2007 Supplement to the Graduate Bulletin

ADELPHI UNIVERSITY 2007 Supplement to the 2006–2008 Graduate Bulletin

www.adelphi.edu 1-800-ADELPHI September 2007 2007 Su p p l e m e n t

t o t h e

A d e l p h i Un i v e r s i t y 2 0 0 6 –2 0 0 8

G r a d u a t e

B u l l e t i n ADELPHI UNIVERSITY 2007 SUPPLEMENT TO THE 2006–2008 GRADUATE BULLETIN, SEPTEMBER 2007

ACCREDITATION

Adelphi University, an independent, comprehensive institution, is chartered by the University of the State of New York, and is accredited by the Middle States Association of Colleges and Schools, 3624 Market Street, Philadelphia, PA 19104-2680, (215) 662-5606; the New York State Education Department, 9 Washington Avenue, Albany, NY 12234, (518) 474-3852; the Commission on Collegiate Nursing Education, One Dupont Circle, NW, Suite 530, Washington, D.C. 20036-1120, (202) 887-6791; the American Psychological Association, 750 First Street, NE, Washington, D.C. 20002-4242, (800) 374-2721; the American Speech- Language-Hearing Association, 10801 Rockville Pike, Rockville, MD 20852; the Council on Social Work Education, 1725 Duke Street, Suite 500, Alexandria, VA 22314-3457, (703) 683-8080; the National Council for Accreditation of Teacher Education (NCATE), 2010 Massachusetts Avenue, NW, Suite 500, Washington, D.C. 20036-1023, (202) 466-7496; and AACSB International—The Association to Advance Collegiate Schools of Business, 777 South Harbour Island Blvd., Suite 750, Tampa, FL 33602-5730, (813) 769-6500.

CAMPUS SAFETY Colleges and universities are required under federal law to publish and make available an annual campus security report, which includes, among other information, statistics on campus crime. The crime statistics for all colleges and universities required to comply with this law are available from the United States Department of Education.

Adelphi University’s annual security report includes statistics for the previous three years concerning reported crimes that occurred on campus; in certain off-campus buildings or 3 property owned or controlled by Adelphi University; and on public property within, or immediately adjacent to and accessible from, the campus. The report also includes institutional policies concerning campus security, such as policies concerning alcohol and drug use, crime prevention, the reporting of crimes, sexual assault, and other matters. The advisory committee on campus safety will provide upon request all campus crime statistics as reported to the United States Department of Education. You may obtain a copy of this report by con- tacting the Department of Public Safety and Transportation (Levermore Hall Lower Level, 516-877-3500), or by accessing this Web site: administration.adelphi.edu/publicsafety. The United States Department of Education’s Web site for campus crime statistics is: www.ope. ed.gov/security.

EQUAL OPPORTUNITY Adelphi University is committed to extending equal opportunity in employment and educational programs and activities to all qualified individuals and does not discriminate on the basis of race, religion, age, color, creed, sex, marital status, sexual orientation, ethnicity, national origin, disability, genetic predisposition or carrier status, veteran status, status as a disabled or Vietnam-era veteran, or any other basis protected by applicable local, state, or federal laws. The discrimination coordinator for student concerns pursuant to Section 504 of the Rehabilitation Act of 1973 is Carol Phelan, Coordinator of Disability Support Services, Room 310, University Center, (516) 877-3145; the discrimination coordinator for employee concerns pursuant to Section 504 of the Rehabilitation Act of 1973 and for Title IX concerns is Jane Fisher, Manager of Employment, Employee and Labor Relations, Room 203, Levermore Hall, (516) 877-3222; the coordinator of Title VII and the Affirmative Action Officer is Lisa S. Araujo, Assistant Vice President for Human Resources and Labor Relations, Room 203, Levermore Hall, (516) 877-3224. 4

Adelphi University 2007 Supplement to the 2006–2008 Graduate Bulletin

This Supplement contains new graduate programs, revisions, changes, and correc- tions to University policies and programs as described in the Adelphi University 2006–2008 Graduate Bulletin. New faculty, changes in faculty appointments, as well as other updated information can be found on the Web at www.adelphi.edu. Programs and requirements are subject to change without notice at any time at the discretion of the University. Students should check with their advisers when planning their academic program.

IMPORTANT NOTES: Italicized page numbers cited throughout the Supplement refer to those pages in the Adelphi University 2006–2008 Graduate Bulletin. Contents 5

Contents

Academic Calendars...... 6 V. Derner Institute of Advanced I. An Adelphi Education...... 10 Psychological Studies...... 26 Table of Graduate Degrees and VI. School of Business...... 43 Programs...... 10 VII. Ruth S. Ammon School of II. Support Services and Education...... 45 Resources...... 13 Department of Communication III. Cocurricular and Sciences and Disorders...... 45 Student Life...... 14 Department of Curriculum and Instruction...... 47 IV. College of Arts and Sciences.15 Department of Health Studies, Anthropology...... 15 Physical Education and Art...... 15 Human Performance Biology...... 16 Science...... 58 Emergency Management...... 19 English...... 19 VIII. School of Nursing...... 60 Environmental Studies...... 19 IX. School of Social Work...... 81 History...... 20 X. University College ...... 85 Languages and International Studies...... 21 XI. Admissions...... 89 Physics...... 21 XII. Expenses and Financial Aid...... 89 Tuition and Fees...... 89 XIII. Rules and Regulations...... 91 6 ACADEMIC CALENDAR

Academic Calendar 2007–2008*

Fall 2007 Thursday, November 22–Sunday, Friday, August 24 November 25 Classes Begin–Fall 2007 Thanksgiving Break–No Classes Saturday, September 1–Monday, Monday, December 10–Tuesday, September 3 December 11 Labor Day Weekend–No Classes Emergency/Study Days Friday, September 7 Sunday, December 16 Last Day to Add a Course Finals Begin Wednesday, September 12 Saturday, December 22 No Classes to Begin at or After Finals End–Last Day of Classes for 3:50 p.m. Fall 2007 Thursday, September 13 No Classes Spring 2008 Friday, September 14 Wednesday, January 2 No Classes 2008 Intersession–Classes Begin Friday, September 21 Monday, January 21 No Classes to Begin at or After Martin Luther King Jr. Day– 3:50 p.m. No Classes Last Day to Drop a Course Tuesday, January 22 Last Day to Change Course Grading 2008 Intersession–Classes End Option Final Day to Submit Graduation Wednesday, January 23 Application for January 2008 Classes Begin–Spring 2008 Saturday, September 22 Wednesday, February 6 No Classes Late Registration Ends Last Day to Add a Class Friday, October 12 Final Day to Submit Graduation Wednesday, February 20 Application for May 2008 (to Last Day to Drop a Course have name appear in book) Last Day to Change Course Grading Option Friday, October 26 Last Day to Withdraw from a Course Monday, March 10–Sunday, March 16 Spring Break–No Classes Tuesday, November 6 Mission Day**–No Classes Tuesday, March 25 Last Day to Withdraw from a Course Wednesday, November 21 No Classes

*Calendar subject to change. ** Mission and Research days are days when faculty and students can devote attention to elements of the University mission that are in addition to degree-credit classes, such as scholarship, community service, discussions of pedagogy, how students learn, and how we know. ACADEMIC CALENDAR 7

Wednesday, April 23 Summer 2008 Research Day**–No Classes Session II Thursday, May 8–Friday, May 9 Friday, July 4 Emergency/Study Days No Classes Saturday, May 10 Monday, July 7 Finals Begin Classes Begin–Summer Session II Friday, May 16 Friday, July 11 Finals End–Last Day of Classes for Late Registration Ends Spring 2008 Last Day to Add a Course Sunday, May 18 Wednesday, July 16 Doctoral Hooding Ceremony Last Day to Drop a Course Last Day to Change Course Grading Monday, May 19 Option Commencement Monday, July 28 Last Day to Withdraw from a Course Summer 2008 Sunday, August 10 Session I Classes End–Summer Session II Monday, May 26 Memorial Day–No Classes Sunday, August 24 Summer 2008 Closes Tuesday, May 27 Classes Begin–Summer Session I Tuesday, June 3 Late Registration Ends Last Day to Add a Course Thursday, June 5 Last Day to Drop a Course Last Day to Change Course Grading Option Last Day to Submit Graduation Application for August 2008 Tuesday, June 17 Last Day to Withdraw from a Course Monday, June 30 Session I Classes End 8 ACADEMIC CALENDAR

Academic Calendar 2008–2009*

Fall 2008 Tuesday, December 9 Monday, August 25 Conversion Day–Wednesday Classes Classes Begin Starting on or After 3:50 p.m. will Meet as Makeup for October 8 Saturday, August 30–Sunday, No Tuesday Classes are Held August 31 Labor Day Weekend–No Classes Friday, December 12 Emergency/Study Day Monday, September 8 Last Day to Add a Course Saturday, December 13 Saturday Classes Meet Monday, September 22 Last Day to Drop a Course Sunday, December 14 Last Day to change Course Grading Sunday Classes Meet Option Monday, December 15 Monday, September 29 Finals Week Begins No Classes to Begin at or After Sunday, December 21 3:50 p.m. Finals End–Last Day of Fall 2008 Tuesday, September 30–Wednesday, Classes October 1 No Classes Wednesday, October 8 No Classes to Begin at or After 3:50 p.m. Thursday, October 9 No Classes Monday, October 27 Last Day to Withdraw from a Course Wednesday, November 26 No Classes Thursday, November 27–Sunday, November 30 Thanksgiving Break–No Classes Monday, December 8 Emergency Day for Monday, September 29, Classes Beginning Before 3:50 p.m. Makeup Day for Monday, September 29, Classes Beginning on or After 3:50 p.m.

*Calendar subject to change. ACADEMIC CALENDAR 9

Spring 2009 Summer 2009 Friday, January 2 Session I 2009 Intersession–Classes Begin Monday, May 25 Monday, January 5 Memorial Day–No Classes Last Day to Add a Course Tuesday, May 26 Thursday, January 8 Classes Begin–Summer 2009 Last Day to Drop a Course Session I Wednesday, January 14 Saturday, May 30 Last Day to Withdraw from a Course Last Day to Add a Course Monday, January 19 Tuesday, June 2 Martin Luther King, Jr. Day– Last Day to Drop a Course No Classes Last Day to Change Course Grading Option Friday, January 23 2009 Intersession–Classes End Friday, June 12 Last Day to Withdraw from a Course Monday, January 26 Classes Begin–Spring 2009 Monday, June 29 Last Day of Summer 2009 Session I Monday, February 9 Classes Last Day to Add a Course Monday, February 23 Last Day to Drop a Course Summer 2009 Last Day to Change Course Grading Session II Option Monday, July 6 Monday, March 16–Sunday, March 22 Classes Begin–Summer 2009 Spring Break–No Classes Session II Monday, March 30 Friday, July 10 Research Day**–No Classes Last Day to Add a Course Last Day to Withdraw from a Course Monday, July 13 Tuesday, May 12–Wednesday, May 13 Last Day to Drop a Course Emergency/Study Days Last Day to Change Course Grading Option Thursday, May 14 Finals Begin Thursday, July 23 Last Day to Withdraw from a Course Wednesday, May 20 Finals End Sunday, August 9 Last Day of Spring 2009 Classes Last Day of Classes–Summer 2009 Session II Thursday, May 21 Doctoral Hooding Ceremony Friday, August 21 Summer Session 2009 Closes Friday, May 22 Commencement ** Mission and Research days are days when faculty and students can devote attention to elements of the University mission that are in addition to degree-credit classes, such as scholarship, community service, discussions of pedagogy, how students learn, and how we know. 10 an adelphi education

I. An Adelphi Table of Graduate Education Degrees and

Updates Chapter I of the 2006–2008 Programs with Graduate Bulletin New York State Program Codes Off-Campus Centers Updates p. 17–18 Updates p. 15–16 The University awards the following The Manhattan Center graduate degrees and advanced certifi- NOTE: The Manhattan Center offers cates to students who fulfill all degree course work towards an M.S. degree in and certificate requirements. Students communication disorders/speech lan- are advised that enrollment in programs guage pathology. The Manhattan Center that are not registered or approved may houses a Center for Psychological jeopardize their eligibility for certain Studies that provides free services student aid awards. Following each and field placement opportunities to graduate degree is its New York State Adelphi students as well as low-cost Program Code. services to members of the community. Doctor of Arts (D.A.) Patchogue (at St. Joseph’s Communication Disorders (14897) College) Course work towards the Master Doctor of Audiology of Science (M.S.) in communication disorders/speech language pathol- (Au.D.) Audiology (29010) ogy is offered at St. Joseph’s College (Patchogue campus). Doctor of Philosophy (Ph.D.) Clinical Psychology (04165) Nursing (81377) Social Work (04170)

Master of Arts (M.A.) Adolescence Education (26402) Alternative Certification in Urban Education Studies (Trans B) (24638) Art (04111) Art Education (24640) Biology Education 7–12 (04082) Chemistry Education 7–12 (04157) Childhood Education (24639) Communications (84167) Community Health Promotion (77145) Table of Graduate Degrees 11

Early Childhood Education In‑Service (27798) Emergency Nursing/Disaster Management Early Childhood Education Pre‑Service (30055) (27800) Environmental Studies (23534) Early Childhood Elementary Education Literacy Education (22695) (88331) Nursing Administration (91021) Educational Leadership and Technology Nursing Education (30930) (22943 and 28948)* Physics with Concentration in Optics (31262) Elementary Teachers PreK–6 In‑Service (04095) English (04130) Master of Science/ English Education 7–12 (28912) Exercise Science and Sports Management Master of Business (24574) Administration Health Education (24572) Health Education (GATE) (24571) (M.S./M.B.A.) Health Education K–12 (04109) Nursing Administration (22306) Mathematics Education 7–12 (28911) Mental Health Counseling (28920) Physical Education (GATE) (24573) Master of Business Physical Education K–12 (04108) Physics Education 7–12 (04145) Administration (M.B.A.) Psychology (04161) Accounting (04089) School Psychology (27525) Graduate Opportunity for Accelerated Science Education 7–12 Areas (28909) Learning (26577) Social Studies Education 7–12 (28910) Management (04092) Spanish 7–12 (04121) Teaching English to Speakers of Other Languages (26400) Master of Social Work (M.S.W.) Master of Fine Arts Social Work (04169) (M.F.A.) The University also awards the following Creative Writing (30057) post-master’s advanced certificates, registered with the State of New York, to Master of Science (M.S.) students who have fulfilled the respec- Accounting (04088) tive advanced certificate requirements: Adult Health Nurse Practitioner (20407) Bilingual Education (85098) Biochemistry (89305) Post-Bachelor’s Biology (04084) Chemistry (04156) Advanced Certificate Childhood Special Education (26398) Basic Sciences for Health Professions (31671) Childhood Special Education Non- Certification (26399) Childhood Special Education in Inclusive Post-Master’s Settings (27015) Early Childhood Special Education In‑Service Advanced Certificates Adult Nurse Practitioner (93115) (28906) Bilingual Education (22287) Early Childhood Special Education In‑Service Bilingual Education for Certified Teachers (28907) (27013) Early Childhood Special Education Pre‑Service (28905) Earth Science (04160) *Contact the School of Education for explanation of multiple codes. 12 Table of Graduate Degrees

Bilingual Education for Certified Teachers (27014) Graduate Programs Bilingual School Social Work Certificate of Study Off-Campus (20367) Advanced Coaching (85427) Centers Banking (20797) Coaching (85428) Childhood Special Education for Certified Manhattan Center Teachers (31123) Master of Social Work (M.S.W.) Community Health Promotion (77747) Master of Science (M.S.) in Emergency Early Childhood Education (27799) Nursing and Emergency Management Early Childhood Special Education (28908) Master of Science (M.S.) in Nursing Education Educational Leadership and Technology (Post- Master of Science (M.S.) in Nursing Master’s) (22944 and 28949)* Administration Educational Leadership and Technology (Post- Education—all graduate programs exclud- Bachelor’s) (22945 and 28950)* ing adolescence education and physical Emergency Management (28789) education Emergency Nursing/Disaster Management Graduate Certificate in Emergency (30056) Management Human Resource Management (85220) Literacy Birth–Grade 6 (31150) Hauppauge Center Literacy Grades 5–12 (inservice) (31151) Master of Social Work (M.S.W.) Literacy B–6 and Grades 5–12 (inservice) Master of Arts (M.A.) in General Psychology (31152) Master of Arts (M.A.) in School Psychology Management of the Arts (78073) Master of Arts (M.A.) in Mental Health Nursing Administration (83006) Counseling Nursing Education (30932) Graduate Certificate in Emergency School Psychology (19030) Management Teaching English to Speakers of Other Languages (26401) Hudson Valley Postgraduate Certificates Master of Social Work (M.S.W.) Awarded by the Gordon F. Derner Institute of Advanced Psychological Studies Childhood and Adolescent Psychotherapy Group Psychotherapy Marriage and Couple Therapy Psychoanalysis/Psychotherapy Psychodynamic School Therapy Respecialization in Clinical Psychology support services 13

II. Support Services Office of Disability and Resources Support Services Updates p. 33 Updates Chapter II of the 2006–2008 Graduate Bulletin Students with disabilities who are in need of accommodations or assistance Office of Information must contact the Office of Disability Technology and Support Services. Resources The University Libraries Updates p. 32–33 Updates p. 35

Customer Services The libraries provide state-of-the- Customer Services is located in the art information systems and services Information Commons on the second including Internet-based information floor of Swirbul Library. You can con- resources, electronic full-text jour- tact Customer Services by telephone nals, and document delivery services. at (516) 877‑3340. Hours vary by The Adelphi Library Catalog Online semester and during exam periods. Fall (ALICAT) provides electronic access to semester hours are: the libraries’ holdings. Participation in Monday through Thursday: the ConnectNY consortium of New York 8:00 a.m.–12:00 Midnight academic libraries provides direct bor- Friday: 8:00 a.m.–8:00 p.m. rowing of the 5 million books in the col- Saturday: 8:00 a.m.–8:00 p.m. lections of member libraries. Members Sunday: 10:00 a.m.–8:00 p.m. of the library faculty are available to provide instruction in the use of the eCampus libraries and their resources. http://ecampus.adelphi.edu/ The Adelphi eCampus portal gives you Swirbul Library/ easy access to applications and services Information Commons with a single sign-on. Once you log on Regular Schedule to eCampus, you can read your email, Monday–Thursday 8:00 a.m. – post to the message boards, access 12:00 Midnight + * C.L.A.S.S. and Blackboard, and view Friday 8:00 a.m. – 8:00 p.m. + the calendar for the latest events. Saturday 8:00 a.m. – 8:00 p.m. # eCampus is organized by tabs, Sunday 10:00 a.m. – including My eCampus; Message 12:00 Midnight * Boards; Calendar; Libraries; Email; + Public service desks open at 8:30 a.m. and Services. For more information * Public service desks close at 10:00 p.m. about eCampus tabs and offerings, visit # Public service desks open at 10:00 a.m. http://ecampus.adelphi.edu/, or contact For information and hours, please Customer Services at (516) 877‑3340. call (516) 877‑3572. 14 CoCurricular and Student Life

The Writing Center III. Cocurricular Updates p. 35 and Student Life

The Writing Center helps students of all Updates Chapter III of the 2006–2008 abilities learn to use writing more effec- Graduate Bulletin tively within their programs. The staff of peer tutors works with students in the Arts and Events process of writing term projects, the- ses, or other assignments. Students may Updates p. 38 make an appointment or simply drop in. Standing appointments and long-term Various topics have been addressed arrangements can be made for those by recent guest speakers on campus. working on larger projects. The Writing Seymour Hersh, the widely acclaimed Center also offers frequent workshops investigative reporter, gave a very infor- on a variety of topics and maintains a mative speech about the Iraqi pris- library of composition reference books oner scandal that is detailed in his and handouts. book, Chain of Command: The Road The Writing Center on the Garden from 9/11 to Abu Ghraib. The gen- City campus, located on the lower eral managers of the New York Mets level of Earle Hall, is open during and the New York Yankees were fea- the fall and spring semesters Monday tured in “Baseball in the Big Apple: through Thursday, 9:00 a.m. to 8:00 An Evening with Brian Cashman and p.m., and Friday, 9:00 a.m. to 5:00 Omar Minaya.” Anthony Bourdain, p.m. Summer session hours are Monday executive chef at New York’s famous through Thursday, 9:00 a.m. to 5:00 bistro, Les Halles, and host of Travel p.m. In addition, the Writing Center Channel’s No Reservations, cooked for provides evening and weekend tutoring students and gave a lecture entitled at the Manhattan Center Library and “How to Stop Worrying and Enjoy at a drop-in desk at Swirbul Library. Globalization/Global Adventures in Students from the Hudson Valley and Extreme Cuisine.” Hauppauge campuses may call the The Cultural Events Committee Writing Center to schedule telephone brings many world-renowned and fas- and online tutoring sessions during cinating speakers to our campus. Past regular hours of operation. For more speakers include authors James Bradley, information, telephone (516) 877‑3296 Jonathan Kozol, and Jane Smiley; jour- or visit the Center’s Web site at http:// nalists and political commentators students.adelphi.edu/writingcenter. David Gergen, James Carville, and Mary Matalin; Nobel Prize winner Bill Phillips; actors Rita Moreno and Ben Vereen; filmmaker Spike Lee; and New York Yankees Manager Joe Torre. College of Arts and Sciences 15

Interfaith Center IV. College of Arts Updates p. 40 and Sciences

Students are served by representatives Updates Chapter IV of the 2006–2008 of the Catholic, Humanist, Jewish, Graduate Bulletin Muslim, and Protestant faiths. The Humanist Chaplain also main- Anthropology tains an office on the third floor of the University Center. Course Update For more information students may visit the Interfaith Center, call (516) Addition: 877‑4944, or go to http://students. ANT 791 Independent Study adelphi.edu/sa/ifc. Art

