Jun 03, 2023

2010-2011 Argosy University Academic Catalog—Graduate Programs | Volume 1, Issue 3

2010-2011 Argosy University Academic Catalog—Graduate Programs | Volume 1, Issue 3 [ARCHIVED CATALOG]

Catalog Addendum | Volume 1, Issue 3

Introduction
General Revisions to the Argosy University Academic Catalog—Graduate Programs
Corrections to “Section Thirteen, Course Listings” of the Argosy University Academic Catalog—Graduate Programs
Additions and Revisions to “Section Thirteen, Course Listings” of the Argosy University Academic Catalog—Graduate Programs
College of Education Curriculum Updates—Non-Certification Education Degree Programs
College of Education Curriculum Updates—State Certification Education Degree Programs
Appendices

Introduction

The errata listed below have been applied to the 2010-2011 Argosy University Academic Catalog—Graduate Programs, Volume 1, Issue 1. In addition to correcting errors in the 2010-2011 Argosy University Academic Catalog—Graduate Programs, Volume 1, Issue 1, this publication includes new and updated information.

The list below compiles corrected and updated items with a short description of where the new information has been inserted. Students are encouraged to contact their academic advisor or program chair in the event they have any questions regarding changes in program requirements.

General Revisions to the Argosy University Academic Catalog—Graduate Programs

Update

The state licensing information for Argosy University, Seattle (See “State Licensing” under Section One, Introduction ) should be replaced with the following:

Argosy University, Seattle is authorized by the Washington Higher Education Coordinating Board (HECB) and meets the requirements and minimum educational standards established for degree-granting institutions under the Degree Granting Act. This authorization is subject to periodic review, and authorizes Argosy University, Seattle to offer the following degree programs: Bachelor of Arts in Liberal Arts; Bachelor of Arts in Psychology; Bachelor of Science in Business Administration; Bachelor of Science in Criminal Justice; Master of Arts in Clinical Psychology; Master of Arts in Counseling Psychology; Master of Arts in Education in Adult Education and Training; Master of Arts in Education in Educational Leadership; Master of Arts in Education in Higher and Postsecondary Education; Master of Arts in Education in Teaching and Learning; Master of Business Administration; Master of Public Administration; Master of Public Health; Master of Science in Human Resource Management; Master of Science in Management; Master of Science in Non-Profit Management; Master of Science in Organizational Leadership; Master of Science in Service Sector Management; Education Specialist in Teaching and Learning; Doctor of Business Administration; Doctor of Education in Community College Executive Leadership; Doctor of Education in Counseling Psychology; Doctor of Education in Educational Leadership; Doctor of Education in Teaching and Learning; Doctor of Education in Organizational Leadership; and Doctor of Psychology in Clinical Psychology. Authorization by the HECB does not carry with it an endorsement by the board of the institution or its programs. Any person desiring information about the requirements of the Act or the applicability of those requirements to the institution may contact the HECB office at P.O. Box 43430, Olympia, WA 98504-3430.

Addition

The following statement should be inserted under “Programmatic Accreditation” (see Section One, Introduction ):

The Argosy University, Sarasota EdD in Counselor Education & Supervision degree program is accredited by The Council for Accreditation of Counseling and Related Educational Programs (CACREP), a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA). The Council for Accreditation of Counseling and Related Educational Programs can be contacted at 1001 North Fairfax Street, Suite 510, Alexandria, VA 22314, 703. 535.5990 www.cacrep.org.

Addition

The following statement should be inserted under “Programmatic Accreditation” (see Section One, Introduction ):

The Argosy University, Washington DC Doctor of Education in Counselor Education & Supervision degree program is accredited with conditions by The Council for Accreditation of Counseling and Related Educational Programs (CACREP), a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA). The Council for Accreditation of Counseling and Related Educational Programs can be contacted at 1001 North Fairfax Street, Suite 510, Alexandria, VA 22314, 703.535.5990 www.cacrep.org.

Update

The following update applies to the Master of Business Administration (MBA) degree program.

“Exceptions to the Minimum Grade Point Average” should be replaced with the following:

Exceptions to the Minimum Grade Point Average
Applicants with grade point averages between 2.0 and 2.7 may be considered for admission on an exception basis. Exceptions must be documented, signed, placed, and retained in the student’s academic file. Students admitted on an exception basis will be assigned provisional status. See “Exceptions to Admission Requirements.”

Update

The following update applies to the Master of Public Administration (MPA) degree program.

“Exceptions to the Minimum Grade Point Average” should be replaced with the following:

Update

The following update applies to the Master of Science Business degree programs : Master of Science in Human Resource Management degree program, Master of Science in Non-Profit Management degree program, Master of Science in Organizational Leadership degree program, and Master of Science in Service Sector Management degree program.

“Exceptions to the Minimum Grade Point Average” should be replaced with the following:

Update

The following update applies to the Master of Science in Human Resource Management degree program.

Argosy University, Nashville; Argosy University, Sarasota; Argosy University, Seattle; Argosy University, Tampa; and Argosy University, Twin Cities should be added to the list of campuses that offer the Master of Science in Human Resource Management (MSHRM) degree program.

See below for updated list of offering campuses:

MASTER OF SCIENCE IN HUMAN RESOURCE MANAGEMENT DEGREE PROGRAM

Offering Campuses
Argosy University, Dallas; Argosy University, Denver; Argosy University, Hawai‘i; Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Nashville; Argosy University, Orange County; Argosy University, Phoenix; Argosy University, Salt Lake City; Argosy University, San Diego; Argosy University, San Francisco Bay Area; Argosy University, Sarasota; Argosy University, Seattle; Argosy University, Tampa; Argosy University, Twin Cities; Argosy University, Washington DC

Update

The following update applies to the Master of Science in Non-Profit Management degree program.

See below for updated list of offering campuses:

MASTER OF SCIENCE IN NON-PROFIT MANAGEMENT DEGREE PROGRAM

Update

The following update applies to the Master of Science in Organizational Leadership degree program.

See below for updated list of offering campuses:

MASTER OF SCIENCE IN ORGANIZATIONAL LEADERSHIP DEGREE PROGRAM

Update

The following update applies to the Master of Science in Service Sector Management degree program.

See below for updated list of offering campuses:

MASTER OF SCIENCE IN SERVICE SECTOR MANAGEMENT DEGREE PROGRAM

Update

The following update applies to the Master of Science in Management (MSM) degree program.

“Exceptions to the Minimum Grade Point Average” should be replaced with the following:

Correction and Update

The following applies to the Professional Graduate Business Certificate Program .

Correction

Argosy University, Dallas; Argosy University, San Francisco Bay Area; and Argosy University, Twin Cities should be added to the list of campuses that offer the Professional Graduate Business Certificate Program.

Update

Argosy University, Chicago should be added to the list of campuses that offer the Professional Graduate Business Certificate Program.

See below for complete list of offering campuses:

PROFESSIONAL GRADUATE BUSINESS CERTIFICATE PROGRAM

Offering Campuses
Argosy University, Chicago; Argosy University, Dallas; Argosy University, Hawai’i; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, San Francisco Bay Area; Argosy University, Sarasota; Argosy University, Schaumburg; Argosy University, Seattle; Argosy University, Tampa; Argosy University, Twin Cities; Argosy University, Washington DC

Correction and Update

The following applies to the Advanced Professional Graduate Business Certificate Program .

Correction

Argosy University, Dallas and Argosy University, Tampa should be added to the list of campuses that offer the Advanced Professional Graduate Business Certificate Program.

Update

Argosy University, Chicago should be added to the list of campuses that offer the Advanced Professional Graduate Business Certificate Program.

See below for complete list of offering campuses:

ADVANCED PROFESSIONAL GRADUATE BUSINESS CERTIFICATE PROGRAM

Offering Campuses
Argosy University, Chicago; Argosy University, Dallas; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, Sarasota; Argosy University, Schaumburg; Argosy University, Seattle; Argosy University, Tampa

Update

The following update applies to the Master of Arts in Education (MAEd) in Adult Education and Training degree program.

The “Argosy University, Seattle Students” statement should be replaced with the following:

Argosy University, Seattle Students

This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Update

The following update applies to the Master of Arts (MAEd) in Adult Education and Training degree program.

“Exceptions to the Minimum Grade Point Average” should be replaced with the following:

Exceptions to the Minimum Grade Point Average

Applicants with a grade point average between 2.5 and 2.7 may be considered for admission on an exception basis. Exceptions must be approved by the program chair. Exceptions must be documented, signed, placed, and retained in the student’s academic file. Students admitted on an exception basis will be assigned provisional status. See “Exceptions to Admission Requirements.”

Applicants with a grade point average between 2.0 and 2.4 may be considered for admission on an exception basis with significant evidence of academic and professional potential. This potential may be demonstrated by the career and/or personal accomplishments indicated in the statement of academic and professional goals, the career summary, and academic or professional letters of recommendation. Exceptions must be approved by the program chair. Exceptions must be justified, documented, signed, placed, and retained in the student’s academic file. Students admitted on an exception basis will be assigned provisional status. See “Exceptions to Admissions Requirements.”

Students who do not meet the minimum GPA requirement will also be required to submit the following:

Personal/professional goal statement with a self-appraisal of qualifications for the profession
Current résumé (or career summary)
The names and contact information of three professional and/or academic references

Update

The following update applies to the Master of Arts in Education (MAEd) in Educational Leadership degree program.

The “Argosy University, Seattle Students” statement should be replaced with the following:

Argosy University, Seattle Students

This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Update

The following update applies to the Master of Arts in Education (MAEd) in Higher and Postsecondary Education degree program.

