Stevenson University| 1
Table of Contents
Stevenson University ............................................................................. 4
The Stevenson Approach .................................................................. 10
Life at Stevenson .................................................................................. 14
Admissions .............................................................................................. 18
Financial Information .......................................................................... 25
Academic Information ........................................................................ 36
Graduate Fields of Study .................................................................. 42
Certificate Options - Post-Baccalaureate ................................... 61
Graduate Courses ................................................................................. 68
Directory ................................................................................................... 90
2| Stevenson University 2023-2024 Graduate Catalog
Stevenson University| 3
2023-2024 GRADUATE CATALOG
4| Stevenson University 2023-2024 Graduate Catalog
Academic Continuity Policy, Notice of
Nondiscriminatory Policy and Catalog
Disclaimer
ACADEMIC CONTINUITY POLICY
The University sets forth and upholds standards and
policies and prioritizes the integrity of the academic
experience. In the event that temporary adjustments
must be made to the policies or processes included in
the Catalog, information will be posted to the Registrar's
Office Page on the SU Portal and shared with students
via the Office of the Registrar.
NOTICE OF NONDISCRIMINATORY POLICY
Stevenson University admits students of any race, color,
sex, religion, and national or ethnic origin to all of the
rights, privileges, programs, benefits, and activities
generally accorded or made available to students at the
University. It does not discriminate on the basis of race,
color, sex, religion, disability, and national or ethnic origin
in the administration of its education policies, admission
policies, scholarship and loan programs, and other
university-administered programs. The University is
committed to providing all students with an educational
environment free of bias, discrimination, intimidation, or
harassment. In this regard, Stevenson University complies
with all relevant federal, state, and local laws. The
University also complies with all applicable laws and
federal regulations regarding prohibition of
discrimination and accessibility on the basis of age,
disability, veteran status, or otherwise.
CATALOG DISCLAIMER
Stevenson University reserves the right to add, revise, or
drop programs and courses; to implement new policies
and procedures; and to change published calendars as it
deems necessary. The information contained in this
catalog is accurate as of the date of publication;
however, Stevenson University reserves the right to add,
revise, or modify its contents when necessary. Such
changes, which will appear in the online catalog, will be
applicable to all students who are enrolled at the time
the changes occur. The online version of the Stevenson
catalog is the governing version, and students should
refer to the SU website for the most up-to-date
information.
OWINGS MILLS CAMPUS
100 Campus Circle
Owings Mills, Maryland 21117-7803
OWINGS MILLS NORTH
11200 Gundry Lane
Owings Mills, Maryland 21117
GREENSPRING CAMPUS
1525 Greenspring Valley Road
Stevenson, Maryland 21153-0641
CONTACT INFORMATION
Phone: 410-486-7000
Toll free: 1-877-468-6852
Email: [email protected]
Website: stevenson.edu
CATALOG PUBLICATION DATE
August 24, 2023
Stevenson University
Stevenson University| 5
Master's Degree Academic Calendar: Fall 2023 - Spring 2024
Academic Calendar: Fall 2023 to Summer 2024
Fall 2023 Semester
Aug. 28 - Dec. 17
Fall 2023 semester (23FSEM)
Aug. 28 - Oct. 22
8 week 1 (23F8W1)
Sept. 4
Labor Day - University closed
Sept. 5
Last day to drop for (23FSEM) and (23F8W1)
Sept. 25
Yom Kippur - University closed
Sept. 29
Last day to withdraw with a "W" for (23F8W1)
Oct. 23 - Dec.17
8 week 2 (23F8W2)
Oct. 25
Final grades for (23F8W1) due by 5pm
Oct. 30
Last day to drop for (23F8W2)
Oct 30
Registration for Spring 2024 begins
Nov. 2
Last day to withdraw with a "W" for (23FSEM)
Nov. 22
Last day to withdraw with a "W" for (23F8W2)
Nov. 22 - 26
Thanksgiving holiday - University closed
Dec. 20
Final grades for (23FSEM) and (23F8W2) due by 5pm
Dec. 22 - 25
Christmas holiday - University closed
Dec. 31 - Jan. 1
New Year's holiday - University closed
6| Stevenson University 2023-2024 Graduate Catalog
Spring 2024 Semester
Jan. 22 - May 12
Spring 2024 semester (24SSEM)
Jan. 22 - Mar. 17
8 week 1 (24S8W1)
Jan. 30
Last day to drop for (24SSEM) and (24S8W1)
Feb. 23
Last day to withdraw with a "W" for (24S8W1)
Mar. 18 - May 12
8 week 2 (24S8W2)
Mar. 20
Final grades due for (24S8W1) by 5pm
Mar. 25
Last day to drop for (24S8W2)
Mar. 29 - Mar. 31
Easter holiday - University closed
April 1
Registration for Fall 2024 begins
April 4
Last day to withdraw with a "W" for (24SSEM)
April 19
Last day to withdraw with a "W" for (24S8W2)
May 13 - 16
Commencement Week
May 15
Final grades due for (24SSEM) and (24S8W2) by 5pm
May 27
Memorial Day - University closed
Summer 2024 sessions will be held between May and August. Multiple sessions are available. Please consult the Summer
Schedule of Classes for details on the sessions and classes available or contact Stevenson University Online at 443-352-
4030.
Stevenson University| 7
Doctoral Program Calendar: Fall 2023 - Spring 2024
Fall Semester 2023
Aug. 28
First day of classes
Sept. 4
Labor Day—University closed
Sept. 5
Last day to drop 16-week graduate courses
Sept. 25
Yom Kippur —University closed
Oct. 9 - 10
Fall Break — University open
Oct. 30
Registration for Spring 2024 begins
Nov. 2
Last day to withdraw from a 16-week class with a “W”
Nov. 22 - 26
Thanksgiving holiday—University closed
Dec. 11 - 15
Final examinations
Dec. 20
Final grades due by 5pm
Dec. 22 - 25
Christmas holiday—University closed
Dec. 31 - Jan.1
New Year's holiday—University closed
Spring Semester 2024
Jan. 22
Jan. 30
Mar. 11 - 17
Mar. 29 - 31
Apr. 1
Apr. 4
May 6 - 10
8| Stevenson University 2023-2024 Graduate Catalog
May 13 - 16
May 15
May 27
Summer Session 2024
Please contact the doctoral program advisor for information regarding summer classes.
Stevenson University| 9
10| Stevenson University 2023-2024 Graduate Catalog
About Stevenson University
Founded in 1947 as Villa Julie College, Stevenson
University serves more than 2,700 undergraduate
students at its campus in Owings Mills, Md., as well as
doctoral students in its Doctor of Psychology (Psy.D.)
program and more than 1,000 online graduate and
bachelor’s students through Stevenson University Online.
Stevenson is dedicated to creating connections to
careers, a supportive community and individualized
support, and exceptional experiences in and out of the
classroom to foster students’ academic, social, and
professional success.
Academic Coursework
One of the strengths of the graduate programs at
Stevenson University is the ability to offer curricula that is
geared to the skills and knowledge needed in the
student's major field combined with faculty mentoring,
small classes, and personal attention to each student's
needs. Programs and courses are regularly reviewed to
ensure that the content reflects the most current
knowledge in the field. Faculty are experts in their
subject area and often are employed in leadership roles
in their fields of expertise.
Stevenson Ideals
Motto: “Pro Discendo, Pro Vivendo" (For
Learning, For Living)
Mission and Values
Mission
The university is an innovative, coeducational,
independent institution offering undergraduate and
graduate students a career-focused education marked by
individualized attention, civility, and respect for
difference. The university blends the liberal arts with
career exploration and planning, complementing a
traditional education with applied learning beyond the
classroom. The university meets students where they are
and supports and challenges them to become reflective
and accomplished individuals committed to a lifetime of
learning and contribution. Students graduate with the
competence and confidence needed to creatively address
the opportunities and problems facing their communities,
the nation, and the world.
Values
The core values of the university provide a foundation for
faculty, staff, and students to fulfill the mission and
achieve the vision of the institution. The values are
focused on community, learning, integrity, and
excellence.
• Promoting a sense of community, the university
embraces the common bonds and obligations within
and beyond the campus while respecting individual
and cultural differences.
• Fostering learning, the university promotes the
pursuit of theoretical and practical knowledge while
encouraging a life well-lived - a lifelong philosophy of
informed, critical thinking to meet evolving challenges
and opportunities.
• Instilling integrity, the university requires acting with
dignity and honesty while adhering consistently to
the university’s ethical codes.
• Achieving excellence, the university lauds superior
performance while recognizing the importance of
persistence toward goals.
Diversity and Inclusion Statement
Stevenson University commits itself to diversity as it
relates to awareness, education, respect, and practice at
every level of the organization. The university embraces
people of all backgrounds, defined by, but not limited to,
ethnicity, culture, race, gender, class, religion, nationality,
sexual orientation, gender identity or expression, age,
physical ability, learning differences, and political
perspectives. The university believes its core values are
strengthened when all of its members have a voice and
representation. The resulting inclusive organizational
climate promotes the development of broad-minded
members of the university who positively influence their
local and global communities.
History of Stevenson University
University Timeline
1947
Villa Julie College is founded by the Sisters of Notre
Dame de Namur at "Seven Oaks," an 80-acre estate in
Greenspring Valley, formerly the home of the George
Carrell Jenkins family. The college opens its doors on
October 1.
1954
Official approval as a two-year college is granted by the
Maryland State Department of Education.
1967
Villa Julie becomes an independent institution, no longer
affiliated with the Catholic Church, with governance
vested in a newly formed Board of Trustees comprised of
business, civic, and professional leaders.
The Stevenson Approach
The Stevenson Approach| 11
1971
In response to increasing enrollment, the college builds a
multi-million dollar complex consisting of an art wing,
learning resource center, and student center. Evening and
summer sessions are inaugurated this same year.
1972
Villa Julie becomes co-educational.
1984
Villa Julie becomes a four-year college offering a
bachelor’s degree in computer information systems.
1985-1986
While the college continues to offer two-year programs,
academic offerings grow to include new majors and
programs that provided a wider choice of professional
career possibilities and support the changing
requirements of the business and professional
communities in the region.
1988
The Middle States Association reaffirms the college’s
accreditation, this time as a four-year college offering
bachelor’s and associate’s degrees.
1991
A cooperative education program is initiated for junior
and senior students, making it possible for them to
experience firsthand a working environment directly
related to their fields of study.
1993
Off-campus housing for students in garden-type
apartments opens a short distance from the college.
1994
Villa Julie is awarded membership in NCAA Division III.
1995
The college begins the first phase of the construction of
an Academic Center, Inscape Theatre, Student Union and
Gymnasium, and Science Center on the Greenspring
campus.
1996
The Maryland State Department of Education (MSDE)
grants approval for programs for the preparation of
elementary and early childhood teachers.
1997
The college celebrates its 50th anniversary.
1999
President Carolyn Manuszak and Dean Rose Dawson
retire with a combined 65 years of service to Villa Julie
College.
2000
The new decade brings the inauguration of Villa Julie's
fifth President, Kevin J. Manning, Ph.D.
2002
The School of Graduate and Professional Studies is
created to serve the needs of adult learners. Through this
school, students could enroll in master’s degree
programs, evening/weekend bachelor’s degree programs,
or accelerated bachelor’s degree programs. Additionally,
the college begins offering an accelerated B.S. to M.S.
degree in Advanced Information Technology, enabling
students to earn both a bachelor’s and a master’s degree
in five years.
2003
The college breaks ground on its first campus-owned
student housing complex in nearby Owings Mills.
2004
Apartment-style housing for 550 students and a
community center opens in Owings Mills. The college
also leases classroom space on the same piece of land,
allowing students to live and attend classes at the same
location for the first time in Villa Julie history. Those
moves, along with the purchase of the former Baltimore
Ravens training facility and the office building where the
college leased classroom and office space, gave Villa Julie
more than 80 acres of land at the Owings Mills campus.
Also in 2004, the Board of Trustees begins discussing the
possibility of transitioning to university status.
2006
Rockland Center opens to provide a student dining
center, offices for Student Affairs, and a banquet hall for
functions organized by on- and off-campus groups. The
Caves Sports and Wellness Center, the new name for the
renovated facility formerly used by the Baltimore Ravens,
opens. In August, the college begins offering an online
Master of Science in Forensic Studies degree. The Board
approves university status in November 2006 and later
establishes a committee to oversee a study of name
options for the institution.
2007
In May, the college breaks ground on the next new
building for Owings Mills, a 60,000-square-foot academic
building to house the newly formed Brown School of
Business and Leadership. Villa Julie celebrates its growth
through the 2007-2008 academic year as part of its 60th
anniversary, inaugurating a new annual tradition on
October 1 by celebrating Founders Day to commemorate
the day the college first opened.
2008
On June 11, 2008, the Board votes unanimously to
change the name of the institution, and the name
Stevenson University is unveiled the next morning.
2009
In March 2009, the university Restructuring Plan is
adopted by the Faculty Council. The plan creates four
new schools: the School of Humanities and Social
Sciences; the School of Design; the School of Education;
and the School of the Sciences. The Brown School of
Business and Leadership and the School of Graduate and
Professional Studies remain as originally configured.
2011
Two new residence halls welcome an additional 500
students on the Owings Mills campus, and the new
3,500-seat Mustang Stadium opens in early September.
In November, the university purchases the Owings Mills
12| Stevenson University 2023-2024 Graduate Catalog
site of Shire Pharmaceuticals. The 28-acre site—which
today includes the School of Design and the Manning
Academic Center—comprises the university’s North
campus.
2012
The University Archives establishes the Maryland Bible
Society Collection at Stevenson to house the society’s
historic 400-year-old first edition of the King James Bible.
In December 2012, the Greenspring Valley Orchestra,
conducted by Stevenson music professor Robert Suggs,
celebrates its 10th Anniversary Concert.
2013
The men’s lacrosse team wins the first NCAA national
championship for VJC/Stevenson athletics, beating the
Rochester Institute of Technology’s Tigers at
Philadelphia’s Lincoln Financial Field on May 26.
2014
In April, Stevenson unveils the iconic 12-foot-tall, bronze
mustang statue, "Victory," outside of Mustang Stadium.
The university opens an Athletics Hall of Fame, named in
honor of Dick Watts, the university’s former Director of
Physical Education.
2015
The new School of Nursing and Health Professions is
created, comprising the Department of Nursing and the
Medical Laboratory Science Program, bringing
Stevenson's number of schools to seven.
2016
In August, the university dedicates the new 200,000-
square-foot academic building on the North campus as
the Kevin J. Manning Academic Center (MAC). Stevenson
also receives naming gifts for two of schools housed in
the MAC: the Sandra R. Berman School of Nursing and
Health Professions and the Beverly K. Fine School of the
Sciences.
2017
Stevenson opens the Center for Student Success to
provide student resources and academic support services
in one central location, including the Office of Student
Success, the John L. Stasiak Academic Link, and the
Experiential Learning Center. In March 2017, the Board
concludes its presidential search and names Elliot
Hirshman, Ph.D., President of San Diego State University
(SDSU), as the new President of Stevenson as of July
2017. The School of Graduate and Professional Studies
changes its name to Stevenson University Online.
2018
The university’s first Professional Minors are offered in
management and organization leadership,
entrepreneurship and small business development,
human resources, real estate, and software design and
coding.
2019
The university introduces two new undergraduate
programs, Cybersecurity and Digital Forensics and
Biomedical Engineering, starting in Fall 2019. In
November, Stevenson senior Patrick Watson crosses the
finish line at the 2019 NCAA DIII Cross Country
Championships, becoming the first student-athlete in
Mustang Athletics history to capture an NCAA individual
national championship. In the fall, Stevenson celebrates
its 25th anniversary in NCAA athletics.
2020
In February, Stevenson announces a $2 million naming
gift from the Philip A. Zaffere Foundation for the new
campus library. In March, the university announces the
launch of its first doctoral program, the Doctor of
Psychology (Psy.D.) in Clinical Psychology. On March 16,
undergraduate programs transition to online remote
learning in response to the COVID-19 pandemic. On
Sept. 25, Stevenson assumes ownership of Parcels 1 and
2 of the former Rosewood Center property after
concluding its agreement with the State of Maryland This
property will be developed as Stevenson’s East campus.
2021
In March, after the first year of the COVID pandemic,
Stevenson announces its plan to return to full in-person
classes, student events and activities and intercollegiate
athletic competition for the 2021-2022 academic year.
2022
The university holds a ceremonial groundbreaking for the
new 42,000 square-foot Philip A. Zaffere Library.
In February, the new Cordish Family Tennis Bubble opens
on the Greenspring campus. The Bubble will be used
annually between November and March as the winter
practice facility for the men's and women's tennis teams.
The new acrobatics & tumbling team begins its first
season with its inaugural match against Frostburg.
In April, the university completes the new outdoor track
and turf field for the field hockey on the new East
campus. This new athletic and recreational hub for
Stevenson Dill, club, and intramural sports will be fully
open by Fall 2022 with new fields, courses, and facilities
for softball, baseball, field hockey, soccer, lacrosse,
outdoor track and field, and cross country.
In September, for the fifth year in a row, Stevenson
University is named among the nation's "Best Value
Schools" by
U.S. News and World Report
. Stevenson also
dedicates the new Dennis A. Starliper Applied Finance
Lab in the Brown School of Business, named after faculty
member Dennis Starliper who donated funds to create
the digital lab where business students can experience
and participate in real-time stock market trading.
In October, the university partners with the Women’s
Institute of Torah Seminary and College of Baltimore
(WITS) to create Pre-Med, Pre-Dental, and Biomedical
Engineering degree pathways for WITS students.
2023
In February, the Athletics Department unveils its new
Mustang logo with the start of the spring sports season.
The university creates the new Center for Student Life
and Leadership (CSLL) on the second floor of the
Garrison Student Union. The CSLL provides a place where
student groups and leaders can host meetings,
The Stevenson Approach| 13
brainstorm, plan initiatives and events, or simply reflect
and learn together.
The Professional Minors program expands with the
addition of minors in Event Planning and Web Design,
bringing the total number of Professional Minors to
seven.
In April, Stevenson celebrates the official opening of the
East campus with a ribbon cutting ceremony.
Accreditations
Institutional Accreditation and
Authorization
• Middle States Commission on Higher Education
(MSCHE), 3624 Market Street, Philadelphia,
Pennsylvania 19104, 267-284-5000.
• Maryland Higher Education Commission (MHEC), 6
North Liberty Street, Baltimore, Maryland 21201, 410-
767-3301.
Programmatic Accreditation and
Approvals
• American Bar Association (ABA), Standing Committee
on Paralegals and Approval Commission, 321 N. Clark
Street, Chicago, Illinois 60654. 800-285-2221 (Legal
Studies Program).
• Commission on Collegiate Nursing Education (CCNE),
655 K Street, NW, Suite 750, Washington, DC 20001.
202-887-6791 (Nursing Programs).
• Council for Standards in Human Service Education
(CSHSE), 3337 Duke Street Alexandria, Virginia 22314.
571-257-3959 (Counseling & Human Services
Program).
• International Accreditation Council for Business
Education (IACBE),11960 Quivira Road, Suite 300,
Overland Park, Kansas. 913-631-3009 (All Business
Programs).
• Maryland Board of Nursing (MBON), 4140 Patterson
Avenue, Baltimore, Maryland 21215-2254. 410-585-
1900 (Nursing Programs).
• Maryland Higher Education Commission (MHEC), 6
North Liberty Street, Baltimore, Maryland 21201. 410-
767-3301 (All Programs).
• Maryland State Department of Education (MSDE), 200
West Baltimore Street, Baltimore, Maryland 21201.
410-767-0600 (Teacher Education Programs).
• National Accrediting Agency for Clinical Laboratory
Sciences (NAACLS), 5600 N. River Road, Suite 720,
Rosemont, Illinois. 60018, 773-714-8880 (Medical
Laboratory Science Program).
• National Council for State Authorization Reciprocity
Agreements (NC-SARA), 3005 Center Green Drive,
Suite 130, Boulder, Colorado 80301. 303-848-3275
(Distance Education Programs).
• U.S. Department of Veterans Affairs, State Approving
Agency (VA-SAA), Maryland Higher Education
Commission, 6 North Liberty Street, Baltimore,
Maryland 21201. 410-767-3300 (All Programs).
14| Stevenson University 2023-2024 Graduate Catalog
Campus Resources and Services
Campus Technology
Stevenson University is committed to providing all active
students, faculty, and staff with secure and reliable
technology and network infrastructure and services. The
Office of Information Technology (OIT) is responsible for
many of the technologies across all campus locations.
This includes the computer labs, classrooms, residence
halls, faculty and staff offices, and administrative areas.
OIT operates two data centers, one on each campus, to
achieve a high level of availability and performance. Both
campuses have hard-wired and wireless networks with
many classrooms and residence halls connected at
gigabit speeds. Our dedicated digital connection to the
Internet is rated at 3000 Mbps and provides fast and
reliable access shared among the Stevenson community.
Among the dedicated computer labs on campus, several
labs are open for general use at varying times. These labs
offer Mac and PC computers with the latest software
needed for academic work.
Computer Logins
Each student, faculty, and staff member must have an
individual SU Single Sign-On account to use the
computer equipment and network resources. All users
must have read and electronically signed the Information
Technology Acceptable Use Agreement before using their
account. The complete agreement can be found on the
SU Portal and the university's Consumer Information
page. Students, faculty and staff should never share their
login credentials with anyone, including members of the
Technology Support Center or OIT. All account holders
will be held responsible for all activity conducted under
their login.
Access to Technology Services
Stevenson University offers the capability for students,
faculty, and staff to connect to various services on the
University’s network from off-campus via the Web. This
access includes, but is not limited to, Blackboard, Email,
Microsoft Office 365 programs, and Self-Service.
Resident Student Technology Support
Resident students may use computers, tablets,
smartphones, game systems and media devices on the
Resident Hall campus network. Students are not allowed
to connect servers, wireless access points, routers,
gateways, or any other similar devices to the wired or
wireless network. Unauthorized devices detected on the
network will be blocked and denied access.
Personal Device Support
OIT support for personal devices is limited to basic
troubleshooting to access Stevenson University’s services,
network, and systems. For more involved troubleshooting
or repairs to devices not owned by Stevenson University,
it is highly recommended that all students, faculty, and
staff maintain service plans through the
manufacturer/vendor. Technology Support Center staff
can only provide limited support for these types of
issues. While OIT offers general assistance to resolve any
software issues, staff will not install software on personal
devices.
Technology Helpdesk and Contact Information
The Technology Support Center has two locations for
walk-in support; on the Owings Mills campus in the
Brown School of Business and Leadership, Room 100,
and on the Owings Mills North campus in the Kevin J.
Manning Academic Center, Room N159. Any technology-
related assistance can be acquired at these facilities by
students, faculty, staff, and administrators or by calling
443-334-3000 or x3000 from on campus or toll free at 1-
866-344-8190.
Students may also contact The Technology Support
Center by sending an email to [email protected]
or by submitting a support request through
Helpdesk.stevenson.edu.
Technology assistance is available by phone during the
days and evenings when the University is open. For
updates on all unplanned outages or service
interruptions, please visit outage.stevenson.edu.
Dining Services
Stevenson University Dining Services offers dining
options on all Stevenson campuses. Stevenson Dining is
expecting some new and exciting changes for the
students to enjoy in the Fall of 2023. Hours of operation
can easily be found at each respective dining location, as
well as on the Sodexo dining website.
(SodexoMyWay.com).
Students with a meal plan can use their meal swipes or
Flex dollars at every dining location. Flex dollars, which
are currency attached to the student ID, can also be used
at on-campus retail locations, on-campus sporting event
concessions, and at designated off-campus partner
locations. On-campus dining and retail locations also
accept cash, debit, and credit card payments.
On the Owings Mills campus, students can choose to
dine at the Rockland Marketplace, Pandini’s (@
Rockland), or swing by the Garrison Coffee House next
door, located in Garrison Hall, or the New “Natural”
Smoothie Concept located in the Ratcliffe Community
Center. Rockland Marketplace, located in Rockland
Life at Stevenson
Life at Stevenson| 15
Center, provides an innovative, all-you-care-to-eat dining
experience. With over ten unique food stations, students
with all different dietary lifestyles can easily find a
delicious meal. Offerings include the Simple Servings
station (allergen free items), a vegan station, the deli,
short order grill, Mongolian “stir-fry” grill, a made to
order action station, the pizza station, the Hometown
(comfort food), and a huge salad bar along with a
Belgium waffle, fruit & yogurt bar for breakfast.
Stevenson Dining has late study nights covered too with
Pandini’s, an Italian-style eatery featuring hand-made
pizzas, pastas, and sandwiches.
Freshly brewed coffee and barista prepared specialty
beverages are a quintessential necessity for any college
campus. The Garrison Coffee House, which proudly
serves Starbucks products, offers brewed coffee,
Frappuccino, refreshers, and more, including bottled
beverages and scrumptious pastries. Students can also
find Grab N Go foods and snacks. Ratcliffe Community
Center’s “Natural” smoothie concept offers fresh
smoothies, coffee and Grab n Go items.
On the Greenspring campus, students can find the
“Mustang Corral”, with Grab N Go sandwiches and
salads, coffee, bottled and fountain soft drinks, and
snacks..
Café North, located on the Owings Mills North campus,
offers made-to-order breakfast sandwiches, made-to-
order deli and grill stations, a salad bar, and a Hometown
station offering freshly-made entrees and soups each
weekday, Monday through Friday. Located within Café
North is a retail station where students can purchase
salads and sandwiches to go, freshly prepared sushi,
snacks, and beverages.
The off-campus partners include great options such as
Qdoba, Dunkin’ Donuts, Tropical Smoothie Café CVS, and
many more. New dining option partners are frequently
added for students to enjoy using their Flex Dollars off-
campus. To see all of the off-campus partners and their
locations, check out the Sodexo dining website.
For additional information about Dining Services go to
Stevenson.SodexoMyWay.com or call 443-394-9354.
Career Connections
Career Connections
The Career Connection Center (CCC) provides all students
with a variety of career-focused programs, services, and
resources to ensure student success during their college
career and beyond. Students are introduced to the CCC
and our career and professional developmental model
beginning in their first year at the University.
The Career Connection Center Tools
The Career Connection Center maintains a
comprehensive career website and portal page which
host information on Career Pathways for majors at
Stevenson University, job and internship opportunities,
on-campus recruiting, job success tips, résumé samples,
interviewing resources, career assessments, a calendar of
events, mock interviews, and many other tools related to
career development. In addition, the CCC maintains an
online Career Management System (CMS), Handshake.
Handshake includes internships as well as full-time and
part-time job opportunities. Career Advisors are available
to review resumes which students may upload to the
Handshake system.
To assist with major and career exploration, the Career
Connection Center provides a diverse menu of career
assessments to meet student needs. Assessments that
help to identify strengths, interests, values, and
personality including the MBTI and FOCUS 2.
Appointments with Career Advisors
The Career Connection Center staff works with all
students at the undergraduate and graduate level to
develop the skills, experiences, and confidence needed
for success. Students are strongly encouraged to meet
with their Career Advisor each year to monitor progress
toward goals and review the steps they have taken in
their career planning. Advising sessions include: deciding
your major, career direction, researching careers and
jobs, mock interviews, resume and cover letter reviews,
internship and job search assistance, networking and
career fair preparation, personal brand development,
graduate and professional school preparation.
Appointments can be made on Handshake or over the
phone. Career Advisors conduct satellite drop-in advising
in academic centers; the schedule is posted on the CCC
website.
Career Peer Advisors
Drop-in appointments with trained student Career Peers
available weekdays In the CCC and through drop-in
hours at various campus locations, as advertised on the
CCC website.
Career Fairs, Networking Events, and Information
Sessions
Students are encouraged to participate in a variety of
career related events where they can meet and network
with employers. Employer events are listed on Handshake
as well as the Career Connection Center portal and
webpage and include: on-campus recruiting for
internships and full-time jobs, career seminars and
workshops presented by business and community
leaders, career fairs and industry networking events, and
many other programs. The CCC collaborates with Alumni
Relations, Residence Life, student groups, and Faculty to
support career development and life experiences that
develop Stevenson University students into prepared and
skilled emerging professionals for the workplace.
Executive in Residence Program and Classroom
Presentations
Students also have the opportunity to meet with
executives in various industries through the Executive in
Residence program. The executives are dedicated and
highly skilled professionals who volunteer their time to
discuss various career related issues with students. Topics
range from interviewing to managing expectations in the
workforce. They also provide meaningful advice on career
pathways, as well as make connections to others in
industry. Through partnerships with faculty, the Career
16| Stevenson University 2023-2024 Graduate Catalog
Connection Center also coordinates introductions to
faculty for industry professionals to serve as subject
matter experts in the classroom.
Library Services
The Stevenson University Library supports the students,
faculty and staff of the SU community as they engage in
research, teaching, and learning.
Library services can be accessed remotely through the
library home page stevensonlibrary.org and at three
convenient on-campus locations: Greenspring, Owings
Mills and the Learning Commons on Owings Mills North.
Whether students are working alone, reading
recreationally, or studying with a group, they can find a
place that meets their needs at the SU library.
Through scholarly subscription databases encompassing
many disciplines, students enjoy remote access to more
than 70,000 full-text magazines, journals, and
newspapers, over 200,000 eBooks, high-quality images,
and streaming video. OneSearch on the library home
page makes it easy to search most of the library's
resources using a single search box.
The Greenspring Campus library holds the bulk of our
print and film collections. The Stevenson University
Archives are housed in the GS library as well as a
Children’s Collection for Education students. The Owings
Mills Library, located in the Brown School of Business and
Leadership, holds a print collection that covers a wide
range of topics. This library also houses the print legal
collection for Legal Studies students.
There is a browsing collection at both the Greenspring
and Owings Mills library locations for leisure reading. The
Learning Commons at Owings Mills North is an active,
flexible space supporting collaborative work and
interdisciplinary research.
Courier services deliver books from local academic
libraries (Johns Hopkins, Goucher, Loyola-Notre Dame,
the University of Maryland libraries and others) five days
a week. Our interlibrary loan service also delivers items
electronically.
Knowledgeable and friendly librarians stand ready to help
Stevenson University students find reliable resources
appropriate for their assignments. Research services are
available in person, by phone, and electronically via text,
chat, and email. Close to the residence halls, the OM
Library is a great place to study or do research. For the
latest information regarding library hours, visit the
Stevenson University Library website: stevensonlibrary.org
University Store
The Starting Gate: Stevenson University Campus Store
Located in Garrison Hall South adjacent to Garrison
Coffee House.
The Starting Gate
has available required
and recommended books for both traditional courses
and courses offered through Stevenson University Online
(SUO), as well as supplies for classroom use. A wide
variety of other goods and services are for sale, including
accessories, a large selection of Stevenson-imprinted
clothing, gift items, and magazines. During the semester,
The Starting Gate’s
hours of operation are Monday
through Thursday from 8:30 a.m. to 7:30 p.m., Friday
from 8:30 a.m. to 4:30 p.m., and Saturday from 8:30 a.m.
to 1:30 p.m. Additional hours are scheduled before the
beginning of each semester. Please note: Hours are
subject to change.
The Starting Gate
also follows the
University’s holiday schedule and emergency closings.
Students may also purchase merchandise and textbooks
online at University Store for traditional and SUO course.
Specific ISBNs for ALL textbooks can be found on
The
Starting Gate’s
website.
Francis X. Pugh Courtroom
In 2009, Stevenson University and Stevenson University
Online opened a state-of-the-art mock trial courtroom
on the Owings Mills campus. Housed within the Brown
School of Business and Leadership, the courtroom is
based on the high-tech courtroom at William & Mary
Law School. The undergraduate legal studies program
uses the space for their Mock Trial teams with
Stevenson's students being the first undergraduates in
the state to have a courtroom for their studies.
The mock trial courtroom features the latest courtroom
technology including electronic screens, screen
projectors, a SMART Board interactive whiteboard fully
integrated into the courtroom technology, touchscreen
annotation functions, a portable Polycom HD video
conferencing unit, video and audio digital recording
using the Mediasite hardware and software platform, fully
integrated presentation podium and fully integrated
technology when using videotapes, DVDs, slides,
electronic presentations, handouts, and live images. The
mock trial courtroom technologies help continue the
long tradition of providing SU students with a leading
edge in the workplace.
Alumni Information
The Stevenson University Alumni Association is
composed of a strong and vibrant network of alumni
who remain engaged in the life of the university beyond
graduation. Members work to advance themselves and
the greater Stevenson community by participating in
university events and initiatives, connecting with fellow
alumni, serving as ambassadors across their professional
and personal networks, and making their alma mater a
philanthropic priority. The Stevenson University Alumni
Association is inclusive of all graduates of the institution’s
undergraduate and/or graduate degree programs. There
is no membership fee.
The Alumni Association is led by the members of the
Stevenson University Alumni Association Board (AAB).
The AAB builds alumni connections across the Stevenson
University community and directly aligns its work with
the divisional priorities of the Office of University
Advancement. Members of the AAB bring invaluable
expertise from a wide range of industries, majors, class
years, student experiences, and backgrounds. They are
led by an Executive Committee including but not limited
to the President, Vice President, and Immediate Past
President.
The AAB seeks to recognize, encourage, and mentor
undergraduate students. In support of this goal,
members of the AAB launched the Alumni Association
Life at Stevenson| 17
Scholarship Fund in spring 2019. The purpose of the fund
is to provide financial support and encouragement to a
rising junior with financial need who is involved in the
Stevenson community through clubs, organizations,
and/or community service. The AAB raises money for the
fund through personal contributions, annual appeals, and
gift components built into alumni event tickets.
The Wellness Center
The Wellness Center includes both Student Health
Services and Counseling Services. These services are
located at the Owings Mills campus on the top level of
the Caves Sports and Wellness Center. The Wellness
Center staff can be reached at 443-352-4200, by fax
443-352-4201, or at [email protected]. The
Wellness Center is open Monday through Friday from
9:00 a.m. to 5:00 p.m. Our 24/7 after hours nurse line for
both mental health and physical health concerns is
Fonemed at 1-800-245-4691. The Wellness Center is
committed to providing a welcoming environment where
diversity, equity, and inclusion are valued.
Student Health Services
Student Health Services
The Wellness Center offers limited primary care services
by appointment with one of our health providers. A
minimal fee will be charged to the student’s account for
services and supplies. Insurance can be used for
medications and outside testing, i.e. labs or x-rays.
Vaccine clinics and outreach programs are offered
throughout the year.
Student Health Requirements
All new commuter and resident students taking classes
on campus are required to have the Stevenson
University Student Health Requirements completed by
June 1 for fall entrance and January 15 for spring
entrance. All new students taking classes on campus are
required to complete the Form even if they are turning
in other health related records to other departments.
Please refer to those specific departments for any health
requirement questions, i.e. Athletics. Nursing students
do not need to resubmit the Student Health
Requirements every year. Students who have been away
from Stevenson University for at least two years and are
reapplying for admission as a student taking classes on-
campus must complete another Student Health Form.
Failure to submit a completed Student Health Form will
block a student from registering for future classes and/or
lead to removal from housing.
In addition, all students living in Stevenson University
housing are required to be immunized against
meningococcal disease (MCV4/Menveo/Menactra). Some
students may require a booster dose of the meningitis
vaccine prior to moving into the Residence Halls if not
received after the age of 16. At this time, the meningitis
B (Trumenba/Bexero) vaccination is NOT required for
Stevenson students. All new students taking classes on
campus are required to have records showing proof of
MMR and Varicella. The COVID vaccine is no longer
required, it is highly recommended.
Counseling Services
Counseling Services
Counseling services are free and confidential for all
Stevenson University students and include short-term
counseling and crisis intervention. After an initial intake
appointment, the counselor will determine if the
student's needs are best met by the Wellness Center
staff. Off-campus referrals can be provided if a student's
needs are beyond the Wellness Center's scope of service.
If deemed appropriate, the counseling staff can also refer
students for limited onsite psychiatric care through the
Center's Psychiatric Nurse Practitioner. Psychiatric services
come with a small fee charged to the student's account.
The University Pandemic Plan
The University has a comprehensive Pandemic Plan in
place. It is included as an appendix in the Crisis
Management Plan, which can be found on the President's
Office portal page under the "Forms and Documents"
tab.
18| Stevenson University 2023-2024 Graduate Catalog
General Admissions Policy
Stevenson University is committed to ensuring that the
incoming classes will be comprised of highly qualified
individuals representing diverse academic and
professional backgrounds and accomplishments.
Admission to Stevenson is reserved for applicants who
have demonstrated the ability to meet the demands of
graduate work. Students who enroll in course work at
Stevenson University are classified as either degree
seeking students or non-degree seeking students.
A degree-seeking student is defined as a student who
has been accepted by the University in pursuit of a
doctoral degree, master's degree, or post-baccalaureate
certificate. A degree or certificate seeking student may
enroll for course work for each consecutive semester as
long as they remain in good academic standing in the
program. A full-time load for a graduate student is 6
credits or more.
Students who are not currently seeking a degree from
Stevenson University are limited to part-time status, and
financial aid is not available to them. While enrolled,
non-degree seeking students must meet the same
academic standards for continued enrollment as degree
students. Non-degree seeking students can pursue
graduate-level coursework. Doctoral-level coursework is
not available for non-degree seeking students.
Admissions Procedures and Processes
Post-Baccalaureate Certificates
Admissions Policies
Post-baccalaureate certificates are offered through
Stevenson University Online. Students who wish to earn a
certificate must apply and meet admissions requirements
for the certificate program. Once admitted, the student
will be coded as a certificate-seeking student. Students
enrolled in a certificate program are eligible for financial
aid. If a student has earned or is currently pursuing a
master’s degree from SU, they are not eligible to receive
a certificate for the same program and concentration.
However, a student who earns a certificate may return to
SU and apply those courses toward a master’s degree in
the same program.
A student may apply up to 6 graduate credits from SU or
another regionally accredited institution to a certificate
program. Credits are awarded at the discretion and final
approval of the appropriate academic program
administrator. If a student desires to change from a
master’s program to a certificate program, a
Change of
Program
form must be completed.
A certificate-seeking student must apply to receive the
certificate within two semesters of completing course
requirements. Post-baccalaureate certificates are
governed by the graduate admissions and academic
policies. Admissions requirements for certificates are as
follows.
Certificate in Community-Based Education &
Leadership
• Completed online application.
• Completion of bachelor's degree from a regionally
accredited institution.
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services
(NACES). A member list is available on the NACES
website.
• A cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• Personal statement.
Certificate in Crime Scene Investigation
• Completed online application.
• Completion of bachelor's degree from a regionally
accredited institution.
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services
(NACES). A member list is available on the NACES
website.
• A cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• Personal statement.
Certificate in Digital Forensics
• Completed online application.
• Completion of bachelor's degree from a regionally
accredited institution.
• Degree in information technology (IT) or advanced
coursework/work experience in IT.
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Admissions
Admissions| 19
Association of Credential Evaluation Services
(NACES). A member list is available on the NACES
website.
• A cumulative GPA of 3.00 on a 4.00 scale in. past
academic work.
• Personal statement.
Certificate in Forensic Accounting
• Completed online application.
• Completion of bachelor's degree from a regionally
accredited institution.
• Undergraduate major in accounting or advanced
coursework/professional work experience in
accounting.
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services
(NACES). A member list is available on the NACES
website.
• A cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• Personal statement.
Certificate in Forensic Investigation
• Completed online application.
• Completion of bachelor's degree from a regionally
accredited institution.
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services
(NACES). A member list is available on the NACES
website
• A cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• Personal statement.
Certificate in Literacy Education
• Completed online application.
• Completion of bachelor's degree from a regionally
accredited institution.
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services
(NACES). A member list is available on the NACES
website
• A cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• Personal statement.
Certificate in Nursing Education
• Completed online application.
• Completion of a bachelor's degree in nursing from a
regionally accredited institution.
• Current registered nurse’s license in good standing.
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services
(NACES). A member list is available on the NACES
website
• Cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• One professional letter of recommendation from a
current or past supervisor.
• Resume of professional experience.
• Personal statement.
Certificate in Population-Based Care Coordination
• Completed online application.
• Completion of a bachelor's degree in nursing from a
regionally accredited institution.
• Current registered nurse’s license in good standing.
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services
(NACES). A member list is available on the NACES
website
• Cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• One professional letter of recommendation from a
current or past supervisor.
• Resume of professional experience.
• Personal statement.
Certificate in Quality Management and Patient Safety
• Completed online application.
• Completion of bachelor's degree from a regionally
accredited institution.
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services
(NACES). A member list is available on the NACES
website
• Cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• One professional letter of recommendation from a
current or past supervisor.
• Resume of professional experience.
• Personal statement.
Certificate in Secondary STEM Teaching and Learning
• Completed online application.
20| Stevenson University 2023-2024 Graduate Catalog
• Completion of a bachelor’s degree in a math or
science discipline or closely related field from a
regionally accredited institution, or significant
coursework in math or science, and/or professional
teaching experience in secondary math or science.
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services
(NACES). A member list is available on the NACES
website
• A cumulative GPA of 3.00 on a 4.00 scale in past
academic work.
• Professional resume including experience teaching
secondary math or science.
• Two letters of recommendation - professional or
academic.
• Personal statement.
Graduate Application Deadline
Stevenson University reviews applications for post-
baccalaureate certificates and Master’s degree programs
on a rolling basis throughout the year. However, the
University strongly encourages applicants to the online
certificate programs or the Master’s degree programs to
submit all required documents no later than three weeks
prior to the start of the desired session. The Doctor of
Psychology in Clinical Psychology (Psy.D.) program
admits students for Fall enrollment only. Information
regarding application due dates can be found on the
University website.
Master's Degree Admissions Policies
Admission to the master’s programs is open to
individuals who have attained bachelor's degrees from
regionally accredited colleges or universities. Applicants
to the master’s programs are expected to have a
cumulative GPA in past academic work of no less than
3.00 on a four-point scale. All applicants are
given opportunities to discuss their professional
experience in the areas of their desired programs via the
personal statement.
Admission to the Communication, Community-Based
Education and Leadership, Crime Scene Investigation,
Digital Transformation and Innovation, Forensic
Investigation, Forensic Studies, and Integrative Learning
programs requires the following:
• Completed Graduate Application.
• A bachelor's degree from a regionally accredited
institution.
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services
(NACES). A member list is available on the NACES
website.
• Cumulative GPA of 3.00 on a four-point scale in past
academic work.
• Personal Statement.
Admission to the Cybersecurity and Digital Forensics
program requires the following:
• Completed Graduate Application.
• A bachelor's degree in technical or quantitative field
or study from a regionally accredited institution or
related professional work experience (highly
recommended).
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services
(NACES). A member list is available on the NACES
website
• Cumulative GPA of 3.00 on a four-point scale in past
academic work.
• Personal Statement.
Admission to the Forensic Accounting program requires
the following:
• Completed Graduate Application.
• A bachelor's degree in accounting from a regionally
accredited institution or advanced coursework/work
experience in accounting.
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services (NACES).
A member list is available on the NACES website.
• Cumulative GPA of 3.00 on a four-point scale in past
academic work.
• Personal Statement.
Admission to the Forensic Science program requires the
following:
• Completed Graduate Application.
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services (NACES).
A member list is available on the NACES website.
• Personal Statement.
• Completion of coursework and/or a bachelor's
degree in a natural science field such as biology or
chemistry and/or completion of a bachelor's degree
with the appropriate prerequisite coursework from a
regionally accredited institution.
• Cumulative and math/science GPA in past academic
work of no less than 3.00 on a four-point scale.
Admissions| 21
• Completion of the following course prerequisites:
• General chemistry I and II and lab (8
credit hours)
• Organic chemistry I and II and lab (8
credit hours)
• Biology I and lab (4 credit hours)
• Calculus or statistics (3 - 4 credit hours)
• Physics I and II for science majors and lab
(8 credit hour)
Admission to the Healthcare Management program
requires the following:
• Completed Graduate Application.
• A bachelor's degree from a regionally accredited
institution.
• Cumulative GPA of 3.00 on a four-point scale in past
academic work.
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services
(NACES). A member list is available on the NACES
website.
• One professional letter of recommendation from a
current or past supervisor.
• Résumé of professional experience.
• Personal statement.
Admission to the Master of Arts in Teaching program
requires the following:
• Completed Graduate Application.
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services
(NACES). A member list is available on the NACES
website.
• Cumulative GPA of 3.00 on a four-point scale in past
academic work.
• Completion of bachelor's degree in a science or math
discipline from a regionally accredited institution.
• Analysis of transcripts to determine if all required
content coursework has been met to satisfy field of
licensure (biology, chemistry, earth/space science,
mathematics, physical science, or physics)
requirements.
• Two letters of recommendation—professional or
academic.
• Personal statement.
Admission to the Nursing program requires the
following:
• Completed Graduate Application.
• Current registered nurse's license in good standing.
• Completion of a bachelor's degree in nursing from a
regionally accredited institution.
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services
(NACES). A member list is available on the NACES
website
• Cumulative GPA of 3.00 on a four-point scale in past
academic work.
• One professional letter of recommendation from a
current or past supervisor.
• Résumé of professional experience.
• Personal Statement.
Admission to the RN to MS option requires the following:
• A completed application for Online Undergraduate
Degree Admissions (please see the Stevenson
University Online web page).
• Current registered nurse's license in good standing.
• A minimum cumulative GPA of 3.00 on a four-point
scale.
• Satisfactory completion of ENG 151 or equivalent.
• Official college transcripts from all previous academic
work. If the transcripts are from an institution located
outside of the United States, students must submit an
official course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services (NACES).
A member list is available on the NACES website.
• Personal Statement.
Additional Master's Degree or Certificate
for Students Returning to Stevenson
University
Students who wish to return to Stevenson University for
an additional master’s degree at the institution, must
formally apply to the new degree program. If the new
degree program contains cross-listed coursework, a
student may only apply up to 15 credits from a previous
degree at SU towards the new degree program. The
capstone course cannot be applied to both degrees. A
student must have earned at least a “B” in the course
that will be applied to the subsequent master’s degree.
Additional Master's Degree or Certificate
for Students Earning a Prior Degree or
Certificate at Another Institution
Students who have already earned a master’s degree or
post-baccalaureate certificate from a regionally
accredited institution and who are accepted to an SU
master’s degree or post-baccalaureate certificate
program, can apply a maximum of 15 credits of relevant
course work from the previous degree or certificate to an
22| Stevenson University 2023-2024 Graduate Catalog
additional master’s degree and a maximum of 6 credits
of relevant courses to a post-baccalaureate certificate. A
student must have earned at least a “B” in any courses
that will be applied to the subsequent master’s degree or
certificate. If the previous degree or certificate was
earned at SU, the capstone course cannot be applied to
both programs.
Stevenson students in the following master’s degree
programs are not eligible for the indicated post-
baccalaureate certificate programs:
• Master of Science in Community-Based Education and
Leadership is not eligible for the certificate in
Community-Based Education and Leadership.
• Master of Science in Crime Scene Investigation is not
eligible for the post-baccalaureate certificate in Crime
Scene Investigation.
• Master of Science in Cybersecurity and Digital
Forensics is not eligible for the certificate in Digital
Forensics.
• Master of Science in Forensic Investigation is not
eligible for the post-baccalaureate certificate in
Forensic Investigation.
• Master of Science in Forensic Accounting is not
eligible for the post-baccalaureate certificate in
Forensic Investigation.
• Master of Science in Forensic Accounting is not
eligible for the post-baccalaureate certificate in
Forensic Accounting.
• Master of Science in Healthcare Management with a
concentration in Quality Management and Patient
Safety is not eligible for the certificate in Quality
Management and Patient Safety.
• Master of Science in Nursing with a concentration in
Nursing Education is not eligible for the port-
baccalaureate certificate in Nursing Education.
• Master of Science in Nursing with a concentration in
Population-Based Care Coordination is not eligible for
the post-baccalaureate certificate in Population-Based
Care Coordination.
• Master of Arts in Teaching is not eligible for the
certificate in Secondary STEM Teaching & Learning.
Transfer of Graduate Credit
A maximum of 15 graduate credits may be transferred
into a Stevenson University Master’s degree from a
previously attended, regionally accredited institution. A
maximum of 6 credits may be transferred into a
Stevenson University post-baccalaureate certificate
program from a previously attended, regionally
accredited institution.
Applicants to the Doctor of Psychology in Clinical
Psychology program who were previously enrolled in, but
did not complete, an APA-accredited doctoral program in
a health service psychology field may be eligible for
credit transfer; any such requests will be reviewed on a
case-by-case basis. No other graduate coursework will be
accepted for transfer credit in the Doctor of Psychology
program.
An official transcript from each institution where the
credits were earned must be submitted. Coursework
completed outside of the United States must be
evaluated by an organization that is a current member of
the National Association of Credential Evaluation Services
(NACES) and an official NACES member transcript must
be submitted. Only courses/credits completed with a
grade of “B” or better at other regionally accredited
institutions are generally transferrable into Stevenson
University graduate and certificate programs at the
discretion and with the approval of the appropriate
academic administrator and school dean. Courses that do
not transfer include personal development or orientation
courses and credit given for portfolio work.
Transfer credit is awarded at the discretion and with the
approval of the appropriate academic program
administrator and school dean. All transferrable courses
must be sufficiently equivalent to courses offered at
Stevenson University.
Upon matriculation, graduate students may not take
courses elsewhere and transfer them into Stevenson
University graduate programs.
Regardless of the number of transfer credits accepted,
students must still complete the academic program
requirements as shown in the Stevenson University
Graduate Catalog and on the student's degree audit.
Transfer applicants should have left the sending
institution in good standing. Grades and grade point
averages earned at another institution do not transfer.
The transferred credits apply toward graduation, but the
grade points are not used in calculating the academic
average required for graduation. Students seeking
information on the transferability of credits may contact
the relevant academic program administrator.
ACE-American Council on Education
credit
American Council on Education (ACE)
Students may receive academic credit and/or waivers of
prerequisite courses in undergraduate or graduate
academic programs based on credit recommendations
provided by the American Council on Education (ACE).
Students who successfully complete a course,
examination, or certification with an ACE
recommendation can receive an official transcript which
can be reviewed by the relevant Academic Program
Administrator at Stevenson. Please note that not all ACE-
approved credits are guaranteed to transfer to Stevenson
University. Prospective students are encouraged to
contact your Admissions/Enrollment Counselor and
current students are encouraged to contact your
Academic Program Administrator to determine the
transferability of ACE-approved credits. Please see the
ACE website for more information.
Credit for Professional Certification
A maximum of 6 credits may be awarded in a Stevenson
University master’s degree program or post-
baccalaureate certificate program for the completion of
an approved certificate from a professional organization.
Official documentation of successful completion of the
Admissions| 23
certificate must be submitted and additional
documentation including, but not limited to, a syllabus,
curriculum or other documentation of the content of the
certificate may be requested. Credit for a completed
certificate is awarded at the discretion and with the
approval of the appropriate academic program
administrator and dean of the school in which the
program resides. All approved certificates must be
sufficiently equivalent to courses offered at Stevenson
University. Credits awarded for an approved certificate
are applied to the 15 credit maximum for all prior
coursework that can be awarded in a master’s degree
program or the 6 credit maximum that can be awarded
in a post-baccalaureate certificate program. Students in
the Psy.D. in Clinical Psychology program may not earn
credit for professional certifications.
Upon matriculation, graduate students may not complete
certificates elsewhere and transfer them into Stevenson
University graduate or post-baccalaureate certificate
programs.
Credit by Portfolio
Matriculated students may earn credit for degree
requirements by pursuing a Credit by Portfolio option.
Students interested in this option are encouraged to
meet with their Success Coach or Academic Advisor and
their Academic Program Administrator to determine if
they have appropriate professional experience for which
college credit may be awarded. Upon approval of the
Academic Program Administrator, the student will enroll
in a 3-credit portfolio development course in which they
will assemble appropriate evidence demonstrating that
their documented experiential learning meets the
objectives of the course for which they wish to receive
credit. Completed portfolios are reviewed by faculty
evaluators and awarded a grade of “P” (Pass) or “NC” (No
Credit). Credits for specific courses are awarded for
successful completion of a portfolio and a grade of “P”.
