GRADUATE CATALOG
Canisius College
2014-2016
2 CANISIUS COLLEGE
TABLE OF CONTENTS
Calendars ............................................................................................. 3
General Information .......................................................................... 9
Student Affairs .................................................................................14
Academic Policies ............................................................................18
Courses of Instruction ..................................................................... 19
Academic Procedures ................................................................... 20
Records ..............................................................................................23
Tuition and Fees ...............................................................................26
Student Financial Aid .....................................................................29
Academic Degrees ..........................................................................33
College of Arts and Sciences .......................................................35
Anthrozoology .........................................................................35
Communication and Leadership ...................................... 40
Richard J. Wehle School of Business ........................................ 48
Business Administration .......................................................52
One Year MBA Program .......................................................53
Evening MBA Program .........................................................54
Professional Accounting ...................................................... 58
Forensic Accounting ..............................................................59
Business Administration in Accounting.......................... 60
School of Education and Human Services ................................72
Teacher Education .................................................................. 77
Childhood Education ..................................................... 77
Adolescence Education .................................................81
Special Education .......................................................... 84
Middle Childhood ...........................................................89
College Student Personnel Administration ................... 90
Counseling and Human Services ......................................93
Deaf Education Cooperative Program .............................99
Differentiated Instruction .................................................... 104
Educational Leadership ......................................................109
Educational Technologies and Emerging Media ...........117
Literacy ...................................................................................... 121
Physical Education ............................................................... 127
Professional Studies.............................................................133
Applied Nutrition ..........................................................133
Community and School Health................................136
Health and Human Performance ............................139
Respiratory Care ...........................................................143
Health Information Technology ................................145
Sport Administration ...........................................................149
Teaching English to Speakers of Other Languages
(TESOL)/Bilingual Degrees and Certificates................153
Directories ....................................................................................... 157
Administractive Directory ................................................... 157
Faculty Directory .................................................................... 163
Campus Map… ................................................................................189
3 GRADUATE CATALOG 2014-2016
ACADEMIC CALENDAR
FALL 2014-SUMMER 2016
FALL 2014
August
25 Monday Classes begin in all divisions.
30 Saturday Last day to drop/add a course.
Graduate Education classes in session.
September
1 Monday Labor Day Holiday – No classes.
2 Tuesday Withdrawal from classes begins.
90% Withdrawal refund.
First Student Health warnings for
students not in compliance.
9 Tuesday 50% Withdrawal refund.
Second Student Health warnings for
students not in compliance.
16 Tuesday 50% Withdrawal refund.
Third Student Health warnings for
students not in compliance.
23 Tuesday 25% Withdrawal refund.
Student Health registration cancellations
for students not in compliance.
30 Tuesday 25% Withdrawal refund.
October
7 Tuesday 25% Withdrawal credit.
10 Friday End of first quarter.
11 Saturday Graduate Education Classes in session.
13 Monday Fall Holiday – No classes.
Graduate Business Classes in session.
14 Tuesday Fall Holiday – No classes.
25% Withdrawal credit.
18 Saturday Professional Studies Session One ends.
20 Monday Professional Studies Session Two begins.
21 Tuesday No withdrawal refund.
22 Wednesday Professional Studies Session One
grades due.
28 Tuesday First Student Health warnings for
students not in compliance in
Professional Studies Session Two.
November
3 Monday Spring 2015 Graduate registration
begins.
4 Tuesday Second Student Health warnings for
students not in compliance in
Professional Studies Session Two.
11 Tuesday Veteran’s Day – Classes in session.
Third Student Health warnings for
students not in compliance in
Professional Studies Session Two.
18 Tuesday Student Health registration cancellations
for students not in compliance in
Professional Studies Session Two.
26 Wednesday Thanksgiving Recess begins –
No classes.
27 Thursday Thanksgiving.
28 Friday No Classes.
29 Saturday No Classes.
December
1 Monday Classes resume.
5 Friday Last day to withdraw from a class.
6 Saturday Graduate classes end.
8 Monday Final Examinations begin.
13 Saturday Graduate Final Examinations end.
18 Thursday Fall 2014 final grades available online.
24 Wednesday Holiday Shutdown begins.
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4 CANISIUS COLLEGE
SPRING 2015
January
5 Monday College reopens.
12 Monday Classes begin in undergraduate and
graduate divisions.
17 Saturday Last day to drop/add a course.
Graduate Education classes in session.
19 Monday Martin Luther King Day – No classes.
20 Tuesday Withdrawal from classes begins.
90% Withdrawal refund.
First Student Health warnings for
students not in compliance.
27 Tuesday 50% Withdrawal refund.
Second Student Health warnings for
students not in compliance.
February
3 Tuesday 50% Withdrawal refund.
First Student Health warnings for
students not in compliance.
10 Tuesday 25 % Withdrawal refund.
Student Health registration cancellations
for students not in compliance.
14 Saturday Graduate Education classes in session.
16 Monday President’s Day Holiday – No classes.
Graduate Business classes in session.
17 Tuesday President’s Holiday – No classes.
25% Withdrawal refund.
24 Tuesday 25% Withdrawal refund.
27 Friday End of Third Quarter.
March
3 Tuesday 25% Withdrawal refund.
7 Saturday Professional Studies Session One
First ends.
9 Monday Professional Studies Session two begins.
No withdrawal refund.
11 Wednesday Professional Studies Session grades due.
14 Saturday Graduate Education classes in session.
15 Sunday Drop add ends for Professional Studies
Session Two.
16 Monday Spring recess begins – No classes.
First Student Health warnings for
students not in compliance in
Professional Studies Session Two.
23 Monday Classes resume.
Second Student Health warnings for
students not in compliance in
Professional Studies Session Two.
30 Monday Summer 2015 registration begins.
Third Student Health warnings for
students not in compliance in
Professional Studies Session Two.
April
2 Thursday Easter recess begins – No classes.
3 Friday Good Friday – No classes.
6 Monday No classes – Graduate Business classes
in session.
Student Health registration cancellations
for students not in compliance in
Professional Studies Session Two.
7 Tuesday Classes resume.
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5 GRADUATE CATALOG 2014-2016
May
1 Friday Last day to withdraw from a class.
2 Saturday Classes end in graduate division.
4 Monday Final Examinations begin.
9 Saturday Final Examinations end in graduate
division.
13 Wednesday Graduate Commencement Ceremony.
14 Thursday Final grades available in myCanisius.
15 Friday Baccalaureate Mass.
16 Saturday Undergraduate Commencement
Exercises.
SUMMER 2015
May
18 Monday First Graduate Business 6 week summer
session begins.
First Graduate Education 5 week
summer session begins.
25 Monday Memorial Day – No classes.
26 Tuesday First Student Health Warnings for
students not in compliance in the first
summer sessions.
29 Friday Graduate Business make-up session for
Memorial Day.
June
2 Tuesday Second Student Health Warnings for
students not in compliance in the first
summer sessions.
9 Tuesday Third Student Health Warnings for
students not in compliance in the first
summer sessions.
16 Tuesday Student Health registration holds placed
for students not in compliance in the
first summer sessions.
18 Thursday First Graduate Education 5 week
summer session ends.
25 Thursday First Graduate Business 6 week summer
session ends.
29 Monday Second Graduate Business 6 week
summer session begins.
Second Graduate Education 5 week
summer session begins.
July
3 Friday Fourth of July holiday observed –
No classes.
4 Saturday Fourth of July Holiday.
7 Tuesday First Student Health Warnings for
students not in compliance in the
second summer sessions.
14 Tuesday Second Student Health Warnings for
students not in compliance in the
second summer sessions.
21 Tuesday Third Student Health Warnings for
students not in compliance in the
second summer sessions.
28 Tuesday Student Health registration holds placed
for students not in compliance in the
second summer sessions.
30 Thursday Second Graduate Education 5 week
summer session ends.
August
6 Thursday Second Graduate Business 6 week
summer session ends.
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6 CANISIUS COLLEGE
FALL 2015
August
24 Monday Classes begin in all divisions.
29 Saturday Last day to drop/add a course.
31 Monday Withdrawal from classes begins.
90 % Withdrawal refund.
September
1 Tuesday First Student Health warnings for
students not in compliance.
5 Saturday Graduate Education classes in session.
7 Monday Labor Day – No classes.
8 Tuesday 50% Withdrawal refund.
Second Student Health warnings for
students not in compliance.
14 Monday 50% Withdrawal refund.
15 Tuesday Third Student Health warnings for
students not in compliance.
21 Monday 25% Withdrawal refund.
22 Tuesday Student Health registration cancellations
for students not in compliance.
28 Monday 25% withdrawal refund.
October
5 Monday 25 % Withdrawal refund.
9 Friday End of first quarter.
10 Saturday Graduate education classes in session.
12 Monday Fall Holiday – No classes.
Graduate Business classes in session.
25% Withdrawal refund.
13 Tuesday Fall Holiday – No classes.
16 Friday First Professional Studies session ends.
19 Monday Second Professional Studies sessions
begins.
No Withdrawal refund.
21 Wednesday First Professional Studies session grades
due.
23 Friday Student Progress report meetings end.
24 Saturday Second Professional Studies drop/add
ends.
26 Monday First Student Health warnings for
students not in compliance Professional
Studies session two.
November
2 Monday Spring 2016 graduate registration begins.
Second Student Health warnings for
students not in compliance Professional
Studies session two.
9 Monday Third Student Health warnings for
students not in compliance Professional
Studies session two.
11 Wednesday Veteran’s Day – Classes in session.
Student Health registration cancellations
for students not in compliance in
Professional Studies session two.
25 Wednesday Thanksgiving recess begins –
No classes.
26 Thursday Thanksgiving.
27 Friday No classes.
28 Saturday No classes.
30 Monday Classes resume.
December
4 Friday Last day to withdraw from a course.
5 Saturday Graduate classes end.
7 Monday Final Exams begin.
12 Saturday Graduate final exams end.
17 Thursday Final grades available in myCanisius.
24 Thursday Holiday shutdown begins.
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7 GRADUATE CATALOG 2014-2016
SPRING 2016
January
4 Monday College reopens.
18 Monday Martin Luther King Day – No classes.
19 Tuesday Classes begin in all divisions.
25 Monday Drop/add ends.
26 Tuesday Withdrawal from classes begins.
90% Withdrawal refund.
27 Wednesday First Student Health warnings for
students not in compliance.
February
2 Tuesday 50% Withdrawal refund.
3 Wednesday Second Student Health warnings for
students not in compliance.
9 Tuesday 50% Withdrawal refund.
10 Wednesday Second Student Health warnings for
students not in compliance.
13 Saturday Graduate Education classes in session.
15 Monday President’s Holiday – No classes.
Graduate Business classes in session.
16 Tuesday President’s Holiday – No Classes.
25% Withdrawal refund.
17 Wednesday Student Health registration cancellations
for students not in compliance.
23 Tuesday 25% Withdrawal refund.
March
1 Tuesday 25% Withdrawal refund.
4 Friday End of third quarter.
8 Tuesday 25% Withdrawal refund.
11 Friday First Professional Studies session ends.
14 Monday Second Professional Studies session
begins.
15 Tuesday No Withdrawal refund.
First Student Health warnings for
students not in compliance in
Professional Studies session two.
16 Wednesday Professional Studies first session grades
due.
19 Saturday Professional Studies session two drop/
add ends.
22 Tuesday Second Student Health warnings for
students not in compliance in
Professional Studies session two.
24 Thursday Easter Recess begins – No classes.
29 Tuesday Third Student Health warnings for
students not in compliance in
Professional Studies session two.
April
4 Monday Classes resume.
5 Tuesday Student Health registration cancellations
for students not in compliance in
Professional Studies session two.
11 Monday Fall 2016 graduate registration begins.
May
6 Friday Last day to withdraw from a course.
7 Saturday Graduate classes end.
9 Monday Final exams begin.
14 Saturday Graduate final exams end.
18 Wednesday Graduate Commencement Exercises.
19 Thursday Final grades available in myCanisius.
20 Friday Baccalaureate Mass.
21 Saturday Undergraduate Commencement
Exercises.
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8 CANISIUS COLLEGE
SUMMER 2016
May
23 Monday First Summer Sessions begin.
5 week Graduate Education,
Communication and Leadership sessions
begin.
6 week Graduate Business session, and
Professional Studies sessions begin.
30 Monday Memorial Day – no classes.
31 Tuesday First student health warnings for students
not in compliance.
June
3 Friday Graduate business make-up session for
Memorial Day.
7 Tuesday Second student health warnings for
students not in compliance.
14 Tuesday Third student health warnings for
students not in compliance.
21 Tuesday Registration holds placed for students not
in compliance.
23 Thursday First 5 week Graduate Education and
First Communication and Leadership
sessions end.
27 Monday Second Summer sessions begin.
5 week Graduate Education and
Communication and Leadership sessions
begin.
30 Thursday First Graduate Business and Professions
Studies sessions end.
July
4 Monday Fourth of July holiday – No classes
5 Tuesday Second Graduate Business Professional
Studies 6 week sessions begin.
First student health warnings for students
not in compliance second summer
sessions.
8 Friday Graduate Business make-up session for
Fourth of July holiday.
12 Tuesday Second student health warnings for
students not in compliance in Second
summer sessions.
19 Tuesday Third student health warnings for
students not in compliance in second
summer sessions.
26 Tuesday Registration holds placed for students not
in compliance in second Summer sessions.
28 Thursday Second 5 week Graduate Education and
Communication and Leadership sessions
end.
August
11 Thursday Second Graduate Business and
Professional Studies sessions end.
15 Monday Fall 2014 registration cancellations for
student not in compliance with health
regulations during the summer sessions.
29 August Classes begin in all divisions.
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9 GRADUATE CATALOG 2014-2016
GENERAL INFORMATION
The College and its Mission
Founded by the Jesuits in 1870, Canisius College is an
independent, co-educational, medium sized institution of
higher education conducted in the Catholic and Jesuit
tradition. The official mission statement is:
Canisius College, a Catholic and Jesuit university, offers
outstanding undergraduate, graduate, and professional
programs distinguished by transformative learning
experiences that engage students in the classroom and
beyond. We foster in our students a commitment to
excellence, service, and leadership in a global society.
(A Transformative Education: The Strategic Plan for Canisius College, 2011)
The major goals of the Strategic Plan are to:
1. Create a Dynamic Urban University
2. Live the Catholic, Jesuit Mission
3. Attract the World
4. Embrace Buffalo and Western New York
5. Secure the Future
As an urban college, Canisius enjoys a special relationship
with the city of Buffalo. The concept of community service
on which the college prides itself is best evidenced by the
large number of Canisius graduates who have occupied
important positions in the professional, educational,
commercial and political life of the city and its surrounding
communities.
Buffalo’s largest private college is named after Saint
Peter Canisius, a 16th-century Dutch scholar. The college’s
founders were guided by the same educational ideals
which inspired several European universities and initiated a
tradition of service to student and community.
Starting out as a single building in the center of
downtown Buffalo, Canisius College has since expanded
to cover the more than 72 acres and 36 academic and
residential buildings on its campus on Main Street. In
addition to the College of Arts and Sciences, Canisius
includes the Richard J. Wehle School of Business, the
School of Education and Human Services with a total
enrollment for 2013-2014 of nearly 4550 students.
Canisius College is governed by an independent self-
perpetuating Board of Trustees under a charter granted in
1883 by the Board of Regents of the University of the State
of New York.
Graduate Programs
Although Canisius College awarded its first master’s degree
as far back as 1887, graduate-level coursework was not
offered on a regular basis until much later. The college
opened an extension program primarily for teachers in 1919
as degree requirements for elementary and secondary
school teachers were established. From this beginning, a
separate graduate division began to emerge a few years
later, and by the late 1930s there was a formally designated
Regent of the Graduate School.
Over the years, Canisius College has offered graduate
programs in English, history, chemistry, biology and religious
studies at various times, but the two largest areas have
always been education and business. Master’s degrees have
been awarded on a regular basis in education since 1930
and in business since 1969. Today, graduate programs are
offered on campus and/or online.
The college’s graduate programs have become
increasing prominent over the years. In 2013-2014 over
1450 individuals, or about 32 per cent of the student body,
were enrolled at the graduate level.
Online Programs
The same admission standards apply for online students
as for all others; admission requirements are listed along
with the description of each graduate program. Students
in the online programs are held to the same academic
and administrative policies as the on campus students.
These include withdrawal from courses/college, refund
policy, academic misconduct, and grade grievance. All
administrative and financial transactions with the college
can be completed online.
Upon registration, all online students will receive both
an account to access the Canisius learning management
system and a college e-mail account. Windows users
are required to use one of the following browsers when
accessing the Canisius learning management system and
the Canisius Portal: Chrome, Firefox, or Internet Explorer.
Mac users are requested to use the following browsers:
Chrome (recent version) and Firefox (recent version). Further
system compatibility information can be found on the
learning management system homepage.
The Canisius learning management system will function
as long as the student’s computer has the four required
components (AJAX, JAVA, Javascript, Popups enabled).
Some courses may also include content that will need one
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10 CANISIUS COLLEGE
or more of the following: Acrobat Reader, Flash Player,
Quicktime, and Windows Media. Students are encouraged
to visit the Readiness Web site before starting their online
courses at www.canisius.edu/readiness
The Canisius College ITS Help Desk is available to assist
students with their technical questions at 716-888-8340.
Accreditations
Canisius College is an accredited member of the Middle
States Association of Colleges and Schools, Commission
on Higher Education
1
. All of the college’s programs are
registered by the Regents of the University of the State of
New York through the State Education Department
2
. The
undergraduate programs in Business Administration and
the M.B.A. program are accredited by the Association to
Advance Collegiate Schools of Business International.
3
The
chemistry major is accredited by the American Chemical
Society
4
, and the athletic training major by the Commission
on Accreditation of Allied Health Education Programs
5
. The
programs of the School of Education and Human Services
designed to prepare students for school-based careers are
accredited by the Council for the Accreditation of Educator
Preparation.
6
The graduate program for Teachers of the
Deaf is accredited by the Council on the Education of the
Deaf.
7
The graduate programs in counseling are accredited
by the Council for the Accreditation of Counseling and
Related Educational Programs.
8
The Office of Mission & Identity
The Office of Mission & Identity promotes the deeper
understanding and invites the active engagement of the
entire Canisius College community, across all our faith
traditions and human ideals, in living our university’s
Catholic, Jesuit educational mission. Mission & Identity
engages people of all faith traditions and those with no
particular faith. Catholic, interfaith, and humanist describe
the three categories of belief that guide and inspire people
on our campus. The Office of Mission & Identity is ready to
collaborate with all the members of our community.
The Office of Mission & Identity is different from
Campus Ministry. Campus Ministry focuses on providing
pastoral, sacramental, and service outreach opportunities
for students, faculty, and staff. The Office of Mission &
Identity develops and delivers strategic initiatives in the
academic, student life, alumni, advancement, and trustee/
regent areas of the school. The focus is on our Catholic,
Jesuit character and how we can make it real and deepen it
in our daily tasks and reflection.
If you are attending classes, asking questions, and
engaging your education in and out of the classroom,
chances are very good you are already participating in the
mission and identity of Canisius. Further opportunities to
be involved in the work of Mission & Identity will include
attendance at Mission and Identity sponsored talks and
activities on campus. We are located in Horan-O’Donnell
003. More information can be found on our website at
canisius.edu/mission
Community-Based Learning - Forming the
Complete Student
Community-Based Learning (CBL) is an academic course-
based pedagogy that combines formal academics with
direct “real-world” exposure to an issue in a community
setting. CBL may involve experiential education, immersion
experiences, researching community needs, and service-
learning. Service-Learning is the principal form of
Community-Based Learning that is promoted by the
Office of Community-Based Learning. Service-Learning is
the incorporation of community service within academic
courses, together with structured reflection upon that
experience and its connection to the course. The service
becomes “a text” within the course. It is called service-
learning when it is required within a course.
As an educational method, Service-Learning provides
students with fertile ground on which to test theories
acquired in the classroom and to concretize abstract
thought.
Research has indicated that students involved in
Service-Learning courses agree that their service
experience helped them better understand the course,
and has benefited them personally. Service-Learning is
also “values education.” The development and formation of
values arise out of a social consciousness of the situation
of “the other”, especially the other who is deprived in some
way. Service-Learning attempts to make students more
aware of social injustices, causes them to consider serious
civic engagement in society and introduces them to the
challenges and possibilities of systemic change.
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11 GRADUATE CATALOG 2014-2016
Mission Statement
The mission of the Center for Community-Based Learning
is to incorporate direct community service within the
academic experience at Canisius, principally through
the pedagogical method of service-learning. Through
service, students are given the opportunity to live out the
cornerstones of the Jesuit mission and values.
Vision Statement
Canisius students will be transformed by a meaningful
service-learning experience to become men and women
with and for others, striving to do more (magis), and to
promote social justice. Students will be able to reflect upon
and express how the reciprocal relationships between
academics and service experiences have helped them to
increase their awareness of the needs of others.
Learning Goals and Objectives
• Goal 1: Complement traditional academic methods of
instruction with Service-Learning experiences that put
students’ course curriculum into practice
– Objective 1: The Center for Community-Based
Learning demonstrates how Service-Learning has
a real connection to the academic course in which
it is incorporated by offering Service-Learning
experiences that are appropriate for the particular
course.
– Objective 2: Continue to work with each academic
school at Canisius to require that students take
at least one course with a Service-Learning
requirement over the four year course of study.
• Goal 2: The Service-Learning pedagogical method
supports the Jesuit mission and its values
– Objective 1: Show that Service-Learning allows
students to practice the cornerstones of the Jesuit
mission and values: being a man or woman for
others, Magis, promoting social justice through
community engagement, using one’s education
to initiate positive change in the world, and finding
God in all things.
The integration of Service-Learning into an undergraduate
or graduate course has five key components:
1. Service activities may be required or optional. When the
service is required it is called service-learning (SL). When
the service is optional, it is called a community-based
learning option (CBL). The number of service hours can
vary, but the suggested norm over a semester is 15-20.
2. Clear connections exist between service activities and
the academic discipline.
3. Service activities benefit the one receiving the service,
the students, the service partner and the university in a
significant way.
4. Students engage in a carefully articulated reflection
process around the service, the discipline and the way in
which the experience has affected them.
5. Assessment of the outcomes of the service experience
is done through evaluations by the service agency, the
student and the professor.
For more information, go to the Community-Based
Learning website at http://www.canisius.edu/academics/
academic-affairs/community-based-learning/
The Faculty
The college considers itself primarily a teaching institution,
where research is valued for its contribution to the learning
experiences of the students. Small class size is the norm
and interaction among students and faculty is easy and
natural. Each of the faculty members has been chosen for
his or her academic competence, ability to teach, interest in
research, and moral integrity. The college’s present faculty is
a group of highly trained, dedicated individuals who take a
personal interest in the students under their charge.
The Griff Center for Academic Engagement
The center provides comprehensive programs, services,
and resources to support student academic and career
success and a transformative learning experience grounded
in our Catholic, Jesuit mission. The Griff Center is a hub for
academic and career advising and has staff ready to assist
students in their academic and professional development.
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12 CANISIUS COLLEGE
The Library
The Andrew L. Bouwhuis Library
The quality of any educational institution is determined
largely by the proficiency of its faculty and the excellence
of the information resources available to support the
curriculum.
The ALB Library is evolving into a learning commons
to better accommodate collaborative learning styles and
to provide additional support for student learning. The
Library has a variety of study and workspaces; a Curriculum
Materials Center for K-12 teacher training; reservable group
workrooms; audio-visual areas to practice presentations;
and a Tim Hortons coffee shop. Canisius students have
at their disposal an excellent library collection to support
student research. The Library subscribes to thousands of
full text electronic journals, hundreds of article databases,
and hundreds of print journals. Electronic resources can
be accessed from computer labs and residence halls on
campus and remotely from any connected device. The
Library has a substantial complement of equipment,
including laptops; netbooks; cameras (digital still or video);
projectors; headphones (with or without microphone);
e-book readers; and SmartBoards.
Canisius students and faculty have convenient and rapid
access to ten million volumes in the ConnectNY library
consortium and to the extensive research collections of the
Center for Research Libraries. Additional library materials
are available via Interlibrary Loan.
When school is in session, the Library is open every day
of the week for study and research and is open nights until
2:00 a.m. from Sunday through Thursday. Professional
librarians and technical assistants are available to provide
assistance with research or in the use of the Library and its
facilities while the library is open in person, via email, by text,
or through chat (24/7).
The Rev. J. Clayton Murray, S.J. Archives & Special
Collections, located in Bouwhuis Library, houses information
related to the history of Canisius College. It also holds
unique materials with strengths in civil rights and social
justice, Catholicism, philosophy, local history, and rare books
dating to the 15th century. Visitors and researchers are
welcome.
Computer Facilities
Instructional computing facilities include over 700 networked
computers, as well as scanners and printers. Most classrooms
provide video and computer projection for the instructor.
Computers in student labs have access to word processing,
spreadsheet, database, presentation, web development, and
statistical analysis software. Several departments, including
Digital Media Arts and Computer Science, maintain a
substantial complement of computing equipment specific to
their needs. There are several Internet Plazas located around
campus where students may check their electronic mail or
access the web. All computers are connected to the Internet
and have access to extensive online research databases
provided by the Andrew L. Bouwhuis Library.
Wireless networking is available throughout the campus,
including the Residence Halls, which are also wired for
internet access and satellite TV (including several Canisius-
oriented channels).
The myCanisius portal can be reached from our web site
at www.canisius.edu. Most instructors post course materials
in our learning management system, Desire2Learn (D2L),
which is accessed through myCanisius. In addition, access
to many student services including web-based electronic
mail, course registration, and college alerts is available from
this portal.
The ITS Help Desk is available for walk-up assistance
in the Library, by phone at 716-888-8340, or by email at
helpdesk@canisius.edu.
Non-discrimination
Canisius College does not discriminate on the basis of age,
race, religion or creed, color, sex, national or ethnic origin,
sexual orientation, marital status, veteran’s status, genetic
predisposition or carrier status, or disability in administration
of its educational policies, employment practices, admissions
policies, scholarship and loan programs, and athletic and
other school administered programs.
Canisius admits students of any age, race, religion or
creed, color, sex, national or ethnic origin, sexual orientation,
marital status, or veteran’s status to all rights, privileges,
programs and activities generally accorded or made
available to students at the college.
It continues to be the policy of Canisius College not to
discriminate on the basis of handicap. No person is denied
employment, admission, or access solely because of any
physical, mental, or medical impairment which is unrelated
to the ability to engage in the activities involved in the
education requirements or occupation for which application
has been made.
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13 GRADUATE CATALOG 2014-2016
International Partnerships and Study Abroad
Students who study abroad say that it is a life-changing
experience. Whether you spend a semester or a year
abroad, living and learning in another country will open the
doors to unique personal and professional experiences as
well as improve foreign language skills. Some programs
enable students to work as volunteers or interns during their
stays and combine language and culture courses with their
academic work. The Office of International Partnerships
and Study Abroad is continually improving and increasing
the options made available to Canisius students interested
in expanding their horizons. Some of the programs listed
below also offer opportunities for graduate students to
study abroad for a summer or semester. Please check with
the Office of International Partnerships and Study Abroad
about details for graduate study abroad.
Canisius offers study abroad programs in the following
locations:
Antwerp, Belgium — University of Antwerp
Barcelona, Spain – University Ramon Llull, IQS School of
Management
Beijing, China — The Beijing Center for Chinese Studies
Berlin, Germany — Berlin School of Economics and Law
Dortmund, Germany — Technical University of Dortmund
Eichstaett, Germany — Catholic University of Eichstaett
San Salvador, El Salvador — Casa de la Solidaridad
Florence, Italy —— Istituto Lorenzo de’ Medici
Galway, Ireland — National University of Ireland at Galway
Lille, France — The Catholic University of Lille and IESEG
School of Management
London, England — London Metropolitan University
Madrid, Spain — Pontifical University Comillas Madrid
Oviedo, Spain — University of Oviedo
Paris, France – IESEG, School of Management
Porto Alegre, Brazil — Federal University Rio Grande do Sul
Puerto Rico — Sacred Heart University
Queensland, Australia — University of the Sunshine Coast
Rio de Janeiro, Brazil — Pontifical Catholic University
Rome, Italy — Istituto Lorenzo de’ Medici
Seoul, Korea – Sogang University
Strasbourg, France – EM Strasbourg Business School
Tokyo, Japan — Sophia University
Campus Security
Canisius College complies with the Jeanne Clery Disclosure
of Campus Security Policy and Campus Crime Statistics
Act by making available information on campus security
and personal safety. This information includes crime
prevention, public safety, law-enforcement authority,
crime reporting policies, disciplinary procedures and
other important matters about security on campus. Also
available are statistics for the three previous calendar years
on reported crimes that occurred on campus, in certain
off-campus buildings or property owned or controlled
by Canisius College and on public property within or
immediately adjacent to and accessible from the campus.
The Canisius College Advisory Committee on Campus
Safety will provide upon request all campus crime statistics
as reported to the United States Department of Education.
Information is available on-line at http://www.ed.gov/
A PDF of the full report is available at
www.canisius.edu/campus-life/public-safety/policy-laws-stats/
and a printed copy may be obtained by calling Dr. Terri L.
Mangione, dean of students, at 716-888-2130.
1 Commission on Higher Education, Middle States Association of Colleges
and Schools, 3624 Market Street, Philadelphia, PA 19104 Telephone:
215.662.5606
2 University of the State of New York, State Education Department, Board
of Regents, Room 110EB, Albany, NY 12234 Telephone: 518.474.5889
3 Association to Advance Collegiate Schools of Business-International,
777 South Harbour Island Blvd, Suite 750, Tampa, FL 33602-5730
Telephone: 813.769.6500
4 American Chemical Society, 1155 Sixteenth St, NW, Washington, DC
20036 Telephone: 800.227.5558 (US only) 202.872.4600
5 Commission on Accreditation of Allied Health Education Programs, 1361
Park St, Clearwater, FL 33756 Telephone: 727.210.2354
6 Council for the Accreditation of Educator Preparation, 2010
Massachusetts Ave, NW, Suite 500, Washington, DC 20036-1023
Telephone 202.223.0077
7 Council on the Education of the Deaf, Dr. Tony Martin, Lamar University,
PO Box 10076, Beaumont, TX 77710 Telephone 409.880.8175
8 Council for Accreditation of Counseling and Related Educational
Programs, 1001 North Fairfax Street, Suite 510, Alexandria, VA 22314,
Telephone 703.535.5990
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14 CANISIUS COLLEGE
STUDENT AFFAIRS
Graduate students’ needs are different from the needs
of undergraduate students. Many of the activities, devel-
opmental concerns and extra-curricular interests which
characterize the undergraduate student become less
important in the pursuit of an advanced degree. Nonethe-
less, there still remains an interest in extra-curricular activ-
ities and a need for support services and assistance with
problems. The availability of these services and programs
is largely managed at Canisius by the Division of Student
Affairs.
Division of Student Affairs
The Vice President for Student Affairs/Dean of Students
and her staff determine all student affairs policies and
procedures for the college, subject to the approval of the
president. Assistance to graduate students is provided by
the following offices, programs and functions:
• ALANA Student Center
• Campus Ministry
• Counseling Center
• Event Services
• Griff Center for Academic Engagement – in collaboration
with academic affairs
• Intercollegiate Athletics, Club Sports, Intramurals
• International Student Programs
• Public Safety
• Residence Life
• Student Health Center
• Study Abroad and International Partnerships – in
collaboration with academic affairs
ALANA Student Center
A genuine, pluralistic campus fosters respect, equality and
understanding of a mosaic of cultural heritages. Such a
campus recognizes the interdependence of cross-cultural
student communities and the integrity of each individual.
The college aims for all individuals to feel a sense of being
participants in the college’s mission and activities, par-
ticularly those who have been historically marginalized in
America primarily due to the color of their skin.
The staff assists the campus in providing services for
*African American, Latino/a American, Asian American and
Native American (ALANA) students while educating the
entire student population about ALANA cultural patterns
and trends in higher education. The staff assists students
concerning racial perspectives, self-concept issues and
participatory involvement within the framework of the
campus.
Although primarily co-curricular focused, the ALANA
Student Center also serves students as a referral and
support unit with respect to other collegiate matters.
ALANA programs provide a place for students to share and
discuss cross-cultural experiences and to interpret those
experiences.
Campus Ministry
Canisius Campus Ministry is an empowering, pastoral and
prophetic presence on campus and we seek to devel-
op programs, activities and services that respond to the
spiritual and religious needs of our students, faculty, staff
and alumni. We are open to working with all people and
we offer retreats, faith-sharing groups, a rich liturgical life,
local service, justice initiatives, and domestic and interna-
tional service-immersion programs that will challenge and
inspire you.
The Counseling Center
The Counseling Center actively supports the educational
mission of the college. Counseling is intended to assist
students toward personal growth. A counselor supports
and encourages the student to reflect on personal choices
and actions in order to progress as a responsible adult.
Participation in counseling may help students improve
self-esteem, manage time and life better, and make rea-
soned decisions. Counseling may help an individual cope
with difficult experiences, overcome self-defeating behav-
ior and deal with feelings of anxiety, confusion, anger or
loneliness. Through the counseling process, students can
also learn to reduce stress and relax. Counseling services
are available to all registered graduate students free of
charge, from a staff of professionally qualified college
counselors who act as objective, responsive listeners and
supportive educators.
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15 GRADUATE CATALOG 2014-2016
Event Services
The Office of Event Services assists clientswith
thescheduling, planning, management, and execution of
high quality events held on campus. Whether the event is
sponsored by a college department, studentgroup or an
outside client, the staffworks to ensure that all clients and
guests have a quality experience while maximizing the use
of the facilities.
The Office of Event Services is located on the tunnel
level of the Winter Student Center and is responsible
forcoordinating all events thattake place in the Winter
Student Center, Marie Maday Theatre, Palisano Pavilion,
Montante Cultural Center, Koessler Athletic Center, Patrick
Lee Center and Demske Sports Complex.
Griff Center for Academic Engagement
Accessibility Support Services is committed to creating
equal access for all Canisius students with disabilities.
It is our goal to help meet the needs of individuals
registered and documented through the office, whether
the disability is permanent or temporary. Accessibility
support services staff serve as the college’s advocates for
students with disabilities and are responsible for arranging
the necessary accommodations. Any graduate student
who needs special services should contact the Griff
Center at 716 888-2170 before the semester begins when
possible since ample lead time is often needed to plan for
appropriate on-campus accommodations.
Career Services are very important for graduate students.
Staff members in the Griff Center provide career
counseling, assistance in securing internships and job
opportunities, resume and cover letter critiques, video-
taped mock interviews, career fairs, and credential file
service for education majors.
The Tutoring Center provides a variety of opportunities
for students to achieve their own academic success.
The services are free of charge and are open to all
Canisius students. Individual tutoring services allow
students to receive one-on-one academic assistance
from peer and adjunct professor tutors. Tutors are
available in most academic disciplines and employ
various academicstrategies to help address individual
student needs. The Study Center Program is open to all
students and is an opportunity for students to focus on
their academic work in a quiet environment where tutors
are available to answer questions and provide academic
support.
Veterans services staff members in the Griff Center are
dedicated to providing an environment that helps our
veteran students achieve their academic and personal
goals. Our staff iscommitted to creating a supportive
and friendly atmosphere where students feel comfortable
seeking assistance concerning both academic and non-
academic issues.
Intercollegiate Athletics, Club Sports, Intramurals
Canisius College conducts an extensive program of
intercollegiate athletics at the N.C.A.A. Division I level.
While participation in intercollegiate athletics by an
incoming graduate student is somewhat rare, there
are occasionally opportunities for graduate students to
participate. Interested individuals should contact the
head coach of the program to inquire about their tryout
opportunities. Griffin teams also provide an excellent
venue for the sports spectator. Schedules are available at
www.gogriffs.com. Graduate students are encouraged to
participate in both club and intramural sports http://www.
canisius.edu/athletics/club/.
International Student Programs
Canisius College welcomes international students and
appreciates the cultural diversity they bring to the campus.
Our international students come from six continents.
The Office of International Student Programs advises
international graduate students and assists them with their
adjustment to Canisius College and American culture by
organizing educational and social programs. To encourage
cultural understanding within the Canisius community,
arrangements are made for host families. Other services
for international students include orientation for new
graduate students, assistance with immigration regulations
and special tutorial help in English. The Global Horizons
Association, a student organization for American and
international students, plans additional activities to
promote cultural awareness on campus.
Return to Table of Contents
16 CANISIUS COLLEGE
Public Safety
The Department of Public Safety, located in the basement
of the Bosch Hall, is open 24 hours a day, 7 days a week,
365 days a year providing protection and services to the
campus community. The department was established
to protect the educational environment of Canisius
College, keeping the environment free from the threat
of physical harm, property damage and disruptive
activity. Departmental objectives include: aiding in the
enforcement of federal, state and local laws; preventing
crime; regulating non-criminal conduct and preserving the
peace.
Uniformed Public Safety Officers primary responsibilities
include: patrolling the campus area on foot, on bicycles
and in vehicles; security services; emergency response;
and requests for assistance involving members of the
campus community.
Public Safety also provides a variety of support services
that are tailored to meet the needs of the campus
community. These services include: conducting crime
prevention and personal safety programs, operating the
campus shuttle system, providing Canisius ID cards, and
providing assistance to campus motorists experiencing
minor mechanical problems.
For a comprehensive summary of the activities and
services provided by Public Safety, visit the Department of
Public Safety Web site at www.canisius.edu/campus-life/
public-safety/
Crime Statistics
Canisius College complies with the Jeanne Clery Disclosure
of Campus Security Policy and Campus Crime Statistics
Act by making available information on campus security
and personal safety. This information includes crime
prevention, public safety, law-enforcement authority,
crime reporting polices, disciplinary procedures and
other important matters about security on campus. Also
available are statistics for the three previous calendar years
on reported crimes that occurred on campus, in certain
off-campus buildings or property owned or controlled
by Canisius College and on public property within or
immediately adjacent to and accessible from the campus.
Information is available on-line at http://www.ed.gov/.
A PDF of the full report is available at http://www.canisius.
edu/dotAsset/2f0e58c7-f43d-4578-b6e3-9eef1982eee9.
pdf and a printed copy may be obtained in the Student
Affairs Office, Old Main 102, 716 888-2130.
Residence Life
Housing for graduate students is available. Information
about the types of graduate housing Canisius offers is
available at www.canisius.edu/campus-life/residence-life/
Student Health Center
Frisch Hall 001 Phone 888-2610
The Student Health Center, located on the tunnel level
of Frisch Hall, Room 001, provides service to graduate
students Monday through Friday during the academic
year. The specific clinic hours are circulated on campus
at the beginning of each semester. The clinic is staffed
by physicians, nurse practitioners/physician assistants
and registered nurses. Graduate students needing more
complex medical care and treatment are referred off-
campus. For more information go to: http://www.canisius.
edu/student_health/
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17 GRADUATE CATALOG 2014-2016
Sickness and Accident Insurance
Canisius College students should have health insurance
to prevent the financial burdens associated with an illness
or injury. Students who do not have health insurance are
encouraged to consider purchasing the sickness and acci-
dent plan offered by the college. International students are
required to purchase the college’s health insurance. Infor-
mation about plan benefits, eligibility, cost and enrollment
periods is available at http://www.canisius.edu/resources/
services/health-office/insurance/
All students must carry proof of their health insurance
coverage while on campus. Most health insurance compa-
nies issue a health insurance card for that purpose. To pre-
vent confusion, it is also recommended that all students
know how their health insurance program is administered
if a need for health care arises while they are at school.
New York State Immunization Requirement for
Measles, Mumps and Rubella
New York State law requires all graduate students taking
six or more credits and born on or after January 1, 1957 to
provide proof of immunity against measles, mumps and
rubella to the Student Health Center prior to class atten-
dance. Graduate students must submit proof of two doses
of measles (rubeola) vaccine, one dose of rubella (German
measles) vaccine and one dose of mumps vaccine, given
on or after their first birthday and after 1967. Non-com-
pliance with this law results in exclusion from class and
inability to register for future courses. Forms available at
http://www.canisius.edu/resources/services/health-office/
immunization/
Meningitis Requirement
All students registered for 6 or more credits, regardless of
birth date, are required to receive information about the
risk of meningococcal disease and the benefit of vaccina-
tion. Students are required to read the information and ei-
ther obtain the meningitis vaccine or sign a vaccine refusal
statement within thirty days of first class attendance. Read
information about meningococcal disease at http://www.
canisius.edu/resources/services/health-office/immuniza-
tion/#meningitis
Study Abroad and International Partnerships
Canisius College students who study abroad say it is a
life-changing experience which significantly expands their
personal and professional horizons. Graduate students do
not typically study abroad for an entire semester, however,
the college offers diverse short-term and summer study
abroad opportunities which may be of greater interest to
graduate students.
Return to Table of Contents
18 CANISIUS COLLEGE
ACADEMIC POLICIES
Admission
Men and women of ability and achievement are welcome
in the Graduate Division of Canisius College. Their
acceptability as students is determined by the individual
departments on the basis of aptitude, achievement and
character alone.
Admission Procedures
Applicants for admission to the Graduate Division may be
accepted as matriculants (master’s degree candidates) in a
particular department, or as non-matriculants (not available
in Anthrozoology). In either instance, the same admission
standards will apply. Prospective students for admission
to graduate study in any department must possess a
baccalaureate degree and must present evidence of their
qualifications to participate successfully in a graduate-level
academic endeavor. Each applicant is required to submit
the following to the office of the appropriate program
director:
1. Application for admission with $25.00 (check payable to
Canisius College).waived for online application.
2. One transcript of all previous undergraduate studies.
3. No student will be permitted to register for class until
he or she has been formally accepted into the graduate
division.
4. Additional admissions requirements may be found in the
description of each graduate program.
5. Students whose general qualifications warrant their
admission to the graduate division, but for whom some
supplementary study is prescribed, may not be admitted
to candidacy for a degree until all deficiencies have been
removed.
Entrance Examinations
A preliminary examination to determine the candidate’s
background may be required in any field or department.
The candidate will be given adequate notice by the program
director in the event of such an examination. G.R.E. or
G.M.A.T. requirements, where applicable, are described in
the departmental regulations.
International Students
In order to attend Canisius College, Canadian and other
international students must receive a Certificate of Visa
Eligibility (Form 1-20). This form is issued by Canisius
College after the student has submitted proof of his or
her ability to meet all educational and living expenses
for the entire period of study. The student must provide
this proof by filling out the Canisius College International
Student Certification of Finances form, which includes a
budget worksheet to help the student determine the total
educational expenses. This form must have enough funds
listed (in U.S. dollars) and verified to cover the full amount
of the student’s educational and living expenses. This
form must be submitted with the Application for Graduate
Studies.
Matriculation
Matriculated students: Most students enter the graduate
division as matriculants, i.e., as students who are enrolled in
a specific program leading to a master’s degree. A student
who interrupts matriculation for more than one complete
calendar year is bound by the regulations in force at the
time of readmission. Each student is responsible for the
preparation of a program of studies in conformity with
the requirements and course prerequisites in force in the
student’s program of study at the time of matriculation.
Non-matriculated students: In the education programs,
persons who possess a baccalaureate degree and are
otherwise eligible but who wish to pursue graduate study
without intention of taking a higher degree may register
as non-matriculated students. Should such a student later
decide to work towards a degree, the student must apply
for admission to the program and complete all admission
requirements. The appropriate program director will
determine what credits already completed will be accepted
toward the master’s degree. In the business programs,
non-matriculation is not encouraged. In exceptional
circumstances, students may be accepted in this category
on a limited basis.
Auditors (non-credit students): Students wishing to
pursue certain courses of study may register for such
courses as auditors (non-credit students). It is the
understanding of the college that such auditors, though
encouraged to participate in class discussion and reading
assignments, are exempt from examination and will not
at any time claim credit for such attendance. In the Wehle
School of Business, only individuals with a graduate degree
in business may audit courses. Auditing is not available in
the Anthrozoology program.
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19 GRADUATE CATALOG 2014-2016
COURSES OF INSTRUCTION
Introduction
The college year consists of two regular semesters, fall and
spring, plus several summer sessions of varying lengths.
The number of semester credits to be earned in a given
course is always indicated by the number after the course
title.
Some courses have prerequisites that must be met
before a student can register for the course. Prerequisites
include such requirements as the successful completion of
previous courses, concurrent registration in another course,
permission of the instructor or chair, and specific GPA and
course grade requirements. A student may not register
for a course where prerequisites are indicated unless the
prerequisites have been successfully completed.
Note: For two-semester courses that are listed with one title
and description (e.g., EDD 536-537 Language Theories
and Strategies), it is understood that successful completion
of the first semester is a prerequisite for admission to the
second half of the course.
The numerical sequence used at Canisius College
indicates the following: Courses numbered 100-499 are
undergraduate courses, and courses numbered 500 and
higher are graduate courses.
Registration
Students register for courses on-line at www.canisius.edu.
Students are encouraged to register as early as possible to
avoid finding the courses closed. It is strongly recommended
that students consult with their advisors each semester to
insure that they are taking the proper courses.
In the fall and spring, the first full week of classes of the
semester is the Drop/Add week, during which students
may drop or add classes without penalty (see Academic
Calendar for dates). After that, the withdrawal procedures
described below apply. No change or deletion of courses,
except for authorized withdrawals, may be made after the
first full week of any semester.
Students who have not completed registration will not be
admitted to class. It is the responsibility of the all students
to be aware of registration procedures.
Once registration has been completed, the student
must follow the program of studies shown on the official
registration form. No change or deletion of courses, except
for authorized withdrawals, may be made after the first full
week of any semester.
Students are expected to maintain a continuous
program of academic work until all course requirements,
including research for the thesis, are completed. If a thesis
is required, the student must register each fall and spring
semester, after the completion of course requirements, for
the appropriate research course until the degree is awarded.
Attendance
Students are expected to attend all regularly scheduled
classes, labs and other course related activities. However,
on some occasions students may need to be absent.
Instructors are privileged to establish reasonable absence
regulations which should be clearly stated at the first
class meeting. The suggested norm is twice the number
of classes per week. This means that a student would be
permitted two absences in a class that meets once a week.
When unavoidable absences occur, the student should
explain the circumstances as soon as possible to the
instructor who will judge the validity of the excuse.
The instructor is expected to determine when the
number of absences has reached the level where any
additional absences would prevent the student from
attaining the objectives of the course. This judgment should
be communicated to the student with the warning that any
further absences will result in an automatic dismissal from
the course and a grade of “F.”
Withdrawal
A student wishing to withdraw from a course must submit
a course withdrawal form to the Student Records office
after it has been signed by the instructor and then by the
appropriate associate dean or director. Students in online
programs should send the program director an email
requesting the withdrawal from the class. This will start the
process. The date of the email will be the effective date
of the withdrawal. A student receiving financial aid should
consult with a counselor before withdrawing from a class.
The faculty signature represents an acknowledgment of the
student’s withdrawal. Failure to submit the withdrawal form
will mean that an automatic grade of “F” will be entered on
the student’s record.
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20 CANISIUS COLLEGE
The deadline for withdrawal without academic penalty
is the last day of classes of each fall and spring semester.
See the official academic calendar, pages 2 and 3. Summer
sessions have their own deadlines for withdrawal. Consult
the Summer Session catalog for details.
Withdrawal from a course automatically results in a
notation of “W” (withdrawal) for the course. Ordinarily, no
student will be allowed to withdraw from any course after
the deadline. However, in extreme circumstances, a student
may request permission from the dean and then the
instructor of the class to withdraw after the deadline. Such
permission will be granted rarely and only in exceptional
cases. Written documentation explaining the reasons the
withdrawal is being requested is required for all withdrawals
after the deadline.
ACADEMIC PROCEDURES
Examinations
In their syllabi, instructors specify examinations of a kind
and number that are, in their judgment, appropriate to the
needs of the students and to the objectives and conditions
of the course. Finalexaminations are required in every
course and are administered during final-examination week
at times and places scheduled by the registrar.
Academic Misconduct
Faculty and students alike have rights and responsibilities
for learning, teaching and scholarship within the entire
college community. Academic functions are characterized
by reasoned discourse, intellectual honesty, mutual respect
and openness to constructive change. Individuals must
remain active in avoiding violations of academic ethics.
Canisius College publishes this statement concerning
academic misconduct.
Prohibited Actions
Plagiarism
Plagiarism is offering the work of someone else as one’s
own. This may range from isolated formulas, sentences, or
paragraphs to entire articles copied from books, periodicals,
speeches or the writings of other students. Honesty
requires that any work or materials taken from another
source for either written or oral use must be acknowledged.
Any student who fails to give credit for ideas or materials
obtained from another source is guilty of plagiarism.
1. Obtaining without permission, manipulating or interfering
with any academic work of another student.
2. Buying or selling term papers, examinations or other
written assignments, or any part of them.
3. Aiding or abetting the conduct in sections (1) to (2).
4. Attempting to engage in any of the conduct in sections
(1) to (3).
Procedures for Handling Academic Misconduct
A faculty member may charge a student in his or her
course with academic misconduct. After the student has
been informed of the charge and the evidence upon which
it is based and has been given an opportunity to present
a defense or explanation, the faculty member shall issue a
finding and impose a penalty within the course.
The student may accept the penalty or choose to
appeal. The student may appeal the finding or the penalty
to the chair of the faculty member’s department within ten
calendar days of the finding. Each party will present his case
to the chair, who will then render a decision.
The student and the faculty member may accept the
decision of the chair or either of them may appeal the
matter to the appropriate associate academic dean or
his or her designate within ten calendar days. Each party
will present his case to the associate dean or his or her
designate, who shall then render a decision.
At either stage of appeal, the chair, the associate dean
or his or her designate may dismiss the charge, affirm the
charge and penalty, or affirm the charge but change the
penalty.
At any time after a student has been charged with
academic misconduct, but before the dean or his or her
designate has rendered a final decision, the student may
request a college ombudsman to facilitate an informal
resolution to the problem. The resolution may include a
penalty. After a student has been charged with academic
misconduct, he or she may request the assistance of
another member of the college community in presenting an
explanation or defense to the faculty member, chair, dean,
or his or her designate.
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21 GRADUATE CATALOG 2014-2016
Penalties
The penalties that may be imposed upon a student found
responsible for academic misconduct include, but are not
limited to, the following:
• If consultation with the dean of the student’s school
reveals no prior offense.
• The student’s grade in the assignment or examination in
question will be a “F.” At the discretion of the instructor,
the assignment or examination may be repeated in a
different form.
• In addition, the student may receive a failing grade in the
course.
• The instructor may devise a penalty appropriate to
the circumstances. If a prior offense is on record, the
course grade should be an “F.” The student’s dean may
impose a penalty outside the course, including the
recommendation of suspension or expulsion. The Vice
President for Academic Affairs makes all final decisions
regarding suspension or expulsion for reasons of
academic misconduct.
Record Keeping
In all instances of academic misconduct in which a final
penalty has been imposed, the person imposing the
penalty shall notify the dean of the student’s school for
inclusion of the matter in the student’s confidential file.
This file enables the dean to determine when a student has
engaged in more than one act of academic misconduct.
Academic misconduct files are maintained in the Student
Records Office.
After a student graduates, the confidential file
concerning the misconduct shall be destroyed. However, if
the student is expelled for academic dishonesty, the file will
be retained.
Grades
Grades inform students of the level of performance they
have achieved in a course. Grades are means whereby
students may come to know and appreciate their capacities
and abilities. Instructors are responsible for specifying
the performances required in their courses; students are
responsible for meeting the requirements specified.
Grades earned by students at Canisius College reflect:
1. The extent to which the requirements specified in the
course syllabus have been met.
2. The degree to which the requirements completed exhibit
mastery of the subject or skills which are the object of
the course.
3. Other criteria specified by the instructor at the
beginning of the course, criteria such as, but not limited
to, attendance at lectures or other course functions,
projects voluntarily undertaken in excess of specified
requirements, correct use of oral or written English and
contribution to discussion or other course activities.
Quality points
The quality-point average indicates the student’s general
scholastic average and is a measure of the quality of his or
her work, just as credit hours are the measure of its extent.
Points are assigned as follows for each semester hour
completed:
Grade Points Grade Points
A 4.0 C+ 2.3
A- 3.7 C 2.0
B+ 3.3 C- 1.7
B 3.0 F 0
B- 2.7
A student’s GPA is obtained by dividing the total number
of quality points by the total number of credit hours carried.
Other grades authorized by the deans include the following:
W – Authorized withdrawal from a course.
The description of withdrawal procedures is in a preceding
section of this chapter.
I – Incomplete.
Final grades are available on the MyCanisius portal at the
conclusion of each semester. If an official grade report is
needed for any reason, contact the Student Records office
to request a grade report.
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22 CANISIUS COLLEGE
Final course grades cannot in normal circumstances be
altered after they have been recorded on the student
academic record. Should an exceptional reason occur that
would justify a late grade change, the faculty member can
submit to the appropriate associate dean a request to
change a student’s recorded grade within the following time
frame:
• The end of the spring semester following a course taken
in the fall
• The end of the fall semester following a course taken in
the summer
• The end of the fall semester following a course taken in
the spring
Any request for a grade change after these deadlines must
be submitted to the dean of the appropriate college with
documentation as to why the grade should be changed.
Students who are dissatisfied with their grade in a
course may repeat the course once (exceptions may be
approved by the appropriate associate dean in consultation
with the department chair). In such cases, both grades will
be entered in the student’s record, but, for the purpose of
computing cumulative GPA, only the second grade will be
used for the calculation.
Incomplete Grade
A student who, for serious and well defined reasons, has
failed to fulfill all requirements of a course or has failed to
take the final exam may petition the course instructor to
request from the appropriate associate dean, a grade of “I”,
indicating “Incomplete Performance.”
Only the appropriate associate dean or his or her designate
(Program Directors in the College of Arts & Sciences) may
grant an incomplete grade request. It will not be granted to
a student whose only reason is excessive absence during
the semester or failure to complete the work of the course
before the close of the semester without an exceptionally
good reason. Examples of such good reasons might be
prolonged illness or hospitalization during the semester,
serious illness at the time of the final examination, or other
unusual circumstances.
An incomplete grade, when granted, is merely temporary
and will automatically be changed to an “F” grade if a final
grade is not submitted by March 1 for the fall, August 1 for
the spring andOctober 1 for the summer.
Grade Grievance Procedure
Occasions may arise when a student does not agree with
the grade he or she has received in a course. When this
happens, the question of whether the grade should be
reconsidered is addressed in two stages.
Part A) The initial stage in the grievance procedure is as
follows:
The student first contacts the course instructor to discuss
the grade in question within four weeks of the start of the
semester (regular academic session) immediately following
that in which the grade was awarded. If the instructor agrees
that the grade in question was inaccurate, a grade change
is processed by the instructor.
If the student and the instructor cannot agree on the
appropriateness of the grade in question, the student may
contact the chair of the instructor’s department, in writing,
within ten working days after the meeting with the instructor.
If a mutually agreeable decision is made through mediation
conducted by the chair, the instructor will submit the agreed
upon grade and the process is completed. If there is no
outcome that is mutually acceptable to the student and the
instructor, the process may continue. If the instructor is also
the chair, then Step 2 is omitted and the process goes to
step 3.
The student may appeal the decision to the appropriate
associate dean’s or his or her designates office within ten
working days after the mediation process is complete. The
dean shall collect written views and other pertinent material
from the involved instructor, student and chair, as well as
consult with any other individuals deemed necessary. The
dean shall render the decision whether the grade should be
reconsidered.
The decision of the associate dean or his or her designate
to reconsider or not to reconsider the grade in question
is final. If the decision is to reconsider the grade, the
procedure outlined in Part B below is followed. If the
decision is not to reconsider the grade, the original grade
cannot be changed. Cases which are referred to the
procedure in Part B can be withdrawn only with the consent
of the student, instructor, department chair and dean, and
after first informing all parties involved.
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23 GRADUATE CATALOG 2014-2016
Part B) The final stage in the grievance procedure is as
follows:
If the dean feels that the reconsideration of the grade in
question is appropriate, a panel of tenured faculty who
have not been involved in the process described above is
formed from the department in question. The panel must
be formed within ten days of the dean’s decision. If the
department does not have a minimum of four members,
it will be expanded to include all the tenured members of
the departments within the division (Natural Science, Social
Science, Humanities, Business or Education) of which the
department in question is a member.
A three-member panel will be selected as follows:
The dean, faculty member and student involved will each
select one member of the panel from the designated pool.
The panel will review all appropriate material and make a
determination about the grade change. This review must be
completed within thirty days of the formation of the panel.
The panel has the authority to assign a grade for the course
in question. That grade may be the same grade as assigned
by the instructor or a higher or lower grade, according to
the panel’s judgment. The student and the instructor will be
informed of the panel’s decision and, when applicable, the
authorized grade change will be submitted to the registrar.
The decision of the panel may be appealed by the original
instructor or the student to the vice president for academic
affairs only in the following extraordinary circumstances:
a. The grade grievance procedure was not followed.
b. Prejudice was manifested against either the student or
the instructor.
c. New, relevant information was introduced.
The appeal must be brought within thirty days of the panel’s
decision. The burden of proof for the appeal rests with the
individual bringing the appeal.
If the Vice President for Academic Affairs believes that
the decision of the panel should be reviewed, a three-
member appeal panel will be appointed from the pool of
tenured faculty as described in Part B: the vice president,
the faculty member and the student involved will each
select one member. No member of the original panel may
serve on the appeal panel. The appeal panel will follow the
procedure in Part B-3, including completion of its task
within thirty days of the formation of the panel. The decision
of the appeal panel is final.
Probation and Academic Dismissal
The regulations regarding probation and academic
dismissal vary from one program to another. Specific
information may be obtained from the associate deans or
program directors.
RECORDS
Change of name/address/phone
It is the responsibility of each individual student to notify
the college of any change of name, address and/or phone
number. Change-of-address forms are available in the
Student Records Office.
Transcript
A student wishing a transcript of his or her record in order to
transfer to another college, university or professional school
or for other purposes must make written application to the
Office of Student Records one week before the transcript
is needed. Information on how to request a transcript can
be found at www.canisius.edu/transcripts. In no case will an
official transcript be given to a student but, in accordance
with accepted practice, it will be sent directly to the institution
indicated by the student. A student can request a copy of
the transcript for his or her personal use. This copy will be
marked “Student’s Copy.” No transcripts will be released until
students have cleared all financial obligations to the college.
Policy On Student Records
In compliance with Section 438 of the “General Education
Provisions Act,” entitled “Family Educational Rights and
Privacy Act,” the following constitutes the college’s policy
instructing students of the procedures available to provide
appropriate access to personal records while protecting the
confidentiality of these records.
A “student” is defined as one who has attended or is
attending Canisius College and whose records are in the
files of the college. Student records to which this policy
applies do not include files retained by individual faculty/
staff members which are not accessible to any other person
except a substitute designated by the faculty/staff member.
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24 CANISIUS COLLEGE
Public information is limited to name, address, phone,
major field of study, dates of attendance, admission or
enrollment status, school or division, class standing, degrees
and awards, student organizations and sports and athletic
information. Public information shall be released freely
unless the student files the appropriate form requesting
that certain information may not be released. This form
is available at the Office of Student Records, Bagen 106.
Public information which cannot be restricted includes
name, enrollment status, degrees and dates of attendance.
All students have records in the student records office, but
additionally, students may also have records in the following
places:
• Dean of Arts and Sciences, Bagen 202
• Dean of Business, Bagen 103
• Associate Dean/Arts and Sciences, Bagen 202
• Associate Dean/School of Business, Bagen 103
• Dean of School of Education and Human Services,
Bagen 201
• Associate Dean/School of Education and Human
Services, Bagen 201
• Center for Professional Development, Center@Amherst
• Office of Student Affairs, Old Main 102
• Office of Student Accounts, Bagen 106
• Office of Financial Aid, Old Main 100
• Student Health Center, Frisch Hall lower level
• Office of Residence Life, Dugan Hall lower level
• Departmental offices
• A student’s educational record is open to the student,
with the following exceptions:
• Confidential letters of recommendation placed in files
prior to January 1, 1975.
• Records of parent’s financial status.
• Employment records (see below).
• Medical records (see below).
The employment records to which students do not have
access are records kept in the normal course of business
which relate exclusively to students as employees. Medical
records are kept in the Student Health Center. This office
rigidly protects the confidentiality of those records but they
can be reviewed by a physician or appropriate professional
of the student-patient’s choice. Student records are open to
members of the faculty and staff who have a legitimate need
to know their contents, except where access is prohibited by
special policies such as those governing medical records. The
determination of those who have “a legitimate need to know”
will be made by the person responsible for the maintenance
of the record. This determination must be made scrupulously
and with respect for the individual whose record is involved.
The college has established the following procedures
enabling the student to have access to his or her record:
1. The student may see his or her record by filling out a
request form at the office where the record of interest is
maintained.
2. Access is to be granted promptly and no later than thirty
days from the date of the request.
3. The student may make the request in person or by mail,
but the request may always be required to be in writing.
4. The student may obtain upon request copies of
documents to which he or she is entitled. The college
may charge for these copies.
5. The student may request and receive interpretation
of his or her record from the person (or designee)
responsible for the maintenance of the record. If the
student considers the record faulty, he or she can
request and receive review of the case according to the
established procedures on file in the Office of Student
Affairs, and the record will be corrected if judged faulty
or in violation of privacy.
Normally, records can be released – or access given – to
third parties (i.e., anyone not a member of the faculty and
staff) only at the written request of the student. Without
the consent of the student, releases to third parties may be
given only as follows:
1. To a specific list of persons, primarily including Canisius
College officials.
2. To federal, state and local officials as required by law.
3. To appropriate persons in an emergency situation when
necessary to protect the welfare of an individual.
4. To parents of a student who is dependent for income tax
purposes.
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25 GRADUATE CATALOG 2014-2016
A student may secure from the Student Records Office a
consent form authorizing the release of specified records
to specific individuals. A notification of releases made to
third parties must be kept in the student’s record. This
notification is open only to the student and the person in
charge of the record. The third party must be informed
that no release of personally identifiable data is authorized
without the written consent of the student. This policy does
not preclude the destruction of any record if the college
does not consider it germane. Persons in charge of records
should ensure that only pertinent items are retained in
student files.