The “Argosy University, Seattle Students” statement should be replaced with the following:

Argosy University, Seattle Students

This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Update

The following update applies to the Master of Arts in Education (MAEd) in Higher and Postsecondary Education degree program.

“Exceptions to the Minimum Grade Point Average” should be replaced with the following:

Exceptions to the Minimum Grade Point Average

Applicants with a grade point average between 2.0 and 2.7 may be considered for admission on an exception basis. Exceptions must be approved by the program chair or assistant dean. Exceptions must be documented, signed, placed, and retained in the student’s academic file. Students admitted on an exception basis will be assigned provisional status. See “Exceptions to Admission Requirements” in Admission Policies.

Update

The following update applies to the Master of Arts in Education (MAEd) in Instructional Leadership degree program (36 credit hours).

The “Argosy University, Seattle Students” statement should be replaced with the following:

Argosy University, Seattle Students

This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Update

The following update applies to the Master of Arts in Education (MAEd) in Instructional Leadership degree program (36 credit hours).

“Exceptions to the Minimum Grade Point Average” should be replaced with the following:

Exceptions to the Minimum Grade Point Average

Students who do not meet the minimum GPA requirement will also be required to submit the following:

Personal/professional goal statement with a self-appraisal of qualifications for the profession
Current résumé (or career summary)
The names and contact information of three professional and/or academic references

Update

The following update applies to the Master of Arts in Education (MAEd) in Teaching and Learning degree program (36 credit hour version).

“Exceptions to the Minimum Grade Point Average” should be replaced with the following:

Exceptions to the Minimum Grade Point Average

Applicants with grade point averages between 2.0 and 2.4 may be considered for admission on an exception basis with significant evidence of academic and professional potential. This potential may be demonstrated by the career and/or personal accomplishments indicated in the statement of academic and professional goals, the career summary, and academic or professional letters of recommendation. Exceptions must be approved by the program chair. Exceptions must be justified, documented, signed, placed, and retained in the student’s academic file. Students admitted on an exception basis will be assigned provisional status. See “Exceptions to Admission Requirements” in this catalog under Admission Policies.

Students who do not meet the minimum GPA requirement will also be required to submit the following:

Personal/professional goal statement with a self-appraisal of qualifications for the profession
Current résumé (or career summary)
The names and contact information of three professional and/or academic references

Update

The following update applies to the Doctor of Education (EdD) in Community College Executive Leadership degree program.

The “Argosy University, Seattle Students” statement should be replaced with the following:

Argosy University, Seattle Students

This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Update

The following update applies to the Doctor of Education (EdD) in Educational Leadership degree program.

The “Argosy University, Seattle Students” statement should be replaced with the following:

Argosy University, Seattle Students

This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Update

The following update applies to the Doctor of Education (EdD) in Instructional Leadership degree program.

The “Argosy University, Seattle Students” statement should be replaced with the following:

Argosy University, Seattle Students

This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Update

The following update applies to the Master of Arts in Education (MAEd) in Educational Administration degree program.

Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, San Diego; and Argosy University, San Francisco Bay Area should be added to the list of campuses that offer the MAEd in Educational Administration degree program.

See below for updated list of offering campuses:

MASTER OF ARTS IN EDUCATION IN EDUCATIONAL ADMINISTRATION DEGREE PROGRAM

Offering Campuses
Argosy University, Chicago; Argosy University, Dallas; Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, Phoenix; Argosy University, Salt Lake City; Argosy University, San Diego; Argosy University, San Francisco Bay Area; Argosy University, Schaumburg

Update

The following update applies to the Master of Arts in Education (MAEd) in Educational Administration degree program offered by Argosy University, Chicago and Argosy University, Schaumburg .

The tenth bullet point under “Admissions Requirements” should be replaced with the following:

A Writing Sample submitted with the program application

Update

The following applies to the Master of Arts in Education (MAEd) in Educational Administration degree program offered by Argosy University, Dallas .

The ninth bullet point under “Admissions Requirements” should be replaced with the following:

A Writing Sample submitted with the program application

The fifth bullet point following the paragraph that concludes, “An admissions representative is available to help interested applicants complete the following required documentation” should be replaced with the following:

Three letters of recommendation (two from a source familiar with the student’s academic abilities and one from a current school or district administrator)

Updates

The following applies to the Master of Arts in Education (MAEd) in Educational Administration degree program offered by Argosy University, Phoenix .

The eighth bullet point under “Admissions Requirements” should be replaced with the following:

A Writing Sample submitted with the program application

Three letters of recommendation (two from a source familiar with the student’s academic abilities and one from a current school or district administrator)

Update

The following applies to the Master of Arts in Education (MAEd) in Educational Administration degree program offered by Argosy University, Salt Lake City .

The ninth bullet point under “Admissions Requirements” should be replaced with the following:

A Writing Sample submitted with the program application

Note:
This updates a correction published in the 2010-2011 Argosy University Academic Catalog—Graduate Programs| Volume 1, Issue 2.

Correction

The following applies to the Master of Arts in Education (MAEd) in Instructional Leadership/Multiple Subject Teacher Preparation degree program and the Master of Arts in Education (MAEd) in Instructional Leadership/Single Subject Teacher Preparation degree program.

The third paragraph under “Overview” should be replaced with the following:

The MAEd in Instructional Leadership/Multiple Subject Teacher Preparation and Master of Arts in Education in Instructional Leadership/Single Subject Teacher Preparation degree programs are accredited by the California Commission on Teacher Credentialing (CCTC).

Correction

The fourth bullet point under, “Admission Requirements” should be replaced with the following:

Possess proof of Certificate of Clearance, passage of the California Basic Education Skills Test (CBEST) and the California Subject Exams for Teachers (CSET) or a Letter of Subject Matter Competence, or evidence that he/she is registered to take the required tests in addition to a negative TB test result at the time of admission. Students submitting evidence of registration for the required tests at admission may take no more than six (6) credit hours in the program without proof of passage of the CBEST and the CSET. Proof of Certificate of Clearance can be obtained by providing Argosy University with a copy of an emergency credential granted to the student. If a student has never been authorized for service in a California public school, he/she must file for Certificate of Clearance with the state of California. The Office of the Argosy University Credential Analyst may assist the candidate with this application process.

Correction

The first sentence of the first paragraph under “Academic Probation and Dismissal” should be replaced with the following:

A student receiving a grade of “C” or below in a course required for preliminary credential will be placed on academic probation.

Update

The following applies to the Education Specialist (EdS) in Initial Educational Administration degree program.

See below for updated list of offering campuses:

EDUCATION SPECIALIST IN INITIAL EDUCATIONAL ADMINISTRATION DEGREE PROGRAM

Offering Campuses
Argosy University, Chicago; Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, Phoenix; Argosy University, Salt Lake City; Argosy University, San Diego; Argosy University, San Francisco Bay Area; Argosy University, Schaumburg; Argosy University, Twin Cities

Update

The following applies to the Education Specialist (EdS) in Initial Educational Administration degree program offered by Argosy University, Phoenix .

The eighth bullet point under “Admissions Requirements” should be replaced with the following:

A Writing Sample submitted with the program application

Update

The following applies to the Education Specialist (EdS) in Initial Educational Administration degree program offered by Argosy University, Phoenix .

Three letters of recommendation (two from a source familiar with the student’s academic abilities and one from a current school or district administrator)

Correction

The following applies to the Education Specialist (EdS) in Initial Educational Administration degree program offered by Argosy University, Phoenix .

The first sentence under “Elective Requirements” should read as follows:

Students in the EdS in Initial Educational Administration degree program choose one elective course (3) credit hours with the approval of their advisor.

Update

The following applies to the Education Specialist (EdS) in Initial Educational Administration degree program offered by Argosy University, Salt Lake City .

The eighth bullet point* under “Admissions Requirements” should be replaced with the following:

A Writing Sample submitted with the program application

Note:
*A correction published in the 2010-2011 Argosy University Academic Catalog—Graduate Programs| Volume 1, Issue 2 impacted the order of admission requirements. In the context of the corrected list of admissions requirements, the item described above is the ninth bullet point.

Update

The following applies to the Education Specialist (EdS) in Initial Educational Administration degree program offered by Argosy University, Twin Cities .

The eighth bullet point* under “Admissions Requirements” should be replaced with the following:

A Writing Sample submitted with the program application

Update

The following applies to the Education Specialist (EdS) in Advanced Educational Administration degree program offered by Argosy University, Chicago and Argosy University, Schaumburg .

The tenth bullet point under “Admissions Requirements” should be replaced with the following:

A Writing Sample submitted with the program application

Updates

The following applies to the Education Specialist (EdS) in Advanced Educational Administration degree program offered by Argosy University, Phoenix .

The seventh bullet point under “Admissions Requirements” should be replaced with the following:

A Writing Sample submitted with the program application

Three letters of recommendation (two from a source familiar with the student’s academic abilities and one from a current school or district administrator)

Corrections

The following applies to the Education Specialist (EdS) in Advanced Educational Administration degree program offered by Argosy University, Phoenix .

The fourth bullet point under “Arizona Superintendent Certification Requirements” should be replaced with the following:

Passage of the Supervisor or Superintendent portion of the Arizona Educator Proficiency Assessment (AEPA), depending upon desired certification

The (†) note should be replaced with the following:

† Students who have not successfully completed the Structured English Immersion certification requirement prior to enrolling in the EdS in Advanced Educational Administration degree program will need to meet this requirement in order to complete the degree program.

Update

The following applies to the Education Specialist (EdS) in Advanced Educational Administration degree program offered by Argosy University, Twin Cities .

