Graduate Academic Catalog 2004-2005 table of contents

General Information ...... 2

Westminster Choir College ...... 6

Business Administration ...... 8 Calendar ...... 8 Degree Programs ...... 9 Application Procedures ...... 12 Course Descriptions ...... 15

Education and Human Services ...... 28 Calendar ...... 28 Programs of Study ...... 30 Application Procedures ...... 36 Course Descriptions ...... 56

Procedures and Policies ...... 86

Directories ...... 100

Index ...... 128

Guide to the Catalog and Campus Map . . .132

Travel Directions ...... 134

For further information, contact: Rider University 2083 Lawrenceville Road Lawrenceville, New Jersey 08648-3099

Office of Graduate Services 609-896-5036 Graduate Programs in Business Administration 609-896-5127 Graduate Programs in Education and Human Services 609-896-5353 or visit our Web site: www.rider.edu

ii General Information

1 general information

ider University is the perfect place to continue your education. Rider recognizes the demands of busy Rprofessionals and the concerns of returning stu- dents. Our graduate programs are tailored to meet your needs. Located a short drive from the busy Route 1 corridor, Princeton and Trenton, Rider is easy to get to from your home or office. And with late afternoon, evening and week- end classes from which to choose, Rider can create a sched- ule that is convenient for most working students. Graduate programs at Rider are designed to build on the education you have already received. Rider professors, many with extensive workplace experience, tie classroom discus- sions and assignments to the issues of your working life. Classes are small, allowing for more personal attention from professors and better interaction among students. All graduate students can enjoy the benefits of Rider’s top- notch facilities and resources. The Library’s Voyager by Endeavor system makes research quick and easy and stu- dents can access the Internet from available computers. Moreover Rider’s ties with the community are extensive. From corporations to schools, Rider offers its graduate stu- dents valuable contacts in the working world.

2 general information

Mission Statement •promoting inquisitiveness, openness to change, and a commitment to life-long Rider University enables its students to learning; acquire knowledge, think critically, com- •holding teaching excellence paramount municate clearly, and lead effectively so while balancing the complementary they may enjoy fulfilling lives and success- commitments to scholarly activity and ful careers. A challenging and caring insti- service; tutional environment encourages and sup- • recruiting, retaining, and developing a ports students as they recognize and devel- superior faculty and staff dedicated to op their unique potentials. Through its cur- the intellectual and personal growth of ricula, support services and activities, the students; and University meets the distinctive needs of its • adhering to sound fiscal and manageri- undergraduate and graduate students. al policies and practices as an essential The Rider University community fulfills precondition to the realization of each this mission by: of the foregoing. •providing educational opportunities The mission statement was adopted by through rich and varied curricula that the Rider Board of Trustees on December 2, encourage students to learn deeply and 1993, and amended on April 7, 1994. broadly in response to their particular needs and interests; Historical Sketch •encouraging caring, compassion, and justice in a stimulating learning com- Rider University is a private, nonprofit, munity that embraces and values the nonsectarian, coeducational, general pur- diversity of its members; pose institution operating under the con- •motivating students of varying back- trol of a Board of Trustees. It was founded grounds, interests, and abilities to fulfill in 1865 as Trenton Business College. Soon the special potential in each of them; after the turn of the century, teacher educa- •guiding students in the practical appli- tion was added to a curriculum that had cation of knowledge in preparation for focused on training young men and women the workplace; for business careers. The first baccalaureate •introducing students, through a variety degree was offered in 1922. In 1957 offer- of educational experiences, to institu- ings in liberal arts, science and secondary tional resources and services that enable education were added. them to make early and effective use of Four separate schools emerged as a result the many learning opportunities avail- of a reorganization in 1962. The well-estab- able to them; lished schools of Business Administration •offering each student curricular and and Education were joined by two new extra-curricular opportunities to devel- schools–Liberal Arts and Science and the op leadership and interpersonal skills; Evening School. The schools of Business •fostering an awareness and understand- Administration and Education have each ing of social issues and global concerns since added a division of graduate studies to encourage students to be responsible and the Evening School has been reorgan- contributors to their communities; ized into the College of Continuing Studies.

3 general information

In 1988, the School of Education was renamed The professional education graduate pro- the School of Education and Human Services to grams are accredited by the National Council reflect the scope of its curricula. In July 1992, for Accreditation of Teacher Education Westminster Choir College in Princeton, NJ, (NCATE) and meet the standards of the merged with Rider to become Westminster National Association of State Directors of Choir College, The School of Music of Rider Teacher Education and Certification (NAS- College. DTEC) as required by the state of New Jersey. On March 23, 1994, the New Jersey Board of The M.A. programs in counseling services are Higher Education designated Rider a teaching accredited by the Council for Accreditation of university pursuant to N.J.A.C. 9:1-3.1 et seq. Counseling and Related Educational Programs On April 13, 1994, Rider’s name was officially (CACREP). All education curricula are changed to Rider University. Today, the approved by the department of education of the University’s academic units are the College of State of New Jersey. Business Administration; the College of Liberal The M.Acc. degree and the M.B.A. degree, the Arts, Education, and Sciences (including the M.A. degree, and the M.M. and M.M.E. degrees School of Education and the School of Liberal at Westminster Choir College, have all been Arts and Sciences); the College of Continuing authorized by the Commission on Higher Studies; and Westminster Choir College. Education. Westminster Choir College is also accredited by the National Association of Schools of Music Accreditations (NASM). Its undergraduate program in music education, which leads to certification to teach Rider University is accredited by public school music, K-12 is approved by NAS- the Middle States Association of DTEC. Procedures have been initiated that are Colleges and Schools (3624 expected to lead to the extension of NCATE Market Street, Philadelphia, PA accreditation to the music education program at 19104, 215-662-5606) and is also on Westminster. the approved list of the American Association of University Women and of the American Memberships Chemical Society. The undergraduate and graduate programs in Rider is a member of the Association of business are accredited by AACSB International American Colleges, the American Council on - The Association to Advance Collegiate Schools Education, the New Jersey Association of of Business. The public accounting curriculum Colleges and Universities, the National carries dual AACSB International – The Commission on Accrediting (not an accrediting Association to Advance Collegiate Schools of agency), the American Association of Colleges Business accreditation and is registered and for Teacher Education, the National Association approved by the New Jersey State Board of of Business Teacher Education, the Middle Public Accountants, the New Jersey State Board Atlantic Association of Colleges of Business of Education, and the Department of Public Administration, AACSB International - The Instruction of the Commonwealth of Association to Advance Collegiate Schools of Pennsylvania. Business, and the National Association of Schools of Public Affairs and Administration.

4 general information

Professional Outreach Office of Graduate Admissions and Service Programs Rider University offers several graduate degree In Rider’s efforts to fulfill one of its stated objec- and graduate-level certificate programs. For tives, that of “seeking and implementing effec- graduate admissions information, call the office tive means for bringing the resources of the of graduate admissions, 609-896-5036. institution to bear on the needs of the broader A Master of Business Administration and a society,” Rider engages in activities that do so Master of Accountancy can be pursued through while providing additional study and training the College of Business Administration. opportunities for both faculty and students. Students pursuing the Master of Business The Business Advisory Board facilitates the Administration may choose to concentrate their exchange of ideas and advice between promi- studies in the areas of entrepreneurial business, nent leaders of the business community and finance, global business, healthcare administra- Rider faculty, students and staff. The board pro- tion, management, or marketing. Many students vides a range of current and emerging business elect to create a more diverse skill set or unique insight as input to development and advance- experience by selecting a variety of electives. For ment of the Rider business education experi- College of Business Administration academic ence. Similarly the Accounting Advisory assistance and guidance, 609-896-5127. Council works closely with the accounting The School of Education and department of department on issues specific to the M.Acc. pro- education and human services offers a Master of gram and accounting in general. A specific serv- Arts in the fields of counseling services; curricu- ice function is performed by the accounting lum, instruction and supervision; educational department’s participation in the Volunteer administration; human services administration; Income Tax Assistance (VITA) program. Each reading/language arts, and special education, as year accounting majors reach into the commu- well as educational specialist degrees in counsel- nity by helping (free of charge) elderly and low- ing services and school psychology. income persons complete their tax returns. The The School of Education also offers numer- students, in turn, benefit from special IRS train- ous graduate-level teaching certifications, early ing and the opportunity for field experience. childhood education certification, teacher of the The Science Advisory Board provides a handicapped certification, programs leading to unique interface between Rider and the scientif- certification as a school supervisor, assistant ic and business communities. The board was superintendent for business, director of student established to provide advice and counsel on the personnel services, reading specialist, school continuing development of undergraduate sci- psychologist and several more. For School of ence education at Rider and to effect coopera- Education and department of education and tive efforts between the scientific and business human services academic assistance and guid- communities. ance, 609-896-5353. The Education Advisory Board meets twice a year. It makes connections with alumni, govern- ment, schools, professional agencies, business and industry, and the general public to promote the interests of the professional programs and facilitate support for them.

5 general information

Westminster Choir College one year in the Westminster Symphonic Choir. They may also audition to become members of Westminster Choir College of Rider University the Westminster Choir, Westminster Singers, is a professional college of music located on a Jubilee Singers, and Concert Handbell Choir. 23-acre campus in Princeton, NJ, seven miles The Symphonic Choir has performed hun- north of Rider’s Lawrenceville campus. The dreds of times and made many recordings with Master of Music degree is offered with majors in the principal orchestras of New York, sacred music, music education, choral conduct- Philadelphia, and Washington. It has also per- ing, voice pedagogy and performance, organ formed in New York with many touring orches- performance, piano accompanying and coach- tras such as the Atlanta Symphony, Los Angeles ing, piano pedagogy and performance, piano Philharmonic, Berlin Philharmonic, and Vienna performance, and composition. A summer pro- Philharmonic. Virtually every major conductor gram leading to the Master of Music Education of the 20th century, from Toscanini and Walter is also offered. through Bernstein, Muti, and Masur, has con- Choral music performance lies at the heart of ducted the Symphonic Choir during the 77 the Westminster program. Preparation and per- years of the college’s history. formance of choral/orchestral works at times More complete information about the takes precedence over all facets of campus life. Westminster program may be found in its sepa- All graduate students sing for a minimum of rate catalog or online at http://westminster.rider.edu.

6 Business Administration

7 business administration

Calendar February 11 Friday Fall Semester 2004 Last day for filing application to graduate in May 2005 August 31 Tuesday 4-7 p.m. March In-person registration for fall semester 1 Tuesday Graduate students priority deadline September for filing federal financial aid forms 8 Wednesday 12 Saturday Classes begin Spring recess begins (at close of classes) October 15 Tuesday 1Friday Second deferred-tuition payment due Last day for filing degree applications 21 Monday for December 2004 Classes resume 15 Friday Second deferred-tuition payment due April 15 Friday November Third deferred-tuition payment due 15 Monday 30 Saturday Third deferred-tuition payment due Spring semester classes end 25-27 Wednesday-Saturday (at close of classes) No classes Thanksgiving recess May 29 Monday 2 Monday Classes resume Spring semester exams begin 7 Saturday December Final exams end 11 Saturday 13 Friday Fall semester classes end Commencement (at close of classes) 13 Monday Summer Session 2005 Fall semester exams begin 17 Friday May Spring 2005 and summer 2005 26 Thursday degree applications due 4-7 p.m. Registration 18 Saturday Final exams end June 1 Wednesday Spring Semester 2005 Last day for filing application to graduate in August 2005 January Classes begin 20 Thursday 4-7 p.m. In-person registration for spring July semester 4 & 5 Monday & Tuesday 24 Monday Holiday Classes begin 20-21 Wednesday-Thursday Final exams

8 business administration

Mission Statement Objectives The M.Acc. Program prepares individuals for Our mission is to provide a quality business careers in the rapidly changing field of account- education based on dynamic and innovative ing. Those students who wish to pursue a career curricula to build professional competencies in public accounting will be able to develop that enable our graduates to be productive, required technical competencies and meet socially responsible participants in the rapidly evolving credit hour requirements for licensure. changing global marketplace. Career paths in areas outside of public account- We create a supportive academic environ- ing, to include corporate, financial or govern- ment and provide our students opportunities mental entities, are facilitated through the use of for experiential learning. Our programs develop elective course offerings. communication, interpersonal, teamwork, lead- Required courses emphasize an integration ership, critical thinking and problem solving and synthesis of accounting subject matter. skills. Course work assumes that students have estab- We are committed to continuous improve- lished a basic foundation level of understanding ment as we strive for excellence. We ensure an of accounting at the undergraduate level. infusion of current theory and practice in our Students with non-accounting undergraduate curricula through scholarly research, profes- backgrounds will complete additional prelimi- sional activity and extensive business partner- nary course requirements. ing. Graduate accounting courses are offered in the evening with a limited offering also sched- uled during afternoons. Graduate, non- Degree Programs Master of Accountancy (M.Acc.) and Master of accounting electives are available in the evening. Business Administration (M.B.A.) degree pro- The M.B.A. Program prepares individuals for grams are offered. career advancement as managers and leaders of The Rider University College of Business organizations. Guided by this philosophy the Administration has a distinctive approach to college has developed a flexible and forward business education and learning as defined by looking degree program built on a long tradi- the mission statement. With the guidance of our tion of business education excellence. mission statement, graduate business studies The curriculum provides a distinctive and programs strive for excellence through a partic- effective business learning environment that ularly strong emphasis on: emphasizes advanced business theory, critical •Providing an innovative, flexible and interpersonal and communications manage- dynamic curriculum; ment skills, a cross-functional integration of •Student development through experiential business theory and processes, and the ability to learning; manage in a rapidly changing environment. •Alliances with businesses locally and inter- Program flexibility is encouraged and support- nationally; ed by a variety of M.B.A. and M.Acc. electives. •Quality and continuous improvement in As a result, students have the option to pursue a everything we do. general M.B.A. program creating a personalized skill set from the full menu of electives. Students may also elect to concentrate in one of the func- tional disciplines of finance, management or marketing, or pursue an interdisciplinary con- centration in entrepreneurship, global business or health care administration.

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The program is designed for students with ing courses are offered each year. Graduate full-time career track positions and/or similar accounting electives are typically offered on a work experience. All courses are offered during three-semester rotational basis. evening hours, Monday through Thursday. A limited selection of courses is also available on Required graduate accounting courses are: Saturdays. All basic requirements are offered MACC-650 Seminar in Taxation during both fall and spring semesters and most MACC-652 Analysis of Accounting Data are offered in the summer. While most students MACC-654 Issues in Financial Reporting pursue the program on a part-time basis, cours- MACC-656 International Dimensions of es are scheduled to allow a student to fast track Accounting a degree full-time by enrolling in up to four courses in the fall and spring semesters and two Elective graduate accounting courses are: in the summer. MACC-658 Governmental and Not for Profit Courses are taught in small sections usually Accounting by full-time faculty holding doctorates. Most MACC-660 Research in Financial Accounting faculty members are engaged in research in MACC-662 Auditing Practice and Problems their fields, and many have business experience MACC-663 Fraud and Forensic Accounting as well. In addition, since most of the students MACC-664 Issues in Managerial Accounting are employed in professional or managerial MACC-666 Cases in Taxation positions, they bring a wealth of business expe- MACC-668 Information Systems rience to share withtheir peers. MACC-670 Accounting Internship (requires prior approval of the accounting Professional Accreditation department chairperson) Rider University College of Business Administration programs were accredited by M.Acc. students who do not have an account- AACSB International – The Association to ing undergraduate background will need to Advance Collegiate Schools of Business in 1993 complete 12 semester hours of non-accounting and reaffirmed in 2000. In addition, the and 15 semester hours of accounting prelimi- accounting program was further recognized for nary requirements. Waiver of these courses fol- excellence with AACSB International account- lows the same guidelines as those defined for the ing accreditation in 2000. M.B.A. core courses discussed in the next sec- tion.

Master of Accountancy Note: Accounting students preparing for the CPA exam will need up to six credits of law course work. (M.Acc.) MBAD-682 Business Law may be used toward the CPA law requirement. However, the exact require- Course Requirements ment is a function of previous course work and state The M.Acc. Program consists of 30 semester jurisdiction. Similarly, the student may need addi- tional course work in auditing. Students are required hours at the graduate, or 600 or 700 level. to review the law and auditing requirements with Fifteen semester hours (five courses) are in either the director of graduate business programs accounting subjects and the remaining 15 (609-896-5127) or the chairperson of the accounting semester hours are to be taken as graduate busi- department (609-896-5032). ness electives (please refer to the Master of Business Administration course descriptions for a listing of courses). Required graduate account-

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Preliminary requirements - Non-accounting MBAD-740 Financial Analysis 12 semester hours (for non-business under- and Decision Making graduate degree or outdated coursework) MBAD-760 Advanced Organizational Behavior MBAD-524 Fundamentals of Accounting MBAD-770 Marketing Analysis MBAD-531 Economic Analysis and Decision Making MBAD-560 Marketing Management MBAD-780 Strategic Planning and Policy MBAD-570 Management Theory and Application Elective Courses (12-15 semester hours)* Preliminary requirements – Accounting Students who waive and/or test out of all the 15 semester hours (for non-accounting business core courses (24 credits) are required to com- undergraduate degree or outdated coursework) plete 15 semester hours of electives to achieve the program minimum of 30 credits. Students ACC-302 Cost Management who take one or more core courses will need to ACC-310 Accounting Theory and take 12 semester hours of electives. M.Acc. Concepts I courses may be taken as electives by students in ACC-311 Accounting Theory and the M.B.A. program as long as course prerequi- Concepts II sites are met. A minimum of three of the elec- tive credits are to be in international business; ACC-400 Principles of Auditing an undergraduate course in international busi- ACC-410 Fundamentals of Federal ness waives the international requirement. Taxation However, waiver of the international require- ment does not change the number of elective Master of Business credits needed to complete the programs. Administration (M.B.A.) Concentrations/General Management Options The M.B.A. Program requires 15 semester hours The advanced core provides a distinct and con- of advanced core courses, 12 to 15 semester sistent advanced business knowledge platform hours of elective courses and 24 semester hours for all students in the M.B.A. program. The elec- of core courses. A student must complete tives allow the student to tailor the graduate between 30 and 51 semester hours, depending educational experience to fit individual needs. on how many core courses are waived. Electives Concentrations are three course elective (nine may be used to concentrate in the areas of entre- credit) sequences defined from a menu of elec- preneurship, global business, health care admin- tives by either the functional department istration, marketing, management, or finance or (finance, management or marketing) or by to enrich your degree from a variety of courses, interdisciplinary program coordinators (entre- depending on professional needs and interests. preneurship, global business, or health care The director of the graduate studies program is administration). Electives counted toward a available to advise students relative maximizing concentration are to carry a grade of B or better the selection of electives. and the concentration electives are to sum to at least a 3.20 GPA. Students may elect to pursue a Requirements general management option by taking electives Advanced Core Courses from two or more different functional areas. (15 semester hours) Note: All students are required to take electives from MBAD-730 Economic Analysis two or more different functional areas. and Decision Making

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Core Courses •One or more core courses may be (24 semester hours for non-business waived based on work experience and undergraduate or outdated course work) continued education, at the program director’s discretion; MBAD-501 Fundamentals of Statistical •With the approval of the program direc- Analysis tor, students may take proficiency MBAD-502 Operations Management exams to test out of core courses if the MBAD-511 Information Systems above criteria are not met. If needed, MBAD-524 Fundamentals of Accounting the student may repeat the proficiency MBAD-531 Economic Analysis exam in a second effort to pass. MBAD-540 Financial Management However, at least 6 weeks must elapse MBAD-560 Marketing Management before the test may be repeated. MBAD-570 Management Theory and When core courses are waived the stu- Application dent is responsible for a satisfactory level of competency with representative material. If Note: A solid business math and calculus foun- necessary the student should review and/or dation is a pre-condition of the M.B.A. pro- gram. This requirement may be met through seek tutoring support for the waived mate- prior undergraduate course work. Admitted stu- rial in preparation of advanced courses. dents may also meet this requirement while in the program by successfully completing (with a grade of C or better) MSD-106 or an equivalent Application Procedures calculus course. This requirement must be met before the student may start the last 18 credits of the program. To apply for admission to the M.Acc. or M.B.A. program, the procedures are: Waiver of Core Courses •Obtain an application for admission Core courses for the M.B.A. may be waived from the office of graduate admissions; if the applicant meets one or more of the •Complete the application for admission following conditions: and application fee form, and return •The core courses may be waived if the them with the non-refundable $40 student has graduated from an AACSB application fee to the office of graduate accredited business program within five admissions; years prior to semester admitted. The •Register and take the GMAT and furnish student must have achieved a C or bet- the office of graduate admissions with ter in the appropriate course; official notification of your GMAT •One or more core courses may be scores. If you have already taken this waived if the student has passed (C or test, request Educational Testing Service better) an equivalent undergraduate or to furnish the office of graduate admis- graduate course within six years prior to sions with an official notification of semester admitted. As an exception, your score; financial management may be waived •Arrange to have an official transcript within five years with a grade of B or sent to the office of graduate admissions better; by every institution of higher learning •The core course(s) in the student’s attended (including Rider University). A undergraduate major will be waived transcript should be sent even if only within six years prior to the semester one course was taken at the institution. admitted; Only official transcripts will be accept-

12 business administration

ed. Transcripts sent to the student are that he or she has earned a bachelor’s not acceptable unless they are sealed in degree from an accredited institution of the original envelope when received by higher learning and has the potential to office of graduate admissions; perform satisfactorily at the graduate level. •Applicants whose native language is not The primary criteria used in making English are required to take the Test of admissions decisions are the undergraduate English as a Foreign Language (TOEFL) grade point average and the score achieved and have the official results sent to the on the GMAT. office of graduate admissions; The GMAT requirement will be waived •International students are asked to have for M.Acc. applicants who have passed a their transcripts evaluated (and trans- certifying exam such as the CPA, CMA, etc. lated, if necessary) for program equiva- For any applicant whose native language lency by a recognized credential evalua- is not English, satisfactory results on the tion service. World Education Services Test of English as a Foreign Language in New York City is suggested for this (TOEFL) are also required. evaluation. International students are required to •A notarized financial resource statement present evidence of completion of a univer- or notarized bank statement is required sity degree equivalent to, or higher than, a to demonstrate the international stu- bachelor’s degree in the United States. A dent’s ability to pay the total cost of program equivalency evaluation by a recog- attendance. nized evaluation service is required. World Education Services in New York City is sug- Application Deadlines gested for this service. International appli- The deadlines for the submission of all cre- cants must also provide a notarized finan- dentials are August 1 for the fall semester, cial resource statement or notarized bank December 1 for the spring semester, and statement demonstrating their ability to May 1 for the summer session. Applications pay the total cost of attendance at Rider. received after the official deadlines may be given consideration at the discretion of the Classification College of Business Administration Graduate Studies Committee. Each student admitted to the M.B.A. or M.Acc. program is assigned to one of the Admission Requirements following classifications:

No decision is made on an application for Full Standing admission to the graduate programs of Students who have full standing are permit- business administration until all required ted to register for any core courses that have credentials have been submitted. These not been waived or for certain advanced include a completed application form, a core courses, if those courses are needed for $40 application fee, official notification by the student to be admitted to candidacy Educational Testing Service as to the score (see section on admittance to candidacy). achieved on the Graduate Management Under some conditions special permission Admissions Test (GMAT), and an official may be granted to take an elective; transcript from every institution of higher learning attended. To be admitted to this program, an applicant must show evidence

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Special Dismissal For those students enrolled in a graduate program at another institution who have Rider University reserves the right to dis- been granted permission to take graduate miss any student when, in the judgment of business courses at Rider. the faculty or officers of Rider, such action seems advisable. A student in the graduate Transfer of Courses business programs will be subject to dis- A student may request the transfer of a missal for any of the following reasons: graduate course taken at an accredited •Receiving more than two grades of C+ institution. Such a request may be granted or below in graduate-level work; if the course was taken recently, was passed •Completing graduate course work with with a grade of B or higher and was taken a cumulative grade point average of less before admission to the M.B.A. program at than 3.0; Rider. Once a student has been admitted to •Failure to complete the program in the the program, graduate courses taken at required six years. other institutions must have prior approval In all cases of dismissal, graduate busi- of the director of graduate studies before ness students have the right of appeal. transfer credit will be allowed. A maximum Academic standing dismissal is a progres- of six semester hours of transfer credit will sive process with student participation and be granted for application against the advising designed to help students regain advanced core and/or elective require- good academic standing. Students ments. approaching the six-year time limit may request a time limit extension prior to actu- Advising al dismissal. The request should be based The director of graduate business studies is on unique work requirements, personal, or the advisor to students in the M.B.A. and other reasons. Time limit appeals will be M.Acc. programs and tracks program reviewed and acted on by the director of progress. Students are also encouraged to graduate business studies. contact members of the faculty for career, program and related advising. Honors Graduates Note: The most significant policies and procedures for the graduate business pro- Students who graduate with an overall grams are covered in this catalog. Questions grade point average of 3.85 or better are and issues not addressed here default to The designated as graduating with distinction. Source and other University-wide policy This term appears on the student’s official statements. transcript, next to the student’s name in the commencement program, and on the diploma. Course Repeat Policy

With the written permission of the director Application for Graduation of graduate business studies, students may repeat graduate courses for which they A student who expects to graduate must fill received grades of C+ or lower. Both grades out and file an application for graduation will appear on the student’s transcript, but form no later than the date indicated on the only the second grade will count in the calendar for each semester. GPA.

14 business administration course descriptions

Master of Accountancy (MACC) MACC-656 International Dimensions of Accounting (R denotes REQUIRED, E denotes ELECTIVE) 3 credits (R) This course examines the global applications of accounting principles and practices, including MACC-650 Seminar in Taxation the relationship between international account- 3 credits (R) ing issues and company strategy. Topics include The course is designed (1) to expand a student’s theoretical and societal considerations of inter- tax research skills, (2) to examine tax compli- national accounting issues, the identification of ance and basic planning concepts available to C transnational accounting practices, and corporations, S corporations, partnerships, attempts at harmonization. gifts, estates, and trusts, (3) to explore the tax issues involved in the decision to select a partic- MACC-658 Governmental and Not for Profit ular form of business organization, (4) to pro- Accounting vide an introduction to fundamental concepts 3 credits (E) of interstate, international, and New Jersey tax- This course provides an in-depth study of the ation, and (5) to expose the student to a variety concepts, objectives and techniques of the of common tax returns, applicable to the above evolving field of accounting for non-profit insti- topics. tutions and organizations. Areas emphasized include municipal and state governmental MACC-652 Analysis of Accounting Data units, hospitals, colleges and universities and 3 credits (R) service organizations. Problems, cases and Employs appropriate information technology selected readings are employed. and analytical techniques to pursue data collec- tion and analysis needs commonly faced by MACC-660 Research in Financial accounting professionals. Uses cases and proj- Accounting ects to pursue such areas of decision concern as 3 credits (E) financial statement analysis, the evaluation of Students identify and define problem areas in audit risk and selected additional topics. current accounting practice. Research method- MACC-654 should be taken before this course. ologies are developed, leading to data collection and analysis using appropriate statistical tech- MACC-654 Issues in Financial Reporting niques. A project report is required including 3 credits (R) findings, conclusions and recommendations Examines accounting theories and the develop- regarding theoretical and practical issues. ment of a conceptual framework for financial reporting. Theoretical and conceptual assess- MACC-662 Auditing Practice and Problems ments of current reporting issues pertaining to 3 credits (E) asset valuation and income measurement are Uses cases to examine current auditing issues, addressed through cases, readings, and projects. including professional ethics, internal control, Topics to be investigated from term to term vary materiality and risk assessment. Students will depending on their importance and timeliness prepare an audit risk analysis for one public to the profession. This course should be taken company using databases and publicly available first or early in the program. information.

15 business administration course descriptions

MACC-663 Fraud and Forensic Accounting MACC-670 Accounting Internship 3 credits (E) 3 credits (E) Requires prior approval of the grad- A course designed to provide a background in uate program director and the accounting depart- all areas of forensic accounting including: ment chairperson. fraudulent financial reporting and the detection This course provides on-site experiential learn- of fraud, money laundering and transnational ing through supervised employment with a par- flows, courtroom procedures and litigation sup- ticipating company. Students will be reviewed port, as well as cybercrime. A wide variety of periodically by senior staff. Academic assign- teaching tools are employed including extensive ments including a formal report will be devel- use of the professional literature, case analysis, oped in conjunction with a faculty member. videos, role playing and text materials. Permission of the instructor is required.

MACC-664 Issues in Managerial Master of Business Accounting 3 credits (E) Administration (MBAD) Examines current management accounting practices with an emphasis on world class devel- (C denotes CORE LEVEL, AC denotes opments and strategic implications to the firm. ADVANCED CORE, E denotes ELECTIVE.) Integrates current management accounting lit- erature with considerations of planning, con- MBAD-501 Fundamentals of Statistical trol, decision-making and information needs of Analysis the firm. 3 credits (C) Covers basic statistical techniques useful in MACC-666 Cases in Taxation business decision-making. Includes descriptive 3 credits (E) statistics, event probability, random variables, A capstone course in taxation, emphasizing a sampling distributions, regression analysis and comprehensive case study approach to federal topics in statistical inference. and New Jersey tax compliance and planning in the areas of individuals, businesses, estates, gifts MBAD-502 Operations Management and trusts. Includes consolidated tax returns, 3 credits (C) tax research, computer applications, and estate The methods used for the efficient operation of and personal financial planning. both manufacturing and service operations. Topics include product and process design, MACC-668 Information Systems facility location and capacity planning, quality 3 credits (E) assurance, Just-In-Time systems, inventory Examines the systems for collecting, processing management, material requirements planning, and reporting accounting information required project management, linear programming, fore- for planning, decision-making and control in casting, and applications of queuing models and business organizations. Covers systems analysis, simulation. Prerequisite: MBAD-501. design and implementation. Students are exposed to the impact of emerging technology on accounting information systems.

16 business administration course descriptions

MBAD-511 Information Systems issues and alternatives, pricing theory, and pro- 3 credits (C) motional methods. Uses explanatory lecture Introduces the theory and practice related to the material, in-class exercises, and selected read- planning, analysis, design, and implementation ings to endow the student with a basic under- of computer-based management information standing of the tools and practice of marketing. systems (MIS). Emphasizes the systems approach, managerial considerations of MIS MBAD-570 Management Theory and design, and the effect of information systems on Application the practice of management. 3 credits (C) A foundation course that provides a compre- MBAD-524 Fundamentals of Accounting hensive introduction to the theory and practice 3 credits (C) of management. The management functions of For those students having no previous knowl- planning, organizing, leading, and controlling edge of accounting. Subject is approached from provide an organizing framework for examining the point of view of the user of accounting the inter-relationships among organization the- information rather than that of the accountant ory, individual behavior, interpersonal relations, who supplies the information. Surveys mechan- and effective management practices. Attention ics of accounting as a means to an end, empha- is given to current management challenges sizing accounting as a tool of management and throughout the course (e.g., globalization, the language of business. Problems and cases diversity, ethics, quality, and team-based struc- bring out the managerial implications of tures). accounting. Generally, all core courses are to be complet- ed before the student may take advanced core MBAD-531 Economic Analysis courses and/or electives. Exceptions may be 3 credits (C) made at the program director’s discretion. An intensive exposition of the essentials of price theory and income and employment theory. For MBAD-603 Statistical Methods students with less than a year of introductory 3 credits (E) economics at the undergraduate level. Studies statistical procedures applicable to the solution of common problems in business and MBAD-540 Financial Management industry beyond those covered in MBAD-501. 3 credits (C) Techniques include multiple regression, analysis An introduction to the concepts and techniques of variance, sampling, nonparametric methods, of financial management. Topics include finan- and statistical decision theory. Prerequisite: cial planning, analysis, and control; working MBAD-501. capital management; risk and return; time value of money; valuation; cost of capital; and capital MBAD-604 Quality Assurance and Total budgeting. Problem/case oriented. Quality Management 3 credits (E) MBAD-560 Marketing Management Integrates the concepts of statistical quality con- 3 credits (C) trol and the practices of today’s leading compa- Gives a broad view of the entire field of market- nies in creating systems of total quality manage- ing. Introduces students to theories and con- ment (TQM). Considers how various business cepts of the marketing environment, buyer functions (e.g., production, engineering and behavior, market segmentation, marketing design of products and services, purchasing raw research, product development, distribution materials, providing technical assistance to cus-

17 business administration course descriptions tomers, and statistical quality control) and their used to illustrate the organizational issues, tech- interrelationships can be used to create high- nical concepts, and the development process of quality products, and, thus, high levels of cus- building a DSS. Prerequisite: MBAD-511. tomer satisfaction. Includes traditional statisti- cal methods for process control, acceptance MBAD-616 Selected Topics in CIS sampling, reliability, and quality improvement 3 credits (E) as well as numerous examples of U.S. and for- The study of a topic (or combination of topics) eign firms at the cutting edge of TQM. that represents some dimensions of computer Introduces current thinking of leading figures in information systems or has important and TQM (e.g., Deming, Juran and Crosby). direct implications for CIS management. Prerequisite: MBAD-501. Theoretical foundations as well as applications may be explored. Readings, research, lectures, MBAD-606 Operations Research projects, discussions, or other appropriate 3 credits (E) methods are employed to stimulate student Surveys several topics in management science, learning. Prerequisite: MBAD-511. emphasizing modeling of realistic applications. PC computer software is used extensively to MBAD-618 Healthcare Information obtain solutions. Technical topics covered Systems include linear programming, transportation 3 credits (E) networks, goal programming, and queuing the- As the integration of clinical and administrative ory. Applications include production planning, systems at the local level continues, government inventory control, portfolio management, and and insurance company involvement will waiting line systems. Prerequisite: MBAD-501. increasingly require that the systems become externally linked as well. The goals of this large- MBAD-611 Electronic Commerce scale “healthcare information network” effort 3 credits (E) include more accessible healthcare as well as Electronic commerce involves the use of infor- higher quality healthcare outcomes. As a result mation technology to improve, enhance, simpli- of this trend, new information systems require- fy or enable business transactions. This course ments continue to emerge and demanding examines such business, social, and technical management issues arise. These include organi- issues of electronic commerce as the technology zational, technical, and ethical issues. The focus of the Internet, effective system strategies to of this course will be on the critical manage- attract and maintain customers, security, and ment decision-making areas that are being real- electronic payment systems. Prerequisite: ized by both healthcare and information sys- MBAD-511. tems professionals in this dynamic industry. Prerequisite: MBAD-511. MBAD-614 Decision Support Systems 3 credits (E) MBAD-629 Tax Planning for Entrepreneurs An in-depth study of the rapidly evolving field 3 credits (E) of using computers to support decision-mak- The business and personal finances of an entre- ing. It covers conceptual foundations, and struc- preneur are integrally related. Often personal ture and development of decision support sys- resources fund business operations and business tems (DSS). Also included are the technology resources fund individual necessities and obli- components of DSS. Focuses on the key factors gations. This course is designed to familiarize of a successful system and on how to build effec- the entrepreneur with wealth maximization and tive DSS. Substantive and real case examples are tax minimization strategies for business and

18 business administration course descriptions personal activities. This course covers basic tax order to gain control and power in the markets. compliance concepts and includes personal In addition, the government plays a strong role financial planning and estate planning issues. in regulating the private sectors, in subsidizing some sectors, and in providing services to the MBAD-633 Business Conditions and poor and elderly. The course will move beyond Forecasting description and analyses of the current industry 3 credits (E) to an examination of the many trends and Aggregate demand and supply theory is studied, potential directions the industry will take. leading to an analysis of business conditions. Discussions will focus on current practices and Examines the conceptual and practical prob- policy analysis. Prerequisite: MBAD-531. lems and techniques of forecasting within the framework of the national income account sec- MBAD-641 Corporate Treasury tors. Prerequisite: MBAD-531. Management 3 credits (E) MBAD-634 Industrial Organization This course is designed to provide an under- 3 credits (E) standing of modern principles and techniques This course examines the relationship between for corporate treasury management. The course market structure, firm conduct, and industry materials are useful for finance, banking, performance. The evaluation of industry per- accounting and information system profession- formance serves as the foundation for the analy- als or small business owners. Topics include sis of public policy through the enforcement of analysis of liquidity and solvency, credit and antitrust laws. This course relies heavily on case accounts receivable management, cash collec- studies of many major U.S. industries including tion and disbursement systems, short-term steel, petroleum, automobile, computer, and investment and borrowing, management of agriculture. Prerequisite: MBAD-531. treasury information and technology, multina- tional cash management, and other related top- MBAD-635 International Trade and ics. Success in this course will help students Investment preparing for the Certified Cash Manager 3 credits (E) (CCM) exam. Prerequisite: MBAD-540. A study of the international economy within which business firms operate and public policies MBAD-643 Investment Instruments that influence their activities. Include interna- and Strategies tional trade theory, balance of payments analy- 3 credits (E) sis, the international monetary system, barriers Principles of investment analysis and portfolio to trade, and the role of multinational corpora- management. Includes analysis of stocks and tions. Prerequisite: MBAD-531. fixed income securities, mutual funds, interna- tional investing, margin trading and short sales, MBAD-638 Healthcare Economics convertibles, stock options and financial 3 credits (E) futures. Hedging strategies, market forecasting, The course uses the tools of economics to exam- and tax advantaged investments are also dis- ine the many sectors of the healthcare industry cussed. Considerable use of problems to illus- and to analyze their interactions. The industry trate concepts. Prerequisites: MBAD-501, consists of many types of suppliers and produc- MBAD-540. ers, consumers, and third parties, which have a strong influence on the industry. Each group of parties acts to form alliances with others in