Awarded credits are posted on the student’s transcript
and are counted toward degree completion
requirements. A maximum of 6 credits can be earned by
portfolio, not including the portfolio development course.
Credit earned by portfolio is included in the maximum of
15 credits for all prior coursework that can be awarded in
a master’s degree program or the 6 credit maximum that
can be awarded in a post-baccalaureate certificate
program. Students in the Psy.D. in Clinical Psychology
program may not earn credit by portfolio.
Doctoral Admissions Policies
Admission to doctoral programs is competitive and
limited. All doctoral applicants are expected to have a
cumulative GPA in past undergraduate and graduate (if
applicable) academic work of no less than 3.00 on a four-
point scale; some doctoral programs may have more
restrictive GPA requirements. Standardized assessment
results, personal statements, academic and professional
recommendation letters, and interviews may also be used
by program admissions committees in making
admissions decisions.
Application to the Doctor of Psychology in Clinical
Psychology program requires the following:
• Completed Graduate Application.
• A bachelor's degree from a regionally accredited
institution.
• Official college transcripts from all previous
undergraduate and graduate academic work. If the
transcripts are from an institution located outside of
the United States, students must submit an official
course-by-course transcript evaluation from an
organization that is a current member of the National
Association of Credential Evaluation Services (NACES).
A member list is available on the NACES website.
• Completed Personal Statement and supplemental
questions (available in the application and on the
program website).
• CV/resume.
• Three professional/academic letters of
recommendation and accompanying recommendation
form. At least one letter must be from an academic
reference (i.e., a professor or academic research
supervisor). At least two academic references are
strongly preferred. All letter writers should be able to
speak to your potential for doctoral-level study
and/or clinical practice.
• Official GRE scores (optional). While GRE scores are
not required for admission, applicants may submit
them for consideration as part of your application
package. The exam must be taken within the past five
years.
Following initial review of application materials, a subset
of applicants will be invited to participate in a full-day
individual and group interview process. All application
components, including interview performance, will be
considered in final admissions decisions.
Annual criminal background checks are required for all
students in the program. During the summer prior to
enrollment, accepted students are required to obtain, pay
for, and pass a criminal background check. These
background checks are regularly required by the clinical
sites at which students will complete practica and
internships. Failure to pass a criminal background check
may result in revocation of acceptance to the program.
U.S. Permanent Residents
Applicants who are currently United States permanent
residents must meet all the stated admissions
requirements and follow the same application procedures
as U.S. citizens. However, permanent residents must also
submit a high-quality, color copy of the front and back
of their valid U.S. Permanent Resident card. The
Admissions Office will not process the application
without this component. Refugees and asylees must
provide proof of legal residence in the United States.
(Form I-94) All permanent residents and most other
24| Stevenson University 2023-2024 Graduate Catalog
eligible non-citizens can apply for federal need-based
financial aid programs.
Non-Degree Students
Graduate Students
A student may enroll in master's-level courses without
enrolling in a master's degree or graduate certificate
program by applying for admission as a non-degree
seeking master's-level student, which requires submission
of the following:
• Application for Non-Degree Status - Master's.
• Official college transcripts, including the final
transcript from their bachelor's degree-granting
institution.
The criteria for admission are the same as those for
degree-seeking students, and non-degree seeking
students are not eligible for financial aid. No more than
six graduate credits may be taken while under this non-
degree status unless permission is granted by the
Provost or their designee.
At the time of registration, students who wish to enroll in
a course that has a pre-requisite must have an official
college transcript on file verifying successful completion
of the pre-requisite course. A non-degree seeking
student may become a degree-seeking student by
applying for and being granted regular admission to
Stevenson University.
Readmission and Reinstatement
Readmission - Master's Degree or Post-
baccalaureate Certificate
Master’s degree or post-baccalaureate certificate
students who are absent from the University for three or
more consecutive semesters for any reason, including an
approved Leave of Absence, must apply for readmission.
Students should have been in good academic standing at
the end of the last semester attended and must submit
the Application for Readmission/Reinstatement,
downloadable from the university website. If the student
attended any other college since leaving Stevenson, an
official transcript from each college or university attended
is required. Readmission is not complete until all official
documents are received. Students who are readmitted to
the University are under the current catalog of the
academic year in which they return.
Students who are absent from the University for two
semesters or fewer do not need to apply for readmission
and should contact their Student Success Coach to
register for classes. Official transcripts of any work taken
at another institution must be submitted directly to
Stevenson University Online. Students who return to the
University after two semesters or fewer will return under
the same catalog year in which they first enrolled at
Stevenson.
Readmission - Doctoral Degree
Doctoral students who have been absent from the
University for three or more consecutive semesters, with
or without an approved Leave of Absence, are not
eligible for readmission.
Readmission of Service Members
In compliance with ED 34 C.F.R. 668.18 and the
Department of Defense Voluntary Education Partnership
Memorandum of Understanding, Stevenson University
will promptly readmit students who—because of military
service—must be absent from the University for more
than 30 consecutive days or for fewer than 30 days if the
absence results in a withdrawal from the University. For
the purpose of this policy, military service is defined as
“service, whether voluntary or involuntary, in the armed
forces, including service by a member of the National
Guard or Reserve, on active duty, active duty for training,
or full-time National Guard duty under federal authority
for a period of more than 30 consecutive days under a
call or order to active duty of more than 30 consecutive
days” (ED 34 C.F.R. 668.18).
Regulations governing the readmission of service
members after an absence because of military service can
be found in the Code of Federal Regulations. The
notification of service and the intent to return to
Stevenson required by the federal regulations should be
made to Stevenson’s School Certifying Official in the
Registrar's Office.
Financial Information| 25
Costs
Tuition and Fees (2023–2024)
Master's Degree Seeking Students
Programs
Tuition per
credit
Communication
$685
Community-Based Education and
Leadership
$505
Crime Scene Investigations
$705
Cybersecurity and Digital Forensics
$705
Digital Transformation and
Innovation
$685
Forensic Accounting
$705
Forensic Investigation
$705
Forensic Science
$705
Forensic Studies
$705
Healthcare Management
$685
Integrative Learning
$505
Nursing
$635
Teaching
$505
Certificate Seeking Students
Tuition per
credit
Community-Based Education and
Leadership
$505
Crime Scene Investigation
$705
Digital Forensics
$705
Forensic Accounting
$705
Forensic Investigation
$705
Literacy Education
$505
Nursing Education
$635
Population-Based Care
Coordination
$635
Quality Management & Patient
Safety
$685
Secondary STEM Teaching and
Learning
$505
Doctoral Degree Seeking
Students
Annual
Full-time tuition
$18,206
Fees
$782
Miscellaneous Fees
Returned Check Fee
$25
Late Payment Fee
$100
Graduation Fee
$25
Refund Policy
Master's Degree Students - Refund Policy
Tuition is 100% refundable through the published last
day to drop without record. After that date, no refunds
will be given. Please consult the Enrollment Calendar for
Financial Information
26| Stevenson University 2023-2024 Graduate Catalog
these dates.
Doctoral Students - Refund Policy
Tuition is refundable according to the following schedule
for doctoral students. A partial refund may be made to
students who withdraw from Stevenson University within
the first 28 calendar days of fall or spring semester. Any
credit balance remaining after these adjustments to the
student's account will be refunded. Tuition and disbursed
institutional aid will be adjusted in accordance with the
Tuition Refund Policy within the first 28 calendar days of
each semester. Federal financial aid will be adjusted in
accordance with the Federal Return of Title IV calculation.
The Title IV calculation is based on the day of attendance
as a percentage of total days in the semester until 60%.
Please note, inclusive access electronic course materials
are not refundable after the 9th calendar day.
Fall and Spring Semester Tuition Refund Schedule
100%
First day through the 9th calendar day
75%
10th calendar day through 15th calendar day
50%
16th calendar day through the 21st calendar
day
25%
22nd calendar day through 28th calendar day
0%
After the 28th calendar day
Summer Sessions
100%
First day through drop without penalty date
0%
After drop without penalty date
Refunds are computed as of the date on which a written
request for withdrawal is received in the Registrar’s
Office. Tuition and fees are charged based on course
loads as of the last day of add/drop each semester.
Charges will not be adjusted if courses are dropped after
the last day to add/drop. Tuition refunds will only be
processed if a student withdraws from the University
within the first 28 calendar days of the fall or spring
semester. No adjustment of semester charges will be
granted to students who are suspended or expelled for
academic or disciplinary reasons. The University reserves
the right to suspend or dismiss at any time a student
whose academic standing or general conduct is
considered unsatisfactory.
Students receiving financial aid should review the refund
policies described in the section on Financial Aid under
Disbursement of Aid.
Refund and Withdrawal Policy for Service
Members
Stevenson University students who are called to active
duty during the course of a term or session should
contact the Assistant Registrar, Veteran & Military
Education Benefits to formally withdraw for military
service. For the purpose of this policy, military service is
defined as “service, whether voluntary or involuntary, in
the armed forces, including service by a member of the
National Guard or Reserve, on active duty, active duty for
training, or full-time National Guard duty under federal
authority for a period of more than 30 consecutive days
under a call or order to active duty of more than 30
consecutive days” (ED 34 C.F.R. 668.18).
Students who withdraw from the University for military
service during the course of a term or session are eligible
for a 100% refund of tuition and fees. Room and board
expenses will be prorated based on the official date of
withdrawal.
Students must supply a copy of military orders to be
eligible for any tuition, fees, or room and board
adjustments. Students receiving financial aid will be
subject to the refund policies as provided by the federal
or state agency sponsoring the aid. Department of
Defense Military Tuition Assistance and Veteran’s
Education Benefits will be returned to the government
agency as required.
Students who have to withdraw from the University after
the add/drop deadline will receive a grade of W or I,
depending on the amount of coursework completed and
the expected length of the absence.
Financing Options
Stevenson University offers an option of a payment plan
for each semester. Nelnet Campus Commerce serves as
the administrator of the plans. The payment plan allows
students and families to pay amounts due to the
University in manageable monthly installments. The
payment plan provides the benefits of easy, online
enrollment, flexible payment options, no interest charges,
and 24/7 easy account access. The enrollment fee is $50.
Credit card/debit card and automatic bank (ACH)
payments are accepted payment methods. For
information visit My College Payment Plan or call 800-
609-8056.
Tuition Insurance
Stevenson University has partnered with GradGuard
TM
to
provide semester tuition insurance. The Tuition Protection
Plan supplements the University’s tuition refund policy.
To get a quote or learn more about selecting this
optional tuition insurance from GradGuard
visit GradGuard.com/Tuition/Stevenson or call 877-794-
6603.
Financial Aid
For the most current financial aid information, please
refer to the SU Financial Aid Office website at
stevenson.edu/finaid.
The website contains detailed information about the
types of aid, governing rules, the application process, the
Free Application for Federal Student Aid (FAFSA), policies,
procedures, and forms. Links to helpful resources such as
Financial Information| 27
the U.S. Department of Education and the Maryland
Higher Education Commission. Some information and
current scholarship announcements are posted on the
Financial Aid Office Facebook page at
facebook.com/steve.finaid.
Financing higher education is an important concern for
many students and parents. Types of financial assistance
available to students attending Stevenson University
include federal grants and loans, Maryland state grants,
and donor scholarships.
Federal Financial Aid Programs
Financial aid funds post to student accounts after the
financial aid census date. The census date typically marks
the end of the add/drop period for the semester. This is
the date we take a "snapshot" of all students' enrollment
to establish the "official enrollment" for reporting
purposes and financial aid eligibility.
The courses for which a student is registered as of the
census date determine the amount of financial aid
he/she will receive. Enrollment as of the census date will
be compared to the Enrollment Status on the student's
Offer Letter to determine if the eligibility requirements
are still being met for each of the aid programs listed.
Offer Letter revisions are sent via e-mail to a student’s
University account. It is possible for a student's aid to be
increased, decreased, or even canceled.
If a student increases or reduces the number of credits
enrolled in before the census date, the financial aid may
be adjusted, as appropriate, for the new enrollment level.
If aid is reduced and a balance on the SU account is
created, the student will be responsible for payment. If
credits are added after the census date, aid will not be
increased. Aid may be affected if the student is taking
courses that begin after the census date. Loans will
disburse when the student reaches half-time enrollment.
Financial aid may also be affected if a student submits
FAFSA information or corrections after the census date.
The Financial Aid Office should be notified immediately
concerning any changes in enrollment. Please note:
• Enrollment status is monitored after the drop date for
each of the sessions for which a student is enrolled
during the semester. Once half-time enrollment is
attained, the Financial Aid Office will disburse loan
funds. The student must be enrolled at-least half-time
at the time of disbursement. Federal grants will post
after the LAST drop date for all sessions for which a
student is enrolled in the semester.
• State scholarships and grants post upon receipt of
the funds from the state of Maryland; generally,
November for the fall semester, March for the spring
semester.
• Private scholarships from independent sources will be
credited upon receipt of these funds by the Student
Accounts Office. Often times, these scholarships are
sent to the University in one check and therefore post
as a single disbursement for the fall semester.
• Credit Balance - For those students with a credit
balance resulting from financial aid, a refund check
will be issued by Student Accounts Office. State aid
recipient refund checks may be delayed due to the
receipt date of these funds.
Maryland State Programs
The Maryland Higher Education Commission (MHEC)
sponsors numerous grant and scholarship programs for
Maryland residents. The state of Maryland offers an on-
line inquiry system that allows students to view the status
of their financial aid application and/or grant information.
The Senatorial Scholarship Program is offered to current
high school seniors and students enrolled at least half-
time in a degree-seeking, undergraduate or graduate
program. Applicants must complete the FAFSA by March
1 and contact their senator in February for further
instructions.
The Delegate Scholarship Program is offered to current
high school seniors and students enrolled at least half-
time in a degree-seeking, undergraduate or graduate
program. Applicants must complete the FAFSA by March
1 and contact their delegates in February for further
instructions. A detailed list of all state of Maryland
financial aid assistance programs and applications is
available on the web site of the Maryland Higher
Education Commission at mhec.state.md.us. State
financial aid assistance is based on the availability of
funds. Information about grants and other financial aid
programs for residents of other states can be found at
finaid.org and select the link for "US State Government
Aid."
The Teaching Fellows for Maryland Scholarships is for
students who are enrolled or plan to enroll at an eligible
institution in an undergraduate or graduate program who
are seeking to pursue a course of study or program in an
academic discipline leading to a Maryland professional
teacher’s certificate must fulfill the following
requirements.
• Be a Maryland resident or have graduated from a
Maryland high school.
• Be currently enrolled in high school and have an
overall GPA of 3.3 on a 4.0 scale or its equivalent
after completion of the first semester of the senior
year or be currently enrolled as a full-time
undergraduate student at an eligible institution.
• Have a cumulative GPA of 3.3 on a 4.0 scale and have
made satisfactory progress toward a degree in an
academic discipline leading to a Maryland
professional teacher’s certificate.
• Achieved a score 500 on the reading and math
portions of the SAT, with a combined score of at least
1100 or achieved a composite ACT score of 25; or
achieved a score of 50% on the GRE and have
demonstrated an exceptional dedication to or
aptitude for teaching.
• The students must agree to work as public school or
public pre-kindergarten teachers in the state. For
more information please visit: MD Teaching Fellows
A recipient is eligible to receive an scholarship amount of
100% of the annual tuition and mandatory fees of a
resident undergraduate student or graduate student, as
appropriate, at the University of Maryland College Park
(UMPC) and 100% of the room and board of a resident
28| Stevenson University 2023-2024 Graduate Catalog
undergraduate student or graduate student, as
appropriate, at the institution; or 50% of the annual
tuition and mandatory fees of a resident undergraduate
or graduate student, as appropriate, at the institution and
100% of the room and board of a resident
undergraduate student or graduate student, as
appropriate, at the institution. A private nonprofit
institution must provide a matching scholarship in an
amount equal to the state scholarship provided for
tuition and fees only.
The Cybersecurity Public Service Scholarship Program
supports students who are pursuing an education in
programs that have been identified by the Secretary of
Higher Education as being directly relevant to
cybersecurity.
To be eligible for this scholarship students must fulfill the
following requirements.
• Eligible for in-state tuition under the provisions of
Education Article, Title 15, Annotated Code of
Maryland.
• Enrolled full-time at a public or a private non-profit
institution in the state in an approved credit-bearing
degree or an approved credit-bearing certificate
program and be within two years of graduation from
the student's program.
• Maintain a cumulative GPA of at least a 3.0 while
enrolled at the institution in an approved
cybersecurity field. Student cannot be receiving a
Federal Cyber Corps Scholarships for Service.
The amount of the Cybersecurity Public Service
Scholarship shall be in the amount prescribed by MHEC
and may be used to pay for education expenses as
defined by MHEC, including: tuition and mandatory fees;
and room and board. For more information please visit:
Cybersecurity Scholarship Program.
Veterans Benefits
Stevenson University is approved by the Maryland Higher
Education Commission for the training of veterans under
the Veterans Readjustment Benefits Act of 1966, Public
Law 89-358.
A veteran desiring to determine eligibility under any of
the VA chapters may obtain information and an
application at How to apply for VA benefits. After the
veteran has received the Certificate of Eligibility, the
student should contact the School Certifying Official
(SCO) in the Registrar’s Office at
[email protected] to request certification
of enrollment. The veteran will email the SCO their
Certificate of Eligibility. Each semester, veterans should
complete the Declaration of Intent form. This form is
available through the Student Menu in WebXpress under
the Forms link. The submission of the form signals the
student’s intent to receive veterans' benefits for the
upcoming semester.
If a student who receives VA benefits changes their
enrollment status (dropping, adding, or withdrawing from
a course), it can impact those benefits. It is critical that
the student contacts the SCO in the Registrar's Office to
determine the impact, if any, of these changes.
Attendance will be verified at midterms. If a student is
reported as not attending, they will be contacted and
advised of the repercussions of non-attendance. Please
note: the VA does not pay for grades of FX. FX grades
are assigned when a student stops attending classes
prior to the withdrawal deadline, yet fails to officially
withdraw. Students who do not attend classes and are
awarded grades of FX will be reported to the VA and will
be required to repay benefits to the VA and Stevenson
University.
According to the Veterans Benefits and Transition Act of
2018 section 3679 (e) of Title 38, United States Code, a
covered individual is any student who is entitled to
Veteran Readiness & Employment (VR&E, Chapter 31) or
Post-9/11 GI Bill® (Chapter 33) education
benefits. Stevenson University will permit any covered
individual to attend or participate in the course of
education from the date on which the individual provides
to the University a certificate of eligibility for entitlement
to educational assistance under Chapter 31 or Chapter
33 and ending on the earlier of the following dates:
1. The date on which payment from VA is made to the
institution.
2. 90 days after the date the institution certified tuition
and fees following the receipt of the certificate of
eligibility.
Stevenson will not impose any penalty, including
assessment of late fees or the denial of access to classes,
libraries, and other institutional facilities, on any covered
individual who is unable to meet financial obligations to
the institution due to delayed disbursement of funds
from the VA under Chapters 31 or 33. Stevenson will not
require covered individuals to borrow additional funds.
Stevenson University reserves the right to follow normal
collection procedures for any difference between the
amount of a covered individual's financial obligation and
the amount of the VA education benefit disbursement.
To qualify for this provision, students must provide a
Certificate of Eligibility or VA Form 28-1905; a
Declaration of Intent form, which can be accessed under
the Forms section of the Student Menu on WebXpress;
and any additional information required to properly
certify enrollment.
GI Bill® is a registered trademark of the U.S. Department
of Veterans Affairs (VA). More information about
education benefits offered by VA is available at the
official U.S. government website at
http://www.benefits.va.gov/gibill.
Post 9-11 GI Bill and Yellow Ribbon
Program
The Yellow Ribbon program is part of the Post-9/11 GI
Bill® specifically designed for students wishing to attend
private colleges and universities. This program allows
institutions of higher learning to fund tuition expenses
that exceed the Department of Veteran Affair’s annual
cap. For the 2023 - 2024 academic year, the VA will pay
a maximum of $27,120.05 to any private college or
university, based on a student’s percentage of eligibility.
For eligible Yellow Ribbon Program students, Stevenson
and the VA will divide any remaining tuition and fee
charges 50/50, so that they are covered in full. Please
Financial Information| 29
note that tuition and fees do not include on-campus
housing or meal plan charges; these expenses need to be
paid by the student.
Stevenson currently offers unlimited enrollment to
eligible students. Only veterans entitled to the maximum
benefit rate (based on service requirements) or their
designated transferees may receive this funding. Starting
August 1, 2022, you may become eligible for the Yellow
Ribbon Program if you’re currently an active-duty service
member who qualifies at the 100% level (you already
served on active duty for at least 36 months) or if you’re
a spouse using the transferred benefits of an active-duty
service member who meets these qualifications.
Veterans interested in using veterans’ educational
benefits should submit their application online through
the Department of Veterans’ Affairs website. The VA will
determine eligibility and will send the student a
Certificate of Eligibility (COE) which will indicate their
percentage of benefits (50-100% based on length of
service), as well as the amount of time awarded. For
information on how to apply to transfer benefits to
dependents, visit the GI Bill’s® website: VA Transfer of
Benefits. The student should forward the COE to the
school certifying official located in the Registrar’s Office
as soon as it is received. Any questions regarding the use
of educational benefits should be directed to the school
certifying official located in the Registrar's Office.
‘‘GI Bill® is a registered trademark of the U.S.
Department of Veterans Affairs (VA). More information
about education benefits offered by VA is available at the
official U.S. government website at benefits.va.gov/gibill."
Tuition Assistance (TA) and Maryland
National Guard Benefits
Tuition Assistance (TA) is a benefit paid to eligible service
members. TA is available for courses offered in the
classroom or online and is part of an approved academic
program or certificate. Students should submit the
appropriate documents to the Student Accounts Office
certifying that they have approval for TA. Active duty
service members must speak with their Educational
Service Office (ESO) or counselor within their military
service prior to enrolling. A joint education agreement
also exists between the Maryland National Guard and
Stevenson University. Active Guard members enrolled in
a traditional undergraduate program can receive a
maximum of a 50% tuition discount for the first six credit
hours per semester. The cost of the first six credit hours
will be based on the traditional undergraduate part-time
per credit rate. The appropriate paperwork should be
submitted to the Student Accounts Office to qualify for
this discount. Service members desiring information
about courses and degree requirements should contact
the School Certifying Official in the Registrar's Office.
Qualifying for Need-Based Aid
Financial aid programs were created by the federal
government and based on the premise that the primary
responsibility for paying for college rests with the student
and their family. Need-based financial aid is available to
families who demonstrate a need for additional resources
to help pay college costs. Stevenson University is
committed to helping students cover their college costs
through a variety of grants, work-study, and loan
programs.
The formula used to determine whether a student is
eligible for need-based aid is: Cost of Attendance (COA)
<minus> Expected Family Contribution (EFC) = Financial
Need.
Aid Application Procedure
In order to apply for federal aid, the student must
• Apply for admission to Stevenson University. He/she
must be an accepted student to receive a financial aid
award offer.
• Complete the online Free Application for Federal
Student Aid (FAFSA) at FAFSA.gov.
• The Stevenson University federal school code is
#002107 and the priority filing deadline for the fall
semester is February 15.
Financial aid offer letters are valid for one academic year.
Students must reapply for aid by filing the FAFSA every
year between October 1 and February 15 for the
following year to ensure maximum consideration of aid.
Student Eligibility Requirements
In general, to receive aid from the federal student aid
programs, students must:
• Be a U.S. citizen or eligible non-citizen. Have a high
school diploma, General Educational Development
(GED) certificate, or have completed a high school
education in a home school setting that is recognized
as a home school or private school under state law.
• Enroll in an eligible program as a regular student
seeking a degree or certificate.
• Be registered with Selective Service if required (in
general, if you are a male age 18 through 25).
• Meet satisfactory academic progress standards set by
Stevenson University.
The Financial Aid Office must:
• Certify that the student is not in default on a federal
loan or owes money on a federal grant.
• Certify that the student will use federal student aid
only for educational purposes.
Additionally, most financial aid programs require at least
half-time enrollment (6 credits for undergraduate
students; 3 credits for graduate students) each semester.
Most scholarships require full-time enrollment. Please see
the individual financial assistance programs for minimum
credit requirements.
For maximum consideration of aid, students are
encouraged to apply for financial aid each year by
completing the FAFSA between October 1 and February
15 for the following fall semester.
Offering of Aid
Cost of Attendance and the Expected Family
Contribution
Cost of Attendance (COA or budget) represents a
reasonable estimate of the cost of attending the
university for a 9-month academic year (fall and spring
30| Stevenson University 2023-2024 Graduate Catalog
semesters). The Financial Aid Office determines student
budgets every year as a basis for offering financial aid
funds. The student's budget includes direct costs: tuition,
fees, room, and board; and indirect costs: allowances for
books, supplies, transportation, and
personal/miscellaneous expenses. Direct costs are
charges for which the student will be billed directly by
Stevenson. Indirect charges are costs incurred as a result
of going to college, but for which a student is not
necessarily billed. Actual charges vary depending on the
choice of program, enrollment, and living arrangements
(for example, apartment vs. double occupancy).
The Expected Family Contribution (EFC) is an amount that
the student and their family is expected to pay toward
the cost of attendance; it is not the bill, is not the
amount of federal aid the student will receive, and is not
the amount the student will pay. It is a number used by
the University to calculate how much financial aid a
student is eligible to receive.
The EFC is derived from a formula created by the federal
government and is calculated based on the information
provided on the student's FAFSA. A family's taxed and
untaxed income, assets, and benefits all could be
considered in the formula. The family size and the
number of family members who will attend college
during the year are also considered.
Disbursement of Aid
Funds will post to a student's account after the financial
aid census date. The census date typically marks the end
of the add/drop period for the semester. This is the date
a "snapshot" is taken of all students' enrollment to
establish the "official enrollment" for reporting purposes
and financial aid eligibility.
The classes for which a student is registered as of the
census date determines the amount of financial aid they
will receive. Enrollment as of the census date will be
compared to the enrollment status on the student's offer
letter to determine if the eligibility requirements are still
being met for each of the aid programs listed. Offer
letter revisions are sent via email to a student’s campus
address. It is possible for a student's aid to be increased,
decreased, or even canceled. Revisions may be necessary
because of changes in housing status, academic status,
enrollment status, verification, conflicting information,
additional resources, fraud, availability of funds, federal
or state regulations, and computation error.
If a student increases or reduces the number of credits in
which they are enrolled before the census date, the
financial aid may be adjusted, as appropriate, for the new
enrollment level. If aid is reduced and a balance on the
SU account is created, the student will be responsible for
payment. If credits are added after the census date, aid
will not be increased. Aid may be affected if the student
is taking courses that begin after the census date. For
example, if a student is enrolled in a traditional
undergraduate program and taking a class that starts
after the census date, the Federal Pell Grant will not be
disbursed until after the last drop date for which the
student is enrolled. If the student fails to begin
attendance in all classes, the grant will be reduced
accordingly. Loans will disburse when the student reaches
half-time enrollment. Financial aid may also be affected if
a student submits FAFSA information or corrections after
the census date.
The Financial Aid Office should be notified immediately
concerning any changes in enrollment or campus
housing. Please note:
• Accelerated Students - Enrollment status is monitored
after the drop date for each of the sessions for which
a student is enrolled during the semester. Once half-
time enrollment is attained, the Financial Aid Office
will disburse loan funds. The student must be enrolled
at least half-time at the time of disbursement. Federal
grants will post after the LAST drop date for all
sessions for which a student is enrolled in the
semester.
• At the latest, state scholarships and grants will post
upon receipt of the actual funds from the state of
Maryland; generally, November for the fall semester,
March for the spring semester.
• Work-study earnings are not posted to student
accounts. The student will receive a bi-weekly
paycheck directly from Stevenson University.
• Private scholarships from independent sources will be
credited upon receipt of these funds by the SU
Student Accounts Office. Often these scholarships are
sent to the University in one check and, therefore,
post as a single disbursement for the fall semester.
• Credit Balance - For those students with a credit
balance resulting from financial aid, a refund check
will be issued by the SU Student Accounts Office after
aid is posted from all sources. State aid recipient
refund checks may be delayed due to the receipt
date of these funds.
Book Vouchers
Under certain circumstances, students may be eligible for
a book voucher if their total aid exceeds their total
charges. Book vouchers are applied to a student's SUOne
card and can only be used, in person, at the University
store. For more information, contact Student Accounts at
443-334-3500.
Master Promissory Note, Annual Student Loan
Acknowledgement, and Loan Entrance
Counseling
To make certain that student loan borrowers are given
the most up-to-date information on student loans, all
borrowers are required to complete an online entrance
counseling session. This information will apply when the
student begins repayment of their loans.
First time borrowers are required to complete entrance
loan counseling before the Financial Aid Office can
process their loan. The purpose of the entrance
counseling is to ensure students understand their rights
and responsibilities as a new loan borrower as well as the
regulations governing each loan program, such as
interest rates, grace, deferment/forbearance options,
prepayment, consolidation, and other general repayment
obligations. Students will be informed of the
consequences of not repaying their student loans
(default) and of various repayment strategies. Instructions
Financial Information| 31
for completing the Entrance Counseling and the Master
Promissory Note are included in the publication Financial
Aid Guide. For more information on the Direct Loan
Program, visit the federal website at student aid.gov.
Annual Student Loan Acknowledgement (ASLA) will have
to be completed annually for federal aid to disburse to a
student's account. Instructions for completing ASLA are
included in the publication
"Financial Aid Guide."
All student loan borrowers are required to complete exit
counseling before graduating or withdrawing from
Stevenson University or ceasing to enroll at least half-
time.
Financial Aid Verification
Using Federal Financial Aid to Pay for
Repeating a Course
Effective July 1, 2012, a student may use federal financial
aid only one time to pay for repeating a course
previously passed. If the student received a grade higher
than an "F", this is considered passing by the Department
of Education regulations and they may then only repeat
that course one time using federal financial aid. If the
student has not received a passing grade previously in
the course, there is no limit to how many times the
course may be retaken, provided satisfactory academic
progress policy guidelines are met. Continually repeating
courses may eventually impact the requirements affecting
Satisfactory Academic Progress (SAP).
Continued Eligibility
Financial aid offers are valid for one academic year.
Students must reapply for aid by filing the
FAFSA
every
year between October 1 and February 15 to ensure
maximum consideration of aid.
Stevenson Financial Aid Satisfactory
Academic Progress (SAP)
Financial aid recipients are required to be in good
academic standing and maintain satisfactory academic
progress toward their degree requirements. Satisfactory
academic progress (SAP) is the term used to define
successful completion of coursework to maintain
eligibility for student financial aid. Federal regulations
require the SU Financial Aid Office to establish, publish,
and apply standards to monitor a student’s progress
towards a degree. Satisfactory academic progress, as
described below, is evaluated annually (end of the spring
semester) and cumulatively by the Financial Aid Office
regardless of whether financial aid was received at the
time. Progress is determined quantitatively (credit hours
versus hours earned and maximum time frame) and
qualitatively (grade point average). Failure to maintain
satisfactory academic progress may result in the
suspension of financial aid eligibility. The Financial Aid
Office will notify students who do not meet the
satisfactory academic progress by mail and by email to
their University email account.
Satisfactory Academic Progress for financial aid eligibility
should not be confused with the University's academic
progress policy. These are two distinct and totally
separate policies. It is entirely possible to fail to meet
minimum standards of one policy and pass the minimum
standard of the other.
Graduate Students
Quantitative and Qualitative standard: To be eligible
for financial aid, you must enroll in a graduate degree
program and:
• Maintain a 3.0 minimum cumulative grade point
average, and
• Earn your degree within the first 54 attempted credits
based on a maximum time frame of 150%. All
semesters and credit hours attempted including all
repeated courses, failed courses, withdrawals, courses
taken from a change in major, and transfer credits will
count as credit hours attempted toward the maximum
time frame.
Financial Aid Suspension: Students, who fail to meet all
of the minimum standards listed above at the time of
review, will have their financial aid eligibility suspended.
Students who have been suspended cannot merely skip a
semester to regain eligibility. No financial aid will be
disbursed during subsequent semesters for students on
suspension. There are two ways for a student to regain
eligibility:
• The student submits a written appeal (see Appeals
Process below) in accordance with the appeals
process and the Financial Aid Appeals Committee
approves the appeal. The student is then placed on
financial aid probation, allowing one additional
semester in order to bring the academic requirements
up to minimum standards.
• The student attends Stevenson University during the
suspension semester, pays for tuition and fees
without the help of financial aid, and does well
enough to satisfy all SAP academic standards.
Appeals Process: Appeals of Financial Aid Satisfactory
Academic Progress Suspension must be made in writing
to the Financial Aid Appeals Committee. This committee
will review the appeal and notify the student in writing of
their decision.
The appeal letter must address the extenuating
circumstance(s) as to why satisfactory academic progress
was not made, and what has changed in the student's
situation that would allow them to now demonstrate
satisfactory progress after the probation semester.
Extenuating circumstances can include, but are not
limited to, illness, death of a family member, family
difficulties, financial difficulties, etc. In addition, students
must meet with the Dean of Stevenson University Online
(or a chosen representative) to create an academic plan.
If the appeal is approved, students will be reinstated for
financial aid on probation for one semester. A review of
the student's academic performance in that semester will
be reviewed to determine the status for the upcoming
semester. Only if you are now meeting the overall
requirements for satisfactory academic progress or
successfully following your academic plan, will the
student be permitted aid for the upcoming semester.
Students who fail to meet the conditions outlined in their
academic plan during the probationary semester will be
able to submit a subsequent appeal.
32| Stevenson University 2023-2024 Graduate Catalog
Potential Outcomes:
• Students who now meet the Satisfactory Academic
Progress guidelines will have their eligibility
reinstated.
• Students who fail to meet all conditions set in their
Academic Plan will forfeit their eligibility to receive
further financial aid. They can apply to be reinstated
once they meet the University's standards. Students
who have been given a second chance to receive aid
are expected to meet all requirements set forth in
their Academic Plan. Appeals will only be accepted
from students who experienced a one-time,
unexpected, serious event that precluded them from
meeting the conditions of the Academic Plan.
• Students who met all the conditions of their
Academic Plan but still do not meet the University's
regular academic standards may be allowed to
continue with financial aid. The Financial Aid Appeals
Committee may make changes to the student's
original Academic Plan based on any changes in the
student's situation. Students who meet all conditions
of their current Academic Plan will be allowed to
continue to participate in the aid programs on a
semester by semester basis.
Return of Title IV Funds Policy
This Return of Title IV Funds (R2T4) policy applies to
anyone who receives federal financial aid, has begun
classes, and subsequently either withdraws (official or
unofficial) from the courses the student was scheduled
to complete during the payment period. (We have three
payment periods at Stevenson University: fall semester,
spring semester and summer semester.)
When a student withdraws from their courses, for any
reason including medical withdrawals, they may no
longer be eligible for the full amount of Title IV funds
the student was originally scheduled to receive.
Stevenson University follows the federally prescribed
policies and procedures for calculating whether the
student has earned all or a portion of their federal
financial aid.
For students in accelerated courses (sessions) within the
16 week payment period, such as 8 week 1, 8 week 2,
and/or any other variable length course that is not
scheduled to run the entire 16 weeks, we are required to
review each session individually. This means that even if
a student successfully completes one session and
subsequently withdraws from a later term within the
same payment period, we still must review eligibility
under the most recent federal guidance.
Stevenson University is required to return all unearned
federal aid attributed to school charges. This means that
a portion of the student’s tuition and fees is no longer
covered by financial aid, and the student is liable for
paying the balance of school charges. This amount will
be subject to immediate repayment and no further
registration activity will be allowed and official transcripts
will not be released until the balance is paid in full.
Stevenson University’s tuition refund policy will not affect
the amount of Title IV aid the student has earned as
described in this document. The tuition refund policy is
located at: Student Accounts (p. 25).
Withdrawal Date
For an official withdrawal, the effective withdrawal date is
the first date of notification by the student to SU.
Students should complete the withdrawal form located
on WebXpress. Stevenson University Online (SUO)
students should use the "Accelerated Class Withdrawal
Form." If a student does not follow the official withdrawal
procedure and subsequently earns a grade of FX, the
effective withdrawal date must be determined on a case
by case basis.
Stevenson University may use a last date of attendance
at an academically related activity for the effective
withdrawal date if the last date a student attended class
or submitted coursework is verified by an employee at
Stevenson University (or an employee at one of our
consortium institutions) who has sufficient knowledge of
a student's academic participation, or if there is an
emergency situation (death, incapacitation, etc.) and
there is third party documentation that verifies a student
has not academically participated. In the case of
unofficial withdrawals, Stevenson University does not
accept a student's self-reported last date of attendance.
Regulations require schools to perform calculations
within 30 days from the date the school determines a
student's withdrawal and to process the actual return of
funds within 45 days of the student’s withdrawal.
Return of Title IV Funds Process - The Financial Aid office
follows the instructions outlined in the federal worksheet
when calculating Title IV earnings according to the
following steps.
Step 1: Student's Title IV Aid Information:
• The total amount of Title IV aid disbursed (if any) for
the session in which the student withdrew. (A
student's Title IV aid is counted as aid disbursed in
the calculation if it has been applied to the student's
account on or before the date the student withdrew.)
• The total amount of Title IV aid disbursed plus the
aid that could have been disbursed (if any) for the
session in which the student withdrew.
• Students who are taking modules/accelerated courses,
the Financial Aid Office will review the following to
determine if a R2T4 is needed.
• Did the student complete all the requirements for
graduation from the program of study?
• Did the student successfully complete, with passing
grades, Title IV-eligible coursework in a module or
combination of modules consisting of 49% or more
of the countable days in the payment period or
period of enrollment (excluding scheduled breaks of
five or more consecutive days and all days between
modules)?
• Did the student successfully complete, with passing
grades, Title IV-eligible coursework equal to or
greater than what the school considers to be half-
time enrollment for the payment period or period of
enrollment?
Step 2: Percentage of Title IV Aid Earned
Financial Information| 33
The Financial Aid Office will determine a calculation
needed and calculate the percentage of aid earned as
follows:
• For students attending non-accelerated courses, the
number of calendar days completed by the student
divided by the total number of calendar days in the
payment period (weekends included) in which the
student withdrew minus any scheduled breaks of 5
days or more.
Days Attended (minus scheduled breaks if attended
through that period)/days in Payment Period (minus
scheduled breaks) = Percentage Completed
• For students attending SUO courses within the
payment period, the number of scheduled days
completed by the student divided by the total
number of calendar days in the payment period
(weekends included) in which the student withdrew
minus any days the student was not scheduled to
attend (unscheduled breaks) and any scheduled
breaks of 5 days or more.
Days Attended (minus scheduled breaks if attended
through that period)/scheduled days in Payment Period
(minus scheduled or unscheduled breaks) = Percentage
Completed
Please note: If the calculated percentage exceeds 60%,
(for 16-week semester with no 8-week classes) or 49%
(for modules i.e. less than 16-week classes) then the
student has "earned" all aid for that period.
Step 3: Amount of Title IV Aid Earned by the Student
The Financial Aid Office will calculate the amount of aid
earned as follows:
• The percentage of Title IV aid earned (Step 2)
multiplied by the total amount of Title IV aid
disbursed or by what could have been disbursed for
the payment period in which the student withdrew
(Step 1).
Total Aid Disbursed x Percentage Completed = Earned
Aid
Step 4: Amount of Title IV Aid to be Returned or
Disbursed
• If the aid already disbursed equals the earned aid, no
further action is required.
• If the aid already disbursed is greater than the earned
aid, the difference must be returned to the
appropriate Title IV aid program in accordance with
the federal guidelines. Go to Step 5.
• If the aid already disbursed is less than the earned
aid, the Financial Aid Office will calculate a Post-
Withdrawal Disbursement. If this post-withdrawal
disbursement contains loan funds, the student will be
notified and will need to accept or decline these
funds. (A student should evaluate the situation as not
to incur additional debt unnecessarily.)
Total Disbursed Aid - Earned Aid = Unearned Aid to be
Returned
Step 5: Amount of Unearned Title IV Aid to be
Returned by the School
• Add the total of institutional charges for the period.
• Multiply the percentage of unearned aid by the
institutional charges.
• Calculate the lesser amount of the Title IV aid to be
returned with the amount of unearned charges. This
equals the amount of Title IV funds to be returned by
the school.
Step 6: Order of Returned Funds by the School
The order of return of funds is proscribed by the
Department of Education regulations as follows:
1. Unsubsidized Federal Direct Loans
2. Subsidized Federal Direct Loans
3. Federal PLUS Loans (both Parent and Graduate)
4. Federal Pell Grants
5. Federal Supplemental Educational Opportunity Grants
(FSEOG)
6. Federal TEACH Grants
The student's grace period for loan repayments for
Federal Unsubsidized and Subsidized Direct Loans will
begin on the day of the withdrawal from the University.
The student should contact the servicer if he/she has
questions regarding the grace period or repayment
status. If the student is not returning to Stevenson
University, exit counseling should be completed online at
Federal Student Aid.
Step 7, 8, 9, &10: Unearned Title IV Funds Due Directly
from the Student
• Subtract the amount of Title IV aid being returned by
the school from the amount of Title IV aid to be
returned. If the amount is greater than zero, subtract
the total loan funds the school must return from the
total amount of net loans disbursed to the student. If
the amount is less than or equal to the total, the
school will notify the holder of the loan and Federal
Direct loan funds are paid back to the lender by the
student in accordance with the terms of the
borrower’s promissory note.
• If the amount is greater than the total, subtract the
unearned Title IV aid due from the student with the
amount of loans to be repaid by the student.
• Multiply the amount of Title IV grant aid that was or
could have been disbursed by 50%, this is the
amount of grant protection available.
• Subtract the initial amount of Title IV grant funding
for the student to return with the grant protection. If
this amount is less than or equal to zero, no further
action is necessary.
• If the amount is greater than zero, the student must
return the funds as proscribed by the Federal
guidelines.
Notification
Students will receive a revised offer letter indicating the
actions taken by the Financial Aid office, including any
information on funds that may have been returned to the
federal aid program(s) on behalf of the student.
Example of Return of Funds Calculations
In the following example the student's institutional
charges will be adjusted by the amounts that must be
34| Stevenson University 2023-2024 Graduate Catalog
returned to the Title IV programs. Please note that
charges used in these examples may not reflect true
University charges.
The student lives off campus. The charges are as follows:
The student withdraws on 9/21. For a modular student
the student does not meet any of the R2T4 exemptions
(Step 1). This is day 22 out of 106 days in the term.
22/106 = 20.8% of Title IV funds earned by the student.
Title IV funds total = $3205.00 ($537.00 + $2668).
$3205.00 X 20.8% = $667.00 Title IV funds earned.
Title IV funds to be returned: $3205.00 - $666.64 =
$2538.36 to be returned to Federal Programs.
Unearned Title IV funds due from the University:
Institutional charges = $2067.00; unearned Title IV =
79.2% (100% - 20.8%); $2067 X 79.2% = $1637.00. This
will become a balance due on the student account since
Return of Title IV Funds calculation is required.
Stevenson University must return $1637.00 of the Title IV
funds. The Financial Aid Office will reduce the Subsidized
Federal Direct Loan by this amount since this type of aid
is ahead of Federal Pell Grant on the federal order list.
The amount of overall student loan debt is reduced.
Unearned Title IV funds to be returned by the student:
Unearned Title IV aid to be returned - amount returned
by Stevenson University = amount to be returned by
student: $2538.36 - $1637.06 = $901.30 to be returned
by Student A.
Note: Loan amounts to be returned by student (or parent
in the case of a PLUS loan) are returned in accordance
with the terms of the promissory note.
How can a student attending accelerated courses
(sessions) determine if they are a withdrawal for Title IV
purposes?
1. After beginning attendance in the payment period,
did the student cease to attend or fail to begin
attendance in a course they were scheduled to
attend? If the answer is no, this is not a withdrawal. If
the answer is yes, go to question 2.
2. When the student ceased to attend or failed to begin
attendance in a course they were scheduled to
attend, was the student still attending any other
courses? If the answer is yes, this is not a withdrawal;
however other regulatory provisions concerning
recalculation may apply. If the answer is no, go to
question 3.
3. Did the student confirm attendance in a course in a
term beginning later in the payment period? If the
answer is yes, this is not a withdrawal, unless the
student does not return. If the answer is no, this is a
withdrawal.
Take, for example, a student who is a recipient of Title IV
program funds who is scheduled to complete two
courses in each of the first two of three sessions within
the payment period (5 week 1 and 5 week 2).
Scenario 1: The student begins attendance in both
courses in the first session but ceases to attend both
courses after just a few days and does not confirm that
they will return to any courses in sessions two or three.
The student is a withdrawal because they ceased to
attend courses they were scheduled to attend (Yes to
question 1); was not still attending any other courses (No
to question 2); and did not confirm attendance in a
course in a session beginning later in the period (No to
question 3).
Scenario 2: The student begins attendance in both
courses in the first module but withdraws from just one
of the courses after just a few days. The student is not a
withdrawal. Although the student ceased to attend a
course they were scheduled to attend (Yes to question 1),
the student was still attending another course (Yes to
question 2).
Scenario 3: If the student completes both courses in
term one, but officially drops both courses in term two
while still attending the courses in term one, the student
is not a withdrawal. Because the student officially
dropped both courses in module two before they began,
the student did not cease to attend or fail to begin
attendance in a course they were scheduled to attend
(No to question 1). However, because the student did
not begin attendance in all courses, other regulatory
provisions concerning recalculation may apply.
Scenario 4: If the student completes both courses in
session one, starts attending both courses in session two
but withdraws from both of these courses, the student is
a withdrawal. Although the student successfully
completed the first module, the student ceased to attend
courses they were scheduled to attend (Yes to question
1); was not still attending any other courses (No to
question 2); and did not confirm attendance in a course
in a term beginning later in the period (No to question
3).
Intent to Enroll: Confirmation of Attendance in a
Future Module during the Payment Period
As mentioned in the above scenarios, when it is
determined that a student has withdrawn, students must
confirm attendance in a future course within the same
payment period, even if the student is already registered
for future courses. You can confirm attendance by
completing the bottom section of the online Accelerated
Class Add/Drop or Withdrawal Forms. This form allows us
to suspend the Return of Title IV Funds Calculation. As
long as the student successfully completes the future
course(s) within the current payment period, no other
action will be necessary.
Consumer and General Information
Every student applying to the University for admission is
encouraged to apply for assistance through the Financial
Aid Office. Information about policies, procedures, and
most of the information that a student will need to apply
for financial aid, including the types of aid available and
how to apply, can be accessed through Stevenson
University’s financial aid website. We strongly encourage
all students to spend time reviewing the tools and
information there. It is important that students and
families are aware of the policies that govern access to
financial aid records at Stevenson University as well as
the College Loan Code of Conduct, Drug Conviction and
Aid Eligibility,
Financial Aid Handbook, Financial Aid
Guide,
and various other consumer information
Financial Information| 35
policies. In addition, there are a variety of helpful
financial aid resources available online. Direct access to
their websites is available through the links listed on the
Financial Aid website located at stevenson.edu/finaid..
36| Stevenson University 2023-2024 Graduate Catalog
Stevenson Intercultural Knowledge and
Competency (IKC)
Nurturing, respecting, and cultivating an atmosphere
where individual differences and identities are perceived
as valuable strengths is critical to developing an inclusive
learning environment for every student at Stevenson
University.
The Stevenson Intercultural Knowledge and Competency
(IKC) commitment provides students with opportunities
to develop cultural competencies by engaging with
cross-disciplinary perspectives.
Developing students' intercultural knowledge and
competence enables them to meaningfully engage with
others, identify familiar and unfamiliar cultural patterns,
and respond with empathy to diverse perspectives as
articulated by the Association of American College and
Universities Civic Engagement VALUE Rubric (2016).
University Degree Requirements
Requirements for the Master's Degree
Stevenson University Online offers master's degrees in a
variety of majors. In order to obtain a master's degree
from Stevenson University, a student must:
1. Complete all courses required by the degree.
2. Achieve a minimum GPA of 3.00.
3. Comply with all policies, procedures, and regulations
of the University.
4. File the official Application for Graduation in
accordance with published deadlines.
Requirements for the Doctoral Degree
Stevenson University offers a Doctorate of Psychology in
Clinical Psychology degree. In order to obtain this
degree from Stevenson University, a student must:
1. Complete all courses required by the degree.
2. Achieve a minimum GPA of 3.00.
3. Comply with all policies, procedures, and regulations
of the University.
4. Submit the official Application for Graduation in
accordance with published deadlines.
Graduate Degrees
Stevenson University currently offers the following online
master’s degrees.
• Communication
• Community Based Education and Leadership
• Crime Scene Investigation
• Cybersecurity and Digital Forensics
• Digital Transformation and Innovation
• Early Childhood Education (MAT)
• Forensic Accounting
• Forensic Investigation
• Forensic Science
• Forensic Studies
• Healthcare Management
• Integrative Learning
• Nursing
• Teaching (MAT)
Stevenson University currently offers the following
campus-based master's and doctoral degrees.
• Doctor of Psychology in Clinical Psychology (Psy.D.)
• Master of Arts in Clinical Psychology (available only to
students enrolled in the Psy.D. program)
Please see the University's Graduate Catalog for
further details.
Graduate Student Success Resources
Stevenson University Online is dedicated to the academic
achievement, support, and engagement of all students. A
wide variety of academic support services are provided to
support the needs of adult students while balancing
work, family, and education.
Academic Support Services provide
• Dedicated Student Success Coaches - Provide
schedule planning and one-on-one advising from
student's initial course through graduation.
• Comprehensive Online New Student Orientation -
Required online orientation course prepares student
for their first academic course.
• Virtual Orientation to Student Success - Live online
orientation option allows students to learn about the
online learning environment and resources, and meet
student success coaches, academic program
administrators, and faculty.
• Smarthinking Online Tutoring - 24/7 access to e-
tutors, writing center, and academic resources.
• Library Resources - Online and onsite resources with
accessible librarians.
• Career Connections Center - The Career Connections
Center staff provide individual counseling and career
planning services to students and alumni.
Academic Information
Academic Information| 37
Accessibility & Disability Services
Accessibility & Disability Services
Stevenson University provides reasonable
accommodations to qualified students with documented
disabilities. To establish eligibility for services, students
must register with the Office of Accessibility & Disability
Services (ADS) and provide current, appropriate
documentation by a qualified provider. Eligibility for
accommodations is determined on an individualized
basis, based on the student’s documented need. The
Office of Accessibility & Disability Services (ADS) can be
reached at 443-352-5320 or [email protected].
For the complete policy on Students with Disabilities, see
University Policies located on the university website.
Academic Grading Information
Grade Point Average
Academic standing and graduation are based on the
grade point average. To calculate the cumulative GPA,
total the credit hours and then the grade points from all
semesters. Divide the total grade points by the total
credit hours. The grade points allotted to each letter
grade are listed in the Grading System section of the
catalog. There is no rounding in the calculation of the
student's GPA.
Graduate Grading Scale
A student's performance in a course will be measured in
accordance with the following grading system.
A =
4.0
Excellent: Outstanding achievement and
initiative exceeding course requirements.
B =
3.0
Good: Work meeting minimum course
requirements at the graduate level.
C =
2.0
Unsatisfactory: Work failing to meet the
minimum course requirements. It is the lowest
possible passing grade.
F =
0.0
Failure
FX
=
0.0
Student stops attending classes prior to the
withdrawal deadline, yet fails to officially
withdraw. This grade is calculated as an "F" in
the GPA.
The grade of "A" is awarded only to those students who
fully meet the above standard, who additionally
demonstrate exceptional comprehension and application
of the course material, and demonstrate initiative in
exceeding course requirements.
The grade of "B" represents work meeting minimum
course requirements at the graduate level. The student
receiving a grade of "B" has consistently demonstrated a
complete understanding of the material and concepts
presented throughout the course. Additionally, the
student has completed all course requirements on time,
exhibited enthusiastic interest in topics and discussions
and is able to present and apply course concepts in a
clear and organized manner, both orally and on written
tests.
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program.
Incompletes
A grade of incomplete (I) will only be granted by written
request by the student and is subject to the approval of
the faculty member and the academic program
administrator of the major in which the course resides.