COMPLETING THE
DEGREE PROGRAM
Separation From College
Each student’s continued registration at the college, the
awarding of academic credits and the granting of any
certificate or degree are entirely subject to the disciplinary
authority of the college. The college reserves the right,
therefore, to enforce the regulations concerning satisfactory
academic performance and, in consequence, to cancel
a student’s registration, to refuse academic credits or to
deny a certificate or degree. Separation from the college
may also be imposed as a penalty for any conduct which
conflicts with the ideals of the college or damages its
reputation and that of its students.
Comprehensive Exam
Requirements for a comprehensive examination, where
applicable, are described in the departmental regulations.
Thesis Requirement
Thesis requirements, where applicable, are described in the
departmental regulations.
Graduation
To qualify for the master’s degree, a candidate must
complete satisfactorily all general and program
requirements as outlined in this catalog. Degrees are
awarded during the annual commencement ceremony
on the date designated in the college academic calendar.
Students completing the degree requirements in August
(degree conferral date is September 15th) or December
(degree conferral date is February 1st) may obtain their
diploma before the next commencement. All students,
regardless of when the requirements are completed (May,
August, or December), must file a Request for Diploma
form with the their respective graduate offices. Students
should contact their specific program office regarding the
deadline dates for such requests.
Each student’s name should be submitted to the
registrar exactly as the student wishes it to appear on
all official documents of the college. It is the student’s
responsibility to keep this file accurate. A fee of $30.00
will be assessed to reprint a diploma if the name on the
new diploma is to differ from that on the official registration
record of the college.
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26 CANISIUS COLLEGE
TUITION & FEES
General Regulations
All tuition charges, student fees, and room and board
charges are assessed and collected by the Student
Accounts Office with the exception of the application and
deposit fees for new students, which are collected by the
Graduate Admission Office.
The trustees of the college, when necessary, may amend
the tuition charges, fees, and room and board charges.
Application Fee
An application fee of $25.00 must accompany each formal
application for admission to Canisius College. This fee is not
refundable.
Tuition Deposits
All candidates admitted to a graduate program must make
a $100.00 deposit before registration information and
materials are forwarded to them.
These deposits will be applied to the tuition bill of the
first semester. The entire deposit is forfeited if the student
fails to enter a graduate program within one year of
admission.
Room Deposits
A $200.00 deposit is required of students occupying a
room in one of the resident facilities. The room deposit is
non-refundable and is applied as a credit toward the spring
semester room rental charge.
Payment of Tuition, Fees and Room and Board
The College bills the student, rather than his or her
parents. Each semester a student is issued an electronic
bill (ebill) for tuition, fees and room and board by the
Student Accounts office. Financial responsibility begins with
registration for a course. Failure to attend will not cancel a
bill. Tuition, fees and room and board are due on the date
printed on the bill. A student must pay the bill in full or
sign-up for a Semester Payment Plan by the tuition bill
due date. If a bill remains unpaid after the due date without
payment arrangements being made, a $300.00 late charge
and financial hold will be placed on the student account. All
payments are credited on the day received, NOT the day
mailed. Legal action and added collection fees may result to
collect monies due the college.
POLICIES
Withdrawal, Cancellation and Refund
1
Unofficial withdrawal does not cancel an account. No
withdrawal credit will be given to any student who does
not fill out the proper withdrawal forms provided by the
appropriate academic dean. No withdrawals will be accepted
or withdrawal credit given over the telephone. Withdrawal
credit or refunds of tuition will be given to those students
whose bills are paid or who have signed a Semester
Payment Plan before the due date specified on the bill.
No refund of tuition may be demanded as a matter of
right when a student leaves the college without completing
the semester in which enrolled. For a student to obtain
a refund, the withdrawal must be authorized by the
appropriate dean by the filing of the official form. If this is
done, the student may request in writing a refund of tuition
only according to the appropriate schedule:
a. If the course is a 3.0 credit hour class, the refund
schedule is as follows:
First week of classes (Drop and Add Week) 100%
Second week of classes 90%
Third and fourth week of classes 50%
Fifth week through eighth week of classes 25%
After eighth week of classes None
b. If the course is a 1.5 credit hour MBA class that meets
7-8 times including the final exam, the refund schedule
is as follows:
After first class 100%
After second class 50%
After third class 20%
After fourth class None
c. If the course is a 1.0 credit hour, 5 week class, the refund
schedule is as follows:
First week of classes (Drop and Add Week) 100%
Second week of classes 30%
After second week None
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27 GRADUATE CATALOG 2014-2016
d. Fees are not refundable.
The refund policy is set by the federal government. Refunds
of tuition will be calculated from the date on which the
appropriate academic dean approves the refund. The
refund will be sent to the student within thirty days. Full
tuition and fees will be refunded in the event of cancellation
of a student’s enrollment because of an error on the part
of the college. Any individual remaining enrolled may
terminate the room and board agreement only under
special circumstances approved by the Office of Residence
Life. Upon any approved termination of the room and board
agreement, the college will refund any payments received
for room and board, less a room withdrawal fee, as specified
in the Resident Facilities Agreement and a board withdrawal
fee not to exceed a one-month board charge.
Outstanding Financial Obligations
Any outstanding financial obligation a student owes to
the college can prevent the student from registering for
courses, making schedule adjustments after registration,
attending graduation or requesting transcripts.
The following types of outstanding financial obligations
can cause a financial hold to be placed on a student’s
record and stop registration transactions:
a. Student Accounts Office: Any outstanding tuition,
default on Payment plans, late charges, write-offs or
delinquent NDSL/Perkins loans;
b. Library: Any late fines or replacement fees for books not
returned;
c. Residence Life: Residence hall damage fees;
d. Koessler Athletic Center: Fees for lost or damaged
equipment.
In order to clear a financial hold, a student must pay the
obligation due at the appropriate office or make suitable
arrangements with that office.
A student must clear all financial holds in order to
register for classes, make schedule changes, attend
graduation or request transcripts.
Governmental Programs
Students who attend Canisius College under the provision
of Public Laws 16, 346, 550 or 894 and those under the
sponsorship and benefits of other government agencies
are subject to regulations governing agencies. They must
present these papers to the Office of the Registrar and to
the Student Accounts Office.
Deferred Tuition Payments
If a student wishes to utilize the Semester Payment Plan,
he/she must do so by the due date on the bill. All semester
payment plans are subject to an administration fee and a
penalty fee if the balance is not paid in full by the payment
plan’s due date.
Tuition Payments
Canisius College accepts for payment cash, check (US
funds only), money orders, wire transfers, and checks
over the telephone. Tuition payments can also be made
on-line with your checking or savings account. It is the
college policy to write the student’s ID number on the
face of the check or money order to ensure accurate
posting. By submitting a check, please be aware that you
are authorizing Canisius College to use information on
your check to make a one-time electronic debit from your
account at the financial institution indicated on your check.
This electronic debit will be for the amount on the check.
Funds may be withdrawn from your account as soon as the
same day your payment is received and you will not receive
your check back from your financial institution. Call the
Student Accounts Office if you have any questions about
electronic check collection or options available if you do not
want your payments collected electronically.
Full-time Students
A full-time student is one who carries at least 9 semester
credit hours.
Part-time students
A part-time student is one who carries less than 9 semester
credit hours.
Fall and Spring Semesters
Tuition and Fees: Graduate Division effective May 2014
through May 2015
Tuition (2014-2015)
Per credit hour (unless otherwise indicated)
For updated tuition, please refer to
http://www.canisius.edu/resources/accounts/tuition-fees/
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28 CANISIUS COLLEGE
College of Arts and Sciences
All Programs $765.00
School of Education & Human Services
All Programs $765.00
College Student Personnel
Fall 2014 Starts $914.00
Fall 2013 Starts $896.00
Wehle School of Business
All Programs $765.00
M.B.A. (Full Time) three semesters
2
$37,950.00
Audit
3
Graduate student in a graduate course, per
credit hour
$382.50
Graduate student in an undergraduate
course, per credit hour
$382.50
Alumnus/alumna in an undergraduate
course, per course
$60.00
Board, per semester
4
Griffin A: 17 meals/week, $175 Griff Bucks,
$25 Golden Choice
$2581.00
Griffin B: 225 meal blocks, $275 Griff
Bucks, $25 Golden Choice
$2581.00
Griffin C: 200 meal blocks, $375 Griff
Bucks, $25 Golden Choice
$2581.00
Ultimate Block: 175 meal blocks, $350 Griff
Bucks, $25 Golden Choice
$2417.00
Supreme Block: 105 meal blocks, $450
Griff Bucks, $25 Golden Choice
$2052.00
Mega Block: 75 meal blocks, $550 Griff
Bucks, $25 Golden Choice
$1750.00
Super Griff Bucks: 4 meal blocks, $650
Griff Bucks & $25 Golden Choice
$675.00
Griff Bucks only (minimum deposit)
(increase in $25 increments)
$25.00
Golden Choice (minimum deposit) $5.00
Room, per semester
Bosch & Frisch – Double $3677.00
Bosch & Frisch – Suite $4139.00
Bosch & Frisch Corner Suite $4600.00
Delavan Townhouses (2 & 3 person) $4849.00
Delavan Townhouses (4 & 5 person) $4483.00
Dugan – Double $3635.00
Martin Hall - Single $4579.00
Martin Hall – Double $3667.00
Village Townhouses $4483.00
Semester fees:
College fee (including library, facilities use and ID card)
Full-time students $132.00
Part-time students $11.00/credit hour
Technology Fee
Full-time students $90.00
Part-time students $7.50/credit hour
Wellness Fee
Full-time students $85
Part-time students $50
Occasional fees and charges:
Application fee $25.00
Late Payment fee $300.00
ID card late fee or replacement $20.00
Returned check charges $25.00
Vehicle Registration Fee varies
Transcript of records, each N/C
Thesis binding fee varies
1 The refund schedules shown are applicable only to the fall and spring semester of an
academic year. For refunds during the summer session, consult the Student Records
Office.
2 Special three-semester program, beginning fall semester; fees included.
3 On a space-available basis.
4 A detailed description of each plan may be obtained from the Student Accounts
office. First semester freshmen in Bosch, Frisch, or Dugan must be on Plan 1.
Freshmen in the second semester may choose either Plan 1 or 2. Upperclassmen in
Bosch, Frisch or Dugan must be on plan 1, 2, 3, or 4. Resident students not in Bosch,
Frisch or Dugan, and commuter students, may choose any of the six options. If Plan
1, 2, 3, 4, or 5 is
purchased in the fall semester, it will automatically be re-
billed in the spring semester, unless changed during the first two weeks
of the spring semester.
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29 GRADUATE CATALOG 2014-2016
STUDENT FINANCIAL AID
The cost of financing a college education is an important
consideration for students. The staff of the Student
Financial Aid Office is available to help students plan for the
financing of a Canisius education. Students seeking federal
financial assistance must complete the Free Application for
Federal Student Aid (FAFSA). The FAFSA may be obtained
on-line at www.fafsa.gov
General eligibility requirements
To be considered for student financial aid, a student must
meet the following requirements:
1. Study at least half-time at an educational institution
approved by the federal government. It may be located
in New York, in another state, or in a foreign country;
2. Be a U.S. citizen or permanent resident alien;
3. Be a resident of New York State for 12 months (for New
York State financial aid programs);
4. Be in good academic standing and making satisfactory
academic progress;
5. Have no outstanding debt from a previous student loan
default and must not owe a refund on any federal grant
at any institution;
6. Demonstrate compliance with applicable Selective
Service laws;
7. Demonstrate financial need or meet individual program
or scholarship requirements;
8. Have never received a drug conviction or have satisfied
federal requirements to reinstate eligibility after a drug
conviction.
Education loans
• A loan is money the student borrows. It must be paid
back.
• A loan is a serious obligation.
• Students should borrow only what they need. Education
loans are for tuition and fees, room and board, books,
transportation and personal expenses.
• An education loan cannot exceed the student’s total
educational costs minus other student financial aid and,
if required, a student contribution. Education loans have
lower interest rates than most other types of loans.
• FederalDirect Student Loans
(Graduate students are eligible to apply for a Federal
Unsubsidized Direct Loan of up to $20,500 per year.
Interest accrues on the unsubsidized loan while students
are in school. The aggregate loan maximum for graduate
students is $138,500. (This maximum includes Stafford
and Direct loans borrowed for undergraduate study.)
How to Get a Loan
Two factors must be considered to determine Federal
Unsubsidized Direct Student Loan eligibility: educational
costs and other financial aid the student will receive.
Therefore, all students must submit a Free Application
for Federal Student Aid before the Student Financial Aid
Office can process a Federal Direct Loan. The school
must report these figures to the federal government and
certify the student’s enrollment status. Borrowers are
required to complete an electronic Master Promissory Note
(e-MPN). Information about the e-MPN and instructions for
submission are on-line at www.studentloans.gov
Paying Back a Loan
The student is responsible for the following:
• Repayment of the amount borrowed,
• Interest on the amount borrowed,
• Fees paid at the time he or she receives the loan check.
When a student gets a loan, the terms of repayment are
explained. The student must be sure to understand all
repayment terms before signing the loan’s promissory note.
If the student fails to meet these terms, he or she is in
default and the entire balance of the loan becomes due.
Costs
The interest rate for all 2014-15 graduate Federal
Unsubsidized Direct Student Loans will be the current
fixed rate which is 6.21%. Students who borrow through
the unsubsidized Federal Direct Student Loan will accrue
interest while in school. An origination fee of 1.072 % of
the amount borrowed will be deducted from the loan at
disbursement.
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30 CANISIUS COLLEGE
Federal Direct Graduate PLUS Loans
Graduate students may borrow from the Federal Direct
Graduate PLUS Loan Program. Students may borrow up to
the cost of attendance minus any financial aid received. A
credit check is required. Interested students may apply on-
line at www.studentloans.gov
Costs
The current fixed interest rate for PLUS Loans for 2014-15
is 7.21%. Interest begins at the time of disbursement. An
origination fee of 4.288 % of the amount borrowed will be
deducted from the loan at the time of disbursement.
Repayment
Repayment of the Direct Graduate PLUS loan begins
60 days from full disbursement. Students may request a
deferment of principal and make interest-only payments
while enrolled.
Financing Options
The following options are available to assist students in
financing a Canisius education:
Griffin Tuition Payment Plan
This plan allows students to budget tuition payments
over a full academic year. An annual fee of $60 ($30 per
semester) is charged. Further information is available at the
Financial Aid Office or the Student Accounts Office.
Canisius College Installment Loan
Students who are unable to pay their bills in full by the due
date may pay the balance in monthly payments by signing
a 2 payment Installment Payment plan. Students wishing
to sign for the Installment Payment Plan must do so by the
due date on the tuition bill. All installment plans are subject
to a $30 administrative fee. Accounts are subject to a 2½
percent penalty fee on the total unpaid balance after each
missed payment.
Home Equity Loan
The Tax Reform Act of 1986 may allow interest to be
deductible if it is on a debt secured by a residence, up to
the value of the residence, which includes the purchase
price and improvements, plus any amount incurred after
August 16, 1986 for “qualified medical and educational
expenses.” This provision may allow homeowners to retain
the option of subsidizing loans for their education by
deducting interest payments on these loans.
Other Information
Over-Awards
Each year a number of financial-aid recipients are “over-
awarded.” As a result, refunds are withheld, and, in some
cases, students are billed for funds already disbursed.
This problem arises because of the length of time needed
to match funds from various institutional sources and/or
outside agencies against the individual student’s record.
To avoid this problem, students are urged to notify the
Student Financial Aid Office promptly when they receive
additional funds from any source not listed in their award
letters or when a student changes his or her enrollment
status.
Financial Aid Check List
To be evaluated for possible financial aid, the student must
submit the following forms each academic year:
• Free Application for Federal Student Aid (FAFSA) is
available on-line at www.fafsa.gov
• If requested, Federal Income Tax transcripts for
the previous calendar year and/or other requested
verification of income, including child support. These
should be returned to the Canisius College Student
Financial Aid Office.
Students must re-apply for financial assistance each year.
The academic year begins with the summer session and
continues with the fall and spring semesters. If you attend
in the fall and spring and then wish to attend Canisius
College again the following summer session, you will need
to complete a new FAFSA because the summer session
begins a new academic year.
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31 GRADUATE CATALOG 2014-2016
Satisfactory Academic Standing
To receive student financial aid, a student must remain “in
Good Academic Standing.” This means that the student
must (1) make satisfactory academic progress toward the
completion of program requirements and (2) pursue the
program of study in which the student is enrolled. The two
elements of program pursuit and satisfactory academic
progress must be met for each term of study in which an
award is received.
Satisfactory Progress
A student must acquire a minimum number of credits at
each semester interval and a minimum cumulative Q.P.A.
Students must meet the following satisfactory progress
standards:
Graduate students
Before being certified
for aid for this semester;
1st 2nd 3rd 4th 5th
A student must have
accrued at least this
many graded credits;
0 6 12 21 30
With at least this
Cumulative Quality
Point Average:*
0 2.25 2.50 2.75 2.90
*Based on the 4.0 grading system.
Program Pursuit
A student must receive a passing or failing grade in
a certain percentage of the full-time course load. The
percentage increases from a 50 percent of the minimum
full-time load in each semester of study in the first year for
which an award is made, to 75 percent of the minimum
full-time load in each semester of study in the second year
for which an award is made, to 100 percent of the minimum
full-time load in each semester of study in the third and
each succeeding year for which an award is made. Grades
of W (indicating a student’s withdrawal from a course) do
notsatisfy program pursuit requirements. Full-time students
must meet the following requirements for program pursuit:
Graduate:
Before being certified for aid
for this semester:
1st 2nd 3rd 4th 5th
Minimum credit hours
a student must have
completed in the previous
semester to meet Program
Pursuitrequirement.
0 6 6 9 9
Waivers
If a student fails to maintain program pursuit, fails to make
satisfactory progress or fails to meet both of these elements
of good standing, the college may grant a waiver which
would allow the student to receive financial aid for the next
semester. A maximum of one waiver at the undergraduate
level and one at the graduate level may be awarded to a
student. The waiver will not be automatic since it is intended
to accommodate only extraordinary cases.
Each student’s progress will be evaluated every semester.
Students will be required to meet the academic standards
as outlined in the college catalog.
However, Canisius College will allow “all students a
one-time probationary period following their first adverse
determination of satisfactory progress. During this
probationary period, the students still will be considered
to be maintaining satisfactory progress and are eligible
for federal Title IV funds. The fact that a student was
placed on probation must be made a part of his or her
record.” (Source: official Federal Regulations) A one-time
probationary period is defined as one academic semester.
Students not meeting satisfactory academic progress
or program pursuit requirements will be placed on financial
aid probation status for the next semester of the student’s
enrollment. Students will be allowed to retain their financial
aid during the probationary semester. Financial aid
suspension will occur following the semester of probation if
the student fails to meet the required academic standards.
Reinstatement of aid will occur when the minimum
standards have again been earned. In some instances,
students may use summer classes (at their own expense) to
improve their academic records sufficiently to reinstate their
eligibility for financial aid. Only courses taken at Canisius
College will affect a student’s Q.P.A.
The Federal Direct Student Loans (subsidized and
unsubsidized) are subject to the conditions described
above.
Return to Table of Contents
32 CANISIUS COLLEGE
Reasons for which waivers may be granted include the
following:
1. personal medical problems;
2. family medical problems;
3. severe personal problems;
4. other circumstances beyond the control of the student.
Any student wishing to request a waiver must submit
to the associate dean of his or her division a written
statement detailing the reasons why special consideration
should be given. (A statement simply requesting a waiver is
insufficient.) The written statement must be postmarked no
later than ten calendar days after the date of the notice of
loss of financial aid eligibility. Documentation supporting the
stated reasons for special consideration must beprovided
and should be included with the written statement or should
be forthcoming from appropriate third parties or agencies.
The student is responsible for requesting that all
documentation be sent or brought to the associate dean.
Documentation should indicate that the student’s
problems have been directly responsible for his or her
inability to meet the satisfactory progress and/or program
pursuit requirements. The appropriate associate dean will
review the student’s written statement and supporting
documentation. If additional information is needed, the
associate dean may require an appointment with the
student. A student will be informed of the associate dean’s
decision within seven calendar days of receipt of the
student’s written request. The associate dean will confer
with any student being granted a waiver to assure that
the student is fully aware of his or her situation and that
the student concurs with the granting of the waiver. The
associate dean’s decision on the waiver request is final.
Return to Table of Contents
33 GRADUATE CATALOG 2014-2016
ACADEMIC DEGREES
The Canisius College Graduate Division offers curricula
leading to the degrees of Master of Science (M.S.), Master
of Science in Education (M.S. in Ed.), Master of Business
Administration (M.B.A.), Master of Business Administration
in Professional Accounting (M.B.A.P.A.) and Master of
Business Administration in Accounting (M.B.A.A.). Each
program is listed with the official approved title and HEGIS
1
number by which it is registered with the New York State
Education Department. Enrollment in other than registered
or otherwise approved programs may jeopardize a student’s
eligibility for certain student-aid awards. The programs are
as follows:
College of Arts and Sciences
Master of Science degree:
Anthrozoology 0499
Communication and Leadership 0601
School of Education and Human Services
Master of Science degree:
Educational Leadership and Supervision 0827
Community and School Health 1299
Applied Nutrition 1306
Respiratory Care 1299
Educational Technologies and Emerging Media 0899
Counselor Education 0826-01
Community Mental Health Counseling 2104.10
Certificate Program (advanced program for
students with a master’s degree in Counselor
Education)
0826.01
Teachers of the Deaf and Hearing Impaired 0812
Teaching Students with Disabilities: Childhood 0808
Teaching Students with Disabilities:
Adolescence
0808
College Student Personnel Administration 0826
Sport Administration 0599
Health and Human Performance 1299.30
Master of Science in Education degree
Childhood Education 0802
Biology 7-12 0401-01
Chemistry 7-12 1905-01
English 7-12 1501-01
French 7-12 1102-01
German 7-12 1103-01
Mathematics 7-12 1701-01
Physics 7-12 1902-01
Social Studies 7-12 2201-01
Spanish 7-12 1105-01
Adolescence Education 0803
Biology 7-12 0401-01
Chemistry 7-12 1905-01
English 7-12 1501-01
French 7-12 1102-01
German 7-12 1103-01
Mathematics 7-12 1701-01
Physics 7-12 1902-01
Social Studies 7-12 2201-01
Spanish 7-12 1105-01
Differentiated Instruction 0811
Literacy Education: Birth-Grade 6 0830
Literacy Education: Grades 5-12 0830
Literacy Education: Birth-Grade 12 0830
Physical Education 0835
Business and Marketing 0838
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34 CANISIUS COLLEGE
Advanced Certificate Programs:
School Building Leader 0828
School District Leader 0827
Bilingual Education 0899
Teaching English to Speakers of Other
Languages
1508
Richard J. Wehle School of Business
Master of Business Administration degree 0506
Master of Business Administration in
Professional Accounting degree
0502
Master of Business Administration in
Accounting degree
2
0502
Master of Science in Forensic Accounting
degree
0502
The college reserves the right to modify its regulations at
any time to conform with current university and graduate
school practice.
The graduate division offers courses during the regular
summer, fall and spring sessions.
Students must assume the responsibility of acquainting
themselves with all requirements pertaining to their
program of study and of adhering to them. This involves
a careful reading of the Canisius College Catalog and
of departmental and graduate division notices. When in
doubt, they should avail themselves of the advice of their
department chair or program director.
1 Higher Education General Information Survey.
2 The M.B.A.A. degree is awarded only to those students who complete
the 150-hour program in accounting.
Return to Table of Contents
35 GRADUATE CATALOG 2014-2016
COLLEGE OF ARTS AND SCIENCES
ANTHROZOOLOGY
Chair: Michael Noonan, PhD
Faculty: Christy Hoffman, PhD; Susan Margulis,
PhD; Joshua Russell, PhD; Malini Suchak, PhD;
Paul Waldau, PhD.
Adjunct Faculty: Marie-France Boissonneault,
PhD; Margo DeMello, PhD; Julie Hecht, MSc;
Sheryl L. Pipe, PhD; Steve Zawistowski, PhD.
Degree: Master of Science
Introduction
This program is conducted in a “modified online” format.
The generic formula is one in which our students and faculty
initially meet together on the Canisius College campus
for an intensive four-day sequence of course orientations,
planning sessions, classroom meetings, and special seminars
by invited speakers. After that, the rest of the coursework is
conducted in a vibrant online learning community maintained
throughout the semester. In other words, except for a single,
“extended-weekend” visit to the campus each semester,
this program can be completed online from any geographic
location. It is hoped that this formula will allow students
to participate with minimal disruption to their present
employment and/or living conditions.
Admission
Admission to the Anthrozoology Master’s Program is
selective and competitive. Admission is based upon the
applicant’s perspective on the discipline expressed in the
application material, and on evidence of past academic
excellence. A previously completed bachelor’s degree (in
any major discipline) is required. The ordinary expectation is
a past undergraduate GPA of 3.0 or higher. Submission of
GRE scores is optional.
It is recognized that an applicant’s background and
experiences can greatly enhance their prospects for
graduate studies. Applicants are encouraged to include
any relevant information and letters of reference with the
application form.
Eligible students may enter the program only in fall
semesters.
Mission Statement
Our program embraces the positive value of human-animal
relations by focusing on the many benefits that accrue to
humans by including animals in their lives. It also covers
the benefits that are provided to animals by humans. It is
an interdisciplinary field of study that includes scientific
investigations, philosophical considerations, religious
perspectives, animals in literature, and humane education.
Our program also examines the intersection between
animal protection and environmental protection: the special
relationship that exists between two worldwide movements.
Students can tailor their coursework and internships so that
their own topics of interest can be explored in depth.
Anthrozoology Learning Goals and Objectives
Learning Goal 1
Students will exhibit strong critical thinking skills in their
study of the interactions between humans and nonhuman
animals and of the roles of nonhuman animals in human
society.
Students will:
• Objective A: Synthesize interdisciplinary information as it
relates to anthrozoology.
• Objective B: Identify strengths and weaknesses in
arguments regarding human and nonhuman animals.
• Objective C: Construct a literature review that evaluates a
subset of scholarly anthrozoological publications.
• Objective D: Evaluate how one’s own thoughts about
interactions between human and nonhuman animals
have changed between matriculation and graduation.
Learning Goal 2
Students will proficiently communicate anthrozoological
information.
Students will:
• Objective A: Deliver an oral presentation on an
anthrozoological topic.
• Objective B: Construct a written, evidence-based
argument on an anthrozoological topic.
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36 CANISIUS COLLEGE
Anthrozoology Curriculum
1. Required Introductory Course
All students are required to take the following course during
their first semester in the program:
• ANZ 501 Introduction to Anthrozoology
2. Breadth Requirement
Students must take at least one course from each of the
following categories to ensure a sufficient breadth in the
discipline:
Natural Sciences Humanities Social Sciences
ANZ 506
Animal Behavior
ANZ 502
Animal Ethics
ANZ 518
Psychology Bond
ANZ 507
Mental Lives
ANZ 503
Religious
Perspectives
ANZ 531
Cross-Cultural
ANZ 508
Applied Animal
Behavior
ANZ 504
Public Policy Law
ANZ 532
Conservation
Psychology
ANZ 512
Animals in
Literature
3. Electives
Students choose from the following electives to fulfill credit
hour requirements:
• ANZ 502 Animal Ethics
• ANZ 503 Religious Perspectives on Animals
• ANZ 504 Animals, Public Policy, and the Law
• ANZ 505 Research Methods in Anthrozoology
• ANZ 506 Animal Behavior/Animal Communication
• ANZ 507 The Mental Lives of Animals
• ANZ 508 Applied Animal Behavior
• ANZ 509 Animal Assisted Interventions
• ANZ 510 Animals in Humane Education and
Development
• ANZ 511 Companion Animals in Society
• ANZ 512 Animals and the Arts and Literature (3 credits)
• ANZ 516 Understanding Indifference and Animal Abuse
• ANZ 518 Psychology of the Human-Animal Bond
• ANZ 519 Animals in War
• ANZ 522 Zoo Animal Exhibitry
• ANZ 524 Shelters, Rescues, & Pounds
• ANZ 525 Anthrozoological Perspectives on Zoos
• ANZ 526 Animal Welfare
• ANZ 527 Human-Dog Interactions in Puerto Rico
• ANZ 530 Animals as Commodities
• ANZ 531 Cross Cultural Anthrozoology
• ANZ 532 Conservation Psychology
• ANZ 533 Child Animal Studies
• ANZ 534 Human Dimensions of Conservation
• ANZ 538 Animals in Popular Culture
• ANZ 599 Independent Study
4. Capstone
All students must complete one of the following three
options as a capstone experience. This can range from
3 credit hours to 9 credit hours depending on the
student’s level of engagement. ANZ 601 and 603 must be
completed during one’s final semester. ANZ 602 may be
completed over multiple semesters, but cannot commence
until the student has completed taken ANZ 505 and at
least 18 credit hours overall.
• ANZ 601 Internship (3 credits, 6 credits or 9 credits)
• ANZ 602 Quantitative Research (3 credits or 9 credits)
• ANZ 603 Qualitative Research (9 credits only)
5. Credit Hours
In total, the Canisius College Master’s Degree in
Anthrozoology requires students to complete a total of
36 credit hours. This will involve the completion of 10-12
courses, depending on the size and scope of the capstone.
6. Additional Considerations
In order to complete the degree, the student needs to
complete the curriculum with a minimum average grade of B.
All courses must be completed at Canisius College. That
is, the Anthrozoology Master’s Program at Canisius does
not accept transfer credits from others universities.
Once enrolled, a student is obligated to complete this
degree in no more than four years.
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37 GRADUATE CATALOG 2014-2016
ANTHROZOOLOGY COURSES FOR 2014-2016
ANZ 501 Introduction to Anthrozoology 3 credits
An engagement with the fundamental issues of the field
of Anthrozoology by evaluating the history of human/
nonhuman interactions, the categories into which human
have sorted animals, and a variety of science-based and
value-based approaches to humans’ inevitable intersection
with other living beings.
ANZ 502 Animal Ethics 3 credits
Analysis of different approaches to ethics as this key
human ability has been discussed in different domains and
throughout history as applying to human-animal issues.
ANZ 503 Religious Perspectives on Animals 3 credits
Views and treatments of animals in the world’s religions.
Animals in religion as a source of human solace and human
plight.
ANZ 504 Animals, Public Policy, and the Law 3 credits
An exploration of both American and other national
approaches to public policy and law as factors impacting
modern societies’ views and treatment of nonhuman animals.
Particular emphasis is given to issues involving companion
animals, wildlife, research animals, and food animals.
ANZ 505 Research Methods in Anthrozoology 3 credits
Introduction to the methods of social and natural science.
Practical experience with study design, data analysis and
interpretation.
ANZ 506 Animal Behavior/Animal
Communication 3 credits
The behavior of animals in their natural contexts (as
evolutionary adaptations). The means by which animals
communicate with each other.
ANZ 507 The Mental Lives of Animals 3 credits
Exploration of the perceptual world of animals. Animal
information processing and the mental lives of animals. The
science of studying animal experiences, including animal
emotions.
ANZ 508 Applied Animal Behavior 3 credits
The adaptation of animals to interactions with humans.
Armed with an understanding of species-typical behavior,
cognitive processes and evolutionary history, students will
examine species-appropriate solutions to problems that
animals face. Students will examine real-world case studies,
and the solutions to anthropogenic problems.
ANZ 509 Animal Assisted Interventions 3 credits
Use of animals to improve the lives of humans in
therapeutic and other settings. The role of exotic animals
and equine-assisted therapy.
ANZ 510 Animals in Humane Education and
Development 3 credits
The roles of animals in childhood development, and in our
educational systems. Developmental ties among human
rights, environmental preservation, and animal protection.
Integral dimensions of a healthy, just society. Animal
themes in humane education.
ANZ 511 Companion Animals in Society 3 credits
This course will examine the history of pet keeping, the
domestication of species now considered companion
animals, the development of the humane movement to
provide protection for animals, the growth of the associated
industries and businesses that provide products and
services for pet and their guardians and the varied nature
of people’s relationships with companion animals. Issues of
population control, and pet industry reforms.
ANZ 512 Animals and the Arts and Literature 3 credits
Review of the roles animals play in classical and modern
literature, theater and film. Influences on societal
perceptions of animals stemming from their use as fictional
characters and/or as metaphors.
ANZ 516 Understanding Indifference and
Animal Abuse 3 credits
Critical examination of the psychology underlying animal
abuse, and other animal-focused crimes. Even greater
emphasis on an effort to understand the indifference that
many people show to the welfare of animals, both within
Western cultures and beyond.
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38 CANISIUS COLLEGE
ANZ 517 Animal Protection as a Social Movement
3 credits
Historical development/evolution of mankind’s attitudes
toward animals. Ties with other “Green” movements,
with particular emphasis on the special relationship that
exists between animal protection and environmental
protection. A global perspective will be taken on these
issues in considering the past, present and future of animal
protection as a social movement.
ANZ 518 Psychology of the Human-Animal Bond 3 credits
Exploration of studies of human-animal relationships
from four subfields of psychology (social, biological,
developmental, and cognitive). Evaluation of the claim that
human-animal relationships benefit humans.
ANZ 519 Animals in War 1 credit
Animals as tools of war, as victims of war, and as partners
in war. This course examines these topics from the
perspectives of sociology, history, anthropology, psychology,
and literary and cultural studies, in order to understand the
presence and meaning of nonhuman animals in human
wars. This course includes examples as diverse as zoo
animals during war, war dogs, elephants in ancient wars,
Finish horses in World War II, Canadian war literature, and
the effort to memorialize nonhuman war animals. Animals
and War thus exposes the often contradictory nature of
human-animal relationships.
ANZ 522 Zoo Animal Exhibitry 1 credit
Mini-course that allows students to critically examine the
principles of zoo exhibitry, and the effectiveness of zoos at
addressing their stated missions.
ANZ 524 Shelters, Rescues, & Pounds 3 credits
Shelters, Rescues, and Pounds will expose students to a
variety of animal sheltering models, including open intake
vs. selective intake, privately funded vs. government funded,
on-site vs. foster-based, and volunteer-run vs. employee-
run. Students will assess the advantages and disadvantages
inherent in each type of model and will evaluate a variety of
shelter adoption policies. Students will also take an in-depth
look at why so many animals are relinquished to shelters
and at the programs some shelters have established to help
keep pets in their homes. Because students are scattered
across the United States, we will work together to investigate
how various shelter models are implemented across the
country and the programs shelters have established to
meet the needs of their region.
ANZ 525 Anthrozoological Perspectives on Zoos 3 credits
Human and nonhuman animals interact in complex ways in
the zoo. This course focuses on the relationships between
visitors and nonhuman animals in the zoo, keepers and
nonhuman animals in the zoo, and the role of zoos in
conservation, education, research, and recreation. The
course takes advantage of the wide geographic distribution
of students by establishing partners for group work that
have access to different zoos. Students should expect to
visit their local zoo (or any zoo) several times during the
course.
ANZ 526 Animal Welfare 3 credits
The scientific study of animal welfare. Different measures
used to assess animal welfare in diverse settings. The
practical construction of effective solutions to welfare
problems.
ANZ 527 Human-Dog Interactions in Puerto Rico 1 credit
Mini-course associated with field studies that examine
various animal shelter and rescue models in Puerto Rico.
Factors that contribute to the stray dog population on the
island. The shelter and rescue models in place include
sanctuaries in which animals remain for life, foster home
networks. Trap-neuter-vaccinate-release programs that
monitor and provision populations of dogs free-ranging on
beaches. Service-learning opportunity via hands-on work in
the shelter system.
ANZ 530 Animals as Commodities 3 credits
Three main areas in which animals “serve” humans: as food,
as research tools, and as pets. Critical evaluation from an
anthrozoological perspective to look at how humans use
nonhuman animals, focusing primarily on both the United
States and other cultures. Critical evaluation of these areas
of human-animal interaction from an anthrozoological
perspective.
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39 GRADUATE CATALOG 2014-2016
ANZ 531 Cross Cultural Anthrozoology 3 credits
Critical evaluation of human-animal interactions from the
perspectives of anthropology and anthrozoology. Symbolic,
economic, ecological, and social consequences of human/
nonhuman animal interaction in a variety of cross-cultural
contexts. A global perspective is used to help students
better understand world trends regarding modernization
and its consequences to animals and their habitats.
The concept of animal as mediated by culture, and how
belief systems contribute to current animal, human, and
environmental social problems.
ANZ 532 Conservation Psychology 3 credits
Conservation psychology is an interdisciplinary field of study
that focuses upon people’s relationships with animals and
the natural world. Conservation psychology is ultimately
concerned with improving the quality of those relationships
for the benefit of human and nonhuman beings as well as
natural systems. In this course, students will explore the
theoretical foundations of conservation psychology, including
ecological approaches to human development, cognition,
morality, sociality, emotion, and behavior. Students will also
learn about and practice various methods for studying
human-animal-nature relationships. By the end of this
course, students will be able to apply these theories and
practices toward the constructive criticism, planning, and
implementation of various interventions, with a particular
emphasis on conservation education and outreach.
ANZ 533 Child Animal Studies 3 credits
Children and animals are often connected: children’s toys,
movies, books, and even their imaginary friends tend toward
the nonhuman realm. Children also tend to be fascinated
by real animals in their home, backyard, parks, zoos,
and in the wild. This course takes a closer look at these
phenomena, considering how animals play distinct roles
in child development, children’s cultures, and even in the
social construction of both “childhood” and the so-called
“human-animal divide.” Drawing upon a diverse range of
disciplines, including psychology, psychoanalysis, ethology,
ethics, cultural studies, education, and anthropology,
students will critically examine child-animal relationships
from a theoretical standpoint. Students will then apply their
theoretical knowledge to practical concerns by developing
their own research questions and programs relevant within
this field of study.
ANZ 538 Animals in Popular Culture 3 credits
Representation of animals in popular and mass-mediated
culture—film, television, fiction, animation, comics, graphic
novels, art, and the internet—and how this shapes and
reveals cultural values. By studying selected elements
of popular culture, students will also look at how we
understand and represent concepts like “human,” “nature,”
and “culture.”
ANZ 599 Independent Study
Self-guided investigation of a unique topic in anthrozoology
that is not covered in the program’s primary coursework.
ANZ 601 Anthrozoology Internship 3-9 credits
Field and workplace experiential learning in variety of sites
throughout the US and the world, including animal shelters,
zoos, sanctuaries, rehabilitation centers, therapy-focused
work with animals, humane education organizations, and
other settings. This course can count for as few as three, or
as many as nine, credits depending on the size and scope
of the project.
ANZ 602 Independent Research: Quantitative 3-9 credits
Graduate-level research thesis in the form of a scientific
investigation of an anthrozoological question. This course
can count for as few as three, or as many as nine, credits
depending on the size and scope of the project.
ANZ 603 Independent Research: Qualitative 3-9 credits
Graduate-level research thesis that examines a significant
issue in anthrozoology by means of scholarly/library
research. This course can count for as few as three, or as
many as nine, credits depending on the size and scope of
the project.
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40 CANISIUS COLLEGE
COMMUNICATION AND LEADERSHIP
Program Director: Rosanne Hartman
Faculty in the Department of Communication
Studies: John Dahlberg, Catherine Foster,
Melissa Wanzer.
Adjunct Faculty: David Aragona, Barbara Hole.
Faculty in the Richard J. Wehle School of
Business: Gordon Meyer, Howard Stanger,
Ian J. Redpath, Paul L. Sauer, David J. Snyder,
Gregory Wood.
Adjunct Faculty: Nancy Lynch, Ray Pipitone.
Degree: Master of Science
Introduction
The master’s degree in communication and leadership
provides a blended approach to organizational leadership.
Leaders of Fortune 500 companies cite communication
as their number one function, spending approximately
70-80 percent of their efforts communicating. A growing
number of corporate and organizational CEOs point to
organizational effectiveness, intellectual capital and people
as the critical elements required to compete and survive
in today’s global economy. Effective leaders in the 21st
century must have the ability to formulate and effectively
communicate their ideas with conviction and power to
inspire and motivate. Leaders must also empower, foster
creativity, and promote collaboration and relationship
building in order to effectively meet goals.
The Communication and Leadership program is
designed to address how communicative behaviors create
and alter organizational processes and how organizations
in which individuals interact affect communicative
behaviors. Persuasion and other communication skills are
strong predictors of performance, often more significant
than both intelligence and personality traits. The MS
in Communication and Leadership provides insight
into the complex relationship between leadership and
communication in areas such as building and bridging
networks of relationships, communicating expectations and
goals, motivating, and listening. Leaders persuade, motivate,
communicate a shared vision and create an environment
that enables them to lead effectively. The Communication
and Leadership program blends functional knowledge
and analytical skills with the ability to interact with others,
understand and interpret behavior to communicate
effectively. Graduates of the program will gain knowledge
and understanding of personal leadership behaviors,
advancing these behaviors to lead effectively in teams and
other organizational contexts.
The master’s degree program in Communication and
Leadership exists to meet the emerging need for a blended
approach to organizational leadership. It provides persons
working in the private, public and non-profit sectors with
the opportunity to understand their strengths as leaders
and build on these strengths. The multidisciplinary program
is directed toward current and future professionals in any
facet of organizational communication, organizational
development, human resources or general management,
management of not-for-profits, and integrated marketing
communication. The program combines theory and practical
experience where students directly apply their knowledge in
partnerships with organizations. The MS in Communication
and Leadership is uniquely positioned to make more
effective and more humane leaders in the changing work
environment. For more information please go to:
http://www.canisius.edu/masters-in-communication-and-
leadership/
Admission
Applicants for admission to the Communication and
Leadership program may be accepted as matriculants
(master’s degree candidates) or as non-matriculants
(graduate course credit students). In either instance, the
same admission standards will apply. Prospective students
must possess a baccalaureate degree from an accredited
college or university, regardless of major field of study, and
must present evidence of their qualifications to participate
fully in a graduate level endeavor. The Admissions
Committee evaluates applicants on the basis of academic
records with a minimum undergraduate GPA 3.00,
scores on the Graduate Record Exam (GRE) or Graduate
Management Admissions Test (GMAT), professional
accomplishments and subjective appraisal of motivation
and the likelihood of successful program completion.
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41 GRADUATE CATALOG 2014-2016
To qualify for admission, the student needs the following:
• Completed either a GRE or GMAT exam. For more
information on the GRE exam go to www.ets.org/gre/.
For more information on the GMAT exam go to
www.mba.com/the-gmat.aspx
• Minimum undergraduate GPA of 3.00 or higher
• Proof of successful completion of a baccalaureate
degree from an accredited college or university,
regardless of major field of study
AND
• For international students or for applicants whose
native language is not English, a completed TOEFL
examination or IELTS exam is required (as well as the
appropriate undergraduate credentials).
The Admissions Committee recognizes that an applicant’s
background and experience may enhance the ability
to succeed in this program. Those individuals who wish
to have these experiences considered in the admission
decision may submit letters of reference and/or information
pertaining to such experience with the application form.
The Admissions Committee recognizes that some
applicants may wish to begin the program prior to taking
the GMAT or GRE. A program candidate whose QPA
is 3.00 or higher may be admitted to the program as a
provisionally accepted student for one academic semester.
A student may take no more than nine semester hours of
course work on a provisional basis. Candidates may also
be accepted as a non-matriculating student eligible to
complete nine credit hours of course work.
In order to apply, applicants need to complete an
application form, have their GMAT, GRE and TOEFL scores
or IELTS scores if applicant is an international student
forwarded from the testing service, provide two official
transcripts of all college work, write a brief essay describing
their interest in the Communication and Leadership
program, and submit such other information as requested
by the Graduate Admissions Office.
Eligible students may enter in the fall, spring or summer
semester. Preferred consideration will be given to those who
complete the application process by June 15 for the fall,
November 15 for the spring and April 15 for the summer.
Academic Standards
To receive the MS degree in Communication and
Leadership, students must maintain a 3.00 QPA.
Students must maintain a 3.00 grade point average (a B
average) to remain in good standing.
Students must be in good standing with a 3.00 cumulative
average to be eligible to take the capstone course.
Any student receiving less than a C+ grade in two or more
courses will be dismissed from the program.
Academic Standing
A student is placed on academic probation if:
After completion of nine hours of course work, the student’s
cumulative grade point average falls below a 2.70.
OR
Any time after completion of nine or more hours of course
work, the cumulative grade point average is less than 3.00.
A student may not be placed on academic probation more
than twice.
A student may be dismissed from the program if:
After completion of six hours of course work subsequent to
being placed on academic probation, the cumulative grade
point average is less than 3.00.
OR
After completion of a second semester on academic
probation, the student fails to meet the minimum QPA of
3.00. Two semester of academic probation include both
consecutive and non-consecutive semesters.
Requirements for All Students
Meet the requirements stated in the graduate handbook for
entry into the program.
Assume the responsibility of acquainting themselves with
all requirements pertaining to the program of study and
adhering to them.
Assume the responsibility of being familiar with their
academic standing and the consequences connected to
academic policy and procedures.
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42 CANISIUS COLLEGE
Note: For the purpose of these policies, an average, which
includes all graduate coursework, is computed according to
the values listed in the Academic Procedures section.
Transfer Credit
Graduate course work completed by a student at another
accredited college or university may be accepted for
transfer credit. Students desiring transfer credit should
submit a written request to the program director for
evaluation. The courses will be evaluated on content
relevancy to the Communication and Leadership program.
No transfer credit will be awarded for grades below a “B”
and not more than 6 credit hours of transfer credit will be
accepted for the Communication and Leadership program.
All graduate work must be completed within five years.
A student who has not taken a course in three successive
semesters is considered to have withdrawn from the
program. Extensions to these time limits may be granted
upon petition of the student to the director.
Mission Statement
In keeping with the Jesuit tradition and the Canisius mission
and goals, the MS graduate program in Communication
and Leadership provides quality education with a strong
commitment to academic excellence. We work to create
opportunities for personal growth experiences. Such an
environment actively engages faculty and students in the
continuous process of teaching, learning and service to
others. The Communication and Leadership curriculum
encourages critical thinking and intellectual growth within a
spiritual, moral and ethical frame.
Academic Excellence
The faculty in the Communication and Leadership program
are committed to academic excellence, providing students
with a quality education and creating personal growth
opportunities.
Care of the Individual
Small class sizes facilitate an environment in which a
dedicated faculty maintains focus on individual needs in
order to attain success.
Expert Faculty
A combination of respected academics and recognized
business professionals as adjuncts provides each student
with the maximum learning experience.
Canisius Network
Alumni are devoted to the success of Canisius and its
students while the college focuses on continuing to
develop strong relationships with classmates, faculty and
administration.
Objectives
The program reflects Canisius’ objectives of combining
functional knowledge and analytical skills in order to
effectively conceptualize, manage, communicate and
enhance skills within the corporate world.
Communication and Leadership Learning Goals
and Objectives
Learning Goals and objectives can be found at
http://www.canisius.edu/communication-leadership/
learning-goals-objectives/
Learning Goal 1
Students will develop a capacity for thinking critically about
leadership behaviors and understanding how leadership
theories relate to life.
Students will:
• Objective A: Demonstrate knowledge of classical and
contemporary theories of leadership and demonstrate
the application of these theories to everyday life;
• Objective B: Understand and evaluate their personal
strengths and challenges as leaders in everyday life.
Learning Goal 2
Students will enhance their understanding of the communication
process and be able to construct effective messages.
Students will:
• Objective A: Demonstrate communication competency in
written format;
• Objective B: Demonstrate communication competency in
oral format;
• Objective C: Demonstrate an understanding of
communication theory;
• Objective D: Connect communication theory to everyday
practice.
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43 GRADUATE CATALOG 2014-2016
Learning Goal 3
Students will develop enhanced critical thinking skills.
Students will:
• Objective A: Synthesize a body of knowledge in the
communication field and illustrate an understanding of
that body of knowledge;
• Objective B: Design a new area of inquiry based on a
body of communication research;
• Objective C: Analyze communication research; make
inferences about the analysis using supporting evidence;
• Objective D: Apply knowledge by judging the value of
the information.
Program Details
Communication and Leadership Curriculum
Total credit hours: 36
Required Core Courses (18 credit hours):
Course Title Credits
COM 602 Organizational Communication 3
COM 604 Persuasion and Social Influence 3
COM 610 Leadership 3
COM 605 Research Methods: Measurement
and Analysis
(Fall only, last year of coursework)
3
MBA 502 Leadership in Organizational
Behavior
(Prerequisite for all other MBA
courses)
3
COM 699
Capstone (Spring only, last semester
of coursework; admission by
Program Director only)
3
Concentration #1 Organizational Leadership
Leaders within organizations must be able to effectively
communicate organizational vision, mission and goals in
relation to expectations for individual behaviors. These key
elements of an organization are understood within a society’s
beliefs, values, structure and practices. This concentration
bridges theory and practice of communication and
leadership within an organizational setting.
Required Courses (12 credit hours; 6 credit hours
elective)
Course Title Credits
COM 630 Interpersonal Communication in
Organizations
3
COM 620 Conflict, Facilitation and
Communication
3
MBA 641 Human Resource Management 3
MBA 647 Organization Change and
Development
3
Concentration #2 Managing Not-for-Profits
Leaders in not-for-profit organizations must meet the
challenges of fundraising, long-range planning and
development in a time where competition for resources is
increasing. This concentration blends theory and practice to
promote learning.
Required Courses (12 credit hours required, 6 credit
hours elective)
Course Title Credits
COM 615 Partnership and the Not-for-Profit
Organization
3
COM 616 Fundraising and Development for
Not-for-Profit Organizations
3
COM 618 Seminar: Special Topics and Not-
for-Profit Organizations
3
COM 621 Integrated Marketing
Communication
3
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44 CANISIUS COLLEGE
Concentration #3 Integrated Marketing
Communication
In today’s environment, each marketer increasingly needs
to differentiate its product or service through its reputation
and within the consumers’ relationship with the brand. This
new two-way communication integrates marketing tools into
continuous, consistent messaging to and from customers.
This IMC concentration employs theory and practice to
examine how communication drives issues of branding,
marketing, persuasion and consumer behavior.
Required Courses (12 credit hours required, 6 credit
hours elective)
Course Title Credits
COM 621 Integrated Marketing
Communication
3
COM 622 Case Studies in Integrated
Marketing Communication
3
MBA 506 Marketing 3
MBA 634 Consumer Behavior 3
Electives
Six credit hours from either two COM courses or one MBA
course and one COM course.
Students can also take courses offered in other
concentrations to meet this requirement.
Other suggested offerings:
Course Title Credits
COM 607 Health Communication 3
COM 630 Interpersonal Communication in
Organizations
3
MBA 509 Legal Environment and Ethics 3
MBA 510 Managerial Environment and Ethics 3
MBA 631 Marketing Research (survey course) 3
MBA 638 Internet Marketing (MBA 506
prerequisite)
3
MBA 649 Labor Relations 3
MBA 643 Topics in Leadership, Change and
Systems
3
MBA 653 Business History: Leadership in
Context
3
For more information on the program please go to
http://www.canisius.edu/communication-leadership/
COMMUNICATION AND LEADERSHIP
COURSES FOR 2014-2016
COM 602 Organizational Communication 3 credits
This course focuses on the challenges of communication
within organizational settings. Organizational
communication theory, methods and practices are
discussed and related to organizational life. The course
addresses problems and paradoxes of organizational
communication and the changing nature of organizational
life. Specific topics include the adoption of change,
conflict management, political frames, culture, leadership,
group dynamics and practical knowledge and skills for
communicating effectively within organizations.
COM 604 Persuasion and Social Influence 3 credits
The nature of social influence in organizations and methods
for influencing others. Methods for seeking and acquiring
compliance, e.g., in superior-subordinate interaction.
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45 GRADUATE CATALOG 2014-2016
COM 605 Research Methods: Measurement and
Analysis 3 credits
This course examines quantitative approaches to theory
building and methods of inquiry. The course will describe
research issues and main methodologies used to study
communication processes and provides the foundation
material for the capstone project. Therefore, the end goal
is to enable students to research, design and carry out a
research project. COM 605 should be taken during the fall
semester of the student’s final academic year.
COM 607 Health Communication 3 credits
This is an ideal course for students with an interest in health,
communication, decision making related to healthcare,
or improving healthcare delivery. Additionally, the health-
related concepts, theories, models, research and guidelines
discussed in this course are applicable to experiences in
any type of work setting. Students who want to succeed
in their professions should be able to extrapolate relevant
concepts from this course and accurately apply them to
their unique work experiences.
COM 610 Leadership 3 credits
This course focuses on the understanding of leadership
processes and behaviors. Students will reflect on past and
current leadership situations to gain an understanding of
leadership behaviors. Assessments and reflection will be
used to create an understanding of personal strengths.
There is a strong emphasis on experiential learning and
reflective behavioral practices as a basis for self-discovery
and change. Students will take several assessments which
measure personal style and behavior. Fees for licenses,
assessment inventories and feedback reports are required
for this course.
COM 615 Partnerships and the Not-for-Profit
Organization 3 credits
Growing and strengthening our non-profit organizations
through partnerships is one of the most important
strategies available to organizational leaders today. Say
the word “collaboration” and everyone knows it is code for
innovation, inspiration, new funding sources and a great
deal of hard work. In this course, we will blend practice and
theory to gain a deeper understanding and mastery of the
process of collaboration. During our time together, we will
use the power of our own partnership “success stories” and
“lessons learned” in order to weave together key content
areas of communication, collaboration and leadership in the
non-profit.
COM 616 Fund Raising and Development at
Not-for-Profit Organizations 3 credits
This course will introduce students to the principles and
practices of fundraising and long-term development
planning in the not-for-profit organization. Blended into
each topic area is the professional code of ethics, advocacy
and role and responsibilities. The course combines theory
and practice by using case studies, in-class small group
exercises, case writing, role plays and experience sharing.
COM 618 Seminar: Special Topics and Not-for-Profit
Organizations 3 credits
The seminar experience concentrates on current issues
and trends in not-for-profit organizations. Topics will vary
to meet the changing challenges and opportunities not-
for-profit organizations face in light of political climate
changes and the evolution of public policy. Topics may
include community building, the role of a board of directors,
women’s issues, aging, public policy and globalization. The
seminar will incorporate discussion of relevant theory and
topical issues leading to independent research related to
the selected topic(s).
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46 CANISIUS COLLEGE
COM 620 Conflict, Facilitation and Communication
3 credits
The purpose of this course is to introduce students to
the process of conflict, communication and facilitation
within organizational settings. It is an introduction to
several theoretical frames for studying and explaining the
conflict process and applies these ideas to experiences in
organizations. The course content explains the role of a
leader in facilitating conflict throughout the semester.
COM 621 Integrated Marketing Communication 3 credits
This course explores the theoretical and practical
implications for managing and integrating marketing
communications into commerce. A range of contemporary
integrated marketing tactics and how they come together
in an integrated plan will be discussed. The focus is
on understanding the role and interplay of marketing,
advertising and public relations in the IMC mix.
COM 622 Case Studies in Integrated Marketing 3 credits
The purpose of this course is to explore extant case studies
in integrated marketing communication. The course covers
major theoretical approaches to integrated marketing and
organizational communication which affect the dynamic of
corporate communication and marketing. Research tools
will be introduced to help with analyzing and developing
IMC plans and processes. Students will research and
present their own case studies and recommendations for an
IMC plan for a local or regional company or organization.
COM 630 Interpersonal Communication in
Organizations 3 credits
Study and practice of communication in one-on-one
settings which occur in business. The focus is on ways
content and relationship influence verbal and non-verbal
messages and business interaction and productivity.
COM 699 Capstone Project (Permission of Program
Director Required) 3 credits
Academic inquiry, case study, field project or directed study
under the supervision of the faculty advisor in the program.
Prerequisites: COM 605. COM 699 should be taken during
the spring semester of the student’s final academic year.
MBA 502 Leadership in Organizational Behavior 3 credits
Individual, group and organizational principles within a
framework of high functioning and high quality performance.
Critical organizational issues and strategies to effectively
manage them.
MBA 506 Marketing 3 credits
This course provides a survey of the various environmental
factors that affect marketing strategy decisions as well as
the variety of strategic marketing decisions themselves. It
also examines the research and other information gathering
techniques available to managers and the psychological and
economic foundations for consumer and buyer behavior. An
understanding of buyer behavior is applied to the preliminary
steps of segmentation of markets, targeting of segments and
positioning of market offerings. The breadth of the material
covered in this course prohibits an in-depth treatment in any
area, yet cases and other forms of application to real world
problems are used throughout the course to develop a richer
understanding of the material covered.
MBA 509 Legal Environment and Ethics 3 credits
Threshold knowledge for managers of the law in areas
of contract, product liability, corporations, partnerships,
employment and environment.
MBA 510 Managerial Environment and Ethics 3 credits
Relationships of business and society. The emphasis is on
management and the integration of ethics and social issues
in daily business practices.
MBA 631 Marketing Research 3 credits
This marketing research course takes a “learn-by-doing”
approach to developing a mastery of some of the marketing
research and information gathering techniques available,
particularly survey research techniques. The course will
begin with researching managerial decision issues and
searching secondary data sources to define the research
problems and develop testable hypotheses. Students will
then implement marketing research tools and techniques,
including specifying a research design, developing a
survey instrument, employing a data collection technique,
performing data analysis and writing and presenting a
report on this process that includes recommendations for
managerial decision making.
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47 GRADUATE CATALOG 2014-2016
MBA 634 Consumer Behavior 3 credits
This course focuses on the application of information from the
behavioral sciences (e.g. psychology, sociology, anthropology)
to help understand consumer behavior. Emphasis is placed on
understanding the factors that influence consumer behavior
and developing the ability to apply this information to the
practice of marketing. Additionally, students are encouraged
to consider their own personal consumption behavior and to
identify ways they can improve their consumption decision
outcomes and reduce their susceptibility to undesirable
external influences. Course topics include perception, memory,
learning, persuasion, attitudes, materialism, behavioral decision
theory, family and cultural influences.
MBA 638 Internet Marketing 3 credits
The Internet is the first exciting, significant marketing tool to
emerge in many years. Learn how companies are building
relationships, promoting and selling products, gathering
valuable market information, providing customer service
and establishing competitive advantages online. This
primer course on the Internet will lay the groundwork for a
professional online experience.
MBA 641 Human Resource Management 3 credits
This course examines the critical functions and roles
of human resource management (HRM) in complex
organizations. Topics include the legal implications of
HRM, job analysis and design, human resource planning,
recruitment and selection, training and development,
performance management, compensation and benefits,
and employee and labor relations. Prerequisite: MBA 502.
MBA 643 Topics in Leadership, Change and
Systems 3 credits
This course explores various topics relating to systems,
organizational leadership and change. Possible topics
include, but are not limited to, high performance work
systems, organizational culture and leadership, the gap
between knowledge about leadership, management
and organizations and what managers do, Senge’s fifth
discipline and servant leadership. The common theme in
course topics is the relationships between leader behaviors,
system-level factors and dynamics within organizations.
MBA 647 Organizational Change and
Development 3 credits
Contemporary approaches through application of
behavioral science concepts and tools. Systems concepts
and operational components, need for change and
development, action research and intervention strategies,
overcoming resistance to change, managing paradigm
shifts in organization culture. Prerequisite: MBA 502.
MBA 649 Labor Relations 3 credits
This course introduces the student to the development,
structure and process of labor relations in the United States.
While the main focus will be on the private sector, some
attention will be paid to the public sector, especially in the
area of dispute settlement. Among the main topics covered
are the evolution of unions and the management of labor,
labor law and federal agencies, the structure and government
of unions, why workers join unions and the process of
organizing, the state of organized labor and membership,
the structure, process and outcomes of collective bargaining,
contract administration, grievances and arbitration, dispute
settlement techniques, labor-management cooperation, the
future of labor in America and contemporary issues.
MBA 653 Business History: Leadership in Context
3 credits
This course examines how business leaders and others
have responded over time to the environment in which
their organizations are embedded. In recent years, business
history has shifted its focus from examining managerial
choice in an environment rich with economic opportunity
to examining the role of forces outside the firm that
constrain the choices available to and made by business
leaders. Among these external forces are the law, politics,
culture, labor and consumers. Often the firm and its
environment remake one another in large and small ways.
In short, internal and external forces interact with the relative
balance of these forces shifting over time. The focus of
this course will be on US Business History from the late
18th century to the present. Larger themes include small
business development and entrepreneurship, the rise of big
business and management, business government relations,
the management of labor and unions, and the consumer
culture. Students will explore and learn the many ways that
organization leaders and others responded to external
environmental changes and challenges.
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48 CANISIUS COLLEGE
THE RICHARD J. WEHLE SCHOOL OF BUSINESS
Dr. Richard Shick, Dean of the Richard J. Wehle
School of Business
Laura McEwen, Assistant Dean and Director of
Graduate Business Programs
Faculty: Emma D. Bojinova, Donald I. Bosshardt,
Michael J. Braunschneidel, Erin Brouer, Robert
R. Davis, Lynn A. Fish, Edward J. Garrity, Michael
J. Gent, Guy H. Gessner, James C. Goldstein,
Edward J. Gress, Patricia A. Hutton, Patricia A.
Johnson, George F. Kermis III, Ji-Hee Kim, Rev.
Frank LaRocca, S.J., Larry Lichtenstein, Gordon
W. Meyer, Stephen C. Molloy, Joseph B. O’Donnell,
George M. Palumbo, Philip Pfaff, Ian J. Redpath,
Ronald R. Reiber, Ronald M. Rivas, Craig D.
Rogers, Paul L. Sauer, Girish Shambu, Richard
A. Shick, Coral R. Snodgrass, David J. Snyder,
Howard Stanger, Edward J. Szewczak, Thomas J.
Vogel, Linda A. Volonino, Richard A. Wall,
Gregory R. Wood, Mark P. Zaporowski.