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MBAD-644 Financial Market Operations investment timing, evaluation of portfolio per- 3 credits (E) formance, analysis of business conditions and Flow of funds analysis is used to study financial interest rates, and hedging portfolio risk with intermediation and interest rate determination stock index options and financial futures. in money and capital markets. Includes the flow Prerequisite: Either MBAD-643 or MBAD-740 of funds accounts, funds flow through financial plus investment knowledge and experience, or institutions, the demands for and supply of permission of program director. credit by economic sectors, and the impact of public policies on financial market behavior. MBAD-648 Healthcare Finance Prerequisite: MBAD-540. 3 credits (E) The goals of this course are (1) to provide a MBAD-645 International Financial description of how Americans pay for health- Management care; (2) to explain why the payment systems 3 credits (E) have taken their current form and how those The techniques of multinational financial man- forms affect the system; (3) to evaluate newly agement are developed for enterprises that do emerging arrangements; and (4) to compare business in more than one country and/or have and contrast health financing systems in the assets and liabilities denominated in more than United States and other developed countries. one currency. The management of foreign Specifically, we will focus on insurance (both exchange and country risks is applied to work- public and private), managed care and the ing capital, capital budgeting, and capital struc- incentives of the parties in these financing ture decisions. Prerequisite: MBAD-540. arrangements. In addition, we will explore how these incentives impact cost containment in MBAD-646 Computerized Financial healthcare. Prerequisite: MBAD-540. Analysis 3 credits (E) MBAD-664 Marketing Research Computerized spreadsheets are utilized to ana- 3 credits (E) lyze problems and cases. Students receive An overview of the subject matter which will instruction in computer use beyond that avail- assist students in developing an appreciation for able in other finance courses. Spreadsheet appli- the use by marketing management of marketing cations include valuation models, cost of capi- research and marketing information systems in tal, capital budgeting, risk and return, portfolio making marketing decisions. Topics include analysis, stock market analysis, and options and specific research procedures for gathering, pro- futures. Prerequisite: MBAD-540. cessing, analyzing, and presenting information relevant to marketing problems in such areas as: MBAD-647 Portfolio Management advertising effectiveness, product development, 3 credits (E) distribution channels, sales techniques, con- Real-world application of the concepts and sumer behavior, and forecasting study of techniques of investment analysis and portfolio research planning, implementation, and inter- theory. Students interact with and make recom- pretation of findings is facilitated by the use of mendations to professional portfolio managers. cases or projects. Prerequisite: MBAD-560. Topics include stock valuation methods, major forces driving movements in current equity markets, international investment opportuni- ties, industry analysis, technical analysis and

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MBAD-665 International Marketing MBAD-671 Human Resource Management Management 3 credits (E) 3 credits (E) This course is designed as an introduction to the Examination of the nature and scope of global field of human resource management. The basic marketing activities, including the theoretical goal of the course is to provide students with an framework of international marketing, foreign understanding of current corporate human marketing environments, multinational mar- resource practices. Common human resource kets, MNC information systems, strategic mar- management problems and the tools and proce- keting decisions, and organization for transna- dures for dealing with them will be discussed. tional marketing. Prerequisite: MBAD-560. Contemporary topics such as human resource planning, international staffing, career plan- MBAD-669 Selected Topics in Marketing ning, workforce diversity, work/family balance, 3 credits (E) and work motivation will be examined. EEO The study of a topic (or combination of topics) guidelines and their implications for human that represents some dimension of marketing or resource functions will be discussed as well. A has important and direct implications for mar- combination of conceptual and experiential keting management. Theoretical foundations as approaches will be used to facilitate the practical well as special applications of marketing deci- application of the literature. Methods will sion-making may be explored. Readings, include discussions, case studies, exercises, small research, lectures, discussions, or other appro- group activities and lectures. Prerequisite: priate methods are employed to stimulate stu- MBAD-570. dent learning. Prerequisite: MBAD-560. MBAD-672 Management Skills MBAD-670 Organization Design and 3 credits (E) Culture This is a practicum in interpersonal skills that 3 credits (E) are useful for practicing managers. Topics cov- An advanced organizational behavior and theo- ered include such things as motivating oneself ry course dealing primarily with the relations and others, persuasive communication, creative among environment, tasks, technology, and problem-solving, managing conflict, using organization structure. Emphasizes the applica- power constructively, managing change, and tion of behavioral science research and theory team management. Students are given opportu- to the design and management of large organi- nities to practice these skills in class and are zations. Examines environmental influences on asked to apply them to their current lives and organization design; alternative organization report on the results of these applications. The designs; environmental uncertainty; decision course will provide students with a better making; intergroup relations, including the pre- understanding of the art of managing and of vention and management of intergroup con- themselves as current or future managers. flict; the management of interorganizational relations; and the determination of organiza- MBAD-673 Labor Relations and Collective tional effectiveness. Prerequisite: MBAD-570. Bargaining 3 credits (E) Considers both the principles and practices of labor/management relations. After covering such basic issues as the causes of unionism and the legal environment, attention shifts to the

21 business administration course descriptions strategies and tactics used in both collective bar- with especially heavy emphasis on experiential gaining and contract administration. Role-play- learning and case analysis. Students will be ing in actual grievance cases and in a contract active participants in the learning process. negotiation simulation increases understanding Prerequisite: MBAD-570. of the dynamics of labor relations. MBAD-677 Managing Workforce Diversity MBAD-674 Power and Politics in 3 credits (E) Organizations Demographic shifts, changing patterns of labor 3 credits (E) force participation, global competition, and a Examines the role of power and politics in growing cultural emphasis on the “celebration organizations. Emphasizes especially the impact of difference” have all contributed to the chang- of political action and coalition formation in ing management environment. This course management decision-making and organiza- explores the opportunities and challenges of the tional behavior. Individual, intraorganizational, increasingly diverse workforce emerging in the and interorganizational factors that influence United States today. It will address the knowl- political strategy formulation are discussed. edge and skills managers must develop in work- Other topics include negotiation strategies, bar- ing with others who are different from them- selves. Some of these differences are obvious – gaining theory, and political leadership. gender, race, age, and physical characteristics. Prerequisite: MBAD-570. Other differences are not as easily observed – family structure, educational level, social class MBAD-675 International Management and sexual orientation. Understanding and 3 credits (E) valuing diversity requires attitudinal self-assess- This course focuses on the complexities of ment and change. Values, stereotypes and preju- developing business relationships with people dices will be explored through readings, reflec- from different cultures and backgrounds. tive writing, and active involvement in discus- Emphasis is placed on cross-cultural awareness, sions, projects and activities. Prerequisite: international communication and negotiations MBAD-570. and exploring the pervasive effect of culture on organizational behavior and managerial deci- MBAD-682 Business Law sion making. Prerequisite: MBAD-570. 3 credits (E) Considers in depth the law relating to the sale of MBAD-676 Organization Development goods, commercial paper, and secured transac- and Effectiveness tions as promulgated by the Uniform 3 credits (E) Commercial Code. Explores warranties, guaran- This course is about the profession and disci- tees, remedies, and product liability. Also con- pline of organization development (OD) – a siders the law of agency, partnerships and cor- discipline concerned with improving organiza- porations. International dimensions of sales law and related topics are addressed. Prerequisite: tional effectiveness by means of planned, sys- BUS-210 Introduction to Law: Contracts or its tematic interventions. The primary objective of equivalent at another college or university. this course is to acquaint students with OD con- Students who have taken BUS-211 Commercial cepts, techniques and skills. The course provides Law or BUS-214 Advanced Business Law cannot students with opportunities to apply OD con- take this course. Note: This elective is particular- cepts and techniques and to explore and ly appropriate for students in the M.Acc. pro- enhance their personal skills as change agents gram and in anticipation of CPA law require- and consultants. To achieve course objectives, a ment. variety of teaching methodologies is employed

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MBAD-683 Entrepreneurship MBAD-686 Employment Law for Business 3 credits (E) 3 credits (E) The course deals with new business venture The course will present issues and case law relat- start-up. Topics include entrepreneurship con- ed to the commencement of the employment cepts and characteristics, new venture types and relationship, terms and conditions of the rela- pros/cons, choice of products/services, market tionship, discrimination in recruitment, study, marketing planning, financing, and busi- employment and discharge, and wrongful ter- ness plan preparation. Practical exercises in mination. The course will analyze these areas developing business plans for new business ven- and their impact on business decisions. tures. MBAD-688 Health Law MBAD-684 Ethical Issues in Business 3 credits (E) 3 credits (E) The purpose of this course is to analyze the role An introduction to identifying, analyzing and of the law in promoting the quality of health resolving ethical dilemmas in business. The care, organizing the delivery of health care, course begins with a general introduction to assuring adequate access to health care and pro- ethics, considers ethical issues connected with tecting the rights of those who are provided care the economic systems within which modern within a health system. It will also include the business takes place and heavily emphasizes regulation of new drug development and adver- contemporary cases that illustrate a wide range tising. This elective will fit into the health of ethical issues. administration set of electives.

MBAD-685 Legal and Ethical Aspects MBAD-689 Consulting for Small of International Business and New Business 3 credits (E) 3 credits (E) A survey in issues affecting international busi- This course provides experience-based learning ness and multinational corporate policy and to students through the use of student teams to worldwide strategy and planning. Considers assist area small businesses/organizations. These globalization, international dispute resolution, small firms could have a variety of needs rang- laws and treaties on trade and foreign invest- ing from market research, improving financial ment, international labor issues, marketing, reporting and bookkeeping, business planning, licensing and technology transfer law, organiza- streamlining operational procedures, etc. This tional design and issues of ethics and social course will provide students the opportunity to responsibility. The student is provided with an experience in-depth analysis of an individual interdisciplinary approach to the law, policy and organization. The emphasis is on student con- practical issues governing doing business over- sultants generating immediate, actionable rec- seas. Emphasis on practical situations. Students ommendations for the client. Thus, this course are expected to conduct outside readings and is useful not only for those considering small project/case development. business ownership, but provides an opportuni- ty to students to learn entrepreneurial thinking. Prerequisite: completion of core and permission of instructor.

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MBAD-690, 1, 2, 3 or 4 Independent Study MBAD-740 Financial Analysis in Business Administration and Decision Making 3 credits (E) 3 credits (AC) Involves a program determined by the individ- Financial policies regarding acquisition and ual faculty member and approved by the pro- investment of long-term funds and capital gram director. Written assignments are required structure decisions are discussed in detail. as part of this rigorous academic experience. Topics include cash flow analysis, economic Students are eligible for a maximum of one value added, capital budgeting, cost of capital, independent elective and should have complet- financial and operating leverage, financial fore- ed at least three advanced core courses prior to casting, mergers and acquisitions, and multina- the start of the independent study. Prerequisite: tional financial management. The interactions permission of the program director. between accounting and finance are strongly emphasized and those between economics and MBAD-696, 7, 8, or 9 Selected Topics finance are also discussed throughout the in Business Administration semester. Prerequisite: calculus, completion of 3 credits (E) core. The study of a timely topic that represents a dimension of business administration not cov- MBAD-760 Advanced Organizational ered in a regular course. Such a topic may be Behavior offered by any department of business adminis- 3 credits (AC) tration. The nature of the course will be A study of key individual, group, and organiza- described in the appendix of the registration tional processes. At the individual level, the materials for the semester when the course will focus is on identifying different personal styles be offered. Prerequisites: to be announced. that people bring to the workplace. The implica- tions of different individual styles are then con- MBAD-705 International Business Seminar sidered in a team context focusing on the 3 credits (E) processes of communication, influence, conflict, This course provides a cross-cultural perspec- and leadership. Finally, we examine the impact tive for conducting business outside of the of organizational structure, culture, and change United States. Students will gain a better appre- on workplace behavior. In order to integrate the ciation of how culture, history, and politics individual, group, and organizational levels of influence organizational dynamics, transactions study, the course emphasizes a team-based and business customs. approach to learning.

MBAD-730 Economic Analysis MBAD-770 Marketing Analysis and and Decision Making Decision Making 3 credits (AC) 3 credits (AC) Focuses on using economic methods for making The purpose of the course is to provide the ana- managerial decisions affecting the value of the lytical skills required to understand complex firm. Topics include demand analysis, produc- marketing situations in order to develop and tion and costs, employment decisions, project implement appropriate marketing strategies. evaluation, profit-volume analysis, and pricing The decision-making processes in the manage- strategies under a variety of settings. The course ment of product planning, pricing practices, emphasizes integration between economics, selection of channels of distribution, and devel- accounting, and finance. Prerequisites: calculus, opment of effective promotion programs are completion of core. investigated. This involves identification and

24 business administration course descriptions selection of appropriate target markets, the effective use of marketing research, and recogni- tion of organizational dynamics. The case approach is used to develop communication skills and further build team skills as students interact with peers in solving problems.

MBAD-780 Strategic Planning and Policy 3 credits (AC) Deals with the analysis of the strategic process of studying and forecasting the external envi- ronment of the firm, assessing the present and future enterprise strengths and weaknesses, set- ting enterprise goals with recognition of per- sonal and societal goals, and evaluating per- formance and progress toward those goals. Provides the student with an integrated view of the functional decisions and corporate strategy. Prerequisite: all other advanced core courses.

25 notes

26 Education and Human Services

27 education and human services

Calendar February 11 Friday Matriculation application deadline Fall Semester 2004 Last day for filing application to September graduate in May 2005 and to take 1 Wednesday 3-7 p.m. comprehensive examination Fall semester registration 8 Wednesday, Classes begin March 10 Thursday (Registration after first class meeting Spring recess begins at close of classes requires $50 late registration fee) 15 Tuesday October Second deferred-tuition payment due 1Friday 21 Monday, Classes resume Matriculation application deadline April Last day for filing application to 2 Saturday, 9 a.m.-1 p.m. graduate in December 2004 and to take Comprehensive examination fall 2004 comprehensive examination 4 Monday 15 Friday First day summer and fall 2005 Second deferred-tuition payment due registration 25 Monday 29 Friday First day spring 2005 registration Last day summer and fall 2005 November registration 15 Monday May Third deferred-tuition payment due 5 Thursday, Spring semester ends 13 Saturday, 9 a.m.-1 p.m. 13 Friday, Commencement Comprehensive examination 24-26 Wednesday-Friday Thanksgiving recess Summer Session 2005 29 Monday, Classes resume June 30 Tuesday 15 Wednesday 3-7 p.m. Last day spring 2005 registration Summer registration 20 Monday Classes begin December 16 Thursday, Fall semester ends July 17 Friday 4 Monday, Holiday Spring 2005 and summer 2005 29 Thursday degree applications due Last day for fall 2005 registration Classes end Spring Semester 2005

January 19 Wednesday, 3-7 p.m. Registration for spring semester 24 Monday, Classes begin (Registration after first class meeting requires $50 late registration fee)

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Mission Statement supported reflection on practice; and by encouraging novice and experienced educators The School of Education prepares to develop attitudes and behaviors that will sup- undergraduate and graduate stu- port their professional growth. dents for professional careers in education, organizations, and Commitment agencies in the diverse American Commitment is a value highly prized by the society. School of Education, serving as an essential cor- The School of Education fosters the intellec- nerstone for our teaching and learning. tual, personal, and social development of each Commitment is a set of connected attitudes, student for a changing world by creating and values, and beliefs that results in professional providing programs that embody the highest behaviors expected of dedicated educators. In academic and professional standards. teaching and practice the faculty models these The School of Education develops students professional behaviors and encourages and who are committed, knowledgeable, and reflec- expects their development in our students and tive and who value service, ethical behavior and graduates. the improvement of one’s self and profession. The School of Education promotes a climate Knowledge of scholarly inquiry, high expectations for In the School of Education, we emphasize both achievement, and best professional practices, content and pedagogical knowledge as we pre- while establishing beneficial relationships with pare our students. We design classroom and the public and exchanging relevant ideas and field experiences to help students learn this services that speak to emerging needs. knowledge and apply it in practice. Students are expected to use their technological expertise as a tool in learning and to reference relevant stan- dards when either planning for or reflecting on their own classroom work, as well as that with their own students or clients. Synopsis of the School of Education Conceptual Reflection The School of Education defines reflection as Framework the process of thinking clearly and deliberately to promote understanding and to actively foster Fostering the exercise of in depth thinking about profes- The goal of the School of Education at Rider sional practice. We believe that reflection, University is to foster continuous growth in our grounded in active experience, has value for students by providing an environment in which developing educators, when practiced consis- it is safe to experiment, take risks, and make tently, and systematically through such activities mistakes without sacrificing professional or aca- as classroom observation, continuous self- demic rigor. Our goal is to foster this growth by assessment, and journal writing. faculty modeling of desirable behaviors; by pro- viding a balance of classroom learning and supervised field experience; by providing opportunities for on-going independent and

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Professionalism Programs of Study Becoming an expert professional educator requires a career-long commitment to reflective Degrees and Certifications Offered experimentation and skill building. Novice and The Educational Specialist (Ed.S.) degree is experienced educators enrolled in the School of offered in the following areas: Education are on a career-long path toward pro- • Counseling Services fessionalism and are not viewed as totally devel- • School Psychology oped and experienced professionals upon grad- The M.A. degree is offered in the following uation. Our goal is to encourage students to areas: become thoughtful, creative problem-solvers as • Counseling Services they begin and refine the acquisition of craft • Curriculum, Instruction and Supervision and knowledge in their ongoing journey toward • Educational Administration higher levels of professional success. • Reading/Language Arts • Special Education Introduction • Human Services Administration The Department of Graduate Education and In addition, the graduate department pro- Human Services offers Educational Specialist vides opportunity for study leading to teacher degrees, Master’s degrees, and certifications and certification and other types of educational and endorsements in a variety of areas. These pro- human services certification. grams of study and their descriptions with the certifications associated with them appear first Educational Certificates and the remaining Certification and The department of graduate education and Endorsement Programs follow them. Within human services provides opportunity for study each category, they are in alphabetical order. leading to teacher certification and other types Course descriptions follow the descriptions of of educational certification in the following all the programs. The procedures and policies areas: section contain many important pieces of gen- • School Counseling/Student Personnel Services eral information about graduate study. All pro- • School Psychologist grams require an application available from the • Curriculum Supervisor office of graduate admissions. • School Business Administrator You may also apply to be a special student. • Reading Specialist Students enrolled in graduate programs else- • Business Teacher where or students seeking course work for pro- • Elementary Teacher fessional development not leading to a degree, • Early Childhood Teacher (P-3) certification or endorsement from Rider • English Teacher University may take courses as a special student. • Foreign Language Teacher Apply to the graduate admissions office. You • Mathematics Teacher must have a bachelor’s degree and two letters of • Science Teacher recommendation. • Social Studies Teacher • Reading Teacher • Teacher-Coordinator of Cooperative Vocation/Technical Education • Teacher of the Handicapped Please see the following to find the program(s) of interest to you.

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Guide to Progams If you are interested in See section on

- Counseling Counseling Services - School Counselor (Elem./Sec.) (page 32-39) - Licensed Professional Counselor - Student Personnel Services

- School Psychologist Educational Specialist in School Psychology (page 35)

- Curriculum Specialist Curriculum, Instruction and Supervision - Supervisor (K-12 including business (page 40-42) education and subject specialties)

- School Business Administrator Educational Administrator - Educational Administration (page 42-44) - Principal

- Reading Specialist Reading/Language Arts (page 47)

- Special Education Special Education (page 48)

- Science Teacher Graduate Level Teacher Certification - Business Teacher (page 50) - Elementary Teacher - Early Childhood Teacher (P-3) - English Teacher - Foreign Language Teacher - Social Studies Teacher - Mathematics Teacher - Reading Teacher

- Teacher-Coordinator of Cooperative Teacher-Coordinator of Cooperative Vocational-Technical Education Vocational-Technical Education (page 52)

- Human Services Administrator Human Services Administration - Advanced Governmental (page 44-46) Administration Certificate - Budgeting and Financial Administration Certificate - Health and Community Service Administration Certificate - Information Systems and Data Administration Certificate

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Educational Specialist Degrees Educational Specialist in Counseling Services The Educational Specialist (Ed.S.) is an (60 semester hours) advanced terminal degree beyond the master’s level. The Ed.S. in counseling services meets the Program Description Licensed Professional Counselor (LPC) educa- The Educational Specialist (Ed.S.) is an tional requirements for New Jersey. The Ed.S. in advanced terminal degree beyond the master’s school psychology meets the New Jersey state level. The Ed.S. in counseling services meets the certification requirements. Licensed Professional Counselor (LPC) aca- demic requirements for New Jersey. There are two concentrations, one in school General Application Requirements A decision is made about an application for counseling and the other in community coun- admission only when all required credentials seling. Individualized advising helps candidates have been submitted. The faculty encourages develop and grow professionally in the follow- prospective students from diverse ethnic and ing specialty areas: cultural backgrounds to apply. • Multicultural Counseling Issues The following are due by the application due • College Counseling and Higher Education date: Affairs • A completed application form, with a non • Group Counseling and Process refundable $40 application fee; • Special Needs of At-Risk Students • Official transcripts from all colleges and • Legal and Ethical Issues in Counseling universities attended; • Career Counseling and Development • Other such admission requirements as • Substance Abuse specified • Geriatrics/Hospice Issues within the particular program to which you • Probation/Parole Counseling are applying • Elementary/Secondary School Counseling • If there are due dates, they will be specified • Family and Marital Issues in Counseling within the program requirements. • Grief and Crisis Counseling • Grant Writing/Management The Ed.S. in Counseling Services also pro- General Educational Specialist Degree vides students the opportunity to be eligible to Requirements To qualify for the degree of Educational become licensed as an Approved Clinical Specialist (Ed.S.), the candidate must: Supervisor by the National Board for Certified • Comply with the general requirements Counselors (NBCC). concerning graduate study; • Complete the program within six years of the Admission Requirements date the student enrolled in his/her first Admission into the program occurs in the sum- course unless an extension is approved by the mer, fall, and spring semesters. For admittance chairperson of graduate education and in the fall semester, applications must be human services programs. received by May 1, for the summer semester by April 1, and for the spring semester applications must be received by November 1. The following criteria must be met:

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1. A master’s degree in counseling or in counsel- COUN-530 Legal and Ethical Issues in ing-related discipline. Counseling and 2. A minimum of 3.25 GPA (on a 4.0 scale) in all Psychotherapy previous graduate courses. COUN-660 Counseling Supervision: 3. Two current professional references. Issues, Concepts and 4. A written statement of the applicant’s Methods professional goals. CNPY-502 Counseling Psychology 5. One year (or its equivalent) of counseling Theories experience. CNPY-514 Psychopathology 6. A group or individual interview. EDPS-503 Human Growth and Development Degree requirements EDPS-520 Measurements, Tests, and 1. A minimum of 66 graduate semester hours Assessments in including appropriate master’s level work. Counseling/School 2. Eighteen (18) credits must be completed after Psychology admission to the Ed.S. for candidates from EDPS-521 Statistics and Qualitative Analysis CACREP approved master’s programs. EDUC-500 Introduction to Research 3. Thirty (30) credits must be completed after admission to the Ed.S. for all non-Rider or Group II - Field Experience non-CACREP approval program graduates. (15 semester hours) 4. Review and consideration for matriculation COUN-550 Counseling Techniques into the program occurs after completion of Laboratory nine (9) credits at Rider University; to be COUN-585 Individual Counseling Practicum matriculated, a minimum of 3.3 GPA. COUN-586 Group Counseling Practicum 5. Degree completion requires a minimum of COUN-590 Internship in Counseling I 3.3 GPA. COUN-591 Internship in Counseling II COUN-690 Internship in Counseling The program will be individualized to allow Specialty I students to meet their career goals and to pro- vide in-depth training and experience in a spe- Group III - Special and Related Areas cialized area. (15 semester hours) COUN-510 Approaches to Family Course Requirements Counseling COUN-515 Substance Abuse Counseling Group I - Professional and Psychological COUN-516 Co-Dependency and Treatment Foundations COUN-525 Gender Issues in Counseling (36 semester hours) COUN-600 Independent Study and Research COUN-500 Introduction to Counseling in Counseling Services Services COUN-660 Counseling Supervision: Issues, COUN-503 Group Counseling Concepts and Methods COUN-505 Vocational/Career CNPY-503 Psychological Development of Development the Adult and Aging COUN-520 Multicultural Counseling and CNPY-515 Consultation in School and Relationship Development Agency Settings CNPY-516 Advanced Psychopathology

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EDPS-502 Psychological Development of The program is approved by the state of New the Child and Adolescent Jersey and graduates will meet certification EDSO-501 Community Agencies: requirements in other states. Referral Sources for Clients and Special Needs Students Admission Requirements EDSO-510 Sociological and Cultural Admission into the program occurs during the Foundations of Education summer and fall semesters respectively. EDUC-530 Introduction to Student Affairs Applications must be received by March 1 or in Higher Education May 1. The review and acceptance process PPCS-501 Sociology and Psychology of occurs immediately following each application Crime and Delinquency deadline. Since the school psychology program must maintain a specified student-to-staff ratio, Educational Specialist Degree the number of openings available is controlled. In School Psychology Applicants, therefore, are encouraged to apply (66 semester hours) for the earlier date so as to receive optimal con- Prospective school psychologists are introduced sideration. The following criteria must be met: by a broad range of knowledge and skills for the provision of psychological services in schools. Students entering with only a bachelor’s Coursework and field experiences adhere to the degree domains of professional practice presented by 1. An undergraduate background in psychology the National Association of School or related field, with a minimum GPA of Psychologists (NASP). Students are provided 2.75 (on a 4.0 scale). with a foundation in the knowledge base for 2. Two letters of recommendation. psychology and education, including theories, 3. Submission of GRE or MAT scores. models, empirical findings, and techniques. 4. Interview with program faculty. Professional skills are developed across eleven 5. A written statement of learning goals. domains: • Data-Based Decision Making and Students entering with an advanced Accountability degree(s) in related fields • Consultation and Collaboration 1. A minimum GPA of 3.25 (on a 4.0 scale). • Effective Instruction and Development of 2. Two letters of recommendation. Cognitive/Academic Skills 3. Interview with the program faculty. • Socialization and Development of Life Skills • Student Diversity in Development and Degree Requirements Learning 1. Yearly satisfactory ratings for retention and • School and Systems Organization, Policy progression in the School Psychology Development, and Climate program. Program faculty will evaluate the • Prevention, Crisis Intervention, and Mental academic, professional competencies, and Health professional work characteristics of each • Home/School/Community Collaboration student based upon their portfolio and • Research and Program Evaluation personal statement. A recommendation for • School Psychology Practice and Development continuation, continuation with remediation, • Information Technology or dismissal will be made by June 15th of each year.

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2. Fulfillment of a residency requirement or an Professional Core: School Psychology acceptable planned alternative. Based upon Practice NASP standards, all students must fulfill a (33 hours) residency requirement by enrolling as a fulltime student (minimum of 9 graduate Assessment and Intervention credits for one semester) so as to develop an (14 hours) affiliation with colleagues, faculty, and the EDPS-520 Measurement, Tests, and profession. An alternative planned experience Assessment in Counseling/ may be designed in conjunction with a School Psychology (3) faculty member. EDPS-531 Assessment for Instruction in 3. Completion of 66 graduate credit hours with Special Education (3) a minimum GPA of 3.3 on a 4.0 scale. Thirty EDPS-509 Assessment of Intelligence and of those credit hours must be completed at Cognitive Abilities (3) Rider University. EDPS-581 Practicum in Assessment of 4. Take the PRAXIS II exam in school Intelligence and Cognitive psychology and report the score to Rider Abilities (1) EDPS-510 Assessment of Behavioral and University. Social-Emotional Needs (3) EDPS-582 Practicum in the Assessment of Course Requirements for an Ed.S. Degree Behavioral and Social-Emotional in School Psychology Needs (1) Foundations of Education and Human EDPS-570 Interventions for Children and Behavior Adolescents with Special Needs (24 hours) Consultation Educational Foundations (4 hours) (12 hours) CNPY-515 Consultation in School and EDSO-510 Sociological and Cultural Agency Settings (3) Foundations of Education EDPS-583 Practicum in Consultation in EDAD-501 Concepts of Educational School and Agency Settings (1) Administration CURR-531 Curriculum Development and Research Design (6 hours) or EDUC-500 Introduction to Research (3) CURR-538 Instructional Improvement EDPS-521 Statistics and Qualitative EDPS-508 Cognitive Processes and Learning Analysis (3)

Human Behavior and Development Professional Practice (12 hours) (9 hours) EDPS-502 Psychological Development of EDPS-513 Professional Issues in School the Child and Adolescent Psychology (3) or EDPS-590 Internship in School Psychology I EDPS-503 Human Growth and (600 hours) (3) Development EDPS-591 Internship in School Psychology CNPY-514 Psychopathology II (600 hours) (3) SPED-530 Positive Behavior Support EDPS-535 Biological Basis of Behavior

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ELECTIVES (6 hours) Master’s Degree Education and Treatment of Students with We offer six programs in the master’s degree: Special Needs Counseling, Curriculum, Educational (3 hours) Administration, Human Services EDPS-530 Psychology of Learning Administration, Reading and Special Education. Disabilities For application, admission and graduation, SPED-510 Instructional Practices for there are both general requirements for all mas- Students with Mild Disabilities ter’s degree programs and requirements specific SPED-511 Instructional Practices for to the program. Students with Severe Disabilities SPED-525 Transition to Adult Life General Master’s Degree CNPY-516 Advanced Psychopathology Application Requirements Counseling Psychology (3 hours) A decision is made about an application for COUN-503 Group Counseling admission only when all required credentials COUN-550 Counseling Techniques have been submitted. Applications must be Laboratory received by April 1 for summer session, May 1 COUN-585 Individual Counseling Practicum for fall session, and November 1 for Spring ses- COUN-505 Vocational/Career Development sion unless otherwise specified for specific pro- grams. Completed applications received after Practicum and Internship the official deadline may be given consideration Students are expected to complete 300 pending program capacity. practicum hours prior to their internship. The faculty encourages prospective students During each practicum, the students will devel- from diverse ethnic and cultural backgrounds to op specific skills in the field relative to associat- apply. ed coursework and under program faculty’s The following are due by the application due supervision. date: Internship serves as the culminating experi- •A completed application form, with a non- ence consisting of 1200 hours. The internship refundable $40 application fee; occurs on a full-time basis over the period of •Official transcripts from all colleges and uni- one year OR on a part-time basis over two con- versities attended; secutive years. •Other such admission requirements as spec- ified within the particular program to which Respecialization as a School Psychologist you are applying. (Certification only) This program is designed for the licensed psy- chologist who wishes to seek certification as a school psychologist. The applicant’s record and experiences are assessed in terms of national certification requirements to determine his/her specific course of study. Professional Development Opportunities Certified school psychologists are invited to enroll in courses of their own selection to fur- ther develop or update their skills.

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General Master’s Degree Community Counseling The program’s emphasis is on developmental Requirements counseling. This program prepares profession- als for counseling positions in higher education, To qualify for the degree of Master of Arts, the rehabilitation hospitals, medical centers, mental candidate must: health agencies, industry, private practice, and •Comply with the general requirements con- other community settings. The course of study cerning graduate study; meets the core requirements of the National •Meet matriculation requirements for a spe- Board of Certified Counselors (NBCC). Within cific degree program; this option, students may choose a concentra- •Enroll in graduate study at Rider for no tion in higher education student services. fewer than two academic semesters or the Individual advising, small classes and engage- equivalent thereof; ment in carefully selected fieldwork experiences •Complete at least 33-48 semester hours of help students prepare for a variety of career graduate credit in an approved program of goals as professional counselors. All students are studies; required to participate in group activities and in •Complete an internship/practicum as self-exploration. Computer literacy is expected required by individual programs; and will be essential in the following courses: •Successfully pass a written comprehensive COUN-505, EDPS-520, and EDPS-521. examination except for the School Classes are scheduled to enable those who Psychology degree; work full-time to complete the programs. All •Maintain a grade point average of B (3.0) or counseling services degree candidates are better for work submitted for the master’s strongly encouraged to purchase professional degree; and liability insurance. •Complete the program within six years of the date the student enrolled in his/her first Admission Requirements course unless an extension is approved by Admission into the program occurs in the sum- the Department of Graduate Education and mer, fall and spring semesters. For admittance in Human Services. the fall semester, applications must be received by May 1, for summer semester by April 1, and Master of Arts in Counseling Services for the spring semester applications must be (48 semester hours) received by November 1. Completed applica- tions received after the official deadline may be Program Description given consideration pending program capacity. This master’s degree provides two program options. Both programs are accredited by the Individuals whose credentials are not complete Council for Accreditation of Counseling and by the due date (with the exception of GRE and Related Education Programs (CACREP). MAT results) cannot be guaranteed the required admissions interview. School Counseling Designed to prepare school counselors (student personnel services) for secondary and elemen- tary schools, this program specifically has been approved for certification by the New Jersey State Board of Education and meets the certifi- cation requirements in most other states includ- ing Pennsylvania and New York. The program’s emphasis is on developmental counseling.

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The following criteria must be met: Degree Requirements 1. Complete the general master’s degree 1. Meet general master’s degree requirements; application requirements; 2. A passing grade on the comprehensive 2. An undergraduate degree with a minimum examination; and GPA of 2.5. Applicants who have completed 3. Successful completion of all academic and graduate level courses must have a minimum field requirements. GPA of 3.0 in their graduate courses; Course Requirements 3. Official transcripts from all colleges and (48 semester hours) universities attended; 4. Two current professional letters of School Counseling recommendation; Group I (27 semester hours) 5. Participation, along with other applicants, in COUN-500 Introduction to Counseling a group interview session facilitated by Services counseling services faculty. The purpose of CNPY-502 Counseling Psychology Theories this meeting is to help determine the COUN-550 Counseling Techniques applicant’s fitness and compatability for a Laboratory career in this field; COUN-503 Group Counseling 6. An on-site writing sample must be completed COUN-505 Vocational/Career Development on the day of the group interview. The COUN-530 Legal and Ethical Issues in Counseling or Psychotherapy purpose of this writing activity is to assist COUN-580 Elementary School Counseling faculty in assessing the applicant’s likelihood Practicum of success in meeting the written expression or demands of the program; COUN-581 Secondary School Counseling 7. Submission of results from either the General Practicum Records Examination (GRE) or Miller COUN-590 Internship in Counseling Analogies Test (MAT). Applicants who are Services I unable to submit these scores as part of their COUN-591 Internship in Counseling application may be granted conditional Services II admission by the program faculty. Such conditionally admitted students must fulfill Group II (6 semester hours) this requirement by the time they complete EDPS-520 Measurement, Tests and nine (9) credits at Rider University. Students Assessments in Counseling who fail to fulfill this requirement shall not be EDUC-500 Introduction to Research permitted to continue taking courses in the M.A. in counseling services program until Group III (6 semester hours) their GRE or MAT scores are reviewed and EDSO-501 Community Agencies: evaluated by program faculty. Referral Sources for Clients and The counseling services faculty will evaluate Special Needs Students each applicant’s potential for success in the pro- EDSO-510 Sociological and Cultural gram by taking into consideration all the factors Foundations of Education listed above in arriving at admissions decisions. Group IV (6 semester hours) CNPY-514 Psychopathology EDPS-503* Human Growth and Development * Required

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Group V (3 semester hours) Group IV (6 semester hours) Three (3) credit hours of free electives must be Six credit hours of free electives must be taken. taken. These free electives are to be taken with These free electives are to be taken with permis- permission of the program advisor. No elective sion of the program advisor. No elective is to be is to be taken prior to COUN-500 without per- taken prior to COUN-500 without permission mission from a program advisor. Special note from a program advisor. Special note should be should be made of electives having prerequi- made of electives having prerequisites. sites. For a concentration in Student Affairs in Higher Eduction, students would take the fol- Community Counseling lowing in place of six (6) credits of electives: (48 semester hours) EDUC-530 Introduction to Student Affairs Group I (30 semester hours) in Higher Education COUN-500 Introduction to Counseling EDAD-501 Concepts of Educational Services Administration CNPY-502 Counseling Psychology Theories COUN-550 Counseling Techniques PROFESSIONAL COUNSELOR Laboratory DEVELOPMENT OPPORTUNITIES COUN-503 Group Counseling (NON-DEGREE) COUN-505 Vocational/Career Development COUN-520 Multicultural Counseling and Professional Counselor Licensure Series Relationship Development Graduates of master’s degree programs in coun- COUN-530 Legal and Ethical Issues in seling are advised appropriately and take cours- Counseling and Psychotherapy es offered that are appropriate for those seeking COUN-585 Individual Counseling Practicum professional counseling licensure. or COUN-586 Group Counseling Practicum Student Personnel Services/School COUN-590 Internship in Counseling Counselor Certificate Program Services I This program is designed for those seeking state COUN-591 Internship in Counseling school counselor certification but do not need Services II to complete the master’s degree. Each student’s academic and experience background is Group II (6 semester hours) assessed in terms of specific state certification EDPS-520 Measurements, Tests and requirements. Assessments in Counseling EDUC-500 Introduction to Research Director of Student Personnel Services This program is designed for school counselors Group III (6 semester hours) who wish to be certified as director of student EDPS-503 Human Growth and personnel services. The applicant’s academic Development and experience backgrounds are assessed in CNPY-514 Psychopathology terms of state certification requirements. Professional Development Opportunities Those engaged in professional counseling are invited to enroll in courses of their own selec- tion to further develop or to update their coun- seling skills and abilities.

