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1. College Ld Programs In Penn Or Ohio
2. College Ld Programs In Penn Or Ohio University

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Department

Biography

Dr. Kubina (B.A., Youngstown State University; M.A., The Ohio State University; and Ph.D., The Ohio State University) is a Professor of Special Education. After completion of his Masters program, Kubina taught special education in private schools specializing in post-acute brain trauma rehabilitation for three years. During his doctoral program, Kubina worked as a graduate teaching assistant for the Great Lakes Regional Resource Center, a federally funded information dissemination and training center serving the Great Lake states.Currently, Kubina teaches courses on methods for teaching reading, behavior analysis, and single-case design. Kubina conducts wide-ranging research in the area of Applied Behavior Analysis, Precision Teaching, and technology. Kubina is a Board Certified Behavior Analyst, Doctoral level and serves on a number of editorial boards for behavioral and special education journals. He was the editor of the Journal of Precision Teaching and Celeration.

Representative Publications

Refereed Journal Articles (In Press - contact me if you would like a prepublication draft)
Kostewicz, D. E., Kubina, R. M., Selfridge, K. A., & Gallagher, D. L. (in press). A review of fixed fluency criteria in repeated reading studies. Manuscript accepted for publication in Reading Improvement.
McConnell, B. M., & Kubina, R. M. (in press). Parents using explicit reading instruction with their children at-risk for reading difficulties.Manuscript accepted for publication in Education and Treatment of Children.
Stocker, J., & Kubina, R. M. (in press). Impact of Cover, Copy, and Compare on Fluency Outcomes for Students with Disabilities and Math Deficits: A Review of the Literature. Manuscript accepted for publication in Preventing School Failure.
Refereed Journal Articles (Online first)
Kubina, R. M., Kostewicz, D. E., Brennan, K. M., & King, S. A. (online first). A Critical Review of Line Graphs in Behavior Analytic Journals. Manuscript accepted for publication in Educational Psychology Review.
Kubina, R. M., Yurich, K. L., Durica, K. C., & Healy, N. M. (online first). Developing behavioral fluency with movement cycles using SAFMEDS. Manuscript accepted for publication in the Journal of Behavioral Education.
Refereed Journal Articles (Published)
Datchuk, S. M. & Kubina, R. M. (2015). Effects of sentence combining intervention and frequency building to a performance criterion on adolescents with difficulty constructing sentences. Journal of Evidence Based Practices for Schools, 14, 160-185.
Datchuk, S. M., Kubina, R. M., & Mason, L. H. (2015). Effects of sentence instruction and frequency building to a performance criterion on elementary-aged students with behavioral concerns and EBD. Exceptionality, 23, 34-53.
Lin, F. Y., & Kubina, R. M. (2015). Imitation fluency in a student with autism spectrum disorder: An experimental case study. EuropeanJournal of Behavior Analysis, 16, 2-20.
Polyak, A., Kubina, R. M., & Girirajan, S. (2015). Comorbidity of intellectual disability confounds ascertainment of autism: Implications for genetic diagnosis.American Journal of Medical Genetics (Part B) 9999, 1-9.
