2024-2025 Course Catalog

2024-2025 Academic Calendar

Bryn Mawr

Fall Semester 2024

New Student Orientation

All Payments Due

New Student Orientation

New Student Orientation

Resident Students Report

Classes Begin at 8:30 am

Labor Day Holiday (College Closed)

Add/Drop Period Ends

Homecoming

Mid Term Grades Due

Pre-Registration for Spring 2025

Last Day to Withdraw with a “W”

Open Registration

Fall Open House

Residence Halls Close at 6:00 pm

Thanksgiving recess begins after last class

Classes Resume at 8:30 am

Residence Halls Close at 6:00 pm

Last Day of Classes

Final Grades Due by Noon

Spring Semester 2025

All Payments Due

New Student Orientation

Resident Students Report

Classes Begin at 8:30 am

MLK Day (College Closed)

Deadline for Incomplete Grade Change

ThursdayJuly 18

FridayAugust 02

ThursdayAugust 15

FridayAugust 16

FridayAugust 23

MondayAugust 26

MondaySeptember 02

MondaySeptember 09

SaturdayOctober 05

MondayOctober 14

Mon – FriOct. 21 – Oct. 25

TuesdayOctober 29

MondayNovember 04

SaturdayNovember 16

TuesdayNovember 26

TuesdayNovember 26

MondayDecember 02

FridayDecember 13

SaturdayDecember 14

MondayDecember 16

ThursdayDecember 19, 2024

FridayJanuary 10

SundayJanuary 12

MondayJanuary 13

MondayJanuary 20

TuesdayJanuary 21 from Fall 2024

Add/Drop Period Ends

Mid Term Grades Due

Residence Halls Close at 6:00 pm

MondayJanuary 27

TuesdayMarch 11

FridayMarch 14

Spring Recess Mon – FriMarch 17 – 21

Classes Resume at 8:30 am

Registration for Summer 2025

MondayMarch 24

Mon – FriMarch 24 – 28

Pre-Registration for Fall 2025 Mon – FriMarch 24 – 28

Last Day to Withdraw with a “W”

Spring Open House

Open Registration

TuesdayApril 01

SaturdayApril 05

MondayApril 07

Residence Halls Close (non-graduates) at 6:00 pmFridayMay 02

Last Day of Classes

Final Grades Due by Noon

Commencement

SaturdayMay 03

Monday May 05

SaturdayMay 10

HarcumCollege AnOverview

Mission and Goals

Mission

Harcum College provides its students with an opportunity for outstanding academic, career, and life preparation. We teach, mentor, and prepare students for success in their chosen profession in an experiential environment utilizing a wide variety of modalities and technology. Harcum’s emphasis on its core values of excellence, civility, empowerment, integrity, service, and respect for diversity assures that every member of our community is valued, supported, included, and equal.

Harcum College’s Strategic Plan builds on Harcum’s best practices and creates a guide for the present and future. The plan helps Harcum recognize its strengths and confront its challenges, while defining an aspirational future for the College and the resources necessary to achieve its goals, set priorities, focus energy and resources, and strengthen operations.

The goals established in the dynamic Strategic Plan are as follows:

GOAL A

Ensure institutional sustainability in current volatile environment.

GOAL B

Innovate, offer, and assess high quality educational programs that prepare students to successfully enter and advance in “in-demand” careers or transfer to a fouryear college.

GOAL C

Ensure operational proficiencies

GOAL D

Support the growth, needs, and well-being of students.

GOAL E

Cultivate the College’s reputation through initiatives resulting in increased enrollment and increased philanthropy.

GOAL F

Enhance the College’s environment with regard to diversity, equity, inclusion, and belonging.

GOAL G

Create a culture of continuous improvement supported by assessment through collaboration, transparency, and communication.

Philosophy

Founded by Edith Hatcher Harcum and Octavius Harcum in 1915, the College has empowered generations of students by preparing them for dignified, remunerative, socially useful work. Providing tangible possibilities for individual success remains a central purpose of Harcum – “The College of Possibilities.”

By coupling practical, experiential education with exposure to the liberal arts, Harcum, from its inception, has also sought to enrich its graduates by broadening their intellectual and cultural horizons. For students who are uncertain about career choices, Harcum’s mission is to encourage self-discovery and to promote learning for learning’s sake. For those who see the liberal arts and sciences as a springboard to a specialized career, Harcum helps students identify appropriate directions for development.

In addition, Harcum is committed to preparing its students for responsible citizenship by fostering a keen sense of social responsibility through service learning, curricular emphasis, and co-curricular programs.

Harcum welcomes men and women of varied ages, nations, cultures, races, and social backgrounds. The College believes that diversity enhances the academic and co-curricular experiences of its undergraduates.

As a private residential college, Harcum believes that for many students residential life can be an important part of an education. As a consequence, the College is committed to providing a broad range of programs in its residence halls.

Already known for its outstanding offerings in the Allied Health Sciences, Harcum continues to give equal prominence to other successful programs and to be responsive to new possibilities as they emerge in regional and national labor markets.

Harcum will continue to provide its graduates with possibilities – to realize their potential by inspiring in them the idea that learning is a lifelong process.

Civility Statement

Harcum College defines civility as the demonstration of respect for others, basic courtesy, use of non-offensive language, reciprocity (treating others as we wish to be treated), and behavior that creates a positive environment in which to learn and work.

All members of the Harcum community work to create a positive environment characterized by considerate and principled conduct.

History of Harcum College

In 1913 Edith Hatcher, a talented concert pianist and daughter of prominent Virginia clergyman and educator Reverend William E. Hatcher married fellow Virginian Octavius Marvin Harcum in New Castle, DE. After the birth of their first child, Edith wrote that “the concert career did not offer a chance for family stability” so the couple chose a venture that would combine “my talents as an educator and artist and his business vision and ability.”

They opened the Harcum Post Graduate School on October 1, 1915, in Melville Hall in Bryn Mawr which was the family home as well as the academic building. The first class had three students and five pianos.

Edith Harcum’s goal was to “start a school where the individual talent of each girl would be treated as an integral part of her education.” Though her expertise was in the fine arts, Mrs. Harcum was committed to providing a comprehensive academic program.

In its early years, Harcum was a preparatory school, giving students the skills needed for college study. It quickly grew, and added junior college-level courses. Soon, the “lower school” program was eliminated and the junior college program was established. Edith Harcum was head of the school and Octavius Harcum was responsible for finances.

a profitable enterprise; Mrs. Harcum declared bankruptcy. Harcum’s bankruptcy proceedings were noticed by Philip Klein and officers of The Junto, a non-profit educational corporation founded in 1941 to promote adult education in the Philadelphia region. It had adopted the name of a discussion group originally co-found-

When he died from injuries sustained in a car accident in 1920, Edith assumed the presidency.

She remained in that post for more than 30 years with the exception of the academic years 1944-47 when Dr. John Barber, a distinguished modern painter and faculty member, served as President.

Another leading figure in Harcum’s history was Maud L. Marren. Marren was appointed Dean of the College in 1920 and worked closely with Edith Harcum and later with Philip Klein. She retired in 1962.

The College grew steadily through the 1930s and 1940s with a student enrollment of 185 in 1948.

However, Harcum was an independent, for-profit institution and faced financial difficulties as competition grew and its taxes increased. In 1952, it could no longer run as

ed by Benjamin Franklin in 1727. In 1952 The Junto purchased the assets of Harcum College for possible use as a residential college for adults but soon decided to continue Edith Harcum’s mission to provide education for women. Harcum was reopened under a nonprofit charter in the fall of 1953 with 79 students. Philip Klein was appointed President. Under the 1953 charter, Harcum could operate as a college but without the power to confer degrees. In 1955 the Pennsylvania State Council of Instruction gave Harcum permission to confer the Associate of Arts and Associate of Science degrees. This was the first time in the history of the Commonwealth that a junior college was given this privilege. Mrs. Harcum passed away in 1958 at the age of 80, leaving a legacy of compassionate and dedicated service to her students, the arts, and the community.

Extensive building and expansion occurred at Harcum in the 1960’s under the direction of President Michael Duzy, with the addition of the Academic Center, Pennswood Hall, and Klein Hall. Through expansion in its neighborhood, the Bryn Mawr campus reached a size of 13 acres. Harcum opened a nursery school for teacher training, and in the 1960’s and 1970’s, began programs in medical sciences. Over the decades Harcum launched programs in nursing, occupational therapy assistant, physical therapist assistant, interior and residential design, radiologic technology, veterinary technology, medical laboratory technology, interior design, human services, and social justice.

Since 2007, under the leadership of Dr. Jon Jay DeTemple Harcum’s Charles Trout Library underwent a $1.2 million refurbishment, the historic Little Theatre was completely renovated, new programs were added, and Harcum expanded its academic offerings throughout the region with many Partnership Sites in Philadelphia and throughout southeastern Pennsylvania.

Harcum College athletics has a long history of success in men's and women’s basketball, men’s and women’s soccer, and volleyball. The men’s basketball team, founded in 2005, has amassed a lifetime record of 349-93 (.790) in fourteen seasons, winning at least 20 games in all 14 of those seasons. Men’s basketball has earned two trips to The Tournament, reaching the final four in 2014. The women’s basketball team has been equally impressive, with an all-time record of 330-129 (.719), capturing 5 NJCAA Region 19 championships and earning two trips to the National Tournament. The Harcum women’s volleyball team, not to be outdone, has also captured five NJCAA Region 19 titles of their own. Women’s soccer, which started competition in 2010, won its first ever NJCAA Region 19 championship in 2016.

Harcum will continue to help students find appropriate directions for their academic and personal development leading to specialized careers, while, as Mrs. Harcum noted, “respecting each student as an individual with personal needs, interests, aptitudes, and aspirations.”

Edith Hatcher Harcum, co-founder of Harcum College

The Campus

The Academic Center is the heart of the College, housing the renovated Charles H. Trout Library, most classrooms and faculty offices, the science labs, Academic Affairs, the Student Success Center, Continuing & Professional Studies, Career and Transfer Services, the Campus Store, Mail Services, the English Language Academy, and the Student Lounge. It is one of three campus buildings completed in the mid-1960s.

Beginning in August 2019 Harcum College began holding classes in the Art & Design Center located at 270 S. Bryn Mawr Avenue. The building is the new home and collaborative work space for Graphic Design, Fashion Design, Fashion Merchandising, and Interior Design degree programs.

The Great Lawn, used for Commencement ceremonies, as well as softball, soccer, and other recreational activities, is located on Montgomery Avenue, in front of the Academic Center.

Bedford Hall, also known as Alumni House, is the home of the Harcum College Alumni Association and houses the alumni archives and a collection of memorabilia. The Office of Development, part of the Office of Institutional Advancement is located in Bedford.

The Abram and Goldie Cohen Dental Clinic was built in 1970 and renovated in 2013-14. It houses the Dental Assisting and Dental Hygiene Programs. The center consists of clinical operatories, digital radiology rooms, a laboratory, and conference rooms. The Philip and Esther Klein Hall houses resident students, the Dean of Student Life, Office of Campus Activities, the Counseling Center, the Dining Hall and Dining Services, the Director of Campus Safety, the Student Health Center, Gymnasium, and the Fitness Center.

The Kevin D. Marlo Little Theatre is Harcum’s multipurpose facility to enhance the student academic experience and is used for classes, lectures, meetings, arts performances, and art shows.

Melville Hall, built circa 1878 and expanded by 1923, is the landmark building on campus. When the college was founded in 1915, Melville Hall housed the school, the Harcum family, and resident students. Today, Melville Hall’s tall columns and wide portico welcome students to the administrative hub of the campus. Melville Hall houses the President’s Office, Admissions Office, Financial Aid, the Office of Student Records, the Office of Student Accounts, Communications and Marketing, Vice-President for Finance and Operations, Athletics Offices (the Bear’s Den), Facilities, and Human Resources.

Pennswood Hall, Harcum’s main residence hall, can house up to 250 students and is the primary hub for the Office of Residence Life.

The President’s House is a stately Victorian structure on Montgomery Avenue. Richter Hall, built in 1890, is the site of art and music classes. Music programs are offered through the Harcum Music School.

The Veterinary Services Building was built in 1980 and serves the Veterinary Nursing Program.

OMGC is the location of Harcum’s Nursing and Clinical Laboratory Science offices and classrooms. It is located at the corner of Pennswood Road and Lancaster Avenue, one half-block southeast of the campus.

The OMGC Gym is used for Harcum men’s and women’s basketball.

Location

Harcum College is located in the heart of Bryn Mawr, Pennsylvania, about 12 miles west of Philadelphia, in an area known as the Main Line, so named after the original Main Line of the Pennsylvania Railroad that ran through its communities.

The Main Line is a friendly, safe, and longestablished residential area. It is also a neighborhood with many academic opportunities. Villanova University, Haverford College, Rosemont College, and Bryn Mawr College are all nearby.

Bryn Mawr and nearby Ardmore offer many restaurants, shops, theaters, music venues, and places for students to meet and socialize.

Ardmore’s popular Suburban Square, one of the nation’s first planned suburban shopping centers is a short bicycle, car, or train ride away and has national and local boutiques, an Apple Store, a Trader Joe’s, and many specialty shops. The King of Prussia Plaza and Court, one of the nation’s largest retail centers, is about twenty minutes from Harcum by car.

Students at Harcum also have easy access to all the excitement of the City of Philadelphia, a city rich in educational, historic, and cultural resources. Shopping, theaters, sports events, restaurants, museums, and historical sites await visitors to the city, which can be accessed in twenty minutes via a commuter train that stops next to the campus.

Local educators visit to lecture and regularly participate in Harcum’s academic programs. Many business, medical, and scientific research establishments in the region provide sites for Harcum students’ clinical and practicum experiences.

The Associate Degree

In 1955, the Pennsylvania State Council of Education authorized Harcum College to confer degrees of associate in arts and associate in science.

When a Harcum graduate receives an associate’s degree in arts or science, he or she is prepared to assume a position of responsibility in the business or professional world or may continue on to pursue a baccalaureate degree at a four-year institution.

Programs of Study

Center for Allied Health

Allied Health Science

Animal Center Management

Behavioral Health Science

Dental Assisting

Dental Hygiene

Expanded Functions Dental Assisting (EFDA)

Histotechnician

Medical Laboratory Technology

Nursing - Day, Evening

Occupational Therapy Assistant –Friday track or Saturday track

Phlebotomy Assistant (certificate)

Physical Therapist Assistant –Day, Evening

Radiologic Technology

Veterinary Nursing

Center for Art and Design

Graphic Design

Fashion Design

Fashion Merchandising

Interior Design

Center for Business

Business Management

Sports Management

Center for Social Sciences

Social Justice

Early Childhood Education

General Studies

Partnership Sites

In 2005, Harcum College, in collaboration with I-LEAD, Inc., a community based nonprofit that works to improve local quality of life by helping to strengthen citizens as effective community leaders, launched the first associate’s degree program. Since then, additional majors and locations have been added in southeastern Pennsylvania. The growth of the degree programs is largely due to this unique initiative. These organizations are located throughout the region, bringing the opportunity of higher education to residents of some of the Commonwealth’s most challenged communities. In North Philadelphia, Harcum College and I-LEAD, Inc. have partnered with Congreso de Latinos Unidos. Congreso is a nationally recognized community based non-profit organization that primarily serves the neighborhoods of eastern North Philadelphia.

The programs offer affordable tuition and convenient evening courses, which meet twice a week. The programs are fully accredited by the Middle States Commission on Higher Education through Harcum College. Students participating in the programs are fully-matriculated students of Harcum College and their degree is awarded by Harcum College. The programs encompass the key elements necessary for success, enabling the graduate to address the complexities of today’s workforce.

Degree Programs offered at Partnership Sites

• Animal Center Management

•Business Management

• Early Childhood Education

• Human Services

• Social Justice

• Behavioral Health Science

For questions about specific locations or to apply for admission, contact Sue Miller at 267-244-2651 or email apply@harcum.edu.

2024-2025 Academic Calendar

Partnership Sites

Fall I Semester 2024

New Student Orientation

Classes Begin at 5:30 pm

Labor Day Holiday (No Classes)

Add/Drop Period Ends

Mid Term Grades Due

Last Day to Withdraw with a “W”

Homecoming

Last Day of Classes

Final Grades Due by Noon

Fall II Semester 2024

New Student Orientation

Classes Resume

Pre-Registration for Spring 2025

Add/Drop Ends

Open Registration

TuesdayAugust 13

MondayAugust 26

MondaySeptember 02

MondaySeptember 09

TuesdaySeptember 17

MondaySeptember 23

SaturdayOctober 05

MondayOctober 14

WednesdayOctober 16

TuesdayOctober 15

MondayOctober 21

Mon – FriOctober 21 – 25

ThursdayOctober 31

MondayNovember 04

Mid Term Grades Due MondayNovember 11

Last Day to Withdraw with a “W” FridayNovember 15

Thanksgiving Recess (No Classes) Wed – FriNovember 27 - 29

Classes Resume at 5:30 pm

MondayDecember 02

Last Day of Classes ThursdayDecember 12

Final Grades Due by Noon MondayDecember 16

Spring I Semester 2025

New Student Orientation

TuesdayJanuary 07

Classes Begin at 5:30 pm MondayJanuary 13

MLK Day (College Closed) MondayJanuary 20

Add/Drop Period Ends Monday January 27

Mid Term Grades Due TuesdayFebruary 04

Last Day to Withdraw with a “W” MondayFebruary 10

Last Day of Classes MondayMarch 03

Final Grades Due by Noon WednesdayMarch 05

Spring II Semester 2025

New Student Orientation

Classes Resume

Add/Drop Period Ends

TuesdayMarch 04

TuesdayMarch 11

Monday March 24

Pre-Registration for Fall 2025 Mon – FriMarch 24 - 28

Mid Term Grades Due TuesdayApril 01

Last Day to Withdraw with a “W” MondayApril 07

Open Registration TuesdayApril 15

Last Day of Classes MondayApril 28

Final Grades Due by Noon WednesdayApril 30

Commencement SaturdayMay 10

Accreditation

Harcum College is fully accredited by the Middle States Commission on Higher Education (MSCHE)

MSCHE is located at: Middle States Commission on Higher Education 3624 Market Street Philadelphia, PA 19104-2680 267-284-5029 www.msche.org

In addition, Harcum’s Allied Health programs are accredited on an individual basis by the following organizations:

• The Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA)

• American Dental Association Commission on Dental Accreditation

• American Veterinary Medical Association, Committee on Veterinary Technician Education and Activities

• Commission on Accreditation in Physical Therapy Education of the American Physical Therapy Association (CAPTE)

• Joint Review Commission on Education in Radiologic Technology

• National Accrediting Agency for Clinical Laboratory Sciences

• Commission on Accreditation of Allied Health Education Programs (NAACLS)

• National Association for the Education of Young Children (NAEYC)

• Accreditation Commission for Education in Nursing (ACEN)

Equal Opportunity

Harcum College is an equal opportunity institution and as such, does not discriminate in its educational and employment practices with regard to race, color, religion, gender, national origin, ancestry, age, disability, sexual orientation, applicable veteran status, or any other legally protected classification.

The College also complies with all federal and state nondiscrimination, equal opportunity, and affirmative action laws, orders, and regulations. For more information, contact the Office of Human Resources, Melville Hall, 750 Montgomery Avenue, Bryn Mawr, PA 19010, 610-526-6012.

Visas and Loans

Harcum College is permitted by the United States Immigration and Naturalization Service to accept foreign students (F-1 Visa).

Right to Modify

Changes are necessary from time to time in both academic and financial matters. No statements in this Catalog are to be considered an irrevocable contract between Harcum College and users of this Catalog. Harcum College reserves the right to change any provision or requirement at any time during the period that this Catalog is effective.

Title IX Statement

Pursuant to the requirement of Title IX of the education amendments of 1972, the College does not discriminate on the basis of gender in any educational program or activity or in admissions or employment.

StudentLife

Student Profile

Harcum’s enrollment consists of approximately 1,000 co-educational students. Most students are from Pennsylvania and neighboring states, but many other regions are represented. International students, some of whom enroll in the English Language Academy, are members of the Harcum community. Harcum’s student population ranges greatly in age, from the traditional student from high school to the adult student changing careers or attending college for the first time.

Student Life

The Department of Student Life embraces the mission of the College by empowering students to become engaged, participatory citizens by providing services, programs, and resources in support of academic, professional, and personal growth. Student Life staff strive to work collaboratively with all departments to foster an inclusive community which develops students holistically through reinforcing civility, integrity, and respect for diversity. In collaboration with the entire College community, Student Life commits to this mission by:

• Empowering students to develop morally, socially, and academically by providing an atmosphere of accountability.

• Encouraging students to advocate for themselves and others, as we advocate for them, with respect to diversity and the promotion of civility in their current lives, as well as their future communities.

• Serving as a resource to the College community about students, their development, and their needs.

• Challenging ourselves to consistently evaluate divisional effectiveness by implementation of routine assessment to identify student needs and satisfaction with program and service offerings. Student Life staff challenge and encourage each student to explore and discover personal values and to use that knowledge to establish and meet academic, career, and life goals.

Residence Life

The residential experience offers a climate that stimulates, nurtures, and challenges each individual. Students are encouraged to participate actively in building a community with their peers.

Residential life at Harcum College is designed to extend the possibilities for learning outside the traditional classroom. Staff provide an environment that promotes living and learning opportunities for individual growth and development, a strong sense of community, and responsibility for self and others in the residential environment.

Students interested in living on campus must submit a separate Residence Life Application and $200 deposit, and exhibit the maturity to live independently.

Residential students are also required to submit verification from their physician that they received the following immunizations: M.M.R. (Measles, Mumps, and Rubella), and Meningococcal Quadrivalent (Serogroups A, C, Y, and W-135), Polio, Varicella (Chicken Pox), Hepatitis B, and Tetanus-DiphtheriaPertussis. Please access the required form from the website at harcum.edu/housingapplication. Students will not be permitted to move into their residence hall room until proper immunization documentation and records are received. Questions about immunizations or to submit immunization records should be directed to immunizations@harcum.edu.

Residential students are expected to carry a full course load of at least 12 credit hours per semester. They must verify with Financial Aid and Student Accounts that they have sufficient funds to cover living in Harcum’s residence halls. To live in residence as a part-time student, special permission must be obtained from the Office of Student Life. Residence Life may be contacted at 610-526-6092.

Dining Services

The dining hall in Klein Hall is open to the entire Harcum community. Resident students must present their valid student I.D. at all meals. Commuter students and guests must pay for each meal or purchase a meal card. Dining Services may be contacted at 610-5256262.

All resident students must participate in the College’s resident student meal plan which consists of 19 meals per week. Refunds are not given for missed meals. Special diets can be accommodated by contacting the Sodexo General Manager, Timothy Flynn, at 215-4608180, or tflynn@harcum.edu. For more information about the Klein Dining Hall, including hours and menus, visit https://harcum.sodexomyway.com

Campus Safety

The Office of Campus Safety strives to provide a safe and secure environment for all Bryn Mawr students, faculty, and staff of the Harcum community. This goal is accomplished through a collaborative and integrated safety and security program intended to benefit everyone as they live, study, work, and play on campus. Campus Safety is available 24 hours a day, 7 days a week at 610-526-6099. It is recommended that students, faculty, and staff enter this number into their phones.

Break Closing

The College’s buildings and residence halls are closed during all break periods. Resident students must vacate the residence hall during the Thanksgiving, mid-semester/winter, and spring breaks. For dates, consult the academic calendar at www.harcum.edu/calendar, or call the Office of Residence Life.

Campus Activities

The Office of Campus Activities (OCA) is committed to the development and growth of our students by providing a wide variety of co-curricular experiences. OCA is designed to complement the academic mission of Harcum College by providing opportunities to meet the diverse developmental and educational needs of our students. OCA strives to foster an environment that cultivates student learning through intentional leadership, social, educational, entertainment, and service programs that promote student success. OCA implements in-person and hybrid engagement opportunities that serve the Harcum College community, and communicates these programs to the student body through weekly email newsletters delivered throughout the fall and spring semesters.

Educational, community service, and social events are an important part of the Harcum College experience. Students play an integral role in the selection of events.

The Dean of Student Life, Residence Life, Admissions, and OCA are responsible for providing student leadership opportunities. These opportunities are excellent resume builders and they allow students to develop a range of paraprofessional, transferable skills they can use as they assume leadership positions in their chosen professions and within their communities.

The Office of Campus Activities is located in Room 207 of Klein Hall, or contact the office at 610-526-6038 or via email at campusactivities@harcum.edu.

Commuting Students

Harcum College’s programs and Bryn Mawr location attract many commuting students from the tri-state area. Commuting students are encouraged to participate in all College-sponsored functions and events, including the Student Government Association and student organizations. The Commuter Lounge, located next to the Campus Store on the lower level of the Academic Center, is available to all commuter students for quiet socializing or studying. Commuting students are encouraged to use the dining facilities in Klein Hall. Commuters may purchase meal tickets in the Dining Hall or pay the per meal price upon entry.

Student Organizations

The Office of Campus Activities formally recognizes student organizations. Harcum College offers a variety of organizations to fulfill academic, artistic, and personal interests. Many current student organizations aim to help students learn more about their chosen professions and future career options. Additionally, students are encouraged to create a student organization during the academic year.

For more information, contact the Office of Campus Activities at campusactivities@harcum.edu or 610-526-6038.

Student Government Association

The Student Government Association (SGA) responds to the needs of and represents all Harcum students. Harcum recognizes the importance of developing responsible citizens and encourages students to apply to participate in the SGA. Through the SGA, students collaborate with faculty, staff, and administrators to offer solutions. It is the SGA’s mission to establish and maintain high standards of spirit, honor, integrity, and loyalty. SGA members represent the entire student body and respond to students’ interests and their academic and social concerns. For more information, visit www.harcum.edu/sga or email sga@harcum.edu.

Phi Theta Kappa Honor Society

Harcum College inducts eligible students into the Iota Kappa chapter of Phi Theta Kappa (PTK) honor society. Selection for membership to Phi Theta Kappa is considered one of the highest honors a Harcum student can receive. Students are chosen for Phi Theta Kappa based on their academic achievement.

PTK is the International Honor Society of two-year colleges. The mission of PTK is to recognize and encourage scholarship and community service among two-year college students.

To be considered for membership, students must have earned a minimum cumulative grade point average of 3.5 and have completed at least 15 hours of college level classes at Harcum College.

Service

Every Harcum student is encouraged to participate in the community service experiences available at Harcum College. Service provides students with the opportunity to make the important connection between academic coursework and service in the community. Projects can be initiated in schools or local community organizations; they can also be tailored to the students’ interests and curriculum objectives. Opportunities for volunteerism can be arranged for individuals or groups of students through student's academic program or through the Office of Campus Activities.

Office of Disability Services

The Office of Disability Services provides disability accommodation recommendations, tools and services, and individual and group workshops. A Learning Specialist is available to assess individual learning practices and styles, and identify strategies to promote learning success. The Office of Disability Services is located in the lower level of the Academic Center on Harcum’s Bryn Mawr Campus.

In accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1992, Harcum College will provide appropriate and reasonable accommodations, which allow equal access to its educational programs. Students with documented disabilities are encouraged to provide documentation to the Office of Disability Services. Disability Services will review and consider documentation created by a licensed professional who has diagnosed the disability and whose reports are dated within three years of acceptance to Harcum College.

The documentation will assist and guide in providing the most effective and appropriate strategies and accommodations for the student. Guidelines for documentation can be obtained from the Director of Disability Services.

The student must declare and document his or her disability to the College to receive accommodations or special services. By law, the College is not responsible for making special accommodations for a student who has not declared and documented his or her disability. It is recommended that current and appropriate documentation be sent after College acceptance, but in advance of matriculation. The student is responsible for arranging an appointment with the Director of Disability Services to initiate the services. Disclosure of a disability is confidential unless the student provides the Director of Disability Services with written authorization to release information. This process is also required for placement testing and field site accommodations.

Disability Support Services can be reached at 610-526-6036.

Disability Services

Section 504 Grievance Procedures Introduction

The purpose of these procedures is to settle any and all grievances which may be raised by a disabled student. A student is an individual accepted into a college program. These procedures are designed to meet the requirements for grievance procedures as set forth in the Rehabilitation Act of 1973, as amended.

Informal Settlement of Grievance

It is the goal of Harcum College to settle any and all grievance matters with disabled students in an informal way. Upon receipt of a written grievance by any disabled student with a grievance involving a disability issue, the grievance will be submitted for review to the Director of Disability Services. This person will then meet with the student complaining (hereinafter “grievant”) at a time, date, and place convenient to both parties. The person hearing the grievance must always be someone other than the person who took the action resulting in the grievance. Both parties shall present any and all evidence and statements pertaining to the current grievance. All statements and evidence shall be held in strictest confidence by both parties. After the meeting for informal settlement, the Director of Disability Services will issue a decision within 10 working days in writing.

Within the written decision of the informal settlement, the grievant will also be advised that he/she may request a commencement of formal grievance proceeding upon request.

Procedures to Commence a Formal Grievance Hearing

If the informal procedures fail to satisfy the dispute, the formal hearing process becomes available to all disabled students who have a grievance concerning a disability issue that may also be the subject of a complaint under Section 504 of the Rehabilitation Act of 1973, as amended. The following are the steps to be followed under the formal grievance procedure:

1.Request for a Hearing: Within thirty (30) days of receipt of the results of the informal settlement, the student seeking relief from Harcum College may file a written grievance. The letter should state the nature of the grievance and the action or relief sought. Written requests should be submitted by email to the Vice President of Academic Affairs with a copy to the Director of Disability Services.

2.Failure to Request a Hearing: Anyone who is covered under this policy waives his or her right to a hearing if he/she has not requested a hearing within the noted time frames in #1. Other rights to file a complaint under the relief granted by the terms of the 1988 Amendments of Fair Housing Act or Section 504 of the Rehabilitation Act of 1973, as amended, are not waived.

3.Hearing Prerequisite: In order to qualify for a formal 504 Grievance Hearing, the grievant must waive an informal hearing or have participated in the informal settlement procedure outlined above. If the grievant can show just cause why he/she did not participate or request informal settlement under the provisions above, then the Director of Disability Services may waive this requirement.

4.Location and Time of Hearing: The location and time of the hearing shall be jointly agreed upon by all parties involved. Every effort shall be made to locate the hearing in a fully accessible location.

Counseling Services

Counseling Services provides students with mental, emotional, and behavioral health services and resources that support their needs. Individual counseling sessions are provided confidentially. Groups and workshops can also be offered according to students’ needs. These issues include, but are not limited to the following:

• Relationships (family, roommate, faculty, partners, friends, etc.)

• Depression

• Self-esteem and self-worth

• Culture shock (environment, ethnicity, race, class)

• Dealing with failure or success

• Grief and loss (death, loss of a relationship, loss of a way of life)

• Anxiety/frustration/loneliness

• Trauma/post-traumatic stress/abuse, assault

• Dealing with anger

• College transition/homesickness

• Academic concerns (student/faculty mediation)

Referrals can be made by students, staff, faculty, and families, and anonymity will be utilized when applicable.

Counseling Services works closely with the Harcum community to assist students with their social, emotional, and academic needs. Referrals are made to local community resources when appropriate. A counselor is available by phone to address any issues that may arise after scheduled office hours. Contact Counseling Services at 610-526-6045 or 610212-4587 (cell/text) to schedule an appointment, or for any questions or concerns. You can find more information about Counseling Services at harcum.edu/counselingservices.

Student Health Services

The Health Center is located on the first floor of Klein Hall. Its mission is to serve the health and wellness needs of all Harcum students by providing quality health care, health education, and preventative services in a caring and convenient manner at minimal cost. The Health Center provides evaluation and treatment of illness and injury and is a valuable resource for health-related learning.

Information or assistance related to a particular health problem or question are confidentially discussed.

The Health Center is open during the fall and spring semesters. Appointments are not necessary, but encouraged. Telehealth appointments are also available. All students are treated under the direction of the College Certified Registered Nurse Practitioner.

Students wishing to reside in the Harcum College residence halls must submit at least four (4) weeks prior to move-in day a record of M.M.R. (Measles, Mumps, and Rubella) and Meningococcal Quadrivalent (Serogroups A,C, Y, and W-135). Any questions, please contact the Health Center at 610-526-6090 or via email at varonov-schwartz@harcum.edu.

Career & Transfer Services

Career & Transfer Services assists students and alumni with their career development through the career management system, College Central. Group workshops and individual career coaching sessions are also offered to help students and alumni focus on career exploration, resume writing, gaining professional experience, and job searching strategies. We also offer a free Career Closet that provides students and alumni with gently used donated professional clothing.

Students that are interested in transferring to a four-year college or university can meet with professional staff to assist them in the college selection process, application procedures, and college essay writing. Career & Transfer Services also hosts Transfer Fairs during the fall and spring semesters. The Office has generated several articulation agreements with four-year colleges and universities. Resources related to the transfer process can be found at harcum.edu/careertransfer.

All Career & Transfer Services resources and information about upcoming events can be found at harcum.edu/careertransfer. Career and Transfer Services is located in the Academic Center on the first floor, Room 110. The departmental email address is careertransfer@harcum.edu. The Career & Transfer Services team can also be reached at 610-5266047.

Office of Institutional Advancement

The Office of Institutional Advancement supports the College’s mission and Strategic Plan, which prioritizes securing funding opportunities to benefit our students and the Harcum community. Institutional Advancement keeps alumni, students, trustees, staff, and friends connected through events and communication and serves as a networking bridge between students and alumni prior to and following graduation.

Institutional Advancement includes Alumni Relations, Annual Giving, Major Gifts, Foundations and Grants, Planned Giving, Development and Alumni Communication, and Stewardship.

Alumni Relations

Harcum College graduates join a network of over 11,000 alumni, and enjoy a variety of benefits and programs, including:

• Subscription to Patches alumni magazine and Bear Essentials, Harcum’s e-newsletter

• Access to the Office of Career and Transfer Services

• Invitations to Homecoming, Class and Program reunions, networking events, Continuing Education Programs, and the annual Kevin D. Marlo Golf and Racquet Classic Scholarship fundraising event.

Volunteer opportunities through the Harcum College Alumni Association (HCAA) include:

• The HCAA Board of Directors, an elected and appointed board of alumni who work to advance the mission of Harcum College, engage and energize the alumni community, and support current students.

• Events and Affinity Programs Committee —develop opportunities to enhance existing events and build new events and programming to encourage alumni participation and engagement.

• Recent Graduate Committee —develop outreach strategies to engage graduates of the ten most recent classes.

Fundraising

Institutional Advancement leads and directs Harcum’s development efforts. Thanks to the generosity of alumni, trustees, and friends, Harcum keeps annual tuition increases to a minimum. Gifts and grants fund improvements to facilities, programs, and support student financial aid.

The Harcum Fund is the College’s annual fund program. The Harcum Fund directly supports current students by providing funding for the College’s areas of greatest need including scholarship support.

Institutional Advancement also seeks support for Harcum programs and initiatives by way of legacy gifts through wills, estates, and other planned giving vehicles as well as corporate and foundation gifts through corporate sponsorships and grants.

For more information, please contact the Office of Institutional Advancement at 610526-6060 or advancement@harcum.edu. Alumni and friends are welcome to visit the offices in Bedford Hall on Harcum’s Bryn Mawr Campus.

Harcum Campus Store

The Harcum Campus Store is located on Harcum’s Bryn Mawr Campus, in the lower level of the Academic Center. The Store provides the college community with a means to order textbooks via an online partner. The Store also sells Harcum merchandise, school supplies, and other novelties. There is a coffee bar, TV lounge, and Internet accessible computers.

The hours of operation are Monday through Friday 9:00 a.m. to 5:00 p.m. Acceptable methods of payment include cash, DISCOVER, MasterCard, VISA, American Express, and Apple Pay. Checks are not accepted. The Campus Store can be reached at 610-526-6041. The Harcum Campus Store also has an official online apparel store at harcumgear.com. There you can shop and show off your Bear Pride!

Post Office/Student Mailboxes

All residential students have the option to use a mailbox. Incoming and campus mail is placed in student mailboxes and students should check their mailboxes regularly. When a package is received, an email notification will be sent to the student. The notification will include the designated hours for pick-up. All parcels must be mailed from the Bryn Mawr Post Office. Registered or certified mail must be picked up at the Bryn Mawr Post Office.

The Campus Post Office is located on the lower level of the Academic Center, near the Campus Store and is open Monday through Friday, 9:00 a.m. to 3:45 p.m. For U.S. postal information, contact the Bryn Mawr Post Office at 610-525-2374.

A limited number of mailboxes are available for commuting students. Commuters who desire a mailbox should contact the Office of Residence Life at 610-526-6092.

Security Reports

Harcum’s Annual Security & Fire Safety report is available through the Office of Campus Safety, located in Klein Hall, or on the Harcum College website at www.harcum.edu/crimestats. For more information, contact the Office of Campus Safety at 610-526-6099.

Athletics

Harcum Athletic Teams

Harcum College offers 9 intercollegiate sports which compete in Region 19 (Eastern Pennsylvania, New Jersey, and Delaware) of the National Junior College Athletic Association (NJCAA). Men’s basketball, men’s and women’s soccer, men’s and women’s cross country, men’s and women’s indoor track & field, and men’s and women’s outdoor track & field compete at the Division I level. Women’s basketball and the volleyball teams compete at the Division II level.

Athletes must be full-time students who have not exhausted their collegiate athletic eligibility and who are eligible to compete and receive athletic aid for two seasons while at Harcum College. Students who participate in varsity athletics for two seasons are not required to take additional physical education classes for credit. Academic eligibility requirements are stipulated by the NJCAA. For information, please contact the Athletic Director, or go to www.harcum.edu/athletics.

Athletic Facts

• Colors: Purple and White

• Mascot: Hatcher the Bear

• Sports: Basketball (Men & Women), Jr. Varsity Basketball (Men & Women), Cross Country (Men & Women), Indoor Track & Field (Men & Women), Outdoor Track & Field (Men & Women), Soccer (Men & Women), Volleyball (Men & Women).

• Contact: J.J. DeTemple, Athletic Director, 610-639-4254, jjdetemple@harcum.edu.

Admissions

Admission to Harcum College

Harcum College seeks to provide many possibilities by offering a quality education for career-oriented students. In keeping with the College’s mission, enrollment counselors treat students holistically and respectfully, valuing the uniqueness of each student’s learning style and background. Most of Harcum's degree programs only require a high school diploma so the institution is considered an open enrollment institution. However, some programs do have additional admission requirements.

Each applicant’s ability to benefit from a Harcum degree program is carefully considered; students whose academic and/or work history indicates a high probability of success will be the strongest candidates.

Applicants are encouraged to schedule a visit to the College, tour the regional campus and/or site they are interested in attending, and learn more about programs of interest with an enrollment counselor. The visit is a critical part of the admissions process for Bryn Mawr campus students, and is recommended for all Partnership Site and hybrid students, as it helps to determine the best course of action for the prospective student to achieve his or her goals.

With a few key exceptions, programs at Harcum College operate under a rolling admissions policy, which means that the Admissions Committee reviews each application file as soon as it is complete. The exceptions are Dental Hygiene, Occupational Therapy Assistant, Physical Therapist Assistant, Nursing, and Radiologic Technology. Deadlines for these programs can be found on Harcum’s website, www.harcum.edu or by calling the Office of Admissions at 610-526-6050.

Rolling Admission

Applicants will be notified within 10 working days – usually sooner – of a decision and of any conditions necessary for entry. Prospective students are advised to apply as early as possible to ensure admission to the program of choice.

Harcum College accepts students from a wide range of schools in the United States and abroad. The College is open to qualified applicants of all races, religions, and ethnic backgrounds.

Submitting Your Application

All applicants to Harcum College should submit the following:

• A completed Harcum College application form. The online application can be completed by going to www.harcum.edu and clicking on “Apply Now” in the navigation bar of the home page.

• Application Fee (free if you apply online)

• High school transcript and/or GED transcript. This requirement is waived for applicants who have completed a bachelor’s degree, unless specifically requested.

• Current high school seniors must submit final high school transcripts no later than thirty (30) days following graduation

• Official college transcripts from all regionally accredited colleges attended, if applicable

• A typed personal essay that includes why you are choosing your desired major (required for certain majors)

• Letter(s) of recommendation from an employer, teacher, guidance counselor, etc. Two (2) letters of recommendation are required for the Nursing Program. (required for certain majors)

• Official SAT or ACT scores, if taken. (Old) Critical Reading and Math Scores, (New) Evidence-based Reading/Writing & Math or ACT Composite score (recommended but not required for certain majors)

• Resume (Nursing only)

• TOEFL/IELTS/DET (Duolingo English Test) Scores -Students whose native language is not English must present an acceptable test score or meet one of the exemptions before they are accepted into any degree program.

English Language Proficiency and Exemptions

Harcum College accepts the TOEFL (Test of English as a Foreign Language), DET (Duolingo English Test), or IELTS (International English Language Testing System) as proof of English proficiency.

All applicants who are not born in the United States will be required to take the TOEFL, DET, or IELTS Exam. Students must present an acceptable score or meet one of the exemptions before they are accepted into any degree program.

*Nursing and Occupational Therapy Assistant students are not eligible for exemptions. They must submit an accepted score from the TOEFL, DET, or IELTS.

Required TOEFL, DET, and/or IELTS Scores for Allied Health Programs (Non-Nursing):

Internet-based test: 79

Computer-based test: 213

Paper-based test: 550

IELTS: 6.5 band score

DET: 105 (minimum sub scores may be required and are subject to change)

Required TOEFL, DET, and/or IELTS Scores for Non-Allied Health Programs:

Internet-based test: 61

Computer-based test: 173

Paper-based test: 500

IELTS: 5.5 band score

DET: 90 (minimum sub scores may be required and are subject to change)

Exemptions:

• Earned a high school diploma from a high school in the United States. Or successfully passed the GED (English version).

• Earned a B or higher in English 101 and English 102 in a U.S. college or university along with a minimum of 2.0 GPA in all college coursework.

• A minimum SAT or ACT score: Minimum ACT English score of 20 or minimum SAT Critical Reading score of 500 (old), or minimum SAT Reading score of 560 (new).

• Earned a AA, AS, or bachelor's degree or higher from an accredited U.S. college

• Successful completion of Harcum College’s ELA program

• Students from the following countries are exempt from the TOEFL or IELTS Exam: Antigua & Barbuda, Australia, Bahamas, Belize, Bermuda, Canada (except Quebec), Fiji, Grenada, Guyana, Ireland, Jamaica, Kiribati, Marshall Islands, Mauritania, Micronesia, New Zealand, St. Kitts & Nevis, St. Lucia, St. Vincent & the Grenadines, Solomon Islands, Trinidad & Tobago, United Kingdom.

English Language Policy for the Nursing and Occupational Therapy Assistant Programs

All applicants who are not born in the United States will be required to take the TOEFL, DET, or IELTS Exam.

• TOEFL Score Requirement: Overall score of at least an 87 and individual section scores as follows: Reading 21, Listening 22, Speaking 23, and Writing 21.

• IELTS Score Requirement: Overall score of at least 6.5 and individual sections scores as follows: Listening 6.5, Reading 6.5, Writing 6, and Speaking 7.

• Duolingo Score Requirement: Overall score of at least 110. (minimum sub scores may be required and are subject to change)

Please note: Some majors may have additional application requirements, additional standards, and/or prerequisite classes needed for admission, as well as the grades which students should have completed in those classes. Please refer to the descriptions of individual programs in this catalog for more information.

Please Note: Harcum College has the right to refuse admission or readmission for any student at its discretion. Harcum College is an equal opportunity institution and as such does not discriminate in its educational and employment practices with regard to race, color, religion, gender, national origin, ancestry, age, disability, sexual orientation, applicable veteran status, or any other legally protected classification. The College also complies with all federal and state nondiscrimination, equal opportunity and affirmative action laws, orders and regulations.

Accuplacer Exam

Accuplacer is a placement measure that most Harcum students complete at some point, sometimes before admission to the College.

Accuplacer covers math, reading, and English proficiency and helps the College make decisions regarding the proper class level for admitted students and the applicants’ ability to benefit from specific programs. Students who have already completed a college level math or English course with a “C” or better from a regionally accredited institution would be waived from taking that portion of the Accuplacer exam. Students will be required to transfer the credits for these courses. See Transfer Student Policy for details.

Criminal Background Disclosure Statement

Please be advised that results of a criminal background check may exclude a student from participating in a clinical, internship, and/or field work component of their program. This may also preclude a student from meeting degree requirements needed for graduation and/or ability to take certification/licensure exams. If accepted, it is the student’s responsibility to report changes in the status of their criminal background to their program director.

Transfer Student Policy

Harcum College welcomes transfer students and is flexible with our transfer credit policy because we understand that many applicants have invested time and money into previous coursework at other accredited colleges.

Transfer credits may be transferred into Harcum College through official college transcripts, College Level Examination Program (CLEP) transcripts, Advance Placement exam (AP) transcripts, Child Development Associate Credential (CDA) certification, and American Council on Education (ACE) transcripts. Refer to the sections in the college catalog on CDA, CLEP, and AP for more details.

All applicants seeking to transfer credits from a previously attended institution must meet the criteria and fulfill the requirements stated below.

Requirements:

• The post-secondary institution where the credits were earned must be accredited by the appropriate regional accreditation agency.

• All applicants must submit an official transcript from all previously attended institutions of higher education.

• Students who have attended international universities must have their transcripts evaluated (course-by-course evaluation) by InCRED or a NACES approved agency for all post-secondary coursework completed outside the U.S. prior to submitting an official transcript.

• Credit for military training is based on an evaluation by the American Council on Education (ACE) and is the applicant’s responsibility to contact ACE.

• Course(s) to be transferred must be directly relevant to the student’s program of study.

• Comparable core curriculum course(s) may be transferred into Harcum College to help narrow down the range of core courses the applicant must take toward completion of the Associate’s degree. Program specific courses will be evaluated and granted credit at the discretion of the program director.

• Mathematics, Sciences, and Computer Science courses completed within the last 10 years may be accepted for transfer credit. All other courses do not have an expiration for transfer.

• The course(s) must have successfully been completed with a grade of “C” or better.

• The maximum amount of transfer credits awarded cannot exceed 30 credits (33 credits for Dental Hygiene and Nursing).

• Transfer credits are not included in computing a grade point average and are listed as “TR” grades on the student’s official Harcum transcript.

• Questions about the application process and about specific Harcum degree programs should be directed to the Office of Admissions.

• Questions about Credit for Life and Career Experience should be directed to the appropriate program director.

• Any additional questions regarding transfer credits should be directed to the Office of Student Records.

College Level Examination Program – CLEP

Applicants may receive transfer credits if they have successfully completed a CLEP exam. Applicants who have completed a CLEP exam must have the original College Grade Report sent from the College Board to Harcum College. CLEP exams for equivalent courses relevant to the applicant’s program of study with a score of 50 or higher may be accepted for transfer.

Advanced Placement Exam – AP

High school students who have taken college level courses and the advanced placement examinations need to submit their AP exam scores to Harcum College. Applicants who have achieved a score of three (3) or higher are eligible for consideration for transfer credit.

Child Development Associate Credential – CDA

Nine (9) credits may be granted to Early Childhood Education applicants who submit a current CDA certificate. These credits can only be awarded for specific Early Childhood Education courses and transferring in additional credits may affect the award.

How It Works

Simply submit official transcripts from all previous coursework as part of the admissions process. Once accepted into a Harcum College degree program, the transcripts will be evaluated for applicable transfer credit. The applicant will receive a copy of the official transfer evaluation with the acceptance materials. All application packets and transcripts should be sent to: Harcum College

Attn: Admissions Office, 750 Montgomery Avenue, Bryn Mawr, PA 19010.

Transfer Appeal Policy and Procedure Appeal Procedures:

Academic transcripts are evaluated based upon the procedures established in the Transfer Student Policy. It is possible that errors in the transfer of credits can occur. In the event a student believes an error has occurred, the appeal procedure is as follows:

I. The student should first contact the Assistant Registrar in the Office of Student Records to discuss the transfer evaluation results and provide any additional documentation needed to assist with the review (for example, an updated transcript, college catalog, syllabus, or other documentation from the sending institution). Appeals to the Assistant Registrar must be submitted no later than 30 days after the completion of the initial evaluation.

II. If the issue is not resolved, the student may request further review from the Registrar.

After conferring with the student, the Registrar will present the student’s claim along with any additional documentation to the appropriate program director for consideration and will communicate the decision to the student in writing within 15 working days during the academic Fall and Spring semesters. The decision of the Registrar and/or program director is final.

III. Appeals to the Assistant Registrar under item II above must be submitted no later than 90 days after the completion of the initial evaluation.

Permission to Complete a Course at Another Institution After Matriculation

Harcum College expects all degree seeking matriculated students to complete all of their courses at Harcum College unless permission is granted by their program director and the appropriate paperwork is completed.

After matriculation, a student has the option to take six (6) credits at another college and transfer to Harcum, but only up to the allowable 30 credits (33 credits for Dental Hygiene & Nursing). This is at the discretion and approval of the program director. All requests must be approved on the Matriculated Student Request to Attend Non-Harcum Courses form and processed through the Office of Student Records prior to taking the course. Also, it is the student’s responsibility to have an official transcript forwarded to the Office of Student Records upon completion of the requested course(s).

Matriculated students will not receive transfer credit for courses taken at another institution if the Matriculated Student Request to Attend Non-Harcum Courses form is not completed PRIOR to the start of the non-Harcum course.

Readmission Policy

If you were previously enrolled at Harcum and have not been in attendance for 2 years or more and left the college in good standing, you are required to submit a new admissions application. Students applying for readmission who have attended other colleges and/or universities since their most recent enrollment at Harcum must submit an official transcript from each regionally accredited college or university attended to the Admissions Office before a readmission decision can be made. Students who have been out of attendance from Harcum for more than 7 years may need to submit all new documentation, as the original documents may no longer be on file. However, Harcum College coursework history and grades earned are kept permanently. Students must be in good academic and financial standing in order to be considered for readmission to Harcum.

If readmitted, you will fall under the program requirements and transfer credit policies as outlined in the Harcum catalog at the time of your readmission. This may mean that the courses needed to complete your program have changed, which may require you to take additional courses in order to graduate. Also, depending on the length of time the student has been out, repetition of courses may be required by the department or program.

The College reserves the right to limit readmissions on the basis of projected enrollment figures and the availability of space.

Changing Programs/Majors

Current students planning to change from one degree program to another degree program must receive approval from their current advisor, advisor of the new proposed major, and VP of Academic Affairs. If approval is granted by all parties, a Change of Program form must be completed and submitted to the Office of Student Records. Once this form is processed, a new evaluation of transfer credits, if applicable will be completed and a new Academic Plan will be assigned. Please note, changing degree programs (major) may impact the length of time to graduation and financial standing. Students are also advised to meet with their financial aid counselor to discuss any potential impact to their financial aid and tuition payments as a result of the change of major.

Important Note: Current students who wish to change their program (major) to one of the following programs must reapply by submitting a new admissions application by the appropriate deadline. Admission to these programs is competitive and acceptance and/or change of program is not guaranteed. Once a decision is made, the college will notify you in writing of your admission decision. If accepted, a Change of Program form must be completed and submitted to the Office of Student Records. Once this form is processed, a new evaluation of transfer credits, if applicable, will be completed and a new Academic Plan will be assigned.

•Dental Hygiene

•Nursing

•Physical Therapist Assistant

•Occupational Therapy Assistant

•Radiologic Technology

•Veterinary Nursing

Non-Matriculated Student Policy

This status is reserved for students who are not seeking a degree or certificate at the time of admission, are not interested in receiving federal or institutional financial aid, and who wish to waive placement testing and academic advisement which would normally determine the appropriateness of their courses for degree fulfillment or transfer credit.

Because of these conditions, enrolling for classes under this status is simplified. Nonmatriculated students do not follow the traditional admission requirements of matriculated students. The non-matriculated student status is designed to allow any interested individual to attend college credit courses without declaring a major or seeking a degree.

Admission to non-matriculated status does not constitute admission to a degree program and does not guarantee enrollment in a particular course, as some of the courses at Harcum College are restricted to degree students and/or require specific prerequisites.

Non-matriculated students are limited to a total of 15 credits in this status and must complete the Non-Matriculated Status Application before registering. If a student wishes to continue courses at the College, they will need to apply for matriculated status through the appropriate admissions process.

International Students

International students applying for admission to Harcum College must complete all admissions requirements and also submit the following:

• An official evaluation, by InCRED or a NACES approved agency, certifying that the secondary school transcripts have the equivalency to a U.S. high school diploma.

• A course-by-course credential evaluation completed by InCRED or a NACES approved agency for all post-secondary coursework completed outside the U.S.

• Test of English as a Foreign Language (TOEFL) or IELTS scores for all students for whom English is a second language. Harcum’s institutional code number is 2287. Students who are unable to demonstrate English proficiency will still be considered for acceptance, but may need to enroll in English Language Academy courses.

• Financial documentation in the form of an official bank letter (on letterhead) stating the amount of funds in the account, and a letter of support from the sponsor are required before the Form I-20 for the F-1 student visa can be issued.

• Harcum entrance examinations demonstrating English proficiency.

For immigration and financial aid information, please see the Center for International Programs section (or call the Center at 610526-6118). See your program director for requirements specific to your program.

Permanent Resident Students

Permanent resident students applying for admission to Harcum College must complete all admissions requirements and also submit the following:

• Copy of Permanent Resident Card

Documents below are required if secondary and/or post-secondary coursework was completed outside the United States:

•An official evaluation, by InCRED or a NACES approved agency, certifying that the secondary school transcripts have the equivalency to a U.S. high school diploma.

• A course-by-course credential evaluation completed by InCRED or a NACES certified organization for all postsecondary coursework completed outside the US.

• Test of English as a Foreign Language (TOEFL), Duolingo, or IELTS scores for all students who were born outside the United States. See English Language Proficiency and Exemptions Policy for details.

Articulation with Four-Year Institutions

An articulation agreement is a formal agreement that allows credits earned in specific Harcum College programs to be accepted at another college or university.

Students planning to transfer to four-year institutions after graduation from Harcum College are urged to familiarize themselves with the transfer process and to select one or more institutions early in their second year to which they may wish to apply. For information on Harcum’s four-year educational partners, go to www.harcum.edu/articulations.

