2007-08 Graduate Catalogue

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Graduate Catalogue 2007-08

Seton Hall University Publication Number CL, Volume I. Produced by the Seton Hall University Office of the Provost in conjunction with the Department of Public Relations and Marketing. The information presented in this catalogue is current as of May 2007. While this catalogue was prepared on the basis of updated and current information available at the time, the University reserves the right to make changes, as certain circumstances require. For more information, visit our Web site at www.shu.edu. All of Seton Hall’s programs and policies are consistent with the University’s mission and are carried out in accordance with the teachings of the Catholic Church and the proscriptions of the law. The University supports and implements all state and federal anti-discrimination laws, including Executive Order 11246, as amended, which prohibits discrimination in employment by institutions with federal contracts; Titles VI and VII of the 1964 Civil Rights Act, which prohibit discrimination against students and all employees on the basis of race, color, religion, national origin or sex; Title IX of the Education Amendments of 1972, which prohibits discrimination against students and all employees on the basis of sex; Sections 503 and 504 of the Rehabilitation Act of 1973, which require affirmative action to employ and advance in employment qualified disabled veterans of the Vietnam Era; the Equal Pay Act of 1963, which prohibits discrimination in salaries, the Age Discrimination in Employment Acts of 1967 and 1975, which prohibit discrimination on the basis of age and; the Americans with Disabilities Act of 1990, which prohibits discrimination on the basis of disability. Seton Hall University is committed to programs of equal employment opportunity and affirmative action (EEO/AA). No person may be denied employment or related benefits or admission to the University or to any of its programs or activities, academic or nonacademic, curricular or extracurricular, because of race, color, religion, age, national origin, gender, sexual orientation, handicap and disability, or veteran’s status. All executives, administrators, faculty and managers — both academic and administrative — are responsible for individual and unit support of Seton Hall University’s EEO/AA programs. EEO/AA policies are to be applied in all decisions regarding hiring, promotion, retention, tenure, compensation, benefits, layoffs, academic programs, and social and recreational programs. Richard Hill, manager, employee and labor relations, is the University’s equal employment opportunity/affirmative action officer who is responsible for providing information regarding the provisions of the laws and regulations referenced in the preceding paragraphs and their applicability to the services, programs and activities offered by the University. Mr. Hill is located in the Department of Human Resources in Martin House, 366 South Orange Avenue and may be contacted at [email protected] or (973) 761-9284. Lori Brown is the University compliance officer who is responsible for providing information regarding sexual harassment and racial and/or ethnic discrimination, as well as protocols for the investigation of complaints in those areas. Ms. Brown is located in Presidents Hall and may be contacted [email protected] or (973) 313- 6132. To contact Enrollment Services for further information and inquiry, call, toll free, 1-800-THE-HALL (843-4255). Information sessions are available, please call for an appointment. Other offices may be reached via the University switchboard at (973) 761-9000. Address to write for information: Enrollment Services - Bayley Hall, Seton Hall University, 400 South Orange Avenue, South Orange, NJ 07079. Note: University policy indicates that the provost is responsible for the decision regarding partial or complete suspension of classes on campus and any substantial delayed opening of University operations. When classes are canceled, the University is closed except for essential services. Information regarding suspension of classes and/or University operations will be made available via the Web (www.shu.edu) and voice mail and aired by the following radio stations: WSOU (89.5 FM), WMGQ (93.3 FM), WKXW (101.5 FM), WBUD (1260 AM), WCTC (1450 AM), WINS (1010 AM) and WOR (710 AM). Resident students should call their voice mail. Commuter students and those not on voice mail should call (973) 761- 9000 or visit www.shu.edu. Every effort will be made to have emergency closing information available by 6 a.m. x01 gd front matter.qxp 8/3/2007 4:26 PM Page 2 x01 gd front matter.qxp 8/3/2007 4:26 PM Page 3

From the President

Saint Elizabeth Ann Seton, from whom our University takes its name, lived and breathed a lifelong commitment to education. As a visionary and principal architect of our country’s parochial school system, her deepest and most dearly held conviction was to form responsible citizens capable of bringing to society the wisdom, knowledge, competence and integrity it so desperately needs, then as now. Today we use the term “servant leader” to encapsulate our commitment to that same concept. “It has been the only desire of my soul to know the Truth,” Mother Seton once wrote, nearly two centuries ago. As our University celebrates more than 150 years of service to you, the students, who are the most important members of our community, I can say without hesitation that our desire remains the same: The courses contained in this catalog have as their ultimate goal that truth which our patroness sought with her whole heart, mind and strength. Truth in all its wonderfully rich and varied aspects, theological and scientific, philosophical and literary, is the stated aim and essential characteristic of a Seton Hall education which seeks to form servant leaders willing and able to give something of lasting value to the society in which they live and work. Please keep this in mind as you glance through the pages of this catalogue and prepare for the academic year. In selecting your courses, know that you are embarking on a great adven- ture and following thousands who have gone before you, each pursuing that truth which alone sets us free. Godspeed on this, one of the greatest adventures of your life!

Monsignor Robert Sheeran President Seton Hall University x01 gd front matter.qxp 8/3/2007 4:26 PM Page 4

From the Provost

Your Seton Hall University catalogue reflects the values and principles that govern the University. I suggest you start with the University vision statement provided on the Provost's web site then proceed to the overview section in the catalogue. These help provide a context to understand the central role our Catholic mission plays in strengthening and enhancing academic programs at Seton Hall.

The transformation process that occurs at institutions of higher education across the globe is a reflection of the ideals of the university. At Seton Hall, through a collaboration of faculty, staff, administrators, and other members of the University community, students gradually acquire the Catholic values, knowledge, and skills needed to become servant leaders and productive citizens of the global society.

We believe that in a world that has become increasingly inter- connected and complex, servant leaders with a strong moral and ethical foundation can make a difference. We hope you take the time to review the various academic programs and options. Get to know your faculty, staff, and administrators - we are, after all, your servant leaders.

