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Forensic Rehabilitation

Forensic Rehabilitation

Degree Type

Graduate Certificate

About

Get ready to officially put all your courses and clinic hours to work as a forensic counselor.

Introduction

The program offers a collaborative multidisciplinary approach, making it ideal for counselors in private practice, mental health, drug/alcohol and vocational rehabilitation counselors and supervisors, directors of rehabilitation agencies and vocational experts.

Counselors seeking additional education required for certification also benefit from this program.

Coppin’s program in forensic rehabilitation counseling is a new one and only offered by two other universities nationally.

Program and Course Objectives

  • Learn about the role that counselors provide within the legal system;
  • Gain expertise in the ethical standards expected of expert witnesses;
  • Learn about the processes followed within legal cases when testifying on one’s expert opinion; and
  • Gain an understanding of the business aspects of a forensic counselor’s work that provides success in this area of specialization.

Program Courses

Students who have earned the M.ed. in Rehabilitation Counseling from Coppin State University are eligible for this post-master's certificate, and must take the following courses.

Courses for Rehabilitation Counseling Graduates

Course Credits Name
REHB 602 3 Foundations of Forensic Rehabilitation Counseling I
REHB 603 3

Foundations of Forensic Rehabilitation Counseling II

REHB 604 3 Law and the Forensic Rehabilitation Consultant
REHB 605 3 Orientation to Forensic Vocational Practice

Course Descriptions

Provides the student with an understanding of the purpose of forensic rehabilitation, vocational expert practice, and the reasons for referral of individuals for services. Additionally the course gives insight as to the roles and functions of professionals who provide forensic rehabilitation services in matters of litigation i.e. Workers’ compensation, personal injury, product liability, medical malpractice, and others; a review of forensic interviews, the use of vocational assessments, labor market issues, job analysis and transferable skills analysis utilized in forensic rehabilitation.

A continuation of topics covered in workers’ compensation, social security, and personal injury as it relates to the socioeconomic impact of acquired disabilities on individuals and their families. Estates and data sources, models for determining costs of lost earnings, fringe benefits, home service, and life care planning needs will also be covered. Students will build and complete a complete assessment, using a valid assessment tool.

Provides the student with an understanding of the purpose of forensic rehabilitation, vocational expert practice, and the reasons for referral of individuals for services. Additionally, this course covers legal terminology, procedures, precedents, and venues applying to forensic rehabilitation consultation. It will also cover case law as it apply to ethical practices, admissibility, rules of evidence (Rule 702), discovery, deposition and trial testimony, direct/cross examination, case research, and details of other areas of litigation requiring rehabilitation opinions and consultation will be.

Provides the student with an understanding of the purpose of forensic rehabilitation, vocational expert practice, and the reasons for referral of individuals for services. Additionally, this course will cover areas of practice opportunity such as social security, marital dissolution, personal injury, workers' compensation and introduction to forensic report writing. An overview of ethical standards, practices, common situations found in the litigation process, and business aspects of establishing a professional practice.

Forensic Rehabilitation Counseling Q & A

The Rehabilitation Counselor (RC) as forensic "expert" is designated by an attorney as an expert who testifies in court after performing evaluations for purposes of civil litigation, as an aspect of functioning loss due to a physical, mental, or emotional disability.
Upon referral of a vocational case, the RC review a variety of medical data, for example, treating physician reports, functional capacity evaluations, independent medical evaluations and if available psychological data like psychometric testing, psychological evaluations, and psychiatric evaluations provided as a part of a file.

During a litigated claim that involves functional loss it is important to understand the individual’s medical situation based on the data contained in supportive documents provided.

The RC may provide Forensic Expert services in matters of litigation, such as worker's compensation, personal injury, product liability, medical/professional malpractice, catastrophic injury, and others.

The RC may serve as an expert in one or more of the areas of vocational/medical rehabilitation, vocational and earning capacity, and lost earnings.

The RC identifies what the person could have earned prior to the incident, compared to what they are likely to earn following the incident.

[Reference: International Association of Rehabilitation Professionals (IARP)]

The Post Baccalaureate Certificate in Forensic Rehabilitation Counseling (PBCFRC) addresses the need to provide values-based training, collaborative opportunities for the community, and graduate specialist education to enhance counseling, forensic rehabilitation services, and opportunities for individuals with disabilities and those in need of special rehabilitation services. This program supports the State of Maryland’s goal to educate and train qualified counseling professionals to meet the growing demand for rehabilitation counselors to serve as forensic specialists, and to gain meaningful and economically rewarding employment for counseling professionals. Competencies are obtained via education, theory, and application-oriented field-based activities gained from community programs, and other community services. The program emphasis responds to the documented training needs and certification requirements for personnel in rehabilitation settings, private agencies, and particularly in state agencies and community-based programs.

The certificate responds to the ever-increasing demand for a workforce that understands the change that occurs related to rehabilitation and the legal system. Rehabilitation counselors provide direct services to people with disabilities (that include physical, mental, and emotional) by providing assistance in finding jobs that is consistent with their functioning abilities. However, their skills and expertise are now at the forefront and there is a growing demand in vocational forensics.

Students who have an interest in interacting and testifying within with the legal system and serving to support individuals with work related, accident related, or illness related impairments or limitations are candidates for the FRC certificate. Qualifications to testify in court as an expert in the field of vocational rehabilitation are strict and related to State certification and licensure. Typically, a graduate degree in counseling or psychology plus – the FRC certificate, or certification/licensure will suffice. Most Rules of Evidence relating to the qualifications of an expert witness are based on the Federal Rules.

Attorneys and the various court systems call on forensic experts to provided forensic testimony. Forensics experts are sought by companies, organizations, local, state, and federal agencies to provide opinions related to the various fields. A RC provides opinions utilized by the court in determining the extent of losses (physical, mental, familial, economic, etc.), potential for future employment, and the economic value of measurable losses incurred (both past, from date of incident until trial, and future, from date of trial until the individual’s death).

Although most rehabilitation counseling graduate programs include coursework on the basic legal, ethical, and professional issues pertaining to their practice, most rehabilitation counseling students get little practical education or training in the skills needed in providing testimony in the courts or the practice of forensics in their field.

This graduate certificate is designed to prepare rehabilitation students, practicing counselors and other related professionals for contemporary forensic issues e.g., relationships between legal and rehabilitation entities, personal injury, medical malpractice, life care planning, marital dissolution, product liability and catastrophic injury. The certificate further provides the student with the skills to understand the evidence presented in a court and to determine the facts in an issue, as a witness using the required knowledge, skills, experience, training, and education provided.

The program supports CSU’s mission and provides educational access and diverse opportunities for students whose promise may have been hindered by a lack of social, personal, or financial opportunities. The program is designed to meet the individual professional development needs of students with special emphasis on the recruitment of students from diverse populations. In keeping with the university’s mission to provide services to the community, graduates will be able to offer services and related training within the community and at their employment sites. The program applies its resources to meet urban needs, especially those of Baltimore City.

Students studying

750+ Course Options

The Coppin State University Academic Catalog has a wide variety of skill-building courses designed to inspire and prepare you to be in-demand professionals and transformational leaders.

Related Programs

Rehabilitation Counseling

Graduate

Job Development and Job Placement Services

Graduate

Vocational Evaluation and Work Adjustment

Graduate

Assistive Technology

Graduate
College

The post-master's certificate in Forensic Rehabilitation is in the Department of Psychology, Counseling, and Behavioral Health in the College of Behavioral and Social Sciences.