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Master of Arts in Curriculum, Instruction Application Requirements and Supervision 1. Complete the general master’s degree (36 semester hours) application requirements; This degree program seeks students who wish to 2. A minimum 2.5 undergraduate GPA is develop their instructional leadership capacities required for admission. in educational settings. The program isdesigned 3. Two letters of recommendation. At least one to be developmental and experiential in nature, letter of recommendation from a current fostering ethical behavior and the improvement district or school administrator and a second of self and one’s profession. The program is letter of recommendation from either based upon leadership standards established by another administrator, or an immediate the Educational Leadership Constituent supervisor or a team leader. Students applying Council (ELCC). These standards emphasize from a non-school setting must supply performance-based learning opportunities in equivalent letters from current supervisors. the areas of articulating and implementing a 4. Submission of an initial personal leadership vision for learning, promoting an effective platform statement in instructional instructional program, managing resources for a safe learning environment, collaborating with supervision. families and community members, promoting 5. An interview with the program coordinator. the success of all students in an ethical manner, and recognizing the influence of the larger Degree Requirements political, social, economic, legal, and cultural Degree requirements reference the Standards of context. The program prepares students for for- the National Policy Board for Educational mal instructional supervisory roles by empha- Administration, utilized by the Educational sizing the knowledge, skills and dispositions Leadership Constituent Council (ELCC): needed to assume leadership responsibilities for 1. Meet general master’s degree requirements; school and district-wide improvement initia- 2. Develop and refine the personal leadership tives. The program also serves those students platform statement throughout the program; who seek a graduate program that will develop 3. Complete all course and program their professional capacities as teacher leaders. requirements; Increasingly in today’s schools, teachers are 4. Satisfy matriculation requirements in called upon to coordinate and evaluate curricu- accordance with established procedures. lar programs, assess the outcomes of instruc- 5. Submit the Leadership Growth Projects tion, support the work of other teachers portfolio; through mentoring, peer coaching, and collabo- 6. Pass the required comprehensive examination rative problem solving, contribute to the profes- in Curriculum, Instruction and Supervision; sional development of the staff through a vari- and ety of in-service programs, and to promote a 7. Complete a 100-150 hour internship while positive climate and culture for learning. A enrolled in EDAD-510 Seminar and Leadership Growth Projects portfolio will be Practicum in Supervision. submitted to document the continuous and sus- tained accomplishments of the candidates in the appropriate work setting. All students will be given an opportunity to practice and develop their supervisory leadership skills in a culminat- ing internship experience. Upon completing the program, graduates will qualify for the New Jersey Instructional Supervisor Certificate.

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Group I-Core Courses Group III-Electives (21 semester hours) (9 semester hours) BSED-504 Curriculum Strategies and Curriculum and Instruction Sequence Evaluative Concepts in Business (9 semester hours) Education CURR-531 Curriculum Development and BSED-506 Administration and Supervision Design of Business and Vocational CURR-532 Strategies for Curriculum Education Change BSED-519 Directed Study and Research in CURR-538 Instructional Improvement Business Education BSED-525 Dynamics of the American Free Enterprise System Supervision Sequence BSED-530 Emerging Instructional (6 semester hours) Strategies in Business Education EDAD-505 Concepts of Instructional CURR-533 Elementary School Curriculum Supervision CURR-534 Secondary School Curriculum EDAD-511 Group Process in Supervision CURR-535 Theory and Practice of Bilingual Education Research, Seminar and Practicum CURR-536 Special Studies in Curriculum, Sequence Instruction and Supervision (6 semester hours) CURR-537 Early Childhood Curriculum EDUC-500 Introduction to Research Models and Methods EDAD-510 Seminar and Practicum in CURR-544 Modern Developments in the Supervision Teaching of Foreign Languages CURR-545 The Middle School Curriculum Group II-Foundation Courses CURR-546 Practicum in Classroom Inquiry (6 semester hours) CURR-547 Practicum in Classroom Learning Educational Psychology Electives GLTP-510 Curriculum and Teaching in the (3 semester hours) Elementary School I EDPS-503 Human Growth and GLTP-515 Curriculum and Teaching in the Development Elementary School II EDPS-507 Advanced Educational GLTP-520 Curriculum and Teaching in Psychology Secondary Schools EDPS-508 Psychology of Cognitive CURR-600 Independent Study and Research Processes and Learning in Curriculum, Instruction and Supervision EDPS-512 Psychology of Exceptionality EDAD-501 Concepts of Educational EDPS-530 Psychology of Learning Administration Disabilities EDAD-507 School Law GLTP-500 Conceptual Frameworks in EDAD-513 Human Resource Development Teaching and Learning in Educational Settings EDAD-515 Mentoring Beginning Teachers Educational Foundation Electives EDSO-501 Community Agencies (3 semester hours) READ-501 Psychology and Pedagogy of the EDUC-515 School and Society Reading/Language Arts Process EDSO-510 Sociological and Cultural READ-502 Curriculum, Instruction and Foundations of Education Supervision in Reading /Language Arts Process

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READ-503 Content Reading in High School, Master of Arts in Educational College and Continuing Administration Education (36 semester hours) READ-507 Survey of Curriculum and The programs in Educational Administration at Materials in Reading/Language Rider University prepare candidates for leader- Arts ship positions at different administrative levels READ-508 Literacy and the in elementary and secondary schools, colleges Bilingual/Bicultural Child and related educational organizations. The pro- READ-510 Foundations of Linguistics and grams have been designed to be developmental Psycholinguistics and experiential in nature, fostering ethical READ-511 Research into and Survey of behavior and the improvement of self and one’s Literature for Children profession. Candidates are prepared for leader- READ-512 Adolescent Literature ship opportunities in a collegial and collabora- SPED-510 Instructional Practices for tive academic environment that promotes Students with Mild Disabilities inquiry and discovery, personal growth and ini- SPED-511 Instructional Practices for tiative, and professional development. Both Students with Severe Disabilities Option Sequences build upon and reference the SPED-520 Collaboration, Consultation, and Interstate School Leaders Licensure Consortium the Inclusive Classroom (ISLLC); Standards for School Leaders, and the SPED-530 Positive Behaviior Support Standards of the National Policy Board for Other courses permitted with approval of Educational Administration, utilized by the advisor and program coordinator. Educational Leadership Constituent Council (ELCC). Supervisor Certification Program The Option I Sequence prepares candidates for New Jersey for leadership positions as a principal, assistant This program is designed for experienced and principal, director, or supervisor. The Option I fully-certified teachers to gain the necessary Sequence is approved by the State of New Jersey skills and professional knowledge to become to meet the established degree requirements for supervisors in a school system. It is a coherent candidates for leadership positions in public program that develops the reflective capacities schools. The supervisor certificate is issued by of students to perform a wide range of supervi- the state to applicants upon graduation. Passing sory functions in accord with the highest profes- the current state examination for certification sional standards and values. Students should and fulfulling all mentorship experiences after note that the recommended courses exceed graduation are requirements to achieve perma- minimum New Jersey (12 credits) requirements nent certification as a school administrator in for the supervisor’s certificate. New Jersey. Certification in Pennsylvania as an Admission to the program requires the fol- Elementary or Secondary Administrator cur- lowing: 1) a standard New Jersey teacher’s cer- rently requires either a program of eight leader- tificate or its equivalent; 2) three years of ship courses or completion of a Master of Arts approved teaching experience; 3) a master’s Degree in Educational Administration. Either a degree from an accredited institution; and 4) focused course sequence or the Option I Degree current recommendations from two education- Program Sequence taken at Rider meets al leaders, to include one’s department chair, Pennsylvania requirements. Passing the principal, and/or superintendent. required state licensure examination is an addi- tional requirement for Pennsylvania certifica- tion as a school administrator.

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The Option II Sequence at Rider is designed district or school administrator and a second for the candidate seeking a career as a school letter of recommendation from either business administrator. The Option II Sequence another administrator, or an immediate leads to the degree with a focus in school busi- supervisor or a team leader. Students apply- ness administration. Certification as a school ing from a non-school setting must supply business administrator in New Jersey currently equivalent letters from current supervisors. requires either a Master of Arts in Educational 4. Submission of an initial personal leadership Administration or a sequence of courses beyond platform statement in educational adminis- the bachelor’s degree. Proposed changes in state tration. code are expected to eliminate the course 5. An interview with the program coordinator sequence as a possible certification route, mak- and a recommendation for acceptance into a ing Rider’s Option II Degree Sequence program sequence of study. a route to the state certificate. Instructional strategies are utilized in the pro- Degree Requirements gram sequences that promote personal initia- 1. Meet general master’s degree requirements; tive, pro-active engagement, and collaborative 2. Reference the ISLLC and ELCC Standards learning opportunities. This is accomplished throughout the program; through scholarly inquiry in the knowledge base 3. Develop and refine the personal leadership of leadership and organizational behavior, man- platform statement throughout the pro- agement strategy, and best practice applications gram; in curriculum and instruction. The sequence of 4. Complete all course and program require- courses in each option will be taken in a pre- ments; scribed order that is established with the student 5. Satisfy matriculation requirements in accor- at the beginning of study at Rider University. dance with established procedures; Each program option provides for simulated 6. Submit the Leadership Growth Projects and internship experiences with “bridging Portfolio; opportunities” integrated into the courses of 7. Pass the required comprehensive examina- study. A required “Leadership Growth Projects tion in educational administration; and Portfolio” documents the continuous and sus- 8. Complete a 100-150 hour internship while tained accomplishments of the candidate in the enrolled in EDAD-591 Seminar and appropriate work setting. All candidates must Practicum in Educational Administration. complete a comprehensive internship experi- ence that is cooperatively developed between Administration and Supervision Degree the candidate, a site-based mentor, and the uni- Program – Option I Sequence versity professor. Please contact the program The 36 semester hours of coursework in the coordinator for any additional information Option I Sequence is organized in four main needed. areas: Administration and Leadership (18 credit hours); Supervision (6 credit hours); Admission Requirements Curriculum and Instruction (9 credit hours); 1. Complete the general master’s degree appli- and, Foundations (3 credit hours). This pro- cation requirements: gram is designed to prepare school principals, 2. A minimum 2.5 undergraduate GPA is assistant principals, directors, and supervisors required for admission. and leads to state certification. This option also 3. Two letters of recommendation. At least one prepares leaders for settings other than those in letter of recommendation from a current public and private schools.

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Group I:–Administration and Leadership Educational Administration (18 credit hours) Group II - Supervision and Curriculum EDAD-501 Concepts of Educational (6 semester hours) Administration EDAD-511 Group Process in Supervision EDAD-513 Human Resource Development CURR-532 Strategies of Curriculum Change EDAD-514 Information Systems/Finance Group III - School Business Administration EDAD-507 School Law (9 semester hours) EDAD-521 Data Analysis and EDAD-508* School Business Administration Administration in Educational EDAD-509* School Finance Settings EDAD-512* School Plant Planning EDAD-591 Practicum in Educational Group IV - Foundations Administration (3 semester hours) Group II - Supervision EDUC-515 School and Society (6 semester hours) EDAD-505 Concepts of Instructional Master of Arts in Human Services Supervision Administration EDAD-511 Group Process in Supervision (39 semester hours) Group III - Curriculum and Instruction Built on a human relations foundation, human (9 semester hours) services administration programs are designed CURR-531 Curriculum Development and for individuals from diverse educational and Design employment backgrounds. Programs foster and CURR-538 Instructional Improvement develop leadership skills in people who interact CURR-548 Issues in Special Needs and with other people toward the accomplishment Multicultural Education of organizational goals. Letters of recommenda- Group IV - Foundations tion must be from qualified professionals (3 semester hours) and/or academics from the applicant’s major field. EDUC-515 School and Society This degree is designed primarily for those School Business Administration (Option II) who seek to understand and practice the full (36 semester hours) range of sound administrative concepts in set- Designed to prepare certified school business tings such as non-profit organizations and other administrators, the program includes a core non-school and non-corporate management shared by the administration and supervision environments. program Option I. Key to this program is the development of a Group I - Administration number of competencies, including: (18 semester hours) •a comprehensive view of the theories, con- EDAD-501* Concepts of Educational cepts and ideas related to organizational Administration behavior; EDAD-507* School Law •an understanding of the processes and appli- EDAD-513* Human Resource Development cations of decision-making; in Education •a knowledge of human relations, legal issues EDAD-514* Information Systems/Finance in and application of the dynamics of interper- the Educational Setting sonal skills; EDAD-521* Data Analysis and •a proficiency in budgeting and financial Administration in the management; Educational Settings •a broad analysis of the external political, eco- EDAD-591 Seminar/Practicum in nomic and legal environment in which

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organizations function; Course Requirements •the ability to direct administrative research Group I - Core Courses - required and to use research findings in decision- (24 semester hours)* making and program evaluation; HSAD-500 Concepts of Administration •a capacity in organizational information sys- HSAD-516 Political and Legal Environments tems and data administration; of Organizations •use of strategic and long-range planning as HSAD-517 Economic Concepts of an analytical administrative tool; Administration •a proficiency in written and oral communi- HSAD-526 Concepts ofResearch cation capabilities; HSAD-527 Information Systems and Data •appropriate field experiences that link con- Administration ceptual analysis with applied situations. HSAD-536 Group Process in Supervision HSAD-537 Human Resource Development Admission Requirements HSAD-546 Concepts of Budget and Finance Admission into the program occurs in the sum- Systems mer, fall, and spring semesters. The following Group II - Elective Courses criteria must be met: (12 semester hours)** 1. Complete the general master’s degree HSAD-509 Communications in Human application requirements; Service Administration 2. An undergraduate degree with a minimum HSAD-519 Long-Range Planning GPA of 2.5. Applicants who have completed HSAD-521 Data Analysis graduate level courses must have a minimum HSAD-539 Labor Relations GPA of 3.0 in their graduate courses; HSAD-547 Budgeting Applications 3. Two current professional letters of HSAD-549 Capital Budgeting/Long Term recommendation. The letters should be from Financing people who can evaluate your academic HSAD-560 Independent Study and Research abilities, dependability and responsibility. in Human Services 4. An interview with the program coordinator. Administration HSAD-563 The Administration ofJustice Degree Requirements HSAD-565 Seminar on Selected Topics 1. Meet general master’s degree requirements; HSAD-569 Administering Health Systems 2. A passing grade on the comprehensive HSAD-575 Contemporary Ethics in Human examination; and Services Organizations 3. Successful completion of all academic and HSAD-580 Financial Administration in field requirements. Health and Community Services HSAD-581 Human Resource Administration and Labor Relations in Health and Community Services HSAD-582 Health and Community Services Supervisory Administration HSAD-583 Legal Issues in Health and Community Services Administration ** Elective courses are open to students in human services administration program and other programs.

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Group III - Capstone course - required Certificate in Health and (3 semester hours) Community Services Administration HSAD-559 Seminar Project (9 semester hours) HSAD-565 Seminar on Selected Topics in Group IV - Field Experience Gerontology (determined by advisor) HSAD-569 Administering Health Systems HSAD-570 Internship HSAD-580 Financial Administration in For those students admitted without significant Health and Community Services administrative experience, there is an internship HSAD-581 Human Resource Administration of three to six semester hours that may be and Labor Relations in Health required. In addition, to be considered for and Community Services matriculation, a student must have successfully HSAD-582 Health and Community Services completed either HSAD-500 or HSAD-516 and Supervisory Administration either HSAD-536 or HSAD-537. HSAD-583 Legal Issues in Health and Community Services Human Services Administration Administration Certificate Programs (9-15 semester hours) Certificate in Information Systems For those who are interested in certificate pro- and Data Administration grams connected with the human services (9 semester hours) administration master’s degree program, four HSAD-521 Data Analysis concentrations have been developed. Successful HSAD-527 Information Systems and Data completion of the following sequence of cours- Administration es in these options will provide students certifi- HSAD-565 Seminar on Selected Topics cates issued. (Information System/Data Students may elect to enter the certificate pro- Administration in the DBMS grams to obtain the certificate only or to obtain Environment, and Information the certificate and use the applicable certificate Centers and the Administrator) courses toward the master’s degree in human services administration. Certificate in Advanced Governmental Administration Certificate in Budgeting (15 semester hours) and Financial Administration HSAD-500 Concepts of Administration (9 semester hours) HSAD-516 Political and Legal Environments HSAD-546 Concepts of Budget and Finance of Organizations Systems HSAD-517 Economic Concepts of HSAD-547 Budgeting Applications Administration HSAD-549 Capital Budgeting and Long- HSAD-527 Information Systems and Data Term Financing Administration HSAD-547 Budgeting Applications

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Master of Arts in Reading/Language Arts Degree Requirements: (36 semester hours) 1. Meet general master’s degree requirements; This degree program prepares students to 2. A passing grade on the comprehensive become reading specialists and teachers of read- examination; and ing in schools and other settings. The program 3. Successful completion of all academic and is approved by the New Jersey State Board of field requirements. Education for preparation of certified reading specialists and teachers of reading. Because the Group I - Foundations of Reading/ program is nationally accredited, graduates Language Arts qualify for reading specialist certification in (21 semester hours) states across the country including READ-501 Psychology and Pedagogy of the Pennsylvania, New York, and Delaware. Reading/Language Process The program incorporates a theory-based READ-502 Curriculum, Instruction and curriculum that defines reading and writing as Supervision in Reading language processes. Translation of the theoreti- /Language Arts cal base occurs in three practicum experiences READ-503 Content Reading in High School, in the Rider University Center for Reading and College and Continuing Writing, a learning center considered one of the Education best in the nation. In this setting, students assess READ-504 Diagnosis of Reading/Language students with disabilities in language, learning, Abilities and Disabilities: reading and writing, listening and speaking, and Seminar and Practicum also students who are gifted in these areas as READ-505 Supervised Practicum/Clinical well. Remedial, developmental and gifted pro- Work in Reading/Language Arts grams are used in the Center with children of all READ-508 Reading and the ages, grades, and abilities. The experiences in the Bilingual/Bicultural Child Center replicate, as much as possible, a class- READ-509 Advanced Supervised room as well as a basic skills and resource room Practicum/Clinical Work in setting. A professional faculty trained in this Reading/Language Arts integrated language arts approach and certified READ-600 Independent Study and Research as reading specialists assist and supervise in the in Reading/Language Arts training process. Group II - Literature and Language Admission Requirements Foundations Admission into the program occurs in the sum- (6 semester hours) mer, fall, and spring semesters. The following (3 semester hours in Literature and 3 semester criteria must be met: hours in Linguistics) 1. Complete the general master’s degree applica- READ-510 Foundations of Linguistics and tion requirements; Psycholinguistics 2. An undergraduate degree with a minimum And one of the following: GPA of 2.5. Applicants who have completed READ-511 Research Into and Survey of graduate level courses must have a minimum Literature for Children GPA of 3.0 in their graduate courses; READ-512 Adolescent Literature 3. Two current professional letters of recommendation; and 4. An interview with the program coordinator.

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Group III - Educational Foundations edge base, combined with a variety of shared (3 semester hours) experiences, provides opportunities for teachers May be taken in another category with consent to develop their expertise and become confident of advisor if similar course work has been com- in their ability to work with students with spe- pleted. cial needs and become leaders in meeting the challenges of diverse classrooms. Group IV - Research and Measurement For individuals who already hold New Jersey Foundations Teacher of the Handicapped certification, a 33- (6 semester hours) credit sequence is available to provide opportu- EDUC-500 Introduction to Research nities for them to further develop their knowl- EDPS-506 Testing and Measurement edge base and become experts in the field of Techniques in Reading/ special education. Language Arts For individuals who are currently prepared to teach in general education settings, a 39-credit Group V - Educational Psychology course sequence is designed to strengthen their (3 semester hours) preparation to meet the needs of all children, EDPS-507 Advanced Educational particularly those with disabilities. Students Psychology who currently hold a regular New Jersey EDPS-512 Psychology of Exceptionality instructional certificate in another field and (preferred) successfully complete the program will be eligi- ble for a New Jersey Teacher of the Handicapped Master of Arts in Reading/Language Arts Endorsement. and Teacher Preparation Combined Program Admission Requirements Many states require teacher certification as a Admission into the program occurs in the sum- prerequisite for the reading specialist certifica- mer, fall, and spring semesters. tion (e.g., New Jersey). Students may combine The following criteria must be met: the master of arts in language arts with the 1. Complete the general master’s degree teacher certification program. A student inter- application requirements: ested in enrolling in both programs must make 2. An undergraduate degree with a minimum application to each. Some courses fill reciprocal GPA of 2.75. Applicants who have completed requirements. Program advisors will guide stu- graduate level courses must have a minimum dents to select courses appropriately. GPA of 3.0 in their graduate courses: 3. Two current professional letters of Master of Arts Degree in recommendation. At least one letter from a Special Education district or school administrator or immediate (39 semester hours) supervisor. The Master of Arts in Special Education Program is designed to prepare certified teach- Degree Requirements ers to teach students with special needs in a vari- 1. Meet general master’s degree requirements; ety of settings. This program provides opportu- 2. Successful completion of all academic and nities for students to understand the nature and field requirements; causes of disabilities, become familiar with 3. Completion of 39 (33 for those with existing agencies and resources for persons with disabil- New Jersey Teacher of the Handicapped ities, and learn best practices and materials for certification) graduate semester hours with a teaching students with disabilities. This knowl- minimum GPA of 3.00 on a 4.0 scale;

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4. Successful completion of 100 hours of field Students with Severe Disabilities experience; SPED-520 Collaboration, Consultation, and 5. Students must successfully pass a the Inclusive Classroom comprehensive examination covering SPED-525 Transition to Adult Life knowledge and skills related to the field of SPED-530 Positive Behavior Support special education; and EDSO-501 Community Agencies: Referral 6. Satisfaction of all requirements for Sources for Clients and Special matriculated status. Students may apply for Needs Students matriculation when they have completed 9-15 credits in the program. Applicants for Group 3 - Educational Foundations matriculation will be considered based on (6 credits) academic progress and demonstration of EDUC-500 Introduction to Research professionalism. EDSO-510 Sociological and Cultural Foundations of Education Course Requirements Students entering with an undergraduate degree Group 4 - Electives in education and teacher certification will be (3 credits) required to take the following courses in each EDPS-570 Interventions for Children & area listed. Special education courses in Group 2 Adolescents with Special Needs (Core Courses) must be completed in the order EDPS-508 Psychology of Cognitive listed. Based upon a review of previous course- Processes of Learning work by their advisor, students entering with an READ-502 Curriculum, Instruction, and undergraduate degree in special education and Supervision in Reading/ certification, as a teacher of the handicapped Language Arts (Majors section) may be able to waive up to 9 credits. Upon completion of the courses marked in Group 5 - Capstone Course bold, students will be eligible for the teacher of (3 credits) the handicapped endorsement by the State of SPED-590 Professional Seminar in Special New Jersey. Education

Group 1 - Introductory Courses Teacher of the Handicapped (6 semester hours) Certification Program EDPS-512 Psychology of Exceptionality (18 semester hours) EDPS-530 Psychology of Learning The graduate education certification program Disabilities for teacher of the handicapped will provide the 18 semester-hour credits required by the State of Group 2 - Core Courses New Jersey for endorsement as a teacher of the (21 semester hours) handicapped for someone who is already fully (Prerequisites for all courses in this section are certified as a teacher. Students will be required EDPS-512 and EDPS-530) to take the following courses in each of three EDPS-531 Assessment for Instruction in cited areas. These courses should be taken in Special Education* order according to the following sequence, with SPED-510 Instructional Practices for the exception of EDSO-501, which may be taken Students with Mild Disabilities at any time in the program. SPED-511 Instructional Practices for

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Applications Requirements of them are not associated with a Master’s 1. A completed application form with degree and are presented here: Graduate Level application fee. Teacher Certification, P-3 Certification and 2. Official transcripts from all colleges and Endorsement and Teacher-Coordinator of universities attended. Cooperative Vocational-Technical Education 3. Two current letters of recommendation. At Programs. least one letter from a district or school administrator or immediate supervisor. General Application Requirements 4. Applicants must currently hold a regular New They are the same as the Master’s level applica- Jersey instructional certificate in another tion requirements. field.

Course Requirements Graduate-Level Teacher Nature and Causes of Disabilities Certification Program (6 semester hours) EDPS-512 Psychology of Exceptionality The Department of Graduate Education and EDPS-530 Psychology of Learning Human Services has designed a graduate-level Disabilities program suited for college graduates seeking the intial teaching certificate. The Graduate-Level Practices and Materials in Teacher Certification Program is appropriate Teaching the Handicapped for applicants who have a proven record of aca- (9 semester hours) demic performance, who are committed to the EDPS-531 Assessment for Instruction in ideals of the teaching profession and who have Special Education the potential to succeed as a teacher. Rider offers (Note: EDPS-531 is a prerequisite a streamlined, rigorous, and sequential program for SPED-510) of professional studies that combines the best of SPED-510 Instructional Practices for theory, research, and practice. It is designed for Children with Disabilities part-time enrollees who take one or two cours- EDPS-530 Positive Behavior Support es per semester. The teaching internship requires full-time enrollment. Resources and Community Agencies Each subject specialty has a prerequisite Available for Teaching the Handicapped equivalent of a matching liberal arts and science (3 semester hours) undergraduate major (i.e., a minimum of 30 EDSO-501 Communities Agencies: Referral semester hours and appropriate distribution of Sources for Clients and Special courses in the field related to the certification Needs Students field). The elementary education prerequisite is any liberal arts and science major (or its equiv- Certification and Endorsement Programs alent-30 semester hours). Programs are We offer a number of programs for individuals approved by the New Jersey State Board of who are not seeking a degree, but who want to Education for teacher certification, and because fulfill state requirements for a certification or they are also nationally accredited, qualify stu- endorsements. Some of these certifications have dents for teacher certification in states across the been presented in the section on Master’s country, including Pennsylvania and New York. degrees within the appropriate program. Three Teacher certification programs are offered in the

50 education and human services following areas: 6. Evidence of interest in teaching through such Business (K-12) experiences as parent-teacher organization Early Childhood (P-3) activities, substitute teaching, serving as a Elementary Education (K-5) teaching aide, camp counseling, coaching, etc; English Language Arts Education (K-12) 7. A formal interview with the admissions Mathematics Education (K-12) committee. Science Education(K-12) Candidates who meet the admission require- Social Studies (K-12) ments will be invited to a scheduled interview. World Language Upon the favorable recommendation of the (French, German, Spanish; K-12) admissions committee, candidates are accepted into the program. Application Requirements Each candidate will be reviewed for both aca- Certification Requirements demic and personal qualifications to judge Once students in Rider University’s Graduate potential for success as a teacher. Admission is Education and Human Services’ GLTP program competitive; therefore, the points listed below successfully complete the entire certificate pro- represent minimum criteria for acceptance and gram and pay for the intended certificate, the do not guarantee acceptance. Admission School of Education will notify the New Jersey requirements for the Graduate-Level Teacher State Department of Education. The State Certification Program include the following cri- Department of Education then issues to candi- teria: dates a Certificate of Eligibility with Advanced 1. A bachelor’s degree from an accredited Standing (CEAS) that permits candidates to be institution; hired by any district in New Jersey. After com- 2. A 2.75 cumulative grade point average or pleting a full year of successful teaching under above from undergraduate studies; the employment of a school or school district, 3. The elementary education certification candidates are issued a permanent New Jersey prerequisite is any liberal arts and science teaching license. major or its equivalent (30 semester hours). Students seeking out-of-state certification Each subject specialty certification (English will find that completing our NCATE-approved Language Arts, for example) has a program will enable them to become certified prerequisite equivalent of a corresponding immediately in many states. Since each state has liberal arts and science undergraduate major its own requirements for teacher certification, or equivalent (that is, a minimum of 30 candidates should contact Rider University’s semester hours and appropriate distribution Office of Field Placement in Memorial Hall 116 of courses in the field related to the for determining out-of-state certification certification field); requirements and state reciprocity agreements. 4. Nine undergraduate or graduate credits in courses from the behavioral sciences Course Requirements (psychology, educational psychology, All programs consist of four developmentally- sociology, educational sociology, social sequenced courses that culminate in a seminar psychology, or cultural anthropology); and teaching internship. 5. A passing score on the Praxis exam designated for the New Jersey state certification being sought;

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Graduate-Level Teacher Certification Early Childhood Education P-3 Program (GLTP) Endorsement Program 1. GLTP-500 Conceptual Frameworks for The following five courses constitute this fifteen Teaching and Learning (15) graduate credit endorsement program for 2. GLTP-502 Curriculum and Instruction in candidates who already possess valid New Jersey Reading/Language Arts: teaching certificates in elementry education: Early Literacy or ECED-522 Observation and Assessment in GLTP-503 Curriculum and Instruction in Early Childhood Education Reading/Language Arts: ECED-507 Emergent Literacy P-3 Literacy and Learning in Content Areas or ECED-540 Developmental Curriculum and ECED-507 Emergent Literacy P-3 Materials in Early Childhood 3. GLTP-510 Curriculum and Teaching in Education the Elementary School: Math, or EDSO-501 Community Agencies GLTP-520 Curriculum and Teaching in the CURR-547 Practicum in Classroom Secondary School, or Learning ECED-522 Observation and Assessment in Early Childhood Education Teacher-Coordinator of Cooperative 4. GLTP-515 Curriculum and Teaching in Vocational-Technical Education Programs Elementry Schools: This program prepares students for New Jersey Science, Social Studies, and the Arts, or certification as a teacher-coordinator of cooper- GLTP-504 Teaching of English Language Arts ative vocational teacher education programs. in Secondary Schools; or The program requires 12 semester hours (with a GLTP-505 Teaching Social Studies in minimum of nine (9) credits earned at Rider), Secondary Schools; or distributed as follows: GLTP-506 Teaching Science in Secondary BSED-504 Curriculum Strategies and Schools; or Evaluative Concepts of Business GLTP-507 Teaching Mathematics in Education Secondary Schools; or BSED-508 Organizing and Administering EDUC-521 Teaching a Second Language, or Cooperative Work Experience BSED-530 Emerging Strategies in Business Programs Education or BSED-509 Principles and Strategies of BSED-515 Teaching Business Subjects; or Vocational and Cooperative ECED-540Developmental Education Curriculum/Materials in Early Childhood COUN-505 Vocational/Career Development Education 5. GLTP-570 Seminar and Internship in Selective Retention in Graduate Level Teaching; or Teacher Certification GLTP-571 Supervised Practicum in Teaching The Graduate-Level Teacher Certification Program conducts reviews of students’ profes- sional growth throughout the program. The program may refer a student to the Faculty Committee on Professional Development in Teacher Education whose charge is to conduct a special evaluation of individuals enrolled in teacher education programs. The committee

52 education and human services must ensure that only those students who show Special Standing promise of success in the teaching profession The student does not plan to matriculate in a will be allowed to continue in the teacher educa- Rider graduate degree. Certificate students enter tion programs. the program under this classification. (If a cer- The School of Education’s Committee on tificate student applies for admission to a mas- Academic Standing conducts a continuous ter’s degree program and is accepted, the stu- screening of all students, including periodic dent may apply for transfer of certificate course evaluations of the academic performance of stu- credits according to the policy guidelines of the dents enrolled in graduate education and department.) human services programs. When necessary, the committee takes appropriate action with respect Matriculation (admission to candidacy) to students who fail to maintain the academic Admission to graduate study does not guarantee and professional requirements of the program. admission to candidacy for an advanced degree. Application Dates On recommendation of the Department of The dates for submission of all credentials are Graduate Education and Human Services, a stu- May 1 for fall semester admission consideration, dent may be admitted to candidacy for the November 1 for spring semester admission con- degrees of Educational Specialist or Master of sideration, and April 1 for summer admission Arts provided the student meets the following consideration; however, applicants are urged to qualifications: submit their credentials well before these dates, For all programs, the candidate must file a as program capacity may have already been met formal application for admission to candidacy by these due dates. Completed applications with the chair of the graduate department. A received after the official due date may be given personal interview is then conducted with each consideration pending program capacity avail- candidate. Its purpose is to supplement the for- ability. Individuals whose credentials are not mal application in furnishing the graduate complete by the due date cannot be guaranteed department a satisfactory basis for evaluating the required admissions interview. the candidate’s personal and professional fitness to continue in the program. The candidate must have completed nine (9) Admission Status semester hours of graduate-level courses attain- ing an average grade of B (3.0) or above at Rider. Upon completion of the steps in the application Application to degree candidacy may not be procedure described above, the applicant will be postponed beyond fifteen (15) hours of gradu- assigned to one of the following classifications ate study. A student who does not file for once admitted: matriculation once he/she has completed fifteen Graduate Standing (15) semester hours of graduate study at Rider The student is qualified to undertake graduate risks having these additional credits not be study and must apply for matriculated status accepted toward degree completion. when eligible; For students in the counseling services pro- Conditional Standing gram, the following requirements exist: the The student either has not satisfied all of the matriculation rating form will be completed by admission requirements or has not completed all professors who have had professional contact all of the undergraduate preparatory require- with candidates through courses, research, ments or both and may be permitted to engage advising and supervision. Candidates with a in studies during a probationary period; GPA of 3.0 or higher and an average score of 3.0

53 education and human services or higher on the Matriculation Rating Form will Course Repeat Policy undergo a matriculation interview with their advisor, unless issues of professional competen- Students may not repeat any graduate course for cy have been raised by any professor. Such stu- credit that they have already taken, except a dents will undergo a personal interview with a course in which they have received a grade lower matriculation committee. Candidates whose than B or one from which they withdrew. Any score on the Matriculation Rating Form is exceptions must be approved by the department below 3.0 and/or have a GPA below 3.0 must chair. undergo a personal interview with a matricula- tion committee. Comprehensive Examination

Transfer of Credit Students who are pursuing a graduate program leading to the Master of Arts in counseling serv- Upon application to and before admission to ices; curriculum, instruction and supervision; any graduate degree program in education and educational administration; human services human services, students may request transfer administration; reading/language arts; or spe- of up to 12 semester hours of graduate credits cial education must successfully pass a compre- completed at an accredited institution. These hensive examination covering knowledge of a credits must have been earned within six years specialized field; major concepts, theories and of the date of credit transfer approval. All trans- ideas; techniques for applying to a problem area fer credits must be approved by the advisor and knowledge of the specialized field and/or the the department chair by the time of being related areas of foundations and research; ade- matriculated. Courses accepted for transfer quate communication of ideas in light of the must be similar to required or elective courses question(s) posed. that are approved for the respective programs, The comprehensive examination is adminis- and a grade of at least B must have been earned tered once each regular semester during the aca- in each of these courses. demic year. Only those students who have Students who are eligible to transfer graduate achieved the following requirements for the credits from other institutions must submit offi- M.A. degree are eligible to sit for this exam: cial transcripts of these credits. The department 1. Matriculated status; of graduate education and human services will 2. A cumulative average of 3.0 or better by the consider specific written requests for appropri- time of application for the comprehensive ate transfer credits. Official transcripts covering exam; and, courses submitted for transfer must accompany 3. In the last semester of the program; or, may the written request for such transfer if the tran- take the examination in the spring if only scripts have not already been filed. Courses one course remains and will be taken in the approved for transfer into a degree program will summer. Permission of program advisor is not be added to the student’s transcript until he required. or she has been admitted to candidacy.

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Application for Comprehensive Examination and Graduation

A student who plans to take the comprehensive examination and graduate must fill out and file an Application for Comprehensive Examination and Graduation form on or before the date specified in the graduate calendar for his or her final semester. This form must be filed with the chair of the department of graduate education and human services.

Dismissal

Any of the following situations will result in the automatic dismissal of a student working toward a graduate degree: •Receiving two grades of F in graduate course work; •Receiving any grade of C (C+, C, or C- or lower) in more than two graduate courses; •Not achieving candidacy because of a grade point average of less than 3.0; The Department of Graduate Education and Human Services reserves the right to dismiss any student when, in the judgment of the faculty or the officers of Rider, such action seems advisable.