A. Gabriel Esteban, Ph.D. Provost Seton Hall University x01 gd front matter.qxp 7/24/2007 11:56 AM Page 5

Table of Contents

Graduate Catalogue 2007-08 135 College of Education and Human Services 3 From the President 136 Master of Arts and Master of Science Programs 4 From the Provost 136 Certification Programs 6 2007-08 Academic Calendar 137 Doctoral Programs 7 Mission Statement 8 University Overview 138 Department of Professional Psychology and Family Therapy 11 Information Technology 138 Degree and Certification Programs 13 University Library Services 139 Master’s Programs 16 Institutes and Centers for Learning and Research 139 Ed.S. Programs 23 Cultural and Community Programs 140 Ph.D. Programs 25 Student Affairs and Enrollment Services 162 Department of Education Leadership, Management and Policy 25 Admission 175 Department of Educational Studies 28 Financial Aid 185 Professional Development Programs 32 Tuition and Fees 191 College of Nursing 34 Academic Policies and Procedures 192 Academic Information 36 Registration 194 M.S.N., Health Systems Administration 39 Grading Policies 195 M.S.N., Health Systems Administration/Master of Business 41 Student Life Administration, M.B.A. 41 Housing and Residence Life 195 M.A. Program in Nursing Education and Combination M.S.N./M.A. 41 Dining on Campus Program 43 Public Safety and Security 195 Primary Healthcare Nurse Practitioner 44 Campus Ministry 197 Master of Science in Nursing Acute Care Nurse Practitioner 44 The Career Center 197 M.S.N., Case Management/Administration 45 Athletics and Recreational Services 197 School Nurse Certification 47 Community Development 198 Certificate in Health Systems Administration 47 Graduate Student Association 198 Post-Master’s Certificate Program 47-8 Health/Counseling Services 199 Certificate in Case Management/Administration 48 Disability Support Services 199 Lamaze International Childbirth Educator Seminar 48 Designated Consumer Officials 208 Immaculate Conception Seminary School of Theology 49 WSOU-FM 209 Master of Arts in Theology (M.A.) 50 College of Arts and Sciences 210 Master of Arts in Pastoral Ministry (M.A.P.M.) 51 Application and Admission 211 Master of Divinity (M.Div.) 52 Department of Art and Music 212 Academic Program for Priesthood Candidates 54 Department of Asian Studies 213 Pretheology Program 58 Department of Biological Sciences 214 Certificates 64 Department of Chemistry and Biochemistry 215 B.S./M.A. Program for Neocatechumenal Way Seminarians 68 Department of Communication 225 School of Graduate Medical Education 71 Department of English 226 Ph.D. in Health Sciences 77 Department of Jewish-Christian Studies 231 M.S. in Health Sciences 81 Department of Psychology 233 M.S. in Physician Assistant 82 Department of Public Healthcare Administration 234 Doctor of Physical Therapy (DPT) 94 Department of Religious Studies 236 M.S. in Occupational Therapy: Professional Program 95 Department of Social Work 237 M.S. in Speech-Language Pathology 96 Stillman School of Business 238 M.S. in Athletic Training 97 Graduate Business Programs 254 Health Law & Policy Program Seton Hall University School of Law 98 Academic Information 260 SetonWorldWide 99 Master of Business Administration 260 Master of Arts in Counseling 100 Master of Science Programs 263 Master of Arts in Education Leadership, Management and Policy 102 Certificate Programs 266 Master of Healthcare Administration 104 Joint Degree Programs 268 Master of Arts in Strategic Communication and Leadership (M.A.S.C.L.) 104 M.B.A./M.A.D.I.R. Program Model 268 Master of Science in Nursing 271 Directory 105 M.S.N. in Health Systems Administration/M.B.A. Program 272 University Offices and Departments 105 M.B.A./J.D. Program 278 Directions to the University 106 B.A. or B.S./M.B.A. Program 282 Faculty 110 Department of Accounting and Taxation 310 Officers of the University 113 Department of Computing and Decision Sciences 310 Academic Officers 114 Department of Economics 310 Board of Trustees 115 Department of Finance and Legal Studies 311 Board of Regents 116 Department of Management 313 Index 118 Department of Marketing 120 Integrated Concentrations 122 John C. Whitehead School of Diplomacy and International Relations 123 Master of Arts in Diplomacy and International Relations 125 Dual Degree Programs 125 J.D./M.A. in Law and Diplomacy 126 Dual Degrees with the Stillman School of Business 127 Master in Public Administration (M.P.A.)/M.A. in Diplomacy and International Relations Dual Degree Program 127 M.A. in Strategic Communication/M.A. in Diplomacy and International Relations Dual Degree Program 127 M.A. in Asian Studies/M.A. in Diplomacy and International Relations x01 gd front matter.qxp 7/24/2007 11:56 AM Page 6

2007-08 Academic Calendar

Fall 2007 Wed., September 5 Classes Begin — Add/Drop and Late Registration Begin Wed., September 12 Mass of the Holy Spirit — Classes Canceled Noon-1 p.m. Fri., October 12 Fall Break — No Classes Thurs., November 1 All Saints Day Mass — Classes Canceled 11 a.m.-Noon Wed., November 21 No Classes Thurs.-Fri., Nov. 22-23 Thanksgiving Recess — University Closed Thurs., December 7 Immaculate Conception Mass — 5 p.m. Tues., December 11 Last Day of Classes Wed., December 12 Reading Day — No Classes Thurs.-Wed., Dec. 13-19 Final Examinations

Spring 2008 Wed., January 9 Classes Begin — Add/Drop and Late Registration Begin Mon., January 21 Martin Luther King Jr. Day — University Holiday Wed., February 6 Ash Wednesday Mass – Classes Canceled Noon-1 p.m. Mon., February 18 Presidents Day — University Holiday; Classes in Session, Core Services Available Thurs., March 20 Holy Thursday — University Closed Fri., March 21 Good Friday — University Closed Sat.- Sun., March 22-30 Spring Recess — No Classes Mon., March 31 Classes Resume Thurs., April 28 Last Day of Classes Fri., April 29 Reading Day — No Classes Wed-Tues., April 30-May 6 Final Examinations Mon., May 12 Commencement x01 gd front matter.qxp 8/3/2007 4:41 PM Page 7

Seton Hall University

Our Mission Seton Hall is a major Catholic university. In a diverse and collaborative environment it focuses on academic and ethical development. Seton Hall students are prepared to be leaders in their professional and community lives in a global society and are challenged by outstanding faculty, an evolving technologically advanced setting and values-centered curricula. AS APPROVED BY THE SETON HALL UNIVERSITY BOARD OF REGENTS, JUNE 6, 1996.

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8 University Overview

One thing that has remained consistent, however, is the University Overview University’s commitment to individual attention: With more Seton Hall University was founded in 1856 by Bishop James than 400 full-time faculty and many adjunct faculty, the aver- Roosevelt Bayley, the first bishop of Newark, who named it age class size is just 20 students, and the student-faculty ratio is after his aunt, Elizabeth Ann Seton, a pioneer in Catholic edu- 14-to-1. In addition to a highly dedicated and accessible facul- cation and the first American-born saint. The University is the ty, the University offers comprehensive academic advising and oldest diocesan university in the United States. career development programs, as well as a diversity of special Nestled on 58 acres in the suburban village of South Orange, services designed to assist students in their academic, personal, New Jersey, Seton Hall’s campus is home to eight schools and professional and spiritual development. At Seton Hall, students colleges: the College of Arts and Sciences, the College of find people who are willing to listen, offer support and help Education and Human Services, the College of Nursing, the them achieve their goals. John C. Whitehead School of Diplomacy and International The University also encourages students to enhance their Relations, the School of Graduate Medical Education, the academic preparation through involvement in extracurricular Stillman School of Business, Immaculate Conception Seminary activities, such as student government; student professional School of Theology and University College. organizations; internships and cooperative education experi- Seton Hall’s ninth school, the School of Law is located in ences; varsity, intramural and club sports; recreation and fitness Newark, New Jersey. activities; fraternities and sororities; community service; cultural programs; and ethnic and other special-interest organizations. A Tradition of Christian Values Seton Hall University is founded on and defines itself and its A Window to the Wider World academics, student life and community programs on a Seton Hall is in the midst of one of the world’s most cosmo- Christian understanding of the nature of the world and the politan centers of education, business, publishing, art and human person. With a tradition of quality education based on entertainment. The University’s close proximity to New York Christian values, the University takes pride in its concern for City (which is 14 miles from South Orange) allows students to the intellectual, ethical and spiritual development of its under- explore the best that the “Big Apple” has to offer, including graduate and graduate students. museums, plays, concerts and sporting events. In the city as Religious beliefs and values are taken seriously at Seton Hall. well as throughout areas of New Jersey, students take part in The University emphasizes the importance of religious and eth- field trips, internships, cooperative education assignments and ical concerns to all areas of human inquiry. With Roman community service activities. And with the increasing impor- Catholic teaching and tradition as a life-enhancing and tance of international business, communication and govern- enabling vision, the University calls on its students to explore mental cooperation, many students elect to pursue internation- and appreciate all that is the best and most humane in the al study programs. world. Seton Hall is Catholic not only by its charter and mission, The History of Seton Hall but also by its ongoing spirit and activity. There exists a basic The “three chapters” of the University’s history span 150 tenet at the University that religious faith is vital to life and its years of intellectual and spiritual development, from the found- meaning. This tenet provides a context in which the University ing era into the 20th century, through depression, world war has and will continue to define and develop its identity. The and cold war, and through the most recent period of rapid, far- Office of Mission and Ministry was instituted to foster the ranging expansion. spirit and reality of the Catholic faith on campus. From its original enrollment of a handful of students, Seton At the same time, Seton Hall is committed to bringing Hall grew rapidly. During its first 12 years, the College together people of different races, cultures, religious traditions, enrolled more than 500 freshmen from 17 states and six for- lifestyles and ethnic backgrounds into a community that is eign countries. The seeds of diversity at Seton Hall were plant- respectful and supportive. This commitment has helped to ed almost from its birth. establish a truly multicultural community in which all people Seton Hall always has reflected the growing ethnic scope of of good will are welcome. its students and the increasing diversity of the Church and Seton Hall strives to develop the intellectual, social and reli- society it has served. In the 19th century, in spite of setbacks, gious talents of its students so they may live their lives respon- major fires, lean times and the Civil War, the College contin- sibly, generously and successfully ued to expand. By 1937, Seton Hall established a University College. This marked the first matriculation of women at Academic Programs: A Commitment to Excellence Seton Hall. The University became fully coeducational in At the undergraduate level, Seton Hall offers more than 60 1968. majors and concentrations, as well as many minors, certificates, The years after World War II witnessed unprecedented and interdisciplinary and other special programs. These curric- growth for Seton Hall as it responded to the needs of thou- ula are continually evaluated and enhanced to meet the chang- sands of veterans seeking higher education. The College was ing educational, professional and technological needs and organized into a university in 1950, comprising the College of expectations of our increasingly complex society.