Course Updates Additions: ART 753 Contemporary Art Seminar 3 credits Course focuses on issues that surround the making and exhibition of art, e.g. the role of art criticism, the place of craft in contemporary art, the challenge of pluralism for the individual artist, and other timely subjects. Weekly readings, short essays, films, and field trips are part of the curriculum. ART 790 Women in Art 3 credits A study of the contribution of women to the visual arts from antiquity to the present, in light of historical, socio-economic and cultural factors. Woman as icon, forgotten artist, and the litmus for change. The course asks how, and why their important work was overlooked. Invited speakers. ART 790 Special Topics: 3D Color: Glazes and Patinas 3 credits This course focuses on two categories of sur- face elaboration that will augment the student’s understanding and ability to use color in three dimensional works of art. Through the study of patina and glaze finishes, students will learn the material and technical aspects of finishing sculp- tural surfaces. Comprehension and mastery of these techniques will be explored and evaluated through class critiques. 16 Biology

for Graduate Students.” Copies may be Biology obtained in the Biology Department Office. Updates p. 50 Biotechnology Concentration Biotechnology specialization is now a (33–36 credits) biotechnology concentration. Biotechnology is a dynamic and grow- ing field in which the discoveries of Requirements for the modern biology are applied to solve M.S. in Biology problems in medicine and agriculture. In Adelphi’s biotechnology concentra- Updates p. 51 tion, students receive a combination of scientific knowledge, basic business A. Research Thesis Option education, and practical training in an (33 credits) internship to prepare them for employ- 1. Two laboratory courses. ment in universities, hospitals, and 2. Elective credits: the biotechnology and pharmaceutical Electives may be at the 500, 600, industries. or 700 level. Only two courses Students can receive biotechnology may be chosen at the 500 level training in the Adelphi master’s pro- without specific approval follow- gram in biology in two ways: ing petition to the Director of 1. As students admitted to the Departmental Graduate Studies. biotechnology concentration, With approval of the supervisory by completing the requirements committee, up to 12 credits may described below; this program be selected from graduate offer- combines training in science and ings in other departments. business with an internship to 3. An average of at least 3.0 is provide the most in‑depth prepa- necessary for graduation. In ration for work in the biotechnol- general, a degree will not be ogy industry; or awarded to any student who 2. As students admitted to the receives 3 credits of F or biology master’s program, by 6 credits of C. taking relevant courses such as 4. BIO 798 and 799 (Thesis “Introduction to Biotechnology”; Research, based on laboratory this approach will provide some or field studies). background in biotechnology to help students decide if this field B. Nonthesis Option (Scholarly is for them, but without the busi- Paper) (36 credits) ness courses and internship. 1–3 as above plus BIO 796 The biotechnology program offers (Scholarly Paper, a literature two tracks, a research thesis track and review, and critique of a specific a scholarly paper track: field of study in biology) • Research Thesis track: 33 Note: Students must acquaint themselves credits minimum, 36 credits with the current copy of the Biology “Guide Biology 17

recommended for biotechnology • BIO 630 Experimental Design concentration (3 credits) • Scholarly Paper track: 36 credits • BIO 794 Internship in Because of the value of an extended Biotechnology (3 credits) research experience in preparing stu- • One of these lecture/lab dents for work in biotechnology, stu- combinations: dents are strongly recommended to –– BIO 640/641 Graduate follow the Research Thesis track, but it Genetics/Graduate Genetics is also possible to complete the master’s Lab (4 credits) degree by following the Scholarly Paper –– BIO 650/651 Graduate Cell track; this would be especially appro- Biology/Graduate Cell Biology priate for students who already have Lab (4 credits) extensive lab experience. • One additional lab course from the following, including Requirements for Admission to the co- or prerequisite lecture the Biotechnology Concentration course: • Been admitted to, and completed –– BIO 504 Physiological 12 credits in, the Adelphi M.S. Chemistry (4 credits) program in biology –– BIO 506 Molecular Biology • Taken GRE, or scored above 450 (4 credits) on GMAT –– BIO 525 Transmission –– This is a requirement to take Electron Microscopy (4 credits) graduate courses in the School –– BIO 526 Scanning Electron of Business. The required Microscopy (4 credits) exam could be taken while a –– BIO 615/616 Regulatory student was already enrolled Physiology/Regulatory in the M.S. program in biology. Physiology Lab (4 credits) • Interested students will apply –– BIO 626 Cell Culture to be admitted to the biotech Techniques (4 credits) nology concentration by writing –– BIO 640/641 Graduate a letter to the Biology Graduate Genetics/Graduate Genetics Committee. Lab (4 credits) • Admission will be based on –– BIO 650/651 Graduate Cell previous record, performance Biology Graduate Cell Biology at Adelphi, and potential for Lab (4 credits) success in biotechnology. –– BIO 674/675 Graduate Microbiology/Graduate Biotechnology Required Microbiology Lab (4 credits) Courses –– CHE 571/572 Biochemistry • BIO 645 Introduction to I & II (8 credits) Biotechnology (3 credits) The following three courses in busi- • CHE 581 Laboratory Safety ness (9 credits total, 3 credits each): (1 credit) –– ACC 500 Financial Accounting 18 Biology

–– BUS 551 Legal and Ethical BIO 621 Endocrinology 3 credits Environment (intellectual Functional analysis of the mechanism and activities of the ductless glands with emphasis on hor- property issues) monal regulation of reproduction, metabolism, –– MGT 561 Management and growth. Lecture. Theory/Organizational BIO 630 Special Topics: Coral Reefs and Behavior Tropical Shores: Environmental Studies One of the following business courses at San Salvador, the Bahamas 3 credits Permission of instructor and a swim competency is recommended but not required test are required. This course has a travel fee in (3 credits): addition to tuition, and requires that students –– BUS 580 Marketing, or have passports and snorkeling gear. This is a field-based course focusing on both the –– BUS 689 Persuasive coral reef and the shoreline environments of San Communication and Salvador, the Bahamas, and associated environ- Negotiation mental issues. Course work in tropical environments, reef ecology, reef geology, and tropical For the Research Thesis track, stu- coastal processes will be conducted daily on dents must write and defend a thesis land and underwater (snorkeling) and include based on at least two semesters of Thesis data collection and analysis. Students will also learn about Bahamian culture and the environ- Research (BIO 798/799, 6 credits mental challenges of island life, particularly in total). light of increased tourism. Students will also have For the Scholarly Paper track (by the opportunity to investigate archeological sites (pre-Columbian; the site Columbus supposedly permission only to biotechnology stu- landed). Evening lectures and laboratory experi- dents), students must register for ences will supplement fieldwork. Scholarly Paper (BIO 796, 2 credits), BIO 630 Special Topics: Innate and write and defend a scholarly paper Immunity and Viral Infections 3 credits based on library research in an area of Innate immunity is the body’s first line of defense against infections, including those of viruses, and interest in biology. Students will also has been a major area of research advances in the need to complete additional course work past few years. This course explores the mecha- in biology to give a total of 36 credits. nism of innate immunity and its role in defending against viruses. Exceptions to the above courses may be approved only with special permis- Course Types sion of the Graduate Committee. The following courses are lectures: BIO 528 BIO/ENV 567 Course Changes BIO 615 BIO 630 BIO 631 BIO 640 Updates p. 61–63 BIO 645 BIO 654 BIO 660 BIO 670 Additions: BIO 674 BIO 540 Principles of Disease 3 credits The following courses consist of lec- Prerequisites: BIO 112, 112; BIO 203, 204 or tures and laboratory: equivalent A discussion of how diseases affect organ sys- BIO 526 BIO 626 tems and major organs with emphasis on cellular, CHE 571 CHE 572 genetic, immune mechanisms. Detection methods, mechanisms of treatments are also included. The following courses consist of lec- Not for biology major credit. tures and one laboratory each week: BIO 504 BIO 526 Environmental Studies 19

The following course consists of a lec- ing, and courses in literature, language, ture and two laboratory periods each and theory. week: BIO 506 Degree Requirements for the The following course consists of a lec- M.F.A. in Creative Writing ture and computer lab work: Updates p. 54 BIO/ENV 624 Thesis Colloquium 4 credits The following course consists of one Required of all students: laboratory period per week: ENG 799 Thesis Colloquium BIO 641 ENG 790 Thesis Independent Study (4 credits) The following course consists of lecture/ discussion: Environmental Studies BIO 650 Updates p. 55 Emergency Management There are two basic curricular concen- Updates p. 63–64 trations open to the student who wishes to pursue the Master of Science degree Please note: Emergency Management in environmental studies. A student now falls under University College. can elect a concentration in the glob- Updates to this section can be found in al physical environment or in the Graduate Bulletin Supplement Section global human environment. In the X, University College. latter, specializations in environment and health and business/environ- English mental are available. Course Changes Course Changes Updates p. 65 Updates p. 66–68 Additions: Additions: ENG 621 American Literature II 3 credits The study of major writers, themes, and forms ENV 566 Populations, Health from 1800 to the turn of the century. Includes the and Disease Ecology 4 credits works of Emerson, Hawthorne, Melville, James, Cross-listed with ANT 566 Wharton, and Twain. This course studies the human factors affecting environmental conditions and subsequently the Updates p. 53 distribution and ecology of diseases. The nature of infectious diseases affecting humanity and the effects to control and eradicate them are exam- The English Department offers the ined from an interdisciplinary point of view. Master of Fine Arts (M.F.A.) program in creative writing, with advanced workshops in fiction, poetry, and playwrit- 20 History

ENV 590 Special Topics: Geohazards History ENV 590 Special Topics: Environmental Chemistry 3 credits This course is designed for the science track stu- Course Changes dents in the Environmental Studies program. The chemical aspects of environmental phenomena and problems will be studied. Causes of pollution, Updates p. 68–69 in water and air, and possible solutions from a chemical view point will be discussed. (Students Additions: must have a minimum knowledge of chemistry.) HIS 533 Special Studies in ENV 590 Special Topics: Epidemic and American History I 3 credits Pandemic Planning and Response This seminar covers American history from Cross-listed with EMG 590 Colonial America through the Civil War. This A critical analysis examining how we plan for course does not cover every topic, but is instead a and respond to infectious epidemic disease, thematic exploration of the most relevant historical from smallpox and SARS to influenza and AIDS. problems during this era. The goal of this semi- Themes to be addressed include the historic nar is to introduce graduate students, prospective impact of catastrophic illness; the relationship teachers, and educators to a variety of problems between contagion and social upheaval; the social and questions represented by contemporary writing construction of disease; the effects of urbaniza- on American history. By becoming familiar with tion; the role of doctors, nurses and allied health these questions, students can separate one histori- and alternative practitioners; the quest for public cal school from another, thus bringing more depth health; prejudice and infection; quarantine and to their ability to prepare data-based questions isolation; and the tension between public good and shape their own history courses. Students can and individual rights. choose from several topics discussed weekly dur- ENV 599 Continuous ing class and write papers, utilizing the suggested Matriculation 0 credits primary source material, interpretive essays, and ENV 630 Special Topics: Coral Reefs and texts, provided prior to each week’s session. Tropical Shores: Environmental Studies HIS 534 Special Studies in at San Salvador, the Bahamas American History II 3 credits Permission of instructor and a swim competency The seminar covers Civil War to the present. This test are required. This course has a travel fee in course does not cover every topic, but is instead a addition to tuition, and requires that students thematic exploration of the most relevant historical have passports and snorkeling gear. problems during this era. The goal of this semi- This is a field-based course focusing on both nar is to introduce graduate students, prospective the coral reef and the shoreline environments teachers, and educators to a variety of problems of San Salvador, the Bahamas, and associated and questions represented by contemporary writing environmental issues. Course work in tropical on American history. By becoming familiar with environments, reef ecology, reef geology, and these questions, students can separate one histori- tropical coastal processes will be conducted daily cal school from another, thus bringing more depth on land and underwater (snorkeling) and include to their ability to prepare data-based questions data collection and analysis. Students will also and shape their own history courses. Students can learn about Bahamian culture and the environ- choose from several topics discussed weekly dur- mental challenges of island life, particularly in ing class and write papers, utilizing the suggested light of increased tourism. Students will also have primary source material, interpretive essays, and the opportunity to investigate archeological sites texts, provided prior to each week’s session. (pre-Columbian; the site Columbus supposedly landed). Evening lectures and laboratory experiences will supplement fieldwork. ENV 630 Special Topics: Humans, Primates and Sustainable Development This course, focusing primarily on primate ecology and adaptations, aims to address the fundamentals of sustainability in which environmental conditions, cultural horizons, and politico-economic concerns are inseparably integrated. Physics 21

Languages and Physics International Studies Updates p. 59 Course Change Combined Baccalaureate Updates p. 68 and Master’s Degree: Scholars Teachers Education Addition: Program (STEP) SPA 551 Survey in Spanish and Spanish American Literature 3 credits The Department of Physics in col- Knowledge of Spanish required A study of selected Spanish and Spanish laboration with the Adelphi University American poetry, fiction, and theatre. Reading, Ammon School of Education offers the interpretation, discussion of literary aspects and Scholars Teachers Education Program background of the works of selected authors, research on approved literary works, and prepa- (STEP) in physics. STEP is a unique, ration of lesson plans based on the works. five-year, combined bachelor’s/master’s program for undergraduate students preparing to teach in the high schools. Students who successfully complete the program will graduate with a Master of Arts from the Ammon School of Education. The continuity and cohe- siveness of the graduate and undergraduate aspects of the program make the curriculum both economical and comprehensive. The structure of STEP is particularly effective in meeting the needs of the transfer student. Most students entering the program at the junior level have a three-year course study, which takes them through their master’s degree in education. The students are strongly advised to consult the department for advisement and discussions.

Admission Requirements • Freshmen: minimum 3.0 high school GPA; SAT of 1000 or higher • Transfer students: minimum 2.75 GPA 22 Physics

M.S. in Physics with a a proposed thesis topic for Thesis Concentration in Optics option students. The degree plan must The Department of Physics offers an be approved by the department. For M.S. in physics with a concentration both degree options, the student will in optics. Lasers and modern optics be required to take 15 credits of core are playing important roles in the pres- physics courses. Non-Thesis option stu- ent technological world. They have dents are required to take 15 credits major applications in communications, from approved elective courses beyond defense, surgery, homeland security, the core courses. The elective courses printers, scanners, medical diagnostics, should be primarily from within the fundamental research and numerous department, but out-of-department other technology applications. The pro- electives are allowed as approved by gram emphasizes the fundamentals and the faculty. advanced scientific and technological Thesis option students are required developments of the subject with hands- to take an additional 9 credits from on laboratory experience. This experi- approved elective courses. Additionally, ence would enable a student to seek job students must complete a significant opportunities in a number of areas of research project with an accompanying research and technology in the broader thesis in addition to the required course areas of lasers and modern optics. load. The thesis must be defended in The students will also participate in front of a committee consisting of the a number of experimental and theoreti- project adviser, a second member of the cal research projects. State-of-the-art department, and an additional mem- research is conducted in lasers, modern ber from outside the department. Prior optics, quantum and non-linear optics, to beginning work towards the thesis atom traps, development of trace gas option, the student must present a short detection techniques employing lasers, proposal of the work to be performed for holography, flame diagnostics, alternate the approval of the department faculty. energy technologies, and environmental science. Required Core Courses All students pursuing an M.S. in phys- Degree Options ics, including Thesis and Non-Thesis There are two degree options, Thesis students, must complete all of the fol- and Non-Thesis. The thesis option lowing required courses. All the courses requires 24 credits of courses and a are 3 credits. 6-credit research based thesis, while PHY 507 Quantum Mechanics the Non-Thesis option requires 30 PHY 502 Electrodynamics credits of courses and a short paper. PHY 513 Solid State Physics Within the first semester of enroll- PHY 505 Optical Instrumentation ment in the program, all students are PHY 515 Modern Optics advised to submit a degree plan that Laboratory details the courses to be taken, selects Thesis or Non-Thesis option, and gives Physics 23

Elective Courses some time since completing their under- Beyond the required core courses, graduate degree, work experience and the students will be required to ful- other factors can be considered to com- fill the course requirements by choos- pensate for lower GPAs. Admission and ing approved electives. The majority financial aid decisions will be made of the electives are to be chosen from separately. Applications for financial the following list. All the courses are aid, fellowship, or assistantship will be 3 credits. considered separately. PHY 603 Lasers I The program with a concentration PHY 604 Lasers II in optics will give the students a very PHY 606 Physical Optics good education in physics while being PHY 608 Nonlinear Optics focused enough in practical areas of PHY 607 Quantum Mechanics II optics to greatly enhance their job skills PHY 642 Quantum Optics and employment opportunities. PHY 658 Laser Cooling & Trapping Course Changes PHY 648 Fiber Optics PHY 662 Optical Radiation: Updates p. 70 Sources, Detection and PHY 620 Advanced Mathematical Noise Methods for Physics 3 credits PHY 620 Advanced Mathematical Topics for advanced study in physics, including calculus of variations, coordinate transformations, Methods for Physics introduction to tensors, functions of a complex PHY 613 Statistical Mechanics variable, probability, and introduction to special PHY 628 Atomic Physics and functions such as gamma, beta, and Bessel. Spectroscopy PHY 623 Classical Mechanics 3 credits PHY 623 Classical Mechanics Mathematical introduction; review of elementary mechanics; central force problems; conservation theorems and applications; Fourier and Green’s Admission Requirements functions; variational calculus and Lagrangian multipliers; Lagrangian and Hamiltonian formu- Applications to the program will be lations; oscillations; normal mode theory; rigid reviewed by the department faculty. body dynamics. Students to be admitted must have an PHY 628 Atomic Physics & undergraduate degree from an accred- Spectroscopy 3 credits ited university in physics or a related The topics include the interaction of radiation with matter, radiation detectors, and resonances. field (such as optics, engineering, or Applications of quantum mechanics are stressed. chemistry). All applicants must submit Spectroscopic studies of atoms and molecules are an application form including required explored in detail. essays, two letters of recommendation, and transcripts from undergraduate Deletions: institutions. The GRE is recommend- PHY 605 ed, but not required. For those coming PHY 680 directly from an undergraduate program, a minimum GPA of 3.0 will be required in all but exceptional cases. For those who have been working for 24 Physics

Additions: PHY 603 Lasers I 3 credits This course prepares the student to understand PHY 502 Electrodynamics 3 credits the fundamental principles and design features This course covers topics in electromagnetic of laser systems. The course starts with a discus- theory that serve as a foundation for classical sion of the physical processes that occur in laser descriptions of many optical phenomena. A par- oscillators and amplifiers. Other topics which will tial list of topics includes: review of Maxwell’s be covered include optical resonator mode theory; equations, boundary conditions, and wave equa- Q-switching and mode locking; and techniques tions; polarization of light; crystal optics; vec- for measuring the spectral and temporal proper- tor, scalar, and Hertz potentials; radiation from ties of laser beams. accelerated charges; electric and magnetic dipole radiation; Lorentz atom description of the inter- PHY 604 Lasers II 3 credits action of light with matter; scattering; optical This course describes various classes of lasers waveguides. (optically pumped solid state lasers, gas lasers, organic dye lasers, etc.). Designs of specific PHY 505 Optical laser systems from each class will be described Instrumentation 3 credits in detail (the Nd:YAG laser, argon ion laser, Important concepts of optical coherence, inter- dye lasers, etc.). Key applications of lasers and ferometry, and optical instruments will be dis- related measurements will also be explored. cussed. Course will cover fundamental concepts key to the understanding and operation of the PHY 606 Physical Optics 3 credits instruments, but will focus on practical analysis The principles of physical optics including dif- of basic components (such as prisms and lenses), fraction and propagation based on Fourier trans- common interferometers (such as Fabry-Perot, form theory; integral formulation of electromag- Mach-Zender, Michelson, Newton, etc.), and netic propagation; diffraction from apertures other optical instruments (such as microscopes and scattering objects; applications to optics of and telescopes). Fourier transform theory, sampling expansions, impulse response, propagation through optical PHY 507 Quantum Mechanics I 3 credits systems, imaging and transforming, optical trans- Ideas leading to quantum mechanics; fer function, and optical filtering. Schrodinger’s equation in time-independent and time-dependent forms. One- and three- PHY 607 Quantum Mechanics II 3 credits dimensional solutions of bound-state eigenvalue The course covers the topics in modern quan- problems; scattering states; barrier penetration; tum theory, which are relevant to atomic physics, the hydrogen atom; perturbation theory. Quantum radiation theory, and quantum optics. The theory mechanical description of identical particles, is developed in terms of Hilbert space opera- symmetry principles, multi-electron systems. tors. The quantum mechanics of simple systems, including the harmonic oscillator, spin, and the PHY 513 Solid State Physics one-electron atoms, are reviewed. Finally, meth- for Optics 3 credits ods of calculation useful in modern quantum Prerequisite: PHY 507 optics are discussed. These include manipulation Properties of crystal structures, lattice vectors, of coherent states, the Bloch sphere representa- Bragg diffraction, Brillouin zones, elastic waves, tion, and conventional perturbation theory. phonons, thermal properties, Fermi gas, energy bands, Kronig-Penny model, Bloch wave func- PHY 608 Nonlinear Optics 3 credits tions, semiconductors, effective mass of electrons Fundamentals and applications of optical sys- and holes. Fermi surfaces and metals, optical pro- tems based on the nonlinear interaction of light cesses and excitons, dielectrics, optical scatter- with matter. Topics to be treated include mecha- ing and absorption, p-n junctions, semiconductor nisms of optical nonlinearity, second-harmonic lasers light emitting diodes, nanostructures and and sum- and difference frequency generation, quantum dots, and fiber optics. photonics and optical logic, optical self-action effects including self-focusing and optical soliton PHY 515 Modern Optics formation, optical phase conjugation, stimulated Laboratory 3 credits Brillouin and stimulated Raman scattering, and Intensive laboratory course with experiments on selection criteria of nonlinear optical materials. optical imaging systems, testing of optical instruments, diffraction, interference, holography, lasers, detectors, spectroscopic instruments. Physics 25

PHY 613 Statistical Mechanics 3 credits PHY 662 Optical Radiation: Sources, Review of thermodynamics; general principles of Detection, and Noise 3 credits statistical mechanics; microcanonical, canonical, The generation, detection, and measurement of and grand canonical ensembles; ideal quantum optical radiation. The following topics are cov- gases; applications to magnetic phenomena, heat ered: definitions of radiance, intensity, irradi- capacities, black-body radiation; introduction to ance, exitance, solid angle; the Planck radiation phase transitions. law; approximations to the radiation law and their use in engineering calculations; emissivity and PHY 642 Quantum Optics 3 credits properties of radiation sources; Kirchhoff’s law; This course will explore advanced topics in con- irradiance in optical imaging systems; detec- temporary experimental and theoretical quan- tor responsivity; noise in the detection process; tum optics, including squeezing, entanglement, the Fowler-Einstein equation and Poisson statis- photon statistics, non-demolition measurements, tics; the spectral density of bandlimited noise; lasing without inversion, etc. as well as various Carson’s theorem; shot noise; temperature noise applications of these areas. in thermal and quantum detectors; Johnson noise PHY 648 Fiber Optics 3 credits in electric circuits; direct and heterodyne detec- The course is designed to give the student a basic tion schemes; transient response of detectors; understanding of the optical communication sys- detective quantum efficiency; thermal detectors; tems while making him/her aware of the recent photoemissive detectors; photoconductive and technological advances. The following topics photovoltaic detectors; television camera tubes; are covered: components of an optical commu- and charge-coupled detector arrays; photometry; nication system, propagation characteristics of and colorimetry. optical fibers, lightwave sources such as light- emitting diodes and semiconductor lasers, optical receivers, noise analysis and bit error rate, coherent multichannel and soliton based communication systems. PHY 658 Laser Cooling and Trapping 3 credits The course will present the theoretical and experimental foundations of laser cooling and trapping of atoms. Semi-classical and quantum treatments of Doppler and sub-Doppler laser cooling will be discussed, along with optical trapping, magnetic trapping, and hybrid traps. The course will also explore applications, including optical lattices, atom optics, Bose-Einstein condensates, and Fermi degenerate gases. 26 derner institute