Rehabilitation Counseling at Coppin State University

Department of Psychology, Counseling, and Behavioral Health

Rehabilitation Counseling at Coppin State University

Mission

The graduate program in Rehabilitation Counseling at Coppin State University is committed to preparing a diverse population of students as lifelong learners for employment in the counseling profession.  The Institutional Mission Statement and Program Objectives for CSU represent philosophical statements regarding the purposes for which this program was established.  The RCP upholds excellence in teaching, research, and community engagement.  RCP faculty members are committed to assuring that all students in the program are knowledgeable, provided with the skills and experiences to help achieve their goals, and sensitively aware of its mission.

The Rehabilitation Counseling Program (RCP) will routinely provide information on its performance, including but not limited to such areas as student enrollments, graduates, accreditation status, and student achievements.

Accreditation Status

The RCP is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The mission of CACREP is to promote the professional competence of counseling and related practitioners through

  • the development of preparation standards;
  • the encouragement of excellence in program development; and
  • the accreditation of professional preparation programs

The vision of CACREP is to provide leadership and to promote excellence in professional preparation through the accreditation of counseling and related educational programs. As an accrediting body, CACREP is committed to the development of standards and procedures that reflect the needs of a dynamic, diverse, and complex society. CACREP is dedicated to

  1. encouraging and promoting the continuing development and improvement of preparation programs; and
  2. preparing counseling and related professionals to provide services consistent with the ideal of optimal human development

CURRENT STATUS:  CACREP Accreditation through 2021
The RCP is currently preparing for the 2021 CACREP review for continued accreditation status.

Student Enrollment and Graduates

Enrollment

AY
2015/2016

AY
2016/17

AY
2017/18

AY
2019/2020

AY
2020/2021

90-Fall

80-Spring

88-Fall

85-Spring

90-Fall

98-Spring

84-Fall

83-Spring

86-Fall

64-Spring

Degrees Awarded

2016

2017

2018

2019

2020

2021

30-Spring

21-Spring

12-Spring

12-Spring

12-Spring

01-Fall

21-Spring

03-Fall

Average Time to Complete the Rehabilitation Counseling Program

As indicated on Pages 29-30 in the 2017-2018 Coppin State University School of Graduate Studies Catalog:

Full-time/Part-time Status

Full-time graduate students pursue nine (9) credit hours of graduate course work during regular semesters. If a student desires to take more than nine (9) hours, he/she must obtain approval from the Dean of Graduate Studies. Part-time graduate students pursue three to eight (3-8) credit hours of graduate work during regular semesters.

Plan of Study and Advisement

A tentative Plan of Study should be developed in advance of or during the first semester of graduate study. The official Plan of Study must be presented to the Graduate Council with the application for Admission to Candidacy.

The tentative Plan of Study should be congruent with the academic and career goals of the student and determined in consultation with the advisor and Program Coordinator. It must include any courses that the student is required to complete as prerequisites to admission to that program of study, courses to strengthen research or communication skills, appropriate transfer credits, and all other requirements for the particular master's degree being pursued.

The official Plan of Study is the document used when students apply for Admission to Candidacy. It must include the following:

  1. All information contained in the tentative Plan of Study.
  2. All graduate courses taken by students (including transfer credits) with grades earned in each course.
  3. A list of the courses the student plans to take to complete the program.
  4. Any additional program requirements.

The plan is to be prepared by the student with the advisor or Program Coordinator’s assistance and submitted to the Dean who then presents the plan of study and the student's application for Admission to Candidacy to the Graduate Council for approval. Graduate Council meetings are held on the third Tuesday of each month during the academic year.

All graduate students are responsible for meeting the degree requirements specified in this Catalog. Since clear charting of a degree program is important, all incoming graduate students must contact the Program Coordinator as soon as possible to be assigned an advisor who will assist them in developing a plan of study. This must be done prior to registration, if possible, or within the first six (6) weeks of the first semester of study.

Residency Requirement

  1. All degree-seeking students must complete a minimum of twenty-one (21) credit hours on the Coppin State University Campus.
  2. All master’s degree-seeking students must complete the degree program within five (5) years from the date of their first enrollment with degree status, unless this limitation is waived.
  3. Doctoral students must complete the degree program within seven (7) years from the date of their first enrollment with degree status.
  4. Regular full-time students must complete a minimum of nine (9) credit hours per semester.
  5. No student can complete a degree program in less than one (1) year of full-time study.
     

Estimated Cost

Please refer to the link below for current tuition, fees, and course-related expenses.

Coppin State University Tuition and Fees

Available Scholarships

For information on financial assistance students are encouraged to contact the CSU Office of Financial Aid:

Monday-Thursday: 8:00 am - 5:00 pm
Friday: 8:00 am - 3:00 pm

Location: Miles Connor Administration Bldg., first floor

Telephone: 410.951.3636
Fax: 410.951.2551

Program Outcomes

The Rehabilitation Counseling Program (RCP) at Coppin State University is a fully accredited program by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The internal evaluation takes place on a five-year cycle and completed its most recent evaluation in 2019.

The RCP offers the Masters in Rehabilitation Counseling and the Post-Masters in Professional Counselor Licensure. For students interested in applying to the RCP, the deadlines for submission of all credentials are May 15 for the fall semester, and October 15 for the spring semester. The program admits an average of 12 students in both the fall and spring semesters.

At this time the RCP has an enrollment of 64 students. The program has five full-time faculty and 7 very committed, dedicated, and credentialed part-time faculty who teach the courses within the CACREP accredited curriculum. The instructor to student ratio in the RCP is 1:12. For the Internship and Practicum courses the ratio is 1:6. Students must maintain a 3.0 GPA each semester to remain in good academic status.

Graduates from the RCP for Spring 2019 – Fall 2020 was a total of 25 students and for Spring 2021 - Fall 2021 the RCP graduated 24 students. Over the past three years 48 students graduated from the program. Within the first six months of graduation 95% of the RCP graduates report successful employment. 100% of the students are from underrepresented groups including persons with disabilities.

95% of the RCP students continue with coursework to meet the requirements to take the Professional Counselor Licensure Exam. The RCP offers a Post-Masters in Professional Counselor Licensure Certificate Program, which is fully approved by the Maryland Higher Education Commission and the University Systems of Maryland for those students seeking this professional status.

Employment Settings Where Graduates Work

The RCP has graduates who are employed with the Maryland State Division of Rehabilitation Services. Graduates and current students also report employment at the Vocational Rehabilitation Offices in Pennsylvania, Virginia, and Washington D.C., private rehabilitation companies, Maryland Workers Compensation Commission, public sector, and the Veterans Administration. About 5% of our students relocate to other states.

Professional Counselor Licensure

Professional Counselor Licensure Certificate: this certificate is designed within the structure of the RCP and as a Post Masters Certificate in Professional Counselor Licensure.

  • Students enrolled in the RCP are able to complete 15 credits (the equivalent of 5 courses) toward professional counselor licensure.
  • Other students pursuing licensure are able to complete the required 15 courses that are fully approved by the State of Maryland Board of Professional Counselors.
  • Two (2) new courses have been approved providing the opportunity for students to complete 3,000 of the required internship hours at CSU.
  • Students are able to complete the internship hours in CSU’s state-of-the-art community outreach Independent Living Lab.