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University Overview 9

Arts and Sciences and the schools of Business, Nursing and variety of ways. Some are in administration or on the staff, Education. The School of Law opened its doors in 1951 and the others are professors on the University or Seminary faculties. John C. Whitehead School of Diplomacy and International Some work directly with students in a pastoral capacity in Relations was established in 1997, and formally named in 2002. Campus Ministry. Some have retired after many years of serv- The next two decades saw the construction and moderniza- ice to the University and continue to live on campus and con- tion of a large number of facilities and the construction of the tribute to its spiritual and liturgical life. library, science building, residence halls and the University The presence of dozens of priests of the Archdiocese of Center. Many new programs and majors were inaugurated, as Newark, and those from other dioceses or religious orders who were important social outreach efforts. New ties were estab- also work on campus, is a vital element in furthering the lished with the private and industrial sectors, and a growing Catholic orientation and commitment of the University. In partnership developed with federal and state governments in addition to their administrative or academic duties, the priests creating programs for the economically and educationally dis- minister to all members of the University community, not only advantaged. through the scheduled liturgical services in the University The ’70s and ’80s continued to be a time of growth and chapels, but also through their availability, personal concern renewal. New business and nursing classroom buildings and an and response to individual needs. art center were opened. In 1984, Immaculate Conception Seminary returned to Seton Hall, its original home until 1926, Accreditation and Memberships when it moved to Darlington. With construction of four new residence halls between 1986-88, and the purchase of off-cam- Accreditations pus apartment buildings in 1990 and 2004, Seton Hall now Accreditation Council for Continuing Medical Education provides living space for approximately 2,100 students. (ACCME) The physical development of the campus continued in the Accreditation Council for Graduate Medical Education 1990s. In 1994, construction was completed on the $20 mil- (ACGME) lion, four-story Walsh Library. This facility provides first-class Accreditation Council for Occupational Therapy Education study and research resources to undergraduate and graduate (ACOTE) students, faculty and scholars from around the world. The Accreditation Review Commission on Education for the opening of Walsh Library is symbolic of Seton Hall’s transfor- Physician Assistant (ARC-PA) mation from a small, local institution whose library housed the American Bar Association personal collection of its president to a major national universi- American Chemical Society ty with current library holdings of nearly 700,000 volumes. American Dental Association Continuing Education Seton Hall houses its College of Education and Human Recognized Provider (ADA CERP) Services, Stillman School of Business, Center for Public American Osteopathic Association Service, and the departments of Sociology and Anthropology, American Podiatric Medical Association Psychology, and Political Science in Jubilee Hall, named to American Psychological Association commemorate the University’s Sesquicentennial in 2006. The Association of Theological Schools in the United States and building provides a wide range of teaching spaces — from sem- Canada inar rooms to a 390-seat auditorium. All classrooms in the Association to Advance Collegiate Schools of Business- building are wired to accommodate notebook computers, and International (AACSB) many of the lecture halls are equipped with distance-learning Commission on Accreditation of Allied Health Education technology. Programs (CAAHEP) When the Sesquicentennial of Seton Hall was observed in Commission on Accreditation for Marriage and Family 2006, we looked back on the prophetic concluding words from Therapy Education (Candidacy Status) the 1956 centenary history of the University: “Seton Hall Commission on Accreditation in Physical Therapy Education University’s great boast and claim to fame is not predicated on (CAPTE) expansion, buildings or even curriculum. It lies rather in the Commission on Collegiate Nursing Education (CCNE) hearts and minds of a dedicated and devoted faculty.” Seton Council on Academic Accreditation in Audiology and Speech- Hall’s history has been one primarily of people: students and Language Pathology faculty living and working together in a community of learn- Council on Social Work Education ing, a community rooted in a Catholic tradition that is a home The Middle States Commission on Higher Education for the mind, the heart and the spirit. National Association of Schools and of Public Affairs and Administration (NASPAA) Priest Community at Seton Hall National Council for the Accreditation of Teacher Education From its earliest existence as a diocesan college, Seton Hall National League for Nursing Accrediting Commission has been staffed by the priests of the Archdiocese of Newark. (NLNAC) At present, more than 40 priests (the largest single apostolate of New Jersey Department of Education (NJDOE) Professional diocesan clergy anywhere) serve the University community in a Development Provider New Jersey State Board of Nursing

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Memberships Golden Key International Honour Society Alliance for Continuing Medical Education (ACME) Kappa Delta Pi International Education Honor Society Alpha Epsilon Delta Pre-Medical Honor Society Kappa Gamma Pi Catholic Women’s Honor Society Alpha Kappa Delta National Honor Society for Sociology Lambda Alpha Delta, Anthropology Honor Society Alpha Mu Gamma Honor Society for Foreign Languages Lambda Pi Eta National Honor Society for Communication Alpha Theta Chapter of Alpha Delta Mu National Mathematical Association of America Social Work Honors Society Metro International American Association of Colleges of Nursing Middle States Association of Collegiate Registrars American Association of Colleges for Teacher Education and Offices of Admission American Association of University Women NAFSA American College of Healthcare Executives National Association for College Admission Counseling American Council on Education (ACE) National Association of College and University American Education Research Association Business Officers American Historical Association National Association of Baccalaureate Program Directors American Institute of Physics National Association of Baccalaureate Social Work Educators American Library Association National Association of Colleges and Employers (NACE) American Society for Public Administration (ASPA) National Association of College and University Business American Society for Higher Education Officers (NACUBO) American Theological Library Association National Association of Graduate Admissions Professionals Association of American Colleges and Universities National Association of Independent Colleges and Universities Association of American Law Schools National Catholic Education Association Association of Arts Administration Educators (AAAE) National Collegiate Athletic Association Association of Baccalaureate and Higher Degree National Commission for Cooperative Education Programs in Nursing National Council of University Research Administrators Association of Catholic Colleges and Universities National League for Nursing Association for Clinical/Pastoral Education National Women’s Studies Association Association of College and Research Libraries National University Continuing Education Association Association of College and University Telecommunications New Jersey Association for Affirmative Action in Higher Administrators (ACUTA) Education Association of Continuing Higher Education (ACHE) New Jersey Association of Colleges and Universities Association for Excellence and Equity in Education (AEEE) New Jersey Association of Colleges for Teacher Education Association of Governing Boards New Jersey Association of Teacher Educators Association of Independent Colleges and Universities New Jersey Library Association in New Jersey New Jersey Marine Sciences Consortium Association of Independent Liberal Arts Colleges for New Jersey Project Teacher Education NJEdge.Net (formerly the New Jersey Intercampus Network) Association of Professional Schools of International Affairs North American Association of Summer Sessions (APSIA) (Affiliate Member) Phi Alpha Theta National Honor Society for History Association of University Programs in Healthcare Pi Alpha Alpha National Honor Society for Public Administration (AUPHA) Administration Association for the Study of Higher Education (ASHE) Pi Mu Epsilon National Honor Society for Mathematics BIG EAST Athletic Conference Pi Sigma Alpha National Honor Society for Political Science Catholic Library Association Colloquium Psi Chi National Psychology Honor Society Chi Sigma Iota National Honor Society Sigma Alpha Chapter Sigma Pi Sigma Honor Society for Physics Corporation for Research and Educational Networking Sigma Tau Delta National English Honor Society (CREN) Sigma Theta Tau International Honor Society of Nursing, Council for Advancement and Support of Education (CASE) Gamma Nu Chapter Council for Graduate Schools Sigma Xi Honor Society for Science Council for Higher Education Accreditation Sloan Consortium (ALN) Cooperative Education and Internship Association (CEIA) Theta Alpha Kappa National Honor Society for Religious Collegiate Leadership of New Jersey Studies Delta Epsilon Sigma Catholic Honor Society Theta Rho Honor Society for Spanish Educause (formerly EDUCOM and Cause) Eta Sigma Phi, the National Classics Honor Society