Degrees
The Richard J. Wehle School of Business offers graduate
programs leading to the following master’s degrees:
• Master of Business Administration (MBA)
• Evening Program (part-time or full-time)
• One-Year Program (full-time)
• Master of Business Administration in Professional
Accounting (MBAPA)
• Master of Business Administration in Accounting
(MBAA)
• Master of Science Forensic Accounting (MSF)
All four programs are professional in nature and the MBAA
and the MBPA are derivatives of the MBA Program. Their
objective is to educate forward-looking leaders for business,
industry and government. They are all registered with the
New York State Education Department. The MBA, MBAPA,
MBAA, and MSF programs are fully accredited by AACSB-
International, the Association to Advance Collegiate Schools of
Business. The professional accounting program (MBAPA) is for
those who enter on the graduate level without an accounting
background. The MBAA is for those who begin as accounting
undergraduates at Canisius College. The MBAA is designed
to meet the 150-hour requirement of the American Institute
of CPAs. The MBAPA and MBAA programs qualify students
to sit for the CPA examination in New York State. Graduates of
the MBAPA and MBAA are required to complete one year of
experience for certification in the State of New York.
Students should check the registrar’s schedule each
semester to determine whether a given course is taught
on the Main Street campus or at the business school’s
suburban facility: Canisius Center @ Amherst, 300
Corporate Parkway, Amherst, New York 14226.
Mission Statement
The Richard J. Wehle School of Business develops business
professionals to lead within their organizations, to excel in a
globally competitive marketplace and to behave as ethically
and socially responsible individuals. This is achieved through
teaching excellence, intellectual vigor and community
involvement in the Jesuit Tradition.
The objectives of the graduate business programs are to
provide the best business education offered and serve the
employer market through:
1. The development of graduates who are known for:
– Technical and professional skills which allow
them to make an immediate contribution to their
organization.
– Application of high ethical standards to decision
making.
– The ability to manage effectively in a changing
business environment.
– Effective communication skills.
– The ability to confront issues and solve problems
in an organized and effective way by integrating a
number of different disciplines.
– Engagement in life-long learning and professional
development.
– Interpersonal and team skills.
2. A learning environment characterized by concern for
the maximum development of our students who have a
variety of abilities and backgrounds.
3. An outstanding faculty of teacher-scholars who are
excellent classroom instructors, who provide a blend
of theoretical and practical aspects of their discipline,
and who engage on a regular basis in professional and
community service and scholarly activity involving a
blend of basic, applied and instructional research.
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49 GRADUATE CATALOG 2014-2016
4. Maintaining a network of graduates and friends to
provide advice on the school’s programs, lend their
expertise to the school, serve as a teaching resource and
provide counseling, internship and job opportunities for
our students.
5. Operating the school with sound management practices
including continuous improvement and the efficient
allocation of resources.
Master of Business Administration (MBA)
The Evening MBA is designed for either full or part-time
study. Working adults can complete their program of
studies on a part time basis. Students attending full-
time can take up to 12 credit hours a semester and
complete in 16 months. The majority of students come
from the Western New York area and they have a variety of
undergraduate majors.
One-Year MBA Program
The One-Year MBA Program is a full-time program
designed for individuals who wish to minimize the delay in
starting their professional career or reduce the time away
from their present career. This intense program begins in
the fall semester and continues through the spring and
summer semesters. Because of the special nature of this
course of study, candidates for the One-Year MBA are
admitted as a single group in the fall and complete the
program together. Classes are during the day at the main
campus.
Master of Business Administration in
Professional Accounting (MBAPA)
In addition to enabling them to earn an MBA degree, this
program makes it possible for holders of undergraduate
and graduate degrees with majors other than accounting to:
1. Complete a major in accounting.
2. Prepare to enter the accounting profession.
3. Acquire the credentials to take the CPA examination
leading to professional licensing.
Master of Business Administration in
Accounting (MBAA)
This program is designed for undergraduate accounting
majors at Canisius College. It meets the 150-hour requirement
of the American Institute of CPAs and qualifies students
for CPA Licensure. Graduates are required to complete one
year of work experience for certification. Students should
apply for admission in the fall of their junior year. They should
take the GMAT at the earliest opportunity and no later than
February 1 of their junior year. The admissions criteria for this
program are different from those that apply to the MBA and
MBAPA programs. Candidates must have: (1) a minimum
cumulative average of 2.75 in all accounting courses taken at
Canisius, including junior accounting courses, (2) a minimum
cumulative overall average of 3.00 by the end of junior year,
and (3) a minimum score of 500 on the GMAT.
Master of Science Forensic Accounting (MSF)
This program will provide not only skill sets necessary to
detect irregularities in financial instruments and systems
but also heavily inculcates ethical values in decision making
and analysis. The program is intended to provide students
with the necessary background and tools to both detect
and prevent possible future fraudulent behavior by those
developing and using financial data. Additionally, students
utilizing the skill sets provided by this program should make
financial data more reliable for those who make decisions
based upon that data.
The program will provide students with the ability to
obtain the additional thirty credit hours to be eligible for
licensure as Certified Public Accountants (CPA) as well as
being able to obtain other certifications such as a Certified
Fraud Examiner (CFE).
Admission
The graduate programs in business are open to any
qualified holder of a bachelor’s degree from a recognized
college or university regardless of the undergraduate
major field of study. The goal of the admission policy is
the selection of those candidates who indicate the greatest
potential for academic and professional achievement. The
candidate for admission to graduate study must present
evidence of qualifications to participate successfully in
a graduate level academic endeavor. The Admissions
Committee recognizes the need to adjust the criteria for
pre-service and in-service students.
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50 CANISIUS COLLEGE
The Admissions Committee in its decisions takes into
consideration the undergraduate QPA (and any graduate
QPA) and the scores on the Graduate Management
Admission Test (GMAT) or Graduate Record Exam
(GRE). The following guidelines are suggested for those
considering applying to one of the programs. The candidate
should have a total of at least 1000 points for the One-
Year MBA and 950 for the other programs based on this
formula: 200 times the undergraduate QPA (4.0 system) +
the GMAT/GRE score. A minimum score of 450 is required
on the GMAT.
It should be noted, however, that candidates who meet
minimum requirements are not guaranteed an offer of
admission. Because of limitations in staff and resources,
only the most qualified of the eligible applicants may be
admitted.
Applicants should plan to take the GMAT/GRE at the
earliest opportunity. Information is available at www.mba.
com for the GMAT and the GRE at www.ets.org/gre.
Each applicant must submit: (1) a completed application
form, (2) an official transcript of all college work, (3) other
information as requested by the Admissions Committee.
In addition, the applicant must arrange for an official score
on the GMAT or GRE to be submitted by the Graduate
Management Admission Council or by Educational Testing
Service.
Additional admissions information may be found in the
sections on the individual programs.
Academic Standing
MBA – Evening MBA (full or part time)
A student is placed on academic probation if:
After completion of six hours of course work, the student’s
cumulative grade point average is 2.00 or lower,
OR
Any time after completion of nine or more hours of course
work, the cumulative grade point average is less than 2.80.
A student may be dismissed from the program if:
After completion of six hours of course work subsequent to
being placed on academic probation, the cumulative grade
point average is less than 2.00,
OR
After completion of at least 18 hours of course work, the
cumulative grade point average is less than 2.80. A student
may be dismissed without having been placed on probation
first.
One-Year MBA
1. A student may be dismissed from the program if the
student’s QPA is 2.30 or lower, or if they fail or withdraw
from a course upon completion of the first semester.
2. A student will be placed on academic probation if the
student’s QPA is greater than 2.30 but less than 2.80
upon completion of the first semester.
3. A student may be dismissed from the program if the
student’s QPA is less than 2.80, or they fail a course
upon completion of the second semester.
4. A student must have a QPA of at least a 2.80 to
graduate. Students dismissed from the One-Year MBA
Program can request to be evaluated for the Evening
MBA Program.
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51 GRADUATE CATALOG 2014-2016
MBAA, MBAPA, MSF
A student is placed on academic probation if:
After completion of six hours of course work, the student’s
cumulative grade point average is 2.80 or lower,
OR
Any time after completion of nine or more hours of course
work, the cumulative grade point average is less than 3.00.
A student may be dismissed from the program if:
After completion of six hours of course work subsequent to
being placed on academic probation, the cumulative grade
point average is less than 2.80,
OR
After completion of at least 18 hours of course work, the
cumulative grade point average is less than 3.00. A student
may be dismissed without having been placed on probation
first.
Note: For the purpose of these policies, averages are
computed according to the values listed in the Academic
Procedures section.
Graduation
Students must ordinarily complete all requirements within
five years of their first semester of attendance. Extensions
may be granted upon the petition of the student to the
Director of Graduate Business Programs.
Evening MBA, One-Year MBA
To graduate, a student must have a cumulative grade point
average of at least a 2.80.
MBAA, MBAPA, and MS in Forensic Accounting
To graduate, a student must have a cumulative grade point
average of at least a 3.00.
*Students interested in pursuing a CPA license should refer
to CPA licensure education and experience requirements of
the state for which they are seeking a CPA license. For New
York State, students must have a B average or better in all
accounting courses.
Transfer Credit
Graduate business course work completed by a student
at another AACSB accredited college or university may be
accepted for transfer credit. Students desiring transfer credit
should submit a written request to the program director for
evaluation.
No transfer credit will be awarded for courses with grades
below “B” and not more than 21 credit hours of transfer
credit will be accepted for the evening MBA and MBAPA
programs. No transfer credit is allowed for the One-Year
MBA program.
Transfer students in the Graduate Business Programs
must complete more than 50% of their program at
Canisius.
Graduate business students at Canisius College who
wish to transfer graduate course work at another institution
must have the prior written permission from the director of
Graduate Business Programs.
The Jesuit Consortium (JEBNET), of which Canisius
is a member, allows MBA students from another Jesuit
institution to readily transfer coursework upon approval of
the program director.
Waivers
Students may qualify for waivers of foundation courses
in the MBA or MBAPA Program based upon their
undergraduate or graduate coursework, at the discretion of
the program director. No waivers are granted for the One-
Year MBA program.
Policy for Waivers of Foundation Level Courses: A minimum
of six credit hours of undergraduate courses with grades of
B or better in the last five years in appropriate content.
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52 CANISIUS COLLEGE
MASTER OF BUSINESS
ADMINISTRATION DEGREE
Masters of Business Administration Learning
Goals and Objectives
Student Learning Goal 1
MBA graduates will understand global operations
management and marketing concepts.
Students will:
• Objective A: Explain how value is created and managed
throughout the product lifecycle, using marketing
strategy and supply chain management in a dynamic
environment;
• Objective B: Demonstrate a capacity to apply business
knowledge in new and unfamiliar circumstances through
a conceptual understanding of relevant disciplines.
Student Learning Goal 2
MBA graduates will apply quantitative methods in
accounting, finance and statistics.
Students will:
• Objective A: Apply and interpret quantitative methods
and statistical analyses;
• Objective B: Perform and interpret standard accounting
and financial computations, including cash flow and
time-value-of-money calculations, cost-benefit analysis,
and capital budgeting to evaluate the merits of a
proposed investment;
• Objective C: Develop and reinforce critical thinking
and argumentation skills with emphasis on problem
identification from various viewpoints, causal diagnosis,
and solution development.
Student Learning Goal 3
MBA graduates will have a fundamental knowledge of
human behavior and market structures in a global context.
Students will:
• Objective A: Demonstrate an understanding of how
cultural differences and human diversity impact business
decisions;
• Objective B: Demonstrate an understanding of
market structure, macroeconomic, and international
environments within which businesses operate, including
the roles of financial institutions, the central bank, and
central governments.
Student Learning Goal 4
MBA graduates will understand ethical frame works in
managerial decision-making and leadership.
Students will:
• Objective A: Demonstrate knowledge of multiple
frameworks for ethical decision making, and how
they apply to different business situations in a socially
responsible manner;
• Objective B: Demonstrate knowledge of corporate
governance issues and the responsibilities of business
in society and the fiduciary responsibilities of managers,
including ethical reporting;
• Objective C: Describe issues pertaining to social
responsibility;
• Objective D: Identify situations when ethical leadership is
required.
Student Learning Goal 5
MBA graduates will understand how Information Technology
supports business strategy and operations.
Students will:
• Objective A: Have the information literacy skills necessary
to effectively research, locate, extract, structure,
and organize the information needed to assist in
management planning, decision making and execution;
• Objective B: Demonstrate proficiency with data
management software.
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53 GRADUATE CATALOG 2014-2016
Student Learning Goal 6
MBA graduates will understand and effectively apply
elements of leadership to individuals and group dynamics.
Students will:
• Objective A: Demonstrate awareness of conventional and
innovative approaches to leadership and motivation;
• Objective B: Gain experience in teamwork and
communication through involvement in experiential
exercises including group presentation of case studies.
I. One Year MBA Curriculum
Sample One Year MBA Curriculum
(courses are subject to change)
Fall Semester
Course Title Credits
MBA 501 Management Information Systems 3
MBA 822 Statistical Methods 3
MBA 823 Economics 3
MBA 824 Financial Accounting 3
MBA 825 Leadership in Organizational
Behavior
3
MBA 803 Leadership Development Series 1
To t a l 16
Spring Semester
Course Title Credits
MBA 840 Managerial Accounting 3
MBA 841 Finance 3
MBA 843 Foundations of Marketing
Management
3
MBA 847 Operations Planning and Control 3
MBA 526 Regression Analysis and Forecasting 3
Or
MBA 645 Human Resource Management 3
MBA 804 Leadership Development Series 1
To t a l 16
Summer Semester
Course Title Credits
MBA 809 Legal Environment & Ethics 3
MBA 876 Quantitative Analysis & Global
Issues
3
MBA 897 Strategy Consulting Project
(Started in late spring)
3
MBA Elective (with or without an
internship)
9
MBA 805 Leadership Development Series 1
To t a l 19
Total Program 51
Electives will be offered in the evening.
Students can earn concentrations in financial services,
international business, and marketing by completing
9 credit hours of electives in that area.
Students can choose not to concentrate and take electives
from all different areas.
Concentrations will be reflected on a student’s transcript.
Leadership Development Series will include mentoring, skills
training, employer visits, and leadership development activities.
Return to Table of Contents
54 CANISIUS COLLEGE
II. Evening MBA Curriculum– full or part-time
(student may take classes during the day
depending on availability)
Evening MBA Curriculum
I. Foundation Level (24 credit hours)
Course Title Credits
MBA 501 Management Information Systems 3
MBA 502 Leadership in Organizational
Behavior
3
MBA 503 Statistics for Managers 3
MBA 504 Economics for Managers 3
MBA 505 Financial Accounting 3
MBA 506 Foundations of Marketing
Management
3
MBA 507 Operations Planning & Control 3
MBA 508 Corporate Finance 3
II. Ethics (3 credit hours)(choose one)
Course Title Credits
MBA
509
Legal Environment & Ethics 3
Or
MBA
510
Managerial Environment & Ethics 3
III. Core Areas (9 credit hours) Students must complete
three credit hours in each of the three of the following areas.
Course Title Credits
Accounting
MBA 610 Managerial Accounting 3
Finance
MBA 620 Investment Management 3
MBA 622 Financial Inst. & Markets 3
MBA 625 Advanced Corporate Finance 3
Other Finance courses as designated
Management
MBA 641 Human Resource Management. 3
MBA 642 Global Supply Chain Management. 3
MBA 653 Business History Leadership in
Context
3
Marketing
MBA 630 Marketing Strategy 3
Technology
MBA 526 Regression: Analysis and
Forecasting
3
MBA 658 System Dynamics 3
Other technology courses as designated
IV. Concentration or Electives (9 credit hours)
Concentrations offered: Accounting, Financial Services,
Global Supply Chain Management, Information Technology,
International Business, Leadership and Change, Marketing
in the new Economy
Dual concentrations: Students are eligible to concentrate in
more than one area. For dual concentrations, the program
will be longer than 48 credit hours. A student must take at
least two electives specific to that concentration area that
does not count in another concentration area.
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55 GRADUATE CATALOG 2014-2016
V. Capstone (3 credit hours) take in the second last to
last semester
Course Title Credits
MBA 690 Strategic Management &
Leadership 2
nd
last or last semester
3
Total Credit Hours 48
Concentrations
Accounting
Complete MBA 610
Course Title Credits
MBA 707 Accounting Information Systems 3
Prerequisite: MBA 505
3
MBA 711 Intermediate Financial Reporting I 3
MBA 712 Intermediate Financial Reporting II
Prerequisite: MBA 711
3
MBA 715 Basic Taxation and one of the
following:
3
MBA 716 Advanced Taxation Prerequisite:
MBA 715
3
MBA 729 Not-for-Profit Accounting
Prerequisite: MBA 505
3
Note that this concentration does NOT qualify a student
to sit for the CPA exam. Students interested in doing
so should consider the MBA in professional accounting
program, which would also satisfy the accounting core
in the MBA program. Students who are unsure should
complete MBA 702 rather than MBA 610
Financial Services
Complete a finance course in the core area and three
additional courses from the following:
Course Title Credits
MBA 616 Mergers & Valuation Prerequisite:
MBA 508
3
MBA 617 Portfolio Analysis Prerequisite:
MBA 508
3
MBA 618 Financial Analyst Preparation
Prerequisite: Consent of Instructor
3
MBA 619 Financial Modeling Prerequisite:
MBA 508
3
MBA 620 Investment Management
Prerequisite: MBA 508
3
MBA 621 Money, Banking, and the Economy
Prerequisite: MBA 504
3
MBA 622 Financial Institutions and Markets
Prerequisite: MBA 508
3
MBA 623 Fixed Income Securities
Prerequisite: MBA 508
3
MBA 624 Golden Griffin Fund I Prerequisite:
Consent of Instructor
3
MBA 625 Advanced Corporate Finance
Prerequisite: MBA 508
3
MBA 626 International Finance Prerequisite:
MBA 508
3
MBA 627 Multinational Banking Prerequisite:
MBA 508
3
MBA 628 Derivative Securities Prerequisite:
MBA 508
3
MBA 629 Golden Griffin Fund II Prerequisite:
Consent of Instructor
3
MBA 812 Analyzing Financial Information
Prerequisite: MBA 508
3
It is suggested that students intending to complete a
finance concentration also complete MBA 610, Managerial
Accounting, and MBA 526, Regression Analysis and
Forecasting, as part of their core requirements.
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56 CANISIUS COLLEGE
Global Supply Chain Management
Complete: both MBA 633 and MBA 642, plus another
elective
Course Title Credits
MBA 633 Global Logistics Prerequisites:
MBA 506, 507
3
MBA 642 Global Supply Chain Management
Prerequisites: MBA 507 and three
credit hours from the following:
3
MBA 526 Regression Analysis & Forecasting
Prerequisites: MBA 503, 504
3
MBA 546 Management Science Prerequisites:
MBA 503, 504
1.5
MBA 626 International Finance Prerequisites:
MBA 504, 508
3
MBA 638 Internet Marketing Prerequisite:
MBA 506
3
MBA 639 New Product Strategy Prerequisite:
MBA 630
3
MBA 646 International Business Prerequisites:
MBA 506, 507
3
MBA 660 Internship in Supply Chain
Management
Prerequisite: Permission
3
MBA 662 Special Topics in Supply Chain
Management
Prerequisite: MBA 642
3
MBA 680 International Business Seminar
Prerequisites:
MBA 506, 507
3
Information Technology
Complete the IT core and nine credit hours from the
following:
Course Title Credits
MBA 526 Regression Analysis and Forecasting
Prerequisites MBA 503, 504
3
MBA 600 Digital Network Security 3
MBA 601 Anti-Fraud Management 3
MBA 638 Interment Marketing Prerequisite:
MBA 506
3
MBA 655 Project Management Prerequisite:
MBA 507
3
MBA 658 System Dynamics Prerequisite:
MBA 501
3
International Business
Complete any three of the following:
Course Title Credits
MBA 626 International Finance Prerequisite:
MBA 504, 508
3
MBA 633 Global Logistics and Transportation
Prerequisites: MBA 506, 507
3
MBA 636 International Marketing Prerequisite:
MBA 506
3
MBA 642 Global Supply Chain Management
Prerequisite: MBA 507
3
MBA 646 International Business Prerequisites:
MBA 506, 507
3
MBA 680 International Business Seminar
Prerequisites: MBA 506, 507
3
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57 GRADUATE CATALOG 2014-2016
Leadership and Change
Complete MBA 653 in the core area and three of the
following:
Course Title Credits
MBA 640 Leadership and Management Skills
Development
3
MBA 641 Human Resource Management 3
MBA 644 Organizational Theory and Design 3
MBA 647 Organizational Leadership and
Change
3
MBA 649 Labor Relations 3
COM 602 Organizational Communication 3
COM 604 Persuasion and Social Influence 3
COM 610 Organizational Leadership 3
COM 620 Conflict, Facilitation, and
Communication
3
COM 630 Interpersonal Communication 3
Note: Only two of the three courses can be completed from
the courses listed as COM.
Marketing
Complete MBA 630 in the core area and three of the
following:
Course Title Credits
MBA 631 Market Research Prerequisite:
MBA 506
3
MBA 634 Consumer Behavior Prerequisite:
MBA 506
3
MBA 635 Sales Management Prerequisite:
MBA 506
3
MBA 636 International Marketing Prerequisite:
MBA 506
3
MBA 637 Professional Sales Prerequisite:
MBA 506
3
MBA 638 Internet Marketing Prerequisite:
MBA 506
3
MBA 639 New Product Strategy Prerequisite:
MBA 630
3
MBA 654 Customer Relationship
Management Prerequisite:
MBA 506
3
Note: The list of concentration courses may be amended.
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58 CANISIUS COLLEGE
MBA IN PROFESSIONAL
ACCOUNTING DEGREE (MBAPA)
This program is open to students that did not complete
a bachelor’s degree in accounting and is interested in
becoming a NYS licensed Certified Public Accountant.
MBA in Professional Accounting Learning Goals
and Objectives
Learning Goal 1
Graduates will know how financial information is measured
and reported to external users.
Students will:
• Objective A: Calculate financial ratios and performance
measures and analyze the results;
• Objective B: Apply current principles of accounting to
the measurement and reporting of financial accounting
information;
• Objective C: Apply taxation regulations in the
measurement and reporting of information to
governmental entities;
• Objective D: Explain the processes/principles related to
providing assurance as to the integrity of the reporting
process.
Learning Goal 2
Graduates will know how companies evaluate internal
controls for the aggregation of financial information, and
compare/contrast the impact of alternative business
decisions on future company performance.
Students will:
• Objective A: Explain the budgeting process and analyze
business decisions related to the budgets prepared;
• Objective B: Apply concepts related to accounting
system controls.
MBA in Professional Acounting (MBAPA)
I. Accounting requirements (33 credit hours)
Course Title Credits
MBA 701 Financial Accounting 3
MBA 702 Managerial and Cost Accounting 3
MBA 711 Intermediate Financial Reporting I 3
MBA 712 Intermediate Financial Reporting II 3
MBA 715 Basic Taxation 3
MBA 716 Advanced Taxation 3
MBA 721 Advanced Financial Reporting 3
MBA 725 Auditing Theory and Practice 3
MBA 726 Information Systems Auditing/
Advanced Auditing
3
MBA 751 Seminar in Accounting Theory 3
MBA Accounting Elective 3
II.MBA requirements (24 credit hours)
Course Title Credits
MBA 502 Leadership in Organizational
Behavior
3
MBA 503 Statistics for Managers 3
MBA 504 Economics 3
MBA 506 Marketing for Managers 3
MBA 507 Operations Planning and Control 3
MBA 508 Corporate Finance 3
MBA MBA Elective 3
MBA 707 Accounting Information Systems 3
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59 GRADUATE CATALOG 2014-2016
III. Core Areas (6 credit hours)
(students must complete three credit hours in two of the
following areas)
Management
Course Title Credits
MBA 641 Human Resource Management 3
MBA 642 Global Supply Chain Management 3
MBA 653 Business History Leadership in
Context
3
Marketing
Course Title Credits
MBA 630 Marketing Management 3
Financial Services
Course Title Credits
MBA 620 Investment Management 3
MBA 621 Money, Banking & Economy 3
MBA 622 Financial Institutions & Markets 3
MBA 625 Advanced Corporate Finance
(Other finance courses as designated)
IV. Business Law (4 credit hours)
Course Title Credits
MBA 671 Business Law & Legal Environment 4
V. Capstone (3 credit hours)
Course Title Credits
MBA 690 Strategy Management & Leadership 3
To t a l 70
MASTER OF SCIENCE IN
FORENSIC ACCOUNTING
Students entering this program must have a bachelor’s
degree in accounting. This program meets NYS
requirement for 150 hours for certification as a CPA.
MS in Forensic Accounting Learning Goals and
Objectives
Learning Goal 1
Graduates will develop and apply processes and procedures
to recognize and prevent fraudulent activity in the collection
and manipulation of financial data.
Students will:
• Objective A: Develop and apply tools and methods to
fraud detection and prevention;
• Objective B: Appropriately use interviewing processes
and develop plans for the conduct of interviews in the
context of fraud detection and deterrence;
• Objective C: Explain the use of technology in auditing
and fraud detection.
Learning Goal 2
Graduates will apply legal and ethical principles in decision-
making in the context of fraud investigation and analysis.
Students will:
• Objective A: Apply professional accounting and auditing
standards to fraud-related investigative work;
• Objective B: Apply ethical values in the context of fraud
detection and deterrence engagements.
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60 CANISIUS COLLEGE
Master of Science Forensic Accounting (MSF)
I. Required courses
Course Title Credits
MSF 701 Fraud Examination 3
MSF 702 Financial Statement Fraud & Risk
Assessment
3
MSF 703 Legal & Regulatory Environment of
Forensic Accounting
3
MSF 704 Computer Forensics 3
MSF 707 Accounting Information Systems 3
MSF 708 White Collage Crime 3
MSF 716 Advanced Tax 3
MSF 725 Auditing 3
MSF 726 Information Systems Auditing 3
II. Elective area (students must complete courses from
this area for each sub-course above)
Course Title Credits
MSF 751 Seminar in Accounting Theory 3
MBA 626 International Economics Finance 3
MBA 625 Advanced Corporate Finance 3
MBA 620 Investment Management 3
MBA 622 Financial Institutions & Markets 3
MBA 729 Not-for-Profit Accounting 3
MBA 752 Enterprise System 3
To t a l 70
* other finance courses as designated
III. Capstone (3 credit hours)
Course Title Credits
MSF 755 Advanced Financial Investigations 3
To t a l 30
MASTER OF BUSINESS
ADMINISTRATION IN
ACCOUNTING
(MBAA-150-Hour Program)
Students in the 150-Hour Program will graduate with a
BS degree in Accounting at the end of their senior year.
In order to receive the BS degree, the student must have
a minimum QPA of 2.00 on a scale of 4.00 in all under-
graduate courses, a minimum QPA of 2.00 on a scale of
4.00 in the combination of accounting and business law
courses taken at Canisius College. In order to receive the
MBAA, a student must have a minimum of 3.00 on a scale
of 4.00 in all graduate courses.
Under present education requirements of the State of
New York, students are able to sit for the CPA examination
upon completing their 120 hour program (BS). Students
must have 150 hours to secure CPA Licensure.
Learning Goal 1
Graduates will know how financial information is measured
and reported to external users.
Students will:
• Objective A: Calculate financial ratios and performance
measures and analyze the results;
• Objective B: Apply current principles of accounting to
the measurement and reporting of financial accounting
information;
• Objective C: Apply taxation regulations in the
measurement and reporting of information to
governmental entities;
• Objective D: Explain the processes/principles related to
providing assurance as to the integrity of the reporting
process.
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61 GRADUATE CATALOG 2014-2016
Learning Goal 2
Graduates will know how companies evaluate internal
controls for the aggregation of financial information, and
compare/contrast the impact of alternative business
decisions on future company performance.
Students will:
• Objective A: Explain the budgeting process and analyze
business decisions related to the budgets prepared;
• Objective B: Apply concepts related to accounting
system controls.
MBAA curriculum 150-Hour Program:
• FYS 101, ENG 101, RST 101, PHI 101 (4 courses 12 cr. hrs.)
• One course from each of the Breadth of Knowledge
Fields 1 to 7.
• One course from each of the six knowledge and skills
attribute.
Common Body of Business Knowledge
Course Title Credits
MAT 105 Finite Mathematics 3
and
MAT 106 Calculus for the Non-Sciences 3
or
MAT 111 Calculus I 3
or
MAT 115 Calculus for Business I 3
Course Title Credits
Arts and Sciences Electives 3
ENG 389 Business Communications 3
ACC 211 Principles of Accounting I 3
ACC 212 Principles of Accounting II 3
ECO 101 Principles of Macroeconomics 3
ECO 102 Principles of Microeconomics 3
ECO 255 Business Statistics I 3
ECO 256 Business Statistics II 3
FIN 201 Introduction to Finance 3
ISB 101 Management Technology 3
MGT 101 Introduction to Management 3
MGT 325 Operations Analysis for Business 3
MGT 446 Managerial Policy Strategy 3
MKT 201 Principles of Marketing 3
Business International Requirement 6
Accounting courses at the undergraduate level
Course Title Credits
ACC 301 Intermediate Accounting I 3
ACC 302 Intermediate Accounting II 3
ACC 303 Cost Accounting 3
ACC 307 Management and Accounting
Information Systems
3
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62 CANISIUS COLLEGE
6. Graduate Portion:
Course Title Credits
MBA 502 Organizational Behavior 3
MBA 507 Operations Planning & Control 3
MBA 508 Corporate Finance 3
MBA Finance Elective 3
MBA 630 Marketing Management 3
MBA 641 Human Resource Management 3
MBA 672 Advanced Commercial Law 3
MBA 690 Strategy Management &
Leadership
3
MBA 715 Basic Taxation 3
MBA 716 Advanced Tax 3
MBA 721 Advanced Financial Reporting 3
MBA 725 Auditing Theory and Practice 3
MBA 726 Advanced Auditing 3
MBA 729 Not-for-Profit Accounting 3
MBA 751 Seminar in Accounting Theory 3
MBA MBA Elective 3
To t a l 150/151
2014-2016 BUSINESS COURSES
(3 credit hours unless otherwise noted)
Pre-requisites are not listed here. They are posted online
for student access, along with course schedules and other
registration materials.
Note: Elective courses can be added pending department
offerings. Please contact the Graduate Business Office for
descriptions if a course description is missing.
MBA 501 Management Information Systems
Businesses operate through their information systems,
databases, data networks, supply chains and electronic
commerce applications. This course provides an overview
of a company’s critical information infrastructure and data
applications.
MBA 502/MBA 825 Leadership in Organizational Behavior
This course is designed to enrich students’ understanding
of behavior in organizations. Course study draws on the
behavioral and social sciences to explore organizational
phenomena in terms of individuals, groups and total
organizational systems. The course stresses the role
leadership plays in creating effective organizations, meeting
employee needs, managing power relationships and
revealing meaning in contemporary organizations.
MBA 503/MBA 822 Statistics for Managers
This course covers statistical concepts and techniques
emphasizing problem solving and interpretation: descriptive
measures and charts, probability distributions, estimation,
hypothesis testing, contingency tables, analysis of variance
and simple regression analysis.
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63 GRADUATE CATALOG 2014-2016
MBA 504/MBA 823 Economics for Managers
This course introduces students to fundamental
concepts and analytical tools of microeconomics and
macroeconomics. Included are demonstrations of how
economics can be used as a practical tool for problem
solving. Emphasis in the course is placed on the application
of theory to both managerial and public policy decision
making. The following principles are emphasized:
optimization subject to constraints, opportunity cost,
specialization and exchange, markets and equilibrium,
marginal decision making, short-run versus long-run
outcomes and the importance of real economic variables.
MBA 505/MBA 824 Financial Accounting
Reporting the financial results of operations and financial
position to investors, creditors, and managers; examination
of problems that arise in the preparation, analysis and use
of accounting data, with emphasis on the use of financial
reports.
MBA 506/MBA 843 Foundations of Marketing
Management
This course provides a survey of the various environmental
factors that affect marketing strategy decisions as well as
the variety of strategic marketing decisions themselves. It
also examines the research and other information gathering
techniques available to managers and the psychological
and economic foundations for consumer and buyer
behavior. An understanding of buyer behavior is applied to
the preliminary steps of segmentation of markets, targeting
of segments and positioning of market offerings. The
breadth of the material covered in this course prohibits an
in-depth treatment in any area, yet cases and other forms
of application to real world problems are used throughout
the course to develop a richer understanding of the material
covered.
MBA 507/MBA 847 Operations Planning and Control
Operations management involves the planning,
coordinating and executing of all activities that create goods
and services. The subject matter includes, but is not limited
to, productivity, competitiveness, operations strategy, quality
management, facility layout, new technologies, inventory
management, just-in-time, demand and capacity planning
within the firm.
MBA 508/MBA 841 Corporate Finance
This course provides an introduction to the basic tools of
financial management. Topics covered include the goal
of financial management, analysis of financial statements,
the concept of cash flow, financial planning, time value of
money, capital budgeting, the principles of stock and bond
valuation, the risk/return tradeoff and capital markets theory,
capital structure, cost of capital, dividend policy, working
capital management and international aspects of finance.
MBA 509/MBA 809 Legal Environment and Ethics
Threshold knowledge for managers of the law in areas
of contract, product liability, corporations, partnerships,
employment and environment.
MBA 510 Managerial Environment and Ethics
Relationships of business and society with an emphasis on
management and the integration of ethics and social issues
in daily business practices.
MBA 526 Regression Analysis and Forecasting
Builds on the tools of statistical inference to address
issues of estimation and hypothesis testing encountered in
regression and time series analysis.
MBA 606/MIB 606 Fundamentals of International
Business
There are two types of objectives for this course, one for
the mastery of International Business content and the
other for the development of good International Managerial
processes. The content objective of this course is the
development of a solid background in the basic elements
of International Business. We will examine the international
environment and discuss questions such as:
Why is there trade between countries?
Why do companies “go international”?
How does the international market differ from the
domestic?
What are the keys to success in the international
marketplace?
What are the keys to success in careers in international
business?
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64 CANISIUS COLLEGE
MBA 610/MBA 840 Managerial Accounting
Preparation and analysis of data used by management in
planning, budgeting, decision making, product costing,
inventory valuation and performance evaluation.
MBA 616/MIB 616 Comparative Management
The objective of this course is the development of an
understanding of what it takes to be a “good international
manager”. To do this, we will discuss how and why
management differs when an international border is
introduced and how the resulting ways of managing
compare to the “domestic” systems that students have
traditionally studied. We will go through a series of activities
that will require students to compare and contrast their
knowledge of management systems in different settings
and to apply this knowledge to solving problems in the
global market. Consequently, we will cover the traditional
areas of management, such as planning and controlling.
But we will also examine how these actions must be
modified to meet the demands of the international arena.
MBA 617 Portfolio Analysis
An introduction to modern portfolio theory and
management. Strategies underlying portfolio construction
and evaluation. Implications of market efficiency on portfolio
management.
MBA 618 Financial Analyst Preparation
Review of topics contained in Chartered Financial Analyst
Exam.
MBA 619 Financial Modeling
This course uses spreadsheets for financial modeling and
planning for the financial decision maker.
MBA 620 Investment Management
This course introduces the student to the construction,
management, and performance evaluation of investment
portfolios. Primary topics include portfolio models,
equilibrium in financial markets, market efficiency and the
application of these concepts to the investment industry.
MBA 621 Money, Banking and the Economy
The connection between financial markets, the economy,
and the Federal Reserve will be explored. This course will
examine the nature of financial markets, the determination
of interest rates, banking, money and monetary policy.
Emphasis will be placed on the impact of monetary policy
on the macro economy.
MBA 622 Financial Institutions and Markets
This course examines the changing world of financial
services and the role that financial intermediaries and
financial markets are playing in a rapidly consolidating
industry with new benchmarks and success factors.
Universal banking as the new model will be analyzed.
Emphasis will be placed on contemporary issues as well as
a review of the history of this evolving industry.
MBA 623 Fixed Income Securities
This course discusses the various types of fixed
income securities and the markets in which they are
traded. Emphasis is placed on contact evaluation,
extracting term/risk structure information from pricing,
evaluating, investment opportunities and interest rate risk
management.
MBA 624 Golden Griffin Fund I
This course is the first of a two semester program in which
students become equity analysts and portfolio managers
responsible for “real money” portfolio of common equity
securities (the Golden Griffin Fund “GGF”). In the fall
semester, students begin the process of stock selection and
analysis, leading to recommendations for investment by
the GGF. Students follow and discuss current events in the
economy and financial markets, and monitor and produce
written reports regarding current GGF portfolio positions.
Students serve on committees, including: Accounting
and Finance; Legal and Compliance; Marketing; Public
Relations and Portfolio Management. Each committee will
have certain responsibilities throughout the fall and spring
semesters. Students taking MBA 624 are expected to
continue into the spring semester in MBA 629.
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65 GRADUATE CATALOG 2014-2016
MBA 625 Advanced Corporate Finance
This course provides an in-depth treatment of corporate
financial management. Topics from the introductory course
(MBA 508) are developed in greater detail with emphasis
on the underlying theories and more extensive applications
to financial decision making. Additional topics beyond the
introductory level are presented and discussed. The class
relies primarily on lectures, problems and case discussions.
MBA 626/MIB 626 International Finance
In an increasingly globalized world, it is imperative that
managers understand how the international economy works.
International Finance (also known as “Open-Economy
Macroeconomics”) is the study of the monetary and
economic linkages among countries. The main goal of this
course is to equip students with an understanding of the
global macroeconomicenvironment and important issues
that managers must be aware of. The main topics covered
in this class involve exchange rates, international flows of
capital and economic policy, as well as the role of business
in this environment. This course aims to introduce students
to these topics in the context of recent developments
around the world. By the end of this course, students will
better understand these core concepts, be able to apply
them to specific country and business experiences, and
locate and analyze relevant sources of information.
MBA 627 Multinational Banking
An in-depth study of practical applications and issues
faced by internationally active, large and complex banking
organizations. Emphasis is given to the applications related
to Basel Accord and the impact it has on capital adequacy
requirements, lending guidelines, and risk-based pricing
by these financial institutions. Students will also learn the
scope of international trade finance with a focus on how
multinational banks handle import/export transactions in
the global economy.
MBA 628 Derivative Securities
This course discusses forward and futures contracts, swaps
and options. Markets for these securities are described
and analyzed. Modern techniques for identifying over and
undervalued contracts are presented. The use of these
derivative securities for risk management is discussed.
MBA 629 Golden Griffin Fund II
This course is the second of a two semester program
in which students become equity analysts and portfolio
managers responsible for “real money” portfolio of common
equity securities (the Golden Griffin Fund “GGF”). In the
spring semester, students begin the process of original
equity research, leading to recommendations for investment
by the GGF. Students continue to follow and discuss current
events in the economy and financial markets, and monitor
and produce written reports regarding current GGF portfolio
positions. Committee work started in the fall semester
continues as well.
MBA 630 Marketing Strategy
Through the use of case analysis and computer simulation
games, students will develop skills in applying and
evaluating strategic marketing decisions. This course
builds on the MBA 506 Foundation of Marketing Strategy
course in that students will be expected to have mastered
material in that course and be able to apply it to a series of
cases or simulations of a competitive market environment.
Application of statistical and other computer-based
analytical techniques also go beyond what is covered in the
foundation course. Strategic decisions in the cases used
will be taken from a combination of the following strategic
decision areas of marketing, the choice of which areas
depending on the expertise of the instructor delivering the
course and the nature of the cases available: 1) Product
and Service Decisions, 2) Pricing and Related Decisions, 3)
Integrated Marketing Communications Decisions, and 4)
Supply Chain Marketing Decisions. Organization and control
factors essential to implementation of effective marketing
strategy that would be used in this course include 1)
Developing and implementing a marketing budget, 2)
Sales forecasting approaches and techniques, 3) Financial
Statement Analysis, 4) Compensation planning for sales
and marketing personnel, and 5) Marketing controls and
Marketing Information Systems.
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66 CANISIUS COLLEGE
MBA 631 Market Research
This course emphasizes survey-based marketing research.
Students engage in a semester-long research project in
which they interview a client, specify the research problem
and an appropriate research design, do a secondary
data search, design and administer a survey instrument
(questionnaire), perform statistical data analysis and develop
and present a report of their findings to the client. Course
content also includes marketing databases, observational
techniques, causal designs and various applied statistical
techniques.
MBA 633 Global Logistics & Transportation
Organization of export and import operations in support
of marketing, distribution, production and other global
business functions; freight forwarding, shipping procedures
and selecting transportation modes and documentation.
MBA 634 Consumer Behavior
This course focuses on the application of information
from the behavioral sciences (e.g. psychology, sociology,
anthropology) to help understand consumer behavior.
Emphasis is placed on understanding the factors that
influence consumer behavior and developing the ability
to apply this information to the practice of marketing.
Additionally, students are encouraged to consider their own
personal consumption behavior and to identify ways they
can improve their consumption decision outcomes and
reduce their susceptibility to undesirable external influences.
Course topics include perception, memory, learning,
persuasion, attitudes, materialism, behavioral decision
theory, family and cultural influences.
MBA 636/MIB 636 International Marketing
Issues involved in entering operations in an overseas market.
Focus on identifying opportunities in world markets and
adapting strategies to fill specific national market needs,
inventory movement within the supply chain, network
configuration and location, capacity and demand
management, the value of information, strategic alliance,
new product development, and technology and information
impact in a global environment.
MBA 637 Professional Sales
The more significant aspects and techniques of sales and
practical issues pertaining to a career in sales.
MBA 638 Internet Marketing
The Internet is the first exciting, significant marketing tool to
emerge in many years. Learn how companies are building
relationships, promoting and selling products, gathering
valuable market information, providing customer service
and establishing competitive advantages online. This
primer course on Internet will lay the groundwork for your
professional online experience.
MBA 639 New Product Strategy
This course examines marketing’s increasingly important
role in new product development. Advances in
communication technologies have worked to enhance the
customer’s role in the new product development process
for both consumer and industrial goods. A key role of
marketing is to bring the “voice of the customer” into the
new product development process in a way that facilitates
customer satisfaction. New technologies are also speeding
up the new product development process and shortening
product and brand life cycles. This course employs a “learn-
by-doing” approach to understanding concepts, techniques,
tools, models and methods employed by marketing at
various stages in the development and launch of new
products.
MBA 640 Leadership and Management Skills Development
This seminar provides students with opportunities to
assess their current management skill levels and to
better understand and internalize concepts and theories
of leadership and organizational behavior through
application. Focuses on an active-learning cycle of taking
action, reflecting upon that action and its consequences,
developing concepts and generalizations based upon such
reflection, and testing of concepts by taking action in new
situations. Topics include decision making, motivation,
conflict management, exercising influence, supportive
communication, interviewing, empowering and delegating.
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67 GRADUATE CATALOG 2014-2016
MBA 641 Human Resource Management
This course examines the critical functions and roles
of human resource management (HRM) in complex
organizations. Topics include the legal implications of
HRM, job analysis and design, HR planning, recruitment
and selection, training and development, performance
management, compensation and benefits, and employee
and labor relations. Most significantly, the course looks at
managing people and the employment relationship from a
strategic perspective.
MBA 644 Organizational Theory and Design
Overview of organizational theory and design: what
organizations are, how they are designed, how they operate
and how they can be changed and improved through
organizational design.
MBA 642 Global Supply Chain Management
Supply Chain Management addresses the integrated
management of the set of value-added activities from
product development, through material procurement
from vendors, through manufacturing and distribution of
the good to the final customer. The course will address
inventory movement within the supply chain, network
configuration and location, capacity and demand
management, the value of information, strategic alliance,
new product development and technology and information
impact in a global environment.
MBA 647 Organizational Change and Leadership
Contemporary approaches through application of
behavioral science concepts and tools. Systems concepts
and operational components, need for change and
development, action research and intervention strategies,
overcoming resistance to change, managing paradigm
shifts in organization culture.
MBA 649 Labor Relations
This course introduces the student to the development,
structure and process of labor relations in the United
States. While the main focus will be on the private sector,
some attention will be paid to the public sector, especially
in the area of dispute settlement. Among the main topics
covered are the evolution of unions and the management
of labor, labor law and federal agencies, the structure and
government of unions, why workers join unions and the
process of organizing, the state of organized labor and who
belongs to unions, the structure, process and outcomes of
collective bargaining, contract administration, grievances
and arbitration, dispute settlement techniques, labor-
management cooperation, the future of labor in America
and contemporary issues.
MBA 653 Business History Leadership in Context
This course examines how business leaders and others
have responded over time to the environment in which
their organizations are embedded. In recent years business
history has shifted its focus from examining managerial
choice in an environment rich with economic opportunity to
examining the role of forces outside the firm that constrain
the choices available to and made by business leaders.
Among these external forces are the law, politics, culture,
labor and consumers. Often the firm and its environment
remake one another in large and small ways. In short,
internal and external forces interact with the relative balance
of these forces shifting over time.
The focus of this course will be on US Business History
from the late 18th century to the present. Larger themes
include small business development and entrepreneurship,
the rise of big business and management, business
government relations, the management of labor and
unions and the consumer culture. Students will explore
and learn the many ways that organization leaders and
others responded to external environmental changes and
challenges.
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68 CANISIUS COLLEGE
MBA 655 Project Management (MTM 630)
This course introduces students to the principles, practices,
techniques, and special problems of the project manager.
The focus will be on the entire project life cycle - from
selection and initiation, through planning, implementation
and control, to termination and close-out. Critical issues such
as time, cost, and performance parameters are analyzed from
the organizational, people, and resource perspectives.
MBA 658 System Dynamics
This course provides an introduction to systems thinking
and system dynamics. System dynamics is a tool for solving
interdisciplinary problems and understanding the deeper
system structure rather than simply examining problem
symptoms and surface behavior. Important policy decisions
in one area often have impacts in multiple areas – political,
economic, social and environmental. Similarly, decisions in
one functional area, such as marketing, will have important
impacts on other functional areas such as production.
Students will learn to see common patterns in business,
natural and social systems and such insight will lead to a
better understanding of both system behavior and human
behavior. Finally, to better understand the systems, we
develop computer models - computer simulations. We
can then test the consequences of our actions using a
computer-based virtual world before making decisions.
MBA 660 Internship in Supply Chain Management
Non-routine job experience which links academic concepts
with practical experience, specifically in the area of logistics
and/or supply chain management. Requires supervision
by faculty and student demonstration of academic value
through papers and reports.
MBA 662 Special Topics in Supply Chain Management
Seminar on selected topics with focus on emerging
practices and contemporary examples in global supply
chain management. Topics may include new strategies, new
concepts in purchasing, packaging, operations, locations
analysis, international accounting and information systems.
MBA 671 Business Law and Legal Environment (4 credits)
Legal aspects of partnerships and corporations; substantive
law of contracts, agency, bailments, accountants’ liability;
Uniform Commercial Code, commercial paper and secured
transactions; bankruptcy, SEC, antitrust law.
MBA 672 Advanced Commercial Law
Foreign Corrupt Practices Act of 1977, secured transactions,
accountant’s liability, real property, trusts, estates and
insurance.
MBA 680 International Business Seminar
Two to three weeks of travel in Europe, either between
the fall and spring semesters or in the summer. Gives
exposure to the international business environment and to
business practices outside the U.S.A. Each of these trips
involves programmed visits to international businesses,
government agencies, and/or nonprofit organizations, as
well as substantial free time. Contact the Management/
Marketing department at 888-2640 for details of each trip.
The course grade depends on the student’s participation in
question and answer sessions at the presentations as well
as the quality of a paper to be written upon the student’s
return.
MBA 686/MIB 686 Doing Business in the European Union
The objective of this course is to introduce students to
the current issues impacting the development and the
implementation of the unique economic and political unit
called the European Union. Students will participate in a
one week field experience in France, London, and Brussels.
Given the multiplicity of issues, the course readings and
activities will serve only as an introduction to the broad
spectrum of possible research topics. Each student will
choose a particular topic or issues for their individual topic.
MBA 690/MBA 897 Strategic Management & Leadership
Developing strategies for successful business operation and
hands-on business analysis focusing on problem solving;
student teams work with current business problems using
analytical tools and skills developed from other courses
MBA 701 Financial Accounting
Accounting concepts related to external financial reporting;
theories and procedures relevant to reporting financial
position and results of operations. Note: Students who have
taken MBA 524 prior to enrolling in the MBAPA program
must consult the program director for possible waiver of this
course.
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69 GRADUATE CATALOG 2014-2016
MBA 702 Managerial and Cost Accounting
Preparation and analysis of data used by management for
planning, control and performance evaluations; inventory
valuation and reporting methods in manufacturing
enterprises; standards and budgets.
MBA 707 Accounting Information Systems
Development, organization, and implementation of manual
and electronic accounting information systems. Emphasis
on flow charts and analysis, modification, and improvement
of existing systems.
MBA 711-712 Intermediate Financial Reporting I and II
Reporting in-depth theories relating to asset and liability
measurement and reporting, revenue and expense
determination and financial statements presentation.
MBA 715 Basic Taxation
Provisions of the Internal Revenue Code affecting
individuals and corporations. Tax factors in planning
and decision making. Social, political, and economic
considerations underlying tax laws.
MBA 716 Advanced Taxation
Internal Revenue Code provisions relating to taxation of
corporations and shareholders, partnerships and partners,
including organization, reorganization, distribution and
liquidation. Emphasis on Sub Chapters “C,” “S,”and “K.”
MBA 721 Advanced Financial Reporting
Accounting for partnerships, corporate mergers and
acquisitions, non-profit institutions, foreign exchange and
fiduciaries.
MBA 725 Auditing Theory and Practice
Standards and practice relevant to verification of financial
statements, responsibilities and ethics of the public-
accounting profession, internal control design and
evaluation, auditing programs and working papers, statistical
sampling.
MBA 726 Advanced Auditing
Review and integration of the underlying concepts in the
auditing and accounting information systems courses,
reviews and tests associated with computerized accounting
systems as well as the relationship between specific
procedures and overall audit objectives.
MBA 729 Not-for-Profit Accounting
Accounting and reporting issues that apply to governmental
units, hospitals, schools, religious institutions and other
non-profit organizations; budgetary procedures including
appropriations and encumbrances.
MBA 751 Seminar in Accounting Theory
Accounting theory and theory formulation. Current issues in
financial accounting and concepts of income determination.
MBA 752 Enterprise Systems
Measuring the value of enterprise information; enterprise
resource planning system design and functionality;
international accounting systems issues: data integrity; use
of financial and non-financial information for corporate
decision-making.
MBA 803/804
A series of presentations that are designed to acquaint
students with the tools needed to effectively manage
in a competitive environment. Topics include the use of
advanced spreadsheet techniques, internet security, data
base management and ethics. Additionally, career path
discussions take place led by former students, as well as
past and prospective employers.
MBA 812 Analyzing Financial Information
The analysis and valuation of equity securities is developed
in stages using a case approach based on live publicly
traded companies. Valuation models and the concept
of value creation follows preliminary analysis of financial
statements and market based financial information on risk
and return.
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70 CANISIUS COLLEGE
MSF 701 Fraud Examination: Detection and Deterrence
The course will concentrate on financial fraud, white-collar
crime, how financial fraud is perpetrated, approaches
to fraud investigations and documentation, and fraud
detection and prevention. Ethical issues in fraud
examination and investigation will be covered as well as
strategies and tools for fraud deterrence in organizations.
Prerequisite: MSF 725 or MSF 726
MSF 702 Financial Statement Fraud and Risk Assessment
Examines the variety of ways that fraud may be perpetrated
in a company’s financial statements. Fraud schemes
specific to areas of the financial statements will be
examined in depth, including schemes related to revenue
recognition, capitalization of expenses, understatement of
liabilities and inadequate disclosure. Real life examples will
be analyzed to identify early warning signs and techniques
used to uncover fraud. Risk assessment tools and
methodology will be explored and applied in a situational
context. Prerequisite: MSF 701
MSF 703 Legal and Regulatory Environment of Forensic
Accounting
Familiarity with the rules of evidence and laws governing
individual rights will be emphasized. Interviewing
techniques, expert witness testimony and report writing will
be covered. Litigation support services will be discussed
including measurement of economic damages and
business valuations. Prerequisite: MSF 701
MSF 708 White Collar Crime
Psychological and sociological motivations of fraud
perpetrators will be examined in depth. Crimes committed
by “respectable people” in positions of responsibility in
private or public sector will be studied, looking at similarities
and differences in behaviors. Discusses the nature of these
crimes, how regulatory bodies and legal systems treat
these criminals and how they seek to avoid detection and
prosecution. Criminal procedure will be covered as it relates
to such topics as search and seizure, due process and
sentencing. The impact of this type of crime on individuals,
organizations and society will be discussed.
MSF 755 Capstone Advanced Financial Investigations
Integration of legal, behavioral and technical aspects of
forensic accounting investigations. Case analysis and
presentations will emphasize analytical and writing skills
while affording an opportunity to apply investigative
procedures used in practice. Students will take part in a
culminating activity such as a moot court exercise, which
pulls together the data analysis, interviewing and other skills
developed in the program. Prerequisite: MSF 701, MSF 702,
MSF 703, MSF 704
MBA elective offered through the MS Communication and
Leadership Program:
COM 602 Organizational Communication
The course design introduces the foundations of
organizational communication theory with advanced
understanding of communication behavior in organizations.
To achieve these ends, organizational communication
theory, methods, and practices are introduced and related
to organizational life. The course addresses the problems
and paradoxes of organizational communication and the
changing features of organizational life. We will use group
case study learning experiences to highlight practical
application of the theories in organizational life.
COM 604 Persuasion and Social Influence
Terms such as persuasion, social influence, or compliance
gaining are all part of the same whole and involve
“essentially the same human activity: trying to convince
others to think, feel, or do what we want” (Gass & Seiter,
1999, xiii). At the onset of the course basic persuasion
terms and research procedures will be overviewed. Also, we
address the question, “why study persuasion?” Other related
persuasion, social influence, and/or compliance gaining
topics covered this semester will include: relationship
between attitudes and behaviors, methods of conducting
persuasion research, classic and contemporary persuasion
and social influence theories, communicator characteristics
and persuasibility, verbal and nonverbal messages,
structuring and ordering persuasive messages, and
improving one’s ability to persuade others.
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71 GRADUATE CATALOG 2014-2016
COM 610 Organizational Leadership
Some basic assumptions of the course are: you can
become aware of and learn leader behaviors; you can
improve upon leader behaviors; leaders behave differently
than do managers; and leadership concepts and theories
provide a framework for understanding and improving.
Therefore, this course takes a theoretical and applied
approach to the understanding of leadership. Theory gives
you a framework for thinking about leadership behaviors
and processes. Theory also provides the frame for the
creation of awareness, understanding, behavioral change
and improvement in how we live the leadership experience.
COM 620 Conflict, Facilitation, and Communication
This course provides the student with foundations and
advanced understanding of how conflict, facilitation and
communications intersect. To achieve these ends, group
development theory, methods and practices are introduced
and related to organizational life. The course addresses
the inevitability of conflict and explores how different
approaches to conflict yield either negative or harmful
outcomes or positive, mutually satisfying outcomes. The
course uses a combination of lectures, group case studies
and experiential activities as approaches to learning. The
group experiences highlight practical application of the
theories and facilitation techniques in organization life.
COM 630 Interpersonal Communication
This course focuses on theoretical and pragmatic aspects
of interpersonal communication in different types of
relationships. During the semester we examine interpersonal
theories, research, and skills anchored in the field of
interpersonal communication. The main objectives of this
course are to heighten students’ self-awareness of their
interpersonal communication skills and to understand the
role that interpersonal communication plays in identity
management and relationship development. Students will
also identify specific interpersonal communication skills that
can be used strategically to improve work relationships and
outcomes.
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72 CANISIUS COLLEGE
SCHOOL OF EDUCATION AND
HUMAN SERVICES
Jeffrey Lindauer, Ph.D., Dean; Shawn O’Rourke,
Ph.D., Associate Dean, Graduate and Canadian
Programs, Certification Officer; Nancy
Wellenzohn, Ed.D., Associate Dean, Program
Quality and Undergraduate Affairs, Director
of Accreditation, & Certification Officer;
Nancy Wallace, Ph.D., Director of School and
Community Partnerships; Tiffany Fuzak, Program
Coordinator.
Mission Statement
The faculty of the School of Education and Human Services
(SEHS), in concert with our candidates, school partners,
alumni and the community, seek to prepare highly effective,
professional and socially committed educators and
counselors who value the Jesuit traditions demonstrated
through their own cura personalis, work towards social
justice and leadership through service. The mission of
the unit is to prepare educators who possess content,
pedagogical and professional knowledge, use their gifts in
the service of others, and demonstrate professionalism and
leadership in their field.
Accreditation
All initial teacher preparation and all advanced preparation
programs in the School of Education and Human Services
are accredited by the Council for the Accreditation of
Educator Preparation (CAEP), the standard of excellence in
teacher education.
Conceptual Framework
Canisius’ teacher preparation programs focus on
knowledge, service, leadership and professionalism, the
foundational tenets of our conceptual framework. Academic
programs offer candidates the content, pedagogical and
professional knowledge, skills and dispositions necessary
for quality performance in their field of study. Candidates
will demonstrate the ability to reflect on their instructional
practice, apply knowledge, exhibit skills and develop
dispositions essential for success in P-12 schools. In
coursework and in practice, candidates will display a clear
understanding of the historical, philosophical, sociological,
legal and psychological bases of education and educational
policy. Candidates must be committed to the education
of the whole person and to the belief that all individuals
can learn. Within the contexts of their work, candidates
promote authentic learning, social and emotional
development and a commitment to service and social
justice in environments that foster respect for diversity and
the dignity of all. Candidates are encouraged to participate
in the urban community in which the college is located
and, through a variety of field experiences and service-
learning opportunities, to interact with an ethnically, racially,
culturally, religiously and intellectually diverse population.
Collaborative projects allow candidates to learn from others,
develop a professional orientation and assume positions of
responsibility and leadership. Candidates develop the ability
to reflect thoughtfully on their experience in order to guide
professional development and to improve practice and are
encouraged to join professional organizations and actively
participate in professional conferences.
Central to our conceptual framework is a symbol
of infinity, representing four interrelated and evolving
characteristics: Knowledge, Service, Professionalism,
and Leadership. These elements are situated within
the overarching Ignatian vision and Jesuit educational
principles. These values include:
• Cura personalis, concern for individuals, and desire to
educate the whole person;
• Magis, or seeking the greater good, striving for
excellence and desire to have our candidates reach one’s
full potential;
• Sharing one’s gifts in the service for and with others in
the pursuit of social justice;
• Contemplation in action, that is being a reflective learner
& educator striving for ethical decision-making and
mindful creative solutions to today’s issues in Education.
To this end, with a vision of P-16 partnership, we strive
to engage our students in their chosen field of study.
As stated by Rev. Peter-Hans Kolvenbach, S.J., Superior
General of the Society of Jesus (2000), “Students, in
the course of their formation, must let the gritty reality of
this world into their lives, so they can learn to feel it, think
about it critically, respond to its suffering and engage it
constructively” (p. 8).
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73 GRADUATE CATALOG 2014-2016
Performance outcomes aligned with knowledge,
service and professionalism, and leadership are:
1. Knowledge
The acquisition, creation and dissemination of knowledge is
a continuing, transformational process.
Knowledge Outcomes
The competent professional:
• Applies theory and research in practice.
• Applies effective teacher/counselor/administrator principles.
• Demonstrates appropriate dispositions, emphasizing
student responsibility for behavior and achievement.
2. Service
Each individual has gifts and talents that should be
developed to the highest level.
Service Outcomes
The competent professional:
• Is committed to diversity, equity and social justice.
• Has a sense of purpose and power, and in all endeavors
works for the benefit of all learners in their respective
human service professions.
• Demonstrates appropriate dispositions:
– Enthusiasm toward content/subject areas
– Appreciation of social/cognitive/emotional
development for all learners
– Appreciation of human diversity
– Values development of students’ critical thinking
– Engages in comprehensive and collaborative
planning that meets curricular goals
– Commitment to utilizing assessment information to
inform decisions
3. Professionalism/Leadership
Each individual has an obligation to improve the world in
which they live as advocates for social justice and through
a dedication to education as a vehicle for positive social
change.
Professionalism Outcomes
The competent professional is:
• An effective communicator.
• A reflective practitioner.
• A lifelong learner.
• Demonstrates appropriate dispositions:
– Values and utilizes effective communication
techniques in professional settings
– Is committed to, and actively seeks out,
opportunities to grow professionally
– Is committed to advocating for the well-being of
children and families
4. Leadership
Each individual applies knowledge, skills, and dispositions in
such a way that they positively impact the performance and
outcomes of those they teach or serve.
A competent professional:
• Is skilled at using outcome data to assess the
effectiveness of their own professional practice.
• Seeks to improve their practice with the goal being to
positively impact student learning.
Degrees
Master of Science (M.S.), Master of Science in Education
(M.S. in Ed.)
The School of Education and Human Services offers
graduate-level programs leading to the master of science
(M.S.) or the master of science in education
(M.S. in Ed.) degrees in the following programs:
Adolescence Education (Grades 7-12)
• Initial /Professional
Applied Nutrition
• On-line master’s degree
Childhood Education (Grades 1-6)
• Initial /Professional
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74 CANISIUS COLLEGE
College Student Personnel Administration
Community and School Health
• On-line master’s degree
Counseling & Human Services
• School Counseling
• Community Mental Health Counseling
Deaf Education
Differentiated Instruction
Educational Leadership and Supervision
• On-campus master’s degree
• On-line master’s degree
Educational Technologies and Emerging Media
• On-line master’s degree (may include certification as
Educational Technology Specialist)
Health and Human Performance
Health Information Technology
• On-line master’s degree
Literacy Education
• On-campus master’s degree
• On-line master’s degree
Physical Education
• Initial certification/master’s
• On-Line master’s degree
Respiratory Care
• On-line master’s degree
Special Education (Students with Disabilities)
Sport Administration
• On-campus master’s degree
• On-line master’s degree
Teaching English to Speakers of Other Languages (TESOL)
• On-line master’s degree
Advanced Certificates
The School of Education and Human Services also offers
several graduate level Advanced Certificate Programs
including:
Bilingual Education
Counseling (School or Community Mental Health Bridge)
Educational Leadership and Supervision
• On-campus Advanced Certificate in School Building
Leader, or in School Building Leader and School District
Leader
• On-line Advanced Certificate in School Building Leader
or in School building Leader and School District Leader
Middle Childhood (Grades 5-6 or 7-9-Extension Only)
Teaching English to Speakers of Other Languages (TESOL)
Admission
Men and women of character, ability and achievement are
welcome in the graduate education programs at Canisius
College. Their acceptability is judged by the department
and is based on achievement, aptitude and character alone.