Qualification for LGPC and to practice in the State of Maryland

Applicants must have a master's degree from an accredited college approved by the Board with a minimum of 60 graduate semester hours or 90 graduate quarter credit hours and a minimum of 3 graduate credit hours or graduate quarter hours in each of the following areas:

  1. One of the following in a professional counseling or related field from an accredited educational institution approved by the Board:
    1. A master’s degree with a minimum of 60 graduate semester credit hours or 90 graduate quarter credit hours or
    2. A doctoral degree with a minimum of 90 graduate semester credit hours or 135 graduate quarter credit hours.
  2. A minimum of 3 graduate semester credit hours or 5 graduate quarter hours of instruction in each of the required course domains as provided by the Maryland Board of Professional Counselors & Therapist. Please refer to their website at https://health.maryland.gov/bopc/Pages/gradprofessional.aspx
     

Applicants must pass the following:

  1. The National Counselors Exam (NCE); and
  2. Maryland Law Assessment.

A licensed graduate professional counselor may practice graduate professional counseling for 2 years under the supervision of an approved supervisor while fulfilling the 2 years post graduate supervised clinical experience. The following persons are approved by the Board to supervise a LGPC. License Clinical Professional Counselor (LCPC), Licensed Clinical Social Work (LCSW), Licensed Psych Nurse, Licensed Clinical marriage Family Therapists (LCM), a Licensed Psychiatrist or a licensed Psychologist.

Information may be obtained at the following website:
https://health.maryland.gov/bopc/pdfs/SupervisedClinicalDocumentationForm.pdf

Certified Rehabilitation Counselor

Students completing the Masters in Rehabilitation Counseling at CSU qualify to sit for the CRC exam. Students are required to complete a total of 100 practicum hours, and 600 internship hours as well as the required coursework of the curriculum.

For information on the CRC application requirements, refer to the Commission on Rehabilitation Counselor Certification (CCRC) website.

In July 2021, six (6) of our students sat for the CRC exam prior to graduation, three (3) of whom passed. This pass rate is greater than the “first time candidate” pass rate of 46% nationally during the July 2021 sitting, reflecting the strength of our program’s ability to adequately prepare students for the field.

Student Achievement: Passing Rates for the Comprehensive Exam

RCP students may elect to take a Comprehensive Examination or the Certified Rehabilitation Counselor (CRC) exam. The comprehensive exam is offered twice a year and the current passing rate for RCP students is 95%.

Information on the Comprehensive Examination may be obtained on Pages 31-32 of the 2017-2018 of the CSU School of Graduate Studies Catalog.

Information on the CRC exam may be obtained from the Commission on Rehabilitation Counselor Certification.

Internship & Clinical Requirements

The field work/internship component is an integral part of the program and is, therefore, mandatory for all students. The practicum component of the program is one (1) credit and consists of a minimum of 100 clock hours of supervised clinical experience in a rehabilitation agency/facility. The internship component consists of three (3) courses for a total of nine (9) credits. To earn three (3) credits in any of the three (3) internship courses, a minimum of two hundred (200) clock hours of supervised clinical experience in a rehabilitation agency/facility is required. Students must complete the practicum course and clock hours prior to completing internship course requirements. Students complete practicum and internship requirements at public vocational rehabilitation agencies, private rehabilitation companies, Maryland Workers’ Compensation Commission, public sector, and the Veterans Administration among others.

Internship Programs

Students are able to complete the internship hours in CSU’s state-of-the-art community outreach Independent Living Lab in programs such as:

The CSU RCP has been awarded this federal contract with the Social Security Administration. The TTW program provides the opportunity for the RCP to operate as a federally approved Employment Network providing services to individuals with disabilities who are recipients of SSI or SSDI benefits.

  • Provides the opportunity for the provision of vocational rehabilitation services to citizens of the community and state.
  • Provides the opportunity for RCP Practicum & Intern students to gain clinical experiences working with individuals with disabilities within the community and the State of Maryland.

The RCP has been awarded a grant and partnership with the Baltimore City Department of Aging. Through this partnership senior citizens residing in Baltimore City are provided an opportunity to obtain skilled work experiences and vocational training. These individuals are currently working in several CSU departments to assist with daily clerical responsibilities and with meeting the educational needs of CSU students.

Through collaboration with Baltimore City Public Schools and the RCP, a grant was awarded to develop a program for students with disabilities to assist with the transition from school to work.

  • The transitioning youth are provided such services as vocational assessment and evaluation, job readiness training, work adjustment training, independent skills, guidance and counseling.
  • The transitioning youth are on CSU’s campus five (5) days per week, staffed by teachers and personnel provided by Baltimore City Public Schools.
  • The transitioning youth receive rehabilitation counseling services from CSU Practicum and Internship students who are supervised by CSU faculty and trained staff.

The RCP is a recipient of a State of Maryland Grant to provide services through an inclusive higher education program for students with developmental disabilities. It is a two-year program for students with Intellectual Disabilities. The Comprehensive Transition Program (CTP) at CSU provides integrated academic, career, and independent living instruction in preparation for gainful employment.

Highlights and Updates

  • The faculty members work to accomplish the program goals by providing a compendium of accredited courses, clinical site experiences, and distance learning arrangements that have proved to be efficacious in responding to current and anticipated personnel needs in the field of Rehabilitation Counseling.
  • In all aspects of the RCP training program we seek to structure a balanced mix of theoretical and practitioner elements in the training curriculums.
  • The CSU faculty members have developed a comprehensive state-of-the-art curriculum, clinical internships, and other field experiences. They also mentor each trainee in order to ensure that he or she is exposed to acceptable standards in terms of curricular and practitioner experiences.
  • The RCP is supported through funds awarded from special State and government programs. The RCP plans to pursue funding as the opportunity becomes available.
  • The RCP is designed in accordance with The Council for Accreditation of Counseling and Related Educational Programs (CACREP) requirements. The CSU program is fully accredited by CACREP.
  • CSU's Graduate Program in Rehabilitation Counseling, which his accredited by CACREP, is designed to meet the following needs in the field of rehabilitation counseling:
  1. Specialized professional personnel in vocational rehabilitation who are able to provide high quality services to clients with disabilities, especially those with the most significant conditions.
  2. Developing rehabilitation counselors who are trained to address the multi-dimensional needs of clients from diverse backgrounds.
  3. Addressing human resources needs for vocational rehabilitation personnel in private and public rehabilitation settings.
  4. Providing increased professional development opportunities for human services personnel to upgrade their skills.
  5. Preparing vocational rehabilitation counselors to work in diverse settings.
  • Students enter the RCP and complete their program on schedule.
  • RCP students are able to gain employment with the Maryland State Division of Rehabilitation Services (DORS).
  • RCP students become Certified Rehabilitation Counselors (CRC).
  • The RCP has developed a structured internship and practicum with DORS.
  • CSU has a fully-equipped Independent Living Laboratory that is utilized for practical training purposes for our RCP students.
  • The RCP is a recipient of a State of Maryland Grant to provide services through an inclusive higher education program for students with developmental disabilities. It is a two-year program for students with Intellectual Disabilities. The Comprehensive Transition Program (CTP) at CSU provides integrated academic, career, and independent living instruction in preparation for gainful employment.
  • The RCP has a cooperative agreement with Baltimore City Public Schools and hosts the Transitioning Students Program at CSU. RCP students receive internship and practicum experiences from this program by providing independent living skills training to the transitioning students. Services and workshops are provided in the Independent Living Lab at CSU.
  • The RCP has been awarded Employment Network status with the Social Security Administration’s Ticket-to-Work Program. CSU is one of few universities in the U.S. with this status. Rehabilitation counseling services are provided to SSA beneficiaries and RCP students receive practicum and internship experiences from this program, which operates in the Independent Living Laboratory at CSU and provides practicum and internship experiences for our students.
  • The RCP has been awarded a grant through the Baltimore City Department of Aging to provide employment/training opportunities to senior citizens looking to maintain and develop marketable skills. Although the ultimate goal is matching skills with employment needs at CSU, the program also supports independent living by applying practical skills for senior citizens to become active job seekers for suitable gainful employment. Additionally, the program benefits CSU by expanding and adding to the administrative structure at the university.
  • The RCP has a Memorandum of Understanding (MOU) with St. Peter's Adult Learning Center in Baltimore, MD to provide vocational, evaluation, and assessment services to their consumers. CSU’s RCP Internship & Practicum students receive practical training experiences from this collaboration.
  • The RCP offers the Post-Masters in Professional Counselor Licensure for those students seeking this professional status.
  • Due to the RCP’s growth, some of the courses have two or more sections to accommodate the increased enrollment.
  • Graduate students have the opportunity to obtain additional training and skills in vocational assessment and evaluation through MOU with Pro Bono Counseling Services of Maryland, and a collaboration with CSU’s Athletic Department. Through these experiences students are able to obtain valuable internship experiences as well as receive clinical hours toward professional counselor licensure requirements.