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University Overview 11

Further information on concentrations in health law or intel- Schools and Colleges lectual property for J.D., LL.M. or M.S.J. students is available Schools and colleges of the University that offer both under- at (973) 642-8871. General admissions information and infor- graduate and graduate programs are the College of Arts and mation on the J.D./M.B.A. and J.D./M.A.D.I.R. is available Sciences, College of Education and Human Services, College of from Admissions, Seton Hall School of Law, One Newark Nursing, the Whitehead School of Diplomacy and Center, Newark, NJ 07102, (973) 642-8876, or visit the Web International Relations, and the Stillman School of Business. site at law.shu.edu. Undergraduate programs offered within these areas may be found in the University’s Undergraduate Catalogue, available in Enrollment Services. Information regarding graduate programs Information Technology offered by these schools may be found by consulting the table Dennis J. Garbini, M.B.A., Vice President for Finance and of contents and/or index of this catalogue. Technology Seton Hall also has three schools offering primarily graduate Stephen G. Landry, Ph.D., Chief Information Officer and professional programs: the School of Graduate Medical Education, the School of Law, and the Immaculate Conception The University’s Technology Long-Range Plan Seminary School of Theology. Information about programs Seton Hall University has made a major commitment to offered within these areas may be obtained directly from these information technology through its Information Technology schools. Long-Range Plan. This plan was approved by the University’s Board of Regents in 1995 and revised in 1997. Under this plan, the University has invested more than $15 million to School of Law improve its technology systems and services, including wiring The Seton Hall University School of Law was founded in of classrooms, residence halls and public spaces, and replacing 1951. It is the only law school in New Jersey operated by a pri- the University’s fiber-optic network and servers. The vate university. It offers a full-time program, leading to a J.D. University’s technology plan focuses on the use of information in three years and a part-time evening division leading to a J.D. technology in support of teaching and learning. The University in four years. It also offers an LL.M. in Health Law and an views information technology as a transformative agent that LL.M. in Intellectual Property Law will begin in Fall 2008. An not only enhances traditional modes of teaching and learning, M.S.J. in Health Law and/or Intellectual Property Law is also but also enables new kinds of teaching and learning and new available. methods of delivering the University’s educational services. In addition to basic courses required for admission to the bar The University’s 2003 Strategic Plan builds on the momen- in all states, the School of Law offers advanced courses in a tum and success of the first technology plan. It encourages fur- variety of areas of the law, including a number considering ther innovation in the use of technology to enhance the learn- legal and policy questions being addressed across the nation ing experience of the student and explore the possibilities for and internationally. The School offers opportunities for con- achieving an even greater sense of community. Within this centrations in health law and intellectual property, as well as plan, technology is used to transcend the limits of the physical opportunities to explore criminal law, corporate law, employ- classroom. It keeps students connected with one another and ment law and international law. Active participation in appel- their teachers beyond allotted class time, thereby enabling all to late and trial moot court provides training in the effective pres- be engaged in dynamic and shared learning activities on cam- entation of legal cases and argument. pus. The University Strategic Plan also focuses on the use of In the area of clinical legal education, the School of Law’s technology to streamline and improve the administrative activi- Center for Social Justice has developed a number of litigation ties of the University. clinics and other programs that offer practical skill training and For additional information, visit technology.shu.edu. an opportunity to serve the community. The Mobile Computing Program One of the cornerstones of the University’s technology plan is making technology ubiquitous throughout the educational experience. This commitment is embodied in the University’s Mobile Computing Program. This is an innovative, academic program with three components: Ubiquitous Access: All students in the Mobile Computing Program are provided with a laptop computer as part of their tuition and fees. The computer is upgraded at the end of the student’s second year as a full-time undergraduate student at Seton Hall University. Curricular Integration: The University supports and encourages faculty to integrate the use of technology into the curriculum.

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Infrastructure and Support: The University provides the All residence halls are fully wired and all of the University’s technology infrastructure and support services that enable stu- classrooms have wireless network capability, including a signifi- dents and faculty to make effective use of this teaching and cant number that provide power and a wired network connec- learning tool. tion to each seat. A number of public spaces are also covered by Participation in the Mobile Computing Program is mandato- the wireless network and have wired data connections, includ- ry for all full-time undergraduate students. This program is not ing the University Libraries, the University Center, study merely a computer lease arrangement; rather, it is a compre- lounges in Jubilee Hall, the cafeteria’s Galleon Room, the hensive, academic program designed to integrate information Pirate’s Cove coffeehouse, the Pirate Cellar freshman lounge technology into all aspects of student life. No computer skills and the University Green. are required to participate; the University provides appropriate Each student at the University automatically receives a net- training and support for all students, whether they are begin- work account. The campus network provides access to e-mail, ning or advanced computer users. the Internet and a wide variety of instructional software. All The Mobile Computing Program, along with other teaching, computers use the Microsoft Windows operating system and learning and technology initiatives at Seton Hall University, is the Microsoft Office application suite. The University’s campus designed to achieve the University’s goal of providing a techno- e-mail is based on Lotus Domino, and students access their e- logically advanced learning environment. Through this pro- mail by using their standard Internet browser. A number of gram, Seton Hall University makes the best possible use of classes use Blackboard as a collaborative learning environment, technology in teaching and learning, and prepares students for providing online document repositories, discussion groups, and life and careers in the Information Age. assessment tools for faculty and student use. The University For additional information regarding the Mobile Computing provides Web hosting services for student home pages Program, visit technology.shu.edu/mobile. (100MB) and network storage for student files (250MB). Upon graduation, students are eligible for an alumni e-mail Transforming Education through Information Technology account for life at no cost. The Department of Information Technology and the Department of Public Relations and Seton Hall University has institutionalized the process of Marketing have developed a comprehensive Web site to serve educational change through the use of information technology. the community. For information on Web development, system This commitment was recognized by the University’s receipt of status or the Mobile Computing Program, visit the 2000 Educause Award for Systemic Progress in Teaching technology.shu.edu. and Learning with Technology. The University’s Teaching, Learning and Technology Center (TLTC), located in Walsh Technology Services Library, provides the programs and services that support the effective use of information technology to enhance teaching The University provides a wide range of facilities and services and learning. The Curriculum Development Initiative (CDI) to support information technology. Among these are: provides systematic support for departments integrating infor- PC Support Services: Located on the lower level of Corrigan mation technology into required core courses or course Hall, PC Support Services provides walk-in support, computer sequences. repairs and laptop one-on-one consultation, as well as phone The Student Technology Assistants Program (STA) is a support for the entire University community. Technical services nationally renowned program, affiliated with the TLT Group personnel are available Monday-Friday, 8 a.m.-6 p.m. The con- STA initiative, which engages students in supporting the sultation office is open Monday-Thursday, 8 a.m.-8 p.m., and University’s technology initiatives for integrating technology Friday from 8 a.m.-6 p.m. The Technology Help Desk hours of into the curriculum, and for supporting the University com- operation are 8 a.m.-11 p.m., Monday-Friday, with limited munity on its standard software applications. The STA pro- service hours on the weekends for the standard supported soft- gram is student-centered and student-run with guidance from ware applications. The University also provides 24-hour/7-day- University faculty and technologists, who provide students with a-week support for the Blackboard Learning System. During a structured experience in technology support and consulting off hours, voice messages can be left and will be returned dur- services. Students interested in part-time work as technology ing the next business day. The Technology Help Desk can be consultants should visit the STA Web site at reached on campus at ext. 2222, off campus at (973) 275- technology.shu.edu/sta for more information, and to apply. 2222, or by e-mail at [email protected] for more information. Public Computer Labs: PC Support maintains five public The Campus Network computer labs containing more than 100 computers in three Seton Hall University received the 1999 EDUCAUSE Award academic buildings: Arts and Sciences Hall, Jubilee Hall and for Excellence in Campus Networking, and in 2003, Forbes Walsh Library. For the public computer lab hours of operation, magazine ranked Seton Hall as the 16th “most-connected cam- visit the technology Web site at technology.shu.edu/publiclabs. pus” in the United States. The University also has been includ- All of the University’s public computing labs are equipped ed in Yahoo! Internet Life magazine’s listing of the Top 50 “most with modern Pentium computers connected to the campus wired” universities in the United States. network, public access printers and mobile ports for those students who wish to use a laptop in the lab. The software in the