The eighth bullet point under “Admissions Requirements” should be replaced with the following:

A Writing Sample submitted with the program application

Update

The following applies to the Doctor of Education (EdD) in Initial Educational Administration degree program.

See below for updated list of offering campuses:

DOCTOR OF EDUCATION IN INITIAL EDUCATIONAL ADMINISTRATION DEGREE PROGRAM

Update

The following applies to the Doctor of Education (EdD) in Initial Educational Administration degree program offered by Argosy University, Chicago and Argosy University, Schaumburg .

The tenth bullet point under “Admissions Requirements” should be replaced with the following:

A Writing Sample submitted with the program application

Update

The following applies to the Doctor of Education (EdD) in Initial Educational Administration degree program offered by Argosy University, Phoenix .

The eighth bullet point under “Admissions Requirements” should be replaced with the following:

A Writing Sample submitted with the program application

Update

The following applies to the Doctor of Education (EdD) in Initial Educational Administration degree program offered by Argosy University, Phoenix .

The fifth bullet point (upper right hand column of referenced page) following the paragraph that concludes, “An admissions representative is available to help interested applicants complete the following required documentation” should be replaced with the following:

Three letters of recommendation (two from a source familiar with the student’s academic abilities and one from a current school or district administrator)

Update

The following applies to the Doctor of Education (EdD) in Initial Educational Administration degree program offered by Argosy University, Salt Lake City .

The eighth bullet point under “Admissions Requirements” should be replaced with the following:

A Writing Sample submitted with the program application

Note:
A correction published in the 2010-2011 Argosy University Academic Catalog—Graduate Programs| Volume 1, Issue 2 (see page 4) impacted the order of admission requirements. In the context of the corrected list of admissions requirements, the item described above is the ninth bullet point.

Update

The following applies to the Doctor of Education (EdD) in Initial Educational Administration degree program offered by Argosy University, Twin Cities .

The eighth bullet point under “Admissions Requirements” should be replaced with the following:

A Writing Sample submitted with the program application

Update

The following update applies to the Doctor of Education (EdD) in Advanced Educational Administration degree program offered by Argosy University, Chicago and Argosy University, Schaumburg .

The tenth bullet point under “Admissions Requirements” should be replaced with the following:

A Writing Sample submitted with the program application

Updates

The following applies to the Doctor of Education (EdD) in Advanced Educational Administration degree program offered by Argosy University, Phoenix .

The seventh bullet point under “Admissions Requirements” (upper right hand column) should be replaced with the following:

A Writing Sample submitted with the program application

Three letters of recommendation (two from a source familiar with the student’s academic abilities and one from a current school or district administrator)

Corrections

The following applies to the Doctor of Education (EdD) in Advanced Educational Administration offered by Argosy University, Phoenix .

The fourth bullet point under “Arizona Superintendent Certification Requirements” (top of right hand column of referenced page) should be replaced with the following:

Passage of the Supervisor or Superintendent portion of the Arizona Educator Proficiency Assessment (AEPA), depending upon desired certification

The (†) note should be replaced with the following:

† Students who have not successfully completed the Structured English Immersion certification requirement prior to enrolling in the EdD in Advanced Educational Administration degree program will need to meet this requirement in order to complete the degree program.

Update

The following update applies to the Doctor of Education (EdD) in Advanced Educational Administration program offered by Argosy University, Twin Cities .

The eighth bullet point under “Admissions Requirements” (upper right hand column of referenced page) should be replaced with the following:

A Writing Sample submitted with the program application

Update

The following update applies to the Master of Public Health (MPH) degree program.

“Exceptions to the Minimum Grade Point Average” should be replaced with the following:

Exceptions to the Minimum Grade Point Average

Students who do not meet the minimum GPA requirement will also be required to submit the following:

Personal/professional goal statement with a self-appraisal of qualifications for the profession
Current résumé (or career summary)
The names and contact information of three professional and/or academic references

Update

The following applies to the Master of Science in Health Services Management degree program.

“Exceptions to the Minimum Grade Point Average” should be replaced with the following:

Exceptions to the Minimum Grade Point Average

Update

The following update applies to the Master of Arts (MA) in Clinical Psychology degree program offered by Argosy University, Washington DC .

The following should be added to “Foundation Courses”:

Two additional psychology courses must also be completed.

Update

The following update applies to the Master of Arts (MA) in Clinical Psychology degree program offered by Argosy University, Washington DC .

The last sentence under “Changing Faculty Advisors” should be replaced with the following:

If all parties agree to the change, the student must then obtain, complete, and return a Change of Status Form to the Office of the Registrar with signatures from the student, the original advisor, the new advisor, and the program chair.

Update

The following update applies to the Master of Arts (MA) in Clinical Psychology degree program offered by Argosy University, Washington DC .

The third item listed under the first bullet point under “Graduation Requirements” should be replaced with the following:

1 credit hour of Integrative Paper

Update

The following update applies to the Master of Arts (MA) in Clinical Psychology degree program offered by Argosy University, Washington DC .

“Program Requirements” should be replaced with the following:

The MA in Clinical Psychology degree program requires the satisfactory completion of 47 semester credit hours, distributed as follows: assessment requirements, 14 credit hours; bases course requirements, 3 credit hours; individual differences requirements, 9 credit hours; intervention requirements, 9 credit hours; methodology requirement, 3 credit hours; professional issues requirements, 2 credit hours; practicum requirements, 6 credit hours; and integrative paper requirement, 1 credit hour.

Update

The following update applies to the Master of Arts (MA) in Clinical Psychology degree program offered by Argosy University, Washington DC .

“Assessment Requirements” should be replaced with the following:

Assessment Requirements—Students Are Required to Take the Following

PP 7365 - Clinical Interviewing (3)
PP 7370 - Cognitive Assessment (4)
PP 7371 - Objective Personality Assessment (3)
PP 7372 - Projective Personality Assessment (4)

Assessment Requirements—14 Credit Hours

Update

The following update applies to the Master of Arts (MA) in Clinical Psychology degree program offered by Argosy University, Washington DC .

“Intervention Requirements” should be replaced with the following:

Intervention Requirements—Students Are Required to Take the Following

PP 7340 - Issues in the Assessment and Treatment of Diverse Populations (3)
PP 8010 - Cognitive Behavioral Theory and Therapy (3)

Students Choose One of the Following

PP 7373 - Integrative Assessment (3)*
PP 8030 - Psychodynamic Theory and Therapy (3)
PP 8050 - Family and Couples Therapy (3)
PP 8060 - Group Psychotherapy (3)

Intervention Requirements—9 Credit Hours

Update

The following update applies to the Master of Arts (MA) in Clinical Psychology degree program offered by Argosy University, Washington DC .

The (*) note should be replaced with the following:

*Students intending to apply for the PsyD in Clinical Psychology degree program should select PP7373 Integrative Assessment to satisfy the Intervention elective requirement. Successful completion of this course is required in order to be eligible to take the first year practicum in the PsyD in Clinical Psychology degree program.

Update

The following update applies to the Master of Arts (MA) in Clinical Psychology degree program offered by Argosy University, Washington DC .

“Professional Issues Requirements” should be replaced with the following:

Professional Issues Requirements—Students Are Required to Take the Following

PP 6401 - Professionalization Group I (1)
PP 6402 - Professionalization Group II (1)

Professional Issues Requirements—2 Credit Hours

Update

The following update applies to the Master of Arts (MA) in Clinical Psychology degree program offered by Argosy University, Washington DC .

PP8037 Principles and Practices of Psychotherapy should be removed from the list of courses under “Optional Courses”.

The (‡) note associated with PP8037 Principles and Practices of Psychotherapy should be deleted:

(‡) Students who plan to apply to the PsyD in Clinical Psychology degree program are encouraged to take PP 8037 - Principles and Practice of Psychotherapy to satisfy the Intervention elective requirement.

Update

The following update applies to the Master of Arts (MA) in Clinical Psychology degree program offered by Argosy University, Washington DC .

The last sentence of the first paragraph under “Practicum and Practicum Seminar Requirements” should be deleted:

Liability insurance is an additional fee added to each practicum.

Update

The following update applies to the Master of Arts (MA) in Clinical Psychology degree program offered by Argosy University, Washington DC .

“Practicum Prerequisites” should be replaced with the following:

Practicum Prerequisites

PP 6401 - Professionalization Group I (1)
PP 6402 - Professionalization Group II (1)
PP 7330 - Child and Adolescent Psychopathology (3)
PP 7365 - Clinical Interviewing (3)
PP 7501 - Adult Psychopathology (3)
PP 8010 - Cognitive Behavioral Theory and Therapy (3)

Update

The following update applies to the Master of Arts (MA) in Clinical Psychology offered by Argosy University, Washington DC .

The second paragraph under “Practicum and Probation” should be deleted:

Permission to apply for practicum at times other than the Fall Semester may be approved by the program chair upon recommendation from the director of Clinical Training. Such application is on a space available basis and must meet all other practicum and curricular requirements.

Update

The following update applies to the Master of Arts in Clinical Psychology degree program offered by Argosy University, Washington DC .

All three paragraphs under “Procedures for Practicum Remediation” should be replaced with the following:

Procedures for practicum remediation are described in the Clinical Training Manual.

Update

The following update applies to the Master of Arts (MA) in Clinical Psychology degree program offered by Argosy University, Washington DC .

The following updates apply to the “Recommended Course Sequence for the Master of Arts in Clinical Psychology Degree Program at Argosy University, Washington DC.”