McConnell, B. M., & Kubina Jr, R. M. (2014). Connecting with families to improve students’ school attendance: A review of the literature. Preventing School Failure: Alternative Education for Children and Youth, 58, 249-256.
Wannarka, R., Ruhl, K., & Kubina, R. (2013). Using peer-mediated constant time delay to teach content-area vocabulary to middle school students with disruptive behavior. Journal of Evidence-Based Practices for Schools, 14, 2-29.
Datchuk, S. M., & Kubina, R. M. (2013). A review of teaching sentence-level writing skills to students with writing difficulties and learning disabilities.Remedial and Special Education, 34, 180-192.
Mason, L. H., Kubina, R. M., & Hoover, T. (2013). Effects of quick writing instruction for high school students with emotional and behavioral disabilities. Journal of Emotional and Behavioral Disorders, 21, 163-175.
Mason, L. H., Kubina, R. M., Kostewicz, D. E., Mong Cramer, A., & Datchuk, S. M. (2013). Improving Quick Writing Performance of Middle-School Struggling Learners. Contemporary Educational Psychology, 38, 236-246.
Hoover, T., Kubina, R. M., & Mason, L. H. (2012). Effects of self-regulated strategy development for POW+TREE on high school students with learning disabilities. Exceptionality, 20, 20-28.
Datchuk, S. M., & Kubina, R. M. (2011). Communicating experimental findings in single case design research: How to use celeration values and celeration multipliers to measure direction, magnitude, and change of slope. Journal of Precision Teaching & Celeration, 27, 3-17.
Lin, F. Y., Kubina, R. M., & Shimamune, S. (2011). Examining Application Relationships: Differences in Mathematical Elements and Compound Performance Between American, Japanese, and Taiwanese Students. International Journal of Applied Educational Studies, 9, 19-32.
Kostewicz, D. E., & Kubina, R. M. (2011). Building Science Reading Fluency for Students with Disabilities with Repeated Readings to a Fluency Criterion.Learning Disabilities: A Multidisciplinary Journal, 17, 89-104.
Kubina, R. M., Mason, L. H., Vostal, B. R., & Taft, R. J. (2011). Self-Regulated Strategy Development Instruction: Effects of Lesson Structure on a Teacher’s Behaviors. Learning Disabilities: A Multidisciplinary Journal, 17, 131-138.
Mason, L. H., Kubina, R. M. & Taft, R. (2011). Developing quick writing skills of middle school students with disabilities. Journal of Special Education, 44, 205-220.
Banda, D. R., & Kubina, R. M. (2010). Increasing Academic Compliance to Math Tasks Using the High-Preference Strategy in a Student with Autism.Preventing School Failure, 54, 81-85.
Brady, K. K., & Kubina, R. M. (2010). Endurance of Multiplication Fact Fluency for Students with Attention Deficit Hyperactivity Disorder. Behavior Modification, 34, 79-93.
Kostewicz, D. E., & Kubina, R. M. (2010). A comparison of two reading fluency methods: Repeated reading to a fluency criterion and interval sprinting.Reading Improvement, 47, 43-63.
Kubina R. M., Kostewicz, D. E., & Datchuk, S. M. (2010). Graph and Table Use in Special Education: A Review and Analysis of the Communication of Data.Evaluation & Research in Education, 23, 105-119.
Mason, L. H., Kubina, R. M., Valasa, L. L., & Cramer, A. M. (2010). Evaluating effective writing instruction of adolescent students in an emotional and/or behavioral support setting. Journal of Behavioral Disorders, 35, 140-156.