Applicants for admission to graduate work in education
maybe accepted as matriculants (master’s degree
candidates) in a particular program, or as non-matriculants.
Except in unusual cases, non-matriculants may take no
more than 9 credit hours before matriculation is required.
Admission Procedures
All applicants for admission to a graduate program must
submit:
• One copy of official undergraduate transcripts indicating
the receipt of a baccalaureate degree from an accredited
institution of higher learning
• Two personal letters of reference
Graduate application
Non-Teacher Education Applicants
Admission will require a 2.70 cumulative undergraduate
GPA. Applicants who have an undergraduate GPA below a
2.70 may be required to meet additional requirements in
order to provide evidence of their ability to be successful
in graduate studies. These requirements may include a
personal interview, and the GRE, GMAT, or MAT. Canadian
and other international applicants must provide a
completed Certification of Finances form.
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75 GRADUATE CATALOG 2014-2016
Teacher Education Applicants
Admission for matriculants prior to fall 2015 will require a
2.70 cumulative undergraduate GPA. Applicants who have
an undergraduate GPA below a 2.70 may be required to
meet additional requirements in order to provide evidence
of their ability to be successful in graduate studies. These
requirements may include a personal interview, and the
GRE, GMAT, or MAT. Canadian and other international
applicants must provide a completed Certification of
Finances form.
Effective for fall 2015 matriculants, admission will
require a 3.00 cumulative undergraduate GPA. Applicants
who have an undergraduate GPA below a 3.00 may be
required to meet additional requirements in order to
provide evidence of their ability to be successful in graduate
studies (ie. personal interview, additional coursework, etc).
Applicants will also be required to complete the GRE,
GMAT, or MAT with scores in the top 50th percentile.
Canadian and other international applicants must provide a
completed Certification of Finances form.
Portfolio Development
In designated courses throughout the program of study,
candidates will complete specific assignments which reflect
the conceptual framework of the School of Education
and Human Services and the standards established by
specialized professional associations and, for teacher
candidates, the principles of the Interstate New Teacher
Assessment and Support Consortium. These assignments,
which include both content and reflection components,
must be assembled into a portfolio which will be evaluated
at specific transition points throughout the program and
must be successfully completed prior to graduation.
Assessment and Continued Progress
Through the assessment system performance is evaluated
at four transition points, providing candidates with ongoing
and integrated feedback on their progress. The four
transition points are: (1) program entrance, (2) prior to
Clinical Practice, (3) after Clinical Practice, and (4) before
graduation. Transition to each successive level requires
successful performance on all measures described at the
transition point. The faculty review the progress of each
candidate and, if deficits are noted, a plan is developed
to address and remediate any shortcomings. Candidates
who consistently do not meet program expectations may
be counseled out of or dismissed from the program. The
development and exhibition of dispositions appropriate to
teaching all children is a requirement of all Canisius teacher
preparation programs. Candidates who demonstrate an
unwillingness or inability to act in a mature, respectful and
professional manner will be prohibited from participation in
field experiences, including student teaching and may be
counseled out of or dismissed from their program.
Teacher certification
To obtain initial teacher certification, candidates must pass
the examinations required by the New York State Education
Department (NYSED). These include the Academic Literacy
Skills Test (ALST), the Educating All Students Test (EAS),
the educative Teacher Performance Assessment (edTPA),
and the Content Specialty Test (CST).
For the professional certificate, candidates will need
additional professional development, three years teaching
experience, and the completion of an appropriate master’s
degree within five years. Contact the New York State
Education Department at www.nysed.gov for additional
information.
All Canadian (Ontario) students will be required to
actually obtain New York State certification before the
Ontario College of Teachers (O.C.T.) will issue a teaching
credential. This policy is consistent with Ontario’s ‘long
standing’ policy that if a person leaves the province to
study to become a teacher, that person must complete
and obtain certification in the jurisdiction in which he or she
studied. Ontario students will follow the same procedure
as U.S. students in applying for certification, including
fingerprint clearance.
Dual citizens (U.S. and Canada) are required to first
obtain New York State certification before receiving Ontario
certification. Also, candidates applying for New York State
certification must possess either a 4-year bachelor’s degree
or a master’s degree to obtain New York State certification.
Holders of a 3-year bachelor’s degree must complete the
entire Master’s program before New York State will issue
teacher certification.
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76 CANISIUS COLLEGE
Transfer Credits
No more than six credits of graduate coursework will be
accepted in transfer from other institutions. The grades
must have been at least “B” and must have been earned
within the five-year time limit for completion of degree
requirements. All transfer credits must coordinate with
the candidate’s program of study at Canisius College, as
approved by the program director. Any exceptions to the
above may only be made with the approval of both the
program director and the associate dean.
Credit by Examination
Individuals who are applying for admission or who are
presently in attendance may obtain credit for previously
completed examinations sponsored by the College Level
Examination Program (CLEP) of the College Entrance
Examination Board (CEEB) or by the New York State College
Proficiency Examination Program (CPE). The minimum
acceptable grades for these exams are “Pass” for exams
graded Pass/Fail and “C” for exams with letter grades.
On exams graded on a standard score scale of 20 to 80,
the passing score varies from 40 to 50 depending on the
subject area. Candidates must consult with the associate
dean for permission to use any credit by examination toward
their graduate degree or certification requirements.
Probation and Disqualification
Receipt of a grade of “F” will result in probationary status. A
second grade of “F” will automatically disqualify a candidate
from the master’s degree program. A candidate whose
grade point average drops below a 3.00 will be placed on
probation and will be dismissed from the master’s degree
program if their overall grade point average is below a 3.00
in two consecutive terms.
Time Limitation
A candidate must complete all master’s degree
requirements within five years. Exceptions to this policy
must be approved by the chair of the appropriate program
as well as the associate dean.
Instruction in child abuse; prevention of school
violence; dignity for all students, fingerprinting
New York State requires that all persons applying for an
initial or professional certificate or license in the areas of
administrative or supervisory service, classroom teaching
service and school service complete two clock hours of
coursework or training on the identification and reporting
of suspected child abuse or maltreatment. In addition, all
new candidates for certification must attend a mandatory
two-hour course on the prevention of school violence and
a six hour course on dignity for all students and must also
submit fingerprints for law enforcement clearance.
Graduation
Degrees are awarded three times a year:
September 15th for students completing their degree
requirements during the summer;
February 1st for students completing their requirements
during the fall semester;
and at the annual commencement program in May on the
date designated in the College’s academic calendar.
All students, regardless of when the requirements are
completed (May, August, or December), must file a Request
for Diploma form with the associate dean in the School of
Education and Human Services. Students should contact
that office regarding the deadline dates for such requests.
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77 GRADUATE CATALOG 2014-2016
TEACHER EDUCATION
Chair: Julie Henry
Faculty: Barbara A. Burns, M. Fernanda Astiz,
Nancy M. Bailey, Nicki Calabrese, Betsy DelleBovi,
Lorrei DiCamillo, Karen Dutt-Doner, Janet M.
Ferguson, Kristin E. Finn, Roberto Gregorius,
Marya Grande, Kelly Harper, Corinne Kindzierski,
Christopher Lopata, Michele Marable, Robert
Nida, James Oigara, Camille Pontrello, Marcus
Thomeer, Nancy Wallace, Jill Zarazinski.
CHILDHOOD
EDUCATION PROGRAM
Degree: Master of Science in Education
Learning Goals and Objectives
For Childhood Education Goals and Objectives please go to
http://www.canisius.edu/grad-childhood-education/
learning-goals.dot
Program Details
The program in childhood education leads to certification
as a general classroom teacher of Grades 1-6. Candidates
must provide evidence of successful completion of six
hours of college level credit in each of the following:
• English Mathematics
• Foreign Language
• Natural Science
• Social Studies
Required Courses for Master’s Degree in Childhood
Education Grades 1-6
Course Title Credits
EDCH 502 Foundations of Literacy Instruction 3
EDCH 509 Teaching Literacy with Diverse
Populations
(30 hours of classroom
participation)
3
EDCH 515 Assessment for Instruction 3
EDCH 540 Childhood Learning and
Development
3
EDCH 543 Elementary Mathematics
Instruction
3
EDCH 545 Elementary Science Instruction 3
EDCH 546 Elementary Social Studies
Instruction
3
EDCH 570 Seminar in Teaching and
Assessment: Childhood (70 hrs. of
classroom participation)
3
EDCH 593 Student Teaching: Childhood 9
EDCH 594 Student Teaching Seminar 0
EDU 505 Foundations of Education 3
EDU 595 Child Abuse Workshop 0
EDU 596 Safe Schools Against Violence in
Education (SAVE) Workshop
0
EDU 597 Dignity for All Students Workshop 0
EDCH 598 Professional Seminar 0
EDCH/
EDU 615
Research Methods 3
SPE 541 Inclusive Strategies 3
To t a l 42
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78 CANISIUS COLLEGE
New York State Teachers Certification Exams
(NYSTCE)
Certification examination requirements can be found here:
http://www.highered.nysed.gov/tcert/certificate/certexam.
html
Note: fingerprinting is also required.
Candidates wishing to obtain an extension to teach
grades 7-9, enabling candidates to teach middle
childhood grades 7-9 as well as childhood grades 1-6,
must take the following additional courses:
Course Title Credits
EMC 552 Human Growth and Development in
Middle Childhood
3
EMC 553 Cognition, Learning, Assessment
and Diagnostic Teaching in Middle
Childhood
3
IN ADDITION to the six (6) credit hours of coursework for
the Middle Childhood extension, candidates must also:
• Possess a thirty (30) credit hour academic concentration
in a teaching discipline: English, Mathematics, Social
Studies, French, Spanish, German, Science (Biology,
Chemistry, Physics); and
• Pass the corresponding Content Specialty Test.
Additional Required Courses for Master of Science
Degree in Childhood Education and Professional
Certification in Literacy: Birth-Grade 6:
Course Title Credits
EDR 501 Reading & Writing in the Content
Areas
3
EDR 508 Emergent Literacy 3
EDR 510 Creating a Literate Environment:
Teaching Language Process
3
EDR 600 Literacy Curriculum and the Role of
the Reading Specialist
3
EDR 601 Diagnosis and Diagnostic Teaching
Practicum: Birth-Grade 6
6
EDR 603 Advanced Practicum: Birth-Grade 6 3
EDR 616
or
EDU 615
Research Methods in Reading
Research Methods
3
To t a l 66
Required Certification Exams for Literacy Certification:
New York State Teachers Certification Exams (NYSTCE)
• CST: Content Specialty Test (Literacy)
CHILDHOOD EDUCATION COURSES FOR
2014-2016
EDU 505 Foundations of Education 3 credits
An examination of the social, historical and philosophical
foundations of education intended to provide a framework
for understanding contemporary issues in education. Topics
may include the role of education in a democratic society;
gender, race and class in education; home, school and
community relationships; and the organizational structure of
education.
EDCH 502 Foundation of Literacy Instruction 3 credits
This introductory course focuses on the importance
of literacy and the teaching skills needed to become
a proficient teacher of reading. Meeting the needs of
diverse learners (diverse in interest, needs, ability, etc.) with
appropriate materials, activities and instructional approaches
will be an ongoing discussion woven through the course
content. All language processes will be addressed with an
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79 GRADUATE CATALOG 2014-2016
appreciation that they are interrelated and support each
other. Students will create materials for reading instruction
that reflect knowledge of “best practice” as concluded from
research and described in course readings.
EDCH 509 Teaching Literacy with Diverse
Populations 3 credits
Strategies for effective literacy instruction with diverse
populations of students will be examined for efficacy.
These strategies include research-based approaches with
demonstrated success for use with students with disabilities,
English Language Learners, Gifted and Talented students
and any other students with identified special and/ or
unique educational needs. Students will examine the
qualities that make a successful match with students’ needs
in the areas of reading, writing, speaking and listening,
as well as how to incorporate differentiated instruction
based on those needs in a classroom context. Multicultural
literature and literature that deals with specific disabilities
will be examined for applications in the curriculum. 30
hours of field experience are required.
EDCH 515 Assessment for Instruction 3 credits
An in-depth study of formal and informal assessment
strategies. Utilization of assessment for planning, evaluation
and instructional program improvement to provide
continuous intellectual, social, emotional and physical
development of elementary-aged students will be studied.
Candidates will become familiar with norm referenced,
criterion-referenced and performance instruments.
EDCH 540 Childhood Learning and Development 3 credits
The application to classroom practice of the principles
of effective learning and the role of motivation and
a consideration of motivation and self-worth will be
studied. Candidates will critically review basic brain and
nerve structure and function as it applies to learning and
teaching. Attention will be directed toward the constructs of
intelligence, creativity, meta-cognition, transfer of learning
and learning styles. Specific theories including those of
Skinner, Piaget, Vygotsky and Covington will be analyzed
and critiqued. Classroom management options will be
considered.
EDCH 543 Elementary Mathematics Instruction 3 credits
Methods and strategies for developing children’s knowledge
and skills in number systems, early geometry, arithmetical
operations, fractions and decimals, probability and statistics
will be examined. Candidates will develop proficiency in
the use of instructional and informational technologies
to support mathematics. Instruction will be aligned with
Common Core Learning Standards. Assessment practices
and research regarding mathematics knowledge and skill
development will be integrated with teaching methodology.
EDCH 545 Elementary Science Instruction 3 credits
Methods and strategies for developing children’s knowledge
and understanding of earth/space science, physical
science and the life sciences will be addressed. Candidates
will develop proficiency in the use of instructional and
informational technologies and hands on activities to
support science learning. Instruction will be aligned with
the New York State Mathematics, Science and Technology
Standards. Application of research in education and
formative and summative assessment practices will be
stressed.
EDCH 546 Elementary Social Studies Instruction 3 credits
An in-depth consideration of ethnic, economic, and racial
cultures found in elementary schools will share the focus
of this course with instructional methods and strategies
necessary for effective instruction in the areas of geography,
history, anthropology and economics. Use of technology
and New York State Learning Standards will be considered
as they pertain to cultural diversity and social studies
instruction. The role of family, peer and parental involvement
in society and the culture of schooling will be studied.
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80 CANISIUS COLLEGE
EDCH 570 Seminar in Teaching and Assessment:
Childhood 3 credits
This course is intended to prepare students for the
broader responsibilities required in student teaching. In
childhood-level settings, grades 1-6, students will begin
to plan and teach lessons, as well as continue to observe
master teachers. They will prepare classroom materials,
design long-range plans and examine site based parent
involvement projects. On-campus meetings will provide
opportunities for professional reflection with a team and
workshop experiences on topics related to classroom
management, increasing family involvement, teaching
to higher standards and assessment. 70 hours of field
experience required. This course is normally taken during
the semester prior to student teaching.
EDCH 593 Student Teaching: Childhood 9 credits
Requires two supervised teaching placements in schools
appropriate to certification level and includes experience in
high- needs schools or schools serving socio-economically
disadvantaged students. Prerequisites: Successful
completion of required education courses (EDCH, 502,
509; EDU 505, EDCH 515, 540, SPE 541, EDCH 543, 545,
546, 570) and an overall QPA of 3.0. Some school districts
may require tuberculosis or other health tests.
EDCH 594 Student Teaching Seminar 0 credits
Student Teaching Seminar enhances the student teaching
experience through opportunities to foster professional
growth and guided reflection on planning, instruction and
assessment of learning. The course provides a professional
learning community to assist candidates in the transition
tocareers in teaching.
EDCH 598 Professional Seminar
This noncredit course introduces students to the Childhood
and Special Education programs and provides important
information to successfully complete the program.
Focus will be on topics such as program description,
course sequence, academic integrity, students’ expected
dispositions, New York State’s code of ethics for teachers,
field experience hours, electronic portfolio (TaskStream),
common assignments and certification requirements.
EDCH 615 Action Research 3 credits
The purpose of this course is to enable teacher candidates
to develop an understanding of the action research
process that will inform and transform their classroom
practice. The focus of the course will encompass those
skills necessary for examining one’s own practice to
make informed data driven decisions. Candidates will
engage in an action research project related to an area
of interest in their own teaching. They will examine the
problem by critically analyzing current literature in the field
to formulate a research question. The course develops
skills and engage candidates all phases of the research
process from project inception to the presentation of
findings. In addition, students will learn how to critically
analyze research studies, discuss ethical considerations in
conducting research, and understand the importance of
scientific research for educational policy and practice.
EDU 615 Research Methods 3 credits
Candidates will develop an understanding of the research
process from formulating a research problem through
data analysis and interpretation. Candidates will learn
how to critically analyze research studies, discuss ethical
considerations in conducting research and discuss the
importance of scientific research for educational policy
and practice. Each candidate will plan a research project
consistent with his/her interests and with the course goals.
Prerequisite: EDU 515.
SPE 541 Inclusive Strategies 3 credits
Provides an overview of special education, including seminal
legislation and current trends. Addresses successful
strategies to support students with disabilities in the general
education classroom. Examines the empirical basis of
methods utilized to meet the New York State Learning
Standards and emphasizes collaboration to meet the
diverse needs of all learners.
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81 GRADUATE CATALOG 2014-2016
ADOLESCENCE EDUCATION
Degree: Master of Science in Education
Learning Goals and Objectives
For Adolescence Education Learning Goals and Objectives
please go to http://www.canisius.edu/grad-adolescence-
education/learning-goals.dot
Program Details
The adolescence education program provides the
education necessary for teacher certification in grades
7-12. Canisius offers certification in ten disciplines at the
adolescence level: English, mathematics, social studies,
French, German, Spanish, biology, chemistry, physics
and business. Candidates should possess a bachelor’s
degree with 36 credit hours in the academic discipline.
Candidates must also complete 3 credit hours of study, or
the equivalent, of a language other than English. Students
who complete certification requirements may complete
additional coursework to extend their certification downward
to grades 5-6 (see Middle Childhood).
Required Courses for Initial Certification in Adolescence
Education
Course Title Credits
EDAD 598 Professional Seminar 0
EDAD 502 Foundations of Literacy Instruction
(includes 30 hours of field
experience)
3
EDU 505 Foundations of Education 3
EDAD 534 Assessment of Student Learning 3
EDAD 535 Learning & Human Development:
Adolescence
3
SPE 536 Differentiated Instruction for
Diverse Learners
3
EDAD 572 Pedagogical Strategies and
Methods
3
EDAD 573 Applied Content Literacies and
Methods (70 hours of field
experience)
3
EDAD 593 Student Teaching: Adolescence 9
EDAD 594 Student Teaching Seminar 0
EDU 595 Child Abuse Seminar 0
EDU 596 Prevention of School Violence
Seminar
0
EDU 597 Dignity for All Students Workshop 0
EDAD 616 Research Methods 3
Total = 33 credit hours
*Business & Marketing Education candidates also need to
take:
EMC 552 Human Growth & Development:
Middle Childhood
3
EMC 553 Cognition, Learning, Assessment:
Middle Childhood
3
To t a l 39
Required Certification Exams for Initial
Certification:
New York State Teachers Certification Exams (NYSTCE)
Certification examination requirements can be found here:
http://www.highered.nysed.gov/tcert/certificate/certexam.
html
Note: fingerprinting is also required.
Middle Childhood:
Candidates wishing to obtain an extension to teach grades
5-6 (thus enabling candidates to teach middle childhood
grades 5-9 as well as adolescence grades 7-12) must take
the following additional courses:
Course Title Credits
EMC 552 Human Growth and Development:
Middle Childhood
3
EMC 553 Cognition, Learning, Assessment:
Middle Childhood
3
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82 CANISIUS COLLEGE
GRADUATE ADOLESCENT EDUCATION
COURSES FOR 2014-2016
EDAD 502 Foundations of Adolescent Literacy 3 credits
The theoretical and practical approaches to teaching skills
of literacy in a variety of disciplines will be addressed. This
course focuses on three strands of literacy teaching for
adolescent students: Strategies for developing reading
and writing skills in all secondary content areas, methods
for teaching reading and writing in inquiry projects and
problem based learning and pedagogical practices for
integrating critical literacy in all secondary classrooms.
Includes language acquisition and literacy development
by native English speakers and students who are English
Language learners. Also includes skill in developing the
listening, speaking, reading, and writing skills of all students.
30 hours of field experience required.
EDAD 534 Assessment of Student Learning 3 credits
This course focuses on impacting student learning using
contemporary practices of assessment and assessment-
driven instructional planning. Varied assessment measures,
especially authentic assessments based on real world
tasks will be emphasized. A range of assessment tools to
measure and document student learning and growth will be
used to drive subsequent instructional planning.
EDAD 535 Learning and Human Development:
Adolescence 3 credits
This course focuses on understanding the learning process,
both as it develops in the adolescent learner and as it exists
in the social setting of the classroom. Topics will include
influential learning theories and developmental approaches,
cognition, information processing, problem-solving,
motivation and classroom management. Skills in applying
this understanding to real-life situations will be stressed.
Research findings are integrated with each topic. Emphasis
is upon grades 7 – 12.
EDAD 572 Pedagogical Strategies and Methods 3 credits
This course focuses on traditional and contemporary
methods of teaching dialogical, collaborative lessons. The
use of multimodal and digital tools for developing content
area lessons and units will be emphasized.
EDAD 573 Applied ContentLiteracies and Methods
3 credits
This course combines theory and reflective practice to
integrate and apply curricular, instructional, and evaluative
skills in unit planning (aligned with state/national subject-
specific standards). Methods for culturally relevant teaching
as well as content-specific topics will be emphasized. Fifty
(50) hours of field experience will be required.
EDAD 593 Student Teaching: Adolescence 9 credits
Requires two supervised teaching placements in
schools appropriate to certification level and includes
experience in high-needs schools or schools serving
socio-economically disadvantaged students. Prerequisites:
Successful completion of required education courses and
an overall QPA of 3.00. Some school districts may require
tuberculosis or other health tests.
EDAD 594 Student Teaching Seminar 0 credits
Student Teaching Seminar enhances the student teaching
experience through opportunities to foster professional
growth and guided reflection on planning, instruction and
assessment of learning. The course provides a professional
learning community to assist candidates in the transition to
careers in teaching.
EDAD 598 Professional Seminar 0 credits
This noncredit course introduces students to the program
and provides important information to successfully
complete the program. Focus will be on topics such as
program description, course sequence, academic integrity,
students’ expected dispositions, New York State’s code
of ethics for teachers, field experience hours, electronic
portfolio (TaskStream), common assignments and
certification requirements.
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83 GRADUATE CATALOG 2014-2016
EDAD 616 Research Methods 3 credits
This course focuses on understanding the research
process from formulation of a research problem through
data analysis and interpretation. Emphasis will be placed
on learning to critically analyze research studies and on
discussing ethical considerations in conducting research.
Other course topics include the importance of scientific
research for educational policy and practice, and qualitative
and quantitative methods of data analysis.
EDU 505 Foundations of Education 3 credits
This course introduces the historical, sociological,
philosophical, and legal foundations of education in the
United States. Topics will include a broad overview of
teaching as a profession, an understanding of the role of
education in a democratic society, expanded pluralism, the
rights and responsibilities of teachers and students, home/
school/community relationships, educational reform and
other current issues.
EMC 552 Human Growth and Development: Middle
Childhood 3 credits
This course stresses the understanding of major concepts,
principles, theories and research related to the intellectual,
emotional, physical, social and moral development of
young adolescents. Attention will be on productive
learning environments where developmental differences
are respected and supported and individual potential is
encouraged.
EMC 553 Cognition, Learning and Assessment: Middle
Childhood 3 credits
This course presents concepts, standards and research
related to middle level curriculum development,
stressing the importance of a curriculum that is relevant,
challenging, integrative and exploratory. Topics will include
interdisciplinary middle level curriculum standards, models
and assessment strategies.
SPE 536 Differentiating Instruction for Diverse Adolescent
Learners 3 credits
This course focuses on educating adolescents regardless
of their social and cultural backgrounds, language
proficiencies, differences in ability and special needs. Social
and emotional issues pertaining to an inclusive classroom
and school will be discussed in addition to addressing the
knowledge, skills and strategies for planning, managing,
coordinating and evaluating inclusive teaching and learning
environments. Attention will be given to collaboration with
parents, specialists, agencies and community organizations
as well as laws and policies that serve diverse learners.
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84 CANISIUS COLLEGE
SPECIAL EDUCATION
Degree: Master of Science
Learning Goals and Objectives
For Special Education Learning Goals and Objectives
please go to http://www.canisius.edu/grad-special-
education/learning-goals.dot
Program Details
The Graduate Special Education programs place a strong
emphasis on research, content and applied practice as a
means to produce highly qualified educational professionals.
Courses in the graduate program provide a thorough analysis
of research-based interventions and their application in the
classroom. The program is designed to meet the needs of
those seeking in-depth study of the needs of students with
disabilities. There are four distinct tracts in the program that
result in a Master of Science Degree in Special Education
and New York State Certification for Students with Disabilities
(SWD) at the Childhood (1-6) or Adolescence Level (9-12):
SPE1
For those who are new to teaching and are seeking
Certification in Childhood Education and Special Education
(1-6 and SWD 1-6)
SPE7
For those who are new to teaching and are seeking
Certification in Adolescence Education and Special
Education (7-12 and SWD 9-12)
SPM1
For those who possess Certification in Childhood Education
and are seeking Certification in Special Education (SWD 1-6)
SPM7
For those who possess Certification in Adolescence Education
and are seeking Certification in Special Education (SWD 9-12)
SPEA
For those who possess Certification in Childhood Special
Education and seek a Master of Science Degree in Special
Education (MSED)
SPE 1
Prerequisites: SPE1– Initial Certification-Childhood/ Special
Education 54 credit hours
This program prepares candidates to gain Certification
in both Childhood Education (Grades 1-6) and Special
Education (SWD 1-6). Candidates must provide evidence of
successful completion of six hours of college-level credit in
each of the following:
• English • Mathematics
• Natural Science • Social Science
All candidates will also need as a prerequisite, one semester
of study of a language other than English at the college or
university level or its equivalent.
Course Requirements
SPE 1
Initial Program in Childhood/Special Education (no prior
certifications)
The following courses are required of all candidates:
Course Title Credits
EDCH 598 Professional Seminar 0
EDCH 502 Foundations of Literacy 3
EDCH 540 Childhood Learning &
Development
3
EDCH 543 Elementary Math Instruction 3
EDCH 545 Elementary Science Instruction 3
EDCH 546 Elementary Social Studies
Instruction
3
SPE 541 Inclusive Strategies 3
SPE 570 Standards Based Assessment 3
SPE 580 Classroom Management 3
SPE 593 Student Teaching: Special
Education/ Childhood SPE-1
One Placement Childhood and
One Placement Special Education
9
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85 GRADUATE CATALOG 2014-2016
SPE 615 Research Methods 3
SPE 631 Reading and Writing Processes for
Students with Disabilities
(25 hours field experience)
3
SPE 640 Learning and Behavioral Disorders:
Etiology and Research Based
Interventions
3
SPE 644 Collaborative Practices on a
Transdisciplinary Team
3
SPE 650 Developmental Disabilities and
Autism Spectrum Disorders:
Analysis of Causes and Research-
Based Interventions
3
SPE 652 Functional Curriculum and
Assistive Technology for Students
with Severe Developmental
Disabilities and ASD (25 hours
field experience)
3
SPE 698 Seminar in Teaching and
Assessment (50 hours field
experience)
3
EDU 594 Student Teaching Seminar 0
EDU 595 Child Abuse Seminar 0
EDU 596 Prevention of School Violence
Seminar
0
EDU 597 Dignity for all Students 0
Total Credit Hours 54
SPE 7
Prerequisites: SPE7 – Initial Certification-Adolescence/
Special Education 54 credit hours
This program prepares candidates to gain Certification in
both Adolescence Education (Grades 7-12) and Special
Education (7-12). Candidates should possess a bachelor’s
degree with a major, or its equivalent of a minimum of 36
credit hours in one of the following academic disciplines:
English, mathematics, social studies, business, chemistry,
biology, physics, French, Spanish or German.
All candidates will also need as prerequisite, six semester
hours in English, science, social studies and math and three
semester hours of study of a language other than English at
the college or university level or its equivalent.
Course Requirements
SPE7
Initial Program in Adolescence/Special Education (no prior
certifications)
The following courses are required of all candidates
Course Title Credits
EDCH 598 Professional Seminar 0
EDAD 502 Foundations of Literacy 3
EDAD 534 Teaching Strategies; Adolescence 3
EDAD 535 Human Growth and Development:
Adolescence
3
EDAD 572 Pedagogical Strategies and
Methods
3
SPE 536 Differentiated Instruction for Diverse
Learning
3
SPE 570 Standards Based Assessment 3
SPE 580 Classroom Management 3
SPE 615 Research Methods 3
SPE 631 Reading and Writing for Students
with Disabilities
(25 hours field experience)
3
SPE 640 Learning and Behavioral Disorders:
Etiology and Research Based
Interventions
3
SPE 644 Collaborative Practices on a
Transdisciplinary Team
3
SPE 649 Transition Issues for Adolescents
with Disabilities
3
SPE 650 Developmental Disabilities and
Autism Spectrum Disorders:
Analysis of Causes and Research-
Based Intervention
3
SPE 652 Functional Curriculum and Assistive
Technology for Students with Severe
Developmental Disabilities and ASD
(25 hours field experience)
3
SPE 698 Seminar in Teaching and
Assessment (50 hours field
experience)
3
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86 CANISIUS COLLEGE
SPE 593 Student Teaching: Special
Education/Adolescence SPE 7
One placement Adolescence and
one placement Special Education
9
SPE 594 Student Teaching Seminar 0
EDU 595 Child Abuse Seminar 0
EDU 596 Prevention of School Violence
Seminar
0
EDU 597 Dignity for all Students 0
Total Credit Hours 54
SPM 1
Prerequisites: SPM1–Special Education -Childhood
33 credit hours
This program prepares candidates already holding a
Childhood Certificate (Grades 1-6) to gain Certification in
Special Education (SWD 1-6).
Course Requirements
SPM1
Special Education Certification for those holding Childhood
Certification
The following courses are required of all candidates
Course Title Credits
EDCH 598 Professional Seminar 0
SPE 570 Standards Based Assessment 3
SPE 580 Classroom Management 3
SPE 615 Research Methods 3
SPE 631 Reading and Writing for Students
with Disabilities (25 hours field
experience)
3
SPE 640 Learning and Behavioral Disorders:
Etiology and Research Based
Interventions
3
SPE 644 Collaborative Practices on a
Transdisciplinary Team
3
SPE 650 Developmental Disabilities and
Autism Spectrum Disorders:
Analysis of Causes and Research-
Based Intervention
3
SPE 652 Functional Curriculum and
Assistive Technology for Students
with Severe Developmental
Disabilities and ASD (25 hours
field experience)
3
SPE 696 Transition Point Check 0
SPE 593 Advanced Practicum: Special
Education/Childhood SPM 1
One placement in Childhood
Special Education
3
EDY 509 Early Childhood Curriculum
(or elective)
3
Elective 3
Total Credit Hours 33
SPM 7
Prerequisites: SPM7– Special Education - Adolescence
33 credit hours
This program prepares candidates already holding an
Adolescence Certificate (Grades 7-12) to gain Certification
in Special Education (SWD 7-12).
All candidates will need as prerequisites, six semester
hours in English, science, social studies and math at the
college or university level.
Course Requirements
SPM1
Special Education Certification for those holding
Adolescence Certification
The following courses are required of all candidates
Course Title Credits
EDCH 598 Professional Seminar 0
SPE 536 Differentiated Instruction for
Diverse Learners (or elective)
3
SPE 570 Standards Based Assessment 3
SPE 580 Classroom Management 3
SPE 615 Research Methods 3
SPE 631 Reading and Writing for Students
with Disabilities (25 hours field
experience)
3
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87 GRADUATE CATALOG 2014-2016
SPE 640 Learning and Behavioral Disorders:
Etiology and Research Based
Interventions
3
SPE 644 Collaborative Practices on a Trans-
disciplinary Team
3
SPE 649 Transition Issues for Students with
Disabilities
3
SPE 650 Developmental Disabilities and
Autism Spectrum Disorders:
Analysis of Causes and Research-
Based Intervention
3
SPE 652 Functional Curriculum and
Assistive Technology for Students
with Severe Developmental
Disabilities and ASD (25 hours
field experience)
3
SPE 696 Transition Point Check 0
SPE 593 Advanced Practicum: Special
Education Adolescence SPM 7
One placement in childhood
Special Education
3
Total Credit Hours 33
SPE A
Prerequisites: SPMA– The Advanced Special Education
Program 30 credit hours
This program is available for those who already certified in
both Childhood and Special Education and provides in-
depth study in research based techniques for students with
disabilities.
Course Requirements
SPE A: Advanced Program in Childhood Special Education
for those already holding Childhood and Special Education
Certification
The following courses are required of all candidates
Course Title Credits
EDCH 598 Professional Seminar 0
SPE 570 Standards Based Assessment 3
SPE 615 Research Methods 3
SPE 639 Therapeutic Approaches for
Disruptive Behavior
3
SPE 644 Collaborative Practices on a
Trans-disciplinary Team
3
SPE 649 Transition Issues for Students with
Disabilities
3
SPE 650 Developmental Disabilities and
Autism Spectrum Disorders:
Analysis of Causes and Research-
Based Intervention
3
SPE 653 Behavior Management and
Principles of Applied Behavior
Analysis
3
SPE 696 Transition Point Check 0
Electives 9
Total Credit Hours 30
SPECIAL EDUCATION COURSES FOR 2014-2016
SPE 541 Inclusive Strategies 3 credits
Provides an overview of inclusive education including
foundations, seminal legislation and current trends. Addresses
successful strategies to support students with disabilities in the
general education classroom. Examines the empirical basis
of methods utilized to meet the New York Learning Standards
and emphasizes collaboration with families and professionals
to meet the diverse needs of all learners.
SPE 570 Standards Based Assessment 3 credits
Addresses the empirical basis of test construction and
assessment including standardized tests, curriculum based
assessment, criterion-referenced assessment and alternative
methods of evaluation. Monitoring student performance as
it relates to New York State standards including academic,
management, social and physical abilities. Test modifications,
IEP development and multicultural issues are highlighted.
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88 CANISIUS COLLEGE
SPE 580 Classroom Management 3 credits
Provides an overview of classroom interventions supported
by research. Managing group and individual behavior
and promoting positive social skills are addressed. The
importance of a multidisciplinary team approach to school-
home collaboration, functional behavioral assessments and
behavioral intervention plans is highlighted. Systematic
data collection procedures to determine intervention
effectiveness are emphasized.
SPE 631 Reading and Writing Process for Students with
Learning and Behavioral Disorders 3 credits
Addresses literacy development across the content
areas. Emphasizes research based interventions and best
practices to meet the NYSED Standards. An integrated
approach analyzes assessment techniques, instructional
models and scoring techniques for all levels of readers
and writers. Includes a thorough analysis of research to
identify methods that maximize student achievement.
Requirements include 25 hours practicum experience.
SPE 639 Therapeutic Approaches for Disruptive Behavior
3 credits
Addresses the complex issues surrounding troublesome
behavior and provides a variety of techniques grounded in
research. Examines models and management strategies
integrating the array of methodologies to illustrate best
practice standards. A comparison of theoretical models and
a detailed analysis of the research promotes best practices
and collaboration with families.
SPE 640 Learning and Behavioral Disorders (LBD):
Etiology and Research Based Interventions 3 credits
Provides an in-depth analysis of the causes of LBD and the
assessment procedures and interventions proven effective
for students with LBD. Addresses the referral process,
IEP development, assistive technology, the continuum of
services and collaboration. A comprehensive review of the
literature on current trends and controversial issues facing
students with LBD is emphasized.
SPE 644 Collaborative Practices on a Transdisciplinary
Team 3 credits
Investigates systems of collaboration supported by
empirical evidence. Investigates the referral process, IEP
development, behavioral intervention plans, and support in
general education. Best practices for general and special
educators, counseling, occupational and physical therapy,
speech pathology, and hearing and vision services are
synthesized to promote the successful team approach.
Promoting parent involvement is emphasized.
SPE 649 Transition Issues for Adolescents with
Disabilities 3 credits
Highlights research based interventions that incorporate
New York State Part 200 Regulations on transition.
Addresses level-one assessment, transition IEP, family and
community involvement and outcome-based instruction.
Fostering self-advocacy among students with disabilities
and person-centered planning are emphasized. Service
options available in education, employment, community and
adult living are explored.
SPE 650 Developmental Disabilities and Autism Spectrum
Disorders: Analysis of Causes and Research- Based
Interventions 3 credits
Provides an overview of the comprehensive needs of
students with Autism Spectrum and Severe Developmental
Disabilities. Addresses etiology, myths, assessment,
treatment, research-based interventions, program models
and legal issues. Focuses on clinical implications for
classroom and home environments, including family
collaboration and the use of assistive technology.
SPE 652 Functional Curriculum for Students with Severe
Disabilities and ASD 3 credits
Provides an overview of New York State learning standards
for students with severe disabilities. Emphasizes
differentiated instruction, accommodations and
modifications, assistive technology and assessment utilizing
alternative performance indicators. Emphasizes research-
based approaches to functional academics, adaptive
behavior and life skills, social development, communication,
leisure/recreation, employment, community-based
instruction and classroom management. Requirements
include 25 hours practicum experience.
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89 GRADUATE CATALOG 2014-2016
SPE 653 Behavior Management and Principles of Applied
Behavioral Analysis 3 credits
Provides an overview of behaviorism including classical and
operant conditioning. Focuses on the principles of ABA
and their application in classroom and home environments.
Addresses functional behavioral assessments, behavioral
intervention, skill acquisition, and data management.
Examines existing research on ABA principles and effective
interventions for students with behavioral challenges.
SPE 696 Transition Point Check 0 credits
Candidates complete the transition point portfolio
requirements.
SPE 698 Seminar in Teaching and Assessment 3 credits
Discusses current issues in Special Education and highlights
research findings. Emphasizes application of research-
based strategies in classrooms serving students with
disabilities across the continuum of services. Requirements
include 50 hours practicum experience.
SPE 593 Student Teaching: Special Education
5-9 credits
Includes one placement in classrooms serving students
with disabilities and one placement in classrooms serving
students without disabilities, if appropriate. Placements
are appropriate with the level of certification and include
high-needs schools or schools serving socio-economically
disadvantaged students.
SPE 594 Student Teaching Seminar 0 credits
Student Teaching Seminar enhances the student teaching
experience through opportunities to foster professional
growth and guided reflection on teaching as a profession.
The course assists student teachers in transition to
careers in teaching and focuses on topics such as building
relationships with children, the art of teaching, classroom
management, interviewing kills and professional ethics.
EDU 595 Child Abuse Seminar 0 credits
EDU 596 Prevention of School Violence Seminar 0 credits
EDU 597 Dignity for All Students 0 credits
MIDDLE CHILDHOOD
Students enrolled or certified in childhood education or
adolescence education may obtain an extension to teach
in the middle childhood grades. Students in secondary
education must complete the two courses listed below
to extend their 7-12 certification to include grades 5-6.
Students in childhood education who also hold a bachelor’s
degree, or the equivalent study of 30 credit hours in one
of the secondary teaching areas available at Canisius, may
obtain an extension to teach grades 7-9 by taking the two
courses below. Candidates seeking the upward extension
for grades 7-9 will be required to pass the same CST Exam
required of adolescence education candidates, in addition
to the CST for childhood education.
MIDDLE CHILDHOOD COURSES FOR 2014-2016
EMC 552 Human Growth and Development: Middle
Childhood 3 credits
The understanding of major concepts, principles, theories
and research related to the intellectual emotional, physical,
social and moral development of young adolescents will be
stressed. Candidates will observe and participate in positive,
productive learning environments where developmental
differences are respected and supported and individual
potential is encouraged.
EMC 553 Cognition, Learning, Assessment and Diagnostic
Teaching: Middle Childhood 3 credits
Presents concepts, standards and research related to
middle level curriculum development, stressing the
importance of a curriculum that is relevant, challenging,
integrative and exploratory. Interdisciplinary middle level
curriculum standards, models and assessment strategies
will be introduced. Assessment strategies that promote the
continuous intellectual, social and physical development of
all young adolescents will be presented.
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90 CANISIUS COLLEGE
COLLEGE STUDENT
PERSONNEL ADMINISTRATION
Program Director: Sandra M. Estanek
Faculty: Margaret C. McCarthy
Adjunct Faculty: Kevin L. Ahuna, Robert A.
Bonfiglio, Anne Marie Dobies, Terri L. Mangione,
Brian P. Smith, Kimberly M. Yousey-Elsener.
Degree: Master of Science
Introduction
The CSPA master’s program at Canisius College is a full
time cohort-based course of study that prepares graduates
for careers in student affairs administration in both private
and public institutions of higher education. The program is
grounded in a theory-to-practice philosophy based in Jesuit
pedagogy and student affairs professional competencies.
The course of study consists of 36 credit hours taken
over two academic years. Students typically are only
admitted to the program for full time study. The CSPA
program combines the in-class education of graduate
coursework with the experiential learning of required
internships to achieve its mission. Graduate assistantships
are also available, which provide additional experience.
CSPA students are charged a single program fee,
which includes tuition, books, membership in a national
professional association and the cost of attendance at
one national professional conference (College Student
Educators International [ACPA] or Student Affairs
Administrators in Higher Education [NASPA]) during each
year of the program.This experience will enhance the
student’s understanding of the importance of life-long
professional development and the value of professional
relationships. CSPA students progress through the
academic program together, taking all of their coursework
as a cohesive group, thus developing strong team building
skills and effective work groups.
Admission
Application for admission to the program is open to any
qualified holder of a bachelor’s degree from an accredited
college or university, regardless of undergraduate field
of study, who meets the requirements for admission to
graduate study in the School of Education and Human
Resources. To be eligible to participate in interviews for
graduate assistantships, students should complete the
admission process and be accepted by February 1. However,
admission is on a rolling basis until the cohort is filled.
Mission Statement
The master’s program in College Student Personnel
Administration (CSPA) at Canisius College prepares student
affairs practitioners to work in all sectors of higher education
administration while emphasizing the unique context of
private, independent colleges and universities. The CSPA
program combines the in-class education of graduate
coursework with the experiential learning of required
internships to achieve its mission. Graduate assistantships
are also available, which provide additional experience.
Graduates of the College Student Personnel Administration
master’s degree program will:
1. be prepared to enter the student affairs profession
as practitioners in multiple administrative sub-fields
(residence life, student activities, career services, etc.).
2. be able to use the foundations of theory and practical
experience to make sound and ethical professional
decisions.
3 be prepared to participate as professionals in the
education of the whole student, consistent with the
Jesuit value of cura personalis (“care for the person”),
regardless of the institutional context of their work.
4 understand the value of contributing to their profession
through participation in professional associations, and
through activities such as presentations and publications
and serving in leadership positions.
Learning Goals and Objectives
The College Student Personnel Administration Program
Learning Goals and Objectives can be found at
http://www.canisius.edu/college-student-personnel-
administration/learning-goals/
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91 GRADUATE CATALOG 2014-2016
Program Details
The CSPA master’s program at Canisius College is a full
time cohort based course of study that prepares graduates
for careers in student affairs administration at both private
and public institutions of higher education. The course of
study consists of 36 credit hours taken over two academic
years. The program is grounded in a theory-to-practice
philosophy based in Jesuit pedagogy and student affairs
professional competencies. The CSPA program is compliant
with the standards of the Council for the Advancement of
Standards in Higher Education.
CAS standards require all master’s students to complete
two different internships. Because of our theory-to-practice
philosophy, the CSPA program requires each internship to
be at least 225 clock hours. Graduate assistantships do not
count as internships. Typically, CSPA students complete the
hours for their first internship during the summer between
their first and second year of study, although they complete
the reflection paper and receive course credit in the fall
semester of their second year. This allows students to
accept internships at institutions across the United States
and around the world. The second internship is typically
done during the students’ second year of coursework at
Canisius and other institutions around the Western New
York region.
CSPA students have a choice of two possible ways
to demonstrate their ability to analyze and synthesize
their master’s coursework during their second year of
study. Students may choose to do an independent
research project (i.e., master’s thesis). For students who
do not choose this option, there is the option to take a
comprehensive examination (written and oral) and an
elective course.
One feature of the CSPA program is unique to
Canisius College. Embedded in the graduate tuition full
time students pay is the cost of attending one of the two
national conferences (ACPA or NASPA) as a group each
year of the students’ program. This includes the cost of
association membership, conference registration, hotel,
and travel. Meals are not included. First year students
attend conference sessions and volunteer at conference
events and activities. They write reflective papers on their
experience, connecting it to their coursework. This paper
is an element of the assessment process. Second year
students participate in job placement activities as well as
attend conference sessions and activities.
First Year Fall and Spring Courses
Course Title Credits
CSP 501 Introduction to College Student
Personnel Administration
3
CSP 510 History and Organization of
Higher Education in the United
States
3
CSP 530 Methods of Research and
Assessment
3
CSP 560 Theories of Leadership 3
CSP 570 Foundations of Counseling for
Student Affairs
3
CSP 660 The American College Student 3
Second Year Fall and Spring Courses
CSP 540 Diversity in Higher Education 3
CSP 665 Legal Issues in Higher Education 3
CSP 677 Capstone Seminar 3
CSP 680 Internship I 3
CSP 681 Internship II 3
CSP 699 Independent Research 3
COLLEGE STUDENT PERSONNEL
ADMINISTRATION COURSES FOR 2014-2016
CSP 501 Introduction to College Student Personnel
Administration 3 credits
An introduction to the development of student affairs as a
profession, specific job responsibilities within student affairs,
and professional ethics. Introduction to higher education
research and other professional sources.
CSP 510 History and Organization of Higher Education in
the United States 3 credits
Students will examine the development and organization
of colleges and universities, including the faculty role and
the rise of student affairs, institutional culture, and current
issues within their historical context.
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92 CANISIUS COLLEGE
CSP 530 Methods of Research and Assessment 3 credits
The nature of social science inquiry with specific
implications for both research and assessment in higher
education. Review of both quantitative and qualitative
methods of research and assessment.
CSP 540 Diversity in Higher Education 3 credits
This class is designed to increase students’ knowledge
of diverse populations and diversity-related issues and
their impact on college communities. Students will
explore how they can work to build inclusive communities
within institutions of higher education and develop
the competencies needed when addressing a diverse
population.
CSP 560 Theories of Leadership 3 credits
Introduction to the topic of leadership in the student affairs
context. Introduction to leadership theories, styles, practices
and applications. Development of an individual philosophy
of leadership and reflection on how the course content may
be incorporated into professional practice.
CSP 570 Foundations of Counseling in Student
Affairs 3 credits
Provides a working knowledge of counseling issues and
techniques to address the needs of the student within the
realm of higher education. Introduction to mental health
disorders and exposure to preventative and communication
strategies to assist college-aged students.
CSP 660 The American College Student 3 credits
Provides an introduction to student development theory
and a profile of the contemporary college student. Theories
of identity development, involvement and learning will be
considered. In addition, the relationship of theory to practice
in student affairs will be explored along with issues related
to diversity.
CSP 665 Legal Issues in Higher Education 3 credits
An examination of the many ways federal, state, and local
laws impact higher education administration. Issues include
differences between public and private higher education,
first amendment issues, affirmative action, the requirements
of laws such as FERPA, Clery, and Title IX, and other
relevant case law.
CSP 677 Capstone Seminar 3 credits
Designed to provide graduating CSPA students with the
opportunity to discuss current issues in student affairs
practice with a goal toward making the transition from being
graduate students to becoming full time student affairs
professionals.
CSP 680 Internship I 3 credits
The first of two required internship experiences intended
to broaden the student’s understanding of the profession.
Each internship requires 225 hours of supervised
experience. Permission of the program director is required.
Prerequisites: CSP 501, CSP 510, CSP 530, CSP 540, CSP
570, CSP 660.
CSP 681 Internship II 3 credits
The second of two required internship experiences intended
to broaden the student’s understanding of the profession.
Each internship requires 225 hours of supervised
experience. Permission of the program director is required.
Prerequisite: CSP 680.
CSP 699 Independent Research 3 credits
A thesis, research paper, or major project which provides
the opportunity to investigate a topic or aspect of student
personnel administration of particular interest to the
student. Prerequisites: CSP 501, CSP 510, CSP 540, CSP
530, CSP 560, CSP 660, CSP 665, CSP 570.
Note: Students may also choose to fulfill the CSP 699
requirement through a comprehensive examination (written
and oral) and by successfully completing a three-credit
graduate elective course at Canisius College, chosen by the
student and approved by the CSPA director.
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93 GRADUATE CATALOG 2014-2016
E. Christine Moll, Chair
Faculty: Jennifer E. Beebe, James P. Donnelly,
David L. Farrugia, Ann Marie C. Lenhardt, Michael
Rutter, Holly Tanigoshi-Fetter.
Degree: Master of Science
The Department of Counseling and Human Services
offers a course of study designed to prepare humanistic,
competent, professional counselors. The Council for
Accreditation of Counseling and Related Educational
Programs (CACREP), a specialized accreditor in the field of
counseling, accredits the two counseling programs leading
towards a Master of Science degree. The Department offers
the following:
• A 60 hour Master of Science (MS) degree in Clinical
Mental Health Counseling;
• A 48 hour Master of Science (MS) degree in School
Counseling;
• A Certificate of Advanced Study (CAS) in School
Counseling; and
• A Certificate of Advanced Study (CAS) in Mental Health
Counseling.
The Clinical Mental Health Counseling program prepares
graduates to work in settings serving clients diagnosed
along a continuum of mental and emotional disorders.
Our graduates advocate for and promote mental health
and wellness. Our graduates are knowledgeable in the
principles and practices of diagnosis, treatment, referral and
prevention and often work in interdisciplinary teams with
other health professionals (e.g., psychiatrists, social workers,
MDs). Mental Health Counselors work with individuals,
couples, families, or groups in settings that include the
following:
• Mental health counseling agencies
• Substance abuse clinics/agencies
• Crises counseling centers
• Private practice hospitals
COUNSELING AND
HUMAN SERVICES
Counseling and Human Services Learning Goals
& Objectives
Learning Goal 1: Candidates in the counseling program
will demonstrate content, pedagogical, and professional
knowledge necessary for successful performance in their
field.
The Candidate:
• Demonstrates the application of career development and
decision making theories within the career counseling
process.
• Demonstrates knowledge of the dimensions, functions,
and practices of the professional counselor.
• Demonstrates a commitment to eliminating bias,
prejudice, discrimination and promoting social justice,
based on an understanding of cultural dynamics within
identity formation and social behavior.
• Identifies theories of human growth and development
including factors related to optimal development and
factors that challenge optimal development such as
disability, psychopathology, trauma and addiction.
• Demonstrates essential interview and counseling skills,
based on knowledge of counseling theories.
• Demonstrates leadership skills for group counseling
based on an understanding of the dynamics of group
work including theories of group counseling.
• Demonstrates knowledge of assessment strategies used
in counseling including an understanding of statistical
concepts and cultural issues related to assessment.
• Identifies research methods and statistical procedures
used to study human behavior and uses appropriate
data based procedures for program planning and
evaluation.
• Demonstrates specific foundations of knowledge related
to the student’s specialization in counseling.
Learning Goal 2: Candidates in the counseling program will
demonstrate professional skills and dispositions necessary
for successful performance in their field.
The Candidate:
• Demonstrates a commitment to eliminating bias,
prejudice, discrimination and promoting social justice,
based on an understanding of cultural dynamics within
identity formation and social behavior.
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94 CANISIUS COLLEGE
• Demonstrates the application of career development and
decision making theories within the career counseling
process.
• Demonstrates essential interview and counseling skills,
based on knowledge of counseling theories.
• Demonstrates leadership skills for group counseling
based on an understanding of the dynamics of group
work including theories of group counseling.
• Demonstrates knowledge of assessment strategies used
in counseling including an understanding of statistical
concepts and cultural issues related to assessment.
• Identifies research methods and statistical procedures
used to study human behavior and uses appropriate
data based procedures for program planning and
evaluation.
• Demonstrates the professional skills and dispositions to
work effectively with clients.
• Demonstrates the skills and practices necessary for
effective professional work in the student’s specialization
in counseling.
Learning Goal 3: Candidates in the counseling program will
demonstrate willingness to use their skills to benefit and
serve society. Within the contexts of their work, candidates
promote authentic learning, social and emotional
development, and a commitment to social justice in
environments that foster respect for diversity and the dignity
of all.
The Candidate:
• Demonstrates a commitment to eliminating bias,
prejudice, discrimination and promoting social justice,
based on an understanding of cultural dynamics within
identity formation and social behavior.
Learning Goal 4: Candidates will demonstrate self-reflection
as a habit of mind, continuously assessing and refining their
professional practice as they construct a rich repertoire of
research-based knowledge, skills, and attitudes for effective
performance ensuring that all students and/or clients have
optimal opportunities to learn and grow.
The Candidate:
• Demonstrates improved articulation and application of
professional counseling skills, through self-reflection and
supervision.
Learning Goal 5: Candidates will become adept at applying
their acquired knowledge in the process of evaluating
their own professional performance and decision-making
with respect to its impact on students and/or clients,
organizations, and the wider community.
The Candidate:
• Applies systematic evaluative procedures
The Clinical Mental Counseling Program is a “license
qualifying education program” within New York State leading
towards licensure as a “licensed mental health counselor”
(LMHC). Please see the New York State Mental Health
Counseling website for more information at:
http://www.op.nysed.gov/prof/mhp/mhcbroch.htm
The Certificate of Advance Study in Mental Health
Counseling is a course of study (15 to 21 credit hours)
for candidates who already have a Master’s degree in
counseling, but do not meet the required coursework and
experience for the NYS mental health-counseling license. In
order to qualify for this “bridge program”, candidates should
have Master’s degrees in school counseling, mental health
counseling, college counseling, rehabilitation counseling, or
other general counseling degrees.
The School Counseling Program prepares graduates to
work with students ranging from pre-kindergarten through
high school, as an “initially certified school counselor” in
New York State. School counselors work in both private and
public school systems at the elementary, middle and high
school levels.
School counselors are prepared to promote the
academic, career, personal and social development of all
pre-K-12 students by understanding how to design and
implement comprehensive school counseling programs
that include time for individual counseling, group
counseling, classroom guidance, as well as family and
teacher consultations within the school setting.
Upon completion of the MS degree in School
Counseling and Initial Certification, a graduate must
work full-time for two years as a school counselor and
complete a Certificate of Advanced Study (CAS) within
five years to apply for the New York State “Permanent
Certification.” The program at Canisius has a reputation
for having an orientation toward practical and applied
skills. In addition to learning direct counseling skills, future
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95 GRADUATE CATALOG 2014-2016
school counselors are prepared to work collaboratively in
the roles of leadership, advocacy and consultation, allowing
our graduates to influence schools on a systemic level in
addition to performing the traditional counselor’s role with
individuals and groups.
Chemical Dependency Counseling
The Credentialed Alcoholism and Substance Abuse
Counselor (CASAC) is the credential for counselors in
New York who work specifically with individuals afflicted
with addiction. Canisius is accredited by New York State to
provide academic preparation for the CASAC. Additional
requirements can be found on the New York State Office
of Alcoholism and Substance Abuse Services (OASAS) at:
http://www.oasas.ny.gov
Rehabilitation Counseling
Rehabilitation counselors help people deal with the
personal, social, and vocational effects of disabilities. They
counsel people with both physical and emotional disabilities
resulting from birth defects, illness or disease, accidents, or
other causes. They evaluate the strengths and limitations
of individuals, provide personal andvocational counseling,
offer case management support, and arrange for medical
care, vocational training, and job placement. Our program
allows students to gain the academic background necessary
to become a Certified Rehabilitation Counselor (CRC).
Additional information and requirements can be found on
the Commission on Rehabilitation Counselor Certification
(CRCC) website at: http://www.crccertification.com/
Admission
Student candidates must fulfill the general requirements
for admission to graduate work in education. In addition,
candidates must complete the following:
Required for Admission or Within the First Semester of Study
Before beginning course work or within a candidate’s first
semester of study one needs to successfully complete the
following:
• The Counseling and Human Services screening
assessment battery which includes:
• The Minnesota Multiphasic Personality Inventory-II
(MMPI-II),
• A written autobiography, and
• An empathy test;
• Completion of a personal interview with the academic
advisor; and
• On-going Evaluation of Counseling Candidates
throughout the program of study.
It is necessary that candidates continue to show evidence
of high academic performance and display professional
dispositions during interactions in and out of class.
Assessments, through specific “transition points,” measure
a candidate’s growth towards one’s professional identity.
One’s successful completion of each transition point is
necessary to continue through one’s graduate studies.
Candidates in both counseling programs adhere to the
2014 American Counseling Association (ACA) Code of
Ethics. Candidates must declare a program major in either
school counseling (SC) or clinical mental health counseling
(CMHC). It is possible to be a “dual major.” Interested
candidates should contact their advisors.
Outline of Courses Core courses required for both
counseling programs:
Course Title Credits
EDC 560 Child Abuse Prevention co-requisite
lab (done with EDC 570)
0
EDC 570 Introduction to Professional
Counseling & Ethics
3
EDC 571 Psychological and Educational
Assessment
3
EDC 572 Career Counseling 3
EDC 573 Counseling Theories 3
EDC 574 Group Counseling 3
EDC 575 Pre-Practicum Helping Skills 3
EDC 579 Social and Cultural Issues in
Counseling
3
EDC 589 Family and Couples Counseling 3
EDC 593 Lifespan Development 3
EDC 597 Psychopathology 3
EDC 615 Research Techniques 3
Core Credits 33
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96 CANISIUS COLLEGE
School Counseling Courses Required for Master’s Degree
Course Title Credits
EDC 566 School Violence Prevention 0
EDC 567 Principles of School Counseling 3
EDC 576 School Practicum 3
EDC 603 Internship (full time) 6
Or
EDC 604 Part-time Internship I 3
And
EDC 605 Part-time Internship II 3
Elective 3
Total Credits for Master’s Degree 48
Courses required for Certificate of Advanced Study for
Permanent Certification in School Counseling
Course Title Credits
EDC 590 Managing School Counseling
Programs
3
EDC 587 School-Based Prevention and
Intervention Programs
3
And Choose a substance abuse prevention course:
EDC 585 Chemical Dependency and
Rehabilitation
3
Or
EDC 586 Physiological & Psychological
Aspects of Substance Abuse
3
Two electives 6
Total Credits for Permanent
Certification
60
Mental Health Counseling Courses required for Master’s Degree
Course Title Credits
EDC 568 Principle of Community Mental
Health Counseling
3
EDC 577 Agency Practicum 3
CHOOSE ONE
EDC 585 Chemical Dependency and
Rehabilitation
3
Or
EDC 586 Physiological & Psychological
Aspects of Substance Abuse
3
EDC 598 Case Formulation, Treatment
Planning, and Psychopharmacology
3
EDC 600 Internship (full time) 6
Or
EDC 601 Part-time Internship I 3
And
EDC 602 Part-time Internship II 3
Three electives 9
Total Credits for Master’s Degree 60
COUNSELING AND HUMAN SERVICES
COURSES FOR 2014-2016
EDC 567 Principles of School Counseling 3 credits
The various roles, functions, responsibilities and identity of
the school counselor are the focus of this course. This course
presents social, political and current professional issues within
school counseling.
EDC 568 Principles and Practices of Mental Health
Counseling 3 credits
Introduction to historical and organizational perspectives of
Mental Health Counseling services. This course presents the
roles and functions of mental health counselors and the current
professional issues confronting those in the mental health field.
EDC 570 Introduction to Professional Counseling and
Ethics 3 credits
This course serves as an introduction to the roles,
philosophy, issues, theories, professional foundations and
ethics for counselors in schools and community agencies.
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97 GRADUATE CATALOG 2014-2016
EDC 571 Psychological and Educational Assessment
3 credits
This course examines the selection, use, interpretation
and critical evaluation of standardized psychological tests
of intelligence, achievement, interest and personality. The
practical use of psychological and educational assessment
in counseling is reviewed. Prerequisite: EDC 570.
EDC 572 Career Counseling 3 credits
Current theories, resources and processes pertinent to
vocational development, decision-making and career
counseling is studied. Prerequisite: EDC 570.
EDC 573 Counseling Theories 3 credits
The introduction of historical and current theories of
counseling and psychotherapy. Students study the
application of those theories to realistic case situations and
the development of the individual student’s approach to the
helping relationship. Prerequisite: EDC 570.
EDC 574 Group Counseling 3 credits
This course studies the theoretical and experiential basis
for dealing with groups in both information-oriented and
therapy-oriented situations. Values and limitations of group
techniques are delineated. Prerequisite: EDC 570.
EDC 575 Pre-Practicum Helping Skills 3 credits
Application of theory, consultation and other helping
skills conducted in a supervised educational environment.
Completion of this course is necessary before doing any
field-based practicum or internship. Prerequisites: EDC 570,
EDC 573.
EDC 576 School Practicum 3 credits
The first of two field experiences, this is a school-centered
placement of student counselors for experiential purposes.
Directed activities develop understanding of the role and
skills of the school counselor. School violence issues
related to Safe Schools Against Violence in Education
(SAVE) legislation are discussed in the course seminar.
Prerequisites: EDC 567, 570, 573, and 575.
EDC 577 Agency Practicum 3 credits
The first of two field experiences, this is an agency-centered
placement of student counselors for experiential purposes.
Directed activities develop understanding of the role and
clinical skills of community mental health counselors.
Prerequisites: EDC 568, 570, 573, and 575.