V. Derner Institute informed education in psychology that prepares them to be lifelong learners of Advanced and well-trained professionals who Psychological Studies combine scholarly inquiry and professional service. Our faculty draws on Updates Chapter V of the 2006–2008 and contributes to the evolving body of Graduate Bulletin knowledge about the workings of the human mind and behavior, while our training emphasizes helping students to Professional Philosophy transform the ways in which they make meaning and relate to others through Updates p. 72 psychology—our training requires critical reasoning, intellectual rigor, The Gordon F. Derner Institute of creative imagination, and empathic Advanced Psychological Studies has capacity to work with diverse individu- long been recognized as a pioneer in als, groups, and families. the training of clinical psychologists. Adelphi’s clinical psychology doc- The Institute was founded in 1951 and toral program uses the Vail model for became the nation’s first university- its philosophy of training. The Vail based professional school of psychology model proposed that a clinical psy- in 1972. Today, the Institute houses an chology program must adhere to the array of programs emphasizing profes- following general principles: the clini- sional practice integrating psychological cal psychologist should have a core of science and research through its under- knowledge and training common to all graduate psychology program, master’s psychologists; the program should be program in general psychology, mental of at least four years’ duration, com- health counseling and school psychol- bining academic and clinical training, ogy, APA accredited Ph.D. program in including an internship; preparation clinical psychology, and postgraduate should be broadly directed toward both programs in psychoanalysis and psy- research and professional goals rather chotherapy. We are committed to train- than simply technical skills; courses ing professionals to meet the needs of a should be developed in sequence and diverse and global society. be complementary rather than over- The Derner Institute educates stu- lapping; the faculty should be neither dents in the discipline of psychology— over-dominated by the academy nor one that is grounded in both the social simply practical; continued contact and natural sciences; and committed to throughout the training with clinical scholarship, research, and practice that material is necessary, with the range are sensitive to multicultural issues, extending from the normal to the abnor- and integrative of multiple psychologi- mal population; a sense of professional cal perspectives from cognitive, social, responsibility and professional obliga- developmental, and psychodynamic tion must be instilled; cooperative work perspectives. We provide students at with persons of related disciplines all levels with a rigorous, empirically- is encouraged and sensitivity to the derner institute 27 social implications of the psychologists’ graduate training program designed activities is essential; and throughout, to help students acquire knowledge research issues are to be emphasized. regarding helping relationships, groups, Thus, the program should hold fast to lifestyle and career development, and those principles that suggest that the research and evaluation. Students are psychologist will be a professional, educated to use this knowledge and trained in a research tradition. These the requisite clinical skills to become principles guide the core curricula of competent counselors. The program is the doctoral program to be divided into designed for full-time study. The cur- the following major areas of instruction: riculum is designed to prepare students general psychology, psychodynamics of to be effective entry-level counselors behavior, diagnostic methods, therapy, mental health counselors in a variety of research methods, professional eth- settings including schools, community ics, and related disciplines. They also agencies, hospitals, business and indus- influence the emphases in our other try, and clinics. It complies with the programs. standards for state and national accred- iting groups Council for Accreditation Programs and Degrees of Counseling and Related Educational Programs (CACREP). After fulfilling Updates p. 73–74 all requirements, students must work in the field under appropriate supervi- NOTE: Postdoctoral programs are now sion for 3,000 hours before sitting for referred to as “postgraduate” programs the New York State licensing exam in in the Derner Institute. mental health counseling. The Master of Arts in school The Master of Arts in general psy- psychology enables students to prac- chology is a full- or part-time pro- tice in a school setting using integrated gram, designed to serve three broad skills, such as providing comprehen- groups: (1) students who will apply sive psychoeducational evaluations their psychology skills to advance an and school consultations. Various field already established career directions; placements during the course of the (2) students who have an interest in curriculum provide students with the future doctoral level training, but who beginning skills in conjunction with a need additional preparation to apply didactic course. The school practice competitively for such a program; and core culminates with a full-time intern- (3) students who have a general interest ship in a public school working under in learning more about psychology and the supervision of a certified school human behavior, but who have no spe- psychologist. cific career path in mind. Courses for The Doctor of Philosophy in this program are offered at the Garden clinical psychology is a full-time pro- City campus and Hauppauge Education gram consisting of 120 credits. The and Conference Center. doctoral program in clinical psychology The Master of Arts in mental prepares students who have a primary health counseling is a 60-credit career goal of community and clini- 28 derner institute cal practice. This may be combined adult, child and adolescent; marriage with an academic or research career. and couples; and group psychotherapy; Required courses include: (1) foun- and psychodynamic school psychology. dations of psychology including bio- The postgraduate programs consist of a logical and social bases of behavior, series of seminars in theory, technique, developmental psychology, history and case conferences, and supervised prac- systems of psychology; (2) didactic and tice. Courses are offered in the eve- experiential training in assessment, ning or late afternoons to accommodate psychological testing, intervention, working professionals. In addition to and relationship skills; (3) research our Garden City location, some pro- methods and statistics; (4) professional grams are offered at our Manhattan ethics and diversity; and (5) supervi- Center. Personal therapy and super- sion, consultation, and management. vised practice are basic requirements Extensive clinical field experience of these programs. accompanies the academic core where Two clinics are available on campus students are placed in externships and to provide the field experiences for our in our Psychological Services Center students. accompanied by intensive supervision The Center for Psychological and case conferences. Completion of a Services is an integral part of the dissertation and a one-year full-time Derner Institute, and serves primarily internship is required for comple- as a practicum training facility for the tion. The clinical psychology program doctoral candidates in clinical psychol- has been APA-accredited since 1957. ogy. The Center’s staff and Institute Students who complete the program are faculty provide professional oversight eligible to apply for a New York State and supervision to students who provide psychology license. assessment and psychotherapy services The Respecialization Diploma to the Adelphi University community. Program is also available to enable The center also maintains a liaison with doctoral-level psychologists trained in community agencies including schools, other areas to make a career shift into hospitals, mental health clinics, drug clinical psychology. The respecializa- rehabilitation centers, and crisis inter- tion diploma program serves to prepare vention units. psychologists through participation in The Postgraduate Psychotherapy academic work and intensive clinical Center is an association of psychother- training to develop skills to become apists affiliated with the Postgraduate practicing clinicians. Programs in Psychoanalysis and The Postgraduate Programs Psychotherapy. Founded in 1963, the are designed for professionals who Center provides affordable and effec- have doctorates or master’s degrees tive psychoanalytic psychotherapy in a mental health profession and are services. All are experienced licensed licensed for independent practice. mental health professionals with These programs provide certificates advanced training in psychoanalysis and advanced training in psycho- and psychotherapy. therapy and psychoanalysis including: Derner Institute 29

Master of Arts in as personnel selection, performance evaluation, management/employee rela- General Psychology tions, motivation, and organizational Updates p. 75 behavior and change. The concentration is designed to prepare students to Curriculum develop core competencies needed to plan, control, and direct organizations Fall for effective and efficient use of human MPS 656 Statistics resources, and to be skilled, knowledge- MPS 603 Psychopathology, able, and ethical professionals applying Personality, and concepts of psychology and organiza- Diagnosis tional behavior to business. This con- MPS 609 Consciousness and centration is offered in conjunction with Cognition the School of Business. OR MPS 612 Contemporary Views of Admission Requirements Psychoanalytic Theory Applicants must meet the following Elective requirements: • A minimum GPA of 3.0 Spring • Prerequisite courses (or equiva- MPS 607 Developmental lents in): Psychology –– Developmental Psychology MPS 606 Research Design –– Research Methods Elective –– Psychopathology Elective Transfer Credits Summer Students who have taken master’s level (10 weeks, three hours per week) equivalent courses at another univer- Elective sity may apply for written permission Elective from the dean and program director to Elective transfer up to a maximum of 6 credits. Elective Transfers are considered only for those An optional winter intersession is courses in which the student received a sometimes offered. minimum grade of B.

Industrial/Organizational Graduation Requirements Students are required to earn grades Concentration in Psychology of B or better in all courses in order to The Master of Arts in general psycholo- remain in the program. If a grade less gy with a cluster of courses in industri- than B is earned in any course, the al/organizational psychology prepares student must meet with the program students for positions in business with a director and will be placed on academic focus on human resource management probation; the student may also be sub- (HRM). Courses include areas such ject to dismissal. 30 Derner Institute

Grades below B will not count toward MPS 625 Special Topics: graduation. Core courses with grades Proseminar below B must be retaken. Elective in Industrial/ courses may be repeated or another Organizational elective may be substituted. Psychology Successful graduates of the Master Total Credits: 12 Credits of Arts in general psychology program who complete the concentration indus- Electives: trial/organizational psychology will MPS 625 Special Topics: earn an M.A. degree in psychology Change Management and a certificate in human resource MPS 625 Special Topics: management. Executive Coaching MPS 633 Negotiation, Motivation, Plan of Study and Conflict Resolution Required sequence for full-time in Organizations students: Consult department for additional electives. Fall 1 MPS 656 Statistics Forensic Concentration HRM 765 Developing World Class Adelphi’s master’s program in gen- Human Resources eral psychology offers a concentra- HRM 763 Executive Theory and tion in forensic psychology which is Assessment designed to train students to provide MPS 603 Psychopathology and psychological services in civil justice Diagnosis and mental health settings as well as Total Credits: 12 Credits correctional facilities. These services include, but are not limited to, evalua- Spring 1 tion of offenders and crime victims, and MPS 631 Employment consultation to police and correctional Assessment facility personnel. Persons trained in MPS 606 Research Design forensic psychology at the master’s level HRM 762 Human Resource should be able to analyze, interpret, Planning and Policy organize, apply, and transmit existing HRM 766 Performance Appraisal knowledge in the field of forensic psy- and Compensation chology. Graduates may be employed Total Credits: 12 Credits as assistants to forensic psychologists. They may interview clients, develop Summer 1 behavioral profiles, and assist in child MPS 607 Developmental custody mediation. The program will Psychology NOT provide training in independent MPS 609 Consciousness and counseling, psychotherapy, or forensic Cognition examinations. Elective Derner Institute 31

The forensic psychology concen- The Master of Arts tration consists of five core courses in addition to a sequence of five forensic in Mental Health courses and two electives: Counseling

Plan of Study Updates p. 75

Fall First Year, Fall MPS 666 The Criminal Mind (prerequisite for 669) Deletion: MPS 667 Family Violence MPS 606 MPS 626 Special Topics: Child Custody Evaluations Addition: MPS 656 Statistics MPS 656 Statistics

Spring First Year, Spring MPS 669 Profiling the Homicidal Offender (prerequisite Deletion: 666) MPS 646 Research II: Program MPS 626 Special Topics: Forensic Evaluation Assessment MPS 606 Research Methods Addition: Elective (consult MPS 606 Research Design department) Postgraduate Diploma Summer MPS 603 Psychopathology in Psychotherapy and MPS 607 Developmental Psychoanalysis Psychology MPS 609 Consciousness and Updates p. 81–83 Cognition OR Doctorate or master’s and state license MPS 612 Contemporary Views of in an area of mental health required. Psychoanalytic Theory Elective (consult Independent Study department) Updates p. 82

The purpose of independent study is to allow the student to pursue academic interests which may not be adequate- ly covered by or available within the regular course offerings. Students who demonstrate the ability to undertake 32 Derner Institute independent study may engage in inten- Students can take Independent Study sive research or in a project on a topic from 1–3 credits. Requests for indepen- of merit and originality under the spon- dent study beyond 3 credits will need sorship of a faculty member. Students approval from the provost. No student interested in undertaking independent may take more than 12 credits of inde- study should seek consultation from pendent study toward their undergradu- a faculty member or the department ate degree, or 6 credits toward their chair. graduate degree. Requests submitted by the adviser or faculty member are approved by the Master’s Courses, department chair, and then go to the dean for approval. The faculty member General Psychology must submit the following information Program on behalf of the student: 1) requirements to be completed Updates p. 84–86 demonstrating successful completion, e.g., case studies, paper Updates: 2) readings where appropriate or MPS 606 Research Design I 3 credits review of the literature Delete “This is the first course in year-long 3) whether the faculty member is sequence, see MPS 646.” seeking workload credit MPS 626 Special Topics: Proseminar 4) number of course credits and in Public Health Psychology 3 credits This class introduces students to current issues hours of work per week or in health psychology via lectures, readings, and s e m e s t e r hands-on activities. Invited speakers will present 5) Evaluation method research or interventions related to a variety of health topics including maternal and child health, Requests for independent study must tobacco emotional and cognitive responses to demonstrate that the amount of work to media, global health, domestic violence, psycho- be done is equivalent to what would oncology, HIV/AIDS, and thanotology. be done in a regular course, i.e., a three-credit Independent Study request Deletions: should demonstrate that 45 hours of MPS 613 work will be done in addition to assign- MPS 622 ments, research, and/or readings as MPS 631 would be expected in a regular course. MPS 632 Required courses may not be taken MPS 646 as independent study. An exception may be made when a required course Additions: is not being offered in the student’s last HRM 561 semester or if two required courses are HRM 762 being offered at the same time in the HRM 763 student’s last semester. MKT 780 Independent Study must be grad- ed and may not be taken for pass/fail. Derner Institute 33

MPS 619 Psychology and MPS 625 Special Topics: Spirituality 3 credits Proseminar in Industrial and An introduction to current theoretical, clini- Organizational Psychology 3 credits cal, and empirical knowledge about psychology, This course will cover the topics of Industrial health, and spirituality. Will discuss the history, and Organizational psychology. Topics will be practice and on going research in these areas as presented by the professor as well as experts well as the major theoretical perspectives and in the various fields that encompass I/O their philosophical backgrounds. Psychology. The course will include discussions on applied research, talent acquisition, perfor- MPS 624 Special Topics: Juvenile mance appraisal, motivation, work teams, lead- Delinquency 3 credits ership, executive coaching, diversity, internal This course will provide a comprehensive review consulting, external consulting, and training and of the theories of causation reviewed from the psy- development. chological and sociological perspective. Students will understand the distribution and frequency of MPS 625 Special Topics: delinquency in modern society. Students will be Psychopharmacology 3 credits introduced to correctional treatments, prevention This course will develop an understanding of programs, and evaluative aspects of these pro- how psychotropic drugs operate as well as how grams in modern society. medications alter neurochemical functioning. The causes of side-effects and drug interactions MPS 624 Special Topics: will also be presented. Finally, the process of get- Stress Resiliency and Coping 3 credits ting FDA approval for new medications will be This course will cover many sources of stress in discussed. our lives (survival stress, internally-generated stress and environmental stress), the psycho- MPS 626 Special Topics: Family logical implications of short-term and long-term Dynamics 3 credits stress as well as coping styles and will introduce Topics to be discussed include the various models the concept of resiliency. Various forms of stress- of family related interventions. Emphasis will reduction (meditation, relaxation) will be inte- include understanding families, therapeutic grated into the course. approaches in working with families, research in family therapy, and special populations encoun- MPS 625 Special Topics: Current tered in family therapy. Issues in Forensic Psychology 3 credits A forum for the presentation, in-depth examina- MPS 626 Special Topics: Forensic tion, and discussion of a variety of current issues Assessment 3 credits and topics professionals are encountering in the This course provides training on tests used field of forensic psychology. The issues covered in forensic assessment including competency, are Sex Offenders and Civil Commitment Laws; malingering and risk assessment and traditional Campus Murders; and Mental Illness in the psychological tests. We will cover types of refer- Criminal Justice System: An Epidemic. ral questions, which tests to use, communicating your findings, what one should include in reports, MPS 625 Special Topics: presenting findings in court, and ethics in foren- Statistics 3 credits sic assessment. Concentrates on use of descriptive and inferential statistical techniques in the analysis of data from psychological research studies. Emphasis on the general linear model as a unifying principal. Topics include a thorough coverage of descriptive statistics, basic concepts of inference, two group comparisons, analysis of variance, simple and multiple regressions. 34 Derner Institute

SPY 618 Practicum in School Psychology Master’s Courses, Mental Prerequisite: SPY 608 Health Counseling SPY 619 Internship in School Psychology I Required Courses Prerequisite: SPY 621 SPY 620 Internship in School Psychology II Updates p. 86–87 Prerequisite: SPY 619 SPY 621 Practicum in School Addition: Psychology II MPS 656 Statistics Prerequisite SPY 618 This course concentrates on the use of both descriptive and inferential statistical techniques in the analysis of data from psychological research Updates: studies. Emphasis is placed on the general linear The following courses are open only model as a unifying principal. Topics will include to students in the school psychology a thorough coverage of descriptive statistics, program: basic concepts of inference, two group comparisons, analysis of variance, simple and multiple SPY 602, SPY 604, SPY regression. 605, SPY 607, SPY 608, SPY 610, SPY 612, SPY Deletion: 614, SPY 616, SPY 618, MPS 646 Research Design II: SPY 619, SPY 620, SPY Program Evaluation 621, SPY 622, SPY 624, SPY 702, SPY 704, SPY Master’s Courses, School 708, SPY 710. Psychology Program Doctoral Courses Updates p. 88–90 Updates p. 90–92 School Practice Core Deletion: PSI 817 Addition: SPY 615 Neuropsychological Bases of Child Learning and Behavior 3 credits Additions: An overview of neuropsychological theory, within PSI 823 Special Topics: Clinical the context of biological bases behaviors, as this Implications of Attachment Theory and pertains to school psychological practice will be Research 3 credits presented. The application of neuropsychological This seminar will cover an attachment theory practice to the assessment of common childhood perspective on understanding certain kinds of disorders and the implications for interventions psychopathology (e.g., borderline conditions) and will be addressed. so-called attachment-based psychotherapeutic interventions. We will also discuss the relationship between object relations theory and attach- Prerequisites: ment theory and the place of attachment theory in SPY 608 Intellectual contemporary psychoanalysis. Relevant research Assessment II 3 credits and clinical material will be included. Prerequisite: SPY 607 Derner Institute 35

PSI 820 Special Topics: Short-Term PST 905 Case Seminar Psychodynamic Psychotherapy 3 credits Theoretical knowledge from courses will be Case conceptualization, techniques and practice linked with current case studies that will be pre- of STDP. sented by faculty and candidates. PSI 820 Special Topics: PST 906 Case Conference in Current Unconscious Processes 3 credits Relational Approaches The unconscious from Freud to modern In this course we will be exploring the clinical viewpoints. application of current relational approaches to psychoanalysis. Students will present clinical PSI 820 Special Topics: Lacan and material which focuses on the transference/ Language in Psychoanalysis 3 credits countertransference matrix as it emerges in the Language and culture as foundation for psychoanalytic relationship. The use of the ana- psychoanalysis. lytic relationship as both a diagnostic and a treatment tool will be examined. Update: PST 907 Case Seminar: Object Relations Perspective PSI 838 Multicultural Issues II 3 credits This course, a case seminar linked with the course This course is designed to assist students in on Object Relations Theory, focuses on additional developing some of the necessary skills in engag- readings in Object Relations and discussion of ing the cultural, racial, ethnic, and class “Other.” clinical material presented by the candidates and It is an effort to develop critical and therapeu- the instructor. tic awareness from both the internal and social oppressive realties of our patients’ lives that when PST 907 Case Seminar: unrecognized, impinge upon the therapeutic rela- Object Relations Perspectives tionship and serve to reenact the very traumatic This course will review the work of D. Winnicott experiences that we endeavor to treat. and will explore his contribution to the field of child and adult psychotherapy. Winnicott’s concepts such as holding environment, potential Postgraduate Courses space, transitional space, and playing and cre- ativity will be discussed and clinical material will be presented to highlight the application of Updates p. 93 Winnicott’s ideas in practice. The influence of Winnicott’s ideas on the work of Khan, Ogden, Additions: Phillips and Green will be explored. PST 903 Case Conference in PST 908 Integrating Theory and Practice Contemporary Freudian This course is offered to fourth-year candidates Psychoanalysis who have studied the major psychoanalytic This course involves candidate presentations of theories in previous courses. Candidates are case material which is conceptualized accord- encouraged to review the theories that have most ing to contemporary Freudian models. Working strongly influenced their analytic work. They with free association, unconscious fantasies, present readings that highlight their theoretical and dreams is brought to life in the case mate- perspective and discuss clinical cases from that rial. Interpretations, constructions, and use of vantage point. the transference and countertransference are also PST 909 Integrating Treatment demonstrated. Modalities: Child, Family, Couples PST 904 Case Conference in Self and Group Psychology and Intersubjectivity Introduction to psychoanalytic group psychother- This course involves candidate presentations of apy, covering theoretical and clinical topics ger- case material which is conceptualized according mane to advanced candidates who might consider to self psychology and intersubjective models. initiating a combined individual-group analytic Candidates learn to work with mirror, twin, and practice. The sessions will be run in an experien- idealized transferences. Through the case mate- tial format, with the candidates’ group the object rial, they also learn to attend to the intersubjec- of study. tive nature of communications and enactments. 36 Derner Institute

PST 911 Foundations of PST 917 American Relational Psychoanalysis I: Trauma, Psychoanalysis Psychopathology, and Sexuality This course will examine the development of the This course introduces candidates to Freud’s Relational Theory. The contributions of Mitchell, earliest psychoanalytic writings, allowing them Aron, Davies, Benjamin, Ghent, et. al., will be to share in the excitement of his discoveries: studied in terms of their clinical, theoretical, and trauma and memory, the unconscious and dream political implications. Particular attention will work, defenses and psychopathology, infantile be paid to discussing the question of whether the and adult sexuality. The readings illustrate the relational movement comprises a uniquely mean- relevance of many of Freud’s early concepts to ingful body of work or a synthesis of other theo- today’s practice. retical models. PST 912 Foundations of PST 918 Advanced Psychodynamic Psychoanalysis II: Theories of the Mind: Therapy Unconscious Processes Key concepts of anxiety, defense mechanism, In this course we continue the study of the writ- transference, countertransference, and intrapsy- ings of Freud and other early psychoanalysts. The chic conflict will be presented, particularly as nature of unconscious process and the theory of they are related to the classroom functioning of narcissism are covered in depth. Manifestation in children. normal functioning and in different forms of psychopathology, as well as the impact on the psycho- PST 919 Transference and analytic process are among the issues explored. Countertransference I This course traces transference and counter- PST 913 British Object transference beginning with Freud’s first obser- Relations I vations. Through a critical reading of his earliest Klein and Fairbarin depart from Freudian drive papers, the candidate will come to understand theory as they move uniquely and richly towards that the process through which Freud made his a ‘relational model.’ We will focus on uncon- discoveries regarding the transference and coun- scious fantasy and symbolization, the processes tertransference is the same process every analyst of internalization, psychic structure, aggression, experiences when first encountering transference love, paranoid-schizoid and depressive dynam- and countertransference in their own work with ics, and their ensuing vicissitudes on our ever- patients. evolving understanding of psychopathology and psychoanalysis. PST 921 Principles of Psychoanalytic Technique I: The Opening Phase of PST 914 Foundations of Treatment Psychoanalysis III: Structural Theory This course considers central psychoanalytic and Object Relations concepts as they apply to the opening phase of Freud’s later work provides the foundations for treatment: the analytic frame, therapeutic alli- many contemporary developments in object rela- ance, transference and countertransference, and tions theory, self psychology, and contemporary empathy. Attention will be given to the evolu- conflict theory. Freud’s idea about narcissism tion of fantasy in anticipation and during the and self-esteem, holding on to lost relationships initial interview, and the intersubjective process through identification, turning active into passive between patient and analyst. to cope with trauma, signal anxiety as an auto- matic trigger of defensive activity, turning aggres- PST 922 Principles of Psychoanalytic sion against the self as the basis of harsh inner Technique II: Working with the criticism, splitting of the ego as a way of coping Unconscious with painful realities, as well as many other semi- The concepts of resistance, transference, and nal ideas remain central in any contemporary countertransference, are introduced with special psychoanalytic approach to treatment. The course reference to unconscious experience in psycho- will cover Freud’s structural model, mature the- analytic treatment. The class emphasizes the use ory of intrapsychic conflict and defense, and the of the analyst’s subjectivity through the phases of development of the ego ideal and superego as psychoanalytic treatment. Principles of treatment internalized object relations and will discuss the are discussed in the context of the history of psy- implications of these models of the mind for con- choanalytic thought. temporary clinical practice. Derner Institute 37

PST 925 Psychotherapy with the PST 932 Psychotherapy with Preschool Ego‑Impaired Child Children This course focuses on psychotherapy with chil- Linked to Development I, this course will focus on dren who have impaired ego functioning, with psychotherapeutic techniques useful in work with emphasis on children with learning disability, young children. Infant-parent dyadic psychother- attention deficit disorder, and borderline person- apy methods, and individual therapy approaches ality disorder. with preschoolers will be considered through readings and case-material. PST 926 Work with Parents of Children and Adolescents in Psychotherapy PST 933 Basic Principles of Child and This course provides an in‑depth exploration of Adolescent Psychotherapy I work with parents of children and adolescents This course focuses on the consultation process in psychotherapy. Three models of work are and the beginning of psychotherapy; developing discussed: Parent guidance, supportive psy- a therapeutic alliance with parents, children, and chotherapy, and treatment of the parent-child adolescents; evaluating the child and family; for- relationship. mulating a treatment plan and discussing findings and recommendations with parents; children and PST 927 Intersubjectivity adolescents, making a treatment contract, and This course will review central theories of inter- beginning therapy sessions. subjectivity with reference to their utility in psychoanalytic treatment. We will focus on readings PST 934 Development: of theorists who have shaped the concept of inter- School‑Aged Child subjectivity as a developmental line, a communi- This course will review the social, emotional cation process, and a mode of experiencing clini- and learning development of school-age children cal phenomena in psychoanalysis. from a variety of theoretical perspectives: ego- psychological; object-relational; self object and PST 929 Effective Consultation in the systemic. The role of parents and therapists in School Community: Responding to creating a facilitating environment that encour- Current Issues ages experiencing and fosters a capacity to be and This course will present the use of psychodynamic reflect in the world will be explored. Attention framework to develop effective strategies for con- will also be given on the children’s subjective sulting with school staff members regarding cri- experiences and how the latter influence their ses, managements of difficult students, and other cognitive development and social and emotional issues that emerge in the school community. adjustment. PST 930 Contemporary Psychodynamic PST 935 Family Therapy I: Family Principles and the Child with Special Systems Theory and Technique Needs This course introduces candidates to Family Psychodynamic understanding of ego develop- Systems Theory and techniques of family inter- ment and the influence of unconscious processes viewing, with special attention to the role of iden- will be integrated with biological, neurodevelop- tified child or adolescent patient in the family mental, social, and familial influences that con- system. tribute to learning and behavioral problems in children with special needs. PST 936 Family Therapy II: Using Family Systems Understanding in Work with PST 931 Development: Infancy, Children and Adolescents—Case Seminar Toddlerhood and Preschool Years This case seminar applies material discussed in This course focuses on classical and contempo- Family Therapy I to case material provided by the rary theories of normal and atypical development. instructor and candidates. It will include consideration of psychosexual phases, regulatory processes, attachment theory, PST 937 Family Therapy III: The Family research on infant-parent interaction patterns Life Cycle and Ethnic Diversity and relationships, mentalization, and intersub- This course focuses on the effect of ethnicity and jectivity. Clinical diagnosis of early-childhood social class on family structure. disorders will be addressed. 38 Derner Institute