The Request for Incomplete Grade form is available
through forms.stevenson.edu and must be used; an email
is not sufficient to request an incomplete. Incompletes
are granted only when a student has completed at least
75% of the semester or session and circumstances such
as illness, death in the family, or a documented crisis
situation prevent the student from completing the course
by the end of the semester or session. A grade of
incomplete must be requested no later than the last day
of classes at the end of the semester or session in which
the student is taking the course. A student must submit
to their instructor the work outlined on the submitted
Request for Incomplete Grade form no later than 30 days
after the last day of the semester or session. The
instructor then has five days to submit a change of grade
to the Registrar’s Office. If the grade is not changed
within this time frame (35 days from the last day of the
semester or session), the grade of “I” will automatically
convert to a grade of "F". Exceptions to this policy
require special review by the dean of the school in which
the course resides.
Grade Appeals
For information regarding grade appeals, please
see University Policies located on the Stevenson
University website. Please note a student has seven
calendar days from the date grades are posted to submit
an appeal.
Academic Standing for Graduate Degree-
Seeking Students
Student grades are reviewed at the end of each term.
Good academic standing in a master’s or doctoral
programs requires a minimum cumulative 3.00 GPA for
all courses taken for credit. The grade of "C" is the lowest
acceptable passing grade in a graduate program. Failure
to maintain good academic standing will result in
probation and/or suspension as outlined in the Academic
Probation/Suspension policy. Specific academic programs
may have additional requirements to remain in good
academic standing (please see program-specific sections
of this catalog).
38| Stevenson University 2023-2024 Graduate Catalog
Academic Progress
A minimum cumulative 3.00 grade point average on all
graduate work attempted is required for graduation. A
grade of “C” is the lowest acceptable passing grade in all
graduate courses, and only one grade of "C" may be
applied toward the GPA requirement. Once a student
matriculates at Stevenson, program requirements must
be completed within four years for a post-baccalaureate
certificate, seven years for a master’s degree, and nine
years for a doctoral degree after the first course applied
to the degree was completed. Time taken for an
approved Leave of Absence does not count toward these
limits.
A student who has failed to complete all requirements by
the prescribed deadlines may petition for a one-year
extension of time in which to complete the outstanding
requirements. A request for extension of the time to earn
a degree or certificate must be submitted in writing to
the academic program administrator no later than one
full semester prior to the end of the allowed degree
completion period using the Request for Extension of
Time to Degree form. An approved one-year extension
may be continued for a maximum of one additional year
if a student demonstrates satisfactory progress toward
the degree or certificate.
Depending on the academic program, a student who
receives an approved extension of their time to earn a
degree or certificate may be required to have some
courses revalidated. Please see specific academic
program policies.
Academic Probation/Suspension
A minimum cumulative GPA of 3.0 is required for all
graduate work completed in a Master’s or Doctoral
degree program. A grade of “C” is the lowest acceptable
passing grade in all graduate courses. Only one grade of
“C” may be applied toward the cumulative GPA in any
graduate program. A student whose cumulative GPA falls
below the required minimum in one term will be placed
on Academic Probation with the University. A second
consecutive term on Academic Probation will result in
Academic Suspension from the University. Specific
academic programs may have additional
probation/suspension policies (see specific program
sections).
Academic Reinstatement
Only students suspended from a Master’s degree
program are eligible to be considered for reinstatement
into the same or a different degree program. Students
who are academically suspended from a Master’s degree
program at the university may apply for reinstatement
after a waiting period of 6 months. No reinstatement
requests will be accepted from a student academically
suspended more than once, nor from students dismissed
from a program due to academic integrity violation.
Doctoral students who have been suspended from their
program are not eligible for reinstatement.
In order to be considered for reinstatement to the
same program, the following conditions must be met by
the student:
• Submission of a completed Application for
Reinstatement
• Submission of official college transcripts from each
college or university attended since leaving Stevenson
University
• Submission of a written statement explaining
circumstances leading to the student’s poor academic
standing and how those conditions have changed or
will change upon reinstatement
• Provision of additional pertinent information that may
be helpful in considering the request for
reinstatement, such as medical documents, letters of
support and/or recommendation(s).
In order to be considered for reinstatement into a
different program, the student must meet all
requirements listed above and demonstrate that they
meet all admissions requirements for the new program. A
student who has been academically suspended from a
Master’s degree program and is readmitted into a
different program may be eligible to apply up to 15
credits from the first program into the second. Written
approval must be obtained from the Academic Program
Administrator of the new program, and a grade of B or
better must have been earned in all credits from the
previous program that will be applied to the new
program.
Revalidation of courses may apply when a student is
reinstated into the same or a different academic
program, according to program-specific policies (see
program sections of this catalog).
Upon reinstatement into the same or a different
program, the student will be eligible to register for
program courses only after successful completion of
GRAD 500: Thinking, Researching, and Writing for
Success, a fee-based skill building course for graduate
students.
The official university transcript will include all courses
completed in any academic program, and all grades will
be calculated in a student’s reported cumulative GPA
according to university policy. Specific academic
programs may have additional academic policies relating
to reinstatement. Please see program-specific sections of
this catalog.
Registration and Course Information
Credit-Hour Definition
Regardless of course duration, delivery, or instructional
method, Stevenson University awards academic credit in
compliance with Maryland state requirements outlined in
the Code of Maryland Regulations (COMAR) and with the
Department of Education’s federal credit-hour definition,
as defined in the Federal Code of Regulations.
State credit hour definition (COMAR 13b.02.02.16.D) (
1)
An in-State institution shall award 1 credit hour for:
Academic Information| 39
• A minimum of 15 hours, of 50 minutes each of actual
class time, exclusive of registration, study days, and
holidays;
• A minimum of 30 hours, of 50 minutes each of
supervised laboratory or studio time, exclusive of
registration, study days, and holidays;
• A minimum of 45 hours, of 50 minutes each of
instructional situations such as practica, internships,
and cooperative education placements, when
supervision is ensured and learning is documented; or
• Instruction delivered by electronic media based on
the equivalent outcomes in student learning in
§D(1)(a) of this regulation, and may include a
combination of telelessons, classroom instruction,
student consultation with instructors, and readings,
when supervision is ensured and learning is
documented.
(2) One quarter hour of credit is awarded for instruction
equivalent to 2/3 of the contact hours required for 1
credit hour.
Federal credit hour definition (34 CFR §600.2)
A credit hour is an amount of work represented in
intended learning outcomes and verified by evidence of
student achievement that is an institutionally established
equivalency that reasonably approximates not less than:
•
one hour of classroom or direct faculty instruction
and a minimum of two hours of out of class student
work each week for approximately fifteen weeks for
one semester or trimester hour of credit, or ten to
twelve weeks for one quarter hour of credit, or the
equivalent amount of work over a different amount of
time
;
or
•
at least an equivalent amount of work as required in
paragraph (1) of this definition for other activities as
established by an institution, including laboratory
work, internships, practica, studio work, and other
academic work leading toward to the award of credit
hours.
For additional information please see the Academic
Affairs portal page.
Course Load
A full-time load for graduate students is 6 credits.
Registration
Registration takes place on the days scheduled in the
academic calendar. Students may register on or after
their assigned appointment time, and registration is done
online using Student Planning. Master's degree-seeking
students are not required to meet with their student
success coach but are strongly encouraged to do so.
Doctoral students should consult with their academic
program administrator regarding course selection.
There are several circumstances that could cause a
student's registration to be blocked. Students will not be
allowed to register who have not met their financial
obligations to the University. Those students who have
not been cleared by Student Accounts prior to the start
of the semester will be removed from their classes.
Courses may be canceled for insufficient enrollment, and
students will be notified via email regarding course
cancellations.
All prerequisites, including any minimum grade
requirements, for a course must be fulfilled prior to
starting the course. Students may be removed from a
course when the prerequisites have not been met.
Students are not permitted to "sit in" on classes for
which they are not registered.
For more information about registration, please see
the Registration Guide on the Registrar's webpage and
information on the Registrar's portal page.
Course Add/Drop
Students may add or drop classes only during the
published add/drop period. Course changes during the
add/drop period will not be reflected on the student’s
transcript.
Auditing Graduate Courses
Graduate courses may be audited with approval of the
academic program administrator. Courses in the Doctor
of Psychology program are not open to audit. Only
classes that are open for enrollment are eligible to be
audited in any term. Students may change an audit to a
credit-bearing course only during the drop/add period.
Students may change a credit-bearing course to an audit
until the last day to withdraw with a "W." A student can
change a course to audit status by using the Course
Audit Form that is available on the Student Menu
on WebXpress . Changing a course to audit may have
financial aid implications and will also make an athlete
ineligible if the athlete is no longer full-time. The VA
does not pay for audited courses for those students who
receive VA benefits .Courses that are audited are the
same cost as courses that are taken for credit, and no
academic credit is given for an audited class. Students
who change a course to audit status are expected to
attend the class.
Course Withdrawal
Students may withdraw from a course only during the
published withdrawal dates. Students withdrawing from a
course during this period will have a "W" recorded on
their transcript; a grade of "W" does not affect the GPA.
The last date for withdrawal from a course without
penalty is listed in the enrollment calendar for each
semester. Withdrawing from a course after the published
withdrawal date results in a grade of "WF." Master's
degree-seeking students should consult with their
success coach. Students in the doctoral program should
consult with their academic program administrator.
Change of Catalog Year
If a student elects to move to a new catalog year, all
policies of the new catalog will apply to the student, and
the student must fulfill all requirements of the new
catalog year. Students may not change to a prior catalog
year. If a student desires to change to a new catalog
year, the student should discuss this with their academic
program administrator or success coach so that all
implications of the change are fully reviewed. A Change
40| Stevenson University 2023-2024 Graduate Catalog
of Catalog Year form is available through the Student
Menu in WebXpress under the Forms. Students in the
Doctor of Psychology program are not eligible to change
catalog years unless they fully withdraw from the
program while in good academic standing and are
formally readmitted.
Attendance Graduate Courses
Each student is responsible for participation in an online
class; this involves timely submission of all assignments,
participation in Blackboard, and any other requirements
set forth in the syllabus. Students who stop submitting
work by the dates specified in the syllabus and fail to
officially withdraw will be given a grade of "FX" which
calculates as an "F" in their GPA. Students in a face to
face class are expected to fulfill all course requirements.
Students who stopped attending and fail to officially
withdraw will be given a grade of "FX" which calculates
as an "F".
Online Course Non-Participation Policy
Stevenson University Online students enrolled in any
graduate course will be dropped from such course by the
Registrar's Office if the student does not participate in
the course by 11:59 PM of the Sunday of the first week
of the session. A student will be deemed to have
participated in the course if the student engages in at
least one required assignment or activity during the first
week of the course. A student who is dropped from a
course for non-participation under this policy will not be
charged any tuition or fees for the course.
Repeating Graduate Courses
A student may not register for the same graduate course
more than two times without prior approval of the
Academic Dean of the school in which the course is
offered. Withdraws and audits count as attempts. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken will remain on the student’s transcript. If a student
withdraws from a course that has already been taken, the
grade of “W” does not replace the original grade in the
calculation of the student’s grade point average. Specific
academic programs may have additional academic
policies relating to repeating courses. Please see
program-specific sections of this catalog.
Graduate Course Revalidation
Some academic programs may require some or all
program requirements to be completed within a
specified time prior to graduation. In such programs,
students who will have courses that exceed the specified
requirement at the time of graduation must have the
relevant courses revalidated in order to count toward the
degree program. The academic program administrator,
with the cooperation of the program faculty, will review
the course(s) and have final approval. Please see
program-specific sections of this catalog.
Final Examinations
All students are required to take final examinations or
complete final projects. If a student misses an
examination or project deadline because of an
emergency or illness, the student must contact the
faculty member as soon as possible. If the student
cannot reach the faculty member, the student should
contact the academic program administrator for their
major.
Leave of Absence from the University
A degree-seeking student who finds it necessary to cease
enrollment at the University for one or more consecutive
semesters (with the intent of returning at a later date)
must complete the leave of absence section of the
Withdrawal from the University form that is available on
the WebXpress Student Menu under the Registrar’s
Office forms. The leave of absence can be in effect for a
maximum of two consecutive semesters. A student with a
leave of absence on file does not need to reapply for
admission to the University if they return within two
consecutive semesters. Students who return to the
University after a leave of absence of two consecutive
semesters or fewer will return under the same catalog
year in which they first enrolled at Stevenson.
Withdrawal from the University
A degree-seeking student who wishes to withdraw from
the University must do so in writing. The official
Withdrawal from University form is available through the
Student Menu in WebXpress under the Forms link.
Military Service Withdraw and Refund Policy
Stevenson University students who are called to active
duty during the course of a term or session should
contact the School Certifying Official to formally
withdraw for military service. For the purpose of this
policy, military service is defined as “service, whether
voluntary or involuntary, in the armed forces, including
service by a member of the National Guard or Reserve,
on active duty, active duty for training, or full-time
National Guard duty under federal authority for a period
of more than 30 consecutive days under a call or order
to active duty of more than 30 consecutive days” (ED 34
C.F.R. 668.18).
Students who withdraw from the University for military
service during the course of a term or session are eligible
for a 100% refund of tuition and fees. Room and board
expenses will be prorated based on the official date of
withdrawal.
Students must supply a copy of military orders to be
eligible for any tuition, fees, or room and board
adjustments. Students receiving financial aid will be
subject to the refund policies as provided by the federal
or state agency sponsoring the aid. Department of
Defense Military Tuition Assistance and Veteran’s
Education Benefits will be returned to the government
agency as required.
Students who have to withdraw from the University after
the add/drop deadline will receive a grade of W or I,
depending on the amount of coursework completed and
the expected length of the absence.
Academic Information| 41
Transcript Requests
Transcripts are sent at the request of the student through
the National Student Clearinghouse. The Registrar’s
Office does not accept email requests. Faxed requests are
not accepted, and transcripts are not faxed or emailed.
Current students can print an unofficial copy of their
transcript from WebXpress. Current students may also
request an official transcript sent electronically by going
to the National Student Clearinghouse. Alumni or
students who have withdrawn from the University must
request their transcripts through the National Student
Clearinghouse.
Academic Integrity
Stevenson University expects all members of its
community to behave with integrity. Honesty and
integrity provide the clearest path to knowledge,
understanding, and truth – the highest goals of an
academic institution. For students, integrity is
fundamental to the development of intellect, character,
and the personal and professional ethics that will govern
their lives and shape their careers.
Stevenson University requires students found responsible
for a first violation of academic misconduct to complete
an academic integrity educational course. Please be
aware that there may be a cost associated with
completing this requirement.
For additional information regarding the Academic
Integrity and Academic Misconduct Policies, please
see University Policies located on the Stevenson
University website.
Graduation Information
To earn a degree from Stevenson University (i.e. to
qualify for graduation), students must meet all University
and program requirements as stated in the University
catalog. Students must fulfill catalog requirements in
effect at the time of matriculation or students may elect
to move to a later catalog year. Students may not split
requirements from multiple catalog years. It is the
responsibility of the student to fulfill all requirements for
graduation. Careful consultation with an academic
advisor is strongly encouraged.
Degrees are conferred in May, August, or December.
Students who complete degree requirements in a
Winterim term will have their degrees conferred in May.
Participation in a commencement ceremony does not
confer a degree. Diplomas and final transcripts may be
withheld for any graduate with unresolved financial
obligations or non-compliance with federal financial aid
regulations.
The academic record of anyone receiving a degree is
closed three months after the end of the semester. Any
changes to the academic record must be made prior to
the closure of the academic record.
Diploma Information
Diplomas are mailed to the address listed on the
application for graduation. They are sent via U.S. mail
four to six weeks after degree conferral. Diplomas are
sent after all final grades have been received and degree
requirements are confirmed complete. Diplomas include
the graduate’s name, degree, and major. The date listed
on the diploma reflects the end of the semester when
the degree is officially considered complete rather than
the commencement date.
The official academic transcript, not the diploma, is
considered the certifying document to verify a degree.
Graduates will be issued one diploma. Replacement
diplomas may be requested due to the name change
from Villa Julie College to Stevenson University, due to
an official personal name change, or due to a lost or
damaged diploma. The replacement diploma may only
be requested in writing by the graduate using the
request form located on the Stevenson University
website. The fee for a replacement diploma is $50.
Graduation Application
Graduating students are required to submit an
Application for Graduation to the Registrar's Office
according to published deadlines. At the time of
application, a $25 fee is charged.
• December graduates must submit by August 1.
• May and August graduates must submit by January 1.
Failure to apply by the published deadlines may delay
the evaluation and awarding of a student's degree.
Students may apply online via WebXpress.
Graduation Ceremonies
Scheduled commencement ceremonies are held in May.
Summer graduates should be within two courses of
degree completion prior to the start of the summer term
to be eligible to participate in the May commencement.
Students may only participate in one ceremony unless
they are earning an additional degree. Only bachelor's,
master's and doctoral degree candidates may participate
in commencement exercises. Certificate program
completion does not qualify a student for
commencement participation. Only a graduate with
mobility issues may have someone accompany them
across the stage.
Student Rights and Responsibilities and
Grievance Procedure
For additional information about academic and student
conduct policies, please see University Policies located on
the Stevenson University website. Additional information
regarding student grievance policies and procedures can
also be found there.
42| Stevenson University 2023-2024 Graduate Catalog
Stated below are learning outcomes that represent what
Stevenson University believes all master's degree-seeking
students should know, be able to do, and value upon
completion of their master’s degree. These outcomes are
consistent with the mission of Stevenson University
Online to help students graduate with the competence
and confidence needed to address creatively the
opportunities and challenges facing them, their careers,
organizations, and communities. The Master-level
Learning Outcomes serve as a benchmark to ensure
consistent rigor and expectation for all master’s degree-
seeking students.
Graduates of Stevenson University master’s degree
programs are:
A. Competent Professionals who:
• Elucidate the major theoretical underpinnings of the
discipline
• Articulate current and future trends in the field of
study
• Apply advanced discipline knowledge to practical
workplace challenges
• Communicate fluently across various perspectives and
modalities with technological proficiency
B. Creative Leaders who:
• Articulate challenges and opportunities
• Analyze alternative perspectives and patterns
• Synthesize multiple sources of evidence
• Collaborate to advance a shared goal
• Adapt to multiple cultural contexts and environmental
uncertainties
C. Confident Citizens who:
• Examine relevant ethical perspectives
• Practice personal and professional awareness and
accountability
• Reflect on their role within a global community
• Evaluate and respond to community concerns
Communication
Description
The Master of Science in Communication is designed for
professionals who want to build a foundation of effective
communication competencies for personal and
professional advancement. According to the National
Association of Colleges and Employers 2015 Job Outlook
Survey, over 73 percent of employers reported
communication skills as a top qualification they seek in
potential job candidates. This master’s program helps
graduates translate fundamental ideas of communication
into real-world applications and develop their skills in
evaluating and creating solutions to conflicts that occur
within organizations. Graduates also will be equipped to
assist organizations in constructing successful team-
building strategies and streamlining internal and external
communications across various cultural, social, and
business settings.
Graduates will be eligible for career opportunities in a
variety of growing industries including public relations,
advertising and promotions, marketing management,
media sales, event planning, and market research.
Maryland occupational projections indicate that the
potential need for professionals in these industries will
continue to increase steadily over the next decade.
Employment opportunities for graduates in these
growing markets include, but are not limited to, Public
Relations Manager, Public Relations Specialist, Advertising
Manager, Promotions Manager, Media Sales Manager,
Event Planner, and Market Research Analyst.
Outcomes
Upon completion of the Master of Science in
Communication, graduates will be able to:
1. Synthesize various theories of human communication.
2. Create written works using scholarly skills in cultural,
social, and business communication contexts.
3. Generate appropriate ethical responses as they
examine different cultural, social, and business
communication contexts.
4. Explain how cultural similarities and differences
influence human interaction and communication.
5. Develop creative and practical solutions to problems
in cultural, social, and business communication
contexts using appropriate methods of
communication.
6. Synthesize primary research sources using qualitative
and quantitative approaches.
7. Synthesize communication theories, apply
communication skills, and deliver professional
messages in cultural, social, and business
communication contexts.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
Graduate Fields of Study
Graduate Fields of Study| 43
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Requirements
Required courses:
CM 505
Communication Theory and
Applications
3
CM 510
Research Writing and Methods
3
CM 600
Cultures and Communication
3
CM 605
Communication Ethics in the Public
Sphere
3
CM 615
Nonverbal Communication
3
CM 620
Conflict Communication and
Leadership
3
CM 625
Media Literacy
3
CM 630
Communication, Technology and
Society
3
CM 635
Crisis Communication
3
CM 720
Communication Capstone
3
Course Descriptions
See CM - Communication Courses (p. 68)
Community-Based Education and
Leadership
Description
The Master of Arts in Community-Based Education and
Leadership is designed to meet the growing demand for
highly qualified professionals to teach, lead, and manage
in non-formal education settings. Practicing professionals
will gain the knowledge and skills to become effective
educators, managers, and change leaders in their
organizations. Upon completion of the master’s program,
graduates will have the ability to meet the needs of
diverse populations of learners, build transformative
learning communities, and foster collaborative
partnerships within the expanding non-formal
educational sector. The master’s degree will prepare
students to serve in a variety of educational and
leadership positions with nonprofit organizations, private
and public educational institutions, and government and
community agencies.
Outcomes
Upon completion of the Master of Arts in Community-
Based Education and Leadership, students will be able to:
1. Analyze formal, informal, and non-formal theories and
frameworks of education.
2. Examine the developmental and cognitive
characteristics of learners through the life span.
3. Explore sociological and cultural influences on
communities, organizations, and groups.
4. Create, implement, and assess community-based
educational programs.
5. Design engaging and innovative learning experiences
that foster critical thinking, creativity, and
communication skills of learners.
6. Synthesize multiple sources of evidence to make
decisions.
7. Use multiple modes of communication to advocate
for community-based education.
8. Create management and strategic plans for the
sustainability of community-based educational
organizations.
9. Foster collaboration among educational institutions,
public, private and non-profit agencies, and other
community stakeholders.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Requirements
Required Courses (24 Credits):
Community-Based Education and Leadership
Courses:
CBEL 610
Foundations and Frameworks of
Community-Based Education
3
CBEL 612
Innovative Teaching and Learning
for 21st Century Skills
3
CBEL 614
Program Planning, Implementation,
and Evaluation
3
CBEL 616
Community Engagement and
Leadership
3
CBEL 720
Community-Based Education and
Leadership Capstone
3
Theory and Research Courses:
ED 604
Cognitive, Social, and Emotional
Development of Learners
3
ED 606
Socio-political and Cultural
Influences on Families,
Organizations, and Communities
3
ED 608
Action Research
3
Elective Courses (12 credits):
Students select four courses from at least two of the
following areas of focus:
Communication Courses:
CM 600
Cultures and Communication
3
CM 605
Communication Ethics in the Public
Sphere
3
44| Stevenson University 2023-2024 Graduate Catalog
CM 620
Conflict Communication and
Leadership
3
CM 625
Media Literacy
3
Management and Leadership Electives:
CBEL 670
Volunteer Management
3
CBEL 672
Advocacy in Community-Based
Organizations
3
CBEL 674
Legal Issues and Risk
Management in Community
Organizations
3
DTI
635/HCM
635
Innovative Leadership &
Management
3
DTI
644/HCM
644
Project Management
3
Teaching and Learning Electives:
CBEL 662
Youth Development
3
CBEL 664
Teaching & Learning for
Specialized Populations
3
ED 510
Psychology and Development of
Adolescents
3
ED 605
STEM Curriculum Principles and
Practices
3
ED 620
Literacy Strategies in the STEM
Content Areas
3
ED 625
Advanced Literacy Strategies in the
STEM Content Areas
3
ED 630
Principles of Special Education
3
ED 690
Issues in STEM Education
3
LTED 621
Culturally Responsive Literacy
3
LTED 623
Digital Literacy and Media
3
Certificate Option
Community-Based Education and Leadership (p. 61)
Course Descriptions
CBEL-Community-Based Education and Leadership
Courses (p. 69)
Crime Scene Investigation
Description
The Master of Science in Crime Scene Investigation is
designed to prepare students to identify, collect and
analyze crime scene evidence and to summarize and
communicate their findings in a courtroom setting.
Federal, state and local law enforcement agencies rely on
crime scene investigators to assist field investigative
personnel in gathering physical evidence that is then
provided to crime laboratory personnel for scientific
examination. Prosecutors, defense attorneys, judges and
jurors continue to place more importance on the value of
scientific evidence in the criminal justice system.
Graduates of this degree program will be prepared for
careers as crime scene investigators.
Outcomes
Upon completion of the Master of Science in Crime
Scene Investigation, graduates will be able to:
1. Process forensic evidence and report findings in an
ethical manner.
2. Communicate those findings in both written and oral
formats.
3. Apply the quality assurance, quality control and safety
requirements used in accredited forensic science
laboratories.
4. Evaluate crime scenes and select the appropriate
steps to be followed in documenting, collecting,
preserving and processing evidence.
5. Develop a comprehensive analysis of the scientific
literature on a topic.
6. Formulate a hypothesis, design, and execute a
research project.
7. Develop a thesis that reflects the results of the
research project; explains those results; and
formulates novel suggestions for further study.
8. Participate in mock judicial examinations.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Requirements
Required Courses
FSCI 500
Survey of Forensic Science
3
FSCI 540
Crime Scene Photography
3
FSCI 610
Physical Evidence at Crime Scenes
3
FSCI 615
Safety/Quality Control/Quality
Assurance
3
FSCI 630
Crime Scene Investigation
3
FSCI 632
Pattern Analysis
3
FSCI 675
Crime Lab: Structure and
Operations
3
FSCI 702
Seminar in Forensic Science
3
FSCI 760
Thesis Development in Forensic
Science
3
FSCI 761
Forensic Science Thesis
3
FSCI 762
Expert Witness Preparation and
Practice
3
FSCI or FS
Elective
Forensic Science or Forensic
Studies Elective
3
Choose one elective from the following courses: FSCI
640, FSCI 645, FSCI 660, FSCI 617, FSCI 620, FSCI 617.
The forensic studies electives must be approved by the
forensic science program director.
Graduate Fields of Study| 45
Certificate Option
Crime Scene Investigation (p. 62)
Course Descriptions
See FSCI - Forensic Science Courses (p. 77)
Cybersecurity and Digital Forensics
Description
The Master of Science in Cybersecurity and Digital
Forensics will prepare students with a well-rounded, in-
depth knowledge of forensic tools and techniques, as
well as provide opportunities to enhance specialized
skillsets in areas such as network and cloud forensics, e-
discovery, incident response and penetration testing.
Students in this program will use current techniques and
tools to detect, investigate, analyze, preserve, interpret,
document and present digital evidence. Relevant legal
and theoretical topics are covered to ensure students
have a holistic understanding of the environment in
which they will work.
Outcomes
Upon completion of the Master of Science in
Cybersecurity and Digital Forensics, graduates will be
able to:
1. Interpret and apply the applicable laws and statutes
that govern cyber security.
2. Collect and preserve digital evidence (including
volatile data and network data) during a computer
forensic examination in a forensically sound manner.
3. Select the appropriate tools to analyze, interpret, and
recover operating system, application, and registry
data, as well as other relevant artifacts.
4. Identify attack vectors and vulnerabilities, including
advanced persistent threats (APTs) in order to
proactively identify vulnerabilities as well as propose
appropriate defenses to exploitation.
5. Analyze information systems for signs of compromise
and identify data that has been exfiltrated from those
systems.
6. Produce a professional forensic report that articulates
the methodology used for the collection, handling,
analysis, and preservation of digital evidence and
asserts appropriate conclusions and
recommendations.
7. Present an oral defense of forensic findings.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Prerequisite Requirements
Students who wish to enter the master's program in
cybersecurity and digital forensics must meet one of the
following admissions prerequisite requirements:
• Bachelor's degree from an accredited institution in a
related field (information assurance, computer
science, network administration or computer security)
and at least two years of related work experience.
• Bachelor's degree from an accredited institution in an
unrelated field and at least five years of experience in
information technology, telecommunication systems,
system administration, network management, or
information assurance.
Requirements
Choose one of the three required courses:
FSCOR 601
Foundations of Justice
3
FSCOR 603
Litigation Theory and Practice
3
FSCOR 606
Forensic Research and Writing
3
Required Courses
CYBF
643/FSIS 643
Incident Response and Evidence
Collection
3
CYBF
644/FSIS 644
Windows Forensic Examinations
3
CYBF
662/FSIS 662
Network Penetration Testing
3
CYBF 671
Cyber Hunting
3
CYBF 680
Legal Compliance and Ethics
3
CYBF 685
Malware Detection, Analysis, and
Prevention
3
CYBF 710
Mock Intrusion and Response
3
FSIS 642
File Systems Forensic Analysis
3
FSIS 646
Windows Intrusion Forensic
Investigations
3
Elective Courses: Choose two (6 credits)
CYBF
650/FSIS 650
Intrusion Detection Systems (IDS),
Firewalls, Auditing
3
CYBF
663/FSIS 663
Network and Cloud Forensics
3
CYBF 670
Cyber Warfare and Cyber
Terrorism
3
FSAAC 620
Forensic Information Technology
3
FSEL 610
Advanced Electronic Discovery
3
FSEL 630
Online Investigation: Strategy &
Techniques
3
Certificate Option
Digital Forensics (p. 62)
Course Descriptions
See CYBF - Cyber Forensics Courses (p. 70)
46| Stevenson University 2023-2024 Graduate Catalog
Digital Transformation and
Innovation
Description
The Master of Science in Digital Transformation and
Innovation (DTI) equips students with the skills and
knowledge required to help organizations achieve a
competitive advantage in an increasingly global,
technology-driven, and information-rich marketplace. The
degree program provide students not only with
knowledge about a wide variety of technologies and their
architectures but also with an understanding of how to
obtain the integration of the full range of information
technologies within an organization, from both strategic
and operational perspectives. It is designed either for
students interested in furthering their knowledge of the
use and deployment of technology or for the business
professional looking to improve management skills along
with a practical working knowledge of today's
information technologies.
Graduates of Stevenson's DTI degree program will be
able to interpret hardware and software standards,
manipulate the architecture of current and emerging
technologies, and interpret and evaluate the impact of
these technologies on competition, organizational
structure and workflow processes. They will have the
knowledge and ability to communicate effectively on
business and technical concerns with all levels of
personnel both internal and external to the organization.
The master's degree addresses this need on three levels:
the organization, the individual, and the technology. The
program core begins by providing an overview of the
organization's processes and the systems that support
them to achieve the corporation's goals. This is followed
by courses dealing with the concepts of human cognition
and creativity that address why IT systems frequently fail
to meet the requirements of customers. Armed with this
knowledge, the IT systems professional can be creative
and innovative in more accurately solving the
organization's problems and meeting the needs of the
customer. The intent is to emphasize the need for
information systems professionals to be creative in
problem solving and innovative in finding opportunities
within the organization.
The degree program has two tracks: both emerging
technology and innovative leadership. Tracks focus on
the business and management of internal and external
information systems essential for support of the
organization's connection to its partners and customers.
The capstone courses provide for the integration of
practice and theory across the two tracks.
All courses can be completed entirely online. Some 8-
week courses are offered in a hybrid format which meet
one night per week.
Outcomes
Upon completion of the Master of Science in Digital
Transformation and Innovation, graduates will be able to:
1. Analyze the external and internal environment of an
organization.
2. Formulate a strategy for digital transformation to
create and/or maintain a competitive advantage in
the industry.
3. Create innovative technology solutions to optimize
organizational performance.
4. Communicate business information to stakeholders in
varied formats.
5. Demonstrate professional competencies related to
contemporary business careers.
Emerging Technology Track Outcomes
Upon completion of the emerging technology track,
graduates will be able to:
1. Appraise the current and emerging technologies
relevant to an organization.
2. Formulate recommendations for adopting new
software, hardware, and cloud solutions.
3. Develop technology transition plans for an
organization.
Innovative Leadership Track Outcomes
Upon completion of the innovative leadership track,
graduates will be able to:
1. Appraise the current management processes and
technology used to support operations.
2. Formulate the organizational needs and goals from a
forward-looking perspective.
3. Develop transformative strategies to meet the
stakeholders’ needs and goals.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Requirements
The curriculum for the M.S. in DTI consists of four
components: core courses, track courses, elective courses,
and capstone courses.
Graduate Fields of Study| 47
Core Courses (15 credits)
DTI 601
Innovation and Organizational
Evolution
3
DTI 604
Cognitive Science for
Requirements Analysis
3
DTI 606
Creativity in Information Systems
3
DTI
644/HCM
644
Project Management
3
DTI 663
Cyberlaw: Legal and Regulatory
Issues
3
Capstone Courses (6 credits)
DTI 701
Digital Transformation Strategies
3
DTI 702
Master's Project
3
Students select one of the following tracks (9
credits)
Track One: Emerging Technology Management
DTI 640
Operating Environments:
Architecture and Infrastructure
3
DTI 643
Electronic Commerce
3
DTI
661/CYBF
661
Cybersecurity Risk Mitigation
Techniques
3
Track Two: Innovative Leadership
DTI
635/HCM
635
Innovative Leadership &
Management
3
DTI 645
Supply Chain Management
3
DTI
667/HCM
667
Competitive Edge with CRM
Platforms
3
Students select two electives (6 credits)
DTI 618
Network Technologies
3
DTI 634
Enterprise Data Management
3
DTI 642
Enterprise Application Process
Analysis
3
DTI 646
Disaster Recovery & Business
Continuity
3
DTI 662
Business to Business Applications
3
DTI 670
Competitive Theory
3
DTI 671
Fostering Innovation in the Digital
Era
3
DTI 672
IT Financial Management
3
Course Descriptions
See DTI- Digital Technology and Innovation
Forensic Accounting
Description
A Master of Science in Forensic Accounting is designed
to prepare students to synthesize the accounting and
auditing skills necessary to investigate and analyze
financial evidence and to interpret, summarize and
communicate their finds in a courtroom setting. The
banking crisis that led to implementation of the
Sarbanes-Oxley Act and subsequent financial crises that
led to the Dodd-Frank Wall Street Reform and Customer
Protection Act have created a demand for forensic
accountants in public and private practices, corporations,
government agencies and other organizations. Graduates
of this degree program will be prepared for these
positions.
Outcomes
Upon completion of the Master of Science in Forensic
Accounting, graduates will be able to:
1. Examine financial statements for false and/or
misleading statements.
2. Assess fraud risk and adequacy or internal control
structures.
3. Evaluate financial evidence.
4. Synthesize accounting, auditing, computer and
investigative analysis into coherent, defensible
conclusions.
5. Communicate findings, analysis, conclusions and
recommendations effectively, both orally and in
writing.
Requirements
Required Courses
FSCOR 601
Foundations of Justice
3
FSCOR 603
Litigation Theory and Practice
3
FSCOR 606
Forensic Research and Writing
3
FSCOR 720
Forensic Studies Capstone
3
FSAAC 620
Forensic Information Technology
3
FSAAC 624
Fraud: Accounting
3
FSAAC 626
Investigation and Analysis: Auditing
3
FSAAC 628
Investigation and Analysis: Tax
3
FSAAC 640
Business Valuation
3
FSINV 600
Investigative
Techniques/Interviewing
3
FSLAW 668
White Collar Crimes
3
FSCI or FS
Elective
Forensic Science or Forensic
Studies Elective
3
Certificate Option
Forensic Accounting (p. 63)
Course Description
See FSAAC - Forensic Accounting Courses (p. 76)
Forensic Investigation
Description
The Master of Science in Forensic Investigation is
designed to prepare students to plan and conduct
investigations for business and government agencies.
Courses emphasize the gathering and reporting of
testimonial and physical evidence and prepare students
to conduct investigations by interviewing witnesses,
analyzing documents, and synthesizing the results into
factually accurate and objective investigative reports and
court testimony.
Outcomes
Upon completion of the Master of Science in Forensic
Investigation, graduates will be able to:
48| Stevenson University 2023-2024 Graduate Catalog
1. Evaluate the merits of all allegation and prepare an
investigative plan, if warranted.
2. Conduct effective interviews and interrogations.
3. Evaluate documentary and testimonial evidence.
4. Synthesize analysis of facts and law into coherent,
defensible conclusions.
5. Communicate findings, analysis, conclusions and
recommendations effectively, both orally and in
writing.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Students are required to take and successfully complete
FSCOR 601, Criminal Justice; FSCOR 604, Evidence; and
FSCOR 606, Forensic Journal Research and Review, before
enrolling in other courses.
Requirements
Required Courses:
FSAAC 620
Forensic Information Technology
3
FSCI 500
Survey of Forensic Science
3
FSCOR 601
Foundations of Justice
3
FSCOR 603
Litigation Theory and Practice
3
FSCOR 606
Forensic Research and Writing
3
FSCOR 720
Forensic Studies Capstone
3
FSINV 600
Investigative
Techniques/Interviewing
3
FSINV 605
Investigative Techniques/Physical
Evidence
3
FSLAW 602
Criminology
3
FSLAW 662
Fraud Investigation and Analysis
3
FSLAW 668
White Collar Crimes
3
FSCI or FS
Elective
Forensic Science or Forensic
Studies Elective
3
Certificate Option
Forensic Investigation (p. 63)
Course Descriptions
See FSINV - Forensic Investigation Courses (p. 79)
Forensic Science
Description
The Master of Forensic Science degree with areas of
concentration in Forensic Biology and Forensic Chemistry
will equip students with the ability to visualize and
achieve excellence in a dynamic global community.
Students will graduate with the competence and
confidence needed to address creatively the
opportunities and problems facing their communities, the
nation, and the world. Graduates of the program will be
prepared for employment in local, state, or federal
government crime laboratories, forensics laboratories,
DNA testing facilities, the biotechnology industry, and/or
continued study at the doctoral level.
Outcomes
Upon completion of the Master of Forensic Science
degree, graduates will be able to:
1. Process forensic evidence and report findings in an
ethical manner.
2. Communicate those findings in both written and oral
formats.
3. Apply the quality assurance, quality control and safety
requirements used in accredited forensic science
laboratories.
4. Develop a comprehensive analysis of the scientific
literature of a topic.
5. Formulate a hypothesis, design and execute a
research project.
6. Develop a thesis that reflects the results of the
research project; explains those results; and
formulates novel suggestions for further study.
7. Participate in mock judicial examinations.
Upon completion of the Master of Forensic Science Area
of Concentration in Forensic Biology, students will be
able to:
1. Examine the science underlying DNA analysis.
2. Describe how DNA is analyzed.
3. Analyze serological evidence.
4. Analyze immunological evidence.
OR
Upon completion of the Master of Forensic Science Area
of Concentration in Forensic Chemistry, students will be
able to:
1. Examine the science underlying chemical analysis.
2. Describe the toxicology and analytical chemistry
relevant to isolating and identifying drugs and toxic
substances.
3. Analyze chemical evidence.
4. Analyze trace evidence.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
Graduate Fields of Study| 49
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Prerequisite Requirements
Forensic Science Program Prerequisite
Requirements
Students who wish to enter the master's program in
forensic science must have a bachelor's degree in
chemistry, biology, or other equivalent natural science, or
forensic science - with a cumulative and science/math
grade point average of 3.00 or higher on a four-point
scale and must meet the following course prerequisites.
The degree programs mentioned above should have the
minimum natural science core requirements consisting of
the following:
• General chemistry I and II and lab for science majors
(8 credit hours)
• Organic chemistry I and II and lab (8 credit hours)
• Biology I for science majors (4 credit hours)
• Physics I and II and lab for science majors (8 credit
hours)
• Calculus (3 credit hours)
• Statistics (3 credit hours)
Applicants interested in the Master of Forensic Science
Area of Concentration in Chemistry should have the
following course work:
• Analytical/Quantitative chemistry
• Instrumental analysis
• Physical chemistry
• Inorganic chemistry
Note: The above courses should have a laboratory
component.
Applicants interested in the Master of Forensic Science
Area of Concentration in Biology should have the
following course work:
• Biochemistry
• Molecular biology
• Genetics
• Population statistics
• Cell biology
• Microbiology
Note: Two of the above courses should have a
laboratory component.
Requirements
The curriculum for the forensic science program follows
and is designed to be completed in as few as two years.
Students must complete all core courses. In addition,
students must elect an area or concentration and
complete all courses in the concentration.
Required Courses:
Core Courses:
FSCI 500
Survey of Forensic Science
3
FSCI 610
Physical Evidence at Crime Scenes
3
FSCI 615
Safety/Quality Control/Quality
Assurance
3
FSCI 675
Crime Lab: Structure and
Operations
3
FSCI 702
Seminar in Forensic Science
3
FSCI 760
Thesis Development in Forensic
Science
3
FSCI 761
Forensic Science Thesis
3
FSCI 762
Expert Witness Preparation and
Practice
3
FSCI or FS
Elective
Forensic Science or Forensic
Studies Elective
3
FSCI Electives: FSCI 540, FSCI 630, FSCI 632, FSCI subjects
not in the primary subject track.
Forensic Studies elective must be approved by the
program director.
Area of Concentration in Biology:
FSCI 640
Serology and Immunology
3
FSCI 645
DNA Analysis
3
FSCI 660
Forensic DNA Computer
Applications
3
Area of Concentration in Chemistry:
FSCI 617
Trace Evidence
3
FSCI 620
Drug Analysis
3
FSCI 670
Forensic Toxicology
3
Course Descriptions
See FSCI - Forensic Science (p. 77)
Forensic Studies
Description
The Master of Science in Forensic Studies program is
designed to prepare professionals to conduct
investigations and examine evidence for the purpose of
presenting their findings in legal proceedings as experts
in forensic accounting or digital forensics. The program is
designed for students whose career goals overlap in two
or more areas within forensics or who wish to develop
general knowledge in forensic accounting, information
technology, and investigations.
The Forensic Studies program is also appropriate for
managerial or executive personnel who need a general
understanding of a variety of forensic specialties which
fall under their areas of responsibility. The broad-based
knowledge obtained in the Forensic Studies program
prepares students for careers in forensic accounting,
digital investigation, and other areas requiring forensic
expertise.
Outcomes
Upon completion of the Master of Science in Forensic
Studies, graduates will be able to:
1. Evaluate the merits of an allegation and prepare an
investigative plan, if warranted.
50| Stevenson University 2023-2024 Graduate Catalog
2. Conduct effective interviews and interrogations.
3. Evaluate documentary and testimonial evidence.
4. Synthesize analyses of facts and law into coherent,
defensible conclusions.
5. Communicate findings, analysis, conclusions and
recommendations effectively, both orally and in
writing.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Students are required to take and successfully complete
FSCOR 601, Criminal Justice; FSCOR 604, Evidence; and
FSCOR 606, Forensic Journal Research and Review, before
enrolling in other courses.
Requirements
Required Courses
In addition to the core courses, students will choose five
electives of their choice.
FSCOR 601
Foundations of Justice
3
FSCOR 603
Litigation Theory and Practice
3
FSCOR 606
Forensic Research and Writing
3
FSCOR 720
Forensic Studies Capstone
3
FSINV 600
Investigative
Techniques/Interviewing
3
FSINV 605
Investigative Techniques/Physical
Evidence
3
FSCI or FS
Elective
Forensic Science or Forensic
Studies Elective
3
Five Forensic Electives
15
Course Descriptions
See FSCOR - Forensic Studies (p. 78)
Healthcare Management
Description
The Master of Science in Healthcare Management
prepares its graduates for leadership positions in which
they plan, direct, or coordinate medical and health
services in hospitals, clinics, managed care, public health
agencies, or similar organizations. The program has two
areas of concentration: (1) Quality Management and
Patient Safety and (2) Project Management. The
curriculum includes integrative experiences that require
students to apply real world practice and to synthesize
knowledge and skills covered throughout the program.
Using the case study method and other problem-solving
integrative methodologies, the program provides
opportunities for students to participate in team-based
activities.
Stevenson's innovative accelerated M.S. in Healthcare
Management is designed for working adults who want to
complete their degree quickly and expand their career
horizons by strengthening their credentials as healthcare
managers and administrators. All of the coursework can
be completed online. The Master of Science in Healthcare
Management including both concentrations has now
received specialized accreditation through the
International Accreditation Council for Business Education
(IACBE).
Quality Management and Patient Safety
This area of concentration prepares graduates to plan,
organize, lead, control, and evaluate quality improvement
initiatives in healthcare organizations. Course work is
focused on ethical, effective, evidence-based, patient-
centric theory and practices.
Project Management in Healthcare
This area of concentration prepares graduates to plan,
organize, lead, control, and evaluate healthcare
organization projects from start to finish. Course work is
focused on ethical, effective financial management,
innovative leadership, and interdisciplinary teamwork
theory and practices.
Outcomes
Upon completion of the Master of Science in Healthcare
Management, graduates will be able to:
1. Determine conceptual approaches and techniques to
analyze the performance of a healthcare system or
unit.
2. Evaluate the health status of populations served by
healthcare organizations to address service gaps.
3. Assess the impact of proposed health policy on
organizational operations and redesign those
structures as needed.
4. Apply principles of leading and managing
organizational change and promoting organizational
and clinical excellence.
5. Manage information resources to assist in legal,
ethical, and effective business and clinical decision-
making and management.
6. Communicate effectively with external and internal
stakeholders.
7. Apply principles of leading and managing health
services organizations under alternative financing
mechanisms.
8. Apply principles of leading and managing human
resources and health professionals in diverse
organizational environments.
9. Analyze statistical, qualitative, quantitative, and
economic data to assist in ethical and effective
business and clinical decision-making.
Quality Management and Patient Safety Concentration
Graduate Fields of Study| 51
Outcomes
Upon completion of the program, a graduate in the
quality management and patient safety concentration will
be able to:
1. Formulate a plan to assess performance of quality
management and patient-centric safety efforts in a
healthcare system or unit.
2. Critique, synthesize and apply theories, models, and
research relating to quality improvement and patient
safety initiatives.
3. Deduce trends in healthcare that promote best
practices in ethical and effective, evidence-based
quality management and patient safety.
4. Produce techniques of operations assessment and
improvement that continually improve the quality of
care provided and patient safety.
5. Propose and justify methods and tools for analysis of
quality management and patient-centric safety
initiatives.
6. Demonstrate through written, oral, and other
presentation skills, an in-depth understanding of the
quality management and patient safety efforts in a
healthcare system or unit.
7. Apply principles of leading and managing a quality
improvement and patient safety initiative in a
healthcare system or unit.
8. Analyze and interpret statistical, quantitative data and
other performance indicators of quality management
and patient safety initiatives.
Project Management in Healthcare Concentration
Outcomes
Upon completion of the program, a graduate in the
project management in leadership concentration will be
able to:
1. Formulate a plan to assess performance of project
management in a healthcare system or unit.
2. Critique, synthesize and apply theories, models, and
research relating to project management in a
healthcare system or unit.
3. Deduce trends in best practices in healthcare
teamwork that promote ethical, effective, and efficient
interdisciplinary project management.
4. Produce techniques of operations assessment and
improvement that assess project management
efficiency and effectiveness.
5. Propose and justify tools and methods of project
management.
6. Demonstrate through written, oral, and other
presentation skills, an in-depth understanding of
project management in a healthcare system or unit.
7. Apply principles of leading and managing in a project
with an interdisciplinary team in a healthcare system
or unit.
8. Analyze and interpret statistical, quantitative data and
other performance indicators of project management
in a healthcare system or unit.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Newly admitted students to the MS in HCM program are
allowed to take only one course in the first session after
their admission. Depending on the date of admission, the
student must take either HCM 600 or HCM 605 as their
first and only course. More than one course in their first
session requires written permission from the program
coordinator. Upon successful completion of their first
session, students may register for more than one course.
Requirements
Students must complete all core courses, all courses for
the selected track, and two electives from the approved
course list.
Core Courses
HCM
557/NURS
557
Project and Resource
Management
3
HCM
600/NURS
600
Managerial Epidemiology and
Statistics
3
HCM 605
Healthcare Management and
Administration
3
HCM 612
Healthcare Policy, Law, and Ethics
3
HCM 620
Human Resources Development
in Healthcare
3
HCM
650/NURS
650
Organizational Behavior in
Healthcare
3
HCM
652/NURS
652
Health Care Finance: Challenges
3
Quality Management and Patient Safety Track
HCM
660/NURS
660
Planning for Evidence-Based
Practice
3
HCM
662/NURS
662
Quality Management in Health
Care
3
HCM 667/DTI
667
Customer Relationship
Management (E-CRM)
3
Project Management in Healthcare Track
HCM
635/DTI 635
Innovative Leadership &
Management
3
HCM 640
Teamwork in Healthcare Settings
3
52| Stevenson University 2023-2024 Graduate Catalog
HCM
644/DTI 644
Project Management
3
Electives
DTI 672
IT Financial Management
3
HCM
635/DTI 635
Innovative Leadership &
Management
3
HCM 640
Teamwork in Healthcare Settings
3
HCM 642
Healthcare Project Planning and
Management
3
HCM
644/DTI 644
Project Management
3
HCM 646
Project Management Accounting
3
HCM 665
Patient Satisfaction and Quality
Improvement
3
HCM 669
Patient Advocacy for Healthcare
Quality
3
HCM 700
Internship in Healthcare
Management
3
FSAAC 624
Fraud: Accounting
3
FSAAC 640
Business Valuation
3
FSLAW 668
White Collar Crimes
3
Certificate Options
Quality Management and Patient Safety (p. 66)
Course Descriptions
See Healthcare Management Course Descriptions (p. 81)
Integrative Learning
Description
The Master of Education in Integrative Learning is
designed to equip teachers, instructional leaders, and
educational professionals with the knowledge, skills, and
ability necessary to promote students’ 21st century
learning, lead curricular reform, and engage community
stakeholders for student success in a dynamic and
changing world.
As the 21st century unfolds, an integrative approach to
teaching and learning has emerged as a necessary model
for addressing the learning needs of students in a world
where the jobs of tomorrow have not yet been imagined.
Integrative learning fosters students’ ability to think
critically, make connections among concepts and
experiences, use multiple literacies to communicate, and
apply learning to novel and complex issues or challenges
with real-world implications. Integrative learning engages
students, parents, teachers, administrators, community
members, and policy makers in a shared responsibility for
the lifelong learning success of students.
Degree candidates in this 36-credit program will be well-
grounded in the social and emotional development of
learners; the socio-political and cultural influences on
students and communities; rigorous problem-based
learning approaches; emerging technologies; and
community engagement and leadership. Students
complete 21 credits of required coursework in theory,
research, and integrative learning practices. Modeling a
multidisciplinary approach, students select 15 credits of
elective courses from three focus areas of Engaged
Learning for 21st Century Skills, Multiple Literacies, and
Community Engagement and Leadership, with one area
as their primary focus based on individual professional
goals. All students complete an action research project
and capstone experience implementing theory into
practice.
Outcomes
Upon completion of the Master of Education in
Integrative Learning, graduates will be able to:
1. Analyze the social and emotional development that
shapes the way learners interpret information, build
knowledge, and communicate.
2. Assess the socio-political and cultural influences on
learners, their families, and the educational systems
within their communities.
3. Design engaging and innovative learning experiences
that foster critical thinking, creativity, and
communication skills of learners.
4. Evaluate the purpose and application of digital tools
and media to support the reading, writing, and
communication skills of 21st century learners.
5. Analyze leadership theories and leader behaviors that
foster change, empower others, and promote
collaboration among educational and community
stakeholders.
6. Integrate theory with practice through action research
that seeks to advance integrative and engaged
learning.
7. Reflect on one's role as an educator and leader.
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of a "C" may be applied
toward the GPS requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree is completed.
Requirements
Required Courses
Theory and Research Core
ED 604
Cognitive, Social, and Emotional
Development of Learners
3
ED 606
Socio-political and Cultural
Influences on Families,
Organizations, and Communities
3
ED 608
Action Research
3
Integrative Learning Core
CBEL 612
Innovative Teaching and Learning
for 21st Century Skills
3
Graduate Fields of Study| 53
CBEL 616
Community Engagement and
Leadership
3
LTED 623
Digital Literacy and Media
3
Capstone
Students must select a capstone in their primary focus
area.