Year One, Fall Semester should be replaced with the following:

Terminal Master’s Degree Program

Year One

Fall Semester

PP 6401 - Professionalization Group I (1)
PP 7365 - Clinical Interviewing (3)
PP 7370 - Cognitive Assessment (4)
PP 7501 - Adult Psychopathology (3)

Year One, Spring Semester should be replaced with the following:

Spring Semester

PP 6402 - Professionalization Group II (1)
PP 7330 - Child and Adolescent Psychopathology (3)
PP 7372 - Projective Personality Assessment (4)
PP 8010 - Cognitive Behavioral Theory and Therapy (3)

Year One, Summer Semester should be replaced with the following:

Summer Semester

PP 7371 - Objective Personality Assessment [summer I] (3)
Intervention Elective (3)

Year Two, Spring Semester should be replaced with the following:

Spring Semester

Intervention Elective (3)*
–or–
Bases Course (3)**

PP 6011 - Integrative Paper (1)
PP 6202 - Master’s Practicum II (3)***

Year Two, Summer Semester should be replaced with the following:

Summer Semester

PP 7340 - Issues in the Assessment and Treatment of Diverse Populations (3)

The (*) note should be replaced with the following:

*Intervention elective course options include PP 8030 Psychodynamic Theory and Therapy, PP 7373 Integrative Assessment, PP 8050 Family and Couples Therapy, and PP 8060 Group Psychotherapy.

Update

The following update applies to the Master of Arts (MA) in Clinical Psychology degree program offered by Argosy University, Washington DC .

The following updates apply to the “Recommended Course Sequence for the Master of Arts in Clinical Psychology Degree Program Embedded into the Doctor of Psychology in Clinical Psychology Degree Program.”

Year One, Fall Semester should be replaced with the following:

Fall Semester

PP 6401 - Professionalization Group I (1)
PP 7365 - Clinical Interviewing (3)
PP 7370 - Cognitive Assessment (4)
PP 7501 - Adult Psychopathology (1)

Year One, Summer Semester should be replaced with the following:

Summer Semester

PP 7371 - Objective Personality Assessment [summer I] (3)
PP 7373 - Integrative Assessment [Summer I] (3)†

Year One, Spring Semester should be replaced with the following:

Spring Semester

PP 6402 - Professionalization Group II (1)
PP 7330 - Child and Adolescent Psychopathology (3)
PP 7372 - Projective Personality Assessment (4)
PP 8010 - Cognitive Behavioral Theory and Therapy (3)

Update

The following update applies to the Master of Arts (MA) in Clinical Psychology degree program offered by Argosy University, Washington DC .

The following update applies to the “Recommended Course Sequence for the Master of Arts in Clinical Psychology Degree Program Embedded into the Doctor of Psychology in Clinical Psychology Degree Program.”

Year Two, Summer Semester should be replaced with the following:

Summer Semester

PP 7340 - Issues in the Assessment and Treatment of Diverse Populations (3)

Updates

The following updates apply to the Master of Arts (MA) in Clinical Psychology degree program offered by Argosy University, Washington DC .

The first sentence of the second paragraph under “Non-Transferrable Courses” should be replaced with the following:

Students requesting to transfer Cognitive Assessment (PP 7370) or Projective Personality Assessment (PP 7372) must have both an approved course that meets the course transfer requirements and must pass a competency examination.

The list of non-transferrable courses that concludes this section should be replaced with the following:

PP 6201 - Master’s Practicum I (3)
PP 6202 - Master’s Practicum II (3)
PP 6401 - Professionalization Group I (1)
PP 6402 - Professionalization Group II (1)
PP 7330 - Child and Adolescent Psychopathology (3)
PP 7373 - Integrative Assessment (3)
PP 7501 - Adult Psychopathology (3)

Correction and Update

The following applies to the Master of Arts (MA) in Forensic Psychology degree program.

Correction

Argosy University, Los Angeles should be added to the list of campuses that offer the MA in Forensic Psychology degree program.

Update

Argosy University, Seattle should be added to the list of campuses that offer the MA in Forensic Psychology degree program.

See below for the complete list of offering campuses:

MASTER OF ARTS IN FORENSIC PSYCHOLOGY DEGREE PROGRAM

Offering Campuses
Argosy University, Atlanta; Argosy University, Dallas; Argosy University, Denver; Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, Phoenix; Argosy University, Salt Lake City; Argosy University, San Diego; Argosy University, San Francisco Bay Area; Argosy University, Sarasota; Argosy University, Seattle; Argosy University, Twin Cities; Argosy University, Washington DC

Update

The following update applies to the Master of Arts (MA) in Forensic Psychology degree program.

The following bullet point should be removed from “Admissions Requirements”:

Completion of an interview with a member of the Program Admissions Committee.

Update

The following update applies to the Master of Arts (MA) in Forensic Psychology degree program.

“Exceptions to the Minimum Grade Point Average” should be replaced with the following:

Exceptions to the Minimum Grade Point Average

Applicants with grade point average between 2.5 and 2.7 may be considered for admission on an exceptions basis. Exceptions must be approved by the program chair or designee. Exceptions must be documented, signed, placed, and retained in the student’s academic file. Students admitted on an exception basis will be assigned provisional status. See “Exceptions to Admission Requirements.”

Applicants with a grade point average between 2.0 and 2.4 may be considered for admission with significant evidence of academic and professional potential demonstrated by the career and/or personal accomplishments indicated in the statement of academic and professional goals, the career summary, and academic or professional letters of recommendation. Exceptions must be approved by the program chair or designee. Exceptions must be justified, documented, signed, placed, and retained in the student’s academic file. Students admitted on an exception basis will be assigned provisional status. See “Exceptions to Admission Requirements.”

Update

The following update applies to the Master of Arts (MA) in Forensic Psychology degree program.

The first bullet point under “Graduation Requirements” should be replaced with the following:

Satisfactory completion of 36 credit hours by the end of the fifth year of matriculation. The total credit hours must include:
- 24 credit hours of core courses
- 9 credit hours of concentration courses*
- 3 credit hours of elective course*

Note:
*Alternatively, students may choose to complete a general track which is comprised of four elective courses (12 credit hours).

Update

The following update applies to the Master of Arts (MA) in Forensic Psychology degree program.

Effective May 9, 2011, “Program Requirements” should be replaced with the following:

Program Requirements

The MA in Forensic Psychology degree program requires the satisfactory completion of 36 credit hours distributed as follows: core course requirements, 24 credit hours; concentration requirements, 9 credit hours, and elective requirements, 3 credit hours. Students who choose to complete a general track must successfully complete 36 credit hours distributed as follows: core course requirements, 24 credit hours; elective requirements, 12 credit hours.

Core Course Requirements

Students in the MA in Forensic Psychology degree program complete eight core courses (24 credit hours).

Core Course Requirements—Students Are Required to Take the Following

FP 6005 - Maladaptive Behavior and Psychopathology (3)
FP 6010 - Psychology and the Legal System (3)
FP 6015 - Psychology of Criminal Behavior (3)
FP 6020 - Individual Assessment (3)
FP 6030 - Research and Evaluation (3)
FP 6500 - Professional and Ethical Issues in Forensic Psychology (3)
FP 6535 - Consultation, Triage and Testimony in Forensic Psychology (3)
FP 6540 - Forensic Psychology Seminar (3)

Core Course Requirements—24 Credit Hours

Concentration Requirements

Students in the MA in Forensic Psychology degree program may choose to complete one of the following concentrations:

Assessment
Homeland Security
Law Enforcement
Treatment

Assessment Concentration

The Assessment concentration is designed to prepare students whose career goals are in the area of evaluating offenders primarily for use in criminal justice dispositions.

Assessment Concentration—Students Are Required to Take the Following

FP 6035 - Evaluation and Treatment of Offenders (3)
FP 6520 - Forensic Psychological Assessment (3)
FP 6901 - Sex Offender Evaluation and Treatment (3)

Assessment Concentration Requirements—9 Credit Hours

Homeland Security Concentration

The Homeland Security concentration is designed to develop working knowledge of essential interrogation, interviewing, counterintelligence and other skills needed for forensic psychologists working in this field.

Homeland Security Concentration Requirements—Are Required to Take the Following

FP 6902 - Issues in Psychological Profiling (3)
FP 6903 - Psychology of Counterintelligence (3)
FP 6906 - Interviewing and Interrogation: History and Techniques (3)

Homeland Security Concentration—9 Credit Hours

Law Enforcement Concentration

The Law Enforcement concentration is designed to prepare students whose career goals are in law enforcement agencies.

Law Enforcement Concentration Requirements—Students Are Required to Take the Following

FP 6880 - Police Psychology (3)
FP 6902 - Issues in Psychological Profiling (3)
FP 6906 - Interviewing and Interrogation: History and Techniques (3)

Law Enforcement Concentration Requirements—9 Credit Hours

Treatment Concentration

The Treatment concentration is designed to prepare students whose career goals are in the area of evaluation and treatment interventions for offenders and for those who are victims of criminal behavior.

Treatment Concentration—Students Are Required to Take the Following

FP 6900 - Substance Abuse Counseling (3)
FP 6901 - Sex Offender Evaluation and Treatment (3)
FP 6905 - Correctional Psychology (3)

Treatment Concentration Requirements—9 Credit Hours

Elective Requirements

Students in the MA in Forensic Psychology degree program complete one elective course (3 credit hours) that has not already been taken to fulfill the concentration requirements.

