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visiting the Graduate Human Resources Administration Department's website.
Please follow the links to the left to discover more about our nationally
recognized program.
Departmental Vision Statement
Our commitment is to have the
highest quality learning environment possible that prepares individuals
academically for their chosen profession; to have graduates who assume
significant leadership positions in their work environment; to develop
individuals who will make meaningful service commitments to their communities;
and, to ignite in individuals the desire to embark on a process of life-long
learning and growth.
Value Statements
In pursuit of this vision, we
recognize the following significant values:
[1]
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Respect for the dignity of
each individual is paramount.
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[2]
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Our faculty, staff,
preceptors, mentors, students and alumni are our greatest assets.
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[3]
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Faculty, students, and
alumni are learners in an increasingly complex and changeable global
environment.
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[4]
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A learning environment must
place the student at its center and encourage active personal and professional
growth.
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[5]
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An educational community
that cultivates diversity among various stakeholders is necessary to enhance
the learning environment.
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[6]
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A positive learning
atmosphere in an educational system must provide maximum information to
students for decision making.
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[7]
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The curricula must reflect
both current philosophy and practice as well as future trends.
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[8]
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The need for life-long
personal and professional growth and development must be continually
emphasized.
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[9]
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Each faculty member is
accountable for providing quality courses in a curriculum that allows the
learner to maximize choice to effectively implement personal and professional
goals.
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[10]
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A high quality faculty must
be recruited and maintained to provide positive models for students through
mentoring, coaching, and teaching.
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[11]
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An openness to change and
innovation is critical.
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[12]
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A philosophy of continuous
quality improvement in all aspects of the learning system, culture and
environment that can be controlled and influenced by the department and
University is vital.
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[13]
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Effective relationships with
various stakeholders must be encouraged to ensure improvement in the quality of
education.
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[14]
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Collegiality and teamwork
among students, faculty, staff, preceptors, mentors, and alumni will enhance
the quality of our learning environment.
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[15]
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The development and
dissemination of new knowledge and improved practices within our fields is
valued.
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[16]
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Interaction with the
professional community is integral to quality programming.
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The
University of Scranton
HISTORY
The University of Scranton is a private, Catholic,
co-educational institution. Founded in 1888 as Saint Thomas College, the school
received its University Charter in 1938. In 1942, Scranton became the 24th of
28 Jesuit schools in the United States.
JESUIT VISION
Saint Ignatius of Loyola founded the Jesuit Order in 1540
and set forth his vision of life in the Spiritual Exercises. Translated into an
educational context, this vision manifests itself in the respect for the
individual student as a unique person. The University of Scranton is a
community of scholars whose ministry of education is informed by the vision of
life contained in both the Gospels and the Spiritual Exercises of Saint
Ignatius Loyola. The University is therefore dedicated to freedom of
inquiry, the pursuit of wisdom, integrity and truth, and the personal growth
and development of all who share in its life and ministry.
LOCATION
Ideally situated in the Pennsylvania Pocono Northeast, in
the City of Scranton, the University is easily accessible. Driving distance
from New York City, Philadelphia, Trenton, and Syracuse is approximately 125
miles. Baltimore, Washington, Rochester, Pittsburgh, Cleveland, Albany,
Hartford, and Boston are also within easy reach. The population in the
metropolitan Scranton area is over 100,000. Scranton is big enough to offer
numerous internship and practicum sites as well as social and cultural
opportunities, and is small enough to provide an atmosphere conducive to
learning.
CAMPUS
The 50-acre campus has seen a new building added each of
the last 10 years. Our newest building, McGurrin Hall, which houses the Panuska
College of Professional Studies, was opened in the Fall of 1998. The
330,000-volume Harry and Jeanette Weinberg Memorial Library has increased
access to on-line data bases, remote access to other campus buildings, and
links with national and international networks.
ENROLLMENT
Full-time undergraduate enrollment numbers 3,600, with
students from 27 states and over 10 foreign countries. The freshman class each
year numbers 900 students. Total University enrollment including part-time and
graduate students is approximately 5,000.
FACULTY
Faculty take their teaching responsibilities very
seriously. Research is conducted both as a scholarly pursuit and as a way of
enhancing classroom teaching. Over 84% of full-time faculty hold a doctoral
degree. With a student to faculty ratio of only 14:1, students have ample
opportunity to ask questions and meet with faculty.
ACCREDITATION
The University is fully accredited by the Middle States
Association of Colleges and Secondary Schools. Relevant programs hold
accreditation by the AACSB - International Association for Management
Education, the National Council for the Accreditation of Teacher Education, The
American Chemical Society, the Computer Science Accreditation Commission, The
National League for Nursing, Commission on Accreditation in Physical Therapy
Education (APTA), Council for Accreditation of Counseling and Related
Educational Programs (CACREP), Council on Rehabilitation Education
(CORE), Accrediting Commission on Education for Health Services
Administration (ACEHSA), and other appropriate accrediting agencies.
The Panuska
College of Professional Studies
The College of Health, Education, and Human Resources
(CHEHR) was established in 1987 in response to the unique needs of students
preparing to enter directly into a variety of professional fields. The College
was renamed the Panuska College of Professional Studies on June 1, 1998 to
reflect the outstanding achievements of Father Panuska, S.J., President
Emeritus. The College has been designed to incorporate theory into practice,
and it is this belief that structures our pedagogy and our curriculum. Our
programs of study require students to look not only at their chosen field of
study but also to the world around them. This is accomplished in a variety of
ways, through Internships, Service-Learning experiences, and appropriate
professional certifications. This College houses academic programs in
counseling, education, human services, nursing, occupational therapy, health
administration, human resources, and physical therapy.
The student should refer to the General Information
section of the Graduate School Catalog for a review of all policies,
procedures, current fees, and information relevant for Graduate students.
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