needs. Students are encouraged
to communicate any allergens, special needs, or prep accommodation with the cooks or
management so that excellent service can be provided.
Alcohol, Other Drugs and Violence Prevention

Education Program (AODV)
The University understands that alcohol, other drugs, and sexual violence are part of society,
and as a result, a reality on college campuses as well. Gannon’s inclusive Alcohol, Other
Drugs and Violence Prevention Education Program strives to expand and enhance Gannon
University’s response to sexual violence including sexual assault, intimate partner violence, and
stalking by ensuring a comprehensive and lasting violence program. This is achieved through
a collaborative continuum of services, specifically focusing on education and training for the
bystander, healthy relationships and avoidance of risky behavior. Partnerships with campus
and community resources advocate for the safety of victims and assist with procedures to hold
offenders accountable for their actions.
Alcohol and other drug issues are addressed by Gannon’s AODV program through best
practices related to enforcement, prevention, and awareness programming. The program
encourages students to make responsible and healthy decisions; as well as be active bystanders
by promising to STEP UP! and help one another.
The AODV program supports the mission of the University by offering leadership
opportunities for both students and adults at Gannon to take an active stand against violence
and promote a safe living and learning community. Counseling and health services, as well as
a wealth of resources addressing sexual violence, alcohol and other drug topics and issues are
available.
STUDENT LIFE 37
STUDENT CONDUCT
Each student is expected to adhere to established standards of behavior for members within the
University community. Students are required to abide by all federal and local laws as well as
all of Gannon University’s policies and regulations. Upon admission to the University, students
acknowledge their awareness and agree to adhere to the policies and regulations outlined in the
Student Handbook which can be found online.
LEADERSHIP DEVELOPMENT AND CAMPUS ENGAGEMENT

The campus engagement area is committed to ensuring that every student who walks onto
Gannon’s campus has an exceptional experience. Once students are engaged, they are exposed
to transformational experiences of self-discovery, personal development, and organizational
leadership. Specific opportunities include small group initiatives, StrengthsFinder training, the
Lead365 national student leadership conference, and Leadership X, a year-long small group
experience devoted to self-discovery and creating change in the community.
Fraternities and Sororities

Social Greek-letter organizations (fraternities and sororities) have played an integral role in the
campus community as well as the greater Erie community since 1954. Fraternity and sorority
membership provides opportunities for interpersonal and social development, philanthropic
and community service endeavors, leadership skill training, as well as recreational and spiritual
pursuits. Gannon currently has 5 sororities and 7 fraternities.
Student Government Association

The Student Government Association (SGA) is a student-run governing body that represents
all full-time undergraduate Gannon students and acts as a liaison between the students,
faculty, and administration. It strives to maintain a healthy academic and co-curricular
student environment through: a) serving as the official voice and administrative unit of
the undergraduate student body; b) working to advance the student intellectually and
developmentally; and, c) fostering a spirit of friendship, companionship and pride throughout
campus.
The SGA General Assembly consists of an eight member executive board, nine representatives
elected from each class, and representatives from other student constituencies. Throughout
the year the SGA actively engages with and has voting rights on most University standing
committees to ensure that students needs are addressed. For example, there is SGA
representation on the Board of Trustees and University committees such as Academic Affairs,
Liberal Studies, and Budget Advisory Committee.
The SGA encourages students to voice their ideas and opinions about University policies,
facilities and events. There are several SGA committees in which students can participate such
as GUTS (Gannon University Team Spirit), and the Student Engagement Committee. Students
may also give input by attending the Students’ Voice section of any SGA General Assembly
meeting, attending any open forum, and visiting the SGA office located in Beyer Hall.
In addition to being the main voice for the students, the SGA allocates funding for the student
activities fee to recognized clubs and organizations and student projects, co-sponsors a Merit
Scholarship for engaged students, and facilities student leadership opportunities open to all
undergraduate students.
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Waldron Campus Center

The Waldron Campus Center (WCC), named for John E. Waldron, provides a wide variety of
programs and services that give students an outlet for relaxation, recreation and co-curricular
learning. The WCC provides meeting space and promotional opportunities for clubs and
organizations, APB events, Late Night Study, and other social activities. The Center also boasts
a game room, ballroom, several lounges, food courts, ‘TV’ lounge,’ and a computer lab which
is also a late night study room. The WCC is centrally located and serves as a vital resource
for information and programming which encourages increased engagement and the holistic
development of Gannon students.
The Waldron Campus Center supports a variety of University events and department functions
and hosts summer conferences, alumni events and other special events as a resource for the Erie
community.
The WCC works in collaboration with faculty and staff to create involvement opportunities and
environments that inspire students to become active members of the campus and community.
Activities Programming Board (APB)

The Activities Programming Board (APB) provides a wide variety of educational and social
activities for the student body. This board is comprised of 16 student representatives who plan
various activities through the year using funding from the student activities fee. Programs
are presented throughout the year to meet the interests of students. Some of these programs
include Homecoming, Family Weekend, Little Siblings Weekend, comedians, hypnotists, trips,
as well as cultural and social events. The APB office is located in Beyer Hall.
Clubs and Organizations

Gannon University houses approximately 97 recognized clubs and organizations, which offer
a wide variety of opportunities to its students. Gannon has clubs in each of the following
categories: academic and profession-related organizations; governing and programming
organizations; media organizations; Greek letter and honor societies; special interest clubs;
sport clubs; and social fraternities and sororities. There is a club or organization for almost any
interest and every student. And if not, the WCC will guide students through the process of
forming a new club or organization.
Engage U Transcript
The Engage U Transcript allows students to showcase their areas of involvement, learning
experiences, and overall outstanding achievements. A printed record of their involvement
history, memberships, interests, service and volunteer hours becomes a particularly useful tool
when applying for jobs and graduate schools.
THE KNIGHT CLUB

During the academic year, The Knight Club features a full menu of delicious appetizers,
sandwiches, wraps, salads, burgers, pizza, side dishes, desserts, and refreshing beverages.
Open exclusively to the Gannon community, students experience great food, live music and
comedy, video karaoke, movie nights, pool tables, air-hockey, video game tournaments,
cards, and board games in a relaxed, safe, on-campus/non-academic setting. The Knight Club
provides opportunities for student employment and academic engagement, and students
create and produce a full calendar of special events. The Knight Club is an on-campus hangout
where students can establish connections with each other and with the University, and build
positive memories that will last a lifetime. Ask about our Café Club 15 & 30 meal bundles.
GU Gold is accepted!
STUDENT LIFE 39
FRESH CAFE
Located within Gannon University’s Recreation and Wellness Center, Fresh Café offers a great
space for preparation, organization, and restoration while advocating all around wellness.
Fresh Café’s made-to-order menu features juices and smoothies made from fresh fruits and
vegetables, a variety of hand-crafted salads, wraps, panini, fresh fruit and healthy desserts.
Ask about our Café Club 15 & 30 meal bundles. Fresh Café also accepts GU Gold!
STUDENT SUCCESS CENTER

The Student Success Center (SSC) includes the Academic Advising Center, Career Exploration
and Development, Commuter Life and REAP, Disability Support Services (ADA/504), Student
Support Services (SSS) Program, and Pre-Health Advising Program. Each of these areas offers
specific support services offered in an integrated team approach. The SSC is located on the first
floor of the Palumbo Academic Center (PC 1025). The departments offer services from 8:00 a.m.
to 4:30 p.m., Monday through Friday, but will make appointments for students that cannot meet
during normal business hours.
Academic Advising Center

Gannon University utilizes the faculty-based advising model. Application of this model allows
for the advisor and advisee to develop a deeper rapport. The advisor can assist the advisee
in course selection, career planning and furthering their academic studies. The successful
implementation of this model helps to achieve greater student satisfaction and retention. The
Academic Advising Center (ACC) is assisting faculty to increase their knowledge of advising
through a variety of workshops, webinars, and guest speakers.
The Academic Advising Center has a variety of other functions. The AAC collaborates with
several groups of students to assist them in reaching their academic goals. The AAC serves as
a supplement to the student’s advisor in helping those students who have received some form
of academic action (probation or caution). The College Student Inventory (CSI) is used with all
freshman students to identify obstacles that might hinder their transition to college. The AAC
staff provides services to students referred to them through the Early Alert Referral System
(E.A.R.S.). The E.A.R.S. system allows faculty or staff members to refer students to the AAC,
who are having academic or transitional issues that are impacting their classroom performance.
The General Studies and the Undeclared Program are other programs that are coordinated by
the AAC. The AAC overall objective is to assist with the undergraduate retention effort.
General Studies Program

Gannon University established the General Studies Program in recognition of the diversity
of students and the importance of providing them academic/personal support. The General
Studies Program provides support to students who have been identified as being at risk for
retention and successful completion of a degree, but who demonstrate that they have the
motivation and determination to be successful. The Program offers an opportunity to receive
personalized assistance that will help them achieve academic success and acceptance into a
specific major.
Assistance to General Studies students is provided in a variety of academic areas, including
transitional issues. Students are able to sign up for tutoring and receive through the STEM
Center and Writing and Research Center. Students are advised by the Director and academic
advisors within the Academic Advising Center. Their primary responsibility is to assist them
in the areas of career development, personal development, academic advising related to
curriculum concerns and course scheduling.
40
Students remain in the General Studies program for a minimum of one semester or a maximum
of three semesters. Students are permitted to enroll in their academic major after achieving
the prescribed GPA, demonstrating competency in related courses, and being recommended
by the Director of the Advising Center, with final approval by the College Dean and/or the
Program Chair. The General Studies Program is designed to enable students to complete
degree requirements within the standard time frame for their major. Bachelor degrees may be
completed in four years. However, some students may take longer based on their needs and
the length of time spent in the program. Course requirements and sequencing of the program
in which the student intends to major may also affect graduation dates. Most students will
graduate with their class, and others are not expected to take more than an additional semester
or two.
The purpose of the General Studies Program is to develop the skills necessary to assure
academic success and make college a positive experience. The Program is uniquely designed to
help motivate and empower students with the knowledge that they are capable of college work
and endeavors to inspire them with confidence in their ability to become contributing members
of their community, society and church.
Undeclared Program
The Undeclared Program at Gannon University is a student advising centered program that
offers students the time to complete some intense college major/career exploration, while
taking both liberal core classes and courses of interest.
Undeclared Program students represent a significant proportion of the entering student body at
Gannon University as well as at other universities and colleges. Many other students who begin
their university studies in declared majors will change their majors at least once before they
graduate.
Making a decision about a major without adequate knowledge of course content and career
options can hinder the student’s progress in the long run. If in doubt about major selection,
it is better to remain flexible during the first few semesters so the student can learn more
about him/herself and what opportunities are available at Gannon University. Students
interested in Health Science majors need to fully explore those programs before choosing the
Undeclared major.
To assist in career exploration and college major selection, students may be enrolled in a specific
First-Year Seminar and will meet regularly with their advisor. Students will meet with their
advisor to address questions about curriculum, degree requirements, and course selection.
Students are expected to make a successful transition into the correct choice of major during
the freshman or early sophomore year.
Career Exploration and Development

The career center is a resource for students, alumni, faculty, staff, employers and other
community partners. The team interacts with students and graduates from all academic
disciplines and supports individuals interested in learning about the world of work and
exploring possible destinations. Whether one is undeclared, undecided, focused in a major,
launching into or across the workforce, and/or planning on attending graduate/professional
school, the career team is available to provide strategies and support centered on action plans
linked to potential outcomes.
Through career education initiatives, the team presents on career exploration and readiness
topics in partnership with faculty, students and other members of the community. All students
and alumni are invited to engage in one-on-one meetings with advisors and participate in
both on and off-campus career events including employer visits and job/internship fairs.
Beginning freshman year, students are encouraged to leverage the career team to: explore career
options; develop career development objectives; learn how to articulate transferable skills and
knowledge gained from academic and co-curricular experiences; develop resumes and other
essential documents; build shadowing/observation, internship, co-op, and networking plans;
STUDENT LIFE 41
identify skills needed to seek and obtain meaningful employment; and pursue graduate studies
– among other subjects! There are also many supplemental resources available for students and
alumni including job, internship and co-op opportunities.
A common starting point is to connect in-person with the team located within the Student
Success Center on the first floor of the Palumbo Academic Center. Many first-time visitors
request a meeting with an advisor and then complete a self-assessment to help better identify
and articulate interests, values and potential pathways. There are also online resources available
and accessible at any time for students. These include the College Central Network portal and
the MyPlan platform; both are found on the department’s My.Gannon pages.
Disability Support Services (ADA/504)

Gannon University, in compliance with Section 504 of the Rehabilitation Act, the Americans with
Disabilities Act (ADA) of 1990, and related state and federal legislation, is dedicated to providing
responsible advocacy, reasonable accommodations, and support services to students with
disabilities who present current and proper documentation of disability to the Office of Disability
Support Services. Services may include extended test time in a distractionlimited environment,
readers/scribes as indicated in a student’s documentation, and guidance as needed. Students
may contact the Coordinator of Disability Support Services by calling 814-871-5522 or in person
by visiting the Office of Disability Services which is in the Student Success Center in the Palumbo
Academic Center (PC 1025).
Early Alert Referral System

The Early Alert Referral System (E.A.R.S.) is a referral program designed to help identify
students early in the semester who are experiencing problems that may hinder their academic
performance. Faculty or staff should complete the brief on-line form which is forwarded to
the Student Success Center (SSC). The form is located on the Gannon Portal under GUXpress/
Faculty Information, Blackboard or Health & Well-Being links. Faculty/staff members are
encouraged to discuss the referral with the student prior to forwarding the form. The student
will receive an email from the staff of the SSC asking them to schedule a meeting to determine
the appropriate referral to resolve the student’s issues. The SSC staff member will advise the
referring faculty member and the student’s advisor of any actions taken on the student’s behalf.
Examples of reasons for referral would include academic performance (received a D or F grade
on test/assignment or is not turning in assignments), attendance (missed 2 or more classes),
career satisfaction, or financial issues. If the student requires personal counseling a referral to
BIT (Behavioral Intervention Team) can also be made through the Gannon portal.
Student Support Services (SSS/TRIO)

Student Support Services (SSS), a federally funded TRIO program, is designed to enhance
students’ skills and foster success in higher education. Working in collaboration with other
offices at Gannon University, the program guides and supports 150 eligible Gannon University
undergraduates in four-year degree programs and helps prepare them for each new challenge
through the receipt of their bachelor’s degree. The goal of SSS is to increase participants’ college
persistence, support them through graduation and facilitate the transition from one level of
higher education to the next.
To be eligible for services, a student needs to be officially admitted and enrolled at Gannon
University, a U.S. citizen or eligible for Federal Aid, and meet at least one of the following criteria:
• Low-income student: a student whose family meets federal income eligibility guidelines
• First generation student: Custodial parent(s) did not complete a four-year college degree
• Student with a documented disability
Interested students should complete the required forms to verify eligibility for services. These
forms can be downloaded from www.gannon.edu/sss
42
Degree Requirements,
Academic Awards
GRADUATION
Degrees are conferred three times per year, in December, May, and August. Attendance at
Commencement ceremonies, which are held in December and in May, is highly recommended,
since graduation is such an important and joyous occasion in the life of academic institutions.
An undergraduate student is eligible to participate in the May ceremony if all requirements
are expected to be completed in May or August of the same year. An undergraduate student is
eligible to participate in the December ceremony if all requirements are expected to be complete
in December of that year.
Prospective graduates must complete an application for graduation by November 15 for
May or August graduation and by May 31 for December graduation. The application, which
is available in the offices of the Dean, Registrar, Center for Adult Learning and on GUXpress,
must be submitted to the Registrar’s Office. Prior to the deadlines, the Dean will audit the
student’s record to determine eligibility for graduation on the date indicated, and will supply
a copy of the audit to the student. No application will be accepted without the Dean’s
verification of eligibility. If the application is completed by the appropriate deadline, the
graduation fee will appear on the fall bill for December graduates and on the spring bill for
May and August graduates.
Failure to apply for graduation by the appropriate deadline may result in the loss of
such privileges as participation in the ceremony, senior awards, and name listed in the
commencement program. Payment of the graduation fee must accompany late applications.
It is the student’s responsibility to apply for graduation at the appropriate time and to meet
all requirements for graduation.
Bachelor Degree Requirements

The following list indicates minimum University requirements for the baccalaureate degree.
Please note that some programs specify additional requirements beyond these minimums.
See descriptions of individual programs for any additional requirements.
1. At least 128 hours of academic work must be completed by the student, with an overall
quality point average of not less than 2.0. Courses numbered below 100 are not used to meet
the requirement.
2. The specific course requirements must be fulfilled as stipulated in each academic
program. A cumulative grade point average of 2.0 in the field of concentration is required.
Acumulative grade point average of 2.0 is also required for a successful completion of
the minor.
3. At least two thirds of the upper level courses in the field of concentration, including
required seminars, and the final thirty credit hours of degree requirements, must be taken
at Gannon University. Exceptions to these specific requirements have been granted to
students who are enrolled in approved accelerated programs. Other students with special
circumstances may request a waiver of these degree requirements, with the approval of the
Academic Dean and Provost of Gannon University.
4. All courses specified for the fulfillment of requirements for the field of concentration and
cognate fields must be completed within a time span not to exceed ten years.
5. A course failed in the field of concentration may be repeated once. If not successfully passed,
the student is not permitted to continue in that field of concentration.
DEGREE REQUIREMENTS 43
6. A student is not permitted to continue in a field of concentration in which ten or more

semester hours have been failed, or in which more than six semester hours have been failed
in one semester.
Dean’s List
To honor excellence in academic performance, Gannon University names to the Dean’s List
students who have completed 12 credits or more with a letter grade for each and a grade
point average of 3.50 or higher for the semester. A student who makes a failing grade is
disqualified in that semester for the Dean’s List. Dean’s list is not awarded to a student with
an incomplete grade.
Academic Honors
Students who have consistently achieved academic distinction receive the following
graduation honors:
Cum Laude — a cumulative grade point average of at least 3.50.
Magna cum Laude — a cumulative grade point average of at least 3.70.
Summa cum Laude — a cumulative grade point average of at least 3.90.
With Academic Honors — Associate Degree students with a cumulative grade point average
of at least 3.50.
No student with a failing grade in his/her field of concentration will receive honors at the time
of graduation.
Transfer students to be eligible for honors at graduation must have completed 64 semester
hours (32 semester hours for Associate degree majors) at Gannon University. Their average will
be computed on the basis of their four or two year program. No higher honors will be given
than are earned by the semester hours completed at Gannon University.
Senior Awards
Notable accomplishment of all-inclusive nature or in a specific field is recognized by the
following awards:
The Gannon University Medal of Honor
Presented to the graduating Senior who in the opinion of the faculty and the student’s own classmates
has done the most to further the interests of the University, to foster loyal college spirit, and to carry out
the ideals of the Christian life.
The Archbishop John Mark Gannon Award
For general scholastic excellence including transfer courses.
Individual Achievement Awards:

The Monsignor Wilfrid J. Nash Award
For Excellence in Christian Service
The Reverend Charles Drexler Award
For Outstanding Leadership in Faith, Worship, Community, and Service
The Doc Beyer Award
For Outstanding Achievement in Scholarship and Athletics
The Joe Luckey Award
For Dedication to the University
The Educational Opportunity Program Award
Academic Awards for Excellence may also be awarded in each of the undergraduate disciplines.
44
Academic Policies
and Procedures
ACADEMIC FORGIVENESS POLICY
Gannon University’s undergraduate Academic Forgiveness policy applies to former Gannon
students whose prior academic performance was unsatisfactory. Gannon University students
who apply for readmission as undergraduates through the Office of Admissions after at least
five years away from Gannon may request Academic Forgiveness. The policy allows the
student to have all previous grades dropped from the cumulative grade point average. Courses
with grades of C or higher will be treated as transfer courses and can be used toward a degree.
ACADEMIC INTEGRITY POLICY

Gannon University considers the maintenance of academic integrity of utmost importance and
stresses that students are responsible for thoroughly understanding this code.
Absolute integrity is expected of every Gannon student in all academic undertakings; the
student must in no way misrepresent his/her work, fraudulently or unfairly advance his/her
academic status, or be a party to another student’s failure to maintain integrity.
The maintenance of an atmosphere of academic honor and the fulfillment of the provisions of
this code are the responsibilities of the students and faculty of Gannon University. Therefore,
all students and faculty members shall adhere to the basic principles of this Code. Each student
will receive the Code of Academic Integrity publication of Gannon University during Freshman
Orientation or entrance into the University. Upon review of the publication, the students will
be invited to sign a pledge to uphold the Academic Integrity of their work and the work of
their peers.
I. Forms of Academic Dishonesty

A. Plagiarism
Plagiarism is the inclusion of someone else’s words, ideas or data as one’s own work.
When a student submits work for credit that includes the words, ideas or data of
others, the source of that information must be acknowledged through complete and
accurate documentation, and specific footnote references, and, if verbatim statements are
included, through quotation marks as well. By placing his/her name on work submitted
for credit, the student certifies the originality of all work not otherwise identified by
appropriate acknowledgments.
A student will avoid being charged with plagiarism if there is an acknowledgment of
indebtedness.
EXAMPLES (Including but not limited to)
1. Whenever one quotes another person’s actual words.
2. Whenever one paraphrases another person’s idea, opinion or theory; and
3. Whenever one borrows facts, statistics, or other illustrative materials, unless the
information is common knowledge.
4. Downloading or purchasing material from Internet without identifying appropriate
acknowledgement.
B. Fabrication
Fabrication is the use of invented information or the falsification of research or other
findings with the intent to deceive.
POLICIES AND PROCEDURES 45

1. Citing information not taken from the source indicated.
2. Listing sources in a bibliography not used in the academic exercise.
3. Inventing data or source information for research or other academic exercise.
4. Submitting as your own any academic exercise (e.g., written work, documentation
or legal document [e.g., patient charts, etc.], painting, sculpture, etc., etc.) prepared
totally or in part by another.
5. Taking a test for someone else or permitting someone else to take a test for you.
C. Cheating
Cheating is an act of deception by which a student misrepresents that he/she has
mastered information on an academic exercise that he/she has not mastered.
1. Copying from another student’s test paper and/or other assignments.
2. Actively facilitating another student’s copying from one’s own test paper/other
assignments.
3. Using the course textbook or other materials such as a notebook not authorized for
use during a test.
4. Collaborating during a test with any other person by receiving information without
authority.
5. Using specifically prepared and unauthorized materials or equipment during a test,
e.g. notes, formula lists, notes written on student’s clothing, etc.
6. Reporting a clinical visit completed when it was not.
7. Falsifying reports of clinical visits, laboratory exercises, or field experiences.
D. Academic Misconduct
Academic misconduct is the tampering with grades, or taking part in obtaining or
distributing any part of a test not administered.
1. Stealing, buying or otherwise obtaining all or part of an unadministered test.
2. Selling or giving away all or part of an unadministered test including answers to an
unadministered test.
3. Bribing any other person to obtain an unadministered test or any information about
the test.
4. Entering a building, office file or computer/computer system for the purpose of
changing a grade in a grade book, on a test, or on other work for which a grade is
given.
5. Changing, altering, or being an accessory to the changing and/or altering of a grade
in a grade book, on a test, a “change of grade” form, or other official academic
records of the University which relate to grades.
6. Entering a building, office, file, or computer/computer system for the purpose of
obtaining an unadministered test.
7. Hiding and/or mutilating library/classroom books and/or equipment.
46
II. Procedure
Formal Procedure
1. If an instructor suspects that a student has violated Gannon University’s Code of
Academic Integrity, he/she will promptly notify the student involved as well as
the department chair responsible for the course in question. At no time during the
investigation or appeal process are students permitted to withdraw from the course.
Within 10 calendar days of the discovery of the alleged violation the instructor will
notify the student of the allegation and invite the student to meet to review the matter
and to explain the alleged violation. If the student chooses to meet with the instructor
to contest the allegation, this meeting shall be scheduled within 7 calendar days of the
notification.
2. If the student is cleared of the allegation, the matter will be dropped. If not, then the
instructor will inform the Dean’s Office of the violation. (The Dean’s Office to be notified
is the one responsible for the course.) This Office shall then inform the instructor of
the student’s number of previous violations of the academic integrity policy, if any. In
consultation with the department chair the instructor will then impose a sanction upon
the student. A letter detailing the sanction will be sent to the student from the instructor
and copied to the three College Deans. The letter shall be sent within 10 calendar days
from the date the Dean was notified. The student should be aware that admission of guilt
does not eliminate or lessen the sanction imposed by the instructor.
3. The student may appeal the instructor’s decision to the Dean of the College in which
the course resides. Appeals must be made within 7 calendar days of the date of the
instructor’s decision. Students are expected to continue to attend class during the appeal
process.
4. A hearing will be scheduled within 10 calendar days of the Dean receiving the student’s
appeal. The hearing will include the Dean, the instructor, and the student. The instructor
will present pertinent evidence and the student will be given the opportunity to
challenge the evidence and present a defense. The student may have one guest present
during the hearing, but the guest is not allowed to speak during the hearing unless
permitted by the Dean.
The Dean will issue a finding based upon the evidence presented. If the Dean determines
that insufficient evidence has been presented, the matter will be dropped. If the Dean
finds the student in violation of the Code of Academic Integrity, he/she may support the
academic sanction originally imposed by the instructor. The Dean also has the power
to issue administrative sanctions [i.e., separation from the University]). In considering
the penalty to be imposed, the Dean shall take into account the evidence of the appeal
proceeding as well as any documented previous infraction(s). A letter detailing the
sanction will be sent to the student from the Dean and copied to the other two College
Deans.
5. Following the Dean’s decision, the student has 7 calendar days to make a final appeal to
the Provost with respect to the fairness of the proceedings and/or the appropriateness
of the sanction. The Provost will issue a decision within 7 calendar days of the appeal.
Students are expected to continue attending class during the appeal process. A final letter
will be sent to the student from the Provost and copied to the three College Deans.
(Note: At the Dean’s or Provost’s discretion, exceptions to the calendar day requirements
can be made for unusual circumstances such as Christmas or summer breaks).
6. Once all appeals are exhausted and a final decision has been made the Dean’s office
responsible for the course will report the finding of academic dishonesty to each of the
other Academic Deans.
Academic Dishonesty Sanctions

Any student found guilty of academic dishonesty will be subject to penalties, which, depending
on the gravity of the offense, may include the following:
1. A grade of “zero” for the assignment involved (as imposed by the instructor in consultation
with the department chair). This penalty will generally be applied in the case of a student’s
first offense. However, the instructor has the right to impose a more severe penalty based on
the circumstances of the offense.
2. Failure of the course (as imposed by the instructor in consultation with the department
chair). This penalty will generally be applied in the case of a student’s second documented
offense. However, the instructor has the right to impose a lesser penalty based on the
circumstances of the offense.
3. Subject to review and approval of the Dean responsible for the course, separation from
the University. This penalty will generally be applied in the case of a student’s third
documented offense. However, the Dean has the latitude to apply a lesser penalty
depending on the circumstances of the offense.
Review and Expunging of Records

1. Records of completed disciplinary proceedings are destroyed if the student is acquitted.
2. Records of the completed disciplinary proceedings are maintained by the Dean’s Office if
the student is found guilty. The records are maintained for a period of three years after the
student leaves or graduates from the University.
III. Policy of Professional Integrity

All students have an obligation to maintain ethical behavior in relationship to their
profession.
Professional Behavior
Those behaviors reflecting status, character, and standards of the given profession.
Ethical Behavior
Those behaviors in accordance with the accepted principles of right and wrong that govern
the conduct of a profession.
Any student of Gannon University who engages in unprofessional or unethical conduct is
subject to disciplinary action which could include reprimand, probation, separation and
expulsion from the University.
IV. Sources
Robert M. Gorell and Charlton Laird, Modern English Handbook, 6th Edition (Englewood
Cliffs, NJ, Prentice-Hall, 1976), p. 71.

Campus Rules and Moral Community; In Place of In Loco Parentis by David A. Hoekema.
Lanham, Maryland: Rowman & Littlefield Publishers, Inc., 1994.
The format and definitions for the policy on Academic Integrity were adapted from the
“Academic Honesty and Dishonesty” brochure produced by the College of Health Sciences,
Gannon University, Erie, PA 16541.
The format and definitions for the policy on Academic Integrity were adapted from the
School of Hotel Administration, Code of Academic Integrity, Cornell University.
48
ACADEMIC PROBATION AND SEPARATION POLICY

Academic Probation is a serious warning that the student has failed to meet the University’s
minimum academic standards. Students are expected to work well above the minimum, both
for their individual benefit and for the good of the entire academic community. In fact, students
are expected to achieve the highest quality of academic work of which they are capable.
Probationary status is a conditional permission for a student to continue studying at the
University until he or she regains good academic standing or is separated from the University
for having failed to regain good standing. The Academic Probation and Separation Policy is as
follows:
1. All full-time students who fail to achieve a minimum 1.00 semester grade point average will
be separated.
2. Full-time freshmen (fewer than 24 credits attempted) who have failed to achieve a semester
grade point average of 1.80 (but greater than a 1.0) will be placed on academic probation
for the subsequent semester and assigned to a mandatory academic advisement program.
If the student achieves a semester GPA of a 2.0 but less than a 1.8 cumulative GPA in the
subsequent semester they will be placed on continued academic probation and continue on
a mandatory academic advisement program.
3. Full-time freshmen (fewer than 24 credits attempted) who have greater than a 1.80 semester
GPA but less than a 2.0 semester GPA will be issued a cautionary letter and be assigned to a
mandatory academic advisement program.
4. Students who have earned 24 or more credits, after matriculation to the university, must
have a semester GPA of 2.0 and an overall cumulative GPA of greater than 2.0. Students
with less than a semester GPA of 2.0 will be placed on probation, and must participate in
a mandatory academic advisement program. Students will be granted no more than two
consecutive semesters of probation at end of which they must have a both a semester and a
cumulative GPA of 2.0
5. Students who have earned 24 or more credits, after matriculation to the university, must
have a minimum cumulative GPA of 2.0. Students with less than a 2.0 cumulative GPA
will be placed on probation and must participate in a mandatory academic advisement
program. Students will be granted no more than two consecutive semesters of probation.
If the student achieves a cumulative GPA of a 1.8 but less than a 2.0 in the subsequent
semester they will be placed on continued academic probation and continue on a mandatory
academic advisement program. If the following semester the cumulative GPA is less than a
2.0, the student will be separated.
6. Part-time students will be evaluated after attempting their first six credits. Students with
greater than 6 credits that achieve a cumulative grade point average of 1.8 but less than a 2.0
will receive a cautionary letter and will be assigned to a mandatory academic advisement
program. Part-time students with less than a 1.0 grade point average after attempting 6
credits will be separated.
7. Part-time students who have attempted their first 12 credits will be reviewed following the
same policies as full-time students. Subsequent reviews and academic action will be taken
upon completion of each additional 12 credits.
The Admissions Committee may require specific course(s) and/or an earned grade point
average as a condition of admission/readmission in addition to the minimum requirements of
the University. Special terms of admission/readmission will be outlined in the acceptance letter.
Students who do not fulfill the special admissions conditions will be subject to separation from
the University.
For the implementation of this policy, a full-time student is defined as any student who is
taking 12 credits or more at the conclusion of the first two weeks of classes. Classes dropped
before this are not reflected on the student’s transcript. Dropping a course(s) after the second
week of classes does not exempt a student from being evaluated under the Academic Probation
and Separation policy.
Appropriate College Deans will notify students who have been placed on academic probation.
With follow-up from the student’s academic advisor and the Student Success Center, these
students will be expected to engage in the mandatory academic advisement program and
concentrate their energies on their studies so that they can bring their work up to the required
standard.
Except with the written permission of both the Vice-President for Academic Affairs and the
Dean of Student Development, students on probation may not hold office in any University
organization, participate in any intercollegiate events or programs, or otherwise represent the
University lest they further jeopardize their academic standing.
With the permission of the appropriate College Dean, students may use the summer session at
Gannon to restore their good academic standing provided that they complete the equivalent of
a full semester’s work, e.g. 6 credits in a five-week term.
Students who are separated from the University may not enroll in any University credit course
for one full year. Applications for readmission will not be reconsidered until the expiration of
one year. Readmission is not a right. The Admissions Committee will take favorable action only
when it is satisfied that the factors which led to the failure have been rectified. It is the student’s
responsibility to demonstrate to the committee that he or she has a reasonable prospect for
academic success at Gannon. Any student readmitted will be on probation and assigned to a
mandatory special advisement program for the first semester following his or her return. If the
student is separated a second time, he or she will not be readmitted.
Students who are separated may appeal that separation to their College Dean. Such an appeal
would need to cite extraordinary circumstances that adversely affected academic performance.
The College Dean will review all such appeals.
THE ACADEMIC YEAR

Gannon University operates on semester academic calendar. This plan divides the academic
year into two four-month semesters. Typically, the fall semester begins late in August and
ends before Christmas, and the spring semester begins in early January and ends with
Commencement in early May.
Day Sessions
Classes in the Day Sessions are held five days a week, beginning with the 8 a.m. period. Three
credit classes meeting on a Monday, Wednesday and Friday (MWF) sequence meet for 55
minutes each day. Those courses meeting on a Tuesday and Thursday (TTh) sequence meet for
80 minutes each day. There is a ten minute break between each class period.
A one credit course meets 55 minutes once a week. A four credit course meets on the MWF or
TTh sequence as mentioned above and also meets 55 minutes on an extra class day. A six credit
course meets five days a week on MWF for 55 minutes and TTh for 80 minutes.
Laboratories in the day sessions are held five days a week, beginning with the 8 a.m. period.
One credit laboratories meet once a week; two credit laboratories meet twice a week. One
laboratory credit normally requires not less than three hours of student work. Instructors will
determine the best use of laboratory time.
Evening Sessions
Classes in the Evening Sessions are held Monday thru Thursday with additional classes on
Saturday. These classes meet in sequences of one or two evenings per week. Classes held on
Saturday usually meet from 9:00 a.m. to 12:00 noon. Those classes meeting Monday through
Thursday begin at 4:30 p.m., 6:00 p.m., and 7:30 p.m.
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Laboratories in the evening sessions are held Monday through Thursday, beginning with the
4:30 p.m. period.
Summer Sessions
Gannon offers undergraduate summer courses beginning in May. Students may thus enroll
in more than one course, and spread out or overlap their courses during the summer months,
depending upon the courses they select from the summer session schedule.
Day classes meet five days per week for ninety-five minutes each meeting when offered over
five weeks. Evening classes offered for five weeks meet three days per week from 6:00 p.m. to
8:50 p.m.
Courses offered during the summer session cover the same content as those offered during the
fall and spring semesters. However, the summer schedule is limited in the variety of courses
offered, and students should check GUXpress for the exact courses being taught each summer.
Although concentrated into two, five, or ten weeks, the courses meet for the same amount of
time and have the same credit value as semester courses.
ADVANCED PLACEMENT PROGRAM

Credit will be given to those students who complete the formal College Board Advanced
Placement Courses, with a grade of 3 or higher on the exam. Grades 1 and 2 will be given
neither credit nor placement.
Please visit the following website to view a complete and current list of Advanced Placement
courses: http://www.gannon.edu/Search.aspx?id=405&searchtext=advanced+placement
AUDITING POLICY
Interested persons may audit most lecture courses offered at Gannon University if there is
space available in the course on the first day of class and until the end of the second week of
class. Audit forms may be obtained in the Registrar’s office after the first day of class and only
with the written permission of the instructor. Laboratory courses may not be taken as an audit.
Students who enroll in a course for credit may only change to an audit grade during the first
two weeks of a semester. Courses that are taken for audit may be changed to credit only during
the first two weeks of the semester. After these two weeks no changes are allowed (see note
below). Audit applications and registration forms may be obtained in the Office of the Registrar.
Refer to the Financial Facts section for the cost.
Records of the course will be noted on a student transcript with a a grade of AU which carries
neither credits nor grade points.
NOTE: A student who enrolls in a course for credit may withdraw from that course and after
withdrawal may continue to attend classes. The grade for such students will be an ‘X’
and in no case will be assigned an ‘AU’ grade.
CLASS ATTENDANCE
Attendance at all classes and laboratory sessions is expected of all students and all courses are
conducted with this understanding. A student’s grades are based upon the general quality of
work performed in each course and by such factors as prompt completion of all assignments,
papers, and readings, by presence for all examinations, and by participation in class discussion.
Ultimately, it is the responsibility of each faculty member to set reasonable attendance policies
appropriate to individual courses and to publish those policies on course syllabi. When so
indicated on the course syllabus, class attendance may directly influence final grades in a
course for upper-class students as well as freshmen. The following policy statements are to
assist in a uniform class attendance expectation.
Certain University events, such as athletics or particular extracurricular activities, in which
the students represent the University in an official capacity, necessitate excused absences from
classes. In such cases, it is inappropriate to penalize a student as a result of their absences
resulting from their function as University representative. Faculty then have a responsibility to
provide the opportunity to complete any tests, assignments, or other work.
Students should be aware that in the Junior and Senior years of study of some majors such as
health science and education majors, it may be extremely difficult for extensive athletic or other
types of extra-curricular participation. Students should discuss this with appropriate University
officials before selecting a major.
The primary function of Gannon University is the education of its students. Consequently, it is
judged to be inappropriate for any arm of the University to request that students excessively
absent themselves from regularly scheduled classes in order to function as representatives of
the University. Except in emergency situations (e.g., illness or accident), the student is expected
to notify the faculty of scheduled course absences one (1) week in advance. Faculty may require
verification from appropriate University staff.
Freshmen who absent themselves, whether it be excused or unexcused, from a particular course
in excess of twice the number of credit hours assigned to that course may be withdrawn from
the course, upon recommendation by the faculty member to the Dean of the student’s college.
This request would typically result from unexcused absences, but a student with excused
absences should also try to adhere to this limit. Although the student may not be penalized
for excused absences as defined earlier, a combination of excused and unexcused may result
in the same requested withdrawal. The faculty member would need to show the Dean that
the student, because of the combination of absences, has not been able to show competency in
the course and has no chance of doing so. Students who are active in athletics or co-curricular
activities must be responsible for their learning and minimize unexcused absence in times such
as sickness or emergencies. Missing an 80-minute class period is counted as one and one-half
absences. In addition, the Office of New Student Services is interested in knowing which
freshmen accumulated the maximum number of absences allowable. The office is prepared
to undertake an inquiry aimed at helping the student. Reports on freshmen attendance
must be initiated by faculty members, by means of direct contact with the Office of New
Student Services.
COURSE LEVELS
Catalog #
000-099 Credit earned may not be included in the total credits required for a degree. 100-199
Lower division, undergraduate. Designed as basic introductory courses for freshmen.
200-299 Lower division undergraduate. Designed as intermediate courses to be taken
primarily in the sophomore year of a major but may be taken by upper level non-
majors.
300-499 Upper division, undergraduate. Designed as junior and senior courses.
500-599 Upper division, and graduate. For graduate students primarily but including courses
with some seniors.
600-799 Designed for graduate student only.
800-899 Doctorate students only.
900-999 Doctorate students only (beginning 2001).
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COURSE NUMBERING
Each course number consists of 7 to 10 characters. The letters refer to the Department. The first
three numbers refer to the catalog number and course level. The last two numbers or letters
refer to the section.
FULL-TIME STATUS
To be considered a full-time student, a person is required to be enrolled for 12 credit hours in
the current fall or spring semester. These credit hours may be undergraduate or for seniors
in their final semester the 12 credits may be a combination of undergraduate and graduate
courses. This policy accords with current practice of admitting graduating seniors to certain
graduate courses during the final semester of undergraduate study.
Students are half-time if they are enrolled for 6-11 credits, they are less than half-time if they are
enrolled for 1-5 credits.
GRADES
Description of Grades and Grade Point Average
A+ Excellent 4.0 grade points C+ Average 2.3 grade points
A Excellent 4.0 grade points C Average 2.0 grade points
A- Excellent 3.7 grade points C- Below Average 1.7 grade points
B+ Good 3.3 grade points D Below Average 1.0 grade points
B Good 3.0 grade points F Failure 0.0 grade points
B- Good 2.7 grade points
A grade point average (GPA) is calculated by dividing the algebraic sum of the grade points
earned by the sum of the credits to calculate.
I Incomplete. This grade indicates failure on the part of the student to measure up to
minimum requirements on account of absence for sickness or for some other weighty
reason. Astudent who fails to remove the grade of ‘incomplete’ within 30 days after the
grades are due will automatically receive a failure for the course.
P Pass. This grade is not calculated in the GPA.
X This grade indicates withdrawal from a course prior to the cut-off date listed in the
academic calendar.
AU Audit. This grade indicates that the course was not taken for credit.
INTERNATIONAL BACCALAUREATE PROGRAM

Gannon University awards credit for courses completed in the International Baccalaureate
Program under the following conditions:
1. Three credits will be awarded for each Higher Level course successfully completed.
2. Successful completion is defined as receipt of a grade of “four” or above.
LEAVE POLICY
Gannon University recognizes that a student may need to temporarily interrupt their education
and has a procedure to facilitate this situation. The following are examples of categories that
might qualify a student for temporary leave:
co-op/internship
military (involuntary)
medical/psychological
family/personal
The above categories are not meant to be an inclusive list nor do they guarantee that a student
will be granted a temporary leave. The student who feels that they have a legitimate reason
to request a leave should request a form from the Student Success Center. The request will be
reviewed by appropriate officials of the University.
Temporary leave may be granted for a period of one or two semesters following the student’s
current enrollment. If a student applies for leave in the first two weeks of the semester then the
current semester is counted as one of the two eligible semesters of leave.
When the student is ready to return to the University they should follow these steps:
• If there were any restrictions/holds placed on their return those should be dealt with first
e.g. in the case of medical/psychological leaves students are required to provide a release
from their physician to the Health/Counseling Center. The Student Success Center will
notify the Registrar Office staff to release the hold.
• Contact your faculty advisor to discuss your schedule and they will okay you for
registration in GUXpress.
• Contact the Registrar for a registration time.
MAJOR-CHANGE/DECLARATION
Students wishing to declare or change their major field begin the process with their advisor or
the Student Success Center. After consultation about a major change, the student obtains the
signature of their advisor on the Change/Declaration of Major form. Alternatively, the Chair/
Director or Dean of the student’s present major can sign the form in place of the advisor.
The student takes the form to the Chair/Director of the requested major for approval. The form
is then sent to the appropriate Dean’s office for final approval. A completed and approved form
will be sent to the Registrar’s Office for changing official records.
If necessary, the student can be referred to the Student Success Center at any step in the process.
MINOR DECLARATION POLICY

Curriculum for available minors are listed in this catalog after the curriculum for each major.
In order to declare a minor, a student must fill out a “Declaration of a Minor” form in their
Dean’s office.
A minor will not be printed on the transcript until the student is certified for graduation by
their Dean. Student must be pursuing a baccalaureate degree.
PASS—FAIL OPTION
Students have the option of taking one free elective course per semester on a pass-fail basis.
The option excludes required courses in the major or minor field of study, cognate courses and
Liberal Studies Core courses. The student is limited to twelve credits of pass-fail courses that
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count toward the student’s degree. If a student elects to take a course on the pass-fail basis, the
student must so state to the student’s advisor and dean by the date designated in the Academic
Calendar. If the dates of the course are different from the regular semester dates, the student
must submit the pass-fail form before 60% of the course is complete. Forms are available in their
dean’s office. The student shall have the option of converting to a letter grade until the date
designated in the academic calendar. In any event, the instructor submits a letter grade. The
grade is stored in the Registrar’s files for future referral. In ascertaining eligibility for inclusion
on the Dean’s List, a student must present a minimum of 12 credit hours of letter grade courses.
A “P” (passing) grade will not be reflected in the grade point average; an “F” (failing) grade,
however, will be reflected. Any exception to the rule of one course per semester can be allowed
only with the approval of the student’s dean.
Courses taken beyond those needed for degree requirements may be taken pass-fail in addition
to the twelve credits allowed.
REPEAT COURSES
A student may repeat a course. The student is required to take the course at Gannon and submit
written notice of a repeated course to the Registrar’s Office if he or she wishes to have the
repeat noted on the transcript. Forms are available in the Registrar’s Office. When a student
elects to repeat a course, the letter “R” will be placed in front of the original grade and the
original grade will not be calculated in the grade point average (GPA). This policy is limited
to 15 credits of course work. Each repeat registration is counted as a course. This policy does
not cover the situation when the “repeat” (or subsequent) course was completed prior to fall
1972 semester unless the student is readmitted. Courses repeated beyond 15 credits will have
both grades calculated in the GPA. Repeated courses can only be included once in all degree
requirements for graduation.
A student may be granted permission to repeat a failed Gannon course at another institution.
However, since credits transfer but not grades, the original course cannot be coded as a repeat.
Refer to Bachelor Degree Requirements under the Degree Requirements section of this catalog
for additional regulations about failed courses. Some Academic Programs have a more
restrictive repeat policy. Contact the Program Director for more information. A course failed in
the field of concentration may be repeated once. If not successfully passed, the student is not
permitted to continue in that field of concentration.
STUDENT ACADEMIC GRIEVANCE POLICY
Scope and Purpose:

1. This policy addresses academic grievances only. An academic grievance is defined as
a complaint brought by a student regarding the University’s provision of education
and academic (only) services affecting their role as a student. Complaints or grievances
connected to assigned grades represent a special case to the grievance process. Grading
reflects careful and deliberate assessment of a student’s performance by a faculty member.
As such, the substance of grading decisions may not be delegated to the grievance process.
Nevertheless, the University recognizes that in rare cases the process of grading may be
subject to error or injustice. Therefore, a student who alleges an error or injustice in the
grading process would follow this policy toward resolution.
2. This policy does not apply to student complaints regarding employment or alleged
violations of other policies in the student handbook.
3. It is the intent that this policy to provide an efficient process, allowing for both informal and
formal resolution of grievances related to academic concerns, complaints or allegations.
4. A student must initiate a grievance as close as possible to the date of the occurrence of
the incident and no later than 45 days after the end of the semester in which the alleged
grievance occurred. The three summer sessions are considered as one semester.
General Guidelines
Academic grievance procedures should be kept as informal as possible based on principles of
mediation and conciliation. Every reasonable effort should be made to resolve any academic
grievance at the lowest organizational level possible. In the event that it cannot be resolved
informally, the student may seek resolution at the next higher level according to the Formal
Resolution procedure.
In the event that the faculty member is no longer employed by the University or is not available
within the timelines specified in these general guidelines, the student is to initiate the complaint
with the faculty member’s immediate supervisor.
The student filing a grievance may have a third-party advisor, such as the University
Ombudsperson; attend any meeting at which the student appears. The faculty member
involved in the grievance may also have a third-party advisor approved by the University
attend any meeting at which the faculty member appears. Legal counsel shall not be used by
either party in this grievance process.
Informal Resolution Phase

All academic grievances begin with the informal resolution phase. This first step toward
resolution of an academic grievance should begin at the lowest organizational level. The
student and the faculty member or University colleague involved should meet to discuss and
work toward resolution of the concern. The student should address the grievance to the faculty
member or University colleague involved as soon as possible. The student should follow the
established protocol regarding the levels of appeal. Formal resolution shall not occur without
occurrence of the informal resolution phase.
The student may contact the University Ombudsperson for assistance in initiating the academic
grievance process or at any time during the process.
Formal Resolution Phase

The formal resolution phase is used by the student when a satisfactory informal resolution has
not occurred.
1. The first step in the formal resolution of an academic grievance is to submit a formal written
account of the grievance to the appropriate immediate supervisor. Students may consult the
Human Resources office to determine the appropriate supervisor.
a. The written account must be submitted to the immediate supervisor within two weeks
after the last meeting of the informal resolution phase.
b. The written account should include: identification of the grievant, the respondent, the
incident – date, time, place, names of witnesses, the existing rule/policy/established
practice claimed to be violated and a brief statement of the desired outcome.
c. Within three weeks of receipt of all written materials, the appropriate immediate
supervisor will fact-find from involved parties and render a decision in writing via
registered mail to the parties involved.
2. The second step, if needed, in the formal resolution phase occurs when and if the faculty
or student is not satisfied with the immediate supervisor’s resolution of the grievance. The
student or the faculty member or University colleague involved may then appeal to the next
level of the organizational chart by providing a written account of the grievance process and
decision.
a. Awritten account must be submitted to the next level of the organizational chart within
two weeks of receipt of the decision rendered by the immediate supervisor (Step 1).
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b. The written account should include: identification of the grievant, the respondent, the
incident – date, time, place, names of witnesses, the existing rule/policy/established
practice claimed to be violated, a copy of the decision of the immediate supervisor and a
brief statement of the desired outcome.
c. Within three weeks of receipt of all written materials, the next level of the organizational
chart will fact-find from involved parties and render a resolution in writing to the parties
involved.
3. The third step, if needed, in the formal resolution process is to appeal to the appropriate
College Dean.
a. The College Dean shall be given a written account of the grievance process to date. This
must be submitted within two weeks of receipt of the resolution decision rendered by
the next person on the organizational chart (Step 2).
b. The College Dean shall render a decision in writing to the parties involved within three
weeks.
c. In the event the Dean’s resolution of the alleged academic grievance is not satisfactory to
either party, the appeal shall be directed to the Vice President of Academic Affairs.
4. The fourth step, if needed, in the formal resolution process is to appeal to the Vice President
of Academic Affairs. This step must be initiated within two weeks of receipt of the College
Dean’s decision.
a. The Vice President of Academic Affairs shall review the written appeal and response(s)
to make a determination whether or not there are sufficient grounds to hold an appeal
hearing.
b. If there are insufficient grounds to hold an appeal hearing, the decision of the College
Dean will be upheld.
c. If there are sufficient grounds to hold an appeal hearing, the Vice President of Academic
Affairs shall establish an ad hoc grievance appeal panel.
i. A grievance appeal hearing panel would be established on an ad hoc basis and
consist of five members for each case. The grievance appeal hearing panel shall be
convened by the Vice President for Academic Affairs. The panel shall be composed
of the Vice President for Academic Affairs, or her/his designee (serves as Chair),
two faculty representatives chosen from the Faculty Senate, and two student
representatives chosen from the Student Government Association. The Vice President
for Academic Affairs, or her/his designee shall have a vote only in event of a tie.
1. The panel members shall conduct the business of the appeal in strict confidence, and
in private. The meetings and deliberations of the panel shall be closed.
2. The panel members shall have access to the written appeals and each person
involved in the grievance.
3. The panel decision shall be communicated in writing to the student, faculty member,
College Dean and program director.
4. The decision of the grievance appeal panel must be submitted in writing by
registered mail to both parties. This communication should include an opportunity
for a member of the panel or the Vice President for Academic Affairs to debrief or
otherwise provide further assistance to either party.
5. The decision of the grievance appeal panel is final.
STUDENTS CLASSIFIED AS “UNDECIDED”

Choosing a major is one of the most important, and sometimes difficult, decisions to make
in college. Often students have a specific interest in a concentrated area, such as science or
engineering, but are “undecided” as to which major to pursue. Gannon offers students the
option to begin their studies while being classified as “Undecided.” This allows them to
complete core courses without making a premature decision. Once a major is decided upon,
and the student has received permission from the department, a Change of Major form
(available in the Dean’s Office) must be completed and submitted to the respective Dean’s
Office. All students must declare a major in order to graduate. No student may graduate as an
“undecided” student.
Students classified as Undecided may earn no more than 24 credits in that classification. Upon
completion of 24 credits the student must select a major and be accepted into that major or they
will be removed by the Dean and placed into the Undeclared category and will be referred
to the Academic Advising Center. A Change of Major form will be completed and processed
by the advisor. The Registrar’s Office will be notified of any courses that may need to be
dropped. The Registrar’s Office will remove advisor approval for registration until the student
has successfully met with the AAC staff and has been advised according to the Undeclared
requirements.
If permitted by the program, students who fail to meet minimum academic standards in their
major program of study may be placed into an Undecided major for one semester to attempt
to raise their GPA and return to their original major. If they remain academically ineligible for
their original major after one semester in the Undecided category, they will be administratively
moved to Undeclared status and the same process as described above will be followed.
The following is a list of Undecided classifications at Gannon:
Education
Business
Computing
Engineering
Health Sciences
Humanities
Sciences
TRANSCRIPT POLICY
The student’s authorization and written signature are needed to release a transcript. The
student can request the transcript in person in the Registrar’s office, can write a letter addressed
to the Registrar’s office, online or can FAX the request.
To order transcripts online

Gannon has authorized the National Student Clearinghouse to provide transcript ordering via
the Web. You can order transcripts using any major credit card. Your card will only be charged
after your order has been completed.
• T o order an official transcript(s), login to the Clearinghouse secure site
(www.studentclearinghouse.org). Click on orange tab on the right side and select
‘Order or track a transcript.’
• The site will walk you through placing your order, including delivery options and fees.
You can order as many transcripts as you like in a single session. A processing fee will be
charged per recipient.
• Order updates will be emailed to you. You can also track your order online.
Official transcripts must be mailed directly from the Registrar’s office to the party requested.
All transcripts given directly to the student will be stamped ‘Issued directly to the student’.
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Students who need transcripts to submit unopened with applications should request that the
transcript be issued to them in a sealed envelope. The transcript is stamped “Issued directly to
the student,” has the Registrar’s signature and the school seal. The envelope is sealed and has
the Registrar’s signature. The student must submit the transcript in the unopened envelope
with the application. If the envelope is opened it is no longer valid as an official transcript.
Transcripts are not released for students with financial holds.
Partial transcripts are not issued. Each transcript includes the complete academic record at
Gannon University and work accepted from other colleges.
Official transcripts of credit earned at other institutions which have been presented for
admission or evaluation of credit and have become a part of the student’s permanent record
in this office are not reissued or copies duplicated for distribution. Transcripts from other
institutions must be official and received by Gannon University directly from the original
institution(s). Copies issued to the students with the college seal will not be accepted. This also
applies to high school transcripts.
Transferred credit is not added to the Gannon University transcript unless it is applicable
toward a degree at Gannon University. Transfer grades are not put on the Gannon transcript.
ACCESS TO STUDENT RECORDS In accordance with the 1975 Family Educational Rights
and Privacy Act, the University has established a policy concerning access to student records.
The full policy is available upon request from the Registrar’s Office. The following items are
included here because of their general interest:
1. Grade reports, probation and suspension letters, and other correspondence are sent directly
to all students at their home address.
2. Access to student records is permitted only upon receipt of a written release by the student.
3. Students may have access to parental financial records submitted in support of financial aid
applications.
4. With certain exceptions, each student has access to his or her personal and academic records.
5. Students may request that directory information not be released to anyone.
WITHDRAWAL FROM THE UNIVERSITY

Students who find it necessary to withdraw from the University must fill out a withdrawal
form available in the Student Success Center. Students can complete a temporary withdrawal
(2 semesters or less) or a complete withdrawal. Students who withdraw for medical or mental
health reasons must present appropriate documentation at the time of the withdrawal. These
documents will be reviewed by the director of Gannon’s Health Center or Counseling Services
and could impact any refund as well as conditions for readmission to the University.
The withdrawal process includes an exit interview with staff from the Student Success Center,
student’s academic advisor, Cashier’s office, Financial Aid office, the Registrar’s office, and,
when applicable, the Office of Residence Life, International office, Health and Counseling
Center. Students must complete the withdrawal process within two working days from the date
they start the process in the Student Success Center. Forms that do not reach the Registrar’s
office with all of the required signatures will be considered incomplete and the student will not
be withdrawn from the University.
Failure to comply with this regulation may result in the assignment of a grade of ‘F’ for all
courses in which the student is currently enrolled and possible separation from the University.
The student may also forfeit any rights of readmission to the University. When students
withdraw they should refer to the Academic Calendar for the last day to withdraw from a
course in order to receive withdrawal (X) grades. Withdrawal after this date will result in ‘F’
grades unless permission is granted by the student’s Academic Dean.
Every student receiving a federal grant and/or loan who completely withdraws officially or
unofficially within the first 60% of the semester will be subject to a Title IV Return of Federal
Funds review. This review will determine the portion of federal funds the student earned and
the portion of federal funds the school must return to the Department of Education. Please
refer to the Refund Policy in the University catalog for complete details.
Students that receive all F’s for a semester, who did not formally withdraw, will be reviewed
by the Financial Aid Administrator to establish the students’ last date of attendance. If a
student ceased attendance for all classes before 60% of the semester was over, that last date of
attendance will be used. If a last date of attendance cannot be determined, the Financial Aid
Administrator is required to process an “unofficial” withdrawal date using the mid-point of the
semester to calculate unearned federal funds that must be returned to the appropriate federal
aid program.
Students need to understand that, although they can withdraw from a semester with X grades,
the Financial Aid Administrator must review and adjust federal aid disbursements made to
any student receiving federal grants and/or loans based on their last date of attendance or
unofficial withdrawal date. The student is responsible for any returned federal funds that
results in a balance due on their student account. If payment is not made, the student will be
liable for all reasonable collection costs, including attorney fees and other charges necessary for
the collection of any amount not paid.
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Special Programs
UNIVERSITY HONORS PROGRAM
ANN BOMBERGER, Ph.D., Director
The Gannon University Honors Program provides a challenging, global educational experience
for academically talented and highly motivated students. In doing so, it serves as a catalyst
for the intellectual and cultural life of the university. Through coursework and co-curricular
activities, Honors students engage in critical thinking, collaborative learning, and frequent oral
and written communication.
Vision Statement
Honors students will value knowledge in all areas of life while achieving distinction in their
fields of study. They will be a diverse community that is prepared for leadership and service in
their chosen professions and communities.
Additional Benefits
• Honors sections are smaller than non-honors sections. The classroom setting encourages
close contact between students and teachers and facilitates students taking an active role
in their learning.
• Honors students are eligible for additional study abroad scholarships.
• Some of Gannon’s best professors teach in our program.
• Honors students travel to conferences, museums, and other cultural activities as part
of the program.
• Students receive special recognition at the graduation exercises and on their academic
transcript.
• Our students have priority registration.
Special Features
Student Advisory Board and the Student/Faculty Honors Committee
Students are actively involved in the governance of the program through the Student
Advisory Board (SAB) and the joint faculty/student Honors Committee. The SAB makes
recommendations on policy and is responsible for assisting the director in running the
program. The board also oversees the committees that are responsible for providing a variety
of social, service, and cultural events. The faculty/student Honors Committee makes curricular
and long-term policy decisions.
Conferences and Travel
The Honors Program holds memberships in the National Collegiate Honors Council (NCHC)
and the Northeast Region of NCHC. Students have participated in conferences sponsored by
these organizations in New Orleans, Baltimore, Chicago, St. Louis, Niagara Falls, and Denver.
University Honors Center
The Honors Center functions as a hub for the activities sponsored by the program. It features
a study lounge with personal computers, printers, a treadmill desk, couches, and a seminar
room. The center is a comfortable place, conducive both to studying and socializing with fellow
students and faculty members.
Application Requirements
Admission to the program is based on academic achievement and potential. The following
criteria are considered:
• Essay
• High school grade point average of 3.6 or higher
SPECIAL PROGRAMS 61
• igor of courses taken

R
• SAT Verbal and ACT Reading scores
• Class rank
• Participate in a committee, at least for one semester of their freshman year.
• Recommendation from a high school teacher
Admission to University Honors for students already enrolled at Gannon University is based
on an evaluation of:
• Cumulative Grade Point Average
• Faculty recommendations
To remain in good standing, students must:

• Maintain at least a 3.25 GPA each semester
• Attend monthly honors meetings
• Attend at least 5 events per year
• Complete service hours annually
• Participate in a committee, at least for one semester of their freshman year
Recognition at Graduation
Honors Scholars
At graduation students are designated as Honors Scholars if they
• have maintained good standing in the University Honors Program
• have earned 24 credits in honors courses
• have completed five hours of service per year through the honors program
• have EITHER taken six credits of a foreign language OR completed an additional 15 hours
of service per year (for a total of 20 hours of service per year, 5 through the honors program).
Associate Honors Scholars
At graduation students are designated as Associate Honors Scholars if they
• have maintained good standing in the University Honors Program
• have earned 18 credits in honors courses
• have completed five hours of service per year through the honors program
• have EITHER taken six credits of a foreign language OR completed an additional 10 hours
of service per year (for a total of 15 hours of service per year, 5 through the honors program).
SAINT MARK’S SEMINARY

Rev. Michael T. Kesicki, Rector
Rev. Nicholas J. Rouch, Vice-Rector
In cooperation with the Diocese of Erie, Gannon University offers a variety of academic degree
programs to students training for the diocesan priesthood in the Formation Program of St.
Mark’s Seminary. The immediate aim of the college level formation for the candidate for the
priesthood is to help him to mature as a liberally educated human person, committed to Christ
and to the service of his neighbor.
Bishop Lawrence Persico, Ordinary of the Erie Diocese, responding to the aims and objectives
of the Unites States Conference of Catholic Bishops, continues a tradition begun by the
University’s founder, Archbishop John Mark Gannon. The seminarian’s academic life at the
University is complimented by programs of human, spiritual and pastoral formation.
College seminarians matriculate as full-time students in one of the three colleges of the
University. The wide-range of academic programs enables the seminarians to have close contact
with their peers and University professors.
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Academic Requirements
A. Seminarians must be full-time students in good standing at Gannon University in a
bachelor’s degree program or in the two-year pre-theology studies program.
B. While Philosophy remains a highly recommended major for preparation for graduate
studies in theology, some other majors offered by Gannon University are deemed
appropriate. The choice of an undergraduate major as well as a change from one to another
must have specific approval of the St. Mark’s Faculty.
C. Regardless of major, all seminarians beginning as freshmen are required to include in their
four-year programs of study the following courses.
1. Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 credits required as a minimum

Introduction to Philosophy (LPHI 131)
Philosophy of God (LPHI 233)
History of Medieval Philosophy (PHIL 273)
Logic (PHIL 210)
Philosophy of Knowledge (LPHI 235)
Philosophy of Ethical Responsibility (LPHI 237)
Introduction to Metaphysics (PHIL 350)
History of Ancient Philosophy (PHIL 271)
History of Modern Philosophy (PHIL 280)
History of Contemporary Philosophy (PHIL 286)
Total: 30 credits
2. Theology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 credits

(a.) Foundations of Theology and Christian Morality (LTHE 101) 3
(b.) The Catholic Tradition (LTHE 371) 3
(c.) The Bible: An Introduction (LTHE 201) 3
(d.) Theology Elective (one course) 3
Total: 12 credits
3. Latin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 credits

(a.) Introductory Latin I (LATN 111) 3
(b.) Introductory Latin II (LATN 112) 3
(c.) Intermediate Latin I (LATN 121) 3
(d.) Intermediate Latin II (LATN 122) 3
Total: 12 credits
D. All students pre-register twice per year after consulting with the St. Mark Academic
Advisor.
E. All students must be full-time to a maximum of eighteen (18) semester hours unless specific
approval for more than eighteen (18) hours or less than fifteen (15) hours is secured from the
St. Mark’s Academic Advisor. A fifteen (15) hour load is the norm for seminarians.
F. Students are not permitted to take late afternoon or evening classes without the specific
approval of the St. Mark’s Academic Advisor. The normal time for all classes to be finished
is 3:00 p.m.
Two Year Pre-Theology Program

A program of studies is designed for each man entering the two year pre-theology program.
Consideration is given to his undergraduate degree and any graduate work which he has done
and his needs in preparation for theological studies, especially with regard to the minimum
hours of philosophy and theology.
SPECIAL PROGRAMS 63
Spiritual Formation
The Formation Program through seminary life at St. Mark’s might best be described as both
a place and a process for men to explore the possibility that Christ might be inviting them
to make a lifelong commitment to priesthood. This decision cannot be made alone. It is the
decision of the individual but it is also the decision of the Church. The individual comes
together with others who understand and share in that search in a directed way called the
Formation Program.
Information/Application
Inquiries for additional information and/or to apply for seminary status may be directed to:
Rector, St. Mark Seminary Vocation Director
P.O. Box 10397 P.O. Box 10397
Erie, Pennsylvania 16514-0397 Erie, Pennsylvania 16514-0397
Day Phone: (814) 824-1200 Day Phone: (814) 824-1202
Evening: (814) 824-1201
LEARNING ABROAD
Gannon students have the opportunity to study abroad during the fall, spring, or summer
semesters, or take short-term faculty-led travel courses for academic credit.
Gannon has established tuition exchange partnerships with the following universities:
• American University of Madaba (Jordan)
• American University of Rome (Italy)
• Australian Catholic University (Australia)
• Hochschule Esslingen University of Applied Science (Germany)
• Hochschule Osnabrück University of Applied Sciences (Germany)
• Maria Curie-Sklodowska University (Poland) (MBA students only)
• Mary Immaculate College (Ireland)
• Osnabrück University (Germany)
• Pontificia Universidad Católica de Valparaíso (Chile)
• St. Edmund Hall University of Oxford (England)
• Université Catholique de Lille (France)
For those students accepted into these programs, tuition will be paid to Gannon; any university
aid awarded to students will apply even though the student is studying abroad for the
semester; all state and federal funding, as well as student loans, can be used toward tuition,
room, board and fee expenses. Students who meet the minimum GPA requirement of 3.0 are
eligible to apply for an additional Learning Abroad Scholarship.
Students have the opportunity to enroll in GIFT (Gannon: Inspired Faculty-led Travel)
Courses and travel with faculty members while earning credits that fulfill Liberal Studies Core
requirements as well as major and minor requirements and electives. Courses Offered on a
rotating basis in the GIFT Program include:
• Global Project Management in Sweden*
• Nursing in India*
• Occupational Therapy in Ecuador
• Fine Arts in France
• Archaeological Excavation in Jordan*
• Tropical Marine Biology in the Bahamas*
• Catholic Social Teaching Immersion in Florida
• Leadership Seminar in Thailand*
• The Art of Film in Paris
• Spanish for Medical Professionals in Puerto Rico*
• Climate Change in Iceland*
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• ine Arts in London

F
• Literature Studies in England and Wales
• Leadership Seminar in Panama
• Field Zoology/Biology in Yellowstone National Park*
• International Sport, Wellness, and Recreation in China
• Nursing in Mexico
• Psychology-based Leadership Seminar in Ireland
• Global Marketing in England (MBA course)
• Business Management in France
• Theological Implications of the Holocaust in Poland and the Ukraine*
• Theatre Performance and Production in Scotland
* Students who participate in the GIFT Courses marked with an asterisk will receive a
guaranteed scholarship of up to $500.
Any student participating in a GIFT Course who meets the minimum GPA requirement of
3.0 is eligible to apply for an additional Learning Abroad Scholarship, even if they receive a
guaranteed GIFT scholarship. Scholarship applications will be distributed to students after the
courses begin.
Students who wish to study abroad in a location in which Gannon does not have a partner
university may choose to study abroad through an Affiliate Provider. Students will not be able
to use their Gannon scholarships or financial aid to offset the cost of the program, and will pay
their tuition directly to the provider. However, student loans, and state and federal financial aid
may be applied to Affiliate programs.
Affiliates include:
• American Institute for Foreign Study (AIFS)
• CIS Abroad
• Spanish Studies Abroad
• GlobaLinks
• Arcadia University
Students participating in Affiliate Programs who meet the minimum GPA requirement of 3.0 are
eligible to apply for an additional Learning Abroad Scholarship.
Studying abroad is more than just paying to study outside the United States. It is learning about
new traditions and cultures through cultural immersion, exploring your academic field in
another country, and becoming a global citizen.
Imagine studying marine biology in the Bahamas, observing wildlife in their natural habitat
at Yellowstone National Park, spending an entire semester in one of Australia’s major cities,
teaching English to students in Thailand, or wandering the ancient ruins of Rome’s coliseum
and Roman Forum during a semester in Italy. With Gannon, your possibilities abroad are
endless.
Students interested in participating in Learning Abroad programs should visit www.gannon.
edu/learningabroad to learn more about all of Gannon’s offerings, fill out an interest form and
send it to studyabroad@gannon.edu, or visit the office located on the 3rd Floor of Beyer Hall,
Office 305D.
Service Learning
When community service is conducted in an academic context, such as a college course or
research project, it is called service-learning. Many Gannon professors include service-learning
assignments so that students can get hands-on experience that translates classroom lessons
into “real world” settings. Students receive the benefit of rigorous and realistic challenges,
while at the same time, community organizations receive the tangible benefits of their work.
For example, Gannon Nursing students conduct health screenings for residents of downtown
SPECIAL PROGRAMS 65
senior apartment buildings, Accounting majors prepare income taxes in nearby community
centers, English majors have written grants for neighborhood development, and Engineering
students have designed improvements to medical equipment for shipment to international
health clinics. There is an introductory-level service-learning assignment built into all First-
Year Seminars, and many upper-level courses, research projects, capstones, and international
courses are also enhanced with assignments, based in the community. Service-learning supports
the development of Gannon students, as expressed in the University’s Mission to provide a
value-centered education through socially relevant courses that prepare students for lifelong
engagement in their communities.
Courses marked with the (Service-Learning) designation meet the highlighted criteria in this
definition:
“Service-learning is a credit-bearing, educational experience in which students participate
in an organized service activity that meets identified community needs and reflect on the
service activity in such a way as to gain further understanding of course content, a broader
appreciation of the discipline, and an enhanced sense of civic responsibility.” ~Robert Bringle
and Julie Hatcher, “A Service Learning Curriculum for Faculty.” The Michigan Journal of
Community Service Learning. Fall 1995. 112-122.
CHESS
• COMM 400: Integrated Marketing Campaign Development
• CRJS 261: Introduction to Crime Mapping
• ENGL 206: Pursuits of English
• ENGL 211: Advanced Composition
• ENGL 356: Writing for Social Change
• POLI 111: U.S. Government and Politics
• POLI 342: United Nations Practicum
• SCWK 212: Social Problems, Services and Issues
CEB
• ACCT 431: Advanced Taxes
• MKTG 399: Geographic Information Systems
• MKTG 400: Marketing Research
• MKTG 420: Strategic Marketing Management
• RISK 321: Commercial Insurance and Risk Management
• RISK 499: Business Continuity and Risk Management
• SMGT 480: Principles of Sport Marketing
Morosky
• MATH 320: Mathematical Modeling
• PHAS 312: Community Resources in Healthcare: A Service-Learning Experience
• RADS 101: Introduction to Radiologic Sciences
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Liberal Studies
Core Curriculum
Liberal Studies Core – The Heart of the
“One Gannon Student” Educational Experience
The Liberal Studies Core is both the heart of the Gannon University educational experience and
a reflection of Gannon University’s commitment to the development of “One Gannon Student,”
a model for comprehensive and holistic education and preparation for a production vocational
and avocational life. The Liberal Studies core offers our undergraduates a defined, integrated,
shared experience within their academic experience.
Courses in essential history and communication modes and strategies, along with the
university’s Catholic Identity in theology and philosophy, form the foundation of the Core.
Integrated into the curriculum are explorative and experiential investigations into disciplines
essential for appreciation and engagement of all persons, including the literature and social
sciences, and applied aesthetic, mathematical, and scientific reasoning. Binding the entire
Liberal Studies Core curriculum are is the formative core classes of seminars and senior
capstone, inviting students to concretize their learning through integration of their major
field(s) with their liberal arts studies.
Overview of the Liberal Studies Core Curriculum

The Liberal Studies Core Curriculum consists of three primary components:
• Foundational Core – includes Theology, Philosophy, Ethics/Moral Responsibility, History,
and Written/Oral communication, which form solid groundwork for advanced study in
areas of majors and minors in all fields.
• Developmental Core – includes First-Year Seminars, Leadership Seminars and Capstone
Courses which integrate skills and knowledge from all academic disciplines and co-
curricular experiences
• Integrative Core – includes Fine Arts, Literature, Social Science, Mathematics, and Science
where advanced reasoning, integration, and synthesis of knowledge and competencies
concretize the undergraduate experience.
The program outcomes for the Liberal Studies Core include:
• Students synthesize their learning in academic disciplines with their learning outside the
classroom and apply the knowledge gained to their personal and professional lives.
• Students read and listen actively and write and speak with clarity, originality, and
persuasiveness across a variety of contexts.
• Students reason aesthetically, quantitatively, and scientifically.
• Students demonstrate appreciation for and apply their understanding of diverse religions,
cultures, societies, and individuals.
• Students collaborate effectively to practice leadership based on principles of ethics and
social justice.
Foundational Core
6 credits: Theology
• LTHE 101/Foundations of Theology and Christian Morality
• LTHE 201/The Bible: An Introduction
6 credits: Philosophy
• LPHI 131/Introduction to Philosophy
• Second Course from Philosophy II Series Options (see list below)
3 credits: Philosophy or Theology
• Either LPHI 237/Philosophy of Ethics or LTHE Theology III option
(see list below)
3 credits: History
• LHST 111/History Without Borders
6 credits: Writing
• LENG 111/College Composition
• LENG 112/Critical Analysis and Composition
3 credits: Speech
• SPCH 111/Fundamentals of Speech, or SPCH 113/Human
Communication & Society, or SPCH 115/Presentational Strategies
(or met through Liberal Studies approved substitution)
Developmental Core
2 credits: First-Year Seminar (may be met in major)
1 credit: Leadership Seminar (may be met in major)
3 credits: Senior Capstone (LBST 383 or may be met in major)
Integrative Core
3 credits: Fine Arts (see list below or may be met within major)
3 credits: Literature (see list below or may be met within major)
3 credits: Mathematics (see list below or may be met within major)
3 credits: Science (see list below or may be met within major)
3 credits: Social Science (see list below or may be met within major)
Fine Arts Series Options

ARTS 213 Issues in Music History FIN 251
L Introduction to Music
ARTS 216 Music in the Theatre LFIN 252 Women in Photography
ARTS 260 Music and the Media LFIN 253 Introduction to the Visual Arts
ARTS 385 American Architecture LFIN 254 Art of Film
EDCR 302 Expressive Arts LFIN 256 American Popular Music
ENGL 250 Introduction to Photography LFIN 257 Introduction to Fine Arts
LFIN 250 Theatre and Culture
Literature Series Options

ENGL 352 Modern/Contemporary Drama LENG 251 Literature and the Healing Arts
LENG 241 Prose Literature LENG 252 Reading Autobiography
LENG 243 Drama LENG 253 Introduction to World Literature
LENG 245 Poetry MLED 201 Adolescent Literature/Practicum
LENG 247 Introduction to Literature
LENG 249 Women Writers
LENG 250 Fantasy and Science Fiction
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Philosophy II Series Options

LPHI/ Philosophy of God PHIL 248 Women in Western
PHIL 233 Philosophy
LPHI/ Philosophy of Knowledge PHIL 250 Comparative World Philosophy
PHIL 235 PHIL 271 History of Ancient Philosophy
LPHI/ Philosophy of Ethical PHIL 273 History of Medieval Philosophy
PHIL 237 Responsibility PHIL 280 History of Modern Philosophy
LPHI/ Philosophy of Science PHIL 286 History of Contemporary
PHIL 239 Philosophy
LPHI/ Philosophy of Education PHIL 290 Philosophy & Law
PHIL 240 PHIL 345 Philosophy of History
LPHI 246 Philosophy of Mind PHIL 350 Introduction to Metaphysics
LPHI 255 Philosophy of Place PHIL 365 Modern Existentialism
PHIL 210 Logic PHIL 383 American Philosophy
PHIL 225/ Philosophy of
SPCH 225 Communication
Theology III Series Options

LTHE 301 Faith, Revelation and Theology LTHE 359 Good and Evil: Reconciling the
LTHE 311 Theology of Jesus Christ Holocaust
LTHE 321 Theology of Church LTHE 361 Hebrew Bible I: Torah
LTHE 323 Vatican II and the Catholic LTHE 362 Hebrew Bible II: Prophets
Tradition LTHE 363 Hebrew Bible III: Writings
LTHE 325 Women and the Pilgrim Church LTHE 365 The Synoptic Gospels
LTHE 327 American Catholicism LTHE 367 The Theology of John and Paul
LTHE 331 Theology of Christian LTHE 371 The Catholic Tradition
Worship LTHE 372 Jesuits: Saints or Scoundrels
LTHE 333 Theology of Marriage LTHE 373 The Protestant Tradition
LTHE 341 The Life and Thought LTHE 381 Christianity and World Religions:
of Cardinal Newman Western Tradition
LTHE 351 Catholic Moral Theology LTHE 383 Christianity and World Religions:
LTHE 358 God and Radical Evil Eastern Tradition
Social Science Series Options

ARCH 201 Archeology and History of POLI 122 Public Policy Analysis
Ancient Near East POLI 133 Introduction to International
ARCH/ Becoming Human-Becoming Relations
HIST 302 the World PSYC 111 Introduction to Psychology
BCOR 111 Principles of Microeconomics SCWK 212 Social Problems, Services,
BCOR 112 Principles of Macroeconomics and Solutions
ECON 285 Project Economics SCWK 221 Human Behavior Social
EDCR 101 Psychology of Learning Environment I
and Teaching SOCI 110 Basic Sociology
HIST 110 Foundations of SOCI 120 Individual, Culture, and Society
Western Heritage SOCI 292 Cultural Anthropology
POLI 111 U.S. Government and Politics
COURSE DESCRIPTIONS
For descriptions of courses without a Liberal Studies “L” designated prefex, consult the school/
department/program course descriptions.
First-Year Seminar
The First-Year Seminar is a two-credit discussion/experience based course intended to orient
new students to Gannon University, to introduce the Liberal Studies Core, to assist in transition
to university learning and teaching methods, and to encourage development of the academic,
personal, social, and spiritual aspects of common to the “One Gannon Student” experience.
Each seminar is unique with diverse learning experiences, depending on the instructor and
program sponsoring the course, though share common learning objectives. NOTE: First-year
students are expected to complete a First-Year seminar during their first semester at Gannon. If
not, the student must complete the requirement prior to their sophomore year.
First-Year Seminar Options

BIOL 100 First-Year Seminar IBR 100
L First-Year Seminar
CIS 103 First-Year Seminar MATH 100 First-Year Seminar
COMM 161 First-Year Seminar NURS 101 First-Year Seminar 1
CRJS 108 First-Year Seminar NURS 102 First-Year Seminar 2
EDCR 104 First-Year Seminar OCCT 108 First-Year Seminar
ENG 100 First-Year Seminar PHAS 100 First-Year Seminar
ENGL 100 First-Year Seminar PSGA 100 First-Year Seminar
FRSH 110 First-Year Seminar PSYC 101 First-Year Seminar
HIST 100 First-Year Seminar SPRT 101 First-Year Seminar
LEGL 100 First-Year Seminar THEO 100 First-Year Seminar
LHES 101 First-Year Seminar UNDL 100 First-Year Seminar
LHPS 101 First-Year Seminar
Leadership Seminar
The Leadership Seminar is a one-credit course that introduces students to various models of
leadership, including a repertoire of leadership skill and means of using those skills responsibly
in the various communities to which they belong. In addition, the course helps students explore
the relevance of leadership skills in the leadership process. Ethical reasoning and Catholic social
justice teaching serve as the basis for students’ leadership development as reflected in this
course. Each seminar is unique with diverse learning experiences, depending on the instructor
and program sponsoring the course, though share common learning objectives. NOTE: The
Leadership Seminar is to be taken during the end of the sophomore/beginning of the junior
year. Students are expected to have completed their Leadership Seminar requirement prior to
the beginning of their senior year.
Leadership Seminar Options

BCOR 260 Leadership Seminar LHES 241 Leadership Seminar
COMM 240 Leadership Seminar LHPS 240 Leadership Seminar
EDCR 240 Leadership Seminar ME 300 Leadership Seminar
ENGL 240 Leadership Seminar NURS 320 Leadership Seminar
HIST 299 Leadership Seminar OCCT 208 Leadership Seminar
LCEB 240 Leadership Seminar PHAS 300 Leadership Seminar
LHES 240 Leadership Seminar PSGA 300 Leadership Seminar
Senior Capstone Seminar

The Liberal Studies Core culminates in a capstone seminar which integrates the student’s
major field of study with the Liberal Studies program outcomes. The Capstone Seminar shares
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culminating and integrative learning experiences which facilitate integration of all knowledge
and competencies gained during the undergraduate experience, including major courses,
Liberal Studies Core courses, and co-curricular activities and experiences. Each Capstone
Seminar is distinctive depending on the course content and instructor. NOTE: The Capstone
Seminar is to be taken during the senior year and must be completed prior to graduation.
Senior Capstone Seminar Options

ARTS 400 Senior Seminar and Thesis GERO 400 Death, Dying, and Bereavement
BCOR 480 Business Policy GOCCT 640 Clinical Reasoning Seminar
CHEM 420 Analysis of Industrial Practices GPHAS 601 Pre-Rotation Lectures Series
CIS 457/ Senior Design LBST 383 Senior Seminar
CIS 458 ME 354 Senior Design
COMM 400 Senior Seminar and Thesis NURS 404 Nurse Power Politics
CRJS 495 Criminal Justice Capstone PHIL 400 Honors Seminar in Philosophy
ECE 357 Senior Design SCWK 400 Social Work Senior
EDCR 401 Professional Seminar Integrating Seminar
ENGL 400 Senior Research Project
and Oral Exam
COURSE DESCRIPTIONS
Course descriptions without a Liberal Studies prefix (LXXX) can be found under their school/
department/program.
Liberal Studies Component of Two Year Programs

First Year Seminar 2 credits
LENG 111: College Composition 3
LTHE 101: Foundations of Theology and Christian Morality 3
LPHI 131: Introduction to Philosophy 3
SPCH 101: Introduction to Speech 1
Social Science 3
Total 15 credits
Liberal Studies Component of Next Step Program
Students admitted to Gannon University from another institution with an Associate’s degree,
Bachelor’s degree, or equivalent international degree will be required to complete the following
Liberal Studies Core courses:
LTHE 101: Foundations of Theology and Christian Morality 3 credits
LPHI 131: Introduction to Philosophy 3
LENG Literature Series 3
LFIN Fine Arts Series 3
Leadership Seminar 1
LPHI Philosophy II series OR LTHE Theology III Series 3
Senior Capstone Seminar (LBST 383 or equivalent) 3
Total 19 credits
Students may, with the approval of the Director of Liberal Studies, transfer courses equivalent
to requirements of the Liberal Studies Core.
Students who have received an Associate Degree from Gannon University must fulfill all
Liberal Studies Core requirements in order to graduate with a Bachelor’s Degree, and do not
qualify for the Next Step Program.
Liberal Studies/LBST 383: Senior Seminar

The Liberal Studies Program includes an Integrating Seminar to be taken in the senior year. The
primary objective of the seminar is to provide the student with an opportunity to integrate the
concepts and methodologies presented in earlier Liberal Studies courses. 3 credits
Liberal Studies/LHST 111: History Without Borders
The most important ideas, issues, problems, and developments that mark the changing fortunes
of the West’s interaction with the world from the Seventeenth Century to the present. 3 credits
Liberal Studies/LENG 111: College Composition
The principles of logic, rhetoric, and language and their use in written discourse. Application of
these theories to numerous reading and writing assignments. Much attention to basic writing
skills. 3 credits
Liberal Studies/LENG 112: Critical Analysis and Composition
Development of the reading, research, and writing skills needed to use library resources to
solve problems in a variety of disciplines, and relate these solutions to appropriate audiences.
Prerequisite: Liberal Studies/LENG 111 3 credits
Liberal Studies/LENG 241: Prose Literature
This course helps students develop an appreciation, understanding and evaluation of prose
literature as it reflects human experience in diverse cultural contexts.
Prerequisites: Liberal Studies/LENG 111, 112 3 credits
Liberal Studies/LENG 243: Drama
This course helps students develop an appreciation, understanding and evaluation of drama as
it reflects human experience in diverse cultural contexts. It includes an examination of tragedy,
comedy, and tragicomedy from their cultural origins to the present.
Liberal Studies/LENG 245: Poetry
This course helps students develop an appreciation, understanding and evaluation of poetry as
it reflects human experience in diverse cultural contexts.
Liberal Studies/LENG 247: Introduction to Literature
This course helps students develop an appreciation, understanding and evaluation of literature
as it reflects human experience in diverse cultural contexts. The course focuses on the essential
elements of prose, drama, and poetry.
Liberal Studies/LENG 249: Women Writers
This course helps students develop an appreciation, understanding, and evaluation of literature
written by women as it reflects women’s experiences in diverse cultural and historical contexts.
The course focuses on the essential elements of prose, drama, and poetry.
Prerequisites: LENG 111, LENG 112 3 credits
Liberal Studies/LENG 250: Fantasy and Science Fiction
This course enables students to develop an appreciation and understanding of fantasy and/
or science fiction literature and its relationship to human experience in a variety of historical
periods and/or cultural contexts. The class will also explore the differences among science
fiction, fantasy literature, and other types of literature, like magical realism, that contain
fantastic elements. Selected texts vary but will always include a mix of older and contemporary
literature, as well as authors of different genders, ethnic backgrounds, and nationalities.
Liberal Studies/LENG 251: Literature and the Healing Arts
Literature and the Healing Arts is an interdisciplinary course that uses literature as a means for
examining humanitarian issues related to illness and the practice of medicine. Poetry, fiction,
memoir, and creative nonfiction written by doctors, nurses, and patients provide the framework
for exploring the health care worker-patient relationship and its accompanying moral and
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ethical issues, historical approaches to healing and their implications for modern medical
practices, the effects of illness and disease on the individual’s sense of identity and personhood,
cultural, racial, and ethnic dimensions of patients and health care, and the emotional and
mental challenges of health care workers. This course will benefit students planning careers
in medicine, nursing, medical technology, or health administration, but it will also appeal to
students of any major with interests in excellent literature or the implications of health care for
themselves or their families.
Liberal Studies/LENG 252: Reading Autobiography
Students in this course will explore “autobiography” (as literally “self-life-writing”) in a variety
of forms. More specifically, students will investigate the cultural and ethical implications of self-
life-writing as it has evolved in the past fifty years. Beginning by looking at traditional self-life-
writing and ending with a survey of self-life-writing in the digital age, students in the course
will analyze, interpret, and evaluate the cultural self-locating performed by autobiographical
subjects.
Liberal Studies/LENG 253: Introduction to World Literature
The course is designed to introduce students to diverse forms and content of literature
emanating from various parts of the world. Students will see the beauty, sadness, and hurt,
in the works of famous world writers. Through these readings students will get to know the
amazing flavors and colors of the cultural diversity present around us. Students will also try to
contextualize literary works in terms of the history, ideology, and social structures, from which
they emanate. Students will see how particular incidents of history and ideological positions
resist, subvert, and also create dominant discourses through literature. In short, students will
know the world through literature in this course.
Liberal Studies/LFIN 250: Theatre and Culture
An exploration of theatre as an art form. Particular attention is given to examining the role of
theatre in culture, focusing on the human being as the creator and consumer of the theatrical
experience. 3 credits
Liberal Studies/LFIN 251: Introduction to Music
The aim of this course is to guide the student to a more perceptive and meaningful enjoyment
of the art of music. After having been acquainted with musical materials and procedures, the
student will be introduced to selected works characteristic of different style periods. 3 credits
Liberal Studies/LFIN 252: Women in Photography
This course examines photography by women in a variety of photographic genres and critical
perspectives written by women about photography. Concentration will be on the historical,
cultural, stylistic, and aesthetic aspects of selected works. 3 credits
Liberal Studies/LFIN 253: Introduction to the Visual Arts
An introductory examination of the nature and history of the Visual Arts (i.e., painting,
sculpture, and architecture). The goal of the course is twofold: (a) to increase the student’s
appreciation of the intrinsic elements found in works of art, and (b) to make the student more
conscious of the various extrinsic conditions which have had an influence on the long history
of the visual arts. Class sessions will be devoted to analysis of projected images of selected
artworks. 3 credits
Liberal Studies/LFIN 254: Art of Film
The components of film art, primarily as seen in short films; analysis of techniques and
meaning of experimental, documentary, animation, and other types of film. 3 credits
Liberal Studies/LFIN 256: American Popular Music
This course aims to introduce students to various types of popular music in America.
Throughout the course, participants will consider the basic musical features of popular music
as well as its significance in society and culture. Although the bulk of the course will explore
music from the 20th century, earlier 19th century influences and popular music of the 21st
century inform a significant part of the discussion. By focusing on genres that originated and
gained popularity in the United States, the course will work to develop an understanding of
the various factors that influence popular music, including changing technologies and social
conditions.
Liberal Studies/LFIN 257: Introduction to Fine Arts
An exploration of creative, communicative, and symbolic nature of the fine arts. By exploring
the purposes of art and how it functions, students learn to apply critical skills to art assessment
and evaluation as well as appreciating how style impacts artistic experience. Particular
attention is given to examining the role of art in diverse cultures, focusing on human beings as
both the creators and consumers of artistic experiences.
Liberal Studies/LPHI 131: Introduction to Philosophy
An introduction to the study of philosophy. Beginning with the dawn of philosophical
awareness among the ancient Greek philosophers, the course surveys both traditional and
modern approaches to the philosophical understanding of the human condition. 3 credits
Liberal Studies/LPHI 233: Philosophy of God
An introduction to the philosophical study of religion, based largely on the tradition of
Christian philosophy. Some of the topics include: the concept of God; the evidence for God’s
existence; the meaningfulness of religious language; analysis of God’s attributes, such as
omnipotence and omniscience; the possibility of miracles; life after death; the problem of
reconciling divine foreknowledge and human freedom; and the problem of reconciling the
existence of a loving God with the world’s evils.
Prerequisite: LPHI 131 3 credits
Liberal Studies/LPHI 235: Philosophy of Knowledge
A study of the possibility and validity of human knowledge, together with the criteria of truth.
Liberal Studies/LPHI 237: Philosophy of Ethical Responsibility
The subject matter of ethics is “the good life and how to live it.” Students will examine a variety
of influential approaches to ethics, and will gain skill in applying ethical theory both to practical
ethical issues in daily life, and to some of the urgent ethical issues in contemporary society.
Liberal Studies/LPHI 239: Philosophy of Science
A historical and philosophical survey of the various understandings of science and scientific
method from ancient times to the present. Students will examine the role philosophy has
played in formulating and critiquing models of scientific investigation, and will pay attention
to the impact science has had in each historical period on religion, society, and views of human
nature.
Liberal Studies/LPHI 240: Philosophy of Education
A critical examination of the goals and methods of education, especially as they relate to
ethics and politics. Readings will be drawn from historical philosophers, such as Plato,
Aristotle, Rousseau and Dewey as well as contemporary philosophical analysis of educational
institutions. 3 credits
Liberal Studies/LPHI 246: Philosophy of Mind
This course is an introduction to the study of key theories of mind as related to the brain, mind,
the body, self, and emerging artificial intelligence.
Liberal Studies/LPHI 255: Philosophy of Place
An overview of the philosophy of place which examines the topological and constructed
development of environments. Philosophical categories of space, time, ontology, value theory,
ethics and a sense of the global in relation to the local will be explored. Particular attention
will be paid to the Catholic Social Teaching tradition’s emphasis on private property and the
universal destination of goods. A lot of walking and outdoor observation required.
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Liberal Studies/LTHE 101: Foundations of Theology and Christian Morality

Rooted in the richness of the Catholic Intellectual Tradition, this course explores the religious
experiences of the human person and their relationship to Christian moral living. 3 credits
Liberal Studies/LTHE 201: The Bible: An Introduction
Students will explore the structure, theological themes, literary forms, and historical context of
the Judeo-Christian Bible using methods of Biblical interpretation. 3 credits
Liberal Studies/LTHE 227: The Theology of Moral Responsibility
A study of Christian ethical response based on God’s Word in Revelation and in the teachings
of the believing community.
Prerequisite: LTHE 101 3 credits
Liberal Studies/LTHE 301: Faith, Revelation and Theology
An investigation of the nature and methods of the science of Theology, with a study of the
phenomenon of faith, of Revelation, and of Biblical, and Magisterial hermeneutics. 3 credits
Liberal Studies/LTHE 311: Theology of Jesus Christ
A consideration of the question, “Who is Jesus of Nazareth?”, and a study of the answers to
that question presented by the Scriptures, ecclesiastical tradition, and classic and contemporary
theology. 3 credits
Liberal Studies/LTHE 321: Theology of Church
A study of the origins, nature, structure, and role of the Church, with special emphasis on the
theological insights of Vatican II. 3 credits
Liberal Studies/LTHE 323: Vatican II and the Catholic Tradition
A study of the historical, social, and theological dimensions of Vatican II and the ongoing
process of Vatican II’s reception in the life of the Roman Catholic Church, the ecumenical
community, and the world. 3 credits
Liberal Studies/LTHE 325: Women and the Pilgrim Church
A study of women’s contribution in Scripture, Theology, and the Church from the Church’s
origins to contemporary times. 3 credits
Liberal Studies/LTHE 327: American Catholicism
Most American Catholics and practically all Americans of other denominations have very
little knowledge of the growth and development of the Catholic community in the United
States and the role American culture played in that development. Thus, this course seeks to
impart to students a good overview of the history of the American Catholic community from
colonial times to the present day. We will then interpret some of the key events, movements
and developments of that history, which continues to shape the distinctive ethos of American
Catholicism. Hence, this course will be an exercise in historical theology, or more precisely,
historical ecclesiology. Students will be able to fully capture the meaning and richness of the
American Catholic experience. 3 credits
Liberal Studies/LTHE 331: Theology of Christian Worship
This course will introduce students to the theological foundations, historical evolution and
practice of Christian worship over the course of the last twenty centuries. Though guided
by Catholic insights into the nature and purpose of worship among followers of Jesus
Christ, the course will be broadly ecumenical in its treatment of the variety of ways in which
Christian communities have worshiped in the past and currently devote special times and
places to the art of worshiping their God. The whole range of ways in which Christians have
prayed in common—from the earliest, residential experiments, to the lavish liturgies housed
in Europe’s great cathedrals, to the so-called “megachurch spectacles” of today—will be
examined. A unique aspect of the course is the manner in which it will challenge groups of
students to devise entirely new modes of worship of their own suited to contemporary needs
and aspirations. These original worship services will form the basis of group presentations
scheduled for the conclusion of the semester. 3 credits
Liberal Studies/LTHE 333: Theology of Marriage

This course is a study of the Judeo-Christian understanding of marriage in its various aspects:
biblical, theological, psychological, and canonical. It will concentrate on the following topics:
defining marriage, God and marriage, marriage preparation, and issues surrounding marriage
today. 3 credits
Liberal Studies/LTHE 341: The Life and Thought of Cardinal Newman
This course will introduce students to the life and thought of one of the most significant Church
figures of modern times. Blessed John Henry Newman was a towering figure in the 19th
century and his influence continues to be felt today. Newman offers us an inspirational model
of a life devoted to holiness; a mind alive to religious Truths and the spiritual/invisible world; a
religious mind capable of vivid expression and powerful written arguments; and the dedication
and courage to align one’s life with the Truths that one confesses and the inner voice of one’s
conscience. Newman’s example of persistent faith stands as a rebuke against contemporary
fads of cultural and moral relativism. His defense of a true liberal education continues to serve
as a warning against the negative effects of exclusive secularism, utilitarianism, and hyper-
specialization. 3 credits
Liberal Studies/LTHE 351: Catholic Moral Theology
A study of themes, concepts and teachings that embody the Catholic moral tradition. Students
will identify and examine the Catholic Church’s teachings on morality, derived from Scripture,
Tradition, the Magisterium, and Christian experience. Students will also apply and evaluate
these aspects of Revelation as they pertain to contemporary issues in the globalized world.
3 credits
Liberal Studies/LTHE 358: God and Radical Evil
An examination of the historical and theological development of the idea of God’s relationship
to evil. The analysis will include readings from Sacred Scripture, the early Christian Church
and contemporary theologians, as well as traditional and modern atheists. Students will create
their own theodicy (explanation on why evil exists in light of belief in a loving God) using the
material from the course and their own experiences. 3 credits
Liberal Studies/LTHE 359: Good and Evil: Reconciling the Holocaust
An examination of the reality of the Holocaust from multiple historical and spiritual
perspectives that will challenge students to integrate this knowledge with theological inquiry
concerning the existence of God. In May, faculty and students will travel to Poland and Prague
(the Czech Republic) to visit Auschwitz and Treblinka death camps as well as Jewish and Polish
cultural sites. 3 credits
Liberal Studies/LTHE 361: Hebrew Bible I: Torah
This course is an examination of the first section of the Hebrew Bible. Known in most English
translations as the Pentateuch, the Torah is composed of: Genesis, Exodus, Leviticus, Numbers,
and Deuteronomy. In this course, students consider the formation of the literature, major
literary forms and themes contained in the Torah. 3 credits
Liberal Studies/LTHE 362: Hebrew Bible II: Prophets
This course is an introduction to the second of three bodies of literature within the Hebrew
Bible: the Prophets. This collection of literature has had a tremendous influence and continues
to inspire and speak with relevance now no less than when the scrolls were first composed.
During this course, students will examine the background and composition of this collection of
literature as well as the major themes contained in the documents. This course is divided into
two sections: the Former Prophets and the Later Prophets. 3 credits
Liberal Studies/LTHE 363: Hebrew Bible III: Writings
This course is an introduction to the literature of the third part of the Hebrew Bible: the
Ketuvim, containing books that some will find familiar (Psalms) as well as books that, to many,
seem strange and distant (Qohelet—Ecclesiastes). This course will examine the composition and
history of the books, their themes, and the contribution the books make to the overall collection
of Hebrew sacred text. 3 credits
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Liberal Studies/LTHE 365: The Synoptic Gospels

A course in biblical theology that studies the Synoptic Gospels and Acts of the Apostles so
as to understand both the figure of Jesus, including his life, teaching, work, passion, death,
resurrection, and ascension, and the development of the Christian community of faith.
3 credits
Liberal Studies/LTHE 367: The Theology of John and Paul
A course in biblical theology that studies theological themes such as justification, eternal life,
grace, covenant, faith and love, contained in the Letter of Paul, the Letter to the Hebrews, the
Catholic Letters, the Gospel of John and the Book of Revelation. As a synthesis of the results
of biblical exegesis, the overview of the New Testament writings draws out foundations for
Trinitarian theology, Christology, Soteriology, Ecclesiology, Sacramental Theology, Christian
Anthropology and Eschatology. 3 credits
Liberal Studies/LTHE 371: The Catholic Tradition
A study of some of the basic Roman Catholic beliefs concerning Jesus Christ, the Church,
Worship and Sacrament.
Prerequisite: LTHE 101 and LTHE 201 3 credits
Liberal Studies/LTHE 372: Jesuit: Saints or Scoundrels
An examination of the historical development and spirituality of the Society of Jesus (Jesuits)
from St. Ignatius of Loyola to Pope Francis. The analysis will include a close reading of the
Autobiography and Spiritual Exercises of the founder St. Ignatius, the contributions of former
Superior General Fr. Pedro Arrupe, and the distinctively Ignatian pontificate of Pope Francis.
Liberal Studies/LTHE 373: The Protestant Tradition
A study of the development of Christianity with special emphasis on the Protestant
Reformation and the thinking of significant contemporary Protestant theologians.
Liberal Studies/LTHE 381: Christianity and World Religions: Western Tradition
This course will consider the teachings of the monotheistic world religions (Christianity,
Judaism, Zoroastrianism, Islam) in the context of Christian belief, emphasizing both the
openness of a post-conciliar Catholicism to insights from other faiths, points of similarity in
beliefs and in practice between Christianity and other religions, and also the distinctiveness of
different religious traditions. 3 credits
Liberal Studies/LTHE 383: Christianity and World Religions: Eastern Tradition
The course will consider the teachings of the South and East Asian world religions (Hinduism,
Buddhism, Confucianism, Taoism), as well as primal (pre-literate) religions, in the context
of Christian belief, emphasizing both the openness of a post-conciliar Catholicism to insight
from other faiths, points of similarity in beliefs and in practice between Christianity and other
religions, and also the distinctiveness of different religious traditions. 3 credits
DAHLKEMPER SCHOOL OF BUSINESS 77
College of Engineering
and Business
Karinna Vernaza, PH.D., Interim Dean
The College of Engineering and Business is composed of the School of Engineering and
Computer Science and the Dahlkemper School of Business. The curriculum of each program
within the college builds upon strong analytical skills and emphasizes the application of theory
and technology to problem solving in industry and society. Graduates have the necessary
knowledge, skills, and values to compete in a global market. All of the programs within the
college build upon the mission of Gannon University and provide the foundation for life-long
learning.
Mission Statement
The College of Engineering and Business prepares our students to be leaders by teaching
theory, problem-solving skills, and socially responsible decisions-making. Our students and
faculty collaborate with external organizations in design projects, internships, and research
projects to promote excellence in education, practical knowledge, and life-long learning.
Vision Statement
The College of Engineering and Business will be regionally recognized for its:
1) Outstanding faculty who are scholars as well as innovators in the classroom
2) Excellent and motivated students who excel through active and collaborative learning
3) Service to the local and global community through classroom projects, research,
and internships
4) Cutting-edge curriculum that involves external partners to build practical skills
with an emphasis on entrepreneurship, and renewable and alternative energy
5) Interdisciplinary research that contributes new knowledge to the field.
The CEB holds the following values:

1. Respect for others
2. Integrity and honesty in all actions
3. Commitment to continuous improvement
4. Creativity in finding solutions
5. Working collaboratively
DAHLKEMPER SCHOOL OF BUSINESS (DSB)

Dahlkemper School of Business Mission Statement
Our mission is to serve as a center of ethical business leadership and innovation to provide
an excellent education in all areas of business from a values-centered and global perspective
and to develop leaders to transform the world of business.
Dahlkemper School of Business Vision Statement

Our vision is to become a leading school of business thought, practice, and action by
developing a reputation for preparing leaders to transform business and make the world
a better place to work and live.
78
Dahlkemper School of Business Core Values

The Dahlkemper School of Business provides and promotes:
• ethical leadership in business.
• excellence in teaching, scholarship and service.
• entrepreneurship, innovation and creativity in business.
• ethical and socially responsible learning experiences and behaviors in business.
• the lifelong pursuit of knowledge and understanding by both the faculty and students
through continued learning and development.
• a strong relationship with the community.
Dahlkemper School of Business Honor Code

Inspired by the Catholic Intellectual Tradition, the faculty and students of the Dahlkemper
School of Business at Gannon University are dedicated to the promotion of ethical, legal,
socially responsible and professional behavior. They believe in engaging at all times with
honesty, integrity, respect, trustworthiness and superior work ethics.
Dahlkemper School of Business Points of Distinction

• Gannon University offers a unique combination of the Dahlkemper School of Business (DSB),
the Small Business Development Center (SBDC) and the Erie Technology Incubator (ETI)
within the Center for Business Ingenuity (CBI). The Center for Business Ingenuity is designed
to look and operate like a corporate headquarters with a focus on meeting and satisfying the
needs of our students and the business community. This collaboration allows our students
and faculty to put into practice the knowledge, skills and abilities taught in the classroom.
• Students learn in state-of-the art facilities and collaborate with companies and clients
operating within the Center for Business Ingenuity.
• High percentage of faculty are doctorally qualified with real world business experience.
• The Dahlkemper School of Business is fully accredited by ACBSP (Accreditation Council for
Business Schools and Programs). ACBSP accreditation emphasizes excellence in teaching
business. There is a rigorous and ongoing process to earn and maintain this accreditation.
• Faculty are student and community focused.
• Opportunities for international internships, travel, and study abroad as a result of
partnerships developed with international universities.
• Small classes are taught by faculty and not graduate teaching assistants. The Dahlkemper
School of Business faculty know their students by name.
• Students are advised and mentored by the business faculty and staff.
• The Center for Business Ingenuity is located in the heart of the central business district of
Erie, Pennsylvania.
• Students are engaged in community service learning projects.
• The Dahlkemper School of Business has been offering innovative and ethics based business
programs for over 70 years with a world-wide network of alumni.
• Opportunities to earn a double major in business within four years.
• Opportunity to earn the Bachelor of Science in Business Administration (BSBA) and the
Master of Business Administration (MBA) through the accelerated MBA program.
• Graduates from the Dahlkemper School of Business have the knowledge, skills, and abilities
to succeed in business and the ethical values to make the world a better place.
Dahlkemper School of Business Curriculum

The business curriculum reflects current practices and issues in the business arena, including
the importance of critical thinking, effective communication, and analytical problem solving
skills. Global business issues and communication skills are integrated throughout the business
core curriculum.
The Bachelor of Science in Business Administration (BSBA) consists of 1) the liberal studies
curriculum (required of all Gannon undergraduates) which enables a student to acquire and
apply the knowledge and skills necessary to be a significant contributor to an organization, a
community, and society; 2) the business core curriculum composed of a series of courses which
integrate the functional areas of business; 3) the major curriculum provides the depth for a
career in a specific business function or industry.
Dahlkemper School of Business Academic Standards

1) All lower division and prerequisite courses must be completed with a minimum grade of C
(this excludes the grade of C-) in each course;
2) Each business core course must be completed with a minimum grade of C;
3) Students must complete the capstone course (BCOR 480) at Gannon University;
4) Students must have a minimum business GPA of 2.00 and a minimum overall GPA of 2.00
to qualify for graduation.
Dahlkemper School of Business Program Outcomes

Dahlkemper School of Business students will demonstrate:
• the integration of knowledge across the functional areas of business.
• leadership and team-building skills to manage resources and achieve goals.
• an understanding of the importance for ethics, integrity, inclusiveness and social
responsibility.
• critical thinking and analytical problem solving skills to identify, analyze, evaluate and solve
business problems and capture business opportunities.
• oral and written communication skills to effectively interact with stakeholders.
• an understanding of global business concepts and practices that embrace the opportunities
and challenges of diverse and multicultural environments.
Dahlkemper School of Business Curriculum Plan
Bachelor of Science in Business Administration Curriculum Plan

(Numerals in front of courses indicate credits)
FRESHMAN YEAR
Fall Semester Spring Semester
3 Fund Business Enterprise/BCOR 105 3 Prin of Microeconomics/BCOR 111
3 Appl Math for Business/MATH 115 3 Public Speaking/SPCH 111
3 College Composition/LENG 111 3 Critical Analysis & Comp/LENG 112
2 First Year Seminar 3 Principles of Systems/CIS 195
3 Foundations of Theology/LTHE 101 3 Intro to Philosophy/LPHI 131
3 Business Technology/CIS 150
17 15
32 Freshman Year Total
SOPHOMORE YEAR
Fall Semester pring Semester
S
3 Prin of Macroeconomics/BCOR 112 3 Principles Accounting II/BCOR 215
3 Principles of Accounting I/BCOR 214 3 Mktg in Global Environ/BCOR 240
3 Intro to Statistical Analysis/ 3 Mgmt Theory & Practice/BCOR 250
BCOR 220 3 Fine Arts Series/LFIN
3 History Without Borders/LHST 111 3 The Bible: An Intro/LTHE 201
3 Literature Series/LENG
3 Natural Science/LS
18 15
33 Sophomore Year Total
80
JUNIOR YEAR
3 International Elective Course 3 Legal Env of Business/BCOR 303
3 Financial Mgmt I/BCOR 311 3 Advanced Business Elective Course
3 Philosophy II Series/LPHI 3 Major Course 2
3 Free Elective 1* 3 Major Course 3
3 Free Elective 2* 3 Free Elective 3*
3 Major Course 1
18 15
33 Junior Year Total
SENIOR YEAR
3 Operation & Supply Chain/ 3 Business Policy/BCOR 480
BCOR 440 3 Major Course 5
3 LPHI 237 or LTHE 300 level course 3 Major Course 6
1 Leadership Seminar 3 Free Elective 6*
3 Major Course 4 3 Free Elective 7*or Acct Course 7
3 Free Elective 4*
3 Free Elective 5* 15
31 Senior Year Total
Program Total: 128
* Free electives may be used to earn a second business major.

* A minimum of 20 free elective credit hours are required to meet the 128 credit hour graduation
requirement. Non-accounting students take six major courses and will have seven free electives.
Accounting students take seven major courses and will have six free electives.
Bachelor of Science in Business Administration Curriculum Plan with Study Abroad

FRESHMAN YEAR
3 Fund Business Enterprise/BCOR 105 3 Prin of Microeconomics/BCOR 111
3 Business Technology/ CIS 150
17 15
SOPHOMORE YEAR
3 Intro to Statistical Analysis/ BCOR 220 3 Mgmt Theory & Practice/BCOR 250
3 History Without Borders/ LHST 111 3 Philosophy II Series/LPHI
3 Literature Series/LENG 3 The Bible: An Intro/LTHE 201
18 15
JUNIOR YEAR
Fall Semester/STUDY ABROAD Spring Semester
3 Fine Arts Series/LFIN 3 Financial Management I/BCOR 311
3 Free Elective 1* 3 Advanced Business Elective Course
3 Free Elective 4*
15 18
SENIOR YEAR
3 Operation & Supply Chain/BCOR 440 3 Business Policy/BCOR 480
3 LPHI 237 or any LTHE 300 course 3 Major Course 5
1 Leadership Seminar 3 Major Course 6
3 Major Course 3 3 Free Elective 6*
3 Major Course 4* 3 Free Elective 7*or Acct Course 7
3 Free Elective 5*
16 15
Program Total: 128

Bachelor of Science in Business Administration Curriculum Plan

with an Organizational Internship Abroad
(Numerals in front pf courses indicate credits)
FRESHMAN YEAR
3 Fund Business Enterprise/ BCOR 105 3 Prin of Microeconomics/ BCOR 111
3 Business Technology/ CIS 150
17 15
SOPHOMORE YEAR
3 Intro to Statistical Analysis/ BCOR 220 3 Mgmt Theory & Practice/BCOR 250
3 History Without Borders/ LHST 111 3 Fine Arts Series/LFIN
3 Literature Series/LENG 3 The Bible: An Intro/LTHE 201
18 15
82
JUNIOR YEAR
3 Financial Mgmt I/BCOR 311 3 Advanced Business Elective Course
3 Philosophy II Series/LPHI 3 Major Course 2
3 Major Course 1
18 15
Summer Semester/INTERNSHIP ABROAD
0-6 Organizational Internship
SENIOR YEAR
3 Operation & Supply Chain /BCOR 440 3 Business Policy/BCOR 480
3 LPHI 237 or any LTHE 300 course 3 Major Course 5
1 Leadership Seminar 3 Major Course 6
3 Major Course 4 3 Free Elective 6*
3 Free Elective 5*
16 15
Program Total 128

Associate Degree Program – Business Administration

FIRST YEAR
First Semester Second Semester
3 College Composition/LENG 111 3 Crit Analysis & Comp/LENG 112
3 Business Technology I/CIS 150 3 Foundations of Theology/LTHE 101
3 College Algebra/MATH 111 3 Business Technology II/CIS 250
3 Found Bus. Enterprs/BCOR 105 3 Prin of Microeconomics/BCOR 111
2 First Year Seminar 3 Intro to Philosophy/LPHI 131
3 Intro to Psychology/PSYC 111
14 18
SECOND YEAR
3 Prin Macroeconomics/BCOR 112 3 Prin of Accounting II /BCOR 215
3 Prin of Accounting I/BCOR 214 3 LPHI 237 or LTHE 300 level course
3 History Without Borders/LHST 111 3 Mktg Global Environ/BCOR 240
3 Busn/Prof Comm/ENGL 212 3 Mgmt Theory & Practice/BCOR 250
3 Intro Stat Analysis/BCOR 220 3 Speech/SPCH 111
3 Basic Sociology/SOCI 110
18 15
THE NEXT STEP PROGRAM IN BUSINESS ADMINSTRATION

Baccalaureate Degree Program for Graduates of Two Year Colleges – for all BSBA majors
Pre-Senior Year
3 Foundations of Theology/LTHE 101 3 Legal Environ Busn/BCOR 303
3 Found Busn Enterprise/BCOR 105 3 Managerial Economics/BCOR 351
3 Financial Mgmt I/BCOR 311 3 Introduction to Phil/LPHI 131
3 Statistical Modeling/BCOR 310 3 Major Course 2
3 Principles of Systems/CIS 195 3 Major Course 3
3 Major Course 1
18 15
Senior Year
3 Op/Supply Chain Mgmt/BCOR440 3 Business Policy/BCOR 480*
3 Major Course 4 3 Major Course 6
3 Major Course 5 3 Elective/Acct – Major Course 7
3 Literature Series/LENG 3 Elective
3 LPHI 237 or LTHE 300 level course 3 Fine Arts
1 Leadership Seminar 3 Speech/SPCH 111
16 18
* Fulfills LBST 383, Senior Seminar

** Non –accounting students take six major courses and will have two free electives. Accounting
students take seven major courses and will have one free elective.
Students are required to complete 7-19 credits in the Liberal Studies Core. Students may
transfer courses equivalent to Sacred Scripture, Introduction to Philosophy, the Literature
Series and/or the Fine Arts Series. Students must take the Leadership Seminar, the Theology/
Philosophy III Series, and the Senior Seminar or approved capstone at Gannon.
Prerequisites:
Students enrolling in the Next Step Program in business are required to have completed the
following courses or their equivalent, typically found in an Associate degree program in
business, prior to matriculation. If the following courses, or their equivalent, have not been
completed in the Associate degree program, the student will be admitted as a regular transfer
student. The required prerequisite courses are:
Accounting (BCOR 214 & 215) Applied Mathematics for Business (MATH 115)
Economics (BCOR 111 & 112) Marketing (BCOR 240)
Business Technology I (CIS 150) Management (BCOR 250)
Composition (LENG 111 & 112) Statistics (MATH 213 or BCOR 220)
Dahlkemper School of Business Minors

All prerequisites must be completed and minimum grade requirement satisfied prior to
pursuing business minors.
ACCOUNTING MINOR (15 Credits)

BCOR 214 Principles of Accounting l
BCOR 215 Principles of Accounting II
ACCT 305 Intermediate Financial Accounting
And six credits in Accounting at the 300 level or above
84
BUSINESS ADMINISTRATION MINOR (18 credits) Non-Business majors only.

BCOR 105 Foundations of the Business Enterprise
BCOR 111 Principles of Microeconomics or ECON 285 Project Economics
BCOR 214 Principles of Accounting I
BCOR 240 Marketing in the Global Environment
BCOR 250 Management Theory and Practice
Business elective from any business concentration or BCOR 112 Principles of Macroeconomics
ECONOMICS MINOR (18 Credits)

BCOR 111 Principles of Microeconomics
BCOR 112 Principles of Macroeconomics
And twelve credits in Economics electives planned with the student advisor.
ENTREPRENEURSHIP MINOR (15 Credits)

ENTR 310 Organizational Innovation
ENTR 330 Entrepreneurial Finance
ENTR 410 New Venture Creation
FINANCE MINOR (15 Credits)

BCOR 311 Financial Management I
FINC 312 Financial Management II
And six credits in Finance at the 300 level or above.
GLOBAL BUSINESS MINOR (15 Credits)

IMGT 306 Global Business
And six credits of advanced International electives planned with the student’s advisor.
MARKETING MINOR (15 Credits)

And nine credits in Marketing at the 300 level or above.
RISK MANAGEMENT AND INSURANCE MINOR (15 Credits)

BCOR 303 Legal Environment of Business
RISK 300 Introduction to Risk Management & Personal Lines Insurance
RISK 321 Commercial Property and Liability Insurance
RISK 325 Life and Health Insurance
The Accelerated Bachelor of Science in Business Administration (BSBA)

and Master of Business Administration (MBA) Program
The accelerated Bachelor of Science in Business Administration/Master of Business
Administration program is designed for qualified students to earn an undergraduate business
degree and a graduate degree in business in five years. The requirements of the Accelerated
BSBA/MBA program are stated in the Gannon University Graduate Catalog.
THE BUSINESS CORE CURRICULUM:

FOR STUDENTS ADMITTED FALL 2014 OR LATER
COURSE DESCRIPTIONS
BCOR 105: Foundations of the Business Enterprise

This is the gateway course to the business program and helps students to gain a solid
understanding of the components of a business, its external environment, and the interactions
between them. Students will engage in decision making and problem solving in that setting.
Ethics, leadership, employee empowerment, the impact of technology, and the global
market are topics of discussion. Students will develop critical thinking, written and oral
communication, and team skills through case-based learning and a term project.
Prerequisite: None 3 credits
BCOR 111: Principles of Microeconomics
This course develops the techniques necessary for an understanding of basic economics from a
microeconomic standpoint. The specific topics explored include the fact of scarcity, concepts of
supply and demand, cost-production decision making, the operation of a form in the product
market under varying assumptions of competition, monopolistic competition, monopoly, and
oligopoly, plus the operation of the firm in the factor market. This course is approved as a Social
Science course for the Liberal Studies Core.
BCOR 112: Principles of Macroeconomics
This course develops tools for an understanding of macroeconomic issues and theory, including
the application to current social issues such as unemployment, economic growth, and inflation.
The role of money and financial institutions are also examined. The use and effectiveness of
economic policy to control the macroeconomy is explored. This course is approved as a Social
Science course for the Liberal Studies Core.
BCOR 214: Principles of Accounting I
This course introduces the main aspects of the accounting structure. The fundamental
accounting principle is presented in the form of the balance sheet equation and is followed by
the logical development of the subject of debits and credits, journal entries, special journals,
and specific account classifications. The course provides a thorough review of how accounting
transactions affect the financial statements and analysis of financial statement information.
Prerequisite: BCOR 105 3 credits
BCOR 215: Principles of Accounting II
This course continues the focus on the application of accounting principles inside the
enterprise, i.e., the proprietorship, the partnership, and the corporation. An additional focus is
the use of accounting information to better aid in the planning, controlling, and evaluation of
company performance. These additional topics include budgeting, job costing, and break- even
analysis.
Prerequisite: Minimum grade of C in BCOR 214 3 credits
BCOR 220: Introduction to Statistical Analysis
This course introduces the student to the statistical tools used in business decision-making.
Course topics include the use of descriptive statistics to explore data; elements of probability
theory, including basic probability concepts and Bayes’s theorem; and the major discrete and
continuous probability distributions all within the context of business applications.
Populations/samples, parameters/statistics, sampling and sampling distributions, and
hypothesis tests for means and proportions are also introduced. Emphasis is placed on
understanding the concepts underlying the computations and the ability to communicate the
meaning of computed values.
Prerequisite: Minimum grade of C in MATH 115 or MATH 140 and CIS 150 3 credits
86
BCOR 240: Marketing in the Global Environment

This course helps students to understand and apply the fundamentals of marketing from a
global perspective. The major strategic decisions of marketing are covered including capturing
marketing insights, connecting with customers, shaping market offerings, delivering and
communicating value, and creating successful long term growth. These topics, along with
the examination of buyer behavior, marketing research, marketing planning, and the societal,
consumer and ethical issues of marketing are examined through readings, experiential
exercises, class discussions, and a comprehensive marketing planning project.
The marketing planning project calls for each student to apply marketing research and planning
skills by creating and presenting a marketing plan for the successful marketing of a specific
product to a specific target market in the global business environment.
BCOR 250: Management Theory and Practice
This course will introduce students to the principles of management. From the organizational
and behavioral aspects to process and management techniques of everyday business, this
course is designed to give students a social, historical, legal, economic, and environmental
knowledge and understanding of today’s complex business world. The crux of management
can be summed up as the combination of interpersonal skills, work competence, specific tools
and methods (e.g., Project Management, Quality Management), understanding of business
processes, their measurement and interdependency as well as the ability to successfully cope
within an ambiguous setting. This is a seminar style course and not a lecture. This puts the onus
on students to be prepared and to engage in relevant discussion.
BCOR 303: Legal Environment of Business
This course addresses the global, political, social, environmental, and regulatory legal issues
confronting businesses. Students will explore important topics in business law, including entity
formation, corporations, contracts, agency, Sarbanes-Oxley, the UCC and other topical areas.
Because decision making at all levels in the firm must take legal consequences into account,
the study of the legal environment requires and develops critical thinking skills, logic, and
reasoning.
Prerequisites: BCOR 250 3 credits
BCOR 311: Financial Management I
This course introduces the financial and economic concepts necessary to understand, analyze,
and resolve corporate investment, financing, and dividend decisions. The course also
establishes the goal of the firm, the ethical behavior appropriate for the achievement of this
goal, an elementary knowledge of financial markets and instruments, and insight into the
international aspects of these topics.
Prerequisites: Junior Standing, BCOR 111, BCOR 112, BCOR 215, and BCOR 220 3 credits
BCOR 440: Operations and Supply Chain Management
This course studies the processes required to create and distribute goods and services which
are increasingly taking place outside the boundaries of the traditional enterprise. Students
will learn how to analyze processes, ensure quality, create value, and manage the flow of
information, products, and services across a network of customer enterprises and supply chain
partners. Case studies give students a hands-on experience with analytical models and require
cogent written analysis.
Prerequisites: BCOR 311 3credits
BCOR 480: Business Policy
This is a comprehensive capstone course requiring students to integrate previous analytical
skills in analyzing corporate problems. The course concentrates on organizational strategy and
policy and focuses on the responsibilities of senior management and the analysis of situations
having significant impact on the organization. The emphasis throughout the course is that of
top management and this emphasis takes an integrative, multi-functional perspective with
emphasis on ethics and responsibility to society. The basic concepts studied apply to all forms
ACCOUNTING 87
of organizations, both public and private, but the major emphasis of the cases studied will be
that of business organizations.
Prerequisite: BCOR 440. 3 credits
DEPARTMENT OF FINANCIAL & ECONOMIC ANALYSIS

Richard P. Hauser, Ph. D, Department Chairperson
FACULTY: Assistant Professor: Renee Castrigano, Richard Hauser, Terry Holmes, William
McAndrew, M. Garrett Roth. Instructor: Blase Nicolia.
ACCOUNTING (BSBA)
Accounting is a promising and rewarding career. The aim of the Accounting curriculum is
to develop a sound understanding of accounting theory and practice, as well as the ethical
principles necessary to prepare students for professional careers in public accounting, business,
or government. The Accounting program prides itself in bringing practical knowledge into the
classroom based on personal professional experiences of the accounting faculty.
The Accounting program provides an excellent base for graduate work in Accounting, Business
Administration, Law, or related fields. The Dahlkemper School of Business offers business
students the opportunity to participate in the accelerated BSBA/MBA program that meets
the needs of the public accounting profession on a national basis in support of the 150-hour
education requirement initiated by the American Institute of CPA’s and many state boards of
accountancy.
The following courses must be completed to satisfy the requirements
for the BSBA in Accounting:
ACCT 305/Intermediate Financial Accounting I
ACCT 313/Accounting Information Systems
ACCT 315/Intermediate Financial Accounting II
ACCT 320/Cost Management
ACCT 415/Advanced Financial Accounting
ACCT 420/Income Taxes
ACCT 440/Financial Auditing
COURSE DESCRIPTIONS
ACCT 305: Intermediate Financial Accounting I

An in-depth investigation of accounting theory and practice through the examination of major
financial statement accounts. Specific topics include a study of the conceptual framework
of accounting, income determination, reporting and financial statement presentation, and
evaluation of sustainable and transitory earnings components.
ACCT 313: Accounting Information Systems
A theoretical and practical discussion of the process and procedures for accounting information
systems analysis, design, and implementation with emphasis on the organizational decision
making inherent in a broad range of computerized systems applications. A computer lab is
included to examine an automated accounting system. Prerequisite: BCOR 215 3 credits
ACCT 315: Intermediate Financial Accounting II
An in-depth investigation of accounting theory and practice through an examination of major
financial statement accounts. Specific topics include a study of accounting for investments,
liabilities, leases, shareholders’ equity changes, earnings per share and preparation of the
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statement of cash flows.

Prerequisite: ACCT 305 3 credits
ACCT 320: Cost Management
This course provides in-depth study of theory and practice of cost accounting. It emphasizes
internal accounting reporting and managerial use of cost accounting data for planning,
controlling and decision making. Topical coverage includes: cost behavior, product costing,
budgeting, performance measurement, cost-volume-profit analysis, and managerial decision
making.
Prerequisites: BCOR 214, BCOR 215 3 credits
ACCT 375: Organizational Internship
Select students will be able to spend a period of time (50 hours per credit hour) working as an
Intern with a local organization. During this period the student will maintain a journal, will
meet regularly with a faculty member, and with a supervisor to provide continuing evaluation
of quality and progress of the students work. At the conclusion of the experience the student
will submit a paper to the supervisor and faculty member and make an oral presentation.
Prerequisite: Junior standing 3 credits
ACCT 415: Advanced Financial Accounting
The course covers advanced accounting topics about partnerships accounting, parent and
subsidiary accounting, consolidation and mergers, foreign transactions and translations, and
government and non-profit accounting.
Prerequisite: ACCT 315 3 credits
ACCT 420: Income Taxes
This course is a study of the Federal Income taxation of individuals, partnerships, and some
consideration of estates and trusts. This course includes an introduction to income tax research
and places an emphasis on effective tax planning.
ACCT 431: Advanced Taxes
Taxation of corporations, partnerships, S corporations, estates and trusts, and tax accounting
issues. Additional coverage includes an examination of the sources of tax laws and related
tax research and planning. This course involved a service learning component in which the
students participate in the Internal Revenue Service’s Volunteer Tax Assistance (VITA) program
and prepare individual tax returns at a local community center. This component is required
and may, at the option of the student, be used for one credit under ACCT 375 Organizational
Internship.
Prerequisite: ACCT 420 Income Taxes 3 credits
ACCT 440: Financial Auditing
This course introduces the theory and practice of auditing, duties and responsibilities of the
auditor, and standards, procedures, internal control and management services performed by
public accountants. The course is designed to be taken in spring of senior year.
Prerequisites: ACCT 313 or ACCT 315 3 credits
ACCT 490: Special Topics
Prerequisite: BCOR 215 1-3 credits
ECONOMICS (BSBA)
The Economics curriculum provides an excellent background in financial and quantitative
modeling that business professionals use to conduct analysis and research. Economists are
needed to analyze issues such as health care, taxes, energy and international trade policy.
Students who complete an Economics major are able to summarize their findings after analysis
of economic trends and factors, industries, business competition and risk profiles.
An Economics major will enable a student to prepare for advanced study in fields such as law,
ECONOMICS 89
political science and economics.

for the BSBA in Economics:
ECON 311 Intermediate Microeconomic Analysis
ECON 312 Intermediate Macroeconomic Analysis
And twelve credits of advanced economics electives planned with the student’s advisor.
COURSE DESCRIPTIONS
ECON 285: Project Economics

This course develops the techniques necessary for understanding economic price theory, the
time-value of money, and the basic issues surrounding organizational architecture. These
include issues surrounding supply and demand, cost-production, decision making and
market models. In particular, the course focuses on the application of these economic theories
to projects, including issues surrounding risk analysis and triage, budgeting, planning, and
scheduling necessary to the successful completion of a project.
Prerequisite: MATH 140 or MATH 115 3 credits
ECON 311: Intermediate Microeconomic Analysis
An intermediate level course in the methods of microeconomic analysis, emphasizing supply
and demand analysis, elasticity, production and cost principles, and pricing and output
decisions under different market structures.
ECON 312: Intermediate Macroeconomic Analysis
An intermediate level course in the methods of macroeconomic analysis emphasizing national
income determination and monetary and fiscal policy.
ECON 351: Managerial Economics
An application of economic and statistical methods to managerial decision making.
Prerequisites: Minimum grade of C in BCOR 111, BCOR 112, CIS 150 or equivalent 3 credits
ECON 401: Monetary Finance
The influence of the quantity of money on prices, growth and employment and its relation to
the central banking system’s control of the money supply.
ECON 421: Forecasting Methods
A study of forecasting methods and their application. Topics covered include data collection,
time-series decomposition, moving average, exponential smoothing, correlation and regression.
Prerequisites: BCOR 220, CIS 150 or the equivalent 3 credits
ECON 427: Economic Methods
A study of the application of statistical methods to estimation and analysis of economic models.
Prerequisites: BCOR 220, CIS 150 or the equivalent 3 credits
ECON 431: Public Finance
An application of microeconomic theory to the study of how government policies influence the
economy. The course emphasizes the study of how government tax and expenditure policies
affect the allocation of resources, the distribution of income, and the welfare of the citizens.
ECON 441: International Economics
A study of the basis for trade between nations, balance of payment problems and the influence
of national policies in dealing with trade, monetary problems and the multinational business
firms in the global economy.
Prerequisite: Minimum grade of C in BCOR 111 or BCOR 112 3 credits
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ECON 442: Economic Development

A study of the economics of growth as applied to less developed nations. There is an
emphasis on the prerequisites for growth, the factors which retard growth, and public policies
appropriate for achieving the desired rate of growth.
Prerequisite: Minimum grade of C in BCOR 111 or BCOR 112 3 credits
ECON 443: Comparative Economic Systems
A study of how societies with differing social, political and economic preferences have
organized themselves to satisfy human needs with an emphasis on the theory and practice of
socialism, capitalism and modern variations.
Prerequisites: Minimum grade of C in BCOR 111 or BCOR 112 3 credits
ECON 453: Environmental Economics
A study of environmental issues and of policies that propose to address them. Topics include
property rights, public goods, externalities, Coase’s Theorem, and the institutions and policies
designed to address problems associated with the environment.
FINANCE (BSBA)
The Finance curriculum promotes the understanding of financing, business investments,
optimal dividend payments, lending regulations, and financial products and services as
preparation for a competitive career entry position in finance. In the Finance program, students
participate in a hands-on stock track simulation that gives them an opportunity to explore
investing in real time. Furthermore, the Student Investment Trust allows students to apply
investment concepts by investing Trust money in stock and bond markets. Finance graduates
are prepared to take a Series 7 brokerage license and the level 1 CFA certification. Finance
graduates have also completed the background for preparation for the CFP exam. Coupling
degrees in finance with a second major (such as risk management and insurance or accounting)
can help a graduate become more marketable. There are a wide variety of rewarding careers
in finance that are in high demand. The career path for most finance majors follows tracks in
corporate finance or financial services.
The following courses must be completed to satisfy the requirements for the BSBA in Finance:
FINC 310/Financial Markets and Institutions
FINC 312/Financial Management II
FINC 313/Investments
FINC 420/Security Analysis and Portfolio Management
FINC 450/Retirement and Estate Planning
And three credits of advanced Finance electives planned with the student’s advisor.
COURSE DESCRIPTIONS
FINC 300: Introduction to Risk Management and Insurance

The primary focus of this introductory course includes the Risk Management Process, the
nature of the Insurance Industry and the evaluation of life, health, property and liability
risks. The course will place am emphasis on Personal Lines Property and Casualty Insurance
Products. Life Insurance, Health Insurance and Financial Planning topics will be outlined at the
end of the course. This course is also listed as RISK 300.
Prerequisite: Sophomore standing 3 credits
FINC 310: Financial Markets and Institutions
This course is an introduction to the relationship between financial markets and the rest of the
economy emphasizing the role that financial institutions play in channeling funds from savers
to investors. The course includes a survey of the functions of financial institutions (emphasizing
commercial banks), securities markets, and financial instruments.
FINANCE 91
Prerequisites: BCOR 111, BCOR112, BCOR 214, BCOR 215 3 credits

FINC 312: Financial Management II
The practical aspects of financial decision-making, including computation of the cost of capital,
risk measurement, and capital budgeting under risk. Evaluate the strategic financing decisions
of the firm.
Prerequisites: BCOR 220, BCOR 311 (with minimum grades of C) 3 credits
FINC 313: Investments
This course is a survey of the characteristics of investments including stocks, bonds, cash,
options, futures, and precious metals. Taxation of investment returns is also discussed.
FINC 318: International Financial Management
This course is integrates international economics and financial management. The course
discusses foreign exchange and money markets and considers theories for the determination of
spot and forward exchange rates over time.
FINC 330: Entrepreneurial Finance
Entrepreneurial Finance focuses on the financial issues confronting start-up ventures. These
ventures do not have the same standing as well-established, publicly traded corporations;
therefore, a start-up must raise capital differently. We will address key questions relevant to
these companies: how financial statements are created and interpreted; how much money can
and should be raised; when should it be raised and from whom; what is a reasonable valuation
of the company; and how funding should be structured. In this course, start-up companies
will be examined at all phases of their life cycles, from initial idea generation to the ultimate
harvesting of the venture. We will also investigate various organizational forms, financing
options and ways to harvest the venture.
FINC 375: Organizational Internship
Selected students will be able to spend a period of time (50 hours per credit hour) working as
an Intern with a local organization. During this period the student will maintain a journal, will
of quality and progress of the student’s work. At the conclusion of the experience the student
Prerequisite: Junior standing 1-6 credits
FINC 420: Security Analysis and Portfolio Management
This course is a study of security analysis and portfolio construction using statistical and
theoretical analysis.
FINC 423: Financial Models
The intent of this course is to intergrate finance, accounting, statistics and computer skills into
activities frequently encountered in finance re;ated jobs. This course requires the completion of
an appropriate theory course, and a familiarity with PC’s and spreadsheets.
FINC 450: Retirement and Estate Planning
This is a comprehensive course consisting of two parts: Retirement Planning and Estate
Planning. The practical knowledge needed for choosing the best retirement plan and designing
a plan that will meet a client’s needs from a tax and retirement standpoint is discussed.
Retirement planning topics include qualified plans, non-qualified plans, and IRAs. Estate
Planning will include various aspects and strategies of estate and gift tax planning, including
the nature, valuation, transfer, administration, and taxation of property. Emphasis is given to a
basic understanding of the estate and gift tax system.
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DEPARTMENT OF OPERATIONAL SYSTEMS

Duane R. Prokop, D.S.L., Department Chair
FACULTY: Assistant Professor: George Couch, Bruce Kibler, Xiangjing Wei. Instructor: Celene
Kalivoda, David Smith.
HEALTHCARE MANAGEMENT (BSBA)

Healthcare accounts for a significant and rapidly growing segment of the US economy.
The Healthcare Management program focuses on such issues as, how and where healthcare
is delivered, who is providing healthcare services, and how healthcare is financed. Healthcare
management requires talented people to manage the dynamic business environment of
healthcare. In their roles, healthcare executives have an opportunity to make a significant
contribution to improving the health of the communities their organizations serve.
Organizations from large hospitals to long-term care facilities to physician’s offices require
managers with broad business skills. The Healthcare Management curriculum prepares
students to enter a wide variety of managerial positions in healthcare.
for the BSBA in Healthcare Management:
HCMG 305/Introduction to U.S. Healthcare Systems
HCMG 340/Healthcare Economics
HCMG 410/Healthcare Law and Regulation
HCMG 450/Healthcare Informatics
HCMG 461/Healthcare Management and Policy
MGMT 350/Quality Management
COURSE DESCRIPTIONS
HCMG 305: Introduction to the U.S. Healthcare System

This course provides an introduction to the evolution and current structure of the US
Healthcare system and examines its features in the context of providers (hospitals, integrated
delivery systems, long term care, and disease management); payers (sources of spending,
managed care, employer-based health insurance, access by the poor, and cost containment);
and suppliers (pharmaceutical industry, medical devices, information technology, and
biotechnology). Healthcare systems in other industrialized nations are presented to provide
comparisons and contrasts. This course is to be taken in the fall of the junior year.
HCMG 340: Healthcare Economics
This course examines health care and healthcare insurance markets and their structures in
the context of traditional microeconomic analysis; production functions, marginal analysis,
supply and demand analysis, market efficiencies, utility, rational behavior by both buyers and
sellers; and the optimum allocation of healthcare. Underlying assumptions, such as the ability
of competitive markets to exist in the healthcare sector, are also addressed. The course will also
consider social values surrounding healthcare availability and various criteria for evaluating
national health insurance plans. This course is to be taken in spring of the junior year.
Prerequisite: HCMG 305 3 credits
HCMG 375: Organizational Internship
INTERNATIONAL MANAGEMENT 93
HCMG 410: Healthcare Law and Regulation
This course examines regulation in the healthcare sector through enacted legislation which
has been translated into policy. Healthcare policy addresses access to care, quality of care, and
financing of care. Public health policy will also be considered within historical, political, and
social contexts. This course is to be taken in fall of the senior year.
HCMG 450: Healthcare Informatics
The application of information technology to patient care has created a sea change in health
care management. The Electronic Medical Record (EMR) requirement in the Patient Protection
and Affordable Care Act affects many different actors in the health care ranks, from physician
practices to hospitals. This course will use case studies to develop an understanding of and
appreciation for healthcare analytics and their contributions to the advancement of health
care. The intent of this course is not to make the student an expert in analytics; rather it is to
demonstrate the power of information derived from data to improve care in clinical settings.
The course will assist the non-technical student in developing an understanding of Electronic
Medical Records (EMR), how they are created, shared, and stored; and how data mining is
conducted. The course is as much a study in change management as it is a study of informatics
and the knowledge that can be constructed from the captured data. This course is to be taken in
the spring of the senior year.
HCMG 461: Healthcare Management and Policy
The course covers current challenges faced by the U.S. healthcare delivery system and how
health policy, both historically and today, has sought to address these challenges. This system
is compared with those of other nations to highlight its relative strengths and weaknesses. We
will consider health care concerns associated with population and public health, including
how the behavior of the individuals and groups influences health. Risk factors associated with
vulnerable populations are identified and discussed. We will explore the logistic of the health
care system, including how it is organized, who makes up the role of information technology
in this sector. Finally, the future of healthcare delivery in the U.S. and of health care policy is
presented.
INTERNATIONAL MANAGEMENT (BSBA)

International Management students will learn how business is conducted within domestic and
global markets. Students will learn how to serve global customers and how to strategically
capture global business opportunities. International Management students are strongly
encouraged to participate in Gannon’s study abroad, internship, global service internship and
global service opportunities.
The following courses must be completed to satisfy requirements for the BSBA in International
Management:
FINC 318/International Finance
MKTG 330/Global Marketing
IMGT 420/Issues in Global Management
ECON 443/Comparative Economic Systems or POLI 220/Comparative Government
And six credits of advanced International Management electives planned with the student’s
advisor.
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COURSE DESCRIPTIONS
IMGT 306: Global Business

This course investigates the international environment. Topics include multi-national
organizations, international trade, effects of import/export on balance of trade, exchange
rates, the international business environment, international financial markets, multi-national
marketing, multi-national financial management. The course will also address the issue of cross
cultural sensitivity.
IMGT 375: Organizational Internship
IMGT 382: China Studies
The purpose of this course is to study in depth the effect on all elements of an international
business firm’s external environment if it were to do business in China. The geography, level of
economic development, economic system, legal system, political system, business environment,
culture (including history, language, religion, education, concept of the family, time perception,
etc.) and current issues of China are studied. This course is to be open to students of all majors
and includes a travel component.
IMGT 420: Issues in Global Management
This course explores the management discipline in an international/global context. Specific
topics include international/global strategy, international/global human resource management,
cross cultural management, historical and developmental processes which have determined
the current system of socio-political and economic disparities, international organizations &
governance and international/global organizational structure and managing business and
government relations in an international/global context.
IMGT 490: Directed Study Abroad in International Management
This course is designed to allow students to explore areas of management study while at a
non-U.S. (geographically) university. The course content must be pre-approved by the fulltime
faculty. Topics are chosen in discussions with the faculty member responsible and approved
by the faculty member responsible for the management curriculum. This course can be credit
bearing from 1-6 credits depending on topic and extent of work. The culminating work for this
course is a written paper which must address all aspects of the international management)
curriculum learning goals. Topics chosen for investigation must be within the framework
of international management and also address all of the learning goals of the management
curriculum. This work can also be completed at a foreign university under the tutelage of a
professor at the foreign institution and with the approval of the responsible Gannon professor.
Prerequisite: Permission of supervising faculty member 1-6 credits
MANAGEMENT (BSBA)
The Management curriculum prepares students to successfully plan, organize, staff, lead,
and control the business enterprise. In today’s business environment, managers must think
critically and analyze organizational and market changes. This demands an understanding of
process measurement, forecasting, functional interdependence, forward thinking and analytics.
MANAGEMENT 95
Management students learn firsthand how to develop and manage projects and people by
engaging in real-world projects for both for-profit and non-profit organizations.
The following courses must be completed to satisfy the requirements for the BSBA in
Management:
MGMT 305/Corporate Social Responsibility and Sustainability
MGMT 330/Project Management
MGMT 350/Quality Management
IMGT 420/Issues in Global Management
SCMG 340/Sourcing and Supply Chain Management
And three credits of advanced Management electives planned with the student’s advisor.
COURSE DESCRIPTIONS
MGMT 305: Corporate Social Responsibility and Sustainability

This course delves into the aspects of business and the future critical success factors (CSF) of
sustainability and corporate social responsibility (CSR). The basis for sustainability and CSR
lie in the growing body of human knowledge and the historical dilemma of Principle Agency
Theory, the development and changing aspects of power and institutions within politics,
society and the environment. There will be an emphasis on these issues from a historical and
international context. This course will also look at alternative political, social and economic
approaches to overcoming the many hurdles placed before us by our currently accepted
paradigms. Additionally, students will become familiarized with many international
standards and tools being developed or already used in understanding and realizing the
CSFs of the future.
MGMT 311: Organizational Innovation
Organizational Innovation provides an overview of the entrepreneurial process. In this course,
we discuss where entrepreneurs get their ideas and the different types of entrepreneurial
opportunities, such as start-ups, franchises and family-owned businesses, which are
available to someone wanting to start a business. The two primary focuses of this course are
around understanding the process of idea generation/evaluation and providing a complete
understanding of the components of a business plan. By the end of the semester, students will
have evaluated several start-up companies as well as identified and evaluated original product,
service and non-profit ideas of their own. This course is also listed as ENTR 310
MGMT 316: Organizational Behavior
This course examines individual and group behavior in relationships and organizations.
Students learn about their own behaviors, to what these are attributed and how to adapt
behaviors to meet group needs. Several tools are introduced which can be used to accommodate
individual differences with relationships and organizations. This course is approved as a Social
Science course for the Liberal Studies Core. 3 credits
MGMT 330: Project Management
A project is a temporary or limited work effort focused on creating a unique outcome or
product. This course is an introduction to the techniques for planning, scheduling, reporting,
controlling and managing projects. Particular emphasis is given to the project planning process
including project life cycle, requirements, and scope. Team roles and responsibilities, risk and
contingency, budgeting, resource allocation and scheduling are also introduced. This course
includes using a real project and is a preparation course for the examination for the Certified
Assistant Project Manager (CAPM) certification from the Project Management Institute (PMI).
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MGMT 350: Quality Management

This course introduces the concepts and practices of quality management (QM). QM is a
systems approach to management that aims to always increase value to the customer by
designing and continuously improving organizational processes and systems. The approach
encompasses all employees and extends backwards and forwards in the supply chain to
encompass the entire product life cycle. Coverage specifically includes Six Sigma, Lean
Manufacturing, and Statistical Process Control, as well as other improvement methods.
The course begins with a historical review of QM.
MGMT 360: Ethical and Social Responsibility
This course explores the natures of various interrelationships within the environment of the
firm, particularly the relationship with societies and governments, including the effects of
globalization on the firm. The responsibilities the firm has when pursuing its objectives and
critically assessing the ethical issues associated with managerial decision making are the
major focus of the course. This course satisfies the LPHI Philosophy II series Liberal Studies
Requirement.
MGMT 374: Applied Management Science
This course introduces the concept of model-building and focuses on the application of
standard management science models to solve practical business problems. Inventory models,
queuing theory, linear programming (and its various applications), probabilistic decision
models, and simulation are included. The emphasis is on the reasoning required to formulate
problems correctly and the ability to accurately articulate computer-generated results.
Prerequisites: MATH 115, BCOR 220 3 credits
MGMT 375: Organizational Internship
This student works under faculty mentorship with a for-profit or not for profit organization and
applies knowledge and skills learned throughout the curriculum. The student will maintain a
journal, meet regularly with the mentor, submit paper reflecting on the work experience in the
context of the academic experience, and make a final presentation. Credit is awarded based on
the time spent with the organization (50 hours per credit).
MGMT 399: Special Topics in Management
A specially designed course which consists of topical issues in management. This is not a
regularly scheduled course. 3 credits
MGMT 490: Directed Studies in Management
This course is designed to allow students to explore areas of specific interest under the tutelage
of a fulltime faculty member. Topics are chosen in discussions with the faculty member
responsible and approved by the faculty member responsible for the management curriculum.
This course can be credit bearing from 1-6 credits depending on topic and extent of work.
The culminating work for this course is a written paper which must address all aspects of the
management curriculum learning goals. This course will serve as a conduit towards more and
better undergraduate research. Papers written within the framework of this course should be of
a quality to be submitted for publication and/or presentation by the student/professor team at
an appropriate forum, e.g. conference, journal. Alternatively, papers can be presented before a
panel chosen by the student and/or professor.
Prerequisite: Permission of supervising faculty member 1-6 credits
Management Information Systems (BSBA)

The Management Information Systems curriculum enables students to learn how to use
technology to analyze and apply computer databases, networks, and business information
systems. The Management Information Systems student will learn how to determine the
RISK MANAGEMENT AND INSURANCE 97
current technology and business trends in the ever changing global business environment.
Students will be able to organize information to generate regular reports from information
systems on every level of management within an organization. They can also design
performance assessments for specific areas of a business organization including accounting,
finance, marketing, production and human resources. Career opportunities in Management
Information Systems include such areas as, business analyst, cyber security analyst, database
administration, e-business analyst, marketing analyst, quality assurance analyst, and systems
administration.
The following courses must be complete to satisfy the requirements for the BSBA in
Management Information Systems:
CIS 180/Problem Solving and Computer Program Lab
CIS181/Prob. Solving and Computer Program Lab
CIS 250/Business Technology II
CIS 255/Database Management Systems
CIS 335/Systems Analysis and Design
CIS 350/Requirements and Project Management
And three credits of advanced Computer & Information Science electives planned with the
student’s advisor.
RISK MANAGEMENT AND INSURANCE (BSBA)

The Risk Management and Insurance curriculum enables students to gain an understanding
of the principles and mechanics of insurance, financial planning, employee benefits and risk
management. Students will also study ways to mitigate business risk. Graduates of the program
will have the knowledge, skills and abilities necessary for careers in risk management and
insurance firms. Career opportunities in the field of risk management and insurance include
claims adjusting, cyber and IT risk management, industrial safety management, insurance sales,
insurance fraud investigation, risk management, strategic risk consulting
and underwriting.
The following courses must be completed to satisfy the requirements for the BSBA in Risk
Management and Insurance:
RISK 300/Introduction to Risk Management and Insurance
RISK 321/Commercial Insurance and Risk Management
RISK 325/Life and Health Insurance: Introduction to Employee Benefits,
Retirement, and Estate Planning
RISK 415/Enterprise Risk Management
RISK 425/Insurance Operations
RISK 499/Business Continuity and Emergency Management
COURSE DESCRIPTIONS
RISK 300: Introduction to Risk Management and Insurance

The primary focus of this introductory course includes the Risk Management Process, the
nature of the Insurance Industry and the evaluation of life, health, property and liability
risks. The course will place an emphasis on Personal Lines Property and Casualty Insurance
Products. Life Insurance, Health Insurance and Annuity topics will be introduced at the end of
this course. This course is also listed as FINC 300.
Prerequisite: Sophomore standing 3 credits
RISK 321: Commercial Insurance and Risk Management
This course examines the major types of commercial property and liability insurance. The
structure, scope, and limitations of commercial property and liability contracts are analyzed.
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The course will conclude with at least three on-site commercial case studies in which the
student will be expected to apply insurance and other risk management techniques.
Prerequisite: RISK 300 3 credits
RISK 325: Life and Health Insurance; Introduction to Employee Benefits,
Retirement, and Estate Planning
This course covers the nature and importance of life and health risks. It explores the uses
of individual, business and group products designed to treat these exposures. It will
explore individual, group and commercial life, health and annuity products and provide
an overview of employee benefits. Current and pending government insurance programs,
including the Affordable Health Care Act, will be reviewed to demonstrate their integration
into a financial plan.
RISK 375: Organizational Internship
RISK 415: Enterprise Risk Management
This course is designed to provide students with a conceptual framework for evaluating and
managing an organization’s risks using an enterprise-wide, or holistic, approach. The course
starts with an overview of an enterprise risk management (ERM) integrated framework,
including in depth discussions and exercises on developing business objectives and applying
risk assessment techniques to those objectives. Risk control concepts and alternative risk
financing techniques are presented next. After making sure that the students have a good
understanding of these concepts, the course concludes with several classes dedicated to the
practice of ERM and the practical application of ERM concepts. Students will learn and apply
these concepts through lectures, exercises, cases, and guest speakers.
RISK 425: Insurance Operations
This course focuses on the key operational activities of insurance organizations. It specifically
covers marketing and distribution systems, underwriting, an introduction to claims adjusting,
the principles of ratemaking, reinsurance and financial statement analysis. These functional
areas are studied in the context of regulatory and public policy issues. Students will analyze the
operational and financial aspects of an insurance company.
RISK 450: Retirement and Estate Planning
This is a comprehensive course consisting of two parts: Retirement Planning and Estate
Planning. The practical knowledge needed for choosing the best retirement plan and designing
a plan that will meet a client’s needs from a tax and retirement standpoint is discussed.
Retirement planning topics include qualified plans, non-qualified plans, and IRAs. Estate
Planning will include various aspects and strategies of estate and gift tax planning, including
the nature, valuation, transfer, administration, and taxation of property. Emphasis is given to a
basic understanding of the estate and gift tax system. This course is also listed as FINC 450.
RISK 499: Business Continuity and Risk Management
This course explores the area of Business Continuity and Risk Management in a comprehensive
manner to provide for organizational resilience. Particular emphasis is placed on assessing
threats which may lead to disastrous events, evaluating control alternatives and implementing
strategies. Practical solutions to enable an organization to mitigate risk, to manage crisis and
to recover after a disaster are discussed and emphasized. The course is designed to expose
SUPPLY CHAIN MANAGEMENT 99
the student to all aspects of a holistic Business Continuity and Risk Management program
and to determine the most appropriate requirements. This class will involve development of a
Business Continuity Plan for a local business enterprise.
Prerequisites: RISK 300, RISK 321 3 credits
SUPPLY CHAIN MANAGEMENT (BSBA)

The supply chain is defined as the entire system of organizations, people, activities,
information, and resources involved in moving a raw material, input, or service from supplier
to end user. Managing a firm’s supply chain is a complex task and requires the firm to plan its
own operations in concert with its suppliers’ and customers’ operations. The introduction of
just-in-time and continuous flow operations in production facilities has created the need for
such intensive planning and control. The supply chain management curriculum includes the
study of inventory management, transportation management, enterprise resource planning,
sourcing, logistics, and decision modeling.
The following courses must be completed to satisfy the requirements for the BSBA in Supply
Chain Management:
MGMT 374/Applied Management Science
MGMT 330/Project Management
SCMG 310/Global Logistics
SCMG 340/Sourcing and Supply Chain Management
SCMG 415/Supply Chain Risk Management
SCMG 425/Supply Chain Network Design
COURSE DESCRIPTIONS
SCMG 310: Global Logistics

Logistics is that activity in the supply chain that focuses on the transportation and storage of
materials from supplier to user and represents a significant cost in the value chain. This course
examines the implications of globalization, the impact supply chain strategies have for logistics
decisions, optimization, information flows and the use of technology. Case studies and service
learning will provide the opportunity for applying knowledge to actual problems.
SCMG 340: Sourcing and Supply Chain Management
The sourcing function in the firm is of critical importance. Purchasing’s task is to provide a
continuous flow of the goods and services the firm consumes in the creation of its product.
Organization of the sourcing function, process, policy, strategy, supplier selection and
relationships, analytical tools, quality, and performance measures are addressed. Case studies
will be used throughout the course.
SCMG 415: Supply Chain Risk Management
Supply chain risk refers to unplanned events, such as piracy and earthquakes, which cause
disruption at any point in the supply chain. Integrated supply chains exacerbate risk by
affecting multiple operations or inventory points. This course examines supply chain
vulnerability; reviews specific types of risk; considers the relationship between actions
that improve efficiency and risk; presents methods for identifying risks; and closes with a
comprehensive study of continuity planning.
Prerequisite: SCMG 340 3 credits
SCMG 425: Supply Chain Network Design
This course will integrate many of the concepts learned in earlier supply chain management
courses and the business core. Supply chain design serves an important role in the competitive
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strategy of the firm. Key concepts and the scientific foundations underlying them are
introduced, then, applied in case studies. The course takes a step-by-step approach to model-
building, by starting with a simple set of assumptions and adding complexities at each solution
stage. This is considered the capstone course in the supply chain management curriculum and
is to be taken in spring of the senior year.
Prerequisite: SCMG 415 3 credits
SCMG 450: Internship in Supply Chain Management
The student works under faculty mentorship with a for-profit or not-for-profit organization and
applies knowledge and skills learned throughout the curriculum. The student will maintain a
journal, meet regularly with the mentor, submit a paper reflecting on the work experience in the
context of the academic experience, and make a final presentation. Credit is awarded based on
the time spent with the organization (50 hours per credit).
DEPARTMENT OF MARKET FOCUSED SYSTEMS

& ANALYTICS
Duane R. Prokop, D.S.L., Department Chair
FACULTY: Associate Professor: Eric Brownlee. Assistant Professors: Duane R. Prokop, Jinhee Yoo.
Instructor: Kurt Hersch.
BUSINESS ADMINSTRATION (BSBA)