Elective Requirements—Students Choose One of the Following

FP 6035 - Evaluation and Treatment of Offenders (3)
FP 6520 - Forensic Psychological Assessment (3)
FP 6525 - Psychology of the Victim (3)
FP 6880 - Police Psychology (3)
FP 6900 - Substance Abuse Counseling (3)
FP 6901 - Sex Offender Evaluation and Treatment (3)
FP 6902 - Issues in Psychological Profiling (3)
FP 6903 - Psychology of Counterintelligence (3)
FP 6904 - Operational Psychology (3)
FP 6905 - Correctional Psychology (3)
FP 6906 - Interviewing and Interrogation: History and Techniques (3)
PC 6000 - Counseling Theory (3)**
PC 6104 - Counseling Skills I (3)**
PC 6505 - Group Counseling (3)**

Elective Requirements—3 Credit Hours

Note
**Requires permission of the Counselor Education and Forensic Psychology program chairs.

General Track Requirements

Students in the MA in Forensic Psychology degree program who do not pursue a specific concentration or who seek a customized concentration have the opportunity to complete a general track. Students opting to complete the general track select four courses (12 credit hours) from the list of available elective courses and will be required to consult with their advisor and seek department approval for their selected concentration.

General Track Requirements—Students Choose Four of the Following

FP 6035 - Evaluation and Treatment of Offenders (3)
FP 6520 - Forensic Psychological Assessment (3)
FP 6525 - Psychology of the Victim (3)
FP 6880 - Police Psychology (3)
FP 6900 - Substance Abuse Counseling (3)
FP 6901 - Sex Offender Evaluation and Treatment (3)
FP 6902 - Issues in Psychological Profiling (3)
FP 6903 - Psychology of Counterintelligence (3)
FP 6904 - Operational Psychology (3)
FP 6905 - Correctional Psychology (3)
FP 6906 - Interviewing and Interrogation: History and Techniques (3)
PC 6000 - Counseling Theory (3)**
PC 6104 - Counseling Skills I (3)**
PC 6505 - Group Counseling (3)**

General Track Requirements—12 Credit Hours
Note
**Requires permission of the Counselor Education and Forensic Psychology program chairs.

Update

The following applies to the Master of Arts (MA) in Industrial Organizational Psychology degree program.

The following bullet point should be removed from “Admissions Requirements”:

Completion of an interview with a member of the Program Admissions Committee.

Update

The following applies to the Master of Arts (MA) in Industrial-Organizational Psychology in degree program.

“Exceptions to the Minimum Grade Point Average” should be replaced with the following:

Exceptions to the Minimum Grade Point Average

Applicants with grade point average between 2.5 and 2.7 may be considered for admission on an exception basis. Exceptions must be approved by the program chair or designee. Exceptions must be documented, signed, placed, and retained in the student’s academic file. Students admitted on an exception basis will be assigned provisional status. See “Exceptions to Admission Requirements” in this catalog under “Admission Policies.”

Applicants with a grade point average between 2.0 and 2.4 may be considered for admission with significant evidence of academic and professional potential demonstrated by career and/or personal accomplishments indicated in the statement of academic and professional goals, the career summary, and academic or professional letters of recommendation. Exceptions must be approved by the program chair or designee. Exceptions must be justified, documented, signed, placed, and retained in the student’s academic file. Students admitted on an exception basis will be assigned provisional status. See “Exceptions to Admission Requirements” in this catalog under “Admission Policies.”

Update

The following update applies to the Master of Arts (MA) in Sport-Exercise Psychology degree program.

The third paragraph under “Program Overview” should be deleted:

California and Arizona students who also wish to pursue a master’s degree in mental health counseling or counseling psychology may follow a curriculum plan that allows them to fulfill the requirements for the MA in Sport-Exercise Psychology degree program in two years and the MA in Mental Health Counseling or MA in Counseling Psychology/Marriage & Family Therapy degree program with one additional year of study. Application to the MA in Clinical Mental Health Counseling degree program or MA in Counseling Psychology/Marriage & Family Therapy degree program are made in the second year of enrollment in the MA in Sport-Exercise Psychology degree program. Graduates of the MA in Clinical Mental Health Counseling degree program or MA in Counseling Psychology/Marriage & Family Therapy degree program are eligible to apply for status as a Licensed Professional Counselor (LPC) or Marriage and Family Therapist (MFT) in the states of Arizona and California, respectively.

Update

The following update applies to the Master of Arts (MA) in Sport-Exercise Psychology degree program.

The following bullet point should be removed from “Admissions Requirements”:

Completion of an interview with a member of the Program Admissions Committee.

Update

The following update applies to the Master of Arts (MA) in Sport-Exercise Psychology degree program.

“Exceptions to the Minimum Grade Point Average” should be replaced with the following:

Exceptions to the Minimum Grade Point Average

Update

The following update applies to the Master of Arts (MA) in Sport-Exercise Psychology degree program.

The first bullet point under “Graduation Requirements” should be replaced with the following:

Successful completion of 48 credit hours, which must be completed by the end of the fifth year of matriculation. The total credit hours must include:
- 39 credit hours of required coursework
- 3 credit hours of elective coursework
- 6 credit hours of practicum and practicum seminar

Update

The following update applies to the Master of Arts (MA) in Sport-Exercise Psychology degree program.

“Program Requirements” should be replaced with the following:

Students admitted into the MA in Sport-Exercise Psychology degree program are responsible for completing the program requirements that are in effect at the time of their admission. In addition to the credit hour requirements outlined below, students must also complete Professionalization Group and the Sport Psychology Competency Evaluation. The MA in Sport-Exercise degree program requires the satisfactory completion of 48 credit hours, distributed as follows: basic interventions in counseling requirements, 6 credit hours; cognitive bases of behavior requirement, 3 credit hours; elective requirement, 3 credit hours; individual behavior requirement, 3 credit hours; motor bases of sport requirement, 3 credit hours; physiological bases of sport requirement, 3 credit hours; professional ethics and standards requirement, 3 credit hours; psychopathology requirement, 3 credit hours; research design and statistics requirement, 3 credit hours; social bases of behavior requirement, 3 credit hours; sport psychology course requirements, 9 credit hours; and supervised applied sport psychology practicum requirements, 6 credit hours.

Correction

The following correction applies to the Master of Arts (MA) in Sport-Exercise Psychology degree program.

SP6010 Cognitive Behavioral Theory and Therapy should be removed from “Cognitive Bases of Behavior Requirement.” The course list should be replaced with the following:

Cognitive Bases of Behavior Requirement —Students Are Required to Take the Following

SP 6015 - Cognitive Behavioral Theory and Therapy (3)

Cognitive Bases of Behavior Requirement — 3 Credit Hours

Update

The following update applies to the Master of Arts (MA) in Sport-Exercise Psychology degree program.

“Supervised Applied Sport Psychology Practicum Requirements” should be replaced with the following:

Supervised Applied Sport Psychology Practicum Requirements — Students Are Required to Take the Following*

SP 6535 – Sport Psychology Master’s Practicum I (3)
SP 6536 – Sport Psychology Master’s Practicum II (3)

Supervised Applied Sport Psychology Practicum Requirements — 6 Credit Hours

Note
*Students enrolled in the MA in Sport-Exercise Psychology degree program offered through Argosy University Online Programs are required to complete SP6540 Seminar in Applied Sport Psychology I and SP6541 Seminar in Applied Sport Psychology II to fulfill this requirement.

Correction

The following update applies to the Doctor of Psychology (PsyD) in Clinical Psychology degree program offered by Argosy University, Dallas .

The course number listed under “Clinical Research Project Requirement” should read PP8501. The course list should be replaced with the following:

Clinical Research Project Requirement —Students Are Required to Take the Following

PP 8501 – Clinical Research Project (1-3)

Clinical Research Project Requirement — 3 Credit Hours

Correction

The following applies to the Doctor of Psychology (PsyD) in Clinical Psychology degree program offered by Argosy University, Dallas .

The following correction applies to the “Recommended Course Sequence for the Doctor of Psychology in Clinical Psychology Degree Program at Argosy University, Dallas.”

The credit hours associated with PP8501 Clinical Research Project listed under Year Three, Summer Semester should read (1) and not (3) as originally published. Correction is conveyed below:

Summer Semester

PP8501 – Clinical Research Project (1)
PP8060 – Group Psychotherapy (3)
Elective (3)

Clarification

The following update applies to the Doctor of Psychology (PsyD) in Clinical Psychology in Clinical Psychology degree program offered by Argosy University, Washington DC .

The last item under “Foundation Courses” should read as follows as indicated:

Two additional psychology courses must also be completed.

Correction

The following update applies to the Postdoctoral Respecialization Certificate in Clinical Psychology .

The last sentence of the second paragraph under “Certificate Requirements” should be deleted:

The certificate program consists of total of 18 credit hours and can be completed in approximately one year.

Update

The following update applies to the Master of Arts (MA) in Clinical Mental Health Counseling degree program offered by Argosy University, Phoenix .