July 1 - August 6, 2021

Dates include move-in and move-out days (if needed).
Applications are now open.

Undergraduate credit offered

International students welcome

The Pre-College Program has traditionally been an on-campus, in-person experience. Because of COVID-19, the program was delivered entirely online during the summer of 2020, with great success! No decisions regarding delivery (on-campus or online) have been made yet about the summer of 2021.

The Pre-College Program is designed for academically curious high school students interested in the intellectual challenge and residential freedom of a true undergraduate experience. Pre-College students reside in campus dorms and are enrolled in summer courses alongside Penn undergraduates. Our program offers undergraduate courses in a wide array of disciplines taught by Penn faculty, staff and visiting scholars. Academic advising, access to university learning resources, and college admission workshops are also provided.

International students: The Pre-College Program welcomes international applicants. Any student that is not a US citizen or permanent resident will require an F-1 student visa to study in the US, if on-campus courses are offered. Visas are not required for online courses. Once admitted, you will receive an email from the International Student and Scholar Services office with instructions for applying for your I-20. The I-20 is the form you need to apply for an F-1 student visa at your closest US Embassy or Consulate. The F-1 visa requires students to enroll in a full-time course load of two c.u. (undergraduate courses.)

International student application deadline: April 1, 2021
Application deadline: May 1, 2021

Earn college credit from an Ivy League university and take classes with Penn undergraduates!

There’s no shortage of places to eat on campus. From student dining to local restaurants and grocery stores, Penn’s campus had everything to fit your palate and budget.

Pre-College Students reside in on-campus housing within walking distance to classes and dining halls. Enjoy state-of-the-art facilities perfect for relaxing, studying, and making lifelong friends.

As the nation’s first city to be named as a World Heritage City, Philadelphia’s endless sites to see make it the perfect place to spend your summer. (Photo Credit: Photo by Bob Krist for the PHLCVB)

Features

Explore exciting topics in college-level courses

Once accepted into the Pre-College Program, students work in consultation with a Penn academic advisor to select and enroll in one of four challenging curricula:

• One college-credit course (1 c.u.)*
• Biology 101 with lab (1.5 c.u.)
• Two college-credit courses (2 c.u.)
• Biology 101 with lab and a second college credit course (2.5 c.u.)

Registration in a desired course is not guaranteed, and many courses fill up, so early application is strongly advised. Penn Summer undergraduate courses are typically smaller in size and taught by Penn faculty, staff, and visiting scholars. Most classes meet two to five times weekly, Monday through Friday, and assign homework, research papers, midterms, and/or finals. Textbooks and additional course materials may be required for a class.

View summer 2020 courses in the Pre-College Program course guide.

Earn academic credit from the University of Pennsylvania

Pre-College Program students are evaluated by the same academic standards and procedures as Penn undergraduates. Students earn one course unit (1 c.u., the equivalent of 4 college credit hours) for each course taken. Biology 101 counts as 1.5 c.u. due to the rigorous laboratory component. Upon successful completion of the program and all coursework within, students may request official transcripts from Penn’s Registrar (fee-based). Students planning to transfer these grades to their future undergraduate record or institution should be aware that transfer credit is awarded at the discretion of the institution, including the University of Pennsylvania. Learn more about Penn’s transfer credit policies for pre-baccalaureate coursework.

The following program features have traditionally been part of the Pre-College on-campus experience. In summer 2020, the program was delivered entirely online and was not a residential program. No decisions regarding delivery (on-campus or online) have been made yet about the summer of 2021.

The Penn Summer High School Pre-College Program is a residential program that offers the following:

• Housing: Students live together in the heart of Penn’s campus in fully air-conditioned undergraduate dormitories featuring study and social lounges, laundry facilities, vending machines, and high-speed internet access. Single, double, and triple occupancy rooms typically available.
• Dining: Program tuition includes a meal plan with two meals included Monday through Friday and two meals on Sundays. Campus dining features a wide selection of dietary choices, including vegetarian and kosher options, and there is an exciting variety of retail food outlets throughout campus.
• Health and safety: All Pre-College Program students are assigned a Residential Counselor (RC) for mentorship and supervision. Residential Counselors live in the dorms and are available 24/7 if needed. Students also have access to Penn's Student Health Services for non-emergency care.

College Ld Programs In Penn Or Ohio

In addition to classes, Pre-College Program students enjoy evening and weekend activities that introduce scholars to student life at Penn and the city of Philadelphia. Weekend day trips have included: Washington, DC, New York City, Hershey Park, King of Prussia Mall, and the Jersey Shore. College preparatory admissions workshops, study sessions, and campus lecture series are also available.

College Ld Programs In Penn Or Ohio University

*Academic creditis defined by the University of Pennsylvania as a course unit (c.u.).A course unit (c.u.) is a general measure of academic work over a period of time, typically a term (semester or summer). A c.u. (or a fraction of a c.u.) represents different types of academic work across different types of academic programs and is the basic unit of progress toward a degree. One c.u. is usually converted to a four-semester-hour course.