Frequently Asked Questions

  1. The RCP recruits for the Masters and Rehabilitation Counseling, licensure certification, as well as the certificate offerings on an ongoing basis.
  2. Student advisement is provided, encouraging students to meet with advisors prior to registration as well as throughout each semester.
  3. Program plans are developed with each student and advisors are available to meet with students at key milestones (degree candidacy, thesis and research development as appropriate, comprehensive exams, and graduation).
  4. Currently faculty teach at the CACREP requirement of a 1:12 ratio.  The program is supported by a very dedicated, competent, and skilled adjunct faculty.

Certified Rehabilitation Counselor (CRC):  The RCP is a Council for Accreditation of Counseling and Related Educational Programs (CACREP) certified program.  Students completing the Masters in Rehabilitation Counseling qualify to sit for the CRC exam.  Students are required to complete a total of 100 practicum hours and 600 internship hours. For information on the CRC application requirements refer to the CRC website at:  https://www.crccertification.com/

Professional Counselor Licensure Certificate: This certificate is designed within the structure of the RCP and as a Post Masters Certificate in Professional Counselor Licensure

  • Students enrolled in the RCP are able to complete 27 credits (the equivalent of 9 courses) toward professional counselor licensure.  This is an attraction to the RCP and the professional community.
  • Other students pursuing licensure are able to complete the required 15 courses that are fully approved by the State of Maryland Board of Professional Counselors.
  • Two (2) new Internship courses have been approved providing the opportunity for students to complete 3,000 of the required internship hours at CSU.

The RCP is designed as a main campus program that is not offered as a fully online degree option. Some courses are offered online.

The following areas of employment are targeted for RCP graduates:  public VR agencies, private rehabilitation companies, Maryland WCC, public sector, the Veterans Administration among others.

Academic supports include Ticket-To-Work, CTP Mentor scholarships, academic advisement, Academic Resource Center, Student Rehabilitation Association/Peer mentoring.

Faculty and Staff

Our faculty and staff represent diverse professional, academic, and ethnic backgrounds. We work tirelessly to ensure we carry out our tradition of professionalism, respect, and caring for our students.

Director, Field Placement and Internship

faculty

Co-Coordinator, Graduate Program/Coordinator Disability Support Services

faculty

Associate Professor

faculty

College

The Department of Psychology, Counseling, and Behavioral Health is within the College of Behavioral and Social Sciences. 

Eagle Achievement Center - Advising

Eagle Achievement Center - Advising

Two students in class using a computer

Register for Classes

Register for Summer and Fall 2025 classes beginning on March 27, 2025 and March 26, 2025 for veterans!

Your Success Is Our Mission

The Coppin State Eagle Achievement Center (EAC)-Advising is a centralized academic advising center available to students during the weekdays. The Center is designed to meet the academic advising needs of students and to support the institution’s student retention and enrollment goals.

EAC-Advising is located in the Eagle Achievement Center on the fourth floor of the Parlett L. Moore Library and will offer a consistent, identifiable, and reliable space for students to receive information and academic advisement. Hours of operation are 8:30am – 5:00pm with extended hours during peak times.

The EAC-Advising is student-centered aimed at improving university retention by helping students strengthen their academic skills by assisting with educational plans and connecting them to campus resources. The EAC-Advising, Academic Advising Coordinators and Academic Outreach Coordinators provide students with one-on-one coaching, answers to questions, and someone to listen to their concerns.

Book an appointment

Eagle Achievement Center - Outreach 

Register for Classes

New, returning and readmit students are provided efficient advisement by a retention specialist. Appointments are made via the Microsoft Booking link which are offered either in person, by phone call, or virtually.

Register early for the Summer and Fall 2025 semesters to get the classes of your choice!

Registration begins:

  • March 26 for Veterans (priority)
  • March 27-31 Early Registration for Selected Scholars (Honors students, Fanny Jackson Scholars, Presidential Scholars, Dean’s List from Spring 2024, Athletes, and selected scholars)
  • April 2 for students with over 90 credits and graduate students
  • April 7 for students with 60-89 credits
  • April 10 for students with 30-59 credits
  • April 15 for all new students to Fall 2025, continuing students with 0-29 credits, and open registration

Make your appointment today!

EAC Pop-Up Events

EAC Pop-Up events bring registration to life with advisors on-hand and important resource offices to finish the process like Registration and Records, Bursar, Student Accounts, and Financial Aid. The EAC Pop-Up schedule is as follows:

  • March 27 – 11am to 4pm – Tawes 2nd Floor Ballroom (Selected Scholars)
  • March 28 – 11am to 4pm – Tawes 2nd Floor Ballroom (Selected Scholars)
  • March 31 – 11am to 4pm – Tawes 2nd Floor Ballroom (Selected Scholars)
  • April 3 – 11am to 3pm – 2nd Floor Talon
  • April 7 – 11am to 3pm – 2nd Floor Talon
  • April 11 – 11am to 3pm – EAC
  • April 15 – 11am to 3pm – EAC
  • April 22 – 11 am to 7pm – Daley Hall
  • April 24 – 11 am to 7pm – Dedmond Hall
  • April 28 – 11 am to 7pm – Daley Hall
  • April 29 – 11am to 7pm – Dedmond Hall

Contact Us

Have questions about classes, registration, or would you like to discuss your academic progress? Reach out to us—we're happy to help!

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Academic Advising Coordinator

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Current Theatre Season

Coppin Repertory Theatre

Current Theatre Season

2024/2025 Anniversary Theatre Season

Coppin State University’s resident theatre company, Coppin Repertory Theatre, will raise the curtain on its twentieth season of plays, called the Anniversary Theatre Season, celebrating the rich artistic heritage of African American culture through theatre. This year’s schedule features three shows—two new dramas, and an ancient Greek classic.