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computer labs consists of the standard Seton Hall supported applications, including the Microsoft Professional Office Suite, University Libraries Howard F. McGinn Ph.D., Dean, University Libraries Internet Explorer, Maple and SPSS, as well as several discipline specific applications that have been installed at the request of Paul C. Chao, M.A., M.L.S., Associate Dean various departments throughout campus. For a more detailed Library faculty and staff provide Seton Hall University list of the applications in the labs, visit the Public Computer library services on the South Orange campus in the Walsh Lab Web site at technology.shu.edu/publiclabs. Library. During the academic year, the Library is open 24 Jubilee Public Lab, Arts and Sciences Public Lab, and the hours a day Monday through Friday; on Saturday from 7:00 Walsh Reference area also contain adaptive technology worksta- a.m. to 11:00 p.m.; and on Sunday from 7:00 a.m. to mid- tions for members of the Seton Hall student community with night. This four-story 155,000 square-foot facility, which special needs. We provide scanning, screen reading and voice opened in August 1994, houses the University Libraries; the recognition software as well as an alternative mouse for easier Walsh Library Gallery; and the Monsignor William Noé Field navigation. University Archives and Special Collections Center, which includes the University’s Records Management Center. Walsh In addition to the public computing labs, a number of aca- Library also accommodates the Teaching, Learning and demic departments, including chemistry and biochemistry, Technology Center, which includes the Faculty communication, mathematics and computer science, modern Consultant/Instructional Design Team; the Computer Training languages, nursing, and physics, maintain their own computer Center; the Student Technology Assistant Program; the labs. Interactive Television Classroom; and University Media In addition to the professional staff hired to support technol- Services. The Library is home to the Bernard J. Lonergan ogy at Seton Hall, PC Support Services also hires 100+ stu- Institute, the Center for Catholic Studies, and the Chesterton dents to work as Student Technology Assistants (STAs). The Institute. The Theology Library is located in Lewis Hall as part public computer labs are staffed by STAs who provide assis- of Immaculate Conception Seminary. The Peter W. Rodino Jr. tance in the use of the University’s computers, networks and Law Library, located on the School of Law campus, is separate- software. Students interested in learning more about computers ly administered. Strong onsite collections in the University and/or working in the field of information technology can visit Libraries are augmented by electronic gateways to connect the STA Web site at technology.shu.edu/sta. Seton Hall University library community members with global University IT Services (UITS): Located in Corrigan Hall, academic resources in other libraries and institutions world- University IT Services is responsible for maintaining the cam- wide. Visit the Web site at library.shu.edu. pus network, all campus servers (e-mail, Web, applications), the Student Information System, and the administrative and The University Libraries financial systems. UITS is also responsible for all telephones, The University Libraries have notable resources, including telephone switches, voice mail accounts and cell phones. extensive holdings of almost 700,000 book volumes, and 1,127 Teaching, Learning and Technology Center (TLTC): current periodical subscriptions, back-files of more than 6,500 Located in Walsh Library, the Teaching, Learning and serial titles, electronic access to full text articles in more than Technology Center integrates the traditional functions of aca- 25,000 journals, a broad selection of indexing and abstracting demic computing and media services, as well as computer services in both digital and print formats, various microform training. TLTC provides facilities and classroom support; collections, music CDs, and audiovisual aids. The University audiovisual equipment; and media production capabilities for Libraries are selective depository for U.S. Federal, State of New acquiring, converting and editing digital media. This includes Jersey, and U.N. publications. all types of learning support for classroom activities, an interac- Depository status provides exclusive access to thousands of tive television classroom, state-of-the-art media equipment, publications in electronic or print formats. For added biblio- streaming video and audio, video conferencing/interactive tele- graphic access and document delivery, the University Libraries vision, and technical support and training for faculty. The participate in consortia such as PALCI, VALE and the interna- TLTC also offers faculty development and support in the tional OCLC consortium. It provides more than 5,000 interli- scholarship of teaching with appropriate integration of technol- brary loans to students and faculty free of charge. A majority of ogy and provides appropriate training for all University-sup- periodical interlibrary loans are delivered through e-mail. The ported computer software to the entire Seton Hall community. University Libraries have strong and growing collections in the Its mission is to link training with the University’s strategic areas of theology, Asian studies, Judaeo-Christian studies, technology goals and to provide free training to faculty, stu- Italian studies (Valente Collection), Slavic and Eastern dents, administration and staff all year round. In addition, European studies, and other areas of the humanities. The TLTC sponsors Webcasts, events and conferences to promote a Curriculum Resource Lab contains K-12 resources that support wider understanding of academic activities and learning with instruction provided by the College of Education and Human technology within the Seton Hall community as well as to con- Services. New books are available on open stacks and are dis- nect with other institutions of higher learning. played on specially marked “New Book” shelves. Popular periodicals and a variety of local, national and international news-

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papers are displayed in the Browsing Room, which offers soft- chair seating and study tables. All information resources are catalogued and accessible through SetonCat, the University Libraries’ online public access catalog. Ergonomic seating accommodates more than 1,100 students, faculty and visitors in a variety of study facilities, including tables, carrels, group-study rooms and scholar study rooms. In the past year, more than 22,000 students used group study rooms and more than 400,000 people visited the library. A faculty of 13 qualified full-time professional library faculty, supported by administrative and clerical staff, focus on Seton Hall’s community of students, classroom faculty and scholars by seeking out and listening to needs, and continuously transforming the University Libraries to exceed clientele expectations. Library faculty, staff and administrators practice the virtue of hospitality in welcoming and assisting students to be successful in using information resources for scholarship, and by assisting faculty in knowledge creation and classroom instruction. The library faculty provide reference desk, Internet and telephone service consultation. In addition they offer bibliographic and information services via telephone at (973) 761-9437, e-mail at [email protected] and virtual reference through the library Web site to enrolled students, current faculty and staff in on-campus and distance education programs. Library faculty serve as subject bibliographers and liaisons to various academic disciplines for collection development and curriculum support. The University is committed to developing students’ information literacy skills. Toward that end, the University Libraries are spearheading campus instructional and research information literacy initiatives. The University Libraries provide orientation and instruction in information literacy skills to all freshmen in partnership with the Freshman Studies Program and invisible disabilities, who self-identify at the Circulation Desk, the Department of English. In a growing number of English may receive special assistance. Additionally, individuals may use courses library faculty are available to assist students through an array of adaptive equipment that is available to assist handi- their electronic course management system, called Blackboard. capped/challenged persons in the use of resources and facilities The library faculty instruct nearly 5,000 students including in the University Libraries. upper-level and graduate students. The library faculty also provide services to high school students through Project Theology Library Acceleration, a program that enables high school students to The Seminary Library is located in Lewis Hall on the South earn college credits. Library administrators and faculty teach in Orange campus. Its collections support the curriculum of the University’s core curriculum program. Immaculate Conception Seminary School of Theology, a grad- Technology available in the University Libraries includes the uate School of Theology at Seton Hall and the major seminary Web-based delivery of key academic databases of indexes, of the Catholic Archdiocese of Newark. The collection contains abstracts, and digital full-text resources for study and research. more than 70,000 books, 400 periodical titles, periodical The University Libraries’ Learning Resource Center provides microfilm holdings and some audiovisual material. The collec- users with 60 state-of-the-art computer workstations, and the tion’s focus is on theology and Church history. It is particularly University Libraries feature wireless connectivity throughout strong in liturgical and biblical studies. Resources are available the facility. The libraries’ electronic-reserve (e-Reserve) capabili- in German, Hebrew, French, Latin, Spanish and other essential ty allows students to access faculty-assigned readings and elec- languages for theological and biblical scholarship such as tronic academic databases from anywhere on campus, or Syriac. The Theology Library’s collections are included in remotely off campus, with Internet access day or night. SetonCat, the online catalogue. The Theology Library is housed in a modern facility that provides comfortable and con- The University Libraries facility complies with the Americans venient study areas. Collection resources are on open shelves. with Disabilities Act (1990) and the Rehabilitation Act (1973) Access to the collection is limited to students and faculty of by providing building access via an entrance ramp and elevator Immaculate Conception Seminary School of Theology and service, accommodating wheelchair-bound individuals, provid- other University faculty. Seton Hall undergraduate and gradu- ing handicapped-accessible rest rooms and nearby parking spaces for the handicapped. Students or faculty with visible or