CBEL 720
Community-Based Education and
Leadership Capstone
3
ED 710
Professional Internship
6
LTED 701
Literacy Capstone
3
Electives
Primary Focus Area - 9 credits
Students select three elective courses from one of three
focus areas below as their primary area of focus:
Engaged Learning, Multiple Literacies, Community
Engagement and Leadership.
Secondary Focus Areas - 6 credits
Students select two elective courses from either of the
focus areas other than their primary area.
Engaged Learning for 21st Century Skills
Educators will learn pedagogies of integrative,
collaborative, and experiential student-centered learning
that prepares educators to be on the forefront of
innovative education.
CBEL 664
Teaching & Learning for
Specialized Populations
3
ED 550
Mathematical Concepts and
Problem Solving for Middle School
Teacher
3
ED 560
Scientific Concepts for Middle
School Teachers
3
ED 605
STEM Curriculum Principles and
Practices
3
ED 615
Principles of Assessment
3
ED 630
Principles of Special Education
3
ED 660
Foundations for Teaching ELL
3
ED 690
Issues in STEM Education
3
Multiple Literacies
Educators will be equipped with the theory and practice
necessary to develop learners’ knowledge, skills, and
abilities in interpreting and using multiple literacies such
as visual, digital, media, and technological literacies
within varied social and cultural contexts that moves
beyond traditional literacy.
CM 615
Nonverbal Communication
3
LTED 603
Foundations of Literacy
3
LTED 611
Literacy Assessment
3
LTED 621
Culturally Responsive Literacy
3
LTED XXX
Children's Literature
3
ED 620
Literacy Strategies in the STEM
Content Areas
3
ED 625
Advanced Literacy Strategies in the
STEM Content Areas
3
ED 660
Foundations for Teaching ELL
3
LTED 603, LTED 611, and LTED 621 meet educational
requirements for MSDE Reading Teacher Endorsement
ED 620 and ED 625 meet MSDE Secondary
Reading/Literacy in the Content Area Requirement
Community Engagement and Leadership
Students will learn the critical elements of leadership and
management necessary to build transformative learning
communities and foster collaborative school and
community partnerships.
CBEL 610
Foundations and Frameworks of
Community-Based Education
3
CBEL 614
Program Planning, Implementation,
and Evaluation
3
CBEL 616
Community Engagement and
Leadership
3
CBEL 662
Youth Development
3
CBEL 670
Volunteer Management
3
CBEL 672
Advocacy in Community-Based
Organizations
3
CM 600
Cultures and Communication
3
CM 620
Conflict Communication and
Leadership
3
CM 635
Crisis Communication
3
Nursing
Description
The Master of Science in Nursing is designed to help
meet the significant national and state need for more
nurses prepared at the graduate level, with a special
focus on education, forensic nursing,
leadership/management or population-based care
coordination. Graduates will earn a Master of Science
degree with a major in nursing.
Designed as a part-time, accelerated, online program, the
program is offered to registered nurses who already have
a bachelor’s degree in nursing.
Graduates gain the theoretical and analytical knowledge
required to contribute to the nursing profession as
educators, leaders/managers, forensic nurses, or
population-based care coordinators. All students
participate in a practicum experience, partnered with
experienced nurses in their chosen specialty, to have the
opportunity to learn and demonstrate new knowledge
and skills.
Program Highlights
• Multiple Starting Points - Students can choose to
start their program in the fall, spring, or summer
semesters. This gives students the opportunity to
begin when they are ready.
• One Course at a Time - Designed for working nurses,
the program allows students to focus on one course
at a time, building a foundation for future coursework
as they progress.
• Flexible Schedule - Students can choose the pace
that works best for them, allowing a balance of work,
school and life events.
• Accelerated Format - Courses are offered in
accelerated 8-week formats. The only exceptions are
the capstone and practicum courses, which are
offered over a full 16-week semester.
Areas of Concentration
Students will choose to focus on one of the following
areas of concentration:
54| Stevenson University 2023-2024 Graduate Catalog
• Nursing Education
• Forensic Nursing
• Nursing Leadership/Management
• Population-Based Care Coordination
Nursing Education
This area of concentration is designed to help meet the
tremendous need for nurse faculty – a shortage that is
limiting enrollment in nursing schools nationwide.
Education is practiced by all nurses in formal and
informal settings. This concentration recognizes the
changing practice of nursing education, whether in the
academic or clinical setting. From the increasing use of
simulation to online courses, nurse educators in today’s
healthcare environment must be able develop,
implement, and evaluate courses using multiple teaching
strategies, including online course delivery.
Forensic Nursing
This area of concentration is designed to cultivate and
prepare registered nurses to address the needs of victims
of violent sexual and non-sexual crimes. Forensic nurses
are uniquely positioned to care for patients during the
post traumatic experience. Using the nursing process and
a multi-system approach to administer forensic
healthcare, collect evidence, and connect the victim to
community resources, the forensic nurse improves health
and wellness for these individuals.
Nursing Leadership/Management
This area of concentration recognizes that all nurses,
regardless of position, can be called on to serve in
leadership roles. This area also addresses the key
workforce need for more nurse managers, as many
existing nurse leaders in hospitals and healthcare
organizations will retire in the coming years. In
challenging economic times, leadership is critical to the
success of healthcare institutions.
Population-Based Care Coordination
This area of concentration is designed to prepare nurses
for roles that have increased in demand since the
implementation of the Affordable Care Act. Nursing
professionals will gain appropriate skills that enable them
to make ongoing changes in the health systems they
serve, as well as acquiring the knowledge and abilities to
adapt to future challenges in nursing. Graduates of this
program may work in a variety of roles, such as case
managers with hospital systems, nurse community
liaisons with third-party organizations, nurse navigators
within hospitals or community coordinators within health
departments.
Outcomes
The objective of the program is to prepare registered
nurses with a Master of Science degree with a major in
nursing who will practice in advanced roles as nurse
educators, leaders/managers, forensic nurses, or
population-based care coordinators. Master's-prepared
nurses are professionals with specialized knowledge and
skills that are applied within a broad range of patient
populations in a variety of practice settings.
Upon completion of the Master of Science in Nursing,
graduates will be able to:
1. Advance the scholarship and discipline of nursing
through the acquisition and dissemination of new
nursing knowledge.
2. Demonstrate advanced mastery of nursing theory,
evidence-based practice, service, and research based
upon a multidisciplinary theoretical foundation.
3. Analyze advanced roles in nursing as educators,
leaders, and managers in a variety of settings:
academic environments, health care agencies, political
systems, and in the public and private sectors.
4. Advocate for the nursing profession through
demonstration of personal accountability,
responsibility for advanced nursing practice and
professional role modeling and mentoring.
5. Synthesize knowledge of decision-making skills and
change theory to promote excellence in nursing
practice within a dynamic and global health care
system.
Education Concentration Outcomes
Upon completion of the program, a graduate in the
education concentration will be able to:
1. Analyze trends in nursing science to promote best
educational practices.
2. Apply learning theories and curriculum design models
in the development of learning experiences in nursing
education.
3. Analyze significant issues arising between clinical
nursing practice and nursing education.
4. Design curricula for a variety of educational settings
using relevant theories and evidence-based teaching
strategies.
5. Integrate teaching and learning theory with concepts
of health protection, promotion, and maintenance to
address the needs of individuals from various
cultures.
6. Integrate theories and principles of teaching and
learning with knowledge of pathophysiology,
pharmacology, and physical assessment in the role of
the nurse educator in academic and practice settings.
Forensic Nursing Concentration Outcomes
Upon completion of the program, a graduate in the
forensic nursing concentration will be able to:
1. Critique concepts and theories of nursing, social
justice, and health care delivery related to victims of
violence.
2. Integrate social, educational, and legal theory,
evidence-based practice, and research to address the
complex needs of vulnerable populations and victims
of violence.
3. Analyze trends in forensic nursing to develop,
promote, and implement protocols, policies, and
systems that best respond to the complex health
needs of victims and violence.
Graduate Fields of Study| 55
4. Analyze the impact of role of forensic nurse in
advancing the relationship between civic, legal, and
health care sectors.
5. Evaluate culturally competent strategies to educate
individuals in the traditional of forensic nursing and
forensic wellness through the examination of inter-
professional collaborative relationships, social
networks, and organizational systems.
Leadership/Management Concentration Outcomes
Upon completion of the program, a graduate in the
leadership/management concentration will be able to:
1. Analyze trends in healthcare and health administration
and promote best business management practices
that improve the health of our citizens.
2. Synthesize leadership theories and principles of
human resource management to improve and
promote nursing care in a variety of environments.
3. Analyze significant issues between clinical nursing
practice and health care administration and provide
leadership in the pragmatic resolution of conflicts.
4. Synthesize and apply theories, models, and research
relating to nursing management and health systems.
5. Analyze managerial problems in healthcare and
provide resource solutions.
6. Critique concepts and theories of nursing, health care
delivery, financing, and regulatory issues related to
health care organizations.
Population-Based Care Coordination Outcomes
Upon completion of the program, a graduate in the
population-base care coordination concentration will be
able to:
1. Conduct needs assessments within communities and
health care systems, engaging multiple stakeholders.
2. Design a plan of care for specific populations
incorporating knowledge of community resources,
health care law, and regulations.
3. Evaluate quality and safety outcomes within
community healthcare systems.
4. Implement care management projects based on target
population need assessment and evidence-based
standards of care.
5. Evaluate culturally-competent community care
management strategies through the examination of inter-
professional collaborative relationships, social networks,
and organizational systems
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years from the first course.
Requirements
Core courses give all master's degree-seeking students a
strong foundation in nursing research, essential for the
implementation of evidence-based practice and to
effectively utilize data for problem solving. Additional
core courses provide advanced knowledge in the legal,
ethical, political, and social forces impacting the global
health care environment. The core courses, plus the
courses within the areas of concentration, provide a
foundation for doctoral education.
All students must successfully complete the following
core courses before moving into courses in their area of
concentration.
Core Courses
NURS 515
Concepts of Nursing Informatics
3
NURS 520
Quantitative Methods in Nursing
Research
3
NURS 530
Qualitative Inquiry in Nursing
3
NURS 547
Global Health Care Perspectives
3
NURS
557/HCM
557
Project and Resource
Management
3
Education Courses
This area of concentration includes courses in pedagogy,
curriculum design, educational assessment, and a
teaching practicum.
The following courses must be completed sequentially:
NURS 610
Advanced Pathophysiology and
Pharmacology
3
NURS 615
Advanced Health Assessment
3
NURS 632
Curriculum Design and Innovation
3
NURS 635
Teaching and Learning
Strategies/Evaluation
3
NURS 642
Instructional Media in Education
3
NURS 736
Graduate Nursing Practicum,
Nursing Education
3
NURS 737
Graduate Nursing Capstone
3
Forensic Nursing Courses
This area of concentration includes courses in health
assessment, forensic nursing, criminal justice, forensic
science, and cultural perspectives in society.
The following courses must be completed sequentially:
ED 606
Socio-political and Cultural
Influences on Families,
Organizations, and Communities
3
FSCOR 601
Foundations of Justice
3
FSCI 762
Expert Witness Preparation and
Practice
3
NURS 615
Advanced Health Assessment
3
NURS 620
Introduction to Forensic Nursing
3
NURS 737
Graduate Nursing Capstone
3
NURS 738
Graduate Nursing Practicum,
Forensic Concentration
3
Leadership/Management Courses
56| Stevenson University 2023-2024 Graduate Catalog
This area of concentration includes courses on
organizational behavior, health care finance, quality
management, and a leadership practicum.
The following courses must be completed sequentially:
NURS
650/HCM
650
Organizational Behavior in
Healthcare
3
NURS
652/HCM
652
Health Care Finance: Challenges
3
NURS
660/HCM
660
Planning for Evidence-Based
Practice
3
NURS
662/HCM
662
Quality Management in Health
Care
3
NURS 750
Graduate Nursing Practicum,
Leadership/Management
3
Elective
Approved Health Care
Management course or course
from the Population-Based Care
Coordination or Education
Concentration
3
Elective: Approved Healthcare Management course or
course from the Education or Population-Based Care
Concentration
Population-Based Care Coordination Courses
This area of concentration includes courses on
communication, coordination, vulnerable populations,
epidemiology, and a Population-Based Care Coordination
practicum.
The following courses must be completed sequentially:
NURS
600/HCM
600
Managerial Epidemiology and
Statistics
3
NURS 670
Principles of Population Health
and Care Coordination
3
NURS 672
Population-Based Care:
Vulnerable Populations
3
NURS 674
Professional/Legal Issues in
Population-Based Care
3
NURS 760
Graduate Nursing Practicum,
Population-Based Care
Coordination
3
Elective
Approved Health Care
Management course or course
from the Population-Based Care
Coordination or Education
Concentration
3
Elective: Approved Healthcare Management course or
course from the Education or Leadership/Management
Concentration
Onsite Requirements
The Master of Science in Nursing has a symposium
requirement at the end of the program. The symposium
component supports the interactive nature of the
profession, which requires students to demonstrate not
only knowledge, but the increased ability at the graduate
level to articulate and discuss nursing issues and
challenges. Further, the symposium allows students to
demonstrate those skills and competencies they will need
in their professional positions.
Certificate Option
Nursing Education (p. 65)
Population-Based Care Coordination (p. 65)
Course Descriptions
See NURS-Graduate Nursing Courses (p. 84)
Psychology - Doctor of Psychology
in Clinical Psychology
Description
The Psy.D. program will prepare clinical psychologists to
provide evidence-based and culturally competent clinical
services to their communities in assessment, diagnosis,
treatment and interventions, supervision, consultation,
and advocacy. Students will develop skills and
competencies consistent with the APA Standards of
Accreditation for Health Service Psychology for a doctoral
program in Clinical Psychology.
Through a combination of classroom instruction, clinical
placements, and internship, students will develop the
core competencies and discipline-specific knowledge
required for effective clinical practice. Students will
develop competency in the following areas: research,
ethical and legal standards, individual and cultural
diversity, communication and interpersonal skills,
assessment, intervention, supervision, consultation, and
interprofessional/interdisciplinary skills. Profession-wide
competencies and discipline-specific knowledge acquired
will encompass knowledge of the fundamental areas of
psychology, including the history of psychology; affective,
biological, cognitive, developmental, and social aspects of
behavior; research methods; statistical analysis; and
psychometrics.
Outcomes
Upon successful completion of the Psy.D. Program,
students will be able to competently:
Outcome 1: Apply psychological theory and scientific
knowledge of psychological function and dysfunction,
maladaptation, and psychopathology;
Outcome 2: Conduct evidence-based psychological
assessments and diagnosis;
Outcome 3: Provide evidence-based psychological
intervention, treatment, supervision, and consultation
services;
Outcome 4: Apply research methods appropriate to the
activities of the practitioner-scholar;
Outcome 5: Perform professional activities consistent
with ethical, legal, and professional standards of Health
Service Psychology; and
Graduate Fields of Study| 57
Outcome 6: Use appropriate communication and
interpersonal skills to deliver services to a diverse
population.
Policies
Prerequisite Course Policies
Students must have completed undergraduate courses in
research methods, statistics, psychopathology, and
human development prior to beginning doctoral classes.
A tests and measurements course is strongly advised.
Students with master’s degrees in psychology or other
disciplines are expected to fulfill all course requirements
of the Psy.D. at Stevenson University. No transfer credit
will be given for master's level courses. Up to nine credits
of coursework completed in an APA-accredited doctoral
program in a health service psychology (i.e. clinical,
counseling, school) field will be considered for transfer
credit. In making such determinations, the academic
program director will evaluate courses taken at the other
institutions on a course-by-course basis after a review of
transcripts, catalog descriptions, and course syllabi.
Academic Policies
• The minimum acceptable grade for all courses in the
Psy.D. program is a B.
• Students earning a grade below a "B" may repeat the
course only once.
• Students must maintain an overall GPA of 3.0
• Students who earn grades of C or below in two
courses or twice in the same course will be dismissed
from the program.
• Students enroll in PSY 901, Dissertation, for five
consecutive semesters (including summer) beginning
in Fall of Year 3. Students who have not defended
their dissertation by the end of their fifth semester of
enrollment in PSY 901 may be required to register for
an additional semester or semesters.
• Students enroll in PSY 902, Internship, for four
consecutive semesters (including two summers)
beginning in Summer of Year 4.
Requirements
Discipline-Specific Knowledge
PSY 603
Lifespan Development
3
PSY 604
Social Psychology
3
PSY 605
Biological Bases of Behavior
3
PSY 610
Psychopathology
3
PSY 710
History & Systems of Psychology
3
PSY 730
Psychopharmacology
3
Profession-Wide Competencies
PSY 601
Design and Analysis I
3
PSY 602
Design and Analysis II
3
PSY 640
Basic Interviewing and Clinical
Skills
PSY 641
Theories of Psychotherapy
3
PSY 701
Cognitive Assessment
3
PSY 702
Personality Theory and
Assessment
3
PSY 703
Integrated Assessment
3
PSY 720
Models of Psychotherapy
3 -
Course
must be
taken 3
semesters
PSY 740
Legal and Ethical Issues in
Clinical Practice
3
PSY 750
Multicultural Competencies in
Clinical Practice
3
PSY 780
Case Consultation
1.5 -
Course
must be
taken 4
semesters
PSY 790
Supervision and Consultation
3
PSY 810
Practicum
1.5 -
Course
must be
taken 7
semesters
PSY 880
Advanced Case Consultation
1.5 -
Course
must be
taken 4
semesters
Electives
Students must take 6 credits from PSY 704 and PSY 725.
Special topics will rotate and will be announced prior to
registration. Students may take PSY 704 and PSY 725
once each or take either course twice (with different
topics).
PSY 704
Special Topics in Assessment
3
PSY 725
Special Topics in Clinical Psychology
3
PSY 704
Special Topics in Assessment
3
PSY 725
Special Topics in Clinical
Psychology
3
Dissertation - 15 credits
PSY 901
Dissertation
3 -
Course
must be
taken 5
semesters
Internship - 9 credits
PSY 902
Internship
Variable:
1.5-3 -
Course
must be
taken 4
semesters
Clinical Requirements
58| Stevenson University 2023-2024 Graduate Catalog
Practicum Requirement
All students are required to complete seven semesters
of practicum in the second through fourth years of the
program. Students will complete 16-20 hours per week
of on-site practicum training each semester, including
time spent in direct service hours, indirect support
activities, and supervision with the on-site practicum
supervisor(s).
Internship Requirement
All students are required to apply for APA-accredited
doctoral internships through the Association of
Psychology Postdoctoral and Internship Centers
(APPIC) match, unless permission to take an internship
at an alternate site is given by the program. Doctoral
internships offer the equivalent of one year of full-time
clinical training and specific start and end dates will
vary by site.
Associated Fees
Students are independently responsible for paying
required fees related to clinical placements, including:
subscription fees for a clinical hour tracking system;
APA student membership dues; and background check
fees. Other fees related to individual placement sites,
such as parking costs, may also be required.
Course Descriptions
See PSY-Doctorate of Psychology in Clinical Psychology
Courses (p. 86)
Psychology - Master's of
Psychology in Clinical Psychology
Description
The Master of Arts in Clinical Psychology is a 51-credit,
four-semester master’s degree program that is
embedded in Stevenson University’s Doctor of
Psychology in Clinical Psychology curriculum. Specifically,
the degree includes the foundational coursework and
practicum experiences completed by students during
their first four semesters in the Psy.D. program, which
focus on assessment and psychotherapy, research and
statistical analysis, ethical and legal standards, individual
and cultural diversity, personality and psychopathology,
and biological, developmental, and social aspects of
behavior. Admission to this program is only open to
students already admitted to the Psy.D. Program.
Outcomes
Upon successful completion of the M.A. in Clinical
Psychology, students will be able to demonstrate
foundational skills and competencies in the following
areas:
1. Apply psychological theory and scientific
knowledge to an understanding of psychological function
and dysfunction, maladaptation, and psychopathology.
2. Conduct evidence-based psychological
assessments and diagnosis.
3. Conduct evidence-based psychological
intervention, treatment, supervision, and consultation.
4. Apply research methods appropriate to the
activities of the practitioner-scholar.
5. Conduct professional activities appropriate to
the practitioner-scholar that are consistent with ethical,
legal, and professional standards of Health Service
Psychology.
6. Demonstrate effective communication and
interpersonal skills needed by the practitioner-scholar
that exemplify the sensitivity to human diversity needed
to deliver high quality services to a diverse population.
Policies
Academic Policies
Note: Because the M.A. in Clinical Psychology is
embedded in the Psy.D. in Clinical Psychology, all Psy.D.
program policies apply to students in the embedded
master’s program.
• The minimum acceptable grade for all courses in the
Psy.D. program is a B.
• Students earning a grade below a "B" may repeat the
course only once.
• Students must maintain an overall GPA of 3.0.
• Students who earn grades of C or below in two
courses or twice in the same course will be dismissed
from the program.
Other program-specific policies, including probation,
dismissal, and grievance policies, are outlined in the
Psy.D. Handbook.
Requirements
Required Courses
PSY 603
Lifespan Development
3
PSY 604
Social Psychology
3
PSY 605
Biological Bases of Behavior
3
PSY 610
Psychopathology
3
PSY 701
Cognitive Assessment
3
Graduate Fields of Study| 59
PSY 702
Personality Theory and
Assessment
3
PSY 703
Integrated Assessment
3
PSY 640
Basic Interviewing and Clinical
Skills
PSY 641
Theories of Psychotherapy
3
PSY 720
Models of Psychotherapy
3 -
Course
must be
taken 3
semesters
PSY 780
Case Consultation
1.5 -
Course
must be
taken 4
semesters
PSY 810
Practicum
1.5 -
Course
must be
taken 7
semesters
PSY 601
Design and Analysis I
3
PSY 602
Design and Analysis II
3
PSY 740
Legal and Ethical Issues in
Clinical Practice
3
PSY 750
Multicultural Competencies in
Clinical Practice
3
Course Descriptions
See PSY-Master's of Psychology in Clinical Psychology
Courses (p. 86)
Teaching-Master's of Arts in
Teaching with a STEM Focus
Description
The Master of Arts in Teaching (MAT) with a STEM focus
prepares candidates for initial certification in secondary
education (grades 7-12) in the areas of biology,
chemistry, earth/space science, physics, physical science
and mathematics. The program is designed for recent
graduates and career changers in the STEM fields who
desired to enter the teaching profession. The program
focuses on a STEM approach to teaching and learning
that prepares graduates to engage learners in
collaborative, innovative, and project-based learning for
solving real world problems.
Stevenson's MAT program is delivered in an online
cohort format that maximizes flexibility for working
adults. Course content is facilitated by seasoned
educational professionals through engaging online
activities. Current and innovative educational
technologies are embedded into course content to
prepare candidates to meet the needs of the 21st
century learner. Through authentic field experiences and
a teaching internship, candidates gain the knowledge,
skills, and disposition to engage and inspire learners.
Candidates who successfully complete the MAT program,
including achieving qualifying scores on Praxis ® Core
(or meeting the qualifying scores on either Praxis ® I,
SAT, ACT, or GRE and Praxis ® II,) are eligible for
teaching certification in Maryland and in states with
reciprocal agreements with the Maryland State
Department of Education (MSDE) in the area of
secondary biology, chemistry, earth/space science,
physics, physical science and mathematics.
Outcomes
Consistent with the School of Education’s outcomes,
upon completion of the Master of Arts in Teaching in
Secondary Biology, Chemistry, Earth/Space Science,
Physics, Physical Science or Mathematics, teacher
candidates will be able to:
1. Apply knowledge of discipline content and content-
related pedagogy to design and implement effective
instruction for all learners.
2. Use knowledge of diverse students to design
instruction and create a culturally responsive,
equitable environment to support achievement for all
learners.
3. Design and implement instruction that engages
students, encourages student participation, promotes
higher-level thinking, and supports instructional
outcomes.
4. Design and implement assessment that monitors
student learning, provides purposeful feedback on
progress, and furnishes evidence to inform
instruction.
5. Reflect on teaching, collaborate in a professional
learning community, seek professional development
opportunities, engage in inquiry, persist toward goals,
and exhibit integrity and professionalism.
Prerequisite Requirements
To be admitted into the MAT program, all candidates
must complete the following course work and meet
MSDE requirements for initial certification as identified
below:
• Complete a bachelor's degree in a science or
mathematics discipline from an accredited institution
with 30 credit hours in the content area.
• Provide official transcripts* of all previous
undergraduate-level and graduate-level college
coursework.
• Attain a cumulative GPA in undergraduate coursework
of 3.0 on a four-point scale.
• Provide two letters of recommendation, either
professional or academic.
• Complete an interview with the Program Coordinator
of SUO Graduate Education.
To be admitted into a teaching internship (ED 710),
candidates must:
• Attain a qualifying score on Praxis® II Content
Knowledge assessment for the area or desired
certification.
• Completed prerequisite coursework with a 3.0 GPA or
better.
• Complete a criminal background check.
60| Stevenson University 2023-2024 Graduate Catalog
Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a graduate program one time. Once
a student has repeated a course, the student will not be
permitted to repeat any other courses. If a student
repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for graduation. Only one grade of "C" may be applied
toward the GPA requirement. Degree requirements must
be completed within seven years after the first course
applied to the degree was completed.
Requirements
All MAT candidates must complete the following
coursework and meet MDSE requirements for initial
certification as identified below. ED 550 and ED 560 are
only options for middle school teachers who need to
take the Praxis. The middle school Praxis cannot be
substituted as the content knowledge Praxis for the
Maryland Approved Alternative Preparation Program
(MAAPP) stamp.
Required Courses
ED 510
Psychology and Development of
Adolescents
3
ED 605
STEM Curriculum Principles and
Practices
3
ED 615
Principles of Assessment
3
ED 620
Literacy Strategies in the STEM
Content Areas
3
ED 625
Advanced Literacy Strategies in the
STEM Content Areas
3
ED 630
Principles of Special Education
3
ED 640
Methods and Technologies of
Teaching Secondary Math and
Science with a STEM Focus I
3
ED 645
Methods and Technologies of
Teaching Secondary Math and
Science with a STEM Focus II
3
ED 550
Mathematical Concepts and
Problem Solving for Middle School
Teacher
3
or
ED 560
Scientific Concepts for Middle
School Teachers
3
or
ED 690
Issues in STEM Education
3
ED 710
Professional Internship
6
Residency Requirement
Stevenson's MAT program includes mandatory onsite
weekend residencies twice a year. The interpersonal
relationship developed as part of the cohort residencies
enhance the academic learning and emotional well-being
of the adult learner. The residency is an essential part of
building that community. Residencies are scheduled on a
Saturday at Stevenson University at the start of the fall
and spring semesters. Attendance is mandatory for the
full period of the residency unless with prior permission
of the Program Coordinator. Students may engage in
seminars, workshops, peer led discussions and
presentations during residency.
MSDE requirements for initial certification:
• Successful completion of Stevenson University's
Maryland Approved MAT program.
• 3.0 GPA for last completed degree or qualifying
scores on Praxis® Core (basic skills) and Praxis® II
content knowledge and pedagogy assessments.
• Successful completion of 100-day teaching internship
in the candidate's area of certification.
• Passing scores on MSDE required Praxis tests and
performance assessments.
Certificate Option
Secondary STEM Teaching and Learning (p. 66)
Course Descriptions
See ED - Teaching and Learning Courses (p. 74)
Certificate Options - Post-Baccalaureate| 61
Stevenson University Online offers Post-
Baccalaureate Certificates in:
• Community-Based Education and Leadership
• Crime Scene Investigation
• Digital Forensics
• Forensic Accounting
• Forensic Investigation
• Literacy Education
• Nursing Education
• Population-Based Care Coordination
• Secondary (7-12) STEM Teaching and Learning
• Quality Management and Patient Safety
Community-Based Education and
Leadership
Certificate Requirements
Certificate Description
The Post-Baccalaureate Certificate in Community-Based
Education and Leadership is designed for practicing
professionals in non-formal and informal education
settings who want to expand their knowledge and skills
to become effective educators and change leaders in
their organizations. Upon completion of the certificate,
graduates will have the ability to meet the needs of
diverse populations of learners, build transformative
learning communities, and foster collaborative
partnerships within the expanding non-formal
educational sector. Coursework for this 15-credit hour
certificate option can be completed online.
Due to the unique blend of coursework including
understanding 21st century teaching and learning as well
as organizational management and leadership, this
certificate benefits a variety of positions, including and
not limited to the following: athletic coaches, community
education leaders, higher education professionals, non-
profit leaders, and youth development specialists.
Information on admission requirements can be found
at Post-Baccalaureate Certificates Admissions
Requirements (p. 18).
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate in
Community-Based Education and Leadership, recipients
will be able to:
1. Analyze formal, informal, and non-formal theories and
frameworks of education.
2. Examine the developmental and cognitive
characteristics of learners through the life span.
3. Explore sociological and cultural influences on
communities, organizations, and groups.
4. Create, implement, and assess community-based
educational programs.
5. Design engaging and innovative learning experiences
that foster critical thinking, creativity, and
communication skills of learners.
6. Synthesize multiple sources of evidence to make
decisions.
7. Use multiple modes of communication to advocate
for community-based education.
8. Create management and strategic plans for the
sustainability of community-based educational
organizations.
9. Foster collaboration among educational institutions,
public, private and non-profit agencies, and other
community stakeholders.
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
(p. 40)
Required Courses
Students must complete the following 9 credits:
CBEL 610
Foundations and Frameworks of
Community-Based Education
3
Certificate Options - Post-
Baccalaureate
62| Stevenson University 2023-2024 Graduate Catalog
CBEL 616
Community Engagement and
Leadership
3
ED 606
Socio-political and Cultural
Influences on Families,
Organizations, and Communities
3
Students will select two electives from either of the
following focus areas:
Management-Leadership Electives
CBEL 670
Volunteer Management
3
CBEL 672
Advocacy in Community-Based
Organizations
3
CBEL 674
Legal Issues and Risk Management
in Community Organizations
3
Teaching and Learning Electives
Students will select two courses from the following focus
areas.
CBEL 612
Innovative Teaching and Learning
for 21st Century Skills
3
CBEL 614
Program Planning, Implementation,
and Evaluation
3
CBEL 662
Youth Development
3
CBEL 664
Teaching & Learning for
Specialized Populations
3
ED 604
Cognitive, Social, and Emotional
Development of Learners
3
Crime Scene Investigation
Certificate Requirements
Certificate Description
The Post-Baccalaureate Certificate in Crime Scene
Investigation is designed to prepare students with the
skills to evaluate crime scenes and select the appropriate
steps to be followed in documenting, collecting,
preserving, and processing evidence. This post-
baccalaureate certificate trains professionals to process
forensic evidence and report their findings in an ethical
manner for the purpose of effectively communicating
those findings in a courtroom setting. Information on
admissions requirements can be found at Post-
Baccalaureate Certificates Admissions Requirements (p.
18).
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate in
Crime Scene Investigation, recipients will be able to:
1. Process forensic evidence and report findings in an
ethical manner.
2. Communicate those findings in both written and oral
formats.
3. Apply the quality assurance, quality control and safety
requirements used in accredited forensic science
laboratories.
4. Evaluate crime scenes and select the appropriate
steps to be followed in documenting, collective,
preserving and processing evidence.
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Certificate requirements must be completed within seven
years after the first course applied to the program was
completed.
Required Courses
Students must complete the following 18 credits:
FSCI 500
Survey of Forensic Science
3
FSCI 540
Crime Scene Photography
3
FSCI 610
Physical Evidence at Crime Scenes
3
FSCI 615
Safety/Quality Control/Quality
Assurance
3
FSCI 630
Crime Scene Investigation
3
FSCI 632
Pattern Analysis
3
Digital Forensics
Certificate Requirements
Certificate Description
The Post-Baccalaureate Certificate program in Digital
Forensics prepares students and forensic professionals to
identify, acquire, restore, and analyze electronic data. Our
certificate program provides students with the knowledge
to design a comprehensive methodology to cover the
acquisition, preservation, and analysis of various forms of
digital evidence. Graduates of the certificate program will
be equipped with the skills to communicate their
findings, analysis, and conclusions effectively, especially
as expert witnesses during trials. Coursework can be
completed entirely online for this 18-credit hour
program. Information on admissions requirements can be
found at Post-Baccalaureate Certificates Admissions
Requirements (p. 18).
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate
in Digital Forensics, recipients will be able to:
1. Collect, handle and preserve digital evidence.
2. Design a comprehensive methodology to cover the
acquisition, preservation and analysis of various forms
of digital evidence.
3. Analyze and interpret file system data, operating
system data and application data.
4. Synthesize auditing, computer forensic and
investigative analyses into coherent, defensible
conclusions
Certificate Options - Post-Baccalaureate| 63
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Required Courses
Students must complete the following 18 credits:
FSCOR 601
Foundations of Justice
3
FSINV 600
Investigative
Techniques/Interviewing
3
FSLAW 668
White Collar Crimes
3
FSIS 642
File Systems Forensic Analysis
3
FSIS
643/CYBF
643
Incident Response and Evidence
Collection
3
FSIS
644/CYBF
644
Windows Forensic Examinations
3
Forensic Accounting
Certificate Requirements
Certificate Description
The Post-Baccalaureate Certificate program in Forensic
Accounting provides accounting students and
professionals with the necessary skills in asset protection
and financial reporting to prepare them for careers in
both investigative accounting and fraud
prevention. Courses in Stevenson University’s Forensic
Accounting Certificate program are taught by practicing
forensic accountants and focus on synthesizing
accounting, auditing, computer, and investigative
analyses into coherent, defensible conclusions.
Coursework can be completed entirely online for this 18-
credit hour program. Information on admissions
requirements can be found at Post-Baccalaureate
Certificates Admissions Requirements (p. 18).
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate in
Forensic Accounting, recipients will be able to:
1. Examine financial statements for false and/or
misleading statements.
2. Assess fraud risk and adequacy of internal control
structures.
3. Evaluate financial evidence.
4. Synthesize accounting, auditing, computer and
investigative analyses into coherent, defensible
conclusions.
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Required Courses
Students must complete the following 18 credits:
FSCOR
601
Foundations of Justice
3
FSINV 600
Investigative
Techniques/Interviewing
3
FSAAC
624
Fraud: Accounting
3
FSAAC
640
Business Valuation
3
FSLAW
668
White Collar Crimes
3
FSAAC
626 OR
FSAAC
628
FSAAC 626 Investigation and
Analysis: Auditing OR FSAAC
628 Investigation and Analysis:
Tax
3
credtis
Forensic Investigation
Certificate Requirements
Certificate Description
The Post-Baccalaureate Certificate in Forensic
Investigation prepares students and law enforcement
professionals to effectively conduct interviews and collect
physical evidence for the purpose of synthesizing the
results into factually accurate and objective reports and
court testimony. Our certificate program equips students
with the skills to analyze and evaluate documentary and
testimonial evidence vital to criminal investigations and
trials. Coursework can be completed entirely online for
this 18-credit hour program. Information on admissions
requirements can be found at Post-Baccalaureate
Certificates Admissions Requirements (p. 18).
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate
in Forensic Investigation, recipients will be able to:
1. Evaluate the merits of an allegation and prepare an
investigative plan, if warranted.
2. Conduct effective interviews and interrogations.
3. Evaluate documentary and testimonial evidence.
4. Synthesize analyses of facts and law into coherent,
defensible conclusions.
64| Stevenson University 2023-2024 Graduate Catalog
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Required Courses
Students must be able to complete the following 18
credits:
FSCOR 601
Foundations of Justice
3
FSINV 600
Investigative
Techniques/Interviewing
3
FSINV 605
Investigative Techniques/Physical
Evidence
3
FSLAW 662
Fraud Investigation and Analysis
3
FSLAW 668
White Collar Crimes
3
FSLAW 602
OR FSAAC
620
FSLAW 602 Criminology OR FSAAC
620 Forensic Information
Technology
3
Literacy Education
Certificate Requirements
Certificate Description
The Post-Baccalaureate Certificate in Literacy Education is
designed to equip classroom teachers with the
knowledge, skills, and strategies to increase student
success for all learners. In the current educational
landscape, classroom teachers are tasked with helping
learners develop 21st century skills of critical thinking,
problem-solving, and collaboration while they are
simultaneously required to evolve their skills and develop
new strategies for addressing the emerging issues in
literacy education.
In the literacy education certificate program, teachers will
explore current trends in literacy instruction, develop
strategies for integrating literacy into content areas, align
curricula with Common Core State Standards (CCSS) and
the Every Student Succeeds Act (ESSA), and examine the
impact of digital technologies and culturally responsive
literacy. Certificate graduates will meet the Maryland
State Department of Education (MSDE) coursework
requirements for a Reading Teacher endorsement.
Information on admissions requirements can be found
at Post-Baccalaureate Certificates Admissions
Requirements (p. 18).
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate
in Literacy Education, recipients will be able to:
1. Articulate the theoretical frameworks and research
based foundations of reading, writing, and
communication processes.
2. Design and implement integrated, comprehensive,
and balanced curriculum to support students’ literacy
needs.
3. Evaluate student literacy performance using valid,
reliable, and fair assessment tools to screen,
diagnosis, monitor, and measure student literacy
achievement to inform instruction and evaluate
interventions.
4. Create and engage learners in literacy practices that
develop awareness, respect, and a valuing of
differences in our society.
5. Integrate digital technologies and print resources to
engage learners in a literacy rich learning
environment.
6. Differentiate instruction to meet the needs of all
learners on the developmental continuum of
language and literacy learning.
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Required Courses
The Post-Baccalaureate Certificate in Literacy Education is
an online, 15-credit hour program.
LTED 603
Foundations of Literacy
3
LTED 611
Literacy Assessment
3
LTED 621
Culturally Responsive Literacy
3
LTED 623
Digital Literacy and Media
3
LTED 701
Literacy Capstone
3
Nursing Education
Certificate Requirements
Certificate Description
The Post-Baccalaureate Certificate in Nursing Education is
a 15-credit graduate certificate option designed for
registered nurses prepared at least at the baccalaureate
level who want to expand their knowledge and practice
in the field of nursing education. This certificate will help
meet the tremendous need for nurse faculty – a shortage
that is limiting enrollment in nursing schools nationwide
(American Association of Colleges of Nursing, 2019).
Students in the certificate option will learn the
Certificate Options - Post-Baccalaureate| 65
knowledge and skills necessary to contribute to the
nursing profession as educators.
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate in
Nursing Education, recipients will be able to:
1. Analyze trends in nursing science to promote best
educational practices.
2. Apply learning theories and curriculum design models
in the development of learning experiences in nursing
education.
3. Analyze significant issues arising between clinical
nursing practice and nursing education.
4. Design curricula for a variety of educational settings
using relevant theories and evidence-based teaching
strategies.
5. Integrate teaching and learning theory with concepts
of health protection, promotion, and maintenance to
address the needs of individuals from various
cultures.
6. Integrate theories and principles of teaching and
learning with knowledge of pathophysiology,
pharmacology, and physical assessment in the role of
the nurse educator in academic and practice settings.
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Electives
Students must complete one elective from the list
below:
NURS
557/HCM
557
Project and Resource
Management
3
NURS 610
Advanced Pathophysiology and
Pharmacology
3
NURS 615
Advanced Health Assessment
3
Required Courses
Students must complete the following 12 credits:
NURS 632
Curriculum Design and Innovation
3
NURS 635
Teaching and Learning
Strategies/Evaluation
3
NURS 642
Instructional Media in Education
3
NURS 736
Graduate Nursing Practicum,
Nursing Education
3
Population-Based Care
Coordination
Certificate Requirements
Certificate Description
The Post-Baccalaureate Certificate in Population-Based
Care Coordination is a 15-credit graduate certificate
option designed for registered nurses prepared at least
at the baccalaureate level who want to expand their
knowledge and practice in the growing fields of
population health and care coordination. The
development of this certificate was based, in part, on the
changes in the U.S. healthcare delivery system, which
present multiple challenges for healthcare providers.
Important among these changes is the need for expert
care coordination by knowledgeable providers who are
well acquainted with the complexities of healthcare
delivery systems, insurance policies, and the varied needs
of clients. Students in the certificate option will learn the
knowledge and skills necessary to provide care
coordination services for diverse populations.
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate in
Population-Based Care Coordination, recipients will be
able to:
1. Conduct needs assessments within communities and
healthcare systems, engaging multiple stakeholders.
2. Design a plan of care for specific populations
incorporating knowledge of community resources,
healthcare law, and regulations.
3. Evaluate quality and safety outcomes within
community healthcare systems.
4. Evaluate culturally-competent community care
management strategies through the examination of
inter-professional collaborative relationships, social
networks, and organizational systems.
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Required Courses
Students must complete the following 15 credits:
NURS 547
Global Health Care Perspectives
3
NURS 610
Advanced Pathophysiology and
Pharmacology
3
66| Stevenson University 2023-2024 Graduate Catalog
NURS 670
Principles of Population Health and
Care Coordination
3
NURS 672
Population-Based Care: Vulnerable
Populations
3
NURS 674
Professional/Legal Issues in
Population-Based Care
3
Quality Management and Patient
Safety
Certificate Requirements
Certificate Description
The Post-Baccalaureate Certificate in Quality
Management and Patient Safety is designed for
healthcare professionals who want to learn how to plan,
organize, and lead efforts to improve the effectiveness of
patient treatment in healthcare organizations. Stevenson's
Quality Management and Patient Safety certificate
program provides healthcare professionals the
knowledge and skills necessary to evaluate the health
status of populations served by healthcare organizations
to address service gaps. Coursework can be completed
entirely online for this 15-credit hour certificate program.
Information on admissions requirements can be found
at Post-Baccalaureate Certificates Admissions
Requirements (p. 18).
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate
in Quality Management and Patient Safety, recipients will
be able to:
1. Formulate a plan to assess performance of quality
management and patient-centric safety efforts in a
healthcare system or unit.
2. Critique, synthesize and apply theories, models, and
research relating to quality improvement and patient
safety initiatives.
3. Deduce trends in healthcare that promote best
practices in ethical and effective, evidence-based
quality management and patient safety.
4. Produce techniques of operations assessment and
improvement that continually improve the quality of
care provided and patient safety.
5. Propose and justify methods and tools for analysis of
quality management and patient-centric safety
initiatives.
6. Demonstrate through written, oral, and other
presentation skills, an in-depth understanding of the
quality management and patient safety efforts in a
healthcare system or unit.
7. Apply principles of leading and managing a quality
improvement and patient safety initiative in a
healthcare system or unit.
8. Analyze and interpret statistical, quantitative data and
other performance indicators of quality management
and patient safety initiatives.
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Required Courses
Quality Management and Patient Safety Certificate
HCM
660/NURS
660
Planning for Evidence-Based
Practice
3
HCM
662/NURS
662
Quality Management in Health
Care
3
HCM 665
Patient Satisfaction and Quality
Improvement
3
HCM 667/DTI
667
Customer Relationship
Management (E-CRM)
3
HCM 669
Patient Advocacy for Healthcare
Quality
3
Secondary STEM Teaching and
Learning
Certificate Requirements
Certificate Description
The Post-Baccalaureate Certificate in Secondary (7-12)
STEM Teaching and Learning is an 18 credit graduate
certificate program designed for middle or high school
math and science teachers who want to expand their
knowledge and practice of inquiry-based collaborative
teaching and learning. Students in the certificate program
will develop the tools necessary to design and deliver
learning experiences for students that are inquiry, project,
and problem-based. The program gives students the
opportunity to collaborate with a cohort of math and
science teachers to plan and implement integrated,
multi-disciplinary lessons that align with NSTA Next
Generation Science Standards, NCTM Principles to Action,
and Common Core State Standards. Graduates of the
certificate program can become STEM leaders and
resources for their schools. Information on admissions
requirements can be found at Post-Baccalaureate
Certificates Admissions Requirements (p. 18).
Certificate Outcomes
Upon completion of the Post-Baccalaureate Certificate
in Secondary STEM Teaching and Learning, recipients will
be able to:
Certificate Options - Post-Baccalaureate| 67
1. Relate relevant theories, concepts, and issues in STEM
education to the planning, teaching, and learning
process.
2. Design and implement a variety of literacy strategies
to support student motivation and independence in
STEM content learning.
3. Create and implement student-centered and
integrated learning experiences that make the major
concepts and processes of inquiry in the STEM
disciplines accessible, meaningful and differentiated
for all learners.
4. Design and analyze pre-assessments, and formative
and summative assessments of and for STEM
learning.
5. Integrate instructional technology into STEM
curriculum and instruction to enhance and extend
learning to address real world and global issues.
6. Engage in collaborative inquiry, critical analysis, and
reflection to lead STEM pedagogy and practice.
7. Analyze and address current trends, pedagogical
viewpoints, and issues that emerge in practice in
Secondary STEM education.
8. Evaluate STEM education as a transdisciplinary
approach and attitude toward teaching and learning.
Certificate Policies
The grade of "C" is the lowest acceptable grade, and only
one can be awarded during the program. A student may
repeat one course in a post-baccalaureate certificate one
time. Once a student has repeated a course, the student
will not be permitted to repeat any other courses. If a
student repeats a course, only the latter grade is used in
computing the grade point average. However, all courses
taken become a part of the student's academic record.
Further, a student may withdraw from each graduate
course one time only. A minimum cumulative 3.00 grade
point average on all graduate work attempted is required
for completion of the certificate. Only one grade of "C"
may be applied toward the GPA requirement. Certificate
requirements must be completed within seven years after
the first course applied to the degree was completed.
Required Courses
Students must complete the following 18 credits:
ED 605
STEM Curriculum Principles and
Practices
3
ED 620
Literacy Strategies in the STEM
Content Areas
3
ED 625
Advanced Literacy Strategies in the
STEM Content Areas
3
ED 640
Methods and Technologies of
Teaching Secondary Math and
Science with a STEM Focus I
3
ED 645
Methods and Technologies of
Teaching Secondary Math and
Science with a STEM Focus II
3
ED 690
Issues in STEM Education
3
68| Stevenson University 2023-2024 Graduate Catalog
CM - Communication
CM 505 - Communication Theory and
Applications (3 credits)
Examines major theories related to the areas of
interpersonal, group, public, mass, and cultural
communication. Students will use these theories as
frameworks for investigating contemporary issues in
human communication processes and as they apply
theory to case studies and problem-solving examples.
Prerequisite: None.
CM 510 - Research Writing and Methods (3
credits)
Introduces students to methodological approaches for
the purpose of exploring communication phenomena.
Prerequisite: None.
CM 600 - Cultures and Communication (3
credits)
Applies the theories and concepts of cultural
communication to various personal, social, and
professional contexts. Students will conduct research in
the area of intercultural communication as well as
analyze the effectiveness of their intercultural
communication competence.
Prerequisite: CM 505 and CM 510.
CM 605 - Communication Ethics in the Public
Sphere (3 credits)
Investigates ethical standards and behaviors in relation
to, and application in, interpersonal, organizational,
intercultural, and health communication. Students will
examine case studies, narrative structures, and
institutional missions to understand and explain how
communication ethics affects decision-making in the
personal and business spheres.
Prerequisite: CM 505 and CM 510.
CM 610 - Interpersonal Communication (3
credits)
Analyzes the concepts and practices of interpersonal
communication through evaluation of related theories
and research. Students will interrogate concepts and
issues that deal with the relationship between the self
and others on personal, professional, and social levels.
Prerequisite: CM 505 and CM 510.
CM 615 - Nonverbal Communication (3 credits)
Examines theories and research surrounding nonverbal
aspects of human communication. Students will
investigate critically nonverbal communication in relation
to a myriad of cultural groups and diverse contexts.
Prerequisite: CM 505 and CM 510.
CM 620 - Conflict Communication and
Leadership (3 credits)
Evaluates one's own and others' conflict styles in various
contexts. Students will determine appropriate conflict
resolution methods as leaders and learn how to manage
conflict from the perspective of one in charge.
Prerequisite: CM 505 and CM 510.
CM 625 - Media Literacy (3 credits)
Evaluates ways in which technology, media, and influence
intersect in the field of communication. Students will
learn, assess, and evaluate how messages influence
audiences and are influenced by media and technology.
Prerequisite: CM 505 and CM 510.
CM 630 - Communication, Technology and
Society (3 credits)
Applies the theories and concepts of the field to various
institutions and organizations through case studies and
other activities. Students will analyze the effectiveness of
various types of communication in the attainment of
institutional and company goals through class, gender,
cultural, racial, national, and global lenses.
Prerequisite: CM 505 and CM 510.
CM 635 - Crisis Communication (3 credits)
Analyzes the scope of various crisis situations in diverse
contexts. Students will examine theories and research
related to crisis communication in order to comprehend
the ways in which strategists have addressed these
issues.
Prerequisite: CM 505 and CM 510.
CM 720 - Communication Capstone (3 credits)
Provides guidance for students as they design and
construct their final project or conduct an original
research investigation (thesis). Students will create a final
project or thesis based on their knowledge and personal
experiences, and produce an original research or creative
project applying and connecting theory and practice.
Students will present the results of their work to
members of the department and/or program.
Graduate Courses
Graduate Courses| 69
Prerequisite: Completion of 27 credits in Communication
Program. Corequisite: Completion of 27 credits in
Communication Program.
Community-Based Education and
Leadership
CBEL 610 - Foundations and Frameworks of
Community-Based Education (3 credit)
Examines the foundational theories, educational
frameworks, and interrelationships of formal, informal,
and non-formal modes of education. Emphasis is placed
on evidence-based educational practices that foster
community engagement. Students explore the
emergence of community-based education as a means
for individual and societal change among differing age,
gender, ethnic, racial, and socio-economic groups.
Prerequisite: None.
CBEL 612 - Innovative Teaching and Learning for
21st Century Skills (3 credits)
Introduces a conceptual framework and methods for
teaching and assessing essential skills through integrated
problem-based and project-based learning. Topics
include analysis and application of instructional strategies
to engage and motivate learners of all ages and
backgrounds. The course includes demonstration,
development, and assessment of standards-based real-
world problem solving experiences.
Prerequisite: None.
CBEL 614 - Program Planning, Implementation,
and Evaluation (3 credits)
Introduces the theoretical frameworks and core
competencies for planning, implementing, and evaluating
community-based programs. Students develop a grant-
fundable program proposal that includes needs
assessment, program design, implementation and
evaluation plans. The course examines strategies for
promoting collaboration among and inclusion of
community stakeholders in the program planning
process.
Prerequisite: CBEL 610.
CBEL 616 - Community Engagement and
Leadership (3 credits)
Explores leaders as change agents who build, broker, and
leverage community assets to empower others and grow
capacity in community-based organizations. Students
examine major theories of organizational development,
community engagement, and communication with an
emphasis on leading in non-profit organizations. The
course will focus on the impact of strategic planning,
goal setting, resource management, and partnership
building on organizational sustainability, as well as the
connection between social and economic policy and
community engagement and advocacy.
Prerequisite: None.
CBEL 662 - Youth Development (3 credits)
Introduces the principles and practices of youth
development as a framework for building quality
programs that promote prosocial interaction. The course
explores historical and cultural perspectives from which
youth development emerged as a profession and the
core competencies necessary for all youth workers.
Prerequisite: ED 604 and CBEL 610.
CBEL 664 - Teaching & Learning for Specialized
Populations (3 credits)
Investigates the power and potential of learning across
various non-formal and informal community educational
settings such as community schools, libraries, churches,
museums, athletics, recreation centers, and parks.
Students select a specialized learning environment from
their professional practice to explore in depth. Students
research the mission, structure, and organization of their
learning environments with special emphasis on
evidence-based teaching and learning practices best
suited for their setting. Through peer collaboration,
students gain insight into myriad learning environments.
Prerequisite: CBEL 610.
CBEL 670 - Volunteer Management (3 credits)
Provides a comprehensive introduction to the theory and
practice of volunteer management with an emphasis on
the role of volunteers in building organizational capacity.
Students explore the design, structure, and
implementation of volunteer programs and how to
effectively recruit, select, train, manage, engage, and
retain volunteers. Using a case study approach, students
apply concepts in professional practice.
Prerequisite: CBEL 610.