Tuitionand FinancialAid

2024-2025 Tuition

Tuition for the 2024-25 Academic Year

TUITION

Full-time tuition (12-18 credits)

$15,800/semester-$31,600/year (does not include books, fees, and supplies)

Part-time tuition (11 credits or less)

$975/credit (does not include books, fees, and supplies)

Continuing and Professional Studies

Please call 610-526-6100 for pricing.

ROOM AND BOARD

Double

$6,000/semester or $12,000/year

Single (if available)

$7,500/semester or $15,000/year (Includes room occupancy and meal plan)

Damage Deposit

$200 (Refundable after final semester damage report)

Room Reservation Deposit

$100 (Returning resident)

Total Cost for Full-time Enrollment & Double Room/Board

$43,600/year (plus fees)

SUMMER SESSIONS

Summer Sessions – Room & Board

$500/week $3,500/7 weeks

$5,000/10 weeks

MISCELLANEOUS FEES AND DEPOSITS

Application Fee

$50 (non-refundable) (Free if you apply online)

Tuition Deposit

$200 (non-refundable)

Housing Deposit

$200 (non-refundable)

Technology Fee

$200/semester

Testing Fee

$300/semester (Vet Nursing, Rad Tech, OTA, PTA, Nursing)

Audit Fee

$975/credit

Returned Check Charge

$45/check

Late Registration Fee

$100

Parking Fee

$45/semester, $25 summer, $10 each additional car

Senior Citizen Course Fee (65 years and older)

$150/credit Non-matriculated/ based on space availability

Students enrolled at the Bryn Mawr campus opting to take more than 18 credits per semester are charged an overload fee of $975 per credit. This does not apply to students who are required to take more than 18 credits in a semester by their program's course sequence. Students enrolled at a Partnership site opting to take more than 14 credits per semester are charged an overload fee of $975 per credit.

Parking Permit

Students who wish to park a vehicle on campus must purchase a Parking Permit online or in the Student Accounts Office, located in Melville Hall.

Health Insurance

The College does not provide health insurance coverage to students. Students are responsible for providing their own health insurance, whether by parent/guardian’s health coverage or by their own election into a plan.

Fees subject to change.

TUITION BILLING & PAYMENTS

The Office of Student Accounts handles all billing and billing related inquiries for tuition, room and board, and any related fees for the College. Tuition bills are posted electronically to Self-Service and are generated on a per semester basis. Bills for the fall semester are posted in July and bills for the spring are posted in November. Bills may also be obtained by visiting the Student Accounts Office. Bills will continue to be posted on a monthly basis for those students carrying a balance. Failure to view or obtain a bill does not exclude students from paying their tuition balance.

Payments can be made through Self-Service using a credit/debit card or bank account. All payments made through Self-Service will immediately post to the student’s account. Additionally, payments can be made by visiting the Office of Student Accounts or by mailing a check or money order. There is a non-refundable convenience fee of 2.75% applied when making a credit/debit card payment through Self-Service. Students who do not wish to pay with a credit card may use a checking or savings account to make payments online or can pay in person by visiting the Office of Student Accounts.

To help manage tuition payments, the College offers an installment plan. To enroll in the installment payment plan students should log-into Self-Service and click the enroll link.

Holds

Any student whose balance is not paid-infull or who is not current on the payment plan will have a financial Hold placed on their account. During this time, the student is unable to view grades, register for future courses, participate in Commencement, and obtain transcripts or a diploma.

Collection of Delinquent Accounts

Harcum College reserves the right to transfer delinquent accounts to a contracted collection agency or attorney. At which time, the student is responsible for the principal account balance and all fees, expenses, and costs resulting from collections or litigation at a maximum of 33.3%. Additionally, the account may be reported to one or more of the national credit bureaus.

ROOM & BOARD

New Residential Students

All new residential students must complete a new student housing application and are required to make a non-refundable $200 deposit. This deposit will ensure the student a space in the residence hall and is credited toward the student’s room and board charges. If the new student decides not to move into the residence halls, $100 of this deposit is forfeited and the remaining $100 will be credited to the student’s tuition bill. If the new student decides not to attend Harcum, $100 of this deposit is forfeited and the remaining $100 will be returned to the student.

New residential students will also be charged a one-time $200 Damage Deposit on their tuition account, which is refunded to the student minus any unpaid individual or public area damages assessed when the student permanently moves out of the residence halls.

Returning Residential Students

All returning students should complete a housing application renewal form and forward a $100 room reservation fee. This fee will be credited to the student’s housing and dining bill in the upcoming semester. The fee is forfeited if the student does not return to housing. No housing accommodations will be made after the add/drop date for each term.

Book Vouchers

Harcum is pleased to offer book vouchers. A book voucher allows students to charge books to their student account prior to the disbursement of financial aid. Book vouchers may be used at our online bookstore Follet and in our Campus Store. The maximum amount of a book voucher is $750 per term. To be eligible for a book voucher students must meet the following criteria:

•Your student account is in satisfactory standing.

•You must be registered for the upcoming term.

•Your financial aid award for the upcoming term exceeds the total cost of your tuition and fees.

•All documents required to disburse your financial aid have been received by the Financial Aid Office.

To request a book voucher complete the Book Voucher request online at www.harcum.edu/bookvoucher.

The Student Accounts Office will review the request and process it within 48 hours.

Refund Policy

The room and board refund policies follow the tuition refund policy outlined below. If a student must withdraw from the College or is dismissed, the basic refund formula is as follows:

Fall/Spring

Date of Percent of Tuition Withdrawal Refunded

Add/Drop Period 100%

1st week after Add/Drop 80%

2nd week after Add/Drop 40% After 2nd Week No Refund

Summer

Add/Drop Period100% After Add/DropNo Refund

This policy applies only to students who withdraw from all coursework. There is no penalty during the Add/Drop period if the student remains enrolled in other courses.

This policy applies only to students who withdraw from all coursework. There is no penalty during the Add/Drop period if the student remains enrolled in other courses.

This policy applies only to students who withdraw from all coursework. There is no penalty during the Add/Drop period if the student remains enrolled in other courses.

Return of Title IV Funds Policy

Recipients of Title IV funding, (Federal grants and loans such as Pell Grant, SEOG, Direct Subsidized and Unsubsidized Loans, and PLUS Loans) who withdraw from the college may be required to have all or a portion of their awarded Title IV funds returned to the respective financial aid programs.

Up through the 60% point in each semester, a prorata schedule is used to determine the amount of Title IV funds the student has earned at the time of withdrawal. The amount to be returned is dependent upon the number of days the student attended, the cost of the program, and the aid received. After the 60% point in the term, a student has earned 100% of the Title IV funds he or she was scheduled to receive during the period.

A student is considered to have withdrawn from a semester if the student does not complete all the days in the semester that the student was scheduled to complete. When a student withdraws during a semester, the amount of Title IV program assistance that a student has earned up to that point is determined by a formula.

If the student received (or the school or parent received on the student’s behalf) less assistance than the amount that the student earned, the student may be able to receive those additional funds.

If the student received more assistance than earned, the excess funds must be returned by the school and/or by the student.

For example, if the student completed 30% of a semester, the student earned 30% of the assistance the student was originally scheduled to receive.

If the student did not receive all of the funds that he/she earned, the student may be due a post-withdrawal disbursement.

If the student’s post-withdrawal disbursement includes loan funds, the College must get the student’s permission before it can disburse them. The student may choose to decline some or all of the loan funds so that the student does not incur additional debt.

The College may automatically use all or a portion of the student’s post-withdrawal disbursement of grant funds for tuition and fees and living expenses (room and board charges as contracted with the College). The College needs the student’s permission to use the postwithdrawal grant disbursement for all other charges. If the student does not give permission, the student will be offered the funds. However, it may be in the student’s best interest to allow the College to apply the funds to reduce the student’s debt.

If the student receives (or the College or the parent receives on the student’s behalf) excess Title IV program funds that must be returned, the College must return a portion of the excess equal to the lesser of:

1. The student’s institutional charges multiplied by the unearned percentage of the student’s funds, or

2. The entire amount of excess funds.

The College must return this amount even if it did not keep this amount of the student’s Title IV program funds. If the College is not required to return all of the excess funds, the student must return the remaining amount.

Any loan funds that the student must return, the student (or parent for a Federal PLUS Loan) must repay in accordance with the terms of the promissory note. That is, the student (or parent) must make scheduled payments to the holder of the loan over a period of time.

If the College is required to return unearned Title IV funds based on the withdrawal calculation, they will be returned in the following order:

1. Federal Unsubsidized Direct Loan

2. Federal Subsidized Direct Loan

3. Federal Direct PLUS Loan

4. Federal Pell Grant

5. Federal SEOG

If the student is required to return unearned Title IV grant funds based on the withdrawal calculation, they will be returned in the following order:

1. Federal Pell Grant

2. Federal SEOG

If the student is eligible to receive a Post Withdrawal Disbursement credited to his/her account, the funds will be credited in the following order:

1. Federal Pell Grant

2. Federal SEOG

3. Federal Subsidized Direct Loan

4. Federal Unsubsidized Direct Loan

5. Federal Direct PLUS Loan

Any amount of unearned grant funds that the student must return is called an overpayment. The maximum amount of a grant overpayment that the student must repay is half of the grant funds the student received or was scheduled to receive. The student does not have to repay a grant overpayment if the original amount of the overpayment is $50 or less. The student must make arrangements with the College or the Department of Education to return the unearned grant funds.

The requirements for Title IV program funds when a student withdraws are separate from the College’s refund policy indicated previously. Therefore, a student may still owe funds to the College to cover unpaid institutional charges. The College may also charge the student for any Title IV program funds that were required to be returned.

Late Registration/ Payment Fee

Students registering after the start of classes or making final payment after the due date may be assessed a fee of up to $100.

Financial Planning

The Financial Aid Office at Harcum College is available to help students with financial planning and the process of applying for financial aid. The Financial Aid Office is located in Melville Hall. Students are encouraged to visit the office or to call 610-526-6098 if they need assistance.

Student Responsibilities

It is the student’s responsibility to finance his/her education. The student should be aware of the cost of tuition and fees, books, and living expenses. The student is responsible for paying the tuition bill or making satisfactory payment arrangements with Student Accounts prior to the start of classes.

It is the responsibility of the student to complete the Free Application for Federal Student Aid (FAFSA) and to submit all required paperwork requested by the Financial Aid Office. Also, if applying for private scholarships, it is the student’s responsibility to submit the scholarship criteria and essays on time. The student must also keep the Financial Aid Office informed of any changes in his/her address, telephone number, enrollment status, or other relevant information.

College Responsibilities

The Financial Aid Office will notify students in writing about their financial aid eligibility. The College is responsible for notifying students of tuition increases and changes in their financial aid packages.

Satisfactory Academic Progress (SAP) for Federal Student Aid Standards

The material that follows describes credit and GPA requirements to retain eligibility, duration of eligibility, and the restoration of eligibility if lost during enrollment.

Harcum’s Financial Aid Office is required by federal regulations to monitor student progress toward completion of degree and certificate programs at the undergraduate level.

This Satisfactory Academic Progress Standard includes a quantitative and qualitative as well as a maximum timeframe standard to measure progress.

The quantitative measure requires that a specific number of completed credits are necessary each academic year to remain eligible for financial aid. The qualitative measure requires maintaining a Grade Point Average (GPA) that meets the minimum standard necessary to maintain Academic Good Standing according to Harcum College policy.

Student Aid Programs Impacted by the Standard

All Federal Title IV programs including Federal Pell Grants, Federal Supplemental Educational Opportunity Grants (SEOG), Federal Work-Study, Federal Direct Loans, and Federal Parent Loans (PLUS) are impacted by this standard.

Eligibility

GPA: A step-up system is used to permit a student’s gradual progress to meet the 2.00 GPA requirements for graduation. Harcum College uses a graduated GPA requirement, allowing a student’s GPA to be lower earlier in the student’s academic career. All students must have a cumulative GPA that falls within the following categories:

1 - 15

- 30

31 - 45

and above

This standard does not apply to tuition remission for dependents of Harcum College employees, athletic grants, some outside scholarships, and state grants (i.e. PA State Grants); state agencies awarding state grants establish their own academic standards.

Pace of Completion: In addition to maintaining a GPA that meets the College minimum requirements for satisfactory academic progress, students are to successfully complete 67% of the cumulative credits attempted. Measurement for Satisfactory Academic Progress for students is reviewed at the end of each spring semester to determine academic progress and future student aid eligibility. Hence, all terms of enrollment at Harcum College, including summer, are included in the measurement.

Maximum Time Frame to Complete Program

Satisfactory academic progress also establishes a maximum time frame in which students must complete their program of study in order to remain eligible for Title IV funds. The maximum time frame for degree completion at Harcum College cannot exceed 150% of the published program’s credit length. Determining if the student has met the required pace of completion is accomplished by dividing the cumulative number of hours the student has successfully completed by the cumulative number of hours the student has attempted. (Remedial coursework may be excluded from this determination, but transfer credits accepted by the institution towards the student’s program are included).

For example, in a program requiring 64 credits to complete, the maximum number of credits that a student is permitted to attempt is 96. If 64 is divided by 96 the result is a pace of 67%. If a student earns 67% of the credits attempted in each term, the student should complete the program within the maximum time frame.

For example, if the student takes 12 credits in fall term and earns 12 credits, the student has earned 100% of the credits attempted. In the spring, the student enrolls for 18 credits and earns 15. He/she has a cumulative total of 27 credits. The cumulative total of attempted credits is 30. So 27 divided by 30 is a pace of 90% exceeding the 67% pace that is required.

Conditions

All students must receive a passing grade in at least 67% of all credits attempted. Passing grades are A, B, C, D, or P. I (Incomplete), W (Withdrawal), as well as F (Failure), are NONpassing, unsatisfactory grades and count towards credits attempted. Attempted Credits = all credits for which a student registers and receives a grade (including A, B, C, D, P, F, I, W). Repeated courses will be included in credits attempted. Credits by Examination will be counted as credits attempted and completed satisfactorily. In addition, transfer credits will reduce the maximum attempted credits allowed. Courses with grades of AU will not be counted as credits attempted or completed.

Unsatisfactory Progress

Students who fall below the required pace of completion and/or the required GPA are considered to be not making satisfactory academic progress and are ineligible for Title IV financial aid. Regaining eligibility can occur for future semesters once the required number of deficient credits has been successfully achieved and/or the GPA has risen to the required level. Students who have withdrawn (for any reason) from the College, may be ineligible for further assistance until satisfactory academic progress has been regained.

Appeals

All students have the right to file a written appeal and submit it to the Financial Aid Office.

The Financial Aid staff will review cases on an individual basis to determine if mitigating circumstances are responsible for poor progress. Mitigating circumstances may include, but are not limited to:

a) Illness or injury of the student b) Death of a close family member.

In addition, a student will be required to submit, as part of the appeal, information regarding why the student failed to make SAP, and what has changed in the student’s situation that would allow the student to demonstrate satisfactory academic progress at the next evaluation. If the appeal is approved, the student will be notified in writing and will be permitted to receive additional Title IV aid. Satisfactory academic progress will then be re-evaluated at the end of the next semester to determine if the student has met the requirements.

All circumstances must be documented. Students will be informed of the appeal outcome. Notification letters or emails will be sent to students who are not making satisfactory progress after grades are reported for the spring semester.

Satisfactory Academic Progress for the Pennsylvania State Grant Program

Policy of Pennsylvania State Grant Program

Students must successfully complete at least 12 credits for each full-time semester and at least 6 credits for each part-time semester in which the PA State Grant was received. This policy is subject to revision by PHEAA and was last revised in June 1997. Progress will be checked after the spring semester of each academic year.

Appeals must be made in writing directly to PHEAA. Full-time eligibility is limited to four semesters for two-year programs. Part time eligibility is limited to eight semesters in two-year programs. Remedial or developmental credits in some instances do not count toward the credit required for progress. Contact the Financial Aid Office if you have questions.

Veteran Support Services

Harcum College supports student veterans and veterans’ dependents in applying for and managing their VA Education Benefits and GI Bill® . Student VA Education Benefits:

Post 9/11 GI Bill®, Chapter 33

• The Post-9/11 GI Bill® is for individuals with at least 90 days of aggregate service on or after September 11, 2001, or individuals discharged with a serviceconnected disability after 30 days. You must have received an honorable discharge to be eligible for the Post-9/11 GI Bill®. The Post-9/11 GI Bill® will become effective for training on or after August 1, 2009.

Montgomery

GI Bill®

• Active Duty (MGIB-AD), Chapter 30: The MGIB program provides up to 36 months of educational benefits. This benefit may be used for degree and certificate programs, flight training, apprenticeship/on-the-job training and correspondence courses. Remedial, deficiency, and refresher courses may be approved under certain circumstances.

• Generally, benefits are payable for 10 years following your release from active duty. This program is also commonly known as Chapter 30.

• Selected Reserve (MGIB-SR), Chapter 1606: The MGIB-SR program may be available to you if you are a member of the Selected Reserve. The Selected Reserve includes the Army Reserve, Navy Reserve, Air Force Reserve, Marine Corps Reserve and Coast Guard Reserve, and the Army National Guard and the Air National Guard. This benefit may be used for degree and certificate programs, flight training, apprenticeship/on-the-job training and correspondence courses. Remedial, deficiency, and refresher courses may be approved under certain circumstances.

Survivors and Dependents Assistance, Chapter 35

• The Survivors and Dependents Educational Assistance (DEA): DEA provides educational and training opportunities to eligible dependents of veterans who are permanently and totally disabled due to a service-related condition, or who died while on active duty or as a result of a service related condition. The program offers up to 45 months of educational benefits. These benefits may be used for degree and certificate programs, apprenticeship, and on-the-job training. If you are a spouse, you may take a correspondence course. Remedial, deficiency, and refresher courses may be approved under certain circumstances.

• The Marine Gunnery Sergeant John David Fry Scholarship: Available for children and spouses of Service members who died in the line of duty after September 10, 2001.

Reserve Educational Assistance Program (REAP), Chapter 1607

• The National Defense Authorization Act of 2016 ended REAP on November 25, 2015.

• Some individuals will remain eligible for REAP benefits until November 25, 2019, while others are no longer eligible for REAP benefits.

Veteran Readiness and Employement (VR&E), Chapter 31

• Veteran Readiness and Employment is an employment program designed to assist veterans with service-connected disabilities. Under the VR&E program, eligible veterans may receive help with job training, education, employment accommodations, resume development, and job seeking skills coaching. This program was formerly called Vocational Rehabilitation for Veterans (VOCREHAB).

• Offering guidance in the resolution of VA payment issues.

• Providing current information concerning VA Education Benefits, programs, and Veterans Administration points of contact.

• Notification of changes in Veterans Education benefits regulations impacting benefits. Student Benefits Management:

• Providing the VA with accurate and timely Enrollment Certifications.

• Informing VA and student of enrollment changes which impact VA benefit payments.

• Facilitate student resolution of payment issues with the Debt Management Center and/or the Veterans Administration Regional Processing Offices (as appropriate).

NOTE: A Covered Individual is any individual who is entitled to educational assistance under chapter 31, Vocational Rehabilitation and Employment, or chapter 33, Post-9/11 GI Bill® benefits.

Harcum College permits any covered individual to attend or participate in their course of education during the period beginning on the date on which the individual provides to Harcum College a certificate of eligibility for entitlement to educational assistance under chapter 31 or 33 (a “certificate of eligibility” can also include a Statement of Benefits” obtained from the Department of Veterans Affairs’ (VA) website e-Benefits, or a VAF 281905 form for chapter 31 authorization purposes) and ending on the earlier of the following dates:

1. The date on which payment from VA is made to Harcum College.

2. 90 days after the date Harcum College certified tuition and fees following the receipt of the certificate of eligibility.

Harcum College will not impose any penalty, including the assessment of late fees, the denial of access to classes, libraries, or other institutional facilities, or the requirement that a covered individual borrow additional funds, on any covered individual because of the individual’s inability to meet his or her financial obligations to the institution due to the delayed disbursement funding from VA under chapter 31 or 33.

How to Establish a File to Receive VA Educational Benefits

Visit the Office of Student Records. We are here to meet the needs of our students who are veterans, service members, or veteran dependents. The Student Record Office includes your designated certifying officials and is prepared to provide advice and counsel in regard to any veteran education benefit concern. The Assistant Registrar certifies your benefit enrollment throughout the year.

*All new students must be admitted to the college and registered for courses before starting a file in this office.

*Please note: The Office of Student Records is not part of the US Department of Veterans Affairs nor is the staff employed by the Department of Veterans Affairs. GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA).

Academic Affairs

Faculty

The faculty at Harcum College are dedicated to the teaching-learning process. As such, they embrace active, student-centered teaching strategies and regularly perform classroom assessment techniques to improve student learning. They are content experts who encourage excellence in their students. Many present their educational research at national and international conferences and are leaders of their professional organizations and communities.

Student Success Center

Located on the first floor of the Academic Center, the Student Success Center (SSC) is home to two of Harcum’s Academic Support Programs: Student Support Services and Tutoring Services. SSC is a support hub that provides academic coaching, educational workshops, and information on other academic supports. For more information, visit the SSC website at www.harcum.edu/ssc.

Tutoring Services

Tutoring Services are offered in the Student Success Center on the first floor of the Academic Center. Students have access to professional tutors for subject-specific content and study skills improvement. Tutoring is available in-person and online. Tutoring sessions may be scheduled in advance or available on a “drop- in” basis depending on the subject matter and availability of tutors. All services are free to Harcum students.

Student Support Services, TRiO

Student Support Services (SSS) is a grantfunded program (TRiO) which serves first generation, low-income, and students with disabilities. SSS aims to increase academic performance, persistence, graduation, and transfer rates of the 170 students served each year. SSS provides academic coaching, workshops and events, cultural activities, and trips. Academic coaching provides a variety of services including financial literacy, teaching foundational academic skills, assisting in personal development, future planning, and referral to on and off campus resources. The goal of the SSS program is to help students achieve their personal and academic goals while working to increase our student’s academic success.

TRiO Upward Bound

Harcum College’s Upward Bound program (HCub) is one of Harcum’s two TRiO programs supported through a grant from the U.S. Department of Education Higher Education Act. HCub is committed to bringing the opportunity of higher education to Philadelphia’s economically disadvantaged and at-risk high schools by awarding 80 low-income and firstgeneration students with intensive year-round college preparatory programming, which includes a 5 week residential Summer Academy.

HCub creates an atmosphere that strengthens a positive sense of self, while teaching the college’s core values of excellence, civility, empowerment, integrity, community service, and respect for diversity. HCub works closely to support the entire family through each student’s college admission process with emphasis on offering opportunities of financial coaching and scholarship outreach. By preparing scholars academically and socially, HCub promotes the highest level of achievement and success, guiding students to achieve their full potential in life.

Office of Disability Services

The Office of Disability Services provides disability accommodation recommendations, tools and services, and individual and group workshops. A Learning Specialist is available to assess individual learning practices and styles and identify strategies to promote learning success. The Office of Disability Services is located in the lower level of the Academic Center. See page 13 for additional details.

Center for International Programs

The Center for International Programs (CIP) is designed to foster the cultural adjustment of international students and encourage their academic success. The International Program’s staff members are advocates for international students and are sensitive to their needs and concerns.

The CIP has two components: the English Language Academy (ELA) that offers credit and non-credit English as a second language courses; and the International Student Advising component, that includes immigration advising and cultural activities.

International students are defined as those students on F-1 student visas. International students are required to comply with the regulations governing their immigration status as determined by the Department of Homeland Security. Individual advising sessions and on-going communication keep students well-informed of the regulations. CIP staff members assist international students with other areas of concern, such as: housing, health care, banking, social security cards, employment, driver’s licensing, transfer credit, and assimilation into the College and community.

International students are welcome to participate in all College activities and are encouraged to present information about their culture to their classmates, faculty, and staff. Participation in College activities provides opportunities for students to develop leadership skills and to adapt to the American education system. The Center may be reached by email at elaharcum@harcum.edu or by telephone at 610-526-6118.

EnglishLanguage Academy

TheEnglishLanguageAcademy(ELA) providesassessments,support,andcourses toaddresstheneedsofnon-nativespeakers.

TheELAislocatedonthesecondfloorof theAcademicCenteronHarcum’sBrynMawr Campus.TheEnglishLanguageAcademy offersfull-timeandpart-timeinstructionin Englishasasecondlanguage(ESL).Classes areheldinwriting,reading,grammar,oral communication,andTOEFL(TestofEnglish asaForeignLanguage)pre paration.

StudentsatanylevelofEnglishproficiency maybeacceptedintotheprogramtostudy EnglishlanguageandAmericanculture. Classesaresmallandcanaccommodateall levelsofEnglishproficiency,frombeginner toadvanced.StudentstaketheEnglishlanguageplacementtestatthebeginningofeach semestertodeterminetheirlanguageneeds. Instructorsareprofessionalandthoroughly experiencedinteachingEnglishasasecond language.

Culturalexcur sions,guestlecturers,and in-classvideossupplementclassroominstruction.Full-timestudentsarerequiredtoattend classesfor20.5hoursperweek,whileparttimestudentsmaychoosecoursesforatotal of3-17hoursperweek.EnglishLanguage Academystudentsmayparticipateinallfacets oftheCollege,includingextra-curricularactivitiesandstudentclubsandorganizations. EnglishLanguageAcademystudentsmayalso usethelibraryandcomputerlabs,andreceive tutoringintheStudentSuccessCenter.

TocontacttheEnglishLanguageAcademy, pleaseemailelaharcum@harcum.eduorcall 610-526-6118.

Pleaseseeadescriptionofthecourses offeredintheEnglishLanguageAcademy under“CourseDescriptions”inthebackof thisCatalog.Thesecoursescanbetakenfor creditorasnon-creditcourses.

The Charles H. Trout Library

The Charles H. Trout Library provides research instruction and assistance to students, faculty, and staff.

The Charles H. Trout Library's mission is (1) TTo strengthen and provide access to a diverse collection, both in print and online, that includes and supports the College's academic programs, as well as the information and classroom technology needs of everyone at the College.

2. To instruct in the use of this diverse collection, especially by providing instruction in Information Literacy, and to promote equitable access to Library resources and services so that every student develops the necessary research strategies and skills to foster lifelong learning.

For reference/research assistance, please contact the Reference Librarian at 610-5266085 or library@harcum.edu.

The online catalog is available from the Library’s website and lists all materials (books, eBooks, and DVDs) available in the Library collection.

The Library provides access to online research databases including Academic Search Complete, CINAHL with Full-Text, Dentistry & Oral Sciences Source, Credo Reference, EBSCO Discovery Service, SIRS Issues Researcher, NewsBank, and Social Justice Abstracts with Full Text. Current students, faculty, and staff can access the databases from the library’s web page and through the Harcum Hatch. The database password list is available through the Harcum Hatch under the Quicklinks tab. The Library’s website also contains useful research guides that provide access to print and online resources for all academic programs.

The Library is a strong proponent of information literacy and lifelong research skills. The Reference Librarians work with individual students and provide instruction to entire classes on how to search the online catalog and research databases as well as understand how to evaluate and cite sources effectively. The Library participates in the College’s effort to develop, support, and instruct in the use of technology in teaching and learning.

The Media Services Coordinator is available to provide technical assistance with software and online services in the classroom and across the College. In addition, Interlibrary Loan service provides students and faculty with borrowing access to books and journal articles from libraries all over the United States. For more information on The Charles H. Trout Library and a schedule of Library hours please visit https://harcum.libguides.com/troutlibrary

Continuingand ProfessionalStudies

Continuing and Professional Studies

The mission of Continuing and Professional Studies is to offer meaningful professional development and educational opportunities consistent with current college programming to working professionals, non-matriculated students, and/or members of the community.

Certificates for Professionals

(Accredited Agencies)

Expanded Functions

Dental Assistant

The demand for Expanded Functions Dental Assistants (EFDA’s) continues to grow. In the Commonwealth of Pennsylvania an EFDA can perform additional duties in a dental office such as placing and contouring restorations, coronal polishing, sealants, and fluoride application. During the program, students will also learn the dental law and the rules and regulations of the State Board of Dentistry. Upon successful completion of both courses, participants will be eligible to apply for EFDA Certification from the Commonwealth of Pennsylvania.

Saturday classes make it easy for working dental assistants to attend.

For information contact Office of Continuing Studies EFDA at 610-526-6146 or dcavallucci@harcum.edu.

DA 260 EFDA I

This course is designed as an intensive introduction to the basics of restorative dentistry for the dental auxiliary, including rubber dam applications; placing, carving, and finishing amalgam restorations; light-cured composite restorations; coronal polishing, fluoride application, sealants, and crown and bridge temporary restorations. Skills are attained through both lecture and hands-on technical laboratory sessions.

Students must earn a grade of B- (80%) or higher.

DA 261 EDFA II

This course is designed to gain clinical experience in all of the skills learned in DA 260. Students must be currently working in a dental office and will be required to complete a minimum of 120 hours of clinical EFDA work during this course.

DA 260 and DA 261 must be taken in consecutive semesters. Students must earn a grade of B- (80%) or higher.

Prerequisite: DA 260

Phlebotomy Technician Certificate

A career as a Phlebotomy Technician is a rewarding path for someone who desires to work directly with patients. Phlebotomists use care and skill to obtain blood specimens from patients for analysis in the clinical laboratory. Technologists and physicians depend upon the phlebotomist to collect quality patient specimens in order to produce quality laboratory results. Phlebotomy technicians are trained to create an atmosphere of trust and confidence in patients while drawing blood specimens in a skillful and safe manner. Employment opportunities include, but are not limited to, hospitals, clinics, physicians' offices, laboratories, and blood banks.

Course work includes basic skills in venipuncture techniques, an overall understanding of anatomy and physiology, medical terminology, and an overview of laboratory operations. Students will learn:

• Equipment used for phlebotomy

• Safety practices and universal precautions

• Venipuncture and capillary blood draws

• Role of the phlebotomist in laboratory testing

Through lectures, assigned readings, handson class participation, and practical internship, the students will demonstrate competencies enabling them to sit for the Board of Certification exam in Phlebotomy sponsored by the American Society of Clinical Pathologists.

This certification is given by the nationally recognized American Society of Clinical Pathology in Chicago, IL.

Prerequisites: High School diploma

For information contact Director of Continuing & Professional Studies at 610526-1860 or tgroody@harcum.edu.

Registered Behavior Technician Certificate

A Registered Behavior Technician (RBT) is a para-professional responsible for implementing treatment plans for individuals with a variety of behavioral needs, including, autism, Alzheimer’s disease, brain injuries, addictions, and anxiety. Treatment plans produce positive changes that impact the client’s quality of life. RBT’s work with clients to help them learn relevant skills (such as communication, safety, self-advocacy, and independence) and reduce challenging behaviors. Certified RBTs gain employment in private homes, schools, clinics, community settings, or even their own homes.

This 40-hour program prepares people who would like to learn evidence-based Applied Behavior Analysis (ABA) principles and strategies for helping individuals with cognitive differences.

Students will learn techniques including prompting, modeling, and redirecting behavior in a manner respectful of each individual served. Topics will be covered through lectures, short readings, group, and hands-on activities.

The course (RBT 101) will provide an introduction to Applied Behavior Analysis (ABA) and prepare students to take the national certification test and become Registered Behavior Technicians (RBT) as per the national Behavior Analysis Certification Board.

Successful completion of the certification allows a person employment in a variety of human service settings.

Requirements:

RBT National Certificate: high school diploma and 18 years of age.

For information contact Director of Continuing & Professional Studies at 610-5261860 or tgroody@harcum.edu

Post Primary Advanced Imaging Certification

The Radiologic Technology Program, in partnership with Pulse Radiology, is offering Advanced Imaging Certification in Computed Tomography (CT) or Magnetic Resonance Imaging (MRI). Each program runs for approximately 23 weeks.

These programs are available to board eligible and current Registered Radiologic Technologists (RT). The programs provide fundamental ARRT Structured Education and clinical training at our affiliated locations. The programs combine online didactic MRI or CT education, with handson clinical learning experience so that students are able to learn the complex components and parameters needed to be eligible to sit for the ARRT board examination.

Courses for Exam Review (Non-Credit)

Histotechnician Board of Certification Prep Seminar

This certification prep seminar is designed for the individual planning to take the American Society of Clinical Pathology Board of Certification HT Exam (ASCP-BOC HT). The course runs each Fall and Spring semester. Participants are responsible for determining their eligibility to take this exam.

The HTN 105-40 course is an internet course. Participants will receive personal instruction through online forums, practice tests, and assignments which cover the content areas of the BOC exam.

Students who successfully complete the HTN 105-40 course with a ‘Pass’ will receive a certificate of completion from Harcum College; this is a non-credit course, as they average around three hours a week in class.

To register, call the Continuing Studies Office at 610-526-1860.

Medical Laboratory Science Board of Certification Prep Seminar

This certification prep seminar is designed for the person who plans to take the American Society of Clinical Pathology Board of Certification MLT Exam (ASCP-BOC MLT). The course runs each Fall and Spring semester. Participants are responsible for determining their eligibility to take this exam.

The MLS 230-40 course is offered exclusively through the internet and covers the content areas of the BOC exam.

To prepare for success on the ASCP MLT Board of Certification Exam, the participant will access pre- and post-tests in all content areas of the exam and receive personalized instruction to overcome areas of weakness.

Students who successfully complete the MLS 230-240 course with a ‘Pass’ will receive a certificate of completion from Harcum College. This is a non-credit course, as they average around three hours a week in the class.

Phlebotomy Technician Board of Certification Prep Seminar

This certification prep seminar is designed for the individual planning to take the American Society of Clinical Pathology Board of Certification PBT Exam (ASCP-BOC PBT). The course runs each Fall, Spring, and Summer semester. Participants are responsible for determining their eligibility to take this exam.

The PBT 202-40 course is an internet course. Participants will receive personal instruction through online forums, practice tests, and assignments which cover the content areas of the BOC exam.

Students who successfully complete the PBT 202-40 course with a ‘Pass’ will receive a certificate of completion from Harcum College; this is a non-credit course, as they average around three hours a week in class.

To register, call the Continuing Studies Office at 610-526-1860.

Prep Course for Veterinary Technician National Exam

This review course is designed to assist those preparing to sit for the Veterinary Technician National Examination. The course content reflects the new blueprint for the VTNE, and emphasis is given to each of the nine domains of the exam. The course is offered in Spring, Summer, and Fall.

Materials will be provided.

Students must bring a calculator to each class.

All registrants will receive written confirmation of enrollment in this course. For information and to register call 610-526-1860.

NoncreditCourses forPersonal Enrichment

AnimalAssistedTherapy

AnimalAssistedTherapyisa10-weekcertificateprograminwhichthestudentcompletes30hoursonlineandadditionalhours ofclinicalobservation.Thiscourseisanintroductiontothehuman-animalbondandits therapeuticapplications.Itisdesignedboth forprofessionalswithawiderangeofdisciplinesandforvolunteers,students,andnewcomerswhowishtofurthertheirknowledge andexplorecareeropportunitiesinthisemergi ng,multi-disciplinaryfield.

Studentswillexaminehowcontactwith animalscanenhancehumanwell-beingwhen incorporatedintohealthcare,socialservices, psychology,andotherrelatedfields.

Thedistancelearningformatallowsstudentstolearnattheirownpace.The10-week seriesofreadingandwritingassignmentscan becompletedatthestudent’sconvenience. Thereareopportunitiesforstudentstocommentatonlinediscussionforums.Students arerequiredtomaketwoclinicalobservations atasiteintheirowncommunitytoobserve AATprogramsinaction.

Thedeveloperandinstructorforthe10weekcourseisPhilArkow,aninternationally acclaimedauthor,trainer,andauthorityin AAT/AAA.Mr.Arkowhasconductedover 2,000AAT/AAAsessionssince1973.

Forinformationandtoregistercall610-5261860.

RefundPolicy

Forcertificateprograms,ContinuingStudies reservestherighttoadd/dropacourseaccordingtoenrollment.Towithdraw,cancellation mustbereceivedinwritingfive(5)business daysbeforetheclassisscheduledtobeginor arefundwillnotbegranted.Refundsaresubjecttoa$25returnfee.

AcademicPolicies

Academic Policies

Harcum’s academic policies maintain the highest possible academic standards. All Harcum students are encouraged to strive for excellence in their chosen field of study. Regular class attendance and performance, in addition to fulfillment of all academic responsibilities, are essential for a successful college career. Program specific academic policies supersede academic policies outlined in the Course Catalog.

Classification of Students

The class standing of a student is determined as follows:

• Junior 0 - 24 credits completed.

• Senior: 25 and above credits completed.

• Full-time: A full-time student is one who has satisfied all entrance requirements and is taking a minimum of twelve (12) semester hours. Such a student is subject to all financial obligations required of students in regular attendance.

• Part-time: A part-time student is one who has satisfied all entrance requirements and is taking fewer than twelve (12) semester hours of credit.

• Auditor: An auditor is a student who is permitted to attend certain courses without taking examinations or receiving credit.

Course Load

Five academic subjects constitute a normal semester. Students who require developmental coursework may be restricted to 13 credits, including developmental courses.

An overload fee is charged for more than 18 credits taken in any semester unless required by the student’s curriculum. The Catalog prescribes the number of semester hours in each curriculum.

Students who are on Academic Probation and Limited Load must take a reduced credit load (13 or fewer credits) unless special permission to take additional credits is granted by the program director and the Chief Academic Officer.

A student must be enrolled for a minimum of 12 credits to be considered full-time status for financial aid.

Dropping and Adding Courses

Registration is a process beginning with the student’s first day to register and continuing through the end of the drop/add period. Once the semester begins, courses may be added or dropped during the course drop/add period each semester.

The drop/add period is listed in the Academic Calendar.

If a student drops a course before the end of the drop/add period the course will be removed from the student’s registration and will not appear on the student’s academic transcript.

A student is not charged for a course dropped during the listed drop/add period on the Academic Calendar. A student’s status may change from full-time to part-time which may affect eligibility for financial aid.

Students need to remember that by dropping or adding a course their financial aid may be affected; therefore, students should contact the Financial Aid Office before decisions are made. No requests will be considered after the drop/add period ends.

A student wishing to drop/add a course should provide notification to his/her program director/academic advisor. A student may either drop a course through the online registration system or request his/her program director drop the course. A request to a program director must be in writing prior to the drop/add deadline. Drop/add decisions may have implications for expected graduation dates.

Administrative Drop

If a student does not attend a course during the entire drop/add period, the student will administratively be dropped from that course, and the student will not be charged.

Course

Withdrawal

After the course drop/add period has passed, students may withdraw from a course up to one week following the posting of midterm grades.

See the Academic Calendar for specific withdrawal deadlines and applicable dates. Students must follow drop and withdrawal procedures and deadlines. Students who do not withdraw within the stated deadlines and in accordance with this policy will receive the grade earned for that course. Failure to attend class does not constitute a withdrawal; the student will receive the grade earned for the course unless a withdrawal form is completed and signed.

A student who withdraws from a course receives a grade of “W”.

Students need to remember that any change in course load may affect a student’s financial aid. Course withdrawal may also impact a student’s eligibility for aid in subsequent years. Please reference the Satisfactory Academic Progress (SAP) Policy for more information. Students are required to notify their Program Director of their wish to withdraw from a course and also need to contact the Financial Aid Office for information.

Students wishing to withdraw from a course must notify their Program Director by the withdrawal deadline. The Program Director will initiate the withdrawal form and will obtain the information necessary to process the withdrawal.

Administrative Withdrawal

A student suspended from campus will not be permitted to attend classes. The length of the suspension and the student’s current academic standing will be considered when the student is advised by the program director on options for continuing his/her education. When a student is dismissed or expelled from the college, the student will be removed from all courses. If the dismissal or expulsion occurs during the drop/add period, the student will be dropped from all courses. If the dismissal or expulsion occurs after the withdrawal period, the student will receive final course grades based on the student’s standing in each course at the time of the dismissal or expulsion.

Voluntary Withdrawal from Harcum College

When a student wishes to withdraw from the College, he/she must initiate the withdrawal process by writing to his/her program director. It is not possible to withdraw by telephone contact.

Financial Aid Implications

This decision may affect a student’s financial aid. Students who withdraw before completing at least 60 percent of the semester will have their federal aid prorated in proportion to the amount of semester completed. For example, a student who withdraws after completing 50 percent of the semester has earned 50 percent of their federal aid. The other 50 percent must be cancelled and returned to the U.S. Department of Education. The student is required to contact the Financial Aid Office for information.

Advising

Students wishing to withdraw from the College are directed to complete a College withdrawal form with their program director.

Grading System

Students receive frequent feedback on progress in courses. In addition to grades and comments on individual assignments, students who are not making satisfactory progress receive academic warnings at any point of the semester. All students receive mid-term grades. Mid-term grades are essential in determining the progress of the student thus far in the term. Mid-term grades allow the student to seek out academic assistance through tutoring and other academic support resources or make careful decisions with their instructor in regards to their course enrollment.

Mid-term grades are prepared at the end of the seventh week of classes.

Mid-term grades are made available to students on Tuesday of the eighth week of classes in Harcum Hatch.

Partnership Site mid-session grades are prepared at the end of the third week of classes and are made available to students on Tuesday of the fourth week through Harcum Hatch.

A report on a student’s progress is provided to the student at the end of each semester. Grades sent at the end of the semester are final, represent the official grades assigned in the course taken, and make up a student’s official cumulative record. Grades are based upon class work, assignments, papers, and examinations. Instructors may report unsatisfactory progress in a course to a student orally or in writing at any time. No grades are released unless all financial obligations to the College have been met.

A letter grading system with grade points is used to indicate the quality of a student’s work. This quality is represented by a student’s grade point average, which ranges from 0.00 to 4.0. It is the students responsibility to contact other institutions of interest for transfer requirements. For program-specific grade requirements, refer to the relevant section in this catalog..

WWithdrawal Grade assigned when a student withdraws from a course within the stated course withdrawal period (see timeframes and deadlines on the Academic Calendar). A “W” indicates that the course was attempted but not completed.

IIncomplete Grade assigned only in situations where the student shows the potential to pass the course but has unfinished work because of illness or other unavoidable circumstance.

To qualify for an incomplete in a course, the student must meet with the instructor and complete a “Request for an Incomplete Grade Form.”

This form must be signed by the student and approved by the course instructor and the student’s program director. An action plan for completion must be submitted. The completed form is sent to the Chief Academic Officer and the Registrar.

If the request for an Incomplete is approved, the student must complete and submit the incomplete work within 6 weeks from the end of the term in which the “I” was given. If the incomplete work is not completed and submitted by the deadline, the “I” grade is changed to a grade of “F.” Please note, based on the situation and approval, students may be granted more than 6 weeks to complete coursework.

If the student is subsequently enrolled in a course where the “I” course is a prerequisite, the student must complete all incomplete coursework within the drop/add period of the next semester (or six weeks after the end of the course in which the “I” was given, whichever is first), or the student will be dropped from the enrolled course.

PPass Assigned in certain courses designated as graded on a pass/fail basis.

NPNot Passed Assigned in certain courses designated as graded on a pass/fail basis.

AUAudit assigned to students who audit a course (no examinations are taken and no credit is awarded).

A student who does not achieve the minimum passing grade of “D-” receives no credit for the course. If the course is required for graduation, it must be repeated.

If credit is not obtained for an elective course, substitution of another elective is recommended. A student who receives two “F’s” in a course cannot retake that course.

Developmental Courses as Prerequisites

All students must fulfill basic skill requirements in English and mathematics.

English

Students must meet the minimum skills levels that are required to pass the reading and English components of the college placement exam. These skill levels may be verified by scores on the Reading and English components of the college placement exam or by passing IAD 050 and/or IAD 100 with a C or better. Credits for Developmental courses are not transferable, but will be recorded on the student's transcript and will apply to the calculation of the student's GPA.

Mathematics

Students have to demonstrate proficiency in the fundamental mathematical skills necessary for college level Math. Students can do so by earning a proficient score on the college placement exam. Alternatively, students can demonstrate proficiency by earning a grade of C or higher in a prerequisite course. Credits for Developmental courses are not transferable, but will be recorded on the student’s transcript and will apply to the calculation of the student’s GPA.

Independent Study

Independent study allows students with particularly inquiring minds to delve into a topic that deeply interests them. It combines the fundamental characteristics of all good teaching – guidance by a qualified, conscientious instructor and flexibility – independent of regular classroom attendance.

Students authorized to pursue independent study are required to complete all course requirements as specified by the instructor. The instructor may require periodic meetings or discussion seminars relative to course materials or student progress.

A student qualifies for this study after completing one semester at the College, gaining a GPA of 2.5 or higher, and approval of the Chief Academic Officer.

Portfolio Credit

A portfolio credit is defined as a reflection of the knowledge that the student has mastered as it relates to the objectives and requirements of a particular course.

The portfolio should contain a combination of documents and information that provides evidence of mastery of specific course requirements. Some examples of materials used for the portfolio are licenses, completion of training programs, a resume, and a paper. The portfolio should then be assessed by a faculty member with expertise in the subject matter and approved by the Chief Academic Officer.

Directed Study

Students may register for an existing Harcum course as Directed Study. Similar to an Independent Study, a student receives a specific course syllabus, is assigned a faculty member, and has regularly scheduled meetings. This option is available only to students who must complete a course that is not offered in the semester at hand.

Auditing Courses

Community members may enroll in academic courses as auditors. Tuition for auditing is the same rate as tuition charged for courses taken for grades. Auditing students are expected to attend class regularly and contribute to class discussion; every effort should be made to purchase the required books and complete assigned reading.

Taking examinations and submitting term papers is not necessary, and auditors receive no course grades for academic credit.

English Language Academy students who wish to audit a course register for courses through the Office of the English Language Academy. Au pairs register for course work through the English Language Academy.

Academic Standing

Academic standing may take one of several forms depending upon the individual situation. An evaluation of student achievement is made at the end of each semester.

Warning

An official warning letter is given to fulltime students who have not successfully completed a minimum of 12 semester hours of academic credit for the semester.

Probation

Satisfactory progress will be determined by the grade point average (GPA). A step-up system is used to permit a student’s gradual progress to meet the 2.0 GPA requirement for graduation.

Credits AttemptedGPA Required 1-15 1.5 16-30 1.75

31 and above2.0

Any student whose GPA does not meet the above scale will be put on academic probation. Students on probation may not take more than 13 credits in the next semester.

Limited Load

Any full-time student whose cumulative GPA is less than 2.0, or any student who is on academic probation, is restricted to a limited load of 13 or fewer credits and may be required to take special coursework.

Any part-time student whose cumulative GPA is less than 2.0 is restricted to a limited load of 6 or fewer credits and may be required to take special coursework.

Academic Dismissal

Dismissal includes forced withdrawal from courses and residence. Academic Dismissal from the College applies to the following students:

• Any student who is on academic probation for two consecutive semesters.

• Any student who receives a grade of “F” in three courses or all courses attempted in a single term.

A student who is academically dismissed may apply for readmission. Application is made in writing to the program director who then forwards the application together with the program director’s recommendation to the Chief Academic Officer for a final decision. Application for readmission must include evidence of likelihood of academic success. (Requirements for dismissal from individual programs of study may differ from this policy).

In addition to maintaining good academic standing, financial aid recipients must meet Satisfactory Academic Progress Standards to continue to be eligible to receive financial aid. Information about these standards are available in the catalog, on the website, and from the Financial Aid Office.

Academic Honors

Attaining a cumulative grade point average of 3.50 or higher entitles the graduating student at Commencement to the distinction of Graduation with Honors.

Students are entitled to the following academic honors based upon their semester grade point average:

President’s List All full-time students who have earned letter grades with quality point equivalents and a GPA of 4.0 are eligible for the President’s List.

Dean’s List All full-time students who have earned 12 credits, letter grades with quality point equivalents, and a GPA of 3.50-3.99 are eligible for the Dean’s List.

Honor’s List part-time and Continuing Education students who have earned 12 credits, are currently taking 6 to 11 credits, have earned letter grades with quality point equivalents, and a GPA of 3.50 – 4.00 are eligible for the Honor’s List.

Academic Appeal

Grade Appeal

A student may appeal grading by a faculty member up to within two weeks of the semester following the assignment of the grade.

The student must document in writing the reasons he or she considers the grade to be incorrect and present the documentation to the faculty member who will respond within ten business days. The student must present supporting evidence. If the faculty member denies the appeal, the student may appeal to the program director in writing within ten days.

If this appeal is denied, the student may appeal to the Chief Academic Officer in writing who will respond within ten business days.

Other Academic Grievances

If a student has a cause for grievance in academic matters, the student is requested to meet with the faculty member involved. If an agreeable decision is not reached, the student should then request a meeting with the program director to discuss the matter. If further steps are necessary, the Chief Academic Officer should be consulted.

Class Attendance

Students are expected to attend regularly all scheduled classes.

Refer to the instructor’s specific course syllabus or program handbook for course specific policies.

It is the student’s responsibility to notify the instructor of any situation that causes the student to miss class.

It is the student’s responsibility to make up any work or to obtain class notes and/or handouts.

Financial Aid Implications

Any change in course load may affect a student’s financial aid. The Financial Aid Office is notified of the last day of attendance for students dropping or withdrawing from a course.

Advising

As with any academic issue, students may exercise their right to appeal adverse attendance decisions. Please refer to the current College Catalog for the complete Academic Appeal procedure.

Class Cancellations

The College will, in very extreme circumstances, delay or cancel classes and administrative office operations due to inclement weather or other emergency conditions.

In the event that the College must cancel or delay the start of morning classes and administrative operations, the President will make that decision before 5:30 a.m. on the day in question.

If the decision is made to delay opening, there will be either a one-hour delay or a twohour delay.

• If there is a one hour delay, classes will begin and offices will open at 10 a.m.

• If there is a two hour delay, classes will begin and offices will open at 11 a.m.

• Notification to the local radio and television stations, Harcum’s phone, website, student-staff email, and via Omnilert, the College emergency notification system, will be made as quickly as possible.

• It is recommended that all students subscribe to the Omnilert emergency notification system, which is free and voluntary and can be accessed from the Harcum website.

• Announcements on local radio and television will note the change (see list below).

The decision to cancel evening classes will be made by the President prior to 3:00 p.m. on the day in question. If offices are to close before the end of the workday because of weather conditions, the President will make the decision, and offices will be notified by automated voice messages on all active campus telephone extensions, via Omnilert, and via email.

Radio and television stations that are requested to carry Harcum closing information are:

• KYW-TV (CBS3)

• WTXF-TV (Fox 29)

• WCAU-TV (NBC10)

• WPVI-TV (6ABC)

Accelerated Progress/ Course Exemption Transfer Credit

Please refer to the Transfer Student Policy (Admissions Section)

Advanced Placement Program

Harcum College participates in the Advanced Placement Program of the College Board. At the time of entrance, credit and advanced placement is awarded to students with scores of at least 3 on the Advanced Placement Tests in a variety of disciplines. Inquiries about the Advanced Placement Program should be directed to the Admissions Office (610-526-6050).

International Baccalaureate

Harcum College recognizes the International Baccalaureate (IB) Program and awards special consideration to students presenting IB credentials on an individual basis. Students requiring additional information about the IB should contact the Director of International Programs (610-526-6118).

Online Education

Harcum College has offered online courses since 2002. Online courses provide the flexibility, convenience, and anytime/anywhere access that many of today’s learners require to suit busy family, work, and school schedules.

Harcum’s online courses are designed, developed, and taught according to best practices in online education and feature dynamic interactive learning environments. All instructors are trained and supervised according to best practices with the focus on instructor facilitation of student-centered learning in individual and group assignments, projects, and activities.

Harcum College’s Online courses adhere to the same academic standards as their faceto-face counterparts on campus: all academic policies and procedures on campus and course goals and objectives apply to online courses. Harcum has two programs that are offered online: Medical Laboratory Technician and Histotechnology.

Requirements

Before registering for an online course, it is highly recommended that you take a readiness assessment that has been designed to help you to determine if you are adequately prepared to be successful in an online course. In addition to technical skills, there are other requirements that must be met. The student must have reliable and consistent access to a computer with Internet access, an email account, and the appropriate computer software (please note that tablets such as iPads will not provide full access and functionality to an online course). A high-speed Internet connection is best, but it is not absolutely necessary. Online students must have a backup plan in the event their computer or Internet service fails. Computer malfunction is not accepted as an excuse for late work. All course work should be saved on the student’s computer and on a separate disk or flash drive. Online students must be able to devote 8-12 hours (online and offline) per week to the course.

Graduate Requirements

The following requirements must be met to obtain a degree from the College:

1. An Associate Degree student must have earned a minimum of 60 credit hours. Some programs require more than this minimum. The exact requirements for each program are indicated in the current Catalog.

2. For all degrees, a minimum grade point average of 2.0 is required. Basic Skills Standards (as outlined in the current Catalog) must also be fulfilled.

3. Credits for developmental courses do not count toward graduation.

4. All financial obligations to the College must be paid in full before a student may participate in the graduation exercises.

5. The diploma and transcript of grades might be withheld until the student meets their financial obligations.

Commencement

Commencement exercises are held annually in May. Candidates for graduation must complete a graduation application and submit it to the Office of Student Records during the semester preceding the one of expected graduation. Applications for graduation will be available from the student’s Program Director, the Office of Student Records, or online. May graduation applications are due by December 1st. August and December graduation applications are due by May 1st.

A student enrolled in a practicum or program which will be completed in June, as the final requirement for the program, may participate in the May graduation ceremony and receive their diploma upon completion of the curriculum. All other exceptions must have written approval of the President. All students who complete the requirements for graduation in August or December may participate the following May in the graduation ceremony.

Transcripts

An official transcript of a student’s Harcum College record may be sent to an authorized person or agency upon receipt of the student’s written authorization. There is a fee associated with this request. Transcript requests should be directed to the Office of Student Records. No transcript or student record will be sent to any person or agency without the student’s written authorization with the exception of the following:

• Authorized representatives of the Comptroller General of the United States, the Secretary of Education, an administrative head of an education agency (defined by the Family Educational Rights and Privacy Act of 1974), or state education authorities.

• Organizations conducting studies for or on behalf of educational agencies or institutions for the purpose of developing, validating, or administering predictive tests, administering student aid programs and improving instruction, and other documents.

• Accrediting organizations.

• Parents of dependent students as defined in Section 152 of the Internal Revenue Code (Parents who claim students as dependents on their income tax return have a right to inspect the educational records of the student without prior written consent of the student. For details, contact the Office of Student Records).