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Business Education (BSED) ed instruction, student wages, and vocational student organizations. Current instructional materials are reviewed and evaluated. BSED-504 Curriculum Strategies and Improvement in the organization and adminis- Evaluative Concepts in Business Education 3 credits tration of cooperative work experience pro- Designed to provide the student with effective grams is the primary goal. curriculum strategies and evaluative concepts relative to business and office education pro- BSED-509 Principles and Strategies of grams in elementary, secondary, and post-sec- Vocational and Cooperative Education ondary public and private schools. Students are 3 credits acquainted with appropriate curriculum and Designed as one of the specialized courses in the evaluation models designed to plan, organize, preparation of business and marketing educa- implement, revise and assess instruction and tion teachers and teacher-coordinators of coop- programs. Improvement of curriculum and erative work experience programs. The philoso- evaluation is the primary goal. phy and history of education for and about work, including technology, are studied along with the principles and strategies for organizing BSED-506 Administration and Supervision and administering vocational cooperative edu- of Business and Vocational Education 3 credits cation programs. A study of the administrative and supervisory Developmental/reflective evaluative techniques problems associated with business and voca- will be applied for the assessment of self, stu- tional education at the local, county, state, and dents, instruction and selected case studies. federal levels. Administrative and supervisory Current instructional concepts, organizational improvement strategies are explored. Major and administrative strategies, legislative enact- topics include: educational administrative ments, and regulations pertaining to the structures; role of the supervisor of instruction; employment of youth are included. Special state and federal legislation; certification; per- attention is given to the role of vocational stu- sonnel policies; ethical conduct; funding proce- dent organizations and advisory committees. dures; and, public relations. Improvement of administration and supervision of business and BSED-519 Directed Study and Research in vocational education is the primary goal. Business Education 1-3 credits BSED-508 Organizing and Administering Provides the student with an opportunity to Cooperative Work Experience Programs complete a project, resolve a problem, or pursue 3 credits a major activity that will make a contribution to An overview of the current administrative and the teaching profession in business or marketing instructional strategies used in organizing and education. Each participant, under the supervi- administering cooperative work experience pro- sion of a senior faculty member, follows a grams at the secondary and post-secondary lev- planned sequence of professional activity that els. Up-to-date concepts are reviewed relative to culminates in a completed written project. program approval, teacher coordinator certifi- Professional teacher development is the primary cation, work agreements, labor laws, funding, goal. reporting supervision of student learners, relat-

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BSED-521 Issues and Trends in Information BSED-580 Externship in Office Processing Administration 3 credits 6 credits A state-of-the-art experience relative to the Designed to enable experienced business educa- instructional field of information processing. tion teachers to acquire actual work experience Students are acquainted with up-to-date in an office setting. Supervised by a qualified research on equipment, instructional strategies, work-experience coordinator, arrangements are business applications, employment opportuni- made with a cooperative employer to provide a ties and evaluative practices. The classroom/lab- paid professional office work experience to oratory phase of instruction provides an oppor- familiarize the student with current practices tunity to receive acquaintance-level instruction and procedures in the modern office. Weekly on modern word and data processing equip- class seminars are conducted to relate office ment. Professional teacher development and work practices to the students’ specialized fields. improvement of instruction in information processing are the primary goals. Prerequisite: 4 BSED-590 Contemporary Issues in credits in typewriting. Business Education 3 credits BSED-525 Dynamics of the American Free A review, synthesis, and analysis of current Enterprise System research in the field of business education and 3 credits office administration. Designed as the capstone Examines the significant factors influencing the course in the master’s degree program, a forum structure and dynamics of our free enterprise is provided for in-depth investigation and dis- system. Particular emphasis is given to the cussion relative to the entire field of business impact of the free enterprise system as related to education. Consultants and experts are invited the consumer, worker, investor, business, gov- as seminar speakers. Students are required to ernment, ecology, and technology. The primary conduct an intensive study in one or more spe- purpose of this course is to provide teachers cialized areas compatible with their professional with a better understanding of the free enter- interests. Improvement of personal professional prise system so that they will be more knowl- development is the primary goal. Prerequisite: edgeable in this respect and, in turn, be more completion of 21 credits toward the master’s effective when teaching for and about business. degree.

BSED-530 Emerging Instructional Strategies in Business Education 3 credits Emphasis is placed on the enhancement of teaching effectiveness in business education as emerging instructional strategies are reviewed and studied. Special attention is devoted to the new technology and its use in business educa- tion while focusing attention to the present and future needs of the employer. Current instruc- tional materials are presented and utilized. Master practicing business education teachers will augment the instructor’s presentations.

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Counseling (COUN) COUN-510 Approaches to Family Counseling 3 credits Presents a basic understanding of major COUN-500 Introduction to Counseling approaches of family counseling. Family coun- Services seling approaches covered include structural, 3 credits systems, Ackerman, Satir, and analytical. These Educational, social, and psychological founda- approaches are presented as related to major tions of counseling services. Basic theories, problem centered family concerns--child-rear- principles, and techniques of counseling and ing concerns, alcohol, drugs, child abuse, dys- their applications to professional services. functional marriage, divorce, etc. Emphasizes Emphasizes self-awareness as related to becom- self-awareness as related to family development. ing a facilitator of helping skills. The team Prerequisite: COUN-500, CNPY-502, or per- approach to counseling services and the contri- mission of instructor or advisor. bution of the various specialties within the total counseling services program are stressed. COUN-515 Substance Abuse Counseling 3 credits COUN-503 Group Counseling Analyzes the development, intervention, and 3 credits treatment of drug abuse and alcoholism. Analyzes the historical development of group Designed to assist counselors in identifying treatment methods, theories, practices, methods drug abuse and alcoholism, examining the spe- for appraising outcomes of treatment, and cialized approaches of counseling with these research findings. Includes critique of record- clients and reviewing the related elements; i.e., ings, demonstrations, and students’ own group family participation, physical problems, effects experiences as counseling group members. on school or job, etc. Prerequisites: COUN-500, CNPY-502. COUN-516 Co-Dependency and Treatment COUN-505 Vocational/Career Development 3 credits 3 credits Analyzes the development, intervention and Preparation for planning and presenting voca- treatment of co-dependents. Designed to focus tional/career development programs at all lev- on the characteristics of co-dependency and els. Analyzes vocational development theories, how they were initiated in alcoholic families as research, and the literature in the field. The well as other dysfunctional families. Symptoms problems and techniques of presenting and will be discussed in terms of problems with inti- using occupational and career information, macy, trust, eating disorders, assertiveness, love educational planning, vocational planning, and relationships and the differences among co- individual and group processes are stressed. dependents. Specialized approaches to treating Includes concepts of career/life planning and these areas will be discussed. (Classes will counseling techniques, lifespan transitions, and involve lecture, discussion and students will the interrelationships among work, family, and learn and experience group exercises for co- other life roles. Computer literacy is required in dependency treatment.) Prerequisite: COUN- this course. 515 or permission of instructor.

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COUN-520 Multicultural Counseling and COUN-530 Legal and Ethical Issues Relationship Development in Counseling and Psychotherapy 3 credits 3 credits Introduces, examines, and critically analyzes Examines and analyzes the legal, ethical, and and reflects upon major origins and dimensions professional parameters of counseling and psy- of human similarities and differences. Explores chotherapy. Discusses legal liabilities and mal- and personalizes the social-psychological and practice cases arising from constitutional, tort, behavioral implications of these similarities and contract, family, privacy, and criminal laws. differences. Examines issues of racism, reverse Examines client rights and counselor duties and racism, age and handicapped discrimination, responsibilities. Explores legal, ethical, and pro- sexism, sexual orientation, etc. in the light of fessional implications of third party payment, theories of individual and group identity devel- informed consent, medication, case documen- opment and the impact of these on, between tation, client termination and abandonment. and within group relationships. Each student is Advertisement of counseling services, crisis and expected to utilize this knowledge for the devel- case management, consultation and supervi- opment of healthy multicultural skills. A semes- sion, “duty-to-warn” and court appearances of ter-long engagement in a multicultural interac- an expert witness will be explored. Special atten- tion and a presentation of a multicultural dis- tion will be given to child abuse reporting covery project are required. issues, dual relationships and to regional legal and ethical developments. COUN-525 Gender Issues in Counseling 3 credits COUN-535 Holistic Wellness Counseling Examines the psychological, physiological, his- 3 credits torical, and socio-cultural factors that affect the Based on current methods and research, stu- development of women and men across the life dents will explore holistic wellness (e.g., spiritu- span and discusses implications for counseling. ality, self-direction, work and leisure, friendship, Focuses on relevant gender issues including and love) positive psychology (e.g., hope, fore- gender bias and equity, misdiagnosis, self- giveness, etc.), and human change from person- esteem, depression, violence and sexual abuse, al and interpersonal perspectives. Counseling the feminization of poverty, and the importance Theories is a prequisite. of relationship for women. Presents an overview of feminist psychotherapy and explores the con- text of the behavioral, emotional and biological problems that impact on mental health. Also discusses the emerging men’s movement and trends in counseling men; introduces gay and lesbian issues, the issues of minority women, and factors in counseling the HIV/AIDS client.

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COUN-550 Counseling Techniques opportunity to develop and practice skills and Laboratory techniques necessary for the effective delivery of 3 credits counseling services in the secondary school set- A basic laboratory pre-practicum for counseling ting. Reviews current practices for assessing, services majors which provides opportunities developing, organizing, implementing, evaluat- for both observation of and participation in ing, and reflecting on counseling services as they counseling activities. The purpose of this course address the special needs of secondary school is to provide students with their initial counsel- students. Prerequisite: To be taken semester ing experience under closely supervised condi- prior to COUN-590. tions. The focus of this course is the develop- ment of basic counseling skills through an COUN-585 Individual Counseling Practicum emphasis on techniques (basic and advanced 3 credits listening and helping skills), strategy (the coun- A supervised experience in counseling and con- seling process), and self development (the stu- sulting techniques in mental health facility, dent as counselor) grounded in professional community counseling agency, or college set- counseling theories. Prerequisites: COUN-500 ting. Includes seminar discussions, interview and CNPY-502. analyses or audiotape videotape observations, and individual supervision with the instructor. COUN-580 Elementary School For the experienced counselor or the advanced Counseling Practicum counselor in training who desires to review A 100-hour supervised experience in counseling and/or strengthen individual counseling and and consultation in an elementary school set- consulting techniques. A field placement of 100 ting. Students will obtain a minimum of forty hours is required with a minimum of 40 direct (40) contact hours with clients. The course will contact hours with clients. Students registering also provide an historical overview of the school for this course should contact the instructor the guidance and counseling function. Current semester prior to the course being offered. practices for assessing, organizing, implement- Prerequisite: To be taken semester prior to ing and evaluating school counseling services COUN-590. will be reviewed. Students will develop knowl- edge and skills in the development of primary, COUN-586 Group Counseling Practicum secondary, and tertiary interventions designed 3 credits to promote the academic and social develop- A supervised experience in group counseling. ment of children of elementary school age. Each student is expected to screen and select Students apply knowledge and skills developed prospective clients and do group counseling for in pre-practicum experiences in addressing the two groups of clients. Individual and group needs of school children. Prerequisites: To be supervision is provided throughout the semes- taken semester prior to COUN-590. ter. Each student is expected to critique at least one audio recording each week with a fellow COUN-581 Secondary School student. Besides making and critiquing audio Counseling Practicum recordings, students periodically are asked to A 100-hour supervised experience in counseling make and critique video recordings of their and consultation in a secondary school setting. group counseling sessions. Students registering Includes seminar discussions, interview analy- for this course should contact the instructor the ses, videotape observations, and individual semester prior to the course being offered. supervision with the faculty supervisor. Prerequisite: COUN-503 or permission of Provides the counselor-in-training with the instructor or advisor.

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COUN-590 Internship in Counseling I COUN-600 Independent Study and 3 credits Research in Counseling Services An internship that provides 300 hours of on- 3 credits the-job experience, including all activities that a regularly employed staff member would be COUN-660 Counseling Supervision: expected to perform. The internship placement Issues, Concepts and Methods is selected on the basis of the student’s career 3 credits goals. School and agency counselors who super- This course introduces and critically examines vise interns determine the structure and the issues and concepts that arise in the supervision content of the internship in cooperation with of counseling and psychotherapy practitioners the Rider supervisor. The approval and cooper- and trainees. Methods and techniques of super- ation of the student’s superintendent, principal, vision are presented to enable students to or other appropriate administrative personnel become knowledgeable and skilled providers of must be obtained the semester before the coun- proficient clinical supervision. selor candidate’s internship is scheduled. Psychotherapeutic, behavioral, integrative, sys- Prerequisite: all other required course work tems, experiential, and developmental models must be completed or in progress and permis- of supervision are studied. The unique prob- sion of the Rider supervisor must be obtained. lems encountered in group, family, and couples Any exceptions must be approved by the counseling supervision are raised as well as instructor. legal, ethical, and multicultural issues. Administrative and contemporary issues such as COUN-591 Internship in Counseling II inter- and intra-agency supervision, inter- 3 credits agency communication, record keeping, evalua- The continuation of an internship that provides tion, and taping of counseling sessions are a 300-hour field experience including all activi- examined. ties that a regularly employed staff member would be expected to perform (n.b., a regularly COUN-690 Internship in Counseling employed staff member is defined as a person Specialty I occupying the professional role to which the 3 credits student is aspiring). The internship placement is This internship provides on-the-job clinical selected on the basis of the intern’s career goals. experience in approved settings. Placement is School and agency counselors who supervise selected based on students’ specialty area goals interns determine the structure and the content and must be approved by the faculty advisor the of the internship in cooperation with the facul- semester prior to actual placement. Students ty supervisor. The approval and cooperation of must also submit in writing a description of the intern’s agency or school field supervisor clinical activities available in the field site before must be obtained the semester prior to the actu- the placement is approved. Students will be al placement. Prerequisite: COUN-590 and all required to attend a weekly seminar during other required course work must be completed which time each student will present and/or dis- or in progress and permission of the faculty cuss legal, ethical, multicultural, contemporary, supervisor must be obtained. Any exceptions and clinical issues in her/his specialty area. must be approved by the faculty supervisor.

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Counseling Psychology (CNPY) CNPY-514 Psychopathology 3 credits A survey of the study of abnormal psychology. CNPY-502 Counseling Psychology Theories 3 credits Includes classification, assessment, and treat- Introduces the theoretical constructs of the pri- ment and prevention of psychopathology. mary contemporary counseling psychology the- Characteristics of healthy psychological func- ories being used in the counseling profession tioning are examined. Biological, psychological, today. The theoretical constructs will be and sociocultural bases of well-adjusted and explored for use for self-reflection and self- maladjusted behavior patterns are considered. development and to serve as the basis for devel- Stress, anxiety, and milder forms of psy- opment of psychological maps for understand- chopathology are considered, as are more severe ing purposes of clients’ behaviors. Prerequisite: psychopathological conditions. COUN-500. CNPY-515 Consultation in School and CNPY-503 Psychological Development Agency Settings 3 credits of the Adult and Aging 3 credits This course provides an introduction to school Surveys psychological principles applied to and agency based consultation theories and counseling services with emphasis on develop- practices. Contemporary models of consulta- mental processes, individual differences, and tion are presented with students’ emphasis on mental health. Concepts and theoretical orien- mental health, behavioral, and systems tations to human adult development and transi- approach. In addition to the study of conceptu- tions throughout the adult life span. The analy- al models, the development of skills in the con- sis, interpretation, and practical implications of sultation process in school and/or agency set- significant research that has contributed most to tings is emphasized. Students engage in behav- the knowledge of human development of the ioral consultations with consultees in approved adult and aging will be examined. placements.

CNPY-513 Psychology of Personality CNPY-516 Advanced Psychopathology 3 credits 3 credits A study of critical psychological issues underly- An in-depth study of psychopathology with ing all theories of personality development and emphasis on developmental and personality deviation as well as an exploration, comparison, disorders, and physiological disturbances. and contrast of major existing personality theo- Includes assessment, classification, and treat- ries. This includes a review of Freud’s psychoan- ment with emphasis on utilization in a variety alytic framework, ego-psychological, constitu- of counseling and school settings. Biological, tional, organismic, learning, cognitive-structur- pathological, pharmacological bases of mental al, and existential theories. disorders are introduced and discussed in rela- tionship to specific disorder classifications. Prerequisite: CNPY-514 or permission of instructor.

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Curriculum, Instruction CURR-534 Secondary School Curriculum 3 credits and Supervision (CURR) A survey of the changing aims and programs of the secondary school. General, specialized, CURR-531 Curriculum Development and vocational, and activity programs are discussed Design with an analysis and evaluation of recent cur- 3 credits riculum developments and projects. Current The impact of philosophy, society, learning the- issues and controversies, in addition to research ory, child growth and development, and knowl- findings affecting secondary curriculum, are edge forces on curriculum development, K-12. studied. Prerequisite: CURR-531. Alternative curriculum designs are explored along with approaches related to the selection of CURR-535 Theory and Practices of Bilingual learning experiences, organization for instruc- Education tion, and the evaluation of curriculum out- 3 credits comes. Introduces the rationale and research as a basis for bilingual education as well as the varied and CURR-532 Strategies for Curriculum current approaches to implementing programs. Change Implications drawn from the social, psychologi- 3 credits cal, and linguistic problems of bilingual learners Emphasizes the development of operational are considered as they apply to the needs, goals, skills and knowledge necessary to effect curricu- and issues of bilingual/bicultural programs. lum change. Examines the socio-political con- text of curriculum change along with a consid- CURR-536 Special Studies in Curriculum, eration of alternative approaches to organizing Instruction and Supervision schools for curriculum change. In addition, an 3 credits analysis is made of teacher and supervisory roles The content of this course varies for each offer- in creating curriculum improvements. ing. In-depth treatment of issues, problems, Techniques for evaluating curriculum change concerns, or developments in curriculum, are discussed along with strategies for improv- instruction and/or supervision will be provided. ing human relations and communication in the Topics such as global education, teaching and change process. Prerequisite: CURR-531. learning styles, classroom management, etc., are announced in advance and serve as the focus of CURR-533 Elementary School Curriculum course content. 3 credits A review of principles, curriculum, and CURR-537 Early Childhood Curriculum methodology in elementary education, exam- Models and Methods ined in the framework of social, cultural, and 3 credits psychological developments. Recent develop- This course covers theories, philosophies, and ments in theory and empirical knowledge are practices of early childhood curriculum devel- analyzed. Emphasizes developing the content opment. Issues included will be: evaluation of and organization of an integrated curriculum children’s developmental levels and their with a concern for individual differences with progress; development of educational objec- provision for social environments best adapted tives; examination of existing curriculum mate- to fulfill basic needs and interests. Prerequisite: rials and the design of new ones; inclusion of CURR-531. parents in the classroom and program policy-

63 education and human services course descriptions making; adaptation of methods for special pop- CURR-545 The Middle School Curriculum ulations – bilingual, low-income minority, spe- 3 credits cial needs, and gifted children. Prerequisite: Emphasizes the place of the middle school in CURR-531. modern American education. Considers the purpose, administrative problems, and practices CURR-538 Instructional Improvement related to the organization, operation, and pro- 3 credits grams of the middle school. Prerequisite: This course establishes the relationship between CURR-531. curriculum purposes and instructional strate- gies. Emphasis is placed on analyzing and using CURR-546 Practicum in Classroom Inquiry various models of instruction to meet the 3 credits expectations embodied in curriculum stan- This course is designed to promote reflective dards. Students explore the techniques for dif- inquiry and decision-making about classroom ferentiating instruction to respond to a variety instruction. Students identify a problem or con- of student needs and curricular objectives. cern arising out of their own classroom and Models for classroom discipline and manage- investigate possible solutions through the aid of ment are analyzed and treated in the context of a peer coach. Students will use video and audio the instructional program. Students are expect- recordings, journal writing, individual and ed to assess instruction from the perspectives of small group meetings, and library research to analyzing research findings on effective prac- gain insights about and develop solutions to the tices, realizing curriculum standards, establish- identified problem. Permission of the instructor ing appropriate staff development agendas and is required to enroll. providing forms of supervisory support. Applications to actual classroom and school set- CURR-547 Practicum in Classroom Learning tings is stressed. Prerequisite: CURR-531. 3 credits This course is designed to allow students to CURR-544 Modern Developments focus on individual and group learning by using in the Teaching of Foreign Languages the classroom as a basis for observation, insight 3 credits and action. Through peer coaching, audio and Curricular development and instructional video recordings, journal writing, individual strategies as they pertain to the foreign language and group meetings, directed readings, library classroom are explored. Includes a re-evaluation research and the application of a variety of of the audio-lingual approach, individualized observation instruments, students will gain an instruction, and the construction of learning understanding of classroom learning as a basis packets, computerized instruction, English as a for improving instruction. The classroom will foreign language, in-service training, and the become a laboratory for testing hypotheses supervision of a foreign language department. about learning problems and students will Recently published materials are reviewed and report on their findings. attention given to motivating the language learner and teacher, stating goals and instruc- CURR-548 Issues in Special Needs tional strategies and methods of program evalu- and Multicultural Education ation. 3 credits This course addresses the curricular and instructional issues involved in multicultural education and students with special needs com-

64 education and human services course descriptions monly addressed by administrators and other Early Childhood pupil services personnel. The evolving interrela- tionship between regular and special education Education (ECED) is explored with emphasis on the trends toward increased collaboration among school person- ECED-507 Emergent Literacy P-3 nel. Curriculum standards, assessment, pro- (3 credits) gram alternatives, and individualized plans are Examines perspectives on literacy acquisition discussed. Multicultural issues impacting on the including the social-constructivist perspective. identification of students and establishing Examines the processes of comprehension and appropriate curricular and instructional composition through the language systems for responses are addressed. Litigation and legisla- written language: the grapho-phonic, syntactic, tion relating to multicultural issues and special semantic, and pragmatic. Explores the compo- needs are reviewed. Prerequisites: CURR-531, nents of these processes including concepts of CURR-538. print, knowledge of the alphabet, phonological awareness, language play, literary genres, CURR-590 Seminar and Practicum in spelling development, vocabulary development, Curriculum, Instruction and Supervision and word recognition. 3 credits Taken at the completion of all course work in ECED-522 Observation and Assessment in the program. Students study in seminar fashion Early Childhood Education the current literature and research in the gener- 3 credits al areas of curriculum, instruction and supervi- In this course, students will learn to collect, sion. Each student is involved in an individual- record, and interpret information about chil- ized field experience. Typically the experience dren’s growth, interests, and needs, and the involves work with supervisory assistance in a appropriateness and effectiveness of the educa- selected segment of the student’s school district, tional experiences provided for them. Emphasis or in an approved location. The cooperation of will be placed on selecting assessment strategies the administrative staff of the student’s school that are developmentally appropriate, culturally district is essential for the effective completion sensitive, responsive to a child’s individual needs of this project. The instructor is free to observe and strengths and matched to stated purposes the project in progress, and to evaluate the com- and audiences. pleted research project and the finished project paper. Prerequisite: all course work including ECED-540 Developmental Methods EDUC-500, permission of instructor. and Materials in Early Childhood Education 3 credits CURR-600 Independent Study and In this course, students will learn to make and Research in Curriculum, Instruction and assess developmentally appropriate and cultur- Supervision ally responsive curriculum and teaching deci- 1-3 credits sions in preschool through third grade settings Course content varies with academic research by drawing on: (1) knowledge of child develop- interests of students who wish to engage in ment and learning, (2) content area knowledge, independent study related to the overall content (3) curriculum content standards, and (4) the of curriculum, instruction and/or supervision. strengths, interests, needs, home and communi- ty cultures, and developmental characteristics of individual children in preschool through third grade classrooms.

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Education (EDUC) EDUC-503 Philosophy of Education 3 credits Considers the nature, aims, and objectives of EDUC-500 Introduction to Research 3 credits education in a democratic society. Critical eval- Introduces basic research and evaluation con- uations of various educational theorists and the cepts for the purpose of facilitating reading of philosophies of pragmatism, idealism, realism, journal articles and communication with existentialism, etc., are made. Students are researchers. Designed for students in business encouraged to develop their own philosophy of education, educational administration, and education by preparing intermittent reports and selected special students. term papers.

EDUC-501 Methods and Instruments of EDUC-511 Educational Foundations: Research Philosophical/Historical Perspectives 3 credits 3 credits Acquaints students with insights, information, Major thoughts and significant actions in methods, procedures, and techniques for plan- American educational history from colonial ning, conducting, and evaluating research. times to the present. Synthesis and integration Includes the nature and types of research, meth- of philosophical and historical contributions to ods, and procedures used in educational and the evolution of America’s educational heritage psychological research, and the use of research for the purpose of understanding and appreci- data and other appropriate tools. The comple- ating current educational practices in proper tion of a research proposal is required. Students perspective. Major emphasis on topical issues who wish to complete the research project may within the framework of their do so on an individual basis in consultation philosophical/historical backgrounds. Critical with their respective advisors. Prerequisites: evaluations made of educational practices based EDPS-504, EDPS-505, or EDPS-506, and on pragmatism, idealism, realism, existential- READ-501. ism. Students are encouraged to develop their own philosophy of education by preparing intermittent reports and term papers. spring EDUC-502 History of Education 3 credits The necessary knowledge of modern educa- EDUC-515 School and Society tion’s heritage so that students understand and 3 credits appreciate current educational practices in This course is designed to provide students with proper perspective. Concentration on educa- a broad examination of the school-society rela- tion’s evolution in the U.S. from colonial times tionship and with the many issues that are part to the present, with a major emphasis on a study of that relationship. Emphasis is placed on the of topical issues in education treated within the role of public education with attention to cur- framework of their historical background. A rent educational trends and movements, e.g., term paper and intermittent reports are school reform, school choice, accountability, required. governance (national, state, local), financing public education, assessment, standards, multi- cultural education, court decisions affecting education, censorship, school safety, violence, etc. Major attention is devoted to the school in the community, analyzing the district’s and

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community’s power structures, communicating sophical foundations of the profession, especial- to the community the district’s/school’s vision ly its goal of addressing students’ economic, and mission, developing and implementing a social, developmental, and academic needs. staff communications plan and a community Understanding the characteristics and changing public relations program, communicating with demographics of student populations will be cultural, ethnic, and special interest groups, contrasted with the appropriate preparation communicating with the community and the and continued professional development of the media, implementing an effective plan to practitioner. involve parents in the development of district/school policies and programs, dealing EDUC-560 Educating and Evaluating the with community criticism of schools, and the Bilingual Child utilization of and responding to electronic and 3 credits printed news media. An examination of the historical, legal and ped- agogical aspects of the education of language EDUC-520 Instructional Linguistics and minority students. Considers the design of Second Language Learning school programs for minority students includ- 3 credits ing legal mandates, testing, staffing and funding. A general linguistics course that stresses a con- Emphasis is placed on the evaluation of bilin- trastive study of English phonology and mor- gual students as they enter, develop and exit phology, and application to instructional mate- from special programs of study. rials and teaching techniques. Also included is a review of recent research in second language Educational Prerequsite: one foreign language course. Administration (EDAD) EDUC-521 Teaching a Second Language 3 credits EDAD-501 Concepts of Educational Focuses on standard and innovative methods of Administration teaching language skills, as well as cross-cultur- 3 credits al understanding. Includes theoretical positions A basic orientation to and an understanding of on language learning and teaching, the use and the functions of a school administrator. The evaluation of currently popular instructional scope extends from nursery school through materials, the design of new materials, and field grade 12 because all administrators should have experiences on the language to be taught. Open an accurate understanding of the objectives, to prospective foreign language, ESL, bilingual problems and operation of the entire system. teachers, as well as practicing teacher desiring Theories, research, concepts, philosophies and certification. principles of administration are studied with particular attention to organizational theory EDUC-530 Introduction to Student Affairs in and motivational theory. The centrality of stu- Higher Education dents and their needs, and the stake that society 3 credits has in the appropriate development of pupils, This course is designed to cover a variety of jointly serve as determinants of actions and issues associated with the management and plans. The conceptual knowledge acquired is administration of student services and pro- applied to the problems of management experi- grams in higher education. The course will enced by the school principal. Specific manage- begin with an overview of historical and philo- ment techniques are developed. summer, fall

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EDAD-502 School Management EDAD-506 Collective Negotiations in 3 credits Education The conceptual knowledge acquired in EDAD- 3 credits 501 is applied to the problems of management Presents an understanding of the development experienced by the school principal. Reviews the of the field of negotiations in education. The major schools of management thought and negotiation process and technical preparation studies the major management techniques. needed by administrators in working with staff Specific attention directed to the following and the board of education in this process are management areas: computer utilization, spe- studied. Legal trends, evolving issues, and griev- cial education, evaluation, budget, facilities, per- ance handling are among the specific negotia- sonnel, and students. Practical applications of tion areas treated. Considers the relationship of theory, research, and literature in the field of principal and teachers in the process of negotia- management are provided. tions. Sample contracts are reviewed. The nego- tiation process is simulated. EDAD-503 School/Community Relations 3 credits EDAD-507 School Law Examines the constitutional, legal, professional, 3 credits and ethical relationship of the school and the Examines the legal framework for the operation community in depth. The student is introduced of the public schools in depth. The implications to the many external and internal publics with of constitutional and legislative action, as well as which modern school administration must deal. case law, administrative code, and tort liability The importance of a sound public relations are studied. Such areas as federal education leg- process and policy for the successful operation islation (including PL 94-142 dealing with spe- of a school is detailed. Areas with school and cial education), and the rights, privileges, duties, community relations implications such as fiscal and responsibilities of boards of education, constraints, the economy, autonomy of the administrators, teachers, other staff members, schools, special education considerations, and students, and parents are reviewed and ana- the public character of the schools are highlight- lyzed. summer, fall ed. EDAD-508 School Business Administration EDAD-505 Concepts of Instructional 3 credits Supervision Basic principles of the business administration 3 credits of public school systems are studied. Problems The student concentrates on the related to the operation of schools, including conceptual/theoretical foundation for modern business management, office organization, supervision. The development of school super- budget planning, accounting, insurance, debt vision theory and practice and its relationship service, transportation, food services opera- to supervision in industry are reviewed. tions, task planning and temporary investments, Students are exposed to several supervisory supply management, operations, and mainte- points of view and are urged to adopt an nance, use of the computer for classroom and approach to supervision compatible with their bus scheduling, enrollment forecasting, person- own personalities, philosophies, ambitions, and nel and resource forecasting, and management potential. summer, fall, spring information systems are analyzed. Both a tradi- tional and POB (Program Oriented Budgeting) school budgets are studied.

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Resources used will include presentations by EDAD-511 Group Process in Supervision general practitioners and follow-up discussions. 3 credits Classes will be conducted with seminar form. Students study group process theory, research, Students will be guided in individualized and literature in relation to the supervisory research projects. function in the schools. The primary objective is to help supervisory personnel develop their EDAD-509 School Finance techniques and individual capacities in the area 3 credits of helping relationships with their staffs. Examines the historical background and current Procedures and techniques in both individual patterns of financial support for the public and group relationships and dynamics are stud- schools in depth. Specific areas of study include ied. Students are given the opportunity to sources of revenue, expenditures and indebted- acquire effective supervisory behavior in these ness, major fiscal concerns, local, state, and fed- areas by participation in class sessions devoted eral taxation, statutory school budget and fiscal to the actual uses of the techniques under study. controls, and the role of the school fiscal struc- Prerequisite: EDAD-505. summer, fall, spring ture in relation to local, state and federal gov- ernments. Advanced study in double entry EDAD-512 School Plant Planning GAPP accounting constitutes a major portion of 3 credits this course. Students study both the theory and practical application of the relationships between educa- EDAD-510 Seminar and Practicum in tional facilities and educational programs. Areas Supervision include the development of educational specifi- 3 credits cations, school site selection, barrier-free Based on the positive democratic theory of accommodations, the relationship of building supervision advanced in the introductory planning to environmental studies and energy course, EDAD-505 Concepts of Instructional conservation, the utilization of school buildings Supervision, areas of study in this course in a time of declining enrollment, selection of include the evolution of instructional supervi- an architect, bonding procedures, the selection sion, preparation of a supervisor, profile of a of equipment, and the planning of various facil- successful supervisor, the relationship of super- ities based on curricula and community needs. vision to other aspects of school administration, and a projected view of supervision. The work, EDAD-513 Human Resource Development in treated in seminar fashion, is largely individual- Educational Settings ized, with the requirement that students will 3 credits develop and engage in a supervised off-campus, This course will develop in the student theoret- field-oriented project that will be reported in ical and research based knowledge of the per- class. There is a required paper as part of, and sonnel administrative function in educational concluding, this project. Prerequisites: EDAD- settings. It will help the student develop the 505 and CURR-531 or CURR-532. fall, spring skills needed to become leaders in a person-ori- ented school district. The development of the human resources within the school setting with emphasis on non-instructional employees will be the major thrust of the course. Knowledge of and skills in collective negotiations will be acquired as a secondary emphasis of the course. Prerequisites: EDD-505, EDAD-511. spring

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EDAD-514 Information Systems/Finance in EDAD-591 Seminar and Practicum Educational Settings in Educational Administration 3 credits 3 credits This course will provide students with the Seminar and Practicum in Educational opportunity to study the fundamentals of budg- Administration is the capstone course in the eting and finance in educational settings and to program. It consists of a series of weekly semi- observe, use and/or develop microcomputer nar meetings on campus. Sharing of practical applications for budgeting and financial man- experiences that are being had by the students agement. Prerequisite: EDAD-501. summer, fall with critiques by the professor will be held each week. In addition visits by practicing adminis- EDAD-515 Mentoring Beginning Teachers trators and other school personnel will be 3 credits scheduled for the purpose of gaining under- This field-based practicum requires that each standing of the relationships that occur among student work with a novice teacher (student the many positions that are functioning in the teacher or beginning teacher) while enrolled in school systems. During this semester the final the course. Through reading, observation, biog- practicum experience will be conducted by each raphy and interview, students will explore how student. This experience will have been previ- novice teachers acquire teaching knowledge and ously planned with and approved by the advisor skill. By researching their own practice as men- to the student during the pre-practicum experi- tors, reading relevant literature and participat- ence. A formal contract among the student, ing in critical dialogue in seminars, students will Rider and the school setting will be completed explore and evaluate methods of facilitating and before the semester of the experience. The sem- supporting novice teachers’ professional inar experience will be directed toward the growth. development of an understanding of profes- sional and ethical behavior in the field of EDAD-521 Data Analysis and Administration administration with the expectation that each in Educational Settings student will become aware of the necessity of 3 credits each administrative decision being made within Participants in this course will acquire and/or an ethical setting. Prerequisite: Permission of refine knowledge and skills in microcomputer instructor. summer, fall, spring applications. These skills will enable them to make qualified judgements related to manage- EDAD-600 Independent Study and ment information system applications such as Research in Educational Administration forecasting, purchasing and scheduling. The 1-3 credits microcomputer will be used to apply descriptive Course content varies with the academic and multi-variate statistics to issues in adminis- research interests of students who wish to tration. This course will be approximately 2/3 engage in independent study related to the over- classroom time and 1/3 microcomputer lab all content of educational administration. time. The course will be organized around using microcomputer applications for critical areas in school administration. Prerequisites: EDAD- 501, EDAD-514. fall, spring

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Educational Psychology and practice. The psychological, physiological, and sociological foundations of education and (EDPS) training; personality problems encountered by classroom teachers. EDPS-502 Psychological Development of the Child and Adolescent EDPS-508 Cognitive Processes and 3 credits Learning Surveys of psychological principles applied to 3 credits counseling services with emphasis on develop- This course deals with what is known relative to mental processes, individual differences, and the principles of cognitive psychology and their mental health. Concepts and theoretical orien- application to learning. The flow of information tations to human development from conception is followed from where it begins through the through adolescence. The analysis, interpreta- processes of integration and storage. Cognitive tion, and practical implications of significant principles will be studied relative to concept for- research that has contributed most to the mation, reasoning, and problem solving. Their knowledge of human development of the child relationship to specific educational tasks such as and adolescent. the teaching of reading, writing, mathematics, and other content will be explored and con- EDPS-503 Human Growth and Development firmed through empirical evidence. 3 credits Provides an overview and broad understanding EDPS-509 Assessment of Intelligence of life span developmental theories and research 3 credits applied to counseling services with special Introduces students to the theoretical constructs emphasis on developmental processes, individ- of intelligence and adaptive behavior. ual differences and mental health. Includes Supervised by program faculty, students will strategies for working with developmental gain intensive experience in the administration, issues across the life span. scoring, and interpretation of major assessment instruments (e.g., Wechsler Intelligence Scales, EDPS-506 Testing and Measurement Stanford-Binet IV, DAS, WJ-III, Vineland). Techniques in Reading/Language Arts Students will also examine contemporary 3 credits research on the use of assessment instruments Studies basic characteristics of test scores, with individuals from culturally diverse back- including: reliability and validity, selection, grounds. Prerequisites: EDPS-502 or 503, administration, and scoring of tests; measure- EDPS-508, EDPS-513, and EDPS-520. ment of achievement, intelligence, aptitude, and interests; and the writing and editing of items of EDPS-510 Assessment of Behavioral and teacher-made tests, school marking procedures, Social-Emotional Needs interpreting of test scores. Covers basic statisti- 3 credits cal tools needed by reading specialists. The assessment of personality is reviewed from the context of a comprehensive, ecological EDPS-507 Advanced Educational model of social-emotional, behavioral, and aca- Psychology demic development. Assessment is studied from 3 credits an empirically based, problem-solving model A critical examination of contemporary learn- that links directly to intervention. Students ing theory as applied to educational thought learn to select appropriate assessment tools to

71 education and human services course descriptions match individual referral questions so as to EDPS-520 Measurement, Tests and evaluate the behavioral and social/emotional Assessments in Counseling/School problems of children and adolescents. Psychology Prerequisites: EDPS-502 or 503, SPED-530, 3 credits CNPY-515, EDPS-513, and EDPS-520. The first course in a two-course sequence on measurement and research. It will develop the EDPS-511 The Rorschach ability to calculate descriptive statistics, and 3 credits administer, evaluate and interpret assessment The theoretical framework, administration, instruments commonly used in the counseling scoring, and interpretation of the Rorschach profession. Topics include descriptive statistics, test. The particular focus is on the use of the reliability and validity, social and ethical consid- Rorschach in working with children and adoles- erations in testing, the appropriate selection and cents. Prerequisites: EDPS-502, EDPS-505, usage of standardized tests, and the communi- CNPY-513, CNPY-514. cation of their results. Computer literacy is required in this course. fall, spring, summer

EDPS-512 Psychology of Exceptionality EDPS-521 Statistics and Qualitative 3 credits Analysis This course provides opportunities for the study 3 credits of school psychological issues associated with Prior to the beginning of this course, the stu- specific educational exceptionalities, including dent should have designed both a survey and an learning disabilities, mental retardation, behav- interview format in an area of interest to them. ior disorders, physical handicaps, and gifted- Inferential statistics and qualitative techniques ness. The characteristics, identification proce- for analyzing, interpreting and reporting dures, and current intervention strategies are research data will be applied to this data. examined from a psychological and sociocultu- Prerequisites: EDPS-520, EDUC-500. ral perspective. EDPS-530 Psychology of Learning EDPS-513 Professional Issues in School Disabilities Psychology 3 credits 3 credits This course addresses the origins, concepts, and theories of learning disabilities, including cog- This course is designed to provide an introduc- nitive and academic patterns of student behav- tion to school psychology through an analysis of ior indicative of learning disabilities. The course the contemporary roles and functions of school emphasizes characteristics that distinguish stu- psychologists. Professional issues are explored dents with disabilities in the areas of language, in the context of the history and evolution of reading, attention, and organization. school psychology as a specialty area of profes- Identification of social, emotional, and learning sional psychology. In addition, the study of pro- characteristics of children diagnosed as learning fessional ethics, best practices, and standards for disabled is addressed. The course content delivery of school psychological services that explores perceptual, language, motivational, and have been adopted by national organizations behavioral aspects of children who have learn- representing the profession of school psycholo- ing disabilities. Assessment and intervention gy will be reviewed. strategies for students with learning disabilities are presented. The influence of emotional and sociocultural factors on self-image and academ- ic performance is considered. Legal/ethical issues are addressed as are developmental aspects of learning disabilities.