CBEL 672 - Advocacy in Community-Based
Organizations (3 credits)
Provides an introduction to advocacy in community-
based organizations. This course examines the role of
community-based organizations as agents of social,
political, and policy change. Students explore an issue of
concern to a community-based organization and create
an advocacy campaign for influencing change and
mobilizing community stakeholders.
Prerequisite: CBEL 616.
CBEL 674 - Legal Issues and Risk Management in
Community Organizations (3 credits)
This course is under development.
CBEL 720 - Capstone (3 credits)
Provides opportunities for students to integrate theory
and practice in a community-based organization.
Students implement action research, conduct analysis of
evidence, and present findings to advance social change
initiatives, and develop reflective practice with an aim of
improving community organizations. Students create a
portfolio documenting achievement of program
70| Stevenson University 2023-2024 Graduate Catalog
outcomes and competencies of community-based
educators and leaders.
Prerequisite: ED 608.
CBEL 720 - Community-Based Education and
Leadership Capstone (3 credits)
Provides opportunities for students to integrate theory
and practice in a community-based organization.
Students implement action research, conduct analysis of
evidence, and present findings to advance social change
initiatives, and develop reflective practice with an aim of
improving community organizations. Students create a
portfolio documenting achievement of program
outcomes and competencies of community-based
educators and leaders.
Prerequisite: ED 608.
CYBF - Cyber Forensics
CYBF 643 - Incident Response and Evidence
Collection (3 credits)
Examines relevant laws regarding the search and seizure
of digital evidence, the tools available to create a "best
evidence" image of the digital evidence, and how to
properly document the seizure, validate the image set,
and establish a proper chain of custody for all evidence
seized.
Prerequisite: FSCOR 601 and FSCOR 606 or admission to
the Cybersecurity and Digital Forensics Program. Cross-
Listed as: FSIS 643.
CYBF 644 - Windows Forensic Examinations (3
credits)
Provides information essential to the performance of a
forensic examination on a computer running the
Microsoft Windows Operating System. Exercises focus on
disk level forensic tools and techniques. This course
focuses on the underlying operation of automated
forensic tools, identifying the most appropriate forensic
tool to be used in specific circumstances, and defending
the selection of forensic tools in the courtroom under
cross examination. The course will use leading edge tools
from X-Ways, Helix, and EnCase.
Prerequisite: Admission to the Cybersecurity and Digital
Forensics program. Cross-Listed as: FSIS 644.
CYBF 650 - Intrusion Detection Systems (IDS),
Firewalls, Auditing (3 credits)
Explores the network forensic components that detect,
block and track network intrusions. Students learn how to
configure IDS, firewalls and network analysis tools to
protect network resources. Steps in recovering digital
forensic evidence from these devices are examined. The
various categories of IDS, firewall and network analysis
products are compared and evaluated.
Prerequisite: Approval of the Program Coordinator.
Cross-Listed as: FSIS 650.
CYBF 661 - Cybersecurity Risk Mitigation
Techniques (3 credits)
Explores the current software and hardware products
available to protect enterprise assets. Covered in this
course are the methods used to ensure both secure and
authenticated transmissions of proprietary corporate
information across vulnerable networks. Topics will
include public-key-infrastructure (PKI), digital signatures,
certificate authorities, and encryption standards such as
SSL, IPSEC, SET, DES, S/MIME, SHTTP. In addition,
students examine techniques and software used for
intrusion detection, password attacks, denial of service,
spoofing, and their respective countermeasures.
Prerequisite: None. Cross-Listed as: DTI 661.
CYBF 662 - Network Penetration Testing (3
credits)
Explores the need for conducting ethical network
penetration testing as a means to better secure existing
networks and to identify artifacts that appear from
attacks. Students will develop network penetration
testing plans in accordance with approved industry
standards. Tests, which include active and passive
reconnaissance, footprinting, vulnerability identification,
and exploitation, will be conducted on multiple targets.
Students will generate results, including
recommendations for improving the security posture of
the network.
Prerequisite: CYBF 644/FSIS 644, or permission from the
Cybersecurity and Digital Forensics Program Coordinator.
Cross-Listed as: FSIS 662.
CYBF 663 - Network and Cloud Forensics (3
credits)
Explores performing forensic examination of a shared
pool of configurable computing cloud resources, such as
networks, servers, storage applications, and services. This
course will provide a practical approach to obtaining
forensic data from always-on, cloud-based resources.
Examinations will involve the correlation of information
from different network sources. Students will distinguish
live analysis from live response and perform both on a
network-based resource. Students will produce a report
detailing the results of a network/cloud-based forensic
examination.
Prerequisite: None. Cross-Listed as: FSIS 663.
CYBF 664 - Mobile Device Forensics (3 credits)
Explores the growing field of cellular technologies from
both network architecture and hand-held device
perspectives. This course will provide details regarding
the type and manner of data that can be forensically
obtained from mobile devices, including call logs, text
messages, address books, photos, videos, and Internet
history. Exercises focus on using accepted forensic
procedures to acquire and analyze data from a variety of
mobile devices. Students will generate analytical reports
and cross reference results with data form network
service providers. The course will use leading-edge tools
from Paraben Corporation and Cellebrite Mobile
Synchronization. The course is offered online, but it is
Graduate Courses| 71
mandatory for the student to attend one 8-hour on-site
class.
Prerequisite: Admission to the Cybersecurity and Digital
Forensics Program. Cross-Listed as: FSIS 664.
CYBF 670 - Cyber Warfare and Cyber Terrorism (3
credits)
Explores the rapidly changing face of cyber warfare and
cyber terrorism. Students will identify and characterize
the fundamental aspects of cyber terrorism and the role
of computers and the Internet in terrorist acts on
information systems and critical infrastructure
components. Students will analyze cyber warfare
techniques, such as Denial of Service attacks on critical
infrastructure, man-in-the-middle attacks, sabotage, and
espionage. Students will evaluate the various cybercrimes
that are being used to finance terrorism and cyber-
criminal activities.
Prerequisite: None.
CYBF 671 - Cyber Hunting (3 credits)
Examines all types of asymmetric threat agents, their
tactics, techniques and artifacts that may present during
the first phases of a compromise before an intrusion
occurs. Topics include models and phases of intrusion,
including models of reconnaissance, identification of key
sources of threat intelligence including sourcing and
deployment of open source tool commonly used in
network intrusions and malicious attack activities,
network architecture, detection of pre-attack indicators
and malicious intrusions.
Prerequisite: None.
CYBF 675 - Live Response and Live Acquisition (3
credits)
Explores the fundamental differences between classical
media analysis in dead box forensics and live responses
and live acquisition. Students will perform both a live
response to an information system that has been hacked
and a live acquisition of media and memory on a running
system that has been compromised. Students will then
analyze the results for evidence of attack and
compromised data. Finally, students will create detailed
reports with findings from live responses and
acquisitions.
Prerequisite: None.
CYBF 680 - Legal Compliance and Ethics (3
credits)
Introduces students to key statutes, regulations and
standards relating to the security of information,
including the Federal Information Security Management
Act (FISMA), the Health Insurance Portability and
Accountability Act (HIPAA), the Privacy ACT of 1972,
National Institute of Standards and Technology (NIST)
Special Publication 800-37, and the Computer Fraud and
Abuse Act. Students will analyze best practices with
respect to both security and ethics to identify conflicts
that may arise between the implementation of current
laws and real-life responses to breaches of information
systems.
Prerequisite: None.
CYBF 685 - Malware Detection, Analysis, and
Prevention (3 credits)
Explores malware, such as Trojans, droppers, and rootkits,
used to gain access to computer systems and examines
the infiltration methods and resultant artifacts that
appear as a result of malware infections. Students will
examine the role and behavior of bot networks and
analyze carrier files, such as malicious PDFs, scripts, and
executables. Students will isolate and analyze malware
from behavioral and static approaches.
Prerequisite: None.
CYBF 710 - Mock Intrusion and Response (3
credits)
Applies the concepts learned throughout the
cybersecurity and digital forensics program to a real-life
scenario. Students will identify and analyze a
compromised multi-component information system;
preserve, collect, and analyze data from multiple sources
to identify attack vectors and compromised data; and
produce a detailed report describing the methodology
used to analyze the systems and the subsequent results.
Finally, students will provide an oral defense of their
reports.
Prerequisite: 33 graduate credits in cyber forensics.
DTI- Digital Transformation and Innovation
DTI 618 - Network Technologies (3 credits)
Covers the Open Systems Interconnection Reference
Model (OSI/RM) and each of its constituent layers.
OSI/RM is used as a basis for understanding network
functions in a multi-vendor environment and for
comparing protocol standards common to the local area
network. As a continued theme, evolving open standards
for networking are explored over the semester through
student assignments and in-class discussions. Students
will implement a multi-domain enterprise network
environment.
Prerequisite: None.
DTI 634 - Enterprise Data Management (3 credits)
Prepares students for the development of large-scale,
enterprise-wide systems that manage, store, and
distribute an organization's data. From a database
viewpoint, students learn about types of databases,
relational database theory and modeling, database
design processes, database schema and normalization,
transaction processing, data-base locking and tuning,
two-phase commits, replication, and distributed
databases. Included are overviews of text data
processing, data warehousing, data mining, Very Large
Databases, Object-Oriented Databases, and Geo-graphic
Information Systems. From a hardware viewpoint,
students learn about processor types and architectures,
disk arrays, and special hardware for text processing.
Finally, from a data distribution viewpoint, students learn
about Web servers, middleware, ODBC/JDBC, and
72| Stevenson University 2023-2024 Graduate Catalog
Transaction Processing Monitors, and learn how these are
incorporated into the enterprise information structure.
Prerequisite: None.
DTI 640 - Operating Environments: Architecture
and Infrastructure (3 credits)
Explores the role of operating environments as the
foundation for integrating divergent hardware and
software systems into the enterprise information
architecture. Students examine the configuration and
design of the computer platforms required to perform
key tasks such as: connecting computers and peripheral
devices to a network, creating and managing internet
and intranet access, executing application software, and
installing and upgrading hardware. Students learn
strategic operating systems options and evaluate how to
make the best technical choices for the organization.
Prerequisite: None.
DTI 642 - Enterprise Application Process Analysis
(3 credits)
Discusses the nature and impact of Enterprise Solutions
software on the selection, development, and distribution
of information systems through the enterprise. Students
learn and apply the appropriate hardware, software, and
communications standards required for evaluating when
and how to implement Enterprise Solutions instead of
more traditional techniques to solve business problems.
Prerequisite: None.
DTI 643 - Electronic Commerce (3 credits)
Discusses the evolution of key infrastructure technologies
from electronic data interchange (EDI) to the Internet and
how these technologies are creating the corporation of
the 21st century. Students learn how organizations are
converting traditional mainframe and client/server
applications to Internet-based applications that allow
worldwide access to an organization's products and
services. The course covers the technologies that support
these new extended corporations as well as the
underlying managerial processes that are required for
their successful implementation.
Prerequisite: None.
DTI 644 - Project Management (3 credits)
Provides students with the genesis of project
management and its importance to improving the
success of information technology projects. Topics
addressed include the triple constraint of project
management, project management knowledge areas and
process groups, the project life cycle, project selection
methods, work breakdown structures, network diagrams
and critical path analysis, cost estimates, earned value
analysis, risk analysis, motivation theory, and team
building. Project management soft-ware will be utilized
to plan and manage information technology projects.
Prerequisite: None. Cross-Listed as: HCM 644.
DTI 645 - Supply Chain Management (3 credits)
Studies the supply chain from end to end and traces the
flow of products, services, and information from suppliers
to the final customer. Students gain an understanding of
the interrelationship of revenues, costs, and asset
utilization, and how coordinated activities across the
supply chain can bring about efficiencies in one or more
of these areas and lead to added value for customers. In
a Business-to-Business environment, enterprise-wide
technology systems are increasingly being implemented
to integrate companies with their up-chain suppliers and
down-chain customers. Students study the effect of E-
commerce transactions across the supply chain and how
Electronic Data Interchange (EDI) systems are bringing
about lower transaction costs, faster order-handling, and
more efficient inventory management.
Prerequisite: None.
DTI 646 - Disaster Recovery & Business Continuity
(3 credits)
Provides students with the ability to identify
vulnerabilities, and to create and implement appropriate
countermeasures to address them or, at a minimum,
mitigate disruption of service to the organization's
constituents. Natural disasters and intrusions can cripple
an organization, suspending mission-critical processes
and disrupting service to customers. To that end, this
course will focus on techniques for creating a business
continuity plan (BCP) and the methodology for building
an infrastructure that supports the effective
implementation of such a plan.
Prerequisite: None.
DTI 661 - Cybersecurity Risk Mitigation
Techniques (3 credits)
Explores the current software and hardware products
available to protect enterprise assets. Covered in this
course are the methods used to ensure both secure and
authenticated transmissions of proprietary corporate
information across vulnerable networks. Topics will
include public-key-infrastructure (PKI), digital signatures,
certificate authorities, and encryption standards such as
SSL, IPSEC, SET, DES, S/MIME, SHTTP. In addition,
students examine techniques and software used for
intrusion detection, password attacks, denial of service,
spoofing, and their respective countermeasures.
Prerequisite: None. Cross-Listed as: CYBF 661.
DTI 662 - Business to Business Applications (3
credits)
Explores the latest business-to-business technologies
including Supply Chain Management (SCM), Enterprise
Resource Planning (ERP), Customer Relationship
Management (CRM), Electronic Data Interchange (EDI),
and Online Financial Services.
Prerequisite: None.
DTI 663 - Cyberlaw: Legal and Regulatory Issues
(3 credits)
Outlines the legal requirements of businesses to preserve
electronic data, ensure privacy, protect intellectual
property and ensure that electronic information is
accessible to people with disabilities. A survey of the
legislation and the systems used to carry out the letter of
Graduate Courses| 73
the law is covered. Relevant sections of the Federal and
State rules are examined to discover the impact on
procedures and policies in the enterprise. Current
pertinent federal legislation is discussed including but
not limited to the Health Insurance Portability and
Accountability Act of 1996 (HIPAA), Digital Millennium
Copyright Act (DMCA), Section 508 (29 U.S.C. '794d),
Accessibility Act; Sarbanes-Oxley Act; and the USA Patriot
Act - Section 326 (HR 3162).
Prerequisite: None.
DTI 667 - Competitive Edge with CRM Platforms (3
credits)
Understands the importance of CRM in safeguarding the
firm's customer base and future revenue growth,
especially in those industries characterized by high levels
of competition. In accessing and analyzing customer
data, businesses are better able to provide products and
services more closely tailored to customers' needs and
thereby strengthen relationships. Students evaluate the
various methods of extracting customer data, particularly
from web sites, and learn how the data is analyzed,
segmented and scored in the production of meaningful
management reports and marketing campaigns.
Prerequisite: None. Cross-Listed as: HCM 667.
DTI 670 - Competitive Theory (3 credits)
Examines the formulation and implementation of
strategies for businesses, particularly those competitive
strategies applicable to new products, services or
processes. Students examine how managerial action can
reinvent competition within existing industries and how
the creation and implementation of strategy drives the
success of business. Topics include strategic
management, leadership, and analysis.
Prerequisite: DTI 601.
DTI 671 - Fostering Innovation in the Digital Era (3
credits)
Explores the central problems and solutions in the
management of innovation and technology. The course
analyzes how a large organization develops and
maintains a culture of innovation; successfully manages
innovative technology projects; and maintains the
balance between task performance and cost containment.
The course will also address the human, process,
structural, and strategic factors involved in managing
technological innovation.
Prerequisite: DTI 601.
DTI 672 - IT Financial Management (3 credits)
Reviews application of financial theories, focusing on the
principles and practices used by IT financial management
for planning, controlling, pricing, evaluating and decision
making. Topics include activity based cost management,
asset management, benchmarking, chargeback,
controllership, expense management, performance
management, and telecommunications. Students will
develop managerial financial problem solving and
decision-making skills with a strategic orientation.
Prerequisite: DTI 601.
DTI 601 - Innovation and Organizational Evolution
(3 credits)
Provides an overview of the changing nature of
organizations as they evolve to meet the demands of the
new digital economy, the techniques for increasing
competitiveness, and a survey of technologies and
standards available to support and facilitate organization
goals. The course also introduces the basic tenets of
object-oriented design.
Prerequisite: None.
DTI 604 - Cognitive Science for Requirements
Analysis (3 credits)
Studies the elements of cognition as they relate to
decision-making, problem solving, information analysis,
and system development and use, and understand the
structure of cognition and its associated limitations and
biases.
Prerequisite: None.
DTI 606 - Creativity in Information Systems (3
credits)
Explores the creative problem-solving models and their
use in the systems development process, in order to
support the organization in solving ill-structured
problems in a changing environment. Application of past
solutions to current problems often has not been
successful. Research shows that creative solutions can
arise from a careful, methodological process and this
process can be learned.
Prerequisite: None.
DTI 635 - Innovative Leadership & Management
(3 credits)
Examines all aspects of leadership, including
characteristics of leaders, leadership behaviors and styles,
leadership ethics and social responsibility, teamwork,
communication and conflict, and creativity and
innovation. Students will develop skills, research findings,
and evaluate cases relating to leadership theory and
practice.
Prerequisite: None. Cross-Listed as: HCM 635.
DTI 701 - Digital Transformation Strategies (3
credits)
Provides students with techniques for evaluating
organizations and their environments with a view towards
development of an information architecture to support
organizational goals. Students design and implement a
start-up business infrastructure and integrate
technologies researched to support organization goals.
Prerequisite: 24 credits earned.
DTI 702 - Master's Project (3 credits)
Offers students the opportunity to perform in-depth
applied technology research in support of a business
environment. Students pursue project research topics
chosen from a wide range of technologies and through
hands-on implementation perform comparative analysis
testing on performance, reliability, stability, feature sets,
74| Stevenson University 2023-2024 Graduate Catalog
and functionality. Students formally present their research
findings to the Information Systems faculty.
Prerequisite: DTI 701.
ED - Teaching and Learning
ED 506 - Child Development for Early Childhood
Educators (3 credits)
Explores the physical, cognitive, social, and emotional
growth of children from birth to middle childhood.
Topics include theories of development, research
methods, and the biological, environmental and cultural
factors that influence child development. Topics include
language acquisition, socialization, gender roles, identity
development, parenting styles, and cultural variations in
child development.
Prerequisite: None. Offered: Fall, as needed.
ED 510 - Psychology and Development of
Adolescents (3 credits)
Explores current theories and practices in the
teaching/learning process from the perspective of
adolescent development. The course will cover the
dynamics of learning, environmental and cultural
influences in the classroom, learning theory, cognitive
mechanisms, and classroom dynamics. Focus is given to
the physical, cognitive, and social/personality areas of
growth. This course includes a required two day face to
face residency.
Prerequisite: None.
ED 530 - Foundations of National Board
Certification (3 credits)
Provides teachers seeking certification in National Board
for Professional Teaching Standards (NBPTS) the
instruction, guidance, and targeted support needed to
plan for and obtain a National Board certificate in a
chosen area. Candidates determine eligibility, review
standards and certification areas, and map their journey
through the National Board for Professional Teaching
Standards (NBPTS) certification process. Instructional
context and writing for National Board certification are
emphasized as candidates complete requirements for
NBPTS Component 2,
Differentiation in Instruction
.
Individualized guidance and feedback, peer reviews, and
continuous interaction with an NBPTS certified teacher
mentor will support candidates’ learning.
Prerequisite: None. Offered: Fall, as needed.
ED 531 - Content Knowledge Assessment for
National Board Certification (3 credits)
Provides teachers seeking National Board for Professional
Teaching Standards (NBPTS) certification the instruction,
guidance, and targeted support needed to plan for and
obtain a National Board certificate in a chosen area.
Candidates prepare for NBPTS Component 1, the
computer-based assessment portion of the certification
process, demonstrating understanding of the content
knowledge and pedagogical practices of teaching in their
content area. Instructional context and reflective writing
for National Board certification are also emphasized as
candidates begin requirements for NBPTS Component 4,
Effective and Reflective Practitioner. Individualized
guidance and feedback, peer reviews, and continuous
interaction with an NBPTS certified teacher mentor will
support candidates’ learning.
Prerequisite: ED 530 - Foundations of Board Certification.
Offered: Spring, as needed.
ED 532 - Mentorship for National Board
Certification I (1 credit)
Provides teachers seeking certification in National Board
for Professional Teaching Standards (NBPTS) certification
the instruction, guidance, and targeted support needed
to plan for and obtain a National Board certificate in a
chosen area. Candidates receive individualized support to
analyze student data and reflect on teaching practices for
application materials from a Professional Learning
Facilitator who is a National Board Certified Educator. The
mentorship is flexible, but focus is placed on supporting
candidates as they complete and submit Component 4,
Effective and Reflective Practitioner. Mentoring may
include written and verbal feedback.
Prerequisite: ED 530 - Foundations of National Board
Certification, ED 531 - Content Knowledge Assessment
for National Board Certification. Offered: Summer, as
needed.
ED 533 - Analysis of Teaching Practice for
National Board Certification (3 credits)
Provides teachers seeking National Board for Professional
Teaching Standards (NBPTS) certification the instruction,
guidance, and targeted support needed to plan for and
obtain a National Board certificate in a chosen area.
Candidates focus on NBPTS Component 3, Teaching
Practice and Learning Environment. Candidates will video
classroom interactions with students, then describe,
analyze, and reflect on their teaching and interactions
with particular emphasis on how teachers engage
students and impact their learning. Instructional context
and reflective writing for National Board certification are
also emphasized. Individualized guidance and feedback,
peer reviews, and continuous interaction with an NBPTS
certified teacher mentor will support candidates’ learning.
Prerequisite: ED 530 - Foundations of National Board
Certification, ED 531 - Content Knowledge Assessment
for National Board Certificaiton. Offered: Fall, as needed.
ED 534 - Mentorship for National Board
Certification 2 (1 credit)
Provides teachers seeking certification in National Board
for Professional Teaching Standards (NBPTS) the
instruction, guidance, and targeted support needed to
plan for and obtain a National Board certificate in a
chosen area. Candidates receive individualized support to
analyze student data and reflect on teaching practices for
application materials from a Professional Learning
Facilitator who is a National Board Certified Educator. The
mentorship is flexible and will support candidates
completing Components 3 or 4, or resubmitting
Components 1 or 2. Mentoring may include written and
Graduate Courses| 75
verbal feedback. (Anticipated course implementation in
2025.)
Prerequisite: ED 530 - Foundations of National Board
Certification, ED 531 - Content Knowledge Assessment
for National Board Certification, ED 533 - Analysis of
Teaching Practice for National Board Certification.
Offered: Spring, as needed.
ED 550 - Mathematical Concepts and Problem
Solving for Middle School Teacher (3 credits)
Provides students with the concepts and problem solving
skills for teaching middle school math. Topics include
numbers and their operations; algebraic expressions,
equations, and formulas; functions and their graphs;
geometry and measurement; and probability, statistics,
and discrete math.
Prerequisite: None.
ED 560 - Scientific Concepts for Middle School
Teachers (3 credits)
Provides students with the concepts and design thinking
skills for teaching middle school science. Topics include
major concepts in physical science, earth and space
science, and life sciences.
Prerequisite: None.
ED 570 - Early Childhood Curriculum Principles
and Practices (3 credits)
Designed to provide Teacher Candidates with a thorough
understanding of the process of planning effective and
engaging lessons for early childhood students with
diverse learning strengths and needs. Through a
combination of theoretical readings, practical
applications, and reflective assignments, students will
explore the key elements of lesson planning to design
lessons that align with early childhood content standards
and current evidenced-based teaching practices in
education.
Prerequisite: None. Offered: Fall, as needed.
ED 604 - Cognitive, Social, and Emotional
Development of Learners (3 credits)
Explores current theory and research on cognitive, social,
and emotional development from childhood through
adulthood with emphasis on the dynamics of teaching
and learning. Students examine cultural and
environmental factors that influence learner development
and conditions that foster positive self-identity, resiliency,
and self-efficacy.
Prerequisite: None.
ED 605 - STEM Curriculum Principles and
Practices (3 credits)
Provides a theoretical framework for understanding the
teaching-learning process and the art and science of
teaching secondary math and science with an integrated
STEM approach. Candidates develop a professional
knowledge base and build a repertoire of instructional
strategies and techniques.
Prerequisite: None.
ED 606 - Socio-political and Cultural Influences
on Families, Organizations, and Communities (3
credits)
Examines the socio-political and historical contexts of
families, organizations, and communities in contemporary
society through various cultural perspectives including
values, norms, symbols, rituals, and expressions. Students
will explore the structure and dynamics of these groups
in relation to formal and non-formal systems of
education and the role of culturally relevant teaching.
Prerequisite: None.
ED 608 - Action Research (3 credits)
Provides organizational leaders and educational
practitioners a foundation in research methodology with
a focus on action research. Action research is explored as
a reflective and participatory form of inquiry that
engages community stakeholders toward the aim of
achieving social change. Students prepare an action
research proposal that includes an introduction, literature
review, research methods, limitations and ethical
considerations.
Prerequisite: None.
ED 615 - Principles of Assessment (3 credits)
Examines principles and practices of educational
assessment. Teacher candidates examine current issues in
measurement, analyze multiple assessment methods, and
interpret standardized assessment results. Action research
is explored as strategy for creating performance-based
assessments to meet individual learning needs.
Prerequisite: ED 605.
ED 620 - Literacy Strategies in the STEM Content
Areas (3 credits)
Focuses on the reading process in the STEM content
areas, including comprehending, analyzing and extending
meaning from texts. Candidates examine the factors that
affect reading performance and review the strategies and
materials appropriate for each of the purposes of
reading. Candidates study the frameworks for planning
instruction which prepare students for the reading task,
assist in monitoring while reading, and plan to engage
students in appropriate follow-up activities.
Prerequisite: ED 605.
ED 625 - Advanced Literacy Strategies in the
STEM Content Areas (3 credits)
Focuses on the design and implementation of a literacy
program for adolescents that meets the needs of various
learners and supports content area learning. Teacher
candidates use a variety of strategies to promote student
independence in content area reading. Candidates
incorporate methods in the content areas to address the
diverse backgrounds of their students, including culture,
language (dialect and ESOL), disabilities, and giftedness.
Candidates explore multiple literacies and disciplinary
literacy in the STEM content areas as well as ways to
assess student literacy.
Prerequisite: ED 620.
76| Stevenson University 2023-2024 Graduate Catalog
ED 630 - Principles of Special Education (3
credits)
Provides background in special education principles for
the classroom teacher. This course includes information
on the requirements of specific disabilities, and how to
adapt the curriculum and environment to meet the needs
of children with special needs.
Prerequisite: ED 605 (may be taken concurrently).
ED 640 - Methods and Technologies of Teaching
Secondary Math and Science with a STEM Focus
I (3 credits)
Includes an in-depth study of the philosophy, resources,
curriculum, instructional strategies and assessment
practices necessary to design a learning environment
focused on the developmental characteristics of
adolescents. The course emphasizes state and national
science and mathematics standards, process skills and
the major concepts of the disciplines. Candidates engage
in constructivist teaching methods including:
collaboration, 5 E cycle, investigation, inquiry, discovery
and project-based learning. The importance of creating
and maintaining a safe and supportive classroom is
addressed. Appropriate use of technology and
instrumentation to enhance learning is identified and
explored. Assessment of processes and content lead
candidates to explore a variety of assessment strategies
appropriate to the diverse needs of adolescent learners.
This course includes teaching internship days toward the
required 100-day internship.
Prerequisite: ED 605 (may be taken concurrently).
ED 645 - Methods and Technologies of Teaching
Secondary Math and Science with a STEM Focus
II (3 credits)
Continues the study of the philosophy, resources,
curriculum, instructional strategies and assessment
practices necessary to design a learning environment
focused on the developmental characteristics of
adolescents. The course emphasizes state and national
science and mathematics standards, process skills and
major concepts of the disciplines. The course continues
an exploration of strategies for creating a safe and
supportive classroom and the adaptation of technology
to enhance learning. Candidates engage in design,
implementation, and assessment of constructivist-based
STEM instructional strategies. This course includes
classroom field experiences. This course includes teaching
internship days toward the required 100-day internship.
Prerequisite: ED 640.
ED 660 - Foundations for Teaching ELL (3 credits)
Introduces students to foundational and practical
knowledge to effectively serve those who are learning
English as a second language. Candidates develop habits
of mind, skills, and pedagogical practices for teaching
English language learners in a variety of settings.
(Pending review by the Academic Affairs Committee.)
Prerequisite: Under development.
ED 690 - Issues in STEM Education (3 credits)
Introduces candidates to the political, economic, social,
and/or pedagogical issues shaping secondary and STEM
education policy and practice. Candidates explore current
issues through research and discussion, identify issues
that emerge in practice, and engage stakeholders in
problem solving.
Prerequisite: ED 645. Corequisite: ED 710.
ED 710 - Professional Internship (6 credits)
Provides opportunities for teacher candidates to integrate
theory and practice. Candidates proceed from
introductory participation to full professional teaching
responsibilities including planning and implementation of
curriculum and assessment of student learning.
Candidates conduct action research with the goals of
gaining insights, developing reflective practice, making a
positive contribution to the school environment, and
achieving student learning outcomes. Candidates
complete their minimum 100-day internship in a
secondary classroom and complete a professional
development portfolio.
Prerequisite: ED 645, MSDE Qualifying Score on Praxis II
Content Area Assessment. Corequisite: ED 690.
FSAAC - Forensic Accounting
FSAAC 620 - Forensic Information Technology (3
credits)
Introduces forensic computer science, including
techniques used to investigate computer crime scenes as
well as computer hardware and software used to solve
computer crimes. Students study the history of computer
crimes and the important legal and social issues related
to them.
Prerequisite: FSCOR 601, FSCOR 606.
FSAAC 624 - Fraud: Accounting (3 credits)
Covers fraud detection, warning signs, technology tools,
investigation techniques, financial statement screening,
fraud risk in e-commerce, and proactive fraud risk. The
proper manner in which allegations of fraud should be
investigated to meet the requirements of civil/criminal
court procedure will be addressed. This course must be
completed prior to taking Mock Trial. Restricted to
Accounting Track students only.
Prerequisite: FSCOR 601, FSCOR 606.
FSAAC 626 - Investigation and Analysis: Auditing
(3 credits)
Emphasizes financial statement fraud and how an auditor
can find such fraud. The proper manner in which
allegations of fraud should be investigated to meet the
requirements of civil/criminal court procedure is
addressed. Case studies of the SEC Enforcement
Division's releases for false and misleading financial
statements. Restricted to Accounting Track students only.
Prerequisite: FSAAC 624.
Graduate Courses| 77
FSAAC 628 - Investigation and Analysis: Tax (3
credits)
Focuses on tax fraud perpetrated by individuals and
businesses. Emphasis is placed on common types of tax
fraud and how such fraud can be detected. The proper
manner in which allegations of fraud should be
investigated to meet the requirements of civil/criminal
court procedure is addressed. Restricted to Accounting
Track students only.
Prerequisite: FSCOR 601, FSCOR 606.
FSAAC 640 - Business Valuation (3 credits)
Explores the range of valuation methods that can be
used to derive the worth of a private business, including
asset, income, and market based methods. Students will
analyze various fact patterns and determine which
method(s) should be used to prepare a complete
business valuation. Issues addressed will include the
valuation of intangible assets, relevant adjustment
factors, and potential valuation errors.
Prerequisite: FSCOR 601, FSCOR 606.
FSCI - Forensic Science
FSCI 500 - Survey of Forensic Science (3 credits)
Analyzes the two primary arenas of forensic science; i.e.,
laboratory analysis and testifying. Topics covered include
forensic chemistry, pattern analysis, forensic biology,
forensic microscopy, expert testimony, physical evidence,
and crime scene analysis. Topics related to employability
as a forensic scientist and workplace demands will also
be introduced.
Prerequisite: None. Offered: Fall and Spring, 8 week 1
and 8 week 2, Summer, 8 week 1.
FSCI 540 - Crime Scene Photography (3 credits)
Explores the basic skills of forensic photography,
including the use and operation of digital cameras, the
fundamentals of proper lighting, picture composition,
processing, and printing. Students will learn how to
photograph mock crime scenes generally, as well as with
respect to specific items of evidence such as fingerprints,
blood spatter, firearms, arson evidence, victims, and tire
tracks.
Prerequisite: None. Offered: Fall, 8 week 1, Spring 8 week
1 and 8 week 2, Summer, 8 week 2.
FSCI 610 - Physical Evidence at Crime Scenes (3
credits)
Evaluates how to identify physical evidence and
recognize its value as it relates to the solution of crime.
The concepts of identification, individuation, and
association will be discussed. Categories of physical
evidence that will be studied include fingerprints, drugs,
documents, soil, arson evidence, gunshot residue, hair,
fiber, blood, saliva, and semen. The value of DNA
evidence will also be discussed.
Prerequisite: FSCI 500. Offered: Fall, Spring and Summer,
8 week 1 and 8 week 2.
FSCI 615 - Safety/Quality Control/Quality
Assurance (3 credits)
Prepares students to be knowledgeable in the stringent
safety and quality assurance procedures routinely used
within an accredited forensic laboratory. Students will
learn about the quality criteria that govern the work
product of an accredited forensic lab. The course will
emphasize the practices that protect the work product
through good QC/QA with emphasis on current
accreditation criteria, and those policies that protect the
most important aspect of the lab—the employee.
Prerequisite: FSCI 500. Offered: Fall and Spring, 8 week 1
and 8 week 2, Summer, 8 week 2.
FSCI 617 - Trace Evidence (3 credits)
Prepares students to evaluate physical evidence through
the use of microscopic, chemical, and instrumental
means. The course emphasizes the scientific procedures
used to identify evidence, analyze data generated during
the identification phase, and engage in the inductive
reasoning process.
Prerequisite: FSCI 500. Offered: Fall, 8 week 2.
FSCI 620 - Drug Analysis (3 credits)
Introduces students to the analytical approach to drug
analysis in a forensic laboratory. Students will be taught
to define the problem, and to work with and interpret
sample data that is used to isolate, identify, and quantify
various classifications of controlled dangerous
substances. Students will learn to report conclusions as
an expert witness.
Prerequisite: FSCI 500. Offered: Spring, 8 week 2.
FSCI 630 - Crime Scene Investigation (3 credits)
Develops the skills necessary to process a crime scene.
Students will learn how to photograph, sketch, and
document a crime scene; develop, lift, and preserve
latent prints; create plaster casts of impressions; package
and preserve biological evidence; and perform
preliminary tests for certain categories of evidence. Labs
for this course are online.
Prerequisite: FSCI 500 and FSCI 540. Offered: Fall, 8 week
1, Spring, 8 week 2 and Summer, 8 week 2.
FSCI 632 - Pattern Analysis (3 credits)
Examines forensic pattern analysis, including the
examination of latent prints, firearms, tool marks,
bloodstain patterns, and questioned documents. The
course focuses on how items of evidentiary value can be
associated through the examination, correlation and
interpretation of innate patterns. Students differentiate
between objective and subjective opinions and examine
the implications of governmental policy and guidelines
on pattern analysis fields in forensic science.
Prerequisite: FSCI 500. Offered: Fall, 8 week 2, Spring, 8
week 1 and 8 week 2, Summer, 8 week 1.
FSCI 640 - Serology and Immunology (3 credits)
Evaluates the structure and function of the immune
system with an emphasis on antigen-antibody reactions.
78| Stevenson University 2023-2024 Graduate Catalog
Students learn how to perform a variety of tests in the
screening of biological materials such as blood, semen,
and saliva. Identification of the source material and
feasibility of DNA analysis will also be explored. Labs for
this course are online.
Prerequisite: FSCI 500. Offered: Fall, 8 week 1 and Spring,
8 week 1.
FSCI 645 - DNA Analysis (3 credits)
Explores DNA analysis for forensic science applications
and analytical methods used in crime laboratories to
obtain DNA results. Students evaluate various techniques
and procedures used in DNA analysis. Concepts explored
include DNA structure, genetic transference, and types of
DNA. Students will use the national DNA database
(CODIS) and explore ethical implications.
Prerequisite: FSCI 500. Offered: Fall, 8 week 2 and Spring,
8 week 2.
FSCI 660 - Forensic DNA Computer Applications
(3 credits)
Employs computer applications commonly encountered
within the forensic DNA field. The course includes use of
both analytical and database applications, such as
analysis of quality assurance databases, sample tracking
databases, comparative databases, and population
databases.
Prerequisite: FSCI 500. Offered: Fall, 8 week 1 and Spring,
8 week 2.
FSCI 670 - Forensic Toxicology (3 credits)
Studies the mechanisms of action (absorption,
distribution, metabolism, and excretion) by which
xenobiotics (drugs and environmental chemicals) enter
the body and cause an effect. The course will also discuss
the forensic analytical application of detection and
interpretation of the toxicological findings.
Prerequisite: FSCI 500.
FSCI 675 - Crime Lab: Structure and Operations (3
credits)
Explores the forensic science disciplines at a crime
laboratory. Students will gain knowledge of the workings
of the various forensic units found in a working crime
laboratory. Students will explore the role of different
units depending on jurisdiction.
Prerequisite: Must be enrolled in the FSCI or CSI
graduate program. Offered: Fall and Spring, 8 week 1 and
8 week 2, Summer, 8 week 2.
FSCI 702 - Seminar in Forensic Science (3 credits)
Evaluates a number of topics within the forensic science
disciplines. Over the course of the semester, students will
create presentations based on papers from peer-
reviewed scientific journals and present them to their
peers for discussion and critique. Forensic scientists will
instruct students regarding new techniques, topics, and
research in forensics. Topics emphasized will include
standards for ethical behavior, workplace demands, and
professionalism.
Prerequisite: FSCI 500. Offered: Fall, Spring and Summer,
8 week 1 and 8 week 2.
FSCI 760 - Thesis Development in Forensic
Science (3 credits)
Begins the process of developing a master's thesis. This
course is the first half of a two-course sequence that
concludes with FSCI 761. Students will develop their
master’s thesis by proposing a possible innovation in
Forensic Science. Requirements of this course include
preparing the literature review section, completing drafts
of the research and statistical approach sections, and
communicating the thesis plans orally and in written
form.
Prerequisite: Must have completed 18 graduate credits
prior to taking this course.
FSCI 761 - Forensic Science Thesis (3 credits)
Completes the research, analysis and writing of
the master's thesis. This course is the second half of a
two-course sequence. Students will complete the forensic
science research project proposed in FSCI 760,
Thesis Development in Forensic Science. Additional
course requirements include communicating and
defending the master’s thesis in both oral and written
formats.
Prerequisite: FSCI 760. Offered: Fall, 8 week 2, Spring, 8
week 1 and 8 week 2, Summer, 8 week 1.
FSCI 762 - Expert Witness Preparation and
Practice (3 credits)
Prepares students to critically analyze forensic evidence
and present testimony as an expert witness in legal
proceedings. The course emphasizes the use of exhibits
and reports as aids to oral testimony and the application
of relevant rules of evidence.
Prerequisite: FSCI 760. Corequisite: FSCI 761. Offered: Fall
and Spring, 8 week 1 and 8 week 2, Summer, 8 week 2.
FSCOR - Forensic Studies
FSCOR 601 - Foundations of Justice (3 credits)
Provides students with the opportunity to examine the
history, philosophy, and social development of
investigations, courts, and correctional institutions in a
democratic society. Local, state and federal agencies
involved in administration of criminal justice, as well as
the court and trial process are examined.
Prerequisite: None.
FSCOR 603 - Litigation Theory and Practice (3
credits)
Examines civil and criminal trial practice. Students will
study all phases of pre-trial and trial work. Topics include
court jurisdiction, pleadings and pre-trial motions, fact
gathering, discovery, rules of evidence and procedure,
plea bargains, settlements, voir dire of jury panel,
opening statements, presentation of evidence, witness
testimony, and closing arguments
Prerequisite: None.
Graduate Courses| 79
FSCOR 606 - Forensic Research and Writing (3
credits)
Provides the opportunity for students to research, write,
and edit on topics that are relevant to forensic
professionals. Students will work with peer editors
throughout the research and writing process.
Prerequisite: None.
FSCOR 720 - Forensic Studies Capstone (3
credits)
Provides students the opportunity to schematize theories,
measure relevancy of evidence in legal proceedings,
defend legal principles and construct program specific
reports. Students will examine and analyze latent
investigative strategies and complete individualized
reflective portfolios to demonstrate mastery of concepts.
Prerequisite: All courses in the program.
FSEL - Forensic
FSEL 610 - Advanced Electronic Discovery (3
credits)
Examines the principles and methodologies involved in
the e-discovery process and the use of digital evidence in
litigation. Topics include: legal issues surrounding the
identification, preservation, and collection of relevant
electronic evidence, including the Federal Rules of
Evidence and the Federal Rules of Civil Procedure;
methods for culling datasets to the most relevant;
electronically-assisted document review; proper
methodology for preservation of metadata; spoliation
considerations; and the interplay of each of the
foregoing with computer forensic investigations.
Prerequisite: FSAAC 620.
FSEL 630 - Online Investigation: Strategy &
Techniques (3 credits)
Prepares students for conducting effective and efficient
investigative work online. Students develop strategies
and techniques to gather, analyze, preserve, and report
on publicly available information for investigative
purposes in a lawful and ethical manner. This course will
cover social media and networking platforms and
technical assessment of websites. Students will examine
various types of data available online; the type of
evidence used in law enforcement; and how it is
collected, preserved, and reported.
Prerequisite: None.
FSEL 655 - Special Topics (3 credits)
Examines in-depth a special topic in forensic studies,
such as the comparison of forensic studies in the United
States with that of a foreign country or a current issue in
forensic studies, such as healthcare or mortgage fraud.
Using primary sources, students will research and analyze
the relevant topic and produce a scholarly and
substantial article.
Prerequisite: FSCOR 601, FSCOR 606.
FSINV - Forensic Investigation
FSINV 600 - Investigative
Techniques/Interviewing (3 credits)
Examines how to gather testimonial evidence by
interviewing persons of interest, as well as how to
prepare reports of investigation and oral presentations.
Students will learn the importance of planning
thoroughly before conducting interviews by carrying out
preliminary research into the interviewee's personal
history and background. Students engage in background
research that includes employment, education, financial,
and criminal records. Legal issues regarding gathering,
maintaining and disclosing information obtained during
the investigation is presented, as well as the law
governing self-incrimination and providing warnings
during interviews. Students learn to differentiate among
various types of interviewing, including interviewing
neutral witnesses, hostile witnesses, and subjects of
investigations. Students prepare reports using analytical
techniques that allow them to reach coherent, defensible
conclusions.
Prerequisite: FSCOR 601, FSCOR 606.
FSINV 605 - Investigative Techniques/Physical
Evidence (3 credits)
Examines how to gather physical and documentary
evidence, such as accounting documents and digital
records, from persons of interest and to prepare reports
of investigation and oral presentations. Students learn
the importance of planning thoroughly before gathering
evidence, by conducting preliminary research into the
record system to be examined. Legal issues regarding
gathering, maintaining and disclosing information, as well
as the law controlling privacy and search and seizure are
presented. Students learn how to properly record
evidence and maintain a chain of custody. Students
prepare reports using analytical techniques that allow
them to reach coherent, defensible conclusions.
Prerequisite: FSCOR 601, FSCOR 606.
FSIS - Forensic Information Systems
FSIS 642 - File Systems Forensic Analysis (3
credits)
Prepares students with a thorough knowledge of file
system structures and the ability to analyze digital
evidence found in the various implementations of FAT,
NTFS, EXT3 file systems, and other disk allocation
structures. This knowledge and associated skill is essential
for a complete understanding of evidence imaging and
the analysis required to provide testimony in court as an
expert in the field of computer forensics.
Prerequisite: FSCOR 601, FSCOR 606.
FSIS 643 - Incident Response and Evidence
Collection (3 credits)
Examines relevant laws regarding the search and seizure
of digital evidence, the tools available to create a "best
evidence" image of the digital evidence, and how to
80| Stevenson University 2023-2024 Graduate Catalog
properly document the seizure, validate the image set,
and establish a proper chain of custody for all evidence
seized.
Prerequisite: FSCOR 601, FSCOR 603 or FSCOR 606, or
admission to the Cybersecurity and Digital Forensics
Program. Cross-Listed as: CYBF 643.
FSIS 644 - Windows Forensic Examinations (3
credits)
Provides information essential to the performance of a
forensic examination on a computer running the
Microsoft Windows operating system. Exercises focus on
disk level forensic tools and techniques. This course
focuses on the underlying operation of automated
forensic tools, identifying the most appropriate forensic
tool to be used in specific circumstances, and defending
the selection of forensic tools in the courtroom under
cross examination. The course will use leading edge tools
from X-Ways, Helix, and EnCase.
Prerequisite: FSIS 642, FSIS 643, or CYBF 643. Cross-Listed
as: CYBF 644.
FSIS 646 - Windows Intrusion Forensic
Investigations (3 credits)
Describes how operating system intrusions occur and
what can be learned from the artifacts left behind. This
course covers the categories of intrusions, targeting
vulnerabilities in the Microsoft Windows environment.
Students examine intrusion evidence to determine a time
line of events, and collect evidence of the intrusion
source.
Prerequisite: FSCOR 601, FSCOR 603, or FSCOR 606, and
FSIS 644/CYBF 644.
FSIS 650 - Intrusion Detection Systems (IDS),
Firewalls, Auditing (3 credits)
Explores the network forensic components that detect,
block and track network intrusions. Students learn how to
configure IDS, firewalls and network analysis tools to
protect network resources. Steps in recovering digital
forensic evidence from these devices are examined. The
various categories of IDS, firewall and network analysis
products are compared and evaluated.
Prerequisite: FSCOR 601, FSCOR 603 or FSCOR 606.
Cross-Listed as: CYBF 650.
FSIS 662 - Network Penetration Testing (3 credits)
Explores the need for conducting ethical network
penetration testing as a means to better secure existing
networks and to identify artifacts that appear from
attacks. Students will develop network penetration
testing plans in accordance with approved industry
standards. Tests, which include active and passive
reconnaissance, footprinting, vulnerability identification,
and exploitation, will be conducted on multiple targets.
Students will generate results, including
recommendations for improving the security posture of
the network.
Prerequisite: FSCOR 601, FSCOR 603, or FSCOR 606, and
FSIS 644/CYBF 644 or permission from the FSIS Academic
Program Administrator. Cross-Listed as: CYBF 662.
FSIS 663 - Network and Cloud Forensics (3
credits)
Explores performing forensic examination of a shared
pool of configurable computing cloud resources, such as
networks, servers, storage applications, and services. This
course will provide a practical approach to obtaining
forensic data from always-on, cloud-based resources.
Examinations will involve the correlation of information
from different network sources. Students will distinguish
live analysis from live response and perform both on a
network-based resource. Students will produce a report
detailing the results of a network/cloud-based forensic
examination.
Prerequisite: FSIS 644/CYBF 644. Cross-Listed as: CYBF
663.
FSIS 664 - Mobile Device Forensics (3 credits)
Explores the growing field of cellular technologies from
both network architecture and hand-held device
perspectives. This course will provide details regarding
the type and manner of data that can be forensically
obtained from mobile devices, including call logs, text
messages, address books, photos, videos, and Internet
history. Exercises focus on using accepted forensic
procedures to acquire and analyze data from a variety of
mobile devices. Students will generate analytical reports
and cross reference results with data form network
service providers. The course will use leading-edge tools
from Paraben Corporation and Cellebrite Mobile
Synchronization. The course is offered online, but
students are required to attend an 8-hour on-site class.
Prerequisite: FSCOR 601, FSCOR 606, or admission to the
Cybersecurity and Digital Forensics Program. Cross-Listed
as: CYBF 664.
FSLAW - Forensic Law
FSLAW 602 - Criminology (3 credits)
Provides students with the opportunity to examine crime,
criminals, the law, criminal behavior, and other social
processes involved in crime causation. Emphasis is placed
on the role of crime as a social phenomenon, the nature
of criminal law, and related matters of crime in modern
society. Students will examine criminological theories and
their impact on policy formation in the criminal justice
arena as well as examine scholarly criminological research
for use in supportive analysis of theory and policy in the
criminal justice arena.
Prerequisite: FSCOR 601, FSCOR 606.
FSLAW 662 - Fraud Investigation and Analysis (3
credits)
Deals with all phases of fraud investigations, including
fact-gathering and interviewing witnesses and targets.
Issues considered include constitutional criminal
procedure relating to the Fourth Amendment (search and
seizure), Fifth Amendment (custodial interrogations), and
Sixth Amendment (interrogation and identification). The
course also covers the rules governing subpoenas for
testimony, exemplars and documents, grand jury
Graduate Courses| 81
operation and secrecy, the rights and obligations of
grand jury witnesses, and the responsibilities of a defense
attorney when they discover evidence that tends to
incriminate the defendant.
Prerequisite: FSCOR 601, FSCOR 606.
FSLAW 668 - White Collar Crimes (3 credits)
Includes a review and analysis of the general principles of
white collar criminal prosecution and defense, including
jurisdiction of various federal criminal law enforcement
and prosecutorial agencies; corporate and other business
crimes; fraud and political corruption crimes (mail fraud,
bank fraud, and crimes involving bribery of public
officials); conspiracy; financial and securities fraud; tax
fraud; RICO; currency reporting crime and money
laundering; regulatory crimes in the health and
environmental areas; crimes involving the protection of
federal rights and functions (perjury statutes, obstruction
of justice, and witness tampering); and sanctions,
including the Federal Sentencing Guidelines and the use
of minimum mandatory sentences.
Prerequisite: FSCOR 601, FSCOR 606.
GRAD - Stevenson University Online
GRAD 500 - Thinking, Researching, Writing for
Success (0 credits)
Focuses on developing students’ confidence and
competence in critical thinking, researching, and writing
at the master’s degree level. The habits of mind and
intellectual skills necessary for academic and professional
success are introduced, recognizing that proficiency will
not be achieved until students complete their degree
programs. The course integrates technology tools into
assignments to provide familiarity with the online
learning environment.
Offered: Fall, Winterim, Spring, and Summer.
HCM - Healthcare Management
HCM 557 - Project and Resource Management (3
credits)
Provides students with the essential principles and tools
of project management and an understanding of the
human, organizational, and fiscal factors involved.
Students will study issues and acquire skills related to
personnel selection, managing an increasingly diverse
workforce, project definition, budgeting, quality, and
outcomes. The role of strategic planning in healthcare
organizations will be explored.
Prerequisite: HCM 600 or HCM 605. Cross-Listed as:
NURS 557.
HCM 600 - Managerial Epidemiology and
Statistics (3 credits)
Examines epidemiology concepts and tools as they are
used in developing models for health, health service
utilization, and health policy. Students will learn to
distinguish among the types of epidemiological research
(descriptive, analytical, and experimental) and will analyze
epidemiological literature and discuss the pros and cons
of different research methods. Analysis of
epidemiological data using appropriate methods and
statistical measures utilized in epidemiological studies are
required to design and conduct a needs assessment for a
given population, identifying healthcare gaps and
disparities. Case studies and real world examples will be
used to reinforce need for population-based approach to
design and delivery of healthcare services.
Prerequisite: None. Cross-Listed as: NURS 600.
HCM 605 - Healthcare Management and
Administration (3 credits)
Examines theories and practices of management in
healthcare organization. Students will learn about internal
and external forces influencing healthcare system or unit
performance and clinical excellence. Current
environmental forces influencing human resources
management will be assessed for impact on job design
and recruitment and retention of healthcare
professionals. Analysis of teamwork, leadership, power,
politics, change, quality management, and strategic
planning as they impact the role of the healthcare
manager will be incorporated into critiques of healthcare
management case studies and application of theory to
real world experiences.
Prerequisite: None.
HCM 612 - Healthcare Policy, Law, and Ethics (3
credits)
Examines the impact of governmental agencies, non-
governmental organizations, and other stakeholders on
the history of health care policy development in the US.
This course challenges students to analyze historical
health care laws and any opposition to those laws and
policies with respect to the impact on access, cost,
quality of care, and ethical issues from the perspectives
of different stakeholders. Students design a health care
law, delineate the ethical implications of the law and
propose an implementation strategy and plan.
Implications of healthcare policy, laws, and ethics will be
examined through case studies and analyses of real
world examples.