• By judicial order.

• For financial aid reasons.

Student Records

Students have a right to assurance that their academic and personal records will be recorded accurately and held in confidence. Access to and release of information placed on the records shall conform to the requirements set forth in the Family Educational Rights and Privacy Act of 1974, (FERPA), as amended. For details, contact the Office of Student Records.

Graduation Rate Information

Information concerning graduation rates for full-time, first-time students is available at the Office of Student Records at www.harcum.edu/gradrates.

Student Rights and Responsibilities

To maintain an atmosphere conducive to learning, each member of the Harcum community acquires both rights and responsibilities.

The students’ rights and responsibilities are described in the Student Handbook. The Handbook can be found on the Harcum website.

Academic Conduct and Violations

Personal integrity is a goal that Harcum fosters. Students should be guided by the fundamental ideals of honor and integrity in the personal conduct of their lives.

The Harcum degree represents not only the fulfillment of academic requirements but also the development of character and personal conduct. A student who is dishonest in any assignment, test, or examination receives a grade of “F” and the incident is reported to the Chief Academic Officer. The penalties for such violations are cumulative. A second violation will result in failure of the course; the third, expulsion from the college.

Right to Return for Additional Study

Harcum College reserves the right to invite only those students whose progress and conduct have been satisfactory to return for a consecutive semester of study.

Filing Grievances to Accrediting Bodies and Pennsylvania State

Please refer to the list of accrediting bodies on page 9 or contact the Pennsylvania Department of Education.

ProgramsofStudy

Programs of Study

Harcum College offers an educational program which recognizes that career opportunities for its graduates are expanding rapidly. The entire curriculum is directed toward the growth and development of each student as an individual and as a responsible member of society.

Seeking to meet the needs of its students, Harcum offers a wide range of programs. Many programs closely parallel those offered in fouryear institutions.

Certain programs such as Early Childhood Education, Fashion Design, and Retail Merchandising are designed to lead directly to a career while, at the same time, to prepare the student for transfer after graduation to baccalaureate degree programs. Many programs allow students to follow a more flexible and individualized curricula leading to the associate’s degree.

Majors

Harcum’s majors fall under four academic centers: Center for Allied Health Science, Center for Art and Design, Center for Business, and Center for Social Sciences.

Many Harcum majors feature a practicum or internship as an important part of the curriculum. In the practicum or internship, qualified students spend a period of time gaining valuable experience in a workplace where they apply knowledge acquired in the classroom.

Course and Curriculum Changes

Harcum College reserves the right to drop a course for insufficient enrollment and substitute courses in any curriculum.

Core Curriculum

The purpose of Harcum’s core curriculum is to provide students with a body of knowledge and a set of skills that will lead to the growth of independent and lifelong learning. As Harcum students become immersed in a particular associate’s degree program to acquire the knowledge and professional experience necessary for a successful career, the core curriculum provides the well-rounded education that the College considers essential.

The Core curriculum is designed to develop the following general education student learning outcomes:

Student learning outcomes:

● English: Employ oral and written communication skills in response to the needs of discipline-specific and professional contexts.

● Math: Apply mathematics skills to analyze and interpret quantitative information in discipline-specific and real world contexts.

● Science: Apply the principles of scientific reasoning in discipline-specific and real world contexts.

● Arts/Humanities: Express an understanding of cultural, ethical, and aesthetic values and achievements in fine and applied arts, literature, and philosophy in historical and contemporary contexts.

● Social Science: Express an understanding about human behavior, individually and collectively, to enhance personal life, professional interactions, and global citizenship.

● Diversity: Recognize the origins and influences of cultural diversity and use that understanding to participate responsibly in a variety of cultural contexts.

● Information Literacy: Utilize information literacy skills to find, evaluate, and communicate research findings clearly and responsibly.

● Technology: Identify and use appropriate technology to communicate information, solve problems, and collaborate.

● Critical Thinking: Apply analysis and reasoning to address problems, questions, and issues.

The outcome of a general education through engagement with the liberal arts and sciences core curriculum is more than a body of knowledge gleaned from individual courses.

It is an intellectual outlook that fosters respect for human achievement, regard for and sensitivity to creativity and aesthetic values, confidence in one’s ability to solve problems and make responsible choices, a sense of individual and social responsibility, and a lifelong commitment to learning and the development of one’s potential.

Core Curriculum Requirements

All degree students are required to complete a minimum of 21 core curriculum credits. These requirements include the following minimum number of credits in each of six core curricular areas:

English Composition – 6 Credits

ENG 101 English Composition I

ENG 102 English Composition II

Mathematics – 3 Credits College-level Mathematics course as required by program of study.

Science Elective – 3 or 4 Credits

BIO 101

General Biology I BIO 103 Human Anatomy and Physiology I

BIO 104

Human Anatomy and Physiology II

BIO 108 Introduction to Human Anatomy

BIO 204 Nutrition

BIO 205 Microbiology

BIO 210Nutritional Biochemistry

CHE 102Principles of Chemistry

CHE 103Introduction to Chemistry

GSC 105Science and Our World

Arts/Humanities Elective – 3 Credits

ART 110 Basic Drawing

ART 111 Introduction to Visual Storytelling

ART 112 Figure Drawing

ART 114 Painting

ART 116Design I: Two Dimensional

ART 118Design II: Three Dimensional

ART 213 Fashion Illustration

DES 103 History of Furniture

ENG 103 Public Speaking

ENG 201Introduction to Short Fiction

ENG 202Introduction to Poetry

HUM 101 Introduction to Humanities:

Human Liberty

HUM 121 The Humanistic Tradition

HUM 122 Music Appreciation

HUM 201Ethical Issues in Professional Life

HUM 202 Health Care Law and Ethics

HUM 212 The Art of the Film

*MUS 104IS Instrumental Music

Lessons on Percussion

*MUS 105IS Instrumental Music

Lessons on Piano

*MUS 106IS Voice Lessons

*MUS 107IS Instrumental Music Lessons on Woodwinds

*MUS 108IS Instrumental

Music Lessons on Brass

*MUS 109IS Instrumental Music Lessons on Guitar

*MUS 110IS Instrumental Music Lessons on Electric Bass

PHT 103 Digital Photography

RET 115 Fashion History

(*Note that each of the music performance courses award 1 credit.)

Social Science Elective – 3 Credits

GST 101Introduction to Gender Studies

PSY 111Introductory Psychology

PSY 112Psychology of Personality and Adjustment

PSY 113The Inclusive Classroom

PSY 154 Child Development

PSY 156 Human Development

PSY 158Psychology of Disabilities

PSY 212 Group Dynamics

PSY 213Educational Psychology

PSY 253 Abnormal Psychology

PSY 260 Introduction to Clinical Psychology

SOC 109Principles of Sociology

SOC 110 Social Problems

SOC 115 Diversity in Society

SOC 117 Animals in Society

SOC 122Occupational Roles and Tasks through the Life Span

SOC 203 Geriatric Sociology

SOC 211 Minority Groups

SOC 275Marriage and the Family

Diversity Elective – 3 Credits

GST 101Introduction to Gender Studies

PSY 113The Inclusive Classroom

PSY 158Psychology of Disabilities

PSY 253 Abnormal Psychology

SOC 109Principles of Sociology

SOC 110 Social Problems

SOC 115 Diversity in Society

SOC 211 Minority Groups

SOC 275Marriage and the Family

COM 101 Speech Communication

BHS 101Introduction to Behavioral Health Science

Basic Skills Standards

All students must fulfill basic skills requirements in English, reading, and mathematics.

English

Students must demonstrate proficiency in reading and writing skills required for ENG 101. Students can demonstrate proficiency on the college placement test or by earning a grade of C or higher in IAD 100 (Introduction to Academic Discourse II).

A C- in IAD 100 is not a passing grade. Credits for Developmental courses are not transferable, but will be recorded on the student's transcript and will apply to the calculation of the student's GPA.

Mathematics

Students may have to demonstrate proficiency in the mathematical skills necessary for either MTH 113 or MTH 115. Students can demonstrate proficiency on the Accuplacer, a departmental pre-test or final, or by earning a grade of C or higher in a prerequisite course. Credits for Developmental courses are not transferable, but will be recorded on the student’s transcript and will apply to the calculation of the student’s GPA.

CenterforAllied HealthScience

Allied Health Science

Associate of Science

Many opportunities exist in hospitals, clinical and research facilities, and doctors’ offices for individuals who want to become members of the Allied Health professional team.

This team includes nurses, radiologic technologists, medical laboratory technicians, physical therapist assistants, occupational therapy assistants, phlebotomists, histology technicians, dental hygienists, and more. Harcum’s Allied Health Science curriculum offers options to meet the needs of individuals pursuing an allied health career.

The Allied Health Science Associate of Science Degree Program is designed for students who desire to transfer to a four-year institution where they may complete the final two years of a bachelor’s degree program. Students may also enter the Allied Health Science program to complete pre-requisite coursework required for the professional health science programs offered at Harcum College.

Program Outcomes

• Demonstrate professional behavior, commitment to excellence, and value and respect diversity in the healthcare field.

• Demonstrate effective written and verbal communication skills.

• Apply knowledge of chemical, biological, and physiological concepts to the health science profession.

• Integrate research with computer applications to enhance professional development in the healthcare profession.

• Adopt a philosophy that incorporates elements of spiritual, physical, and mental well-being to maintain a healthy lifestyle.

• Demonstrate professional responsibility and accountability with respect to the health, safety, and welfare of others.

Allied Health Curriculum

FIRST SEMESTER

BHS 101 Intro to Behavioral Health Science

BHS 102 Intro to Substance Abuse

101 English Composition I

103 College Orientation

General Elective

SECOND SEMESTER

THIRD SEMESTER

BIO

Prerequisites for Admission

• Completion of high school level science and college preparatory mathematics. College courses may be substituted for any or all of these courses.

• GPA of 2.0 and/or minimum SAT score of 750 (Critical Reading and Mathematics scores only).

Note: Applicants who do not meet standard admissions requirements may need to provide an additional essay and/or additional letter of recommendation before an Admissions decision can be made. Students below standard requirements will be reviewed on a case-bycase basis by the Admissions Committee and will require approval from the Program Director.

FOURTH SEMESTER

CHE

Animal Center Management

Associate of Science

Graduates of the Animal Center Management program will be prepared for management careers at facilities where animals are maintained. These facilities include, but are not limited to: zoological parks, wildlife refuges, veterinary hospitals, kennels, humane societies, and research facilities.

Included in the curriculum are business courses, general education courses, and Animal Center Management courses that complement the major. Service Learning will also be interwoven into the curriculum, which will benefit the animal community as well as the student.

Program Learning Outcomes:

• Describe various animal behaviors, environmental needs, and the implications on handling in different settings.

• Evaluate the care, management, and nutritional needs of animals.

• Apply basic business concepts to evaluate a successful animal center.

• Explain the ethical and legal standards governing the care of animals, while advocating for animals and stakeholders.

Animal Center Management Curriculum

FIRST SEMESTER

SECOND SEMESTER

THIRD SEMESTER

ACM

FOURTH SEMESTER

ACM

Credits

*Students wishing to transfer will need to take a higher-level mathematics course.

Prerequisites for Admission

Graduated high school or have earned a GED.

Behavioral Health Science

THE BEHAVIORAL HEALTH SCIENCE program provides students who are interested in psychology and therapy with the knowledge, skills, and qualifications to be successful in multiple Behavioral Science positions and/or to continue their education by transferring completed coursework to a Bachelor degree program.

Students will progress from a foundational knowledge of behavioral science to a more advanced understanding of addictions, cognitive conditions (autism, Alzheimer’s, dementia, and/or traumatic brain injury), and personality disorders. Students will master the application, documentation, and assessment of recognized treatments.

The program provides opportunities for students to earn a Pennsylvania certification in Associate Addiction Counselor (AAC), and/or Certified Family Recovery Specialist (CFRS). Students may also be eligible to apply for the nationally recognized certification of Registered Behavior Technician (RBT) from the Behavior Analysi Certification Board (BACB). Graduates will be prepared and qualified to work in a variety of healthcare settings including clinics, hospitals, and treatment centers.

PROGRAM LEARNING OUTCOMES

• Graduates will demonstrate effective communication skills while working with patients of all cognitive levels.

• Graduates will analyze and apply psychological and sociological theories used in interventions.

• Graduates will explain and demonstrate approaches to the treatment and prevention of drug and alcohol abuse and addictions.

Behavioral Health Science Curriculum

FFIRST SEMESTER

BHS 101 Introduction to 3 cr. Behavioral Health Science

ENG 101 English Composition 1 3 cr.

BHS 102 Introduction to Substance Abuse 3 cr.

ENG 104 Professional Communications 3 cr.

Open Elective

SECOND SEMESTER

PSY 156 Human Development

BHS 103 Professional Ethics & Advocacy

ENG 102 English Composition II

BHS 104 Substance Abuse Counseling3

MTH 111 Quantitative Reasoning Elective

THIRD SEMESTER

BHS 105 Methods of Relapse Prevention 3 cr.

BHS 106 Individual, Family, and Group Counseling 3 cr.

BIO 109 Basic Pharmacology 3 cr.

PSY 200 Dialectic Behavioral Therapy 3 cr.

Open Elective 3 cr.

FOURTH SEMESTER

BIO 204 Nutrition 3 cr.

HUM 202 Healthcare Laws & Ethics 3 cr.

BHS 107 Stress Management in 3 cr. Community & Clinical Settings

BHS 110 Applied Behavior Analysis

Behavior Technicians ELE Open Elective

Dental Assisting Certificate

One-Year Certificate

A dental assistant performs specific procedures on patients, exposes and processes radiographs, assists chairside, prepares and delivers dental materials, and participates in laboratory procedures. Dental assistants may perform only under the direct supervision of a dentist.

The Dental Assisting student’s educational experience will span three semesters, including a separate ten-week summer session. Upon completion of the certificate program, graduates are eligible to sit for the Dental Assisting National Board Exam.

The Dental Assisting Certificate program is accredited by the Commission on Dental Accreditation and has been granted the accreditation status of “approval without reporting requirements.” The Commission on Dental Accreditation can be contacted at (312) 4404653 or at 211 East Chicago Avenue, Chicago, IL 60611.

Program Outcomes

• Graduates will perform the clinical, laboratory, administrative, and educational skills used by a dental assistant in a variety of dental environments.

• Graduates will demonstrate effective asepsis and infection control management according to accepted guidelines.

• Graduates will practice dental assisting within the legal and ethical boundaries set forth by the state.

• Graduates will explain/demonstrate the importance of professional development in the healthcare delivery system.

• Graduates will demonstrate effective communication skills with patients and other dental team members.

Dental Assisting Curriculum

FIRST SEMESTER

DA 121 Dental Assisting I 4

DE 192 Dental Anatomy 2

DA 247 Preventive Health & Nutrition2

BIO 108Introduction to Human 3 cr. Anatomy & Physiology

ENG 101English Composition I 3 cr.

DA 110 Professional Communication 2 cr. in the Healthcare Setting 16 cr.

SECOND SEMESTER

DA 142Dental Materials

DA 100Dental Assisting Experience

DE 150Dental Radiology

DA 122Dental Assisting II

DA 141Basic Dental Science

PSY 111 Introduction to Psychology 3

SUMMER SESSION

(Tuition is charged for the Summer Session)

DA 200 Dental Assisting Practicum 8 cr.

DA 245 Dental Office Procedures 2 cr. 10 cr.

Total Credits: 44 credits

Prerequisites for Admission

Acceptance into the Dental Assisting Certificate Program is dependent upon the following entrance requirements:

• Completion of high school level science and college preparatory mathematics with a C or better.

• College courses may be substituted for any or all of these courses.

• GPA of 2.0 and/or minimum (new) SAT score of 840 Evidence-based Reading/ Writing and Math, or (old) score of 750 (critical reading and mathematics scores only).

Policies regarding individuals with bloodborne infectious diseases are available on Harcum’s website under the Dental Assisting Program and upon request from the College’s Student Health Office.

Harcum College Dental Assisting students interested in applying to Harcum’s Dental Hygiene Program must meet the Dental Hygiene Program’s admissions requirements. Please refer to the Harcum College Dental Hygiene Program Admissions Sheet for more information, or call the Admissions Office at 610-526-6050.

Program Requirements

Students accepted into the Dental Assisting Certificate program must meet the following additional criteria:

• Medical documents and clearances as required by the Allied Health Programs and tracked online through Castle Branch. A list of specific requirements for the dental programs is available in Castle Branch. Proof of medical insurance is required. Annual Quantiferon Gold blood test, drug urine screen, influenza vaccination, and child abuse history clearance and criminal record check are required.

• Proof of current certification from an approved healthcare provider. Basic Life Support (BLS) CPR course, including adult, child, infant, and AED, prior to enrolling in Dental Assisting I. Current certification must be maintained throughout the program.

• Child Abuse History Clearance and Criminal Record Check are required. New clearances are required annually. A Child Abuse history and a Criminal Record may exclude the student from participation in the clinical component of the Dental Assisting Program.

• Purchase of designated uniform scrubs, lab jacket, shoes, name tags, textbooks, and manuals.

• Attend the mandatory Dental Assisting Program Orientation.

• The student will be responsible for transportation to and from clinical rotation sites.

• A maximum of 15 transfer credits in equivalent non-dental specific coursework can be accepted for the Dental Assisting Certificate program. Transfer credits are evaluated by the College.

• To receive a Dental Assistant Certificate, the student must earn a grade of C (75%) or higher in all Dental Assisting courses.

• A failing grade (C- or lower) or a grade of W in the same Dental Assisting course will result in dismissal from the program.

Expanded Functions Dental Assistant (EFDA)

Associate of Science

Expanded Functions Dental Assistant (EFDA) performs restorative and preventative procedures on patients under the direct supervision of a dentist. An EFDA must be statecertified to practice.

Procedures include rubber dam application; placement of matrix band and wedges; placing, carving, and finishing amalgam restorations, light-cured composite restorations, coronal polishing, fluoride application, and pit and fissure sealants. Students also learn fabrication of temporary crowns and bridges and placement of temporary restorations.

Upon successful completion of the Expanded Functions Dental Assisting degree program, the graduate is eligible to sit for the Pennsylvania EFDA certification exam.

The Dental Assisting curriculum requirements in the Expanded Functions Dental Assisting Associate of Science degree program is accredited by the Commission on Dental Accreditation and has been granted the accreditation status of “approval without reporting requirements.” The Commission on Dental Accreditation can be contacted at 312-440-4653 or at 211 East Chicago Avenue, Chicago, IL 60611. The Expanded Functions Dental Assisting curriculum requirements are approved by the Pennsylvania State Board of Dentistry.

Program Outcomes

• Graduates will perform the clinical, laboratory, administrative, and educational skills utilized by an expanded function dental assistant in a variety of dental environments.

• Graduates will demonstrate effective asepsis and infection control management according to accepted guidelines.

• Graduates will practice expanded function dental assisting within the legal and ethical boundaries set forth by the state.

• Graduates will explain/demonstrate the importance of professional development in the healthcare delivery system.

• Graduates will demonstrate effective communication skills with patients and other dental team members.

Expanded Functions Dental Assistant Curriculum

FIRST SEMESTER

SECOND SEMESTER

SUMMER SESSION

(Tuition is charged for

THIRD SEMESTER

FOURTH SEMESTER

DA

Prerequisites for Admission

Acceptance into the Expanded Functions

Dental Assisting Associate of Science Degree program is dependent upon the following entrance requirements:

• Completion of high school level science and college preparatory mathematics. College courses may be substituted for any or all of these courses.

• GPA of 2.0 and/or minimum SAT score of 750 (Critical Reading and Mathematics scores only).

Policies regarding individuals with bloodborne infectious diseases are available upon request from the College’s Student Health Office.

Harcum College Expanded Functions Dental Assisting students interested in applying to Harcum’s Dental Hygiene Program must meet the Dental Hygiene Program’s admissions requirements. Please refer to the Harcum College Dental Hygiene Program Sheet for more information, or call the Admissions Office at 610-526-6050.

Program Requirements

Students accepted into the Expanded Functions Dental Assisting Associate Degree program must meet the following additional criteria:

• Medical documents and clearances as required by the Allied Health Programs and tracked online through Castle Branch. A list of specific requirements for the dental programs is available in Castle Branch. Proof of medical insurance is required. Annual Quantiferon Gold blood test, drug urine screen, influenza vaccination, child abuse clearance, and criminal record check are required.

• Proof of current certification from an approved healthcare provider, including adult, child, infant and AED, prior to enrolling in Dental Assisting I. Current certification must be maintained throughout the program.

• Child Abuse History Clearance and Criminal Record Check are required. New clearances are required annually.

A Child Abuse history and a criminal record may exclude the student from participation in the clinical component of the Dental Assisting/EFDA Program.

• Purchase of designated uniform scrubs, lab jacket, shoes, name tags, textbooks, and manuals.

• Attend the mandatory Dental Assisting/EFDA Program Orientation.

• Transfer credits are evaluated by the College. A maximum of 30 transfer credits in equivalent non-dental specific coursework can be accepted for the Expanded Functions Dental Assisting Associate of Science Degree program.

• Students participate in clinical experience and are responsible for their own transportation to and from clinical sites.

• Students must achieve a grade of C (75 percent) or higher in all dental courses and B- (80 percent) or higher in DA 243 DA III – EFDA course and DA 250 DA IV EFDA clinical internship.

• A failing grade (C- or lower) for DA specific classes and C+ or lower for EFDA specific classes) or a grade of WF in the same Expanded Functions Dental Assisting course will result in dismissal from the program.

Essential Functions for Expanded Functions Dental Assisting /EFDA Students

The technical standards, as distinguished from academic standards, refer to those physical, cognitive, and behavioral abilities required for satisfactory completion of all aspects of the Dental Assisting and Expanded Functions Dental Assisting curriculum.

The essential abilities required by the curriculum are in the following areas: intellectual, motor, sensory, communication, environmental, and the behavioral and social aspects of the performance as a dental assistant. These are attributes that each student must possess and the use of a third party for the fulfillment of these attributes is not adequate.

Intellectual:

The programs require essential abilities in information acquisition. The student must have the ability to master information presented in course work in the form of lectures, demonstrations, independent study, clinical experiences, written material, material presented through computer imaging, and projected images. The student must have the ability to complete reading assignments and to search and evaluate scientific literature. The ability to comprehend three-dimensional relationships and understand the spatial relationship of the structures is important. Further, the student must be able to complete computer-based assignments and use the computer for searching, recording, storing, and retrieving information. The student must have the ability to recall, comprehend, integrate, calculate, reason, analyze, and synthesize. Problem solving skills are essential.

Motor/Sensory:

The student must have fine motor function and the manual dexterity to provide dental assisting and expanded functions dental assisting skills when working with patients and assisting the dentist. Students must be able to negotiate and function in the clinical patient care environment. Functional vision, hearing, motor, and tactile sensation must be adequate to perform those duties delegated by the dentist, including but not limited to: manipulation and delivery of dental materials, exposure of radiographs, and evacuation and retraction of the oral cavity. The student must possess the visual ability to assess and provide services in the oral cavity and interpret radiographs.

Communication:

Students must be able to communicate clearly and effectively in both the academic and clinical setting. The student must demonstrate the ability to write coherently, using appropriate grammar, mechanics, punctuation, spelling, and diction. Written communication in the clinical setting must be complete, legible, and accurate. The student must be able to verbally communicate in a professional manner with patients, faculty, and other members of the dental care team.

Environmental:

Students must be able to work in a clinical environment that is required to follow guidelines for infection control. This may include chemical solutions and aerosols for surface disinfection. Protective gloves, masks, eyewear, and clinical attire must be worn.

Behavioral and Social:

The student must be able to work in a cooperative, professional, and ethical manner with individuals of differing personalities and backgrounds. Being able to participate effectively as an integral part of the team is important. Students must possess the emotional health required to complete all academic and clinical requirements and follow appropriate protocol. The student must be able to understand the basis and content of dental ethics. The student must be able to identify the components of professional behavior and perform accordingly. This includes time management skills, communication styles, and interactions.

Dental Hygiene

Associate of Science

The Dental Hygienist is a licensed, preventive, oral health care professional who provides a variety of patient care services. The graduate will be able to work in a variety of settings such as private practice, group specialty practice, hospitals, schools, and public health settings.

The student’s clinical experience will span three semesters, including a summer session and will take place at several facilities, including the Harcum College on-campus Cohen Dental Center, Philadelphia VA Hospital, Community Volunteers in Medicine, and the Kornberg School of Dentistry.

After completion of the associate degree program, graduates are eligible to sit for licensing board exams.

The Dental Hygiene Associate of Science Degree program is accredited by the Commission on Dental Accreditation and has been granted the accreditation status of “approval without reporting requirements.” The Commission on Dental Accreditation can be contacted at (312) 440-4653 or at 211 East Chicago Avenue, Chicago, IL 60611.

Program Outcomes

• Graduates of the Dental Hygiene Program will provide comprehensive dental hygiene care to a diverse population based on the current standards of care.

• Graduates of the Dental Hygiene Program will explain/demonstrate the importance of professional development within the changing environment of the healthcare profession.

• Graduates of the Dental Hygiene Program will integrate knowledge from general education, basic science, and dental hygiene courses.

• Graduates of the Dental Hygiene Program will incorporate ethical and professional judgment into the practice of dental hygiene.

• Graduates of the Dental Hygiene Program will demonstrate effective communication skills; written, oral, and interpersonal.

• Graduates of the Dental Hygiene Program will apply critical thinking, problem solving and self-assessment skills in the provision of dental hygiene care.

Dental Hygiene Curriculum

SUMMER ENTRY– SUMMER I

ENG 101English Composition I 3 cr.

CHE102Principles of Chemistry 3

FALL SEMESTER – FALL I

BIO 103Human Anatomy and Physiology I4

DE 150 Dental Radiology

DE 192 Dental Anatomy

DH 101 Preventative Oral Health Services I4

DH 170 Dental Histology/Embryology2

SPRING SEMESTER – SPRING I

DH 121Medical Emergencies 1 cr.

BIO 104Human Anatomy and Physiology II4 cr.

BIO 205Microbiology 4 cr.

DE 191Head and Neck Anatomy

DH 110Preventative Oral Health Services II –2

Seminar

DH 111Preventative Oral Health Services II

Clinic (Part I)

DH 180Periodontics I

SUMMER SESSION –SUMMER II

DH 111 Preventative Oral Health Services II

Clinic (Part II)

DH 280 Periodontics II – Lab

DH 200Dental Anesthesia – Part I1 cr.

ENG 103Public Speaking 3 cr.

PSY 111Introductory Psychology 3 cr. 9 cr.

FALL SEMESTER – FALL II

DH 142Dental Materials

DH 190Oral Pathology

DH 201Preventative Oral Health Services III –

Seminar

DH 202Preventative Oral Health Services III – 4 cr. Clinic

DH 203Dental Anesthesia – Part II1 cr.

DH 270Pharmacology 2 cr.

DH 280Periodontics II 3 cr.

BIO 204Nutrition 3 cr. 19 cr.

SPRING SEMESTER – SPRING II

DH 210Preventative Oral Health Services IV –2 cr. Seminar

DH 211Preventative Oral Health Services IV – 5 cr. Clinic

DH 271 Community Dental Health2 cr.

DH 282Current Concepts in Dental Hygiene2 cr.

ENG 102English Composition II 3 cr.

SOC 109Principles of Sociology 3 cr. 17 cr.

Total Credits: 85

Dental Hygiene students meeting Expanded Functions Dental Assisting (EFDA) entrance requirements are eligible to take an optional Expanded Functions I & II course any time after graduation. This will make students eligible to sit for the Pennsylvania Expanded Functions Certification Examination.

Prerequisites for Admission

Acceptance into the Dental Hygiene Associate of Science Degree program is dependent upon the following entrance requirements:

• Completion of high school Algebra I, Algebra II, geometry, chemistry, and biology (with lab) with grades of B or higher. College courses may be substituted for any or all of these courses.

• Minimum SAT or ACT score: (Old) 950 Critical Reading and Math or (New) 1030 Evidence-based Reading/Writing & Math or minimum composite ACT of 20.

• A college cumulative grade point average of 2.5 or higher is acceptable in lieu of SAT scores.

Application Deadline

All application materials must be received by February 15.

Admission to the Dental Hygiene program is competitive and completion of minimum admission requirements does not guarantee admittance to the program.

Criteria such as completion of non-Dental Hygiene coursework, cumulative grade point average, and date of completion of minimum requirements may be used in the evaluation and decision process. Because of class size limitations, the College does not guarantee continuous enrollment between non-Dental Hygiene coursework, the Dental Assisting Certificate Program, and the Dental Hygiene Program. Should a current Harcum student be interested in the Dental Hygiene Program, a new application, along with supporting documents, must be submitted to the Admissions Office. All Dental Hygiene admissions requirements must be met.

Program Requirements

Students accepted into the Dental Hygiene program must meet the following additional criteria:

• Medical documents and clearances as required by the Allied Health Programs: Clearances are done through an online system from Castle Branch. Proof of medical insurance is required. Annual Quantiferon Gold blood test, drug urine screen and influenza vaccination, child abuse history clearance and criminal record check are required.

• Proof of current certification from an approved CPR course, Basic Life Support (BLS) for healthcare providers, including adult, child, infant and AED, prior to enrolling in Preventative Oral Health Services I. Current certification must be maintained throughout the program.

• Child Abuse History Clearance and Criminal Record Check. A Child Abuse history will and a Criminal Record may exclude the student from participation in the clinical component of the Dental Hygiene Program.

• Harcum Placement Tests. All candidates must take the Harcum Placement Tests in English, mathematics, and reading. All remedial coursework must be completed prior to enrollment in the Dental Hygiene Program.

• Purchase of designated instrument kit and supplies, uniform scrubs, shoes, name tags, textbooks, manuals, and forms packets.

• Attend the mandatory Dental Hygiene Program Orientation.

• The student will be responsible for transportation to and from clinical rotation sites.

• Students may need to supplement the patient pool in the clinical education experience.

• A maximum of 36 transfer credits in equivalent non-dental specific coursework can be accepted. Transfer credits are evaluated by the College.

Dental Hygiene students must achieve a grade of C or higher in all science and dental hygiene courses and maintain a grade point average of 2.0 or higher throughout the program. A failing grade (C- or lower) or a grade of W/F in two dental hygiene or science courses on the first attempt will result in dismissal from the program.

Re-entry into clinical courses is on a spaceavailable basis.

Policies regarding individuals with bloodborne infectious diseases are available on the Harcum website under the Dental Hygiene Program and are available upon request from the College Student Health Office.

Essential Functions for Dental Hygiene Students

The Essential Functions, as distinguished from academic standards, refer to those physical, cognitive, and behavioral abilities required for satisfactory completion of all aspects of the dental hygiene curriculum. The essential abilities required by the curriculum are in the following areas: intellectual, motor, sensory, communication, environmental, and the behavioral and social aspects of the performance as a dental hygienist.

These are attributes that each student must possess and the use of a third party for the fulfillment of these attributes is not adequate.

Intellectual:

The program requires essential abilities in information acquisition. The student must have the ability to master information presented in course work in the form of lectures, demonstrations, independent study, clinical experiences, written material, material presented through computer imaging, and projected images. The student must have the ability to complete reading assignments and to search and evaluate scientific literature. The ability to comprehend three-dimensional relationships and understand the spatial relationship of structures is important. Further,

the student must be able to complete computer-based assignments and use the computer for searching, recording, storing, and retrieving information. The student must have the ability to recall, comprehend, integrate, calculate reason, analyze, and synthesize. Problem solving skills are essential.

Motor/Sensory:

Students must have fine motor function and the manual dexterity to provide dental hygiene care to the patients. Students must be able to negotiate and function in the clinical patient care environment.

Functional vision, hearing, and tactile sensation must be adequate to perform a clinical examination, including, the gathering of information on texture, color, palpable changes in tissues, and fine changes on tooth surfaces.

The student must possess the visual ability to assess and provide services in the oral cavity and interpret radiographs.

Communication:

Students must be able to communicate clearly and effectively in both the academic and clinical setting. The student must demonstrate the ability to write coherently, using appropriate grammar, mechanics, punctuation, spelling, and diction. Written communication in the clinical setting must be complete, legible, and accurate. The student must be able to verbally communicate in a professional manner with patients, faculty, and other members of the dental care team.

Environmental:

Students must be able to work in a clinical environment and follow required guidelines for infection control. This may include chemical solutions and aerosols for surface disinfection. Protective gloves, masks, eyewear, and clinical attire must be worn.

The student must be able to work in a cooperative professional manner with individuals of differing personalities and background. Being able to participate effectively as a member of a healthcare team is important.

Students must possess the emotional health required to complete all required academic and clinical requirements and follow appropriate protocol. The student must be able to understand the basis and content of dental ethics. The student must be able to identify the components of professional behavior and perform accordingly. This includes time management skills, communication styles, and interactions.

Histotechnician

Associate of Science

Histotechnicians play a critical role in preparing biopsy specimens for microscopic examination by the pathologist. They are involved with the detection and diagnosis of cancer and other pathological conditions, as well as following the treatment and progress of disease.

Successful histotechnicians are problem solvers, responsible, professional, and enjoy challenges. Once formal training is completed, there are numerous opportunities for employment in hospitals, reference labs, clinics, and research facilities.

Designed to prepare individuals for employment in a histology laboratory, the Histotechnician Associate of Science Degree program at Harcum College is a blended online program with limited on-site requirements, offering students the flexibility to earn an associate’s degree on a full-time or part-time basis. Additionally, Harcum Histotechnician graduates qualify to take the Board of Certification exam sponsored by the American Society of Clinical Pathologists (ASCP).

The Histotechnician program at Harcum College is fully accredited by The National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 5600 N. River Rd., Suite 720, Rosemont, IL 60018-5119. Telephone: 847939-3597.

More information on this career can be found at these websites: www.ascp.org and www.nsh.org.

Program Learning Outcomes

• Graduates will analyze laboratory results of histopathologic examination to aid in the diagnosis of disease.

• Graduates will demonstrate effective written presentation skills.

• Graduates will demonstrate mastery of laboratory methodologies, including problem solving and troubleshooting techniques, for the major areas currently practiced by a modern histopathology laboratory.

• Graduates will summarize the significance of continued professional development.

• Graduates will create a plan to demonstrate technical training sufficient to orient new employees.

• Graduates will explain the importance of laboratory safety and regulatory compliance.

Essential Functions for the Histotechnician Program

Cognitive Functions:

The HT student must possess the following intellectual skills: communicate effectively in written and spoken English, possess and apply mathematical skills, possess the psychological health required for full utilization of abilities: reasoning, sound judgment, and analytic ability. Computer literacy is essential for success in online courses.

Psychomotor Functions:

The HT student must be able to: move freely from one location to another in physical locations such as the clinical laboratory, patient care areas, corridors, and elevators; possess sufficient eye motor coordination to allow delicate manipulations of specimens, instruments, and tools; possess fine motor skills to handle equipment used in the histology laboratory; identify and distinguish objects macroscopically and microscopically; lift and move objects of at least 20 pounds; possess a sense of touch and temperature discrimination; use hands for repetitive activity.

Affective Functions:

The HT student must be able to: follow written and verbal directions, work under time constraints, maintain alertness and concentration during a normal work period, apply knowledge, skills, and values learned from course work and life experiences to new situations, work safely with potential chemical and biologic hazards, using universal precautions; show respect for self and others; project an image of professionalism including appearance, dress, and confidence.

Histotechnician Curriculum

FIRST SEMESTER - FALL

SECOND SEMESTER - SPRING

SUMMER SEMESTER

THIRD SEMESTER - FALL

FOURTH SEMESTER - SPRING

Important Information

*BIO 103 Human Anatomy & Physiology I, BIO 104 Human Anatomy & Physiology II, BIO 205 Microbiology and Chemistry are not offered online by Harcum College. These courses may be taken at any accredited college or university and transferred to Harcum College as long as the student completes the course with a grade of “C” or better.

Prerequisites for Admission

The accredited Histotechnician Associate of Science Degree program offers academic and clinical training to qualified students who wish to pursue a laboratory career and meet the following entrance requirements:

• A high school or college GPA of 2.0. Students accepted to the HT Program must meet the following criteria:

• Physical examination

• Immunizations

• Background checks

Medical Laboratory Technology

Associate of Science

Medical laboratory technicians play an important role in detection, diagnosis, and treatment of disease. Successful medical laboratory technicians are problem solvers, responsible, professional, and enjoy challenges. Once formal training is completed, there are numerous opportunities for employment in hospitals, reference laboratories, clinics, research facilities, and private practices.

Designed to prepare individuals for employment in a clinical laboratory environment, the Medical Laboratory Technology Associate of Science Degree program at Harcum College is a blended online program with limited onsite requirements, offering students the flexibility to earn an associate’s degree. Additionally, Harcum Medical Laboratory Technology graduates qualify to take the Board of Certification Exam sponsored by the American Society of Clinical Pathologists (ASCP).

The Medical Laboratory Technology Associate of Science Degree program at Harcum College is accredited by The National Accrediting Agency for Clinical Laboratory Sciences (NAACLS). NAACLS can be contacted at 5600 N. River Rd., Suite 720, Rosemont, IL 60018-5119 or 847-939-3597.

More information on this exciting career can be found at these websites: www.ascp.org and www.ascls.org.

Program Outcomes

• Graduates will analyze laboratory results to diagnose disease for pathologic conditions.

• Graduates will demonstrate effective written and verbal communication skills.

• Graduates will demonstrate mastery of laboratory methodologies, including problem solving and troubleshooting techniques, for the major areas currently practiced by a modern clinical laboratory.

• Graduates will summarize the significance of continued professional development.

• Graduates will create a plan to demonstrate technical training sufficient to orient new employees.

• Graduates will explain the importance of laboratory safety and regulatory compliance.

Essential Functions for Medical Lab Technician Program

Cognitive Functions:

The MLT student must possess the following intellectual skills:

• Communicate effectively in written and spoken English.

• Possess and apply mathematical skills.

• Possess the psychological health required for full utilization of abilities: reasoning, sound judgement, analytic ability.

Psychomotor Functions:

The MLT student must be able to: move freely from one location to another in physical locations such as the clinical laboratory, patient care areas, corridors, and elevators, possess sufficient eye motor coordination to allow delicate manipulations of specimens, instruments, and tools, grasp and release small objects (test tubes, pipettes, microscope slides), manipulate other laboratory materials (reagents, manual and automated pipettes, etc.), identify and distinguish objects macroscopically and microscopically, lift and move objects of at least 20 pounds, possess a sense of touch and temperature discrimination, use hands for repetitive activity.

Affective Functions:

The MLT student must be able to: follow written and verbal directions, work effectively under time constraints and under pressure, work independently, prioritize workload according to laboratory department needs, when multitasking maintain alertness and concentration in a loud and hectic environment, apply knowledge, skills, and values learned from course work and life experiences to new situations, work safely with potential chemical, radiological, and biologic hazards using universal precautions, show respect for self and others, project an image of professionalism including appearance, dress, and confidence.

Medical Laboratory Technology Curriculum

FIRST SEMESTER

ENG 101English Composition I

MLS 101Introduction to Medical

Laboratory Technology

MLS 140Applied Lab Techniques I1

MTH 113College Mathematics

AHS 103Research Methods

& Computer Applications BIO 101General Biology I

SECOND SEMESTER

ENG 102English Composition II

*CHEChemistry Elective

*BIO 205Microbiology

MLS 113 Basic Hematology & Clinical Microscopy3 cr.

MLS 114 Applied Hematology & Microscopy1 cr.

MLS 130 Immunology 3 cr. 18

SUMMER SESSION

DIVDiversity Elective

HUMHumanities Elective

SOCSocial Science Elective 3

THIRD SEMESTER

MLS 211Clinical Chemistry 3 cr.

MLS 212Clinical Hematology and Coagulation3 cr.

MLS 213Clinical Immunohematology3 cr.

MLS 214Clinical Microbiology 3 cr.

MLS 240Applied Lab Techniques II1 cr. 13 cr.

FOURTH SEMESTER

Clinical Rotation Practicum Courses**

MLS 221Applied Lab Techniques in Chemistry 3 cr.

MLS 222Applied Lab Techniques in Hematology 3 cr.

MLS 223Applied Lab Techniques in3 cr. Immunohematology

MLS 224 Applied Lab Techniques in Microbiology 4 cr.

MLS 225 Applied Lab Techniques in Serology 1 cr.

MLS 226 Applied Lab Techniques in Coagulation 1 cr.

MLS 227 Applied Lab Techniques in Urinalysis 1 cr.

MLS 230 MLT Certification Prep Seminar 1 cr. 17 cr.

Total Credits: 74 Credits

Important Information

* BIO 205 Microbiology and Chemistry are not offered online by Harcum College. These courses may be taken at any accredited college or university and transferred to Harcum College as long as the student completes the course with a grade of “C” or better.

** The final spring semester is completed at the hospital practicum site during day shift hours, Monday through Friday. A minimum grade point average of 2.0 must be maintained before the practicum begins. Students are responsible for their own transportation to and from the hospital practicum site.

Prerequisites for Admission

The accredited Medical Laboratory Technology Associate of Science Degree program offers academic and clinical training to qualified students who wish to pursue a laboratory career and meet the following entrance requirements:

• High school or college GPA of 2.0.

Students accepted into the MLT program must meet the following criteria:

• Physical examination, immunizations, and background checks.

Nursing Program

Associate of Science

Nurses are unique health care providers who implement the highest level of health care services and collaborate with other members of the health care team to promote and maintain the health of diverse populations.

The Nursing Program at Harcum College promotes excellence in nursing education by providing an educational foundation in the arts and sciences that enhances the application of nursing theory into clinical practice in a variety of health care settings. The nursing curriculum provides experiences in meeting human needs holistically across the healthillness continuum. Theoretical and clinical learning experiences are integrated within the clinical nursing courses.

Graduates of the Nursing Program are awarded the Associate of Science Degree in Nursing and are eligible to take The National Council Licensure Examination for Registered Nurses (NCLEX – RN) examination to become a Registered Nurse.

Full approval from the Pennsylvania State Board of Nursing was received in October, 2005 and reaffirmed in October, 2022.

The Harcum College Nursing program is accredited by the Accreditation Commission for Education in Nursing (ACEN). In In October 2020 the program was granted "Continuing Accreditation" by the Board of Commissioners for ACEN following the Spring 2020 on-site program review.

The Pennsylvania State Board of Nursing can be contacted at the Commonwealth of Pennsylvania, Department of State, Bureau of Professional and Occupational Affairs, State Board of Nursing, P.O. Box 2646, Harrisburg, PA 17105-2649; Phone: 717-7837142; or Fax: 717-783-0822;Website: https://www.dos.pa.gov/ProfessionalLicensin g/BoardsCommissions/Nursing/Pages/default .aspx

The Accreditation Commission for Education in Nursing (ACEN) can be contacted at 3390 Peachtree Road NE, Suite 1400, Atlanta, GA 30326. Phone. 404-975-5000 Fax: 404-9755020 or www.acenursing.org.

Program Outcomes

• Evaluate nursing care provided to patients, families, and groups across the lifespan from diverse backgrounds in a variety of settings to ensure that it is compassionate, age and culturally appropriate, and based on a patient’s values and needs.

• Collaborate as a member of the interprofessional healthcare team to manage and coordinate the provision of safe, quality care for patients, families, and groups.

• Demonstrate use of best current evidence and clinical expertise when making clinical decisions in the provision of patient-centered care.

• Participate in the use of evidence-based quality improvement processes in the delivery of patient-centered care.

• Demonstrate effective use of strategies to mitigate errors and reduce the risk of harm to patients, self, and others in a variety of settings.

• Critique information and patient care technology to communicate relevant patient information, manage care, mitigate error, and support decisionmaking.

• Integrates integrity and accountability into practice that uphold established regulatory, legal, and ethical principles while providing patient-centered standard-based nursing care.

• Appraise leadership, management, and priority setting skills in the provision and management of safe, quality, patientcentered care.

Nursing Program Curriculum (Day Track)

The Day Nursing program begins in late August. Laboratory and clinical experiences are offered in the day, evening, and weekend based on availability of clinical sites. Upon completion of the program requirements, graduates are eligible to take the National Council for Licensure Examination for Registered Nurse (NCLEX-RN).

Nursing Program Curriculum (Evening Track)

The Evening Nursing Program begins in mid-January. Laboratory and clinical experiences are scheduled every other weekend based on availability of clinical sites. Upon completion of the program requirements, graduates are eligible to take the National Council for Licensure Examination for Registered Nurse (NCLEX-RN).

FIRST SEMESTER

SECOND SEMESTER

THIRD SEMESTER

NUR

FOURTH SEMESTER

NUR

Admission Criteria

An applicant’s scholastic aptitude, academic achievements, and ability to succeed in the Nursing Program are considered in making the decision to admit a student into the Nursing Program. Applicants must complete all Prerequisites for Admission in order to be considered for admission to the Nursing Program.

Prerequisites for Admission

Students applying to the Nursing Program must complete all of the following general education course requirements with a minimum grade of C. These prerequisite courses can be transferred from another institution and must be completed prior to acceptance into the Nursing Program.

BIO 103Human Anatomy & Physiology I4 cr.

BIO 104Human Anatomy & Physiology II4 cr.

BIO 205Microbiology 4 cr.

ENG 101English Composition I 3 cr.

ENG 102English Composition II 3 cr.

HUMHumanities Elective 3 cr.

MTH 113College Mathematics 3 cr.

PSY 111Introductory Psychology3 cr.

PSY 156Human Development 3 cr.

SOC 109Principles of Sociology 3 cr.

Total General Education Credits 33 cr.

• The applicant must have documentation of a minimum cumulative GPA of 2.8 at the time of formal application to the Nursing Program. A grade of “B” or better in all prerequisite science courses is required and a grade of “C” or better in all other prerequisite courses. NOTE: Students who have repeated a science course one or more times in order to obtain a passing or higher grade will not be accepted.

• TEAS Exam required.

• Interview may be required.

Upon completion of all application requirements, candidates will be reviewed for admission to the Nursing Program.

Acceptance into the Nursing Program is competitive. Completion of requirements does not guarantee admittance into the Nursing Program.

Acceptance Requirements

Upon acceptance into the Nursing Program, students are required to:

• Provide evidence of an optimal level of individual health to complete Core Performance Standards.

(Critical Thinking, Interpersonal Abilities, Communication, Mobility, Motor Skills, Hearing, Visual, Tactile, and Strength/Stamina) – Refer to Student Nursing Handbook.

• Meet all health and immunization requirements of the Nursing Program, including titers for Rubeola, Mumps, Rubella, Varicella Zoster, Hepatitis B, and Covid.

• Meet yearly required flu vaccination.

• Proof of current certification from an approved American Heart Association Cardiopulmonary Resuscitation (CPR) Course with AED training for health care providers.

• Provide evidence of a negative 10-panel urine drug screening test.

• Provide proof of current health insurance coverage.

• Child Abuse History Clearance (original copy).

• Fingerprint (Department of Human Services)

• Federal Certified Criminal Background Check (original copy).

Disclaimer

The Nursing Program of Harcum College reserves the right to amend regulations, fees, conditions, courses, laboratories, and clinicals as circumstances may require without prior notice to persons who might thereby be affected. The provisions of the Nursing Program are not to be regarded as an irrevocable contract between Harcum College and the students of the Nursing Program.

Note: The Pennsylvania State Board of Nursing requires Harcum College to inform applicants that they may be denied licensure or the privilege of taking the licensure examination (NCLEX-RN) if they have pleaded guilty and/or been convicted by a judge of a misdemeanor, felonious act, or illegal act associated with alcohol or an illegal act associated with substance abuse(s) in the course of this Commonwealth or any other state, territory, or country. For more information, contact the State Board of Nursing at 717-783-7142 or www.dos.state.pa.us/nurse.

Program Requirements

• Attend the mandatory College and Nursing orientation.

• Purchase all required current editions of textbooks and supplemental learning materials.

• Purchase designated uniforms and equipment for laboratory and clinical practice.

• Provide self-transportation to and from clinical rotation sites.

• Achieve a minimum grade of C+ in each Nursing course.

• A grade of C or lower will result in a course failure.

• A student can only repeat one Nursing course, or withdraw from one nursing course one time throughout the entire Nursing program. (NOTE: NUR 100 –Fundamental Concepts of Nursing Practice cannot be repeated).

• A second failure or withdrawal from a Nursing course will result in dismissal from the Nursing program.

• Meet the 66 credits required for completion of the Nursing Program.

• Complete all degree requirements of the Nursing Program within four semesters after beginning the first Nursing course.

The application of theory in practice is integral to learning in the clinical setting. Therefore, course grades are based upon the assessment of two components:

1. The didactic (classroom) component –the student’s knowledge of nursing content

2. The clinical practicum – the student’s demonstration of nursing theory in practice through the attainment of specific clinical practicum learning objectives.

Students must successfully pass both theory and clinical practicum to progress to the next nursing course. Failure in either the didactic or clinical component results in a course failure. An “unsatisfactory” rating in any clinical practicum results in a failing grade for clinical and thus a failure for the nursing course.

Students who are unsuccessful in a nursing course must follow the procedures outlined in the Nursing Student Handbook.

In all cases, the Nursing faculty reserves the right to take action when a student is not performing at the expected level of achievement and/or is deemed unsafe in the clinical setting. Specific policies and requirements related to the Nursing Program are contained in the Nursing Student Handbook.

Occupational Therapy Assistant

Associate of Science

The Occupational Therapy Assistant Associate of Science Degree program is designed to prepare students for a career in occupational therapy assisting. Occupational therapy is a health profession which utilizes everyday life activities to help people of all ages prevent, lessen, or overcome disabilities or illnesses that interfere with their ability to lead independent and satisfying lives. The occupational therapy assistant, under the supervision of a registered occupational therapist, works in a variety of settings, including hospitals, schools, rehabilitation facilities, mental health settings, and in communitybased intervention.

• Occupational Therapy Assistants must complete a two-year educational program accredited by Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA) to be eligible to sit for the national certification examination (see below). After successful completion of the exam, candidates may apply for their state license to practice as Certified Occupational Therapy Assistants (COTAs).

• The Occupational Therapy Assistant Program at Harcum College is fully accredited by the Accreditation Council for Occupational Therapy Education (ACOTE) of the American Occupational Therapy Association (AOTA), located at 6116 Executive Blvd., Suite 200, North Bethesda, MD 20852-4929. ACOTE’s telephone number is 301-652-2682. Website: www.acoteonline.org.

• Strict clearance requirements apply to all students in the OTA Program. If you have ever been arrested, you are required to contact the program director immediately in writing to jfoster@harcum.edu to determine if your record and/or expungement will impact your ability to attend required clinical rotations.

Non US born students or students whose native language is not English must be able to present proof of English proficiency.

• Occupational Therapy Assistant (OTA) graduates are eligible to sit for the national certification examination for the Occupational Therapy Assistant, which is administered by the National Board for Certification in Occupational Therapy (NBCOT). Please note that any arrest or conviction within the Commonwealth of Pennsylvania or any other state, territory, or country may prevent the ability to sit for the NBCOT Certification Examination, be placed in fieldwork, and/or attain state licensure. If ever arrested or found guilty of a misdemeanor or felonious act, you will be urged to request a character review through NBCOT. This can be accessed at http://www.nbcot.org/earlydetermination-character-review

Program Outcomes

• Graduates will integrate information from biological, physical, and psychosocial sciences to demonstrate an understanding and to formulate a holistic view of the person and how illness or disability can affect occupational performance.

• Graduates will gather and apply information to formulate conclusions based in sound clinical reasoning to develop intervention plans that are clientcentered and within the scope of practice of an OTA.

• Graduates will select and implement evidence-based interventions to support participation in areas of occupation throughout the continuum of care and across the lifespan.

• Graduates will demonstrate appropriate communication skills (written, verbal, and non-verbal) to educate and communicate with clients, caregivers, and other health professionals consistent within the OTA scope of practice.

• Graduates will demonstrate and uphold professional standards and responsibilities to promote ethical practice appropriate to the role of the OTA.

Occupational Therapy Assistant Curriculum

FIRST SEMESTER

OTA 113Functional Anatomy for OTA’s1 cr.

OTA 114Applied Kinesiology 4 cr.

OTA 119Introduction to Occupational Therapy3 cr General Concepts/Emerging Practice

SOC 122Occupational Roles & Tasks3 cr. throughout the Life Span

OTA 120Application of Professional Behavior 2 cr. in Emerging Practice and Fieldwork Level 1A

*AHS 101Basic Medical Terminology1 cr.

*BIO 103Human Anatomy & Physiology I4 cr. 18 cr.

SECOND SEMESTER

OTA 123Bio-Psycho-Social Conditions 3 cr.

OTA 124Occupational Dysfunction in Childhood & Adolescence & Fieldwork Level I B – Child / Adolescent Practice4 cr.

OTA 125Activities & Adaptations for Childhood & Adolescence3 cr.

OTA 127Professional Seminar II 1 cr.

BIO 104Human Anatomy & Physiology II4 cr. 15 cr.

SUMMER SEMESTER –CORE COURSES

*ENG 101English Composition I 3 cr.

*PSY 111Introductory Psychology 3 cr.

*MTH 111Quantitative Reasoning 3 cr. 9 cr.

THIRD SEMESTER

OTA 224Occupational Dysfunction in4 cr. Adulthood & Geriatric & Fieldwork Level I C – Adult / Geriatric Practice

OTA 225Activities & Adaptations for3 cr. Adulthood & Geriatric

OTA 226Clinical Skills throughout the Lifespan3 cr.

OTA 227Professional Seminar III 1 cr.

*ENG 102English Composition II 3 cr.

*HUMHumanities Elective 3 cr. 17 cr.

FOURTH SEMESTER

OTA 228Professional Seminar IV 1 cr.

OTA 231Fieldwork Experience Level IIA6 cr.

OTA 232Fieldwork Experience Level IIB6 cr. 13 cr.

Total Credits: 72 Credits

*Core courses marked can be taken prior to entering the Occupational Therapy Assistant program.

Program Schedules

• Full-time: program courses are offered one day/week, supported by online assignments during the week, with core educational courses offered on weekdays, evenings, or online.

• Part-time: a student can be part-time, if core requirements have been met elsewhere. Two of the four semesters will be a part-time credit load of 11 credits. A maximum of 30 credits of general education coursework may be transferred from another institution. No prior Occupational Therapy Assistant courses will be accepted from another institution. The Occupational Therapy Assistant program does not accept advance placement or credit for experiential learning.