PST 938 Basic Principles of Child and PST 945 Case Seminar in Advanced Adolescent Psychotherapy II Childhood Psychopathology The course considers basic processes in psy- The instructor and class members will discuss chotherapy with children and adolescents: the their work with children who exemplify the psy- use of play; the interpretative process; work with chopathological conditions being studied in the defenses; resistance; transference; ending ther- course listed above. Emphasis will be on the apy; emotional reactions of therapists working school psychologist’s role in diagnosing, coun- with children; adolescents and their parents. seling, and guiding the school’s management of these children. PST 939 Case Seminar: Latency Age Treatment PST 946 School-Based Counseling This course aims at developing skill in working with Parents, Families and Staff: psychodynamically with latency age children. A Psychodynamic Model The use of play, metaphor and enactment is intro- The establishment of a good working alliance is duced by clinical examples. Child cases pre- a vital component to effective school-based coun- sented by students will be used to highlight key seling with both parents and teachers. When suc- concepts and understanding of ego development cessful, the relationship that psychodynamically- and object relation theory. oriented school psychologist establishes will enhance the outcome of his/her therapeutic work. PST 940 Relational Approach to Child Nevertheless, obstacles such as resistances, and Adolescent Psychotherapy defenses, and well-entrenched personality styles Contributions of the Relational Psychologists to inevitably present challenges to building rapport understanding development and to psychotherapy and maintaining a fruitful collaboration. This with children, adolescents, and their parents. course will review psychodynamic concepts dis- PST 941 Ego Psychology cussed in earlier courses and will emphasize their Drawing on the work of Anna Freud and other application by the school psychologist in develop- classic and contemporary ego psychologists, this ing positive alliances with parents and staff. course focuses on children’s development of ego PST 947 Family Therapy IV functions necessary for adaptation and the conse- This course will explore countertransference quences of impaired ego functioning. issues raised by differences and similarities PST 942 Advanced Study of Childhood between the social class of the therapist and of Psychopathology the client families. An in‑depth study of psychopathological condi- PST 948 Contribution of Melanie Klein tions occurring in school age children and ado- and Modern Kleinians lescents. The syndromes studied will include This course will review the contribution of developmental disorders, anxiety and depressive Melanie Klein to child and adult psychoanaly- disorders, and behavioral disturbances such sis. Klein’s main concepts will be presented and as conduct and oppositional disorders. Psycho clinical examples will be used to demonstrate the dynamic underpinnings of Autism Spectrum application of these concepts in child therapy. Disorders and Asperger’s Syndrome are also The course will also review the evolution of her explored. Applications to child psychotherapy of ideas in the work of Bion, Segal, Steiner, Josephs, the writings of Melanie Klein, Jacques Mehler, Alvarez and O’Shaugnessy etc. as well as her Harry Stack Sullivan and Donald Winnicott are influence on the work of contemporary American examined. analysts like Ogden and Grotstein. PST 943 Development: Adolescence The study of normal development in early, middle, and late adolescence lays the groundwork for the study of problems in adolescence. PST 944 Psychotherapy with Adolescents This course focuses on developing a therapeutic alliance and doing supportive and insight- oriented psychotherapy with adolescents. Derner Institute 39

PST 949 Advanced Psycho-Educational PST 950 Case Seminar in Working with Assessments of Children: In Integrative Perversions Psychodynamic/Developmental Approach This course examines the psychodynamics of per- This course focuses on the school psychologist’s versions by studying the major papers written on role in conducting comprehensive evaluations the subject. Classical theory will be contrasted of children. Selection of test materials will be with more recent object relations approaches. presented. Stress is placed upon test interpreta- Primal scene and castration fantasies will be tions that recognize the interactive influences connected to perverse scenarios and enact- of cognitive, emotional, academic and neuron- ments. There will be a special section on female developmental issues. The course will also famil- perversions. Case histories will illustrate both iarize school psychologists with more advanced theoretical and technical issues that arise in concepts in assessment, such as identifying a treatment. Transference and countertransference wider range of pathology; making use of assess- dimensions in the treatment of perversion will be ment methods such as play assessment and social/ raised. Readings include Freud, Stoller, Bach, peer observation; and becoming aware of interac- McDougall, Chasseguet-Smirguel, and more. tive processes during assessment. Based on an understanding of the whole child, these evalu- PST 951 The Revolution, Evolution and ations will lead to recommendations regarding Metapsychology of Family Systems Models academic remediation, school support services, The historical context of family systems models and behavioral management interventions. is traced, beginning from the revolutionary work of Gregory Bateson and evolving through Bowen PST 950 Case Seminar in Current Theory, Structural Family Therapy, Strategic Controversies in Psychoanalysis Therapy Models and Postmodern concepts. A In this seminar we address a variety of issues in metatheoretical integration is explored in lec- different years. Among the topics addressed in tures, readings, case/videotape presentations. recent years have been the impact of the “new epistemologies” (postmodernism, constructivism, PST 952 Hypothesis Development and intersubjectivity, etc.), racial, cultural, and eth- Treatment Planning in Marriage and nic issues that arise in the analytic process, and Couple Therapy the treatment of profoundly disturbed character Marital treatment is most effective when interven- pathology. tions are based on clinical hypotheses derived from relationship dynamics. This course provides PST 950 Case Seminar in Embodiment a systemic and psychodynamic framework to and Disembodiment: Addictions, Eating develop therapeutic hypotheses about the com- Disorders, Psychosoma plex nature of multi-generation relationship pro- This clinical course explores the relationship cesses and dynamic treatment plans to guide the between difficulties in emotional processing course of therapy. and their manifestations in addictions, eating disorders and somatization. We will integrate PST 953 Psychoanalytic Perspectives on various current psychoanalytic theories (British Couples object relations, French psychoanalysis, and the This course provides an overview of key concepts American Relationalists) with cognitive behav- in psychoanalytic theory that are especially rel- ioral and psychopharmacological approaches and evant in the treatment of couples. Interpersonal apply them to clinical cases. and object relational ideas will be elaborated, with particular emphasis on projective identifica- PST 950 Case Seminar in Working with tion and how it dovetails with certain concepts in Trauma and Dissociation family systems theory. Issues of character style This course will address theoretical differences and pathology in couples will also be addressed. between the processes of repression and dissocia- Case presentations and videos will be utilized to tion and how those differences lead to different illustrate these theoretical constructs. clinical interventions, neurocognitive theories on trauma and their clinical implications, and work- PST 954 Couples Therapy: An Integrative ing with transference/countertransference enact- Perspective ments around retraumatization. Class time will be A critical and clinically oriented review of the equally divided between theoretical and clinical literature concerned with the integration of psy- material. chodynamic, cognitive-behavioral, and systemic approaches to couples therapy. Assessment and intervention within these frameworks will be discussed and demonstrated via case presentation by faculty and candidates. 40 Derner Institute

PST 955 Case Seminar in Advanced PST 961 Psychoanalytic Models of Psycho-Educational Assessments of Development, Early Development, and Children Attachment Theory Examples of school-based evaluations conducted This course focuses on models of pre-oedipal by class members will be presented. Discussion of attachment and separation. The seminal contribu- the material brought to class will give students a tions of J. Bowlby will be studied. Contemporary practical opportunity to apply the concepts intro- efforts to integrate empirical research on attach- duced in the Assessment course noted above. ment in children with psychoanalytic developmental theory will be examined. PST 956 Contemporary Freudian Psychoanalysis PST 962 Defenses, Resistance and This course will examine the emergence of a Impasses contemporary Freudian position reflecting both The course is taught in the context of personality continuity and change in its evolution. It will integration, namely, the delicate balance between consider the current status of Freudian theory of ego identity and ego defenses. The analytic pro- mind, technique, and development as represented cess is focused on in terms of how it arouses by a diverse group of analysts including Arlow, anxieties unique to each individual and how Brenner, Busch, Gray, and Rothstein as well as the coping mechanisms themselves can hinder Bach, Ellman, Jacobs, Pine, and Wallerstein. ongoing treatment. Case example vignettes are frequently cited as a basis for developing tactics PST 957 Clinical Applications in Work and strategy. with Challenging Couples The metatheoretical model explored in the first PST 963 Understanding and Employing year will be applied to the presentation of chal- Group Counseling in the Schools lenging couples cases. Discussions will encom- Group work makes it possible to reach many stu- pass intrapsychic, relational and larger systems dents in one setting and to employ the power of context as well as the interaction of therapist-to- the peer group to help children grow. The class couple emotional system. Role play and video- will review seminal writings on emotional devel- taped material will enliven this highly interactive opment and on groups. Readings will include class experience. current literature on specific types of groups with children and adolescents. This course will expose PST 957 Working with Couples in Throes the candidates to the basic concepts of group proof Separation and Divorce cess as understood from various psychodynamic This course will explore issues which arise and systemic points of view. The main focus will in work with divorced or separating couples. be upon the practical application of these theo- Particular topics include maintaining therapeutic ries. Some of the topics to be presented are: how neutrality and working with attachment injuries to form, run and hold a group together; overcom- with couples who consider separation or recon- ing resistance in a group; and conducting various ciliation, helping couples through the crisis time types of topic centered groups. of divorce and working with projective identification, and helping divorced parents establish co- PST 964 Case Seminar in parent relationships and work together in the best School Based Counseling with interests of their children. Parents, Families and Staff Class members will present their work in estab- PST 960 Case Seminar in Understanding lishing and maintaining positive working alli- and Employing Group Counseling in the ances with parents and staff. The ongoing case Schools seminar format will allow the class to examine the The class members will participate in group pro- evolution of a counseling relationship. cess exercises designed to help them explore their own experience in a group and thus be better pre- PST 965 Couple Therapy and pared to empathize with students in the groups the Family Life Cycle that they will be leading. Class members will also Couples face different developmental challenges discuss the group work they are currently doing as their relationship passes through the stages in the schools. of the Family Life Cycle. This short course will describe the gender role, family structure and financial tasks of each stage and how they influence the changing emotional needs of the couple. Derner Institute 41

PST 966 Understanding Sexuality Within PST 968 What’s Possible with the a Psychoanalytic Frame Impossible Couple This course will provide an understanding of This course focuses on the unique challenges pre- sexuality, including sexual orientation, sexual sented by volatile and highly distressed couples. development, and sexual dysfunctions from a Systemic conceptualizations and techniques are psychoanalytic perspective. Students will learn utilized for securing the therapeutic frame and major theories of human sexual response, how clinical management of these difficult cases, and to conduct sexual histories, and how to develop a psychoanalytic/relational perspective is used a conceptual framework for individuals and cou- to address the couples inner experience of self, ples treatment of sexual problems. Cases will be other, and the relationship. discussed to illustrate clinical techniques. PST 969 Postmodern Psychoanalysis: PST 966 The Treatment of Violence and Lacan Abuse in Couples A primary tenet of postmodernism speaks to Research suggests that as many as two out of three the decentering, disintegration, and death of the couples who present for couple treatment engage centered subject. For Lacan, a guardian of the in some form of partner violence. This short Unconscious, being a subject means being sub- course provides an overview of how to assess for ject to a language which pre-existed one’s birth relational violence and battering, contraindica- and subject to the Jouissance of the Other. We tions for couple work, and ways to provide a con- will consider Lacan’s thinking on what is at stake sidered and safe approach to treating relational in a psychoanalysis and the ethical dilemma the violence and abuse. Videotapes and case descrip- subject is called on to face in confronting the tions will illustrate this complex work. Symbolic and the Real from out of the Imaginary course through which one’s life is being lived out. PST 967 The Family Life Cycle in Couples This course will focus on couples conflicts that PST 970 Elective are centered around their children’s development: In the third year, each class chooses three elec- the transition to parenthood, difficulties in ele- tives. Electives offered include: mentary school, adolescence, and the transition • Advanced Seminar in Play and Symbolic to young adulthood. Communication • Advanced Seminar in Object Relations PST 967 Implicit Communication • Psychotherapy with More Seriously Processes in Couples Disturbed Children The first class will address an approach to cou- • Psychotherapy with More Seriously ple therapy within an integrative framework that Disturbed Adolescents draws on contributions from relational theory, • Psychotherapy with Children Involved family systems theory, cognitive neuroscience and in Divorce and Adoption research in infant development, with a particular • Special Topics, including Legal Issues focus on implicit modes of processing, memory in Psychotherapy with Children and and communication as it impacts on couples Adolescents Medication as an Adjunct and couple therapy. Continuing within the same to Psychotherapy with Children and framework, the second class will look at individ- Adolescents ual neurobiological variations as they impact on couple dynamics and couple therapy. As a case PST 971 Psychotherapy with Abused and in point, we will look at adults with ADD in the Traumatized Children context of couple relationships. This course will situate childhood trauma treatment in the psychoanalytic-developmental and PST 968 Case Conference: Integration object relational perspectives. The acute and Approaches with Couples and Families chronic effect of child abuse will be explored A clinically-oriented experience in which can- including: physiological and psychological didates are expected to make case presentations effects, its impact on emotions and behavior, which will then be discussed from the perspective trauma loss /memories and family systemic factors. of the emerging theoretical and clinical literature Transference-countertransference dimensions of which describes the integration of cognitive- the therapeutic relationship and trauma-based behavioral, psychoanalytic and system therapies. treatment techniques will be elaborated upon. PST 972 Elective PST 973 Elective 42 Derner Institute

PST 974 Freudian Theory I: PST 982 Establishing the Group Contributions to Child and Adolescent Selection, criteria, and preparation for group Psychotherapy membership. Diagnostic and political issues. This course is an introduction to the contributions Early stages of group life: frame, context, cohe- made by the broad tradition of psychoanalysis to sion, and process. Avoiding early dropouts. The psychotherapeutic work with children. Readings relational approach: understanding early inter- will take note of the evolving nature of psycho- subjective processes in the group. analytic thought and will focus on history, theory, and clinical applications of the tradition. Use of PST 983 Practicum II: Group Process clinical material will be emphasized. Working with the beginning group. What kind of group are we and can we be? PST 975 Freudian Theory II: Contributions to Child and Adolescent PST 984 Major Theorists and Theories of Psychotherapy Group and Group Therapy This course emphasizes the application of a Classic and contemporary contributions, includ- Freudian developmental framework and important ing readings by Freud, Bion, Foulkes. Object rela- theoretical concepts to clinical work. It involves tional, interpersonal, self-psychological, group- extensive readings and clinical material; includ- centered approaches, Tavistock, and systems ing discussions about the maturation of defenses; theory and technique. ego impairments and separation-individuation; PST 985 Practicum III: Case Conference the developmental roots of psychopathology; Candidates present their group work, applying the transference and developmental needs; character lens of various group theories and techniques. formation, and a number of case studies. PST 986 Intersubjectivity Transference– PST 976 Advanced Developmental Countertransference Concepts Understanding and working with intersubjective This seminar will focus on the use of develop- and transference-countertransference phenom- mental theory to facilitate diagnosis of learning ena. Transferences to the therapist/leader, among and behavioral disorders. members, to the group-as-a-whole. Group and PST 977 Advanced Personality individual resistances. The use of countertrans- Assessment Techniques ference, support, confrontation, noninterpreta- This course presents an integration of psycho- tion, interpretation. educational and projective tests data in order to PST 987 Practicum IV: Group Process better understand children and to develop strate- The group studies itself: encouraging and elabo- gies to serve the needs of students. rating on symbolic derivatives, including dreams; PST 978 Advanced Counseling Skills dealing with the disruption of summer break and Techniques of time limited counseling in the terminating members. schools will be addressed with an emphasis on PST 988 Relational Group Psychotherapy resolving resistance to change. In‑depth consideration of Klein, Bion, and con- PST 979 Case Seminar temporary relational theory as applied to group. Theoretical knowledge from courses will be Topics include: the therapist’s anxiety and linked with current case studies that will be pre- resistance to group; basic affects, bonding, the sented by faculty and candidates. K function; container-contained, passion and the 3 R’s of group: resistance, rebellion, and refusal. PST 980 Basic Principles of Group Structure and Process PST 989 Practicum V: Group Process Principles of group formation, cohesion, and Reconnecting and progressing: relational dynam- dynamics; common group tensions; basic assump- ics in the candidates’ group. tions. Interface of institution(s) and the group. PST 990 Defense and Resistance Application of group techniques in various clini- The resistant or difficult group and member; cal and organizational settings. Role of the leader. primitive transferences and defenses. Resolving The combined-individual model of consultation impasses and avoiding premature termination. and therapy. The use of the therapist’s self and the role of coun- PST 981 Practicum 1: Group Process tertransference as applied to case presentations. The candidates’ group: How do we become a group? Boundary maintenance and confidentiality. School of Business 43

PST 991 Practicum VI: Group Process How do we deal with the group’s defenses and VI. School resistances? Effects of public supervision of the candidates’ work. of Business PST 992 Selected Topics of Psychoanalytic Group Psychotherapy Updates Chapter VI of the 2006–2008 According to the interests of the candidates and Graduate Bulletin their choice of instructors. PST 993 Practicum VII: Case Conference The School of Business is accredited by Preparation for case presentation; analysis of AACSB International—The Association candidates’ writing samples. to Advance Collegiate Schools of PST 994 The Relational Matrix Business. Evolutionary and ongoing processes of transference-countertransference and defense analysis. Termination: theory, technique, and process. M.B.A. Areas of PST 995 Practicum VIII: Group Process Termination of the candidates’ group. Evaluation, Specialization or Electives working through, open versus closed endings. PST 996 Integrative Systemic Assessment Updates p. 99 in Couple Therapy This course introduces a multilevel model of assessment, integrating biological, intrapsychic, Additions: interpersonal, and cultural dimensions. A conceptual framework for the assessment of couples Management/Human is presented, encompassing the social context, the multigenerational family system, pertinent Resources triangles, the martial dyad, and the partners as BUS 653 Business Ethics individuals. Opportunities are provided for candidates to explore their own families. BUS 650 Conflict Management HRM 763 The Executive PST 997 Object Relations and Couples Therapy Personality: Theory and Object relations couple therapy draws on the Assessment theories of Klein, Winnicott, Fairbairn, Guntrip, Balint, Bion, and others to provide an analytically oriented treatment which heals through creating Accounting a contextual holding environment within which ACC 601 Financial Statement the return of the repressed can be understood and Analysis prevented from sabotaging healthy interaction in the here and now. ACC 605 Tax Consequences of Financial Transactions PST 998 Solution-Focused Couples Therapy ACC 703 Advanced Auditing This course presents a treatment method devel- ACC 704 Advanced Federal oped by Berg and DeShazer. The unique approach Taxation empowers a couple immediately, helps them to visualize changes they want and builds on what ACC 706 Advanced Cost they are already doing that is working. The course Accounting uses readings and videotapes to demonstrate this ACC 707 Auditing and the model of therapy. Computer ACC 708 Seminar in Accounting Theory HHM 771 Hospital and Health Care Policy and Management 44 School of Business

HHM 772 Organizations of Course Changes Systems for the Delivery of Health Care Additions: HHM 773 Health Resources and Manpower Management Updates p. 107–110 HHM 774 Legal Aspects of Health Care HHM 770 Quality Management and Regulation in Healthcare 3 credits HHM 776 Hospital and Health Prerequisites: BUS 551, OPR 678 Care Finance The purpose of this course is to familiarize the student with the concept of quality improvement across the healthcare continuum. This course Health Services focuses on the history and evolution of quality, its Administration terms, principles, theories, and practices, as well as the role and importance of the regulatory agen- HHM 770 Quality Management cies responsible for quality oversight. and Regulation in HHM 775 Experiential Approach to Healthcare Operations 3 credits HHM 775 Experiential Approach This course provides fundamental experiential to Operations proficiency to health services administrators not formally trained in the health sciences. Students HHM 778 Health Services will become familiar with key concepts and ter- Administration minology and learn to communicate with others Internship in the healthcare field knowledge. Rotations, through managerial departments in healthcare facilities, allow students to gain real-world practi- Admission Requirements cal experience. HHM 778 Health Services Administration Updates p. 101 Internship 3 credits NOTE: Students must have completed or waived 57 credits to begin the Health Services Administra 10. International applicants must tion Internship. have obtained a minimum score This course will provide students with supervised professional training and experience in an of 550 on Test of English as a actual work environment. It is an ongoing seminar Foreign Language (TOEFL) between students, supervising faculty member, within the past two years; a and employment preceptor. It involves completion of a learning contract, meetings with the faculty declaration and certificate of member, professional experience at senior-level finances; and certified English and completion of a major project. translations of all prior academic BUS 650 Conflict Management 3 credits records. Introduction to the foundation and theories of conflict management, including: an interdisciplinary introduction to conflict, sources of conflict, and Admission with conflict theory various responses; the ADR con- Advanced Degree tinuum; and negotiation theory. Students will gain critical skills in multi-party and public policy Updates p. 103 facilitation. Emphasis upon methods to assess conflict and evaluation interventions. The School of Business no longer offers an M.S. in finance degree. Ccommunicationommunication Ssciencesciences andand D disordersisorders 45

VII. Ruth S. Ammon The Doctor of Audiology School of Education (Au.D.) Program Updates p. 123 Updates Chapter VII in the 2006–2008 Graduate Bulletin Students enrolled in the program will be required to complete a minimum of Department of 86 hours of postbaccalaureate study. Communication Clinical Practicum Courses Sciences and Updates p. 126 Disorders SPH 652 Clinical Practicum in Audiology (2 credits) SPH 653 Clinical Practicum in Undergraduate Audiology (1 credit) Prerequisites Level 4 Course Requirements Updates p. 119 Updates p. 127

Deletion: Students in level 4 are required to take a minimum of 6, not 7, credits. SPE 220 Additions to Required Clinical Practicum Courses: Updates p. 120 SPH 855 Clinical Externship and Seminar Addition: (1 credit) 5. SPH 674 and 675 SPH 829 Clinical Project Seminar (3 credits) SPH 850 Advanced Audiology NYS Certification as Practicum I Teacher of Students with SPH 851 Advanced Audiology Speech and Language Practicum II Disabilities (TSSLD) Updates p. 121

SPH 674 Last sentence should read: Students must pass the LAST and ATSW prior to SPH 674 or 675. 46 Communication Sciences and Disorders

Additions to Elective Audiology, Level 1 and 2 Courses: Courses SPH 852 Advanced Audiology Practicum III Updates: SPH 853 Advanced Audiology SPH 609 Psychoacoustics and Practicum IV Instrumentation 3 credits This course will examine the processes underlying normal auditory perception, including such Course Changes phenomena as sensitivity, masking, loudness, and pitch; the physiological mechanisms influencing perception; and the instrumentation and tech- Updates p. 167–173 niques used to measure these phenomena. Topics include the basic physiological, acoustical, elec- trical, physical, and psychoacoustical principles Speech-Language involved in the practice of audiology. Laboratory Pathology exercises in the topic areas will be required. SPH 653 Clinical Practicum in Additions: Audiology should be listed separate- SPH 602 Development of Speech and ly from SPH 652. This is a 1-credit Language (for education majors; cross-listed course. with SPE 144) 3 credits Study of the acquisition of speech and language in the normal child and the evolution of the pro- Audiology, Level 3 and 4 cesses of phonology, syntax, semantics, pragmat- ics and metalinguistics. Theories of language Courses acquisition and methods of assessing language behavior are discussed, as well as issues related Updates: to cultural/linguistic diversity. SPH 855 Clinical Externship and Seminar 1 credit Updates: This course will accompany the full-time clinical externship in audiology. Grand round presenta- SPH 603 Language Disorders in tions by students will be conducted. Children I 3 credits An in‑depth study of language disorders in young SPH 829 Clinical Research Project children. Emphasis will be on clinical assessment Seminar 1–3 credits and intervention of language and emergent liter- This seminar is designed to assist the Level 4 acy in natural contexts such as collaborative pre- Au.D. student in formulating and developing a tend play, shared book reading, and other devel- clinical research project. Topics for individual opmentally appropriate activities. Focus will be projects will be proposed and discussed in semi- on children with specific language impairment. nar fashion. Students may also register for this course as a one-credit seminar, which will pro- SPH 630 Voice Disorders 3 credits vide them with additional guidance for carrying A review of normal ventilatory, laryngeal and the proposal to conclusion. Continuous matricu- supralaryngeal function for voice production; an lation in this class is required until the research overview of clinical voice disorders, their classi- project is completed. fication, diagnosis and management. Experience is provided using and interpreting objective clinical measurement techniques in the evaluation of Addition: phonatory function. SPH 850, 851 Advanced Audiology Practicum 1 credit each This course will accompany the off-site clinical placements and review current literature and case studies. Grand round presentations by students will be conducted. Curriculum and Instruction 47