The Business Administration curriculum offers a strong foundation in business complemented
by advanced coursework selected to meet personal, professional and career interests. Studying
fields such as accounting, economics, finance, management, risk management, and marketing
will enable students to pursue a variety of career options. The knowledge, skills, and abilities
acquired through the Business Administration major will allow the student to pursue
employment with a large or small company, non-profit organization or government agency.
The flexibility of the Business Administration major allows students the opportunity to select a
variety of advanced courses as opposed to specializing in one field. This major enables students
to tailor their curriculum to their particular interests working with a Dahlkemper School of
Business faculty advisor in selecting and scheduling advanced coursework.
The following courses must be completed to satisfy the requirements for the BSBA in Business
Administration:
Core concentration area: Student must choose six credits from one of the following core
concentration areas: Accounting, Finance, Management or Marketing.
Two additional concentration areas: Student must choose six credits from additional
concentration area #1 and six credits from additional concentration area #2.
The additional concentration areas may be selected from: Accounting, Economics,
Entrepreneurship, Finance, Healthcare Management, International Management, Management,
Management Information Systems, Marketing, Risk Management and Insurance, Sport
Management and Marketing and Supply Chain Management.
The core concentration area and two additional concentration areas will total 18 credits.
ENTREPRENEURSHIP 101
ENTREPRENEURSHIP (BSBA)
The word entrepreneur came to the English language from the Old French word entreprendre
which means to undertake or to begin. Another closely related word is enterprise which is
the ability to do difficult things or to solve problems in new ways. Accepting risk and using
initiative, the entrepreneur creates new ideas, products, business ventures, industries, and even
markets.
The student who majors in entrepreneurship will take a unique set of courses designed to
develop the thought processes and skills required to turn possibility into reality. The core idea
that drives the entrepreneur is creating value for the customer by recognizing opportunities
and identifying the resources needed to capitalize on them.
The Small Business Development Center (SBDC) and the Erie Technology Incubator (ETI),
housed in the Center or Business Ingenuity, provide a unique opportunity to interact with
and complete projects for small business owners and new business creators. Students will be
qualified for many business opportunities such as sales, management, product development,
business consulting, business development, business startup, and business ownership.
Entrepreneurship:
ENTR 310/Organizational Innovation
ENTR 330/Entrepreneurial Finance
ENTR 410/New Venture Creation
MKTG 325/Marketing Communications
MKTG 400/Market Research
And three credits of advanced Entrepreneurship, or Marketing electives planned with the
student’s advisor.
COURSE DESCRIPTIONS
ENTR 310: Organizational Innovation

Organizational Innovation provides an overview of the entrepreneurial process. In this course,
we discuss where entrepreneurs get their ideas and the different types of entrepreneurial
opportunities, such as start-ups, franchises and family-owned businesses, which are
available to someone wanting to start a business. The two primary focuses of this course are
around understanding the process of idea generation/evaluation and providing a complete
understanding of the components of a business plan. By the end of the semester, students will
have evaluated several start-up companies as well as identified and evaluated original product,
service and non-profit ideas of their own. This course is also listed as MGMT 311.
ENTR 330: Entrepreneurial Finance
Entrepreneurial Finance focuses on the financial issues confronting start-up ventures. These
ventures do not have the same standing as well-established, publicly traded corporations;
therefore, a start-up must raise capital differently. We will address key questions relevant to
these companies: how financial statements are created and interpreted; how much money can
and should be raised; when should it be raised and from whom; what is a reasonable valuation
of the company; and how funding should be structured. In this course, start-up companies
will be examined at all phases of their life cycles, from initial idea generation to the ultimate
harvesting of the venture. We will also investigate various organizational forms, financing
options and ways to harvest the venture. This course is also listed as FINC 330.
ENTR 410: New Venture Creation
New Venture Creation represents the culmination of the entrepreneurship program. In this
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class, students integrate all of their knowledge from business core courses, as well as their
advanced course work, to create a fully integrated business plan around an original business
idea. Throughout the semester, the professor will act as a consultant to various student teams
guiding them through the creation of a business plan including the creation of an executive
summary, detailed product/service description, market analysis, operations plan and
financial plan. At the end of the semester, this information will be presented to an outside
group of business executives in the form of a business plan, elevator pitch and business plan
presentation where the students will earn their final grade for the class.
Prerequisites: ENTR 310, ENTR 330 3 credits
MARKETING (BSBA)
Students majoring in Marketing have the opportunity to analyze consumers and effectively
plan product, price, promotion and distribution decisions. The Marketing curriculum emphasis
the importance, scope and purpose of marketing by providing experiences in critical thinking,
problem solving and managerial decision making. Marketing students learn firsthand how
effectively target customers and plan marketing strategies by engaging in real world projects.
Career opportunities in Marketing include such areas as customer relationship management,
global marketing management, marketing communications, marketing analytics, marketing
consulting, marketing research, marketing management, product and brand management,
professional sales and sales management.
Marketing:
MKTG 320/Professional Selling and Sales Management
MKTG 325/Marketing Communications
MKTG 330/Global Marketing
MKTG 400/Marketing Research
MKTG 410/Strategic Marketing Management
And three credits of advanced Marketing electives planned with the student’s advisor.
COURSE DESCRIPTIONS
MKTG 305: Customer Relationship Management

This course examines customer relationship management (CRM) as a key strategic process
within all organizations. CRM is defined as the overall process of building and maintaining
profitable customer relationships by delivering value and satisfaction to the customer.
Focusing on process, strategy and technology, this course leads students from understanding
the fundamentals of CRM through the implementation of CRM systems and analysis of
customer data. The course examines the CRM philosophy as well as the systems in place that
incorporate and integrate information from sales, marketing and service.
MKTG 320: Professional Selling and Sales Management
A comprehensive survey of contemporary concepts and techniques related to the management
of a sales force. The personal selling process of giving an effective sales presentation is
examined and applied in the course.
MKTG 325: Marketing Communications
This course examines the process by which integrated marketing communications programs are
planned, developed, executed and measured. Emphasis is placed on understanding the role of
various promotional methods in the marketing communication program of an organization to
SPORT MANAGEMENT AND MARKETING 103
achieve effective marketing campaigns based on clear objectives, market segmentation, target
marketing and cost and time parameters.
MKTG 330: Global Marketing
This course examines the environment of global marketing by assessing different political,
social, cultural, economic and legal contexts. This course also examines the strategic approaches
to global markets with specific reference to the global marketing mix of product, pricing,
promotion and distribution decisions. The primary goal of this course is to provide students
with the tools to effectively market in a competitive and dynamic global marketplace.
MKTG 375: Organizational Internship
MKTG 399: Special Topics in Marketing
A specially designed course which consists of topical issues in marketing. This is not a regularly
scheduled course.
MKTG 400: Marketing Research
This course examines the concepts and techniques used in marketing research as problem-
solving aids in managerial decision making. Problem definition, research design, types of
information and measurement scales, and evaluation, and utilization of secondary data with
an emphasis on electronic access are discussed. Students are trained in the basic methods
of primary data collection including structured and unstructured interviews, focus groups,
observational techniques, experiments and surveys. Practical and intensive applications on
sample size, questionnaire design, data analyses, and interpretation are emphasized.
Prerequisite: BCOR 220 and BCOR 240 3 credits
MKTG 410: Strategic Marketing Management
This capstone course provides an in-depth study of marketing theories, concepts, and practices
as they relate to the management of the marketing function in an organization. Emphasis is
placed on the managerial aspects of developing, implementing and evaluating a marketing plan.
Prerequisites: MKTG 400 and Senior standing 3 credits
SPORT MANAGEMENT AND MARKETING (BSBA)

With the proliferation of sports teams, facilities and business there is a growing need for
professionals interested in combining both a passion and talent for the marketing and
management of sport industries. The major provides students the opportunity to combine their
dual interests in marketing and management with applications to sport professions. Students
in the major advance their education while drawing on multiple areas of knowledge and
skills learned and experienced in the classroom, lab setting and on sports-specific sites at the
local, regional and national level. The major seeks to combine a strong foundation in theory
and practice in preparing the student for advanced degree programs or entry-level careers in
a variety of fields including the marketing and management of professional sports, collegiate
sports, recreational management, sports marketing and sports communications.
The following courses must be completed to satisfy the requirements for the BSBA in Sport
Management & Marketing:
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SMGT 300/Principles of Sport Management

SMGT 318/Sport in Society
SMGT 325/Team Sports Organization and Management
SMGT 375/Sport Facilities and Event Management
SMGT 460/Sports Ethics
SMGT 480/Principles of Sport Marketing
COURSE DESCRIPTIONS
SMGT 300: Principles of Sport Management

The intention of this course is to cover, in detail, the business of sport. Students will be
introduced to a variety of sport business topics and complete various experiential learning
projects with sports organizations. This class will help students to better understand the unique
aspects of the sport business industry and apply traditional business theory and practice to the
sport business setting.
SMGT 315: Business Golf
A comprehensive introduction to the culture of business golf and how developing the skill
of playing golf for business will enhance professional relationships and expand business
networks. Topics include: Golf as a diagnostic business tool, relationship building, networking,
mentoring and leadership opportunities, the various types of business golf venues and
experiences, and formats. The class will be a combination of class instruction, on course golf
experiences and student research.
SMGT 317: Sport Communications
This course examines the field of sport communication today and the aspects within it as it
relates to the sports industry. Students will be introduced to the relationship between sports
and the media today, while analyzing the historical development. Additionally, students will be
introduced to sports through media outlets today, while analyzing sports media management.
Lastly, students will assess the future of sports media and the different trends and strategies
present within the industry today.
SMGT 318: Sport in Society
Examination of social and ethical issues in sport. Part one exclusively discusses Socialization to
sport: who plays and why, racism, sexism and classism in sport. Course makes extensive use of
mainstream media materials including popular magazines and movies.
SMGT 325: Team Sports Organization and Management
In this course students will learn how to effectively manage sport organizations and events
within the context of the rules, principles, and guidelines of sport governing bodies such as the
National Collegiate Athletic Association (NCAA) or the National Football League (NFL). Students
will also learn about the organizational structures and theories related to the management and
governance of a variety of sport organizations. This course has an international emphasis and
students will also learn about the governance and organization of sports across the globe.
SMGT 340: Economics of Sport
This course will introduce students to the economics of sport today, while exploring the
concepts and analysis of topics such as economic sport theories, economic motives of sport
organizations, economic profits, economic sport models, etc. Additionally, students will be
introduced to economic issues and factors affecting the sport industry today such as demand
and supply, economic market structure, sport industry delivery, sport economic trends, etc.
Prerequisite: BCOR 111 and BCOR 112 3 credits
SPORT MANAGEMENT AND MARKETING 105
SMGT 372: International Sports Management

This course is designed to provide students with an introduction to International Sport,
Wellness and Recreation observed through a different culture. The course will cover
international sport management and governing body selection of host markets, the economic
impact of hosting sport events, managing security, media, communications, working with
athletes, marketing, event operations, logistics, ticketing, organizational structure of host
markets, host infrastructure, macroeconomics of the event and politics and culture of the host.
The course involves international travel and experiential learning.
SMGT 375: Sport Facilities and Event Management
This course is a comprehensive investigation of the components of managing athletic facilities
and events staged by those facilities. The course combines both theory and real world
application in describing the comprehensive and time consuming behind the scenes organization
that goes in to the day to day maintenance of and event planning in athletic facilities. Topics
include, but are not limited to, liability, facility planning, concessions and merchandising,
systems, staffing, budgeting, crowd management and security, and post event analysis.
SMGT 390: Sustainability in Sport Management
This course is a combination of online learning modules focused on sustainability in sport and
practical experience. This includes sustainability training, learning green operations at a MLB
venue, and implementing the training through work at the MLB All Star Game and associated
events throughout the MLB All Star Week.
SMGT 450: Internship in Sport Business
This is an individually arranged course that combines work experience with a related academic
project. The course is intended to afford students an opportunity to apply theoretical classroom
information in a real world environment, and develop skills beneficial to students seeking
careers in sport management. The course is a culmination of major coursework, allowing
students to demonstrate mastery of sport management and marketing content, apply critical
thinking skills to an authentic issue, and reflect on accumulated content and experiences.
Students are required to complete a minimum of 40 hours of internship experience with a
sports organization per academic credit earned.
SMGT 460: Sports Ethics
The objective of this course is to explore broad issues in the philosophy of sport by examining
the ethical presuppositions of competitive athletics and their connections to moral and
ethical theory. The discussion of each topic deals with examples from the world of sport and
illuminates them in light of philosophical work on such values as fairness, justice, integrity, and
respect for rights.
SMGT 480: Principles of Sport Marketing
This course is designed to acquaint students with comprehensive fundamental theories
and issues in sport marketing, grounded within traditional marketing principles, and
emphasizing unique application to the sport business industry. This course includes several
real-world projects that require a high level of professionalism and mutually benefit the sports
organizations and students in the course.
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BIOMEDICAL ENGINEERING
DAVIDE PIOVESAN, Ph.D., Program Director
FACULTY: Associate Professor: Davide Piovesan.
Assistant Professors: Anne M. Schmitz, Saeed Tiari.
The Program
The goal of the Biomedical Engineering (BME) program is to provide students with
fundamental engineering design and analysis skills to solve medical and biological problems.
Biomedical Engineers work with health care professionals to design medical devices and
equipment that enhance quality of life for their patients by applying engineering product and
process design strategies to medical problems.
The program is accredited by the Engineering Accreditation Commission of ABET,
http://www.abet.org.
A five year Biomedical Engineering/Pre-Health program is also available.
Program Objectives
A. Gannon graduates apply and synthesize information to become leaders in biomedical
engineering, particularly in biomechanics and rehabilitation engineering.
B. Gannon graduates participate in scholarly and/or professional development activities by
attending graduate school, post-professional health schools, or medical school.
C. Gannon graduates share the value of their profession in the community by participating in
educational outreach activities to promote rehabilitation engineering.
D. Gannon graduates show an appreciation for global innovation by integrating new
technologies in rehabilitation engineering and biomechanics.
Student Outcomes
Student learning outcomes for the Gannon BME department are:
a. An ability to apply knowledge of mathematics, science and engineering
b. An ability to design and conduct experiments as well as to analyze and interpret data
c. An ability to design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political, ethical, health and
safety, manufacturability and sustainability
d. An ability to function on multidisciplinary teams
e. An ability to identify, formulate, and solve engineering problems
f. An understanding of professional and ethical responsibility
g. An ability to communicate effectively
h. The broad education necessary to understand impact of engineering solutions in a
global, economic, environmental and societal context
i. A recognition of need for, and ability to engage in life-long learning
j. A knowledge of contemporary issues
k. An ability to use techniques, skills, and modern engineering tools necessary for
engineering practice
l. An ability to apply in depth knowledge of biology
m. An ability to apply knowledge of statistics
BIOMEDICAL ENGINEERING 107
COURSE DESCRIPTIONS
BME 307: Bioengineering Research Methods

This course is designed to provide an elaborate exposure to wide variety of elements and
challenges involved in engineering and life science research. Through the trajectory of scientific
proposal writing, a multitude of components including planning, execution and analysis of
experiments will be covered. Additionally, the course packages other critical aspects such as
hands-on lab experience and rotations, effective public presentation and technical writing,
ethics, safety etc. providing a comprehensive awareness of research.
Prerequisite: ME 205, ME 206, ME 207, ME 208 2 credits
BME 308: Research projects in Clinical Biomechanics
This course is designed to provide an elaborate exposure to clinical experimentation in
engineering and life science research. Through the trajectory of development of experimental
protocol, consent documents, and IRB applications, a multitude of components including
planning, execution and ethical concerns of experiments will be covered. Additionally, the
course packages other critical aspects such as effective public presentation and technical
writing, ethics, safety etc. providing a comprehensive awareness of research.
Co-requisite: BME 307, CITI Training 1 credit
BME 310: Biomaterials
Introduction to the behavior and application of biomaterials used in prosthetic devices
dentures, arterial grafts, orthopedic implants and other medical applications as they relate
to humans. Study of surface and mechanical properties. Biocompatibility, biomaterial/tissue
interactions, and other factors involved in the design of human implants, biosensors and
neuroprostheses are considered. The course will also include a limited review of properties of
human cells, nucleic acids, proteins and immunology as these topics relate to biomaterials.
Prerequisite: ME 315, BIOL 122, BIOL 123 3 credits
BME 350: Biomedical Engineering Design
Elements of engineering design and introduction to the design process. Application of
computer-aided methods, such as use of Excel, Matlab, and/or Pro/ENGINEER. Development
of awareness of multifaceted design issues, such as social, economic, technical and
environmental concerns, and their interrelation. Communication of ideas and results. Course
culminates in a formal oral and written proposal for the Senior Design project.
Prerequisites: MATH 242, ME 207 2 credits
BME 354: Senior Design Lab in BME
Capstone design project for senior students to be completed individually or by a team. This
course is a follow-up course to BME 350. Design projects are to be selected and defined as part
of the course work in BME 350. These projects will then have to be completed in BME 354.
Lectures on various engineering issues including, but not limited to safety, environmental
concerns and professional ethics will be given throughout the course. Progress reports and
meetings are scheduled and a formal engineering report will be required for all projects, in
addition to a final oral presentation for each project.
Prerequisite: BME 350, BME 420 3 credits
BME 355: Computer Simulation of Human Movement
In this course, students will learn how to simulate human movement (e.g. walking, running)
to obtain estimates of immeasurable quantities derived from human physiology principles
(e.g. muscle forces). Topics to be covered include inverse kinematics, inverse dynamics, and
muscle-actuated forward dynamic simulations. The simulations will be performed using both
commercial/open-source software and user-generated code to understand the calculations
done by the software.
Prerequisites: ME 201, ME 204, ME 205, ME 206 2 credits
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BME 356: Motion Capture Lab

Laboratory experiences with measurements for motion capture and an instrumented gait
analysis. Various motion capture modalities (e.g. markers versus markerless) will be explored
as well as other pieces of equipment that are used in conjunction with motion capture
(e.g. EMG).
BME 420: Biomechanics
Mechanics of deformable bodies. Mechanical properties of human biomaterials, bone,
ligaments, muscle. Uniaxial tension, compression, bending, and torsion applied to orthopedic
biomechanics. Rigid body planar kinematics and dynamics, with application to the
biomechanics of human walking, running, cycling, and other athletic activities. Also studies
functions of orthotics and prostheses, including design considerations.
Prerequisites: Either (BIOL 124) or (BIOL 117), ME 204, ME 214 3 credits
BME 430: Biomedical Systems Modeling and Analysis
This course aims to apply systems theory and classical feedforward and feedback control in
the context of human physiological systems. It introduces the techniques for analysis and
modeling of human biological and human physiological systems including musculoskeletal
and cardiovascular systems, cells, tissues, diffusion systems, and other organ systems. Students
will derive mathematical models of from human anatomy and physiology the systems and
apply them to generate simulation data. Time and frequency domain issues will be addressed.
Students will use Matlab computer methods to solve problems in human physiology,
data analysis, system identification, and model validation. Basic control principles will be
introduced.
Prerequisites: ECE 231 (may be taken concurrently), BME 420 3 credits
BME 440: Bioengineering Lab
Laboratory experiences with measurements of human physiological variables for medical
devices including the application of statistical techniques.
Prerequisites: either (BIOL 124) or (BIOL 117), ME 205, ME 206 1 credit
BME 454: Tribology
This course addresses the design of tribological systems: the interfaces between two or more
bodies in relative motion. Fundamental topics include: geometric, chemical, and physical
characterization of surfaces; friction and wear mechanisms for metal, polymers, and ceramics,
including abrasive wear, delamination theory, tool wear, erosive wear, wear of polymers and
composites; and boundary lubrication and solid-film lubrication. The course also considers
the relationship between nano-tribology and macro-tribology, rolling contracts, tribological
problems in magnetic recording and electrical contracts, and monitoring and diagnosis of
friction and wear. Case studies are used to illustrate key points.
Prerequisites: MATH 243, ME 315, BME 310 (or BME 410) 3 credits
BME 460: Biosignal Processing
In this course, students will learn how to design and choose a filter for processing signals
commonly collected in Biomedical Engineering (e.g. electromyography, electrocardiogram,
forceplate data). Topics to be covered include FIR filters, IIR filters, Butterworth filters, and
residual analysis. Signal processing will be performed using user-generated code to understand
how these filters are practically implemented.
Prerequisites: ME 205, ME 206, PHYS 214, BME 355 (or BME 450) 3 credits
BME 465: Biomedical Heat and Mass Transfer
This course is an introduction to biomedical heat and mass transfer. The relevant principles of
heat transfer will be reviewed. Macroscopic and microscopic approaches to biomedical heat
transfer will be covered. An introduction to mass transfer and its applications in biomedical
and biological systems will be presented.
Prerequisites: ME 312, BME310 (or BME 410) 3 credits
BME 466 Energy Storage Systems

In this course energy storage techniques such as thermal, electrochemical, mechanical, and
electromagnetic as well as energy storage in organic biofuels will be covered. Different energy
storage methods will be compared in terms of cost, size, weight, reliability and lifetimes. The
differences, advantages, disadvantages and variety of applications of these techniques will be
presented. Specific emphasis will be placed on biomedical systems such rehabilitation systems,
implantable and wearable devices.
Prerequisites: PHYS 214, ME 312, BME310 (or BME 410) 3 credits
BME 471: Continuum Biomechanics
This course is concerned with the study of continuum mechanics applied to biological systems.
This subject allows the description of when a bone may fracture due to excessive loading, how
blood behaves as both a solid and a fluid, down to how cells respond to mechanical forces that
lead to changes in their behavior.
Prerequisite: ME214, ME336, ME 205, ME206, either BME 420 or BME 355 (or BME 450) 3 credits
BME 479: Biomedical Robotics and Biomimetics
Biomedical Robotics focuses on activities such as rehabilitation, training/simulation,
manipulation, surgery. These areas currently depend on labor intensive manual procedures
performed by highly trained professionals. The goal of the course is to analyze how to improve
and transform these operations through teleoperation and automation. Furthermore, several
aspects of biomimetics will be discussed during the course. Biomimetics uses nature as an
example to build robots that can swim like a fish, fly like a bird or insect, and walk on rough
terrain as many quadrupeds.
Prerequisites: ME 205, ME 206, BME 355 (or BME 450) 3 credits
BME 480: Haptics
In this course, students will learn about tactile sensors, how they are programmed, and real
world applications of these sensors. Topics to be covered include tactile sensors, piezoelectric
sensors, and robotic surgery.
Prerequisites: ME 205, ME 206, BIOL 124, PHYS 214, BME 355 (or BME 450) 3 credits
BME 490-499: Special Topics in Biomedical Engineering
Special courses developed for students interested in all areas of biomedical engineering. A brief
description of current content will be announced in the schedule of classes. Topics can include
but are not limited to: biomedical robotics, biomimetic, rehabilitation engineering, continuum
mechanics of biological tissue, tissue engineering, biomedical imaging, hemodynamics, motor
control. May be taken more than once.
Prerequisite: Permission of the Chairperson of the department. 1-3 credits
Biomedical Engineering Curriculum

FRESHMAN
3 History Without Borders/LHST 111 3 Critical Analysis and Comp/LENG 112
3 College Composition/LENG 111 3 Calculus 2/MATH 141
3 Calculus 1/MATH 140 3 Fund. Physics 1:Mechanics/PHYS 210
1 Digital Computer Usage/ME 205 3 General Chemistry 1/CHEM 111
1 Digital Computer Lab/ME 206 1 General Chemistry 1 Lab/CHEM 112
2 First-Year Seminar/ENG 100 3 Molecular and Cell Biology/BIOL 122
2 Engineering Graphics/ME 207 1 Molecular and Cell Biology Lab/
1 Engineering Computer Graphics Lab/ BIOL 123
ME 208
1 Technical Communication/SPCH 110
17 17
110
SOPHOMORE YEAR
3 Calculus 3/MATH 242 3 Dynamics/ME 204
3 Fund Physics 2: Fluids and 3 Differential Equations/MATH 304
Thermodynamics/PHYS 212 3 Engr Thermodynamics/ME 312
3 Statics/ME 201 3 Calculus 4/MATH 243
3 Materials Science/ME 315 3 Foundations of Theology/LTHE 101
3 Animal Form & Function/BIOL 124 3 Biomaterials/BME 410 (or BME 310)
1 Animal Form & Function Lab/BIOL 125
16 18
JUNIOR YEAR
3 Strength of Materials/ME 214 3 Engineering Analysis/ME 403
3 Fluid Mechanics/ME 336 3 Fine Arts/LFIN
3 The Bible: An Intro/LTHE 201 3 Technical Elective
2 Comp Sim of Human Movement/ 1 Strength of Materials Lab/ME 215
BME 355 3 Philosophy II Series/LPHI
1 Motion Capture Lab/BME 356 2 Bioengineering Research Method/
3 Intro Philosophy/LPHI 131 BME 307
3 Fund. of Phys. 3: Electricity 1 Res Proj in Clin Biomech/BME 308
and Magnetism./PHYS 214 1 Instrumentation Lab/ME 332
18 17
SENIOR YEAR
3 Intro to Electrical Eng/ECE 231 3 Senior Design Lab in BME/BME 354
1 Intro to EE Lab/ECE 232 3 Technical Elective
2 Biomedical Engineering/BME 350 3 Social Science
1 Bioengineering Lab/BME 440 3 Biomedical Systems Modeling/BME 430
3 Technical Elective 3 Literature Series/LENG
3 LPHI 237 or any LTHE 300 course
3 Biomechanics/BME 420
1 Leadership Seminar
17 15
Five Year Program – Biomedical Engineering/Pre-Health

The School of Engineering and Computer Science in cooperation with the Morosky College
of Health and Science offers a special curriculum satisfying the requisite of both the Biomedical
Engineering and Pre-Health programs. The program may be completed in five years of full
time study.
YEAR 1
Semester I Semester II
3 MATH 140 Calculus I 3 MATH 141 Calculus II
1 ME 205 Digital Computer Usage 3 PHYS 210 Fundamentals of Physics 1:
1 ME 206 Digital Computer Lab mechanics
2 ENG 100 First-Year Seminar 1 PHYS 211 Fundamentals of Physics 1Lab
3 CHEM 111 General Chemistry I 3 CHEM 114 General Chemistry II
1 CHEM 112 General Chemistry I Lab 1 CHEM 115 General Chemistry II Lab
3 LENG 111 College Composition 3 BIOL 122 Molecular and Cellular Biology
1 SPCH 110 Technical Communication 1 BIOL 123 Molecular and Cellular
Biology Lab
3 LENG 112 Critical Analysis & Comp
15 16
YEAR 2
Semester III Semester IV
2 ME 207 Engineering Graphics 3 MATH 304 Differential Equations
1 ME 208 Engineering Computer 3 MATH 243 Calculus 4
Graphics Lab 3 CHEM 224 Organic Chemistry II
3 MATH 242 Calculus 3 1 CHEM 225 Organic Chemistry II Lab
3 PHYS 212 Fundamentals of Physics 2: 3 LPHI 131 Intro to Philosophy
Fluids and Thermodynamics 3 PHYS 214 Fundamentals of Physics 3:
1 PHYS 213 Fundamentals of Physics 2 Lab Electricity and Magnetism
3 CHEM 221 Organic Chemistry I
1 CHEM 222 Organic Chemistry I Lab
3 BIOL 124 Animal Form and Function
1 BIOL 125 Animal Form and
Function Lab
16 16
YEAR 3
Semester V Semester VI
3 ME 201 Statics 3 ME 204 Dynamics
3 ME 315 Materials Science 3 ME 312 Engr Thermodynamics
3 CHEM 366 Structural Biochemistry 3 BME 310 Biomaterials (was BME410)
3 LPHI Philosophy II Series† 3 Social Science††
3-4 Technical Elective ** 3-4 Technical Elective **
15-16 15-16
YEAR 4
Semester VII Semester VIII
3 ME 214 Strength of Materials 3 ME 403 Engineering Analysis
3 ME 336 Fluid Mechanics 3-4 Technical Elective**
2 BME 355 Comp Sim of Human 1 ME 215 Strength of Materials Lab
Movement 2 BME 307 Bioengineering Research
1 BME 356 Motion Capture Lab (was Method
BME451) 1 BME 308 Res Proj in Clin Biomech
3 LTHE 101 Foundations of Theology 1 ME 332 Instrumentation Lab
3 LHST 111 History Without Borders 3 LTHE 201 The Bible: An intro
14 14-15
YEAR 5
Semester IX Semester X
3 ECE 231 Intro to Electrical Engineering 3 BME 354 Senior Design Lab in BME
1 ECE 232 Intro to EE Lab 3 BME 430 Biomedical Systems Modeling
2 BME 350 Biomedical Engineering 3 LFIN Fine Arts Series*
1 BME 440 Bioengineering Lab 3 LENG Literature Series*
3 BME 420 Biomechanics
3 LTHE 300 course * OR LPHI 237
14 12
* Please refer to the Undergraduate Catalog for course options.

** The following upper-level science coursework is recommended: Human Gross Anatomy
(BIOL 365/366); Animal Physiology (BIOL 368/369); and Biochemical Pathways (CHEM 368);
advisor permission is required.
† The following philosophy coursework is recommended: Logic (PHIL 210).
† † The following social science coursework is recommended: Introduction to Psychology (PSYC 111);
Basic Sociology (SOCI 110); and Social Psychology (PSYCH 225).
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ENGINEERING AND COMPUTER SCIENCE
COMPUTER & INFORMATION SCIENCE (CIS)

Deacon Stephen T. Frezza Ph.D., P.S.E.M. Chair
FACULTY: Professors: Deacon Stephen T. Frezza, Sreela Sasi. Associate Professors: Yunkai Liu,
Mei-Huei Tang. Assistant Professors: Joshua C. Nwokeji. Instructors: Mark Blair, Jeremy Cannell.
The CIS Department has at its mission to help students apply problem identification &
problem-solving strategies to the development of complex computer-based systems, follow
legal and ethical computing principles to analyze computing solutions for ethical ramifications
such as global, cultural, social, environmental or economic concerns. As a diverse team, the
department strives to facilitate students learning to function and communicate effectively as
a collaborative member or leader in a professional context and to demonstrate an ability to
acquire and apply new knowledge or technology as needed.
The CIS Department maintains educational labs for teaching and project work, and servers
using MAC OS X, WINDOWS and LINUX operating systems. The Mac lab offers the hardware
and software environment needed for iOS app development. The general-purpose labs provide
interactive environments for design and programming classes. The network lab offers a hands-
on exposure to the hardware and software layers of networks. The advanced systems lab hosts
state-of-the-art creation, capture, editing, and synthesis hardware and software for multimedia
productions and database functions. A project lab is maintained for faculty research, student
work, and on-campus internship work.
A wide-variety of programming environments and application software are available at
Gannon University. Specifically within the Department and through its course offerings
the following items are presented: Java, Javascript, C++, Swift, C#, and COBOL are core
programming environments; UML, Rational Rose™ and VISIO™ as modeling environments,
and ORACLE™, SQL Server™, and Microsoft Access and other database as database
management systems.
Programs
The Computer and Information Science department offers three Bachelors of Science (BS)
degree programs in:
• C omputer Science – described under Computer Science
• Information Systems – described under Information Systems
• Software Engineering – described under Software Engineering
These degree programs are accredited by the Computing Accreditation Commission and the
Engineering Accreditation Commission of ABET respectively. See http://www.abet.org
In addition to the traditional four-year model, the department supports three additional means
for pursuing these degrees:
• S oftware Engineering International Dual Degrees (SEID) in cooperation with Esslingen
University of Applied Science in Computer Science (BS)/Software Technology (B.Eng) or the
Software Engineering (BS)/Software Technology (B.Eng) – curriculum. These are described
in the International Software Engineering Degrees section.
• Dual Major Program in Computer Science and Software Engineering – curriculum is
described in the Computer Science-Software Engineering Dual Degree section.
• Cooperative (CoOp) Programs: A five-year cooperative program is available for each of
these three degree programs. The student must meet the same requirements as the four-
year programs, plus spend a minimum of three semester equivalents in industry. See the
Computer and Information Science Co-Op Curriculum section below.
COMPUTER & INFORMATION SCIENCE 113
Aims and Objectives

At Gannon, all CIS programs aim at helping students to become employable, accountable
professionals, who act as competent problem solvers in multiple settings, and strive to be
selfless contributors to their teams, community, church, profession and society. As employable
professionals, CIS graduates are well prepared for employment or graduate work in their field,
and to continue working in that field or related fields. This includes adaptability to different
disciplines, environments, and tasks. They are fully prepared for employment in chosen post
-graduate pursuits. As accountable professionals, CIS graduates are accountable for their
professional roles, and pursue their profession in an ethical manner. This includes giving and
receiving professional critique and review, communication and the responsibility for, and/or
leadership. As competent problem solvers, their focus will be creative, however they will have
different skills and experience depending on the particular degree program(s) they pursue. And
as selfless contributors, CIS graduates value collaborative teamwork and contribute to team
accomplishment that goes beyond personal development. They voluntarily give their time,
talent, and/or resources to their community, profession, church and/or society.
Department-Wide Outcomes
The three computing degree programs managed by the CIS Department are all aimed at
helping undergraduate students grow in their abilities to develop computer-based solutions to
real problems. As such, all majors share expectations for what every CIS student will know and
be able to do by the time they graduate. These department-wide outcomes include:
• A
pply problem identification & problem solving strategies to the development of complex
computer-based systems
• F
ollow legal and ethical computing principles to analyze computing solutions for ethical
ramifications such as global, cultural, social, environmental or economic concerns
• F
unction and communicate effectively as a collaborative member or leader in a professional
context
• D
emonstrate an ability to acquire and apply new knowledge or technology as needed, using
appropriate learning strategies
Computer and Information Science Co-Op Curriculum

Cycles available for Computer Science, Information Systems or Software Engineering:
Plan A
Year 1 Fall 1 Spring 1 Summer vacation
Year 2 Fall 2 Spring 2 4 month WP *
Year 3 Fall 3 4 month WP Summer Courses **
Year 4 4 month WP Spring 3 4 month WP
Year 5 Fall 4 Spring 4 —
Plan B
Year 2 Fall 2 4 month WP Summer Courses
Year 4 Fall 3 Spring 3 4 month WP
114
Plan C
Year 3 Fall 3 4 month WP 4 month WP
Year 4 4 month WP Spring 3 Summer Courses
Additional cycle available for Information Systems:

Plan D
Year 2 Fall 2 Spring 2 4 month WP *
Year 3 4 month WP Spring 3 Summer Courses **
Year 4 Fall 3 4 month WP 4 month WP
* Work Period
** Liberal Studies Core Courses
Notes:
(1) Fall and Spring follow the regular curriculum schedule for a major.
(2) For maximum financial aid, 12 credits of Liberal Studies Courses should be taken during
the 4-month summer session listed.
COURSE DESCRIPTIONS
CIS 103: First-Year Seminar: Tech Think

This course explores how scientific and technical professionals approach significant issues
such as faith and religion. Students will engage in service learning, as well as discuss and
reflect upon aspects of philosophy and theology that relate the typical approaches taken by
technically-oriented persons toward issues of belief and spiritual practice. Materials include
aspects of Catholic Social Teaching relevant to technical and scientific professionals. The course
includes aspects of effective academic planning and study habits, as well as instruction in the
use of electronic communication to support learning. 2 credits, Fall
CIS 150: Business Technology I*
A hands-on introduction to the application of personal computers in a modern, networked
business environment. Introduction to the Windows operating system, use of the Internet, the
World Wide Web, and the components of Microsoft Office, with particular emphasis on Word,
Excel, and Powerpoint. 3 credits
CIS 170: PC OS/Internet*
A detailed discussion of modern personal computers, peripheral devices, operating systems,
graphical interfaces, and use of the Internet. 1 credit
CIS 171: PC Word Processing*
An introduction to word processing on a personal computer. Both basic and advanced
document preparation capabilities are presented. Use of a word processor to facilitate writing
efforts is a course objective. 1 credit
CIS 172: PC Electronic Spreadsheet*
A detailed discussion of electronic spreadsheet functions and operations. Students receive
extensive hands-on experience in creating and editing an electronic spreadsheet. 1 credit
CIS 173: PC Database*

An introduction to relational database processing on a personal computer. Database topics of
data dictionary construction, data entry, and queries to the database using SQL, form design,
reports and labels, and their connection to tables. 1 credit, occasional
CIS 174: PC Graphical Presentation*
A detailed discussion of computer-based graphical presentation software. Students receive
extensive hands-on experience creating professional graphical presentations and slide shows.
1 credit, occasional
CIS 180: Problem Solving & Computer Programming
The course focuses on problem solving and its relationship to computer programming. The
student is introduced to the tools for developing the solution to a problem, and its subsequent
implementation as an algorithm in a computer program. Once the introductory concepts of
computer algorithm development have been assimilated, the student progresses to creating
programs in the Java programming language including sequence, condition, iteration,
functional decomposition and object use.
Co-requisite: CIS 181
Prerequisite: High School Trigonometry or equivalent 2 credits, Fall and Spring
CIS 181: Problem Solving & Computer Programming Lab
The course focuses on problem solving and its relationship to computer programming. The
student is introduced to the tools for developing the solution to a problem, and its subsequent
implementation as an algorithm in a computer program. Once the introductory concepts of
computer algorithm development have been assimilated, the student progresses to creating
programs in the Java programming language including sequence, condition, iteration,
functional decomposition and object use.
Prerequisite: High School Trigonometry or equivalent 1 credit, Fall and Spring
CIS 182: Object-Oriented Programming
The course is aimed at developing advanced object-oriented programming skills, and assumes
a foundation in the basic syntax of Java. The student will explore the basis of software
development using the major constructs of encapsulation, polymorphism, inheritance
and dynamic binding. Topics include GUI objects, event-driven programming, threading,
networking and exception handling.
Prerequisite: CIS 180 and CIS 181 2 credits, Fall and Spring
CIS 183: Object-Oriented Programming Lab
The course is aimed at developing advanced object-oriented programming skills, and assumes
a foundation in the basic syntax of Java. The student will explore the basis of software
development using the major constructs of encapsulation, polymorphism, inheritance
and dynamic binding. Topics include GUI objects, event-driven programming, threading,
networking and exception handling.
Prerequisite: CIS 180 and CIS 181 1 credit, Fall and Spring
CIS 195: Principles of Systems
An overview course introducing the concepts and value of data, information, and systems to
the decision-making and strategic capabilities of an organization.
Prerequisite: CIS 150 or CIS 180 3 credits, Fall and Spring
CIS 207: Introduction to Business Programming – COBOL
A competency-building course focusing on the basic syntax and semantics of the COBOL
language. Programming projects are used to introduce the student to system design,
documentation, and coordination of programs.
Prerequisite: CIS 180 and CIS 181 3 credits, Fall, even years
116
CIS 219: Programming in UNIX

Students are introduced to the UNIX system, shell programming and program development
in the UNIX environment. Basic commands and utilities provided through standard UNIX or
UNIX-dialect shell are covered. The UNIX command language interpreter and the ability to
write routines within its structure are addressed.
Prerequisite: CIS 180 and CIS 181 3 credits, Fall
CIS 220: Data Structures and Algorithms
An in-depth programming-based study of data structures and of algorithms for their
manipulation. Arrays, tables, stacks, queues, trees, linked lists, sorting, searching and hashing
are topics considered.
Prerequisite: CIS 182 and CIS 183 3 credits, Fall
CIS 223: Algorithm Development Lab
This course provides a closer analysis of algorithms introduced in MATH 223 and gives
the student an opportunity to implement the algorithms in computer code. Fundamental
techniques, searching, sorting, tree, graph and backtracking algorithms are covered.
Co-requisite or Prerequisite: MATH 223
Prerequisite: CIS 220 1 credit, Spring
CIS 239: The User Experience
This course deals with the study of the user experience (UX), and its relationship to human
computer interaction. This course includes identifying and assessing usability issues,
particularly as they apply to computer-based systems. Includes coverage of UX goals and
processes, usability factors and measurements, wireframes and other prototyping technologies,
and introductory web implementation. Special attention is given to usability and usability
testing. 3 credits, Fall
CIS 240: Web Management and Design
The course aims at providing an introduction to the tools and knowledge necessary to design
and manage a web site on the Internet. Topics include servers and clients, HTML, CGI scripting,
languages, business and ethical aspects of the web. 3 credits, Spring, odd years
CIS 245: Multimedia Production
Multimedia software uses text, graphics, sound, animation, and video to entertain, inform
or educate its users. This course examines all parts of the multimedia software development
process and provides hands-on experience with the use of multimedia software authoring tools.
Co-requisite: CIS 246 2 credits, even years
CIS 246: Multimedia Production Lab
Interactive lab taken concurrently with CIS 245.
Co-requisite: CIS 245 1 credit, Spring, even years
CIS 250: Business Technology II
A hands-on study of the application of personal computers in a modern, networked business
environment. Builds on material covered in CIS 150 Business Technology I. Provides instruction
in the use of Microsoft Office components, with particular emphasis on advanced modeling
using Excel. Other topics covered will be creation of web pages via HTML and other web
authoring tools, integration of various Microsoft Office applications.
Prerequisite: CIS 150 3 credits, Spring, odd years
CIS 255: Database Management Systems
A skills-building course in the fundamentals of database design, creation, and operations.
Course topics include the ability to create a project-based database and its associated queries.
3 credits, Spring
CIS 270: Information Technology and Operations
An in-depth, experiential course focusing on hardware and systems maintenance procedures.
Topics include troubleshooting options, system configuration, system recovery, data and
network maintenance, and general management capabilities to enable system operations.
3 credits, Spring, odd years
CIS 277: Mobile Application Development I

This is an introductory course into the methods and tools for developing mobile applications
for integrated devices such as iOS, Android and other mobile computing platforms. Topics
include introduction to the coding and development platforms for one of the major mobile
platforms (e.g., iOS or Android), unit testing, source code control, the development of prototype
applications, and deployment.
Prerequisite: CIS 182, CIS 183 and CIS 239 3 credits, Spring
CIS 287: Object-Oriented Design Lab
An advanced treatment of methods for producing a software design. Includes treatment of
the developing Unified Modeling Language (UML) models and their application to software
development.
Prerequisite: CIS 182 and CIS 183 1 credit, Spring
CIS 290: Introduction to Networks
The theory and techniques of data communications design and analysis are studied. Topics
include data communication concepts, terminology, and standards. Error correction and
detection, LANs, ISO/OSI layers are also an integral part of this course. 3 credits, Fall
CIS 302: CIS Professional Seminar
The course focuses on current issues facing engineering and software professionals. Included
with the focus, is an introduction to technical speaking as well as a review of trends in the
software, computing and other engineering fields, job prospects, political issues, team and
workplace behavior.
Prerequisite: Junior status in a CIS or Engineering program 1 credit, Spring
CIS 303: CIS Leadership Seminar
The Leadership Seminar introduces students to a three-dimensional model of leadership,
including a repertoire of leadership skills and means of using those skills responsibly in the
various communities to which they belong. In addition, the course helps students explore the
relevance of leadership skills in the leadership process. Ethical reasoning and Catholic social
justice teaching serve as the basis for students’ leadership development as reflected both in this
course and in the co-requisite Theology or Philosophy Series III course. The course provides
an introduction to the practices of ethical leadership for technical professionals as well as a
review of trends in the software & computing fields, job prospects, political issues, and team
and workplace behavior, including current issues facing technical professionals. This course
qualifies as an LS-approved Leadership Seminar.
Co-requisite: LTHE/LPHI III series course 1 credit, Spring
CIS 305: Essentials of UNIX Administration
Essentials of UNIX administration such as account management, file structure, security features
are presented.
Prerequisite: CIS 219 1 credit, Fall, odd years
CIS 315: Software Engineering
The course provides an overview of software requirements analysis, the software design
process, verification and validation, software maintenance, and documentation. The major
emphasis of the course is a project that provides experience in the design and development of a
significant software project.
Prerequisite: CIS 277 and CIS 287 3 credits, Spring, odd years
CIS 317: Software Maintenance and Deployment
Introduces the concepts and approaches for the maintenance, refactoring and deployment of
software projects, particularly in a rigorous life-cycle process. Focuses on materials associated
with software maintenance, process, metrics and quality related to the development,
improvement and deployment of high-quality software and systems. The course includes
significant project work where students apply a rigorous process to deploy a refactored
software product with improved features and quality.
Prerequisite: CIS 277 3 credits, Fall
118
CIS 318: Software Architecture

The course focuses on the issues, techniques, strategies, representations and patterns used
to implement a software component or a large-scale system. Specifically, it emphasizes the
defining architectures that conform to functional requirements and that work within defined
constraints including resource, performance, reliability, and security.
Prerequisite: CIS 277 and CIS 287
CIS 320: Analysis & Design of Algorithms
Focusing on the study of the design, analysis, and complexity of algorithms, fundamental
techniques, searching, sorting and order statistics, and basic graph algorithms are reviewed.
The course introduces the ideas of time and space complexity. Emphasis is on providing
the student with a firm background to be used for further study of algorithms using more
advanced techniques.
Prerequisite: CIS 220 and MATH 222 3 credits, Fall, occasionally offered
CIS 325: Formal Languages & Automata
The course presents the abstract models of computers (finite automata, pushdown automata,
and Turing machines) and the language classes they recognize or generate (regular, context-free,
and recursively enumerable). Topics include Turing machines, recursive functions, Church’s
thesis, undecidability, and the halting problem. Applications of these models to compiler
design, algorithms, and complexity theory are also presented.
Prerequisite: CIS 220 and MATH 222 3 credits, Spring, occasionally offered
CIS 326: Formal Methods in Software Development
Focusing on the issues and techniques needed to apply formal specification methods to the
development of software, the course uses mathematical and logical formalism to develop a
precise statement of what software is to do.
Prerequisite: CIS 182, CIS 183 and MATH 223 3 credits, Fall, even years
CIS 330: Operating Systems
An introduction to the study of operating systems. Topics covered include: process
manipulation and synchronization, processor management, storage management, security, I/O
and file systems, and basic distributed system concepts.
CIS 335: Systems Analysis and Design
An introduction to the role and responsibilities of a systems analyst. Students examine systems
by analysis, modeling, and design at the enterprise, process, logical, data, and technology
levels. Optionally included topics are feasibility analysis, technology evaluation, project
management, object-oriented analysis.
Prerequisite: CIS 180, CIS 181, and CIS 195 or CIS 287 3 credits, Fall
CIS 337: IS Architecture and Deployment
A project and team-based course emphasizing the practical issues in the design and
implementation of information systems. The rational integration of technology options across
an enterprise given organizational needs and constraints is emphasized.
Prerequisite: CIS 195 or CIS 287 3 credits, Spring, odd years
CIS 340: Multi-Tiered Systems
A project and team-based course emphasizing the practical issues in implementing distributed
and multi-tiered systems at the organizational, function, and user-support levels. Emphasis is
placed on understanding the file, network, and data interactions of multi-tiered systems and on
managing the systems with respect to reliability, security, and cost.
Prerequisite: CIS 255 and CIS 335 or CIS 287 3 credits, Fall, odd years
CIS 350: Requirements and Project Management
Focusing on the management of software requirements and projects, particularly teams
and stakeholders, the course includes coverage of requirements elicitation, analysis,
documentation, and negotiation. It also includes the roles and methods of effective technical
project management. Typical coverage includes the cost of quality, and its implications for
requirements and project management.
Co-requisite or Prerequisite: MATH 312 or BCOR 220 3 credits, Spring
CIS 353: Global Project Management
This course focuses on experiential learning emphasizing software development with remote,
multinational teams using an open-ended group project approach. Students participating
in this course will be co-developing an IT project with other remote teams, for a project that
is primarily sourced in an off-shore location. Students will help to identify the scope of the
overall project, as well as the assignment and responsibility for a portion of that project. Project
responsibilities, software and team interfaces will all have to be defined and managed by the
team members, facilitated by one or more faculty members from the participating institutions.
The heart of the experience is on project planning, scope management, and coordination
amongst a culturally and linguistically diverse development team. Ultimately, the goal is to
produce the requirements for, the planning of, and where appropriate, creation of a prototype
system components for use by the off-shore stakeholder per their requirements. Students are
required to travel to the off-shore location to meet with the client and the development teams as
part of the project launch. This may include a second trip to close out the project with the client.
justice teaching serve as the basis for students’ leadership development.
Prerequisite: Satisfactory Performance in MATH 312 (Probability & Statistics), BCOR 220
(Business statistics) or equivalent. Junior Standing in CEB programs. Permission of Instructor
and agreement to course-deposit policy are required.
Co-requisite or Prerequisite: MATH 312 or BCOR 220 3 credits, Fall
CIS 355: Dynamic Web Development
Focuses on the development of web applications with user interface conventions that facilitate
viewing, searching, and changing of information stored in a relational database. The student
will also learn to set up and configure the development environment for applications requiring
a web client, web server, application server and relational database.
Prerequisite: CIS 182, CIS 183 and CIS 255 3 credits, Fall
CIS 360: Comparative Languages
An introduction to modern computing concepts and computational models as embodied in a
number of different classes of languages. The course includes an introduction to (1) function-
based languages such as ML. LISP, Scheme; (2) logic-based languages such as Prolog, Parlog,
Strand, OPS; and (3) object-oriented languages such as JAVA, Smalltalk, Eiffel.
Prerequisite: CIS 182 and CIS 183 3 credits, odd years
CIS 370: Compilers and Language Design
Introduction to the basic concepts of compiler design and implementation including: lexical,
syntactic, semantic analysis, and target code generation. Topics are presented from an
implementation point of view.
Prerequisite: CIS 182, CIS 183 and CIS 219 3 credits, Fall, even years
CIS 375: Server Management
A lab-oriented class designed to provide students with the information necessary to administer
the Windows-based server family. Topics include installation and setup of a domain, along with
DHCP, DNS, WINS and other server-related services with replication. Remote administration
covered in great detail also.
Prerequisite: CIS 290 3 credits, Spring, even years
120
CIS 377: Mobile Application Development II

A project-based course for developing mobile applications for integrated devices such as iOS,
Android and other mobile computing platforms. Includes introduction to the coding and
development platforms for one of the major mobile platforms (e.g., iOS or Android), unit
testing, source code control, and deployment includes the development of useable applications.
CIS 381: Directed Research
Directed research and development in software and its applications.
Prerequisite: Permission of the instructor 1 credit
Prerequisite: Permission of the instructor 2 credits
Prerequisite: Permission of the instructor 3 credits
CIS 385: Network Design & Management
An advanced network design course covering contemporary network computing, including
data, voice, multimedia, WAN and intranets. Detailed discussions along with hands-on
laboratory experience with various hardware and software components that comprise these
networks. Network analysis to monitor traffic flow and to optimize overall network design is
included.
Prerequisite: CIS 290 or permission of instructor
Co-requisite: CIS 386 2 credits, Fall
CIS 386: Network Design & Management Lab
Interactive laboratory to be taken concurrently with CIS 385.
Co-requisite: CIS 385 1 credit, Fall
CIS 387: System and Network Security
The course reviews standard computer security for desktop and server-based systems.
Coverage includes network security issues and techniques. Ethical hacking and defenses
against unethical hacking and other computer and network intrusions are discussed.
Prerequisite: CIS 290 and written permission of the instructor. 3 credits, Fall
CIS 390: Distributed Programming
An introduction to the fundamental techniques and tools used developing programs that rely
on inter-process communication. Topics include TCP/IP, client-server paradigm, daemon
programs, client socket calls, server socket calls, concurrent vs. iterative servers, connectionless
and connection-oriented server paradigms, advanced topics.
Prerequisite: CIS 182, CIS 183 and CIS 330 3 credits, Spring
CIS 391-396: Special Topics in Computer and Information Science
Special courses developed from student interest in all areas of computer and information
science. A brief description of current content to be announced and may be included in the
schedule of classes. The course number may be taken more than once.
Prerequisite: Permission of the Chair of the department 3 credits
CIS 400: Internship
In conjunction with a local industry or business, the student participates in practical training
related to his/her major. Academic requirements specified by the department. 3 credits
CIS 415: Software Testing and Quality Assurance
The course is concerned with understanding the role of quality assurance in the software
development cycle, and applying these techniques to software products. Course topics include
test design methods, test planning, automated test support, quality measurement, and quality
tracking techniques.
Prerequisite: CIS 277 3 credits, Fall, even years
CIS 438: Human Interface Design & Maintenance

The course deals with human-computer interaction and covers a wide range of topics,
including software tools, usability issues, direct manipulation, command and natural
languages, and multiple-window strategies. The course includes identifying and assessing
the issues surrounding the maintenance of code, particularly in the context of HCI. Special
emphasis is also given to design and maintenance issues for web-enabled systems.
Prerequisite: CIS 355 or CIS 277 3 credits, Fall
CIS 445: Advanced Multi-Media
The course covers advanced multimedia concepts such as graphics, animation, video and
sound; as well as the tools used to create multimedia applications. In addition, the course
presents the design principles and management skills needed to develop dynamic, interactive
multimedia products.
Prerequisite: CIS 245, CIS 246 or permission of the instructor
3 credits, Spring, occasionally offered
CIS 457: Senior Design I
The Liberal Studies senior capstone is the culminating experience of the Core curriculum
and therefore requires students to integrate knowledge and skills from their major study
areas, Liberal Studies courses, and co-curricular experiences. The course emphasizes cultural
competence, leadership, ethical reasoning, Catholic social teaching, and LIFECORE. CIS 457 is
the first class in a 2-semester capstone design sequence with emphasis on working effectively
in a team environment. Students review systems design techniques, form teams, and begin
the development of an end product. Course topics include systems analysis, language and
presentation skills, team building, project management, ethical issues in the digital world.
Prerequisite: Senior status in a CIS Program, CIS 287 or CIS 335, CIS 302 and
LTHE 227 or LPHI 237 3 credits, Fall
CIS 458: Senior Design II Lab
The completion of the capstone design sequence. Students develop and deliver a completed end
product. Emphasis is on working effectively in cross-disciplinary teams. Course topics include
organizational behavior, quality assurance, documentation, design process and process metrics,
risk management, written and oral presentation skills, ethical issues in the digital world.
Prerequisite: CIS 457 3 credits
SEECS 101, 102, 201, 202, 301, 302, 401, 402: Professional and Personal Enrichment Seminar
The series of seminars for SEECS students is built around a curriculum that addresses both
the professional and personal growth of the scholars. Each semester of the seminar includes
a design component, a professional development component, and a personal development
component. Considerable interaction among SEECS students and the faculty members fosters
a sense of professional community among the students. Developmental workshops are
offered to build academic, career, and social skills. Organizational and leadership skills are
developed through team activities, colloquium speakers, and field trips. The course features a
project where SEECS students from different academic levels and majors work together along
with a community non-profit organization to identify, design, and implement a solution to a
technological problem to aid the organization.
SEECS 101: Professional and Personal Enrichment Seminar
See course description above
In the first semester the SEECS seminar focuses on preparation for lifelong learning experiences.
Prerequisite: SEECS recipient with Freshman standing at Gannon University 0 credit, Fall
In the second semester the SEECS seminar focuses continues to focus on preparation for
lifelong learning experiences.
Prerequisite: SEECS recipient with Freshman standing at Gannon University 0 credit, Spring
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This semester the SEECS seminar focuses on the exploration of the roles of STEM professionals,
specifically engineers and computer scientists, in society.
Prerequisite: SEECS recipient with Sophomore standing at Gannon University 0 credit, Fall
This semester the SEECS seminar continues to focus on the exploration of the roles of STEM
professionals, specifically engineers and computer scientists, in society.
Prerequisite: SEECS recipient with Sophomore standing at Gannon University 0 credit, Spring
This semester the SEECS seminar focuses on the interaction with professionals and society, and
preparation for professional practice or advanced education.
Prerequisite: SEECS recipient with Junior standing at Gannon University 0 credit, Fall
This semester the SEECS seminar continues to focus on the interaction with professionals and
society, and preparation for professional practice or advanced education.
Prerequisite: SEECS recipient with Junior standing at Gannon University 0 credit, Spring
In the first semester the SEECS seminar focuses on preparation for potential educational and
career paths taken after graduation from Gannon University and on personal growth.
Prerequisite: SEECS recipient with Senior standing at Gannon University 0 credit, Fall
In this semester the SEECS seminar continues to focus on preparation for potential educational
and career paths taken after graduation from Gannon University, and on personal growth.
Prerequisite: SEECS recipient with Senior standing at Gannon University 0 credit, Spring
COMPUTER SCIENCE (CS)

The Computer Science (CS) major is designed to develop the analytical ability and expertise
in computer usage, both in software creation and usage, which are necessary in the fields of
science, technology, and industry. In addition to the computer courses, the program provides
a concentration of mathematics and physics courses which are necessary for the development
of scientific applications. The curriculum is oriented towards preparing students for graduate
studies or for career opportunities in software development where mathematical and
technical skills are necessary to analyze and solve problems.
The Computer Science curriculum is delivered in four different ways –

1. CS: four-year degree program, described here.
2. CS-CoOp: five-year cooperative mode, described in the CIS Department section above.
3. CS-SE: dual degree program where students complete both the Computer Science and the
Software Engineering degree requirements simultaneously described in the Computer
Science-Software Engineering Dual Degree section.
4. SEID-CS: multi-degree, where students additionally completed the requirements for a
Bachelors of Engineering (B.Eng) degree in Software Technology at Esslingen University of
Applied Science described in the International Software Engineering Degrees section.
COMPUTER SCIENCE 123
Opportunities
The field of computer science is one of the fastest-growing employment markets in today’s
society. Consequently, employment and research opportunities continue to be available to
program participants before graduation. Applications of the training provided in the program
include a wide range of specialization, including research, statistics, and scientific applications
on mobile, workstation and microprocessor computer systems.
Aims and Objectives

The CS major prepares its graduates to achieve significant career and professional
accomplishments in four ways: as employable and accountable professionals, competent
problem solvers, and selfless contributors.
Employable Professional: CS graduates are well prepared for employment or graduate work in
their field, and to continue working in that field or related fields. This includes adaptability
to different disciplines, environments, and tasks. They are fully prepared for employment in
chosen post -graduate pursuits.
Accountable Professional: CS graduates are accountable for their professional roles, and pursue
their profession in an ethical manner. This includes giving and receiving professional critique
and review, communication and the responsibility for, and/or leadership in:
• Research/development projects or teams,
• Aspects of major system components, or
• Business development work.
Competent CS Problem Solver: CS problem solving focuses on computing technology – leveraging
theoretical and mathematical foundations in exploring and implementing algorithms,
languages as well as the techniques and methods to innovate and develop computing systems
and technologies. CS graduates apply current computing knowledge, technology, skills,
techniques and methods to:
• Identify, analyze and develop effective solutions for problems,
• Improve product, process and/or organizational elements, and
• Apply creativity in design thinking and innovate where appropriate.
Selfless Contributors: CS graduates value collaborative teamwork and contribute to team
accomplishment that goes beyond personal development They voluntarily give their time,
Program Outcomes
Gannon’s Computer Science degree program is accredited by the Computing Accreditation
Commission of ABET, http://www.abet.org. Gannon’s Computer Science program has enjoyed
a long history of successful students who have learned to design and build software and to
apply computer science methods in both development and research domains.
Gannon’s Computer Science program has a strong focus on problem-solving beginning with
the very first course in computing (CIS 180 Problem Solving & Computer Programming) and
carried through into the senior design sequence (CIS 457/458 Senior Design). Throughout the
learning process, students learn how to effectively define and represent both problems and the
solutions needed to solve those problems. Throughout the course of study, students learn and
practice making ethical decisions.
All students will learn how to utilize information and computer technology, while developing
and maintaining a comprehension of the changing technology used in computer-based systems,
as well as its global and local impacts. Through this learning process, we expect students to
own a desire for continuous improvement and demonstrate effective verbal, written, and
listening communication
Specifically, Computer Science students completing our program learn to:
• D
esign, implement and evaluate a computing-based solution to meet a given set of
computing requirements in computer science discipline
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• A
pply computer science theory and software development fundamentals to produce
computing-based solutions
Integration
One of the hallmarks of Gannon’s CS degree is its integration with traditional liberal-
studies education. Gannon’s CS majors not only learn computing well, but also learn how to
synthesize, think critically, and communicate well. In our program, bridging traditional courses
like writing, philosophy, theology and ethics begins in the CIS 103 CIS First-Year Seminar, and
continues throughout the program, culminating in the CIS 457/458 Senior Design sequence.
All CIS course descriptions are provided in the section Computer and Information Science
CIS Core Courses

CIS 103 First-Year Seminar CIS 302 CIS Professional Seminar
CIS 180/181 Problem Solving & Computer CIS 303 CIS Leadership Seminar
Programming and Lab CIS 355 Dynamic Web Development
CIS 182/183 Object-Oriented CIS 457 Senior Design I
Programming and Lab CIS 458 Senior Design II Lab
CIS 219 Programming in UNIX
CIS 255 Database Management Systems
CIS 290 Introduction to Networks
Computer Science Courses

CIS 220 Data Structures & Algorithms CIS 330 Operating Systems
CIS 223 Algorithm Development Lab CIS 360 Comparative Languages
CIS 239 The User Experience CIS 387 System & Network Security
CIS 277 Mobile Appl. Development I CIS 390 Distributed Programming
CIS 287 Object-Oriented Design Lab ECE 337 Computer Architecture
CIS 315 Software Engineering MATH 310 Number Theory & Cryptography
CIS 326 Formal Methods
in Software Development
Technical Electives
Students choose two technical electives with approval of their academic advisor. Aside from
regular CS courses, the courses typical for CS Technical Electives include:
CIS 207 Introduction to Business CIS 340 Multi-Tiered Systems Maintenance
Programming: COBOL CIS CIS 353 Global Project Management
CIS 240 Web Management and Design CIS 385/386 Network Design
CIS 245/246 Multimedia Prod. and Lab & Management and Lab
CIS 270 Info. Tech. and Operations CIS 375 Server Management
CIS 317 Software Maint. & Deployment CIS 391-6 Special Topics in CIS
CIS 318 Software Architecture CIS 400 Internship
CIS 335 Systems Analysis and Design CIS 415 Software Testing & Quality
CIS 337 IS Architectures and Deployment Assurance
CIS 438 Human Interface Design &
CIS 445 Advanced Multimedia
Other CIS, ENGR 300- or 400 level courses with permission of the chair.
COMPUTER SCIENCE 125
Science Electives
Students choose one science elective with approval of their academic advisor. This may not be
courses that are prerequisites for other required courses. Science courses with associated labs
qualified for majors or minors in that discipline may be used as science electives.
Computer Science Curriculum

FRESHMAN
Fall Spring
2 First-Year Seminar/CIS 103 2 Object-Oriented Programming/CIS 182
2 Prob. Solv. & Comp. Programming/ 1 Object-Oriented Programming Lab
CIS 180 CIS 183
1 Prob. Solv. & Comp. Program. Lab/ 3 Calculus 2/MATH 141
CIS 181 3 Critical Analysis & Comp./LENG 112
3 Calculus 1/MATH 140 3 History without Borders/ LHST 111
3 Introduction to Philosophy/LPHI 131 3 Fund. of Physics 1/PHYS 210
3 College Composition/LENG 111 1 Fund. of Physics 1 Lab/PHYS 211
3 Foundations of Theology/LTHE 101
17 16
SOPHOMORE
Fall Spring
3 Programming in UNIX/CIS 219 3 Database Management Systems/CIS 255
3 Data Structures & Algorithms/CIS 220 1 Algorithm Development Lab/CIS 223
3 The User Experience/CIS 239 3 Discrete Mathematics 2/MATH 223
3 Intro. Networks/CIS 290 3 Mobile Application Development I/
3 Discrete Mathematics 1/MATH 222 CIS 277
3 Project Economics/ECON 285 1 Object-Oriented Design Lab/CIS 287
3 Philosophy II Series/LPHI
3 Fund. of Physics 2/PHYS 212
1 Fund. of Physics 2 Lab/PHYS 213
18 18
JUNIOR
Fall Spring
3 Dynamic Web Development/CIS 355 1 CIS Professional Seminar/CIS 302
3 Formal Methods in Software/CIS 326 1 CIS Leadership Seminar/CIS 303
3 Operating Systems/CIS 330 3 Software Engineering/CIS 315
3 Probability & Statistics 1/MATH 312 3 CIS Technical Elective/CIS
3 The Bible: An Intro/LTHE 201 3 LPHI 237 or any LTHE 300 course
3 Computer Architecture/ECE 337
15 14
SENIOR
Fall Spring
3 Senior Design I/CIS 457 3 Senior Design II Lab/CIS 458
3 Comparative Languages/CIS 360 3 Distributed Programming/CIS 390
3 System and Network Security/CIS 387 3 Literature Series/LENG
3 Fine Arts Series/LFIN 3 CIS Technical Elective/CIS
3 Number Theory & Cryptography/ 3 Science Elective
MATH 310
15 15
126
Computer Science Minor Requirements (18 credits)

3 Problem Solving and Computer Programming & Lab/CIS 180 & CIS 181
3 Object-Oriented Programming & Lab/CIS 182 & CIS 183
3 Data Structures and Algorithms/CIS 220
3 The User Experience/CIS 239
3 Mobile Application Development I/CIS 277
3 Introduction to Networks/CIS 290
18
COMPUTER SCIENCE-SOFTWARE ENGINEERING

DUAL DEGREE (CS-SE)
Computer Science and Software Engineering are closely related disciplines. Software
engineering focuses on engineering software into valuable products. Computer science focuses
on the practice and theory supporting innovation in the computing field. The dual CS-SE major
is designed to bring the two disciplines together to develop a student’s analytical ability and
expertise in both software creation and usage.
This particular offering is aimed at attracting academically-gifted students, and presents
all of the requirements for both of the CS and SE degrees in such a way that a student can
complete the requirements in four years. As an honors program, it is ideal for students who
enjoy the challenge of hard work and intellectually-engaged courses and have the desire to use
computing to make a difference in the world.
Designed to allow a talented student to dive deeply into the foundational and practical aspects
of computing, this program has additional admissions requirements, and requires that all
students maintain C or better in all major courses and also must maintain a 3.0 QPA.
Aims and Objectives

The CS-SE dual degree has the same aims as both the Software Engineering and Computer
Science degree programs. It prepares its graduates to achieve significant career and professional
accomplishments in four ways: as employable and accountable professionals, competent problem
solvers, and selfless contributors. For more detailed descriptions, please see the aims and
objective for these degree programs in the Computer Science and Software Engineering sections.
Program Outcomes
Gannon’s Computer Science-Software Engineering Dual Degree program has the same
outcomes as both the accredited Software Engineering and Computer Science degree
programs. Please see the outcomes for these programs in the Computer Science and Software
Engineering sections.
Dual Computer Science/Software Engineering Curriculum

FRESHMAN
Fall Spring
2 Problem Solving and Computer 1 Object-Oriented Programming Lab/
Programming/CIS 180 CIS 183
1 Problem Solving and Computer 3 Calculus 2/MATH 141
Programming Lab/CIS 181 3 Critical Analysis & Comp./LENG 112
3 Calculus 1/MATH 140 3 History of the West & the World/
3 Introduction to Philosophy/LPHI 131 LHST 111
3 College Composition/LENG 111 3 Fund. of Physics 1/PHYS 210
3 Foundation of Theology/LTHE 101 1 Fund. of Physics 1 Lab/PHYS 211
17 16
ELECTRICAL AND COMPUTER ENGINEERING 127
SOPHOMORE
Fall Spring
3 Data Structures/CIS 220 3 Mobile Application Development I/
3 User Experience/CIS 239 CIS 277
3 Intro. Networks/CIS 290 1 Algorithm Development Lab/CIS 223
3 Discrete Mathematics 1/MATH 222 3 Discrete Mathematics 2/MATH 223
3 Fund. of Physics 2/PHYS 212
1 Fund. of Physics 2 Lab/PHYS 213
18 18
JUNIOR
Fall Spring
3 Software Maintenance & Deploy./ 1 CIS Professional Seminar/CIS 302
CIS 317 1 CIS Leadership Seminar/CIS 303
3 Operating Systems/CIS 330 3 Software Architecture/CIS 318
3 Dynamic Web Development/CIS 355 3 Software Engineering/CIS 315
3 Mobile Application Development II/ 3 Requirements & Project Management/
CIS 377 CIS 350
3 Probability & Statistics 1/MATH 312 3 LPHI 237 or any LTHE 300 course
3 The Bible: An Intro/LTHE 201 3 Computer Architecture/ECE 337
18 17
SENIOR
Fall Spring
3 Senior Design I 2 /CIS 457 3 Senior Design II Lab/CIS 458
3 Formal Methods in Software/CIS 326 3 Distributed Programming/CIS 390
3 Software Testing & Quality Assurance/ 3 Literature Series/LENG
CIS 415 3 Fine Arts Series/LFIN
3 Comparative Languages/CIS 360 3 Math/Science Elective
3 System and Network Security/CIS 387 3 Technical Elective
3 Number Theory & Cryptography/
MATH 310
18 18
ELECTRICAL and COMPUTER ENGINEERING

WOOKWON LEE, D.Sc., P.E., Chairperson
FACULTY: Professor Emeritus: Mehmet Cultu, Professors: Fong Mak, Ramakrishnan Sundaram.
Associate Professors: Wookwon Lee, Lin Zhao, Qing Zheng, Yong-Kyu Jung. Instructor: Donald
MacKellar.
Program Educational Objectives

The Electrical and Computer Engineering Program has three options: Electrical and Electronics,
Bioelectrical Engineering, and Computer Engineering. The program is designed to guide students
to build technical competency, and effective communication and leadership skills. Our
program integrates the Liberal Studies Core and emphasizes holistic student development in
accordance with the mission of Gannon University. The program educational objectives for the
undergraduate program, which leads to a Bachelor of Science degree in Electrical Engineering,
are to produce graduates who:
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1. Demonstrate professional ethics and personal values in daily and professional life that exercise
informed literary and aesthetic judgments by leveraging diverse cultures and societies
2. Demonstrate teamwork and leadership qualities and/or attainment of leadership roles in a global
work environment
3. Demonstrate technical competency in applying comprehensive engineering knowledge
throughout their chosen profession
4. Demonstrate passion for life-long learning through engaging in the rapidly changing and
emerging areas of technology, and/or continued professional development
To achieve these objectives, the ECE Program maintains a modern curriculum, state-of-the-art
laboratories and teaching techniques, a well-qualified faculty, and a strong advising system.
Student Outcomes
This program of study has been specifically developed so that students completing our
program shall have:
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) an ability to design a system, component, or process to meet desired needs within realistic
constraints such as economic, environmental, social, political, ethical, health and safety,
manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a global,
economic, environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
Opportunities
Electrical and Computer Engineering covers a wide variety of areas:
Computer and Digital Systems Engineering
Telecommunications Systems Engineering
Hardware & Software Engineering
Embedded Systems Engineering
Information Technology
Power Generation and Distribution
Power Electronics and Machine Drive/Control
Electronic Design and Circuit Fabrication
Biomedical Signal and Processing
Bioelectronics
Control Systems Engineering
Optical Engineering
In these challenging fields there are several areas where engineers contribute:
- Research — Create and prove new ideas.
- Design & Development —Apply research & engineering techniques to the solution
of problems.
- Process & Quality Control —Apply analysis skills to improve product and
process effectiveness.
- Production —Apply knowledge to manage manufacturing.
- Marketing & Sales — Identify and fulfill the needs of customers and markets.
- Service —Apply engineering skills to maintain products and serve customer needs.
Facilities
The department has laboratories for undergraduate education and research. These include
specific laboratories that support:
- circuits and electronics
- communications
- digital logic & microprocessors
- PC/Unix Computing
- power electronics and electric machines
The Program
Electrical Engineering students are required to take a total of 129-130 credits depending
on option taken. This includes 39 credits of Liberal Studies Core composed of humanities
and social science, 32-37 additional credits of basic science and math, and 54-59 credits
of engineering courses. The breakdown of courses in the categories is given in the course
descriptions below.
This program leads to a Bachelors of Science degree in Electrical Engineering. This degree is
accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org.
There are three technical options in Electrical and Computer Engineering. They are: Electrical
and Electronics Option, Bioelectrical Engineering Option, and Computer Engineering Option.
The freshmen year is the same for all options. Students should select one of the options by
the beginning of their sophomore year. The student can switch options, but this may require
additional coursework.
A five-year Electrical Engineering cooperative program is available. The student must meet
the same requirements as the four-year program, plus spend a minimum of three semester
equivalents in industry.
COURSE DESCRIPTIONS
ENG 100: First-Year Seminar in Engineering

The First-Year Seminar in Engineering is designed to orient the new student to Gannon
University, to introduce engineering as a professional field, to connect with the Liberal Studies
Core and LIFECORE, to assist in the transition from high school to university life, and to
encourage development of academic, personal and spiritual aspects of the student’s life. The
First-Year Seminar in Engineering will stimulate and enhance the student’s interest in and their
understanding of engineering. 2 credits
ENG 101: Introduction to Engineering
Introduction to Engineering is intended to stimulate and enhance student’s interest and their
understanding of engineering. Various disciplines will be reviewed. The design process,
problem solving and systems approach to engineering design will be presented. Consideration
on criteria of economics, environmental concerns, ethics, health and safety will be discussed.
The experimental component of the course is intended to review the foundation of scientific
experimentation and reporting and introduce various measurement devices and methods used
in engineering. The importance of experience, observation and analogies in problem solving
will be emphasized. Various skills needed for problem solving in engineering will be discussed
and practiced throughout the course. These skills include team skills, perspective of quantity
and size, communications skills and basic computer skills. 3 credits
130
ENG 364: Engineering Economics

Basic elements and methods of economy as applied to engineering, elements of economy,
cash flow diagrams, economy factors and their use, depreciation and depletion, present worth
and cost, benefit/cost ratio, service life, replacement and retirement analysis. Prerequisite:
Instructor’s permission and junior standing 3 credits
ENG 399: Co-op Placement
For the students in the five year Co-op option. Students register for each full period in industry.
Students are evaluated by an engineer in industry and are under the mentorship of the
department faculty.
Prerequisite: Permission of the department 0 credit
ECE 105: Engineering Tools Applications
This course introduces students to use MATLAB as an engineering tool to solve engineering
problems. The emphasis is on a top-down design methodology and uses it consistently
throughout problem solving. Topics include essential computer programming skills with
good programming practices that provide a strong foundation to other advanced languages.
Different applications such as circuit analysis and mathematical algorithms are examples
covered in the course.
Co-requisite: ECE 106 1 credit
ECE 106: Engineering Tools Applications Lab
Laboratory experience to complement ECE 105. Three hours per week. Concurrent with
ECE 105.
ECE 111: Introduction to C Programming
This course is designed for students to build a solid foundation in problem solving with
C programming language. Introductory C programming concepts and techniques will be
discussed. Contents of the course include: program structure, data types, variables, flow
control, functions, I/O’s, arrays, strings, pointers, structure and union. 3 credits
ECE 140: Digital Logic Design
This course introduces fundamental design concepts and processes for digital logic. Boolean
algebra and logic gate operations are discussed, followed by combinational network design and
sequential network concepts and design. The use of computer-aided design tools to support
circuit design is an integral part of the course.
Co-requisite: ECE 141
3 credits
ECE 141: Digital Logic Design Laboratory
This laboratory course is to be taken concurrently with ECE140. The laboratory provides hands-
on experience with logic design that includes the applications of Boolean Algebra, Karnaugh
Maps, decoders, multiplexers, and flip-flops. Topics also include combinational network design
and sequential network design. The use of contemporary software tools to support the digital
design process is an integral part of the laboratory.
ECE 216: Problem Solving with Object-Oriented Design
This course is designed for students to develop ability in problem solving with object-
oriented concepts and programming skills. Introductory C++ syntax and program structure
will be discussed. Object-oriented coding style and concepts such as classes and abstraction,
inheritance, and virtual functions will be covered.
Prerequisite: ECE 111 3 credits
ECE 217: Data Structure and Algorithm
This course involves an in-depth programming-based study of data structures, algorithms,
and cooperating programming techniques used in real-time and embedded systems. Topics
include static and dynamic structures, hashing, searching, signals, distributive and concurrent
inter-process communication. Discussions will also cover compiler-linker, multi-core, and other
trade-off that impact real-time systems performance.
ECE 228: Circuits I
This course introduces the basic passive components (R, L, and C) and their terminal voltage
and current characteristics. Basic circuit concepts, such as Kirchhoff’s laws, linearity/
superposition/Thevenin & Norton equivalents, and the max power theorems are established.
The analysis of DC and transient circuits including dependent and independent sources is
considered along with the use of computer-aided design tools for solution and verification of
problems. AC circuits are also studied.
Prerequisite: MATH 140 or permission of Chair. 3 credits
ECE 229: Circuits I Laboratory
This laboratory course is to be taken concurrently with ECE 228 (Circuits I). The laboratory
provides hands-on experience with DC and AC circuits that includes the applications of
Kirchoff’s laws, superposition, Thevenin and Norton equivalent circuits. Topics also include
operational amplifier circuits and phasor diagrams. The use of contemporary computer-aided
design in support of circuit analysis and design is an integral part of the laboratory.
ECE 231: Introduction to Electrical Engineering
This is a basic course that provides general introduction to circuit theory, electronic circuits
and electric machines. This course cannot be taken for credit by Electrical and Computer
Engineering students.
Prerequisite: PHYS 214 and MATH140 3 credits
ECE 232: Introduction to Electrical Engineering Laboratory
This laboratory course is to be taken concurrently with ECE231. The laboratory provides
hands-on experience with DC and AC circuits that includes the applications of Kirchhoff’s
laws, superposition and Thevenin equivalent circuits. Topics also include operational amplifier
circuits, phasor diagrams and electric machines.
ECE 238: Electronics
This course focuses on the system integration skills with design and analysis of electronic
circuits at the component, sub-system, and system level. Electronic circuits and design
processes are covered through the integration of sub-systems that comprise electronic circuits
such as power supplies, voltage regulators, and drive circuits. At the component level, diodes,
transistors, and operational amplifiers are also studied. The use of contemporary software and
hardware tools for design and analysis of electronic circuits is an integral part of the course.
Prerequisite: ECE 228 & ECE 229
Co-requisite: ECE 239 3 credits
ECE 239: Electronics Lab
This lab is to accompany Electronics and taken concurrently with it. Lab topics complement
closely classroom discussion of various designs.
ECE 240: Circuits II
This course introduces AC circuits and three-phase circuit analysis. Power concepts are
introduced as pertaining to single and three-phase circuit applications. Frequency response
characteristics of RLC circuits are studied, including the Fourier Series representation of a
periodic signal. Frequency domain tools such as Laplace Transforms and Fourier Transforms
are presented and employed in circuit analysis. Modern computer-aided design tools are used
for solving homework assignments.
Prerequisite: ECE 228 and 229 3 credits
132
ECE 241: Circuits II Lab

This laboratory course is to be taken concurrently with Circuits II ECE 240. The laboratory
provides hands-on experience with AC circuits that includes the transient analysis and
frequency response applications of first- and second-order circuits. Topics also include
Butterworth filter design for frequency response applications. The use of a contemporary
computer-aided design tool in support of circuit design is an integral part of the laboratory.
ECE 243: Test and Measurement
This course introduces tools from the industry-approved National Instruments (NI) software
and hardware products. The students will design and build virtual instruments (VIs) using
the graphical programming language LabVIEW to acquire, analyze, and present data. They
will develop measurement techniques and understand the limitations of measurement and
instrumentation. In addition, sensor and transducer characteristics and their applications will
be presented. 3 credits
ECE 246: Microprocessors
This course is designed to give students a basic background in hardware and software aspects
of microprocessors. Contents of the course include: a microprocessor architecture, addressing
modes, instruction set, assembly language, timers, I/O interrupt handling, mixed C/ Assembly
programming, finite state machine design, basic peripheral interfaces, UART, ADC and DAC.
Microcontroller configuration. Schematic entry and basic PCB design.
Prerequisites: ECE 111, ECE 140, and ECE 141
ECE 247: Microprocessors Lab
This lab is designed to complement the microprocessors lecture course. Topics include software
tool usage, microprocessor architecture, assembly language programming and basic peripheral
interfaces.
ECE 311: Embedded Kernel & RTOS
This course covers basic understanding of embedded kernel and real-time operating system
paradigms. Topics include process management, process synchronization, and memory
management. Embedded kernel topics will be implemented on an embedded-system platform.
RTOS topics will be implemented on commercial real-time operating systems.
Prerequisite: ECE 217 3 credit
ECE 321: Electronics I
This course focuses on the design and analysis of electronic circuits, devices, and processes at
the system and sub-system level. Electronic circuits and processes are explained through the
integration of sub-systems comprising electronic devices such as oscillators, voltage regulators,
and switching circuits. From a cause-effect standpoint, the electronic devices such as diodes,
transistors (BJT and FET), and operational amplifiers are studied. The use of contemporary
software tools for electronic circuit/process design and analysis is an integral part of the course.
For students admitted prior to fall 2016.
Prerequisite: ECE 228
ECE 322: Electronics I Lab
This lab is to accompany Electronics I and taken concurrently with it. Lab topics complement
closely classroom discussion of various designs. For students admitted prior to fall 2016.
ECE 324: Electric Machines
This course introduces the fundamental principles of transformers, energy conversion and the
operational principles of electric machines. Induction machines, Synchronous machines, and
DC machines are discussed including their steady-state characteristics and operations.
Prerequisites: ECE 335 3 credits
ECE 325: Electric Machines Laboratory

Three hours per week to follow Electric Machines.
ECE 326: Automatic Control
An introduction to dynamic systems with emphasis on feedback control. Representation of
control components in various engineering systems. Steady state and transient specification and
stability characteristics to design interdisciplinary engineering systems.
ECE 327: Electric Drives
This course uses an integrative to allow examination of all subsystems that make up an
electric drive system. The approach requires minimum prerequisites in circuit and system
and electromagnetic field theory to understand the essentials of the topics covered. The
topics covered include electric machines, power-electronics-based converters, understanding
mechanical system requirements, feedback controller design, and interaction of drives with the
utility grid.
Prerequisite: ECE 240, ECE 335 3 credits
ECE 328: Electric Drives Laboratory
This lab is to follow Electric Drives to give hand-on experience of the subjects covered. It is
three-hour per week laboratory
ECE 329: Automatic Control Laboratory
Three hours per week to accompany the course material of Automatic Control.
Co/Pre-requisite: ECE 326 1 credit
ECE 330: Signals and Systems
Signals and linear systems in continuous time and discrete time are studied. Both Time Domain
solution methods and Frequency Domain solutions (Laplace Transform and Z Transform) are
covered. Fourier Series, Fourier Transform and sampling theory are also studied.
Prerequisites: ECE 228 and MATH 141 3 credits
ECE 333: Electronics II
This course focuses on the study, operation, and analysis of electronic circuits, devices, and
processes at the component-level. Topics include the “1-V” characteristics, the DC load line and
operating point, the AC load line, large signal and small signal analysis of electronic circuits
comprising diodes, transistors (BJT, FET), and operational amplifiers. The use of contemporary
software tools to analyze the behavior of electronic components is an integral part of the course.
For students admitted prior to Fall 2016.
ECE 334: Electronics II Laboratory
This lab is to accompany Electronics II and taken concurrently with it. Lab topics complement
closely classroom discussion of various designs. For students admitted prior to Fall 2016.
ECE 335: Electromagnetic Fields
This course emphasizes the fundamental principles of electric and magnetic fields with
application to transmission lines, wave propagation. Brief introduction to vector analysis is
given followed by a thorough introduction to Maxwell’s equations. Waves in space and their
interaction with media are discussed with analogies to wave behavior on transmission lines.
Prerequisites: MATH 242 and ECE 240 3 credits
ECE 337: Computer Architecture
This course is for understanding the interactions between computer hardware and software,
Von-Neumann and Harvard architectures, hardware, software and system performance
134
measurement, and instruction-set architecture (ISA). In particular, this course offers students
the opportunity to understand and enrich their capability to interface between software (e.g.,
computer instructions and assembly language programming) and hardware (e.g., computer
arithmetic, processor control and data manipulation, memory hierarchy and performance,
and I/O subsystems) components. Advanced topics such as Multicore, Simultaneous
Multithreading, and other contemporary architecture and parallelisms are also covered.
Prerequisite: either of CIS 182 or ECE 111, and either of ECE 140 or MATH 222 3 credits
ECE 340: Micro-Controller Applications
This course introduces the MIPS superscalar architecture (SSA) and implementation. This
includes understanding the arithmetic (both scalar and floating point) performance, the
datapath and control pipelines associated with the instruction fetch, decode, and register
dataflow. This course will also explore the strategies for analyzing and optimize cache
performance and will explore the performance tradeoffs of different input/output technologies.
Finally we will look at different processor technologies including RISC, CISC, SSA, SMP, MMP,
and SMT and the impact it will have on future compute platforms.
Prerequisite: ECE 140 & ECE 141 (or equivalent), and ECE 246 & ECE 247 3 credits
ECE 345: Advanced Digital Design
Advanced topics in top-down digital design and bottom-up verification are introduced.
Combinatorial and sequential logic design, circuit aspects of logic devices, families, and
interfaces are reviewed. Topics include the use of CAD tools for schematic- and hardware
description language-based design entry for simulation, synthesis, post-synthesis analysis and
implementation on a programmable target device. An integrated design and development
environment will be used throughout the course.
ECE 346: Advanced Digital Design Laboratory
Advanced topics in top-down digital design and bottom-up verification are introduced.
Combinatorial and sequential logic design, circuit aspects of logic devices, families, and
interfaces are reviewed. CAD tools using schematic and hardware description language
based design entry for simulation, synthesis, post-synthesis analysis and implementation on
a programmable target device are exposed. Mentor Graphics and Xilinx ISE integrated design
and development environment will be used throughout the course.
ECE 347: Embedded Systems Design
This is a project oriented course. It is designed to deliver the concepts of microprocessorbased
design flow and hardware/software design integration. Discussions include CPU architectures,
instruction sets, interrupts, peripheral configurations, software development, real-time
operating system, as well as hardware-in-the-loop debugging and testing.
Prerequisites: ECE 140 and ECE 246 3 credits
ECE 348: Digital Design with HDL & Lab
This is a hands-on course for virtual prototyping of digital system design and verification with
hardware description language (HDL). Various scales and types of digital systems, including
combinatorial and sequential logic circuits, FSM designs, and memory and bus systems, are
reviewed. Hands-on HDL programming skills in advanced-level are exercised by performing
representation, simulation, verification and synthesis of the digital systems with extensive lab
practices and assignments. Xilinx ISE integrated design and development environment will be
used throughout the course lab exercises.
Prerequisite: ECE 140 & ECE 141 3 credits
ECE 349: Rapid Prototyping with FPGA
Field Programmable Gate Arrays (FPGAs) has become an essential part of the digital system
design flow for many applications. They provide inexpensive solutions for hardware
prototypes and fastest time-to-market. The novelty and programmability also allow design
explorations towards optimal architecture. This course will cover the FPGA features and
architectures, rapid prototyping aspect of FPGA use, FPGA configuration techniques, hardware
simulation and debugging, as well as the modern digital synthesis and hardware analysis skills
and tools. Other commercial programmable logic devices (PLD) will also be discussed.
ECE 351: Engineering Analysis
Theory and application of linear algebra, numerical analysis, complex variables, probability
and statistics for engineering problems. Application of Matlab.
Prerequisite: MATH 304 3 credits
ECE 357: Senior Design
Discussion of design fundamentals. Application of design principles to a design problem.
Determination of a complete problem definition/ specification. Development of a conceptual
design and a preliminary design with alternatives. Establish a schedule and tentative test plan.
Discuss ethics and ethical standards and consider impact on engineering decisions (examples
considered). Develop skills in effective communication. Present design at a formal design
review to colleagues at terms end.
Prerequisite: Senior standing and permission of the chair. 3 credits
ECE 358: Senior Design Laboratory and Seminar
Prototype development based upon design specification of ECE 357. Test plan developed and
implemented on the prototype. Alternative considerations, risk management and possible
design changes following initial prototype results. Develop skills in effective communication.
The outcome will include a complete design document and a final presentation. Student teams
will present their final prototypes to a review committee including peers, faculty and/ or
invited industrial guests.
ECE 363: Power System Engineering I
Models for elements of power system are studied. Per unit values and per unit system are
discussed. Power flow studies are investigated. Gauss Seidel, Newton Raphson, and Decoupled
lead flow are studied. Balanced faults are discussed.
ECE 366: Power System Engineering II
Symmetrical components are studied. Power System under fault conditions is analyzed using
symmetrical components. Economic operations of power systems are studied. Problem of
power systems stability is discussed. Analysis of two machine system is performed using equal
area criterion. Multi-machine stability is discussed.
ECE 380: Professional Seminar
This course covers issues facing electrical, computer and software engineering professionals.
It also reinforces students’ capabilities in public speaking, small group collaboration,
interpersonal communication, active listening, as well as competent reading skills. Topics
include trends in the field, job prospects, political issues, team and workplace behavior, project
leadership, as well as exercises in oral presentations, formal written reports, and effective two-
way communication. This course is designed to deliver a capstone senior design project idea by
the end of the semester.
Co-requisite: Junior Standing 1 credit
ECE 381: Project Experience
This course emulates internship learning environment and experience for students. Students
work on a supervised project and in a team setting to learn workplace fundamentals,
teamwork, and project management skills. Topics include teamwork assessment, management
vs. leadership, critical thinking for design of experiments and project management techniques.
Prerequisite: Junior Standing or permission of chair 1 credit
136
ECE 390-399: Special Topics in Electrical and Computer Engineering

Special courses developed from student interest in all areas of electrical engineering. Brief
description of current content to be announced in schedule of classes.
Prerequisite: Permission of the chair. 1-3 credits
ECE 421: VLSI Design
Focuses on the theory, design, implementation, and testing of Very Large Scale Integrated
(VLSI) Circuits and associated technologies. Primarily focuses on CMOS technologies and their
implementation. Includes a review of CMOS circuits & theory, overview of MOS fabrication
technology, circuit characterizations and performance estimation, electrical & physical design
of logic gates, clocking strategies, I/O structures, system design and test methods, design
synthesis, and advanced topics.
ECE 437: Advanced Computer Architecture
Focuses on the design and implementation of the instruction-set architecture. Performance
measures, ALU design, data and control path design, evolving into custom high performance
processor design using VHDL, pipelining, memory hierarchy design, cache memory and
advanced topics.
ECE 438: Real-Time Application
Real-time system is one that reacts to the dynamic external environment under certain timing
constraints. Real-time systems are becoming increasingly prevailing since more and more
applications require real-time computing. This course focuses on design and analysis of
software for real-time systems. It is to provide students with a basic understanding of realtime
applications. The topics covered in this course include: introduction to real-time systems,
scheduling algorithms and timing analysis, real-time operating systems, system impacts to real-
time performance and software architectures, as well as simulation and verification of real-time
applications. Hands-on experiences will be gained by using contemporary software tools.
ECE 440: Hardware/Software Co-design
This course will present state-of-the-art concepts and techniques for hardware/software
codesign of embedded systems. Topics include system level design methodologies of
hardware/ software co-design, system modeling and specification, architectures for
embedded systems, hardware/software trade-off, performance evaluation, hardware/
software co-synthesis and co-validation. The course follows the top-down design paradigm
using predefined and user custom IP cores. Contemporary CAD software tools and hardware
platforms including Xilinx Embedded Development Kit (EDK), Xilinx Integrated Software
Environment (ISE), ModelSim, GUN compiler and debugger (GDB), as well as Spartan 3 Starter
Board will be used throughout the course.
Prerequisite: ECE 345, ECE 347 3 credits
ECE 449: VHDL Design
This is an introductory course for the VHDL hardware description language targeting
programmable logic and ASIC design. The usage of the language in representation, simulation,
verification and synthesis areas is studied with extensive lab assignments. Essential syntax and
semantics of the VHDL language including design entity, architectural bodies, concurrent and
sequential statements, processes, data types, packages, configurations register transfer level
design are among the covered topics.
ECE 451: Optical Devices and Systems
This course presents an introduction to electro optics. Topics include topics of wave
propagation, interaction with both isotropic and anisotropic materials, modulation techniques,
lenses and lens systems, optical sources and optical detectors. Optical systems, subsystems and
applications are considered.
ECE 456: RF Circuit Integration

Unifies concepts from circuits, electronics, communications and electromagnetic field theory.
Applies concepts to subsystem radio frequency design: filtered amplifiers, oscillators, mixers,
filters, power amps, transmission lines, and digital processing. Design of systems using
discrete elements along with integrated elements is considered. RF on a chip technology is also
considered in the lab for high technology communication system application.
Prerequisites: ECE 333, ECE 335 3 credits
ECE 465: Power Electronics
This course introduces the basic concepts of various topologies (AC-DC, DC-DC, DC-AC,
ACAC, etc) of power converters. The fundamental principles of switching components are
discussed prior to the introduction of the design and application of converters. Emphasis is
on the design issues associated with converters and the computer techniques used for the
performance evaluation and analysis. Experiments are part of the course.
ECE 466: Modeling and Analysis of Electric Drives
This course introduces the issues on modeling and analysis of electrical drives. Basic concepts
of electromechanical energy conversion will be presented prior to the detailed modeling of
the dynamical aspects of both the DC and AC machines. Dynamic behavior of the machines
and their computer simulation will be examined. Numerical schemes for simulation, singular
perturbation technique, linearization technique, etc. are parts of the analysis tools. In addition,
modeling of switching power conversion will be studied as it pertains to drive application. If
time permits, some other practical aspects of drives will be examined, too.
ECE 471: Control of Electrical Machines
This course introduces the concept on the control of electric machines (DC and AC). Emphasis
is placed on fundamentals, and conventional methods of speed control of electric machines.
Control strategies using power semiconductors for DC motor drives, induction motor drives,
synchronous motor drives, and brushless dc and ac motors are discussed.
ECE 472: Digital Signal Processing
This course emphasizes the fundamental principles of signals and systems, sampling theorem,
discrete-time Fourier transform, power spectrum, z-transform, discrete Fourier transform
(DFT) and the fast Fourier transform (FFT) algorithm, digital filter design and implementation.
Matlab/Simulink will be used to evaluate implementations of digital signal processing
algorithms.
ECE 474: Artificial Neural Networks
This course will present artificial neural network (ANN) architectures and computational
algorithms suited for practical engineering applications. Topics will include an overview of
artificial neural networks and neural computing, elementary ANN building blocks and models.
Concepts of learning and training rules, the back-propagation algorithm as well as examples
and discussion of several classes of ANN such as feed-forward networks, multilayer networks,
recurrent networks, and self-organizing networks will be presented.
Implementations will be evaluated in Matlab/Simulink.
ECE 475: Advanced Instrumentation and Measurement
This course emphasizes the use of National Instruments (NI) tools to perform data acquisition,
measurement techniques and instrument control. Data acquisition will include analog and
digital I/O, signal conditioning and sensors. Measurement techniques will include time-
frequency analysis, data filtering, and distortion measurements. Instrument control will include
serial port, GPIB communications and instrument drivers. 3 credits
138
ECE 483: Intro to Communication Systems

This course emphasizes Fourier Series/Transform and FFT, frequency shifting concepts ideally
and in reality. Analog modulation techniques and technology including digital enhancement
techniques (amplitude, sideband and frequency modulation), sampling theory and digital
modulation (PAM, PWM, PPM, PCM) are considered. Noise aspects considered in determining
best SNR technique. Both time and frequency multiplexing and practical examples are
included.
ECE 484: Wireless System Applications
This course will cover topics in wireless and mobile communications and their application
to the design of systems and networks. These topics will include cellular concepts, beam
formation, path loss, fading, and multi-path in radio propagation, digital modulation formats,
equalization, diversity, coding, and multiple access techniques. Wireless local area networks
(WLAN), global system for mobile (GSM), and wideband CDMA (W-CDMA) will be discussed.
ECE 485: Advanced Programming In C/C++
Problem analysis. Translation path from pseudo-code to implementation. Comparison of C and
C++ implementations. Critical evaluation of time, memory, and program structure.
Programming style.
ECE 486: Object-Oriented Modeling
An advanced treatment of methods for producing an object-oriented design, including
structural, behavioral, and architectural design. Focus is on Object-Oriented analysis and
design methods and design processes they support. Includes treatment of the Unified Modeling
Language (UML) techniques and their application to systems/software development.
ECE 488: Modern Control Theory
Linear spaces and operators, mathematical descriptions of systems. Linear dynamical systems
and impulse response, matrices. Controllability and observability of linear dynamical systems.
Irreducible realizations of rational transfer function matrices. Canonical forms, state feedback
and state estimators. Stability of linear systems. Composite systems; linear optimal control and
linear distributed systems.
ECE 489: Digital Control
This course deals with the control of dynamic systems by employing classical and modern
control tools incorporating a digital computer in the control loop. It builds upon the
foundational concepts of continuous-time control, and provides the background needed for
practicing engineers to enhance their knowledge in the area of digital control system. Topics
of discussion are state-space and transfer function representations, Z-transform, digital control
system design, filter design, state-space approach to control system design, linearization,
stability, system identification, and adaptive control.
ECE 490-499: Advanced Topics in Electrical and Computer Engineering
Advanced courses developed from student interest in all areas of electrical engineering. Brief
Prerequisite: Permission of the chair. 1-3 credits
SEECS (101, 102, 201, 202, 301, 302, 401, 402): Professional and Personal Enrichment Seminar
Course description is listed in Computer & Information Science section of the catalog.
0 credit, Fall and Spring
Electrical and Electronics Option of ECE Curriculum

FRESHMAN
3 Foundations of Theology/LTHE 101 3 Intro to C Programming/ECE 111
3 Calculus I/MATH 140 3 Calculus II/MATH 141
3 History Without Borders/LHST 111 3 Digital Logic Design/ECE 140
1 Eng Tools Applications/ECE105 1 Digital Logic Design Lab/ECE 141
1 Eng Tools Applications Lab/ECE106 3 Circuits I/ECE 228
2 First-Year Seminar/ENG 100 1 Circuits I Lab/ECE 229
16 17
SOPHOMORE
3 Introduction to Philosophy/LPHI 131 3 Signals and Systems/ECE 330
3 Calculus III/MATH 242 3 Electronics/ECE 238
3 Test & Measurement/ECE243 1 Electronics Lab/ECE 239
3 Circuits II/ECE 240 3 The Bible: An Intro/LTHE 201
1 Circuits II Lab/ECE 241 3 Physics 1: Mechanics/PHYS 210
2 Microprocessors/ECE 246 3 Calculus IV/MATH 243
1 Microprocessors Lab/ECE 247 1 Physics 1 Lab/PHYS 211
16 17
JUNIOR
3 Differential Equations/MATH 304 3 Philosophy II Series/LPHI
3 Electromagnetic Fields/ECE 335 3 Electric Drives/ECE 327
3 Automatic Control/ECE 326 1 Professional Seminar/ECE 380
1 Automatic Control Lab/ECE 329 3 Technical Elective 1
1 Project Experience/ECE 381 3 Engineering Analysis/ECE 351
3 Power Electronics/ECE 465 3 Physics 2/PHYS 212
3 LPHI 237 or LTHE 300 course
18 16
SENIOR
3 Senior Design I/ECE 357 3 Senior Design II/ECE 358
3 Chemistry/CHEM 111 3 Intro to Thermal Science/ME 212
1 Chemistry Lab/CHEM 112 3 LS Senior Seminar/LBST 383
1 Electric Drives Lab/ECE 328 3 Fine Arts Series/LFIN
3 Literature Series/LENG 3 Technical Elective 2+
3 Social Science
14 15
+ Can be repeated by a Math/Science elective course
140
Bioelectrical Engineering Option of ECE Curriculum

FRESHMAN
3 Foundations of Theology/LTHE 101 3 Intro to C Programming/ECE 111
3 History without borders/LHST 111 3 Digital Logic Design/ECE 140
1 Eng Tools Applications/ECE 105 1 Digital Logic Design Lab/ECE 141
1 Eng Tools Applications Lab/ECE 106 3 Circuits I/ECE 228
16 17
SOPHOMORE
3 Introduction to Philosophy/LPHI 131 3 Signals and Systems/ECE 330
3 Calculus III/MATH 242 3 Electronics/ECE 238
3 Test & Measurement/ECE 243 1 Electronics Lab/ECE 239
3 Circuits II/ECE 240 4 Physics 1/PHYS 210 & PHYS 211
1 Circuits II Lab/ECE 241 4 Human Anat. & Phys. & Lab I/
2 Microprocessors/ECE 246 BIOL 115 & BIOL 116
1 Microprocessors Lab/ECE 247 3 The Bible: An Intro/LTHE 201
16 18
JUNIOR
3 Differential Equations/MATH 304 3 Philosophy II Series/LPHI
1 Automatic Control lab/ECE 329 4 Human Anat. & Phys. II & Lab/
3 Electromagnetic Fields/ECE 335 BIOL 117, 118
3 Automatic Control/ECE 326 1 Professional Seminar/ECE 380
3 LPHI 231 or LTHE 300 course level 3 Technical Elective 1
1 Leadership Seminar 3 Engineering Analysis/ECE 351
1 Project Experience/ECE 381 3 Physics 2/PHYS 212
15 17
SENIOR
3 Chemistry/CHEM 111 3 Intro to Thermal Science/ME 212
1 Chemistry Lab/CHEM 112 3 Fine Arts Series/LFIN
3 Social Science 3 LBST 383 senior capstone
3 Technical/Science Elective 3 Technical Elective 2
16 15
Computer Engineering Option of ECE Curriculum

FRESHMAN
3 Foundations of Theology/LTHE 101 3 Intro to C Programming/ECE111
3 History Without Borders/LHST 111 3 Digital Logic Design/ECE 140
1 Eng Tools Applications/ECE105 1 Digital Logic Design Lab/ECE 141
1 Eng Tools Applications Lab/ECE106 3 Circuits I/ECE 228
16 17
SOPHOMORE
3 Discrete Math 1/MATH 222 3 The Bible: An Intro/LTHE 201
2 Microprocessors/ ECE 246 3 Signals & Systems/ECE 330
1 Microprocessors Lab/ECE 247 3 Electronics/ECE 238
3 Calculus III/MATH 242 1 Electronics Lab/ECE 239
3 Data Structure & Algorithms/ECE 217 3 Physics 1: Mechanics/PHYS 210
3 Introduction to Philosophy/LPHI 131 1 Physics 1 Lab/PHYS 211
3 Test and Measurement/ECE 243 3 Computer Architecture/ECE 337
18 17
JUNIOR
3 LPHI 237 or LTHE 300 level courses 3 Philosophy II Series/LPHI
3 Embedded Kernel & RTOS/ECE 311 3 Engineering Analysis/ECE 351
3 Automatic Control/ECE 326 3 Physics 2/PHYS 212
3 Digital Design with HDL& Lab/ECE 348 3 Micro-Controller Appl./ECE 340
3 Differential Equations/MATH 304 1 Professional Seminar/ECE 380
1 Project Experience/ECE 381 3 Rapid Prototyping w FPGA/ECE 349
1 Automatic Control Lab/ECE 329
18 16
SENIOR
3 Technical Elective 1 3 Math/Science Elective
3 Social Science 3 LS Senior Seminar/LBST 383
3 Literature Series/LENG 3 Fine Arts Series/LFIN
3 Chemistry I/CHEM 111
1 Chemistry I Lab/CHEM 112
16 12
142
Technical electives are specialized courses intended to allow students to focus the breadth
or depth of their degree program. Students should plan for these courses well in advance (at
least a year) to ensure that the course(s) they are interested in will be offered in the sequence
in which they can enroll. Students should plan their course sequence in order to have the
appropriate pre-requisites. In all cases, students should select these courses in consultation with their
academic advisor.
Students in all ECE degree options are required to take technical elective courses and/or math/
science elective courses, depending on their option of study, as follows:
• EE: one technical elective and one math/science elective; or two technical electives
• BE: two technical electives and one science elective; or three technical electives
• CE: one technical elective and one math/science elective
The following table shows technical electives for the three options
(Note that ‘•’ indicates a pre-approved course for the corresponding option in each column).
Electrical & Bioelectrical Computer

Elective Courses Electronics Engineering Engineering
ECE 240/1: Circuits II & Lab •
ECE 324: Electric Machines
ECE 335: Electromagnetic Fields •
ECE 337: Computer Architecture • •
ECE 340: Micro-Controller Applications • •
ECE 345/6: Advanced Digital Design & Lab • •
ECE 347: Embedded Systems Design • •
ECE 348: Digital Design with HDL & Lab • •
ECE 363: Power System Engineering I • •
ECE 366: Power System Engineering II • •
ECE 390-399: Special Topics in Electrical Engineering • • •
ECE 421: VLSI Design • • •
ECE 437: Advanced Computer Architecture • • •
ECE 449: VHDL Design • • •
ECE 451: Optical Devices and Systems • •
ECE 456: R F Circuit Integration • •
ECE 466: Modeling & Analysis of Electric Drives • •
ECE 471: Control of Electrical Machines • •
ECE 472: Digital Signal Processing • • •
ECE 474: Artificial Neural Networks • • •
ECE 483: Communication Theory • •
ECE 485: Advanced Programming in C/C++ • • •
ECE 486: Object-oriented Modeling • • •
ECE 488: Modern Control Theory • • •
ECE 489: Digital Control • • •
Other ECE3xx or ECE4xx course, with advisor approval • • •
CIS 3xx or CIS4xx Course, with advisor approval • • •
CIS 286 Adv. Object-Oriented Techniques •
CIS 315 Software Engineering •
BME 460 Biosignal Processing •
BME 479 Biomedical Robotics and Biomimetics •
BME 480 Haptics •
144
The following table shows math/science electives for the three options with ‘•” indicating a
pre-approved course for the corresponding option in each column.
Electrical & Bioelectrical Computer
Math/Science Elective Courses Electronics Engineering Engineering
MATH 252 Linear Algebra • •
MATH 308 Applied Complex Variables • •
MATH 313 Probability & Statistics II • •
PHYS 300 Intro. to Modern Physics • • •
PHYS 301 Theoretical Mechanics • • •
PHYS 406 Optics • • •
CHEM 114 General Chemistry II • • •
CHEM 121 Intro to Nanotechnology •
CHEM 331 Physical Chemistry I • • •
BIOL 104 Human Biology • • •
BIOL 115 Human Anatomy and Physio. I • •
BIOL 122 Molecular and Cellular Biology • • •
Electrical Engineering Co-Op Curriculum
Plan A
Year 1 Fall 1 Spring 1 Summer Vacation
Year 2 Fall 2 Spring 2 4 month WP*
Year 3 Fall 3 4 month WP Summer**
Year 5 Fall 4 Spring 4
Plan B
Plan C
Year 5 4 month WP Spring 4
* Work Period
Notes:
(1) Fall and Spring follow the regular engineering schedule.
(2) For maximum financial aid, 12 credits of Liberal Studies Core Courses should be taken
during the 4 month summer session listed.
ENVIRONMENTAL SCIENCE 145
(3) Students should register for zero credit Co-Op Placement (ENG 399) for each work period.
DEPARTMENT OF
ENVIRONMENTAL SCIENCE & ENGINEERING
MICHELLE HOMAN, Ph.D., Chair, Department of Environmental Science & Engineering
FACULTY: Associate Professor: Hwidong D. Kim, Ph.D., P.E., Assistant Professor: Varun
Kasaraneni, Ph.D., Professor Emeritus: Harry R. Diz, Ph.D., P.E.
The department offers majors in Environmental Science and Environmental Engineering, and
a minor in Environmental Science. There is also a 5 year Combined B.S./M.S. degree program
in Environmental Science (see below).
ENVIRONMENTAL SCIENCE
The Bachelor of Science in Environmental Science degree is a rigorous interdisciplinary
curriculum that builds competence in basic science, environmental technologies, computation
skills, and communication skills. The program is designed for students with strong analytical
abilities with a curriculum that includes courses in environmental science as well as biology,
chemistry, physics, earth science, and mathematics. Computer applications are used in many
courses, including at the higher levels, the use of software designed or sponsored by the
USEPA. A high level of competence in the use of word processing, presentation software, and
spreadsheets will be required. The Environmental Science B.S. degree allows students to select
electives in biology, chemistry, or environmental earth science.
The department believes that one becomes a scientist by “doing science”, not just reading about
it. Therefore, the curriculum provides for a year-long research project during the senior year,
organized within the two-semester sequence “Senior Thesis I and II”. This sequence guides
the student in becoming familiar with the scientific method and reading scientific literature.
Each student works with a faculty mentor on an individual basis during the senior year to
design and conduct a scientific study, culminating in the writing of a Senior Thesis based on the
student’s work.
This program leads to a Bachelor’s of Science degree in Environmental Science. There are two
technical options which each require a minimum of 128 credits: Environmental Health and
Safety, and Environmental Resource Management. The freshman and sophomore year are
the same for both options. Students should decide which option to pursue by the end of their
sophomore year.
Environmental Health and Safety Option of ES Curriculum

FRESHMAN
3 Intro to Environmental Science I/ 3 Intro to Environmental Science II/
ENV 120 ENV 121
4 General Chemistry I w/lab/ CHEM 4 General Chemistry II w/lab/
111,112 CHEM 114, 115
3 MATH elective 3 MATH elective
2 First Year Seminar ENG 100 or other 3 Inv to Philosophy/LPHI 131
15 16
146
SOPHOMORE
Third Semester Fourth Semester
4 Molecular/Cell Biology w/Lab/ 4 Animal Form & Func w/lab/BIOL 124,125
BIOL 122,123 4 General Physics 2 w/lab/PHYS 108,109
4 General Physics 1 w/lab/PHYS 105,106 4 Physical Geology w lab/ENV102/103
3 Foundations of Theology/LTHE 101 3 LPHI 237 or any LTHE 300 course
3 Philosophy II/LPHI 1 Leadership Seminar
3 History without Borders/LHST 111
17 16
JUNIOR
Fifth Semester Sixth Semester
3 Environmental Toxicology/ENV 400 3 Industrial Health 1/ENV 440
1 Environmental Health Lab/ENV401 4 Water Quality w/lab/ENV 336/337
4 Environmental Hydrology w lab/ 3 Fine Art Series/LFIN
ENV 312, 313 3 Industrial Safety/ENV 498
4 Ecosystem Biology & Evolution w/lab/ 3 The Bible: An intro/LTHE 201
BIOL126,127
3 Speech/SPCH 111
15 16
SENIOR
Seventh Semester Eighth Semester
1 Senior Thesis I/ENV 496 4 Senior Thesis II/ENV 497
2 Wetlands Science & Engineering/ 3 Solid & Hazardous Waste Mgmt/
ENV 422 ENV 477
3 Applied Statistics/ MATH 213 3 Liberal studies/Social Sciences
3 Literature Series/LENG 3 Human Health Risk Assessment/
3 Approved elective ENV 445
3 Senior Seminar/LBST 383 3 Approved Elective
2 Site Assessment/ENV 420
16 17
Environmental Resource Management Option of ES Curriculum

FRESHMAN
3 Intro to Environmental Science I/ENV 3 Intro to Environmental Science II/
120 ENV 121
4 General Chemistry I w/lab/ CHEM 4 General Chemistry II w/lab/
111,112 CHEM 114, 115
3 MATH elective 3 MATH elective
2 First Year Seminar ENG 100 or other 3 Intro to Philosophy/LPHI 131
15 16
ENVIRONMENTAL SCIENCE 147
SOPHOMORE
4 Molecular/Cell Biology w/Lab/ 4 Animal Form & Func w/lab/BIOL 124, 125
BIOL 122, 123 4 General Physics 2 w/lab/PHYS 108,109
4 General Physics 1 w/lab/PHYS 105,106 4 Physical Geology w lab/ENV102/103
3 Foundation of Theology/LTHE 101 3 LPHI 237 or any LTHE 300 course
3 Philosophy II/LPHI 1 Leadership Seminar
3 History without Borders/LHST 111
17 16
JUNIOR
3 Environmental Toxicology/ENV 400 4 Principles of Ecology w Lab/
1 Environmental Health Lab/ENV401 BIOL 298/299
3 Soil Science/ENV 307 4 Water Quality w/lab/ENV 336/337
4 Ecosystem Biology & Evolution 3 Fine Art Series/LFIN
w/lab/BIOL 126, 127 3 Approved elective
2 Wetlands Science & Engineering/ 3 The Bible: An intro/LTHE 201
ENV 422
3 Speech/SPCH 111
16 17
SENIOR
1 Senior Thesis I/ENV 496 4 Senior Thesis II/ENV 497
4 Limnology and Lab /BIOL 385/386 3 Geographic Information Systems/
3 Applied Statistics/ MATH 213 ENV 410
3 Literature Series/LENG 3 Liberal studies/Social Sciences
3 Senior Seminar/LBST 383 4 Approved Elective with lab
3 Approved Elective
14 17
Student Outcomes
The B.S. in Environmental Science is designed to provide an interdisciplinary education with
a focus on practical and field applications. After completing the ES program students will:
1. Demonstrate knowledge of and application of math and the natural sciences in order to
understand human impacts on the natural environment.
2. Gain the practical skills necessary in the environmental field including laboratory and field
instrumentation, computer software, and sampling and analysis techniques.
3. Demonstrate the ability to identify and evaluate environmental problems and to develop
solutions to remediate and sustain environmental systems.
4. Be able to implement scientific research strategies, including collection, management,
evaluation, and interpretation of environmental data.
5. Demonstrate effective oral and written communication skills specific to the audience and
circumstance.
A minor in Environmental Science is also available.

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Course Requirements for the B. S. in Environmental Science degree (minimum 128 credits)
LIBERAL STUDIES CORE 42 Choose One of the Following Tracks

LENG 111 College Composition 3
LENG 112 Critical Analysis & Comp. 3 TRACK 1: ENVIRONMENTAL
LENG Literature 3 HEALTH & SAFETY 26
LTHE Foundation Theology Course 3 ENV 312/313 Environmental
LPHI Foundation Philosophy Course 3 Hydrology and Lab 4
LPHI Philosophy II 3 ENV 420 Environmental Site Assessment 2
LTHE Theology II 3 ENV 422 Wetlands Science & Eng 2
LPHI III Ethics/Moral Responsibility 3 ENV 440 Industrial Health 1 3
LFIN Fine Arts 3 ENV 445 Human Health Risk Assessment 3
LHST Foundation History course 3 ENV 477 Industrial/Hazardous
SPCH 111 Speech 3 Waste Management 3
Social Science 3 ENV 498 Industrial Safety 3
Freshman Seminar 2
Leadership Seminar 1 Electives 6
LBST 383 Senior Seminar 3 ENV 410 GIS 3
ENV 430 Environmental Sustainability 3
NATURAL SCIENCES 28 ENV 441 Industrial Health II 3
BIOL 122 Molecular & Cell Biology 3 ENV 446 Industrial Hygiene Sampling 1
BIOL 123 Molecular & Cell Bio. Lab 1 IE 410 Ergonomics 3
BIOL 124 Animal Form and Function 3 ENV 498 Environmental Internship 1-3
BIOL 125 Animal Form and Function Lab 1
BIOL 126 Ecosystem Bio & Evolution 3 TRACK 2: ENVIRONMENTAL
BIOL 127 Ecosystem Bio & Evol Lab 1 RESOURCE MANAGEMENT 26
CHEM 111 General Chemistry I 3 BIOL 298/299 Principles of Ecology
CHEM 112 General Chemistry I Lab 1 and Lab 4
CHEM 114 General Chemistry II 3 BIOL 385/386 Limnology and Lab 4
CHEM 115 General Chemistry II Lab 1 ENV 307 Soil Science 3
PHYS 105 General Physics I 3 ENV 410 Geographic Information System 3
PHYS 106 General Physics I Lab 1 ENV 422 Wetlands Science & Engineering 2
PHYS 108 General Physics II 3
PHYS 109 General Physics II Lab 1 Electives 10
BIOL 223/224 Invertebrate Zoology
MATHEMATICS 9 and Lab 4
MATH 213 Applied Statistics (required) 3 ENV 312/313 Environmental Hydrology 4
Plus any two of the following courses: ENV 306 Oceanography- 3
MATH 111 College Algebra 3 BIOL 385/386 Limnology and Lab 4
MATH 112 Trigonometry 3 BIOL 323/324 Wildlife Management
MATH 135 PreCalculus 3 and Lab 4
MATH 140 Calculus I 3 BIOL 390/391 Plant Ecology and Lab 4
MATH 141 Calculus II 3 BIOL 395/396 Fisheries Biology and Lab 4
ENV 477 Industrial/Hazardous
ENVIRONMENTAL SCIENCE CORE 23 Waste Management 3
ENV 101/102 Physical Geology and Lab 4 ENV 498 Environmental Internship 1-3
ENV 120 Intro to Env Science 1 3
ENV 121 Intro to Env Science 2 3 128 credits total
ENV 336 Water Quality 3
ENV 337 Water Quality Lab 1
ENV 400 Env Health & Toxicology 3
ENV 401 Env Health Lab 1
ENV 496 Senior Thesis I 1
ENV 497 Senior Thesis II 4
ENVIRONMENTAL ENGINEERING 149
Combined 5-Year B.S./M.S. Program in Environmental Science

Only students who have demonstrated unusual maturity and scientific aptitude will be
accepted into the Combined 5-Year B.S./M.S. Program. It is necessary for the student to take up
to 18 credits each semester as an undergraduate. It is necessary to plan early and apply before
the beginning of the junior year to participate in the combined B.S./M.S. Program. In addition
to the B.S. requirements, and depending on the area of concentration, the student should plan
to complete specific first year graduate courses during the senior year (see below). No more
than 12 graduate credits are allowed prior to the completion of the B.S. degree. Graduate
level courses taken when not previously approved for the Combined Program will count only
toward the B.S. degree. It will be necessary to spend the summer after the senior year and/or
after the first year of graduate school in course work, an internship, or in a research project.
Recommended Graduate Courses during the Senior Year:

GENV 500 Environmental Research Methods (3)
GENV 520 Environmental Site Assessment or
GENV 522 Wetlands Science & Engineering (2)
GENV 536/537 Env Chemistry and lab (4)
GENV 540 Industrial Health I (3)
GENV 544 Env Law & Regulations (3)
Total Course Requirements for the 5 yr Combined B.S./M.S. Program includes 164 credits (128
credits undergraduate plus 36 credits graduate). Consult the Graduate Catalog for additional
information about other requirements of the graduate program.
ENVIRONMENTAL ENGINEERING
The Bachelor of Science in Environmental Engineering program at Gannon University is
accredited by the Engineering Accreditation Commission of ABET, http://www.abet.org. It
is a demanding curriculum which combines mathematics, the basic sciences, and engineering
principles. Students in the program develop strong analytical skills and a broad understanding
of environmental problems. Environmental engineers are qualified to fill jobs designated for
environmental scientists, and are also eligible for professional positions not open to those
trained as scientists. Engineers often command higher salaries than non-engineers. Graduates
will find careers in the public and private sectors: with government agencies, environmental
consulting firms, and with private industry.
The Environmental Engineering program at Gannon offers small classes and individual
attention from the faculty. Each environmental engineering student will work with a faculty
mentor on a senior design project to bring together the theoretical and practical aspects of
engineering design to solve an environmental problem.
Program Educational Objectives and Student Outcomes

In accordance with the requirements of the Engineering Accreditation Commission of ABET, by
three to five years after graduation, graduates of the environmental engineering program will:
1. Have careers in industry, consulting or government where they successfully apply their
knowledge and skills to Environmental Engineering Practice.
2. Continue their professional development through graduate work, workshops and seminars,
and/or pursuit of a professional license.
3. Demonstrate leadership and communication skills through project management, report
preparation, and professional presentations.
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4. Conduct themselves in accordance with professional ethical standards.

To accomplish the Program Educational Objectives and to satisfy the ABET specific
requirements for the environmental engineering degree, the program has set forth the
following Student Outcomes, along with an assessment process to provide feedback for
continuous improvement in the program. Graduates of the Environmental Engineering
program must attain:
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(particularly in the areas of water quality and environmental health).
(c) an ability to design a system, component, or process to meet desired needs within realistic
constraints such as economic, environmental, social, political, ethical, health and safety,
manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a global,
economic, environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
The environmental engineering curriculum is designed to provide environmental engineering
graduates with a comprehensive engineering education. Students must demonstrate that they
have attained an introductory level knowledge of environmental issues associated with air,
land, and water systems and associated environmental health impacts; an understanding of
concepts of professional practice and the roles and responsibilities of public institutions and
private organizations pertaining to environmental engineering, and a proficiency in advanced
principles and practice relevant to water quality and environmental health.
Course Requirements for the B. S. in Environmental Engineering degree

(minimum 132 credits)
LIBERAL STUDIES CORE 40 GENERAL ENGINEERING 13

LENG 111 College Composition 3 ENG 100 First-Year Seminar 2
LENG 112 Crit Analysis & Comp. 3 ME 201 Statics 3
LENG Literature 3 ME 204 Dynamics 3 ME 205 Digital Computer Usage 1
LTHE Foundation Theology 3 ME 206 Digital Computer Usage Lab 1
LPHI Foundation Philosophy 3 ME 312 Engineering Thermodynamics 3
LPHI Philosophy II 3
LTHE Theology II 3 ENVIRONMENTAL
LPHI III Ethics/Moral Resp 3 ENGINEERING SCIENCES 40
LFIN Fine Arts 3 ENV120 or 121
LHST Foundation History 3 Environmental Science I or II 3
SPCH 111 Public Speaking 3 ENV 312 Environmental Hydrology 3
ECON 285 Project Economics 3 ENV 313 Environmental Hydrology Lab 1
Leadership Seminar 1 ENV 336 Water Quality 3
LBST 383 Senior Seminar 3 ENV 337 Water Quality Lab 1
ENV 400 Environmental Toxicology 3
MATH & BASIC SCIENCES 36 ENV 401 Environmental Health Lab 1
MATH 140 Calculus I 3 ENV 403 Environmental Engineering 3
MATH 141 Calculus II 3 ENV 440 Industrial Health I 3
MATH 242 Calculus III 3 ENV 444 Environmental Law
MATH 304 Differential Equations 3 & Regulations 3
MATH 312 Probability & Statistics OR ENV 451 Water/Wastewater Engineering 3
MATH 213 Applied Statistics 3 ENV 453 Water/Wastewater Lab 1
PHYS 211 Fund Physics 1 3 ENV 465 Soil & Groundwater Pollution 3
PHYS 212 Fund Physics 2 3 ENV 486 Fluid Mechanics and
ENV 474/478 Environmental Water Systems Design 3
Microbiology & lab OR ENV 487 Fluid Mechanics and
BIOL 106/107 Intro to Microbiology & lab 4 Water Systems Design Lab 1
CHEM 111 General Chemistry I 3 ENV 494 Senior Design I 2
CHEM 112 Gen Chemistry I Lab 1 ENV 495 Senior Design II 3
CHEM 114 General Chemistry II 3
CHEM 115 Gen Chemistry II Lab 1 Approved Environmental
ENV 101 Physical Geology OR Engineering Electives: 3
ENV 210 Env Geology 3 ENV 102 Physical Geology Lab 1
ENV 307 Soil Science 3
ENV 410 Geographic Info Systems 3
ENV 420 Environmental Site Assessment 2
ENV 422 Wetlands Science & Engineering 2
ENV 430 Environmental Sustainability 3
ENV 435 Water Quality Modeling 4
ENV 441 Industrial Health II 3
ENV 446 Ind Hygiene Sampling Techn 2
ENV 455 Air Pollution Control 3
ENV 477 Indus/Hazardous
Waste Treatment 3
ENV 498 Environmental Internship 1-3
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Typical 4 year program in Environmental Engineering

(Numerals in front of course represent credits)
FRESHMAN
3 Gen Chemistry I/CHEM 111 3 Fund Physics 1/PHYS 211
1 Gen Chemistry I Lab/CHEM 112 3 General Chemistry II/CHEM 114
2 First-Year Seminar/ENG 100 1 General Chemistry II Lab/CHEM 115
3 Environmental Science I/ENV 120 3 Intro to Philosophy/LPHI 131
2 Dig Computer & Lab/ME 205, 206
17 16
SOPHOMORE
3 Fund Physics 2/PHYS 212 3 Differential Equations I/MATH 304
3 Statics/ME 201 3 Dynamics/ME 204
3 Calculus III/MATH 242 3 History Without Borders/LHST 111
3 Philosophy II series/LPHI 3 Physical Geology/ENV 101 OR ENV 210
3 Project Economics/ECON 285 Env. Geology (if taking ENV 101)
3 Public Speaking/SPCH 111 1 Physical Geology Lab/ENV 102
3 LPHI 237 or LTHE 300 level course
18 16-17
JUNIOR
4 Environmental Toxicology & Lab/ 3 Environmental Engineering/ENV 403
ENV 400, 401 3 Water Quality/ENV 336
3 Probability & Statistics/MATH 312 OR 1 Water Quality Lab/ENV 337
Applied Statistics/MATH 213 3 Fine Arts Series/LFIN
4 Environmental Hydrology & lab/ 3 Thermodynamics/ME 312
ENV 312, 313 3 Intro Microbiology/BIOL 106 OR
3 Foundations of Theology/LTHE 101 Env. Micro/ENV 474
3 Literature Series/LENG 1 Intro Microbiology Lab/BIOL 107 OR
Env Micro Lab/ENV 478
17 17
SENIOR
2 Senior Design I/ENV 494 3 Senior Design II/ENV 495
3 Water & Wastewater Engineering/ 3 Industrial Health I/ENV 440
ENV 451 3 Soil & Groundwater Pollution/ENV 465
1 Water & Wastewater Lab/ENV 453 3 Environmental Law & Reg/ENV 444
3 Fluid Mechanics & Water Systems/ 3 Technical Elective/ENV
ENV 486
1 Fluid Mechanics & Water Systems
Lab/ENV 487
3 Senior Seminar/LBST 383
3 The Bible: An Intro/LTHE 201
16 15
ENVIRONMENTAL SCIENCE MINOR

The Environmental Science minor is intended for students in science and engineering
disciplines that wish to pursue a career with an environmental emphasis. The program is
administered by the Department of Environmental Science and Engineering and coursework is
intended to provide students with a broad framework that focuses on the relationship between
human activities and environmental impacts. Students have nine credits of elective courses
(ENV courses) to choose from that align with their career interests.
All students completing the appropriate prerequisite courses (CHEM 112-114) are eligible
for the minor program with the exception of environmental science and environmental
engineering students. Minor declaration forms are available from the environmental science
and engineering department and should be submitted to the registrar’s office.
REQUIRED COURSES (13)

____ ENV 120 Introduction to Environmental Science I (3)
____ ENV 121 Introduction to Environmental Science II (3)
____ ENV 336 Water Quality (3)
____ ENV 337 Water Quality Lab (1)
____ ENV 400 Environmental Toxicology (3)
Environmental Science Electives min (5)

5 credits or more from any ENV courses
Minimum Total Credits: 18
COURSE DESCRIPTIONS

Course description is listed in the Electrical and Computer Engineering section of the catalog.
2 credits, Fall
ENV 101: Physical Geology
This course will focus on the forces at work on the earth’s surface, the development of
landscapes, and the nature of rocks and minerals. Topics such as plate tectonics, weathering,
running water, ground water, glaciers, the oceans, volcanism, and earthquakes will also be
covered.
Corequisite: ENV 102. 3 credits, Spring
ENV 102: Physical Geology Lab
The lab will include studies of topographic and geologic maps. Rocks and mineral specimens
will be studied with emphasis on the characteristics that reveal the origins of igneous,
sedimentary, and metamorphic rocks.
Corequisite: ENV10l. 1 credit, Spring
ENV 104: Historical Geology
The history of the earth, including the development of life. The changing nature of the surface
of the earth and the living forms inhabiting it are studied with emphasis on stratigraphy, plate
theory, and the fossil record.
Corequisite: ENV 105. 3 credits
ENV 105: Historical Geology Lab
Geologic maps will be studied to establish a familiarity with the principles of stratigraphy.
Fossils will provide means by which the methods of preservation of organisms and the
evolution of life can be appreciated.
Corequisite: ENV104. 1 credit
154
ENV 112: Meteorology

This course deals with the fundamentals of modern meteorology, weather instruments, and
observations, weather codes, map plotting and analysis. 3 credits
ENV 120: Introduction to Environmental Science I
The focus of this course will include the underlying scientific principles of environmental
concerns and the necessary tools for analyzing and solving such problems. The topics and
concepts to be discussed include human population dynamics and effects, matter and energy,
geochemical cycling, renewable and nonrenewable resources, preservation of wilderness
and endangered species, land use, environmental ethics and sustainability. Due to the
interdisciplinary nature of many environmental problems, the political, social, economic, and
ethical aspects will also be discussed along with the biological and chemical principles.
3 credits, Fall
ENV 121: Introduction to Environmental Science II
This portion of the course will focus upon chemical, biological, and physical agents that are
environmentally-mediated and constitute a risk to both human health and the environment.
The major concepts that will be discussed include sources, environmental pathways of
transmission, exposure-dose relationships, adverse health effects, environmental laws and
regulations and control and remediation technologies. The principles and methods of risk
assessment and risk management will also be identified and used throughout the course as an
underlying theme. 3 credits, Spring
ENV 200 and ENV 201: Environmental Seminar I and II
A reading, discussion, presentation of scientific literature relating to the environment along
with occasional speakers on environmental topics from inside and outside the university.
1 credit
ENV 210: Environmental Geology
This course explores the environmental consequences of mining and energy production. The
geologic background of ore formation, ore extraction, and refining will be studied. Also, the
impacts on the lithosphere, the hydrosphere, and the atmosphere due to the extraction of coal,
gas, and oil will be studied. The consequences for short-term and long-term changes in the
global environment will be studied. Throughout the course, the scientific method of inquiry,
skepticism, evidence, and conclusion will be employed. 3 credits
ENV 306: Oceanography
Designed to acquaint students with the marine environment and its associated structure, which
covers over seventy percent of the earth’s surface. An environmental approach focusing on the
physical, chemical and biological properties is emphasized throughout.
Prerequisite: ENV101 or ENV104 or ENV210 or permission of instructor. 3 credits
ENV 307: Soil Science
Designed to acquaint students with the physical, chemical and biological aspects of the world’s
soils, including use and classification. Particular emphasis is on soil pollution, and soil as a
medium for plant growth.
Prerequisite: ENV101 or ENV104 or ENV210 or permission of instructor. 3 credits
ENV 312: Environmental Hydrology
This course involves the study of the hydrologic cycle and changes caused by human activity,
including study of urbanizing effect on stream hydrology and stream restoration.
Prerequisite: ENV101 or ENV210 3 credits, Fall
ENV 313: Environmental Hydrology Lab
This lab course complements ENV312, and includes field and lab exercises relating to stream
hydrology and stream restoration. 3 hrs lab.
Pre- or Co-requisite: ENV 312 1 credit, Fall
ENV 336: Water Quality

This course covers the major types of water pollution of concern to the environmental
professional. Topics to be covered include water quality impacted by organic and nutrient
pollution in surface and groundwater, as well as the water quality consequences of heavy metal
and toxic organic pollution.
Prerequisites: CHEM 111, 112, 114, 115; Corequisite: ENV 337 3 credits
ENV 337: Water Quality Lab
This is a companion course to ENV 336 Water Quality, which is a required corequisite. Lab
activities will cover wet chemistry and instrumental techniques required for water quality
monitoring. Methods employed will include standard methods as well as EPA approved
methods.
Prerequisites: CHEM 112, 115; Corequisite: ENV 336 1 credit
ENV 383: Environmental Research
This is a course in supervised research specifically for undergraduates who wish to experience
science as a participant. The course requires a minimum of 3 hours per week involved in lab or
field work. Students become active in on-going research projects which typically relate to the
Great Lakes, local streams, or local industries.
Prerequisite: Permission of Instructor 1 credit
ENV 400: Environmental Toxicology
This course focuses upon the properties, effects and detection of chemical substances in
the environment and within exposed species and how that information is used to protect
human health. Topics to be covered include: dose-response relationships, toxicokinetics,
biotransformation and elimination of toxicants, target organ toxicity, carcinogenesis, risk
assessment and the standard-setting process.
Prerequisites: CHEM 114; Co-requisite: ENV 401 3 credits, Fall
ENV 401: Environmental Health & Toxicology Laboratory
This laboratory course accompanies the ENV400 course to allow students to apply the
knowledge learned in class by collecting and analyzing environmental samples. This course
will focus on the design and implementation of environmental sampling and will require
students to design their own collection programs and obtain samples of appropriate media.
Corequisite: ENV 400 1 credit, Fall
ENV 403: Environmental Engineering
This course applies the principles of science and engineering to environmental systems
pollution management. Topics covered include chemical kinetics, mass balance, mass transfer,
water and wastewater treatment, air pollution control, and solid and hazardous waste
management.
Prerequisite: PHYS 108 or PHYS 212 3 credits, Spring
ENV 410: Geographic Information Systems (GIS)
Geographic Information Systems (GIS) use computers to organize and interpret spatially
identified data. GIS systems present data in map form, and allow sophisticated analysis of
data to aid in better understanding and interpretation. The course introduces the student to
ARCVIEW GIS, a software product of ESRI, Inc., the leading GIS software in use today.
2 hr lecture, 3 hrs computer lab. 3 credits, Spring
ENV 416: Limnology of the Great Lakes with Lab
A study of the physical, chemical and biological aspects of the Great Lakes. Advanced modern
limnological concepts will be incorporated into understanding the past, present and future
condition of the Lakes. Field and laboratory experiences will include the analysis of Lake Erie
water samples for chemical, biological and physical interpretation using standard procedures.
Field experiences will include trips on the R/V Environaut, Gannon’s research vessel.
Prerequisite: Senior standing or permission of the Instructor 4 credits, Summer
156
ENV 420: Environmental Site Assessment

The course covers the background and techniques required of an environmental professional
in performing Phase I and Phase II environmental site assessments. These assessments are
commonly required when there is a transfer of ownership of commercial or industrial property.
Topics include site characterization, fate and transport, and application of the three attainment
standards associated with Act II, Pennsylvania Land Recycling Program. Hands-on field
experience included in the course activities. Course alternates annually with ENV 422.
Prerequisites: Senior standing 2 credits
ENV 422: Wetlands Science & Engineering
Wetlands Science and Engineering is a comprehensive course in wetland identification, function
& value assessments, and management. The course will cover the fundamentals of identifying
and delineating jurisdictional wetlands utilizing the current methods described in the 1987 US
Army Corps of Engineers Manual. Comparative reference will be made to the 1989 EPA Joint
Manual. Wetland design and construction methods will be presented as applicable to water
quality enhancement, wildlife habitat improvement, stormwater management, and riparian
environments. Course alternates annually with ENV 420.
ENV 430: Environmental Sustainability (course catalog description)
This is an upper level course that will cover such topics as basic concepts of sustainability,
energy auditing, green and sustainable materials and life-cycle frameworks for sustainability.
The course also focuses on an application of concept of sustainability to management of energy,
water and waste. Students will demonstrate key knowledge in sustainability by conducting a
life-cycle assessment (LCA) project.
Prerequisite: CHEM 111/114 3 credits
ENV 435: Water Quality Modeling
An overview of fundamental processes and models developed to simulate and predict changes
in water quality in natural settings. This course will be restricted to freshwater surface waters,
particularly streams and rivers, but there will be some discussion of lakes and reservoirs.
Students will become familiar with USEPA’s BASINS (a GIS software for the presentation and
analysis of water quality data) and the models associated with it. Course offered alternate
Spring Semesters.
Prerequisites: Senior standing and ENV 403 4 credits
ENV 440: Industrial Health I
This course will review the basic principles and knowledge required to recognize, evaluate and
control hazardous agents within the workplace environment. The topics to be covered include:
an overview of occupational health and safety regulations, workplace exposure limits and
standards, air sampling principles and techniques, chemical hazard identification and control,
ventilation and biohazards.
Prerequisites: ENV 400 3 credits, Spring
ENV 441: Industrial Health II
Principles and control of the industrial environment as related to protection and health of
occupationally employed persons, specifically related to industrial noise, personal protective
equipment, and physical design factors (ergonomics). Course offered varied semesters.
ENV 444: Environmental Law & Regulations
The course introduces students to the major concepts of environmental law. Because
environmental law is grounded in both federal and state statutes, the course will expose
students to major components of statutory law at both levels, and will also explore the federal/
state relationship using Pennsylvania as a model. Although a basic understanding of the
American legal system and administrative law would be of great benefit, it is not a prerequisite
to the course. 3 credits, Spring
ENV 446: Industrial Hygiene Sampling Techniques

Pre/Co-requisite: ENV 440
Develop an understanding of practices and procedures of environmental/occupational
sampling and interpretation of collected data. Emphasis is applied to air sampling techniques
and methods, and industrial hygiene sampling. Course offered varied semesters.
ENV 447: Epidemiology
This course will review the basic principles related to the design and implementation of
epidemiologic studies. The topics to be covered include: application of epidemiologic
studies, study designs, statistical issues, exposure and health outcome measurements,
measurement error and data interpretation. Examples from and application to occupational and
environmental epidemiology will be emphasized, where appropriate. Course offered varied
semesters.
ENV 451: Water & Wastewater Treatment Design Engineering
The course covers the fundamental processes and operations commonly used at typical
drinking water treatment plants and municipal wastewater treatment plants. The student will
learn how to specify the sequence of operations and size the important elements in treatment
plant operations.
Prerequisites: Senior standing and ENV 403; co-requisite: ENV 453 3 credits, Fall
ENV 453: Water & Wastewater Lab
This laboratory course complements the lecture course GENV 551Water & Wastewater
Treatment Engineering. Laboratory exercises that simulate the processes and operations
commonly used at typical drinking water plants and municipal wastewater plants will be
explored.
Co-requisite: ENV 451 1 credit, Fall
ENV 455: Air Pollution Control Engineering
This course focuses on the technology and methodologies used to reduce concentration levels of
pollutants being released to the atmosphere. The statues, regulations, and permitting protocol
will be introduced since they constitute an important requirement for obtaining legal authority
to build a facility that will emit pollutants to the atmosphere. Integrated knowledge of fluid
mechanics, thermodynamics, chemistry and mathematics will be applied. Topics covered will
include nature and dynamic behavior of particulate matters, collection methods and analytical
techniques, air pollution control/reduction methods, treatment technologies and air pollution
control devices, and control of NOx, SOx, and volatile organic compounds (VOCs). Course
offered alternative years.
Prerequisites: Senior standing and ENV 403 3 credits
ENV 465: Soil & Groundwater Pollution
Soil serves as a multifunctional and crucial natural system for the reception, storage, and
transport of water and pollutants to aquifer media. In this course, fundamental understanding
of physics, geology and hydrogeology, and chemistry, along with engineering principles, will
be used to understand the dynamic nature of fluid flow and contaminant fate and transport in
porous media. Topics covered include the hydrologic cycle, sources and types of contaminants,
remediation technologies, and well hydraulics theory and field examples.
Prerequisites: ENV 403. 3 credits
ENV 474: Environmental Microbiology
The course will cover the applied effects of microorganisms on both the environment and
human health/activities. The topics to be covered during this course include: biogeochemical
cycling; municipal water and wastewater treatment; bioremediation; detection and
quantification techniques; and the control of human pathogens.
Prerequisite: BIOL 106 or 331; Co-requisite: ENV 478 2 credits, Spring
158
ENV 477: Solid & Hazardous Waste Management

The objective of this course is to apply multidisciplinary approaches to managing solid
and hazardous wastes. Topics include familiarization with sources, classification, storage,
transportation, various physicochemical and biological remediation technologies, and pertinent
federal and state regulations. Knowledge of physicochemical and/or biological characteristics
of a waste will be used to design appropriate disposal options.
Prerequisite: ENV 400 3 credits
ENV 478: Environmental Microbiology Lab
This lab accompanies ENV 474 and includes field and lab work which aid in understanding
environmental microbiological principles.
Co-requisite: ENV 474 2 credits, Spring
ENV 486: Fluid Mechanics and Water Systems Design
This course begins with a study of the principles of fluid mechanics, including the energy of
static and dynamic fluid systems. Those principles are then applied to a study of pumps and
the design of water distribution systems and wastewater systems.
Prerequisites: MATH 242, ENV 312, ME 204; Corequisite: ENV 487 3 credits
ENV 487: Fluid Mechanics and Water Systems Design Lab
This lab course complements ENV 486 Fluid Mechanics and Water Systems Design. This
course provides laboratory demonstration of basic fluid mechanics, the creation of engineering
drawings of hydraulic piping systems, sewage collection systems, and drainage basins using
computer-aided design (CAD) software. Other computer software such as EPANET 2.0, Storm
Water Management Model (SWMM) 5.0, and Autodesk Civil 3D Hydraflow will be used to
simulate and design piping systems.
Corequisite: ENV 486 1 credit
ENV 489: Special Topics in Environmental Science
Topics of special and/or current interest will be covered. 1-4 credits
ENV 494: Senior Design I
Environmental engineering design is the process of devising a system, component, or process
to meet desired needs and that include considerations of risk, uncertainity, sustainability,
lifecycle principles, and environmental impacts. It is a decision-making process (often iterative),
in which the basic sciences, mathematics, and the engineering sciences are applied to convert
resources optimally to meet these stated needs. The student must have an ability to apply
both analysis and synthesis in the engineering design process, resulting in designs that meet
constraints and specifications. Constraints and specifications include societal, economic,
environmental, and other factors as appropriate to the design. The student’s main work product
is the preparation of a professional quality design proposal and a presentation. Students will
also begin their preparation for the Fundamentals of Engineering examination, learn about
teamwork, and study the engineer’s Professional Code of Ethics. 2 credits
ENV 495: Senior Design II
This course continues the study of the design process in environmental engineering. The design
project developed in ENV 494 is implemented. The course’s main objective is the conduct of
a project which results in an improvement to, or the development of a system for pollution
control, pollutant fate and transport modeling, or other related process or operation relevant to
environmental engineering. Data generation, presentation, and analysis will be required. The
project concludes with the preparation of a professional quality report and presentation.
Prerequisite: ENV 494 3 credits, Spring
INDUSTRIAL ENGINEERING 159
ENV 496: Senior Thesis I

This senior course is the first part of a two-semester senior research project course that provides
students with an introduction to the scientific method and the scientific literature. Students
will author a research proposal that includes a background literature search, a statement of the
research objectives and the design of a research plan. 1 credit
ENV 497: Senior Thesis II
This course is the second part of a two-part sequence for all Environmental Science majors.
The research proposal prepared the prior semester is conducted. The objective of this course
is to mentor the student during the scientific study and to provide support and guidance for
the writing of the final Thesis. The class will meet once a week as a group for presentation of
material relating to analysis and presentation of data and results. In addition, each student will
meet at least once a week with the Instructor on an individual basis to discuss the progress
of the student’s research. The major outcome of the course is the Senior Thesis which will be
presented to the class and to the departmental seminar. The Thesis will include the Literature
Review andMethods sections from the Proposal, and Results and Discussion sections reporting
the findings of the study.
Prerequisites: ENV 496 4 credits, Spring
ENV 498: Environmental Internship variable 1-3 Credits
INDUSTRIAL ENGINEERING
IKECHUKWU P. OHU, Ph.D., Program Director
FACULTY: Assistant Professors: Ikechukwu P. Ohu, Jun Zhang.
Overview
Industrial Engineers find ways to design effective systems of work and eliminate wastefulness
in a broad range of processes. They devise efficient ways to use workers, machines, materials,
information, and energy to make a product or provide a service. Industrial engineers are the
people who figure out how to do things better. They find ways that are smarter, faster, safer,
and easier, so that companies become more efficient, productive, and profitable, and employees
have work environments that are safer and more rewarding. You might think from their name
that industrial engineers just work for big manufacturing companies, but they are employed in
a wide range of industries, including the service, entertainment, shipping, and healthcare fields.
For example, nobody likes to wait in a long line to get on a roller coaster ride, or to get admitted
to the hospital. Industrial engineers tell companies how to shorten these processes. They try to
make life and products better and do more with fewer resources.

• Demonstrate leadership abilities through career advancement, as evidenced by promotion
and/or acceptance of increasing professional responsibilities.
• Demonstrate interest in continuing advanced professional degrees or graduate studies in
industrial engineering, professional training or engineering certification.
• Demonstrate expertise in solving higher level problems relevant to their organization, with
main emphasis on safety, quality, productivity, innovation, continuous improvement, and
integration into existing or creation of new systems.
• Effectively communicate and participate throughout the organization regarding complex
problems and solutions, technological advancements and global innovation to a variety of
audiences from all levels of the business.
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Student Outcomes
a. Apply knowledge of Mathematics, Science, and Engineering
b. Ability to design and conduct experiments; Analyze and interpret data
c. Design system, component, or process to meet needs
d. Function on multidisciplinary teams
e. Identify, formulate and solve engineering problems
f. Understand professional and ethical responsibility
g. Ability to communicate effectively
h. Broad education necessary to understand impact of engineering solutions
i. Recognition of need to engage in lifetime learning
j. Knowledge of contemporary issues
k. Ability to use techniques, skills and modern tools
l. An ability to work professionally (including system design and realization) in industrial
engineering with considerations of business.
Concentrations within Industrial Engineering

Industrial Engineering students have the opportunity to select from six concentrations.
Students will not be required to select a concentration.
A. Production Engineering
Emphasizes production in industrial or service industries. The student learns methods for
developing engineering solutions for a broad range of production and production related
problems. Students select three of the following:
• I E 455 Operations Research II
• IE 440 Lean Systems II
• IE 415 Safety
• IE 465 Healthcare Systems Engineering
• IE 456 Robotics I
• IE 457 Robotics II
Students electing the production engineering concentration will receive the FANUC
Robotics certification upon completion of the two courses in robotics.
B. Ergonomics & Human Factors
Focuses students on biological and human systems in the context of Industrial Engineering.
This concentration is best suited for students intending to pursue graduate study in
Engineering. Note that the student must select Biology over Chemistry in the Freshman year
and take MATH 243 as the math/science elective in the Sophomore year in order to avoid
extra courses or an additional semester to complete the Bachelor’s degree.
• IOL 117 and BIOL 118 (instead of Chemistry)
B
• MATH 243 Calculus 4 as a math elective,
• ECE 231 Introduction to Electrical Engineering and (replaces ME 329)
• ECE 232 Introduction to Electrical Engineering Lab (replaces ME 330)
• ME 336 Fluid Mechanics (replaces IE 450), and the following as technical electives:
• IE 415 Safety
• BME 410 Biomaterials
• BME 420 Biomechanics
C. Healthcare Systems
Emphasizes the engineering and management of healthcare systems. Students learn
to develop engineering and managerial solutions for a broad range of problems in the
operation of a health care facility.
• I E 440 Lean Systems II and

• IE 465 Healthcare Systems Engineering, plus one of the following:
• HCMG 305 Introduction to the U.S. Healthcare System (3 credits)
• HCMG 340 Healthcare Economics (3 credits)
• HCMG 410 Healthcare Law, Regulation, and Policy (3 credits)
• HCMG 450 Healthcare Information Systems and Informatics (3 credits)
D. Supply Chain & Logistics Systems
Emphasizes design and management of the supply chain.
• I E 455 Operations Research II, plus two of the following:
• SCMG 310 Global Logistics (3 credits)
• SCMG 340 Sourcing and Supply Chain Management (3 credits)
• SCMG 415 Supply Chain Risk Management (3 credits)
• SCMG 425 Supply Chain Design (3 credits)
E. International Industrial Engineering
Emphasizes the growing importance of international teams to design and develop
engineering solutions for production and service businesses
• pproval of all courses by Program Director
A
• Study Abroad required. Expenses to be paid by the student.
• Approved courses taken abroad as technical electives
• Selection of Liberal Studies courses with an international focus
F. Economics and Financial Systems
Emphasizing prices, lead-time, risk, and analysis to influence demand, coordination and
competition. This track is more qualitative regarding processes but quantitative regarding
financial aspects.
• B COR 111 Principles of Microeconomics or
• BCOR 112 Principles of Macroeconomics as a Social Science,
plus three from the following:
ECON 327 Econometric Methods
FINC 312 Financial Management I
FINC 312Financial Management II
FINC 411 Advanced Financial Management
FINC 423 Financial Models
Students completing MGMT 330 are eligible to take the exam for Certified Associate Project
Manager. All students in their final semester of the IE program are eligible to take the
Fundamentals of Engineering (FE) Exam. (The FE exam is the first step toward state licensing
as a Professional Engineer (PE).)
Course Descriptions
IE 201: Engineering Projects & Economics

Introductory course on the basics of scheduling and tracking project budgets, and economic
and financial analysis to assist engineering managers in making fiscally sound decisions. Topics
include: Gantt charting, Work Breakdown Structures, Budget Tracking, and financial measures
such as Return On Investment, Break-even Analysis, Replacement Analysis, Depreciation and
Taxes, and Multiple-criteria Decision Making. 3 credits
IE 310: Work Design
The design and implementation of a production system is used to provide a fundamental
understanding of work design and performance improvement concepts, tools, and techniques.
Topics covered include applied anthropometry, charting techniques, work methods and waste
analysis, performance measurements and learning curves, workplace organization and visual
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controls, human factors, and physiological stress.