• Fall start for program courses: all program courses meet on Fridays.

• Spring start for program courses: all program courses meet on Saturdays.

• Pre-program developmental and core requirements coursework may be started at any time (Fall, Spring, or Summer semesters).

• Clinical component: during Semesters IIII, there are part-time clinical experiences scheduled at clinical sites, four days per semester. Semester IV consists of two eight-week, full-time clinical placements during the usual and customary hours that a clinician would work for that specific setting.

Prerequisites for Admission

• Completion of biology with “C” or better is recommended.

• Minimum SAT or ACT score: (Old) 900 Critical Reading and Math (New) 980 Evidence-Based Reading/Writing & Math. Minimum composite ACT: 19.

• For students with college credits, a minimum college GPA of 2.5.

Program Requirements

Once students have been accepted into the program, the following additional criteria must be met before enrolling in professional coursework:

• All non-transfer Occupational Therapy Assistant students must take placement exams in English, Math, and Reading. Any required developmental coursework must be completed before enrolling in OTA 121 Survey of Occupational Therapy Principles. Placement exams are waived for transfer students.

• All Occupational Therapy Assistant students must provide proof of the following medical and legal clearances (or of application in progress):

• State Child Abuse Clearance.

• State Criminal Record Check.

• FBI Background Check.

• Current (not older than one year) physical exam.

• Documentation of measles, mumps, rubella, and varicella immunizations.

• Two-step PPD test (if positive, chest x-ray necessary).

• Hepatitis B series (at least begun with first three doses).

• Tdap booster (within the past ten years).

• All Occupational Therapy Assistants are required to have health insurance throughout their period of enrollment at Harcum. If a student is not covered under another plan, they will be withdrawn from the program until proof of health insurance is provided.

Graduation (Qualification to sit for National Certification Exam)

All program-specific courses (all OTA, BIO, and PSY courses) must be completed with a grade of C or better. Students must complete Level II fieldwork within 18 months following completion of the didactic portion of the program.

• A student who receives a “C-“ or less has failed the course and will be required to repeat the course before continuing in the program.

• Students must maintain an overall GPA of 2.5 or better in order to remain in the program. A student whose GPA falls below 2.5 will be put on probation.

• If the GPA remains below 2.5 for two consecutive semesters, the student will be dismissed from the program.

• A student who has failed any two OTA program courses, or has failed the same OTA program course twice, will be dismissed from the program and will not be permitted to re-enter. This policy pertains to all OTA program courses, which include both academic and clinical courses (fieldwork placements).

Clinical Experiences

Students participate in two levels of clinical fieldwork experiences throughout their enrollment in the Occupational Therapy Assistant program: Fieldwork Level I is designed to provide students with opportunities to collect data by observing, shadowing, and interviewing professionals in the field, as well as participating in client intervention. Fieldwork Level II is a hands-on experience, in which fieldwork students gradually assume the roles and responsibilities of an entry-level occupational therapy assistant.

The curriculum requires three Fieldwork Level I experiences; each one is taught as part of an “anchor course” in each of the first three semesters and reflects that semester’s focus:

• Fieldwork Level I A – General Concepts/Emerging Practice,

• Fieldwork Level I B – Child / Adolescent Practice, and

• Fieldwork Level I C – Adult / Geriatric Practice.

Each of the three Fieldwork Level I experiences is carried out as a four-day placement during the academic semesters. Fieldwork Level II experiences consist of two eight-week, full-time (40+ hour/ week) placements and follow the facilities’ business hours.

All placements are assigned by the Academic Fieldwork Coordinator. Selection of placements is guided by the goal of giving students the broadest exposure to the field as possible, including traditional and emerging practice settings.

Traditional settings include acute care hospitals, rehabilitation centers, assisted living facilities, schools, mental health facilities, and other educational / medical facilities.

Emerging practice settings are represented by community-based programs, specialty programs, such as driver training or hippotherapy. A clinical instructor from the placement site’s staff supervises all fieldwork experiences. Students are responsible for their own transportation to and from the clinical sites.

Essential Functions for Occupational Therapy Assistant Students

Essential Functions are defined as the skills you need to bring into the program in order to be successful as an Occupational Therapy Assistant student. An inability to perform any of the functions listed below, even with accommodations, may indicate that you do not have the prerequisite skills to be successful in this profession and that occupational therapy assisting should not be your field of choice. Call the Program Director for questions.

Physical Factors: Motor skills

Standing (with good balance) / Walking / Sitting / Lifting 80 lbs. / Carrying 50 lbs. / Pushing/Pulling 80 lbs. / Bending / Kneeling / Crawling / Floor sitting / Grasping (firm/strong) / Grasping (light) / Finger dexterity / Reaching forward / Reaching overhead / Coordination of hand, wrist, and fingers / Eye-hand coordination.

Physical Factors:

Sensory

Perceptual

Vision acuity: near / Vision acuity: far / Vision: depth perception / Color vision / Full field of vision/Spatial perception (ability to “visualize” objects) / Form perception (ability to perceive and recognize shapes) / Hear normal conversation / Hear telephone conversation / be comfortable with tactile contact / Discriminate objects by touch.

Physical Factors: Environmental

Ability to do in-door work and out-door work / Tolerate exposure to dust, fumes, odors, and toxic or caustic chemicals / Being around moving machinery, electricity / Exposure to slippery or uneven surfaces / Exposure to vibration / Wearing of protective clothing (mask, silicone gloves).

Cognitive Factors: Reasoning

Deal with abstract and concrete variables, define problems, collect data, establish facts, and draw valid conclusions / Interpret instructions furnished in oral, written, or schedule form / Problem solving- deal with unexpected situations / Carry out written or oral one to two-step instructions / Ability to remember instructions and carry out tasks over time / Ability to generalize instructions from one situation to another / Mathematics – add, subtract, multiply, and divide whole numbers and fractions, calculate time, make simple measurements / Reading – comprehend manuals, instructions for maintenance of equipment, safety rules and procedures, medical and educational charts / Clerical reading –perceive pertinent detail, proofread words and numbers, observe differences in copy / Writing – prepare reports using prescribed format, make entries into medical and educational charts / Writing – conform to all rules of punctuation, spelling, grammar, and style / Work pace – maintain a work pace appropriate to a given workload, including regular attendance at the site /Computer Skills – send and receive email, perform a basic web search, participate in online course work.

All OTA students must have regular access to a computer with Internet connection.

Social-Emotional and Communication Factors:

Social skills

Ability to engage in a face-to-face verbal conversation, making eye-contact and using appropriate body language / Dependability – effective time management, follow-through on commitments & responsibilities / Professional presentation – presenting oneself in a manner (dress, body language, verbal style) that is accepted by peers, clients, and employers / Initiative – self-starting projects, tasks, and communication, searching out answers / Empathy – being sensitive, responding to the feelings and behaviors of others / Cooperation – working effectively with other individuals / Organization – prioritizing needs, tasks, responsibilities, maintaining effective work space / Supervision – ability to give and receive constructive feed-back and to modify behavior accordingly / English language proficiency – ability to understand spoken and written English, express self clearly in English, and be easily understood when using the English language.

Phlebotomy Technician

Certificate

A career as a phlebotomy technician is a rewarding path for someone who desires to work directly with patients. Phlebotomy technicians are trained to create an atmosphere of trust and confidence with patients while skillfully and safely drawing blood specimens for analysis in the clinical laboratory.

Technologists and physicians depend upon the phlebotomy technician to collect quality patient specimens in order to produce accurate laboratory results.

Once training is completed, employment opportunities include, but are not limited to, hospitals, clinics, physicians’ offices, laboratories, and blood banks.

Program Outcomes

• Students will demonstrate knowledge of the rule of the phlebotomist in healthcare, the organizational structure of the clinical laboratory, and current legal issues in the healthcare system.

• Students will apply knowledge of infection control, safety precautions, and quality assurance in performing phlebotomy procedures.

• Students will demonstrate professional behaviors and effective communication with patients and colleagues.

• Students will apply knowledge of anatomy, physiology, and medical terminology to results of clinical testing in order to understand pathologic conditions.

• Students will demonstrate proper use of test requisitions for specimen collection, transport, and processing of clinical specimens.

• Students will demonstrate proper technique in use of specimen collection equipment when performing capillary and venipuncture procedures.

• Students will recognize the need for special precautions, explain interfering substances, and determine the protocol for preventing and correcting phlebotomy errors.

Essential Functions for the Phlebotomy Program

Essential functions represent the non-academic requirements of the program that students must master to participate successfully in the program and become employable. The student should not be hesitant in the use of a needle for blood drawing. The following is a list of the technical abilities and skills. Applicants for admission into Phlebotomy courses must possess:

• Manual Dexterity: ability to use hand(s) or prosthetic devices with coordination.

• Fine Motor: ability to manipulate small objects with fingertip or adaptive devices.

•Mobility: ability to maneuver in the clinical setting.

•Vision: ability to distinguish red, yellow and blue colors; distinguish clear from cloudy.

•Hearing: ability to adapt with assistive devices (i.e., phone receivers, hearing aid, etc.).

•Speech: ability to effectively communicate verbally in English.

•Writing: ability to communicate effectively in written form in English.

•Reading: ability to read, understand and follow directions printed in English.

•Affective: work effectively under time constraints and under pressure.

•Computer literacy is essential in blended courses.

Phlebotomy Curriculum

PBT 210 Phlebotomy Theory and Techniques

This course will prepare students with the ability to function as a competent phlebotomist by presenting a background in human physiology along with practical phlebotomy skills, safety practices, and a general overview of the working environment in the present healthcare setting.

This course is essential for the student who wishes to complete the clinical practicum and earn phlebotomy certification through the American Society of Clinical Pathologists (ASCP).

Pre-requisite: High School diploma Credits: 3

PBT 201 Phlebotomy Practicum

The Phlebotomy Practicum will reinforce the student’s knowledge of phlebotomy theory and enhance the student’s proficiency in phlebotomy technique. This practicum will provide the required number of hours and venipunctures necessary to qualify for the Board of certification Exam in Phlebotomy.

Pre-requisite: PBT 210 Credits: 2

PBT 202 Phlebotomy Certification Exam Prep Seminar.

Registration for this course is concurrent with the Phlebotomy Practicum and serves to prepare students for success in the certification exam.

Pre-requisite: PBT 210 Credits: 1

Total Credits: 6 Credits

Students completing the PBT 210, PBT 201 and PBT 202 courses are eligible to take the phlebotomy certification exam sponsored by the American Society of Clinical Pathologists.

Application Process

Registration for the non-credit Phlebotomy Technician Certificate program is conducted through the Office of Continuing and Professional Studies. Contact: Office of Continuing and Professional Studies, 610-5266083.

The administration of the Phlebotomy Technician Certificate program is conducted by the Department of Clinical Laboratory Science.

Physical Therapist Assistant

Associate of Science

Physical Therapy is a field of health care that uses the application of physical agents, therapeutic exercise, and activities in the treatment and restoration of human bodily function.

The Physical Therapist Assistant program prepares students to provide direct patient care, using physical therapy treatments in a variety of departmental settings under the supervision of a licensed physical therapist. Graduates of the program are eligible to take the national licensure examination. Physical Therapist Assistant students can be accepted into the College in the fall, spring, or summer semesters; the Physical Therapist Assistant course sequencing begins only in the fall for the full-time course sequence (day classes) and January for the part-time course sequence (evening classes).

The Commission on Accreditation in Physical Therapy Education accredits the Physical Therapist Assistant Associate of Science Degree program at Harcum College. Graduates are eligible to sit for the national board examination for the physical therapist assistant.

Graduate Outcomes

• Understand, apply, and integrate the fundamental theories of patient treatment including the knowledge of indicators, contraindicators, and precautions of specific treatment procedures.

• Use critical thinking and problem solving skills to select the most appropriate patient care activities in a safe and legal manner.

• Analyze, assess, and re-assess the effect of physical therapy treatment as it relates to the patient’s plan of care.

• Perform patient treatment within the scope of physical therapy practice.

• Demonstrate and educate the patient, family, and healthcare team in physical therapy techniques which will maximize the patient’s functional independence.

• Implement patient treatments, monitor and appropriately adapt to the patient’s condition during a treatment session, and accurately document the treatment results.

• Use communication skills (both verbal and non-verbal) to develop effective interpersonal relationships with patient, family, and colleagues.

• Recognize the values and beliefs of diverse patient populations and display empathic responses to the patient.

Program Outcomes

Students can review the outcomes results for the Physical Therapist Assistant Program at www.fsbpt.org or www.apta.org or at http://harcum.edu/PTA. The PTA Program at Harcum College is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 1111 North Fairfax Street, Alexandria, Virginia 22314; telephone 703-706-3245; email: accreditation@apta.org; website: http://www.capteonline.org. Although many of these courses may be transferred for college credit, the Physical Therapist Assistant program is not intended to prepare students to enter a doctorate-level physical therapy program. Graduates are eligible to sit for the national board examination for the physical therapist assistant. Students can review the outcomes results for the PTA Program at www.fsbpt.org or www.apta.org or http://harcum.edu/PTA.

Physical Therapist

Assistant Curriculum:

Full-time Division

Pre-requisites:

AHS 101 Medical Terminology 1 cr.

BIO 103 Human Anatomy & Physiology I 4 cr.

ENG 101 English Composition I 3 cr.

HUM Humanity Elective 3 cr.

MTH 111 Quantitative Reasoning 3 cr.

PSY 111 Introduction to Psychology 3 cr. 17 cr.

FIRST SEMESTER

BIO 104 Human Anatomy & Physiology II 4 cr.

ENG 102 English Composition II 3 cr.

PTA 109 Functional Anatomy 2 cr.

PTA 110 Introduction to Physical Therapy 2 cr.

PTA 111 Foundation Principles of Physical Therapy 3 cr.

PTA 116 Introduction to Therapeutic Exercie 2 cr. 16 cr.

SECOND SEMESTER

PTA 112 Physical Therapy I/Electrophysiology 4 cr.

PTA 114 Applied Kinesiology 4 cr.

PTA 130 Introduction to Rehabilitation 3 cr.

PTA 218 Pathophysiology 4 cr.

DIV Diversity Elective 3 cr. 18 cr.

SUMMER SESSION

HUM Humanities Elective

PTA

THIRD SEMESTER

PTA 150 Clinical Affiliation I 3 cr.

PTA 212 Selected Topics in Physical Therapy 2 cr.

PTA 222 Orthopedics 3 cr.

PTA 231 Rehabiliation Applications 4 cr. 12 cr.

FOURTH SEMESTER

PTA 240Clinical Seminar 2 cr.

PTA 250Clinical Affiliation II 6 cr.

PTA 251Clinical Affiliation III 6 cr. 14 cr.

Total Credits: 77 Credits

Physical Therapist

Assistant Curriculum: Part-time (Evening) Division

Required Prerequisite Courses

The following courses must be completed prior to initiating the Physical Therapist Assistant course sequence, and can be completed the prior summer.

AHS 101Medical Terminology 1 cr.

BIO 103Anatomy and Physiology4 cr.

BIO 104Anatomy and Physiology II4 cr.

ENG 101 English Composition I 3 cr.

MTH 111Quantitative Reasoning 3 cr. 15 cr.

SPRING (JANUARY) SEMESTER I

PSY 111Introductory Psychology 3 cr.

PTA 109Functional Anatomy 2 cr.

PTA 110Introduction to Physical Therapy2 cr.

PTA 111Foundation Principles of 3 cr. Physical Therapy 10 cr.

SUMMER (MAY) SEMESTER I

PTA 112Physical Therapy I/ 4 cr. Electrophysiology

PTA 116Introduction to Therapeutic Exercise2 cr. 6 cr.

FALL (AUGUST) SEMESTER I

ENG 102 English Composition II 3 cr.

PTA 114Applied Kinesiology 4 cr.

PTA 130Introduction to Rehabilitation3 cr. 10 cr.

WINTER SEMESTER

(APPROX. JAN. 2-30)

PTA 150Clinical Affiliation I (full-time day)3 cr. ***FULL-TIME DAY***

SPRING II

DIVDiversity Elective 3 cr. PTA 218Pathophysiology 4 cr. 7 cr.

SUMMER II

HUMHumanities Elective 3 cr. PTA 222Advanced Orthopedics 3 cr. 6 cr.

FALL II

PTA 212 Selected Topics in Physical Therapy 2 cr. PTA 231Rehabilitation Applications4 cr. 6 cr.

SPRING III

PTA 240Clinical Seminar 2 cr. PTA 250Clinical Affiliation II *FULL-TIME DAY*6 cr. PTA 251Clinical Affiliation III *FULL-TIME DAY*6 cr. 14 cr.

Total Credits: 77 Credits

Prerequisites for Admission

Acceptance into the Program is dependent upon the following:

• Completion of Algebra I and II, Geometry, Biology (with lab) with earned grades of C or higher.

• A minimum GPA of 2.5.

• Minimum SAT or ACT score: (Old) 900 Critical Reading and Math (New) 980 Evidence-Based Reading/Writing & Math. Minimum composite ACT: 19. A college cumulative GPA of 2.5 or higher is acceptable in lieu of SAT scores.

• All application documents must be submitted to the Admissions Office. The Admissions Committee will review only completed application files.

• It is strongly recommended that applicants complete a minimum of 20 hours of volunteer or work experience in a physical therapy department.

• It is recommended that the student speak with the program director of the Physical Therapist Assistant program prior to entering the program.

Program Requirements

• A maximum of 30 credits of general education coursework may be transferred from another institution.

• No prior Physical Therapist Assistant courses will be accepted from another institution (exceptions are granted on a case-by-case basis per Physical Therapist Assistant program policy).

• Prior to or during the student’s first semester, a child abuse clearance and FBI criminal history background check must be completed successfully (both should show a clear record). Clearances must be successfully completed in order to proceed to site visits and clinical affiliations.

• Students may be unable to complete requirements for graduation and/or obtain a license to practice based on results of these background checks.

• Accepted students must demonstrate math proficiency and complete the college placement examination in English and reading above the developmental level.

• Students without the prerequisites are required to complete preparatory coursework before admission to the program. This will increase the number of semesters required to complete the program.

• Once accepted to the program, annually students are required to have a physical examination, chest x-ray, Quntiferon Gold blood test, hepatitis B vaccine, and proof of current CPR certification and proof of medical insurance.

• There is an annual fee for obtaining the required clearances and tracking the medical and required documents for clinical education. Students are required to register in the program’s on-line tracking system, and are responsible for all associated fees.

• PTA students are required to comply with the PTA dress code and professional behavior standards.

• Physical Therapist Assistant students must maintain a minimum grade point average of 2.0 throughout the program.

• Physical Therapist Assistant students must earn a grade of C or higher in MTH 111, AHS 101, BIO 103, BIO 104 and C or higher in all Physical Therapist Assistant courses to proceed in the Physical Therapist Assistant course sequence.

• Students must demonstrate academic ability to earn a grade of C or higher in all Physical Therapist Assistant courses.

• Failure (grade of C- or lower) of any two Physical Therapist Assistant courses will result in dismissal from the program.

• Students must take all Physical Therapist Assistant courses in the sequence in which they are offered. Failure to do so will result in an increase in the number of semesters required to complete the program.

• Class attendance is mandatory for all Physical Therapist Assistant lectures, labs, and clinical affiliations.

• Physical Therapist Assistant Policies and Procedures (per Physical Therapist Assistant Policy and Procedure Manual and the PTA Program Clinical Education Manual) are binding.

Essential Functions for the Physical Therapist Assistant Student

For students to be successful in the Physical Therapist Assistant Program, they must possess the ability to achieve competency level performance in all physical therapy procedures which include, but are not limited to, the following:

Cognitive

• Reason with abstract and concrete variables, define problems, collect data, establish facts, and draw valid conclusions.

• Master information presented in course work in the form of lectures, demonstrations, independent study, clinical experiences, written material, material presented through computer imaging, and projected images.

• Interpret instructions furnished in oral, written, or schedule form.

• Problem solve and deal with unexpected situations.

• Carry out written or oral, one, two, or three-step instructions.

• Remember instructions and carry out tasks over time.

• Generalize instructions from one situation to another.

• Read and comprehend physical therapy evaluations, educational and medical charts, manuals and instructions for maintenance of equipment, safety rules and procedures.

• Document entries into medical charts.

• Prepare and write written educational reports using appropriate grammar, punctuation, and spelling.

• Manage his/her time effectively and ability to maintain a work pace appropriate to a given caseload, including regular and punctual attendance at the clinical affiliation sites as well as all classes.

• Recall coursework materials and integrate appropriately in problem solving scenarios.

• Demonstrate an entry-level knowledge of clinical and didactic materials.

• Effectively process information, prioritize and problem solve in an environment containing multiple distractions.

• Understand spoken and written English and utilize the English language appropriately in written assignments and documents.

Psychomotor

• Functional vision, hearing, motor and tactile sensation which must be adequate to monitor and assess a patient’s health needs and to perform duties as noted in a PT plan of care.

• Adequate ability to guard patients safely during ambulation activities on level surfaces and stair climbing when the patient is using a cane, walker, crutches, or other assistive devices.

• Ability to transfer patients safely from bed to chair or mat and from table to chair using minimum, moderate, maximum, or dependent-lift techniques.

• Ability to perform the full range of motion to a patient.

• Ability to apply graded manual resistance to patients’ individual muscle groups for the purpose of determining the patient’s strength or applying exercise techniques for strengthening or stretching all muscle groups.

• Ability to safely and competently apply modalities and electrical stimulation, including contra-indication/precaution review, using appropriate parameters and set-up techniques. These treatments include, but are not limited to: moist heat, cold packs, cryocuff, intermittent compression, paraffin, fluidotherapy, ultrasound, transcutaneous electrical stimulation, Russian stimulation, high volt galvanic stimulation, and neuromuscular stimulation.

• Ability to apply ultrasound safely, which includes manipulating dials at the same time that the sound head is kept moving on the patient’s treatment site.

• Ability to complete wound care techniques on open wounds.

• Ability to perform cleaning procedures for sterile techniques with all size whirlpools.

• Good body mechanics in the process of all patient treatment techniques.

• Ability to communicate effectively with patients by explaining procedures to patients; obtaining consent from patients to proceed with treatment; receiving information from patients, their charts, other health care providers and/or their physician; introducing self while confirming patient’s identity and documenting clear, concise, and accurate notes in the patient’s chart.

• Ability to set up treatment sessions using laboratory or clinic equipment within the time restraints of the treatment requirements to provide safe and effective treatments to the patient.

• Ability to perform CPR.

• Ability to apply standard precautions when indicated for patients with potential blood borne pathogens.

• Ability to monitor vital signs and respond to emergencies.

Affective

• Ability to handle stresses of competency testing, lab practicals, and clinical affiliations.

• Empathy – being sensitive and responding to the feelings and behaviors of others.

• Ability to engage in a face-to-face verbal conversation, making eye-contact, and using appropriate body language.

• Ability to cooperate and work effectively with other individuals.

• Ability to initiate or self-start projects, tasks, and communication, searching out answers using appropriate resources.

• The organizational and time management skills necessary to coordinate class, study, and clinical responsibilities.

• Ability to give and receive constructive feedback and to modify behavior accordingly.

• Ability to present oneself in a manner (dress, body language, personal hygiene, verbal style) that is accepted by peers, clients, and employers.

• Students must possess the emotional health required to complete all academic and clinical requirements and to follow appropriate classroom, testing, and clinical protocols.

• Ability to express self clearly in English, and be easily understood when using the English language.

Clinical Experiences

All Physical Therapist Assistant students will participate in clinical observations prior to the start of their affiliations. These observations will introduce the Physical Therapist Assistant students to the exploration of physical therapy practice and the integration of professional behaviors in various health care settings.

Students are responsible for their own transportation to and from the facility (ies). Students participate in three clinical affiliations which are assigned by the Director of Clinical Education, as follows: PTA 150 for four weeks at the end of the junior year and PTA 250 and 251 for seven weeks, each at the end of the senior year. Grading for all clinical affiliations is on a pass/fail basis. Clinical affiliations PTA 250 and 251 must be completed within 18 months of completion of the didactic coursework.

All Physical Therapist Assistant and general education courses must be completed prior to initiation of the terminal clinical affiliations.

The clinical sites include: acute care hospitals, rehabilitation centers, nursing homes, sports medicine facilities, and other medical facilities. A clinical instructor from the clinical site’s physical therapy staff supervises all clinical affiliations. Students are responsible for their own transportation to and from the clinical sites. The travel distance for the student for each clinical affiliation will be dependent on the location of each clinical site assigned. The Physical Therapist Assistant program does not guarantee any minimum or maximum travel distances. The clinical affiliations are full-time (40 hours per week) and follow the facilities’ business hours.

The clinical affiliations are full-time, typically during the day, including those affiliations for the students completing the coursework in the part-time/evening division. Students must successfully complete each affiliation prior to continuation in the Physical Therapist Assistant Program.

Radiologic Technology

Associate of Science

Radiologic Technologists, or radiographers, are an integral part of the health care team. Using knowledge of anatomy, physiology, positioning, and radiation technique to obtain high quality diagnostic images of the human body, radiographers employ the dexterity developed during training to complete examinations safely and quickly. Working with some of the most sophisticated, technologically advanced equipment presently available, radiographers enjoy the rewards of close patient contact. Radiologic technology is a personally rewarding, well-respected profession with great potential for growth through other related imaging modalities.

The mission of the Radiologic Technology Program is founded on the mission of Harcum College in that the Radiologic Technology Program combines career preparation with a well-rounded core education. While student learning is a priority, the curriculum also fosters responsible citizenship by involvement in a local community service project.

The Radiologic Technology Program provides the community with caring, compassionate, and skilled professionals. Upon graduation from Harcum College, the graduate will demonstrate entry level proficiency in imaging the human body to assure the correct diagnosis and proper treatment of each patient. Hospitals and imaging centers employ the majority of radiographers, but there are many other settings in which they work. Radiographers may also cross-train and work in highly specialized areas such as interventional radiology, computerized tomography, or magnetic resonance imaging. Radiographers may pursue advanced education and employment in management, education, research, or sales.

The Harcum College Radiologic Technology Associate of Science Degree program is nationally accredited by the Joint Review Committee on Education in Radiologic Technology (JRCERT). Additional information can be found at: Joint Review Committee in Education in Radiologic Technology, 20 North Wacker Drive, Suite 2850, Chicago, IL 60606-3182, 312704-5300, www.jrcert.org, or mail@jrcert.org.

Program Outcomes

Upon completing the program graduates will be able to:

• Demonstrate and employ the skills of clinical competence.

Student will demonstrate proper positioning techniques to produce optimal diagnostic images.

Student will manipulate technical factors to produce quality images.

Student will demonstrate appropriate radiation safety principles.

Student will provide competent patient care.

• Demonstrate effective communications skills

Student will practice effective verbal and writing skills for the professional field and continuing education.

Students will continue to refine verbal and written skills to communicate with patients, co-workers, and the radiologist.

• Demonstrate effective critical thinking skills.

Student will adapt positioning of non-routine patients.

Student will demonstrate problem solving ability.

Student will design an alternate care plan for trauma patients.

• Demonstrate Professionalism

Student will demonstrate a professional demeanor with their diverse patient population.

Student will adhere to uniform policies and act in a professional manner in the clinical setting.

Students will answer patient questions professionally and respect their confidentiality.

Radiologic Technology Curriculum

SUMMER 2

AHS 102Comprehensive Medical Terminology3 cr.

RAD 101Introduction to Radiologic3 cr. Sciences & Patient Care 6 cr.

FALL 1

*BIO 103Human Anatomy & Physiology I4

RAD 102Radiographic Procedures I4

103Radiographic Exposures I3

113College Mathematics

104Clinical Education I

SPRING 1

*BIO 104Human Anatomy & Physiology II4 cr.

RAD 105Radiographic Procedures II4 cr.

RAD 106Radiographic Exposures II3 cr.

SOC 115Diversity in Society 3 cr. **RAD 107Clinical Education II 2 cr.

SUMMER 1 & 2

ENG 101English Composition I 3 cr.

RAD 201Radiographic Procedures III2 cr.

**RAD 108Clinical Education III 3 cr. 8 cr.

FALL 2

RAD 205Radiographic Procedures IV3 cr.

RAD 202Radiation Protection & Biology3 cr.

ENG 102English Composition II 3 cr.

RAD 203Radiographic Pathology 3

204Clinical Education IV 3

SPRING 2

RAD 208Radiographic Procedures V3 cr.

HUM 202Health care Law & Ethics3 cr.

PSYPsychology Elective 3 cr.

RAD 209Registry Review 3 cr.

**RAD 207Clinical Education V 3 cr. 15 cr.

Total Credits: 76 Credits

* If applying for transfer credit, these two courses must be completed at the same college or university.

** Students are responsible for their own transportation to and from the clinical education site.

Prerequisites for Admission

• Minimum SAT or ACT score: (Old) 900 Critical Reading and Math (New) 980 Evidence-Based Reading/Writing and Math, or minimum composite ACT: 19.

• A minimum 2.5 GPA for either high school or recent college experience.

• Additional essay required.

• Job shadowing experience: It is highly recommended that all applicants shadow a Radiologic Technologist for 6-8 hours in a hospital or imaging center and submit the appropriate form for verification.

Application Deadline

All application materials for the Radiologic Technology program are due to the Office of Admissions by February 15.

Additional Information

• Prior to the student’s first semester, a child abuse clearance and criminal history background check must be completed.

• There are some out-of-pocket expenses involved with the clinical component. These include, but are not limited to: uniforms and shoes, x-ray markers and radiation monitoring badges, CPR training, transportation to and from the clinical site, and all medical clearances including a yearly flu shot.

• Once accepted to the program, students are required to have a physical examination, PPD test, hepatitis B vaccine, proof of current CPR certification, and proof of medical insurance (See Health Center forms)

Program Requirements

• No prior Radiologic Technology courses will be accepted from another institution.

Essential

Functions for Radiologic Technology Students

All radiologic technologists, including student radiographers, must be able to meet certain standards, both physical and mental, in order to perform the duties and expectations of a general radiographer. Each student must have the following abilities:

Physical

• Walk upright, bend over easily, and be able to carry between 20 and 30 pounds. This is the approximate weight of 4 or 5 image receptors.

• Position patients for radiographic examinations.

• Maneuver all x-ray equipment, for example, raise the x-ray tube or lower it, and push and position the mobile units.

• Hear and distinguish various equipment and background sounds during equipment operations.

• Visually and acutely monitor patients in dimmed lights, and be able to respond quickly to emergency situations.

• Assist patients in and out of wheelchairs.

• Push wheelchairs and stretchers with patients in them.

• Assist patients while walking with them.

• Move and/or lift patients from stretchers to radiographic table, and vice-versa.

• Administer CPR after proper certification and instructions.

• Read and apply instructions in treatments or examinations, write and record notes and patient histories properly.

• Communicate in a clear and concise manner to patients, to people in other departments, as well as to family members of the patient.

• Use a keyboard for retrieving information from the computer.

• Reach up to 6 feet off the floor with the assistance of a step stool.

• Work around, set up, and maintain a sterile field.

• Walk up and down stairs without difficulty or delay.

Cognitive

• Act quickly and make responsible decisions in emergency situations.

• Understand and apply clinical instructions given from department personnel.

• Complete tasks in a timely fashion consistent with department and clinical protocol.

• Work cooperatively with other healthcare workers.

• Follow directions from senior technologists/Clinical Instructors.

• Act in an ethical manner consistent with the Code of Ethics developed by the ARRT.

• Possess emotional well-being to complete, comply, and deliver services necessary for correct diagnosis and treatment of the patient.

Veterinary Nursing

Associate of Science

The terms veterinary technician and veterinary nurse are currently used interchangeably in the veterinary profession. This six-semester, associate’s degree program prepares students to enter a career as a veterinary nurse in private veterinary practice, zoo/wildlife medicine, biomedical research, pharmaceutical sales, teaching, humane societies, raising livestock, or anywhere that the health and welfare of animals is a concern. Students get their hands-on experience at the University of Pennsylvania School of Veterinary Medicine.

Accredited by the American Veterinary Medical Association, the program’s graduates are eligible to sit for the Veterinary Technician National Exam.

Program/Department

Mission Statement

The Harcum College Veterinary Nursing Program strives to promote lifelong learning and compassionate care by providing the highest level of veterinary nursing education. The Veterinary Nursing Program, in partnership with the University of Pennsylvania Veterinary Hospitals, offers opportunities for students to develop advanced technical abilities; to demonstrate the highest respect and concern for the welfare of patients; and to work as a member of the veterinary team in a professional and ethical manner, while promoting the profession of veterinary nursing , and the role of the licensed veterinary nurse, through community outreach and knowledgeable client education.

Program Outcomes

• Veterinary Nursing graduates will demonstrate effective verbal and written communication skills.

• Veterinary Nursing graduates will demonstrate safe and effective animal handling techniques.

• Veterinary Nursing graduates will demonstrate competency in clinical skills enabling them to work effectively in a variety of veterinary settings.

• Veterinary Nursing graduates will successfully demonstrate knowledge in all domains represented on the Veterinary Technician National Examination.

Veterinary Nursing Curriculum

FIRST SEMESTER

ENG 101English Composition I 3 cr.

MTH 113College Mathematics 3

CHE 103Introduction to Chemistry4 cr.

VET 102Introduction to Veterinary Nursing 3 cr.

VET 108Anatomy & Physiology 4 cr. of Domestic Animals I

SECOND SEMESTER

ENG 102English Composition II 3 cr.

VET 103Veterinary Nutrition for 1 cr. Companion Animals

VET 110Anatomy & Physiology of4 cr. Domestic Animals II

VET 235Laboratory Animal Science4 cr.

VET 227 Exotic Animal Nutrition and 3 cr. Management

DIV Diversity Elective 3 cr. 18 cr.

THIRD SEMESTER

SOCSocial Science Elective 3 cr.

VET 117 Veterinary Clinical Pathology I 4 cr. VET 228Surgery & Radiology 4 cr.

VET 229 Principles of Large Animal Medicine3 cr.

VET 240Veterinary Clinical Pathology II4 cr. 18 cr.

FOURTH SEMESTER

HUMHumanities Elective 3 cr.

VET 116Veterinary Clinical Pathology III4 cr.

VET 118 Pharmacology & Anesthesia 3 cr.

VET 245Advanced Nursing Skills 4 cr.

VET 250Veterinary Technology Senior Seminar1 cr. 15 cr.

FIFTH SEMESTER

SMALL ANIMAL PRACTICUM*

VET 304Oral/Written Report and Final Exam1 cr.

VET 305Wards Rotation 2 cr.

VET 306Intensive Care Rotation 2 cr.

VET 307Surgery Rotation 1 cr.

VET 308Anesthesia Rotation 2 cr.

VET 309Specialty Medicine Rotation2 cr.

VET 315Radiology Rotation 1 cr.

VET 316Emergency Rotation 2 cr. 13 cr.

SIXTH SEMESTER

LARGE ANIMAL PRACTICUM*

VET 314Orientation, Final Exam and Case Study1 cr.

VET 320Anesthesia Rotation 2 cr.

VET 321Operating Room Rotation1 cr.

VET 322Critical Care Rotation 1 cr.

VET 323Patient Care Rotation 1 cr.

VET 324Overnight Nursing Rotation1 cr.

VET 325Medicine/Nursing Surgery Rotation1 cr.

VET 326Field Service Rotation 1 cr.

VET 327Clinical Laboratory & Pathology Rotation1 cr.

VET 328Sports Medicine Rotation1 cr.

VET 329Large Animal Elective 1 cr. 12 cr.

Total Credits: 93 Credits

*Small Animal and Large Animal Practica

Veterinary Nursing students are required to complete two twelve-week practica: 1) the Small Animal Practicum at the Matthew J. Ryan Veterinary Hospital, the University of Pennsylvania’s small-animal hospital in Philadelphia; and 2) the Large Animal Practicum at New Bolton Center, the University of Pennsylvania’s large-animal hospital in Kennett Square, PA. These practica involve approximately 40 hours per week including weekend and evening duty. The practica are undertaken after completion of all academic coursework.

To attend practica, students must have a GPA of 2.0 or higher in Veterinary Nursing courses as well as an overall GPA of 2.0 or higher. Public transportation to New Bolton Center is not available. Therefore, students are required to room at New Bolton or provide their own transportation to attend practicum.

Policy pertaining to Success on Penn-Vet Practicum:

• All students must complete both the large and the small animal practicum at PennVet.

• Students must receive a grade of C or better in all rotations.

• Any student receiving a grade less than C in any one rotation must re-register and retake that rotation.

• If a student receives a grade less than C in a second rotation, the student will be academically dismissed from the program.

• PennVet reserves the right to terminate the practicum for any student who does not meet requirements as specified in the Veterinary Nursing Essential Functions.

Admission Requirements

Acceptance into the Veterinary Nursing Associate of Science Degree program is dependent upon the following entrance requirements:

• Completion of Algebra I and II, biology and chemistry, with earned grades of “C” or higher. College courses may be substituted for any or all of these courses.

• Minimum SAT or ACT score: (Old) 900 Critical Reading and Math or (New) 980 Evidence-Based Reading/Writing & Math or minimum composite ACT: 19.

Personal essay Letter of Recommendation

Harcum Placement Tests: candidates may be required to take the Harcum Placement Tests in English, math, and/or reading. The Admissions Office will notify the candidates who need to take the placement exam(s).

Program Requirements

Academic regulations applying to all students at Harcum College are published in the Harcum College Catalog and Student Life regulations appear in the Student Handbook. Academic programs are allowed to have rules that are more stringent than College rules, and when that occurs, the stricter rule takes precedence. Listed below are rules particular to the Veterinary Nursing Program.

• To pass a 4 credit class with a lab, you must pass the lab as well as the lecture.

• You must earn a grade of C (73) or better in ALL of your classes, including general education classes. The C or better rule also applies to practicum rotations.

• If you do not earn a grade of C or better in any class, you will have to take the class over.

• Students are allowed only two attempts to pass a Veterinary Nursing class. Failure to earn a grade of C or better with the second attempt will result in dismissal from the program.

• Students are allowed to repeat a maximum of two Veterinary Nursing classes during their time in the program.

• Needing to retake a third Veterinary Nursing class will result in dismissal from the program.

• Veterinary Nursing students are allowed to register for two 18-credit semesters.

• Before starting practicum all students must have documented 60 hours of practical experience in a veterinary setting.

Essential Functions for Veterinary Nursing Students

Essential Functions represent the essential non-academic requirements of the program that are required to participate successfully in the program and become employable. It is understood that prior to beginning the Veterinary Nursing Program, the student has read and fully understands these requirements. It is further understood that if it becomes apparent at any point in the program that the student does not possess the required abilities, that the student can be dismissed from the program.

The following is a list of the abilities and skills applicants for admission into Veterinary Nursing Program courses must possess:

• Manual Dexterity: ability to use hand(s), wrists, and fingers or prosthetic devices to manipulate with coordination, including adequate hand strength, and the ability to safely use a syringe.

• Fine Motor: ability to manipulate small objects with fingertip or adaptive devices.

• Mobility and Physical Strength: ability to maneuver in patient care settings and the laboratory, ability to lift/carry 30 pounds, and ability to stand for extended periods of time, walking, sitting, bending, kneeling, floor sitting, grasping, hand-eye coordination.

• Cognitive: ability to make ethical and rational decisions, maintain emotional and psychological stability in stressful situations, ability to remember instructions and carry out tasks over time, to problem solve and deal with unexpected situations, effectively process information, prioritize, and problem solve within an environment containing multiple distractions.

• Social: to engage in face-to-face verbal conversation, make eye contact and use appropriate body language, work in a cooperative professional manner with others individuals of differing personalities and background and accept constructive criticism from supervisors and to modify behavior accordingly, be able to participate effectively as a member of a health care team. Ability to present oneself in a manner (dress, body

language, personal hygiene, verbal style) that is accepted by peers, clients, and employers. Students must be able to communicate clearly and effectively in both the academic and clinical setting.

• Vision: ability to distinguish red, yellow, and blue colors; distinguish clear from cloudy and distinguish objects through a microscope, visual acuity (near/far), visual depth perception, full field vision, spatial perception (ability to "visualize" objects), form perception (ability to perceive and recognize shapes).

• Hearing: ability to adapt with assistive devices (i.e., phone receivers, hearing aid, etc.) including successful use of a stethoscope, ability to hear normal conversation, ability to hear telephone conversation.

• Speech: ability to clearly and effectively communicate verbally in English. The student must be able to verbally communicate in a professional manner with faculty and other members of the program.

• Writing: ability to clearly and effectively communicate in the written form in English, document entries into medical charts using the prescribed format and appropriate grammar, punctuation, spelling, and style. Written communication in the clinical setting must be complete, legible and accurate.

• Reading: ability to read, understand, and follow directions printed in English, ability to comprehend manuals, instructions for maintenance of equipment, safety rules and procedures, medical and educational charts.

• Environment: work in an environment that includes medical equipment, ability to tolerate exposure to dust, fumes, odors, and toxic or caustic chemicals, wearing of protective clothing (mask, gloves, eyewear).

All students in the Harcum Veterinary Nursing program must receive the Rabies preexposure vaccination series and provide documentation of such by the end of the first semester.

CenterforArtand DesignatHarcum

FashionDesign

AssociateofScience

TheFashionDesignProgrampreparesstudentsforprofessionalsuccessinthefashion industrywithtracksinboththedesignand marketingoffashion,wefostercreativity, careerreadiness,andaglobalperspective. Excellentacademicprograms,hands-onexperientiallearning,andcollaborationswithfashionindustrypartnerspreparestudentsfor careersinfashionortotransfertofouryear schools.TheFashionPrograms embracethe valuesofdiversity,inclusiveness,andsustainabilityandfosterasenseofcommunity

ProgramOutcomes

•Applydesignthinkingtodevelop,design, construct,andcreateahigh-quality originalapparelcollection.

•Employflatpatternanddraping techniquesincreatinggarments.

•Analyzeandevaluateavarietyoftextiles toselectthemostappropriatefordesign application.

•Evaluateandsupportdesigndecisionsin thecontextofcurrentandhistoricfashion movements,designers,andinfluencers.

•Practiceprofessionalbehaviorandutilize appropriateindustryterminologyinoral, written,andvisualcommunication.

•Createconceptboards,designboards, andtechnicaldrawingsusinghandillustratedanddigitaltechniques.

•Prepareforacareerinthefashion industrybycreatingbothphysicaland digitalportfoliosandarticulatingprocess andinspiration.

•EmployComputer-AidedDesignto modelproductconstructionintechnical packs.

FashionDesign Curriculum

FIRSTSEMESTER

RET116IntroductiontoFashion 3cr.

FSH106ApparelConstructionSkills 3cr.

RET211Textiles 3cr.

ART213FashionIllustration 3cr.

IDS103CollegeOrientation&ResearchSkills3cr. 15cr.

SECONDSEMESTER

FSH105PhotoshopforFashion 3cr.

RET115FashionHistory 3cr.

ENG101EnglishCompositionI 3cr.

MTH111QuantitativeReasoning 3cr.

FSH102FlatPatternDesign 3cr. 15cr.

THIRDSEMESTER

FSH202PortfolioandPresentation 3cr. FSH201Illustrator,Flats&TechnicalDrawing3cr. FSH107Draping 3cr. ENG102EnglishCompositionII 3cr. SCIELEScienceElective 3/4cr. 15/16cr.

FOURTHSEMESTER

FSH203TechnicalDesign–CADandProduction3cr. FSH210SeniorCollectionWorkshop 3cr. RET213GlobalIssuesintheFashionIndustry3cr. SOCELESocialScienceElective 3cr. GENELEOpenElective 3cr.

TOTALCREDITS:60/61

PrerequisitesforAdmission: Graduated highschoolorhaveearnedaGED.

Fashion Merchandising

Associate of Science

A Fashion Merchandising degree at Harcum College will prepare you to focus your creative passion on marketing and selling fashion items over a variety of digital and in-person platforms.

Program Outcomes

• Industry Knowledge: Develop a comprehensive understanding of the global fashion industry, its processes, participants, history, current trends and future directions.

• Marketing: Employ strategic marketing tactics grounded in a deep understanding of consumer behavior and market segmentation over both digital and traditional channels.

• Trend Analysis: Analyze and predict trends based upon detailed knowledge of fashion cycles, theories of adoption and market research.

• Retail Management: Demonstrate proficiency in all aspects of retail management: inventory, buying, operations, assortment planning and customer service.

• Visual Merchandising: Apply principles of visual merchandising to create compelling displays that enhance the shopping experience and maximize sales in both online and in-person environments.

• Ethics and Sustainability: Promote ethical practices including responsible sourcing, fair labor practices, corporate social responsibility and reducing the environmental impact of fashion product.

Fashion Merchandising Curriculum

FIRST SEMESTER

SECOND SEMESTER

FSH

THIRD SEMESTER

FSH

FOURTH SEMESTER

RET

Prerequisites for Admission: Graduated high school or have earned a GED.

Graphic

Design

Associate of Science

The Graphic Design Program prepares students for a freelance or entry-level career in the design field. Learning from professionals in the field, students develop techniques and procedures required to produce a concept and render a visual image using professional design software. Students are prepared to meet the demand of working with deadlines, clients, art directors, and budgets.

Program Outcomes

• Develop the skills necessary to effectively use the basic tools of design, illustration, and production.

• Demonstrate creative problem solving through projects that require realistic solutions.

• Acquire a working knowledge of graphic design, layout, illustration, typography, and computer graphics.

• Be prepared for the employment demand of working with deadlines, clients, art directors, and budgets.

• Create a professional portfolio and online digital portfolio.

Many types of organizations hire designers as full-time or part-time employees. Many designers prefer freelance practices, building their businesses over time.

Most graphic designers spend the vast majority of their time working on computers. Many younger designers break into the industry by employing these skills.

Graphic Design Curriculum

FIRST SEMESTER

SECOND SEMESTER

THIRD SEMESTER

FOURTH SEMESTER

Interior Design

Associate of Science

Interior Designers are highly imaginative, artistic, and resourceful. Combining their creative talents with critical thinking and technical skills enables designers to develop design solutions that are safe, functional, attractive, and socially and environmentally responsible.

At Harcum College, Interior Design is a humanistic discipline: the art of conceiving, planning, and creating interior spaces that are made to serve people in answer to their individual and collective needs and desires. We focus on encouraging students to become thoughtful, innovative, and responsible designers.

Through the studio experience, students learn by doing. Critical thinking, creative exploration, and the development of technical skills enable students to become Interior Design professionals. They learn to balance theory and practice, form and function, all while expressing their own personal style.

Students will learn CAD, Sketch-UP, Photoshop, and other regularly updated computer programs to meet the current needs of the industry. Practicum and co-ops are available for students to receive hands-on experience in the field.

Program Outcomes

• Graduates will apply knowledge of design principles to develop creative solutions to interior design problems.

• Graduates will demonstrate oral, written, and graphic communication skills and techniques needed for success in the interior design field.

• Graduates will create effective design solutions through the selection of appropriate materials, finishes, and furniture.

• Graduates will solve interior design problems with applicable codes and industry standards.

• Graduates will demonstrate the attitudes and values of professional responsibility, accountability, and effectiveness with respect to the health, safety, and welfare of others and the environment.

Program Schedules

Individuals seeking a career change (with or without a prior degree) find this program especially attractive. The Interior Design program is designed for full-time or part-time students. Flexible schedules accommodate working professionals. Graduates meet academic eligibility standards for professional licensing examinations (NCIDQ).

Please call 610-526-6095 to set up an individual meeting to review your college transcript(s) to determine what may be eligible to transfer. By transferring general education credits, students may be exempt from re-taking core requirement courses. Students may begin the Interior Design program in the fall, spring, or summer.

As a graduate you may choose to enter the profession as designers specializing in areas which include:

• Commercial Design, Government Design

• Residential Design, Home Staging

• Kitchen and Bath Design

• Sustainable Design

• Facilities and Planning

• Hospitality and Retail Design

• Manufacturer's Rep, Home Furnishing Sales and Design

Full-time Course Sequence

FIRST SEMESTER

SECOND SEMESTER

THIRD SEMESTER

FOURTH SEMESTER

Design Electives

DES 212 Lighting for Commercial and Residential Spaces

DES 230 Practicum I

DES 231 Practicum II

DES 306 Kitchen & Bath Fundamentals

DES 308 Sustainable Design

DES 310Selected Studies in Interior Design I

DES 311Selected Studies in Interior Design II

DES 312 Decorative Arts

DES 251 CAD II

DES 111 Feng Shui

Please note for NCIDQ eligibility, a work component beyond 60 Interior Design credits is required.

Prerequisites for Admission: Graduated high school or have earned a GED.

CenterforBusiness

Business Management

Associate of Science

The Business Program prepares students for employment and continuing education through the integration of theory and practice. Using an interdisciplinary approach, the department blends the College's core curriculum with the student's desired area of study (business management, marketing, or sports management). The program prepares students to compete effectively in the local, national and global marketplace. The department is committed to preparing its students to assume leadership roles in their professions and communities. The Business Program encourages students to be active learners and engage them in projects that emphasize critical reasoning, analytical thinking and communication. The Business Program foundation is based upon ethical business practices and behavior, social responsibility, and a commitment to lifelong learning.

Program Outcomes

• Explain and integrate business practices (marketing principles, strategy development, and management) in a student's chosen major.

• Apply data analysis, critical thinking, and effective information reporting techniques in a variety of business and management contexts.

• Evaluate marketing challenges and formulate practical solutions as demonstrated through strategic marketing plans.

• Demonstrate effective communication skills ( oral and written) and leadership skills by presenting case studies and projects individually and in teams.

• Apply ethical and legal business practices in making responsible business decisions

Business Management Curriculum

FIRST SEMESTER

ENG

Business Electives

SMM 101Introduction to Digital and Social Media Marketing

BUS 242Advertising

SPM 101Sports In Society

BUS 109Principles of Management

BUS 270Operations Management

SMM 210Digital and Social Media Marketing Strategy

SMM 220Consumer Behavior

SPM 102Principles of Sports Management

SECOND SEMESTER

THIRD SEMESTER

FOURTH SEMESTER

BUS

Credits: 60

Prerequisites for Admission: Graduated high school or have earned a GED.

Sports Management

Associate of Science

The Business Program prepares students for employment and continuing education through the integration of theory and practice. Using an interdisciplinary approach, the department blends the College's core curriculum with the student's desired area of study (business management, marketing, or sports management).

The Sports Management program prepares students to compete effectively in the local, national, and global marketplace. The department is committed to preparing its students to assume leadership roles in their professions and communities.

The Business Department encourages students to be active learners and engage them in projects that emphasize critical reasoning, analytical thinking, and communication. The Business Program foundation is based upon ethical business practices and behavior, social responsibility, and a commitment to lifelong learning.

Program Outcomes

• Explain and integrate business practices (marketing principles, strategy development, and management) in a student's chosen major.

• Apply data analysis, critical thinking, and effective information reporting techniques in a variety of business and sports management contexts.

• Evaluate marketing challenges and formulate practical solutions as demonstrated through strategic marketing plans.

• Demonstrate effective communication skills (oral and written) and leadership skills by presenting case studies and projects individually and in teams.

• Apply ethical and legal business and sports practices in making responsible business decisions.

FIRST SEMESTER

SECOND SEMESTER

THIRD SEMESTER

FOURTH SEMESTER

Centerfor SocialSciences

Social Justice

Associate of Science

In the Social Justice degree program students will develop a foundational understanding of the civil and criminal justice systems, community organizations, social movements, and the impact of bias, discrimination, and inequality. Current and historical social issues and movements will be included in the coursework (mass incarceration, real estate redlining, and inequality in healthcare).

Program Outcomes

• Differentiate the criminal and civil justice systems.

• Compare and contrast how juveniles and adults are treated in the criminal justice system.

• Describe and apply a code of conduct and distinguish ethics from laws and morals.

• Explain the purpose and value of an ‘empathetic approach’ to individuals within the criminal justice system.

• Debate common sociological criminal behavior theories.

Full-time Course Sequence

FIRST SEMESTER

SECOND SEMESTER

Prerequisites for Admission:

Graduated high school or have earned a GED.

CRIMINAL JUSTICE ELECTIVES

CJ 185 Policing & Police Practices

CJ 195 Domestic Violence & the Criminal Justice System

CJ 200 American Court System

CJ 205 Gangs Organized Crime

CJ 210 Police/Community Relations

CJ 235 White Collar Crime

CJ 240 Critical Issues in Criminal Justice

CJ 286 Animal Law

CJ 299 3Independent Study

THIRD SEMESTER

CJ

FOURTH SEMESTER

Students must complete 30 credit hours at Harcum.

ELE General Elective is an open elective. Any 3-credit college-level course may be taken to fulfill the open elective requirement.

Early Childhood Education

Associate of Arts

The Early Childhood Education Program is designed to prepare students for one of two optional career paths:

• Through courses in early childhood development, program planning, and a variety of supervised practicum experiences with young children, students will be prepared to enter the field of childcare as assistant teachers or assistant group supervisors. After two years’ experience in the field, graduates with an associate degree may advance professionally to hold positions as lead teachers or group supervisors. Graduates of the program work in infant/toddler programs, preschool settings, and other childcare venues.

• Students who wish to become certified teachers in Early Childhood Education (Pre-K through 4th grade), Elementary/Middle Grades (Grades 4th –8th), and/or Special Education are provided with the opportunity to acquire foundation skills in education, as well as to fulfill their core course requirements before transferring to a four-year education program.

All professional coursework begins in the Fall semester. Students may enroll in other semesters to complete core and preparatory coursework.

Supervised field experiences are an integral part of the Early Childhood Education curriculum. In the final semester, students take on more direct responsibilities and, through extensive supervised practical work at the site, develop entry-level skills in early childhood education.

Child Development Associate (CDA) Option: A CDA qualifies a student to work in Head Start, Keystone Stars, and NAEYC accredited child care centers. Students who have a current (not expired) CDA certificate may transfer in nine credits that will be reviewed with the student and approved by the Early Childhood Education program director. For more information, contact the Early Childhood Education office at 610-526-6035.

Program Outcomes

• Graduates will examine and analyze theories, trends, and issues affecting child development.

• Graduates will identify the importance of family and community building.

• Graduates will observe and assess young children and accommodate for the needs of diverse learners.