Audiology, Elective Au.D. Department of Courses Curriculum and Updates: Instruction SPH 841 Aural Rehab (Pediatrics) is a 1-credit course. Program Changes Doctor of Arts (D.A. Courses) Updates p. 116 Updates: Deletions: SPH 740, 741 Seminar in Current Issues • Bilingual Education Extensions and Research Trends in Speech Pathology to Elementary, Secondary, and Audiology 3 credits each Readings, research and discussion of current and Special Education and major issues in the discipline. Topics for discus- Communication Sciences and sion may include critical personnel shortages, Disorders increased scope of practice, requirements for • Master of Arts in TESOL (precer- entry level into the professions, private practice issues, evidence based practice and others. tification) SPH 800 Advanced Seminar in Differential Diagnosis of Communicative Additions: Disorders 3 credits • Bilingual Education Extensions An in‑depth study of current issues in assessment. Topics will include psychometric issues, to Childhood, Adolescence, diversity, authentic assessment, differential diag- Special Education, Early nosis, and assessment of classroom and clinical Childhood Special Education, practice students. Literacy and Teachers of Students with Speech and Language Disabilities (TSSLD) • Advanced Certificate in Literacy • Advanced Certificate in Childhood Special Education • Master of Arts in TESOL (non-certification track) • Master of Arts in TESOL (certification track) 48 Curriculum and Instruction

M.A. in Art Education, Advanced Certificate in Overview of the TESOL Program Required Courses Updates p. 137 Updates p. 140 Students are no longer required to attend a fall orientation. Candidate must submit pre-clinical practice portfolio (Synthesis Point) to Spring, Year 1 their adviser for clearance. EEC 710 should read EEC 560. Reflective Practice M.A. in TESOL: Candidate must submit graduation port- Certification Track folio (Reflection Point) to their adviser for clearance. Updates p. 139 Overview of the Fall, Year 2: Pedagogy Candidate must submit pre-student Bilingual Education teaching portfolio (Synthesis Point) to Extension Advanced their adviser for clearance. Certificate Program Spring, Year 2: Performance Updates p. 140 Candidate must submit graduation portfolio (Reflection Point) to their adviser This program is for candidates who for clearance. already hold professional certification in special education, adolescent, child- M.A. in TESOL: hood, early childhood, early childhood Non‑Certification Track special education, or literacy education. Updates p. 139 Additions:

This program does not lead to New York Advanced Certificate in State certification. Literacy

EDS 652 should be Paradigms of Updates p. 145 Knowing. Curriculum and Instruction 49

Literacy Certification ELY 800 Organizing, Supervising and Reforming Literacy Birth–Grade 12 (24-credit Programs program) ELY 801 Seminar in Literacy II Core Requirements (ELY 753 prerequisite) ELY 601 Seminar in Literacy I (prior or corequisite Literacy Certification with ELY 750) ELY 602 The Reading-Writing Grade 5–Grade 12 Connection (18-credit program) ELY 603 Literacy in the Middle Core Requirements and Secondary Schools ELY 601 Seminar in Literacy I ELY 750* Assessing and (prior or corequisite Addressing Literacy with ELY 750) Needs I ELY 603 Literacy in the Middle ELY 751** Assessing and and Secondary Schools Addressing Literacy ELY 751** Assessing and Needs II Addressing Literacy ELY 753/755 Practicum in Literacy I Needs II ELY 754/756 Practicum in Literacy II ELY 753/755 Practicum in Literacy I ELY 800 Organizing, Supervising ELY 800 Organizing, Supervising and Reforming Literacy and Reforming Literacy Programs Programs ELY 801 Seminar in Literacy II ELY 801 Seminar in Literacy II (ELY 753 prerequisite) (ELY 753 prerequisite) *Adviser approval required Literacy Certification **Prerequisites apply to sequential courses 751, 753/755, 754/756. Birth–Grade 6 (18-credit NOTE: Candidate must hold a master’s program) degree in a related area and New York Core Requirements State certification (or be eligible for ELY 601 Seminar in Literacy I same within the program’s term) to com- (prior or corequisite plete the advanced certificate program. with ELY 750) Candidate assumes full responsibility for ELY 602 The Reading-Writing all tuition and fees incurred. Candidate Connection assumes all responsibility for supplying ELY 750* Assessing and official documentation, and for meeting Addressing Literacy all certification requirements as of the Needs I date of program completion. ELY 751** Assessing and Addressing Literacy Needs II ELY 753/755 Practicum in Literacy I 50 Curriculum and Instruction

Advanced Certificate EEC 750 Methods of Instruction* in Childhood Special (25 hrs) Education Advanced Core Course: EEC 800 Master’s Seminar in Grades 1–6 (18 credits) Special Education

Updates p. 148 Student Teaching/Reflective Practice A master’s degree and a current New Upon successful completion of all pro- York State Certification in any area gram courses, and passing scores on all other than special education is required required state examinations, candidates for entrance into this program. register for: All prerequisite and foundation core EEC 821 Practicum in Special courses are subject to waiver review. If Education Seminar (fall core courses are waived they must be or spring) replaced with approved graduate-level OR courses. EEC 822 Summer Practicum in Special Education (this Program of Study course is only available Manhattan candidates must take one to certified teachers who course (their choice) on the Garden are working full time in City campus. regular education) Courses with an * have required fieldwork hours and should be taken in NOTE: Candidates holding provisional certification in elementary education must have blocks to expedite placement. Please COMPLETED EDU 614 or an equivalent to check with an adviser for important obtain their permanent certification. notes and deadlines.

Prerequisite Courses: (may be taken Course Changes concurrently with foundation 700-level courses) Updates p. 174–175 EEC 600 Introduction to Special Education* (25 hrs) Note: All EDO course prefixes should EEC 700 Families, Cultures and change to EAE. Learning* (10 hrs) Adolescence Education Foundation Core Courses: Prerequisites: EEC 710 Classroom EDO 596 and EDO 597 Inquiry and Management* (25 hrs) Expression (now EAE 596 and 597) do EEC 720 Formal and Informal not have prerequisite requirements. Methods of Assessment (25 hrs) EEC 705 Team Collaboration Curriculum and Instruction 51

Additions: Additions: EDO 613 (now EAE 613) Secondary EAR 500 Special Topics: Exploring Mathematics Content, Pedagogy, and the Arts: Alice Hoffman Young Assessment 3 credits Writer’s Retreat 3 credits 50 hours of field experience. Graduate students will act as participant/mentors for selected high school juniors. Participants will EDO 617 (now EAE 617) Secondary experience an intensive writing workshop with Science Content, Pedagogy, and accomplished writers and artists who will facili- Assessment 3 credits tate the experience in ways that actively engage 50 hours of fieldwork. all participants in an exploration of identity and EDO 618 (now EAE 618) Social community through writing. Studies Content, Pedagogy, and EAR 500 Special Topics: Exploring Assessment 3 credits the Arts: Art and Literature for 50 hours of fieldwork. Social Justice 3 credits EAE 723 Special Topics: Literacies of Students will examine creative works of art and Math, Science, and Technology 3 credits literature that have served to awaken the imagi- The relationship between literacy and math and nation in order to bring about social change. science teaching and learning is explored, along Students will choose pressing social issues upon with strategies for promoting technology and which to concentrate and will write and/or employ information literacy. the visual arts to bring their group or individual projects to life. EAE 860 Master’s Seminar in Adolescence Education, Inquiry and EAR 500 Special Topics: Exploring the Imagination 3 credits the Arts: Celebrating Artists Addresses alternative forms of inquiry, includ- with Autism 3 credits ing creative writing, visual and performing arts. An exploration of current issues and research Individuals and group explorations across a range regarding the atypical artistic development of of creative modalities will help students discover children with autism. Topics include the func- an individual imaginative form for their final tion, major characteristics, and individual needs capstone project. No previous artistic experience of young art makers with autism, as well as sug- required, just a willingness to explore alternative gested methods for the art teacher to intervene possibilities for discovering meaning. with these children during the art process. EAR 500 Special Topics: Creating Art Deletion: and Literature for Social Justice 3 credits Students will examine creative works of art and EDO 860 Master’s Seminar in literature that have served to awaken the imagi- Adolescence Education nation in order to bring about social change. Students will choose pressing social issues upon which to concentrate and will write and/or employ Art Education the visual arts to bring their group or individual projects to life. Updates p. 175–177 EAR 500 Special Topics: Exploring the Arts: Educational Theatre for Teachers 3 credits Prerequisites: This course is for educators with little or no prior EAR 525 Establishing the Role of the experience in the performing arts. Participants Arts and Education does not have a learn how basic principles of educational theatre enliven curriculum and instruction. The work- prerequisite requirement. shop approach offers a safe, cooperative learning environment that allows participants to experi- Deletion: ence personal and professional growth. EAR 503 Exploring the Arts: Speech and Drama 52 Curriculum and Instruction

EAR 500 Special Topics: Exploring the EAR 503 Exploring the Arts: Arts: Integrating the Arts in Curricula: Educational Theatre 3 credits The Waldorf Educational Method 3 credits Participants will learn how educational theatre An introduction to methods that integrate the arts can enliven curriculum and instruction. This in learning using Waldorf education as a case workshop offers a safe, cooperative learning envi- study. We will focus on integrating the arts in the ronment that allows participants to experience humanities and the sciences grades 1–12. Each first hand the educational potential of theatre arts student will participate in cooperative learning, for personal and professional growth, particularly handwork and drawing, generate curricula inte- for those who may feel intimated by this art form. grating the arts, and assemble a portfolio. EAR 723 Special Topics EAR 500 Special Topics: Exploring the Arts Series: Math and Physics through Architecture 3 credits Bilingual Education Through hands-on, interactive activities and field trips, students will engage in an exploration on how mathematics can be taught in a suc- Updates p. 177–179 cessful and enlivening manner through the arts. This workshop is geared for both mathematics Additions: and science teachers. No prior artistic training necessary. EBE 605 Foundations of Bilingual Special Education 3 credits EAR 500 Special Topics: Exploring the This course provides an introduction to the Arts: Native Arts and Pedagogy 3 credits philosophical, sociological, (socio-) linguistic, This course is a student-led seminar that provides political, legal, and historical perspectives on an introduction to Indigenous Arts and Pedagogy bilingual education including bilingual special mediated through the lenses of postcolonial eth- education. Additionally, relevant theories of sec- nography and holistic life philosophy. Topics ond language acquisition with their appropriate include: critical pedagogy, critical ethnography classroom application are reviewed as part of the and indigenous perspectives regarding artistic essential content for teachers of English language processes and teaching, contextualized within the learners. 25 hours of field work required. issues and concerns of contemporary indigenous communities. EBE 700 School-Based Measurement for Exceptional Children 3 credits EAR 500 Special Topics: Exploring the This course will provide an introduction to the Arts: Painting Process I 3 credits principles of administering and interpreting Participants will engage in painting and writ- assessments relevant to the child with special ing exercises as well as group process activities. needs. Students will gain an understanding of Students gain practice in meditation, communi- basic statistics as well as the legal and ethical con- cation skills that develop reflective and empathic siderations of testing in the areas of intelligence, listening and explore their multiple forms of intel- achievement, behavior, and skills screening. ligence: emotional, intuitive, symbolic, imaginative, spiritual, interpersonal and intrapersonal. EBE 710 Case Study Development for Prior knowledge of painting technique is not Bilingual Exceptional Students 3 credits necessary. Prerequisite: NUR 700 This course emphasizes assessment as an integral EAR 500 Special Topics: Exploring part of the teaching-learning process. Students the Arts: Women in Art and will understand assessment as a decision-making Literature 3 credits collaborative process; understand characteristics An exploration of the social, cultural, and proof bilingual students with special needs; analyze fessional situation of women as seen through art non-traditional methods of assessment; use a case and literature. Students will undertake a search study approach to gain in-depth understanding of involving studio experimentation and critical the student to plan instruction. thinking to clarify their own position in our culture and generate initiatives for the innovative teaching of art and literature in the classroom. Curriculum and Instruction 53

EBE 840 Student Teaching in Additions: Bilingual Special Education 6 credits This sixteen-week capstone experience will pro- EDO 613 (now EAE 613) Secondary vide candidates the opportunity to work under the Mathematics Content, Pedagogy, and supervision of bilingual special education coop- Assessment erating teachers at two different grade levels. The 50 hours of field experience. university supervisor will observe the candidate EDO 617 (now EAE 617) Secondary twice in each placement and will conduct weekly Science Content, Pedagogy, and seminars on a range of topics. Assessment Candidate must apply to the Office of School and 50 hours of fieldwork. Community Partnerships a year before starting the scheduled clinical practice. EDO 618 (now EAE 618) Social Studies Content, Pedagogy, and Assessment EBE 841 Practicum Teaching in 50 hours of fieldwork. Bilingual Special Education 3 credits This sixteen-week capstone experience will pro- EDU 723 Special Topics: Math, Science, vide candidates the opportunity to work in their and Technology Literacy own bilingual special education classroom setting Field-based techniques are used to carry out out- under the supervision of a university supervisor. door science activities and research projects in The supervisor will observe the candidate twice biology, chemistry, earth science and physics. in the field and will conduct weekly seminars on a range of topics. Candidate must apply to the Office of School and Deletion: Community Partnerships a year before starting the Remove the second ECH 502 course scheduled clinical practice. listed. EBE 842 Practicum Teaching in Bilingual Special Education 3 credits This sixteen-week capstone experience will provide candidates the opportunity to work in their own bilingual special education classroom setting under the supervision of a university supervisor. The supervisor will observe the candidate twice in the field and will conduct weekly seminars on a range of topics. Candidate must apply to the Office of School and Community Partnerships a year before starting the scheduled clinical practice. EBE 723 Special Topics 3 credits

Childhood Education

Updates p. 179–181

Note: All EDO course prefixes should change to EAE.

Corequisites: ECH 502 Reflective Practice Seminar in Childhood Education Corequisites: ECH 807 and 820 Taken concurrently with EDU 531 this seminar provides student teachers with the opportunity to reflect critically and analytically on their student teaching experiences. 54 Curriculum and Instruction

Childhood Special Education EEC 705 Team Collaboration 3 credits This course is designed for educators working with students with special needs, their families, and Updates p. 182–184 related services professionals. Emphasis is placed on understanding the roles of CSE team mem- EEC 560 Managing Inclusive bers, facilitating communication among service Environments, 7–12 3 credits providers, and analyzing collaborative strategies The course introduces secondary educators to employed in and outside inclusive classrooms. the changes in the current educational landscape that permit the accommodation of students with EEC 710 Classroom Management 3 credits special needs in general education classrooms; This course is designed to define, specify, and mea- explores professional obligations that attach to sure the behaviors teachers recognize as necessary these changes; and analyzes classroom man- in the repertoire of the special child. The course agement options that maximize learning and will equip teachers with the understanding of basic minimize distractions in secondary classrooms. principles of behavior change and a humanistic Fieldwork is required. philosophical approach to behavior modification. Twenty-five hours of fieldwork required. EEC 610 Current Topics in Special Education (Research I) 3 credits This seminar provides an opportunity for candi- Additions: dates to identify, focus and reflect on significant education issues in special education. Candidates EEC 720 Methods of Assessment 3 credits will locate resources, find relevant literature, and EEC 723 Special Topics: Introduction to critique current trends in the field. Candidates Autism Spectrum Disorders 3 credits will sharpen their critical thinking, critical read- This course introduces autism spectrum disor- ing, and critical writing skills. ders, focusing on cognitive, behavioral, social, EEC 620 Technology and and academic issues of individuals with autism, Instruction 3 credits Asperger’s Syndrome, and Pervasive Develop This course provides the classroom teacher with mental Disorders. Topics include: theories of cause hands-on experience using technology designed and development, the diagnostic process, educa- for students with and without special needs. tion and therapeutic interventions, psycho-social Candidates will explore the effective infusion adjustment, IDEA and IEP development, multi- of technology in instructional design for school- disciplinary teams, and working with families. age learners. Projects include identifying internet resources, creating multimedia lessons, and Updates: development of an instructional Web page. Students must take EEC 600, EEC 610, EEC 630 Human Development, EEC 620 and EEC 630 before taking Cognition, and Teaching 3 credits Through an analysis of child development and EEC 705, EEC 710, EEC 720, EEC learning theories, students explore why and how 750 and EEC 800. people think and construct knowledge. Students examine how these theories, individually and col- lectively, enlighten the teaching process. Students Early Childhood Education consider the interaction of learning theories with diverse populations defined by gender, culture, disability, and language. Updates p. 184 EEC 700 Families, Cultures, and Learning 3 credits Addition: This course is designed to provide an awareness EYC 550 Special Topics: of diversity issues by examining specific values Listen and Learn 1 credit and beliefs. The course focuses on the impact of Participants will be introduced to classroom families and cultures on the cognitive, linguistic, activities aimed at developing the auditory skills and affective growth of children. Ten hours field- of their young students. These lessons will sup- work required. port the readiness growth of students through interactive finger plays, read alouds, phonemic awareness, rhyming, riddles, music and choral speaking. Curriculum and Instruction 55

Early Childhood Special ECS 810 Special Topics: Practical Strategies for Home and Community Education Early Intervention 3 credits Prerequisite: ECS 600 or equivalent. Open to non-majors Updates p. 186 Practical strategies for using research-based teaching techniques for effective delivery of both Additions: home and community-based service for young children with special needs in their natural envi- ECS 810 Special Topics: Working with the ronments. Environmental and materials consider- Young Medically Fragile Child 3 credits ations; supporting and teaching parents and other Open to non-majors caregivers, communication techniques and early Introduction for professionals from any helping intervention requirements related to NYS. discipline to understand and/or meet the developmental needs of young children (birth-second grade) with severe or complex medical chal- Education lenges. Common diagnoses, medical conditions, assistive technology, implications for educational planning, related legislation. Specific strategies Updates p. 187–188 for multidisciplinary and family collaboration to maximize child development and education. Additions: ECS 810 Special Topics: Interventions EDU 723 Special Topics: Cognition and for Autism Spectrum Disorder in Young Student Learning 3 credits Children 3 credits Candidates will study cognition and learning Prerequisite: EEC 600 or previous course work or from the psychological perspective on education, life experience in autism topics. focusing on cognitive, social personality, and Open to non-majors emotional development as a series of progressive Assessment tools used in diagnosis and multiple changes. An emphasis on the learning theories treatment options for young children with autis- within a multicultural and diverse society will be tic spectrum disorders. Treatment options to be placed, embodying a theme of reflective practice introduced include Applied Behavioral Analysis, along with application. TEACCH, DIR RDI, Sensory Integration and Biomedical treatment approaches. Presentations EDU 723 Special Topics: Creative Arts of NYS Clinical Practice Guidelines for autism for the Exceptional Child 3 credits spectrum disorders in early intervention. This course offers practical, workable ways of attaining realistic academic goals for exceptional ECS 810 Special Topics: Effective children. Teachers of exceptional children need Supervision of the ECSE Paraprofessional simple hands-on ways of meeting curriculum or Aide 3 credits requirements, specific I.E.P. goals, and class- Prerequisite: ECS 600 or equivalent. room management which offers an opportunity for Open to non-majors maximum social and emotional growth. Clarification of the various roles of parapro- fessionals within early intervention and early EDU 723 Special Topics: childhood special education. Basic supervision Field-Based Science 3 credits strategies, including effective communication, Field-based techniques are used to carry out out- proactive planning, and constructive counsel- door science activities and research projects in ing. Developing a working partnership with staff biology, chemistry, earth science and physics. to support personal and professional growth. Explore and problem-solve some of the most frequent challenges to effective supervision. 56 Curriculum and Instruction

EDU 723 Special Topics: Education Studies Literacy Foundations: Teachers of Health Physical Education 3 credits This course gives preservice candidates’ founda- Updates p. 188 tional knowledge in literacy theories and methods to assist them in understanding students’ literacy development. A field component for the course Additions: allows candidates practice in teaching literacy EDU 723 Special Topics: in the elementary and secondary grades and to Cognition and Student Learning 3 credits review services for students. Candidates will study cognition and learning EDU 723 Special Topics: Math, from the psychological perspective on education, Science, and Technology Literacy 3 credits focusing on cognitive, social, personality, and The relationship between literacy and math and emotional development as a series of progressive science teaching and learning is explored, along changes. An emphasis on the learning theories with strategies for promoting technology and within a multicultural and diverse society will be information literacy. placed, embodying a theme of reflective practice along with application. EDU 723 Special Topics: Methods of Foreign Language Instruction 3 credits EDS 723 Special Topics: Comparative This course will examine in‑depth theories and Education and Culture: Africa 3 credits research in the field of Language Education in This course is part of a series of future courses accordance with the ACTFL (American Council designed to acclimate students to teaching envi- on the Teaching of Foreign Languages) Standards ronments from a global perspective. Students in and the national Standards for Foreign Language this course explore local languages, histories, Learning in the 21st Century. Students are and cultures of Africa in the contexts of teaching required to complete 25 hours of fieldwork in sec- and learning. The students examine comparative ondary schools. instructional strategies and styles. EDU 723 Special Topics: Oral History EDU 723 Special Topics: Creative and Curriculum Development 3 credits Arts for the Exceptional Child 3 credits Teacher candidates collaborate with high school This course offers practical, workable ways of students on oral histories of a local community. attaining realistic academic goals for exceptional They develop curriculum for local high school children. Teachers of exceptional children need social studies and English classes. They learn simple hands-on ways of meeting curriculum project-based learning in the field of community requirements, specific I.E.P. goals and classroom history. This project connects the familiar to the management which offers an opportunity for max- wider world of social studies curriculum. imum social and emotional growth. EDU 723 Special Topics: Socio-cognitive EDU 723 Special Topics: Diversity, Perceptions of Motivation in Community and Leadership 3 credits Learning 3 credits This course addresses the challenges for educa- Candidates will study motivation from the physi- tional leaders of establishing high standards for cal, psychological, and socio-emotional perspec- all students within curricula while meeting the tive as it impacts student learning. Social and needs of a diverse population. It frames the ten- cultural models of learning that stress the situ- sions between achievement and equity, the chal- ated nature of learner’s beliefs and cognitions will lenges of the achievement gap, overrepresentation be discussed. An emphasis will be placed on how of minorities in special education, and disparities contextual factors shape and influence learning in resources. Required 10-hour field component. and motivation. EDU 723 Special Topics: Emotional EDU 723 Special Topics: Teaching Lives of Children: Classroom Composition 3 credits as Community 3 credits This course surveys the theory and explores the Designed for current and future school personnel, practice of teaching writing in the secondary this course explores the emotional lives of chil- school. dren. Psychological, phenomenological, and literacy understandings of childhood are addressed. Methods for creating a classroom community that enhances the emotional well-being of children are explored. Curriculum and Instruction 57