IE 320: Engineering Statistics
Introduction to Applied Engineering Statistics. Basic concepts in statistics, exploratory data
analysis, different sampling methods, descriptive statistics, inferential statistics for one and two
population cases, goodness of fit tests, regression analysis and non-parametric statistics.
Statistical software is used throughout the course.
Prerequisites: MATH 242 and MATH 312 3 credits
IE 322: Quality Assurance and Control
This course covers the basics of modern methods of quality control and improvement that
are used in the manufacturing and service industries. It includes quality philosophy and
fundamentals, statistical methods of quality improvement, concept of variation and its
reduction, statistical process control, acceptance sampling, designed experiments in quality
improvements, and quality in the service sector. Deming’s quality concepts are included.
Prerequisite: IE 320 3 credits
IE 325: Design of Experiments
Advanced topics in Applied Engineering Statistics. Introduction to linear regression analysis,
simple linear models, multiple linear models, residual analysis, indicator variables, variable
selection process, ANOVA, introduction to DOE, basic designs, factorial designs, blocking,
Taguchi designs, and response surface methodology. Extensive use of statistical software
throughout the course.
IE 350: Operations Research I
This course is an introduction to the principles and practice of Operations Research, and its role
in human decision making. In particular, the course focuses on mathematical programming
techniques such as linear programming (the Simplex Method, concepts of duality and
sensitivity analysis), network optimization (Including transportation and assignment problems)
and nonlinear programming.
IE 410: Ergonomics
Fundamentals of work design are built upon to ground the student in human factors and
ergonomics of work design. Topics include applied job design, manual material handling,
cumulative trauma disorders, hand tool design, design of controls and displays, and ergonomic
and human factors of product design.
IE 415: Safety
This course provides the student with a background in safety engineering in industrial and
healthcare settings. This includes the design of engineering solutions to problems such as
falling, hazardous material exposure, and guarding of machinery. 3 credits
IE 420: Supply Chain & Logistics Engineering
Students gain an understanding of the decision-making tools necessary to design value in the
global supply chain from concept to customer. Quantitative methods are employed to aid the
decision-making process of demand forecasting and enterprise planning for the purpose of
increasing profit and value to stakeholders. Basic concepts in strategy, forecasting, demand
planning, inventory control and value stream mapping will be taught and utilized to enable the
decision-making process to be based on quantitative metrics.
IE 425 Production Planning and Control
This course equips students with knowledge of fundamental issues in production and
inventory planning and control while developing the students’ modeling and analytical skills.
This course emphasizes the application of industrial engineering theory and practice to the area
of operations management and production planning/control. This course will cover analysis
and understanding of forecasting, aggregate planning, operations strategy, capacity planning,
supply-chain management, just-in-time systems, lean manufacturing, agile manufacturing,
materials requirement planning, inventory management, and scheduling and sequencing.
Prerequisites: IE 320 and IE 350 3 credits
IE 430 Lean Systems
Students will learn Lean concepts and contrast them with traditional mass production and
service methodologies. It also provides the students with a basic framework for performing
analysis on existing systems. Students will also develop facilities planning and layout skills,
including the ability to apply quantitative methods to decision-making in the areas of selecting,
preparing, presenting, and implementing facilities plans. These skills have broad applications
and can be useful for the planning and design of a manufacturing enterprise, hospital, airport,
warehouse/distribution center, etc.
Prerequisites: IE 410 3 credits
IE 440: Lean Systems II
The purpose of this course is to teach the student the key methods for implementation of Lean
and allow the student to practice using the methods. The focus will be on understanding and
using these methods as practiced in industry and health care. 3 credits
IE 450: Simulation
In this course, the student will develop an understanding and need for simulation in practice.
The course will focus on basic and advanced concepts in simulation including comparing the
simulated results with analytical results, and successfully develop simulation models useful in
production/manufacturing, supply chains, transportation, and other areas related to Industrial
and Manufacturing Engineering. Simulation package such as ARENA will be integrated and
used throughout the course.
IE 455: Operations Research II
Stochastic models in operations research; Review of basic probability, discrete time Markov
chains; continuous time Markov chains; discrete and continuous phase type distributions; birth-
and-death processes; elementary queuing models involving Poisson arrivals and exponential
service times; advance queuing models; basic concepts in simulation and simulation of various
processes. 3 credits
IE 465: Healthcare Systems Engineering
This course examines the technical structure of the healthcare delivery system and the role
that industrial and systems engineering (ISE) plays in its design and improvement. Included
will be how healthcare systems work in hospitals, medical offices, clinics and other healthcare
organizations. Traditional ISE methods for improving quality, patient safety, and employee
productivity and satisfaction will be presented within a systematic application of value chain
engineering designed to produce lean processes. 3 credits
IE 475: Robotics I
This course covers the basic theory and methods of robot operation and programming. The
laboratory portion of the course will focus on programming a robot for specific pick and place
tasks. 3 credits
IE 476: Robotics II
This course covers advanced robot programming and movement. Advanced programming in
the laboratory will include integration of the robot into a workcell. 3 credits
IE 491-496 Special Topics in Industrial Engineering 1 to 3 credits
IE 495: Capstone
This course provides the student with the challenge of integrating and synthesizing general
engineering knowledge particularly in industrial and manufacturing disciplines, into
creatively solving real-world, open-ended problems in a team setting. This requires defining
164
a project work plan, developing the problem statement, objectives and evaluation criteria;
data collection; selection of appropriate analytical and production techniques; developing and
integrating recommendations; justifications of recommended course of action; and written and
oral presentation of results. The project could involve production systems or product design
where the planning can extend to product realization.
IE 499: Independent Study in Industrial Engineering 3 credits
Industrial Engineering Curriculum

Freshman – Fall Freshman – Spring
2 First Year Seminar/ENG 100 3 Engineering Projects & Economics/IE 201
1 Digital Computer Usage/ME 205 3 Calculus 2/MATH 141
1 Digital Computer Lab/ME 206 3 Foundations of Theology/LTHE 101
2 Engineering Graphics/ME 207 3 Chemistry or Biology/CHEM 111
3 Calculus 1/MATH 140 or BIOL 117
3 History of West & World/LHST 111 1 Chemistry or Biology Lab/CHEM 112
3 College Composition/LENG 111 or BIOL 118
1 Technical Communications/SPCH 110 3 Fund of Physics 1: Mechanics/PHYS 210
1 Computer Graphics Lab/ME 208
17 16
Sophomore – Fall Sophomore – Spring

3 Statics/ME 201 3 Work Design/IE 310
3 Calculus 3/MATH 242 3 Intro to Operations Research/IE 350
3 Probability & Statistics/MATH 312 3 Engineering Statistics/IE 320
3 Fund of Physics 2: Fluids and 3 Introduction to Philosophy/LPHI 131
Thermodynamics/PHYS 212 3 The Bible: An Intro/LTHE 201
3 Critical Analysis & 3 Math or Science Elective
Composition/LENG 112
15 18
Junior – Fall Junior – Spring

3 Strength of Materials/ME 214 1 Manufacturing Lab/ME 330
3 Ergonomics/IE 410 1 Instruments and Measurement/ME 332
3 Materials Processing/ME 329 1 Physics Lab for Engineers/PHYS 218
3 Statistical Quality Control/IE 322 3 Lean Systems/IE 430
3 Fine Arts/LFIN 3 Design of Experiments/IE 325
3 Production Plan & Control/IE 425 3 Management Theory & Practice/
BCOR 250
3 Philosophy II/LPHI
18 1 Strength of Materials I Lab/ME 215
16
Senior – Fall Senior – Spring

3 Supply Chain & Logistics 3 IE Capstone/IE 495
Engineering/IE 420 3 Technical Electives
3 Simulation/IE 450 3 Math/Science Electives
3 Technical Elective 3 Literature Series/LENG
1 Leadership Seminar 3 LPHI 237 or LTHE 300 level course
3 Project Management/MGMT 330 3 Social Science
3 Liberal Studies Senior Seminar/
LBST 383
16 18
INFORMATION SYSTEMS 165
For Students Choosing to Study Abroad

Junior – Spring – Semester Abroad
3 Foreign Language
3 Country in Context /(Social Science)
3 Project Management/(MGMT 330)
3 Automation/(Technical Elective)
3 Intercultural Management/
(Technical Elective)
15
Senior – Fall Senior – Spring

1 Manufacturing Laboratory/ME 330 3 IE Capstone /IE 495
3 Supply Chain & Logistics 3 LPHI 237 or LTHE 300 level course
Engineering/IE 420 3 Liberal Studies Senior Seminar/LBST 383
3 Simulation/IE 450 3 Design of Experiments/IE 325
3 Technical Elective 3 Lean Systems/IE 430
1 Leadership Seminar 3 Fine Arts/LFIN
3 Project Management/MGMT 330 1 Strength of Materials I Lab/ME 215
16 19
INFORMATION SYSTEMS (IS)

The Information Systems (IS) major is designed to prepare the student for careers in the
information processing and technology industries. Students develop skills in the design,
modeling, and development of computer-based information systems. These include two
primary areas of study: computing and business. To support the development of computing
skills, the students learn to utilize and to critique technology associated with the systems,
and apply them to business. To support the development of business skills, a portion of the
curriculum emphasizes the role and concepts of the different functional areas of business.
In addition, students develop communication and interpersonal skills in order to interact
positively with their organizations. Students incorporate the facets of their professional
education with the facets of the societal awareness and make ethical – professional and personal
– decisions. Ultimately, the students leave with the foundations to define a high quality of life
for themselves by integrating their professions with life-style decisions.
The Information Systems curriculum is delivered in two different ways –
1. IS: four-year degree program, described here.
2. IS-CoOp: five-year cooperative mode, described in the CIS Department section above.
Opportunities:
The field of information systems is one of the fastest growing employment markets in
today’s society. Individuals are needed in areas of information resource management, data
administration, systems analysis, applications development, network coordination, web
and e-commerce initiatives, and technical operations. IS majors can address the information
processing and technology needs of any form of business organizations whether it be service,
financial, manufacturing, or virtual.
Aims and Objectives:

The IS major prepares its graduates to achieve significant career and professional
Employable Professional: IS graduates are well prepared for employment or graduate work in
166
Accountable Professional: IS graduates are accountable for their professional roles, and pursue
Competent IS Problem Solver: IS graduates solve business problems using data and computing
principles. They innovate, explore, analyze, automate and manage information systems,
technology projects. This includes data and business process modeling as well as requirements
and project management. IS graduates apply current computing knowledge, technology, skills,
techniques and methods to:
Selfless Contributors: IS graduates value collaborative teamwork and contribute to team
Program Outcomes:
Gannon’s Information Systems degree program is accredited by the Computing Accreditation
Commission of ABET, http://www.abet.org. Gannon’s IS program has enjoyed a long history
of successful students who have learned to specify, design, and build information systems.
The program has a strong focus on problem-solving beginning with the very first course in
computing (CIS 180 Problem Solving & Computer Programming) and carried through into the
senior design sequence (CIS 457/458 Senior Design). Throughout the learning process, students
learn how to effectively define and represent both problems and the solutions needed to solve
those problems. Throughout the course of study, students learn, and practice making ethical
decisions.
All students will learn how to utilize information and computer technology, while developing
and maintaining a comprehension of the changing technology used in information systems
and their application in business, as well as its global and local impacts. Through this learning
process, we expect students to own a desire for continuous improvement and demonstrate
effective verbal, written, and listening communication skills.
Specifically, Information Systems students completing our program learn to:
• Understand the processes that support the delivery and management of information
systems in a business environment.
Integration:
One of the hallmarks of Gannon’s IS degree is its integration with traditional liberal-studies
education. Gannon’s IS majors not only learn computing well, but also learn how to synthesize,
think critically and communicate well. In our program, bridging traditional courses like
writing, philosophy, theology and ethics begins in the CIS 103 CIS First-Year Seminar, and
All CIS course descriptions are provided in section Computer and Information Science
INFORMATION SYSTEMS 167
CIS Core Courses

CIS 180 Problem Solving & Computer CIS 303 CIS Leadership Seminar
/181 Programming and Lab CIS 355 Dynamic Web Development and
CIS 350 Requirements & Project Mgmt. Lab CIS 457 Senior Design I
CIS 182 Object-Oriented Programming CIS 458 Senior Design II Lab
/183
CIS 219 Programming in UNIX
CIS 255 Database Management Systems
Information Systems Courses

CIS 195 Principles of Systems CIS 337 IS Architectures & Deployment
CIS 207 Introduction to Business CIS 340 Multi-Tiered Systems
Programming: COBOL CIS 375 Server Management
CIS 270 Information Technology and CIS 385 Network Design & Operations
CIS 305 Essentials of UNIX Admin. /386 Management and Lab
CIS 335 Systems Analysis and Design
Business Core
Students complete a majority of the business core, as part of the Dahlkemper School
of Business.
MATH 115 Calculus for Business BCOR 220 Business Statistics
BCOR 105 Foundations of Bus. Enterprise ECON 285 Project Economics
BCOR 112 Principles of Macroeconomics BCOR 240 Mktg. in Global Environment
BCOR 214 Principles of Accounting BCOR 250 Management Theory & Practice
Technical Electives
Students select two technical electives with approval of their academic advisor. The goal of the
technical electives is to have a thematic set of courses that helps the student focus their studies
on a particular specialty related to their interests.
Common Elective Themes

• Mobile Programming CIS 239, CIS 277, CIS 377
• Systems Analysis CIS 315, CIS 318
• Software Usability and Quality CIS 239, CIS 415
• Multimedia/Entertainment CIS 245/246, CIS 445, COMM 356, COMM 358
• Computer Science CIS 220, CIS 330, CIS 360, CIS 370
• Security/Criminal Justice CIS 387, CRFO 345, CRFO 350
Other approved technical electives include:
CIS 391-396 Special Topics and CIS 400 Internship
168
Information Systems Curriculum

FRESHMAN
Fall Spring
2 First-Year Seminar/CIS 103 3 Principles of Systems/CIS 195
2 Problem Solving and Computer 2 Object-Oriented Programming/CIS 182
Programming/CIS 180 1 Object-Oriented Programming Lab/
1 Problem Solving and Computer CIS 183
3 Calculus for Business /MATH 115 3 Princ. Accounting I/BCOR 214
3 Foun. Business Enterprise/BCOR 105 3 Principles of Macroeconomics/BCOR 112
3 College Composition/LENG 111
3 Introduction to Philosophy/LPHI 131
17 15
SOPHOMORE
Fall Spring
3 Intro. Networks/CIS 290 3 IT and Operations/CIS 270
3 Discrete Mathematics 1/MATH 222 3 Business Statistics/BCOR 220
3 Project Economics/ECON 285 3 History of the West & World/LHST 111
3 Marketing in Global Env./BCOR 240 3 Philosophy II Series/LPHI
18 15
JUNIOR
Fall Spring
3 Intro. Bus. Programming – 1 CIS Professional Seminar/CIS 302
COBOL/CIS 207 1 CIS Leadership Seminar/CIS 303
3 Systems Analysis & Design/CIS 335 1 Essentials of UNIX Administration/
3 Dynamic Web Development/CIS 355 CIS 305
2 Network Design & Management/ 3 IS Architectures & Deployment/CIS 337
CIS 385 3 Requirements & Project Management/
1 Network Design & Management Lab/ CIS 350
CIS 386 3 Server Management/CIS 375
3 Management Theory & Practice/ 3 LPHI 237 or any LTHE 300 course
BCOR 250
3 LS Science
18 15
SENIOR
Fall Spring
3 Multi-Tiered Systems/CIS 340 3 CIS Technical Elective/CIS
3 Technical Elective /CIS 3 Princ. Accounting II/ BCOR 215
3 The Bible: An Intro/LTHE 201 3 Fine Art Series/LFIN
3 Elective 3 Literature Series/LENG
15 15
MECHANICAL ENGINEERING 169
Information Systems Minor Requirements (18 credits)

3 Problem Solving and Computer Programming & Lab/CIS 180 & CIS 181
3 Object-Oriented Programming & Lab/CIS 182 & CIS 183
3 Principles of Systems/CIS 195
3 Information Technology and Operations/CIS 270
or Introduction to Business Programming/CIS 207
or Database Management Systems/CIS 255
or Introduction to Networks/CIS 290
3 Systems Analysis and Design/CIS 335
3 IS Technical Elective
18
MECHANICAL ENGINEERING
MAHESH C. AGGARWAL, Ph.D., Chairperson
FACULTY: Professors: Mahesh C. Aggarwal, Michael J. Panza, Hamid Torab, Karinna Vernaza.
Associate Professor: Scott E. Steinbrink. Assistant Professor: David Gee, Mahoobe Mahdavi, Robert
J. Michael. Lecturer: Michael Sirak.
Overview and Objectives

The overall goal of the Mechanical Engineering Program is to provide the student with a
fundamental and application based education. This program is designed to prepare the student
for employment in research, development, design and production in industry or government
as well as to assure a high level of preparation for those students who continue to advanced
studies. A part of this preparation is to recognize and respond to ethical and public issues,
including safety, social and environmental concerns.
To facilitate and support student development, the department has up-to-date laboratories for
education and research, including strength of materials lab, fluid mechanics lab, manufacturing
lab, heat transfer lab, automatic control lab, computer graphics and CAD lab. Two technicians
and a machine shop support these labs.
The ME Program maintains an up-to-date curriculum, has modern laboratories, well-qualified
faculty and a strong academic and career advising system. Students have access to the
University Center for Experiential Learning and to the Faculty.

(A) Demonstrate technical ability through application of analytical, experimental, and computer
knowledge to physical systems, while engaging in careers in industry or government.
(B) Demonstrate professional leadership gained from completing a rigorous engineering
program and having opportunity for campus involvement, as evidenced by promotion
and/or acceptance of increasing professional responsibilities.
(C) Demonstrate commitment to the ideals of a values-centered education as global citizens
through workplace conduct, and professional and community activities undertaken for the
benefit of the human condition.
(D) D
emonstrate recognition of the value of lifelong learning through pursuit of continuing
education while obtaining experience in their field of endeavor, workplace educational
opportunities, or graduate studies related to engineering and management.
170
Student Outcomes
Student learning outcomes for the Gannon ME department are:
a. An ability to apply knowledge of mathematics, science and engineering
b. An ability to design and conduct experiments as well as to analyze and interpret data
c. An ability to design a system, component, or process to meet desired needs within
realistic constraints such as economic, environmental, social, political, ethical, health and
safety, manufacturability and sustainability
d. An ability to function on multidisciplinary teams
e. An ability to identify, formulate, and solve engineering problems
f. an understanding of professional and ethical responsibility
g. An ability to communicate effectively
h. The broad education necessary to understand impact of engineering solutions in a global,
economic, environmental and societal context
i. A recognition of need for, and ability to engage in life-long learning
j. A knowledge of contemporary issues
k. An ability to use techniques, skills, and modern engineering tools necessary for
engineering practice
Design Integration Table

Mechanical Design Specific Areas in Mechanics/
• Mechanics Structures & Thermal/Fluid Design
• Machine Design • 7-8 Technical Electives offered in each area
Thermal and Energy Design Non-Technical Issues in Liberal Studies Core

• Heat Transfer • Ethics
• Fluid Mechanics • Economics and Social Impact
• Thermal System Design
Capstone Senior Design Project
Mechanics/Structures & Thermal Fluid
Systems Design
• Intro to Engineering
• Engineering Design
• Vibration
• System Dynamics and Control
The Program
Mechanical Engineers are required to take 32 credits of basic science and math, 36 credits of
Liberal Studies Core composed of humanities and social science, and 67 credits of engineering,
science, and design. This program leads to a Bachelor of Science degree in Mechanical
Engineering.
The program is accredited by the Engineering Accreditation Commission of ABET, http://
www.abet.org.
A five year cooperative professional practice program is also available. The student must
meet the same course requirements as the four year student. Additionally, a total of four work
sessions in industry are included. Students must maintain a minimum 2.75 GPA to participate
in this option.
COURSE DESCRIPTIONS

Course description is listed in the Electrical and Computer Engineering section of the catalog.
2 credits, Fall
ENG 201: Engineering and Biological Wonders of Panama
Engineering and Biological Wonders of Panama is a three credit course that includes weekly
seminars and a travel trip over spring break in Panama. This course enables the student to
explore the technical design of the world famous Panama Canal and the diverse biological
ecosystems found in Panama, including the rainforest and the waters and beaches of the Pacific
Ocean. Participants stay in Panama City and travel on day trips to different locations within
Panama. This course is a Liberal Studies Science option. 3 credits, Spring
ENG 399: Co-op Placement
For the students in the five year Co-op option. Students register for each full period in industry.
Students are evaluated by an engineer in industry and are under the mentorship of the
department faculty.
Prerequisite: Permission of the department. 0 credit
ME 201: Statics
A study of force systems acting on bodies which are not in motion. Learning the math and
engineering skills in using 2-D & 3-D force vectors. Learning how to use freebody diagrams.
Learning to use components & resultants, moments & couples. Math and engineering skills in
the study of centroids, frames, trusses, beams and friction. Associated computer assignments on
Statics problems.
Prerequisites: PHYS 210, ME 205 and ME 206 (may be taken concurrently) 3 credits, Fall
ME 204: Dynamics
A study of motion and the forces, which affect motion, based on the vectorial approach to
kinematics and kinetics of particles & rigid bodies using freebody diagrams. Includes the
math and engineering skills used in translation, rotation, and general plane motion as well as
dynamic force analysis, conservation of mechanical energy, work-energy methods, methods of
momentum and impulse. Associated computer assignments.
Prerequisite: ME 201 3 credits, Spring
ME 205: Digital Computer Usage
An introduction to computer programming using Matlab. Emphasis on the logical thought
process needed to solve engineering problems, and on the application of engineering principles.
Students will use the computer lab to complete assignments. 1 credit, Fall
ME 206: Digital Computer Lab
Laboratory experience to complement ME 205. Three hours per week.
Concurrent with ME 205 1 credit, Fall
ME 207: Engineering Graphics
An introduction to the principles and applications of engineering graphics. Learning drafting
convention and the concepts of engineering documentation. Orthographic sketching and
drawing. Auxiliary views and cut sections. Familiarization with standard parts such as
threaded fasteners. Dimensioning principles. 2 credits, Fall
ME 208: Engineering Computer Graphics Lab
Introduction to a 2D CAD software (Cadkey) and a 3D CAD solids based software (Pro/
Engineer). Extensive hands-on experience in both Cadkey and ProEngineer covering part and
assembly design, and production drawings.
Concurrent with ME 207 1 credit, Fall
ME 212: Introduction to Thermal Sciences
Introduction to thermodynamics, fluid flow, and heat transfer for non-Mechanical Engineers.
Thermodynamic properties of substances, 1st and 2nd laws and applications to power cycles;
172
control volumes. External and internal flows. Heat transfer through conduction, convection,
and radiation.
Prerequisites: PHYS 212 3 credits, Spring
ME 214: Strength of Materials
Concepts of stress & strain, Hooke’s law, Poisson’s ratio, axial tension, compression, torsion &
shear. Transverse loading and bending; shear & moment diagrams, and deflections. Compound
stress, Mohr’s circle & principal stresses, statically indeterminent loading, and column
instability. Associated computer problems.
Prerequisite: ME 201 3 credits, Fall
ME 215: Strength of Materials Laboratory
Design and conducting experiments to understand basic principles and to compare theory
vs. experiment. Experiments are on hardness, impact, tension, torsion, bending, fatigue,
strain gages, photoelastic stress, and columns. Learning communication of results using clear
technical writing. Use of Excel for processing experimental data, graphing results, and doing
statistical analysis.
Prerequisite: ME 214 (may be taken concurrently) 1 credit, Spring
ME 300: Leadership Seminar
course and in the co-requisite Theology or Philosophy Series III course. 1 credit
ME 312: Engineering Thermodynamics
Introduction to concepts of system, control volume and control surface; properties of
pure substances; equations of state for ideal and non-ideal gases; first and second laws of
thermodynamics and their consequences. Application of first and second law to vapor power
cycles, vapor refrigeration cycles and air standard power cycles: air-water vapor mixtures
(concept of psychrometric chart).
Prerequisite: PHYS 212 3 credits, Spring
ME 315: Materials Science
An introductory study of engineering properties of materials. Learning the engineering
science of atomic structure, crystals, crystal imperfections, and diffusion. Learning mechanical
properties, dislocations & strengthening, and failure mechanisms. Learning phase diagrams &
transformations, thermal processing and alloys. Learning about material selection for design;
most commonly used alloys of steel. Associated computer assignments on materials science.
Prerequisite: CHEM 111 3 credits, Fall
ME 326: System Dynamics and Control
An introduction to dynamic system modeling, analysis, and control. Representation of
mechanical, thermal-fluid, electrical, and control components in various engineering
systems, including vibration analysis. Steady state and transient specifications and stability
characteristics to design interdisciplinary engineering systems including actuator, process, and
control.
Prerequisites: ME 403, ME 204, ECE 231 (may be taken concurrently) 3 credits, Fall
ME 327: Automatic Control Laboratory
Three hours per week to accompany the course material of Automatic Control.
Prerequisite: ME 326 1 credit, Spring
ME 329: Materials Processing
An introduction to different methods of producing components of machines and structures
as well as to the use of modern tools and techniques in materials processing. Application of
the previously gained knowledge from the general area of engineering sciences, in particular
materials science and strength of materials, to identifying and solving engineering problems
encountered in designing various manufacturing processes. Topics covered include: casting,
metal forming, welding, powder metallurgy, and machining. Important elements of material
selection and heat treatment are also covered. Student will develop the ability to determine the
equipment, materials, and processes which are necessary to convert the design into reality in an
efficient manner. 3 credits, Fall
ME 330: Manufacturing Lab
The Manufacturing Processes Laboratory provides students with the opportunity to study
selected aspects of manufacturing processes. Students can set up and operate machines,
manufacture simple parts (samples), measure process variables, and inspect manufactured
elements. The MP Laboratory includes facilities to demonstrate and explore examples of
machining processes and rapid prototyping.
ME 332: Instrumentation and Measurement Laboratory
This 1 credit laboratory course covers basic topics in instrumentation and measurements in
mechanical engineering. Measurement procedures are essential components of engineering
practice, from the inception of new ideas through experiments to the manufacturing process
through prototype testing to the final product delivery through quality control. The current
emphasis on low or no fault production and maintenance requires increasingly more accurate
and reliable measurements. Rapid development of new measurement devices and computer
technology has provided a wide array of measurement tools to meet these new demands. Faced
with a variety of options, engineers need to make judicious choices and to be able to balance
device capability with its limitations. In this course students will conduct experiments, analyze
the results, prepare reports and become familiar with several common types of measurement
systems and devices for engineering measurements.
Prerequisites: ENG 100, PHYS 212 1 credit
ME 336: Fluid Mechanics
Properties of fluids; Hydrostatic pressure, forces on submerged surfaces; Fluid flow, continuity,
momentum, and energy (Bernoulli) equations; Similitude and dimensional analysis; Flows
in closed conduits (laminar and turbulent flow), major and minor losses; Flow over external
surfaces; Open channel flow; Inviscid flow; Basic principles of compressible flow.
Prerequisites: ME 312 3 credits, Fall
ME 337: Heat Transfer
Concepts of heat transfer characteristics; Generalized heat conduction equation; Special cases
of one or two dimensional steady and non-steady heat conduction; Graphical and numerical
solutions of more complex problems; Electrical analogy; Free and forced heat convection in
fluids; Fundamental principles of viscous fluid flow and boundary layer concepts; Introduction
to radiative properties/shape factors; heat exchange between ideal and non-ideal bodies;
Introduction of heat exchangers.
Prerequisites: ME 312, ME 336 3 credits, Spring
ME 338: Fluid Mechanics Laboratory
The lab includes the design and conducting of experiments and the analysis and interpretation
of the experimental data. Laboratory: Three hours per week.
ME 339: Heat Transfer Laboratory
The lab includes the design and conducting of experiments and the analysis and interpretation
of the experimental data. Laboratory: Three hours per week.
Prerequisite: ME 337 1 credit, Fall
ME 350: Engineering Design
Elements of engineering design, and introduction to the design process. Development of
awareness of multifaceted design issues, such as social, economic, technical and environmental
concerns, and their interrelation. Communication of ideas and results. Course culminates in a
174
formal written proposal for the Senior Design Lab project, including appropriate and detailed
project management plan.
Prerequisites: Senior Standing, MATH 242, ME 207, ME 337, ME 360 3 credits, Fall
ME 354: Senior Design Laboratory in Mechanical Engineering
Capstone project in Mechanical Engineering to be completed individually or in a team.
Follow-up course to ME 350. The student will complete the project while demonstrating the
following abilities: identification of a design problem, formulation of a team for solution of that
problem, complete a preliminary design. In addition the student should show proper concern
for ethical issues in design, and demonstrate the ability to speak and write in clear, focused,
well developed, logical and grammatically correct English. The student will be expected to
demonstrate the ability to gather and synthesize information from various sources and use that
information in presentations.
Prerequisites: Senior Standing, ME 350, ME 337, ME 360 3 credits, Spring
ME 360: Machine Design
This course utilizes math and engineering science skills in the study of a variety of machine
elements. Static and fatigue failure theories are used to design various machine elements
and structures. Design of standard machine elements used in mechanical design are studied
including: shafts, springs, screws, belts, chains, bolted joints, eccentrically loaded joints, welded
joints, ball bearings, and spur and bevel gears.
Prerequisite: ME 214 3 credits, Spring
ME 403: Engineering Analysis
The theory and application of matrix and vector algebra, first order, second order, and systems
of ordinary differential equations, numerical methods, and Laplace transforms for engineering
problems. Application of MATLAB software.
Prerequisite: MATH 304 3 credits, Spring
ME 405: Finite Element Method
Basic approach to finite element method, and theoretical foundation of the method, including
fundamentals of matrix algebra. Element formulation for solid mechanics and thermal analysis
problems, by the direct method, potential energy and Galerkin’s method of weighted residuals.
Use of modern finite element analysis software such as ANSYS for analysis and design.
Prerequisites: MATH 304, ME 214, ME 337 3 credits
ME 407: Engineering Optimization
Fundamentals of vector and matrix algebra, economic analysis, numerical methods for
solution of linear and nonlinear equations. Basic theory, concepts and methods of engineering
optimization. Primary techniques from both classical and modern optimization as applied to
engineering decision making.
Prerequisites: ME 214, ME 312, ME 403 3 credits
ME 410: Thermal Systems Design
This course reviews the fundamentals of thermal systems design and optimization. Basic
considerations in thermal systems design will be discussed. General approach to system
analysis, modeling, simulation and optimization will be introduced. Various optimization
techniques and methods will also be presented and discussed.
Prerequisites: MATH 304, ME 312, ME 336, ME 337 3 credits
ME 411: Alternative Energy Systems
Various alternative energy systems are introduced, their operation discussed and their
performance evaluated.
ME 427: Internal Combustion Engines
This course introduces and reviews the fundamentals of internal combustion engines, including
spark-ignition and compression-ignition engines. General engine systems and working cycles
are described. Engine thermodynamics, gas exchange and combustion processes, engine fluid
flow and heat transfer, and fuel injection systems are analyzed. The course also reviews the
formation of engine exhaust emissions and methods for controlling the emissions of the internal
combustion engines. Engine design and consideration of the effects of design and operating
factors are introduced.
Prerequisite: ME 440 3 credits
ME 440: Advanced Thermodynamics
Application of first, second, and third law of thermodynamics, thermodynamic cycles,
mixtures, chemical reactions, phase and chemical equilibrium, irreversibility and availability.
Prerequisite: ME 312 3 credits, Fall
ME 441: Lubrication Systems Design
Application of math & engineering science principles of lubrication in the design of mechanical
systems. Understanding bearing classes & selection, lubricant properties, and bearing materials.
Design concepts and engineering science in hydrodynamic bearings, gas lubricated bearings,
elastohydrodynamic bearings, and antifriction bearings.
Prerequisites: ME 336, ME 360 3 credits
ME 444: Advanced Strength of Materials
Application of selected advanced engineering theories for analysis and design of structural
components under static loading. Topics include: curved beams, inelastic action, beams on
elastic foundation, plate theory, contact stresses; other topics as time and interest permit. Use of
computer resources for solution of engineering design problems.
Prerequisite: ME 214 3 credits
ME 461: Vibrations
Modeling and analysis of linear and torsional mechanical vibratory systems. Study of free
vibration and vibration damping. Properties and response for harmonic, periodic, shock, and
random inputs. Solutions of systems with two or more degrees of freedom. Vibration of beams.
Design for vibration control.
ME 462: Energy Systems Design
Basic principles and application of solar and biomass energy; fuel cell; basic principles and
application of internal combustion engines, gas turbine engines and steam power plants.
ME 463: Dynamic Problems in Machine Design
A project based course that applies the basic principles and methods of dynamics to the design
of engineering systems. Special focus is on including the dynamic force analysis in designing
translating, rotating, and reciprocating systems. Student will develop the ability to identify and
solve problems associated with the dynamics and base design of a machine on the combined
force analysis. Computer equipped with modern simulation software will be used to analyze
dynamic behavior of the designed systems.
ME 464: Thermal Environmental Engineering Design
The engineering principles underlying the current practices of heating, ventilating, air
conditioning and refrigeration design including absorption refrigeration; Design of central
fan systems; Complete design of residential and industrial systems for heating and cooling
requirements.
ME 465: Computer Assisted Engineering
Topics include the application of Matlab and Excel software to multi component mechanical
and thermal/fluid system design, analysis and synthesis, static and transient systems.
Mathematical techniques include nonlinear equation solution, nondimensional analysis,
lumped vs. distributed models, optimization and design sensitivity analysis, probability
and statistics, and Monte Carlo simulation. Examples are taken from industrial mechanical
engineering problems of current interest.
176
ME 466: Turbomachinery Design

Application of general principles of fluid mechanics to fluid machinery design. Design
principles of centrifugal and axial compressors, degree of reaction estimates, blade design, state
performance calculations, axial flow turbines. Design calculations of blade stresses, disc stresses
and thermal stresses.
Prerequisite: ME 312, ME 337, ME 336 3 credits
ME 470: Heat Exchanger Design
Application of general principles of heat transfer and fluid mechanics (pressure drop) in design
of heat exchangers. Different types of heat exchangers will be studied in design-oriented
projects.
ME 490-499: Special Topics in Mechanical Engineering
Special courses developed from student interest in all areas of mechanical engineering. Brief
Prerequisite: Permission of the Chairperson of the Department. May be taken more than once.
3 credits
Mechanical Engineering Curriculum

FRESHMAN
3 History Without Borders/LHST 111 3 Critical Analysis & Comp/LENG 112
3 Calculus 1/MATH 140 3 Fund Physics 1: Mechanics/PHYS 210
1 Digital Computer Usage/ME 205 3 Chemistry/CHEM 111
1 Digital Computer Lab/ME 206 1 Chemistry Lab/CHEM 112
1 Engr. Computer Graphics Lab/ME 208 3 Foundations of Theology/LTHE 101
2 First-Year Seminar/ENG 100
2 Engr Graphics/ME 207
17 16
SOPHOMORE
Thermodynamics/PHYS 212 3 Engr. Thermodynamics/ME 312
3 Materials Science/ME 315 3 Fund Physics 3: Electricity
3 The Bible: An Intro/LTHE 201 and Magnetism/PHYS 214
3 Introduction to Philosophy/LPHI 131 1 Physics Lab/PHYS 218
1 Instrument and Measure Lab/ME 332
18 17
JUNIOR
3 Strength of Materials/ME 214 1 Strength of Materials Lab/ME 215
3 Materials Processing/ME 329 1 Manufacturing Lab/ME 330
3 Fluid Mechanics/ME 336 3 Heat Transfer/ME 337
3 Advanced Thermodynamics/ME 440 1 Fluid Mechanics Lab/ME 338
3 Intro Electrical Engineering/ECE 231 3 Machine Design/ME 360
1 Intro Electrical Engineering Lab/ 3 Engineering Analysis/ME 403
ECE 232 3 Project Economics/ECON285
16 18
SENIOR
3 System Dynamics & Control/ME 326 1 Automatic Control Lab/ME 327
1 Heat Transfer Lab/ME 339 3 Senior Design Lab in ME/ME 354
3 Engineering Design/ME 350 3 Technical Elective*
3 Vibrations/ ME 461 3 Technical Elective*
3 Technical Elective* 3 Literature Series/LENG
3 LPHI 237 or any LTHE 300 course 3 Fine Arts Series/LFIN
17 16
* With Department Approval

*T he student with the academic advisor’s instruction plans an individual course of study consistent with
his career objectives. Students must follow one of the two options listed below. The suggested technical
electives for the major options are as follows:
THERMAL SCIENCE MACHINE DESIGN

3 Thermal Systems Design 3 Computer Assisted Engineering
3 Computer Assisted Engineering 3 Engineering Optimization
3 Engineering Optimization 3 Finite Element Method
3 Finite Element Method 3 Advanced Strength of Materials
3 Energy Systems Design 3 Dynamic Problems in Machine Design
3 Environmental Engr. Design 3 Lubrication System Design
3 Heat Exchange Design
3 Turbomachinery Design
Mechanical Engineering Co-Op Professional Practice Option
Plan A
Year 2 Fall 2 Spring 2 4 month WP*
Plan B
178
Plan C
Year 5 4 month WP Spring 4
* Work Period
Notes:
(1) Fall and Spring follow the regular engineering schedule.
(2) For maximum financial aid, 12 credits of The Liberal Studies Core Courses should be taken
during the 4 month summer session listed.
(3) Students should register for zero credit Co-Op Placement (ENG 399) for each work period.
Five Year Program – Mechanical Engineering/MBA

The School of Engineering and Computer Science in cooperation with the Dahlkemper School
of Business offers a special program for qualified undergraduates leading to a Bachelor of
Science in Mechanical Engineering Degree and a Master of Business Administration Degree.
The program may be completed in five years of full time study (includes three summers).
Five Year Mechanical Engineering/MBA Curriculum

FRESHMAN
3 History Without Borders/LHST 111 3 Crit Analysis & Comp/LENG 112
3 Calculus 1/MATH 140 3 Fund Physics 1: Mechanics/PHYS 210
1 Digital Computer Usage/ME 205 3 Chemistry/CHEM 111
1 Digital Computer Lab/ME 206 1 Chemistry Lab/CHEM 112
2 First-Year Seminar/ENG 100 3 Foundations of Theology/LTHE 101
2 Engr Graphics/ME 207
1 Engr Computer Graphics Lab/ME 208
17 16
SOPHOMORE
Thermodynamics/PHYS 212 3 Engr. Thermodynamics/ME 312
3 Materials Science/ME 315 3 Fund Physics 3: Electricity and
3 The Bible: An Intro/LTHE 201 Magnetism/PHYS 214
3 Introduction to Philosophy/LPHI 131 1 Physics Lab/PHYS 218
18 1 Instrument and Measure Lab/ME 332
17
JUNIOR
3 Strength of Materials/ME 214 1 Strength of Materials Lab/ME 215
3 Materials Processing/ME 329 1 Manufacturing Lab/ME 330
3 Fluid Mechanics/ME 336 3 Heat Transfer/ME 337
3 Advanced Thermodynamics/ME 440 1 Fluid Mechanics Lab/ME 338
3 Intro Electrical Engineering/ECE 231 3 Machine Design/ME 360
1 Intro Electrical Engineering Lab/ 3 Engineering Analysis/ME 403
ECE 232 3 Project Economics/ECON285
16 18
SUMMER
6 credits of GMBA courses
SENIOR
3 System Dynamics & Control/ME 326 1 Automatic Control Lab/ME 327
1 Heat Transfer Lab/ME 339 3 Senior Design Lab in ME/ME 354
3 Engineering Design/ME 350 3 Technical Elective*
3 Vibrations/ ME 461 3 Technical Elective*
3 Technical Elective* 3 Literature Series/LENG
3 LPHI 237 or LTHE 300 level course 3 Fine Arts Series/LFIN
17 16
* With Department Approval

*T he student with the academic advisor’s instruction plans an individual course of study consistent with
his career objectives. The suggested technical electives for the major options are as follows:
THERMAL SCIENCE MACHINE DESIGN

3 Thermal Systems Design 3 Computer Assisted Engineering
3 Computer Assisted Engineering 3 Engineering Optimization
3 Engineering Optimization 3 Finite Element Method
3 Finite Element Method 3 Advanced Strength of Materials
3 Energy Systems Design 3 Dynamic Problems in Machine Design
3 Environmental Engr. Design 3 Lubrication System Design
3 Heat Exchange Design
3 Turbomachinery Design
Waive
GMBA 521 Quantitative Techniques
GMBA 525 Statistical Analysis
FIFTH YEAR
Summer MBA Courses
Fall MBA Courses
Spring MBA Courses
Summer MBA Courses
180
SOFTWARE ENGINEERING (SE)

The Software Engineering (SE) major is designed to produce graduates who are capable of
developing high-quality software systems with a focus on the Mobile Application domain.
Gannon software engineers learn how to apply the principles of computer science, engineering,
and analysis to the design, creation, testing, and evaluation of software and digital systems.
The program includes developing technical competency as well as the leadership and
communication skills necessary to analyze, design, verify, validate, implement, and maintain
software systems. As the societal dependence on software systems grows, the students will
have the foundations necessary to face ethical dilemmas and to act responsibly as part of their
professional training.
The Software Engineering curriculum is delivered in four different ways –
1. SE: four-year degree program, described here.
2. SE-CoOp: five-year cooperative mode, described in the CIS Department section above
3. CS-SE: dual degree program where students complete both the Computer Science and the
Software Engineering degree requirements simultaneously described in the Computer
Science-Software Engineering Dual Degree section.
4. SEID-SE: multi-degree, where students additionally completed the requirements for a
Bachelors of Engineering (B.Eng) degree in Software Technology at Esslingen University of
Applied Science described in the International Software Engineering Degrees section.
Opportunities
Software engineers specialize in the specification, design and development of quality software
systems. Software systems now serve in life-critical as well as business-critical domains, and
require professionals who are prepared to develop systems in a reliable manner, balancing
business needs, technology, and human factors in order to yield a successful product. Software
engineering continues to be listed as one of the fastest growing occupations.
Aims and Objectives

The SE major prepares its graduates to achieve significant career and professional
Employable Professional: SE graduates are well prepared for employment or graduate work in
Accountable Professional: SE graduates are accountable for their professional roles, and pursue
Competent SE Problem Solver: SE graduates focus on software-based systems. They innovate,
analyze, design, verify, validate, implement, and maintain software systems. SE graduates
apply current computing knowledge, technology, skills, techniques and methods to:
Selfless Contributors: Graduates value collaborative teamwork and contribute to team
SOFTWARE ENGINEERING 181
Program Outcomes
Gannon’s Software Engineering program is accredited by the Engineering Accreditation
Commission of ABET, http://www.abet.org. Similarly, Gannon’s Software Engineering
program is built around the successes enjoyed by the successful Computer Science and
Engineering programs whose students enjoy a long history of success in solving problems and
building systems. The program has a strong focus on problem-solving beginning with the very
first course in computing (CIS 180 Problem Solving & Computer Programming) and carried
through into the senior design sequence (CIS 457/458 Senior Design). Throughout the learning
process, students learn how to effectively define and represent both problems and the solutions
needed to solve those problems. Throughout the course of study, students learn to and practice
making ethical decisions.
All students learn the art and science of specifying, designing, building and testing software
for high-quality systems. In addition, they learn how to utilize information and computer
technology, while developing and maintaining a comprehension of the changing technology
used in computer-based systems, as well as its global and local impacts. Through this learning
process, we expect students to own a desire for continuous improvement and demonstrate
effective verbal, written, and listening communication skills.
Specifically, Software Engineering students completing our program learn to:
• Realize and manage high-quality software development life-cycle processes
• Apply discrete mathematics, computer science and engineering principles to systems
development
• Demonstrate an ability to design, implement and analyze testing and other experimental
measures to assess the quality of software and computing systems
Integration
One of the hallmarks of Gannon’s SE degree is its integration with traditional liberal-studies
education. Gannon’s SE majors not only learn computing well, but also learn how to synthesize,
think critically, and communicate well. In the program, bridging traditional courses like
writing, philosophy, theology and ethics begins in the CIS 103 CIS First-Year Seminar, and
All CIS course descriptions are provided in section Computer and Information Science
CIS Core Courses
CIS 180 Problem Solving & Computer CIS 303 CIS Leadership Seminar
/181 Programming and Lab
CIS 182 Object-Oriented Prog. and Lab CIS 350 Req. & Project Management
/183 CIS 355 Dynamic Web Development
CIS 219 Programming in UNIX CIS 457 Senior Design I
CIS 255 Database Management Sys. CIS 458 Senior Design II Lab
182
Software Engineering Courses

CIS 220 Data Structures & Algorithms CIS 326 Formal Methods in Software
CIS 223 Algorithm Development CIS 330 Operating Systems
Lab Development CIS 377 Mobile Application Dev. II
CIS 239 The User Experience CIS 387 System & Network Security
CIS 277 Mobile Application Dev. I CIS 390 Distributed Programming
CIS 287 Object-Oriented Design Lab CIS 415 Software Testing & Quality
CIS 315 Software Engineering
CIS 317 Software Maint. & Deployment
CIS 318 Software Architecture Assurance
ECE 337 Computer Architecture
MATH 310 Number Theory & Cryptography
Suggested Science Course Sets

To complete their degree, students choose a two-course sequence in a science including labs
with their academic advisor’s approval. Science sets are two-course sequences in a particular
science and include the appropriate experimental (laboratory) component, minimally 8 credits.
1. CHEM 111 General Chemistry I, & CHEM 114 General Chemistry II, & CHEM 112 Lab
CHEM 115 Lab
2. PHYS 210 Fund of Physics 1: Mechanics PHYS 212 Fund of Physics 2: Fluids and
Thermodynamics PHYS 211 Fund of Physics 1: Lab PHYS 213 Fund of Physics 2 Lab
3. BIO 122 Molecular Cell Biology, & BIO 124 Biology of Organisms, & BIO 123 Molecular Cell
Biology Lab BIO 125 Biology of Organisms Lab Software
Software Engineering Curriculum

FRESHMAN
Fall Spring
2 Problem Solving and Computer 1 Object-Oriented Programming Lab/
Programming/CIS 180 CIS 183
1 Problem Solving and Computer 3 Calculus 2/MATH 141
3 Calculus 1/MATH 140 3 History of the West & the World/
3 Introduction to Philosophy/LPHI 131 LHST 111
3 College Composition/LENG 111 3 Science 1
3 Foundations of Theology/LTHE 101 1 Science 1 Lab
17 16
SOPHOMORE
Fall Spring
3 Data Structures/CIS 220 3 Mobile Application Development I/
3 User Experience/CIS 239 CIS 277
3 Intro. Networks/CIS 290 1 Algorithm Development Lab/CIS 223
3 Discrete Mathematics 1/MATH 222 3 Discrete Mathematics 2/MATH 223
3 Science 2
1 Science 2 Lab
18 18
JUNIOR
Fall Spring
3 Software Maintenance & Deploy./ 1 CIS Professional Seminar/CIS 302
CIS 317 1 CIS Leadership Seminar/CIS 303
3 Operating Systems/CIS 330 3 Software Engineering/CIS 315
3 Mobile Application Development II/ 3 Software Architecture/CIS 318
CIS 377 3 Requirements & Project
3 Probability & Statistics 1/MATH 312 Management/CIS 350
3 Foundations of Theology/LTHE 101 3 Computer Architecture/ECE 337
18 17
SENIOR
Fall Spring
3 Formal Methods in Software/CIS 326 3 Distributed Programming/CIS 390
3 Software Testing & Quality 3 Literature Series/LENG
Assurance/CIS 415 3 Number Theory & Cryptography/
3 System and Network Security/CIS 387 MATH 310
3 Fine Arts Series/LFIN
15 12
SOFTWARE ENGINEERING
INTERNATIONAL DEGREES (SEID)
The Computer and Information Science Department partners with Esslingen University of
Applied Sciences (EUAS) in Esslingen am Neckar, Germany, to offer the Software Engineering
International Degrees (SEID) programs. The unique partnership between Gannon and
Esslingen University offers students the ability to complete two undergraduate degrees —
an accredited BS degree in Software Engineering or Computer Science and European B.Eng.
degree in Studienschwerpunkt – Softwaretechnik (software technology).
Opportunities
The programs include a semester of coursework followed by a required (typically paid)
internship in Germany. This uniquely prepares with real-world experience that marks European
bachelors studies, and the breadth and depth of the small-school, engineering at Gannon and to
experience the workings of the global economy first-hand. As part of their B.Eng degree work,
students are required to complete an internship/ practical training of at least 100 working days
in order to receive the 25 European Credit Transfer System (ECTS) credit points. These are
normally paid positions, and EUAS will support students to find placements in companies with
whom the university has a partnership.

The SEIS has the same aims as the Software Engineering or Computer Science degree program
respectively. It prepares its graduates to operate in a global engineering environment, working
with diverse and multi-lingual teams, and to achieve significant career and professional
accomplishments as employable and accountable professionals, competent problem solvers,
and selfless contributors. For more detailed descriptions, please see the aims and objective for
the degree program in the Computer Science or Software Engineering sections.
Program Outcomes:
Gannon’s Software Engineering International Degrees program has the same outcomes as the
accredited Software Engineering and Computer Science degree programs respectively. Please see
the outcomes for these programs in the Computer Science or Software Engineering sections.
184
Program Operation:
The program normatively spans 4½ years, including at least one summer semester, including
a full academic year in Germany. The programs comprise ~158 semester credit hours, 128
of which should be earned at Gannon and at minimally 30 semester credits at EUAS. The
SEID programs require a study abroad year at Esslingen University during a student’s junior
year that includes a paid internship in software development. During their year in Germany,
students spend one semester taking software engineering courses, taught in English, as well
as a course in German language, followed by a semester in an industrial internship.
The mutual courses which comprise the SEIDs are offered in English at both universities.
Prior to their year abroad, SEID students from GU shall complete:
• T
wo years of Software Engineering or Computer Science studies at Gannon with a
minimum GPA of 3.0.
• G
erman language preparation to support finding an internship, which are provided in
the semesters prior to travel and in the first semester at EUAS.
SEID students pay their normal GU tuition, fees and books throughout the program, as well
as their living expenses while at GU or HE respectively. Students are responsible for their
health insurance, visas and other documentation following normal study-abroad protocols. In
addition, SEID students receive free tuition for their two required summer courses (typically
German and a Philosophy course), as well as their air travel to/from Esslingen. SEID students
are also eligible for, and encouraged to apply for scholarships available to other EUAS exchange
students, as well as the subsidized student housing available to HE students.
Software Engineering International Degrees: Computer Science Curriculum
B.S. Computer Science (Gannon) &

B.Eng. Software Technology (Esslingen University of Applied Science)
FRESHMAN
Fall Spring
2 First-Year Seminar/CIS 103 3 Object-Oriented Programming
3 Prob. Solv. & Comp. Programming & Lab/CIS 182/183
& Lab/CIS 180/181 3 Calculus 2/MATH 141
3 Calculus 1/MATH 140 3 Critical Analysis & Comp./LENG 112
3 Introduction to Philosophy/LPHI 131 4 Fund. of Physics 1 & Lab/PHYS 210/211
3 College Composition/LENG 111 3 History without Borders/LHST 111
17 16
SOPHOMORE
Fall Spring
3 Intro. Networks/CIS 290 1 Object-Oriented Design Lab/CIS 287
3 Discrete Mathematics 1/MATH 222 3 Mobile Application Development I/
3 Project Economics/ECON 285 CIS 277
4 Fund. of Physics 2 & Lab/PHYS 210/211
18 18
Summer
3 German/GRMN 111 (or better)
JUNIOR YEAR @ Esslingen University of Applied Sciences (Transfer Equivalents)

Fall Spring
3 German/GRMN 112 (or better) 15 Paid Industrial Internship/CIS 400
3 Business Intelligence
3 Software Architecture/CIS 318
3 Information Systems
15 15
SENIOR
Fall Spring
3 Senior Design I/CIS 457 3 Senior Design II Lab /CIS 458
3 Operating Systems/CIS 330 3 Number Theory & Crypt./MATH 310
3 The Bible: An Intro/LTHE 201 3 Software Engineering/CIS 315
3 Software Maintenance & Deploy./ 3 Science Elective
CIS 317 3 Distributed Programming/CIS 390
3 Probability & Statistics 1/MATH 312 1 CIS Professional Seminar/CIS 302
3 Mobile Application Dev II/CIS 377 1 CIS Leadership Seminar/CIS 303
18 17
SENIOR ++
Fall
3 System and Network Security/CIS 387
3 Formal Methods in Software/CIS 326
3 Comparative Languages/CIS 360
3 Dynamic Web Development/CIS 355
18
Software Engineering International Degrees: Software Engineering Curriculum
B.S. Software Engineering (Gannon) &

B.Eng. Software Technology (Esslingen University of Applied Science)
FRESHMAN
Fall Spring
2 First-Year Seminar/CIS 103 3 Object-Oriented Programming & Lab/
3 Prob. Solv. & Comp. Progr & Lab/ CIS 182/183
CIS 180/181 3 Calculus 2/MATH 141
3 Calculus 1/MATH 140 3 Critical Analysis & Comp./LENG 112
3 Introduction to Philosophy/LPHI 131 4 Fund. of Physics 1 & Lab/PHYS 210/211
3 College Composition/LENG 111 3 History without Borders/ LHST 111
17 16
186
SOPHOMORE
Fall Spring
3 Intro. Networks/CIS 290 1 Object-Oriented Design Lab/CIS 287
3 Discrete Mathematics 1/MATH 222 3 Mobile Application Development I/
3 Project Economics/ECON 285 CIS 277
4 Fund. of Physics 2 & Lab/PHYS 210/211
18 18
Summer4
3 German/GRMN 111 (or better)
JUNIOR YEAR @ Esslingen University of Applied Sciences (Transfer Equivalents)5

Fall Spring
3 German/GRMN 112 (or better) 15 Paid Industrial Internship/CIS 400
3 Business Intelligence
3 Software Architecture/CIS 318
3 Information Systems
15 15
SENIOR
Fall Spring
3 Senior Design I/CIS 457 3 Senior Design II Lab6/CIS 458
3 Operating Systems/CIS 330 3 Number Theory & Crypt./MATH 310
3 The Bible: An Intro/LTHE 201 3 Software Engineering/CIS 315
3 Software Maintenance & Deploy./ 3 Requirements & Proj. Mgmt/CIS 350
CIS 317 3 Distributed Programming/CIS 390
3 Probability & Statistics 1/MATH 312 1 CIS Professional Seminar/CIS 302
3 Mobile Application Dev II/CIS 377 1 CIS Leadership Seminar/CIS 303
18 17
SENIOR ++
Fall
3 System and Network Security/CIS 387
3 Formal Methods in Software/CIS 326
3 Software Testing & Quality Assurance/CIS 415
3 Dynamic Web Development/CIS 355
18
1
ISE program students will get free tuition for their summer courses, specifically their
German course and one required course. This German course will be specially staffed &
managed to ensure proper language placement.
2
There is latitude about which 20 ECTS (12 Credits) of courses are taken from the IT
department at EUAS. Students must complete their plan for these courses when registering
for their 4th Semester, and this plan must be approved by EUAS prior to enrollment at
EUAS.
3
An individual report must be submitted and meet/exceed EUAS Thesis standards.
4
SEID students will get free tuition for their summer courses, specifically their German
course and one required course. This German course will be specially staffed & managed to
ensure proper language placement.
5
There is latitude about which 20 ECTS (12 Credits) of courses are taken from the IT
department at EUAS. Students must complete their plan for these courses when registering
for their 4th Semester, and this plan must be approved by EUAS prior to enrollment at
EUAS.
6
An individual report must be submitted and meet/exceed EUAS Thesis standards.
188
College of Humanities,
Education, and Social Sciences
LINDA M. FLEMING, Ph.D., Dean
LORI D. LINDLEY, Ph.D., Associate Dean
The College of Humanities, Education and Social Sciences (CHESS) consists of a community
of students and faculty and staff dedicated to the academic growth and lifelong learning of its
members. We seek to provide the highest quality professional and pre-professional preparation
in the context of a broad liberal education in the Judeo-Christian tradition. We continue to be
convinced that such an education, rooted in the liberal arts and humanities and undergirded
by a foundation of moral and ethical teachings, provide the foundation for a productive,
rewarding and ethical life. The richly diverse educational programs within the College include
a focus on integrating knowledge and on developing student abilities in critical thinking,
communication, information literacy and the application of knowledge across a wide range
of social, professional and learning contexts. We are also committed to providing students
with opportunities to understand cultural, international and global experiences in order to be
informed and effective global citizens. Students from the College of Humanities, Education and
Social Sciences are prepared to pursue a wide variety of professions, graduate programs and
forthcoming careers of the future.
The College is composed of the School of Humanities and Social Sciences and the School of
Education. Majors are offered in 30 baccalaureate degree programs and 4 two-year, associate
degree programs. Students are also offered a wide variety of interdisciplinary learning
opportunities as well minor programs and certificates to complement their selected programs of
study. The College is committed to promoting an engaged learning environment with students
participating in a collaborative learning process including student research and practical
experiences through service learning, internships and cooperative education.
SCHOOL OF HUMANITIES AND SOCIAL SCIENCES

Comprehensive Education
The professional lives of this year’s freshmen will extend through the mid-21st century. Given
the rapidity of change today, it is almost impossible to predict what professions will be in
demand that far into the future. Certainly many of the careers that will be in demand do not
yet exist. Furthermore, the U.S. Department of Labor estimates that this generation of college
students will change careers an average of three times. Thus it is important to provide a broad,
comprehensive education, fostering skills that will not become obsolete and will be transferable
from one profession to another.
Skills for a Lifetime

Communication skills are vital in almost all careers and professions and are central to the
development of the capacity for lifelong learning that the 21st century demands. The refinement
of our students’ reading, writing, speaking, and listening skills along with facility in the use of
communication technologies is among the most important objectives of our programs in the
Humanities.
Challenging yet reasonable reading assignments are designed to inform, enhance
understanding, and stimulate curiosity. Students come to regard books and professional
SCHOOL OF HUMANITIES AND SOCIAL SCIENCES 189
journals as tools for their continued learning after graduation. It is important to note that they
learn to read and understand publications based on sophisticated research methodologies and
quantitative analyses.
While the English Department has special responsibilities in the teaching of writing and our
School of Communication and the Arts offers work in introductory and advanced public
speaking, all departments and programs make extensive use of writing assignments as
well as formal and informal opportunities for the refinement of oral communication. Essay
examinations, research papers, journals, speeches and debates enhance students’ abilities to
“think on their feet” and communicate well. Many classes make use of sophisticated electronic
audio and video equipment and integrate modern computer technology into the curriculum.
Increasingly, students and faculty enjoy connectivity with one another and the world outside
the classroom through the use of the Internet, video conferencing, social media and the like.
Equally important are the skills of analysis and synthesis, as well as the power to think critically
and independently and to make sound ethical decisions and judgments. Courses in the
Humanities and Social Sciences complement the University’s Liberal Studies Core to help our
students hone these abilities. Quantitative as well as qualitative reasoning is encouraged, and
all curricula in the Humanities require at least one math course.
The typical class size permits discussions in which students have the opportunity to express
their ideas. Group work, class discussion, and other means of interactive learning encourage
students to take responsibility, learn teamwork, and become active rather than passive learners.
International Education
Our students will live in a world community and compete in a global economy. Thus
Humanities is committed to the notion that we are all international students; that we must
know and appreciate our culture as well as those of others; and that we must learn to speak and
understand a foreign language.
The Department of Foreign Languages and Cultures is the heart of international education at
Gannon, and every humanities student in a four-year major must take a minimum of six credits
of a foreign language. Students are strongly advised to fulfill this requirement no later than the
fall semester of the junior year. International education is additionally enhanced by courses in
history, political science, anthropology, sociology, geography, philosophy and literature.
Fields of Specialization
In addition to career preparation through a comprehensive, international education, the
Humanities offers several majors through which students develop the specialized skills of
particular professions. The School of Communication and the Arts prepares students for careers
in radio and television, while English majors may explore career options in journalism and
other types of professional writing. Through programs in political science, sociology, social
work, psychology and criminal justice, students may develop careers in public service or the
private sector. The legal profession is served by the Pre-Law and Paralegal Programs, while
the Public Service and Global Affairs Program leads to careers in government, business and
industry. Future teachers participate in these programs, since students pursuing careers in
secondary education major in the subjects they wish to teach.
Integration of Knowledge
One of the hallmarks of the Humanities education is a commitment to the integration
of knowledge, and a focus on the interrelationships of the various subject areas. The
Departments of Philosophy and Theology play a central role in the synthesizing effort, and
also perform a special function in the ethical education of Gannon students. They help to
develop professionals who are capable of distinguishing between right and wrong in complex
situations, enabling students to become moral leaders in our society.
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Fine Arts
Humanities is committed to instilling appreciation of the arts and fostering the development
of aesthetic values in our students, including a variety of Fine Arts courses offered through the
School of Communication and the Arts. A Fine Arts minor is available. The Schuster Theatre,
the Schuster Art Gallery and student poetry readings sponsored by the Department of English
provide students with opportunities to showcase their talent and to appreciate the work of their
peers. Field trips to the internationally renowned Cleveland Museum of Art and the Albright
Knox Gallery in Buffalo, the Erie Art Museum, Erie Philharmonic Orchestra, and the Erie
Chamber Orchestra are extraordinarily beneficial to students’ cultural growth.
Experiential Education
In the Humanities it is accepted that a great deal of student learning can and should take place
outside the classroom. We are committed to the idea of the integration of experiential education
throughout the curriculum. Students are encouraged to engage in a wide range of activities
in service learning, fieldwork, practical research, internships, and cooperative education. This
is facilitated by Gannon’s location in Erie’s center, close to City Hall, the County and Federal
courthouses, other government offices, numerous businesses, banks, health facilities and non-
profit organizations.
Co-Curricular Activities
Many activities are sponsored which complement formal course work and provide
opportunities for student leadership. Humanities students organize and lead Gannon’s Model
United Nations each year, and play leadership roles in student publications such as the literary
magazine, Totem, and the student newspaper, The Gannon Knight. Cocurricular activities
provide the opportunity for students to meet and interact with elite members of various
professions and disciplines.
The Faculty
Composed of scholarly teachers whose research is designed primarily for the benefit of the
education of our students, the faculty also contributes to their disciplines through research
publication, and to the community through professional service. First and foremost, however,
they are teachers who challenge and support our students. They are living proof that it is
both possible and desirable to be life-long learners. The faculty recognize their responsibility
to nurture the curiosity and sense of wonder of youth, and are committed to the idea that we
are educating rather than just training our students. More importantly, they are committed
to preparing our students to educate themselves throughout their lives. An education in the
Humanities is only the beginning for our students.
ARCHAEOLOGY AND CULTURE

SUZANNE RICHARD, Ph.D., Program Coordinator
MINOR IN ARCHAEOLOGY AND CULTURE

Description:
The Minor in Archaeology and Culture is intentionally interdisciplinary. The minor is
structured to complement the Liberal Studies Core at Gannon University. Study abroad is
integral to the minor and is structurally ensured, as are exposure to multi-cultural values,
a science and technology application and textual analysis.
ARCHAEOLOGY & CULTURE MINOR CURRICULUM OUTLINE

Completion of 18 credits is required to satisfy the requirements of the Minor. In consultation
with the program coordinator, the student will develop a Minor focused either on Track 1
or on Track 2.
ARCHAEOLOGY AND CULTURE 191
Cognate Track 1: Near Eastern Archaeology & Culture

Required (12 credits)
3 Archaeology Methods and Lab/ARCH 202
3 Study Abroad*/ARCH 396
3 Archaeology & History of the Ancient Near East/ARCH 201
Electives (6 credits)
3 World Archaeology/World History I/ARCH/HIST 302
3 Museum Studies/ARCH 304
3 Cultural Anthropology/SOC 292 or Physical Anthropology/SOC 293
3 Special Topics in Archaeology/History/Culture/ARCH 390/HIST 390
Cognate Track 2: Pre-Columbian Archaeology & Culture
Required (12 credits)
3 Colonial Latin American/HIST 271
3 Archaeology Methods and Lab/ARCH 202
3 Study Abroad*/ARCH 396
or Cultures of Mesoamerica/GLOBL 280
or Literature of the Native Americas 1/GLOBL 281
or Literature of the Native Americas 2/GLOBL 282
Electives (6 credits)
3 Spanish 111/112
3 Cultural Anthropology/SOC 292 or Physical Anthropology/SOC 293
3 ARCH 390 Special Topics in Archaeology or/HIST 390 Special Topics in History
or Cultures of Mesoamerica/GLOBL 280
or GLOBL 281 Literatures of the Native Americas 1: Pre Columbian and Colonial
or GLOBL 282 Literatures of the Native Americas 2: Postcolonial to Present
3 Museum Studies/ARCH 304
*Study Abroad
3 Gannon University Archaeological Expedition to Khirbet Iskander, Jordan
3 Gannon University approved Meso-American/Latin American Tour and/or
Archaeological Expedition
3 Gannon University sponsored-study tour to the Near East
3 Gannon University sponsored-study tour to Greece/HIST 394
3 Or under special circumstances Internship in the Gannon University Collins Institute
for Archaeological Research/ARCH 395
COURSE DESCRIPTIONS
ARCH 201: Archaeology and History of the Ancient Near East

This course will offer a basic survey of the archaeological culture and history of the ancient
Near East, including the Biblical Lands of Israel and Transjordan and contemporary societies
in neighboring Mesopotamia and Egypt. The purpose of this particular course is specifically to
introduce the student to a broad sweep of civilizations, peoples, and ancient lifeways, dating
primarily to the Bronze and Iron Ages (4th – 1st millennia BCE roughly). 3 credits
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ARCH 202: Archaeology Methods and Lab

This course will offer a basic introduction to the theoretical and scientific aspects of archaeology.
Archaeology relies on a body of theories and methods for reading human prehistory from the
incomplete record left by past cultures; likewise in the historical era, this body of theories and
methods serves to provide a comprehensive view of ancient lifeways, by including artifact
analysis. Topics include techniques of excavation and artifact analysis and classification of
materials, e.g., ceramics, objects, lithics, faunal and floral analysis, among others. The course is
divided between lecture and laboratory sessions in which students analyze archaeological data.
3 credits
ARCH 302: Becoming Human–Becoming the World
This course intends to study culture continuity and change by concentrating on the most
important turning points and developments in Asia, Europe, Africa, and the Americas, covering
the time span from Human Origins to the edge of the Renaissance. The orientation is global,
the themes integrative, the overall goal being to show interconnections in the development
of civilization(s), along with divergence across cultural and societal boundaries. The course
stresses the archaeological and textual evidence. Some of the over-arching themes that express
both culture and cultural diversity in antiquity include: becoming human, first states, nomadic
movements, empires, and universal religions. 3 credits
ARCH 304: Introduction to Museum Studies
This course intends to survey the field of museum studies and introduce the student to the
world of museums/historical societies and to various facets of exhibit research, design, and
implementation. There will be a “hands-on” component as well as a theoretical underpinning
to museum best practices. The course will cover methods adopted by curators and educators in
the care and preservation of artifacts, and issues currently debated in the field. Topics include:
collection, acquisition, cataloguing, and inventorying. There will be a class project in museum
exhibit design, utilizing archaeological resources in the Archaeology Museum Gallery at
Gannon. 3 credits
ARCH 390: Special Topics in Archaeology
This course focuses on a particular region or topics in the Ancient Near East. Special topics
include: The Archaeology Egypt, Prehistoric Civilizations and the Rise of the State, The
Archaeology of the Greco-Roman World in the Near East, Archaeological Remains of Religion
and Cult in the Ancient Near East, Correlations between the Mediterranean World and the
Ancient Near East in the Bronze Age. 3 credits
ARCH 395: Archaeological Laboratory Internship
This internship in the Gannon University Institute for Archaeological Research is designed
to substitute for the Summer Study Abroad (ARCH 396) course, under special circumstances.
The intent of this internship is to provide the student practice in archaeological post-excavation
research, in lieu of actual field experience on an archaeological dig: The intern will, among
other things, work on artifact analysis, classification, drafting, restoration, data entry. 3 credits
ARCH 396: Study Abroad
Credit awarded for participation in archaeological field season at Khirbet Iskander, approved
study-tour abroad or other approved activities/internships. 3 credits
Liberal Studies Integration

This minor is designed to correlate well with the identified core outcomes of the Gannon
University Liberal Studies core. The minor explicitly contributes to the following Liberal
Studies Core outcomes:
• Understand major philosophical and theological principles: emphasis on History
• Synthesize and apply principles of science: archaeology methods and lab
• Awareness and appreciation of diverse cultures: study abroad experience
SCHOOL OF COMMUNICATION AND THE ARTS 193
The following course list suggests the various ways in which the courses in the Ancient Near
Eastern Studies Minor could satisfy Liberal Studies requirements:
• The Bible: An Introduction: satisfies current LS requirement
• Archaeology and History of the Ancient Near East: can satisfy social science requirement
• Archaeology Methods and Lab: satisfies current science and technology requirement for
non-science majors
• Elective: can satisfy current social science elective requirement
• Study Abroad: can satisfy either Fine Arts requirement or social science elective requirement
for science majors
SCHOOL OF COMMUNICATION AND THE ARTS

Co-Directors, Shawn Clerkin and MC Gensheimer
FACULTY: Professor: Michaele DeSanctis. Associate Professor: Shawn Jeffery Clerkin.
Assistant Professors: Jennifer Allen- Catellier, Frank Garland, Mary Carol Gensheimer,
Alaina Manchester. Instructors: David Blaetz, Anne O’Neill. Adjunct Faculty: Chet LaPrice,
Lori Steadman, Jax Vadney.
The School of Communication and the Arts, located in the College of Humanities, Social
Sciences and Education (CHESS) offers students a comprehensive education in human
communication, digital media, advertising, journalism and the visual and the performing arts.
Faculty members in the school teach the Liberal Studies fine arts courses as well as the courses
in Speech Communication.
Mission Statement (School of Communication and the Arts)

The School of Communication and the Arts at Gannon University is designed to prepare
students to become accomplished communicators and artists in a variety of professions.
Students in the school engage in comprehensive, multidisciplinary education in human
communication studies, digital media production, advertising, journalism, health
communication, and the performing arts, with emphases on writing, producing, performing,
working in teams, and developing adaptability.
Vision Statement (School of Communication and the Arts)

Our vision for the School of Communication and the Arts at Gannon University is to inspire
our students to be content creators, message makers, and storytellers for one another as well as
for Gannon University, the Erie community, and the wider business world. We hope that our
students come to appreciate the myriad of beautifully transferable and marketable experiences,
skills, sensitivities, and talents they have developed during their studies. And then learn to
generously share those experiences, skills, and talents for the affirmation of their creative selves,
as well sharing the gifts with their fellow communicators and communities.
The School of Communication and the Arts offers seven programs of study:
• Advertising Communication
• Digital Media Communication
• Journalism Communication
• Public Relations
• Theatre Performance for Media and Stage
• Theatre Design and Technologies
• Theatre Communication
In addition, the School of Communication and the Arts offers six minors:
Advertising Communication, Digital Media, Journalism Communication, Fine Arts, Music and
Culture and Theatre
194
Advertising Communication
ANNE O’NEILL, Program Director
The art of advertising has been a part of the selling process for as long as people and
organizations have exchanged desired products and services. Today, with a multitude of media
attempting to reach targeted audiences businesses and organizations need to take an integrated
approach to the promotions industry. An integrated marketing communication effort combines
the promotional mix efforts of advertising, public relations, direct marketing, sales promotion
and Internet/social media to provide one clear, consistent and targeted message. Gannon’s
Advertising Communication program, housed in the university’s School of Communication
and the Arts, provides students an integrated approach with classes, assignments, projects,
practica and a guaranteed internship that draw on all of the promotional efforts to ensure
knowledge and skills necessary for career success in the fast-changing world of the integrated
promotional industries.
Advertising Communication Curriculum

Freshman
Fall – 17 credits Spring – 18 credits
1 First-Year Seminar/COMM 161 3 Critical Analysis & Composition/
3 College Composition/LENG 111 LENG 112
3 History Without Borders/LHST 111 3 Introduction to Philosophy/LPHI 131
3 Presentational Strategies/SPCH 115 3 Integrated Marketing Communication/
3 Introduction to Electronic Media/ COMM 101
COMM 111 3 Found of Theology and Christian
3 Fine Arts Series Morality/LTHE 101
1 Elective 6 Electives
Sophomore
Fall – 16 credits Spring – 18 Credits
3 Foreign Language I 3 Foreign Language II
3 Philosophy II Series/LPHI 3 LTHE 201/The Bible: An Introduction
3 TV Production/ COMM 211 3 Emerging Media Marketing/COMM 325
3 TV Radio Performance/COMM 230 9 Electives
4 Electives
Junior
Fall – 15 credits Spring- 15 credits
3 Media Ethics and Criticism/ 3 Sales Promotion and
COMM 350 Direct Marketing/COMM 349
3 Fundamental Christology, Ecclesiology, 3 Math
Worship, Bible, Moral, Comparative, or 3 Literature Series/LENG
LPHI 237 Phil of Ethical Responsibility 3 Principles of Public Relations/COMM
2 Leadership Seminar 372
3 Fundamentals of Advertising/ 3 Electives
COMM 342
3 Internship/COMM 375 or
Practicum/COMM 162, 262, & 362
(over several semesters)
1 Electives
DIGITAL MEDIA COMMUNICATION 195
Senior
3 Liberal Studies Science 3 Senior Seminar and Thesis
3 Advertising Research/COMM 388 (LS Capstone)/COMM 400
3 Integrated Marketing Campaigns/ 3 Social Science
COMM 402 8 Electives
6 Electives
Advertising Minor (18 Credits)

• I ntroduction to Integrated Marketing Communication COMM 101
or Fundamentals of Advertising COMM 342
• Principles of Public Relations COMM 372
• Broadcast Copywriting COMM 321
• Introduction to Sales Promotion and Direct Marketing COMM 349
• Advertising for Electronic Media COMM 381
• Integrated Marketing Campaign Development COMM 402
Digital Media Communication

Communication skills are valued in every business. As a Digital Media Communication major
you will build the skills necessary to develop a varied communication portfolio, gain valuable
real world experience in the field, and get a head start on your career. You will learn to design
engaging content for a variety of audiences and media. Our experienced faculty will help you
to develop your creativity in a challenging and caring environment. The Communication world
is exploding with opportunity, as a Digital Media major you will be prepared for a vibrant
career. Juniors and Seniors are eligible for professional internships at local media outlets,
advertising agencies and corporate offices.
Digital Media Communication Curriculum

Freshman
3 Presentational Strategies/SPCH 115 3 Digital Audio Production/COMM 241
3 Introduction to Electronic Media/ 3 Found of Theology and Christian
COMM 111 Morality/LTHE 101
3 Fine Arts Series 6 Electives
1 Elective
Sophomore
3 Philosophy II Series/LPHI 3 LTHE 201 The Bible: An Introduction
3 TV Production/ COMM 211 3 Contemporary Issues in Media
3 TV Radio Performance/COMM 230 and Theatre/ARTS 210
4 Electives 3 Digital Graphics/COMM 356
6 Electives
196
Junior
3 Media Ethics and Criticism/COMM 350 3 Digital Drawing/COMM 358
LPHI 237 Phil of Ethical Responsibility 3 Photojournalism/COMM 252 or
2 Leadership Seminar Broadcast News writing/COMM 411
3 Corporate Video/COMM 330 3 Electives
4 Electives
Senior
3 Liberal Studies Science 3 Intermediate Graphics/COMM 359
3 Social Science 3 Senior Seminar and Thesis
3 Internship/COMM 490 or (LS Capstone)/COMM 400
3 Practicum/COMM 162, 262, & 362 8 Electives (8 credits)
3 Electives
Digital Media Next Step: 64 Credits total

Degree Program for Graduates of Two Year colleges
Pre- Senior Year: 33 credits
Fall Spring
3 Introduction to Electronic Media/ 3 Digital Audio Production/COMM 241
COMM 111 3 Foreign Language
3 Presentational Strategies/SPCH 115 3 Found of Theology and Christian
3 TV Radio Performance/COMM 230 Morality/ LTHE 101
3 Contemporary Issues Communication 3 Introduction to Philosophy/LPHI 131
and Arts/ARTS 210 3 Digital Graphics
3 Foreign Language 3 TV Production/COMM 211
15 18
Senior Year: 31 credits

Fall Spring
3 Media Ethics and Criticism 3 COMM 358/Digital Drawing
1 Leadership 3 Corporate Video
3 English Literature 3 COMM 400/Senior Seminar and Thesis
3 COMM 235/Interpersonal 3 credits Electives or Practicum
Communication 3 Fine Arts
3 credits Elective or Practicum
16 15
Digital Media Minor: 18 Credits

• COMM 211 TV Production – 3 credits
• COMM 241 Digital Audio Production -3 credits
• COMM 330 Corporate Video Production – 3 credits
• COMM 356 Digital Graphics – 3 credits
• COMM 358 Digital Drawing – 3 credits
• COMM 359 Intermediate Graphics – 3 credits
JOURNALISM COMMUNICATION 197
Journalism Communication
Frank Garland, Program Director
The Journalism Communication program, housed in the university’s School of Communication
and the Arts, enables students to master journalistic skills in new and digital media as well as
traditional media. Students acquire the reporting, writing, speaking and design skills needed
to work successfully in each medium and also tackle theoretical and ethical issues confronting
today’s media. Students complete practicum classes and pursue internship opportunities
where classroom learning is put into practice. The Gannon Knight, which boasts a weekly
print product and a redesigned website, and WERG-FM and WERGFM.com – Gannon’s own
3,000-watt broadcast and web streaming station – provide students with valuable hands-on
experience. The university also boasts a full TV production, digital editing and multimedia
studio used for student instruction. In addition, the Journalism Communication program
provides students with internship opportunities with the Erie Times-News, local television
affiliates, advertising agencies, radio stations, nonprofit entities and public relations and
marketing firms.
Journalism Curriculum
Freshman
3 Presentational Strategies/SPCH 115 3 Digital Audio Production/COMM 241 or
3 Introduction to Electronic Media/ TV Production/COMM211
Sophomore
3 Philosophy II Series/LPHI 3 LTHE 201 The Bible: An Introduction
3 Writing for Print and New Media/ 3 Contemporary Issues in Media
COMM 214 and Theatre/ARTS 210
3 TV Radio Performance/COMM 230 3 Editing Production of Print Media
4 Electives COMM 215
6 Electives
Junior
3 Media Ethics and Criticism/COMM 350 3 Feature Writing/COMM 218
LPHI 237 Phil of Ethical Responsibility 3 Photojournalism/COMM 252 or
2 Leadership Seminar Digital Graphics/COMM 356
3 Advanced Specialized Reporting/ 3 Electives
COMM 216
4 Electives
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Senior
3 Liberal Studies Science 3 Media Management/COMM 341 or
3 Social Science Broadcast Newswriting/COMM 411
3 Internship/COMM 490 or 3 Senior Seminar and Thesis
3 Practicum/COMM 162, 262, & 362 (LS Capstone)/COMM 400
(over several semesters) 8 Electives
3 Electives
Journalism Minor: 18 Credits

3 COMM 214 Writing for the Print/News Media
3 COMM 215 Editing/Production of Print Media
3 COMM 216 Advanced/Specialized Reporting
3 ENGL 371 Mass Media and Popular Culture
3 Electives with instructor approval
Public Relations
ANNE O’NEILL, Program Director
The public relations profession is about influencing, engaging, and creating relationships
with key audiences to contribute to the way an organization is viewed. The PR professional
has skills that will help to offer insights into the development of an organization’s message
across multiple channels to internal and external publics within the for-profit, not-for-profit
and government sectors. Students in this program will develop strategic planning, writing,
organizational, digital media, and interpersonal skills that will enable them to assist an
organization in multiple promotional activities.
Public Relations Curriculum

Freshman
3 Presentational Strategies/SPCH 115 3 Integrated Marketing Communication/
3 Introduction to Electronic Media/ COMM 101
Sophomore
3 Philosophy II Series/LPHI 3 LTHE 201/The Bible: An Introduction
3 TV Production/ COMM 211 3 Emerging Media Marketing/COMM 325
3 TV Radio Performance/COMM 230 3 Fundamentals of PR/COMM 372
4 Electives 3 Fundamentals of Advertising/COMM 342
3 Electives
PUBLIC RELATIONS 199
Junior
3 Media Ethics and Criticism/COMM 350 3 Event Planning/COMM 327
LPHI 237 Phil of Ethical Responsibility 3 COMM 389/Strategic PR
2 Leadership Seminar 3 Electives
3 Internship/COMM 375 or
3 Practicum/COMM 162, 262, & 362
4 Electives
Senior
3 Liberal Studies Science 3 Senior Seminar and Thesis
3 Advertising Research/COMM 388 (LS Capstone)/COMM 400
3 Integrated Marketing Campaigns/ 3 Social Science
COMM 402 8 Electives
6 Electives
4+1 BA/ MA in Health Communication

This program allows highly qualified students to complete a Bachelor’s and a Master’s Degree
in five years. All students interested in the 4+1 program must apply to the program in their
Junior year. With provisional acceptance they will be able to take three courses during their
senior year. Upon successful completion of their undergraduate degree, students will be
admitted to the graduate program and will take the remaining graduate courses following their
senior year.
Course Descriptions
COMM 101: Introduction to Integrated Marketing Communication

Students will be introduced to the concept of integrated marketing communication (IMC),
where the promotional elements of marketing are incorporated into a multidisciplinary
approach. An Overview of each of the promotional mix elements – general advertising,
public relations, direct marketing (including Internet marketing) and sales promotion – is
presented along with the concept of integration of all the elements for successful promotional
management. Marketers in business today need to be proactive while having an understanding
of all stakeholders, technologies and communication opportunities involved. IMC addresses
these issues while this course provides the rudimentary knowledge to prepare students for
future study and experiences in a specialized area. 3 credits
COMM 111: Introduction to Electronic Media
This course is a survey of the technological and programming history of Electronic Media
inclusive of government, social opinion, and advertising influences from the beginning to
present. 3 credits
COMM 112: Electronic Media Programming
This course will study the theory and technique of programming for radio, television, and
internet. Topics include the design and implementation of radio formats and television program
schedules with a focus on the marketing and managerial aspects of the program executive’s role
in station operations. 3 credits
200
COMM 161: First-Year Seminar: Practicum in Media and Theatre

Fall Practicum is a “hands on” class in which the students gain one credit for planned
discussion sessions and project-based experience in theatre, radio, video and new media. The
course will introduce the first time student to the inner workings of “department people” and
“department projects.” The student will begin the process of portfolio development, take part
in departmental activities, and participate in a final production. 2 credits, Fall
COMM 162: Practicum in Media and Theatre
Students gain one credit for practical hands-on experience in media and theatre activities on
and off campus under the direct supervision of the department’s faculty and staff members.
1 credit
COMM 211: Television Production
This course is a skills orientation in the basic technological considerations of television studio
production inclusive of camera operation, lighting, audio, graphics, special effects, switching,
and nonlinear editing. 3 credits
COMM 214 Writing for Print/New Media
This workshop course introduces new students to the basics of journalistic reporting and
writing. Students receive practice in how to identify, gather, and write news and make ethical
judgments about news. The course should help students who want to work for newspapers and
magazines as well as for broadcast and online media. This course is a prerequisite for COMM
216 and COMM 252.
Prerequisites: LENG 111, 112 3 credits
COMM 215 Editing/Production of Print Media
The course introduces students to the production of printed material, whether for newspaper,
magazines, advertising, in-house publications, brochures, books, or anything else on paper.
COMM 216 Advanced and Specialized Reporting
This workshop course focuses on specialized news beats including police, courts, government,
education and the environment and introduces students to computer-assisted reporting and
research techniques.
Prerequisites: COMM 214/ENGL 214 3 credits
COMM 218 Feature Writing
This workshop course introduces students to various genres of feature writing for newspapers,
magazines and online publications, including profiles, entertainment pieces and trend stories.
COMM 225 Philosophy of Communication
An analysis of the epistemological foundations underlying all forms of communicative
processes form individual gestures to the electronic world-wide media. 3 credits
COMM 230: Television and Radio Performance
This course is a practice in the skills of basic performance and broadcast styles, ranging from
news and interview formats to dramatic presentation, emphasizing specific talent problems.
3 credits
COMM 235 Interpersonal Communication
This course develops communication skills in a variety of personal and professional
relationships, including friendships, romantic relationships, work relationships, and family
relationships. 3 credits
COMM 240: Leadership Seminar
course and in the co-requisite Theology or Philosophy Series III course. Individual and team-
based assignments serve as the methods for the students to assess, analyze and evaluate their
learning style and leadership style, and to demonstrate this knowledge through the completion
of a LIFECORE-based major assignment. 1 credit
COMM 241: Digital Audio Production
This course is a study of audio mixing and editing techniques in commercials, promos, and
news applications. Professional material from the RAB will be used in class. 3 credits
COMM 250: WERGi
The purpose of this course is to develop skills in online/digital media production and
performance. Through planning, writing, production, performance and feedback, the student
will be able to build a portfolio of quality audio work. This course involves a skill orientation
in the basic technological considerations of digital audio production, inclusive of computers,
microphones, on-air work, special effects, and editing. There is an additional emphasis on the
process of radio show preparation and quality air shift production. Prerequisites: COMM 241
3 credits
COMM 252 Photojournalism
This course introduces students to the principles of photojournalism. Students study and
practice photojournalism techniques, with consideration of the ethical issues involved with
creating and using visual images. Prerequisite: COMM 214 3 credits
Students gain one credit for practical hands-on experience in media and theater activities on
1 credit
COMM 313 Intercultural Communication
Develops students’ understanding of cultural, international and global communication in order
to be informed and effective global citizens. Students research the influences of history, belief,
cultural practices, values, and ethics on intercultural conflict, moving toward a goal of better
ethical global citizenship and civic engagement. 3 credits
COMM 314 Persuasion
This course is a study of the nature and methods of persuasion as they relate to oral
communication with emphasis on increasing the student’s skill in persuasive speaking and
ability to recognize and evaluate persuasive appeals.
Prerequisite: SPCH 111 or SPCH 113 or SPCH 115 3 credits
COMM 321: Broadcast Copywriting
A study of the forms and formats of material suitable for both radio and television with
an analysis of selected problems in the commercial uses of the media; practice in selection,
adaptation and organization of content and production materials such as film, slides and
graphics. 3 credits
COMM 322 Argumentation and Debate
Practice in the art of rhetoric as it relates to persuasive, logical speechmaking. Pre-requisite
SPCH 111 or SPCH 113 or SPCH 115 3 credits
ADVC 325: Emerging Media Advertising
This course will focus primarily on the Internet as an emerging advertising medium. Traditional
as well as new developing strategies for the creation and dissemination of persuasive messages,
through online promotional campaigns will be analyzed. 3 credits
COMM 327 Event Planning
This course is designed to prepare students going into the promotions, communication,
business or sport industries to conceptualize, create, coordinate and implement a variety of
events for for-profit and non-profit organizations. Activities will include the conceptualization,
establishing objectives, identifying audiences, strategies, logistics, budgeting, management,
implementing and the follow up of events. 3 credits
202
COMM 330: Corporate Video

A survey of the growing uses of video for instructional, institutional, corporate, and public
access applications. The emphasis will be on the planning, scriptwriting, production and
computer editing of these non-broadcast forms. The editing system software used is “Adobe
Premiere Pro”.
Prerequisite: COMM 211 3 credits
COMM 342: Fundamentals of Advertising
This course explores the fundamentals of advertising, including: history of advertising;
creativity; evolution of integrated marketing communications; marketing and advertising;
advertising agency structure; the various media relative to placement and production;
influences of computer technology; ethics of advertising; an introduction to the promotional
mix elements, sales promotion, direct marketing and public relations (including the Internet);
and career opportunities in the industry. Terminology and procedures will be introduced and
incorporated in the presentation of advertisements and promotional campaigns. 3 credits
COMM 341: Media Management
A study of the basic principles of management theory as they apply specifically to broadcast
station organization, programming, sales, engineering, and the broadcast regulatory
environment using both lecture and case study approaches. 3 credits
COMM 349: Introduction to Sales Promotion and Direct Marketing
This is an intermediate level course for Advertising Communication and Public Relations
majors, minors and others interested in the promotional mix elements of sales promotion and
direct marketing. The course will incorporate an introduction of each and examples of uses in
the industry, along with student application projects. The course will explore the fundamentals
of sales promotions and direct marketing activities, how they are used in the industry, why they
are used, and how they are integrated with other promotional mix elements. Terminology and
procedures will be introduced and incorporated in the presentation of the materials. 3 credits
COMM 350: Media Ethics and Criticism
An historical consideration of public opinion and the major media critics of the electronic media
with practical writing experience in evaluating network television and local radio.
Prerequisite: Junior/Senior status 3 credits
COMM 356 Digital Graphics
This course is an exploration of the theories and skills required for visual electronic
communication. Using traditional and nontraditional studio techniques, the student will create
a portfolio of digital images. Through the accumulation of sensitivities and skills, the visual
communicator will be able to effectively and efficiently produce messages for the electronic/
digital medium. 3 credits
COMM 357: Animation
Animation class is designed to explore the area of visual communication in the digital media,
specifically the areas of vector graphics and motion. Through the exploration of various
fundamental animation techniques, the student will create a portfolio of moving images and
text. Through the accumulation of sensitivities and skills in creating animated visuals, the
student will be able to communicate, effectively and efficiently, in the digital and electronic
medium. 3 credits
COMM 358: Digital Drawing
Digital Drawing is a drawing class designed to explore the area of visual communication in the
digital media. The student will use both pencil and digital stylus to create images. In addition,
the student will explore the relationship between the “objective of the communication’ and its
influence on the plan for the image. The student will create a portfolio of various vector-based
images. The software used is “Adobe Illustrator.” Skill in drawing is required. Drawing skill
will be part of the evaluation. 3 credits
COMM 359 Intermediate Graphics

This course is the intermediate level of experience for the student interested in furthering their
digital arts portfolio. Using Photoshop the course will develop 10 distinct projects using type,
layers and the layers adjustment palette, masks, selections and other tools in Photoshop. The
basic layout tools in InDesign will also be used to create composite elements for a final project.
Prerequisite: COMM 356 3 credits
Students can gain one credit for practical hands-on experience in media and theater
activities on and off campus under the direct supervision of the department’s faculty and
staff members. 1 credit
COMM 372: Principles of Public Relations
This is an introductory level course on the topic of public relations, a component of the
promotional mix elements. Strategies and communication tools will be introduced and studied
as they relate to an organization’s efforts to communicate with and position itself with its
internal and external publics. 3 credits
COMM 375: Advertising Communication Organizational Internship
Selected students will be able to spend a period of time (150 hours) working as an Intern with
an organization. During this period the student will maintain a journal, will meet regularly
with a faculty member and with a supervisor to provide continuing evaluation of quality and
progress of the student’s work. At the conclusion of the experience the student will submit a
paper and portfolio to the supervisor and faulty member and make an oral presentation.
Prerequisite: Senior level 3 credits
COMM 380: Media Law and Regulation
A study of the laws and regulations that comprise the legal environment of broadcasting. The
course moves from the historical perspective to current applications of Federal law and FCC
Rules and Regulations. 3 credits
COMM 381: Advertising for Electronic Media
A study of skills and theory of Radio and Television advertising salesmanship. Includes
discussion of ratings, rate structures, advertising packages, station promotions and role play in
sales techniques. 3 credits
COMM 389: Strategic Public Relations
Strategic Public Relations is designed to develop the student’s public relation skills with an
understanding and application of the strategies used in a comprehensive public relations effort.
The course will provide to students the opportunity to apply the fundamentals of the industry
to an actual identified client. The class will include public relations case students, issues in
the industry (technology, research, ethics) and at the development and execution of a public
relations plan. Strategies and communication tools will be studied and applied as they relate to
an organization’s efforts to communicate with and position itself with its internal and external
audiences.
Prerequisites: COMM 101, COMM 372, COMM 214, COMM 215 3 credits
COMM 388: Advertising Research
Advertising Research is designed for advertising Communication majors and minors in the
junior year to prepare them for the development, gathering and analysis of research that is used
to assist in the creation of promotional messages to targeted audiences. The hands-on course
will provide students with a variety of learning opportunities in developing primary research,
uncovering secondary research, analyzing results and presenting conclusions. 3 credits
Prerequisites: COMM 101, COMM 340
COMM 390-394 Special Topics in Communication 1-3 credits
COMM 395-399 Independent Study 1-3 credits
204
COMM 400: Senior Seminar and Thesis

Prerequisite: COMM 350 or ARTS 421; Senior status required; For majors only. 3 credits
COMM 402: Integrated Marketing Campaign Development
This course is designed for Advertising Communication major/Public Relations major and
minor students to be taken Senior year as an opportunity to integrate their course work in
the Advertising Program, and Public Relations along with their Communication and Liberal
Studies courses, and any work, co-curricular or internship experiences, into a comprehensive,
original advertising/promotional plan. The completion of the required promotional plan (as
a group effort) and portfolio (as an individual effort) will provide students the opportunity to
express their creative communication ideas, participate in issues of ethics and morals, apply
their knowledge and experience in active listening, apply their knowledge of research, apply
their knowledge of the business and promotional industries, apply and develop their analytical
thinking abilities, and assist in helping them to determine how their proposed campaign will
influence not only their target audience but the world around them. 3 credits
COMM 411: Broadcast Newswriting and Production
An examination of the techniques used in writing material for broadcast in contrast in print,
including shaping the spoken message to conform to broadcasting time limitations. 3 credits
Students gain one credit for practical hands-on experience in media and theatre activities on
1 credit
COMM 490: Professional Internship I in TV/Radio/Theatre
A full-semester work experience with a professional communication system. Internships at
other Radio/TV stations and advertising agencies available based on student’s interests and
career goals. Requires recommendation of faculty . 3 credits
COMM 491: Professional Internship II in TV/Radio/Theatre
A full-semester work experience with a professional communication system.
Requires recommendation of faculty. 3 credits
Performing and Visual Arts Program

Mission Statement
The Performing and Visual Arts program in the School of Communication and the Arts is
designed to prepare students to become accomplished artists in a variety of media, including
arts appreciation, media performance, music appreciation, theatre performance, theatre
technologies and design. Students in the programs (Theatre and Communication Arts,
Theatre Performance for Media and Stage, Theatre Technologies and Design majors, as well
as Fine Arts and Theatre minors) engage in comprehensive, multidisciplinary education in
performing and visual arts including advertising and promotions, digital media production,
human communication studies, music and culture, the performing arts, theatrical and
stage management, theatrical production and design, and appreciation of the visual and
performing arts.
Vision Statement
Our vision for the Performing and Visual Arts program in the School of Communication and the
Arts is to provide sound instruction and creative spaces whereby students grow in knowledge
of the arts and can explore their crafts, gifts, and skills in many artistic disciplines. By doing so
we engage students’ intellects and emotions, inspire creative viewpoints by which students look
at creation and the loving co-creators that we are to one another, prepare students for careers
in the arts and/or careers where transferable skills are employable, and provide the Gannon
University and Erie communities with quality artistic experiences that enhance all of our lives.
THEATRE AND COMMUNICATION ARTS 205
Theatre and Communication Arts

Shawn Clerkin, Program Director
For those interested in a hybrid degree, encompassing all the best of what the School of
Communication and the Arts has to offer, the BA in Theatre and Communication Arts is
the perfect choice. Students are able to gain transferable skills in digital design production,
theatrical design, screen and stage performance, theatre management, cultural studies in media
and the arts, along with practicums and internships, on and off campus, to apply the skills and
learning experiences from the classroom in professional settings with regional professional
arts organizations and media outlets, regional for- and non- profit arts organizations, major
television network affiliates, and advertising/public relations/website design and promotion
creators.
Freshman
3 Presentational Strategies/SPCH 115 3 Scene Technology/ARTS 112
3 Introduction to Electronic Media/ 3 Foundations of Theology and
COMM 111 Christian Morality/LTHE 101
3 Introduction to Fine Arts/LFIN 255 6 Electives
1 Elective
Sophomore
3 Philosophy II Series/LPHI 3 The Bible: And Introduction/LTHE 201
3 Theatre History/ARTS 212 3 Contemporary Issues in Communication
3 Fundamentals of Acting/ARTS 140 and The Arts/ARTS 210
6 Electives
Junior
3 Introduction to Electronic Media/ 3 Argumentation and Debate/SPCH 322
COMM 111 3 Math
3 LPHI 237 or any LTHE 300 level course 3 Literature Series/LENG
2 Leadership Seminar 3 TV Production/COMM 211 or
3 Principles of Design Digital Audio Production/COMM 241
4 Electives 3 Electives
Senior
3 Liberal Studies Science 3 Contemporary Issues in Art
3 Social Science and Architecture/ARTS 281
3 Internship/COMM 490 or 3 Senior Seminar and Thesis
3 Practicum/COMM 162, 262, & 362 (LS Capstone)/ARTS 400
(over several semesters) 3 Production and Performance
3 Electives in The Arts/ARTS 360-376
5 Electives
206
Theatre Design and Technologies

Shawn Clerkin, Program Director. Jacki Vadney, Technical Director
If you have a passion for theatrical design or as a technical artist, then Gannon’s theatre
design and technologies program provides diverse and extensive experience in stage,
costume, lighting, prop, and sound design in traditional and digital platforms, along with
stage management, production and performance related courses. Here you can develop
your technique and craft, learn to promote yourself as a professional artist/technician, for
either professional employment of advanced studies in theatre. Students choose one of three
tracks. Focus on scenic, lighting and sound design, arts/theatre management, or technical
direction. Students can even or create your own hybrid of courses to satisfy your personal
interests. A community of artists produces more than fifty distinct performances, providing
excellent and practical exposure to the job market. Many students have had the opportunity to
explore international connections through participation in the International Collegiate Theatre
Festival/Edinburgh (Scotland) Festival Fringe. Juniors and Seniors are eligible for professional
internships with local theatres including the Erie Art Museum and the Erie Playhouse.
Freshman
3 Introduction to Electronic Media/ 3 Foundations of Theology and
COMM 111 Christian Morality/LTHE 101
1 Elective
Sophomore
3 Theatre History/ARTS 212 3 Contemporary Issues in Communication
3 Fundamentals of Acting/ARTS 140 and The Arts/ARTS 210
6 Electives
Junior
3 Costume and Make-Up 3 Argumentation and Debate/SPCH 322
Techniques/ARTS 252 3 Math
2 Leadership Seminar 3 Puppetry/ARTS 253 or
7 Electives Production and Stage
Management/ARTS 354
3 Electives
THEATRE PERFORMANCE FOR MEDIA AND STAGE 207
Senior
3 Liberal Studies Science 3 Contemporary Issues in Art
3 Social Science and Architecture/FINA 281
3 Internship/COMM 490 OR 3 Senior Seminar and Thesis
3 Practicum/COMM 162, 262, & 362 (LS Capstone)/ARTS 400
(over several semesters) 3 Production and Performance
3 Electives in the Arts/ARTS 360-376
5 Electives
Theatre Performance for Media and Stage

Shawn Clerkin, Program Director. Alaina manchester, Acting Director
If you have a love for performance as an actor or spokesperson on stage or on screen, then
Gannon’s program in performance has unlimited possibilities for you with classes in acting,
improvisation, television and radio performance, and other performance and production related
courses. Here you can develop your technique and craft in voice and body communication and
performance, as well as learn to promote yourself as a professional artist or a student of further
study. The Schuster Theatre and School of Communication and the Arts company creates and
shares more than fifty distinctive performances each year which provide excellent exposure
to the job market, and some graduates have explored international experiences through our
educational partners in Great Britain, Ireland, Italy, and Scotland. Juniors and Seniors are eligible
for professional performing arts internships with local theatres including the Erie Playhouse.
Freshman
1First-Year Seminar/COMM 161 3 Critical Analysis & Composition/
3 Introduction to Electronic Media/ 3 Foundations of Theology and Christian
COMM 111 Morality/LTHE 101
1 Elective
Sophomore
3 Theatre History/ARTS 212 3 Contemporary Issues in Media
3 Fundamentals of Acting/ARTS 140 and Theatre/ARTS 210
4 Electives 3 TV/Radio Performance/COMM 230
6 Electives
Junior Spring- 15 credits

Fall – 15 credits 3 Argumentation and Debate/SPCH 322
3 Improvisation /ARTS 340 3 Math
2 Leadership Seminar 3 Advanced Acting/ARTS 350
7 Electives 3 Electives
208
Senior Spring – 14 credits

Fall – 15 credits 3 Contemporary Issues in Art
3 Liberal Studies Science and Architecture/FINA 281
3 Social Science 3 Senior Seminar and Thesis
3 Internship/COMM 490 OR (LS Capstone)/ARTS 400
3 Practicum/COMM 162, 262, & 362 3 Production and Performance
(over several semesters) in the Arts/ARTS 360-376
3 Electives 3 Principles of Play Directing/THEA 310
2 Electives
Courses Descriptions
ARTS 101-106: Mixed Chorus 1-6

Reading, rehearsal and performance of sacred and secular choral literature. Open to all
qualified students. One hour rehearsal weekly. May be taken on a non-credit basis. 1 credit
ARTS 151-159: Band 1-9
Opportunity for qualified students to perform in the Concert Band. Two-hour rehearsal weekly
with performances at the end of each semester. May be taken on a non-credit basis. 1 credit
ARTS 111: Introduction to Theatre
A foundations course which specifically considers Theatre as a Liberal Art, focusing on theatre
as a multicultural phenomenon. 3 credits
ARTS 112: Scene Technology
An examination of the technologies and practices of theatrical production. Emphasis is given
to the interrelationship of the production team and the processes team and processes by which
theatre is created. 3 credits
ARTS 140: Fundamentals of Acting
A laboratory course exploring the fundamental craft of acting. Development of skills in
creativity, improvisation, imagination, concentration, and text analysis. 3 credits
ARTS 201-208: Instrumental Ensemble 1-8
Opportunity for students with instrumental background to perform in small ensembles (string,
wind, etc.) 1 credit
ARTS 210: Contemporary Issues in Communication and the Arts
An introduction to academic theatre and media scholarship forming a critical foundation on
which students can formulate opinions based on factual observation and argue various points
of view relating to current production in theatre, radio, television, digital communication, and
performance studies. This course is both writing intensive and argumentatively provocative.
3 credits
ARTS 212: Issues in Theatre History
A historiographical survey of the forces which have related theatrical forms. Emphasis on
Aesthetic, Social, Political, and Economic influences. 3 credits
ARTS 213: Issues in Music History
An in-depth study of the interactions between European and American musical life and gender.
Students will gain an understanding of the changing ideas of gender roles and performance
and how these work together with the development of musical style in various periods. This
course explores how women acted as patrons in early music, gender performance, and male vs.
female composers. 3 credits
ARTS 215: Problems in Contemporary Art and Culture
The role of modern art criticism, the desacralization of modern art, and the demise of the art
object. One seminar meeting per week. 3 credits
ARTS 216: Music in the Theatre

Examines the role of music as an inherent element of drama. The course surveys various forms
of musical and dramatic expression and their application in theatrical productions. 3 credit
Prerequisite: ARTS 111/LFIN 250 or LFIN 251
ARTS 221: Renaissance Art
The arts of the so-called “rebirth” of western culture, from the International Style of ca. 1400 256
A.D. and “Late Gothic” style in Northern Europe, through the early and high Renaissance in
Italy and their spread northward. 3 credits
ARTS 224: Baroque Art
The development of art and architecture from the change in style ca. 1520 known as
Mannerism, through the Baroque and Rococo phases in Mediterranean and Northern Europe.
3 credits
ARTS 226: Modern Art
A survey of the leading movements in painting, sculpture, and architecture during the 19th and
20 centuries. 3 credits
ARTS 228: American Art
The development of American painting, sculpture and architecture from their provincial status
in colonial times to their preeminence on the world scene after World War II. 3 credits
ARTS 232: Erie Architecture
A close-up study of the built environment in Erie, Pennsylvania. The course examines the
various ways in which architecture shapes the places, in which Erie residents live, work, pray,
and recreate. Class sessions are almost entirely outside the classroom and will include tours of
important buildings and local architectural firms. 3 credits
ARTS 235: Christian Art and Architecture
A broad survey of the various ways in which Christian faith has been expressed in the pictorial
and building arts. Special attention is devoted to the evolution of the Christian place of
worship, from the earliest house-church and basilica settings to the high-tech, televangelization
centers of today. 3 credits
ARTS 251: Principles of Theatre Design
An exploration of the fundamental principles of design: space, time, composition, etc. Emphasis
on creative problem solving and aesthetic development. 3 credits
ARTS 252: Costume and Make-Up Techniques
This course is designed to introduce the student to the basic materials and techniques of
theatrical stage makeup. Emphasis will be on basic application of two-dimensional makeup,
analysis of character as it relates to physical appearance, the development of a makeup portfolio
and morgue, and exposure to more advanced three-dimensional techniques. An examination of
costume as part of the character mask completes the overview. 3 credits
ARTS 256 American Popular Music
Aims to introduce students to various types of popular music in America. Throughout the
course, participants will consider the basic musical features of popular music as well as its
significance in society and culture. Although the bulk of the course will explore music from the
20th century, earlier 19th century influences and popular music of the 21st century inform a
significant part of the discussion. By focusing on genres that originated and gained popularity
in the United States, the course will work to develop an understanding of the various factors
that influence popular music, including changing technologies and social conditions. 3 credits
ARTS 260: Music and Media
Explores the contribution of music to modern advertising and marketing. The course devotes
particular attention to the relationship between audio and visual effects in radio and television
advertising. Rhythmic patterns, voice timbre, consonance/dissonance, and melodic devices will
be examined. 3 credits
210
ARTS 310: Principles of Play Directing

A laboratory exploration of the directing process from play selection and analysis to rehearsal
techniques. Emphasis on developing leadership qualities, communication skills, and aesthetic
sensitivity. 3 credits
ARTS 331: Writing for the Stage and Screen
Practical writing experience at transferring ideas into written dramatic forms, including
playwriting and critical writing. 3 credits
ARTS 340: Improvisation
This laboratory course stresses basic improvisation performance skills such as focus, teamwork,
mime, character development, status work, story development and scene work. You will
develop a number of practical skills that can be applied in almost any real-life situation,
including creative problem-solving, quick-thinking skills, spontaneity, interpreting non-verbal
communication, resolving conflict respectfully with others, and holding your place while
working within a group dynamic. 3 credits
ARTS 345: Voice and Diction
A practical examination of the voice as a communicative tool. Emphasis on vocal flexibility,
breathing, vocal expansion, and a working understanding of the phonetic alphabet. 3 credits
ARTS 350: Advanced Acting
The course focuses on character development and script analysis for theatrical performance
focusing on, but not limited to, American realism. 3 credits
Prerequisite: ARTS 140 or ARTS 340
ARTS 360-376: Production and Performance in the Arts
A laboratory course investigating the creation/rehearsal and production/performance
process of artistic product. Students work independently and/or assume various roles, both
on production crew and cast, and are evaluated on the quality of their productivity and
participation in the work. The course culminates in public exhibit or show performance and
post-performance evaluation, by students and advisors/mentors. 3 credits
ARTS 380: Art and the Sacred
This course invites students to explore the historic relationship between aesthetic and spiritual
experience. While the course focuses primarily on artistic expression in the JudeoChristian
tradition, students are encouraged to examine the ways in which other world religions give
rise to sacred image-making, music, dance, drama, sculpture and architecture. A fundamental
premise of the course is that the arts are, in the Christian sense, both “incarnational” and
“sacramental” in that they mimic Jesus Christ’s own enfleshment as “the visible image of the
invisible God” (Col. 1:15), and serve as means by which people of faith make contact with the
sacred, the transcendent, the divine. The course relies heavily on group discussion of ideas
and images related to the topic. As often as possible, students are introduced to the work of
local artists, theologians and persons involved in religious ministries and receive firsthand
experience of sacred artworks. 3 credits
ARTS 385: American Architecture
A broad survey of the American architectural tradition. The entire range of American building
practices is examined, from the earliest colonial experiments to the latest Postmodern
skyscrapers. 3 credits
ARTS 390-394: Special Topics 1-3 credits
ARTS 395-399: Independent Study 1-3 credits
ARTS 400: Senior Seminar and Thesis (prerequisite: ARTS 421)
Prerequisite: ARTS 421 3 credits
ARTS 421: Arts Criticism
A capstone course focusing on ethical, moral, and aesthetic issues. Emphasis on both written
and oral application of the principles of criticism to specific problems. 3 credits
Fine Arts Minor

The Fine Arts Minor is intended to serve those students who, while not necessarily choosing
to pursue professional involvement in the fine arts, nevertheless wish to learn more about the
history, theory and practice of the various modes of human creativity. The minor is conceived
as a broad, interdisciplinary survey of the expressive arts that places heavy emphasis on the
creative act as a way of shaping thought. Guiding students through the minor are faculty
members from various academic departments whose own interests lie in the area of creative
expression. Students pursuing the minor are encouraged to make use of the University’s urban
campus and close proximity to such local art resources as the Fine Art Museum, Erie Playhouse,
and the Erie Philharmonic.
The minor offers two options or ‘tracks’ students may take to suit their particular, academic
interests:
Track 1: Theoretical
This track consists exclusively of theoretical courses offering participants a broad view of
various modes of creative expression and their interrelatedness.
Track 2: Applied
This track requires participants to complete no fewer than two studio-type courses (e.g.,
Introduction to Photography, Fiction Writing) that challenge them to apply their acquired
knowledge of arts theory and history to some creative act. Students opting for Track 2 will be
required to present for faculty review a formal portfolio or performance demonstrating growth
in their chosen art form.
Course Requirements:
Track 1: Theoretical: 6 credits from Level One, Foundation Course Selection, plus 12 credits
from Level Two, Elective Course Selection.
Track 2: Applied: 6 credits from Level One, Foundation Course Selection, plus 12 credits
from Level Two, Elective Course Selection (of which 6 must be applied arts.) A non-credit,
synthesizing portfolio or performance is also required for successful completion of this track.
Level One – Foundation Course Selection (6 credits)

LFIN 250: Theatre and Culture
LFIN 251: Introduction to Music
LFIN 252: Women in Photography
LFIN 253: Introduction to Visual Arts
LFIN 254: Art of the Film
LFIN 256: American Popular Music
LFIN 257: Introduction to Fine Arts
Level Two – Elective Course Selection (12 credits)

Any ARTS, COMM, or LFIN course.
Applied arts courses include:
ARTS 101-106: Mixed Chorus (1 credit)
ARTS 151-159: Band (1 credit)
ARTS 140: Fundamentals of Acting
ARTS 251: Principles of Theatre Design
ARTS 252: Costume and Makeup
ARTS 331: Writing for Stage and Screen
ARTS 340: Improvisation
ARTS 360-376: Production and Performance in the Arts
ARTS 390: Special Topics (1-3 credits)
COMM 356: Digital Graphics
COMM 357: Animation
212
COMM 358: Digital Drawing

ENGL 210: Creative Writing
ENGL 250: Introduction to Photography
ENGL 312: Poetry Writing Workshop
ENGL 313: Fiction Writing
PSYC 300: Psychology of Creativity
Music and Culture minor

LFIN 251: Introduction to Music (3 credits)
LFIN 256: American Popular Music (3 credits)
ARTS 213: Issues in Music History (3 credits)
ARTS 216: Music in the Theatre (3 credits)
ARTS 260: Music and Media (3 credits)
Any ARTS or LFIN Elective(s) (totaling 3 credits)
18 credits
Theatre Minor
ARTS 112: Scene Technology (3 credits)
ARTS 140: Fundamentals of Acting (3 credits)
ARTS 212: Issues in Theatre History (3 credits)
ARTS 251: Principles of Theatre Design (3 credits)
ARTS 340: Improvisation (3 credits)
ARTS 360-376: Production and Performance in Theatre (3 total credits)
18 credits
Speech – These are the only courses that satisfy the Liberal Arts Speech Requirement
SPCH 101: Introduction to Speech

This course is an exploration of the procedures of preparing a public speech with emphasis on
personal credibility, audience analysis, and effective delivery techniques. This course fulfills
Gannon University’s Liberal Studies Speech requirement for students enrolled in various
Associate programs.
SPCH 110: Technical Communication
This course is an introduction to the exploration of the procedures of preparing a public speech
with emphasis on personal credibility, audience analysis, and effective delivery techniques. This
course fulfills Gannon University’s Liberal Studies Speech requirement for students enrolled in
programs approved by the Liberal Studies Committee.
SPCH 111: Public Speaking
This course introduces both the theory and the practice of public speaking in a variety of
contexts. Students will develop the communication skills necessary to analyze verbal discourse
and perform effectively in a variety of public speaking situations.
SPCH 113: Human Communication & Society
professional contexts. Special emphasis is given to public presentations, interviewing and
interacting in group meetings.
SPCH 115: Presentational Strategies
technologically mediated contexts. Special emphasis is given to students interested in the
fields of media and/or performance who wish to develop their performance skills in mediated
presentational environments.
COUNSELING AND HELPING PROFESSIONS 213
COMMUNICATION & RHETORICAL STUDIES MINOR

Completion of the following 15 credits will satisfy the requirements for a minor in
Communication & Rhetorical Studies.
3 Presentational Strategies/SPCH 115
3 Philosophy of Communication/COMM 225 or PHIL 225
3 Interpersonal Communication/COMM 235
3 Persuasion/COMM 314
3 Argumentation & Debate/COMM 322
15
All students graduating from Humanities must have completed six credits of a Modern Foreign
Language. If a student has not completed 6 credits of a foreign language in the associate degree
program, he or she must complete them as part of the Next Step program.
Students will be permitted to take other courses in substitution for any course listed above
which they have satisfactorily completed prior to admission into the Next Step program.
Note: S
ome of these courses are taught on a three-semester rotation so the actual timing
may be changed.
Counseling and Helping Professions Minor

Timothy E. Coppock, PhD, LPC, NCC, Advisor
The Counseling and Helping Professions minor is designed to provide basic counseling and
helping skills for students who are interested in pursuing a career in behavioral and human
service related fields such as Professional Counseling, Social Work, and Criminal Justice.
Issues such as the diverse needs of human service clients, theoretical frameworks for services,
and multiple roles of helping professionals will be addressed. The courses included in this
minor can also be of use to health professions majors such as Nursing, Physical Therapy, and
Occupational Therapy.
Counseling and Helping Professions Minor (18 credits required)
Two Courses Required of All Minors: Choose 12 additional credits from:

3 Human Development/PSYC 222
3 Introduction to Counseling/
3 Psychopathology/PSYC 232
PSYC 215 and EITHER
3 Cross-Cultural Psychology/PSYC 265
3 Helping Relationships/PSYC 307 or
3 Psychology of Women/PSYC 275
3 Interviewing Skills/SCWK 360
3 Psychological Assessment/PSYC 308
3 Group Dynamics/PSYC 309
3 Adulthood and Aging/PSYC 314
3 Psychotherapy Theories/PSYC 362
3 Personality Theory/PSYC 372
3 Human Diversity/SCWK 230
3 Counseling Older Adults/SCWK 316
3 Drugs of Abuse/SCWK/CRJS 328
3 Victimology/SCWK/CRJS 333
3 Mental Health and the Elderly/SCWK 336
18
All course descriptions are available in the corresponding sections of the catalog.
214
CRIMINAL JUSTICE
JULIA MACK, Ph.D., Program Director
FACULTY: Assistant Professors: Gerald Clark, Julia Mack, Christopher N. Magno, Ted Yeshion.
Lecturers: Erik Christensen, Larry Dombrowski, Lester Fetterman, Paul Gambill, Keith A.
Hardner, Elizabeth Hirz, Chris Johns, Jeffrey Shaw, Christian Trabold, John Trucilla, Jason Wick
Lectures: Jon McEnroe, Rob Pearson, Ann Stancliff, Ann Styn
Vision
The faculty in the Criminal Justice Program (CRJS) is dedicated to teaching students how to
search for truth and justice by applying theory, practical knowledge, and ethical reasoning in
the effort to improve society.
Mission
The Criminal Justice Program (CRJS) at Gannon University is an interdisciplinary,
undergraduate major that is dedicated to education, research, and service in the fields of
criminal justice, public safety, and social justice. With the capacity to develop graduates who
have intellectual curiosity, moral commitment and professional competence to confront the
challenges of crime and justice, CRJS strives to provide students with critical thinking and
effective communication skills as well as to cultivate their capacity for personal growth and
creative problem solving.
Goal
• Students will demonstrate the research, investigative, and forensic skills important for
working in justice or a related field.
• Students will integrate explanations of crime and deviance and how to apply them to
various types of crime.
• Students will demonstrate a critical understanding of the systems, processes, and
innovations in criminal justice.
• Students will be able to analyze moral and ethical complexities and to find suitable
resolutions.
• Students will apply research, knowledge, data analysis and computer skills to examine
problems associated with crime, deviance and justice.
• Students will critically analyze issues of global diversity in terms of race, ethnicity, gender
and class in relation to crime and crime control.
• Students will utilize professional skills necessary for career exploration and preparedness.
Curriculum
Consistent with contemporary standards of education in Criminal Justice, our curriculum
emphasizes the need for students to be exposed to the most significant areas of study in the
criminal justice system – law enforcement, policing, corrections, probation, parole, juvenile
justice, criminal law and criminology. In each of these areas, course offerings stress both
theoretical concepts and practical applications. As a complement to the classroom experiences,
the program requires students to engage in experiential learning such as field placement,
internships, and service-learning projects. These allow the student to observe the day to day
operation of specific agencies.
In addition to preparing students for initial criminal justice careers, the Criminal Justice
Program provides students with a solid academic foundation for subsequent graduate
education in criminal justice, related social science disciplines and law.
There is an increasing need for para-professionals to earn a minimum of an Associate Degree
to gain entry into the criminal justice system or related occupations. The Criminal Justice
Program offers an Associate Degree (AA) in Criminal Justice. The Associate Degree is offered
through the Gannon University Center for Adult Learning.
CRIMINAL JUSTICE 215
Recognizing the importance of language proficiency among criminal justice professionals

has led to the development of a special sequence of language courses necessary for degree
completion in the area of Criminal Justice. The Department of Foreign Language and Cultures
in conjunction with the Criminal Justice Program offer the opportunity to acquire relevant
language skills and familiarity with the associated culture, sufficient to enhance effective
communication in criminal justice settings. The Criminal Justice Program highly recommends
Spanish fluency for its students. Criminal Justice majors are encouraged to develop competency
in this language as a means of broadening professional skills and expanding employment
opportunities.
All criminal justice students are encouraged to concentrate their general elective courses in
areas which enhance career goals, such as foreign language, social and behavioral sciences,
business administration, computer science and chemistry/biology sequences.
COURSE DESCRIPTIONS
CRJS 101: Defense Tactics and Safe Physical Management

This course is designed to focus on the application of the use of force by criminal justice
personnel and the benefit that traditional martial arts can have in carrying out this aspect of
law enforcement/criminal justice responsibility. Law enforcement agencies advocate a use of
force continuum that indicates options available in response to levels of resistance that may be
encountered by enforcement personnel. This course has been developed to meet the needs of
students that are anticipating careers in criminal justice agencies. Students from other academic
disciplines will also derive benefits in the use of personal self-defense. CRJS 101 is intended to
be a general elective for criminal justice majors. 3 credits
CRJS 108: First-Year Seminar: Issues in Crime and Justice
Applied Concepts in Crime and Justice is a First-Year Seminar that is required of all CRJS
students and open to all students at Gannon University. This is a discussion/experience-based
course intended to orient the new student to Gannon University, to introduce the Liberal
Studies Core and LIFECORE, to assist in the transition from high school to university life, and
to encourage development of academic, personal and spiritual aspects of the student’s life. This
course is unique to the investigation of crime and justice issues and ethical responsibility. The
course is offered in the freshman year and is designed to help make your first year of college
a positive experience and prepare you for (4) years of success at Gannon University and the
Criminal Justice Program. 2 credits
CRJS 110: Introduction to Criminal Justice
This course introduces students to the field of criminal justice through the examination
of police, courts, and correctional arenas. It includes a review of historical data, statistical
information, and evaluation of criminal justice system policies, procedures, and trends.
Students learn the terminology of the field, gain an awareness of the methods of inquiry
utilized in the field, and have the opportunity to examine personal attitudes and values
regarding crime and responses to crime. Students will examine how criminal justice
decisionmaking involves a delicate balance between community and individual rights as it
responds to crime in society. 3 credits, Fall, Spring and Distance Learning (Internet)
CRJS 201: Correctional Process
Analysis of punishment in our criminal justice system, with focus on why we punish and
how we punish, all examined within the context of correction philosophies. The history and
development of corrections, including relevant theories, practices, systems analysis, and
treatment modalities is also evaluated.
Prerequisites: CRJS 110 3 credits, Fall and Spring
CRJS 202: The Police Function
An introduction to American policing that will provide an analytical framework for
understanding the police as a product of a balance of social, historical, political, legal,
216
individual, and organizational forces. The course will examine theoretical propositions about
the police in light of current research literature and analyze the three major functions of policing
in the United States: law enforcement, service provision, and the maintenance of order. The
legal parameters of policing and police administration are reviewed in relation to contemporary
issues that pose substantial challenges to police officers and administrators and finally probes
contemporary concerns and future challenges such as the critical issues of deadly force, AIDS,
affirmative action, and police deviance. The student will also explore the contemporary police
industry including public and private agencies at the federal, state and municipal levels.
3 credits, Spring
CRJS 205: Principles of Private Security and Loss Prevention
An introduction to principles of private security and loss prevention, including the history
and role of private security; threat assessment and security survey; and principles of physical
security, including personnel security and functional area security systems. This course will
also focus on the legal aspects of private security, touching on civil and criminal liabilities.
3 credits
CRJS 210: Criminalistics I: Introduction to Investigative Forensics
An introduction to Forensic Science course that introduces the non-scientific student as well
as the science based student to the field of forensic science through an exploration of its
applications to criminal investigations, with clear explanations of the techniques, abilities, and
limitations of the modern crime laboratory. Forensic science is the application of science to those
criminal and civil laws that are enforced by agencies in a criminal justice system. This course
will familiarize the student with the most current technologies in forensic analysis that private,
police and law enforcement professionally rely on to approach criminal perpetrators and to
link them through trace evidence to crime scenes. You will also be introduced to the various
forensic sciences that make up a typical full service crime laboratory and the role it plays as
part of the criminal justice system. This course will also provide students with insight into the
issues surrounding physical evidence; introduce students to basic concepts and encourage their
exploration of latest websites. Actual cases enable students to see the role of forensic science in
criminal investigations and highlight the integral part forensic science plays in modern criminal
investigations. 3 credits
CRJS 212: Intro to Forensic Psychology
Forensic Psychology is generally defined as the application of the science and profession of
psychology to issues relating to law and the legal system. This course is intended to provide
an overview of the various applications of psychology to forensic settings. This course focuses
on the production and application of psychological knowledge and research findings for the
civil and criminal justice systems. The student will explore criminal profiling, crime scene
investigations, and serial murders. Based on this applications approach, the course also
investigates police psychology, legal psychology, psychology of crimes and delinquency,
“victimology” and victim services, psychological assessments, mental disorders, and
correctional psychology.
Prerequisite: CRJS 110 and PSYC 111 3 credits
CRJS 230: Juvenile Delinquency and Adolescent Development
This course examines delinquency in American society, the history of delinquency and
major theoretical concepts that have been utilized to explain criminal behavior and juvenile
delinquency with suggestions for the future. Ethnographic research methods will be utilized to
identify behaviors and place qualitative meaning to the observed behaviors. 3 credits
CRJS 240: Criminological Theory
This course is designed to provide an overview of the scientific study of crime as a social
phenomenon of criminal behavior. Criminological theory will be addressed from a sociological
perspective and issues related to the measurement and extent of crime. The major schools
of thought will be discussed utilizing the founders of each school and supplementing their
premises with supporting criminology research. 3 credits, Spring
CRJS 241: Cyber Crime and Society

This course introduces students to the co-evolution of cyber society, cyber-crime and
cybersecurity. It will provide a broad overview of history, socio-political relations, economics,
social structure and culture in cyber space. The course also will examine cases of cyber offenses.
Students in this course will gain familiarity with laws designed to control cyber-crime and
terminology used in talking about cyber-crimes. Students also will critically analyze cyber
laws and regulations and consider how these codes delimit freedom of expression and violate
human rights in cyber space. 3 credits
CRJS 242: Careers in Criminal Justice
This course provides an overview of the field of Criminal Justice, designed to orient students
to the Criminal Justice major and how best to tailor it to meet their interests and professional
goals. Topics to be covered relate to locating, obtaining, employment opportunities and
maintaining careers, resume writing, and professional involvement in Criminal Justice.
Potential careers to be discussed include those in Law Enforcement, Corrections, the Court
System, Juvenile Justice and other security related careers. Professional concerns such as stress,
promotion and civil service requirements will also be addressed. 3 credits, Fall, Spring
CRJS 250: Criminal Justice Research Methods
This course is designed to introduce the student to the basic concepts, terminology, and
techniques germane to criminal justice research. More specifically, the student will become
familiar with both qualitative and quantitative research designs, formulating research
hypotheses, asking appropriate questions on a survey or interview, data recording, data
analysis, and ethical responsibilities. The skills acquired in this course will be beneficial for both
the future graduate student and the criminal justice practitioner.
Prerequisite: CRJS 240 3 credits, Spring
CRJS 261: Introduction to Crime Mapping
Crime is often a function of time and place, the right or wrong people coming together at a
specific location at a particular time. Certain areas in cities and towns draw criminals for the
purpose of committing crimes, while others draw people for non-criminal reasons and simply
increase the number of potential victims for those seeking a criminal opportunity. Place plays
a large role in police decisions about enforcement and special projects. Crime hot spots are
identifiable and require specific types of enforcement and programs to decrease criminal
activity in those areas. Students who take the class will deepen their knowledge of theories
of environmental criminology, criminogenic and non-criminogenic land use, as well as place
based crime prevention. Students will gain practical experience in geographical profiling and
crime mapping. CRJS majors/minors. 3 credits
CRJS 302: Contemporary Correctional Programs
This course introduces the student to modern American correctional programs. It examines
the nature of programs as well as a wide variety of contemporary programs, both inside and
outside institutions, judged to be exemplary by correctional professionals. This course provides
a broad overview of effective correctional treatment as well as career opportunities in the
field. Through research, class presentations and a paper focusing on one effective program
per student, this course will expose the student to both the variety and complexity of modern
correctional programs.
Prerequisites: CRJS 110, 201 3 credits
CRJS 303: Issues in Law Enforcement
Topics of current interest will be discussed, including police-community relations, police
decision-making, and concepts in police practice and administration.
Prerequisite: CRJS 110 3 credits
CRJS 304: Issues in Corrections
This course will focus on alternatives to traditional modes of incarceration, current trends in the
treatment of offenders and innovations and problems in correctional administration. 3 credits
218
CRJS 310: Investigative Concepts

This course of study should help the Criminal Justice student to gather and analyze data
gathered in the process of criminal and civil investigations including: investigative techniques,
photography, note taking, sketching; identifying, collecting, examining, processing physical
evidence; obtaining information, developing, identifying and locating suspects.
Prerequisites: CRJS 110 or CRJS 210 3 credits, Fall
CRJS 315: Introduction to Criminal Law
This course is a generic study of criminal law in the United States, and does not cover any
specific federal or state law. Topics include principles of criminal law, principles of criminal
liability, complicity, inchoate crimes, defenses, justifications, excuses, crimes against persons,
crimes against property, and crimes against public order. (No prerequisites) 3 credits
CRJS 320: Criminal Law and Procedure
This course examines the dynamic balance of the power of the government (to enforce the
criminal law) against the rights of the individual to come and go as they please without
government interference. Additionally, we will study about judicial review, constitutional
supremacy, and the protections of state constitutional rights concerning criminal procedure as
related to federal constitutional protections. The course will cover the area of search and seizure
law, its current status as well as its historical development (through the tracing of case law); the
ever-changing laws on interrogation, confessions, identifications, and courtroom procedures
such as right to counsel, right to jury trials, the laws governing sentencing and direct and
collateral attacks on convictions. There will be a review of the remedies afforded by law to an
individual when the government violates the rights its constitution and statutes provides. This
is a required Criminal Justice Upper level core course.
Prerequisite: CRJS 110 or CRJS 210 3 credits, Spring
CRJS 321: Criminal Evidence
This course provides a thorough study of the evidence rules, with specific emphasis on the
application of these rules in preparing and presenting evidence. This includes a discussion of
the history and approach to the study of evidence; proof by evidence and substitutes; general
admissibility tests, including relevancy and materiality; opinion and expert testimony, and
hearsay rule; evidence by way of witness testimony, documents, scientific and real evidence;
and exclusion of evidence on constitutional grounds. For better understanding of the evidence
rules, judicial decisions are cited and some are included in Part II of the required text. This is a
Criminal Justice upper level Elective course.
Recommended but not required: CRJS 110, 320 3 credits
CRJS 322: Correctional Counseling and Case Management
An examination of strategies for affecting offender behavior change by correctional counseling
and case management in both institutional and community based settings. Emphasis will be on
functional and contemporary approaches. CRJS elective.
Prerequisite: CRJS 201 3 credits
CRJS 324: Issues in Criminal Justice
This course will examine the nature and extent of crime in society. It will emphasize issues
selected from, but not limited to, crime prevention/crime control, emerging patterns of
offending and incarceration, and the globalization of crime. Primarily discussion/seminar
oriented. 3 credits
CRJS 325: Culture Diversity in Criminal Justice
This course analyzes various issues related to the intersections of gender, race, class, crime
and the administration of justice in the United States and other countries. The course focuses
on overt, institutional, and subtle racism; gender and class bias; and structural discrimination
as well as the relationship of all of these phenomena to social justice. The course examines
critically cases that illustrate how gender, race and class influence participation in crime and
how the criminal justice system processes members of groups who experience discrimination
on the basis of their gender, race and/or class. 3 credits
CRJS 326: White Collar, Occupational, and Organized Crime

The focus of this course is crime committed in professional organized and other occupational
settings. The emphasis will be on current research and case histories, and will include material
on etiology and law enforcement. CRJS elective. 3 credits
CRJS 327: Gangs in Society
This course will examine contemporary gangs, gang life and law enforcement efforts to study
and coordinate the community’s response to them. A wide variety of topics and issues will be
covered, including: female gangs and ganging, ethnic diversity, economic, neighborhood, and
school gang behavior; gun and drug relationships, and research methods used in the study of
gangs. There will also be discussions on recruiting, gang identification, gang slang, graffiti, and
major national gangs. 3 credits
CRJS 328: Drugs of Abuse
The U.S. has the highest rate of drug abuse of any industrialized country in the world. This
course is designed to provide the student with a broad understanding and insight into drug use
and abuse with American society and its impact upon society in general. Students will gain an
understanding on current trends in drug use, specifically the types of drugs on the American
market today and how they are used and abused. The primary focus will be on how the
criminal justice system attempts to deal with the nation’s drug problem. The course will focus
on the drug themselves, interdiction, drug enforcement policy, drug courts and drug abuse
treatment. 3 credits
CRJS 330: The Juvenile Justice System
This course will provide an overview of our juvenile justice system. Students will review
the history, theories and origin of juvenile justice. Consideration will be given to influential
factors and explore various causes that contribute to delinquent behavior. This includes issues
confronting status offenders as well as deprived, dependent, neglected and abused children.
Our approach will include issues of early development by the family, school, community and
peer relationships. Throughout the course, we will examine these behaviors and take into
account several variables. These variables will be analyzed to determine how they contribute to
proper development and/or anti-social behavior. The course will examine victim’s rights and
the roles of law enforcement, juvenile courts, probation officers, and social workers. Discussions
will focus on the community service providers, preventative techniques and treatment modes,
each of which are aimed at impacting the dependent/delinquent youth. 3 credits, Spring
CRJS 332: Alternative Social Control Systems
This course develops a critical understanding of crime and justice. In the field of criminal
justice, the course’s critical stance is called “Radical Criminology.” The main emphasis of
this course is to critically examine concepts and practices related to crime and justice. We
will consider an alternative way of defining crime that includes “the crimes of imperialism,
the crimes of capitalism, the crimes of racism, the crimes of sexism, and crimes by the state”
(Krisberg 1974). We also will explore alternative ways of controlling crime that do not involve
punitive, oppressive, and violent responses. These alternatives include nonviolent interventions
such as mediation, peacemaking, and community reconciliation. In order to figure out which
alternatives might be most effective in preventing crime, we will examine societal contexts in
which crime arises by looking at what crime is through the lenses of poverty, class, gender,
capitalism, imperialism, terrorism and racism. In this course we also will explore new ways
of understanding crime and justice from the viewpoint of “new criminology”, which includes
Peacemaking Criminology, Green Criminology, Postcolonial Criminology, Black Criminology,
and Buddhist Criminology. 3 credits
CRJS 333: Victimology
This course will examine the plight of victims including child maltreatment, domestic violence,
victimization at work and school. It further explores the extent of homicide victimization. In
reviewing the above mentioned topics, guest speakers with expertise in these areas will present
their viewpoints on the extent of victimology. Throughout this course, the BARJ principle will
be the focus in balancing the victim’s role in the criminal justice system. 3 credits
220
CRJS 335: Administrative Management of Criminal Justice Agencies

This course introduces the student to the realities of both administration and management of
criminal justice agencies in contemporary America. It provides a comprehensive perspective
regarding interpersonal skills, basic management techniques, training, motivating and
supervising and appraising others, dealing with difficult people, and getting things done
through others. This is a CRJS upper level elective.
Prerequisites: CRJS 110, 201 3 credits
CRJS 336: Introduction to Terrorism
This course provides an overview of terrorism as it relates to the discipline of criminal justice.
Murder, theft, kidnapping, weapons violations, destruction of private and public property are
all crimes encompassed by terrorism. Terrorists are criminals and terrorist organizations are
similar to other criminal groups. Because of this, a criminological approach to terrorism can
assist in the development of antiterrorism and homeland security policy, as criminological
theories identify many of the root causes of terrorism. This course will cover international
groups, agro and environmental terrorism, and narco-terrorism. CRJS majors/minors. 3 credits
CRJS 340: Seminar: Women and Crime
This course examines how the Criminal Justice System, and the influences of formal and
informal social controls to which women have been subjected. Historical perspective is
integrated with contemporary reality, and attention is focused on women as professionals,
offenders, and victims. Theoretical perspectives on gender inequality will be explored by
reviewing the strengths and the limitations of traditional Social Theories. Marxism, Rational
choice theories, Psychoanalysis, Ethnomethodology, and Expectation states theory will be
some of the theories reviewed. This is a CRJS upper level elective and an accepted course in the
Women’s Studies minor. 3 credits
CRJS 341: Basic Firearms and Law Enforcement Application
This course trains students in basic firearm techniques, proper shooting principles and
proficiency in handling some types of handguns, shotguns and rifles. Students learn handgun
safety, care and cleaning techniques. Students also acquire an understanding of general laws
regarding firearms. Students become familiar with the physical components of shotguns and
rifles. They will be able to successfully draw on weapons nomenclature to identify each type
of gun and will develop the ability to handle firearms effectively and safely in various settings.
In addition, each student will acquire proper loading, unloading and shooting techniques
associated with general marksmanship, law enforcement, and long gun shooting through a
combination of lectures, classroom dry fire drills and live fire exercises at the firearms range.
The course also uses videos and photos of actual gunshot wounds to familiarize students
with the capabilities of various firearms. Availability for course is restricted to upper
level criminal justice majors and others only by permission of the Director of the Criminal
Justice Program. 3 credits
CRJS 345: Digital Evidence
This course is designed to introduce the student to the basic concepts, terminology, and
techniques germane to electronic crimes and techniques for the investigation of those crimes,
find, identify, and preserve evidence of the crime. More specifically, the student will become
familiar with criminal and civil law governing search and seizure of digital evidence. The skills
acquired in this course will be beneficial for both the future graduate student, intelligence
analyst, and the criminal justice practitioner. 3 credits
CRJS 350: Criminal Justice Ethics
An introduction into the application of ethical theories relevant to the practice of the criminal
justice system. The course is designed to focus upon and emphasize the most significant moral
issues faced by criminal justice professionals today. The student will be required to conduct
a detailed examination of these issues and to apply the various ethical theories, codes, and
canons to arrive at a moral decision. CRJS majors/minors. Upper level.
Prerequisite: CRJS 240 3 credits, Fall
CRJS 360: Criminal Justice Statistics

Statistics are used (and misused) in the criminal justice system on a regular basis. This course is
designed to familiarize students how data is collected and analyzed in the criminal justice field
so that students are comfortable with performing the quantitative tasks that will be required of
them as practitioners in the criminal justice system. This course is open to all majors/minors.
No specific prerequisite is required, but an understanding of basic mathematical functions is
expected. 3 credits
CRJS 361: Crime Scene Forensic Techniques
This course is designed to help you collect and process physical evidence correctly, analyze
it thoroughly, and understand its relevance in a criminal case. There is a strong focus on
a systematic approach that uses proven, reliable methods for field applications in the
investigation of criminal cases and evidence collection. Traditional and new technologies will
be discussed in the framework of actual cases. This is an essential hands-on course for everyone
involved with physical evidence, from the first responding officers, to crime scene processors,
laboratory technicians, investigators, and attorneys trying a criminal case. The students will
be exposed to the newest chemical and instrumental techniques, and covers new areas such as
forensic analysis of computers and advanced shooting scene reconstruction methods.
Prerequisite: CRJS 110 or CRJS 210 3 credits
CRJS 362: Expert Witnessing
This course incorporates the court’s concern with reliability, relevance, and the admissibility of
expert testimony along with the proper court room demeanor. It will also define the avenues of
attack used by opposing attorneys regarding expert qualifications and examine the significance
of the expert’s use of sophisticated technologies to present demonstrative evidence in the
courtroom. The student will explore the increased importance of deposition testimony by experts
in the light of the recent trend to mediate and settle cases, rather than go to jail. Case studies
are provided for the student’s critique and analysis. Actual courtroom testimony for forensic
scientists and crime scene investigators will be studied and critiqued. In-class mock crime scene
investigations will be conducted resulting in scientific findings. These findings will be thoroughly
discussed and the student will have an opportunity to present his/her findings in ‘court’.
Prerequisite: CRJS 210 or (CRJS 310 and CHEM 170) 3 credits
CRJS 363: Digital Evidence/Computer Crime
This course is designed to introduce the student to what investigators do to collect, preserve,
and authenticate digital evidence. How the legal admissibility of digital evidence can be
assured and how digital evidence can be used to reconstruct crimes and generate leads.
This course is important to train criminal justice students, police, lawyers, programmers or
System administrators, and forensic scientists involved in the investigation or prosecution of
Computer-related crimes. The course will provide step-by-step instructions for dealing with
an assortment of evidentiary problems and will also illustrate how these details fit within the
broader contexts of forensic science, crime, and society in general. The difficult balancing act
between a secure computing environment and individual privacy will also be evaluated.
Prerequisites: CIS 170, 171, 172, 173 or CIS 150 3 credits
CRJS 364: Investigation Internet Crime
The objective of this course is to teach students about technical aspects of the Internet and how
the Internet can be used as an investigative tool. As detailed in the syllabus, this is a demanding
technical course, requiring participants to submit weekly assignments to demonstrate their
understanding of the materials. Topics covered include advanced Internet searching, locating
the origin of e-mail messages, tracking criminals who operate on chat networks, investigating
computer fraud and intrusions, and dealing with personal computers as an extension of the
crime scene. Articles and case examples are used to give a sense of current crimes and law
enforcement efforts on the Internet. The course ends with a final investigative assignment those
ties together many of the lessons and techniques taught throughout the course. 3 credits
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CRJS 365: Principles of Forensic (Kinesic) Interview and Interrogation

Kinesic interview and interrogation is viewed as a multiphase behavioral analysis system
used to conduct more effective and efficient interpersonal communications. The foundation
of the techniques used in this course is to conduct more effective and efficient interpersonal
communications. This technique rests on the observation of common everyday behavior of
human beings and their diverse communication abilities.The course will explore principles of
basic kinesics in terms of speech and body language, and also the same behaviors exhibited in
written statements. It is suggested that speech and body language behaviors can give insight
into the individual’s personality type, indicating the “psychological fingerprint” of the person.
By combining the information received through diagnosis of verbal and nonverbal behavior
with this psychological fingerprint, an interviewer can conduct an interview and interrogation
that is specifically tailored for the subject.
Prerequisites: CRJS 201 or CRJS 210, CRJS 310 3 credits
CRJS 366: Biological Evidence
This course focuses on the biology and technology behind serology and a DNA analysis
method used today and provides a thorough introduction to students who are less familiar
with biological evidence and DNA. This comprehensive course provides an overview of
conventional Forensic Serology and DNA Profiling and the role of this section of the crime
laboratory as part of the criminal justice system. Evidence collection and preservation,
acquisition of known standards for comparison purposes, chain of custody issues and crime
scene reconstruction techniques will be discussed. Safety issues regarding biological hazards
will also be reviewed. This course concludes with reviews of the DNA testing performed in
high-profile cases such as the O.J. Simpson trial, the President Clinton-Monica Lewinsky affair,
identifying the remains of Russia’s Romanov family and the Tomb of the Unknown Soldier, the
Thomas Jefferson-Sally Hemings affair, and others.
Prerequisite: (CRJS 210, CRJS 310) or (CRJS 310, CHEM 170) 3 credits
CRJS 390-394: Special Topics in Criminal Justice 1-3 credits
CRJS 395-399: Independent Study
By permission only. 1-3 credits
CRJS 490: Internship Field Placement
An opportunity for students to engage in participant observation, task performance or other
related activities in an agency of the criminal justice system. The student is required to engage
in such activities for a minimum of 10-20 hours per week during an entire semester. Open
only to students with a minimum QPA of 2.5 and who have completed 15 credit hours of the
criminal justice concentration.
Prerequisite: CRJS 110, 201. By permission only. 1-12 credits, Every semester
CRJS 495: Criminal Justice Capstone/Senior Seminar
This course examines the current status of the criminal justice system, specifically what
constitutes a healthy community and how communities respond to crime and the reintegration
of ex-offenders.We will analyze assets and pitfalls of communities as well as the programs and
pitfalls to successful reintegration of ex-offenders. Students will be able to apply what they
have learned in both a descriptive paper and a presentation format. Further-more, students will
complete professional development activities. Students will also engage in a service learning
project or conduct a neighborhood assessment of crime. The Criminal Justice Capstone course is
interchangeable for the LS 383 requirement. Thesis: seniors, Criminal Justice majors.
Prerequisites: CRJS 240, 250 3 credits, Spring
Criminal Justice Curriculum

FRESHMAN
Fall Spring
3 College Comp/LENG 111 3 Critical Analysis & Composition/
3 Foundation of Theology/LTHE 101 LENG 112
2 First-Year Seminar: 3 History without Borders/LHST 111
Issues in CRJS/CRJS 108 3 3 Correctional Process/CRJS 201
3 Intro to CRJS/CRJS 110 3 Modern Language
3 Modern Language 3 Political Science /POLI 111 or 133
3 Basic Sociology/SOCI 110 3 Intro to Psychology/PSYC 111
17 18
SOPHOMORE
Fall Spring
3 The Bible: An Intro/LTHE 201 3 Human Communication & Society/
3 Fine Art Series/LFIN or SPCH 113 or Public Speaking/SPCH 111
Public Speaking/SPCH 111 3 Research Methods/CRJS 250
3 Intro to Philosophy/LPHI 131 3 Cyber Crime & Society/CRJS 241
3 Criminological Theory/CRJS 240 3 English Literature Series/LENG
3 Careers in Criminal Justice/CRJS 242 3 CRJS Track Course/CRJS
15 15
JUNIOR
Fall Spring
3 Philosophy II Series/LPHI or PHIL 3 LPHI 237 or any LTHE 300 course
3 Criminal Justice Ethics/CRJS 350 1 Leadership Seminar
3 Investigative Concepts/CRJS 310 3 Natural Science
3 Math: Criminal Justice Statistics/ 3 Criminal Law and Procedure/CRJS 320
CRJS 360 6 CRJS Track Courses
3 CRJS Track Courses
15 16
SENIOR
Fall Spring
6 CRJS Track Courses/ 3 Senior Seminar/LBST 383 or CRJS 495
CRJS Upper Level Electives 3 Cultural Diversity in CJ/CRJS 325
6 General Electives 3 Upper Level Electives
3 Internship Placement/CRJS 490 8 General Electives
15 17
* I t is recommended that students take at least 15 credits of curriculum requirements each semester
and at least 2 elective credits to obtain full benefit from tuition fees. This practice will insure that the
student accrues more credit hours (137) at no additional cost, than the required (128) for graduation.
(This is in addition to the (1) 18 credit semester).
4+1 BA/MS in Criminalistics

This program allows highly qualified students to complete the Bachelor’s and Master’s
degree in five years rather than six. Students of exceptional promise may be admitted to the
program at the time of undergraduate admission. These students would be accepted with
the understanding that at the completion of their junior year they would have maintained a
sufficiently high GPA both overall and particularly in their major (3.2 overall and 3.2 in the
major). Students not initially recruited for the program who met these criteria are also able to
apply. A definite commitment on the part of the department and of the student would be made
224
at the conclusion of their fifth semester (midway through the junior year). Students accepted
into the program upon admission would be able to complete it without having to take summer
courses. Students who are admitted later, and who have completed fewer than 68 credit hours
by the end of their sophomore year, will need to take summer credits during the third and
summer. Students who are interested in the program, but who are not accepted at admission
will be encouraged to complete several major courses during the sophomore year and to take
a full load. All students interested in the 4+1 program must apply to the graduate program
during their junior year. With a provisional acceptance, they will be able to take two graduate
courses during their senior year. Upon successful completion of their undergraduate degree,
students will be fully admitted to the graduate program and will take the remaining graduate
courses during the fall following their senior year.
4+1 Matrix BA to MS Matrix

FRESHMAN
Fall Spring
3 College Composition/LENG 111 3 Critical Analysis and Composition/
3 Intro to Criminal Justice/CRJS 110 LENG 112
3 Modern Language 1 3 Intro to Philosophy/LPHI 131
3 Foundations of Theology/LTHE 101 3 History Without Borders/LHST 111
3 Basic Sociology/SOCI 110 3 Correctional Process/CRJS 201
2 First Year Seminar/CRJS 108 3 Modern Language 2
17 18
SOPHOMORE
Fall Spring
3 The Bible: An Intro/LTHE 201 3 Human Communication & Society/
3 Political Science/POLI 111 SPCH 113
3 Fine Arts Series 3 Philosophy II Series
3 Criminological Theory/CRJS 240 3 Research Methods/CRJS 240
3 Careers in Criminal Justice/CRJS 242 3 Cyber Crime and Society/CRJS 241
3 English Literature Series 3 Natural Science
3 Criminal Law and Proc./CRJS 320
18 18
JUNIOR
Fall Spring
3 Criminal Justice Statistics/CRJS 360 3 Cultural Diversity/CRJS 325
3 Criminal Justice Ethics/CRJS 350 3 Internship/CRJS 490
3 Investigative Concepts/CRJS 310 3 CRJS Elective
3 CRJS Elective 3 CRJS Upper-Level Elective
3 LPHI 237 or any LTHE 300 course 3 General Elective
1 Leadership Seminar 3 General Elective
16 18
SENIOR
Fall Spring
3 Crime Scene Techniques/GCRIM 501 3 Senior Seminar/CRJS 495
3 General Elective 3 Courtroom Procedures/GCRIM 508
6 CRJS Electives 6 General Electives
3 CRJS Upper-Level Elective 3 CRJS Upper-Level Elective
15 15
GRADUATE
Fall Spring
3 Criminal Law of Evidence/GCRIM 507 3 Courtroom Procedures/GCRIM 508
3 Interview and Interrogation/ 3 Medicolegal Investigation/GCRIM622
GCRIM 612 3 Physical and Pattern Evidence/
3 Criminalistics/GCRIM 601 GCRIM 621
3 Psychology and the Law/GCRIM 602 3 Digital Evidence/GCRIM 611
12 12
Summer
3 Forensic Investigation Practicum/GCRIM 641
3 Applied Criminalistics/GCRIM 631
6
Criminal Justice Associate Degree Curriculum

3 Basic Sociology/SOCI 110 or Introduction to Psychology/PSYC 111
2 First-Year Seminar: Issues in CRJS/CRJS 108
3 Introduction to Criminal Justice/CRJS 110
3 Correctional Process/CRJS 201
3 Criminological Theory/CRJS 240
3 Cyber Crime and Society/CRJS 241
3 Investigative Concepts/CRJS 310
3 Criminal Law and Procedure/CRJS 320
3 Criminal Justice Ethics/CRJS 350
9 Criminal Justice Courses level 300 or 400
3 U.S. Government and Politics/POLI 111
3 Human Communication & Society/SPCH 113
3 Mathematics or Quantitative Reasoning
9 Electives
65
Tracks or Specializations in the areas of Corrections, Cyber Security, Forensic Investigation,

Juvenile Justice, and Law Enforcement are also available through the Criminal Justice Program.
Criminal Justice Minor

Completion of the following courses and electives will satisfy the requirements for a minor in
Criminal Justice:
3 Introduction to Criminal Justice/CRJS110
3 Correctional Process/CRJS 201
3 Criminological Theory/CRJS 240
9 Criminal Justice Electives*
* These electives are to be selected in consultation with Minor advisor and chosen to meet student
objectives in taking Criminal Justice as a minor
Criminal Justice Tracks: Required and Elective Courses

Cyber Security Track
Required: Information Tech & Operations/CIS 270; Intro to Networks/CIS 290; Digital
Evidence & Computer Crime/CRJS 363
226
Electives: Internet Crime Investigation/CRJS 364; Internship Placement/CRJS 490; Issues in

Science and Technology/CHEM 166; Business Technology/CIS150
Corrections Track
Required: Contemporary Correctional Programs/CRJS 302; Issues in Corrections/CRJS 304;
Correctional Counseling and Case Management/CRJS 322
Electives: Gangs in Society/CRJS 327; Drugs of Abuse/328; Alternative Social Control
Systems/CRJS 332; Victimology/CRJS 333; Women in Crime/CRJS 340; Internship Placement/
CRJS 490; Psychopathology/PSYC 232; Helping Relationships/PSYC307; Interviewing Skills/
SCWK 360
Forensic Investigation
Required: Intro to Forensic Investigation/CRJS 210; Intro to Forensic Psychology/CRJS 212;
Principles of Forensic Interview & Interrogation/CRJS 365
Electives: Criminal Evidence/CRJS 321; Crime Scene Forensic Techniques/CRJS 361; Digital
Evidence & Computer Crime/CRJS 363; Internet Crime Investigation/CRJS 364; Internship
Placement/CRJS 490
Juvenile Justice Track

Required: Juvenile Delinquency & Adolescent Development/CRJS 230; Correctional
Counseling and Case Management/CRJS 322; Juvenile Justice System/CRJS 330
Electives: Gangs in Society/CRJS 327; Drugs of Abuse/328; Alternative Social Control
Systems/CRJS 332; Victimology/CRJS 333; Internship Placement/CRJS 490; Deviant Behavior/
SOCI 210; Social Work with Trauma, Abused, and Neglected Children/SCWK 393; Helping
Relationships/PSYC307; Interviewing Skills/SCWK 360
Law Enforcement Track

Required: Police Function/CRJS 202; Intro to Crime Mapping/CRJS 261; Issues in Law
Enforcement/CRJS 303; Criminal Evidence/CRJS 321; Principles of Forensic Interview &
Interrogation/CRJS 365
Electives: Basic Firearms and Law Enforcement Application/CRJS 341; Crime Scene Forensic
Techniques/CRJS 361; Internet Crime Investigation/CRJS 364; Internship Placement/CRJS 490
THE NEXT STEP

Baccalaureate Degree Program for Graduates of Two Year Colleges
Criminal Justice
Pre-Senior Year Senior Year
3 Basic Sociology/SOCI 110 3 Investigative Concepts/CRJS 310
3 CRJS Research Methods/CRJS 250 3 Culture Diversity in CRJS/CRJS 325
3 Criminal Justice Ethics/CRJS 350 3 Criminal Law and Procedure/CRJS 320
3 Cyber Crime & Society/CRJS 241 12 Criminal Justice Upper Level Elect
3 Criminological Theory/CRJS 240 6 Foreign Language
3 Foundations of Theology/LTHE 101 3 Senior Seminar/LBST 383 or
3 Introduction to Philosophy/LPHI 131 Professional Capstone/CRJS 495
3 Literature Series/LENG 3 Theology or Phil III Series/LTHE
3 Fine Arts Series/LFIN or LPHI
3 U.S. Gov’t. & Politics/POLI 111 1 Leadership Seminar
or Intro to International Relations/
POLI 133
30 34
EDUCATION 227
Prerequisites
The above course requirements presume that the student has completed the following courses,
or their equivalent, prior to matriculation. If not, they become additional required courses in the
program.
• Introduction to Criminal Justice (CRJS 110)
• Correctional Process (CRJS 201)
All students graduating from the College of Humanities must have completed six credits of a
Modern Foreign Language.
SCHOOL OF EDUCATION
JANICE M. WHITEMAN, M.Ed., Director, School of Education
FACULTY: Associate Professors: Leighann Forbes, Robin Quick. Assistant Professors: William
Hallock, Jill Merritt, Janice Whiteman. Instructor: Nancy Morris.
Mission of the Gannon School of Education: The School of Education is committed to the
preparation of educators as reflected through the Gannon University Judeo-Christian tradition.
Through extensive field experience, modeling, professionalism, and collaboration, we deliver a
student-centered, research-based professional education program that provides opportunities
for diverse community experiences and promotion of personal growth and continuous
learning.
All Gannon University teacher certification programs have Pennsylvania Department of
Education approval. Gannon University’s undergraduate programs have been identified by the
Pennsylvania Department of Education as model, innovative programs in the areas of:
• evelopment, cognition, and learning coursework
D
• Use of academic standards and assessment anchors to design instruction
• Assessment skills and use of data to design instruction
• Faculty qualifications
• Use of educational technology
• Field experiences and student teaching
• New teacher support
The School of Education currently offers the following initial certification baccalaureate
program options:
Early Childhood Education PreK-4 and Special Education PreK-8
Middle Level 4-8
• English/Language Arts and Reading
• Mathematics
• Science
• Social Studies
• English/Language Arts and Mathematics
• English/Language Arts and Science
• Mathematics and Science
228
• S ocial Studies and Mathematics

• Social Studies and Science
Middle Level 4-8 and Special Education PreK-8
• English/Language Arts and Reading AND Special Education PreK-8
• Mathematics AND Special Education PreK-8
• Science AND Special Education PreK-8
• Social Studies AND Special Education PreK-8
Secondary Education grades 7-12
• Biology (BA and BS programs)
• English
• Mathematics
• Social Studies
Associate Degrees
• Early Childhood Education
• Early Childhood Education/Early Intervention
Teacher Certification
In compliance with Pennsylvania Law, Act 354, all individuals entering School of Education
programs must have and maintain an overall GPA of 3.0 or greater. All individuals seeking
teacher certification in Pennsylvania must fulfill the requirements of the University for
the Baccalaureate Degree as well as the professional education requirements of the School
of Education. Teacher candidates must also achieve passing scores, as determined by the
Pennsylvania Department of Education (PDE), on the required teacher examinations. The
process and requirements for teacher certification are described in the Gannon University
Teacher Certification Handbook as well as this catalog. To obtain specific information about
certification in other states, teacher candidates should review information online at each state’s
Department of Education web site.
Please note that current Pennsylvania Department of Education standards and regulations
take precedence over any information described in this document or the Gannon University
Teacher Certification Handbook. Should these standards and regulations change, Gannon
will change its requirements. Teacher candidates will be responsible for meeting the new
guidelines for certification. Candidates must meet the PDE guidelines that are in effect on the
day candidates submit their certification application. Please refer to the PDE web site at http://
www.pde.state.pa.us for changes in regulations.
Admission to the School of Education

Acceptance and enrollment at Gannon University does not automatically guarantee acceptance
into the School of Education as a teacher candidate. Each teacher candidate must apply for
official admission to the School of Education. Applications are available in the School of
Education office. Teacher candidates are required to formally apply to the School of Education
between their first 48-60 credit hours. This usually occurs between the first and second semester
of the sophomore year, but application must be made no later than the end of the sophomore
year. Continuation in the Education program is dependent upon acceptance into the School of
Education.
The Education Review Committee evaluates applications for admission to the School of
Education each semester. Individuals who meet the criteria are recommended to the Director
of the School of Education for admission. The standards for admission/retention have been
developed by the School of Education and require that teacher candidates accomplish the
following academic requirements:
• C andidates must earn a grade of C or better in all education courses.
• An overall GPA of 3.0 or greater is required for acceptance into the School of Education.
Computation of the overall grade point average considers all coursework completed at the
point of application to the program.
EDUCATION 229
• T he School of Education is authorized by the Pennsylvania Department of Education to

permit candidates to proceed with Education coursework when the overall GPA is lower
than 3.0 but at least 2.8. When all other criteria for admission to the School of Education
have been met, candidates with GPAs between 2.8 and 3.0 may be granted permission to
continue taking upper level Education courses for one additional semester. Please refer to
the Teacher Certification Handbook for further details of the 2.8 GPA policy.
• All candidates, regardless of area of specialization, must have completed LENG 111, LENG
112, three credits of an approved literature course, six credits of math (103 or higher), EDCR
101, and EDCR 103 with a C or better.
• Early Childhood PreK-4 and Special Education PreK-8 majors also must have completed
ECED 100, ECED 101, ECED 102, ECED 103, ECED 200, and SPED 101 with a C or better.
• Middle Level 4-8 majors also must complete MLED 200, MLED 201, MLED 202, and SPED
101 with a C or better.
• Secondary majors also must have passed EDFL 101.
• Before completion of 60 credits and before applying for admission to the School of
Education, candidates must show evidence that they have met the basic skills requirement
in reading, mathematics, and writing. Examinations meeting the basic skills requirement
include: Core Academic Skills for Educators Tests (CORE), Pre- Service Academic
Performance Assessments (PAPA), The Scholastic Achievement Test (SAT), and/or The
American College Test (ACT). Candidates may combine reading, mathematics, and writing
module scores from different test providers to meet the basic skills requirement. In addition,
a composite score method is available when a candidate does well in one or two areas but
lacks a qualifying score in another area. Please note that when using the composite score,
each test must meet or exceed the minimum score listed. For complete details, refer to the
PA Department of Education website at www.education.pa.gov and enter Basic Skill Testing
Requirements in the search box.
• Candidates who do NOT show evidence of meeting the basic skills requirement prior to
enrolling in their 61st credit will not be permitted to enroll in upper level Education courses
and may be required to change their major.
• Individuals who have earned a BS or BA degree and who enroll in coursework to prepare
for teacher certification do not have to meet the basic skills requirement.
• The School of Education has no control or responsibility for the timely receipt of test
scores. Applications to the School of Education are assessed upon the most recent test scores
on file. Teacher candidates who are learning disabled may make requests for adapted testing
conditions.
• Candidates must earn an overall satisfactory rating in the area of professional dispositions.
Details are provided to teacher candidates during their first semester as Education majors.
Field Experiences and Student Teaching Requirements

As freshmen, teacher candidates will complete their first field experience as part of EDCR 104
First-Year Seminar. This is an opportunity for candidates to observe for a total of 10 hours in
two different educational settings. A variety of experiences in public, private, and diocesan
schools located in urban, suburban, and rural locations are directly linked to coursework.
Expectations for each experience are described in the School of Education Field Experience
Handbooks.
Prior to beginning the first field experience, all teacher candidates must complete the following:
• S
ubmit a valid Act 34 Criminal Background Clearance, Act 33/151 Child Abuse Clearance,
and an FBI fingerprinting clearance. All clearances are required by the School of Education
and mandated by Pennsylvania School Code, Act 114. If a teacher candidate is continuously
enrolled in an education preparation program, the criminal background, child abuse, and
fingerprint information originally submitted shall remain valid for 60 months. Complete
details are available in the School of Education office.
230
Act 114 Fingerprinting Clearance: The revised fingerprint requirement includes all university
students who are in a public or private school on field experiences of any type.
The fingerprinting must be done in Pennsylvania, following these directions:
1. Go to https://uenroll.identogo.com and use service code 1KG6RT. This service code is
unique to Gannon. Do not use this code for another purpose.
a. Choose PDE under the category, Choose Your Agency.
b. When applying for clearances for field placements, choose PDE – Colleges/Universities
Teacher Education Program under the category, Select Your Reason for Fingerprinting
=PDE-.
If applying for clearances for student teaching, choose PDE-School Districts under the
category, Select Your Reason for Fingerprinting.
2. Once you receive the service code, click Continue; then, click Schedule or Manage
Appointment.
3. Follow the on-screen directions and fill in the personal information.
a. You are required to choose the official document you will bring to the fingerprinting
center.
4. Choose the location for your fingerprinting appointment.
a. You are able to create an appointment or you can select Walk In.
5. Next, you will be given access to a service summary which you MUST print.
6. The cost is $22.60 and can be paid using money order or credit card. You may also make
payment or at the fingerprinting center, using a money order or credit card.
• T o enhance the safety of students, Act 82 of 2012 expands the provisions of Act 24.
The Arrest or Conviction Report and Certification Form associated with Act 82 must be
completed by teacher preparation candidates prior to participation in classroom teaching,
clinical, or field experience. Within 72 hours of the occurrence of an arrest or conviction,
the Act 82 form must be completed and submitted. See the form for all reportable offenses.
The form is available in the School of Education office.
• Act 126 Child Abuse Training (3-hours): Due to PDE Act 126 Child Abuse Recognition
and Reporting Act, the PA Department of Education now requires a 3-hour seminar
which will include recognition of the signs of abuse, mandatory reporting requirements,
maintenance of professional and appropriate relationships with students, etc. All school
districts in the Erie area are requiring this clearance in order to student teach or complete a
field experience in their schools. ACT 126 training can be completed online free of charge at
www.reportabuse.pa.pitt.edu.
• Candidates whose clearances are not on file during the first month of the semester in which
they are enrolled for their first field experience will be required to drop the course from their
schedules.
• Out-of-state candidates are also subject to background checks and must follow the same
directions as residents of Pennsylvania.
• Candidates must have completed a Diocesan Creating a Safe Environment training session
prior to the first field experience. The one hour training is offered free of charge online at
www.eriercd.org/protectyouth.htm.
• Candidates must have a valid negative TB test on file in the School of Education prior to
the first field experience. Arrangements for the test are the responsibility of the teacher
candidate.
All secondary majors must earn a passing grade on each field experience before the next
experience can be completed.
EDUCATION 231
The grades for field experiences in the PreK-4, 4-8, and Special Education PreK-8 programs are
included as part of specific courses. Ratings in the field experience must be satisfactory in order
to pass the course.
Student teaching is a capstone experience. In order to qualify for student teaching, teacher
candidates must have met or exceeded all program requirements. In addition, candidates for
student teaching must do the following:
• emonstrate acceptance into the School of Education.
D
• Apply for student teaching one year prior to beginning the experience.
• Demonstrate overall satisfactory ratings in the area of professional dispositions.
• Have a valid negative TB test on file in the School of Education prior to the first day of
student teaching. Arrangements for the test are the responsibility of the teacher candidate.
If candidates are graduating in the semester of their student teaching experience, they are
encouraged to complete the content specific exams designated by the Pennsylvania Department
of Education prior to student teaching. Passage of these exams is required for recommendation
for Level I teaching certification in Pennsylvania.
Individuals Returning for Initial Certification

Individuals with a BA or BS degree who are returning for certification must apply and be
accepted through the University’s Center for Adult Learning and meet all criteria for admission
to the School of Education. Post-baccalaureate teacher candidates are not required to meet the
basic skills requirements.
Denial of Admission to the School of Education

An overall grade point average of 3.0 must be maintained. Individuals who do not meet state
mandated minimums are not eligible for admission into the School of Education. Incomplete
School of Education applications will result in denial of admission.
Application essays that earn a score of less than 15 will have one opportunity for revision.
If the second revision earns a score of less than 15, the candidate will be denied admission to
the School of Education.
Retention in the School of Education

Once admitted to the School of Education, candidates must abide by the following retention
policies to remain in the program:
• C andidates must maintain a minimum grade point average of 3.0 or greater in all
coursework.
• Candidates must maintain a C or better in all required coursework in professional education
and the chosen teaching specialization(s).
• Candidates must successfully complete field experience requirements prescribed in the
chosen teaching specialization(s).
• Candidates must demonstrate professional dispositions that are appropriate for teaching
and managing instruction in diverse learning environments.
• The Director of the School of Education may recommend re-evaluation of status for any
candidate previously admitted to the program when evidence exists that the individual may
be unsuitable for the teaching profession.
• Only candidates meeting the Pennsylvania Department of Education requirements at the
time of application are eligible to be recommended for certification.
• In some instances, the University may award a degree although the candidate is not eligible
to be recommended for teacher certification.
232

Mission of the Early Childhood Program: Gannon University’s Early Childhood PreK-4
program prepares skilled professionals who improve the educational experiences of young
children by designing and delivering developmentally appropriate, child-centered curricula,
instruction, and assessment.
Gannon’s Early Childhood Education curriculum provides a solid foundation in development
and learning theory as well as instruction in content areas including language and literacy,
mathematics, physical activity, creative arts, social studies, and science.
Gannon’s unique developmental field experiences provide a practical hands-on application of
knowledge with a diverse population of young children across all socioeconomic and cultural
levels.
When combined with the Special Education PreK-8 curriculum, teacher candidates in the
Early Childhood program will have additional opportunities for employment.
Middle Level 4-8

Mission of the Middle Level Program: Gannon University’s Middle Level Grades 4-8 program
prepares skilled professionals who improve the educational experiences of young adolescents
by designing and delivering multifaceted, integrative, challenging, and engaging curricula,
Gannon’s Grades 4-8 Middle Level Certification programs lead to a Bachelor of Science
degree with certification in 13 possible areas. The curriculum provides extensive field-based
experiences in both self-contained and content-specific classrooms in rural, urban, and
suburban classrooms.
The professional education core creates a foundation for successful clinical practice. This
core set of courses emphasizes middle level philosophy and strategies for success with
young adolescents, regardless of whether the school is an elementary, middle, or junior high
school. The curriculum includes courses designed to provide content-area expertise as well as
foundational knowledge in all core subject areas. These courses require field-based experiences
that total approximately 340 hours before student teaching.
When combined with the Special Education PreK-8 curriculum, teacher candidates in the
Middle Level program will have additional opportunities for employment.
Special Education PreK-8

Mission of the Special Education Program: Gannon University’s Special Education program
prepares skilled professionals who improve the educational experiences of diverse learners by
designing and delivering individualized curricula, instruction, and assessments in collaborative
environments.
A wide variety of field experiences are available to special education candidates. Experiences
are available in life skills, emotional support, learning support, and autistic support classrooms.
The special education program contains specific content geared for learners with disabilities
guided by the standards of the Council for Exceptional Children.
Through coursework, candidates develop extensive knowledge of law, policies, and procedures
required of a special education professional.
Candidates are invited to join the Gannon University for Exceptional Children (GUSEC),
a professional organization that participates in worthwhile community events providing
beneficial experiences for individuals with disabilities, volunteers, and teacher candidates.
Gannon has a close affiliation with the Barber National Institute, a multi-faceted facility that
provides education and services to individuals and their families.
The Special Education program exposes teacher candidates to the latest in assistive technologies
and best practices in the field of special education.
EDUCATION 233
SECONDARY EDUCATION
Mission of the Secondary Education Program: Gannon University’s Secondary Education
program prepares skilled professionals who improve the educational experiences of adolescents
by designing and delivering multifaceted, integrative, challenging, and engaging curricula,
Secondary teacher candidates receive a degree in their content area and are prepared for
certification in the following areas:
Biology 7-12 Mathematics 7-12
English 7-12 Social Studies 7-12
These programs prepare teacher candidates to work in content-specific, inclusive, and diverse
settings through a combination of required courses in Special Education and English as a
Second Language as well as practical experiences in rural, urban, and suburban classrooms.
Secondary majors have unique opportunities to develop content-area expertise through
internships in summer programs, international travel, completing coursework in off-campus
locations such as Yellowstone National Park, writing for the Gannon newspaper and literary
magazine, or working in the academic tutoring centers.
SECONDARY PROFESSIONAL EDUCATION CORE – 38 CREDITS
3 Psychology of Learning and Teaching/EDCR 101

1 Foundations of Teaching/EDCR 103
3 Instructional Design and the Secondary Education Classroom/
Field Experience/EDCR 206
1 Methods and Materials of Instruction Seminar/Field Experience/EDCR 321
3 Assessment and Evaluation/Field Experience/EDCR 330
3 Professional Seminar in Education/EDCR 401
3 Methods/Materials for ESL/ELL/Field Experience/EDCR 420
0 Secondary Education Field Experience/EDFL 101
12 Student Teaching/EDFL 410
3 Literacy Development, Strategies, and Assessments/Field Experience/MLED 301
3 Special Education Overview/SPED 101
3 Meeting the Need of Students with Exceptionalities Grades 7-12/
Field Experience/SPED 340
EARLY CHILDHOOD EDUCATION

Associate Degree
This 64-credit two-year program is designed to meet entry-level Pennsylvania requirements for
assistant teachers in preschools and kindergartens, as well as childcare/learning centers and
Head Start programs. A GPA of 2.0 is required for graduation with an Associate degree.
For those individuals who complete the Associate degree and decide to continue their
education, all qualifying credits earned in the program within a seven-year time frame will
transfer to the four year baccalaureate degree in Early Childhood PreK-4.
Candidates who wish to earn teacher certification in Early Childhood PreK-4 will need to meet
the Pennsylvania Department of Education requirements in effect at the time of application for
certification.
234
EARLY CHILDHOOD EDUCATION/EARLY INTERVENTION

Associate Degree
This 68-credit two-year program is designed to meet entry-level Pennsylvania requirements for
assistant teachers in preschools and kindergartens, as well as childcare/learning centers and
Head Start programs. A GPA of 2.0 is required for graduation with an Associate degree.
For those individuals who complete the Associate degree and decide to continue their
education, all qualifying credits earned in the program within a seven-year time frame will
transfer to the four year baccalaureate degree in Early Childhood PreK-4 or Early Childhood
PreK-4/Special Education PreK-8.
Candidates who wish to earn teacher certification in Early Childhood PreK-4 or Early Child
PreK-4/Special Education PreK-8 will need to meet the Pennsylvania Department of Education
requirements in effect at the time of application for certification.
MINORS
The School of Education offers four education minors: The Education Minor, the Special
Education and Diversity Minor, the Exceptional Child Minor, and the Training and
Development Minor. Each minor provides opportunities for students to study aspects of
the field of education that are relevant to their personal interests or professional aspirations.
Completing one of these minors may position students to pursue education related careers or
graduate programs, as well as develop understanding of education processes and issues that
will benefit them as informed citizens and potential parents. The Training and Development
Minor in particular would be advantageous to business majors.
Completing one of the Education minors does not result in eligibility for Pennsylvania teacher
certification. Students may complete all or part of one of the minors and then decide to pursue
teacher certification. In this case, all qualifying credits earned in the minor within a seven-year
time frame may be applied to a teacher certification program at Gannon.
Students who declare one of the Education minors should work closely with the Director of
the School of Education to receive assistance in planning course selections best suited to their
interests or aspirations.
Early Childhood Education PreK-4 Curriculum

FRESHMAN
Fall Spring
3 Psychology of Learning/ 3 Early Childhood Overview/ECED 100 *
Teaching/EDCR 101 3 Child Development: Birth-Age 5/
1 Foundations of Teaching/EDCR 103 ECED 101 *
2 First-Year Seminar/EDCR 104 * 3 Instructional Design & the Early
3 Public Speaking/SPCH 111 Childhood Classroom/ECED 103 +
3 College Composition/LENG 111 3 Critical Analysis/Composition/
3 Quantitative Literacy/MATH 103 LENG 112
3 Foundations of Theology/LTHE 101 3 Fundamentals of Mathematics/
MATH 105
18 18
EDUCATION 235
SOPHOMORE
Fall Spring
3 Child Development: K-4th Grade/ 3 Concepts/Methods: Early Lit/
ECED 102 Reading PreK-1/ECED 202 **
3 Early Language/Literacy 2 Concepts/Methods: Math II/ECED 205 *
Development/ECED 200 ** 3 Literature Series/LENG
2 Concepts/Methods: Math I/ECED 204* 3 The Bible: An Intro/LTHE 201
3 Introduction to Philosophy/LPHI 131 1 Leadership Seminar
3 History Without Borders/LHST 111 3 Science Series
3 Meeting Learning Needs Students
w/Except: PreK-8/SPED 245*
17 15
JUNIOR
Fall Spring
3 Concepts/Methods: Literacy/Reading 3 Concepts/Methods: Social Studies/
2-4/ECED 203 ECED 307
3 Data Driven Instruction: PreK-4/ 3 Family Involvement in Educational
ECED 306 * System/ECED 309
3 Concepts/Methods: Science/ 3 Physical Well-Being of the Child/
Technology/ECED 308 ECED 310
3 Expressive Arts/EDCR 302 3 Children’s Literature/EDCR 300
3 Literacy for Students w/ 3 Program/Assessment in Special Ed/
Exceptionalities/SPED 320 ++ SPED 343 *
15 15
SENIOR
Fall Spring
3 Integrated Curriculum PreK-4/ 3 Professional Seminar/EDCR 401
ECED 300 ** 12 Student Teaching/EDFL 410
3 Concepts/Methods: ESL/ELL/
EDCR 420 *
3 Collaboration/Partnerships
in Special Ed/SPED 242
15 15
Total credits: 128
* Field experience embedded throughout the semester (6-15 hrs.)

