* A grade of C or better must be obtained in all computer science and mathemat-
ics courses.
NOTE: At most 12 computer science semester hours may be transferred into this
degree program.
BACHELOR OF SCIENCE COMPUTER SCIENCE (THEORETICAL
TRACK) (Suggested Eight-Semester Sequence)
First Semester
CSCI125
Introduction to Computer Science (3)
CSCI130
Principles of Programming I (3)
MATH107 Precalculus (4)
ENGL101
College Writing Skills (3)
General Education (3)
TOTAL
16 sem. hrs.
Second Semester
CSCI230
Principles of Programming II (3)
MATH211
Analytic Geometry/Calculus I (4)
ENGL102
College Writing/Research (3)
General Education (6)
TOTAL
16 sem. hrs.
Third Semester
CSCI330
Object Oriented Programming (3)
MATH212 Analytic Geometry/Calculus II (4)
MATH270 Discrete Mathematics I (3)
General Education (3)
Health (3)
TOTAL
16 sem. hrs.
Fourth Semester
CSCI312
Computer Architecture (3)
MATH370 Discrete Mathematics II (3)
CS Elective (3)
General Education (6)
TOTAL
15 sem. hrs.
Fifth Semester
CSCI385
Algorithms and Data Structures (3)
MATH275 Linear Algebra I (3)
CS Elective (3)
General Education (6)
TOTAL
15 sem. hrs.
Sixth Semester
CSCI380
Operating Systems (3)
CS Elective (3)
Free Elective (5)
General Education (3)
TOTAL
14 sem. hrs.
Seventh Semester
CSCI410
Programming Languages (3)
CSCI475
Data Comm. and Networking (3)
MATH350 Mathematical Probability and Statistics (3)
CSCI Elective (3)
General Education (3)
TOTAL
15 sem. hrs.
Eighth Semester
CSCI480
Computer Science Seminar (1)
CSCI Elective (3)
Free Elective (6)
General Education (3)
TOTAL
13 sem. hrs.
Bachelor of Science in Education Degree
Secondary Education Mathematics
Please refer to the Secondary Education Department section of this catalogue for
information regarding this degree program with an area of certification of
Secondary Mathematics.
Nursing Department
FACULTY: Jolynn Agostini, Terri Astorino, Dorothy Carlson, Alice E. Conway,
Vicky Hedderick, Dawn Joy, Debra J. Kubinski, Kathleen N. Lee, Amy P. Leehan,
Susan Maloney, Amy McClune, Nicholas Miehl, Susan Miller, Karen Morahan,
Janet Newcamp, Patricia Nosel, Ellen Pfadt, Catherine Stiller, Kathleen Stroh,
Thomas Robert White, Cathleen Wierzbowski
The baccalaureate program in nursing is accredited by the
Commission on Collegiate Nursing Education
One Dupont Circle, NW, Suite 530
Washington, DC 20036
Telephone: 202-887-6791 or 202-887-8476
webmaster@aacn.nche.edu
The baccalaureate degree program in nursing is developed within the general
framework and policies of Edinboro University. It is a four-year program that
combines professional nursing courses and clinical learning experiences with
general education requirements. Upon successful completion of the program, the
student receives a B.S. degree with a major in nursing and is eligible to write the
NCLEX Examination for licensure as a Registered Nurse, provided the State
Board approves the student's application. Graduates of the program are prepared
to function as professional nurses in a variety of health care settings. Conviction
of a misdemeanor, felony, felonious act or illegal act associated with alcohol or
illegal substances will require State Board review prior to eligibility to sit for the
NCLEX.
Courses at the lower division level are selected to meet the general education
requirements of the University and to provide the scientific base in the physical,
biological, social, and psychological sciences necessary for understanding and
competency in professional nursing practice. Nursing courses are structured to
provide the sequential learning experiences for students perceived as essential to
the development of a professional nurse.
During the sophomore, junior and senior years, clinical experiences are obtained
in a variety of health care agencies in the Erie and Meadville areas. Attendance at
all clinical experiences is mandatory.
PHILOSOPHY OF THE BACCALAUREATE NURSING PROGRAM
The purpose of the Department of Nursing is to prepare professional nurses for
entry level practice in a variety of healthcare settings. The faculty believe that
preparation for professional nursing is the baccalaureate degree in nursing.
Through a liberal and professional education, nurses acquire a foundation for the
development of clinical judgment skills, professional values, and value-based
behaviors. Behaviors such as caring, altruism, and integrity are central to the
practice of professional nursing.
The faculty of the Department of Nursing incorporate the goals and objectives
established by the University. Emphasis is placed on the development of the stu-
dent as a holistic individual, a member of the nursing profession, and an effective
citizen within a community and global perspective.
The faculty believes that education is an organized and continuing process of pur-
poseful, guided, and self-directed activities to enhance the development of the
individual student according to potential and interests; that learning involves a
change in behavior brought about by critical thinking, knowledge, and experi-
ences; and that the identification of learning goals, the selection of experiences,
and the evaluation of outcomes are developed collaboratively by the student and
the educator. The basic assumption inherent in the teaching-learning process is
that self-awareness, self-development, and evaluation are best achieved in an
open and reciprocal student-educator environment.
The faculty believes nursing is a profession based on the interrelationship of per-
son, health, nurse and environment. The PERSON is perceived as a unique, holis-
tic being striving to achieve maturation and the self-realization of potential. A
human being responds to experiences in ways that impact on his/her own internal
and external environments and that affect the basic units of socialization, which
are the family and community. A person possesses free will, the power to choose,
and the ability to learn and reflect on oneself. As a person matures and develops
in awareness, the exercise of these traits gives him/her relative control, account-
ability, and responsibility for the selection and achievement of personal outcomes.
Curricula and Organization/111