EDU 723 Special Topics: Literacy Literacy Foundations: Teachers of Health and Physical Education 3 credits This course will provide preservice physical Updates p. 189–191 education and health education candidates with foundational knowledge in literacy theories and methods to assist them in understanding and aid- Deletion: ing students’ literacy development and will enable ELY 753, 754 Practicum in Literacy I them to be part of an instructional team at both and II the childhood and adolescent levels. EDU 723 Special Topics: Additions: Socio-Cognitive Perceptions of Motivation in Learning 3 credits ELY 555 Administrative Candidates will study motivation from the physi- Internship 5 credits cal, psychological and socio-emotional perspec- Prerequisites: Need 18 credits and review of tive as it impacts student learning. Social and cul- e-folio. Approval of Program Director needed to tural models of learning that stress the situated register for course. nature of learner’s beliefs and cognitions will be discussed. Emphasis will be placed on how con- ELY 635 Literacy for the Bilingual textual factors shape and influence learning and Exceptional Child 3 credits motivation. Teacher candidates will create appropriate literacy goals and strategies for the bilingual exceptional child in various developmental stages and Educational Leadership levels of language proficiency. Candidates will examine theories and methods of instruction in reading and writing that can be implemented to Updates p. 188–189 address the needs of bilingual students with special needs. 25 hours of field work required. Additions: ELY 753/755, 754/756 Practicum in Literacy I and II 3 credits each EDL 723 Special Topics: Prerequisite for ELY 753/755 is ELY 751 and 3 credits School-Based Financial Planning approval of electronic portfolio; prerequisite of This course engages aspiring school leaders in ELY 754/756 is the successful completion of ELY learning events, conditions and circumstances 753/755. ELY 753/755 and 754/756 may not be to know how education is financed in New York taken concurrently. City and State. Specifically, the course examines This two-course sequence consists of supervised important movements, trends and innovations application of diagnostic and interventional shaping education in the 21st century: Financing techniques in a clinical or classroom situation. School Facilities, School Budgetary Systems and Students will apply and interpret formal and Grant writing. informal assessment strategies so as to individu- EDL 723 Special Topics: Urban alize instruction for struggling readers and writ- Education: Challenges and ers. Students will have the opportunity to work Opportunities 3 credits with individuals and small groups. Both elemen- This course will critically examine the strate- tary and secondary clinical experiences will be gies, challenges and opportunities of teaching arranged as appropriate. Candidates will attend in an urban setting: impact of urban youth cul- seminars where candidates will discuss issues ture; disproportionate suspension rates; widen- related to clinical practice. ing achievement gap among diverse populations; role of teachers; deficit models of teaching and learning; and race and class. The course will also deconstruct myths and realities through readings, discussion, film and class projects. Health studies, physical education and 58 human performance science

Department of M.A. in Health Health Studies, Education Physical Education Updates p. 156 and Human Required Courses Performance Science Addition: HED 601 Contemporary Health Updates p. 155 Issues

Graduate Alternative Deletion: HED 702 Intervention Techniques Teacher Education for Health Education (GATE) Program in Health Electives in Health Education or Other Fields

Required Courses Addition: Addition: HED 702 Intervention Techniques HED 601 Contemporary Health for Health Education Issues Deletion: Deletion: HED 601 Contemporary Health HED 702 Intervention Techniques Issues for Health Education M.A. in Physical Electives/Corequisites Addition: Education HED 702 Intervention Techniques Updates p. 158–159 for Health Education

Deletion: Departmental Electives HED 601 Contemporary Health in Elementary Physical Issues Education Deletion: PED 680 Innovative Activities for Elementary School

Departmental Electives in Adapted Physical Education Deletion: PED 673 Evaluation: Special Populations Health studies, physical education and 59 human performance science

Departmental Electives in Exercise Physiology, Core Sports Management Courses Course Updates: PED 608 Computer Applications Updates p. 161 PED 633 Sport Marketing PED 646 Sport Media and Addition: Communications PED 623 Adult Fitness Programming Graduate Alternative Deletions: Teacher Education PED 658 Neuromuscular Aspects (GATE) Program in of Human Performance Physical Education Exercise Physiology, Students without prior certification in Emphasis physical education may enter the program. All students must achieve the mini- Addition: mum grade of C– or better in all under- PED 658 Neuromuscular Aspects graduate and graduate course work. A of Human Performance minimum GPA of 3.0 must be achieved for entrance to student teaching and Deletion: graduation. PED 623 Adult Fitness Programming Education Foundations Course Changes Updates p. 160 Health Studies Course Updates: PED 525 Curriculum and Updates p. 192–193 Methods of Instruction Update: Specializations HED 601 Contemporary Health Issues Investigation of critical health issues affecting individuals, families, and communities. Detailed Adapted Physical Education analysis of causes and prevention strategies will It is recommended that students enter draw from social science, medical, epidemiologi- the program with an undergraduate GPA cal, and education research. This course meets of 3.0 or better. Specialization require- the New York State requirements for child abuse education. ments are now a minimum of 18 credits. Also, exit requirements include: (a) must Prerequisites: obtain Special Olympics coaching cer- HED 650, HED 701, HED 702, and tification in two sports and (b) must HED 703 no longer have prerequisites. take the Adapted Physical Education National Standards (APENS) exam. 60 School of Nursing

VIII. School of cal thinkers with the ability to trans- late knowledge into practice. Through Nursing the process of critical inquiry, students learn to understand the nature of complex human and environmental systems Replaces Chapter VIII of the 2006– and to develop strategies for effective 2008 Graduate Bulletin. intervention. Research concepts and skills are subsets of critical inquiry Alumnae Hall 220 and are considered integral to the Patrick Coonan, Dean roles of nurse practitioner and nursing Email: [email protected] administrator. The master’s curriculum is designed to provide the knowledge Ann Pierce, Associate Dean for base and experience needed to evalu- Academic Affairs ate research designs and methodologies Jane White, Associate Dean for and utilize research findings. Research, Director of Ph.D. Program The philosophy of the doctoral pro- Nancy Cole, Assistant Dean for Student gram in nursing is to prepare expert Affairs nurse scholars who will contribute to the development of knowledge and sci- Professional Philosophy ence of nursing; advance healthcare through teaching, research and leader- The philosophy of the master’s program ship; and improve the health of society. in nursing at Adelphi University is to Members of the faculty assume that facilitate the student’s transition into each student has the potential to be advanced practice nursing roles, specif- self-directed and the curriculum is ically the roles of nurse educator, nurse structured to maximize student inde- practitioner, emergency and disaster pendence, personal development, pro- nurse manager, and nursing admin- fessional accountability, and continuous istrator; to foster the professional role learning. development necessary for providing The master’s program is accredit- leadership in the delivery of healthcare; ed by the Commission on Collegiate and to provide a foundation for doctoral Nursing Education (CCNE), One study. At the master’s level, nursing DuPont Circle NW, Suite 530, education is concerned with increasing Washington, D.C. 20036-1120, (202) specialization in the diverse theoreti- 887-6791. cal foundations of nursing and special- The School holds membership in the ization in advanced nursing practice. Council of Baccalaureate and Higher We expect that our graduates will con- Degree programs of the National tribute to the development of nursing League for Nursing, the American as a profession through the develop- Association of Colleges of Nursing, ment, implementation and evaluation of and the National Organization of Nurse advanced practice roles. Practitioner Faculties. The emphasis of graduate education is on the development of scholarly criti- School of Nursing 61

Programs of Study the completion of all course work. This requirement is for all students admitted A. Doctor of Philosophy in Nursing after Spring 2006. (Ph.D.) Degree requirements must be com- B. Master of Science (M.S.) pleted within five years after matricula- 1. Adult Health Nurse tion. At the end of the five-year period, Practitioner the student’s record is reevaluated in 2. Emergency Nursing/Disaster terms of the curriculum in effect at the Management time and the student is advised of any 3. Nursing Administration additional requirements for graduation. 4. Nursing Education The responsibility of fulfilling degree C. Joint Master of Science/Master of requirements rests with the student. Business Administration (M.S./ All students enrolled in any M.S. M.B.A.) program take the same required set of D. Post-Master’s Certificate foundational courses called “core” (15 1. Adult Health Nurse credits). Some of these courses have Practitioner prerequisites or self-study modules. The 2. Emergency Nursing/Disaster core courses must be completed before Management enrolling in the “specialty” courses. 3. Nursing Administration Each student also completes a Capstone 4. Nursing Education Project at the end of most of the specialty course work. Degree Requirements Courses are 3 credits unless otherwise noted. for the Master of Science Core Courses (15 credits) NUR 602 Frameworks for Candidates for the degree of Master of Advanced Nursing Science must satisfactorily complete a NUR 606 Statistics for Nursing program of study and submit a master’s Research project. Candidates must also fulfill NUR 607 Informatics: all requirements of the curriculum in Information, Data and which they are enrolled. Knowledge The required Capstone Project is a NUR 702 Health Issues, Policy scholarly paper for which a number of and Politics in Health options are available. These include a Care project proposal that does not require NUR 650 Seminar in Nursing implementation for graduation; com- Research, Conduct and pletion of a qualitative or quantitative Utilization research project; an evaluation research project; or an educational or adminis- Capstone Course (3 credits) trative project. NUR 753 Capstone Project All students must pass a written Comprehensive Examination given at 62 School of Nursing

Master of Science NUR 764 Advanced Physical Assessment of the Adult Adult Health Nurse NUR 755 Advanced Physical Practitioner Assessment Clinical (51 credits) (2 credits)

This advanced nursing practice con- Adult Health Nurse Practitioner centration entails in-depth study of Specialty Courses (15 credits) adult-health nursing. The curriculum NUR 633 Adult Health Nursing integrates theoretical knowledge and I: Theory and Clinical practical skills while exploring the (4 credits) issues and forces within the health- NUR 638 Adult Health Nursing care delivery system that affect the II: Theory and Clinical roles of the advanced practice nurse. (4 credits) Students have opportunities to work NUR 640 Summer Clinical with advanced practice nurses and Practicum (1 credit) other health professionals in a variety NUR 653 Adult Health Nursing of clinical settings. III: Theory and Clinical Through study of the many facets of NUR 742 Adult Health IV: Theory physical illness and nursing care, this and Clinical component prepares students to become nurse practitioners in adult health nurs- Capstone Course (3 credits) ing. The program emphasizes scientific NUR 753 Capstone Project inquiry as a tool for building clinical (3 credits) knowledge and testing the validity of the theoretical assumptions underlying Master of Science nursing practice. Emergency Nursing/ Core Courses (15 credits) Disaster Management (42 credits) Specialty Core Courses (18 credits) NUR 738 Adult Health Promotion The emergency nursing/disaster man- and Disease Prevention agement program is a 42-credit master’s NUR 761 Advanced Practice degree program designed to prepare Professional Role and nurses for managerial positions in the Practice Management emergency department and disaster (1 credit) management settings. After completing NUR 754 Advanced Human the program, the graduate will be able Physiology to attain employment and successfully NUR 752 Advanced work in the field of disaster nursing Pathophysiology and emergency management as a clini- NUR 753 Advanced cian, manager, educator, consultant or Pharmacology researcher. Courses are three credits unless noted otherwise. School of Nursing 63

Core Courses (15 credits) prepare to serve as leaders in improv- ing healthcare services, students study Specialty Core Courses (12 credits) leadership roles in the healthcare NUR 657 Introduction to field. Through the program’s research Emergency Management component, students gain practice in (cross reference with analyzing and implementing research EMG 501) findings. EMG 502 Epidemic and Pandemic Planning and Response Program Plan MGT 561 Management Theory Courses are three credits unless noted and Organizational otherwise. Behavior NUR 690 Interventions for Human Core Courses (15 credits) Responses to Disasters Specialty Courses (21 credits) Specialty Courses (12 credits) HRM 765 Developing World Class NUR 658 Leadership and Human Resources Management of MGT 561 Management Theory Disasters Across the and Organizational Continuum of the Behavior Public’s Health NUR 604 Team Building for Nurse NUR 659 Leadership and Leaders Management Practicum NUR 605 Seminar in Clinical (for 658) Leadership NUR 613 Special Needs of NUR 664 Collective Bargaining Vulnerable Groups (1 credit) During Disasters NUR 665 Legal Issues (1 credit) NUR 605 Seminar in Clinical NUR 666 Ethical Issues (1 credit) Leadership NUR 677 Financial Literacy for Nurse Leaders Capstone Course (3 credits) NUR 768 Seminar in Processes NUR 753 Capstone Project of Evaluation for Nurse Leaders Master of Science Functional Focus Course (6 credits) Nursing Administration NUR 770 Seminar and (45 credits) Practicum in Nursing Administration The concentration in nursing administration prepares nurse managers who (3 credits) can function in a variety of healthcare Capstone Course NUR 753 Capstone Project settings. Topics include nursing theories, group dynamics, communication and professional issues and trends. To 64 School of Nursing

Joint M.S./M.B.A. Specialty Courses (12 credits) NUR 604 Team Building for Nurse Degree Program Leaders (81 credits) NUR 605 Seminar in Clinical Leadership Nurse administrators are integral mem- NUR 664 Collective Bargaining bers of administrative teams within (1 credit) health service organizations and are NUR 665 Legal Issues (1 credit) competing for leadership positions with NUR 666 Ethical Issues (1 credit) individuals from non-nursing back- NUR 768 Seminar in Processes grounds. Their responsibilities have of Evaluation for Nurse grown in the areas of long-range stra- Leaders tegic and financial planning, resource management, implementation of out- Functional Focus Course (6 credits) comes-based approaches to quality NUR 770 Seminar and patient care, institutional governance, Practicum in Nursing and management of multiple depart- Administration ments. This combined program with the School of Nursing and the School Business Administration of Business allows the registered nurse Requirements (45 credits) holding a bachelor’s degree to complete ACC 500 Financial Accounting the Master of Science in nursing and ACC 600 Accounting for the Master of Business Administration. Managerial Analysis The program incorporates contem- BUS 689 Persuasive porary management theory, business Communication and fundamentals and essential core com- Negotiation petencies, and knowledge, skills and ECA 520 Macroeconomics values of advanced professional nurs- ECA 521 Microeconomics ing practice. The objective of this joint FIN 630 Corporate Finance degree program is to prepare leaders FIN 734 Building Shareholder who facilitate and embody the com- Value through petencies required to help transform Competitive Analysis health service organizations and health HHM 772 Organizational Systems systems as a whole. Delivery of Health Care HHM 776 Hospital and Healthcare Program Plan Finance Courses are three credits unless noted HRM 765 Developing World Class otherwise. Human Resources MGT 561 Management Theory Nursing Requirements and Organizational Behavior (36 credits) MKT 580 Marketing Management (Includes Core Courses of 15 credits and OPR 507 Mathematics for capstone project, 3 credits) Managers School of Nursing 65

OPR 573 Management Nursing certification examination for Information Systems nurse educators. OPR 638 Best Practices Production and Total Program Plan Quality Management The Master of Science (M.S.) in nursing education is a credit specialty pro- Capstone Course (3 credits) gram with credit allocation as follows: NUR 753 Capstone Project 12 credits in core courses (required in all master’s level nursing degree Master of Science programs); 5 credits in specialty core courses; 16 credits in specialty course Nursing Education content; and 6 credits of professional (45 credits) cognates, which allow students to take courses of interest in specialty-related The Master of Science in nursing edu- areas within the School of Nursing and cation prepares students as nurse edu- other schools in the University. cators competent to function in a variety of educational and healthcare settings, Core Courses (15 credits) but primarily to assume responsibilities as faculty members in undergraduate Specialty Core Courses (5 credits) nursing programs. As students devel- NUR 605 Seminar in Clinical op in this advanced practice role, they Leadership will acquire knowledge, skills and val- NUR 665 Legal Issues (1 credit) ues related to teaching and learning, NUR 666 Ethical Issues (1 credit) instructional design, assessment and measurement strategies, and curricu- Specialty Courses (16 credits) lum development implementation and NUR 679 Curriculum evaluation in nursing education. The Development, Capstone seminar and practicum will Implementation and afford students the opportunity to be Evaluation guided by expert nurse educators and NUR 789 Educational Theories to apply newly gained knowledge as and Application to they function in the nurse educator role. Learning After completing the program, grad- NUR 791 Instructional Design in uates will be able to assist in meeting Nursing Education the educational needs of the nursing NUR 792 Assessment and profession and healthcare consumers; Measurement in integrate scholarly processes in nursing Teaching education practice; develop, implement NUR 793 Seminar and Practicum and evaluate innovative approaches to in Nursing Education nursing education; and advance the (4 credits) professional role of the nurse educator. Graduates also will be eligible to take the newly offered National League for 66 School of Nursing

Professional Cognate Courses Post-Master’s Certificate (6 credits) Students choose 6 credits of graduate- Adult Health Nurse level courses in specialty-related areas Practitioner within the School of Nursing and other (30–33 credits) Schools in the University. Specialty Core Courses (18 credits) Capstone Course (3 credits) NUR 738 Adult Health Promotion NUR 753 Capstone Project and Disease Prevention NUR 761 Advanced Practice Post-Master’s Certificate Professional Role and Practice Management Programs (1 credit) Designed for students who already NUR 754 Advanced Human hold a master’s degree in nursing, the Physiology Advanced Certificate program provides NUR 752 Advanced an educational route to respecialize Pathophysiology in an area other than that studied in NUR 753 Advanced their master’s program. The program Pharmacology aims to strengthen the administra- NUR 764 Advanced Physical tive or clinical capability of master’s- Assessment of the Adult prepared nurses who are planning or NUR 755 Advanced Physical are already involved in a role expansion Assessment Clinical or role change. Some examples are: the (2 credits) clinical specialist who is moving into an administrative or nurse practitioner Specialty Courses (15 credits) role; and the nurse whose major was NUR 633 Adult Health Nursing teaching and who wishes to become a I: Theory and Clinical nurse practitioner. (4 credits) The program is individualized for NUR 638 Adult Health Nursing each applicant. It is a part-time course II: Theory and Clinical of study that includes 21–33 credits (4 credits) of master’s courses. The certificate is NUR 640 Summer Clinical awarded upon successful completion of Practicum (1 credit) required courses. Prior graduate cours- NUR 653 Adult Health Nursing es are evaluated for possible advanced III: Theory and Clinical standing in the certificate program. NUR 742 Adult Health IV: Theory Areas of study include nurse and Clinical practitioner in adult health nursing, emergency nursing and disaster management, nursing education, and nursing administration. School of Nursing 67

Post-Master’s Certificate NUR 659 Leadership and Management Practicum Emergency Nursing and (for 658) Disaster Management NUR 613 Special Needs of (24 credits) Vulnerable Groups during Disasters The Post-Master’s Certificate in emer- NUR 605 Seminar in Clinical gency nursing and disaster management Leadership is a 24-credit program designed to prepare nurses who have some emergency Post-Master’s Certificate department or emergency management experience with more formal, in-depth Nursing Administration education in the area of emergency (21 credits) nursing and disaster management. Graduates can expect to assume a lead- Courses are three credits unless noted ership position in the field of disaster otherwise. nursing and emergency management as a clinician, manager, educator, consul- Specialty Foundation Courses tant, or researcher. (18 credits) Courses are three credits unless noted HRM 765 Developing World Class otherwise. Human Resources MGT 561 Management Theory Specialty Core Courses (12 credits) and Organizational NUR 657 Introduction to Behavior Emergency Management NUR 604 Team Building for Nurse EMG 502 Epidemic and Pandemic Leaders Planning and Response NUR 605 Seminar in Clinical MGT 561 Management Theory Leadership and Organizational NUR 664 Collective Bargaining Behavior (1 credit) NUR 652 Interventions for Human NUR 665 Legal Issues (1 credit) Responses to Disaster NUR 666 Ethical Issues (1 credit) NUR 768 Seminar in Processes Specialty Courses (12 credits) of Evaluation for Nurse NUR 658 Leadership and Leaders Management of Disasters across the Functional Focus Course (3 credits) Continuum of the NUR 770 Seminar and Public’s Health Practicum in Nursing Administration 68 School of Nursing

Post-Master’s Certificate Doctor of Philosophy Nursing Education (Ph.D.) in Nursing (21 credits) (54-credit minimum)

This program is designed to prepare the The doctoral program in nursing is nurse who has earned a master’s degree designed to prepare expert nurse-schol- in nursing to implement the role and ars who will advance the development responsibilities of the academic nurse of knowledge for the discipline; contrib- educator in diverse educational and ute to the science of nursing; advance healthcare settings. With the knowl- healthcare through teaching, research edge, skills, and values acquired dur- and leadership; and improve the health ing the program, graduates will be able of society. Students will be exposed to to help meet the educational needs of breadth of ideas, information and theo- the nursing profession and healthcare ries, and discuss and debate opposing consumers and advance the profession- ideas. The program is grounded in phil- al role of the nurse educator. osophical and foundational core nurs- Courses are three credits unless noted ing knowledge as well as knowledge otherwise. of research methodologies and methods. The student’s focus of substan- Specialty Core Courses (5 credits) tive inquiry provides the context for the NUR 605 Seminar in Clinical application of foundational knowledge. Leadership A nurse-educator role sequence exam- NUR 665 Legal Issues (1 credit) ines content and provides a precepted NUR 666 Ethical Issues (1 credit) experience with a goal that students assume roles in education following Specialty Courses (16 credits) graduation. NUR 679 Curriculum This 54-credit (minimum) program Development, leads to the Ph.D. degree in nursing. Implementation and An M.S. in nursing is required for Evaluation entry. The program offers strong cores NUR 789 Educational Theories in both nursing science and research. and Application to Two graduate-level statistics courses are Learning required. In addition, a concentration NUR 791 Instructional Design in of nursing education courses is offered Nursing Education to prepare not only nurse scientists, NUR 792 Assessment and but also those who will assume roles Measurement in as faculty members in schools of nurs- Teaching ing. Students also select graduate-level NUR 793 Seminar and Practicum cognate courses, which support the dis- in Nursing Education sertation topic or its methods, and are (4 credits) usually taken in schools or departments other than nursing. School of Nursing 69

A seminar format is used for most Doctoral Student Handbook provided to nursing courses. Inherent in this deci- all students following admission to the sion is the faculty’s belief that nurs- program. Please note that the deadline ing education fosters collegiality, for application for the fall semester is collaboration, leadership and profes- February 15th. sional growth. To that end, the faculty will facilitate learning by inviting the Program Plan (54-credit minimum review and critique of selected topics required) and readings. Students also select read- Courses are three credits unless noted ings appropriate to the topic for seminar otherwise. discussion. Within a supportive environment, students are encouraged to Nursing Science/Core/Foundation challenge and debate ideas and to work (15 credits) towards extending each other’s think- NUR 803 Philosophical ing. Thus, the responsibility for learn- Foundations of Nursing ing rests with the student and his or Science her commitment to scholarship and the NUR 804 Knowledge Development advancement of the science of nursing. in Nursing Science Following completion of 48 credits of NUR 805 Research Seminar I: course work, students must successfully Problem Identification; complete a comprehensive examination Phenomena of Concern to be admitted to candidacy and begin NUR 806 Health Policy work on the required dissertation. The Leadership dissertation guidance process follows NUR 807 Ethics in Healthcare the formal defense of the student’s research proposal. Research/Statistics/Methods of Planning for the student’s disser- Inquiry (18 credits) tation begins early in the program NUR 808 Qualitative Research through courses designed to assists with Approaches this research process. The disserta- NUR 809 Qualitative Research tion requires two semesters of work, six Methods credits of dissertation advisement, at a NUR 812 Quantitative Research minimum. The successful oral defense Designs and Methods of the dissertation is the last step in the NUR 813 Research Seminar II: program before graduation. Proposal Development The program may be taken on a PSI 644 Advanced Psychological full time (9–12 credits per semester) Statistics or part-time basis. Most courses are PSI 645 Design and Analysis of offered one day a week. Students are Experiments admitted only in the fall semester and proceed through the program in cohorts. Cognates (6 credits) Procedures for the program, progres- Cognate courses support student’s sion, oral defense, leaves of absence, dissertation/research. graduation, etc., are outlined in the 70 School of Nursing