EDC 579 Social and Cultural Issues in Counseling 3 credits
A broad range of diversity issues in counseling including
ethnic, racial, gender, disability, and sexual orientation
are discussed. The focus is on developing sensitivity and
counseling skills that are applicable to all clients.
EDC 581 Grief Counseling 3 credits
This is an elective course to educate the counselor about
the grief response in individuals and families when faced
with disappointment and loss, especially when the loss
entails death.
EDC 585 Chemical Dependency and Rehabilitation
3 credits
This course reviews the history of drug abuse and
characteristics of drug dependence and chemical abuse
treatment modalities, including strategies for prevention,
intervention and rehabilitation.
EDC 586 Physiological and Psychological Aspects of
Chemical Dependency 3 credits
This course delineates the etiology of chemical dependency.
Students learn diagnosis, screening, counseling issues and
ethical issues as they relate to the recovery and growth of a
client.
EDC 587 School Based Prevention and Intervention
Programs 3 credits
This elective course is designed for those preparing to
become school counselors, teachers and administrators.
Students learn about the factors involved in the lives of
at-risk youth. Participants develop skills to design, monitor
and evaluate proactive student assistance programs to
maximize learning in today’s schools. Discussion revolves
around prevention programming and intervention models.
EDC 589 Family and Couples Counseling 3 credits
The course outlines the characteristics of normal and
troubled families. There is an emphasis on the theories
and techniques of family counseling, including the works
of Minuchin, Satir, Bowen and Haley. Solution Focused
approaches and other post-modern theories are also
discussed.
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98 CANISIUS COLLEGE
EDC 590 Managing School Counseling Programs
(web only) 3 credits
Designed for the novice professional school counselor,
administrative and leadership practices in school counseling
are discussed. Issues, challenges and opportunities to take
a leadership role within school counseling programs are
discussed. Prerequisite: EDC 603 or EDC 605.
EDC 593 Lifespan Development 3 credits
Human growth and development are the primary topics for
this class. It includes individual and family development within
various domains (cognitive, career, socio-economic) across
the lifespan. Theoretical perspectives for understanding child,
adult and family development are discussed and applied to
counseling.
EDC 597 Psychopathology 3 credits
This course provides an in-depth investigation of human
abnormality. Students learn the current DSM categories of
disorders, depression and considerations for dealing with
crisis situations.
EDC 598 Case Formulation, Treatment Planning, and
Psychopharmacology 3 credits
This course teaches students to integrate information from
clinical interviews, behavioral observations, and test results
to establish DSM-IV multiaxial diagnoses and to develop
person-centered biopsychosocial counseling plans. Major
categories of psychotropic medications will be discussed.
EDC 600 Internship FT 6 credits
The second of two field experiences, this is a full-time
placement within a community mental health facility. The
student has to an opportunity to engage in diagnosis,
treatment planning and intervention. Prerequisite: EDC 577.
EDC 601 Internship PT 3 credits
The second of two field experiences, this is the first of
a two semester placement within a community mental
health facility. The student has an opportunity to engage
in diagnosis, treatment planning and intervention. Must be
followed by EDC 602. Prerequisite: EDC 577.
EDC 602 Internship PT 3 credits
This is the continuation of EDC 601 and is an in-depth
experience with the functions of a mental health counselor
through placement in a community mental health agency.
Prerequisite: EDC 601.
EDC 603 Internship FT 6 credits
The second of two field experiences, this a full-time
placement within a school counseling office. The student
has an opportunity to engage in counseling, guidance and
other functions of a school counselor. Prerequisite: EDC
576.
EDC 604 Internship PT 3 credits
The second of two field experiences, this the first of a two
semester placement within a school counseling office.
The student has an opportunity to engage in counseling,
guidance and other functions of a school counselor.
Prerequisite: EDC 576. Must be followed by EDC 605.
Prerequisite: EDC 577.
EDC 605 Internship PT 3 credits
This is a continuation of EDC 604, and is an in-depth
experience with the functions of a school counselor through
placement in a K-12 educational setting. Prerequisite: EDC
604.
EDC 615 Research Techniques 3 credits
Students learn qualitative and quantitative research
methods. The course reviews realistic experiences in
carrying out research and evaluation experiments, including
inferential statistical methods. Prerequisite: EDC 571.
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99 GRADUATE CATALOG 2014-2016
DEAF EDUCATION
COOPERATIVE PROGRAM
Program Director: Marjorie L. Harrington, Ph.D.
Faculty: Marjorie L. Harrington, Ph.D. Director;
Cathie Kersten, Director of Professional
Experiences.
Adjunct Faculty: Ms. Jennifer Bardo, Ms. Aimee
Bell, Mr. Mike Dowling, Ms. Sarah Pitts, Ms. Marie
Ryan, Ms. Lynn Shea, Ms. Jayme Williams.
Degree: Master of Science
Introduction
At Canisius College interns are challenged to become
teachers of students who are deaf or hard of hearing in a
rigorous two-year graduate program that prepares them
to teach children in a wide variety of settings: residential
schools, public day schools, resource rooms, inclusion
settings and itinerant situations. The program is an
accredited comprehensive course of study and interns
experience that thoroughness as they take classes and
interact with children who are deaf or hard of hearing in a
variety of educational and service settings. The program
develops teaching professionals who are able to interrelate
the effects of hearing loss on language, learning, cognition,
and speech; to develop competency in presenting
academic content to children who have hearing losses; and
to collaborate with families, as well as with professionals and
non-professionals in related fields.
The Canisius College Deaf Education program is a
collaborative program with St. Mary’s School of the Deaf.
Canisius has had this special arrangement with St. Mary’s
for more than 40 years and is located less than one mile
from the St. Mary’s campus. Graduate interns can choose
to live at St. Mary’s while they attend the graduate program.
This arrangement with St. Mary’s gives interns a unique
opportunity to interact on a more continuous basis with the
resident students attending the school.
The Canisius College program enables graduate
students to earn a master of science degree to teach
students who are deaf or hard of hearing from birth through
age 21 anywhere in the United States. Certification is
received from New York State and from the Council on the
Education of the Deaf (CED), the only national organization
that grants teacher certification to graduates of accredited
deaf education programs in colleges and universities.
Admission
In addition to meeting the general requirements for
admission to graduate work in education, program applicants
must also submit three letters of recommendation and a
letter of intent describing their interest in teaching students
who are deaf or hard of hearing, and they must complete
a personal interview. Admission is competitive, as a small
number of applicants are admitted each year and interns only
begin in the fall semester.
A candidate must hold a public school teaching
certificate prior to admission or must complete all
requirements for such certification before the candidate
receives the master of science degree in Education of Deaf/
Hard of Hearing Students.
Note: Candidates who do not possess an unexpired
New York State provisional certificate (or a certificate
of qualification) under New York State regulations prior
to 2004 must pass the required examinations in order
to obtain an initial teaching certificate in elementary
or secondary education and also the certificate as an
educator of deaf/hard of hearing students. The student
must complete all the coursework required of the master’s
degree in order to qualify for certification in New York State.
Applicants must pass the Academic Literacy Skills
Test (ALST) and Educating All Students Test (EAS), prior
to starting instructional practicum experiences and must
demonstrate completion of New York State approved
workshops in child abuse, school violence and Dignity for
all Students (DASA) seminars. Additionally, interns must
complete the Teacher Performance Assessment edTPA
while completing student teaching.
Mission Statement
The mission of the Deaf Education Program is to follow a
Comprehensive Philosophy. Graduate Interns are prepared
to teach and serve children and youth who are deaf or hard
of hearing in a variety of educational settings using a variety
of communication modes and philosophies.
Learning Goals and Objectives
The Deaf Education Cooperative Program Learning Goals
and Objectives can be found here:
http://www.canisius.edu/grad-deaf-education/learning-
goals.dot
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100 CANISIUS COLLEGE
Program Details
Other electives, when needed for New York State
certification, will be selected from elementary, secondary or
special education upon advisement by the program director.
Core Courses
Course Title Credits
EDD 532 Curriculum/Methods of Teaching
Subject Areas to Deaf and Hard of
Hearing Learners
3
EDD 533 Introduction to Speech and Hearing
Science
3
EDD 534 Introduction to Persons who are
Deaf or Hard of Hearing
3
EDD 535 Introduction to Audiology and
Assistive Devices
3
EDD 536 Language Theories and Strategies I 3
EDD 537 Language Theories and Strategies II 3
EDD 539 Instructional Practicum with
Seminar
3
EDD 542 Spoken Language Development for
Students who are Deaf or Hard of
Hearing with Practicum
4
EDD 545 Methods of Teaching Literacy for
Deaf and Hard of Hearing Persons
Introduction to Deaf and Hard of
Hearing Persons
3
EDD 548 The Deaf or Hard of Hearing
Child 0-8 Years: Methods and
Partnerships
3
EDD 550 Theory, Research and Assessment
of Learners who are Deaf
3
EDD 551 Sign Communication I 1
EDD 555 Psychology/Counseling of Deaf and
Hard of Hearing Persons
3
EDD 556 Student Teaching I 4.5
Capstone Courses
Course Title Credits
EDD 557 Student Teaching II 4.5
EDD 600 American Sign Language I 3
EDD 601 American Sign Language II 3
EDD 603 Professional Seminar/Portfolio 3
EDD 607 Current Topics for Deaf Education
Professionals
2
Electives
Course Title Credits
EDD 602 Characteristics of Deafblind
Children and Youth
3
EDD 604 Braille I 3
EDD 605 Braille II 3
EDD 606 Cued Speech 3
EDD 608 Instructional Methods for Deafblind
Children
4
EDD 609 ASL III 3
DEAF EDUCATION COOPERATIVE PROGRAM
COURSES FOR 2014-2016
Note: All required courses and most optional electives in
this program are taught at St. Mary’s School for the Deaf,
2253 Main Street, Buffalo, New York. All program courses
are limited to program majors.
EDD 532 Curriculum/Methods of Teaching Subject Areas
to Deaf and Hard of Hearing Learners 3 credits
Comparative curriculum theory: planning and design
based upon the work of Wiggins & McTigue 2000.
Major influences on curriculum development; integrating
technology in the self-contained classroom, preK-12th grade;
teaching in the public school in the inclusionary setting,
in the resource room, in the self-contained room, or in
settings as an itinerant teacher with particular consideration
of the New York State Learning Standards as they are used
to plan curriculum/methods for teaching subject areas.
This course covers the Individual Education Plan (IEP), the
Individual Transition Plan (ITP, the multidisciplinary team,
the law, classroom and behavior management, collaborative
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101 GRADUATE CATALOG 2014-2016
partnerships, educational services, vocational issues,
curriculum adaptations, differentiated instruction and children
who are deaf or hard of hearing with additional disabilities.
EDD 533 Introduction to Speech and Hearing
Science 3 credits
Anatomy and physiology of the speech and hearing
mechanisms; acoustic and neurological correlates of signal
representations; etiologies of hearing loss, communication
theory and application in education of students who are
deaf or hard of hearing.
EDD 534 Introduction to Deaf and Hard of Hearing
Persons 3 credits
Students study deaf culture and history, etiologies,
methodologies, educational placement options, school law,
communication modes, parent issues, socio-cultural issues,
ethical issues and learn about students who are deaf or
hard of hearing with additional disabilities.
EDD 535 Introduction to Audiology and Assistive Devices
3 credits
Students study the identification and assessment of
hearing loss from infancy to adulthood. Individual and
group amplification systems, assistive listening devices
and medical rehabilitative correlates of typical audiological
profiles are presented. Interpretation and application of
audiological data and understanding the cochlear implant
are part of the course.
EDD 536 Language Theories and Strategies I 3 credits
Students receive an overview of language and theories in
teaching students who are deaf or hard of hearing. Review
of the function and structure of language, the grammar of
English, theories of language acquisition, issues in language
learning and deafness and research on cognition and
language learning are presented. Language learning issues
for students who are deaf or hard of hearing with multiple
disabilities are discussed.
EDD 537 Language Theories and Strategies II 3 credits
Applications of language theories in teaching deaf
and hard of hearing students are presented. Review of
language curricula, assessment of language acquisition and
development of language strategies in teaching academic
subjects to students who are deaf or hard of hearing and
students who are deaf or hard of hearing with multiple
disabilities are discussed. Students discuss the differences
in educational systems in the United States and other
countries of the world.
EDD 539 Instructional Practicum 3 credits
A minimum of 150 hours of observations and teaching in
self-contained classrooms, resource rooms, and inclusionary
settings are included in the practicum prior to student
teaching. Observations include a professional field trip
to three exemplary schools for the deaf and professional
meetings in major agencies in Western New York. Weekly
seminars.
EDD 542 Oral/Aural Developmental Skills and Methods of
Teaching Speech with Practicum 4 credits
Development of speech perception and language
production strategies using the oral philosophy and
methodology are presented. Instructional possibilities for
students who are deaf or hard of hearing in residential
schools or public schools are explored. Survey of
assistive technology for classroom communication and
understanding students’ use of the cochlear implant are
part of the course. A minimum 65 hours of a practicum
assignment is attached to the course so each intern will
practice the theories and methods presented in the course.
EDD 545 Methods of Teaching Literacy for Deaf and Hard
of Hearing Persons 3 credits
This course presents the theories and pedagogy related to
teaching reading and writing to students who are deaf or
hard of hearing. Discussion of research on teaching English
as a second language is included. The study of language
diversity, deafness and language development as it pertains
to reading and writing is part of the course. New York State
Learning Standards are emphasized.
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102 CANISIUS COLLEGE
EDD 548 The Deaf or Hard of Hearing Child-0-8 Years:
Methods and Partnerships 3 credits
A study of the critical time period of infancy to age 8 of the
child who is deaf or hard of hearing for the development of
cognition, language, psychological and socio-cultural skills.
The Individualized Family Service Plan (IFSP), parents and
family issues, school education issues and children who are
deaf or hard of hearing who have multiple disabilities are
presented.
EDD 550 Theory, Research and Assessment of Deaf
Learners 3 credits
Students discuss assessment methods and materials
applicable to the student who is deaf or hard of hearing and
the student who is deaf or hard of hearing who has multiple
disabilities. The role of the teacher, psychologist, counselor
and social worker are discussed. Research theories, the
application of a variety of research methods and statistics
are presented. Assessment instruments used for the 0-21
year old population are discussed. Assessments mandated
by New York State and federal laws are discussed.
EDD 551 Sign Communication I 1 credit
Implication of deafness in communication in language and the
introduction of Signing Exact English vocabulary and syntax
are presented in both the receptive and expressive formats.
An introduction to deaf culture and the use of English-based
sign language systems are discussed. Assigned activities using
Signing Exact English are shared in the class.
EDD 555 Psychology/Counseling of Deaf and Hard
of Hearing Persons 3 credits
Issues and trends in the field of psychology and counseling
as they affect the field of deafness are presented.
Psychological assessment of the student who is deaf or hard
of hearing and the student who is deaf or hard of hearing
who has multiple disabilities is discussed. Counseling
methods and materials used by counselors and psychologists
for persons who are deaf or hard of hearing are also
discussed. Issues of the individual, the family, the community
and society as they impact the person who is deaf or hard of
hearing are presented. Psychosocial implications of deafness
and the cognitive-emotional development of the individual
who is deaf or hard of hearing are discussed.
EDD 556 Student Teaching I 4.5 credits
Eight weeks of student teaching in a residential setting for
students who are deaf. Several residential schools in New
York State are available for placements.
EDD 557 Student Teaching II 4.5 credits
Eight weeks of student teaching in a public school program
serving students who are deaf or hard of hearing in Western
New York.
EDD 600 American Sign Language I 3 credits
This course is an introduction to American Sign Language
(ASL): its structures, grammatical features, language functions
and vocabulary acquisition. Deaf culture and sociolinguistic
implications are discussed. An emphasis is given to
developing interaction/interpersonal skills with deaf persons.
EDD 601 American Sign Language II 3 credits
This course is the second course in American Sign
Language (ASL) and emphasizes the development of
receptive and expressive skills. Emphasis is on learning the
nuances of ASL: the syntax, semantics and pragmatics of
the language. Students must take the Sign Communication
Proficiency Interview (SCPI) test the last semester before
graduation.
EDD 603 Professional Seminar/Portfolio 3 credits
Students complete an electronic portfolio based on
reflections in the areas of knowledge, service and leadership,
which include professionalism, technology use and
dispositions, while completing the two-year deaf education
program. A formal presentation of the portfolio is required.
EDD 607 Current Topics of Deaf Education
Professionals 2 credits
Current topics in the field of deaf education will be presented
to second year graduate students utilizing experts in the field.
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103 GRADUATE CATALOG 2014-2016
Electives
EDD 602 Characteristics of Deafblind Children
and Youth 3 credits
Comparative course based upon understandings of
deafness and vision loss. Identification of deafblind
children, characteristics and commonly seen etiologies and
instructional implications are part of the course. Professional
resources, local and national agencies will be discussed.
EDD 604 Braille I 3 credits
An introduction to Braille. Development and skill in Braille
reading. Implications for teaching children with vision
problems.
EDD 605 Braille II 3 credits
Intermediate skills in Braille reading. Development of
instructional lessons for children with vision problems.
Prerequisite: EDD 604.
EDD 606 Cued Speech 3 credits
Complete skill development in Cued Speech, an oral
communicative method for deaf persons.
EDD 608 Instructional Methods for Deafblind
Children 3 credits
Specific methods for the instruction of children who are
deafblind. Instructional environments such as one-on-
one, the resource room, the self-contained classroom with
children who are deaf or hard of hearing and inclusive
strategies are discussed.
EDD 609 ASL III 3 credits
Advanced ASL. Linguistic study, contrastive analysis and
proficiency. Prerequisite: ASL II.
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104 CANISIUS COLLEGE
DIFFERENTIATED INSTRUCTION
Program Director: Julie Henry
Faculty: Julia Bermingham, Kristen Frawley,
Katelyn Mazurkiewicz, Lynn O’Connor, Susannah
Schenk, Patrick Wirth.
Degree: Master of Science in Education
Introduction
The Differentiated Instruction graduate program is a
rigorous 30-hour program that meets the master’s
degree requirement for permanent or professional teacher
certification in New York State. The degree also meets
the requirements for a certification extension in Gifted
Education.
Our mission is to provide a meaningful, hands-on
approach to delivering the best pedagogical methods and
strategies available in order to meet the diverse needs in
the classroom, including the gifted population. Our courses
are taught by instructors who are practitioners in the field,
who each day integrate the most widely recognized aspects
of differentiated instruction into their own classroom. The
curriculum is based on the following tenets:
• We believe that all people are creative, with unique gifts
to contribute.
• We encourage cultivating habits of mind such as critical
thinking and risk-taking through which one can discover
and uncover the content.
• We expect the creation of multi-modal products by
which students demonstrate their understanding of
material.
• We find the above works best when offered in an
environment that sparks individual creative spirit and
connects people together through collaboration, idea-
sharing, openness and trust.
The experience you gain in this program will seamlessly
translate into the classroom and beyond, as you go forth in
making your mark in differentiating yourself as an educator
and change agent in the classroom, school, community and
the world.
Differentiated Instruction Learning Goals &
Objectives
Learning Goal 1 (KNOWLEDGE – Observed in Writing):
Candidates in the Differentiated Instruction program
will demonstrate content knowledge, pedagogical,
and professional knowledge necessary for successful
performance in their field.
Candidates will:
• Demonstrate recognition of how foundational influences
affect professional practice, including assessment,
instructional planning, delivery, and program evaluation.
They further demonstrate understanding of issues of
human diversity impact families, cultures, and schools,
and how these complex human issues can interact in the
delivery of gifted and talented education services.
• Express how different characteristics interact with the
domains of human development and use this knowledge
to describe the varying abilities and behaviors of
individuals with gifts and talents, understanding how
families and communities contribute to the development
of individuals with gifts and talents.
Learning Goal 2 (KNOWLEDGE – Observed Skills and
Dispositions): Candidates in the Differentiated Instruction
program will demonstrate professional skills and dispositions
necessary for successful performance in their field.
Candidates will:
• Educators of the gifted understand the effects that gifts
and talents can have on an individual’s learning in school
and throughout life, and understanding of these learning
differences and their interactions provides the foundation
upon which educators of the gifted plan instruction to
provide meaningful and challenging learning.
• Select, adapt, and use these strategies to promote
challenging learning opportunities in general and
special curricula and to modify learning environments to
enhance self-awareness and self-efficacy for individuals
with gifts and talents, enhancing the learning of critical
and creative thinking, problem solving, and performance
skills in specific domains.
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105 GRADUATE CATALOG 2014-2016
• Create learning environments for individuals with gifts
and talents that foster cultural understanding, safety
and emotional well-being, positive social interactions,
and active engagement, fostering environments in
which diversity is valued and individuals are taught to
live harmoniously and productively in a culturally diverse
world.
• Understand the role of language and communication in
talent development and the ways in which exceptional
conditions can hinder or facilitate such development
and use relevant strategies to teach oral and written
communication skills to individuals with gifts and talents.
• Develop long-range plans anchored in both general and
special curricula. They systematically translate shorter-
range goals and objectives that take into consideration
an individual’s abilities and needs, using differentiated
instructional strategies.
• Collaborate with families, other educators, and
related service providers, enhancing comprehensive
articulated program options across educational levels
and engagement of individuals with gifts and talents in
meaningful learning activities and interactions.
Learning Goal 3 (SERVICE): Candidates in the
Differentiated Instruction program will demonstrate
willingness to use their skills to benefit and serve society.
Within the contexts of their work, candidates promote
authentic learning, social and emotional development, and
a commitment to social justice in environments that foster
respect for diversity and the dignity of all.
Candidates will:
• Demonstrate respect for their students as unique human
beings, understanding variations in characteristics and
development between and among individuals with and
without exceptional learning needs and capacities.
• Educators of the gifted can express how different
characteristics interact with the domains of human
development and use this knowledge to describe the
varying abilities and behaviors of individuals with gifts
and talents. Educators of the gifted also understand how
families and communities contribute to the development
of individuals with gifts and talents.
• Educators of the gifted are familiar with assistive
technologies to support and enhance communication
of individuals with exceptional needs. They match their
communication methods to an individual’s language
proficiency and cultural and linguistic differences.
Educators of the gifted use communication strategies
and resources to facilitate understanding of subject
matter for individuals with gifts and talents who are
English language learners.
Learning Goal 4 (PROFESSIONALISM): Candidates will
demonstrate self-reflection as a habit of mind, continuously
assessing and refining their professional practice as they
construct a rich repertoire of research-based knowledge,
skills, and attitudes for effective performance ensuring that
all students and/or clients have optimal opportunities to
learn and grow.
Candidates will:
• Engage in professional activities that promote growth in
individuals with gifts and talents and update themselves
on evidence-based best practices, regularly reflecting
on and adjust their practice. They are aware of how
attitudes, behaviors, and ways of communicating can
influence their practice.
Learning Goal 5 (LEADERSHIP): Candidates will become
adept at applying their acquired knowledge in the process
of evaluating their own professional performance and
decision-making with respect to its impact on students
and/or clients, organizations, and the wider community.
Candidates will:
• Use the results of assessments to adjust instruction and
to enhance ongoing learning progress, understanding
the process of identification, legal policies, and ethical
principles of measurement and assessment related
to referral, eligibility, program planning, instruction,
and placement for individuals with gifts and talents,
including those from culturally and linguistically diverse
backgrounds.
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106 CANISIUS COLLEGE
Program Details
The following core courses are required of all candidates
Course Title Credits
EDDI 505 Introduction to Differentiated
Instruction
3
EDDI 510 Introduction to Gifted Education
and Collaboration
3
EDDI 515 Identification and Assessment of
Students in Gifted Education
3
EDDI 520 Curriculum Development for Gifted
Students
3
EDDI 575 Enhancing the Differentiated
Classroom through Creativity
3
EDDI 600 Practicum and Seminar in Gifted
Education
3
EDDI 615 Action Research for a Differentiated
Classroom
3
To t a l 21
Elective Courses
Three of the following courses are required or approval from
the program director to transfer in non-program electives.
Course Title Credits
EDDI 530 Differentiating Instruction in
Mathematics K-12
3
EDDI 500 Dimensions of Learning I 3
EDDI 555 Gifted Representation in
Contemporary Society
3
EDDI 556 Art Integration in the Differentiated
Classroom
3
EDDI 560 Experience & Adventure: A Model
for Differentiation
3
EDDI 570 Social and Emotional Implications
of Differentiation
3
EDDI 585 Integrating Technology in the
Differentiated Classroom
3
EDDI 590 Using Primary Sources as an
Inquiry-Based Tool for Differentiation
3
To t a l 9
DIFFERENTIATED INSTRUCTION COURSES
FOR 2014-2016
EDDI 500 Dimensions of Learning I 3 credits
Participants will explore and understand a learning-
centered framework for instructional planning. This course
translates the latest research on cognition and learning into
practical classroom strategies. Participants learn how to
help students develop positive attitudes and perceptions
about learning, develop habits of mind for critical, creative
and self-regulated behaviors, construct meaning for
declarative and procedural knowledge and extend and
refine knowledge.
EDDI 505 Introduction to Differentiated Instruction
3 credits
Provides an introduction to the philosophy of differentiation.
This course will examine ways that classrooms can
effectively support differentiating instruction and
assessment to address the complex challenges of meeting
the diverse learning needs of all students. Participants will
gain an understanding of the reasons and assumptions
underlying differentiation and acquire the ability to
identify key indicators in a classroom. Knowledge of the
characteristics of students who learn at different paces
and levels will be developed. Students will study a variety
of curriculum options such as those of content and
implementation of differentiated lessons that optimize
learning for all students, including gifted students and other
high-ability learners.
EDDI 510 Introduction to Gifted Education and
Collaboration 3 credits
Participants will explore the history, research, laws and varied
philosophies of gifted education. The class will also focus
on developing skills in communication and collaboration to
individualize instruction for gifted students. Participants will
learn how to develop a support system and manage open
communication among classroom teachers, special area
teachers, administrators, parents and outside agencies.
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107 GRADUATE CATALOG 2014-2016
EDDI 515 Identification and Assessment of Students in
Gifted Education 3 credits
This course will provide an overview of tools and methods
for identifying and assessing students who learn at a pace
and level that is significantly different from that of their
classmates. Assessment tools will be examined, utilized and
evaluated. Implications for instruction will be discussed.
EDDI 520 Curriculum Development for Gifted Students
3 credits
This course focuses on methods of instruction for gifted
students. Participants will develop knowledge and skills
for planning, providing, coordinating and evaluating
differentiated teaching and learning environments to
challenge and assist gifted students in learning to their
highest levels of achievement. Participants will learn how
to develop a layered curriculum in order to maximize each
student’s growth and individual success. Instructional
strategies for differentiating the key elements of content,
process and products will be addressed.
EDDI 530 Differentiated Instruction in Mathematics K-12
3 credits
Differentiating instruction means providing students with
options for learning new information, helping them to make
sense of ideas and express what they learn. This course
will focus on helping the teacher learn approaches for
differentiating mathematics instruction in the classroom.
Participants will discuss and apply the principles of
differentiated instruction to math instruction, learn effective
strategies for managing flexible groups, acquire ideas for
providing students with a variety of options that successfully
target math standards and understand how to plan
strategically in order to reach the needs of diverse learners
in the classroom.
EDDI 550 Dimensions of Learning II 3 credits
Participants will continue to explore and understand the
learning-centered framework for instructional planning.
This course translates the latest research on cognition and
learning into practical classroom strategies. Participants
learn how to help students use knowledge meaningfully.
A focus will be on integrating dimensions strategies into
lesson and unit planning for differentiated curriculum in
order to optimize learning for all students, including those
with exceptionalities.
EDDI 555 Gifted Representation in Contemporary
Society 3 credits
This course will examine the various representations of
giftedness in American literature, film and television.
From John Nash to Jimmy Neutron, the gifted have been
romanticized, criticized and stereotyped. We will examine to
what extent these representations of giftedness are accurate
or off-base, and part of a uniquely American culture.
Ultimately, this course will investigate what impact these
representations of giftedness have on our gifted students
and what can be done to frame giftedness in a positive light
in a society that often portrays it as a negative.
EDDI 556 Art Integration in the Differentiated
Classroom 3 credits
Participants will develop skills and strategies in adapting
differentiated lessons utilizing the visual arts. Integration
of art history, creative process and production will result in
meaningful and connected experiences for K-12 students.
Participants will explore and extend themes and content
relative to their own disciplines while modeling and
assessing their own creative outcomes.
EDDI 560 Experience and Adventure: A Model for
Differentiation 3 credits
Through direct experience, fieldwork and investigative
research, students in this course will learn about the ways
in which experiential learning can create opportunities for
differentiation both in and out of the classroom. Students
will participate in several learning models that lend
themselves to managing the needs of a diverse student
population. Students should be prepared for active learning
in the outdoors and the local community, as well as in
the classroom. Finally, students will carry out independent
research to explore their own application of experiential and
adventure education in their classrooms.
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108 CANISIUS COLLEGE
EDDI 570 Social and Emotional Implications of
Differentiation 3 credits
This course focuses on social and emotional issues
in a differentiated classroom. This course will address
issues such as fairness and grading, taking charge of
individual learning, developing organization and study
skills, procrastination and perfectionism, fear of failure,
struggling with appropriately challenging activities, and
underachievement behaviors. The role the parent plays in
supporting a child in a differentiated classroom will also be
explored.
EDDI 575 Enhancing the Differentiated Classroom through
Creativity 3 credits
This course will offer students the opportunity to learn
about the field of creativity and current research supporting
its value in enhancing the learning environment. Participants
will discuss and experience ways to nurture teacher creativity
to better prepare them to recognize and support creativity
in students. Activities and resources to develop creativity will
be explored and evaluated.
EDDI 585 Integrating Technology in the Differentiated
Classroom 3 credits
This course introduces educators to technology that can
be used to support, supplement and deliver differentiated
content and assessment in the mixed ability classroom.
The benefits and challenges of incorporating technology
will be considered while participants learn how to integrate
technology into their curriculum. Participants will gain
hands-on experience using technological strategies for
differentiation that will engage learners of all styles, ranging
from new uses for basic software applications and online
collaboration to the production of multimedia.
EDDI 590 Using Primary Sources as an Inquiry-Based Tool
for Differentiation 3 credits
This course focuses on inquiry-based instruction utilizing
primary sources for all students, including the gifted
population. Participants will develop knowledge and skills
relating to primary sources and inquiry-based learning that
will enable planning, providing, coordinating and evaluating
differentiated teaching and learning environments to
challenge and assist gifted students in learning to their
highest levels of achievement. Participants will learn how
to implement a layered curriculum, which will differentiate
instruction in order to maximize each student’s growth and
individual success. Instructional strategies incorporating
primary sources for differentiating the key elements of
content, process and products will be addressed. (ON-LINE
COURSE)
EDDI 600 Practicum and Seminar in Gifted Education
3 credits
This course involves completing a college supervised
practicum experience of 50 hours teaching gifted students.
The practicum is individualized and takes place during
regular school hours near the end of the program. Students
will have the opportunity to discuss and reflect on the
practicum experiences in on-campus seminars.
EDDI 615 Action Research for a Differentiated
Classroom 3 credits
Focuses on the study of the background of educational
research, understanding research methodologies and
designs, tools and techniques of educational research,
and the collection, treatment, analysis and interpretation of
research data. The student will develop an action research
project that will be implemented during their practicum.
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109 GRADUATE CATALOG 2014-2016
EDUCATION AND LEADERSHIP
AND SUPERVISION
Program Director: Anne Marie Tryjankowski
Degree: Master of Science
Introduction
Leading a school organization is one of the most
demanding and rewarding careers. A school leader has
the opportunity to shape the lives of learners of all ages.
Students in the Canisius College Educational Leadership
Program are expected to enroll with not only the desire to
be a leader, but also with an experience of excellence as an
educator.
The Canisius College Educational Leadership Program
is designed to assist candidates in acquiring the knowledge,
skills and dispositions essential for a successful career as
a school leader. This competency-based program leads to
a New York State School Building Leader license (SBL), a
New York State School District Leader license (SDL), and
a master’s degree in Educational Leadership. Students
may apply for the SBL and/or the SDL upon completion of
the SBL/SDL required courses and internship. The MS in
Educational Leadership is not required for certification.
Possession of the SBL certificate is necessary for
employment in the public schools of New York State
in leadership roles such as building principal, assistant
building principal, supervisor, coordinator, or any position
in which a person is serving more than 25% of an
assignment in an administrative or supervisory position.
An appointment to positions such as superintendent of
schools, deputy superintendent, associate superintendent,
assistant superintendent, or any position with district-wide
administrative responsibilities requires an SDL.
Course Offerings
All of the required courses for the SBL and the SDL are
taught in an on-line format. Some required courses and
electives are taught on-campus as necessary. All courses
required for certification are offered every semester.
Electives required for the MS are offered each semester,
but not all electives are offered every semester. Internship
placements are coordinated with the candidate and take
place at a site in the candidate’s local geographic area.
Admission Requirements
In addition to meeting the general requirements for admission
to graduate work in the Canisius College School of Education
and Human Services, the applicant must submit the following:
• Evidence (an official and final transcript) of an earned
master’s degree from an accredited institution of higher
education.
• Evidence of a minimum of three (3) years of successful,
full-time teaching and/or pupil personnel service
experience in K-12 schools.*
• Written recommendations from three (3) professional
educators, one of whom must be a certified school
administrator familiar with the applicant’s work as a
professional educator.*
• A program preference form.*
• A writing sample.
• An applicant may be required to meet with the program
director or designee.
*These forms are available in the Office of the School of
Education and Human Services and on the program Web site.
Learning Goals and Objectives
Educational Leadership and Supervision Program Learning
Goals and Objectives
Learning Goal 1 (Knowledge – Observed in Writing):
Candidates the Educational Leadership programs
will demonstrate content knowledge, pedagogical,
and professional knowledge necessary for successful
performance in their field.
Students will:
• Understand and promote continual and sustainable
school(district) improvement by appropriately evaluating
school (district) progress.
• Understand and know how to sustain a school (district)
culture and instructional program through collaboration,
trust, and personalized learning with high expectations
for all students.
• Understand how school (district) policies protect welfare
and safety of students and staff.
• Understand how school districts are governed and how
school district policy establishes the foundation for
administrative roles, responsibilities, and initiatives.
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110 CANISIUS COLLEGE
Learning Goal 2 (Knowledge – Observed Skills
and Dispositions):
Candidates in the Educational Leadership programs will
demonstrate professional skills and dispositions necessary
for successful performance in their field.
Students will:
• Collaboratively develop, articulate, and steward a district
vision, using data to identify goals and evaluate progress
toward those goals.
• Create and evaluate a comprehensive, rigorous, and
coherent curricular and instructional school (district)
program using appropriate technologies.
• Develop and supervise the instructional and leadership
capacity of school (district) staff.
• Monitor and evaluate school (district) management and
operational systems efficiently using human, fiscal, and
technological resources.
• Respond to community interests and needs by
building and sustaining productive school (district)
relationshipswith community partners.
Learning Goal 3 (Service):
Candidates in the Educational Leadership programs will
demonstrate willingness to use their skills to benefit and
serve society. Within the contexts of their work, candidates
promote authentic learning, social and emotional
development, and a commitment to social justice in
environments that foster respect for diversity and the dignity
of all.
Students will:
• Understand and mobilize community resources by
promoting an understanding, appreciation, and use of
diverse cultural, social, and intellectual resources within
the school (district) community.
• Understand and advocate for school (district) students,
families, and caregivers by acting to influence local,
district, state, and national decisions affecting student
learning in a school (district) environment.
• Understand moral and ethical implications of policy
options and political strategies.
Learning Goal 4 (Professionalism):
Candidates will demonstrate self-reflection as a habit of
mind, continuously assessing and refining their professional
practice as they construct a rich repertoire of research-
based knowledge, skills, and attitudes for effective
performance ensuring that all students and/or clients have
optimal opportunities to learn and grow.
Students will:
• Act with integrity and fairness to ensure a school system
of accountability for every student’s academic and social
success and will model principles of self-awareness,
reflective practice, transparency, and ethical behavior.
Learning Goal 5 (Leadership):
Candidates will become adept at applying their acquired
knowledge in the process of evaluating their own
professional performance and decision-making with respect
to its impact on students and/or clients, organizations, and
the wider community.
Students will:
• Understand and evaluate potential moral and legal
consequences of decision making in the school (district)
and will promote social justice to ensure that individual
student needs inform all aspects of schooling.
• Understand and can anticipate and assess emerging
trends and initiatives in order to adapt school(district)-
based leadership strategies in an effort to improve the
performance of the students.
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111 GRADUATE CATALOG 2014-2016
Program Details
Required courses for New York State License as a School
Building Leader (SBL) (18 credit hours of course work
plus internship):
Course Title Credits
EDA 600 Theory in School Administration 3
EDA 610 School Law 3
EDA 620 Supervision for the Improvement
of Instruction
3
EDA 625 Instructional Program Design 3
EDA 630 School Personnel Administration 3
EDA 650 The Principalship 3
EDA 690 Educational Administration
Internship
8
EDA 690L Internship Lab 0
Required courses for New York State License as a School
District Leader (SDL). All the above SBL courses, plus:
Course Title Credits
EDA 640 School Business Administration 3
EDA 660 The Administrator and Pupil
Personnel Services
3
Required courses for Master of Science degree in
Educational Leadership. All of the course work required for
the SBL and SDL Licenses, plus 3 electives. Students may
elect to declare a content concentration as described below.
Educational Leadership Electives:
Course Title Credits
Concentration: Emerging Issues in Educational
Leadership (choose 3)
EDA 655 School Leaders and Community
Relations
3
EDA 657 Development of Urban Teachers 3
EDA 661 Issues in School Leadership 3
TESL 590 Foundations of Bilingual Education 3
Concentration: Educational Technologies and Emerging
Media (choose 3)
EDA 656 Technology Tools for the
Administrator
3
EDT 501 Theory, Design, and Technology 3
EDT 502 Differentiating Instruction 3
EDT 503 Educational Multimedia Design 3
EDT 504 Technology in Content Area 3
Concentration: Athletics Administration
PEG 620 Leadership in Physical Education
and Athletics
3
PEG 635 Administrative Principles of
Physical Education/Athletics
3
PEG 681 Legal Aspects in Sport 3
Concentration: Instructional Leadership (choose 3)
EDA 657 Development of Urban Teachers 3
EDA 658 Advanced Clinical Instructional
Supervision
3
EDDI 505 Introduction to Differentiated
Instruction
3
EDDI 585 Integrating Technology in the
Differentiated Classroom
3
TESL 590 Foundations of Bilingual Education 3
Candidates may choose not to declare a concentration
but may select any of the above electives to satisfy the
elective requirement.
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112 CANISIUS COLLEGE
The master’s degree in Educational Leadership may
not be used to meet New York State requirements for
professional certification in teaching. School District Leader
(SDL) certification requires at least 60 semester hours of
graduate credit.
More information on the program can be found at
http://www.canisius.edu/grad-educational-leadership-
supervision/
EDUCATIONAL LEADERSHIP AND
SUPERVISION COURSES FOR 2014-2016
EDA 600 Theory of Educational Administration 3 credits
This course is designed as an introductory course in school
administration. The course is intended to give candidates
an overview of the forces that drive education today.
Through independent and group work, candidates will
investigate leadership/management styles, change forces,
organizational models, and schools for the 21st century.
Candidates will have the opportunity to present and reflect
on case studies in education leading to the development of
solutions and theories.
Candidates will be expected to read course texts and
handouts, critique current literature, attend and report
on a Board of Education meeting, present orally and in
writing a researched topic that will positively affect school
change, and actively engage in class discussion through
investigations before each class.
Candidates will explore theories as they may relate to the
forces reshaping our schools. Topics such as organizational
models, characteristics of leadership, change systems,
vision development, and school design may be investigated.
EDA 610 School Law 3 credits
Candidates will have the opportunity to learn the principles
of public school law with a focus on New York State
Education Law and selected federal and state cases
affecting the administration of our educational system.
School leaders are facing an ever-increasing demand
to make appropriate and legal educational decisions. To
assist in this endeavor, one must have a working knowledge
of basic school law. To that end, school law topics are
discussed through a combination of lecture and case
law analysis. The goal of this course is to empower the
candidate with the knowledge of how laws affect schools
and how laws are applied to school situations. A focus on
practical aspects of school law is emphasized.
Candidates will be expected to read the course text and
handouts, actively engage in classroom discussions, and
communicate appropriately and effectively in both written
and oral presentations. Topics include student residency,
attendance and discipline; freedom of speech; search and
seizure; FERPA; IDEA; LRE; and employee rights.
EDA 620 Supervision For Instructional Improvement
3 credits
This course will focus on the critical role of effective
instructional supervision in the development of positive
school culture. Candidates will examine institutional
change, school improvement, staff development, and
teacher evaluation. Supervision techniques will be explored,
including: mentoring and peer coaching, as well as clinical
supervision. Special emphasis will be placed on the skills
and strategies needed to develop learning organizations
that, build an appropriate curriculum, support instructional
improvement, and incorporate best practices. Candidates
will study the use of various staffing patterns and student
grouping plans, as well as school organizational structures,
to support teaching strategies and student success.
EDA 625 Instructional Program Design 3 credits
This course will give candidates a comprehensive overview
of the concepts, strategies, and resources associated with
planning, implementing, and evaluating school curriculum.
Candidates will investigate the historical, philosophical,
psychological, sociological, and political factors associated
with curriculum programs. The various dynamic forces
that influence the curriculum will be researched from
historical, contemporary and futuristic perspectives.
Additional attention will be focused on contemporary
research regarding constructivist principles, invitational
learning, cooperative learning, outcome-based education,
multiculturalism, learning styles, multiple intelligences, and
various techniques to customize learning experiences and
staff development activities that support curriculum change.
This course will combine the theoretical with the practical, in
order to develop the knowledge, skills, and dispositions that
will prepare candidates to effectively develop, implement,
and evaluate specific curriculum programs.
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113 GRADUATE CATALOG 2014-2016
EDA 630 School Personnel Administration 3 credits
This course is designed as a survey course in school
personnel leadership. It provides an overview of the myriad
of duties and responsibilities of the office of human
resources. Through individual assignments and small/large
group experiences, candidates gain the knowledge, skills,
and attributes involved in leading both professional and
non-professional staff. Specific case studies are presented,
guest speakers are invited to present, and specific theories
and philosophies are studied.
Assignments will include reading of required articles and
texts, reflecting on class lectures and presentations over
e-mail, interviewing key leaders in candidate’s workplace,
and participation in class seminar discussions. The course
will be taught using a combination of on-campus and
distance learning experiences as well as other instructional
technology/telecommunications.
Matters having to do with leadership and organization
of school personnel will be addressed. Exploration of topics
such as recruitment and selection; induction; professional
development; supervision and evaluation; discipline and
dismissal; the work environment; compensation and
benefits; administering employee contracts; and legal issues
in personnel management will be included.
EDA 640 School Business Administration 3 credits
This course is designed to provide candidates with an
overview of the major areas of responsibilities of the
school business administrator. Financial support for
public schools from local, state, and federal governments
will be emphasized. Fiscal planning, budgeting, plant
management, accounting and purchasing procedures,
distribution of supplies and services, transportation and
food service will be examined. The course will underscore
the crucial role of the school business administrator as a
key member of the district’s leadership team. The course is
also designed to provide candidates with an understanding
of how the school business administrator can facilitate
educational decision-making, thereby having a positive
effect on student learning.
EDA 650 The Principalship 3 credits
The candidate will study the wide range of responsibilities
of the principal as both manager and educational leader.
Topics include establishing a common vision and purpose
with stakeholders, working collaboratively to achieve
common goals, developing a learner centered school
culture, planning for the improvement of instruction, school
finance management, supervising employees, providing
a safe school environment, promoting student health and
welfare, and initiating, managing, and evaluating change.
EDA 655 School & Community Relations 3 credits
This course is designed to empower school administrators
to mobilize community resources and create partnerships
that enhance and drive a school culture where all youth can
succeed. The changing school in the changing community
will be discussed, as well as principles of effectiveness
and New York State mandates involved in maintaining
a desirable relationship between “town and gown.” The
course instructors will incorporate research-based strategies
and experiential activities that can effect positive school
community change in an era of diminishing resources. This
course will also discuss powerful avenues to current school/
community challenges such as character education, school
violence prevention, overcoming barriers to learning, and
academic reinforcement.
EDA 656 Technology Tools For The Administrator 3 credits
This course is designed to give candidates a comprehensive
overview of technology and its application to education
today. Candidates will learn to use technology,
telecommunications, and information systems to enrich
curriculum and instruction (e.g., CAI systems, CD ROM
retrieval systems, online networks, distance learning,
interactive video, etc.). Current technologies for school
management, information retrieval, and staff development
will be explored. Candidates will become critical consumers
of technology and will utilize actual school and district data
to develop and monitor long range plans, thus discovering
the impact of technologies on student outcomes and
school operations. Candidates will also examine social and
ethical issues surrounding the use of technology within the
educational arena.
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114 CANISIUS COLLEGE
EDA 657 Development Of Urban Teachers 3 credits
This course addresses the difference between new urban
teachers and new suburban teachers and identifies how
appropriate, relevant professional development can have
a positive impact on new teacher turnover. Topics for
professional development include classroom management,
appropriate assessment, mentoring, and the importance of
teacher dispositions. Candidates will be required to develop
hiring criteria plans and professional development plans.
EDA 658 Advanced Clinical Instructional Supervision
3 credits
This course will focus on the tools needed for clinical
instructional supervision in New York State. Students will
be introduced to state-approved models including Class,
Danielson’s Framework for Teaching, Marzano’s Teacher
Evaluation Rubric, Marshall’s Teacher Evaluation Rubric,
NYSTCE Framework for the Observation of Effective
Teaching, NYSUT Teacher Practice Rubric, and the
Thoughtful Classroom Teacher Effectiveness Framework.
EDA 660 The Administrator & Pupil Personnel Services
3 credits
This is a survey course which provides the necessary
background and basic understanding of the quantitative
and qualitative dimensions of pupil personnel services (PPS)
found in schools/districts today. The role of the building/
district administrator will be reviewed. Working independently
and in groups, candidates will have the opportunity to
become familiar with the mandated deliverance mechanisms
of pupil personnel services in New York State. Candidates will
learn the “language” of pupil personnel services as related to
special education, academic intervention services, testing and
assessments, and guidance services. Candidates will identify
their own administrative skills and demonstrate these skills
through class presentations.
Candidates will be expected to read course texts and
handouts, critique current literature as specified, present
orally and in writing a researched topic of choice, and
actively engage in class discussions.
Topics include: role of the administrator, mandated
delivery mechanisms and the “language” of PPS as
it relates to special education, academic intervention
services, curriculum development, counseling services,
state mandates/testing, and any other area pertinent to the
needs and interest of the candidates.
EDA 661 ISSUES IN SCHOOL LEADERSHIP 3 credits
To create and maintain a successful learning organization,
educational leaders must act with a reasoned
understanding of major historical, philosophical, ethical,
social and economic influences affecting education. This
course provides candidates the opportunity to explore
an array of education leadership issues and trends,
closely examine an issue of their choosing using existing
qualitative and quantitative data, and develop an action
research project to address the identified problem(s),
outlining possible actions and their implications. Important
foundations for this exploration are:
• The view that schools are interactive internal systems
operating within external systems
• The importance of efficient and effective communication
skills and networks
• The necessity of positive/supportive school climate
• The need to frame, analyze, and resolve problems
• The impact of current educational and social
movements
EDA 690 The Adminstrative Internship 8 credits
The internship is the process and product that results in the
application of knowledge, skills, and attributes candidates
have acquired in strategic, instructional, organizational,
and contextual leadership. Internship experiences will be
coupled with seminars, resulting in a meaningful synthesis
of knowledge, skills, service, professionalism, and leadership.
The internship includes a variety of rigorous leadership
experiences in diverse settings planned and guided
cooperatively by personnel from Canisius College and
cooperating school districts. Interns will be provided
substantial responsibilities that increase over time in
amount and complexity, and which involve direct interaction
and involvement with students, staff, parents, and
community leaders. The internship should include some
involvement with social service organizations such as Child
and Family Services, Catholic Charities of Buffalo, Bry Lin
Hospitals, Mid-Erie Counseling and Treatment Services,
People Inc., etc.
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115 GRADUATE CATALOG 2014-2016
EDA 690L Internship Lab 0 credits
EDA 690L utilizes a seminar format to provide candidates
an opportunity to expand their knowledge and skills in
strategic, instructional, organizational, and contextual
leadership.
Seminars are designed to augment the internship
experience by engaging candidates in professional dialogue
and collective inquiry of current educational issues and
concerns encountered in authentic educational settings.
Leadership will be explored through various mechanisms
including guest speakers, site visitations, simulated
exercises, use of technology, current professional literature,
bulletins, monographs, press releases, etc.
EDT 501 Theory, Design, and Technology 3 credits
Students will examine how technology and various learning
theories and brain-based research impacts instructional
practices. Computer-mediated instruction, current
digital resources, and virtual learning environments will
be presented and explored as a way to foster learning
in a learner-centered, developmentally appropriate,
differentiated environment.
EDT 502 Differentiating Instruction 3 credits
Students will learn how to effectively design, implement,
and assess learning experiences and to engage students
and improve learning through educational technologies and
differentiated instruction. Participants will gain hands-on
experience using technological strategies for differentiation
that will engage learners of all styles, ranging from new
uses for basic technology, to online teaching tools and the
production of multi-media.
EDT 503 Educational Multimedia Design 3 credits
Students will examine theory and practice of creating
educational and instructional multimedia for learning.
Students will examine the use of technology to support
learning, and ways in which media can be adapted for
learning modalities.
EDT 504 Technology In Content Areas 3 credits
The course provides practical, timely, and relevant ways
to integrate technology for content learning. Students will
examine best practice use of Education Technologies for
their content areas, emerging technology, and curriculum-
specific uses of technology for learning new content.
PEG 620 Leadership In Physical Education and
Athletics 3 credits
This course will examine the appropriate concepts relating
to efficient management and leadership for physical
education, sport and recreational settings. Principles and
techniques of management associated with effective
leaders of programs, personnel, facilities, and participants in
the sport activity field.
PEG 681 Legalaspects in Sport 3 credits
The goal of the course is to enable the student to identify,
analyze and understand legal issues and to discuss the
ramifications of those issues in their professional lives.
The course attempts to provide the student with an
understanding of the legal principles relevant to educational
and sport setting. The course considers the legal liabilities
and responsibilities of athletic coaches, administrators and
physical education instructors in the educational institutions,
with review and discussion of current case law.
PEG 635 Administrative Principles of Physical Education/
Athletics 3 credits
The goal of the course will be to enable the student to
develop skills needed to serve as an athletic director in
a K-12 school district. Scheduling, safety, qualification of
coaches, eligibility, and local league governance will be
covered.
EDDI 505 Introduction To Differentiated Instruction
3 credits
Provides an introduction to the philosophy of Differentiation.
This course will examine ways that classrooms can
effectively support differentiating instruction and
assessment to address the complex challenges of meeting
the diverse learning needs of all students. Participants will
gain an understanding of the reasons and assumptions
underlying differentiation and acquire the ability to
identify key indicators in a classroom. Knowledge of the
characteristics of students who learn at different paces and
levels will be developed. Study of a variety of curriculum
options, such as those of content, implementation of
differentiated lessons that optimize learning for all students,
including gifted students and other high-ability learners.
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116 CANISIUS COLLEGE
EDDI 585 Integrating Technology in the Differentiated
Classroom 3 credits
This course introduces educators to technology that can
be used to support, supplement and deliver differentiated
content and assessment in the mixed ability classroom.
The benefits and challenges of incorporating technology
will be considered while participants learn how to integrate
technology into their curriculum. Participants will gain
hands-on experience using technological strategies for
differentiation that will engage learners of all styles, ranging
from new uses for basic software applications and online
collaboration, to the production of multimedia.
TESL 590 Foundations of Bilingual Education 3 credits
This is a survey course intended to explore foundational
elements of bilingual education: theory and practice,
cultural perspectives, and linguistics and grammar. A
survey of theories, practices, and research currently most
productive and relevant to the teaching and learning
of English as a second/foreign language are described
and evaluated. Candidates will have an opportunity to
investigate theory informing best practice. Examination
of cultural perspectives will include the current debate
regarding the role and definition of culture in the English
Language Learner (ELL) classroom. Students will come
to understand the effects of cultural stereotyping, as well
as the impact culture has on students’ learning styles and
classroom experiences. Finally, candidates will be introduced
to the core disciplines of linguistics, the scientific study
of language, as they apply to literacy learning, including
phonetics, phonology, morphology, syntax, and semantics.
Candidates will consider how grammar is shaped by human
cognition, culture, and speakers’ communicative goals as
well as how languages around the world construct words,
figurative language, and sentences.
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117 GRADUATE CATALOG 2014-2016
EDUCATION TECHNOLOGIES
AND EMERGING MEDIA
Director: Dr. Ronald H. Kotlik
Adjunct Faculty: Jason Steinagle, Rob Zdrojewski
Degree: Master of Science
Advanced Certificate in Education Technologies
Introduction
The Education Technologies and Emerging Media programs
are innovative and fully online. These programs are designed to
inspire K-12 teachers how to use technology in the classroom
in a purposeful way to enrich and enhance learning and
motivate their students.
Admission
To be considered for admission to Canisius College’s
Education Technologies and Emerging Media programs,
candidates are required to submit the following items:
1. A completed graduate application.
2. One official college/university transcript showing
completion of a bachelor’s degree from an accredited
institution of higher learning with a minimum grade point
average of 2.70.
3. Evidence of teaching certification complete or in
progress is required if seeking NY State certification.
4. Submission of two (2) letters of recommendation.
International applicants are welcome and encouraged to
apply to the program. Applicants who are citizens of non-
English speaking countries are required to provide:
1. Proof of English proficiency. The most common means
is submission of an official TOEFL (Test of English as a
Foreign Language) score of at least 61 on the internet
based exam or 500 on the paper based version.
2. A transcript evaluation (1 official copy) from a service such
as World Evaluation Services at http://www.wes.org/ which
converts your degree into U.S. equivalents, i.e. degree
equivalent, grades, course credits, etc. We may also
accept the evaluation from other organizations providing
this service.
Mission Statement
The mission of the Education Technologies and Emerging
Media programs is to prepare educators to find, utilize, and
assess the purposeful use of technology for teaching and
learning. The goal of the program is to inspire teachers to
use technology in inspiring ways.
Learning Goals and Objectives
For Learning Goals and objectives please go to
http://www.canisius.edu/grad-education-technologies-
emerging-media/learning-goals.dot
Program Details
The program offers two graduate degrees and one
certificate option:
Master’s Degree in Education Technologies - leads to New
York State certification as an Educational Technology
Specialist. Focuses on the purposeful use of technology
for teaching and learning. A major emphasis is on the
application of technologies for content literacy. Students are
given the opportunity to apply major projects and papers to
their current work or desired professional goals. (33 credits)
Master’s Degree in Education Technologies - not leading to
New York State certification. Designed for those who will
deliver online courses and programs both within a formal
educational setting and in training environments outside
of education. Students are given the opportunity to apply
major projects and papers to their current work or desired
professional goals. (33 credits)
Education Technologies Advanced Certificate - not leading
to New York State certification. Enhances the instructional
strategies of instructors in higher education, primary
and secondary school teachers, and trainers outside of
education. The four courses required may be completed in
as little as 16 weeks. (12 credits)
Program Features
1. Learn about iPad technology, Chromebooks, Google
Apps for Education, Screencasting, Flipped Classroom,
Quizlet, and more
2. All grades levels and content areas welcomed
3. Fully online
4. Master’s degree or Certificate program
5. Complete your practicum requirements for New York
State certification in your local area
6. Eight week classes allow you to complete the program in
as little as 15 months
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118 CANISIUS COLLEGE
Required Courses for Online Master’s Degree
Course Title Credits
EDT 501 Learning with Technology 3
EDT 502 Instructional Design Theories and
Models
3
EDT 503 Educational Multimedia Design
and Emerging Technology
3
EDT 504 Integrating Technology in the
Differentiated Classroom
3
EDT 505 Integrating Technology &
Emerging Media into Content
Areas
3
EDT 506 Research Methods: New Literacies 3
EDT 507 Transformational Leadership and
Technology
3
EDT 508 Technology for Social Change 3
Elective: Select one of the courses below
OTT 501 Introduction to eLearning 3
OTT 502 eLearning Course Development 3
OTT 503 Technologies for eLearning 3
OTT 504 Evaluating eLearning 3
Select one of the following practicum courses
EDT 510 Integrated Master’s Project
(No NYS Certification)
6
EDT 511 College Supervised Practicum
(NYS Certification)
6
Required Courses for Online Education Technologies
Certificate
Course Title Credits
EDT 501 Learning with Technology 3
EDT 502 Instructional Design Theories and
Models
3
EDT 503 Educational Multimedia Design and
Emerging Technology
3
EDT 504 Integrating Technology in the
Differentiated Classroom
3
For more information on the program please go to
http://www.canisius.edu/education-technologies/
EDUCATION TECHNOLOGIES AND EMERGING
MEDIA COURSES FOR 2014-2016
EDT 501 Learning with Technology 3 credits
This course helps teachers create safe, supportive, respectful,
and equitable learning environments utilizing technology
in order to facilitate learning for all students. Students will
investigate how to gain quality and effectiveness in teaching
by expanding their knowledge of technology as a tool, a
medium, and a setting for learning. The content focus will not
be on learning specific technologies, but rather to gain an
understanding of how technology can be much more than
“just a tool” in a classroom or training.
EDT 502 Instructional Design Theories and Models
3 credits
Students investigate and apply models for systematically
analyzing instructional problems and developing valid and
practical solutions specific to their professional goals.
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119 GRADUATE CATALOG 2014-2016
EDT 503 Educational Multimedia Design and Emerging
Technology 3 credits
Students will examine theory and practice of creating
educational and instructional multimedia for learning and
will look at future trends in teaching and learning. They will
explore promising technology and discover how the use of
these may help them lead in their field and address current
challenges in their work and professions. Students will
demonstrate their ability and willingness to become agents
of social change through the thoughtful and scholarly
integrating of technology for learning. This course includes
a 10 hour field experience.
EDT 504 Integrating Technology in the Differentiated
Classroom 3 credits
This course introduces educators and professionals to
technology that can be used to support, supplement and
deliver differentiated content and assessment in the mixed
ability classroom, including those with disabilities and specific
learning needs. The benefits and challenges of incorporating
technology will be considered while participants learn how to
integrate technology into their curriculum. Participants will
gain hands-on experience using technological strategies for
differentiation that will engage learners of all styles, ranging
from new uses for basic software applications and online
collaboration, to the production of multimedia. This course
includes a 10 hour field experience.
EDT 505 Integrating Technology and Emerging Media into
the Content Areas 3 credits
This course provides practical, timely, and relevant ways
to integrate technology for content learning. Students will
examine best practice use of Education Technologies for
their content areas, emerging technology, and curriculum-
specific uses of technology for learning new content. This
course includes a 10 hour field experience.
EDT 506 Research Methods: New Literacies 3 credits
This course is a response to the call of the 21st century to
make students interactive, technologically savvy citizens. As
our global society increasingly turns from page to screen
for most aspects of modern life, teachers in all content
areas will need to know not only the traditional knowledge,
skills and methods of their disciplines, but they also must
develop competencies in new literacies. New literacies are
now necessary for everyone to interact and function in
business, for entertainment, and in virtually all other areas
of modern life. It is vital, therefore, for teachers to teach
students to use inquiry, collaboration, and multimodal
design, as well as more traditional types of critical thinking
to do their life’s work.
EDT 507 Transformational Leadership and
Technology 3 credits
Students will examine concepts and strategies needed
for leadership in the use and integration of technology
for learning. Topics include strategic planning, leadership
styles, change processes, and policy issues in educational
technology. This course includes a 10 hour field experience.
EDT 508 Technology for Social Change 3 credits
Students will prepare for educational leadership and be
better able to be advocates of social justice through the use
of technology for learning. The course focuses on policies
that relate to social justice and technology in an attempt to
prepare educational leaders to make a positive contribution
in their fields. The main objective is to better understand
how technology can impact society and how to make that
positive change happen.
EDT 510 Integrated Master’s Project 6 credits
Students investigate and research an academic topic
in Education Technologies and then apply that research
to an actual education setting. Students will develop
a comprehensive thesis paper and a multi-media
presentation piece. For candidates not seeking a New York
State certification.
EDT 511 College Supervised Fieldwork in Education
Technologies 6 credits
This course is the culmination of the work throughout the
program and will require students to complete a practicum
of 90 hours working with a teacher or leader in the field.
The program will follow theprotocols set forth by the School
of Education and Human Services, and will utilize the
same rubrics, lesson plan formats, unit plan formats, Code
of Ethics, Student Teacher Candidate Contract, etc. For
candidates seeking a New York State certification.
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120 CANISIUS COLLEGE
OTT 501 Introduction to eLearning 3 credits
Learners will get an overview of elearning, learn about the
basics, and learn how to teach and assess readiness for
elearning. Participants will be introduced to the concepts of
the virtual classroom, including the design and delivery of
online coursework. Course concepts include synchronous
and asynchronous learning systems, using the web for
instruction, virtual communities, online teaching tools, and
how students’ needs can be addressed in online delivery.
Current research in online teaching and learning will be
explored and participants will begin to consider how they
might build a basic course or course component in their
field. The course or course component will begin the
participant’s capstone project, which will be developed
throughout the program and which will exemplify the
application of the program concepts.
OTT 502 eLearning Course Development 3 credits
Students will learn how to plan, design, develop, deliver, and
assess an online course and learners. They will also learn
how to accommodate a wide variety of learners. Participants
will investigate online teaching concepts and models. They
will plan their learning outcomes and incorporate them into
their plan for implementation by aligning learning outcomes
and models. They will build and rationalize appropriate
assignments and technology tools to meet course goals
and objectives.
OTT 503 Technologies for eLearning 3 credits
Because technology and innovation happens at a fast pace,
students will be expected to learn how to find, evaluate, and
synthesize how new tools may benefit teaching and training.