Prerequisite: HCM 600 or HCM 605.
HCM 620 - Human Resources Development in
Healthcare (3 credits)
Examines human resources management (HRM) from a
strategic and administrative perspective. Students
conduct analyses of the impact of environmental forces,
including state and federal legislation, on HRM. Emphasis
is placed on the key role of employees as drivers of
organizational performance, workforce
planning/recruitment, and employee retention. Current
issues in HRM are examined through case studies and
analyses of real world examples.
Prerequisite: HCM 600 and HCM 605.
82| Stevenson University 2023-2024 Graduate Catalog
HCM 635 - Innovative Leadership & Management
(3 credits)
Examines all aspects of leadership, including
characteristics of leaders, leadership behaviors and styles,
leadership ethics and social responsibility, teamwork,
communication and conflict, and creativity and
innovation. Students will develop skills, research findings,
and evaluate cases relating to leadership theory and
practice.
Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCM 650, and HCM 652. Cross-Listed as: DTI
635.
HCM 640 - Teamwork in Healthcare Settings (3
credits)
Examines teamwork and the unique challenges of
collaborating across disciplines. This course focuses on
overcoming barriers to teamwork in healthcare settings
and developing conflict management and team building
skills using case studies and real-world examples.
Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCM 650 and HCM 652.
HCM 642 - Healthcare Project Planning and
Management (3 credits)
Introduces a step-by-step approach to developing,
implementing, and evaluating a project plan in healthcare
settings. This course examines community needs
assessments, project and program planning, organizing,
leading, controlling and monitoring using pre- and post-
test data, quantitative and qualitative data to assess
program quality, fidelity and outcomes. Students will
review relevant evidence to support a best practice
intervention, and outline process dynamics, including
outcomes management and evaluation strategies.
Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCM 650, and HCM 652.
HCM 644 - Project Management (3 credits)
Provides students with the genesis of project
management and its importance to improving the
success of information technology projects. Topics
addressed include the triple constraint of project
management, project management knowledge areas and
process groups, the project life cycle, project selection
methods, work breakdown structures, network diagrams
and critical path analysis, cost estimates, earned value
analysis, risk analysis, motivation theory, and team
building. Project management soft-ware will be utilized
to plan and manage information technology projects.
Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCM 650 and HCM 652. Cross-Listed as: DTI
644.
HCM 646 - Project Management Accounting (3
credits)
Integrates material from previous coursework with a
systematic approach to healthcare project management
accounting, utilizing case studies and professional
applications. This course examines project planning,
organizing, leading, controlling and monitoring from a
financial perspective.
Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCM 650 and HCM 652.
HCM 650 - Organizational Behavior in Healthcare
(3 credits)
Explores organizational theories, motivation, and
leadership behaviors in healthcare settings. Students will
learn about effective decision making in groups,
influencing others, and the importance of organizational
values and diversity. Student activities will include
developing effective organizational strategies in
addressing organizational issues.
Prerequisite: HCM 600 or HCM 605. Cross-Listed as:
NURS 650.
HCM 652 - Health Care Finance: Challenges (3
credits)
Explores the economics of health care from both the
health system perspective and the point of care. Budget
management, cost-benefit analyses, cost containment
strategies, and management of fiscal and human
resources will be explored.
Prerequisite: HCM 600 and HCM 605. Cross-Listed as:
NURS 652.
HCM 660 - Planning for Evidence-Based Practice
(3 credits)
Enables students to make a case for nursing practice
decisions based on research studies and data. Students
will learn to evaluate and apply evidence-based practice
to health care as it relates to leadership and
management functions. Evidence-based practice is
defined as a problem-solving approach to decision-
making that involves the conscientious use of the best
available evidence, along with one's own expertise, to
improve outcomes for individuals, group, communities,
and systems.
Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCM 650 and HCM 652. Cross-Listed as: NURS
660.
HCM 662 - Quality Management in Health Care
(3 credits)
Focuses on health care systems improvement to enhance
quality of patient outcomes, create a patient-centered
culture of safety, and reduce risk. This course emphasizes
statistical process control methods, regulatory and
accreditation standards, and barriers to and strategies for
quality improvement.
Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCM 650, HCM 652 and HCM 660. Cross-
Listed as: NURS 662.
HCM 665 - Patient Satisfaction and Quality
Improvement (3 credits)
Examines the techniques for determining customer needs
and for developing the criteria to evaluate the quality of
strategies used to enhance customer service. The course
Graduate Courses| 83
presents current methods for obtaining customer
satisfaction, including the use of complaint data to
explore opportunities for improvement. The course
emphasizes data gathering and interpretation, including
interviewing techniques and complaint resolution
management. The course uses real-world examples and
case studies.
Prerequisite: HCM 557, HCM 600, HCM 605, HCM 612,
HCM 620, HCM 650, HCM 652 and HCM 660.
HCM 667 - Customer Relationship Management
(E-CRM) (3 credits)
Understands the importance of CRM in safeguarding the
firm's customer base and future revenue growth,
especially in those industries characterized by high levels
of competition. In accessing and analyzing customer
data, businesses are better able to provide products and
services more closely tailored to customers' needs and
thereby strengthen relationships. Students evaluate the
various methods of extracting customer data, particularly
from web sites, and learn how the data is analyzed,
segmented and scored in the production of meaningful
management reports and marketing campaigns.
Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCM 650, HCM 652 and HCM 660. Cross-
Listed as: DTI 667.
HCM 669 - Patient Advocacy for Healthcare
Quality (3 credits)
Explores the origins of patient advocacy in the US
healthcare system and the interconnected roles of
patients, physicians, nurses, administrators, policy makers,
and lawyers. Using an ecological approach, the course
emphasizes the findings from the patient safety
movement and the importance of effective
communication, accountability and respectful teamwork.
The course uses real world examples and case studies.
Prerequisite: HCM 600, HCM 605, HCM 612, HCM 620,
HCM 557, HCM 650, HCM 652 and HCM 660.
HCM 700 - Internship in Healthcare Management
(3 credits)
Integrates and applies healthcare leadership
competencies to professional experiences in healthcare
organizations. Students participate in creation of unique
products, services, or processes. Students must
demonstrate effective teamwork, written, verbal, and
interpersonal proficiencies.
Prerequisite: A grade of B or better in HCM 600 and
HCM 605 and by permission of the MS in Healthcare
Management Program Coordinator.
LTED- Literacy Education
LTED 603 - Foundations of Literacy (3 credits)
Examines the foundational theories and evidence-based
practices of reading, writing and communication
processes with emphasis on the development of holistic
and integrated 21st century classroom literacy programs.
This course considers the developmental progression of
learners as readers, writers, and communicators of
knowledge. Students connect and integrate reading,
writing, and communication instructional strategies to
meet the needs and interests of K-12 literacy learners
across disciplines.
Prerequisite: None.
LTED 611 - Literacy Assessment (3 credits)
Focuses on principles and practices of formal and
informal literacy assessment to evaluate learners' literacy
performance and match instruction to developmental
strengths and needs. Students develop methods for
effectively and professionally communicating assessment
results and corresponding instructional plans to relevant
stakeholders.
Prerequisite: LTED 603.
LTED 621 - Culturally Responsive Literacy (3
credits)
Explores research and relevant concepts of diversity and
equity and the impact of cultural factors on literacy
learning and teaching. Addresses best practices for
teaching culturally and linguistically diverse students
specific to second language acquisition and usage.
Identifies environmental and personal factors that can
result in learner resistance, avoidance, and maladaptive
reading strategies and behaviors. Course includes
strategies for creating inclusive and affirming classrooms
through use of culturally responsive literacy instruction
and a variety of literacy tools and technologies.
Prerequisite: LTED 603.
LTED 623 - Digital Literacy and Media (3 credits)
Examines the literacy skills required of literacy learners as
a result of emerging technologies. Students design and
apply instructional practices that integrate digital tools to
support literacy instruction across the curriculum.
Students examine and critically evaluate media in our
society and develop instructional strategies that bolster
learners' ability to access, analyze, evaluate and create
information in a variety of media formats.
Prerequisite: None.
LTED XXX - Children's Literature (3 credits)
Explores literature for children and young adults through
the lens of global political, economic and social factors
influencing cultural patterns and values. Emphasizes the
development of reading interests for real-world, life-long
learning, professional evaluation, educational uses, and
readers' advisory. (Pending review by the Academic
Affairs Committee.)
Prerequisite: Under development.
LTED 701 - Literacy Capstone (3 credits)
Provides opportunities for students to integrate theory
and practice in a school setting. Students conduct action
research with the goal of gaining insights for advancing
literacy practice, developing reflective practice, and
making a positive contribution to the school
environment. Students create a portfolio documenting
84| Stevenson University 2023-2024 Graduate Catalog
their competency literacy standards and growth as
literacy leaders.
Prerequisite: LTED 603, LTED 611, LTED 621, LTED 623.
NURS-Graduate Nursing
NURS 515 - Concepts of Nursing Informatics (3
credits)
Draws from computer science, information science,
cognitive and decision sciences, and nursing science. This
course provides students with an overview of informatics
and the theoretical foundation for information
management within the health care setting.
Prerequisite: None.
NURS 520 - Quantitative Methods in Nursing
Research (3 credits)
Focuses on the application of quantitative research
designs. Practice and management questions are
discussed and quantitative research strategies are
developed to produce data and to examine the results of
nursing research.
Prerequisite: NURS 515.
NURS 530 - Qualitative Inquiry in Nursing (3
credits)
Examines the conceptual issues of qualitative inquiry and
introduces the student to grounded theory,
phenomenology, ethnography, and historical research.
Connections between current issues in practice and
management and qualitative research strategies will be
explored. Students will conduct interviews and write
narratives that reflect their understanding of nursing
knowledge.
Prerequisite: NURS 515.
NURS 547 - Global Health Care Perspectives (3
credits)
Provides an intensive overview of global health issues.
This course focuses on global determinates of health,
global health policies, global health research methods,
effects of economics on global healthcare,
complementary and alternative medicine, and
organizations working in the field of global health.
Students will consider the impact of global health issues
such as infectious diseases, chronic diseases, cancer,
violence, nutrition, mental health and environmental
health. Topics covered include the special issues of
reproduction, infants, and children.
Prerequisite: NURS 520 and NURS 530.
NURS 557 - Project and Resource Management
(3 credits)
Provides students with the essential principles and tools
of project management and an understanding of the
human, organizational, and fiscal factors involved.
Students will study issues and acquire skills related to
personnel selection, managing an increasingly diverse
workforce, project definition, budgeting, quality, and
outcomes. The role of strategic planning in healthcare
organizations will be explored.
Prerequisite: NURS 520 and NURS 530. Cross-Listed as:
HCM 557.
NURS 600 - Managerial Epidemiology and
Statistics (3 credits)
Examines epidemiology concepts and tools as they are
used in developing models for health, health service
utilization, and health policy. Students will learn to
distinguish among the types of epidemiological research
(descriptive, analytical, and experimental) and will analyze
epidemiological literature and discuss the pros and cons
of different research methods. Analysis of
epidemiological data using appropriate methods and
statistical measures utilized in epidemiological studies are
required to design and conduct a needs assessment for a
given population, identifying healthcare gaps and
disparities. Case studies and real world examples will be
used to reinforce need for population-based approach to
design and delivery of healthcare services.
Prerequisite: None. Cross-Listed as: HCM 600.
NURS 610 - Advanced Pathophysiology and
Pharmacology (3 credits)
Provides students with advanced content on
pathophysiology and pharmacology necessary for
evidence-based practice in a hospital, academic, or
community setting. Structural and functional changes in
cells, tissues, and organ systems associated with selected
diseases will be analyzed. Pharmacology treatment,
patient implications, and nursing considerations will be
incorporated with each system. Pathogenesis of disease
will be related to principles of health promotions, disease
prevention and pharmacology.
Prerequisite: NURS 547 and NURS 557.
NURS 615 - Advanced Health Assessment (3
credits)
Provides advanced content in the area of health
assessment across the lifespan required for evidence-
based practice in hospital, academic, or community
settings. This course will build on previously learned skills
and knowledge from baccalaureate education and
nursing practice experience. The students will develop
the advanced skills needed to obtain, conduct, and teach
others how to complete a comprehensive health history
and physical assessment. This course includes a hands-on
experience to assess application of course content.
Prerequisite: NURS 610.
NURS 620 - Introduction to Forensic Nursing (3
credits)
Provides introduction to the definitions and principles of
medico-legal care of the individual experiencing trauma,
abuse, neglect, rape, and death. This course provides
students with an overview of the judicial system and the
skills and knowledge essential to forensic nursing,
including identification of intentional and unintentional
wounds, collection of evidence (DNA, photographic,
written), creation of a judicial system summary, and
Graduate Courses| 85
differentiating the resources available to victims of
intimate crime. The role of the forensic nurse as a
community leader, supporting diverse populations
through collaboration with civic and legal entities, will be
explored.
Prerequisite: NURS 547 and NURS 557.
NURS 632 - Curriculum Design and Innovation (3
credits)
Applies various perspectives and theories on educational
design. Curriculum design and implementation will be
emphasized for staff development education, as well as
associate and baccalaureate levels of education. This
course discusses the influence of accreditation and
regulatory standards on curriculum and the
implementation of innovation in nursing education.
Prerequisite: NURS 635.
NURS 635 - Teaching and Learning
Strategies/Evaluation (3 credits)
Focuses on teaching methods and strategies along with
assessment techniques for classroom and clinical settings.
The student will apply principles of adult learning and
new developments in nursing education. Participation in
the construction of grading criteria, examinations, and
clinical experience allow the student to integrate teaching
methods and assessment/evaluation skills.
Prerequisite: NURS 615.
NURS 642 - Instructional Media in Education (3
credits)
Analyzes the selection and implementation of a variety of
instructional media and new developments in the field of
nursing education. This course focuses on the use of
simulations, online delivery, and other innovations to
promote learning of theory and clinical content in
nursing education settings.
Prerequisite: NURS 615.
NURS 650 - Organizational Behavior in
Healthcare (3 credits)
Explores organizational theories, motivation, and
leadership behaviors in healthcare settings. Students will
learn about effective decision making in groups,
influencing others, and the importance of organizational
values and diversity. Student activities will include
developing effective organizational strategies in
addressing organizational issues.
Prerequisite: NURS 547 and NURS 557. Cross-Listed as:
HCM 650.
NURS 652 - Health Care Finance: Challenges (3
credits)
Explores the economics of health care from both the
health system perspective and the point of care. Budget
management, cost-benefit analyses, cost containment
strategies, and management of fiscal and human
resources will be explored.
Prerequisite: NURS 547 and NURS 557. Cross-Listed as:
HCM 652.
NURS 660 - Planning for Evidence-Based Practice
(3 credits)
Enables students to make a case for nursing practice
decisions based on research studies and data. Students
will learn to evaluate and apply evidence-based practice
to health care as it relates to leadership and
management functions. Evidence-based practice is
defined as a problem-solving approach to decision-
making that involves the conscientious use of the best
available evidence, along with one's own expertise, to
improve outcomes for individuals, group, communities,
and systems.
Prerequisite: NURS 650 and NURS 652. Cross-Listed as:
HCM 660.
NURS 662 - Quality Management in Health Care
(3 credits)
Focuses on health care systems improvement to enhance
quality of patient outcomes, create a patient-centered
culture of safety, and reduce risk. The course will
emphasize statistical process control methods, regulatory
and accreditation standards, and barriers to and
strategies for quality improvement.
Prerequisite: NURS 650 and NURS 652. Cross-Listed as:
HCM 662.
NURS 670 - Principles of Population Health and
Care Coordination (3 credits)
Investigates health outcomes within a population, health
determinants that influence a group of individuals and
policies and interventions that affect the health of an
entire population. Students will examine geographic
populations such as nations or communities, or other
populations such as ethnic groups, disabled persons,
prisoners, LGBTQ+, older adults, children, economically
disadvantaged and any other defined group. An
emphasis is placed on how therapeutic communication,
cultural competence, and conflict resolution strategies are
integral to the multiple relationships within population-
based care management roles. Theoretical models and
assessment tools will be utilized to examine the diversity
of cultural beliefs, values, and practices that impact the
health of individuals, families, and communities. Students
will examine how safety and quality outcomes, nursing
roles in care coordination, and techniques to engage
patients impact health care costs and sustainable quality
care.
Prerequisite: NURS 547 and NURS 557. Offered: Fall,
Spring and Summer, as needed.
NURS 672 - Population-Based Care: Vulnerable
Populations (3 credits)
Examines coordination of care for vulnerable populations
including risk reduction and infection control, health
education, nutrition, population health, environmental
concerns, emergency management/preparedness, and
chronic disease and disability, both psychosocial and
physical. Quality, safety, and the economic impact of
providing cost-effective care will be discussed using
decision science and predictive analysis.
86| Stevenson University 2023-2024 Graduate Catalog
Prerequisite: NURS 670.
NURS 674 - Professional/Legal Issues in
Population-Based Care (3 credits)
Explores the legal and economic aspects of coordination
of care. This course focuses on reimbursement and
financing of health care, and insurance requirements.
Content also includes analysis of the American Nurses
Association (ANA) standards and scope of practice for
relevant disciplines (such as school nurses and case
managers), the ANA Code of Ethics, and federal and state
laws governing child abuse and neglect, minor consent
for health services, and communicable disease reporting.
Prerequisite: None.
NURS 736 - Graduate Nursing Practicum, Nursing
Education (3 credits)
Provides an opportunity for students in the nursing
education concentration to apply concepts of education
in a selected health care delivery or higher education
environment during a 135-hour practicum experience.
This course emphasizes: analysis and evaluation of
concepts of Nursing Education; demonstration of
competencies needed to effect change in higher
education and healthcare practice; evaluation of current
and interventional outcomes; participation in strategic
planning and goal setting; analysis of allocation of
human and financial resources; and analysis of regulatory,
ethical, and legal issues in nursing practice.
Prerequisite: All other required core and concentration
courses.. Offered: Fall, Spring and Summer.
NURS 737 - Graduate Nursing Capstone (3
credits)
The Graduate Nursing Capstone is a culminating
experience designed to provide learners with an
opportunity to apply knowledge and skills acquired
throughout the program of study focusing on the AACN
Essentials for Master’s Education in Nursing.
Prerequisite: All other required core and concentration
courses.. Offered: Fall, Spring and Summer.
NURS 738 - Graduate Nursing Practicum, Forensic
Concentration (3 credits)
This course is designed to provide an opportunity for
students in the forensic nursing concentration to apply
concepts of forensic nursing in a selected civic, legal, or
health care delivery environments during a 135-hour
practicum experience. During their practicum, students
will complete an evidence-based practice project relevant
to the role of the Forensic Nurse and present a project
deliverable to be utilized by the practicum site to
improve current clinical practice. Students will also create
a practicum project poster to document the evidence-
based practice process of acquiring and disseminating
new knowledge to promote sustainable change. This
course emphasizes: analysis and evaluation of concepts
of Forensic Nursing; demonstration of competencies
needed to effect change in organizations and
communities; evaluation of current and interventional
outcomes; participation in strategic planning and goal
setting; analysis of allocation of human and financial
resources; and analysis of regulatory, ethical and legal
issues in practice settings.
Prerequisite: All other required core and concentration
courses.. Offered: Fall, Spring and Summer.
NURS 750 - Graduate Nursing Practicum,
Leadership/Management (3 credits)
This course is designed to provide an opportunity for
students in the Leadership/Management concentration to
apply nursing leadership and management concepts in
selected health care delivery environments during a 135-
hour practicum experience. During their practicum,
students will complete an evidence-based practice
project relevant to the role of the nurse leader/manager
and present a deliverable project to be utilized by the
practicum site that will improve current
leadership/management practices. Students will also
create a practicum project poster to document the
evidence-based practice process of acquiring new
knowledge to promote sustainable change. This course
emphasizes: analysis and evaluation of concepts of
organizational culture; demonstration of competencies
needed to effect change in organizations; evaluation of
organizational outcomes; participation in strategic
planning and goal setting; analysis of allocation of
human and financial resources; and analysis of regulatory,
ethical and legal issues in practice settings.
Prerequisite: All other required core and concentration
courses.
NURS 760 - Graduate Nursing Practicum,
Population-Based Care Coordination (3 credits)
Provides an opportunity for students in the Population-
Based Care Coordination concentration to apply
population health and care coordination concepts in a
selected health care delivery environment during a 135-
hour practicum experience. During their practicum,
students will complete an evidence-based practice
project relevant to the role of the nurse working in a
population-based care coordination position and present
a project deliverable to be utilized by the practicum site
that will improve current population-based care
coordination practices. Students will also create a
practicum project poster to document the evidence-
based practice process of acquiring new knowledge to
promote sustainable change. This course emphasizes:
analyzing concepts of population health and care
coordination; demonstrating competencies needed to
coordinate care in healthcare settings effectively;
evaluating patient-focused and organizational outcomes;
and examining the impact of regulatory, ethical, and legal
issues in the practice setting.
Prerequisite: All other required core and concentration
courses.
PSY - Graduate Psychology Courses
PSY 601 - Design and Analysis I (3 credits)
Focuses on qualitative and quantitative research models,
methods, and data analysis techniques commonly used in
Graduate Courses| 87
the field of psychology. Scientific reasoning and
descriptive and inferential data analysis techniques will
be reviewed. Conducting, critically analyzing, and
applying research in the context of psychological practice
will be emphasized. Ethical principles and diversity
considerations in psychological research will be
examined. This course is the first in a two-course
sequence.
Prerequisite: None. Offered: Fall.
PSY 602 - Design and Analysis II (3 credits)
Focuses on modeling theories and techniques and
advanced multivariate statistical tests, including
MANOVA, factor analysis, discriminant analysis, and
regression techniques. Parametric and non-parametric
techniques and statistical assumptions will be reviewed.
Effective methods of presenting/communicating research
findings will be reviewed. This course is the second in a
two-course sequence.
Prerequisite: PSY 601. Offered: Spring.
PSY 603 - Lifespan Development (3 credits)
Focuses on transitions, growth, and development across
the human lifecycle. Theoretical and empirical approaches
to understanding key issues in and influences on
development will be reviewed. Individual and contextual
influences on development, including temperament and
attachment, physiological and genetic influences,
individual and cultural diversity factors, family and peer
influences, and age-related change will be explored.
Clinical practice applications will be emphasized.
Prerequisite: None. Offered: Spring, every year.
PSY 604 - Social Psychology (3 credits)
Explores the ways in which interpersonal interactions and
social stimuli affect human behavior. Major topics in
social psychology, including social cognition, affiliation,
conformity and obedience, aggression and violence,
prejudice and stereotyping, and attitude and opinion
formation, will be discussed. The role of diversity factors,
including gender, gender identity, race, ethnicity, social
class, and age, will be examined. Application of social
psychological research to clinical practice will be
emphasized.
Prerequisite: None. Offered: Spring.
PSY 605 - Biological Bases of Behavior (3 credits)
Introduces the structure and organization of the nervous
system and other topics related to neuroanatomy,
neurophysiology, and brain-behavior relationships. Topics
addressed will prepare students to identify and
understand the function of major neuroanatomical
structures and neurophysiological mechanisms that
impact cognition, behavior, emotion, and sensorimotor
functioning. Application of these concepts in clinical case
conceptualization will be reviewed. The course will
provide basic knowledge required for later study of
cognitive and affective bases of behavior and
psychopharmacology.
Prerequisite: None. Offered: Fall, every year.
PSY 606 - Cognitive and Affective Bases of
Behavior (3 credits)
Reviews the current status of theory and research in the
study of cognition and emotion. The processes
underlying learning and memory; perception and
sensation; reasoning; emotional responses and
regulation; stress; and motivation will be reviewed.
Practice applications to assessment, diagnosis, and
treatment will be emphasized.
Prerequisite: PSY 605. Offered: Fall.
PSY 610 - Psychopathology (3 credits)
Familiarizes students with the different diagnoses,
etiologies, and treatments of major forms of
psychopathology as characterized by the DSM approach.
Content will include the etiology and epidemiological
description of various disorders with particular attention
to the role of current research findings, diversity, and
sociocultural influences. Potential ethical issues in
diagnosis and use of the DSM will be highlighted.
Prerequisite: None. Offered: Fall.
PSY 630 - Professional Practice (3 credits)
Covers a range of topics related to professional practice
and the challenges health services professionals may face
in professional settings. Topics may include the history of
professional psychology, involvement in state and
national professional organizations, the path to becoming
licensed and board certified, the appropriate use of social
media in professional and personal life, and the
management of business. Special attention will be given
to self-care and the issues of ethical professional
practice. This course may be used to fulfill elective
requirements. (Pending review by the Academic Affairs
Committee)
Prerequisite: None. Offered: Varies.
PSY 640 - Basic Interviewing and Clinical Skills ()
Introduces students to the skills and strategies necessary
for effective counseling and clinical interviewing, with a
focus on the development and maintenance of the
therapeutic relationship. Includes an experiential learning
component where students will conduct mock sessions
allowing them to hone their technique and begin to
develop their own personal orientation or framework for
conducting therapy.
Prerequisite: None. Offered: Fall.
PSY 641 - Theories of Psychotherapy (3 credits)
Introduces students to the theory and practice of
prominent approaches to psychotherapy for individual
adult clients with a specific focus on evidence-based
practice. Several theories are reviewed allowing students
to conceptualize client problems from multiple
theoretical perspectives. Reviews the literature on
psychotherapy effectiveness to include the therapeutic
relationship, cultural and ethical considerations, and
current issues and trends. Critically examines the
relationship between psychotherapy and practice and
helps students to begin to develop their own personal
framework for therapy.
88| Stevenson University 2023-2024 Graduate Catalog
Prerequisite: PSY 640. Offered: Spring.
PSY 701 - Cognitive Assessment (3 credits)
Prepares students to select, administer, score, interpret,
and report the results of cognitive assessment batteries.
Theoretical frameworks for, and clinical applications of,
cognitive testing will be introduced. Ethical, diversity, and
psychometric considerations in cognitive assessment will
be emphasized. History-taking, behavioral observation,
and other norm- and criterion-referenced assessment
measures and techniques commonly used in conjunction
with cognitive testing will be discussed.
Prerequisite: None. Offered: Fall.
PSY 702 - Personality Theory and Assessment (3
credits)
Introduces students to a range of objective and
projective personality assessment measures. The course
focuses on the theoretical foundations of personality
assessment; administration, scoring, interpretation, and
report writing; and consideration of ethics and diversity
as they relate to assessment.
Prerequisite: None. Offered: Spring.
PSY 703 - Integrated Assessment (3 credits)
Provides an opportunity to practice cognitive and
personality assessment skills by administering a
comprehensive battery of assessments, completing a
thorough clinical history, and writing reports that
integrate assessment results and make appropriate
recommendations.
Prerequisite: PSY 701. Corequisite: PSY 702. Offered:
Spring.
PSY 704 - Special Topics in Assessment (3 credits)
Reviews specialized assessment instruments and
techniques appropriate for use with specific referral
concerns and in specific clinical contexts. Assessment
domains reviewed may include neuropsychological,
psychoeducational, and personality assessment.
Administration, scoring, interpretation, reporting, and
techniques for sharing findings with clients and other
professionals will be discussed. This course may be used
to fulfill elective requirements.
Prerequisite: PSY 703. Offered: Fall or Spring.
PSY 710 - History & Systems of Psychology (3
credits)
Elucidates the philosophical and historical roots of
psychology; historical conceptualizations of mental illness
and psychological treatment; the evolution of psychology
training models and professional identities of
psychologists; and contemporary practice and other
professional issues.
Prerequisite: None. Offered: Fall.
PSY 720 - Models of Psychotherapy (3 credits -
Course must be taken 3 semesters)
Provides an in-depth examination of theory and practice
of a specific model of psychotherapy (e.g., cognitive-
behavioral, interpersonal, psychodynamic, humanistic).
Students must complete the course three times, each
covering a different therapeutic model/orientation, to
develop competence with various practice orientations.
Prerequisite: PSY 641. Offered: Fall and Spring.
PSY 725 - Special Topics in Clinical Psychology (3
credits)
Examines topics pertaining to theory- and evidence-
based psychological practice, integrating and building on
concepts introduced in previous courses. Topics may
include best practices in working with specific
populations; exploration of various practice modalities or
settings; or clinical and technological advances in
psychological practice. This course may be used to fulfill
elective requirements.
Prerequisite: None. Offered: Fall or Spring.
PSY 730 - Psychopharmacology (3 credits)
Introduces the principles of psychopharmacology,
including mechanisms of action, indications for selection
of common psychoactive agents, and side effects. Ethical
and cultural implications for medication use will be
discussed. Collaboration between non-prescribing
psychologists and prescribers and the current status of
efforts to gain prescription privileges for psychologists
(RxP) will also be addressed.
Prerequisite: PSY 605. Offered: Spring.
PSY 740 - Legal and Ethical Issues in Clinical
Practice (3 credits)
Focuses on the legal and ethical issues faced by clinical
psychologists. The APA Ethics Code and state regulations
relevant to professional psychology practice and ethical
decision-making processes and models form the core of
this consideration. Content will include ethical and legal
obligations and aspirations of the psychologist in
practice; the consideration of the intersection and
divergence of ethical and legal obligations; mandated
reporting; homicidality and suicidality; considerations for
participating in legal proceedings; and ethics-based
advocacy.
Prerequisite: None. Offered: Fall.
PSY 750 - Multicultural Competencies in Clinical
Practice (3 credits)
Considers the wide range of cultural factors that
practitioners need to be prepared to encounter. Topics
will address race, ethnicity, gender identity and
expression, sexual orientation, age, power and privilege,
socioeconomic status, ability status, and religion and
spirituality. The ethical responsibility of psychologists in
working with diverse populations will be included.
Prerequisite: None. Offered: Spring.
PSY 780 - Case Consultation (1.5 credits - Course
must be taken 4 semesters)
Provides an opportunity for first- and second-year
students to participate in case conference presentations,
within- and across-cohort peer consultation, and
Graduate Courses| 89
discussion of research and practice issues. In addition to
case conferences, class discussions and readings will
focus on the following topics: Ethical and legal issues,
diversity considerations, best practices in assessment and
intervention, technological tools and applications, and
other topics relevant to professional practice in
psychology.
Prerequisite: None. Offered: Fall and Spring.
PSY 790 - Supervision and Consultation (3 credits)
Prepares students to serve as consultants to other
professionals and to serve as supervisors to
professionals-in-training. Advocacy for clients in
interprofessional and interdisciplinary settings, as well as
ethical, legal, and multicultural considerations for Health
Service Psychologists, will be considered in the context of
consultation and supervision.
Prerequisite: None. Offered: Fall.
PSY 810 - Practicum (1.5 credits - Course must be
taken 7 semesters)
Provides students with clinical experience through a
series of placements in clinical settings. The exact nature
of each practicum is determined in conjunction with the
placement setting, but will include assessment,
therapeutic intervention, and other professional activities
appropriate to the student’s level of training. On-site
supervision is provided by the practicum setting. All
students enrolled in PSY 810 will be concurrently enrolled
in either PSY 780 or PSY 880. Students are independently
responsible for paying required fees, including:
subscription fees for a clinical hour tracking system; APA
student membership dues; and background check fees.
Other fees related to individual placement sites, such as
parking costs, may also be required.
Prerequisite: PSY 640, PSY 641, PSY 701, PSY 702, PSY
703; Psychology Department approval of practicum site..
Offered: Fall, Spring and Summer.
PSY 880 - Advanced Case Consultation (1.5
credits - Course must be taken 4 semesters)
Provides an opportunity for third- and fourth-year
students to participate in case conference presentations,
within- and across-cohort peer consultation, and
discussion of research and practice issues. In addition to
case conferences, class discussions and readings will
focus on the following topics: Ethical and legal issues,
diversity considerations, best practices in assessment and
intervention, technological tools and applications, and
other topics relevant to professional practice in
psychology.
Prerequisite: None. Corequisite: PSY 810, Practicum.
PSY 901 - Dissertation (3 credits - Course must be
taken 5 semesters)
Provides students the opportunity to conduct a rigorous
scholarly inquiry. Students will utilize qualitative and/or
quantitative methods of research to examine a topic
relevant to the practice of clinical psychology.
Prerequisite: Successful completion of at least 48 credits
of graduate coursework. Offered: Fall, Spring, and
Summer.
PSY 902 - Internship (Variable credits: 1.5-3
credits - Course must be taken 4 semesters)
Provides students with advanced supervised clinical
experiences that involve synthesis of knowledge and skills
acquired through coursework and practica, and that
prepare them to assume the role of the psychologist
upon licensure. Internships are full-time clinical
placements and must be completed at APA-accredited
internship sites unless permission to take an internship at
an alternate site is given by the program. Psy.D. students
must register in each of the four semesters in which the
internship is pursued. Students are independently
responsible for paying required fees, including:
subscription fees for a clinical hour tracking system; APA
student membership dues; and background check fees.
Other fees related to individual placement sites, such as
parking costs, may also be required. (Anticipated course
implementation in 2025.)
Prerequisite: Successful completion of all coursework
except for PSY 901, Dissertation.. Offered: Fall, Spring,
and Summer.
SUO-Stevenson University Online
SUO 500 - Credit by Portfolio (variable) ()
Guides students through the process of documenting
their prior experiential learning to meet the requirements
of a course in their major. Students reflect on their
previous experiences, assemble appropriate evidence
demonstrating that their documented experiential
learning meets the objectives of the course for which
they wish to receive credit, and produce a portfolio for
review by faculty evaluators. Credits for major-specific
courses are awarded based on the evaluation of the
portfolio in accordance with the Credit by Portfolio
policy.
Prerequisite: Permission of Academic Program
Administrator. Offered: Fall, Spring and Summer, as
needed.
90| Stevenson University 2023-2024 Graduate Catalog
Board of Trustees of Stevenson University
T. Scott Pugatch
Chair of the Board
Greenhill Properties, Inc.
Paul Mark Sandler, Esq
Secretary of the Board
Shapiro Sher Guinot & Sandler
Robert C. Brennan
Treasurer of the Board
Maryland Economic Development Corporation (Retired)
Arthur F. Bell, Jr., CPA
Belltower LLC
Sandra R. Berman
Sandra & Malcolm Berman Charitable Foundation
Robert D. Biagiotti, P.E.
Exelon Business Services Company, LLC
Barbara M. Bozzuto
David A. Burrows, Jr. '92 '94 '94 '95 '99M
Visual Integrators
Samuel M. Dell III
ExxonMobil, Retired
Scott Dorsey
Merritt Companies
Karen P. Gibbs
The Gibbs Perspective
Nancy C. Hubble, GRI, CRS, ABR
Hubble Bisbee Christie's International Real Estate Group
Sean A. Isaac M.D.
Copper Kettle Anesthesia
Brenda Bowe Johnson, Ph.D.
The Language House, Inc.
Donna L. Kahoe '99
Maryland Board of Town Commissioners
Blaire Miller '05
ex officio
Constellation
Meredith A. Mowen '95
1919 Investment Counsel
Candace Osunsade
Catholic Relief Services
Jennifer Ward Reynolds, CFA
Ward Properties
Margaret "Meg" Sheetz
Kathleen Sher
K Sher Consulting
Anna L. Smith
Wilmington Trust
James B. Stradtner, CFA
Century Private Investments, LLC
Justin Towles '05
Crown Consulting, Inc.
Judith S. Waranch, Esq.
The Waranch Group LLC
Orsia Foudos Young, Esq. '79
Office of the President
Elliot Hirshman (2017)
President
B.A., Yale University
M.A., Ph.D., University of California, Los Angeles
Antionette J. Marbray (2020)
Vice President, Legal Affairs, State and Federal Relations,
and Strategic Planning
B.A., University of South Florida, Tampa
M.Ed., University of Florida, Gainesville
J.D., Duke University
Office of the Provost
Susan T. Gorman (1991)
Executive Vice President, Academic Affairs and Provost
B.A., Kenyon College;
Ph.D., Johns Hopkins University
Meredith C. Durmowicz (2002)
Senior Associate Vice President for Academic Affairs, and
Vice Provost, Online Learning
B.S., Marquette University
Ph.D., Johns Hopkins University
Amanda Hostalka (1998)
Vice Provost, Outreach
B.F.A., Maryland Institute College of Art
M.A., M.F.A, University of Baltimore
Virginia N. Iannone (2002)
Vice Provost, Student Success
B.S., University of Scranton
M.A., Ph.D., The Catholic University of America
Academic Affairs
Career Services
Matthew D. Seiler (2017)
Director, Career Services
B.S., Stevenson University
Institutional Research and Assessment
May P. Hser (2018)
Directory
Directory| 91
Director, Institutional Research and Effectiveness
B.A., Rangoon University
M.E., Ph.D., The State University of New York, Buffalo
Library
Sara G. Godbee (2008)
Director, Library Services
B.A., College of Charleston
B.S., University of South Carolina Upstate
M.L.S, University of Maryland
Online Learning
Meredith C. Durmowicz (2002)
Senior Associate Vice President for Academic Affairs, and
Vice Provost, Online Learning
B.S., Marquette University
Ph.D., Johns Hopkins University
Outreach
Amanda Hostalka (1998)
Vice Provost for Outreach
B.F.A., Maryland Institute College of Art
M.A., M.F.A, University of Baltimore
Registrar
Montague Blount (2023)
University Registrar
B.S., M.A., Morgan State University
Sponsored Programs and Research
Meredith C. Durmowicz (2002)
Senior Associate Vice President for Academic Affairs, and
Vice Provost, Online Learning
B.S., Marquette University
Ph.D., Johns Hopkins University
Student Success
Virginia N. Iannone (2002)
Vice Provost for Student Success
B.S., University of Scranton
M.A., Ph.D., The Catholic University of America
Enrollment Management
Mark J. Hergan (1993)
Vice President, Enrollment Management
B.A., St. Mary's College of Maryland
Christina Dutcher (2011)
Director, Student Accounts
B.S., Towson University
Financial Affairs
Melanie M. Edmondson, CPA (1996)
Vice President, Administration & Finance and Chief
Financial Officer
A.S., Lasell College
B.S., Florida Institute of Technology
Athletics
Brett C. Adams (1994)
Director
B.S., York College of Pennsylvania
Auxiliary Services
James Mustard (2022)
Assistant Vice President of Facilities and Campus Safety
B.S., M.S., Duquesne University
Robert A. Reed
(1998)
Assistant Vice President Property Management/Campus
Services
B.S., Towson University
Business Office (2002)
Virginia R. Perkins
Assistant Vice President Finance & Administration
B.S., University of Baltimore
Conference Services
Brooks Edman (2007)
Interim Manager, Conference Services
B.S., Lebanon Valley College
Facilities
Michael J. Campbell, Jr. (2008)
Director of Facilities, Greenspring campus and Owings
Mills North campus
Information Technology
John "Karl" Bantillo (2014)
Chief Information Officer
Mail Room and Materials Management
Raymond Smith (2015)
Manager
Security
Steve Gossage (2004)
Director of Security
University Store
LaShaun Calderone (2004)
Manager
B.S., Stevenson University
Human Resources
David C. Jordan (2019)
Vice President, Human Resources
B.S., University of Maryland
M.S., University of Baltimore
Marketing and Digital Communications
John Buettner (2009)
Vice President, Marketing and Digital Communications
B.A., Washington College
M.A., Villanova University
Student Affairs
Andre Williams (2022)
Vice President, Student Affairs
B.S., Coppin State University
M.S., McDaniel College
Jeff M. Kelly (2005)
Associate Vice President and Dean of Students
B.S., University of Scranton
M.S., Northeastern University
Ed.D., Widener University
Kenetia Pinkett (2023)
Director, Center for Diversity and Inclusion
92| Stevenson University 2023-2024 Graduate Catalog
B.S., M.S., Stevenson University
University Advancement
Christopher R. Vaughan (2018)
Vice President, University Advancement
B.A., Loyola College of Maryland
M.B.A., Loyola University of Maryland
Emeriti
Dyer P. Bilgrave
Professor Emeritus
B.A., Towson University
M.P.S., New York Theological Seminary
M.A., American International College
M.F.A., Brandeis University
M.A., Ph.D., University of Maryland, Baltimore County
Helen Rose Dawson
Vice President and Dean Emerita
B.A., Trinity College
M.S., Fordham University
D.Ed., Nova Southeastern University
Victoria J. Doby
Professor Emerita
B.A., M.B.A., Loyola University
D.B.A., George Washington University
Judith A. Feustle, RN
Professor Emerita, Nursing
B.S.N, M.S., University of Maryland, Baltimore
M.Ed., Sc.D., Johns Hopkins University
Alexander E. Hooke
Professor Emeritus
B.S., Towson University
M.A., West Chester University
Ph.D., University of Missouri
Kevin J. Manning
President Emeritus
B.A., Webster University
M.S., Shippensburg University
Ph.D., The Ohio State University
Mary Diane Payne
Assistant Vice President and Professor Emerita
B.S., Brescia College
M.S., University of Cincinnati
Robert J. Suggs
Professor Emeritus
B.M.E., Wichita State University
M.M., Catholic University of America
D.M.A., University of Maryland, College Park
Nanette C. Tamer
Professor Emerita
B.A., Syracuse University
M.A., M.A.T., State University of New York, Binghamton
Ph.D., University of Delaware
Gerald Van Aken
Professor Emeritus
B.A., Trinity College
M.A., Ph.D., University of Maryland, College Park
Schools of the University
School of Business and Leadership:
Brown School of Business and Leadership
School of Business and Leadership;
Howard S. Brown School of Business and
Leadership
Sharon Buchbinder (2011)
Dean, School of Business and Leadership and Professor,
Healthcare Management
A.A.S., Maria College
B.A., University of Connecticut
M.A., University of Hartford
Ph.D., University of Illinois
Department of Business Administration
Zamira Simkins (2009)
Chair, Business Administration and Professor, Finance
B.S., Kyrgyz-Russian Slavic University
M.I.A., Missouri State University
Ph.D., American University
Department of Information Systems
Zamira Simkins (2009)
Interim Chair, Information Systems and Professor, Finance
B.S., Kyrgyz-Russian Slavic University
M.I.A., Missouri State University
Ph.D., American University
Program in Accounting
Jason Cerubini (2021)
Program Coordinator, Accounting and Lecturer, Business
Administration
B.S., M.P.A.C., M.B.A., Tulane University
Program in Fashion Merchandising
Holly Lentz-Schiller (2012)
Program Coordinator and Associate Professor, Marketing
B.A., MA., University of North Carolina at Wilmington
Ph.D., University of North Carolina at Greensboro
Program in Healthcare Management
Monica Piccardi (2021)
Graduate Program Director, Healthcare Management
B.S.N., University of Maryland Baltimore
M.S., Stevenson University
Program in Marketing
Takisha Toler (2013)
Program Coordinator and Associate Professor, Marketing
B.B.A., University of Memphis
M.B.A., Ph.D., Saint Louis University
School of Design, Arts, and
Communication
Amanda Gingery Hostalka (1998)
Dean, School of Design, Arts, and Communication, and
Professor, Design
B.F.A, Maryland Institute College of Art
M.A., M.F.A, University of Baltimore
Directory| 93
Department of Art and Graphic Design
Christopher Metzger
Chair, Art & Graphic Design and Professor, Art & Graphic
Design
B.A. Lafayette College
M.F.A., M.A. Maryland Institute College of Art
Department of Communication
Lee Krähenbühl (2019)
Chair, Communication and Associate Professor,
Communication
B.A., Linfield College
M.A., Pacific School of Religion
Ph.D., University of Oregon
Department of Film and Moving Image
Christopher Llewellyn Reed (2006)
Chair, Film and Moving Image and Professor, Film and
Moving Image
B.A., Harvard University
M.A., Yale University
M.F.A., School of the Arts, New York University
Program in Fashion Design
Leslie Simpson (2011)
Program Coordinator, Fashion Design and
Professor
,
Fashion Design
B.S., Simmons College
M.S., Philadelphia University
Ph.D., Iowa State University
Department of Music
Mark Lortz (2011)
Director and Associate Professor, Music
B.A., M.M., M.M., Peabody Conservatory of Music, Johns
Hopkins University
Ph.D., Temple University
Harlan Parker (2017)
Orchestra Conductor and Adjunct Professor, Music
B.A., Emporia State University
M.A., Ph.D., University of Kansas
Program in Theatre and Media Performance
Ryan Clark (2015)
Program Coordinator, Theatre and Media Performance
and Professor, Theatre
B.S., Towson University
M.F.A., Florida State University
Christopher T. Crostic (2009)
Technical Director and Professor, Theatre
B.S., Frostburg State University
M.F.A, Indiana University
School of Education
Beth Kobett (1998)
Dean, School of Education and Professor, Education
B.S., Lesley College
M.A., Webster University
Ph.D., Saint Louis University
Department of Education
David W. Nicholson (2006)
Chair, Education and Professor, Education
B.A., James Madison University
M.A., M.Ed., Ohio University
Ph.D., University of Virginia
Program in Graduate Education
Lisa A. Moyer (2017)
Graduate Program Director and Program Coordinator,
SUO and Assistant Professor, Graduate Education
A.A., Germana Community College
B.A., M.Ed. University of Mary Washington
Ph.D., Virginia Polytechnic Institute and State University
School of Humanities and Social
Sciences
Laura Thomason (2022)
Interim Dean, School of Humanities and Social
Sciences and Professor, English
M.A., Ph.D., University of North Texas
Department of English, History and Humanities
Aaron Chandler (2010)
Chair, English, History and Humanities, and Associate
Professor, English
B.A. Roanoke College
M.A. Hollins University Graduate Center
Ph.D. University of North Carolina at Grennsboro
Glenn Johnston (2007)
Program Coordinator, History, Assistant Professor,
History, and Archivist
B.A., St. Lawrence University
M.A., State University of New York, Buffalo
M.Ed., Niagara University
Ph.D., University of North Texas
Esther Horrocks (1983)
Program Coordinator, Interdisciplinary Studies, and
Professor, Sociology & Anthropology
B.A., University of Minnesota
M.A., M.A., Ph.D., Ohio State University
Department of Counseling and Human Services
John Rosicky (2012)
Chair and Professor, Counseling and Human Services
B.S., Brown University
Ph.D., University of Oregon
Department of English
Aaron Chandler (2010)
Chair, English, History and Humanities, and Associate
Professor, English
B.A. Roanoke College
M.A. Hollins University Graduate Center
Ph.D. University of North Carolina at Grennsboro
Department of Criminal Justice
Hillary Michaud, Esq. (2004)
Program Coordinator, Criminal Justice and Professor,
Law
B.S., Miami University of Ohio
J.D., University of North Carolina, Charlotte
94| Stevenson University 2023-2024 Graduate Catalog
Department of Legal Studies
Melanie Snyder, Esq.(2000)
Program Coordinator, Legal Studies and Professor, Law
B.A. Miami University
J.D. University of Baltimore
Department of Psychology
Jeffrey Elliott (2001)
Chair, Psychology and Professor, Psychology
B.A., M.A., Salisbury University
Ph.D., University of Maryland
Programs in Forensic Accounting, Forensic
Investigations, and Forensic Studies
Carolyn H. Johnson, Esq. (1998)
Graduate Program Director and Professor, Forensic
Studies
B.A., Dickinson University
J.D., University of Maryland, Baltimore
Program in Interdisciplinary Studies
Esther D. Horrocks (1983)
Program Coordinator, Interdisciplinary Studies and
Professor, Sociology and Anthropology
B.A., University of Minnesota
M.A., M.A., Ph.D., The Ohio State University
Program in Theatre and Media Performance
Ryan Clark (2015)
Program Coordinator, Theatre and Media Performance
and Professor, Theatre
B.S., Towson University
M.F.A., Florida State University
School of Nursing and Health Professions:
Sandra R. Berman School of Nursing and
Health Professions
Hannah M. Hughes, PhD, RN (2023)
Dean and Chief Nurse Administrator, School of Nursing
and Health Professions
A.D.N.,
B.S.N., Norfolk State University
M.S.N., Walden University
eM.B.A., Jack Welch Management Institute
Ph.D., Virginia Commonwealth University
Department of Nursing
Jamie R. Carter, RN, AG, ACNP (2022)
Chair, Nursing and Associate Professor, Nursing
B.S., High Point University
M.S., D.N.P., University of Maryland, Baltimore
Program in Graduate Nursing
Vanessa Velez, DNP, RN (2022)
Program Director and Assistant Professor, Graduate
Nursing
A.S., Community College of Baltimore County
B.S.N., M.S.N., Notre Dame of Maryland University
D.N.P., Johns Hopkins University
Program in Medical Laboratory Science
Lara Biagiotti, MLS(ASCP) (2011)
Program Coordinator, Medical Laboratory Science and
Adjunct Professor, Medical Laboratory Science
B.S., University of Maryland, Baltimore
M.S., Johns Hopkins University
School of the Sciences: Beverly K. Fine
School of the Sciences
Ellen M. Roskes (1996)
Dean, Beverly K. Fine School of the Sciences and
Professor, Chemistry
B.A., M.A., Ph.D., Johns Hopkins University
Department of Biological Sciences
Wendy L. Kimber-Louis (2005)
Chair, Biological Sciences, and Professor, Biological
Sciences
B.S., Wolverhampton Polytechnic
Ph.D., Edinburgh University
Department of Chemistry and Biochemistry
Jeremy R. Burkett (2015)
Chair, Department of Chemistry and Biochemistry and
Professor, Chemistry
B.S., Huntington University
Ph.D. Purdue University
Tracey Mason (2008)
Graduate Program Director, Forensic Science and
Professor, Chemistry
B.S., Longwood College
Ph.D., Virginia Commonwealth University
Department of Mathematics and Physics
Mark A. Branson (2013)
Chair and Professor, Mathematics
B.A., B.S., University of Oklahoma
M.Phil., Ph.D., Columbia University
Program in Forensic Science
Tracey Mason (2008)
Graduate Program Director, Forensic Science, and
Professor, Chemistry
B.S., Longwood College
Ph.D., Virginia Commonwealth University
Stevenson University Online
Meredith C. Durmowicz (2002)
Senior Associate Vice President for Academic Affairs, and
Vice Provost, Online Learning
B.S., Marquette University
Ph.D., Johns Hopkins University
Amanda Millar (2008)
Senior Director, SUO Enrollment and Admissions
B.S., M.S., Stevenson University
Doctoral Program
Doctor of Clinical Psychology (Psy.D.)