Marty and the Hands That Could, the season premiere, is a new play by Coppin’s Playwright in Residence, Josh Wilder. The protagonist, Marty, is released from prison on the eve of his 25th birthday. He returns home to his family, equipped with a handwritten manuscript and big dreams to turn his life around. But his cousin Junior has also come home with problems of his own, setting them on a collision course as they struggle to break free of the curse that has haunted their family for generations. Can Marty put his hands to good use, or is his fate already written? Performances are scheduled in the James Weldon Johnson Auditorium October 10-13, 2024.

Antigone, Sophocles’ perennial classic, explores the tension between personal morality and the laws of the state, the nature of justice, the role of fate in human life, and the danger of excessive pride. This exploration produces a thought-provoking play that has been deliberated throughout the centuries. The central figure is Antigone, the daughter of Oedipus and Jocasta, who displays an unwavering commitment to her familial duty and to the gods, even in the face of opposition from the state. Her character challenges the audience to consider the importance of standing up for one’s beliefs, even in the face of resistance from authority. King Creon, her uncle, on the other hand, is blinded to the higher rulings of the gods. He exhibits a resolute adherence to the law, maintaining order and stability for the peace of his state. The complicated relationship between personal conscience and law, tackled within the play, has enshrined Antigone as one of the most famous Greek tragedies. Production dates are December 5-8, 2024 in the Theatre Lab.

Leftovers, another new work by Josh Wilder, is the season finale. Jalil and Kwamaine just want their family to be “Cosby Show happy,” but that kind of life does not seem to be in the cards—until an enormous dandelion pops up in front of their South Philly home and wishes start falling from the sky. Seizing the possibility of no longer feeling like the city's leftovers, the brothers begin to dream their way out of the cycle of poverty that has governed their lives and find themselves on an adventure they never could have imagined. Leftovers closes the Anniversary Season again in the Theatre Lab, running May 1-4, 2025.

For more information about the Anniversary Theatre Season, call, or email Dr. Hyatt in the Visual and Performing Arts Area at (410) 951-3369 or ghyatt@coppin.edu.


God Is Going to Trouble the Waters

Coppin Repertory Theatre presents God Is Going to Trouble the Waters. A world premiere comedy. Written by DCarter. Directed by Willie O. Jordan.

May 1-4, 2025

A World Premiere Comedy by DCarter, Playwright

Directed by Willie O. Jordan

God Is Going to Trouble the Waters is a delightful awakening into the lives of imperfect people. When Reverend Waters' daughter Regina decides to explore her secular side by taking a job as a dancer in a gentlemen's club, she encounters an unlikely patron...her father. Fireworks ignite. The ensuing fallout has serious repercussions for the whole family and the church. God Is Going to Trouble the Waters is a humorous tale about faith, family, friendship, community, and, ultimately, salvation.

Tickets

God is Going to Trouble the Waters playwright, DCarter

DCarter, a native of Baltimore, is a 2022 theatre graduate of Coppin State University. He has been a member of the Arena Players in Baltimore since 1989 when he made his acting debut in Charles Fuller’s A Soldiers Play. He has also performed with theatre companies throughout the Greater Charm City area, including Coppin, Morgan, and Fells Point Corner Theatre.

As a director, DCarter was first trained by his mentor Samuel H. Wilson Jr., the legendary founder of the Arena Players. He has subsequently been mentored by Donald Owens, Amini Courts, Eileen J. Morris of Ensemble Theatre in Houston, Texas and  Professor Willie O. Jordan.

As a playwright, DCarter has written eight plays that have been performed on stage and has won three NADSA S. Randolph Edmonds awards for playwriting, including Brother's Keeper, Orphaned, and Lies. His first full-length play, God is Going to Trouble the Waters was workshopped at the Arena Players and received subsequent staged readings at the Black Academy of Arts and Letters (TBAAL) and as part of Ensemble Theatre’s New Voice Fest in Houston, Texas.

Marty and the Hands That Could

Marty and the Hands That Could

October 10-13, 2024

A New Play by Josh Wilder, Playwright-in-Residence

Directed by Willie O. Jordan

Released from prison on the eve of his 25th birthday, Marty returns home to his family, equipped with a handwritten manuscript and big dreams to turn his life around. But his cousin Junior has also come home with problems of his own, setting them on a collision course as they struggle to break free of the curse that has haunted their family for generations. Can Marty put his hands to good use, or is his fate already written?

Josh Wilder

Josh Wilder is a playwright, actor, and producer from Philadelphia. He received his BFA Degree in theatre at Carnegie Mellon and his MFA Degree in Playwriting at Yale University. His work has been developed, commissioned, and produced at various regional theatre and festivals across the country including The Fire Next Time Festival, Classical Theatre of Harlem, New York Theatre Workshop, True Colors Theatre Company, Kennedy Center, Oregon Shakespeare Festival, the O’Neill National Playwrights Conference, PlayPenn, Company One, InterAct Theatre Company, and Yale Rep. Past awards include the Holland New Voices Award, the Lorraine Hansberry Award, the Rosa Parks Award, and the ASCAP Cole Porter Prize. Josh is also a former Jerome Fellow and the first national recipient of the Jerome Many Voices Fellowship at Playwrights’ Center. He has been in residence at the Royal Court Theatre, Sundance at Ucross, and served as Co-Artistic Director at the Yale Cabaret for its 50th season. He is the Co-Founder/Producer of the New Griots Black Arts Festival in the Twin Cities with Jamil Jude. Currently, he’s stationed in Baltimore, Maryland as Playwright-in-Residence at Coppin State University.

Our Programs

Theatre

Undergraduate

Dance

Undergraduate

Urban Arts

Undergraduate

African American Studies

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The Theatre Program is within the Department of Humanities in the College of Arts & Sciences, and Education. 

Health Information Management, Master's

Health Information Management, Master's

Degree Type

Master of Science

About

The healthcare industry demands innovations from the fields of business, science, and information technology—learn the skills to make the industry demand you too.

Introduction

Coppin State University’s Master of Science (MS) in Health Information Management (HIM) is designed to prepare students and professionals for senior-level career advancement. The MS in HIM graduate degree aims to provide advanced academic preparation and experiences for professionals focused on health informatics, health services administration, quality improvement, and risk management. The MS in HIM program is designed to facilitate the career advancement of practicing health information management professionals; however, it also facilitates the growth of those in clinical practice, laboratory science, or those committed to joining the health information discipline as new healthcare professionals such as nursing, health and health education, information technology and business management.

The MS in HIM program will be offered year-round, in the evenings to accommodate the working professional.

Educational Objectives and Student Learning Outcomes

Upon completion of the requirements for the MS in HIM degree, the graduate will have obtained:

  1. Advanced knowledge and skills in focus areas such as health services administration, project management, quality and risk management and health informatics.
  2. Knowledge in strategic decision making to move an organization’s mission and goals toward stated objectives.
  3. Skills to evaluate, select, and implement advanced principles and approaches to electronic health record (EHR) technology and work processes.
  4. Qualifications to be positioned to take on administrative positions in a multitude of provider organizations and related entities in the healthcare arena.
  5. Knowledge to plan, organize and manage a project involving a multidisciplinary team of professionals from inception to completion.
  6. Knowledge and skills to establish quality management programs using a multidisciplinary prospective.
  7. Communication skills and strategies to interact with multidisciplinary professionals.

Did You Know?