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ate students may obtain a one-time-use courtesy card at the (973) 275-2378 or via e-mail at [email protected]. Visit the University Libraries Reference Desk. Other persons must access Monsignor William Noé Field University Archives and Special the collections through inter-library loan services provided by Collections Center Web site at http://library.shu.edu/sc-home- the University Libraries or their home library. Visit the page.htm or call (973) 761-9476. Theology Library Web site at library.shu.edu/seminary.htm. Office of Records Management Monsignor William Noé Field University Archives and The Records Management Center is located within the Special Collections Center Monsignor William Noé Field University Archives and Special The Monsignor William Noé Field University Archives and Collections Center. It houses non-current and permanent non- Special Collections Center is located on the first floor of Walsh archival institutional records. The Records Management pro- Library. Encompassing nearly 4,000 square feet, it contains var- gram is designed to create, facilitate and monitor the official ious historically unique and significant resources that docu- standardization of retention schedules for each University ment the history of Seton Hall University the Archdiocese of department. Information files are systematically transferred, Newark and Catholic New Jersey. Manuscripts, ledger books, stored and made available for review by the originating photographs, newspapers, annual reports, scrapbooks, physical University office upon request. The Records Management artifacts and other types of archival resources form the nucleus Center can be reached at (973) 275-2063. of this collection. The papers of various bishops, parish histories and Catholic directories constitute a portion of the collec- The Walsh Library Gallery tion, highlighting the continuous development of the Walsh Library Gallery offers the Seton Hall and external Archdiocese of Newark from 1853 to the present day. communities an opportunity for cultural appreciation and spir- Institutional resources in the form of presidential papers, itual growth. Since opening in Fall 1994, Walsh Library Gallery departmental files, physical plant data and self-study records has provided a forum for community members to share society’s are integral part of the expansive school history archival file, richly diverse cultural heritages through artistic expression. which dates from 1856. Located on the first floor, the gallery is a state-of-the-art, cli- Among the distinctive collection resources are the manu- mate-controlled space encompassing 2,500 square feet. During scripts of prominent former New Jersey governors Richard the academic year, Walsh Library Gallery offers a number of Hughes and Brendan Byrne along with the papers of national rotating exhibits, providing campus and outside community political figures, including Marcus Daly, Leonard Dreyfuss, members with an opportunity to observe and experience beau- Matthew Rinaldo and Bernard Shanley. The Seton-Jevons ty in works of art. In addition to interior exhibit space, there papers (1792-1963) showcase activities undertaken by various are six exterior window exhibits. These window galleries high- relatives of the first American-born saint, Elizabeth Ann Seton. light exhibitions being shown in the main gallery, showcase Other significant collections include those of prominent Seton special events on campus, draw attention to issues of current Hall personalities and prolific authors such as the late interest, and provide an ongoing visual survey of new library Monsignor John Oesterreicher (1904-1993), founder of the acquisitions and technology. Exhibits and special event pro- Judaeo-Christian studies department, and the late Monsignor grams are free-of-charge. William Noé Field (1915-2000), English professor and Artists from around the world have displayed their work in archivist. The collection also contains more than 9,000 printed Walsh Library Gallery, including artists from the United States, works, including rare and autographed books, the MacManus Brazil, China, the Dominican Republic, France, Italy, Irish History and Literature Collection, the Gerald Murphy Lithuania, Poland and the Ukraine, among others. Media have and Pierce Byrne U.S. Civil War and World Military Uniform included paintings, watercolors, sculpture, etchings, photo- Book libraries, and hundreds of master-level and doctoral dis- graphs, posters, prints and textiles. Styles have been equally sertations of Seton Hall graduate students. diverse. Historical topics have ranged from the cultural heritage The Monsignor William Noé Field University Archives and of the Lenape Indians to the history of the Harlem Renaissance Special Collections Center provides a comfortable reading to photography of parks designed by Frederick Law Olmsted. room designed for serious research and an adjacent room for Walsh Library Gallery audiences continue to broaden. instruction and small-group seminars. Microfilm readers are University students from undergraduate liberal arts classes such available for scanning records along with computer worksta- as art, anthropology, ethics, history and literature, and graduate tions that facilitate research and access to academic databases students in programs such as museum professions, often have and gateways to worldwide information resources. Public serv- class assignments and oral presentations that are integrated ice is a priority, and Seton Hall students are encouraged to use with exhibit themes. Walsh Library Gallery provides opportu- these resources as part of their scholarly development. The nities for students, under the direction of faculty and the Walsh University’s collections and archives also are open, by appoint- Library Gallery director, to plan, produce and mount exhibitions. ment, to faculty, clergy and the general public who have specific research needs. The Monsignor William Noé Field Students from around New Jersey in grades 3-12 visit Walsh University Archives and Special Collections Center coordinates Library Gallery to hear presentations that focus on exhibits. research initiatives and accepts donations of materials that fit Pre- and post-visitation packets provide activities and curricular within its scope. Alan Delozier, Director, may be contacted at materials for teachers to enhance their students’ educational experiences.

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In addition to exhibits, Walsh Library Gallery regularly hosts The Asia Center scholarly events, such as the Department of English’s Poetry in- The Joseph A. Unanue Latino Institute the-Round series, which features renowned and award-winning The Seton Hall Sports Poll Conducted by the Sharkey Institute authors and poets. These activities draw a large number of visi- Seton Hall University Parents’ Association tors to the gallery’s exhibits. Receptions in conjunction with exhibits, feature lectures, live music, ethnic food tasting, and The Ruth Sharkey Academic Resource Center ample opportunity for students and visitors to meet and speak The College of Arts and Science’s Ruth Sharkey Academic with featured artists. Resource Center (ARC), located in Arts and Sciences Hall, Activities of Walsh Library Gallery are regularly featured in serves as a place for all students, whatever their year of study, to local and large-circulation newspapers, including feature arti- meet with faculty advisers about courses and academic options, cles in The New York Times and the Newark Star-Ledger. Walsh as well as for tutoring and academic assistance in subjects such Library Gallery has been featured in New Jersey Monthly as writing, math, languages and science. All students, freshman Magazine’s “Out and About Calendar” of not-to-miss events. to senior, are encouraged to visit the ARC to meet with faculty Television Channel 12 News, NJN/Channel 13 and Spanish advisers and mentors as well as fellow students interested in language Channel 48 provide frequent coverage of Walsh working collectively on class projects. ARC tutors frequently Library Gallery exhibits. The campus community regularly conduct review classes in disciplines such as chemistry and learns about exhibits and special programs through The biology, directly linked to the schedule of study maintained in Setonian, and e-mail community announcements. Visit the introductory courses; announcements regarding these classes Walsh Library Gallery Web site, which provides access to cur- are posted on the ARC bulletin board as well as online. rent and past exhibits, at library.shu.edu/gallery. Pre-majors and inter-departmental majors are advised by spe- Gifts of art from donors and artists, along with the occasion- cially selected faculty whose primary objective is to assist stu- al purchase of art, are creating a significant permanent art col- dents in evolving academic goals and selecting a major. These inter-departmental majors include liberal studies and social and lection for the University. Many of these pieces are available for behavioral sciences. Faculty advisers in the ARC also work viewing throughout the University Libraries and in other cam- closely with students tracking graduate professional careers in pus public spaces. The director of Walsh Library Gallery may law and medicine. Advisers in the ARC work closely with be contacted at (973) 275-2033. interested students to link them with alumni mentors through the Pirate Navigator program. ARC advisers and tutors also organize co-curricular activities, which bring faculty, students, Institutes and Centers and alumni together through visits to museums or attendance The Ruth Sharkey Academic Resource Center at theatrical productions, concerts and Seton Hall basketball American Humanics games. The Center for Africana and Diaspora Studies The ARC thus provides a resource for students who wish to The Center for Applied Catalysis be fully engaged in the academic and co-curricular life of the The Center for Catholic Studies College; it is a venue for formal and semi-formal faculty-stu- The Center for Community Research and Engagement dent interactions and an opportunity for students to carry The Center for Entrepreneurial Studies learning beyond the classroom, to become a part of a larger arts and sciences learning community that consists of fellow stu- The Center for Languages and Cultures dents, graduate teaching assistants, faculty, administrators and The Center for Leadership Studies alumni. The Center for Public Service The Center for Securities Trading and Analysis American Humanics The Center for Sport Management Roseanne Mirabella, Ph.D., Campus Executive Director The Center for Vocation and Servant Leadership The American Humanics (AH) program is an innovative The Writing Center course of study that equips college and university students to The Bernard J. Lonergan Institute become skilled professionals and leaders in local nonprofit organizations. The mission of the program is to prepare and The G.K. Chesterton Institute certify future nonprofit professionals to work with America’s The Institute for Christian Spirituality youth and families, and to be the region’s preferred source of The Institute for International Business nonprofit professionals. Seton Hall University’s students are The Institute of Judaeo-Christian Studies increasingly civic-minded and committed to community serv- The Institute on Work ice — including an inclination to pursue employment in non- The International Institute for Clergy Formation profit organizations. American Humanics graduates immediately impact the nonprofit agencies they join and continue to The Sister Rose Thering Endowment for Jewish-Christian and make a significant contribution to the nonprofit sector Holocaust Studies throughout their careers. The American Humanics program is The Alumni Association offered to undergraduate students on more than 80 campuses The Office of International Programs across the country. Seton Hall University became an American Humanics affiliate in December 2000.