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EDPS-531 Assessment for Instruction in EDPS-580 Practicum in School Psychology Special Education 3 credits 3 credits A seminar in which students learn to integrate This course will give students the opportunity results from a full psychological battery into a to evaluate, select, develop and adapt assessment comprehensive written report. Students are materials for children with special needs. The required to evaluate a number of children and legal, cultural, and ethical implications of adolescents with diverse intellectual, emotional, assessment will be discussed. Administration and cultural organizations. Emphasis on the and interpretation of formal and informal selection of appropriate assessment instru- assessments will be addressed. Emphasis will be ments, including adaptive functioning and cul- placed on using assessment information to turally nonbiased tests and the writing of educa- make decisions about appropriate placement tionally valid reports. Includes an experiential and learning environments, as well as making component as well as seminar meetings. decisions for effective instruction in the class- Prerequisites: EDPS-505, EDPS-509, EDPS-510. room. EDPS-581 Practicum in Assessment of EDPS-535 Biological Basis of Behavior Intelligence 3 credits 1 credit This course will emphasize a biological This practicum experience provides supervised approach to the study of psychology and behav- practice in the administration, scoring, and ior. Topics studied will include the following: 1) interpretation of an array of individually the genetics of human psychological differences; administered intelligence tests. Students will be 2) the anatomy of the nervous system; 3) psy- expected to successfully administer, score, and chopharmacology; 4) neuropsychological dis- intrepret each of the tests introduced in EDPS- eases (e.g., epilepsy, autism, multiple sclerosis); 509 Assessment of Intelligence and produce a 5) memory & amnesia; 6) sleeping, dreaming, written report to explain the findings. and circadian rhythms; and 7) the biopsycholo- Prerequisites: EDPS-502 or EDPS-503, EDPS- gy of mental health difficulties. 508, EDPS-513, and EDPS-520.

EDPS-570 Interventions for Children and EDPS-582 Practicum in the Assessment of Adolescents with Special Needs Behavioral and Social-Emotional Needs 3 credits 1 credit This course provides opportunity to expand This practicum experience provides supervised each student’s knowledge and skills in the devel- practice using the techniques and methods opment of effective interventions to meet aca- taught in EDPS-510 Assessment of Behavioral demic, behavioral, and social-emotional needs. and Social-Emotional Needs. Students will be Currently accepted practices based upon the expected to complete a Functional Behavioral individual’s referral problem will be explored. Assessment including recommendations for a Intervention will be approached from a prob- behavior intervention plan and a means to lem-solving model and based on current assess- monitor and evaluate the target student’s ment data. Case studies will be used to link the- progress. Prerequisites: EDPS-502 or EDPS-503, ory and application. Prerequisites: SPED-530, SPED-530, CNPY-513, CNPY-515, EDPS-513, CNPY-515, EDPS-531, EDPS-509, EDPS-510. EDPS-520.

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EDPS-583 Practicum in Consultation in and intervention design, and group supervision. School and Agency Settings The internship occurs at or near the end of the 1 credit student’s program. Prerequisite: EDPS-590. This practicum experience provides supervised practice in the study, implementation, and eval- EDPS-600 Independent Study and uation of a problem-solving model to provide Research in School Psychology consultation across school and agency settings. 1-3 credits Students will be expected to successfully initiate Course content varies with the academic and lead the 4-step consultation process result- research interests of students who wish to ing in a databased intervention. The consulta- engage in independent study related to the over- tion will be documented in a formal report. all content of school psychology. Prerequisites: EDPS-502 or EDPS-503 and SPED-530. Educational Sociology (EDSO) EDPS-590 Internship in School Psychology I EDSO-501 Community Agencies: Referral 3 credits Sources for Clients and Students with The student functions as a school psychologist Special Needs in a 600-hour approved field placement under 3 credits the supervision of a certified school psycholo- Addresses community social services available gist. At least 50 percent of the internship must to clients and special needs students. Reviews occur in a school setting and occur on a half- principles and methods utilized by social agen- time basis. This experience includes at least 50 cies. Representatives of various community hours of assessment with students with devel- agencies are invited to discuss the role and func- opmental disabilities. Additionally, students tion of the agencies they represent. Students attend weekly seminars that deal with issues visit various community agencies and report on related to professional ethics, problem-solving their work. and intervention design, and group supervision. The internship occurs at or near the end of the EDSO-510 Sociological and Cultural student’s program. Prerequisites: EDPS-581, Foundations of Education EDPS-582, and EDPS-583. 3 credits The American public school as a social organi- EDPS-591 Internship in School zation which influences and is influenced by Psychology II local, national and international cultural evolu- 3 credits tion. An exposition and analysis of the vibrant The student functions as a school psychologist multicultural issues that sometimes determine in a 600-hour approved field placement under the outcome of public education. An explo- the supervision of a certified school psycholo- ration of contemporary educational problems gist. At least 50 percent of the internship must and challenges resulting from changing social occur in a school setting and occur on a half- and cultural conditions. A perceptive and reflec- time basis. This experience includes at least 50 tive placement of these changes in a historical hours of assessment with students with devel- context to enable students put the future in per- opmental disabilities. Additionally, students spective. attend weekly seminars that deal with issues related to professional ethics, problem-solving

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Graduate Level Teacher GLTP-504 Teaching English Language & Arts in Secondary Schools Preparation (GLTP) 3 credits Students preparing to teach English in middle GLTP-500 Conceptual Frameworks for schools and senior high schools explore strate- Teaching and Learning gies for the imaginative teaching of literature, 3 credits poetry, drama, grammar, composing processes, This course provides psychological and interdis- vocabulary, and oral language use. Students ciplinary perspectives on teaching and learning. research, develop, and critique thematic units, Within the theme of optimal development of analyze curriculum, and study the selection, creative intelligence, students use these perspec- development, and use of a wide variety of teach- tives to guide their reflective professional devel- ing materials. Traditional and alternative meth- opment throughout their program. The course ods of assessment are explored. Prerequisite: develops knowledge, skills, and dispositions GLTP-520. pertinent to (a) child and adolescent develop- ment, (b) learning theories, (c) philosophical GLTP-505 Teaching Social Studies in and historical perspectives on education, (d) Secondary Schools sociocontextual and interdisciplinary influences 3 credits on education, and (e) higher-order creative and The theoretical foundations of teaching social critical thinking. studies in junior and senior high schools. Basic goals and aims of social studies instruction are GLTP-502 Curriculum and Instruction in studied, and specific methodological techniques Reading/Language Arts: Early Literacy are described and practiced. Demonstration les- 3 credits sons are prepared and presented. Considers typ- Current strategies for teaching beginning learn- ical problems with which teachers are confront- ers vocabulary, comprehension, composition, ed. Prerequisite: GLTP-520. and language study. Pedagogy for all learners, ranging from gifted to diverse learners. How to GLTP-506 Teaching Science in Secondary manage literacy instruction through content Schools areas in general education in preschool and pri- 3 credits mary grades. Prerequisite: GLTP-500. Classroom interaction analysis systems are uti- lized in the study of the teaching-learning GLTP-503 Curriculum and Instruction in process. Students develop their own repertoire Reading/Language Arts: Literacy and of teaching strategies. Emphasis is on the inves- Learning in Content Areas tigation and interpretation of recent curriculum 3 credits developments, and the use of the laboratory in Current strategies for providing instruction in science instruction. Prerequisite: GLTP-520. vocabulary, comprehension, composition and language study in content areas in upper ele- GLTP-507 Teaching Mathematics in mentary grades through high school. Pedagogy Secondary Schools for all learners, ranging from gifted to diverse 3 credits learners in general education. Prerequisite: The critical analysis of the aims of teaching GLTP-500. mathematics in the secondary school; review of recent research in the content and teaching of mathematics by individuals and groups;

75 education and human services course descriptions demonstration lessons (reflective teaching) to GLTP-520 Curriculum and Teaching in illustrate techniques of teaching; the planning of Secondary Schools lessons; selection and organization of materials 3 credits and subject matter; and evaluation of lesson This course is designed for students seeking the presentation. Prerequisite: GLTP-520. initial teaching certificate and introduces them to curriculum and instruction in middle, junior GLTP-510 Curriculum and Teaching in the and senior high schools. The history and ration- Elementary School I: Mathematics ale for secondary-level education is developed. 3 credits Students acquire skills in instructional planning This course introduces students to the elemen- and classroom management. Field experiences tary curriculum and focuses on the teaching of will supplement classroom instruction. mathematics that is developmentally appropri- Prerequisite: GLTP-503. ate for students from nursery to grade eight. In keeping with NAEYC and NCTM standards, GLTP-570 Seminar and Internship in emphasis is placed on planning for and imple- Teaching menting an integrated curriculum approach, 9 credits discovery learning, hands-on experiences, use of This course, designed for those seeking initial technology, lesson planning, and traditional and certification, requires full-time supervised daily non-traditional assessment strategies. Students participation in a school setting. The student will also explore positive models for classroom gradually assumes a full load of teaching management and discipline. Field experiences responsibility at the school. The experience will will consist of classroom observations and test the translation of educational theory into teaching individuals and/or small groups of stu- meaningful practice. A student-teaching fee is dents. Prerequisite: GLTP-502. charged for this course. (nine semester hours; offered in fall and spring semesters only). GLTP-515 Curriculum and Teaching in the Prerequisite: Permission of instructor. Elementary School II: Science, Social Studies, and the Arts GLTP-571 Supervised Practicum in Teaching 3 credits 3 credits This course focuses on methods and materials This practicum is a condensed version of the of instruction in science, social studies, and the Internship in Teaching. It is only available to arts that are developmentally appropriate for interns seeking teacher certification who already students in preschool through grade eight. have a year of successful, full-time teaching Emphasis is placed on integrated curriculum, experience or its equivalent. A special applica- theme cycles, unit planning, hands-on learning tion must be made and approved for enrollment experiences, discovery learning, and tradition- in the course. The practicum requires six weeks al/non-traditional assessment strategies. Field of full-time, supervised daily participation in a experience will consist of observation and school setting. After a brief period of orienta- analysis of a unit of study over time in at least tion to the school and classroom, the intern one field site as well as continued teaching of assumes a full load of teaching responsibility at lessons to individual and/or groups of children. the school. The experience finetunes the teach- Prerequisite: GLTP-502. ing abilities of interns and enables them to demonstrate competence in the specialty for which they seek certification. Prerequisite: Permission of instructor.

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Human Services include: laissez-faire, welfare liberalism and neo-conservatism; macro and microeconomies; Administration (HSAD) and supply and demand. Furthermore, the recent changes in concepts of deregulation and HSAD-500 Concepts of Administration privatization to study their impacts upon 3 credits human services organizations are considered. An overview of the Human Service Administration program, its goals, and its com- HSAD-519 Long-Range Planning ponent. This course also develops an under- 3 credits standing of organizational terminology and Consideration of the interests, institutions, and analysis, such as classic bureaucracy, scientific issues critical to strategic and long-range plan- management, and human relations. The major ning and administration. This includes an theoretical and applied contributors of organi- examination of public/private sector relations, zational behavior are explored. metropolitan and intergovernmental problems and issues of resource development and growth HSAD-509 Communications in Human administration in the context of human Services Administration resources, policy and management. 3 credits Examines nature of communications, attitudes, HSAD-521 Data Analysis values and perceptions, organizational aspects, 3 credits social structure and opinion formation, frames An advanced course for those with a back- of reference, contexts and paradigms, commu- ground in information systems and data admin- nication and influence, persuasion and decision istration. The concerns are on techniques of making. developing, analyzing and applying statistics to the administrative process; measurements; HSAD-516 Political and Legal Environment research and statistical needs of administrators; of Administration data sources; wage and productivity statistics; 3 credits and use of statistical data in policy formulation Presents the uniquely American political/legal and persuasion. Prerequisite: HSAD-527. environments that are the contextual settings for contemporary administrators. The subject HSAD-526 Concepts of Research matter will consider both the historical and cur- 3 credits rent perspectives of the political/legal systems at Examination of research design and research all levels. Furthermore, the implications for techniques with an emphasis on application of administrators of both interacting with and research to the concerns of administrators. impacting on the systems will be discerned. The Evaluative and action design, survey methodol- approach will be multi-dimensional: institu- ogy sampling, questionnaire design, interview tional; procedural; and behavioral. procedures, observational techniques and the use of computers in research are considered. HSAD-517 Economic Concepts of Administration 3 credits This course investigates the roles and functions of government and nonprofit administration within the context of long-term American eco- nomic development. Important segments

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HSAD-527 Information Systems and Data out of the emergence of labor activities and the Administration prospects for resolving these disputes. 3 credits Develops the capacity to understand the use and HSAD-546 Concepts of Budget and Finance impact of management information and data Systems systems on the organization and the implica- 3 credits tions for its administration. Identifies and An overview of the historical, institutional, eco- explains the function and use of essential com- nomic and decision-making contents of budg- ponents of PCs and the use of a variety of com- eting and finance in domestic human service puter languages and software. Furthermore, organizations. Managerial accounting, debt management support systems and tools such as management, budgeting control and forecasting electronic mail, bulletin boards, scheduling, is considered in both government and nonprof- massive mail merge, use of telecommunications it settings. and computer networks are considered. HSAD-547 Budgeting Applications HSAD-536 Group Process in Supervision 3 credits 3 credits An advanced course in budget systems and Examines group process theory, research and processes. Provides the opportunity of applying literature in relation to the supervisory function in actual situations budgeting techniques of in the work setting. The primary objective is to both governmental and nonprofit sectors. help supervisory personnel develop their tech- Involves strategies and tactics of planning, con- niques and individual capacities in the area of trolling, evaluating in budget development, helping relationships with their staffs. enactment and implementation. Considers Procedures and techniques in both individual decision making in conditions on uncertainty. and group relationships and dynamics are stud- Prerequisite: HSAD-546. ied. Class sessions present opportunities to apply concepts under study. HSAD-549 Capital Budgeting/Long-Term Finance HSAD-537 Human Resource Development 3 credits 3 credits An advanced course with the focus on long- Covers a broad range of personnel concepts and range (multi-year) outlays for construction, problems: training, recruitment, compensation, expansion, replacement, and retirements of cap- employer/employee relations, unions, collective ital facilities, equipment and projects as distin- bargaining, strikes, personnel systems, equal guished from current year operations of govern- employment opportunity, human resource mental and nonprofit sector entities including development, personnel policies and affirmative methods of financing by borrowing, grants, spe- action. cial assessments, gifts and/or revenues of a non- current character. HSAD-539 Labor Relations 3 credits HSAD-559 Project Seminar Advanced personnel course that analyzes the 3 credits development and practice of labor relations in An original investigation is designed and com- the human services sectors. Recent legal and leg- pleted by the student. The project involves: the islative developments as they affect all sectors. identification of an organizational problem; the Also focuses on the broad policy issues arising delineating of several courses of action; the

78 education and human services course descriptions establishing of criteria; an analysis selecting the addressed include manpower and technology, optimum course of action; the setting forth of the internal structure of hospitals, planning and steps for implementation; and the outlining of marketing in health care. The perspective of his- the indices for evaluation. The project is devel- torical development and future alternative oped and carried out in multiple direct, interac- health service methods and settings are to be tive guidance sessions with the instructor. considered. Prerequisite: Completion of all coursework. HSAD-570 Internship HSAD-560 Independent Study 3-6 credits (determined by advisor) 3 credits Field work in a special area of concentration. Independent study with a faculty member who Included are precounseling, on-site supervision, specialized in an appropriate field. Students may periodic summary and evaluative reporting, take this course with approval of their academic covering of appropriate reading materials and advisor and the particular faculty member who the fulfillment of pertinent research activities. is to be the counselor for the specific independ- Nature of work and the opportunity to substi- ent study project. tute career experience are subject to approval of the student’s faculty advisor. Credit is not appli- HSAD-563 The Administration of Justice cable to the 39-credit program minimum. 3 credits Study of the system of criminal justice in the HSAD-575 Contemporary Ethics in Human United States at all levels of government and in Service Organizations relation to other organizations and institutions. 3 credits Attention to the policies, practices, problems A critical study of selected major frameworks in and proposals for reform of the various ele- recent ethical theory together with their appli- ments of the criminal justice system from the cation to important issues in public and non- arrest through the trial procedure, penalties profit administration. An examination and eval- including imprisonment and post-incarcera- uation of utilitarianism, pragmatism, emo- tion. tivism and other theories to determine their rel- evance to such issues as human rights, individ- HSAD-565 Seminar of Selected Topics ual and collective responsibility, conflicts of 3 credits interest and obligation, conflicts between social A special interest seminar for persons working justice, personal liberty and the public interest. in fields of administration that require tailoring to specialized areas. The course content would HSAD-580 Financial Administration in deal with the nature and development of field, Health and Community Services trends, structure, budget and personnel issues, 3 credits special problems, societal context and chal- An advanced course in health and community lenges for those managing in or desirous of services budgeting and financial administration, entering these fields. concentrating on rate settings, regulation of rate-setting procedures, financial projection and HSAD-569 Administering Health Systems the development and preparation of an annual 3 credits and a capital budget. Emphasis will be on limi- This course is an overview of the document pol- tations imposed from state and federal govern- icy issues, important terminology, and major ment regulations such as Medicare, Medicaid components, actors and processes in the health and prospective payment. system of the United States. The topics to be

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HSAD-581 Human Resource Administration Probation and Parole and Labor Relations in Health and Community Services Counseling (PPCS) 3 credits This course focuses on the major dynamic issues PPCS-501 Sociology and Psychology of in the field of personnel administration in Crime and Delinquency health and community service organizations. 3 credits Included are the topics of interviewing, training Emphasizes the concepts, methods, and an staff, disciplinary procedures, grievance han- interdisciplinary framework of sociology, psy- dling, unions and staff burnout. chology, social anthropology, and political sci- ence as related to crime, delinquency, and the HSAD-582 Health and Community Service criminal justice system. Particular applications Supervisory Administration will be developed as these concepts and disci- 3 credits plines impinge on probation and parole policy A course designed for a range of health care and and practice. community service agency professionals that will focus on supervision in a variety of service PPCS-510 Seminar in Probation and Parole locations and settings. Topics will include the Counseling Services organizational context, leadership styles and 3 credits motivation, productivity and time manage- Examines the various roles of the probation and ment, performance appraisal and in-service parole officer with particular reference to the training. delivery of community services. Allows for dis- cussion of the practical and theoretical respon- HSAD-583 Legal Issues in Health and sibilities for the probation or parole officer as Community Services Administration investigator, court officer, law enforcer, adminis- 3 credits trator, and counselor. The course is to be taken This course explores the major legal/ethical in the last quarter of the program. concerns of health and community service administrators. There is a building of legal/medical terminology and the establishing Reading/Language Arts of the boundaries of liability for facilities and practitioners. The issues of consent, record (READ) keeping and confidentiality are included. Lastly, the bioethics of medical technology and land- READ-501 Psychology and Pedagogy of the mark court decisions, especially in New Jersey, Reading/Language Arts Process are examined. 3 credits Studies the communication process from a componential point of view, including language acquisition and development, perception, com- prehension and cognition, composition, and language systems. A review of the literature in each area as well as a survey of models of read- ing and language is included.

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READ-502 Curriculum, Instruction and READ-505 Supervised Practicum in Supervision in Reading/Language Arts Reading/Language Arts (For Reading/Language Arts Majors) 3 credits 3 credits Implementation of strategies for teaching gift- Reading and literacy pedagogy for ALL learners, ed, average, and special needs students literacy gifted, average, and diverse learners is the course skills in the Center for Reading and Writing is content. Current strategies for teaching compre- the thrust of this course. Students will learn to hension, composition, vocabulary, and language manage personalized instruction when teaching study are learned in a workshop setting. How to groups of children. Learning how to write con- manage literacy instruction through content structive progress reports will also be a focus. areas for all aged children in mainstream class- Two hours weekly, plus the scheduled seminar, rooms is studied. Parent education and inser- are required for a 10-week period. Videotapes of vice training are also included in course content. teaching will be reviewed with supervisory staff. Selected observations of activities in the Center Prerequisites: READ-501, READ-502. for Reading and Writing is a requirement. READ-508 Literacy and the READ-503 Content Reading in High School, Bilingual/Bicultural Child College, and Continuing Education 3 credits 3 credits Presents multidisciplinary and interdisciplinary Familiarizes teachers with the philosophy, lan- perspectives on bilingual/bicultural children guage, and methodology of the language arts as and their reading process. Strategies and materi- they effect instruction in content areas. als for second language reading instruction are Emphasis is on the ways in which the integra- suggested and discussed. tion of listening, speaking, reading and writing activities within all curricular areas can increase READ-509 Advanced Supervised Practicum learning. Through lectures, demonstrations, in Reading/Language Arts and workshop-type activities, students will both 3 credits experience and create lessons within various Students select specific types of learners to teach fields. Also investigates the content and in order to become more efficient experts with methodology of reading programs in educa- literacy skills. Experience with children who are tional settings ranging from middle school gifted, those with multiple learning disorders, or through adult education. other type of learners not included in initial READ-504 Diagnosis of Reading/Language practicum (READ-505) are recommended. Abilities and Disabilities: Seminar and Videotapes and private sessions with supervisor Supervised Practicum focus on students’ individual needs. Other spe- 3 credits cial teaching and learning situations may be Studies reading/language arts abilities and dis- built into the advanced practicum experience abilities and standardized and informal tests. with permission of instructor. Observational techniques and diagnostic teach- ing for assessment are stressed. Students work with clients in the Rider Center for Reading and Writing and write case studies, as well as direct a parent conference. Two hours weekly for eight weeks are required in addition to the scheduled seminar. Prerequisites: READ-501, READ-502, READ-505, READ-506.

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READ-510 Foundations of Linguistics and READ-514 Portfolio Assessment in the Psycholinguistics Integrated Language Arts Classroom 3 credits 1 credit Structural and transformational-generative lin- This one-week course focuses on how to include guistic theory, and the nature of the communi- students with special needs in a portfolio-based, cation process are covered. Students study psy- mainstream literacy classroom. Each teacher chological, social, and linguistic aspects of lan- who attends will be adopted by a child who will guage acquisition as these relate to the literacy teach him/her the self-monitoring portfolio sys- process. tem and instructional strategies used by ALL children at the Center for Reading and Writing. READ-511 Research into and Survey of Literature for Children READ-515 Assessment AS Instruction in 3 credits the Integrated Language Arts Classroom Surveys developmental trends in literature for 1 credit children of preschool through sixth grade. This one-week course guides teachers to under- Students will become knowledgeable with theo- stand how assessment drives instruction in the retical and practical aspects of the study of chil- literacy classroom. Daily observations of chil- dren’s literature. Candidates will explore their dren six to 16 will guide those who attend to own assumptions about literature and its rela- record observations and interpret them, and tionship to young readers, further their knowl- understand how self-assessment by children is a edge of the reading process, and explore ways in most effective learning strategy. You will adopt a which literature can be integrated into the child to observe and learn about the system school curricula. developed and used at the Center for Reading and Writing. READ-512 Adolescent Literature 3 credits READ-600 Independent Study and Literature for the young adult in a changing Research in Reading/Language Arts society is covered. Survey and how to use litera- 1-3 credits ture are the focus. Popular young adult authors Course content is designed specifically to meet are explored. specific academic needs or interests of students who wish to engage in independent study relat- READ-513 Managing an Integrated ed to literacy education. Language Arts Program in the Mainstream Classroom for ALL Learners 1 credit Students learn in one-week, first hand at the Center for Reading and Writing, how to organ- ize personalized instruction within the context of a portfolio-based mainstream classroom. Teachers will be taught by a child between the ages of six and 16, how the management system works with ALL types of learners.

82 education and human services course descriptions

Special Education (SPED) SPED-520 Collaboration, Consultation, and the Inclusive Classroom 3 credits SPED-510 Instructional Practices for This course is designed to provide students with Children with Mild Disabilities 3 credits the knowledge and skills to facilitate successful This course will give students the opportunity inclusion programs. Students will develop the to evaluate, select, develop and adapt instruc- ability to design and manage the instructional tional and assessment materials for children environment in an inclusive classroom setting. with disabilities. Using various case studies, stu- Through the use of research, case studies, and dents will have the opportunity to develop an classroom interactions, students will develop Individualized Educational Program and syn- effective communication, conflict resolution, thesize assessment information to make appro- and collaboration skills for professional interac- priate instructional decisions. Students will tions. Students will become familiar with appro- experience the collaborative process and devel- priate models for collaborative consultation. op their ability to function as part of an educa- Attitudes and behaviors that influence the suc- tional team. A field experience with children cess of children with special needs in the gener- with disabilities will enable students to apply al education classroom will be addressed. knowledge in a realistic classroom setting. Prerequisite: EDPS-531. SPED-525 Transition to Adult Life 3 credits This course is designed to provide students with SPED-511 Instructional Practices for an understanding of theoretical and applied Students with Severe Disabilities 3 credits models of transition in special education. The course will provide students with the Information on the application and interpreta- knowledge and skills needed to provide system- tion of specialized assessment tools will be pre- atic, individualized instruction to students with sented. Transition planning, including under- moderate to severe disabilities. Knowledge and standing, formulating and implementing the training in the use of task analysis, prompting ITP,will be taught. Knowledge of and collabora- hierarchies, discrete trials, systematic instruc- tive interactions with the wide variety of school tional plans and routines will be offered across and community personnel and agencies with a all domains of a life skills curriculum. Based role in transition will be emphasized. Strategies upon a student’s assessment data, students will for developing student self-advocacy and inde- be able to develop an appropriate individual pendence in the transition process will be pre- educational plan with specific goals and objec- sented. Legal information and ethical issues will tives. In addition, strategies to modify and/or be noted. Prerequisite: EDPS-531. adapt goals to provide instruction in an inclu- sive setting will be explored. Prerequisite: EDPS- 531.

83 education and human services course descriptions

SPED-530 Positive Behavior Support SPED-590 Seminar and Practicum in 3 credits Special Education This course is designed to provide extensive 3 credits knowledge and practice in meeting the behav- This course addresses the current issues in the ioral challenges of individuals. Students will field of special education. Students will identify receive instruction in a problem-solving these issues through directed readings and approach to identify the possible function(s) of through a direct, supervised field experience. problem behavior and in the design of proac- Students will serve a minimum of 100 hours in tive, positive behavior intervention plans that a field setting, 40 of which will be in providing emphasize the teaching of appropriate alterna- direct service to persons with special needs. A tive skills. An emphasis is placed upon behavior field-based certified special education teacher change strategies, which intervene on will supervise this experience. The instructor antecedent events, teach appropriate alternative will provide group supervision in the weekly skills, and provide supports in the natural envi- seminars. Students also will obtain experience ronment. Multicomponent interventions also developing and delivering a professional presen- are designed to include the interest and prefer- tation on a current issue in the field. ences of the target student. Legal and ethical Prerequisite: Permission of instructor. considerations are considered.

84 Procedures and Policies

85 procedures and policies

The information in this chapter pertains to Registration the graduate programs in business administra- Students admitted to graduate study are tion and education and human services. For encouraged to select courses during convenient complete information, including application early registration periods. Students who miss procedures and degree requirements, consult the early registration periods may register on the relevant graduate program chapter. specified days immediately preceding the start Information about the graduate program at of each semester. Westminster Choir College may be found in the Graduate students enrolled in the business Westminster Choir College academic catalog. administration programs register via the mail during the early registration period. After General Information beginning to take graduate courses, students may not take undergraduate business courses to meet core business course requirements. Time Limitation All of the requirements for the master’s degree Graduate students enrolled in education and must be completed within six years of the date human services receive registration information of first registration for graduate course work. via mail, but they are strongly encouraged to meet with advisors to select courses and develop plans for future study. Course Load A full-time program consists of nine (9) or more semester hours of graduate course work. Part-time students who are employed full-time Academic Policies will generally be limited to six semester hours of graduate work in a given semester. During the Attendance evening summer session, the recommended It is the policy of Rider University that students course load is one-half that of a regular semes- shall regularly attend all scheduled class meet- ter. During the six-week day summer session for ings. Failure to comply with this policy will be courses offered by the department of graduate considered justifiable cause for imposing penal- education and human services, nine (9) semes- ties (e.g., reduction of grade, failure, etc.) at the ter hours of work is the maximum load with six discretion of the professor teaching the course. (6) semester hours recommended. Each professor is expected to exercise judgment in determining the validity of any absence and General Requirements the nature of the penalty to be assessed. All reg- A student must comply with the general istration and financial arrangements for gradu- requirements of Rider University concerning ate courses must be completed and the student graduate study. Graduate students must demon- must be in attendance no later than the second strate the ability to express their thoughts in meeting of each course. writing and in speaking in clear, correct English for class reports, research papers, theses and Adding, Dropping, and Withdrawing from examinations. Courses A student may add a course through the first week of the semester provided the course is still open for registration. Dropping a course may occur through the second week of the semester. After the second week of the semester, a with- drawal from the course is necessary and a W is recorded on the transcript.

86 procedures and policies

A graduate student who wishes to withdraw Other designations are as follows: officially from one or more graduate or under- I Incomplete graduate courses must submit a written request P Passing and must obtain the approval of the associate S Satisfactory progress dean or department chair of graduate studies, or U Unsatisfactory dean of the respective school. Withdrawals are W Withdrew not permitted during the last two weeks of class X Audit except for reasons of validated physical or psy- chological incapacitation as approved by the Policy for Grade of Incomplete dean of the college. Students who do not with- Students who, as a result of extenuating circum- draw officially from courses they fail to com- stances, are unable to complete the required plete, will receive a grade of F for those courses. work of a course within the normal time limits for the term may request an extension of time Grades and Transcript Notations from the faculty member. Such extensions of A cumulative grade point average of 3.0 or bet- time should be granted only in cases in which ter must be achieved in all graduate course work illness or other serious emergency has prevent- attempted at Rider. The letter designations used ed the student from completing the course to grade the quality of achievement in graduate requirements or from taking a final examina- courses and the quality points assigned to these tion. The request for extension of time must be letter designations to complete grade point made prior to the last scheduled class meeting averages are: except in those unusual situations in which AExcellent prior notification is not possible. The faculty A- member shall determine whether or not to B+ grant the request for a time extension and the BGood type of verification (if any) required to support B- the request. The faculty member shall specify C+ the time, up to four weeks from the last date of C Fair the term, by which work must be completed by C- the student. If the faculty member agrees to the F Failing academic work; failing to abide request, the notation “I” (incomplete) is submit- by standards of academic honesty and ted on the grade roll. In those situations where integrity; unauthorized withdrawal; or the faculty member has not received a request failing to complete course work in for an extension of time, the notation “I” prescribed time period. (incomplete) may be submitted on the grade roll by the faculty member when, in his or her The related quality points for the purpose of judgment, such a determination appears justi- computing grade points are: fied. Upon submission of completed required A 4.0 work, the faculty member will submit a change- A- 3.7 of-grade form to the registrar. B+ 3.3 Students who, as a result of extenuating cir- B 3.0 cumstances, are unable to submit the required B- 2.7 work at the end of the four-week period may C+ 2.3 request an extension of the incomplete grade. C 2.0 The request for an extension of the incomplete C- 1.7 must be made prior to the expiration of the F 0.0 four-week period. If the faculty member agrees

87 procedures and policies to the request for an extension, the faculty Expenses member shall specify the time, up to a maxi- mum of two weeks from the date of expiration Typical graduate expenses for the 2004-2005 of the four-week period (i.e., six weeks from the academic year are estimated as follows: last date of the term) by which work must be completed by the student and shall submit an Graduate Tuition: extension-of-incomplete form to the registrar. Tuition fee (per 3-credit course): Upon submission of completed required work, Business Administration ...... $1,800 the faculty member shall submit a change-of- Education and Human Services . . . . .$1,320 grade form to the registrar. Audit fee (per course) ...... $240 Failure of the registrar to receive from the fac- Student teaching fee (academic year) . .$245 ulty member a change-of-grade form or an Technology fee ...... $35/course extension-of-incomplete form at the end of the four-week period, or a change-of-grade form at Other Fees: the end of the six-week period, shall result in the Application fee (nonrefundable) ...... $40 automatic assignment of the grade F. Readmission fee (nonrefundable) ...... $30 I.D. card replacement fee ...... $30 Interruption of Studies Deferred payment fee ...... $25 Students who interrupt their studies must noti- Proficiency examination fy the appropriate graduate program office. If (per examination) ...... $30 studies are interrupted for up to one year, stu- Late registration fee ...... $50 dents may return with the approval of the advi- Late payment fee deferred plan ...... $25 sor. However, if two calendar years elapse Dishonored check fee, first time* ...... $30 between the last date of attendance and the next Dishonored check fee, after first time . .$50 registration, students must submit an applica- tion for readmission together with a nonrefund- Note: On-campus graduate student housing is able readmission fee. Students will be responsi- available in Ridge House. To be eligible for stu- ble for the application and degree requirements dent housing, a student must be enrolled in two in force at the time of readmission. or more graduate courses. The cost is approxi- For students to remain in good standing with mately $2,940 per semester, plus a security the division, they must file a notification of deposit of $100. The university meal plan is non-attendance form announcing their inten- approximately $1,860 per semester and is tion to not attend any semester prior to the optional. Commuter meal plans are also avail- beginning of that semester. The form may be able. procured from the approved graduate office. *Returned checks that have not been redeemed or made good by the due date will be assessed the late payment fee in addition to the dishonored check fee. The fees and charges set forth herein are sub- ject to adjustment at any time. Questions regarding rates and fees should be directed to the bursar’s office.