Marie Christine McGrath (2020)
Graduate Program Director and Professor, Psychology
B.A., Villanova University
M.Ed., Ph.D., Temple University
Soonhee Lee
(2022)
Director of Clinical Training and Associate Professor,
Psychology
Directory| 95
B.A., M.A., Seoul National University
M.A., Ph.D., University of Rochester
Faculty
Laurel Abell (2018)
Adjunct Professor, English
B.S., Towson University
M.F.A., Vermont College of Fine Arts
Shelly Esi Aboagye (2021)
Adjunct Professor, Psychology
B.S. Lincoln University
M.S., Bowie State University
Ed.D., Marymount University
Moronke "Nikki" Adepoju, RN (2012)
Assistant Professor, Nursing
A.A., B.S.N., Marymount University
M.S., Johns Hopkins University
Heidi Adams (2016)
Adjunct Instructor, Nursing
B.A., University of Maryland, Baltimore
B.S., Stevenson University
M.S., Stevenson University
Ebenezer Afful (1985)
Associate Professor, Religion
Dip., University of Ghana
M.Div., Reformed Theological Seminary
Gigi Biabo Ajavon (2020)
Adjunct Instructor, Counseling & Human Services
B.F.A., Kutztown University
M.Div., Westminster Theological Seminary
Inna S. Alesina (2014)
Professor, Graphic Design
B.F.A., Parsons New School for Design
M.F.A., Maryland Institute College of Art
Mohamed Abdelsalam Ali (2019)
Adjunct Professor, Business Administration and
Healthcare Management
B.S., Towson University
M.S.F.S., M.B.A., Johns Hopkins University
MHEA., George Mason University
Carli Allison (2019)
Adjunct Instructor, Chemistry
B.S., M.S., Stevenson University
Chanel M. Anderson, PA, MLS(ASCP) (2014)
Adjunct Instructor, Medical Laboratory Science
A.A.S., B.S., Stevenson University
M.S., University of Maryland, Baltimore
Darrell Anderson (2021)
Adjunct Instructor, Information Systems
B.S., Morgan State University
M.S., Stevenson University
Lea Alexa Andrus (2010)
Adjunct Instructor, Management
B.A., Hollins University
M.A., Washington College
Nic Anstett (2021)
Lecturer, English
B.A., Washington College
M.F.A., University of Oregon
Cynthia Appleby (2014)
Adjunct Instructor, Education
B.A., University of North Carolina - Asheville
M.Ed., University of North Carolina - Chapel Hill
Trina G. Armstrong (2012)
Adjunct Professor, Healthcare Management
B.B.A., MBA, Loyola University, New Orleans
D.H.A., Phoenix University
Wynne Aroom, RN (2010)
Adjunct Instructor, Nursing
B.S.N., Northeastern University
M.S., University of Maryland
Mark Arvisais (2011)
Adjunct Professor, Business Administration
B.S., Ithaca College;
M.B.A., Rochester Institute of Technology
Ph.D., George Washington University
Lawrence Baird (2008)
Adjunct Professor, Business Administration
B.A., Loyola University Maryland
M.B.A., Walden University
Candace Baker (2014)
Human Services Supervisor
B.S., Stevenson University
M.S., University of Maryland, Baltimore
Cary B. Barker (2006)
Adjunct Instructor, Business and Technology
Management
B.A., Shippensburg University
M.S., Capitol College
Robert Bauserman (2011)
Adjunct Professor, Psychology
B.A., University of Pennsylvania
M.A., Ph.D., Syracuse University
Jesse Baxter (2018)
Adjunct Professor, Theatre
B.A., Messiah College
MFA, Towson University
Jennifer Baxter-Roshek (2011)
Adjunct Professor, Biological Sciences
B.S., University of Pittsburgh at Johnstown
Ph.D., University of Maryland, College Park
Laura Bearsch (2021)
Adjunct Professor, Legal Studies
B.S., Towson University
J.D., University of Maryland, Baltimore
Joyce K. Becker (1995)
Adjunct Professor, Forensic Studies
B.A., Notre Dame of Maryland University
J.D., University of Maryland, Baltimore
Joan P. Beemer (1983)
Adjunct Professor, Mathematics
B.S., Towson University
M.S., Johns Hopkins University
Carmela Bell (2006)
Adjunct Professor, Law
A.A., Stevenson University
B.A., J.D., University of Baltimore
96| Stevenson University 2023-2024 Graduate Catalog
Leeanne M. Bell McManus (2007)
Professor, Business Communication
B.A., University of Pittsburgh
M.A., West Virginia University
Ph.D., Duquesne University
Robert Bennett (2023)
Adjunct Instructor, Business Communication
B.S., University of Maryland
M.A., University of Baltimore
Colleen Berry (2021)
Adjunct Instructor, Biology
B.S., Loyola University, Maryland
M.S., University of Maryland
Lara Biagiotti, MLS(ASCP) (1981)
Adjunct Professor, Medical Laboratory Science
B.S., University of Maryland, Baltimore
M.S., The Johns Hopkins University
Christopher Biddle (2014)
Adjunct Professor, Criminal Justice
B.A., Western Connecticut State University
M.A., John Jay College of Criminal Justice
Ph.D., Northcentral University
Misty Biggs (2021)
Adjunct Instructor, Medical Laboratory Science
B.S., Texas Tech University
Christopher Blackwood (2020)
Adjunct Professor, Biology
B.S., Clark Atlanta University
Ph.D., Cornell University
Sarah Grace Cotter Blanset (2015)
Associate Professor, Mathematics
B.A., Amherst College
M.S., Ph.D., University of Notre Dame
Christopher Blocker (2021)
Adjunct Instructor, Philosophy
B.A., St. Mary's College
M.A., George Washington University
Richard E. Boardman (2013)
Adjunct Professor, Film and Moving Image
B.A., University of South Carolina
M.A., University of Kansas
Noni L. Bodkin, RN (2005)
Adjunct Professor, Nursing
B.S., Indiana University
M.S., University of Illinois, Chicago
Ph.D., University of Michigan, Ann Arbor
Margaret Bodley (2019)
Adjunct Instructor, Business Communication
B.A., McDaniel College
J.D., University of Baltimore
Fred Bolt (2007)
Adjunct Instructor, Religion
A.A., Anderson College
B.A., Southern Wesleyan University
M.A., Southern Baptist Theological Seminary
Betsy Book (2020)
Adjunct Instructor, Education
B.S., Towson University
M.Ed., Towson University
James Borrelli (2021)
Assistant Professor, Biomedical Engineering
B.S., M.S., Ph.D., University of Maryland
Stephen Bossom (2019)
Adjunct Professor, Graphic Design
B.F.A., Sheppard University
MFA, University of Baltimore
Mark A. Branson (2013)
Professor, Mathematics
B.A., B.S., University of Oklahoma
M.Phil., Ph.D., Columbia University
Elizabeth M. Brogran Tore (2022)
Adjunct Instructor, Business Communication
B.A., University of Cincinnati
M.Ed., Tiffin University
Darlene Anne Brothers-Gray (2019)
Adjunct Instructor, Forensic Science
M.S.P.H., M.F.S., University of Florida
Emily Brown (2023)
Assistant Professor, Psychology
B.S., M.S., Ph.D., Virginia Polytechnic Institute State
University
Jakie Brown, Jr. (1997)
Assistant Professor, Information Systems
A.A., Community College of Baltimore County
B.A., Arlington Bible College
M.A.B.L., M.Div., Faith Theological Seminary
Michael Brown (2018)
Adjunct Instructor, French
B.A., SUNY College at Fredonia
M.A., West Virginia University
Monica Brown, MLS(ASCP) (2017)
Adjunct Instructor, Medical Laboratory Science
B.S., Stevenson University
Trina Nycol Brown (2022)
Adjunct Instructor, Legal Studies
B.A., Immaculata University
M.P.S., George Washington University
Jeffrey Browne (2022)
Senior Lecturer, Communication
B.A., University of Nebraska
M.E.D., University of Florida
Brittney Bryant (2021)
Adjunct Instructor, Forensic Science
B.S., M.S., Stevenson University
Sharon Buchbinder (2011)
Professor, Healthcare Management
A.A.S., Maria College;
B.A., University of Connecticut
M.A., University of Hartford
Ph.D., University of Illinois
Thomas Buck (2021)
Adjunct Instructor, English
B.A., Washington University in St. Louis
M.S., Johns Hopkins University
Brandon L. Buckingham (2022)
Adjunct Professor, Graduate Nursing
B.S.N., University of Maryland, Baltimore
M.S., Stevenson University
D.N.P., University of New Hampshire
Charles E. Buehrle (2017)
Adjunct Professor, Mathematics
Directory| 97
B.S., LaSalle University
M.S., Ph.D., Lehigh University
Lynn Marie Bullock (2013)
Adjunct Professor, Graduate Nursing, RNBS Nursing
B.S., Syracuse University
M.S., Towson University
D.N.P., Johns Hopkins University
Justin Buonomo (2019)
Adjunct Instructor, Healthcare Management
B.S., M.S., Stevenson University
Andrew Burns (2020)
Adjunct Professor, Psychology
B.S., M.S., American University
Ph.D., Illinois Institute Technology
Jeremy Russell Burkett (2015)
Professor, Chemistry
B.S., Huntington University
Ph.D., Purdue University
Damon L. Burman (2007)
Adjunct Professor, Forensic Sciences
B.S., West Virginia Wesleyan College
M.F.S., George Washington University
Katherine A. Buvoltz (2017)
Adjunct Professor, General Education
B.S., Houghton College
M.B.A, Regis University
Ph.D., Regent University
Beverly Bye, RN (2011)
Adjunct Professor, Nursing
B.S., Ed.D., Towson University
M.Ed., Loyola University Maryland
M.S., University of Maryland, Baltimore
Ronald Bynion (2020)
Adjunct Instructor, Business Administration
B.S., University of Baltimore
M.B.A., College of William & Mary
Walter Calahan (2010)
Adjunct Instructor, Art
B.S., Syracuse University
M.A., McDaniel College
Colin Campbell (2020)
Adjunct Professor, Business Communication
B.A., Hofstra University
M.S., Columbia University
M.B.A., University of Phoenix
Ph.D., Howard University
Diane Campbell (2010)
Adjunct Instructor, Nursing
A.A., Harford Community College
B.S., M.S., Notre Dame of Maryland University
Joseph Carr (2015)
Adjunct Instructor, Education
B.A., University of Maryland, Baltimore County
M.A., McDaniel College
Angela Carroll (2017)
Adjunct Professor, Film and Moving Image
B.A., University of Maryland Baltimore County
M.F.A., University of California, Santa Cruz
Patrick M. Carroll, Jr. (2005)
Adjunct Instructor, Information Systems
B.S., University of Maryland University College
M.S., George Washington University
Elise Carswell (2015)
Education Supervisor II
B.S., University of Maryland, College Park
M.Ed., Harvard Business School
Corinna Carter (2019)
Adjunct Instructor, Chemistry
B.S., M.S., Stevenson University
Jamie Carter (2021)
Chair & Associate Professor, Nursing
B.S., High Point University
M.S., DNP, University of Maryland, Baltimore
Robert W. Carter (2015)
Adjunct Instructor, Forensic Studies
B.S., Stevenson University
M.S., University of Baltimore
Louise M. Carwell (2009)
Adjunct Professor, Law
B.A., University of Rochester
J.D., Case Western Reserve University
Alexander Cavallo (2019)
Adjunct Professor, Forensic Studies
B.A., M.S., Towson University
Aaron D. Chandler (2010)
Associate Professor, English
B.A., Roanoke College
M.A., Hollins University
Ph.D., University of North Carolina, Greensboro
Pamela R. Chaney (2006)
Adjunct Professor, Law
B.S., Virginia Commonwealth University
J.D., University of Maryland, Baltimore
Shaunta Chapple (2022)
Assistant Professor, Nursing
B.S., Coppin State University
M.S., Stevenson University
D.N.P., University of Maryland
Christopher Chase (2023)
Adjunct Instructor, Mathematics
B.S., Towson University
M.A.Ed., University of Phoenix
Courtney Chase (2021)
Adjunct Professor, Graphic Design
B.F.A., Towson University
MFA, Maryland Institute College of Art
Jason Cherubini (2021)
Lecturer, Business Administration
B.S., M.S., M.S., Tulane University
Min Cheung (2015)
Adjunct Instructor, Fashion Design
B.S., Philadelphia University
Mark Chmielewski (2021)
Adjunct Instructor, Medical Laboratory Science
B.S., Stevenson University
MBA, West Chester University of Pennsylvania
Thomas L. Christianson (2012)
Adjunct Professor, Philosophy and Religion
M.A., Regent University
Sandra Clabough (2021)
98| Stevenson University 2023-2024 Graduate Catalog
Lecturer, Biology
B.S., Louisiana State University
M.S., Towson University
Ryan Clark (2015)
Professor, Theatre
B.S., Towson University
MFA, Florida State University
Stacey Coffey-Moreau (2018)
Adjunct Professor, Psychology
B.S., James Madison University
M.A., Ph.D., University of Virginia
Darlene Cohen (2004)
Adjunct Professor, Information Systems
A.B., University of Chicago
M.S., Villa Julie College
J.D., University of Maryland School of Law
L.L.M., S.J.D., National Law Center, George Washington
University
Jeffrey Comen (2001)
Adjunct Professor, Law
B.A., Johns Hopkins University
J.D., University of Baltimore
James L. Condron (2008)
Adjunct Professor, Art
B.A., Colby College
M.F.A., Maryland Institute College of Art
Farrah Connelly (2020)
Adjunct Instructor, Education
B.S., M.Ed., Towson University
Thomas D. Coogan (1988)
Adjunct Professor, Forensic Studies
B.A., Hamilton College
M.A., Antioch College
J.D., Antioch School of Law
Amber Cook (2021)
Adjunct Instructor, Education
B.S., Stevenson University
M.Ed., Goucher College
Dean E. Cook (1984)
Adjunct Professor, Information Systems
B.A., Loch Haven State College
M.A., Indiana State University
M.A.S., Johns Hopkins University
Ph.D., University of Missouri
Linda Cook, RN (2008)
Adjunct Professor, Nursing
A.S., Monroe Community College
B.S.N., Alfred University
M.S., Ph.D., University of Maryland, Baltimore
Michael B. Cooney (2015)
Adjunct Instructor, Education
B.S., Stevenson University
M.S., Johns Hopkins University
Sienna Cordoba (2021)
Adjunct Instructor, History
B.A., New York University
M.A., University of California, Santa Barbara
Adell Cothorne (2022)
Adjunct Professor, Education
B.S., Morgan State University
Ed.D., Walden University
M.S., Johns Hopkins University
Ian Coyle (2014)
Adjunct Instructor, Political Science
B.A., Saint Bonaventure University
M.P.A., State University of New York, Albany
Victoria Cozad, RN (2018)
Clinical Assistant Professor, Nursing
Women's Hospital Foundation Distinguished Professor
B.A., Valparaiso University
M.A., University of Maryland, Baltimore County
Rachel Craig (2021)
Adjunct Professor, Biology
B.S., Mount St. Mary's University
D.P.T., University of Maryland, Baltimore
Christina Cramer (2018)
Adjunct Professor, Psychology
B.A., St. Mary's College of Maryland
M.S., Loyola University Maryland
Ph.D., Brigham Young University
Danyelle Crawford (2019)
Human Services Supervisor I
B.S., Stevenson University
M.S., University of Maryland, Baltimore County
Naomi Cross (2021)
Adjunct Instructor, Nursing
B.S.N., M.S., Notre Dame of Maryland University
Christopher T. Crostic (2009)
Professor, Theatre
B.S., Frostburg State University
MFA, Indiana University
Laura Culbertson, RN (2010)
Adjunct Instructor, Nursing
B.S.N., M.S., University of Maryland, Baltimore
Karen M. Cunigan (2022)
Adjunct Instructor, Information Systems
B.S., Morris Brown College
M.S., Central Michigan University
Suzanne Curtis (2021)
Adjunct Proessor, Criminal Justice
B.S. University of Maryland
J.D., Tulane University
Michelle A. D'Alessandro, RN (2013)
Adjunct Professor, Nursing
B.S.N., Villanova University
M.S.N., Johns Hopkins University
D.N.P., University of Maryland, Baltimore
Carolyn Danna (2014)
Senior Lecturer, Biological Sciences
B.S., Wheaton College
Ph.D., University of Maryland, Baltimore
Melissa Davies (2022)
Professor, Business Administration and
Professor, Digital Marketing
B.S., California University of Pennsylvania
M.S., California University of Pennsylvania
Ph.D., University of Northern Colorado
Emmet Davitt (2005)
Adjunct Professor, Forensic Studies
B.A., University of Virginia
Directory| 99
J.D., University of Maryland, College Park
Rana DellaRocco (2019)
Adjunct Instructor, Forensic Science
B.S., University of Maryland, Baltimore County
M.S., University of Florida
David Deluliis (2021)
Adjunct Professor, Business Communication
B.A., M.A., Pennsylvania State University
Ph.D., Duquesne University
Stuart Denrich (2019)
Lecturer, Cybersecurity & Digital Forensics
B.A., University of Maryland, Baltimore County
M.S., University of Maryland, Global University
Justin DePrima (2021)
Adjunct Instructor, English
B.A., McDaniel College
M.S., Towson University
Rachel Celia Didovicher (2015)
Adjunct Professor, English
B.A., M.A., Case Western Reserve University
MFA, University of Baltimore
Catherine Dietz (2013)
Education Supervisor I
B.S., Towson University
Emily Dillon (2021)
Adjunct Professor, English
B.S., M.Ed., University of Maryland
M.F.A, Fairfield University
Rhonda Doctor-Canham (2023)
Adjunct Instructor, Biology
B.S., Notre Dame College
M.G.S., Miami University-Oxford
Ian Dombrowski (2021)
Adjunct Professor, Criminal Justice
B.A., College of the Holy Cross
J.D., University of Baltimore
Patrick Donohue (2016)
Adjunct Instructor, Religion
B.S., Lancaster Bible College
M.A., Reformed Theological Seminary
Daniel Dregier, Jr. (2010)
Adjunct Professor, Business Administration and Law
B.A., Loyola University Maryland
J.D., University of Baltimore, School of Law
David C. Drewer (1996)
Adjunct Professor, Physics
B.A., M.A., Ph.D., Johns Hopkins University
Ira S. Dubey (2022)
Adjunct Professor, Forensic Science
B.A., Long Island University
M.B.A., Johns Hopkins University
M.S., Johns Hopkins University
M.S., University of Maryland, Baltimore
Jeffrey F. Dudley (2005)
Adjunct Instructor, Marketing
B.S., Towson University
M.S., McDaniel College
Hilda Dunkwu (2014)
Adjunct Professor, Legal Studies
L.L.B., University of Benin, Nigeria
L.L.M., University of San Diego
Ph.D., Nova Southeastern University
Meredith C. Durmowicz (2002)
Professor, Biological Sciences
B.S., Marquette University
Ph.D., Johns Hopkins University
Timothy M. Dwyer (2006)
Professor, Chemistry
B.S., Regis College
Ph.D., Dartmouth College
Bermesola Dyer (2018)
Assistant Professor, Nursing
B.A., University of California, Berkeley
M.S., University of Baltimore
M.S., Bowie State Universitiy
B.A., D.N.P., Johns Hopkins University
Shannon Dyson (2014)
Adjunct Instructor, Graphic Design
B.S., Stevenson University
M.A., University of Baltimore
Helaina Ebling (2011)
Adjunct Professor, Counseling & Human Services and
Supervisor II
A.A., Villa Julie College
B.A., Towson University
M.S., University of Maryland Baltimore County
Candice Edwards (2015)
Adjunct Instructor, Counseling & Human Services and
Supervisor I
B.S., Stevenson University
M.P.A., University of Baltimore
Jeffrey D. Elliott (2001)
Professor, Psychology
B.A., M.A., Salisbury State University
Ph.D., University of Maryland, Baltimore County
Robert A. Ellis (2006)
Adjunct Professor, Business Communication
B.A., Towson University
M.A., University of Baltimore
Steven R. Engorn (1989)
Assistant Professor, Information Systems
A.A., Catonsville Community College
B.S., American University
MBA, Loyola College in Maryland
Roxanne Epps (2011)
Adjunct Professor, Counseling & Human Services
B.A., Morgan State University
M.S.W., Howard University
Christopher William Ernst (2015)
Associate Professor, Film and Moving Image
B.A., Hampshire College
MFA, University at Buffalo
Steven Estes (2022)
Adjunct Instructor, Music
B.M.U., University of Central Florida
Joy Arit Emmanuela Etukudo (2022)
Adjunct Professor, Film and Moving Image
B.A., University of Maryland, Baltimore County
100| Stevenson University 2023-2024 Graduate Catalog
M.F.A., Nottingham Trent University
Steven Falk (2020)
Adjunct Instructor, Biomedical Engineering
B.S.E., University of Pennsylvania
M.E.S., Catholic University of America
Shannon Familetti (2014)
Adjunct Instructor, Chemistry
B.A., College of the Holy Cross
M.A., University of Virginia
Laura Farkas
Adjunct Instructor, History
B.A., M.S., North Carolina State University
Eva Feldman (2020)
Adjunct Instructor, Nursing, RNBS Nursing
A.A., Catonsville Community College
B.S., M.S., Stevenson University
Dina Fiasconaro (2010)
Professor, Film and Moving Image
B.S., Syracuse University
MFA, Columbia University
Elizabeth Fields (2016)
Librarian, Research & Instruction
B.A., Goucher College
M.L.S., University of Pittsburgh
Mayaugust P. Finkenberg (2005)
Professor, Counseling & Human Services
B.A., Syracuse University
M.S.W., University of Maryland, Baltimore
Ed.D., Nova Southeastern University
Brian Fitzsimmons (2021)
Adjunct Instructor, Business Administration
B.S., Towson University
M.B.A., Hood College
William E. Folson (2006)
Adjunct Instructor, Forensic Studies
A.A.S., Community College of the Air Force
B.S., M.S., University of Maryland University College
Nick Franck (2018)
Adjunct Instructor, Marching Band
B.S.,Towson University
Alexander Franks (2022)
Adjunct Instructor, Accounting
B.S., Morgan State University
Janel Frazier (2019)
Adjunct Instructor, Education
B.S., Stevenson University
M.A., National University
Jennifer Fritzges (2021)
Adjunct Professor, Graduate Nursing
B.S., Mercer University
M.S., Benedictine University
D.N.P., Duquesne University
Kristina Fuller (2009)
Adjunct Instructor, Biology
B.S., Stevenson University
M.S., Pennsylvania State University- World Campus
Anne Gallagher (2023)
Adjunct Professor, English
B.F.A., Washington College
M.F.A., University of Baltimore
Elise Gallagher (2018)
Adjunct Professor, English
B.S.,Washington College
MFA,University of Baltimore
Philip J.B. Gallagher (2007)
Senior Lecturer, Mathematics
B.A., M.A., Christ's College, University of Cambridge
Susan Garfinkel (2014)
Education Supervisor I
B.A., University of Pittsburgh
M.Ed, Loyola University of Maryland
Stacie Gentzler (2018)
Adjunct Instructor, Film and Moving Image
B.A., Pennsylvania State University
Mary Gessel (2020)
Adjunct Instructor, Biology
B.S., Arizona State University
M.S., University of Minnesota
M.N.A.S., Idaho State University
James H. Gibson (2006)
Adjunct Professor, Information Systems
B.S., Valley Forge Christian College
M.S., Towson University
Megan Gitterman (2019)
Adjunct Instructor, Master's in Teaching
B.B.A., Hofstra University
M.A., University of Maryland, Baltimore County
Rivka L. Glaser (2006)
Professor, Biological Sciences and Director, Honors
Program
B.A., Goucher College
Ph.D., Johns Hopkins University
Sara Godbee (2008)
Librarian, Instruction & Learning Services
and Adjunct Instructor, Information Systems
B.S., University of South Carolina
B.A., College of Charleston
M.L.S., University of Maryland, College Park
Marco Goicochea (2022)
Assistant Professor, Biology
B.S., Washington and Lee University
Ph.D., University of Maryland, Baltimore
Elizabeth A. Goodier (2022)
Adjunct Instructor, Business Administration
B.B.A., Roanoke College
M.B.A., Loyola University
Michael Gordon (2011)
Adjunct Professor, Criminal Justice
B.S., Northeastern University
M.S., Shippensburg University
D.P.A., University of Baltimore
Susan T. Gorman (1991)
Professor, Biological Sciences
B.A., Kenyon College
Ph.D., Johns Hopkins University
Katherine Greco (2011)
Adjunct Instructor, Marching Band
Morris Greenberg (2010)
Adjunct Instructor, Criminal Justice
B.S., M.S., Johns Hopkins University
Directory| 101
Deric M. Greene (2004)
Professor, Business Communication
B.S., James Madison University
M.A., Norfolk State University
Ph.D., Howard University
Mary Greenwalt (2015)
Education Supervisor I
B.A., University of Maryland, Baltimore County
Vivi-Anne Griffey, MLS(ASCP) (1981)
Adjunct Professor, Medical Laboratory Science
B.S., University of Maryland, Baltimore
M.S., Thomas Jefferson University
John Grimes (2013)
Adjunct Instructor, Forensic Studies
A.A., Essex Community College
B.A., Notre Dame of Maryland University
M.S., Stevenson University
Paul Grimm (2012)
Adjunct Professor, Biological Sciences
B.S., Ph.D., University of Nebraska Medical Center
David Grow (2019)
Adjunct Professor, Psychology
B.S., University of Maryland Global Campus
Ph.D., Argosy University
Judith Grunwald (2022)
Adjunct Professor, Business Communication
B.A., Queens College
M.S., Towson University
Ph.D., University of Maryland
Kathryn E. Hall (2008)
Adjunct Instructor, History
B.S., Frostburg State University
M.A., James Madison University
Soncheray Hall (2019)
Adjunct Instructor, Counseling & Human Services
B.A., Eastern Connecticut State University
M.S.W., Morgan State University
Megan Hamp (2023)
Adjunct Instructor, Chemistry
B.S., M.F.S., Stevenson University
Erika Harden (2011)
Adjunct Instructor, Forensic Science
B.S., M.S., Stevenson University
Ethan Harden (2022)
Adjunct Instructor, Political Science
B.A., M.S., McDaniel College
Jamie Leigh Hardy (2023)
Adjunct Instructor, Medical Laboratory Science
B.S., University of Cincinnati
William Harrell (2015)
Associate Professor, Chemistry
B.S., Virginia Tech Center for Teacher Education
M.S., Ph.D., University of Maryland, College Park
Ana Hart (2022)
Adjunct Professor, English
B.A., University of Baltimore
M.F.A., University of Baltimore
Benjamin Harris (2009)
Adjunct Professor, Criminal Justice and Legal Studies
B.A., Johns Hopkins University
J.D., Yeshiva University
Heather E. Harris (2003)
Professor, Business Communication
B.A., Concordia University
M.A., Ph.D., Howard University
Starr I. Harris (2017)
Adjunct Professor, Film & Moving Image
B.A., St. Augustine's College
MFA, Howard University
Morgan Hassler (2012)
Adjunct Instructor, Criminal Justice
A.A., Catonsville Community College
B.S., University of Phoenix
M.S., Johns Hopkins University
George Hermina (2015)
Adjunct Professor, Law
A.A., Hudson Valley Community College
B.S., MBA, Russell Sage College
J.D., University of Baltimore
Nikki Heuer (2023)
Adjunct Instructor, Criminal Justice
B.S.M., University of Phoenix
M.P.A., Liberty University
Alexandra Hewett (2022)
Adjunct Professor, English & Theatre
B.A., Georgian Court University
M.F.A., University of Baltimore
M.S., Loyola University, Maryland
Rodney E. Hill (2007)
Adjunct Professor, Law
B.S., University of Maryland, College Park
J.D., University of Baltimore
Christina Hipsley (2000)
Librarian, Collections Development and Electronic
Resources
B.A., University of Maryland, Baltimore County
Elliot Hirshman (2017)
President and Professor, Psychology
B.A., Yale University;
M.A., Ph.D., University of California, Los Angeles
Stacey Hittle, RN (2016)
Clinical Assistant Professor, Nursing
B.S., M.S., Stevenson University
Steven Hlavach (2023)
Adjunct Instructor, Criminal Justice
B.S., Rutgers University, New Brunswick
M.S., Towson University
Patricia Hodge (2021)
Adjunct Instructor, Mathematics
B.S., University of the Virgin Islands
M.S., Johns Hopkins University
William Hodge (2013)
Professor, Physics
B.S., University of North Carolina at Wilmington
Ph.D., Wake Forest University
Nancy Hoffman (2009)
Adjunct Professor, Interdisciplinary Studies, Criminal
Justice
B.A., University of Maryland, College Park
M.S., Loyola University Maryland
Ph.D., University of Maryland, College Park
102| Stevenson University 2023-2024 Graduate Catalog
Ann Horn (2015)
Education Supervisor II
B.A., McDaniel College
M.Ed., American College of Education
Timothy R. Holland (2002)
Lecturer, Economics
B.A., Wake Forest University
M.S., Stevenson University
MBA, Washington University in St. Louis
Esther D. Horrocks (1983)
Professor, Sociology and Anthropology
B.A., University of Minnesota
M.A., M.A., Ph.D., Ohio State University
Dean Horvath (2009)
Adjunct Professor, Business Administration
B.S., State University of New York
M.S., University of Maryland
M.S., Towson University
Amanda Gingery Hostalka (1998)
Professor, Design
B.F.A., Maryland Institute College of Art
M.A., M.F.A., University of Baltimore
Dixie Hoyle (2021)
Adjunct Instructor, Biology
B.S., Stevenson University
M.S., Johns Hopkins University
Richard Huberfeld (2011)
Adjunct Professor, Criminal Justice
B.A., M.A., Brooklyn College
Matthew Hudson (2022)
Assistant Professor, Chemistry
B.A., SUNY Potsdam
Ph.D., M.Phil., Syracuse University
Sasha Hudson (2019)
Adjunct Instructor, Accounting
B.S., Morgan State University
M.S., M.B.A., University of Maryland, Global Campus
Hannah M. Hughes, PhD RN (2023)
Dean and Chief Nurse Administrator, School of Nursing
and Health Professions
A.D.N.,
B.S.N., Norfolk State University
M.S.N., Walden University
eM.B.A., Jack Welch Management Institute
Ph.D., Virginia Commonwealth University
Sughra Husain (2021)
Adjunct Professor, Psychology
B.A., University of Lucknow
BSEd., M.Phil., Ph.D., Aligarh Muslim University
Christopher Hutchinson (2021)
Adjunct Professor, Art
B.A., University of Alabama, Huntsville
M.F.A., Savannah College of Art and Design
Theresa Iacarino (2022)
Adjunct Instructor, Music
B.S., M.S., Towson University
M.Ed., Goucher College
Maria Iannatuono (2023)
Adjunct Professor, Business Administration
B.A., University of Maryland
J.D., University of Baltimore
Virginia N. Iannone (2002)
Professor, Psychology
B.S., University of Scranton
M.A., Ph.D., Catholic University of America
Ikenna Ikpeama (2019)
Adjunct Instructor, Forensic Science
B.S., Delaware State University
M.F.S, Stevenson University
Paul Insley (2010)
Adjunct Instructor, Information Systems
B.S., M.S., Stevenson University
Michelle Ivey (2013)
Professor, Chemistry
B.S., Harvey Mudd College
M.S., Ph.D., University of California, Irvine
Asad Jabbar (2021)
Adjunct Instructor, Business Administration
B.A. Loyola University Maryland
M.S., Georgetown University
M.B.A., University of Maryland
Robert A. Jackson (2017)
Adjunct Instructor, Graduate Education
B.S. and M.S., Stevenson University
D'Andrea Jacobs (2014)
Adjunct Professor, Graduate Education
B.A., University of California, Los Angeles
M.A., Ph.D., Michigan State University
Helena Jenkins RN (2019)
Clinical Assistant Professor, Nursing
B.S., Hunter College
M.S., University of Maryland, Baltimore County
D.N.P.. University of Maryland, Baltimore
Carolyn H. Johnson, Esq. (1998)
Professor, Forensic Studies
B.A., Dickinson College
J.D., University of Maryland, Baltimore
Edwin Johnson (2021)
Adjunct Professor, History
B.A., M.A., Ph.D., Morgan State University
Jody Johnson (2016)
Adjunct Professor, Physics
B.A., Dickinson College
M.S., University of Maryland
Ph.D., University of Maryland, Baltimore
Kabrina Johnson (2021)
Adjunct Professor, Graduate Nursing
B.S., M.S., York College of Pennsylvania
M.S., Morgan State
D.N.P., University of Maryland, Baltimore
Keith Johnson (2012)
Professor, Biological Sciences
B.S., Central College
Ph.D., Texas A & M University
Mirma Johnson-Majors (2019)
Adjunct Professor, History
B.S., Howard University
M.S., Bank Street College of Education
Directory| 103
Ed.D, Morgan State University
Suzzane Johnson (2020)
Adjunct Professor, Chemistry
B.S., Bradley University
M.S., Ph.D., Northwestern University
Craig Johnston (2010)
Adjunct Professor, Film and Moving Image
B.S., Stevenson University
M.F.A., Maryland Institute College of Art
Glenn Johnston (2007)
Assistant Professor, History
B.A., St. Lawrence University
M.A., State University of New York, Buffalo
M.Ed., Niagara University
Ph.D., University of North Texas
Darrin Jones (2020)
Adjunct Instructor,, Criminal Justice
B.S., University of Maryland
M.A., Arizona State University
Heather Jones (2020)
Adjunct Instructor, Criminal Justice
B.A., Sacred Heart University
M.A., John Jay College of Criminal Justice
Christopher Justice (2019)
Adjunct Professor, Business Communication
A.A., Middlesex County College
B.A., Rutgers University New Brunswick
M.A., Loyola University Maryland
Ph.D., University of Maryland, Baltimore County
Geetha Kada, RN (2013)
Adjunct Professor, Nursing
B.S., M.S.N., Omayal Achi College of Nursing
M.A., University of Chennai, India
Ph.D., Capella University
Jonah Kappraff (2022)
Adjunct Instructor, Music
B.M., Oberlin Conservatory
M.M., Boston University
Alexandra Katzoff (2013)
Adjunct Instructor, Marching Band
B.A., University of Maryland, College Park
Anna B. Kayes (2006)
Professor, Management
B.A., Catawba College
M.A., Ed.D..,George Washington University
Lee Kennedy (2021)
Adjunct Instructor, History
B.S., Washington & Lee University
M.A., Loyola University Maryland
Gregory T. Keplinger (2006)
Professor, Film and Moving Image
A.A., Montgomery College
B.S., Towson University
M.F.A., American University
Pamela Kessler (2005)
Adjunct Professor, Legal Studies
B.A., University of Maryland, College Park
J.D., University of Baltimore
Ernest C. Kiehne (2017)
Adjunct Instructor, English
B.A., Vassar College
M.A., City College of New York
Wendy L. Kimber-Louis (2005)
Professor, Biological Sciences
B.S., Wolverhampton Polytechnic
Ph.D., Edinburgh University
Deborah E. King, RN (2009)
Adjunct Professor, Nursing
B.S.N., City University of New York
M.S., M.A., Ph.D., University of Maryland
Ashley Anne Kniss (2015)
Associate Professor, English, and Coordinator, First Year
Writing
B.A., Eastern Mennonite University
M.A., Ph.D., Catholic University of America
Jason Knowles (2021)
Adjunct Instructor, English
B.A., Univerity of Maryland Baltimore County
M.A., University of Arizona
Courtney Koerber (2019)
Adjunct Instructor, Education
B.S., Stevenson University
M.S., McDaniel College
Beth M. Kobett (1998)
Professor, Education
B.S., University of Missouri
M.S., Johns Hopkins University
Ed.D., Johns Hopkins University
Jason Kolowski (2012)
Adjunct Professor, Forensic Sciences
B.A., Cornell College
M.S., John Jay College of Criminal Justice
M.P.H., Ph.D., City University of New York
William Branson Hay Kommalan (2018)
Adjunct Instructor, Fashion Design and Merchandising
B.A., Rhode Island School of Design
Don Koonce, Sr. (2012)
Adjunct Instructor, Information Systems
B.F.A., Temple University
MBA, Strayer University, Washington
Caleb Kortokrax (2014)
Adjunct Professor, Art
B.F.A., Valparaiso University
MFA, Maryland Institute College of Art
Lee Krähenbühl (2018)
Professor, Communication & Chair, Communication,
Graduate Program Director, Communication,and
Program Coordinator, SUO Business Communication
B.A., Linfield College
M.A., Pacific School of Religion
Ph.D., University of Oregon
Stephanie Kratzen, RN (2015)
Adjunct Professor, Nursing
B.S.N., Towson University
M.S., D.N.P., University of Maryland, Baltimore
James Kucher (2014)
Adjunct Professor, Business Administration
B.A. Keen University
M.B.A., D.P.A.; University of Baltimore
104| Stevenson University 2023-2024 Graduate Catalog
Ronnie Kurlander (2023)
Adjunct Instructor, Cybersecurity & Digital Forensics
B.S., Stevenson University
M.B.A., Loyola University of Maryland
M.S., Towson University
Bryan Laing (2023)
Adjunct Instructor, Business Administration
B.B.A., University of Baltimore
M.B.A., University of Maryland Global Campus
M.S., University of Maryland Global Campus
Romas Laskauskas (2001)
Adjunct Assistant Professor, Management
B.S., Mount Saint Mary's College
M.B.A., Virginia Commonwealth University
Mary Laurents (2014)
Adjunct Instructor, History
B.S., M.A., University of Maryland, Baltimore County
Sonya A. Lawyer (2017)
Assistant Professor, Design and Internship Director
B.S., Howard University
MFA, University of Florida
George Leary (2014)
Adjunct Professor, Psychology
A.A., Community College of Baltimore County
B.S., George Washington University
M.S., Pennsylvania State University
Ph.D., University of Maryland, Baltimore County
Deborah J. Leather (2009)
Adjunct Professor, Management
A.B., College of St. Elizabeth
M.L.S., University of Hawaii
MBA, Marymount College of Virginia
D.B.A., George Washington University
Sean Leavy (2018)
Adjunct Instructor, Mathematics
B.S., University of Maryland, Baltimore County
M.A.T., University of Maryland, Baltimore County
Soonhee Lee (2022)
Associate Professor, Psychology
B.A., M.A., Seoul National University
M.A., Ph.D., University of Rochester
Steven Lee (2023)
Adjunct Instructor, History
B.F.A., Howard University
M.S., Pratt Institute
Anne Lefter (2016)
Adjunct Professor, Theatre
B.A., University of Minnesota
M.A., Ph.D., Cornell University
Diane Lehmann (2019)
Assistant Professor, Nursing
B.S.N., Notre Dame Maryland University
M.S.N., Wilmington University
Michele Lenhart (2019)
Adjunct Instructor, SUO
B.S., M.S.E., State University of New York Geneseo
M.S., Buffalo State College
Holly Lentz-Schiller (2012)
Associate Professor, Fashion Merchandising
B.A., M.A., University of North Carolina at Wilmington
Ph.D., University of North Carolina at Greensboro
Ryan Lessans (2021)
Adjunct Instructor, Business Administration
B.S., Ohio State University
M.B.A., Purdue University
Loryn S. Lesser (2004)
Adjunct Professor, Counseling & Human Services and
Psychology
B.A., College of Staten Island, City University of New York
M.A., Montclair State University
M.S., Towson University
Ph.D., Walden University
Barry Levine (2012)
Adjunct Professor, Forensic Sciences
B.S., Loyola University Maryland
Ph.D., Virginia Commonwealth University
Kenneth Levine (2011)
Adjunct Professor, Mathematics
B.A., University of Maryland, Baltimore County
M.Ed., Johns Hopkins University
Clinton Lewin (2023)
Adjunct Professor, Clinical Psychology
B.S., University of Illinois at Urbana-Champaign
Psy.D., Midwestern University
Jane Lewty (2017)
Adjunct Professor, English
B.A., Ph.D., University of Glasgow
M.F.A., University of Iowa
Joshua L. Littlefield (2022)
Adjunct Professor, Art
B.F.A., Savannah College of Art Design
M.F.A., Maryland Institute College of Art
Jerome D. Lindauer (2005)
Adjunct Instructor, Business Administration
B.S., Virginia Polytechnic Institute and State University
M.B.A., Loyola College in Maryland
Irvin B. Litofsky (2005)
Adjunct Professor, Forensic Sciences
B.A., Johns Hopkins University
M.S.F.S., George Washington University
Elizabeth Long (2022)
Adjunct Professor, Community Based Education and
Leadership
B.A., University of Richmond
M.S., College of William & Mary
Mark Lortz (2011)
Associate Professor, Music
B.A., M.M., M.M., Peabody Conservatory of Music, Johns
Hopkins University
Ph.D., Temple University
Sandra Lucci, RN (2008)
Adjunct Professor, Nursing
B.S., Rutgers-Newark State University
M.S., University of Maryland, Baltimore
Ph.D., Capella University
Barbara Lutz (2012)
Adjunct Professor, Education and Education Supervisor I
B.S., Bowie State University
M.S., McDaniel College
Robyn Lyles (2011)
Adjunct Professor, Criminal Justice
Directory| 105
B.S., University of Missouri, St. Louis
M.S., University of Baltimore
Kimberly Lynne (2021)
Adjunct Professor, English
B.A., Loyola University Maryland
M.F.A., University of Baltimore
Michael A. MacFee (2017)
Adjunct Instructor, Business Communication
B.S., M.S., Stevenson University
Shradha Maheshwari (2013)
Senior Lecturer, Mathematics
B.Com., Shri Shikshayatan College
B.S., M.B.A., Wilmington College
Rubana Mahjabeen (2023)
Professor, Business Administration
Ph.D., University of Kansas
Stephen Malan (2018)
Adjunct Instructor, Biology
B.S., M.S., University of Maryland
Jennifer Male (2018)
Adjunct Professor, Theatre
B.A., University of Mississippi
M.F.A., Virginia Commonwealth University
Barry Malin, CPA (1983)
Adjunct Professor, Accounting
B.A., Ner Israel Rabbinical College
B.A., Loyola University Maryland
John Mancini (2021)
Adjunct Professor, English
B.F.A., Rhode Island School of Design
M.A., University of Southern Mississippi
M.F.A., San Francisco State University
James Marmer (2019)
Adjunct Instructor, Business Administration
B.A., California State University of Los Angeles
M.P.A., University of Southern California
Nicholas Marrocco (2004)
Adjunct Instructor, Forensic Studies
B.A., M.S., Loyola University Maryland
Meggen Marx (2009)
Associate Professor, Art
B.F.A., University of Wisconsin, Eau Claire
M.F.A., University of Maryland, Baltimore County
Tracey M. Mason (2008)
Professor, Chemistry
B.S., Longwood College
Ph.D., Virginia Commonwealth University
Joseph "Joe" C. Matanoski (2006)
Professor, Biological Sciences
B.S., University of Maryland, Baltimore County
Ph.D., University of Maryland, College Park
Leah Matthews (2014)
Adjunct Professor, Art
B.A., Elon University
MFA, University of Baltimore
Colin May (2010)
Adjunct Professor, Criminal Justice, Forensic Science, and
Forensic Studies
B.S., Siena College
M.S., Stevenson University
Deirdre C. McAllister (2017)
Adjunct Professor, Theatre
B.A., Suffolk University
MFA, Towson University
Theodore McCadden (2019)
Adjunct Professor, Counseling & Human Services
B.A., M.A., Towson University
Ed.D., Pennsylvania State University, Harrisburg
Clint McCallum (2018)
Adjunct Professor, English
B.M., Oberlin College
M.A., Ph.D., University of California, San Diego
Ja'Ara McCoy (2021)
Adjunct Instructor, Counseling & Human Services
B.S., Stevenson University
M.A., University of Baltimore
Patrick McDowell (2011)
Adjunct Instructor, Criminal Justice
B.S., M.S., Johns Hopkins University
Melanie McEntee (2012)
Adjunct Professor, Psychology
B.A., M.A., Ph.D., Loyola University Maryland
Marie Christine McGrath (2020)
Professor, Psychology
B.A., Villanova
M.Ed., Ph.D., Temple University
Joseph G. McGraw, Jr. (1998)
Adjunct Professor, History
B.A., M.A., University of Virginia
J.D., University of Baltimore
Ronald McGuire (2013)
Adjunct Instructor, Cyber Forensics
B.S., Western Carolina University
M.S., University of Maryland Global Campus
Cornelia H. McKenna (2015)
Adjunct Professor, Mathematics
B.A., Bryn Mawr College
MBA, University of Baltimore
Rebecca McPherson (2019)
Adjunct Professor, Biology
B.S., Kansas State University
M.S., Texas Tech University
Ph.D., University of the Sciences in Philadelphia
John McQuitty (2016)
Adjunct Professor, Religion
B.A., Oklahoma Baptist University
M.A., M.Div., Southwestern Baptist Theological Seminary
M.A., Syracuse University
Ph.D., Golden Gate Baptist Theological Seminary
Jason Medinger (2011)
Adjunct Professor, Forensic Studies and Legal Studies
B.A., University of Notre Dame
J.D., Emory University
Christopher James Metzger (2015)
Professor, Art & Graphic Design
B.A., Lafayette College
M.F.A., M.A., Maryland Institute College of Art
Richard Metzger (2013)
106| Stevenson University 2023-2024 Graduate Catalog
Adjunct Professor, Psychology
B.S., Muskingum University
M.S., Ph.D., University of North Dakota
Hillary J. Michaud (2004)
Professor, Law
B.S., Miami University of Ohio
J.D., University of North Carolina Chapel Hill
Doshelle Miller (2019)
Adjunct Instructor, Forensic Science
B.S., Virginia State University
M.S., George Mason University
Kari-Ann Miller (2018)
Adjunct Instructor, Art
B.F.A., Baylor University
Kendra Miller (2021)
Adjunct Instructor, Arts
B.A., Northwestern University
M.A., School of the Art Institute of Chicago
Neal Miller (2013)
Professor, Physics
A.B., Princeton University
M.S., University of Pennsylvania
M.S., Ph.D., New Mexico State University
Rose Miller, RN (2007)
Adjunct Professor, Nursing
A.A., George C. Wallace State Community College;
B.S., Troy State University
M.P.A., Auburn University
MSN, University of Alabama
Victoria Miller (2021)
Associate Professor, Business
B.A., Iowa State University
MBA, Morgan State University
Ph.D., Georgia State University
Pamula Mills (2021)
Adjunct Professor, Psychology
B.S., M.S., Barry University
William Mills (2019)
Adjunct Instructor, Chemistry
B.S., University of Virginia
Phyllis Evelyn Mills-Greene (2015)
Adjunct Instructor, Criminal Justice
A.A., Community College of Baltimore County
B.S., M.S., University of Baltimore
Mindy Milstein (2016)
Adjunct Professor, Psychology, Human Services
B.A. ,Ph.D., University of Maryland Baltimore County
M.A., Towson University
Deborah Mims (2018)
Adjunct Instructor, Forensic Studies
B.S., M.S., Stevenson University
James Von Minor (2000)
Adjunct Professor, Art
B.F.A., Colorado State University
M.F.A,. Pennsylvania State University, University Park
Rajeswari Mohan (2023)
Adjunct Instructor, English
B.A., M.A., University of Calicut
M.A., Cleveland State University
Diana Molavi (2014)
Adjunct Professor, Medical Laboratory Science
B.S., Pennsylvania State University
M.D., Washington University
Ph.D., Johns Hopkins University
Laurel Moody, RN (2012)
Adjunct Professor, Nursing
B.S.N., University of Maryland
M.S., Stevenson University
M.S., University of Maryland University College
George M. Moore (2006)
Professor, Art & Graphic Design
B.A., Hampshire College
MFA, Maryland Institute College of Art
Mary Moorhouse, MLS, SBB(ASCP) (2013)
Adjunct Instructor, Medical Laboratory Science
B.S., Stevenson University
M.S. Rush University
Jeannine Morber (2016)
Senior Lecturer, Marketing and Internship Coordinator
A.A., Carroll Community College
B.S., M.B.A., Hood College
Stacey Moreau (2018)
Adjunct Professor, Psychology
B.S., James Madison University
M.A., Ph.D., University of Virginia
Joseph Morrissey (2023)
Adjunct Instructor, Forensic Studies
B.S., M.B.A., College of St. Rose
Amber Moser, MLS(ASCP) (2018)
Adjunct Instructor, Medical Laboratory Science
B.S., Stevenson University
Lisa A. Moyer (2017)
Assistant Professor, Education
A.A., Germanna Community College
B.A. and M.Ed., University of Mary Washington
Ph.D., Virginia Polytechnic Institute and State University
Steven Mrozinski (2009)
Adjunct Instructor, Biological Sciences
B.S., M.S., Stevenson University
Sam Mullinix (2021)
Adjunct Instructor, Information Systems
B.S., M.S., Stevenson University
Sorsah-Maria Tiglao Mulroe (2022)
Adjunct Instructor, Education
B.S., University of Maryland, College Park
M.Ed., Johns Hopkins University
David Murphy (2019)
Adjunct Professor, Business Administration
A.A.S., Community College of the Air Force
B.A., University of Maryland Global Campus
M.L.A., Johns Hopkins University
Ph.D., Northcentral University
Kathryn Mychailyszyn (2014)
Adjunct Professor, Graphic Design
B.A., Loyola University Maryland
MFA, University of Baltimore
Brandon Myers (2019)
Adjunct Instructor, Mathematics
Directory| 107
B.S., Grand Canyon University
M.S., Towson University
Abdallah Naanaa (2013)
Adjunct Instructor, Forensic Science
B.S., M.S., Stevenson University
Michelle Natale (2021)
Adjunct Instructor, Political Science
B.A., La Salle University
M.A., Villanova University
Kellie Natrin (2007)
Adjunct Instructor, Legal Studies
B.S., M.S., Stevenson University
Elizabeth Nelson (2021)
Adjunct Instructor, Literacy Education
B.A., Elon University
M.Ed., Vanderbilt University
Ashley Nelson-Raut (2021)
Adjunct Professor, Law
B.S., Stevenson University
J.D., University of Baltimore
Danielle Newill (2012)
Adjunct Professor, Education and Education Supervisor I
B.S., Stevenson University
M.S., McDaniel College
Chigomezyo Ngwira (2023)
Adjunct Professor, Physics
Ph.D., Rhodes University
David W. Nicholson (2006)
Professor, Education
B.A., James Madison University
M.A., M.Ed., Ohio University
Ph.D., University of Virginia
Mark Norris (2013)
Professor, Biological Sciences
B.S., Allegheny College
M.S., Kansas State University
Ph.D., University of Minnesota, Twin Cities
Randi Norris (2018)
Adjunct Instructor, Community-Based Education and
Leadership
B.A., York College Pennsylvania
M.A.T., Johns Hopkins University
Meagan Nyland (2010)
Senior Lecturer, English, and Director, Experiential
Learning
B.S., B.A., Southern Illinois University
M.F.A., University of Baltimore
Samuel Obae (2013)
Associate Professor, Biological Sciences
B.S., University of Nairobi, Kenya
M.S., Frostburg State University
Ph.D., West Virginia University
Sandra A. O'Connor (1986)
Adjunct Professor, Law
B.S., J.D., Indiana State University
Steven O'Dell (2014)
Adjunct Professor, Forensic Sciences
M.S., University of Alabama at Birmingham
MBA, University of Phoenix
Timothy O'Donald (2018)
Adjunct Instructor, Business Administration
B.S., Kennesaw State University
M.A., Luther Rice University Seminary
John J. O'Neill (1976)
Adjunct Professor, Information Systems
B.S., MBA, Loyola College in Maryland
M.S., Villa Julie College
Stephen W. Oliner (2004)
Adjunct Instructor, Forensic Studies
B.S., University of Maryland, College Park
Brandi Orcutt-Velez (2023)
Adjunct Instructor, Fashion Merchandising
B.S., East Carolina University
M.P.S., Lim College
Jeffrey Ostrow (2022)
Adjunct Instructor, Business Administration
B.S., University of Maryland, Baltimore County
M.S., Towson University
Robert Owens (2023)
Adjunct Instructor, Physics
B.S., Mount St. Mary’s University
M.S., Towson University
Alexandra Palmer (2018)
Adjunct Instructor, Marching Band
B.S., University of Maryland, College Park
Jessica Ostendarp
(2019)
Adjunct Instructor, Nursing
B.S.N., James Madison University
M.S., Stevenson University
Samuel Page (2021)
Affiliate Instructor, Education
B.S., Towson University
M.A., Notre Dame of Maryland University
M.Ed., University of Massachusetts, Boston
Alexandra Palmer (2018)
Adjunct Instructor, Marching Band
B.S., University of Maryland, College Park
Lisa Paris, RN (2013)
Adjunct Professor, Nursing
B.S.N., University of Maryland, Baltimore County
M.A., Hood College
D.N.P., Johns Hopkins University
Harlan Parker (2017)
Adjunct Professor, Music
B.A., Emporia State University
M.A., Ph.D., University of Kansas
Amy Parlette (2017)
Adjunct Professor, Graduate Education
B.S., University of Maryland
M.S., Johns Hopkins University
Ph.D., Capella University
Daniel Louis Passerelli (2023)
Adjunct Professor, Religion
B.A., Towson University
D.M.I., Fuller Theological Seminary
M.D.I., Westminster Theological Seminary
David E. Patrick (2004)
Adjunct Instructor, Information Systems
B.S.E., Loyola College in Maryland
M.S., Towson University
Robert P. Pelton (2000)
108| Stevenson University 2023-2024 Graduate Catalog
Professor, Education
B.S., M.S., State University of New York, Cortland
Ed.D., Nova Southeastern University
Bernard Penner (2009)
Adjunct Professor, Law
B.A., University of Maryland, Baltimore County
M.A., Towson University
J.D., University of Maryland School of Law
Darren Peyton (2019)
Adjunct Instructor, Business Administration
B.S., Towson University
M.S., Aalborg University
Monika Piccardi (2021)
Adjunct Instructor, Healthcare Management
B.S., University of Maryland, Baltimore
M.S., Stevenson University
Lucy Pierre (2019)
Adjunct Professor, Biology and Medical Laboratory
Science
B.S., York College of New York
MBA, Florida Institute of Technology
D.H.S., Nova Southeastern University
Adam Pincus (2021)
Adjunct Professor, Legal Studies
B.A., University of Pittsburgh
J.D., Nova Southeastern University
Rebecca Pisano (2015)
Adjunct Professor, Community-Based Education and
Leadership
B.A., Miami University, Oxford
M.A., George Washington University
Ph.D., University California Los Angeles
Morris A. Pondfield (2001)
Adjunct Professor, Information Systems
B.A., University of Maryland, College Park
M.I.M., American Graduate School of International
Management
M.S., University of Maryland University College
Laura M. Pope (2008)
Adjunct Professor, English
B.A., Goucher College
M.A., St. Mary's University
Gary Popoli (2010)
Adjunct Professor, Psychology
B.A., M.A., Loyola University Maryland
Ph.D., University of Maryland, College Park
Larry Poston (2018)
Adjunct Professor, Religion
B.A., Grace University
M.A., Trinity Evangelical Divinity School
M.A., Ph.D., Northwestern University
Veronica Powell (2011)
Adjunct Professor, Psychology and Sociology
B.S., University of Central Texas
M.A., University of Maryland, College Park
Ph.D., Capella University
Sue Pugh (2018)
Adjunct Instructor, Nursing
B.S., University South Florida
M.S.N., University of Cincinnati
Colleen A. Pullis (2007)
Adjunct Professor, English
B.A., Colgate University
M.A., Binghamton University
George "Tim" Puls (2010)
Adjunct Instructor, Physical Education
B.A., University of Maryland, Baltimore County
Shelley Pumphrey (2012)
Senior Lecturer, Business Administration
B.A., University of Maryland
M.A.S., Johns Hopkins University
Ph.D., North Central University
Kelly Purtell (2020)
Adjunct Instructor, English
B.A., University of Maryland Baltimore County
M.A., George Mason University
Amanda Luzhen Qu (2023)
Adjunct Instructor, Chemistry and
Adjunct Instructor, Biology
B.S., University of Washington
Nicholas Ramsel (2011)
Adjunct Professor, Digital Transformation and Innovation
B.A., West Virginia University
B.S., M.S., Stevenson University
Tonia M. Ramsel (2010)
Adjunct Instructor, Information Systems
B.S., M.S., Stevenson University
Christopher Llewellyn Reed (2006)
Professor, Film and Moving Image
B.A., Harvard University
M.A., Yale University
MFA, Tisch School of the Arts, New York University
David Reed (2019)
Adjunct Instructor, Information Systems
B.S., B.S., B.S., High Point University
MBA, Kent State University
Milland Reed (2015)
Lecturer, Criminal Justice
B.S., University of Maryland, University College, Asia
M.S., Johns Hopkins University
Kelsie Rites (2019)
Adjunct Instructor, Education
B.S., Stevenson University
M.S., Towson University
Lori Robinson (2022)
Professor, Business Administration
B.S., Syracuse University
M.Ed., Syracuse University
Ph.D., Louisiana State University A&M College
Samantha Roche (2021)
Adjunct Instructor, Psychology
A.A., Community College of Baltimore County
B.S., Towson University
M.S., Lynn University
Maureen Roecker, RN (2015)
Adjunct Instructor, Nursing
B.A., B.S.N., Notre Dame of Maryland University
M.S., Stevenson University
Mark Rohde (2022)
Adjunct Instructor, Music
B.M., Ithaca College
Directory| 109
M.M., New England Conservatory
Brittney Rollinson (2010)
Adjunct Instructor, Forensic Science
B.S., M.S., Stevenson University
Raymond Romero (2022)
Adjunct Instructor, Cybersecurity
B.S., California Polytechnic State University; San Luis
Obispo
M.S., University of Maryland Global Campus
Joseph Rosalski (2011)
Adjunct Instructor, History
B.A., University of Baltimore
M.A., University of Maryland, Baltimore County
Mindy Rosen (2015)
Education Supervisor I
B.S., University of Maryland, College Park
M.S., Johns Hopkins University
Cynthia Rosenberg (2015)
Adjunct Professor, Legal Studies
A.A., Community College of Baltimore
B.A., M.A., J.D., University of Baltimore
John Rosicky (2012)
Chair, Counseling & and Human Services and Professor,
Counseling & Human Services
B.S., Brown University
Ph.D., University of Oregon
Ellen M. Roskes (1996)
Dean, School of the Sciences, and Professor, Chemistry
B.A., M.A., Ph.D., Johns Hopkins University
Neil Rothman (2019)
Professor, Biomedical Engineering
B.S., M.S., Rensselaer Polytechnic Institute
Ph.D., Johns Hopkins University
Timothy Rualo (2021)
Adjunct Instructor, Master's in Teaching
B.S., Loyola University Maryland
M.S., Johns Hopkins University
Lori L. Rubeling (1997)
Professor, Art and Graphic Design
B.F.A., Corcoran School of Art
M.A., St. John's College
Laurie Rubin (2013)
Adjunct Professor, Forensic Studies
B.S., Towson University
M.S., Stevenson University
Keith S. Safford (2007)
Adjunct Instructor, Information Systems
B.S., University of Kansas, Lawrence
M.E.S., Loyola College in Maryland
Monibo Sam (2010)
Professor, Sociology
B.Sc., M.Sc., University of Port Harcourt
Ph.D., University of Connecticut
Alejandro Sanchez Aizcorbe Carranza (2019)
Adjunct Professor, Spanish
B.H., Pontifical Catholic University of Rio Grande Do Sul
M.A., University of Kentucky: Lexington
Patrick Sanderson (2019)
Adjunct Professor, Business Administration
A.A; Iowa Western Community College
B.A., Northwest Missouri State University
M.A., M.S., Central Michigan University
Ph.D., Regent University
James Sanford (2011)
Adjunct Instructor, Business and Technology
Management
A.A.S., York College
B.S., Albright College
M.S., Stevenson University
Nick Sbrockey (2018)
Adjunct Instructor, Chemistry
B.S., University of Cincinnati
Ph.D., Northwestern University
Lisa Scarbath (2009)
Adjunct Professor, Law
B.A., University of Delaware
J.D., University of Baltimore
Rachel Schaaf (2021)
Adjunct Instructor, Business Administration
B.S., Towson University
M.S., Stevenson University
James Schaeffer (2022)
Assistant Professor, Psychology
B.S., Ferris State University
M.A., New Mexico State University
Ph.D., University of Texas
Howard Schindler (2012)
Adjunct Professor, Forensic Science
A.A.S., State University of New York - Cortland
B.S., State University of New York - Cortland
M.S., Johns Hopkins University
Carol Schmidhauser (1997)
Senior Lecturer, Biological Sciences
B.S., University of Rochester
M.S., Clemson University
Jennifer Schneider (2011)
Adjunct Instructor, Forensic Studies
B.S., M.S., Stevenson University
Susan Schreier (2023)
Adjunct Professor, Biology
B.A., University of Maryland Baltimore County
B.S., San Francisco State University
M.S., University of Maryland
Karl Schroeder (1999)
Adjunct Instructor, Information Systems
B.S., M.S., Virginia Polytechnic Institute and State
University
Ryan Schurtz (2011)
Professor, Psychology
B.S., M.A., Towson University
Ph.D., University of Kentucky
Charles V. Schuster (2017)
Adjunct Instructor, Mathematics
B.S., Stevenson University
M.S., Southern New Hampshire University
Stephen Schuyler (2021)
Adjunct Professor, English
B.F.A., Brooklyn College
M.F.A., University of Maryland
110| Stevenson University 2023-2024 Graduate Catalog
Sarena R. Schwartz (2000)
Lecturer, Information Systems
B.S., M.S., Stevenson University
Eric Segall (2022)
Adjunct Professor, Health Care Management
B.S., University of Maryland
M.S., Johns Hopkins University
D.P.H., Long Island University
Robyn Segall, RN (2019)
Adjunct Instructor, Nursing
B.S., Towson University
M.S., Stevenson University
Reshmi Sen (2016)
Adjunct Professor, Business Communication
B.A., University of Calcutta, India
M.A., Worcester State University
Ph.D., Duquesne University
Trevor Setvin (2021)
Adjunct Instructor, Psychology
B.S., Western Oregon University
M.S., Illinois State University
M.S., University of Oregon
Angela Setzer (2014)
Senior Lecturer, Psychology
B.A., Loyola University Maryland
M.A., Towson University
Ph.D., American University
Ronald L. Shaffer, Jr. (2007)
Adjunct Instructor, Information Systems
B.S., Strayer University
M.S., Capitol College
Alison Shao (2010)
Adjunct Instructor, Chemistry
B.S., University of Connecticut
M.S., State University of New York, Albany
Brenda Shell-Eleazer (2011)
Adjunct Instructor, Criminal Justice
B.S., M.S., Coppin State University
Nancy P. Sherman (2005)
Adjunct Instructor, Film & Moving Image
B.A., Towson University
M.A., University of Maryland, College Park
Mika Shipley (2023)
Adjunct Professor, English
B.A., University of Delaware
M.S., Towson University
Ph.D., University of Maryland
Linda Silverman (2014)
Education Supervisor I
B.S., Towson University
M.Ed., Johns Hopkins University
Zamira Simkins (2016)
Professor, Finance
B.S., Kyrgyz-Russian Slavic University
M.I.A., Missouri State University
Ph.D., American University
Joshua Simmons (2019)
Adjunct Instructor, Information Systems
B.S., M.S., Stevenson University
Leslie Simpson (2011)
Professor
,
Fashion Design
B.S., Simmons College
M.S., Philadelphia University
Ph.D., Iowa State University
Sharni Singh, M.D. (2018)
Adjunct Professor, Biology
MBBS, Rashtrasant Tukadoji Maharaj Nagpur University
Steven Sirkis (2022)
Adjunct Professor, Film & Moving Image
B.A., University of Maryland
J.D., Fordham University
Larry Sizemore (2023)
Adjunct Instructor, Education
B.A., Florida Atlantic University
M.Ed., Goucher College
Meghan Skaggs (2020)
Adjunct Professor, Criminal Justice
B.S., Salisbury University
J.D., University of Baltimore
Vayia Skinner (2021)
Adjunct Instructor, Business Communication
A.A., Community College of Baltimore County
B.S., University of Baltimore
M.S., Stevenson University
Mary Skipper (2008)
Adjunct Instructor, English
B.S., East Carolina University
M.E.D., Goucher College
Algis Skudzinskas (2019)
Adjunct Professor, Business Administration
B.A., University of Maryland
M.B.A., Johns Hopkins University
Ed.D., Gwynedd Mercy University
Mary Smikle Peoples (2019)
Adjunct Instructor, Business Administration
B.A., Canisius College
M.A., Notre Dame of Maryland University
Caprice Monique Smith (2015)
Lecturer, Criminal Justice
B.S., Coppin State University
M.Ed., University of Maryland University College
Ciara Smith (2021)
Adjunct Instructor, Biology
B.S., Stevenson University
M.P.H., University of New England
Claude Smith (2021)
Adjunct Professor, Biology
B.S., M.S., University of Sierra Leone
M.Ed., Bowie State University
Deondra Smith (2018)
Assistant Professor, Psychology
B.A., Albion College
M.A., Ph.D., Argosy University
Laura T. Smith (2010)
Professor, English
B.A., College of William & Mary
M.A., Ph.D. University of Texas at Austin
Patricia Smith (2020)
Adjunct Professor, Criminal Justice
Directory| 111
B.A., University of Maryland Baltimore County
M.A., Indiana University Bloomington
J.D., University of Maryland
Neil Smuckler (2020)
Adjunct Instructor, Accounting
B.A., University of Maryland
M.A.D.S., Johns Hopkins University
Kenneth L. Snyder, Jr. (1996)
Adjunct Professor, Information Systems
A.A., Catonsville Community College
B.S., Villa Julie College
M.S.E.S., Loyola College in Maryland
Laura Snyder (2008)
Adjunct Professor, English
B.A., M.A., Ball State University
Ph.D., Loyola University, Chicago
Melanie K. Snyder (2000)
Professor, Law
B.A., Miami University
J.D., University of Baltimore
Becky Socha, MLS,BB(ASCP) (2016)
Adjunct Instructor, Medical Laboratory Science
B.S., Merrimack College
M.S., University of Massachusetts
Kaitlin Solomon (2019)
Adjunct Professor, Theatre
B.A., Towson University
MFA, Case Western Reserve University
Colleen Spada (2010)
Associate Professor, Psychology
B.S., Catholic University of America, D.C.