This course examines emerging technology tools for virtual
learning environments. Students will be expected to utilize
the learning outcomes for a particular class or training
session to purposefully choose appropriate technologies,
including both synchronous and asynchronous tools. They
will demonstrate careful consideration for selecting certain
technology tools and how they will help learners succeed in
a classroom setting.
OTT 504 Evaluating eLearning 3 credits
Participants will investigate how the history of innovation
and distance education has impacted educational thought
and culture, including managerial and organizational issues,
change-management, decision-making, and solutions for
successful course and program management. They will
investigate and plan for the use of research-based solutions
to educational problems, both in face-to-face and online
environments. As a deliverable, participants will analyze
which particular challenge(s) they may encounter and
write a plan for addressing such an issue. The plan will be
included in their course development portfolio.
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121 GRADUATE CATALOG 2014-2016
LITERACY
Program Directors: Mary E. Shea, Director of
Graduate Literacy Programs; Rosemary K.
Murray, Director of Literacy Center
Faculty: Dennis Mike, Associate Professor
Introduction
The Canisius College graduate literacy program prepares
students to meet New York State requirements for
certification as a literacy specialist. It also leads to a
master’s degree. There are course sequences in the
program that involve 33 hours of study for Birth-Grade
6 or Grade 5 – 12 Certification. Additional coursework (9
hours) qualifies candidates for certification in both areas.
Each program has a component that involves working with
children in a clinical setting, specifically testing and tutoring
in literacy skills (e.g. reading and writing).
Literacy Learning Goals and Objectives
Learning Goal 1: Candidates in the literacy program will
demonstrate content, pedagogical, and professional
knowledge necessary for successful performance in their field.
Candidates will:
• Demonstrate understanding of major theories and
empirical research that describe the cognitive, linguistic,
motivational, and sociocultural foundations of reading
and writing development, processes, and components,
including word recognition, language comprehension,
strategic knowledge, and reading–writing connections.
• Demonstrate understanding of the historically shared
knowledge of the profession and changes over time in
the perceptions of reading and writing development,
processes, and components.
• Use a wide range of texts (e.g., narrative, expository,
and poetry) from traditional print, digital, and online
resources.
• Use routines to support reading and writing instruction
(e.g., time allocation, transitions from one activity to
another, discussions, and peer feedback).
Learning Goal 2: Candidates in the literacy program will
demonstrate professional skills and dispositions necessary
for successful performance in their field.
Candidates will:
• Use foundational knowledge to design or implement an
integrated, comprehensive, and balanced curriculum.
• Use appropriate and varied instructional approaches,
including those that develop word recognition, language
comprehension, strategic knowledge, and reading–
writing connections.
• Display positive dispositions related to their own reading
and writing and the teaching of reading and writing,
and pursue the development of individual professional
knowledge and behaviors.
• Design the physical environment to optimize students’
use of traditional print, digital, and online resources in
reading and writing instruction.
• Use a variety of classroom configurations (i.e., whole
class, small group, and individual) to differentiate
instruction.
Learning Goal 3: Candidates in the literacy program will
demonstrate willingness to use their skills to benefit and serve
society. Within the contexts of their work, candidates promote
authentic learning, social and emotional development, and
a commitment to social justice in environments that foster
respect for diversity and the dignity of all.
Candidates will:
• Recognize, understand, and value the forms of diversity
that exist in society and their importance in learning to
read and write.
• Use a literacy curriculum and engage in instructional
practices that positively impact students’ knowledge,
beliefs, and engagement with the features of diversity.
• Develop and implement strategies to advocate for equity.
• Design a social environment that is low risk and includes
choice, motivation, and scaffolded support to optimize
students’ opportunities for learning to read and write.
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122 CANISIUS COLLEGE
Learning Goal 4: Candidates in the literacy program will
demonstrate self-reflection as a habit of mind, continuously
assessing and refining their professional practice as they
construct a rich repertoire of research-based knowledge,
skills, and attitudes for effective performance ensuring that
all students and/or clients have optimal opportunities to
learn and grow.
Candidates will:
• Demonstrate understanding of the role of professional
judgment and practical knowledge for improving all
students’ reading development and achievement.
• Demonstrate understanding of the types of assessments
and their purposes, strengths, and limitations.
• Select, develop, administer, and interpret assessments,
both traditional print and electronic, for specific purposes.
Learning Goal 5: Candidates in the literacy program will
become adept at applying their acquired knowledge in the
process of evaluating their own professional performance
and decision-making with respect to its impact on students
and/or clients, organizations, and the wider community.
Candidates will:
• Demonstrate foundational knowledge of adult learning
theories and related research about organizational
change, professional development, and school culture.
• Participate in, design, facilitate, lead, and evaluate
effective and differentiated professional development
programs.
• Demonstrate understanding of and influence local, state,
or national policy decisions.
• Use assessment information to plan and evaluate
instruction.
• Communicate assessment results and implications to a
variety of audiences.
Program Details
Required Core Courses for Professional Certification in
Literacy, Birth – Grade 6
The following courses are required of all candidates
Course Title Credits
EDR 502 Foundations of Literacy Instruction 3
EDR 509 Teaching Literacy with Diverse
Populations
3
EDR 510 Creating a Literate Environment:
Teaching the Language Processes
3
EDR 515 Introduction to Statistics,
Measurement & Assessment
3
EDR 600 Literacy Curriculum and the Role of
the Reading Specialist
3
EDR 616 Research Methods in Reading 3
To t a l 18
Additional Courses for Birth-Grade 6 Professional
Certification
Course Title Credits
EDR 501 Reading and Writing in the Content
Areas
3
EDR 508 Emergent Literacy 3
EDR 601 Diagnosis and Diagnostic Teaching
Clinical Practicum: Birth-Grade 6
6
EDR 603 Advanced Practicum: Birth-Grade 6 3
To t a l 33
Required Certification Exams for Initial Certification:
New York State Teachers Certification Exams (NYSTCE)
• CST: Content Specialty Test (Literacy)
Completion of Graduation Portfolio requirement:
Candidates will use Task Stream to complete graduate
portfolio requirements. Course instructors will also designate
that certain assignments be included in the portfolio.
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123 GRADUATE CATALOG 2014-2016
Optional: To Add Grade 5-12 Certification
Course Title Credits
EDR 504 Adolescent Literacy 3
EDR 606 Internship Practicum: Grades 5-12 6
To t a l 42
Required Core Courses for Professional Certification in
Literacy, Grades 5 - 12
Course Title Credits
EDR 502 Foundations of Literacy Instruction 3
EDR 509 Teaching Literacy with Diverse
Populations
3
EDR 510 Creating a Literate Environment 3
EDR 515 Introduction to Statistics,
Measurement & Assessment
3
EDR 600 Literacy Curriculum and the Role of
the Reading Specialist
3
EDR 616 Research Methods in Reading 3
To t a l 18
Additional Courses for Grades 5-12 Professional
Certification
Course Title Credits
EDR 503 Reading in the Secondary Schools 3
EDR 504 Adolescent Literacy 3
EDR 602 Grade5-12: Diagnosis & Diagnostic
Teaching and Clinical Practicum
6
EDR 604 Advanced Practicum: Grades 5-12 3
To t a l 33
Required Certification Exams for Initial
Certification:
New York State Teachers Certification Exams (NYSTCE)
• CST: Content Specialty Test (Literacy)
Completion of Graduation Portfolio requirement:
Candidates will use Task Stream to complete graduate
portfolio requirements. Course instructors will also designate
that certain assignments be included in the portfolio.
Optional: To Add Birth-Grade 6 certification
Course Title Credits
EDR 605 Internship Practicum: Grades Birth-
Grade 6
6
EDR 508 Emergent Literacy 3
To t a l 42
LITERACY COURSES FOR 2014-2016
EDR 501 Reading and Writing in the Content
Areas 3 credits
Strategies for teaching and developing young children’s
skills in effectively applying literacy skills as tools for learning
in content areas will be examined. Candidates will develop
materials and procedures that enhance comprehension,
vocabulary acquisition, and study skills of diverse
populations of learners. Various measures for assessing
children’s performance in subject areas will be studied.
Children’s literature that supplements textbooks across the
content areas will be examined.
EDR 502 Foundations of Literacy Instruction 3 credits
Research-based foundational principles for effective
instruction in each of the language areas will be explored.
Candidates will study the historical trajectory of literacy
research and instruction, learn strategies for literacy
instruction with diverse populations of learners, create
lesson plans that apply instructional techniques, select
materials based on children’s literacy level and interests,
and examine various assessment measures. Multiple genres
of children’s literature along with applications in literacy
instruction will be explored.
EDR 503 Reading in the Secondary School 3 credits
The effective application of literacy skills as tools for
teaching secondary level content areas to diverse
populations will be examined. Candidates will develop
materials and procedures that enhance comprehension.
Integration of content and skills across subjects will be
emphasized as well as methods to meet specific needs
of students, including the use of multiple measures of
assessment, diverse genres of literature, and various
interventions in literacy instruction.
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124 CANISIUS COLLEGE
EDR 504 Adolescent Literacy: A Critical Pedagogy for a
Diverse Urban Population 3 credits
Candidates will address the literacy needs of an increasingly
diverse middle childhood and adolescent school population.
Candidates will explore the factors influencing literacy
education in the secondary school and become familiar with
effective diagnostic teaching strategies appropriate for this
diverse population.
EDR 508 Emergent Literacy 3 credits
Research on the emergence of young children’s literacy
knowledge and structures that enhance this development
will be studied. Implementation of the emergent literacy
paradigm through lessons and programs for a diverse
population of young children will be a focus. Multiple
measures of assessment, effective early intervention
models, and multiple genres of literature with applications in
literacy instruction will be explored.
EDR 509 Teaching Literacy with Diverse Population
3 credits
Strategies for effective literacy instruction with diverse
populations will be examined. These include research-
based approaches for special education students, ESL/
LEP students and gifted and talented students. Candidates
will examine how to match instruction to students’ needs
and how to incorporate differentiated instruction in a
classroom. Multicultural literature and literature that deals
with specific disabilities will be examined. Candidates
create a comprehensive curricular unit that is ready to be
implemented in a classroom of diversity.
EDR 510 Creating a Literate Environment: Teaching the
Language Processes 3 credits
Instructional techniques for concurrently developing skills in
speaking, listening, reading and writing as well as specific
models for instruction that meet diverse needs and interests
at all levels will be examined. Organizational components of
an effective reading and writing classroom will be explored
along with methods for providing a print-rich environment
that spans a broad spectrum of reading levels, genres and
interests.
EDR 600 Literacy Curriculum and the Role of the Reading
Specialist 3 credits
Procedures for planning, evaluating and implementing
curriculum at the school district level that address state
and local mandates will be explored. Multiple resources
that can be used in the implementation of curriculum will
be examined. The role that the literacy specialist plays
in coordinating this process, guiding the selection of
instructional materials, and determining appropriate in-
service will be examined.
EDR 601 Birth-Grade 6: Diagnosis and Diagnostic
Teaching Clinical Practicum 6 credits
Candidates will explore theories and conduct in-depth
literacy assessments, using both formal and informal
age-appropriate measures. Candidates will examine
administrative procedures and the interpretation of results
for multiple assessment instruments, including diagnostic
and achievement tests, reading inventories, observations,
and anecdotal records. The diagnostic teaching model will
be introduced and traditional remediation and intervention
theories will be explored as candidates work with struggling
readers during scheduled tutorial sessions. Prerequisites
EDR 501, 502, 508, and 509.
EDR 602 Grade 5-12: Diagnosis and Diagnostic Teaching
Clinical Practicum 6 credits
Candidates will explore theories and conduct in-depth
literacy assessments using both formal and informal age-
appropriate measures. Candidates will examine procedures
and the interpretation of results for multiple assessment
instruments, including diagnostic and achievement
tests, reading inventories, observations and anecdotal
records. The diagnostic teaching model will be introduced.
Traditional remediation and intervention theories will be
explored as candidates work with struggling readers during
scheduled tutorial sessions. Prerequisites EDR 502, 503,
504, and 509.
EDR 603 Advanced Practicum: Birth-Grade 6 3 credits
Candidates observe and fully participate as an intern in
reading clinics, schools, or public and voluntary agencies
serving children who are experiencing literacy problems.
Candidates will refine proficiencies in instruction and
assessment, organization, and enhancement of a literacy
curriculum as they work with a professional team at the site.
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125 GRADUATE CATALOG 2014-2016
Candidates will serve as a resource for literacy instruction;
they will also prepare staff development for professionals
at the site based on a survey of teachers’ interests/needs.
Prerequisite: EDR 601 OR EDR 610 and 612.
EDR 604 Advanced Practicum: Grades 5-12 3 credits
Candidates observe and fully participate as an intern in
reading clinics, schools, or public and voluntary agencies
serving children who are experiencing literacy problems.
Candidates will refine proficiencies in instruction and
assessment, organization, and enhancement of a literacy
curriculum as they work with a professional team at the site.
Candidates will serve as a resource for literacy instruction;
they will also prepare staff development for professionals
at the site based on a survey of teachers’ interests/needs.
Prerequisite: EDR 602 OR EDR 611 and 613.
EDR 605 Internship Practicum: Birth-Grade 6 6 credits
During this semester-long practicum experience in literacy
instruction, candidates will observe and fully participate in
reading clinics, schools, or public and voluntary agencies
serving children who are experiencing literacy problems.
Candidates will work with clients at the emergent and
childhood level.
EDR 606 Internship Practicum: Grades 5-12 6 credits
During this semester-long practicum experience in literacy
instruction, candidates will observe and fully participate in
reading clinics, schools or public and voluntary agencies
serving children who are experiencing literacy problems.
Candidates will work with clients at the middle childhood
through adolescent level.
EDR 616 Research Methods in Reading 3 credits
The course will include an examination of research on
teaching in general and teaching literacy in particular. It
will explore perspectives and questions on contrasting
paradigms, implications of this research for curriculum,
instruction, policy and practice, and teacher education
and professional development. Each candidate will plan
aresearch project consistent with his/her interests and with
the course goals. Prerequisite: EDR 515.
EDR 515 Introduction to Statistics, Measurement &
Assessment 3 credits
Descriptive and inferential statistical methods, quantitative
and qualitative methods, research models, procedures
for designing research studies and ethical principles will
be studied. Candidates will also analyze literacy research
studies that incorporate the various statistical procedures
studied.
Online Literacy
Two Strands for certification:
Master’s with NY State certification in literacy Birth–Grade 6
or
Master’s with NY State certification in literacy Grades 5-12
Sequence of courses differs based on fall, spring, or
summer start. Each is outlined on degree summary sheets.
Birth-Grade 6 Strand
Course Title Credits
ONL 501 Reading and Writing in the Content
Areas
3
ONL 502 Foundations of Literacy Instruction 3
ONL 508 Emergent Literacy 3
ONL 509 Teaching Literacy with Diverse
Populations
3
ONL 510 Creating a Literature Environment:
Teaching the Language Processes
3
ONL 515 Introduction to Statistics,
Measurement & Assessment
3
ONL 600 Literacy Curriculum and the Role of
the Reading Specialist
3
ONL 603 Advanced Practicum: Birth-Grade 6 3
ONL 610 Diagnosis: Birth-Grade 6 3
ONL 612 Practicum I: Birth-Grade 6 3
ONL 616 Research Methods 3
To t a l 33
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126 CANISIUS COLLEGE
Grades 5-12 Strand
Course Title Credits
ONL 502 Foundations of Literacy Instruction 3
ONL 503 Reading in the Secondary Schools 3
ONL 504 Adolescent Literacy 3
ONL 509 Teaching Literacy with Diverse
Population
3
ONL 510 Creating a Literate Environment:
Teaching the Language Processes
3
ONL 515 Introduction to Statistics,
Measurement & Assessment
3
ONL 600 Literacy Curriculum and the Role of
the Reading Specialist
3
ONL 604 Advanced Practicum: Grades 5-12 3
ONL 611 Diagnosis: Grades 5-12 3
ONL 613 Practicum I: Grades 5-12 3
ONL 616 Research Methods 3
To t a l 33
Required Certification Exams for Initial
Certification:
New York State Teachers Certification Exams (NYSTCE)
• CST: Content Specialty Test (Literacy)
Completion of Graduation Portfolio requirement:
Candidates will use Task Stream to complete graduate
portfolio requirements. Course instructors will also designate
that certain assignments be included in the portfolio.
COURSES FOR ONLINE LITERACY 2014-2016
Course descriptions remain the same as for EDR versions.
New versions of Diagnosis and Practicum I are described
below.
EDR 610 Diagnosis for Birth-6
Candidates will explore theories and conduct in-depth
literacy assessments, using both formal and informal
age-appropriate measures. Candidates will examine
administrative procedures and the interpretation of results
for multiple assessment instruments, including diagnostic
and achievement tests, reading inventories, observations,
and anecdotal records. A case report will be completed.
Prerequisites EDR 501, 502, 508, and 509.
EDR 611 Diagnosis for Grades 5-12
Candidates will explore theories and conduct in-depth
literacy assessments, using both formal and informal
age-appropriate measures. Candidates will examine
administrative procedures and the interpretation of results
for multiple assessment instruments, including diagnostic
and achievement tests, reading inventories, observations,
and anecdotal records. A case report will be completed.
Prerequisites EDR 502, 503, 504, and 509.
EDR 612 Practicum I for Birth-Grade 6
The diagnostic teaching model, traditional remediation and
intervention theories will be explored as candidates work
with struggling readers during scheduled tutorial sessions.
In another venue, they will work with students to provide
enrichment in literacy skills. Prerequisite EDR 610.
EDR 613 Practicum for Grades 5-12
The diagnostic teaching model, traditional remediation and
intervention theories will be explored as candidates work
with struggling readers during scheduled tutorial sessions.
In another venue, they will work with students to provide
enrichment in literacy skills. Prerequisite 611.
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127 GRADUATE CATALOG 2014-2016
PHYSICAL EDUCATION
Program Director: Timothy Sawicki
Faculty: Michael G. Dolan, Gregory K. Reeds,
Clancy Seymour
Adjunct Faculty: Curtis Hinson, Andrew Rudd,
Patrick Ruffner, Michael Sheridan, James Sylvis.
Degree: Master of Science
Introduction
These programs offer graduate study leading to the
Master of Science degree. They are designed to develop
job-related competencies with the goal of producing
physical education professionals, sports scientists and
health educators who are knowledgeable and skilled in the
administration of physical activity programs.
The Department of Kinesiology offers a Master of
Science degree program in Physical Education which
meets the New York State requirements for professional
certification for in-service teachers. This fully on-line
degree program provides students with an opportunity for
coursework in the areas of school athletic administration,
adapted physical education, coaching, sport psychology,
health education, teaching physical education and sport
studies. It is designed for physical education professionals
who already possess initial teaching certification in physical
education.
Another distinct program of study leads to either the
New York State initial teaching certificate issued by the
New York State Education Department (SED) or the Interim
Certification of Qualification from the Ontario College
of Teachers. This predominantly on-campus program is
designed for pre-service teachers and culminates with the
student teaching experience.
Candidates seeking the New York State initial certificate
(or the certification of qualification) must pass the required
examination(s) in order to obtain initial certification in
physical education. The required standardized test will be
the New York State Teacher’s Exam ( ALST, EAS, edTPA,
and CST in physical education) for anyone desiring New
York State certification. For any student desiring to gain
certification in another state, the National Teacher’s Exam
(NTE) may also be required.
Note: Foreign language competency is required for teaching
certification in New York State. See the Department Chair
for advisement.
Admission/Graduation
Applicants must meet the general requirements for
admission to graduate work in the School of Education and
Human Services. Student performance and progress toward
program completion will be assessed regularly in terms of
established competencies. A GPA of 3.00 (B) on a four point
scale is required for graduation. A grade of F earns 0 credits.
Physical Education Learning Goals and
Objectives
For Physical Education Learning Goals and Objectives
please go to http://www.canisius.edu/physical-education-
advanced/learning-goals/
Program Details
On-line Physical Education curriculum:
Master of science degree/professional certification
Designed for physical education professionals who already
possess initial or provisional teaching certification in physical
education, this program is ideal for coaches and others with
demanding schedules who need to balance work and family
while continuing their education.
The master of science/education degree in physical
education meets the master’s degree requirement for
professional certification in New York State. The student will
complete the nine credit research core sequence, twelve
credit teaching sequence, and nine credits of electives.
1. Core Research
Course Title Credits
PEG 615 Statistics in PE/Health 3
PEG 680 Research Methods 3
PEG 684 Capstone in Teaching PE/Health 3
To t a l 9
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128 CANISIUS COLLEGE
2. Teaching Sequence
Course Title Credits
PEG 650 Analysis of Curriculum and Teaching 3
PEG 660 Advanced Human Growth and
Motor Development
3
PEG 670 Advanced Teaching Methods in
Physical Education
3
PEG 671 Authentic Assessment in Physical
Education
3
To t a l 12
3. Electives (Choose 3 of the following)
Course Title Credits
PEG 609 Health and Cultural Awareness 3
PEG 612 Principles and Foundations of
Holistic Health
3
PEG 613 Dimensions in Women’s Health 3
PEG 614 Alternative Medicine 3
PEG 616 International Health Perspectives 3
PEG 618 Controversial Issues in Health
Education
3
PEG 620 Leadership in Physical Education &
Athletics
3
PEG 630 Physical Education for the
Exceptional Individual
3
PEG 632 Recreational Activities for Individuals
with Special Needs
3
PEG 640 Social Psychology of Sport and
Physical Activity
3
PEG 645 Performance Enhancements and
Interventions: Sports Pyschology
3
PEG 646 Sport in Society 3
PEG 651 Coaching Theory and Techniques 3
PEG 681 Legal Aspects in Physical Education
and Athletics
3
PEG 687 Contemporary Issues in Physical
Education
3
To t a l 9
*Graduate Education or other PEG electives may be
substituted with approval from the Department Chair or
Program Director. The total requirements for the master’s of
science degree is ten courses (30 credits).
Physical Education Curriculum
Master of Science Degree/initial certification
Master of science degree with student teaching certification
for New York State and Ontario students whose bachelor’s
degree is not in physical education or whose physical
education degree does not contain initial teaching
certification.
Candidates for this program of study must meet all the
Department of Kinesiology requirements prior to receiving
a student teaching placement. This includes an activity
skills sequence, the bio-scientific basis of exercise, and
Lifeguarding or Health.
The theory courses must be taken at the graduate
level. Students should meet with the program director for
individual advisement, but must take at least twenty four
hours of course work at Canisius College in addition to
the student teaching placement (9 credits). Total credits
required will vary from student to student.
Prerequisites for Physical Education
Course Title Credits
Two 3 credit courses from the following: Net,
Target, and Fitness Activities, Team Games,
Dance, and Gymnastics, Cooperative Activities
and Outdoor Curriculum
6
HED 337 Exercise Principles 3
KIN 235 Kinesiology (Prerequisite BIO 114) 3
BIO 114/L Human Anatomy and Physiology
and Lab
4
HED 321 Lifeguard, CPR, First Aid, WSI (US)
or
Health Elective (Canadian)
3
To t a l 19
Other courses may satisfy the above requirements at the
director’s discretion.
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129 GRADUATE CATALOG 2014-2016
Required courses for Initial Certification in K-12 Physical
Education
Course Title Credits
PEG 505 Foundations of Education (co-
requisite EDU 595, EDU 596)
3
EDU 595 Child Abuse Seminar (co-requisite
EDU 505, EDU 596)
0
EDU 596 Prevention of School Violence
Workshop (co-requisite EDU 505,
EDU 595)
0
PEG 511 Movement Activities for the
Elementary Child
3
PEG 554 Adapted Physical Education 3
PEG 560 Motor Development 3
PEG 541B Teaching Methods in Physical
Education
3
PEG 541B
Lab
Teaching Methods in Physical
Education Lab
0
PEG 571 Assessment in Physical Education 3
PEG 580 Concepts of Teaching Sport Skills 3
PEG 584 Capstone in Teaching Physical
Education
3
PEG 597 Professional Seminar 0
SPE 541 Inclusive Strategies 3
Total 27
PEG 593 Student Teaching 9
PEG 594 Student Teaching Seminar 0
EDU 495 Dignity for All Students (DASA) 0
To t a l 36
Required Certification Exams for Initial
Certification
New York State Teachers Certification Exams (NYSTCE)
• ALST: Academic Literacy Skills Test
• EAS: Educating All Students Test
• edTPA: Educative Teacher Performance Assessment
(submitted during student-teaching)
• CST: Content Specialty Test (Physical Education)
Other Certification Requirements
Fingerprinting
Students may apply for Initial Certification upon completion
of student teaching. The MS in physical education, along
with 3 years of experience, is required for Professional
Certification in New York State.
Additional Courses for the MS Degree
Course Title Credits
PEG 680 Research Methods in Physical
Education/Health
3
Physical Education Courses for 2014-2016
PEG 511 Movement Education and Elementary
Activities 3 credits
Conceptual bases, perceptual-motor development
and practical applications of movement education.
Development, implementation and integration of a physical
education program; teaching strategies geared to the
elementary level classroom with emphasis on New York and
national learning standards in Physical Education. 50 hour
field experience required.
PEG 541B Teaching Methods in PE 3 credits
Development, implementation and integration of a physical
education program; teaching strategies for K-12 physical
education with an emphasis on New York State and national
learning standards in Physical Education. 50 hour field
experience required.
PEG 541B Lab Teaching Methods in PE Lab 0 credits
Required with PEG 541B or PEG 571 and includes a field
experience for entire schools days weekly on Wednesday,
Thursday, and Friday.
PEG 554 Adapted Physical Education 3 credits
Designed to provide students with an exposure to
education, physical education, sport and recreational
programming for children with disabilities. Content focuses
on variety of disabilities eligible for service under the
Individuals with Disabilities Act (IDEA) and the ability to
design, conduct, and assess a physical education program
that is appropriate for this population.
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130 CANISIUS COLLEGE
PEG 560 Motor Development 3 credits
Examination of principles of growth and developmental
theory with an emphasis on factors affecting changes in
movement potential of individuals. (On-line for distance
learning).
PEG 571 Assessment in Physical Education 3 credits
Lectures, laboratory, and field experience in the Physical
Best Fitness program, Fitnessgram, and integrating the
New York State Profile. Focus on the evaluation of the State
standards and authentic assessments and the National
Association for Sport and Physical Education (NASPE)
guidelines. Certification fee required for this course. 10 hour
field experience required.
PEG 597 Professional Seminar 0 credits
Current Issues in P-12 Physical Education, Health and
Athletics as well as certification requirements.
PEG 580 Concepts of Teaching Sport Skills 3 credits
Normal developmental patterns of motor skills. How the
human organismacquires movement proficiency in those
skills.
PEG 584 Capstone in Teaching Physical Education
3 credits
Analysis and evaluation of issues, directed readings, and
comprehensive exam of content and theory identified in the
program and student teaching.
PEG 593 Student Teaching 12 credits
Culminating experience includes fourteen (14) weeks of
student teaching in the schools.
PEG 594 Student Teaching Seminar 0 credits
In conjunction with the student teaching experience,
students must attend a series of seminars. Topics include
school violence, child abuse, drug and alcohol awareness
and multiculturalism. Resume, job search and interview
techniques will be reviewed.
SPE 541 Inclusive Strategies 3 Credits
This course is intended for graduate teacher candidates
seeking New York State certification. The purpose of this
course is to provide a comprehensive overview of high
and low incidence disabilities which will include definitions,
characteristics, prevalence, and assessment techniques for
each disability type. In addition, course content will include
strategies intended to accommodate the diverse learning
needs of such students within inclusive environments.
Candidates will be provided with strategies to teach English
Language learners and will be introduced to effective
collaborative practices.
PEG 609 Health and Cultural Awareness 3 credits
A multicultural perspective of health, wellness and healing.
Focus on health issues and concerns that ethnic minority
populations face in the United States. Promotes awareness
of the diversity of attitudes, values and beliefs from various
cultural backgrounds. Explores traditional healing theories
and practices of cultures across the world and their use
among our ethnic populations today.
PEG 612 Principles and Foundations of Holistic
Health 3 credits
An alternative and complimentary perspective on health
and well-being. Focus on the most effective holistic
approaches to illness and today’s prevention and treatment
opportunities. A comparison of holistic modalities to
conventional medical practices.
PEG 613 Dimensions in Women’s Health 3 credits
The uniqueness of women’s health issues is examined.
Focus on the female population, which has special
health needs and concerns that are different from men.
Examination of the various dimensions of women’s health
and exploration of the contributing epidemiological,
historical, psychosocial, cultural/ethnic, legal, political and
economic influences. Highlights a woman’s lifespan and the
factors that affect overall health and well-being.
PEG 614 Alternative Medicine 3 credits
Theory and content related to various topics in the field.
May include topics such as reflexology, acupuncture,
aromatherapy, meditation, massage, and herbal remedies.
PEG 615 Statistics in Physical Education/Health 3 credits
Descriptive statistical methods including central tendencies,
dispersion standard scores, correlation, and probability
theory will be addressed. The elements of test construction:
table of specifications, reliability, validity and item analysis
will be considered. Candidates will become familiar with
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131 GRADUATE CATALOG 2014-2016
norm referenced, criterion referenced and performance
instruments and will study the diagnostic teaching model of
instruction. Technology will be used to simulate evaluation
and statistical analysis.
PEG 616 International Health Perspectives 3 credits
Examines the constantly evolving global health issues of the
21st century. Focus on international health problems and
solutions to reduce human pain and suffering. Topics include
globalization of international health, changing environmental
conditions, nutritional challenges of developing countries and
industrialized nations, epidemics of non-communicable and
infectious disease, maternal and child health, comparison of
health care systems and the future of world health.
PEG 618 Controversial Issues in Health and Society
3 credits
Encourages critical thought on important health issues and
provides a context for controversy. Explores dimensions and
approaches to the study of health and society. Examines a
variety of opposing viewpoints related to health science and
personal health using a debate framework. Topics include
euthanasia, sexuality and gender issues, human cloning,
stem cell research, organ trafficking, gun control, substance
abuse, etc.
PEG 620 Leadership in Physical Education and
Athletics 3 credits
Appropriate concepts relating to efficient management
and leadership for sport or exercise settings. Management
principles and techniques relating to programs, personnel,
facilities, and special events.
PEG 630 Physical Education for the Exceptional
Individual 3 credits
Principles and objectives of programming for exceptional
individuals in physical activity. Diagnostic techniques, activity
modifications, contraindicated activities and causes of
disabilities.
PEG 632 Recreational Activities for Individuals with
Special Needs 3 credits
Development of community recreational facilities and
equipment for the handicapped from childhood through
old age. Emphasis on promotion, organization and
administration.
PEG 640 Social Psychology of Sport and Physical
Activity 3 credits
Psycho-social development, psychological factors in
competitive sport and social behavior in sport contexts.
Includes emotions, the coach /athlete relationship,
motivation, personality and mental training techniques.
PEG 645 Performance Enhancements and Interventions:
Sports Psychology 3 credits
Educates professionals in learning theoretical constructs
and implementing related counseling interventions with
athletes. Investigates the application of sport psychology/
counseling strategies across many different fields and
domains, such as physical education, counseling and sport
administration.
PEG 646 Sport in Society 3 credits
A sociological inquiry into North American Sport as a social
institution. Sport is examined as a microcosm of the larger
society and how it reflects the dominant ideology of the
time. Institutional interconnections between family, politics,
economics and religion bring the role of sport in society
into focus. Topics such as social stratification, prejudice,
discrimination and collective behavior are discussed.
PEG 651 Coaching Theory and Techniques 3 credits
Principles of effective coaching, including the role of
the coach, practice planning, leadership theory, sport
psychology and teaching motor skills.
PEG 670 Advanced Teaching Methods in Physical
Education 3 credits
Examination of Mosston’s Spectrum of Teaching Styles in
Physical Education. Focus will be on applying the teaching
styles to various units in physical education.
PEG 671 Authentic Assessment in Physical
Education 3 credits
Content and theory related to authentic and alternative
assessment in physical education. Development,
implementation and assessment of authentic assessments
in physical education included.
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132 CANISIUS COLLEGE
PEG 680 Research Methods in Physical & Health
Education 3 credits
Identification and delineation of research problems, survey
of related literature and detailed examination of various
research methods. Attention given to the presentation of
research in both written and oral form.
PEG 681 Legal Aspects in Physical Education and
Athletics 3 credits
Provides educational personnel the knowledge and
understanding of laws pertinent to sport and education.
Emphasis on practical situations where litigation most
frequently arises.
PEG 684 Capstone in Teaching Physical Education and
Health 3 credits
Analysis and evaluation of issues, directed readings, and
comprehensive exam of content and theory identified in the
program. Professional portfolio developed.
PEG 687 Contemporary Issues in PE/Athletics 3 credits
Focuses on current issues which help define the field of
Physical and Health and high school athletics. Students
examine the resolution of issues for topics such as meeting
the New York State Learning Standards, zero tolerance for
substance abuse on athletic teams, sportsmanship, winning
and losing, and the state of childhood obesity.
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133 GRADUATE CATALOG 2014-2016
PROFESSIONAL STUDIES
Introduction
According to research performed at the University of
California San Francisco, allied health professionals make
up 60% of the total healthcare workforce. As a result of
this increasing demand for well-trained and motivated
professionals, the Allied Health program offerings at
Canisius are rapidly expanding. Students can choose from
MS programs in Health & Human Performance, Applied
Nutrition, Community & School Health, Respiratory Care
and Health Information Technology.
Mission Statement
The mission of the Office of Professional Studies is
to help adult learners, non-traditional students and
working professionals further their education and career
opportunities. Wide-ranging and academically innovative
programs are being developed to respond to the needs
of today’s professionals. These new areas of study are
co-developed by Canisius faculty and outside partners
including industry experts, professional associations,
consulting organizations and businesses. The programs
are provided in creative scheduling formats and education
delivery methods designed to meet the needs of working
professionals. Focused on academic excellence, we are
committed to continual self-assessment with the goal of
achieving outstanding results.
Master’s Degree Programs
MS in Health Information Technology
MS in Applied Nutrition
MS in Community and School Health
MS in Health and Human Performance
MS in Respiratory Care
For more information, contact Dr. Dennis Koch, Director,
Office of Professional Studies at 716-888-8292. For
admissions assistance, contact the Graduate Admissions
Office at 716.888-2545, or toll free at 1.800.950.2505, or
GradAdmis[email protected]
Learning Goals and Objectives
The School of Education and Human Services Learning
Goals and Objectives can be found at
http://canisius.edu/academics/academic-schools/
APPLIED NUTRITION
Program Director: Margaret Garfoot, MS, RD, CDN
Faculty: Khalid Bibi, PhD, HFS; Rachel Darr, MS,
RD, CSSD; CDN; Sherry Farrow, PhD;
Mary Jo Parker, MS, RD, CDN; Dennis Koch, PhD,
HFS; Garry Ladd, DHSc;
Robin Schenk, MS, RD, CDN, CNSC; Dan Smith,
PhD, CRC, NCC, LMHC, BCC; Thomas McCarthy,
MS, NSCA, NASM; Sheryl Warren, MS, RD.
Degree: Master of Science
Introduction
The Master of Science in Applied Nutrition program is
offered in a fully online format structured to fit the busy
lifestyle of working professionals. It is designed for students,
practitioners and professionals who are interested in
expanding their knowledge in health-related fields. This
program can be completed in as little as one year.
Graduates of the master’s in applied nutrition program
will be qualified to assume leadership, management or
administrative roles. In addition, graduates will be able to:
• Conduct and comprehend dietetic research
• Apply current research to practice
• Evaluate nutritional programs
• Apply many other acquired skills
The program will provide students with the opportunity to
build theoretical knowledge and specialize in two specialty
areas:
• Obesity and Eating Disorders
• Fitness and Sports Nutrition
Admission
Applications are processed on a rolling basis and are
considered as they are received for each of our terms. We
recommend submitting all material required for admission at
least 30 days prior to the start of the term you wish to begin.
Earlier application will ensure the best scheduling options,
as some course sections may become unavailable. Terms
are eight weeks in length, and students may start in the fall,
spring, or summer semesters. The on-line application can be
submitted with no application fee.
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134 CANISIUS COLLEGE
To qualify for admission, all students must:
• Complete the graduate admissions application.
• Complete a baccalaureate degree from an accredited
institution of higher learning with a minimum GPA of 2.7.
• Submit one (1) official undergraduate transcript from
each institution attended with the degree posted from
the degree-granting institution.
• Submit two (2) letters of recommendation.
• Provide evidence of sufficient college-level coursework in
the sciences or possess current licensure as a Registered
Dietitian. Students who do not meet prerequisites may
be required to complete additional undergraduate/
graduate coursework.
• Provide a statement of purpose of approximately 500
words explaining your motivation for pursuing the MS
in Applied Nutrition at Canisius College. The statement
may be submitted in the essay section of the graduate
application.
• Complete a phone or face-to-face interview with the
program director or a department representative.
Transfer credit: Previous graduate level transfer credits will
be assessed on a case-by-case basis.
Learning Goals and Objectives
Applied nutrition learning goals can be found at
http://www.canisius.edu/applied-nutrition/learning-goals/
Program Details
Pre-requisite: ALH 502 Nutrition (3 credits) - This may be
required for non-RD students. Studies nutrition principles,
behavior, and counseling, as well as clinical applications of
nutrition as it relates to health, clinical exercise physiology,
and cardiac rehabilitation. This will be in addition to the
required courses in the program.
Academic Standing: Students must maintain a GPA of
3.00 to graduate from the program. If the GPA drops below
3.00, the student will be placed on academic probation.
If the student does not bring his/her cumulative GPA
above 3.00 by the end of the next term, the student may
be dismissed from the program. A student may also be
academically dismissed from the program by receiving
more than 2 grades below B-.
Applied Nutrition Curriculum: Total credit hours = 33.
Every student must complete seven courses (21 credits) of
the core curriculum and four courses (12 credits) within a
specialty track.
Core Courses (21 credit hours)
Course Title Credits
ALH 503 Medical Nutrition Therapy 3
ALH 507 Clinical Health Behavior Change 3
ALH 531 Applied Statistics for the Health
Professions
3
ALH 631 Research Methods in Allied Health 3
ALH 689 Master’s Project 3
NTR 505 Advanced Nutrition 3
NTR 603 Nutrition Seminar 3
To t a l 21
Specialty Track 1: Obesity and Eating Disorders
(12 credit hours)
ALH 501 Health Promotion/Disease
Prevention
3
NTR 510 Adult and Pediatric Obesity 3
NTR 512 Eating Disorders in Children and
Adults
3
NTR 612 Sociology of Nutrition 3
To t a l 12
Specialty Track 2: Fitness and Sports Nutrition
(12 credit hours)
ALH 520 Exercise Prescription 3
ALH 522 Fitness Psychology 3
NTR 536 Exercise Physiology 3
ALH 622 Sports and Fitness Nutrition 3
To t a l 12
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135 GRADUATE CATALOG 2014-2016
APPLIED NUTRITION COURSES FOR
2014-2016
Core Courses:
ALH 503 Medical Nutrition Therapy 3 credits
This course will explore the application of nutrition principles
to the treatment and prevention of diseases. This treatment
can range from changes in diet to providing specialized
therapies such as intravenous or tube feeding. Topics
discussed will include lifestyle strategies and therapeutic
nutrient intervention to correct nutritional insufficiencies,
promote optimal health, and prevent, manage, or correct
medical problems.
NTR 505 Advanced Nutrition 3 credits
This course examines the metabolism, physiological actions
and interrelationships of carbohydrates, protein, fats,
vitamins, minerals and water. Topics discussed include the
regulation of the biochemical pathways and the nutritional
principles of macronutrient and micronutrient metabolism;
absorption, excretion, transport and cellular metabolism;
nutritional and toxicological standards for humans and
animal models and bioavailability of minerals.
ALH 507 Clinical Health Behavior Change 3 credits
This course will explore health behavior theories to facilitate
the adoption of healthful behaviors to various groups. It
will include motivational interviewing, practice of nonverbal,
active listening, goal assessment and group counseling.
It will also explore the evaluation of nutrition education
interventions.
ALH 531 Applied Statistics for the Health
Professions 3 credits
In this course, students will learn to select appropriate
statistical procedures, analyze data, and interpret the
results. SPSS for Windows will be used to cover descriptive
statistics, tests of differences, and to develop methods of
presenting tables and graphs.
ALH 631 Research Methods in Allied Health 3 credits
This course considers research methods and designs used
in a variety of professional settings. The development of
research techniques will be emphasized, including the ability
to define research problems, develop hypotheses, review
and interpret literature, apply research designs and draw
relevant conclusions. The class culminates in the student
writing and presenting a research proposal.
NTR 603 Nutrition Seminar 3 credits
This course is to provide graduate students in nutrition
with experience in formal presentation of research results,
with emphasis on the components of quality research.
The students will present a research seminar on a research
topic (relating to their required project) in a clear, concise
and logical manner. Students will write an abstract, with
references, that summarizes the research seminar.
ALH 689 Master’s Project 3 credits
The master’s project is designed as a rigorous scholarly
activity that provides an opportunity to integrate theoretical
knowledge with research.
Specialty Track 1: Obesity and Eating Disorders
ALH 501 Health Promotion/Disease Prevention 3 credits
This course is an in-depth examination of health promotion;
the science and art of helping people change their lifestyle
to move toward a state of optimal health. Lifestyle changes
can prevent chronic diseases, such as heart disease, cancer,
and diabetes, which are the leading causes of death and
disability in the United States. We will review and critically
assess current efforts to influence lifestyle change, at both
the individual and population levels. Students will have the
opportunity to plan, organize, and conduct lifestyle change
programs.
NTR 510 Adult and Pediatric Obesity 3 credits
This course addresses the epidemiology, etiology, and risk
factors associated with obesity across the lifespan. The
medical management and complications of obesity will be
discussed in depth. Students will review and critically assess
current treatment strategies such as pharmacotherapy,
bariatric surgery, and behavioral approaches. Review and
discussion of current research and theory will allow students
to gain a broad understanding of the causes, prevention,
and treatment of obesity.
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136 CANISIUS COLLEGE
NTR 512 Eating Disorders in Children and
Adults 3 credits
This course is an in-depth examination of eating disorders
in children and adults, including the definition and clinical
presentation of eating disorders. Medical complications
of eating disorders will be considered, as well as the
relationship between eating disorders and obesity. Family
issues, especially for children and adolescents, in the
etiology and treatment of eating disorders will be examined.
Existing approaches to treatment will be examined, as well
as new and experimental treatments.
NTR 612 Sociology of Nutrition 3 credits
This course addresses the effects of family and society on
food availability and the development of eating habits, food
rituals and norms, and body acceptance across the lifespan.
The influence of family systems and cultural contexts on
psychosocial development and the adoption of pathogenic
eating behaviors will be explored. Theoretical perspectives
related to the epidemiology, prevention and treatment of
eating disorders and obesity will be examined in depth.
Specialty Track 2: Fitness and Sports Nutrition
ALH 520 Exercise Prescription 3 credits
Instruction in the guidelines for exercise testing and
prescription. Didactic instruction and practical training will
be used to educate students in the various methodologies
used to assess adult health and fitness. Practical
experiences include the assessment of cardiovascular risk,
coronary artery disease risk stratification, body composition
assessment, functional capacity assessment and muscular
fitness assessment.
ALH 522 Fitness Psychology 3 credits
This course will cover topics such as eating disorders
among athletes, female athlete triad, and weight
management. It will provide students with skills to
counsel athletes as well as sports teams. The course will
also cover performance enhancement, motivation, and
stress management of athletes. Students will develop an
understanding of behavioral change theory as it relates to
sports psychology.
NTR 536 Exercise Physiology 3 credits
Covers the advanced study of concepts, principles, and
research in the field of exercise physiology. Discusses
advanced concepts in the muscular/neuromuscular,
cardiovascular, ventilatory, endocrine, and metabolic
responses to exercise and exercise training. Specific study
of the physiological control mechanisms regulating these
systems are also addressed during periods of rest, acute
exercise, and following chronic exercise training.
ALH622 Sports and Fitness Nutrition 3 credits
This course will focus on understanding the specific role of
energy and nutrients in fitness and athletic performance.
Additional topics will include the role of fluid and
electrolytes, ergogenic aids, and special diets in physical
activity. Tools for assessing body composition (body fat,
muscle mass), unique dietary concerns across the lifespan
and in special population groups (heart disease, diabetes,
obesity) and the effect of diet on endurance will be
explored.
COMMUNITY AND
SCHOOL HEALTH
Program Director: Garry Ladd, DHSc
Faculty: Kathy Hassey, MEd, RN, BSN; Arvela
Heider, PhD; Dennis Koch, PhD, HFS; Melva
Visher, MA, RHIA, Mary Jo Parker, MS, RD, CDN;
Dan Smith, PhD, CRC, NCC, LMHC, BCC.
Degree: Master of Science
Introduction
The Online Master’sin Community and School Health
program is designed for nurses, physical therapists,
occupational therapists, social workers, counselors,
psychologists, and others with a bachelor’s degree and the
appropriate science and health background. The program
is ideal for working professionals who need to balance
work, family and a continuing education, since it can be
completed entirely online.
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137 GRADUATE CATALOG 2014-2016
Graduates of the Master’s in Community & School Health
program will:
• Have excellent knowledge surrounding health.
education, health services, nutrition services, and social
services, health promotion, and family and community
involvement.
• Be well prepared to participate in the development
of policy within the work place, as well as healthcare
systems at the community, state or national level.
Upon completion of the Master’s in Community and School
Health program, graduates will be prepared for positions in:
• Nursing /Healthcare Administration.
• School, Corporate, and Public Health Education and
Wellness Programming.
• Healthcare Management and Leadership.
• Health Policy Application.
Admission
Applications are processed on a rolling basis and are
considered as they are received for each of our terms. We
recommend submitting all material required for admission
at least 30 days prior to the start of the term you wish to
begin. Earlier application will ensure the best scheduling
options, as some course sections may become unavailable.
Terms are eight weeks in length, and students may start
in the fall, spring, or summer semesters. The on-line
application can be submitted with no application fee.
To qualify for admission, all students must:
• Complete the graduate admissions application.
• Submit one (1) official undergraduate transcript
showing completion of a baccalaureate degree from an
accredited institution of higher learning with a minimum
GPA of 2.70.
• Submit two (2) letters of recommendation.
• Submit a current resume.
• Provide a statement of purpose of approximately 500
words explaining your motivation for pursuing the MS in
Community and School Health at Canisius College. The
statement may be submitted in the essay section of the
graduate application.
• Complete a phone or face-to-face interview with the
program director or a department representative.
Transfer credit: Previous graduate level transfer credits will
be assessed on a case-by-case basis.
Learning Goals and Objectives
For Community and School Health learning goals please
go to http://www.canisius.edu/community-school-health/
learning-goals/
Program Details
Academic Standing: Students must maintain a GPA of
3.00 to graduate from the program. If the GPA drops below
3.00, the student will be placed on academic probation.
If the student does not bring his/her cumulative GPA
above 3.00 by the end of the next term, the student may
be dismissed from the program. A student may also be
academically dismissed from the program by receiving
more than 2 grades below B-.
Community and School Health Curriculum: Total credit
hours = 33. Each student must complete all of the courses
in the curriculum, including a guided elective selected with
his or her academic advisor.
Course Title Credits
ALH 501 Health Promotion and Disease
Prevention
3
ALH 531 Statistics for Health Professionals 3
ALH 540 Program Planning in Healthcare 3
ALH 631 Research Methods in Allied Health 3
ALH 689 Master’s Project/Thesis I 3
CSH 500 Healthcare Systems 3
CSH 520 Leadership Initiatives 3
CSH 530 State of the Nation’s Child 3
CSH 550 Health Impacts on Academic
Success K-12
3
CSH 670 Healthcare and Public Policy 3
Guided Elective 3
Total Credits 33
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138 CANISIUS COLLEGE
COMMUNITY AND SCHOOL HEALTH
COURSES FOR 2014-2016
CSH 500 Healthcare Systems 3 credits
The course introduces students to the historical
development, structure, operation, and current and future
directions of the major components of the American health
care delivery system. It examines the ways in which health
care services are organized and delivered, the influences
that impact health care public policy decisions, factors that
determine the allocation of health care resources and the
establishment of priorities, and the relationship of health
care costs to measurable benefits. The course enables
students to assess the role of organized efforts to influence
health policy formulation, and the contributions of medical
technology, research findings, and societal values on our
evolving health care delivery system.
ALH 501 Health Promotion and Disease
Prevention 3 credits
This course will provide students with information on
health promotion and education that will enable them to
develop a practical approach to health promotion and
disease prevention. This course is specifically designed for
nurses, physical therapists, social workers, counselors and
others who wish to develop programs within schools and
the community that address specific target populations
in the prevention of non-communicable diseases such as
diabetes, heart disease, and cancer.
CSH 520 Leadership Initiatives in Community and
School Health 3 credits
This course is designed to expand the student’s knowledge
of a variety of leadership concepts and explore how these
concepts can be integrated into community and school
health settings. Students will examine organizational
systems and structures, leadership styles, change theory,
conflict and power, and coalition building.
CSH 530 State of the Nation’s Child 3 credits
An exploratory course on the national and statewide issues
of poverty, child welfare, and youth at risk impacting the
nation’s children.
ALH 531 Applied Statistics for the Health
Professions 3 credits
In this course, students will learn to select appropriate
statistical procedures, analyze data, and interpret the
results. SPSS for Windows will be used to cover descriptive
statistics, tests of differences, and to develop methods of
presenting tables and graphs.
ALH 540 Program Planning in Healthcare 3 credits
This course is designed to provide students with an overview
of models, strategies, interventions and assessment
techniques to use in designing, planning, initiating and
evaluating public health programs that address the most
important health issues affecting our communities at
the local, state, national and international levels. As a
foundation for exploration and discussion, the socio-
ecologic framework (individual/behavioral, environmental/
social/community and policy levels) of interventions will all
be studied.
CSH 550 Health Impacts on Academic Success K-12
3 credits
This course addresses the growing number of health
issues unique to the school age child K-12. Topics such as
expanding chronic health problems and diseases linked to
teen lifestyle choices will be explored and discussed.
ALH 631 Research Methods in Allied Health 3 credits
This course considers research methods and designs used
in a variety of professional settings. The development of
research techniques will be emphasized, including the ability
to define research problems, develop hypotheses, review
and interpret literature, apply research designs and draw
relevant conclusions. The class culminates in the student
writing and presenting a research proposal.
CSH 670 Healthcare and Public Policy 3 credits
This course expands the student’s knowledge of the U.S.
healthcare system and fosters understanding of the process
of public policy development. Political policy debates related
to school health are discussed.
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139 GRADUATE CATALOG 2014-2016
ALH 689 Master’s Project/Thesis I 3 credits
Provides initiation to scholarly investigation. Requires
students to submit a written research or project proposal
for approval by a thesis/project committee. Prerequisite:
Permission of program director.
Guided Elective (Selected with advisor) 3 credits
HEALTH AND HUMAN
PERFORMANCE
Program Director: Dennis Koch, PhD, HFS
Faculty: Khalid Bibi, PhD, HFS; James Bierl, MS,
RRT, NPS; Rachel Darr, MS, RD, CSSD, CDN;
Matthew Diegelman, MS, CSCS; Sherry Farrow,
PhD; Patrick Gannon, PharmD.; Garry Ladd,
DHSc; Thomas McCarthy, MS; Mary Jo Parker,
MS, RD, CSSD, CDN; Daniel Smith, PhD, CRC,
NCC, LMHC, BCC; Melva Visher, MA, RHIA;
Mark Warner, MS
Degree: Master of Science
Introduction
The Master of Science degree program in Health and
Human Performance at Canisius College trains students in
the areas of rehabilitative and preventive health, and gives
students options to specialize in cardiac rehabilitation,
health promotion, or strength and conditioning.
Offered in a hybrid format that includes some online and
some face-to-face classes, the 34 to 35 credit hour MS
program offers students the choice between an internship
and a research (thesis) experience, the latter a preparation
for doctoral programs. The program prepares students to
practice in clinical settings as part of a health care team,
or to work in exercise and health-promotion programs with
apparently healthy or high-risk populations. For out-of-town
students, all face-to-face courses required for graduation
can be completed in 1 semester in Buffalo, and the rest of
the curriculum can be completed from anywhere.
The curriculum will provide students with appropriate
course work and field experiences to prepare for the
American College of Sports Medicine (ACSM) Certified
Personal Trainer (CPT), Health Fitness Specialist (HFS),
Exercise Specialist (ES) and Registered Clinical Exercise
Physiologist (RCEP) certification exams. There will also be
course work geared towards preparing students for the
Certified Strength and Conditioning Specialist (CSCS)
exam offered by the National Strength and Conditioning
Association (NSCA).
Admission
Applications are processed on a rolling basis and are
considered as they are received for each term. We
recommend submitting all materials required for admission
at least 30 days prior to the start of the term you wish to
begin. Earlier application will ensure the best scheduling
options, as some course sections may become unavailable.
Terms are eight weeks in length, and students may start
in the fall, spring, or summer semesters. The online
application can be submitted with no application fee.
To qualify for admission, all students must:
• Complete the graduate admissions application.
• Complete a baccalaureate degree from an accredited
institution of higher learning with a minimum GPA of
2.70.
• Submit one (1) official undergraduate transcript from
each institution attended with the degree posted from
the degree-granting institution.
• Submit two (2) letters of recommendation.
• Provide evidence of sufficient college-level coursework
in the areas of anatomy and physiology and exercise
physiology. Students who do not meet prerequisites may
be required to complete additional coursework.
• Provide a statement of purpose of approximately 500
words explaining your motivation for pursuing the MS
in Health and Human Performance at Canisius College.
The statement may be submitted in the essay section of
the graduate application.
• Complete a phone or face-to-face interview with the
program director or a department representative.
Transfer credit: Previous graduate level transfer credits will
be assessed on a case-by-case basis.
Return to Table of Contents
140 CANISIUS COLLEGE
Learning Goals and Objectives
Health and Human Performance Learning Goals can be
found at http://www.canisius.edu/health-and-human/
learning-goals/
Program Details
Academic Standing: Students must maintain a GPA of
3.00 to graduate from the program. If the GPA drops below
3.00, the student will be placed on academic probation.
If the student does not bring his/her cumulative GPA
above 3.00 by the end of the next term, the student may
be dismissed from the program. A student may also be
academically dismissed from the program by receiving
more than 2 grades below B-.
Health and Human Performance Curriculum: Total credit
hours = 34 or 35, depending on specialty track chosen.
Every student must complete 19 credit hours of core
courses, each of the courses in one (1) of the specialty
tracks, and 6 credit hours of internship or thesis.
Core Courses (19 credit hours)
Course Title Credits
ALH 502 Nutrition 3
ALH 520 Exercise Prescription 3
ALH 531 Applied Statistics for the Health
Professions
3
ALH 582 Functional Conditioning 3
ALH 631 Research Methods in Allied
Health
3
HHP 506 Epidemiology 1
HHP 521 Exercise Testing 3
Specialty Track 1: Cardiac Rehabilitation (10 credit hours)
ALH 602 Cardiopulmonary
Pathophysiology
3
ALH 621 Cardiopulmonary
Pharmacodynamics
3
HHP 601 Electrocardiography & Clinical
Stress Testing
4
Specialty Track 2: Health Promotion (9 credit hours)
ALH 501 Health Promotion & Disease
Prevention
3
ALH 507 Clinical Health Behavior Change 3
ALH 540 Program Planning in Healthcare 3
Specialty Track 3: Strength and Conditions (9 credit
hours)
ALH 522 Fitness Psychology 3
ALH 622 Sport & Fitness Nutrition 3
HHP 583 Advanced Movement Analysis 3
Additional Requirements (6 credit hours)
ALH 689 Master’s Project/Thesis 1 3
ALH 699 Master’s Project/Thesis 2 3
or
HHP 603 Internship 1 3
HHP 604 Internship 2 3
HEALTH AND HUMAN PERFORMANCE
COURSES FOR 2014-2016
Core Courses:
ALH 502 Nutrition 3 credits
Study of nutrition principles, behavior and counseling, as
well as clinical applications of nutrition as it relates to health,
clinical exercise physiology and cardiac rehabilitation.
HHP 506 Epidemiology 1 credit
The study of the distribution and determinants of health
related states or events in a population and applications to
control specific health problems. Emphasis will be placed
on discussing evidence for the role of lifestyle choices in
determining long-term health and chronic disease risk.
ALH 520 Exercise Prescription 3 credits
This course presents a comprehensive overview of the
human body’s responses to acute and chronic exercise. An
understanding of the processes involved in prescribing safe
and effective therapeutic exercise for healthy individuals
as well as geriatric populations, pregnant women, children,
and patients with chronic conditions including heart and
lung disease, diabetes, and obesity will be reviewed. In
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141 GRADUATE CATALOG 2014-2016
the course, environmental and legal considerations in the
prescriptive process will be discussed. Consideration will
also be given to behavior change principles and the role of
motivation in prescribing appropriate exercises for a variety
of clients.
HHP 521 Exercise Testing 3 credits
Didactic instruction and practical training will be used
to educate students in the various methodologies used
to assess adult health and fitness. Practical experiences
include the assessment of cardiovascular risk, coronary
artery disease risk stratification, body composition
assessment, functional capacity assessment and muscular
fitness assessment.
ALH 531 Applied Statistics for the Health Professions
3 credits
In this course, students will learn to select appropriate
statistical procedures, analyze data, and interpret the
results. SPSS for Windows will be used to cover descriptive
statistics, tests of differences, and to develop methods of
presenting tables and graphs.
ALH 582 Functional Conditioning 3 credits
This course provides an overview of the physiological
responses and adaptations to resistance training. Training
theories and methodology for program design for different
populations will also be discussed.
ALH 631 Research Methods in Allied Health 3 credits
This course considers research methods and designs used
in a variety of professional settings. The development of
research techniques will be emphasized, including the ability
to define research problems, develop hypotheses, review
and interpret literature, apply research designs and draw
relevant conclusions. The class culminates in the student
writing and presenting a research proposal.
Specialty Track 1: Cardiac Rehabilitation
HHP 601 Electrocardiography and Clinical Stress Testing
4 credits
This course is designed to present the theoretical principles
of electrocardiography. Topics include a review of cardiac
physiology including the normal sequence of cardiac
muscle depolarization and repolarization, determination
of heart rate and rhythm, electrical axis and the diagnosis
of cardiac rhythm in 12-lead ECG. Special emphasis will
be placed on myocardial ischemia, myocardial infarction,
treatment and clinical evaluation. Pharmacological
interventions and the impact of the ECG, as well as exercise
will be discussed. There will also be a laboratory component
in which students will gain hands-on practical experience
in ECG electrode placement and clinical stress testing,
culminating in a practical exam in which students are
expected to run an ECG stress test.
ALH 602 Cardiopulmonary Pathophysiology 3 credits
Details the functions of the cardiovascular and respiratory
systems emphasizing normal function, pathophysiology,
initiation and progression of disease and current treatment.
Special reference will be made to the role of exercise as a
therapeutic modality.
ALH 621 Cardiopulmonary Pharmacodynamics 3 credits
This course provides study of the current medications used
in the treatment of congestive heart failure, coronary artery
disease, arrhythmias, angina and hypertension, asthma and
COPD. The effects of these medications during acute and
chronic exercise and cardiac emergency medications will
also be covered. Prerequisite: ALH 602.
Specialty Track 2: Health Promotion
ALH 501 Health Promotion/Disease Prevention 3 credits
This course is an in-depth examination of health promotion;
the science and art of helping people change their lifestyle
to move toward a state of optimal health. Lifestyle changes
can prevent chronic diseases, such as heart disease, cancer,
and diabetes, which are the leading causes of death and
disability in the United States. We will review and critically
assess current efforts to influence lifestyle change, at both
the individual and population levels. Students will have the
opportunity to plan, organize, and conduct lifestyle change
programs.
ALH 507 Clinical Health Behavior Change 3 credits
This course will explore health behavior theories to facilitate
the adoption of healthful behaviors to various groups. It
will include motivational interviewing, practice of nonverbal,
active listening, goal assessment and group counseling.
It will also explore the evaluation of nutrition education
interventions.
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142 CANISIUS COLLEGE
ALH 540 Program Planning in Healthcare 3 credits
This course is designed to provide students with an overview
of models, strategies, interventions and assessment
techniques to use in designing, planning, initiating and
evaluating public health programs that address the most
important health issues affecting our communities at
the local, state, national and international levels. As a
foundation for exploration and discussion, the socio-
ecologic framework (individual/behavioral, environmental/
social/community and policy levels) of interventions will all
be studied.
Specialty Track 3: Strength and Conditioning
ALH 522 Fitness Psychology 3 credits
This course will cover topics such as eating disorders
among athletes, female athlete triad, and weight
management. It will provide students with skills to
counsel athletes as well as sports teams. The course will
also cover performance enhancement, motivation, and
stress management of athletes. Students will develop an
understanding of behavioral change theory as it relates to
sports psychology.
HHP 583 Advanced Movement Analysis 3 credits
In this course, students will learn how to perform functional
movement screens to evaluate movement patterns.
Students will also learn how to interpret and analyze
movement patterns to identify muscular weaknesses/
imbalances as well as areas where flexibility limits proper
execution of a movement. Finally, students will learn to
customize an exercise/stretching routine to address the
limitations of the athlete to both improve their athletic
performance and reduce the risk of injury.
ALH 622 Sports and Fitness Nutrition 3 credits
This course will focus on understanding the specific role of
energy and nutrients in fitness and athletic performance.
Additional topics will include the role of fluid and
electrolytes, ergogenic aids, and special diets in physical
activity. Tools for assessing body composition (body fat,
muscle mass), unique dietary concerns across the lifespan
and in special population groups (heart disease, diabetes,
obesity) and the effect of diet on endurance will be
explored.
Additional Requirements
HHP 603 Internship I 3 credits
A supervised part-time internship in clinical and non-clinical
exercise programs or in clinical exercise testing laboratories.
Includes clinical exercise testing, exercise prescription and/
or exercise leadership experiences. Requires students to
complete a minimum of 120 hours. Prerequisite: Permission
of program director.