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Seton Hall University’s American Humanics program offers The Center for Catholic Studies an innovative course of study and experiential education to stu- Monsignor Richard M. Liddy, S.T.L., Ph.D., Director dents. The benefits to the students include: The Center for Catholic Studies at Seton Hall University is • certification in entry-level nonprofit employer competencies; dedicated to a dialogue between the Catholic tradition and all • coursework grounded in the foundation and practices of areas of contemporary culture. In addition to running pro- nonprofit management; grams and seminars on faith and culture for faculty, students • tested practices and principles through experiential learning; and the wider public, it includes the Seton Hall Institute on Work, which seeks to study and positively influence efforts to • one-to-one support, career development and mentoring; humanize the worlds of economics and work. The Center also • networking with prospective employers; includes the Chesterton Institute with its prestigious Chesterton • opportunity to test skills and various nonprofit roles through Review. The center also organized the science and religion col- internships, co-curricular and community service activities; loquium and sponsors the Owen Garrigan Award in Science • potential for references and referrals from nonprofit organi- and Religion. For more information about the Center for zations’ executive directors, advisory board members and Catholic Studies, visit academic.shu.edu/ccs/. community leaders; • exposure to national nonprofit network of partners and The Center for Community Research and Engagement career options; Roseanne Mirabella, Ph.D., Executive Director • increased sense of being connected and belonging to the Kristen Weis Bourgerie, M.P.A., Director community; and The Center for Community Research and Engagement was • opportunities for lasting friendships. established in 1997 to support the activities of Seton Hall University as it implements service learning and community- The Center for Africana and Diaspora Studies based research on campus. Service learning, defined as a form Kwame Akonor, Ph.D., Director of experiential education in which students engage in activities that address human and community needs together with struc- The Center for Africana and Diaspora Studies, established at tured opportunities intentionally designed to promote student the University in 1970, encourages serious scholarship commit- learning and development, is a pedagogy that integrates aca- ted to social change and human rights. Through the study of demic and community-based learning with the intellectual the unique history, society and life of black people, it also seeks work at the University. to encourage active participation in the struggle for social justice and freedom for black people and for all peoples. Designed to introduce students to the complexity of social issues and community decision making, the Center provides The center is assisted in its activities by an advisory board of students with opportunities to participate in both in-class and members from various divisions of the University, students and onsite projects, such as volunteerism, community development the community. It seeks to involve the entire University in an and nonprofit management. Service learning and community- appreciation of the black experience and the promotion of based research affords students the opportunities to explore the social change. Further, it seeks to respond to the black commu- causes of community problems, clarify his or her values, con- nity and, by extension, other related community groups. To sider social service as a career choice, and become a more achieve these objectives, the center offers special programs for informed citizen and decision maker. community agencies that take place on campus and at various community sites. To assist in the achievement of these goals, the Center develops and implements seminars to introduce faculty to the theory The Center for Applied Catalysis and practice of service learning and community-based research, works with faculty in graduate and undergraduate departments Robert L. Augustine, Ph.D., Executive Director as they develop courses that involve service learning and com- Setrak K. Tanielyan, Ph.D., Technical Director munity-based research, facilitates collaboration among profes- The Center for Applied Catalysis (CAC) realizes the positive sors and staff to enhance volunteerism in the community, and impact of harnessing the talent and resources of both academia works with community leaders in Newark, Essex County and and industry through mutually beneficial partnerships. beyond to establish service learning and nonprofit management Established at Seton Hall University in 1997 as an entrepre- relations. neurial offshoot of the Department of Chemistry and Biochemistry, its main thrust is to assist industrial clients in devel- The Center for Entrepreneurial Studies oping catalytic processes for commercially important reactions. The Susan Scherreik, M.B.A., Director work is performed primarily by post-doctoral associates working The Center for Entrepreneurial Studies was created in 2003 under the supervision of Robert L. Augustine, executive director, to raise student awareness of self-employment as a career and Setrak K. Tanielyan, technical director. The center works on option. The center fosters the collaboration of faculty, students, research projects that have industrial applications, and thus, are of alumni and entrepreneurs in a variety of activities and projects maximum use to clients. For more information about the CAC, to advance hands-on entrepreneurial learning in the Stillman visit artsci.shu.edu/chemistry/cac/. School of Business. The center is integral to the Stillman

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School’s mandate to prepare students for careers in the 21st The Center for Securities Trading and Analysis century by acknowledging the growing importance of entrepre- Anthony Loviscek, Ph.D., Elven Riley, B.A., and neurship in the global economy. Scott Rothbort, M.B.A., Directors The Center for Securities Trading and Analysis is a room Center for Languages and Cultures designed to mimic the actual trading room activity that occurs Fahy Hall, 2nd Floor in investment banking: up-to-the-second market-clearing The College of Arts and Sciences offers an array of academic quotes; dynamic information flow; and domestic and interna- and co-curricular programs that promote the learning of differ- tional data on all frequently traded securities, including stocks, ent languages and cultures; many of these programs are housed bonds, options, commodities and currencies. Partnering with in a newly-formed Center for Languages and Cultures (CLC). the Reuters Group and Bloomberg, both renowned for finan- The CLC includes the Office of International Programs, the cial news and market data, it provides students with an Asia Center and the Joseph A. Unanue Latino Institute. The unprecedented opportunity to enhance the realism and rele- departments of Asian Studies, Jewish-Christian Studies, vance of accounting, finance, economics, and international Classical Studies, and Modern Languages participate in the business. The Stillman School is building on its leadership in center. The center, which serves the entire Seton Hall wireless technology and its innovative academic programs to pro- University student body, enables students to experience an vide students with real-time, cutting-edge technology that inven- array of languages and cultures both on campus and abroad. tively integrates the theory and practice of business disciplines. The Center is the home for the Stillman Exchange, an under- The Center for Leadership Studies graduate student newspaper that covers local, domestic and Leigh M. Onimus, M.B.A., J.D., Acting Director international business news, featuring articles on investments, Since its inception in 1994, The Leadership Studies Program macroeconomic policy, business ethics, and international politi- has been shaped by a Leadership Council of corporate execu- cal economy. tives, entrepreneurs and community leaders from the New York/New Jersey metropolitan area. The Center for Sport Management The purpose of the program is to develop in its students a Ann M. Mayo, Ph.D., Director core set of competencies that will enhance students’ existing The Center for Sport Management, established in 1996, talents to lead organizations. These essential skills include pro- serves as the center for sport management expertise, nationally ficiency in strategic thinking, critical analysis, logical reasoning, and internationally, at the undergraduate, graduate and indus- and oral and written communication. In addition, the develop- try levels. The center offers a cutting-edge approach to sport ment of the leadership potential of participating students is management education from a business school perspective, emphasized. offering the B.S.B., the M.B.A., graduate certificates and exec- Practical business experience is an integral part of the utive education covering all facets of the sport industry. Leadership Studies Program. During their junior year, leader- In Fall 2006, the center opened the new Seton Hall Sports ship students are paired with mentors from the Leadership Poll conducted by the Sharkey Institute. Founded with a major Council and work with these corporate executives on a project donation from alumnus Tom Sharkey and his wife Ruth, Seton related to the executive’s company or organization. Through a Hall Sports Poll will survey the public on ethical and moral joint program initiative with The Career Center, the program questions regarding current issues in sport and will bring offers several workshops and events, as well as assistance with national interest to Seton Hall. The Seton Hall Sports Poll will securing summer internships. In addition, guest lecturers are be a revenue- generating research center, offering marketing invited each Fall and Spring Semester to address the leadership research to local sport organizations and a teaching laboratory students. Students are required to complete community service for both marketing and communication classes. projects and hold leadership positions both on and off campus Located in the heart of the sport industry, the Center for to complement their studies. Students must maintain a 3.0 Sport Management at Seton Hall University provides students GPA. Visit business.shu.edu/leadership for more information. with unparalleled internship opportunities in the major and minor leagues, major sports facilities, sport marketing firms, The Center for Public Service league offices and more; the center takes advantage of its Naomi Wish, Ph.D., Director unique location by using industry professionals as instructors The Center for Public Service is the University’s arm for out- and guest lecturers in the classroom. Visit the reach programs to the public and nonprofit sectors and to the business.shu.edu/sports for more information. arts management community. Housing the Nonprofit Sector Resource Institute, and closely associated with the Department of Public and Healthcare Administration, the Center offers noncredit certificate programs through its Nonprofit Sector Resource Institute.