• Graduates will demonstrate leadership and professionalism.

• Graduates will plan developmentally appropriate lessons that consider student differences.

• Graduates will display effective skills in written and verbal communication.

Early Childhood Education Curriculum

Prior to placement in College level math and English courses, students are required to complete a placement test to determine if the student is adequately prepared or if the student will be required to take college preparation courses. College preparation courses qualify for financial aid but do not count towards degree completion.

FIRST SEMESTER

EDU 112Early Childhood Education4

154Child Development

120Integrated Arts in Education3

101English Composition I

Prior to enrolling in 200-level coursework in Early Childhood Education, all developmental course work in reading and English must be completed, and students must meet professional development requirements. A student placing at developmental level courses may need to consider a 2 and a half to 3-year track to allow completion of preparatory course work.

SECOND SEMESTER

EDU 122Introduction to Special Education3 cr.

EDU 220Early Literacy 3 cr.

EDU 202Program Planning: Infant/Toddler4 cr.

ENG 102English Composition II 3 cr.

EDU 120 Classroom Management 3 cr. 16 cr.

THIRD SEMESTER

EDU 206Science Methods PreK-4th3 cr.

EDU 209Math Methods PreK-4th 3 cr.

EDU 212Social Studies Methods PreK-4th 3 cr. ELE General Elective 3

MTH 111 Quantitative Reasoning 3

FOURTH SEMESTER

PSY 213 Educational Psychology 3 cr.

EDU 228PreK Methods & Field Experience 6 cr.

HUM Humanities Elective 3 cr.

BIO or GSCScience Elective (based on lab) 3 or 4 cr.

15 or 16 cr.

Total Credits: 62 - 63 (based on science lab)

*All program specific courses required in the Early Childhood Education curriculum must be completed with a grade of C or higher.

Prerequisites for Admission

Acceptance into the Early Childhood Education program is dependent upon the following entrance requirements:

• Graduated high school or have earned a GED.

• Priority application deadline date is May 1.

Before beginning professional coursework, accepted students must show proof of the following:

• Child abuse clearance

• Criminal record check

• Physical examination

• Immunization (Mantoux/PPD TB test, MMR booster)

• Hepatitis B series immunization

*Please note that observation sites require the legal and medical clearances listed above. Results of the background checks may affect the ability to complete the degree in Early Childhood Education and obtain a position in the field.

Essential Functions for Early Childhood Education Students

Essential Functions are defined as the skills a candidate must bring into the program in order to be successful as a student in the Early Childhood Education program and, after graduation, an Early Childhood Education professional.

Physical

• Motor skills: standing (with good balance); walking; sitting; lifting/carrying 50 lbs.; pushing/pulling 100 lbs.; bending; crouching; kneeling; crawling; floor sitting; grasping: firm/strong; grasping: light; reaching forward; reaching overhead; eye-hand coordination; comfort with dance and movement.

• Sensory/Perceptual: vision acuity: near; vision acuity: far; vision: depth perception, full field of vision; hearing: hearing normal conversation; comfort with background music; toleration of noise; tactile perception: comfort with tactile contact.

• Environmental: Indoor work; outdoor work; exposure to slippery or uneven surfaces; wearing of protective clothing (mask, latex gloves); handling of bodily fluids and solids; exposure to smells of bodily fluids and solids; handling of cleaning fluids/wipes; handling of electrical appliances or tools.

Cognitive

• Reasoning: recognize abstract and concrete variables; define problems, collect data, establish facts, and draw valid conclusions; interpret instructions furnished in oral, written, or schedule form.

• Problem-solving: deal with unexpected situations; carry out written or oral multiple-step instructions; remember instructions and carry out tasks over time; generalize instructions from one situation to another.

• Mathematics: add, subtract, multiply, and divide whole numbers and fractions; calculate time; make simple measurements.

• Reading: comprehend manuals, instructions for maintenance of equipment, safety rules and procedures, medical and educational charts; read aloud to groups in an engaging manner.

• Clerical reading: perceive pertinent detail, proofread words and numbers, observe differences in copy.

• Writing: prepare reports using prescribed format; make entries into medical and educational charts; conform to all rules of punctuation, spelling, grammar, and style.

• Work pace: maintain a work pace appropriate to a given workload, including regular attendance at the site.

Social-Emotional

• Social skills: engage in a face-to-face verbal conversation, making eye contact and using appropriate body language; relate appropriately to a range of individuals of a variety of ages and backgrounds (children, colleagues, parents, agency representatives).

• Dependability (effective time management, follow through on commitments and responsibilities).

• Professional presentation: presenting oneself in a manner (dress, body language, verbal style) that is accepted by peers, clients, and employers; initiative –self-starting projects, tasks, and communications; searching out answers using appropriate resources.

• Cooperation: working effectively with other individuals.

• Organization: prioritizing needs, tasks, responsibilities; maintaining effective workspace.

• Supervision: give and receive constructive feedback and modify behavior accordingly.

The ability to perform all of the above-listed Essential Functions – with or without accommodations – is essential for successful completion of the Early Childhood Education Program.

Under the Americans with Disabilities Act (ADA), students with disclosed and documented special needs are entitled to reasonable accommodations related to their disability to help them achieve Essential Functions.

Educational Studies

Associate of Arts

Educational Studies equips students with a strong foundational understanding of educational principles, pedagogy, and the critical skills necessary for success in the field of education. Through interdisciplinary study, students delve into foundational theories and practices, covering topics such as educational psychology, curriculum development, assessment, and classroom management. Graduates emerge equipped prepared to enter the educational workforce or to transfer to a baccalaureate program for teacher certification.

Program Learning Outcomes

Students will be able to:

• Name fundamental educational theories, principles, history, and philosophies of education and educational settings

• Develop effective pedagogical practices, including lesson planning, instructional strategies, classroom management techniques, and differentiation strategies

• Explain instructional strategies that effectively integrate technology use in the classroom

• Identify ethical considerations in education, adhering to professional standards and demonstrating a commitment to fairness and equity.

• Explain data-driven assessment practices in education to assess student progress, identify areas of need, and explain targeted interventions to support diverse learners

• Summarize diverse cultural backgrounds, communities, and culturally responsive teaching strategies to create an inclusive and supportive learning environment for students

Educational Studies Course Sequence

FIRST SEMESTER

IDS

SECOND SEMESTER

EDU

General Studies

Associate of Arts

The General Studies Associate of Arts Degree program is designed for those students who expect to transfer to a four-year college or are undecided about a specific program of study and wish to explore a variety of academic fields. The curriculum permits students specialized, individual planning through the selection of electives.

FIRST SEMESTER

THIRD SEMESTER

EDU

SECOND SEMESTER

FOURTH SEMESTER

EDU

THIRD SEMESTER

FOURTH SEMESTER

Prerequisites for Admission

Acceptance into the General Studies program is dependent upon the following entrance requirements:

Graduated high school or have earned a GED.

HumanServices

AssociateofArts

TheHumanServicesprofessionisdedicated toprovidingservicestoindividualsandfamilies inneedofassistance.Thegoalofhumanservicesworkistoenhancethequalityoflifefor thosewhoareserved.Someoftherolesperformedinclude:counselortothosewhoneed support,brokertohelppeopleaccesscommunityservices,teacherofdailylivingskills,advocateforthoseunabletodosoforthemselves, mediatorbetweenclients andagencies,and caregivertochildren,elders,anddisabledadults.

Thepioneersofhumanserviceseducation programsbelievedthattheanswertoworkforce needswasnottotrainanothergroupofspecializedprofessionals,buttodevelopanew typeofworker–the“generalist.”Harcum’sprogramincludesgeneralistskillssuchasinterviewing,observing,andrecordingpertinent information,implementingtreatmentplans, advocatingforclients,conductinggroupsessions,andmobilizingcommunityresources.

Asworkingconditionsmayvaryconsiderably,studentsalsolearnawiderangeofinterventionsandskillsthatcanbeadaptedtospecific populationsinvarioussettings,suchasresidentialtreatmentfacilities,correctionalfacilities, grouphomes,halfwayhouses,youthservices agencies,mentalhealthfacilities,andsubstance abuseprograms.Inaddition,studentsreceive coreeducationalcoursesin theliberalarts, socialsciences—particularlysociologyandpsychology—humanities.

Amajorcomponentofallhumanservices educationisgainingexposuretothevarietyof disciplines,professionals,andsubjectmatter thatstudentswillencounterinthefield.Thus, theHumanServicesprogramatHarcum includeselectiveoptionsinaclassroomsetting toenhancestudents’generalistbackgrounds. Forexample,studentshavetheopportunityto chooseselective classesinotherdisciplines suchasEarlyChildhoodEducationorCriminal Justice,wheretheywillbeabletoexploretheir owninterestswithstudentsfromtheseprograms.Thisnetworkingexperiencealsosimulatesahumanservicessettinginwhich professionalsfromnumerousdisciplinescollaborateasateamadvocatingforclients. However,notallelectivesareofferedeach semesterandallelectivesmustbeapproved bytheProgramDirector.

ProgramOutcomes

•Examinetherequiredrolesand responsibilitiesofthehumanservice professional.

•Analyzethespecificneedsofclientswho deviatefromoptimalfunctioninginone ormoreareas.

•Identifyappropriategoalsandobjectives tomeetthespecificneedsofclients.

•Construct,implement,andevaluatethe effectivenessofserviceplansforclients.

•Examinebasicconceptsforunderstanding characteristicsofandinteractionsamong diversegroupsofpeople.

HUMANSERVICES REQUIREMENTS

FIRSTSEMESTER

IDS103*CollegeOrientation&ResearchSkills3cr. orELE

HSC101IntrotoHumanServices 3cr. IAD100AcademicDiscIIorENG101EngCompI3cr. HSC102FundamentalsofCaseManagement3cr. 12cr.

SECONDSEMESTER

ENG102CompositionII 3cr. HSC201InterventionSkillsandStrategies3cr. SOC109PrinciplesofSociology 3cr. HSC203CrisisInterventionSkillsandStrategies3cr. 12cr.

THIRDSEMESTER

MTHMathElective 3cr. PSY111IntroductiontoPsychology3cr. SCIScienceElective 3cr. SOC110SocialProblems 3cr. 12cr.

FOURTHSEMESTER

PSY156HumanDevelopment 3cr. SOC211HistoricallyMarginalizedGroups3cr. PSY158PsychologyofDisabilities3cr. ELEGeneralElective 3cr. 12cr.

FIFTHSEMESTER

PSY253AbnormalPsychology 3cr. HUMHumanitiesElective 3cr. SOC275MarriageandFamily 3cr. ELEGeneralElective 3cr. 12cr. Total60cr.

*IDS103maybereplacedwithothercourse ifstudentpreviouslyhasbeenincollege-level coursework

Studentsmustcompleteatleast30college-levelcreditsatHarcum.Pleasenotethat Partnershipstudentsmaytakeamaximum of12creditspersemester.

PrerequisitesforAdmission:

Graduatedhighschoolorhaveearneda GED.

Course Descriptions

Prefixesrepresentthefollowingsubjectareas:

ACCAccounting

ACMAnimalCenterManagement

ADArtandDesign

AHSAlliedHealthScience

ARTArt

BHSBehavioralHealthScience

BIOBiology

BUSBusiness

CHEChemistry

CISComputerInformationScience

CJCriminalJustice

DADentalAssisting

DDNGraphicDesign

DEDentalEducation

DESInteriorDesign

DHDentalHygiene

EDUEducation

ENGEnglish

ESLEnglishasaSecondLanguage

FSHFashionDesign

GSCGeneralScience

GSTGenderStudies

HSCHumanServices

HTNHistotechnician

HUMHumanities

IDSInterdisciplinaryStudies

LSLaw&Justice

MLSMedicalLaboratoryScience

MTHMathematics

MUSMusic

NURNursing

OTAOccupationalTherapyAssistant

PEDPhysicalEducation

PSYPsychology

PTAPhysicalTherapistAssistant

RADRadiologicTechnology

RDGReading

RETRetailMerchandising

SMMMarketing

SOCSociology

SPMSportsManagement

VETVeterinaryNursing

Allied Health Science

AHS 100Introduction to Allied Health Science

This course explores the role of the Allied Health professional in society today, focusing on changes in the health field, issues relating to health professionals, and factors affecting the economics of the healthcare industry. An in-depth look at the various professions that compose the allied health field is explored along with information on employment opportunities and trends within each profession.

Prerequisite: None

Credits: 3

AHS 101Basic Medical Terminology

This course provides the student with the ability to recognize, analyze, define, spell, and use basic medical terminology. Emphasis is placed on terminology used in the rehabilitation professions. Terms related to anatomy, physiology, pathology, and therapeutics are covered.

Prerequisite: None

Credits: 1

AHS 102Comprehensive Medical Terminology

In this course students will become familiar with and correctly utilize terminology that is used in all allied health professions. Students will correctly analyze, define, and apply medical terminology. Students will be able to label diagrams and to divide words into component parts, use the correct pronunciation of each word, and identify the terms that describe positions, directions, and planes of the body.

Prerequisite: None

Credits: 3

AHS 103Research Methods and Computer Applications

Research Methods and Computer Applications is a three-credit course designed for students enrolled in all academic programs at Harcum College. This course will serve as an introduction for students to develop effective research strategies in accessing information from various online resources and will impart basic computer literacy skills necessary to utilize Microsoft software applications efficiently (Word, Excel, PowerPoint, and Publisher).

Prerequisite: None

Credits: 3

AHS 106Medical Coding Concepts

This course is designed to teach students the general principles of ICD-10-CM (International Classification of Disease), CPT-4 (Current Procedural Terminology), and HCPCS (Healthcare Common Procedure Coding System) coding. Students will learn how to translate medical diagnoses, conditions, signs, and symptoms into code numbers. Emphasis will be placed on coding guidelines, control of fraud and abuse, and coding accuracy.

Corequisite: AHS 102 Credits: 3

AHS 107Medical Office Management

This course is designed to teach students the medical office administrative skills that are commonly performed in a health care setting. Students will be given hands-on experience using electronic simulation. Emphasis will be placed on good communication skills, electronic health records, managing accounts receivable and payable, and health insurance and reimbursement. Learning these vital skills will help prepare the student for entry-level office management.

Prerequisite: AHS 102 and AHS 106 Credits: 3

AHS 108Medical Billing

This course is designed to teach students the principles of medical billing and reimbursement. Students will be given hands-on instruction on how to complete claim forms (CMS-1500 and UB-04) as well as other important forms such as: patient registration forms, encounter forms, pre-authorization, and referrals. CMS reimbursement methodologies and revenue cycle management will be discussed in great detail.

Prerequisites: AHS 102 and AHS 106

Credits: 3

AHS

110Introduction

to ICD-10-CM Coding

This course is designed to teach students the principles and guidelines of ICD-10-CM diagnosis coding. Students will learn how to accurately assign diagnosis codes to patient encounters. Students must receive a grade of “C” or higher at the end of the semester in order to register for AHS 111 and AHS 112.

Prerequisite: AH 108

Corequisite: BIO 108

Credits: 3

AHS 111Introduction to

CPT Coding

This course is designed to teach students the principles and guidelines of the Current Procedural Terminology (CPT) Coding System. CPT codes are the United States standard for how medical professionals document and report medical, surgical, radiology, laboratory, anesthesiology, and Evaluation and Management (E/M) services. All healthcare providers, facilities, and payers use CPT codes for reporting and reimbursement.

Prerequisite: AHS 110

Credits: 3

AHS 112CPC Review course

This course is designed to help students prepare for the CPC exam. Students will demonstrate their knowledge of ICD-10CM, CPT, and HCPCS level II coding guidelines and regulatory rules. Mock examinations will help the student to identify the correct usage of CPT, HCPCS Level II, and ICD-10-CM codes.

Prerequisite: AHS 110

Credits: 3

AHS

201

Patient Care Technician

This course will focus on the skills that are needed to work in a physician’s office or long-term nursing care facility. Emphasis will be on communicating with the patient and properly documenting patient records including measuring and recording vital signs, blood collections, and urinalysis.

Prerequisites: AHS 100

Credits: 4

Animal Center Management

ACM 101Introduction to Animal Center Management

An animal center is a business that focuses on the care and well-being of animals. This is a survey course that will discuss sectors in the animal industry that graduates can obtain employment in. These industries are: veterinary hospital, non-profit animal center (shelter medicine), entrepreneurial (boarding, training, daycare, food industry, pet store, etc.), laboratory research, and zoos.

Prerequisite: None

Credits: 3

ACM

102Animal

Behavior

For proper caring and to avoid injury to the animal and/or the handler, it is important to understand the behavior of animals. Animal Behavior introduces students to what the animals are thinking and why they behave the way they do.

Prerequisite: None

Credits: 3

ACM 103Canine Basics: Breeds, Care, Training

Whether the graduate is working in a dog shelter, or at a veterinarian hospital, or hands on with service animals, or in a canine daycare center, or as a pet sitter, or in the canine unit for the police, a strong knowledge of canine behavior and training is essential. This course provides students with the fundamental tools to succeed in any position that requires them to work with dogs.

Prerequisite: None

Credits: 3

ACM 108 Working Animals

Today’s global community recognizes that with the proper tools and training, animals have the ability to make meaningful contributions to various work tasks and may effectively support individuals who may not otherwise be able to fully participate in the activities of daily living. This class will explore the variety of ways animals are utilized to provide comfort, service, and assistance through animal assisted intervention, emotional support animal roles, and as service dogs for those with disabilities.

Prerequisite: None

Credits: 3

ACM 109Animal First Aid & Cardiopulmonary Resuscitation (CPR)

This is a hybrid online and in-person class that will teach students how to perform Animal First Aid and CPR. This class is designed to teach students life-saving skills associated with animals. Students are expected to study on their own and complete online modules, then come into class and perform Animal First Aid and CPR. Students will be eligible to take the national Animal First Aid and CPR certification exam after completion of this course.

Prerequisite: None

Credits: 1

ACM 110 Merchandising for Pet Product Retail Industry

This class teaches how to promote the animal center and drive business to the animal center. A key emphasis is directed to marketing to Millennials through social media.

Prerequisite: None

Credits: 3

ACM 210Avian and Reptile Management

Reptiles and birds are significantly different than mammals and the requirements to properly care for them are unique. Graduates must learn the different nuances between the two and learn the proper way to maintain and handle these two species of animals.

Prerequisite: ACM 101, ENG 101

Credits: 3

ACM 240Animal Management & Nutrition

This course is an introduction to the care and management of companion animals and small mammals (dog, cat, hamsters, gerbils, rats, mice, guinea pigs, chinchillas, rabbits, ferrets). Topics include species identification, science of nutrition, nutritional needs, pet food industry, husbandry, and environmental considerations. Handling and restraint of these species will be discussed and common health concerns will be identified.

Prerequisite: ACM 101

Credits: 3

ACM 255Zoonotic Disease Prevention and OSHA

This course will introduce students to the methods used to prevent injuries and sickness in the workplace. Students will understand the potential animal hazards and safe handling techniques needed to work in a variety of anima centers. With the increase in animal care jobs, zoonotic diseases are more prevalent and understanding disease transmission and prevention is a key skill. Execution of Occupational Safety and Health Administration (OSHA) regulations is vital to mitigating animal related injuries and illness. This class will culminate in the OSHA 10 certification, an independent assessment of their skills and knowledge.

Pre-requisites: ACM 101, ACM 102, ACM 110, ACM 103

Credits: 3

Art and Design

AD 101 2D Form and Design: Value

This course emphasizes hands on learning within the studio setting. Participation in the course enables students to acquire and develop skills in the creation of two dimensional design. Using black and white media including ink, markers, graphite, and cut paper, students will explore creative methods to express ideas and solve problems. Throughout the course, focus is placed on the elements and principles of design that are essential to the creation of effective graphic compositions.

Prerequisite: None

Credits: 3

AD 102 2D Form and Design: Color

This course will introduce students to the properties of color such as hue, saturation, and temperature. Students will complete color exercises using gouache, cut paper, and digital tools. A continued focus is placed on the elements and principles of design that are essential to the creation of effective graphic compositions.

Prerequisite: None

Credits: 3

AD 103 Sculptural Practices: Additive

This course is an introduction to sculpture and form focusing on additive methods and surface treatment. Students will create three-dimensional sculptures using basic tools, techniques, and a variety of materials. The first half will focus on building form with plaster and cardboard. The second half of the course will focus on hand-built clay forms including coil pots and tilework.

Prerequisite: None

Credits: 3

AD 104 Sculptural Practices: Subtractive

This course is an introduction to sculpture using subtractive methods and surface treatment. Subtractive sculpture is the oldest form of sculpture and involves removing material, as in plaster or clay carving to create a finished work. Students will create three-dimensional forms using tools, techniques, and a variety of materials including soap, dried clay, plaster, paper, and more. Students will brainstorm, plan, sketch, discuss, and create representational and nonrepresentational sculptures.

Prerequisite: None

Credits: 3

AD 105Drawing as Dialogue

This course introduces students to the language, materials, and contemporary practices used to create drawings. Throughout the course, emphasis is placed on observational drawing activities for learning about value, form, and composition. Students will explore abstract mark making and innovative approaches to convey representation. Self-expression is encouraged. In addition, discussion is an essential part of the class dynamic, as is developing the skills of observation and articulation.

Prerequisite: None

Credits: 3

AD 106 Drawing: Abstraction, the Art of Observation

This course explores strategies for making abstract drawings using observation and imagery as a point of departure. Subjects will include forms in nature, microscopic imagery, film, and found textures. Students will be introduced to artists who use color and material in unique ways. Materials will include gouache, pastels, and collage.

Prerequisite: None

Credits: 3

AD 107 The Digital Image

This course is an introduction to Adobe Photoshop and the skills used in the creative process for editing artwork documentation and creating original imagery for both web and print. Students will learn how to make basic edits like corrections to exposure, color & lighting adjustments, cropping, and re-sizing images. The course continues with more sophisticated edits like adding text, compositing layers, layer masking, and applying filters. Students will learn how to use Adobe Bridge (a media browsing application) for organizing, navigating, and documenting their digital images.

Prerequisite: None

Credits: 3

AD 108 The Contemporary and The Modern

This course introduces modern and contemporary art and design through a thematic approach, connecting artists and movements through subject matter and form. Attention is given to gender, race, and class to expand the canon of who and what is represented. Using a variety of methods, students will begin to develop techniques used to analyze visual images of art and design. Students are encouraged to find their own critical voice through lecture, discussion, research, and analysis.

Prerequisite: None

Credits: 3

AD 210 Studio Lab

Studio Lab challenges students to develop their own artistic approach to the creative process and follow their own particular interests. Under the instructor's guidance, students will develop individual projects in a chosen material and method. On a regular basis, the instructor will assign “tasks,” which are short creative exercises, to be presented to the class. These tasks are designed to challenge the students to be innovative with alternative materials, tools, and techniques. In addition, students will be introduced to strategies for documenting and presenting their artwork in a professional manner.

Prerequisites: AD 101, AD 102, AD 103, AD 104, AD 105, AD 106

Credits: 4

AD 211Practitioners, Galleries & Museums

This course provides an opportunity for students to engage in dialogue about contemporary art, artists, designers, and the process of making art. Through class field trips to museums, galleries, and creative spaces, students will get a glimpse of, and experience the arts in and around Philadelphia. Students will work individually and collectively to document field trips through photographs and text on a blog, allowing them to turn experience into content. Additionally, students will view a selection of *Art 21 videos for an inside perspective from the artist’s voice.

*Art21 is a celebrated global leader in presenting thought-provoking and sophisticated content about contemporary art, and the go-to place to learn first-hand from the artists of our time. A nonprofit organization, Art21’s mission is to inspire a more creative world through the works and words of contemporary artists. (Art21.org)

Prerequisites: None

Credits: 3

AD 220Art & Design Portfolio

In this course students choose a fine arts or design focus under the supervision of a faculty member. Students go through a process of proposing and creating a plan with a faculty member for each project. These plans include materials, skills, and subject matter that the student will explore. The course focuses on presentation strategies for art & design work including photographic documentation of artwork and a website or blog.

Prerequisites: AD 101, AD 102, AD 103, AD 104, AD 105, AD 107, AD 108, AD 210, AD 211

Credits: 4

Art

ART 114Intro to Painting

This course introduces students to the practice, discipline, and language of painting as a means of expression. Within an art studio environment, students will develop an exploration of the techniques and poetics of painting, the nuances of the painting language, and the development of a personal direction. A wide variety of topics will be addressed such as finding presence through painting, analyzing composition, and the development of imagery, process, and content. Through a consistent painting practice, students will move towards developing personal modes of seeing, interpreting, and expressing.

Prerequisite: None

Credits: 3

Core Arts/Humanities Elective

ART 120 Integrated Arts in Education

This course introduces the student to creative expression and the multidimensional media available when designing visual and threedimensional art, music, movement, and creative drama curricula for young children. Students will be introduced to theoretical perspectives of the creative process, its benefits for intellectual, social, and emotional development, and to strategies which encourage young children to expand their self-expression experiences and skills. Students will also design, implement, evaluate, and document creative experiences for young children.

Prerequisite: None

Credits: 3

ART 213 Fashion Illustration

This course in Fashion Illustration will provide students with a comprehensive understanding of the elements and principles of design, mood boards, and flats. Students will learn to create visually compelling illustrations, experiment with various illustration techniques, and apply their skills to real-world fashion projects.This course explores the fundamentals of illustration, as well as advanced techniques, providing students with a comprehensive toolkit to express their design ideas visually and artistically. Students will learn to depict garments, accessories, and figures, creating sketches that communicate design intentions effectively. Through traditional sketching methods and digital drawing tools, students will become adept at portraying texture, pattern, color, and silhouette.

Prerequisite: None

Credits: 3

Core: Arts/Humanities Elective

SOAR: Graphic Design Program Elective

Behavioral Health Science

BHS 101Introduction to Behavioral Health Science

Understanding the study of human behavior plays a vital role in improving the quality of life for people with mental health and substance abuse disorders. This course provides a comprehensive overview of behavioral health, its basic concepts, and the various careers available in the field.

Course topics include behavioral health history, psychological disorders, basic pharmacology, drugs and their impact on society, and substance abuse counseling. Important practices such as prevention, intervention, treatment and recovery are introduced and discussed. Through case study analyses, group discussions, and personal reflections, students are encouraged to view the “helping process” with an ethical and multicultural perspective.

Prerequisite: None

Credits: 3

BHS 102Substance Abuse Counseling

With drug use on the rise in the United States and over 23.5 million Americans suffering from substance addiction, the demand for addiction treatment is critical and ever-increasing. This course examines the field of substance abuse counseling, focusing on principles of effective treatment, treatment settings, and types of counseling available to individuals, groups, and families. Journaling, group discussions, and guest speakers are included in the course experience. Students receive an extensive overview of the all-encompassing role that addiction professionals provide in prevention, intervention, relapse prevention, and aftercare.

Prerequisite: None

Credits: 3

BHS 103Professional Ethics & Advocacy

This course provides students with an understanding of ethics in healthcare. Students will learn the historical, theoretical and moral foundations of the laws, regulations, and professional codes regarding ethics in the United States. The ethical lessons learned will apply to addiction, cognitive disorders, behavioral disorders, psychiatric patients, multicultural clients, public health, supervision, and society in general.

Credits: 3

BHS 104Substance Abuse Counseling

This course provides an understanding of addiction with substance abuse issues and treatment modalities. Goals, principles, and methods of available treatments will also be examined. Treatment modalities explored will include: individual and group treatment, family treatment within traditional models of counseling and/or experiential approaches, within different levels of care. Treatment guidelines regarding working with special populations, including (but, not limited to): adolescents, gender specific, and different race/ethnicities will also be addressed.

Credits: 3

BHS 105Methods of Relapse Prevention

This course is designed to help students understand and facilitate the process of recovery among addicted individuals and reduce their risk of relapse. The primary attention will be to ascertain various established and progressive methods and strategies to help clients and their families reduce relapse risk or intervene early in the relapse process, and describe clinical tools that can be incorporated into individual, group, or family sessions. The emphasis will concentrate on a holistic approach for recovery. Sources of material that will be explored will include: mindfulness, exercise, diet, Traditional Chinese medicine (TCM), 12 step program, traditional approaches (CBT, DBT, SFT), harm reduction, acupuncture, and medicated assisted treatment.

Credits: 3

BHS 106Individual, Family, and Group Counseling

This course provides an understanding of treatment modalities for addiction with substance abuse issues. Goals, principals, and methods of available treatment will be examined. Treatment modalities explored will include: individual and group treatment, family treatment within traditional models of counseling and/or experiential approaches, within different levels of care. Treatment guidelines regarding working with special populations, including (but, not limited to): adolescents, gender-specific, and different race/ethnicities will also be addressed.

Credits: 3

Biology

BIO 101General Biology I

Biology 101 is an introductory biology course designed for non-science major biology students. Topics include cell structure and physiology, patterns of reproduction, genetics, and an introduction to molecular biology. Laboratory activities include basic laboratory skills, utilization of the scientific method, use of the microscope, and reinforcement of lecture topics.

Prerequisite: None

Credits: 4

Core Science Elective

BIO 103Human Anatomy and Physiology I

This course offers a presentation of the structure and function of the human body. It introduces the proper medical terminology used to describe the relative position of body parts, body sections and body regions, and describes the biological levels of organization found in the human body. The maintaining of homeostasis through the interaction of the organ systems is discussed throughout the course. Lectures and laboratory sessions cover the following units: the cell, tissues, the skin, the skeletal system, the muscular system, and the nervous system. Laboratory instruction includes: observation of prepared microscope slides of tissues and detailed study of human bones and muscles, as well as the nervous system. Note: Student must achieve a grade of C or better to take BIO 104.

Prerequisite: IAD 100 with a grade of C or better or IAD 100 waived.

Credits: 4

Core Science Elective

BIO 104Human Anatomy and Physiology II

This course is a continuation of BIO 103 and offers a presentation of the structure and function of the human body. The following topics will be covered in lecture: special senses, the circulatory system, the respiratory system, the digestive system, the excretory system, and the endocrine system. Laboratory instruction will include studies of: reflex activities, structure and function of sense organs, the heart and circulatory systems, respiration, digestion, and urinary systems. Lab activities will involve the dissection of a mammalian eye, heart, and kidney.

Prerequisite: BIO 103 with a grade of C (73%) or better.

Credits: 4

Core Science Elective

BIO 108Introduction to Human Anatomy and Physiology

This course is a one-semester course that provides a presentation of the structure and function of the human body. The following topics will be covered: terms used to describe the position of body parts, body sections and body regions, inorganic and organic chemistry, cells and tissues, integumentary system, skeletal system, muscular system, nervous system, the senses, endocrine system, blood and circulatory system, respiratory system, digestive system, and urinary system.

Prerequisite: None

Credits: 3

Core Science Elective

BIO 204Nutrition

This course is an introduction to the science of nutrition. Sources and functions of nutrients, utilization of food in the body, nutritional requirements for various age groups, and rudiments of diet therapy are discussed. As matters of general interest, topics such as packaging and labeling of food, food poisoning and storage, food fads and fallacies, and comparing nutritional value versus cost in food buying are discussed with the aid of a series of projects.

Prerequisites: None

Credits: 3

Core Science Elective

BIO 205Microbiology

This course covers the structure, physiology, diversity, and distribution of microorganisms. Bacteria will be studied extensively but basic principles of virology, fungi, and immunology will also be discussed. The laboratory will include techniques for bacterial cultivation, purification, and identification, as well as methods for the control of infection transmission.

Prerequisites: BIO 101 or BIO 103.

Credits: 4

Core Science Elective

BIO 210Nutritional Biochemistry

This course is an introduction to the biochemistry of nutrition. Sources and functions of nutrients, utilization of food in the body, nutritional requirements for various age groups, and metabolic pathways are discussed. An emphasis is placed on the biochemical aspects of nutrition.

Prerequisite: None

Credits: 3

Core Science Elective

Business

BUS 109Principles of Management

Principles of Management teaches and demonstrates the techniques of leadership, management, and organizational structure. The fundamentals of various approaches to managing; planning; decision-making; strategic management; organizing and coordinating work; authority, delegation, and decentralization; organizational design; interpersonal skills; leadership; organizational effectiveness; control methods; and organizational change and development are explored.

Prerequisite: IAD 050

Credits: 3

BUS 110Introduction to Business

This course provides an introduction to the exciting and dynamic world of domestic and global business. It focuses on understanding the dynamic interrelationships between business functions delivering quality products and services. Special attention is placed on social responsibility, “green” businesses, global enterprises, and social media. This course presumes no previous business knowledge.

Prerequisite: None

Credits: 3

SOAR: Fashion Merchandising Program Elective

BUS204 Entrepreneurship

This course will give students an idea of what it is like to own their own business and be their own boss. Students will learn what it takes to launch a new venture and consider the various nuances of entrepreneurship. The course material covers the various types of business structures, management strategies, social and ethical issues, and creative and technical factors in modern entrepreneurship.

Prerequisite: None

Credits: 3

BUS 213Financial Accounting

This course provides an introduction to the objectives, principles, assumptions, and concepts of financial accounting. It focuses on procedures and practices from the accounting cycle through financial statement presentation with an emphasis on recognizing, valuing, reporting, and disclosing assets, liabilities, and equity. This course presumes no previous accounting knowledge.

Prerequisite: ENG 101, MTH 111/113/115, BUS 110

Credits: 3

BUS 221Principles of Marketing

This course will prepare students to think strategically about marketing in today’s global environment. After successful completion of this course, students will have a basic understanding of the marketing concept, the marketing mix (product, place, promotion, and price), segmentation, targeting, positioning, customer value, branding, services marketing, global marketing, marketing metrics, consumer and business behavior, ethics and social responsibility in marketing, market research, and analysis. In addition, students will understand the role of social media and digital marketing to compete in the global environment.

Prerequisite: None

Credits: 3

SOAR: Fashion Merchandising Program Elective

BUS 222Macroeconomics

This course deals with consumers as a whole, producers as a whole, the effects of government spending and taxation policies, and the effects of the monetary policy carried out by the Federal Reserve Bank. The course explores domestic and international economies. Fundamental macroeconomics topics explored include Keynesian model, unemployment, inflation, and the business cycle, measuring domestic output and national income, economic growth, interest rates and aggregate demand and supply, elasticity, the balance of payments, exchange rates, and trade deficits.

Prerequisite: ENG 101, MTH 111/113/115, BUS 110

Credits: 3

BUS 223Microeconomics

Microeconomics deals with the behavior of individual households and firms and how government influences that behavior. The principal objective of the course is to introduce methods and tools of economic analysis, and these analytical tools will be applied to questions of current policy interest such as, making, resource allocation, and the production and distribution of goods and services. Key topics include demand, supply and market equilibrium, elasticity of demand and supply, market failures, pure competition, monopoly, and monopolistic competition and oligopoly.

Prerequisite: ENG 101, MTH 111/113/115, BUS 110

Credits: 3

BUS 227Principles of Business Law

This course provides students an overview and concise treatment of the legal issues of fundamental importance to the business profession. Key topics explored include the legal system, contracts, sales, property, and government regulation.

Prerequisite: ENG 101, BUS 110

BUS 230Human Resource Management

This course provides an introduction and overview of human resource management as a key function in an organization and career possibility. The main course objective is to acquaint students with the knowledge, skills, and abilities associated with human resource management as a strategic tool to improve effectiveness and efficiency of human capital in achieving an organization’s goals and objectives. Topics which are covered in the course include: human resource policies as recruitment, selection, performance management, rewards, staffing and development, culture and capabilities of an organization and the balance between organizational and individual goals, employee motivation, benefits and labor, and employee relations.

Prerequisite: ENG 101, BUS 110, BUS 109 Credits: 3

BUS 242Advertising

This course examines practical advertising experiences in the context of overall marketing and communications process. The course explores advertising perspectives, developing marketing and advertising strategies, evaluating advertisements, and commercials with an emphasis on social media. Topics covered include crafting and marketing advertising strategies, analyzing advertisements, and selecting appropriate media channels to offer advertising.

Prerequisite: ENG 101, BUS 110 Credits: 3

BUS 260Introduction to Business Finance

The knowledge of financial principles is advantageous to managers in virtually every discipline in business. This course is designed as an introduction to finance. The content of this course integrates both conceptual and mathematical information. Cases, comprehensive problems, and current events are analyzed and discussed throughout the course to provide students with hands-on experience in the use and application of financial tools. The basic concepts of the time value of money, valuation, and capital budgeting are covered. Risk, working capital management, leverage, forecasting, and the analysis of financial statements and ratios are given particular attention.

Prerequisite: ENG 102, BUS 213 Credits: 3

BUS 270Operations Management

This course is designed to acquaint students with the discipline of operations management. This is an overview course in operations management where students will be exposed to the different tools used by management, in both the service sector as well as the manufacturing sector, to improve the decision-making process and ultimately “operations.” Topics include: productivity, strategy, decision making, quality improvement, work measurement, project management; and product, process, capacity, and layout decisions.

Prerequisite: ENG 101, MTH 111/113/115, BUS 110 Credits: 3

SMM 101Intro to Digital & Social Media Marketing

This introductory course defines, illustrates and applies the ways in which businesses can maximize their marketing efforts through the integration of digital and social media with current marketing strategies. The course material covers the growth and future of social media; how consumers respond to and interact with social media; how businesses can develop an effective social media campaign, including strategic objectives, platform and application analysis, brand building, developing customer loyalty, measuring and monitoring performance, and careers in social media marketing field of business.

Prerequisite: None

Credits: 3

Chemistry

CHE 102Principles of Chemistry

This course is a beginning course designed to acquaint the student with the language and tools of chemistry. It includes elementary principles of general inorganic, organic, and biochemistry. The course is suitable for Allied Health students. The general inorganic topics include measurement, energy, atoms, nomenclature, elements of the Periodic Table, ionic, covalent, hydrogen, hybrid, acids, bases, and typical reactions. The organic topics include IUPAC nomenclature, isomers and stereoisomers, polarized light and optical activity, unsaturated and aromatic hydrocarbons, functional groups of biological interest, and basic organic reactions. The biochemistry topics include nomenclature, bonding, carbohydrates, lipids, proteins, the metabolic pathways (electron transport system, cellular respiration, fatty acids, ketones, and amino acids), and energy production.

Prerequisite: None

Credits: 3

Core Science Elective

CHE 103Introduction to Chemistry

This laboratory course is intended for the non-science major or for those who wish to prepare to study General Chemistry (CHE 111). The course covers basic skills needed for General Chemistry (CHE 111) such as atomic structure, writing chemical formulas, balancing equations, and basic stoichiometry. Laboratory experiments are designed to offer a hands-on familiarity with the principles discussed in the lectures.

Prerequisite: MTH 073 with a grade of C or higher or satisfactory score on placement test.

Credits: 4

Core Science Elective

Social Justice

CJ 185Policing & Police Practices

Using an analytical perspective and mock practice exercises, students will consider topics including police history, steps to becoming a police officer, ethical issues, police operations and current critical issues in policing and police practices.

Prerequisite: N/A

Credits: 3

CJ 195Domestic Violence & the Justice System

The main objective of the course is to introduce students to the subject of interpersonal violence, especially as it relates to the legal system in the United States. Topics include the historical roots of domestic violence, social scientific theoretical perspectives, the roles and the players, the typical prohibitions, the experience of victims who seek help from authorities, and efforts at developing prevention and intervention strategies.

Prerequisite: None

Credits: 3

CJ 205Organized Crime

This course addresses that branch of criminality commonly known as “organized crime.” Discussion focuses on a more precise understanding of the term itself, as well as the various forms this type of criminal deviance has taken. There is also an analysis of the impact of notorious criminals whose exploits have shaped organized crime throughout the 20th century to the present.

Prerequisite: None

Credits: 3

CJ 215Juvenile Delinquency & Justice

This course provides an overview of juvenile delinquency and the system designed to handle this form of social deviance. Topics to be covered include discussions of theoretical explanations of delinquency, the historical evolution of the concept of juvenile justice, and the system’s response to current day problems of at-risk youth.

Prerequisite: None

Credits: 3

CJ 230Punishment & Corrections

This course will provide a general overview of the American corrections system and a survey of today’s most important correctional problems. Emphasis is placed upon the nature of the prison experience, alternatives to incarceration, judicial intervention in correctional affairs, and the controversy concerning the effectiveness of rehabilitation programs.

Prerequisite: CJ 101

Credits: 3

CJ 275 Criminal Law & Procedure

This course will provide a general overview of criminal law and procedure. Emphasis is placed upon crimes against the person, crimes against property and criminal procedure from arrest through appeal. The course will also address constitutional issues involved in pre-trial investigation and safeguards provided at trial.

Prerequisite: N/A

Credits: 3

JUS 101Intro to Justice Studies

In this foundational Justice Studies course, students will learn about the justice system, its key components (policing, corrections, and the courts), and how it impacts society. The course empowers students to critically engage and appreciate the comprehensive nature of the Justice System.

Prerequisite: N/A

Credits: 3

JUS 102Intro to Criminology

This course will use a sociological lens to examine crime patterns and trends through an exploration and evaluation of the definition of crime, causes of crime, theories of criminal behavior, characteristics of criminals and victims.

Prerequisite: N/A

Credits: 3

JUS 201Justice in Society

This course focuses on the relationships between and among criminal justice entities, Public Service Agencies and the community. The examination of community courts, modes of policing, and the impact of the physical, environmental, emotional and psychological impact of these partners will be the focus of the course.

Prerequisite: N/A

LS 202 Torts

This course combines a general overview of the purposes and procedures of tort law, with examples and exercises on the process and procedures that are employed when working on tort actions. Students will work on analyzing cases and learn about the different categories of tort litigation.

Prerequisite: N/A

Credits: 3

Dental Assisting

DA 100Dental Assisting Experience

This course will allow students to observe various dental procedures in a clinical setting at Kornberg School of Dentistry and participate with basic hands on, chairside assisting. Student must earn a grade of C (75%) or higher.

Prerequisites: DA 121, DE 192, Castle Branch requirements, and current CPR certification

Corequisite: DA 122, DA 142, DE 150

Credit: 2

DA 110Professional Communication Skills in the Healthcare Setting

This course is designed to guide students to learn and utilize professional communication skills verbally, non-verbally, in writing, and via electronic methods. They will learn to improve and master communication skills with patients, professional colleagues, patient caregivers, and the community to foster improved patient satisfaction, patient compliance, and health outcomes as well as job satisfaction. Professional communication skills gained through this course are designed to help the student be a more successful student clinician as well as have a positive outcome in their future careers in healthcare.

Prerequisite: None

Credits: 2

DA 121Dental Assisting I

This course is an introduction to the dental assisting profession and prepares students to function effectively as an integral member of the dental health team. Emphasis will be placed on proper asepsis and sterilization techniques according to blood borne pathogen and OSHA standards maintaining HIPAA guidelines, preparing the operatory and patient for treatment, and to perform basic chair-side assisting. Student must earn a grade of C (75%) or higher.

Prerequisite: Current CPR certification, completion of Castle Branch requirements.

Credits: 4

DA 122Dental Assisting II

This course is a continuation of Dental Assisting I and prepares students to function effectively as an integral member of the dental health team and to perform 4handed dentistry in restorative and in the various specialties. Student must earn a grade of C (75%) or higher.

Prerequisites: DA 121, Castle Branch requirements, and current CPR certification.

Corequisite: DA 100 Credits: 4

DA 141Basic Dental Science

This course is an introduction to anatomical systems with emphasis placed on head and neck anatomy, oral pathology, pharmacology, and medical emergencies. Student must earn a grade of C (75%) or higher.

Prerequisite: None Credits: 3

DA 142Dental Materials

This lecture and lab course is designed to give the student fundamental knowledge of the dental materials commonly employed in the practice of dentistry. Special emphasis is placed on their properties, the proper technique of manipulation, and the influence of manipulation upon these properties. Student must earn a grade of C (75%) or higher.

Prerequisites: DA 121; DE 192

Corequisite: DA 100

Credits: 3

DA 200Dental Assisting Practicum

This clinical course is designed to give the student clinical experience in all phases of dental assisting in the practice of dentistry. The practicum spans a ten-week period during the summer: five weeks at the Kornberg School of Dentistry at Temple University and five weeks in private practice. Students participate in a weekly seminar during their clinical experience. Student must earn a grade of C (75%) or higher.

Prerequisites: DA 121, DA 122, DA 142; DE 150, DE192, a grade point average of 2.0 or higher, recommendation of the program director, successful completion of 2 patient FMX, Castle Branch requirements, and current CPR certification.

Credits: 81

DA 243Dental Assisting III

This course expands on the clinical skills and knowledge of the dental assisting student to include restorative functions at an introduction level and prepare them to perform restorative and preventative procedures on patients while working within the State Practice Act. Student must earn a grade of B- (80 percent) or higher.

Prerequisites: DA 121, DA 122, DA 142, DA 200; DE 192, DE 150 and successful completion of the DANB Radiation Health and Safety examination, and current CPR certification.

Credits: 5

DA 245Dental Office Procedures

This course is an introduction to basic dental office procedures with emphasis placed on the duties of the dental receptionist and utilization of computers to perform business office procedures. Student must earn a grade of C (75%) or higher.

Prerequisite: None.

Credits: 2

DA 247Preventive Health and Nutrition

This course offers in-depth study of the role nutrition plays in oral health promotion and disease prevention. Students are introduced to oral health theories, oral disease prevention, patient education skills, and the physical health correlations to dentistry. Student must earn a grade of C (75%) or higher.

Prerequisite: None

Credits: 2

DA 249Dental Assisting IV Seminar

This seminar course addresses problemsolving case studies, legal and ethical aspects of practice, and responsibility of care during the clinical phase of practicum. Student must earn a grade of B- (80 percent) or higher.

Prerequisites: DA 121, DA 122, DA 142, DA 200, DA 243, DA 245, DE 192, DE 150

Corequisite: DA 250

Credit: 1

DA 250Dental Assisting IV Internship

This internship is a two-day per week clinical rotation. Students intern at area hospitals or dental practices which cover experience in all phases of clinical dental assisting and expanded functions. Total of 240 hours. Student must earn a grade of B(80%) or higher. DA 243 and DA 250 must be taken in consecutive semesters.

Prerequisites: DA 121, DA 122, DA 142, DA 200, DA 243, DA 245; DE 192, DE 150; Pennsylvania Radiology Certification, Castle Branch requirements, and current CPR certification.

Corequisite: DA 249

Credits: 7

Dental Education

DE 150Dental Radiology

This is an introductory course designed to provide the student with knowledge of the nature and behavior of x-rays, the principles of radiological health along with the principles and methods employed in the paralleling technique, the bisecting angle technique, extra-oral techniques, and radiographic interpretation of normal and abnormal structures. Students receive hands-on experience in exposing radiographs. Student must earn a grade of C (75%) or higher.

Prerequisite or Corequisite: DE 192

Credits: 3

DE 191Head and Neck Anatomy

This course involves the study of the anatomical structures of the head and neck. The osteology of the skull, the structure of the nasal cavity and sinuses, and the muscles, nerves, and vascular system of the head and neck are studied. Student must earn a grade of C (75%) or higher.

Prerequisite: DE 192

Credit: 1

DE 192Dental Anatomy

This course is designed to introduce the student to the structural and functional interrelationship of the human dentition and the oral cavity. The student becomes familiar with anatomical structures of the oral cavity, morphological characteristics, and the dynamics of the primary and permanent dentition through the use of reading assignments, class activities, computer activities, and laboratory exercises. The functional interrelationships of the dentition through occlusion are incorporated throughout. Student must earn a grade of C (75%) or higher.

Prerequisite: None

Credits: 2

Graphic Design

DDN 151Digital Imaging Production

Students will examine traditional pre-press and computer-based image production. The course will cover basic design concepts and the use of industry-standard software to produce images that are suitable for print and digital applications.

Prerequisite: None

Credits: 3

DDN 153Design Foundations I

Students will learn fundamental software and theoretical skills related to graphic design and typography that will be utilized to communicate complex ideas and emotions. The topics covered in this course will establish a foundation for all subsequent graphic design courses in the program.

Prerequisites: None

Credits: 3

DDN 161Color Theory

Through a series of design projects, students will learn how color impacts design and why understanding how color behaves is critical to the success of the graphic designer/illustrator. Additionally, through the use of various media, students will develop skills in design and painting, appreciate the diverse meaning of color globally, and gain authority over the illusive and expressive aspects of color.

Prerequisites: None

Credits: 3

DDN 163Computer Illustration

This course explores the basic concepts of illustration and using the computer as a drawing tool. Students will develop their skills and ability to organize and create custom illustration. Furthermore, students are introduced to both the creative and professional applications of technology to drawing in both vector-based illustration and pixel-based illustration. The course examines the role of digital illustration in the graphic arts and addresses the application of classroom knowledge to solving problems in desktop publishing.

Prerequisite: DDN 151

Credits: 3

DDN 166 Design Foundations II

In this course, students will be encouraged to think creatively and explore all classic design forms beginning with thumbnail sketches to finished comprehensive designs. The students will build upon and apply the skills developed in Design Foundations I through various graphic design projects.

Prerequisite: DDN 152

Credits: 3

DDN 171History of Art and Graphic Design

This course provides a comprehensive study of the historically important periods, styles, and artists encompassing both fine arts and graphic design. This course will focus on the development of image creation, typography, and visual communications, from the earliest images in caves, to the modern design movement, to contemporary graphic design. Students will learn how artists from each generation influence the images we see and create every day.

Prerequisites: None

Credits: 3

DDN 176Interactive Graphics

This course focuses on developing the processes encountered in web development. Students will develop the expertise, coding, and software knowledge required for professional graphic designers working today.

Prerequisites: None

Credits: 3

DDN 252Web Design Studio

In this course students will build and publish websites using applications for web development. Additionally, they will create numerous projects that explore concepts in US/UI design including the framework for their portfolio websites.

Prerequisites: None

Credits: 3

DDN 262Design Studio I

In this course, students will execute designs and illustrations within strict guidelines, such as subject matter, size constraints, and application of typography. Emphasis will be placed on experimentation to develop one’s own style. Projects will focus on the limitations and freedoms met by professional designers and illustrators.

Prerequisites: DDN 165

Credits: 3

DDN 268 Creative Advertising

The focus of this course will be to encourage creative advertising strategy and creative concept development. Students will define the benefit of a product or service and create advertising that speaks to a particular audience. This course will encompass using the creative process from rough pencil “thumbnails,” to final color comprehensives. Using type, illustration, and photography, students will create ads for print, web, TV, and other media.

Prerequisites: DDN 163 Credits: 3

DDN 281Computer Graphics

Students will learn the basic workflow of digital art creation using Adobe software. Students will create numerous design projects using digital and hands-on techniques with a focus on using the professionally accepted application to complete the assignment. Students will continue developing software now utilizing each application for its intended purpose. Each project is designed to focus on one area of the applications or combinations of each (Illustrator, Photoshop, InDesign).

Prerequisites: DDN 163

Credits: 3

DDN 282Brand Identity

In this course the student will learn to design and produce brand identity programs. From the first meeting with a client, to preliminary designs, to final presentations, the student will learn the skills necessary for success. This course will teach students to incorporate high levels of creativity into their projects while maintaining important practical and technical standards.

Prerequisites: DDN 163

Credits: 3

DDN 286Portfolio Studio

This course will involve a complete evaluation, update, and refinement of portfolio work for visual preparation to meet current or expected needs in the job search process. A complete portfolio both online and print will be created by semester’s end.

Prerequisites: DDN 252

Credits: 3

Interior Design

DES 101Interior Design I

In this course students will develop design skills for residential spaces. Initial studio exploration focuses on the principles of design which include, but are not limited to scale, proportion, balance, rhythm, emphasis, and harmony. Focus will be placed on the arrangement of space, furniture planning, color psychology, and the selection of appropriate finishes and materials within an interior environment.

Corequisite: DES 107

Credits: 4

DES 102Interior Design II

This course allows the student to work with contract projects and expands the student’s knowledge of space planning, traffic, and workflow. Emphasis is placed on the development of a concept for an interior environment. Introduced are ADA (handicap accessible) codes and the use of Sustainable (Green) materials. Learning takes place in the Design Studio.

Prerequisites: DES 101, DES 107

Credits: 4

DES 103History of Furniture

This course provides an overview of the development of furniture styles within a historical and social context.

Prerequisite: None

Credits: 3

Core Arts/Humanities Elective

DES 104 Interior Perspective

This course is an introduction to the methods and media of perspective drawing. Both mechanical drawing and sketch techniques are taught. Drawing development takes place in the Design Studio and continues at home.

Prerequisite: DES 107

Credits: 4

DES 107 Technical Drawing

This course is an introduction to the drawing methods required for an interior designer to communicate design ideas. The student will purchase and learn how to use requisite mechanical drawing tools and equipment. The student will learn how to read plans, survey an existing structure to record accurate measurements, develop floor plans and elevations, draw electrical plans, and layout finish plans, door and window schedules for any typical residential or contract design project.

Corequisite: DES 101

Credits: 4

DES 108Materials

This course provides an understanding of the selection of materials available for floor, wall, and ceiling finishes for both residential and contract design projects. Emphasis is placed on Sustainable Materials and Sustainable Design. The student analyzes the component materials of products with an effort to understand the applications of these materials on the job site.

Prerequisite: None

Credits: 3

DES 109 Drawing and Rendering for Interiors

Using a variety of drawing and rendering tools, students will have the opportunity to develop their drawing skills through observation and mark making. Students will learn and practice drawing methods through "seeing" and "abstraction," some of which are referenced in "Drawing from the Right Side of the Brain," by Betty Edwards. Color rendering techniques will be introduced and explored throughout the second half of the semester. Students will apply a variety of methods to drawings of interior spaces with and without the use of drafting tools to enable them to become more comfortable and conversant with the practice of drawing and rendering.

Prerequisite: N/A

Credits: 3

DES 111Feng Shui

This course gives an overview of the history and theory on the practice of Feng Shui. Concepts such as the theory of Yin and Yang, the eight trigrams and the Bagua, the sectors of life experiences, and the methods used to activate each of these sectors are reviewed. Classes take the form of lectures accompanied by slides and class discussions that enable the student to participate in sample case histories. The student is required to take a space and present a written review of some issues and the corrective enhancements recommended for the space.