“Transfer of Courses/Credit to the Master of Arts in Clinical Mental Health Counseling Degree Program from the Master of Arts in Sport-Exercise Psychology Degree Program” should be deleted:

	Transfer of Courses/Credit to the Master of Arts in Clinical Mental Health Counseling Degree Program from the Master of Arts in Sport-Exercise Psychology Degree Program If accepted for admission to the MA in Clinical Mental Health Counseling degree program, successful completion of the following MA in Sport-Exercise Psychology courses may be considered on a case-by-case basis for credit in place of the listed course in the MA in Clinical Mental Health Counseling degree program.
	Master of Arts in Sport-Exercise Psychology Degree Program	Master of Arts in Clinical Mental Health Counseling Degree Program
	SP 6005 - Psychopathology	PC 6003 - Abnormal Psychology
	SP 6015 Cognitive Behavioral Theory and Therapy	Elective
	SP 6104 - Counseling Skills I	PC 6104 - Counseling Skills I
	SP 6505 - Lifespan Development	PC 6025 - Human Growth and Development
	SP 6510 - Athletic Counseling	PC 6800 - Special Topics in Professional Counseling
	SP 7200 - Statistics and Research I	PC 6521 - Research and Program Evaluation
	SP 7349 - Career Assessment and Counseling	PC 6600 - Career and Lifestyle Development

Corrections to “Section Thirteen, Course Listings” of the Argosy University Academic Catalog—Graduate Programs

Correction

The course description for E6926 Teacher Performance Assessments I should be inserted as follows:

E6926 -Teacher Performance Assessments I
3 credit hour(s)
This is one of the final courses required for the MAEd in Instructional Leadership/Multiple Subject Teacher Preparation degree program and MAEd in Instructional Leadership/Single Subject Teacher Preparation degree program. Candidates will demonstrate their capacity and readiness to teach in a California public school through the completion of the four Teacher Performance Assessment tasks as prescribed by the California Commission on Teacher Credentialing (CCTC).
Prerequisite(s): E6900, E6901, Proof of passage of the California Basic Educational Skills Test (CBEST), Proof of passage of the California Subject Exam for Teachers (CSET) or a Subject Matter Waiver from a California Commission on Teacher Credential (CCTC) approved university

Correction

The course description for E6927 Teacher Performance Assessments II should be inserted as follows:

E6927 - Teacher Performance Assessments II
3 credit hour(s)
This is the final course required for the MAEd in Instructional Leadership/Single Subject Teacher Preparation degree program and MAEd in Instructional Leadership/Multiple Subject Teacher Preparation degree program. Candidates will demonstrate curriculum knowledge and instructional readiness to teach in California public schools by successfully completing all 4 Teacher Performance Assessment Tasks (TPAs). The completion of each Task or TPA, will be defined by a score rating of 1-4 with 1 representing the lowest possible score and 4 the highest possible score. These Tasks are the prerequisite to applying for the preliminary teaching credential to the California Commission on Teacher Credentialing (CCTC).
Prerequisite(s): E6927, E6901, Proof of passage of the California Basic Educational Skills Test (CBEST), Proof of passage of the California Subject Exam for Teachers (CSET) or a Subject Matter Waiver from a California Commission on Teacher Credential (CCTC) approved university

Correction

The title for FP6900 should read “Substance Abuse Counseling” and not “Substance Abuse Interventions.”

Correction

The course description MF7801 DMFT Internship should be inserted as follows:

MF7801 - DMFT Internship
0 credit hour(s)
Students in the Doctor of Marriage & Therapy (DMFT) degree program must complete a nine-month internship of 600 hours. Students develop an Internship Plan that reflects the area of concentration and is subject to the approval of the advisor and faculty committee. The internship may be completed at the student’s place of employment.
Prerequisite(s): Completion of the Comprehensive Qualifying Exam plus approval of Academic Advisor of a Plan of Study that is inclusive of both the Customized Concentration and the Applied Clinical Project

Correction

The following applies to PP7110 Professionalization Group I.

The the final sentence of the course description should be deleted:

The professionalization group does not carry academic credit.

Revisions and Additions to “Section Thirteen, Course Listings” of the Argosy University Academic Catalog—Graduate Programs

Revised Graduate Courses

The following course descriptions have been revised.

Update

E6907 - Field Experience I: Beginning Student Teaching
3-6 credit hour(s)
Students in the MAEd in Instructional Leadership/Single Subject Teacher Preparation degree program and MAEd in Instructional Leadership/Multiple Subject Teacher Preparation degree program complete two student teaching courses near the conclusion of their preliminary credential program. The beginning course is E6907 - Field Experience I: Beginning Student Teaching. The field experience is intended to provide students with opportunities to practice and apply the theories and instructional techniques that they learned in their credential program coursework. MAEd in Instructional Leadership/Multiple Subject Teacher Preparation degree program students complete the first field experience in a multicultural and/or multilingual K-3rd or 4th-6th grade classroom. MAEd in Instructional Leadership/Single Subject Teacher Preparation degree program students complete the first field experience in a multicultural and/or multilingual middle school or high school setting. This course is taken concurrently with E6926 Teacher Performance Assessments I.

Update

E6908 - Field Experience I: Advanced Student Teaching
3-6 credit hour(s)
Students in the MAEd in Instructional Leadership/Single Subject Teacher Preparation degree program and MAEd in Instructional Leadership/Multiple Subject Teacher Preparation degree program complete two student teaching courses near the conclusion of their preliminary credential program. The second course is E 6908 - Field Experience I: Advanced Student Teaching. The field experience is intended to provide students with opportunities to practice and apply the theories and instructional techniques that they learned in their credential program coursework. MAEd in Instructional Leadership/Multiple Subject Teacher Preparation degree program students complete the second field experience in a multicultural and/or multilingual K-3rd or 4th-6th grade classroom. This placement is determined by the setting of the completed E6907 student teaching placement. MAEd in Instructional Leadership/Single Subject Teacher Preparation degree program students complete the second field experience in a multicultural and/or multilingual middle school or high school setting. This placement is determined by the setting of the completed E6907 student teaching placement. This course is taken concurrently with E6927 Teacher Performance Assessments II.

Update

E7834 Writing for Research and Professional Publications
3 credit hour(s)
This course is the culmination of the core and research curricula leading students through the comprehensive exam and pre-dissertation preparation processes. Students will also enroll in their program-specific comprehensive exam during this course and must pass the exam before entering the dissertation sequence. The pre-dissertation process consists of writing the prospectus and forming the dissertation committee. The final assignment is a finished dissertation prospectus which is required to begin the dissertation sequence.

New Graduate Courses

New courses have been added as follows.

Addition

E6222 - Reading Assessment and Diagnosis
3 credit hour(s)
This course explores the use of various reading and instructional assessments to improve reading programs and to monitor student progress over time. Attention will be given to the advantages and limitations of assessment instruments used to diagnose and address specific issues related to reading instruction and program evaluation procedures and methods.

Addition

E6223 - Literacy and Reading for the Diverse Classroom
3 credit hour(s)
This course examines the scope and sequence of language arts in the P-12 curriculum and the literacy needs of elementary and adolescent students in diverse stages of learning and literacy development. It addresses the role of literacy in the overall school curriculum; methods and materials for teaching language and literacy to students from diverse socio-cultural and ability backgrounds; and strategies for utilizing literacy across the curriculum and in the content areas. Attention will also be given to the nature of reading instruction as a single content focus and reading in specific content areas beyond English and language arts.

Addition

E6431 - Current Trends in Curriculum
3 credit hour(s)
This course provides a critical analysis of current curricular theory, research and practices in education within a rapidly changing environment. Candidates will learn how to evaluate data-driven curriculum solutions with respect to meeting the learning needs of each student. Candidates also explore the benefits of technology to enable student learning within the context of given curricula.

Addition

E6434 - Community Relations and Collaboration
3 credit hour(s)
This course focuses on developing skills and strategies for working collaboratively with various constituencies in the P-12 arena. Emphasis is placed on partnerships and opportunities that address the whole child at a local, national, and global level.

Addition

E6440 - ELL/ESL Methods and Curriculum Development
3 credit hour(s)
This course offers teachers the theories, tools, and techniques for using methods and developing curricula that meet both the language and content learning needs of their English language learners.

Addition

E6443 - Assessments and the ELL/ESL Student
3 credit hour(s)
This course examines formal and informal assessments, with a focus on authentic assessments for English language learners. Students examine, create, and modify various methods and tools for assessing language proficiency and content knowledge. Cultural considerations of standardized assessments as well as variables that affect reliability and validity of assessment are explored.

Addition

E6530 - Reading Strategies and Learning Theories for the P-16 Classroom
3 credit hour(s)
This course provides an examination of multiple learning theories and instructional strategies related to the reading process and the teaching of reading through research, methods, curricula, and materials. There will be a focus on reading methods that capitalize on the spoken language, comprehension, and literacy in both content and context as related to a variety of classroom settings and diverse student populations.

Addition

E6534 - Assessing Reading Development
3 credit hour(s)
This course explores the use of various reading and instructional assessments to improve reading programs and to monitor student progress over time. Attention will be given to the advantages and limitations of assessment instruments used to diagnose and address specific issues related to reading instruction and program evaluation procedures and methods.

Addition

E6536 - Teaching Literacy to ELL Students
3 credit hour(s)
This course explores optimal instructional strategies to meet the needs of diverse nonnative English learners. Theoretical foundations of first and second language acquisition, both oral and written are examined. Assessment strategies are evaluated.

Addition

E6540 - Adapting Instruction in the General Education Classroom
3 credit hour(s)
This course is designed to demonstrate how to select, organize, adapt, and modify the curriculum and instructional practices in the general education classroom to meet all students’ needs. The Response To Intervention (RtI) process is explored in this course as the basis for adaptations/modifications. This course also examines how to gather information from a variety of sources, evaluate students’ learning and the effectiveness of instructional environment in the least restrictive environment.

Addition

E6542 - Policy, Research, and Trends in Special Education for the General Education Classroom
3 credit hour(s)
This course is designed to introduce the general education teacher to laws, policies, and trends in special education. This course also examines the rights, responsibilities, and available resources of students, parents/guardians, teachers, and other professionals related to the learning needs, assessment, eligibility, and placement of students with disabilities.

Addition

E6544 - Assessment of Exceptional Students in the General Education Classroom
3 credit hour(s)
This course identifies issues and concepts in measurement, purpose of assessment, data interpretation, and follow-up evaluation for students with exceptionalities. This course also introduces formal and informal assessment instruments and techniques, and alternative assessments that are used to monitor student progress, make decisions regarding student placement, and modify instruction as needed in the general education classroom.