The MS in HIM program incorporates the disciplines of quality improvement and risk management, law, health service administration, research, finance, and information systems into one curriculum. Students graduating from this program are specialists in ensuring health information accessibility, privacy, and security; and in analyzing patient data for financially sound decision making and strategic planning.
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Admission Requirements

The MS in HIM is an advanced degree that builds on foundational skills learned in an undergraduate program. Students may also enroll in related courses in these areas prior to acceptance into the master’s program:

  • Health Statistics
  • Research
  • Accounting
  • Advanced Computers

Admission requirements include:

  • Bachelor’s degree in any field from an accredited institution
  • Admission to Coppin State University (online application)
  • Minimum 3.0 cumulative grade point average (GPA) on a 4.0 scale. We may offer conditional acceptance for prospective students with less than a 3.0 cumulative GPA.
  • Demonstrate prior knowledge in or students may provide a portfolio for to earn Credit for Prior Learning (CPL)
  • Resume or curriculum vitae
  • National certification in your field, if applicable
  • Official transcripts from each college or university attended prior to CSU and College of Health Professions' School of Allied Health
  • Three (3) professional recommendations that highlight your personal and professional qualifications
  • Application essay detailing goals, objectives, and reason(s) for pursuing the MS in HIM
  • Personal interview

Submit all application materials to the School of Graduate Studies.

Why Attend the College of Health Professions?

  • Fall and Spring Admission
  • Fulltime Enrollment
  • Part-time option
  • Consistent cohorts
  • Student Support Services
  • Personalized academic and career advising
  • Expert faculty with HIM-field experience
  • Leadership development
  • Professional mentoring
  • Affordable tuition and fees

Career Trends

According to the Bureau of Labor Statistics, employment of HIM professionals is expected to grow much faster than the average for all occupations through 2030. More than half of new HIM graduates with a master’s degree start with salaries in the $75,000 to $100,000 range. With our MS in HIM plan of study, the School of Allied Health is prepared to assist with meeting HIM workforce needs.

Plan of Study

The length of the MS in HIM program is two (2 1/2) years full-time (once all pre-requisites have been completed). Following successful completion of the core courses, in the summer of year 2 and the final semester students can select a focus area of interest in either, health informatics, quality improvement and risk management, or health services administration to enhance their knowledge in one of these domains.

Total Program Credits: 47

Fall Semester (9 credits)

Course credits name
HIM 500 3 Issues and Trends in Health Care
HIM 501 3 Introduction to Health Informatics
HIM 502 3 Legal Issues of Health Information & Informatics Management

Spring Semester (9 credits)

course credits name
HIM 505 3 Financial Management for Health Care Organizations
HIM 506 3 Health Care Organization & Delivery
HIM 507 3 Health Information Clinical Classification Systems

Summer Semester (6 credits)

course credits name
HIM 503 3 Electronic Health Record Design & Planning
HIM 504 3 Human Resource Management in Health Care

Fall Semester (9 credits)

Course credits name
HIM 508 3 Research Methodology of Health Information
HIM 509 3 Data Warehouse and Mining
HIM 510 3 Advanced Concepts In Clinical Information Systems

Spring Semester (8 credits)

Course credits name
HIM 511 3 QI in Health Care
HIM 780 4 Capstone Project
HIM 781 S or NS *Internship (Optional)
HIM 782 2 RHIA Prep

*Total Credits minus track courses

Summer Semester (6 credits)

Course credits name
HIM XXX 3 Focus area course #1
HIM XXX 3 Focus area course #2

Fall Semester (9 credits)

Course credits name
HIM XXX 3 Focus area course #3
HIM XXX 3 Focus area course #4
HIM XXX 3 Focus area course #5
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750+ Course Options

The Coppin State University Academic Catalog has a wide variety of skill-building courses designed to inspire and prepare you to be in-demand professionals and transformational leaders.

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Health Information Management is in the Department of Health Information Management within the School of Allied Health in the College of Health Professions.

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Major in Data Science

Major in Data Science

Degree Type

Bachelor of Science

About

Get a Data Science degree that is high demand, fast growth rate, and high pay!

Introduction

The Bachelor of Science in Data Science degree aims to produce graduates who can combine business expertise, quantitative reasoning, and computer software skills to extract meaningful insights from data. These skills prepare students to interpret business data in the 21st century, to compete in the marketplace with combined business and data science skills, and to apply these insights to answer business questions and solve business problems.

Program graduates are expected to be able to

  • Demonstrate knowledge about business functions and processes.
  • Collect, clean, prepare, and maintain data from different sources with relevant technologies.
  • Analyze data using popular statistical tools and programming skills and generate reports.
  • Visualize data using Power BI, Tableau, and Microsoft Excel and communicate the results effectively to address business questions and make recommendations.
  • Understand the role of data governance and the ethical use of data in data science.
  • Demonstrate knowledge about enterprise systems.

 

The program will focus on the following eight student learning outcomes:

  • Written Communication
  • Oral Communication
  • Critical Thinking
  • Quantitative Literacy
  • Information Literacy
  • Teamwork
  • Ethical Reasoning
  • Reflective Practice

More information on major requirements can be found below in the Program Requirements section.

Where can a data science degree take you?

BS in Data Science graduates can apply for positions such as Data Scientist, Business Analyst, Business Intelligence Engineer, Operations Research Analyst, etc. Most of the data science related job descriptions have mentioned following preferred qualifications:

  • Knowledge of data analysis and statistical modeling techniques. [These techniques will be taught in Data and Text Mining (DSCI 355) and Time Series Modeling & Forecasting (DSCI 375) classes.]
  • Knowledge of machine learning driven algorithms to improve systems. [These machine learning algorithms will be taught in Machine Learning (DSCI 420) class.]
  • Knowledge of Tableau, AWS QuickSight, Power BI, or other data visualizations software. [Students will learn these visualization tools in Data Visualization (DSCI 351) class.]
  • Knowledge of Excel, Python, R, Access, SQL, Perl, or other scripting languages. [These programming languages will be taught in Data Science Programming (DSCI 310), Small System Software (MISY 341), and Database Management Principles (MISY 360) classes. Students need to complete their class projects using these programming languages. They will be familiar with how to develop Data-driven decision models using both Python and R programming languages.]
  • Knowledge of prediction techniques to improve forecast accuracy. [These forecasting techniques will be taught in Time Series Modeling & Forecasting (DSCI 375) class.]
  • Knowledge of processing large-scale complex datasets and making optimal decisions using optimization techniques. [Optimization techniques for large-scale datasets will be taught in Data-driven Decision Making (DSCI 490) class.]
  • Knowledge of optimization programming languages and commercial solvers. [Students will learn popular optimization languages, such as AMPL, GAMS and commercial solver, such as CPLEX, in Data-driven Decision Making (DSCI 490) class.]

Data Science graduates typically work in one of the following positions: Data Scientist, Data Analyst, Business Intelligence Analyst, Operations Research Analyst, and Data Engineer. National average annual salary for the above mentioned five positions from Year 2012 to 2021 is shown in the following Figure (data source: zippia)

Chart of National Average of Data Science Careers Salary. In 2021, range is from $67,900 to $99,800.