88 procedures and policies

Terms of Payment Financial Obligations Tuition, fees and charges for room and board Students can meet their financial obligations to are due and payable in two installments: August the University by paying their account balances 20, 2004 for fall 2004 and January 17, 2005 for in full or enrolling in an approved deferred pay- spring 2005. Students should mail their pay- ment plan. Inquiries about account balances ments to be received by these due dates. and payment options should be directed to the Payments may be made by check, cash, VISA, bursar’s office in the Student Center, 609-896- MasterCard, in person or by mail addressed to: 5020. Cashier’s Office, Rider University, 2083 Students must also be in good financial status Lawrenceville Road, Lawrenceville, NJ 08648- with all organizations with which Rider has 3099. Checks should be made payable to RIDER declared an official relationship, such as the UNIVERSITY. International students should New Jersey Higher Education Assistance make payments in U.S. dollars. The student’s Authority in order to be officially registered. name and social security number should be Students with unmet obligations are not con- included on the check. sidered to have valid registrations. They may be Students are asked to carefully consider the prevented from attending classes, receiving published payment deadlines. Prompt payment transcripts, participating in advance registration of student account balances ensures students for upcoming semesters, and under certain con- keep the classes they selected in advance regis- ditions, from graduating. tration, and their advance housing assignments. Liability for tuition costs will not be waived Balances unpaid after the deadlines or paid with unless the student officially drops or withdraws checks returned by the student’s bank will result from the course(s) for which he or she regis- in courses and housing reservations being can- tered (see Refunds). celled. Refunds Deferred Payment Plan The refund policy applies to tuition and audit Students may subscribe to the deferred payment fees for regularly scheduled semester-long plan that provides for three equal payments for courses. All other fees are nonrefundable. the fall and spring semesters on the following Students who wish to withdraw from a basis: course(s) must file the official withdrawal form with the chair of the appropriate graduate pro- At registration ...... 1/3 gram. A student who fails to withdraw, officially October 15 (fall) and March 15 (spring) . .1/3 waives the right to consideration for any refund. November 15 (fall) and April 15 (spring) . .1/3 All refunds based on the official withdrawal date and not the last class attended will be made in A $25 deferred payment fee will be added to accordance with the following schedule for the the student’s account payable at registration. fall and spring semesters: Any student who pays in installments and fails to return the completed deferred payment plan Before the official opening of classes . . . .100% form will be assessed a $25 deferred payment During the first week of any semester . . . .80% plan participation fee. Any student who defaults During the second week of any semester . .60% on the deferred payment plan will be assessed a During the third week of any semester . . .40% late payment fee of $25 and will be considered During the fourth week of any semester . .25% ineligible for further participation in the plan. There is no deferred payment plan for summer No refunds are made for withdrawals after the session. fourth week of any semester.

89 procedures and policies

Summer session refunds are calculated from •Rider may release the following information the opening date of classes and will be made in without written permission from the stu- accordance with the following schedule: dent: fact of enrollment, dates of enrollment, degree candidacy, degree awarded, and Until the first scheduled meeting of class . .100% major field. After the first scheduled meeting of class . . . .80% • Rider may release the following information After the second scheduled meeting of class .60% unless the student has requested in writing After the third scheduled meeting of class . . .40% that the information not be released: name, On the fourth scheduled meeting of class . . .25% home and local address, and home and local telephone number. No refunds are made for withdrawals after the fourth scheduled meeting of class. No other information concerning an individ- All refunds are based on the official with- ual will be released without the written permis- drawal date, not the date of last class attendance. sion of that person. Budgetary commitments require strict adher- ence to the policy regarding refunds. Appeals Harassment due to extenuating circumstances should be Rider reaffirms its desire to create an academ- directed to the chair of the appropriate graduate ic/work environment for all students, faculty, program. staff, and administrators that is not only respon- sible but supportive and conducive to the Financial Aid achievement of educational/career goals on the Financial aid is available to qualified graduate basis of such relevant facts as ability and per- students under several state and federal loan formance. All students, faculty, staff, and programs. Examples of loan sources include the administrators have the right to expect an envi- Stafford Loan. Interested students should con- ronment that allows them to enjoy the full ben- tact the office of student financial services (609- efits of their work or learning experience. 896-5360) to inquire about these and other loan Harassment is any action that threatens, coerces, possibilities. or intimidates an individual or a class of indi- A limited number of graduate assistantships viduals because of their racial, sexual, ethnic, or is also available. Inquiries about these assistant- religious identity or because of such characteris- ships should be directed to the respective grad- tics as age or physical handicap. uate offices in business administration and edu- cation and human services. Sexual Harassment In keeping with its commitment to provide a safe environment for employment, teaching, Personal Policies and learning, sexual harassment is unacceptable and will not be tolerated at Rider University. Protection of Personal Privacy The University will promptly investigate any Access to student records may be accorded to complaint alleging sexual harassment. Rider personnel with a legitimate educational Sexual harassment is defined as unwelcome interest in the records. Information may be sexual advances, requests for sexual favors, and released to other agencies and individuals other verbal or physical conduct of a sexual according to these policies in compliance with nature when: the Family Privacy Act of 1974 (as amended):

90 procedures and policies

(1)submission to such conduct is made explicit- Compensation for Performances ly or implicity a term or condition of an Students may from time to time participate in individual’s employment or education; events or promotions sponsored by the (2)submission to or rejection of such conduct University including situations for which pro- by an individual is used as a basis for ceeds are received by the University. A student employment or educational decisions; or shall have no right or claim to any payment or (3)such conduct unreasonably interferes with proceeds from any entertainment, promotional, an individual’s work or educational per- or publicity items, events or activities, including formance by creating an intimidating, hos- events or activities of an artistic or athletic tile, or offensive work or educational envi- nature. By registering in and attending the ronment. University, each student acknowledges that he or she has no right to payment for participation Nothing contained in this policy shall be con- in any University event or payment for partici- strued either to limit the legitimate exercise of pation in sound or sight reproductions of any the right of free speech or to infringe upon the University event; and to the extent that any academic freedom of any member of the Rider rights to any payment may exist, he or she community. assigns all such rights to the University.

Student Conduct Policy Students at Rider University are expected to abide by the basic principles of integrity, hon- esty, and respect. To define these principles, Rider has established regulations and policies to govern student conduct in both academic and social matters. These have been designed to allow each student the greatest possible free- dom, consistent with the welfare of the commu- nity. All students are expected and urged to abide by these regulations, which are spelled out in detail in The Source, the student handbook. In some instances, failure to abide by the code of conduct may result in dismissal or suspension.

91 notes

Campus and Facilities

92 Campus and Facilities

93 campus and facilities

Rider University’s 328-acre Lawrenceville cam- Lawrenceville Campus pus is in Lawrence Township, New Jersey, on The collection includes a wide variety of mate- Route 206, a quarter-mile south of I-95, five rials to meet a broad range of learning styles. miles south of Princeton, and three miles north More than 425,000 print volumes, 616,000 of Trenton. The modern facilities, designed to microform volumes, access to more than 12,000 meet the academic, social, and recreational periodical titles in a mix of print and electronic needs of the Rider community are clustered and formats, and a wide variety of electronic within easy walking distance of one another. research tools make up the library. Housed in Ample parking is available. the Franklin F. Moore Building, the library is Memorial Hall, the Science and Technology available to students, faculty, staff, and visiting Center, the Fine Arts Center, the Joseph P. Vona researchers. Academic Annex, the Stephen A. Maurer Electronic access to the online catalog, a vast Physical Education Building, and Anne array of databases and other finding aids, as well Brossman Sweigart Hall contain the classrooms as the Internet are provided in public areas as and laboratories for all curricula. well as two instructional facilities in the library. Rider is continuing its efforts through reno- A laptop loan program provides additional vation and various other projects to make its computing resources for use in the library. community more accessible to disabled stu- A strong service program includes cus- dents. This includes the addition of power tomized individual and group information liter- doors, ramps and railings, elevators with photo- acy instruction, a vigorous reference service, electric door control devices, and a specially and an inter-library loan program, as well as on- designed and equipped study room. Parking site access programs to many other libraries. spaces have been reserved at strategic points A newly refurbished Reference and Periodical solely for disabled students. Reading Room provides comfortable seating in an attractive environment conducive to reading The University Libraries and study. More than 700 current periodicals in paper formats are attractively displayed, Rider’s libraries are at the center of intellectual along with a large selection of current newspa- life of the University, stimulating pursuit of free pers. and critical intellectual inquiry through collab- Viewing and listening rooms are available to orative intellectual partnerships. A well-quali- complement the collection of moving image fied faculty and staff support the information materials. In addition, the Amy Silvers Study needs of students, faculty, staff, alumni, and Room is equipped to support the needs of stu- friends by offering access to scholarly collec- dents with special needs. tions and information sources. Fostering the development of information literacy and enhancing connections between teaching and learning for life-long success is heavily empha- sized. The libraries seek to provide welcoming surroundings conducive to the use and conser- vation of the diverse collections.

94 campus and facilities

Princeton Campus Bart Luedeke Center The library at Westminster Choir College is housed in the Katherine Houk Talbott Library Located on the lower level of the Bart Luedeke Learning Center. These collections comprise Center are the cashier’s office, the University over 60,000 books, music scores and periodicals, store, a snack bar opening onto the Bart approximately 5,000 choral music titles in per- Luedeke Center patio, the Rider Pub, the cam- formance quantities, a choral music reference pus radio station (WRRC), and the new offices collection of over 80,000 titles, 200 current peri- of the College of Continuing Studies. Both the odical titles in print, as well as access to over snack bar and campus pub have selected 12,000 titles electronically, and over 13,000 evening hours. sound and video recordings. Exceptional hold- On the second floor are the campus informa- ings are found in the library’s special collec- tion desk, a 370-seat theater, the Cavalla Room tions. (a multipurpose room adjacent to a terrace), Talbott Library’s score and sound recording and a TV lounge. The remainder of the floor collections cover all musical styles, genres, and houses some of the major student organizations periods at a basic level, but are concentrated in newly renovated offices – the Student more heavily in the areas of choral, vocal, key- Government Association, the Residence Hall board, and sacred music. Of note are collected Association, the Association of Commuter works of many individual composers, monu- Students, the Student Entertainment Council, ments of music, an extensive piano pedagogy the Interfraternity Council, the Panhellenic collection, instructional material for music edu- Council, and the Minority Greek Council. Also cation in primary and intermediate schools, and located on the second floor of the Bart Luedeke holdings both broad and deep in choral music, Center is the Dean of Students office along with keyboard music, and hymnals. The library col- many student affairs offices, including the lects multiple print editions of many music Office of Campus Activities, the Multicultural titles for comparison of editing practices and Center, the University scheduler, the Office of multiple recordings of many titles for compari- Residence Life, the Office of Student son of performance practices. Administrative Services, the photo I.D. room, Talbott Library shares in Rider University’s and the University ticket booth. These groups online library system. About two-thirds of are all grouped together in a newly created Talbott Library’s materials – approximately Student Affairs Suite. 40,000 items – are represented in the online cat- The University Art Gallery is located on the alog and are available on the Web third floor of the Bart Luedeke Center. The (http://library.rider.edu). An on-going project Office of Student Financial Services and the includes entering data for extensive choral Bursar are also found on the third floor. The music holdings into the international choral new Career Services Center is housed here along music databases, Musica with the Fireside Lounge (Room 245). (http://www.MusicaNet.org).

95 campus and facilities

Rider University Store Security Office

Located in the Bart Luedeke Center, the The security office is open 24 hours a day, University Store is a full-service facility for the including holidays. Security should be contact- Rider community. ed whenever there is an emergency or a serious In addition to both new and used required incident. The security department personnel books, a large selection of general reading and can provide emergency transportation for dis- reference books, supplies, and Rider imprinted abled students. The emergency telephone num- items is available. The store offers a complete ber is 896-5321. line of greeting cards, gifts, and magazines, a wide assortment of food, snacks, health and Career Development and beauty aids, and daily and weekly newspapers. The store is open Monday and Tuesday, 8:30 Placement Support a.m. to 7 p.m., and Wednesday through Friday, 8:30 a.m. to 4:45 p.m., as well as during the The office of career services, located in the Bart weekend prior to the beginning of each fall and Luedeke Center, serves students in several ways. spring semester and additional weekday evening Through individual counseling, small group hours at the beginning of each semester. sessions and assistance in the career placement reading room, this office seeks to help students gather realistic information on which to base Office of Information curricular choices and to begin making career Technologies choices. Current information on specific occu- pations as well as general information on choos- The office of information technologies is locat- ing a career field and job hunting is kept in the ed in the Fine Arts Center. A general access lab career placement library. Early attention to real- containing terminals, microcomputers, and istic career alternatives and requirements can laser printers is located in the Fine Arts Center. often prove helpful in planning satisfactory col- Other labs are located in Anne Brossman lege programs. Sweigart Hall, Memorial Hall, the Fine Arts General information on planning for gradu- building and at Westminster Choir College. ate study and fellowship announcements is Student assistants are available to assist in use of located in this office. Students considering grad- the equipment and software. uate work are urged to make initial inquiries Central computer systems provide electronic early in their college career in order to become mail, conferencing, and Internet access tools. A aware of the wide variety of programs and wide range of programming languages, utilities, financial aid opportunities. and statistical packages are available for instruc- The career services office assists students in tional and research support. All Rider students planning their search for suitable employment. can access these services without charge. On-campus interviews are scheduled for seniors Central systems are available 24 hours a day. with representatives from the corporate world, The Fine Arts lab is open Monday-Thursday not for profit, education and government. from 9 a.m. to 11 p.m. and 9 a.m. to 5 p.m. on Recruiting interviews are held in the fall and Friday. Weekend hours are noon to 5 p.m. on spring. Assistance is available in preparing Saturday and 5 to 11 p.m. on Sunday. resumes and cover letters. A permanent refer- Departmental lab hours may vary and are post- ence and credential file is maintained. Students ed for each lab. are urged to gather references from faculty

96 campus and facilities members at several points during their college Cancellation of Classes careers to ensure representative files. The office is open daily Monday through Thursday, 8:30 Ordinarily Rider will remain open and fully a.m. to 8 p.m., and until 5 p.m. on Friday. operational during snowstorms and other emergency situations. However, under extreme conditions it may become necessary to close Parking and Vehicle Rider and to cancel classes. If such circum- Regulations stances should arise, please call the Rider University information hotline at 609-219- Rider provides ample parking for students. All 2000, and select option 1. The Rider Web site vehicles operated on the campus by Rider stu- will also announce cancellations. dents must be registered with the security office In addition, the cancellation of classes for and must display the proper identification weather-related emergencies will be broadcast decal. The cost for vehicle registration and a on: parking permit is included in tuition. Failure to register a vehicle and properly display the decal KYW 1060-AM Philadelphia will result in a fine. Student parking is restricted WBUD 1260-AM Trenton at all times to the student parking lots. The con- WCHR 1040 AM Yardley duct of official Rider business by a student will WCTC 1450-AM New Brunswick not be considered a valid reason for parking in WMGQ 98.3-FM New Brunswick any other area. Students are responsible for WHWH 1350-AM Princeton adhering to the campus traffic regulations. WPST 97.5-FM Princeton These regulations and further vehicular infor- WNJO 94.5-FM Princeton mation are available from the offices of the dean WBCB 1490-AM Levittown of students and the College of Continuing WOR 710-AM New York Studies. WKXW 101.5-FM Trenton Hours of Operation WCBS Radio 880-AM New York Philadelphia area radio stations cooperating All administrative offices are open Monday with the KYW Storm Center will identify Rider through Friday, 8:30 a.m. to 5 p.m. (4:30 p.m. by the number 923 for day classes and 2923 for during the summer). The Office of Graduate evening classes. Admissions is open Monday through Friday, 8:30 a.m. to 5 p.m., and until 8 p.m. on Thursday, by appointment. Library hours during the academic year are 8 a.m. to midnight, Monday through Thursday; 8 a.m. to 8 p.m., Friday; and 10 a.m. to 7 p.m., Saturday. Sunday hours are 11 a.m. to mid- night. Summer sessions and other periods vary; see schedules as posted. The Office of Student Financial Services is open Monday through Friday, 8:30 a.m. to 5 p.m. (4:30 p.m. during the summer), and Saturday from 9 to 11:30 a.m. by appointment when Rider is in session.

97 notes

98 Directories

99 directories

Board of Trustees Robert Santos, Retired Senior Vice President, Computer Horizons Christopher Carothers ’91, ’94, President & Gary L. Shapiro ’72, President, Tropico CEO, Millennium Consulting Management, LP Rene de la Cruz ’65, CEO, de la Cruz Group John Spitznagel ’63, Chairman & CEO, ESP James Dickerson ’69, Retired President & Pharma, Inc. COO, Caremark Rx, Inc. Filbert E. Spizzirro ’53, Retired Partner, Ernst Bonnie Dimun ’65, ’71, Education and Public and Young Policy Director, Hadassah, The Women’s Arthur Stainman ’65, General Partner, First Zionist Organization of America, Inc. Manhattan Company Harry T. Gamble ’52, Retired Coordinator of Christy Stephenson ’87, CEO, Robert Wood Football Operations and Club Relations, NFL Johnson University Hospital at Hamilton Ernestine Lazenby Gast ’68, Training Constance C. Tredwell, WCC ’52, Retired Consultant for AchieveGlobal Attorney Allen C. Haldeman ’62, President, Lawrence Timothy Webb ’71, Principal, Mayfair Lexus Group LLC The Honorable Peter Inverso ’60, President, Roma Bank Emeriti Daniel Kaplan ’65, President, Daniel Kaplan Charles E. Altmeyer, Retired Former Associates President, Tec Tran Corporation Michael B. Kennedy ’72, ’75, National William J. Baumol, Department of Economics, Director, PricewaterhouseCoopers, LLP Princeton University Paul J. Lang ’68, (Chair) Retired Vice Donald Bixby, Retired/Former Chairman of President, The Prudential Insurance the Board Transamerica DeLaval, Inc. Company of America Dr. James E. Carnes, Retired President & CEO, Dennis Longstreet ’69, Company Group Sarnoff Corp. Chairman, Johnson & Johnson Frank N. Elliott, Retired President, Rider Joan C. Mazzotti ’72, Executive Director, University PHILADELPHIA FUTURES John P. Hall, Retired Vice President, Judithanne Scourfield McLauchlan ’90, Johnson & Johnson Assistant Professor of Government, Paul J. Hanna, Former CEO, GEICO University of South Florida-St. Petersburg Elsie Hillman ’45, Republication Future Fund Nelson Mead Jr., Former Vice President, Frank J. Hoenemeyer, Retired Vice Chairman, Triumph Resources Corporation The Prudential Insurance Corp. Thomas M. Mulhare ’70, Amper, Politziner & Marcia G. Kjeldsen ’66, Former Director of Mattia, Officer, insurance industry services Recruitment, J. Crew Inc. Gerald Nagy ’63, Retired Vice President, Julius Koppelman, Chairman, Harding Salomon - Taxes Corporation Judith Persichilli ’80, Executive Vice President J. Barton Luedeke, Retired President, Rider Catholic Health East University George Pruitt, President, Thomas Edison John D. Wallace, Former President, NJ College National Bank Mordechai Rozanski, ex officio, President, Robert L. Willis ’63, President, CSB Rider University Management Group William M. Rue ’69, President, Rue Insurance Richard Wines, Former President, Capital Company Consultants of Princeton

100 directories

Administration Anthony M. Focht, B.A., Sports Information Director Senior Administration Gerard K. Green, M.B.A., Director of the Fitness Center Mordechai Rozanski, Ph.D., President Phyllis M. Frakt, Ph.D., Vice President for Lucy Sech, Manager of Athletic Business Academic Affairs and Provost Operations Kenneth R. Ashworth, M.B.A., Vice President for Development and University Relations and Secretary Academic Affairs Julie A. Karns, B.A., C.P.A.,Vice President for Finance and Treasurer Phyllis M. Frakt, Ph.D., Vice President for James P. O’Hara, B.A., Vice President for Academic Affairs and Provost Enrollment Management James O. Castagnera, J.D., Ph.D., Associate Christina Petruska, B.A., Vice President for Vice President for Academic Affairs and Institutional Planning Associate Provost Carol Kondrach, B.S., Associate Vice President Office of the President for Information Technologies Michael Brogan, M.P.A., Academic Budget Mordechai Rozanski, Ph.D., President Officer Debora Z. Stasolla, M.B.A., Associate Vice Patricia M. Lutz, B.A., Executive Assistant to President for Planning and Assistant to the the Vice President for Academic Affairs and President Provost Ronald M. Walker, M.B.A., Associate Vice President for Institutional Analysis College of Business Administration Curtis Blake, M.S., Director of Athletics Manmohan Chaubey, Ph.D., Dean Christine Messina-Boyer, M.A., Thomas C. Kelly, M.B.A., Associate Dean and Administrative Coordinator Director of Graduate Studies Vacant, Secretary to the President Ira Sprotzer, Ph.D., Assistant Dean/Undergraduate Programs, Chair of the Institutional Analysis and Registrar Department of Business Policy and Ronald M. Walker, M.B.A., Associate Vice Environment President for Institutional Analysis Diane Bednarski, Assistant to the Dean Susan Stefanick, B.A., Registrar William Amadio, Ph.D., Chair of the Joanne Ceres, B.A., Assistant Registrar Department of Computer Information Systems Athletics Jerry T. Bentley, Ph.D., Chair of the Department of Economics Curtis Blake, M.S., Director of Athletics Larry Newman, Ph.D., Chair of the Chester W. Dalgewicz, M.A., Associate Department of Marketing Director of Athletics for Compliance Maury Randall, Ph.D., Chair of the and Academic Support. Department of Finance Nancy Roberts, M.A., Associate Director of Diane Romulus, M.A., Academic Coordinator Athletics for Internal Operations and Senior Donald Wise, Ph.D., Chair of the Department Woman Administrator of Management Sciences Karin Torchia, M.S., Associate Director of Donald E. Wygal, J.D., Ph.D., Chair of the Athletics for External Operations Department of Accounting

101 directories

College of Continuing Studies Charles Schwartz, Ph.D., Chair of the Frances Markunas, M.A., Associate Dean and Department of Mathematics Director of Strategic Alliances Tharyle J. Prather, M.F.A., Director of Theatre Karen J. Crowell, B.A., Assistant Dean Facilities Angela Gonzalez Walker, M.A., Assistant Robbie Clipper Sethi, Ph.D., Chair of the Dean Department of English Christine DeFrehn, B.A., Academic Howard Schwartz, Ph.D., Chair of the Coordinator Department of Communication John Sheats, Ph.D., Chair of the Department College of Liberal Arts, Education, of Chemistry, Biochemistry, and Physics and Sciences John R. Sullivan, Jr., Ph.D., Director of Joseph Nadeau, Ph.D., Dean American Studies Carol Brown, Ph.D., Associate Dean James Riggs, Ph.D., Chair of the Department Barbara H. Fruscione, B.S., Assistant Dean of Biology Terri Marriott, B.A., Academic Coordinator Susan M. Glazer, Ed.D., Professor of Westminster Choir College Education, Director of the Center for Reading Robert L. Annis, M.M., Dean and Director and Writing Peter D. Wright, Ph.D., Associate Dean David G. Oliver, M.A., Director of Field Judy Kirschenbaum, B.A., Assistant to the Placement Dean Patricia L. Leonard, Ph.D., Chairperson of the Marjory Klein, M.M., Academic Coordinator Department of Teacher Education Joseph Flummerfelt, D.M.A., Artistic Director Richard Alexander, Ph.D., Assistant Dean for and Principal Conductor Science and Chair of the Department of Frank Abrahams, Ed.D., Chair of the Geological and Marine Sciences Department of Conductor Laureate Music Barry Truchil, Ph.D., Assistant Dean for Liberal Education Arts and Chair of the Department of Barton Bartle, Ph.D., Chair of the Department Sociology of Theory and Music History Margaret Schleissner, Ph.D., Chair of the Thomas Faracco, M.M., Chair of the Department of Foreign Languages and Department of Piano and Voice Literatures Ronald Filler, D.Ed., Chair of the Department Richard W. Burgh, Ph.D., Chair of the of Arts and Sciences Department of Philosophy Steve Pilkington, Chair of the Department of Thomas Callahan, Ph.D., Chair of the Conducting, Organ and Sacred Music Department of History Scott R. Hoerl, B.M., Director of Westminster Patrick Chmel, Ph.D., Chair of the Department Conservatory and Continuing Education of Fine Arts Programs Anne Law, Ph.D., Chair of the Department of Psychology Library - Lawrenceville Frank Rusciano, Ph.D., Chair of the F. William Chickering, M.Ln., C.A.L., Dean of Department of Political Science University Libraries Kathleen M. Browne, Ph.D., Academic John E. Buschman, M.L.S., Chair of the Moore Director of the Teaching and Learning Center Library Department Jean L. Kutcher, B.A., Administrative Director, Mary Ann Dayton, Manager of Library Teaching and Learning Center Support Services Marc N. Boots-Ebenfield, Ph.D., Lead Carol A. Beane, M.L.S., Librarian Instructional Technologist, Teaching and Robert Congleton, M.L.S., Librarian Learning Center

102 directories

Edward M. Corrado, M.L.S., Library Systems Information Technologies Administrator Carol Kondrach, B.A., Associate Vice President Kathryn A. Holden, M.S.L.S., Librarian for Information Technologies Robert J. Lackie, M.L.I.S., Librarian Virginia Breza, B.A., Senior Marilyn D. Quinn, M.L.S., Librarian Programmer/Analyst (Benefactor) Dorothy Anne Warner, M.S., Librarian Alice Chung, AAS., B.A., Senior Samuel Weigh, M.S., Librarian Programmer/Analyst (Finance/HR) Sharon Yang, D.L.S., Librarian Tim Fairlie, Director, Network and Communication Services Education Enhancement Program Linda Gold, B.S., Senior Programmer/Analyst Jacqueline Simon, Ed.D, Director of (Colleague) Education Enhancement Program Spud Grammar, Director of Support and Barbara Blandford, Ph.D., Associate Director Services at WCC and Special Projects of Education Enhancement Theodore Durst, B.S., Instructional Program/Director of Disability Services Technologist Kendall Andersen Friedman, M.Ed., Associate Elizabeth Gangemi, Director, Application and Director of Education Enhancement Web Services Program/Director of Rider Learning Center Edward J. Hetzelson, M.S.E., Assistant Vice and Tutoring Services President for Info Tech at WCC and Special Maris Cutting, M.A., Assistant Director of Projects Rider Learning Center and Tutoring Services Fred Housel, Network Technician Barbara Ricci, M.Ed., Director of the Math Theresa Hvisdock, B.A., Manager, Skills Lab/Professional Tutor Applications and Web Services Isabelle Baker, Ed.D., Professional Tutor, Jonathan Jones, B.A., Manager, Media and Rider Learning Center Instructional Tech Support Services Nichole Bennett, M.A., Professional Tutor, Igor Jonjic, Manager, Support Services at WCC Rider Learning Center John LeMasney, B.F.A., Manager of Mare Adams Fallon, M.Ed., Professional Tutor, Instructional Technology/WWW Rider Learning Center Dayne Lewis, Media Services Technical Katharine Hoff, Ph.D., Professional Tutor, Coordinator Rider Learning Center Thomas McStravock, Operations Specialist Shirley Mersky, M.Ed., Professional Tutor, Susan Pierce, B.A., Manager of Voice Services for Students with Disabilities Communications Jenny Scudder, M.A., Professional Tutor, Rider Sandro Pirone, Senior Operations Specialist Learning Center Monica Pollich, M.S., Manager of Systems, Catherine Collier, M.Ed., Professional Tutor, Operations, and Database Rider Learning Center Krystyna Rykowski, B.A., Director of Support Judy Wendell, M.Ed., Assistant Director of Services Disability Services Ryan Siegfried, B.A., Tech Support Specialist David Shane Smith, Manager, User Support Educational Opportunity Program Services Rubin Joyner, M.Ed., Director, Educational Ricardo Stella, B.S., Manager of Unix/Security Opportunity Program Peter Tamuzza, Administrator: E-mail Ida Tyson, M.S., Associate Director, Enterprise Services Educational Opportunity Program Matt Wade, B.A., Media Services Operations Amber Henley, M.A., Academic Counselor, Specialist Educational Opportunity Program

103 directories

Dave Weise, Senior Technical Support Erin E. Hardy, B.A., Director of Donor Specialist/Unix Administrator Relations Linda Welch, B.S., Lab Coordinator Keith W. Richardson, B.S., Associate Director Erik Wolf, Technical Support Specialist of Major Gifts Susanne Worthington, Executive Assistant Jessica Besler, B.S., Director of Annual Giving Amy S. Turner, B.A., Assistant Director of Student Support Services Program Annual Giving (TRIO Program) Barbara Jacobs, B.A., Director of Queen S. Jones, M.Ed., NCC, LPC, Director of Development Research Student Support Services Program Dana Lopes, M.A., Assistant Development Information Services Director/Counselor of the Student Support Melissa Anderson, M.B.A., Director of Services Program Information Services Sally Martinez, B.A., Counselor/Educational Thomas P. LoPresti, B.A., Associate Director Specialist of Student Support Services of Information Services Program Karen Bognar, M.A., Assistant to Director of Marsha Freedman, M.Ed., Professional Tutor Information Services of Student Support Services Program Amy B. Lansky, B.A., Manager of Gift and Jay Stevenson, Ph.D., Professional Tutor of Record Processing Student Support Services Program Public Relations Earle S. Rommel, B.A., Director of Public Development and University Relations Brenda Payne Whiteman, M.S., Associate Relations Director of Public Relations Peter G. Borg, A.A., University Photographer Kenneth R. Ashworth. M.B.A., Vice President Lauren L. Adams, B.A., Staff Assistant for Development and University Relations Diane C. Carter, Assistant to the Vice President Publications for Development and University Relations Catherine Carter-Romero, A.A., Director of Patricia A. Witkowski, B.A., Staff Assistant for Publications Stewardship Brian J. Kelley, B.A., Associate Director of Publications Alumni Relations Gilbert A. Rossi, M.B.A., Director of Alumni Westminster External Relations Relations Anne Sears, B.A., Director of External Affairs Christopher Feltham, B.A., Director of Annual Patrick F. Corrigan, M.A., Associate Director Giving of Alumni Relations Wendy Lee, M.A., Director of Alumni Relations Development Judith McDowell, B.S., Director of Major Gifts Natalie M. Pollard, M.A., Director of Planned Rosemary Therkelson, A.A., Manager of Giving Creative Services Keith H. Dewey, Ph.D., Director of Corporate Cathy Caruso O’Neill, M.B.A., Director of and Foundation Relations Concerts and Special Events Kevin M. Ralph, B.A., Director of Major Gifts Carren Klenke, M.M., Assistant Director of Concerts and Special Events

104 directories

Finance Institutional Planning

Julie A. Karns, B.A., C.P.A.,Vice President for Christina B. Petruska, B.A., Vice President for Finance and Treasurer Institutional Planning William Roell, B.S., C.P.A., Associate Vice Ann DiFranchi, A.A., Executive Assistant to the President for Finance and Controller Vice President for Institutional Planning Michele Tritt Evanchik, B.S., C.P.A., Associate Controller and Grants Manager Facilities Management Elaine M. Rafferty, A.A., Assistant to the Vice Phillip Voorhees, Assistant Vice President – President for Finance Facilities, Management and Planning Helen I. Carroll, Executive Assistant to the Vice Michael Reca, M.A., Director of Facilities President for Finance Operations Michael Maconi, B.A., Assistant Director of Bursar Facilities Operations Anna Robbins, B.S., Bursar Anne Petchel, A.A., Manager of Facilities Maryann J. Perkins, B.A., Assistant Bursar Business Operations and Purchasing Maricruz Lawson, WCC Assistant Bursar Sam Suliamon, B.A., Manager of Academic/Public Building Operations Disbursements Steve Hitzel, Manager of Facilities Operations- Debbie Farris, B.S., Director of Disbursements Princeton Campus Deborah Berkowitz, B.A., Assistant Director of Disbursements Enrollment Management

General Accounting James P. O’Hara, B.A., Vice President for Elizabeth McErlean, B.A., Director of Budget Enrollment Management Barry J. Sulzberg, B.B.A., Assistant Controller Susan Baechtel, M.B.A., Director of Anamika Kapoor, M.B.A., Accountant Marketing Sophia Song, B.S., Accountant Susan C. Christian, B.A., Dean of Enrollment Michael Rutkowski, M.B.A., Grants Monica Thomas Tritto, M.M., Director of Coordinator Westminster Admissions Clara Melas, Cashier's Office Supervisor John J. Williams, M.Ed., Director, Student Financial Services Human Resources Vacant, Webmaster Ellen C. LaCorte, Ed.D., Director of Human Resources and Affirmative Action Lawrenceville Admissions Linda Kerner, Assistant Manager of Benefits Susan C. Christian, B.A., Dean of Enrollment Mona Marder, B.A., Associate Director and Christine A. Zelenak, M.A., Director of Benefits Manager Graduate Admissions Thomas Phillips, B.S., Manager of Laurie Kennedy, B.A., Director of Employment Undergraduate Admissions David Perry, M.M., Manager of Human Marianne C. Kollar, M.Ed., Associate Director Resources Information Systems of Admissions Maurice Palmer, B.S., Associate Director of Admissions

105 directories

Kevin Cawley, M.S., Associate Director of Ira Mayo, M.B.A., Associate Dean of Freshmen Admissions Lawrence Johnson, J.D., Associate Dean of Holly Groeger, B.A., Senior Assistant Director Students for Student Services of Admissions Walt Perry, Ed.D., Westminster Dean of Derek Fox, B.A., Assistant Director of Students Admissions Monica Butera, B.S., Assistant Director of New Student Resource Center Admissions Christine Carter, M.Ed., New Student Stephen Jackson, B.A., Admissions Counselor Coordinator Susan Makowski, B.S., Admissions Counselor Peter Finger, M.A. Part-time Regional Career Services Representative Gwendolyn J. Tyler, M.Ed., Director of Career Barbara Crecco, B.A., Part-time Regional Services Representative Shirley K. Turner, M.A., Associate Director of Carol Tantum, Admissions Staff Assistant Career Services Sylvia Hauser, M.A., Associate Director of Westminster Admissions Career Services Monica Thomas Tritto, M.M., Director of Claire Hamm, M.A., Associate Director of Admissions Career Services Jean Falvo, M.A., Coordinator of Experiential Student Financial Services Learning John J. Williams, M.Ed., Director Nancy Silvester, B.M., Staff Assistant, Career Dennis P. Levy, Ph.D., Associate Director Services Drew Aromando, M.B.A., Associate Director Veronica A. Hall, M.A., Assistant Director Residence Life Kayra Melvin, B.A., Assistant Director Cindy Threatt, M.S., Director of Residence Life Elizabeth Sandy, B.S., Assistant Director Stephanie Polak, M.A., Associate Director of Judith A. Wolf, B.A., Assistant Director Residence Life Genevieve Finley, A.A., Staff Assistant Jamiyl Mosley, M.A., Area Director Angela Jackson-Powell, M.A., Area Director Dennis Renno, M.A., Area Director Student Affairs Gregory Hanf, A.A., Manager Campus Card System Office of the Associate Vice President for Campus Life Student Affairs and Dean of Students Kathleen A. Iacovelli, M.A., Assistant Dean Anthony Campbell, Ph.D., Associate Vice for Campus Life President for Student Affairs and Dean of Students David Keenan, M.A., Director of Campus Activities and Student Center Jan Friedman-Krupnick, M.A., Assistant Vice President for Student Affairs Bridget Weikel, M.S., Assistant Director of Campus Activities Wilda Bleakley, Executive Assistant to the Associate Vice President for Student Affairs Ada Badgley, M.S., Director of Greek Life and Dean of Students Judicial Affairs Keith Kemo, M.A., Director of Judicial Affairs

106 directories

Counseling Services Frank N. Elliott, Ph.D., President Emeritus Carole Christian, Psy.D., Director of George W. Hess, M.B.A., Vice President Counseling Services Emeritus for Finance and Controller Nadine Marty, Ph.D., Coordinator Dominick A. Iorio, Ph.D., Dean Emeritus of the Rose Soriero, M.A., Ed.S., Counselor College of Liberal Arts and Science Corinne Yananton, M.A., NCC, Counselor J. Barton Luedeke, Ph.D., President Emeritu