Addition

E6840 - Reflections in Practice
3 credit hour(s)
Candidates engage in learning activities related to reflective pedagogy, self-assessment, and professional development that enhance student learning. The course is designed to involve candidates in critical reflection of: varied and appropriate curricular approaches, effective instructional strategies and assessment, classroom environment facilitation, and collaboration with the community.

Addition

E7038 - Leading and Managing Higher and Postsecondary Institutions
3 credit hour(s)
Students rethink and re-conceptualize their roles and responsibilities in furthering institutional missions by analyzing the current structure and administrative practices of higher and postsecondary institutions. Students apply leadership, organizational, and administrative theories and assess the roles of governing boards, administrators, faculty members, learners, and external entities in shaping an institution.

Addition

E7040 - Strategic Planning and Implementation in Higher and Postsecondary Education
3 credit hour(s)
Students develop strategic plans for institutions or departments using current planning and implementation models and processes with the aim of fulfilling an institutional mission and moving toward a vision. Through environmental scanning, students collect, analyze, and interpret data to inform and support short-term and long-term decisions and plans.

Addition

E7042 - Transforming Practice in Higher and Postsecondary Education
3 credit hour(s)
Students evaluate, select, and apply transformational, social justice, change management, and entrepreneurial leadership theories to improve practice and promote greater access, equity, and accountability.

Addition

E7044 - The Postsecondary Learner
3 credit hour(s)
Students analyze and apply learning and motivational theories to improve practice in teaching and learning and promote a positive learning culture sensitive to individual needs and learning styles. Through an in-depth analysis of learner characteristics, students design a learning environment responsive to the needs of diverse postsecondary learners.

Addition

E7046 - Designing Curriculum
3 credit hour(s)
Students apply curriculum and instructional design models, current theory, and best practices to develop a plan of study that improves access and equity, critical thinking and collaboration, and persistence and learning.

Addition

E7048 - Advanced Student Development Theory
3 credit hour(s)
Students apply historical and current psychosocial, social identity, and epistemological theories and models to develop and implement policies and practices aimed at creating positive and holistic student experiences. Students will synthesize factors that affect learner development and develop approaches for working with individuals, groups, and organizations within a diverse campus community.

Addition

E7050 - Organization and Administration of Student Affairs Services and Programs
3 credit hour(s)
Based on the development of a personal philosophy of student affairs, students apply leadership skills, standards for best professional practice, ethics, and emerging models to address contemporary student affairs administration issues. Students compare and evaluate various organizational structures of student affairs and services. They articulate and defend the critical roles of student affairs and services in shaping the academic experience and meeting institutional goals and missions.

Addition

E7410 - Critical Analysis of Trends and Policy: Power and Privilege
3 credit hour(s)
This course critically examines the intersection of power and privilege in society. This interplay is reflected in every educational setting through policies, procedures, and practices. Issues addressed include equitable access, equality and equity in educational funding, and empowerment of marginalized populations.

Addition

E7412 - Advanced Educational Psychology
3 credit hour(s)
This course explores the psychology of learning and the application of developmental theories within the educational setting. It addresses cognitive, social, ethical, emotional, and moral development as they impact motivation, effective classroom management, and assessments. Content addresses the application of theoretical and empirical knowledge about human development in the educational environment.

Addition

E7414 - Teaching and Learning Theories
3 credit hour(s)
Issues related to human development, learning strategies, and technologies are studied for their impact on teaching and learning. Relevant research and current trends in teaching and learning are applied to P-12 settings. Instructional adaptations are identified and integrated into lesson planning and delivery to meet diverse student needs. The importance of assisting all students in meeting local and national learning expectations and standards is addressed.

Addition

E7416 - Organizational Communication Systems
3 credit hour(s)
This course focuses on effective, ethical communication in today’s diverse P-12 organizations. Topics will include: relevant foundational and current organizational communication theories, technologies, leadership roles, and collaborative strategies. Students will evaluate the effectiveness of current internal and external communication practices in the P-12 setting.

Addition

E7418 - Response To Intervention
3 credit hour(s)
This course is designed to present an overview of the Response To Intervention 3-Tier Model for the general education classroom teacher. Students will learn how the RtI model effectively addresses the needs of all students through a continuum of services. These include: (1) high-quality instruction and scientific, evidence-based, tiered intervention strategies aligned with individual student need; (2) frequent monitoring of student progress to make results-based academic or behavioral decisions; (3) data-based school improvement; and (4) the application of student response data to important educational decisions.

Addition

E7420 - Tier 1 and Tier 2 Instructional Interventions
3 credit hour(s)
This course provides general education teachers with instructional activities designed to target student needs through Response to Intervention (RtI) levels at Tier 1 (core instructional interventions) and Tier 2 (targeted group interventions). Additionally, general education teachers are given tools to monitor student progress and make adaptations and modifications to meet the needs of all students, but especially those who are having challenges in the general education classroom.

Addition

E7422 - Data Informed Decision-Making I (Elementary and Secondary—Classroom Level)
3 credit hour(s)
This course will focus on all available data needed to effectively make decisions for both classrooms and grade levels. Information discussed in this course will also cover assessment types, assessment data (informal, formal, and personal), and utilization of data for decision making at both the class and individual student level. Students will also learn how data informs decision-making in Response to Intervention (RtI) when developing classroom support systems and programs to help students who are experiencing challenges in both behavioral and instructional areas.

Addition

E7424 - Data Informed Decision-Making II (Programmatic and School Level)
3 credit hour(s)
This course builds on the information presented in E7422. Data are examined for information about programs and instruction. Students analyze school-wide data to make programmatic decisions and interventions.
Prerequisite(s):E7422

Addition

E7450 - Adult and Organizational Learning
3 credit hour(s)
This course provides an examination of today’s factors that affect adult learning and the organizational cultures that promote or inhibit learning. Candidates will explore topics that include learning theories, learning styles and multiple intelligences, andragogy, and teaching strategies for adult learners. The development of lifelong learning through professional development will be emphasized.

Addition

E7452 - Models of Professional Development
3 credit hour(s)
This course examines professional development as a method of ongoing learning for educators. An emphasis will be placed on continuous learning as a process that promotes deeper meaning of content, pedagogy, teaching, and self-reflection. Models of professional development programs and strategies such as “the training of trainers,” professional learning communities, induction activities, teacher mentors and peer coaching will be explored.

Addition

E7454 - Assessment and Evaluation in Professional Development
3 credit hour(s)
This course will examine the relationship between teacher evaluation and professional development in improving student achievement. The course will focus on teacher evaluation models linked to professional development such as Teacher Advancement Program (TAP), Framework for Teaching (FFT), Professional Compensation System (ProComp), Peer Assistance, and Review (PAR), and the Beginning Educator Support and Training Program (BEST).

Addition

E7456 - School Organizational Communication Skills
3 credit hour(s)
This course provides an examination of the skills required to effectively communicate within the schools organizational environment. The focus will be on the effective delivery of professional development and different approaches which may be utilized to identify and articulate instructional issues, stimulate and motivate participation, and successfully assess and evaluate and communicate teacher training processes.

Addition

E7458 - Principles of Assessment
3 credit hour(s)
This course is designed to provide theoretical and experiential knowledge regarding basic principles of the cycle of educational assessment. Primary emphasis is on the acquisition of traditional and alternative measurement skills, and the examination of contemporary evaluative issues confronted by P-12 educators.

Addition

E7460 - Types of Assessment
3 credit hour(s)
This course will explore ways for educators to select or create appropriate assessments for students within a full range of abilities. Students in this course examine and analyze the state standards, local curriculum documents, and published curricula to align assessment with classroom practices. Traditional and non-traditional formats are examined.

Addition

E7462 - Assessment for the Classroom Teacher
3 credit hour(s)
This course helps students to apply appropriate assessment methods at critical points in the learning environment. Student work can generate multiple assessments that measure academic or non-academic objectives. Strategies for organizing timely data collection and use are examined.

Addition

E7464 - Understanding and Communicating Assessment Data
3 credit hour(s)
Understanding what the data reveals is key to enhancing teaching and learning in the classroom. Communicating these results to parents, administrators, teachers and the community is required as these can be used to guide curricular revisions and improvement, and support classroom practices. This course will develop students’ skills to synthesize and communicate the appropriate assessment results to various constituencies.

Addition

E7510 - Financial and Resource Decision Making
3 credit hour(s)
Students address financial and resource allocation to promote learning, equity, equality, and adequacy. The course prepares emerging leaders to apply the theoretical knowledge, techniques, strategies, and best practices necessary to effectively manage the human, technological, physical, and financial resources that further the missions of postsecondary institutions.

Addition

E7512 - Navigating Law, Policy, and Politics
3 credit hour(s)
Students navigate higher education issues affected by law, policy and politics. Students analyze the manner in which the political process and policy formation affects higher education decisions, practices, and procedures.

Addition

E7514 - Comprehensive Internship and Project
3 credit hour(s)
Students design and participate in an intensive field-based internship aimed at strengthening their leadership skills and abilities. As part of this continuous 15-week internship, students complete a minimum of 60 clock hours at an Argosy approved site. Under the supervision and support of an Argosy University approved on-site mentor and the Argosy University supervisor, the student will complete a comprehensive project and a variety of assignments designed to strengthen performance in an area of postsecondary education. Note: Each student will need to make one trip to an Argosy University campus to plan his or her internship experiences with the university supervisor at least one month before the start of this course. [See Program Handbook]
Prerequisite(s):E7038, E7040, E7042, E7510, E7512, E7834, W7000

Addition

E7518 - Development of Instructional Expertise
3 credit hour(s)
Students apply a problem-solving framework to postsecondary teaching and learning that includes developing practical solutions to learning challenges, proactive lesson planning, and a process of self-awareness and self-assessment based on a constructivist paradigm. Students develop their own unique instructional style that capitalizes on their individual personality and talents.