HHP 604 Internship II 3 credits
Continues HHP 603. Prerequisites: ALH 603 and
permission of program director.
or
ALH 689 Master’s Thesis I 3 credits
Provides initiation to scholarly investigation. Requires
students to submit a written research proposal for approval
by a thesis advisor. For any project for which it is necessary,
students must also apply for and receive Institutional Review
Board (IRB) approval for the study. Prerequisite: Permission
of program director.
ALH 699 Master’s Thesis II 3 credits
Continues ALH 689 with an approved thesis proposal
by collecting and analyzing data, and culminates in an
approved written thesis. Prerequisites: ALH 689 and
permission of program director.
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143 GRADUATE CATALOG 2014-2016
RESPIRATORY CARE
Program Director: Dennis Koch, PhD, HFS
Faculty: James Bierl, MS, RRT, NPS; Patrick
Gannon, PharmD; Margaret Garfoot, MS, RD,
CDN; Garry Ladd, DHSc; Daniel Smith, PhD, CRC,
NCC, LMHC, BCC; Christina Weatherby, MS, RRT.
Degree: Master of Science
Introduction
The online Master of Science degree program in
Respiratory Care (MSRC) is designed for Registered
Respiratory Therapists and health professionals, including
nurses, doctors, physical therapists, pharmacists, exercise
physiologists, occupational therapists, and all others who
wish to have a broader knowledge of Pulmonary Care.
The MSRC program is offered in a fully online format,
structured to fit the busy lifestyle of working students. The
33 credit hour master’s program may be completed in as
little as 1 year with full-time study. The MSRC consists of 5
core courses and 6 specialty track courses. The program
provides students with the opportunity to select one of the
specialty areas below:
• Respiratory Therapeutics
• Respiratory Care Education
Students in the online Master’s Degree in Respiratory Care
program can expect to prepare for clinical practice, undergo
leadership training in management, supervision, education
and research, develop skills to formulate appropriate
questions, organize and test hypotheses, and apply research
results to practice, among other acquired skills.
Admission
Applications are processed on a rolling basis and are
considered as they are received for each term. We
recommend submitting all materials required for admission
at least 30 days prior to the start of the term you wish to
begin. Earlier application will ensure the best scheduling
options, as some course sections may become unavailable.
Terms are eight weeks in length, and students may start
in the fall, spring, or summer semesters. The online
application can be submitted with no application fee.
To qualify for admission, all students must:
• Complete the graduate admissions application.
• Submit one (1) official undergraduate transcript
showing completion of a baccalaureate degree from an
accredited institution of higher learning with a minimum
GPA of 2.70.
• Submit two (2) letters of recommendation.
• Submit a current resume.
• Provide evidence of current licensure as a Registered
Respiratory Therapist or any other certification in the
related allied health professions.
• Provide evidence of sufficient college-level coursework in
the areas of anatomy, physiology, chemistry, and biology.
Students that do not meet prerequisite requirements
may be required to complete additional undergraduate
coursework as a condition for admission.
• Provide a statement of purpose of approximately 500
words explaining your motivation for pursuing the MS in
Respiratory Care. The statement may be submitted in
the essay section of the graduate application.
• Complete a phone or face-to-face interview with the
program director or a department representative.
Transfer credit: Previous graduate level transfer credits will
be assessed on a case-by-case basis.
Learning Goals and Objectives
Respiratory Care learning goals can be found at
http://www.canisius.edu/respiratory/learning-goals-and-
objectives/
Program Details
Academic Standing: Students must maintain a GPA of
3.00 to graduate from the program. If the GPA drops below
3.00, the student will be placed on academic probation.
If the student does not bring his/her cumulative GPA
above 3.00 by the end of the next term, the student may
be dismissed from the program. A student may also be
academically dismissed from the program by receiving
more than 2 grades below B-.
Respiratory Care Curriculum: Total credit hours = 33
Every student must complete 21 credit hours of core
courses and each of the courses in one (1) of the specialty
tracks (12 credits).
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144 CANISIUS COLLEGE
Core Courses (21 credit hours)
Course Title Credits
ALH 501 Health Promotion & Disease
Prevention
3
RES 512 Pulmonary Function Testing 3
ALH 531 Applied Statistics for the Health
Professions
3
ALH 602 Cardiopulmonary Pathophysiology 3
RES 618 Pulmonary and Cardiac
Rehabilitation
3
ALH 621 Cardiopulmonary
Pharmacodynamics
3
ALH 631 Research Methods in Allied Health 3
Specialty Track 1: Respiratory Therapeutics (12 credit hours)
ALH 503 Medical Nutrition Therapy 3
RES 612 Advanced Cardiopulmonary
Monitoring
3
RES 615 Advanced Topics in Ventilatory
Support
3
ALH 689 Master’s Project 3
Specialty Track 2: Respiratory Care Education
(12 credit hours)
EDT 501 Learning with Technology 3
RES 522 Adult Learning Theory 3
ALH 689 Master’s Thesis I 3
ALH 699 Master’s Thesis II 3
RESPIRATORY CARE COURSES FOR
2014-2016
Core Courses:
ALH 501 Health Promotion & Disease Prevention 3 credits
This course is an in-depth examination of health promotion;
the science and art of helping people change their lifestyle to
move toward a state of optimal health. Lifestyle changes can
prevent chronic diseases, such as heart disease, cancer, and
diabetes, which are the leading causes of death and disability
in the United States. We will review and critically assess current
efforts to influence lifestyle change, at both the individual and
population levels. Students will have the opportunity to plan,
organize, and conduct lifestyle change programs.
RES 512 Pulmonary Function Testing 3 credits
A study of pulmonary diagnostic techniques, with an
emphasis on pulmonary function testing and interpretation.
ALH 531 Applied Statistics for the Health Professions
3 credits
In this course, students will learn to select appropriate
statistical procedures, analyze data, and interpret the
results. SPSS for Windows will be used to cover descriptive
statistics, tests of differences, and to develop methods of
presenting tables and graphs
ALH 602 Cardiopulmonary Pathophysiology 3 credits
Details the functions of the cardiovascular and respiratory
systems emphasizing normal function, pathophysiology,
initiation and progression of disease and current treatment.
Special reference will be made to the role of exercise as a
therapeutic modality.
RES 618 Pulmonary and Cardiac Rehabilitation 3 credits
This course explores pulmonary/cardiac rehabilitation
clinics and combines exercise training with behavioral
and educational programs designed to help patients with
COPD and cardiac issues control symptoms and improve
day-to-day activities. We will look at the team approach—
patients work closely with their doctors; nurses; respiratory,
physical, and occupational therapists; psychologists,
exercise specialists; and dietitians. We will also explore the
differences between cardiac and pulmonary rehabilitation.
ALH 621 Cardiopulmonary Pharmacodynamics 3 credits
This course provides study of the current medications used
in the treatment of congestive heart failure, coronary artery
disease, arrhythmias, angina and hypertension, asthma and
COPD. The effects of these medications during acute and
chronic exercise and cardiac emergency medications will
also be covered. Prerequisite: ALH 602.
ALH 631 Research Methods in Allied Health 3 credits
This course considers research methods and designs used
in a variety of professional settings. The development of
research techniques will be emphasized, including the ability
to define research problems, develop hypotheses, review
and interpret literature, apply research designs and draw
relevant conclusions. The class culminates in the student
writing and presenting a research proposal.
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145 GRADUATE CATALOG 2014-2016
Specialty Track 1: Respiratory Therapeutics
ALH 503 Medical Nutrition Therapy 3 credits
This course will explore the application of nutrition principles
to the treatment and prevention of diseases. This treatment
can range from changes in diet to providing specialized
therapies such as intravenous or tube feeding. Topics
discussed will include lifestyle strategies and therapeutic
nutrient intervention to correct nutritional insufficiencies,
promote optimal health, and prevent, manage, or correct
medical problems.
RES 612 Advanced Cardiopulmonary Monitoring 3 credits
Advanced cardiopulmonary care monitoring an overview
of continuous and intermittent cardiopulmonary
monitoring techniques, emphasizing theory of operation
and procedure. Topics include sensors, computerized
data acquisition, work of breathing determinations, and
respiratory muscle strength.
RES 615 Advanced Topics in Ventilatory Support 3 credits
Advanced study in methods of mechanical ventilatory support.
Patient assessment by advanced monitoring is stressed, with
attention to patient ventilator interactions, optimization of
ventilatory support, and weaning of marginal patients. New
ventilation technology and modes of support are discussed.
ALH 689 Master’s Project 3 credits
The master’s project is designed as a rigorous scholarly
activity that provides an opportunity to integrate theoretical
knowledge with research. For the project, the student will work
with a faculty member assigned by the program director.
Specialty Track 2: Respiratory Care Education
EDT 501 Learning with Technology 3 credits
This course helps teachers create safe, supportive,
respectful, and equitable learning environments utilizing
technology in order to facilitate learning for all students.
Students will investigate how to gain quality and
effectiveness in teaching by expanding their knowledge
of technology as a tool, a medium, and a setting for
learning. The content focus will not be on learning specific
technologies, but rather to gain an understanding of how
technology can be much more than “just a tool” in a
classroom or training.
RES 522 Adult Learning Theory 3 credits
The concept of lifelong learning has become an increasing
reality as adults continually engage in learning activities,
whether through their employer, institutions of higher
education, or self-directed study. This course will examine
the social and psychological aspects of adult development
and learning, including the various motivations of adult
learners. Students will also learn various methods of training
and development, as well as specific instructional practices.
ALH 689 Master’s Thesis I 3 credits
Provides initiation to scholarly investigation. Requires
students to submit a written research proposal for approval
by a thesis advisor. For any project for which it is necessary,
students must also apply for and receive Institutional Review
Board (IRB) approval for the study. Prerequisite: Permission
of program director.
ALH 699 Master’s Thesis II 3 credits
Continues ALH 689 with an approved thesis proposal
by collecting and analyzing data, and culminates in an
approved written thesis. Prerequisites: ALH 689 and
permission of program director.
HEALTH INFORMATION
TECHNOLOGY
Program Director: Arvela Heider, PhD
Faculty: Bonnie Sunday, MD; Raymond Mueller, MS;
Nancy Maloney, MBA; Heather Lindstrohm, PhD.
Degree: Master of Science
Introduction
The Online Master of Science in Health Information
Technology is the only fully online master’s degree in
Western New York that allows students to sit for certification
exams from organizations such as Healthcare Information,
Management Systems Society (HIMSS), and The American
Health Information Management Association (AHIMA).
The MS in Health Information Technology is completed
entirely online and is designed for professionals who are
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146 CANISIUS COLLEGE
currently working in health care, technology, health care
policy, public health or related fields. The program is 38
credit hours and has no residency requirement, making it
ideally suited for working professionals who need to balance
work, family, and continuing education.
The program is ideal for working professionals and will
prepare graduates to:
• Assume a leadership role in theemerging health care
field.
• Understand increasingly complex health care operations.
• Serve others to help improve health care delivery.
• Obtain the skills needed to use health information
as part of the decision-making and critical thinking
necessary to work in the health care field.
• Gain marketable knowledge and skills in the health care
environment.
• Work wherever health information is collected, organized
and analyzed.
• Quickly contribute to the efficiency and productivity of a
health care organization.
• Take certification exams from such organizations as
Healthcare Information and Management Systems
Society (HIMSS) and The American Health Information
Management Association (AHIMA).
Admission
We recommend submitting all material required for
admission at least 30 days prior to the start of the term
you wish to begin. Earlier application will ensure the best
scheduling options, as some course sections may become
unavailable. The program starts only during the fall
semester, and the optional accelerated eight-week terms
allow you to complete the program in two years by taking
classes during the summer.
To qualify for admission, all students must:
• Complete the graduate admissions application.
• Complete a baccalaureate degree from an accredited
institution of higher learning with a minimum GPA of
2.70.
• Submit one (1) official undergraduate transcript from
each institution attended with the degree posted from
the degree-granting institution.
• Submit two (2) letters of recommendation.
• Submit a current resume.
• Provide a statement of purpose of approximately 500
words explaining your motivation for pursuing the MS in
Health Information Technology at Canisius College. The
statement may be submitted in the essay section of the
graduate application.
• Complete a phone or face-to-face interview with the
program director or a department representative.
Transfer credit: Previous graduate level transfer credits will
be assessed on a case-by-case basis.
Learning Goals and Objectives
Learning goals and objectives for Health Information
Technology can be found at
http://www.canisius.edu/health-info-tech/learning-goals/
Program Details
Academic Standing: Students must maintain a GPA of
3.00 to graduate from the program. If the GPA drops below
3.00, the student will be placed on academic probation.
If the student does not bring his/her cumulative GPA
above 3.00 by the end of the next term, the student may
be dismissed from the program. A student may also be
academically dismissed from the program by receiving
more than 2 grades below B-.
Health Information Technology Curriculum: Total credit
hours = 38
Every student must complete all of the courses in the
curriculum, including the professional project.
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147 GRADUATE CATALOG 2014-2016
Course Title Credits
ALH 500 Health Care Systems 3
HIT 515 Introduction to Health Information
Technology
3
HIT 525 Introduction to Information and
Computer Science
3
HIT 535 Understanding EHR’s 3
HIT 545 Health Management Information
Systems
3
HIT 555 Networking and Health Information
Exchange
3
HIT 600 Health IT Workflow 3
HIT 615 Public Health Information
Technology
3
HIT 625 Health IT Security and Privacy 3
HIT 635 Planning, Management/Leadership
for Health IT
3
HIT 645 Teaching Techniques for Health IT
Leaders/Managers
3
HIT 655 Working in Teams 3
HIT 689 Professional Project I 1
HIT 699 Professional Project II 1
Total Credits 38
HEALTH INFORMATION TECHNOLOGY
COURSES FOR 2014-2016
ALH 500 Health Care Systems 3 credits
This course introduces students to the historical
development, structure, operation, and current and future
directions of the major components of the American health
care delivery system. It examines the ways in which health
care services are organized and delivered, the influences
that impact health care public policy decisions, factors that
determine the allocation of health care resources and the
establishment of priorities, and the relationship of health care
costs to measurable benefits. The course enables students
to understand the role of organized efforts to influence
health policy formulation, and the contributions of medical
technology, research findings, and societal values on the
evolving health care delivery system in the United States.
HIT 515 Introduction to Health IT 3 credits
This course traces the development of IT systems in health
care and public health, beginning with the experiments of
the 1960s and culminating in the HITECH Act. The course
focuses on the concept of meaningful use of technology
and the federally required stages of Meaningful Use.
HIT 525 Introduction to Information and Computer
Science 3 credits
This course is recommended for students without an
IT background providing: a basic overview of computer
architecture; data organization, representation and structure;
networking; and data communication. Includes basic
terminology of computing.
HIT 535 Understanding EHR’s 3 credits
This course presents approaches to assessing, selecting,
configuring, and using EHRs to meet the specific needs
of end-users. Includes discussion of Stages of Meaningful
Use and reimbursement. Provides an overview of the
most popular vendor systems, highlighting the features
of each, as they relate to practical deployments, and
noting differences between the systems. Will also include
discussion around the use of tools such as registries and
clinical decision support.
HIT 545 Health Management Information Systems
3 credits
This course presents general functions, purposes and
benefits of health information systems in various health
care settings in terms of their ability to support the
requirements of a health care enterprise. Course content
lays the foundation for understanding health management
information systems (HMIS). Topics include HMIS:
applications; planning; management; standards; and case
studies.
HIT 555 Networking and Health Information Exchange
3 credits
This course involves instruction on data mobility (HISP) and
other standards, Internet protocols, federations and grids,
the National Health Information Network (NHIN) and other
nationwide approaches, continuity of care documents, etc.
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148 CANISIUS COLLEGE
HIT 600 Health IT Workflow 3 credits
This course introduces the concepts of health IT and
practice workflow redesign as instruments of quality
improvement. For those focused on health care, course
materials will addresses establishing a culture that uses
IT to support improved quality and safety. Approaches to
assessing patient safety issues and implementing quality
management and reporting through electronic systems will
be discussed. For those with IT backgrounds, the course
includes fundamentals of health workflow process analysis
and redesign as a necessary component of complete
practice automation; includes topics of process validation
and change management.
HIT 615 Public Health Information Technology 3 credits
This course provides an overview of specialized public
health applications such as registries, epidemiological
databases, and bio-surveillance.
HIT 625 Health IT and Security Privacy 3 credits
This course will focus on increasing understanding of
the State and Federal health care laws and regulations
regarding security and privacy. Students will learn to develop
health care solutions and strategies within the limitations of
these statutes. Students will demonstrate an understanding
of HIPAA and how to protect its’ use or guard against
misuse.
HIT 635 Planning, Management, and Leadership for
Health IT 3 credits
This course is intended for those preparing for leadership
roles and includes the principles of leadership and effective
management of teams. Emphasis on the leadership modes
and styles best suited to health IT deployment. Students will
receive a broad overview of project management including
some distinctive characteristics of health IT projects. This
unit includes several real life scenarios to illustrate the
diversity of projects in health IT.
HIT 645 Teaching Techniques for Health IT
Leaders/Managers 3 credits
This course presents an overview of instructional design
tools, teaching techniques and strategies, evaluation of
learner competencies, maintenance of training records, and
measurement of training program effectiveness.
HIT 655 Working in Teams 3 credits
This course fosters the development of skills necessary
to communicate effectively across the full range of roles
that will be encountered in health care settings. Includes
experiential activities that help trainees become “team
players” by understanding their roles, the importance of
communication, and group cohesion.
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149 GRADUATE CATALOG 2014-2016
SPORT ADMINISTRATION
SPORT ADMINISTRATION ONLINE
Program Director: Shawn O’Rourke
Faculty: Nicolas Lorgnier, Yann Abdourazakou,
Steve Clar, Andrea Gregory, Matt Heidt, Todd
Hummel, Pat Mathews, Michael Medici, Donald
Sheldon, Kevin Smith, Jennifer Zeh.
Degree: Master of Science
Introduction
The master’s degree program in sport administration
provides graduate candidates with the skills needed to
effectively manage a wide range of sport-related enterprises
including intercollegiate athletics, amateur and professional
sports, sport-marketing firms, special-event management,
and facility management. It is designed for students who
are currently in or plan to enter professional staff and
management positions in the public and private sectors.
The sport administration program also includes a
business management core of courses in accounting,
economics, statistics and management offered in the
AACSB-accredited M.B.A. program of the Richard J. Wehle
School of Business.
Admission
Applicants must meet the general requirements for
admission to graduate work in education. In addition,
applicants must submit two letters of reference, a resume
and a written essay describing their background in sport
activities and career goals.
Learning Goals & Objectives
Learning Goal 1 (Knowledge-Observed in Writing):
Candidates in the GR Sport Management programs will
demonstrate content and professional knowledge necessary
forsuccessful performance in their field.
Students will:
• Demonstrate an understanding of the common
principles of sport management; sport leadership; sport
operations management; event and venue management;
and sport governance.
• Demonstrate an understanding of the principles of
finance, and the economics of sport as they fit into
national and international economies.
Learning Goal 2 (Knowledge – Observed Skills and
Dispositions):
Candidates in the GR Sport Management programs will
demonstrate professional skills and dispositions necessary for
successful performance in their field.
Students will:
• Demonstrate the ability to communicate with various
public and professional audiences through written texts,
oral discussions, and multi-media presentations.
• Demonstrate skill in the application of the basic
principles of interpersonal and mass communications
through interaction with internal and external sport
publics.
• Demonstrate essential management and business
related skills in the work place.
• Demonstrate skillful operation of technology and
assessment related tools that may be applied to various
sport management settings.
Learning Goal 3 (Service):
Candidates in the GR Sport Management programs will
demonstrate willingness to use their skills to benefit and serve
society. Within the contexts of their work, candidates promote
authentic learning, social and emotional development, and
a commitment to social justice in environments that foster
respect for diversity and the dignity of all.
Students will:
• Demonstrate understanding of the critical social,
psychological, and philosophical base issues of the sport
environment.
• Demonstrate understanding of moral and ethical
implications of sport policy and strategies.
Learning Goal 4 (Professionalism):
Candidates in the GR Sport Management program will
demonstrate self-reflection as a habit of mind, continuously
assessing and refining their professional practice as they
construct a rich repertoire of research-based knowledge,
skills, and attitudes for effective performance ensuring that
all students and/or clients have optimal opportunities to
learn and grow.
Students will:
• Learn to ask challenging, probing questions and seek
thorough, well-rounded answers.
• Act with integrity and fairness to ensure a professional
system of accountability for every student’s academic
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150 CANISIUS COLLEGE
and social success and will model principles of self-
awareness, reflective practice, transparency, and ethical
behavior.
Learning Goal 5 (Leadership):
Candidates in the graduate Sport Management programs
will become adept at applying their acquired knowledge
in the process of evaluating their own professional
performance and decision-making with respect to its
impact on students and/or clients, organizations, and wider
community.
Students will:
• Demonstrate the ability to assume leadership roles in
various professional settings and work effectively with
diverse groups and organizations seeking to improve the
performance of those they lead.
• Understand and can anticipate and assess emerging
trends and initiatives in the sport environment.
Program Details
Curriculum
Sport Administration Core
Course Title Credits
MSA 520 Leadership in Sport 3
MSA 550 Strategic Sport Marketing 3
MSA 560 Moral & Ethics in Sport 3
MSA 611 Risk Management/Contract
Negotiation
3
MSA 660 Sport Finance and Business 3
MSA 799 Internship in Sport Administration 6
MSA 899 Practica for International Students 0
To t a l 21
Business Management Core
Course Title Credits
MBA 503 Statistics 3
MBA 504 Economics 3
MBA 505 Financial Accounting 3
MBA 613 Organizational Behavior 3
To t a l 12
Specialization/Concentration Area:
Select any three electives
Course Title Credits
MSA 530 Managing Sport Facilities-online 3
MSA 565 Sport Communication-online 3
MSA 621 Rules Compliance/Inter. Athl. 3
MSA 631 Intercollegiate Athletics 3
MSA 641 Professional Sport 3
MSA 650 Special Events 3
MSA 670 Globalization of Sport-online 3
MSA 690 Research Methods in Sport
Administration
3
To t a l 9
Program Total 42
On-line Sport Administration Curriculum
Course Title Credits
MSA 520 Leadership in Sport 3 R
MSA 530 Managing Sport Facilities 3 E
MSA 550 Strategic Sport Marketing 3 R
MSA 560 Moral and Ethics of Sport 3 R
MSA 565 Sport Communication 3 R
MSA 611 Risk Management and Contract
Negotiation
3 R
MSA 631 Intercollegiate Athletics 3 R
MSA 641 Professional Sport 3 R
MSA 660 Sport Finance and Business 3 R
MSA 799 Internship in Sport Administration 6 R
Program Total 33
30 credits of required and 3 credits of elective courses
R-Required Course
E-Elective Course
Add MSA 621 Rule Compliance Intercollegiate
Athletics 3 credits
Add MSA 675 Ticket Operations and Sales Management in
Sport 3 credits
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151 GRADUATE CATALOG 2014-2016
SPORT ADMINISTRATION COURSES FOR
2014-2016
MSA 520 Leadership in Sport 3 credits
This course will examine the concepts relating to efficient
management and leadership of the sport industry.
Emphasis will be placed on principles and techniques of
management relating to programs, facilities, special events
and personnel.
MSA 550 Strategic Sport Marketing 3 credits
A study of marketing concepts with application to sport
organizations. Topics include promotions and public
relations, sport consumer behavior, strategic market
planning, marketing information management, marketing
communications, branding and sponsorship sales.
MSA 560 Moral and Ethics in Sport 3 credits
This course helps students establish a fundamental
philosophy for sport in their personal and professional life.
The course addresses the decision to be involved in sports
in a professional capacity, the decisions that drive actions
and decision-making in professional life and the formulation
of a personal ethical code.
MSA 565 Sport Communication 3 credits
A study of basic knowledge and understanding of media
relations in sport. Emphasis on building and managing an
effective media relations program at the intercollegiate and
professional levels. Examines news releases, home town
features, contest management, press conferences, statistics
and publications.
MSA 611 Risk Management and Contract Negotiation
3 credits
This course is directed at understanding basic legal
concepts in the sport setting. As a practical matter, the
course will aid the student in recognizing how these
legal concepts can be applied in the administration and
management of sport programs, facilities and personnel.
MSA 530 Managing Sport Facilities 3 credits
This course is designed to provide learning experiences
in the administrative tasks of planning, managing, and
operating various types of athletic facilities. Financial,
legal, and safety issues relevant to operating facilities will
be examined. In addition, management principles and
concepts as they affect program selection and scheduling
of sport and fitness facilities will also be examined.
MSA 621 Rule Compliance Intercollegiate Athletics
3 credits
This course will provide an overview of the NCAA’s governance
structure and legislative process, as well as the role of on-
campus athletics compliance officers. Using case studies
from the NCAA’s major and secondary infractions database,
students will examine each of the NCAA’s operating bylaws:
amateurism, recruiting, eligibility, financial aid, awards and
benefits and playing and practice seasons. Students will learn
how rules violations are investigated, reported and processed
(and maybe even avoided), and how the role of the NCAA’s
enforcement staff and infractions committee impacts rules
compliance in intercollegiate athletics.
MSA 631 Intercollegiate Athletics 3 credits
An introduction to the management of intercollegiate
athletics and a review of the organizational structure of the
intercollegiate athletic department, conferences and the
NCAA. Analysis of prevailing issues in college athletics
including financial trends, academic recruiting, legislation,
conference realignment, reform and Title IX/gender equity.
MSA 641 Professional Sport 3 credits
This course is aimed at providing an overview of
professional sports and their leagues, including
organizational structure and the associated job market. The
emphasis will be placed on sports outside of the four major
leagues, such as the PGA, WNBA, LPGA, and NASCAR.
MSA 650 Special Events 3 credits
Overview of all elements involved in sport event
management. Key components of the course include
practical application at actual events and interaction with
industry experts, as well as creation and implementation
of a major class event to benefit a local charity. A strong
emphasis is placed on coursework outside of the classroom
environment.
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152 CANISIUS COLLEGE
MSA 660 Sport Finance and Business 3 credits
An overview of general business economics and financial
principles. Topics include private and public sector funding,
economic impact analysis, sponsorship, partnerships and
fundraising related to sport and sport organizations.
MSA 690 Research Methods in Sport Administration
3 credits
Provides insights into the critical elements of research and
enables the student to formulate an original hypothesis
culminating in the master’s project or thesis.
MSA 799 Internship in Sport Administration 3 credits
Individually structured work-related independent research
guided by a faculty/staff member. The goal is to integrate
student’s academic experience with that of the work place.
Research report required. Prerequisites: Completion of all
other required courses and the signature and approval of
program director.
MSA 899 Practica for International Students 0 credits
Allows the international student to learn and gain
experience in the workings of a sport and/or entertainment
organization in the United States. Prerequisite: All
international students must register each semester.
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153 GRADUATE CATALOG 2014-2016
TESOL/BILINGUAL DEGREES
& CERTIFICATES
Director: Lisa Murray-Roselli
Faculty: Dr. Rosemary Murray; Dr. Mary Shea.
Adjunct Faculty: Tetyana Sabers; Emily
Prokhorenko.
Degree: Master of Science
Certificates:
Advanced Certificate in TESOL Education
Bilingual Education Extension Certificate
Admission
To be considered for admission to Canisius College’s
TESOL programs, candidates are required to submit the
items below:
• Completion of a Graduate Admissions Application
– For the master’s degree - submission of one
(1) official undergraduate transcript showing
completion of a bachelor’s degree from an
accredited institution of higher learning with a
minimum 2.7 cumulative grade point average
– For the Advanced Certificate - submission of
one (1) official transcript showing completion of a
master’s degree from an accredited institution of
higher learning
• Evidence of teaching certification complete or in
progress
• Evidence of completion of 12 credit hours of college/
university level credit in a language other than English
• Submission of two (2) letters of recommendation
Applications for candidates with less than a 2.70 cumulative
undergraduate GPA will be reviewed by the program
director for an admissions decision and may include
additional requirements (e.g., personal interview, GRE, etc.).
Academic Standing
Admission will require a 2.70 cumulative undergraduate
GPA. Applicants who have an undergraduate GPA below a
2.70 may be required to meet additional requirements in
order to provide evidence of their ability to be successful
in graduate studies. These requirements may include a
personal interview, and the GRE, GMAT, or MAT. Canadian
and other international applicants must provide a
completed Certification of Finances form.
Transfer Credit
No more than six credits of graduate coursework will be
accepted in transfer from other institutions. The grades
must have been at least “B” and must have been earned
within the five-year time limit for completion of degree
requirements. All transfer credits must coordinate with
the candidate’s program of study at Canisius College, as
approved by the program director. Only courses that can be
aligned with a course in the program will be accepted for
transfer credit as a substitute. Any exceptions to the above
may only be made with the approval of both the program
director and the Associate Dean.
Mission Statement
The School of Education and Human Services, in concert with
our candidates, school partners, alumni and the community,
seeks to prepare highly competent professional and socially
committed teachers who value the Jesuit traditions of cura
personalis, social justice and leadership through service.
The mission of the unit is to prepare educators who possess
content, pedagogical and professional knowledge, use their
gifts in the service of others, and demonstrate professionalism
and leadership in their field.
Program Details
Academic Standards
New York State TESOL Standards:
1. Language: Candidates know, understand, and use the
major theories and research related to the structure
and acquisition of language to help English Language
Learners (ELLs) develop language and literacy and
achieve in the content areas. Issues of language
structure and language acquisition development are
interrelated. The divisions of the standards into 1.a.
language as a system, and 1.b. language acquisition and
development do not prescribe an order.
2. Culture: Candidates know, understand, and use major
concepts, principles, theories, and research related to
the nature and role of culture and cultural groups to
construct supportive learning environments for ELLs.
3. Planning, Implementing, and Managing Instruction:
Candidates know, understand, and use evidence-
based practices and strategies related to planning,
implementing, and managing standards-based ESL
and content instruction. Candidates are knowledgeable
about program models and skilled in teaching strategies
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154 CANISIUS COLLEGE
for developing and integrating language skills. They
integrate technology as well as choose and adapt
classroom resources appropriate for their ELLs.
4. Assessment: Candidates demonstrate understanding of
issues and concepts of assessments and use standards-
based procedures with ELLs.
5. Professionalism: Candidates keep current with new
instructional techniques, research results, advances
in the ESL field, and education policy issues and
demonstrate knowledge of the history of ESL teaching.
They use such information to reflect on and improve
their instruction and assessment practices. Candidates
work collaboratively with school staff and the community
to improve the learning environment, provide support,
and advocate for ELLs and their families.
MS Curriculum
Total credit hours: 30
I. Required Courses (credit hours)
Course Title Credits
TESL 581 Cultural Perspectives in Multilingual
Education
3
TESL 582 Theory and Practice of Bilingual/
Multilingual Education
3
TESL 583 Linguistics 3
TESL 585 Methods & Materials of TESOL 3
TESL 587 Evaluation/Assessment in
Bilingual/TESOL Education
3
TESL 588 College Supervised Fieldwork 3
EDR 515 Measurement and Statistics 3
EDR 616 Research Methods 3
II. Elective Courses (6 credit hours required)
Course Title Credits
TESL 584 Native Language Arts 3
TESL 586 Methods of Teaching the Subject
Areas in the Native Language
3
EDR 501 Reading & Writing in the Content
Areas
3
EDR 504 Adolescent Literacy 3
EDR 508 Emergent Literacy 3
Online Advanced Certificate in TESOL
Curriculum
Total credit hours: 18
I. Required Courses (credit hours)
Course Title Credits
TESL 581 Cultural Perspectives in Multilingual
Education
3
TESL 582 Theory and Practice of Bilingual/
Multilingual Education
3
TESL 583 Linguistics 3
TESL 585 Methods & Materials of TESOL 3
TESL 587 Evaluation/Assessment in Bilingual/
TESOL Education
3
TESL 588 College Supervised Fieldwork 3
Online Bilingual Education Extension Curriculum
Total credit hours: 15
I. Required Courses (credit hours)
Course Title Credits
TESL 584 Native Language Arts 3
TESL 585 Methods & Materials of TESOL 3
TESL 586 Methods of Teaching the Subject
Areas in the Native Language
3
TESL 587 Evaluation/Assessment in Bilingual/
TESOL Education
3
TESL 590 Foundations of Bilingual Education 3
TESOL COURSES FOR 2014-2016
TESL 581 Cultural Perspectives in Multilingual
Education 3 credits
In this course, candidates examine the current debate
regarding the role and definition of culture in the study
of TESOL and the ESL classroom. Students will come
to understand the effects of stereotyping the cultural
characteristics of ESL students as well as the very real
impact culture has on students’ learning styles and
classroom experiences. ESL 581 candidates will examine
the potential impact their teaching strategies will have in
the ESL classroom, with regard to understanding their own
cultural characteristics and presuppositions. A balanced
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155 GRADUATE CATALOG 2014-2016
view of intercultural communication is the goal. The
course includes fieldwork designed to investigate cultural
differences.
TESL 582 Theory and Practice of Bilingual/Multilingual
Education 3 credits
This course will introduce the candidate to a survey of
theories and research relevant to the teaching and learning
of English as a second/foreign language that have been
established as effective. Current research and theoretical
advances are described and evaluated. Candidates will have
an opportunity to investigate theory informing best practice.
Course participants will have opportunities to examine
literacy theories and engage in practices that promote bi-
literate outcomes in K–12 schools serving diverse student
populations. This includes, but is not limited to, language
immigration status, gender identities, culture, and economic
backgrounds. Candidates will research and observe the
theory and practice of teaching ELLs through a limited field
experience. They will also be required to interview a TESOL
administrator. More advanced study and supervised teaching
practice will be acquired as candidates apply these skills in an
ESL classroom during their supervised practicum.
TESL 583 Linguistics 3 credits
This course will introduce the core disciplines of linguistics;
this includes the scientific study of language components
as they apply to all aspects of literacy learning (e.g.,
phonetics, phonology, morphology, syntax, and semantics).
Candidates will consider how grammar is shaped by human
cognition, culture, and speakers’ communicative goals as
well as how languages around the world construct words,
figurative language, and sentences. In this course, language
phenomenon, scientific bases, terminology on linguistics,
multi-relational aspects and other related areas are discussed.
Language phenomenon is discussed by reference to domains
that nurture it. Language origins, language-brain relationship,
sound, word, syntactic, meaning and social systems,
communication with all its contexts, discourse analysis and
its approaches, language learning and teaching aspects are
all discussed throughout the course. Linguistics knowledge
and language teaching methods are treated as integrated
topics. Primary course goals are to provide candidates with
the necessary information on language as a dynamic system,
domains related to language, and creating an intellectual
background for language and language teaching. An expected
outgrowth of the study of linguistics is that students will realize
the relationship between understanding specific structures
in a language and effective language teaching. In addition,
this course provides an up-to-date introduction to the study
of linguistics, the discipline that investigates and describes
language acquisition, production, and comprehension. The
course will also examine English language structures —the
language of the dominant society — and enhance language
awareness. A field experience will be required; candidates will
observe examples of student speech.
TESL 584 Native Language Arts 3 credits
This course is an introduction to Native Language Arts (NLA)
instruction for speakers of other languages. It is intended
to provide models of instruction in the native language arts
which are aligned with the New York State learning standards.
Through reading, discussion, observation, and demonstration,
candidates will come to understand the importance of
native language literacy in the development of literacy in the
second language. It has been found that there is a strong
and positive correlation between literacy skills in the native
language and literacy skills in the second language. Students
with the highest levels of native language literacy are those
who eventually become the strongest readers in the second
language. Candidates will become familiar with approaches
to teaching NLA in the “Post-Method” Era. Candidates
will be provided with experiences in teaching grammar,
pronunciation, speaking, listening, vocabulary, reading and
writing as well as experience a variety of methods to assess
these components of Native Language Arts. As research
has demonstrated, those skills and concepts learned in
one language serve as a reference point for development
of a second language. Therefore, a strong native language
arts instructional program integrating learning experiences
and standards will facilitate the transfer of literacy skills into
English and will develop the ability to complete increasingly
complex academic tasks.
TESL 585 Methods and Materials of Teaching English to
Speakers of Other Languages 3 credits
This course is an introduction to methods and materials
for the teaching of English to speakers of other languages
(TESOL). Through a program of lectures, readings,
discussions, and practical teaching exercises in the field,
candidates will explore the educational contexts in which
English is taught and learned, methods and materials
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156 CANISIUS COLLEGE
that teachers use to teach it, and the links between what
teachers and learners do in the classroom and what applied
linguistic research tells us about how second languages are
learned. Satisfactory completion of the course indicates
that candidates have acquired a basic knowledge of the
methodology and materials of TESOL and basic skills in
putting that knowledge into practice. There is a focus on
core curricular areas, pedagogy, and materials for responsive
instruction that utilizes research-tested approaches and
instructional strategies that actively engage students in
learning. More advanced study and supervised teaching
practice will be acquired as candidates apply these skills in
an ESL classroom during their supervised practicum.
TESL 586 Methods of Teaching the Subject Areas in the
Native Language 3 credits
This course is for elementary and secondary teachers
who will be or are currently working with culturally and
linguistically diverse students. It is intended to provide
models of content area instruction in the native language,
aligned with the New York State learning standards. Through
reading, discussion, observation and demonstration,
candidates will learn about teaching content across
curricular subject areas as well as understand the
importance of native language literacy in the development
of literacy in the second language. The course explores
English language development in the context of academic
language socialization, specifically through the instruction of
English along with the curricula of the content areas. There
is a focus on core curricular areas, pedagogy, and materials
for responsive instruction that utilizes research-tested
approaches and instructional strategies that actively engage
students in learning. It includes responsive instruction
which is differentiated; it meets the needs of ALL learners
including those who struggle, those in the middle, and
those who are high achievers and need challenges.
TESL 587 Evaluation Assessment in Bilingual/TESOL
Education 3 credits
In this course, candidates will examine assessment
measures and evaluation protocols as well as
methodologies for dynamic instruction (instruction that
includes ongoing assessment in the process of teaching)
with ESL/CLD learners. Current research and materials
for TESOL instruction, assessment, and evaluation will
be analyzed for validity, reliability, and utility. Various
instructional models for dynamic instruction will also
be explored for effectiveness. Dynamic teaching refers
to teaching with ongoing assessment and immediate
adjustment in instruction based on in-the-moment
assessment that informs the teacher to remediate, go
on, or challenge learners. Candidates will analyze the
internal construction of testing instruments, procedures for
alternative assessment of ESL/CLD students, and options
for appropriately adapting tests that are part of classroom
curriculum in ways that make them effective and equitable
for ESL/CLD learners. Students will complete a field case
study as part of this course.
TESL 588 College Supervised Fieldwork in TESOL
3 credits
This is a field based supervised practicum in which
candidates demonstrate competencies related to providing
instruction to CLD/ESL students and leadership on TESOL
within a school setting. They work with a teacher of CLD/
ESL students in an assigned school and with a college
supervisor. Students participate in seminar sessions for
reflection, “debriefing”, and dialog on their experiences.
TESL 590 Foundations of Bilingual Education 3 credits
Foundations of Bilingual Education is a survey course
intended to explore foundational elements of bilingual
education: theory and practice, cultural perspectives, and
linguistics and grammar. A survey of theories, practices,
and research currently most productive and relevant to
the teaching and learning of English as a second/foreign
language are described and evaluated. Candidates will have
an opportunity to investigate theory informing best practice.
Examination of cultural perspectives will include the current
debate regarding the role and definition of culture in the
English Language Learner (ELL) classroom. Students will
come to understand the effects of cultural stereotyping,
as well as the impact culture has on students’ learning
styles and classroom experiences. Finally, candidates will be
introduced to the core disciplines of linguistics, the scientific
study of language, as they apply to literacy learning,
including phonetics, phonology, morphology, syntax, and
semantics. Candidates will consider how grammar is shaped
by human cognition, culture, and speakers’ communicative
goals as well as how languages around the world construct
words, figurative language, and sentences.
Return to Table of Contents
157 GRADUATE CATALOG 2014-2016
ADMINISTRATION DIRECTORY
Board of Trustees
Edward Burke Carey ’69 Chair
Ben K. Wells, M.B.A., ’82 Vice Chair
Marco F. Benedetti, Treasurer
Erica C. Sammarco ’00, Secretary
John J. Hurley ’78, ex officio
Larry Aiello, Jr. ’71
Teresa M. Amabile ’72 Ph.D.
Rev. Michael G. Boughton, S.J.
Rev. John T. Butler, S.J.
Joseph J. Castiglia, Emeritus, ’55, HON ’94
Nelson D. Civello ’67
John R. Connolly ’72
Rev. Rocco C. Danzi, S.J.
Michael A. Ervolina, Jr. ’79
Lenora B. Foote-Beavers ’92
Rev. Brain B. Frain, S.J.
Richard N. Gilbert, Jr. ’84, MD
Anthony B. Habib ’95
Joseph M. Hassett, ’64, Ph.D.
Bernd G. Heinze ‘78
Rev. D. Scott Hendrickson, S.J.
Christine M. Licata-Culhane ’67, M.S. ’71, Ed.D.
Alfred F. Luhr, III ’68
Rocco J. Maggiotto ’72, M.B.A., ’79
Mark J. Manuele ’92, ex officio
Joseph D. McDonald
Rev. Joseph M. McShane, S.J.
Michael J. Montante ’91
Acea M. Mosey, Esq. ’92
Kenneth F. Myszka ’70
Rev. Leo O’Donovan, S.J.
Ronald A. Raccuia ’90
James E. Sherwood, ’68, Ph.D.
Dennis F. Strigl ’74, HON ’11
Lawrence J. Vilardo ’77, J.D.
Lee C. Wortham ‘79
Board of Regents
Martin J. Berardi ’79, Chair
Rocco Lucente, II ’80, Vice-Chair
Timothy P. Balkin ’81
John P. Belbas, ’82 DDS
Kurt C. Bingeman ’71
Catherine A. Bolz ‘85, M.B.A. ‘90
Jill K. Bond ’82
Salvatore M. Calandra ’80, MD
John P. Comerford
Paul T. Courtney ’94
Bonnie Cywinski ’87
James F. Dentinger ’83, M.B.A. ’94
Deborah A. DiMatteo M.B.A. ’88
Annette M. Dispenza-Kajtoch ’88, M.B.A. ’90
Mark G. Evans ’83
Fidelma L. Fitzpatrick ‘91
Andrew L. Fors
Michael M. Gilbert ’90
Albert E. Gress ’85
Amy E. Hoffman ’82
Michael P. Hughes ’94
John W. Koessler
James E. McNicholas ’68, M.S.Ed. ’97
Wendy L. Montante ’89
Brian M. Murphy ’95
David L. Noto ‘76
Mary Perna Greenwald ‘84, M.B.A. ‘96
Rebecca R. Reeder
Michael J. Ryan ’64
James J. Rzad ’70, M.B.A. ’75
Maureen T. Schmitt
Scott L. Sroka ‘94
William C. Thuman ’73
Paul V. Vukelic
Ed Carey '69, Chair of the Board of Trustees, ex-officio
William M. Collins, ex-officio
Dianna Civello, Secretary to the Board of Regents, ex-officio
Terri L. Mangione, Ph.D., consultant
Nick Fiume ’01, consultant
John Solak, President, USA, consultant
Marco Benedetti, consultant
Kathleen Davis, consultant
President John J. Hurley
Richard A. Wall, ’78, Ph.D., consultant
Return to Table of Contents
158 CANISIUS COLLEGE
Administration
John J. Hurley ’78, Esq.
President
Erica C. Surbone Sammarco ‘00
Assistant to the President
Academic Affairs
Richard A. Wall, Ph.D.*
Vice President for Academic Affairs
Margaret C. McCarthy, Ph.D.*
Associate Vice President for Academic Affairs
Blair W. Foster, B.S.*
Associate Vice President for Academic Affairs & Registrar
Deborah W. Whiting-Prohn, M.S.
Associate Registrar
Lilly A. Adams Dudley, M.S.*
Associate Dean, Director of COPE
Matthew A. Hertz, Ph.D.
Director of Research & Institutional Effectiveness
Michael W. Tampio, M.B.A.
Institutional Research Senior Analyst
Mary Ann Langlois, M.B.A.
Director of Sponsored Programs
Christopher R. Lee, Ph.D.
Director of Graduate Fellowships
Amanda M. Snider, M.S.
Assistant Director, Academic Special Events
E. Roger Stephenson, Ph.D.*&
Christian Blum, Ph.D.
Co-Directors of the ULLC Program
Bruce J. Dierenfield, Ph.D.*
Director of Honors Program
Brian P. Smith, M.Ed.*
Director of Study Abroad
Rev. Michael F. Tunney, S.J.*
Director of Mission & Identity
Sr. Patricia Brady, S.S.M.N.
Director for Community-Based Learning
College of Arts and Sciences
Patricia E. Erickson, Ph.D.
Interim Dean
Debra Instone-Noonan, Ph.D.
Associate Dean/ Director for Assessment
and Curriculum Management
Barbara J. Porter, Ph.D.*
Associate Dean /Study Abroad,
International Students and
English as a Second Language
Rosanne L. Hartman, Ph.D.
Director of Communication and
Leadership MS Program
Michael Noonan, Ph.D.*
Chair of ABEC and Director
of Anthrozoology
School of Education and Human Services
Jeffrey R. Lindauer, Ph.D.
Dean
Shawn O’Rourke, Ph.D.
Associate Dean, Graduate and Canadian Programs
Director, Sports Administration Program
Nancy Wellenzohn, Ed.D.
Associate Dean, Program Quality and
Undergraduate Affairs and Director of Accreditation
Tiffany Fuzak, B.S.
Program Coordinator
Nancy V. Wallace, Ph.D.
Director of School & Community Partnerships
Ronald H. Kotlik, Ph.D.
Director, Educational Technologies and
Emerging Media Program
Marjorie Harrington, Ph.D.
Director, Education of Deaf and Hard of Hearing Program
Sandra Estanek, Ph.D.
Director, College Student Personnel
Administration Program
Anne Marie Tryjankowski, Ed.D.
Director, Education and Leadership/Supervision
Mary Shea, Ph.D.
Director, Literacy Program
Timothy Sawicki, Ed.D.
Director, Online Physical Education Program
Return to Table of Contents
159 GRADUATE CATALOG 2014-2016
Rosemary Murray, Ed.D.
Chair, Graduate Education and Leadership
Director, Literacy Center
Julie J. Henry, M.Ed., Ph.D.
Chair, Teacher Education
Director, Differentiated Instruction Program
Lisa Murray-Roselli, M. Ed.
Director, Online TESOL Program
Sandra M. McKenna, B.S.
Academic Program Coordinator, Office of
Professional Studies
Dennis Koch, Ph.D.
Director of Office of Professional Studies
Director, Health and Human Performance and
Respiratory Care Programs
Margaret Garfoot, M.S., RD, CDN
Director, Applied Nutrition, Office of Professional Studies
Gary Ladd, DHSc,
Graduate Project Director, Community and
School Health
Office of Professional Studies
Arvela Heider, Ph.D.
Director, Health Information Technology, Office of
Professional Studies
Richard J. Wehle School of Business
Richard A. Shick, Ph.D.*
Dean
Gregory R. Wood, Ph.D.
Associate Dean
Laura A. McEwen, M.B.A.
Assistant Dean and
Director of Graduate Business Programs
Stephanie Q. Cattarin, M.S.
Executive Director for
Center for Professional Development
Sarah L. Vescio, M.S.
Director for Women’s Business Center
Enrollment Management
Kathleen B. Davis, M.B.A.
Vice President for Enrollment Management
Mollie A. Ballaro, M.S.
Director of Undergraduate Admissions
Julie Zulewski, M.Ed.
Director, Graduate Admissions
Ellen Murphy, M.S.
Associate Director, Graduate Admissions
Bridget M. Licata, M.S.
Associate Director, Admissions Marketing
Valerie R. Nugent, M.S.
Sr. Associate Director of Transfer Admissions
Amanda M. Snider, M.S.
Assistant Director Admissions, Academic Special Events
Phillip B. Ciallela, B.S.
Admissions Counselor, Admissions
Louiza Case, B.A.
Admissions Counselor, Admissions
Matthew Doino, M.S.
Admissions Counselor, Admissions
Mary Finger, M.S.
Admissions Counselor, Admissions
Lindsay C. Miller, B.A.
Admissions Counselor, Admissions
Mary A. Koehneke, B.S.*
Interim Director, Financial Aid
Sean A. Hudson, M.S.
Assistant Director, Financial Aid
Michele A. Rizzo, B.A.*
Assistant Director, Financial Aid
Marie McMullen, A.A.S.
Assistant Director, Admissions Processing
Library
Kristine E. Kasbohm, M.A., M.L.S.
Library Director
Barbara Boehnke, M.L.S., Ph.D.
Associate Library Director
George J. Emery, M.L.S.
Library Digital Services & Project Manager
Jessica M. Blum, M.L.S.
Public Services Librarian
Kathleen M. DeLaney, M.A., M.L.S.
Public Services Librarian & Archivist
Matthew K. Kochan, M.L.S.
Public Services Supervisor
Kelly K. Lambert, M.L.S., M.Ed.
Information Literacy Specialist
Jeff M. Proehl, M.L.I.S.
Library Technology Specialist
Lisa M. Sullivan, M.S., M.L.S.
Collection & Public Services Librarian
Return to Table of Contents
160 CANISIUS COLLEGE
Information Technology Services
Walter J. Drabek, M.B.A.*
Interim Chief Information Officer
Lawrence J. Deni, M.A.*
Director of Network Services
Daniel J. Drew, M.A.
Director of Media Center
Frank W. Kirstein, M.B.A.*
Director of Computer Infrastructure & Operations
Estelle M. Siener, M.S.*
Director of Academic Computing
Michael E. Szymendera*
Associate Director of Network Services
Andrew R. Chaplin, B.S.*
Systems Administrator
Scott D. Clark, M.S.
Computer Support Specialist
Pamela M. Dart, B.S.
Programmer Analyst
Michele L. Folsom, M.S.*
Programmer Analyst
Mark Gallimore, Ph.D.
Academic Technology Specialist
Grant J. Guzda, B.S.
Programmer Analyst
Mark E. Hammersmith, A.A.S.
Computer Support Specialist
David J. Koenig, B.A.
Computer Support Specialist
Leah MacVie, M.S.
Instructional Designer/ITS
Lisa M. Mastropaolo, B.A.
Computer Support Specialist
Rev. Michael R. Pastizzo, S.J., S.T.D.
User Services Specialist
Thomas M. Prince, B.A.
Computer Support Specialist
Robert E. Schaedel, B.A.*
Programmer Analyst
Marc J. Schnirel, B.A.
Systems Administrator
David A. Shakarjian, B.S.
Programmer Analyst
Tracy A. Wass, M.S.*
Programmer Analyst
Alan D. Weitzsacker, B.S.*
System Administrator
Business and Finance
Marco F. Benedetti, M.B.A., CPA
Vice President for Business and Finance
Ronald J. Haberer, M.B.A.
Controller
Kevin M. Smith, M.B.A.
Bursar
Alex M. Brown, B.S., CPA
Endowment Accountant
Thomas E. Ciminelli
Director of Facilities Management
Michael E. Boyd
Associate Director of Facilities Management
Mechanical & Technical Trades Manager
Kevin Kwitzer
Building Services Supervisor
Gary B. Lew, M.B.A.
Senior Facilities Operations Manager/Procurement
Deborah Winslow-Schaber, M.S.
Director of Human Resources
Joseph J. Roetter, M. Ed.
Safety Director/Fire Marshal
Institutional Advancement
William M. Collins, B.A.
Vice President for Institutional Advancement
Dianna Civello, M.A.
Associate Vice President for Institutional Advancement
Sarah E. Graham, M.S.
Assistant Director of Advancement Initiatives
Dennis L. Misko, B.A.
Director, Special Gifts
J. Patrick Greenwald, B.A.*
Director, Principal Gifts
Erin H. Hartnett, M.S.
Director, Canisius Fund
Rachel L. Flammer, B.S.
Director, Stewardship
Daniel R. Warner
Leadership Gift Officer of Advancement Initiatives
Return to Table of Contents
161 GRADUATE CATALOG 2014-2016
Marketing and Communication
Eileen C. Herbert, B.A.*
Director of Public Relations
Audrey R. Browka, B.A.
Magazine Editor
Kristen E. Etu, B.A.
Assistant Director of Public Relations
Andalyn M. Courtney, B.F.A., B.A.
Director of Creative Services
David H. Courtney, B.A.
Director of Web Services
Student Affairs
Terri L. Mangione, Ph.D.*
Vice President for Student Affairs
and Dean of Students
Matthew H. Mulville, M.S.*
Senior Associate Dean of Students for Student Life
Mark J. Piatkowski, M.S.
Assistant Director of Residence Life
Beth Crvelin,
Assistant Director of Campus Programming
Jenna Guadagnino
Student Life Specialist
Kathleen M. Brucato, B.A.
Director of International Student Programs
Gary M. Everett, B.S.*
Director of Public Safety
Michael F. Hayes, Jr. M.A.
Director of Campus Ministry
Rev. Thomas A. Colgan, S.J., M. Div./M.A.
Associate Campus Minister
Rev. James L. Dugan, S.J., M.A./M. Div./S.T.M.
Associate Campus Minister
Luanne C. Firestone, M.A.
Associate Campus Minister
Sarah E. Signorino, M.S.
Associate Campus Minister
J. Joseph Van Volkenburg, M.A.*
Assistant to the Director of Campus Ministry
Jeff Jeckovich
Director of Music
Gordon F. Anthony, M.S.
Director of Events and Facilities
Julie Wysocki
Equipment Room Supervisor
Mark D. Dzielski, B.S.
Assistant Event Coordinator
Megan Oosting
Student Life Specialist
Richard Kennedy
Student Life Specialist
Sababu C. Norris, M.A.*
Director of the ALANA Student Center
Patricia H. Creahan, M.S., A.N.P.C.*
Director of Student Health
Sandra Magnano, R.N.
Assistant Director of Student Health
Eileen A. Niland, M.S., LMHC, N.C.C.*
Director of Counseling Center
Michael Cammarata, M.S., LMHC, N.C.C.
Associate Director of Counseling Center
Alison Smith, M.S.W.
Counseling Center Counselor
Charita Price, M.S., LMHC-P
Counseling Center Counselor
William J. Maher, M.S. Ed.
Director of Athletics
Traci Murphy, M.E.
Associate Director, Senior Women’s Administrator
John L. Maddock, M.S.*
Associate Director of Athletics for External Affairs
Judith R. Caserta, M.S.*
Assistant Athletic Director for Business Operations
Academic Affairs and Student Affairs
Anne-Marie Dobies, M.S.*
Assistant Vice President and Director
Griff Center for Academic Engagement
Jennifer Herrmann, M.S.
Assistant Dean of Freshmen
Griff Center for Academic Engagement
Connie M. Pileri, M.S.*
Director of New Student Orientation
and Associate Director
Student Athlete, Career and Advisement
Griff Center for Academic Engagement
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162 CANISIUS COLLEGE
Patricia A. Coward, Ph.D.
Associate Director
Career Service, Faculty Resource/Outreach,
Eng 101 and Transfer Advisement
Griff Center for Academic Engagement
Eileen Abbatoy, M.S.
Associate Director
Career Services and Undecided Advisement
Griff Center for Academic Engagement
Kara M. Schwabel, M.S.
Assistant Director
Internships/External Liaison and Advisement
Griff Center for Academic Engagement
Nicole M. Scaccia, M.S.
Assistant Director
Freshmen/SOC/MLA, Career and Advisement
Griff Center for Academic Engagement
Sierra Rapone Bonerb
Senior Counselor
Accessibility/Mentoring/Veteran Career and
Advisement
Griff Center for Academic Engagement
Donna L. Ortolani, B.S.
Coordinator
Student Advocate and Parent Program
Griff Center for Academic Engagement
Tracy Callaghan, M.S.Ed.
Coordinator
Tutoring and Study Center General Proctor Site
Griff Center for Academic Engagement
* Bene Merenti — awarded for 20 years of service to Canisius College.
** Special Bene Merenti — awarded for 40 years of service to Canisius
College.
Return to Table of Contents
163 GRADUATE CATALOG 2014-2016
FACULTY DIRECTORY
FULL-TIME FACULTY
YANN ABDOURAZAKOU
Assistant Professor of Sport Administration
Bsc., University of La Réunion with University of Quebec at
Montreal Canada;
Msc., University of Rouen (France);
Ph.D., University of Rouen.
ANTONE F. ALBER
Professor Emeritus
B.A., Lehigh University;
M.B.A., University of Pittsburgh;
Ph.D., The Pennsylvania State University.
EILEEN M. ANGELINI
Professor of Modern Languages
B.A., Middlebury College;
M.A., Ph.D., Brown University.
STANLEY ARBEIT*
Professor Emeritus
B.S., Syracuse University;
M.B.A., Ph.D., State University of New York at Buffalo.
SUSAN M. ARONICA
Associate Professor of Biology
B.S., Cornell University;
M.S., Ph.D., University of Illinois.
M. FERNANDA ASTIZ
Associate Professor of Adolescence Education
B.A., University of Buenos Aires, Argentina;
M.A., Ph.D., Penn State University.
RICHARD BAILEY
Associate Professor of History
B.A., University of Mobile;
M.Div., The Southern Baptist Theological Seminary;
Ph.D., University of Kentucky.
THOMAS M. BANCHICH*
Professor of Classics & History
B.A., M.A., Bowling Green State University;
Ph.D., State University of New York at Buffalo.
DEWEY J. BAYER**
Professor Emeritus
A.B., A.M., Xavier University;
Ph.D., University of Arkansas.
BARRY BERLIN*
Professor Emeritus
B.S., University of Illinois;
M.S., Syracuse University;
Ph.D., State University of New York at Buffalo.
KHALID W. BIBI*
Professor of Kinesiology
B.S., University of Illinois;
M.S., Northeastern University;
Ph.D., University of Connecticut.
JOSEPH F. BIERON*
Professor Emeritus
B.S., M.S., Canisius College;
Ph.D., State University of New York at Buffalo.
H. JAMES BIRX*
Professor of Sociology, Anthropology & Criminal Justice
B.S.Ed., M.S.Ed., State University College at Geneseo;
A.M., Ph.D., State University of New York at Buffalo.
TERRENCE P. BISSON*
Professor of Mathematics & Statistics
B.A., University of Chicago;
M.A., Ph.D., Duke University.
ROBERT BODE
Post Doctoral Fellow/Biology
B.S., Hope College;
Ph.D., Cornell University.
PETER BÖHM
Associate Professor of Modern Languages
M.A., Dr. phil., University of Würzburg (Germany).
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164 CANISIUS COLLEGE
GEORGE BOGER*
Professor Emeritus
B.A., M.A., Ph.D., State University of New York at Buffalo.
EMMA D. BOJINOVA
Assistant Professor of Economics & Finance
B.S., M.S., University of National and World Economy, Sofia,
Bulgaria;
M.S., University of Kentucky;
Ph.D., University of Kentucky.
DONALD I. BOSSHARDT*
Associate Professor of Economics & Finance
B.B.A., Ph.D., University of Wisconsin.
MICHAEL J. BRAUNSCHEIDEL
Associate Professor of Management
B.M., University of Detroit;
M.B.A., Canisius College;
Ph.D., State University of New York at Buffalo.
DEBRA T. BURHANS
Associate Professor of Computer Science (Bioinformatics)
B.S., University of Michigan;
M.S., Ph.D., State University of New York at Buffalo.
KEITH R. BURICH*
Professor of History
B.A., Ohio Wesleyan University;
M.A., Ph.D., University of North Carolina – Chapel Hill.
BARBARA A. BURNS
Professor of Education
B.A., Molloy College;
M.Ed., Ph.D., State University of New York at Buffalo.
ROBERT J. BUTLER**
Professor of English
A.B., St. Michael’s College (Vermont);
A.M., Ph.D., University of Notre Dame.
NICKI M. CALABRESE
Associate Professor of Education
B.S., State University College at Buffalo;
Ph.D., State University of New York at Buffalo.
RITA A. CAPEZZI*
Associate Professor of English
B.A., Chatham College;
M.A., Ph.D., University of Pittsburgh.
LTC WILLIAM CARR
Professor of Military Science
B.A., Texas A&M;
M.B.A., City University of Seattle;
M.S., Kansas State University.
JANE G. CARY*
Professor Emerita
B.M., Syracuse University;
M.M., Eastman School of Music.
THOMAS J. CAULFIELD*
Professor Emeritus
B.S., M.S.Ed., Canisius College;
Ed.D., State University of New York at Buffalo.
LAUREN K. CAVANAUGH
Assistant Professor of Kinesiology
B.K.in.H., Acadia University;
M.S., M.A.T., Ph.D., Texas Woman’s University.
STEPHEN A. CHANDERBHAN
Assistant Professor of Philosophy
B.A., The College of William and Mary;
Ph.D., St. Louis University.
SAI CHIDAMBARAM*
Professor Emeritus
B.S., Madras University;
M.S., Annamalai University, India;
Ph.D., University of Wisconsin.
PATRICIA B. CHRISTIAN*
Associate Professor of Sociology, Anthropology & Criminal
Justice
A.B., Wellesley College;
A.M., Ph.D., Brown University.
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165 GRADUATE CATALOG 2014-2016
RAYMOND J. CLOUGH*
Professor Emeritus
A.B., College of the Holy Cross;
A.M., The Catholic University of America;
Ph.D., State University of New York at Buffalo.
HAMILTON E. COCHRANE*
Professor of English
B.A., College of St. Thomas;
Ph.D., University of Minnesota.
ELLEN O. CONLEY**
Associate Professor of Physical Education
B.S., Slippery Rock State College;
M.Ed., University of Pittsburgh;
Ph.D., State University of New York at Buffalo.
KATHLEEN M. CONTRINO
Assistant Professor of Criminal Justice
B.S., M.S., Northeastern University
Ph.D., J.D., University at Buffalo.
SANDRA P. COOKSON*
Professor Emerita
B.A., M.A., Ph.D., University of Connecticut.
DAVID R. COSTELLO*
Professor Emeritus
B.A. Notre Dame;
M.A., Ph.D., University of Virginia.