M.S., Psy.D., Loyola University Maryland
Diane Speelman (2008)
Adjunct Professor, RNBS Nursing
B.A., University of Maryland Baltimore County
Ph.D., University of Maryland, Baltimore
Kerry Lynn Spencer (2015)
Senior Lecturer, Science Writing
B.A., M.A., Brigham Young University
Ph.D., University of Wales, Bangor
Lauren Speiser (2021)
Adjunct Instructor, Education
B.S., Stevenson University
M.S., National University
Christopher Sperling (2009)
Adjunct Instructor, History
B.A., M.A., George Mason University
Heather Stackus (2021)
Adjunct Instructor, Psychology
B.S., Stevenson University
M.Ed., Loyola University
Scott Stallcup (2016)
Adjunct Instructor, Mathematics
B.S., M.S., Old Dominion University
M.S., Johns Hopkins University
Frank Stearns (2022)
Assistant Professor, Biology
B.S., Washington & Lee University
M.S., University of Delaware
Ph.D., University of Maryland College Park
Willie Keith Story (2023)
Adjunct Professor, Business Administration and
Adjunct Professor, Digital Marketing
B.S., University of Tennessee
M.B.A., Cornell College
Ph.D., University of Memphis
Cary D. Stanger (2005)
Adjunct Professor, History
B.A., State University of New York, Fredonia
M.A., George Washington University
M.L.S., Columbia University
Dennis Starliper (2009)
Adjunct Professor, Finance
B.S., Benjamin Franklin University
M.B.A., Southeastern University
Michael Stavish (2018)
Adjunct Instructor, Education
B.S., Stevenson University
M.A., University of Maryland, Baltimore County
Pavle Stojanovic (2019)
Adjunct Professor, Philosophy
B.A., University of Belgrade
M.A., Ph.D., Johns Hopkins University
Jennifer Strasbaugh (2009)
Adjunct Professor, Art
B.A., Stevenson University
M.A., Notre Dame of Maryland University
Gabrielle Allysondolores Styles (2018)
Adjunct Professor, Psychology
B.A., Millersville University Pennsylvania
M.S., California University Pennsylvania
Shawn Sullivan (2014)
Adjunct Professor, Legal Studies
B.A., J.D., University of Mississippi
L.L.M., University of Cambridge
Benjamin Sutley (2013)
Adjunct Professor, History
B.A., Denison University
M.A., University of Maryland, Baltimore County
J.D., University of Baltimore
Megan Sutton (2019)
Adjunct Instructor, Business Communication
B.A., Manchester University
M.A., Purdue University Fort Wayne
Jonathan Swann (2019)
Adjunct Instructor, Education
B.S., Towson University
M.S., McDaniel College
Thomas K. Swisher (2006)
Adjunct Professor, Counseling & Human Services
B.S., University of Virginia
J.D., University of Baltimore
M.S., Ph.D, Loyola University Maryland
Donna R. Swope, RN (1994)
Adjunct Professor, Nursing
B.S.N., M.S., University of Maryland, Baltimore
Daniela Syed (2014)
Adjunct Professor, Psychology
B.A., Ph.D., University of South Dakota
112| Stevenson University 2023-2024 Graduate Catalog
Furkan Tari (2011)
Adjunct Instructor, Business and Technology
Management
B.S., Marmara University, Turkey
M.S., University of Baltimore
William Tawes (2014)
Adjunct Instructor, Business Administration
B.S., Towson University
M.S., Stevenson University
Lindsey Tehansky (2023)
Adjunct Instructor, Nursing and Clinical Supervisor II
B.S.N., Towson University
M.S.N., University of Maryland, Baltimore
Barry Thomas (2012)
Adjunct Instructor, Sociology and Human Services &
Counseling
B.S., Towson University
M.S., Johns Hopkins University
M.Ed., Loyola University Maryland
Kathryn J. Thomas, RN (1991)
Adjunct Professor, Psychology
B.S.N., M.S., M.S., University of Maryland, Baltimore
Ph.D., Institute for the Study of Human Sexuality
Laura Thomason (2022)
Interim Dean, School of Humanities and Social Sciences,
and Professor, English
M.A., Ph.D., University of North Texas
Brian Thompson (2019)
Adjunct Instructor, Marching Band
B.S., Towson University
M.S., McDaniel College
William Tignanelli (2014)
Adjunct Professor, Accounting
B.S., Towson University
MBA, George Washington University
J.D., University of Maryland, Baltimore
John J. Tobin, Jr. (1994)
Adjunct Professor, Forensic Sciences
A.A., Harford Community College;
B.S., University of Maryland, College Park
M.S.F.S., George Washington University
Ph.D., University of Maryland, Baltimore County
Takisha Toler (2013)
Professor, Marketing, and Program Coordinator,
Marketing
B.B.A., University of Memphis
M.B.A., Ph.D., Saint Louis University
Christopher Toth (2016)
Adjunct Instructor, Chemistry
B.S., Stevenson University
P.A., Toledo University Graduate School of Physician
Assistant
Lainie Troutman (2017)
Adjunct Instructor, Graphic Design
B.F.A., Carnegie Mellon University
Amy Tucker (2022)
Lecturer, Mathematics
B.A., Buffalo State College
M.S., Towson University
M.S., University of Delaware
Ingrid Tulloch (2012)
Adjunct Professor, Psychology
B.S., Hunter College
Ph.D., City University of New York
Kateryna Turkot (2022)
Adjunct Instructor, Business Administration
B.A., Ternopil National Economic University
M.B.A., Stony Brook University
M.S., University of Maryland
Harry B. Turner (1993)
Professor, Law
B.A., University of Pennsylvania
J.D., University of Maryland, Baltimore
Hailey Turney (2021)
Adjunct Instructor, English
B.S., Frostburg State University
M.S., University of Maryland Baltimore County
Maya Tyler (2017)
Adjunct Instructor, Business Communication
B.S., Stevenson University
M.S., Towson University
George K. Umanah (2017)
Adjunct Professor, Biological Sciences
B.S., University of Ghana
M.R., University of Essex, UK
Ph.D., University of Tennessee
Valerie Valdez (2022)
Assistant Professor, Education
B.A., University of California, Berkley
M.A., University of the Pacific
Ph.D., University of California, Santa Barbara
Dianna Vass (2021)
Adjunct Professor, Business Administration
B.S., University of Delaware
M.S., North Carolina State University
M.S., Ph.D., Virginia Polytechnic Institute
Henderika "Rika" Van Huizen (2012)
Adjunct Professor, Biological Sciences
M.S., Wageningen Agricultural University
Ph.D., University of Alberta
Diana VanRoom (2003)
Adjunct Instructor, Nursing Graduate
B.S., University of Rochester
B.S., B.S.N., Johns Hopkins University
M.S., Towson University
Magdeleine M. Vandal (2017)
Adjunct Instructor, SUO
B.A., Mount Saint Mary's College
MFA, Trinity-Washington University
Carmen Velez, CPA (1995)
Adjunct Professor, Accounting
B.S., M.S., Villa Julie College
M.S., Johns Hopkins University
Vanessa Velez, DNP, RN (2022)
Assistant Professor, Graduate Nursing
A.S., Community College of Baltimore County
B.S.N., M.S.N, Notre Dame of Maryland University
D.N.P., Johns Hopkins University
Stephanie L. Verni (2000)
Professor, Business Communication
Directory| 113
Faculty Teaching Fellow
B.S., M.S., Towson University
MFA, National University
Kevin Vinson (2021)
Adjunct Professor, Counseling & Human Services
B.A., University of Maryland Baltimore County
M.A., Loyola University Maryland
Ph,D., University of Maryland
Elena Volkova (2014)
Professor, Art
B.F.A., MFA, Maryland Institute College of Art
John Wachter (2014)
Adjunct Instructor, Forensic Studies
B.S., University of Phoenix
M.S., Stevenson University
Daniel Wagner (2011)
Adjunct Professor, Psychology
B.A., Brandeis University
M.S., Psy.D., Long Island University
Robert Wagner (2014)
Adjunct Instructor, Physical Science
B.S., Case Western Reserve University
M.S., University of Michigan
Claudia Walters (2021)
Adjunct Instructor, English
B.S., M.S., University of Maryland
Dawn Ward (2009)
Professor, Chemistry
B.A., Lincoln University
Ph.D., University of Maryland, Baltimore County
Stanley Ward (2020)
Adjunct Professor, Communication
B.A., Oklahoma Baptist University
M.Div., Southwestern Baptist Seminary
Ph.D., Dallas Baptist University
Candace Waters-Woodward (2018)
Adjunct Professor, Psychology
B.S., Morgan State University
M.A., Bowie State University
Ph.D., Argosy University
Stephanie Watkins, RN (2009)
Adjunct Professor, Nursing
B.S., Stevenson University
M.S., Towson University
Lauri A. Weiner (1998)
Associate Professor, Counseling & Human Services
B.A., Dickinson College
M.A., Bowling Green State University
J.D., University of Maryland
Jacob Weinfeld (2022)
Adjunct Instructor, Community-Based Education and
Leadership
B.B.A., University of Miami
M.S., Johns Hopkins University
Karen W. Welbourn (1994)
Adjunct Professor, Philosophy
B.S., Loyola College in Maryland
M.A., Oxford University
M.A., St. Mary's Seminary and University
Charisse Wernecke (2015)
Associate Professor, Accounting
B.A., Loyola University Maryland
M.S., Johns Hopkins University
Ph.D., Morgan State University
Richard West (2009)
Adjunct Professor, Forensic Studies
B.A., Lawrence University
J.D., Northwestern University
Kevin Weston (2019)
Adjunct Instructor, Cybersecurity and Digital Forensics
B.S.,University of Phoenix
M.S., Purdue University
Alexandra Weyforth (2018)
Adjunct Instructor, Education
B.S. Stevenson University
M.A., University of Maryland, Baltimore County
Charles H. Wilbur (2006)
Adjunct Instructor, Information Systems
B.S., University of Maryland University College
Melissa Wilcox (2019)
Adjunct Instructor, Business Administration
B.A., University of Rochester
MBA, University of Buffalo
James Williams (2020)
Adjunct Professor, Information Systems, Cyber Forensics
B.S., M.P.A., Strayer University
M.S., Johns Hopkins University
Joyce Williams, RN (2012)
Adjunct Professor, Nursing
B.A., Antioch University
M.F.S.A., Oklahoma State University
D.N.P., University of Tennessee
Matthew Robert Williams (2023)
Adjunct Professor, English
B.A., Bates College
M.F.A., Towson University
Ron Kipling Williams (2021)
Adjunct Professor, English
B.A., M.F.A., University of Baltimore
Thomas Wills (2021)
Adjunct Professor, English
MFA, University of Iowa
Ph.D., University of Nevada, Las Vegas
Benjamin Noah Wilson (2015)
Associate Professor, Mathematics
B.S., Lehigh University
Ph.D., University of North Carolina
Jean M. Wilson, RN (2007)
Assistant Professor, Nursing
A.A., Howard Community College
B.S., Stevenson University
M.S., Towson University
Carrie Wise (2011)
Adjunct Professor, Forensic Sciences
B.S., M.S., Stevenson University
William Wolfgang (2021)
Lecturer, English
B.S., Millersville University of Pennsylvania
M.S., Drexel University
114| Stevenson University 2023-2024 Graduate Catalog
Ph.D., University of Warwick
Lauren Womack RN (2015)
Adjunct Instructor, Nursing
B.S., York College of Pennsylvania
M.S., Stevenson University
Xiaojiang Wu (2023)
Assistant Professor, Cybersecurity & Digital Forensics
M.S.E.E., University of Tulsa
Ph.D., Oklahoma State University
Amy Yingling (2018)
Adjunct Instructor, Business Administration
B.S., MBA, University of Baltimore
Andrea Young (2010)
Adjunct Professor, Philosophy
B.S., M.D.I., Howard University
J.D., University of Baltimore
Susan D. Youngren (1990)
Adjunct Professor, Biological Sciences
B.A., University of Pennsylvania
Ph.D., Cornell University
Jason Zeiler (2010)
Adjunct Professor, Criminal Justice and Cyber Forensics
B.S., Excelsior College
M.S., Troy University
M.S., Stevenson University
Karen I. Zeller (2017)
Adjunct Professor, Biological Sciences
B.S., University of Akron
M.S., University of Cincinnati
Ph.D., Johns Hopkins University
Michael Zellers (2022)
Lecturer, Music
B.A., West Chester University
M.M., University of Delaware
Kent Zimmerman (2019)
Adjunct Instructor, Business Communication
B.A., Manchester University
M.A., Ohio University
Jinsong Zhang (2008)
Senior Instructional Designer & Learning Management
System Administrator, and
Affiliate Instructor, Information Systems
B.A., M.A., Southwest Jiaotong University
Ed.D., West Virginia University
Sufian Zhemukhov (2020)
Adjunct Professor, History
M.A., Kabardino-Balkan State University
Ph.D., Institute Ethnology Anthropology, Russian
Academy
Joshua Zimmerman (2016)
Adjunct Instructor, Accounting
B.S., M.S., Stevenson University
Tina Zirkin (2015)
Adjunct Instructor, Nursing RNBS
B.S., Towson University
B.S.N., Old Dominion University
M.S., Stevenson University
President's Advisory Council
Leonard Attman
Attman Holdings, LLC
FutureCare Health
Lisa Barnhill
Berkshire Hathaway Homesale Realty
Anirban Basu
Sage Policy Group, Inc.
Ingrid L. Bortner
The Community College of
Baltimore County
Luis E. Borunda
Christina Struhar Bowman '02
Clifton Larson Allen LLP
Aurelia Burt
Education Consultant
Kevin G. Byrnes
Alexander G. Campbell III
A.G. Campbell Advisory
Christopher Campbell
nxtMOVE Corporation
D. Keith Campbell
Campbell and Company
Jeanne M. City '79
Lee Coplan, FAIA
Hord Coplan Macht
Daniel F. Dent, CFA
D.F. Dent and Company, Inc.
John Dinkel
Dinkel Business Development LLC
Melissa Dueñas
Leidos
Jack Dunn, IV
FTI Consulting, Retired
Vanessa Eluma '05
T. Rowe Price Group, Inc.
Jonathan E. Farber
Passive Capital Management LLC
Pamela Felton
Mitchell F. Ford
The Ford Group at Morgan Stanley
GiGi Franyo, Ph.D.
Steven D. Frenkil, Esq.
Miles & Stockbridge
Donald C. Fry, Esq.
Susan J. Ganz
Lion Brothers Co. Inc
Tere Geckle
Susan Guarnieri, M.D.
Rosemary K. Harder ’69
Herbert J. Hoelter
Co-Founder and Board Chair
NCIA
Ebony Hypolite, CPA ’06
SC&H Group
Directory| 115
Savas J. Karas, CPA, MBA
Geppi Entertainment and Media
Kathy Kimber
Ashley J. Lawrence, Esq. ’09
Cordell & Cordell
Elizabeth N. Lynott ’70
Coldwell Banker Residential Brokerage
Nick Mangione, Jr.
Hilton Garden Inn and Hampton Inn Owings Mills
Carolee Martelle '63 '89 '97
Carol Menning '69
Robert G. Merrick III
Asset Strategy Consultants
Charlotte Modly, MD
Women's Hospital Foundation
Donna Morrison '74
David H. Nevins
Nevins & Associates, Chartered
Todd Parchman
Parchman, Vaughan & Company LLC
Marshall B. Paul, Esq.
Saul Ewing Arnstein & Lear LLP
Barry Rascovar
BCR Communication LLC
Dennis F. Rasmussen
The Rasmussen Group LLC
The Honorable Eileen M. Rehrmann
Eileen Rehrmann & Associates, Inc.
Lawrence M. Rivitz
Marketing Initiative LLC
Green Street Academy Foundation, Inc.
Owen J. Rouse, Jr.
MacKenzie Cos.
Lucy Rutishauser
Sinclair Broadcast Group
Ben Shifrin
Jemicy School
Jane Frankel Sims, Esq.
Sims & Campbell
Stuart O. Simms, Esq.
Kevin D. Smith
Michelle Swanenburg '87
T. Rowe Price Group, Inc.
Julie Szymaszek '68
Vincent W. Talbert
Gilbert R. Trout
Trout Daniel & Associates LLC
Christopher Tsakalos ’03
Jo-Ellen Turner, Ed.D.
Sheila Walsh ’92 ’03M
Susan B. Wilfong ’70
The Honorable Robert A. Zirkin
Zirkin & Schmerling Law
Academic Advisory Boards
Accounting Program Advisory Board
Jason Amato, CPA
Vice President of Finance and Administration
RDA Corporation
Jennifer Amato, CPA
Director
SC&H Group, Inc.
Beverly Bareham, CPA
Beverly Bareham, CPA, PA
Abbey Bosse, CPA
Tax Manager
BDO USA LLP
Keisha Chinn, CPA
Senior Tax Manager
CohnReznick LLP
Ron Diegelman
Co-founder and CFO
SameGrain
Wade Keenan
Business Manage
r
Northrop Grumman
Justin McMaster, CFP®, ChFC®
Financial Advisor
McMaster Financial
Scott E. Murray, CPA, MBA
Principal
KBST&M Certified Public Accountants and Consultants
David Tomney
Director - Financial Systems and Process Optimization
Sheppart Pratt
Blake P. Ulam, CPA, CITP
Partner, Chief Operating Officer
Weyrich, Cronin & Sorra
Biological Sciences Advisory Board
Gwenda L. Brewer, M.S.
Program Manager - Science Program
Maryland Department of Natural Resources
J. Adam Frederick, M.S.
Assistant Director for Education
Maryland Sea Grant Program
Institute of Marine and Environmental Technology
Christine F. Hohman, Ph.D.
Professor of Biology
Morgan State University
Mark A. Schenerman, Ph.D.
Vice President, Analytical Biochemistry
MedImmune, Inc.
Christine Shumaker
Coordinator, Secondary Science
Baltimore County Public Schools
Robert Stephens, Ph.D.
Director, Bioinformatics Support Group
Advanced Biomedical Computing Center
116| Stevenson University 2023-2024 Graduate Catalog
Frederick National Laboratory for Cancer Research
Neil Talbot, Ph.D.
Gene Evaluation and Mapping
Animal Bioscience and Biotechnology Laboratory
ANRI, ARS
Vicki Wolff-Long, Ph.D.
Vice President and General Manager
Biosciences Division
Emergent BioSolutions
Biomedical Engineering Advisory Board
Steve Arbitman '15
Research Scientist
AstraZeneca
Martha Connolly, Ph.D.
Consultant and Former Director
MTech Partnerships, Maryland Technology Enterprise
Institute
Steven Falk, M.S.
Chief Engineer, Maternal and Infant Care
GE Healthcare
Geoffrey Ling, MD, Ph.D.
Professor, Neurology
Johns Hopkins University School of Medicine
Tim Schatz '19
Manager, Biocompatibility
Abbott Laboratories
Neil Terry, Ph.D.
Director, Systems Engineering, Integrated Diagnostic
Systems
BD Life Sciences
Business Administration Advisory Board
Keisha Warrick
Vice President of Residential Management
David S. Brown Enterprises
Lori Blake
HR Director
Fuchs North America
Natalie Bohlen
Affiliate Marketing Coordinator
Tinuiti
Timothy Fouts
Director of Corporate Business Development
Lockheed Martin Corp
Emily Haas
Project Analyst
8AM Golf
Garren LaFond
Senior BusinessManager
SC&H
Nathan Liebel
Area Leader
BBT&T/Truist
Tim O'Donald
President
Harbor East Management Group
Corey Polyoka
Founder and Manager
Fern Holler
Gina Ramsey
President
Pink Dog Digital
Stacey Reilly
Visual Merchandising Planner
Nordstrom
George Riedel
Head of US Intermediaries
T. Rowe Price
Paul Sorenson
Financial Planner
Puckett & Sturgill Financial Group
Chad Steele
Senior Vice President of Communications
Baltimore Ravens
Brian Thackston
Director of Marketing and Operations
Frost & Associates
Marlene Titus
Program Director, Business & Accounting
Carroll Community College
John Williams
CEO
Jamison Door Co
Communication Department Advisory
Board
Edie Brown
Edie Brown and Associates Public Relations
Jeff Davis
J. Davis Public Relations, LLC
Stacey Haines
Earl Beckwith & Associates
Sandra Wills Hannon
The Hannon Group
Brian Litofsky
Crown Trophy
Mollie Meeder
Connect Your Care
Cari Cramer Pierce
Flip Your Dog
Brandon Seidl
Director of Web Marketing and Digital Communication
Stevenson University
Kristen Schultz
Baltimore Orioles
Chemistry and Biochemistry Advisory
Board
James Damewood, Jr., Ph.D., DABT
Directory| 117
Senior Director of Toxicology
Affygility Solutions
Michelle Foss
Quality Control Lab Manager
Solvay
Irvin Litofsky
Director, Forensic Services Section (retired)
Baltimore County Police Department
Amanda Slonaker, MAT, (SU, B.S. Chem ’10)
Chemistry Teacher
Baltimore County Public Schools
Paul J. Smith, Ph.D.
Associate Professor, Department of Chemistry and
Biochemistry
University of Maryland, Baltimore County
Frank Switzer, Ph.D.
Chemist
US Food and Drug Administration
Stephanie S. Watson, Ph.D.
Group Leader, Polymeric Materials Group
National Institute of Standards and Technology
Mathew A. Zajac, Ph.D. (SU, B.S. Chem ’98)
Director of Chemistry Technology and Automation
GlaxoSmithKline
Counseling and Human Services
Program Advisory Board
Deborah Boyce
IEP and Testing Specialist
St. Elizabeth School
Brandon Costantino
Manager, Oncology Support Services Program Manager
Greater Baltimore Medical Center
Candice Edwards '10
Senior Director, Office of Medical Eligibility Programs
Maryland Department of Human Resources
Loretta Elizalde, LCPC
Clinical Therapist
Private Practice
Tom Flis
Behavioral Services Manager
Sheppard Pratt Health Services
Patty Laibstain
Director of Speech-Language Services for School
Programs
Kennedy Krieger Institute
JT Klopcic ‘19
Assoc. Head Track & Field / Cross Country Coach
Goucher College
Alphonso Mayo ‘14
Founder/Executive Director
Mentoring Mentors, Inc.
Ted McCadden
Coordinator, Human Services Counseling
Community College of Baltimore County
Kathea Smith
Assistant Dean for Enrollment, Academic Affairs, and
Student Services, Merrick School of Business
University of Baltimore
Film and Moving Image Advisory Board
Kathleen Ash
Interactive Services and Digital Asset Manager
Maryland Office of Tourism Development
Beatriz Bufrahi
Instructor, Video and Digital Imaging
Baltimore School for the Arts
Brandy Creek '14
Film Archivist/Preservationist
Colorlab
Erica Ginsberg
Executive Director
Docs In Progress
Nicholas Kovacic '05
Founder
Digital Cave Media
Sigmund Libowitz
Attorney at Law/Producer/Writer
Venable, LLP
Tavon Mayne '14
Video & Motion Graphics Designer
Stanley Black & Decker, Inc.
KJ Mohr
Program Director
Tampa International Gay & Lesbian Film Festival
Nicole Myers '11
Multimedia Production Specialist
GP Strategies/Social Security Administration
Ben Rossen '16
Producer/Editor
Showtime Networks
Brian Stetson
Executive Director of Production
Renegade Productions
Yevgeniy Vaskevich
Filmmaker
Forensic Science Advisory Board
Theresa M. DeAngelo, MFS, ABC-CC
Quality Assurance/Safety Manager
Maryland State Police Forensic Sciences Division
Rana DellaRocco, MS, MPA, D-ABC
Chief, Forensic Sciences Division
Baltimore Police Department
Jennifer Hanburger, MS
Director, Forensic Services
Anne Arundel County Police Department
Shelby Litz BS '15/MFS '16
Crime Scene Analyst
Sarasota County Sheriff’s Office
Rachel Lucas, MFS
Director, Forensic Services Section
Baltimore County Police Department
118| Stevenson University 2023-2024 Graduate Catalog
Jennifer Robinson, (BS’12/MFS’14)
Forensic Services Technician II
Baltimore County Police Department
John J. Tobin, Jr., Ph.D.
Adjunct Professor, Forensic Sciences
Stevenson University
Graphic Design Program Advisory Board
Chad Birenbaum
Managing Partner & Co-Founder
Duckpin Design
Christina Bittinger-Melito
Associate Creative Director
ADG Creative
Bryna Colley
Partner/Creative Director
2fold Collective
Mark Figueiredo
AVP, Creative Director
T. Rowe Price
Bob Gillespie
Creative Director
Propr Design
Chris Hartlove
Chris Hartlove Photography
Abby Ferretti Jackson
Creative Director
The Johns Hopkins University Carey Business School
John Harold
Chief Vision Officer
Renegade Communications
Ebony Kenney
Art Director/Education Advocate
Ripefruit Creative
Kolleen Kilduff
Art Director
Devaney and Associates Inc.
Chuck Phillips
President
Doodle Design, Inc.
Rebecca Teaff
Founder/Owner
Redstart Creative
Emily Goldstein
Owner
M Design
Jamie Wheeler
Owner/Creative Director
Jelly Creative Co.
Erin McDowell Tydings
Vice President, Creative
imre
J. Spence Holman
Studio of J. Spence Holman
Amanda White-Iseli
Creative Director
Baltimore Magazine
Jaime Windon
CEO/Founder
Lyon Rum
Healthcare Management Program
Advisory Board
Laurence (Larry) Abramson
Executive Director
SCS Physicians
Sergut Admasu, M.S.
Alumna, MS in HCM Program
Business Supervisor
University of Maryland Medical Center Midtown Campus
Justin Buonomo, M.S.
Alumnus, MS in HCM Program
Owner and CEO
Just Financial Foundations
Carolyn Candiello
Vice President for Quality & Patient Safety
Greater Baltimore Medical Center HealthCare, Inc.
Courtney Chhatre, MHA, MBA
Regional Director of Acute Care
Medstar Union Memorial
Edward "Woody" Davis Jr., PMP
Chief Information Officer (CIO)
Corporation for National & Community Service
(Americorps)
Laura Fricker, MS, RN
Alumna, MS in HCM Program
Executive Director
Johns Hopkins Intrastaff
David Jacobs, MS
Alumnus, MS in HCM Program
Medical Practice Manager
Pinehurst Medical Clinic
Jeff Ostrow, MSIT PMP
Director
Informatics Training & Communications
University of Maryland Medical System
Mallory Kusterer, MS
Director, Specialty Markets Product Innovation
CareFirst BlueCross BlueShield
Monika Piccardi, BSN, RN, M.S.
Alumna, MS in HCM Program
Director, MS in HCM, Stevenson University
Nurse Consultant, Administrator III
Department of Health and Mental Hygiene
Prevention and Health Promotion
Administration, Office of Genetics and People with
Special Health Care Needs
John Rosicky, Ph.D.
Chair, Counseling and Human Services and Professor,
Counseling and Human Services
Stevenson University
Rachel Schaaf, M.S.
Alumna, MS in HCM Program
Managing Director
Directory| 119
Horizon Consulting
Audrey Williams, M.S.
Alumna, MS in HCM Program
Supervisory Health System Specialist
Naval Health Clinic, Annapolis
Legal Studies Program Advisory Board
Jeffrey G. Comen, Esq.
Senior Assistant Attorney General
Maryland Department of Assessments & Taxation
Mary Ann Hammel, Esq.
Owner/Manager
Mid-Atlantic Title, LLC
Monee Hill
Compliance Sanctions Officer
Citibank
Michael Markovic
Retirement Plan Consultant
High Tower/VWG Wealth Management
Marcia Neuburger
Legal Analyst
T. Rowe Price
Shannon Pfisterer
Courtroom Clerk
Circuit Court for Carroll County
Sarah Sawyer, Esq. '11
Attorney
Offit Kurman
Wes Schrum
Law Student
University of Maryland School of Law
Phyllis Strader
Paralegal
Exelon Corporation
Brianna Villa
Paralegal
Murthy Law Firm
Rita G. Weiner
Account Executive
Performa Spectrum Graphics
Medical Laboratory Science Program
Advisory Board
Lorraine Blagg, M.A., MLS(ASCP) SBB
CM
Education and Development Coordinator
Johns Hopkins Hospital
Transfusion Medicine Division
Megan Frisk, MLS(ASCP) SBB
CM
Manager, Blood Bank
Anne Arundel Medical Center
Candice S. Grayson, M.A., M.S., MLS(ASCP)
CM
Director, Medical Laboratory Technology Program
Director, Histology Program
Community Colleges of Baltimore County, Essex
Vivi-Anne Griffey, MS, MLS(ASCP)
CM
Retired Program Coordinator and Adjunct Faculty
Medical Laboratory Science Program
Stevenson University
Donna K. Marquess, M.A., MT(ASCP) SBB, DLM
CM
Vice-President
,
Laboratory and Imaging Services
LifeBridge Health
Diana Molavi, M.D., Ph.D.
Chief, Department of Pathology
Sinai Hospital
Christin Reuter, M.S., MLS(ASCP)
CM
Manager, Microbiology
Sinai Hospital
Kathleen T. T. Lewis, MPH, MT(ASCP)
CM
Administrative Director, Laboratory Services and
Pathology
LifeBridge Health, Sinai Hospital
Kate Uhteg, SMB(ASCP), MBT
Technical Specialist, Molecular Microbiology
The Johns Hopkins Hospital
Nursing Program Advisory Board
Catherine Boyne
President
Women's Hospital Foundation, Inc.
Tim Coulbourn, MS, RN
Graduate Alumni and Adjunct Instructor
Stevenson University
Scarlett Dare, BS, RN '20
MedStar Franklin Square Medical Center
Eva Feldman, MS, RN
Graduate Alumna and Adjunct Instructor
Stevenson University
Kim Bushnell, DNP, RN, NEA-BC
Vice President, Patient Care Services and Chief Nursing
Officer
Northwest Hospital.
JoAnn Z. Ioannou, DNP, MBA, RN
Senior Vice President of Patient Care and Chief Nursing
Officer
Greater Baltimore Medical Center
Kayla Iriarte, BS, RN '20
University of Maryland Medical Center
Debbie Kisner, Ph.D., RN, CNOR, NEA-BC
Vice President and Chief Nursing Officer
MedStar Franklin Square Medical Center
Lola Kropowski, BSN, RN
Nurse Residency Coordinator, Nurse Extern Coordinator
and Placement Contracts Administrator
MedStar Union Memorial Hospital
Della Leister, RN
Deputy Health Officer
Baltimore County Department of Health
Shawn P. McNamara, Ed.D., MSN, RN
Dean, School of Health Professions
Nursing Program Administrator
Community College of Baltimore County
Charlotte Modley
Stevenson University Liaison
Women's Hospital Foundation, Inc.
120| Stevenson University 2023-2024 Graduate Catalog
Karen Owings, M.S., RN
Vice President and Chief Nursing Officer
MedStar Union Memorial Hospital and
MedStar Good Samaritan Hospital
Nancy Perry, DNP, RN, CNE
Nursing Program Director
Carroll Community College
Cyndy Ronald, B.A.
Manager, School of Nursing Partnership Programs
University of Maryland Medical Center
Laura Smith, M.S., RN
Coordinator, Nursing Student Placements
The Johns Hopkins Hospital
School of Design, Arts, and
Communication Advisory Boards
School of Design, Arts, and Communication
Advisory Board
Jan Baum
Founder
ObjectLab
Lauren Bell
Brand Manager/Content Creator
Greg Bennett
Principal
Cut Once, Inc.
Chad Birenbaum
Managing Partner, Co-founder
Duckpin Design
Shervonne Cherry
Director of Community & Partnerships
SparkCoworking
Cara Daniel
Manager, Competitive Intelligence
Lowe's Companies, Inc.
John Dean
Photographer
John Dean Photography
Diane Devaney
President
Devaney & Associates
Martin Gierke
SeniorBrand Strategist-Insights & Analytics
The Boeing Company (retired)
Edwin Gold
Designer, Author & Educator
Scott Gore
Chair, Fine and Performing Arts
Carroll Community College
Jennifer Kozak
Principal
Klutch
Ryan McKibbin
Digital Studio Manager
Maryland Institute College of Art
Will Niebauer
Professor, Art, Design & Interactive Media
Community College of Baltimore County
Adam Oberfeld
Creative Director
Obie Production
Amanda Bory Tinkler
Vice President and Executive Director
University of Maryland, St. Joseph Medical Center
Andres Zapata
Executive Vice President of Strategy & Co-Founder
idfive
Directory| 121
122| Stevenson University 2023-2024 Graduate Catalog
Index
2023-2024 Graduate Catalog 3
About Stevenson University 10
Academic Advisory Boards 115
Academic Affairs 90
Academic Continuity Policy, Notice of Nondiscriminatory Policy
and Catalog Disclaimer 4
Academic Coursework 10
Academic Grading Information 37
Academic Information 36
Academic Integrity 41
Academic Probation/Suspension 38
Academic Progress 38
Academic Reinstatement 38
Academic Standing for Graduate Degree-Seeking Students 37
Access to Technology Services 14
Accessibility & Disability Services 37
Accounting Program Advisory Board 115
Accreditations 13
ACE-American Council on Education credit 22
Additional Master's Degree or Certificate for Students Earning a
Prior Degree or Certificate at Another Institution 21
Additional Master's Degree or Certificate for Students Returning
to Stevenson University 21
Admissions 18
Admissions Procedures and Processes 18
Aid Application Procedure 29
Alumni Information 16
Attendance Graduate Courses 40
Auditing Graduate Courses 39
Biological Sciences Advisory Board 115
Biomedical Engineering Advisory Board 116
Board of Trustees of Stevenson University 90
Book Vouchers 30
Business Administration Advisory Board 116
Campus Resources and Services 14
Campus Technology 14
Career Connections 15
Certificate Options - Post-Baccalaureate 61
Change of Catalog Year 39
Chemistry and Biochemistry Advisory Board 117
CM - Communication 68
Communication 42
Communication Department Advisory Board 116
Community-Based Education and Leadership 43, 61, 69
Computer Logins 14
Consumer and General Information 34
Continued Eligibility 31
Cost of Attendance and the Expected Family Contribution 29
Costs 25
Counseling and Human Services Program Advisory Board 117
Counseling Services 17
Course Add/Drop 39
Course Load 39
Course Withdrawal 39
Credit by Portfolio 23
Credit for Professional Certification 22
Credit-Hour Definition 38
Crime Scene Investigation 44, 62
Cybersecurity and Digital Forensics 45
CYBF - Cyber Forensics 70
Digital Forensics 62
Digital Transformation and Innovation 46
Dining Services 14
Diploma Information 41
Directory 90
Disbursement of Aid 30
Diversity and Inclusion Statement 10
Doctoral Admissions Policies 23
Doctoral Program 94
Doctoral Program Calendar
Fall 2023 - Spring 2024 ............................................................................ 7
DTI- Digital Transformation and Innovation 71
ED - Teaching and Learning 74
Emeriti 92
Enrollment Management 91
Faculty 95
Federal Financial Aid Programs 27
Film and Moving Image Advisory Board 117
Final Examinations 40
Financial Affairs 91
Financial Aid 26
Financial Aid Verification 31
Financial Information 25
Financing Options 26
Forensic Accounting 47, 63
Forensic Investigation 47, 63
Forensic Science 48
Forensic Science Advisory Board 118
Forensic Studies 49
Francis X. Pugh Courtroom 16
FSAAC - Forensic Accounting 76
FSCI - Forensic Science 77
FSCOR - Forensic Studies 78
FSEL - Forensic 79
FSINV - Forensic Investigation 79
FSIS - Forensic Information Systems 79
FSLAW - Forensic Law 80
General Admissions Policy 18
GRAD - Stevenson University Online 81
Grade Appeals 37
Grade Point Average 37
Graduate Application Deadline 20
Graduate Course Revalidation 40
Graduate Courses 68
Graduate Degrees 36
Graduate Fields of Study 42
Graduate Grading Scale 37
Graduate Student Success Resources 36
Graduation Application 41
Graduation Ceremonies 41
Graduation Information 41
Graphic Design Program Advisory Board 118
HCM - Healthcare Management 81
Healthcare Management 50
Healthcare Management Program Advisory Board 118
History of Stevenson University 10
Human Resources 91
Incompletes 37
Integrative Learning 52
Leave of Absence from the University 40
Directory| 123
Legal Studies Program Advisory Board 119
Library Services 16
Life at Stevenson 14
Literacy Education 64
LTED- Literacy Education 83
Marketing and Digital Communications 91
Maryland State Programs 27
Master Promissory Note, Annual Student Loan
Acknowledgement, and Loan Entrance Counseling 30
Master's Degree Academic Calendar
Fall 2023 - Spring 2024 ............................................................................. 5
Master's Degree Admissions Policies 20
Medical Laboratory Science Program Advisory Board 119
Mission and Values 10
Non-Degree Students 24
NURS-Graduate Nursing 84
Nursing 53
Nursing Program Advisory Board 119
Nursing Education 64
Offering of Aid 29
Office of the President 90
Office of the Provost 90
Online Course Non-Participation Policy 40
Personal Device Support 14
Population-Based Care Coordination 65
Post 9-11 GI Bill and Yellow Ribbon Program 28
Post-Baccalaureate Certificates Admissions Policies 18
President's Advisory Council 114
PSY - Graduate Psychology Courses 86
Psychology - Doctor of Psychology in Clinical Psychology 56
Psychology - Master's of Psychology in Clinical Psychology 58
Qualifying for Need-Based Aid 29
Quality Management and Patient Safety 66
Readmission - Doctoral Degree 24
Readmission - Master's Degree or Post-baccalaureate Certificate
24
Readmission and Reinstatement 24
Readmission of Service Members 24
Refund and Withdrawal Policy for Service Members 26
Refund Policy 25
Registration 39
Registration and Course Information 38
Repeating Graduate Courses 40
Requirements for the Doctoral Degree 36
Requirements for the Master's Degree 36
Resident Student Technology Support 14
Return of Title IV Funds Policy 32
School of Business and Leadership
Brown School of Business and Leadership .................................... 92
School of Design, Arts, and Communication 92
School of Design, Arts, and Communication Advisory Boards120
School of Design, Arts, and Communication Advisory Board 120
School of Education 93
School of Humanities and Social Sciences 93
School of Nursing and Health Professions
Sandra R. Berman School of Nursing and Health Professions
........................................................................................................................... 94
School of the Sciences
Beverly K. Fine School of the Sciences ............................................ 94
Schools of the University 92
Secondary STEM Teaching and Learning 66
Stevenson Financial Aid Satisfactory Academic Progress (SAP)31
Stevenson Ideals 10
Stevenson Intercultural Knowledge and Competency (IKC) 36
Stevenson University 4
Stevenson University Online 94
Student Affairs 91
Student Eligibility Requirements 29
Student Health Services 17
Student Rights and Responsibilities and Grievance Procedure41
SUO-Stevenson University Online 89
Teaching-Master's of Arts in Teaching with a STEM Focus 59
Technology Helpdesk and Contact Information 14
The Stevenson Approach 10
The University Pandemic Plan 17
The Wellness Center 17
Transcript Requests 41
Transfer of Graduate Credit 22
Tuition and Fees (2023–2024) 25
Tuition Assistance (TA) and Maryland National Guard Benefits29
Tuition Insurance 26
U.S. Permanent Residents 23
University Advancement 92
University Degree Requirements 36
University Store 16
University Timeline 10
Using Federal Financial Aid to Pay for Repeating a Course 31
Veterans Benefits 28
Withdrawal from the University 40
124| Stevenson University 2023-2024 Graduate Catalog