Prerequisite: DES 107

Credits: 3

DES 150Drawing for Interiors

This course allows students to develop their drawing skills by using lines and tone on paper to represent a three-dimensional space. Happily for the designer, many kinds of drawings are immediately intelligible to most people because they are seen as “realistic” images of the subjects they represent. Making such images by hand on paper is the art of drawing, which serves the designer well. The student will draw interiors of rooms and buildings without the use of drafting tools to enable them to become more comfortable with freehand drawing and sketching.

Prerequisite: None

Credits: 3

DES 151Introduction to 3D Modeling

This course introduces and provides the fundamental knowledge and practical application of the three dimensional computer modeling program, SketchUp.

Prerequisite: DES101, DES107 or approval from Instructor

Credits: 3

DES 201Interior Design III

This course is a continuation of DES 102 Interior Design II and focuses on contract design projects that may include a corporate headquarters, a cyber café, a bank, an art gallery, etc. Learning takes place in the Design Studio.

Prerequisites: DES 101, DES 102, DES 104, DES 107, DES 108

Credits: 4

DES 202Interior Design IV

This course is a continuation of DES 101 Interior Design I and DES 201 Interior Design II and focuses on residential design projects. Projects may include a loft residence, beach condominium, artist in residence coop gallery, fitness center, etc. Learning takes place in the Design Studio.

Prerequisites: DES 101, DES 102, DES 104, DES 107, DES 108, DES 201 Credits: 4

DES 206 Building Systems

This course is an introduction to building systems – heating, ventilation, plumbing, electrical, and lighting. Emphasis is placed on integrating them as design elements. Class lectures and assignments relate to students’ studio design projects.

Prerequisite: None

Credits: 3

DES 208Portfolio Preparation

The student has the opportunity for an individual review of his/her portfolio and, after an evaluation of career objectives, is advised on where to make revisions and additions to the portfolio. Students also plan and implement, as a team, a portfolio show that is given the last week of class. Students’ work is refined, developed, and assembled for prospective employment opportunities.

Prerequisites: DES 101, DES 107, DES 103, DES 102, DES 104, DES 108, DES 250, DES 201, DES 270, DES 150, DES 260, DES 151, Design Elective unless approved by Program Director

Corequisites: DES 202, DES 206 Credits: 4

DES 212Lighting for Commercial and Residential Spaces

Lighting is presented as a decorative and functional element in residential and commercial interiors. Topics explored include light and texture, color, lamp types, lighting techniques, fixtures, schedules, and switching patterns. Student assignments include graphic exercises in lighting design and lighting calculations based on student design projects.

Prerequisites: DES 101, DES 102, DES 107 Credits: 3

DES 230Practicum I

With the assistance of a faculty advisor, the student will identify an appropriate internship site with a local interior design firm. All interns are required to complete 90 hours of work/study within the semester, working a minimum of 6 hours per week under the direction of a qualified Interior Designer. Interns are expected to contribute to the host firm at a high level of design interaction. All interns will meet weekly with the faculty advisor and document their experience through journaling.

Prerequisites: None Credits: 3

DES 231Practicum II

Further Development of Practicum I

Prerequisites: DES230 Credits: 3

DES 250CAD I

This course teaches the basic operation of the CAD LT drafting software program. Classes allow hands-on training during the class and lab sessions. All classes are held in the Computer Lab.

Prerequisites: DES 101, DES 107 Credits: 4

DES 251CAD II (self-directed study)

Further study of the capabilities of computer-aided design with emphasis on three dimensional design.

Prerequisite: DES 250 with a grade of C or higher. Credits: 4

DES 260Business Practices

This course covers the various aspects of business practices for the interior design professional. It includes the development of a business plan, business structure, legal terms, business forms, billing, ordering procedures, contracts, and liabilities. Topics include ethics, trade relations, and clientcontractor design relations.

Prerequisite: None Credits: 3

DES 270Advanced Technical Drawing

This course focuses on developing an understanding of the built environment and requires the student to design and draw custom details used in interiors. The student will construct a working set of drawings from a selected Design II project. Learning takes place in the Design Studio.

Prerequisites: DES 101, DES 102, DES 107 Credits: 4

DES

306Kitchen

and Bath Design Fundamentals

This course presents the fundamentals of kitchen and bath design. Through lectures, projects, and guest speakers, the student applies space planning and storage solutions. Technical issues such as plumbing, appliances, cabinet options, and specifications are reviewed.

Prerequisites: DES 101, DES107 Credits: 3

DES 308Sustainable Design

Interior environmental conditions are explored with specific attention to their impact on human sensory reactions, impact on sustainability, health, and safety.

Prerequisites: DES 101, DES 107 Credits: 3

DES 310Selected

Studies in Interior Design I

Special areas of study in Interior Design adjusted to the needs of the student. Approval from the program director is required.

Prerequisite: None Credits: 3

DES 311Selected Studies in Interior

Design II

Special areas of study in Interior Design adjusted to the needs of the student. Approval from the program director is required.

Prerequisite: None

Credits: 3

DES 312Decorative Arts

This course surveys the decorative arts from all cultures from the ancient period to the modern period. Through lectures, speakers, and field trips, the student explores textiles, carpets, and porcelains of western civilization. The student, through personal exploration and research, creates a decorative art piece throughout the semester.

Prerequisite: None

Credits: 3

Dental Hygiene

DH 101Preventative Oral Health Services I – Pre-Clinic

This course is an introduction to clinical dental hygiene practice, which integrates clinical skills, theory, and interpersonal skills through a variety of learning experiences. The student is prepared both didactically and clinically for a direct role in the provision of oral health services. The student must have: proof of a current CPR certification from an approved CPR course, including adult, child, infant, and AED; health clearance including Blood Quantiferon, and proof of medical insurance. Purchase of instrument kits and uniforms are necessary for participation in this class. Student must achieve a C (75%) in the course.

Prerequisite: CHE 102

Corequisites: DH 170, DE 192, DE 150, BIO 103

Credits: 4

DH 110Preventative Oral Health Services II – Seminar

This course is a continuation of dental hygiene theory with emphasis on principles in pedodontic, dental health education, product selection, polishing and scaling technique, and patient motivation as it relates to the clinical setting. Student must achieve a C (75%) in the course.

Prerequisites: BIO 103, DE 192, DE 150, DH 101, DH 170

Corequisites: DH 121, BIO 104, DE 191, DH 111, DH 180

Credits: 2

DH 111Preventative Oral Health Services II – Clinic | (Part I and II)

This course is the second in a series of four semesters of clinical dental hygiene practice. Emphasis is placed on the application of didactic material and the basic sciences to the clinical environment in order to develop proficiency in the development of motor skills, dental hygiene care planning, and patient management skills.

Participation in specialty clinic rotations orients the student to additional clinical settings. Student must achieve a C (75%) in the course.

Prerequisites: DE 150, DH 170 and DH 101

Corequisites: DH 110, DH 121

Sequential course: BIO 104, BIO 105, DH 111 must be taken the semester immediately following successful completion of DH 101 or the student will need to repeat DH 101.

Credits: 4

DH 121Medical Emergencies

This course prepares allied health professionals to manage medical emergencies in the health care setting. Topics included will be prevention, recognition of indicative signs and symptoms, and classification and management of medical emergencies. Emphasis is placed on the pathophysiology of the condition leading to the emergency situation. Student must achieve a C (75%) in the course.

Prerequisite: None

Credits: 1

DH 142Dental Materials

This lecture course is designed to give the student fundamental knowledge of the dental materials commonly employed in the practice of dentistry. Special emphasis is placed on their properties, the proper technique of manipulation, and the influence of manipulation upon these properties. Student must achieve a C (75%) in the course.

Prerequisite: DE 192

Credits: 2

DH 170Dental Histology/ Embryology

This course is designed to educate the student on the histology and embryology of the structures of the oral cavity. An understanding of these structures from a histological perspective is vital in preparing the student for the clinical experience and is foundation knowledge for upper level dental hygiene courses. Student must achieve a C (75%) in the course.

Prerequisite: CHE 102

Corequisites: BIO 103, DE 192

Credits: 2

DH 180Periodontics I

This course is designed to survey the basic information regarding the dental specialty of periodontics. Through reading assignments, seminar discussion, and class activities on case-based application, the student will become familiar with the differences between normal and diseased periodontium and the dynamics of the unique disease process that concerns the periodontium. Student must achieve a C (75%) in the course.

Prerequisites: BIO 103. DE 150; DH 101, DH 170 DE 192

Corequisites: DH 110, DH 111, BIO 104, BIO 205

Credits: 2

DH 190Oral Pathology

This course will describe the etiology, pathophysiology, structural, and functional alterations that result from the disease processes. The course includes basics of both general and oral pathology. General pathology includes an overview of basic disease processes, such as cellular adaptations, inflammation, immunology, and wound healing. The oral portion of the course emphasizes the process of determining a differential diagnosis based on clinical signs and symptoms. Student must achieve a C (75%) in the course.

Prerequisites: BIO 103, BIO 104, DH 170, DH 110, DH 111, DH 170

Corequisites: DH 201, DH 202

Credits: 2

DH 200Dental Anesthesia – Part I

The Anesthesia Course is a two-part course. Part I provides the didactic knowledge and Part II the clinical technique and hands-on experience. Together, both courses are designed to provide the student with the knowledge and hands-on laboratory experience to perform local anesthesia injections in the dental hygiene clinical setting. The successful completion of both courses and the completion of the clinical requirements will provide the student with the required didactic and laboratory/clinical knowledge to apply for the permit to administer anesthesia as part of the dental hygiene licensure in the state of Pennsylvania. Student must achieve a C (75%) in the course.

Prerequisites: DH 110, DE 191, DH 121, BIO 103, BIO 104

Corequisites: DH 111

Credit: 1

DH 201Preventative Oral Health Services III – Seminar

This course is designed to provide the student with the opportunity to integrate didactic material and concepts to apply to clinical dental hygiene practice. A variety of patient care case studies are examined to further develop the student’s problem solving and critical thinking skills within the provision of care. Course content includes nutritional counseling, tobacco cessation, and family abuse and neglect. An evidencebased research project is a required component of this course. Student must achieve a C (75%) in the course.

Prerequisites: DH 110, DH 111, DH 180, DH 200

Corequisites: BIO 210; DH 190, DH 202, DH 270, DH 280

Credits: 2

DH 202 Preventative Oral Health Services III – Clinic

This is the third in a series of four semesters of clinical dental hygiene practice. Emphasis is placed on dental hygiene care planning and treatment of a variety of patient case types. The administration of local anesthesia begins this semester. Participation in specialty clinic rotations orients the student to additional clinical settings. Student must achieve a C (75%) in the course.

Prerequisites: DH 110, DH 111, DH 121, DH 180; DH 280 Lab

Corequisites: BIO 204, DH 142, DH 190, DH 201, DH 203, DH 270, DH 280

Credits: 4

DH 203 Dental Anesthesia – Part II

The Anesthesia Course is a two-part course. Part I provides the didactic knowledge and Part II the clinical technique and hands-on experience. Together, both courses are designed to provide the student with the knowledge and hands-on laboratory experience to perform local anesthesia injections in the dental hygiene clinical setting. The successful completion of both courses and the completion of the clinical requirements will provide the student with the required didactic and laboratory/clinical knowledge to apply for the permit to administer anesthesia as part of the dental hygiene licensure in the state of Pennsylvania. Student must achieve a C (75%) in the course.

Prerequisites: DE 191, DH 121,DH 200, DH 110, DH 111

Corequisites: DH 201, DH 202

Credit: 1

DH 210 Preventive Oral Health Services IV – Seminar

This course is designed to provide the student with the opportunity to integrate didactic materials related to the special needs of patients who are medically compromised so that concepts learned can be applied to clinical dental hygiene practice. The needs of the sensory-impaired, pregnant, and disabled dental patients are examined. This seminar further develops skills in patient management and dental hygiene care planning for the patient with special needs. Student must achieve a C (75%) in the course.

Prerequisites: BIO 210; DH 201, DH 202, DH 270, DH 280

Corequisite: DH 211

Credits: 2

DH 211 Preventative Oral Health Services IV – Clinic

This course is the fourth and final. Emphasis is placed on developing competency in all dental hygiene procedures, including local anesthesia. Participation in specialty clinic rotations orients the student to additional clinical settings. Student must achieve a C (75%) in the course.

Prerequisites: DH 201, DH 202, DH 270, DH 280

Corequisite: DH 210, DH 190

Credits: 5

DH 270 Pharmacology

Pharmacology introduces the dental hygienist to the study of drugs and how they affect biological systems. This course provides the student with a base of knowledge in the principles of pharmacology and the drugs used in the current therapy of disease states, as well as a solid foundation in the terminology and vocabulary that is associated with pharmacology. Special emphasis is given to those drugs administered or prescribed in the dental practice, as well as those drugs whose actions, side effects, or interactions with other drugs may impact dental health care. Student must achieve a C (75%) in the course.

Prerequisites: BIO 103, BIO 104, DE 191, DH 110, DH 111, CHE 102

Corequisites: DH 201, DH 202

Credits: 2

DH 271 Community Dental Health

This course is designed to introduce the student to the concepts of public health and community dentistry. Students will participate in community fieldwork during the course. The fieldwork incorporates a dental health education program which will require the student to apply principles of education, epidemiology, research, and biostatistics to assess, plan, implement, and evaluate a program designed for a target community group. Student must achieve a C (75%) in the course.

Prerequisites: DH 201, DH 202

Credits: 2

DH 280 Periodontics II

This course is designed as a sequel to DH 180. Emphasis is placed on various aspects of periodontal therapy, both surgical and non-surgical, chemical agents, periodontal maintenance, and implant maintenance. The course focuses on the dental hygienists role in periodontics as it relates to dental hygiene practice. There is a laboratory component to the course. Students must achieve a grade of C (75%) in this course.

Prerequisite: DH 180

Corequisites: DH 190, DH 270

Credits: 3

DH 282 Current Concepts in Dental Hygiene

Issues related to the current practice of dental hygiene, legal and ethical aspects of practice, and responsibility for the provision of care are discussed in a seminar format. Issues concerning licensure are also discussed. Student must achieve a C (75%) in the course.

Prerequisites: DH 201, DH 202 Credits: 2

Education

EDU 110Foundations for Success in Early Childhood Education

This course is designed for students to build the foundations for success in the Early Childhood Education program. Topics include a variety of course tools, successful lesson planning, observation and recording, appropriate assessments, and research in the ECE field.

Prerequisites: None

Credits: 3

EDU 112 Introductions to Early Childhood Education

This course is a study of the theoretical foundations of early childhood education and their practical implementations, including a historical perspective and an overview of current philosophies. The course will review children’s social, emotional, cognitive, and physical development and explore appropriate expectations for children at various ages. Emphasis is placed on developmentally appropriate practice and its implications for curriculum, environment, and interactions in early childhood settings.

Prerequisite: None

Credits: 4

EDU 120 Classroom Management

This course is designed to emphasize strategies to manage an effective program operation in an early childhood setting, such as: organizing, planning, record keeping, and communicating. This course is designed to (1) define, specify, and measure the behaviors teachers recognize as necessary in managing the needs of children; (2) equip teachers with an understanding of the basic principles of behavior change; (3) provide the teacher with a humanistic philosophical approach to behavior modification; (4) give practice of learning principles in effecting change of the academic study and social behaviors of students.

Prerequisite: None

Credits: 3

SOAR: Educational Studies Program Elective

EDU 122 Introduction to Special Education

This course bases its objectives on the knowledge that all teacher candidates will need to know how to work with a diverse group and level of children with disabilities. It will acquaint the teacher candidate with the legal mandates of the teacher serving children with disabilities in the least restrictive setting, as well as the characteristics of those children with disabilities, including the effects of family demographics.

Prerequisite: None

Credits: 3

EDU 202 Program Planning: Infant/Toddler

This advanced course is a study of infant and toddler development and the implications for designing quality early childhood experiences for children and their families. Emphasis is placed on developmentally appropriate practice and its implications for curriculum, environment, and interactions in infant/toddler settings.

Prerequisite: None

Credits: 4

EDU 206 Science Methods PreK-4th

This course is designed to help those working in the field of early childhood education and pre-service teachers to become familiar with beginning science concepts, including the study of nature, concepts of time and space, and knowledge about interacting with the physical world. Emphasized are the issues and strategies surrounding teaching in a developmental framework using hands-on experiences.

Prerequisite: None

Credits: 3

EDU 209 Math Methods PreK-4th

This course focuses on learning theories and teaching strategies for early childhood mathematics Class sessions will be interactive and will include a variety of hands-on experiences with concrete and virtual manipulatives appropriate for elementary school mathematics We will explore the teaching of mathematics, investigating both what to teach and how to teach it It is based on the ideas, goals, and recommendations of the National Council of Teachers of Mathematics (NCTM), namely that all children can and do enjoy mathematics, that children learn best by actively exploring and investigating math, and that problem solving, reasoning, and communication are important goals of mathematics teaching and learning We will be studying the process and content strands and the interrelationships between the strands Students will work with manipulatives and technologies to explore mathematics, solve problems, and learn ways to teach mathematics content to children

Prerequisite: None

Credits: 3

EDU 212 Social Studies Methods

PreK-4th

This course is a study of social studies and health education curricula, instruction, and assessment in early childhood National, state, and local standards are utilized as frameworks to explore the context, purpose, content, and interdisciplinary nature of the disciplines By the end of the course, students should appreciate and demonstrate the importance of valuing diversity, reflective thinking, problem-solving, and modeling pro-social behavior to young children The course includes hands-on opportunities to develop and present developmentally appropriate social studies/health curriculum and lesson plans

Prerequisite: None

Credits: 3

EDU 220 Early Literacy

This course is designed to help students become familiar with language acquisition, emerging communication, growth milestones, and ages and stages of language development of early childhood. The course will focus on creating developmentally appropriate learning environments that foster and develop literacy in young children Special emphasis will be placed on developing listening and understanding, speaking and communicating, book knowledge and appreciation/print awareness, and early writing Some of the strategies used to accomplish these goals during the course include storytelling, read aloud strategies and the use of felt boards, and other developmentally appropriate materials to enhance and develop early literacy

Prerequisite: None

Credits: 3

EDU 227 Educational Focus Project

The purpose of the Educational Focus Project is to give students the opportunity to apply educational theory to the classroom setting Assignments focus on observations, documentation, and independent, classroom-based research The focus of the project will enable students to develop indepth knowledge in areas such as careers in Early Childhood Education, scholarships available to the ECE professional, and the current trends in the ECE field The course consists of a combination of meetings with the instructor, internet-based communication, and independent research

Prerequisite: None

Credits: 3

SOAR: Early Childhood Education & Educational Studies Program Elective

EDU 228 PreK Methods and Field Experience

This advanced course is a study of the preschool child’s development and the implications for designing quality early childhood experiences for them and their families Emphasis is placed on developmentally appropriate practice and its implications for curriculum, environment, and interactions in preschool settings The course includes observing, recording, and designing child-interest based experiences in a preschool setting

Prerequisites: ART 120, EDU 112, EDU 122, EDU202, EDU 206, EDU 209, EDU 212 EDU 220, PSY 154

Credits: 6

English

COM 101 Speech Communications

This course explores what supports effective, successful interpersonal communications and what challenges lead to ineffective communications Through theoretical knowledge, practical and interactive exercises, and mock conversations students will develop an awareness of and ability to effectively utilize fundamental communications skills for effective interpersonal, professional, and educational communication The course will cover both verbal and nonverbal communication, emphasizing the importance of effective listening and speaking skills

Prerequisites: None

Credits: 3

ENG 097 English for International Students

This course focuses on the grammar skills required of a non-native speaker and on the writing process in English The class is student-responsive and accordingly uses error analysis to determine the linguistic needs of each student Writing is taught as a process, including pre-writing, planning, proofreading, and writing various drafts The course covers the use of topic sentences, thesis statements, unity, coherence, and various types of development, usually narrative, process, compare/contrast, cause effect, and argumentative writing

Prerequisite: None

Credits: 3

(Graduation credit is not awarded for this course, and this course does not fulfill core curriculum requirements )

ENG 101 English Composition I

This course involves instruction in the principles of written and oral expression, centering on the writing of essays Various texts are studied for understanding of content, structure, and form A short research project is required to demonstrate successful application of preliminary research skills

Prerequisite: IAD 100 with a grade of C or higher or satisfactory score on placement test

Credits: 3

ENG 102 English Composition II

This course continues the development and strengthening of the language and communication skills of reading, writing, and speaking. Readings from a variety of genres are used to generate discussion, essays, and oral presentations. A research paper is required to demonstrate skills in effective research, information literacy, and technology.

Prerequisite: ENG 101 with a grade of C or higher.

Credits: 3

ENG 201 Introduction to Short Fiction

This course explores short fiction of the world with an emphasis on interpreting its meaning and relevancy and revealing its diversity as it relates to the 21st century. Through group presentations and discussions, students have an opportunity to widen their intellectual horizons as they read and research masterpieces of great writers.

Prerequisite: ENG 101, ENG 102

Credits: 3

Core Arts/Humanities Elective

ENV 101Current Issues in Environmental Science

This course focuses on current environmental issues and examines both their scientific foundations and their human impacts. In this course, students will have opportunities to examine the science behind current environmental issues and explore what their involvement could be to lessen their impacts. They will then use this foundation of scientific knowledge in considering the political, economic, and ethical ramifications of these environmental issues, and investigate potential solutions. Issues covered in this course will include global warming, various types of pollution, biodiversity, and impacts of a growing global population on land degradation and resource depletion.

Prerequisites: None

Credits: 3

English as a Second Language

ESL 053 Beginner Grammar

At the beginning level, grammar and American cultural context are connected. Students learn the grammar necessary to communicate verbally and in writing, and learn how American culture plays a role in language, beliefs, and everyday situations. In addition to controlled grammar exercises, communicative exercises are crucial so that students can bridge the gap between knowing grammatical structures and using them. Students learn the basic parts of speech focusing on the importance of subjects and verbs.

Credits: 6

Graduation credit is not awarded for this course.

ESL 054 Beginner Oral Communication

In this course, the students will practice listening for a variety of purposes and hear examples of different types of spoken English including casual conversations, instructions, directions, requests, descriptions, apologies, and suggestions. The essential listening skills that will be practiced include listening for key words, details and gist; listening and making inferences; listening for attitudes; listening to questions and responding; and recognizing and identifying information.

Credits: 3

Graduation credit is not awarded for this course.

ESL 055 Beginner Reading

The following reading strategies will be emphasized: memorizing new vocabulary, using context clues, identifying main ideas, finding key details, understanding transition words, primarily at the sentence level, differentiating between fact and opinion, making inferences, understanding hints, skimming, scanning, using prefixes, roots, and suffixes to understand word meaning, and becoming familiar with the basic allEnglish dictionary.

Credits: 5

Graduation credit is not awarded for this course.

ESL 056 Beginner Writing

Although students will be introduced to the concept of the paragraph, they will primarily be writing at the sentence level. Students will write 3-4 sentence descriptive, narrative, and chronological paragraphs. Students will work with simple and compound sentences although one or two more complex structures may be introduced. The students will focus on adhering to the various steps in the writing process, paragraph format, and sentence combining.

Credits: 6

Graduation credit is not awarded for this course.

ESL 073 Intermediate Grammar

The course will focus on specific grammar usage problems that intermediate students typically experience. Students will use textbooks, computer resources, and communicative activities to learn and utilize correct grammatical structures such as verb tenses, adjectives, articles, other parts of speech, clauses versus phrases, and basic word order. The course will help students identify and correct errors in the above and other problematic grammatical areas and improve students’ grammatical structure in writing activities.

Credits: 5

Graduation credit is not awarded for this course.

ESL 074 Intermediate Oral Communication

In this course, students will develop speaking skills necessary for participation in class and for giving simple presentations. Successful oral communication in social as well as academic situations will be stressed. Students will also develop listening skills necessary for comprehending a short lecture.

Credits: 3

Graduation credit is not awarded for this course.

ESL 075 Intermediate Reading

In this intermediate level reading course, selections from literature, popular media, and academic texts are read and discussed. Students will analyze paragraphs to find the main idea, learn about prefixes and roots to expand their vocabulary, and complete long-term reading assignments out-of-class to supplement the reading strategies in the textbooks.

Credits: 6

Graduation credit is not awarded for this course.

ESL 076 Intermediate Writing

In this course, students are introduced to the concept of the paragraph and write simple descriptive, narrative, and chronological paragraphs. Some students may advance to the 3-paragraph essay. Students will work primarily with simple and compound sentences although one or two more complex structures will be introduced. The students will focus on adhering to the various steps in writing and sentence combining.

Credits: 6

Graduation credit is not awarded for this course.

ESL 093 Advanced Grammar

Students at this level are expected to have sufficient linguistic skills to function effectively in English comfortably; thus, error analysis is stressed in several areas. The textbook offers many passages where students are to correct grammar errors in a given passage. In addition, as the teacher pinpoints errors in spoken and written form, specific grammar practice occurs. Much of the specific grammar practice is individualized. Areas in which students often need further study are sentence word order, use of verb forms, the article system, use of prepositions, the verbal system, phrasal verbs , complicated clause structures, the passive voice and the subjunctive mood. Technology and the internet are used to provide the students with websites that will enhance their learning of the above grammar points.

Credits: 5

Graduation credit is not awarded for this course.

ESL 094 Advanced Oral Communication

In this course, students will prepare for college level communication focusing on the development of academic listening skills as well as skills to enhance their delivery of oral presentations. This includes improving their pronunciation through group discussions, pair exercises, and other pronunciation practice activities.

Credits: 3

Graduation credit is not awarded for this course.

ESL 095 Advanced Reading

In this course, students will prepare for college level reading assignments through comprehension building exercises and application of reading strategies, important for increasing reading speed and fluency. Students will also work on increasing their vocabulary through practice exercises and the study of roots, affixes, idioms, collocations, and dictionary skills. In addition, students will learn research skills and become more familiar with the library and online research tools.

Credits: 6

Graduation credit is not awarded for this course.

ESL 096 Advanced Writing

Students work on perfecting the essay format examining the persuasive and expository essay in detail, as they continue to work on applying their knowledge of grammar in their writing. Students will be introduced to research tools and the importance of citing sources when writing an essay will be emphasized. Technology and the internet are an integral part of this class. An exit writing test is given to support college admission.

Credits: 6

Graduation credit is not awarded for this course

Fashion Design

FSH 102 Flat Pattern Design

This course introduces the student to the flat pattern method of pattern design. Draping and drafting patterns of designs from the student’s original sketches will be introduced. Students will learn a number of different techniques in order to produce a finished pattern.

Prerequisite: FSH 106, FSH 204

Credits: 3

FSH 105 Photoshop for Fashion

This is a project based class where students will develop skills in computer aided design and print production using Adobe Photoshop. The course will introduce the role that computer aided design plays in the fashion industry, for both designers and merchandisers. Beginning with foundation abilities, each project will build skills. The class structure is primarily hands-on – laboriented and project based, although there may be assigned reading and some required writing. The projects will be supplemented with lectures, demonstration, videos, online research, fashion journaling, and critiques.

Prerequisite: None

Credits: 3

FSH 106 Apparel Construction Skills

Design and merchandising require basic knowledge that leads to good design and/or quality assessment. In combination with the basic apparel construction process, students acquire valuable apparel skills through supervised laboratory sewing experiences to work through manipulative techniques. Students gain artistic expression through investigation, precision, common sense and good taste, and selection and application of fabric and pattern.

Prerequisite: None

Credits: 3

FSH 107 Draping

A study of three-dimensional fashion design conceptualization by draping in muslin or fashion fabric directly on the dress form. Skill development in observing grain of fabric, identifying drapable fabrics, and creating designs suitable for draping. Presentation of a research paper on a major fashion designer’s draping techniques.

Prerequisite: FSH 106

FSH 201 Illustrator, Flats, and Technical Drawing

This is a project based class where students will develop skills in drawing technical flats and computer aided design using Adobe Illustrator. This course will introduce sketching Fashion Flats according to Fashion Industry standards. Beginning with foundation abilities, each project will build skills. The class structure is primarily hands-on – lab-oriented and project based, although there may be assigned reading and some required writing. The projects will be supplemented with lectures, demonstration, videos, online research, fashion journaling, and critiques.

Prerequisite: FSH 105

Credits: 3

FSH 202 Portfolio and Presentation

In this course, Fashion Design and Merchandising students will practice the skills they have learned in previous classes to create a professional portfolio. They will apply knowledge of design principles and elements to create works in both digital and traditional media. Students will evaluate past work, edit, and update contents to display their skills. They will practice career preparation, job seeking, and presentation techniques to prepare for future employment or further education.

Prerequisite: FSH 105, RET 116

Credits: 3

FSH 203Technical Design –CAD and Production

In today’s global economy products are often conceived in one country and produced in another. Technical designers make that happen, ensuring that a garment has the right size and fit and conforms to industry specs and standards. They are involved in almost every phase of product development: patternmaking, specs, grading, fit, and production. Students in this class will learn how to create Technical Packages that quickly convey necessary information about apparel design.

Prerequisites: FSH 201

Credits: 3

FSH 208 Fashion Practicum

This course is offered as an elective to Fashion Design students who have a cumulative grade point average of 2.0 or higher and wish to gain experience in the fashion design field. The student must submit a written proposal for the position to the program director for approval. A minimum of 135 hours of work and a detailed daily log of the experience are required.

Prerequisites: FSH 102, FSH 106

Credits: 3

FSH 210Senior Collection Workshop

With the fast-paced nature of modern fashion production, trend forecasting has become a necessary tool to accurately predict the future needs and desires of consumers. Merchandisers in all roles need to understand and utilize this process.

Students will explore the impact of lifestyle influences on fashion trends, from music to the arts, youth culture, and social media. Styling is another important skill for fashion merchandisers. From the runway to print ads, from image consulting to film productions, stylists play a key role. This course will provide the tools to research and spot trends, using a range of resources and visual imagery, and use those tools to style in a range of media.

Prerequisites: None

Credits: 3.

FSH 214 Transforming Fashion Design with 3D Technology

This course provides an introduction to Browzwear, a cutting-edge 3D design software that is revolutionizing the fashion industry. It covers the basics of using the software to create 3D models, showcases, and animations of various fashion designs. By the end of the course, students will have a solid understanding of how to utilize Browzwear in their own design process, significantly enhancing their ability to bring their creative visions to life.

Prerequisites: FSH 102, FSH 201

Credits: 3

Fashion Merchandising

RET 105 Retail Consumers

This course will introduce the student to the world of fashion retailing - retailing, marketing, and financial strategies will be addressed. Fashion and business concepts will be covered, such as customer profiling, buying, branding and promotions, and retail management.

Prerequisite: None

Credits: 3

RET 106 Visual Merchandising

This course will focus on the merchandising, marketing, and selling of fashion. We will explore visual merchandising and display, promotion, and customer service as key elements in the fashion retail strategy.

Prerequisite: None

Credits: 3

RET 111 Retail Management

Explore the dynamic world of retail with our Retail Fundamentals course. This program equips students with a comprehensive understanding of retail operations, customer service, the role of technology in retail, and career opportunities within the industry. It provides essential preparation for the National Retail Federation (NRF) certification exam. Whether you're a retail professional or an aspiring newcomer, this course offers the skills and knowledge needed to succeed in the fast-paced retail environment.

Prerequisites: None

Credits: 3

RET 115 Fashion History

This course is a survey of the history of costume and fashion from Ancient Egypt to the Modern Era. Students will focus on the reasons - practical, sociological, cultural, and political - that people have worn the garments that they have. Emphasis will be placed on making connections that are relevant to understanding the current field of Fashion Design and Merchandising.

Prerequisite: None.

Credits: 3

Core Arts/Humanities Elective

RET 116Introduction to Fashion

This course is an introduction to the global fashion industry. Students will analyze the business of fashion; how it is conceived, marketed and sold. It is an overview of important resources, companies and personnel who impact the industry.

Introduction to the Fashion Industry is an insightful and engaging course designed to provide students with a comprehensive understanding of the fashion industry's multifaceted landscape.

Prerequisites: None

Credits: 3

RET 205 Cooperative Store Service

Students serve an internship in the fashion industry or a fashion industry-related business under the supervision of a faculty member and on-site personnel. Active participation and a significant level of responsibilities are expected in the internship setting. Reports and projects are required.

Credits: 4

RET 211 Textiles

This course is a study of textile materials including properties of natural and manmade fibers, yarn formulation, fabric design and production, dyeing, finishing, and textile legislation.

RET210Styling, Forecasting, and Trend Analysis

With the fast-paced nature of modern fashion production, trend analysis and fashion forecasting have become necessary processes to accurately predict the future needs and desires of consumers. Students will explore the impact of lifestyle influences on fashion trends, from music to the arts, youth culture and social media. Styling is another important skill for fashion merchandisers. From the runway to print ads, from image consulting to film productions, stylists play a key role. This course will provide the tools to research and spot trends, using a range of resources and visual imagery, and to use those tools to style in a range of media.

Prerequisite: None

Credits: 3

RET 212 Retail Buying: Basics and Beyond

Embark on a journey into the dynamic world of Retail Buying Strategies, from basics to fashion and beyond. Whether you are interested in selling fashion, food or pet products, the principles are the same. Unleash your creativity and business acumen as you delve into the art of vendor management, strategic product assortment planning, and innovative pricing strategies. Real-world case studies and interactive exercises will help you master the secrets of successful retail buying in a fast-paced market. Get ready to unleash your retail genius and be the driving force behind the next big retail success story!

Prerequisites: None

Credits: 3

RET 213 Global Issues in the Apparel Industry

This engaging and thought-provoking course investigates the critical challenges facing fashion today, from ethical and sustainability concerns to labor practices and cultural representation. Students will gain a comprehensive understanding of the industry structure while evaluating its environmental and social impact. The course will also delve into the transformative role of technology in reshaping the fashion landscape. By critically assessing these complex issues, students will be empowered to envision and advocate for a more sustainable, ethical, and inclusive global fashion industry.

Prerequisites: None

Credits: 3

RET 214 Promotional Events

Master the art of fashion styling and show production with our unique course. Students will learn key styling concepts and techniques, while simultaneously delving into the exciting realm of fashion show production. The course culminates in a handson experience where students will plan, coordinate, and execute the college's annual fashion show. This immersive program is not just about fashion—it's about collaboration, leadership, and transforming creative concepts into unforgettable realities.

Prerequisites: None

Credits: 3

General Science

GSC 105 Science and Our World

This course covers the study of scientific principles with emphasis placed on providing an understanding of how these principles relate to the non-scientist, especially in the areas of industry, ecology, health, the arts (including music), and criminology. This course may be offered online.

Prerequisite: None

Credits: 3

Core Science Elective

Gender Studies

GST 101

Introduction to Gender Studies

This course introduces the student to a wide spectrum of issues that concern gender today and examines the historical roots of those issues. The course focuses on areas such as body image, health issues, motherhood, women’s role in the workplace, the Women’s Movement, women’s political and legal status, gender role socialization, women’s portrayal in the media, and others.

Prerequisite: None

Credits: 3

Core Social Science or Diversity Elective

Human Services

HSC 101 Introduction to Human Services

This course provides an overview of the human services profession. Students will describe the historical and continuing development of the Human Service system and its three models of delivery. Students will also describe the diverse spectrum and challenges of clients as well as the varying roles and relationships assumed by human service professionals. Ethical standards and dilemmas facing the professional as well as the agency will be discussed.

Prerequisite: None

Credits: 3

HSC 102 Fundamentals of Case Management

This course examines the human needs and resources made available to assist families and individuals in need. The course describes the function of social work services in residential treatments, psychiatric services, correctional services, medical services, services for the aged, and community services.

Prerequisite: HSC 101 or permission of Program Director.

Credits: 3

HSC 201 Intervention Skills and Strategies

This course is an introduction to the theories, principles, and skills of the helping process in social work practice. Students learn how to engage a client, how to do assessments, develop a treatment plan, choose appropriate interventions, and follow up with both individuals and families. Students also develop skills in listening, doing intake interviews and evaluations, making referrals, and writing reports. Case studies and field observations will be used to explore typical presenting problems and appropriate responses.

Prerequisites: HSC 101, HSC 102, or permission of Program Director.

Credits: 3

HSC 203: Crisis Intervention Skills & Strategies

This course is designed to prepare students to respond effectively in critical situations and to help counsel clients who are experiencing crisis events in their lives. Students will learn that crisis interventions are founded on theory and will be able to apply theory and crisis intervention techniques. Special attention will be paid to counseling approaches for use with circumstantial and developmental life crises in both school and community settings.

Prerequisites: HSC 101, HSC 102, HSC 201, or permission of Program Director.

Credits: 3

Histotechnician

HTN 100Histology Theory and Applied Techniques

The course introduces the student to all phases of the histology laboratory through lecture and job shadowing in a full service histology laboratory. Students will focus on safety protocol and basic principles and procedures of histology lab operation. Areas to be explored include grossing, tissue processing, embedding, microtomy, and basic H&E staining techniques.

Prerequisite: None

Credits: 3

HTN 102 Histology Lecture 2

This course introduces the student to instrumentation used in the histology laboratory and mathematical concepts needed to prepare solutions, buffers, and other lab reagents. Staining techniques for identifying nuclear and cytoplasmic structures, carbohydrates, and amyloid will also be presented.

Prerequisites: HTN 101

Corequisite: HTN 112

Credits: 3

HTN 103 Histology Lecture 3

This course introduces the student to staining techniques used to identify connective tissue and muscle tissue in the histology lab. A study of microorganisms encountered in specimens for histologic examination will be presented, along with staining techniques to identify these organisms. Pigments, minerals, and cytoplasmic granules will be differentiated and identified.

Prerequisites: HTN 101/111, HTN 102/112

Corequisite: HTN 113

Credits: 3

HTN 104 Histology Lecture 4

This course will introduce the student to specialized histology techniques such as: immunohistochemistry, enzyme histology, and electron microscopy. Students will explore immunohistochemical (IHC) staining methods, identify pathological changes in histology specimens using muscle enzyme histology, cytology, and specimen preparation for examination by electron microscopy (EM).

Prerequisites: HTN 102, HTN 103, HTN 112, HTN 113

Corequisites: HTN 105, HTN 114 Credits: 3

HTN 105 HT Certification Exam Prep Seminar

This course provides a review of histology theory and practice through use of the NSH Self-Assessment 14-module series focusing on: fixation, processing, embedding, staining, IHC, flow cytometry, ISH, EM, lab operations, gross dissection and description, cytology, and lab safety.

Prerequisites: HTN 101, HTN 102, HTN 103, HTN 111, HTN 112, HTN 113

Corequisite: HTN 104, HTN 114 Credits: 3

*Note: Students must register for and pay the NSH Self-Assessment Series fee for this course.

HTN 112 Histology Practicum 2

Histology Practicum 2 provides students with practical experience in the histology lab correlating to the theory presented in HTN 102. Histology Lecture 2 with emphasis on instrumentation use and troubleshooting, lab math, H&E Stains, and the beginning of special stains for carbohydrates and amyloid. Students spend 6 hours/week at a clinical site for the duration of the semester.

Corequisite: HTN 102 Credits: 6

HTN 113 Histology Practicum

The HTN 113 Histology practicum will provide practical experience in the application of staining techniques for identification of connective tissue, collagen and elastin, reticulum fibers, muscle and basement membranes, lipids, microorganisms, fungus, pigments, and minerals. Students will be provided with training by clinical instructors in the application of stain, troubleshooting techniques, and the importance of quality control in evaluating stain effectiveness. Students spend 6 hours/week at the practicum site.

Prerequisites: HTN 101, HTN 102, HTN 111, HTN 112

Corequisite: HTN 103

Credits: 6

HTN 114 Histology Practicum 4

As the last clinical rotation in the histotechnician program, students become proficient in all areas of the histology laboratory and meet the requirements for employment as an entry-level histotechnician. In addition to routine practices, students will receive orientation in immunohistochemistry and enzyme histochemistry. Students spend 6 hours/week at the clinical site.

Prerequisites: HTN 102, HTN 103, HTN 112, HTN 113

Corequisites: HTN 104, HTN 105

Credits: 6

Humanities

HUM 122 Music Appreciation (Online)

Music Appreciation is designed to give the student a background in the history and appreciation of music from antiquity to the present. Major composers and their representative works, musical forms, and instruments are reviewed and discussed in class. Records and professional concerts are used extensively for illustration.

Prerequisite: None

Credits: 3

Core Arts/Humanities Elective

HUM 202 Health Care Law and Ethics

This course covers the primary medical, legal, and ethical issues encountered in day-to-day health care practices. These issues include: licensure, confidentiality, consent, the physician/patient relationship, malpractice, and litigation. A variety of secondary medical legal issues will also be addressed, such as intentional torts, public duties and responsibilities, and employment laws. In addition, codes of ethics, as well as the relationship between law and ethics, are discussed.

Prerequisite: None

Credits: 3

Core Arts/Humanities Elective

HUM 212 The Art of the Film

For more than one hundred years, world culture has been increasingly defined and influenced by the moving picture. As in literature, plot, theme, motif, and image are developed in film to provide an audience with an art form that gives insight into the human condition. In this course, we will explore significant cinematic achievement from the earliest Edison kinetoscopes to the critically acclaimed films of today. In addition, important technical strides, such as the transition to sound, will be discussed. Various genres utilizing complete films and clips, as well as documentaries, will be explored. Class assignments will include essays and critiques.

Prerequisite: None

Credits: 3

Core Arts/Humanities Elective

Academic Discourse

IAD 050 Introduction to Academic Discourse I

This course provides an authentic academic context for reading and writing practiced together and sequenced effectively to improve mastery of both as integrated modes of thinking and communicating. Higher order (critical thinking) cognitive functions are supported and developed through active use of these explicitly interconnected communication modes. Readings will be appropriately leveled for a 050 course. Writing will begin with paragraph length compositions and culminate in short essays.

Prerequisite: None

Credits: 3

IAD 100 Introduction to Academic Discourse II

This course provides an authentic academic context for reading and writing practiced together and sequenced effectively to improve mastery of both as integrated modes of thinking and communicating. Higher order (critical thinking) cognitive functions are supported and developed through active use of these explicitly interconnected communication modes. Readings will be appropriately leveled for a 100 course. Writing will begin with short essays and culminate in college level academic essays.

Prerequisite: IAD 050 with a grade of C or higher, or a satisfactory score on the placement test.

Credits: 3

INT 201Academic Internship

The Academic Internship course presents the student with an opportunity to apply classroom theory with a period of practical, hands-on experience in a professional work environment. Students will continue to use their internship experience to further develop discipline skills and knowledge and outcomes that will remain relevant throughout their careers.

Internship Seminars will be offered to the students prior to their internship to prepare the student for their internship experience and topics covered in the seminars will include: identification of career goals, resume writing, career planning skills, interview skills, contemporary workplace issues, and professional communication.

The Internship Program will offer flexibility to the student by providing varying levels of time commitment with a minimum of 45 hours of work/study within the semester. Student/Intern will meet their faculty advisor and the internship coordinator throughout the internship and will document their experiences through reflective journaling and assignments.

Prerequisite: Program Director approval.

Credits: 3

Interdisciplinary Studies

IDS 101 Harcum Colloquium

This interdisciplinary course is designed to guide students in their academic, personal, civic, and cultural development and provide them with the skills to succeed in college. It also provides instruction in college survival skills, such as time, financial and stress management, and study skills, including textbook reading and test-taking. Students learn to be proactive in their education and develop critical thinking and problem-solving skills.

Prerequisite: None

Credit: 1

IDS 103 College Orientation & Research Skills

This interdisciplinary course is designed to guide students in their academic, personal, civic, and cultural development, outside and within Harcum College. Information literacy will be introduced, assisting students in developing efficient and effective research strategies and skills necessary to conduct college level research and facilitate lifelong learning. This course is designed to prepare the student to have a successful academic and personal experience at the College.

Prerequisite: None

Credits: 3

Legal Studies

JUS 101 Introduction to Justice Studies

In this foundational Justice Studies course, students will learn about the justice system, its key components (policing, corrections, and the courts), and how it impacts society. The course empowers students to critically engage and appreciate the comprehensive nature of the Justice System.

Prerequisites: None

Credits: 3

JUS 102 Introduction to Criminology

This course will use a sociological lens to examine crime patterns and trends through an exploration and evaluation of the definition of crime, causes of crime, theories of criminal behavior, characteristics of criminals and victims.

Prerequisites: None

Credits: 3

JUS 201Justice in Society

This course focuses on the relationships between Criminal Justice agencies and the community it serves by examining police patrols, community courts, and the impact of the physical, environmental, emotional and psychological impact on these partners.

Prerequisites: None

Credits: 3

LS 101 Introduction to Legal Studies

This course provides an introduction to the American legal system. The course provides a brief history on the process and procedures by which the legal system was developed, how laws are created, and how laws are organized. Students understand the different sources of law, the different levels of law, and the interplay that occurs when different laws regulate the same matters. This course includes a field trip to the Constitution Center, Independence Hall, City Hall, and the Liberty Bell Pavilion.

Prerequisite: None

Credits: 3

LS 202 Torts

This course combines a general overview of the purposes and procedures of tort law, with examples and exercises on the process and procedures that paralegals employ when working on tort actions. Students work on a mock case and develop a database for all evidence and documents employed in the case. In addition, there is a discussion and demonstration of time-keeping programs.

Prerequisites: None

Credits: 3

Medical Laboratory Science

MLS 101 Introduction to Medical Laboratory Technology

This course introduces the student to the many aspects of the clinical laboratory, and provides an introduction of procedures performed in each lab department: chemistry, blood bank, serology, urinalysis, microbiology, hematology, focusing on specimen collection, safety and infection control, quality control, legal/ethical considerations, and application of computers in the laboratory setting.

Prerequisite/Corequisite: MTH 113 Credits 3

MLS 113 Basic Hematology and Clinical Microscopy

This course provides a thorough background in the study of hematology focusing on the development and function of red cells, white cells, and platelets. The analysis of other body fluids including urine and spinal fluid are explored.

Prerequisite: MLS 101 Corequisite: MLS 114, CHE Elective Credits: 3

MLS 114 Applied Hematology and Microscopy

This course provides “hands-on” application of material presented in MLS 113. Students study normal and abnormal blood cells and demonstrate proficiency in performing differential cell counts. The binocular microscope is used to examine cells in blood, urine, and other body fluids.

Prerequisite: MLS 140, MLS 130 Corequisite: MLS 113, CHE Elective Credits: 1

MLS 130 Immunology

This course covers the basic theory of immunology along with infectious disease, diseases of the immune system, and the role of serological testing in diagnosis and treatment of these diseases. Students learn multiple and serial dilutions and how to use these techniques in the clinical laboratory setting.

Corequisite: MTH 113 Credits: 3

MLS 140 Applied Lab Techniques I

Students are introduced to laboratory methods in manual and automated specimen testing, quality control, and use of universal precautions in the clinical setting. Each lab session focuses on a particular area of the clinical laboratory and includes chemistry, hematology, urinalysis, microbiology, serology, and blood bank.

Corequisite: MLS 101 Credit: 1

MLS 211 Clinical Chemistry

This course prepares students for the clinical chemistry practicum rotation by providing information on lab safety and QA/QC in the clinical lab, clinical correlations, and analytical procedures involving amino acids, protein, non-protein nitrogen compounds, enzymes, carbohydrates, lipids, lipoproteins, electrolytes, blood gases, trace and toxic elements, as well as areas of special chemistry in therapeutic drug monitoring and toxicology.

Prerequisites: CHE Elective, MTH 113/114, MLS 101/140 Credits: 3

MLS 212 Clinical Hematology

This course prepares students for their hematology laboratory rotation as part of the hospital practicum by reviewing both standard and specialized hematology tests and applying test results to case studies in order to identify pathologic states of the blood cells. The process of coagulation is also explored. Students study the appropriate testing techniques to identify coagulation disorders.

Prerequisites: MLS 101/140, MLS 113/114 Credits: 3

MLS 213 Clinical Immunohematology

This course prepares students for their blood bank rotation as part of the hospital practicum by reviewing standard and specialized immunohematology procedures required to transfuse a patient successfully with blood products. Students discuss transfusion reaction case studies.

Prerequisites: MLS 101/140, MLS 113/114, MLS 130 Credits: 3

MLS 214 Clinical Microbiology

This course introduces the student to the wide variety of pathological microorganisms that can affect humans and how to differentiate these pathogens from normal flora. It explores the many aspects of identification using specialized media and biochemical testing. A review of processing body fluids in the microbiology lab will be included, as well as comparing antibiotics used to fight infection.

Prerequisites: BIO 205, MLS 101/140, MLS 113/140 Credits: 3

Medical Laboratory Technology

Clinical Rotation

Practicum Courses:

MLS 221, MLS 222, MLS 223, MLS 224, MLS 225, MLS 226, and MLS 227 comprise the Medical Laboratory Technology Clinical Rotation Practicum and are held at a hospital laboratory site. Students rotate through the various departments of the laboratory and receive hands-on training under the supervision of technologists, as well as case study reviews and preparation for the Board of Certification exam.

MLS 221 Chemistry

The chemistry rotation will enhance the student’s knowledge of clinical chemistry laboratory procedures and their significance in the diagnosis and treatment of disease. This rotation will allow the student to gain confidence in running both manual and automated tests in the clinical chemistry laboratory.

Prerequisites: MLS 211, MLS 212, MLS 213, MLS 214, MLS 240

Credits: 3

MLS 222 Hematology

The hematology rotation will enhance the student’s knowledge and clinical experience in the application of laboratory theory and techniques as they relate to the diagnosis and treatment of hematologic disorders.

Prerequisites: MLS 211, MLS 212, MLS 213, MLS 214, MLS 240 Credits: 3

MLS 223 Blood Bank

The immunohematology (Blood Bank) rotation will enhance the student’s knowledge of procedures in Blood Banking. Students will be able to utilize clinical laboratory techniques for testing, preparing, and issuing blood products. Students will be able to assess the need for patient blood product transfusion and be knowledgeable of all precautions taken to insure that patients receive the proper blood type of the product requested.

Prerequisites: MLS 211, MLS 212, MLS 213, MLS 214, MLS 240 Credits: 3

MLS 224 Microbiology

The microbiology rotation will enhance the student’s knowledge and clinical experience in the identification and isolation of microbial organisms significant in the clinical microbiology laboratory. Students will use laboratory data and determine the clinical significance of results in diagnosing and treating disease caused by microbial organisms.

Prerequisites: MLS 211, MLS 212, MLS 213, MLS 214, MLS 240

Credits: 4

MLS 225 Serology

The immunology/serology rotation will enhance the student’s knowledge of procedures in the immunology/serology laboratory. Students will assess the significance of laboratory results in diagnosing and treatment of diseases that are routinely detected in the serology/immunology laboratory.

Prerequisites: MLS 211, MLS 212, MLS 213, MLS 214, MLS 240

Credit: 1

MLS 226 Coagulation

The coagulation rotation will enhance the student’s knowledge of procedures in the coagulation laboratory. Students will perform testing, differentiate normal from abnormal results, and apply laboratory theory and techniques to the diagnosis and treatment of coagulation disorders.

Prerequisites: MLS 211, MLS 212, MLS 213, MLS 214, MLS 240

Credit: 1

MLS 227 Urinalysis

The urinalysis rotation will enhance the student’s knowledge of procedures in the urinalysis department. They will be able to perform testing, recognize normal and abnormal results, and apply laboratory theory to assess diagnosis and treatment of diseases detected by urinalysis.

Prerequisites: MLS 211, MLS 212, MLS 213, MLS 214, MLS 240

Credit: 1

MLS 230 MLT Certification Prep Seminar

This course will provide the student with the tools to prepare for success on the ASCP MLT Board Certification Exam. The student will access pre- and post-tests in all areas of clinical laboratory science and will receive personal instruction to overcome areas of weakness.

Prerequisite: MLS 211, MLS 212, MLS 213, MLS 214, MLS 240

Corequisites: MLS Practicum courses 221, 222, 223, 224, 225, 226, 227

Credit: 1

MLS 231LApplied Lab Techniques Directed Study

This directed study course is designed for distance students in their final semester of the MLT program who reside more than two hours from the Bryn Mawr campus and were unable to participate in MLS 140, MLS 114, and MLS 240 student lab courses as scheduled. The MLS 231L Directed Study course meets the program and course learning outcomes and emcompasses the cognitive, psychomotor, and affective objectives of the MLS 140, 114, and 240 students labs that are part of the MLT curriculum. Students will be introduced to laboratory methods in manual and automated specimen testing, quality control, and use of universal precautions in the clinical setting. Students will correlate theory learned in senior level MLT courses to tests performed in the particular area of the clinical laboratory including chemistry, hematology, coagulation, blood bank, urinalysis, microbiology, and serology.

Prerequisites: Completion of all MLS lecture coureses.

Credits: 3 lab

MLS 240 Applied Lab Techniques II 1-0-1

Students correlate theory learned in senior level MLT courses to tests performed in the clinical laboratory. Manual and automated methodologies are used to perform advanced procedures in microbiology, hematology, blood bank, serology, and clinical chemistry.

Prerequisites: MLS 140, MLS 114

Corequisites: MLS 211, 212, 213, 214

Credit: 1

Mathematics

MTH 073 Fundamentals of College Math

This course is designed to reintroduce students to key arithmetic and basic algebraic concepts necessary for MTH 113, College Math.

Prerequisite: None

Credits: 3

(Graduation credit is not awarded for this course, and this course does not fulfill core curriculum requirements.)

MTH 111Quantitative Reasoning

In this course students utilize skills required to interpret and evaluate quantitative information that they encounter in everyday life, society, school, and the workplace, and to make quantitatively-based decisions in their lives.

Prerequisite: None

Credits: 3

MTH 113 College Math

This course covers the essentials of algebra as well as selected areas of pre-calculus algebra. Topics include operations on real numbers, simplifying and evaluating variable expressions, set notation and set operations, solving linear and compound inequalities, operations on polynomials, factoring, simplifying rational expressions, solving quadratic and rational equations, properties of exponents, arithmetic of radicals, and the rectangular coordinate system.

Prerequisite: MTH 073 with a grade of C or higher or satisfactory score on placement test.

Credits: 3

MTH 114Statistics and Probability

Statistics presents a way of observing and making sense of the world around us. In this course students will engage in the application of Statistics -- gathering, organizing, analyzing and drawing conclusions from data. After taking this course, students will be able to produce and communicate sound judgments about discipline-specific and real world problems, through the collection, analysis, interpretation, and presentation of data. Applications involve data from a range of disciplines (business, social sciences, psychology, life science, health science, education).