Health Services Valerie Kamin, M.P.H., B.S.N., Director of Graduate Faculty Student Health Services Regina Gillespie, R.N., Registered Nurse C. Emmanuel Ahia, Associate Professor of Pat Sheridan, R.N., Registered Nurse Education; B.A., M.A., Wheaton College; J.D., University of Arkansas; Ph.D., Southern Center for Multicultural Affairs Illinois University Graduate Faculty and Community Service Mohammad Ahsanullah, Professor of Donald L. Brown, M.Ed., Director of the Management Sciences; B.S.C., Presidency Center for Multicultural Affairs and College; M.S.C., Calcutta University; Ph.D., Community Service North Carolina State University Jessica Januzzi, J.D., Coordinator of William J. Amadio, Associate Professor of Community Service Computer Information Systems; B.S., Brooklyn College; M.S., Ph.D., Polytechnic Safety and Security Institute of New York Vickie Weaver, M.A., Director of Safety and Don Ambrose, Professor of Education; B.A., Security B.Ed., University of Saskatchewan; M.S., Frank Scharibone, Safety and Security Ph.D., University of Oregon Coordinator Gary E. Barricklow, Associate Professor of John Hanusi, Captain English; B.A., M.A., California State University, Sacramento; Ph.D., University of Environmental Health and Safety New Mexico Darryl Blusnavage, Manager Jerome T. Bentley, Associate Professor of Economics; B.A., St. Vincent College; M.A., Chaplains, Campus Ministry Ph.D., University of Pittsburgh Father Bruno Ugliano, Catholic Edward H. Bonfield, Professor of Marketing; Rev. Nancy Schluter, Protestant B.S., M.S., University of Alabama; Ph.D., Rabbi Daniel Grossman, Jewish University of Illinois, Urbana-Champaign Imam Abdul-Malik R. Ali – Islamic Imam Carol Brown, Associate Professor of Education; B.A., Muhlenberg College; M.S., Emeriti Ph.D., University of Pennsylvania Dennis C. Buss, Associate Professor of Walter A. Brower, Ed.D., Dean Emeritus of the Education; A.B., University of Pennsylvania; School of Education M.A.T., Brown University; Ed.D., Rutgers John H. Carpenter, Ph.D., Dean Emeritus of University the College of Continuing Studies Anne M. Carroll, Associate Professor of Earl L. Davis, B.A., Director Emeritus of Finance; B.S., Miami University (Ohio); Admissions and Financial Aid M.S., Ph.D., University of Pennsylvania

107 graduate faculty

Radha Chaganti, Professor of Business Policy Kathleen Dunne, Associate Professor of and Environment; B.A., M.A., Osmania Accounting; B.A., State University of New University; M.B.A., Indian Institute of York at Buffalo; Ph.D., Temple University Mangi; Ph.D., State University of New York Lauren Eder, Associate Professor of Computer at Buffalo Information Systems; B.S., Boston Judy F. Cohen, Associate Professor of University; M.B.A., Ph.D., Drexel University Marketing; B.A., M.A., M.B.A., University of Robert Edney, Associate Professor of Chicago; Ph.D., University of Syracuse Accounting; B.S., M.B.A., Temple University; Ronald G. Cook, Professor of Management of C.P.A., Pennsylvania Human Resources; B.S., SUNY at Oswego; Benjamin H. Eichhorn, Associate Professor of M.B.A., Ph.D., Syracuse University Management Sciences; B.S., Hebrew Lewis Coopersmith, Associate Professor of University; Ph.D., University of California at Management Sciences; B.A., University of Berkeley Pennsylvania; M.S., Ph.D., New York Phyllis Fantauzzo, Assistant Director of the University Center for Reading and Writing and Senior Hope Corman, Professor of Economics; B.A., Reading Clinician, B.A., Trenton State; M.A., University of Illinois; Ph.D., City University Rider College; Certified School Psychologist, of New York Rider University James W. Dailey, Associate Professor of Judith Fraivillig, Associate Professor of Computer Information Systems; B.A., Education; B.A., M.S.E., University of Boston College; M.S., Ph.D., Case Western Pennsylvania; Ph.D., Northwestern Reserve University University Jean C. Darian, Associate Professor of Ralph Gallay, Associate Professor of Marketing; B.A., M.C.D., University of Marketing; B.E., McGill University; M.B.A., Liverpool; Ph.D., University of Pennsylvania M.S., Ph.D., New York University Marvin E. Darter, Associate Professor of Herbert E. Gishlick, Professor of Economics; Computer Information Systems; B.A., A.B., Muhlenberg College; M.A., Ph.D., University of California, Los Angeles; University of Pennsylvania M.B.A., University of Maine; Ph.D., Georgia Susan M. Glazer, Professor of Education; State University Director of the Center for Reading and Jesse B. DeEsch, Associate Professor of Writing; B.S., Syracuse University; M.A., New Education; B.S., East Stroudsburg State York University; Ed.D., University of College; M.A., Ohio State University; Ph.D., Pennsylvania Indiana State University Ilene V. Goldberg, Associate Professor of Susan Denbo, Associate Professor of Business Business Policy and Environment; B.A., Policy and Environment; B.S., Cornell Pennsylvania State University; J.D., Temple University; J.D., Villanova Law School University Jie Joyce Ding, Associate Professor of Linguo Gong, Associate Professor of Management Sciences; B.S., M.S., Xi'an Management Sciences; B.S., M.S., Tsinghua Jiaotong University; Ph.D., University of University; Ph.D., The University of Texas Texas at Austin William D. Guthrie, Professor of Education; Stefan C. Dombrowski, Assistant Professor of B.S., M.A., Trenton State College; Ph.D., New Graduate Education; B.A., College of York University William and Mary; M.B.A., University of Connecticut; Ph.D., University of Georgia

108 graduate faculty

Cengiz Haksever, Professor of Management Biju Mathew, Associate Professor of Sciences; B.S., M.S., Middle East Technical Computer Information Systems, B.A., Nizam University, Ankara; M.B.A., Texas A&M College; Ph.D., University of Pittsburgh University; Ph.D., University of Texas, Austin Charles W. McCall, Associate Professor of James J. Hayden, Assistant Professor of Economics; B.A., Lycoming College; M.A., Graduate Education; B.A., Sacred Heart Ph.D., Temple University University; M.A.T., Fordham University; Dorothy McMullen, Associate Professor of Ed.M., Ed.D., Rutgers University Accounting; B.S., LaSalle University; M.B.A., Mary Elizabeth Haywood-Sullivan, Ph.D., Drexel University, C.P.A., Assistant Professor of Accounting; B.S., Pennsylvania College of Charleston; M.P.A., The Kathleen McQuillan, Assistant Professor of University of Texas at Austin; Ph.D., The Education; B.S., Bloomsburg University; University of Georgia M.S., Long Island University, C.W. Post Sigfredo Hernandez, Associate Professor of College; Ph.D., Lehigh University Marketing, B.A., University of Puerto Rico; Ilhan Meric, Professor of Finance; B.A., M.A., Boston University; Ph.D., Temple Ankara University; M.S., Ph.D., Lehigh University University Michele Wilson Kamens, Associate Professor Regina H. Mladineo, Associate Professor of of Education; B.S., M.Ed., Rutgers Management Sciences; B.S., Denison University; Ed.D., Temple University University; Ph.D., Rutgers University Joe H. Kim, Associate Professor of Marketing; Susanna Monseau, Assistant Professor of B.A., Union Christian College; M.B.A., Yon- Business Policy and Environment; L.S.F., sei University; Ph.D., Saint Louis University Guilford College of Law, UK; L.L.B., Exeter Gerald D. Klein, Associate Professor of University, UK Organizational Behavior and Management; John Moussourakis, Professor of B.S., Drexel University; M.B.A., Harvard Management Sciences; B.A., New York Graduate School of Business; Ph.D., Case University; M.B.A., Iona College; Ph.D., New Western Reserve University York University Steven Klein, Associate Professor of James Murphy, Associate Professor of Management Sciences; B.S., Cornell Education; B.A., Iona College; M.S., D.Ed., University; M.B.A., New York University; Pennsylvania State University M.S., Ph.D., Rutgers University Cynthia Newman, Assistant Professor of Christine Lentz, Associate Professor of Marketing; B.S.B.A., M.B.A., Rider Management and Organizational Behavior; University; Ph.D., University of Pennsylvania B.A., Drexel University; M.S., Ph.D., Larry Newman, Associate Professor of Northwestern University Marketing; B.S., Pennsylvania State Feng-Ying Liu, Professor of Finance; B.S., University; M.B.A., Drexel University; Ph.D., National Taiwan University; M.B.A., Ph.D., Pennsylvania State University Drexel University Kelly Noonan, Assistant Professor of Charmen Loh, Associate Professor of Finance; Economics; B.A., State University of New B.S., M.B.A., Ph.D., University of Arkansas York at Albany; M.A., Ph.D., State University Steven J. Lorenzet, Assistant Professor of of New York at Stony Brook Management and Human Resources; B.S., Margaret O’Reilly-Allen, Associate Professor M.A., Towson University; Ph.D., University of Accounting; B.B.A., Temple University; at Albany, State University of New York, M.B.A., Ph.D., Drexel University, C.P.A., New Albany, New York Jersey

109 graduate faculty

Cynthia L. Paris, Associate Professor of Barry B. Seldes, Professor of Political Science Education; B.S., M.S., University of and American Studies; B.A., M.A., City Delaware; Ph.D., University of Pennsylvania College of New York; Ph.D., Rutgers Obeua S. Persons, Associate Professor of University Accounting; B.A., Chulalongkorn University; Wayne J. Smeltz, Associate Professor of M.P.A., Ph.D., University of Texas, C.P.A., Business Policy and Environment; B.B.A., Washington State College of Insurance; M.B.A., Ph.D., David A. Pierfy, Associate Professor of University of Houston Education; B.A., Rider College; M.A., Ed.S., Robert Sopko, Assistant Professor of George Peabody College at Vanderbilt Graduate Education; B.A., The College of University; Ed.D., University of Georgia New Jersey; M.A., Rider College; Ed.D., Nova Kathleen Pierce, Assistant Professor of University Graduate Education; B.A., Glassboro State Ira B. Sprotzer, Associate Professor of College; M.Ed., Rutgers University; Ph.D., Business Policy and Environment; B.A., State University of Pennsylvania University of New York, Binghamton; J.D., Larry M. Prober, Associate Professor of Boston College Law School; M.B.A., Miami Accounting; B.S., University of Delaware; University of Ohio M.B.A., University of Massachusetts; M.S., Sandra L. Stein, Professor of Education; B.S., Ph.D., Temple University; C.P.A., University of Wisconsin; M.S., Ed.D., Pennsylvania Northern Illinois University J. Drew Procaccino, Assistant Professor of Marcia B. Steinhauer, Associate Professor of Computer Information Systems; B.A., Human Services Administration; B.A., M.A., Ursinus College; B.S., M.B.A., Rider Ph.D., University of Florida University; Ph.D., Drexel University David Suk, Associate Professor of Finance; Maury R. Randall, Professor of Finance; B.A., B.A., Sogang University; M.A., Ph.D., Ohio New York University; M.A., University of State University Chicago; Ph.D., New York University Alan R. Sumutka, Associate Professor of Mitchell Ratner, Associate Professor of Accounting; B.S., Rider College, M.B.A., Finance; B.A., Lafayette College; M.B.A., Seton Hall University; C.P.A., New Jersey Ph.D., Drexel University Leonore S. Taga, Associate Professor of Thomas L. Ruble, Associate Professor of Economics; A.B., University of Michigan; Management; B.S., M.B.A., Ph.D., University M.A., Ph.D., University of California, of California, Los Angeles Berkeley Maria Sanchez, Assistant Professor of Carol D. Watson, Professor of Management Accounting; B.S., Villanova University; and Organizational Behavior; B.A., M.B.A., Ph.D., Drexel University University of Akron; M.A., Stanford Mark E. Sandberg, Dean Emeritus and University; Ph.D., Columbia University Associate Professor of Management and Nancy G. Westburg, Professor of Education; Organizational Behavior; B.S., M.B.A., B.A., Holy Family College; M.S., Chestnut Drexel University; Ph.D., Cornell University Hill College; Ph.D., Indiana State University Joy A. Schneer, Professor of Management and Alan R. Wiman, Associate Professor of Organizational Behavior; B.A., Barnard Marketing; B.S., Virginia Polytechnic College, Columbia University; M.B.A., Ph.D., Institute and State University; M.B.A., Baruch College, CUNY D.B.A., University of Tennessee

110 undergraduate faculty

Donald Wise, Associate Professor of Gary E. Barricklow, Associate Professor of Management Sciences; B.A., California State English; B.A., M.A., California State College of Los Angeles; M.A., Ph.D., University, Sacramento; Ph.D., University of Claremont Graduate School New Mexico Donald E. Wygal, Associate Professor of Rebecca Basham, Assistant Professor of Accounting; B.A., Slippery Rock State English; B.A., M.A., Southeastern Louisiana College; M.B.A., Ph.D., University of University; M.F.A., University of New Pittsburgh Orleans Zaher Z. Zantout, Associate Professor of Carol A. Beane, Assistant Professor-Librarian; Finance; B.B.A., M.B.A., American University B.A., Fairleigh Dickinson University; M.L.S., of Beirut; Ph.D., Drexel University Rutgers University Jerome T. Bentley, Associate Professor of Economics; B.A., St. Vincent College; M.A., Undergraduate Faculty Ph.D., University of Pittsburgh Kelly A. Bidle, Assistant Professor of Biology; B.S., Rutgers University; Ph.D., University of Peter Aberger, Associate Professor of French; M.A., Staatsexamen, Dr. phil. University of Maryland Würzburg, Germany Edward H. Bonfield, Professor of Marketing; B.S., M.S., University of Alabama; Ph.D., Mohammad Ahsanullah, Professor of Management Sciences; B.S.C., Presidency University of Illinois, Urbana-Champaign College; M.S.C., Calcutta University; Ph.D., Ciprian S. Borcea, Professor of Mathematics; North Carolina State University Ph.D., University of Bucharest Richard R. Alexander, Professor and Chair of Gary M. Brosvic, Professor of Psychology; Geological and Marine Sciences; B.S., B.S., John Carroll University; M.A., Ph.D., University of Cincinnati; M.A., Ph.D., American University Indiana University Carol Brown, Associate Dean, College of Stephen Arthur Allen, Assistant Professor of Liberal Arts, Education, and Sciences and Music; D. Phil. (Oxon); Ph.D., Oxford Associate Professor of Education, B.A., University; LTCL, ABSM, ALCM Muhlenberg College; M.A., Ph.D., University (Performance) Cert. Ed. of Pennsylvania William J. Amadio, Associate Professor of Pamela A. Brown, Professor of Journalism; Computer Information Systems; B.S., B.A., Rider College; M.A., Ohio State Brooklyn College; M.S., Ph.D., Polytechnic University; Ph.D., University of Iowa Institute of New York Kathleen M. Browne, Associate Professor of John Baer, Professor of Education; B.A., Yale Geological and Marine Sciences; B.A., University; M.A., Hood College; M.S., Ph.D., Colgate University; M.A., SUNY at Rutgers University Binghamton; Ph.D., University of Miami Anthony P. Bahri, Professor of Mathematics; Sylvia Bulgar, Assistant Professor of B.Sc., University of Sydney; M.Sc., D.Phil., Education; B.A., Brooklyn College; M.A., University of Oxford Ed.D., Rutgers University Ava Baron, Professor of Sociology; B.A., Richard W. Burgh, Professor of Philosophy; Brooklyn College, C.U.N.Y.; M.A., Ph.D., B.A., Rider College; M.A., Ph.D., University New York University of Wisconsin Bruce Burnham, Assistant Professor of Chemistry and Biochemistry; B.S., Ph.D., University of North Carolina at Chapel Hill

111 undergraduate faculty

John E. Buschman, Professor-Librarian; B.S., Michael G. Curran, Jr., Associate Professor of M.L.S., Ball State University; M.A., St. Education; B.S., M.A., Rider College; Ed.D., Joseph's University Temple University Richard Butsch, Professor of Sociology; B.S., James W. Dailey, Associate Professor of M.S., University of Cincinnati; M.S., Ph.D., Computer Information Systems; B.A., Rutgers University Boston College; M.S., Ph.D., Case Western Thomas Callahan, Jr., Professor of History; Reserve University B.A., State University of New York at Albany; Jean C. Darian, Associate Professor of M.A., Ph.D., University of Connecticut Marketing; B.A., M.C.D., University of Sally Carei-Martinez, Athletic Staff, B.A., Liverpool; Ph.D., University of Pennsylvania Florida International University Marvin E. Darter, Associate Professor of Anne M. Carroll, Associate Professor of Computer Information Systems; B.A., Finance, B.S., Miami University (Ohio); University of California at Los Angeles; M.S., Ph.D., University of Pennsylvania M.B.A., University of Maine; Ph.D., Georgia Patricia Carroll, Athletic Staff; B.S., University State University of Maryland Susan Denbo, Associate Professor of Business Radha Chaganti, Professor of Business Policy Policy and Environment; B.S., Cornell and Environment; B.A., M.A., Osmania University; J.D., Villanova Law School University; M.B.A., Indian Institute of Richard L. Deni, Professor of Psychology; Mangi; Ph.D., State University of New York B.A., American International College; M.A., at Buffalo University of Hartford; Ph.D., George Feng Chen, Associate Professor of Chemistry; Peabody College, Vanderbilt University B.S., Hunan University; Ph.D., Northeastern Mercedes Diaz, Instructor of University Communication; A.B., Mount Holyoke Patrick J. Chmel, Professor of Theatre; B.S., College; M.J., Temple University Bemidji State University; M.A., Ph.D., James M. Dickinson, Professor of Sociology; University of Missouri at Columbia B.A., University of Kent at Canterbury; M.A., Judy F. Cohen, Associate Professor of American University; Ph.D., University of Marketing; B.A., M.A., M.B.A., University of Toronto Chicago; Ph.D., Syracuse University Jie Joyce Ding, Associate Professor of Robert J. Congleton, Assistant Professor II- Management Sciences; B.S., M.S., Xian Librarian; B.A., Rider University; M.A., Jiaotong University; Ph.D., University of University of Connecticut; M.L.S., Rutgers Texas University Chrystina A. Dolyniuk, Assistant Professor of Ronald Cook, Professor of Management of Psychology; B.A., University of California, Human Resources; B.S., SUNY at Oswego, Los Angeles; M.A., California State M.B.A., Ph.D; Syracuse University University, Northridge; Ph.D., University of Lewis W. Coopersmith, Associate Professor of Calgary Management Sciences; B.A., University of Julie Drawbridge, Associate Professor of Pennsylvania; M.S., Ph.D., New York Biology; B.S., University of Maine at Orono; University Ph.D., University of Texas at Austin Hope Corman, Professor of Economics; B.A., Kathleen Dunne, Associate Professor of University of Illinois; Ph.D., City University Accounting; B.A., State University of New of New York York at Buffalo; Ph.D., Temple University

112 undergraduate faculty

Bosah Ebo, Professor of Communication, B.S., Diane Giannola, Assistant Professor of M.A., University of Wisconsin; Ph.D., Education; B.A., M.S., State University of University of Iowa New York at Albany; Ed.D., New York Lauren Eder, Associate Professor of Computer University Information Systems; B.S., Boston Herbert E. Gishlick, Professor of Economics; University; M.B.A., Ph.D., Drexel University A.B., Muhlenberg College; M.A., Ph.D., Robert Edney, Associate Professor of University of Pennsylvania Accounting, B.S., M.B.A., Temple University; Sharon Gittens, Athletic Staff; B.S. Trenton C.P.A., Pennsylvania State College Benjamin H. Eichhorn, Associate Professor of Nydia Rivera Gloeckner, Professor of Management Sciences; B.S., Hebrew Spanish; B.A., Hunter College; M.A., Ph.D., University; Ph.D., University of California at Pennsylvania State University Berkeley Ilene Goldberg, Associate Professor of Michael L. Epstein, Professor of Psychology; Business Policy and Environment, B.A., B.S., B.A., Ph.D., University of Washington Pennsylvania State University; J.D., Temple Russell J. Fager, Athletic Staff; B.S., Slippery University Rock State College; M.A., Rider College Matthew Boyd Goldie, Assistant Professor of Phyllis Fantauzzo, Assistant Director of the English; B.A., Victoria University; M.F.A., Center for Reading and Writing and Senior Brooklyn College; Ph.D., Graduate Center, Reading Clinician; B.A., Trenton State City University of New York College; M.A., Rider College, Certified Marvin W. Goldstein, Associate Professor of School Psychologist, Rider University Psychology; B.A., M.A., Hofstra University; Kenneth L. Fields, Associate Professor of Ph.D., New School for Social Research Mathematics; S.B., Massachusetts Institute of Stephanie Golski, Assistant Professor of Technology; Ph.D., University of California Psychology; B.A., Western Maryland College; at Berkeley Ph.D., The Johns Hopkins University Dominick L. Finello, Professor of Spanish; Linguo Gong, Associate Professor of B.A., Brooklyn College; M.A., Ph.D., Management Sciences; B.S., M.S., Tsinghua University of Illinois University; Ph.D., The University of Texas Stephen Fletcher, Athletics Staff; B.A., Robert C. Good, Professor of Philosophy; A.B., Lafayette College; M.A., Rider University Princeton University; M.A., Ph.D., University Phyllis M. Frakt, Associate Professor of of Wisconsin Political Science; B.A., Douglass College; Joseph M. Gowaskie, Professor of History M.A., Ph.D., Rutgers University and American Studies; B.A., St. Norbert Ralph Gallay, Associate Professor of College; M.A., Ph.D., Catholic University of Marketing; B.E., McGill University; M.B.A., America M.S., Ph.D., New York University Alexander Grushow, Associate Professor of Zhihong Gao, Assistant Professor of Chemistry; B.A., Franklin and Marshall Marketing; B.A., Peking University; M.A., College; Ph.D., University of Minnesota Wake Forest University; Ph.D., University of James K. Guimond, Professor of English and Illinois at Urbana-Champaign (UIUC) American Studies; B.A., Kalamazoo College; Suzanne Gespass, Associate Professor of M.A., Ohio Wesleyan University; Ph.D., Education; B.A., Sarah Lawrence College; University of Illinois M.Ed., Ph.D., University of Arizona William D. Guthrie, Professor of Education; B.S., M.A., Trenton State College; Ph.D., New York University

113 undergraduate faculty

Myra G. Gutin, Professor of Speech; B.A., Brooke Hunter, Assistant Professor of History; M.A., Emerson College; Ph.D., University of B.A., University of California at Irvine; M.A., Michigan Ph.D., University of Delaware Cengiz Haksever, Professor of Management Jonathan M. Husch, Professor of Geological Sciences; B.S., M.S., Middle East Technical and Environmental Sciences; B.A., Colgate University; M.B.A., Texas A&M University; University; M.A., Ph.D., Princeton University Ph.D., University of Texas at Austin Laura Hyatt, Assistant Professor of Biology; Jeffrey R. Halpern, Associate Professor of B.A., Smith College; Ph.D., University of Sociology; B.A., City College of New York; Pennsylvania Ph.D., University of Pittsburgh Barry Janes, Professor of Communication; Donald P. Harnum, Athletic Staff; B.A., B.A., M.A., Rutgers University; Ph.D., New Susquehanna University; M.S., Trenton State York University College Paul Jivoff, Assistant Professor of Biology; Mary Elizabeth Haywood-Sullivan, B.A., Hartwick College; M.S., Ohio State Assistant Professor of Accounting; B.S., University; Ph.D., University of Maryland College of Charleston; M.P.A., The Judith Johnston, Professor of English; B.A., University of Texas at Austin; Ph.D., The Rice University; Ph.D., Stanford University University of Georgia Mildred L. Rice-Jordan, Associate Professor of Wendy P. Heath, Associate Professor of Education; B.S., Temple University; M.A., Psychology; B.A., Boston University; M.S., Beaver College; Ed.D., Temple University Ph.D., University of Texas at Arlington Michele Wilson Kamens, Associate Professor Sigfredo Hernandez, Associate Professor of of Education; B.S., M.Ed., Rutgers Marketing; B.A., University of Puerto Rico; University; Ed.D., Temple University M.A., Boston University; Ph.D., Temple Ludmila Kapschutschenko-Schmitt, University Professor of Spanish; B.A., M.A., Temple Peter R. Hester, Assistant Professor of University; Ph.D., University of Pennsylvania Education; B.S., California Polytechnic State Jonathan D. Karp, Associate Professor of University; M.A.T., Northern Arizona Biology; B.A., Colgate University; Ph.D., University; Ph.D., University of Colorado at Vanderbilt University Boulder Patricia R. Kellogg-Dennis, Associate John W. Hillje, Associate Professor of History Professor of English; B.A., Marymount and American Studies; B.J., M.A., Ph.D., College; M.A., C. W. Post College; Ph.D., University of Texas New York University William J. Hodge, Athletic Staff; B.S., Joe H. Kim, Associate Professor of Marketing; Brooklyn College B.A., Union Christian College; M.B.A., Yon- Kathryn A. Holden, Associate Professor- sei University; Ph.D., Saint Louis University Librarian; B.A., William Smith College; Gerald D. Klein, Associate Professor of M.A., Pennsylvania State University; Organizational Behavior and Management; M.S.L.S., University of Kentucky B.S., Drexel University; M.B.A., Harvard Richard L. Homan, Professor of Theatre; B.A., Graduate School of Business; Ph.D., Case University of Notre Dame; M.A., Ph.D., Western Reserve University University of Minnesota Steven Klein, Associate Professor of John F. Hulsman, Professor of English; B.A., Management Sciences; B.S., Cornell St. Vincent College; Ph.D., Ohio University University; M.B.A., New York University; M.S., Ph.D., Rutgers University

114 undergraduate faculty

Harvey R. Kornberg, Associate Professor of Katherine Kearney Maynard, Professor of Political Science; B.B.A. (Public English; B.S., State University of New York at Administration), City College of New York; Brockport; M.A., Ph.D., University of M.A., Ph.D., Brown University Rochester Robert J. Lackie, Assistant Professor- Charles W. McCall, Associate Professor of Librarian; B.S., University of the State of Economics; B.A., Lycoming College; M.A., New York; M.L.I.S., University of South Ph.D., Temple University Carolina; M.A., Rider University Roderick A. McDonald, Professor of History; Anne Law, Professor of Psychology; B.A., M.A., University of Aberdeen; M.A., M.Phil., M.A., Ph.D., University of New Hampshire Ph.D., University of Kansas Christine Lentz, Associate Professor of E. Graham McKinley, Associate Professor of Management and Organizational Behavior; Journalism; M.M., Westminster Choir B.A., Drexel University; M.S., Ph.D., College; Ph.D., Rutgers University Northwestern University Dorothy McMullen, Associate Professor of Patricia L. Leonard, Associate Professor of Accounting; B.S., LaSalle University; M.B.A., Business Education; B.S., Eastern Michigan Ph.D., Drexel University; C.P.A., University; M.A., Central Michigan Pennsylvania University; Ed.S., Michigan State University; Jonathan Mendilow, Professor of Political Ph.D., University of Tennessee Science, B.A., M.A., Ph.D., Hebrew Feng-Ying Liu, Professor of Finance; B.S., University, Jerusalem National Taiwan University; M.B.A., Ph.D., Ilhan Meric, Professor of Finance; B.A., Drexel University Ankara University; M.S., Ph.D., Lehigh Charmen Loh, Associate Professor of Finance; University B.S.I.E., M.B.A., Ph.D., University of Jonathan H. Millen, Professor of Speech; B.A., Arkansas University of New Hampshire; M.A., Steven J. Lorenzet, Assistant Professor of Ph.D., University of Massachusetts Management and Human Resources; B.S., Regina H. Mladineo, Associate Professor of M.A., Towson University; Ph.D., University Management Sciences; B.S., Denison of Albany, State University of New York, University; Ph.D., Rutgers University Albany, New York Susanna Monseau, Assistant Professor of Andrew Markoe, Professor of Mathematics; Business Policy and Environment; L.S.F., B.S., City College of New York; Ph.D., Brown Guilford College of Law, UK; L.L.B., Exeter University University, UK Linda S. Materna, Professor of Spanish; B.A., Mary Morse, Assistant Professor of English; Beloit College; M.A., Ph.D., University of B.A., St. Olaf College; M.A., University of Wisconsin-Madison Minnesota; Ph.D., Marquette University Biju Mathew, Associate Professor of John Moussourakis, Professor of Computer Information Systems, B.A., Nizam Management Sciences; B.A., New York College; Ph.D., University of Pittsburgh University; M.B.A., Iona College; Ph.D., New York University Harry I Naar, Professor of Art and Gallery Director; B.F.A., Philadelphia College of Art; M.F.A., Indiana University

115 undergraduate faculty

Joseph E. Nadeau, Professor of Geological Cynthia Ozeki, Assistant Professor of and Marine Sciences; B.S., University of Management and Human Resources; B.A., Illinois; M.S., University of Tennessee; Ph.D., Brigham Young University; Ph.D., Michigan Washington State University State University Ryan Netzley, Assistant Professor of English; Cynthia L. Paris, Associate Professor of B.A., Ohio Northern University; M.A., Education; B.S., M.S., University of University of Illinois at Chicago; Ph.D., Delaware; Ph.D., University of Pennsylvania Pennsylvania State University Obeua S. Persons, Associate Professor of Cynthia Newman, Assistant Professor of Accounting; B.A., Chulalongkorn University; Marketing; B.S.B.A., M.B.A., Rider M.P.A., Ph.D., University of Texas at Austin, University; Ph.D., University of Pennsylvania C.P.A., Washington State Larry Newman, Associate Professor of Pearlie M. Peters, Professor of English; B.S., Marketing; B.S., Pennsylvania State Grambling State University; Ph.D., State University; M.B.A., Drexel University; Ph.D., University of New York at Buffalo Pennsylvania State University Chau T. Phan, Professor of Political Science; Carol J. Nicholson, Professor of Philosophy; B.A., Marian College; M.A., University of B.A., Earlham College; Ph.D., Bryn Mawr Detroit; Ph.D., University of Denver College David A. Pierfy, Associate Professor of Kelly Noonan, Assistant Professor of Education; B.A., Rider College; M.A., Ed.S., Economics; B.A., State University of New George Peabody College at Vanderbilt York at Albany; M.A., Ph.D., State University University; Ed.D., University of Georgia of New York at Stony Brook Mary L. Poteau-Tralie, Associate Professor of Lan Ma Nygren, Assistant Professor of French; B.A., Temple University; M.A., Ph.D., Management Sciences; M.S., Renmin Princeton University University of China; M.A., Ohio State Tharyle J. Prather, Lecturer in Theatre; B.S., University; Ph.D., Stern School of Business, Manchester College; M.F.A., Mason Gross New York University School, Rutgers University Seiwoong Oh, Associate Professor of English; Larry Prober, Associate Professor of B.A. Chung-Ang University, Seoul; M.A., Accounting; B.S., University of Delaware, West Texas A&M University; Ph.D., M.B.A., University of Massachusetts; M.S., University of North Texas Ph.D., Temple University; C.P.A., David G. Oliver, Director of Field Placement, Pennsylvania School of Education; B.A., Juniata College; J. Drew Procaccino, Assistant Professor of M.A., Newark State College (Kean Computer Information Systems; B.S., Rider University) University; B.A., Ursinus College; M.B.A., Margaret O’Reilly-Allen, Associate Professor Rider University; Ph.D., Drexel University of Accounting; B.B.A., Temple University; Marilyn D. Quinn, Assistant Professor- M.B.A., Ph.D., Drexel University, C.P.A., New Librarian; B.A., Clark University; M.A., Jersey Brown University; M.L.S., Drexel University Anne Osborne, Professor of History, B.A., Maury R. Randall, Professor of Finance; B.A., New York University; M. Phil., Ph.D., New York University; M.A., University of Columbia University Chicago; Ph.D., New York University Gary Pajer, Assistant Professor of Mitchell Ratner, Associate Professor of Chemistry/Physics; B.S., Massachusetts Finance; B.A., Lafayette College; Ph.D., Institute of Technology; Ph.D., University of Drexel University Pennsylvania

116 undergraduate faculty

David Rebovich, Associate Professor of Reed Schwimmer, Assistant Professor of Political Science; A.B., Johns Hopkins Geological and Marine Sciences: B.S., Rider University; M.A., Ph.D., Rutgers University College; M.A., Bryn Mawr College; Ph.D., Jerry E. Rife, Professor of Music; B.S., M.M., University of Delaware Kansas State University; Ph.D., Michigan Barry B. Seldes, Professor of Political Science State University and American Studies; B.A., M.A., City James E. Riggs, Professor of Biology; B.S., College of New York; Ph.D., Rutgers Delaware Valley College; M.S., Ph.D., University University of Massachusetts Robbie Clipper Sethi, Professor of English; George Ritchie, Jr., Professor of Physics; B.S., B.A., Indiana University; M.A., Ph.D., Hampden-Sydney College; Ph.D., University University of California at Berkeley of Pennsylvania Prakash C. Sharma, Professor of Sociology; Nancy Lee Roberts, Athletic Staff, B.S., East B.S., M.S., Agra University; M.S., University Stroudsburg University; M.A., Wilkes College of Guelph; Ph.D., University of Georgia Deborah Rosenthal, Professor of Art; A.B., John E. Sheats, Professor of Chemistry; B.S., Barnard College; M.F.A., Pratt Institute Duke University; Ph.D., Massachusetts Thomas L. Ruble, Associate Professor of Institute of Technology Management; B.S., M.B.A., Ph.D., University Nikki Shepardson, Assistant Professor of of California at Los Angeles History; B.A, University of Rochester; M.A., Frank L. Rusciano, Professor of Political Ph.D., Rutgers University Science; B.A., Cornell University; M.A., Thomas S. Simonet, Professor of Journalism; Ph.D., University of Chicago B.A., Georgetown University; M.S., Anne Salvatore, Professor of English; B.A., Columbia University; Ph.D., Temple Chestnut Hill College; M.A., College of New University Jersey; Ph.D., Temple University Wayne J. Smeltz, Associate Professor of Maria Sanchez, Assistant Professor of Business Policy and Environment; B.B.A., Accounting; B.S., Villanova University; College of Insurance; M.B.A., Ph.D., M.B.A., Ph.D., Drexel University University of Houston Mark E. Sandberg, Dean Emeritus and Ira B. Sprotzer, Associate Professor of Associate Professor of Management and Business Policy and Environment; B.A., State Organizational Behavior; B.S., M.B.A., University of New York at Binghamton; J.D., Drexel University; Ph.D., Cornell University Boston College Law School; M.B.A., Miami Margaret Schleissner, Professor of German; University of Ohio B.A., Kirkland College; M.A., Ph.D., Guy W. Stroh, Professor of Philosophy; A.B., Princeton University A.M., Ph.D., Princeton University Joy Schneer, Professor of Management and David Suk, Associate Professor of Finance; Organizational Behavior; B.A., Barnard B.A., Sogang University; M.A., Ph.D., The College; M.B.A., Baruch College; Ph.D., City Ohio State University University of New York John R. Suler, Professor of Psychology; B.A., Charles F. Schwartz, Professor of State University of New York at Stony Brook; Mathematics; B.A., University of Ph.D., State University of New York at Pennsylvania; Ph.D., Rutgers University Buffalo Howard Schwartz, Professor of Speech; B.S., John R. Sullivan, Professor of English and M.S., Emerson College; Ph.D., Purdue American Studies; B.A., Furman University; University M.A., Ph.D., Columbia University

117 undergraduate faculty

Alan R. Sumutka, Associate Professor of Carol Watson, Professor of Management and Accounting; B.S., Rider College; M.B.A., Organizational Behavior; B.A., University of Seton Hall University; C.P.A., New Jersey Akron; M.A., Stanford University; Ph.D., Hongbing Sun, Assistant Professor of Columbia University Geological and Marine Sciences; B.S., E. Todd Weber, Assistant Professor of Biology; Nanjing University; Ph.D., Florida State B.S., Slippery Rock University; M.S., Ph.D., University University of Illinois-Urbana/Champaign Richard O. Swain, Associate Professor of Art; Samuel Weigh, Assistant Professor-Librarian; B.A., Oberlin College; Ph.D., University of B.A., Hong Kong Baptist College; M.S., Michigan Columbia University; M.A., Rider College Leonore S. Taga, Associate Professor of Arlene Wilner, Professor of English, B.A., Economics; A.B., University of Michigan; Cornell University; M.A., Ph.D., Columbia M.A., Ph.D., University of California at University Berkeley Alan R. Wiman, Associate Professor of Gary W. Taylor, Athletic Staff; B.S., East Marketing; B.S., Virginia Polytechnic Stroudsburg State College; M.A., Rider Institute and State University; M.B.A., College D.B.A., University of Tennessee Alison Thomas-Cottingham, Assistant Robert J. Winter, Associate Professor of Professor of Psychology; B.S., University of Russian; B.A., University of Minnesota; Maryland at College Park; M.A., Ph.D., State M.A., Ph.D., Columbia University University of New York at Binghamton Donald Wise, Associate Professor of June F. Tipton, Lecturer of Music; B.M., Management Sciences; B.A., California State Westminster Choir College; M.A., Trenton College at Los Angeles; M.A., Ph.D., State College Claremont Graduate School Barry E. Truchil, Associate Professor of Donald E. Wygal, Associate Professor of Sociology; B.A., M.A., American University; Accounting; B.A., Slippery Rock State Ph.D., State University of New York at College; M.B.A., Ph.D., University of Binghamton Pittsburgh Frederick H. Turner, Jr., Professor of Speech; Sharon (Qianqian) Yang, Associate Professor- B.S., Millersville State College; M.A., Ph.D., Librarian; B.A., Beijing Foreign Studies Temple University University; M.S., C.A.L., D.L.S., Columbia Marc A. Wallace, Assistant Professor of University Political Science; B.A., Rider University; Jonathan Yavelow, Professor of Biology; B.S., M.A., Ph.D., American University American University; Ph.D., University of Minmin Wang, Professor of Communication; Southern California B.A., Xian Foreign Languages University; Yun Xia, Assistant Professor of M.A., Ph.D., Bowling Green State University Communication; B.A., M.A., Sichuan Dorothy Anne Warner, Associate Professor- University; Ph.D., Southern Illinois Librarian; B.A., University of Arizona; M.A., University M.S., Pratt Institute Zaher Zantout, Associate Professor of Jean R. Warner, Associate Professor of Finance; B.B.A., M.B.A., American University Education; B.S., M.A., Rider College; Ph.D., of Beirut; Ph.D., Drexel University New York University