Education (Role/Focus) (9–13 Admission credits) Course selection depends on student’s General Requirements preparation in education. Plans of study Unless otherwise indicated, the follow- for students are developed individually ing are required for admission into all in consultation with the faculty adviser. courses of study at the master’s level: NUR 679 Curriculum • Applicants must meet all Development, University admission require- Implementation and ments as set forth in the Evaluation Graduate Bulletin. NUR 789 Educational Theories • Be currently licensed as a reg- and Application to istered professional nurse or eli- Learning gible for licensure in the state of NUR 791 Instructional Design in New York. Nursing Education NUR 792 Assessment and Students must have: Measurement in • Completed a baccalaureate Teaching degree in nursing from a nation- NUR 793 Seminar and Practicum ally accredited undergraduate in Nursing Education nursing program.** (4 credits) • A cumulative grade-point aver- NUR 814 Nursing Education and age of 3.0 (on a 4-point scale) or Diverse Learners better from the undergraduate NUR 815 Research in Nursing nursing program. Education • Completed an introductory/basic NUR 816 Advances in Technology statistics course with a grade of and Nursing Education “B” or higher. NUR 817 Precepted Experience • Submitted official transcripts of in Education all prior academic work. (2–4 credits) • Submitted two letters of reference. • Completed the application form Dissertation Advisement (6 credits) and submitted the required appli- In addition to the 6-credit minimum cation fee. dissertation advisement, candidates are • Proof of BCLS certification for required to register for 3 credits per all programs; Proof of ACLS cer- semester until dissertation is completed tification for the Acute Care and and defended. Emergency Nursing Emergency NUR 889 Dissertation Guidance I Management NP Programs. NUR 890 Dissertation Guidance II Applicants with Non-Nursing Baccalaureate Degrees: Applicants with a non-nursing baccalaureate degree will be considered for admission, but will be required to take School of Nursing 71 some undergraduate nursing courses may be considered for regular admis- prior to enrolling in the M.S. courses. sion status. The student must receive The specific undergraduate courses no grade lower than a “B–” in each of that will be required and the amount these courses. Upon satisfaction of the of credits required will be determined 12 provisional credit hours with a grade on an individual basis following review of “B” or higher in each course, the of transcript(s) by School of Nursing student’s admission will be changed to faculty/advisers. regular admission. Please see the School of Nursing Clinical Experience Student Handbook for all policies Requirement for All related to admission, progression, and Graduate Programs graduation. Applicants should have two years of International Student clinical nursing practice before registering for the specialty courses. Requirements International applicants to all gradu- Requirement for the ate programs in the School of Nursing must have obtained a minimum score of M.S.-M.B.A. Program 550 on the Test of English as a Foreign Applicants to the joint program Language (TOEFL) within the last two are required to have completed the years; a declaration and certificate of Graduate Management Admissions Test finances; and certified English transla- (GMAT) prior to applying for admission tions of all prior academic records. to the program. The faculty reserves the right to require additional supportive date or Requirements for the Post- prerequisites from applicants to all Master’s Certificate Program programs. Requirements for the Post-Master’s Certificate Program must have a mas- Doctoral Admission ter’s degree in nursing. Requirements The deadline for receipt of all application Essay/Writing Sample materials is February 15th to be consid- Following acceptance, all students are ered for the following fall semester. required to complete an “in person” To be considered for admission to essay as a writing sample; this is admin- the doctoral program in nursing, appli- istered by/in the School of Nursing. cants must: • Have an M.S. or M.S.N. from Provisional Admission an accredited nursing program Applicants who do not meet all admis- (CCNE or NLNAC approved) sion criteria are eligible for provision- • Be licensed as a registered nurse al admission at the discretion of the (R.N.) in the state of New York Program Director. Students who are • Complete the Graduate provisionally admitted are required to Application form complete 12 credit hours before they 72 School of Nursing

• Provide the Admissions years preceding the date of entrance Committee with three profes- to the School of Nursing of Adelphi sional letters of reference from University. Evaluation of advanced a supervisor, committee chair, standing is made by the School of former professor, etc. Nursing. A maximum of six graduate • Submit satisfactory GRE scores credits may be accepted as applicable (taken within the last five years) toward the M.S. degree. • Submit evidence of successful completion of a graduate-level Matriculation statistics course (taken in the last Students are considered to be matricu- five years), or completion of a sta- lated when they have been accepted tistics tutorial before enrollment into the program as a degree student • Submit all academic transcripts and are enrolled in at least one course. • Provide a professional writing Students in the master’s program have sample, preferable scholarly five years from the date of first enroll- writing such as a publication ment to complete their requirements. • Submit a personal essay describ- ing academic and professional Textbook and Study Guide goals Expenses • Interview with at least two fac- Students can expect to spend between ulty members in the School of $200 and $300 per semester for the Nursing purchase of textbooks and the School Admission requirements are not of Nursing Study Guides. Textbooks are weighted. All requirements must be ful- also available at the Reserve Desk in filled and the applicant’s dossier com- the Swirbul Library. plete before interviews are scheduled with faculty members. Following inter- Leave of Absence/ views, the Admission Committee deter- Continuous Matriculation mines each applicant’s admission to the Students must enroll in “continuous program. Financial aid for tuition is matriculation” if they decide not to available in the form of the new Federal take courses for a semester. Students Faculty Loan Program and Graduate may also apply for a Leave of Absence Assistantships. in some circumstances. The Student Handbook outlines both procedures and General Information for student responsibilities. Nursing Students Grading System Advanced Standing Courses completed with a grade of “A” The transfer of credits earned at anoth- or “B” are automatically applied toward er institution is allowed only for compa- degree requirements when the course rable graduate courses completed with in question is applicable towards such a grade of “B” or higher within five requirements. The minimally accept- able grade in all required courses is School of Nursing 73

“B–”. Failure to meet the above grad- participate in a clinical practicum. All ing requirements will result in dismissal students must carry professional mal- from the program. practice insurance. For further information on the University grading system, and on School of Nursing Learning Withdrawals (W’s) and Incompletes Resources Center (I’s), see the section titled “Grading The School of Nursing Learning System” in the Graduate Bulletin. Resources Center includes a learn- Note: A course with a grade of “I” pro- ing laboratory, a computer laboratory, hibits a student from registering for a seminar room with demonstration the next requisite course in the course bed, and a small auxiliary laborato- sequence. Students with two or more ry for physical assessment skills. The Incompletes may not register for future skills laboratory simulates the hospital course work until all Incompletes are setting with all appropriate and sup- removed. portive supplies and equipment. These include advanced patient care man- Regulations for Nursing nequins and simulators, injecta-pads, Majors intravenous training arms, ostomy mod- Prior to registration for clinical courses, els, and many other innovative educa- all students are required to submit evi- tional devices. In addition to regularly dence of the following: scheduled classes held in the nursing • Annual Physical laboratory, open laboratory skills ses- • Annual Mantoux (with CXR, if sions are held regularly with a clinical positive) coordinator, thus providing all students • MMR Titers showing immunity with an opportunity for reinforcement of • Tetanus within 10 years clinical learning. • Hepatitis B Vaccine Series or • Hepatitis B Declination School of Nursing Statement Organizations • Varicella Titer (this is now The School of Nursing Acting for required by some hospitals) Progress (SNAP) is an organization • BCLS or ACLS certification, composed of all students in the School depending on program specialty. of Nursing. It was formed to bring con- Materials must be submitted to the stituents together to consider and dis- Health Services Center before each fall cuss problems, issues, and concerns semester. Failure to submit a health affecting the members of the School of form will result in suspension form Nursing. The organization stimulates clinical experiences. A copy of the CPR interest and involvement in professional certification card must be provided and social issues and provides an envi- each semester. ronment conducive for informal social- ization among its members. Insurance VISIONS is an organization com- All students are required to have acci- posed of students in the registered dent and health insurance in order to 74 School of Nursing nurse to baccalaureate program in the strate accomplishment and leadership School of Nursing. Its goal is to bring in professional endeavors and com- together R.N. students to discuss issues munity activities. The Alpha Omega relating to their program. chapter of Sigma Theta Tau also offers annual research awards. Master’s stu- Honors in Nursing dents who are active members of Alpha Omega chapter may apply. Sigma Theta Tau International, Inc. Employer Tuition Reimbursement The School of Nursing’s honor society is the Alpha Omega Chapter of Employer Billing Sigma Theta Tau International, Inc., If a company will pay the University the International Honor Society of directly regardless of the student’s Nursing. The purposes of this organi- grades, an authorization from the zation are to: employer must be submitted to the • Recognize the achievement of Office of Student Financial Services at scholarship of superior quality. the time of registration. The student will • Recognize the development of be required to pay all tuition and fee leadership qualities. charges not covered by their employer • Foster high professional stan- at the time of registration. The student dards. will be required to pay all tuition and • Encourage creative work. fee charges not covered by their employ- • Strengthen commitment on the er at the time of registration. Students part of individuals to the ideals may participate in this program as long and purposes of the profession of as payment is not contingent upon suc- nursing. cessful course completion. Graduate students who have Employer Deferment achieved a grade-point average of 3.5 Students who will be reimbursed by at the graduate level and who have suc- their employer only after a grade is cessfully completed one-quarter of the received must present an official letter graduate program may be considered of intent from their employer, specify- for membership. ing the tuition and fees covered. The student will be required to pay all Financial Aid remaining tuition and fees and the $75 reimbursement deferment at the time of Sigma Theta Tau Scholarship registration. Each year, the Alpha Omega chapter Students should ask their employer of Sigma Theta Tau International, Inc. or union about participation in either of offers a Nursing Scholarship Award. these programs. Eligible are full- or part-time master’s students who are members of Alpha Omega who have a minimum grade- point average of 3.5, and who demon- School of Nursing 75

Waiver of Academic This course prepares the graduate student for statistical methods for nursing research. Statistical Regulations procedures relevant to nursing research will be Students may petition the dean of the presented. There procedures will be further emphasized through the use of statistical software School of Nursing for a waiver of an with research data. Also, statistical methods will academic regulation of the school. be critiqued from published nursing research. NUR 607 Informatics: Health Science Information, Data and Knowledge 3 credits Courses of Instruction Prerequisites: Technology and Computer Literacy Module; Information Literacy Master’s Program Courses Module (Self-Learning). This course prepares the graduate student for effi- NUR 602 Frameworks for cient use of information and communication tech- Advanced Nursing 3 credits nology in healthcare. Three knowledge domains This course examines the role of theory and con- are addressed: methods and technology for the ceptual models for advanced nursing practice. A processing of data, information and knowledge; historical presentation of the development and health system organization; and informatics and importance of theory to the discipline of nurs- computer science. This course will allow learning ing is presented. The components of theories are opportunities to apply informatics knowledge. explored. The levels of theory, from grand theory to practice theory, and their application in nursing NUR 609 Seminar in Information are explored with emphasis on mid-range theory Literacy, Technology and Project testing. The relationships among theory, prac- Management 3 credits tice, and research are examined. Models used to Not offered for students admitted after spring evaluate theories in nursing are presented. The 2006; see NUR 607. importance of theory testing and examples of such Students explore library tools, electronic media, are covered. Students select theories and critique databases, reference lists, and internet sites nec- them for their application to nursing practice, essary for project completion. APA style is intro- education and research. duced. Healthcare financing and project management principles, practices, and software assist NUR 604 Team Building for students in organizing and completing projects. Nurse Leaders 3 credits Management technology tools and presentation This course provides students with opportunities software are introduced. to synthesize concepts, principles, and theories into a knowledge base for planning, leading, and NUR 613 Special Needs of Vulnerable evaluating single-leader groups and work teams. Groups During Disasters 3 credits Students consider teams as performance units, Prerequisites: All core courses, NUR 657, 690, explore team-building, and identify interventions 702, EMG 590, MGT 651. that promote team development. This course addresses the roles and strategies of responders for vulnerable populations with spe- NUR 605 Seminar in Clinical cial needs during times of disaster. The special Leadership 3 credits needs of children, elderly, chronically ill, preg- Students explore dimensions of the leader- nant women, economically disadvantaged, home- ship role, identify attributes, knowledge and less, and those with severe mental illness will be skills required to fulfill the role; approaches to considered in context of natural and man-made leadership, conduct self-assessments, and cre- disasters. ate a professional development plan. Mentoring circles afford opportunities to cultivate requisite NUR 633 Adult Health Nursing I: interpersonal skills and obtain help in overcom- Theory and Clinical 4 credits ing barriers preventing students from exercising Pre/Corequisites: NUR 602,754, 761, 762, 763, leadership. 764. NUR 606 Statistics for Nursing Research 3 credits Prerequisites: An undergraduate statistics course; undergraduate nursing research course. 76 School of Nursing

This four-credit theory and clinical course is the This course builds on Adult Health Nursing I, and first of four comprehensive courses that focuses on II and includes differential diagnosis of common the primary care management of adults through health problems including psychosocial disorders, the life span. Students gain beginning experi- aging problems, musculoskeletal, and neurologi- ence with differential diagnosis and the teaching cal disorders. This course consists of three hours and counseling roles of the nurse practitioner. of lecture and two credits of clinical practice. Theory and clinical practice related to selected cardiac and respiratory disorders; hematological NUR 657 Emergency Nursing/ problems; common emergencies; infection; der- Emergency Management 3 credits matological problems; eye, ear, nose and throat Cross referenced with EMG 501. disorders; and health promotion strategies are Prerequisites: All core courses, EMG 590, MGT emphasized. This course consists of three hours 651. of lecture and two credits of clinical practice. This course is designed to show the student how the discipline of emergency management applies NUR 638 Adult Health science and technology; planning; the process of Nursing II: Theory and Clinical 4 credits risk analysis, and management in dealing with Prerequisites: NUR 602, 633, 754, 761, 762, dangerously large and complex events. Events 763, 764. will be described as those that kill and injure In this course, theory and clinical practice large numbers of people, do extensive property related to selected women’s health issues, gas- damage, and destroy our economic and physical trointestinal disorders, endocrine disorders, and infrastructure. genitourinary problems are stressed. Attention is given to critical thinking essential to healthcare NUR 658 Leadership and Management maintenance and disease prevention. This course of Disasters Across the Continuum consists of two hours of lecture and two credits of of the Public’s Health 3 credits clinical practice. Prerequisites: All core courses, NUR 657, 690, 702, EMG 590, MGT 651. NUR 640 Summer Clinical Corequisite: NUR 659, 605. Practicum (Adult Health) 1 credit This course provides the skills needed to lead a This one-credit concentrated clinical course for health service organization. It focuses on the poli- adult health nurse practitioner students presents cies, politics, and ethics confronting the health- practice opportunities for students to further care system interface of the organized healthcare enhance their skills in and knowledge of the industry and governmental public health framed nurse practitioner role. This course requires clin- by issues and problems arising from complex ical practice and meetings with a course instruc- emergencies and disasters. tor as scheduled. NUR 659 Practicum in Leadership NUR 650 Seminar in Nursing Research: and Management of Disasters Conduct and Utilization 3 credits Across the Continuum of the Public’s Prerequisites: NUR 606, 607 and an undergradu- Health (see above for credits) ate nursing research course. Prerequisites: All core courses, NUR 657, 690, In this course, students advance in the study of 702, EMG 590, MGT 651. quantitative and qualitative nursing research Corequisites: NUR 658, 605. methods. Knowledge and skills related to cri- This practicum provides an opportunity for the tiquing nursing research studies are further student to synthesize/integrate the knowledge developed as studies in an area of interest are obtained in Leadership and Management of compared, and current knowledge is synthesized. Disasters Across the Continuum of the Public’s Evidence-based practice is also examined and Health. Students are expected to demonstrate students apply relevant concepts and processes to ability to plan, develop and evaluate the emer- nursing practice. gency preparedness of a health service institution by applying appropriate management tools. NUR 653 Adult Health Nursing III: Theory and Clinical 4 credits NUR 664 Collective Bargaining 1 credit Prerequisites: NUR 602, 633, 638, 640, 754, Explores labor relations information related to 761, 762, 763, 764. professional issues in collective bargaining. The role of the nurse manager in the development of a proactive work climate and in the future of the collective bargaining movement in heath care is explored. School of Nursing 77

NUR 665 Legal Issues 1 credit NUR 702 Health Issues, Policy Focuses on the areas of professional liability as and Politics in Healthcare 3 credits it relates to negligence, intentional torts, and cli- Focuses on selected trends and issues in health- ent consent. The roles of the nurse practitioner care and their interrelationship with nursing and nurse manager are explored as they relate to practice. Main emphasis is on the analysis of patient advocacy and risk management. issues and strategies to influence these trends so that nurses can make a greater contribution to the NUR 666 Ethical Issues 1 credit healthcare system. Addresses three critical areas in current professional practice: the moral foundations of profes- NUR 712 Special Topics: sional practice; the elements of professional deci- Employee Relation 3 credits sion making; and maintaining ethical practice Students explore employee relations in a health- climates in health care delivery systems. care setting, including management of human resources, human resource practices, and human NUR 675 Healing Modalities 3 credits resource functions. This course focuses on the self-development and self-care practice of the professional nurse. The NUR 738 Adult Health Promotion philosophical and theoretical basis of holism is and Disease Prevention 3 credits emphasized as a context for healing modalities The goal of this course is to teach the student the such as imagery, therapeutic touch, meditation, necessary skills for promoting health and pre- music, art, and journaling. Students work in venting the onset of disease prevention. Evidence small groups to build skills in selected modalities based on knowledge will be explored, focusing on to expand awareness and integrate self-care into clinical application. Also, students will continue their nursing practice. to develop and utilize evidence based on practice skills of building, retrieving, and analyzing clini- NUR 677 Financial Literacy cal domain knowledge. for Nurse Leaders 3 credits Students are provided with a solid understand- NUR 742 Adult Nursing IV: ing of nursing’s contribution to revenue, and Theory and Clinical 3 credits ultimately, the financial stability of healthcare Prerequisites: NUR 602, 603, 633, 638, 640, systems. Students are introduced to the budgeting 653, 761, 762, 763, 764. process and other financial aspects of the health- In this culminating internship experience, stu- care system. dents focus on the implementation of the advanced nurse practitioner role. During the practicum, NUR 679 Curriculum Development, students apply the knowledge and skills that were Implementation and Evaluation 3 credits acquired throughout their course of graduate Prerequisites: NUR 609, 650, 702, 605, 665, study as they assess, plan, implement, and evalu- 666, 789, 79, 792. ate holistic health care for adults. Theory and This course introduces students to the art and sci- clinical experiences focus on the comprehensive ence of curriculum development, implementation, management of clients with multiple health prob- and evaluation in nursing education. A variety of lems. A certification review and mock certifica- theories, models, and concepts in nursing, education exam are included in this course. This course tion, and related disciplines that underlie these consists of two hours of theory and two credits of procedures are explored. The roles and responsi- clinical practice. bilities of the nurse educator are also examined. NUR 749 Seminar/Clinical II 2 credits NUR 690 Interventions for Prerequisites: NUR 633, 635, 638, 640, 653, Human Responses to Disasters 3 credits 742, 602, 603, 761, 762, 763, 764. Prerequisites: All core courses, NUR 690, 702, This course is for students who require additional EMG 590, MGT 651. clinical hours to complete the Adult Health Nurse This course presents the knowledge and skills Practitioner internship experience. required to plan, provide, and evaluate healthcare interventions for victims of disasters. Topics NUR 753 Capstone Project include chemical, biological, nuclear, explosive, Development and Presentation 3 credits and natural events. It covers epidemiology, risk, Pre/Corequisites: All core, specialty and func- pathophysiology, transmission, medical interventional focus courses. tions, prevention strategies, personal protective strategies, disaster triage, and current findings in disaster research. 78 School of Nursing

The capstone project represents the culmination of NUR 763 Advanced students’ work in the master’s program. Students Pharmacology 3 credits work with a capstone adviser towards completion Prerequisites: Core courses. and presentation of a scholarly project that repre- This three-credit theory course in clinical phar- sents independent research and a contribution to macotherapeutics focuses on the pharmacothera- advanced practice nursing knowledge. peutic use of medications for primary health care management by advanced nurse practitioners. NUR 754 Advanced Human Emphasis is placed on the clinical critical think- Physiology 3 credits ing process used to prescribe drugs in the man- Prerequisites: All M.S. core courses. agement of specific illnesses. The New York State Corequisites: NUR 764, 755. laws for advanced practice nurse prescriptive The focus of this course is on understanding authority will be addressed. This course builds human physiological components, structures and on prior knowledge of drug classification, actions, systems. This course builds on prior knowledge interaction, and adverse drug reactions. Core obtained from course work in basic human physi- concepts include pharmacodynamics, pharma- ology. Core concepts include cellular and mem- cokinetics, pharmacotherapeutics, health related brane physiology and organized body systems. information, medication compliance, and issues NUR 755 Advanced Physical that pertain to the prescribing of medication in Assessment of the Adult: Clinical 1 credit advanced nursing practice. Prerequisites: All M.S. core courses. NUR 764 Advanced Physical Corequisites: NUR 764. Assessment of the Adult 3 credits The goal of this course is to teach the student Prerequisites: Core courses. skills required to perform a comprehensive patient Corequisites: NUR 755. interview, perform a complete physical exam, The goal of this course is to teach the student document the assessment findings, develop pref- assessment skills required to perform a compre- erential and differential diagnoses, and develop hensive patient interview, perform a complete diagnostic reasoning skills. Also, the student will physical exam, documentation skills, develop learn how to orally present their assessment find- preferential and differential diagnoses and diag- ings in a structured and organized manner during nostic reasoning skills. Also, the student will patient clinical encounters. learn how to orally present their assessment find- NUR 761 Advanced Practice Professional ings in a structured and organized manner. Role and Practice Management 1 credit NUR 768 Seminar in Processes of Prerequisites: NUR 764, 755. Evaluation for Nurse Leaders 3 credits This course explores the role dimensions of inde- Pre/Corequisites: NUR 604, 605, 609. pendent advanced practice nursing; licensure/ Students integrate program evaluation, qual- certification, ethics, legal issues, reimbursement, ity improvement, and leadership concepts and practice management, regulatory agencies and skills to design, implement, and evaluate health clinical practice. The role of the advanced prac- promotion programs. In addition, students search tice nurse will be viewed from the perspectives databases to identify external funding sources for of self, patient/clients, and communities/organi- their programs. zations. Finally, an assessment of clinical practice environments/healthcare systems and role NUR 770 Seminar and Related Practicum dimensions of Advanced Practice Nursing will be in Nursing Administration 2–6 credits explored. Prerequisites: All specialty and core courses. Provides seminar and practical experience in NUR 762 Advanced the observation, participation in, and clinical Pathophysiology 3 credits analysis of various roles and functions of nursing Prerequisites: Core courses. administrators. The pathophysiology underlying diseases is studied to enable the student to form a basis for clinical judgment and diagnosis. The key principles and facts underlying present knowledge of tissue and organ systems, their specialized functions, and interrelationships will be studied. School of Nursing 79

NUR 789 Educational Theories Ph.D. Courses and Application to Learning 3 credits Prerequisites: NUR 602, 605, 606, 607. NUR 803 Philosophical This course introduces students to education Foundations of Nursing Science 3 credits theory and its application in academic and clini- This course examines the historical influence of cal settings. Various theories, models, and con- the philosophy of science and key philosophers cepts will be explored and applied to the process on the development of nursing science. Important of learning to promote students’ understanding of epistemological issues in the development of nurs- how learning occurs. The ways that knowledge is ing as a discipline are explored. The relationships acquired will also be examined. among theory, practice and research are foundational topics in this course. NUR 791 Instructional Design in Nursing Education 3 credits NUR 804 Knowledge Prerequisites: NUR 609, 605, 665, 666, 789. Development in Nursing 3 credits This course is designed to facilitate the student’s Prerequisite: NUR 803. application of teaching-learning theory to nursing This course builds on NUR 803 Philosophical education. Teaching methods and styles will be Foundations of Nursing Science and examines examined. The application of different teaching selected methodologies in the development of strategies for different populations and settings nursing’s epistemology. To that end, concept will also be explored. Linking learning objec- and theory development, analysis and synthesis tives, teaching strategies, and outcomes will be are explored. The roles of empirics, aesthetics, emphasized. intuition, critical social theory, and feminism are examples of knowledge development that are NUR 792 Assessment and analyzed. Measurement in Teaching 3 credits Prerequisites: Statistics; NUR 650. NUR 805 Problem Identification This course prepares students to use assessment and Phenomena of Nursing 3 credits and measurement techniques in a variety of edu- Prerequisites: NUR 803, 804. cational settings. The qualities of good assess- This course builds on NUR 803 Philosophical ment and measurement instruments, test creation Foundations of Nursing Science and NUR 804 and evaluation, and the selection, interpretation, Knowledge Development in Nursing. State-of- and application of standardized tests will be the-science papers are examined for discussion. presented. Mid-range theories are examined and critiqued to provide frameworks for the research of student- NUR 793 Seminar and identified problems. Instruments that measure Practicum in Nursing Education 4 credits specific phenomena will be selected and reviewed Prerequisites: All core and specialty core courses for use in research. and NUR 789, 791, 792, 679. Under the guidance of a master teacher, the pract- NUR 806 Health Policy icum component of this course offers students Leadership 3 credits experience in classroom and clinical teaching in This course focuses on the knowledge and skills various settings. Practicum experiences are used needed to be an effective leader in the realm in seminar to examine faculty roles and responsi- of healthcare policy formulation and analysis. bilities from theoretical, philosophical and expe- Following an extensive review of health policy riential viewpoints. literature, the student will select a comprehensive healthcare policy issue, conduct an in-depth NUR 795 Independent Study 1–6 credits analysis and critique, formulate a formal response This course provides an opportunity for students and present a viable solution, taking into consid- and faculty to design learning experiences that eration cost, access, quality, ethics, social and are of particular interest to or are needed by an political factors. individual student. This course is designed to be taken for variable credit. 80 School of Nursing