Addition

E7520 - Online, Hybrid, and Emerging Technologies
3 credit hour(s)
Students evaluate the impact and potential of online, hybrid and emerging web-based initiatives for promoting learning, critical thinking, collaboration, and persistence. They use current research and theory to develop a plan for improving or implementing one of these technologies in a postsecondary setting weighing the costs, ethical implications, and legal ramifications against the potential for increased enrollment, effectiveness, and engagement.

Addition

E7522 - Creating and Engaging Partnerships for Student Success
3 credit hour(s)
Students research and evaluate the role of learner engagement and the use of strategic partnerships as a vehicle for enhancing learning and success. Based on various interdisciplinary perspectives, students apply their own philosophy and models of engagement to programs and services as a way to increase learner success in a higher education institution.

Addition

E7524 - Evaluation and Assessment in Student Affairs
3 credit hour(s)
Students use specific methodologies to assess and evaluate student affairs programs and practices in higher education and postsecondary settings. Students develop, conduct, and lead assessment and evaluation activities to address critical learner issues and needs.

Addition

FP6880 - Police Psychology
3 credit hour(s)
This course examines the role of mental health professionals in the police and public safety fields. Topics focus on psychological issues underpinning the core constructs of police work including assessments and evaluations of officers, culture of police work, and police policies and procedures. Additionally, the course addresses common stressors of police work, coping mechanisms, and special topics, such as suicide in the police force. The course also covers clinical services provided to officers, legal and ethical issues, and current research in the field of police psychology.

Addition

FP6903 - Psychology of Counterintelligence
3 credit hour(s)
This course examines the history and current status of intelligence and counterintelligence. There is special focus on the psychological constructs that motivate those who commit espionage. The course covers volitional and ideational motivations, as well as current scientific studies that examine the role of psychological factors. Additionally, this course highlights potential future concerns, such as the role of social media in intelligence.

Addition

FP6904 - Operational Psychology
3 credit hours(s)
Operational psychology is the application of psychology and scientific inquiry to the activities of national defense. This course examines the history, current trends, and future of operational psychology as a public service. Topics include roles of forensic mental health professionals in the military, government, and national security with a focus on psychological and ethical underpinnings of this field.

Addition

MF6402E- Practicum III Extension
0 credit hour(s)
This course is an extension of MF6402 and is taken in the event that a student requires additional time in order to satisfy the specific course deliverables.
Prerequisite(s): MF6402

Addition

MF7801-EX1 - DMFT Internship Extension 1
0 credit hour(s)
This course is an extension of MF7801 and is taken in the event that a student requires additional time in order to satisfy the specific course deliverables.
Prerequisite(s): MF7801

Addition

MF7801-EX2 - DMFT Internship Extension 2
0 credit hour(s)
This course is an extension of MF7801-EX1 and is taken in the event that a student requires additional time in order to satisfy the specific course deliverables.
Prerequisite(s): MF7801-EX1

Addition

MF7801-EX3 - DMFT Internship Extension 3
0 credit hour(s)
This course is an extension of MF7801-EX2 and is taken in the event that a student requires additional time in order to satisfy the specific course deliverables.
Prerequisite(s): MF7801-EX2

Addition

MF7801-EX4 - DMFT Internship Extension 4
0 credit hour(s)
This course is an extension of MF7801-EX3 and is taken in the event that a student requires additional time in order to satisfy the specific course deliverables.
Prerequisite(s): MF7801-EX3

Addition

MF7801-EX5 - DMFT Internship Extension 5
0 credit hour(s)
This course is an extension of MF7801-EX4 and is taken in the event that a student requires additional time in order to satisfy the specific course deliverables.
Prerequisite(s): MF7801-EX4

Addition

PP6401 - Professionalization Group I
1 credit hour(s)
These discussion groups for first-year students are led by a core faculty. Students discuss topics related to professional psychology and the development of a professional identity. The faculty leading the group helps students with academic and field training planning, general consultation on problems or difficulties in the program, and questions emerging during the student’s first-year academic experience.

Addition

PP6402 - Professionalization Group II
1 credit hour(s)
This course is a continuation of PP6401 Professionalization Group I.
Prerequisite(s): PP6401

Addition

SP6540 Seminar in Applied Sport Psychology I
1.5-3 credit hour(s)
An experience in applied sport psychology with a client population under close supervision is provided. Special emphasis is placed on assessment, intervention planning, and program development. The goal of the seminar is to develop integrated skills in assessment and intervention. The focus is on the development of skills in interviewing, case formulation and appropriate intervention planning.
Prerequisite(s): Advisor Approval

Addition

SP6541-Seminar in Applied Sport Psychology II
1.5-3 credit hour(s)
This course is a continuation of SP6540 Seminar in Applied Sport Psychology I.
Prerequisite(s): Advisor Approval, SP6540

College of Education Curriculum Updates—Non-Certification Education Degree Programs

The degree programs described below should be added to Non-Certification Education Programs. The curriculum is effective May 9, 2011.

Master of Arts in Education in Teaching and Learning: ELL/ESL Degree Program

Master of Arts in Education in Teaching and Learning: Integrated Concentration Degree Program

Master of Arts in Education in Teaching and Learning: Reading Degree Program

Master of Arts in Education in Teaching and Learning: Special Education Degree Program

Education Specialist in Higher and Postsecondary Education Degree Program

Education Specialist in Teaching and Learning Degree Program

Doctor of Education in Higher and Postsecondary Education Degree Program

Doctor of Education in Teaching and Learning Degree Program

College of Education Curriculum Updates—State-Certification Education Degree Programs

The degree programs described below should be added to State-Certification Education Programs. The curriculum is effective May 9, 2011.

Master of Arts in Education in Educational Administration Degree Program—Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, San Diego; Argosy University, San Francisco Bay Area

Educational Specialist in Initial Educational Administration Degree Program—Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, San Diego; Argosy University, San Francisco Bay Area

Doctor of Education in Initial Educational Administration Degree Program—Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Orange County; Argosy University, San Diego; Argosy University, San Francisco Bay Area

Appendices

Update

The following applies to Appendix I: Board of Directors, Board of Trustees, and Administration .

“Administration Administrative Officers” should be replaced with the following:

Administrative Officers

Eric Evenson, PsyD
Vice Chancellor for Operations

Kenneth C. Stevens, CPA, CMA
Vice President
Financial Operations

Carl DeAngelo
Regional Vice President Financial Operations
East Group

Jared Crandall, MBA
Regional Vice President Financial Operations
West Group

William Brown, PsyD
Group Vice President
East Group

Vacant
Group Vice President
West Group

Jeff Cross, MBA
Vice President
Admissions

Greg Berniard, MBA
Vice President
Human Resources

Daron V. Rodriguez
Vice President
Marketing

Joyce Mullen
Vice President
Regulatory Affairs Operations, Education Management LLC

Stephanie Thurston, MBA
Associate Vice President
Reporting and Strategic Development

Julie Johnson, MBA
Vice President
Student Services

Anne K. Dean
Senior Director
Communications

Update

The following applies to Appendix I: Board of Directors, Board of Trustees, and Administration .

“Campus Administration” should be replaced with the following:

Campus Administration

Ronald Swanson, DEd Campus President Argosy University, Atlanta	Vacant Campus President Argosy University, Nashville	Tom Dyer, EdD Campus President Argosy University, Seattle

Michael J. Falotico, PsyD Campus President Argosy University, Chicago	Deborah Markos, MS Campus President Argosy University, Phoenix	James Cox, DMin Campus President Argosy University, Southern California

Ronald Hyson, PhD Campus President Argosy University, Dallas	David Tietjen, MBA Campus President Argosy University, Salt Lake City	Patricia Meredith, MA Campus President Argosy University, Tampa

Marcia Bankirer, PhD Campus President Argosy University, Denver	Craig Raleigh, MSM Campus Director Argosy University, San Diego	Scott Tjaden, PhD Campus President Argosy University, Twin Cities

Warren Evans, PhD Campus President Argosy University, Hawai’i	Richard Boorom, PhD Campus President Argosy University, San Francisco Bay Area	David Erekson, PhD Campus President Argosy University, Washington DC

Vacant Campus Director Argosy University, Inland Empire	Sandra L. Wise, PhD Campus President Argosy University, Sarasota

Valerie Curry, MBA Campus Director Argosy University, Los Angeles	James Chitwood, DM Campus President Argosy University, Schaumburg

Update

The following update applies to Appendix IV: Schedule of Tuition and Fees .

DMFT Internship Extension Administrative Fee should be added to the list of Program Related Fees. The cost is $100.00 and is charged with registration for MF7801-EX1, MF7801-EX2, MF7801-EX3, MF7801-EX4, and MF7801-EX5.

Update

The following update applies to Appendix IV: Schedule of Tuition and Fees .

The following should added to the list of Graduate Programs (Doctoral Level) under “Digital Resource Fees, All Campuses Except Online”:

Program	Total Credit Hours	Total Courses	Digital Resource Fee	Total Digital Resource Fees
Doctor of Education in Higher and Postsecondary Education	60	20	$95.00	$1,900.00
Education Specialist in Higher and Postsecondary Education	36	12	$95.00	$1,140.00

Update

The following update applies to Appendix V: Argosy University Campus Locations .

The new address for Argosy University, Inland Empire is 3401 Centre Lake Drive, Suite 200, Ontario, CA 91761-1201. The new phone number is 909.472.0800.