Prerequisites: none

Credits: 3

MTH 115Business and Financial Mathematics

This course is an introduction to the application of mathematics in personal and business finance. Topics include the various techniques for solving percent problems, retail cost and markup, simple and compound interest, annuities and sinking funds, mortgage and installment loan payments, amortization schedules, and calculating the total interest paid on a loan.

Prerequisite: MTH 111 with a grade of C or higher or satisfactory score on placement test.

Credits: 3

MTH 116Pre-Calculus Algebra

This course is designed for students who need a rapid review of those algebraic topics essential for the study of calculus. These topics include real and complex numbers, sets, linear, quadratic radical and rational equations, polynomial and rational inequalities, algebra of functions, graphing and equations of parabolas and circles, and exponential and logarithmic functions.

Prerequisite: MTH 113 with a grade of C or higher or satisfactory score on placement test.

Credits: 3

MTH 117 Pre-Calculus Trigonometry

A sequel to MTH 116, this course covers those trigonometric and algebraic topics considered essential for calculus. Those topics include circular and trigonometric identities, matrices, determinants, sequences and series, and the binomial theorem.

Prerequisite: MTH 116 with a grade of C or higher.

Credits: 3

MTH 201 Introduction to Calculus I

This course covers differential calculus. Topics include functions; limits and continuity; differentiation of polynomial, algebraic, exponential, logarithmic, and trigonometric functions; extreme values of functions; and graphing. Applications to business, life, social sciences, and physics are discussed.

Prerequisite: MTH 116 or MTH 117 with a grade of C or higher.

Credits: 4

MTH 202 Introduction to Calculus II

This course covers integral calculus. Topics include definite and indefinite integrals; integration of polynomial, algebraic, exponential, logarithmic, and trigonometric functions; integration by parts; substitution techniques; and improper integrals. Applications to business, life, social sciences, and physics are discussed.

Prerequisite: MTH 201 with a grade of C or higher.

Credits: 4

Music

MUS 104ISInstrumental Music Lessons on Percussion

This independent study course consists of private drum lessons, given on a one-to-one basis. A scheduled 50 minute lesson per week is the requirement. All levels of experience and beginners are accepted. Lessons are structured to provide learning experiences that increase the level of proficiency on the chosen instrument, as well as understanding of general musical concepts and performance practice. The lessons culminate in an end-of-the-semester performance.

Prerequisite: None

Credit: 1

Core Arts/Humanities Elective

MUS 105ISInstrumental Music Lessons on Piano

This independent study course consists of private piano lessons, given on a one-to-one basis. A scheduled 50 minute lesson per week is the requirement. All levels of experience and beginners are accepted. Lessons are structured to provide learning experiences that increase the level of proficiency on the chosen instrument, as well as understanding of general musical concepts and performance practice. The lessons culminate in an end-of-the-semester performance.

Prerequisite: None

Credit: 1

Core Arts/Humanities Elective

MUS 106ISVoice Lessons

This independent study course consists of private voice lessons, given on a one-to-one basis. All levels of experience and beginners are accepted. Lessons are structured to provide learning experiences that increase the level of proficiency on the chosen instrument, as well as understanding of general musical concepts and performance practice. The lessons culminate in an endof-the-semester recital.

Prerequisite: None

Credit: 1

Core Arts/Humanities Elective

MUS 107ISInstrumental Music Lessons on Woodwinds

This independent study course consists of private flute, clarinet, or saxophone lessons, given on a one-to-one basis. A scheduled 50 minute lesson per week is the requirement. All levels of experience and beginners are accepted. Lessons are structured to provide learning experiences that increase the level of proficiency on the chosen instrument, as well as understanding of general musical concepts and performance practice. The lessons culminate in an end-of-the-semester performance. Students must supply their own instruments.

Prerequisite: None

Credit: 1

Core Arts/Humanities Elective

MUS

108ISInstrumental Music Lessons on Brass

This independent study course consists of private trumpet or trombone lessons, given on a one-to-one basis. A scheduled 50 minute lesson per week is the requirement. All levels of experience and beginners are accepted. Lessons are structured to provide learning experiences that increase the level of proficiency on the chosen instrument, as well as understanding of general musical concepts and performance practice. The lessons culminate in an end-of-the-semester performance. Students must supply their own instruments.

Prerequisite: None

Credit: 1

Core Arts/Humanities Elective

MUS 109ISInstrumental Music

Lessons on Guitar

This independent study course consists of private guitar lessons, given on a one-to-one basis. A scheduled 50 minute lesson per week is the requirement. All levels of experience and beginners are accepted. Lessons are structured to provide learning experiences that increase the level of proficiency on the chosen instrument, as well as understanding of general musical concepts and performance practice. The lessons culminate in an end-of-the-semester performance. Students must supply their own instruments.

Prerequisite: None

Credit: 1

Core Arts/Humanities Elective

MUS 110ISInstrumental Music

Lessons on Electric Bass

This independent study course consists of private bass lessons, given on a one-to-one basis. A scheduled 50 minute lesson per week is the requirement. All levels of experience and beginners are accepted. Lessons are structured to provide learning experiences that increase the level of proficiency on the chosen instrument, as well as understanding of general musical concepts and performance practice. The lessons culminate in an end-of-the-semester performance. Students must supply their own instruments.

Prerequisite: None

Credit: 1

Core Arts/Humanities Elective

Nursing

NUR 100 Fundamental Concepts of Nursing Practice

This course provides an introduction to nursing and the roles of the professional nurse. The concepts of patient-centered care, professionalism, teamwork, quality improvement, collaboration, safety, evidence-based practice, and leadership are introduced in this course. Emphasis is placed on the knowledge and skills needed to provide safe, quality care. Students will use the nursing process to guide basic clinical decisions. The theoretical foundation for a general assessment and nursing skills is presented, and the student is given an opportunity to demonstrate these skills in a laboratory and clinical setting.

Credits: 9

NUR 105 Nursing of Adults I

This course focuses on the care of adult and older adult patients with uncomplicated physical and/or mental behavioral alterations that require medical and/or surgical intervention. Emphasis is placed on the care of an adult or older adult with alterations in selected body functions, including mental behavioral issues. Concepts of patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, informatics, professionalism, and leadership are integrated throughout the course. Clinical experiences provide the student an opportunity to apply theoretical concepts and implement safe patient care to one adult and/or older adult patient per experience in a variety of settings.

Prerequisites: NUR 100

Corequisite: NUR 106

Credits: 7

NUR 106 Mental Health Nursing

This course focuses on the care of patients across the lifespan experiencing alterations in mental behavioral health. Concepts of crisis intervention and therapeutic communication are integrated throughout the course. The promotion and/or maintenance of mental behavioral health issues of patients and families are emphasized. Interventions, both non-pharmacological and pharmacological, are explored for

patients with alterations in mental behavioral health. Students will address mental behavior health issues during maternalchild, medical-surgical, and simulation experiences. The community as a site for care and support services is addressed.

Prerequisites: NUR 100

Corequisite: NUR 105

Credits: 2

NUR 205 Nursing of Adults II

This course focuses on the care of adult and older adult patients with complicated health alterations and/or mental behavioral issues. Concepts of pathophysiology, pharmacology nutrition, evidence-based practice, quality improvement, informatics, teamwork and collaboration, and safety will be integrated throughout the course. Progression of clinical skills, priority setting, time management, clinical judgement, and legal and ethical tenets are integrated throughout the course. Clinical experiences provide the student the opportunity to apply theoretical concepts and implement safe care to two patients with complicated health alterations and/or mental behavioral health alterations in a variety of settings.

Prerequisites: NUR 100, 105, 106

Co-requisites: NUR 206

Credits: 5

NUR 206 Maternal Child Nursing

This course provides an integrative, familycentered approach to the care of mothers, newborns, and children. Emphasis is placed on normal and high-risk pregnancies, normal growth and development, family dynamics, common pediatric disorders, and the promotion of healthy behaviors in patients. Laboratory and simulation experiences provide the student an opportunity to apply theoretical concepts and implement safe patient care to mothers, newborns, and children.

Prerequisites: NUR 100, 105, 106

Corequisite: NUR 205

Credits: 4

NUR 211 Nursing of Adults III

This course focuses on the care of adult and older adult patients with complicated multisystem health alterations and/or mental behavioral issues. Emphasis is placed on helping patients and their families to cope with alterations in body functions. Concepts of pathophysiology, pharmacology, nutrition, informatics, evidence-based practice, and teamwork and collaboration will be integrated throughout the course. Progression of clinical skills, priority setting, time-management, clinical judgment, and tenets of legal and ethical practice are integrated throughout the course. Clinical experiences provide the student an opportunity to apply theoretical concepts and implement safe care to two or more patients in a variety of settings.

Prerequisites: NUR 100, 105, 106, 205, 206

Corequisite: NUR 216

Credits: 4

NUR 216 Transition to Professional Nursing Practice

This course facilitates the transition of the student to the role of a professional nurse. Emphasis is placed on contemporary issues and management concepts, as well as developing the skills of delegation, conflict management, leadership, and NCLEX preparation. Legal and ethical issues are discussed with a focus on personal accountability and responsibility. Standards of practice and the significance of functioning according to regulations and statutes are analyzed. The student will implement a remediation plan based on identified areas of weakness in preparing for the NCLEX exam.

Prerequisites: NUR 100, 105, 106, 205, 206

Corequisite: NUR 211

Credits: 2

Occupational Therapy Assistant

OTA 113 Functional Anatomy for the OTA

This course offers an interactive presentation of the musculoskeletal structure and function in the human body. This course is an in-depth study of the human skeleton and muscles with an integrated laboratory component focusing on the functional component of these systems. The student will actively participate in learning how the muscles function to create purposeful movement. This class is a prerequisite class to OTA 114. Successful completion of this class is necessary to continue with the OTA course sequence.

Prerequisites: OTA 119 and SOC 122

Corequisite: BIO 103

Credit: 1

OTA 114Applied Kinesiology

Applied Kinesiology involves the study of human motion with a strong emphasis on pathokinesiology. The anatomy and physiology of the skeletal and neuromuscular systems are reviewed and the functional interaction of these systems in producing movement is studied in the classroom and in the laboratory. Analysis of normal and abnormal motion, strength, coordination, neuromuscular activity, and methods of clinical assessment and treatment application are included.

Prerequisites: OTA 113

Corequisite: BIO 103

Credits: 4

OTA 119Introduction to Occupational Therapy

This course is designed to introduce the student to the basic principles of occupational therapy theory and practice. It describes the primary competencies and performance objectives for training as a Certified Occupational Therapy Assistant (COTA). This course helps the student build a body of knowledge, attitudes, values, and basic skills needed to enter the profession as a COTA.

Prerequisites: None

Credits: 3

OTA 120Application of Professional Behavior in Emerging Practice

This 15 week online seminar is designed to cover the key areas of professionalization of the occupational therapy assistant from student to clinician. This includes the level 1A Fieldwork experience. The purpose of this seminar is to support the student in transferring classroom learning of first semester content to the clinical setting during Fieldwork 1A. The level 1A FW experience is integrated into this course to assist the student with the application of knowledge attained in the classroom.

Prerequisites: None

Co-requisite: OTA 191, FW Level 1A placement is at discretion of OTA Program if student does not pass OTA 119.

Credits: 2

OTA 121 Survey of Occupational Therapy Principles

This course is designed to introduce the student to the basic principles of occupational therapy theory and practice. It describes the primary competencies and performance objectives for training as a Certified Occupational Therapy Assistant (COTA). This course helps the student build a body of knowledge, attitudes, values, and basic skills needed to enter the profession as a COTA. This course includes an off-site fieldwork component to complement academic teaching content.

Prerequisite: None

Credits: 4

OTA 123Bio-Psycho-Social Conditions

This course provides a survey of medical/psychosocial conditions that impact on the functioning of human beings. The etiology, pathology, symptomatology, prognosis, and medical treatment of significant conditions will be presented. Each condition is discussed in its developmental context, i.e. age of typical occurrence and impact on life tasks at the particular stage. This course is taught in close connection with OTA 122 to enable the student to correlate normal developmental life tasks with typical disruptions of function at each stage.

Prerequisite: OTA 113 and OTA 114

Credits: 3

OTA 124 Occupational Dysfunction in Childhood and Adolescence

This course builds on the basic concepts taught in OTA 114, 121, 123, and SOC 122. It has two functions: 1) to present in-depth the impact of bio-psycho-social dysfunction on an individual and his/her family throughout the period of childhood and adolescence, including the role of socio-cultural values and their impact on adaptation and 2) to address the acquisition of professional concepts, evaluation, and treatment planning skills that reflect current occupational therapy practice with children and adolescents. A pediatric Fieldwork Level I experience is integrated into this course to assist the student with the application of knowledge attained in the classroom.

Prerequisites: OTA 121, SOC 122, OTA 123, and OTA 114

Corequisite: OTA 125

Credits: 4

OTA 125 Activities and Adaptations for Childhood and Adolescence

This course is designed to provide the opportunity for exploration of activities of childhood and adolescence through experiential learning. Students will be introduced to selection, design, and development of adaptations, and the grading of activities to facilitate maximum function. Emphasis is on problem solving and the development of clinical reasoning skills regarding the therapeutic application of activities and adaptations within the occupational therapy process.

Corequisite: OTA 124

Credits: 3

OTA 126 Professional Seminar I

The purpose of this seminar is to support the student in transferring classroom learning of first semester content to the clinical setting during Fieldwork IA.

Corequisite: OTA 121

Credit: 1

OTA 127 Professional Seminar II

The purpose of this seminar is to support the student in transferring classroom learning of first semester content to the clinical setting during Fieldwork IB.

Corequisite: OTA 124

Credit: 1

OTA 224 Occupational Dysfunction in Adulthood and Geriatrics

This course emphasizes the impact of dysfunction in the areas of ADL, work, and leisure in adults and older adults with a variety of mental and physical deficits and abilities. Current professional literature will be used to provide guidelines, case stories, and experiential learning activities to facilitate optimal understanding of information within practical contexts. This course combines academic knowledge with relevant clinical observations and experiences. This course includes an off-site fieldwork component.

Prerequisite: Satisfactory completion of all 100-level OTA coursework

Corequisite: OTA 225

Credits: 4

OTA 225 Activities and Adaptations for Adulthood and Geriatrics

This course emphasizes experiential and hands-on learning within the classroom setting. This course is a complement to OTA 224 because it allows the student to engage in activity based tasks that emphasize the OTA’s role in treating the adult/older adult population with mental and/or physical dysfunction. Adaptation of the tools and environment in which this population is treated and/or lives will be taught. Group activities, selected craft projects, adaptation projects, presentations, and competency testing will be used to facilitate learning.

Corequisite: OTA 224

Credits: 3

OTA 226 Clinical Skills throughout the Life Span

This course is designed to help students develop the following clinical skills which relate to treatment of clients across the life span: assessment methods and related treatment techniques for motor, sensory, visual/perceptual, and mental dysfunction; performance of assistive techniques to facilitate maximum occupational performance; selection and/or fabrication of environmental adaptations and technological equipment; fabrication of basic orthotics; understanding of safety precautions; performance of functional transfers and related training of clients/patients; and effective communication skills within a culturally diverse society.

Prerequisites: Satisfactory completion of all 100-level OTA coursework.

Credits: 3

OTA 227 Professional Seminar III

The purpose of this seminar is to support the student in transferring classroom learning of first semester content to the clinical setting during Fieldwork IC.

Corequisite: OTA 224

Credit: 1

OTA 228 Professional Seminar IV

The purpose of this seminar is to support the student in transferring classroom learning of first semester content to the clinical setting during Fieldwork Level IIA and B.

Corequisites: OTA 231, OTA 232

Credit: 1

OTA 231 Fieldwork Experience Level IIA

This course consists of a full-time 8-week clinical placement. The goal is the application of academically acquired knowledge through in-depth experiences in the clinical setting. The experience provides the student with opportunities for carrying out professional responsibility under appropriate supervision and professional modeling. All Level II fieldwork must be completed no later than 18 months following completion of academic coursework.

Prerequisite: satisfactory completion of all preceding OTA coursework with C or better Corequisite: OTA 228

Credits: 6

OTA 232 Fieldwork Experience, Level IIB

This course consists of a second full-time 8week clinical placement. The goal is the application of academically acquired knowledge through in-depth experiences in the clinical setting. The experience provides the student with opportunities for carrying out professional responsibility under appropriate supervision and professional modeling. All Level II fieldwork must be completed no later than 18 months following completion of academic coursework.

Prerequisite: satisfactory completion of all preceding OTA coursework with C or better Corequisite: OTA 228

Phlebotomy

PBT 210 Phlebotomy Theory and Techniques

This course will prepare students with the ability to function as a competent phlebotomist by presenting a background in human physiology along with practical phlebotomy skills, safety practices, and a general overview of the working environment in the present healthcare setting.

This course is essential for the student who wishes to complete the clinical practicum and earn phlebotomy certification through the American Society of Clinical Pathologists (ASCP).

Prerequisite: High School diploma

Credits: 3

PBT 201Phlebotomy Practicum

The phlebotomy practicum will reinforce the student’s knowledge of phlebotomy theory and enhance the student’s proficiency in phlebotomy technique.

Prerequisites: PBT 210

Credit: 2

PBT 202 Certification Exam Prep Seminar

This course will provide the student with the tools to prepare for success on the ASCP-PBT Board of Certification Exam. The student will access tests in all areas of phlebotomy and will receive personal instruction to overcome areas of weakness. Students completing the PBT 210, PBT 201, and PBT 202 courses are eligible to take the Phlebotomy Certification Exam.

Prerequisite: PBT 210

Credit: 1

Physical Education

PED 101Volleyball Team

This course involves the active participation of the student in an accepted team sport. Physical education is an important part of the school’s curriculum, and the participation in sports promotes physical fitness in students, helps them to develop an understanding of rules and strategies, and teaches them to work as a member of a team.

Prerequisite: Students must meet NJCAA requirements in order to participate in a team sport.

Credit: 1

PED 102Soccer Team

This course involves the active participation of the student in an accepted team sport. Physical education is an important part of the school’s curriculum, and the participation in sports promotes physical fitness in students, helps them to develop an understanding of rules and strategies, and teaches them to work as a member of a team.

Prerequisite: Students must meet NJCAA requirements in order to participate in a team sport.

Credit: 1

PED 112 Yoga

This course introduces the students to yoga and its physical and mental benefits. Students learn a series of poses and breathing techniques to increase strength, flexibility, balance, and the ability to focus.

Prerequisite: None

Credit: 1

PED 113 Introduction to Weight Training

This course allows the student to obtain benefits of weight training by using Harcum’s fitness center in a class-structured environment. Students learn proper lifting technique, correct breathing, names for specific muscle groups, and the use of the equipment in the Fitness Center through supervised training.

Prerequisite: None.

Credit: 1

PED 123 Wellness

This course allows the student to take an active role in the process of becoming aware of the different areas in one’s life, identifying the areas that need improve-

ment, and then making the choices that facilitate attainment of a higher level of health and well-being. This course emphasizes developing attitudes and engaging in behaviors that enhance quality of life and maximize personal potential.

Prerequisite: None

Credits: 2

PED 124 Fitness for Living

Students will learn fitness techniques and develop routines for better health.

Prerequisite: None

Credit: 1

PED 130 Basketball Team

This course involves the active participation of the student in an accepted team sport. Physical education is an important part of the school’s curriculum, and the participation in sports promotes physical fitness in students, helps them to develop an understanding of rules and strategies, and teaches them to work as a member of a team.

Prerequisite: Students must meet NJCAA requirements in order to participate in a team sport.

Credit: 1

PED 131Track Team

This course involves the active participation of the student in an accepted team sport. Physical education is an important part of the school’s curriculum, and the participation in sports promotes physical fitness in students, helps them to develop an understanding of rules and strategies, and teaches them to work as a member of a team.

Prerequisite: Students must meet NJCAA requirements in order to participate in a team sport.

Credit: 1

PED 199 Flex Credit

Students are given credit for their membership and participation at any fitness center. Arrangements may also be made for students to use Harcum’s facilities while supervised.

Prerequisite: None

Credit: 1

Psychology

PSY 111 Introductory Psychology

This course introduces the student to the basic concepts of psychological processes, including: brain functioning, the role of neurotransmitters, sensation and perception, states of consciousness, learning, memory, thinking, intelligence, motivation, and emotions. The course also examines theories of personality, describes the spectrum of psychological disorders, and explores types of therapy. By the end of the course, students should be able to apply these psychological concepts to enhance their critical thinking skills.

Prerequisite: None

Credits: 3

Core Social Science Elective

PSY 112 Psychology of Personality and Adjustment

This course examines the components of a healthy personality from a variety of perspectives. The biological, genetic, and physiological contributions are assessed in depth, based on current research. In addition, more traditional theories of personality, based on the work of Sigmund Freud (defense mechanisms), Erik Erikson (egodevelopment and ego-identity), and other personality theorists will be explored. The course allows students to take and evaluate various personality-testing instruments. Finally, the course addresses underlying issues in personality research – Is personality hard-wired in the brain at birth, or is it shaped by social and environmental factors over time? Are personality traits consistent across all interactions, or is personality more situationally-based? Can personality traits be changed through therapy and/or individual effort?

Prerequisite: PSY 111

Credits: 3

Core Social Science Elective

PSY 113 The Inclusive Classroom

The purpose of this course is to help students develop attitudes and skills to meet the needs of all children in their programs. By the end of the course, students should have developed the knowledge and the problem solving skills to adapt strategies and develop original materials for an effective inclusive learning environment. Students are introduced to the history and legal background of inclusive education, will be familiar with major conditions and factors affecting a child’s ability to learn, and be able to communicate effectively with the professional team, including medical/developmental specialists. This course examines the educational needs of young children who have cultural differences and explores teaching approaches to accommodate these needs in a cooperative environment, including parents, school, and community interaction. The course includes experiential, hands-on learning, and promotes practical application and problem solving.

Prerequisites: None

Credits: 3

Core Social Science or Diversity Elective

PSY 154 Child Development

This course traces the development of the child from conception through middle childhood, focusing on the developmental characteristics of infants, toddlers, preschoolers, and school-age children, with emphasis on sensory motor, cognitive, and social-emotional development.

Prerequisite: None

Credits: 3

Core Social Science Elective

PSY 156 Human Development

This course traces the development of the individual from conception through the lifespan, focusing on the developmental characteristics of infancy, childhood, adolescence, young and middle adulthood, and old age. Emphasis is on normal development. Theories considered are psychoanalytic, cognitive, behaviorist, humanist, and ethological. Effects and interaction of genetics and environment or nature/nurture are emphasized.

Prerequisite: PSY 111

Credits: 3

Core Social Science Elective

PSY 158 Psychology of Disabilities

This course examines the social and psychological aspects of disability from the perspective of the individual, significant others, helping professionals, and society in general. Special emphasis is given to the dynamics of interactions that affect the rehabilitative process.

Prerequisite: PSY 111

Credits: 3

Core Social Science or Diversity Elective

PSY 200Dialectical Behavioral Therapy

This course introduces students to the therapeutic modality of DBT and provides a foundational understanding of its purpose and core principles. Participants will be educated on the evolution of treatment for those suffering with borderline personality disorder and will be able to recognize and better understand the symptoms in the criteria for diagnosis. By completing assignments that facilitate self-reflection, participants will increase their own level of self-awareness which will aid in their ability to use the intervention effectively. Upon completion of this course, they will have gained familiarity with the modality and the tools it aims to provide to those struggling with emotional dysregulation.

Credits: 3

PSY 212 Group Dynamics

This course is an introduction to smallgroup therapy with a particular focus on group characteristics and processes such as how a group is defined; conformity, consensus, and conflict in groups; types of power and influence in groups; leadership styles; phases or stages in group behavior; motivational processes in groups and communication patterns in groups.

Prerequisite: PSY 111

Credits: 3

Core Social Science Elective

PSY 213 Educational Psychology

The purpose of this course is to review concepts and principles of psychology in order to apply them to educational methods. Topics to be covered are child development, learning, intelligence, motivation, memory, variations in learning styles, evaluation, and assessment. Teaching methods from the behaviorist, humanist, and cognitive view are considered.

Prerequisite: None

Credits: 3

Core Social Science Elective

PSY 253 Abnormal Psychology

This course examines past and contemporary theories of mental health and abnormality; describes symptoms of mental disorders such as anxiety and panic disorders, phobias, obsessive-compulsive disorders, mood disorders (depression and bipolar disorder), schizophrenia, dissociative disorders, and personality disorders; examines causes of each disorder and assesses methods of treatment for each disorder.

Prerequisite: PSY 111

Credits: 3

Core Social Science or Diversity Elective

Physical Therapist Assistant

PTA 109 Functional Anatomy

This course offers an interactive presentation of the musculoskeletal structure and function in the human body. This course is an in-depth study of the human skeleton and muscles with an integrated laboratory component focusing on the functional components of these systems. The student actively participates in learning how the muscles function to create purposeful movement. An average of 73% or higher is required to pass this course. Successful completion of this course is necessary to continue with the PTA course sequence.

Prerequisites: BIO 103

Pre or Co-Requisites: BIO 104, PTA 110, PTA 111

Credits: 2

PTA

110 Introduction to Physical Therapy

This course provides the student with an understanding and background of the practice of Physical Therapy and the role of the Physical Therapist Assistant. Topics include the funding of health care, professional ethics, legal aspects, culture and disability, writing SOAP note documentation, and the role of the PTA and health care interdisciplinary team. A minimum course average of 73% is required to pass this course. Successful completion of this course is required to continue within the PTA sequence.

Prerequisites: BIO 103

Pre or Co-Requisites: BIO 104, PTA 110, PTA 111

Credits: 2

PTA 111 Foundation Principles of Physical Therapy

This course will introduce the student to the basic clinical skills required as part of patient care activities. Topics include transfer techniques, body mechanics, wheelchair management, the use of assistive devices for ambulation, bed mobility, positioning, passive range of motion, goniometry, vital signs, normal gait, and normal development. The lab sessions will introduce the students to the problem solving approach by applying their techniques and knowledge in simulated patient care scenarios. An average of 73% or better is required to pass the course. Successful completion of this course is required to continue within the PTA sequence.

Prerequisites: BIO 103

Pre or Co-Requisites: BIO 104, PTA 109, PTA 110

Credits: 3

PTA

112

Physical Therapy I /Electrophysiology

PTA 112 introduces the student to the general principles of treatment using physical therapy modalities. The student will learn the theory and application of superficial heat, cold, ultrasound, massage, hydrotherapy, intermittent compression, traction, Electrical Stimulation parameters (TENS, NMES, FES, Russian Stim), sEMG, Iontophoresis, electrical current waveforms of high volt, interferentia,l and others with inclusion of pertinent evidence based research. Also students learn the theories and purpose of UV light, diathermy, and infrared. The clinical problem solving approach will be emphasized in this course and all students are expected to utilize related course information where applicable. An average of 73% or higher is required to pass this course. Successful completion of this course is necessary to continue with the PTA course sequence.

Prerequisites: BIO 103, BIO 104, PTA 109, PTA 110, PTA 111

Pre or Co-Requisites: PTA 116

Credits: 4

PTA 114 Applied Kinesiology

This course involves the study of human motion with a strong emphasis on pathokinesiology. The anatomy and physiology of the skeletal and neuromuscular systems are reviewed and the functional interaction of these systems in producing movement is studied in the classroom and the laboratory. Discussion of normal and abnormal motion, locomotion, neuromuscular activity, and methods of clinical evaluation are included. A minimum of 73% or higher is required to pass this course. Successful completion of this course is necessary to continue in the course sequence.

Prerequisites: BIO 103, PTA 109, PTA 110, PTA 111 with a grade of C or higher.

Credits: 4

PTA 116 Introduction to Therapeutic Exercise

This course teaches the student concepts and skills based upon knowledge of anatomy, physiology, and applied kinesiology, for the clinical application of healing through exercise. The course will present principles of therapeutic exercises including: ROM, stretching, strengthening, aerobic conditioning, cardiac rehab, health & wellness, post-surgery & post injury, peripheral nerve disorders, balance and vestibular exercises, and pre- and post-natal exercise. An average of 73% or higher is required to pass this course. Successful completion of this course is necessary to continue with the PTA course sequence.

Prerequisites: BIO 103

Pre or Co-Requisites: BIO 104, PTA 109, PTA 110, PTA 11

Credits: 2

PTA 130 Introduction to Rehabilitation

The student will learn the basic principles of rehabilitation and be able to begin to apply them to basic patient scenarios across the continuum of care. Included in this course are functional mobility training techniques, balance interventions, the use of basic neurological treatment procedures, introduction to ADL functional assessment, and architectural assessment. This course also addresses the exploration of physical therapy practice in a rehab environment and the integration of professional behaviors in both classroom and observation settings. Through classroom, observation, and application activities the student will begin to further develop problem solving, critical thinking, and professional behaviors within the scope of practice of a PTA. An average of 73% or higher is required to pass this course. Successful completion of this course is necessary to continue in the PTA course sequence.

Prerequisites: BIO 103, PTA 109, PTA 110, PTA 111, with a grade of C or higher.

Prerequisites/Corequisites: BIO 104, PTA 112, PTA 114

Credits: 3

PTA 150 Clinical Affiliation I

This course is the first full-time four-week clinical education experience. The affiliation combines classroom knowledge and skills with on the job responsibilities and training, under the supervision of a licensed PT or PTA Clinical instructor. During the affiliation, the student will utilize techniques and integrate knowledge learned during their first two semesters of didactic classroom and lab courses, by implementing the Physical Therapist’s established plan of care. They will also gain experience interacting with patients and receive an overview of the physical therapy profession. Students receive a PASS/FAIL grade for their clinical internship.

Prerequisites: PTA 109, PTA 110, PTA 112, PTA 114, PTA 116, PTA 130 with a grade of C or higher.

Credits: 3

PTA 212 Selected Topics in Physical Therapy

This course offers specific preparation for the future PTA in the areas of geriatrics, pediatrics, and other specified diagnostic classes (respiratory, integumentary, bariatrics, critical care). Course content includes overviews of pathologies, diagnoses, and specific health care needs of the geriatric, pediatric, and other clients as well as specific treatment interventions. A problem-solving approach facilitates the student’s acquisition of knowledge. An average of 73% or better is required to pass this course.

Prerequisites: PTA 109, PTA 110, PTA 111, PTA 112, PTA 114, PTA 116, PTA 130, PTA 150 with a grade of C or higher.

Corequisite: PTA 231

Credits: 2

PTA 218Pathophysiology

The student is introduced to the medical and surgical conditions most frequently encountered in PT Departments. The basic inflammatory and healing processes and the principles of treatment to promote healing are covered. The cause, clinical signs, symptoms, and pathophysiological course and treatment of each condition are covered. Emphasis throughout the course is on the role of the PTA in the treatment of each condition. The student will be presented with basic concepts of wellness as well as the aging process. An average of 73% or higher is required to pass this course. Successful completion of this course is necessary to continue in the PTA course sequence.

Prerequisites: BIO 103, BIO 104, PTA 109, PTA 110, PTA 111, PTA 116

Pre or Co-Requisites: PTA 112, PTA 114, PTA 130

Credits: 4

PTA 222 Orthopedics

This course will review basic anatomy and physiology of the spine and extremity joints and basic treatment principles of therapeutic exercise (ROM, stretching, manual techniques, strengthening exercises, aerobic conditioning, and balance exercises). Students will be encouraged to utilize this information to create a more in depth knowledge of orthopedic pathologies and diagnoses. This course will present common orthopedic conditions and diagnoses for each joint and will utilize knowledge of current exercise protocols and treatment regimens, evidenced-based practice articles, and regional practice patterns. The focus of the lab portion of this course is for the PTA student to problem-solve orthopedic treatment, exercise prescription, and exercise progression for each diagnosis in the acute, sub-acute, or chronic phases. A more in-depth presentation of treatment of athletes is also included. An average of 73% or higher is required to pass this course. Successful completion of this course is necessary to continue with the PTA course sequence.

Prerequisites: BIO 103, BIO 104, PTA 101, PTA 109, PTA 110, PTA 111, PTA 112, PTA 114, PTA 116, PTA 150 with a grade of C or higher.

Credits: 3

PTA 231 Rehabilitation Applications

The student will learn the basic principles of rehabilitation and be able to apply them using specialized treatment techniques across the continuum of care. Included in this course are identification and correction of gait deviations, the use of orthotic and prosthetic devices and basic neurological treatment procedures, ADL functional assessment, and wheelchair prescription. The student is taught the theory and implementation of rehabilitation techniques for patient’s status post-traumatic brain injury/head trauma, spinal cord injuries, orthopedic conditions, amputations, progressive neurological diseases, and other related pathologies. The student will demonstrate understanding of the normal developmental sequence and be able to apply treatment interventions across the lifespan. An average of 73% or higher is required to pass this course. Successful completion of this course is necessary to continue in the PTA course sequence.

Prerequisites: BIO 103, BIO 104, PTA 101, PTA 109, PTA 110, PTA 111, PTA 112, PTA 114, PTA 116, PTA 130, PTA 150 with a grade of C or higher.

Credits: 4

PTA 240 Clinical Seminar

This course meets to aid in the integration of classroom and clinical education. Via seminar and course assignments, students will learn to apply concepts of evidence based practice. Workshops will be conducted on résumé writing, job interview techniques, and the role of the PTA within the healthcare team. The student will participate in mandatory licensure review and preparation activities. An average of 73% or higher is required to pass this course.

Prerequisites: PTA 109, PTA 110, PTA 111, PTA 112, PTA 114, PTA 116, PTA 130, PTA 150, PTA 212, PTA 218, PTA 222, PTA 231 with a grade of C or higher and successful completion of all general education courses.

Credits: 2

PTA 250 Clinical Affiliation II

This is the second required course in the continuum of supervised clinical experiences in selected health care settings. The student is working toward mastery of the skills that lead to a level of performance necessary for preparation into entry–level practice as a safe and effective clinician. This course is the first full-time, 7 week clinical experience that occurs after students have completed all of their classroom education. The affiliation combines classroom knowledge and clinical skills in a variety of health care settings designed to move the student toward full utilization of clinical skills and allow the administration of treatment programs as a physical therapy professional, under the guidance and supervision of their clinical instructor. During this clinical affiliation the student is expected to show competence in reviewing the medical record; interviewing the patient and family members; knowledge of a diagnosis, implementing a treatment program based on the Physical Therapist’s plan of care, and assessing its effectiveness, and in execution and recording of tests and measurements. The student should be able to document the results of the selected intervention; therapy goals and intervention plans; and the patient’s progress toward established outcomes. The student should demonstrate the communication skills needed to be effective in interacting with the patient, his family, team members, and the clinical instructor. In addition the student should be active in self-evaluation and in seeking out the resources to meet identified deficiencies. Under the supervision of the clinical instructor, the student will begin to integrate the implications of multi system involvement in a patient on problem solving about prognosis, length of stay, and selection and progression of treatment interventions. The student is expected to begin to justify his/her choice of treatment, seeking out evidence to support his/her clinical decision making. Students should refer to their student and clinical education handbook for specific policies and procedures and regarding the clinical affiliation. Students receive a PASS/FAIL grade for their clinical internship.

Prerequisites: PTA 109, PTA 110, PTA 111, PTA 112, PTA 114, PTA 116, PTA 130, PTA 150, PTA 212, PTA 218, PTA 222, PTA 231 with a grade of C or higher, and all required general education courses must be completed prior to PTA 250.

Credits: 6

PTA 251 Clinical Affiliation III

This is the final required course in the continuum of supervised clinical experiences in selected health care settings. The student is working toward mastery of the skills that lead to a level of performance necessary for preparation into entry–level practice as a safe and effective clinician. This course is the terminal full- time, 7 week clinical experience that occurs after students have completed all of their classroom education. The affiliation combines classroom knowledge and clinical skills in a variety of health care settings designed to move the student toward full utilization of clinical skills and allow the administration of treatment programs as a physical therapy professional, under the guidance and supervision of their clinical instructor. During this clinical affiliation the student is expected to show competence in reviewing the medical record; interviewing the patient and family members; knowledge of a diagnosis, implementing a treatment program based on the Physical Therapist’s plan of care, and assessing its effectiveness, and in execution and recording of tests and measurements. The student should be able to document the results of the selected intervention; therapy goals and intervention plans; and the patient’s progress toward established outcomes. The student should demonstrate the communication skills needed to be effective in interacting with the patient, family, team members, and the clinical instructor. In addition the student should be active in self-evaluation and in seeking out the resources to meet identified deficiencies. Under the supervision of the clinical instructor, the student will integrate the implications of multi system involvement in a patient by problem solving about prognosis, length of stay, and selection and progression of treatment interventions. The student is expected to justify his/her choice of treatment, seeking out evidence to support his/her clinical decision making. Students should refer to their student and clinical education handbook for specific policies and procedures and regarding the clinical affiliation. Students receive a PASS/FAIL grade for their clinical internship.

Prerequisites: PTA 109, PTA 110, PTA 111, PTA 112, PTA 114, PTA 116, PTA 130, PTA 150, PTA 212, PTA 218, PTA 222, PTA 231 with a grade of C or higher and successful completion of all general education courses.

Credits: 6

Radiologic Technology

RAD 101 Introduction to Radiologic Sciences & Patient Care

This course is designed to provide an overview of the foundations in radiography and the practitioner’s role in the health care delivery system. Principles, practices, and policies of the health care organization(s) are examined and discussed in addition to the professional responsibilities of the radiographer. The course provides the basic concepts of patient care, including consideration for the physical and psychological needs of the patient and family. Patient care procedures are discussed, as well as infection control procedures using standard precautions. The role of the radiographer in patient education is identified. Students are required to complete this course before entering the clinical sites.

Prerequisite: None

Credits: 3

RAD 102 Radiographic Procedures I

Content of this course is designed to provide a knowledge base necessary to perform standard radiographic procedures of the chest, abdomen, and upper extremities. Consideration is given to the production of images of optimal diagnostic quality. Laboratory experience is used to complement the didactic portion.

Prerequisite: RAD 101

Credits: 4

RAD 103 Radiographic Exposures I

Content of this course is designed to establish a basic knowledge of atomic structure and terminology. Also presented are the nature and characteristics of radiation, xray production, and the fundamentals of photon interactions with matter.

Prerequisite: RAD 101

Credits: 3

RAD 104 Clinical Education I

Content and clinical practice experiences are designed for sequential development, application, critical analysis, integration, synthesis, and evaluation of concepts and theories in the performance of radiologic procedures. Through structured sequential, competency-based assignments in a clinical setting, concepts of team practice, patientcentered clinical practice, and professional development are discussed, examined, and evaluated. Clinical practice experiences are designed to provide patient care and assessment, competent performance of radiologic imaging, and total quality management. Levels of competency and outcomes measurement ensure the well-being of the patient preparatory to, during, and following the radiologic procedure.

Prerequisite: RAD 101

Credits: 2

RAD 105 Radiographic Procedures II

Content is designed to provide a knowledge base necessary to perform standard radiographic procedures of the lower extremities and spine. Consideration is given to the production of images of optimal diagnostic quality. Laboratory experience is used to complement the didactic portion.

Prerequisite: RAD 102

Credits: 4

RAD 106 Radiographic Exposure II

Content is designed to establish a knowledge base in radiographic, fluoroscopic, mobile, and tomographic equipment requirements and design. This class also focuses on factors that govern and influence the production and recording of radiologic images including properties of quality assurance and control to ensure the best possible diagnosis.

Prerequisite: RAD 103

Credits: 3

RAD 107 Clinical Education II

Content and clinical practice experiences are designed for sequential development, application, critical analysis, integration, synthesis, and evaluation of concepts and theories in the performance of radiologic procedures. Through structured sequential, competency-based assignments in a clinical setting, concepts of team practice, patientcentered clinical practice, and professional development are discussed, examined, and evaluated. Clinical practice experiences are designed to provide patient care and assessment, competent performance of radiologic imaging, and total quality management. Levels of competency and outcomes measurement shall ensure the well-being of the patient preparatory to, during, and following the radiologic procedure.

Prerequisite: RAD 104

Credits: 2

RAD 108 Clinical Education III

Content and clinical practice experiences are designed for sequential development, application, critical analysis, integration, synthesis, and evaluation of concepts and theories in the performance of radiologic procedures. Through structured sequential, competency-based assignments in clinical settings, concepts of team practice, patientcentered clinical practice, and professional development are discussed, examined, and evaluated. Clinical practice experiences are designed to provide patient care and assessment, competent performance of radiologic imaging, and total quality management. Levels of competency and outcomes measurement ensure the well-being of the patient preparatory to, during, and following the radiologic procedure. As the students achieve competency, they begin performing more studies under indirect supervision.

Prerequisite: RAD 107

Credits: 3

RAD 200 Digital Radiography and PACS

Digital Radiography and PACS is an overview and introduction to Digital Imaging and Computed Radiography at an entry level. It will provide radiography students with information assisting them in the operating of equipment used in the clinical setting and understand the image acquisition guidelines, as well as detailed exposure guidelines and quality control practices to help obtain the best radiographs possible. Image processing, production of clear radiographic images using digital technologies, and working with CR/DR quality workstations and information systems are covered as well as system architecture and the importance of HIPAA laws while accessing information systems. Students will understand why digital imaging works and how they can provide optimal Imaging techniques necessary for patient care through advanced imaging processing and manipulation functions.

Prerequisite: RAD 101

Credit: 1

RAD 201 Radiographic Procedures III

Content is designed to provide a knowledge base necessary to perform standard radiographic procedures of mobile studies, pediatric exams, and operating room studies. Consideration is given to the production of images of optimal diagnostic quality. The student learns to work with other health care team members for accurate image acquisition during non-routine procedures.

Prerequisite: RAD 105

Credits: 2

RAD 202 Radiation Protection and Biology

Content is designed to provide an overview of the principles of radiation protection, including the responsibilities of the radiographer for patients, personnel, and the public. Radiation health and safety requirements of federal and state regulatory agencies, accreditation agencies, and health care organizations are incorporated.

Prerequisite: RAD 101

Credits: 3

RAD 203 Radiographic Pathology

Content is designed and presented to introduce theories of disease causation and the pathophysiologic responses, clinical manifestations, radiographic appearance, and management of alterations in body systems.

Prerequisite: RAD 101

Credits: 2

RAD 204 Clinical Education IV

Content and clinical practice experiences are designed for sequential development, application, critical analysis, integration, synthesis, and evaluation of concepts and theories in the performance of radiologic procedures. Through structured sequential, competency-based assignments in a clinical setting, concepts of team practice, patientcentered clinical practice, and professional development are discussed, examined, and evaluated. Clinical practice experiences are designed to provide patient care and assessment, competent performance of radiologic imaging, and total quality management. Levels of competency and outcomes measurement ensure the well-being of the patient preparatory to, during, and following the radiographic procedure. As the students achieve competency, they begin performing more studies under indirect supervision.

Prerequisite: RAD 108

Credits: 3

RAD 205 Radiographic Procedures IV

Content is designed to provide a knowledge base necessary to perform standard radiographic procedures of the upper spine, skull, and facial bones. Gastrointestinal anatomy and imaging are also discussed. Consideration is given to the production of images of optimal diagnostic quality. Laboratory experience is used to complement the didactic portion.

Prerequisite: Rad 201

Credits: 3

RAD 207 Clinical Education V

Content and clinical practice experiences are designed for sequential development, application, critical analysis, integration, synthesis, and evaluation of concepts and theories in the performance of radiologic procedures. Through structured, sequential, competency-based assignments in a clinical setting, concepts of team practice, patient-centered practice, and professional development are discussed, examined, and evaluated. Clinical practice experiences are designed to provide patient care and assessment, competent performance of radiologic imaging, and total quality management. Levels of competency and outcomes measurement ensure the well-being of the patient preparatory to, during, and following the radiologic procedure. As the students achieve competency, they begin performing more studies under indirect supervision.

Prerequisite: RAD 204

Credits: 3

RAD 208 Radiographic Procedures V

This course is a continuation of RAD205, Radiographic Procedures. Content is designed to provide a knowledge base necessary to perform standard radiographic procedures of the skull and facial bones. Fundamentals of special procedures and sterile tray technique will be covered. Consideration will be given to the production of images of optimal diagnostic quality. Other imaging modalities will be discussed. Attention to infection control and technique, and how other imaging procedures accompany diagnostic procedures for overall planning and treatment of the patient. Laboratory experience will be used to complement the didactic portion and is a mandatory accompaniment.

Prerequisite: RAD 205

Credits: 3

RAD 209 Registry Review

Content is designed to prepare students to take the American Registry of Radiologic Technology Examination. All didactic and clinical information from the 22 month program is reviewed and the students are given a number of registry type practice examinations. The course provides an overall review of the nature and characteristics of x-ray production and the fundamentals of photon interaction with matter. The principles of radiation protection, including the responsibilities of the radiographer for patients, personnel, and the public are included as well as regulatory considerations. Emphasis on patient care, monitoring post contrast administration, performance of radiographic exams, and professionalism are included.

Prerequisite: Successful completion of all RAD courses from RAD 101 through RAD 205.

Credits: 3

RAD 210Radiographic Pathology

This course introduces the student theories with an introduction to pathology related to medical-surgical diseases and injury that compromise healthy systems. Etiology, responses, and radiographic manifestations will be discussed. Each major body system will be included to address radiographic appearance of disease and disease management. Diseases that are demonstrated using radiographic procedures are the primary focus as well as the various modalities used to demonstrate pathologies.

Pre-requisites: RAD 101, RAD 102, RAD 105, RAD 201

Co-requisites: RAD 202

Credits: 1

RAD 211Digital Radiography

This course focuses specifically on the components, principles, and operation of digital imaging and computed radiography systems. It will provide radiography students with factors that impact image acquisition, display, archiving, and retrieval. Detailed exposure guidelines and quality control practices and continuous quality management will also be presented. Students will understand digital imaging concepts and how to achieve optimal imaging techniques necessary for patient care through advanced image processing and manipulation functions.

Pre-requisites: RAD 101, RAD 102, RAD 105, RAD 201

Co-requisites: RAD 202

Credits: 1

Registered Behavior Technician

RBT 100Fundamentals of Applied Behavior Analysis

This course will provide an introduction to Applied Behavior Analysis and the required skills and knowledge to prepare the student to become a Behavior Technician, a skilled worker providing direct therapeutic care to adults and children with disabilities at home, school, or the community. Professional skills to understand similarities and differences in people’s behavior, learning skills, motivation, and preferences are essential to address the diversity found in all human services. Understanding diversity in learning environments will improve outcomes, while promoting respect for each individual served. Based on a treatment plan, specific research based strategies, and under the guidance of a professional behavior analyst, the Behavior Technician helps assess the individual’s performance, teaches new skills, and changes problematic behaviors.

Prerequisite: None

Credits: 3

RBT 101Applied Behavior Analysis

This course will provide an introduction to Applied Behavior Analysis (ABA) and the required skills and knowledge to prepare students to become Behavior Technicians (BT). The BT is a skilled worker who provides direct therapeutic care to adults and children with disabilities at home, school, or the community. Professional skills to understand similarities and differences in people’s behavior, learning skills, motivation, and preferences are essential to address the diversity found in all human services. Understanding diversity in learning environments will improve outcomes, while promoting respect for each individual served. Based on a treatment plan, specific research-based strategies, and under the guidance of a professional behavior analyst, the BT helps assess the individual’s performance, teaches new skills and changes problem behaviors. Relevant course topics will be covered through lectureFEFs, short readings, in class group and hands-on activities, which will give the students the option to take the national certification test and become Registered Behavior Technicians (RBT-as per the national Behavior Analysis Certification Board –https://www.bacb.come/rbt/).

Credits: 3

RBT 102Ethics, Competency, and Data Collection in Applied Behavior Analysis

This course will follow successful completion of the RBT 100 and is the final step to become eligible to register for the RBT certification examination. The combination of RBT100 and RBT102 fulfills the Behavior Analysts Certification Board (BACB) 40 hour training requirement. RBT 102 will further develop required skills on the BACB RBT task list requirement for initial competency assessment, needed to apply for the Registered Behavior Technician written exam.

Prerequisites: RBT100 with a grade of B- or higher.

Credits: 3

Marketing

SMM 101 Introduction to Digital and Social Media Marketing

This introductory course defines, illustrates, and applies the ways in which businesses can maximize their marketing efforts through the integration of digital and social media with current marketing strategies. The course material covers the growth and future of social media; how consumers respond to and interact with social media; how businesses can develop an effective social media campaign, including strategic objectives, platform and application analysis, brand building, developing customer loyalty, measuring and monitoring performance; and careers in social media marketing field of business.

Prerequisite: None

Credits: 3

SMM 210 Digital and Social Media Marketing Strategy and Management

The course covers two key aspects to successfully drive customers to business websites through the application, monitoring, and update of Search Engine Optimization (SEO) and Search Engine Marketing (SEM) in order to maximize the return on investment of time and capital resources.

This first part of the course focuses on today's modern search engines with an emphasis on the value of a business' organic placement. Students will gain an understanding of how the algorithms are used to rank websites and learn tactics to gain and maintain high rankings on search engines. Further, students will gain expertise in modern analytic tools using data to manage and adjust digital marketing plans and campaigns.

This second part of the course will focus on paid search marketing including pay-perclick (PPC) & pay-per-impression campaigns (PPI). Students will learn the intricacies of text and display ad campaigns. Students will incorporate contemporary marketing tactics like Re-Targeting and tracking cookies. Students will also learn about customer relationship management (CRM), Inbound Marketing, and data capture and management. Finally, students will develop a working knowledge of marketing budget and ROI (return on investment) analysis.

Prerequisite: SMM 101, ENG 101, BUS 110 Credits: 3

SMM 220 Consumer Behavior

As consumers of goods and services, our purchasing behaviors are significantly influenced by advertising and marketing tactics. Consumer behavior relates to the actions consumers exhibit when seeking, evaluating, purchasing, “consuming,” and disposing of products and services. Consumer motivations and decisions will be evaluated based on any combination of perceived brand benefits, past usage and experiences, demographics (age/gender, etc.), lifestyles, psychographics, culture, influence by others, education, income, and perceptions.

Prerequisite: ENG 101, BUS 110, BUS 221 Credits: 3

SMM 230 Web Design Applications

This course provides students with a working knowledge of contemporary webpage layout, design, and skills needed for developing and producing interactive business webpages. Various aspects from the hierarchic concern of structuring information, user interface to the digital technologies and techniques in creating the content will be examined. Students will incorporate their Marketing Plan (developed in previous classes) with marketing strategy (mix, advertising, consumer behavior, management, etc.) and SEO/SEM tools to develop a comprehensive capstone website portfolio project. Programming knowledge is not expected.

Prerequisite: BUS 242, SMM 210, SMM 220 Credits: 3

Sociology

SOC 109 Principles of Sociology

This course introduces the basic concepts necessary to study human interactions, social structures, and institutions. The course offers a sociological analysis of culture, individual development, the family and its functions, group formations, formal institutions, deviance and social control, economic classes, and racial and ethnic group relations. Functional and dysfunctional aspects of society are examined within the contexts of stability and change.

Prerequisite: None

Credits: 3

Core Social Science or Diversity Elective

SOC 110 Social Problems

This course uses a variety of sociological and psychological perspectives to explore the causes of, the reality of, and possible solutions to current social problems. Issues examined include abortion, child abuse, single parent families, divorce, drug abuse, alcoholism, AIDS, homelessness, aging, discrimination, and violence.

Prerequisite: None

Credits: 3

Core Social Science or Diversity Elective

SOC 115 Diversity in Society

This course is designed to help educate students to work in a world of diverse communities. The study of diversity is intended to help develop a better understanding and respect for patients, patient families, and co-workers from diverse backgrounds, communication styles, and values.

Prerequisite: SOC 109

Credits: 3

Core Social Science or Diversity Elective

SOC 117Animals in Society

Referencing the major sociological theories, this course will explore the complex social, psychological, and physical bonds between humans and non-human animals created by many types of interactions. These include domestication and man's varied use of animals from food to assistant to family member.

Prerequisite: None

Credits: 3

Core Social Science Elective

SOC 211 Historically Marginalized Groups

This course is an examination of the characteristics of American ethnic, racial, and religious historically marginalized groups, including an examination of the effects of prejudice and the problems of these groups.

Prerequisite: SOC 109

Credits: 3

Core Social Science or Diversity Elective

SOC 275 Marriage and the

Family

This course is designed to study the nature and functions of marriage and the family in contemporary society. The historical and cultural evolution of family structures and functions as well as distinctions and similarities are studied. The traditional and changing roles of women in American society are given special attention, along with the role of men and childrearing practices. Also discussed are problems of early marriage and intermarriage, mate selection theories and research, divorce, and changing sexual norms.

Prerequisites: SOC 109, PSY 111

Credits: 3

Core Social Science or Diversity Elective

Sports Management

SPM 101 Sports in Society

This course introduces the social issues and controversies affecting the various aspects of the sports industry. Students are exposed to the social theories and concepts as they pertain to all levels of sport activities. Major trends, economic issues, and sports and the media will also be addressed.

Prerequisite: None

Credits: 3

SPM 102 Principles of Sports Management

The Sports Management course provides an overview of the sport business industry and profession including professional sport entertainment, amateur sport entertainment, for-profit sport participation, sporting goods, sport tourism, and sport services. The main themes of the course delve into sports in a domestic and global marketplace, the application of sport business management, sport and sponsorship, planning and managing the stadium experience, social responsibility in sport, and future trends and challenges in the sports industry.

Prerequisite: IAD 100

Credits: 3

SPM 103 Facilities Management

This course introduces the student to various aspects of contemporary facility management theory and practice for both indoor and outdoor sports facilities at various levels of competition. Key topics include strategic planning and financial management, space planning, maintenance and operation, sustainability, designbuild cycle, emergency and security management, and quality.

Prerequisite: ENG 101, MTH 111/113/115

Credits: 3

Veterinary Nursing

VET 102 Introduction to Veterinary Nursing

This course serves as an introduction to veterinary nursing as a career, and an overview of veterinary medicine. Topics include medical terminology, animal breeds, legal and ethical issues, occupational health and safety, medical record keeping, restraint and physical exam, career opportunities, and client relationships.

Prerequisite: None

Credits: 3

VET 103Veterinary Nutrition for Companion Animals

This overview of companion animal veterinary nutrition introduces the students to a wide variety of basic nutritional concepts and current topics in nutrition science. Topics include body condition scoring, therapeutic diets, and the use of nutritional supplements.