118 adjunct faculty

Adjunct Faculty Terry Brownschidle, Adjunct Assistant Professor of Economics; B.S., Cornell University; M.S., The Pennsylvania State John Adamovics, Adjunct Professor of Biology; B.A., Portland State University; University; Ph.D., University of Minnesota Ph.D., Colorado State University Walter A. Brower, Adjunct Professor of Education, B.S., Rider College; Ed.M., Ed.D., Edward Adams, Adjunct Assistant Professor of Finance; B.S.C., Rider College; M.B.A., St. Temple University John’s University Gerard Callanan, Adjunct Assistant Professor of Management and Human Resources; B.A., Gaya Agrawal, Adjunct Instructor of Computer Information Systems; B.Com., Temple University; M.B.A., LaSalle M.Com., LL.B., M.B.A. University of University; Ph.D., Drexel University Calcutta; M.S. of Library and Information Kathleen Capuano, Adjunct Instructor of Science, The Catholic University of America Communication; B.A., Queens College, CUNY; M.A., West Chester University Roger C. Alig, Adjunct Associate Professor of Chemistry/Physics; B.A., Wabash College; Kim Chandler-Vaccaro, Adjunct Assistant M.S., Ph.D., Purdue University Professor of Dance; B.A., R.D.E., University of California, Santa Barbara; M.A., Derek Arnold, Adjunct Instructor of Communication; B.A., LaSalle University; University of California–Los Angeles; Ed.D., M.A., Purdue University Temple University Barry D. Ashmen, Adjunct Assistant Professor T. William Chien, Adjunct Professor of of Management; B.S., M.A., Rider College; Management Sciences; B.S., National Chiao Ed.D., Temple University Tung University; Ph.D., Purdue University Susan J. Ashworth-McManimon, Adjunct Louis J. Colombo, Adjunct Instructor of Instructor of Communication; B.A., Kean Philosophy; B.A., Rider University; M.A., College of New Jersey; M.A., Montclair State New School for Social Research College William H. Copperthwaite, Jr., Adjunct Assistant Professor of Business Policy and Thomas Barclay, Adjunct Instructor of Graduate Education; B.A., M.Ed., Trenton Environment; B.A., Villanova University; State College; M.A., Rider University M.B.A., M.S. in Taxation, Drexel University; J.D., Temple University School of Law; Thomas Barnes, Adjunct Assistant Professor L.L.M., Temple University School of Law of Graduate Education; B.A., University of Delaware; M.A., Ph.D., Northeastern Patrick Corrigan, Adjunct Instructor of University Communication; B.A., M.A., Rider University Richard L. Beach, Adjunct Professor of Chemistry/Physics; B.S., Muhlenberg Lisa Coryell, Adjunct Instructor of College; M.S., Lehigh University; Ph.D., Communication; B.A., Rider University Rutgers University Everard Cowan, Adjunct Assistant Professor of Economics; B.B.A., Texas Tech University; Gina Brescacin, Adjunct Instructor of Marketing; B.S., West Virginia University; Ph.D., University of Texas at Austin M.B.A., Fairleigh Dickinson University Diane Curry, Adjunct Instructor of Graduate Education, B.A., Wilkes College; M.A. Rider Thomas A. Brettell, Adjunct Professor of Law and Justice; B.A., Drew University; M.S., University Lehigh University; Ph.D., Villanova Michele D’Angelo-Long, Adjunct Instructor University of English and Composition Coordinator; B.A., M.A.T., The College of New Jersey

119 adjunct faculty

Fekru Debebe, Adjunct Assistant Professor of Kelly Griffin, Adjunct Instructor of Economics; B.S., M.S., New Mexico State Journalism; B.A., Rider University; M.A., University; Ph.D., Colorado State University Central Michigan University Doris DeYoung, Adjunct Instructor of English; W. Les Hartman, Adjunct Assistant Professor B.S., Fordham University; M.A., Columbia of Law and Justice; B.S., Rider University; University J.D., University of Baltimore School of Law Kathleen Dominick, Adjunct Assistant Carol G. Heines, Adjunct Assistant Professor Professor of Marketing; B.S., M.B.A., of Mathematics; A.B., Douglass College; Philadelphia University; D.B.A., Nova M.S., New York University; Ph.D., The City Southeastern University University of New York Walter Eliason, Adjunct Professor of Gerard T. Hirsch, Adjunct Assistant Professor Education Emeritus; B.A., LaSalle College; of Communication; B.A., Rider College M.A., Villanova University; Ed.D., Temple Ann S. Hoffenberg, Adjunct Professor of University Biology; B.S., New York University; M.S., Lance Esplund, Adjunct Associate Professor of Rutgers University Fine Arts; B.F.A., Kansas City Art Institute; Thomas Holt, Adjunct Assistant Professor of M.F.A., Queens College, CUNY Finance; B.A., Glassboro State College; Richard Fair, Adjunct Instructor of Graduate M.B.A., Monmouth College Education; B.S.C., Rider College Dorothy Horber, Adjunct Assistant Professor Roberta Fiske-Rusciano, Adjunct Assistant of Graduate Education; B.S., M.A., Ph.D., Professor of Multicultural Studies and Fordham University Women’s Studies; B.A., Simmons College; Jerusalem Howard, Adjunct Assistant M.A., University of Chicago; Ph.D., Rutgers Professor of Management and Human University Resources; B.S., United States Military Carla Gentilli, Adjunct Instructor of Academy at West Point; M.S., University of Computer Information Systems; B.A., Rider Pennsylvania; Ph.D., Syracuse University University; M.S., University of Phoenix Richard J. Inzana, Adjunct Assistant Professor John Gerace, Adjunct Assistant Professor of of Social Work; B.A., Rutgers University; Economics; B.S., State University of New M.A., Northwestern University; M.S.W., York Maritime College; M.B.A., St John’s Rutgers University University, Graduate Faculty of Political and Carol Johnson, Adjunct Assistant Professor of Social Science; Ph.D., New School for Social Computer Information Systems; B.A., M.A., Research – The Graduate Faculty of Political Rider University and Social Science Cindy Kelly, Adjunct Instructor of Caroline Germond, Adjunct Assistant Communication; B.A., M.A., Rutgers Professor of Graduate Education; B.A., University Livingston College; M.Ed., Ed.D., Rutgers Patrick Kennedy, Adjunct Assistant Professor University of Business Policy and Environment; B.S., Robert F. Gleason, Adjunct Assistant Rider University; J.D., Seton Hall University Professor of Management and Human School of Law Resources; B.B.A., University of Oklahoma; Robert Kenny, Esq., CPA, Adjunct Associate M.B.A., Pace University Professor of Accounting; B.A., Manhattan Jeffrey P. Gossner, Adjunct Instructor of College; J.D., Northeastern University School Management Sciences; B.S., Rider College; of Law, CPA – New York State M.B.A., St. Joseph’s University

120 adjunct faculty

Randy Kertes, Adjunct Instructor of Ira Mayo, Adjunct Instructor of Management Geological and Marine Sciences; B.S., Rider Sciences; B.A., Queens College; M.B.A., University; M.S., University of Cincinnati Adelphi University Shawn P. Kildea, Video Technologies George McClosky, Adjunct Assistant Coordinator in Communication; Adjunct Professor of Graduate Education, Ph.D., Instructor of Communication; B.A., M.A., Penn State University Rider University Douglas J. McDowell, Adjunct Lecturer of Arkady K. Kitover, Adjunct Assistant Sociology; B.A., Grove City College; M.A., Professor of Mathematics; M.S., Ph.D., Penn State University Leningrad State University Daniel B. McKeown, Adjunct Associate Peter Labriola, Adjunct Associate Professor of Professor of Education; B.S., King’s College; Mathematics; B.S., Stevens Institute of M.Ed., Rutgers University; J.D., Seton Hall Technology; M.S., Adelphia University University Mark W. Lamar, Adjunct Assistant Professor Carole Messersmith, Adjunct Associate of Business; B.A., Boston University; M.S.W., Professor of Undergraduate Education; B.S., M.B.A., Rutgers University Glassboro State College; M.A., Trenton State Fred Lasser, Adjunct Instructor of English; College B.A., B.R.E., Yeshiva University; M.A., City Edward Miller, Adjunct Associate Professor of University of New York; Ph.D., Rutgers Marketing; B.A., City College of New York; University M.B.A., CUNY-Baruch; D.B.A., Nova Dennis P. Levy, Adjunct Professor of Biology; University B.S., Muhlenberg College; Ph.D., Rutgers Miriam Mills, Adjunct Assistant Professor of University Theatre; B.A., M.F.A., Rutgers University, Nina Malone, Adjunct Instructor of Mason Gross School of Arts Journalism; B.A., M.A., Rider University Laurence L. Murphy, Adjunct Associate Stephanie Mandelbaum, Adjunct Assistant Professor of Philosophy; B.A., University of Professor of Management Sciences; B.S., Oregon; M.A., Ph.D., Rutgers University Queens College; M.A.T., Montclair State Evelyn C. Myers, Adjunct Instructor of University; M.F.A., Pratt Institute Management Sciences; B.A., M.A., Trenton Nadine Marty, Adjunct Assistant Professor of State College Graduate Education; B.S., Wheaton College; Beverly Offenberg, Adjunct Instructor of M.S., Rider College; Ed.D., Rutgers Spanish; B.A., Queens College; M.A., Hunter University College James R. Matey, Adjunct Assistant Professor Gerard F. O'Malley, Adjunct Associate of Physics; B.S., Carnegie Mellon; M.S., Professor of Education; B.S., University of Ph.D., University of Illinois Scranton; Ed.M., D.Ed., Pennsylvania State Barry Mathes, Adjunct Assistant Professor of University Management Sciences; B.A., City College of Philip Orr, Adjunct Assistant Professor of New York; M.B.A., Seton Hall University Music; B.M., M.M., Westminster Choir Shaikh M. Matin, Adjunct Professor of College of Rider University Physics; B.S., Karachi University; A.M., Stephen Payne, Adjunct Assistant Professor Ph.D., Columbia University of Management and Human Resources; B.S, Carol Anne Massi, Adjunct Assistant Ph.D., University of Aston in Birmingham, Professor of Mathematics; B.A., Gettysburg U.K. College; M.A., Trenton State College

121 adjunct faculty

Barry Pelletteri, Adjunct Instructor of John V. Roche, Adjunct Instructor of English Computer Information Systems; B.S., and Fine Arts; Ed.D., St. Joseph’s University; M.B.A., Rider University M.A., Villanova University; B.A., LaSalle Louis Penge, Adjunct Instructor of University; Fine Arts, Mt. St. Mary’s College Management Sciences; B.A., LaSalle Peggy Rolfsmeyer, Adjunct Assistant University; M.Ed., The College of New Jersey Professor of Undergraduate Education; B.S., Peter A. Peroni II, Adjunct Assistant Professor Clarion State College; M.Ed., University of of Graduate Education; B.A., LaSalle Pittsburgh University; MAT, M.A., Trenton State Jane Rosenbaum, Adjunct Instructor of College; Ed.D., Rutgers University English; B.A., City College of New York; Ronald D. Perry, Adjunct Instructor of M.A., Ph.D., University of Pittsburgh Management and Human Resources; Arthur T. Russomano, Adjunct Associate B.S.B.A., M.B.A., Rider University Professor of Undergraduate Education; B.A., Julie Piper, Adjunct Assistant Professor of Kean University; M.A., Seton Hall University; Computer Information Systems; B.A., Ed.D., Rutgers University Adelphi University; M.Ed., Penn State Anita Sands, Adjunct Instructor of Sociology; University B.A., Rider University; M.A., Temple Jeffrey R. Post, Adjunct Assistant Professor of University Philosophy; B.A., Rider University; M.A., Michael G. Saraceno, Adjunct Instructor of University of Louisville; Ph.D., Southern Management and Human Resources; B.S., Illinois University at Carbondale Siena College; M.B.A., State University of Marie R. Power-Barnes, Adjunct Instructor New York at Albany of Journalism; B.A., M.A., Rider University Carol Satz, Clinician; B.A., Queens College; William Quirk, Adjunct Instructor of English; M.Ed., Trenton State College B.A., University of Colorado; M.A., Robert S. Schimek, Adjunct Assistant University of Washington Professor of Accounting; B.S.C., Rider Howard D. Rees, Adjunct Associate Professor University; M.B.A., University of of Computer Information Systems and Pennsylvania Mathematics; B.S., Ohio State University; George O. Schneller IV, Adjunct Associate M.S., Ph.D., University of Michigan Professor of Mathematics; B.A., Mount Allan Reichenbach, Adjunct Instructor of Union College; M.S., Ph.D., Lehigh Management Sciences; B.S., Trenton State University College; M.S., Bucknell University Harriett Schwartz, Adjunct Assistant Charles O. Richardson, Adjunct Professor of Professor of Communication; B.A., History; B.A., Lafayette College; M.A., University of Maryland; M.S., Purdue University of Pennsylvania; Ph.D., University Georgetown University Geoffrey Scott, Adjunct Assistant Professor of James Rigel, Adjunct Assistant Professor of Management Sciences, Computer Social Work; A.B. Anderson College; M.S.W., Information Systems; Sc.B., Brown Rutgers University; M.Div., Princeton University; M.S.E, Ph.D., University of Theological Seminary Pennsylvania George Robinson, Adjunct Associate Donald Shaw, Jr., Adjunct Instructor of Professor of Chemistry/Physics; B.A., Centre Accounting; B.A., Rutgers University; College; Ph.D., Duke University M.B.A., Monmouth College; M.S., Widener University

122 emeriti

Carl F. Shultz, CPA, Adjunct Assistant Rebecca Wolfe, Adjunct Associate Professor of Professor of Accounting; B.S., LaSalle Management and Human Resources; B.A., University; M.B.A., Drexel University Bates College; M.A., Ph.D., Harvard Kenneth Siegel, Adjunct Instructor of University Finance; B.S., Rider College; M.B.A., Wei-ling Wu, Adjunct Instructor of Graduate Fairleigh Dickinson University Education; B.A., Shanghai Institute of Diane Smallwood, Adjunct Assistant Education; M.A., Rider College Professor of Graduate Education; A.B., Peter Yacyk, Adjunct Professor Emeritus of Douglass College, M.A., Glassboro State Graduate Education; B.S., Pennsylvania College; Psy.D., Rutgers University Military College; Ed.M., University of Kelly Statmore, Adjunct Instructor of Delaware; Ed.D., Temple University Journalism; B.A., Albright College Jeffrey Ziment, Adjunct Assistant Professor of Raymond Stein, Adjunct Assistant Professor Accounting; B.S., The Wharton School of the of Accounting; B.A., M.B.A., Long Island University of Pennsylvania; M.B.A., Harvard University Graduate School of Business Administration Madelon V. Stewart, Adjunct Assistant Professor of Education; B.A., George Washington University; M.S., Bank Street Emeriti College; M.Ed., Ed.D., Teachers College, Columbia University John D. Allison, Professor Emeritus of Jeffrey S. Stoolman, Adjunct Assistant Marketing; B.S.C., Temple University; Professor of Management and Human M.B.A., Harvard University; Ph.D., New York Resources; B.A., Temple University; M.B.A., University Rutgers University; J.D., University of Sherman M. Ancier, Associate Professor Dayton Law School Emeritus of Accounting; B.S., M.B.A., Susan Strom, Adjunct Lecturer of English; Rutgers University; C.P.A., New Jersey B.A., University of Toronto; M.A., University Marianne E. Battista, Associate Professor of Cincinnati; M.Ed., Temple University Emerita of Accounting; B.S., M.A., Rider Patrick Summers, Adjunct Instructor of College; Ed.D., Temple University; C.P.A., Management Science; B.A., M.A., Cambridge New Jersey University, England Richard L. Beach, Professor Emeritus of Mindy Treceno, Adjunct Assistant Professor of Chemistry; B.S., Muhlenberg College; M.S., Business Policy, B.A., New York University; Lehigh University; Ph.D., Rutgers University J.D., Rutgers University School of Law Walter A. Brower, Professor Emeritus of Elaine Tryjankowski, Adjunct Assistant Education; B.S., Rider College; Ed.M., Ed.D., Professor of Management Science; B.A., Temple University D’Youville College, Buffalo; M.S., Canisius Inez G. Calcerano, Professor Emerita of College, Buffalo; Ed.D., Rutgers University Speech; A.B., Kalamazoo College; M.A., Ellen Walsh, Adjunct Assistant Professor of Miami University of Ohio Economics; B.A., Queens College; M.B.A., St. James H. Carlson, Professor Emeritus of John’s University Biology, B.S., Fenn College; M.S., Ph.D., Shawn Barwick Wild, Adjunct Professor of Ohio State University Biology; B.S., Appalachian State University; Richard A. Coppola, Aquatic Director Ph.D., East Carolina University, School of Emeritus; B.A., M.A., Trenton State College Medicine

123 emeriti

Marion C. Cosenza, Professor Emerita of Jean M. Gray, Professor Emerita of Finance; Secretarial Studies; B.Ed., B.S., Rider College; B.A., Michigan State University; M.A., Ph.D., Ed.M., Rutgers University University of California at Berkeley Charles Gordon Crozier, Professor-Librarian Mary Jo Hall, Associate Professor Emerita of Emeritus; B.S., Columbia University; M.S., Geological and Marine Sciences; B.S., Drexel University; M.A., School for Social Pennsylvania State University; M.Ed., West Research Chester State College; Ph.D., Lehigh Violet K. Devlin, Professor - Librarian University Emerita; B.A., Hunter College; M.S., Drexel Henry Halpern, Assistant Professor-Librarian University Emeritus; B.A., City College of New York; Laurence Eisenlohr, Professor Emeritus of M.A., New York University; M.L.S., Pratt English; A.B., Harvard College; A.M., Institute Harvard University; Ph.D., University of E. Cureton Harris, Professor Emerita of Pennsylvania Economics; B.S., New York University; M.A., Mervin L. Dissinger, Associate Professor Columbia University; Ph.D., New York Emeritus of Psychology; B.S., Millersville University State College; M.A., Ph.D., Temple University Belmont F. Haydel, Jr., Associate Professor Walter J. Eliason, Associate Professor Emeritus of Business Policy and Emeritus of Education; B.A., LaSalle College; Environment; B.S., Loyola University of M.A., Villanova University; Ed.D., Temple Chicago; B.A., American Institute for Foreign University Trade; M.S., Louisiana State University; Henry J. Frank, Professor Emeritus of Finance; Ph.D., North Texas State University B.S., Columbia University; M.A., Rutgers Jane S. Hettrick, Professor Emerita of Music; University; Ph.D., Columbia University B.A., Queens College; M.M., D.M.A., Marguerite J. Frank, Professor Emerita of University of Michigan Decision Sciences and Computers; B.A., Katharine T. Hoff, Professor Emerita of University of Toronto; M.A., Ph.D., Radcliffe English and American Studies; A.B., Oberlin College College; M.A., Ph.D., Yale University Norman T. Gates, Professor Emeritus of C. Howard Hopkins, Professor Emeritus of English; B.A., M.A., Ph.D., University of History and American Studies; B.A., Pennsylvania University of Redlands; B.D., Ph.D., Yale Walter H. Gebhart, Lecturer Emeritus of University Business Law; B.S., University of Stanley S. C. Huang, Professor Emeritus of Pennsylvania; J.D., Temple University School Finance; B.A., St. John’s University, China; of Law; C.P.A., Pennsylvania M.A., University of Illinois; M.B.A., Ph.D., Victor Gerdes, Professor Emeritus of Finance; New York University B.S., Texas Technological College; M.S., J.D., Dominick A. Iorio, Professor Emeritus of Ph.D., University of Wisconsin Philosophy; B.A., Seton Hall University; Eloise K. Goreau, Professor Emerita of M.A., Ph.D., Fordham University English; B.A., M.A., University of Tennessee; Rodney G. Jurist, Professor Emeritus of Ph.D., Rutgers University Education; B.S., Duquesne University; M.A., John J. Gorman, Assistant Professor Emeritus Rider College; Ed.D., Rutgers University of Accounting; B.S., Rider University; Gerald J. Kent, Professor Emeritus of M.B.A., Drexel University; C.P.A., New Jersey Chemistry; B.S., Upsala College; M.A., Ph.D., Princeton University

124 emeriti

Walter L. Klotz, Professor Emeritus of Bernard W. Miller, Associate Professor Secretarial Studies; B.S., Rider College, Emeritus of Education; B.S., Newark State Ed.M., Rutgers University College; M.A., New York University; Ed.D., Michael A. Kole, Associate Professor Emeritus Yeshiva University of Accounting; B.M.E., Rensselaer Leroy Oddis, Associate Professor Emeritus of Polytechnic Institute; Ph.D., University of Biology; B.A., Syracuse University; M.S., Massachusetts Ph.D., Rutgers University Willard E. Lally, Professor Emeritus of Francis C. Oglesby, Associate Professor Journalism; B.A., Midland College; A.M., Emeritus of Decision Sciences and Colorado State College; A.M., University of Computers; B.A., Dickinson College; M.S., Missouri Ph.D., Lehigh University Marilyn Levitt, Professor Emerita of Art; A.B., Stephen P. Phillips, Associate Professor M.A., Syracuse University Emeritus of Education; B.S., Ithaca College; Thomas A. Leyden, Professor Emeritus of M.Ed., Ed.D., Rutgers University Accounting; B.S.C., Duquesne University; Francis A. Pittaro, Jr., Athletic Staff Emeritus; M.A., University of Mississippi B.A., Brown University; M.Ed., Temple A. James Lemaster, Professor Emeritus of University Education; B.B.A., North Texas State Ruth Podesva, Professor-Librarian Emerita; University; M.A., Sul Ross State University; B.S., State University of New York Ed.D., North Texas State University James H. Poivan, Professor Emeritus of Lynn W. Livingston, Associate Professor- History; A.B., M.A., Ph.D., Rutgers Librarian Emerita; B.A., Denison University; University M.A., Stanford University, M.A.L.S., Eldon Price, Athletic Staff Emeritus; B.S., University of Missouri M.A., Pennsylvania State University Karl O. Mann, Professor Emeritus of Robert Reilly, Professor Emeritus of English; Industrial Relations; B.S., American B.A., St. Mary’s Seminary and University; University; M.A., University of Wisconsin; M.A., Ph.D., University of Washington Ph.D., Cornell University Charles O. Richardson, Professor Emeritus of Thomas C. Mayer, Professor Emeritus of History; B.A., Lafayette College; M.A., Biology; B.A., University of Tennessee; M.A., University of Pennsylvania; Ph.D., Johns Hopkins University; Ph.D., Louisiana Georgetown University State University Stewart Rodnon, Professor Emeritus of William A. McCarroll, Professor Emeritus of English; B.S., Long Island University; M.A., Chemistry; B.A., M.S., Ph.D., University of Brooklyn College; Ph.D., New York Connecticut University Derrill I. McGuigan, Professor Emeritus of Robert Ross, Associate Professor Emeritus of Psychology; B.A., St. Dustan’s University; Business Law; B.S., Rider College; L.L.B., B.Ed., M.Ed., University of New Brunswick; J.D., Temple University; C.P.A., New Jersey M.A., Ph.D., Temple University; Ph.D., Elliot M. Schrero, Professor Emeritus of University of Ottawa English; A.B., A.M., Ph.D., University of Alan L. McLeod, Professor Emeritus of English Chicago and Speech; B.A., M.A., Dip.Ed., University Stanley J. Schwartz, Associate Professor of Sydney; B.Ed., University of Melbourne; Emeritus of Human Resources; B.S., M.S., Ph.D., Pennsylvania State University University of Pennsylvania; Ed.D., Temple University

125 emeriti

Reginald Shagam, Professor Emeritus of Donald J. Tosh, Associate Professor Emeritus Geological and Marine Sciences; B.Sc., M.Sc., of Education; B.S., Wilkes College; M.A., University of Cape Town; Ph.D., Princeton Seton Hall University; Ed.D., Lehigh University University Paul C. Sherr, Professor Emeritus of English; Donald B. Veix, Associate Professor Emeritus A.B., Muhlenberg College; M.A., Lehigh of Education; A.B., M.A., Seton Hall University; Ph.D., University of Pennsylvania University; Ed.D., Lehigh University Ruth E. Simpkins, Associate Professor Lise Vogel, Professor Emeritus of Sociology; Emerita of Psychology; A.B., Roberts A.B., Radcliffe College; A.M., Ph.D., Harvard Wesleyan College; A.M., Ph.D., Temple University; M.A., Ph.D., Brandeis University University James Volpi, Associate Professor Emeritus of Dorothy E. Snow, Professor Emerita of Accounting; B.S., M.B.A., Drexel University; English; B.A., Keuka College; M.A., State C.P.A., New Jersey, Pennsylvania University of New York Peter Yacyk, Professor Emeritus of Education; Robert C. Sorensen, Professor Emeritus of B.S., Pennsylvania Military College; Ed.M., Marketing; A.B., M.A., Ph.D., University of University of Delaware; Ed.D., Temple Chicago University Norman E. Stander, Associate Professor David J. Yake, Professor Emeritus of Emeritus of Management and Economics; A.B., Lebanon Valley College; Organizational Behavior; B.B.A., City M.B.A., Stanford University College of New York; M.A., Columbia Chester F. Zakreski, Professor Emeritus of University; Ph.D., Ohio State University Business Education; B.S., Rider College; Marcia K. Steinberg, Associate Professor Ed.M., Rutgers University Emerita of Sociology; B.A. Hunter College; Albright G. Zimmerman, Associate Professor M.A., Columbia University; Ph.D., City Emeritus of History and American Studies; University of New York B.S., A.M., Temple University; Ph.D., Albert Sternberg, Associate Professor University of Delaware Emeritus of Education; B.A., M.Ed., Ed.D., Temple University Guy W. Stroh, Professor Emeritus of Philosophy; A.B., A.M., Ph.D., Princeton University Marvin B. Talmadge, Professor Emeritus of Biology; A.B., New York University; Sc.D., Johns Hopkins University Sanford Temkin, Associate Professor Emeritus of Management Sciences; B.S., M.B.A., Temple University; Ph.D., University of Pennsylvania

126 Index

127 index

A D Academic Policies and Regulations . . . . .86-87 Degree Programs Accreditations ...... 3 M.Acc...... 9 Admission Requirements M.B.A...... 9 Business Administration ...... 13 M.A...... 30 Education ...... 32-33 Disabled, Facilities for ...... 94 Administrative Staff ...... 101-107 Application Procedures E Business Administration ...... 12 Early Childhood Education Courses ...... 65 Education and Human Services ...... 32 Education Courses ...... 66-67 Educational Administration ...... 42-44 B Courses ...... 67-70 Business Administration ...... 8-14 Educational Psychology Courses ...... 71-74 Courses ...... 15-25 Educational Sociology Courses ...... 74 Business Education Courses ...... 56-57 Education Specialist Degree (Ed.S.) ...... 32 Counseling Services ...... 32 C School Psychology ...... 35 Calendar Business Administration ...... 7 F Education and Human Services ...... 28 Faculty Campus and Facilities ...... 94-97 Adjunct ...... 119-123 Cancellation of Classes ...... 97 Graduate ...... 107-111 Career Development and Placement Support Undergraduate ...... 111-119 ...... 96 Financial Aid ...... 90 Career Placement Office of ...... 96 G Certification Programs Grades ...... 87 Educational ...... 30 Graduate Admissions, Office of ...... 4 Graduate Level Teacher ...... 50 Human Services Administration ...... 46 H NJ Supervisor ...... 42 Honors ...... 14 School Business Administrator ...... 44 Hours of Operation ...... 97 Computer Center ...... 96 Human Services Administration ...... 44-46 Cooperative Education Coordinator ...... 52 Certificate Programs ...... 44-46 Counseling Services ...... 32-39 Courses ...... 77-80 Courses ...... 58-61 Counseling Psychology ...... 36 I Courses ...... 62 Information Technologies, Office of ...... 96 Course Descriptions Business Administration ...... 15-25 L Education and Human Services ...... 56-84 Library ...... 94-95 Curriculum, Instruction and Supervision ...... 40-42 Courses ...... 63-65

128 index

M S M.A. Degree ...... 30 Security Office ...... 96 Counseling Services ...... 37 Sociology Curriculum, Instruction and Supervision . . . . Educational ...... 74 ...... 40-42 Special Education ...... 48 Educational Administration ...... 42-44 Courses ...... 83-84 Human Services Administration ...... 44-46 Summer Session ...... 8, 29 Reading/Language Arts ...... 47-48 Special Education ...... 48-49 M.Acc. Degree ...... 10 T M.Acc. Courses ...... 15-16 Teacher Certification and Placement ...... 51 M.B.A. Degree ...... 11 Teacher Preparation courses ...... 75-76 M.B.A. Courses ...... 16-25 Transfer ...... 14, 54 Music ...... 5 Travel Directions ...... 134 Trustees ...... 100 N Tuition and fees ...... 88 New Jersey Certification ...... 42 U P University Store ...... 96 Parking ...... 97 Personal Policies ...... 90-91 V Probation and Parole Counseling Courses . . 80 Vehicle Regulations ...... 97 Procedures and Policies ...... 86-91 Psychology Courses, W Counseling ...... 62 Westminster Choir College ...... 5 Educational ...... 71-74

R Reading/Language Arts ...... 47 Courses ...... 80-82 Refunds ...... 89 Registration ...... 86 Requirements M.Acc...... 10-11 M.B.A ...... 11-13 M.A...... 37-39

129 notes

130 Guide to the Catalog

131 guide to the catalog

This catalog contains curricular offerings of establish the applicability of the change on those Rider University (Lawrenceville campus) for students. The provisions of the catalog are not graduate students. Information about full-time to be regarded as an irrevocable contract and part-time undergraduate programs is avail- between the student and Rider University. Rider able in a separate publication, available in the reserves the right to change any provisions or office of admissions, the Continuing Studies requirements at any time. office, and the offices of the deans. Rider University does not discriminate on the Graduate students should refer to the basis of race, color, religion, national orgin, sex, Procedures and Policies chapter. All policies and sexual orientation, handicap/disability, age, or procedures, including the University’s judicial Vietnam-era disabled veteran status in employ- system and social code, are described in detail in ment, or in the application, admission, partici- The Source, a student handbook published by pation, access, and treatment of persons in the office of the dean of students. Information instructional programs and activities. This poli- specific to programs offered by business admin- cy statement covers all aspects of the employ- istration and education and human services is ment relationship and admission to, access to, in each program’s chapter, as are course descrip- and treatment of employees and students in tions and academic calendars. Rider University’s programs and activities. Details about graduate programs at While not federally mandated, this policy also Westminster Choir College are in the prohibits discrimination on the basis of sexual Westminster Choir College Academic Catalog. orientation in the admission and treatment of Students are expected to be familiar with the students and employees in Rider University’s information in this catalog. Not reading the cat- programs and activities and in the hiring, treat- alog does not excuse a student from responsibil- ment, promotion, evaluation, and termination ity for the rules and other information in the of employees. The designated coordinator for catalog. compliance is the director of human resources Rider may, through its academic governance and affirmative action in the office of human process, change its academic policies and its resources in room 108 of the Moore Library. degree requirements at any time. Any major Rider University is designated a teaching uni- change will include an implementation schedule versity in the state of New Jersey pursuant to that will take into account the impact on cur- New Jersey Administrative Code 9:1-3.1 et seq. rently matriculated students and will clearly

132 campus map

Rider University, Lawrenceville, NJ

30 Student Parking (in lettered areas only) O–Open to All Registered Vehicles 29 R – Resident P – Poyda Residents Only O 28 31 P G – Greek Residents Only 33 27 S 26 C – Commuters/Evening G 44 S S – Administrative Staff 32 25 35 G V – Visitors 21 S 24 X – For Card Access Areas 36 X 23 20 22 37

38 1 19 R V 18 S C C 16 X 2 S 15 17 O R S 14 3 12 4 S 13 X 10 11 O O S 5 6 7

8 9 Campus Key Academic Facilities Student Residence Halls Athletics...... 2 Anne Brossman Sweigart Centennial House...... 24 Bursar ...... 37 Hall* ...... 20 Conover Residence Hall*...... 11 Business and Finance...... 1 Fine Arts Center* ...... 21 Gee Residence Hall...... 14 Campus Life ...... 37 Franklin F. Moore Hill Residence Hall*...... 13 Career Services ...... 37 Library* ...... 1 Kroner Residence Hall ...... 18 Cashier...... 37 Joseph P.Vona Academic Annex* . 4 Lincoln Residence Hall ...... 17 Continuing Studies ...... 37 Maurer Center* ...... 29 Olson Residence Hall* ...... 12 Dean of Students ...... 37 Memorial Hall*...... 19 Poyda Residence Hall...... 28 Development...... 1 Science and Technology Ridge House ...... 34 Graduate Admissions...... 38 Center* ...... 22 Switlik Residence Hall* ...... 10 Human Resources ...... 1 University House ...... 32 President ...... 1 Other Facilities Wright Residence Hall ...... 16 Public Relations ...... 1 Alumni Gymnasium*...... 2 Ziegler Residence Hall ...... 15 Publications ...... 1 Bart Luedeke Center*...... 37 Registrar ...... 21 Daly Dining Hall* ...... 3 Fraternity Residences Residence Life ...... 37 Emmaus House (Catholic Phi Kappa Tau (House #1) . . . . . 35 Student Financial Services...... 37 Campus Ministry ...... 9 Zeta Beta Tau (House #5) ...... 31 Security ...... 36 General Services Building ...... 36 Testing/Counseling Center ...... 6 Gill Memorial Chapel* ...... 27 Sorority Residences P. J. Ciambelli Hall*...... 38 Alpha Xi Delta (House #8) . . . . . 25 Academic Deans’ Offices Mail Services Department ...... 36 Delta Phi Epsilon (House #10) . . 23 College of Continuing Studies . . 37 Multicultural Center ...... 37 Phi Sigma Sigma (House #3) . . . 33 College of Business President’s House ...... 8 Zeta Tau Alpha (House #7) . . . . . 26 Administration ...... 20 Security Office ...... 36 College of Education and Student Financial Administrative Offices Human Services ...... 19 Services* ...... 37 Most of the University’s administra- College of Liberal Arts and Student Health Center* ...... 28 tive offices are located on the ground Sciences ...... 21 Van Cleve Alumni House ...... 5 floor of Moore Library. Warehouse...... 30 Academic Affairs/Provost ...... 1 *indicates accessibility and parking West House ...... 7 Admissions ...... 38 for those with disabilities Zoerner House* ...... 6 Alumni Relations ...... 5 Annual Giving ...... 5

133 travel directions

From the New Jersey Turnpike: Take Exit 7A (I-195 West). Follow I-195 West to the exit for I-295 North toward Princeton, exit 60 B. I- 295 North will become I-95 South. Take Exit 7A (Route 206 South/Trenton). Rider is a quarter mile on the right. From Route 1 South: Take the exit for I-95 South toward Philadelphia. From I-95 South, take Exit 7A (Route 206 South/Trenton). Rider is a quarter mile on the right. From the Garden State Parkway: Take Exit 98 (I-195 West). Following I-195 West to the exit for I-295 North toward Princeton. I-295 North will become I-95 South. Take Exit 7A (Route 206 South/Trenton). Rider is a quarter mile on the right. From I-295 North: I-295 North will become I-95 South. Take Exit 7A (Route 206 South/Trenton). Rider is a quarter mile on the right. From Philadelphia and South: Take I-95 North (not the NJ Turnpike) through Philadelphia and into New Jersey. Once in NJ, take Exit 7A (Route 206 South/Trenton). Rider is a quarter mile on the right. Regular bus service is available from New York City’s Port Authority Terminal to Lawrenceville, with a stop at the Rider campus. Schedules should be checked with Suburban Transit. Greyhound provides bus service to Trenton from Philadelphia and New York. Amtrak and New Jersey Transit trains stop at Trenton.

134 notes

135 136 Rider University 2004/2005 Graduate Academic Catalog

Rider University Non-Profit Org. 2083 Lawrenceville Road U.S. POSTAGE Lawrenceville, NJ 08648-3099 PAID Trenton NJ www.rider.edu Permit No. 1500