Table: National Average Annual Salary Over Time

Year

Business Intelligence Analyst

Data Analyst

Data Scientist

Operations Research Analyst

Data Engineer

2012

$63,600

$61,100

$82,400

$62,400

$83,600

2013

$64,300

$63,400

$83,300

$63,200

$84,500

2014

$65,500

$63,700

$83,600

$64,000

$86,000

2015

$66,600

$63,800

$84,600

$64,200

$86,700

2016

$67,600

$64,800

$88,000

$66,400

$89,200

2017

$68,400

$65,600

$89,700

$68,200

$92,000

2018

$69,900

$66,000

$91,500

$70,000

$94,600

2019

$71,000

$66,000

$92,500

$70,500

$96,400

2020

$72,600

$66,900

$94,800

$72,400

$98,000

2021

$74,100

$67,900

$98,000

$74,200

$99,800

Data Source: Zippia

Data Scientist
Business Intelligence Analyst
Market Research Analyst
Operations Research Analyst
Clinical Data Manager

Program Requirements

To graduate with a Bachelor of Science degree in Data Science, students must complete 120 credit hours. These credit hours are split among:

  • General Education Requirements, or GERs (40 credits)
  • College of Business Core Requirements (42 credits)
  • Data Science Core Courses (27 credits)
  • Data Science Elective (3 credits)
  • Free Electives (7 credits)
  • Coppin-Specific Requirements (1 credit)

General Education Requirements (GERs) (40 credits)

Students must complete 40 GER credits. Specifically for data science majors, your program plan should include:

  • ECON 103, Introduction to Business & Entrepreneurial Economics, to satisfy the Social and Behavioral Sciences category of GER
  • MATH 131, College Algebra for Mathematics and Science Majors, to satisfy the Mathematics category of GER
  • MISY 150, Technology Fluency, to satisfy the Interdisciplinary and Emerging Issues-Local to Global category of GER

College of Business Requirements (42 credits)

Students must complete following 42 credits of College of Business core requirements:

Course Credits Name
ACCT 201 3 Principles of Financial Accounting
ACCT 202 3 Principles of Managerial Accounting
BDSC 322 3 Business Statistics
BDSC 340 3 Operations and Production Management
BUSI 310 3 Business Law
BUSI 320 3 International Business
BUSI 495 3 Seminar in Business Strategy and Policy
ECON 211 3 Principles of Economics I
ECON 212 3 Principles of Economics II
FINM 330 3 Principles of Business Finance
MGMT 305 3 Business Communications
MGMT 320 3 Principles of Management
MISY 341 3 Small Systems Software
MKTG 310 3 Principles of Marketing

Data Science Core Courses (27 credits)

Students must complete following 27 Data Science core credits:

Course Credits Name
DSCI 201 3 Introduction to Data Science
DSCI 310 3 Data Science Programming
DSCI 351 3 Data Visualization
DSCI 355 3 Data and Text Mining
DSCI 356 3 Data Science Cloud Computing
MISY 360 3 Database Management Principles
DSCI 375 3 Time Series Modeling and Forecasting
DSCI 420 3 Machine Learning
DSCI 490 3 Data-driven Decision Making

Data Science Elective (3 credits)

Students need to select one of the following courses as the Data Science elective requirement:

  • DSCI 450 Special Topics in Data Science
  • DSCI 485 Internship in Data Science

Free Electives (7 credits)

Students are recommended to take COSC 199 Introduction to Computer Programming and/or any other computer science/mathematics/management information systems courses, but other college level courses are acceptable too.

Coppin Specific Requirements (1 credit)

  • FRSEM 101 Freshman Seminar

Transfer students transferring 25 or more credits are exempt from this FRSEM 101 course.

Sample Course Plan

Be sure to connect with your academic advisor to plan your semester courses. The plan below is just an example—your journey may have different requirements.

Fall Semester (16 Credits)

Course Credits Name
ENGL 101 or 101E 3 English Composition I
MATH 131 3 College Algebra
PHIL 102 3 Introduction to Logic
HIST 201, 203, or 205 3 History I
MISY 150 3 Technology Fluency
FRSEM 101 1 Freshman Seminar

Spring Semester (15 Credits)

Course Credits Name
ENGL 102  3 English Composition II
HIST 202, 204, or 206 3 History II
PHSC 101 or 103 3 Physical Science
SPCH 105 3 Introduction to Speech Communication
ECON 103 3 Introduction to Business & Entrepreneurial Economics

Fall Semester (15 Credits)

Course Credits Name
Arts & Humanities 3 ART 103, MUSC 201, DANC 226, THEA 211, IDIS 102/103, or Foreign Language 101
PSYC 201 3 General Psychology
ACCT 201 3 Principle of Financial Accounting
ECON 211 3 Principles of Economics I
DSCI 201 3 Introduction to Data Science

Spring Semester (16 Credits)

Course Credits Name
ECON 212 3 Principles of Economics II
BIOL 101 4 Biology
ACCT 202 3 Principles of Managerial Accounting
BDSC 322 3 Business Statistics
FINM 330 3 Principles of Business Finance

Fall Semester (15 Credits)

Course Credits Name
MKTG 310 3 Principles of Marketing
BDSC 340 3 Operations Management
DSCI 310 3 Data Science Programming
DSCI 351 3 Data Visualization
MISY 341 3 Small Systems Software

Spring Semester (15 Credits)

Course Credits Name
BUSI 310 3 Business Law
BUSI 320 3 Fundamentals of International Business
MGMT 320 3 Principles of Management
DSCI 355 3 Data and Text Mining
ELECTIVE (Reading 101 or general elective) 3 COSC 199 Introduction to Computer Programming (Recommended)

Fall Semester (15 Credits)

Course Credits Name
MGMT 305 3 Business Communication
DSCI 356 3 Data Science Cloud Computing
DSCI 375 3 Time Series Modeling & Forecasting
DSCI 420 3 Machine Learning
ELECTIVE 3 Any COSC, MATH, or MISY course (recommended)

Spring Semester (13 Credits)

Course Credits Name
MISY 360 3 Database Management Principles
Data Science Elective 3 DSCI 450 Special Topics or DSCI 485 Internship
DSCI 490 3 Data-driven Decision Making
BUSI 495 3 Seminar in Business Strategy & Policy
ELECTIVE 1 Open Elective
Exit Exam    

Dr. Habtu Braha Information Technology in Teaching and Learning Conference

20th Annual

Dr. Habtu Braha Information Technology in Teaching and Learning Conference

Tuesday, May 20, 2025
8:00am - 3:00pm
Science & Technology Center

The Dr. Habtu Braha Information Technology in Teaching and Learning Conference brings faculty research findings on the use of technology to enhance the teaching and learning process to the campus and higher-education community. Learn about the tools and techniques faculty are using to enhance teaching and learning. The day also features presentations and demonstrations from technology exhibitors.

The annual conference is sponsored by the Office of Academic Affairs, the Faculty Information Technology Committee and the Information Technology Division at Coppin State University.

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FITC Conference

Faculty Research Conference

2024

Faculty Research Conference

9th Annual Faculty Research Conference

Justice For All: Addressing Inequities and Disparities Across Disciplines 

Presented by the Division of Academic Affairs and the Faculty Research & Development Committee (FR&DC)

November 14, 2024
9:00 a.m. to 4:30 p.m.
Talon Center

Register to Attend

About the Conference

The Division of Academic Affairs and the Faculty Research & Development Committee (FR&DC) invite you to participate in Coppin State University’s 9th Annual Faculty Research Conference. The conference will serve as a venue for all mini-grant recipients and faculty to disseminate ideas, knowledge, opinions, theories, research projects, and recent developments in the various academic disciplines. The theme of the conference is “Justice For All: Addressing Inequities and Disparities Across Disciplines”.

The conference will be held at the Talon Center on November 14, 2024, from 9:00 a.m. to 4:30 p.m.