+ Field experience embedded throughout the semester (60 hrs.)
++ Field experience embedded throughout the semester (30 hrs.)
** Three-week field experience (90 hrs.)
236
Early Childhood Education PreK-4 and Special Education PreK-8 Curriculum

FRESHMAN
Fall Spring
3 Psychology of Learning/Teaching/ 3 Early Childhood Overview/ECED 100 *
EDCR 101 3 Child Development: Birth-Age 5/
3 Quantitative Literacy/MATH 103 LENG 112
3 Foundations of Theology/LTHE 101 3 Fund. of Mathematics/MATH 105
18 18
SOPHOMORE
Fall Spring
3 Child Development: K-4th Grade/ 3 Concepts/Methods: Early Lit/Reading
ECED 102 PreK-1/ECED 202 **
3 Early Language/Literacy 2 Concepts/Methods: Math II/ECED 205 *
Development/ECED 200 ** 3 Adolescent Literature (Literature Series)/
2 Concepts/Methods: Math I/ECED 204 * MLED 201
3 Introduction to Philosophy/LPHI 131 3 LPHI 237 or any LTHE 300 course
3 History Without Borders/LHST 111 1 Leadership Seminar
3 Meeting Learning Needs Students 3 Science Series
w/Except: PreK-8/SPED 245*
17 15
JUNIOR
Fall Spring
3 Concepts/Methods: Literacy/ 3 Concepts/Methods: Social Studies/
Reading 2-4/ECED 203 ECED 307
3 Integrated Curriculum: PreK-4/ 3 Family Involvement in Educational
ECED 300 ** System/ECED 309
3 Concepts/Methods: Science/ 3 Physical Well Being of the Child/
Technology/ECED 308 ECED 310
3 Expressive Arts/EDCR 302 3 Literacy for Students w/
3 Data-Driven Instruction: Special Exceptionalities/SPED 320 ++
Education/SPED 306 * 3 Positive Behavior Supports/
3 High Incidence Disabilities/SPED 308 Interventions/SPED 322
3 Program/Assessment in Special Ed/
SPED 343 *
18 18
EDUCATION 237
SENIOR
Fall Spring
3 Concepts/Methods: ESL/ELL/ 3 Professional Seminar/EDCR 401
EDCR 420 * 12 Student Teaching/EDFL 410
3 Collaboration/Partnerships
in Special Ed/SPED 242
3 Low Incidence Disabilities/SPED 307 **
15 15
Total credits: 134

Middle Level Education 4-8

Concentration: English/Language Arts and Reading Curriculum
FRESHMAN
Fall Spring
1 Foundations of Teaching/EDCR 103 3 Issues in Science/Technology/
2 First-Year Seminar/EDCR 104 * CHEM 166
3 Fundamentals of Speech/SPCH 111 3 Psychology of Learning/
3 College Composition/LENG 111 Teaching/EDCR 101
3 History without Borders/LHST 111 3 Critical Analysis/
3 College Algebra/MATH 111 Composition/LENG 112
3 Fundamentals of
Mathematics/MATH 105
15 15
SOPHOMORE
Fall Spring
3 Introduction to Literature/LENG 247 3 World Geography/GEOG 201
3 Foundations of Theology/LTHE 101 3 The Bible: An Intro/LTHE 201
3 Introduction to Philosophy/LPHI 131 1 Leadership Seminar/LHES 240
3 Instructional Design & the Middle 3 Applied Statistics/MATH 213 or
Level Classroom/MLED 200 + Psychological Statistics I/
3 Meet Needs Students Exceptionalities: 3 Adolescent Literature/MLED 201 +
PreK-8/SPED 245 * PSYC 211 3 Adolescent Dev./MLED 202 *
15 16
238
JUNIOR
Fall Spring
3 General Biology/BIOL 101 or 3 U.S. Government/Politics/POLI 111
Human Biology/BIOL 104 3 LPHI 237 or any LTHE 300 course
3 Intro to Nanotechnology/CHEM 121 3 Concepts/Methods: ESL/ELL/
3 Introduction to Linguistics/ENGL 217 EDCR 420 *
3 Philosophy II Series/LPHI 3 Program Plan/Assessment
3 Quantitative Literacy/MATH 103 Special Education/SPED 343 *
3 Literacy Dev Strategies Assessment: 3 Elective
4-8/MLED 301 ++ 3 Elective
18 18
SENIOR
Fall Spring
3 Expressive Arts/EDCR 302 3 Professional Seminar/EDCR 401
1 Methods/Materials for 12 Student Teaching/EDFL 410
Instr Seminar/EDCR 321 *
3 Advanced Composition/ENGL 211
3 Structure of English Language/
ENGL 363
3 Concepts Natural Science/MLED 302 ++
3 Data Driven Instruction on SpEd/
SPED 306*
16 15
Total credits: 128


Concentration: Mathematics Curriculum
FRESHMAN
Fall Spring
1 Foundations of Teaching/EDCR 103 3 Psychology of Learning/
2 First-Year Seminar/EDCR 104 * Teaching/EDCR 101
3 Fundamentals of Speech/SPCH 111 3 Critical Analysis/Composition/
3 History without Borders/LHST 111 3 Fundamentals of Math/MATH 105
3 Foundations of Theology/LTHE 101 3 Calculus I/MATH 140
3 Precalculus/MATH 135 3 Special Education Overview/SPED 101
18 15
EDUCATION 239
SOPHOMORE
Fall Spring
3 Issues in Science/Technology/ 3 World Geography/GEOG 201
CHEM166 3 The Bible: An Intro/LTHE 201
3 Calculus II/MATH 141 3 History of Mathematics/MATH 260
3 Discrete Mathematics/MATH 222 3 Adolescent Literature/MLED 201 +
3 Instructional Design & the Middle 3 Adolescent Dev./MLED 202 *
Level Classroom/MLED 200 +
3 Meet Needs Students Exceptionalities:
PreK-8/SPED 245 *
18 16
JUNIOR Spring
Fall 3 Intro to Nanotechnology/CHEM 121
3 General Biology/BIOL 101 or 3 LPHI 237 or any LTHE 300 course
Human Biology/BIOL 104 3 Applied Statistics/MATH 213
3 Expressive Arts/EDCR 302 3 Linear Algebra/MATH 252
1 Methods/Materials for Instr Seminar/ 3 US Government/Politics/POLI 111
EDCR 321 * 3 Program/Plan Assessment Special
3 Calculus III/MATH 242 Education/SPED 343 *
3 Literacy Dev, Strategies,
Assessments/ MLED 301 ++
3 Applications of Mathematics/
MLED 303 +
16 18
SENIOR
Fall Spring
3 Concepts/Methods ESL/ELL/ 3 Professional Seminar/EDCR 401
EDCR 420 * 12 Student Teaching/EDFL 410
3 Geometry/MATH 226
3 Concepts of Natural Science/
MLED 302 ++
3 Data Driven Instruction Sp Ed/
SPED 306 *
15 15
Total credits: 131

240

Concentration: Science Curriculum
FRESHMAN
Fall Spring
3 Fundamentals of Speech/SPCH 111 3 Psychology of Learning/Teaching/
3 College Composition/LENG 111 EDCR 101
3 Foundations of Theology/LTHE 101 3 Critical Analysis/Composition/
3 College Algebra/MATH 111 LENG 112
3 Fundamentals of Mathematics/
MATH 105
3 Special Education Overview/
SPED 101
15 15
SOPHOMORE
Fall Spring
3 General Biology/BIOL 101 3 Human Biology/BIOL 104
3 History without Borders/LHST 111 3 Instructional Technology/EDCR 102
3 Introduction to Philosophy/LPHI 131 3 The Bible: An Intro/LTHE 201
3 Quantitative Literacy/MATH 103 1 Leadership Seminar/LHES 240
3 Instructional Design & the Middle 3 Adolescent Literature/MLED 201 +
Level Classroom/MLED 200 + 3 Adolescent Dev./MLED 202 *
PreK-8/SPED 245 *
18 16
JUNIOR
Fall Spring
3 Environmental Issues/BIOL 103 3 Intro to Nanotechnology/CHEM 121
1 Methods/Materials for 3 Expressive Arts/EDCR 302
Instr Seminar/EDCR 321 * 3 World Geography/GEOG 201
3 Intro. to Environmental Sci. I/ENV 120 3 LPHI 237 or any LTHE 300 course
3 Reading Dev, Strategies, 3 US Government/Politics/POLI 111
Assessments/MLED 301 ++ 3 Program/Plan Assessment Special
3 Applied Statistics/MATH 213 or Education/SPED 343 *
Psychological Statistics I/PSYC 211
SPED 306 *
16 18
EDUCATION 241
SENIOR
Fall Spring
3 Physiological Chemistry/CHEM 105 3 Professional Seminar/EDCR 401
1 Physiological Chemistry Lab/ 12 Student Teaching/EDFL 410
CHEM 108
3 Concepts/Methods:
ESL/ELL/EDCR 420 *
3 Physical Geology/ENV 101
1 Physical Geology Lab/ENV 102
3 Concepts ofNatural Science/
MLED 302 ++
17 15
Total credits: 130


Concentration: Social Studies Curriculum
FRESHMAN
Fall Spring
1 Foundations of Teaching/EDCR 103 3 Issues in Science/Tech/CHEM 166
2 First-Year Seminar/EDCR 104 * 3 Psyc of Learning/Teaching/EDCR 101
3 Fundamentals of Speech/SPCH 111 3 Critical Analysis/Comp/LENG 112
3 College Composition/LENG 111 3 Fund of Mathematics/MATH 105
3 History without Borders/LHST 111 3 Special Educ. Overview/SPED 101
3 College Algebra/MATH 111
15 15
SOPHOMORE
Fall Spring
3 General Biology/BIOL 101 or 3 World Geography/GEOG 201
Human Biology/BIOL 104 3 The Bible: An Intro/LTHE 201
3 Foundations of Theology/LTHE 101 3 Adolescent Literature/MLED 201 +
3 Quantitative Literacy/MATH 103 3 Adolescent Dev./MLED 202 *
3 Instructional Design & the Middle 3 U.S. Government/Politics/POLI 111
Level Classroom/MLED 200 +
PreK-8/SPED 245 *
18 16
242
JUNIOR
Fall Spring
3 Expressive Arts/EDCR 302 3 Intro to Nanotechnology/CHEM 121
1 Methods/Materials for Instr Seminar/ 3 Concepts/Methods: ESL/ELL/
EDCR 321 * EDCR 420 *
3 History of U.S. to 1865/HIST 221 3 U.S. History 1865 to Present/HIST 222
3 Philosophy II Series/LPHI 3 Applied Statistics/MATH 213 or
3 Literacy Dev, Strategies, Assessments/ Psychological Statistics I/PSYC 211
MLED 301 ++ 3 Intro to International Rel/POLI 133
3 Inquiry/Analysis in PA History/ 3 Program/Plan Assessment Special
Government/MLED 304 + Education/SPED 343 *
16 18
SENIOR
Fall Spring
3 Prin of Microeconomics/BCOR 111 or 3 Professional Seminar/EDCR 401
Prin of Macroeconomics/BCOR 112 12 Student Teaching/EDFL 410
3 Concepts of Natural Sci./MLED 302 ++
3 Cultural Anthropology/SOCI 292
3 Data Driven Instr. Sp Ed/SPED 306 *
15 15
Total credits: 128


Concentration: English/Language Arts and Reading & Mathematics Curriculum
FRESHMAN
Fall Spring
3 Fundamentals of Speech/SPCH 111 3 Critical Analysis/
3 College Composition/LENG 111 Composition/LENG 112
3 Foundations of Theology/LTHE 101 3 Fundamentals of Math/MATH 105
3 Precalculus/MATH 135 3 Calculus I/MATH 140
3 Special Educ. Overview/SPED 101
15 15
EDUCATION 243
SOPHOMORE
Fall Spring
3 Issues in Sci/Technology/CHEM 166 3 The Bible: An Intro/LTHE 201
3 History of West/World/LHST 111 1 Leadership Seminar/LHES 240
3 Introduction to Philosophy/LPHI 131 3 Calculus II/MATH 141
3 Discrete Math I/MATH 222 3 Applied Statistics/MATH 213
PreK-8/SPED 245 *
18 16
JUNIOR
Fall Spring
3 General Biology/BIOL 101 or 3 Concepts/Methods:
Human Biology/BIOL 104 ESL/ELL/EDCR 420 *
3 Intro to Nanotechnology/CHEM 121 3 World Geography/GEOG 201
1 Methods/Materials for Instr Seminar/ 3 LPHI 237 or any LTHE 300 course
EDCR 321 * 3 U.S. Government/Politics/POLI 111
3 Geometry/MATH 226 3 Program Plan/Assessment Special
3 Literacy Dev Strategies Assessment: Education/SPED 343 *
4-8/ MLED 301 ++ 3 Elective
3 Applications of Math/MLED 303 +
16 18
SENIOR
Fall Spring
3 Structure of English Lang./ENGL 363 12 Student Teaching/EDFL 410
SPED 306 *
15 15
Total credits: 128

244

Concentration: English/Language Arts and Reading & Science Curriculum
FRESHMAN
Fall Spring
1 Foundations of Teaching/EDCR 103 3 Issues in Science/
2 First-Year Seminar/EDCR 104 * Technology/CHEM 166
3 Foundations of Theology/LTHE 101 3 Critical Analysis/Composition/
3 College Algebra/MATH 111 LENG 112
3 Fundamentals of Math/MATH 105
15 15
SOPHOMORE
Fall Spring
3 General Biology/BIOL 101 3 Instructional Technology/EDCR 102
3 History of West/World/LHST 111 3 World Geography/GEOG 201
15 16
JUNIOR
Fall Spring
3 Human Biology/BIOL 104 3 Intro to Nanotechnology/CHEM 121
3 Expressive Arts/EDCR 302 3 Concepts/Methods:
3 Philosophy II Series/LPHI ESL/ELL/EDCR 420 *
3 Applied Statistics/MATH 213 or 3 LPHI 237 or any LTHE 300 course
Psychological Statistics I/PSYC 211 3 US Government/Politics/POLI 111
3 Literacy Dev Strategies 3 Program Plan/Assessment Special Ed/
Assessment: 4-8/MLED 301 ++ SPED 343 *
3 Meet Needs Students Exceptionalities: 3 Elective
PreK-8/SPED 245 *
18 18
SENIOR
Fall Spring
1 Methods/Materials 3 Professional Seminar/EDCR 401
for Instr Seminar/EDCR 321 * 12 Student Teaching/EDFL 410
3 Structure of English Language/
ENGL 363
3 Concepts of Natural Sci./MLED 302++
3 Data Driven Instr. Sp Ed/SPED 306 *
3 Elective
17 15
Total credits: 129
EDUCATION 245


Concentration: Mathematics and Science Curriculum
FRESHMAN
Fall Spring
1 Foundations of Teaching/EDCR 103 3 Psychology of Learning/Teaching/
2 First-Year Seminar/EDCR 104 * EDCR 101
3 History of West/World/LHST 111 3 Foundations of Theology/LTHE 101
3 Precalculus/MATH 135 3 Fundamentals of Math/MATH 105
3 Calculus I/MATH 140
15 18
SOPHOMORE
Fall Spring
3 Issues in Science/Technology/ 3 The Bible: An Intro/LTHE 201
CHEM166 1 Leadership Seminar/LHES 240
3 Discrete Mathematics/MATH 222 3 Applied Statistics/MATH 213
3 U.S. Government/Politics/POLI 111
PreK-8/SPED 245 *
18 16
JUNIOR
Fall Spring
3 Expressive Arts/EDCR 302 3 Intro to Nanotechnology/CHEM 121
1 Materials/Methods 3 Instructional Technology/EDCR 102
for Instr Seminar/EDCR 321 * 3 World Geography/GEOG 201
3 Physical Geology/ENV 101 3 LPHI 237 or any LTHE 300 course
1 Physical Geology Lab/ENV 102 3 Program/Plan Assessment
3 Geometry/MATH 226 Special Ed/SPED 343 *
3 Literacy Dev, Strategies,
Assessments/MLED 301 ++
3 Applications of Math/MLED 303 +
17 15
246
SENIOR
Fall Spring
3 General Biology/BIOL 101 3 Professional Seminar/EDCR 401
3 Human Biology/BIOL 104 12 Student Teaching/EDFL 410
3 Concepts/Meth: ESL/ELL/EDCR 420 *
SPED 306 *
18 15
Total credits: 132

[ Cohort Courses

Concentration: Social Studies and Mathematics Curriculum
FRESHMAN
Fall Spring
3 History of West/World/LHST 111 3 Foundations of Theology/LTHE 101
3 Precalculus/MATH 135 3 Fundamentals of Math/MATH 105
3 Calculus I/MATH 140
15 18
SOPHOMORE
Fall Spring
3 Intro to Nanotechnology/CHEM 121 3 The Bible: An Intro/LTHE 201
3 Issues in Sci/Technology/CHEM 166 1 Leadership Seminar/LHES 240
3 Discrete Mathematics/MATH 222 3 Applied Statistics/MATH 213
Level Classroom/MLED 200 + 3 Adolescent Dev/MLED 202 *
PreK-8/SPED 245 *
18 16
EDUCATION 247
JUNIOR
Fall Spring
1 Methods/Materials ESL/ELL/EDCR 420 *
for Instr Seminar/EDCR 321 * 3 World Geography/GEOG 201
3 History of U.S. to 1865/HIST 221 3 History of U.S. 1865 to Present/HIST 222
3 Geometry/MATH 226 3 Philosophy II Series/LPHI
3 Literacy Dev, Strategies, 3 U.S. Government/Politics/POLI 111
Assessments/MLED 301 ++ 3 Program/Plan Assessment Special Ed/
3 Applications of Math/MLED 303 + SPED 343 *
16 18
SENIOR
Fall Spring
3 General Biology/BIOL 101 or 3 Professional Seminar/EDCR 401
Human Biology/BIOL 104 12 Student Teaching/EDFL 410
3 Concepts Natural Science/
MLED 302 ++
3 Inquiry/Analysis in PA History/
Government/MLED 304 +
3 Data Driven Instr Sp Ed/SPED 306 *
15 15
Total credits: 131


Concentration: Social Studies and Science Curriculum
FRESHMAN
Fall Spring
1 Foundations of Teaching/EDCR 103 3 Issues in Science/
2 First-Year Seminar/EDCR 104 * Technology/CHEM 166
3 History of West/World/LHST 111 3 Critical Analysis/
3 College Algebra/MATH 111 Composition/LENG 112
3 Fundamentals of Math/MATH 105
3 Special Educ Overview/SPED 101
15 15
248
SOPHOMORE
Fall Spring
3 General Biology/BIOL 101 3 Instructional Technology/EDCR 102
3 Introduction to Philosophy/LPHI 131 3 World Geography/GEOG 201
3 Foundations of Theology/LTHE 101 3 The Bible: An Intro/LTHE 201
3 Instructional Design & The Middle 3 Adolescent Literature/MLED 201 +
Level Classroom/MLED 200 + 3 Adolescent Dev/MLED 202 *
PreK-8/SPED 245 *
18 16
JUNIOR
Fall Spring
3 Intro to Nanotechnology/CHEM 121 3 Human Biology/BIOL 104
1 Materials/Methods 3 Concepts/Methods:
for Instr Seminar/EDCR 321 * ESL/ELL/EDCR 420 *
3 History of U.S. to 1865/HIST 221 3 History of U.S. 1865 to Present/HIST 222
3 Applied Statistics/MATH 213 or 3 LPHI 237 or any LTHE 300 course
Psychological Statistics I/PSYC 211 3 U.S. Government/Politics/POLI 111
3 Literacy Dev, Strategies, 3 Program Plan/Assessment
Assessments/MLED 301 ++ Special Ed/SPED 343 *
3 Inquiry/Analysis in PA History/
Government/MLED 304 +
16 18
SENIOR
Fall Spring
3 Physical Geology/ENV 101 12 Student Teaching/EDFL 410
MLED302 ++
SPED 306
16 15
Total credits: 129

[ Cohort Courses
EDUCATION 249
Middle Level Education 4-8 and Special Education PreK-8

Concentration: English/Language Arts and Reading Curriculum
FRESHMAN
Fall Spring
1 Foundations of Teaching/EDCR 103 3 Issues in Sci./Technology/CHEM 166
2 First-Year Seminar/EDCR 104 * 3 Psychology of Learning/
3 Fundamentals of Speech/SPCH 111 Teaching/EDCR 101
3 College Composition/LENG 111 3 Critical Analysis/
3 History of West/World/LHST 111 Composition/LENG 112
3 College Algebra/MATH 111 3 U.S. Government/Politics/POLI 111
18 18
SOPHOMORE
Fall Spring
3 Intro to Nanotechnology/CHEM 121 3 World Geography/GEOG 201
3 Introduction to Literature/LENG 247 3 The Bible: An Intro/LTHE 201
3 Quantitative Literacy/MATH 103 3 Applied Statistics/MATH 213 or
3 Instructional Design & the Middle Psychological Statistics I/PSYC 211
Level Classroom/MLED 200 + 3 Adolescent Literature/MLED 201 +
3 Meet Needs Students Exceptionalities: 3 Adolescent Dev./MLED 202 *
PreK-8/SPED 245 *
18 16
JUNIOR
Fall Spring
3 General Biology/BIOL 101 or 3 Concepts/Methods:
Human Biology/BIOL 104 ESL/ELL/EDCR 420 *
3 Introduction to Linguistics/ENGL 217 3 Philosophy II Series/LPHI
3 Literacy Dev Strategies Assessment: 3 LPHI 237 or any LTHE 300 course
4-8/MLED 301 + 3 Literature for Student Exceptionalities:
3 Collaboration/Partnerships/SPED 242 PreK-8/SPED 320 +
3 Data-Driven Instruction: Special 3 Pos Behav Supp/Interv/SPED 322 *
Education/SPED 306 * 3 Program Plan/Assessment Special
3 High Incidence Disabilities/SPED 308 Education/SPED 343 *
18 18
SENIOR
Fall Spring
1 Methods/Materials 12 Student Teaching/EDFL 410
for Instr Seminar/EDCR 321 *
3 Advanced Composition/ENGL 211
3 Structure of English Lang./ENGL 363
3 Concepts Natural Science/MLED 302++
3 Low Incidence Disabilities/SPED 307++
16 15
Total credits: 137
250


Concentration: Mathematics
FRESHMAN
Fall Spring
3 Fundamentals of Speech/SPCH 111 3 Critical Analysis/Comp/LENG 112
3 College Composition/LENG 111 3 Fundamentals of Math/MATH 105
3 History of West/World/LHST 111 3 Calculus I/MATH 140
3 Foundations of Theology/LTHE 101 3 U.S. Government/Politics/POLI 111
3 Precalculus/MATH 135 3 Special Educ. Overview/SPED 101
18 18
SOPHOMORE
Fall Spring
3 Introduction to Philosophy/LPHI 131 3 General Biology/BIOL 101 or
3 Calculus II/MATH 141 Human Biology/BIOL 104
3 Discrete Mathematics/MATH 222 3 The Bible: An Intro/LTHE 201
3 Instructional Design & the Middle 1 Leadership Seminar/LHES 240
Level Classroom/MLED 200 + 3 History of Mathematics/MATH 260
3 Collaborations/Partnerships/SPED 242 3 Adolescent Literature/MLED 201 +
3 Meet Needs Students Exceptionalities: 3 Adolescent Dev./MLED 202 *
PreK-8/SPED 245 *
18 16
JUNIOR
Fall Spring
3 Issues in Science/Technology/CHEM166 3 LPHI 237 or any LTHE 300 course
3 Expressive Arts/EDCR 302 3 Applied Statistics/MATH 213
1 Methods/Materials for Instr Seminar/ 3 Linear Algebra/MATH 252
EDCR 321 * 3 Literature for Student Exceptionalities:
3 Calculus III/MATH 242 PreK-8/SPED 320 ++
3 Applications ofMathematics/MLED 303 + 3 Pos Behav Supp/Interv/SPED 322 *
3 Data-Driven Instruction: Special 3 Program/Plan Assessment Special
Education/SPED 306 * Education/SPED 343 *
3 High Incidence Disabilities/SPED 308
19 (no charge for 19th credit) 18

EDUCATION 251
SENIOR
Fall Spring
3 Intro to Nanotechnology/CHEM 121 3 Professional Seminar/EDCR 401
3 Concepts/Methods: 12 Student Teaching/EDFL 410
ESL/ELL/EDCR 420 * 3 World Geography/GEOG 201
3 Geometry/MATH 226
3 Concepts of Natural Sci./MLED 302++
18 18
Total credits: 143


Concentration: Science Curriculum
FRESHMAN
Fall Spring
1 Foundations of Teaching/EDCR 103 3 Issues in Sci/Technology/CHEM 166
2 First-Year Seminar/EDCR 104 * 3 Psychology of Learning/Teaching/
3 Fundamentals of Speech/SPCH 111 EDCR 101
3 History of West/World/LHST 111 LENG 112
3 College Algebra/MATH 111 3 U.S. Government/Politics/POLI 111
18 18
SOPHOMORE
Fall Spring
3 General Biology/BIOL 101 3 Human Biology/BIOL 104
3 Intro to Nanotechnology/CHEM 121 3 Instructional Technology/EDCR 102
3 Meet Needs Students Exceptionalities: 3 Pos Behav Supp/Interv/SPED 322 *
PreK-8/SPED 245 *
18 19 (no charge for 19th credit)

252
JUNIOR
Fall Spring
3 Expressive Arts/EDCR 302 3 Environmental Issues/BIOL 103
1 Methods/Materials 3 Concepts/Methods ESL/ELL/EDCR 420
for Instr Seminar/EDCR 321 * 3 Philosophy II Series/LPHI
3 Introduction to Environmental 3 LPHI 237 or any LTHE 300 course
Science I/ENV 120 3 Literature for Student Exceptionalities:
3 Applied Statistics/MATH 213 or PreK-8/SPED 320 ++
Psychological Statistics I/PSYC 211 3 Program/Plan Assessment Special
3 Data-Driven Instruction: Education/SPED 343 *
Special Ed/SPED 306 *
3 High Incidence Disabilities/SPED 308
16 18
SENIOR
Fall Spring
3 Physiological Chemistry/CHEM 105 3 Professional Seminar/EDCR 401
1 Physiological Chemistry Lab/ 12 Student Teaching/EDFL 410
CHEM 108 3 World Geography/GEOG 201
MLED 302++
3 Collaboration/Partnerships/SPED 242
17 18
Total credits: 142

[ Cohort Courses

Concentration: Social Studies Curriculum
FRESHMAN
Fall Spring
3 History of West/World/LHST 111 3 Critical Analysis/Composition/
3 Foundations of Theology/LTHE 101 LENG 112
3 College Algebra/MATH 111 3 Fund. of Mathematics/MATH 105
3 U.S. Government/Politics/POLI 111
18 18
EDUCATION 253
SOPHOMORE
Fall Spring
3 General Biology/BIOL 101 or 3 Intro to Nanotechnology/CHEM 121
Human Biology/BIOL 104 3 The Bible: An Intro/LTHE 201
3 Quantitative Literacy/MATH 103 3 Adolescent Literature/MLED 201 +
3 Instructional Design & the Middle 3 Adolescent Dev./MLED 202 *
Level Classroom/MLED 200 + 3 Pos Behav Supp/Interv/SPED 322 *
3 Collaboration/Partnerships/SPED 242
PreK-8/SPED 245 *
18 16
JUNIOR
Fall Spring
1 Methods/Materials ESL/ELL/EDCR 420 *
for Instr Seminar/EDCR 321 * 3 U.S. History 1865 to Present/HIST 222
3 History of U.S. to 1865/HIST 221 3 Philosophy II Series/LPHI
3 Applied Statistics/MATH 213 or 3 Cultural Anthropology/SOCI 292
Psychological Statistics I/PSYC 211 3 Literature for Student Exceptionalities:
3 Inquiry/Analysis in PA History/ PreK-8/SPED 320
Government/MLED 304 + ++ 3 Program/Plan Assessment Special
3 High Incidence Disabilities/SPED 308 Education/SPED 343 *
16 18
SENIOR
Fall Spring
3 Prin of Microeconomics/BCOR 111 or 3 Professional Seminar/EDCR 401
Prin of Macroeconomics/BCOR 112 12 Student Teaching/EDFL 410
3 LPHI 237 or any LTHE 300 course 3 World Geography/GEOG 201
3 Intro to International Relations/
POLI 133
3 Concepts of Natural Sci./MLED 302 ++
3 Data-Driven Instruction:
Special Ed/SPED 306 *
3 Low Incidence Disabilities/SPED 307 ++
18 18
Total credits: 140

254
Early Childhood Education Curriculum/Associate Degree

FRESHMAN
Fall Spring
3 College Composition/LENG 111 3 Intro to Philosophy/LPHI 131
3 Collaboration/Partnerships/SPED 242 3 Special Education Overview/SPED 101
15 15
SOPHOMORE
Fall Spring
3 Early Language/Literacy 3 Concepts/Methods: Early Lit/
Development/ECED 200 ** Reading PreK-1/ECED 202 **
2 Concepts/Methods: Math I/ECED 204 * 2 Concepts/Methods: Math II/ECED 205 *
3 Integrated Curriculum: 3 Family Involvement in Education
PreK-4/ECED 300 + System/ECED 309
3 Data Driven Instruction: 3 Physical Well-Being of the Child/
PreK-4/ECED 306 * ECED 310
3 Expressive Arts/EDCR 302 3 Foundations of Theology/LTHE 101
3 Meeting Learning Needs Students 3 Program Planning/
w/Except: PreK-8/SPED 245* Assessment in Sp Ed/SPED 343 *
17 17
Total credits: 64

Early Childhood Education/Early Intervention Curriculum/Associate Degree

FRESHMAN
Fall Spring
3 Collaboration/Partnerships/SPED 242 LENG 112
15 18
EDUCATION 255
SOPHOMORE
Fall Spring
3 Early Language/Literacy 3 Concepts/Methods: Early Lit/
Development/ECED 200 ** Reading PreK-1/ECED 202 **
2 Concepts/Methods: Math I/ECED 204 * 3 Family Involvement in Education
3 Integrated Curriculum: PreK-4/ System/ECED 309
ECED 300 + 3 Physical Well-Being
3 Data Driven Instruction: PreK-4/ of the Child/ECED 310
ECED 306 * 3 Foundations of Theology/LTHE 101
3 Expressive Arts/EDCR 302 3 Positive Behavior Supports/
3 Meeting Learning Needs Students Inter/SPED 322
w/Except: PreK-8/SPED 245* 3 Program Planning/
Assessment in Sp Ed/SPED 343 *
17 18
Total credits: 68

Education Minor Curriculum

I. Required Courses (10 credits)
A. Foundations
3 EDCR 101 Psychology of Learning and Teaching
1 EDCR 103 Foundations of Teaching
B. Development (one of the following)
3 ECED 101 Child Development, Birth – Age 5*
3 ECED 102 Child Development, Kindergarten – Grade 4
3 MLED 202 Adolescent Development*
C. Planning (one of the following)
3 ECED 103 Instructional Design and the Early Childhood Classroom +
3 EDCR 206 Instructional Design and the Secondary Education Classroom +
3 MLED 200 Instructional Design and the Middle Level Classroom +
II. Elective Courses (6 credits)

Select from the following:
3 ECED 100 Early Childhood Overview*
3 ECED 203 Concepts and Methods of Instruction: Literacy/Reading Grades 2-4
3 ECED 309 Family Involvement in the Educational System
3 EDCR 300 Children’s Literature
3 EDCR 320 Methods and Materials of Instruction: Math, Science, Social Studies*
3 EDCR 326 Methods and Materials of Instruction: Reading across Content Areas*
3 EDCR 330 Assessment and Evaluation
3 MLED 201 Adolescent Literature**
3 SPED 101 Special Education Overview
Additional courses may be elected with approval of the Director of the School of Education
and the course instructor.
Field Experiences
* Field experience embedded throughout the semester (6–15 hrs.)
** Field experience embedded throughout the semester (90 hrs.)
256
Special Education and Diversity Minor Curriculum

A. Foundations
3 EDCR 420 Methods and Materials for Teaching ESL
3 SPED 101 Overview of Special Education
3 SPED 322 Positive Behavioral Supports and Interventions
B. Development (one of the following)
3 SPED 245 Meeting the Needs of Students with Exceptionalities: PreK – 8 grade
3 SPED 340 Meeting the Needs of Students with Exceptionalities: 7 – 12 grade
II. Elective Courses (4-6 credits)

1 LHES 240 Comparative Cultures: Living the Gannon Mission in Thailand
3 SCWK 230 Human Diversity
3 SOCI 292 Cultural Anthropology
3 SPED 242 Collaboration and Partnerships in Special Education
3 SPED 308 High Incidence Disabilities
3 SPED 320 Literacy for Students with Exceptionalities
Exceptional Child Minor Curriculum

Exceptionalities Core
SPED 101 Overview of Special Education (3)
SPED 322 Positive Behavioral Supports and Interventions (3 credits)
SPED 343 Program Planning and Assessment* (3 credits)
II. Electives Courses (6 credits)

EDCR 420 Methods/Materials of Instruction for ESL/ELL* (3 credits)
SPED 242 Collaboration and Partnerships in Special Education (3 credits)
SPED 307 Low Incidence Disabilities** (3 credits)
SPED 308 High Incidence Disabilities (3 credits)
SPED 323 Autism Spectrum Disorders: Theory and Practice (3 credits)
SPED 325 Autism Spectrum Disorders: Strategies for Social Competence (3 credits)
Training and Development Minor Curriculum

3 EDCR 101 Psychology of Learning and Teaching
3 EDCR 206 Instructional Design and the Secondary Education Classroom
Select one of the following:
3 ENGL 212 Business and Professional Communications
3 SPCH 313 Intercultural Communication
II. Elective Courses (9 credits)

Select one of the following tracks and its associated courses:
Instructional Technology Concentration Track
3 EDCR 102 Instructional Technology
3 CIS 150 Business Technology I
3 CIS 245/246 Multimedia Production/Lab
Business Concentration Track Pre-requisite BCOR 240, BCOR 250, Junior status
3 MGMT 220 Making Teams Work
EDUCATION 257
3 MGMT 311 Organizational Innovation

3 MGMT 316 Organizational Behavior
Psychology Track Pre-requisite PSYCH 111 Introduction to Psychology
3 PSYC 292 Industrial Organization
3 PSYC 225 Social Psychology
3 PSYC 316 Human Factors Psychology
The Training and Development Minor in particular would be advantageous to business majors.
COURSE DESCRIPTIONS
ECED 100: Early Childhood Overview/Field Experience

This course examines the structure of early childhood education. Social and cultural
foundations are addressed in the context of interpersonal relations among children, families,
and communities. An introduction to curricular approaches, observation and assessment
of young children, play, and developmentally appropriate practice is provided. The field
experience associated with this course is an Observation and Exploration (Stage 1) experience
which is embedded throughout the course (six hours). 3 credits, Spring
ECED 101: Child Development: Birth through Age 5
This course provides a broad study of child development theories and concepts from
conception through age 5. Teacher candidates explore the physical, emotional, social, and
cognitive development of typical and atypical children from birth through 5 years of age.
The field experience associated with this course is an Observation and Exploration (Stage 1)
experience which is embedded throughout the course (six hours). 3 credits, Spring
ECED 102: Child Development: Kindergarten through Fourth Grade
This course provides a broad study of child development theories and concepts from
kindergarten through fourth grade. Teacher candidates explore the physical, emotional, social,
and cognitive development of typical and atypical children from kindergarten through fourth
grade. 3 credits, Fall
ECED 103: Instructional Design and the Early Childhood Classroom/Field Experience
This course introduces pre-service teachers to creating and managing instruction in the
learning environment which fosters quality teaching and learning. They develop lessons
connecting learning theories, academic standards, subject matter, student learning, and
student achievement. Emphasis is given to the connections among curriculum, instruction, and
assessment that result in successful learning. Pre-service teachers develop effective techniques
and strategies for classroom management, ensuring a safe, valued, and respectful environment
for all students. The field experience associated with this course is an Observation and
Exploration (Stage 2) experience which is embedded throughout the course (60 hours).
3 credits, Spring
ECED 200: Early Language and Literacy Development/Field Experience
This course focuses on how language develops and how this development can be enhanced
and sustained. The teacher’s role in supporting language development and the characteristics
of a language-rich classroom are studied. The importance of emergent literacy, children’s
literature, and appropriate assessment are emphasized. The field experience associated with
this course is an Observation and Exploration (Stage 2) experience which takes place for three
weeks (90 hours). 3 credits, Fall
ECED 202: Concepts and Methods of Instruction: Early Literacy and Reading
PreKindergarten through First Grade/Field Experience
This course focuses on developing effective instructional strategies for the teaching of reading
and literacy in prekindergarten through first grade. Traditional and holistic approaches in
reading instruction are studied. The importance of instructional reading strategies, writing
assessment, and the National Reading Panel’s research findings are emphasized as teacher
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candidates understand and learn how to facilitate children becoming independent readers.
experience which takes place for three weeks (90 hours).
Prerequisites: ECED 103 and ECED 200 3 credits, Spring
ECED 203: Concepts and Methods of Instruction:
Literacy and Reading Second through Fourth Grade
This course takes an in depth look at the reading and writing processes across the content areas
as they pertain to diverse learners in second through fourth grade. Instructional methodology
and materials, appropriate assessments, and the use of technology are presented and modeled
during this course.
Prerequisite: ECED 103 3 credits, Fall
ECED 204: Concepts and Methods of Instruction: Mathematics I/Field Experience
This course provides teacher candidates with the conceptual framework, appropriate strategies,
and methods to teach mathematics to diverse learners in the early childhood classroom. Using
technology and a variety of materials, teacher candidates learn to assess children’s needs and
evaluate instruction with an emphasis on integrating mathematics across the curriculum.
experience which is embedded throughout the course (six hours).
ECED 205: Concepts and Methods of Instruction: Mathematics II/Field Experience
This course is a continuation of ECED 204 Concepts and Methods: Mathematics I, providing
teacher candidates with the conceptual framework, appropriate strategies, and methods to
teach mathematics to diverse learners in the early childhood classroom. Using technology and a
variety of materials, teacher candidates learn to assess children’s needs and evaluate instruction
with an emphasis on integrating mathematics across the curriculum. The field experience
associated with this course is an Observation and Exploration (Stage 2) experience which is
embedded throughout the course (six hours).
Prerequisite: ECED 204 2 credits, Spring
ECED 221: Early Care and Education
This course emphasizes making appropriate choices to plan and implement a developmentally
appropriate environment for infants and toddlers at home or in a child care center. Cognitive
and psychosocial learning theories are applied to the selection and adaptation of materials and
strategies to meet the particular needs of very young children, including those who are at risk.
3 credits, Spring
ECED 300: Integrated Curriculum PreKindergarten through Fourth Grade/Field Experience
This course provides the conceptual framework for developing and implementing appropriate
curriculum for children prekindergarten through fourth grade. Instruction utilizing
researchbased approaches will be focused upon while linking instruction, curriculum, and
assessment to plan effectively. The integration of content is stressed as teacher candidates
plan, adapt, and analyze curriculum content, instructional materials, and strategies to enhance
learning. The field experience associated with this course is a PreStudent Teaching (Stage 3)
experience which takes place for three weeks (90 hours).
ECED 306: Data Driven Instruction: PreKindergarten through Fourth Grade/Field Experience
This course focuses on how to choose assessment tools and how to utilize data from informal,
formal, and anecdotal assessments to improve student achievement. This course teaches
participants how to collect, analyze, and use various forms of data to drive instruction, inform
curriculum decisions, and improve instructional practices. Strong emphasis is placed on state
and local assessments. The field experience associated with this course is a PreStudent Teaching
(Stage 3) experience which is embedded throughout the course (nine hours).
Prerequisite: ECED 103, SPED 101 3 credits, Fall
EDUCATION 259
ECED 307: Concepts and Methods of Instruction: Social Studies

This course is designed to introduce teacher candidates to the various disciplines and
approaches to teaching social studies for diverse learners in prekindergarten through fourth
grade. Teacher candidates will learn planning, resource selection, and developmentally
appropriate methods and materials to enhance classroom instruction. Emphasis is on social
studies as a powerful integrative force across the curriculum. Teacher candidates will be
reintroduced to social studies content and concepts traditionally covered in a primary setting.
Particular attention will be paid to curriculum development and alignment with state and
national standards.
ECED 308: Concepts and Methods of Instruction: Science and Technology
This course provides prekindergarten through fourth grade teacher candidates with the
conceptual framework, appropriate strategies, and methods used to teach inquiry-based science
that supports standards across the curriculum. Using a variety of instructional models, teacher
candidates will learn to design, implement, assess, modify, and evaluate science curriculum and
lessons. This course is aligned with the National Research Council’s National Science Education
Standards as well as the Pennsylvania Academic Standards for Science and Technology and
Environment and Ecology.
ECED 309: Family Involvement in the Educational System
This course examines the complex relationship that exists between family and school.
Specifically, this course focuses on the practical components of family involvement that teachers
encounter: home and school communications; parent and teacher conferences; administrative
issues; and obstacles or barriers to parent and family involvement in the educational system.
3 credits, Spring
ECED 310: Physical Well-being of the Child
This course prepares teacher candidates to promote physical well-being of children. Through
active participation, the teacher candidates learn games, techniques, and strategies appropriate
for prekindergarten through sixth grade school age children as well as students with special
needs. Candidates learn to teach children how to become physically, emotionally, and socially
healthy. Emphasis is given to important current issues affecting a healthy lifestyle for children.
Prerequisite: ECED 103 or MLED 200 3 credits, as offered
EDCR 101: Psychology of Learning and Teaching
Participants explore the nature of learning, theories of motivation, and cultural and individual
differences found in the classroom which affect learning. Through an investigation of
behaviorist, cognitivist, constructivist, and social psychology perspectives and approaches,
teacher candidates begin to apply concepts and principles of psychology to educational settings
in their field experiences. 3 credits, Fall, Spring
EDCR 102: Instructional Technology
Instructional Technology provides teacher candidates with laboratory-based experiences
using various and emergent technologies. Teacher candidates demonstrate competency in the
integration of selected programs and examine the ethical ramifications of the instructional
choices they make. Strategies and tools to cope with rapid changes are presented.
3 credits, as offered
EDCR 103: Foundations of Teaching
This course introduces teacher candidates to the philosophical and pedagogical aspects of
the profession, including the structure of effective schools, lesson planning, and classroom
management. As part of this course, reflective examination of the decision to pursue teaching as
a career begins the building of professional portfolios. 1 credit, Fall
EDCR 104: First-Year Seminar
The First-Year Seminar is a discussion and experience-based course intended to orient the new
student to Gannon University, to introduce the Liberal Studies Core and LIFECORE, to assist in
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the transition from high school to University life, and to encourage development of academic,
personal, and spiritual aspects of the student’s life. Each seminar is unique, depending upon
the instructor and/or program in which it is offered. The field experience associated with this
course is an Observation and Exploration (Stage 1) experience which is embedded throughout
the course (ten hours). 2 credits, Fall
EDCR 206: Instructional Design and the Secondary Education Classroom/Field Experience
learning environment. They develop standards-based lessons and instruction as part of the
scope and sequence of instructional planning. Assessment anchors are included as they
relate to instruction. Emphasis is given to the connections among curriculum, instruction,
and assessment that results in successful learning. Course participants are introduced to the
approaches for differentiating instruction for all adolescents, including those with academic
diversity and other special needs. Pre-service teachers also learn how to interact effectively with
instructional support staff, paraprofessionals, and parents. The field experience associated with
this course is an Observation and Exploration (Stage 2) experience (60 hours) throughout the
course. This course is cross-listed with MLED 200. 3 credits, Fall
EDCR 240: Leadership Seminar
The leadership seminar introduces students to a three dimensional model of leadership
(leaders, followers, and situation), including a repertoire of leadership skills and means of
using those skills responsibly in various communities to which they belong. In addition, the
course helps students explore the relevance of leadership skills in the leadership process.
Ethical reasoning and Catholic Social Justice Teaching serve as the basis for the students’
leadership development as reflected both in this course and the co-requisite Philosophy of
Ethical Responsibility course. Students enrolled in this leadership seminar will engage in
service learning, civic action, and problem solving as they participate in a six step leadership
training program. This training program focuses on a project-based learning approach known
as Community Action and Problem Solving (CAPS). Following this training, students will be
prepared to apply the elements of leadership in solving real world problems. This course, while
housed in the School of Education, is open to all University students. 1 credit, Spring
EDCR 302: Expressive Arts
This course emphasizes the importance of the arts in children’s lives through the analysis and
evaluation of works of art. Teacher candidates examine and explore how to help all children use
art, music, dance, drama, and literature to express and communicate their developing ideas,
experiences and feelings about themselves and the diverse world in which we live. Through
active experiences with various media, strategies, technology, and resources, students create
lesson plans to integrate the arts in the classroom.
Prerequisites: ECED 103 or MLED 200 3 credits, Spring
EDCR 321: Methods and Materials of Instruction Seminar/Field Experience
This course is designed for middle level and secondary majors. It emphasizes teaching
methodologies, standards-based instruction, and integration of content areas. Emphasis is given
to the preparation of effective lessons in the content area and selection of instructional methods
and materials appropriate for adolescents. This course is associated with a field experience
to provide an opportunity for teacher candidates to work with a content expert in their field.
There is a 60 hour Observation and Exploration (Stage 2) field experience for 7-12 majors; 15
hours for 4-8 majors. 1 credit, as offered
EDCR 330: Assessment and Evaluation/Field Experience
Teacher candidates investigate a variety of traditional and alternative assessments in
the context of classroom instruction; meeting the needs of diverse learners; recognizing
measurement principles; and national, state, and local standards. Teacher candidates construct
and evaluate content specific classroom assessments. This course also gives teacher candidates
an opportunity to develop an understanding of the need for and interpretation of the results
of standardized tests. There is a 60 hour Pre-Student Teaching (Stage 3) field experience
throughout this course. 3 credits, as offered
EDUCATION 261
EDCR 400: Critical Inquiry Seminar

This course provides teacher candidates with the opportunity to synthesize their work from
both Liberal Studies and education courses in an inquiry-based participatory seminar. The
course focuses on issues, reflection, and research relevant to education. Through extensive
reading, independent research, writing, questioning, and discussion teacher candidates pursue
areas of particular interest in depth. They share their work with each other, presenting the
results of their inquiry in professional presentations. 3 credits, as offered
EDCR 401: Professional Seminar in Education
In this course, teacher candidates reflect upon the student teaching experience. Discussion
focuses on current topics in education and the prediction and solution of issues in a variety
of school situations. Teacher candidates prepare for employment through activities connected
with the construction of their professional portfolios. This course is taken in conjunction with
EDFL 410 Student Teaching. 3 credits, Fall, Spring
EDCR 414: Sociology of Education
This course addresses the intersection of education and various other institutions and structures
in American society such as family, marriage, economics, politics, religion, gender, ability, social
class, race, and ethnicity. Participants study: theoretical perspectives underlying education
systems; learning theories that inform educational curricula and programs; the structure,
positions, roles, and processes involved in schools; and the relationship between educational
systems and societies. 3 credits, as offered
EDCR 417: Assessment and Support for English Language Learners
This is a 45-hour, seven-week online course designed to provide specific knowledge specified
by the Pennsylvania Department of Instruction in its requirements for English as a Second
Language (ESL) training. Specifically, the course will address part three: English Language
Learners (ELLs) Language and Support Services Knowledge. It is designed to expand
participants’ knowledge of effective assessment practices and support services available
for ELL candidates. In addition to effective assessment practices, purposes for assessment,
multiple assessment models, use of evaluation techniques, scaffolding of assessments,
and formal/informal assessment tools are discussed. Participants learn the availability of
school support services to assist ELLs in language acquisition and content learning and
ways to promote parental/family involvement with their children’s educational program.
Participants gain hands-on experience in test administration, interpretation, and reporting.
Individualized Education Plans for ELLs identified as special education candidates are also
reviewed. Participants in this course must also register for EDCR 422, the field experience that
accompanies EDCR 417. 3 credits, Spring
EDCR 418: Multicultural Aspects of Cross Cultural Communication
This is a 45-hour, seven-week online course that explores cultural diversity, the nature of cross
cultural communication, and the relationship between language and culture in educational
contexts. Participants in this course must also register for EDCR 423, the field experience that
accompanies EDCR 418. 3 credits, Spring
EDCR 419: Structures of English
This is a 45-hour, seven-week online course that examines (American) English usage,
fundamentals of linguistics as well as first and second language acquisition. Current theories
and research in these fields are introduced and applied. Course content also includes English
Language Learner (ELL) literacy development and characteristics of ELL learners. Participants
in this course must also register for EDCR 424, the field experience that accompanies EDCR 419.
3 credits, Fall
EDCR 420: Methods and Materials for Teaching English as a Second Language
(ESL)/Teaching English Language Learners (ELL)/Field Experience
This course provides participants with a survey of current research and theory in English as a
second language (ESL)/teaching English language learners (ELL). The participants explore and
practice traditional and innovative methodologies for teaching language skills to nonnative
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speakers in kindergarten through grade 12. Fifteen hours of Pre-Student Teaching (Stage 3) field
experience are embedded throughout the course, providing candidates with an opportunity to
work in an ESL setting. The course is offered in both face-to-face and online modes. Participants
in this course who wish to pursue ESL certification must also register for EDCR 425, the field
experience that accompanies EDCR 420. Participants in this course who are not considering
pursuing ESL certification complete do not have to register for a separate field experience.
3 credits, Fall and Spring
EDCR 422: Assessment and Support for English Language Learners Field Experience
This field experience is taken together with EDCR 417 Assessment and Support for English
Language Learners. The field experience is a 15-hour course that allows for the application of
skills and knowledge learned in EDCR 417. During the field experience, candidates observe
effective assessment practices and participate in implementing an assessment of an English
Language Learner. 3 credits, Spring
EDCR 423: Multicultural Aspects of Cross Cultural Communication Field Experience
This 15-hour course is taken together with EDCR 418 Multicultural Aspects of Cross Cultural
Communication. During the field experience, candidates conduct a cultural assessment through
observation and interaction with a group of ELL candidates in order to put into practice the
concepts and skills learned in EDCR 418. 3 credits, Spring
EDCR 424: Structures of English Field Experience
This 15-hour course is taken together with EDCR 419 Structures of English. During the field
experience, candidates observe an ELL in order to put into practice the concepts and skills
learned in EDCR 419 and apply these insights and knowledge to a classroom setting.
3 credits, Fall
EDCR 425: Methods and Materials for Teaching English as a Second Language Field
Experience
This 15-hour course is taken together with EDCR 420 Methods and Materials for Teaching
English as a Second Language. During the field experience, candidates observe effective
assessment practices and participate in implementing an assessment of an English Language
Learner in order to put into practice the concepts and skills learned in EDCR 420.
3 credits, Fall and Spring
EDFL 101: Secondary Education Field Experience I
This 60 hour experiential learning opportunity is an Observation and Exploration (Stage 2)
experience in an educational setting assigned by the Coordinator of Clinical Experiences. This
field experience focuses on classroom interaction and student observation and is linked to
EDCR 206. 0 credit, Fall, Spring, Summer
EDFL 102: Secondary Education Field Experience II
This 60 hour experiential learning opportunity is a Pre-Student Teaching (Stage 3) experience
in an educational setting assigned by the Coordinator of Clinical Experiences. In addition to
observation, this field experience offers teacher candidates the opportunity to teach all or part
of several lessons. Candidates also complete tasks at the direction of their cooperating teacher.
This field experience is linked to EDCR 321. 0 credit, Fall, Spring, Summer
EDFL 103: Secondary Education Field Experience III
This 60 hour experiential learning opportunity is a Pre-Student Teaching (Stage 3) experience in
an educational setting assigned by the Coordinator of Clinical Experiences. The requirements
of this field experience include teaching at least three lessons, planning a unit, and completing
tasks at the direction of the cooperating teacher. This field experience is linked to EDCR 330.
0 credit, Fall, Spring
EDFL 410: Student Teaching
This experience in the field encompasses one full semester of directed observation and
supervised student teaching, with gradual assumption of total teaching responsibilities.
This course is taken in conjunction with EDCR 401 Professional Seminar.
EDUCATION 263
Prerequisite: All methods courses; SOE acceptance. 12 credits, Fall, Spring

EDUC 355: Museum Internship
This internship introduces participants to the field of museum education which is object or
art centered. Teacher candidates have an opportunity to examine museum education as an
enrichment to their classroom teaching activities, and they design activities which integrate
curriculum with the museum collection. 3 credits, as offered
EDUC 357: Adult Literacy
This course explores a variety of approaches and materials used for reading and numeracy
instruction of the adult learner. Familiarity with the social and psychological characteristics
of the adult learner is stressed. Participants will be expected to spend contact hours in direct
tutoring of adult literacy students. 3 credits, Fall, Spring
EDUC 358: American Sign Language I
This course teaches a basic vocabulary of 300 – 500 signs used in American Sign Language in
conversational settings by Deaf and hearing signers. Students learn important aspects of ASL
grammar and ASL culture and are given a brief introduction to hearing loss and some practical
issues in the education of Deaf children. 3 credits, Fall, Spring
EDUC 359: American Sign Language II
This course teaches more advanced vocabulary of signs used in American Sign Language. It
will also analyze conversational settings of various Deaf and hearing signers. Detailed aspects
of ASL grammar and ASL culture are taught. A major emphasis is placed on expressive signing
by students. Practical issues in Deaf culture and in Deaf education are discussed.
Prerequisite: EDUC 358 3 credits, Fall, Spring
EDUC 390-394: Special Topics in Education 1-6 credits, as offered
EDUC 395-399: Independent Study
Students choose a topic of study with faculty approval and supervision.
1-6 credits. By arrangement
MLED 200: Instructional Design and the Middle Level Classroom/Field Experience
learning environment. They develop standards-based lessons and instruction as part of the
scope and sequence of instructional planning. Assessment anchors are included as they
relate to instruction. Emphasis is given to the connections among curriculum, instruction,
and assessment that result in successful learning. Pre-service teachers are introduced to
the approaches for differentiating instruction for adolescents with academic diversity and
other special needs. They also learn how to interact effectively with instructional support
staff, paraprofessionals, and parents. The field experience associated with this course is an
Observation and Exploration (Stage 2) 60 hour experience. This course is cross-listed with
EDCR 206. 3 credits, Fall
MLED 201: Adolescent Literature/Field Experience
This course helps teacher candidates to develop an appreciation, understanding, and evaluation
of literature appropriate for young adolescents ages nine-15. Through the study of a variety
of prose, drama, and poetry, teacher candidates have the opportunity to focus on the diverse
characteristics and needs of adolescents; to examine cultural differences; and to develop criteria
for selection and use of literature across the curriculum. Strategies for instruction are modeled
and practiced. During this course, the participants become familiar with the PAAcademic
Standards and Assessment Anchors and utilize them when planning instruction. The field
experience associated with this course is a Pre-Student Teaching (Stage 3) 60 hour experience.
Prerequisite: ECED 103 or MLED 200 or EDCR 206 3 credits, Spring
MLED 202: Adolescent Development/Field Experience
This course provides a broad study of major concepts, principles, theories, and research related
to middle childhood and adolescent development. Teacher candidates explore the physical,
cognitive, behavioral, and social changes that take place during the middle level years as well
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as the events, circumstances, and strategies that influence and promote normal development.
An examination of the middle school philosophy and how it supports adolescent development
through the transitions from an early childhood school environment to the middle school
environment and then to the high school environment is important for teachers in fourth
through eighth grade. The field experience associated with this course is an Observation and
Exploration (Stage 1) experience which is embedded throughout the course (nine hours).
3 credits, every other Spring
MLED 300: Data-Driven Instruction/Field Experience
This course focuses on how to choose assessment tools and how to utilize data from informal,
formal, and anecdotal assessments to improve academic achievement for young adolescent
learners. Teacher candidates investigate a variety of traditional and alternative assessments
in the context of the following: classroom instruction; meeting the needs of diverse learners;
recognizing measurement principles; and national, state, and local standards. This course
teaches participants how to collect, analyze, and use various forms of data to drive instruction,
inform curriculum decisions, and improve instructional practices. Teacher candidates construct
and evaluate specific classroom assessments. Strong emphasis is placed on state and local
assessments and gives teacher candidates an opportunity to develop an understanding of
the need for and interpretation of the results of standardized tests, including PSSA. The field
experience associated with this course is a PreStudent Teaching (Stage 3) 90 hour experience.
Prerequisite: MLED 200 3 credits, Spring
MLED 301: Literacy Development, Strategies, and Assessments/Field Experience
This course apprises teacher candidates of the literacy needs of middle level and secondary
students and models methods of instruction, curriculum development, strategies, and
assessments to meet those needs. There is a 30 hour PreStudent Teaching (Stage 3) field
experience for 4-8 majors; 15 hour for 7-12 majors.
Prerequisite: MLED 200 or EDCR 206 3 credits, as offered
MLED 302: Concepts of Natural Science/Field Experience
This is a descriptive and conceptual course in natural sciences designed for education majors.
Teacher candidates engage in the Earth Force Community Action and Problem Solving
approach to explore selected topics from life sciences, physical science, and earth/space
sciences to develop a necessary scientific attitude and background for teaching in today’s
society. The field experience associated with this course is a PreStudent Teaching (Stage 3) 30
hour experience. Individuals with a science concentration should complete 60 hours.
Prerequisite: MLED 200 or EDCR 206 3 credits, as offered
MLED 303: Applications of Mathematics/Field Experience
Middle level teacher candidates will develop, implement, assess, and modify middle level
curriculum and lessons which build new mathematical knowledge through problem solving,
mathematical representations, and technology; solve problems that arise in math and other
discipline areas; and learn how to apply appropriate strategies to solve these problems. This
course is only taken by middle level teacher candidates with a mathematics concentration.
The field experience associated with this course is a PreStudent Teaching (Stage 3) 60 hour
experience.
Prerequisites: MLED 200 3 credits, as offered
MLED 304: Inquiry and Analysis in Pennsylvania History and Government/Field Experience
The course design helps teacher candidates identify and explain the political and cultural
contributions of individuals and groups in Pennsylvania history; identify and explain primary
documents, material artifacts, and historic sites important in Pennsylvania history; identify and
explain how continuity and change have influenced the history of Pennsylvania. Curriculum
development and alignment with state and national standards are emphasized.
This course is taken by middle level teacher candidates with a social studies concentration
and Secondary Social Studies majors. The field experience associated with this course
is a PreStudent Teaching (Stage 3) 60 hour experience for middle level candidates only.
Prerequisites: MLED 200 or EDCR 206 3 credits, as offered
EDUCATION 265
SPED 101: Special Education Overview

This course provides teacher candidates with a basic understanding of the federal mandates
associated with special education. Teacher candidates are introduced to: characteristics of
various exceptionalities; pre-referral strategies and interventions; cultural diversity; curricular
and behavioral modifications, adaptations, and instructional strategies; educational assessment;
historical legislations and current legal issues in special education; and the collaboration of
regular education and special education teachers. Focus is given to the special education
process for evaluation, identification, eligibility determination, and placement of students with
exceptionalities in special education. 3 credits
SPED 242: Collaboration and Partnerships in Special Education:
PreKindergarten through Eighth Grade
This course examines the various human resources and support services available to build
partnerships that meet the needs of diverse student populations. Specifically, this course
focuses on collaborative problem-solving, consultation, and co-teaching in education. Attention
is given to ethical interpersonal and conflict resolution skills required for effective collaboration
and partnerships in professional education environments. 3 credits, Fall
SPED 245: Meeting the Learning Needs of Students with Exceptionalities: PreKindergarten
through Eighth Grade/Field Experience
This course examines the educational programming for prekindergarten through eighth grade
children with delays or exceptionalities. In this course, teacher candidates are introduced
to: historical legislations and current legal issues in special education; the concept of early
intervention; the Individual Family Service Plan (IFSP) and the Individual Education Plan (IEP);
and the best practices in teaching, managing, and supporting children with exceptionalities in
the educational environment. The field experience associated with this course is an Observation
and Exploration (Stage 2) experience which is embedded throughout the course (nine hours).
Prerequisite: SPED 101 3 credits, Fall
SPED 306: Data-Driven Instruction: Special Education/Field Experience
This course focuses on how to choose an assessment tool and how to utilize data from formal,
informal, and anecdotal assessments to improve the achievement of students with special
needs. This course teaches participants how to ethically collect, analyze, and use various forms
of data to drive instruction related to Individualized Education Plans (IEP) goals, inform
program decisions, and improve instructional practices. Strong emphasis will be placed on state
and local assessments as they relate to students with special needs. Nine hours of PreStudent
Teaching (Stage 3) field experience are embedded throughout the course.
Prerequisite: SPED 101 and ECED 103 or MLED 200 3 credits, Fall
SPED 307: Low Incidence Disabilities:
PreKindergarten through Eighth Grade/Field Experience
This course is designed to focus on specific issues related to a variety of significant disabilities
that are included in the general category of low incidence. The following aspects of low
incidence are included: pervasive development disorders; moderate to significant mental
retardation; medically fragile; multiple disabilities; functional and sensory curriculum;
instructional techniques and strategies; community-based instruction; assistive technology; and
service and program options and coordination. Teacher candidates are exposed to a variety of
instructional environments on the least restrictive environment (LRE) continuum that serve
children with low incidence disabilities. The field experience associated with this course is a 90
hour PreStudent Teaching (Stage 3) experience in a special education setting.
SPED 308: High Incidence Disabilities:
This course is designed to focus on specific issues related to high incidence disabilities in both
special education and regular education environments. The following aspects of high incidence
disabilities are included: communication disorders; specific learning disabilities; emotional
disturbance; curricular adaptations and modifications; instructional techniques and strategies;
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and service and program options and coordination. Teacher candidates are exposed to a
variety of instructional environments on the least restrictive environment continuum that serve
children with high incidence disabilities. The field experience associated with this course is an
Observation and Exploration (Stage 1 and 2) six hour experience.
SPED 320: Literacy for Students with Exceptionalities:
This course is designed to focus on specific corrective, remedial, and compensatory strategies
for all aspects of language, reading, and writing development of children with exceptionalities.
Specifically, this course addresses: utilization of assessment data to choose and plan
instructional strategies for teaching reading and writing; the evidence-based connection
between literacy and behavior; progress monitoring; use of explicit and systematic instruction;
selection of research-based writing strategies and interventions; and the impact of language
development and literacy. The field experience associated with this course is a PreStudent
Teaching (Stage 3) experience which is embedded throughout the semester (30 hours).
Prerequisites: SPED 101 3 credits, Spring
SPED 322: Positive Behavioral Supports and Interventions/Field Experience
This course is designed to introduce teacher candidates to a variety of positive behavioral
supports and interventions in order to create and maintain a classroom environment that
is conducive to learning. Included in this course are the following areas: Response to
Intervention (RTI); school-wide positive behavioral supports; classroom-based positive
behavioral intervention approaches; selecting, instructional planning, and teaching social skills;
identification of the causes and functions of behaviors; the assessment of behavioral issues; and
the development and implementation of effective positive behavioral support plans. The teacher
candidates complete a functional behavior assessment and develop, implement, and evaluate
effective positive behavioral support plans through the use of a variety of progress monitoring
and data gathering techniques. The field experience associated with this course is a PreStudent
Teaching (Stage 3) experience which is embedded throughout the semester (six hours).
SPED 340: Meeting the Needs of Students with Exceptionalities:
Seventh through Twelfth Grade/Field Experience
This course examines intervention strategies appropriate for the instruction and classroom
management of students with exceptionalities in seventh through twelfth grades. Focus is
given to planning, implementing, and evaluating strategies appropriate for maintaining an
effective learning environment and for creating adaptations across all content areas, as well as
developing and practicing authentic collaboration techniques. The field experience associated
with this course is a PreStudent Teaching (Stage 3) experience which is embedded throughout
the course (nine hours).
Prerequisites: SPED 101 3 credits, as offered
SPED 341: Contemporary Issues in Special Education
This course examines contemporary trends and issues in special education and the impact
of those issues upon schools, teachers, students, and parents. Current research in the field of
special education is reviewed through discussion of topics. Content also includes an overview
of the various legal issues in special education, including the rights of students, parents, and
educators. 3 credits, as offered
SPED 343: Program Planning and Assessment in Special Education/Field Experience
This course examines the purposes and kinds of assessment procedures used to identify,
evaluate, place, and plan instruction for children and adolescents with special needs. In order
for teacher candidates to take part in the writing of an Individualized Education Plan (IEP) and
engage in a full range of progress monitoring strategies, this course addresses: the assessment
process; formal and informal procedures; assessment of general performance areas; assessment
of academic areas; and using assessments to plan instruction. Focus is given to a variety of
assessments, including authentic, screening, benchmark, diagnostic, formative and summative.
EDUCATION 267
Nine hours of PreStudent Teaching (Stage 3) field experience are embedded throughout the
course.
SPED 412: Autism Spectrum Disorders: Theory and Practice
This course is an introduction to the education and habilitation of children diagnosed
with autism spectrum disorder (ASD). The course concentrates on historical development,
identification, assessment, and characteristics, including communication and social skills, of
ASD. Instructional interventions are also identified and examined. The course is a competency-
based course which will be delivered in a seven week online modality. 3 credits
SPED 413: Autism Spectrum Disorders: Field Experience One
This course is a field experience taken concurrently or upon completion of SPED 412 Autism
Spectrum Disorders: Theory and Practice. The experiential learning takes place during a 30
hour field placement in an educational or therapeutic setting assigned by the Coordinator of
Clinical Experiences. The candidate observes, serves as a teacher aide, and begins to practice
skills. Online communications are required during this course. 1 credit
SPED 426: Autism Spectrum Disorder: Applied Behavior Analysis and Intervention
This course is designed to identify the components of applied behavior analysis (ABA) and
the development of effective behavioral interventions pertaining to children and adolescents
diagnosed along the autism spectrum. Focus is given to identification of the causes and
function of behaviors, the assessment and diagnosis of behavioral issues, and the development
and implementation of effective behavior and therapeutic treatment plans. The course
participants will be able to assess, develop, implement, and evaluate effective behavioral and
therapeutic intervention plans using a variety of positive behavioral supports and management
techniques. 3 credits
SPED 427: Autism Spectrum Disorders: Field Experience Two
This course is a field experience taken concurrently or upon completion of SPED 426 Autism
Spectrum Disorders: Applied Behavior Analysis and Interventions. The experiential learning
takes place during a 30 hour field placement in an educational or therapeutic setting assigned
by the Coordinator of Clinical Experiences. The candidate observes, serves as a teacher aide,
and begins to practice skills. Online communications are required during this course. 1 credit
SPED 431: Autism Spectrum Disorder: Strategies for Social Competence
This course is designed to identify the components of language and social skills and the
development of those skills as they pertain to children and adolescents with ASD. Emphasis
will be placed on information processing and the development of language, communication
strategies, pragmatics, augmentative, and alternative communication systems. This course will
also focus on social skills deficits and approaches for teaching social skills to students with
ASD. 3 credits
SPED 432: Autism Spectrum Disorders: Field Experience Three
This course is a field experience taken concurrently or upon completion of SPED 431
Strategies for Social Competence. The experiential learning takes place during a 30 hour
field placement in an educational or therapeutic setting assigned by the Coordinator
of Clinical Experiences. This field experience is intended to afford the candidates the
opportunity to take over most of the responsibilities throughout the day which have been
approved by the cooperating teacher. The cooperating teacher will critique the candidate’s
planning, instructional delivery, and classroom environment skills, as well as the candidate’s
professionalism. Online communications are required during this course. 1 credit
Please note: For ASD endorsement candidates who live in the Erie area, arrangements for the
field experience will be done by the School of Education. For ASD endorsement candidates who
live outside of the Erie area, special arrangements will need to be made. The candidate must
contact the Program Coordinator prior to enrolling in SPED 413 to discuss field experience site
arrangements.
268
ENGLISH
LAURA RUTLAND, Ph.D., Chairperson
FACULTY: Professors: Patrick O’Connell. Associate Professors: Ann Bomberger, Douglas King,
Laura Rutland. Assistant Professors: Ann Bomberger, Matthew Darling, Shreelina Ghosh,
Kaustav Mukherjee, Jennie Vaughn. Instructor: Carol Hayes. Lecturers: Emmett Lombard, Mary
Wagner, Lora Zill.
Mission Statement
The Gannon University English Department prepares students to be informed readers and
skillful writers. Committed to students’ personal and professional growth, the English
Department exposes students to literary texts from a variety of cultural backgrounds and
develops their writing skills in a variety of academic and community settings.
Vision Statement
Helping students to explore the writing of the past, and to use writing to engage with the
present, with the aim of creating a better future.
Program Description
The Department offers four curricular tracks to help students tailor the major to fit their
interests and professional goals.
• S
econdary Education in English Track: For students interested in teaching English at the
high school level
• L
egal Career Track: For students preparing to attend law school or wanting to pursue
another law-related career (e.g., paralegal)
• P
rofessional Writing Track: For students aspiring to writing careers of various types (e.g.,
corporate communications, marketing or public relations, magazine or news writing)
• L
iterary Studies Track: For students preparing for graduate school in English literature or
a related discipline or seeking careers demanding strong liberal arts preparation All tracks
cultivate the student’s ability to write in a variety of genres for different audiences and
purposes. The Department also offers students a variety of internships, and a 3-3 program
in legal studies with Duquesne University, and features student-run publications such as
the Totem (an award-winning literary magazine). Whether they seek careers in education,
publishing, journalism, media, public relations, government, business, industry or law,
Gannon English Majors acquire the scholarly focus, broad preparation and intellectual
awareness that form the basis of an intensive liberal arts education. Students in all tracks are
required to complete an internship as part of their academic program.
The English Department also offers a 4+1 B.A./M.A. program, which allows high achieving
students to complete a 4-year Bachelor’s program and a 2-year Master’s program in only five
years.
LENG 111 and LENG 112 are normally prerequisites for upper level literature and writing courses.
COURSE DESCRIPTIONS
LENG 111, 112, 241, 243, 245, 247, 249, LFIN 252 and 254 are courses taught by the English
Department. See the section on the Liberal Studies Core Curriculum for course descriptions
of these courses.
ENGL 100: First-Year Seminar

The First-Year Seminar is a discussion/experience-based course intended to orient the new
ENGLISH 269
the transition from high school to university life, and to encourage development of academic,
personal and spiritual aspects of the student’s life. Each seminar is unique, depending upon the
instructor and/or program in which it is offered.
(Freshman are expected to complete the First-Year Seminar during the first semester at Gannon.
If not, the student must complete the requirement prior to the sophomore year.) 2 credits
ENGL 206: Pursuits of English
Pursuits of English introduces students to the dynamic, evolving field of English and prepares
them for advanced course work. Students will explore ways to approach and understand
literature, linguistics, composition, and career and graduate studies opportunities for English
majors. LENG 112 should be taken either before or concurrently with Pursuits of English.
Prerequisite: LENG 111 3 credits
ENGL 210: Creative Writing
An introductory course providing instruction and practice in the techniques and principles of
writing poetry and short fiction.
ENGL 211: Advanced Composition
A rhetorical approach to problems of written communication. Although primary stress will be
on developing the student’s writing ability, knowledge of rhetorical theory and of critical norms
for prose will be required.
ENGL 212: Business and Professional Communication
A detailed study of the various methods of communication used in the professions, business,
and industry, for audiences both within and outside the organization. Numerous written
exercises.
ENGL 214: Writing for Print/News Media
This workshop course introduces new students to the basics of journalistic reporting and
writing. Students receive practice in how to identify, gather, and write news; and make ethical
judgments about news. The course should help students who want to work for newspapers and
magazines as well as for broadcast and online media. This course is a prerequisite for ENGL 216
and ENGL 252. (This course is also listed as COMM 214).
Prerequisites: LENG 111, 112 3 credits
ENGL 215: Editing/Production of Print Media
The course introduces students to the production of printed material, whether for newspaper,
magazines, advertising, in-house publications, brochures, books, or anything else on paper.
(This course is also listed as COMM 215).
ENGL 216: Advanced and Specialized Reporting
This workshop course focuses on specialized news beats including police, courts, government,
education and the environment and introduces students to computer-assisted reporting and
research techniques. (This course is also listed as COMM 216).
Prerequisites: ENGL 214/COMM 214 3 credits
ENGL 217: Introduction to Linguistics
An introduction to the basic concepts of linguistics with an emphasis on both theory and
application of linguistic principles. Topics include origin, structure, morphology, syntax,
dialects, oral, and written language.
ENGL 218: Feature Writing
This workshop course introduces students to various genres of feature writing for newspapers,
magazines and online publications, including profiles, entertainment pieces and trend stories.
270
ENGL 225: Special Topics

Prerequisites: LENG 111, LENG 112 1 credit
ENGL 240: Leadership Seminar
course and in the co-requisite Theology or Philosophy III course. (LTHE 227 or LTHE 237)
1 credit
ENGL 250: Introduction to Photography
Taking effective and well-composed photographs; using the 35mm camera, its lenses, filters,
and flash; developing black and white film; printing artistic enlargements.
Corequisite: ENGL 251 3 credits
ENGL 251: Photography Lab
Corequisite: ENGL 250 0 credit
ENGL 252: Photojournalism
This course introduces students to the principles of photojournalism. Students study and
practice photojournalism techniques, with consideration of the ethical issues involved with
creating and using visual images. (This course is also listed as COMM 252).
Prerequisite: ENGL 214/COMM 214 3 credits
ENGL 301: Workshop: Special Topics in Writing
Specialized forms of writing in a workshop format for advanced writing.
Prerequisite: ENGL 210 or 211 3 credits
ENGL 312: Poetry Writing Workshop
An advanced seminar and workshop focusing on student’s original poetic composition.
ENGL 313: Fiction Writing Workshop
An advanced seminar and workshop focusing on student’s original composition of short
fiction.
ENGL 316: Literature & Film
Designed to give students skills in critical analysis of literary works (fiction and drama) and
films adapted from or inspired by them. We’ll explore the process involved in adapting a
narrative from a print and/or stage medium to the film medium. We’ll study works from a
variety of genres and from a variety of critical perspectives. Students interested in pedagogy
may also study methods of teaching literature/film parings.
ENGL 321: Literature For Young Adults
A study of distinguished literature for young adults and of the historical development and
current trends in adolescent literature.
ENGL 322-326: Author Seminars
These seminars are opportunities for students to study and enjoy the work of a particular
author, whose work is not usually studied in depth in other departmental courses.
Prerequisites: LENG 111, LENG 112 1 credit
ENGL 331: American Literature to 1865
American prose and poetry to 1865. Major figures include Taylor, Edwards, Franklin,
Hawthorne, Melville, Emerson, and Thoreau.
ENGLISH 271
ENGL 332: American Literature, 1865 to 1914

American prose and poetry from the Civil War to World War I. Major figures include Whitman,
Twain, James, Dickinson, Crane, Dreiser.
ENGL 333: American Literature, 1915 to 1945
American prose, poetry and drama between the World Wars. Major figures include Frost,
Hemingway, O’Neill, Faulkner.
ENGL 334: American Literature after 1945
American prose and poetry from WW II to the present. Major figures include Arthur Miller,
Ralph Ellison, Sylvia Plath, Flannery O’Connor, Toni Morrison, and Thomas Pynchon.
ENGL 341: British Literature: Medieval and Renaissance
The dramatic and non-dramatic literature of the Medieval Period and non-dramatic literature
of the Renaissance, with emphasis on the works of Chaucer, More, Sidney, Spenser, Milton,
Donne, and Jonson.
ENGL 342: British Literature: Classic and Romantic
The major writers involved in the shift from classicism to romanticism, with emphasis on
Dryden, Pope, Johnson, Swift, Blake, Wordsworth, Coleridge, and Keats.
ENGL 343: British Literature: Victorian and Modern
Major writers of the Victorian and Modern periods, with emphasis on Dickens, Tennyson,
Browning, Yeats, Joyce, Woolf, and Rhys.
ENGL 350: Drama of Shakespeare
An historical-critical approach to selected plays in terms of the intellectual assumptions, native
traditions, and theatrical conventions of the Elizabethan-Jacobean periods.
ENGL 352: Modern/Contemporary Drama
A critical approach to significant drama from Ibsen to the present and to the intellectual forces
and assumptions that contribute to their development.
ENGL 354: African American Literature
This course examines literature written by African-Americans. Emphasis is on literary and
cultural analyses, including issues of race, ethnicity, gender and social class.
ENGL 356 Writing for Social Change
Writing for Social Change is a community-based/service-learning, advanced writing course
through which students explore and engage in the act of writing for social change/justice.
Students will analyze and compose texts, in a variety of genres/modalities, which function
rhetorically to advance causes for social change and social justice. 3 credits
ENGL 362: History of the English Language
Phonological and morphological development of Modern English from the Indo-European
period. Methodology of historical linguistics.
ENGL 363: The Structure of English
Rationale and application of transformational grammar to linguistic and stylistic analysis.
272
ENGL 371: Mass Media and Popular Culture

This course covers the history, organization and management of mass media. It also covers
the concepts and theories of popular culture and mass media, including advertising and
public relations as well as news organizations. It examines critical approaches to newspapers,
magazines and broadcast and online media as sources of information and entertainment.
Among its focuses are the ethical and legal issues faced by news organizations.
ENGL 372: Public Relations
Strategies and communication tools of public relations as a link between an institution and its
external and internal public. Cross-listed with ADVC 372.
ENGL 375: English Internship
A semester-long internship providing field experience in areas related to the student’s
concentration. Students may use no more than 6 practicum credits toward graduation
requirement.
Prerequisites: LENG 111, LENG 112 1-6 credits
ENGL 381: Literary Criticism
Historical and analytical study of critical theory isolating the central critical problems and
evaluating some answers that theorists and critics have provided.
ENGL 389: Methods of Teaching English
Cross listed as EDCR 325, methods of teaching literature, writing, critical reading, and grammar
in the classroom. Replaces EDCR 324 for English secondary education students only.
Prerequisites: EDCR 101, 103, LENG 111, 112 3 credits
ENGL 390-394: Special Topics
ENGL 395-398: Independent Study
ENGL 400: Senior Research Project and Oral Exam
English Curriculum
Professional Writing Track
FRESHMAN
3 College Composition/LENG 111 3 Critical Analysis and
3 Modern Language Composition/LENG 112
3 Foundations of Theology/LTHE 101 3 Modern Language
3 LS Social Science 3 Introduction to Philosophy/LPHI 131
3 History without Borders/LHST 111 3 Pursuits of English/ENGL 206
2 First-year seminar 3 LS Science
17 15
SOPHOMORE
3 Linguistics/LENG 217 3 Phil II Series/LPHI
3 The Bible/LTHE 201 3 Math/PSYCH 211 or SOC 351
3 LS Speech 3 Fine Arts Series/LFIN
3 Upper-level writing/ENGL 3 Upper-level literature/ENGL
3 Elective 3 Upper-level writing/ENGL
15 15
ENGLISH 273
JUNIOR
3 LPHI 237 or any LTHE 300 course 3 Intercultural Communications/
3 Upper-level literature/ENGL SPCH 313
3 Upper-level writing/ENGL 3 Public Relations/ENGL 372
3 Elective 3 English Internship/ENGL 375
3 Elective 3 Upper-level writing/ENGL
1 Leadership Seminar 3 Elective
3 Elective
16 18
SENIOR Spring Semester

Fall Semester 3 Integrating Seminar/LBST 383
3 Upper-level writing/ENGL 3 Elective
3 Research Project and 3 Elective
Oral Presentation/ENGL 400 3 Elective
3 English elective/ENGL 3 Elective
3 Elective
3 Elective
2 Elective
17 15
Literature Track
FRESHMAN
3 LS social science 3 Introduction to Philosophy/LPHI 131
3 History without Borders/LHIST 111 3 Pursuits of English/ENGL 206
2 First-year Seminar 3 LS Science
17 15
SOPHOMORE
3 Linguistics/ENGL 217 3 Upper-level American lit/ENGL
3 The Bible/LTHE 201 3 Philosophy II series/LPHI
3 LS speech 3 Mathematics
3 Upper-level literature/ENGL 3 Fine Arts series/LFIN
3 Elective 3 Elective
15 15
JUNIOR
3 LPHI 237 or any LTHE 300 course 3 Upper-level international lit/ENGL
3 Upper-level British lit/ENGL 3 Upper-level writing/ENGL
3 Upper-level writing/ENGL 3 English Internship/ENGL 375
3 Drama of Shakespeare/ENGL 350 3 English elective/ENGL
1 Leadership Seminar 3 Elective
16 18
274
SENIOR
3 Literary Criticism/ENGL 381 3 Integrating Seminar/LBST 383
3 Research Project and 3 Elective
Oral Report/ENGL 400 3 Elective
15 17
Legal Career Track

FRESHMAN
3 LS social science 3 Introduction to Philosophy/LPHI 131
3 History without Borders/LHST 111 3 Pursuits of English/ENGL 206
2 First-year Seminar 3 LS Science
17 15
SOPHOMORE
3 Linguistics/ENGL 217 3 Upper-level American literature/ENGL
3 Introduction to Law/LEGL 111 3 Philosophy II series/LPHI
3 The Bible/LTHE 201 3 Mathematics
3 Liberal Studies speech/SPCH 3 Fine Arts series/LFIN
3 Upper-level literature elective/ENGL 3 Elective
3 Elective
15 18
JUNIOR
3 LPHI 237 or any LTHE 300 level course 3 Business/Prof. Comm./ENGL 212
3 Upper-level British lit/ENGL 3 English Internship/ENGL 375
3 Legal Research and Writing/LEGL 211 3 Legal and Research Writing/LEGL 212
3 Elective 3 Upper-level literature/ENGL
16 15
SENIOR
3 Research Project and 3 Trial Preparation and
Oral Report/ENGL 400 Procedure/LEGL 345
3 Upper-level international 3 Integrating Seminar (LBST 383)
literature/ENGL 3 Elective
3 Elective
2 Elective
17 15
ENGLISH 275
English Curriculum with Secondary Education

Students majoring in English qualify for Teacher Certification
in English/Secondary Education.
Aims and Objectives

The objectives of the program are: (1) to give the students an opportunity to become broadly
educated in the areas of language, literature and writing, and (2) to provide a program of
teacher education which promotes growth, development, professionalism and expertise for
successful teaching.
Students who wish to prepare themselves as secondary English teachers must make formal
application to the teacher education program through the School of Education. For a detailed
explanation of all requirements refer to the catalog portion under Education.
English/Secondary Education Curriculum

FRESHMAN
Fall Spring
1 Foundations of Teaching/EDCR 103 3 Psychology of Learning
2 First-year Seminar/EDCR 104* and Teaching/EDCR 101
3 Public Speaking/SPCH 111 3 Pursuits of English/ENGL 206
3 History without Borders/LHST 111 Composition/LENG 112
3 Introduction to Philosophy/LPHI 131 3 Foundations of Theology/LTHE 101
3 Modern Language 3 Modern Language
18 15
SOPHOMORE
Fall Spring
3 Instr Design and 3 Philosophy II Series/LPHI
Sec Ed Classroom/EDCR 206 3 Literature for Young Adults/ENGL 321
0 Secondary/Education Field Exp 1+/ 3 Fine Arts Series/LFIN
EDFL 101 3 Math 103 or higher OR Psychological
3 Advanced Composition/ENGL 211 Statistics/PSYCH 211
3 Linguistics/ENGL 217 3 Special Education Overview/SPED 101
3 The Bible/LTHE 201 1 Leadership Seminar
3 Math 103 or higher
3 English elective (Placeholder)
15 16
JUNIOR
Fall Spring
3 Literacy Development, Strategies 3 Methods of Teaching English/ENGL 389
and Assessments/MLED 301* 3 Meet Need Stu. Exceptionalities 7-12/
1 Mat/Meth for Instr Sem/EDCR 321 SPED 340
0 Secondary/Education Field Exp II+/ 0 Secondary Education Field Exp III+/
EDFL 102 EDFL 103
3 Drama of Shakespeare/ENGL 350 3 Upper-level American lit/ENGL
3 Literary Criticism/ENGL 381 3 Upper-level writing course/ENGL
3 Upper-level writing/ENGL 3 LS Science series
3 LPHI 237or any LTHE 300 course
16 15
276
SENIOR
Fall Spring
3 Assessment and Evaluation/EDCR 330* 3 Professional Seminar/EDCR 401
3 Methods/Materials for ELL/EDCR 420* 12 Student Teaching/EDFL 410
3 Research Project/Oral Report/
ENGL 400
3 Upper-level international lit/ENGL
3 British literature/ENGL
15 15
* Field Experience embedded throughout semester

[ Cohort Courses
All education courses require a grade of C or better.
All field experience require a grade of pass (P).
LENG 111, LENG 112, Literature Series, and 6 credits of Math 103 or 3 credits of Math 103 or higher
plus 3 credits of PSYC 211 require a grade of C or higher.
A GPA of 3.0 or greater is required of all students seeking teacher certification.
4 + 1 B.A./M.A. in English
This program allows highly qualified students to complete the Bachelor’s and Master’s
degree in five years rather than six. Students of exceptional promise may be admitted to the
program at the time of undergraduate admission; admitted students would be in the top 10%
of their graduating class, have earned a B+ or above average in their English courses, and
have scored 600 or above on the SAT verbal section. These students would be accepted with
the understanding that at the completion of their junior year they would have maintained a
sufficiently high GPA both overall and particularly in their major (3.2 overall and 3.5 in the
major). Students not initially recruited for the program who met these criteria could also be
invited to participate. A definite commitment on the part of the department and of the student
would be made at the conclusion of the fifth semester (midway through the junior year).
Students accepted into the program upon admission would be able to complete it without
having to take summer courses. Students who are admitted later, and who have completed
fewer than 68 credit hours by the end of the sophomore year, will need to take summer credits
during the third and/or fifth summer. Students who are interested in the program, but who are
not accepted at admission, will be encouraged to complete several major courses during the
sophomore year and to take a full load.
4+1 B.A. to M.A. Matrix

FRESHMAN
3 LS Social Science 3 Intro to Philosophy/LPHI 131
3 History without Borders/LHST 111 3 LS speech
2 First-year seminar 3 Mathematics
3 Pursuits of English/ENGL 206
17 18
ENGLISH 277
SOPHOMORE
3 The Bible/LTHE 201 3 Philosphy II Series/LPHI
3 LS Science 3 American Literature/ENGL
3 Linguistics/ENGL 217 3 Upper-level writing
3 Upper-level writing/ENGL 3 Upper-level literature elective/ENGL
3 British Literature/ENGL 3 English elective/ENGL
3 Undergraduate elective 3 Undergraduate elective
18 18
JUNIOR
3 LPHI 237 or any LTHE 300 course 3 English Internship/ENGL 375
3 Drama of Shakespeare/ENGL 350 3 English elective/ENGL
3 Literary Criticism/ENGL 381 3 Undergraduate elective
3 Upper-level international 3 Undergraduate elective
literature/ENGL 3 Undergraduate elective
1 Leadership seminar
16 18
SENIOR
3 Research Project and 3 Integrating Seminar/LBST 383
Oral Report/ENGL 400 3 Undergraduate elective
3 LS Fine Arts/LFIN 3 Undergraduate elective
3 Intro to Grad Studies in English/ 3 Writing course/GENGL
GENGL 500 3 American Literature/GENGL
3 Linguistics/GENGL
2 Undergraduate electives
17 18
GRADUATE
3 Theory course/GENGL 3 Later British literature/GENGL
3 Early British Literature/GENGL 3 Free elective
3 Directed Research/GENGL 690 3 Free elective
9 9
* Students who take an undergraduate Literary Criticism course may substitute an elective for Literary
Criticism if desired.
ENGLISH MINOR
The English minor will consist of 15 hours beyond LENG 111 and 112. One LENG 200-level
course may be included in the 15 hours. The other courses must be English major courses
(ENGL), including courses in the areas of literature, writing or linguistics.
278
WRITING MINOR
The Writing Minor in the Department of English will consist of 15 hours in Writing courses
beyond LENG 111 and 112. All writing minors must take LENG 211 (Advanced Composition),
ENGL 212 (Business and Professional Communication) or ENGL 356 (Writing for Social
Change.) The other 12 hours may be taken from among any of the following courses:
ENGL 210 (Creative Writing), ENGL 211 (Advanced Composition), ENGL 212 (Business and
Professional Communication), ENGL 214/JC 214 (Writing for Print/News Media), ENGL 215/
JC 215 (Editing Production of Print Media), ENGL 216/JC 216 (Advanced and Specialized
Reporting), ENGL 218/JC 218 (Feature Writing), ENGL 301 (Special Topics in Writing), ENGL
312 (Poetry Writing Workshop), ENGL 313 (Fiction Writing Workshop), ENGL 356 (Writing for
Social Change), ENGL 375/ADVC 372 (Public Relations).
Other special topics writing courses or writing courses offered in other programs, such as Legal
Studies, may be included in the minor on a case by case basis.
THE NEXT STEP

Prerequisite
Six credits of composition equivalent to LENG 111 and LENG 112.
English
PRE-SENIOR YEAR
3 Introduction to Philosophy/LPHI 131 3 Pursuits of English/ENGL 206
6 US History/HIST 221 or 222 or 3 ENGL 200 or ENGL 300 level
English History/HIST 241 or 242 or writing course
US Government/POLI 111 or Public 3 ENGL 217/Linguistics
Policy/POLI 122 or Minority Groups/ 3 Foundations of Theology/LTHE 101
SOCI 230
3 Foreign Language
3 Intro to Linguistics/ENGL 217
3 Foreign Language
15 15
SENIOR YEAR
3 Shakespeare/ENGL 350 3 British Lit
3 Literacy Criticism/ENGL 381 3 International Lit
3 Fine Arts Series/LFIN electives 3 ENGL 400 Senior Project
3 LPHI 237 or any LTHE 300 course 3 Upper-level writing/ENGL
3 American Lit 3 English elective/ENGL
1 Leadership Seminar 3 Upper-level literature/ENGL
16 18
Students are required to complete 7-19 credits in the Liberal Studies Core Curriculum. Students
may transfer courses equivalent to Sacred Scripture, Introduction to Philosophy, the Literature
Series, and/or the Fine Arts Series. Students must take the Leadership Seminar, the Theology/
Philosophy III Series, and the Senior Seminar or approved capstone at Gannon University.
All students graduating from the College of Humanities must have completed six credits of a
Modern Foreign Language.
FOREIGN LANGUAGES AND CULTURES 279
FOREIGN LANGUAGES AND CULTURES

MARTHA KOSIR, Ph.D., Program Director
FACULTY: Professor: Martha Kosir. Associate Professor: Carlos Mamani. Adjunct Faculty: Linda
Brown.
Latin and Arabic are taught by affiliate faculty in the Theology, English, and History
departments.
Mission
The Mission of the Department of Foreign Languages and Cultures is to provide students
with a comprehensive educational experience that hones not only linguistic skills in the target
language, but also advances cultural competency, critical thinking, and information literacy
skills. The Foreign Language Department plays a strategic role in the University’s efforts to
develop a worldview and transform students into responsible, well-rounded, and accomplished
global citizens.
Vision
The Department of Foreign Languages and Cultures will cultivate effective 21st century
communicators, who will understand that linguistic and cultural borders can be overcome
through knowledge, mutual understanding, and respect.
Aims and Objectives

The Department of Foreign Languages and Cultures offers courses in language, literature and
culture as well as specialized courses in terminology and practices in fields such as business,
criminal justice, social services, and health sciences. The languages offered are German,
Spanish, Arabic, French, and Latin with a major offered in Spanish. Chinese is offered on as
needed basis and is currently on a hiatus.
In addition to target language courses, the department offers a series of courses called Global
Culture/Literature courses. These courses are taught in English and are open to all Gannon
students, regardless of their major. They foster advanced cross-cultural understanding by
exploring diverse world cultures and their productions, such as music, art, film, and literature.
Students in the Foreign Language program enjoy remarkable flexibility when it comes to
pursuing a degree in foreign language alone or in combining their major with another degree,
be it in humanities, social sciences, or business.
Some suggestions for double majors:
1) Foreign Language and International Business
2) Foreign Language and Public Service/Global Affairs
3) Foreign Language and Political Science
4) Foreign Language and History
5) Foreign Language and Communications
Students may also choose to minor in foreign language. Combining a foreign language with
virtually any degree will give students an extra edge on the highly competitive 21st century job
market.
The University maintains diverse affiliations with programs for study abroad and encourages
all students to spend a summer or a semester at a university in Europe, Latin America, French
Canada, or worldwide. Students also enjoy numerous opportunities to complete internships at
both the international and local levels.
Foreign language instruction is given in modern classrooms, all equipped with a digital dais.
Instructional and informative technology is an integral part of foreign language education at
Gannon University. For use outside of classroom, additional computers are available in the
Language and Resources Center.
280
CAREER OPPORTUNITIES: Employment here in the U.S. and abroad with governmental and
private agencies, multinational businesses; in tourism and travel industry; in communication
and translation services, and in bilingual/bicultural agencies. Excellent preparation for
graduate studies in languages, international business, law, international relations, and global
studies.
Foreign Languages Curriculum

FRESHMAN
Fall Spring
2 First-Year Seminar 3 Crit Analysis & Comp/LENG 112
3 History Without Borders/LHST 111 3 Foreign Language
3 Foundations of Theology/LTHE 101 6 Electives
3 Foreign Language
1 Elective
15 15
SOPHOMORE
Fall Spring
3 Public Speaking/SPCH 111 3 The Bible: An Intro/LTHE 201
3 Philosophy II Series/LPHI 6 Electives
6 Electives 3 Science
3 Foreign Language 3 Foreign Language
3 GLOBL course
15 18
JUNIOR
Fall Spring
3 LPHI 237 or any LTHE 300 course 3 Fine Art Series/LFIN
1 Leadership Seminar 3 Literature Series/LENG
3 Linguistics/ENGL 217 6 Electives
3 GLOBL course 3 Foreign Language
6 Foreign Language
16 15
SENIOR
Fall Spring
1 Senior Oral 3 Senior Seminar/LBST 383
6 Electives 6 Foreign Language
6 Foreign Language 6 Electives
3 GLOBL course 3 Mathematics
16 18
Total credits: 128
Foreign Language Minor

The department grants a minor to qualified seniors upon graduation. Seniors who major in
fields other than foreign languages but who have successfully passed four upper level courses
plus FL 210 and FL 211 in one foreign language qualify for the minor. Students entering with
a level higher than 211, take 6 upper level courses. The total of credits necessary for a minor in
language is 18 credits. Students interested in this minor should consult with the chairperson of
the language department early in their academic career for advice on the sequence of courses to
take and must complete an application form for a minor in the Dean’s office.
GUIDELINES FOR PLACEMENT IN FOREIGN LANGUAGE COURSES

Advisors please follow these guidelines or consult the Language Department.
All students who have studied a foreign language for a year or less in high school should
take SPAN 111, ARAB 111, GRMN 111, FREN 111, or LATN 111. Those who have studied 2
years should begin with 112. Students who have taken 3 or 4 years in high school and wish to
continue with the same language, should begin at the intermediate level. Students with more
than 4 years should start at the Reading level.
Native speakers cannot fulfill their foreign language requirement with Introductory (111, 112),
Intermediate (210, 211) and Conversation (314) courses in their native language. They must
substitute their language requirement with a different foreign language course.
PLEASE NOTE THAT STUDENTS SHOULD FULFILL THEIR LANGUAGE REQUIREMENT
NO LATER THAN THE JUNIOR YEAR.
COURSE DESCRIPTIONS
Foreign Language Program
Arabic Language
ARABI 111: Introductory Arabic I
Acquisition of basic skills in listening, speaking, reading, and writing Arabic. For students with
no background in Arabic or only one year of high school Arabic.
Prerequisite: Director’s permission 3 credits
ARABI 112: Introductory Arabic II
Acquisition of basic skills in listening, speaking, reading, and writing Arabic. For students with
one semester of university level Arabic or equivalent.
Prerequisite: ARABI 111 or equivalent or Director’s permission 3 credits
ARABI 210: Intermediate Arabic I
Continuation of all skills acquisition with emphasis on spoken Arabic.
Prerequisite: ARABI 112 or equivalent or Director’s permission 3 credits
ARABI 211: Intermediate Arabic II
Review of language skills and further study of intermediate Arabic grammar. 3 credits
Chinese Language (Currently on hiatus)

CHIN 111: Introductory Chinese I
Acquisition of basic skills in listening, speaking, reading, and writing Chinese. For students
with no background in Chinese or only one year of high school Chinese. 3 credits
CHIN 112: Introductory Chinese II
Acquisition of basic skills in listening, speaking, reading, and writing Chinese. For students
with one semester of university level Chinese or equivalent.
Prerequisite: CHIN 111 3 credits
CHIN 210: Intermediate Chinese I
Continuation of all skills acquisition with emphasis on spoken Chinese.
Prerequisite: CHIN 112 or equivalent or Director’s permission. 3 credits
282
CHIN 211: Intermediate Chinese II

Review of language skills and further study of intermediate Chinese grammar.
Prerequisite: CHIN 210 or equivalent or Director’s permission. 3 credits
CHIN 390-395: Independent Study/Special Topics
Prerequisites: CHIN 210, CHIN 211 1-3 credits
French Language
FREN 111: Introductory French I
Acquisition of basic skills in listening, speaking, reading and writing French. For students with
no background in French or only one year of high school French.
Prerequisite: Directors permission. 3 credits, Fall
FREN 112: Introductory French II
Acquisition of basic skills in listening, speaking, reading and writing French.
Prerequisite: FREN 111 or equivalent or Directors permission. 3 credits, Spring
FREN 210: Intermediate French I
Continuation of all skills acquisition with emphasis on spoken French.
Prerequisites: FREN 112 or equivalent or Directors permission. 3 credits
FREN 211: Intermediate French II
Review of the language skills and further study of intermediate French grammar.
Prerequisite: FREN 210 or equivalent or Director’s permission. 3 credits
FREN 232: Reading French
Preparation for more advanced reading in French.
Prerequisite: FREN 211 or equivalent. 3 credits
FREN 312: French Civilization I
French civilization from beginning to French Revolution.
Prerequisites: FREN 211, FREN 232 or equivalent 3 credits
FREN 313: French Civilization II
Contemporary society in France.
FREN 314: French Conversation
Increased fluency, idiomatic and cultural authenticity are emphasized.
Prerequisites: FREN 211 or equivalent, not open to native speakers 3 credits
FREN 315: Advanced French Grammar
Further training in correct grammar, speech, and composition. Required for majors.
Prerequisites: FREN 211 or equivalent 3 credits
FREN 316: French Composition
Advanced training in composition and stylistics.
Prerequisites: FREN 211, 315 or equivalent 3 credits
FREN 317: French for Business I
Introduction to general business vocabulary to cover the organization of French businesses,
banking, transport, international business, stock market, insurance, looking for a job, business
letters.
Prerequisite: FREN 211 or Director’s permission. 3 credits
FREN 318: French for Business II
A continuation of FREN 317 with further development of French business culture, case studies
of businesses, study of overall French economy, and its links in the global economy.
Prerequisite: FREN 317 or equivalent. 3 credits
French Literature
FREN 320: Popular French Fiction
Study of the popular short story and novel in post-war France.
Prerequisite: FREN 211, FREN 232 or equivalent 3 credits
FREN 331: Survey of French Literature, Part I
Major movements and figures. Reading of representative works from the beginnings to 1800.
FREN 332: Survey of French Literature, Part II
Major movements and figures. Reading of representative works.
FREN 335-338: Readings in French Literature and Culture
Topics for this advanced course will vary from semester to semester by genre and literary
period.
Prerequisites: 3 upper level French courses or Director’s permission 3 credits
FREN 390-395: Independent Studies/Special Topics 1-3 credits
FREN 396-397: Study Abroad
Credit awarded for participation in classes and activities taught in French and arranged abroad
by the University, either for a semester or in the summer.
Prerequisite: Permission of the Department. 12-18 credits, Fall and Spring,
6-12 credits, Summer
FREN 399: Senior Oral
Required of all foreign language majors except teacher candidates, in the semester immediately
prior to graduation. Independent study/research on a topic approved by the department,
resulting in a paper written in the foreign language and defended in the language during the
oral examination. 1 credit
GLOBL: Global Cultures/Literatures
This series explores diverse world cultures and their productions—including music, art, film,
and literature.
GLOBL 280: The Cultures of Mesoamerica
This course is a survey of the Indigenous cultures of Mesoamerica—México and Central
America—before and after the Encounter. It aims to show the continuity of Indian cultures,
their cultural and political struggles and it will also focus on the worldviews shared by many of
the native groups and their contributions. 3 credits
GLOBL 281: Literatures of the Native Americas 1: Pre-Colombian and Colonial
This course is a survey of the “literatures” and oral traditions of the Native Cultures of the
Americas from before the arrival of the Europeans to the colonial periods. 3 credits
GLOBL 282: Literatures of the Native Americas 2: Postcolonial to the Present
This is an overview of the cultural productions of the Indigenous Cultures in the context of
their relationship with the new national governments following the collapse of the European
domination in the Americas. We will examine how that relationship is represented in different
types of “texts.” 3 credits
GLOBL 283: France and the Francophone world
This course provides an overview of contemporary cultural, political, and social climate in
France and the Francophone world. Using a multidisciplinary approach, the course explores
topics such as the media, the role of women in those cultures, religious, ethnic and racial
diversity. This course explores the search for identity in the Francophone world, given the
challenges of the colonialism and acculturation. 3 credits
GLOBL 290-295: Independent Study/Special Topics in English
Taught in English. No foreign language credit. These courses can only be used as free electives.
1-3 credits
284
GLOBL 390-395: Independent Study/Special Topics in English

Taught in English. No foreign language credit. These courses can only be used as free electives.
1-3 credits
German Language
At present the Department offers only the first year (GRMN 111 and GRMN 112) courses
regularly. The other courses are offered on as needed basis.
GRMN 111: Introductory German I
Acquisition of basic skills in listening, speaking, reading, and writing German. For students
with no background in German or only one year of high school German.
Prerequisite: Director’s permission. 3 credits, Fall
GRMN 112: Introductory German II
Acquisition of basic skills in listening, speaking, reading, and writing German.
Prerequisite: GRMN 111 or equivalent or Director’s permission. 3 credits, Spring
GRMN 210: Intermediate German I
Continuation of all skills acquisition with emphasis on spoken German.
Prerequisites: GRMN 112 or equivalent or Director’s permission. 3 credits
GRMN 211: Intermediate German II
Review of language skills and further study of intermediate German grammar.
Prerequisite: GRMN 210 or equivalent or Director’s permission. 3 credits
GRMN 232: Reading German
Preparation for more advanced reading in German.
Prerequisite: GRMN 211 or equivalent. 3 credits
GRMN 314: German Conversation
Prerequisites: GRMN 211 or equivalent, not open to native speakers 3 credits
GRMN 315: Advanced German Grammar
Further training in correct grammar, composition and speech.
Prerequisite: GRMN 211 or Director’s permission or equivalent 3 credits
GRMN 316: German Composition
Prerequisites: GRMN 211, 315 3 credits
GRMN 390-395: Independent Study/Special Topics 1-3 credits
GRMN 396-397: Study Abroad
Credit awarded for participation in classes and activities taught in German and arranged
abroad by the University, either for a semester or in the summer.
Prerequisite: Permission of the Department. 12-18 credits, Fall or Spring
6-12 credits, Summer
Latin Language
LATN 111: Introductory Latin I
Acquisition of the morphology and syntax. 3 credits, Fall
LATN 112: Introductory Latin II
Language and Civilization of Ancient Rome, selected readings.
Prerequisite: LATN 111 3 credits, Spring
LATN 121: Intermediate Latin I
Prerequisite: LATN 112 or equivalent 3 credits, Fall
LATN 122: Intermediate Latin II
Review of grammar with selected readings.
Prerequisite: LATN 121 or equivalent 3 credits, Spring

LATN 391: Independent Study/Special Topics 1-3 credits
Spanish Language
SPAN 111: Introductory Spanish I
Acquisition of basic skills in listening, speaking, reading and writing Spanish. For students with
no background in Spanish or only one year of high school Spanish.
Prerequisite: Director’s permission. 3 credits
SPAN 112: Introductory Spanish II
Acquisition of basic skills in listening, speaking, reading and writing Spanish.
Prerequisite: SPAN 111 or equivalent or Director’s permission. 3 credits
SPAN 210: Intermediate Spanish I
Continuation of all skills acquisition with emphasis on spoken Spanish.
SPAN 211: Intermediate Spanish II
Review of language skills and further study of intermediate Spanish grammar.
SPAN 232: Reading Spanish
Preparation for more advanced reading in Spanish.
Prerequisite: SPAN 211 or equivalent 3 credits
SPAN 235: Spanish for Medical Personnel
Acquisition of skills necessary for effectivemedical communication with Spanish-speaking
clientele.
Prerequisite: SPAN 112 or Director’s permission. 3 credits
SPAN 236: Spanish for Social Work and Mental Health Majors
This course is designed for majors in social work and health sciences. It stresses job related
vocabulary and conversational patterns in simulated career situations.
Prerequisites: SPAN 112 or Director’s permission. Non-credit course for Spanish majors.
3 credits
SPAN 237: Spanish for Law Enforcement Careers
For Criminal Justice majors and law enforcement personnel. Job related Spanish in simulated
career situations.
Prerequisites: SPAN 112 or Director’s permission. Non-credit course for Spanish majors.
3 credits
SPAN 238/GMLTD 538: Spanish for Medical Personnel (trip)
Acquisition of skills necessary for effective medical communication with Spanish-speaking
clientele. The course has an integral 10-day travel component to a Spanish-speaking country,
which takes place in May following the end of the spring semester.
SPAN 312: Latin-American Civilization
Historic and contemporary society of Latin American countries.
Prerequisites: SPAN 211 or equivalent 3 credits
SPAN 313: Spanish Civilization
Historic and contemporary society in Spain.
Prerequisites: SPAN 211 or equivalent 3 credits
SPAN 314: Spanish Conversation
Prerequisites: SPAN 211 or equivalent, not open to native speakers 3 credits
SPAN 315: Advanced Spanish Grammar
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Further training in correct grammar, composition, and speech.

SPAN 316: Spanish Composition
Prerequisites: SPAN 211, or Director’s permission. 3 credits
SPAN 317: Spanish for Business I
Introduction to general business vocabulary to cover the organization of Spanish businesses,
banking, transport, international business, stock market, insurance, looking for a job, business
letters.
Prerequisite: SPAN 211, SPAN 315 or Director’s permission. 3 credits
SPAN 318: Spanish for Business II
A continuation of SPAN 317 with further development of Spanish business culture, case studies
of businesses, study of overall Spanish economy, and its links in the global economy.
Prerequisite: SPAN 317 or Director’s permission 3 credits
SPAN 333: Mexican Civilization
Historic and contemporary society in Mexico.
Prerequisites: SPAN 211, SPAN 232 or equivalent 3 credits
Spanish and Latin American Literature

SPAN 331: Survey of Spanish Literature, Part I
Major works and their historic context.
SPAN 332: Survey of Spanish Literature, Part II
Major works and their historic context.
SPAN 335: Survey of Latin American Literature I
Representative works from the pre-Columbian era through the 18th Century.
SPAN 336: Survey of Latin American Literature II
Representative literary works from the 19th Century to the present.
SPAN 337: Golden Age of Spanish Literature
Novel and Theater. Principal emphasis on Cervantes and Lope de Vega.
SPAN 340: Spanish American Novel
Major movements and representative works.
SPAN 390-395: Independent Study/Special Topics 1-3 credits
SPAN 396-397: Study Abroad
Credit awarded for participation in classes and activities taught in Spanish and arranged
abroad by the University, either for a semester or in the summer.
Prerequisite: Permission of the Department. 12-18 credits, Fall or Spring
3-9 credits, Summer
SPAN 399: Senior Oral
Required of all foreign language majors, in the semester immediately prior to graduation.
Independent study/research on a topic approved by the department, resulting in a paper
written in the foreign language and defended in Spanish during the oral examination. 1 credit
GERONTOLOGY 287
GERONTOLOGY
PARRIS J. BAKER, PhD, MSSA, Program Director
FACULTY: Audrey McLaughlin, Parris Baker, Assistant Professor
In the next several decades care of our aging seniors will become one of our nation’s most
urgent social issues. The needs of older citizens require new interventions and have placed
new and greater demands on current family and financial resources. Present and future
caregiving responsibilities for the older adult challenge and in some cases exhaust, individual,
family, and community social service resources. Greater attention must be directed toward
the growing demands for our seniors. Students pursuing four year degree programs of study
in all disciplines may expand their professional competencies and increase their employment
opportunities by obtaining a minor in Gerontology.
Vision Statement
To be the regionally recognized leader in gerontology and geriatric education.
Mission Statement
To prepare students to become compassionate and competent health and human service
professionals who respect and honor diverse cultural practices and processes of aging, affirm
aging through celebration and contribute to the reduction of gerontophobia.
Core Values
1. Compassion
2. Competence
3. Community Collaboration
4. Service
5. Diversity and Inclusion
6. Interdisciplinary and holistic education
Gerontology Minor
Students enrolled in other disciplines may obtain a minor in Gerontology upon completion of
18 credits in Gerontology.
3 Introduction to Gerontology/GERO or SCWK 211
3 Bio-Medical Aspects of Aging/GERO 315 or SCWK 315
3 Counseling Older Adults/GERO 316 or SCWK 316
3 Mental Health & the Elderly/GERO 336 or SCWK 336
3 Gerontology Internship/GERO 375
3 Death, Dying, and Bereavement/GERO 400 or SCWK 220
18
COURSE DESCRIPTIONS
GERO 211: Introduction to Gerontology

An overview of the study of gerontology. Examines aging in America, stereotypes, theories on
aging, adult development, work and living arrangements, and selected problems of the elderly.
This course has a service learning component. 3 credits
GERO 315: Bio-Medical Aspects of Aging
This coursed is designed to familiarize students with the biological and medical changes
occurring in people during the aging process. credits
GERO 316: Counseling Older Adults
This course focuses on assessment, counseling interventions and techniques geared to enriching
the worlds of mature adults and their families. 3 credits
288
GERO 336: Mental Health and the Elderly

Factors involved in successful aging and maintenance of healthy personality functioning are
investigated. The most common psychological disorders of the elderly are considered from
etiological, diagnostic, and therapeutic aspects. 3 credits
GERO 375: Gerontology Internship
Students are provided an opportunity to work with elderly in a field internship of 8 to 16 hours
per week at a local agency serving the elderly. 3-6 credits
GERO 390-395: Special Topics in Gerontology 3-6 credits
GERO 400: Death, Dying, and Bereavement
This course explores dying, death, grief, and bereavement, a topic of interest to personnel in the
health and human service and other related professions. Issues discussed are theories of dying,
death, and bereavement of the aged and assessments and interventions with clients and their
families. Socio-cultural differences in attitude and behavior toward death as well as ethical.
Legal issues, resources and support services are explored.
Prerequisite: GERO 211 3 credits
HISTORY AND ARCHAEOLOGY

JEFFREY H. BLOODWORTH, Ph.D., Program Director
FACULTY: Professor: Suzanne Richard. Associate Professor: Jeffrey H. Bloodworth. Assistant
Professors: Carolyn Baugh, Geoffrey A. Grundy, John M. Vohlidka. Adjunct in Geography: Sue
Nelson. Adjunct in History: Alexandra Holbrook. Lecturer: Peter Agresti.
Mission Statement
Historians treat the past as a foreign place that can unlock the mysteries of the present and the
future. Thinking like a historian will help you understand how attention to change, context,
and contingency is critical to understanding the ethical and political dilemmas of the past,
present, and future. These skills provide a foundation for careers in law, medicine, education,
business, and public policy. The Gannon University department of history & archaeology seeks
to inculcates its students with this “historical thinking” and a global vision that equips with
skills for a diverse and increasingly interconnected world.
Vision Statement
Our vision is to become an integral part of Gannon University’s humanities division that is
known regionally for providing excellent classroom instruction, innovative programs, and
producing cutting edge historical research. We strive to accomplish our vision by embracing
rigorous academic inquiry with a constant awareness that a focus on students is vital to our
program’s success.
Aims and Objectives

We must probe the past if we are to understand the problems of the present as well as the
identity of humankind. Without history, we have no knowledge of who we are or how we came
to be; we are like victims of collective amnesia groping in the dark for our identity.
The history major is designed to enable the student to acquire a skilled and sustained sense
of historical perspective as well as informed insight into historical method. But beyond this it
seeks to develop those skills and attitudes of mind that distinguish the educated person: the
habits of skepticism and criticism; of thinking with perspective and objectivity; of judging the
good and bad and the in-between. It is hoped, in short, that the history major will lead the
student to the attainment of life’s greatest value: wisdom. To this end, the specific aims are to
acquaint the student with the basic tools and methods of research and expression—both written
and oral; and to develop in him/her the skills of analysis and synthesis for the evaluation of
historical evidence with particular stress on sound writing and reading skills.
HISTORY AND ARCHAEOLOGY 289
The Department of History offers courses covering the remote and recent periods of history
and stressing American, and European, and non-Western history. Thirty-three hours of credits,
twenty-one in the upper level courses, are required of majors. The History Seminar integrates
the student’s previous concentration in either American or European History, and is required
for all majors. A minor in history may be obtained by completing fifteen credits, including
LHST 111, HIST 221, 222, and six additional upper division history credits.
Career Opportunities
Because of its breadth, its concern with people and their institutions, and its essential
connection with language, the study of history prepares a person for a considerable number
of occupations and professions to which these qualities are essential. Thus, a concentration in
history is an excellent, generally well recognized and often ideal way to prepare one for many
vocations besides teaching. Moreover, those who wish to prepare for graduate or professional
school will find that an undergraduate concentration in history, coupled with a sequence of
courses dictated by special interests, is one of the most flexible preparatory programs for future
study in many fields. Law schools in particular look upon a major in history as one of the best
means to prepare for training in that profession.
Specific career opportunities exist in the areas of teaching (at all levels), public historian and
archivist, library work, educational and public administration, museum work, social service
occupations and urban planning. History is also an excellent preparation for most positions in
the federal, state, and local governments. Specifically, government intelligence work and the
foreign service demand preparation in history. Other areas include politics, public relations,
advertising, banking, journalism, editing, fund-raising, and related fields.
Alternative History Concentrations and Majors
The Gannon University – Duquesne School of Law, 3+3 Early Admissions Program
This program has been designed for qualified students to earn an undergraduate and a law
degree in six years rather than seven. Under the early admissions program students may
receive a Bachelors Degree in History after three years of undergraduate work and the successful
completion of the first year of full time study at the Duquesne School of Law. The student would then
receive their Law Degree after successful completion of the second year at Duquesne School of
Law. Qualified students may wish to pursue this option.
Students, who qualify for the Pre-Law 3+3 Early Admission Program in collaboration with the
Duquesne School of Law, may choose to major in history and complete the B.A. requirements
in three years. Refer to the Admissions section for a description of and qualifications for the
Pre-Law 3+3 Early Admissions Program. This course of study offers 33 hours of upper division
historical studies, an excellent preparation for law school.
Archaeology and Public History Track

This track is for students who would like to include a concentration or focused area of study
as part of their history major. This track enhances career-path and professional opportunities
for history majors, including the areas of museum studies, archival and library work and other
public history vocations; it also prepares students for graduate work in those fields. A number
of cross-listings between history and archaeology make this concentration quite attractive,
with such resources as The Archaeology Museum Gallery at Gannon, the Collins Institute for
Archaeological Research, and the Khirbat Iskandar Excavations, Jordan. The history program
offers opportunities for internships and field work within the public and private museums,
archives, libraries, and government agencies which incorporate an appropriate program of
“hands-on” experiences. Ample opportunities are also available in study-abroad programs, on
a summer or semester basis, whereby the student can study and experience history through a
variety of opportunities and forums.
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COURSE DESCRIPTIONS
Liberal Studies/LHST 111: History Without Borders

This course chronicles the West’s interaction with the world from the fifteenth century to the
present. Particular attention will be paid to the West’s interaction with the non-Western world.
In the course of understanding the process of globalization, students will encounter Asian,
Latin American, African, and Western perspectives. 3 credits
HIST 100: First-Year Seminar: Outliers: Hidden Stories of Human Greatness
This course is a First Year Seminar in the Liberal Studies core curriculum, which will provide an
introduction to the field of History. This seminar will introduce students to a more sophisticated
understanding of history and humanity. Why do some people transcend their situation and
achieve greatness while others plod along and remain mired in their surroundings? Using
Malcolm Galdwell’s work Outliers: The Story of Success as a common reading and a model,
this Seminar will develop students’ understanding of and appreciation for historical processes,
causation, and the ultimate mystery of human greatness. Through integrating the readings,
discussion, and experiential learning, Seminar students will research, write, and present their
own “Hidden Story of Human Greatness,” at the conclusion of the semester.
In addition to information literacy, service learning, writing, and analytical skills, in the
seminar students will develop an understanding of the complex relationship between culture
and human greatness. The History & Archaeology Department and its faculty believe that it
is essential for students to understand how their studies can be applied to ameliorating the
world’s ills. The course will also investigate career options so that the student can plan their
academic courses accordingly. 2 credits
HIST 110: Foundations of Western Heritage
The most important ideas, issues, problems, and developments that mark the changing fortunes
of the West from the Ancient World to the end of the Wars of the Reformation (ca.1648). 3 credits
HIST 210: Ancient History
An analysis of intellectual, social, economic, and political developments of the Ancient World.
Prerequisite: LHST 111 3 credits
HIST 220: Medieval History
An examination of the intellectual, social, economic and political ethos of the Middle Ages with
emphasis on the period 1000-1350.
HIST 226: The Contemporary Middle East
This is an inter-disciplinary course focusing on the history, culture, and languages of the
Contemporary Middle East. As such, course instruction will include rudimentry Hebrew
and Arabic language training, the diplomatic and political history of the Middle East, and an
examination of Jewish, Arabic, Persian and Kurdish culture. 3 credits
HIST 230, The History of Human Rights
This course is a history of the Western project of conceiving and imposing a system of moral
entitlements and obligations that are termed human rights.
HIST 241: English History to Elizabeth I
Celtic and Roman Britain, Christianity and the Norman Conquest, the role of medieval
institutions, the Wars of the Roses, consolidation of a dynastic state. Nationalism and the
Reformation provide the focus in the Tudor period.
HIST 242: British History 1600 to Present
The history of the British state and the British people from the Restoration of the Stuart
Monarchy to the present.
HIST 245: Tudor and Stuart England

A study of sixteenth and seventeenth century England beginning from the reign of Henry VII to
the Glorious Revolution.
HIST 286, Introduction to the Middle East
This course explores Middle Eastern History from the rise of Islam to the Arab Spring, with
some reference to current events. We will look at some primary sources in translation as well
as film and media (both Middle Eastern and Western). In considering the many varied cultures
that comprise the Middle East we will attempt to give nuance to monolithic notions of a Middle
Eastern Other. We will explore the historical roots of contested issues particular to the region,
while gaining knowledge of religious, intellectual, cultural, and linguistic traditions. This
knowledge should help shape our understanding of modern developments and help students
critically analyze the most common sources of their information. 3 credits
HIST 287: The History of Science and Technology
The development of science and technology from antiquity to the beginning of the 21st century.
The methodology, uses and aims of science. The scientific revolution and its greatest figures
from Copernicus to Newton.
HIST 288, Plague & Panic: Pandemics in World History
Students will study the demographic, social, economic, political, and cultural impact of
pandemic diseases throughout history from ancient times to the present. Students will consider
the roles of historiography and bio-archaeology in identifying ancient and medieval plagues
and will analyze primary sources for contemporary political, cultural, and economic responses.
The class will examine how plagues affected the growth of empires and nations, particularly
where they coincided with large-scale warfare. Students will become familiar with the historical
dynamics of trans-oceanic disease exchange, the plagues of the modern era, and worldwide
initiatives to combat them.
HIST 290: Comics & Culture
The purpose of this course is to examine a particular form of popular media known generally
as ‘comics’ (this pertain to both comic books and comic strips but will not included animation
although some animation will be shown) in their intellectual, social, political and cultural
context. The course is designed to provide students with a foundation of knowledge as well as
to encourage them to develop a capacity for historical analysis. 3 credits
HIST 301: East Asia, From Confucius to Revolution
This course involves a study of East Asian Civilization from its ancient origins through the
contemporary period. The course emphasizes the dominant ideas, institutions, and individuals
shaping East Asian history. 3 credits
HIST 302: Becoming Human–Becoming the World: World History I
This course intends to study culture continuity and change by concentrating on the most
important turning points and developments in Asia, Europe, Africa, and the Americas, covering
the time span from Human Origins to the edge of the Renaissance. The orientation is global,
the themes integrative, the overall goal being to show interconnections in the development
of civilization(s), along with divergence across cultural and societal boundaries. The course
stresses the archaeological and textual evidence. Some of the over-arching themes that express
both culture and cultural diversity in antiquity include: becoming human, first states, nomadic
movements, empires, and universal religions. 3 credits
HIST 303: Global Connections: World History II
This course examines world history from the early modern period to the present. Its goal is
to develop understanding of global processes by examining changes within and across world
regions, by comparing and contrasting political, social, and economic systems and values, and
292
by examining the connections between various regions, including circulations of people, goods,
and ideologies. 3 credits
HIST 304: Introduction to Museum Studies
This course intends to survey the field of museum studies and introduce the student to the
world of museums/historical societies and to various facets of exhibit research, design, and
implementation. There will be a “hands-on” component as well as a theoretical underpinning
to museum best practices. The course will cover methods adopted by curators and educators in
the care and preservation of artifacts, and issues currently debated in the field. Topics include:
collection, acquisition, cataloguing, and inventorying. There will be a class project in museum
exhibit design, utilizing archaeological resources in the Archaeology Museum Gallery at
Gannon. 3 credits
HIST 307: History Through Arabic Literature
Literature is a key cultural element throughout Arabic history, from pre-Islamic poetry slams
to brilliant court poets to jailed dissidents “then and now.” This course aims to give a general
survey of literary works written in Arabic from the 6th century until the present and their links
to historical developments vital to understanding Arabic and Middle Eastern/North African
history. It adopts a chronological format appropriate to such a historical survey, examining from
the outset the important role of the Qur’an in the literary heritage and the poetic milieu into
which it emerged. We will explore the earliest prose tradition, popular literature such as the
Arabian Nights, and the renaissance (nahda) in the 19th century as well as the emergence of a
modern tradition of Arabic literature, with special attention to the novel. The course is literary-
historical, using a sequencing that avoids tying literary trends strictly to external events, while
yet investigating the myriad political, religious and social influences upon literature. 3 credits
HIST 310: The Renaissance and Reformation
The development of humanism and the great intellectual, artistic and cultural achievements of
the Renaissance in Italy and subsequently in northern Europe. The religious, social, political
and economic factors underlying the division of Christianity, the great Protestant reformers,
their life and work.
HIST 311: The Global Sixties
This course will examine the1960s as a global phenomenon. Through thematic sections centered
on events in the Soviet Union, China, France, West Germany, Algeria, Japan, Palestine, America,
and Mexico, students will learn world history through the prism of a tumultuous era. Our
primary goal is in fact to evaluate the topic of the course: “the 60s.” Is there something, or some
set of characteristics, that coherently links these events together (other than the fact that they
occur in the same decade)? Are there shared problems, or approaches, that link the various
political and cultural phenomena? 3 credits
HIST 312: The Baroque and Enlightenment Era: Europe 1648-1780
The major features of European cultural and political history from the Peace of Westphalia to
the beginning of the French Revolution.
HIST 313: Enlightenment and Revolution
This course will explore relationship between the social and intellectual history of the
Enlightenment with the political revolutions of the late eighteenth century.
HIST 315: Modern Egypt
This course explores the history of modern Egypt, from the 1919 Revolution against
British occupation to the 1952 Revolution against the monarchy through the 2011 and 2013
Revolutions, with special attention to people—with widely varying experiences—as architects
of that country. We will encounter Egyptian history through autobiography, film, political and
digital history, literature, and even graffiti. 3 credits
HIST 420: History of the Contemporary World

A review of Western history from the Congress of Vienna to the present.
American
HIST 221: History of the United States to 1865
The foundation of the English settlements, the American Revolution, the Early National Period,
Jacksonian Democracy, Abolitionism, Expansion to the Pacific, the Civil War. Immigration and
the role of minorities are emphasized. 3 credits
HIST 222: The United States in the World: 1865 to Present
Reconstruction, the development of the Industrial Revolution, Immigration and the role of
Minorities, the Progressive movement, World War I, the Great Depression, the New Deal, World
War II, the Korean War, the Civil Rights Movement and the post Cold War era.
HIST 225: Diplomatic History of the United States
(Cross-listed with POLI 343)
The growth of American foreign policy from its colonial origins to the breakthrough in the
world arena and twentieth century world leadership and problems.
Prerequisites: HIST 221, 222 3 credits
HIST 231: American Colonial and Early Republic Era to 1828
An analysis of the main political, social, economic, and cultural developments from the
Colonial Era through the Early Republic and Early National eras.
Prerequisite: HIST 221 3 credits
HIST 232: Nineteenth Century America: 1828-1896
The United States during the period of nation making through the Gilded Age. Emphasis is
placed on Sectionalism, Civil War and Reconstruction, and the Gilded Age.
HIST 236: The History of Women in the United States
This course will examine the history of women in the United States from the pre-colonial period
to the twentieth century. It will cover the experiences of Native American, European, African
American, Latin American and Asian American women, women in the paid work force, race
and class relations, war-time experiences, and changes in norms of gender and sexuality.
3 credits
HIST 237: American Social-Intellectual History
(Cross-listed with POLI 351)
Social and intellectual developments from the Colonial Era to contemporary times. Special
focus on religious history, education, reform movements, literary trends, and progress in
science and technology.
HIST 239: The Black Experience in America
This course provides an analysis of Black American History from the sixteenth century to
the present, with special emphasis on the African background, the slave trade and slavery
during the Antebellum Period, Black Americans’ fight for freedom against segregation and
discrimination, and Black American contributions to the political, social, economic, educational
and cultural growth of the American nation.
Prerequisite: HIST 221 3 credits
HIST 282: American Military History
The development of the American military experience as it changed from the limited warfare of
the 18th century to the total war of the 20th Century, and the global terriorism of the 21st Century.
294
HIST 299: Leadership Seminar

course and in the co-requisite Theology or Philosophy Series III course. This section will focus
particularly on leadership development for Humanities majors through building their career
and post-graduate life & leadership skills. 3 credits
HIST 325: Contemporary American History
Analysis of the major political, social, economic, and cultural trends inAmerican history from
WorldWar II to the present. Special emphasis will be focused on national politics, international
relations, and social economic trends fromtheHarry S. Truman to the GeorgeW. Bush
administrations.
Prerequisite: LHST 111, HIST 221, HIST 222 3 credits
HIST 379: Internship with the Pennsylvania Historical and Museum Commission
To be served at one of the more than 50 museums and historic sites operated by the
Commission. The focus of each internship will be determined on the basis of the interests of
the student and the resources of the Museum. Internships are for a minimum of ten weeks or
longer. They coincide with the fall, spring or summer semesters. Six to 12 credits depending
on the length and type of internship will be awarded. Housing may be available at some of the
sites, but ordinarily students will be expected to make their own arrangements.
Prerequisites: Open only to Junior, Senior or Graduate students.
(Anthropology/SOCI 292; HIST 221, 222, LHST 111 are required) 6-12 credits
HIST 390-392: Special Topics
Selected topics in History.
Prerequisite: LHST 111 1-6 credits
HIST 395-399: Independent Study
Prerequisite: LHST 111 1-6 credits
HIST 400: Senior History Seminar
Selected research topics in history. Emphasis is placed on historiography, methodology and the
utilization of primary sources and archival materials. 3 credits
GEOG 201: World Geography
A presentation of the basic facts and ideas about world regions, focusing on individual
countries and areas, including physical and cultural material. 3 credits
GEOG 211: Geography of U.S. and Canada
A presentation of the basic facts and ideas about regions in the United States and Canada,
including physical and cultural material. 3 credits
GEOG 221-241: Regional Geography/Special Topics
Specialized geography courses focusing on various nations and regions of the world. 3 credits
History Curriculum
FRESHMAN
Fall Spring
2 First-Year Seminar 3 Critical Analysis & Comp/LENG 112
3 College Composition/LENG 111 3 The Bible: An intro/LTHE 201
3 History Without Borders/LHST 111 3 Modern Language
3 Introduction to Philosophy/LPHI 131 3 History of United States to 1865/
3 Foundations of Theology/LTHE 101 HIST 221
3 Modern Language 3 Science (ARCH 202)
17 15
SOPHOMORE
Fall Spring
3 Public Speaking/SPCH 111 3 Philosophy II Series/LPHI
3 Math 3 Becoming Human, Becoming
3 Fine Art Series/LFIN the World HIST 302
3 History Elective 3 History of United States 1865
3 Cognate to Present/HIST 222
3 Cognate
15 18
JUNIOR
Fall Spring
6 Electives 6 Cognates
3 LPHI 237 or LTHE 300 course level 3 History Elective
6 History Electives 9 Electives
16 18
SENIOR
Fall Spring
6 Electives 3 Senior Seminar/LBST 383
3 Senior Seminar/HIST 400 3 Literature Series/LENG
3 History Elective 8 Elective
3 History Elective
12 17
Total credits: 128
* History majors must take at least 9 credit hours of foreign language. If, however, majors begin at the
introductory level the total credit requirements are 12.
Archaeology and Public History Track: Required and Recommended Courses

(see catalog descriptions under Archaeology and Culture Minor).
Required courses
ARCH 201/HIST 110: Archaeology and History of Ancient Near East/
Foundations Western Heritage
ARCH 304: Introduction to Museum Studies
ARCH 202: Archaeology Methods and Lab (required for History majors)
ARCH 302: World Archaeology I/World History I (required for History majors)
296
Electives
The following Archaeology Electives are strongly recommended for those wishing
to concentrate in the Archaeology and Public History Track
ARCH 396: Study Abroad
ARCH 395: Archaeological Laboratory Internship
ARCH 390: Introduction to Archival Studies
ARCH/HIST 390: Internship to Museum Studies/Archival Studies
ARCH/HIST 390: Special Topics
HISTORY MINOR
Completion of the following courses (18 credits) will satisfy the requirements for the minor
in History.
3 Foundations of Western Heritage/HIST 110
3 History Without Borders/LHST 111
6 History of the U.S./HIST 221, 222
6 Two upper level courses in European and American history
18
ARCHAEOLOGY AND CULTURE MINOR

For a description see The Archaeology and Culture section in this catalog.
HISTORY/SOCIAL STUDIES CERTIFICATION

JEFFREY H. BLOODWORTH, Ph.D., Program Director
Students majoring in History/Social Studies qualify for Teacher Certification in Social Studies/
Secondary Education; and Plan B: a B.A. in Social Science without education courses. Students
selecting Plan B need not take courses in Education. Students study broadly in the fields of
history, political science, geography, economics, sociology, anthropology, and psychology.
Aims and Objectives

educated in the fields of history, political science, geography, and economics; and (2) to provide
a program of teacher education which promotes growth, development, professionalism and
expertise for successful teaching.
Students who wish to prepare themselves as secondary social studies teachers must make
formal application for admission to the teacher education program through the School of
Education. For a detailed explanation of all requirements refer to the catalog portion under
Education.
Social Studies/Secondary Education Curriculum

FRESHMAN
Fall Spring
2 First-Year Seminar/EDCR 104* 3 Psychology of Learning/Teaching/
3 Public Speaking/SPCH 111 EDCR 101
1 Foundations/EDCR 103 3 Critical Analysis/Composition/
3 World History I/HIST 302 3 HistoryWithout Borders/LHST 111
3 Foundations of Theology/LTHE 101 3 Basic Sociology/SOCI 110
3 Foreign Language 3 Foreign Language
18 18
SOPHOMORE
Fall Spring
3 History of US to 1865/HIST 221 1 Leadership Seminar
3 Instructional Design & Sec Ed 3 LPHI 237 or any LTHE 300 course
Classroom/EDCR 206 3 History of US 1865 to Present/HIST 222
0 Secondary/Educ Field Exp I+/EDFL 101 3 Inq Anal in PAHist/Govt/MLED 304
3 Literature Series/LENG 3 Applied Statistics/MATH 213 or
3 Intro to Philosophy/LPHI 131 Psychological Statistics I/PSYC 211
3 Quantitative Literacy/MATH 103 3 Intro to International Relations/POLI 133
3 US Govt and Politics/POLI 111
18 16
JUNIOR
Fall Spring
3 Microeconomics/BCOR 111 3 Macroeconomics/BCOR 112
1 Methods/Materials of Instr Sem/ 6 Upper Level History
EDCR 321 3 Philosophy II Series/LPHI
0 Secondary/K-12 Education 3 Cultural Anthropology/SOCI 292
Practicum/EDFL 102 3 Meet Need Stu. Exceptionalities 7-12/
3 World Geography/GEOG 201 SPED 340
3 The Bible: An Intro/LTHE 201 0 Secondary Educ Field Exp III+/EDFL 103
3 Science
3 Upper Level History
16 18
SENIOR
Fall Spring
3 Literacy Development, 3 Professional Seminar/EDCR 401
Strategies & Assmt/MLED 301 12 Student Teaching/EDFL 410
3 Assessment and Evaluation/EDCR 330*
3 Methods/Materials for ELL/EDCR 420*
3 Introduction to Visual Arts/LFIN 253
3 Senior History Seminar/HIST 400**
18 15
Total credits: 137
* Field Experience embedded throughout semester

** All History Courses must be completed before registering for HIST 400.
298
All education and history/social studies courses require a grade of C or better.