NUR 807 Ethics in Healthcare 3 credits NUR 813 Research Seminar II: Prerequisite: NUR 803. Proposal Development 3 credits This course explores and examines the principles Prerequisites: NUR 803, 804, 805, 806, 807, of ethics with a focus on implications for practice 808, 812; PSI 644, 645. in research, academic, and healthcare settings. Corequisite: NUR 809. Students will examine and analyze, using an This course builds on both the research and nurs- ethical framework, issues such as those involving core sequence. It is designed to be taken in ing moral distress, research protocols, informed the last semester of course work and assists the consent, public health issues, health policy, and student in preparing a draft proposal for defense. end-of-life issues. To this end, and in collaboration with the student’s selected dissertation chairperson, the stu- NUR 808 Qualitative Research dent will strengthen the design developed for the Approaches 3 credits dissertation. Pre/Corequisites: NUR 803, 804. This course on qualitative research introduces the NUR 814 Nursing Education student to several major approaches or method- and Diverse Learners 3 credits ologies. The historical development of qualitative This course examines research on theories of mul- research in nursing is analyzed. The discipline ticultural education. The roles of multicultural origin of each approach is explored and ways each paradigms in understanding educational organi- of these traditions addresses the selection of par- zations, the development of educational adminis- ticipants, data collection, and data analysis are trative and leadership perspectives, and the pro- compared and contrasted. cess of change and reform will be explored. The course will provide a balanced examination of NUR 809 Qualitative Research the theory and application of various components Methods 3 credits of culture, linguistics, ethnic, race, and gender Prerequisites: NUR 803, 804, 808. diversity in the education of students. Building on NUR 808, Qualitative Research Approaches, the focus of this course is on the NUR 815 Research in Nursing methods used in conducting qualitative research. Education 3 credits Students will explore aspects of methods such as Prerequisites: NUR 805, 808, 812. gaining entry in field research, recruiting partici- The course explores nursing history and its rel- pants, developing interview guides, observation evance to today’s nursing education process. and interviewing techniques, data collection pro- The field of evidence-based education will be cedures and data analysis. explored. Analysis and synthesis of current research on such broad topics as faculty-student NUR 812 Quantitative Research relationships, curriculum design, teaching styles Designs and Methods 3 credits and methods, and faculty development models Prerequisites: PSI 644, 645; NUR 803, 804, provides students with identifiable problems for 805. further research. This course addresses the various designs and methods used for the investigation of problems NUR 816 Advances in Technology requiring quantitative approaches. Students and Nursing Education 3 credits critique published research comparing and con- This course explores the implementation and trasting the various data collection and analysis evaluation of technology in nursing education. It methods. SPSS and other software programs are is designed to provide students with an opportu- used throughout the course. Instruments are eval- nity to analyze and critically assess the technology uated for use in quantitative studies. used in theory, laboratory, and clinical courses as well as within the healthcare delivery system. Topics to be covered include synchronous, asyn- chronous, and informatics management. School of Social Work 81

NUR 817 Precepted Experience in Education 3 credits IX. School of Prerequisite: Completion of all education course requirements, at least 9 credits Social Work This course provides students in the doctoral program an opportunity to individualize a precepted Updates Chapter IX of the 2006–2008 education experience. In collaboration with faculty, students select and design an educational Graduate Bulletin experience that builds on completed course work and enhances their career goals. Experiences Updates p. 218 in education such as administration, program evaluation, distance learning, or research may be selected. The Doctor of Social Welfare D.S.W. is NUR 889-890 Dissertation now a Doctor of Philosophy (Ph.D.) in Guidance I, II 3 credits each (fall, spring) Social Work. Prerequisites: Admission to candidacy. These courses are arranges in an independent study format with the dissertation chairperson Ph.D. in Social Work for supervision and assistance in developing and completing the doctoral dissertation. Program Updates p. 226–229

The doctoral program of the Adelphi University School of Social Work prepares students to assume leadership in the social work profession. The course of study is designed to expand students’ capacities to conceptualize, develop, evaluate and disseminate knowledge of the problems that impact the human condition and strategies designed to change those conditions. In becoming social work scholars, doctoral students must develop a critical and sophisti- cated understanding of the historical, global, national, and community forces that shape contemporary human experience and social work practice. The Adelphi doctoral curriculum is grounded in an evolving knowledge base and is designed to foster the critical thinking that will prepare its graduates for leadership in the development of knowledge for all levels of social work practice. 82 School of Social Work

Organization and Structure dissertation proposal and 10 years from of the Ph.D. Program entry to complete all requirements for The Ph.D. program is designed to meet the degree. the needs of students who continue to work as social work professionals dur- Ph.D. Course of Study ing their course of study. To obtain the First Year doctoral degree, students must complete the 51-credit curriculum with at Fall least a 3.3 grade-point average and suc- SWK 810 Epistemology and Social cessfully defend a dissertation that is Work Knowledge the product of original, independent SWK 842 Human Behavior research. Theory, Empirical Students take 48 credits of the Knowledge and 51 required credits one afternoon Contemporary Practice and evening a week for eight semes- Spring ters (two courses per semester). The SWK 850 Comparative remaining course is a year-long, Approaches to Social three-credit course to be scheduled at Work Research: the convenience of the students and Quantitative* instructors. Students who have com- SWK 882 Comparative pleted the first two years of study Approaches to Social with a minimum grade point average Work Research: of 3.3 are eligible to take qualifying Qualitative examinations based on their first two years (eight courses and 24 credits) * Must pass an examination on social research content of M.S.W. program of course work. If they pass all four examinations, they may proceed with Second Year the remaining nine courses and with development of a proposal for their dis- Fall sertations. Dissertation advisement may SWK 846 Social Work Practice begin while students are enrolled in with Families: Theory courses. For advisement after comple- and Research tion of their course work students enroll SWK 860 Social Work and Social in SWK 895, Continuing Matriculation Science with Dissertation Advisement, for a Spring maximum of six semesters. For semes- SWK 843 Social Work Practice ters they remain in the program and with Individuals: for which they are not receiving advise- Theory and Research ment, students must enroll in SWK SWK 845 Cross-national 896, Continuing Matriculation without Perspectives on Social advisement. Students have six years Provision from the time they enter the program Candidacy Examinations to complete and gain acceptance of a School of Social Work 83

Third Year candidates are interviewed by a member of the doctoral faculty. Fall Exceptions to these requirements SWK 851 Foundations to Data will be considered when applicants Analysis: Univariate demonstrate equivalent attainments or and Bivariate Statistics compensating strengths. For example, SWK 848 Social Work Practice an applicant has not yet completed with Groups: Theory three years of post-master’s professional and Research experience but has made a contribution to social work knowledge in professional Spring publications. Applicants who do not ful- SWK 856 Multivariate Analyses fill the typical admission requirement SWK 857 United States Social may be required to complete additional Work in Historical course work beyond the 51 credit hours. and Cross-national The School of Social Work considers Perspective the following criteria when evaluating SWK 862 Specialization Seminar: applicants for acceptance into the doc- A Multi-Dimensional toral programs: Approach (year-long • Intellectual capacity seminar) • General professional competence • Knowledge of critical issues in Fourth Year social work Fall • Strength of commitment to doc- SWK 844 Program Development toral study and Evaluation • Adequacy of plans for financing SWK 853 Advanced Research doctoral study Topics • General capability (e.g. time) to pursue research on a doctoral Spring level SWK 811 Social Work Education: • A high score on the TOEFL exam Issues and Processes (Test of English as a Foreign SWK 854 Proposal Development Language) is required of inter- Seminar national students to demonstrate sufficient proficiency in language Admission Requirements skills to engage in doctoral study. Admission to the Ph.D. program requires a Master of Social Work Application Procedure degree with a grade-point average of Applicants for admission should: at least 3.3; three years of successful 1. Secure and fill out the post-M.S.W. professional experience; “Application for Admission to the Graduate Record Examination Graduate Studies” form; (G.R.E.); and evidence of capacity to 2. Arrange for three letters of refer- engage in doctoral study. Promising ence, using the provided forms, 84 School of Social Work

and send them to the Office of Relationship to University Graduate Admissions (see below); Admissions 3. Include a personal essay describ- The decision to admit a student rests ing professional experience, with the Doctoral Committee of the interests, and reasons for doctoral School of Social Work. The relation- study, and how it fits into their ship with the Office of University professional career history and Admissions is consultative and proce- future career plans; dural. For example, in the instance of 4. Submit examples of their profes- international applicants or applicants sional work (papers, articles, attending special undergraduate pro- grant applications); grams in the United States, the Office 5. Include the required, non-refund- of University Admissions can provide able application fee ($50) in help in evaluating the equivalency of the form of a check or money academic course work to the M.S.W. order made payable to Adelphi curriculum in the United States. University; The following materials are sent to 6. Mail the completed application applicants by the University: form, personal essay, professional • Graduate Bulletin samples, and application fee in • School of Social Work Cover the return envelope provided with Letter the application form to: • Application (including reference Office of Graduate Admissions letter forms) Adelphi University • Data Card Levermore Hall The Office of University Admissions, 1 South Avenue upon notification by the director of the P.O. Box 701 doctoral program, sends official letters Garden City, New York of acceptance or rejections. 11530-0107 When the application is complete (all the above items have been received), the director of the doctoral program will communicate with promising applicants to set up an admissions interview with a member of the doctoral faculty on Adelphi’s Garden City campus.

Application Deadline It is preferable that applications be completed by April 1 for admission the following September. Admissions interviews will be held as completed applications are received. Applications received after the deadline will be considered if seats are still available. University College 85

Course Changes X. University College

Updates p. 230–234 Shawn O’Riley, Executive Director, University College Updates: Hagedorn Hall, Room 201H SWK 559 Statistics for Social Work (516) 877-3404 Research 1 credit Email: [email protected] Undergraduate statistics course should have been taken in the last five years. Emily Wilson, Associate Director, Adult SWK 786 Advanced Social Work Practice Education, University College with Families and Couples 3 credits Hagedorn Hall, Room 201E Updates p. 233 (516) 877-3419 Email: [email protected] SWK 857 United States Social Work in Historical This is a new section of this publication. and Cross-National Perspective University College offers innovative instructional programs including non- Prerequisites: credit courses and certificate programs; associate’s and bachelor’s degrees; and SWK 751 Advanced Social Work Practice graduate programs, including graduate with Communities and Community Organizations certificates in basic sciences for health Prerequisites: SWK 521 professions and emergency management. SWK 777 Families with Substance For more information about University Involved Members: Assessment and College, call (516) 877-3400, or visit the Treatment Prerequisites: SWK 521 and 727 Web site at http://academics.adelphi. edu/universitycollege/. Addition: SWK 798 Special Topics: Advanced Certificate Introduction to Basic Spanish for Social Workers 3 credits in Basic Sciences for Prerequisite: SWK 510 Health Professions This course, which fulfills the elective requirement in the M.S.W. and B.S.W. programs, covers (34 credits) the basics of Spanish language usage needed to begin conversations with clients. Students will The post-bachelor’s Advanced emerge with an ability to establish a beginning Certificate in Basic Sciences for Health rapport with clients in a variety of social work settings. Professions is designed for students who want to pursue a career in medicine but did not complete the required science courses in their undergraduate degree program. The goal of the program is to help this special group of students get accepted into the school of their choice in order to pursue a career in medicine. 86 University College

Students complete 34 credits of science dents from non-premedical degree courses, covering the topics required backgrounds because of their diversity by medical schools: general chemistry, of experiences, but require all appli- organic chemistry, physics, and biology. cants to have science course work that Courses are in a cohort format so that will prepare them for their studies in they study with a group of peers in spe- medicine. If you are an excellent stu- cially scheduled course sections. dent, did not complete the required This comprehensive program allows science courses, and want to prepare students to: for medical school in as little as a year, • Complete the course work this certificate program is for you. required for application to most medical, dental, veterinary, or Application Requirements osteopathic medical schools in Applications are reviewed by the one calendar year Advanced Certificate in Basic Sciences • Complete core certificate for Health Professions Committee. The requirements in three semesters following are required for application to of intensive study the program: • Gain on-site volunteer experience • Completed University College in the health professions that is application and fee critical to a successful medical • Three letters of recommendation: school application –– One from undergraduate • Prepare for the MCAT and other faculty highlighting academic standardized graduate admis- abilities sions tests –– One from work or volunteer • Acquire important recommen- organization highlighting dations necessary in the com- leadership skills petitive environment of medical –– One personal reference high- school applications lighting interest in medicine • Transcripts from all previously Pre-Health Professions attended colleges (unofficial upon Advising application, but official before The Office of Pre-Professional Advising program completion) will be available to certificate students • Undergraduate GPA of 3.25 or throughout the program to assist with higher all aspects of their preparation and • ACT or SAT scores (unofficial application process. upon application, but official before program completion) Who Should Apply • Essay detailing why you want Students who did not take the required to pursue a career in the health science courses in their undergraduate professions degree program and want to apply for For application information, email medical, dental, veterinary or osteo- [email protected] or call pathic medicine schools. Medical (516) 877-3412. schools are often eager to accept stu- University College 87

Graduate Certificate in Required Courses Emergency Management • Introduction to Emergency Management (18 credits) • Health Management in Times of Recent events have demonstrated the Disaster importance of emergency preparedness • Planning and Coordination for professionals in business, insurance, • Business Continuity Planning health care, travel and tourism, education and public service. To meet the Emergency Management critical need for trained professionals Electives (Select two) who can respond effectively to emergen- • Social and Organizational cy situations, University College offers Preparedness and Response an interdisciplinary graduate certificate • Leadership in Emergency in Emergency Management. Management This 18-credit program consists of • Emergency Management Law six courses that maximize the extensive • Select one professional course resources of the Schools of Business, such as: Emergency Response Nursing, Social Work, the Derner Functional Roles for Disaster Institute of Advanced Psychological Management Studies, and the College of Arts of Sciences. Capstone Course • Disaster Management Capstone Degree Overview Course Emergency services organizations are This optional course provided a critical part of our society. Response by the School of Nursing is to, and protection from, fire, hazard- strongly recommended for ous materials, public safety threats, health professionals. and other emergencies are crucial to the public welfare. The management Who Should Apply and leadership of public safety person- Students who are interested in careers nel, whether in law enforcement, fire in emergency service administration service, emergency medical services, and management should apply. This emergency telecommunications, or cor- could include fire fighters, police offi- rections, are vital to the success of the cers, military officers, emergency medi- organization in carrying out its mission cal technicians, private security officers of protecting and serving the public. and administrators, federal, state and This is a six-course, 18-credit, grad- local emergency administration officials, uate certificate program that can be homeland security officers, publicly completed within a year. The plan of elected officials, hospital administra- study includes four required courses, tors, community service organization elective courses, and a summary cap- administrators, coast guard officers, stone course. and anyone else interested in or currently working in emergency services. 88 University College

UEM 530 Business Continuity Courses of Instruction Planning 3 credits UEM 501 Introduction to This program is designed to provide students Emergency Management 3 credits the evaluation, analysis, and development skills Students will develop an in-depth awareness of of business continuity plans, synthesize current the theory and practices of emergency manage- planning theories and contributions from leading ment; analyze the range of situations caused by practitioners, to manage disruptions, maintain nature, technology and/or man; apply disaster vital operations, and prevent losses that could generated demands to planning; understand the occur when productivity is crippled or security functions of emergency operation centers, hazard- compromised from the hazards we face. ous assessments, impact ratios, and the principle UEM 540 Emergency of preparedness. Management Law 3 credits UEM 502 Social and This program is designed to provide evaluation Organizational Preparedness 3 credits and analysis skills of legal aspects and conse- Perspectives of the social sciences are employed quences of the development of an emergency in evaluating the disastrous effects on victims, management plan, laws related to declarations of responders, and governments; focusing on the emergency and disasters, and the rights of both social, cultural, and economic factors influenc- the government and individuals during emer- ing how disasters are viewed, prepared for, and gency situations. responded to. Further, students will evaluate and UEM 590 Special Topics: analyze the theoretical and empirical abstracts of Epidemic and Pandemic disasters. Planning and Responses 3 credits UEM 503 Health Management A critical analysis examining how we plan for in Times of Disaster 3 credits and respond to infectious epidemic disease, Students will analyze and evaluate the roles, from smallpox and SARS to influenza and AIDS. responsibilities, and perspective of the public Themes to be addressed include the historic health infrastructure during disasters. Students impact of catastrophic illness; the relationship will examine and synthesize the mechanisms between contagion and social upheaval, the social and strategies deployed by government and construction of disease; the effects of urbaniza- local healthcare entities to identify, mitigate and tion; the role of doctors, nurses, and allied health recover from tragic events including the conse- and alternative practitioners, the quest for public quences of weapons of mass destruction. health; prejudice and infection; quarantine and isolation; and the tension between public good UEM 510 Planning and and individual rights. Coordination 3 credits Students will develop the discipline of planning UEM 591 Independent Studies methodologies for municipalities, businesses, UEM 791 Internship and non-profit organizations and evaluate current theories and practices in emergency operation planning; the integration of the National Incident Management System in local plans; and response coordination through the activation of an emergency operation center during complex events. UEM 520 Leadership in Emergency Management 3 credits Evaluation and analysis of current theory, the situation and practices of leadership in comprehensive emergency management for successful outcomes in a range of events developed from natural, technological, and man-made disasters. Expenses and Financial Aid 89

XI. Admissions XII. Expenses and

Updates Chapter X of the 2006–2008 Financial Aid Graduate Bulletin. Updates Chapter XI of the 2006–2008 Graduate Bulletin. General Requirements for Admission Tuition and Fee Rates:* Updates p. 238–239 2007–2008 Academic Year 5. Students who have lived in the United States less than three years New Students and are from a non-English-speaking Graduate, Full-Time country need to submit a TOEFL, (12 or more credits per semester) APIEL, or IELTS score. Education STEP ...... $24,950 Communicative Disorders . . . . $25,700 International Students Gordon F. Derner Institute of The following documents should be sub- Advanced Psychological mitted by all international applicants: Studies...... $29,900 1. International applicationSocial Work for...... $23,850 admission; Graduate, Other Programs 2. Certified(1–11 English credits translations per semester) of all prior academic records; Tuition, per credit hour (Arts and 3. Transcripts fromSciences, all institutions Business, Nursing, previously attended; and IAPS Master’s) ...... $755 4. Total of 550/213/79-80Tuition, per credit or hourbetter (Education, (587/240/94-95 for Master’s in including Communicative Social Work) on the Test of English Disorders)...... $780 as a Foreign Language (TOEFL), Tuition, per credit hour or the completion of ELS Language (Social Work)...... $730 Center’s Level 213. The IELTS Tuition, per credit hour (IAPS). . . .$870 may also be accepted in lieu of the TOEFL exam. University Fees Per 5. Translated descriptions or syllabi of courses taken; Semester (nonrefundable) 6. Completed 1–6notarized credits affidavit. . . . of...... $150 support and bank statement. (The 7–11 credits ...... $200 I-20 form, which enables the student Technology Fee (1–11 credits) . . . .$100 to apply for a student visa, will not Technology Fee (12 or more be issued without these documents.) credits) ...... $200 90 Expenses and Financial Aid

Continuing Students Other Fees and Charges Graduate, Full-Time Application Fee (nonrefundable). . . .$50 (12 or more credits per semester) Graduation Reapplication/Late Fee. . .$25 Education STEP ...... $24,070 Late Registration Fee (Check current Communicative Disorders . . . . $24,800 Directory of Classes Gordon F. Derner Institute of . for appropriate calendar). . . . . $50 Advanced Psychological Medical Insurance (Annual). . . . .TBA Studies...... $29,900 Criminal Background Check (where Social Work...... $23,850 required) ...... $100 Program Change, Drop/Add Graduate, Other Programs each form...... $25 (1–11 credits per semester) Registration Reinstatement Fee. . . .$150 Tuition, per credit hour (Arts and Returned Check (in addition to charge Sciences, Business, Nursing, for late payment of tuition)...... $25 and IAPS Master’s) ...... $730 Transcripts...... $10 Tuition, per credit hour (Education, Deferred Payment Plan Fee...... $50 including Communicative Disorders)...... $750 Laboratory, Studio, and Tuition, per credit hour (Social Workshop Fees Work)...... $730 (specified with course listings in Tuition, per credit hour (IAPS). . . .$870 the Directory of Classes). . . .Variable Professional Liability Insurance University Fees Per (Specified after each course Semester (nonrefundable) in the Directory of Classes) . . Variable 1–6 credits ...... $150 7–11 credits ...... $200 Refund Schedules Technology Fee (1–11 credits) . . . .$100 Unsubsidized Federal Stafford loans Technology Fee (12 or more Subsidized Federal Stafford loans credits)...... $200 Federal Perkins loans Federal PLUS loans University Fees Graduate PLUS loans University Fees cover the use of all aca- Federal Pell Grants demic and recreational facilities. They ACG/SMART also include use of the library, gym- Federal SEOG Grants nasium, health services, counseling, Other Title IV programs and career services, and provide for security, and accident insurance for all students. There are many courses that have additional fees attached to them.

* Subject to change. Rules and regulations 91

Appeals XIII. Rules and Written requests for appeals should be directed to the appeals committee Regulations coordinator: Mary Barca Updates Chapter XII of the 2006–2008 Levermore Hall, Room 9 Graduate Bulletin Adelphi University P.O. Box 701 Note: The Office of the Registrar should South Avenue be called the Office of the University Garden City, NY 11530 Registrar throughout the Bulletin.

Federal Stafford Loan The Academic Calendar The maximum loan amount for a gradu- Updates p. 251 ate student is $20,500. The current rate of interest (as of July 1, 2007) is 6.80%. The Academic Calendar encompasses two semesters (fall and spring), approximately 15 weeks each, an intersession of approximately three weeks, and two summer terms, five weeks each.

Please disregard the sentence “Graduate students may register during the several registration periods.”

Intersession The Adelphi University Intersession meets in the beginning of January. This intersession gives students an opportunity for non-traditional learning experiences including exploring art galleries or museums, intensive writing or language acquisition, and study abroad. While each course meets New York State regulations for instructional time, the various creative, enriching approaches imply great variability in meeting times and locations. To prevent time conflicts, students may register for only one course per intersession. Intersession courses are considered a part of the spring semester and will be grouped with them on student transcripts. 92 Rules and regulations

Billing/Financial Aid Academic Assistance for Considerations Graduate students will pay the per cred- Students with Disabilities it rate for all credits earned in an intersession course. All relevant University Updates p. 255 fees will apply to intersession offerings. Graduate students who have a docu- mented disability may be eligible for Registration cost-free reasonable accommodations and academic assistance. Students with Updates p. 251 disabilities who are in need of accommodations must contact the Office of Please disregard the sentence in the Disability Support Services. fifth paragraph under registration, which reads “Admission to a graduate course is not possible after the second Conferring of Degrees meeting of any class.” Updates p. 258

The D.S.W. Degree Students who are awarded degrees in August may attend the previous May Updates p. 253 Commencement. Students who are awarded degrees in January may attend Note: The D.S.W. degree is no longer Commencement the following May. offered. The School of Social Work now offers the Ph.D. in Social Work. Grade Changes Dropping and Adding Updates p. 259 Courses Please disregard the first sentence of the Updates p. 255 last paragraph which reads, “Changes in grade, other than Incompletes, Completed Action Request Forms received after the official date for the should be submitted to the Office of the awarding of degrees will be entered on University Registrar to add courses. the student’s record with the date of Completed Action Request Forms receipt and will be computed in the stu- (including appropriate academic dent’s grade-point average.” approval) should be submitted to the Office of the University Registrar to drop courses.