Conference Agenda

TimeProgramCommittee Facilitator
8:30 am-9:00 amRegistration/ BreakfastAll Team Members
9:00 am- 9:10 am

Dr. Watties-Daniels, Chair, Faculty Research and Development Committee

Welcome from President’s Office
Chief of Staff, Dr. Ann-Marie Waterman

Dr. Errol Bolden-Interim Associate Provost and Associate Vice President for Academic Affairs

Dr. Anouro, past chair
9:10 am-9:30 amKeynote Address
Dr. Chanta Haywood- Interim Provost and Vice President for Academic Affairs
Dr. Anouro and Watties-Daniels
9:35 am-9:55 amPresentation 1 - Sundjata ibn Hyman
Culture as Social Capital: The Implications of Meta-Axiological Dilemma for the Etiology of a Culture of Poverty
Dr. Atta-Obeng
10:00 am- 10:20 amPresentation 2 - Mercy Nguavese Shenge
Disparities in the Distribution of Sustainable Urban Parks: A case of Central and South Tucson, AZ
Dr. Watties-Daniels
10:25-10: 50 amPresentation 3 - Wyletta Gamble-Lomax and Anthony Felder
The Significance of Peer Mentoring in the Pursuit of Tenure
Dr. Shenge
10:55 am-11:15 amPresentation 4 - Ronald C. Williams
Show Me the Money: Pursuit of Equitable Funding through Transdisciplinary Research
Dr. Providence
11:20 am- 11:45 amPresentation 5 - Dr. Claudia Thorne-
Vice Chair- Institutional Review Board Process process
Dr. Takona
11:45 am-12:20 pmLUNCH
***PLEASE VIEW THE POSTER PRESENTATION***
Dr. Claudia Thorne & Aniyah Brewer, Social Work Student- Applying child development theory to developing parenting skills
 
12:30 pm-12:50 pm

Keynote 2 - Dr. Yolanda Ogbolu
The Bill and Joanne Conway, Dean of the University of Maryland School of Nursing

Dr. Watties-Daniels
1:00 pm-1:20 pmPresentation 6 - Grant Budget Process
Vince Fields, Wanda Covington
Dr. ibn Hyman
1:25 pm-1:45 pmPresentation 7 - Johnny Rice II
The Dangerous Recipe Study on Gun Possession and the Black Male Lived Experience: Insights from the Coppin State University, Baltimore City Research Team
Dr. Shenge
1:50 pm-2:10 pmPresentation 8 - Sundjata ibn Hyman
University Community Intervention of Cultural Renaissance in the West North Avenue Development Authority Impact Area
Dr. Anouro
2:10 pm-2: 35 pmWrap up
Closing Thank Yous
Distribution of Certificates
Dr. Watties-Daniels

Call for Presentations

Are you interested in presenting a session at this year's event? We invite you to participate in the Faculty Research Conference and present your research papers. Research papers in all disciplines will be considered for presentation.

Please submit your abstracts electronically. Abstracts for presentation should not exceed 300 words. Poster presentations by faculty and students are encouraged.

The deadline for submission of abstracts for presentation is September 30, 2024 at 11:59 p.m.

Submit an abstract

Mini-Grants

Coppin State University has awarded over 60 mini-grants to support faculty research.

Summer 2022

  1. Dr. Ihuoma Ezebuihe
  2. Dr. Melissa E. Buckley and Dr. Christa Gilliam
  3. Dr. Gazi Md Daud Iqbal
  4. Dr. Laura Anderson and Dr. Johnny Rice II
  5. Dr. Min Zhang

Summer 2017

  1. Dr. Lorreta Baryeh
  2. Dr. Blessing Diala-Ogamba
  3. Dr. Shingariya Mushonga
  4. Dr. Lanjiun You
  5. Prof. Denyce Watties-Daniels

Summer 2014

  • Dr. Blessing Diala-Ogamba
  • Dr. John Newman
  • Dr. Erica Smith
  • Dr. Cheng Luo
  • Dr. Sean Brooks

Summer 2012

  • Dr. Shingirayi Mushonga
  • Dr. Cheng Luo
  • Dr. Harry Legum
  • Dr. Ibrahim Kargbo
  • Drs. Mousumi Chattaraj and Rogers Carmelle
  • Dr. Min A
  • Prof. Delores Smith and Dr. Wanda McCoy

Summer 2011

  • Dr. Blessing Diala-Ogamba
  • Dr. John Newman
  • Dr. Hany Sobhi
  • Dr. Cheng Luo
  • Dr. Liangjun You

Distinguished Faculty Award: Dr. Judith Kehe

Summer 2010

  • Dr. Katherine Cameron
  • Dr. Elaine Howell
  • Dr. Brian Schmitt
  • Dr. Ibrahim Kargbo
  • Dr. Felix Abeson
  • Dr. Moses Wekesa
  • Dr. Roger Stritmatter
  • Dr. Liangjun You

Distinguished Faculty Award: Dr. George Taylor

Summer 2009

  • Dr. Michael Berlin
  • Dr. Chris Brittan-Powell
  • Dr. Blessing Diala-Ogamba
  • Prof. Hyacinth Ezeka
  • Prof. Vanessa Jackson
  • Dr. Shawyn Jenkins
  • Prof. Amini-Johari-Courts
  • Dr. Yanghee Kim
  • Dr. Elgin Klugh
  • Dr. Cheng Luo
  • Dr. Marjorie Miles
  • Dr. Kenneth Morgan
  • Dr. Claudia Nelson
  • Dr. Paula Pratt
  • Dr. Janet Spry
  • Dr. George Taylor
  • Dr. M. Jamal Uddin
  • Dr. Kokahvah Zauditu-Selassie

Distinguished Faculty Award: Dr. Katherine Bankole-Medina

Summer 2008

  • Dr. Chris Brittan-Powell
  • Dr. Ibrahim Kargbo
  • Dr. Harry Legum
  • Dr. Cheng Lou
  • Dr. Michelle Pointer
  • Prof. Gail Satchell
  • Dr. Roger Stritmatter
  • Dr. Liangjun You

Summer 2007

  • Dr. Philbert Aaron
  • Dr. Felix Abeson
  • Dr. Virletta Bryant
  • Dr. Blessing Diala-Ogamba
  • Dr. Carmelle Rogers
  • Dr. David Scott
  • Dr. Lidan Ha
  • Dr. Ibrahim Kargbo
  • Dr. Gerald Powell, Jr.
  • Dr. Doug Reardon
  • Dr. Atma Sahu
  • Drs. Vonda Smith-Hill & Shirley Newton-Guest

Faculty Research & Development Committee (FR&DC)

FR&DC serves as a vehicle to support and encourage faculty scholarly endeavors leading to presentation at regional and national conferences and publications.

The charge for the Committee is to develop a strategy for this scholarly research initiative:

  • Determine how to support faculty in their research;
  • Seek ways to institutionalize this effort;
  • Determine what kind of support is needed;
  • Develop methods to track the outcomes of the initiative;
  • Discover the kinds of expertise our faculty members already possess that can be utilized on a local and national level.

Chair: Dr. Denyce Watties-Daniels

Conference Volume Editors & Program Committee Members

  • Emmanuel Anoruo
  • Errol Bolden
  • Sundjata Ibn-Hyman
  • Gazi Iqbal
  • Jennifer Pope
  • Stephen Providence
  • Christopher Robinson
  • Mercy Shenge
  • James Takona
  • D. Watties-Daniels, Chair

*The Conference Volume is not a peer reviewed publication