All field experiences require a grade of P (pass).
LENG 111, LENG 112, Literature Series, MATH 103 and MATH 213 or PSYC 211 require a grade of C
or higher.
A GPA of 3.0 or greater is required for all students seeking teacher certification.
INTERDISCIPLINARY STUDIES
GEOFFREY GRUNDY, Ph.D., Program Director
Individualized Studies Program

This interdisciplinary program allows students to design their own curriculum based on
personal preference and career goals. It leads to a B.A. degree. With Program Director approval,
students can select courses from two (Option A) or three (Option B) separate disciplines from
the programs listed below.
This program provides the flexibility to explore historical, social and cultural perspectives
while also considering the problems and issues of contemporary society. Career preparation
comes from choosing appropriate courses that foster administrative skills (researching, critical
thinking, organizing, planning, creating, decision-making, oral and written proficiency). The
program’s capstone course can be from any of the selected disciplines or it can be designed by
the student in consultation with the Program Director and the appropriate Dean.
Students always work in close consultation with the Program Director.
Career opportunities can include communication, media advertising, professional writing,
government service, law school, banking, insurance, science, language and a host of other
specializations depending on the chosen discipline.
Students will meet with the Program Director, draft a tentative course of study and submit
it to the appropriate Dean for approval. From the electives available, students are strongly
encouraged to earn a minor to complement their major discipline. The Program Director will
coordinate each student’s program with faculty chosen from the fields of concentration.
1. The course work in the area of concentration is to be distributed in accordance with one of
the following options:
Option A:
Thirty-nine upper level credits in two of the following fields; distributed as follows:
24 in a major area and 15 in a secondary area.
Business English History Psychology
Communication Fine Arts Legal Studies Social Work
Criminal Justice Foreign Languages Philosophy Sociology
Theatre and Com/Art & Culture Political Science Theology
Education
Option B:
Option B requires 42 upper level credits. Thirty of them will be from two of the fields listed
above (18 credits in one: 12 from another). The final 12 credits can be completed in any
program or department in the University. Students are encouraged to use this option to earn
a minor related to their career.
2. Liberal Studies Core: All courses taken in fulfillment of either option are in addition to the
requirements of the core as specified for the Bachelor of Arts degree.
3. Speech (3 credits), Math (3 credits) and Foreign Language (6 credits) are required.
INTERDISCIPLINARY STUDIES 299
Outcomes
1. Majors will demonstrate knowledge of the primary historical, philosophical, literary and
theological themes of the humanities.
2. Majors will demonstrate knowledge of the primary theories, methods and practices of the
social sciences.
3. Majors will read, write and speak with clarity, originality and persuasiveness across a
variety of contexts.
4. Majors will apply aesthetic, quantitative and scientific reasoning in their academic work.
5. Majors will analyze and evaluate principles of ethics and social justice.
Interdisciplinary Studies Curriculum

FRESHMAN
Fall Spring
3 History Without Borders/LHST 111 3 Foreign Language
3 Public Speaking/SPCH 111 3 Elective in Concentration
3 Foundations of Theology/LTHE 101 3 Elective
3 Foreign Language
17 15
SOPHOMORE
Fall Spring
3 The Bible: An Intro/LTHE 201 3 Philosophy II Series/LPHI
3 Literature Series/LENG 3 Social Science
3 Elective in Concentration 6 Elective in Concentration
3 Elective 3 Elective in Secondary Concentration/
3 Elective in Secondary Concentration/ Minor
Minor 3 Elective
15 18
JUNIOR
Fall Spring
3 Fine Art Series/LFIN 3 LPHI 237 or any LTHE 300 course
3 Natural Science 1 Leadership Seminar
3 Elective 3 Math
3 Elective in Secondary 3 Elective in Concentration
Concentration/Minor 3 Elective in Secondary
6 Elective in Concentration Concentration/Minor
3 Elective
16
18
SENIOR
Fall Spring
3 Elective in Concentration 3 Senior Seminar/LBST 383
3 Elective in Secondary Concentration/ 3 Elective in Concentration
Minor 9 Elective
8 Elective
14 15
Total credits: 128
300
INTERDISCIPLINARY STUDIES ASSOCIATE

GEOFFREY GRUNDY, Ph.D., Program Director
The Associates Degree in Interdisciplinary Studies is designed to provide the student with
a general education consisting of courses in English language and literature, philosophy,
theology, fine arts, and the social and the natural sciences. This curriculum includes courses
that help the student to acquire the habits and skills needed for the pursuit of knowledge, to
learn the methods of research, to understand ideas, to think critically, to interpret and evaluate
judgments, and to communicate them to others.
Interdisciplinary Studies Curriculum
FRESHMAN SOPHOMORE
2 First-Year Seminar 3 Literature Series/LENG
3 English Composition/LENG 111 3 Fine Art Series/LFIN
3 Crit Analysis & Comp/LENG 112 3 The Bible: An Intro/LTHE 201
3 Introduction to Philosophy/LPHI 131 3 Philosophy II Series/LPHI
3 Foundations of Theology/LTHE 101 3 LPHI 237 or any LTHE 300 level course
3 LS Science 3 Social Science Series
6 Electives 3 MATH 125 or any other math
3 Psychology/PSYC 111 9 Electives
3 Sociology/SOCI 110
3 Public Speaking/SPCH 111
35 30
LEADERSHIP STUDIES
DAVID B. BARKER, Ph.D., Program Director
Overview
Leadership Studies is a social science discipline governed by the International Leadership
Association (ILA). Leadership has been identified as one of the most pressing challenges facing
organizations, communities and social institutions in the 21st century. Gannon’s leadership
studies program addresses this challenge by fostering holistic leadership development in a
multidisciplinary context. The program is designed in accordance with guidelines established
by the ILA, and prepares graduates for contributing to society by assuming leadership roles in
their organizations, professions and communities.
Program Objectives
As a leadership studies minor, students gain insight into the dynamics of leader-follower
relationships and acquire an understanding of the qualities and behaviors that affect meaningful
outcomes in a variety of organizational settings. Students are introduced to a wide range
of leadership theories, and gain practical knowledge about how to apply this knowledge
in numerous professional, organizational and community contexts. The program provides
foundational knowledge about how social scientist study leadership dynamics and how leadership
professionals assess and develop leadership capacity in individuals, groups and organizations.
Student Outcomes
The following student outcomes are fostered by programs in Leadership Studies:
• I ntroduce students to a holistic theoretical framework for understanding, exhibiting and
developing leadership in a variety of contexts and organizational settings.
LEADERSHIP STUDIES 301
• F oster the intellectual and empirical skills required to promote an interdisciplinary

exploration of leadership behavior among individuals in organizations, communities and
society.
• Equip graduates with the knowledge and skills required to provide leadership in
professional, community and societal roles.
• Enhance the climate for ethnic and international diversity by promoting an understanding
of cross-cultural and global perspectives on leadership.
LEADERSHIP STUDIES MINOR

The Leadership Studies Minor consists of 18 hours of LEAD courses:
• F
ive courses taken from the Leadership Studies Core provide an integrative conceptual
foundation of theory and practice to enhance student’s understanding of leadership in their
major area of study.
• S
tudents select two Leadership Studies elective (Special Topics, 6 credits) relating to their
major.
Leadership Studies Minor Course Sequence
LEAD 110 Holistic Leadership (3 credits)
LEAD 220 Foundations of Leadership Theory and Practice (3 credits)
LEAD 330 Leadership Contexts & Applications (3 credits)
LEAD 390-399 Special Topics* (6 credits)
LEAD 440 Leadership Synthesis: Interdisciplinary Perspectives (3 credits)
Leadership Minor Tracks

The Leadership studies minor is designed to address the needs of students majoring in a wide
variety of social science disciplines at Gannon University, including:
• usiness Administration
B
• Criminal Justice
• Gerontology
• Political Science
• Psychology
• Social Work
COURSE DESCRIPTIONS
LEAD 110: Holistic Leadership

The holistic leadership framework introduced in this course provides a comprehensive
orientation to the field of leadership studies. Students will develop an appreciation for
the complex, multifaceted nature of leadership in organizations and society, and will gain
an understanding of the contributions to be made from various academic disciplines to
understanding its emergence, development and consequences. Leaders will be considered
in terms of their behavioral, cognitive, emotional and spiritual dimensions, illustrating the
importance of considering insights from psychological, social, philosophical, cultural and
organizational domains of study. 3 credits
LEAD 220: Foundations of Leadership Theory and Practice
This course provides a systematic survey examining the conceptual roots of leadership and its
emergence as a scholarly academic discipline. Core readings will introduce seminal theories
and the historical figures that have influenced development of the field. Students will learn to
view leadership behavior from alternative conceptual and theoretical perspectives, and will
gain appreciation for the complexity and diversity of leadership contexts and applications
present in modern society.
Prerequisite: LEAD 110 3 credits
302
LEAD 330: Leadership Contexts and Applications

This course explores the application of leadership principles in a variety of organizational and
societal contexts. Students will consider the implications of effective leadership for corporate,
governmental, educational, community and service organizations. Consideration will be given
to the variations inherent in the types of leadership required in private, non-profit, political and
international settings. Societal consequences of failed and destructive leadership will also be
considered, as well as the challenges of 21st century trends in population, economy, health care,
and environmental stewardship.
Prerequisites: LEAD 110, 220 3 credits
LEAD 390-399: Special Topics
Special Topics courses extend and complement the LEAD core curriculum by focusing on
targeted areas of leadership theory, context or application. Topics selected are offered on a
rotating basis depending upon disciplinary relevance, student interest and faculty availability.
3 credits
LEAD 440: Leadership Synthesis: Interdisciplinary Perspectives
This capstone seminar explores the intersecting disciplines that inform leadership theory, research
and practice. As an interdisciplinary area of scholarship, the field of leadership draws upon
theoretical insights and conceptual knowledge from a verity of basic and applied disciplines.
This course integrates the theoretical and conceptual knowledge contributed by scholars in
psychology, sociology, anthropology and communication studies, and explores how the principles
of leadership practice are informed by organizational, societal and cultural dynamics.
Prerequisites: LEAD 110, 220, 330 3 credits
LEGAL STUDIES/PARALEGAL
BERNADETTE AGRESTI, Program Director
FACULTY: Ms. Bernadette Agresti, Paralegal, Peter Agresti, JD, Hon. Stephanie Domitrovich,
Atty. Brian Krowicki, Atty. Joseph Martone, Atty. Grant Yochim, Atty. Michael Graml, Atty.
Thomas Minarcik, Hon. John Trucilla.
The Gannon University Legal Studies Program is approved by the American Bar Association
(ABA). The ABA definition of a legal assistant is: “A legal assistant is a person, qualified by
education, training or work experience who is employed or retained by a lawyer, law office,
corporation, government agency or other entity and who performs specifically delegated
substantive legal work for which a lawyer is responsible.”
“The Legal Studies Program mission, at Gannon University, is to provide consistency with the
University mission that includes preparing students to enter the legal field with the knowledge,
skills and competency to be valued and respected members of the legal profession.”
The most important goal of the legal studies program is to prepare students to enter careers
in the legal field, in law firms, courts, public and private settings with the skills important to
employers, that includes a strong exposure in what is considered ethical behavior, and with
the understanding that without a law degree and bar admission, they will only work under the
supervision of an attorney. Other goals include the ability to work on a team and expand their
knowledge through continuing legal education.
The objectives of the program are:

• Understand the structure of the State and Federal court system
• Understand the differences between civil and criminal practice
• Analyze (by briefing) reported legal opinions.
• Research legal problems using primary and secondary resources.
• Write clear, effective legal memoranda, using proper citation form, and to write with good
grammar and spelling skills.
LEGAL STUDIES/PARALEGAL 303
• onduct effective interviews with clients and witnesses.

C
• Understand the procedure in a civil suit and draft appropriate pleadings.
• Be familiar with basic concepts of business organizations and contract law.
• Recognize the ethical standards of the paralegal profession.
A paralegal must follow the guidelines regarding the unauthorized practice of law of the state
in which he/she is performing legal services.
Legal Assistants/Paralegals provide professional services in a variety of legal, business settings,
and corporations, usually, but not exclusively under the supervision of a lawyer. These services
can include: interviewing, investigation, legal research, preparation of legal documents,
review of transcripts, and participation in adversary and regulatory proceedings. One of the
fastest growing professions nationally, legal assistants/paralegals are employed by individual
attorneys, law firms, courts and government legal offices. They are also in growing demand by
corporations, government agencies, financial institutions, insurance companies and real estate
firms. Program graduates are advised not to confine their search for employment to the Erie
market. Employment should be sought throughout the United States and beyond.
Gannon University’s ABA approved program offers three options: a four-year baccalaureate
degree, a two-year associate degree, and a certificate option. Students pursuing other majors
may double major or complete a certificate while completing their chosen four-year degree
program, with the permission of the program director and the Dean of the College where the
program lies.
Transfer students may not use legal specialty coursework as a substitute for required legal
specialty courses, unless the courses are transferring from an ABA approval paralegal program.
If the coursework is from a non-approved program, they may be used as cognates or electives
at the discretion of the Dean of CHESS.
The Bachelor Degree Program

The Baccalaureate Degree Program is designed to prepare students for advanced positions in
the legal assistant/paralegal profession that increasingly require a four year degree in legal
studies or another major with a legal studies/paralegal certificate. Among the 128 credits
required for the degree are 39 credits in Liberal Studies, 34 credits of Legal Studies courses,
21 credits in supplementary requirements, and 34 credits in unspecified cognates and electives.
Students are encouraged to take a strong minor or even a double major in a related field.
The Associate Degree Program

The two year, Associate Degree Program is for the student who is not ready to commit to a four
year program. It is attractive to non-traditional students or students who are working while
pursuing a degree. Requirements are 20 credits in Liberal Studies, 28 credits in Professional
Studies including an internship, 7 credits of supplementary work, and 12 credits of unspecified
cognate classes. All work taken may be applied toward a four year degree.
Legal Studies Certificate

The Legal Studies Certificate may be earned as a post-Associate degree or the equivalent
thereof, or a post-Bachelor degree. It may also be taken in conjunction with any four year
degree program, if the Program Director of the student’s major accepts the required 18-25
credits as cognates and/or electives. The Program Director may waive up to 7 credits to earn
the certificate, based on a student’s background in the legal field. All certificate candidates are
required to have met general education requirements of the ABA.
Legal Studies Certificate

1 Orientation/Paralegalism/LEGL 105
3 Intro to Law/LEGL 111
3 Legal Research & Writing I/LEGL 211
304
3 Legal Research & Writing II/LEGL 212

3 Computers in Law/LEGL 343
3 Trial Preparation & Procedure/LEGL 345
3 Legal Services Internship/LEGL 495
6 Legal Services Electives
COURSE DESCRIPTIONS
LEGL 100: First-Year Seminar: Fairness in Law

This course is not considered a legal specialty course. The First-Year Seminar is a discussion/
experience-based course intended to orient the new student to Gannon University, to introduce
the Liberal Studies Core and LIFECORE, to assist in the transition from high school to
university life, and to encourage development of academic, personal and spiritual aspects
of the student’s life.
This Section of First-Year Seminar, LEGL100, Fairness in Law, offers a new student an
introduction to Gannon University through a unique and challenging learning experience.
This section of the First-Year Seminar focuses on the legal system in America and abroad and
the differences of opinion in how legal matters are handled by the courts. The course will
attempt to integrate spiritual aspects of student’s lives and the tenets of Catholic
social teaching. 2 credits
LEGL 105: Orientation/Paralegalism
An introduction to the role of lawyers and legal assistants/paralegals in the legal process.
This course is not considered a legal specialty course. 1 credit
LEGL 111: Introduction to Law
Introduction to the principles of substantive law essential to the prospective paraprofessional.
Included are the areas of tort, contract, criminal and property law. Introduction to the structure
of the judicial system and the mechanics of the legal process. 3 credits
LEGL 211: Legal Research and Writing I
An orientation to the law library and to legal research. Introduction to the sources of law and to
techniques for finding statutory, regulatory and judge made laws as well as legal commentaries.
Exercises in legal research and writing. 3 credits
LEGL 212: Legal Research and Writing II
Advanced work in legal research and legal writing. Introduction to legal analysis, focusing
on practical assignments which examine in detail the components of court opinions. The
course emphasizes case analysis, and the preparation of both informal and formal legal
memorandums.
Prerequisites: LEGL 111, LEGL 211 3 credits
LEGL 227: Contract Law
A course to provide an understanding of contracts as developed under common law and
legislative directives. Students will evaluate the formation, enforceability, and defenses to
contracts. 3 credits
LEGL 311: Family Law
A course covering the substantive and procedural law concerning divorce, adoption, child
custody disputes and visitation rights, duties of support.
LEGL 313: Wills and Estate Administration
A course covering the preparation of wills and trusts, the administration of estates and trusts,
and tax consequences.
LEGAL STUDIES/PARALEGAL 305
LEGL 331: Business Organizations

A course providing an overview of the formation and operation of business enterprises
including sole proprietorships, partnerships and corporations.
LEGL 333: Real Estate Law
This course covers the acquisition, ownership, regulation and disposition of real property.
Financing of real estate is also covered. 3 credits
LEGL 334: Public Records Research and Title Abstracts
Theory and practice of completing courthouse civil and criminal records research and real
estate title abstracts.
LEGL 335: Bankruptcy
A course emphasizing the substantive law of bankruptcy including the rights of debtors,
creditors and other interested parties and the legal assistant’s role in bankruptcy proceedings.
LEGL 343: Computers in the Law
A course designed to introduce legal assistants and other legal professionals to the use of
computers in the legal field, preparing them to use computer skills in the legal environment.
3 credits
LEGL 345: Trial Preparation and Procedure
An overview of the litigation process including pleadings, third-party practice, discovery, the
presentation of evidence at trial and the rules of evidence, and post-trial practice.
LEGL 390-394: Special Topics in Legal Studies
Prerequisites: LEGL 111, LEGL 211 1-3 credits
LEGL 390: Immigration Law
A course that is designed to introduce the American immigration process and the paralegal and
attorneys role in representation of clients. 1-3 credits
LEGL 495: Legal Studies Internship
Placement in a law office, legal department, public legal institution, financial, institution, or
insurance company. Students may take 2 internships.
Prerequisites: LEGL 111, LEGL 211, LEGL 212, Director Permission 1-6 credits
Note: I nterns should have substantially completed their studies. A grade point average of
2.25 in all paralegal courses or permission of the Program Director is required for
enrollment.
Legal Studies/Paralegal
Four Year Curriculum
FIRST YEAR
1 Legal Studies/LEGL 105 3 Foundations/Morality/LTHE 101
3 Legal Studies/LEGL 111 3 Elective
3 Legal Studies/LEGL 211 3 Legal Studies/LEGL 212
2 First-Year Seminar/LEGL 100 3 History Without Borders/LHST 111
15 18
306
SECOND YEAR
3 Literature Series/LENG 3 Fine Art Series/LFIN
3 The Bible: An Intro/LTHE 201 3 Introduction to Philosophy/LPHI 131
3 Public Speaking/SPCH 111 3 Legal Studies/LEGL 343
3 Math/MATH 110, 111, 114 or 125 3 Poli Sci/POLI 122
3 Cognate Elective 3 Cognate/Elective
3 Legal Studies/LEGL 345
15 18
THIRD YEAR
3 Philosophy II Series/LPHI 3 LS Science
3 Legal Studies/Elective 3 Legal Studies Elective
9 Cognate Elective 3 Cognate/Elective
3 Bus & Prof Comm/ENGL 212
15 16
FOURTH YEAR
6 Legal Studies Elective 3 Senior Seminar/LBST 383
10 Cognates/Electives 3 Legal Studies/LEGL 495
3 Legal Studies Elective
3 Cognate/Elective
3 Sociology/SOCI 110
16 15
Two and four year students should take LEGL 111 & 211 in the same semester and as prerequisites to
many legal specialty courses.
** Cognate electives may include additional legal studies courses and such other courses as approved by
the program advisor.
Legal Studies/Paralegal
Two Year Curriculum
FIRST YEAR
2 First-Year Seminar/LEGL 100 3 Legal Studies/LEGL 212
3 Legal Studies/LEGL 111 3 Legal Studies/Elective
3 Legal Studies/LEGL 211 3 Cognate/Elective
3 Political Science/POLI 111 1 Legal Studies/LEGL 105
1 Speech
17 17
MILITARY SCIENCE 307
SECOND YEAR
6 Legal Studies/Electives or LPHI 237 3 Legal Studies/LEGL 495
9 Cognates 3 Legal Studies/LEGL 343
3 Legal Studies/LEGL 345
3 Cognates
18 15
* Cognates may include additional legal studies courses and such others as approved by a program
advisor.
LIBRARY
FACULTY: Professor: Emmett Lombard. Associate Professor: Deborah West. Assistant Professor:
Lori Grossholz, Lawrence Maxted. Instructor: Elizabeth Garloch
The Library offers credit courses and other instructional programs as well as one-on-one
support for students and faculty. Using a variety of resources and pedagogical approaches, the
library promotes information literacy throughout the curricula.
COURSE DESCRIPTIONS
LIBR 112: Information Literacy – Locate

This is a one-credit course focusing on finding information. It teaches skills necessary to
determine what information is needed along with search strategies. 1 credit
LIBR 113: Information Literacy – Evaluate
This is a one-credit course focusing on information evaluation. It teaches skills necessary to
determine what information is needed along with source quality criteria. 1 credit
LIBR 114: Information Literacy – Use
This is a one-credit course focusing on understanding and utilizing a variety of information
sources and formats. It teaches skills necessary to determine what information is needed along
with effective and ethical usage. 1 credit
MILITARY SCIENCE
LIEUTENANT COLONEL DANIEL REMPFER, Chairperson
FACULTY: Instructors: Captain Anthony Aya, Sergeant First Class Jonathon Baxley,
SSG John Miller.
General Information:
The Military Science Program is open to both male and female students. Freshman and
sophomores incur NO OBLIGATION to the U.S. Army by enrolling in the Reserve Officers’
Training Corps (ROTC) program Basic Course. Additionally, military science courses are free of
charge to all full-time students (minimum of 12 credits, excluding military science courses) and
earn academic credits which may apply towards graduation requirements. Those who desire to
earn a commission as a Second Lieutenant in the United States Army, Army Reserve or Army
National Guard must sign a contract to enter the junior and senior year of the program known
as the Advanced Course. All students who graduate with their undergraduate degree and also
earn their commission will also earn the Leadership Studies Minor on top of their respective
academic major.
308

The primary purpose of the Department of Military Science is to develop the future officer
leadership of the United States Army and to motivate young people to become better citizens.
Students enrolled in the ROTC Program receive instruction in the fundamentals of leadership
with emphasis on loyalty, duty, respect, selfless service, honor, integrity, and personal courage.
Army ROTC is one of the best leadership courses in the country. During classes, leadership
labs, physical training and field training exercises, students learn firsthand what it takes to lead
others, motivate groups and conduct missions as an Officer in the United States Army.
The program objectives focus on the overall development of a student to lead Soldiers and
organizations in the 21st century.
1. Students develop into leaders of tomorrow as Commissioned Officers in the United States
Army, Army Reserve or Army National Guard.
2. Students are introduced to the fundamentals of leadership with emphasis on loyalty, duty,
respect, selfless service, honor, integrity, personal courage, and ethics.
3. Students assess the personal challenges and competencies that are critical for effective
leadership within teams, groups, and organizations through direction, problem solving,
listening, and effective communications.
4. Students are challenged to explore the dimensions of creative and innovative tactical
leadership strategies and styles within team dynamics through leadership attributes and
competencies in relation to military operations.
5. Students practice, study, and evaluate adaptive leadership skills as they are presented with
challenging scenarios related to squad and platoon tactical operations receiving feedback on
their leadership attributes and actions.
6. Students transition from an academic student focus to a military student focus by holding
leadership positions with the Cadet Battalion training, organizing, mentoring, and
evaluating underclass students within the Military Science Program.
Program of Instruction:
The Department of Military Science offers both a four-year and two-year program of
instruction. Students begin the Military Science program during their freshman year, but may
enter as late as their junior year.
a.
Four-Year Program. This program consists of the Basic Course (freshman and sophomore
years) and the Advanced Course (junior and senior years). During the Basic Course,
students must complete four courses (two credit hours each) and four labs (one credit
hour each).
The courses provide a general knowledge of the U.S. Army (to include career
opportunities), develop selected leadership traits, such as poise and self-confidence, and
teach basic military skills. Entry into the Advanced Course requires completion of the
Basic Course and attendance at the Cadet Leadership Course (CLC) at Fort Knox, KY
after their freshman or sophomore academic year. During the Advance Course, students
qualify for a U.S. Army commission, by completing four courses (two credit hours
each) and four labs (one credit hour each), and attending the Cadet Leadership Course
(CLC) at Fort Knox, Kentucky between their junior and senior academic years. During
the school year, students in the Advanced Course receive a non-taxable subsistence
allowance of $450 per month for juniors and $500 for seniors.
b.
Two-Year Program. This program allows direct entry into the Advanced Course via
these methods:
(1) Junior ROTC graduate.
(2) Attend the Cadet Initial Entry Training Course (CIET) (a four week program
completed during the summer at Fort Knox, Kentucky).
(3) Complete Basic Training through one of the Armed Forces.
c.
Professional Military Education. Whether the student chooses the four-year or two-year
program, all ROTC students must pass a military history course prior to commissioning
as a second lieutenant.
Financial Assistance
ROTC merit based scholarships are available that pay full tuition and fees ($1,200 annual book
fees) plus $300-$500 per month non-taxable subsistence allowance for ten months each school
year. All four-year scholarship recipients also receive a room and board incentive. Scholarships
are available on a competitive basis to include grade point average, physical fitness, medical
condition, and legal records. Advancing freshman and sophomores may compete for three and
two-year scholarships respectively, regardless of current ROTC participation. There are also
multiple scholarship and financial assistance opportunities through the United States Army
Reserves and the Army National Guard specifically for ROTC.
Military Science Student Activities

Military Science cadre and staff encourage students to participate in college and civic activities.
Military Science students are afforded the opportunity to visit selected government facilities
(military bases, federal law enforcement facilities, and medical facilities). The Ranger Challenge
Competition, considered a varsity sport, is one of the most challenging activities offered
through the Military Science Department. The 10 person team competes in various activities to
include a physical fitness test, a 10 kilometer ruck march, the one-rope-bridge, a hand-grenade
assault course, and an orienteering competition. The color guard is a student run organization
that presents the national and state colors in uniform at freshman commencement, graduations,
sporting events, and other special functions.
A suggested Military Science Curriculum

FRESHMAN
MLTS 101 MLTS 102
MLTS 103 MLTS 104
SOPHOMORE
MLTS 201 MLTS 202
MLTS 203 MLTS 204
JUNIOR
MLTS 301 MLTS 302
MLTS 303 MLTS 304
SENIOR
MLTS 401 MLTS 402
MLTS 403 MLTS 404
** Leadership Lab should be taken each semester. 1 credit each semester. All graduating ROTC students
who earn their commission will earn the Leadership Studies Minor along with their academic degree
major.
310
COURSE DESCRIPTIONS
MLTS 101: Introduction to the Army

This course introduces students to the personal challenges and competencies that are critical for
effective leadership. Students learn how the personal development of life skills such as critical
thinking, goal setting, time management, physical fitness, and stress management relate to
leadership, officership, and the Army profession. The focus is on developing basic knowledge
and comprehension of Army leadership dimensions while gaining a big picture understanding
of the ROTC program, its purpose in the Army, and its advantages for the student.
Corequisite: MLTS 103 2 credits, Fall
MLTS 102: Foundations of Agile and Adaptive Leadership
This course overviews leadership fundamentals such as setting direction, problem-solving,
listening, presenting briefs, providing feedback, and using effective writing skills. Students
explore dimensions of leadership attributes and core leader competencies in the context of
practical, hands-on, and interactive exercises. Cadre role models and the building of stronger
relationships among the students through common experience and practical interaction are
critical aspects of the MLTS 102 experience.
Corequisite: MLTS 104 2 credits, Spring
MLTS 103 & MLTS 104: Leadership Labs
Courses supplement instruction in MLTS 101 and MLTS 102. Students participate as a member
of a team analyzing leadership styles and practices in a variety of situations.
Corequisite for MLTS 103: MLTS 101
Corequisite for MLTS 104: MLTS 102 1 credit, Fall, Spring
MLTS 201: Leadership and Decision Making
This course explores the dimensions of creative and innovative tactical leadership strategies
and styles by examining the team dynamics and two historical leadership theories that form the
basis of the Army leadership framework (trait and behavior theories). Students practice aspects
of personal motivation and team building in the context of planning, executing, and assessing
team exercises and participating in leadership labs. Focus is on continued development of the
knowledge of leadership attributes and core leader competencies through an understanding
of Army rank, structure, duties and basic aspects of land navigation and squad tactics. Case
studies provide tangible context for learning the Soldier’s Creed and Warrior Ethos as they
apply in the contemporary operation environment (COE).
Prerequisites: MLTS 101, 102, 103, 104
MLTS 202: Army Doctrine and Team Development
This course examines the challenges of leading tactical teams in the complex contemporary
operating environment (COE). The course highlights dimensions of terrain analysis,
patrolling, and operation orders. Further study of the theoretical basis of the Army Leadership
Requirements Model explores the dynamics of adaptive leadership in the context of the military
operations. MLTS 202 provides a smooth transition in MLTS 301. Students develop greater self
awareness as they assess their own leadership styles and practice communication and team
building skills. COE case studies give insight into the importance and practice of teamwork and
tactics in real-world scenarios.
Prerequisite: MLTS 201
Courses supplement instruction in MLTS 201 and MLTS 202. Students will apply the leadership
and management skills learned during classroom instruction in order to develop individual
competence and confidence in their own leadership abilities.
MLTS 205: Cadet Initial Entry Training Course (CIET-C)

This is a four-week summer leadership course at Fort Knox, Kentucky sponsored by the
U.S. Army Cadet Command. The course is for students who have not previously taken the
required ROTC courses during their freshman and sophomore years and who wish to contract
with the ROTC program at the start of their junior year. The course focuses on basic soldier
skills to include an obstacle course, water survival, M-16 rifle marksmanship, squad tactics,
and leadership evaluations. Students attending this course must be academically aligned as
a junior at the start of the fall semester after CIET-C. Students are required to visit the ROTC
Department prior to signing up for the course. 3-6 credits, Summer
Advanced Course
Entrance into the advanced course is required by the completion of the following:
1) Army ROTC Basic Course, 2) Basic Training, 3) MLTS 205.
MLTS 301: Training Management and the War Fighting Function
This course challenges Cadets to study, practice, and evaluate adaptive leadership skills as they
are presented with challenging scenarios related to squad tactical operations. Cadets receive
systematic and specific feedback on their leadership attributes and actions. Based on such
feedback, as well as their own self-evaluations, Cadets continue to develop their leadership and
critical thinking abilities. The focus is developing Cadet’s tactical leadership abilities to enable
them to succeed at ROTC’s summer Cadet Leadership Course (CLC) at Fort Knox, Kentucky.
Prerequisites: MLTS 201, 202 or 205,
MLTS 302: Applied Leadership in Small Unit Operations
This course uses increasingly intense situations while applying team leadership challenges to build
Cadet awareness and skills in leading tactical operations at the small unit level. Cadets review
aspects of full spectrum operations. They also conduct military briefings and develop proficiency
in the operation orders process. The focus is on exploring, evaluating, and developing skills in
decision-making, persuading, and motivating team members in the contemporary operation
environment (COE). MSL 302 Cadets are evaluated on what they know and do as leaders as they
prepare for ROTC’s summer Cadet Leadership Course (CLC) at Fort Knox, Kentucky.
The student implements the plans and orders created as part of Advanced Leadership
Management I & II. The student will be evaluated on how he or she handles the changing
situations, personalities and environments encountered during the labs.
MLTS 401: The Army Officer
This course was designed to be student-centric with the ownership of learning on the student,
but facilitated by the instructor. Army Officers are expected to be life-long learners who take
responsibility and personal initiative for their learning. You must properly conduct your pre-
class assignments in order to come to class with a foundation of knowledge on the subject to
be taught by your instructor. Doing so will allow us to spend the majority of the class time
on specific areas that are least understood from the pre-class assignment rather than having
to teach the subject from scratch. Do your homework so you can spend more time sharing
personal knowledge and experiences with the class. Class will be conducted in an interactive
manner with ample opportunities for small group discussions and practical exercises. Everyone
will be responsible for contributing to the success of the learning experience. 2 credits, Fall
MLTS 402: Company Grade Leadership
The outcome of this lesson is to have Cadets receive and understand essential information on
their last semester of their ROTC career. Understanding the expectations for their last ROTC
semester will set the conditions for Cadets to continue to develop their military knowledge and
312
skills; stay focused on their responsibilities as the ROTC battalion leadership and staff; continue
to effectively lead their fellow Cadets and prepare them for future success; and last successfully
graduate as a commissioned officer in the United States Army.
Cadets plan and execute special training activities throughout the academic year. These courses
are taken concurrently with MLTS 401 and 402.
Prerequisites: Enrollment in MLTS 401 and 402 1 credit, Fall, Spring
MORTUARY SCIENCE
PARRIS J. BAKER, Ph.D., MSSA, Program Director
Of all human experiences, none is more overwhelming in its implications than death. Presently,
the number of openings for funeral directors, embalmers, and other funeral personnel
exceeds the number of graduates in the mortuary science field, thereby providing a wealth of
employment opportunities. The study of death and how individuals and our larger society
prepare for this life event is filled with questions that are rooted at the center of our human
experience.
This journey of professional and personal discovery is multidisciplinary. Gannon University’s
mortuary science curriculum is taught by a variety of professors from biology, business,
psychology, sociology, social work, and health sciences. As a BS student in the Gannon
University Mortuary Science Program you will receive excellent instruction, completing the
first three years of your education at Gannon University and your fourth year at Pittsburgh
Institute of Mortuary Science or another licensed institution of your choice.
Vision Statement
Preparing funeral service practitioners who touch people; offering dignity to the deceased
and consolation to the survivors.
Mission Statement
To produce compassionate and competent funeral service practitioners who respect diverse
cultural practices related to illness, dying, death, and care of the deceased and who know and
practice the laws and ethics of the mortuary science profession.
The ultimate mission of the program is to produce leaders in the field of mortuary across the
United States and abroad.
Motto
Death does not end relationships.
COURSE DESCRIPTIONS
MORT 211: Introduction to Gerontology

aging, adult development, work and living environments, and selected problems of the elderly.
This course has a service-learning component. 3 credits, Fall
MORT 221: Human Behavior and the Social Environment I
This is the introductory course to understanding human behavior from a multidimensional,
biopsychosocial approach. Here we focus on the social environment and apply theoretical
frameworks in order to put human behavior into perspective. In this course, students begin
to study the person from a biological perspective, looking at the major systems of the human
MORTUARY SCIENCE 313
body. We also examine the psychological and sociological theories and knowledge by looking
at cognition, emotion, the self as well as stress and coping. This course examines the impact
of culture, spirituality, the physical environment and social institutions in shaping human
behavior. Finally, this course addresses different sized social systems from formal organizations,
communities, groups and the family. Students begin to see how social systems promote or defer
health and well being. 3 credits
MORT 316: Counseling Older Adults
This course will identify various areas impacting lives of the “young” old, “middle” old,
and the “old” old. Misconceptions, stereotypes, and biases toward the aging process will be
explored. The course focuses on assessment, counseling interventions, and techniques designed
to enrich the world of the mature adult and their families. 3 credits
MORT 360: Interviewing Skills
This course introduces students to the basic interpersonal helping skills using a problem
solving model. Students are expected to demonstrate understanding of the relationship of
interpersonal skills to social work practice and to demonstrate initial mastery of the helping
skills. 3 credits
MORT 390: Professional Lecture Series
Selected topics presented by professionals in the field. 3 credits
Mortuary Science Curriculum

FRESHMAN
Fall Spring
4 Anat. & Phys. I & Lab/BIOL 108/109 4 Anat. & Phys. II & Lab/BIOL 110/111
3 Intro to Psyc/PSYC 111 3 History Without Borders/LHST 111
3 Introduction to Philosophy/LPHI 131 3 Public Speaking/SPCH 111
3 Human Behavior/MORT 221 3 Foundations of Theology/LTHE 101
2 First-Year Seminar
18 16
SOPHOMORE
Fall Spring
3 The Bible: An Intro/LTHE 201 3 Principles of Acct I/BCOR 214
3 Foundations of Bus Ant/BCOR 105 3 Bus/Prof Comm/ENGL 212
3 Management Theory/BCOR 240 3 Language
3 Philosophy II Series/LPHI 3 Managerial Acct/BCOR 202
3 Intro to Gerontology/GERO 211 3 LPHI 257 or any LTHE 300 course
3 Language 1 Leadership Seminar
18 16
JUNIOR
Fall Spring
3 Literature Series/LENG 3 Death & Dying & Bereavement,
3 Fine Art Series/LFIN Capstone/GERO 400
3 Interviewing Skills/SCWK 360 3 Adulthood & Aging/PSYC 314
3 Mental Health of Elderly/GERO 336 3 Prof Lecture Series/MORT 390
3 Math 3 Business Tech/CIS 150
3 Social Work Families or Groups/
SCWK 362
15 15
314
* Gannon will grant 30 credits for successful completion of technical studies

in a licensed mortuary school.
98 credits – Gannon
30 credits – Mortuary School
128 credits – Total
PHILOSOPHY
AARON K. KERR, PH.D., Chairperson
FACULTY: Associate Professors: William Haggerty, Michael Latzer. Assistant Professors: Aaron
Kerr, David Nordquest, Fr. Jason Mitchell, Ph.D. Instructors: Stephanie Barnhizer, Dominic
Prianti.
Aims and Objectives

Philosophy is the love and pursuit of wisdom. An essential part of a person’s education should
be the serious and personal exploration of the “ultimate questions”—issues of human nature
and human destiny, of how we should live, of the nature of the world around us, and of the
being and nature of God on whom we are dependent for our existence.
Human beings cannot be satisfied with merely knowing the “what” of things happening
around them; they want to understand the “why” of the human condition. In studying
philosophy students not only experience major philosophers at work on these important
human issues, but they also participate in this activity by developing their own skills for
creative thinking, rational argument, and responsible judgment.
Philosophy is studied for its own intrinsic value, since, as Socrates said, “the unexamined life
is not worth living.” Nevertheless, the study of philosophy can also lead to successful careers
as well. It is very suitable preparation for careers in law, journalism, government, politics,
teaching, religion, and counseling.
Students who are majoring in philosophy are obliged to take a minimum of ten upper level
courses (30 credits). The following nine courses are obligatory: (a) the entire history of
philosophy cycle – PHIL 271: Ancient Philosophy; PHIL 273: Medieval Philosophy; PHIL 280:
Modern Philosophy; PHIL 286: Contemporary Philosophy; (b) PHIL 210/212: Logic; (c) LPHI
131: Introduction to Philosophy; (d) PHIL 233: Philosophy of God; (e) PHIL 237: Philosophy of
Ethical Responsibility; (f) PHIL 400: Honors Seminar. The tenth required course may be chosen
with the advice of the department among the other upper level philosophical courses. Those
majoring in philosophy are encouraged to take more than the minimum ten courses, especially
if they are intending to continue to work in philosophy in graduate school.
Those who are majoring in philosophy, of course, must take the requirements of the Liberal
Studies Core Program. Thus if they take LPHI 233, 235, 237, 239, they are fulfilling what above
was designated as the required courses: PHIL 233, 235, 237, and 239 respectively.
A major in philosophy at Gannon University is obliged to take eight prescribed cognates
(24 credits).
Students may have to take beginning and/or intermediate language courses depending on
their background. Students will also be encouraged to take a course in a classical language.
COURSE DESCRIPTIONS
LPHI 131: Introduction to Philosophy is a prerequisite for all Philosophy Courses.

LPHI 131: Introduction to Philosophy
An introduction to the study of philosophy. Beginning with the dawn of philosophical
PHILOSOPHY 315
awareness among the ancient Greek philosophers, the course surveys both traditional and
modern approaches to the philosophical understanding of the human condition. 3 credits
PHIL 210: Logic
An introduction to the theory and practice of good reasoning. Students learn practical
techniques for constructing and evaluating arguments, based on both traditional Aristotelian
logic and modern formal logic. 3 credits
PHIL 212: Contemporary Symbolic Logic
An introductory course in deductive reasoning using the methods of symbolic formal logic.
3 credits
PHIL/SPCH 225: Philosophy of Communication
An analysis of the epistemological foundations underlying all forms of communicative
processes from individual gestures to the electronic world-wide media. 3 credits
PHIL 233: Philosophy of God (also listed as LPHI 233)
An introduction to the philosophical study of God, based largely on the tradition of Christian
philosophy. 3 credits
PHIL 235: Philosophy of Knowledge, Certitude and Truth (also listed as LPHI 235)
A study of the possibility and validity of human knowledge, together with the criteria of truth.
3 credits
PHIL 237: Philosophy of Ethical Responsibility (also listed as LPHI 237)
The subject matter of ethics is “the good life and how to live it.” Students will examine
a variety of influential approaches to ethics, and will gain skill in applying ethical theory both
to practical ethical issues in daily life, and to some of the urgent ethical issues in contemporary
society. 3 credits
PHIL 238: Business Ethics
Business dealings are subject to the same norms and criteria which govern other human
activities. This course analyzes the ethical dimensions of business transactions and
consumerism, addressing itself to such problems as profits, advertising, free enterprise,
discrimination, trade secrets, unions, and bribery.
Prerequisites: LPHI 131 and PHIL 237 3 credits
PHIL 239: Philosophy of Science (also listed as LPHI 239)
A philosophical survey of the various understandings of science and scientific method.
Students will examine the role philosophy has played in formulating and critiquing models of
scientific investigation, and will pay attention to the impact science has had on religion, society,
and views of human nature. 3 credits
PHIL 240: Philosophy of Education
A critical examination of the goals and methods of education, especially as they relate to
ethics and politics. Readings will be drawn from historical philosophers, such as Plato,
Aristotle, Rousseau and Dewey as well as contemporary philosophical analysis of educational
institutions. 3 credits
LPHI 246: Philosophy of Mind and Emerging Artificial Intelligence
An introduction to the study of key theories of mind as related to the brain, the body, self, and
emerging artificial intelligence. The course explores key concepts like consciousness, self-
awareness, intentionality, thought, and the meaning of creating sentient robots.
PHIL 248: Women in Western Philosophy
This course is an introduction to, and a critical examination of, women philosophers who are
contemporaries of key male Western philosophers. Traditional philosophical issues will be
examined in light of both the traditional viewpoints, and of the significant contributions made
by these women. 3 credits
316
PHIL 250: Comparative World Philosophy

An introduction to the classics of world philosophy. Students will have a survey of some of
the greatest contributions of bothWestern and Non-Western approaches to the major questions
concerning issues like the good life, the self, theories of knowledge, reality versus appearance,
and philosophical theology. Students will also compare and contrast the answers of thesemajor
questions, using a unified standard of critical though and a unified goal of seeking insight
into answers to thesemajor philosophical issues. This course fulfills the Philosophy II Series
requirement.
LPHI 255: Travel Course Philosophy of Place
An overview of the philosophy of place which examines the topological and constructed
development of environments. Philosophical categories of space, time, ontology, value theory,
ethics and a sense of the global in relation to the local will be explored. Particular attention
will be paid to the Catholic Social Teaching tradition’s emphasis on private property and the
universal destination of goods. This is a GIFT course (Gannon Inspired Faculty Led Travel) and
travel is required for completion of course. 3 credits
History of Philosophy Cycle
Attention should be paid to the fact that the history of philosophy is expounded systematically
in a four semester cycle with one of the histories of philosophy being offered in each semester.
PHIL 271: History of Ancient Philosophy
A critical presentation of the rise of Western Philosophy in Greece in the seventh century
before Christ and its development in the fourth century B.C. up to the third century of the
Christian era. 3 credits
PHIL 273: History of Medieval Philosophy
A study of Augustine and the great synthesis of Thomas Aquinas, analyzed in the context of
the philosophic-theological intellectual atmosphere of the thirteenth century. Non-Thomistic
syntheses of Bacon, Bonaventure, and Duns Scotus are evaluated. Then the decline of
scholasticism is studied with emphasis on Ockham, Suarez and the Electives. 3 credits
PHIL 280: History of Modern Philosophy
A critical presentation of philosophers and philosophical trends from the Italian Renaissance of
the XV century to the early XIX century. 3 credits
PHIL 286: History of Contemporary Philosophy
A survey of some of the most important philosophical movements and thinkers of the
latenineteenth and twentieth centuries, both in the Anglo-American and the Continental
traditions. 3 credits
PHIL 290: Philosophy & Law
A discussion of the philosophical foundations of law and an investigation into the scope of legal
philosophy. Questions such as: what is law? what is a legal system in a society? do the criteria
for the existence of law include a moral element? how shall legal obligations be understood?
will be discussed. In addition, the relationship between law and morality, and the common
good must be reviewed. 3 credits
PHIL 345: Philosophy of History
Critical examination of the philosophers of history and their concern with the nature of history
and the meaning of historical knowledge. 3 credits
PHIL 350: Introduction to Metaphysics
The nature of metaphysics as the study of being is examined in the philosophy of Aristotle and
Thomas Aquinas. The study of essence and existence, potency and act, substance and accident,
matter and form, is developed systematically. 3 credits
PHIL 365: Modern Existentialism
“Existentialism” refers to those modern philosophies concerned with the meaning of human
existence, the experience of anxiety and absurdity, and the problem of personal responsibility.
PHILOSOPHY 317
Typical philosophies and literary works studied in the course include those of Kierkegaard,
Nietzsche, Camus, Sartre, Marcel and Heidegger. 3 credits
PHIL 383: American Philosophy
An investigation of the contributions made by American thinkers to traditional philosophical
problems and the interrelationship of American ideas and American life. 3 credits
PHIL 390-394: Special Topics in Philosophy 1-3 credits
PHIL 395-399: Independent Study in Philosophy 1-3 credits
PHIL 400: Honors Seminar in Philosophy
Every other spring semester, a member of the philosophy department conducts a special
seminar on an individual philosopher or philosophic trend or theme in depth, using primary
sources and allowing time for deeper discussion and analysis that enhances an intellectual
insight. The specific topics are announced prior to registration for the coming semester.
3 credits, Spring
PHILOSOPHY MINOR
Completion of the following courses (15 credits) will satisfy the requirement for a minor
in Philosophy.
3 Philosophy of God, Knowledge, Ethics or Science/PHIL 233, 235, 237, or 239
9 May be taken in any Philosophy courses 200 level or above
15
Philosophy Curriculum (128 credits)
1st Semester – Freshman 2nd Semester – Freshman

3 Introduction to Philosophy/LPHI 131 3 History Without Borders/LHST 111
3 Foundations of Theology/LTHE 101 3 Natural Science
3 Public Speaking/SPCH 111 6 Elective
3 Introduction to Psychology/PSYC 111
17 15
1st Semester – Sophomore 2nd Semester – Sophomore

3 Philosophy of God/LPHI 233 3 Philosophy of Knowledge/LPHI 235
3 The Bible: An Intro/LTHE 201 3 Philosophy of Science/LPHI 239
3 Psyc of Human Development/PSYC 222 3 Literature Series/LENG
3 Advanced Composition/ENGL 211 3 Cultural Anthropology/SOCI 292 or
6 Elective Political Theory I/POLI 360
3 Math
18 15
1st Semester – Junior 2nd Semester – Junior

3 Philosophy of Ethical 3 Medieval Philosophy/PHIL 273
Responsibility/LPHI 237 3 Modern Philosophy/PHIL 280
3 Logic/PHIL 210 3 Language/FREN 216 or GRMN 216
3 Ancient Philosophy/PHIL 271 6 Elective
3 Language/FREN 211 or GRMN 211
3 Fine Art Series/LFIN
16 15
318
1st Semester – Senior 2nd Semester – Senior

3 Senior Seminar/LBST 383 3 Philosophy Honors Seminar/PHIL 400
3 History of Contemporary Phil/
PHIL 286
17 15
10 Upper Level Philosophy Courses 30 hrs.
POLITICAL SCIENCE
MARK A. JUBULIS, Ph.D., Program Director
FACULTY: Professors: Mark A. Jubulis. Associate Professor: Anjali Sahay. Lecturer: John Fee.
Vision Statement
The Political Science program seeks to attract talented students who are intellectually curious
about political life and global affairs. As a dedicated community of teaching and learning, we
strive to promote awareness and understanding of the key perennial questions concerning the
nature of politics. Our efforts will draw strength from Gannon’s Catholic Identity and emphasis
on Liberal Learning, and contribute to the enhancement of the intellectual life of the University.
Mission Statement
The Political Science program is dedicated to providing our students with the necessary
perspectives to critically and normatively evaluate the wide variety of political regimes that
have existed in different time periods and different parts of the world. Our students will
develop an understanding of the purpose of politics as the effort to structure a community
dedicated to the promotion of justice and the common good. This understanding is developed
by making connections across the various academic disciplines, applying moral reasoning to
public affairs, and cultivating the virtue of prudence.
Objectives
The Political Science program offers an undergraduate curriculum leading to the Bachelor
of Arts degree. It also provides the opportunity for students to pursue a dual major or
acquire one or two minors. The program covers the four major subfields of political science:
American Politics, Political Theory, Comparative Government, and International Relations.
The curriculum provides students with the necessary knowledge and skills to succeed in either
graduate school or law school, or directly pursue a career in the public, private, or not for profit
sectors.
Individuals with a Bachelor’s Degree in Political Science may qualify for administrative and
management trainee positions in such fields as legislative and policy research, public relations,
personnel work, budget analysis, security investigation, etc. Employment opportunities also
include such professional careers as college and university teaching, law, city management,
urban planning, public administration, policy research and analysis, foreign service and many
other careers with local, national and international organizations both public and private.
COURSE DESCRIPTIONS
POLI 101: Orientation

A required orientation program for freshman Political Science and Pre-Law concentrators.
NC/Fall
POLITICAL SCIENCE 319
POLI 111: U.S. Government and Politics

Constitutional foundations of U.S. Government; structure and functions of Congress, the
Presidency, the judiciary; administrative institutions and processes, interest groups and political
parties; political behavior, and the electoral process. 3 credits, Fall/Spring
POLI 122: Public Policy Analysis
Principles and practices of policy analysis; emphasis on current national policy issues.
3 credits, Fall/Spring
POLI 133: Introduction to International Relations
Introduction to the nature of international relations, focusing on the role of the state and
international institutions; the role of ideology and culture in international affairs; and the nature
of the world economy and the process of globalization. 3 credits
POLI 210: Bureaucracy and Public Administration
Principles and practices of public administration in modern society with a special attention to
the administration of the American Federal government. 3 credits
POLI 220: Comparative Government
Principles of comparative political analysis; principles and features of selected European and
other non-Western governmental systems. 3 credits
POLI 260: Introduction to Law in Society
Introduction to legal institutions and processes; evolution of the American legal system; major
substantive areas of law; legal reasoning and the adversarial process; and, the role of attorneys
and courts in American society.
Cross listed with PLAW 111 3 credits
POLI 301: Leadership Studies I: Theory
Examines leadership theory, the differences between leadership and management, the skills
necessary for successful leadership, and various styles of leaders. Students will become familiar
with the “great books” of leadership, interact with practicing professionals, learn leadership
lessons from the study of the American Presidency, and experience negotiation and creativity
exercises. 3 credits
POLI 302: Leadership Studies II: Skills
Builds on the theoretical study of leadership with an emphasis on practice and application.
Students study leaders, systems analysis, planning, strategic thinking, and the requirements of
community leadership. Students participate in exercises to increase skills in communication,
media relations, and effective political leadership. 3 credits
POLI 311: State and Local Government
Institutions and processes of state and local government with special focus upon Pennsylvania.
3 credits
POLI 312: Parties and Political Behavior
The electoral and governmental functions of American political parties, with consideration
given to party systems at national and local levels, and the study of campaigns and elections.
3 credits
POLI 315: Congress and Legislative Process
The structure, functions and the role of Congress in both the policy process and the nation’s
political life. 3 credits
POLI 317: The American Presidency
Institution, politics, personality, and policies of the president. 3 credits
POLI 322-325: Regional Studies
Political structures and regional features of a select area of the world, such as Russia and
Eastern Europe, the European Union, Latin America, Africa, or Asia. 3 credits
320
POLI 326: Asian Politics and Culture

This course examines the political, historical, cultural, socio-economic, and geographic
traits that distinguish this region and shapes its domestic political processes, interstate, and
international relations. 3 credits
POLI 331: Urban Politics and Public Policy
The American urban political process and public policy. Community structure and the
distribution and use of power. 3 credits
POLI 332: Comprehensive Urban Planning
Consideration of the economic, political and social determinants of comprehensive urban land
use planning. 3 credits
POLI 340: Theories of International Relations
Analysis of major theoretical approaches to study of international relations and evaluation
of competing paradigms which claim to explain the nature of post-ColdWar international
relations.
Prerequisite: POLI 133 3 credits
POLI 341: International Law and World Order
This course addresses contemporary issues in international law and world order. Course will
enhance students’ comprehension of topics such as human rights, genocide, non-proliferation,
terrorism, international criminal court and other conflicts. 3 credits
POLI 342: United Nations Practicum
This course covers the history, goals, principles, rules, procedures, and other institutions of
the United Nations organization. Gannon’s Model U.N. for High School students provides
opportunities for experiential learning. Participation in Gannon Model UN is required. 3 credits
POLI 343: U.S. Foreign Policy
Historical and intellectual foundations of contemporary U.S. foreign policy. 3 credits
POLI 345: Globalization and World Politics
Course will explore the global contours of economic, political, technological, security, cultural,
migratory, linguistic, and environmental aspects of globalization. 3 credits
POLI 350: Constitutional Law and the Judicial Process
Processes of constitutional development and interpretation; the Judicial system; judicial review;
the federal system; Presidency: office and powers; powers of Congress. 3 credits, Fall
POLI 351: Civil Liberties and Civil Rights
Constitutional basis of civil liberties; freedom of speech and press; freedom of association,
religious liberty and the separation of church and state; federal and state procedural due
process; substantive due process; equal protection of the laws. 3 credits, Spring
POLI 357: Legal Analysis and Persuasion
Legal analysis and persuasion will introduce the student to the fundamentals of legal thinking;
including the critical examination of case law and other written materials. Applying this legal
analysis, students will learn to persuade a targeted audience in both written and oral forms.
Classroom exercises include briefs, mock appellate arguments and/or mock trial.
Cross listed with PLAW 357 3 credits
POLI 360: Political Theory
The Classical and Christian tradition of political theory and philosophy. Reading and discussion
of select works of Plato, Aristotle, St. Augustine, St. Thomas Aquinas and Machiavelli. Modern
Political Theory and philosophy. Reading and discussion of select works, including writings of
Hobbes, Locke, Rousseau, John Stuart Mill, and Marx. 3 credits
POLI 390-394: Special Topics
Such as Political Rhetoric & Leadership, Presidential Campaigns and Elections, Nationalism
and Ethnic Conflict, and Totalitarianism. 1-3 credits
POLI 395-399: Independent Study 1-3 credits

POLI 400: Political Analysis Senior Coordinating Seminar
The Coordinating Seminar is designed to enhance and integrate the student’s comprehension of
politics; and to develop further, critical and analytical skills in reading, writing and research.
3 credits
POLI 490: Fieldwork and Internships I
Qualified individuals will be placed in internship positions with public officials, political
organizations and governmental agencies particularly, not exclusively, in the local community.
Students may also design, in consultation with the program director, an appropriate program of
field research.
Prerequisite: Permission of Department. 3 credits, Fall
POLI 491: Fieldwork and Internships II
Prerequisite: Permission of Department. 3 credits, Spring
Semester or summer internships in Washington, DC are available to all majors for academic
credit through Gannon’s affiliation with the Washington Center. See Professor Jubulis or Cheryl
Rink in the Center for Experiential Education for further details.
Political Science Curriculum

Liberal Studies Core Requirements: 39 credit hours
Program Requirements: Concentrators should successfully complete 36 credit hours in Political
Science and 43 credit hours in cognate and elective subjects, including the following courses:
Freshman Orientation: POLI 101 (NC)
Introduction: POLI 111, 112, 133, 220
Upper Level Core:
POLI 360; 400, one of the following: POLI 321, 322, 340, 341 343 and one of the following:
POLI 210, 260, 312, 315, 317, 350, 357.
Experiential Learning Component:
One of the following:
POLI 342, 490, or 491 – 3 credits.
Program Electives: 9 credits of upper level courses or
Internship Fieldwork, Independent Study of Intersession Courses.
Cognate Requirements: 9 credit hours including:
Social Science Cognates: 6 credit hours from Economics/BCOR 111 or BCOR 112 or
Sociology/SOCI 110 or Psychology/PSYC 111 or HIST 221/222.
Statistics: 3 credits
Required: Language: 6 credit hours in Language
Electives: 32 credits
Legal Studies: Law and Politics

Students pursuing this track will take most of the required courses in the Political Science
major, but will substitute 2 legal courses, Introduction to Law & Society and Legal Analysis &
Persuasion, for 2 upper level Political Science courses.
Students who intend to go on to law school are encouraged to complete the Legal Studies
Certificate. The certificate can be completed within the four year program by using those
courses as the allowable cognates and electives offered in the Political Science Program.
322
If the pre law school student does not want to complete the certificate, they are encouraged
to take some of the Legal Studies courses so that they can learn skills that could enable them
to find summer employment and/or part-time employment in legal settings. Some helpful
courses would include Legal Research &Writing I and II, Public Records Research, and
Computers in Law.
Political Science Curriculum

FRESHMAN
Fall Spring
2 First Year Seminar 3 Crit Analysis & Comp/LENG 112
3 College Composition/LENG 111 3 Public Policy Analysis/POLI 122
3 History Without Borders/LHST 111 3 Introduction to Psychology/PSYC 111, or
3 Intro to Philosophy/LPHI 131 Macroeconomics/BCOR 112 or HIST 222
3 Foundations of Theology/LTHE 101 3 Elective
3 Intro to US Government/POLI 111 3 Intro to International Relations/POLI 133
0 Orientation/POLI 101
17 15
SOPHOMORE
Fall Spring
3 Public Speaking/SPCH 111 3 Foreign Language
3 The Bible: An Intro/LTHE 201 3 Literature Series/LENG
3 Philosophy II Series/LPHI 3 Comparative Government/POLI 220
3 Foreign Language 3 Elective
3 Math 3 Upper Level Political Science
3 History of US to 1865/HIST 221/
Microeconomics BCOR 111/
Basic Sociology/SOC 110
18 15
JUNIOR
Fall Spring
3 Science 3 Political Theory/POLI 360
3 Statistics 3 Upper Level Political Science
3 Upper Level Political Science 9 Elective
3 United Nations Practicum/POLI 342
16 18
SENIOR
Fall Spring
3 Political Sci. Senior Seminar/POLI 400 3 Senior Seminar/LBST 383
3 Upper Level Political Science 3 Upper Level Political Science
15 14
Total credits: 128
Political Science/Public Administrative/Public Management

Five Year BA/MPA or MBA Program
Gannon University’s Political Science Department in cooperation with Gannon’s Graduate
Center offers a special program for qualified undergraduates leading to a Bachelor of Arts
Degree in Political Science and the Master of Public Administration Degree. Alternatively,
students may elect to pursue a Bachelor of Arts in Political Science and a Master of Business
Administration Degree with a public management focus. Both programs may be completed in
five years of full time study of 158 credit hours.
The Gannon University – Duquesne School of Law, 3+3 Early Admissions Program has been
designed for qualified students to earn an undergraduate and a law degree in six years rather
than seven. Under the early admissions program students may receive a Bachelors Degree in
Political Science after three years of undergraduate work and the successful completion of the first year
of full time study at the Duquesne School of Law. The student would then receive their Law Degree
after successful completion of the second year at Duquesne School of Law.
Qualified students may wish to pursue this Political Science Program option.
POLITICAL SCIENCE MINOR

A minor in political science may be accomplished by taking the 6 credit foundations sequence
– POLI 111 U.S. Government and either POLI 122 Public Policy, or POLI 133 Introduction
to International Relations plus 12 credits in upper level courses. This minor is strongly
recommended as preparation for teaching social studies and civics at the elementary and
secondary levels. Students are encouraged to plan the minor in consultation with an advisor
from the political science department. A Political Science minor also complements a major in
Foreign Language and International Business.
THE NEXT STEP

Baccalaureate Degree program for Graduates of Two Year Colleges
Political Science/Pre-Law
3 US Government and Politics/POLI 111 3 Choice of (1):ComparativeGovt/POLI
3 Public Policy Analysis/POLI 122 220, Far Eastern Govts/POLI 231,
9 Political Science Electives Regional Studies/POLI 322, International
6 Modern Foreign Language Relations/POLI 240, 121 Int Law and
3 Sacred Scripture/LTHE Organization/POLI 341, US Foreign
3 Introduction to Philosophy/LPHI 131 Policy/POLI 343
3 Fine Art Series/LFIN 3 Political Theory I/POLI 360
3 Literature Series/LENG 3 Political Science/POLI 311, 312, 315, 317,
331 or 350
3 Senior Coordinating Seminar/POLI 400
6 Political Science Electives
3 Theology or Phil III Series/LTHE or LPHI
3 Electives
6 Choice of (2):
Social Psychology/SOCI 211,
Intro to Psychology/PSYC 111,
Microeconomics/BCOR 111,
Macroeconomics/BCOR 112,
History of the US to 1865/HIST 221,
History of US to Present/HIST 222
33 34
324
All students graduating from the College of Humanities must have completed six credits
of a Modern Foreign Language.
PRE-LAW – THE CHARLES L. DEANER, ESQ, ‘48,

PRE-LAW PROGRAM
FACULTY: Hon. Stephanie Domitrovich, Peter Agresti, JD.

The Association of American Law Schools recommends that a Pre-Law Program should be
concerned with the development of basic skills and insights fundamental to the later attainment
of legal competence. The quality of education called for should include:
A. comprehension and expression in words;
B. critical understanding of the human institutions and values with which the law deals; and
C. creative power in thinking.
According to the Association: “The development of these fundamental capacities is not the
monopoly of any one subject-matter area, department or division. Rather, their development
is the result of a highly individualized process pursued with high purpose and intensive
intellectual effort by persons with at least a reasonable degree of native intelligence. Perhaps
the most important variable ingredient of a proper climate for this process is the quality of
undergraduate instruction. Certainly, it is not any particular course or combination of courses.
Shortly stated, what the law schools seek in the entering students is not accomplishment in
mere memorization but accomplishment in understanding, the capacity to think for themselves,
and the ability to express their thoughts with clarity and force.”
At Gannon University individuals expressing an interest in Pre-Law are initially placed in a
sequence of courses in their Freshman and Sophomore years which introduce them to many
of the major fields within Gannon. During this period the student, in consultation with the
Director of the Pre-Law Program, is encouraged to select a field of concentration and to plan a
course of studies which seems best suited to his or her individual interests and attitudes and to
the fulfillment of the objectives of the Pre-Law Program.
Students from any major may elect to pursue a Minor in Pre-Law Studies consisting in 18 credit
hours of approved courses selected from Pre-Law and Cognate fields. Students may also choose
to complete a Legal Studies Certificate.
GANNON UNIVERSITY –
DUQUESNE SCHOOL OF LAW 3/3 EARLY ADMISSION
ADVISORY COMMITTEE: Hon. Stephanie Domitrovich, Joseph Martone, Esq.
PRE-LAW 325
Gannon University in collaboration with Duquesne University School of Law offers a

competitive, early admissions program for Pre Law students. This integrated partnership
provides special academic opportunities for qualified students to earn both an undergraduate
degree and a law degree in six years rather than seven. Under the early admissions program,
students may receive a Bachelors Degree from Gannon University after three years of
undergraduate work and the successful completion of the first year of full time study at
Duquesne University School of Law.
The early admissions program is only open to those applicants who enter the program as
freshmen and complete all three years of their undergraduate work at Gannon University.
Admission is highly competitive and the program is limited to a maximum of twenty students
per year.
Students in the early admissions program will choose an undergraduate major inArts and
Humanities, Business, Criminal Justice, English, General Science, History,Accounting, Legal
Studies Paralegal, Political Science, Interdisciplinary Studies and Philosophy, at the time of
their acceptance into the program and will be required to take several courses from the Pre
Law curriculum. Liberal Studies Core as well as all major and College requirements will be
completed at Gannon University except in cases where Duquesne Law School classes may be
applied to such requirements.
The Pre Law Adviser and a Pre Law Advisory Committee including a representative of
Duquesne University Law School and other members of the legal community, will provide
counseling, advisement, opportunities for internships, field trips to Duquesne and generally
help prepare those enrolled in the program with assistance in preparing for law school, the law
school admissions test and eventual entrance into the legal profession.
Students will take the Law School Admissions Test in their third year and will be interviewed
by a selection committee which will include the Dean of Duquesne University Law School or a
designate. Selection criteria will include a minimum cumulative grade point average of 3.5 for
the three years at Gannon University and a minimum LSAT score in the 60th percentile on the
LSAT. Evidence of leadership potential and interest and commitment to the legal profession
and other qualitative factors will be considered in selection decisions.
Duquesne University will admit from five up to ten students who meet the above criteria and
who are recommended by the Selection Committee. At Duquesne’s option, more than ten
students may be admitted.
The early admissions program is specifically designed for Gannon University undergraduate
students with outstanding academic credentials who will distinguish themselves at the
undergraduate level. By participating in this program, students may not only save the expenses
of the additional year of study normally required to complete both undergraduate and law
school degrees but they may also qualify for special scholarship and grant-in-aid opportunities
at both Gannon University and Duquesne Law School.
COURSE DESCRIPTIONS
LEGL 111: Introduction to Law

Introduction to legal institutions and processes; evolution of the American legal system; major
substantive areas of law; legal reasoning and the adversarial process; and, the role of attorneys
and courts in American society. 3 credits
PLAW 357: Legal Analysis and Persuasion
Legal analysis and persuasion will introduce the student to the fundamentals of legal thinking,
including the critical examination of case law, statutory law and other written materials.
Applying this legal analysis, students will learn to persuade a targeted audience in both written
and oral forms. Classroom exercises include briefs, mock appellate arguments and/or mock
trial. 3 credits/Spring, Third or Fourth Year
326
PLAW 380: Career Preparation in Law

This course will introduce students to the skills required to succeed on a legal career path. This
will include an overall foundation of legal skills in thinking critically and clear and concise legal
writing. There will also be a specific focus on the LSAT and legal job opportunities. This focus
will be facilitated through responses to hypotheticals, questions, samples, and study materials.
3 credits
Pre-Law Curriculum
This is not the track for 3+3 students. This is the curriculum for pre-law students who have not
decided on a major in their freshmen and sophomore years.
FRESHMAN
Fall Spring
3 College Comp/LENG 111 3 Crit Analysis & Comp/LENG 112
* 3 Legal Research Wrtg/LEGL 211 * 3 Political Science/POLI 112
* 3 Intro. to Law/LEGL 111* 3 Legal Research Wrtg/LEGL 212
2 First-Year Seminar/LEGL 100 3 Intro. to Philosophy
14 15
SOPHOMORE
3 LS/Science
3 Math
3 Legal Analysis & Persuasian/PLAW 357
6 Modern Foreign Language
3 Cognates
3 Elective
33
** PC Applications exam may be taken. If passed, CIS 150 or 170-172 may be waived.
PRE-LAW MINOR
Beyond the Sophomore year Pre-Law students must select a major field of study. Additional
Pre-Law Cognates are recommended and a Pre-Law Minor may be earned through the
completion of 18 credit hours, including:
3 Intro to Law/LEGL 111
3 Legal Analysis and Persuasion/PLAW 357
3-6 Constitutional Law/POLI 350
Civil Liberties and Civil Rights/POLI 351
Philosophy of Ethical Responsibility/LPHI 237
Legal Research Writing I/LEGL 211
Philosophy & Law/PHIL 290
3-6 Logic/PHIL 210
Advanced Composition/ENGL 211
Business and Professional Communication/ENGL 212
3-6 Criminal Law & Procedure/CRJS 320
Congress & Legislative Process/POLI 315
Career Prep in Law/PLAW 380
Legal Research Writing II/LEGL 212 (Prerequisite LEGL 211)
PSYCHOLOGY 327
Law and Politics

Students pursuing this track will take most of the required courses in the Political Science
major, but will substitute 2 legal courses, Introduction to Law & Society and Legal Analysis &
Persuasion, for 2 upper level Political Science courses.
Students who intend to go on to law school are encouraged to complete the Legal Studies
Certificate. The certificate can be completed within the four year program by using those
courses as the allowable cognates and electives in the student’s major. If the pre law school
student does not want to complete the certificate, they are encouraged to take some of the Legal
Studies courses so that they can learn skills that could enable them to find summer employment
and/or part-time employment in legal settings. Some helpful courses would include Legal
Research & Writing I and II, Public Records Research, Computers in Law, and Trial Prep and
Procedure.
PSYCHOLOGY
LORI D. LINDLEY, Ph.D., Program Director
FACULTY: Associate Professors: Jessica Hartnett, Lori Lindley, Luke Rosielle. Assistant Professors:
Andrew Caswell, Ryan Leonard, John Ranney. Lecturer: Barbara Townsend.
ADJUNCT FACULTY: Danielle Clark, Bruce Kobal.
Mission Statement
The mission of the Psychology Program at Gannon University is to prepare students to thrive in
a diverse and changing world by engaging students in scholarship, research, internships, and a
critical approach to gaining knowledge in the field of psychology.
Vision
The Psychology Program at Gannon University aspires to:
• Empower students to evaluate and generate knowledge
• Engage in cutting edge research
• Promote ethics in research and the application of knowledge
• Improve science literacy
• Create positive change in the community
• Produce graduates who will be leaders in their communities and careers
Aims and Objectives

The Department of Psychology and Counseling offers two separate undergraduate degrees in
Psychology: a Bachelor of Arts and a Bachelor of Science degree.
The Bachelor of Arts in Psychology prepares students for a variety of professional and
liberal arts careers by providing maximal flexibility in vocational planning. Because of the
strong foundation the curriculum provides in research methods, Liberal Studies Core, and
behavioral sciences, the psychology major prepares the student to pursue graduate study in
a variety of fields including Psychology, Social Work, Counseling, Business and Health Care
Administration, Law and others. It also prepares the student for other careers that require a
strong liberal arts background.
The Bachelor of Science in Psychology prepares students for graduate programs in
Neuroscience, Cognitive Psychology, Biopsychology, and other related fields. Students gain
extensive research experience through advanced statistics and research courses. In addition,
students select courses in Mathematics, Statistics, Biology, Chemistry or Computer Science
to augment their psychology courses and increase their competitiveness in their chosen area
of emphasis. Specialized courses sequences are also available for students who combine the
psychology major with the pre-medical or pre-physical therapy curriculum.
328
COURSE DESCRIPTIONS
PSYC 101: First-Year Seminar

personal and spiritual aspects of the student’s life. Each seminar is unique, depending upon
the instructor and/or program in which it is offered. (Freshman are expected to complete the
First-Year Seminar during the first semester at Gannon. If not, the student must complete the
requirement prior to the sophomore year.) 2 credits, Fall
PSYC 111: Introduction to Psychology
An introduction to the principal theories and methods used by psychology to explain human
personality, behavior and adjustment. 3 credits, Fall, Spring
PSYC 211: Psychological Statistics
An introduction to frequency distributions, sampling distributions, t-tests, analysis of variance,
correlation, linear regression, and non-parametric statistics. 3 credits, Fall, Spring
PSYC 212: Psychological Statistics Lab
Application of and practice using the theoretical concepts in statistics introduced in PSYC
211. This lab should be taken in the same semester or the following semester as PSYC 211. It is
required for psychology majors, optional for non- majors.
Pre or Corequisite: PSYC 211 1 credit, Spring
PSYC 214: Careers in Psychology
An overview of the field of psychology, designed to orient students to the psychology major and
how best to tailor it to meet their interests and professional goals. Topics to be covered include
ethics, professional writing, applying to graduate school, career opportunities at the bachelor’s
level, applying the psychology major to other fields, and professional involvement in psychology.
Prerequisite: PSYC 111 3 credits, Spring
PSYC 215: Introduction to Counseling
This course provides an overview of the profession of counseling and related helping
professions. Professional credentialing, effective helper characteristics, and the work of
counselors and related professionals will be reviewed. The multiple roles that counselors play
in a range of settings will be introduced. Theoretical approaches, helping relations skills, and
current professional issues will be addressed. 3 credits, Fall, Even numbered years
PSYC 222: Psychology of Human Development
An investigation of the theories and research findings related to the understanding of complex
behavior as it evolves throughout the lifespan.
Prerequisite: PSYC 111 3 credits, Fall, Spring
PSYC 225: Social Psychology
An examination of the relationship between social settings and cognitive, affective, and
behavioral processes. Includes the study of group dynamics.
PSYC 232: Psychopathology
A general introduction to various models of psychopathology with emphasis on the study of
anxiety disorders, depression, psychotic disorders, and personality disorders.
PSYC 234: Health Psychology
A consideration of the roles played by psychological factors in the maintenance of health and
the development of illness. Emphasizes the importance of the therapeutic relationship which
includes the patient, the patient’s family and the health provider. Includes both a review of
relevant clinical and research findings and practical concepts/skill development.
PSYCHOLOGY 329
PSYC 239: Servant Leadership

This particular leadership seminar examines the role of leader as servant in an international
setting. Students will study theories of leadership, including servant leadership, and apply
what they have learned in Ireland. Students will spend one week working with children or
adults at agencies serving underprivileged neighborhoods in the city of Limerick.
1 credit, Spring
PSYC 240: Horses for Interpersonal Skills
A unique, experiential application of equine-assisted activities to interpersonal skill
development. Incorporates exploration of theories, research and skills related to selfawareness
and emotional intelligence. Includes off-site, hands-on interactions with therapy horses.
The course does not involve riding and no equine experience is necessary. Students will be
responsible for their own transportation to off-site portion of class and a course fee is required.
Prerequisite: PSYC 111 3 credits, Fall, Odd numbered years
PSYC 265: Cross-Cultural Psychology
An examination of the role that cultural differences play in social interaction. Factors such as
race, ethnicity, religion, gender, and language are considered as they impact behavior between
individuals and between groups.
PSYC 275: Psychology of Women
This course concerns psychological approaches to studying women. It examines relevant theory
and research. Topics include identity and self-concept, relationships and power, sexuality,
parenting, work, mental health and women of color.
Prerequisite: PSYC 111, Junior or senior standing. 3 credits, Fall, Odd numbered years
PSYC 292: Industrial/Organizational Psychology
An introduction to the application of psychological principles to the work environment.
Topics include such areas as employee selection, placement, training, employee morale and
motivation, supervisory styles, leadership, and general organizational behavior.
Prerequisite: PSYC 111 3 credits, Spring, Even numbered years
PSYC 300: Psychology of Creativity
This course was originally designed to integrate the practice of creative production with
psychological theory and research dealing with creative behavior. Presently, these facets will be
preserved but the emphasis will shift somewhat to theories and research. Creative production,
however, will still be required. Throughout the semester, the student will complete various
creative exercises and will read essays on the creative process. The exercises will provide an
opportunity to develop creative skills in artistic, musical or literary expression, in theatrical
production or in scientific and technical problem solving. Readings in psychoanalytic,
behavioral, humanistic, and psychophysiological theories of creativity will provide students
with the basis for exploring creativity in themselves and in others.
Prerequisite: PSYC 111 3 credits
PSYC 303: Research Methods w/Lab
An introduction to basic procedures in psychological research. The components of an
experimental study including literature review, hypothesis formation, experimental design,
ethics, statistical analysis, interpretation, and communication of research findings are covered.
Concepts are illustrated by conducting small group experiments in the lab portion of the
course.
Prerequisites: PSYC 211 4 credits, Fall
PSYC 304: Advanced Research Methods
A continuation of PSYC 303, this course involves advanced concepts in psychological research,
as well as the design and implementation of individual research based on the formation of an
original hypothesis. All research is done under the guidance and supervision of the instructor.
Prerequisites: PSYC 211, PSYC 303 3 credits, Spring
330
PSYC 305: Learning and Cognition

A general introduction to the major theories of learning and cognition. A chronological
overview of the gradual change from predominately behavioral models to predominately
cognitive models of learning is examined.
Prerequisite: PSYC 111, PSYC 211 or equivalent course. 3 credits
PSYC 306: Psychology of Communication
An introduction to psycholinguistic theory with emphasis on the pragmatics of human
communication.
Prerequisite: PSYC 111 3 credits
PSYC 307: The Helping Relationship
Emphasis is placed on learning the skills necessary to develop a helping relationship. Students
will practice relationship building skills with each other in class. Video feedback will be used
as well as class discussion to assess student performance. Person-Centered Theory will be
analyzed as a rationale for the helping relationship.
Prerequisite: PSYC 111 3 credits, Fall, Even numbered years
PSYC 308: Psychological Assessment
This course provides an introduction to the process of psychological assessment. A broad
array of techniques is presented including behavioral observation, interviews with varying
degrees of structure as well as psychological tests that have been developed to assess cognition,
personality and interpersonal processes. Neuropsychological instruments will be discussed as
well as techniques used in the assessment of families.
Prerequisite: PSYC 111, PSYC 211, PSYC 232
Junior or senior standing as Psychology major 3 credits, Spring, Odd numbered years
PSYC 309: Group Dynamics
An examination of group dynamics, with an emphasis on interpersonal processes and
therapeutic group elements. A variety of group formats and functions will be covered. The
course includes both theoretical and experiential components.
PSYC 311: Multivariate Statistics
A continuation of PSYC 211 with coverage of such topics as multiple regression, analysis of
covariance, and selected current topics in the field of psychological statistics.
Prerequisites: PSYC 211, PSYC 212 3 credits, Spring, Odd numbered years
PSYC 313: Psychometrics
A survey of psychological testing and evaluation with an examination of basic technical
considerations such as reliability, validity, and standardization. Selected, widely used tests will
be reviewed. Some of the controversies in interpretation and application of standardized test
results will also be discussed.
Prerequisites: PSYC 111, PSYC 211 3 credits, Spring, Even numbered years
PSYC 314: Adulthood and Aging
Special consideration of the major psychological processes of aging as they relate to individual
behavior and adaptation. Includes the influences of aging on the body, learning and memory,
employment and productivity, personality, and psychopathology.
Prerequisite: PSYC 111, PSYC 222
Junior or senior standing 3 credits, Spring, Odd numbered years
PSYC 315: Physiological Psychology
A study of neural mechanisms and their relationship to behavior. A survey of the development
of physiological concepts in psychology.
Prerequisite: PSYC 111, BIOL 104 or higher, Junior or senior standing. 3 credits, Spring
PSYC 316: Human Factors Psychology
Human factors psychology seeks to take psychological knowledge (especially relating to how
people perceive, perform, attend, remember, and think) and apply this knowledge to making
PSYCHOLOGY 331
the world an easier and safer place in which to interact. The goal of this class is to give students
a basic overview of these cognitive processes and then apply them to such topics as the design
of displays, controls, and workspaces, stress and workload, safety and accident prevention, and
human-computer interaction.
Prerequisite: PSYC 111, Junior or senior standing 3 credits
PSYC 317: Evolutionary Psychology
Evolutionary Psychology represents the contemporary study of the genetic roots of human
behavior, the interaction between biology and the environment, and the ways in which
the ancestral environment may have shaped contemporary life. Topics include, but are not
limited to: gender differences, romantic relationships and attraction, parenting, environmental
preferences, food preferences, violence, warfare, and cooperation.
PSYC 318: Sensation and Perception
Sensation and Perception is the study of how people use their sensory systems (vision, touch,
hearing, taste, and smell) to perceive aspects of their environment. This class will present an
overview of the basic sensory processes and how the brain uses this information interpret,
navigate, and interact with the world.
PSYC 319: Physiological Psychology Lab
The laboratory in physiological psychology gives the student hands-on experience conducting
physiological psychology research and communicating the results of this research. The
particular experiments conducted in the laboratory will closely mirror the topics concurrently
discussed in PSYC 315, Physiological Psychology.
Co-requisite: PSYC 315 1 credit, Spring
PSYC 325: Cognitive Psychology
This course will provide an overview of some topics in the area of cognitive psychology. Topics
include the neural basis of cognition, perception, attention, memory, knowledge, and thinking.
Prerequisites: PSYC 111, PSYC 211 3 credits, Fall
PSYC 326: Cognitive Psychology Lab
The laboratory in cognitive psychology will give the student practical experience programming
and running computer-based cognitive psychology experiments. The particular experiments
will closely mirror those concurrently discussed in PSYC 325, Cognitive Psychology.
Co-requisite: PSYC 325 1 credit, Fall
PSYC 340: Positive Psychology
Positive psychology is the scientific study of the strengths that enable individuals and
communities to thrive. This course will provide an introduction to positive psychology.
Students explore the concepts, the research behind the concepts, cognitions, and practices that
enhance well-being.
PSYC 352: History and Systems in Psychology
A detailed consideration of the formal systems of psychology (e.g., Structuralism, Behaviorism,
Humanistic-Existentialism) a review of psychology’s roots in philosophy and physiology and
a survey of the current status of the discipline, with special emphasis on one or more topics of
continuing historical interest.
PSYC 362: Psychotherapy Theories
A survey of the various forms of psychotherapy including the history of the field, methods,
theoretical and applied models of the therapeutic process, as well as practical issues such as
training, gaining credentials, and other professional issues. The experience of becoming and
working as a psychotherapist and coverage of selected specialty areas will also be considered.
Prerequisite: PSYC 111, Junior or senior standing 3 credits, Fall, Even numbered years
332
PSYC 372: Personality Theory

A survey of major theories of personality with emphasis on the Freudian, Neo-analytic,
Cognitive, Behavioral and Existential perspectives.
PSYC 382: Undergraduate Psychology Internship
An opportunity to use the principles of psychology in applied settings under professional
supervision. A program of readings is completed concurrently with the field placement. The
objective is the integration of theoretical knowledge with practice.
Prerequisites: PSYC 111, Credits are by arrangement. 3 or 6 credits
PSYC 390-394: Special Topics in Psychology
Prerequisite: PSYC 111, prerequisites vary with particular course being offered 1-3 credits
PSYC 395: Research Practicum
The design and implementation of special research projects where the Psychology major works
under the personal supervision of a faculty member. This course requires instructor permission.
Prerequisites: PSYC 211, Credits are by arrangement. 1-3 credits
PSYC 396-399: Independent Study
Individual study of a particular topic in Psychology under the supervision of a faculty member.
This course requires instructor permission. Credits by arrangement. 1-3 credits
PSYC 400: Senior Thesis in Psychology
This seminar for senior majors in Psychology deals with recent research in a wide variety of
specialty areas in psychology. The emphasis is on the synthesis of previous research and the
critical analysis of specific research methods and findings.
Prerequisite: Senior standing as Psychology major. 3 credits, Fall, Spring
Psychology Bachelor of Arts Curriculum

FRESHMAN
3 History Without Borders/LHST 111 3 Psy of Human Dev/PSYC 222
3 Human Biology/BIOL 104 3 Public Speaking/SPCH 111
3 Intro to Psychology/PSYC 111 3 Foundations of Theology/LTHE 101
2 First-Year Seminar/PSYC 101 3 Psychopathology/PSYC 232
14 15
SOPHOMORE
3 Introduction to Philosophy/LPHI 131 3 Philosophy II Series/LPHI
3 The Bible: An Intro/LTHE 201 3 Literature Series/LENG
3 Modern Language 3 Social Psyc/PSYC 225
3 Psyc Elective 3 Careers in Psychology/PSYC 214
3 Psyc Statistics/PSYC 211 3 Modern Language
1 Psyc Statistics Lab/PSYC 212
15 16
PSYCHOLOGY 333
JUNIOR
4 Research Methods/PSYC 303 3 Psyc Elective
3 Cognitive Psych/PSYC 325 3 Physiological Psyc/PSYC 315
3 Cross-cultural Psyc/PSYC 265 9 Electives
3 Electives
17 18
SENIOR
3 Senior Seminar/LBST 383 3 Psyc Senior Thesis/PSYC 400
6 Psyc Electives 12 Electives
9 Electives
18 15
Psychology Bachelor of Science Curriculum

Students are required to complete a minor in Mathematics, Statistics, Biology, Chemistry, or
Computer Science; or, to choose at least 15 credits from the list of Cognate courses.
FRESHMAN
3 History Without Borders/LHST 111 3 Psych of Human Dev/PSYC 222
3 Human Biology/BIOL 104 3 Math/MATH 111
3 Intro to Psychology/PSYC 111 3 Foundations of Theology/LTHE 101
2 First-Year Seminar/PSYC 101 3 Psychopathology/PSYC 232
14 15
SOPHOMORE
3 Introduction to Philosophy/LPHI 131 3 Literature Series/LENG
3 The Bible: An Intro/LTHE 201 1 Psych Statistics Lab/PSYC 212
3 Philosophy II Series/LPHI 3 Social Psych/PSYC 225
3 Psych Statistics/PSYC 211 3 Careers in Psychology/PSYC 214
3 Minor or Cognate course
16 15
JUNIOR
4 Research Methods/PSYC 303 6 Minor or Cognate course
4 Cognitive Psych/PSYC 325/326 4 Physiological Psych/PSYC 315/319
3 LPHI 237 or any LTHE 300 course 3 Public Speaking/SPCH 111
3 Minor or Cognate course 3 Adv Research Methods/PSYC 304
3 Research Practicum
18 16
334
SENIOR
3 Senior Seminar/LBST 383 3 Senior Thesis/PSYC 400
3 Fine Art Series/LFIN 3 Multivariate Statistics/PSYC 311 or
6 Minor or Cognate courses Psychometries/PSYC 313
3 Psych elective 3 Psych elective
3 Elective 6 Minor or elective courses
18 15
Cognate Courses
MATH 140 Calculus 1
MATH 141 or higher numbered MATH courses
BIOL 106/107 Introductory Microbiology/LAB
BIOL 115/116 Human Anatomy/Physio I/LAB
BIOL 117/118 Human Anatomy/Physio II/LAB
BIOL 122/123 Molecular and Cellular/LAB
BIOL 124/125 Animal Form and Function/LAB
CHEM 111/112 General Chemistry I/LAB
CHEM 114/115 General Chemistry II/LAB
CHEM 221/222 Organic Chemistry I/LAB
CHEM 224/225 Organic Chemistry II/LAB
CHEM 366/367 Structural Biochemistry/LAB
CIS 180/181 Problem Solving & Comp Prog/LAB
CIS 182/183 Object-Oriented Programming/LAB
CIS 220 Data Structures and Algorithms
CIS 239 The User Experience
CIS 360 Comparative Languages
PHYS 105/106 General Physics I/LAB
PHYS 108/109 General Physics II/LAB
Psychology Pre-Medical Bachelor of Science Curriculum

FRESHMAN
4 General Chemistry I/CHEM 111/112 3 Psych of Human Dev/PSYC 222
4 Molecular & Cellular/BIOL 122/123 3 Math/MATH 112 or 140 (preferred)
3 Intro to Psychology/PSYC 111 4 General Chem II/CHEM 114/115
2 First-Year Seminar 4 Animal Form & Function/BIOL 124/125
16 17
SOPHOMORE
4 Organic Chemistry I/CHEM 221/222 3 Intro to Philosophy/LPHI 131
3 Foundations of Theology/LTHE 101 4 Organic Chem II/CHEM 224/225
3 Psych Statistics/PSYC 211 3 Public Speaking/SPCH 111
3 Psychopathology/PSYC 232 3 Social Psych/PSYC 225
3 History Without Borders/LHST 111 3 Careers in Psychology/PSYC 214
1 Psych Statistics Lab/PSYC 212
16 17
PSYCHOLOGY 335
JUNIOR
4 Research Methods/PSYC 303 3 Health Psychology/PSYC 234
3 Structural Biochemistry/CHEM 366 4 Physiological Psych/PSYC 315/319
4 General Physics I/PHYS 105/106 4 General Physics II/PHYS 108/109
17 17
SENIOR
3 Literature Series/LENG 3 Senior Thesis/PSYC 400
3 Cognitive Psych/PSYC 325 3 Senior Seminar/LBST 383
1 Leadership Seminar 3 Fine Art Series/LFIN
3 LPHI 237 or any LTHE 300 course 6 Psych Electives
3 Psych Elective
13 15
Psychology Pre-Physical Therapy Bachelor of Science Curriculum

FRESHMAN
4 General Chemistry I/CHEM 111/112 3 Psych of Human Dev/PSYC 222
3 Foundations of Theology/LTHE 101 3 Math/MATH 112 or 135
3 Intro to Psychology/PSYC 111 4 General Chem II/CHEM 114/115
2 First-Year Seminar 3 History Without Borders/LHST 111
1 PT Seminar I/PT 110
15 17
SOPHOMORE
4 Molecular & Cellular/BIOL 122/123 3 Literature Series/LENG
3 Introduction to Philosophy/LPHI 131 4 Animal Form & Function/BIOL 124/125
3 Psych Statistics/PSYC 211 3 Public Speaking/SPCH 111
3 Psychopathology/PSYC 232 3 Social Psych/PSYC 225
3 The Bible: An Intro/LTHE 201 3 Careers in Psychology/PSYC 214
1 Psych Statistics Lab/PSYC 212
1 PT Seminar II/PT 210
16 18
JUNIOR
4 Research Methods/PSYC 303 3 Health Psychology/PSYC 234
3 Philosophy II Series/LPHI 3 Physiological Psych/PSYC 315
4 General Physics I/PHYS 105/106 4 General Physics II/PHYS 108/109
4 Human Gross Anatomy/BIOL 365/366 4 Animal Physiology/BIOL 368/369
18 17
336
SENIOR
3 Fine Art Series/LFIN 3 Senior Thesis/PSYC 400
3 Cognitive Psych/PSYC 325 4 Exercise Physiology/SPRT 390/391
1 Leadership Seminar 3 Senior Seminar/LBST 383
3 LPHI 237 or any LTHE 300 course 3 Psych Elective
6 Psych Electives
16 13
PSYCHOLOGY MINOR
Completion of the following courses and electives will satisfy the requirements for a minor in
Psychology:
3 Psychological Statistics/PSYC 211
12 Psychology Electives*
18
* These electives are to be selected in consultation with Minor advisor and chosen to meet student
objectives in taking Psychology as a minor.
THE NEXT STEP

Prerequisite:
Introduction to Psychology/PSYC 111
3 Psyc of Human Development/PSYC 222 3 Cognitive Psyc/PSYC 325
3 Psychopathology/PSYC 232 3 Physiological Psyc/PSYC 315
4 Research Methods/PSYC 303 3 Senior Seminar/LBST 383
4 Psyc Stats & Lab/PSYC 211, 212 12 Psyc Electives
3 Careers in Psychology/PSYC 214 3 Social Psyc/PSYC 225
3 Introduction to Philosophy/LPHI 131 3 Senior Thesis in Psyc/PSYC 400
3 Literature Series/LENG 3 LPHI 237 or any LTHE 300 course
3 Foundations of Theology/LTHE 101 1 Leadership Seminar
3 Fine Art Series/LFIN 1 Elective
6 Modern Language
35 32
All students graduating from the College of Humanities, Business and Education must have
completed six credits of a modern foreign language.
PUBLIC SERVICE AND GLOBAL AFFAIRS 337
PUBLIC SERVICE AND GLOBAL AFFAIRS

School of Public Service and Global Affairs
JEFFREY H. BLOODWORTH, PhD. Program Director
Public Service & Global Affairs (PSGA) is an inter-disciplinary major rooted in the study
of Foreign Languages, History, Legal Studies, and Political Science. The major is intended
to intellectually and vocationally prepare students for careers in public service and global
affairs. In pursuit of this, the major mandates study abroad and internships while providing
experiential education opportunities and embedding career preparation in its curriculum. The
variety of courses and field experiences allow students the flexibility to build a curriculum and
set of classes that jibe with their interests and career goals.
Vision Statement
The Public Service and Global Affairs (PSGA) program seeks to attract talented students
who have a global perspective and are culturally sensitive and internationally competent so
that they can be effective workers and citizens of an increasingly global and diverse society,
economy, and workplace. Our efforts will draw strength from Gannon’s Catholic Identity and
emphasis on liberal learning, and contribute to the enhancement of the intellectual life of the
University.
Mission Statement
The Public Service and Global Affairs (PSGA) program is an inter-disciplinary, undergraduate
program dedicated to high quality education, research, and service enhanced by making
connections across various academic disciplines. Students will be empowered to be highly
skilled professionals committed to public service careers in government, nonprofits,
international organizations or the private sector, supported by high-quality, evidence-based
research. Essentially, we seek to inspire students to become global citizens and responsible
public servants. To that end, PSGA offers its students a diverse curriculum that balances the
arts, sciences and humanities with professional training.
Internship & Study Abroad

While providing a well-balanced curriculum, the major also provides opportunities for
innovative experiential education, study abroad, and career preparation. Every student will
have study abroad experience and an internship.
Internships will be 6-12 credits and will be either domestic or international. Examples of
domestic internships include international development, public service, national security, or
opportunities at the Washington Center. International internships are available in consultation
with the Office of Learning Abroad.
Study Abroad is recommended for sophomores or during the fall semester of the junior year. In
addition to the traditional one-semester study abroad experience at an international university,
the study abroad requirement can be completed with a series of short-term international trips,
or with a substantial international internship.
Examples of different paths students can use to meet the goal of a study abroad experience and
meaningful internships include:
1. Semester of study abroad & semester-length internship (domestic or international)
2. Semester of study abroad & summer internship (domestic or international)
3. Semester-length, domestic internship & series of short-term study abroad experiences
Program Standards
In order to remain in good standing, students must fulfill the following. Failure to meet
academic or professional standards will result in probation or dismissal from the program.
338
1. Professional standards include professional behavior in the classroom, internship, and study
abroad settings and are expected at all times.
2. Students must attain a 3.0 overall GPA to remain in good standing within the program.
GPAs will be calculated at the end of the spring semester. If students do not attain these
minimum standards, they will be placed on PSGA program probation.
3. Failure of a PSGA program course (required courses, language and PSGA seminars) will
automatically result in probation, regardless of GPA. Required courses may be repeated
once. If not successfully passed, the student will not be permitted to continue in the
program and will need to choose a different major.
4. Students with a cumulative GPA below a 3.0 will be given one semester to achieve a
semester GPA of 3.0 or they will be dismissed from the program. If successful, they will then
have one additional semester to achieve an overall GPA of 3.0 or be automatically dismissed
from the PSGA program.
Program Components: Admission Requirements

Admission into the PSGA Program: overall high school GPA of 3.0 or better. The admission
requirement for most programs in CHESS is an overall high school GPA of 2.5. Because of the
higher expectations for writing and research and the required study abroad and internship, a
higher GPA on admission will help to ensure success in the program.
International Students: International students seeking admittance will be evaluated upon their
home country’s metrics and standards. Global Admissions & Outreach staff are able to evaluate
high school grades from other countries so the School will be able to admit international
students on comparable standards.
Transfer Students: current students, attending Gannon or another institution, who wish to
transfer into the PSGA program, must have an overall college GPA of 3.0.
Sample PSGA Program of Study

Because of the individualized nature of this program, the program of study for each student
will differ depending on their own curriculum plan. Therefore, the program of study below
should be used as an example.
First Year
Fall (15 Credits) Spring (15 Credits)
3 LENG111/College Composition 3 LENG112/Critical Analysis
1 PSGA 101/Intro to PSGA and Composition
3 Modern Language I 3 LPHI 131/Introduction to Philosophy
3 LTHE 101/Foundations of Theology 3 LHST111/History Without Borders
3 POLI 111/Intro to US Government 3 SPCH 111/Fundamentals of Speech
2 PSGA 100/First Year Seminar 3 Modern Language II
Second Year
3 LTHE 201/The Bible: An intro 3 HIST 222/America in the World
3 ENGL 212 or ENGL 394 3 Philosophy II Series
3 Modern Language III 3 POLI 133/Intro to International Relations
3 PSGA Core Elective 3 PSGA Core Elective
3 PLAW 260/Intro to Law & Society 3 Modern Language IV
PUBLIC SERVICE AND GLOBAL AFFAIRS 339
Third Year
12 Semester Study Abroad (during which 1 PSGA 300/Leadership Seminar
Fine Arts, English Literature, and two 2 PSGA 301/Research Seminar
general elective courses are completed) 3 PSGA Core Elective
3 General Elective
3 PSYC 211/Statistics
Third Year
Summer (12 Credits)
12 Off-Campus Internship
Fourth Year
Fall (15 credits) Spring (14 credits)
3 PSGA 400/Senior Seminar 3 LBST 383/Integrating Seminar
3 PSGA Core Elective 3 Natural Science
9 General Electives 8 General Electives
COURSE DESCRIPTIONS
PSGA 100: First-Year Seminar

instructor and/or program in which it is offered. 2 credits
PSGA 101: Intro to PSGA
This course is designed to introduce students to the ideas behind, rationale for, and careers in
public service & global affairs. In this course, students will engage in informational interviews
with professionals engaged in public service & global affairs and write a career prospectus.
1 credit
PSGA 300: Leadership Seminar
relevance of leadership skills in the leadership process.
1 credit (offered in the spring of the junior year)
PSGA 301: Research Seminar
The Research Seminar is intended to prepare students to develop, write, and defend their
bachelor’s thesis. This course focuses upon the development of their research topic, locating
relevant secondary literature, delving into the primary research at a major archive, which will
culminate into the production and defense of a research prospectus. Students will present their
prospectus at “Celebrate Gannon.” 2 credits (offered in the spring of the junior year)
PSGA 400: Senior Seminar
Writing Seminar course is geared toward preparing students to write a medium-length, thesis
driven, bachelor’s thesis. The course will focus on the process of composition, with a heavy
emphasis on editing and revision. Students will defend their essays in front of a panel of their
choosing. Thesis writing using the research collected during PSGA 301.
3 credits (offered in the fall of the senior year)
340
SOCIAL WORK
PARRIS J. BAKER, Ph.D., MSSA, Program Director
FACULTY: Associate Professor: Sara Lichtenwalter. Assistant Professor: Parris J. Baker.
Adjunct: Audrey McLaughlin, Charles Murphy.
The practice of professional social work requires not only the intellectual capacity to absorb
a substantial body of knowledge, but also the ability to master skills in interpersonal
relationships, to effect social change through social policy advocacy, and to consume and
produce relevant, evidence-based research. Professional social work promotes personal
commitment to the NASW Code of Ethics and the fundamental principles and tenets of
Catholic Social Thought. Critical to the development of professional social workers at the
baccalaureate level is the acquisition of generalist practice skills, the capacity to work with
various size client systems; to interact with diverse populations who may function in different
social and cultural environments; and to embrace the challenges of securing social and
economic justice.
The mission of the Gannon University Social Work Program is to prepare students as social
work professionals able to competently promote human and community well-being by utilizing
social work knowledge, values and skills. Through a curriculum informed by the Judeo-
Christian concept of social caring and social work professional values, we produce graduates
committed to: service; integrity; social and economic justice; human rights; the dignity and
worth of the person and their relationships; and scientific inquiry; who will become leaders in
local, regional, and global communities.
Gannon University Social Work Program directs special attention toward preparing students to
engage international social work practice and policy, to conceptualize the interrelationship and
interdependence of our global community, to promote human rights as defined by the United
Nations’ Universal Declaration of Human Rights, and to analyze international social welfare
concerns such as poverty, healthcare, and social and economic justice.
The Social Work Program of Gannon University is accredited at the baccalaureate level by the
Council on Social Work Education. Upon graduation, students who have earned a letter grade
of B or better in the social work concentration and are accepted in an accredited master of
social work program can achieve Advanced Standing. Advanced Standing permits students to
complete graduate social work education in 12-18 months.
Vision Statement
To be the recognized leader in social work education; a program that produce students who
passionately pursue the values and ethics of professional social work; who facilitate social
transformation in individuals, families, organizations, and communities; who believe in the
empowerment of social systems, and advocate for social equity and inclusion, economic justice,
and political representation for all.
Mission Statement
The mission of the Gannon University Social Work Program is to prepare students as social
work professionals who competently promote human and community well-being by utilizing
social work knowledge, values and skills. Through a curriculum informed by the Judeo-
Christian concept of social caring and social work professional values, we produce graduates
committed to: service; integrity; social and economic justice; human rights; the dignity and
worth of the person and their relationships; and to scientific inquiry; who will become leaders
in local, regional, and global communities.
Core Values
1. Service
2. Social Justice
SOCIAL WORK 341
3. Dignity and Worth of the Person

4. Importance of Human Relationships
5. Integrity
6. Competence
COURSE DESCRIPTIONS
SCWK 111: Introduction to Social Work

This is the first course in the Social Work program and is required for all other courses in the
Social Work Sequence. It provides the student an opportunity to learn about Social Work and
exposes him/her to the field of Social Work Practice. Students are also required to participate in
field observation in an agency setting for 3 hours per week. 3 credits, fall
SCWK 211: Intro to Gerontology
aging, adult development, work and living environments, and selected problems of the elderly.
This course has a service-learning component. 3 credits, fall
SCWK 212: Social Problems, Services and Issues
This is the foundation course of the Social policy sequence and is required for admission to
the Social Work Program. It is designed to provide students with a basic understanding of the
historical development of social welfare policy in the United States. In addition to its primary
purpose of introducing students to the social policy process, this course provides students with
an opportunity to explore career choices through interactions with local human service delivery
organizations during tours of community agencies. Furthermore, there is a 20 hour volunteer
component to this course. 3 credits
SCWK 213: Medical Terminology
This course introduces social work students and other students to medical terminology and
demonstrates the interaction and interrelationship between and among anatomy, physiology,
and pathology. 1 credit
SCWK 220: Dying, Death and Bereavement
This course explores dying, death and grief, a topic of interest to personnel in the human
service and related professions. Issues discussed are theories of dying, death and bereavement
with aged, and assessments and interventions with clients and their families. Social cultural
differences in attitude and behavior toward death as well as ethical, legal issues, resources and
support services are explored. 3 credits
SCWK 221: Human Behavior and the Social Environment I
This is the introductory course to understanding human behavior from a multidimensional,
biopsychosocial approach. Here we focus on the social environment and apply theoretical
frameworks in order to put human behavior into perspective. In this course students begin
to study the person from a biological perspective, looking at the major systems of the human
body. We also examine psychological and sociological theories and knowledge by looking at
cognition, emotion, the self as well as stress and coping. This course also examines the impact
of culture, spirituality, the physical environment and social institutions in shaping human
behavior. Finally, this course addresses different sized social systems from formal organizations,
communities, groups and the family. Students begin to see how social systems promote or defer
health and well being. 3 credits
SCWK 222: Human Behavior and the Social Environment II
This is the continuation of HBSE I. This course takes a person-in-environment focus across the
life span. For each stage in the Life Cycle biological, psychological, sociological, and spiritual
variables that influence development are identified. This course addresses the impact of various
size systems on human behaviors as well as issues of discrimination and social/ economic
justice. 3 credits
342
SCWK 223: Human Behavior and the Social Environment III

Human Biology. Examination of the major human biological systems with a special emphasis
on understanding the brain and the effects of drugs and alcohol. 3 credits
SCWK 230: Human Diversity
This course studies the impact of discrimination and inequality on specific and generalized
collectivities (groups) in our environment. Particular and specific attention will be given to the
more vulnerable populations of women, gay and lesbians, and minorities of color. The course
will examine the response(s) offered by specific disciplines (i.e., professional social work)
and by the larger society, as they relate to discrimination and inequality. Methods to celebrate
differences are explored. 3 credits
SCWK 315: Bio Medical Aspects of Aging
This course is designed to acquaint students with the biological and medical changes occurring
in the organs of man during the aging process. Course will include a layman’s discussion of the
aging and pathological process of the organs as well as common medical pharmacological, and
surgical treatments of these organ systems. 3 credits
SCWK 316: Counseling Older Adults
This course will identify various areas impacting lives of the “young” old, “middle” old,
and the “old” old. Misconceptions, stereotypes, and biases toward the aging process will be
explored. The course focuses on assessment, counseling interventions, and techniques designed
to enrich the world of the mature adult and their families. 3 credits
SCWK 322: Correctional Counseling and Case Management
An examination of strategies for affecting offender behavior change by correctional counseling
and case management in both institutional and community based settings. Emphasis will be on
functional and contemporary approaches. CRJS elective. Prerequisite: CRJS 201 3 credits
SCWK 328: Drugs of Abuse
The U.S. has the highest rate of drug abuse of any industrialized country in the world. This
course is designed to provide the student with a broad understanding and insight into drug
abuse within American society and it’s impact upon society in general. The primary focus will
be on how the criminal justice system, health care system, and other institutions attempt to deal
with the nations’ drug problem. The course will focus on what has been done in the past by
society about the drug problem, what is and what is not working now, and what needs to be
done in the future. 3 credits
SCWK 330: The Juvenile Justice System
An analysis of the justice system as it relates to the disposition of cases involving the juvenile
offender. Where appropriate, a comparative analysis with the adult process will be emphasized.
3 credits, Spring and Distance Learning (Internet)
SCWK 332: Balance and Restorative Justice
This course introduces the student to the state of the art in juvenile justice. It provides the
student with an understanding and a working knowledge of the key principles in balanced and
restorative justice. Key issues that will be addressed are how to implement and measure these
principles. 3 credits
SCWK 333: Victimology
This course will examine the plight of victims including child maltreatment, domestic violence,
victimization at work and school. It further explores the extent of homicide victimization. In
reviewing the above mentioned topics, guest speakers with expertise in these areas will present
their viewpoints on the extent of victimology. Throughout this course, the BARJ principle will
be the focus in balancing the victim’s role in the criminal justice system. 3 credits
SCWK 336: Mental Health and the Elderly
Factors involved in successful aging and maintenance of healthy personality functioning are
investigated. The most common psychological disorders of the elderly are considered from
etiological, diagnostic, and therapeutic aspects. 3 credits
SOCIAL WORK 343
SCWK 360: Interviewing Skills

This course introduces students to the basic interpersonal helping skills using a problemsolving
model. Students are expected to demonstrate understanding of the relationship of interpersonal
skills to social work practice and to demonstrate initialmastery of the basic helping skills.
3 credits
SCWK 361: Introduction to Generalist Practice
Emphasis is placed on introducing students to a generalist problem-solving practice framework
that is applicable across a wide range of settings, problems and different size systems. 3 credits
SCWK 362: Generalist Practice with Families/Groups
This is a continuation of SCWK 361. It is designed to reinforce, deepen and expand the
student’s knowledge of the generalist problem-solving practice framework with particular
emphasis on recognizing its utility in working with groups and the family size systems.
Prerequisite: SCWK 361 3 credits
SCWK 363: Generalist Practice with Organizations/Communities
Continuing with the generalist problem-solving model, this course focuses on a generalist
approach to practice with community and institutional systems. Students gain knowledge
and skills in working with both organizations and communities through such activities
as community assessments and asset mapping, along with opportunities to demonstrate
leadership by advocating for policies and services in their field placements. Professional social
work interventions for vulnerable populations such as homeless and immigrant populations,
the low-income elderly and disabled, and families residing in marginalized neighborhoods are
considered utilizing organization theory and various frameworks for community analysis. This
course is designed to be taken concurrently with SCWK 490 (Social Work Field Placement I) and
facilitates the integration of field experience with course content.
Prerequisites: SCWK 361 3 credits
SCWK 364: Social Welfare Policy, Programs and Issues
This course analyzes social welfare policy, programs and services. In addition to developing
conceptual understanding, students will begin to develop skills in policy analysis using the
policies of local community agencies as case illustrations. The impact of State, Federal, and
global policies on social welfare are explored.
SCWK 380: Social Work Research Methods
Through participation in a semester long research project, students learn that they are both a
consumer and a producer of empirically based knowledge. This course includes an introduction
to evidence-based practice models and assists students in developing beginning knowledge
and skill in evaluating their practice and conducting evaluative research. The relationship
between epistemological approaches, theory, and scientific are explored in light of ethical
scientific inquiry and research practice informed by the NASWCode of Ethics Standards for
Research. 3 credits
SCWK 390-394: Special Topics in Social Work
Topics of special and/or current interest in all areas of Social Work will be covered. The topics
will vary from year to year, depending on the faculty resources and the needs of the students.
1-3 credits
SCWK 395-399: Independent Study 1-3 credits
SCWK 400: Social Work Senior Integrating Seminar I
This course is intended to help students integrate knowledge along with developing and
refining skills for beginning professional Social Work practice. Students will use specific
episodes of services (live cases) from their field experience in this course.
Concurrent with SCWK 363, SCWK 490 2 credits
344
SCWK 401: Social Work Senior Integrating Seminar II

A continuation of SCWK 400 intended to facilitate the integration of knowledge, along with the
development and refining of skills for beginning Social Work Practice. Taken concurrently with
SCWK 491.
Prerequisite: SCWK 400. 1 credit
SCWK 490 & 491: Social Work Field Placement I and II
In field placement, students are expected to demonstrate in specific and concrete ways that they
are prepared as beginning professional generalist practitioners to work with all size systems
from individual, family, group, organization and community. It is the program’s expectation
that students will not only use the values and ethics that they have acquired through their
liberal arts foundation and the social work curriculum but that they will actively promote
these values and ethics in agency settings. The field component by its very nature of exposing
students to real and complex life situations demonstrates and requires students and field
instructors to seek new social work knowledge in order to find the best solutions to meet the
client systems needs.
Corequisite: SCWK 363, 400 6 credits
SCWK 495: Advanced Interviewing Skills
This course will focus on two very similar approaches to interviewing: solution focused and
motivational interviewing. Both approaches are similar and reinforce each other and both
approaches are aimed at what professionals label difficult clients. The course requires a basic
understanding and skill in using basic interviewing skills. These skills will be quickly reviewed
and then students will learn both solution focused and motivational interviewing.
Social Work Curriculum

FRESHMAN
3 Social Work/SCWK 111 3 Political Science/POLI 111
3 Foundations of Theology/LTHE 101 3 Introduction to Philosophy/LPHI 131
2 First-Year Seminar 3 PC Applications/CIS 170,171,172,173
3 Public Speaking/SPCH 111 3 Social Problems, Services, Issues/
SCWK 212
14 15
SOPHOMORE
3 History Without Borders/LHST 111 3 Psychology/PSYC 111
3 Literature Series/LENG 3 Political Science/POLI 122
3 The Bible: An Intro/LTHE 201 1 Leadership Seminar
3 Hum Beh & Soc Env I/SCWK 221 3 Interviewing Skills/SCWK 360
3 Human Diversity/SCWK 230 3 Hum Behav & Soc Env II/SCWK 222
3 Philosophy II Series/LPHI 3 LPHI 237 or any LTHE 300 course
18 16
SOCIAL WORK 345
JUNIOR
3 Statistics/SOCI 351/PSYC 211/CRJS 360 3 Hum Beh & Soc Env III/SCWK 223
3 Intro to Generalist Practice/SCWK 361 3 Generalist Practice with Families/
3 Organizational Behavior/MGMT 316 or Groups/SCWK 362
Ethical & Social Responsibility/ 3 Social Welfare Policy, Prog & Issues/
MGMT 360 SCWK 364
3 Language 3 Social Work Research Meth/SCWK 380
3 Fine Art Series/LFIN 3 Language
3 Electives
18 15
SENIOR
6 SocialWork Field Placement I/ 6 Social Work Field Placement II/
SCWK 491 SCWK 490
3 Generalist Practice 1 Social Work Senior Integrating
with Comm. & Org./SCWK 363 Seminar II/SCWK 401
5 Electives 9 Elective
2 Social Work Senior Integrating
Sem I/SCWK 400
16 16
THE NEXT STEP

Social Work
3 HBSE I/SCWK 221 3 Interviewing Skills/SCWK 360
3 Human Behavior in the Social 3 Generalist Practice with Organization/
Environment II/SCWK 222 Communities/SCWK 363
3 Intro to Generalist Practice/SCWK 361 6 Social Work Field Placement I/
3 Generalist Practice with families/ SCWK 490
groups/SCWK 362 6 Social Work Field Placement II/
3 Social Welfare Policy, Programs SCWK 491
and Issues/SCWK 364 2 Social Work Senior Integrating
3 Human Diversity/SCWK 230 Seminar I/SCWK 400
3 Statistics for the Social Sciences/ 1 Social Work Senior Integrating
SOCI 351 Seminar II/SCWK 401
1 Libr Rsrch/Info Skills/LIBR 111 3 HBSE III/SCWK 223
3 Intro to Philosophy/LPHI 131 3 Elective
3 Literature Series/LENG 1 Leadership Seminar
3 Fine Art Series/LFIN 3 Social Work Research Methods/
SCWK 380
34 34
** Academic credit is not given for Life Experience.
346
Social Work Minor

A minor in social work is intended to expand the knowledge and skills of individuals who hope
to work in correctional settings, probation, group homes, mental health agencies, and other
human service settings.
3 SCWK 111 Intro to Social Work
3 SCWK 212 Social Problems, Services, and Issues
3 SCWK 230 Human Diversity
3 SCWK 360 Interviewing Skills
3 SCWK 361 Intro to Generalist Practice
3 SCWK 362 Generalist Practice with Families/Groups
18
SOCIOLOGY
DAVID B. BARKER, Ph.D., Program Director
FACULTY: Associate Professor: David B. Barker. Assistant Professor: Richard W. Moodey.
The Sociology Program is primarily a service provider offering courses and academic support
for students, programs, and departments throughout the University. Substantive areas of
inquiry covered by courses offered in the Sociology Program include: culture, human diversity,
minority-majority group relations, social inequality, social theory, deviant behavior, and social
institutions. Instruction in social research methods, applied statistics, and use of statistical
software is also available.
COURSE DESCRIPTIONS
SOCI 110: Basic Sociology

An introduction to sociology, its perspectives, methods, theories, and selected substantive areas.
The substantive areas selected will vary. 3 credits, Fall, Spring
SOCI 111: Introduction to Anthropology
An introduction to the traditional four fields of anthropology: archaeology, linguistics, physical
anthropology, and cultural anthropology. 3 credits
SOCI 120: Individual, Culture, and Society
An introduction to the social scientific study of human diversity, and to the practical
implications of such knowledge. 3 credits, Spring
SOCI 210: Deviant Behavior
An analysis of the processes by which behavior is characterized as deviant or conforming.
Issues treated include labeling, control, stigma, and deviant careers. 3 credits
SOCI 230: Minority Groups
Astudy of the way certain categories of Americans, including but not limited to racial and
ethnic minorities, have come to be objects of stereotyping, prejudice, and discrimination.
Various ways of working to overcome prejudice and discrimination are discussed.
3 credits, Spring
THEOLOGY 347
SOCI 292: Cultural Anthropology

An introduction to anthropological descriptions and explanations of the highly diverse ways of
life created by people living in different times and places. 3 credits
SOCI 293: Physical Anthropology
An introduction to physical anthropology, its history,methods, theories, and selected practical
applications, including forensic anthropology. Topics include: the social history and application
of physical anthropology, race and human variation, primatology, and hominid evolution.
3 credits
SOCI 351: Statistics for the Social Sciences
This course is an introduction to the fundamentals of applied statistics. Students will learn
basic descriptive and inferential methods for univariate, bivariate, and multivariate analyses.
Emphasis is placed on practical applications of statistical methods. Critical evaluation of each
application is an important element of the process. Instruction in the use of statistical software
is provided. 3 credits, Fall, Spring
SOCI 352: Methods of Social Research
Practical guidance in the design of both quantitative and qualitative research. Topics include
theory and research design, conceptualization, measurement, data construction and analysis,
and the ethics of social research.
Prerequisite: SOCI 351 3 credits
SOCI 390-394: Supervised Readings and Special Topics in Sociology 3 credits
SOCI 395-399: Independent Study 1-3 credits
Theology
JAMES MENKHAUS, Ph.D. Chairperson
FACULTY: Professors: Michael E. DeSanctis, Terry Giles, Patrick F. O’Connell, Suzanne
Richard. Assistant Professors: Eric Dart, James Menkhaus, Rev. Casimir Wozniak. Adjunct: Rev.
Jason Glover, Caleb Gundlach, Gary Harbaugh, Robert Nicastro, Rev. Nicholas Rouch, Sister
Charlotte Anne Zalot O.S.B.
Vision
The Theology Department is a community of faculty and students engaged: in the
interpretation and articulation of the Christian faith; in the understanding of religious
experience; and in the search for the truth about God and the human family.
Mission
The faculty of the Theology Department will: successfully introduce students to theological
reflection, Christian morality, and the Bible; enable students to understand their role as ethical
agents of change in the world; and engage in academic research.
Department Outcomes
• Students articulate major concepts within the Judeo-Christian tradition.
• Students apply Catholic moral teaching to contemporary issues.
• Students apply Catholic teaching on ecumenism and/or interreligious dialogue to global
religious traditions.
• Students apply theological method and Christian experience in the process of independent
research.
Curriculum
The Theology Department supports the mission of Gannon University and its commitment
to the Catholic Intellectual Tradition. As a defining aspect of the intellectual life and student
348
experience at Gannon, the theology department affords students with a learning experience
that is directed towards the scientific and systematic investigation of the Catholic Intellectual
Tradition.
As an essential part of the Gannon student experience, the Theology Department provides
courses that are an integral part of the Liberal Studies Core. Each student first takes LTHE 101
Foundations of Theology and Christian Morality. In this course, students are exposed to the
Catholic Intellectual Tradition and the basic foundations of Christian moral living. The second
Theology course in the Liberal Studies Core sequence is LTHE 201 The Bible: An Introduction.
In this course, students will explore the Jude-Christian Bible using methods of Biblical
interpretation. Finally, Gannon students complete their Liberal Studies Core requirements by
taking either a Theology or Philosophy course. Students are accorded the choice between any
of the Theology Department’s LTHE 300 level offerings or LPHI 237 Philosophy of Ethical
Responsibility.
The Theology Department also offers both a major and a minor in Theology. The Theology
major, which consists of 36 credits, provides students with a thorough understanding of
Catholic Theology. The Theology major concludes with a capstone course THEO 400 Senior
Project where students demonstrate competency in the field, the ability to do independent
research and engage in experiential-learning. The Theology minor consists of 18 credit hours
of theology. The theology minor is intended to supplement a student’s major area of study and
prepare students for ministry roles such as leadership in parish life, religious education, or
personal enrichment.
COURSE DESCRIPTIONS
LTHE 101: Foundations of Theology and Christian Morality

Rooted in the richness of the Catholic Intellectual Tradition, this course explores the religious
experiences of the human person and their relationship to Christian moral living. This course is
a prerequisite for LTHE 201.
LTHE 201: The Bible: An Introduction
Students will explore the structure, theological themes, literary forms, and historical context of
the Judeo-Christian Bible using methods of Biblical interpretation. This course is a prerequisite
for all 300 level Theology courses.
LTHE 301: Faith, Revelation and Theology
An investigation of the nature and methods of the science of Theology, with a study of the
phenomenon of faith, of Revelation, and of Biblical and Magisterial hermeneutics.
Prerequisite: LTHE 101, LTHE 201
LTHE 311: Theology of Jesus Christ
A consideration of the question, “Who is Jesus of Nazareth?”, and a study of the answers to
that question presented by the Scriptures, ecclesiastical tradition and classic and contemporary
theology.
LTHE 321: Theology of Church
A study of the origins, nature, structure and role of the Church, with special emphasis on the
theological insights of Vatican II.
LTHE 323: Vatican II and the Catholic Tradition
A study of the historical, social, and theological dimensions of Vatican II and the ongoing
process of Vatican II’s reception in the life of the Roman Catholic Church, the ecumenical
community, and the world.
THEOLOGY 349
LTHE 325: Women and the Pilgrim Church

A study of women’s contribution in scripture, Theology, and the Church from the Church’s
origins to the contemporary times.
LTHE 327: American Catholicism
Most American Catholics and practically all Americans of other denominations have very
little knowledge of the growth and development of the Catholic community in the United
States and the role American culture played in that development. Thus, this course seeks to
impart to students a good overview of the history of the American Catholic community from
colonial times to the present day. We will then interpret some of the key events, movements
and developments of that history, which continues to shape the distinctive ethos of American
Catholicism. Hence, this course will be an exercise in historical theology, or more precisely,
historical ecclesiology. Students will be able to fully capture the meaning and richness of the
American Catholic experience.
LTHE 331: Theology of Christian Worship
This course will introduce students to the theological foundations, historical evolution and
practice of Christian worship over the course of the last twenty centuries. Though guided by
Catholic insights into the nature and purpose of worship among followers of Jesus Christ, the
course will be broadly ecumenical in its treatment of the variety of ways in which Christian
communities have worshiped in the past and currently devote special times and places to the
art of worshiping their God. The whole range of ways in which Christians have prayed in
common—from the earliest, residential experiments, to the lavish liturgies housed in Europe’s
great cathedrals, to the so-called “megachurch spectacles” of today—will be examined.
A unique aspect of the course is the manner in which it will challenge groups of students
to devise entirely new modes of worship of their own suited to needs and aspirations of
millennials.
LTHE 333: Theology of Marriage
This course is a study of the Judeo-Christian understanding of marriage in its various aspects:
biblical, theological, psychological, and canonical. It will concentrate on the following topics:
defining marriage, God and marriage, marriage preparation, and issues surrounding marriage
today.
LTHE 341: The Life and Thought of John Henry Newman
This course will introduce students to the life and thought of one of the most significant Church
figures of modern times. Blessed John Henry Newman was a towering figure in the 19th
century and his influence continues to be felt today. Newman offers us an inspirational model
of a life devoted to holiness; a mind alive to religious Truths and the spiritual/invisible world; a
religious mind capable of vivid expression and powerful written arguments; and the dedication
and courage to align one’s life with the Truths that one confesses and the inner voice of one’s
conscience. Newman’s example of persistent faith stands as a rebuke against contemporary
fads of cultural and moral relativism. His defense of a true liberal education continues to serve
as a warning against the negative effects of exclusive secularism, utilitarianism, and hyper-
specialization.
LTHE 351: Catholic Moral Theology
A study of the themes, concepts and teachings that embody the Catholic moral tradition.
Students will identify and examine the Catholic Church’s teachings on morality, derived from
Scripture, Tradition, the teaching authority of the Church and Christian experience. Students
will also apply and evaluate these aspects of Revelation as they pertain to contemporary issues
in the globalized world.
350
LTHE 358: God and Radical Evil

An examination of the historical and theological development of the idea of God’s relationship
to evil. The analysis will include readings from Sacred Scripture, the early Christian Church and
contemporary theologians, as well as traditional and modern atheists. Students will create their
own theodicy (i.e. explanation on why evil exists in light of belief in a loving God) using the
material from the course and their own experiences.
LTHE 359: Good and Evil: Reconciling the Holocaust
An examination of the reality of the holocaust from multiple historical and spiritual
perspectives that will challenge students to integrate this knowledge with theological inquiry
concerning the existence of God. In May, faculty and students will travel to Poland and Prague
(the Czech Republic) to visit the Auschwitz and Treblinka death camps as well as Jewish and
Polish cultural sites.
LTHE 361: Hebrew Bible 1: Torah
The Hebrew Bible is divided into three great sections: Torah, Prophets (Nevi’im), and Writings
(Kethuvim). This course is an examination of the first section of the Hebrew Bible. Known
in most English translations as the Pentateuch, the Torah is composed of: Genesis, Exodus,
Leviticus, Numbers and Deuteronomy. In this course, we consider the formation of the
literature, major literary forms and themes contained in the Torah.
LTHE 362: Hebrew Bible 2: Prophets
This course is an introduction to the second of three bodies of literature within the Hebrew
Bible: the Prophets. This collection of literature has had a tremendous influence and continues
to inspire and speak with relevance now no less than when the scrolls were first composed.
During this course, we will exam the background and composition of this collection of
literature as well as the major themes contained in the documents. The course is divided
into two sections: the Former Prophets and the Later Prophets. As we examine the literature,
appropriate scholarly methodologies will be introduced and applied. The literature of the
Prophets is thousands of years old, yet, the themes contained in the documents are relevant
even today. Discussion will be encouraged as together we struggle with the far reaching
implications of these voices from the past.
LTHE 363: Hebrew Bible 3: Writings
This course is an introduction to the literature of the third part of the Hebrew Bible: the
Ketuvim. This part of the Hebrew Bible contains books that some will find familiar (Psalms) as
well as books that, to many, seem strange and distant (Qohelet – Ecclesiastes). This course will
examine the composition and history of the books in this, the last, part of the Hebrew Bible. The
themes of the books and the contribution the books make to the overall collection of Hebrew
sacred text will be investigated.
LTHE 365: The Synoptic Gospels
A course in biblical theology that studies the Synoptic Gospels and the Acts of the Apostles
so as to understand both the figure of Jesus, including his life, teaching, work, passion, death,
resurrection, and ascension, and the development of the Christian community of faith.
LTHE 367: The Theology of John and Paul
A course in biblical theology that studies theological themes such as justification, eternal life,
grace, covenant, faith and love, contained in the Letters of Paul, the Letter to the Hebrews, the
Catholic Letters, the Gospel of John and the Book of Revelation. As a synthesis of the results
of biblical exegesis, the overview of the New Testament writings draws out foundations for
THEOLOGY 351
Trinitarian theology, Christology, Soteriology, Ecclesiology, Sacramental Theology, Christian

Anthropology and Eschatology.
LTHE 371: The Catholic Tradition
A study of some of the basic beliefs concerning Jesus Christ, the Church, worship and
sacrament.
LTHE 372: Jesuits: Saints or Scoundrels
An examination of the historical development and spirituality of the Society of Jesus (Jesuits)
from St. Ignatius of Loyola to Pope Francis. The analysis will include a close reading of the
Autobiography and Spiritual Exercises of the founder St. Ignatius, the contributions of former
Superior General Fr. Pedro Arrupe, and the distinctively Ignatian pontificate of Pope Francis.
LTHE 373: Protestant Tradition
The Protestant Tradition course is an examination of contemporary Protestant expressions
and the interface of religion, politics, and social movements. The course provides a context
by investigating the nature of Protestantism beginning with its origins in the Reformation of
the 16th century. The defining characteristics of the movement are examined, as are the ways
in which these characteristics influenced subsequent church formation both in Europe and
in North America. An overview of the different traditions within the Protestant movement
provides the basis for the examination of several expressions of Protestantism within the
Erie area.
LTHE 381: Christianity and World Religions: Western Tradition
This course will consider the teachings of the monotheistic world religions (Christianity,
Judaism, Zoroastrianism, Islam) in the context of Christian belief, emphasizing both the
openness of a post-conciliar Catholicism to insights from other faiths, points of similarity in
beliefs and in practice between Christianity and other religions, and the distinctiveness of other
religious traditions.
LTHE 383: Christianity and World Religions: Eastern Tradition
This course will consider the teachings of the South and East Asian world religions, as well as
primal (pre-literate) religions, in the context of Christian belief, emphasizing both the openness
of a post-conciliar Catholicism to insights from other faiths, points of similarity in beliefs and
in practice between Christianity, and other religions, and the distinctiveness of other religious
traditions.
THEO 400: Senior Research Project
A research project that serves as the culmination of a student’s study of theology and applies to
his/her own vocational interests. Students will be challenged to apply theological method and
Christian experience in the process of independent research.
THEO 455: Catholic Social Teaching Immersion
A study of Catholic Social Teaching derived from Sacred Scripture, the Catholic Tradition, and
contemporary teachings. Students will apply this knowledge by encountering the poor and
marginalized in a specific context. Through the experience, students will learn why Catholic
social teaching is an important part of the Church’s history and future. Specific course content
will vary based on the immersion destination.
352
Freshman
3 College Composition/LENG 111 3 Modern Language
3 Modern Language 3 Introduction to Philosophy/LPHI 131
3 Foundations of Theo/ 3 The Bible: An Introduction/LTHE 201
Morality/LTHE 101 3 Science
3 Psychology/PSYC 111
17 15
Sophomore
3 Fundamental Theology/ LTHE 30_ 3 Upper Level Literature/ENGL
3 Christology Series/LTHE 31_ 3 Philosophy II Series/LPHI
3 Speech/SPCH 111 3 Mathematics
3 Fine Art Series/LFIN 3 Sacraments/Worship Series/LTHE 33_
15 15
Junior
3 LPHI 237 or any LTHE 300 level course 3 History of Theology/ LTHE 37_
1 Leadership Seminar Tradition Series/LTHE 37_
3 Moral Theology Series/LTHE 35_ 3 Theology Elective
3 Bible Series/LTHE 35_ 3 Elective
16 3 Elective
18
Senior
3 Integrating Seminar/LBST 383 3 Senior Project/THEO 400
3 Comparative Theology Series/ 3 Theology Elective
LTHE 38_ 3 Elective
15 17
Total Credits: 128
Theology Minor
The minor consists of 18 credits and can usually fit easily with the student’s major.
Required
3 LTHE 101 Foundations of Theology and Christian Morality
3 LTHE 201 The Bible: An Introduction
12 12 Credits of Theology at the 300 or 400 level
WOMEN’S STUDIES 353
WOMEN’S STUDIES MINOR

CAROLYN BAUGH, Ph.D., Program Director
The minor in Women’s Studies is an interdisciplinary field of inquiry that encourages students
to understand and articulate how gender makes a difference – in the lives and experiences of
women, as well as men; in the practices and institutions of human societies; and in the cultural
products of societies, such as art and literature. Emphasizing the importance of historical and
cross-cultural perspectives, students in the minor will critically examine the intersections of
gender, class, race, ethnicity, sexual orientation, age, and ability to make visible structures of
power that otherwise remain hidden.
Curriculum Outline
A minor in Women’s Studies will consist of 18 credits.
Required: (6 credits)
3 Introduction to Women’s Studies/WMST 201
3 Gender and Rationality/LBST 383
Electives: (12 credits)

3 Women and Crime/CRJS 340
3 American Military History: Women and War/HIST 282
3 Women in Middle Eastern History/HIST 390
3 Women Writers/LENG 249
3 Women in Photography/LFIN 252
3 Women and Philosophy/LPHI 235
3 Psychology of Women/PSYC 275
3 Physical Activity and Women/SPRT 326
3 Women and the Pilgrim Church/THEO 346
3 Special Topics in Women’s Studies/WMST 390-391
COURSE DESCRIPTIONS
WMST 201: Introduction to Women’s Studies

An interdisciplinary course that explores the diversity of women’s lives through essays,
readings, and the study of scholarly theories and research. The course will examine a wide
range of social issues and the status of women in an historical context and in contemporary
society.
Prerequisite: Open to sophomore, junior or senior students or instructor’s permission.
3 credits, Fall
WMST 390: Special Topics in Women’s Studies
Courses may include: Gender and Identity in Literature; and Women in Science. 3 credits
354
Morosky College of Health

Professions and Sciences
SARAH EWING, Ph.D., Dean
The Morosky College of Health Professions and Sciences is composed of the School of Health
Professions and the School of Sciences. The curriculum offered by each program within the
college is designed to prepare students upon graduation to meet professional responsibilities
in their field of learning or to pursue graduate studies. Students are engaged in active
learning. They learn by working with the faculty — in the classroom, in research endeavors,
in professional practice settings, in industry, and in the community. All of the programs
within the college build upon the Mission of Gannon University and provide the foundation
for life-long learning.
BIOCHEMISTRY
LISA NOGAJ, Ph.D., Chairperson
Aims and Objectives

Biochemistry is the study of the chemical composition and reactions within living systems.
The Bachelor of Science in Biochemistry major is designed for students who enjoy the study
of chemistry, but prefer to focus study on the biological chemistry facet. The students within
the biochemistry major will take specific courses directing their study to the interface of
biology and chemistry. The biochemistry major will have a strong fundamental background
in chemistry with an emphasis on specific biology course work, plus a foundation in physics
and mathematics. Successful graduates may enter full time employment, graduate research
programs in chemistry/biochemistry or professional schools, such as medical, pharmacy
and dentistry.
Biochemistry Curriculum
(Numerals in front of the courses indicate credits)
FRESHMAN
Fall Spring
3 College Composition/LENG 111 3 Critical Analysis & Composition/
4 General Chemistry I and Lab/ LENG 112
CHEM 111 & 112 4 General Chemistry II and Lab/
3 Calculus I/MATH 140 CHEM 114 & 115
4 Mol. & Cell. Biology and Lab/ 3 Foundations of Theology/LTHE 101
BIOL 122 & BIOL 123 3 Calculus II/MATH 141
2 First Year Seminar 4 Animal Form and Function and Lab/
BIOL 124 & 125
16 17
BIOLOGY 355
SOPHOMORE
Fall Spring
4 Organic Chemistry I and Lab/ 4 Organic Chemistry II and Lab/
CHEM 221 & 222 CHEM 224 & 225
4 Fundamentals of Physics 1 & Lab/ 4 Fundamentals of Physics 2& Lab/
PHYS 210 & 211 PHYS 212 & 213
3 History without Borders/LHST 111 3 Literature Series/LENG
3 Introduction to Philosophy/LPHI 131 4 Genetics and Lab/BIOL 265–266
3 SPCH 111 or SPCH 113
17 15
JUNIOR
Fall Spring
4 Organic Chemistry III & Lab/ 1 Leadership Seminar
CHEM 323 & 324 5 Intro to Modern Anal Chemistry
4 Physical Chemistry I & Lab/ & Lab/CHEM 336 & 337
CHEM 331 & 332 1 Chemical Literature/CHEM 356
4 Structural Biochemistry and Lab/ 3 LPHI 237 or any LTHE 300 course
CHEM 366 & 367 4 Cellular Biochemistry and Lab/
3 The Bible: An Intro/LTHE 201 BIOL 373 & 374
3 Philosophy II Series/LPHI 3 Applied Statistics/MATH 213
18 17
SENIOR
Fall Spring
3 Fine Arts/LFIN 3 Senior capstone/LBST 383
1 Undergraduate Research 1 General Electives
3 Inorganic Chemistry/CHEM 361 1 Undergrad Research BIO or CHEM
4 Cell Biology and Lab/BIOL 375 & 376 4 Chemistry or Biology Electives*
2 Computational Chemistry/CHEM 414 3 Social Science
3 Biochemical Pathways/CHEM 368
16 12
* Must be CHEM courses from levels 200, 300 and 400, or BIOL 126 & 127, BIOL 331 & 332,
or BIOL 358 & 359.
BIOLOGY DEPARTMENT
BIOLOGY
HE LIU, Ph.D., Chairperson; GREGORY M. ANDRASO, Associate Director
FACULTY: Professors: Gregory M. Andraso, Michael Ganger, Elisa M. Konieczko, Edward (Ted)
Phillips, Robert S. Rawding, Steven J. Ropski, Mary C. Vagula. Associate Professors: Sarah J.
Ewing, He Liu. Assistant Professors: Quyen Aoh, Prasad Dalvi, Christopher Dempsey, Narveen
Jandu. Instructors: Renee Foradori, Michelle Kuns, Melanie Gustafson-Ropski.
Aims and Objectives

The Biology Department is an academic community of faculty members and students engaged
in the responsible pursuit and communication of biological knowledge. We provide students
with a diverse curriculum to explore and study life in the classroom, laboratory, and field. We
offer students a wide range of opportunities to acquire the knowledge and skills necessary
to become competitive and excel in their chosen fields. Faculty members within the Biology
Department work one-on-one with their advisees to guide their academic progress and
advancement toward their individual career goals.
356
Students can major in Biology, Freshwater and Marine Biology, or Biology-Secondary

Education. Students have the option to minor in Biology.
Biologists study living organisms and their life processes. They are concerned with the origin,
function, and preservation of life, from the smallest cell to the largest ecosystem. Students with
a degree in Biology can continue their education to pursue careers in research or medicine, or
students can gain employment in industry, non-profit organizations, or government agencies
with their knowledge of the biological sciences. Students with a degree in Freshwater and
Marine Biology can continue their education or gain employment in fields dedicated to
understanding, monitoring, and restoring water resources and the organisms that inhabit them.
Students who complete their degree in Biology-Secondary Education can pursue a career
teaching biology in secondary schools.
COURSE DESCRIPTIONS
Courses numbered BIOL 101 – BIOL 118, BIOL 140, and BIOL 191 may not be used to fulfill
the requirements for a Biology major.
BIOL 100: First-Year Seminar: Scientific Reasoning and Biology

The First-Year Seminar serves the new student as an introduction to Gannon University
through a unique and challenging learning experience. While each section of the First-Year
Seminar course focuses on different content, each has as its intentions: the forging of the
relationship between the new student and the Gannon community, the development of the
integration of the academic, social, personal, and spiritual aspects of each student’s life, and the
animation of the tenets of Catholic social teaching in daily life and work.
In addition to the general goals inherent in each First Year seminar, BIOL 100 provides the
student with the opportunity to examine the process of scientific reasoning and analysis, to
review career options in the field of biology, to consider how one can merge the philosophies of
science and the humanities, and how one can reconcile the empirical disciplines of the sciences
with the spiritual aspects of faith based learning. 2 credits, Fall
BIOL 101: General Biology
This course is for the nonbiology major dealing with general biological principles and
brief surveys of the plant and animal world including some laboratory exercises and
demonstrations. 3 credits, Fall
BIOL 103: Environmental Issues
This course is a study of our environment and some of the interactions between humans and
their surroundings. The course analyzes through an interdisciplinary approach how humans
and their social institutions interact with physical and biological systems of the environment.
The course surveys the most urgent environmental health problems facing humanity today.
3 credits, Fall, Spring
BIOL 104: Human Biology
This course is designed to introduce students to some of the many complex, yet fascinating,
processes of the human body. The course begins with a review of basic principles of chemistry.
This introduction is followed by a limited discussion of cellular structure and metabolism.
Subsequently, the basic structure and functions of selected organ systems are discussed.
The course introduces students to some of the newer advances in medical and research
technologies that are impacting our society, e.g. cloning, recombinant DNA technology, genetic
engineering, stem cell research, and gene therapy. Students will also learn about the influences
of globalization on human health. 3 credits, Fall, Spring
BIOL 105: Human Biology Lab
Lab exercises complement topics in BIOL 104.
Concurrent with BIOL 104. 1 credit, Fall, Spring
BIOLOGY 357
BIOL 106: Introductory Microbiology

This course covers basic morphological and behavioral characteristics of microorganisms
(bacteria, fungi, prions, viruses, and protozoa) predominately associated with humans. Topics
expand over microbial affiliations with different diseases, epidemiology, pathology and control.
Additionally, an introduction to applied microbiology will be discussed.
Concurrent with BIOL 107. 3 credits, Fall, Spring
BIOL 107: Introductory Microbiology Lab
This course consists of labs which complement topics taught in BIOL 106.
BIOL 108: Essentials of Anatomy and Physiology I
This course is a survey of anatomy and physiology of the human body. The first semester
covers basic principles of biochemistry, metabolism, information processing, the cell, and the
tissues. This leads to consideration of these body systems: integumentary, skeletal, muscular,
nervous and endocrine.
Concurrent with BIOL 109. 3 credits, Fall
BIOL 109: Essentials of Anatomy and Physiology I Lab
Concurrent with BIOL 108. 1 credit, Fall
BIOL 110: Essentials of Anatomy and Physiology II
This is a continuation of BIOL 108 and covers structure and function of the cardiovascular,
respiratory, immune, digestive, and excretory systems. It concludes with a unit on reproduction
and development.
Concurrent with BIOL 111.
Prerequisite: (BIOL 108, BIOL 109) or (BIOL 115, BIOL 116). 3 credits, Spring
BIOL 111: Essentials of Anatomy and Physiology II Lab
Prerequisite: (BIOL 108, BIOL 109) or (BIOL 115, BIOL 116). 1 credit, Spring
BIOL 115: Human Anatomy and Physiology I
This is the first course in a two-semester sequence examining the integrated structure and
function of the human body. After introducing the student to anatomical nomenclature,
chemical and physiological principles, the course follows a systems approach to the
understanding of cell chemistry, cells and tissues, and the integumentary, musculoskeletal, and
nervous systems.
BIOL 116: Human Anatomy and Physiology I Lab
This course includes laboratory exercises to compliment topics taught in BIOL 115.
BIOL 117: Human Anatomy and Physiology II
This second course in a two-semester sequence completes the integrated study of the structure
and function of the human body. It explores the endocrine, circulatory, lymphatic, respiratory,
digestive, urinary and reproductive systems. Emphasis is placed on the interrelationships of
these systems with the integrative and control functions of the nervous and endocrine systems.
Prerequisite: BIOL 115, BIOL 116. 3 credits, Fall, Spring
BIOL 118: Human Anatomy and Physiology II Lab
This course includes laboratory exercises to compliment topics taught in BIOL 117.
Prerequisite: BIOL 115, BIOL 116. 1 credit, Fall, Spring
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BIOL 122: Molecular and Cellular Biology

This course is designed to introduce the student to certain aspects of cell structure and function,
genetics, and molecular biology. This course, together with BIOL 124 and 126, provides the
student with a firm foundation upon which the specialized courses can be built.
BIOL 123: Molecular and Cellular Biology Lab
This course provides the student with laboratory experiences in which topics covered in BIOL
122 lecture are studied in an experimental fashion.
BIOL 124: Animal Form and Function
This course begins with a survey of several animal phyla (e.g. Porifera, Cnidaria,
Platyhelminthes, Annelida, Arthropoda, Echinodermata, Chordata). A functional approach is
then taken to understand the major organ systems in animals, emphasizing the vertebrates.
Prerequisite: BIOL 122-123. 3 credits, Fall, Spring
BIOL 125: Animal Form and Function Lab
This course complements BIOL 124 lectures by giving the student a chance to experimentally
investigate the anatomy and functions of some organ systems in animals.
Prerequisite: BIOL 122-123. 1 credit, Fall, Spring
BIOL 126: Ecosystem Biology and Evolution
This course introduces principles pertaining to the evolution, ecology and behavior of diverse
life forms, including the classification and characterization of all life kingdoms, with special
emphasis on plants.
Prerequisite: BIOL 122-125. 3 credits, Fall, Spring
BIOL 127: Ecosystem Biology and Evolution Lab
This course compliments the topics of BIOL 126 through experimentation.
Prerequisites: BIOL 122-125. 1 credit, Fall, Spring
BIOL 140: Introduction to Aquatic Science
This course explores the major ecological theories and principles dominating the fields of
stream ecology, limnology, and marine biology. Topics include the abiotic properties and
processes that affect organismal distribution and abundance across aquatic ecosystems,
adaptations of aquatic organisms in response to abiotic and biotic evolutionary pressures in
these ecosystems, and the ecological roles that organisms have in aquatic ecosystems. The
importance of aquatic ecosystems and their associated taxa to humans, and how human
activities can alter the properties and functions of these important ecosystems are also
discussed.
Prerequisite: ENV 120. 3 credits, Spring
BIOL 191: Special Topics
Instructor permission required. 1-3 credits
Note about Prerequisites: Courses numbered 200 or above have a prerequisite of at least
8 credits of biology. Additional prerequisites are indicated.
BIOL 220: Botany

This course is a general survey of the plant kingdom. It examines the anatomy, physiology,
reproduction, cytology, and taxonomy of the plants with a special emphasis on the flowering
plants. Topics include germination, development, mineral nutrition, water relations, plant
hormones, and environmental physiology.
Prerequisites: BIOL 122-127. 3 credits, Fall
BIOLOGY 359
BIOL 221: Botany Laboratory

This laboratory emphasizes plant identification and classification. The laboratories have an
outdoor component.
Prerequisites: BIOL 122-127. 1 credit, Fall
BIOL 223: Invertebrate Zoology
This course explores the taxonomic, morphological, and physiological diversity of invertebrate
animals. It also emphasizes the ecological roles of invertebrates.
Prerequisites: BIOL 122-127. 3 credits, Spring
BIOL 224: Invertebrate Zoology Lab
This course emphasizes the classification and morphology of invertebrate animals.
Prerequisites: BIOL 122-127. 1 credit, Spring
BIOL 232: Human Genetics
This course is intended to provide a broad exposure to introductory genetics, the study
of inherited variation, and emphasizes human heredity and development. The course
encompasses the fundamental principles of molecular, transmission, and population genetics.
Basic cytogenetics topics and clinical aspects of selected heritable diseases are also discussed.
Prerequisites: Physician Assistant (PA)Major, BIOL 122-125. 3 credits, Spring
BIOL 265: Genetics
This introductory course deals with the principles of variation in prokaryotes and eukaryotes,
with special reference to humans. Students will be introduced to Mendelian genetics,
cytogenetics, molecular genetics, genomics, and some introductory aspects of biotechnology.
Co-requisite: BIOL 266
Prerequisites: BIOL 122-125, CHEM 111, CHEM 114 3 credits, Fall, Spring
BIOL 266: Genetics Lab
This is an introductory laboratory course in genetics that surveys topics and procedures in
classical and modern genetics. This course covers the use of model organisms, DNA technology
and bioinformatics to study transmission and molecular genetics. Its main goal is to reinforce
and apply the concepts presented in the lecture. In addition, students practice scientific writing.
Co-requisite: BIOL 265
Prerequisites: BIOL 122-125, CHEM 111, CHEM 114 1 credit, Fall, Spring
BIOL 290: Research Methods in Biology
This course is designed to introduce students to fundamental research methods in biology.
Students learn the principles of laboratory techniques used in the fields of molecular biology,
cell biology and biochemistry. In addition, students learn common research methods in
bioinformatics and biostatistics using software tools. Topics in experimental design, scientific
data presentation, the peer-review process, and research ethics are also be discussed.
Prerequisite: BIOL 122-125. 3 credits, Spring
BIOL 292: Comparative Vertebrate Anatomy
This course is a study of vertebrate structure, its functional significance, and the range of
variation in structure and function in different species from an evolutionary viewpoint.
BIOL 293: Comparative Vertebrate Anatomy Lab
This laboratory course complements and strengthens concepts covered in BIOL 292 through
dissections of representative vertebrates.
BIOL 298: Principles of Ecology
This course is a study of plants and animals in relationship to their environment. Basic
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ecological principles such as structure and function of the ecosystem as illustrated by energy
flow, nutrient cycling, environmental influences, and producer-consumer-decomposer
relationships are discussed. Selected topics on population ecology, human ecology, and special
topics or current environmental problems and worldwide issues are also introduced.
BIOL 299: Ecology Lab
The Ecology laboratory is designed to demonstrate basic ecological concepts discussed in
lecture.
BIOL 302: Animal Behavior
This course is a study of the mechanisms and evolution of behavior in a variety of animal taxa.
The course examines interactions among the environment, genetics, the endocrine system, and
the nervous system in the development of behavior. It also addresses the current adaptive value
of various behaviors and considers how natural selection may have altered behaviors in the
past.
BIOL 307: Vertebrate Embryology
This course compares the early embryonic development of amphibian, avian, and mammalian
embryos and places special emphasis on human organogenesis.
BIOL 308: Vertebrate Embryology Lab
Prerequisites: BIOL 122-127. 1 credit, Fall
BIOL 320: Histology
This course deals with the cellular ultrastructure and microscopic anatomy of the tissues and
organs comprising the human body.
BIOL 321: Histology Lab
BIOL 323: Wildlife Management
This course deals with basic management strategies, including the potential human role in
using and benefiting from the preservation and management of the world’s wildlife resources.
Prerequisites: BIOL 122-127, BIOL 298 or concurrent.
3 credits, Spring; to alternate with BIOL 325
BIOL 324: Wildlife Management Lab
This course deals with techniques of managing wildlife populations.
Prerequisites: BIOL 122-127, BIOL 298 or concurrent. 1 credit, Spring
BIOL 325: Vertebrate Zoology
This course deals with vertebrate evolution, systematics, zoogeography, and physiological
adaptations to specific environments.
Prerequisites: BIOL 122-127. 3 credits, Spring; to alternate with BIOL 323
BIOL 326: Vertebrate Zoology Lab
This course acquaints the student with Pennsylvania vertebrates, including their taxonomy,
ecology and distribution.
BIOLOGY 361
BIOL 331: Microbiology

The course explores basic traits of microorganisms (bacteria, viruses, fungi, algae and protozoa)
with an emphasis on bacterial structure, communication, physiology (catabolic and anabolic
pathways), genetics and growth. Additional, topics include microbial associations with
medicine, pathogenesis, bioremediation and biotechnology.
Prerequisites: BIOL 122-125, plus any 3 additional credits in Biology. 3 credits, Fall, Spring
BIOL 332: Microbiology Lab
This lab involves the use of differential stains with microscopy enabling microbial visualization.
Students are taught how to identify with molecular confirmation unknown microorganisms
through the performance of multiple physiological tests. Additionally, an introduction to
experiments performed in biotechnology and medical laboratory science are covered.
Prerequisites: BIOL 122-125, plus any 3 additional credits in Biology. 1 credit, Fall, Spring
BIOL 336: Clinical Microbiology
The appropriate methods for complete microbiological examination of clinical specimens
is reviewed in lecture and presented in the laboratory. Procedures for the isolation and
identification of bacteria, fungi, and viruses are taught. Emphasis is given to those organisms
most commonly found in human infection.
Prerequisite: BIOL 122-127, 331-332. 2 credits
BIOL 337: Clinical Microbiology Lab
Prerequisites: BIOL 122-127, 331-332. 2 credits
BIOL 338: Immunology
This course is designed to introduce students to the structure and function of the immune
system. Course content begins with a discussion of the molecular and cellular components
involved in the elicitation of the immune response, e.g. antigen receptors, MHC molecules,
antibodies, and cytokines. Subsequent discussion includes the role of the immune system in
the defense against infectious agents and cancer, immunodeficiencies, hypersensitivities, organ
transplantation, and autoimmune disease.
Prerequisites: BIOL 122-125, and either 331-332 or 378-379. 3 credits, Spring
BIOL 339: Immunology Lab
The lab is designed to emphasize some of the basic immunological principles that are discussed
in lecture. Students are also introduced to some of the immunologically-based techniques
routinely utilized in research and diagnostic laboratories (e.g. immunodiffusion, ELISA,
immunoprecipitation, immunoelectrophoresis, RT-PCR, western blot and tissue culture
techniques).
Prerequisites: BIOL 122-125, and either 331-332 or 378-379. 1 credit, Spring
BIOL 340: Aquatic Microbiology
This course is designed to study the interrelationships among micro-organisms, phytoplankton,
aquatic plants, and the animals of aquatic systems. Cycling of elements in bodies of water is
emphasized.
Prerequisites: BIOL 122-127, 331-332. 3 credits
BIOL 341: Aquatic Microbiology Lab
Prerequisites: BIOL 122-127, 331-332. 1 credit
BIOL 344: Virology
This course is designed to expose students to the basic fundamentals (morphology, life cycles
and host interactions) and advanced topics of viruses associated with human diseases. These
topics focus on selected viruses and discuss their disease associations, epidemiology, vaccines,
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unique viral life cycles, host evasion techniques and control. Course topics also include viral
gene therapy and emerging diseases.
Prerequisites: BIOL 122-127, BIOL 331, 332, CHEM 221-222. 3 credits, Spring
BIOL 347: Developmental Biology
This class offers a broad survey of topics in molecular developmental biology. Topics
include fertilization, induction, signal transduction, gastrulation, neural development, and
environmental effects on development. In addition, topics that are less intuitively associated
with developmental biology such as metamorphosis, aging, and regeneration are also
discussed.
Prerequisites: BIOL 122-127, 265-266. 3 credits, Fall
BIOL 348: Developmental Biology Lab
Laboratory experiences reinforce the topics covered in Developmental Biology lecture. Topics
include fertilization, induction, signal transduction, and environmental effects on development.
Prerequisites: BIOL 122-127, 265-266. 1 credit, Fall
BIOL 350: Biogeochemistry
Biogeochemistry is the study of the exchange of energy and elements between the biosphere
and geosphere. This course examines principal biogeochemical cycles including the
hydrological, carbon, sulfur, and nitrogen cycles. Focus is placed on both the micro-scale
underpinnings of these cycles and the global implications of the processes.
Prerequisites: CHEM 224-225. 3 credits
BIOL 354: Parasitology
This course is concerned with organisms which live on or in other organisms, and which depend
on their hosts for some essential metabolic factor. Life cycles, behavior and treatment, and control
of parasites are discussed. Recommended for students concentrating in the health sciences.
BIOL 355: Parasitology Lab
The lab is designed to familiarize students with the identification and morphology of parasites.
Required for students in Medical Laboratory Science.
BIOL 358: Plant Physiology
This course is intended to provide a broad exposure to plant physiology, the study of plant
function. The role of internal and external regulators of plant growth and development will be
explored. An attempt is made to couple plant responses with molecular mechanisms. Important
plant biochemical pathways are also covered.
Prerequisites: BIOL 122-127, CHEM 221. 3 credits, Spring
BIOL 359: Plant Physiology Lab
Current and classical techniques of experimental plant physiology are performed.
Prerequisite: BIOL 122-127, CHEM 221. 1 credit, Spring
BIOL 363: Endocrinology
Endocrinology, the study of hormones, is presented with an emphasis on neural-endocrine
interactions, hormone-receptor interactions, mechanisms of hormone action, metabolism, a
survey of the major endocrine tissues and glands, and reproductive physiology. Case studies
are also integrated into the course.
Prerequisite: BIOL 122-125, 368-369. 3 credits, Fall
BIOL 365: Human Gross Anatomy
This course uses a regional approach to study the human body.
Prerequisites: BIOL 122-125. 3 credits, Fall, Spring
BIOLOGY 363
BIOL 366: Human Gross Anatomy Lab

This course compliments and enhances the human gross anatomy lecture course. Dissection
of human cadavers by students is a key component of the course. In addition, learning is
facilitated through the use of anatomical models and prosected human cadavers.
BIOL 368: Human Physiology
This course deals with the normal functioning of the human body and its component parts.
The essential concepts of physiology are presented at various levels or organization, from
cellular to organ system level with special emphasis on the understanding of homeostasis and
integrated regulations of various body processes among several systems. Specifically the course
focuses on physiological mechanisms involved in neuronal and chemical signaling, movement,
metabolism, respiration, circulation, excretion, etc.
Prerequisites: BIOL 122-125. 3 credits, Fall, Spring
BIOL 369: Human Physiology Lab
The principles and concepts learned in lecture class are reinforced through hands on experience
in this course. The experiments in this course are designed to help the student develop the skills
of acquiring and analyzing physiological signals, data interpretation and documentation.
BIOL 373: Cellular Biochemistry
This course explores the synthesis of nucleotides, DNA, RNA, amino acids and proteins along
with fundamental concepts of gene expression and signal transduction. Students discuss
DNA-based information technologies and how to apply these technologies to study nucleic acid
and protein structure and function. Students are expected to use this knowledge to interpret
experimental data and propose scientifically sound explanations consistent with presented data.
Prerequisite: BIOL 122-127, CHEM 366. 3 credits, Spring
BIOL 374: Cellular Biochemistry Lab
Experiments are used in this course to illustrate the principles and research methods of
biochemistry.
Prerequisites: BIOL 122-127, CHEM 366. 1 credit, Spring
BIOL 375: Cell Biology
Fundamental cellular, subcellular, and molecular characteristics of animal cells are studied in
this course. Included are specific studies on cellular organelles, the cytoskeleton, cellular and
intracellular membranes, intracellular transport, cell signaling, the cell nucleus, and protein
synthesis, and protein structure and function. Also emphasized are current techniques used
in cell biology, such as Southern, Northern, and Western Blots, PCR, RNA interference, and
immunofluorescent confocal microscopy.
Prerequisites: BIOL 122-127, 4 additional credits biology, 16 credits chemistry. 3 credits, Fall
BIOL 376: Cell Biology Lab
This course is designed to enhance the lectures presented in BIOL 375. Experiments used in this
course illustrate the principles and research techniques of many aspects of animal cell biology.
Prerequisites: BIOL 122-127, 4 additional credits biology, 16 credits chemistry. 1 credit, Fall
BIOL 378: Medical Microbiology
This course is designed for future health care professionals that need to have a useful and
comprehensive introduction to host-parasite relationships, and a thorough understanding of
the microbe in its roles as a disease-producing etiological agent. Infectious diseases for this
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course have been selected from the realm of prions, viruses, rickettsiae, chlamydiae, PPLO
forms, bacteria, fungal, and protozoan to illustrate introductory medical terminology and the
principles of pathogenic microbiology.
Prerequisite: BIOL 122-125, Physician Assistant (PA) or LECOM majors. 3 credits, Spring
BIOL 379: Medical Microbiology Lab
This course consists of labs which complement topics taught in PHAS 365.
Prerequisite: BIOL 122-125, Physician Assistant (PA) or LECOM majors. 1 credit, Spring
BIOL 380: Marine Ecology
This course examines the biology of marine life within the context of modern ecological
principles. Structure, physiology, and behavior of marine organisms will be studied from the
perspectives of adaptation to the ocean environment, biological productivity, and interspecific
relationships. Emphasis will be placed on life in intertidal zones, estuaries, surface waters, and
the deep sea.
Prerequisites: BIOL 122-125 and either BIOL 140 or BIOL 126-127. 3 credits, alternate springs
BIOL 381: Field Ecology
This course is devoted primarily to field work. Lectures stress the structure of specific plant and
animal communities indigenous to the Erie area. Concepts of community ecology are utilized
extensively. Special emphasis is placed on deleterious factors of the environment andhow
they affect community structure and function. Field exercises demonstrate through modern
sampling techniques the physical, chemical, and biological structure of communities. Visitations
to a variety of ecosystems are an integral part of the laboratory.
Prerequisites: BIOL 122-127, 298, 299 or instructor’s permission. 2 credits
BIOL 382: Field Ecology Lab
The practical aspects of ecosystem ecology are studied in this course. Visits are made to a
variety of local ecosystems; e.g. streams, forests, ponds, bogs, marshes, etc.
Prerequisites: BIOL 122-127, 298-299 or instructor’s permission. 2 credits
BIOL 383: Tropical Marine Biology
This course is open to all students regardless of major and fulfills the Liberal Studies Core
Science requirement. The course is offered over spring break in the Bahamas, where students
investigate ecological systems such as coral reefs, mangroves, beaches, tidal pools, and inland
habitats.
Prerequisite: Instructor’s permission. 3 credits, Spring
BIOL 384: Ecology of Yellowstone National Park
This course is taught at Yellowstone National Park where students examine the vegetation,
thermophilic life, and ecology of Yellowstone National Park. Topics covered include grizzly
bears; wolf reintroduction; impact of fires, geysers and past volcanic activity; geological history
including earthquakes, vegetation, thermophilic life, and the herbivores of the park (bison,
moose, antelope, and elk). One day is also spent at the Museum of the Rockies in Bozeman
reviewing their dinosaur exhibit and getting a behind-the-scenes tour.
Prerequisite: Instructor’s permission. 2-3 credits, Summer
BIOL 385: Limnology
Limnology introduces students to the physical, chemical, and biological dynamics of inland
waters. Topics covered include lakes, streams, rivers, wetlands, and estuaries. Special emphasis
is placed on the Great Lakes region.
Prerequisite: BIOL 122-125 and either a) BIOL 126-127 or b) BIOL 140. 3 credits, Fall
BIOL 386: Limnology Lab
Students take advantage of aquatic ecosystems in the Lake Erie watershed and use Gannon’s
BIOLOGY 365
research vessel “Environaut.” They collect physical, chemical, and biological samples to analyze
in the laboratory using standard limnological methods.
Prerequisite: BIOL 122-125 and either a) BIOL 126-127 or b) BIOL 140. 1 credit, Fall
BIOL 390: Plant Ecology
The abiotic and biotic factors that limit the abundance and distribution of plants are discussed.
These factors are explored at several levels: individual, population, metapopulation,
community, and ecosystem.
Prerequisites: BIOL 122-127. 3 credits
BIOL 391: Plant Ecology Lab
This laboratory is intended to reinforce many of the concepts discussed in lecture. Hypothesis
testing is important in science and as such, data collection and analysis are used to test
hypotheses. These hypotheses require us to become familiar with the local plant families and
common sampling methods. The laboratories have an outdoor component.
Prerequisites: BIOL 122-127. 1 credit
BIOL 395: Fisheries Biology
This course explores the morphology, classification, life history, population dynamics, and
ecology of freshwater fishes.
Prerequisite: BIOL 122-125 and either BIOL 126-127 or BIOL 140. 3 credits, Fall
BIOL 396: Fisheries Biology Lab
This course emphasizes collection, identification, and assessment of local fishes.
Prerequisite: BIOL 122-126 and either BIOL 126-127 or BIOL 140. 1 credit, Fall
BIOL 400: Aquatic Toxicology
This course is an in-depth study of the interactions between anthropogenic chemicals
and aquatic ecosystems. Topics include the origin, fate, chemical and biological detection,
and quantification of pollutants and their impact at the molecular, biochemical, cellular,
physiological, organismal, and community levels of organization.
Prerequisites: CHEM 224-225. 3 credits
BIOL 487: Directed Research
In this course, the student works with a biology faculty member on an ongoing or newly
funded project. Upon completion of the project, or a designated portion thereof, the student
makes a presentation.
Prerequisites: BIOL 122-125 and written permission of faculty mentor. 1-3 credits
BIOL 488: Biology Research I
In this course, the student works individually with a biology faculty member to identify a
research project that can be conducted at Gannon University or in collaboration with another
organization. The student conducts a literature review, designs a research project, and prepares
a written research proposal that is submitted to the faculty mentor at the end of the semester.
Prerequisite: BIOL 122-125 & written permission of faculty mentor. 1-3 credits
BIOL 489: Biology Research II
In this course, the student works with a biology faculty member to conduct the research
proposed in Biology Research I (BIOL 488). The student submits a written report of the results
of the project to the faculty mentor. An internal or external presentation is required.
Prerequisite: BIOL 122-125, 488 and written permission of faculty mentor. 1-3 credits
BIOL 490-495: Special Topics in Biology
Topics of special and/or current interest in all areas of biology will be covered. For these
courses, a student conducts a literature search. A written and oral report based on the review of
applicable scientific literature must be accepted by the faculty before a grade is given.
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Prerequisites: BIOL 122-127 plus 8 additional BIOL credits. Instructor written permission is
required. 1-3 credits, Fall, Spring
BIOL 496-499:
These numbers designate special situations such as CO-OP projects, internships, independent
study and experimental courses at the upper-divisional level. A written report and oral
presentation to the biology faculty is required. The credit may take the place of BIOL 490-495
providing it exceeds 1 credit and the requirement of a written and oral report is included.
Prerequisites: BIOL 122-127 & written permission of the Chair of Biology Department.
1-3 credits
BIOLOGY
HE LIU, Ph.D., Chairperson
The Biology Department values broadly trained students who are knowledgeable in a diversity
of disciplines within biology. Such broad training is important in today’s age, when there is
considerable overlap among the biological disciplines. Students are therefore encouraged to
take a variety of courses to fulfill the 27 credits of upper-level electives required in the major.
However, students should work closely with their academic advisor(s) to determine the
coursework that best suits their educational and career goals. Several emphases and courses
relevant to specific disciplines are listed below. Students may also choose to complete the
biology degree with a pre-Physician Assistant (pre-PA) or pre-Physical Therapy (pre-PT)
option. These curriculum tracks allow students to earn their degree in biology and complete the
prerequisite courses necessary to apply for matriculation into professional PA or PT graduate
programs.
Students majoring in biology also have the option to participate in two academic travel
courses that allow students to study tropical marine biology in the Bahamas or the ecology
of Yellowstone National Park. These courses combined with the laboratory experiences and
opportunities to pursue faculty-mentored undergraduate research provide students with
the laboratory skills, critical thinking ability and problem-solving skills that are pivotal to be
successful in biology-related careers.
GRADUATION REQUIREMENTS FOR BACHELOR OF SCIENCE DEGREE IN BIOLOGY

• B
iology courses required for a Bachelor of Science degree in biology include: BIOL 122/123,
BIOL 124/125, BIOL 126/127, BIOL 265/266, 27 credits of upper-level courses in biology*
(200-level or above), and 2 credits of BIOL 487-489 or BIOL 490-495.
– Pre-Physician Assistant Track: Students complete all of the requirements for the
Bachelor of Science degree in biology listed above. However, students are required to
complete Human Gross Anatomy with Lab – BIOL 365/366; Human Physiology with
Lab – BIOL 368/369, and Medical Microbiology with Lab – BIOL 378/379 as part of the
27 credits of upper-level courses in biology*. Students are also recommended to complete
Medical Terminology – PHAS 121, Introduction to Psychology – PSYC 111, Basic
Sociology – SOCI 110, Applied Statistics – MATH 213, and faculty-mentored research –
BIOL 487-489 as part of the requirements within the major.
– Pre-Physical Therapy Track: Students complete all of the requirements for the Bachelor
of Science degree in biology listed above. However, students are required to complete
Human Gross Anatomy with Lab – BIOL 365/366 and Human Physiology with Lab –
BIOL 368/369 as part of the 27 credits of upper-level courses in biology*. In addition,
students are required to complete the following courses within the biology curriculum
to fulfill the pre-requisites for graduate programs in physical therapy: Introduction to
Psychology – PSYC 111; Applied Statistics – MATH 213; 3-6 credits of social science
electives including a 200-level PSYC course and/or Basic Sociology – SOCI 110
BIOLOGY 367
(recommended); 7 credits of Sport and Exercise Science credits including Physiology of

Exercise and Sport with lab – SPRT 390/391 and Kinesiology – SPRT 360; and 2 credits of
Physical Therapy courses including Seminar I – PT 110 and Seminar II – PT 210.
• S
tudents are required to complete a minimum of 4 labs associated with upper-level biology
courses (200-level and above), and all upper-level biology labs are required with the course,
where indicated.
• S
tudents may earn a maximum of 6.0 credits in BIOL 487-489 toward the biology courses
required within the major; 2 credits can be used to fulfill the 2 credit requirement in BIOL
487-489 or BIOL 490-495 and 4 credits can be used to fulfill the 28 credit requirement of
upper-level biology elective credits. If additional academic credit is earned beyond 6 credits,
the credit(s) can be used toward the 11.0 credits of general electives.
• S
tudents must earn a 2.0 grade point average or higher across all of the courses required
within the major, which includes required courses in biology, chemistry, physics, and
mathematics.
* CHEM 366/367: Structural Biochemistry and CHEM 368: Biochemical Pathways may be
used to fulfill the 27 credits of upper-level courses in biology.
Biology Curriculum
FRESHMAN
4 Molecular & Cellular Biology/ 4 Animal Form& Function/BIOL 124-125
BIOL 122-123 4 General Chemistry II/CHEM 114-115
4 General Chemistry I/CHEM 111-112 3 Mathematics/MATH 111, 112, 140,
3 Foundations of Theology/LTHE 101 141, 213*
2 First-Year Seminar 3 Introduction to Philosophy/LPHI 131
16 17
SOPHOMORE
4 Ecosystem Biology & Evolution/ 4 Genetics/BIOL 265-266
BIOL 126-127 4 Organic Chemistry II/CHEM 224-225
4 Organic Chemistry I/CHEM 221-222 3 General Elective
3 History Without Borders/LHST 111 3 Philosophy II Series/LPHI I†
3 The Bible: An Intro/LTHE 201 3 Social Science Elective†
3 Mathematics/MATH 111, 112, 140,
141, or 213
17 17
JUNIOR
4 Biology Elective with lab 4-8 Biology Electives (200-level or higher)#
(200-level or higher)# 4 College Physics 2/PHYS 108-109
4 Biology Elective with lab 3 Fine Arts Series/LFIN†
(200-level or higher)# 3 Public Speaking/SPCH 111 or SPCH 113
4 College Physics 1/PHYS 105-106
1 Leadership Seminar†
16 14-18
368
SENIOR
2 Biology Research/BIOL 487-489 or 4-8 Biology Elective with lab
Special Topics in Biology/ (200-level or higher)#
BIOL 490-495 8 Biology Electives 6 General Electives†
(200-level or higher)# 3 Senior Seminar/LBST 383†
3 General Electives†
3 Literature Series/LENG†
16 13-17
* Students interested in pursuing graduate school (M.S. or Ph.D. programs) are strongly encouraged
to complete MATH 140 and MATH 213 to fulfill the math requirements.
# Please refer to Gannon University’s Undergraduate Catalog for course options. Students must meet
all pre-requisites and/or co-requisites to register for a course. Students must complete a total of 27
credits of biology electives (200-level or higher) to graduate with a B.S. in Biology. Please refer to the
Biology Department’s policy on laboratories associated with upper level (BIOL 200-level) courses.
Please refer to notes listed within curriculum matrix in the undergraduate catalog.
† Please refer to Gannon University’s Undergraduate Catalog for course options.
FRESHWATER AND MARINE BIOLOGY

CHRISTOPHER DEMPSEY, Ph.D., Program Director
Gannon’s Freshwater and Marine Biology major is one of only 61 such programs in the entire
country and one of the only majors of its kind in the Great Lakes region. The major provides
students with coursework and hands-on experience to prepare them for employment or
graduate training in the field of aquatic science. Our location on the shore of Lake Erie makes
Gannon an ideal place to study aquatic systems. Presque Isle Bay, the eastern Basin of Lake
Erie, and the many tributary streams that flow into the lake are natural laboratories for Gannon
faculty and students. With 25% of the earth’s surface fresh water, 10% of the United States’
population, and 30% of Canada’s population, the Great Lakes basin is an internationally
valuable resource that requires better understanding, monitoring, and restoration. As water
resources become more in demand, the need for aquatic scientists is expected to grow.
The combination of biological and environmental science perspectives, along with coursework
in chemistry, physics, and mathematics provides students in the Freshwater and Marine
Biology major broad and practical exposure to factors that influence aquatic ecosystems.
Although the curriculum for the major is quite directed or prescribed, students have the ability
to choose among numerous upper-level electives in water-related courses to personalize their
degree.
Students in the Freshwater and Marine Biology major also have a great number of
opportunities for field internships with agencies and organizations such as Presque Isle State
Park, Pennsylvania Sea Grant, Department of Environmental Protection (DEP), Erie County
Board of Health, Pennsylvania Fish and Boat Commission, the Regional Science Consortium,
and the Western Pennsylvania Conservancy. Many of these groups have offices in the Tom
Ridge Environmental Center located at the foot of Presque Isle and all of them are located
within miles of campus.
FRESHWATER AND MARINE BIOLOGY 369
FRESHWATER AND MARINE BIOLOGY CURRICULUM

LIBERAL STUDIES CORE (42) PHYSICS (8)
_____ LENG 111 College Composition (3) _____ PHYS 105 College Physics 1 (3)
_____ LENG 112 Crit Analysis &Comp (3) _____ PHYS 106 College Physics 1 Lab (1)
_____ LENG Literature Series (3) _____ PHYS 108 College Physics 2 (3)
_____ LTHE 201 The Bible: An Intro (3) _____ PHYS 109 College Physics 2 Lab (1)
_____ LTHE 101 Foundations of Theology (3)
_____ LPHI 131 Intro to Philosophy (3) MATHEMATICS (6)
_____ LPHI Philosophy II Series (3) _____ MATH 112 Trigonometry (3)
_____ LPHI 237 or any LTHE 300 course (3) or
_____ LFIN Fine Arts Series (3) _____ MATH 140 Calculus
_____ Social Science Elective (3) _____ MATH 213 Applied Statistics (3)
_____ LHST 111 History without Borders (3)
_____ LBST 383 Senior Seminar (3) ANALYSIS ELECTIVES (11-13)
_____ First Year Seminar (2) _____ BIOL 331 Microbiology (3)
_____ Leadership Seminar (1) _____ BIOL 332 Microbiology Lab (1)
_____ SPCH 111 Speech (3) _____ CHEM 336 Intr Mod An Chem (3)
_____ CHEM 337 Intr Mod An Chem Lab (2)
BIOLOGY (19) _____ ENV 336 Water Quality (3)
_____ BIOL 140 Intro to Aquatic Sci (3) _____ ENV 337 Water Quality Lab (1)
_____ BIOL 122 Molec & Cell Bio (3)
_____ BIOL 123 Molec & Cell Bio Lab (1) ORGANISMAL ELECTIVES (7-8)
_____ BIOL 124 Anim Form & Func (3) _____ BIOL 223 Invertebrate Zoology (3)
_____ BIOL 125 Anim Form & Func Lab (1) _____ BIOL 224 Invertebrate Zoology Lab (1)
_____ BIOL 385 Limnology (3) _____ BIOL 340 Aquatic Microbiology (3)
_____ BIOL 386 Limnology Lab (1) _____ BIOL 341 Aquatic Microbiol Lab (1)
_____ BIOL 488 Biology Research I (2) _____ BIOL 383 Tropical Marine Biology (3)
_____ BIOL 489 Biology Research II (2) _____ BIOL 395 Fisheries Biology (3)
_____ BIOL 396 Fisheries Biology Lab (1)
ENVIRONMENTAL SCIENCE (10)
_____ ENV 120 Intro to Env Sci I (3) ADDITIONAL SCIENCE ELECTIVES (9-10)
_____ ENV 101 Physical Geology (3) _____ BIOL 350 Biogeochemistry (3)
_____ ENV 102 Physical Geology Lab (1) _____ BIOL 265 Genetics (3)
_____ ENV 306 Oceanography (3) _____ BIOL 266 Genetics Lab (1)
_____ ENV 121 Intro to Env Sci II (3)
CHEMISTRY (16) _____ ENV 210 Environmental Geology (3)
_____ CHEM 111 General Chem I (3) _____ ENV 410 GIS (3)
_____ CHEM 112 General Chem I Lab (1) _____ BIOL 380 Marine Ecology (3)
_____ CHEM 114 General Chem II (3)
_____ CHEM 115 General Chem II Lab (1) GENERAL ELECTIVES (0-3)
_____ CHEM 221 Organic Chem I (3)
_____ CHEM 222 Organic Chem I Lab (1) Total Credits: 130
_____ CHEM 224 Organic Chem II (3)
_____ CHEM 225 Organic Chem II Lab (1)
370
Freshwater and Marine Biology Curriculum

(Numerals in front of courses represent credits)
3 Intro to Environmental Science I/ 3 Intro to Aquatic Science/BIOL 140
ENV 120 4 Gen Chem II & Lab/CHEM 114 & 115
4 Gen Chem I & Lab/CHEM 111 & 112 3 Trig or Calculus/MATH 112 or 140
3 College Comp/LENG 111 3 Intro to Philosophy/LPHI 131
2 First Year Seminar 3 Crit Analysis & Comp/LENG 112
15 16

4 Mol & Cellular Bio & Lab/ 4 Anim Form & Func & Lab/BIOL 124 & 125
BIOL 122 & 123 4 Organic Chem II & Lab/
4 Organic Chem I & Lab/ CHEM 224 & 225
CHEM 221 & 222 4 Physical Geology & Lab/ENV 101 & 102
3 Applied Statistics/MATH 213 3 Lit Series/LENG
3 Speech/SPCH 111
17 15

4 Limnology & Lab/BIOL 385 & 386 2 Biology Research I/BIOL 488
4 College Physics 1 & Lab/ 4 College Physics 2 & Lab/PHYS 108
PHYS 105 & 106 & 109 3-5 Science Elective
3 The Bible: An Intro/LTHE 201 3-4 Science Elective
3 Philosophy II Series/LPHI 3 Fine Arts Series/LFIN
3 Oceanography/ENV 306
17 15-18

2 Biology Research II/BIOL 489 3-5 Science Elective
3-4 Science Elective 3-4 Science Elective
3-4 Science Elective 3 Senior Seminar/LBST 383
3-4 Science Elective 3 Social Science Elective
1 Leadership Seminar 0-3 General Elective (if needed)
15-18 12-18
BIOLOGY/SECONDARY 7-12 EDUCATION

Students may earn a Bachelor of Science degree in Biology/Secondary Education or a Bachelor
of Arts degree in Biology/Secondary Education. Those students who want to obtain a graduate
degree in biology or biology-related area are advised to complete the Bachelor of Science
degree in Biology/Secondary Education. Students should work with their academic advisors
to identify the appropriate courses to complete the biology or science electives within the
curriculum to suit their career goals.
Aims and Objectives

Keep current text available in catalog. See notes in provided pages.
Program Requirements
• All education courses are required to be completed with a grade of C or better.
• LENG 111, LENG 112, Literature Series, and MATH courses require a grade of C or better.
BIOLOGY/SECONDARY EDUCATION 371
• A GPA of 3.0 or greater is required of all students seeking teacher certification.