Prerequisite: None

Credits: 1

VET 108 Anatomy and Physiology of Domestic Animals

This course offers a comparative study of the anatomy and physiology of domestic animals. This course covers cellular structure, anatomical terms and review of the organ systems including integumentary, skeletal, muscle, nervous, circulatory, respiratory, urinary, gastrointestinal, reproductive, and endocrine. Laboratories include the study of prosected specimens, models, illustrations, demonstrations, case studies, and computer-assisted learning.

Co-requisites: VET102

Credits: 4

VET 116 Veterinary Clinical Pathology III

This course is an introduction to basic parasitology for the veterinary nurse. Lecture and laboratory sessions emphasize identification of various parasites in domestic animals in the U.S. and routine diagnostic tests used in veterinary practice.

Prerequisites: VET 108

Credits: 4

VET 117 Veterinary Clinical Pathology I

This course is an introduction to hematology and microbiology for the veterinary nurse. Hematology lectures and labs stress identification of blood components in various species of domestic animals and routine diagnostic blood tests. Microbiology lectures and labs stress microorganism classification, life cycles, disease, immunity, sterilization, staining, and cultivating techniques.

Prerequisite: VET 108

Credits: 4

VET 118 Pharmacology and Anesthesia

This course offers fundamentals in drug classification used in veterinary medicine, techniques of drug application, distribution, and safety standards. Analgesia and anesthesia are discussed with focus on care and use of the anesthesia machine, pre-anesthetic assessment of the patient, patient monitoring, and post-operative pain management.

Prerequisites: MTH 113 or MTH 116

Credits: 3

VET 227 Exotic Animal Nutrition and Management

This course is an introduction to the science of nutrition and the management of the exotic animal species commonly kept as pets (ferrets, reptiles, caged birds). Handling, nursing procedures, nutrition, husbandry, normal and abnormal behaviors, and common disease conditions are covered. Cat and dog nutrition topics are also covered.

Prerequisite: None

Credits: 3

VET 228 Surgery and Radiology

This course is a fundamental course for the veterinary nurse on principles and practices of surgical nursing. Topics discussed include sterile technique, description and use of surgical instruments, basic operating room procedure, common surgical procedures, and veterinary dentistry. Radiology topics include the physics of radiography, equipment, techniques, and safety. Dental topics include oral exam, charting, common dental conditions, and prophylactic care. The lab provides an opportunity to practice instrument identification and pack preparation, sterile gowning and gloving, dental cleaning and radiography, and radiology skills.

Prerequisites: VET 108

Credits: 4

VET 229 Principles of Large Animal Medicine

This course is an introduction to Large Animal medicine for the veterinary nurse. Pertinent aspects of large animal diseases are discussed. Emphasis is placed on a review of large animal anatomy, nursing skills, and common diseases and their clinical signs.

Prerequisites: VET 108

VET 235 Laboratory Animal Science

This course provides a fundamental background in laboratory animal science. Emphasis is placed on the ten most commonly used laboratory animals and the technician’s responsibility with these animals. Laboratory instruction consists of a hands-on approach to proper management, handling, restraint, sexing, breeding, administering injections, and collecting biological specimens from the laboratory animals discussed in lecture. Animal care is mandatory.

Prerequisite: None

Credits: 4

VET 240 Veterinary Clinical Pathology II

This course offers a theoretical basis for analysis of body chemicals, urinalysis, and serology in domestic animals. Practical application of laboratory skills and use of diagnostic equipment are taught in the laboratory.

Prerequisites: MTH 113, VET 108

Credits: 4

VET 242Pharmacology and Medical Math

This course reinforces basic medical calculations taught and practiced in VET102 and VET240 and builds on them to provide a complete foundation of medical mathematical concepts necessary for veterinary nurses. In addition, the course provides fundamentals in pharmacokinetics and pharmacodynamics, techniques for drug administration, drug laws and regulations, and a comprehensive introduction to veterinary drugs and their classifications.

Prerequisites: MTH 113, VET 102, VET 240

Credits: 3

VET 245 Advanced Nursing Skills

This course covers disease pathology, emergency and critical care nursing, and the role of the veterinary nurse in assessing and monitoring patients. Calculations will be reviewed often, and students will keep a case log of patients.

Prerequisites: VET 108, VET 249

Credits: 4

Must be in final semester.

VET 250 Veterinary Nursing Senior Seminar

The Senior Seminar is the capstone of the Veterinary Nursing Program. This 1-credit experience provides the student with all information necessary to attend clinical practicum at the University of Pennsylvania Veterinary Hospital. Students will also prepare to sit for the VTNE and apply for state licensure. Interviewing skills and resume writing, as well as case-based analysis of bloodwork and medical math review are included.

Corequisite: VET 245

Credit: 1

Must be taken in the final semester.

Course Descriptions for Veterinary Nursing Practica

All Veterinary Nursing students are required to complete both the large-animal and small-animal practica. The small-animal practicum is completed at the Matthew J. Ryan Veterinary Hospital of the University of Pennsylvania in Philadelphia. The large-animal practicum is completed at the New Bolton Center in Kennett Square, PA. Each practicum is 12-weeks long and may be completed only after the completion of all required coursework and if the student has a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Vet Nursing courses.

Small Animal Practicum

All Veterinary Nursing students are required to complete the 12-week Small Animal Practicum at the Matthew J. Ryan Veterinary Hospital of the University of Pennsylvania in Philadelphia. The courses listed below comprise the Small Animal Practicum.

VET 304 Orientation, Lectures, and Final Exam

Students will attend weekly lectures given by the nursing staff and will be responsible for the content of those lectures. Students will also attend orientation activities and will be responsible for the content of these sessions. Finally, students will prepare for and take the final exam, which will be cumulative, and cover lectures, orientation and the content of all clinical rotations.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

VET 305 Wards Rotation

This is a two-week course in which students participate in the care and treatment of hospitalized patients. This treatment includes basic evaluation of patient history and current therapy, skills involved with patient comfort and care, fluid therapy, record keeping, venipuncture, and catheter maintenance.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

VET 306 Intensive Care Rotation

This is a two-week course in which students gain a basic understanding in the assessment, treatment, and care of the critically ill patient. This course includes building on medical knowledge of disease processes and physiology; providing treatment, maintenance, and comfort to critically ill animals; assessing subtle changes in patient status and becoming proficient in a variety of skills such as venipuncture, catheter placement, fluid therapy, and administration of medication. Some night shifts are required.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

VET 307 Surgery Rotation

This is a one-week course in which students gain skills in the application of sterile and aseptic techniques including preparation of surgery patients, equipment, and operating areas. Identification of surgical instrumentation, suture material, and other surgical equipment is included. Students also gain a basic understanding of common surgical practices.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

VET 308 Anesthesia Rotation

This is a two-week course in which students gain skills involving induction, maintenance, and recovery of the anesthetized patient. Included are patient evaluation and monitoring, drug calculations, drug choices, and some special anesthetic considerations. Students also gain familiarity with the function and care of anesthesia machines and monitoring equipment.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

VET 309 Specialty Medicine Rotation

This two-week rotation has two components. The first component provides the student with an experience in community practice. Students will interact with clients and assist in providing wellness checkups, vaccinations, specialty referrals, and more. The second component will provide students with experience in several of the specialty departments within the hospital including: oncology, dermatology, ophthalmology, the blood bank, exotics, and the clinical lab. Participation in these specialties will vary based on caseload.

VET 315 Radiology Rotation

This is a one-week course in which students learn to produce diagnostic-quality radiographs for routine and some specialstudy procedures with the safety of both the patients and the handler in mind. Students also become knowledgeable in radiology equipment care and usage. Ultrasonography and echocardiography are introduced.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

VET 316 Emergency Service Rotation

This is a two-week course in which students gain fundamental skills in handling veterinary emergencies. These skills include client communication, patient status assessment, treatment protocols for common emergencies, and performance of treatments. Students work in the 24-hour emergency service at the Veterinary Hospital of the University of Pennsylvania. Some night and weekend shifts are required.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

TOTAL CREDITS: 15

Large Animal Practicum

All Veterinary Nursing students are required to complete the 12-week Large Animal Practicum at the New Bolton Center in Kennett Square, PA. The courses listed below comprise the Large Animal Practicum.

VET 314 Final Exam and Case Study

Final Exam: Given the last week of practicum, the final exam is made up of 20% anesthesia questions and 80% general nursing, lecture, and laboratory questions. The exam reflects an overview of the practicum and tests a student’s knowledge of what was learned in lectures, labs, and rotations. Case Study: Students choose a patient case study to present both orally and in writing. Students are graded on their oral and written presentations, audiovisual aids, and knowledge of the subject matter. Information is gathered from the patient record, research of the subject, first-hand experience, and from doctors and nurses in the hospital.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

VET 320 Anesthesia and Pharmacology

Students will spend a week in the pharmacy and a week in the anesthesia department. While working in the pharmacy students will review medications pertaining to large animal medicine, pharmacy workflow, learning how to fill prescriptions, dispense medications and inventory management. During the anesthesia rotation, students will work alongside anesthesia clinicians, residents and technicians. Students will become familar with the basics of large animal anesthesia, patient monitoring and recordkeeping.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

VET 321 Operating Room Rotation

This is a one-week course in which students participate and gain skills in aseptic techniques while preparing patients for surgery. Students learn routine and emergency surgical procedures, instrumentation and its uses, proper patient positioning, and suture material. Students also learn and develop skills in the proper handling, packaging, and sterilization of instrumentation prior to use in a sterile operating room environment. Some on-call shifts are required for this rotation.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

VET 322 Critical Care Rotation

This is a one-week course in which students learn the nursing care required in dealing with critically ill large animals. Students learn the main causes of illness, the associated complications, how to monitor these complications, and how to avoid them. Students also learn emergency procedures and triaging of patients and become familiar with the specialized emergency equipment that an intensive care unit has to offer. Students work on skills as they relate to medications, drug dosages, fluid therapy, and venipuncture. Documentation and communication skills are utilized.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

VET 323 Patient Care Rotation

This is a one-week course in which students learn to work up various emergencies as they present to a clinic after hours. Students continue to learn more nursing skills. This rotation continues to develop observation, monitoring, and patient assessment skills.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

VET 324 Overnight Nursing Rotation

This is a one-week course where students further their practical knowledge by giving patient medications as ordered and become more responsible for patient care while working alongside a nurse. Observation, monitoring, and patient-assessment skills are more fully utilized in this rotation.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

VET 325 Medicine/Surgery Nursing Rotation

This is a one-week course in which students learn diagnostic procedures and participate in nursing techniques as they apply to hospitalized medicine and surgery for large-animal patients. Students learn medication and correct routes of administration, patient monitoring, and fluid administration. Students are exposed to fundamentals of infectious disease control. This exposure helps them in future workplaces to deal appropriately with contagious and zoonotic diseases and nosocomial infections. Students have a great deal of interaction with fourth-year veterinary students and have access to veterinary student teaching opportunities.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

VET 326 Field Service Rotation

This is a one-week course in which students participate actively with field service veterinarians when they make farm calls away from New Bolton Center. Students learn routine vaccinations, surgical procedures, routine herd health considerations, and other large-animal procedures handled by a veterinarian on a farm call.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

VET 327 Clinical Lab and Pathology

This one-week rotation requires students to spend time in both the clinical lab and the pathology lab. Students learn large animal lab procedures and specific laboratory tests commonly performed when working with large animals. In the pathology lab, students gain experience with basic postmortem methods, tissue sampling, and cytology readings.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

VET 328 Imaging Rotation

The Imaging Department consists of multiple sections including ultrasound radiology, nuclear medicine, CT, MRI and PET. Students will spend time in each of these areas depending on caseload. While on this rotation you will see a wide range of the different types of cases seen by the Imaging Department.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

VET 329 Large Animal Elective

This one-week rotation provides the student with an opportunity to participate in one of several elective rotations. These rotations include: Food Animal Rotation, Biomedical Research Lab, Animal Care/Herd Management, or Medical Records/Pharmacy.

Prerequisites: completion of all required coursework, a cumulative grade point average of 2.0 or higher, and a grade point average of 2.0 or higher in all Veterinary Nursing coursework.

TOTAL CREDITS = 15

Trustees,Administration, Faculty,andStaff

Board of Trustees Officers

David M. Jacobson, CPA Chairman

Theodore A. Rosen Vice-Chair

Denis C. Boyle Treasurer

Carmen Rivé Secretary

Jon Jay DeTemple, Ph.D., MBA President

Members

Barbara Bosha

Samuel P. Cimino, DDS

Amy Copeland ’86

Kevin Dow, MBA

Daniel Hirschfeld, MBA, MFin

T. Anthony Jones, MBA

Alexander Klein, DBA, CITLS

Sharon Manker, M.Ed.

Dennis S. Marlo

J. Michael McNamara

Karl A. Thallner, Jr.

Board of Trustees Emeriti

Thomas J. Giamoni

Mary Ann Skelton Oaks ’52

Nancy O. Brown, V.M.D., DACVS, DACVIM

President’s Cabinet

Jon Jay DeTemple, Ph.D. President

Hunt Bartine, MBA, SPHR Associate VP Human Resources/CHRO

Rachel Bowen, B.A. Vice President of Enrollment Management

Timothy Ely, M.Ed., B.A. Executive Director of Strategic Planning & Institutional Research

Julia Ingersoll, D.M., J.D. Executive Vice President

Edward Kovacs, Ed.D., M.A., B.A. Dean of Student Life

Evelyn Santana, Ed.D., MBA, B.A. Chief Diversity Officer & Executive Director of Partnership Sites

Brooke Walker, M.Ed., B.S. Vice President of Institutional Advancement

Sa Eed Abdul-Khabeer

Adjunct Instructor, General Studies

M.S., Drexel University;

M.B.A., University of Phoenix; B.S., Temple University

Lisette Agosto Cintron

Adjunct Instructor, General Studies

Ed.D., Holy Family College;

M.Ed., Holy Family College;

B.S., Drexel University

Philip Aidoo

Assistant Professor, Mathematics

M.S., Eastern University

Dolores Alabrodzinski

Associate Professor, Assistant Program Director, Nursing

M.S.N., Villanova University; B.S.N., Trenton State College

Breone Alcox-McIntosh ’17

Lab Instructor, Veterinary Nursing

B.S., Biology Bethune-Cookman University; A.S., Harcum College

Lester Archer

Adjunct Instructor, General Studies

Ph.D., Louisiana State University;

M.A., Villanova University;

M.S., University of Southern Mississippi;

B.S. George Washington University

Phil Arkow

Adjunct Faculty, Continuing Studies

B.S., University of Pennsylvania

Camille Avent

Adjunct Instructor, Fashion Merchandising

M.S., Philadelphia University;

B.A., Penn State University

Anya Babayeva

Adjunct Instructor, CAD Fashion Design

M.B.A., Morris Graduate School of Management;

B. F. A., Illinois Institute of Art

Phillip Beauchemin

Adjunct Instructor, Criminal Justice

J.D., Temple Law School;

M.A., Temple University;

M.Ed., Temple University;

B.A., University of North Carolina Chapel Hill

Shawn Beckowski

Adjunct Instructor, Human Services

M.S.W., Stony Brook University

Matias Bentancour ’21

Instructor, Veterinary Nursing

A.S., Harcum College

Owen Binczewski

Assistant Professor, Mathematics

B.S., St. Joseph’s University

Marybeth Blasetti

Adjunct Instructor, Dental Hygiene

B.S., Thomas Jefferson University; Dental Hygiene Certificate, University of Pennsylvania

Sylvia Britt

Adjunct Instructor, Dental Hygiene

B.A., Ohio State University

Donna Broderick, MLS (ASCP) Ed.D.

Program Director, Professor, Laboratory Science Programs

Ed.D., Gwynedd Mercy University;

M.S., St. Joseph’s University; B.S., Rosemont College

Mabel Inez Bruce

Adjunct Instructor

M.H.S., Lincoln University

Mary Buttery

Adjunct Instructor, Dental Hygiene

M.Ed., Widener University;

B.S.D.H., Old Dominion University

Jean Byrnes-Ziegler

Program Director & Professor, Dental Hygiene

M.S., University of Pennsylvania; B.S., University of Rhode Island

Christine Carlson

Assistant Program Director & Associate Professor, Early Childhood Education

M.Ed., Cabrini College; M.Ed., Liberty University; B.A. Eastern University

Dossie Cavallucci ’80, ’93

Program Director,

Dental Assisting/EFDA; Professor, EFDA

M.S., University of St. Francis; B.S., West Chester University; A.S., Harcum College

Donna Chuddley HTL(ASCP)

Adjunct Instructor, Lab Science

Sekela Coles

Adjunct Instructor, Business

Ph.D., Walden University;

M.B.A., Pennsylvania State University; B.A., Lincoln University

Nina Costanza

Adjunct Instructor, International Programs

B.A., University of Pennsylvania

Amy Cotto

Adjunct Instructor, Fashion Design

B.F.A., Moore College of Art

Elizabeth Cratin MSN, RN, CCRN, CNEcl,

Associate Professor, Nursing

M.S.N., Widener University;

B.S.N., Villanova University

Rebecca Cummings-Suppi

Adjunct Instructor, Med Lab Tech

A.S., Robert Morris College

Anna DiCarlo PBT(ASCP)

Adjunct Instructor, Lab Science

Jordan Diehl

Adjunct Instructor, Dental Hygiene

B.A., Ursinus College; A.S. Montgomery County Community College

Rosalie DiFerdinand

Adjunct Instructor, Dental Hygiene

B.S., Thomas Jefferson University; Certificate in Dental Hygiene, University of Pennsylvania

Marie DiNunzio MLS (ASCP)

Adjunct Instructor, Lab Science

Connie Dollak

Instructor, Dental Hygiene

MSDH, University of Bridgeport; B.A., Temple University; A.S., Community College of Philadelphia

Mary Ellen Doran ’84, ’02

Adjunct Instructor, Dental Hygiene

A.S., Harcum College

Nina Dowlin

Adjunct Instructor, General Studies

Ph.D., Capella University; M.S., University of Pennsylvania; B.S., Mount Holyoke College

Leo Doyle

Adjunct Instructor, Criminal Justice

M.A., Rosemont College

Zoe Ann Durkin

Education Coordinator & Adjunct Instructor, Histotechnology

M.S., Cambridge College; A.A., Centenary College; H.T., Hospital of the University of Pennsylvania

Christa L. Eck

Program Director & Assistant Professor, Occupational Therapy Assistant

M.S., B.S., College Misericordia; A.A.S., Lehigh Carbon Community College

Angela Edmunds

Adjunct Instructor, Fashion Merchandising B.A., Temple University

Theresa Eller

Adjunct Instructor, General Studies

M.S., Immaculata University; B.S., Immaculata University; A.S., Immaculata

Elizabeth Cratin Elliott

Associate Professor, Nursing

M.S.N., Widener University; B.S.N., Villanova University; Adele Emhof ’12

Adjunct Faculty, Dental Hygiene

B.A., The Pennsylvania State University; A.S., Harcum College

Dionne Fears

Adjunct Instructor, Human Services

M.S., Wilmington University; B.S., West Chester University

Jennifer Fehl

Associate Professor, Behavioral Health Science

Gabriella Ferreira ’99 Instructor, Physical Therapist Assistant Program

B.S., Drexel University; A.S., Harcum College

John Flynn Ph.D, MT (ASCP), SBB

Adjunct Instructor, Lab Science

Lauren Forry

Assistant Professor, English MFA, Kingston University; M.A., Kingston University; B.A., New York University

Mike Fratangelo

Program Director, Behavioral Health Science, Sports Management, Business Programs

Karlynne Galczyk

Associate Professor, Nursing

Ph.D. (c), MSN, Widener University; MPH, West Chester University; RN, Brandywine School of Nursing

Phillip Giarraputo

Supervising Dentist, Dental Hygiene

D.M.D., University of Pennsylvania; B.A., College of Emporia

Cierra Greene

Adjunct Instructor, Early Childhood Education

Ed.D., Walden University; M.A., Edinboro University; B.A., Edinboro University

Theresa Groody

Director of Continuing and Professional Studies

DHSc, University of Bridgeport; M.Ed., Arcadia University;

B.H.S., Gwynedd-Mercy University; A.S., Manor Junior College

Jamie Guiberson ’00

Instructor, Veterinary Nursing

B.A., University of Delaware; A.S., Harcum College

Mercedes Harley Instructor, Nursing

DNP, Widener; M.S.N., B.S.N. Wesley College

Kelli Harris

Adjunct Instructor, Early Childhood Education

M.Ed., Arcadia University; B.S., Millersville University

Cindy Heil

Assistant Professor, EFDA Program

Heather Herner ’17

Assistant Professor and Academic Fieldwork Coordinator, Occupational Therapy Assistant

B.A., DeSales University; A.S., Harcum College

Prentice Hill

Adjunct Instructor, Business

M.B.A., University of Louisville; B.S., Hampton University

Colleen Hinrichsen MT (ASCP), SBB, DLM

Adjunct Instructor, Lab Science

Kathleen Hofmann ’89

Instructor, Dental Assisting and EFDA Clinical Coordinator

B.A., American Public University; A.S., Harcum College

Jessica Houlihan

Lab Instructor, Veterinary Nursing

B.A., Southern New Hampshire University

Lori Hudson

Adjunct Instructor, Dental Hygiene

B.S., Thomas Jefferson University

Linda Ivey

Adjunct Instructor, General Studies

M.S., Temple University; B.S., Penn State University

Ta’Mora Jackson

Adjunct Instructor, Early Childhood Education

M.A.T./B.A., Bennington College

Prajje Oscar Jean-Baptiste

Adjunct Instructor, Fashion Design

B.F.A., Massachusetts College of Art

Geraldine Johnson ’04

Adjunct Instructor, General Studies

M.A., Eastern University; B.A., Cabrini University; A.S., Harcum College

Tanya Johnson-Coleman

Program Director, Associate Professor, Nursing

MHA, Ed.,DNP, LaSalle University; MHA, Saint Joseph University; BSN, Temple University

Carl Jones

Adjunct Instructor, General Studies

M.Ed., Arcadia University; B.A., Bloomsberg University

Sabriya Jubilee

Adjunct Instructor

Ph.D., Temple University

Matthew Kastelberg

Adjunct Instructor, General Studies

M.A., Temple University; B.A., Auburn University; A.A., Ricks College

Jaime Kemeza ’00

Adjunct Instructor, Dental Hygiene

B.S., Pennsylvania College of Technology; A.S., Harcum College

Pamela Kennebrew

Adjunct Instructor

Ed.D., Fielding University; MHS., Lincoln University

Tracie Kennedy

Program Director, General Studies

M.Ed, Widener University; B.A., Gettysburg College

Mary King

Associate Professor, Clinical Coordinator, Nursing

M.S.N., B.S.N. University of Phoenix; RN

Kathleen Koar ’99

Program Director, Veterinary Nursing, Associate Professor

M.S. Ed., University of Pennsylvania; B.A., Muhlenberg College; A.S., Harcum College

Jacqueline Klaczak Kopack

Program Director, Physical Therapist Assistant; Professor, Allied Health Sciences

D.P.T., Temple University; M.S., University of the Sciences

Linda Kruus

Adjunct Instructor, General Studies

Ph.D. Virginia Commonwealth University;

M.S., Virginia Commonwealth

Laura LaJudice

Instructor, Lab Coordinator, Nursing

M.S.N. Drexel University

B.S.N. Gwynedd Mercy University

Alberta Landis

Adjunct Instructor, Dental Hygiene

M.Ed., West Chester University;

B.S., West Chester University;

A.S. Temple University

Amanda Lewis

Adjunct Instructor, Fashion Design

BFA, Rhode Island School of Design

Janice Lewis

Adjunct Instructor, Fashion Design

B.S., Syracuse University

Richard Lombardo

Adjunct Instructor, Business

Ph.D., Capella University;

M.B.A., B.A., Eastern University

Gemma Longfellow

Instructor, Physical Therapist Assistant

MSPT, Marymount University

Maureen Lukens

Assistant Professor, Nursing BSN, West Chester University; MSN, Widener University

Jillian Lydon ’15

Associate Professor/Junior Clinic Coordinator, Dental Hygiene

MSDH, University of Bridgeport;

B.F.A., University of the Arts; A.S., Harcum College

Shaun Madary

Assistant Program Director, Physical Therapist Assistant

B.A., Temple University;

A.S., Lehigh County Community College

Valerie Malcolm

Adjunct Instructor, Continuing Studies

D.M.D., University of the Philippines

Gino Martin

Dental Assisting/EFDA Instructor

Kristy Matulevich, MLS (ASCP) M.Ed.

Clinical Coordinator/Instructor, Laboratory Science Program

M. Ed., Cabrini University; B.S., Pennsylvania State University

Niashia Maza

Program Director, Criminal Justice

B.A., Temple University; PBACC, Peirce College;

M.S. , Walden University; MPhil, Walden University

Rhonda McClenton

Adjunct Instructor, General Studies

Ph.D., University of Liverpool; M.Ed., Temple University; B.A., Eastern University

Wanda Miles

Adjunct Instructor, Early Childhood Education

Ph.D., Capella University; M.S., Cheyney University; B.S., Lincoln University

Larry Musolino

Adjunct Instructor, General Studies

M.S., Rochester Inst. Of Technology; M.S., Texas A&M University; M.S. Lehigh

Karen Naylor ’92

Associate Professor, Dental Hygiene

MPH, B.S., West Chester University; A.S. Harcum College

Trish O’Connell

Associate Professor, Veterinary Nursing

M.A., Beaver College; M.S., Canisius College; B.A., Immaculata University

Tamar Paltin

Animal Center Management Faculty

Joanne Pennyfeather

Adjunct Instructor, Early Childhood Education

Ed.D., Grand Canyon University;

M.Ed., Lincoln University; B.A., Lincoln University

Lisa Perry

Assistant Professor, English

M.S., University of Pennsylvania; B.A., Temple University

Russell Phillips

Adjunct Instructor, General Studies

Stephen Pipitone

Coordinator of Online Education Services, Professor

M.Ed., West Chester University; B.S., Villanova University

Felicia Powers ’15

Lab Instructor, Veterinary Nursing

M.A., Villanova University;

B.A., Dickinson College; A.S., Harcum College

Joann Pyne

Adjunct Instructor, Dental Hygiene

B.S., Thomas Jefferson University; A.S., Montgomery County Community College

Christine Redlinger

Clinical Instructor, Radiology

Maureen Reese

Clinical Instructor, Dental Assisting/EFDA

Monica Rhoten ’00

Adjunct Instructor, Physical Therapist

Assistant

B.S., West Chester University; A.S., Harcum College

Diane Rice

Adjunct Instructor, Criminal Justice

J.D., Temple Law School

Joanne Ricevuto

Program Director, Early Childhood

Education, Assistant Professor, Assistant Vice President of Instructional Success

M.Ed., Widener University; B.S., West Chester University

Barbara Ann Ricks-Strand

Adjunct Instructor, General Studies

M.B.A., Eastern University; B.A., Eastern College; A.S., Community College

Brian Riker

Adjunct Instructor, General Studies

M.B.A., Eastern University; B.A., Eastern College; A.S., Community College

Vincent Rink

Dental Assisting/EFDA Instructor

Linward Robinson

Program Director, Animal Center

Management, Associate Professor

M.B.A., University of Phoenix; B.S., Delaware Valley College

Alyssa Ryan

Rad Tech Instructor

Loretta Ryan

Clinical Instructor, EFDA

David Scott

Adjunct Instructor, Human Services

M.S., Lincoln University; B.S., Clarion University

Geraldine Scutti ’97

Adjunct Instructor, Dental Hygiene

B.S., West Chester University; A.S., Harcum College

Carolyn Marie Singleton, Esq

Adjunct Instructor, Criminal Justice

J.D., Rutgers Law School

Jock Sommese

Adjunct Instructor, Business

D.B.A., Wilmington University;

M.B.A., Drexel University; B.A., Villanova University

Lorianna Swain '21

Instructor, Veterinary Nursing

B.S., Marymount Manhattan College; A.S., Harcum College

Julie Taddeo

Program Director, Radiologic Technology & Allied Health Science

M.A., Cabrini University; B.S., Gwynedd Mercy College; A.S., Delaware Technical and Community College

William Towns

Adjunct Instructor, Business

M.S., Drexel University; B.S., Boston University

Kari Tumminia

Adjunct Instructor, Business

M.A., Eastern University; B.S., Art Institute of Philadelphia

Dionne Tyler

Practicum Coordinator & Adjunct Instructor, Lab Science

M.B.A., University of Phoenix; M.H.A., University of Phoenix; B.S., Columbia Union College

Joan Udoeyo

Assistant Professor

Vincent Valaitis

Adjunct Instructor, General Studies

M.A., Villanova University; B.S., Villanova University

Thomas Viola

Adjunct Instructor, Dental Hygiene

C.C.P., R.Ph,

B.S. Pharm, St. John’s University (NY)

Gregg Volz

Director of Youth Courts, Instructor, Criminal Justice

Nicoleta Votov

Adjunct Instructor, Fashion Design

A.S., Art Institute of Philadelphia

Alice Walker, HT (ASCP)

Adjunct Instructor, Lab Science

Jade Wallace

Adjunct Instructor, Early Childhood Education

Ed.D., Drexel University; M.Ed., Lock Haven University; B.S., LaSalle University

Erica Wascavage-Kabel

Associate Professor, Nursing Ph.D., Widener University; M.S.N., Thomas Edison State University;

B.S.N., Thomas Edison State University;

B.A., Rutgers University; A.A.S., Mercer County Community College

Marietta Waters

Adjunct Instructor, Criminal Justice

M.S., Grand Canyon University; Cyber Security Certification, University of Maryland Global campus

Linda Webster

Associate Professor, Nursing Ph.D., Widener University; M.S.N., Temple University; B. S. N., Allegheny Univ. of the Health Sciences

Mark Whiteman

Adjunct Instructor, General Studies

M.A., West Chester University; B.A., Charter Oak State College

Vicki Whiteman

Adjunct Instructor, General Studies

Ph.D., Temple University;

M.A., West Chester University; B.A., West Chester

Alison Whiter

Program Veterinarian & Associate Professor, Veterinary Nursing

D.V.M., Oklahoma State University; B.S., University of Delaware

Tanya Williams ’89, ’92

Adjunct Instructor, Dental Hygiene

B.S. Pennsylvania College of Technology; A.S., Harcum College

Michael Wolf

Adjunct Instructor, Law and Justice

M.A., University of Pennsylvania; B.A., Yale University

Pamela Woodland

Associate Professor, Business Ed.D., Gwynedd Mercy University

Miranda Worthington, CVT ’13

Faculty, Veterinary Nursing

A.S., Harcum College

Gregory Wright

Adjunct Instructor, General Studies

B.A., Combs College of Music; A.A., Delaware County Community College

Koyuki Yip

Assistant Professor

M.S.S., Bryn Mawr College; B.A., Skidmore College

Edward Zawora, III

Program Director, Graphic Design

A.S.T, Antonelli Institute

Linda Alderman

Administrative Assistant, Student Records

James Alexander

Campus Safety Officer

Kathy Anthony

Director of Counseling Services

M.S.S., Bryn Mawr College;

B.A, Indiana University of Pennsylvania

Valerie Aronov-Schwartz C.R.N.P.

Director of Health Services

B.A., B.S., M.S., Drexel University

John Ball

Head Coach, Men’s Basketball

B.A., The Pennsylvania State University

Hunt Bartine

Director Human Resources

MBA, University of Connecticut; B.A. Marietta College

Karey Bowen

Assistant Director of Admissions

Rachel Bowen

Vice President of Enrollment Management

B.A., DeSales University

Marlon Brissett

Facilities

Kimberlynn Brown-Trent

Human Resources Coordinator

Michael Caroto

Music Program Coordinator, Harcum Music School

Stephanie Conklin ’16

Clinical Education Coordinator, Veterinary Nursing

B.A., The Pennsylvania State University; A.S., Harcum College

Jared Cook

Assistant Volleyball Coach

Richard Cooper

Director of Disability Services

Ph.D., University of Pittsburgh; MAE, InterAmerican University;

B.A., St. Fidelis College

Barbara Coppola

Administrative Assistant, Financial Aid

Lilian Crooks

Graphic Designer/ Communications Specialist

B.F.A, Maryland Institute College of Art

Raymond Curry

Coordinator, Upward Bound

B.S., Lincoln University

Windell Dally

Housekeeping

Jon Jay DeTemple

President

Ph.D., MBA, Syracuse University; B.S., Cornell University

Jon Jay (J.J.) DeTemple II

Athletic Director

B.S., University of New Mexico

Joseph Donahue

Director of Technology Services

Alexandria Einspahr

Coordinator/Senior Academic Coach, Student Success Center

Timothy Ely

Executive Director of Strategic Planning & Institutional Research

M.Ed., Pennsylvania State University; B.A., West Chester University

William Fanshel

Evening/Weekend Librarian

M.S., St. Joseph's University;

M.S.L.S., Drexel University

Ebony Fowlkes

Assistant Director, Residence Life

B.S., MBA, Rosemont College

Tyler Gangi

Assistant Director of Admissions

B.A., York College

Robyn Gleason

Assistant Director, Disability Services

B.S.W., Cabrini University

Theresa Groody

Director of Continuing & Professional Studies, Adjunct Faculty, EFDA

M.Ed., Arcadia University; B.S., Gwynedd-Mercy College; A.S., Manor College

Chelse Hall

Assistant Women’s Basketball Coach

Exford Henry

Housekeeping

Jason Hill

Housekeeping

Daniel Hodas

Media Services Coordinator, Library

B.A., Castleton State College

Karen Hofmann

Student Account Specialist

David Hughes

Head Coach & Director of Soccer Operations

Julia Ingersoll

Executive Vice-President

D.M, University of Maryland; J.D., Villanova University;

B.S., Boston University

Tytiana Jackson

Academic Coordinator –1st Year Experience

Kevin Jones

Coordinator, Human Services,

Partnership Sites

MBA, University of Phoenix; B.S., Delaware State University

Nikolay Karpalo

Facilities Manager

A.S., ASA College; M.S., Kiev State University

Wendy G. Kern

Associate Director of Financial Aid

M.Ed., B.S., Widener University

Stephen Kleponis

Director of Business Services

B.S., University of Phoenix;

A.S., Community College of Philadelphia

Karidja Kone

Housekeeping

Edward Kovacs

Dean of Student Life

Ed.D., Temple University;

M.A., Bowling Green State University;

B.S., Millersville University

James Lambert

Lead Campus Safety Officer

B.A., Widener University

Paula Lehrberger

Assistant VP of Financial Aid

M.S.Ed., Indiana University;

B.A., University of Rochester

Linh Luu

Data Researcher, Student Success Center

B.S., Gwynedd Mercy University

Kathleen Malley

Student Records Coordinator

B.A., St. Joseph's University

Katie McCoySwinehart

Admissions Recruiter

Catherine McGowan

Director of Library Services, Library

M.L.I.S., Drexel University; B.A., Villanova University

Beth McMichael

Registrar

M.S., Drexel University;

B.S., Lock Haven University

Elizabeth McWilliams

Administrative Assistant, Admissions

Rupert Meredith

Housekeeping

Jim Miller

Academic Internship Director

B.A. Arch., Drexel University

Susan Miller

Assistant Director of Partnership

Sites, Operations

M.Ed., Penn State University;

B.S., West Chester University

Vincent Mollichella

Systems Administrator

Carla Muse

Campus Store Manager

B.S., Millersville University

Greg Nobles

Housekeeping

Lynette Oguntayo

Clinical Facility Supervisor, Veterinary Nursing

B.S., Virginia Polytechnic Institute and State University

Joanne Patterson

Office Manager, Nursing

B.S., Widener University

Charles Peters

Coordinator, Mail Services

B.F.A., Pennsylvania State University

Mayra Powell

Student Accounts Specialist

B.S., Utah Valley University

Estella Pressley

Coordinator, Upward Bound

Jacqueline Pursell

Photographer & Social Media Coordinator

A.S., Antonelli Institute

Sue Ramirez

OTA/PTA Administrative Assistant

Jana Rediger

Senior Women’s Administrator, Assistant Women’s Athletic Director

Shawn Riley Supervisor, Facilities

Claudy Romnus

Financial Aid Counselor

Ed.D., West Chester University

M. Ed., B.A., Temple University

Montea Roundtree

Assistant Director, Campus Safety

A.A., Harcum College

Shari Rutherford

Institutional Research Analyst

Master of Statistical Practice, Carnegie Mellon University; B.A., Swarthmore College

Rick SanFilippo

Director of Campus Safety

B.A., Philadelphia University

Evelyn Santana

Chief Diversity Officer & Executive

Director of Partnership Sites

Ed.D., Wilmington University;

MBA, Daniel Webster College;

B.A., Cedar Crest College

Bill Schmader ’21

IT Help Desk Coordinator

A.S., Harcum College

Anthony Scott

Maintenance

C.J. Scott

Assistant Coach, Men's Basketball

B.S., Louisiana Tech University

Cheryl Shahadi

Site Coordinator, Partnership Sites

Amy Shumoski

Digital Communications Manager

B.A., Eastern University

Kimberly Sivertsen

Admissions Operations Manager

B.S., Drexel University

Akeem Small

Upward Bound Coordinator

Sharon Smith

Director of Academic Preparation

M.S., University of Pennsylvania

Michelle Stanziano

Director of the Center for International Programs

M.A., New York University;

B.A., Northeastern University

Alla Stepanova

Circulation Assistant, Library

Anatolii Stepanov

Maintenance, Facilities

Roxanne Sutton

Reference Librarian, Library

M.L.I.S., University of Western Ontario; B.A., Carleton University

Wayne Thorpe

Housekeeping

Chris Trower ’22

Officer, Campus Safety

A.A., Harcum College

Jameel Tucker

Assistant Dean of Student Life

M.S., Florida International University;

B.S., Edinboro University

Barry Uzzell

Head Coach, JV Men's Basketball and Track & Field

University of North Texas

John Velez

Director, Student Success Center

Brooke Walker

VP Institutional Advancement

M.Ed., Temple University; B.A., Rutgers University, Rutgers College

Elizabeth Walker

Director, Upward Bound

B.A., Bard College

David Weaver

Assistant Vice President of Academic Assessment

M.A., B.A., West Chester University

Cliff Welby

Academic Coach, Student Success Center

Barbara Yalof

Communications/Information

Administrator, Academic Affairs

Ed.D., Northcentral University; M.Ed., B.A., Temple University

AdvisoryBoards

Animal Center Management Program Advisory Board

Steven G. Bazil

Bazil McNulty

Brandi Greene

Kitty Cottage Adoption Center, Inc.

Heather Lane ’14

Thomas Jefferson University

Carrie McCloskey ’99

The Patton Veterinary Hospital

Drew Smyth ’17

Miss Drew's Doggy Daycare

Dr. Carrie Sutor

Gladwyn Animal Hospital

Dr. Margaret A. Weil

Bandfield, The Pet Hospital

Business Program Advisory Board

Merle Berman Holman ’56

CEO/Founder, Group Dynamics in Focus, Inc.

Christopher Blackman

President/CEO, Chris Blackman Media Consulting, LLC

Barbara Bosha

President/Founder, Bosha Design+Communications

Bernie Degenais

President/CEO, Main Line Chamber of Commerce

Annie Finnerty

Investment Analyst, Mill Creek Capital Advisors

Avi Loren Fox

Founder/CEO, Wild Mantle

James Fusco

Marketing/Finance Instructor, Brandywine Technical College High School

Kent Griswold

Founder/CEO, BizzShow

David Jacobson, CPA

Principal, CliftonLarsonAllen LLP

Melinda Venella

Vice President, Commercial Banking Department, FirstTrust Bank

Dental Program Advisory Board

Susan Chialastri, DMD

Temple University Department of Periodontology and Oral Implantology

Samuel Cimino, DDS Retired Dentist

Sandra Fink, CDA

Debbie Fleming, RDH

Colgate Oral Pharmaceuticals

Jaclyn Gleber RDH, PhD, PHDHP

Jason H. Goodchild, DMD

Premier Dental Products Company

Adele Hartman, EFDA

Calvin Hoops, EFDA, CDHC

Gail Malone, RDH

Director of Clinical Affairs, Dentsply Sirona

Kathy McKeown ’99, CDA

Scott Nakamura, DMD

Niranjan Savani, DMD

Jacqueline Urbanek ’18, RDH

Early Childhood Advisory Board

Michelle Dea ’15 Harcum Off Site Coordinator

Nicole Draper

Adjunct ECE Professor and Special Education Teacher

Kathleen Garrison

Adjunct ECE Professor

Tyneicia Green ’18

Brian Helgenberg ’14

Lisa Iliopoulos Owner, Little People's Village

Ta’Mora Jackson District 1199c Training and Upgrading Fund

Deborah Lewis

Adjunct ECE Professor and Transition Coordinator –Special Education

Brianna McCall ’16

Former HAEYC President

Tricia McDevitt-Ortiz

MELC Talent & Acquisition Manager

Dr. Wanda Miles

Adjunct ECE Professor and Federal Government IORA Specialist

Maryanne Ormsby

Adjunct ECE Professor

Na’imah Rhodes

High School ECE Program Instructor

Leslie A. Roesler

Director, Professional Development Dimensions at Montgomery Early Learning Centers

Michelle Spencer

Adjunct ECE Professor and TEACH Delaware Coordinator

Dr. Jade Wallace

Adjunct ECE Professor and Workforce Development Coordinator

Jasmine Williams ’15

Former HAEYC President

Fashion Design & Merchandising Advisory Board

Frank Agostino

Designer/Owner, Agostino Couture

Camille Avent

Professor of Fashion Design and Merchandising, Harcum College, Jefferson University, LIM New York

Anya Babeyeva

Technical/print Designer, Fish Monkey Gloves

Renee Hill

Designer, Harx4

Jeana and Lamont Bowling

Producers, Atlantic City Fashion Week, Soho Fashion Week

Emil DeJohn

Fashion Designer, Professor Emeritus, Jefferson University, Art Institute of Technology

Angela Edmunds

Owner/ Founder Sarai Style | Showroom77

Janice Lewis

Professor Fashion Design Department, Moore College of Art and Design

Prajje Oscar

Designer, PrajjeOscar

Michele Von Plato

Creative Director, David’s Bridal, Cynthia Rowley, Elite Sportswear

Serena Tomalis ’15

Social Media Influencer, Target Arisabel Vasquez ’15

Owner, Slay Everyday

Graphic Design Advisory Board

Savannia Boileau

Block Communications

Barb Bosha Bosha Design Inc.

Karen Fiore Fiore Design

Ed Harris

Valley Forge Tourism & Convention Board

Michael Hrebin Stream Companies

Ken Keagy Simmer Creative, LLC

Kelly Matz beMarketing

Theresa Miller Reminder Media

Karla Moffett Fiore Design

Jim Pearce image360

Bridget Reed IKEA USA

Danielle Riccardi Reminder Media

Nathanael Saldana

Valley Forge Tourism & Convention Board

Histotechnician Advisory Board

Maria Batter HT(ASCP)

Crozer Health - Crozer Chester Medical Center Point of Care Specialist

Dr. Allison Eck HTL(ASCP) Doylestown Hospital Lab Manager

Susan Paturzo HT(ASCP)

Thomas Jefferson University Hospital Histology Manager

Alyssa Peters HT(ASCP)

Natera Genetic Testing Company Histotech

Stephanie Rivera Janssen R&D Research Scientist

Nikolaos Tarasidis, M.S. HTL(ASCP) Hospital of the University of Pennsylvania Anatomic Pathology/Histotechnologist

Dionnne Tyler HT(ASCP)CM, MBA Temple University Hospital Anatomic Pathology Director

Wendy White M.S., MT(ASCP) Crozer Health – Crozer Chester Medical Center Education Coordinator

Interior Design Advisory Board

Hannah Kenny ’17

Interior Designer, Fuller Interiors

Margie Chojnacki ’12

Interior Designer, Mann-Hughes Architecture, P.C.

Annette Morris ’07

Sterling Kitchen and Bath, Senior Designer

Alexis Pew ’10

Kaminski + Pew, LLC

Jen Fuller

Founder and Lead Designer, Fuller Interiors

Erika Taylor ’15

Donna Daley, AIA, ASID, AWI, NCIDQ

Marcella Luzi, ASID, NCIDQ

Managing Principal,WPL Interior Design

Rebeccah Bondi ’19

Barbara Brosnan Interiors

Medical Laboratory Technology Advisory Board

Sue Lukiewski MT(ASCP)

Kindred Hospital, Lab Manager

Barbara Dobrowolski

Thomas Jefferson University Hospital Hematology Supervisor

Marsha Uhl

Penn Highlands Healthcare Laboratory Director

Kathryn Durr MT(ASCP) Siemens Healthcare Senior Consultant

Dorothy Hodges MLT(ASCP)

Health Network labs, Allentown Medical Lab Technician

Nursing Advisory Board

Dolores Alabrodzinski Harcum College

Elizabeth Cratin Elliott MSN, RN, CNEcl Harcum College

Karlynne Galczyk PhD(c) MSN RN Harcum College

Monica Harmon MSN RN

President BLack Nurses Association, SEPA

Maryann Jones

Penn Presbyterian Medical Center

Mary King MSN RN Harcum College

Mariah Drenth-Cormick

University Development Counselor Grand Canyon University

Laura LaJudice MSN, RN Harcum College

Maureen Lukens MSN RN Harcum College

Erica Wascavage MSN RN Harcum College

Linda Webster PhD MSN RN Harcum College

Kathleen Wylie

Mercy Fitzgerald Hospital

Occupational Therapy Assistant Advisory Board

Nancy Beck

Lori Blaire

Laura Boyle-Nester

Rich Conroy

Christa Eck

Sherre Freed

Cindy Gallo

Matt Healy

Josette Merkel

Kristy Meyer

Manish Patel

Kerstin Potter

Bridget Spayd

Mary Zadnik

Phlebotomy Technician Advisory Board

Maria Silvestro MLT(ASCP), CLT, HHS

Main Line Health - Riddle Hospital

Section Supervisor of Specimen Processing

Dawn Conley

Jefferson Health - Abington Hospital

Senior Phlebotomist

Audrey Holdsman ’16 PBT(ASCP) Mazzoni Center Phlebotomist

Rajdai Saroop ’19 PBT(ASCP)

Abington Memorial Hospital

Mobile Phlebotomist

Physical Therapist Assistant Advisory Board

Phil Beninato

ATI Physical Therapy

Laura Birchler

University of PA/Good Shepherd Penn Partners

Stephanie Briddes ’00 Springfield Healthplex

Kathleen Burns

Bayada Homecare

Christine Clark Moss Rehabilitation

Lynne Corrigan Springfield Healthplex

Ann Hess

Bryn Mawr Rehabilitation Hospital

Sue Hill

Bryn Mawr Rehabilitation Hospital/MLHS

Bonnie McDowell ’98 Riddle Hospital/Main Line Health System

Nancy McGuire

Bayada Homecare

Donna Matiko ’00 Capital Health System

Dr. Joe Murphy

SOAR Physical Therapy

Chris Noga ATI Physical Therapy

Jennifer Novik

Penn Presbyterian/Good Shepherd Penn Partners

Erik Overbaugh

St. Mary Rehabilitation Hospital

Joseph Shay ’95 Paoli Hospital/MLHS

Samantha Simpkins Tower Health

Doug Slick Lankenau Hospital/MLHS

Vicki Tobin

Einstein Healthcare System

Tiffany Weaver

Good Shepherd Penn Partners

Radiologic

Technology Advisory Board

Lisa Curtin

Mercy Fitzgerald Hospital

Colleen Nale

HUP at 54th and Cedar

Diana Marconi

Chester County Hospital

Colleen Scelsa

Chester County Hospital

Kristin Gallen

Nazareth Hospital

Chris Burke

Redeemer Health

Veterinary Nursing Advisory Board

Lizz Bumbarger ’16 CVT

Small Animal Practicum Supervisor Penn Vet Philadelphia, PA

Dana Clarke, VMD, DACVECC PennVet Philadelphia, PA

Cait Deppe ’12, CVT Penn Veterinary Supply

Rose Dolin CVT

Senior Specialist, Campus Outreach & Engagement Banfield Pet Hospital

Katelynn Ennis-Wolf ’15 CVT

Animal Research Support Specialist Supervisor Children’s Hospital of Philadelphia

Kevin Freed ’14 Senior Business Analyst Veterinary Recommended Solutions Plymouth Meeting, PA

Joseph Hyduke, VMD

Malvern Veterinary Hospital Malvern, PA

Jennifer Macomber ’97, CVT

Large Animal Practicum Supervisor

New Bolton Center Kennett Square, PA

Mike McCallum ’05 CVT PennVet Philadelphia, PA

Steve Mehler DVM, DACVS

Main Line Veterinary Specialists Devon, PA

Abby Polek

Freelance/Contract Medical Editor Wildlife Rescue and Transport Volunteer Venice, FL

Christie Rogero Program Manager

The Jackson Galaxy Project Voorhees, NJ

Elisa Rogers ’95, CVT, VTS (ECC) Northeast Regional Nursing Director Veterinary Emergency Group

Dr. Carolyn Saligman Clinical Psychologist Philadelphia, PA

Gina Scholz ’07 CVT PBA Construction Philadelphia, PA

Staci Phillips Wiemelt, VMD Lansdale, PA

CampusPhone Directory

College

Main Telephone Number: 610-525-4100

*When calling from off-campus, dial “610-526” with the extension listed below (unless otherwise indicated).

Campus Fax Numbers

Directionsto HarcumCollege

Directions

No matter where you live, Harcum is easy to get to by plane, car, bus, or train. Harcum College is in Bryn Mawr, PA, approximately 5.8 miles from City Line Ave. (Route 1), 12 miles west of Center City Philadelphia, 9 miles east of Paoli, and less than 3 hours driving time from New York City and Washington, D.C.

By Air

From Philadelphia International Airport the Bennett Airport Limousine Service or Main Line Limo leaves hourly for Bryn Mawr, a distance of approximately 13 miles. For information on ground transportation to and from the airport, call 215-937-6958.

SEPTA’s Airport train connects the airport with 30th Street Station in Philadelphia, where a connection can be made to the SEPTA PaoliThorndale line to Bryn Mawr. The Bryn Mawr station adjoins the Harcum campus. For schedules, go to www.septa.org.

By Automobile

From East and Central Philadelphia

Follow I-76/Schuylkill Expressway west to Exit 339, City Avenue. Stay on City Avenue, and turn right at the sixth light onto Conshohocken State Road, which curves around left (just after the post office) and becomes Montgomery Avenue. Continue on Montgomery Avenue for approximately 4.5 miles to Harcum. The campus begins at the corner of Pennswood and Montgomery Avenues. Go to the next traffic light at Morris Avenue, get in the left lane and look for Melville Hall, a large stone building with white pillars on your left.

Turn left onto Morris Avenue, and make an immediate left into the Melville Hall entrance between the two white gate posts. (Watch for oncoming traffic. Do not enter the SEPTA parking lot that adjoins the Melville entrance.)

Distance from City Line Avenue to the campus is 5.8 miles. Limited visitor parking is available behind Melville Hall. If this is full, visitors’ parking is available straight ahead on the right, at the end of the driveway, by turning right past the Cohen Dental Clinic.

From the West

Follow Pennsylvania Turnpike to Exit 326 (Valley Forge). Drive straight ahead after leaving toll booths and follow I-76/Schuylkill Expressway east to Exit 331A (I-476 South). Follow I-476 (Blue Route) south to Exit 13 (St. Davids/Villanova). At the bottom of the exit ramp turn right onto Route 30 East. Continue east on Route 30/Lancaster Avenue for 2.7 miles to Bryn Mawr.

Turn left (at the corner with the gas station and Starbucks Coffee) onto Morris Avenue and proceed under railroad tracks. Look for Melville Hall, a large stone building on your right. Make the second right turn into the Melville Hall entrance between the two white gate posts. Do not enter the first right turn into the SEPTA parking lot. The Admissions Office in Melville Hall is on the left of the driveway. Limited visitor parking is available behind Melville Hall. If this is full, visitors’ parking is available straight ahead on the right, at the end of the driveway, by turning right past the Cohen Dental Clinic.

From the South

Follow Route I-95 North to I-476 North. Take I-476 (Blue Route) north (approximately 14 miles) to Exit 13 (St. David’s/Villanova). At the bottom of the exit ramp turn right onto Route 30 East. Continue east on Route 30/ Lancaster Avenue for 2.7 miles to Bryn Mawr.

From Northeastern Pennsylvania

Follow Northeast Extension (Rte 476) of Pennsylvania Turnpike south to end, Exit 20. Follow signs to I-476 South. Follow I-476 (Blue Route) to Exit 13 (St. David’s/ Villanova). At the bottom of the exit ramp turn right onto Route 30 East.

Continue east on Route 30/Lancaster Avenue for 2.7 miles to Bryn Mawr. Turn left (at the corner with the gas station and Starbucks Coffee) onto Morris Avenue and proceed under the railroad. Look for Melville Hall, a large stone building on your right. Make the second right into the Melville Hall entrance between the two white gate posts. Do not enter the first right turn into the SEPTA parking lot. The Admissions Office in Melville Hall is on the left of the driveway. Limited visitor parking is available behind Melville Hall. If this is full, visitors’ parking is available straight ahead on the right, at the end of the driveway, by turning right past the Cohen Dental Clinic.

From the North via New Jersey Turnpike

Follow New Jersey Turnpike to Pennsylvania Turnpike/ I-276 West. Follow I276 west to Exit 333 (Norristown/Plymouth Meeting/I-476 South). Follow I-476 (Blue Route) south to Exit 13 (St. David’s/ Villanova). At the bottom of the exit ramp turn right onto Route 30 East. Continue east on Route 30/Lancaster Avenue for 2.7 miles to Bryn Mawr. Turn left (at corner with the gas station and Starbucks Coffee) onto Morris Avenue and proceed under railroad. Look for Melville Hall, a large stone building on your right. Make the second right into the Melville Hall entrance between the two white gate posts. Do not enter the first right turn into the SEPTA parking lot The Admissions Office in Melville Hall is on the left of the driveway. Limited visitor parking is available behind Melville Hall. If this is full, visitors’ parking is available straight ahead on the right, at the end of the driveway, by turning right past the Cohen Dental Clinic.

750 Montgomery Avenue Bryn Mawr, PA 19010-3476 610-525-4100 • www.harcum.edu