KATIE S. COSTANZO
Assistant Professor of Biology
B.S., State University of New York at Oswego;
M.S., Illinois State University;
Ph.D., University at Buffalo.
JOHN S. DAHLBERG
Professor of Communication Studies
B.A., M.A., State University College at Fredonia;
Ph.D., State University of New York at Buffalo.
JACK P. D’AMICO*
Professor Emeritus
B.A., Ph.D., State University of New York at Buffalo.
ROBERT R. DAVIS**
Associate Professor of Accounting
B.S., Canisius College;
A.M., Ohio State University;
C.P.A., State of New York;
Ph.D., State University of New York at Buffalo.
RENE A. DE LA PEDRAJA*
Professor of History
B.A., University of Houston;
M.A., Ph.D., University of Chicago.
BETSY M. DELLEBOVI*
Associate Professor of Adolescence Education
B.A., M.A., Ph.D., State University of New York at Buffalo.
DANIEL F. DEMPSEY**
Professor Emeritus
B.S., Canisius College;
Ph.D., University of Notre Dame.
JENNIFER A. DESIDERIO
Associate Professor of English
B.A., Marquette University;
M.A., Ph.D., The Ohio State University.
DAVID R. DEVEREUX
Associate Professor of History
B.A., University of Western Ontario;
M.A., Dalhousie University;
Ph.D., University of London.
LORREINE K. DICAMILLO
Associate Professor of Adolescence Education
B.A., University of Notre Dame;
M.A., Ed.D., University of San Francisco.
JONATHAN M. DICICCO
Associate Professor of Political Science
B.A., Drew University;
Ph.D., Rutgers University.
BRUCE J. DIERENFIELD*
Professor of History
B.A., St. Olaf College;
M.A., Ph.D., University of Virginia.
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166 CANISIUS COLLEGE
DAVID B. DIETZ**
Professor Emeritus
A.B., Canisius College;
A.M., Ph.D., Fordham University.
FRANK J. DINAN**
Professor Emeritus
A.B., Ph.D., State University of New York at Buffalo.
MARIANNE DJUTH*
Professor of Philosophy
B.A., Duquesne University;
M.A., Ph.D., University of Toronto.
JAMES C. DOLAN*
Professor Emeritus
A.B., A.M., Canisius College;
Ph.D., University of Illinois.
MICHAEL G. DOLAN
Professor of Kinesiology
B.S., Canisius College;
M.A., University of North Carolina;
A.T.C., National Athletic Trainers Association.
PAUL M. DOWLING**
Professor Emeritus
A.B., Assumption College;
A.M., St. Louis University;
Ph.D., Indiana University.
ALAN I. DUCHAN*
Professor Emeritus
B.S., Carnegie-Mellon University;
M.B.A., Case-Western Reserve University;
M.A., Ph.D., University of Wisconsin.
DENNIS C. DULING*
Professor Emeritus
A.B., College of Wooster (Ohio);
B.D., McCormick Theological Seminary (Chicago);
M.A., Goethe Institute (Germany);
A.M., Ph.D., University of Chicago.
MARTHA L. DUNKELMAN
Professor Emerita
B.A., Wellesley College;
M.A., Ph.D., New York University.
BENJAMIN J. DUNKLE
Associate Professor of Communication Studies
B.F.A., State University of New York at Purchase;
M.F.A., State University of New York at Buffalo.
REV. EDWARD T. DUNN, S.J.**
Professor Emeritus
A.B., A.M., Ph.L, S.T.L., Woodstock College;
A.M., Canisius College;
Ph.D., University of Rochester.
KAREN M. DUTT-DONER
Professor of Adolescence Education
B.S., State University of New York at Geneseo;
M.S., Fordham University;
Ph.D., Syracuse University.
PATRICIA E. ERICKSON
Professor of Sociology, Anthropology & Criminal Justice
B.A., State University of New York at Buffalo;
M.A., Ph.D., University of Denver;
J.D., State University of New York at Buffalo, College of Law.
RICHARD H. ESCOBALES, JR**
Professor of Mathematics & Statistics
A.B., St. Peter’s College;
M.S., Ph.D., University of Notre Dame.
SANDRA M. ESTANEK
Professor of Graduate Education & Leadership
B.A., Ohio Dominican College;
M.A., Ohio University;
Ph.D., Union Institute and University.
SARA E. EVANS
Assistant Professor of Chemistry & Bio-Chemistry
B.S., State University of New York at Geneseo;
Ph.D., University of Maryland.
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167 GRADUATE CATALOG 2014-2016
PAOLA C. FAJARDO HEYWARD
Assistant Professor of Political Science
B.A., Universidad Nacional de Colombia;
M.A., Ph.D., State University of New York at Binghamton.
RICHARD K. FALKENSTEIN*
Associate Professor of Fine Arts
B.F.A., M.A., Ph.D., State University of New York at Buffalo.
DANIEL C. FALKOWSKI
Professor Emeritus
B.A., Kent State University;
Ph.D., New York University.
ALEXANDER FARKASH*
Professor Emeritus
B.S., St. Louis University;
M.S., Columbia University;
Ph.D., University of Minnesota.
DAVID L. FARRUGIA*
Professor of Counseling & Human Services
B.A., M.S., Canisius College;
Ed.D., Northern Illinois University.
JANET M. FERGUSON*
Professor of Adolescence Education
B.A., M.Ed., Salem State College;
Ed.D., Boston University.
HOLLY FETTER
Associate Professor of Counseling and Human Services
B.S., Washington State University;
M.S., Portland State University;
Ph.D., University of New Orleans.
KRISTIN E. FINN
Professor of Adolescence Education
B.A., Canisius College;
M.A., Ph.D., State University of New York at Buffalo.
LYNN A. FISH*
Professor of Management
B.S., M.A., M.B.A., Ph.D., State University of New York at
Buffalo.
JANE E. FISHER*
Associate Professor of English
B.A., Boston University;
M.A., Ph.D., Cornell University.
MICHAEL J. FOREST
Associate Professor of Philosophy
B.A., University of Detroit;
M.A., Ph.D., Marquette University.
S. CATHERINE FOSTER
Associate Professor of Communication Studies
B.S., M.S., University of Tennessee at Knoxville;
M.B.A., Lewis University.
LAURENCE W. FRANZ**
Professor Emeritus
B.S., A.M., Ph.D., State University of New York at Buffalo.
PETER J. GALIE*
Professor Emeritus
B.S., A.M., Villanova University;
Ph.D., University of Pittsburgh.
ERIC L. GANSWORTH
Professor of English
B.A., M.A., State University College at Buffalo.
REV. JOSEPH GARIOLO*
Professor Emeritus
B.A. in Ed., Collegio San Jose (Buenos Aires, Argentina);
M.A., State University of La Plata (Argentina);
Ph.D., State University of New York at Buffalo.
EDWARD J. GARRITY*
Professor of Marketing & Information Systems
B.A., State University College at Plattsburgh;
M.B.A., Ph.D., State University of New York at Buffalo.
MICHAEL J. GENT*
Professor Emeritus
A.B., St. Mary’s University (Texas);
M.S., Ph.D., Texas Christian University.
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168 CANISIUS COLLEGE
GUY H. GESSNER*
Associate Professor of Marketing & Information Systems
B.S., M.B.A., Ph.D., State University of New York at Buffalo.
JULIE S. GIBERT*
Associate Professor of History
A.B., Davidson College;
M.A., Ph.D, University of North Carolina.
DONALD F. GIROD*
Professor Emeritus
A.B., Carleton College;
M.A., Ph.D., University of Rochester.
JOSEPH G. GLYNN*
Professor Emeritus
A.B., M.B.A., University of Rhode Island;
Ph.D., Ohio State University.
JAMES C. GOLDSTEIN
Assistant Professor of Accounting
B.S., Binghamton University;
M.B.A., New York University;
Ph.D., Syracuse University.
CHARLES A. GOODSELL
Assistant Professor of Psychology
B.S., State University of New York at Cortland;
M.A., University of Alabama in Huntsville;
Ph.D., University of Oklahoma.
MARYA GRANDE
Associate Professor of Education
B.S., State University of New York at Geneseo;
M.S. Ed, Canisius College;
Ph.D., State University of New York at Buffalo.
ROBERT J. GREBENOK
Professor of Biology
B.S., Ph.D., Michigan Technological University.
RACHEL L. GREENBERG
Assistant Professor of English
B.A., Brandeis University;
M.A., State University of New York at Buffalo;
Ph.D., State University of New York at Buffalo.
DAVID J. GREENMAN*
Professor Emeritus
B.S., Canisius College;
A.M., Ph.D., Indiana University.
TIMOTHY M. GREGG
Associate Professor of Chemistry & Biochemistry
A.B., Brown University;
Ph.D., University of Arizona.
JEAN A. GREGOREK
Assistant Professor of English
B.A., Ohio State University;
M.A., The University of York;
Ph.D., Ohio State University.
ROBERTO M. GREGORIUS
Associate Professor of Adolescence Education
B.S., Anteneo de Manila (Philippines);
Ph.D., University of Massachusetts.
EDWARD J. GRESS*
Professor of Accounting
B.B.A., M.B.A., American University of Beirut;
Ph.D., University of Arizona.
ROBERT HAGSPIEL
Professor Emeritus
A.B., Ph.D., University of Innsbruck.
BARBARA A. HANSON*
Professor Emerita
B.S., Stanford University;
M.S., Ph.D., University of California at San Diego.
KEVIN R. HARDWICK*
Associate Professor of Political Science
B.A., M.A., Ph.D., State University of New York at
Binghamton.
KELLY A. HARPER
Associate Professor of Education
B.S., St. Bonaventure University;
M.Ed., University of Hartford;
Ph.D., Boston College.
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169 GRADUATE CATALOG 2014-2016
MARJORIE L. HARRINGTON
Associate Professor of Graduate Education & Leadership
B.A., Hillsdale College;
M.Ed., Smith College;
Ph.D., University of Pittsburgh.
ROSANNE L. HARTMAN
Professor of Communication Studies
B.A., M.A., Ph.D., State University of New York at Buffalo.
MICHAEL V. HASELSWERDT**
Professor of Political Science
A.B., University of California at Davis;
A.M., Ph.D., Michigan State University.
REV. ROBERT A. HAUS, S.J.**
Professor Emeritus
A.B., A.M., Boston College;
Ph.L., Weston College;
S.T.L., Woodstock College;
M.S., University of Notre Dame.
DEVONYA N. HAVIS
Associate Professor of Philosophy
B.A., Williams College;
Ph.D., Boston College.
JULIE J. HENRY
Professor of Education
B.A., Cornell University;
M.Ed., Ph.D., State University of New York a Buffalo.
MATTHEW A. HERTZ
Associate Professor of Computer Science
B.A., Carleton College;
M.S., Ph.D., University of Massachusetts Amherst.
MARK HODIN
Professor of English
B.A., Colby College;
Ph.D., University of Wisconsin-Madison.
ELIZABETH A. HOGAN
Associate Professor of Biology
B.S., Siena College;
Ph.D., State University of New York at Albany.
W. J. HOWELL, JR.*
Professor Emeritus
A.B., St. Lawrence University;
M.S., Ph.D., Syracuse University.
JAMES G. HUARD*
Professor of Mathematics & Statistics
B.A., University of Maine (Orono);
M.S., Yale University;
Ph.D., Pennsylvania State University.
PATRICIA A. HUTTON*
Professor of Economics & Finance
B.S.A., University of Manitoba;
Ph.D., University of Wisconsin.
WILMA A. IGGERS*
Professor Emerita
A.B., McMaster University;
A.M., Ph.D., University of Chicago.
BARBARA J. IRWIN*
Professor of Communication Studies
B.A., M.A., Ph.D., State University of New York at Buffalo.
GENEVIEVE L. JAMES*
Professor Emerita
Licentiate in Law, Diploma in Chinese, University of Paris;
M.A., Ph.D., State University of New York at Buffalo.
REV. DANIEL P. JAMROS, S.J.*
Professor of Religious Studies
B.A., Holy Cross College;
M.A., Boston College;
M.T., Centre-Sèvres Seminary (Paris);
Ph.D., Vanderbilt University.
WILLIAM H. JARRETT*
Professor Emeritus
B.S., A.M., St. Louis University;
Ph.D., Michigan State University.
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170 CANISIUS COLLEGE
PATRICIA A. JOHNSON*
Assistant Professor of Accounting
B.B.A., St. Bonaventure;
M.B.A., State University of New York at Buffalo;
C.P.A., State of New York.
LARRY E. JONES**
Professor of History
A.B., A.M., University of Kansas;
Ph.D., University of Wisconsin.
BYUNG-JAY KAHNG
Associate Professor of Mathematics & Statistics
B.S., Seoul National University (Korea);
Ph.D., University of California at Berkeley.
ROBERT L. KAISER
Assistant Professor of Communication Studies
B.A., University of Kentucky;
M.A., Spalding University.
JOHN E. KELLY* *
Professor Emeritus
A.B., University of Toronto;
A.M., Ph.D., The Catholic University of America.
GEORGE F. KERMIS, III*
Associate Professor of Accounting
B.S., Canisius College;
M.B.A., Ph.D., Syracuse University;
C.P.A., State of New York.
MARGUERITE D. KERMIS*
Professor of Psychology
A.B., Canisius College;
A.M., Ph.D., Syracuse University.
LEONID A. KHINKIS*
Professor of Mathematics & Statistics
M.S., Chernovtsy State University (U.S.S.R.);
M.S., Ukrainian Independent Institute of Management and
Business;
Ph.D., Voronezh State University (U.S.S.R.).
JI-HEE KIM
Associate Professor of Management
B.A., M.A., Ph.D., Ewha Women’s University Seoul (Korea).
CORINNE M. KINDZIERSKI
Associate Professor of Education
B.S., Daemen College;
M.S., Buffalo State College;
Ph.D., State University of New York at Buffalo.
L. CHRISTINE KINSEY*
Professor of Mathematics & Statistics
B.S., M.A., Ph.D., University of Maryland.
EDWARD C. KISAILUS*
Professor of Biology
B.S., King’s College (Pa.);
Ph.D., Columbia University.
ROBERT A. KLUMP
Clinical Instructor of Political Science
B.A., Canisius College
M.A., J.D., State University of New York at Buffalo
JACKY KNOPP, JR.
Professor Emeritus
B.S., M.B.A., Ph.D., State University of New York at Buffalo.
DENNIS W. KOCH
Associate Professor of Kinesiology
B.S., Canisius College;
Ph.D., A.B.D., Pennsylvania State University.
PETER M. KOEHNEKE*
Professor of Kinesiology
B.S., M.S., Indiana State University;
A.T.C., National Athletic Trainers Association.
MARIUSZ M. KOZIK*
Professor of Chemistry & Biochemistry
M.Sc., Jagiellonian University (Poland);
Ph.D., Georgetown University.
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171 GRADUATE CATALOG 2014-2016
KARL F. KOZLOWSKI
Assistant Professor of Kinesiology
B.S., Ed.M., Ph.D., State University of New York at Buffalo.
REBECCA KRAWIEC
Professor of Religious Studies & Theology
A.B., Brown University;
M.A., M. Phil, Ph.D., Yale University.
DIETRICH W. KUHLMANN*
Associate Professor of Mathematics & Statistics
B.S., Illinois College;
M.S., Ph.D., University of Missouri.
JUDITH E. LARKIN*
Professor of Psychology
A.B., Vassar College;
M.A., Ph.D., Columbia University.
DAVID A. LAUERMAN*
Professor Emeritus
B.S., A.M., University of Notre Dame;
Ph.D., Indiana University.
JAMES C. LAUFFENBURGER**
Professor Emeritus
B.S., Canisius College;
Ph.D., University of Notre Dame.
GEORGE J. LAVERE*
Professor Emeritus
A.B., St. Bonaventure University;
Ph.L., Ph.D., Laval University.
JONATHAN D. LAWRENCE
Associate Professor of Religious Studies & Theology
B.A., Haverford College;
M. Div., Pittsburgh Theological Seminary;
Ph.D., University of Notre Dame.
CHRISTOPHER R. LEE
Associate Professor of Religious Studies
B.A., State University College at Oneonta;
M.A., Ph.D., Syracuse University.
ANN MARIE C. LENHARDT*
Professor of Counseling & Human Services
B.F.A., M.Ed., State University of New York at Buffalo;
Ph.D., University of Pittsburgh.
LARRY LICHTENSTEIN*
Associate Professor of Economics & Finance
B.A., Brooklyn College;
M.A., Ph.D., State University of New York at Binghamton.
JEFFREY R. LINDAUER
Associate Professor of Kinesiology
B.A., Wartburg College;
M.S., University of Wisconsin;
Ph.D., University of New Mexico.
JENNIFER LODI-SMITH
Assistant Professor of Psychology
B.A., M.A., College of William and Mary;
Ph.D., University of Illinois at Urbana-Champaign.
CHRISTOPHER LOPATA
Professor of Education
B.A., State University of New York at Buffalo;
M.S., San Diego State University;
M.S., Ph.D., State University of New York at Albany.
I. JOAN LORCH*
Professor Emerita
B.Sc., University of Birmingham (England);
Ph.D., University of London.
NICOLAS LORGNIER
Assistant Professor of Sport Administration
B.S., M.B.A., Universite du Littoral Cote d’Opale;
Ph.D., Universite Grand Nord.
TANYA M. LOUGHEAD
Associate Professor of Philosophy
B.A., Northwest Missouri State University;
M.A., Ph.D., Catholic University of Leuven.
ROBERT A. LORENZ*
Professor Emeritus
B.S., M.S., Northern Illinois University;
Ph.D., Syracuse University.
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172 CANISIUS COLLEGE
REV. PATRICK J. LYNCH, S.J.*
Professor of Religious Studies
B.A., M.A., Fordham University;
M.Div., Woodstock College;
S.T.M., Yale University;
Ph.D., University of Chicago.
STEVEN M. MADDOX
Assistant Professor of History
B.A., Memorial University of Newfoundland;
M.A., Ph.D., University of Toronto.
MICHELE A. MARABLE
Associate Professor of Education
B.S., M.S., Ph.D., State University of New York at Buffalo.
SUSAN W. MARGULIS
Associate Professor of Biology
B.S., Bucknell University;
M.A., University of Colorado;
Ph.D., University of Chicago.
JASON R. MAYBERRY
Assistant Professor of Biology
B.S., M.S., Brigham Young University;
M.S., Ph.D., State University of New York at Buffalo.
MARGARET C. McCARTHY*
Professor of Education
B.A., State University College at Buffalo;
M.S., Canisius College;
Ph.D., State University of New York at Buffalo.
REV. PAUL J. McCARTHY, S.J.*
Professor Emeritus
A.B., Spring Hill College;
M.S., College of the Holy Cross;
Ph.D., Clark University;
S.T.L., Woodstock College.
CANDALENE J. McCOMBS*
Associate Professor of Sociology
B.S., M.A., State University College at Buffalo;
Ph.D., State University of New York at Buffalo.
JEFFREY J. McCONNELL*
Professor of Computer Science
A.B., Canisius College;
M.S., State University of New York at Buffalo;
Ph.D., Worcester Polytechnic Institute.
JAMES J. McGOLDRICK*
Professor Emeritus
A.B., Queens College;
Diploma, Heidelberg University;
Ph.D., State University of New York at Buffalo.
JANET McNALLY
Assistant Professor of English
B.A., Canisius College;
M.F.A., University of Notre Dame.
GORDON W. MEYER*
Professor of Management
B.A., University of Delaware;
M.O.B., Brigham Young University;
Ph.D., Cornell University.
R. MARK MEYER
Associate Professor of Computer Science
B.S., M.S., Ph.D., University of Nebraska.
DENNIS G. MIKE
Associate Professor of Graduate Education and Leadership
B.S., State University of New York at Brockport;
M.S., C.A.S., Ph.D., State University of New York at Albany.
MATTHEW W. MITCHELL
Associate Professor of Religious Studies & Theology
B.A., University of Saskatchewan;
M.A., Memorial University of Newfoundland;
Ph.D., Temple University.
REV. MARTIN X. MOLESKI, S.J.*
Professor of Religious Studies & Theology
B.A., Boston College;
M.A., Fordham University;
M.Div., S.T.B., Regis College, University of Toronto;
Ph.D., Catholic University of America.
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173 GRADUATE CATALOG 2014-2016
E. CHRISTINE MOLL*
Associate Professor of Counseling & Human Services
B.A., Barry College;
M.S., Canisius College;
Ph.D., Barry University.
STEPHEN C. MOLLOY*
Associate Professor of Management
H.B.A., Wilfrid Laurier University (Ontario);
M.B.A., York University (Ontario);
Ph.D., Indiana University.
LISA M. MOREY
Assistant Professor of Biology
B.S., University of Southern Maine;
Ph.D., University of Massachusetts – Amherst.
SARA R. MORRIS
Professor of Biology
B.S., Presbyterian College;
M.S., Ph.D., Cornell University.
PRZEMYSLAW J. MOSKAL
Associate Professor of Communication Studies
B.S., St. Joseph’s College;
M.P.S., New York University;
Ph.D., The Leon Schiller National Higher School of Film,
Television and Theatre in Łódź (Poland).
ROSEMARY K. MURRAY
Associate Professor of Graduate Education & Leadership
B.S., State University of New York College at Buffalo;
M.S., Ed.D., State University of New York at Buffalo.
JESSE E. NASH, JR.*
Professor Emeritus
A.B., A.M., State University of New York at Buffalo.
HERBERT J. NELSON*
Professor Emeritus
Ph.B., Ph.L., Gregorian University;
Ph.D., State University of New York at Buffalo.
ROBERT E. NIDA
Associate Professor of Education
B.A., M.A., Wheaton College;
Ph.D., University of North Carolina at Greensboro.
MICHAEL NOONAN*
Professor of Biology
B.S., University of Notre Dame;
M.S., Ph.D., State University of New York at Buffalo.
JOHN D. OCCHIPINTI
Professor of Political Science
B.A., Colgate University;
M.A., Ph.D., University of Maryland at College Park.
EUGENE P. O’CONNOR*
Professor Emeritus
B.S., University of Notre Dame;
J.D., State University of New York at Buffalo.
JOSEPH O’DONNELL*
Professor of Accounting
B.B.A., University of Notre Dame;
M.B.A., Ph.D., State University of New York at Buffalo.
JAMES N. OIGARA
Associate Professor of Education
B.Ed., Moi University (Kenya);
M.A., Ed.D., State University of New York at Binghamton.
JAMIE M. O’NEIL
Associate Professor of Communication Studies in Digital
Media Arts
B.F.A., Boston University;
M.F.A., State University of New York at Buffalo.
MARY C. O’SULLIVAN
Professor of Chemistry & Biochemistry
B.Sc., University of Warwick (U.K.);
Ph.D., University of Newcastle upon Tyne (U.K.).
GEORGE M. PALUMBO*
Professor of Economics & Finance
A.B., Hobart College;
A.M., Ph.D., Syracuse University.
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174 CANISIUS COLLEGE
CHARLES J. PELITERA*
Assistant Professor of Kinesiology
B.S., M.S. Canisius College;
C.S.C.S., National Strength & Conditioning Association;
Ed.D., ABD, Argosy University.
PHILIP PFAFF*
Professor of Economics & Finance
B.Mgt.E., Rensselaer Polytechnic Institute;
M.A., Fordham University;
Ph.D., Michigan State University.
HARVEY A. PINES**
Professor of Psychology
B.B.A., M.S., City College, City University of New York;
Ph.D., State University of New York at Buffalo.
CAMILLE M. PONTRELLO
Assistant Professor of Education
B.A., St. Francis College;
M.S., St. John’s University;
Ph.D., State University of New York at Buffalo.
REV. RICHARD J. POWERS, S.J.
Professor Emeritus
A.B., University of Notre Dame;
A.M., Columbia University;
Ph.L. St.L., Woodstock College.
REV. JAMES M. PRIBEK, S.J.
Associate Professor of English
B.S., The University of Wisconsin at Madison;
M.A., Gonzaga University;
M. Div., Th.M., Weston Jesuit School of Theology;
Ph.D., University College Dublin.
SUSAN K. PUTNAM
Professor of Psychology
B.A., Canisius College;
Ph.D., State University of New York at Buffalo.
THOMAS C. REBER*
Associate Professor of English
B.A., University of Toledo;
M.A., Bowling Green State University;
Ph.D., University of Texas.
IAN J. REDPATH*
Professor of Accounting
B.L.S., Hillsdale College;
J.D., University of Detroit;
L.L.M., University of Wisconsin.
PHILIP A. REED
Assistant Professor of Philosophy
B.A., Davidson College;
M.A., Ph.D., University of Notre Dame.
GREGORY K. REEDS*
Associate Professor of Kinesiology
B.P.E., McMaster University;
B.Ed., University of Toronto;
M.H.K., University of Windsor;
Ed.D., State University of New York at Buffalo.
RONALD R. REIBER**
Associate Professor of Economics & Finance
B.S., A.M., State University of New York at Buffalo;
Ph.D., University of Arizona.
FRANK P. RIGA**
Professor Emeritus
A.B., A.M., Ph.D., State University of New York at Buffalo.
RICHARD D. REITSMA
Assistant Professor of Modern Languages
B.A., Grand Valley State University;
M.A., Purdue University;
Ph.D., Washington University.
RONALD M. RIVAS
Associate Professor of Management
B.Sc., Universidad Nacional de Ingenieria, Lima;
M.A., Escuela de Administracion de Negocios, Lima;
Ph.D., University of California, Los Angeles.
ROBERT F. RIZZO*
Professor Emeritus
A.B., A.M., Ph.D., The Catholic University of America;
S.T.L., Gregorian University.
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175 GRADUATE CATALOG 2014-2016
ERIN E. ROBINSON
Associate Professor of Sociology, Anthropology &
Criminal Justice
B.A., State University of New York at Geneseo;
M.A., University of Tennessee;
Ph.D., State University of New York at Buffalo.
CRAIG D. ROGERS
Associate Professor of Economics & Finance
B.S., State University College at Brockport;
M.A., M.B.A., Ph.D., State University of New York at Buffalo.
NANCY J. ROSENBLOOM*
Professor of History
A.B., Smith College;
M.A., University of Michigan;
Ph.D., University of Rochester.
NANCY M. ROURKE
Associate Professor of Religious Studies & Theology
B.A., Union College;
M.Div., Boston University School of Theology;
Ph.D., St. Patrick’s Pontifical Institute, Maynooth.
JOSHUA J. RUSSELL
Assistant Professor or ABEC
B.A., Canisius College
M.A., New York University
Ph.D., York University
MICHAEL E. RUTTER
Associate Professor of Counseling & Human Services
A.B., (Psychology) Cornell University;
Ph.D., State University of New York at Buffalo.
STANLEY C.W. SALVARY*
Professor Emeritus
B.S., Brooklyn College;
M.B.A., Long Island University;
C.P.A., State of New York;
DABFE; CGFM; Ph.D., New York University.
NEVA E. SANDERS
Associate Professor of Psychology
B.S., M.S., Ph.D., Oklahoma State University.
JOSEPH T. SANDMAN**
Professor Emeritus
B.S., A.M., Canisius College;
Ph.D. Cand., Columbia University;
L.H.D., Canisius College.
PAUL L. SAUER*
Professor of Marketing & Information Systems
B.S.M.E., University of Notre Dame;
M.B.A., Ph.D., Ohio State University.
TIMOTHY M. SAWICKI
Associate Professor of Kinesiology
B.Ed., Br–ock University;
Ed.D., University of Toronto.
PETER M. SCHABER*
Professor of Chemistry & Biochemistry
B.S., Canisius College;
Ph.D., State University of New York at Buffalo.
KENNETH D. SCHERKOSKE*
Associate Professor of Physics
B.S., M.S., Ph.D., University of Toledo.
CHARLES R. SCHMIDTKE*
Professor Emeritus
B.A., Canisius College;
M.A., Ph.D., Tulane University.
KARL J. SCHROEDER, JR.*
Professor Emeritus
A.B., A.M., State University of New York at Buffalo.
JANICE L. SCHULTZ-ALDRICH*
Professor Emerita
A.B., John Carroll University;
M.A., Ph.D., State University of New York at Buffalo.
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176 CANISIUS COLLEGE
ROBERT SELKOWITZ
Assistant Professor of Physics
B.A., State University of New York at Buffalo;
M.A., Ph.D., University of Rochester.
TIMOTHY J. SERVOSS
Associate Professor of Psychology
B.A., University of Rochester;
M.A., University of South Carolina;
Ph.D., ABD, State University of New York at Buffalo.
CLANCY M. SEYMOUR
Instructor of Kinesiology
B.S., M.S., Canisius College.
GIRISH SHAMBU*
Associate Professor of Management
B.Tech., Indian Institute of Technology (Kharagpur);
Ph.D., State University of New York at Buffalo.
WALTER G. SHARROW**
Professor Emeritus
A.B., University of Buffalo;
Ph.D., University of Rochester.
DAVID F. SHANKS
Assistant Professor of Communication Studies
B.A., Auburn University;
M.A., Texas State University.
MARY E. SHEA
Professor of Graduate Education & Leadership
B.S., Westfield State College (Massachusetts);
M.S., Canisius College,
M.S. State University College of New York at Buffalo;
Ph.D., State University of New York at Buffalo.
H. DAVID SHEETS*
Professor of Physics
B.S., State University College at Fredonia;
Ph.D., State University of New York at Buffalo.
PHILLIP M. SHERIDAN
Associate Professor of Chemistry & Biochemistry
B.S., Southern Connecticut State at New Haven;
Ph.D., University of Arizona at Tucson.
RICHARD A. SHICK*
Professor of Economics & Finance
B.S., M.B.A., Ph.D., State University of New York at Buffalo.
CORAL R. SNODGRASS*
Professor of Management
B.A., Duquesne University;
M.B.A., Ph.D., University of Pittsburgh.
DAVID J. SNYDER
Associate Professor of Marketing & Information Systems
B.A., Davidson College;
M.B.A., St. Bonaventure University;
Ph.D., University of South Carolina.
KENNETH M. SROKA**
Professor Emeritus
A.B., Canisius College;
A.M., University of Chicago;
Ph.D., University of Wisconsin.
HOWARD STANGER
Associate Professor of Management
B.A., Queens College;
M.A., Rutgers University;
Ph.D., Ohio State University.
RICHARD E. STANTON*
Professor Emeritus
B.S., Niagara University;
M.S., Ph.D., University of Notre Dame.
DANIEL P. STARR**
Professor Emeritus
B.S., Canisius College;
A.M., Ph.D., Rutgers University.
MARGARET K. STEFANSKI
Associate Professor of Modern Languages
M.A., University of Warsaw, Poland;
M.A., Ph.D., State University of New York at Buffalo.
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177 GRADUATE CATALOG 2014-2016
JEREMY L. STEINBACHER
Assistant Professor of Chemistry & Biochemistry
B.A., Franklin and Marshall College;
M.S., Cornell University.
ERIC J. STENCLIK
Assistant Professor of Religious Studies & Theology
B.A., Columbia University;
M.A., Yale University;
Ph.D., University of Toronto.
E. ROGER STEPHENSON**
Professor Emeritus
A.B., A.M., Boston College;
Ph.D., Brown University.
JAMES SYLVIS*
Professor Emeritus
B.S., M.Ed., University of Pittsburgh;
Ed.D., State University of New York at Buffalo.
STEVEN H. SZCZEPANKIEWICZ
Associate Professor of Chemistry & Biochemistry
B.S., Canisius College;
Ph.D., California Institute of Technology.
EDWARD J. SZEWCZAK*
Professor of Marketing & Information Systems
B.A., Haverford College;
M.A., Temple University;
M.S.B.A., Boston University;
Ph.D., University of Pittsburgh.
RICHARD J. THOMPSON*
Professor Emeritus
B.S., Canisius College;
A.M., University of Buffalo;
Ph.D., State University of New York at Buffalo.
MARCUS L. THOMEER
Assistant Professor of Education
B.A., Ph.D., University of Texas at Austin.
JOSEPH A. TOMASULO*
Professor Emeritus
B.S., LeMoyne College;
Ph.L., Fordham University;
B.D., Weston College;
Ph.D., State University of New York at Buffalo.
ANNE MARIE TRYJANKOWSKI
Associate Professor of Education
B.A., M.S., Canisius College;
Ed.D., State University of New York at Buffalo.
RICHARD L. USCHOLD**
Professor Emeritus
B.S., Canisius College;
M.S., University of Notre Dame;
Ph.D., State University of New York at Buffalo.
J. DAVID VALAIK*
Professor Emeritus
A.B., University of Notre Dame;
Ph.D., University of Rochester.
JAMES E. VAN VERTH*
Professor Emeritus
B.S., Xavier University;
M.S., University of Detroit;
Ph.D., Indiana University.
PATRICIA B. VAN VERTH*
Professor Emerita
B.S., St. Louis University;
M.S., Ph.D., State University of New York at Buffalo.
STANLEY L. VODRASKA*
Professor Emeritus
A.B., St. John’s University;
A.M., University of Chicago;
Ph.D., University of London.
THOMAS J. VOGEL
Associate Professor of Accounting
B.S., Canisius College;
Ph.D., The Pennsylvania State University.
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178 CANISIUS COLLEGE
LINDA A. VOLONINO*
Professor of Marketing & Information Systems
B.S., Mercy College;
M.B.A., Ph.D., State University of New York at Buffalo.
TIMOTHY H. WADKINS
Professor of Religious Studies & Theology
B.A., San Jose State University;
M.Div., Trinity Evangelical Divinity School (Deerfield, IL);
Ph.D., Graduate Theological Union (Berkeley, CA).
RICHARD A. WALL*
Professor of Economics & Finance
B.S., Canisius College;
M.A., Ph.D., State University of New York at Buffalo.
PAUL F. WALDAU
Professor of Anthrozoology
B.A., University of California at Santa Barbara;
J.D., University of California at Los Angeles;
M.A., Stanford University;
Ph.D., University of Oxford.
NANCY V. WALLACE
Associate Professor of Education
B.S., State University of New York at Cortland;
M.A., Ed.D., State University of New York at Buffalo.
MELISSA B. WANZER
Professor of Communication Studies
B.A., West Chester University of Pennsylvania;
M.A., Syracuse University;
Ed.D., West Virginia University.
TREVOR L. WATT**
Professor Emeritus
A.B., University of Sydney;
A.M., Mansfield College (Oxford);
B.D., Melbourne College of Divinity;
S.T.M., Ph.D., Union Theological Seminary.
A.B., A.M., University of New Hampshire;
Ph.D., Wayne State University.
GEORGE WENNER
Professor Emeritus
B.S., State University of New York at Buffalo;
Ed.M., Temple University;
C.A.S., Buffalo State College;
Ph.D., State University of New York at Buffalo.
JULIA L. WESCOTT*
Professor Emerita
A.B., M.A., Brown University;
Ph.D., University of Massachusetts.
ANTHONY R. WESTON
Associate Professor of Mathematics & Statistics
B.Sc., University of New England, NSW (Armidale, Australia);
Ph.D., Kent State University.
CHARLES J. WIGLEY, III*
Professor of Communication Studies
A.B., Youngstown State University;
J.D., University of Akron;
Ph.D., Kent State University.
H. JEANETTE WILLERT
Professor Emerita
B.A., West Virginia Institute of Technology;
M.Ed., Ph.D., State University of New York at Buffalo.
KATHRYN F. WILLIAMS
Assistant Professor of Classics
B.A., University of North Carolina at Chapel Hill;
M.A., Ph.D., University of Virginia.
AMY WOLF
Associate Professor of English
B.A., Bowling Green State University;
M.A., Ph.D., University of Massachusetts at Amherst.
GREGORY R. WOOD*
Professor of Marketing & Information Systems
B.A., Oakland University;
Ph.D., State University of New York at Albany.
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179 GRADUATE CATALOG 2014-2016
MICHAEL H. WOOD
Associate Professor of Physics
B.S., The Catholic University of America;
M.S., Ph.D., University of North Carolina at Chapel Hill.
ANN W. WRIGHT
Professor of Biology
B.S., Evergreen State College;
M.S., Idaho State University;
Ph.D., State University of New York at Buffalo.
MARK YIM
Assistant Professor of Marketing & Information Systems
B.A., Korea University;
M.S., University of Illinois, Urbana-Champaign;
Ph.D., University of Texas at Austin.
PAUL A. YOUNG*
Professor Emeritus
B.S., State University College at Buffalo;
M.S., Canisius College;
Ed.D., University of Georgia.
WILLIAM F. ZAPISEK*
Professor Emeritus
A.B., Utica College of Syracuse;
M.S., Ph.D., University of Connecticut.
MARK P. ZAPOROWSKI*
Professor of Economics & Finance
B.S., State University of New York at Oswego;
M.A., Ph.D., State University of New York at Albany.
JILL WHALEN
Assistant Professor of Education
B.S., Canisius College;
M.S.Ed., D’Youville College;
Ph.D., State University of New York at Buffalo.
JOHN ZEIS*
Professor of Philosophy
A.B., University of Notre Dame;
M.A., Niagara University;
Ph.D., University of Pennsylvania.
EDWARD J. ZIMMERMANN*
Professor Emeritus
B.S., Ed.M., A.M., Canisius College;
Ph.D., State University of New York at Buffalo.
* Bene Merenti — awarded for 20 years of service to Canisius College.
** Special Bene Merenti — awarded for 40 years of service to Canisius
College.
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180 CANISIUS COLLEGE
ADJUNCT GRADUATE
STUDIES FACULTY
COLLEGE OF ARTS
& SCIENCES
DAVID ARAGONA
Adjunct Professor Communication & Leadership
B.A., M.A., Ph.D. State University of New York at Buffalo.
EVE BERRY
Adjunct Professor Communication& Leadership
B.A., M.A., Indiana University.
MARIE-FRANCE BOISSONNEAULT
Adjunct Professor Anthrozoology
B.A., University of Victoria;
B.A., Ph.D., University of Newcastle.
MARGO DEMELLO
Adjunct Professor Anthrozoology
B.A., M.A., Ph.D., University of California.
JULIE HECHT
Adjunct Professor Anthrozoology
B.A., University of Wisconsin-Madison;
MSc, University of Edinburgh.
BARBARA HOLE
Adjunct Professor Communication & Leadership
M.S., Canisius College;
Ph.D., State University of New York at Buffalo.
SHERYL L. PIPE
Adjunct Professor Anthrozoology
B.A., Ph.D., Hofstra University.
STEPHEN ZAWISTOWSKI
Adjunct Professor Anthrozoology
B.A., Canisius College;
A.M., Ph.D., University of Illinois.
SCHOOL OF EDUCATION
& HUMAN SERVICES
MATTHEW ABRAMS
Adjunct Professor, Counseling Education and Human
Services
B.A., M.A., Governors State University;
Ph.D., Loyola University Chicago.
KEVIN AHUNA
Adjunct Professor, Graduate Education and Leadership-
College Student Personnel Administration
B.A., University of California-Irvine;
M.Ed., University of Vermont;
Ph.D., State University of New York at Buffalo.
JENNIFER ANDERSON
Adjunct Professor, Counseling Education and Human
Services
B.A., State University of New York at Buffalo;
M.S., Canisius College.
MELINDA ANDOLINA
Adjunct Professor, Graduate Education and Leadership-
Literacy
B.S., State University of New York College at Buffalo;
M.S., Canisius College.
JOANN BALAZS
Adjunct Professor, Graduate Education and Leadership-
Educational Leadership and Supervision
B.A., State University of New York at Geneseo;
J.D., State University of New York at Buffalo-School of Law.
JENNIFER BARDO
Adjunct Professor, Graduate Education and Leadership-
Deaf Education
B.S., Utica College of Syracuse University;
M.S., S.S.P., Gallaudet University.
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181 GRADUATE CATALOG 2014-2016
DEBORAH BEIS
Adjunct Professor, Teacher Education
B.S., M.S., State University of New York College at Buffalo.
AIMEE BELL
Adjunct Professor, Graduate Education and Leadership-
Deaf Education
B.A., Canisius College;
M.S.Ed., M.A., Coumbia University-Teachers College.
JULIA BERMINGHAM
Adjunct Professor, Graduate Education and Leadership-
Differentiated Instruction
B.A., M.S., Niagara University;
M.S.Ed., Canisius College.
ROBERT BENNETT
Adjunct Professor, Graduate Education and Leadership-
Educational Leadership and Supervision
B.A., University of Notre Dame;
M.S., State University of New York at Buffalo.
JAMES BIERL
Adjunct Professor, Office of Professional Studies
B.S., State University of New York at Buffalo;
A.A.S., Erie Community College North;
M.S., State University of New York at Buffalo.
ROBERT BONFIGLIO
Adjunct Professor, Graduate Education and Leadership-
College Student Personnel
B.A., Stonehill College;
M.A., Ph.D., Columbia University.
DARREN BROWN
Adjunct Professor, Graduate Education and Leadership-
Educational Leadership and Supervision
B.S., M.S., State University of New York College at Buffalo;
M.B.A., Canisius College;
Ed.D., State University of New York at Buffalo.
JOSEPH BURKE, S.J.
Adjunct Professor, Counseling Education and Human
Services
B.A., M.A., Fordham University;
M.Div., Loyola University-Chicago;
M.A., Kean College;
M.S. Ed., Fordham University.
DEBORAH CARLSON
Adjunct Professor, Teacher Education
B.A., Bucknell University;
Ed.M., State University of New York College at Buffalo.
JANET CERRA
Adjunct Professor, Counseling Education and Human
Services
B.A., St. Xavier College;
M.S., Canisius College.
STEPHEN CLAR
Adjunct Professor, Graduate Education and Leadership-
Sport Administration
B.A., University of Notre Dame;
M.S., Canisius College;
J.D., State University of New York at Buffalo-School of Law.
JOSEPH CLEM
Adjunct Professor, Counseling Education and Human
Services
B.A., University of Maryland;
M.A., Antioch University.
LINDA CROGLIA
Adjunct Professor, Graduate Education and Leadership-
Educational Leadership and Supervision
B.S., D’Youville College;
M.S. Ed., State University of New York College at Buffalo;
M.A., Ed.D., State University of New York at Buffalo.
BETH CRUMPLER
Adjunct Professor, Graduate Education and Leadership-
TESOL
B.A., Southeastern University;
M.S.Ed., Shenandoah University.
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182 CANISIUS COLLEGE
RACHEL DARR
Adjunct Professor, Office of Professional Studies
B.S., Dietetics, Michigan State University;
M.S., Ph.D., State University of New York at Buffalo.
MATTHEW DIEGELMAN
Adjunct Professor, Office of Professional Studies
B.S., State University of New York College at Buffalo;
M.S., Canisius College.
ANNE MARIE DOBIES
Adjunct Professor, Graduate Education and Leadership-
College Student Personnel
B.A., M.S., Canisius College.
MICHAEL DOWLING
Adjunct Professor, Graduate Education and Leadership-
Deaf Education
B.S., State University of New York at Buffalo;
M.S., Canisius College.
TIFFANY FANNING
Adjunct Professor, Graduate Education and Leadership-
TESOL
B.A.,M.S.Ed., Canisius College.
SHERRY FARROW
Adjunct Professor, Office of Professional Studies
B.S., Washington State University;
M.A., Ph.D., State University of New York at Buffalo.
PATRICK GANNON
Adjunct Professor, Office of Professional Studies
B.A., Canisius College;
B.S., M.S., State University of New York at Buffalo.
GEORGE GARDNER
Adjunct Professor, Counseling Education and Human
Services
B.S., M.S., Canisius College.
MARGARET GARFOOT
Adjunct Professor, Office of Professional Studies
B.S., State University of New York College at Buffalo;
M.S., State University of New York at Buffalo.
JOSEPH GENTILE
Adjunct Professor, Graduate Education and Leadership-
Educational Leadership and Supervision
B.A., M.A., State University of New York at Buffalo.
LAWRENCE J. GOLDSMITH
Adjunct Professor, Kinesiology
B.S., Canisius College.
ANDREA GREGORY
Adjunct Professor, Graduate Education and Leadership-
Sport Administration
B.S., M.S., Canisius College.
ELLEN HAMM
Adjunct Professor, Teacher Education
B.S., M.S., D’Youville College;
Ph.D., State University of New York at Buffalo.
KATHLEEN HASSEY
Adjunct Professor, Office of Professional Studies
B.A., Anna Maria College;
B.S., Boston University;
M.Ed., Cambridge College.
ARVELA HEIDER
Adjunct Professor, Office of Professional Studies
B.S., Ph.D., State University of New York at Buffalo.
MATTHEW HEIDT
Adjunct Professor, Graduate Education and Leadership-
Sport Administration
B.A., State University of New York at Oswego;
M.S., Canisius College.
CURTIS HINSON
Adjunct Professor, Online Physical Education
B.S., West Virginia Wesleyan College;
M.S. Ed., Widener University.
KURT HOLME
Adjunct Professor, Kinesiology
B.S., State University of New York at Brockport;
M.S., Canisius College.
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183 GRADUATE CATALOG 2014-2016
HSU, CHIH-HSIN
Adjunct Professor, Graduate Education and Leadership-
TESOL
B.A.,M.A., Tunghai University, Taiwan;
M.A., Arkansas Tech University;
Ed.D., Texas A&M University.
PATRICIA ELLEN JOHNSON
Adjunct Professor, Office of Professional Studies
B.A., Suffolk University;
M.Ed., University of Massachusetts-Boston;
Ed.D., University of Massachusetts-Amherst;
A.S., R.N., Laboure College.
PATRICIA JOHNSTON
Adjunct Professor, Graduate Education and Leadership-
Literacy
B.S., State University of New York at Buffalo;
M.S., Canisius College.
MARGARET JONES-CAREY
Adjunct Professor, Graduate Education and Leadership-
Educational Leadership and Supervision
B.B.A., St. Bonaventure University;
M.S., Nazareth College.
CLARANN JOSEF
Adjunct Professor, Teacher Education
B.A., D’Youville College;
M.S.Ed., Canisius College.
COURTNEY KELLY
Adjunct Professor, Kinesiology
B.S., State University of New York College at Brockport;
M.S., Canisius College.
CATHIE KERSTEN
Adjunct Professor, Graduate Education and Leadership-
Deaf Education
B.S., Nazareth College;
M.S., Canisius College.
DOUGLAS KING
Adjunct Professor, Teacher Education
B.A., M.Ed., Edinboro University of Pennsylvania.
DENISE KONIECZKO
Adjunct Professor, Graduate Education and Leadership-
Differentiated Instruction
B.A., M.S., State University of New York College at Buffalo.
RONALD KOTLIK
Adjunct Professor, Graduate Education and Leadership-
Educational Technologies
B.A., Canisius College;
M.S., Ph.D., State University of New York at Buffalo.
KATHLEEN KREIS
Adjunct Professor, Teacher Education
B.A., D’Youville College;
M. Ed, Ed.D., State University of New York at Buffalo.
DEBORAH KRYSTOFIK
Adjunct Professor, Teacher Education
B.S., M.S., D’Youville College.
GARY LADD
Adjunct Professor, Office of Professional Studies
B.S., Syracuse University;
M.S., Western Maryland College;
M.S.Ed., Southern Illinois University-Edwardsville;
M.A., University of Alabama;
DHSc, Nova Southeastern University.
MARYJO LAMASTRA
Adjunct Professor, Counseling Education and Human
Services
B.A., Canisius College;
M.Ed., State University of New York at Buffalo.
DEVORAH LUCAS
Adjunct Professor, Online Physical Education
B.S., California Polytechnic State University–San Luis
Obispo;
M.S., California State University- Los Angeles.
JAYME MALONEY
Adjunct Professor, Graduate Education and Leadership-
Deaf Education
B.A., Gallaudet University;
M.S., Canisius College.
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184 CANISIUS COLLEGE
AMANDA MARTINEZ
Adjunct Professor, Kinesiology
A.S., Niagara County Community College;
B.S., State University of New York College at Brockport;
M.S., Virginia Polytechnic Institute and State University.
GLENN MATTHEWS
Adjunct Professor, Graduate Education and Leadership-
Sport Administration
B.S., State University of New York Institute of Technology;
M.S., Canisius College.
THOMAS MCCARTHY
Adjunct Professor, Office of Professional Studies
B.A., Canisius College;
B.S., M.S., State University of New York at Buffalo.
MICHAEL MEDICI
Adjunct Professor, Graduate Education and Leadership-
Sport Administration
B.S., Niagara University;
M.S., Canisius College.
DAVID MELLERSKI
Adjunct Professor, Teacher Education
B.S., State University of New York at Buffalo;
M.S., State University of New York College at Buffalo.
BRUCE MITCHELL
Adjunct Professor, Counseling Education and Human
Services
B.A., Colgate University;
M.S., Canisius College.
DAVINA MOSS-KING
Adjunct Professor, Counseling Education and Human
Services
B.S., State University of New York at Buffalo;
M.S., New York University;
Ph.D., State University of New York at Buffalo.
RAY MUELLER
Adjunct Professor, Office of Professional Studies
B.S., M.S., Information Technology, American
Intercontinental University.
DAVID MYROW
Adjunct Professor, Counseling Education and Human
Services
B.S., M.S., Ph.D., University of Illinois-Urbana.
LISA MURAWSKI
Adjunct Professor, Counseling Education and Human
Services
B.A., M.S., Canisius College
TRACI MURPHY
Adjunct Professor, Graduate Education and Leadership-
Sport Administration
B.S., West Chester University;
M.S., University of Arkansas.
LYNN O’CONNOR
Adjunct Professor, Graduate Education and Leadership-
Differentiated Instruction
B.S., M.S., State University of New York College at Buffalo.
SHAWN O’ROURKE
Adjunct Professor, Graduate Education and Leadership-
Sport Administration
B.A., Wilfred Laurier University;
M.S.M., University of Richmond;
Ph.D., The Ohio State University.
KATHLEEN ORTIZ
Adjunct Professor, Graduate Education and Leadership-
TESOL
B.A., University of Central Florida;
M.S., Nova Southeastern University.
TARA PACE
Adjunct Professor, Counseling Education and Human
Services
B.S., State University of New York College at Buffalo;
M.S., Canisius College.
MARY JO PARKER
Adjunct Professor, Office of Professional Studies
B.S., Cornell University;
M.S., State University of New York College at Buffalo.
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185 GRADUATE CATALOG 2014-2016
PAULA PENDOLINO
Adjunct Professor, Graduate Education and Leadership-
Literacy
B.S., Canisius College;
M.S.Ed., State University of New York at Buffalo.
PATRICK PHELAN
Adjunct Professor, Graduate Education and Leadership-
Educational Leadership and Supervision
B.S., Cornell University- NYS School of Industrial and
Labor Relations;
M.B.A., Canisius College;
M.Ed., Ed.D., State University of New York at Buffalo.
CATHERINE PHILLIPS-RUSS
Adjunct Professor, Teacher Education
B.S., Daemen College;
M.S.Ed., State University of New York College at Buffalo.
SARAH PITTS
Adjunct Professor, Graduate Education and Leadership-
Deaf Education
B.S., The College of Saint Rose;
M.S., Canisius College.
MARTIN PIZUR
Adjunct Professor, Graduate Education and Leadership-
Educational Leadership and Supervision
B.S.,M.S., Buffalo State College;
M.S., Canisius College.
ANTHONY R. PRIDGEON
Adjunct Professor, Teacher Education-Childhood
B.A., Canisius College;
M.S.Ed., Ph.D., State University of New York at Buffalo.
JOLENE REINHOLZ
Adjunct Professor, Graduate Education and Leadership-
Educational Leadership and Supervision
B.S., State University of New York at Fredonia;
M.S., State University of New York at Binghamton.
BETH RICHTER
Adjunct Professor, Graduate Education and Leadership-
Literacy
B.A., John Carroll University;
M.S., State University of New York College at Buffalo.
NANCY ROBERTS
Adjunct Professor, Graduate Education and Leadership-
Literacy
B.S., State University of New York College at Buffalo;
M.S., Canisius College.
ANDREW RUDD
Adjunct Professor, Online Physical Education
B.S., Lewis-Clark State College;
M.S., Ph.D., University of Idaho.
AYINDA RUDOLPH
Adjunct Professor, Graduate Education and Leadership-
Educational Leadership and Supervision
B.A., Wittenberg University;
M.S.Ed., Ed.S., George Washington University.
PATRICK RUFENER
Adjunct Professor, Kinesiology
B.A., Denison University;
M.A., Bellevue University.
MARIE RYAN
Adjunct Professor, Graduate Education and Leadership-
Deaf Education
B.A., M.A., State University of New York at Buffalo.
TETYANA SABERS
Adjunct Professor, Graduate Education and Leadership-
TESOL
M.Ed., State University of New York at Buffalo;
State Institute for Foreign Language Education- Ukraine
(Bachelor’s equivalent).
DENNIS SCHEITINGER
Adjunct Professor, Teacher Education
B.A., M.S.Ed., Ph.D., State University of New York at Buffalo.
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186 CANISIUS COLLEGE
ROBIN SCHENK
Adjunct Professor, Office of Professional Studies
B.S., University of Southern Mississippi;
M.S.Ed., St. Bonaventure University.
SUSANNA SCHENK
Adjunct Professor, Graduate Education and Leadership-
Differentiated Instruction
B.A., Wheelock College;
M.S.Ed., St. Bonaventure University.
LIDIA SEDANO
Adjunct Professor, Graduate Education and Leadership-
TESOL
B.S., M.Ed., Ph.D., University of Nevada.
LYNN SHEA
Adjunct Professor, Graduate Education and Leadership-
Deaf Education
B.A., State University of New York at Buffalo;
M.A., State University of New York at Geneseo.
BRIAN D. SHEA
Adjunct Professor, Graduate Education and Leadership-
Literacy
M.S. Ed., Canisius College.
DONALD SHELDON
Adjunct Professor, Graduate Education and Leadership-
Sport Administration
B.S., Daniel Webster College;
M.B.A., M.S.A., Canisius College.
MICHAEL SHERIDAN
Adjunct Professor, Online Physical Education
B.A., The College of Wooster;
M.A., The Ohio State University;
Ph.D., Capella University.
JANE SINDEN
Adjunct Professor, Online Physical Education
B.A., Queens University;
Bachelor of Physical Ed/Sport Psychology – Brock
University;
M.Ed., Brock University.
ESTELLE M. SIENER
Adjunct Professor, Teacher Education
B.S., Ohio University;
M.Sc., University of Southampton (England).
DANIEL SMITH
Adjunct Professor, Office of Professional Studies
B.A., M.S., Ph.D., State University of New York at Buffalo.
KEVIN SMITH
Adjunct Professor, Graduate Education and Leadership-
Sport Administration
B.S., M.S.Ed., MBA, Canisius College.
PATRICIA STEVENS
Adjunct Professor, Counseling Education and Human
Services
B.S., Spring Hill College;
M.A., University of Alabama at Birmingham;
Ph.D., Mississippi State University.
JASON STEINAGLE
Adjunct Professor, Graduate Education and Leadership-
Educational Technologies
B.A., University of Rochester;
M.S., Canisius College.
JASON L. STEINITZ
Adjunct Professor, Teacher Education
B.A., M.A., Bowling Green State University;
Ph.D., State University of New York at Buffalo.
BONNIE SUNDAY
Adjunct Professor, Office of Professional Studies
B.S., M.D., State University of New York at Buffalo.
JEFFREY SWIATEK
Adjunct Professor, Graduate Education and Leadership-
Educational Leadership and Supervision
B.A., Canisius College;
J.D., University of Virginia School of Law.
JAMES SYLVIS*
Adjunct Professor, Kinesiology
B.S., M.S., University of Pittsburgh;
Ed.D., State University of New York at Buffalo.
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187 GRADUATE CATALOG 2014-2016
SCOTT N. TEETER
Adjunct Professor, Kinesiology
B.S., M.S. Ed., Canisius College.
SUSAN TEMPERATO
Adjunct Professor, Counseling Education and Human
Services
B.A., M.S., Canisius College.
PETER TONSOLINE
Adjunct Professor, Teacher Education
B.A., M.S., Canisius College.
JOHN VALVASORI
Adjunct Professor, Teacher Education-Adolescence
B.A., McMaster University;
Bachelor of Education, University of Toronto.
MELVA VISHER
Adjunct Professor, Office of Professional Studies
B.S., M.A., SUNY Empire State College.
BRADLEY WALTMAN
Adjunct Professor, Graduate Education and Leadership-
TESOL
B.A., James Madison University;
M.A., Hunter College.
MARK A. WARNER
Adjunct Professor, Kinesiology
B.S.,M.S., Canisius College.
CHRISTINA WEATHERBY
Adjunct Professor, Office of Professional Studies
M.S., Georgia State University;
B.S., Georgia State University.
BELINDA WESTFIELD
Adjunct Professor, Counseling Education and Human
Services
B.A., Daemen College;
M.S., Canisius College.
PATRICK WIRTH
Adjunct Professor, Graduate Education and Leadership-
Differentiated Instruction
B.S., State University of New York at Fredonia;
M.S.Ed., Canisius College.
KIMBERLY YOUSEY-ELSENER
Adjunct Professor, Graduate Education and Leadership-
College Student Personnel Administration
B.M.E., Baldwin-Wallace College;
M.S., Kent State University;
Ph.D., New York University.
JENNIFER ZEH
Adjunct Professor, Graduate Education and Leadership-
Sport Administration
B.S., Elmira College;
M.S., Canisius College.
CONNIE ZIMICKI
Adjunct Professor, Office of Professional Studies
B.P.S., SUNY Empire State College;
M.S., SUNY University at Buffalo.
ROBERT ZDROJEWSKI
Adjunct Professor, Graduate Education and Leadership-
Educational Technologies/Emerging Media
B.S., M.S.Ed., State University College of New York at
Buffalo;
M.S., Canisius College.
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188 CANISIUS COLLEGE
RICHARD J. WEHLE
SCHOOL OF BUSINESS
JAMES P. CONNOLLY
Adjunct Professor of Marketing/Information Systems
EILEEN P. GRIFFIN
Adjunct Professor of Marketing/Information Systems
B.S., Eastern New Mexico University;
M.S., Canisius College.
GREGORY T. IVANCIC
Adjunct Professor of Accounting
B.B.A., University of Notre Dame;
J.D., State University of New York at Buffalo.
JILL JOYCE
Adjunct Professor of Management
B.S.M.E., Union College;
M.B.A., Ph.D.,
State University of New York at Buffalo.
DIETRICH W. KUHLMANN*
Adjunct Professor of Economics/Finance
B.S., Illinois College;
M.S., Ph.D., University of Missouri.
MARC F. LOGRASSO
Adjunct Professor of Economics/Finance
RUSSELL J. MATUSZAK
Adjunct Professor of Accounting
JAMES M. MOORE
Adjunct Professor of Marketing/Information Systems
JOHN E. NAGEL
Adjunct Professor of Economics/Finance
JAMEL C. PERKINS
Adjunct Professor of Graduate Business Programs
ROY R. PIPITONE
Adjunct Professor of Management
A.A.S., State University Ag. & Tech.
ALISON E. ROMANOWSKI
Adjunct Professor of Accounting
B.S., Canisius College;
M.B.A., State University of New York at Buffalo.
SUDHIR D. SUCHAK
Adjunct Professor of Business
B.S., State University of New York at Buffalo;
M.B.A., Canisius College.
* Bene Merenti — awarded for 20 years of service to Canisius College.
** Special Bene Merenti — awarded for 40 years of service to Canisius
College.
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189 GRADUATE CATALOG 2014-2016
Classrooms & Administration Buildings
A Bagen Administration Building
B Old Main
C Bouwhuis Library
D
Churchill Academic Tower
E Wehle Technology Center
F Loyola Hall-Jesuit Residence
G Horan-O’Donnell Science Building
H Christ the King Chapel
I Richard E. Winter ’42
Student Center
J Palisano Pavilion
K Lyons Hall
L
Montante Cultural Center
M Health Science Building
N Demske Sports Complex
O Koessler Athletic Center
P
Patrick P. Lee Student Athletic Center
Q Science Hall
R Demerly Hall
S
Institutional Advancement
canisius.edu
Campus Housing
AA Bosch Residence Hall
BB Frisch Residence Hall
CC Martin Hall
DD Griffin Hall
EE Campion Residence Hall
FF Desmond Hall
GG Village Townhouses
HH Main-Humboldt Townhouses
II Delavan Townhouses
JJ Main-Delavan Townhouses
KK Dugan Residence Hall
Campus Parking
1 Tower Lot
2 Old Main Lot
3 Main-Eastwood Lot
4 Loyola Lot
5 Eastwood Lot
6 Loring Lot
7 Lyons Hall Lot 1
8 Lyons Hall Lot 2
9 Lyons Hall Lot 3
10 Village Townhouse Lot 1
11 Village Townhouse Lot 2
12 Village Townhouse Lot 3
13 LBJ Lot
14 Main-Humboldt Lot
15 Main-Jefferson Lot
16 Science Hall Parking Ramp
17 Health Science Lot
18 Upper KAC Lot
19 Lower KAC Lot
20 Spillman Lot 1
21 Spillman Lot 2
22 Main-Delavan Lot
23 Delavan Townhouse Lot
24 Demerly Hall Lot
25 Lyons Hall Lot 4
26 Science Hall Main Street Lot
Metro Rail Stations
Return to Table of Contents
Visitors are cordially welcome at Canisius College. The administrative offices are open Monday
through Friday, 8:30 a.m. until 5:00 pm, 4:30 p.m. in summer (except on legal holidays).
Members of the college staff are available for interviews at other times by appointments
arranged in advance. The main switchboard number of the college is 716.883.7000
Copy for this catalog was prepared as of November 13, 2014. Information is subject to change at
the discretion of the college. Please consult the course listings schedule published by the Office
of Student Records each fall and spring semester and summer sessions for an accurate update
on our course offerings.
PUBLICATION OF THE OFFICE OF ACADEMIC AFFAIRS
Visit us on the World Wide Web at www.canisius.edu
Kelley Rechin, Duffy Moon Design – Catalog Designer
Kathy L. Peter, Canisius College/Academic Affairs-Catalog Editor
CANISIUS COLLEGE
2001 Main Street
Buffalo, NY 14202-1098
P: 716.883.7000
F: 716.888.2525
www.canisius.edu