For a detailed explanation of all requirements refer to the Education section
of the University Catalog.
Bachelor of Science Degree

Biology/Secondary Education 7-12 Curriculum
FRESHMAN
4 Molecular & Cell Biol/BIOL 122-123 4 Animal Form & Func/BIOL 124-125
4 General Chemistry I/CHEM 111-112 4 General Chemistry II/CHEM 114-115
2 First-Year Seminar*/EDCR 104 1 Foundations of Teaching/EDCR 103
3 Public Speaking/SPCH 111 3 Psych of Learn/Teach/EDCR 101
3 College Composition/LENG 111 3 Foundations of Theology/LTHE 101
3 Mathematics/MATH 111, 112, or 140 3 Mathematics/MATH 112, 141, or 213
19 (no charge for 19th credit) 18

SOPHOMORE
4 Ecosys Biol & Evol/BIOL 126-127 4 Invert Zoology/BIOL 223-224 or
4 Organic Chemistry I/CHEM 221-222 Vertebrate Zoology/BIOL 325-326
3 Instruct Design & Sec Ed Classroom+/ 4 Organic Chem II/CHEM 224-225
EDCR 206 3 Literature Series/LENG
0 Sec Educ Field Experience I+/EDFL 101 1 Leadership Seminar/LHES 240
3 Critical Analysis/LENG 112 3 LPHI 237 or any LTHE 300 course
3 Introduction to Philosophy/LPH1 131 3 Overview of Special Educ/SPED 101
17 18
JUNIOR
4 Biology Electives (200 or higher) 4 Principles of Ecology/BIOL 298-299
2 Biology Research/BIOL 487-489 or 4 Invert Zoology/BIOL 223-224 or
Special Topics in Biol/BIOL 490-495 Vertebrate Zoology/BIOL 325-326
1 Meth/Mat for Instr Sem/EDCR 321 3 Fine Arts Series/LFIN
0 Sec Educ Field Exp II+/EDFL 102 3 Philosophy II Series/LPHI
3 History without Borders/LHST 111 3 Meet Need Stu Excp: 7-12/SPED 340
3 Literacy Dev, Strat, Assmts*/MLED 301 0 Sec Educ Field Exp III+/EDFL103
4 Genetics/BIOL 265-266
17 17
Summer
8
372
SENIOR
4 Biol Electives (200 or higher)/BIOL 3 Prof Seminar/EDCR 401
3 Assessment/Evaluation*/EDCR 330 12 Student Teaching/EDFL 410
3 Meth/Mat for Teaching: 3 The Bible: An Intro/LTHE 201
ESL/ELL*/EDCR 420
3 Concepts/Meth of Ntr Sci/MLED 302
4 Microbiology/BIOL 331-332
17 18
* Field experience embedded throughout semester (6-15 hours)

+ Field experience embedded throughout semester (60 hours)
Field experiences require a grade of P (pass).
Bachelor of Arts Degree

Biology/Secondary Education 7-12 Curriculum
FRESHMAN
4 Molecular & Cell Biol/BIOL 122-123 4 Animal Form & Func/BIOL 124-125
4 General Chemistry I/CHEM 111-112 4 General Chemistry II/CHEM 114-115
2 First-Year Seminar*/EDCR 104 1 Foundations of Teaching/EDCR 103
3 College Composition/LENG 111 3 Psyc of Learn/Teach/EDCR 101
3 Mathematics/MATH 111, 112, or 140 3 Public Speaking/SPCH 111
3 Mathematics/MATH 112, 141, or 213
17 17
SOPHOMORE
4 Ecosystem Bio & Evol/BIOL 126-127 4 Genetics/BIOL 265-266
4 Organic Chemistry I/CHEM 221-222 4 Invert Zoology/BIOL 223-224 OR
3 Instruct Design & Sec Ed Vertebrate Zoology/BIOL 325-326
Classroom+/EDCR 206 1 Leadership Seminar/LHES 240
0 Sec Educ Field Exp I+/EDFL 101 3 LPHI 237 or any LTHE 300 course
3 Critical Analysis/LENG 112 3 History without Borders/LHST 111
3 Introduction to Philosophy/LPH1 131 3 Overview of Special Educ/SPED 101
17 18
JUNIOR
4 Microbiology/BIOL 331-332 4 Principles of Ecology/BIOL 298-299
1 Meth/Mat for Instr Sem/EDCR 321 4 Invert Zoology/BIOL 223-224 or
0 Sec Educ Field Exp II+/EDFL 102 Vertebrate Zoology/BIOL 325-326
3 Lit Dev, Strat, Assmts*/MLED 301 3 Literature Series/LENG
3 Foundations of Theology/LTHE 101 2 Science Elective†
3 Philosophy II Series/LPHI 3 Meet Need Stu Excp: 7-12/SPED 340
4 College Physics 1/PHYS 105-106 0 Sec Educ Field Exp III+/EDFL103
18 16
SENIOR
2 Biology Research/BIOL 487-489 or 3 Prof Seminar/EDCR 401
Special Topics in Biol/BIOL 490-495 12 Student Teaching/EDFL 410
3 Assessment/Evaluation*/EDCR 330
3 Meth/Mat for Teaching:
ESL/ ELL*/EDCR 420
3 Conc/Methods of Ntr Sci/MLED 302
17 15
* Field experience embedded throughout semester (6-15 hours)

Field experiences require a grade of P (pass).
† Students should work with their academic advisor to determine which science elective course suits
their career goals.
BIOLOGY MINOR
A total of 24 credits of biology is required for a minor. Completion of the following courses will
satisfy the requirements for a minor in biology: BIOL 122-123, BIOL 124-125, BIOL 126-127, and
12 credits above BIOL 200. The 12 credits of biology electives should be geared toward a specific
area of interest (e.g., ecology, microbiology, organismal biology).
THE NEXT STEP

In order to complete the Next Step Program to earn a B.S. degree in Biology, the following
courses must be transferred into Gannon or completed in addition to the required courses for
the Next Step Program in Biology. Other courses (i.e. chemistry, physics or upper level courses
in biology) may also be transferred and used to meet the requirements of the program.
4 Molecular & Cellular Biology/BIOL 122-123

4 Animal Form & Function/BIOL 124-125
6 Mathematics/MATH 111,112,135,140,141,213*
39-40 General Electives†
53-54
JUNIOR
4 Ecosystem Biology & Evolution/ 4 Biology Electives (200-level or higher)#
BIOL 126-127 4 General Chemistry II/CHEM 114-115
4 General Chemistry I/CHEM 111-112 4 Genetics/BIOL 265-266
4 Biology Electives (200-level or higher)# 1 Leadership Seminar†
3 Foundations of Theology/LTHE 101 3 Philosophy of Ethical Responsibility/
LPHI 237 or any LTHE 300 course
15 16
374
SUMMER
11
SENIOR
2 Biology Research/BIOL 487-489 or 6 -8 Biology Electives (200-level or higher)#
Special Topics in Biology/BIOL 490-495 3 Fine Arts Series /LFIN†
6-8 Biology Electives (200-level or higher)# 3 Senior Seminar/LBST 383†
4 Organic Chemistry I/CHEM 221-222 4 Organic Chemistry II/CHEM 224-225
3 Literature Series/LENG†
15-17 16-18
* Students interested in pursuing graduate school (M.S. or Ph.D. programs) are strongly encouraged
to complete MATH 140 and MATH 213 to fulfill the math requirements.
# Please refer to Gannon University’s Undergraduate Catalog for course options. Students must meet
all pre-requisites and/or co-requisites to register for a course. Students must complete a total of 21
credits of biology electives (200-level or higher) including 3 labs to graduate with a B.S. in Biology.
Please refer to the Biology Department’s policy on laboratories associated with upper level (BIOL
200-level) courses. Please refer to notes listed within curriculum matrix in the undergraduate catalog.
† Please refer to Gannon University’s Undergraduate Catalog for course options.
BIOLOGY NEXT STEP PROGRAM

CORE OF DISCOVERY (19) BIOLOGY (18)
_____ LTHE 101 Foundations _____ BIOL 122 Molecular
of Theology (3) & Cellular Biology (3)
_____ LPHI 131 Introduction _____ BIOL 123 Molecular & Cell Lab (1)
to Philosophy (3) _____ BIOL 124 Animal Form
_____ LENG Literature Series * (3) and Function (3)
_____ LFIN Fine Arts Series * (3) _____ BIOL 125 Animal Form
_____ Leadership Seminar (1) and Function Lab (1)
_____ LPHI 237 or any LTHE 300 course (3) _____ BIOL 126 Ecosystem Biol.
_____ LBST 383 Senior Seminar (3) and Evolution (3)
_____ BIOL 127 Ecosystem Biol.
MATHEMATICS and Evol. Lab (1)
(choose from courses below) (6) _____ BIOL 265 Genetics (3)
_____ MATH 111 College Algebra (3) _____ BIOL 266 Genetics Lab (1)
_____ MATH 112 Trigonometry (3)
_____ MATH 135 Precalculus (3) One of the following: (2)
_____ MATH 140 Calculus I (3) _____ BIOL 487/488/489
_____ MATH 141 Calculus II (3) Biology Research
_____ MATH 213 Applied Statistics (3) _____ BIOL 490-495 Special Topics
PHYSICS (8) CHEMISTRY (16)

_____ PHYS 105 College Physics 1 (3) _____ CHEM 111 General Chemistry I (3)
_____ PHYS 106 College Physics 1 Lab (1) _____ CHEM 112 General
_____ PHYS 108 College Physics 2 (3) Chemistry I Lab (1)
_____ PHYS 109 College Physics 2 Lab (1) _____ CHEM 114 General Chemistry II (3)
_____ CHEM 115 General
GENERAL ELECTIVES * (39-40) Chemistry II Lab (1)
_____ LENG 111 College Comp. (opt) (3) _____ CHEM 221 Organic Chemistry I (3)
_____ LENG 112 Critical Analysis _____ CHEM 222 Organic
& Comp. (opt) (3) Chemistry I Lab (1)
_____ LHST 111 History _____ CHEM 224 Organic Chemistry II (3)
Without Borders (opt) (3) _____ CHEM 225 Organic
_____ LTHE Theology II Series * (opt) (3) Chemistry II Lab (1)
_____ LPHI Philosophy II Series * (opt) (3)
_____ Social Science Elective * (opt) (3) IOLOGY ELECTIVES
B
_____ SPCH 111 or 113 (Above 200 Level) *†# (21-22)
Public Speaking (opt) (3) (CHEM 366/367 Structural Biochemistry
and CHEM 368 Biochemical Pathways are
also options to fulfill the Biology Electives)
# Note: No more than 4 credits of BIOL 487-489 may be used to fulfill the 21-22 biology electives.
† Note: Students are required to complete a minimum of 3 labs associated with biology electives.
The Next Step program guarantees acceptance of up to 64 credits and allows students to enter
Gannon with junior-level status. Only courses in which a grade of “C” (2.0) or higher has been
earned are eligible for transfer. At least two years of upper-division, full-time study is required
to obtain the Baccalaureate Degree.
376
CHEMICAL ENGINEERING
LISA NOGAJ, Ph.D., Program Director
The Department of Chemistry offers a cooperative program in Chemical Engineering with the
University of Pittsburgh.
This program requires five years of study for completion: three years at Gannon University
followed by two years of study at the University of Pittsburgh. Upon completion, the student
is awarded two degrees, a B.S. in Chemistry from Gannon University and a B.S. in Chemical
Engineering from the cooperating university.
During the period spent at Gannon, the student will take specified courses in Chemistry,
Mathematics and Liberal Studies Core and will have the advantage of beginning college-level
work in small classes where there is a strong commitment to effective teaching. Upon transfer to
the cooperating university a wide range of professional specializations are available, including
the opportunity to participate in a cooperative/work study program. Eligibility requirements
for acceptance at the cooperating university are no grades below “C”, and a grade point
average above 3.0.
Further information and career counseling are available from the Program Director.
COURSE DESCRIPTIONS
(All chemistry courses are listed under Department of Chemistry.)
Chemical Engineering Curriculum

(Numerals in front of course indicate credits)
FRESHMAN
Fall Spring
2 First-Year Seminar 4 General Chemistry II & Lab/
3 College Composition/LENG 111 CHEM 114 & 115
4 General Chemistry I & Lab/ 3 Calculus II/MATH 141
CHEM 111 & 112 3 Foundations of Theology/LTHE 101
3 Calculus I/MATH 140 3 Introduction to Philosophy/LPHI 131
3 History Without Borders/LHST 111 4 Fundamentals of Physics 1 & Lab/
2 Engineering Graphics/ME 207 PHYS 210 & 211
1 Engineering Graphics/ME 208
18 17
SOPHOMORE
Fall Spring
3 Crit Analysis & Comp/LENG 112 4 Organic Chemistry 2 & Lab/
4 Organic Chemistry I & Lab/ CHEM 224 & 225
CHEM 221 & 222 3 Fine Arts Series/LFIN
3 Materials Science/ME 315 4 Fundamentals of Physics 2 & Lab/
3 Calculus III/MATH 242 PHYS 212 & 213
3 Calculus IV/MATH 243
16 17
CHEMISTRY 377
JUNIOR
Fall Spring
4 Physical Chemistry I & Lab/ 5 Intro to Modern Analytical Chemistry
CHEM 331 & 332 & Lab/CHEM 336 & 337
3 Structural Biochemistry/CHEM 366 4 Physical Chemistry II & Lab/
3 LPHI 237 or any LTHE 300 course CHEM 334 & 335
3 Public Speaking/SPCH 111 3 Literature Series/LENG
3 Statistics/MATH 312 3 Differential Equations/MATH 304
17 18
To complete degree requirements, the following courses are to be taken at the University of
Pittsburgh: Social Science, plus additional credits to make 128 credits.
CHEMISTRY
LISA NOGAJ, Ph.D., Chairperson
FACULTY: Professors: Weslene Tallmadge. Associate Professors: Matthew Heerboth, Timothy
Laher, Lisa Nogaj. Assistant Professors: Ria Betush, Betty Jo Chitester, Keith Krise, Christine
Saber, Natalie Stano.
Aims and Objectives

Chemistry is required for a wide range of careers as a result of the technology that permeates
our society. Science personnel at all levels, from the technician to the creative researcher, rely
heavily on the fundamental principles of chemistry. In addition, careers in the many biological
and physical sciences require a background in chemistry. Consequently, students at Gannon
University take chemistry courses for different reasons. Some are motivated to pursue careers
in chemistry such as research, management and sales. Others take both basic and advanced
courses in preparation for work in fields such as medical, engineering, law, and environmental
science. For example, chemistry is one of the most commonly chosen majors nationally for
students wishing to enter medical and health professional schools. Also, students with an
interest in Forensic Science may take Criminal Justice courses as technical electives (see
advisor).
Essentially, a student at Gannon will follow a sequence of chemistry courses in line with his or
her interests, abilities, and vocational goals. There are several credit hours of elective courses in
the chemistry degree program, which allows the student to strengthen his or her background in
allied sciences such as physics, biology, computer, and mathematics.
The Department occupies the fourth floor of the Zurn Science Center. These spacious facilities
contain modern equipment typically found in industrial, academic, and research laboratories.
The student, for example, uses the atomic absorption spectrometers, polarograph, refractometer,
flame photometer, gas chromatograph, infrared and ultraviolet spectrophotometers, nuclear
magnetic resonance and mass spectrometers. Chemistry students have access to computers
capable of extensive molecular modeling.
The Department offers to its students the advantages of small classes, individual attention, and
frequent contact with staff members. Upper-level chemistry students are required to participate
in independent research and study under the guidance of a faculty member.
378
COURSE DESCRIPTIONS
Courses numbered CHEM 001, 102, 103, 104, 105, 106, 107, 108, 121, 166, 170, or 171 may not be
used to fulfill the requirements for a Chemistry major.
CHEM 102: Introduction to Organic Chemistry and Biochemistry

This one-semester course for Occupational Therapy students provides an introduction to the
major classes of organic molecules and biomolecules for increased understanding of molecular
events in living organisms. Students study the major organic functional groups and learn to
draw, name, and identify physical and chemical properties of organic molecules. Students
apply this knowledge to the study of biochemistry by interpreting how the molecular structure
of carbohydrates, lipids, proteins, enzymes and nucleic acids influences their diverse functions
in the body. 3 credits
CHEM 103: Chemistry of Life I
The course, designed for health professional majors, covers general chemical principles
including atomic structure, chemical bonding, properties of the three states of matter, classes of
chemical reactions, stoichiometry, acid-base chemistry, thermodynamics, kinetics, and solution
chemistry. This course is limited to students enrolled in certain health professional programs,
including physician assistant, sport & exercise science and nutrition & human performance.
3 credits, Fall
CHEM 104: Chemistry of Life I Laboratory
Experiments are designed to reinforce the concepts taught in Chemistry of Life I (CHEM 103).
Emphasis is on developing safe laboratory technique and proper recording and processing of
data.
Co-requisite: CHEM 103 1 credit, Fall
CHEM 106: Chemistry of Life II
This course was designed for students in the health sciences. The course will provide students
with knowledge of the introductory organic and biological chemistry that is fundamental
to understanding molecular events in living organisms. Each class of organic compounds
is studied in terms of structure, nomenclature and physical/chemical properties. The
portion of the course devoted to biological chemistry emphasizes structural, physical and
chemical properties of the major classes of biomolecules including amino acids and proteins,
carbohydrates, and lipids.
Prerequisite: CHEM 103 3 credits, Spring
CHEM 107: Chemistry of Life II Laboratory
Experiments are designed to reinforce the concepts taught in CHEM 106 and to acquaint
the student with the physical and chemical properties of the major organic functional group
compounds as well as biochemically important compounds including proteins, carbohydrates
and lipids. Emphasis is on developing safe laboratory technique and understanding concepts.
Co-requisite: CHEM 106
Prerequisite: CHEM 104 1 credit, Spring
CHEM 105: Physiological Chemistry
The course provides an introduction to the structure and chemical reactivity of the major
organic functional groups pertinent to the study of biological chemistry, structure and function
of the major classes of biomolecules including carbohydrates, proteins, lipids and nucleic
acids and an overview of the underlying chemical principles and recurring themes of the
major metabolic pathways. Course enrollment is limited to nursing and nutrition & human
performance majors.
Prerequisite: High school chemistry 3 credits, Fall
CHEM 108: Physiological Chemistry Lab
The course consists of twelve three-hour laboratory periods. Experiments complement the
material covered in the lecture course CHEM 105 Physiological Chemistry. 1 credit
CHEMISTRY 379
CHEM 111: General Chemistry I

This course represents a study of the fundamental theories and general principles of chemistry.
The course is primarily designed as an introductory course for science majors and is a basic
prerequisite for additional course work in chemistry. In this course the structure of matter,
the relation of chemical structure to chemical and physical behavior of matter, the qualitative
and quantitative aspects of chemical reactivity and associated energy changes are studied.
In addition, selected topics are covered which illustrate the social relevance of the chemist/
scientist and the historical significance of the field of chemistry.
Prerequisite: High School Algebra 3 credits, Fall
CHEM 112: General Chemistry I Laboratory
Experiments are designed to reinforce the concepts taught in General Chemistry I (CHEM111).
Emphasis is on developing safe and proper laboratory technique, as well as proper recording
and processing of data. Included in the course are syntheses, analyses (both qualitative and
quantitative), instrumental techniques and computational experiments.
Co-requisite: CHEM 111 1 credit, Fall
CHEM 114: General Chemistry II
This course emphasizes basic chemical principles that underlie a more advanced study of the
broad field of chemistry. These topics include kinetics, thermodynamics, electrochemistry, acid
base chemistry, equilibria, and solution properties.
CHEM 115: General Chemistry II Laboratory
Experiments are designed to reinforce the concepts taught in General Chemistry II (CHEM
114). Emphasis is on developing safe, proper laboratory technique, and proper recording
and processing of data. Included in the course are syntheses, analyses (both qualitative and
quantitative), instrumental techniques and computational experiments.
Co-requisite: CHEM 114
CHEM 121: Introduction to Nanotechnology
This course presents an overview of the field of nanotechnology, the study of objects 1nm-
100nm in size. The topics include what nanotechnology is, the basic science for nanotechnology,
the properties of nano materials, characterizing nano materials and societal/ethics/business/
legal issues in nanotechnology. Nanotechnology is a multi-disciplinary field drawing on
physics, chemistry, biology and engineering. How the topics in these diverse fields impact
nanotechnology will be presented. The course will also cover how nanotechnology will change
society based on the impact on the environment, ethics, law, health and business.
Prerequisite: The ability to perform high school algebra is required. 3 credits
CHEM 166: Issues in Science and Technology
Designed to present the principles of science, particularly chemistry, to enable one to
better understand the world. It is also designed to not only improve the student’s ability
to understand current problems, but also provide the basis for understanding future
developments in the area of science and technology as they relate to the environment. 3 credits
CHEM 221: Organic Chemistry I
In this course, the student will study hydrocarbons, both aliphatic and aromatic compounds.
Emphasis is placed upon the structures, properties, syntheses, reactions and uses of these
compounds.
CHEM 222: Organic Chemistry Laboratory I
This course provides the student with an introduction to the laboratory methods and
techniques of organic chemistry. Emphasis is placed upon the purification and characterization
of organic molecules
Prerequisite: CHEM 115; Co-requisite: CHEM 221 1 credit, Fall
380
CHEM 224: Organic Chemistry II

In this course the student will study many monofunctional families of compounds. Emphasis is
placed upon the structures, properties, syntheses, reactions and the uses of these compounds.
CHEM 225: Organic Chemistry Laboratory II
This course involves experimental studies of the reactions of organic molecules and
identification of molecules using infrared and nuclear magnetic resonance spectroscopy.
Prerequisite: CHEM 222; Co-requisite: CHEM 224 1 credit, Spring
CHEM 323: Organic Chemistry III
A continuation of Chemistry CHEM 224. A systematic study of the polyfunctional organic
compounds. Emphasis is placed upon the structures, properties, syntheses, reactions and uses
of these compounds.
Lectures: Two hours per week.
CHEM 324: Organic Chemistry Laboratory III
Quantitative and qualitative organic analysis with emphasis on both classical and modern
methods of analysis.
Laboratory: Eight hours per week.
Corequisite: CHEM 323
CHEM 331: Physical Chemistry I
An introduction to physical chemistry, focusing on the sub-discipline of thermodynamics.
Students examine the behavior of gases and the laws of classical thermodynamics. These
concepts are used to interpret chemical and phase equilibria and to develop solution theory.
The course concludes as students connect macroscopic thermodynamic properties to
microscopic particle behavior using elementary statistical mechanics.
Prerequisite: CHEM 221 and MATH 141 3 credits, Fall
CHEM 332: Physical Chemistry Laboratory I
A suite of experimental studies to accompany CHEM 331, with an emphasis on developing data
processing and report-writing skills.
Prerequisite: CHEM 222 1 credit, Fall
CHEM 334: Physical Chemistry II
An introduction to physical chemistry, focusing on the sub-disciplines of kinetics and quantum
mechanics. The course provides an overview of the kinetic theory of reaction rates, reaction
dynamics and catalysis. Students then delve into the historical development of quantum theory,
examine wave–particle duality and learn the mathematics of wave mechanics. These concepts
are applied to simple systems like the particle in a box, harmonic oscillator, rigid rotor and the
hydrogen atom. The discussion advances to atomic and molecular structure, chemical bonding
and implications for spectroscopic analysis.
CHEM 335: Physical Chemistry Laboratory II
A suite of experimental studies to accompany CHEM 334, with an emphasis on developing data
processing and report-writing skills.
CHEM 336: Introduction to Modern Analytical Chemistry
Introduction to the methods of analysis in modern analytical chemistry. Application of general
chemistry principles in the systematic analysis of materials. Classical methods of analysis
examined include titrimetry and gravimetry. Instrumental methods include potentiometry,
electrolytic deposition, spectrophotometry and chromatography.
Lectures: Three hours per week.
CHEMISTRY 381
CHEM 337: Modern Analytical Chemistry Laboratory

Experimental studies utilizing techniques used in modern analytical chemistry laboratories.
Emphasis in precise measurements and use of instrumental methods.
Laboratory: Eight hours per week.
Corequisite: CHEM 336
CHEM 356: Chemical Literature
Designed to acquaint the student with the various sources of literature available today
including periodicals and the classical works of reference.
Lecture: One hour per week.
CHEM 360: Polymer Science
An overview of polymer science including synthesis, characterization, properties, nomenclature
and industrial processing of polymers. Thermodynamics and kinetics will be utilized to
describe certain aspects of polymers.
Prerequisites: MATH 140 and CHEM 224 3 credits, Spring
CHEM 361: Advanced Inorganic Chemistry
An advanced study of inorganic chemistry concepts including atomic structure, molecular
symmetry and group theory, bonding theories, the solid state, acids and bases, coordination
chemistry, organometallic chemistry, and bioinorganic chemistry. The course connects the
chemistry of inorganic compounds to their current and emerging applications and presents
physical techniques commonly used to study inorganic materials. Recent primary literature
articles and reviews are integrated to demonstrate the modern and interdisciplinary nature of
inorganic chemistry.
Prerequisite: CHEM 331 or concurrent enrollment 3 credits, Fall
CHEM 362: Advanced Inorganic Laboratory
Preparation techniques of inorganic chemistry.
Laboratory: Three hours per week. 1 credit, Fall
CHEM 366: Structural Biochemistry
A systematic study of the biologically important compounds including the amino acids,
proteins, nucleic acids, enzymes, carbohydrates and lipids. Emphasis is placed upon the
structure, properties, syntheses, reactions and functions of these compounds.
Lectures: Three hours per week.
Prerequisite: CHEM 224 or permission of instructor 3 credits, Fall, Spring
CHEM 367: Biochemical Laboratory
An introduction to the laboratory methods and techniques utilized for the isolation,
characterization and syntheses of the biologically important compounds.
Laboratory: Four hours per week.
Prerequisite: CHEM 225 1 credit, Fall
CHEM 368: Biochemical Pathways
A continuation of the systematic study of the biologically important compounds including
amino acids, proteins, enzymes, carbohydrates and lipids. Emphasis is placed upon
biochemical pathways and energetics involving these compounds.
CHEM 380, 381, 382: Undergraduate Research
Selected topics in the field of chemistry to be solved by the student with advice from the staff.
Prerequisite: Permission of the Instructor
Corequisite: Senior Status 1-3 credits, Fall
CHEM 383, 384, 385: Undergraduate Research
Continuation of CHEM 380, 381, 382. 1-3 credits, Spring
382
CHEM 402: Advanced Organic Chemistry

A study of topics specialized or current interest in the area of Organic Chemistry.
Lecture: Three hours per week.
Prerequisite: CHEM 224 3 credits
CHEM 408: Advanced Instrumental Analysis
An in-depth examination of the major instrumental methods used in analytical chemistry.
Application of advanced chemical principles and fundamental instrumental concepts focusing
on how they influence the precision and accuracy of the measurement aspect of analysis.
Techniques examined include Spectrophotometry, Chromatography and Electrochemistry.
The role computers play in modern instruments is examined.
Lecture: Three hours per week.
CHEM 409: Advanced Instrumental Analysis Laboratory
Advanced experimental techniques utilizing modern chemical instrumentation. Emphasis in on
verifying the chemical principles underlying the method and investigating factors influencing
the validity of the analysis.
Laboratory: Four hours per week.
CHEM 412: Industrial Internship
Selected students spend an extended period, usually 10-12 weeks during the summer, working
in a chemistry laboratory under the direct supervision of a chemist. Where possible, a member
of the Gannon faculty will meet regularly with the student and his supervisor to conduct a
continuing evaluation of the student’s work and progress. At the conclusion of the work period,
the student is to write a paper on some phase of his project or experience for submission to his
supervisor and faculty advisor and a presentation at a departmental seminar.
Prerequisite: Permission of the Chemistry Department and the cooperating laboratory
1-3 credits
CHEM 414: Computational Chemistry
Computational chemistry is a field in the science of chemistry in which chemists use computers
and computer software as tools to examine the effect of chemical structure at the molecular and
atomic levels on the chemical and physical properties of chemical substances. Computational
methods provide powerful tools for the prediction of properties or substances, designing
new compounds that have a certain desirable property, examining reaction mechanisms,
conformational analysis, examining how structure affects physiological properties of
pharmaceuticals, and many other applications. In this course, the student will be presented
with a hands-on opportunity to explore the various techniques and use of computational
equipment and characterizes the field of computational chemistry.
Prerequisites: CHEM 224; and either CHEM 331 or CHEM 366 are a co requisite or prerequisite.
2 credits, Fall
CHEM 418, 419: Special Topics in Chemistry
Topics of special and/or current interest in all areas of chemistry will be covered. Three topics
will normally be covered in depth during the course of a semester. Typical topics include:
organosulfur chemistry, organometallic chemistry, heterocyclic chemistry, polymer chemistry,
catalysis, chromatography, natural products, photochemistry, nuclear chemistry, clinical
chemistry, etc. 1-3 credits
CHEMISTRY 383
Chemistry Curriculum
FRESHMAN
Fall Spring
3 College Composition/LENG 111 4 General Chemistry II & Lab/
4 General Chemistry I & Lab/ CHEM 114 & 115
3 Calculus I/MATH 140 * 3 Calculus II/MATH 141
4 Technical Electives ** 4 Technical Electives **
16 17
SOPHOMORE
Fall Spring
4 Organic Chemistry I & Lab/ 4 Organic Chemistry 2 & Lab/
CHEM 221 & 222 CHEM 224 & 225
4 Fundamentals of Physics 1 & Lab/ 4 Fundamentals of Physics 2 & Lab/
PHYS 210 & 211 PHYS 212 & 213
3 History Without Borders/LHST 111 3 Literature Series/LENG
3 Introduction to Philosophy/LPHI 131 4 Technical Electives **
3 Social Science 3 Public Speaking/SPCH 111 or
Human Communication/SPCH 113
17 18
JUNIOR
Fall Spring
4 Organic Chemistry III & Lab/ 1 Leadership Seminar
CHEM 323 & 324 5 Intro to Modern Analytical Chemistry
3 Physical Chemistry I/CHEM 331 & Lab/CHEM 336 & 337
1 Physical Chemistry I Lab/CHEM 332 3 Physical Chemistry II/CHEM 334
3 Technical Elective ** 1 Physical Chemistry II Lab/CHEM 335
3 The Bible: An Intro/LTHE 201 1 Chemical Literature/CHEM 356
3 Philosophy II Series/LPHI 3 LPHI 237 or any LTHE 300 level course
17 14
SENIOR
Fall Spring
4 Chemistry Electives 3 Senior Seminar/LBST 383
3 Fine Arts Series/LFIN 3 Technical Electives **
3 Adv. Inorganic Chem./CHEM 361 7 Chemistry Electives
3 Technical Electives ** 1 Undergraduate Research/CHEM 380-383
1 Undergraduate Research/CHEM 380-383
1 General Elective
15 14
Total credits: 128
* If necessary, students may take MATH 111 and MATH 112 before taking MATH 140
and MATH 141.
** Technical electives are courses listed outside of the Chemistry Department that provide opportunities
for students to deepen their knowledge in related fields. The choice of technical electives depends upon
the career goal. Your academic advisor can provide guidance in choosing electives.
Upper-level courses in these departments are accepted (i.e., 200-level and higher).
BIOL, BME, CIS, ECE, ENG, ENVR, MATH, ME, PHYS
384
The following selected courses are also accepted.

BIOL 122/123 (Molecular & Cellular Biology); BIOL 124/125 (Animal Form & Function); BCOR
111 (Principles of Microeconomics); BCOR 112 (Principles of Macroeconomics); BCOR 214
(Principles of Accounting I); BCOR 215 (Principles of Accounting II); BCOR 240 (Marketing
in the Global Environment); BCOR 250 (Management Theory and Practice); BCOR 303 (Legal
Environment of Business); CRJS 310 (Investigative Concepts); CRJS 321 (Criminal Evidence); CRJS
325 (Culture Diversity in Criminal Justice); and all CIS courses.
Students may petition the Department Chair with requests outside of this list.
THE NEXT STEP

Chemistry
Pre-Senior Year
3 Organic Chemistry I/CHEM 221
1 Organic Chemistry I Lab/CHEM 222
3 Organic Chemistry II/CHEM 224
1 Organic Chemistry II Lab/CHEM 225
3 Modern Analytical Chemistry/CHEM 336
2 Modern Analytical Chemistry Lab/CHEM 337
3 General Physics I/PHYS 105
1 General Physics I Lab/PHYS 106
3 General Physics II/PHYS 108
1 General Physics II Lab/PHYS 109
3 Calculus I/MATH 140 (required)
3 Calculus II/MATH 141 (required)
33
Senior Year
3 Organic Chemistry III/CHEM 323
1 Organic Chemistry III Lab/CHEM 324
3 Physical Chemistry I/CHEM 331
3 Physical Chemistry II/CHEM 334
13 Chemistry Electives
1 Chemical Literature/CHEM 356
3 LPHI 237 or any LTHE 300 level course
37
Recommended: Calculus III

FORENSIC SCIENCE 385
Prerequisites
• One year of General Chemistry
• One semester of Calculus
CHEMISTRY MINOR
Students interested in a chemistry minor should follow the matrix below (24 credits total):
CHEM 111 and 112 General Chemistry I and lab 4 credits
CHEM 114 and 115 General Chemistry II and lab 4 credits
CHEM 221 and 222 Organic Chemistry I and lab 4 credits
CHEM 224 and 225 Organic Chemistry II and lab 4 credits
An additional 8 credits of upper-level chemistry courses selected from the following list must
be completed successfully:
CHEM 323 and 324 Organic Chemistry III and lab 4 credits
CHEM 331 and 332 Physical Chemistry I and lab 4 credits
CHEM 334 and 335 Physical Chemistry II and lab 4 credits
CHEM 336 and 337 Introduction to Modern Analytical Chemistry and lab 5 credits
CHEM 361 and 362 Advanced Inorganic Chemistry and lab 4 credits
CHEM 366 and 367 Structural Biochemistry and lab 4 credits
CHEM 414 Computational Chemistry 2 credits
FORENSIC SCIENCE
TBA, Chairperson
FACULTY: TBA
Aims and Objectives

The Forensic Science major at Gannon University allows students to focus their training in
the area of biology or chemistry. Students who complete a degree in Forensic Science will
be prepared for direct placement in the field or to continue their education in graduate or
professional programs.
There are 15 semester hours of upper-level forensic science courses beyond the foundational
courses in chemistry, biology, physics and math. The foundational courses include four
semesters of chemistry with labs, two semesters of biology with labs, two semesters of physics
with labs, two semesters of calculus, and one semester of statistics.
Students in the Forensic Science major will gain practical experience through the completion of
a required research project or internship. This practical experience will facilitate employment
opportunities following graduation. The employment opportunities within the northeast region
of the U.S. for forensic technicians are particularly optimistic, and employment for forensic
technicians is expected to grow by 6% from 2012 through 2022. Employment opportunities,
especially in a consulting or full-time position, are also available in rapidly developing
countries which are establishing forensic labs and programs.
386
Beyond entering the forensic field directly after graduation, there are many other vocational
opportunities or opportunities for continuation into graduate degree programs. The
comprehensive curriculum is particularly suited to provide Gannon University students
with the ability to pursue diverse career or educational options after graduation. Successful
graduates may enter Master’s or Ph.D. programs, medical school, dental school, or law school.
Alternatively, students may prepare for certification as a Crime Scene Investigator.
Forensic Science Curriculum

FRESHMAN
Fall Spring
2 First Year Seminar/CRJS 108 3 Critical Analysis & Comp/LENG 112
3 College Composition/LENG 111 4 General Chemistry II and Lab/
4 General Chemistry I and Lab/ CHEM 114 & 115
4 Mol & Cellular Biology and Lab/ 4 Animal Form & Function & Lab/
BIOL 122 & 123 BIOL 124 & 125
16 17
SOPHOMORE
Fall Spring
4 Organic Chemistry I and Lab/ 4 Organic Chemistry II and Lab/
CHEM 221 & 222 CHEM 224 & 225
4 Fund of Physics I: Mechanics & Lab/ 4 Fund of Physics II: Fluids &
PHYS 210 & 211 Thermodynamics & Lab/
3 Intro to Psyc/PSYC 111 PHYS 212 & 213
3 Intro to Philosophy/LPHI 131 3 SPCH 111 or SPCH 113*
3 Criminalistics I/CRJS 210 4 Forensic Biology and Lab/
FRSC 261 & 262
3 Applied Statistics/MATH 213
17 18
JUNIOR
Fall Spring
3 Investigative Concepts/CRJS 310 1 Leadership Seminar*
4 Specialized Science Elective 5 Intro to Modern Anal Chem & Lab/
4 Specialized Science Elective CHEM 336 & 337
3 Philosophy II Series*/LPHI 3 Criminal Law and Proc/CRJS 320
3 LPHI 237 or any LTHE 300 course 3 The Bible: An Intro/LTHE 201
4 Forensic Chemistry and Lab/
FRSC 361 & 362
2 Forensic Microscopy/FRSC 350
17 18
FORENSIC SCIENCE 387
SENIOR
Fall Spring
3 Fine Arts*/LFIN 3 Senior Seminar/LBST 383
3 Criminal Evidence/CRJS 321 OR 4 Advanced Forensic Science and Lab/
Expert Witnessing/CRJS 362 FRSC 461 & 462
4 Structural Biochemistry and Lab/ 4 Specialized Science Elective
CHEM 366 & 367 3 History without Borders/LHST 111
4 Specialized Science Elective 3 Literature Series*/LENG
3 Specialized Science Elective
17 17
* Please refer to the undergraduate catalog for course options.
ADDITIONAL SPECIALIZED SCIENCE ELECTIVES: 19 CREDITS, CHOOSE ONE SET

(MUST INCLUDE FRSC 480 AS PART OF CREDITS FOR EACH TRACK)
BIOLOGY TRACK CHEMISTRY TRACK

Cellular Biochemistry and Lab/ Computational Chemistry/CHEM 414
BIOL 373 & 374 Instrumental Analysis & Lab/
Microbiology & Lab/BIOL 331 & 332 CHEM 408 & 409; Required in this track
Genetics and Lab/BIOL 265 & 266 Inorganic Chemistry/CHEM 361
Cell Biology & Lab/BIOL 375 & 376 Physical Chem & Lab/CHEM 331 & 332
Environ Toxicology & Lab/ENV 400 & 401 Organic Chem & Lab III/CHEM 323 & 324
Human Gross Anatomy & Lab/ Chemical Literature/CHEM 356
BIOL 365 & 366 Polymer Chemistry/CHEM 360
Undergraduate Research Environmental Toxicology & Lab/
or Internship/FRSC 480 ENV 400 & 401
Undergraduate Research
or Internship/FRSC 480
COURSE DESCRIPTIONS
FRSC 261: Forensic Biology

This course is an introduction to the fundamentals of forensic DNA analysis. Topics will include
the basic structure of DNA, sample handling, analysis and quality assurance. The student
will gain an understanding of the structural components of DNA, the application of protocols
for the collection and storage of forensic samples, the extraction and amplification of DNA
from samples, the application of DNA analysis in the legal system, and the utilization of DNA
databases in forensics.
Co-requisite: FRSC 262
Pre-requisites: CHEM 221 & 222; BIOL 122 & 125 3 credits, Spring
FRSC 262: Forensic Biology Lab
This laboratory course consists of experiments designed to complement the material in FRSC
261. Experimental skill sets related to DNA analysis will be emphasized. The student will
learn the appropriate use of laboratory notebooks and reports, the use of laboratory protocols
surrounding forensic samples involving DNA evidence, and the application of DNA technology
in forensic analysis.
Pre-requisites: CHEM 221 & 222; BIOL 122, BIOL 125 1 credit, Spring
388
FRSC 350: Forensic Microscopy

This course is an introduction to microscopy with a focus on practical applications in forensics.
Topics will include basic optics, behavior of electromagnetic radiation, components of
microscopes, and applications of forensic microscopy. The course will be lecture-based with a
hands-on component.
Pre-requisites: BIOL 122-125; CHEM 224; PHYS 210, 211, 212, 213, or permission of instructor
2 credits, Spring
FRSC 361: Forensic Chemistry
A study of the application of analytical, chemical principles to the forensic science field.
Topics include quality control, laboratory protocol, basic instrumentation, matrix effects,
and quantitative/qualitative analysis. The students will demonstrate an understanding of
the application of analytical principles to forensic samples, the use of laboratory protocols
surrounding forensic samples, the use of calibration, quality control and method validation
for forensic samples, the principles and application of chromatography, immunoassays, and
spectroscopy in forensic analysis, and analytical techniques for drug analysis of acidic drugs.
Pre-requisite: CHEM 224 & 225 3 credits, Spring
FRSC 362: Forensic Chemistry Lab
This laboratory course consists of experiments designed to complement the material in FRSC
361. Experimental skill sets will be emphasized, and will focus on handling, processing,
and interpretation of results of common forensic samples analyzed for chemical content.
Particular focus will be placed on chromatographic and spectroscopic techniques, but
other techniques may also be considered in both a hands-on and simulated setting. By the
completion of the course, students will have the necessary skillset for basic chemical analysis
of commonly encountered forensic samples. The student will demonstrate an understanding
of the appropriate use of laboratory notebooks and reports, the use of laboratory protocols
surrounding forensic samples, the use of calibration, quality control and method validation for
forensic samples, the application of chromatography and spectroscopy in forensic analysis, and
analytical techniques for drug analysis of acidic drugs.
Pre-requisite: CHEM 224 & 225 1 credit, Spring
FRSC 461: Advanced Forensic Science
This course continues the study of forensic biology and forensic chemistry at the advanced
level. Topics include the forensic analysis and the underlining principles associated with drugs,
synthetic polymers, natural polymers (including DNA), and colorants. Textbooks and primary
journal articles will be used as resources in this course. The student will gain an understanding
of advanced principles of polymers and nucleic acids, the application of instrumental analysis
to the quantitative, qualitative and comparative analysis of drugs, polymers and colorants, the
challenges, solutions, and the future of forensic DNA analysis, analytical techniques for drug
analysis of basic drugs, and the primary literature and its use in research and forensic science
advancement.
Prerequisite: FRSC 261, 350, 361; BIOL 345; CHEM 408 3 credits, Spring
FRSC 462: Advanced Forensic Science Lab
This laboratory course consists of experiments designed to complement the material in
FRSC 461. Advanced application of experimental skill sets in combustion, DNA analysis,
serological testing, and drug analysis, including reporting, will be emphasized. Additionally,
data collection and professional reporting of results to the scientific and forensic community
will be reviewed and required. The student will demonstrate an understanding of analysis
of combustibles, advanced-level application and interpretation of results for serological and
DNA testing of forensic samples, advanced-level application and interpretation of results for
drug analysis, and how to construct lab reports in a professional science format relevant to the
forensic field.
MATHEMATICS 389

Pre-requisites: FRSC 261, 350, 361; BIOL 345; CHEM 408 1 credit, Spring
FRSC 480: Forensic Research/Internship
This course is meant to provide the students with an individualized, hands-on learning
experience in a mentored setting. Students will be exposed to selected topics in the field of
forensic biology or chemistry to be solved by the students with advice and oversight from the
faculty, with mentorship from the staff, or professional supervisor. Settings could include crime
laboratories, research laboratories, federal or state agencies, or other sites approved by staff
overseeing the course.
Pre-requisite: Sophomore standing or higher; permission of instructor 1-3 credits
MATHEMATICS
GEOFFREY DIETZ, Chairperson
FACULTY: Professor: Michael Caulfield, Geoffrey Dietz. Associate Professors: Patrick Headley,
David Prier. Assistant Professor: Christine Cedzo, Rich Ligo.
Aims and Objectives

Mathematics majors at Gannon must satisfactorily complete a minimum of forty-eight credits
ranging over such areas as discrete mathematics, calculus, abstract algebra, mathematical
analysis, probability, statistics, linear algebra, differential equations, and mathematical
modeling. In addition, mathematics majors will receive a significant career-enhancing
experience through placement in an appropriate internship position or through a challenging
undergraduate research project.
The Mathematics curriculum is designed to allow students to develop a strong secondary
interest in allied fields such as business, computer science, economics, physics, biology,
chemistry, engineering or education. There is ample opportunity to select the most beneficial
combination of courses to achieve the student’s goals. The content of a particular student’s
curriculum requires department approval to insure proper competency by graduation.
Mathematics majors receive preparation for the first Actuarial Exam administered by the
Society of Actuaries. Students who pursue a concentration in Acturial Science will receive
preparation for two additional exams.
This competency required of students in mathematics has resulted in careers in research, in
education at all levels, and in technical positions in industry and government. Mathematicians
are increasingly in demand in today’s employment market. Mathematics majors, by satisfying
additional requirements of the School of Education, can earn Teacher Certification in Secondary
Education for the State of Pennsylvania.
COURSE DESCRIPTIONS
MATH 055: Algebra Refresher

Exponents, polynomial and rational expressions, factoring, linear equations and inequalities,
rational equations, graphing, functions, and applications. This course will meet 4 hours per
week during a regular semester, but will count as 3 credits of load for student financial aid and
quality point average considerations. It may not be used to satisfy any graduation requirements
in any degree program.
Prerequisite: One year of high-school algebra 3 credits (see description)
MATH 100: First Year Seminar
This course is a discussion/experience-based course to orient the new students to Gannon
University, to introduce the Liberal Studies Core and LIFECORE, to assist in the transition from
390
high school to university life and to encourage development of academic, personal and spiritual
aspects of the student’s life. 2 credits, Fall
MATH 101: Mathematics in Human Progress
Most of the mathematics discussed has been developed in the last century. Topics covered
are based on down-to-earth, real-life problems and will include: Mathematics of social choice
including group decision making and democratic voting methods; Management science
including methods for solving problems involving organization and management of complex
activities; Growth and symmetry including population growth, geometrical patterns of
biological growth and fractals.
Prerequisite: Two years of high-school algebra or MATH 055 3 credits, Spring
MATH 103: Quantitative Literacy
This course covers a broad array of practical mathematical topics found in everyday life.
Topics include: number sense, charts and graphs, basic probability and statistics, linear and
exponential models, financial mathematics, geometry, and logic.
Prerequisite: Two years of high school algebra or MATH 055 3 credits, Fall
MATH 105: Fundamentals of Mathematics
This course investigates the nature of mathematical relationships through problem solving.
Topics include basic number theory, algebraic topics, geometry, and systems of numeration.
Prerequisite: Two years of high school algebra. 3 credits, Spring
MATH 111: College Algebra
Polynomial, rational, radical, exponential, and logarithmic functions and equations; systems of
equations; matrices and determinants; sequences and series; binomial theorem.
Prerequisite: Two years of high school algebra or MATH 055 3 credits, Fall, Spring
MATH 112: Trigonometry
Trigonometric functions, radian measure, trigonometric identities and equations, solution of
triangles, DeMoivre’s theorem, vectors, polar coordinates.
Prerequisite: MATH 111, or concurrently with MATH 111 or equivalent competency.
3 credits, Fall, Spring
MATH 115: Applied Mathematics for Business
The course provides a mathematical foundation for students majoring in business. Topics
include linear, quadratic, exponential, and logarithmic functions; mathematics of finance; limits;
differentiation; and applications of differentiation. Applications to business and economics are
emphasized throughout the course.
Prerequisite: Two years of high school algebra. 3 credits, Fall, Spring
MATH 135: Precalculus
The course addresses concepts in algebra and trigonometry through the use of functions. The
relationship between functions and their graphs is examined in detail. The course also covers
topics in the mathematics of functions such as composition and inverses. Rates of change are
studied with a view toward calculus.
Prerequisite: Two years of high school algebra. 3 credits, Fall
MATH 140: Calculus 1
Limits; derivatives of algebraic and trigonometric functions; graphing; related rates;
optimization problems.
Prerequisite: Trigonometry. 3 credits, Fall, Spring
The definite and indefinite integrals; applications of integration; techniques of integration;
calculus of the exponential, logarithmic, and other transcendental functions.
Prerequisite: MATH 140 3 credits, Fall, Spring
MATHEMATICS 391
MATH 213: Applied Statistics

Designed for students majoring in the natural or social sciences. Topics include measures of
central tendency and dispersion, combinations and permutations, sampling distributions,
testing hypotheses, Chi-Square applications, linear regression and correlation.
Prerequisite: High school algebra 3 credits, Fall, Spring
MATH 222: Discrete Mathematics 1
Logic, sets, functions, mathematical induction, algorithms, counting methods, recurrence
relations, graphs.
Prerequisite: MATH 111, MATH 115 or MATH 140 3 credits, Fall
MATH 223: Discrete Mathematics 2
Relations, topics in graph theory, tree traversal, spanning trees, Boolean algebra, logic gates,
circuits, automata, Turing machines.
MATH 226: Geometry
Synthetic, analytic, metric, and transformational approaches to geometry, emphasizing the
importance of definitions, axioms, and proof in geometry. Ancient and modern approaches
to axioms, Euclid’s Elements, triangle concurrences, plane isometries, and symmetry groups.
Coordinate, taxicab, and hyperbolic geometries including the Poincare disk model. Use of
geometric software.
Prerequisite: MATH 222 3 credits, Fall, even years
Infinite sequences and series; power series; Taylor series and polynomials; parametric
equations; polar coordinates; vectors in the plane and space; vector-valued functions.
Partial differentiation; multiple integration; vector calculus.
MATH 252: Linear Algebra
Systems of linear equations; matrix algebra; determinants; vector spaces; linear transformations;
eigenvalues and eigenvectors; inner products.
MATH 260: History of Mathematics
Survey of the development of mathematics from the earliest historic times to the present.
A true appreciation of mathematics is developed through the knowledge of the history of
mathematics. The cultural and historical significance of mathematics will be discussed.
Prerequisite: MATH 140 3 credits, Spring, odd years
MATH 301: Mathematical Analysis 1
Elementary set theory; properties of the real numbers; topology of the real line; sequences of
functions; limits of functions; continuity; uniform continuity; differentiation of real-valued
functions; integration.
Prerequisite: MATH 243 3 credits, Fall, even years
MATH 302: Mathematical Analysis 2
Additional topics in real analysis: integration; infinite series; differentiation of vector-valued
functions; integration of vector-valued functions.
MATH 304: Differential Equations
Ordinary differential equations (ODEs) with applications to science and engineering. Solution
methods for first-order ODEs, linear ODEs, and systems of ODEs; Laplace transforms;
numerical methods; and critical point behavior.
392
MATH 308: Applied Complex Variables

A study of complex algebra, analytic functions, integration in the complex plane. Taylor and
Laurent expansions, singularities, calculus of residues and meromorphic functions.
MATH 309: Abstract Algebra
Fundamentals of groups, rings, fields, and homomorphisms.
Prerequisite: MATH 222 and MATH 243 3 credits, Fall, odd years
MATH 310: Number Theory and Cryptography
Introduction to the theory of integers and basic cryptography. Topics include: primes,
divisibility, unique factorization, congruences, applications to cryptography (including RSA
and Diffie-Hellman), primitive roots, and quadratic reciprocity.
Prerequisite: MATH 222 3 credits, Spring, even years
MATH 312: Probability and Statistics 1
Enumeration, probability, independence, probability distributions, random variables,
expectation, mean, variance, moment generating functions, Central Limit Theorem, sampling
distributions, and other selected topics.
Prerequisite: MATH 141 3 credits, Fall
MATH 313: Probability and Statistics 2
Point and interval estimations, hypothesis testing, Neyman-Pearson lemma, likelihood ratio
tests, tests concerning means, proportions and variances, Chi-square tests, analysis of variance,
regression, correlation analysis, nonparametric methods.
MATH 314: Numerical Analysis
Taylor polynomials, machine representation of numbers, computational error, interpolation,
root finding, systems of linear equations, curve fitting, numerical differentiation and
integration.
Prerequisites: MATH 141 and CIS 180 3 credits
MATH 320: Mathematical Modeling
Construction and analysis of mathematical models for the solution of ‘real-world’ problems.
Topics discussed may include genetics, predator-prey problems, population growth, spread of
disease, finance, etc.
Prerequisite: MATH 304 3 credits, Fall
MATH 331: Financial Mathematics 1
A course in the mathematical theory of interest. Time value of money; annuities; loan
repayment; bonds; general cash flows and portfolios; immunization. This course follows the
syllabus for the Interest Theory segment of actuarial exam FM/2.
Prerequisite: MATH 242 3 credits, Fall, odd years
MATH 332: Financial Mathematics 2
A course in financial economics and derivatives markets. General derivatives; forwards and
futures; swaps; hedging and risk management; European, American, and exotic options;
Brownian motion; valuation of derivatives including binomial and Black-Scholes models;
Monte-Carlo simulation; binomial interest rate models. This course follows the syllabus for the
Financial Economics segment of actuarial exam FM/2 and for exam MFE/3F.
Prerequisite: MATH 331, Co-requisite: MATH 304 3 credits, Spring, even years
MATH 341: Methods of Teaching Secondary Mathematics
This course is designed to prepare students to teach mathematics in secondary schools. It
includes an examination of theories, research, and methods related to student learning and
achievement in mathematics. Students will teach a variety of mathematics lessons as well as
analyze the strategies of others. Students will also gain experience with graphing calculators
and Geometer’s Sketchpad.
Prerequisite: MATH 243 3 credits, Fall, odd years
MATHEMATICS 393
MATH 375: Internship

Student obtains professional work experience in a position involving substantial use
ofmathematics.
Prerequisite: Permission of advisor. 3 credits
MATH 380: Undergraduate Mathematics Research
Student obtains an introduction to the nature and methods of modern mathematics research
after selection of an appropriate project under the guidance of a faculty mentor. 3 credits
MATH 391-394: Directed Study in Mathematics
Supervised reading in selected subjects approved by a three-person department committee.
May be taken more than once for a total of at most four credits.
Prerequisite: Approval of faculty supervisor. 1-3 credits
MATH 395-399: Special Topics in Mathematics
Topics which are not covered by regularly scheduled courses but have the approval of a
threeperson department committee. At most six credits of Special Topics may be used toward
meeting departmental requirements for mathematics electives.
Prerequisite: Consent of the department chair. 3 credits
Mathematics Curriculum (128 – 129 credits)

FRESHMAN
3 History Without Borders/LHST 111 LENG 112
3 Calculus 1/MATH 140 3 Applied Statistics/MATH 213
3 Prob Solv & Comp Prog with Lab/ 3 Calculus 2/MATH 141
CIS 180/181 3 CIS 182/183 or CIS 255
3 Intro to Philosophy/LPHI 131 3 Foundations of Theology/LTHE 101
17 15
SOPHOMORE
3 Calculus 3/MATH 242 4 Science with lab *1
3 Discrete Mathematics 1/MATH 222 3 The Bible: An Intro/LTHE 201
3 Philosophy II Series/LPHI 3 Linear Algebra/MATH 252
4 Science with lab *1 3 Calculus 4/MATH 243
3 Literature Series/LENG 3 Fine Arts Series/LFIN
16 17
JUNIOR
3 Cognate Elective *3 3 Public Speaking/SPCH 111
3 Social Science 3 Differential Equations 1/MATH 304
3 Probability & Statistics I/MATH 312 3 Mathematics Elective *3
3 MATH 301 or MATH 309 *2 3 300 level Mathematics *4
3 General Elective 3 Cognate Elective *3
15 18
394
SENIOR
3 Senior Seminar/LBST 383 3 300 level Mathematics *4
3 MATH 301 or MATH 309 *2 3 Internship/Research/MATH 375 or 380
3 Mathematical Modeling/MATH 320 3 Mathematics Elective *3
3 Cognate Elective *3 3 Cognate Elective *3
3 General Elective 3 General Elective
15 15
*1 Complete an 8-credit sequence of courses and labs: BIOL 122-125, CHEM 111/112 & 114/115, PHYS
210/211 & 212/213, or PHYS 210/211 & 214/215. (PHYS is recommended.)
*2 Required Mathematics: MATH 301 (Fall, even years) and MATH 309 (Fall, odd years)
*3 All mathematics and cognate electives must be approved by the Mathematics advisor.
*4 Complete two MATH sequences by taking two of MATH 308, 310, 313, or 332.
Mathematics Curriculum with Secondary Education (136 credits)

Students majoring in Mathematics qualify for Teacher Certification in Mathematics/ Secondary
Education.
Aims and Objectives

educated in the areas of Mathematics, and (2) to provide a program of teacher education which
promotes growth, development, professionalism and expertise for successful teaching. Students
who wish to prepare themselves as secondary Mathematics teachers must make formal
application to the teacher education program through the School of Education. For a detailed
explanation of all requirements refer to the catalog portion under Education.

FRESHMAN
3 Introduction to Philosophy/LPHI 131 LENG 112
3 Public Speaking/SPCH 111 3 Psych of Learn & Teach/EDCR 101
1 Foundations of Teach/EDCR 103 3 Overview of Special Educ/SPED 101
2 First-Year Seminar/EDCR 104^ 3 CIS 182/183 or CIS 255
3 Prob Solv & Comp Prog w/lab/ 3 Applied Statistics/MATH 213
3 Calculus 1/MATH 140
18 18
SOPHOMORE YEAR
3 Literature Series/LENG 3 Foundations of Theology/LTHE 101
3 Instr Design & Sec Ed Classroom/EDCR 3 History of Math/MATH 260 or
206 0 Secondary Education Practicum/ DiffEq1/MATH 304 *1
EDFL 101+ 4 Science with lab *2 3 Calculus 4/MATH 243
3 Calculus 3/MATH 242 3 Linear Algebra/MATH 252
3 Discrete Mathematics 1/MATH 222 4 Science with lab *2
16 16
MATHEMATICS 395
JUNIOR YEAR
1 Leadership Seminar/LHES 240 3 History Without Borders/LHST 111
3 Philosophy II Series/LPHI 3 Fine Arts Series/LFIN
3 Probability & Statistics 1/MATH 312 3 History of Math/MATH 260
3 MATH 226 or MATH 341 *3 or DiffEq1/MATH 304 *1
3 MATH 301 or MATH 309 *4 3 MATH 308 or MATH 310 *5
1 Methods/Materials for 3 Meet Need Stu Excep 7-12/SPED 340
Instr Seminar/EDCR 321 0 Sec Educ Field Experience III +/
0 Sec Educ Field Experience I +/ EDFL 103
EDFL 102
17 18
SENIOR YEAR
3 Assessment/Evaluation/EDCR 330^ 3 Professional Seminar/EDCR 401
3 Literacy Dev, Strat, 12 Student Teaching/EDFL 410
Assessments/MLED 301^
3 Methods/Materials:
for Teaching/ESL/ELL *
3 Mathematical Modeling/MATH 320
3 MATH 226 or MATH 341 *3
3 MATH 301 or MATH 309 *4
18 15
^ Field experience embedded throughout semester (6-15 hours)

*1 Required Mathematics: MATH 260 (Spring, odd years) and MATH 304 (Spring, even years)
*2 Required Science: BIOL 122-125, CHEM 111/112 & 114/115, PHYS 210/211 & 212/213, or PHYS
210/211 & 214/215. (PHYS is recommended.)
*5 Required Mathematics: MATH 308 (Spring, odd years) OR MATH 310 (Spring, even years)
Mathematics Curriculum with Concentration in Actuarial Science (128 credits)

This concentration augments the mathematics curriculum with courses in Economics, Finance,
Risk Management, and Financial Mathematics. It provides preparation for three exams
administered by the Society of Actuaries and the Casualty Actuarial Society: P/1 (Probability),
FM/2 (Financial Mathematics), and MFE/3F (Financial Economics). In addition, the curriculum
has been approved by the actuarial societies as satisfying Validation by Educational Experience
(VEE) requirements in Economics and Corporate Finance.
396

FRESHMAN
3 College Composition/LENG 111 3 Critical Analysis and Composition/
3 Principles of Microeconomics/BCOR 111 LENG 112
3 Calculus 1/MATH 140 3 Prin of Macroecon/BCOR 112
3 Prob Solv & Comp Prog with lab/ 3 Applied Statistics/MATH 213
3 Intro to Philosophy/LPHI 131 3 Database Mgmt Sys/CIS 255
17 15
SOPHOMORE
3 Prin of Accounting I/BCOR 214 3 The Bible: An Intro/LTHE 201
3 Calculus 3/MATH 242 4 Science with lab *1
3 Discrete Mathematics 1/MATH 222 3 Linear Algebra/MATH 252
3 Foundations of Theology/LTHE 101 3 Calculus 4/MATH 243
4 Science with lab *1 3 Prin of Accounting II/BCOR 215
16 17
JUNIOR
3 Literature Series/LENG 3 Public Speaking/SPCH 111
3 History Without Borders/LHST 111 3 Differential Equations/MATH 304
3 Financial Management I/BCOR 311 3 MATH 313 or MATH 332 *4
3 MATH 312 or MATH 331 *3 3 Philosophy II Series/LPHI
3 MATH 301 or MATH 309 *2 3 Financial Management II/FINC 312
3 Cognate Elective *5
18 15
SENIOR
3 Senior Seminar/LBST 383 3 Cognate Elective *5
3 MATH 312 or MATH 331 *3 3 Internship/Research/MATH 375
3 MATH 301 or MATH 309 *2 or 380 *1
3 Mathematical Modeling/MATH 320 3 MATH 313 or MATH 332 *4
3 LPHI 237 or any LTHE 300 course 3 Fine Arts Series/LFIN
3 Mathematics Elective
15 15
*1 Complete an 8-credit sequence of courses and labs: BIOL 122-125, CHEM 111/112 & 114/115, PHYS
210/211 & 212/213, or PHYS 210/211 & 214/215. (PHYS is recommended.)
*4 Required Mathematics: MATH 313 (Spring, odd years) and MATH 332 (Spring, even years)
*5 Cognate electives must be approved by the Mathematics advisor. Preferred cognates are RISK 300,
RISK 321, RISK 325, or RISK 425.
MEDICAL LABORATORY SCIENCE 397
MATHEMATICS MINOR
A total of 24 credits is required for a minor in mathematics, including MATH 140, 141, 242, and
243; and 12 credits chosen from among any MATH courses at the 200 level or higher.
STATISTICS MINOR
A total of 24 credits in mathematics is required for a minor in statistics, including MATH 140,
141, 242, 243, 252, 213, 312, and 313.
MEDICAL LABORATORY SCIENCE

MELANIE GUSTAFSON-ROPSKI, Interim Program Director
Program Goals
The goal of the Medical Laboratory Science Program is to provide a solid program of study that
qualifies students for admission to a hospital-based program for clinical laboratory education.
The program involves three years of undergraduate study at Gannon and a fourth year of
clinical education at a hospital-based program accredited by the National Accrediting Agency
for Clinical Laboratory Science (NAACLS). Currently, Gannon is affiliated with the medical
laboratory science programs of Saint Vincent Hospital, Erie, Pennsylvania, UPMC Chautauqua
WCA, Jamestown, New York, and Conemaugh Memorial Medical Center, Johnstown,
Pennsylvania. Students may also apply to other accredited hospital based programs even
though these programs are not affiliated with Gannon.
The Medical Laboratory Science Program prepares students to become competent medical
laboratory professionals for entry-level work, which is a solid stepping stone to diverse careers
in health care and other settings. Grounded in the liberal arts, sciences and professional
specialization, the rigorous comprehensive curriculum is designed to promote the development
not only of the technical skills inherent in the field but also critical, analytical, and problem-
solving skills. It articulates the mission of Gannon University.
Curriculum Overview
The curriculum draws heavily on biology and chemistry and provides an opportunity for
students to minor in either discipline. The hands-on experience during the clinical laboratory
education in the senior year provides students intensive experiential learning, which allows
them to further understand and apply their science education. Many medical preventive,
diagnostic and therapeutic decisions involve testing and analyzing laboratory test results. By
performing these responsibilities behind the scene, medical laboratory scientists are important
members of the healthcare team.
Graduates’ Competencies
Graduates’ entry-level career competencies meet the accreditation standards of the medical
laboratory science profession. General and specific competencies pertain to professional and
ethical considerations, professional laboratory skills, communication, computerization and
instrumentation, management, and education. The course content and clinical laboratory
experience encourage excellence, independence and confidence in the application of skills,
clinical theory and problem solving. Students provide service to patient care during their
clinical internship. Graduates are well prepared to pass the national Medical Laboratory
Scientist (MLS) certification exam required by the American Soceity for Clinical Pathology
(ASCP) Board of Certification (BOC).
398
Medical laboratory scientists are problem-solvers, dealing with the complexities and outcomes
of medicine and science. They provide invaluable service to patient care by performing a wide
range of laboratory tests, confirming the accuracy of test results, and reporting the test results
to the pathologists and other physicians. Medical laboratory scientists work in blood banking,
chemistry, hematology, immunology, and microbiology. They apply their solid foundation in
the sciences and medical laboratory education to the screening, diagnosis, and treatment of
diseases.
Practice settings for medical laboratory scientists include hospitals, independent laboratories,
clinics, public health agencies, and industries. Molecular diagnostics, molecular biotechnology
companies, and other specialized laboratories offer additional career opportunities.
Experienced medical laboratory scientists have opportunities to advance their career by
specializing in certain areas, such as cell marker technology, bioengineering and cancer
research, drug testing, therapeutic drug monitoring and biogenetics. Industry offers career
opportunities in product development, marketing, sales, and quality assurance.
Currently, the demand for medical laboratory scientists far exceeds the supply of qualified
laboratory professionals. With continued population growth and medical advances, the need
for medical laboratory scientists is expected to increase.
Application for Clinical Internship and Degree Completion

In general, students apply for admission to hospital-based programs at the start of the fall
semester in their junior year, and upon acceptance, begin their clinical education the following
summer. Students will have completed all their prerequisite courses prior to their clinical
education. Because each hospital-based program has a different calendar, it is important for
students to obtain information about individual programs as early as possible. The program
director at Gannon assists students with the application process; however, the University does
not guarantee admission of students to the hospital-based programs. These programs conduct
their own selection process. Selection of students for admission to the hospital laboratory
program is based primarily on grade point average (GPA), typically a 3.0 or higher. In addition,
hospital-based programs typically require a science GPA of 2.8 or higher. Therefore, students
with a low GPA, especially in the sciences, may not be accepted by the hospitals for the
laboratory portion of the program. Students should know the requirements of each program
they are considering.
While students are completing their laboratory education, they are considered students of that
program and do not register at Gannon. They are governed by the academic policies of their
laboratory education program. They should still adhere to certain university deadlines that
affect their degree completion. For example, they are responsible for applying for graduation in
November.
Directors of affiliated hospital-based programs send students’ grades to Gannon to be recorded
on the students’ transcripts.
Students who complete Gannon’s three-year academic requirements and successfully complete
their fourth year of studies (approximately 12 months) at an accredited medical laboratory
science program will be awarded the Bachelor of Science degree with a major in medical
laboratory science. Students graduate in summer following completion of their laboratory
education. Graduates are eligible to take a national certification test given by the Board of
Certification of the American Society for Clinical Pathology (ASCP). Those who pass the
exam may use the initials, MLS (ASCP)CM after their name, showing proficiency inMedical
Laboratory Science.
The following course descriptions are for the courses offered by hospital-based medical
laboratory science programs. Hospital programs may have different course titles.
COURSE DESCRIPTIONS
MDTC 410: Hematology and Coagulation

The course includes a study of the blood and blood forming tissues and their relation to the care
of patients as they are correlated with the entire clinical condition. 6 credits
MDTC 420: Clinical Chemistry (includes instrumentation and RIA)
This course includes a brief review of analytical chemistry and qualitative analysis and stresses
the chemistry of proteins, lipids, carbohydrates, endocrinology, vitamins, hormones, enzymes,
etc., and the physiology, metabolisms, and methodologies used in the study of these substances
in relation to biologic processes as found in health and pathologic states. Clinical correlation is
made with the various situations in which the substances are altered. 8 credits
MDTC 430: Immunohematology and Blood Banking
Immunohematology emphasizes the application of principles of red cell antigens which are
detectable only by the reactivity of red cells with antibodies corresponding to the antigens.
Topics include ABO groupings, Rh factor, and numerous other blood group systems. These are
all correlated with the compatibility of transfused blood and the various procedures needed to
test for this compatibility. 4 credits
MDTC 440: Urinalysis
The course considers the examination of urine and all other body fluids, such as cerebral spinal
fluid, feces, gastric fluid, seminal fluid, amniotic fluid, etc. Emphasis is placed on anatomy
and physiology of the kidney and urinary system, methodologies, clinical correlation, kidney
function tests, microscopic examination and urinary calculi. 2 credits MDTC 450: Microbiology
(includes mycology, parasitology, virology and microbiology) The course includes the study
of the various microorganisms, i.e. bacteria, fungi, rickettsia, parasites, and viruses recovered
in clinical material. The critical identifying characteristics of the organisms, the diseases with
which they are commonly associated, and the sites from which they are commonly isolated are
presented. Fluorescent microscopy and its application to identification of microorganisms are
presented. 8 credits
MDTC 460: Immunology and Serology
The course encompasses the serologic reactions employed in the diagnosis of bacterial,
parasitic, rickettsial, and viral diseases. The principles of antigen-antibody reactions are
developed and the various procedures including agglutination, flocculation, precipitation, and
complement fixation are stressed. 4 credits
MDTC 470: Medical Technology Education
Basic principles of education to include lecture presentation and preparation, writing
behavioral objectives, taxonomy levels, curriculum development, and evaluation procedures
are presented. Each student is required to give one lecture to include outline, objectives, and
some form of evaluation. 0 credit
MDTC 480: Management and Supervision
Principles of management techniques, budget, personnel practices, laboratory supplies,
procurement of equipment. Federal and State Regulations, lab safety, medical/legal matters,
and psychology of management are presented. 0 credit
400
Medical Laboratory Science Curriculum

FRESHMAN
3 Molecular Cellular Biology/BIOL 122 3 Animal Form & Function/BIOL 124
1 Molecular Cellular Lab/BIOL 123 1 Animal Form & Funct Lab/BIOL 125
3 General Chemistry I/CHEM 111 3 General Chemistry II/CHEM 114
1 General Chemistry I Lab/CHEM 112 1 General Chem II Lab/CHEM 115
3 College Algebra/MATH 111 3 History Without Borders/LHST 111
2 First-Year Seminar 3 Foundations of Theology/LTHE 101
16 17
SOPHOMORE
3 Microbiology I/BIOL 331 3 Psychology/PSYC 111
1 Microbiology Lab/BIOL 332 3 Organic Chemistry II/CHEM 224
3 Organic Chemistry I/CHEM 221 1 Organic Chemistry II Lab/CHEM 225
1 Organic Chemistry I Lab/CHEM 222 3 Philosophy II Series/LPHI
3 Public Speaking/SPCH 111 3 Parasitology/BIOL 354
3 Computer Science Series/CIS 170-174 1 Parasitology Lab/BIOL 355
17 17
JUNIOR
3 Structural Biochemistry/CHEM 366 4 Genetics w/Lab/BIOL 265/266
1 Biochemistry Laboratory/CHEM 367 3 Literature Series/LENG
3 Fine Art Series/LFIN 3 Statistics/MATH 213 or PSYC 211
3 LPHI 237 or any LTHE 300 course 3 Senior Seminar/LBST 383
3 Concepts in Physics/PHYS 101 3 Immunology/BIOL 338
1 Leadership Seminar 1 Immunology Lab/BIOL 339
14 17
Hospital Phase (12 months):

SENIOR
6 Hematology & Coagulation/MDTC 410 2 Urinalysis/MDTC 440
8 Clinical Chemistry/MDTC 420 8 Microbiology/MDTC 450
4 Immunohematology/MDTC 430 4 Immunology & Serology/MDTC 460
18 14
Summer
0 Medical Technology Education/MDTC 470
0 Management & Supervision/MDTC 480
Total credits: 130
THE NEXT-STEP PROGRAM

The major goal of the Next-Step Program is to provide Medical Laboratory Technician (MLT)
graduates the opportunity to earn their bachelor’s degree at Gannon. The curriculum meets
the academic requirements for a bachelor’s degree, includes courses required by the National
Accrediting Agency for Clinical Laboratory Sciences (NAACLS), and prepares students for
graduate studies.
The Next-Step Program provides for a blanket transfer of 32 credits from a Medical Laboratory
Technician program, 33 other credits to be evaluated for transfer (or a total of 65 transfer
credits), and 83 credits earned from Gannon (including 32 credits from a NAACLS accredited
hospital program). The program requires 148 credits to complete.
Next-Step Curriculum
32 Blanket transfer
33 Other credits for transfer evaluation
30 Additional science and math courses
2 Electives
19 Liberal Studies
32 Hospital
Blanket transfer from MLT Program: 32 credits
Other credits for transfer evaluation from Associate Degree Program: 33 credits
4 Molecular Cellular Biology/Lab BIOL 122/123
4 Animal Form and Function/Lab BIOL 124/125
4 General Chemistry I/Lab/CHEM 111/112
4 General Chemistry II/Lab/CHEM 114/115
4 Organic Chemistry I/Lab/CHEM 221/222
4 Microbiology/Lab/BIOL 331/332
3 Math (Algebra/Trig/Calculus)
3 Computer Science Series
33
Courses above that have not been completed will be additional degree requirements.
Additional Science and Math Courses: 30 credits

3 Immunology/BIOL 338
1 Immunology/Lab BIOL 339
3 Genetics/BIOL 265
1 Genetics Lab/BIOL 266
3 Parasitology/BIOL 354
1 Parasitology Lab/BIOL 355
3 Organic Chemistry I/CHEM 221
1 Organic Chemistry I Lab/CHEM 222
3 Structural Biochemistry /CHEM 366
1 Structural Biochemistry Lab/ CHEM 367
3 Concepts in Physics/PHYS 101
3 Applied Statistics/ MATH 213 or
Psychological Statistics/ PSYC 211
30
402
Electives: 2 credits
Liberal Studies for Next Step: 19 credits
3 LTHE 101 Foundations of Theology/Morality
3 LPHI 131 Introduction to Philosophy
3 LENG Literature Series
3 LFIN Fine Arts Series
3 LTHE 300-level or LPHI 237 Theo/Phil III
3 LBST 383 Senior Seminar or approved capstone
Students are required to complete 19 credits in Liberal Studies. Students may transfer courses
equivalent to Foundations of Theology/Morality, Introduction to Philosophy, the Literature
Series and/or the Fine Arts Series. Students must take the Leadership Seminar, the LTHE
300-level or LPHI 237 Theo/Phil III Series, and the Senior Seminar or approved capstone at
Gannon. Students will be permitted to take other courses in substitution for any course listed
above which they have satisfactorily completed prior to admission into the Next-Step program.
NAACLS accredited hospital-based program: 32 credits

Total = 148 credits
First Year (Junior Year)

3 Organic Chemistry I/CHEM 221 3 Organic Chemistry II/CHEM 224
1 Organic Chemistry I Lab/CHEM 222 1 Organic Chemistry II Lab/CHEM 225
3 Foundations of Theology/LTHE 101 3 Fine Arts/LFIN
3 Intro to Philosophy/LPHI 131 3 LPHI 237 or any LTHE 300 level course
3 Concepts in Physics/PHYS 101 Theo/Phil III
13 11
Second Year (Senior Year)

3 Structural Biochemistry/CHEM 366 3 Immunology/BIOL 338
1 Structural Biochemistry Lab/CHEM 367 1 Immunology Lab/BIOL 339
3 Genetics/BIOL 345 3 Parasitology/BIOL 354
3 Genetics Lab/BIOL 266 1 Parasitology Lab/BIOL 355
3 Literature Series/LENG 3 Senior Seminar/LBST 383
3 Applied Statistics/MATH 213 or
Psych Statistics/PSYC 211
14 11
(Electives can be taken if full-time status is needed.)

NURSING – BSN 403
Third Year
(Hospital Phase: 32 Credits)
6 Hematology and Coagulation/ 2 Urinalysis/MDTC 440
MDTC 410 8 Microbiology/MDTC 450
8 Clinical Chemistry/MDTC 420 4 Immunology & Serology/MDTC 460
4 Immunohematology/MDTC 430
18 14
Summer Semester
0 Medical Technology Education/MDTC 470
0 Management & Supervision/MDTC480
Total: 148 credits
NURSING (VILLA MARIA SCHOOL OF) – BSN

DAWN JOY, Ph.D., R.N., C.N.E., Director
FACULTY: Associate Professors: Lisa Quinn. Assistant Professors: Carol Amann, Valerie Baker,
Gary Berringer, Dawn Joy, Karen Lumia, Melissa Lund, Patricia Marshall, Patricia McMahon.
Instructors: Diann Cooper, Lorraine Gdanetz, Antonio Malito, Janet Minzenberger, Shannon
Scully, Brenda Snyder.
The Villa Maria School of Nursing undergraduate and graduate programs and certificates are
approved by the Pennsylvania State Board of Nursing and accredited by the Commission on
Collegiate Nursing Education (CCNE) (http://www.aacn_nche.edu/ccne_accreditation)
Applicants to Gannon University Morosky College of Health Professions and Sciences, Villa
Maria School of Nursing are admitted to the undergraduate nursing major based on established
admission criteria. The study of professional nursing starts in the freshman year with clinical
nursing courses beginning at the sophomore level. The curriculum is composed of three distinct
but interrelated elements: (1) a common liberal core which is the same for all baccalaureate
students in the University and which reflects the parent institution’s concepts concerning a
liberal education; (2) supportive courses which are required prerequisites for the development
of the major; and (3) professional nursing courses which prepare the student for a bachelor of
science in nursing. Of the total 128 credits required for graduation at Gannon University, the
nursing major comprises 60 credits or 46.8 % of the total program of study.
All students must meet the Liberal Core requirements as well as prerequisite, support and
required courses as established by the Villa Maria School of Nursing faculty to earn a Bachelor
of Science in Nursing. The nursing curriculum is arranged in three sequential levels that build
in complexity from simple to complex.
All nursing curriculum level one courses (Freshman and Sophomore years) must be completed
before the student progresses to level two of the nursing curriculum. The level one support
courses include: BIOL106, 107, 115, 116, 117, 118, 122 and 123 or their equivalents; CHEM 105
and 108 or their equivalents; DIET 202 or its equivalent; PSYC 222 or its equivalent; SOCI 110 or
its equivalent; Statistics (PSYC 211, SOCI 351 or MATH 213) or its equivalent. Level two courses
(Junior year) must be successfully completed prior to student progression to level three courses
(Senior year). Exceptions in progression will be reviewed by the Director (See Villa Maria
School of Nursing Handbook for complete listing of Policies and Procedures).
Upon successful completion of the prescribed program of study, Gannon University awards the
Bachelor of Science in Nursing degree. The student is eligible, upon certification by the Villa
Maria School of Nursing to take the NCLEX-RN licensing exam. Upon successfully passing the
NCLEX-RN licensing exam the title Registered Nurse (R.N.) can be used.
404
The purpose of the professional nursing program is to prepare students for entry into
professional practice and provide an academic foundation for graduate study. The community-
based baccalaureate program provides competencies, knowledge, values and roles that prepare
professional nurses to provide safe, high quality care to diverse populations, in and across all
environments. The program also prepares students for advanced study and to value life-long
learning. The baccalaureate program in Nursing provides for a balanced study of natural
and social sciences in addition to humanities within the content of professional education to
promote critical thinking, effective communication, caring, respect, and concern for individuals,
groups, and communities.
The State Board of Nursing shall not issue a license or certificate to an applicant who has
been convicted of a felonious act as identified in the Nurse Practice Act No. 1985-109. See
complete policy in Nursing Handbook.
Proof of current health records including a physical and specific health care provider testing
and immunizations, health insurance, child abuse clearance, criminal clearance, Finger printing,
American Heart Association, Health Care Provider CPR and the ability to meet the nursing
student performance standards are required.
Policies specific to nursing standards and the Villa Maria School of Nursing are published and
distributed annually in the Villa Maria School of Nursing handbook.
COURSE DESCRIPTIONS
(# indicates Clinical Laboratory Component)
NURS 101: First-Year Seminar, Part One

The First Year Seminar is a discussion/experience-based course intended to orient the new
student to Gannon University, to introduce the Liberal Studies Core and LIFECORE, to assist
in the transition from high school to university life and to encourage development of academic,
This first year seminar, offered by the Villa Maria School of Nursing, is the first in a series
of two first year seminars. This seminar explores the history of professional nursing and
introduces concepts underlying professionalism. The evolution of professional nursing, current
educational patterns, nursing roles and practice settings, and nursing as a research-based
practice are addressed. The university requirements for speech are begun with this seminar.
Students are introduced to: the key concept of caring as it relates to their professional nursing
role, the necessity of on-going reflection and self-evaluation; service learning and its role in
personal and professional development. Students participate in a critical thinking entrance
exam. To qualify for credit as a Liberal Studies First Year Seminar, both NURS 101 and
NURS 102 must be completed. This seminar is open to all University students. 1 credit, Fall
NURS 102: First Year Seminar, Part Two
The First Year Seminar is a discussion/experience-based course intended to orient the new
student to Gannon University, to introduce the Liberal Studies Core and LIFECORE, to assist
in the transition from high school to university life and to encourage development of academic,
This first year seminar, offered by the Villa Maria School of Nursing, is the second in a series
of two first year seminars. This seminar underscores nursing’s role with the health care
environment, and emphasizes nursing’s expertise in health promotion and risk reduction across
the lifespan. The concept of the health-illness continuum is discussed as well as the impact of
culture, ethnicity, and personal values on health behaviors. The university requirements for
speech are begun with this seminar. Students are introduced to: legal and ethical principles that
NURSING – BSN 405
guide nursing practice; the impact of personal and professional values on decision making and
professional behavior; basic models for delivery of nursing care; and human services agencies.
To qualify for credit as a Liberal Studies First Year Seminar, both NURS 101 and NURS 102
must be completed. This seminar is open to all University students. Learning Cohort is formed
with LENG 112. 1 credit, Spring
NURS 204: Pharmacology and Nursing Implications of Medication Administration
This course is designed to focus on nursing pharmacology by presenting a firm theoretical
foundation and a practical approach to drug therapy applicable in community-based settings.
The course presents general principles, theories, and facts about drugs. General characteristics
of major classifications of medications are discussed. Specific information regarding action,
dosage, side effects, adverse reactions, and contraindications of selected medications within
each classification is addressed. Practical information is presented on how the nursing
process is integrated with pharmacology. Specific drug information is discussed in relation
to assessment, nursing diagnoses, client monitoring, interventions, client education, and
evaluation of safe and effective drug therapy. Concurrent with NURS 205, BIOL 117, 118,
NURS 207.
Prerequisites: CHEM 105, 108, BIOL 106, 107, 115, 116, 122, 123, PSYC 222, Math Competency
Exam 2 credits, Spring
#NURS 205: Nursing Practice Competencies
This course focuses on the acquisition and use of nursing practice competencies required
for the delivery of nursing care. Emphasis is placed on mastery of core scientific principles
that underlie all competencies. It is not within the scope of this course to cover every skill
encountered by the professional nurse. Strategies are employed which help the student identify
those competencies essential for baccalaureate nursing practice and understand the scientific
principles that underpin the application of those competencies. Students are expected to apply
concepts and assessment techniques learned during previous courses. Supervised on-campus
and off-campus labs are scheduled for student learning. Concurrent with NURS 204, 207, BIOL
117, 118.
Prerequisite: NURS 206, BIOL 115, 116, PSYC 222, Math Competency Exam
2 clinical laboratory credits, Spring
#NURS 206: Health Assessment I
This is the first course in a two-course sequence in health assessment for the professional
nursing student. Successful completion of this course will provide the student a nursing
approach for conducting and documenting a comprehensive health assessment. The student
will learn to consider normal variations specific to gender, age, developmental level, and
culture. A major expectation is that the student applies appropriate health promotion strategies
to members of the peer group and to identified populations within the community. Health
Assessment I focuses on concepts specific to the nursing process, the environment, and safety,
as well as physical assessment techniques, interviewing and communication skills, the taking
of health histories, vital signs and physical measurements, including height, weight, and body
mass index.
In addition, specific health assessment data collection strategies are stressed, including general
health, nutritional, mental status, pain, spiritual, and sexual. Expected findings across the
lifespan are identified. The student learns documentation requirements, medical terminology
and abbreviations, and begins the application of the principles of teaching and learning.
Students are expected to identify appropriate health assessment data collection strategies and
to apply appropriate health promotion strategies as outlined by course faculty. Supervised
oncampus and off-campus clinical laboratory sessions are scheduled to enhance student
learning.
Prerequisite: PSYC 222
Corequisite: BIOL 115, 116 1 clinical laboratory credit, Fall
406
#NURS 207: Health Assessment II

This is the second course in a two-course sequence in health assessment for the professional
nursing student. Successful completion of this course will enhance the nursing approach
for conducting and documenting a comprehensive health assessment. The student will add
to the knowledge gained in the first course in this series. Amajor expectation is that the
student applies appropriate health promotion strategies to identified populations within the
community.
Health Assessment II builds on all concepts learned in Health Assessment I, concepts specific
to the nursing process, the environment, and safety, as well as physical assessment techniques,
interviewing and communication skills, the taking of health histories, vital signs and physical
measurements, including height, weight, and body mass index.
The student is expected to incorporate specific health assessment data collection strategies,
including general health, nutritional, mental status, pain, spiritual, and sexual, as well as
expected findings across the lifespan into nursing care strategies. In addition, the student is
expected to document appropriately, use medical terminology and abbreviations correctly, and
apply the principles of teaching and learning effectively.
Systems are introduced to increase physical assessment capabilities. Systems presented during
this semester include: integumentary; head, eye, ear, nose, and throat [HEENT]; cardiovascular;
respiratory; gastrointestinal [GI]; genitourinary [GU]; musculoskeletal; reproductive;
neurological; peripheral vascular; lymphatic; and endocrine.
Students are expected to use concepts learned in Health Assessment I and add knowledge
gained in Health Assessment II to increase competency in health assessment. Students are
required to conduct a comprehensive health assessment and to apply appropriate health
promotion strategies as outlined by course faculty. Supervised on-campus and off-campus
clinical laboratory sessions are scheduled to enhance student learning.
Prerequisites: NURS 206, BIOL 115, 116, Math Competency Exam; Corequisites: BIOL 117, 118,
NURS 204, NURS 205 1 clinical laboratory credit, Spring
NURS 308: The Research Process in Nursing
Using a comprehensive approach, this course is designed to stimulate student interest in the
research process, theory development, and translation of findings to nursing practice. Students
learn the components, principles, and methods of scientific research to become discerning
consumers of research.
Prerequisite: PSYC 211, SOCI 351 or MATH 213 3 credits, Fall or Spring
NURS 309: Influences on Health and Disease
This course enables the student to explore values that underlie health seeking behaviors and
the provision of care. Students explore various behaviors that influence health, wellness, and
motivation to seek health care. The influences of family, culture, lifestyle choices, and at-risk
behaviors are considered. The course enables the student to understand the basic concepts
of biological, psychological, and spiritual processes and how these affect the health of an
individual across the life span. The concepts of homeostasis, mechanisms of disease, and crisis
and stress related to acute or chronic illness are explored specific to how these concepts affect
the patient and the patient’s family. An overview of shock, inflammation, infection, altered
immune response, oncology, and fluid and electrolyte balance is presented. In addition, the
student will learn the nursing responsibilities associated with care of the patient during the
perioperative period. This course must be taken in the fall semester, at the beginning of the
Junior level of nursing courses.
Prerequisites: BIOL 115, 116, 117, 118, CHEM 105, 108, DIET 202, NURS 204, 205, 206, 207
2 credits, Fall
#NURS 310: Promoting Healthy Childbearing
In this course students will have the opportunity to participate in the excitement, wonder, and
mystery of birth – a learning experience that will forever influence the way they see the self,
the world, and the future. They also have the opportunity to examine theoretical and clinical
NURSING – BSN 407
experiences from a personal perspective and to explore their beliefs and values about childbirth
and parenting.
Maternal-newborn nursing focuses on the health needs and responses of women, their partners
and their families. The practice of maternal-newborn nursing is directed toward improving the
quality of life for infants and the adults who assume primary responsibility for the infants well
being. Nursing not only involves direct care to the childbearing family, but also includes health
teaching and counseling. Concurrent with NURS 309.
Prerequisites: PSYC 222, NURS 204, 205, 206, 207, DIET 202
5 credits (3 theory, 2 clinical laboratory), Fall or Spring
#NURS 311: Promoting Health and Health Restoration of Older Adults
This course is designed to assist the student to adopt the behaviors inherent in the role of the
professional nurse. Through lectures and planned clinical experiences, the student applies
concepts of health promotion, risk reduction, disease prevention and health restoration for
older adults. The student will work with older adults in a variety of community-based settings
as they assess and manage physical, psychological, social and spiritual needs of older adults.
Concurrent with NURS 309.
5 credits (3 theory, 2 clinical laboratory)
#NURS 312: Promoting Health in Childrearing Families
This course provides students with the opportunity to apply the nursing process in promoting
the health of pediatric populations. Three levels of prevention are addressed with students
providing anticipatory guidance, wellness care, age appropriate screenings and illness care.
Health promotion strategies are applied in such a manner as to recognize the family as the
primary caregiver. Clinical experiences are community-based and include ambulatory clinics,
educational and in-patient sites. Concurrent with NURS 309.
#NURS 313: Promoting Health and Health Restoration in Adults I
This course is designed to assist the student to gain an understanding of the health care needs
of the acute or chronically ill adult. The course incorporates principles of developmental
needs of adults, who have socially and culturally diverse backgrounds, in a variety of settings.
Collaboration of the client and health care team in promoting and maintaining an optimal level
of functioning are addressed. Health promotion, risk reduction, disease prevention and illness
care in the adult client are emphasized.
Prerequisites: PSYC 222, NURS 204, 205, 206, 207, NURS 309, NURS 311, DIET 202
5 credits (3 theory, 2 clinical laboratory), Spring
NURS 320: Leadership Seminar
The Leadership seminar introduces students to a three dimensional model of leadership,
including a repertoire of leadership skills and means of using those skills responsibly in
justice teaching serve as the basis for the students’ leadership development as reflected both in
this course and the co-requisite Theology or Philosophy Series III courses. This course, while
housed in the Villa Maria School of Nursing, is open to all University students and meets the
Liberal Core requirement for Leadership Seminar. The course must be taken concurrently or
after the Liberal Studies Core LPHI 237 or any LTHE 300 course. 1 credit, Fall or Spring
NURS 404: Nurse Power Politics (Capstone)
This capstone Liberal Studies course is a seminar experience designed to provide the student
with an opportunity to explore contemporary health care issues, to analyze these issues within
the historical, professional context as well as the context of his or her value system, and to
adopt a position regarding such issues. The student is engaged in an active exploration of his/
her own philosophy of nursing. Students are guided through this analysis by faculty who
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facilitate open discussions and exchange of ideas. Students develop skill in formulation of a
position, consideration of others’ viewpoints and defense of such a position, as well as to realize
the potential impact and power of political activity. Students also realize the importance of
individual action and commitment. Service learning is a required component of the course.
Prerequisites: Senior standing in nursing major 3 credits (seminar), Spring
#NURS 406: Promoting Health and Health Restoration in Adults II
This course provides the student with knowledge and nursing strategies that can be applied
to clients with complex health concerns including chronic, multisystem, life threatening, and
end of life care. The focus is on strategies that recognize the quality of life and maintain optimal
level of functioning. Students build upon concepts learned in previous courses and apply
concepts from concurrent courses. Adult critical care nursing is emphasized.
Prerequisites:NURS 308, 309, 310, 311, 312, 313
#NURS 407: Promoting and Restoring Mental Health
This course incorporates nursing care of persons who are mentally healthy as well as those with
known psychiatric disorders. The course provides students with an opportunity to explore a
broad range of nursing interventions to promote optimal mental health. The emphasis is placed
on the use of advanced therapeutic communication techniques.
Prerequisites:NURS 308, 309, 310, 311, 312, 313
#NURS 414: Promoting Healthy Communities
This course provides students a perspective of professional nursing at the community level of
practice. Course content will provide an overview of specific issues and societal concerns that
affect community health nursing practice; epidemiological applications in community health
nursing; educational theories, models, and principles applied in community health nursing; risk
factors and health problems for defined populations across the lifespan; issues and approaches
in providing for the health care of defined populations in the community; specific health care
needs and issues for populations at risk; communicable disease risk and prevention; and
the diversity in the role of the community health nurse. Students apply previous knowledge
and the nursing process in maximizing the health status of individuals, families, and defined
populations within the community. Prerequisites:NURS 308, 309, 310, 311, 312, 313
#NURS 415: Comprehensive Nursing Practicum
This senior nursing practicum facilitates the students’ ability to synthesize knowledge, skills,
and experiences in selected health care settings. This experience enables the student to develop
independence in professional practice. Individual goals and objectives are mutually determined
by faculty and student to evaluate success in the practicum. Students are paired with an agency
preceptor to attain individualized course objectives. A faculty-facilitated seminar is conducted
weekly. Last semester of the Senior year.
Prerequisites: NURS 406; NURS 420 (may be taken concurrently)
6 clinical laboratory credits (16 hours clinical and 2 hours seminar per week)
NURS 420: Management and Leadership Strategies for Professional Nursing
This course focuses on the knowledge and skills related to the delivery of health care services
within a professional nursing leadership context. Concepts, introductory knowledge related
to fiscal management, quality care concepts, and staffing models are presented which provide
the student a basic knowledge base required for effective management, organizational
behavior, and assuming or assisting others in a leadership role in professional nursing practice.
Additionally, this course provides skill acquisition necessary to apply principles in planning
and delegating nursing care, and discusses developing creative roles for managing and leading
in professional nursing.
Prerequisites: NURS 308, 309, 310, 311, 312, 313 or senior level standing 2 credits, Fall
NURSING – BSN 409
Elective Courses
The following courses are offered as electives to provide the student with the opportunity to
investigate in more detail a specific area of interest.
NURS 343/GNURS 543: Palliative Care

This course provides an examination of the theory of palliative care focusing on the
complexities of caring for terminally ill and dying patients as well as those with life-threatening
or chronic illness. This course is designed for students from a variety of health care disciplines.
Aspects of the interdisciplinary team in providing a comprehensive approach to palliative
care are emphasized. The physical, psychosocial, cultural and spiritual needs of patients and
families as well as ethical and legal issues concerning care are explored. Open to all majors.
Prerequisites: LTHE 121, LPHI 131, and minimum of junior standing as an undergraduate
student recommended. 3 credits
NURS 416: Special Topics in Nursing
Special topic courses are developed by faculty around a specific area of interest. Objectives may
be defined by faculty or mutually identified by students and faculty. 1-3 credits, Fall or Spring
#NURS 417: Elective Clinical Practicum
The Elective Clinical Practicum provides senior professional nursing majors with learning
experiences to expand the student’s understanding of the professional nurse role in a chosen
clinical area. The course is limited to seniors who have a demonstrated ability to work
independently. The student must follow the School of Nursing guidelines for practicum
courses. 1-3 clinical laboratory credits, Fall or Spring
NURS 419: Basic Dysrhythmia and 12 Lead EKG Interpretation
This course is designed for professional nursing majors who desire to develop skills in
dysrhythmia interpretation. Identification of EKG features, predisposing conditions and
treatments; role of the nurse in patient care; and current ACLS interventions are emphasized.
Crosslisted with SPRT 425.
Prerequisites: BIOL 115, 116, 117, 118 or BIOL 365, 366, 368, 369 3 credits
NURS 423/GNURS 523: Women’s Health Issues
This course will provide the student an understanding of health issues affecting women.
Major health promotion strategies and their theoretical models will be presented. Analysis of
case studies will enhance student understanding of effective methods of promoting positive
health-seeking behaviors among women of all ages across cultural, ethnic, and socioeconomic
backgrounds. The influence of social, economic and political issues on women’s health will
be stressed. Open to all university students. The course is cross-listed for undergraduate and
graduate nursing curricula. 3 credits
NURS 435/GNURS 535 Fundamentals of Forensic Nursing
This introductory course provides the student with knowledge and nursing strategy to better
meet the needs of those affected by forensic related health care situations and ultimately
improve patient outcomes. The course explores the history and development of forensic
nursing as a scientific subspecialty of nursing; the forensic nursing process; application of the
forensic nursing role (i.e. sexual assault management, death investigation, child death review,
abuse/neglect, emergency department, etc.), violence and victimology; injury identification and
interpretation; evidence recognition, collection, preservation, and documentation; and finally,
forensic nursing and the law/legal interface.
The course is cross-listed for undergraduate and graduate nursing curricula. 3 credits
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BSN Nursing Curriculum and Suggested Course Sequence

LEVEL ONE:
FRESHMAN YEAR
Fall Spring
3 Phys. Chemistry/CHEM 105 3 Mole/Cell Bio/BIOL 122
1 Phys. Chemistry Lab/CHEM 108 1 Mole/Cell Bio lab/BIOL 123
3 Intro to Psychology/PSYC 111 3 Psyc of Hu Develop/PSYC 222
3 History without Borders/LHST 111 3 Basic Sociology/SOCI 110
3 Foundations of Theology/LTHE 101 3 Invitation to Philosophy/LPHI 131
1 FYS, Part 1/NURS 101+ 1 FYS, Part 2/NURS 102++
17 17
(clinical time: 0 hrs/wk (clinical time: 0 hrs/wk
& science labs 3 hrs/wk) & science labs 3 hrs/wk)
SOPHOMORE YEAR
Fall Spring
3 Intro to Micro/BIOL 106 3 Nutrition/DIET 202*
1 Intro to Micro lab/BIOL 107 3 Hu Anat & Phys 2/BIOL 117
3 Hu Anat & Phys 1/BIOL 115 1 Hu Anat & Phys 2 lab/BIOL 118
1 Hu Anat & Phys 1 lab/BIOL 116 3 The Bible: An intro/LTHE 201
3 English Literature Series 3 Philosophy 2 Series
3 Fine Art Series 2 Pharm & Nsg/NURS 204 ++
1 Health Assessment I NURS 206+ 2 NSG Pract Comp/NURS 205++
3 Statistics/PSYC or SOCI or MATH 1 Health Assessment II NURS 207++
18 18
(clinical time: 3 hrs/wk (clinical time: 9 ½ hrs/wk
& science labs 6 hrs/wk) & science labs 3 hrs/wk)
LEVEL TWO:
JUNIOR YEAR
Fall Spring
3 The Research Proc in Nsg/NURS 308 3 LPHI 237 or LTHE 300 level course
2 Influences/Hlth & Disease/NURS 309+ 5 PHHR Adults 1/NURS 313++
5 PHHR Older Adults/NURS 311+ 5 PH Childbearing/NURS 310
5 PH Childrearing Families/NURS 312 1 Leadership Seminar/NUR 320
15 14
(clinical time 13 hrs/wk) (clinical time 13 hrs/wk)
LEVEL THREE:
SENIOR YEAR
Fall Spring
2 Mgmt. & Ldrshp Strat Nsg./NURS 420+ 3 Nurse Power Politics/NURS 404++
5 PHHR Adults 2/NURS 406 5 PH Communities/NURS 414
5 PHHR Mental Health/NURS 407 6 Comp Nsg. Practicum/NURS 415
3 Elective of student choice 14
15 (clinical time 24 hrs/wk)
(clinical time 13 hrs./wk)
NURSING – RN TO BSN OPTION – ONLINE 411
+ represents Fall only course

++ represents Spring only course
Clinical time = time in application of nursing role performance
PHHR = (Promoting Health and Health Restoration); PH = (Promoting Healthy)
* Nutrition/ Diet 202 must be taken at Gannon University
Progression Requirements
• Students must maintain a QPA (cumulative grade point average) of 2.70 to progress to the
next semester
• Students must achieve a minimum letter grade of C in all NURS courses AND all Science
courses & lab
• The curriculum is sequential, students complete level one courses before level two courses
and level two courses before level three courses.
BSN-NURS Next-Step
The Next-Step program may be offered to students admitted to Gannon with a non-Nursing
Associate’s degree, Bachelor’s degree, or equivalent international degree. Refer to the Liberal
Studies component of the Next-Step Programs.
NURSING (VILLA MARIA SCHOOL OF) –

RN to BSN OPTION – ONLINE PROGRAM
LISA QUINN, Ph.D., CRNP, RNC, Associate Director
The Villa Maria School of Nursing, in agreement with the Pennsylvania Nursing Articulation
Model, believes that a common core of knowledge exists between accredited basic nursing
programs and should be recognized without the requirements of special testing. The goal of
the Pennsylvania Nursing Articulation Model is to provide an appropriate path of articulation
between RN and BSN programs, which eliminates duplication of content. Villa Maria School
of Nursing has created an option including the use of transfer credits, articulation credits,
challenge exams and validation by portfolio which all aid in eliminating duplication of content.
Transfer credits are awarded in accordance with the University guidelines and policies. Villa
Maria School of Nursing provides articulation credits for basic nursing knowledge gained from
an accredited RN program. Up to thirty-two (32) credits of nursing are granted, during the final
semester of study, for articulation credit.
Nursing knowledge gained through professional experience, which demonstrates attainment of
professional nursing course outcomes may be validated through portfolio. Students admitted
to the RN to BSN Option may choose to create a portfolio for qualifying professional nursing
courses. The process for creation of and validation of course outcomes by portfolio is presented,
practiced and refined in the Transition to Professional Nursing course (NURS 203).
The student, who believes that specific required courses would involve repetitive learning,
may have an opportunity to challenge the course by examination. Students may also earn
credits through the College Level Examination Program (CLEP). Students must receive
academic advisement regarding course credits approved for challenge examinations and CLEP
exams from their advisor. CLEP exams and transfer credits do not qualify as meeting the 30
institutional credits which must be completed to meet graduation requirements.
NLN Achievement testing may demonstrate a student’s knowledge in specific subjects, such as
nutrition.
NLN Achievement testing may be required for students who have not graduated from an
accredited nursing program.
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All RN to BSN Option students must earn 128 credits to graduate with the BSN. All RN to BSN
option students must complete 30 institutional credits. Credits earned by CLEP and transfer
credits are NOT qualified as institutional credits.
Registered Nurses with an Associate Degree in Nursing (ADN) may qualify to obtain the BSN
through the next-step program.
Next-Step Program
BSN Option for Graduates of Two Year Colleges (ADN)
includes GOLD Program (BSN-RNBS-NS-OL)
I. Acceptance of transfer credits from the accredited ADN program, which includes a
maximum of 32 nursing articulation credits.
II. The student must take 19 credits of the Liberal Studies Core after completion of the
Associate of Science in Nursing degree.
1 Leadership Seminar/NURS 320
3 Capstone Seminar: Nurse Power Politics/NURS 404*
19
* NURS 404 as the approved Liberal Core capstone course for the nursing major. If achieved through
portfolio, the student must attend a scheduled seminar to fulfill the LBST 383 requirements.
Students may transfer course equivalents to Foundations of Theology, Introduction to

Philosophy, the Literature Series and/or the Fine Arts Series. Students must take the Leadership
Seminar, the Theology/Philosophy III Series, and NURS 404 (Nurse Power Politics) at Gannon.
III. Completion or transfer equivalent of 25 credits of nursing pre-requisites:

8 Human Anatomy & Physiology I and II/ BIOL 115, 116, 117, 118
4 Physiologic Chemistry and lab/CHEM 105 and 108
4 Microbiology/BIOL 106 & 107
3 Human Growth and Development/PSYC 222
3 Nutrition/DIET 202
3 Statistics/PSYC 211 or SOCI 351 or MATH 213
25
IV. Nursing Credits required:

5 Transition to Professional Nursing/NURS 203 (required)
3 Nursing Research/NURS 308 (required)
3 Nurse Power Politics/*NURS 404 (validation by Portfolio available)
5 Promoting Healthy Communities/NURS 414 (validation by Portfolio available)
3 Management and Leadership in Nursing/NURS 408
(validation by Portfolio available)
19
* If achieved through portfolio, the student must attend a scheduled seminar to fulfill the LBST 383
requirements.
NURSING – RN TO BSN OPTION – ONLINE 413
V. Elective Credits:
To meet the total 128 degree credits and/or the 30 institutional credits.
14 Free electives
9 Nursing electives
The student must earn 128 credits to complete the Baccalaureate of Science in Nursing degree.
The RN to BSN student will have a total of 60 credits in nursing through the combination of
articulation credits and those nursing courses taken at Gannon in pursuit of the BSN.
Registered Nurses with a hospital diploma in nursing may qualify to obtain the BSN
through the completion of the following courses. (BSN-RNBS-PIP-OL)
I. Acceptance of an articulation agreement per institutional contract.
II. The student must take the entire Liberal Studies Core.
English:
3 Critical Analysis and Comp/LENG 112
3 English Literature Series/LENG
Theology:
Philosophy:
3 Introduction to Philosophy I/LPHI 131
3 Philosophy II Series
Ethics:
Social Science:
3 Intro Psychology/PSYC 111
Fine Arts:
Speech:
3 SPCH 111 or SPCH 113 or SPCH 115
Liberal Studies:
3 Capstone Seminar/NURS 404*
1 Leadership Seminar/NURS 320
43
* NURS 404 fulfills LBST 383 requirements.

414
III. Completion of 25 credits of nursing pre-requisites:

8 Human Anatomy & Physiology I and II/BIOL 115, 116, 117, 118
4 Physiologic Chemistry and lab/CHEM 105 and 108
4 Microbiology/BIOL 106 & 107
3 Human Growth and Development/PSYC 222
3 Nutrition/DIET 202
3 Statistics/PSYC 211 or SOCI 351 or MATH 213
25
IV. Nursing Credits required:

5 Transition to Professional Nursing/NURS 203 (required)
4 Nursing Research/NURS 308 (required)
3 Nurse Power Politics/*NURS 404 (validation by Portfolio available)
5 Promoting Healthy Communities/ NURS 414 (validation by Portfolio available)
3 Management and Leadership in Nursing/ NURS 408 (validation by Portfolio available)
19
* If achieved through portfolio, the student must attend a scheduled seminar to fulfill the LBST 383
requirements.
V. Elective Credits:
To meet the total 128 degree credits and/or 30 institutional credits.
10 Free electives
9 Nursing electives
The student must earn 128 credits to complete the Baccalaureate of Science in Nursing degree.
The RN to BSN student will have a total of 60 credits in nursing through a combination of
articulation credits and those nursing courses taken at Gannon in pursuit of the BSN.
GOLD RN to BSN – Online Program

The GOLD RN to BSN program requires students to have an Associate degree in nursing.
A total of 128 credit hours is required for this baccalaureate degree. The program consists of
20 credit hours of nursing (some of which qualify as liberal studies core), 16 credit hours of
science, 15 credit hours of support courses and 19 credit hours of Gannon’s Liberal Studies core.
The remaining credit hours are a combination of transfer credits (up to 32 nursing articulation
credits from the student’s Associate degree) and elective credits (9 of which must be nursing
related) to total 128 credits. Students may enroll as part-time or full-time students.
Three credit courses will be delivered in seven-week sessions; course learning objectives and
assessments will remain the same as the face-to-face RN to BSN program. Learning experiences
are included in each online course to ensure that total contact hours for the student will meet
all regulatory guidelines and be consistent with our face-to-face courses as explained in the
next section. There is an expectation that the student will stay current with the course, remain
engaged in all learning activities, and seek help in a timely fashion if necessary. The exceptions
to the seven-week session model are the courses that are more than 3 credits; these higher credit
value courses will remain in a 14-week format.
Enrollment in the on-line GOLD courses is limited to on-line cohort students only. Exceptions
can be made either by the Director of the Villa Maria School of Nursing or the Associate
Director of the RN to BSN Program.
NURSING – RN TO MSN OPTION 415

RN TO MSN OPTION
JANET MINZENBERGER, MSN, RN, Associate Director
The RN to MSN option of the Villa Maria School of Nursing is designed for selected nurses
holding an Associate Degree or Diploma in Nursing who seek a Master’s of Science in Nursing.
Students in this option are not awarded a Baccalaureate Degree in Nursing. Experienced
registered nurses from NLN accredited programs, who have demonstrated leadership potential
are eligible to apply. Students may earn credits through CLEP, challenge examinations, portfolio
option courses or transfer credits. Up to thirty-two (32) nursing articulation credits are granted
for previous basic nursing education.
Admission Requirements
1. An associated degree or diploma in nursing from a NLN accredited program.
2. Evidence of current registered nurse licensure in the United States and eligibility to obtain a
registered nurse license from the Commonwealth of Pennsylvania
3. A grade point average of 3.0 on a 4.0 scale from the basic program completed
4. Three references reflecting leadership skills, communication skills, and motivation for a
higher degree.
Curriculum Plan
Undergraduate Courses:
Support and Liberal Core Courses (46 credits):
Microbiology and lab/BIOL 106, 107 4 credits
Human Anatomy & Physiology I & II with labs/BIOL 115, 116, 117, 118 8 credits
Physiological Chemistry and lab/CHEM 105, 108 4 credits
Sociology/SOCI 110 3 credits
Human Growth and Development/PSYC 222 3 credits
Nutrition/DIET 202 3 credits
Statistics/PSYC 211 or SOCI 351 or MATH 213 3 credits
Theology/LTHE 101 3 credits
Philosophy/LPHI 131 3 credits
LPHI 237 or any LTHE 300 course 3 credits
Fine Art Series/LFIN 3 credits
Leadership Seminar/NURS 320 1 credit
Literature Series/LENG 3 credits
Senior Capstone Seminar/NURS 404
Undergraduate Nursing Courses (19 credits):

NURS 203 Transition to Professional Nursing 5 credits
NURS 308 Research Process in Nursing 3 credits
NURS 404 Nurse Power Politics** 3 credits
NURS 408 Management & Leadership in Nursing** 3 credits
NURS 414 Promoting Healthy Communities ** 5 credits
** Portfolio option available

416
Nursing Articulation Credits

Graduate Courses – as per the option selected, upon completion of undergraduate course
requirements.
NOTE: G
raduate Record Examination (GRE) is required upon progression to the graduate
option.
COURSE DESCRIPTIONS
#NURS 203: Transition to Professional Nursing

This course is designed to provide learning opportunities for RN to BSN or RN to MSN
students to broaden their perspectives of the professional nursing role in health care delivery.
This course introduces the major concepts of Person, Society, Health, and Nursing. The process
for creation of and validation of course outcomes by portfolio is presented, practiced and
refined. Clinical laboratory time is required. Internet.
Prerequisites: PSYC 222, CHEM 105, 108 5 credits, Fall, Spring or Summer
NURS 320: Leadership Seminar
The Leadership seminar introduces students to a three dimensional model of leadership,
including a repertoire of leadership skills and means of using those skills responsibly in
justice teaching serve as the basis for the students’ leadership development as reflected both in
this course and the co-requisite Theology or Philosophy Series III courses. This course, while
housed in the Villa Maria School of Nursing, is open to all University students. The course must
be taken concurrently with the Liberal Studies Core LPHI 237 or any LTHE 300 course.
1 credit, Fall, Spring or Summer
NURS 400: Portfolio for NURS 404
Students ready to complete a portfolio for NURS 404 Nurse Power Politics register for this
portfolio course in the semester the portfolio is to be completed. Portfolio process and criteria
are published in the Villa Maria School of Nursing Handbook. The assigned course (NURS
404) credits may be included in the student’s credit load and applied toward financial aid. The
credits for the course are posted to the transcript upon completion of the portfolio and payment
of appropriate fees.
Prerequisite: NURS 203 3 credits, Fall, Spring or Summer
Students ready to complete a portfolio for NURS 408 Management and Leadership in Nursing
register for this portfolio course in the semester the portfolio is to be completed. Portfolio
process and criteria are published in the Villa Maria School of Nursing Handbook. The assigned
course (NURS 408) credits may be included in the student’s credit load and applied toward
financial aid. The credits for the course are posted to the transcript upon completion of the
portfolio and payment of appropriate fees.
Students ready to complete a portfolio for NURS 414 Promoting Healthy Communities register
for this portfolio course in the semester the portfolio is to be completed. Portfolio process and
criteria are published in the Villa Maria School of Nursing Handbook. The assigned course
(NURS 414) credits may be included in the student’s credit load and applied toward financial
aid. The credits for the course are posted to the transcript upon completion of the portfolio and
payment of appropriate fees.
NURSING – SCHOOL NURSE CERTIFICATION 417
NURS 404: Nurse Power Politics (Capstone)

This capstone Liberal Studies course is a seminar experience designed to provide the student
with an opportunity to explore contemporary health care issues, to analyze these issues within
the historical, professional context as well as the context of his or her value system, and to
adopt a position regarding such issues. The student is engaged in an active exploration of his/
her own philosophy of nursing. Students are guided through this analysis by faculty who
facilitate open discussions and exchange of ideas. Students develop skill in formulation of a
position, consideration of others’ viewpoints and defense of such a position, as well as to realize
the potential impact and power of political activity. Students also realize the importance of
individual action and commitment. Service learning is a required component of the course.
Prerequisites: Senior level 3 credits, Fall, Spring or Summer
NURS 408: Management and Leadership in Nursing
This course focuses on the knowledge and skills related to the delivery of health care services
within a nursing management context. Theories, concepts and models are presented which give
the student an understanding of the knowledge base required for effective management and
assuming a leadership role in professional nursing practice. The course provides the knowledge
and skills necessary to apply principles in planning and delegating nursing care and discusses
developing creative roles for managing and leading in nursing.
Prerequisites: NURS 203 3 credits, Fall, Spring or Summer
#NURS 414NU: Promoting Healthy Communities
This course provides RN to BSN or RN to MSN option students a perspective of professional
nursing at the community level of practice. Course content will provide an overview of specific
issues and societal concerns that affect community health nursing practice; epidemiological
applications in community health nursing; educational theories, models, and principles applied
in community health nursing; risk factors and health problems for defined populations across
the lifespan; issues and approaches in providing for the health care of defined populations in
the community; specific health care needs and issues for populations at risk; communicable
disease risk and prevention; and the diversity in the role of the community health nurse.
Students apply previous knowledge and the nursing process in maximizing the health status
of individuals, families, and defined populations within the community. Adult learning
teaching strategies are employed in this courses. The RN student participates in faculty guided-
independent clinical experiences.

SCHOOL NURSE CERTIFICATION
LISA QUINN, Ph.D., CRNP, RNC, Associate Director
The Villa Maria School, in cooperation with the School of Education, offers a post-baccalaureate
degree in nursing (BSN) certificate for school nursing. The school nurse certificate program
is open to registered nurses who have earned a BSN. Students who are currently enrolled in
Gannon University’s Villa Maria School of Nursing’s BSN program may take the courses for
the certificate during their undergraduate program, but do not qualify for enrollment in the
certification until licensed as a registered nurse in the Commonwealth of Pennsylvania.
The purpose of this post-BSN certificate is to prepare nurses to meet the health care needs of
children of all ages in diverse school settings. Health promotion, risk reduction, and health
education are emphasized. The program is approved by the Pennsylvania Department of
Education.
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Admission Requirements:
A. Licensed Registered Nurse
a. Completed application to Gannon University Villa Maria School of Nursing’s School
Nurse Certificate Program.
b. Proof of licensure as a registered nurse in the Commonwealth of Pennsylvania.
i. Submit photocopy of RN license
c. Currently hold a Bachelor’s of Science in Nursing degree from an accredited program
with a cumulative grade point average of 3.0 in undergraduate course work.
i. Submit official BSN transcript
B. Current RN to BSN or RN to MSN student, licensed registered nurse a. Student is currently
enrolled in Gannon University Villa Maria School of Nursing’s BSN-RNBS or ND-RNMSN
major
b. Current overall QPA of 3.0 or higher
i. Submit request to BSN Program director
ii. Submit copy of current transcript
c. Proof of licensure as a registered nurse in the Commonwealth of Pennsylvania.
i. Submit photocopy of RN license
Program and Certification Requirements:

1. Admission, progression and graduation requirements from the Pennsylvania Department of
Education (Chapter 354) for School Nurse Certification require an overall GPA of at least 3.0
in all undergraduate and certificate course work.
2. 5 credits of NURS 428 School Nursing which contains 100 hours of supervised clinical
experience with a certified school nurse.
a. For admission to NURS 428 School Nursing the following are required
i. Holds a BSN or is a senior student in the BSN program.*
ii. Proof of valid CPR certification
iii. Proof of current PPD ( tuberculin testing)
iv. Proof of completed health records
v. Proof of Act 33 and 34 clearances (child abuse and criminal)
vi. Finger printing requirements
3. Mathematics requirement
a. 6 credit hours of college level Mathematics are required. Math course will be evaluated
to determine college level equivalency. Three credits may be awarded for the
undergraduate statistics course.
4. English requirement
a. 6 credits hours of college level English as defined below:
i. 3 credit hours of college level English composition
ii. 3 credit hours of college level English literature
5. Support course requirement
a. 3 credit hours of SPED 101 Special Education Overview
b. 3 credit hours of EDCR 414 Sociology of Education
OCCUPATIONAL THERAPY 419
6. Proof of Licensure in the Commonwealth of Pennsylvania as a registered nurse exempts the

student from taking the PRAXIS I exams.
* Gannon University students enrolled in the BSN-NURS or BSN-RNBS or ND-RNMS
programs may be eligible to pursue this certificate. Students must declare their intent to
obtain the certification to the school nurse certificate director and complete appropriate
paperwork. Upon completion of the BSN program and proof of licensure as a registered
nurse in the Commonwealth of Pennsylvania, the student must file a certification approval
form with the School of Nursing to initiate the formal School Nurse Certification Process.
Permanent Certification
Pennsylvania offers permanent certification as a School Nurse when a graduate of a School
Nurse Certification program has accumulated a minimum of 24 post-baccalaureate credit
hours within 6 years of initial certification. In most cases, courses taken toward School Nurse
Certification count toward permanent certification as long as they have been taken after the
date on which the initial BSN degree was granted.
OCCUPATIONAL THERAPY
AMY BRZUZ, OTD, OTR/L, Chair
FACULTY: Associate Professor: Bernadette Hattjar, David LeVan. Assistant Professors: Jeffrey Boss,
Amy Brzuz, Julia Hawkins, Nicole Lavery. Instructors: Karen Probst, Lindsay Church Hawkins.
The Occupational therapy program allows opportunities for in-depth study and field practicum
experiences with individuals of all ages who have limited capacity to perform in their everyday
lives. The goal of occupational therapy is to assist the individual to achieve the maximum level
of independent living through remediation of or adaptation to physical, cognitive, perceptual,
or mental health impairments.
This program is designed to prepare students for career opportunities in occupational therapy.
Gannon’s OT Program has two points of entry: a five-year, entry-level masters degree program,
beginning at the Freshman year, and a three-year entry level masters degree program for
students who enter after obtaining a baccalaureate degree in another field. Students in the five-
year program are awarded a baccalaureate degree in health sciences at the end of their fourth
year. Upon completion of their fifth year students are awarded a Master of Science degree and
are eligible to take the National Certification Examination. Students in the threeyear program
graduate with the Master of Science degree and are eligible to take the National Certification
Examination at the end of the three-year program.
Two three month clinical fieldwork experiences are required during the summer and fall of
the last year of the program. Students must maintain a 3.00 GPA. Space may be available for
transfer into the sophomore or junior year for students who began their studies in other majors
and for individuals who are Certified Occupational Therapy Assistants.
The Occupational Therapy Program is accredited by the Accreditation Council for Occupational
Therapy Education (ACOTE). Graduates are eligible to sit for the national certification
examination administered by the National Board for Certification in Occupational Therapy.
After successful completion of this exam, the individual will be an Occupational Therapist,
Registered (OTR). Most states require licensure in order to practice; however, state license
eligibility is usually based on the results of the Certification Examination. For further
information on accreditation, the address, and web address telephone number for ACOTE are
4720 Montgomery Lane, Suite 200, Bethesda, MD 20814-3449; (301) 652-6611, x2042; www.aota.
org/Education-Careers/Accreditation.aspx.
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Individuals with certain types of criminal records (felonies) may be barred from practicing
occupational therapy at the national or state level. Individuals with records should contact
NBCOT at the following address: NBCOT, One Bank St., Suite 300, Gaithersburg, MD 20878 or
via e-mail at: http://http:www.nbcot.org, and the occupational therapy licensing board of the
state where they would like to practice prior to applying for admission to any OT program.
Both of these organizations will do early evaluations of the record and let the individual know
if they would be allowed to practice and any restrictions with might apply.
1. Completion of 16 academic units at the high school level, four of which must be English;
remainder of units are to be compromised of four units of social sciences, two to four
units of mathematics including algebra, two to four units of science including biology and
chemistry with labs.
2. Your academic course selection, grades, rank in class, guidance counselor recommendation
and SAT/ACT scores will be carefully reviewed for admission consideration.
3. A minimum cumulative grade point average of 3.0
4. An SAT score of 1080 or above (math and critical reading sections only), ACT score of 21 or
above (composite score)
5. Demonstrate motivation and curiosity through interests and extracurricular activities.
6. Letters of recommendation are considered, as is a personal essay discussing reasons for
choosing occupational therapy.
7. Observation or volunteer hours in occupational therapy clinics are not required for
admission, but 40 hours are required for the Introduction to Occupational Therapy course
your first semester. Completing these hours ahead of time is recommended; additionally,
you then have the possibility of getting letters of recommendation from therapists, which
can increase your chances of acceptance.
8. Students must have demonstrated efficiency in using tools common to distance education.
This might include a learning platform, special courses, or job experience. Students taking
an online course at Gannon University will require internet access to utilize Blackboard for
their coursework. Blackboard can be found in the http://my.gannon.edu portal. Blackboard
supports the latest versions of Internet Explorer, Safari, Mozilla Firefox, and Chrome.
COURSE DESCRIPTIONS
OCCT 108: Occupational Therapy First Year Seminar

instructor and/or program in which it is offered. 2 credits
OCCT 201: Introduction to Occupational Therapy Process
Development of occupational therapy as a profession; concepts of role acquisition and role
dysfunction, human competence and adaptation; use of human occupation as therapeutic
intervention, exploration of domains of practice of OT; scope of practice of health professionals;
health & wellness; healthcare delivery systems; disability; professional behaviors. 3 credits
OCCT 208: Leadership Seminar
The Leadership Seminar introduces students to a three- dimensional model of leadership,
including a repertoire of leadership skills and means of using those skills responsible in various
communities to which they belong. In addition, the course helps students explore the relevance
of leadership skills in the leadership process. Ethical reasoning and Catholic social teaching
serve as the basis for students’ leadership development as reflected in both this course and in
the corequisite Theology or Philosophy Series III course. 1 credit
OCCT 212: Occupational Role Acquisition
Development across the life span with emphasis on skill acquisition. All aspects of development
in human and non-human environmental interaction will be considered including motor,
sensory integrative, cognitive, perceptual, social, cultural and religious. Emphasis will be placed
on development of performance components and competence in performance areas within a
temporal and environmental context. Multicultural factors relating to development of competence
will also be addressed. Lab will provide community experiences with different ages and cultures.
Prerequisite: OCCT 201 or Per Instructor
Co-requisite: SOCI 120 (recommended) 4 credits
OCCT 314: Occupational Science and Analysis
The course explores occupational science and humans as occupational beings, and promotes
discussion related to occupations and their relation to health and wellness. Students analyze
occupation as a life organizer and develop and utilize observational skills, problem solving
approaches, the teaching-learning process, therapeutic use of self, and activity analysis.
Co-requisite: OCCT 315 2 credits
OCCT 315: Occupational Science and Analysis Lab
This lab course expands upon the concepts learned in OCCT 314 Occupational Science and
Analysis Lecture. This course provides students with hands-on experience in analysis of
selected tasks of work, self-care and play/leisure.
Co-requisite: OCCT 314 1 credit
OCCT 399: Independent Study
An independent study whose objectives are determined collaboratively between student and
instructor; designed to enrich a student’s depth of study in a specific area.
1 – 3 credits, Fall, Spring, Summer
OCCT 426: Structural Function of the Neuromusculoskeletal System
The purpose of this course is to provide students with lecture material on the
neuromusculoskeletal system sufficient to prepare them for progression to junior level courses
in the program. This course will focus on the functional anatomy of the muscular, skeletal,
nervous, and circulatory systems. It will concentrate on the function of these systems within the
context of volitional movement.
Prerequisites: BIOL 108, BIOL 109, Per Instructor 1 credit
OCCT 442: Analysis of Human Movement
Analysis of movement from a musculoskeletal orientation with focus on motor, sensory and
motor learning components of human movement and their impact on occupations such as
work, self-care, and play/leisure. Clinical examples will be provided to connect lecture to real-
life application. This course will also discuss the influence of neurological, biomechanical, and
human/non-human environments on daily occupations.
Prerequisites: PHYS 101, A & P I and II, OCCT 314, OCCT 315
Co-requisite: OCCT 443 3 credits
OCCT 443: Analysis of Human Movement Lab
This course builds upon knowledge acquired in Analysis of Human Movement lecture,
providing students with hands-on experiences regarding analysis of movement from a
musculoskeletal orientation with focus on motor, sensory and motor learning and the impact on
occupations such as work, self-care, and play/leisure.
Prerequisites: PHYS 101, A & P I and II, OCCT 314, OCCT 315
Co-requisite: OCCT 442 1 credit
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OCCT 461: Theoretical Foundations of Occupational Therapy

Development of philosophy and theory in occupational therapy. Examination of the conceptual
models which have shaped occupational therapy since its inception. Analysis of current
theories, models and frames of reference which shape practice. In-depth analysis of the
concepts underlying occupational behavior, occupational science and clinical reasoning.
Prerequisite: OCCT 314, OCCT 315 3 credits
OCCT 486: Occupational Therapy Medical Sciences
Signs, symptoms, medical management and pharmacological management of general
medical, neurological, orthopedic and psychiatric conditions relevant to occupational therapy
intervention. 3 credits
OCCT 490: Special Topics
A course designed to provide in-depth study of a specific topic; objectives are determined on a
course by course basis relative to the expertise of the faculty, needs of the students or relevance
to a changing professional environment.
Prerequisite: Enrollment in OT; Specific pre-requisites are topic related. 1 – 3 credits
GOCCT 505: Clinical Neuroscience
An in-depth study of the structure and function of the central nervous system relative to human
behavior. Peripheral structures involved in sensorimotor function will be included. Clinical
conditions and case studies, including their influence on occupational performance components
and areas, will be utilized.
Prerequisites: A&P I and II, OCCT 314 and OCCT 315 or Per Instructor 4 credits
GOCCT 511: Neurorehabilitation Techniques
Analysis of various theoretical approaches to the treatment of central nervous system motor
dysfunction throughout the life span. Topics will include neurodevelopmental, sensorimotor,
and kinesiological approaches to motor dysfunction including relevant research findings.
Current research regarding the efficacy of the various theoretical approaches will be explored.
Prerequisites: OCCT 442, OCCT 443, GOCCT 505
Corequisite: GOCCT 512 3 credits
GOCCT 512: Neurorehabilitation Techniques Lab
Laboratory will provide guided experiences in neurorehabilitation handling techniques,
application to human occupations, clinical reasoning, case analyses and selected clinical
experiences. Current research regarding the efficacy of the various theoretical approaches will
be explored.
Prerequisites: OCCT 442, OCCT 443, GOCCT 505
Corequisite: GOCCT 511 1 credit
GOCCT 517: Occupational Therapy Intervention: Psychosocial I
This is an integrated theory and practice course examining occupational therapy models
for psychosocial treatment approaches based on the current research body of knowledge.
Development of interpersonal skills, group leadership skills, and the therapeutic use of self are
introduced. Areas explored include techniques for prevention, understanding of the process
of group dynamics, remediation of role dysfunction within various cultures, populations,
and diagnosis groups. OT Intervention: Psychosocial I is the first of two courses dealing with
psychosocial dysfunction.
Prerequisites: PSYC 232; OCCT 314; OCCT 315
Co-requisite: GOCCT 518 3 credits
GOCCT 518: Occupational Therapy Intervention: Psychosocial I Lab
This lab course provides students with hands-on experience in examining occupational
therapy models for psychosocial treatment approaches based on the current research body of
knowledge. Development of interpersonal skills, group leadership skills, and the therapeutic
use of self are fostered. Areas explored include techniques for prevention, understanding
of the process of group dynamics, remediation of role dysfunction within various cultures,
populations, and diagnosis groups.
Prerequisites: PSYC 232; OCCT 314; OCCT 315
Co-requisites: GOCCT 517 1 credit
GOCCT 519: OT Intervention: Psychosocial II
This course integrates OT theory and practice and the use of self in a therapeutic manner
(the intentional relationship) in relation to occupational therapy evaluations, interventions,
and clinical fieldwork experiences. The basis for this course is mental health throughout the
lifespan and this represents the course framework. Mental health diagnosis, signs, symptoms,
medications, and behaviors will be presented. Fieldwork placements for this course will
provide a dynamic and total experience of academic learning placed into clinical action with
clients who experience mental health issues either primarily or secondarily in the community.
This course includes traditional lecture, student presentations, and community-based fieldwork
placements throughout the semester.
Prerequisites: GOCCT 517; GOCCT 518; PSYC 232
GOCCT 520: OT Intervention: Psychosocial II Lab
This lab course integrates OT theory and practice and the use of self in a therapeutic manner
(the intentional relationship) in relation to occupational therapy evaluations, interventions,
and clinical fieldwork experiences. Course labs provide hands-on activities to strengthen
concepts learned in lecture and provide a format for peer learning of evaluations, screens, and
interventions.
Prerequisites: GOCCT 517; GOCCT 518; PSY 232
Co-requisite: GOCCT 519 1 credit
GOCCT 530: Community-Based Intervention
Therapeutic intervention with concentration on community based practice and populations;
special emphasis on the needs of the elderly; health/wellness programs; community centers;
homeless populations; and special considerations in home health.
Prerequisites: OCCT 486, GOCCT 511, GOCCT 512, GOCCT 519, GOCCT 520
Co-requisites: GOCCT 531, GOCCT 532, GOCCT 537, GOCCT 538 3 credits
GOCCT 531: OT Intervention: Physical Disabilities I
This course examines the Occupational Therapy evaluation and treatment planning process as
it relates to individuals with physical disabilities. Students will acquire information regarding
evaluation of all areas of the Occupational Therapy domain: occupation; client factors;
performance skills; performance patterns; and contexts and environments. Students will also
gain knowledge of intervention planning, documentation, and specific intervention practice
settings, as they relate to individuals with physical disabilities.
Prerequisites: OCCT 486; GOCCT 511; GOCCT 512; GOCCT 519; GOCCT 520
Co-requisites: GOCCT 532 3 credits
GOCCT 532: OT Intervention: Physical Disabilities I Lab
This lab course builds upon the information acquired in OT Intervention: Physical Disabilities I
Lecture. Students will gain hands-on experiences related to evaluations, intervention planning,
documentation, and specific intervention practice settings, as they relate to individuals with
physical disabilities.
Prerequisites: OCCT 486; GOCCT 511; GOCCT 512; GOCCT 519; GOCCT 520
Co-requisites: GOCCT 531 1 credit
GOCCT 533: OT Intervention: Physical Disabilities II
This course explores the analysis and adaptation of the human and non-human environments
in response to role dysfunction, as well as architectural barriers, orthotics, prosthetics,
wheelchair prescription and management, adaptive equipment and assistive technology. OT
interventions for specific adult physical disabilities including orthopedic, neurological and
424
general medical conditions are presented. Prevention and treatment interventions are explored
as well as the psychosocial aspects of physical dysfunction and application of clinical reasoning
through case studies and review of relevant research. Level I fieldwork in an adult Physical
Disabilities setting included.
Prerequisites: GOCCT 486; GOCCT 531; GOCCT 532
GOCCT 534: OT Intervention: Physical Disabilities II Lab
This lab course builds upon the information acquired in OT Intervention: Physical Disabilities II
Lecture. Students design and implement OT interventions for specific adult physical disabilities
including orthopedic, neurological and general medical conditions. Prevention and treatment
interventions are explored as students gain hands-on experience in the analysis and adaptation
of the human and non-human environments in response to role dysfunction, as well as
architectural barriers, orthotics, prosthetics, wheelchair prescription and management, adaptive
equipment and assistive technology.
Prerequisites: GOCCT 486; GOCCT 531; GOCCT 532
GOCCT 537: OT Intervention: Pediatrics and Developmental Disabilities I
This course involves atypical development resulting in problems in role performance with
interventions to address dysfunction in children. Role acquisition, competence, adaptation,
and dysfunction from birth through adolescence in the areas of sensory, motor, perceptual,
cognitive, and play will be addressed. Students will analyze appropriate use of specific
assessments and treatment techniques from a range of theoretical frames of reference.
Prerequisites: OCCT 486; GOCCT 511; GOCCT 512
Co-requisites: GOCCT 531; GOCCT 532; GOCCT 538 4 credits
GOCCT 538: OT Intervention: Pediatrics and Developmental Disabilities I Lab
This course builds on information acquired in OT Intervention: Pediatrics and Developmental
Disabilities I Lecture. Through hands on learning students analyze and utilize appropriate and
specific assessments and treatment techniques from a range of theoretical frames of reference
with guided practice along with clinical reasoning through case studies and active lab learning
activities. The use of assistive technology will also be incorporated.
Co-requisites: GOCCT 531; GOCCT 532; GOCCT 537 1 credit
GOCCT 539: OT Intervention: Pediatrics and Developmental Disabilities II
This course is a continuation in knowledge acquisition of pediatrics and developmental
disabilities building off of GOCCT 537 and 538. Students will learn how to provide pediatric
O.T. intervention in a variety of settings and models, including educational, early intervention
and medical rehab. Further learning surrounding child and adolescent development and
specific treatment techniques from a range of theoretical frames of references will be included.
Co-requisites: GOCCT 540; GOCCT 533; GOCCT 534 3 credits
GOCCT 540: OT Intervention: Pediatrics and Developmental Disabilities II Lab
This course provides students with the opportunity to apply and practice hands on application
of the knowledge acquisition of pediatrics and developmental disabilities building off of
GOCCT 537 and 538 and GOCCT 539 lecture. Students will practice assessment strategies,
various treatment intervention and discharge planning related to a variety of settings and
models, including educational, early intervention and medical rehab. Active learning lab
activities including pediatric hand splinting, sensory based interventions and assistive
technology/wheelchair procurement will be addressed. Level I Fieldwork in a pediatric setting
will be included.
Co-requisites: GOCCT 539; GOCCT 533; GOCCT 534 1 credit
GOCCT 550: The Research Process

research process, theory development, and translations of findings to practice in occupational
therapy. Students learn the components, principles and methods of scientific research to become
discerning consumers of research. 5 credits
GOCCT 552: Qualitative Research
qualitative research process, theory development, and translations of findings to practice in the
health sciences. Students learn the components, principles, and methods of scientific qualitative
research to become discerning consumers of research.
Prerequisite: Instructor approval 3 credits
GOCCT 590: Special Topics
A course designed to provide in-depth study of a specific topic; objectives are determined on a
course by course basis relative to the expertise of the faculty, needs of the students or relevance
to a changing professional environment.
Prerequisite: Completion of all fourth year courses, Permission of Instructor 1 – 3 credits
GOCCT 620: Leadership and Management in OT
Supervision and management theory and techniques with research review and application;
role delineation; COTA and OTR collaborative intervention; quality assurance; program
development; financial management; management methods in current healthcare systems
and alternative work settings including funding resources; and developing independent small
businesses in alternative settings.
Prerequisites: GOCCT 660, GOCCT 661
Co-requisites: GOCCT 710, GOCCT 726, GOCCT 727, GOCCT 730 3 credits
GOCCT 630: Intervention Techniques for Gerontology
This course will explore various evidence-based strategies for improving health and functional
independence of older adults. Students will be introduced to the various agerelated changes
that occur in the cardiovascular, pulmonary, musculoskeletal, neuromuscular, and information
processing systems. Course content will be delivered primarily through lecture, discussions,
and article reviews. Case studies and interactive clinical activities will allow students the
opportunity to design and implement an occupational therapy screening, evaluation, plan of
care, and treatment for individuals with a variety of diagnoses commonly encountered in the
aging population. 3 credits
GOCCT 640: Clinical Reasoning Seminar I
The Liberal Studies senior capstone is the culminating experience of the Core curriculum
and therefore requires students to integrate knowledge and skills from their major study
areas, Liberal Studies courses, and co-curricular experiences. The course emphasizes
cultural competence, leadership, ethical reasoning, Catholic social teaching, and LIFECORE.
Additionally, the OT capstone covers the analysis of therapeutic intervention as an interpretive
process. Application of procedural, interactive, conditional and narrative reasoning to
therapeutic intervention through selected case analysis across disabilities and the life span.
Prerequisites: GOCCT 531, GOCCT 532, GOCCT 537, GOCCT 538
Co-requisites: GOCCT 533, GOCCT 534, GOCCT 539, GOCCT 540, GOCCT 630 3 credits
GOCCT 650: Research Seminar
This course involves the systematic writing of the research proposal and application of the
research process and methodologies as they apply to the field of occupational therapy. Focus is
on the methods of research design, with critical analysis of its components including collection,
analysis, and interpretation of data. Synthesizing the relationships of the problem, methodology,
hypothesis, and data analysis will be pivotal in the course. This course will culminate in the
production of an approved proposal which will be the basis of the student’s completed thesis.
Prerequisite: GOCCT 550; Senior standing in the OT program. 3 credits
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GOCCT 660/661: Fieldwork Experience I & II

Six months full time clinical experience in two different occupational therapy settings;
supervised practice of therapeutic assessment and intervention techniques; students will gain
experience in a wide variety of clinical conditions and age ranges. Prerequisite: Satisfactory
completion of all academic requirements in the fourth year; permission of faculty 8 + 8 credits
GOCCT 710: Emerging Models of Practice
This course will examine emerging models of practice in the field of OT as well as related job
opportunities. These will vary, based upon current healthcare systems, Occupational Therapy
theories, practice and service delivery models. In-depth exploration and understanding of
current health-care policies; social, demographic, and political issues driving the health-care
system; influences in delivery of services in OT. Informatics will be utilized as the system for
investigation of resources. New methods and settings in which to provide OT intervention will
be examined and applied in a local agency or organization. Participants will also evaluate the
effectiveness of these services and modify them as needed.
Prerequisites: GOCCT 660, GOCCT 661 3 credits
GOCCT 726: Advanced Intervention: Theory and Techniques
Emphasis is on advanced therapeutic intervention techniques and theories across age ranges.
Analysis and adaptation of the human and non-human environments in response to role
dysfunction; advanced modalities, refined handling techniques, advanced hand treatment,
assistive technology application, and complementary and alternative therapies. Review of
current research in all areas of practice and clinical reasoning through case studies.
Prerequisites: GOCCT 660; GOCCT 661
GOCCT 727: Advanced Intervention: Theory and Techniques Lab
This lab course builds upon concepts learned in GOCCT Advanced Intervention: Theory and
Techniques Lecture. Emphasis is on hands-on application of advanced therapeutic intervention
techniques and theories across age ranges, analysis, and adaptation of the human and non-
human environments in response to role dysfunction; advanced modalities, refined handling
techniques, advanced hand treatment, assistive technology application, and complementary
and alternative therapies.
Prerequisites: GOCCT 660; GOCCT 661
GOCCT 730: Professional Issues Seminar
Critical analysis of current professional issues will be examined in this course. Topics
will include, but not be limited to: health care delivery systems, professional boundaries,
regulatory agencies, specialization, validation of theory; continuing professional competence;
contributions to the profession and society.
Prerequisites: GOCCT 660, GOCCT 661
Co-requisites: GOCCT 726, GOCCT 727 3 credits
GOCCT 750/751: Thesis I & II
This course builds on GW 650 by further development and completion of the group research
project. Systematic investigation of a research problem including gathering and analyzing the
data, synthesizing and discussing the information collected, and summarizing the conclusions.
Prerequisite: GOCCT 650, approval of the thesis director 1/3 credits
MS in Occupational Therapy Curriculum Requirements

FIRST YEAR
Fall Spring
2 First-Year Seminar/OCCT 108 4 Occ Role Acquisition/OCCT 212
3 Intro to Occ Therapy/OCCT 201 3 Crit Analysis & Comp/LENG 112
3 College Composition/LENG 111 3 Individual/Culture/Soc/SOCI 120
3 Intro to Psychology/PSYC 111 3 Concepts in Physics/PHYS 101
3 Intro to Philosophy/LPHI 131 3 Foundations of Theology/LTHE 101
3 Intro Organic & Biochem/CHEM 102
17 16
SECOND YEAR
Fall Spring
1 OT Leadership Seminar/OCCT 208 3 Theoretical Found. of OT/OCCT 461
3 Occ. Science & Analysis with lab/ 3 Psychopathology/PSYC 232
OCCT 314 and 315 3 Philosophy II
3 History Without Borders/LHST 111 3 The Bible: An Intro/LTHE 201
3 LPHI 237 Ethics or any LTHE 300 course 4 BIOL110/111/Human Anatomy
3 SPCH 111 or SPCH 113 and Phys II/Lab
4 Human Anatomy and Phys I/ 1 OCCT 426 Lab
Lab/BIOL 108/109
17 17
THIRD YEAR
Fall Spring
4 Analysis of Human Move with lab/ 5 OT Interv: Psychosocial II with lab/
OCCT 442 and 443 GOCCT 519 and 520
4 Clinical Neuroscience/GOCCT 505 5 The Research Process/GOCCT 550
4 OT Interven:Psychosocial I with lab/ 3 Literature Series/LENG
GOCCT 517 and 518 3 Neurorehab Tech/GOCCT 511
3 Applied Statistics/MATH 213 1 Neurorehab Tech Lab/GOCCT 512
3 OT Medical Sci/OCCT 486
18 17
FOURTH YEAR
Fall Spring
4 Interv:Physical Disabil I with lab/ 5 Interv:Phys Disab II with lab/GOCCT
GOCCT 531 and 532 533 and 534
5 Interv:Pediatrics & Dev Disab I with lab/ 4 Interv:Pediatrics & Dev Disab II with
GOCCT 537 and 538 lab/GOCCT 539 and 540
3 Community Based Interv/GOCCT 530 3 Clinical Reasoning Sem I/GOCCT 640
3 Research Seminar/GOCCT 650 1 Thesis I/GOCCT 750
3 Fine Arts Series/LFIN 3 Interv Tech for Gerontology/GOCCT 630
18 16
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FIFTH YEAR
Summer/Fall (Start of graduate phase) Spring
8 Field Work Experience I/GOCCT 660 3 Emerging Models of Practice/
8 Field Work Experience II/GOCCT 661 GOCCT 710
3 Adv Interv: Theory & Techniq with lab/
GOCCT 726 and 727
3 Professional Issues Sem/GOCCT 730
3 Thesis II/GOCCT 751
16 3 Leadership & Mgmt in OT/GOCCT 620
15
Total Credits: 167
PHYSICAL THERAPY
KRISTINE LEGTERS, PT, DSc, NCS, Chairperson
CAROLYN GALLEHER, PT, DHS, Coordinator of Undergraduate Physical Therapy, Associate
Program Director
BETH GUSTAFSON, PT, M.S.Ed., and ANDREA KESSLER, PT, DPT, OTR/L, Co-coordinators of
Undergraduate Physical Therapy
FACULTY: Professor: Pamela Reynolds. Associate Professor: Andrea Kessler, Kristine Legters.
Assistant Professors: Carolyn Galleher, Beth Gustafson, Julie Hartmann, Kate MacPhedran,
Donna Skelly. Instructors: Courtney Roca, Kristen Snarski.
Physical Therapy is a health care profession that primarily focuses on the preservation,
development, and restoration of optimal function. Physical therapists provide evaluative,
rehabilitative, and preventive health care services designed to alleviate pain, prevent the onset
and progression of impairment, functional limitation, disability resulting from injury, disease,
or other causes, and restore, maintain and promote overall fitness, health and optimal quality
of life. Physical therapists work with individuals of all ages who demonstrate movement
dysfunction, or the potential for such dysfunction, of the neurological, musculoskeletal,
integumentary, and cardiopulmonary systems.
Physical therapists practice in a hospital setting, or provide services in out-of-hospital settings
through home health agencies, in nursing homes, in industrial settings, through public
health agencies, in private physical therapy clinics, in public schools, and in a variety of other
nontraditional settings.
The job opportunities for physical therapists remain abundant, and according to the Occupation
Outlook Handbook, are expected to continue to grow during the new millennium. Advances in
medical technology continue to allow for the treatment of more severe disabilities. As a result,
physical therapists will be needed to care for the aging baby boomers who face heart disease,
strokes and arthritis, and to attend to the growing number of newborns who suffer severe birth
defects.
Gannon’s undergraduate Physical Therapy curriculum assists students in preparing themselves
for acceptance into Gannon’s Doctor of Physical Therapy program. With the guidance of
the physical therapy advisor, students select courses to fulfill prerequisites specific to the
professional program, or programs, to which students wish to apply.
All entry-level physical therapy programs offer only graduate level (master’s or doctorate
degree) professional preparation. Because of this, students entering Gannon’s undergraduate
physical therapy program intending to apply to graduate level professional programs should
select a major field of study. The choice of a major will depend upon the student’s personal
interest. Students may select any of the following majors available at Gannon: Biology, Business
Administration, Chemistry, Mathematics, Psychology, Science, and Sport and Exercise Science.
PHYSICAL THERAPY 429
Gannon University offers a doctoral degree program in physical therapy. The curriculum is
seven years in length with a 4+3 model. Graduates must complete a Baccalaureate degree and
3 years of professional preparation. While enrollment in Gannon’s undergraduate physical
therapy program does not guarantee acceptance into the professional graduate program,
75 percent of the seats in each entering class at the graduate level are reserved for qualified
Gannon graduates.
Admission into the Pre-Physical Therapy Undergraduate program:

The minimum requirements to be considered for acceptance to the undergraduate Physical
Therapy program include:
1. Overall high school GPA of 3.0 or better.
2. SAT score of 1090 or higher or ACT score of 21 or higher
3. Completion of college prep biology and chemistry with labs and three years of college prep
mathematics
Acceptance into the Physical Therapy Graduate Program:

The graduate program gives preference to qualified Gannon University undergraduate physical
therapy applicants who meet the following criteria:
1. Maintain a minimum overall 3.0 GPA
2. Satisfy the prerequisite course GPA requirements of 3.0 with no more than four credits of
repeat course work; grades of C- or below are not accepted.
3. Successful completion of an undergraduate degree from Gannon University.
4. Transferred to Gannon University and completed a minimum of 30 credits in the
undergraduate physical therapy program at Gannon University.
Early Acceptance Opportunity into the Graduate Program:

4 + 3 guaranteed acceptance:
A guaranteed position in the Doctor of Physical Therapy program will be reserved for any
freshman if the following criteria are met:
1. SAT total of 1130 or higher or ACT score of 23 or higher
2. GPA of 3.20 or higher on a 4.0 scale.
3. Must maintain a GPA of 3.20 or higher in Gannon undergraduate courses.
4. Must maintain a GPA of 3.20 or higher in prerequisite courses with no repeated courses
5. Overall GPA will be reviewed at the end of the Freshman, Sophomore and Junior year.
Overall and pre-requisite GPA will be reviewed at the end of the Senior year. GPA’s are
evaluated as reported by the Registrar’s Office.
Students who do not meet the qualifications for 4 + 3 may request consideration into the 4
+ 3 option at the end of the freshman year. Students must meet the following criteria to be
considered for acceptance into the 4 + 3 guaranteed program at the end of the freshman year:
• A chieve a “B” or higher in at least one of the science prerequisite courses
• Achieve a 3.2 or higher overall GPA at the end of the freshman year
3 + 3 Accelerate Guaranteed Acceptance

Gannon also offers the opportunity to participate in a 3 + 3 program. This program has been
designed for qualified students to earn an undergraduate degree and a Doctor of Physical
Therapy degree in six years rather than seven. Students who wish to apply must choose a
Science or Sport and Exercise Science major and meet the following criteria:
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1. SAT total of 1170 or higher or ACT score of 24 or higher

2. A high school GPA of 3.40 or better.
3. Must maintain a GPA of 3.40 or higher in Gannon undergraduate courses.
4. Must maintain a GPA of 3.40 or higher in prerequisite courses with no repeated courses.
5. Overall GPA will be reviewed at the end of the Freshman, Sophomore, and Junior Year.
Pre-requisite GPA will be reviewed at the end of the Junior Year. GPA’s are evaluated as
reported by the Registrar’s Office.
Course Selection:
The following coursework meets the general requirements for most professional schools of
physical therapy including Gannon’s graduate program:
Biology with laboratories 8 credits Human Anatomy with lab 4 credits
Chemistry with laboratories 8 credits Human Physiology with lab 4 credits
Physics with laboratories 8 credits Exercise Physiology with lab 4 credits
Mathematics 3 credits Statistics 3 credits
Psychology 6 credits Kinesiology (recommended)
Sociology 3 credits
Professional schools of physical therapy vary in regard to entry requirements. Consultation

with the physical therapy school of choice during the freshman year is recommended.
Undergraduate Physical Therapy Curriculum:

The following course sequence can be varied dependent upon the undergraduate field of study
that has been selected. Additional courses will be required to complete the undergraduate field
of study selected.
FRESHMAN
3 General Chemistry I/CHEM 111 3 General Chemistry II/CHEM 114
1 General Chemistry I Lab/CHEM 112 1 General Chem II Lab/CHEM 115
3 College Composition/LENG 111 3 Critical Anal. and Comp/LENG 112
3 Foundations of Theology/LTHE 101 3 Psychology 200 level or higher/PSYC
3 Intro to Psychology/PSYC 111 3 History Without Borders/LHST 111
2 First-Year Seminar 1 PT Seminar I/PT 110
15 14
SOPHOMORE
3 Molecular Cell Biology/BIOL 122 3 Animal Form Function/BIOL 124
1 Molecular Cell Bio Lab/BIOL 123 1 Animal Form Lab/BIOL 125
3 Statistics 3 Trigonometry/MATH 112
3 Introduction to Philosophy/LPHI 131 3 Literature Series/LENG
3 Fine Art Series/LFIN 1 PT Seminar II/PT 210
16 17
PHYSICAL THERAPY 3 + 3 431
JUNIOR and SENIOR

3 College Physics 1 /PHYS 105
1 College Physics 1 Lab/PHYS 106
3 College Physics 2 /PHYS 108
3 Human Gross Anatomy/BIOL 365
1 Human Gross Anatomy Lab/BIOL 366
3 Human Physiology/BIOL 368
1 Human Physiology Lab/BIOL 369
3 Physiology of Exercise and Sport/SPRT 390
1 Physiology of Exercise and Sport Lab/SPRT 391
3 Kinesiology/SPRT 360 (recommended)
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All students receiving a bachelor’s degree from Gannon must complete the Liberal Studies Core
requirements and the course requirements for their field of study in addition to the courses
listed above.
Doctor of Physical Therapy 3 + 3 Program

This program has been designed for qualified students to earn an undergraduate degree in
either Sport and Exercise Science or general Science and a Doctor of Physical Therapy Degree at
Gannon University in six years rather than seven. Under the early entry program, the students
may receive a Bachelors Degree with a specific major in either of the undergraduate options
(Sport and Exercise Science/General Science) after three years of undergraduate work and
the successful completion of the first year of full time study in the Doctor of Physical Therapy
program. Students would receive their DPT Degree after successful completion of three years
in the Doctor of Physical Therapy Degree at Gannon University. The curriculum in either
Science or Sports and Exercise Science allows for the completion of the Liberal Studies Core,
the necessary coursework for completion of the intended major, and the prerequisites for
physical therapy.
Under the provisions of this program, students will matriculate at Gannon University for a
minimum of a hundred and two (102) to a hundred and five (105) semester hours leading
toward either the Bachelor of Science-Science/Pre Physical Therapy tract or Bachelor of Sport
and Exercise Science/Pre Physical Therapy tract. A guaranteed position in our 3+3 Doctor of
Physical Therapy Program will be reserved for freshman if the following criteria are met:
• AT total of 1170 or higher or ACT score of 24 or higher
S
• Grade point average of 3.40 or higher on a 4.0 scale
• Must maintain a grade point average of 3.40 or higher in Gannon undergraduate courses
• Must maintain a grade point average of 3.40 or higher in the prerequisite courses
(with no repeat courses)
Overall GPA will be reviewed at the end of the Freshman and Sophomore year. Overall and
pre-requisite GPA will be reviewed at the end of the Junior year. GPA’s are evaluated as
reported by the Registrar’s Office.
At the end of your junior year, student status will change from an undergraduate to graduate
status that may affect your financial aid and on-campus housing. In addition, in order for the
3 +3 students to complete their undergraduate degree, they must be formally admitted to the
DPT program and successfully complete the first year graduate courses. The graduate credits
as specified below are the only credits that will be accepted for transfer to the undergraduate
transcript for completion of the intended undergraduate degree. (B.S. Sport and Exercise
Science or B.S. Science) Failure to successfully complete the graduate course work may result
in additional undergraduate course work to fulfill the undergraduate degree requirements.
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Suggested Sport and Exercise Science Curriculum
FRESHMAN (34 credits)

Fall Spring
3 College Composition/LENG 111 3 Animal Form and Function/BIOL 124
3 Foundations of Theology/LTHE 101 1 Animal Formand Funct Lab/BIOL 125
3 Molecular & Cellular Biology/BIOL 122 3 Critical Analysis and
1 Molecular & Cell Biol Lab/BIOL 123 Composition/LENG 112
3 Intro to Psychology/PSYC 111 3 Sport Nutrition/SPRT 130
3 Public Speaking/SPCH 111 3 Intro to Philosophy/LPHI 131
2 First-Year Seminar/SPRT 101 3 Trigonometry/MATH 112
18 17
SOPHOMORE (34 credits)

Fall Spring
3 Philosophy II Series/LPHI 3 History Without Borders/LHST 111
3 General Chemistry I/CHEM 111 3 College Physics 2/PHYS 108
1 General Chemistry I Lab/CHEM 112 1 College Physics 2 Lab/PHYS 109
3 College Physics 1/PHYS 105 3 General Chemistry II/CHEM 114
1 College Physics 1 Lab/PHYS 106 1 General Chemistry II Lab/CHEM 115
3 Fine Art Series/LFIN 3 The Bible: An Intro/LTHE 201
3 Statistics/PSYC 211 or MATH 213 3 Literature Series/LENG
17 18
JUNIOR (34 credits)

Fall Spring
3 Motor Development/SPRT 414 3 Human Physio/BIOL 368
3 LPHI 237 or any LTHE 300 level course 1 Human Physio Lab/BIOL 369
1 Leadership Seminar 4 Prev. & Care of Ath Inj/SPRT 420
3 Structural Kinesiology/SPRT 360 3 Motor Learning and Performance/
1 Struct Kinesiology Lab/SPRT 361 SPRT 415
3 Psychopathology/PSYC 232 3 Physiology of Exercise
3 Human Gross Anatomy/BIOL 365 and Sport/SPRT 390
1 Human Gross Anat Lab/BIOL 366 1 Physiology of Exercise
and Sport Lab/SPRT 391
18 18
SENIOR (26 credits)

Fall Spring
5 Found of Human Mvmt/GDPT 818 9 Exam, Eval & Interv for Musculoskeletal
1 Found of Human Mvmt Lab/ Mvmt Dysf of the Extremities & Lab/
GDPT 819 GDPT 822/824
2 Research Applications: Evidence 4 Exam, Eval, & Interv for Musculoskeletal
Based Practice I/GDPT 814 Mvmt Dysfunct of the Spine & Lab/
1 Community Health Initiative I/ GDPT 825/827
GDPT 816 1 Pharmacology/GDPT 890
2 Health Care Systems & Policy I/
GDPT 810
1 Community Health Initiative II/
GDPT 826
9 17
132 Total credits
PHYSICAL THERAPY 3 + 3 433
Suggested Science Curriculum
FIRST YEAR
3 Molecular Cellular Biology/BIOL 122 3 Animal Form & Function/BIOL 124
1 Molecular Cellular Biol Lab/BIOL 123 1 Animal Form & Funct Lab/BIOL 125
3 Gen Chemistry I/CHEM 111 3 General Chemistry II/CHEM 114
1 Gen Chemistry Lab/CHEM 112 1 General Chemistry II Lab/CHEM 115
2 First-Year Seminar 3 Trigonometry/MATH 112
16 18
SECOND YEAR
3 Public Speaking/SPCH 111 3 Statistics/MATH 213, PSYC 211,
3 The Bible: An Intro/LTHE 201 SOCI 351
3 Intro to Psychology/PSYC 111 3 Psychology 200 level or higher/PSYC
3 College Physics 1/PHYS 105 3 Philosophy II Series/LPHI
1 College Physics 1 Lab/PHYS 106 3 College Physics 2/PHYS 108
3 Introduction to Philosophy/LPHI 131 1 College Physics 2 Lab/PHYS 109
3 Human Physiology/BIOL 368
1 Human Physiology Lab/BIOL 369
16 18
THIRD YEAR
3 LPHI 237 or any LTHE 300 course 3 Physiology of Exercise and Sport/
3 Literature Series/LENG SPRT 390
3 Kinesiology/SPRT 360 1 Physiology of Exercise and
1 Kinesiology Lab/SPRT 361 Sport Lab/SPRT 391
3 Human Anatomy/BIOL 365 3 Basic Sociology/SOCI 110
1 Human Anatomy Lab/BIOL 366 3 Fine Art Series/LFIN
3 Earth Sci/Environmental Sci Elective 3 Senior Seminar/LBST 383
1 Leadership Seminar 3 Earth Sci/Environmental Sci Elective
18 16
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FOURTH YEAR (Graduate School)

2 Applied Anatomy/GDPT 811 6 Exam, Eval & Intervention for
5 Foundations in Human Movement/ Musculoskeletal Mvmt of the
GDPT 818 Extremities/GDPT 822
1 Foundations in Human Movement 3 Exam, Eval & Intervention for
Lab/GDPT 819 Musculoskeletal Mvmt Dysfunct
2 Research Applications: Evidence-Based of the Extremities Lab/GDPT 824
Practice I/GDPT 814 2 Exam, Evaluation & Intervention for
Musculoskeletal Mvmt Dysfunc of
the Spine/GDPT 825
2 Health Care System & Policy I/
GDPT 810
2 Exam, Evaluation & Intervention
for Musculoskeletal Movement Dysf.
of the Spine Lab/GDPT 827
1 Pharmacology/GDPT 890
10 16
128 credits total
Course Descriptions
PT 110: Physical Therapy Seminar I

This course will discuss the history of the physical therapy profession. Scope of practice,
responsibilities, and relationships with other health professionals will be reviewed. The
professional organization for physical therapists will be introduced to the students. The
students will meet with clinicians who will discuss the many opportunities available to physical
therapists. 1 credit
PT 210: Physical Therapy Seminar II
This course is the second in the series of seminar classes to introduce the student to the physical
therapy profession. It will allow the students additional observation of physical therapists in
the clinic and to share their experiences with each other. It also enables the students to begin to
develop their professional communication style including introduction to medical terminology
and reading professional journals. 1 credit
PHYSICIAN ASSISTANT
KIMBERLY CAVANAGH, DHSc, MPAS, PA-C., Chairperson
FACULTY: Associate Professor: Kimberly Cavanagh. Assistant Professors: Heather Adams,
Natasha Camera, Adrienne Colabuno, Kristen Grippe, Blake Hoppe, Jennifer Majewski,
Caroline Palmer, Katharine West. Medical Director: John Jageman.
Physician assistants (PA’s) are medical providers who are nationally certified and state licensed
to practice medicine as a member of a team with other healthcare professionals. Their specific
tasks vary widely due to differences among state laws and hospital policies.
Generally, PAs are qualified to obtain patient histories, perform comprehensive physical
examinations, order and interpret diagnostic laboratory tests, develop a diagnosis, implement a
treatment plan for common illnesses, deliver patient education and counseling, perform certain
surgical procedures, and provide emergency care. PAs may assist in surgery and deliver pre-
operative and post-operative care. Physician Assistants may deliver patient care in any setting
in which the physician works.
PHYSICIAN ASSISTANT 435
The Physician Assistant Department offers a Master of Physician Assistant Science degree
following five years of increasingly specialized study. The curriculum is predominantly clinical
during the fifth year. During the fifth year, clinical faculty, in conjunction with various health
care institutions, introduce the students to professional physician assistant training. The
program is offered primarily in clinical sites in northwestern Pennsylvania, Ohio and western
New York, as well as some locations farther afield. Students are responsible for their own
housing and transportation to and from clinical sites.
The PA program curricula of Gannon University’s Physician Assistant Program is accredited by
the Accreditation Review Commission on Education for the Physician Assistant, Inc. Applicants
must meet the technical standards for admission to the program. For further details, contact the
Admissions office.
Accreditation
The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA)
has granted Accreditation-Continued status to the Gannon University Physician Assistant
Program sponsored by Gannon University. Accreditation-Continued is a accreditation status
granted when a currently accredited program is in compliance with the ARC-PA Standards.
Accreditation remains in effect until the program closes or withdraws from the accreditation
process or until accreditation is withdrawn for failure to comply with the Standards. The
approximate date for the next validation review of the program by the ARC-PA will be
March 2027.The review date is contingent upon continued compliance with the Accreditation
Standards and ARC-PA policy.
Technical Standards
A candidate for admission to the PA Program must have the use of certain sensory and motor
functions to permit them to carry out the activities described in the sections that follow.
Graduation from the program signifies that the individual is prepared for entry into clinical
practice or into postgraduate training programs. Therefore, it follows that graduates must
have the knowledge and skills needed to function in a broad variety of clinical situations and
to render a wide spectrum of diagnostic and therapeutic care. The candidate and student must
be able consistently, quickly, and accurately to integrate all information received by whatever
sense(s) are employed. Also, they must have the intellectual ability to learn, integrate, analyze,
and synthesize data.
A candidate for the PA Program ordinarily must have the following abilities and skills as
explained below: observation; communication; motor; intellectual, conceptual, integrative,
and quantitative; and behavioral and social. Where technological assistance is available in the
program, it may permit for disabilities in certain areas. Under all circumstances, a candidate
should be able to perform the following tasks in a reasonably independent manner:
I. Observation: Candidates and students ordinarily must have sufficient vision to be able
to observe demonstrations, experiments, and laboratory exercises. They must be able to
observe a patient accurately at a distance and close at hand.
II. Communication: Candidates and students ordinarily must be able to communicate with
patients and colleagues. They should be able to hear, but if technological compensation is
available, it may permit for some handicaps in this area. Candidates and students must be
able to read, write, and speak English.
III. Motor: Candidates and students ordinarily should have sufficient motor function such
that they are able to execute movements reasonably required to provide general care and
emergency treatment to patients. Examples of emergency treatment reasonably required
of physician assistants is cardiopulmonary resuscitation, administration of intravenous
medication, the application of pressure to stop bleeding, the opening of obstructed airways,
the suturing of simple wounds, and the performance of simple obstetrical maneuvers. These
actions require coordination of both gross and fine muscular movements, equilibrium, and
functional use of the senses of touch and vision.
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IV. Intellectual, Conceptual, Integrative, and Quantitative Abilities: These abilities include
measurement, calculation, reasoning, analysis, and synthesis. Problem solving, the critical
intellectual skill demanded of a physician assistant, requires all of these intellectual abilities.
In addition, candidates and students should be able to comprehend threedimensional
relationships and understand the spatial relationships of structures.
V. Behavioral and Social Abilities: Candidates and students must possess the emotional health
required for full utilization of the intellectual abilities, the exercise of good judgment, the
prompt completion of all responsibilities attendant to the assessment and care of patients,
and the development of mature, sensitive, and effective relationships with patients.
Candidates and students must be able to tolerate physically taxing workloads, adapt to
changing environments, display flexibility, and learn to function in the face of uncertainties
inherent in the clinical problems of many patients. Compassion, integrity, concern for others,
interpersonal skills, interest, and motivation are all personal qualities to be assessed during
the admissions and educational processes.
The PA Department is committed to providing reasonable accommodations to students with an
identifiable disability as defined by the Americans with Disability Act. In doing so, however,
the PA Department must maintain the integrity of its curriculum and preserve those elements
deemed essential to educating candidates to become effective physician assistants.
Students in the program must be of sufficient health to meet the criteria of our clinical affiliates.
The PA Department reserves the right to reassess the student’s ability to meet the technical
standards at any time during the student’s training and to act accordingly.
Employment Policy
Employment during the fourth year of the PA Program is not recommended. Demanding
courses and time constraints are to be expected. Employment during the fifth year of the PA
Program is strongly discouraged. Students will spend an average of 40 hours per week at their
clinical site, plus complete reading assignments to prepare for end of rotation exams. Students
may need to relocate every five weeks, precluding steady employment. Students who choose to
work may jeopardize performance and continuation in the program.
Transfer Policies
• Transfer students are accepted on a space availability basis at the freshman, sophomore, and
junior level of the program.
• Students should apply through the Office of Admissions and request transfer status.
Courses for transfer must be approved by the Dean’s Office. Students accepted into the
program will receive a written evaluation of their transcripts showing which courses were
accepted into the program.
• To be considered for transfer into the program, a student must have at least a 3.0 overall
GPA and a 3.0 in their science courses.
• Transfer students must repeat any science course which was taken longer than five years
prior to program admission.
• Once matriculated into the program, Program GPA’s of 3.0 must be maintained throughout
the program as well as an overall GPA of 3.0
• 30 hours of volunteer/paid patient contact must be completed prior to matriculating.
• Transfer students must complete the course of study (found in this catalog) for the Physician
Assistant Program.
• Personal interview is required.
• Upon matriculation, transfer students will receive a program handbook detailing the
program’s policies and procedures.
• Transfer students with a Bachelor’s Degree should refer to Gannon’s Graduate Catalog
for prerequisite courses needed prior to application to the Post Baccalaureate program. All
prerequisite courses are offered at Gannon University.
• A
dvanced standing is not granted in the graduate phase of the program. No credits are
awarded for experiential learning.
COURSE DESCRIPTIONS
PHAS 100: First-Year Seminar: Applied Concepts in Health Care

This course is a First Year Seminar in the Liberal Studies core curriculum. It is a discussion/
experience-based course intended to orient the new student to Gannon University, to
introduce the Liberal Studies Core and LIFECORE, to assist in the transition from high school
to university life, and to encourage the development of academic, personal and spiritual
dimensions of the student’s life. This course will also provide an introduction to the field of
health care including the principles of integrity that are essential to all health care professions
as well as sources of information relating to the field of health care, how to search for these
sources, and how to understand sources that are found. The course also investigates
health care careers so that the student can plan his/her academic courses in a focused
and analytical manner. 2 credits, Fall
PHAS 121: Medical Terminology
This course provides students with an introductory study of the medical language through
prefix, suffix and root word forms. Anatomic and clinical terms pertaining to each body system
are covered. Classroom activities emphasize pronunciation, interpretation and application of
medical terms.
Prerequisite: PA major 3 credits, Fall/Spring
PHAS 215: Communication and Resources in the Patient Encounter
This course is designed to introduce the students to communication skills in the patient
encounter for the Physician Assistant, including boundaries of the interview, ethical
professional behavior and establishing a provider/patient relationship. Emphasis will be
placed on the interviewing process and communication techniques. This course will focus on
communication skills with patients in various settings and exposure to resources available to
assist in health care and special needs of patients to prepare the student for service-learning
experiences.
Prerequisite: PA major 1 credit, Spring
PHAS 300: Leadership Seminar
course and in the co-requisite Theology or Philosophy Series III course. 1 credit Fall
PHAS 312: Community Resources in Healthcare: A Service Learning Experience
The goal of this course is to introduce the student to community service-learning through
student/client experience in various health care/social service agencies within the Gannon
and Erie community. Collectively each student’s experience will provide a model resource of
agencies available to communities and how each agency assists in the care of the patient.
Prerequisite: PA major 1 credit, Fall, Spring
PHAS 363: Research Process
The primary goal of this course is for students to be comfortable with all aspects of clinical
research in the Health Science field. All practitioners need to have an understanding of the
ethical design of studies and the ethical treatment of human subjects in clinical research.
Therefore, part of the class is dedicated to the study of “Good Clinical Practices (GCP)” as
defined by the US Food and Drug Administration. All students will be required to obtain
NIH certification in this area. In addition, the course focuses on the theoretical and practical
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aspects of designing research studies. We will survey multiple types of research methodologies
including the statistical basis for making rational conclusions based upon the data. Finally, we
will focus on medical writing, including how to do a literature search, write an abstract, and
write a research paper. Appropriate form and style utilization will be discussed. Students will
be required to complete multiple assignments including literature critiques, bibliographics,
editing and the completion of an entire literature review. 3 credits, Fall
PHAS 408: Behavioral Medicine
This course is designed to introduce the students to the major mental health conditions
including adolescent and childhood disorders. Special attention will be given to disease
characteristics, etiologies, and applicable behavioral and pharmacological treatments.
PHAS 411: Physical Diagnosis I
The techniques of history-taking, discussion and demonstration of normal physical findings
with various organ systems and alteration of physical signs in disease states are introduced to
the student. The relationship of physical signs to altered physiology is emphasized.
Prerequisite: PA major 5 credits, Fall
PHAS 413: Physical Diagnosis II
Designed to complement the physical diagnosis lectures, this course enables students to
develop skills in performing histories and physical examinations on fellow students.
Prerequisite: PA major 1 credit, Fall
PHAS 414: Medical Lecture Series I
Symptoms, signs and abnormal body function are taught in a problem-oriented manner,
including a logical method, relevant diagnostic maneuvers, possible therapeutic intervention
and patient education. The lectures complement the knowledge acquired in Physical Diagnosis,
and is correlated with the Pharmacotherapeutics and Clinical Science courses.
PHAS 415: Medical Lecture Series II
A continuation of PHAS 414
Prerequisite: PHAS 414 6 credits, Spring
PHAS 416: Physical Diagnosis III
In addition to performing histories and physical examination on hospitalized or nursing home
patients, the student is exposed to a wide variety of frequently encountered medical problems
and begins to develop a basic understanding of pathophysiology. In addition the student will
develop a methodology for approaching any presenting medical complaint.
Prerequisites: PHAS 411, 413 1 credit, Spring
PHAS 424: Pharmacotherapeutics I
This course is designed to provide both basic information regarding the pharmacology of many
commonly used medications coupled with a practical and systematic approach to the selection
of appropriate drug therapy for patients. Two major areas of focus are a review of the principles
of therapeutics (e.g., pharmacokinetics and pharmacodynamics) and a review of recommended
drug therapy for common medical disorders (e.g., hypertension, peptic ulcer disease). Students
will be instructed on a process through which they will think pharmacotherapeutically – that
is, to identify a disease, review the drugs available to treat that disease, select treatment based
upon goals of therapy and specific patient parameters and how to adjust therapy if required.
Also, all lectures are coordinated with Medical Lecture Series such that medications are
reviewed in close proximity to lectures on pathophysiology in order to enhance the learning
experience for students.
PHAS 425: Pharmacotherapeutics II
A continuation of PHAS 424
PHAS 431: Clinical Science I

This course is designed to provide a basic understanding of the pathophysiology and clinical
diagnostic methods involved in the evaluation of common disease processes. Emphasis
is placed on understanding molecular structure and function as it applies to application
and interpretation of clinical testing for diagnostic/therapeutic purposes. Topics include
hematology, immunology & serology, medical microbiology, virology, clinical chemistry, urine
studies and pertinent genetic testing. Lectures correlate with Physical Diagnosis I & II, Medical
Lecture Series I, Pharmacotherapeutics I and Radiology in a systems oriented approach to the
disease processes.
PHAS 432: Clinical Science II
A continuation of PHAS 431/GPHAS 531, this course is designed to provide a basic
understanding of the pathophysiology and clinical diagnostic methods involved in the
evaluation of common disease processes discussed in Medical Lecture Series II and
Pharmacotherapeutics II. Topics continue from Clinical Science I and include parasitology,
arterial blood gas interpretation, electrocardiography interpretation and fluid, electrolyte &
acid-base balance.
PHAS 438: Pediatrics/Obstetrics/Gynecology Lecture Series
This course will discuss common disease process in Obstetrics/Gynecology and Pediatrics in
a problem oriented manner to enable the student to incorporate knowledge of pathogenesis,
clinical findings, appropriate laboratory and diagnostic testing and create a treatment plan for
each disease process.
PHAS 443: Research Proposal
Students distinguish between different types of research and systematically examine research
designs and methodologies for the purpose of development of a proposal. Students will
develop a research proposal under the direction of a research advisor.
PHAS 445: Problem Based Medicine
This course offers the student an introduction to evidence based medicine. Emphasis will
be placed on clinical problem solving through a case study approach. The student will be
instructed to incorporate knowledge of pathogenesis, clinical findings, laboratory and other
diagnostics to develop a differential diagnosis. This approach is designed to initiate critical
thinking about medical problems and incorporation of treatment plans.
PHAS 490: Special Topics
This is an elective course which will cover topics of special interest. 1-3 credits
GPHAS 600: Pre-Rotation Lecture and Skills Lab
This laboratory section is designed to complement and integrate the Pre-Rotation Lecture Series
course in the Physician Assistant Program. The laboratory experience will supplement many
of the lectures and afford students hands-on opportunities to practice clinical skills such as
gowning and gloving, injections, use of the Patient Simulation Center, CPR/ACLS certification
and OR orientation.
Prerequisites: Successful completion of PHAS 415 1 credit, Summer
GPHAS 601: Pre-Rotation Lecture Series
This capstone course is designed to complement and integrate the Liberal Studies academic
experience and didactics of the pre professional phase of the Physician Assistant Program.
Students are expected to demonstrate their capacity to utilize concepts and methodologies
presented in previous Liberal Studies courses as we explore the issues related to medical
ethics. Issues explored will include but not be limited to the patient and health care provider
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relationship, human experimentation, reproductive and dying technology. Topics in the areas
of Emergency Medicine, Orthopedics, and Surgery will be discussed utilizing the foundation of
information previously presented in the didactic pre-professional phase.
Prerequisite: PHAS 415 4 credits, Summer
GPHAS 602: Business Practices and Current Issues for Physician Assistants
This course is designed to introduce the Physician Assistant student to practice management
in the clinical setting. Emphasis is placed on understanding health insurance coverage, cost
containment and the quality of health care. Diagnosis and procedure coding will be introduced
and legal issues related to the clinical setting are addressed.
Prerequisite: PA major 2 credit, Summer
GPHAS 614: General Surgery Rotation
This five week clinical experience is designed to allow the student exposure to a wide variety
of acute surgical problems. Under supervision, the student is expected to participate in
preoperative and postoperative patient care. This experience will include taking histories,
performing physical examinations, and assisting in the emergency department and operating
room.
Prerequisites: Successful completion of the senior year clinical and didactic courses. 5 credits
GPHAS 616: Clinical Research
This is a four week rotation in which students participate in medical research under the
direction of a preceptor or develop a community health project. This project may involve
reviewing charts, interviewing patients, reviewing existing data, collecting data and/
or participating in ongoing clinical trials or educating the public. Students are required to
complete a project outline and will begin to compose a research or project paper of publishable
quality. The students will develop a power point presentation in order to illustrate their
research or project.
GPHAS 617: Family Medicine Rotation I
This five week clinical experience is designed to familiarize the student with all aspects of
Family Practice in ambulatory, inpatient and long-term care settings. The student, through
the collection and acquisition of historical, physical and laboratory data, develops an
understanding of patient evaluation and treatment under the supervision of physicians or mid-
level practitioners. This clinical rotation will emphasize aspects of Internal Medicine and the
unique characteristics of the care of the geriatric patient.
GPHAS 618: Family Medicine Rotation II
understanding of patient evaluation and treatment under the supervision of physicians or
mid-level practitioners. This clinical rotation will emphasize normal variations of growth and
development of children from infancy to adolescence, as well as, exposure to acute and chronic
illnesses of childhood.
GPHAS 619: Family Medicine Rotation III
understanding of patient evaluation and treatment under the supervision of physicians or mid-
level practitioners. This clinical rotation will emphasize routine gynecologic care and common
complaints as well as prenatal care of the female patient. This experience will also focus on
common behavioral health disorders encountered in primary care.
GPHAS 621: Emergency Medicine Rotation

This five week clinical experience is designed to stress the evaluation and management of both
medical and surgical problems of the ambulatory patient in an acute care situation. Students
gain experience in the initial evaluation of patients in the emergency setting, perform problem
specific examinations, practice minor surgery skills, and participate in the management of
orthopedic problems.
GPHAS 622: Family Medicine Rotation IV
understanding of patient evaluation and treatment under the supervision of physicians or
mid-level practitioners. This clinical rotation will emphasize the evaluation and treatment of
conditions common at the primary care level and the appropriate health maintenance measures
for different age groups from infancy to geriatrics.
GPHAS 623: Elective Rotation I
This five week clinical experience is designed to acquaint the student with the role of the
physician assistant in practice. Students train under the supervision of a physician or midlevel
provider in an office/or hospital setting. Through this clinical rotation the student will gain an
in-depth exposure to a wide-spectrum of acute and chronic patient problems. This experience
can occur in a clinical area that has already been experienced by the student or a specialty area
of the student’s choosing.
GPHAS 624: Elective Rotation II
This five week clinical experience is designed to acquaint the student with the role of the
physician assistant in practice. Students train under the supervision of a physician or midlevel
provider in an office/or hospital setting. Through this clinical rotation the student will gain an
in-depth exposure to a wide-spectrum of acute and chronic patient problems. This experience
can occur in a clinical area that has already been experienced by the student or a specialty area
of the student’s choosing.
GPHAS 631: Research/Project Guidance
Students complete a research project (including analysis of data and reporting results) using
the scientific method to answer a question in clinical practice, under the direction of a research/
project advisor. Projects may use a variety of methodologies. Students will finalize a power
point presentation and/or poster for presentation or display. 2 credits
GPHAS 634: Clinical & Professional Capstone
Graduation from an accredited PA program qualifies an individual to take the Physician
Assistant National Certification Examination (PANCE). Successful completion of PANCE is
mandatory for clinical practice as a PA. As the student works to achieve professional status
as a PA, the Clinical and Professional Capstone allows for an opportunity to merge the
clinical rotation experience with classroom learning through a high yield didactic approach
and culminating with the program Summative Examination. The course will provide a
comprehensive overview of requisite knowledge for the graduating PA student. Emphasis
will be placed on identified organ systems and task areas that are consistent with the NCCPA
Examination Content Blueprint for the PANCE. Additionally, the Clinical and Professional
Capstone will focus on the application of knowledge and skills for clinical practice case study
and evidence based medicine facilitating the transition from student to medical provider.
Prerequisite: Enrollment in the Graduate phase of the Physician Assistant program. 2 credits
442
Master of Physician Assistant Science Curriculum

Liberal Studies/Liberal Studies Core Courses
3 LENG 111 College Composition 3 LPHI Philosophy II Series
3 LENG 112 CriticalAnalysis&Composition 3 LPHI 237 or any LTHE 300 course
3 LENG Literature Series 3 LFIN Fine Art Series
3 LTHE 101 Foundations of Theology 3 LHST 111 History Without Borders
3 LTHE 201 The Bible: An Intro 3 PSYC 111 Intro to Psychology
3 LPHI 131 Intro to Philosophy 3 SOCI 110 Basic Sociology
3 SPCH 111 Public Speaking 1 PHAS 300 Leadership Seminar
2 PHAS 100 First-Year Seminar
42 Total
Other Courses
3 CIS 170-173 or CIS 150 PC Courses or Business Technology I
3 PSYC 211, SOCI 351 or MATH 213 Statistics
3 Elective
3 Elective
12 Total
Basic Science Courses

3 BIOL 122 Molecular Cellular Biology 1 CHEM 104 Chemistry of Life I Lab
1 BIOL 123 Molecular Cellular Biology Lab 3 CHEM 106 Chemistry of Life II
3 BIOL 124 Animal Form & Function 1 CHEM 107 Chemistry of Life II Lab
1 BIOL 125 Animal Form & Function Lab 3 DIET 202 or SPRT 130 Nutrition or
3 CHEM 103 Chemistry of Life I Nutrition for Sports & Exercise
19 Total
Physician Assistant Courses

3 PHAS 121 Medical Terminology 1 PHAS 312 Community Resources
1 PHAS 215 Communication & Resources in Healthcare: A Service Learning
in the Patient Encounter Experience
5 Total
PA Program Curricula
3 BIOL 232 Human Genetics 1 BIOL 369 Human Physiology Lab
3 BIOL 365 Human Gross Anatomy 3 BIOL 378 Medical Microbiology
1 BIOL 366 Human Gross Anatomy Lab 1 BIOL 379 Medical Microbiology Lab
3 BIOL 368 Human Physiology 3 PHAS 363 The Research Process
18 Total
FOURTH YEAR
5 PHAS 411 Physical Diagnosis I 1 PHAS 408 Behavioral Medicine
1 PHAS 413 Physical Diagnosis Lab II 6 PHAS 415 Medical Lecture Series II
3 PHAS 414 Medical Lecture Series I 1 PHAS 416 Physical Diagnosis Lab III
3 PHAS 424 Pharmacotherapeutics I 2 PHAS 425 Pharmacotherapeutics II
3 PHAS 431 Clinical Science I 2 PHAS 432 Clinical Science II
3 RADS 441 Intro to Radiology 4 PHAS 438 PEDS/OB/GYN
2 PHAS 445 Problem-Based Medicine
18 18
Requirements complete for Bachelor of Science degree with a major in Health Science
PHYSICS 443
FOURTH YEAR (start of Graduate Phase)

Summer Semester
1 GPHAS 600 Pre-Rotation Lecture Series Lab
4 GPHAS 601 Pre-Rotation Lecture Series
2 GPHAS 602 Business Practice for PAs
5 GPHAS 617 Family Medicine Rotation I
12
FIFTH YEAR
5 GPHAS 618 Family Medicine Rotation II 4 GPHAS 616 Clinical Research
5 GPHAS 619 Family Medicine Rotation III 5 GPHAS 621 Emergency Medical Rotation
5 GPHAS 614 General Surgery Rotation 5 GPHAS 622 Family Medicine Rotation IV
15 14
FIFTH YEAR
Summer Semester
5 GPHAS 623 Elective Rotation I
5 GPHAS 624 Elective Rotation II
2 GPHAS 631 Research Guidance
2 GPHAS 634 Clinical & Professional Capstone
14
Requirements complete for Master of Physician Assistant Science
PHYSICS
NICHOLAS CONKLIN, Chairperson
FACULTY: Associate Professor: Nicholas Conklin. Assistant Professor: Joshua Jones. Instructor:
Perry Hilburn.
COURSE DESCRIPTIONS
PHYS 101: Concepts in Physics

This one-semester course provides an introduction to fundamental concepts in physics
sufficient to provide a foundation for other courses in the physical and medical sciences. The
course is appropriate for all students, particularly those in allied-health majors. Topics will
include motion, center of mass, levers, force, energy, momentum, pressure, fluid dynamics,
thermodynamics, and sound waves. While emphasis is placed on mastery of basic concepts,
computations requiring high-school level math are an integral part of the course.
Prerequisite: None; however, high school trigonometry, MATH 111, 112, or 114 are strongly
recommended. 3 credits
PHYS 105: College Physics 1
This course provides an algebra and trigonometry-based introduction to mechanics, fluids,
and waves, and emphasizes quantitative and conceptual understanding of the material. Topics
covered include kinematics in one and two dimensions, Newton’s laws of motion, rotational
motion, gravitation, conservation of energy and momentum, fluids, oscillations, and sound.
Pre-requisites: MATH 112 or MATH 135 or MATH 140 3 credits
444
PHYS 106: College Physics 1 Lab

In this laboratory course, students will work in groups to perform experiments to reinforce
concepts from PHYS 105 (College Physics 1). Labs are designed to build conceptual and
quantitative understanding of the material.
Co/Pre-requisite: PHYS 105 1 credit
PHYS 108: College Physics 2
This course provides an algebra-based introduction to thermodynamics, electricity, magnetism,
and optics, and emphasizes quantitative and conceptual understanding of the material.
Topics covered include ideal gas laws and kinetic theory, calorimetry and heat transfer, the
laws of thermodynamics, electric fields and potentials, basic electric circuits, magnetism,
electromagnetic induction, geometric optics, and the wave nature of light.
Pre-requisite: PHYS 105 3 credits
PHYS 109: College Physics 2 Lab
concepts from PHYS 108 (College Physics 2). Labs are designed to build conceptual and
quantitative understanding of the material.
PHYS 111: General Physics III
An introduction to mechanics. Topics covered include kinematics, dynamics, energy,
momentum and rotation.
PHYS 112: General Physics III Lab
Experimental verification of some topics from PHYS 111. Lab includes computer use in data
collection. 1 credit
PHYS 210: Fundamentals of Physics 1: Mechanics
This course provides a calculus-based introduction to mechanics and emphasizes both
quantitative and conceptual understanding of the material. Topics covered include kinematics
in one and two dimensions, Newton’s laws of motion, rotational motion, conservation of
energy and momentum, and gravitation.
Pre-requisite: MATH 140
Pre/Co-requisite: MATH 141 3 credits
PHYS 211: Fundamentals of Physics 1 Lab
concepts from PHYS 210 (Fundamentals of Physics 1). Labs are designed to build conceptual
and quantitative understanding of the material.
Co/Pre-requisite: PHYS 210 or PHYS 111 1 credit
PHYS 212: Fundamentals of Physics 2: Fluids and Thermodynamics
This course provides a calculus-based introduction to fluids, thermodynamics, waves and
optics, and emphasizes both quantitative and conceptual understanding of the material. Topics
covered include fluid mechanics, oscillations, waves and sound, the laws of thermodynamics,
heat, kinetic theory of gases, geometric optics, and interference phenomena.
Pre-requisites: MATH 141 and either PHYS 111 or PHYS 210 3 credits
PHYSICS 445
PHYS 214: Fundamentals of Physics 3: Electricity and Magnetism

This course provides a calculus-based introduction to electricity and magnetism and
emphasizes quantitative and conceptual understanding of the material. Topics covered include
Coulomb’s Law, electric fields, electric potential, basic DC and AC circuits, magnetic fields,
magnetic induction, and Maxwell’s equations.
Pre-requisites: MATH 141 and either PHYS 111 or PHYS 210 3 credits
PHYS 218: Lab for Engineers
selected topics from PHYS 210 (Fundamentals of Physics 1) and PHYS 212 (Fundamentals
of Physics 2). Labs are designed to build conceptual and quantitative understanding of the
material.
Pre-requisite: PHYS 111 or PHYS 210
PHYS 300: Introduction to Modern Physics
An historical and quantitative presentation of the events and thinking which led to the twentieth
century revision of Classical Physics. An introduction to Relativity, Planck Quantum Theory,
the Bohr atom, de Broglie’s thesis, Schroedinger quantum mechanics, and electronic spin.
Prerequisites: PHYS 210, 212, 214 or equivalent. 3 credits
PHYS 301: Theoretical Mechanics
Particle dynamics, moving reference systems, central forces, collision theory, dynamics of a
system of particles, rigid body motion, Lagrangian and Hamiltonian Theory.
Prerequisites: PHYS 210, 212, 214, MATH 242. 3 credits
PHYS 304: Mathematical Methods of Physics
Fourier series, Fourier transform, Laplace transform, vector field theory, complex variables,
partial differential equations, special functions, probability, numerical analysis, matrices.
PHYS 321: Statistical Mechanics
Boltzman, Fermi-Dirac, and Bose-Einstein statistics by the combinatorial methods, entropy and
probability, partition functions, classical and quantum mechanical specific heats of gases and
solids, Planck radiation law, paramagnetic susceptibilities.
Prerequisites: Chem/CHEM 331, MATH 242 3 credits, Spring
PHYS 332: Experimental Physics
Selected experiments from the entire field, designed to develop a facility with laboratory
techniques, a critical awareness of the errors of measurements and the consequent limitations
on empirical conclusions, and an original initiative toward minimizing these limitations
through refinements of techniques and instruments.
Laboratory: Six hours per week. 2 credits
PHYS 380: Undergraduate Research I
The student will work to complete an original research project in physics with a Physics faculty
member. 1-3 credits
PHYS 381: Undergraduate Research II
The student will work to complete an original research project in physics with a Physics faculty
member in continuation of PHYS 380. 1-3 credits
446
PHYS 406: Optics

Fermat’s principles, thick lens theory, third order aberration theory, interference phenomena,
Kirchoff’s integral, Fresnel and Farunhoffer diffraction, Fourier transform optics, coherence
times and lengths, holography, polarization, absorption, scattering, dispersion.
Prerequisites: PHYS 212, MATH 242 3 credits
PHYS 430: Quantum Mechanics I
Schrödinger Quantum Mechanics from an operator standpoint, wells, barriers and the
harmonic oscillator, the Hydrogen atom, electric spin, angular momentum, perturbation theory,
matrix representations, relativistic corrections, multi-electron atoms, Zeeman and Stark effects,
molecular states.
Prerequisites: PHYS 300, 304 3 credits
PHYS 431: Quantum Mechanics II
Schrödinger Quantum Mechanics from an operator standpoint, wells, barriers and the
harmonic oscillator, the Hydrogen atom, electric spin, angular momentum, perturbation theory,
matrix representations, relativistic corrections, multi-electron atoms, Zeeman and Stark effects,
molecular states.
Prerequisites: PHYS 300, 304 3 credits
PRE-HEALTH PROGRAMS 447
PRE-HEALTH PROGRAMS
Melanie Gustafson-Ropski, M.A., Director, Pre-Health Advising Program
The following programs are in this section:
Traditional Programs Optometry

Pre-Chiropractic Medicine Salus University 3+4 Accelerated Optometry
Pre-Dental Medicine
Pre-Medicine Pharmacy
Pre-Optometry Pre-Pharmacy Duquesne University 2+4 Accelerated
Pre-Podiatric Medicine Pharmacy
Pre-Veterinary Medicine LECOM2+3/2+4 EarlyAcceptance Pharmacy
LECOM3+3/3+4 EarlyAcceptance Pharmacy
Affiliation Programs LECOM4+3/4+4 EarlyAcceptance Pharmacy
Chiropractic Medicine University at Buffalo 3+4Accelerated Pharmacy
NYCC 3+3 Accelerated Chiropractic Medicine University of Charleston 2+4
NYCC 4+3 Chiropractic Medicine Accelerated Pharmacy
University of Charleston 3+4
Dental Medicine Accelerated Pharmacy
CWRU 3+4 Early Acceptance
Dental Medicine Podiatric Medicine
LECOM 4+4 Early Acceptance Kent State University 3+4
Dental Medicine Accelerated Podiatric Medicine
Temple University 3+4
Medicine Accelerated Podiatric Medicine
LECOM 3+4 Early Acceptance Medicine
LECOM 4+4 Early Acceptance Medicine Veterinary Medicine
PCOM 3+4 Accelerated Medicine Ross University 3+4
PCOM 4+4 Medicine Accelerated Veterinary Medicine
Ross University 4+4 Medicine Ross University 4+4 Veterinary Medicine
UMHS 3+4 Accelerated Medicine
UMHS 4+4 Medicine Preparatory Program
Pre-Health Qualification
PRE-CHIROPRACTIC MEDICINE,
PRE-DENTAL MEDICINE, PRE-MEDICINE,
PRE-OPTOMETRY, PREPODIATRIC MEDICINE,
PRE-VETERINARY MEDICINE
These programs prepare students for admission to any chiropractic, dental, medical,
optometric, podiatric, or veterinary school in the United States. These health professional
schools require at least two semesters of biology with laboratories, four semesters of chemistry
with laboratories, and two semesters of physics with laboratories. Since additional academic
requirements vary by profession, and even by schools within a single profession, it is essential
to meet the exact requirements for each professional school applied to. Gannon’s pre-health
programs have a long-standing tradition of excellence. Nearly 100% of competitive applicants
are accepted to health professional schools each year.
GU Undergraduate Entry Requirements:

• Completion of four years of science courses at the high school level (biology and chemistry
courses are required, while physics is highly recommended)
• Completion of four years of math courses at the high school level
448
• C umulative high school GPA of 3.0 or higher on a 4.0 scale

• Minimum SAT score of 1130 (new SAT)/1050 (old SAT) or ACT composite score of 23
Curriculum
FRESHMAN
3 Molecular and Cellular Biology/ 3 Animal Form and Function/BIOL 124
BIOL 122 1 Animal Form and Function Lab/BIOL 125
1 Molecular and Cell. Biology Lab/ 3 General Chemistry II/CHEM 114
BIOL 123 1 General Chemistry II Lab/CHEM 115
3 General Chemistry I/CHEM 111 3 Calculus 1/MATH 140 or Calculus 2/
1 General Chemistry I Lab/CHEM 112 MATH 141 or Applied Statistics/
3 Trigonometry/MATH 112 or MATH 213
Calculus 1/MATH 140 3 Critical Analysis & Composition/
2 First-Year Seminar 3 History Without Borders/LHST 111
16 17
Students planning to complete a traditional four-year degree should select an academic major
upon completion of their third semester. Most students complete the biology or chemistry
major curriculum, but other majors are viable options for students desiring admission to health
professional schools. Non-science majors may become candidates for admission, if they have
taken the prerequisite science courses required by the school to which they apply. For example,
pre-medical subjects required by U.S. medical schools are listed in the Medical School Admission
Requirements (MSAR), published by the Association of American Medical Colleges.
If time permits within a student’s major curriculum, the following courses are recommended:
• pplied Statistics (MATH 213)
A
• Organic Chemistry III & Lab (CHEM 323/324)
• Comparative Vertebrate Anatomy & Lab (BIOL 292/293)
• Histology & Lab (BIOL 320/321)
• Human Physiology & Lab (BIOL 368/369)
• Genetics & Lab (BIOL 265/266)
• Structural Biochemistry (CHEM 366)
Advising
Students participating in a pre-health program are assigned two pre-health advisors. The
primary academic advisor assists students in scheduling courses appropriate for their chosen
major curriculum. The Director of the Pre-Health Advising Program acts as a secondary
advisor for all pre-health students, preparing students to become qualified professional school
applicants and making recommendations on their behalf in collaboration with other faculty
evaluators.
Early Acceptance
A three-year option is available to extraordinary students who have completed three years
of undergraduate study at Gannon University (a minimum of 96 credits including all of
the liberal studies core requirements), and have achieved early acceptance to an accredited
health professional school. The student must petition the Director of the Pre-Health Advising
Program, who in consultation with the Dean of the Morosky College of Health Professions
and Sciences, may award a Bachelor of Science degree in health science upon completion of
the first year of study at an accredited health professional school. The student must submit an
official transcript showing completion of the first year of coursework to the Gannon University
Registrar, who will forward it to the Director for review. Upon the Director’s and Dean’s
approval, a B.S. in health science will be awarded to the student.
PRE-PHARMACY
Students participating in this program who complete a minimum of 60 credits will be eligible
to apply to any of the 139 pharmacy schools across the U.S. After completing the first semester,
students should begin to think about which that are accredited with full or candidate status
pharmacy school(s) they would like to apply to, and look up the prerequisite coursework
to ensure it is included in the undergraduate curriculum. Students planning to complete a
traditional four-year degree should select an academic major upon completion of their third
semester. For these students, courses selected after the freshman year will depend upon the
student’s final choice of major.
GU Undergraduate Entry Requirements:

• Cumulative high school GPA of 3.0 or higher on a 4.0 scale
Curriculum
FRESHMAN
3 General Chemistry I/CHEM 111 3 Calculus 2/ MATH 141 or
1 General Chemistry I Lab/CHEM 112 Applied Statistics/MATH 213
3 Calculus 1/MATH 140 3 Critical Analysis & Composition/
17 17
NYCC 3+3 ACCELERATED CHIROPRACTIC MEDICINE,

NYCC 4+3 CHIROPRACTIC MEDICINE
Gannon University, in affiliation with New York Chiropractic College (NYCC) located in
Seneca Falls, New York, offers two programs for qualified students to earn a bachelor’s degree
from Gannon University and a Doctor of Chiropractic (D.C.) degree from NYCC. The 3+3
accelerated program grants highly motivated and academically strong students an opportunity
to matriculate to NYCC after completing only three years of undergraduate study at Gannon
University. Successful completion of the first year of chiropractic school at NYCC will allow
students in the 3+3 accelerated program to earn a Bachelor of Science degree in health science
from Gannon University. The majority of students complete the traditional 4+3 program, which
allows students to complete a four-year bachelor’s degree prior to attending NYCC. Qualified
students enrolled in these programs will be conditionally guaranteed an interview with NYCC,
providing these students with an advantage over students from other institutions at the time of
application. Participation in either program does not restrict students’ ability to apply to other
chiropractic schools.
GU Undergraduate Entry Requirements

• Class rank in the top 25% of high school class
450
• M inimum SAT score of 1220 (new SAT)/1150 (old SAT) or ACT composite score of 25
• Evidence of academic and personal potential, and a desire to become a chiropractor
NYCC Entry Requirements

After three or four years of undergraduate study, the participant is conditionally guaranteed an
interview and possible admission to NYCC if the following requirements are satisfied.
• C ompletion of all required Liberal Studies Core Curriculum courses as stated in the
Undergraduate Catalog of Gannon University
• Completion of the course of study with a cumulative grade point average of at least 3.00,
with a minimum of C (2.00) in all specified science courses (general chemistry, organic
chemistry, biology and physics)
• Letter of intent submitted to NYCC Office of Admissions during the first year at Gannon
University, identifying student as an articulation student and the desired date of entrance to
NYCC
• Application for admission to NYCC one year in advance of their desired entrance date,
completing all other application procedures, including submission of official college
transcripts, furnishing of three character references (at least one from a Doctor of
Chiropractic and two from the faculty members at Gannon University)
• Satisfactory admissions interview with NYCC
• Any additional requirements as outlined through the affiliation agreement between
Gannon University and NYCC; students accepted to the program will have access to all
requirements specified in the agreement through the Director of the Pre-Health Advising
Program at Gannon University
In recognition of students’ completion of the program including procedures outlined above,
New York Chiropractic College shall accept all such students for the entrance date of their
choice.
Curriculum
NYCC 3+3 ACCELERATED CHIROPRACTIC MEDICINE
FRESHMAN
3 General Chemistry I/CHEM 111 3 Critical Analysis & Composition/
1 General Chemistry I Lab/CHEM 112 LENG 112
3 Trigonometry/MATH 112 or 3 Foundations of Theology/LTHE 101
Calculus 1/ MATH 140 3 History Without Borders/LHST 111
16 17
SOPHOMORE
3 Organic Chemistry I/CHEM 221 4 Genetics with lab/BIOL 265/266
1 Organic Chemistry I Lab/CHEM 222 3 Organic Chemistry II/CHEM 224
3 College Physics 1/PHYS 105 1 Organic Chemistry II Lab/CHEM 225
3 The Bible: An Intro/LTHE 201* 1 College Physics 2 Lab/PHYS 109
3 Introduction to Philosophy/LPHI 131 3 Philosophy II Series/LPHI*
17 15
JUNIOR
3 Human Physiology/BIOL 368 4 Genetics with lab/BIOL 265/266
1 Human Physiology Lab/BIOL 369 5-7 Biology Electives**
3 Structural Biochemistry/CHEM 366 3 Fine Arts Series/LFIN*
3 Applied Statistics/MATH 213 3 Literature Series/LENG*
3 LPHI 237 or any LTHE 300 level course 3 Senior Seminar/LBST 383
17 14-16

** The following upper-level science coursework is recommended (those highly recommended are shown
in bold): Ecosystem Biology and Evolution (BIOL 126/127); Vertebrate Embryology (BIOL 307/
308); Histology (BIOL 320/321); Microbiology (BIOL 331/332); Immunology (BIOL 338/339);
Virology (BIOL 334); Parasitology (BIOL 354/355); Endocrinology (BIOL 363); Human Gross
Anatomy (BIOL 365/366); Cellular Biochemistry (BIOL 373/374) and Cell Biology (BIOL
375/ 376); please consult with your advisor.
Total Credits to be Completed at Gannon: 96-98
NYCC 4+3 CHIROPRACTIC MEDICINE

Biology Curriculum†
FRESHMAN
3 General Chemistry I/CHEM 111 3 Trigonometry/MATH 112 or
1 General Chemistry I Lab/CHEM 112 Calculus 1/MATH 140
3 Foundations of Theology/LTHE 101 LENG 112
2 First-Year Seminar 3 Intro to Philosophy/LPHI 131
16 17
SOPHOMORE
3 Ecosystem Biology and 4 Genetics with lab/BIOL 265/266
Evolution/BIOL 126 3 Organic Chemistry II/CHEM 224
1 Ecosystem Biology and Evol. Lab/ 1 Organic Chemistry II Lab/CHEM 225
BIOL 127 3 Philosophy II Series/LPHI*
3 Organic Chemistry I/CHEM 221 3 Intro to Psychology/PSYC 111
1 Organic Chemistry I Lab/CHEM 222 3 General Electives
3 Calculus 1/MATH 140 or Calculus 2/
MATH 141 or Applied Statistics/
MATH 213
3 The Bible: An Intro/LTHE 201*
17 17
452
JUNIOR
8 Biology Electives** 8 Biology Electives**
3 College Physics 1/PHYS 105 3 College Physics 2/PHYS 108
1 College Physics 1 Lab/PHYS 106 1 College Physics 2 Lab/PHYS 109
3 LPHI 237 or any LTHE 300 level course 3 Public Speaking/SPCH 111
16 15
SENIOR
2 Biology Topics/BIOL 490-495 or 3 Biology Electives**
Directed Research/BIOL 487 or 3 Senior Seminar/LBST 383
Biology Research I/BIOL 488 6-9 General Electives
8 Biology Electives** 3 Fine Arts Series/LFIN*
3 Literature Series/LENG*
3 General Electives
16 15-18

in bold): Vertebrate Embryology (BIOL 307/308); Histology (BIOL 320/321); Microbiology
(BIOL 331/332); Immunology (BIOL 338/339); Virology (BIOL 334); Parasitology (BIOL 354/355);
Endocrinology (BIOL 363); Human Gross Anatomy (BIOL 365/366); Human Physiology
(BIOL 368/369); Cellular Biochemistry (BIOL 373/374) and Cell Biology (BIOL 375/376);
please consult with your advisor.
† The student may pursue another approved program that allows the student to acquire all prerequisite
coursework prior to anticipated NYCC matriculation; please consult with the Pre-Health Advising
Program Director to prepare an academic schedule.
CWRU 3+4 EARLY ACCEPTANCE DENTAL MEDICINE

Gannon University, in affiliation with Case Western Reserve University (CWRU) School of
Dental Medicine located in Cleveland, Ohio, offers a program for qualified students to earn a
bachelor’s degree from Gannon University and a Doctor of Dental Medicine (D.M.D) degree
from CWRU. The 3+4 early acceptance program grants highly motivated and academically
strong students the opportunity to gain conditionally guaranteed acceptance to the CWRU
School of Dental Medicine as early as the senior year of high school. Participation in the
program alleviates much of the cost of applying to dental schools, while providing a strong
background in scientific and biomedical courses at Gannon University. Successful completion of
the first year of dental school at CWRU will allow students in the 3+4 early acceptance program
to earn a Bachelor of Science degree in health science from Gannon University.

• Class rank in the top 25% of your high school class
• Personal statement or essay
• vidence of academic and personal potential, as well as desire to become a dentist

E
• Documentation for a mastery of English, if the applicant’s primary language is not English
• Documented exposure to clinical environments, preferably in the profession of dentistry
• Satisfactory admissions interview with the CWRU School of Dental Medicine
Program Admissions Process

Students applying to this program are encouraged to apply by November 1st for priority
consideration. Guaranteed acceptance will not be granted until all requirements listed
below have been satisfied. Decisions will be rendered by April 1st and formal notification of
acceptance into the program will be sent to the applicant by Gannon University by April 15th,
two weeks prior to the deposit deadline for Gannon University.
Students who wish to be considered for the CWRU affiliation program with Gannon
University must:
• a pply to Gannon University’s CWRU 3+4 Early Acceptance Dental Medicine program and
be successfully admitted to the University.
• complete a satisfactory admissions interview with CWRU School of Dental Medicine after
receiving an offer of acceptance from Gannon University as a high school senior.
CWRU School of Dental Medicine Entry Requirements

After three years of undergraduate study, the participant is conditionally guaranteed an offer of
admission to the CWRU School of Dental Medicine if the following requirements are satisfied.
• uccessful completion of approximately 90 credits of undergraduate study
S
• College GPA of 3.50 (overall and science-only), calculated using AADSAS convention
• Completion of pre-dental prerequisite coursework with grades of B or better
• Good standing with Gannon University
• Minimum of 20 hours of shadowing or volunteering in clinical and dental environments
• DAT score of 19 or higher for Academic Average and 18 or higher for Perceptual Ability, to
be taken as early as April of the second undergraduate year and preferably no later than
January of the students third year
• Application directly to the CWRU School of Dental Medicine by January 1st of the junior
year
• Letter of evaluation from the Pre-Health Applicant Review Committee at Gannon
University
• Final on-site interview at the CWRU School of Dental Medicine upon their receipt of the
dental school application
• Response to the offer of acceptance within 15 days to secure a seat in the incoming class
• Any additional requirements as outlined through the affiliation agreement between Gannon
University and the CWRU School of Dental Medicine; students accepted to the program
will have access to all requirements specified in the agreement through the Director of
the Pre-Health Advising Program at Gannon University Though not required, students
are encouraged to participate in small-group, capstone, or case-oriented undergraduate
coursework or experiential scholarly activities. Students admitted to this program will
forfeit their conditionally guaranteed seat if they apply to any other dental medicine
schools.
454
Curriculum
CWRU 3+4 EARLY ACCEPTANCE DENTAL MEDICINE
FRESHMAN
3 General Chemistry I/CHEM 111 3 Critical Analysis & Comp/LENG 112
1 General Chemistry I Lab/CHEM 112 3 Foundations of Theology/LTHE 101
3 Trigonometry/MATH 112 or 3 History Without Borders/LHST 111
Calculus 1/MATH 140
16 17
SOPHOMORE
4 Genetics with lab/BIOL 265/266 3 Human Physiology/BIOL 368
3 Organic Chemistry I/CHEM 221 1 Human Physiology Lab/BIOL 369
3 The Bible: An Intro/LTHE 201* 3 Philosophy II Series/LPHI*
18 15
JUNIOR
3 Structural Biochemistry/CHEM 366 5-7 Biology Electives**
3 Applied Statistics/MATH 213 3 Fine Arts Series/LFIN*
3 Intro to Psychology/PSYC 111 or 3 Literature Series/LENG*
Basic Sociology/SOCI 110 3 Senior Seminar/LBST 383
16 14-16

** The following upper-level science coursework is recommended (those highly recommended are
shown in bold): Ecosystem Biology and Evolution (BIOL 126/127); Comparative Vertebrate
Anatomy (BIOL 292/293); Vertebrate Embryology (BIOL 307/308); Histology (BIOL 320/321);
Microbiology (BIOL 331/332); Immunology (BIOL 338/339); Virology (BIOL 334); Parasitology
(BIOL 354/355); Endocrinology (BIOL 363); Human Gross Anatomy (BIOL 365/366); Cellular
Biochemistry (BIOL 373/374) and Cell Biology (BIOL 375/376); please consult with your advisor.

LECOM 4+4 EARLY ACCEPTANCE DENTAL MEDICINE

Gannon University, in affiliation with the Lake Erie College of Osteopathic Medicine (LECOM)
School of Dental Medicine, located in Bradenton, Florida, offers an early acceptance program
for qualified students to earn a four-year bachelor’s degree in biology from Gannon University
and a Doctor of Dental Medicine (D.M.D.) degree from LECOM. The 4+4 early acceptance
program grants academically strong students an opportunity to gain conditionally guaranteed
acceptance to the LECOM School of Dental Medicine as early as the senior year of high school.
Participation in the program alleviates much of the cost of applying to dental schools, while
providing a strong background in scientific and biomedical courses at Gannon University.

• Evidence of academic and personal potential, as well as desire to become a dentist
• Satisfactory admissions interview with LECOM

consideration. From the qualified applicant pool, a maximum of five (5) students are accepted
to this program in the senior year of high school. Guaranteed acceptance to the program will
not be granted until all requirements listed below have been satisfied.
Students who wish to be considered for the LECOM dental affiliation program with Gannon
University must:
• a pply to Gannon University’s LECOM 4+4 Early Acceptance Dental Medicine program and
be successfully admitted to the University.
• complete the Early Acceptance Program Inquiry form available on the LECOM portal
(www.portal.lecom.edu), selecting the Dental 4+4 Program from the drop down menu and
listing Gannon University as one of the top three schools you are interested in attending.
• complete a satisfactory admissions interview with LECOM after receiving an offer of
acceptance from Gannon University as a high school senior.
• submit an Early Acceptance Program online application.
• send LECOM an email from your University email account, indicating that you have chosen
to attend Gannon.
• receive a provisional letter of acceptance from LECOM.
Gannon University students interested in the 4+4 program must submit an Early Acceptance
Program online application no later than February 1st of their sophomore year of study at
Gannon University.
LECOM School of Dental Medicine Entry Requirements

After four years of undergraduate study, the participant is conditionally guaranteed admission
to LECOM if the following requirements are satisfied.
• rades are submitted through the LECOM portal within 30 days following each semester
G
• LECOM’s progressive GPA requirements are met
• Cumulative overall GPA of 3.4 or higher by the time of application
• Cumulative science GPA of 3.2 or higher by the time of application
• Minimum grade of C in all courses required by LECOM
• DAT score of 19 or higher, to be taken by December 1st of the year prior to LECOM
matriculation
456
• pproximately 100 hours of shadowing in a clinical dental setting

A
• U.S. citizen or permanent resident
• Successful criminal background check
• Meet and agree to LECOM’s Health and Technical Standards
• Application to the LECOM School of Dental Medicine through AADSAS by October 15th of
the year prior to LECOM matriculation
• LECOM secondary application submitted by December 31st of the year prior to LECOM
matriculation
• Letters of recommendation and all supporting documentation to be submitted for review by
LECOM
University and the LECOM School of Dental Medicine; students accepted to the program
will have access to all requirements specified in the agreement through the Director of the
Pre-Health Advising Program at Gannon University
Each academic year, LECOM will admit up to five (5) students total from Gannon University’s
dental affiliation program. Additional students may be considered on an individual basis and at
the discretion of LECOM.
Students admitted to this program will forfeit their conditionally guaranteed seat if they apply to any
other dental medicine schools.
Curriculum
LECOM 4+4 EARLY ACCEPTANCE DENTAL MEDICINE
FRESHMAN
3 Trigonometry/MATH 112 3 History Without Borders/LHST 111
16 17
SOPHOMORE
3 Ecosystem Biology and Evolution/ 4 Genetics with lab/BIOL 265/266
BIOL 126 3 Organic Chemistry II/CHEM 224
3 Organic Chemistry I/CHEM 221 3 The Bible: An Intro/LTHE 201*
1 Organic Chemistry I Lab/CHEM 222 3 Literature Series/LENG*
17 17
JUNIOR
3 Human Physiology/BIOL 368 8 Biology Electives**
1 Human Physiology Lab/BIOL 369 3 College Physics 2/PHYS 108
3 Structural Biochemistry/CHEM 366 1 College Physics 2 Lab/PHYS 109
3 College Physics 1/PHYS 105 3 Fine Arts Series/LFIN*
3 Intro to Psychology/PSYC 111 or
Basic Sociology/SOCI 110
3 General Electives
17 15
SENIOR
2 Biology Topics/BIOL 490-495 or 5-7 Biology Electives**
Biology Research I/BIOL 488 6 General Electives
6-8 Biology Electives**
3 General Electives
15-17 14-16

(BIOL 331/332); Immunology (BIOL 338/339); Virology (BIOL 334); Parasitology (BIOL
354/355); Endocrinology (BIOL 363); Human Gross Anatomy (BIOL 365/366); Cellular
Biochemistry (BIOL 373/374) and Cell Biology (BIOL 375/376); please consult with your
advisor. †The student may pursue another approved program that allows the student to acquire all
prerequisite coursework prior to anticipated LECOM matriculation; please consult with the Pre-
Health Advising Program Director to prepare an academic schedule.
LECOM 3+4 EARLY ACCEPTANCE MEDICINE

Gannon University, in affiliation with Lake Erie College of Osteopathic Medicine (LECOM),
offers an early acceptance program for qualified students to earn a bachelor’s degree from
Gannon University and a Doctor of Osteopathic Medicine (D.O.) degree from LECOM. The 3+4
early acceptance program grants highly motivated academically strong students an opportunity
to gain conditionally guaranteed acceptance to LECOM as early as the senior year of high
school. Participation in the program alleviates much of the cost of applying to medical schools,
while providing a strong background in scientific and biomedical courses at Gannon University.
After completing their undergraduate education at Gannon University, students matriculate
to either the main campus in Erie, Pennsylvania which includes an additional location at
Seton Hill University in Greensburg, Pennsylvania or a branch campus in Bradenton, Florida.
Successful completion of the first year of medical school at LECOM will allow students in
the 3+4 early acceptance program to earn a Bachelor of Science degree in health science from
Gannon University.

458
• ompletion of four years of math courses at the high school level

C
• LECOM Academic Index Score of 120 or higher
• Evidence of academic and personal potential, and a desire to become an osteopathic
physician

consideration. From the qualified applicant pool, a maximum of ten (10) students are accepted
Students who wish to be considered for the LECOM medical affiliation program with Gannon
University must:
• a pply to Gannon University’s LECOM 3+4 Early Acceptance Medicine program and be
successfully admitted to the University.
(www.portal.lecom.edu), selecting the Medical 3+4 Program from the drop down menu and
to attend Gannon.
Gannon University students who may be eligible for the accelerated medical program are
identified by the Director of the Pre-Health Advising Program in collaboration with LECOM.
Program online application no later than June 1st following their freshman year at Gannon
University.
LECOM Entry Requirements

After three years of undergraduate study, the participant is conditionally guaranteed admission
G
• Cumulative overall GPA of 3.5 or higher by time of application
• Cumulative science GPA of 3.2 or higher by time of application
• Minimum of a C in all courses required by LECOM
• LECOM Academic Index Score of 123 or higher*
• Minimum MCAT score of 500**
• Shadowing an osteopathic physician is highly recommended but not required
• Attendance of at least one, but preferably all, annual on-campus day events held for
affiliated students at LECOM
• Application to LECOM and preference of learning pathway submitted through the LECOM
portal by November 15th of the year prior to matriculation
• Letters of recommendation and all supporting documentation to be submitted for review by
LECOM
• A
ny additional requirements as outlined through the affiliation agreement between
Gannon University and LECOM; students accepted to the program will have access to all
* Students not meeting AIS requirement one year prior to matriculating to LECOM must take the
MCAT by December 1st of the year prior to LECOM matriculation or switch to the 4+4 program
prior to starting their third year of study at Gannon.
** Students will be exempt from the MCAT requirement providing they have submitted official
documentation of SAT or ACT scores to LECOM, and have taken at least one biochemistry course
and one genetics course, earning a grade of C or higher in each.
Each academic year, LECOM will admit up to ten (10) students total from Gannon University’s
medical affiliation programs. Additional students may be considered on an individual basis and
at the discretion of LECOM.
other medical schools.
Curriculum
FRESHMAN
3 Molecular and Cell. Biology/BIOL 122 3 Animal Form and Function/BIOL 124
1 Molecular and Cell. Biology Lab/ 1 Animal Form and Function Lab/BIOL 125
BIOL 123 3 General Chemistry II/CHEM 114
3 General Chemistry I/CHEM 111 1 General Chemistry II Lab/CHEM 115
1 General Chemistry I Lab/CHEM 112 3 Critical Analysis & Comp/LENG 112
3 Trigonometry/MATH 112 or 3 Foundations of Theology/LTHE 101
Calculus 1/MATH 140 3 Introduction to Philosophy/LPHI 131
16 17
SOPHOMORE***
First Semester*** Second Semester
3 Intro to Psychology/PSYC 111 or 1 College Physics 2 Lab/PHYS 109
Basic Sociology/SOCI 110 3 Philosophy II Series/LPHI*
18 15
JUNIOR
3 LPHI 237 or any LTHE 300 level course 3 Literature Series/LENG*
3 Public Speaking/SPCH 111 3 Senior Seminar/LBST 383
16 14-16
460

in bold): Ecosystem Biology and Evolution (BIOL 126/127); Vertebrate Embryology (BIOL
307/308); Histology (BIOL 320/321); Microbiology (BIOL 331/332); Immunology (BIOL
338/339); Virology (BIOL 334); Parasitology (BIOL 354/355); Endocrinology (BIOL 363); Human
Gross Anatomy (BIOL 365/366); Cellular Biochemistry (BIOL 373/374) and Cell Biology
(BIOL 375/376); please consult with your advisor.

Gannon University, in affiliation with Lake Erie College of OsteopathicMedicine (LECOM)
offers an early acceptance program for qualified students to earn a four-year bachelor’s degree
in biology or chemistry from Gannon University and a Doctor of OsteopathicMedicine (D.O.)
degree from LECOM. The 4+4 early acceptance program grants academically strong students
an opportunity to gain conditionally guaranteed acceptance to LECOMas early as the senior
year of high school. Participation in the program alleviates much of the cost of applying to
medical schools, while providing a strong background in scientific and biomedical courses at
Gannon University. After completing their undergraduate education at Gannon University,
students matriculate to either the main campus in Erie, Pennsylvania which includes an
additional location at Seton Hill University in Greensburg, Pennsylvania or a branch campus in
Bradenton, Florida.

• LECOM Academic Index Score of 115 or higher
physician

consideration. From the qualified applicant pool, a maximum of ten (10) students are accepted
Students who wish to be considered for the LECOM medical affiliation program with Gannon
University must:
• a pply to Gannon University’s LECOM 4+4 Early Acceptance Medicine program and be
successfully admitted to the University.
(www.portal.lecom.edu), selecting the Medical 4+4 Program from the drop down menu and
• s end LECOM an email from your University email account, indicating that you have chosen
to attend Gannon.
Program online application no later than June 1st following their sophomore year of study at
Gannon University.
LECOM Entry Requirements

G
• LECOM Academic Index Score of 115 or higher*
• Minimum MCAT score of 500**
• Shadowing an osteopathic physician is highly recommended but not required
• Attendance of at least one, but preferably all, annual on-campus day events held for
affiliated students at LECOM
• Application to LECOM and preference of learning pathway submitted through the LECOM
portal by November 15th of the year prior to matriculation
• Letters of recommendation and all supporting documentation to be submitted for review
by LECOM
Gannon University and LECOM; students accepted to the program will have access to all
requirements specified in the agreement through the Director of the Pre-Health
Advising Program at Gannon University

* Students not meeting the AIS requirement one year prior to matriculating to LECOM must take
the MCAT by December 1st of the year prior to LECOM matriculation.
** Students will be exempt from the MCAT requirement providing they have submitted official
documentation of SAT or ACT scores to LECOM, and have taken at least one biochemistry course
and one genetics course, earning a grade of C or higher in each.
at the discretion of LECOM.
462
Curriculum
FRESHMAN
Calculus 1/MATH 140
16 17
SOPHOMORE
17 17
JUNIOR***
First Semester Second Semester***
3 General Electives
17 14
SENIOR
3 General Electives
15-17 15-17

(BIOL 331/332); Medical Microbiology (BIOL 378/379); Immunology (BIOL 338/339);
Anatomy (BIOL 365/366); Cellular Biochemistry (BIOL 373/374); and Cell Biology (BIOL
375/376); students must take at least two of these courses along with the accompanying lab, if offered;
coursework prior to anticipated LECOM matriculation; please consult with the Pre-Health Advising
*** Students preparing to take the MCAT are also encouraged to take Basic Sociology (SOCI 110) and
Introduction to Psychology (PSYC 111) this year.

Chemistry Curriculum†
FRESHMAN
3 Calculus 1/MATH 140 3 Calculus 2/MATH 141
16 17
SOPHOMORE
3 Applied Statistics/MATH 213 1 Organic Chemistry II Lab/CHEM 225
3 Fundamentals of Physics 1/PHYS 210 3 Fundamentals of Physics 2/PHYS 212
1 Fund of Physics 1 Lab/PHYS 211 1 Fund of Physics 2 Lab/PHYS 213
18 18
JUNIOR
3 Organic Chemistry III/CHEM 323 3-4 Biology Electives**
1 Organic Chemistry III Lab/CHEM 324 3 Physical Chemistry II/CHEM 334
3 Structural Biochemistry/CHEM 366 1 Physical Chemistry II Lab/CHEM 335
3 Physical Chemistry I/CHEM 331 3 Modern Analytical Chemistry/
1 Physical Chemistry I Lab/CHEM 332 CHEM 336
3 Introduction to Psychology/PSYC 111 2 Modern Analytical Chemistry Lab/
CHEM 337
14 16-17
464
SENIOR
1 Undergrad Research/CHEM 380-383 2-3 Biology Electives**
7 Chemistry Electives* 1 Undergrad Research/CHEM 380-383
3 LPHI 237 or any LTHE 300 level course 4 Chemistry Electives*
1 Leadership Seminar 3 Literature Series/LENG*
3 History Without Borders/LHST 111 3 Senior Seminar/LBST 383
3 Fine Arts/LFIN*
15 16-17
* Please refer to Undergraduate Catalog for course options.

in bold): Ecosystem Biology and Evolution (BIOL 126/127); Vertebrate Embryology (BIOL 307/
308); Histology (BIOL 320/321); Microbiology (BIOL 331/332); Medical Microbiology (BIOL
378/379); Immunology (BIOL 338/339); Virology (BIOL 334); Parasitology (BIOL 354/355);
Endocrinology (BIOL 363); Human Gross Anatomy (BIOL 365/366); Cellular Biochemistry
(BIOL 373/374); and Cell Biology (BIOL 375/376); students must take at least two of these courses
along with the accompanying lab, if offered; please consult with your advisor.
coursework prior to planned LECOM matriculation; please consult with the Pre-Health Advising
PCOM 3+4 ACCELERATED MEDICINE

Gannon University, in affiliation with Philadelphia College of Osteopathic Medicine (PCOM)
located in Philadelphia, Pennsylvania, offers an accelerated program for qualified students to
earn a bachelor’s degree from Gannon University and a Doctor of Osteopathic Medicine (D.O.)
degree from PCOM. The 3+4 accelerated program grants highly motivated and academically
strong students an opportunity to matriculate to PCOM after completing only three years of
undergraduate study at Gannon University. Successful completion of the first year of medical
school at PCOM will allow students in the 3+4 accelerated program to earn a Bachelor of
Science degree in health science from Gannon University. Qualified students enrolled in the
program will be conditionally guaranteed an interview with PCOM, providing these students
with an advantage over students from other institutions at the time of application. Participation
in the program does not restrict students’ ability to apply to other medical schools.

physician
PCOM Entry Requirements

After three years of undergraduate study, the participant is conditionally guaranteed an
interview and possible admission to PCOM if the following requirements are satisfied.
• ompletion of all required courses as listed in PCOM’s Catalog

C
• Cumulative overall GPA of 3.75 through the end of sophomore year
• MCAT score in the 50th percentile for each section taken no later than fall of Junior year
• Application to PCOM through AACOMAS by October 31st of the Junior year
• PCOM supplemental application submitted by November 30th of the Junior year
• Letter of recommendation from an osteopathic physician (D.O.)
• Satisfactory admissions interview with PCOM
Gannon University and PCOM; students accepted to the program will have access to all
Each academic year, PCOM will admit up to three (3) students total from Gannon University’s
at the discretion of PCOM.
Curriculum
PCOM 3+4 ACCELERATED MEDICINE
FRESHMAN
3 Trigonometry/MATH 112 or 3 Introduction to Philosophy/LPHI 131
Calculus 1/MATH 140
16 17
SOPHOMORE***
3 Organic Chemistry I/CHEM 221 3 Human Physiology/BIOL 368
1 Organic Chemistry I Lab/CHEM 222 1 Human Physiology Lab/BIOL 369
3 College Physics 1/PHYS 105 3 Organic Chemistry II/CHEM 224
1 College Physics 1 Lab/PHYS 106 1 Organic Chemistry II Lab/CHEM 225
3 The Bible: An Intro/LTHE 201* 3 College Physics 2/PHYS 108
3 Introduction to Psychology/PSYC 111 1 College Physics 2 Lab/PHYS 109
4 Genetics with lab/BIOL 265/266 3 Philosophy II Series/LPHI*
18 15
JUNIOR
16 14-16
466

shown in bold): Ecosystem Biology and Evolution (BIOL 126/127); Vertebrate Embryology (BIOL
Gross Anatomy (BIOL 365/366); Cellular Biochemistry (BIOL 373/374) and Cell Biology (BIOL
375/376); please consult with your advisor.
PCOM 4+4 MEDICINE

Gannon University, in affiliation with Philadelphia College of Osteopathic Medicine (PCOM)
located in Philadelphia, Pennsylvania, offers a program for qualified students to earn a four-
year bachelor’s degree from Gannon University and a Doctor of Osteopathic Medicine (D.O.)
degree from PCOM. The traditional 4+4 program grants academically strong students an
opportunity to complete a bachelor’s degree in biology or chemistry prior to attending PCOM.
Qualified students enrolled in the program will be conditionally guaranteed an interview with
PCOM, providing these students with an advantage over students from other institutions at the
time of application. Participation in the program does not restrict students’ ability to apply to

physician
PCOM Entry Requirements

After four years of undergraduate study, the participant is conditionally guaranteed an
interview and possible admission to PCOM if the following requirements are satisfied.
• ompletion of all required courses as listed in PCOM’s Catalog
C
• Cumulative overall GPA of 3.25 or higher through the end of the junior year
• MCAT score in the 50th percentile for each section, taken no later than Fall of the senior year
• Application to PCOM through AACOMAS by October 31st of the senior year PCOM
supplemental application submitted by November 30th of the senior year
• Letter of recommendation from an osteopathic physician (D.O.)
• Satisfactory admissions interview with PCOM
Gannon University and PCOM; students accepted to the program will have access to all
Each academic year, PCOM will admit up to three (3) students total from Gannon University’s
at the discretion of PCOM.
Curriculum
PCOM 4+4 MEDICINE
FRESHMAN
3 Trigonometry/MATH 112 or 3 College Composition/LENG 111
Calculus 1/MATH 140
16 17
SOPHOMORE
17 17
JUNIOR
3 General Electives
17 14
SENIOR
3 General Electives
15-17 15-17

468
(BIOL 373/374) and Cell Biology (BIOL 375/376); please consult with your advisor. †The student
may pursue another approved program that allows the student to acquire all prerequisite coursework
prior to anticipated PCOM matriculation; please consult with the Pre-Health Advising Program
Director to prepare an academic schedule.
Total Credits at Gannon: 128-132
PCOM 4+4 MEDICINE

FRESHMAN
2 First -Year Seminar
16 17
SOPHOMORE
18 18
JUNIOR
3 Introduction to Psychology/PSYC 111 2 Modern Analytical Chemistry Lab/
CHEM 337
14 16-17
SENIOR
3 Fine Arts Series/LFIN*
15 16-17

coursework prior to planned PCOM matriculation; please consult with the Pre-Health Advising
Total Credits at Gannon: 130-132
ROSS UNIVERSITY 4+4 MEDICINE

Gannon University, in affiliation with Ross University School of Medicine (RUSM) located
on the island of Dominica in the Caribbean, offers a program for qualified students to earn a
four-year bachelor’s degree from Gannon University and a Medical Doctor (M.D.) degree from
RUSM. The traditional 4+4 program grants academically strong students an opportunity to
complete a bachelor’s degree in biology or chemistry prior to attending RUSM. Participation
in the program alleviates much of the cost of applying to medical schools, while providing a
strong background in scientific and biomedical courses at Gannon University. Students enrolled
in the program are conditionally guaranteed an acceptance to RUSM.

• Evidence of academic and personal potential, and a desire to become a physician
RUSM Entry Requirements

to RUSM if the following requirements are satisfied.
• umulative overall GPA of 3.2 or higher
C
• Minimum of a 3.00 in all courses designated by RUSM as prerequisites for admission
• No F, D, or C- grade in any course designated by RUSM as prerequisite for admission
• MCAT score of 490 or higher or an overall score in the 25th percentile or higher
• Other minimum admissions requirements required of all RUSM students
• Satisfactory admissions interview with RUSM
470
• A
ny additional requirements as outlined through the affiliation agreement between
Gannon University and RUSM; students accepted to the program will have access to all
Each academic year, RUSM will admit up to five (5) students from Gannon University’s medical
affiliation program. Additional students may be considered on an individual basis and at the
discretion of RUSM.
Curriculum
FRESHMAN
Calculus 1/MATH 140
16 17
SOPHOMORE
17 17
JUNIOR***
3 General Electives
17 14
SENIOR
3 General Electives
15-17 15-17

(BIOL 373/374) and Cell Biology (BIOL 375/376); please consult with your advisor.
coursework prior to anticipated RUSM matriculation; please consult with the Pre-Health Advising

FRESHMAN
16 17
SOPHOMORE
1 Fund of Physics 1 Lab/PHYS 211 1 Fund of Physics 2 Lab/ PHYS 213
18 18
472
JUNIOR***
3 Organic Chemistry III/CHEM 323 3-4 Biology Electives
3 Intro to Psychology/PSYC 111 2 Modern Analytical Chemistry Lab/
CHEM 337
14 16-17
SENIOR
15 16-17

shown in bold): Ecosystem Biology and Evolution (BIOL 126/127); Vertebrate Embryology
(BIOL 307/308); Histology (BIOL 320/321); Microbiology (BIOL 331/332); Immunology (BIOL
coursework prior to anticipated RUSM matriculation; please consult with the Pre-Health Director to
prepare an academic schedule.
UMHS 3+4 ACCELERATED MEDICINE,

UMHS 4+4 MEDICINE
Gannon University, in affiliation with the University of Medicine and Health Sciences (UMHS)
located on the island of St. Kitts in the Caribbean, offers two programs for qualified students to
earn a bachelor’s degree from Gannon University and a Doctor of Medicine (M.D.) degree from
UMHS. The 3+4 accelerated program grants highly motivated and academically strong students
an opportunity to matriculate to UMHS after completing only three years of undergraduate
study at Gannon University. Successful completion of the first year of medical school at UMHS
will allow the students in the 3+4 accelerated program to earn a Bachelor of Science degree in
health science from Gannon University. The majority of students complete the traditional 4+4
program, which allows students to complete a four-year bachelor’s degree prior to attending
UMHS. Qualified students enrolled in these programs will be conditionally guaranteed an
interview with UMHS, providing these students with an advantage over students from other
institutions at the time of application. Participation in either program does not restrict students’
ability to apply to other medical schools.

• Evidence of academic and personal potential, and a desire to become a physician
UMHS Entry Requirements

After three or four years of undergraduate study, the participant is conditionally guaranteed an
interview and possible admission to UMHS if the following requirements are satisfied.
• S uccessful completion of a minimum of 90 credit hours of undergraduate study
• Completion of all course requirements for UMHS with no grade lower than C- in any pre-
medical prerequisite coursework
• Overall college GPA of 3.25 or higher
• MCAT score considered to be competitive by UMHS admissions
• Online application to UMHS, approximately 10–12 months prior to anticipated UMHS
matriculation
• Letter of evaluation from the Pre-Health Applicant Review Committee at Gannon
University that attests to the candidate’s preparation and suitability for the study and
practice of medicine
• Recommendation for admission by a UMHS interviewer who has interviewed the applicant
in person or via Skype
• No circumstances that might prevent the student from participating in clerkships in the U.S.
or make the student ineligible for study or licensure in the U.S.
Gannon University and UMHS; students accepted to the program will have access to all
Students who meet all entry requirements listed above will be accepted on a rolling admissions
basis. If the semester for which the student has applied has reached capacity prior to
acceptance, they will be eligible for acceptance the next available semester.
Curriculum
UMHS 3+4 ACCELERATED MEDICINE
FRESHMAN
Calculus 1/MATH 140†
16 17
474
SOPHOMORE***
3 Intro to Psychology/PSYC 111 or Basic 1 College Physics 2 Lab/PHYS 109
Sociology/SOCI 110 3 The Bible: An Intro/LTHE 201*
3 Philosophy II Series/LPHI*
18 15
JUNIOR
16 14-16

† Calculus 1 is preferred.
UMHS 4+4 MEDICINE

Biology Curriculum††
FRESHMAN
Calculus 1/MATH 140†
16 17
SOPHOMORE
3 Ecosystem Biol. and Evol./BIOL 126 4 Genetics with lab/BIOL 265/266
1 Ecosystem Biology and Evol. Lab/ 3 Organic Chemistry II/CHEM 224
BIOL 127 1 Organic Chemistry II Lab/CHEM 225
3 Organic Chemistry I/CHEM 221 3 Philosophy II Series/LPHI*
1 Organic Chemistry I Lab/CHEM 222 3 The Bible: An Intro/LTHE 201*
3 Applied Statistics/MATH 213 3 Literature Series/LENG*
17 17
JUNIOR***
3 General Electives
17 14
SENIOR
3 General Electives
15-17 15-17

(BIOL 331/332); Immunology (BIOL 338/339); Virology (BIOL 334); Parasitology (BIOL
354/355); Endocrinology (BIOL 363); Human Gross Anatomy (BIOL 365/366); Cellular
Biochemistry (BIOL 373/374) and Cell Biology (BIOL 375/376); please consult with your advisor.
† Calculus 1 is preferred.
†† The student may pursue another approved program that allows the student to acquire all prerequisite
coursework prior to anticipated UMHS matriculation; please consult with the Pre-Health Advising
476
UMHS 4+4 MEDICINE

FRESHMAN
16 17
SOPHOMORE
3 Fundamentals of Physics 1/PHYS 210 3 Fund of Physics 2/PHYS 212
18 18
JUNIOR
3 Physical Chemistry I/CHEM 331 3 Modern Analytical Chemistry/CHEM 336
1 Physical Chemistry I Lab/CHEM 332 2 Modern Analytical Chemistry Lab/
3 Intro to Psychology/PSYC 111 CHEM 337
14 16-17
SENIOR
15 16-17

coursework prior to anticipated UMHS matriculation; please consult with the Pre-Health Advising
SALUS UNIVERSITY 3+4 ACCELERATED OPTOMETRY

Gannon University, in affiliation with Salus University Pennsylvania College of Optometry
(PCO) located in Elkins Park, Pennsylvania, offers a program for qualified students to earn
a bachelor’s degree from Gannon University and a Doctor of Optometry (O.D.) degree from
Salus University PCO. The 3+4 accelerated program grants highly motivated and academically
strong students an opportunity matriculate to Salus University PCO after completing only
three years of undergraduate study at Gannon University. Successful completion of the first
year of optometry school at Salus University PCO will allow the students in the 3+4 accelerated
program to earn a Bachelor of Science degree in health science from Gannon University.
Qualified students enrolled in this program will be conditionally guaranteed an interview with
Salus University PCO, providing these students with an advantage over students from other
institutions at the time of application. Participation in the program does not restrict student’s
ability to apply to other optometry schools.

• Evidence of academic and personal potential, and a desire to become a primary health
care provider
Salus University PCO Entry Requirements

After three years of undergraduate study, the participant is conditionally guaranteed an interview
and possible admission to Salus University PCO if the following requirements are satisfied.
• C ompletion of the specific prerequisite coursework for the Salus University PCO Doctor of
Optometry program as indicated in the Salus University Catalog
• Completion of all Gannon University General Education (Core) requirements
• Cumulative overall GPA of 3.0 or higher by the end of the first year of undergraduate study
• Cumulative overall GPA of 3.3 or higher at the end of each semester following the first year
of undergraduate study
• Adherence to Gannon University’s Student Code of Conduct and Code of Academic
Integrity
• Application to Salus University PCO between July 1st and September 1st following the
second year of undergraduate study
• Optometry Admissions Test (OAT) scores released to Salus University PCO
• Satisfactory admissions interview with Salus University PCO
University and Salus University PCO; students accepted to the program will have access to
all requirements specified in the agreement through the Director of the Pre-Health Advising
478
Curriculum
SALUS UNIVERSITY 3+4 ACCELERATED OPTOMETRY
FRESHMAN
BIOL 123 1 General Chemistry Lab II/CHEM 115
3 General Chemistry I/CHEM 111 3 Calculus 1/MATH 140 or
1 General Chemistry Lab I/CHEM 112 Calculus 2/MATH 141
3 Trigonometry/MATH 112 or 3 Critical Analysis & Comp/LENG 112
Calculus 1/MATH 140 3 Foundations of Theology/LTHE 101
16 17
SOPHOMORE
3 Human Physiology/BIOL 368 3 Organic Chemistry II/CHEM 224
1 Human Physiology Lab/BIOL 369 1 Organic Chemistry II Lab/CHEM 225
3 Organic Chemistry I/CHEM 221 3 College Physics 2/PHYS 105
1 Organic Chemistry I Lab/CHEM 222 1 College Physics 2 Lab/PHYS 106
3 College Physics 1/PHYS 105 3 Applied Statistics/MATH 213
1 College Physics 1 Lab/PHYS 106 3 Philosophy II Series/LPHI*
18 14
JUNIOR
3 Microbiology/BIOL 331 3-4 Biology Electives**
1 Microbiology Lab/BIOL 332 3 Intro to Psychology/PSYC 111
3 Structural Biochemistry/CHEM 366 3 Fine Arts Series/LFIN*
17 15-16

307/308); Histology (BIOL 320/321); Microbiology (BIOL 331/332); Immunology (BIOL 338/339);
Anatomy (BIOL 365/366); Genetics (BIOL 265/266); Cellular Biochemistry (BIOL 373/374); Cell
Biology (BIOL 375/376); Research Methods w/Labs (PSYC 303); Physiological Psychology
(PSYC 315); please consult with your advisor.

DUQUESNE UNIVERSITY
2+4 ACCELERATED PHARMACY
Gannon University, in affiliation with Duquesne University Mylan School of Pharmacy located
in Pittsburgh, Pennsylvania, offers a program for qualified students to complete two years of
undergraduate study at Gannon University and earn a Doctor of Pharmacy (Pharm.D.) degree
from Duquesne University. Participation in the program alleviates much of the cost of applying
to pharmacy schools, while providing a strong background in scientific and biomedical courses
at Gannon University. Students enrolled in this program will be conditionally guaranteed
acceptance to Duquesne University Mylan School of Pharmacy. Students in the 2+4 accelerated
program will not earn a Gannon University undergraduate degree.

• Evidence of academic and personal potential, and a desire to become a pharmacist
• Strong background in college-prep courses
• Three letters of recommendation
• Evidence of leadership potential, community service and co-curricular activities
• Essay/personal statement is recommended

consideration. From the qualified applicant pool, a maximum of four (4) students are accepted
to this program in the senior year of high school. Once offered acceptance, students will
have two weeks to send their enrollment deposit to reserve their space in the program. If the
deadline passes without a deposit, their space will be given to another student and the will be
placed at the bottom of the applicant wait list.
Duquesne University Mylan School of Pharmacy Entry Requirements

After two years of undergraduate study, the participants are guaranteed an offer of admission
to the Duquesne University Mylan School of Pharmacy if the following requirements are
satisfied.
• ompletion of the two-year undergraduate curriculum at Gannon University
C
• GPA of 3.5 or higher in Gannon undergraduate course; no grade lower than a C
• GPA of 3.0 or higher in science and math courses
• Recommendation from the Gannon University Pre-Health Applicant Review Committee
• Evidence of leadership potential and commitment to the pharmacy profession
• Satisfactory admissions interview with Duquesne University Mylan School of Pharmacy
• PCAT score of 375 or higher on each section of the exam, taken by fall of sophomore year
University and Duquesne University Mylan School of Pharmacy; students accepted to
the program will have access to all requirements specified in the agreement through the
Director of the Pre-Health Advising Program at Gannon University
Each academic year, Duquesne University Mylan School of Pharmacy will admit up to four (4)
students from Gannon University’s Pharmacy Affiliation program. Additional students may be
considered on an individual basis at the descretion of the Duquesne University Mylan School of
Pharmacy.
480
Curriculum
DUQUESNE UNIVERSITY 2+4 ACCELERATED PHARMACY
FRESHMAN
1 General Chemistry I Lab/CHEM 112 3 Basic Sociology/SOCI 110
3 Calculus 1/MATH 140 3 History Without Borders/LHST 111
17 17
SOPHOMORE
1 Organic Chemistry I Lab/CHEM 222 1 Organic Chemistry II Lab/CHEM 225
3 College Physics 1/PHYS 105 3 Applied Statistics/MATH 213
1 College Physics 1 Lab/PHYS 106 3 Fine Arts Series/LFIN*
3 Macroeconomics/BCOR 112 3 Intro to Psychology/PSYC 111
3 Introduction to Philosophy/LPHI 131 3 Philosophy of Ethical Responsibility/
3 Public Speaking/SPCH 111 LPHI 237
17 16
Total Credits to be Completed at Gannon: 67
LECOM 2+3/2+4 EARLY ACCEPTANCE PHARMACY,

LECOM 3+3/3+4 EARLY ACCEPTANCE PHARMACY,
LECOM 4+3/4+4 EARLY ACCEPTANCE PHARMACY
Gannon University, in affiliation with the Lake Erie College of Osteopathic Medicine
(LECOM) School of Pharmacy, offers three early acceptance programs for qualified students
to earn a Doctor of Pharmacy (Pharm.D.) degree from LECOM after two, three, or four years
of undergraduate study at Gannon University. Students enrolled in these programs are
conditionally guaranteed an acceptance to LECOM. The 2+3/2+4 program is available to
exceptional students who have the maturity and intellectual capability to enter a professional
school after completing only two years of undergraduate study. Students in the 2+3/2+4
program will not earn a Gannon University undergraduate degree. The 3+3/3+4 program is
available to all students, but is typically utilized by highly motivated students who wish to
enter pharmacy school before receiving an undergraduate degree. Successful completion of
the first year of pharmacy school at LECOM will allow the students in the 3+3/3+4 program
to earn a Bachelor of Science degree in health sciences from Gannon University. The 4+3/4+4
program is recommended for most students. This program allows students to complete a
fouryear bachelor’s degree prior to attending LECOM. After completing their undergraduate
education at Gannon University, students matriculate to either LECOM’s School of Pharmacy
located in Erie, Pennsylvania for three years of pharmacy school education or LECOM’s School
of Pharmacy located in Bradenton, Florida for four years of pharmacy school education.


consideration. Guaranteed acceptance to the program will not be granted until all requirements
listed below have been satisfied.
Students who wish to be considered for the LECOM pharmacy affiliation programs with
Gannon University must:
• a pply to Gannon University’s LECOM 2+3/2+4, 3+3/3+4, or 4+3/4+4 Early Acceptance
Pharmacy program and be successfully admitted to the University.
(www.portal.lecom.edu), selecting the appropriate program from the drop down menu and
to attend Gannon.
Gannon University students interested in the 2+3/2+4 program must submit an Early
Acceptance Program online application no later than November 1st of their freshman year at
Gannon University.
Acceptance Program online application no later than February 1st of their freshman year at
Gannon University.
Acceptance Program online application no later than February 1st of their sophomore year at
Gannon University.
LECOM School of Pharmacy Entry Requirements

After two, three, or four years of undergraduate study, the participants are conditionally
guaranteed an offer of admission to the LECOM School of Pharmacy if the following
requirements are satisfied.
G
• Completion of the undergraduate curriculum at Gannon University
• The PCAT will not be required for anyone submitting an official SAT or ACT score
• Demonstrated leadership potential and commitment to the pharmacy profession
482
• M eet and agree to LECOM’s Health and Technical Standards

• Application to LECOM through PharmCAS by October 15th of the year prior to LECOM
matriculation
• LECOM secondary application submitted by December 31st of the year prior to LECOM
matriculation
• Letters of recommendation and all supporting documentation to be submitted to PharmCAS
University and the LECOM School of Pharmacy; students accepted to the program will have
access to all requirements specified in the agreement through the Director of the Pre-Health
Advising Program at Gannon University
pharmacy affiliation programs. Additional students may be considered on an individual basis
and at the discretion of LECOM.
other pharmacy schools.
Curriculum
FRESHMAN
1 General Chemistry I Lab/CHEM 112 3 Intro to Psychology/PSYC 111 or Basic
3 Calculus 1/MATH 140 Sociology/SOCI 110
3 College Composition/LENG 111 3 History Without Borders/LHST 111
17 17
SOPHOMORE
3 Organic Chemistry I/CHEM 221 3 Biology Electives**
1 College Physics 1 Lab/PHYS 106 3 Fine Arts Series/LFIN*
3 Applied Statistics/MATH 213 3 Intro to Philosophy/LPHI 131
3 Microeconomics/BCOR 111 or
Macroeconomics/BCOR 112
17 13

** The following science coursework is highly recommended: Microbiology (BIOL 331/332) and Human
Anatomy &Physiology I (BIOL 115/116); please consult with advisor.


FRESHMAN
16 17
SOPHOMORE
3 Organic Chemistry I/CHEM 221 4 Genetics with lab/BIOL 265/266
3 Microeconomics/BCOR 111 or 1 College Physics 2 Lab/PHYS 109
Macroeconomics/BCOR 112 3 The Bible: An Intro/LTHE 201*
3 Public Speaking/SPCH 111 3 Philosophy II Series/LPHI*
17 18
JUNIOR
3 Human Physiology/BIOL 368 5-7 Biology Electives**
1 Human Physiology Lab/BIOL 369 3 Fine Arts Series/LFIN*
3 Structural Biochemistry/CHEM 366 3 Literature Series/LENG*
3 Applied Statistics/MATH 213 3 Senior Seminar/LBST 383
17 14-16

484

FRESHMAN
16 17
SOPHOMORE
17 17
JUNIOR
3 Human Physiology/BIOL 368 5-7 Biology Electives**
1 College Physics 1 Lab/PHYS 106 3 General Electives
17 15-17
SENIOR
Directed Research/BIOL 487 or 3 Senior Seminar/ LBST 383
3 General Electives
15-17 15-17

(BIOL 373/374) and Cell Biology (BIOL 375/376); please consult with your advisor. †The student
may pursue another approved program that allows the student to acquire all prerequisite coursework
prior to anticipated LECOM matriculation; please consult with the Pre-Health Advising Program
Director to prepare an academic schedule.

FRESHMAN
3 General Chemistry I/CHEM 111 3 Calculus 2/MATH 141
3 Calculus 1/MATH 140 3 Foundations of Theology/LTHE 101
16 17
SOPHOMORE
18 18
JUNIOR
3 Organic Chemistry III/CHEM 323 3 History Without Borders/LHST 111
3 LPHI 237 or any LTHE 300 level course 2 Modern Analytical Chemistry Lab/
1 Leadership Seminar CHEM 337
15 16
486
SENIOR
3-4 Biology Electives** 2-3 Biology Electives**
1 Undergrad Research/CHEM 380-383 1 Undergrad Research/CHEM 380-383
7 Chemistry Electives 4 Chemistry Electives
3 Fine Arts Series/LFIN* 3 Senior Seminar/LBST 383
3 Microeconomics/BCOR 111 or 3 Intro to Psychology/PSYC 111 or
Macroeconomics/BCOR 112 Basic Sociology/SOCI 110
3 Literature Series/LENG*
17-18 16-17

coursework prior to anticipated LECOM matriculation; please consult with the Pre-Health Advising
UNIVERSITY AT BUFFALO
Gannon University, in affiliation with The State University of New York, University at Buffalo
(UB), School of Pharmacy and Pharmaceutical Sciences located in Buffalo, New York, offers
a program for qualified students to earn a bachelor’s degree from Gannon University and
a Doctor of Pharmacy (Pharm.D.) degree from UB. The 3+4 accelerated program grants
highly motivated and academically strong students an opportunity to matriculate to UB
after completing only three years of undergraduate study at Gannon University. Successful
completion of the first year of pharmacy school at UB will allow the students in the 3+4
accelerated program to earn a Bachelor of Science degree in health science from Gannon
University. Qualified students enrolled in this program will be conditionally guaranteed an
interview with UB School of Pharmacy and Pharmaceutical Sciences, providing these students
with an advantage over students from other institutions at the time of application. Participation
in the program does not restrict students’ ability to apply to other pharmacy schools.

• Evidence of academic and personal potential, as well as desire to become a pharmacist
UB School of Pharmacy and Pharmaceutical Sciences Entry Requirements

After three years of undergraduate study, the participant is conditionally guaranteed an
interview and possible admission to UB School of Pharmacy and Pharmaceutical Sciences if the
following requirements are satisfied.
• C umulative overall GPA of 3.5 or higher

• Cumulative GPA of 3.3 or higher in prerequisite science and mathematics courses
• Evidence of achieving and maintaining these standards at the end of each undergraduate
year
• Grade of C (2.0) or greater in all courses required by UB, which must be successfully
completed by the end of the summer semester prior to fall admission
• Application to UB through PharmCAS, no later than October 1st of junior year
• Competitive PCAT score, typically at least 300*
• Letter of recommendation from the Gannon University Pre-Health Applicant Review
Committee as a part of the 3 required PharmCAS letters of recommendation
• University at Buffalo Pharm.D. Supplemental Application and Application Fee due
March 1st
• Demonstration of communication skills, leadership ability, community service, health
care-related or research experience, and motivation for pursuing a career in pharmacy
• Satisfactory admissions interview with UB
• Criminal Background Check (CBC) and a Drug Screen
University and The State University of New York, University at Buffalo, School of Pharmacy
and Pharmaceutical Sciences; students accepted to the program will have access to all
* The Pharmacy College Admissions Test (PCAT) must be taken no later than October of the junior
year. A maximum of two (2) test administrations are allowed by the University at Buffalo.
A candidate in good standing will have the option of spending the fourth year of the program
at Gannon University to complete a baccalaureate degree rather than at the University at
Buffalo in the first year of the Pharm.D. program. Choosing this option will necessarily extend
the length of the program to eight years. During the fourth year at Gannon University, a
participant must maintain the same academic standards as specified for the first three years in
order to remain in good standing.
Curriculum
UNIVERSITY AT BUFFALO 3+4 ACCELERATED PHARMACY
FRESHMAN
3 Calculus 1/MATH 140 3 Introduction to Philosophy/LPHI 131
17 17
488
SOPHOMORE
4 Genetics with lab/BIOL 265/266 3 Microbiology/BIOL 331
3 Organic Chemistry I/CHEM 221 1 Microbiology Lab/BIOL 332
3 Applied Statistics/MATH 213 or 1 Organic Chemistry II Lab/CHEM 225
Psych Stats/PSYC 211 3 College Physics 1/PHYS 105
3 The Bible: An Intro/LTHE 201* 1 College Physics 1 Lab/PHYS 106
3 History Without Borders/LHST 111 3 Philosophy II Series/LPHI*
17 15
JUNIOR
3 Human Anatomy & Physiology I/ 3 Human Anatomy & Physiology II/
BIOL 115† BIOL 117†
1 Human Anatomy & Physiology I Lab/ 1 Human Anatomy & Physiology II Lab/
BIOL 116† BIOL 118†
3 Public Speaking/SPCH 111 3 Microeconomics/BCOR 111 or
3 Introduction to Psych/PSYC 111 or Macroeconomics/BCOR 112
Basic Sociology/SOCI 110 3 Fine Arts Series/LFIN*
3 Structural Biochemistry/CHEM 366 3 Literature Series/LENG*
3 LPHI 237 or any LTHE 300 level course 3 Senior Seminar/LBST 383
1 Leadership Seminar (Medical Ethics)
17 16

† Students may take the Animal Physiology (BIOL 368/369) and Human Gross Anatomy
(BIOL 365/366) sequence in place of BIOL 115-118.
UNIVERSITY OF CHARLESTON 2+4 ACCELERATED

PHARMACY, UNIVERSITY OF CHARLESTON
Gannon University, in affiliation with the University of Charleston (UC) School of Pharmacy
located in Charleston, West Virginia, offers two accelerated programs for qualified students to
earn a Doctor of Pharmacy (Pharm.D.) degree from the UC School of Pharmacy after two or
three years of undergraduate study at Gannon University. Students enrolled in these programs
are conditionally guaranteed an acceptance to the UC School of Pharmacy. The 2+4 accelerated
program is available to exceptional students who have the maturity and intellectual capability
to enter a professional school after completing only two years of undergraduate study. Students
in the 2+4 accelerated program will not earn a Gannon University undergraduate degree. The
3+4 accelerated program is typically utilized by highly motivated students who wish to enter
pharmacy school before receiving an undergraduate degree. Successful completion of the first
year of pharmacy school at UC School of Pharmacy will allow the students in 3+4 accelerated
program to earn a Bachelor of Science degree in health science from Gannon University.

• inimum SAT score of 1170 (new SAT)/1100 (old SAT) or ACT composite score of 24
M
• Two letters of recommendation
• Evidence of scholarly and extracurricular activities
UC School of Pharmacy Entry Requirements

After two or three years of undergraduate study, the participant is conditionally guaranteed
admission to the UC School of Pharmacy if the following requirements are satisfied.
• S uccessful completion of the accelerated program curriculum at Gannon University
• Cumulative GPA of 3.25 or higher in the coursework outlined in the program curriculum,
with no grade lower than a C
• Cumulative GPA of 3.25 or higher in math and sciences courses, with no grade lower than a
C
• Two letters of recommendation; one letter must be from the Pre-Health Applicant Review
Committee and the other from a licensed pharmacist
• Demonstrated experience in community/campus activism
• Completed application for admission to the UC School of Pharmacy
• PCAT score in the 65th percentile or higher with an appropriate score on the writing sample
• Satisfactory interview with the UC School of Pharmacy faculty
University and the University of Charleston School of Pharmacy; students accepted to
Each academic year UC School of Pharmacy will admit up to five (5) students from each of
Gannon University’s pharmacy affiliation programs. Additional students may be considered on
an individual basis and at the discretion of the UC School of Pharmacy.
Students receiving grades of D or F in any of the required courses will lose their conditionally guaranteed
seat in the affiliation program.
Curriculum
UNIVERSITY OF CHARLESTON 2+4 ACCELERATED PHARMACY
FRESHMAN
17 17
490
Third Semester
3 College Physics 1/PHYS 105
or Basic Sociology/SOCI 110
10
SOPHOMORE
BIOL 115 BIOL 117
BIOL 116 BIOL 118
3 Microbiology/BIOL 331 3 Organic Chemistry II/CHEM 224
1 Microbiology Lab/BIOL 332 1 Organic Chemistry II Lab/CHEM 225
3 Organic Chemistry I/CHEM 221 3 Applied Statistics/MATH 213
1 Organic Chemistry I Lab/CHEM 222 3 Intro to Philosophy/LPHI 131
(Medical Ethics)
15 17
UNIVERSITY OF CHARLESTON 3+4 ACCELERATED PHARMACY

FRESHMAN
17 17
SOPHOMORE
3 Microbiology/BIOL 331 3 Organic Chemistry II/CHEM 224
1 Microbiology Lab/BIOL 332 1 Organic Chemistry II Lab/CHEM 225
3 Organic Chemistry I/CHEM 221 3 College Physics 1/PHYS 105
1 Organic Chemistry I Lab/CHEM 222 1 College Physics 1 Lab/PHYS 106
3 Public Speaking/SPCH 111 3 PC Applications/CIS 170-174
3 Introduction to Philosophy/LPHI 131 3 The Bible: An Intro/LTHE 201*
3 Applied Statistics/MATH 213 3 Philosophy II Series/LPHI*
17 17
JUNIOR
BIOL 115 BIOL 117
BIOL 116 BIOL 118
3 Foreign Language 3 Immunology/BIOL 338
3 LPHI 237 or any LTHE 300 level course 3 Fine Arts Series/LFIN*
3 Literature Series/LENG* 3 Senior Seminar/LBST 383
3 Introduction to Psych/PSYC 111 or (Medical Ethics)
Basic Sociology/SOCI 110 3 Microeconomics/BCOR 111 or
16 16
KENT STATE UNIVERSITY

3+4 ACCELERATED PODIATRIC MEDICINE
Gannon University, in affiliation with Kent State University College of Podiatric Medicine
(KSUCPM) located in Independence, Ohio, offers a program for qualified students to earn a
bachelor’s degree from Gannon University and a Doctor of Podiatric Medicine (D.P.M.) degree
from KSUCPM. The 3+4 accelerated program grants highly motivated and academically strong
students the opportunity to matriculate to KSUCPM after completing only three years of
undergraduate study at Gannon University. Students enrolled in the program are conditionally
guaranteed acceptance to KSUCPM. Participation in the program alleviates much of the cost of
applying to podiatry schools, while providing a strong background in scientific and biomedical
courses at Gannon University. Successful completion of the first year of podiatry school at
KSUCPM will allow students in the 3+4 accelerated program to earn a Bachelor of Science
degree in health science from Gannon University.

• Evidence of academic and personal potential, and a desire to become a podiatrist
KSUCPM Entry Requirements

to KSUCPM if the following requirements are satisfied.
• C ompletion of the curriculum as outlined in Gannon University’s Undergraduate Catalog
• Cumulative overall GPA of 3.4 or higher maintained during the first three years of
undergraduate study at Gannon
• Cumulative science GPA of 3.2 or higher maintained during the first three years of
undergraduate study at Gannon
• MCAT score of 496 or higher preferred
• Commitment to the podiatric profession and its advancement, and demonstrated moral and
professional character
492
• A pplication for admission to KSUCPM

University and Kent State University College of Podiatric Medicine; students accepted to
Curriculum
KENT STATE UNIVERSITY 3+4 ACCELERATED PODIATRIC MEDICINE
FRESHMAN
Calculus 1/MATH 140
16 17
SOPHOMORE***
3 Philosophy II Series/LPHI* 3 The Bible: An Intro/LTHE 201*
18 15
JUNIOR
16 14-16

TEMPLE UNIVERSITY
3+4 ACCELERATED PODIATRIC MEDICINE
Gannon University, in affiliation with Temple University School of Podiatric Medicine
(TUSPM), located in Philadelphia, Pennsylvania, offers a program for qualified students to
earn a bachelor’s degree from Gannon University and a Doctor of Podiatric Medicine (D.P.M.)
degree from TUSPM. The 3+4 accelerated program grants highly motivated and academically
strong students the opportunity to matriculate to TUSPM after completing only three years of
undergraduate study at Gannon University. Students enrolled in the program are conditionally
guaranteed acceptance to TUSPM. Participation in the program alleviates much of the cost of
applying to podiatry schools, while providing a strong background in scientific and biomedical
courses at Gannon University. Successful completion of the first year of podiatry school at
TUSPM will allow students in the 3+4 accelerated program to earn a Bachelor of Science degree
in health science from Gannon University.

• Evidence of academic and personal potential, and a desire to become a podiatrist
TUSPM Entry Requirements

TUSPM if the following requirements are satisfied.
• ompletion of at least 90 semester hours of prerequisite undergraduate coursework
C
• Cumulative overall GPA of 3.1 or higher
• Cumulative science GPA of 3.0 or higher
• MCAT score at the 40th percentile or higher
• Recommendation by the Pre-Health Applicant Review Committee or Director of Pre-Health
Programs as having met the established requirements and standards for consideration for
admission
• Satisfactory admissions interview with TUSPM Admissions Committee
Gannon University and TUSPM; students accepted to the program will have access to all
494
Curriculum
TEMPLE UNIVERSITY 3+4 ACCELERATED PODIATRIC MEDICINE
FRESHMAN
Calculus 1/MATH 140
16 17
SOPHOMORE
3 Philosophy II Series/LPHI* 3 The Bible: An Intro/LTHE 201*
18 15
JUNIOR
16 14-16

in bold): Ecosystem Biology and Evolution (BIOL 126/127); Vertebrate Embryology (BIOL
307/308); Histology (BIOL 320/321); Microbiology (BIOL 331/332); Immunology (BIOL 338/339);
Anatomy (BIOL 365/366); Cellular Biochemistry (BIOL 373/374); and Cell Biology (BIOL 375/376);
ROSS UNIVERSITY 3+4 ACCELERATED

VETERINARY MEDICINE, ROSS UNIVERSITY
4+4 VETERINARY MEDICINE
Gannon University, in affiliation with Ross University School of Veterinary Medicine (RUSVM)
located on the island of St. Kitts in the Caribbean, offers two programs for qualified students to
earn a bachelor’s degree from Gannon University and a Doctor of Veterinary Medicine (D.V.M.)
degree from Ross University. The 3+4 accelerated program grants highly motivated and
academically strong students an opportunity to matriculate to RUSVM after completing only
three years of undergraduate study at Gannon University. Successful completion of the first
year of veterinary school at RUSVM will allow students in the 3+4 accelerated program to earn
a Bachelor of Science degree in health science from Gannon University. The majority of students
complete the traditional 4+4 program, which allows students to complete a four-year bachelor’s
degree prior to attending RUSVM. Students enrolled in these programs are conditionally
guaranteed an acceptance to RUSVM.

• Evidence of academic and personal potential, and a desire to become a veterinarian
RUSVM Entry Requirements

After three or four years of undergraduate study, the participant is conditionally guaranteed
an acceptance to RUSVM if the following requirements are satisfied.
• umulative overall GPA of 3.2 or higher
C
• Minimum of a 3.00 in all courses designated by RUSVM as prerequisites for admission
• No F, D, or C- grade in any course designated by RUSVM as prerequisite for admission
• Score in the 25th percentile or better in each category of the Graduate Record Examination
• Other minimum admissions requirements required of all RUSVM students
• Satisfactory admissions interview with RUSVM
Gannon University and RUSVM; students accepted to the program will have access to all
Each academic year, RUSM will admit up to five (5) students total from Gannon University’s
veterinary medicine affiliation programs. Additional students may be considered on an
individual basis and at the discretion of RUSVM.
496
Curriculum
ROSS UNIVERSITY 3+4 ACCELERATED VETERINARY MEDICINE
FRESHMAN
3 Trigonometry MATH 112 or 3 History Without Borders/LHST 111
Calculus 1/MATH 140
16 17
SOPHOMORE
3 The Bible: An Intro/LTHE 201* 3 Philosophy II Series/LPHI*
18 15
JUNIOR
3 Introduction to Psychology/PSYC 111 3 Senior Seminar/LBST 383
16 14-16


ROSS UNIVERSITY 4+4 VETERINARY MEDICINE

FRESHMAN
Calculus 1/MATH 140
2 First Year-Seminar
16 17
SOPHOMORE
17 17
JUNIOR
3 General Electives
17 14
SENIOR
3 General Electives
15-17 15-17

498
(BIOL 373/374) and Cell Biology (BIOL 375/376); please consult with your advisor.
coursework prior to anticipated RUSVM matriculation; please consult with the Pre-Health Advising
ROSS UNIVERSITY 4+4 VETERINARY MEDICINE

FRESHMAN
16 17
SOPHOMORE
18 18
JUNIOR
3 Introduction to Psych/PSYC 111 2 Modern Analytical Chemistry Lab/
CHEM 337
14 16-17
PRE-HEALTH QUALIFICATION 499
SENIOR
1 Leadership Seminar 3 Public Speaking/SPCH 111
15 16-17

coursework prior to anticipated RUSVM matriculation; please consult with the Pre-Health Advising
PRE-HEALTH QUALIFICATION
Gannon University offers a preparatory program for graduates with a B.A or B.S. in which
students can return to school to complete the required coursework needed to enter health
professional schools (i.e. chiropractic medicine, dental medicine, medicine, optometry,
pharmacy, podiatric medicine, and veterinary medicine).
GU Entry Requirements
• Baccalaureate degree from an accredited university or college
• Cumulative GPA of 3.0 or higher on a 4.0 scale in undergraduate biology, chemistry, physics,
and mathematics courses
• Evidence of academic and personal potential, and a desire to enter one of the health
professions mentioned above
This program may be completed with a part-time or full-time status and can be completed in
two years. Students may transfer up to 12 credits toward the program, but must complete at
least 23 credits at Gannon University to complete the program. Science courses must be taken
in sequence (see prerequisites for each course). This preparatory program is intended for
individuals who lack all or most of the prerequisite coursework needed to apply to professional
school. It is not intended for those seeking to improve their scores in undergraduate
prerequisite coursework or seeking to take additional upper-level coursework in the sciences.
At the time of application to professional school, eligible students who have obtained a GPA
of 3.0 or higher in the program coursework will receive a committee letter of recommendation
from the Director of the Pre-Health Advising Program at Gannon University.
Further information and career counseling are available from the Director.
500
Curriculum
CHEMISTRY BIOLOGY
3 General Chemistry I/CHEM 111 3 Molecular and Cellular Biology/
1 General Chemistry Lab I/CHEM 112 BIOL 122
3 General Chemistry II/CHEM 114 1 Molecular and Cell. Biology Lab/
1 General Chemistry II Lab/CHEM 115 BIOL 123
3 Organic Chemistry I/CHEM 221 3 Animal Form and Function/BIOL 124
1 Organic Chemistry I Lab/CHEM 222 1 Animal Form and Function Lab/BIOL 125
3 Structural Biochemistry/CHEM 366†
16 8
ADDITIONAL** PHYSICS*
3 PSYC 111 Intro to Psychology or 3 College Physics 1/PHYS 105
SOCI 110 Basic Sociology 1 College Physics 1 Lab/PHYS 106
3 College Physics 2/PHYS 108
3 8
* PHYS 210, 211, 212, or 213 may be taken instead.

** Students preparing to take the MCAT are also encouraged to take Basic Sociology (SOCI 110)
this semester.
† Required for pre-medical students only.
Please note: Some courses are only offered during specific semesters throughout the
academic year. Please check the course descriptions for details.
PUBLIC HEALTH
Aims and Objectives
The Bachelor of Science degree with a major in Public Health is designed for students seeking
a health-related major that is more broadly-based than the focused, existing majors within the
University. The major combines a foundation in health-related courses, sciences, humanities,
and social sciences with a breadth of courses within one or more departments in the University.
In addition to the major requirements, which represent the health and science focus of the
college, students will select a concentration track that will build on students’ personal and
career goals and interests. There are three concentration tracks:
1) science,
2) health care with management, and
3) health education/communication.
This major is ideal for students who may envision working in a variety of settings within the
health services arena during their professional careers. A major in Public Health will open doors
to entry-level positions in a wide variety of health-related agencies, medical centers, long-term
care facilities, assisted living facilities, private and public health organizations, as well as local,
state, and federal health departments. In addition, the program is appropriate for students
interested in graduate study in a variety of health-related fields, such as graduate programs in
health sciences/public health.
PUBLIC HEALTH 501
The Bachelor of Science degree in Public Health: science option is designed for students who
desire a broad, strong foundation in the core sciences that also incorporates health-related
courses. Students in this track may use elective credits to complete requirements for pre-health
professional programs or to prepare to enter graduate programs in health sciences/ public
health that require a strong science focus. Students should show an interest in science and how
developments therein can help address some of the world’s most complex health issues.
The Bachelor of Science degree in Public Health: health care with management option is
designed for students who want to focus their efforts on the business/management side of
health care. This track is desirable for students who want to move into staff and administrative
positions within the health care industry or to continue with graduate education within
business or management.
The Bachelor of Science degree in Public Health: health education/communication option
prepares students to pursue careers as health educators. Health educators are professionals
who design, conduct, and evaluate activities that help improve the health of all people. These
activities can take place in a variety of settings: schools, communities, health care facilities,
businesses and colleges. Graduates may also pursue graduate education in health education/
communication.
The minimum requirements to be considered for acceptance into the Bachelor of Science, Public
Health major include:
1. Overall GPA of 3.0 or better (high school or college if transfer student)
2. SAT scores of 950 or more (or comparable ACT)
3. Four years/courses of science and math at the high school level
COURSE DESCRIPTIONS
PUBH 300 Public Health

This course introduces the study of community and society health as a whole. It explores factors
that maintain good health and factors that can be influenced to promote health and prevent
disease. The population health approach is discussed throughout the course as well as factors
such as individual medical care, community wide health projects, laws, and other influences.
Prerequisite: at least junior status within the Public Health major 3 credits, Fall
PUBH 310 Epidemiology for Public Health
This course will examine basic concepts of epidemiology as the study of patterns, causes and
effect of health and disease in populations, and its influence on public health policy. Students
will be introduced to the history, basic concepts, and methods of epidemiology as related to
public health. The social, behavioral and cultural factors that influence public health will be
explored.
Prerequisite: PUBH 300 3 credits, Spring
PUBH 400 Global Health
This course will introduce students to the key concepts and issues related to global health.
The impact of globalization on the patterns of disease and effective control methods will be
emphasized. The effect of social, economic and cultural factors on global health issues will be
introduced.
Prerequisite: PUBH 300 3 credits, Fall
502
Public Health
Science Track
FRESHMAN
Semester I (15) Semester II (16)
_____ LENG 111 College Composition (3) _____ LENG 112 Critical Analysis
_____ First Year Seminar (2) & Composition (3)
_____ CIS 170 Series or CIS 150 (3) _____ LTHE 101 Foundations of Theology (3)
_____ MATH 111 College Algebra (3) _____ PSYC 111 Intro. to Psychology (3)
_____ BIOL122/123 Mol/Cellular Bio (4) _____ MATH 112 Trigonometry (3)
_____ BIOL124/125 Animal Form/
Function (4)
SOPHOMORE
Semester III (17) Semester IV (18)
_____ LPHI 131 Intro. to Philosophy (3) _____ LPHI Philosophy II Series (3)
_____ SOCI 110 Basic Sociology (3) _____ SPCH 111 Public Speaking (3)
_____ PHYS 105/106 Gen Physics 1 (4) _____ PHYS 108/109 Gen Physics 2 (4)
_____ CHEM111/112 Gen Chem I (4) _____ BIOL126/127 Ecosystem Biology
_____ The Bible: An Intro/LTHE 201 (3) and Evolution (4)
_____ CHEM114/115 Gen Chem II (4)
JUNIOR
Semester V (17) Semester VI (18)
_____ CHEM 221/222 Organic Chem I (4) _____ PSYC 211 Psychological Statistics (3)
_____ PUBH 300 Public Health (3) _____ CHEM 224/225 Organic Chem II (4)
_____ LHST 111 History without Borders (3) _____ LPHI 237 or any LTHE 300 course (3)
_____ PSYC 222 Psychology of _____ Leadership Seminar (1)
Human Development (3) _____ Science Elective (4)
_____ Science Elective (4) _____ PUBH 310 Epidemiology
for Public Health (3)
SENIOR
Semester VII (15) Semester VIII (12)
_____ General Elective (3) _____ LBST 383 Senior Seminar (3)
_____ Science Elective (3) _____ CHEM 366 Structural Biochem (3)
_____ PUBH 400 Global Health (3) _____ Research/Internship*
_____ LFIN Fine Arts Series (3) or Science Elective (6)
_____ LENG Literature Series (3)
* may be any department as approved by the advisor; students that do not take internship will have to
fill with science elective to meet credit requirement
Science Elective may be any BIOL; MATH; or CHEM (200-level or above)
PUBLIC HEALTH 503
Public Health
Management Track
FRESHMAN
_____ LENG 111 College Composition (3) _____ LENG 112 Crit Anal & Comp (3)
_____ First Year Seminar (2) _____ LTHE 101 Foundations of Theology (3)
_____ CIS 150 (3) _____ BCOR 111 Prin of Microeconomics (3)
_____ PSYC 111 Intro. to Psychology (3) _____ BCOR 105 Fond of Bus Enterprise (3)
_____ BIOL 122/123 Mol/ _____ BIOL 124/125 Animal Form/
Cellular Bio (4) Function and lab (4)
_____ SOCI 110 Basic Sociology (3)
SOPHOMORE
_____ PSYC 211 Psyc Stats (3) _____ BCOR 240 Mktg in Global Envir (3)
_____ PSYC 222 Psy. of Human Develop (3) _____ MATH 115 Calculus for Business (3)
_____ BCOR 112 Princ. of Macroecnomics (3) _____ The Bible: An Intro/LTHE 201* (3)
_____ CHEM 111/112 Gen Chem I (4) _____ BCOR 250 Mgmt Theory and Prac. (3)
_____ LPHI 131 Intro. to Philosophy (3) _____ CHEM 114/115 Gen Chem II
and lab (4)
JUNIOR
_____ LPHI Philosophy II Series (3) _____ LFIN Fine Arts Series (3)
_____ PUBH 300 Public Health (3) _____ SPCH 111 Public Speaking (3)
_____ BIOL 126 Ecosystem Biology _____ PUBH 310 Epidemiology for Public
and Evolution (3) Health (3)
_____ General Elective (3) _____ General Elective (3)
_____ MGMT 330 Project Management (3) _____ LPHI 237 or any LTHE 300 course (3)
_____ ACCT 101 Intro to Accounting* (3) _____ Leadership Seminar (1)
SENIOR
_____ MGMT350 Quality Management (3) _____ LBST 383 Senior Seminar (3)
_____ General Elective (3) _____ Management/Business Elective (3)
_____ Management/Business Elective (3) _____ LHST 111 History without Borders (3)
_____ LENG Literature Series (3) _____ Research/Internship (3)
_____ PUBH 400 Global Health (3) _____ General Elective (4)
* ACCT101 is needed for a business minor

504
Public Health
Health Educator/Communication Track
FRESHMAN
_____ LENG 111 College Composition (3) _____ LENG 112 Critical Analysis &
_____ First Year Seminar (2) Composition(3)
_____ CIS 170 Series or CIS 150 (3) _____ LTHE 101 Foundations of Theology (3)
_____ PSYC 111 Intro. to Psychology (3) _____ SPCH 111 Public Speaking (3)
_____ BIOL 122/123 Mol/Cellular Bio (4) _____ LPHI 131 Intro. to Philosophy (3)
_____ BIOL 124/125 Animal Form/
Function (4)
SOPHOMORE
_____ SCWK 315 Biomedical Aspects _____ LPHI Philosophy II Series (3)
of Aging (3) _____ LHST 111 History without Borders (3)
_____ PSYC 222 Psy. of Human Develop (3) _____ The Bible: An Intro/LTHE 201* (3)
_____ LENG Literature Series (3) _____ BCOR 231 Bus and Prof Comm
_____ CHEM 111/112 Gen Chem I (4) or ENGL 212 (3)
_____ SOCI 110 Basic Sociology (3) _____ CHEM 114/115 Gen Chem II (4)
JUNIOR
_____ LFIN Fine Arts Series (3) _____ BIOL 191 Comm Hlth Coaches (2)
_____ PUBH 300 Public Health (3) _____ PSYCH 234 Health Psychology (3)
_____ Communication Elective (3) _____ PUBH 310 Epidemiology
_____ SCWK 230 Human Diversity (3) for Public Health (3)
_____ PSYC 211 Psych Stats (3) _____ BIOL126 Ecosystem Biology
_____ General Elective (3) and Evolution (3)
_____ Communication Elective (3)
_____ General Elective (3)
SENIOR
_____ LPHI 237 or any LTHE 300 course (3) _____ LBST 383 Senior Seminar (3)
_____ Leadership Seminar (1) _____ Communication Elective (3)
_____ Communication Elective (3) _____ Communication Elective (3)
_____ SCWK 221 Human Behavior _____ SCWK 222 Human Behavior
& the Social Environment 1 (3) and the Social Environment 2 (3)
_____ PUBH 418 Internship (3) _____ General Elective (3)
_____ PUBH 400 Global Health (3)
Communication Electives: students should plan electives with prerequisites in mind.

• SPCH 225 Philosophy of Communication
• SPCH 235 Interpersonal Communication
• SPCH 313 Intercultural Communication
• SPCH 314 Persuasion
• PSYC 225 Social Psychology
• PSYC 306 Psychology of Communication
• PSYC 305 Learning and Cognition
• EDCR 101 Psychology of Teaching and Learning
• EDCR 102 Instructional Technology
RADIOLOGIC SCIENCES 505
RADIOLOGIC SCIENCES
Associate Degree
SUZANNE STURDIVANT, M.Ed., RT(R), (CT), (M), Program Director

FACULTY: Ronald G. Cuzzola, Cynthia Liotta.
Practitioners in radiologic sciences are highly skilled professionals qualified by education to

provide radiographic images of the human body to aid in the diagnosis of disease or injury.
This requires development of cognitive abilities, technological skill, effective communication
and interpersonal qualities that will assist the individual in this process.
The Radiologic Sciences Program, fully accredited by the Joint Review Committee on Education
in Radiologic Technology, is 24 months in length. The first year is primarily didactic, with
emphasis on required academic courses and introductory courses in radiologic sciences,
including a clinical rotation. The professional component, which is 15 months in length,
combines extensive clinical rotations with professional coursework. Clinical competency is
verified through faculty assessment of student’s skill level in actual performance of radiologic
examinations. Students enrolled in the program must maintain a grade point average of 2.5. All
Radiologic Sciences courses and required Anatomy and Physiology courses must be completed
with a C or better to continue to the next sequenced professional course.
The Associate Degree fulfills all the eligibility requirements for the national certification
exam administered by the American Registry of Radiologic Technologists. Upon certification,
graduates may find employment in hospitals, outpatient imaging centers and physician offices.
With additional education and training, the following career paths can be pursued: computed
tomography (CT), magnetic resonance imaging (MRI), mammography, cardiovascular imaging,
interventional imaging, management, and education.
Prospective students should be aware that in order to successfully complete this program they
will be required to perform certain physical functions in course work and/or clinical education.
The following standards describe the physical abilities necessary to complete the program.
Physical Standards
1. Lift, assist and maneuver patients in wheelchairs, on stretchers and imaging tables (weight
can vary from 20 lbs. to greater than 100 lbs.)
2. Manipulate, lift, move and push heavy equipment (Must be able to extend arms overhead
and forward).
3. To insure patient safety, hear faint sounds from a distance of 15 feet, as control panels &
exposure switches are located in rooms or paneled areas separate from the xray table on
which patients are placed.
4. Hear verbal directions/requests from physicians, patients, etc; faint audible signals such as
low sounding buzzers and bells to determine and recognize malfunctioning equipment.
5. See requisitions/computer screens for medical information pertaining to radiographic
exams, proper equipment manipulation, proper positioning and image evaluation of exams.
6. Manual dexterity, good motor skills, eye-hand coordination skills & sensory function
to perform skills such as taking a pulse, assisting with sterile procedures, manipulating
equipment, etc.
7. Cognitive ability to perceive and deal appropriately with environment threats and stress
and continue to function safely and effectively during periods of high stress.
8. Exhibit social skills necessary to interact effectively with patients, families, supervisors, co-
workers and physicians of the same or different cultures.
506
9. Intellectual and emotional skills to exercise discretion in handling confidential medical

information.
10. Prioritize multiple tasks.
11. Maintain personal hygiene.
12. Must be of sufficient health to meet the criteria of clinical affiliates.
COURSE DESCRIPTIONS
All RADS courses must be taken in the order listed in the curriculum. Clinical education
includes clinical sites outside of Erie. Students are responsible for transportation to and from
clinical sites.
RADS 101: Introduction to Radiologic Sciences

This course provides an introduction to medical terminology, which will weave throughout
the course to provide the student with the basic principles needed to learn medical vocabulary.
Topics covered include the history of medical imaging, pharmacology, basic positions,
projections and body movement as related to health care and particular to radiology. Content
will also include communication, cultural diversity, and the pediatric, geriatric and terminal
patients. The course also introduces professional organizations, ASRT/ARRT, and their code
of ethics. There is also a service learning component relating to communication and cultural
diversity. 3 credits, Fall
RADS 117: Clinical Radiography 1
This course will introduce the student to a simulated clinical setting through application of
patient care skills and manipulation of standard radiologic equipment. Students will also be
introduced to the basic theory and manipulation of the control panel including mA, mAs, back-
up mAs, kVp, focal spot, manual technique and automatic exposure control (AEC). Students
will learn and apply simple techniques and basic principles in patient care that will include
body mechanics, patient transfer techniques, vital signs, oxygen administration, infection
control and standard precautions, medical and sterile procedures, isolation techniques, assisting
with tubes and catheters, skin and cast care and medical emergencies and how they are
specifically related to the Radiology department. This course also provides an introduction to
medical terminology, which will weave throughout the course to provide the student with the
basic principles needed to learn medical terminology. 1 credit, Fall
RADS 118: Radiographic Exposure and Processing
This course provides the student with the knowledge base involving the acquisition
of radiographic images as well as the essential qualities of a radiographic image. The
problemsolving methods used by the radiographer that may affect radiographic quality are also
studied.
Prerequisites: RADS 101, 117, 120, 204, 205, BIOL 108, 109, 110, 111 or BIOL 115, 116, 117, 118
3 credits, Fall
RADS 119: Radiographic Exposure and Processing Lab
An analysis of radiographic image quality will be studied through lab activities, image
evaluation and critical thinking methodologies. Demonstrating the effect of various exposure
principles and techniques are incorporated into the analytical process.
Prerequisites: RADS 101, 117, 120, 204, 205, BIOL 108, 109, 110, 111 or BIOL 115, 116, 117, 118
1 credit, Fall
Sequential to RADS 117 Clinical Radiography 1. Focus on radiation safety, the legal aspects
of healthcare including HIPAA and informed consent, and the accurate documentation of
clinical histories which will be covered prior to assigned clinical rotations. During clinical
rotations students should observe, assess and perform under direct observation, the practices
of manipulating radiographic equipment, patient communication, infection control, body

mechanics, transfer techniques, radiation safety, clinical histories and patient confidentiality.
Prerequisites: RADS 101, 117 1 credit, Spring
RADS 204: Radiographic Positioning & Procedures 1
This course will require the student to implement previously learned positioning terminology
and techniques used in radiography from RADS 101 and RADS 117, for utilization of proper
positioning to ensure high quality images. The course will focus on correlated anatomy,
positioning and image critique of the upper and lower extremities, abdomen and chest; as well
as an introduction to the digestive and urinary systems.
Prerequisites: RADS 101, 117, BIOL 108, 109 or BIOL 115, 116 3 credits, Spring
RADS 205: Radiographic Positioning & Procedures Lab 1
This is a “hands on” course for radiographic positioning of the upper and lower extremities,
abdomen and chest. Image evaluation and anatomical correlation are integrated into proper
positioning procedures and image critique.
Prerequisites: RADS 101, 117, BIOL 108, 109 or BIOL 115, 116 1 credit, Spring
This course is sequential to RADS 120 and is designed to develop performance skills necessary
for competency exams through directly supervised clinical experience. The student will start
to integrate the principles and theories learned in the classroom into the clinical setting. This
will include aspects of the methodology of a radiographic procedure including but not limited
to the RIS/HIS system, patient care, control panel set-up (manual/AEC), room set-up, patient
transfer, radiation protection, patient positioning, image evaluation, and patient discharge.
Required competencies must be completed by the end of summer.
Prerequisites: All previous RADS courses; BIOL 108, 109, 110, 111 or BIOL 115, 116, 117, 118
4 credits, Summer
RADS 214: Radiographic Positioning and Procedures 2
Continuation of radiographic studies including urinary system, digestive system, proximal
humerus and shoulder girdle, pelvis, hip and femur and vertebral column.
3 credits, Summer
RADS 215: Radiographic Positioning Lab 2
This is a “hands on” course for the radiographic positioning of the body parts and systems
covered in RADS 214. Image evaluation and laboratory exposures on the phantom are
performed to correlate the anatomy studied. Simulated competencies and proficiencies are also
completed. The student will continue to set appropriate control panel techniques (manual/
AEC) for specific procedures and projections. The student will make control panel adjustments
based on their findings (exposure criteria) from specific image critiques.
1 credit, Summer
This course is sequential to RADS 206. It consists of directly or indirectly supervised
clinical experience as appropriate to the student’s level of competency. Students prepare
for competency in more complex examinations as well as work independently in areas of
completed competency. The student will continue to integrate the principles and theories
learned in the classroom into the clinical setting. This will include aspects of the methodology
of a radiographic procedure including but not limited to the RIS/HIS system, patient care,
control panel set-up (manual/AEC), room set-up, patient transfer, radiation protection, image
evaluation, correctly applying the theories and principles of digital imaging, and patient
discharge. Required competencies must be completed by the end of the semester.
Prerequisite: All previous RADS courses; BIOL 108, 109, 110, 111 or BIOL 115, 116, 117, 118
4 credits, Fall
508
RADS 218: Advanced Exposure

This course will focus on digital image acquisition and display to include components,
principles and operation of digital imaging systems. Principles of quality assurance and
maintenance of digital imaging systems will be presented.
2 credits, Spring
RADS 219: Imaging and Equipment
This course covers atomic structure, electricity, xray equipment and circuitry, and image
intensification.
Prerequisites: RADS 101, 117, 120, 204, 205; BIOL 108, 109, 110, 111 or BIOL 115, 116, 117, 118
2 credits, Summer
RADS 224: Radiographic Positioning and Procedures 3
This course offers an indepth study of the bony thorax, biliary system, skull, facial bones, and
sinuses. Also included are the arthrography, reproductive system, specialty exams, and an
introduction to the cardiovascular system, central nervous system, and sectional anatomy.
3 credits, Spring
RADS 225: Radiographic Positioning and Procedures Lab 3
This is a “hands on” course for radiographic positioning of the skull, facial bones, sinuses, bony
thorax and biliary system. Radiographic exposures on the phantom are correlated with image
evaluation and radiographic anatomy. A component strictly related to the identification of
anatomy of the cardiovascular system and central nervous system anatomy using MRI and CT
images is also included.
1 credit, Spring
This course is sequential to RADS 216. It consists of direct or indirect supervised clinical
experience as appropriate to the student’s level of competency. Students prepare for
competency in more complex examinations as well as work independently in areas of
completed competencies. The student will continue to work toward a higher level of proficiency
for all areas of methodology of a radiographic procedure including but not limited to the
RIS/HIS system, patient care, control panel set-up, room set-up, patient transfer, radiation
protection, image evaluation, correctly applying the theories and principles of digital imaging,
and patient discharge. Required competencies must be completed by the end of the semester.
3 credits, Spring
RADS 252: Radiation Biology
This course is divided into two parts. The first part deals with the types of ionizing radiation
and their effects at the atomic, molecular and cellular levels. Genetic and somatic effects as
related to acute and chronic doses of radiation are also discussed. The second part concentrates
on medical diagnostic radiation – sources, exposure, dose limits, detection & measurement,
design of equipment and rooms for maximum protection and reduction of dose.
2 credits, Spring
RADS 271: Introduction to Radiographic Pathology
A study of the common pathologies seen radiographically. This course integrates the student’s
previous clinical experience and classwork with specific pathophysiology within the body
systems. It is designed to offer the learner basic foundations of disease or injury, including
clinical, pathological, and radiographic manifestations.
1 credit, Spring
RADS 285: Professional Seminar

This course will assist the student in the development of an additional knowledge base
to broaden the student’s understanding of total patient care. Venipuncture and basic
electrocardiography will be covered.
Prerequisite: All previous RADS courses; BIOL 108, 109, 110, 111 or BIOL 115, 116, 117, 118
1 credit, Summer
This course is sequential to RADS 226. It consists of indirectly supervised clinical experience in
all areas of completed competency. Students focus on developing efficiency and proficiency in
their clinical skills. Electives to CT, MRI, sonography, cardiac and interventional procedures,
nuclear imaging or radiation therapy may be arranged. Terminal competency must be
completed by the end of summer.
4 credits, Summer
RADS 441: Introduction to Radiology
This course is designed to introduce the Physician Assistant student to radiologic imaging
procedures. The focus of the class will include technical, anatomical and pathologic
considerations. 3 credits, Fall
RADS 495: Special Topics
Special topics courses are developed by faculty around a specific area of interest. Objectives
may be defined by faculty or mutually identified by students and faculty.
1-3 credits, Fall or Spring
Associate Degree Curriculum

Fall I Spring I
4 Anatomy & Physiology I with Lab/ 4 Anatomy & Physiology II with Lab/
BIOL 108, 109 or 115, 116 BIOL 110, 111 or BIOL 117, 118
3 Intro Radiologic Science/RADS 101 3 Introduction to Philosophy/LPHI 131
1 Clinical Radiography 1/RADS 117 4 Rad Posit/Proc 1 with Lab/
3 PC Applications/170-172 or CIS 150 RADS 204, 205
2 First-Year Seminar 3 Intro to Psychology I/PSYC 111
1 Introduction to Speech/SPCH 101 1 Clinical Radiography 2/RADS 120
17 18
*Summer I *Fall II
4 Rad Posit/Proc 2 with Lab/ 4 Rad Exposure with Lab/RADS 118, 119
RADS 214, 215 4 Clinical Radiography 4/RADS 216
2 Imaging and Equipment/RADS 219
4 Clinical Radiography 3/RADS 206
10 8
**Spring II **Summer II
4 Rad Posit/Proc 3 with Lab/ 1 Special Topics/RADS 285
RADS 224, 225 4 Clinical Radiography/RADS 286
2 Advanced Exposure/RADS 218
2 Radiation Biology/RADS 252
1 Intro to Rad Pathology/RADS 271
3 Clinical Radiography 5/RADS 226
12 5
Total Credits: 70
510
This curriculum indicates that students will be required to attend summer sessions as part of
the Radiologic Sciences Program.
* Students are advised that the courses taken in the Summer I and Fall II semesters will be combined
for the purposes of billing and grading. Students will receive their bill for the Summer I and Fall
II semester at the regular Fall billing time. Grades will be sent out at the completion of each of the
four semesters. Students are advised that the Summer I and Spring II grade reports will contain “*”
grades for the Fall II and Summer II semesters.
** Students are advised that the courses taken in the Spring II and Summer II semesters will be
combined for the purposes of billing and grading. Students will receive their bill for the Spring II and
Summer II semesters at the regular Spring billing time. Grades will be sent out at the completion of
each of the four semesters. Students are advised that the Summer I and Spring II grade reports will
contain “*” grades for the Spring II semesters.
RESPIRATORY CARE ASSOCIATE/BACCALAUREATE

MICHELLE MOORE, M.Ed., RRT-NPS, Program Director
FACULTY: Assistant Professors: Michelle Moore, Robert D. Tarkowski
You can live without food for a few weeks. You can live without water for a few days. But, if
you are deprived of air, you will die within minutes. In terms of survival, breathing is your
most immediate need.
Respiratory care practitioners are specialists who evaluate, treat, and care for patients with
breathing disorders. Practitioners work under the direction of a physician and assist in the
diagnosis, treatment, and management of patients with respiratory disorders.
The need for respiratory care practitioners is expected to grow faster than the national average
for all job growth. The respiratory care profession has a bright future with a great deal of job
security and opportunity for advancement. Once you enter the profession, you may want to
specialize in an area such as neonatal care, cardiopulmonary diagnostics, helicopter transport,
patient education, management, or homecare.
The Respiratory Care Program offers both an Associate and Bachelor degree in Science. Both
degrees qualify the student to become a Registered Respiratory Therapist. The two-year degree
provides the student with an excellent foundation in Respiratory Care. The four-year degree
is designed for those individuals who wish to be leaders in the field. The Bachelor degree
curriculum includes additional education in the adult critical care environment and offers
specialization in an area of the student choice.
Students enrolled in the program must maintain a grade point average of 2.5 in the sciences and
overall in the pre-professional courses. Only those students having the 2.5 grade point average
or higher in the pre-professional courses will advance to the professional phase of the program.
All courses denoted by the RSPC symbol must be passed with a “C” grade or better to progress
in the program. Admission prerequisites may be obtained by contacting the Admission’s office.
The program is accredited by the Commission on Accreditation for Respiratory Care (CoARC).
www.coarc.com
1248 Harwood Road
Bedford, TX 76021-4244
814-283-2835
RESPIRATORY CARE 511
COURSE DESCRIPTIONS
All RSPC courses must be taken in the order listed in the curriculum. Clinical practicums may
include clinical sites outside of Erie. Clinical practicums include some evening rotations.
RSPC 201: Introduction to Respiratory Care

This introductory course will inform the student about the history of medicine and the
profession of respiratory care. Additional topics will include communication in health
care, medical terminology and an introduction to computers. Students will be given a basic
foundation for respiratory care with topics in flow mechanics, and physical properties of gases.
3 credits, Spring
RSPC 301: Clinical Practicum I
The student will perform respiratory care procedures on patients within the clinical setting.
There will be an emphasis on operating and maintaining oxygen delivery devices.
Prerequisites: RSPC 308, 309 2 credits, Fall
RSPC 302: Clinical Practicum II
The student will provide respiratory care to patients in the adult intensive care unit setting.
There will be an emphasis during this course on mechanical ventilation, and cardiopulmonary
diagnostics.
Prerequisites: RSPC 321, 322 4 credits, Spring
RSPC 303: Clinical Practicum III
This clinical course involves a neonatal intensive care unit setting, pulmonary rehabilitation,
and observation in the operating room. Rotations will also include continued skills in intensive
and general respiratory care.
Prerequisites: RSPC 350, 385 5 credits, Summer
RSPC 308: Respiratory Care Procedures:
This course includes the study of medical gases from their storage to the devices used to
administer them to the patient. The different therapeutic modalities used in respiratory care
will be presented. The modalities include: Humidity Therapy, hyperinflation therapy, aerosol/
pharmacologic therapy, intermittent positive pressure, chest percussion, bronchial drainage,
and airway care.
Prerequisite: RSPC 201
Corequisite: RSPC 309 4 credits, Summer
RSPC 309: Respiratory Care Procedures Lab
This laboratory will allow the student to practice and experience topics covered in RSPC 308
and prior to actual clinical practice.
Corequisite: RSPC 308 1 credit, Summer
RSPC 314: Cardiopulmonary Pathophysiology
This integrated course will instruct the student in patient diagnostics and assessments. The
course will also include an introduction to general pathophysiology with an emphasis on
pathophysiology affecting the cardiopulmonary system.
Prerequisite: RSPC 317 4 credits, Fall
RSPC 317: Cardiopulmonary and Renal Anatomy/Physiology
This course is an advanced study of the pulmonary, cardiac and renal systems. An emphasis is
placed on physiology of these systems. 4 credits, Summer
RSPC 319: Pharmacology for the Respiratory Care Practitioner
A study to introduce the student to the science of pharmacology, it’s terminology and
administration. Emphasis will be on those agents primarily having an effect on the
cardiopulmonary system. Also, antibiotics, steroids and other pharmacologic agents will be
discussed. 2 credits, Fall
512
RSPC 321: Mechanical Ventilation and Critical Care

A study of mechanical ventilators, their operation and application in patient care will be
presented. The course also includes applied critical care including monitoring techniques.
Prerequisites: RSPC 308, 309
Corequisites: RSPC 317, 322 4 credits, Fall
RSPC 322: Mechanical Ventilation and Critical Care Lab
Laboratory practice for topics covered in RSPC 321. 1 credit, Fall
RSPC 350: Neonatal/Pediatric Respiratory Care
This course will emphasize the diagnosis and care of the neonatal and pediatrics patients in the
intensive care setting. Mechanical ventilation of the neonate will be stressed.
Prerequisite: RSPC 301, 321, 322 3 credits, Spring
RSPC 385: Homecare/Cardiopulmonary Rehabilitation
This course will include presentations and discussions of objectives, methods and expectations
of homecare and cardio/pulmonary rehabilitation. Current issues in pulmonary rehabilitation
will be discussed. The course will present various community agencies that provide and assist
with chronic health problems. Included will be issues in patient/family education.
Prerequisite: departmental consent 2 credits, Spring
RSPC 390: Pulmonary Function Testing
This course explores the use of various tests used to measure lung function with an emphasis
on lung volume tests and spirometry evaluation. Some time will be spent in the laboratory and
at the bedside utilizing equipment to measure lung mechanics. 1 credit
RSPC 393: Special Topics in Respiratory Care
This is an elective course. The course is developed by faculty around specific areas of interest.
Outcomes may be developed by the faculty or mutually by student and faculty.
Prerequisite: Director permission 3 credits
RSPC 404: Clinical Practicum IV
This clinical will assist the student in synthesizing the skills learned throughout their course of
study in the areas of intensive care unit, management, patient education and homecare.
Prerequisite: RSPC 303 2-6 credits, Spring
RSPC 414: Advanced Cardiopulmonary Pathophysiology
This course is a continuation of RSPC 314 with an expansion on chest radiography and
hemodynamics.
Prerequisite: RSPC 301, 302, 303, 317 3 credits, Spring
RSPC 421: Advanced Cardiopulmonary Assessment
This course will be a continuation of the RSPC 321 course where advanced skills are taught in
the area of Critical Care.
Prerequisite: RSPC 321 3 credits, Spring
RSPC 426: Non-Invasive Cardiovascular Assessment
The physiological basis of the electrocardiograph will be presented. All the major arrhythmias
will be emphasized. At the end of the course the student will be able to perform a basic analysis
of the twelve lead EKG. A brief overview of echocardiography will also be included.
Prerequisite: RSPC 301, 302, 303, 317 2 credits, Fall
Polysomnography Certificate
The Respiratory Care Program is now offering a certificate in Polysomnography. Students must
be admitted to this certificate option. This would include Respiratory Care Bachelor’s degree
candidates or students holding an Associate of Science degree in Respiratory Care and eligible
to take the Certified Respiratory Care practitioner exam (CRT).
RSPC 361: Polysomnography Science I
This course is designed to provide both didactic and laboratory training for entry-level
personnel in the basics of Polysomnographic Technology. Students will become familiar
RESPIRATORY CARE 513
with medical terminology, instrumentation setup and calibration, recording and monitoring
techniques, documentation, professional issues, and patient-technologist interactions related
to Polysomnographic Technology. Laboratory sessions will provide practical experience in the
skills required of an entry-level Polysomnographic Technologist.
Corequisite: RSPC 362 2 credits, Fall
RSPC 362: Polysomnography Clinical I
This course is designed to provide clinical experience and training for entry-level personnel
in the basics of Polysomnographic Technology. Students will become familiar with the
sleep lab environment, instrumentation setup and calibration, recording and monitoring
techniques, documentation, professional issues, and patient-technologist interactions related to
Polysomnographic Technology.
Corequisite: RSPC 361 2 credits, Fall
RSPC 363: Polysomnography Science II
This course is designed to provide both didactic and laboratory training that will cover the
skills and knowledge needed to obtain high quality sleep recordings and expands upon the
topics covered in Polysomnography Science I. Students will become proficient in the in the
technical and clinical aspects of Polysomnography, as well as the methodology used in the
sleep laboratory. This course includes patient interaction and describes the capture of bioelectric
activity, over-night recording techniques, the interpretation of and data presentation for the
compilation of the final report.
Prerequisite: RSPC 361, 362
Corequisite: RSPC 364 2 credits, Spring
RSPC 364: Polysomnography Clinical II
This course is designed to provide clinical experience and training for advanced aspects
of polysomnographic technology. Students will become familiar with practical aspects of
therapeutic interventions, sleep scoring, equipment troubleshooting, and artifact recognition.
Prerequisite: RSPC 361, 362
Corequisite: RSPC 363 2 credits, Spring
PRE-PROFESSIONAL
BACCALAUREATE DEGREE CURRICULUM
FRESHMAN
3 Chem of Life I/CHEM 103 3 Chem of Life II/CHEM 106
1 Chem of Life I Lab/CHEM 104 1 Chem of Life Lab II/CHEM 107
3 College Algebra/MATH 111, 112 or 114 3 Foundations of Theology/LTHE 101
3 History Without Borders/LHST 111 3 Concepts in Physics/PHYS 101
1 PC Applications/CIS 170-173 3 Intro Psychology/PSYC 111
16 16
SOPHOMORE
3 Anat & Physio/BIOL 108 3 Literature Series I/LENG
1 Anat & Physio Lab/BIOL 109 3 Anat & Physio/BIOL 110
2 PC Applications/CIS 170-173 1 Anat & Physio Lab/BIOL 111
3 Introduction to Philosophy/LPHI 131 3 Intro to Resp Care/RSPC 201
3 Intro to Micro/BIOL 106 3 Fine Arts Series/LFIN
1 Intro to Micro Lab/BIOL 107 1 Technical Communication/SPCH 110
16 17
514
PROFESSIONAL PHASE
(A QPA of 2.5 in the Sciences and a QPA of 2.5 overall is required to continue.)
Summer Semester
4 Respiratory Care Procedures/RSPC 308
1 Respiratory Care Procedures Lab/RSPC 309
4 Cardiopul/Renal A & P/RSPC 317
9
JUNIOR
2 Clinical I/RSPC 301 3 Neonatal/Peds/RSPC 350
4 Mech Vent & Crit Care/RSPC 321 2 Homecare/Rehab/RSPC 385
1 Mech Vent & Crit Care Lab/RSPC 322 4 Clinical II/RSPC 302
4 Cardiopul Pathophysiology/RSPC 314 3 LPHI 237 or any LTHE 300 course
2 Pharmacology for Resp Care/RSPC 319 3 Statistics/SOCI 351 or PSYC 211
1 Pulmonary Functions/RSPC 390 1 Leadership Seminar
16
14
Summer Semester
5 Clinical III/RSPC 303
SENIOR
3 Senior Seminar/LBST 383 3 Advanced Pulmonary Assessment/
3 Advanced Cardio Patho/RSPC 414 RSPC 421
2 Non-Invasive Cardiovascular 6 Clinical Practicum IV/RSPC 404
Assessment/RSPC 426
3 Professional Elective
3 Research Methods/NURS 308
14 9
37 Didactic Respiratory Credits

17 Clinical Respiratory Credits
3 Elective Credits
OR
Polysomnography Option
SENIOR
3 Senior Seminar/LBST 383 3 Advanced Pulmonary Assessment/
3 Advanced Cardio Patho/RSPC 414 RSPC 421
2 Non-Invasive Cardiovascular 2 Clinical Practicum IV/RSPC 404
Assessment/RSPC 426 2 Poly Science II/RSPC 363
2 Poly Science I/RPSC 361 2 Poly Science Clinical II/RSPC 364
2 Poly Science Clinical I/RSPC 362
3 Research Methods/NURS 308
15 9
40 Didactic Respiratory Credits

18 Clinical Respiratory Credits
SCIENCE 515
ASSOCIATE DEGREE CURRICULUM

PRE-PROFESSIONAL PHASE
FIRST YEAR
3 Anat & Physio I/BIOL 108 3 College Composition/LENG 111
1 Anat & Physio I Lab/BIOL 109 2 First-Year Seminar
3 Chem of Life I/CHEM 103 3 Anat & Physio II/BIOL 110
1 Chem of Life Lab I/CHEM 104 1 Anat & Physio Lab II/BIOL 111
3 College Algebra/MATH 111, 112 or 114 3 Concepts in Physics/PHYS 101
3 Microbiology/BIOL 106 3 Intro to Resp Care/RSPC 201
1 Microbiology Lab/BIOL 107 1 Intro to Speech/SPCH 101
15 16
PROFESSIONAL PHASE
(A QPA of 2.5 in the Sciences and a QPA of 2.5 overall is required to continue.)
Summer Semester
4 Respiratory Care Procedures/RSPC 308
1 Respiratory Care Procedures Lab/RSPC 309
4 Cardiopul/Renal A & P/RSPC 317
9
SECOND YEAR
2 Clinical I/RSPC 301 3 Intro Psychology/PSYC 111
4 Mech Vent & Crit Care/RSPC 321 3 Neonatal/Pediatrics/RSPC 350
1 Mech Vent & Crit Care Lab/RSPC 322 2 Homecare/Rehab/RSPC 385
4 Cardiopul Pathophysiology/RSPC 314 4 Clinical II/RSPC 302
2 Pharmacology for Resp/RSPC 319 3 Intro to Philosophy/LPHI 131
1 Pulmonary Functions/RSPC 390
17 15
Summer Semester
5 Clinical III/RSPC 303
28 Didactic Respiratory Care Credits
11 Clinical Respiratory Care Credits
SCIENCE
STEVEN J. ROPSKI, Ph.D., Program Director
The Science curriculum is designed for those students who wish to get a broad background
in the sciences. Students may choose a concentration from the fields of Biology, Chemistry,
Environmental Science, Mathematics, or Physics. The curriculum may also serve the needs of
students whose career objectives are not yet definite or for the student whose career objectives
are defined but are not completely satisfied by the suggested departmental programs. Students
cannot declare science as a major after attaining 100 credits in a previous major without
director’s permission.
The curriculum in Science allows for the completion of the Liberal Studies Core, 60 credit
hours of studies in the sciences and mathematics, and twenty-nine credit hours of electives to
devote toward the student’s educational goal. The student must however earn a minimum of
516
twenty-four credits in some one field of the sciences or mathematics and have a minimum of
8 credits in Biology, Chemistry, Physics, and six credits in Earth Science/Environmental Science
and Math.
Suggested Science Curriculum

FRESHMAN
3 History Without Borders/LHST 111 3 Crit Analysis & Comp/LENG 112
3 College Comp/LENG 111 3 Foundations of Theology/LTHE 101
2 First-Year Seminar 8 Science Sequence
8 Science Sequence 3 Social Science
16 17
SOPHOMORE
3 Literature Series/LENG 8 Science Sequence
3 The Bible: An Intro/LTHE 201 3 Elective
8 Science Sequence 1 Leadership Seminar
17 15
JUNIOR
3 Philosophy II Series/LPHI 3 LS elective
3 Fine Art Series/LFIN 3 Public Speaking/SPCH 111
6-8 Science Sequence 6 Science Sequence
15-17 18
SENIOR
3 Senior Seminar/LBST 383 6-8 Science Sequence
6-8 Science Sequence 9 Elective
6 Elective
15-17 15-17
THE NEXT STEP

Science
24 Science Sequence 27 Science Sequence
3 Introduction to Philosophy/LPHI 131 3 Senior Seminar/LBST 383
3 Literature Series/LENG 1 Leadership Seminar
36 34
SPORT AND EXERCISE SCIENCE 517
The Science sequence must include a total of 60 credits of course work, of which at least 24
credits must be earned in one of the following fields:
Biology, Chemistry, Environmental Science, Mathematics, or Technical area.
Six credits of this total may be earned prior to admission to this program.
A minimum of eight credits must be taken in each of the science or math fields (excluding math
and Environmental Science).
The Gannon University – Duquesne School of Law, 3+3 Early Admissions Program has been designed
for qualified students to earn an undergraduate and a law degree in six years rather than seven.
Under the early admissions program students may receive a Bachelors Degree in specific majors
after three years of undergraduate work and the successful completion of the first year of full time study
at the Duquesne School of Law. The student would then receive their Law Degree after successful
completion of the second year at Duquesne School of Law. Qualified students may wish to
pursue this option.
SPORT AND EXERCISE SCIENCE

Department Chair: JASON P. WILLOW, Ph. D.
FACULTY: Associate Professor: Dawna T. Mughal; Assistant Professors: Tania Flink, Suzanne
Kitts, Rebecca Mokris, JD Mosinski, Kory Stauffer, Debra Stroiney, Jason P. Willow. Instructors:
Kathleen Williams, Susan Wehring.
The Sport and Exercise Science Department offers a Bachelor of Science degree through the
Morosky College of Health Professions and Sciences. The program is designed to prepare
students for employment and/or graduate training in many areas including, but not limited
to, athletic training, exercise physiology, physical and occupational therapy, nutrition, health
and wellness program administration, medicine and allied health professions, kinesiology,
and exercise science. Students can use their skills in a variety of health and fitness positions,
including becoming a research assistant, a health/fitness technician, a personal trainer, an
athletic trainer or a fitness specialist. Additional employment opportunities may include
becoming a strength and conditioning professional, an athletic coach, a physical activity project
coordinator, entry level positions in pharmaceutical sales, or positions in corporate fitness. The
department also prepares the student for possible certification by national governing bodies
such as the American College of Sports Medicine and the National Strength and Conditioning
Association, among others.
In general, students in the department take courses in the basic sciences (biology, chemistry
and physics) during the first two years of the program, in addition to the humanities and social
sciences (to satisfy the University’s liberal arts requirements). During the final two years of
study, majors take advanced sequences of courses in human anatomy, physiology, kinesiology,
nutrition, exercise physiology, psychology of sport and exercise, motor development, learning
and performance, and athletic injury care and prevention.
Admission into the Undergraduate program:

Recommended standards for high school students for consideration for acceptance to the
undergraduate Sport and Exercise Science Department include:
518
1. Overall high school GPA of 3.0 or higher.

2. SAT score of 1000 or higher or ACT score of 21 or higher.
mathematics.
Master of Science in Exercise Science Early Admission

Highly qualified students may be eligible to earn early admission in the 36 credits Master
of Science degree program in Sport and Exercise Science. Students meeting the following
academic criteria will be eligible for early admission:
1. Overall high school GPA of 3.2 or higher.
2. SAT score of 1050 or higher (or ACT equivalent)
mathematics.
Students who enter the early admission program will be eligible to take graduate level classes
during their senior year provided that they continue to meet minimum academic milestones
of a 3.0 overall GPA and a 3.0 GPA in prerequisite coursework. For more information about the
graduate program, please see our Graduate Catalogue.
Master of Science in Athletic Training, 5-year program

Students interested in the field of Athletic Training will find our accelerated 3+2 program to
be particularly attractive. In this program, interested students are accepted into the Master
of Athletic Training program as incoming freshmen and transition seamlessly, into graduate
studies at the conclusion of the junior year provided that they achieve defined levels of
proficiency in their prerequisite and general coursework.
1. Overall high school GPA of 3.0
2. SAT of 1000 (math and verbal) or ACT equivalent of 21
3. International students should achieve a minimum TOEFL score of 79 to be considered for
full-time enrollment.
COURSE DESCRIPTIONS
SPRT 101: First Year Seminar in Sport and Exercise Science

The First Year Seminar is a discussion/experience-based course to orient the new students
to Gannon University, to introduce the Liberal Studies Core and LIFECORE, to assist in the
transition from high school to university life and to encourage development of academic,
personal and spiritual aspects of the student’s life. Each seminar is unique, depending upon
the instructor and/or program in which it is offered. SPRT 101 First Year Seminar in Sport and
Exercise Science affords students the opportunity to explore and experience topics related to
health and wellness. Topics include the importance of physical activity, healthy eating, stress
and relaxation, social wellness, cultural experiences, and service. Students will also partake in
classroom activities and discussion related to research and professionalism.
Lecture: Two hours per week 2 credits, Spring
SPRT 109: Introduction to Golf
This is an introductory course for beginner to intermediate golfers aimed at teaching not only
basic swing dynamics but also the fundamental rules, language and etiquette of the game. This
course will require an additional fee of $175 per student which will account for busing, range
access, course access and instructional fees at the teaching location.
Lecture/Activity: Five hours per week. 2 credits, variable
SPRT 120: Foundations of Sport and Exercise Science

This course will provide undergraduates with an introduction to the scientific disciplines of
kinesiology, biomechanics, exercise physiology, sport psychology, nutrition and others. Course
topics may include an introduction to various biomechanical aspects of physical activity and
sport, functional human anatomy, and biomechanical principles that underlie performance
of various sports and exercise-related activities, as well as a basic knowledge of exercise
physiology as it relates to physical activity.
Lecture/Lab: One hour per week. 1 credit, Fall
SPRT 130: Nutrition for Sport and Exercise
This course is designed to introduce the concepts of proper nutrition with specific concentration
given to the promotion and maintenance of optimal physical performance both at the elite as
well as recreational levels. The course will discuss such topics as the role of carbohydrates,
protein and fat in exercise and sport; vitamin and mineral intake and exercise; the role of
fluid intake and electrolytes in physical activity; nutrition and fitness assessment; ergogenic
substances in sport and exercise and the myths of the fad diet craze.
Lecture: Three hours per week. 3 credits, Spring
SPRT 163: Comprehensive Fitness Training
This is an introductory course for those interested in learning about comprehensive fitness
training that includes strength, aerobic and nutritional considerations.
Lecture/Activity: Two hours per week 2 credits, Both Terms
SPRT 240: Sport Psychology: Theory and Application
A comprehensive introduction to the psychological factors that relate to sports involvement
and performance. Issues include psychological aspects of elite athlete’s motivation and
performance, intervention and performance enhancement, anxiety and skill performance.
Lecture: Three hours per week. 3 credits, Fall
SPRT 250: Psychosocial Aspects of Exercise and Physical Activity
The primary objective of the class is to provide the student with a general overview of the
reciprocal relationship between psychological parameters and exercise and health. Course
topics include, but will not be limited to, exercise adherence, exercise promotion, the
relationship between physical activity and depression, anxiety, positive well being, selfefficacy,
cognitive functioning, distress, sleep disorders, mood, self-esteem, stress, and behavioral
interventions for health promotion.
SPRT 310: Research Methods in Exercise Science
An introduction to the research process to familiarize the student with basic statistical
techniques in Exercise Science research both qualitative and quantitative in nature; to provide
extensive writing experiences for students; to prepare students to complete the SPRT450
(Independent Study in Exercise Science) Senior Research Proposal/Project; to provide
prerequisite coursework for entrance into graduate programs in school of the student’s
choosing.
SPRT 326: Physical Activity and Women
This class will address a wide variety of topics unique to women in sport and physical activity.
Topics may include the female athlete TRIAD, exercise and eating disorders, exercise and
osteoporosis, and others.
Lecture: Three hours per week. 3 credits, variable
SPRT 340: Group Instruction and Fitness Management
This course will allow the student to apply their current knowledge of exercise to a practical
setting. The class will provide exercise science majors with the theoretical and practical
knowledge of teaching a group exercise class. This course will also instruct on how to develop
and manage fitness programs and exercise facilities.
Lecture: Three hours per week 3 credits, Spring
520
SPRT 360: Kinesiology

Analysis of sport and human movement using both anatomical and biomechanical approaches.
Application of the basic principles and laws of physics as applied to sport and physical activity
will be presented. Recommended junior year.
Prerequisites: Take One Group (BIOL108/109 and BIOL110/111 or BIOL122/123 and BIOL 124/125)
Lecture: Three hours per week. 3 credits, Both Terms
SPRT 361: Kinesiology Lab
This course complements and enhances the Kinesiology lecture course.
Prerequisite: Concurrent enrollment in SPRT360 is recommended.
Lab: Three hours per week. 1 credit, Both Terms
SPRT 390: Physiology of Exercise and Sport
An examination of the physiological functions of man as they relate to stresses created by
various sports and other physical activities. Acute and chronic effects of various training
programs are examined for their contribution to the improvement of performance in sport and
physical activity.
Prerequisites: Take One Group (BIOL108/109, BIOL110/111 or BIOL122/123, BIOL124/125)
Lecture: Three hours per week. 3 credits, Both Terms
SPRT 391: Physiology of Exercise and Sport Lab
The application of physiological principles to sport and physical activity, including adaptation
responses to exercise. Both immediate and long-term adaptations are studied.
Prerequisite: Concurrent enrollment in SPRT 390 recommended.
Lab: Three hours per week. 1 credit, Both Terms
SPRT 393: Disordered Eating in Athletics
Students in the course will gain a comprehensive understanding of eating disorders in
athletes. The course contains an overview of disordered eating among athletes including the
psychopathology and etiology, an examination of the effects of disordered eating on the health
and performance of athletes and finally, information regarding the identification, prevention,
treatment and management of disordered eating in athletes.
Lecture/Lab: Two hours per week 2 credits, Fall Odd Years
SPRT 395: Issues and Controversies in Sports Nutrition and Human Performance
This senior level course is designed to review topics in sports nutrition and human performance
and to discuss, in detail, current issues that face athletes and those who work with them.
Students will also critically review current events related to sports nutrition and will also
present scientific research on a variety of topics, such as the use of performance enhancing
drugs, the relationship between current diet and fitness fads and sports performance,
nutritional issues in weight-loss oriented sports.
Lecture/Lab: Two hours per week 2 credits, Fall Even Years
SPRT 400: Fitness Assessment and Exercise Prescription
The assessment and promotion of physical fitness including concepts and techniques of fitness
testing, principles of weight training, aerobic exercise, nutrition, and stress management as
applied to health and fitness settings. Emphasis on methods and protocols for screening,
evaluating, and prescribing exercise.
Prerequisites: SPRT390/391
SPRT 401: Fitness Assessment Lab
This class will complement and enhance the Fitness Assessment and Exercise Prescription
lecture course. The class will focus on the practical application of the assessment and promotion
of physical fitness including concepts and techniques of flexibility and body composition
assessment, strength and cardiovascular testing, principles of weight training, and aerobic
exercise as applied to health and fitness settings.
Corequisite: Concurrent enrollment in SPRT400 required
Lab: Three hours per week. 1 credit, Fall
SPRT 405: Exercise Biochemistry

This course is designed to provide students with a comprehensive exposure to the effects
of exercise on cellular metabolism and cell structure and function. The course begins
with a refresher of biochemical concepts that the student was introduced to in previous
coursework including metabolism, protein, carbohydrates and lipids, nucleic acids and
gene expression. The course will then delve into such topics as neural control of movement
and muscular contraction and the integration of exercise metabolism specifically related to
the macronutrients. Finally, students will receive training on how to assess the biochemical
processes of people who exercise.
Prerequisites: SPRT130, SPRT390 required
Lecture/Lab: Three hours per week 3 credits, Spring
SPRT 414: Motor Development Across the Lifespan
This class will address a wide variety of topics within the field of motor development.
Specifically, the course will discuss motor development from conception through adulthood.
The class will incorporate dynamic systems theory with the hourglass model of the stages of
motor development in explaining the process of human growth and associated skill proficiency
development.
SPRT 415: Principles of Motor Learning and Performance
This course examines the many aspects of learning and executing motor skills. Teaching
methodology, learning theories, neurophysiological phenomena, maturational and psychosocial
factors are investigated as they relate to movement patterns in sport and physical activity.
SPRT 416: Human Motor Control
This course will be directed at studying the nature of movement and how that movement
is controlled. Sample topics include such issues as the role of the central nervous system
in the organization of movement, the role of sensory information and how the body uses
this information to select and control movement, the best ways to study movement and the
identification and measurement of those with movement disorders.
SPRT 420: Prevention and Care of Athletic Injuries
General foundations and specific concepts related to injury prevention, evaluation,
management, and rehabilitation of athletic injuries are presented. This course is designed to
introduce the student to the basic knowledge and skills necessary to recognize, evaluate, and
treat athletic injuries of the head and face, spine and torso, and extremities.
Prerequisite: SPRT360/361 required
Lecture/Lab: Four hours per week. 4 credits, Spring
SPRT 424: Biomechanics
The purpose of this course is to apply the knowledge gained in previous courses to human
movement contexts. Specifically, the student will apply the principles of physics to sport and
exercise settings.
Prerequisite: SPRT360/361 required
Lecture/Lab: Three hours per week. 3 credits, Fall
SPRT 425: Clinical Exercise Physiology
This course will provide classroom and informal laboratory experiences that take full
advantage of current knowledge and trends in rehabilitation of populations with cardiac,
pulmonary and metabolic disorders through assessment and specific exercise programming.
The course will also expose the student to the interpretation of electrocardiograms both at rest
and during submaximal and maximal exercise bouts.
Prerequisites: SPRT390/391 required
522
SPRT 430: Practicum in Sports and Exercise Science

This course is designed to provide clinical learning experiences that allow the Sport and
Exercise Science student to synthesize knowledge and Sport/Exercise Science concepts in
a variety of practice settings. Provides majors with clinically-based learning experiences to
expand their understanding of sport and exercise science in an area of choice.
Prerequisite: Permission from instructor or program director required.
3 credits, Both Terms and Summer
SPRT 450: Independent Study in Sport and Exercise Science
The student explores an area of topical or special interest pertinent to the study of Sport and
Exercise Science. The experience allows the student to explore, in depth, a subject area through
a research project, advanced clinical experience, prophylactic care plan development, or other
area as approved by project advisor.
Prerequisite: Permission from instructor or program director required.
1-3 credits, Both Terms and Summer
SPRT 460: Sport Ethics
The objective of this course is to explore broad issues in the philosophy of sport by examining
the ethical presuppositions of competitive athletics and their connections to moral and
ethical theory. The discussion of each topic deals with examples from the world of sport and
illuminates them in light of philosophical work on such values as fairness, justice, integrity, and
respect for rights.
Prerequisite: Senior standing, final semester of academic preparation.
Lecture: Three hours per week 3 credits, Spring
SPRT 470: Advanced Strength Training and Conditioning
The objective of this course is to provide majors with theoretical and practical knowledge of the
physiological, biomechanical, administrative aspects of designing and supervising strength and
conditioning programs for various populations, and understanding the legal aspects of starting
your own strength training facility.
Prerequisites: SPRT360/361 and SPRT390/391 required.
Lecture: Three hours per week 3 credits, variable
SPRT 471: Principles of Athletic Training
This course is designed to give graduate-level athletic training students an overview of essential
athletic training principles. Students will gain knowledge in the areas of musculoskeletal
injuries, environmental risk factors, mechanisms and characteristics of sport trauma, and
coordinating the sports medicine team.
Lecture/Lab: 3 hours per week 3 credits, Summer
SPRT 472: Taping and Bracing of Athletic Injuries
This course is designed to develop taping skills of both upper and lower extremity, fitting of
protective equipment, and the application of various bracing and splinting materials within the
athletic training profession.
SPRT 473: Non-Orthopedic Injury Assessment
This course prepares the athletic training student to assess and manage non-orthopedic injuries
and illnesses that may be encountered while working in the athletic training profession. The
course will focus on the etiology, recognition, pathological course, treatment, and prognosis
of various general medical conditions including concussion management, heat management
and other pathological conditions pertaining to the respiratory, cardiovascular, endocrine,
genitourinary, and neurological systems.
SPRT 474: Clinical I in Athletic Training
This course consists of hands-on clinical athletic training experiences under the supervision
and guidance of a program-approved healthcare provider in a professional setting. The course
meets throughout the semester for formal competency development. This course includes skill
development in taping and wrapping techniques, first aid general medical examination and
lower extremity assessment evaluations.
Clinical: hours per week variable 4 credits, Fall
SPRT 475: Lower Body Extremity Assessment
This course addresses evaluation techniques and assessment of musculoskeletal injuries to
the spine, trunk, abdomen, and lower extremities. The student must integrate knowledge of
anatomical structures, physiology principles, and evaluative techniques to provide a basis
for critical decision-making in an injury management environment. Decision-making will be
based on recognition, evaluation, and immediate care of orthopedic injuries caused by physical
activity or exercise.
Lecture/Lab: 3 hours per week 3 credits, Fall
SPRT 476: Therapeutic Modalities
Basic physiological responses of the human body to the application of therapeutic heat,
therapeutic cold, therapeutic electricity, iontophoresis, ultrasound and other basic therapeutic
modalities used in sport medicine are examined.
Lecture/Lab: 3 hours per week 3 credits, Fall
SPRT 477: Clinical II in Athletic Training
This course consists of hands-on clinical athletic training experiences under the supervision
and guidance of a program-approved healthcare provider in a professional setting. The course
meets throughout the semester for formal competency development. This course includes skill
development in therapeutic interventions and musculoskeletal assessment and evaluation. The
course also includes content for goniometric measurements and muscle function assessments
such as manual muscle testing.
Clinical: hours per week variable 4 credits, Spring
SPRT 478: Upper Body Extremity Assessment
This course addresses evaluation techniques and assessment of musculoskeletal injuries to
the head, face, and upper extremities. The student must integrate knowledge of anatomical
structures, physiological principles, and evaluative techniques to provide a basis for critical
decision-making in an injury management environment. Decision-making will be based on
recognition, evaluation, and immediate care of orthopedic injuries caused by physical activity
or exercise.
Lecture/Lab: 3 hours per week 3 credits, Spring
SPRT 479: Therapeutic Rehabilitation
A systematic approach to individual rehabilitative exercise program development as it relates
to athletic injury recovery. Basic information of using the various forms of therapeutic exercises,
techniques, indications and contraindications of exercise, and exercise progression as related to
athletic injury, prevention, reconditioning and return to participation guidelines will be discussed.
Lecture/Lab: 3 hours per week 3 credits, Spring
SPRT 480: Advanced Health and Fitness Assessment and Instruction
An in-depth analysis of exercise stress testing for cardiacs, symptomatics, and asymptomatics
will also be presented. Traditional, as well as more recently developed stress-testing procedures
will also be discussed. This class will provide structured experiences in the classroom,
laboratory, and gymnasium to improve knowledge and understanding of graded exercise
testing, exercise prescription, and physical activities as used in prevention and rehabilitative
programs as outlined in the American College of Sports Medicine (ACSM) Guidelines.
Prerequisites: SPRT360/361, SPRT390/391 and SPRT400/401 required.
Lecture: Three hours per week 3 credits, variable
SPRT 490: Special Topics in Sport and Exercise Science
This course provides the opportunity to present topics of interest that are not regularly offered
in the curriculum.
Prerequisites: To Be Determined
Lecture: 3 hours per week 3 credits, variable
524
MAJOR FIELDS OF STUDY

Sport and Exercise Science Curriculum
Students who choose to pursue a Bachelor of Science degree with a major in Sport and Exercise
Science may follow one of a number of different tracks highlighted below.
Exercise Science Track

KORY STAUFFER, Ph.D., ATC, HFI; Program Advisor

Fall Spring
3 College Composition/LENG 111 3 Critical Analysis/LENG 112
1 Foundations of Exercise Science/ 3 The Bible: An Intro/LTHE 201
SPRT 120 3 History Without Borders/LHST 111
3 Public Speaking/SPCH 111 3 Sport Nutrition/SPRT 130
3 Foundations of Theology/LTHE 101 3 Intro to Psychology/PSYC 111
2 1st Year Seminar/SPRT 101
15 15
SOPHOMORE (33-34 credits)

Fall Spring
3 Sport Psychology/SPRT 240 3 Exercise Psychology/SPRT 250
3 Trigonometry/MATH 112 3 Statistics/PSYC/MATH
3 Chemistry of Life/CHEM 103 3 College Physics I/PHYS 105
1 Chemistry of Life Lab/CHEM 104 1 College Physics I Lab/PHYS 106
3 Essentials of Anat. and 3 Essentials of Anat. and Phys. II/BIOL 110
Phys. I/BIOL 108 1 Essentials of Anat. and Phys. II Lab/
1 Essentials of Anat. and BIOL 111
Phys. I Lab/BIOL 109 3 Philosophy II/LPHI
2-3 Electives
16-17 17
JUNIOR (33 credits)

Fall Spring
3 Research Methods/SPRT 310 6 Electives
3 Kinesiology/SPRT 360 3 Motor Learning and Performance/
1 Kinesiology Lab/SPRT 361 SPRT 415
3 Literature Series/LENG 3 Exercise Physiology/SPRT 390
3 LPHI 237 or any LTHE 300 course 1 Exercise Physiology Lab/SPRT 391
1 Leadership Seminar 3 Group Exercise/SPRT 340
3 Motor Development/SPRT 414
17 16
SENIOR (32 credits)

Fall Spring
3 Exercise Testing and Prescription/ 3 Fine Arts/LFIN
SPRT 400 3 Clinical Exercise Physiology/SPRT 425
1 Exercise Testing Lab/SPRT 401 4 Care and Prevention of
7 Approved Electives Athletic Injuries/SPRT 420
3 Independent Study/Practicum/ 2 Electives
SPRT 430/450 3 Senior Seminar/LBST
3 Biomechanics/SPRT 424
17 15
Physical Therapy Track

TANIA FLINK, Ph.D.; CAROLYN GALLEHER, PT, DHSc; DEBRA STROINEY, Ph.D.; JD
MOSINSKI: Program Advisors
FRESHMAN (33 Credits)

Fall Spring
1 Foundations of Exercise Sci/SPRT 120 3 Statistics/PSYC/MATH
3 Public Speaking/SPCH 111 3 History Without Borders/LHST 111
3 Trigonometry/MATH 112 3 Sport Nutrition/SPRT 130
3 Introduction to Philosophy/LPHI 131 3 Intro to Psychology/PSYC 111
2 1st Year Seminar/SPRT 101 3 Foundations of Theology/LTHE 101
15 18

Fall Spring
3 The Bible: An Intro/LTHE 201 3 Animal Form and Function/BIOL 124
3 General Chemistry I/CHEM 111 1 Animal Form and Function Lab/BIOL 125
1 General Chemistry Lab/CHEM 112 3 Philosophy II/LPHI
3 Molecular and Cellular Biology/ 3 General Chemistry II/CHEM 114
1 Molecular and Cellular Biology Lab/ 3 College Physics II/PHYS 108
BIOL 123 1 College Physics II Lab/PHYS 109
3 College Physics I/PHYS 105 1 PT Seminar I/PT 110
1 College Physics I Lab/PHYS 106
15 16
JUNIOR (32 credits)

Fall Spring
3 Research Methods/SPRT 310 3 Motor Learning and Perf/SPRT 415
3 Kinesiology/SPRT 360 3 Psychopathology/PSYC 232
1 Kinesiology Lab/SPRT 361 3 Exercise Physiology/SPRT 390
3 Human Gross Anatomy/BIOL 365 1 Exercise Physiology Lab/SPRT 391
1 Human Gross Anatomy Lab/BIOL 366 3 Human Physiology/BIOL 368
3 LPHI 237 or any LTHE 300 course 1 Human Physiology Lab/BIOL 369
1 Leadership Seminar 1 PT Seminar II/PT 210
2 Electives
15 17
SENIOR (32 credits)

Fall Spring
3 Motor Development 3 Literature Series/LENG
3 Exer Testing and Prescrp/SPRT 400 3 Human Motor Control/SPRT 416
1 Exercise Testing Lab/SPRT 401 3 Clinical Exercise Physiology/SPRT 425
3 Senior Seminar/LBST 4 Care and Prevention of Athletic Injuries/
3 Independent Study/Practicum/ SPRT 420
SPRT 430/450 3 Fine Arts/LFIN
3 Biomechanics/SPRT 424
16 16
526
Pre-Medical Track
JASON P. WILLOW, Ph.D: Program Advisor

Fall Spring
4 Molecular & Cellular Biology w Lab/ 4 Animal Form and Function w Lab/
BIOL 122/123 BIOL 124/125
4 General Chemistry I w Lab/ 4 General Chemistry II w Lab/
CHEM 111/112 CHEM 114/115
2 First-Year Seminar 3 Critical Analysis & Comp/LENG 112
3 Public Speaking/SPCH 111 3 Trigonometry/MATH 112
16 17

Fall Spring
3 Introduction to Philosophy/LPHI 131 3 Introduction to Psychology/PSYC 111
3 History Without Borders/LHST 111 4 Animal Physiology w Lab/BIOL 368/369
3 The Bible: An Intro/LTHE 201 4 Organic Chemistry II w Lab/
4 Organic Chemistry w Lab/ CHEM 224/225
CHEM 221/222 4 College Physics II w/Lab/PHYS 108/109
4 College Physics I w/Lab/ 3 College Calculus/MATH 140
PHYS 105/106
17 18
JUNIOR (30 credits)

Fall Spring
4 Structural Biochemistry w Lab/ 3 Psychological Statistics/PSYC 211
CHEM 366/367 4 Exercise Physiology w Lab/
4 Genetics w/Lab/BIOL 265/266 SPRT 390/391
3 LPHI 237 or any LTHE 300 level course 4 Kinesiology w Lab/SPRT 360/361
4 Human Gross Anatomy w Lab/ 3 Philosophy II Series/LPHI
BIOL 365/366
16 14
SENIOR (31 credits)

Fall Spring
3 Research Methods/SPRT 310 4 Care and Prevention/SPRT 420
4 Exercise Testing w Lab/SPRT 400/401 3 Literature Series/LENG
3 Motor Development/SPRT 414 3 Clinical Exercise Physiology/SPRT 425
3 Fine Arts/LFIN 3 Motor Learning & Perf/SPRT 415
3 Sport & Exercise Sci Pract/SPRT 430 3 Senior Seminar/LBST 383
16 16
Pre-Physician Assistant Track

JASON P. WILLOW, Ph.D.: Program Advisor
FRESHMAN (32 Credits)

Fall Spring
1 Foundations of Exercise Sci/SPRT 120 3 Foundations of Theology/LTHE 101
3 Public Speaking/SPCH 111 3 History w/o Borders/LHST 111
4 General Chemistry I w/lab/ 3 Sport Nutrition/SPRT130
CHEM 111/112 4 General Chemistry II w/lab/
2 First-Year Seminar CHEM 114/115
3 Intro to Phil/LPHI 131
16 16
SOPHOMORE (34 Credits)

Fall Spring
3 The Bible: An Intro/LTHE 201 4 Animal Form and Function
3 Fine Arts/LFIN w/Lab/BIOL 124/125
3 Introduction to Psychology/PSYC 111 3 Psyc of Human Dev/PSYC 222
4 Molecular and Cellular Biology 3 Psychopathology/PSYC 232
w/Lab/BIOL 122/123 3 Statistics/PSYC 211 or MATH 213
4 Organic Chemistry I w/Lab/ 4 Organic Chemistry II w/Lab/
CHEM 221/222 CHEM 224/225
17 17
JUNIOR (30 Credits)

Fall Spring
3 Research Methods/SPRT 310 4 Human Physiology w/Lab/
4 Kinesiology w/Lab/SPRT 360/361 BIOL 368/369 or BIOL 117/118
3 LPHI 237 or any LTHE 300 level course 4 Exercise Physiology w/Lab/
4 Human Gross Anatomy w/ Lab/ SPRT 390/391
BIOL 365/366 or BIOL 115/116 3 Philosophy II Series/LPHI
4 Genetics w/Lab/BIOL 265/266
19 11
SENIOR (33 Credits)

Fall Spring
4 Exercise Testing and Prescription 4 Microbiology w/Lab/BIOL 331/332
w/Lab/SPRT 400/401 3 Clinical Exercise Phys/SPRT 425
3 Motor Development/SPRT 414 3 Human Motor Control/SPRT 416
3 Independent Study SPRT 450 4 Care and Prevention of
3 Literature Series/LENG Sports Injuries/SPRT 420
3 Senior Seminar/LBST 383 3 Exercise Biochemistry/SPRT 405
16 17
528
Physical Therapy 3+3 Track

JASON P. WILLOW, Ph.D. Program Advisor
The Sport and Exercise Science Department offers an early entry program in conjunction with
the Physical Therapy DPT Graduate Program here at Gannon. Under the provisions of this
program, students will matriculate at Gannon University for a minimum of a hundred and
two (102) semester hours leading toward the Bachelor of Science degree with a major in Sport
and Exercise Science/Pre Physical Therapy track. A guaranteed position in our 3+3 Doctor of
Physical Therapy Program will be reserved for freshmen if the following criteria are met:
• AT total of 1100 or higher.
S
• Grade point average of 3.4 or higher on a 4.0 scale.
• Must maintain a grade point average of 3.4 or higher in Gannon undergraduate courses.
• Must maintain a grade point average of 3.4 or higher in the prerequisite courses (with no
repeat courses).
• GPA will be reviewed at the end of each academic year.
For a detailed academic schedule of the Sport and Exercise Science/Pre-PT 3+3 option, please
refer to the Physical Therapy section in this publication.
* NOTE: This program is in the process of curriculum revision. The schedule below may not accurately
reflect course progression.
5-Year Master of Athletic Training

REBECCA MOKRIS, D.Ed., LAT, Program Advisor
FreshMAN
LENG 111 College Composition 3 LENG 112 Critical Analysis 3
SPCH 111 Public Speaking 3 LTHE 101 Foundations of Theology 3
LHST 111 History Without Borders 3 PSYC 111 Introduction to Psychology 3
BIOL 108/9 Essent. of Anat. and SPRT 130 Sport Nutrition 3
Phys. I w/lab 4 BIOL 110/1 Essent of Anat. and
First Year Seminar 2 Phys. II w/lab 4
SOPHOMORE
SPRT 240 Sport Psychology 3 SPRT 250 Exercise Psychology 3
CHEM Chemistry of Life 2/ lab LPHI Philosophy II 3
103/4 4 MATH 112 Trigonometry 3
PSYC 211/ Statistics LTHE 201 The Bible: An Intro 3
MATH 213 3 SPRT 360/1 Kinesiology w/ lab 4
LPHI 131 Introduction to Philosophy 3
SPRT 390/1 Exercise Physiology w/ lab 4
Junior
SPRT 400/1 Exer Testing and Prescription SPRT 425 Clinical Exer. Physiology 3
w/lab 4 SPRT 415 Motor Learning and Perf 3
SPRT 414 Motor Development 3 SPRT 424 Biomechanics 3
LENG Literature Series 3 SPRT 416 Human Motor Control 3
LPHI 237 or any LTHE 300 course 3 SPRT 420 Care and Prevention
Leadership Seminar 1 of Injuries 4
Summer (9 Credits)
GSPRT 505 Principles of GSPRT 511 Non-Orthopedic Injury
Athletic Training 3 Assessment 3
GSPRT 509 Taping and Bracing GSPRT 513 Clinical in Athletic Training 1
of Athletic Injuries 2
Senior
Fall (13 credits) Spring (13 credits)
GSPRT 515 Clinical I 4 GSPRT 545 Clinical II 4
GSPRT 555 Lower Body Extremity GSPRT 525 Upper Body Extremity
Assessment 3 Assessment 3
GSPRT 535 Therapeutic Modalities 3 GSPRT 565 Therapeutic Rehabilitation 3
LFIN Fine Arts 3 LBST 383 Senior Seminar 3
Summer (10 credits)

GSPRT 510 Advanced Strength GSPRT 575 Pharm and Prof. Issues 3
and Conditioning 3 GSPRT 613 Clinical in Athletic Training:
GSPRT 530 Research Methods and Stat 3 Preseason II 1
Graduate
Fall Two (10 Credits) Spring Two (10 Credits)
GSPRT 615 Clinical III 4 GSPRT 645 Clinical IV 4
GSPRT 550 Advanced Sport Nutrition 3 GSPRT 655 Org. and Administration 3
GSPRT 540 Psychological Foundations GSPRT 507 Seminar in Athletic Training 3
of Performance 3
Minors in Sport and Exercise Science

Department Chair: JASON P. WILLOW, Ph. D.
Exercise Science Minor

KORY STAUFFER, Ph.D., ATC, HFI: Minor Advisor
Program Description: The minor consists of 22 credits of upper level Sport and Exercise Science
culminating in an independent study at the end of all coursework. The independent study will
be coordinated with the student’s academic major in an effort to merge their major program of
study with the focus of the Exercise Science minor curriculum. All prerequisites are in effect.
SPRT 360 Kinesiology (3)
SPRT 361 Kinesiology Lab (1)
SPRT 390 Exercise Physiology (3)
SPRT 391 Exercise Physiology Lab (1)
SPRT 414 Motor Development (3)
SPRT 415 Motor Learning and Performance (3)
SPRT 420 Care and Prevention of Sports Injuries (4)
SPRT 450 Independent Study (3)
Sport Behavior Minor

SUZANNE KITTS, Ph.D., Minor Advisor
Program Description: The minor consists of 21 credits of behavioral focused Sport and
Exercise Science courses culminating in an Independent Study at the end of all coursework.
The independent study will be coordinated with the student’s academic major in an effort to
530
merge their major program of study with the focus of the Sport Behavior minor curriculum. All
prerequisites are in effect.
SPRT 240 Sport Psychology (3)
SPRT 250 Exercise Psychology (3)
SPRT 414 Motor Development (3)
SPRT 415 Motor Learning and Performance (3)
SPRT 450 Independent Study (3)
SPRT 460 Sport Ethics (3)
Elective (3)
COURSE DESCRIPTIONS
DIET 101: Nutrition Today: Contemporary Issues and Insights

This course is designed for students who are not health science majors and focuses on
consumer issues related to foods and nutrition. In discussing the role of nutrients in health
promotion and disease prevention, it includes critical information which will help consumers
sort out nutrition advice; concepts, principles, and strategies which will enable consumers to
personalize their food choices; and questions that people often ask; i.e., vegetarianism, diets for
athletes, “good” foods and “bad” foods, safety of food supply, and fad diets. 3 credits, Varies
DIET 202: Nutrition
A study of the basic principles of human nutrition; the digestion, absorption, metabolism
and utilization, functions, interrelationships, food sources, recommended allowances, and
deficiency diseases of the nutrients; nutritional needs during various stages of life cycle, and
the problems in the improvement of nutrition of different ethnic and cultural groups, and
some community programs providing food and nutrition assistance to eligible recipients.
An introduction to clinical nutrition (dietary modifications for certain diseases) is included.
Prerequisites: Take one group: (CHEM 106, BIOL 115) or (CHEM 111, BIOL 368) or (CHEM 105,
BIOL 115) or (CHEM 106, BIOL 117) or (CHEM 106, BIOL 365) 3 credits, Spring
DIET 303: Advanced Nutrition
This course includes an in-depth study of the science of human nutrition. Integrating chemistry,
physiology, foods, and nutrition, it examines the digestion, absorption, metabolism, and
excretion of the nutrients at the cellular and systemic levels and the application of scientific
principles to nutritional needs in health and disease. The course also includes nutrition
assessment, introduction to research in nutrition and dietetics, observations in selected clinical
laboratories and specialized health care units, and evaluation of special nutritional/dietary
products. Group research project begins in this course and is carried through four semesters.
Prerequisites: DIET 202 and CHEM 366 4 credits, Fall
NHP 250: Nutrition and Health
This course deals with the basic principles of human nutrition, including the nutrients, food
sources and their utilization in the body for growth and health throughout life.
Prerequisite: CHEM103/104, BIOL108/109 or consent of instructor
Lecture: 3 hours per week 3 credits, Fall, Odd years
NHP 300: Nutrition in the Life Cycle
This course deals with the changing nutritional needs of individuals throughout the lifespan.
Physiological, societal and economic factors and the availability of nutrition services are
considered in meeting the nutritional needs of men, women, and children from gestation
through adulthood.
Prerequisite: NHP250 or consent of instructor
Lecture: 3 hours per week 3 credits, Fall, Even years
NHP 350: Advanced Sport Nutrition
This course provides an in-depth study of the nutrients as they relate to sports and fitness and
of health-related issues related to human performance. These issues include eating disorders,
dietary supplements, and various dietary manipulations.

Lecture: 3 hours per week 3 credits, Spring
NHP 400: Nutritional Assessment
This course emphasizes the systematic process of comprehensive assessment of the individual’s
nutritional status in health and disease. Anthropometric measurements, laboratory and clinical
parameters, family, personal and medical histories, dietary intake, psychosocial factors, and
many other factors are examined to draw conclusions for nutritional and other forms of
intervention.
Lecture: 3 hours per week 3 credits, Spring, Odd years
NHP 410: Nutrition and Disease
This course studies the pathogenesis of diseases and their dietary or nutritional management.
Diseases that are studied include; Cardiovascular diseases, diabetes, obesity and metabolic
syndrome, selected gastrointestinal disorders, and renal disorders.
Lecture: 3 hours per week 3 credits, Spring, Even years
Nutrition and Human Performance

SUZANNE KITTS, Ph.D. Program Coordinator
Students who choose to pursue a Bachelor of Science degree with a major in Nutrition and
Human Performance can expect to have significant hands on opportunities for both exercise
testing and prescription as well as nutritional assessment and dietary programming.
Suggested curriculum schedule is offered below.

Fall Spring
3 Mol and Cell Biology/BIOL 122 3 Animal Form & Function/BIOL 124
1 Mol and Cell Biology Lab /BIOL 123 1 Animal Form & Func Lab/BIOL 125
3 Public Speaking/SPCH 111 3 General Chemistry II/CHEM 114
3 College Composition/LENG 111 1 General Chem II Lab/CHEM 115
2 First Year Seminar/SPRT 101 3 Sport Nutrition/SPRT 130
3 General Chemistry I/CHEM 111 3 Foundations of Theology/LTHE 101
16 17

Fall Spring
3 Nutrition & Health /NHP 250 or 3 Fine Arts/LFIN
Nutrition in the Life Cycle/NHP 300 3 Exercise Psychology/SPRT 250
3 Microbiology/BIOL 106 3 Basic Sociology/SOCI 110
1 Microbiology Lab/BIOL 107 3 Philosophy II Series/LPHI
1 Organic Chemistry I Lab/CHEM 222 1 Organic Chem II Lab/CHEM 225
17 16
532
JUNIOR (34 credits)

Fall Spring
3 Nutrition & Health/NHP 250 or 3 Nutritional Assessment/NHP 400 or
Nutrition in the Life Cycle/NHP 300 Nutrition in Disease/NHP 410
3 Exercise Physiology/SPRT 390 3 Statistics/MATH/PSYC
1 Exercise Physiology Lab/SPRT 391 3 History without Borders/LHST 111
3 Research Methods in Exercise Science/ 3 Kinesiology/SPRT 360
SPRT 310 1 Kinesiology Lab/SPRT 361
3 Motor Development/SPRT 414 3 Motor Learning & Performance/
2 Disordered Eating in Athletics/ SPRT 415
SPRT 393 or Issues in Cont. in Sport
Nutrition/SPRT 395
18 16
SENIOR (31 credits)

Fall Spring
2 Disordered Eating in Athletics/ 3 Nutrition Assessment/NHP 400 or
SPRT 393 or Issues & Cont. in Sport Nutrition in Disease/NHP 410
Nutrition/SPRT 395 3 Clinical Exercise Physiology/SPRT 425
3 Exercise Testing & Prescription/ 3 Exercise Biochemistry/SPRT 405
SPRT 400 3 Medical Terminology
1 Exercise Testing & Prescription Lab/ 3 Senior Seminar/LBST 383
SPRT 401
3 Independent Study/SPRT 450
3 Advanced Sport Nutrition/NHP 350
16 15
TRUSTEES 533
Trustees, Administration, Faculty

BOARD OF TRUSTEES Mr. Thomas J. Loftus ‘56, MBA ‘74
Retired Business Executive, Erie, PA
Mr. Robert P. Barker ‘72 Rev. Edward M. Lohse ‘84
Retired Business Executive, Dana Point, CA Vicar General, Diocese of Erie, Erie, PA
Ms. Candace D. (Horton) Battles ‘93 Rev. John P. Malthaner ‘91
Retired Social Worker, Erie, PA Pastor, St. Luke’s Parish, Erie, PA
Mr. Richard E. Beattie ‘92 Mr. Pierre McCormick ‘79
President, Mechanical Engineering & Retired President, Wisconsin Distributors, LP,
Construction (MEC2), Phoenix, MD Erie, PA
Rev. Msgr. Robert L. Brugger Mr. Mark J. Minnaugh ‘81
Retired Pastor, St. George Church, Erie, PA Retired Executive Vice President, Giant Eagle,
Mr. Walter W. Cooper ’85, ‘87M Inc., Secretary, Allison Park, PA
CEO, Matrix Medical Network, Odessa, FL Mr. Timothy G. NeCastro
Mr. Gregory J. Czarnecki ‘89 President and CEO, Erie Insurance, Erie, PA
Climate Change and Research Coordinator, Susan M. Nedza, M.D. ‘80
PA Department of Conservation and Natural Chief Medical Informatics Officer, MPA
Resources, Hummelstown, PA Healthcare Solutions, Hinsdale, IL
Ms. Tina M. (Cicchetti) Donikowski ‘85 Richard G. Orlando, M.D. ‘76
Retired Vice President, GE Transportation Director, Cataract Surgery, Dublin, OH
Systems, Erie, PA
The Most Rev. Lawrence T. Persico, J.C.L.
Sister Mary Drexler, SSJ ‘71 VMC Bishop of the Diocese of Erie, Chairperson,
Principal, Our Lady’s Christian School, Erie, PA
Erie, PA
Mr. Thomas F. Power, Jr. ‘63
Ms. Dana M. Fallon ‘91 Retired Business Executive, Green Oaks, IL
Associate Registrar, George Mason University
Rev. Nicholas J. Rouch, S.T.D., ‘83
School of Law, Arlington, VA
Vicar for Education, Diocese of Erie, Erie, PA
Mr. Jim Fiorenzo
Mr. James J. Rutkowski, Jr. ‘83
Senior Advisor, UPMC International
General Manager/Treasurer, Industrial Sales
Ms. Gwendolyn M. (Ralph) Garbarino, and Manufacturing, Inc., Erie, PA
Esq. ‘82
Mr. James A. Scozzie, Ph.D. ‘65
Vice President and General Counsel, eden,
Retired Business Executive, Concord, OH
Inc., State College, PA
Antoinette Spevetz, M.D. ‘83
Mr. James E. Gehrlein ‘72
Professor of Medicine, Cooper University
Retired Executive, Erie, PA
Health, Oxford, PA
Mr. Thomas C. Guelcher ‘62, MBA ‘76
Atty. James F. Toohey, Esquire ‘56
Risk/Properties Director, Vice Chairperson,
Partner, Quinn, Buseck, Leemhuis, Toohey &
Sisters of Mercy, Erie, PA
Kroto Inc., Erie, PA
Brigadier General Timothy J. Hilty ‘81
Ms. Margaret A. VanderLaan ‘89
Assistant Adjutant General, Department of
Chief Marketing Officer, Encore Electric,
the Army/PA National Guard, Lebanon, PA
Highlands Ranch, CO
Rev. Scott W. Jabo, Ph.D.
Sister Mary Ann White, SSJ
President, Cathedral Preparatory School/Villa
Leadership, Sisters of St. Joseph of
Maria Academy, Erie, PA
Northwestern Pennsylvania, Erie, PA
Mr. Scott M. Krall ‘84
Mr. William M. Zeitler ‘69
Head of Corp Environmental Governance
Retired Business Executive, Jamestown, RI
Bayer Corporation, Pittsburgh, PA
Mr. Urban J. LaRiccia ‘59
Private Investor, Rancho Sante Fe, CA
534
THE PRESIDENT R. Scott Rash, Vice President

OF THE FACULTY SENATE for University Advancement
B.A. Randolph-Macon College
THE PRESIDENT OF THE STUDENT
GOVERNMENT ASSOCIATION Melanie A. Whaley, Chief Marketing
& Communications Officer
Emeritus Trustees: B.A. Gannon University
DONALD S. LESLIE, JR. –
FAIRVIEW, PA
Office of Academic Affairs
DR. SALLY R. SCHULZE –
CLEVELAND, OH Bernadette Agresti, University
Ombudsman
B.A. Gannon University
ADMINISTRATION M.S. Gannon University
Dana Bagwell, Director Institutional
Research, Assessment and Analytics
Office of the President B.S. University of Florida
Ed.D. D’Youville College
Keith Taylor, Ph.D., President
Earl W. Brieger, Director of Distance
B.S. State University of New York at Buffalo
Education
M.S. State University of New York at Buffalo
B.A. Hiram College
Ph.D. State University of New York at Buffalo
M.Ed. Gannon University
Val Bacik, Vice President for Planning
Kenneth Brundage, Director,
and Finance
Nash Library
B.S. Gannon University
B.A. Kent State University
M.B.A. Wake Forest University
M.M. Louisiana State University
William R. Edmondson, Vice President M.L.I.S. Lousiana State University
for Enrollment
Brian Collingwood, Director of Career
B.S. Kent State University
Exploration and Development
M.P.A. Kent State University
B.A. Xavier University
Walter Iwanenko, Ph.D., Vice President M.Ed. The University of Akron
for Academic Affairs
Catherine Datte, Director, Center for
B.A. D’Youville College
Excellence in Teaching and Learning
M.S. D’Youville College
B.S. Temple University
Ph.D. State University of New York
M.Ed. Pennsylvania State University
at Buffalo School of Medicine
Sarah Ewing, Dean, Morosky College
Rev. Michael T. Kesicki, Associate Vice
of Health Professions and Sciences
President for Mission and Ministry
B.S. Pennsylvania State University
Ph.D. North Carolina State University
S.S.L. Pontifical Biblical Institute,
Gregorian University Linda M. Fleming, Dean, College
of Humanities, Education, and
Steven A. Mauro, Ph.D., Vice President
Social Sciences
for Academic Administration
B.F.A. California Institute of the Arts
B.S. State University of New York at Buffalo
M.A. University of Connecticut
Ph.D. University of Pittsburgh
Darlene A. McMichael, Executive
Donna Green, Director of Sponsored
Assistant to the President
Programs and Research
R. Brian Nichols, Vice President for A.S. Gannon University
Student Development and Engagement B.S. Gannon University
B.A. University of Cincinnati M.S. Gannon University
B.S. University of Cincinnati
Lisa Hoch, Assistant to the Vice
M.S. George Peabody College
President’s for Academic Affairs
of Vanderbilt University
and Academic Administration
ADMINISTRATION 535
Elisa Konieczko, Faculty Career Rosemary Cooper, Assistant Coach,

Mentoring Coordinator Men’s Women’s Cross Country
B.S. Gannon University B.S. Gannon University
Ph.D. University of Pittsburgh School DPT Gannon University
of Medicine Matthew J. Darling, Head Coach,
Meagan McHugh, Associate Director, Volleyball, Assistant Professor of English
Learning Abroad and International B.A. University of Kentucky
Academic Programs M.A. Michigan State University
B.A. St. Marys College Ph.D. Marquette University
M.A. Gannon University R. Patrick Dragoone, Associate
Erika Ramalho, Director of Community Athletic Trainer
and Government Relations B.S. Gannon University
B.A. Slippery Rock University M.S. Shenandoah University
Karinna M. Vernaza, Professor of Jacqueline Eshleman, Head Coach,
Mechanical Engineering, Interim Dean of Acrobatics and Tumbling
the College of Engineering and Business B.S. University of Oregon
B.S. United States Merchant Marine Academy Evan M. Euler, Assistant Coach, Baseball
M.S. University of Notre Dame B.A. Gannon University
Ph.D. University of Norte Dame M.B.A Gannon University
Rev. Shawn Jeffrey Clerkin, Associate Meghan E. Foran, Head Coach,
Professor of Theatre and Communication Competitive Cheer
Arts, Program Director of Theatre, B.S. Drexel University
Interim Co-Director of the School of M.S Drexel University
Communication and the Arts
Jonathon Gin, Assistant Coach,
Women’s Basketball
M.F.A. Virginia Commonwealth University
B.S. University of North Florida
M.Div. Bexley Hall Seminary
M.A. Trevecca Nazarine University
Christina Harvey, Assistant Coach,
Athletics Women’s Basketball
B.S. Pfeiffer University
Thomas M. Boyd, Assistant Coach,
M.S. California University of Pennsylvania
Wrestling
B.S. Gannon University Donald Henry, Head Coach, Wrestling
D.C. Palmer College of Chiropractic B.S. Slippery Rock University
James J. Brunelli, Head Coach, Syrena Hess, Assistant Athletic Trainer
Women’s Basketball B.S. West Chester University of Pennsylvania
B.S. Clarion University M.S. Winthrop University
M.S. Clarion University Josh Hoeg, Assistant Coach, Football
John Carrig, Head Coach, Men’s B.S. Coe College
and Women’s Cross Country M.A. Coe College
B.A. Gannon University Thomas Jakubowski, Head Coach,
M.Ed. Gannon University Softball
Dustin Coleman, Head Coach, Men’s Golf B.S. Edinboro University of Pennsylvania
B.A. Pennsylvania State University H. Nicolas Leslie, Assistant Coach,
Gregory Coleman, Head Coach, Baseball Baseball
B.S. Embry-Riddle Aeronautical University B.S.M. Gannon University
M.P.A. Gannon University Kathleen A. MacMurdy, Assistant
Billy Colton, Assistant Coach, Director of Athletics for Business and
Men’s Soccer Finance; Senior Woman Administrator
B.A. Mercyhurst University Kerri Makay, Head Coach,
Game Day Cheer, Assistant Coach,
Competitive Cheer
536
Tyler Mattera, Assistant Coach, Volleyball Scott Stano, Head Women’s Golf Coach
B.A. St. Francis University B.A. Thiel College
Lisa Goddard McGuirk, Director of Andrew Stark, Assistant Coach, Men’s
Athletics Basketball
B.S. Brandeis University B.A. St. Bonaventure University
Jermaine Mitchell, Assistant Coach, Darren Suroviec, Head Coach, Men’s
Football and Women’s Swimming and Diving
B.S. Allegheny College B.S. Edinboro University
M.A. University of Charleston Daniel Teliski, Assistant Director of
Allison Moore, Head Athletic Trainer Athletics for Media Relations
B.S. Lock Haven University B.A. Gannon University
M.S. California University of Pennsylvania Christopher Viscuso, Assistant Coach,
Sean Morphy, Head Coach, Men’s and Men’s Basketball
Women’s Water Polo B.S. Pennsylvania State University, The
B.A. Gannon University Behrend College
Alia Nolan, Assistant Coach, Acrobatics Dale White, Head Coach, Men’s Soccer
and Tumbling and Assistant Coach Women’s Soccer
B.S. Alderson Broaddus University B.A. Gannon University
Kerry O’Donnell, Head Coach, Madeline Williams, Assistant Director
Women’s Lacrosse of Athletics Media Relations
B.A. Rowan University B.A. Slippery Rock University
Colin Petersen, Head Coach, of Pennsylvania
Women’s Soccer M.S. Slippery Rock University
B.S. Gannon University of Pennsylvania
Lia Petersen, Assistant Coach, Arik Wolf, Assistant Coach, Football
Women’s Soccer B.S. Indiana University
Christopher D. Pike, Strength Career Exploration
& Condition Coordinator and Development
M.S. Gannon University Brian Collingwood, Director of Career
Kaitlin Regan, Athletic Trainer Exploration and Development
B.S. University of Michigan B.A. Xavier University
M.Ed. The University of Akron
John Reilly, Head Coach, Men’s
Basketball Miranda Grom, Career Advisor/
B.S. Bowie State University Recruiting Coordinator,
M.S. Gannon University Career Exploration and Development
A.A. Gannon University
Levi Rex, Assistant Director
of Media Relations
B.S. Ashland University Erin Hart, Assistant Director, Career
M.A. Ashland University Exploration and Development
B.A. The Ohio State University
Brad Rzyczycki, Head Coach, Football
M.Ed. University of Pittsburgh
B.A. Mercyhurst College
M.Ed. Mercyhurst College Cheryl O. Rink, Assistant Director, Career
Exploration and Development
Gregory Sarbak, Assistant Coach, Men’s
and Women’s Swimming and Diving
M.S. Gannon University
B.A Edinboro University
Kolleen Woodcock, Career Advisor/
Donald Sherman, Associate
Outreach Coordinator, Career Exploration
Director of Athletics
and Development
B.S. Slippery Rock University
B.S. Hilbert College
M.S. SUNY Buffalo State
ADMINISTRATION 537
Enrollment Services Renee Schlosser, Associate Director of

Financial Aid
William R. Edmondson, Vice President B.S. Gannon University
for Enrollment Christianne Sukitsch, Assistant Director,
B.S. Kent State University Financial Aid
M.P.A. Kent State University B.S. Gannon University
Jodie M. Camillo, Assistant Registrar Lauren E. Theisen, Assistant Director,
B.A. Indiana University of Pennsylvania Center for Adult Learning
M.P.A. Gannon University B.A. Gannon University
Tom Camillo, Director of Admissions M.A. Edinboro University
B.A. University of Pittsburgh Thomas Thompson, Enrollment
Kyle Churman, Enrollment Advisor Technology Coordinator
B.A. Gannon University B.S. Youngstown State University
M.A. Ohio University Miles Vida, Associate Director of
Emily Ernes, Enrollment Advisor Admissions, Financial Aid Liaison
B.A. Denison University B.A. The Ohio State University
Zachary Flock, Director of Enrollment M.Ed. Gannon University
Communications and Technology Patrick C. Washington, Senior Enrollment
B.A. Gannon University Advisor
Michael Goebel, Senior Enrollment B.S. Gannon University
Advisor
B.S. Ohio University Finance and Administration
M.S. Clarion University
Thomas B. Hassett, Associate VP for Kylie Brown, Budget Analyst
International Enrollment and Affairs B.S. Edinboro University
B.S. Point Park University Mary Beth Danowski, Assistant to
M.A. Duquesne University the Vice President for Finance and
Emily Kleps, Associate Director, Administration, and Coordinator for Risk
Admissions Management and Insurance Programs
B.S. Gannon University A. Jay DiFrank, Interim Director,
M.P.A. Gannon University Human Resources
Sharon Krahe, Director, Financial Aid B.S. The Pennsylvania State University
B.S. Gannon University M.Ed. Gannon University
M.P.A. Gannon University Michael P. Dougherty, Director, Enterprise
Lauren Kraynik, Senior Enrollment Risk Management
Advisor B.S. Gannon University
B.A. Gannon University M.B.A. Gannon University
Cindy Kurczewski, Technical Manager, Gregory Duffin, Assistant Director
Registrar’s Office for Networking
Julie Lapiska, Assistant Director of B.S. Gannon University
Admissions Josh Eberle, Director, Physical Plant
B.A. Gannon University Les Fetterman, Director, Campus
Nicole Lossie, Enrollment Police and Safety
Communications Coordinator B.A. Gannon University
B.A. Gannon University Laurie Fullerton, Applications Manager
Kara Morgan, Registrar B.S. Robert Morris University
B.A. Pennsylvania State University Dan Giannelli, Manager, Academic
M.P.A. Gannon University and End-User Technology
Mary Pol, Associate Director, B.S. Gannon University
Financial Aid Julie Grosinksi, CPA, Internal Auditor
B.A. Gannon University B.S. Gannon University
538
Jon M. Habursky, Assistant Director, Brent D. Heckman, Director,

Campus Police and Safety Campus Ministry
A.S. Edinboro University B.S. University of Toledo
Mark Jordano, Associate Vice President M.Div. St. John’s University
for Information Technology Services Jessica Badach Hubert, Director,
B.S. Gannon University Center for Social Concerns
M.B.A. Gannon University B.A. Allegheny College
Angela Joyce, Student Accounts M.P.A. Gannon University
Supervisor Emily L. Muntean, Associate/
Mark Kennelley, Grounds Supervisor Resident Campus Minister
B.A. Mercyhurst University B.A. St. Edward’s University
M.A. Boston College
Michelle Klemm, Grant Accountant
B.S. The Pennsylvania State University Sara J. H. Nesbitt, Program Coordinator
B.A. Thiel College
Carol Kugler, Help Desk Supervisor
M.A. Gannon University
Katie Leonard, Associate Vice President
Rev. George E. Strohmeyer, Senior
for Budget
Chaplain
B.A. St. Mary’s Seminary and University
M.B.A. Gannon University
M.A. The Catholic University of America
Carolyn Ross, Manager, Student Accounts
Wendy Rutkowski, Payroll Supervisor Student Development
Trevor Schultz, IT Analyst and Engagement
B.S. Pennsylvania State University R. Brian Nichols, Vice President for
Kurt Spence, Applications Manager Student Development and Engagement
B.S. The Pennsylvania State University B.A. University of Cincinnati
Jeffrey S. Taylor, C.P.A., Controller B.S. University of Cincinnati
B.A. Indiana University of Pennsylvania M.S. George Peabody College of
M.B.A. Robert Morris University Vanderbilt University
Andrew J. Teets, Purchasing Director Justin Bogard, Resident Director,
B.S. Gannon University Office of Residence Life
M.B.A. Gannon University B.S. Gannon University
Rhonna Bollig, Associate Director (for
Mission and Ministry Staff Development and Engagement),
Office of Residence Life
Rev. Michael T. Kesicki, Associate B.A. James Madison University
Vice President for Mission and Ministry M.S. Colorado State University
B.A. Gannon University Angela Coustillac, Assistant Director,
S.S.L. Pontifical Biblical Institute, Leadership Development and Campus
Gregorian University Engagement
Christopher A. Beran, Bishop Donald W. B.S. Gannon University
Trautman House Coordinator/ M.B.A. Gannon University
Associate Campus Minister Anthony B. DiPasqua, Assistant Director
B.A. Ferris State University of Greek Life and Campus Engagement
B.Phil. Sacred Heart Major Seminary B.A. Gannon University
M.A. Franciscan University of Stubenville M.Ed. Kent State University
Delray P. Davis, Associate/Resident Veronica Flacke, Resident Director,
Campus Minister Office of Residence Life
B.S. University of St. Francis B.A. Bowling Green State University
M.A. University of Notre Dame
ADMINISTRATION 539
Kathleen M. Gausman, Associate Vice Beth Shick, Director, Student

President for Student Development and Organizations and Campus Events
Engagement B.A. Gannon University
B.S. Villa Maria College M.A. Slippery Rock University
M.S. Gannon University Denise Simon, Nurse, Health Center
Jodi Giacomelli, Counseling Psychologist, B.S.N. Gannon University
Counseling Services; Lecturer in Mary Jean Taylor, Wellness Director
Psychology Ph.D. Rocky Mountain University
B.A. Gannon University M.A. New York University
M.S. Gannon University B.S. Ithaca College
Ph.D. Gannon University Yih Tsao, Resident Director, Office of
Denise Golden, Director, Office of Residence Life
Residence Life B.A. University of Alabama at Birmingham
B.A. Coastal Carolina University M.S. University of Alabama at Birmingham
M.A. The University of South Carolina M.Ed. Florida State University
Allison Hauck, Resident Director, Matthew R. Ward, Associate Director
Office of Residence Life for Business Operations, Office of
B.S. Bowling Green State University Residence Life
M.Ed. Kent State University B.S. Gannon University
Paul A. Hinkle, Coordinator for Resident M.P.A. Gannon University
Engagement and Community Standards, Brigid Wilcox, Nurse, Health Center
Office of Residence Life A.D.N. Gannon University
B.A. Carthage College B.A. Mercyhurst College
M.Ed. University of West Florida
Sam Hyman, Director, Waldron Campus
Student Learning Commons
Center and Extended Operations
B.S. Mercyhurst University Elizabeth Kons, Director, Writing
Stephen Large, Director of Health and Research Center
and Counseling Services B.A. Mercyhurst College
B.S. John Carroll University M.A. Gannon University
Psy.D. Wright State University Adam Nogaj, Director, STEM Center
Susan Majocka, Student Conduct B.S. State University of New York at Fredonia
Officer & Special Initiatives, Office of M.S. Rochester Institute of Technology
Residence Life
B.S. Robert Morris University
M.S. Gannon University Student Success Center
Danielle Minke, Resident Director, Heidi Brieger Noyes, Director, Commuter
Office of Residence Life Life and REAP
B.A. Pepperdine University B.S. Allegheny College
M.A. Pepperdine University M.S. Gannon University
Rebecca M. Perry, Assistant Director, Crista Gray, Director, Student Support
T.R.A.V.E.L. and Global Initiatives Services Program
B.A. Gannon University B.A. Syracuse University
M.A. Ohio University M.A. Mansfield University
Alex Schmitt, Resident Director, Claudia Mokwa, Advisor, Student
Office of Residence Life Support Services Program
B.A. Niagara University B.S. Gannon University
M.S. Buffalo State University M.A. Edinboro University
Feliesha Shelton-Wheeler, Counselor Laura Rhodes, Advisor, Student Support
B.A. Hampton University Services Program
M.S. University of Baltimore B.A. Indiana University of Pennsylvania
Psy.D. The Adler School of Professional M.A. Edinboro University
Psychology
540
Sherry Tyzinski, Advisor, Academic University Marketing

Advising Center & Communications
Amanda Washek, Advisor, Academic Melanie Whaley, Chief Marketing
Advising Center and Communications Officer
B.S. Allegheny College B.A. Gannon University
M.A. Dublin City College Haley Figurski, Media Relations
Michelle M. Wiley, Director, Academic and Marketing Manager
Advising Center B.S. Edinboro University
B.A. Washington and Jefferson College Michael Gorski, Webmaster
M.Ed. Springfield College B.S. Allegheny College
M.B.A. Gannon University
University Advancement Mallory Hedlund, Marketing
and Communication Specialist
R. Scott Rash, CFRE, Vice President B.A. Gannon University
for University Advancement Laura Hinsdale, Marketing
B.A. Randolph-Macon College & Creative Specialist
Nancy Bird, Leadership Giving Officer A.S. Full Sail University
Lori Bly, Assistant to the Vice President Matt King, Multimedia Specialist
for University Advancement B.A. Temple University
A.S. Pennsylvania State University, Andrew Lapiska, Creative and
the Behrend College Brand Strategist
B.S. Pennsylvania State University, B.S. Mercyhurst University
the Behrend College M.B.A. Gannon University
Cynthia M. Duda, Director of Information Nicole Lossie, Marketing and Social
Systems and Services Media Specialist
B.A. Allegheny College B.A. Gannon University
M.A. Gannon University Kristine Rilling, Multimedia and
Tami Faram, Director, Alumni Services Marketing Manager
B.S. West Virginia University B.A. Allegheny College
Jessica Ciccone-Flock, Director, Annual
Fund and Reunion Giving
FACULTY
B.A. Mercyhurst University
Cathy Fresch, Director of Development Heather Adams, Assistant Professor
B.A. Hiram College of Physician Assistant Program
B.S.N. Thomas Jefferson University B.S. University of Pittsburgh
Mark J. Gaeta, Coordinator of Capital M.P.A.S. Chatham College
Support and Athletics Liaison Mahesh C. Aggarwal, Professor and
B.S. Gannon University Chairperson of Mechanical Engineering,
Anita Miller, Executive Director of Director of Mechanical Engineering
Development Graduate Program
B.A. Edinboro University of Pennsylvania B.S. I.I.T. Kanpur, U.P. India
M.P.A. Gannon University M.S. Marquette University
Melanie Vadzemnieks, Assistant Ph.D. University of Michigan
Development Officer Bernadette Agresti, Instructor and
B.A. Gannon University Director of Legal Studies Program,
M.A. University of Pittsburgh Director of Pre-Law Program, University
Ombudsman
FACULTY 541
Peter Agresti, Instructor of Legal Stephanie Barnhizer, Instructor

Studies and History of Philosophy
B.A. University of Pittsburgh A.A. Northwestern Michigan College
J.D. University of Pittsburgh Law School B.A. Grand Valley University
Jennifer R. Allen-Catellier, Assistant M.A. Bowling Green State University
Professor of Communication Arts, Carolyn G. Baugh, Associate Professor
Program Director for Health of History, Women’s Studies Program
Communications, Associate Professor of Director
History, Director of Women’s B.A. Duke University
Studies Program M.A. University of Pennsylvania
B.A. Mercyhurst University Ph.D. University of Pennsylvania
M.A. Edinboro University LTC Michael P. Bentley, Professor of
Ph.D. University at Buffalo Military Science
Carol Amann, Ph.D., RN, Assistant B.S. Northern Arizona University
Professor M.B.A. University of Phoenix
A.S.N. Villa Maria College M.S. Naval War College
B.S.N. Pennsylvania State University Gary Berringer, Assistant Professor
M.S.N. Gannon University of Nursing
Gregory M. Andraso, Professor B.S. Indiana University of Pennsylvania
and Associate Director of Biology B.S.N. Indiana University of Pennsylvania
B.A. Hiram College M.S.N. University of Pennsylvania
Ph.D. Indiana University David T. Blaetz, Jr., Instructor of Theatre
Quyeh Aoh, Assistant Professor and Communication Arts
of Biology B.A. Gannon University
B.S. James Madison University M.Ed. Gannon University
Ph.D. University of Virginia Mark C. Blair, Instructor of Computer
Vishal Arghode, Assistant Professor of and Information Science
Organizational Learning and Leadership B.A. Mercyhurst University
B.E. Nagpur University M.S. Gannon University
M.B.A. I.I.F.M. India Jeffrey H. Bloodworth, Interim
M.Ed. Texas A&M University co-Director of School of Public Service
Ph.D. Texas A&M University and Global Affairs, Interim Director of
Parris Baker, Assistant Professor of Social Public Service and Global Affairs program
Work, Program Director of Social Work, B.A. Missouri State University
Mortuary Science and Gerontology M.A. Missouri State University
B.A. Gannon University Ph.D. Ohio University
M.S.W. Case Western Reserve University Ann M. Bomberger, Associate Professor
Ph.D. University of Pittsburgh of English, Director of Honors Program
Valerie Baker, Assistant Professor B.A. Allegheny College
of Nursing Ph.D. State University of New York
B.S. Gannon University at Stony Brook
B.S.N. Villa Maria College Jeffrey L. Boss, Assistant Professor
M.S.N. University of Pittsburgh of Occupational Therapy
David B. Barker, Associate Professor B.S. Medical College of Georgia
of Organizational Learning and M.S. Bowie State University
Leadership and Program Director Eric Brownlee, Associate Professor
of Sociology Program of Sport Management and Marketing
B.A. State University of New York at Buffalo B.S. Slippery Rock University
M.A. State University of New York at Buffalo M.S. Slippery Rock University
Ph.D. State University of New York at Buffalo Ph.D. University of Louisville
542
Amy Brzuz, Assistant Professor and Gerald C. Clark, Jr., Associate Professor
Program Director of Occupational of Criminal Justice, Director of
Therapy Criminalistics Program, Chairperson
B.S. Gannon University of Criminal Justice & Social Work
O.T.D. Chatham University Department
Jeremy Christopher Cannell, Instructor B.A. Edinboro University
of Computer and Information Science, M.A. C.U.N.Y. John Jay College
Instructor of Foreign Languages of Criminal Justice
B.Sc. University of Surrey, Guildford, Ph.D. Capella University
England Rev. Shawn Jeffrey Clerkin, Associate
M.S.E.S. Gannon University Professor of Theatre and Communication
Natasha Camera, Assistant Professor Arts, Director of Performing and Visual
and Director of Clinical Education Arts Program, Director of Liberal Studies
of Physician Assistant Program B.A. Gannon University
B.S. Gannon University M.F.A. Virginia Commonwealth University
MPAS Gannon University M.Div. Bexley Hall Seminary
Renee M. Castrigano, Assistant Professor Adrienne Colabuno, Assistant Professor
of Accounting and Clinical Coordinator, Physician
B.S. John Carroll University Assistant Department
M.S. Cleveland State University B.S. Gannon University
D.B.A. Cleveland State University MPAS Gannon University
T. Andrew Caswell, Assistant Professor Nicholas Conklin, Associate Professor
of Psychology and Chairperson of Physics
B.S. Bethany College B.S. Grove City College
M.A. Marshall University Ph.D. Pennsylvania State University
Ph.D. University of South Florida Diann Cooper, Instructor of Nursing
Michael J. Caulfield, Professor B.S.N. Gannon University
of Mathematics M.S.N. Edinboro University of Pennsylvania
B.A. Mount St. Mary’s College Timothy E. Coppock, Associate Professor
M.A. University of Maryland and Program Director of Clinical Mental
Ph.D. West Virginia University Health Counseling, Chairperson of
Kimberly Cavanagh, DHSc, PA-C, Psychology and Counseling Department
Associate Professor and Chairperson, B.A. Earlham College
Physician Assistant Program M.Div. United Theological Seminary
B.S. Siena College M.A. Bowling Green State University
P.A. Alleghany University of the Health Ph.D. The University of Toledo
Sciences (now Drexel University) George G. Couch, Assistant Professor
MPAS University of Nebraska Medical Center of Healthcare Management
DHSc Nova Southeastern University B.A. Bethany College
Christine Cedzo, Assistant Professor M.B.A. West Virginia University
of Mathematics D.H.A. Medical University of South Carolina
B.S. Gannon University Ronald Cuzzola, Assistant Professor
M.A. University of Arizona and Clinical Coordinator of Radiologic
Betty Jo Chitester, Assistant Professor Sciences
of Chemistry B.S. Gannon University
B.A. Lock Haven University of Pennsylvania M.S. Mercyhurst College
M.S. Youngstown State University Matthew Darling, Assistant Professor
Ph.D. Kent State University of English
B.A. University of Kentucky
M.A. Michigan State University
Ph.D. Marquette University
FACULTY 543
Eric Dart, Assistant Professor of Theology, Leighann S. Forbes, Associate Professor

Program Director of Pastoral Studies of Education
B.A. Gannon University B.S. Edinboro University of Pennsylvania
M.A. Gannon University M.Ed. Edinboro University of Pennsylvania
Ph.D. Duquesne University Ed.D. Duquesne University
Christopher Dempsey, Assistant Professor Stephen T. Frezza, Professor of Software
of Biology, Program Director Engineering
of Freshwater and Marine Biology B.S. University of Pittsburgh
B.S. Lycoming College M.S. University of Pittsburgh
M.S. Lehigh University Ph.D. University of Pittsburgh
Ph.D. Lehigh University Carolyn Galleher, Assistant Professor
Michael E. DeSanctis, Professor of Fine of Physical Therapy, Program Director
Arts & Theology Pre-Physical Therapy, Associate Director
B.A. State University of New York, of Physical Therapy
College at Potsdam B.S. St. Louis University
M.F.A. Ohio University M.H.S. University of Indianapolis
Ph.D. Ohio University DHS. University of Indianapolis
Geoffrey D. Dietz, Associate Professor Mike Ganger, Professor of Biology
and Chairperson of Mathematics B.S. Siena Heights University
B.S. University of Dayton M.S. University of New Hampshire
Ph.D. University of Michigan Ph.D. University of New Hampshire
Robert J. Dobiesz, Assistant Professor, Frank P. Garland, Assistant Professor
University Archivist, and Assistant of English and Journalism, Director of
Director, Nash Library Journalism Communication Program
B.A. Gannon University B.A. San Francisco State University
M.L.S. University of Pittsburgh M.S. West Virginia University
Sarah J. Ewing, Associate Professor of Elizabeth A. Garloch, Instructor and
Biology, Dean of the Morosky College Systems Librarian
of Health Professions and Sciences B.A. Edinboro University
B.S. Pennsylvania State University M.S.L.S. Clarion University
Ph.D. North Carolina State University Lorraine Gdanetz, Instructor of Nursing
Tania S. Flink, Assistant Professor B.S.N. Pennsylvania State University,
of Sport and Exercise Science The Behrend College
B.S. University of Illinois at Urbana M.S.N. Mansfield University
M.S. University of Illinois at Urbana David J. Gee, Assistant Professor
Ph.D. Arizona State University of Mechanical Engineering
Linda M. Fleming, Associate Professor B.S. University of California at Davis
of Psychology and Dean of College of M.S. Boston University
Humanities, Education and Social Sciences Ph.D. Boston University
B.F.A. California Institute of the Arts Mary Carol Gensheimer, Assistant
M.A. University of Connecticut Professor of Communication Arts,
Ph.D. University of Pittsburgh Co-Director of the School of
Renee Foradori, Instructor of Biology Communication and the Arts
B.S. Indiana University of Pennsylvania B.S. Clarion University of Pennsylvania
M.S. University of Massachusetts M.S. Clarion University of Pennsylvania
Shreelina Ghosh, Assistant Professor
of English
B.A. University of Calcutta, India
M.A. University of Calcutta, India
Ph.D. Michigan State University
544
Terry Giles, Professor of Theology Jessica L. Hartnett, Associate Professor

B.A. Grand Rapids Baptist College of Psychology
M.Div. Grand Rapids Baptist Seminary B.S. Pennsylvania State University
Th.M. Grand Rapids Baptist Seminary M.A. Northern Illinois University
Ph.D. Michigan State University Ph.D. Northern Illinois University
Kristen Grippe, Assistant Professor of Bernadette Hattjar, Associate Professor
Physician Assistant Program of Occupational Therapy
B.S. Gannon University B.A. Edinboro University of Pennsylvania
MPAS Gannon University M.Ed. The Pennsylvania State University
Lori Grossholz, Assistant Professor and Dr.OT. Nova Southeastern University
Technical Services Librarian Richard P. Hauser, Assistant Professor
B.A. Edinboro University of Pennsylvania of Finance, Chairperson of Financial and
M.S.L.S. Clarion University of Pennsylvania Economic Analysis
Geoffrey A. Grundy, Assistant Professor B.S. Purdue University
of History, Director of Interdisciplinary M.B.A. California Coast University
Studies Program Ph.D. Kent State University
B.S. University of Illinois Carol A. Hayes, Instructor of English
M.S. University of Edinburgh B.A. Oakland University
Ph.D. University of Edinburgh M.F.A. Vermont College
Beth Gustafson, Assistant Professor Patrick Headley, Associate Professor
of Physical Therapy of Mathematics
B.S. Quinnipiac College B.S. Case Western Reserve University
M.S.Ed. University of Dayton Ph.D. University of Michigan
Melanie Gustafson-Ropski, Instructor Matthew S. Heerboth, Associate Professor
of Biology, Director of Pre-Health of Chemistry
Advising Program B.S. Truman State University
B.S. Montana State University Ph.D. Florida State University
M.A. Indiana State University Kurt E. Hersch, Instructor of
William P. Haggerty, Associate Professor Entrepreneurship
of Philosophy B.S. Pennsylvania State University
B.A. University of Scranton M.B.A. New York University
M.A. Boston College Perry Hilburn, Instructor of Physics
Ph.D. Boston College B.S. Gannon University
William Hallock, Assistant Professor M.S. Gannon University
of Education, Coordinator of Graduate Terry S. Holmes, Assistant Professor
Programs, School of Education; Program of Accounting
Director Organizational Learning and B.S. University of Toledo
Leadership, Interim Co-Director of Public M.B.A. University of Toledo
Service and Global Affairs J.D. University of Toledo
B.S. Northwestern Missouri State Michelle M. Homan, Associate Professor
M.S. Northwestern Missouri State and Chair of Environmental Science and
Ed.D. University of Kansas Engineering
Julie Hartmann, Associate Professor of B.S. Pennsylvania State University
Physical Therapy, Director of Clinical M.S. State University of New York at Albany
Education Ph.D. University of Michigan
B.S. Marquette University Blake Hoppe, Assistant Professor and
M.Ed. Pennsylvania State University Associate Director of Physician Assistant
D.S.C. University of Maryland Program
B.S. Edinboro University
M.S. Lake Erie College of Medicine
D.O. Lake Erie College of Medicine
FACULTY 545
Richard W. Johnson, Associate Professor Douglas J. King, Associate Professor

of Physical Therapy, Ruskin Campus of English
B.S. Cornell University B.A. State University of New York at Buffalo
M.A. New York University M.A. George Washington University
D.Ed. Dowling College Ph.D. Duquesne University
Dawn Joy, Assistant Professor of Nursing, Barbara Kitcey, Instructor of Learning
Director of Villa Marin School of Nursing Disabilities Program
B.S.N. Villa Maria College B.S. Edinboro University of Pennsylvania
M.S.N. West Virginia University Reading Specialist Certification, Edinboro
Ph.D. Gannon University University of Pennsylvania
Mark A. Jubulis, Associate Professor Suzanne Kitts, Assistant Professor of
of Political Science, Director of Political Sport and Exercise Science, Program
Science Program Director of Nutrition & Human
B.A. Canisius College Performance
M.A. University of Notre Dame B.S. The Pennsylvania State University
Ph.D. University of Notre Dame M.A. Edinboro University of Pennsylvania
Yong-Kyu Jung, Associate Professor of Ph.D. Walden University
Electrical and Computer Engineering Elisa M. Konieczko, Professor of Biology
B.S. Korea University B.S. Gannon University
M.S. Georgia Institute of Technology Ph.D. University of Pittsburgh School of
Ph.D. Georgia Institute of Technology Medicine
Celene M. Kalivoda, Lecturer in Business Martha Kosir, Professor of Foreign
Administration Languages, Director of Foreign Languages
B.S. Pennsylvania State University, and Cultures Program
the Behrend College B.A. Duquesne University
M.B.A. Gannon University M.A. University of Notre Dame
Aaron K. Kerr, Associate Professor of Ph.D. Vanderbilt University
Philosophy, Chairperson, Department Keith Krise, Assistant Professor
of Philosophy of Chemistry
B.A. Otterbein College B.S. Gannon University
M.Div. Garrett-Evangelical Ph.D. The Pennsylvania State University
Theological Seminary Michelle Kuns, Instructor of Biology
M.T.S. Garrett-Evangelical B.S. University of Minnesota
Theological Seminary M.S. University of Minnesota – Duluth
Ph.D. Duquesne University Timothy Laher, Associate Professor
Andrea Kessler, Assistant Professor of Chemistry
of Physical Therapy, Assistant Director B.S. Vanderbilt University
of Clinical Education Ph.D. University of Mississippi
B.S. University of Pittsburgh Michael J. Latzer, Associate Professor
D.P.T. Slippery Rock University of Philosophy
Bruce A. Kibler, Assistant Professor B.A. McMaster University
of Management M.A. University of Ottawa
B.A. University of Maryland Ph.D. University of Toronto
M.A.S. John Hopkins University Wookwon Lee, Associate Professor and
Ph.D. Matej Bel University Chairperson of Electrical and Computer
Hwidong Kim, Assistant Professor of Engineering; Director of Graduate
Environmental Science and Engineering Electrical and Computer Engineering
B.S. Inha University Program
M.S. Inha University B.S. Inha University, Korea
Ph.D. University of Florida M.S. George Washington University
D.Sc. George Washington University
546
Kristine S. Legters, Associate Professor Karen Lumia, Assistant Professor

and Chairperson of Physical Therapy of Nursing
B.A. Northwestern College B.S.N. D’Youville College
B.S. S.U.N.Y. Upstate Medical Center M.S. State University of New York at Buffalo
M.S. Gannon University Melissa Lund, Assistant Professor
D.Sc. Rocky Mountain University of Health of Nursing
Professions B.S.N. Gannon University
Ryan Leonard, Assistant Professor M.S.N. Gannon University
of Psychology Dianna Lunsford, Assistant Professor of
B.A. Louisiana State University Occupational Therapy, Ruskin Campus
B.S. Louisiana State University B.S. Eastern Michigan University
M.S. University of Louisiana – Lafayette M.Ed. Grand Valley State University
Ph.D. University of Alabama OTD Rocky Mountain University
David R. LeVan, Assistant Professor Julia M. Mack, Assistant Professor of
of Occupational Therapy Criminal Justice and Director of Criminal
B.S. Gannon University Justice Program
M.Ed. Gannon University B.S. Saint Francis University
D.H.S. University of Indianapolis M.A. Bowling Green State University
Sara Lichtenwalter, Associate Professor Ph.D. Bowling Green State University
of Social Work Donald MacKellar, Instructor of Electrical
B.A. LaRoche College and Computer Engineering
M.S.W. University of Pittsburgh B.S. New Mexico State University
Ph.D. University of Pittsburgh M.S. Gannon University
Lori Lindley, Associate Professor Kate MacPhedran, Ph.D., Assistant
of Psychology, Program Director Professor of Physical Therapy
Undergraduate Psychology, Associate B.S. Gannon University
Dean of College of Humanities, Education M.P.T. Gannon University
and Social Sciences Christopher N. Magno, Associate
B.A. University of Notre Dame Professor of Criminal Justice
M.S. Iowa State University B.S. Philippine Normal University
Ph.D. Iowa State University M.A. University of the Philippines
Cynthia Liotta, Assistant Professor Ph.D. Indiana University Bloomington
of Radiologic Sciences Jennifer D. Majewski, Assistant Professor
B.S. Quinnipiac College of Physician Assistant Program
M.S. Gannon University B.S. Grove City College
He Liu, Assistant Professor and M.S. Arcadia University
Chairperson of Biology Fong-Kiong Mak, Professor of Electrical
B.S. University of Science and and Computer Engineering
Technology of China B.S.E.E. West Virginia University
Ph.D. The University of Texas at Austin M.S. University of Illinois at
Yunkai Liu, Associate Professor of Urbana-Champaign
Computer and Information Science Ph.D. University of Illinois at
B.S. University of Science and Technology Urbana-Champaign
(China) Carlos Mamani, Associate Professor
M.S. University of Science and Technology of Foreign Languages
(China) B.A. Brown University
M.S. University of Illinois at Chicago M.A. University of Cincinnati
Ph.D. West Virginia University Ph.D. University of Cincinnati
Emmett J. Lombard, Professor and Alaina Manchester, Assistant Professor
Outreach Librarian of Theatre
B.A. Pembroke State University B.A. Gannon University
M.S.L.S. Clarion University M.S. University of Florida
FACULTY 547
Patricia A. Marshall, Assistant Professor Fr. Jason A. Mitchell, Assistant Professor

of Nursing of Philosophy
B.S.N. University of Wisconsin-Milwaukee Ph.L. Pontifical Athenaeum Regina
M.S.N. California State University Apostolorum
at Long Beach Ph.D. Pontifical Athenaeum Regina
Rev. T. Shane Mathew, Instructor of Apostolorum
Theology S.T.L. Pontifical Athenaeum Regina
B.S. Gannon University Apostolorum
M.Div. St. Mary’s Seminary and University Rebecca Mokris, Assistant Professor of
S.T.B. St. Mary’s Seminary and University Sport & Exercise Science and Program
M.Ed. Gannon University Director of Athletic Training
Lawrence R. Maxted, Assistant Professor B.S. Indiana University
and Collection Development Librarian M.S. West Virginia University
A.B. Oberlin College M.S. California University of PA
A.M. University of Chicago D.Ed. Indiana University of PA
William P. McAndrew, Assistant Professor Richard W. Moodey, Assistant Professor
of Economics of Sociology
B.S. Pennsylvania State University, B.A. Xavier University
the Behrend College M.A. University of Chicago
Ph.D. West Virginia University Ph.D. University of Chicago
Kenneth G. McCurdy, Associate Professor Michelle Moore (Shellie), M.Ed.,
of Clinical Mental Health Counseling RRT-NPS, Assistant Professor and
B.A. Clarion University of Pennsylvania Program Director of Respiratory Care
M.S. University of Scranton A.S. Clarion University
Ph.D. Ohio University B.S. Boise State University
M.Ed. Edinboro University
James E. Menkhaus, Assistant Professor
of Theology, Chairperson, Department Nancy Morris, Instructor of Education
of Theology B.S. Gannon University
B.A. John Carroll University M.S. University of Akron
M.A. John Carroll University M.P.A. Gannon University
Ph.D. Duquesne University David Mosinski, Assistant Professor,
Jill Merritt, Assistant Professor Sport & Exercise Science
of Education B.S. Gannon University
B.S. Edinboro University of Pennsylvania M.S. West Virginia University
M.Ed. Youngstown State University Ph.D. Casewestern Reserve University
Ph.D. Capella University Kaustav Mukherjee, Assistant Professor
Michael J. Messina, Professor of of English
Marketing and Graduate Business Studies; B.A. Dinabandhu Andrews College
Chairperson of Graduate Business Studies M.A. Calcutta University
B.S. John Carroll University Ph.D. Michigan State University
M.B.A. Youngstown State University Blaise A. Nicolia, Instructor of
Ph.D. Kent State University Accounting
Robert Michael, Assistant Professor B.B.A. Niagara University
of Mechanical Engineering M.B.A. State University of New York
B.S. University of Akron at Buffalo
M.S. Case Western Reserve University Lisa Nogaj, Associate Professor and
Ph.D. Case Western Reserve University Chairperson of Chemistry, Program
Janet Minzenberger, Instructor of Director of Biochemistry, Program Director
Nursing, Associate Director of Villa Maria of Chemical Engineering
School of Nursing B.S. State University of New York at Fredonia
B.S.N. Edinboro University M.S. University of Rochester
M.S.N. Indiana State University Ph.D. University of Rochester
548
David A. Nordquest, Assistant Professor Dominic Prianti, Instructor of Philosophy

of Philosophy A.A. Suffolk County Community College
B.A. Oberlin College B.A. State University of New York
M.A. Duke University M.A. North Illinois University
Ph.D. Duke University David Prier, Associate Professor
Joshua C. Nwokeji, Assistant Professor of Mathematics
of Computer and Information Science B.S. University of Dayton
B.Eng. Namdi Azikiwe University, Nigeria M.S. Auburn University
M.Sc. Middlesex University, London Ph.D. Auburn University
Ph.D. Middlesex University, London Karen Probst, Instructor of Occupational
Patrick F. O’Connell, Professor of English Therapy
and Theology B.S. Gannon University
B.A. The College of the Holy Cross M.S. Gannon University
M.A. Yale University Duane Prokop, Assistant Professor
M.A. Fordham University of Marketing; Chairperson of the
Ph.D. Yale University Department of Market-Focused Systems
Ph.D. Fordham University and Analytics; Chairperson of the
Ikechukwu P. Ohu, Assistant Professor of Department of Operational Systems
Industrial Engineering, Program Director B.S. Youngstown State University
of Industrial Engineering M.B.A. Youngstown State University
B.Eng. Ambrose Alli University D.S.L. Regent University
M.S. Southern Illinois University Robin Quick, Associate Professor
Ph.D. Southern Illinois University of Education
Anne O’Neill, Instructor of Advertising B.S. Edinboro University of Pennsylvania
Communication, Program Director of M.Ed. Edinboro University of Pennsylvania
Advertising Communication D.Ed Indiana University of Pennsylvania
B.A. Mercyhurst College Lisa Quinn, Associate Professor of
M.A. Edinboro University of Pennsylvania Nursing, Associate Director of Villa Maria
Caroline Palmer, Assistant Professor School of Nursing
of Physician Assistant B.S.N. Villa Maria College
B.A. Miami University M.S.N. Edinboro University of Pennsylvania
MPAS Kettering College Ph.D. Kent State University
Master of Anatomy, Wright State University John D. Ranney, Assistant Professor
Michael J. Panza, Professor of Mechanical of Psychology
Engineering B.A. Northwestern College
B.M.E. Gannon University M.A. University of Northern Colorado
M.S. Gannon University M.S. North Dakota State University
Ph.D. University at Buffalo, State University Ph.D. North Dakota State University
of New York Robert S. Rawding, Professor of Biology
Edward Phillips, Professor of Biology B.S. Stonehill College
B.S. Clarion University Ph.D. University of Oklahoma
M.S. Clarion University Tania C. Reis, Assistant Professor of
Ph.D. University of Arkansas Organizational Learning & Leadership
Davide Piovesan, Assistant Professor of B.A. Eastern Michigan University
Biomedical Engineering; Program Director M.S. Teachers College Columbia University
of Biomedical Engineering Ph.D. University of Nebraska – Lincoln
M.S. University of Padua Suzanne Richard, Professor of History
Ph.D. University of Padua and Theology
Ph.D. Johns Hopkins University
FACULTY 549
Steven J. Ropski, Professor of Biology; Udai S. Singh, Visiting Professor

Program Director of Science of Mechanical Engineering
B.S. Gannon University B.S. Gannon University
Ph.D. Indiana State University Ph.D. University of Virginia
Luke Rosielle, Associate Professor Donna Skelly, Assistant Professor
of Psychology of Physical Therapy
B.S. Iowa State University B.S. University ofPittsburgh
M.S. Iowa State University M.S. University of Pittsburgh
Ph.D. Iowa State University Ph.D. Nova Southeastern University
M. Garrett Roth, Assistant Professor David J. Smith, Instructor of Risk
of Economics Management and Insurance
B.S. Lehigh University B.A. Gannon University
M.S. Lehigh University M.S. The American College
Ph.D. State University of New York Kristen Snarksi, Instructor of
at Binghamton Physical Therapy
Michele Roth-Kauffman, Professor and B.S. Ithaca College
Program Director of Developing Physician M.H.S. University of Indianapolis
Assistant Program, Ruskin Campus Robert W. Sparks, Assistant Professor
B.S. Saint Francis College and Access Services Librarian
M.P.A.S. The University of Nebraska B.A. The Pennsylvania State University
Medical Center M.S.I.S. University of Pittsburgh
J.D. Duquesne University Kory Stauffer, Associate Professor
Laura E. Rutland, Associate Professor of Sport & Exercise Science, Program
of English, Chairperson of English Director of Master in Sport & Exercise
Department Science Graduate Program
B.A. Emory University B.S. Ursinus College
M.A. Georgia State University M.S. University of Pittsburgh
Ph.D. University of Tennessee Ph.D. University of Pittsburgh
Christine Saber, Assistant Professor Scott Steinbrink, Associate Professor
of Chemistry of Mechanical Engineering
B.S. Wheeling Jesuit University B.S. University of Colorado
Ph.D. Virginia Commonwealth University M.S. Auburn University
Anjali Sahay, Associate Professor of Ph.D. Virginia Polytechnic Institute
Political Science and State University
B.A. Delhi University Debra Stroiney, Assistant Professor
M.A. Delhi University of Sport & Exercise Science
Ph.D. Old Dominion University B.A. Boston University
Sreela Sasi, Professor of Computer M.S. Southern Connecticut State University
and Information Science Ph.D. Springfield College
B.S. University of Kerala, India Suzanne Sturdivant, Instructor and
M.S. University of Idaho Program Director of Radiological Sciences
Ph.D. Wayne State University B.S. Gannon University
Anne M. Schmitz, Assistant Professor M.Ed. Gannon University
of Biomedical Engineering Ramakrishnan Sundaram, Professor of
B.S. University of Wisconsin – Madison Electrical and Computer Engineering
M.S. University of Wisconsin – Madison B.S. Indian Institute of Technology, New Delhi
Ph.D. University of Wisconsin – Madison M.S. Massachusetts Institute of Technology
Ph.D. Purdue University
550
Weslene Tanner Tallmadge, Professor Deborah West, Associate Professor and

of Chemistry Reference and Instruction Librarian
B.A. Washington & Jefferson College A.S. Jamestown Community College
Ph.D. University of Pittsburgh B.A. State University of New York at Albany
Mei-Huei Tang, Associate Professor M.L.S. State University of New York
of Computer and Information Science at Albany
B.A. National Cheng Chi University Katharine West, Assistant Professor
M.S. State University of New York and Clinical Coordinator, Physician
Ph.D. State University of New York Assistant Department
Hamid Torab, Professor of Mechanical B.S. Chadron State College
Engineering MPAS University of Nebraska Medical Center
B.S. University of Tehran Janice M. Whiteman, Assistant
M.S. University of Michigan Professor of Education, Director School
Ph.D. University of Michigan of Education, Coordinator of Clinical
Barbara M. Townsend, Instructor Experiences
of Psychology B.A. Saint Francis College
B.S. Pennsylvania State University M.Ed. Gannon University
M.S. Gannon University Kathleen Williams, Instructor of Athletic
Mary C. Vagula, Professor of Biology Training and Sport and Exercise Science
M.Sc. Osmania University, India B.S. Mercyhurst University
Ph.D. Osmania University, India M.A. Edinboro University of Pennsylvania
Kristin Anne Valdes, Assistant Professor Jason P. Wick, Instructor of Criminal
of Occupational Therapy, Ruskin Campus Justice
B.S. Florida International University B.S. Indiana University
Dr.OT Rocky Mountain University of M.S. West Virginia University
Health Professions Jason Willow, Assistant Professor and
Jennie L. Vaughn, Assistant Professor Chairperson of Sport and Exercise Science
of English B.A. Edinboro University of Pennsylvania
B.A. Jacksonville State University M.S. Miami University
M.S.Ed. Jacksonville State University Ph.D. The Pennsylvania State University
Ph.D. University of Alabama Rebecca A. Willow, Associate Professor
Karinna M. Vernaza, Professor of of Clinical Mental Health Counseling
Mechanical Engineering, Interim Dean of B.A. Allegheny College
the College of Engineering and Business M.A. Bowling Green State University
B.S. United States Merchant Marine Academy MA. Edinboro University of Pennsylvania
M.S. University of Notre Dame Ed.D. Duquesne University
Ph.D. University of Norte Dame Megan Woller, Assistant Professor
John M. Vohlidka, Associate Professor of Fine Arts
of History B.M. Saint Mary’s College
B.A. Montclair State College M.M. University of Illinois
M.A. Northeast Missouri State University Urbana-Champaign
Ph.D. University of Akron Ph.D. University of Illinois
Urbana-Champaign
Xiangjing (Emma) Wei, Assistant
Professor of Risk Management Rev. Casimir J. Wozniak, Assistant
and Insurance Professor of Theology
B.S. University of International Business B.A. Saint Bonaventure University
and Economics M.A. Gannon University
M.S. Graduate School of People’s Bank M.Div. Christ the King Seminary
of China S.T.L. Saint Paul University
M.A. Georgia State University Ph.D. Duquesne University
Ph.D. Georgia State University
ADJUNCT FACULTY 551
Theodore Yeshion, Professor ADJUNCT FACULTY

of Criminal Justice
B.S. York College of the City University Catherine Amick, Lecturer in English
of New York B.A. Pennsylvania State University
M.M. The George Washington University M. A. Pennsylvania State University
Ph.D. State University of New York at Buffalo Harold G. Ashcroft, Medical Director,
Jinhee Yoo, Assistant Professor of Sport Conemaugh School of Medical Technology
Management and Marketing M.D. West Virginia University
B.A. Kangwon National University Mike Beiter, Lecturer in Computer
M.A. Kangwon National University and Information Science
Ph.D. University of Minnesota B.A. Pennsylvania State University
Jun Zhang, Assistant Professor Charles A. Bennett, Lecturer in
of Industrial Engineering Business Administration
B.S. Nanchang University B.A. St. Francis College
M.S. Nanchang University M.A. Fordham University
Ph.D. Old Dominion University Dana Bennett, Lecturer in Fine Arts
Mengzhong Zhang, Associate Professor and Director, Gannon Concert Band
of Public Administration and Program B.A. State University of New York (SUNY)
Director, Public Administration at Fredonia
B.S. Lanzhou University, China M.A. Ithaca College
M.L. Renmin University of China Edward J. Betza, Lecturer in Business
Ph.D Rutgers University Administration and Sociology
Lin Zhao, Associate Professor of Electrical B.A. Pennsylvania State University
and Computer Engineering J.D. University of Wisconsin Law School
B.Sc. Shandong University, China Michael A. Bova, Lecturer in Business
M.Sc. Shandong University Administration, Environmental Science
Ph.D. University of Western Ontario, Canada & Engineering
Qing Zheng, Associate Professor of B.S. Indiana University of Pennsylvania
Electrical and Computer Engineering M.B.A. University of Hartford
B.S. North China University of Technology DeAnna Brooks, Lecturer in Business
M.S. National University of Singapore Administration
Ph.D. Cleveland State University B.A. Saint Leo University
M.B.A. Kaplan University
Karen Bukowski, Lecturer in Business
Administration
M.P.A. Gannon University
David W. Burton, Lecturer in Mechanical
Engineering
M.B.A. Pennsylvania State University,
the Behrend College
John D. Butine, Lecturer in Mechanical
Engineering
B.S. Michigan Technical University
M.S. University of Michigan
552
Michele Campbell, Lecturer in Education Paul Gambill, Lecturer in Criminal Justice

B.A. Lake Erie College for Women B.A. Gannon University
M.S. Gannon University M.S. Mercyhurst University
Ed.D. Indiana University of Pennsylvania William A. Geary, Medical Director,
Jim Caputo, Lecturer in Physician UPMC Chautauqua WCA Medical
Assistant Laboratory Science Program
B.S. University of Pittsburgh Ph.D. Washington University
Ph.D. University of Pittsburgh M.D. University of Virginia
Erik D. Christensen, Lecturer in Laura Gerow, Lecturer in Business
Criminal Justice Administration
B.A. Edinboro University of Pennsylvania B.S. Mercyhurst University
Danielle Clark, Lecturer in Psychology M.S. Mercyhurst University
B.A. State University of New York Fr. Jason A. Glover, Instructor of
M.A. Edinboro University Theology, Program Director of Pastoral
John Coffman, Lecturer in Computer Studies
and Information Science B.A. Gannon University
B.A. Duquesne University S.T.B. Saint Mary’s Seminary and University
M.Ed. Gannon University M. Div. Saint Mary’s Seminary and
University
Tracy L. Couse, Lecturer in Nursing
S.T.L. Saint Mary’s Seminary and University
B.S.N. Gannon University
M.S.N. University of Phoenix Sr. Janet Goetz, Assistant Professor
M.B.A. University of Phoenix in Nursing
B.S.N. Villa Maria College
Hon. Stephanie Domitrovich, Lecturer
M.S.N Gannon University
in Legal Studies
B.A. Carlow College Very Rev. Joseph C. Gregorek, Professor
J.D. Duquesne University Emeritus, Biology
Ph.D. University of Nevada B.A. St. Bonaventure University
M.S. Catholic University of America
David A. Fair, CPA, Lecturer in Business
Ph.D. Medical College of Virginia
Administration
B.S. Pennsylvania State University Eric Grulke, Lecturer in Engineering
and Business
Debra Feeney, Lecturer in Nursing
B.A. City University of New York
B.S.N. Duquesne University
M.A. Washington State University
M.S.N. Edinboro University
M.S. City University of New York
Shawn W. Feiock, Lecturer in Chemistry Ph.D. Washington State University
Venu G. Gupta, Lecturer in Mechanical
Corey Ferraro, Lecturer in Theology Engineering
B.A. Gannon University M.S. University of Akron
David Gustafson, Associate Professor
Lester Fetterman, Lecturer in Emeritus, Biology
Criminal Justice B.S. Gannon University
B.A. Gannon University M.Ed. Gannon University
Debra A. Flaherty, Lecturer in Nursing Keith A. Hardner, Instructor
B.S.N. Clarion University in Criminal Justice
M.S.N. Gannon University B.A. Gannon University
Kimber Forrester, Lecturer in M.S. Gannon University
Communication Arts
B.A. Edinboro University
M.A. American Military University
M.A. Edinboro University
ADJUNCT FACULTY 553
Michelle G. Harms, Program Director, Sam Hyman, Lecturer in School of

UPMC Chautauqua WCA Medical Communication and the Arts
Laboratory Science Program B.S. Mercyhurst University
A.S. Jamestown Community College John Jageman, Medical Director,
B.S. State University of New York at Fredonia Physican Assistant Program
M.T. Rochester General Hospital School M.D. Temple University
of Medical Technology Christopher D. Johns, Lecturer in
M.S. State University of New York at Fredonia Criminal Justice
Phil Hayes, Lecturer in English and B.S. Edinboro University of Pennsylvania
Communication Arts M.S. Mercyhurst University
B.A. Gannon University Stephen M. Johnson, Program Director,
M.P.A. Gannon University Saint Vincent Hospital School of Medical
Sharon Heidecker, Lecturer in Nursing Technology
B.S.N. Villa Maria College B.S. The Pennsylvania State University
M.S.N. Gannon University M.T. Saint Vincent Health Center School
Nicholas J. Heschke, Lecturer in of Medical Technology
Mechanical Engineering M.S. Ohio State University
B.S. Pennsylvania State University, Barbara Juchno, Lecturer in Chemistry
the Behrend College B.S. Gannon University
M.S. Gannon University M.S. University of South Carolina
Elizabeth A. Hirz, Lecturer in Karen Kelley, Instructor in Nursing
Criminal Justice B.S.N. Gannon University
B.A. Grove City College Rev. Michael T. Kesicki, Lecturer in
J.D. Ohio Northern University of Law Philosophy and Foreign Languages
David M. Hoch, Lecturer in Physics and B.A. Gannon University
of Environmental Science and Engineering S.S.L. Pontifical Biblical Institute,
A.B. Haverford College Gregorian University
M.Phil. University of Cambridge Larry D. Kessler, Lecturer of Education
Ph.D. University of Cambridge B.S. Edinboro University of Pennsylvania
Robert Hodgson, Assistant Professor M.A. Edinboro University of Pennsylvania
in Chemistry Ivonne H. Kio, Lecturer in Business
B.A. University of Iowa Administration
M.S. Edinboro University B.S. University of Tampa
J.D. University of Iowa M.B.A. Saint Leo University
Alexandra L. Holbrook, Lecturer Bruce Kobal, Lecturer in Psychology
in History B.A. Mercyhurst College
B.A. University of Guelph M.A. Edinboro University of Pennsylvania
M.A. McMaster University Ph.D. Gannon University
Ph.D. McMaster University
Michele Kretzing, Lecturer in Education
Melinda B. Holliday, Lecturer B.A. University of Pittsburgh
in Education and English
Brian Krowicki, Lecturer in Legal Studies
B.S. Indiana University of Pennsylvania
B.A. University of Dayton
J.D. University of Pittsburgh
Margaret Horne, Lecturer in
Marietta L. Kuehn, Lecturer in
Business Administration
Respiratory Care
A.S. Pennsylvania State University
A.S. Gannon University
B. S. Pennsylvania State University
M.B.A. Pennsylvania State University
M.Ed. Gannon University
Joseph Hudson, Lecturer in
Janet L. Laboda, Lecturer in English
Environmental Science
B.S. Clarion University of Pennsylvania
M.Ed. Edinboro University of Pennsylvania
M.S.E.H. Gannon University
554
Shawn Lafferty, Lecturer in Michelle Mioduszewski, Lecturer

Communication Arts in Occupational Therapy
B.F.A. Kent State University B.S. D’Youville College
Lisa Lanning-Lowther, Lecturer M.S. D’Youville College
in Physician Assistant Tab R. Mong, Lecturer in Electrical
B.S. Western Oregon University and Computer Engineering
M.S. Pacific University B.S. Gannon University
Teck Meng Liaw, Lecturer in Electrical M.S. Case Western University
and Computer Engineering Adam Mook, Lecturer in Business
B.S. Portsmouth Polytechnic University B.S. Slippery Rock University
M.S. Gannon University M.B.A. Gannon University
M.S. University of Wyoming Berwyn Moore, Professor of English
Christine Linkie, Lecturer in B.A. University of North Carolina
Occupational Therapy M.F.A. Bowling Green State University
B.A. Colgate University Ryan Morrow, Lecturer in Management
M.S. Columbia University B.S. Gannon University
Chi-Houng Lu, Lecturer in Electrical M.B.A. Gannon University
& Computer Engineering William T. Morton, Lecturer in Business
B.S.M.E. National Taiwan University Administration
M.S.I.S.E. Ohio State University B.A. Pennsylvania State University
M.B.A. Pennsylvania State University J.D. University of Baltimore School of Law
Bernard P. Mackowski, Lecturer Daniel A. Moser, Lecturer in Electrical
in Business Administration and Computer Engineering
B.A. Gannon University B.S. Gannon University
M.Ed. Edinboro University of Pennsylvania M.S. Florida Institute of Technology
Diane MacWilliams, Lecturer in Biology Richard J. Mueller, Lecturer in Business
B.S. Gannon University Administration and Management
M.Ed. Gannon University B.S. Canisius College
M.S. University of Florida M.B.A. Canisius College
David Marino, Lecturer in Computer Charles M. Murphy, Instructor
and Information Science in Social Work
B.S. Gannon University B.A. Gannon College
Nicole Marton, Instructor in M.S.W. State University of New York
Respiratory Care at Albany
B.S. Gannon University Whitney Nolan, Assistant Professor
Mary McDade, Lecturer in Sport and of Physician Assistant
Exercise Science B.S. Gannon University
B.S. Pennsylvania State University MPAS Gannon University
M.A. Edinboro University George A. Ogeka, Lecturer in Education
Audrey McLaughlin, Lecturer in B.S. Indiana University of Pennsylvania
Social Work M.Ed. Edinboro University of Pennsylvania
B.A. Pennsylvania State University Jeffrey Parnell, Lecturer in Marketing
M.A. Gannon University and Business Administration
Anthony J. Miceli, Lecturer in B.S.B.A. East Carolina University
Communication Arts M.B.A. East Carolina University
B.A. University of Detroit Patricia J. Pollifrone, Lecturer in
M.B.A. Gannon University Education
B.S. Edinboro University of Pennsylvania
M.Ed. Edinboro University of Pennsylvania
ADJUNCT FACULTY 555
Bryan Prior, Lecturer in Philosophy Michael Stafford, Lecturer in Physics

B.A. St. Bonaventure University B.S. Gannon University
J.D. University of Pittsburgh M.S. University of Pittsburgh
Julie Prokopchak, Lecturer in Biology Robert Stallbaum, Lecturer in Chemistry
B.S. Gannon University B.A. Culver-Stockton College
PA Master Equivalency Diploma M.A. Gannon University
Pamela Reynolds, Professor of Physical Natalie Stano, Assistant Professor in
Therapy Chemistry
B.S. University of Pittsburgh B.S. University of Dayton
M.S. University of Pittsburgh M.S. Ohio State University
Ed.D. Duquesne University Ph.D. University of Medicine and
Jeffrey A. Richmond, Medical Director, Dentistry of New Jersey, Robert Wood Johnson
Saint Vincent Hospital School of Medical Medical School
Technology Lee Steadman, Lecturer in Fine Arts
B.A. West Virginia University B.F.A. Edinboro University of Pennsylvania
M.D. West Virginia University Lori Steadman, Lecturer in Fine Arts
Catherine Rodgers, Lecturer in Nursing B.F.A. Edinboro University of Pennsylvania
M.S.N. Walden University John Stone, Lecturer in Business
Joseph E. Rowane, Medical Director, Administration
Respiratory Care Program B.S. Pennsylvania State University
B.S. Gannon University M.B.A. Pennsylvania State University
D.O. University of Osteopathic Medicine George R. Sucha, Lecturer in Education
and Health Sciences B.S. Slippery Rock University of Pennsylvania
Nicholas R. Schultz, Lecturer in Electrical M.Ed. Edinboro University of Pennsylvania
& Computer Engineering Dick Sukitsch, Lecturer in Marketing
B.S. Pennsylvania State University, B.A. University of Pittsburgh
the Behrend College M.S. Ed. Duquesne University
M.S. Gannon University Ronald Swift, Lecturer in Management
Melissa M. Shaffer, Program Director, B.S. Edinboro University
Conemaugh School of Medical Technology M.Ed. Edinboro University
B.S. University of Pittsburgh at Johnstown Mary Jean Taylor, Lecturer in Physical
M.B.A. St. Francis University Therapy and Public Health
Penelope Smith, Lecturer in English B.S. Ithaca College
B.A. Bucknell University M.A. New York University
M.A. Gannon University David Tobin, Lecturer of Clinical
Ph.D. Indiana University of Pennsylvania Mental Health Counseling
Mark Soliday, Lecturer in B.A. Gannon University
Communications M.Ed. Gannon University
B.A. Gannon University Ph.D. University of Pittsburgh
Jessica A. Spanogle, Lecturer in Business John Trucilla, Lecturer in Criminal Justice
Administration B.A. University of Dayton
B.S. Gannon University J.D. University of Dayton School of Law
M.B.A. Gannon University Jacki F. Vadney, Lecturer in Theater
John Spaziani, Lecturer in Business B.A. University of Scranton
Administration M.F.A. University of Arizona
B.S. Stevens Institute of Technology Kenneth G. Vasil, Lecturer in Business
M.S.M.E. State University of New York Administration
M.B.A. Lynchburg College B.A. University of Michigan
M.A. Walsh University J.D. Temple University School of Law
556
Mary Wagner, Lecturer in English EMERITI FACULTY

M.A. Gannon University Abdelrahman Aburachis, Professor
Robert Wallace, Lecturer in Business Emeritus, Economics
Administration B.S. American University
B.S. Gannon University M.A. Detroit Institute of Technology
M.B.A. Gannon University Ph.D. University of Pittsburgh
Ph.D. Kent State University Michael J. Acri, Professor Emeritus,
Andrea L. Ward, Lecturer in Graduate Philosophy
Business Studies A.B. Youngstown State University
B.S. Georgia Institute of Technology M.A. Duquesne University
M.B.A. Thunderbird School of International Kenneth W. Andersen, Professor
Management Emeritus, Biology
Jan Ward, Lecturer in Nursing B.S. Fort Hays Kansas State College
B.S.N., Villa Maria College M.S. Fort Hays Kansas State College
M.S.N. Villa Maria College Ph.D. University of New Mexico
Kathleen A. Wernicki, Instructor Lydle Brinkle, Professor Emeritus,
in Nursing Geography
B.S.N. University of Pittsburgh B.S. Southeast Missouri State College
M.A. Memphis State University
Adam J. Wielobob, Lecturer in
Mechanical Engineering Michael L. Bucholtz, Professor Emeritus,
B.S. Pennsylvania State University, Chemistry
the Behrend College B.S. Manchester College
M.S. Gannon University Ph.D. Florida State University
Cheryl Winschel, Instructor in Nursing Mehmet Cultu, Professor Emeritus,
B.S.N. Gannon University Electrical and Computer Engineering
M.S.N. Gannon University B.S. Middle East Technical University
M.S. Middle East Technical University
Matthew Wolford, Instructor in
Ph.D. Northwestern University
Environmental Science and Engineering
B.A. Pennsylvania State University Grace Davies, Associate Professor
J.D. Temple University Emeritus, Archivist
B.S. Edinboro University of Pennsylvania
Trisha Yates, Lecturer in Education
M.L.S. Case Western Reserve University
B.A. Edinboro University of Pennsylvania
Paul J. DeSante, Professor Emeritus,
Grant Yochim, Lecturer in Legal Studies
English
B.A. Penn State University
A.B. Saint Mary’s Seminary University
J.D. Cleveland State University
M.A. Catholic University of America
Sr. Charlotte Zalot, Lecturer in Theology Ph.D. Saint John’s University
B.A. Chestnut Hill College
Harry R. Diz, Professor Emeritus,
M.A. Saint Joseph College
Environmental Science and Engineering
M.Phil Drew University
Department
Ph.D. Drew University
B.A. Duke University
Lora H. Zill, Lecturer in English M.A. Northern Arizona University
B.A. Allegheny College M.S. Virginia Polytechnic Institute
M.A. Gannon University and State University
Brian A. Ziroli, Lecturer in Business Ph.D. Virginia Polytechnic Institute
Administration and Management and State University
B.S. Gannon University David Eichelsdorfer, Associate Professor
M.B.A. Gannon University Emeritus, Management
M.B.A. State University of New York
at Buffalo
EMERITI FACULTY 557
David R. Frew, Professor Emeritus, Halit M. Kosar, P.E., Professor Emeritus,

Management Mechanical Engineering
B.A. Gannon University B.S. Istanbul Technical University
M.A. Gannon University M.S. Istanbul Technical University
D.B.A. Kent State University Ph.D. Istanbul Technical University
Kenneth R. Gamble, Associate Professor David Kozak, Professor Emeritus,
Emeritus, Psychology Political Science
B.A. Gannon University B.A. Gannon University
M.A. Boston College M.A. Kent State University
Ph.D. Loyola University Ph.D. University of Pittsburgh
Richard A. Gammon, Professor Joseph A. Leu, Associate Professor
Emeritus, Biology Emeritus, Physics
B.S. Saint Bonaventure University B.S. Michigan Technological University
M.S. Saint Bonaventure University M.S. University of Alberta
Ph.D. Saint Bonaventure University Ph.D. University of Alberta
Very Rev. Joseph Gregorek, Professor Thomas M. McDonald, Associate
Emeritus, Biology Professor Emeritus, Mathematics
B.A. St. Bonaventure University B.S. State University of New York
M.S. Catholic University of America at Stony Brook
Ph.D. Medical College of Virginia M.S. Syracuse University
Paul B. Griesacker, Professor Emeritus, Ph.D. Syracuse University
Physics Joan M. Miller, Professor Emeritus,
B.S. Loyola College Philosophy
M.S. The Pennsylvania State University B.A. Carlow College
Ph.D. The Pennsylvania State University Ph.L. Institut Catholique de Paris
David Gustafson, Associate Professor Graduate Degree, Universite Catholique
Emeritus, Biology de Louvain
B.S. Gannon University Walter S. Minot, Professor Emeritus,
M.Ed. Gannon University English
Samuel L. Hazen, Professor Emeritus, A.B. Providence College
Electrical and Computer Engineering Ph.D. University of Nebraska
B.S. The Pennsylvania State University Robert J. Nelsen, Associate Professor
M.S. University of Buffalo Emeritus, Psychology
Ph.D. University of Michigan B.S. University of Scranton
Richard L. Herbstritt, Professor M.S. University of Scranton
Emeritus, Education Ed.D. West Virginia University
B.A. Gannon University Geraldine L. Orton, Professor Emeritus,
M.S. Saint Bonaventure University Mental Health Counseling
Ph.D. Purdue University B.S. Indiana University of Pennsylvania
M. Jude Kirkpatrick, Professor Emeritus, M.S. Edinboro University of Pennsylvania
Anthropology and Sociology Ph.D. State University of New York at Buffalo
B.A. Saint Francis College Thomas Parthenakis, Associate Professor
M.A. Saint Francis College Emeritus, History
M.A. University of Colorado B.A. Heidelberg College
Janet Klempay, Professor Emeritus, M.A. Kent State University
Mental Health Counseling Ph.D. Kent State University
B.A. Mercyhurst College Francis Pelczar, Professor Emeritus,
M.A. John Carroll University Chemistry
Ph.D. University of Ottawa B.S. Merrimack College
M.S. University of Connecticut
Ph.D. University of New Hampshire
558
Gregor M. Reinhard, Professor Emeritus, CLINICAL EDUCATORS

Political Science
B.A. Catholic University of America John Almquist, MD
Ph.D. Catholic University of America North East Health Care
Miguel A. Sague, Professor Emeritus, North East, Pennsylvania
Languages Donna Anderson
University of Havana St. Vincent Health Center
Jerry A. Selvaggi, Associate Professor Erie, Pennsylvania
Emeritus, Electrical Engineering Robert Baker, MD
B.S. Pratt Institute Greenville Orthopedic Center
M.S. The Pennsylvania State University Greenville, Pennsylvania
Robert Vales, Professor Emeritus, English Julie Bargielske
B.A. Western Reserve University St. Vincent Health System
M.A. Western Reserve University Erie, Pennsylvania
Ph.D. Western Reserve University Kim Bennett, MSN, CNM
Roy E. Voshall, Professor Emeritus, OB/GYN Associates
Electrical Engineering Erie, Pennsylvania
B.S.E.E. Carnegie Mellon University Debbie Bishop
M.S. Carnegie Mellon University Elk Valley Medical Center
Ph.D. Carnegie Mellon University Girard, Pennsylvania
Robert A. Wehrer, Professor Mark Bloomstine
Emeritus, Education Orthopedic Surgeons, Inc.
B.A. Seattle University Erie, Pennsylvania
M.A. Columbia University Teachers College Rich Boland
Ph.D. Columbia University Teachers College Univesity of Pittsburgh Medical Center
Stanley J. Zagorski, Professor Pittsburgh, Pennsylvania
Emeritus, Biology Daniel Borison, MD
B.S. Slippery Rock University of Pennsylvania Willoughby, Ohio
M.S.Ed. Edinboro University of Pennsylvania
Dennis Brown, MD
Washington, PA
Joanne Bruno
Hamot Medical Center
Erie, Pennsylvania
Marshall Burke, MD
New Brighton, Pennsylvania
Dennis Bush
WCA Hospital
Jamestown, New York
Mary Lou Carson
Family Health Council
Seneca, Pennsylvania
Barbara Counts
WCA Hospital
Jamestown, New York
Karen Crossley
WCA Healthcare System
Jamestown, New York
Chester Crump, MD
Hopkinsville, KY 42240
CLINICAL EDUCATORS 559
Carmen D’Angelo, MD Deanna Fuller

D’Angelo/Diloretto Med. Ctr. WCA Hospital
West Irondequoit, New York Jamestown, New York
Joseph Daday, MD Elaine Ghazinour
Cornerstone Family Practice Gertrude Barber Center
Cranberry, Pennsylvania Erie, Pennsylvania
E. Michael Dail, MD Timothy Gorman, MD
Lakeside OB/GYN Westfield, New York
Erie, Pennsylvania Dan Gottwald, MD
Robert Daniels Warren, Pennsylvania
Jamestown, New York Tina Gregory
Richard DeFranco, MD St. Vincent Health Center
Bayside, Inc. Obstetrics Erie, Pennsylvania
Erie, Pennsylvania Jeanette Gretta
Joseph DeSanctis, MD Resource Center
Department of Plastic Surgery Dunkirk, New York
Danville, Pennsylvania Tim Grode
Ellen S. Dickinson, MD Hamot Medical Center
Erie County Medical Center Erie, Pennsylvania
Buffalo, NY 14215 Mary Grotkowski
Ruth Dismuke-Blakely Hamot Medical Center
Skyline Therapy Erie, Pennsylvania
Sandia Park, NM 87047 Jill Gryskervicz
Robert DiVencenzo, DO Achievement Center
Family Care Physicians Erie, Pennsylvania
Williamsville, New York P. William Haake, MD
Craig Donghia, MPA The Genesee Hospital
Pittsburgh, Pennsylvania Rochester, New York
John Dorsky, MD Mark Hagen, MD
Willoughby, Ohio Westfield, New York
Michael Doss, MD Kristopher Hartwig, MD
Ashtabula County Medical Center Westfield, New York
Ashtabula, Ohio Barb Hayes, CRNP
Robert DuBois Family Health Council
Corry Memorial Hospital Clarion, Pennsylvania
Corry, Pennsylvania Laurie Herbst, RPA-C
Kathleen Durnell Westfield, New York
WCA Hospital Marjorie Hill
Jamestown, New York NW IU #5
Kate Dykhuizen Edinboro, Pennsylvania
Meadville Medical Center Nancy Hunt
Meadville, Pennsylvania WCA Hospital
Gary Eggleston, MD Jamestown, New York
Westfield, New York Anthony Ignocheck, MD
Jason Fowler, PA-C North East Health Care
Meadville Medical Center North East, Pennsylvania
Meadville, Pennsylvanic Boris Jelercic, PA-C
James France, MD Lake Hospital System
Partners in Health Willoughby, Ohio
Level Green, Pennsylvania Van Johnson, MD
Warren, Pennsylvania
560
Gerald Kahler, MD Nicole Mazza, MD

Franklin, Pennsylvania Rochester Park Medical Group
Elizabeth Karan Caledonia, New York
Hewes Education Center James McGeary, MD
Ashville, New York Family Medicine of Warren
Timothy Kitchen, MD Warren, Pennsylvania
Westfield, New York Judy McGuire
Mary Koza Trumbull Memorial Hospital
Hamot Medical Center Warren, Ohio
Erie, Pennsylvania Rockland Milne
Marietta Kuehn WCA Hospital
Hamot Medical Center Jamestown, New York
Erie, Pennsylvania Alan Mortellaro
Ajay Lall, MD IHS of Erie at Bayside
Ashtabula County Medical Center Erie, Pennsylvania
Ashtabula, Ohio Denise Mott
Cindy Larson St. Vincent Health Center
Hamot Medical Center Erie, Pennsylvania
Erie, Pennsylvania Janice Mowery
Sharon Lavin Hamot Medical Center
Resource Center Erie, Pennsylvania
Jamestown, New York Michael Ocilka
Tammi Lavin Ashtabula County Medical Center
Sharon Regional Rehabilitation Ashtabula, Ohio
Hermitage, Pennsylvania Dean Pahr, DO
Andrea Lehman Ashtabula County Medical Center
Corry Memorial Hospital Ashtabula, Ohio
Corry, Pennsylvania Vito Palumbo, DO
Donna LoConte Family Care Physicians
HealthSouth Rehab of Mechanicsburg Williamsville, New York
Mechanicsburg, Pennsylvania Marge Peterson, M.N, MBA
Tracy Lohr Hamot Medical Center
Jones Memorial Health Facility Erie, PA
Jamestown, NY K. Possai, MD
Frank Lubresky New Castle, Pennsylvania
Hamot Medical Center George Poutous, MD
Erie, Pennsylvania Monroeville, Pennsylvania
Charles MacKenzie, MD Cindy Priester
Warren, Pennsylvania Gertrude Barber Center
Dave Markov Erie, Pennsylvania
Hamor Sports Medicine Elaine Puzar
Erie, Pennsylvania Gertrude Barber Center
Carl Marnatti, MD Erie, Pennsylvania
West Penn Comprehensive Health Care Terri Rankin
North Suburban Family Health Center The Medical Center % Hopewell Clinic
Allison Park, PA Aliquippa, Pennsylvania
Gregg Mason, MD Maureen Riggle
Erie, Pennsylvania Sharon Regional Health System
Carol Masters Hermitage, Pennsylvania
HealthSouth Great Lakes Rehab
Erie, Pennsylvania
PAST PRESIDENTS 561
Brian Roach Susan Van Doornik

Select Speciality of Erie Shadyside Hospital
Erie, Pennsylvania Pittsburgh, Pennsylvania
Kathy Rudd Julie Weiland
Hamot Medical Center Warren General Hospital
Erie, Pennsylvania Warren, Pennsylvania
Anthony Ruffa, DO Colleen White
Lakeshore Family Practice UPMC Health Systems (CORE)
Erie, Pennsylvania Pittsburgh, Pennsylvania
Anne Saturnino Jeanne Wiebenga, MD
NW IU #5 Jamestown, New York
Edinboro, Pennsylvania Natalie Woznicki
Peter Schmidt VA Medical Center
Pediatrics Place/CM HealthCare Resources Erie, Pennsylvania
Deerfield, Illinois
John Scullin, MD
Greenville Orthopedic Center
Greenville, Pennsylvania PAST PRESIDENTS,
Thomas Skelly, CRNP GANNON UNIVERSITY
Northshore Clinical Association • Rev. Msgr. Joseph Wehrle, 1933-1956
Erie, Pennsylvania
• Rev. Msgr. Wilfrid J. Nash, 1956-1977
David Snyder, MD
New Brighton, Pennsylvania • Joseph P. Scottino, Ph.D., 1977-1987
William Sonnenberg, MD • M. Daniel Henry, Ph.D., 1987-1991
Titusville Area Hospital
• R
ev. Msgr. David A. Rubino,
Titusville, PA
Ph.D., 1991-2000
Lori Spencer
Springs Manor Care Center • T
homas S. Ostrowski, Ph.D.,
Cambridge Springs, Pennsylvania (Acting Pres.) 2000-01
Linda Spronatti • A
ntoine M. Garibaldi, Ph.D.,
Hamot Medical Center 2001-2010
Erie, Pennsylvania • P
hillip H. Kelly, D.A.
Stan Spurgeon, MD (Interim President) 2010-2011
Buffalo General Hospital
Buffalo, New York
Sean Su, MD
Hamot Institute for Behavioral Health
Diagnostic and Evaluation Center
Erie, PA
Pam Talley
Meadville, Pennsylvania
Fred Taylor, MD
Family Medicine of Warren
Warren, Pennsylvania
Joe Thompson
Hamot Medical Center
Erie, Pennsylvania
Lisa Treusch
Elk Valley Medical Center
Girard, Pennsylvania
562
SUBJECT CODES
ACCT Accounting LEGL Legal Studies
ARABI Arabic LENG LS English
ARCH Archaeology & Cultural Studies LFIN LS Fine Arts
ARTS Arts & Theatre LHST Liberal Studies
BCOR Business Core LIBR Library
BIOL Biology LPHI LS Philosophy
BME Biomedical Engineering LTHE LS Theology
CHEM Chemistry MATH Mathematics
CHIN Chinese MDTC Medical Technology
CIS Computer & Info Sci ME Mech Engineering
COMM Communication MGMT Management
CRJS Criminal Justice MKTG Marketing
DIET Dietetics MLED Middle Level Education
ECE Elect Engineering MLTD Multidisciplinary
ECED Early Childhood Education MLTS Military Science
ECON Economics MORT Mortuary Science
EDCR Education Core MUSC Music
EDFL Field Education NHP Nutrition & Human
EDUC Education Electives Performance
ELED Elementary Education NURS Nursing
ENG Engineering OCCT Occupational Therapy
ENGL English PHAS Physician Assistant
ENTR Entrepreneurship PHIL Philosophy
ENV Environmental Science PHYS Physics
FINC Finance PLAW Pre-Law
FREN French POLI Political Science
FRSH Freshmen Studies PSGA Public Service & Global Affairs
GEOG Geography PSYC Psychology
GERO Gerontology PT Physical Therapy
GLOBL Global Cultures PUBH Public Health
GRMN German RADS Radiologic Sciences
HCMG Healthcare Management RISK Risk Management
HIST History RSPC Respiratory Care
HLS Health Science SCMG Supply Chain Management
HNRS Honors SCWK Social Work
IBUS International Business SEECS Engineering &
IE Industrial Engineering Computer Science
IMGT International Management SMGT Sport Management & Marketing
INTS International Study SOCI Sociology
LATN Latin SPAN Spanish
LBST Liberal Studies SPCH Speech
LEAD Leadership SPED Special Education
LCEB Leadership SPRT Sport & Exercise Science
LHES Leadership THEO Theology
LHPS Leadership UNDL Undeclared
WMST Women’s Studies
INDEX 563
INDEX
Academic Advising......................................... 39 Deposits............................................................ 12
Academic Forgiveness.................................... 44 Digital Media................................................. 195
Academic Grievance....................................... 54 Disability Support Services............................ 41
Academic Honors........................................... 43 Duquesne School of Law
Academic Integrity......................................... 44 3/3 Early Admission.................................... 324
Academic Probation....................................... 48 Early Alert Referral System........................... 41
Academic Programs.......................................... 6 Early Childhood Educ.................................. 233
Academic Year ................................................ 49 Early Childhood Educ – 2 yr....................... 234
Accounting....................................................... 87 Economics........................................................ 88
Accreditation...................................................... 4 Education, School of..................................... 227
Activities Programming Board..................... 38 Electrical & Computer Engineering........... 127
Administration.............................................. 534 engage U Transcript........................................ 38
Admissions...................................................... 11 English............................................................ 268
Advanced Placement...................................... 50 Entrepreneurship.......................................... 101
Advertising Communication....................... 194 Environmental Science/
Archaeology and Cultural Studies............. 190 Environmental Engineering........................ 145
Athletic/Intercollegiate.................................. 28 Faculty (Adjunct).......................................... 551
Auditing........................................................... 50 Faculty............................................................ 540
Biochemistry.................................................. 354 Fees ................................................................... 18
Biology............................................................ 355 Finance.............................................................. 90
Biomedical Engineering............................... 106 Financial Aid.................................................... 22
Board of Trustees........................................... 533 Financial Facts................................................. 18
Business Administration, Foreign Language and Cultures................. 279
Dahlkemper School of.................................... 77 Fraternities & Sororities................................. 37
Business Administration................................ 78 Forensic Science............................................. 385
Business Administration – 2 yr..................... 82 French............................................................. 282
Campus Center, John E. Waldron................. 38 Freshwater and Marine Biology.................. 368
Campus Map................................................. 566 Full-Time Status............................................... 52
Campus Ministry............................................ 30 General Studies Program............................... 39
Career Exploration and Development......... 40 Grades............................................................... 52
Center for Adult Learning............................. 16 Graduation....................................................... 42
Center for Social Concerns............................ 30 GU Gold Funds............................................... 21
Chemical Engineering.................................. 376 Healthcare Management................................ 92
Chemistry....................................................... 377 Health Center................................................... 26
Chinese........................................................... 281 High School Dual Enrollment....................... 15
Class Attendance............................................. 50 History............................................................ 288
Clubs & Organizations................................... 38 History/Social Studies................................. 296
College of Engineering and Business........... 77 Honors Program.............................................. 60
College of Humanities Education Humanities, School of ................................. 188
and Social Sciences........................................ 188 Industrial Engineering................................. 159
Communication and the Arts, School of.... 193 Information Systems..................................... 165
Commuter Life................................................ 26 Interdisciplinary Studies.............................. 298
Computer & Information Science............... 112 Interdisciplinary Studies – 2 yr................... 300
Computer Science......................................... 122 International Baccalaureate........................... 52
Concert Band................................................... 32 International Management............................ 93
Counseling Services........................................ 26 International Students,
Course Levels.................................................. 51 Admission Requirements............................... 14
Criminal Justice............................................. 214 Journalism Communication........................ 197
CWRU Dental................................................ 452 Latin................................................................ 284
Dean’s List........................................................ 43 Leadership Development
Degree Requirements .................................... 42 and Campus Engagement.............................. 37
564
INDEX
Leadership Program..................................... 300 Public Relations............................................. 198
Learning Abroad............................................. 63 Public Service/Global Affairs..................... 337
Leave Policy..................................................... 53 Pre-Health Qualification Program.............. 499
Learning Disabilities Program...................... 41 Radiologic Sciences....................................... 505
LECOM Dental ............................................. 455 Radio Station, WERG-FM.............................. 34
LECOM Medical............................................ 457 Readmission..................................................... 15
Legal Studies/Paralegal .............................. 302 REAP................................................................. 32
Liberal Studies................................................. 66 Recreation, Intramural, & Sports.................. 31
Library.............................................................. 10 Refund Policy.................................................. 20
Loans ................................................................ 22 Repeat Courses................................................ 54
Major Changes/Declaration.......................... 53 Residence Life.................................................. 34
Management.................................................... 94 Respiratory Care............................................ 510
Marketing....................................................... 102 Risk Management & Insurance..................... 97
Mathematics .................................................. 389 RN-BSN Option............................................. 411
MBA – Five Year Program.............................. 84 RN-MSN Option........................................... 415
Meal Plans........................................................ 35 Room & Board Costs....................................... 18
Mechanical Engineering............................... 169 Ross – Accelerated Medical ........................ 469
Medical Laboratory Science......................... 397 Ross – Accelerated Veterinary..................... 495
Middle Level 4-8............................................ 237 Salus – Accelerated Optometry................... 477
Military Science ............................................ 307 Scholarships .................................................... 23
Minor Declaration........................................... 53 Schuster Art Gallery....................................... 33
Mission and Ministry..................................... 29 Schuster Program for the Arts....................... 33
Mission Statement............................................. 3 Schuster Theatre
Morosky College of in Scottino Hall Productions.......................... 33
Health Professions and Sciences................. 354 Senior Awards.................................................. 43
Mortuary Science ......................................... 312 Science............................................................. 515
New Student Programs ................................. 30 School Nurse Certificate............................... 417
Next Step Program.......................................... 13 Secondary Education & K-12....................... 233
Nursing........................................................... 403 Seminary, Saint Mark’s .................................. 61
Nutrition & Human Performance.............. 531 Service Learning.............................................. 64
Occupational Therapy.................................. 419 Social Work.................................................... 340
Options for the Adult Learner....................... 16 Sociology........................................................ 346
Pass-Fail Option.............................................. 53 Software Engineering................................... 180
Payment............................................................ 20 Spanish........................................................... 285
PCOM............................................................. 464 Special Education.......................................... 256
Philosophy..................................................... 314 Sport and Exercise Science........................... 517
Physical Therapy........................................... 428 Sport Management and Marketing............ 103
Physician Assistant....................................... 434 Student Conduct............................................. 37
Physics............................................................ 443 Student Government Association................. 37
Podiatry.......................................................... 493 Student Success Center.................................. 39
Political Science............................................. 318 Student Support Services Program.............. 41
Pre-Chiropractic............................................ 447 Supply Chain Management........................... 99
Pre-Dental....................................................... 447 Theatre & Communication Arts.................. 205
Pre-Law........................................................... 324 Theater Design & Technologies................... 206
Pre-Medical.................................................... 447 Theater Performance Media & Stage......... 207
Pre-Pharmacy................................................ 449 The Gannon Knight........................................ 33
Pre-Podiatry................................................... 447 The Knight Club.............................................. 38
Pre-Optometry............................................... 447 Theology......................................................... 347
Pre-Veterinary................................................ 447 Transcript.......................................................... 57
Psychology..................................................... 327 Transfer Student.............................................. 13
Public Health................................................. 500 Tuition............................................................... 18
INDEX 565
INDEX
UMHS Medical.............................................. 472
Undeclared Major........................................... 40
Undecided Students....................................... 57
Veterans Assistance......................................... 25
Withdrawal from the University................... 58
Women’s Studies Minor............................... 353
566

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LIBERAL STUDIES CORE CURRICULUM 1

109 UNIVERSITY SQUARE ERIE, PENNSYLVANIA 16541

GANNON UNIVERSITY POLICY OF EQUAL OPPORTUNITY

Gannon: A Closer Look

Gannon University is accredited by:

Academic Programs of Gannon University are accredited by:

Council on Social Work Education at the Baccalaureate Level

Gannon University holds membership in the following associations:

Gannon University is approved by:

Engineering and Computer Science

College of Engineering and Business Minors

Business Minors are not open to students majoring in Business Administration

College of Humanities, Education and Social Sciences

Morosky College of Health Professions and Sciences

Morosky College of Health Professions and Sciences Minors

LIBR 112: Information Literacy – Locate

Admission to the University

EVALUATION OF CANDIDATE CREDENTIALS

Science & Engineering Business

FRESHMAN APPLICATION PROCEDURE/PROCESSING

UPPER DIVISION TRANSFER PROGRAMS (for Associate degree graduates)

Persons who are interested in receiving general information

RE-ADMISSION TO THE UNIVERSITY

SPECIAL CONDITIONS WITH PROBATIONARY ACCEPTANCE

HIGH SCHOOL DUAL ENROLLMENT PROGRAM

CENTER FOR ADULT LEARNING

ADMISSION THROUGH THE CENTER FOR ADULT LEARNING

Per Semester Flat Rate

SPECIAL FEES AND EXPENDITURES

HOUSING RATES (per semester)

MEAL PLAN RATES (per semester)

PAST DUE ACCOUNTS

Refunds are allocated in the following order:

Nursing Student Loan Program

Federal Supplemental Educational Opportunity Grants (FSEOG)

POLICY STATEMENT ON SATISFACTORY ACADEMIC PROGRESS

COMMUTER LIFE OFFICE

HEALTH AND COUNSELING SERVICES

Student Medical Insurance Plan

Meningitis Vaccine Policy

GLOBAL SUPPORT AND STUDENT ENGAGEMENT

OGSSE Programs and Services

•  ddress Changes in SEVIS

Employment under F-1 Status:

MISSION AND MINISTRY

Center for Social Concerns

Associate Vice President for Mission and Ministry

NEW STUDENT PROGRAMS

RECREATION AND WELLNESS CENTER

GOOD FOR U – Gannon University Wellness

RETURNING TO EDUCATION ADULT PROGRAM (REAP)

Student Arts and Media

Schuster Art Gallery

Schuster Program for the Arts

Schuster Theatre in Scottino Hall Productions

The Gannon Knight, Campus Newspaper

of news, opinions, features, entertainment and sports. The award-winning publication, a

Radio station, WERG-FM

Housing Accommodations & Contract

• ddress Changes in SEVIS

6. A student is not permitted to continue in a field of concentration in which ten or more

• igor of courses taken

2. Theology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 credits

3. Latin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 credits

• ine Arts in London