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The Center for Vocation and Servant Leadership The institute’s mission includes creating a repository for all David R. Foster, Ph.D., Director Lonergan’s published works, copies of his most significant God calls each of us, and every call is in some way a call to unpublished writings, doctoral dissertations on Lonergan, the serve. The Center for Vocation and Servant Leadership pro- most significant secondary literature on the subject and motes openness to God’s call in both the academic life and Lonergan “memorabilia” including letters and photos for public common life of Seton Hall University to support the overall display. mission of forming students as servant leaders for today’s Activities of the institute include support for ongoing world. research and scholarship, the creation of the Bernard J. The center began in 2003 supported by a grant from Lilly Lonergan Annual Student Development Awards and faculty Endowment to further their goal of preparing the next genera- and student reading groups to study the philosopher’s writings. tion of Church leadership. For more information about the Bernard J. Lonergan Institute and other Catholic Studies programs, visit The Center for Vocation and Servant Leadership does its http://academic.shu.edu/ccs/. work in cooperation with other campus organizations and through sponsorship of dozen different programs including: The G.K. Chesterton Institute curriculum development; scholarships; retreats for students, faculty and alumni; spiritual outreach to students; local com- Ian Boyd, C.S.B., Director munity development; service learning opportunities; and the Dermot Quinn, D.Phil., Associate Director expression of faith through the arts. The G.K. Chesterton Institute, a not-for-profit educational organization incorporated in the United States, Canada and The Writing Center Great Britain, is located at Seton Hall University. Its purpose is Kelly Shea, Ph.D., Director to promote the thought of the English writer G.K. Chesterton (1874- 1936) and his circle and, more broadly, to explore the Part of the Ruth Sharkey Academic Resource Center, the application of Chestertonian ideas in the contemporary world. Writing Center serves as a support system for all students Poet, novelist, journalist and theologian, Chesterton was one of through the Department of English. It provides a range of serv- the most versatile writers of his day. He was able to write of ices, including free consultations and tutorials, to both under- serious matters in a style accessible to the ordinary person, graduate and graduate students. Located in Arts and Sciences making him one of the most beloved literary figures of the Hall, Room 206, the center is open during the academic year 20th century. His thought has particular importance for schol- Monday through Thursday, 9 a.m.-8 p.m., and Friday, 9 a.m.- ars of the sacramental tradition, Catholic social teaching and 4 p.m. For appointments, special accommodations, and finals Christian spirituality. week and Summer Session hours, call (973) 761-9000, ext. The institute’s work consists primarily of organizing confer- 7501 or ext. 2183, or visit the Writing Center Web site at ences and lecture series of research and writing. Under the edi- artsci.shu.edu/English/wc/index.html. torship of its president, Reverend Ian Boyd, it also publishes In addition to the onsite Writing Center, Seton Hall’s Online The Chesterton Review, a widely respected academic journal. Writing Lab (OWL) also is available. This service is a Web- Other journals sponsored by the institute are Gilbert and based, virtual tutoring program, designed primarily for upper- Second Spring. For more information, contact the institute, classmen and graduate students as well as faculty and staff, located in Presidents Hall, Room 9, at (973) 275-2430. through which individuals can get feedback on their writing from Writing Center tutors via e-mail. As with the onsite The Institute for Christian Spirituality Writing Center, the OWL is designed for writers from all aca- Rev. Joseph Chapel, S.T.D., Co-Director demic disciplines and departments. OWL tutors are trained to Dianne M. Traflet, J.D., S.T.D., Co-Director provide advice, feedback and suggestions on how writers might The Institute for Christian spirituality was created by improve their writing, focusing especially on content, organiza- Immaculate Conception Seminary School of Theology to pro- tion, structure and flow, as well as some mechanics. The Web vide a premier center where those already in ministry, or those address for the OWL is academic.shu.edu/owl. considering a vocation to ministry may obtain a solid foundation in their faith, learn effective skills in pastoral ministry and leader- The Bernard J. Lonergan Institute ship and be given tools for discernment and spiritual growth—all Monsignor Richard M. Liddy, Ph.D., Director in an atmosphere of collaboration and camaraderie. Bernard Lonergan, S.J. (1904-1984) was an influential The institute’s mission is grounded in 2 Timothy 1:6: “I Catholic philosopher and theologian whom Newsweek maga- remind you to stir into flame the gift of God within you.” The zine cited as among “the finest philosophical thinkers of the institute began in 2005 supported by a grant from the Lilly Endowment to further its goal of preparing the next generation 20th century.” In November 2006 the Center for Catholic of Church leadership. With the institute, the School of Studies at Seton Hall University inaugurated the Bernard J. Theology has expanded the various degree and certificate pro- Lonergan Institute dedicated to the study of the great thinker’s grams already in place and sponsored research and teaching ideas and their application in contemporary culture. The opportunities for faculty and students. For more information founder and director of the institute, Monsignor Richard about the Institute for Christian Spirituality, visit Liddy, was a student of Lonergan’s and has written books and http://theology.shu.edu/ICS/. papers about the Jesuit theologian.

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The Institute for International Business moral, economic and spiritual issues of work in contemporary Laurence McCarthy, Ph.D., Director society: Who gets work in our society? How well do we prepare The Institute for International Business, established in 1964, people, particularly the next generation, for the world of work? serves as the center of international business expertise for stu- The inaugural activity of the institute was the 1997 Seton dents, faculty and the business community. In 1994, the insti- Hall University Job Creation Summit Conference followed by tute received a $1 million endowment from the estate of W. five task forces considering issues raised at the conference and Paul Stillman to support its initiatives. The Institute provides recommendations. The institute completed a study, “Employer professional education for present and future corporate leaders. Attitudes and Experiences with the Welfare-to-Work Transition The Certificate in International Business, offered as part of the in New Jersey,” for the New Jersey Department of Labor in M.B.A. program, is interdisciplinary and consists of courses in November 1998 and, in 1999, delivered the Personal the international aspects of accounting, economics, finance, Enhancement Program to 1,300 employees of the Newark management and marketing. The certificate also is available to Archdiocese Catholic Community Services and a national con- qualified individuals from industry on a nondegree basis. On ference on Work-Life Ministry. A program of technical assis- the undergraduate level, the institute offers a minor in interna- tance was begun to aid community and faith-based groups in tional business in which the curriculum includes language and starting nonprofit temp-to-perm help agencies. In 2000, the cultural components, as well as core business courses. Institute began providing aid to two state programs: the Additionally, the institute sponsors international courses, lec- Governor’s Faith-Based Initiative and the Entrepreneurial tures, internships and scholarly exchange for both students and Training Institute. Papers on Immigrant Workers in New Jersey faculty with several leading academic institutions. In its efforts and American employers’ contingent worker practices were to serve the business community, the institute offers interna- produced. tional business lectures and executive training programs for The institute served as evaluator for community-based international business leaders. organization training/job-creation projects, offered a course titled Human Capital in the New Economy through the The Institute of Judaeo-Christian Studies Stillman School of Business, and planned a March 2002 con- Reverend Lawrence Frizzell, D.Phil., Director ference on contingent work and work-life issues for employers. The Institute of Judaeo-Christian Studies, founded in 1953, Public education and advocacy is accomplished through public is primarily a center for research and publication. Its area of speaking, serving on statewide task forces, providing informa- study is the Church’s rootedness in Judaism and the relation- tion on the Web site and through interviews with Business ship between the Church and the Jewish people through the Week, The New York Times, The Wall Street Journal, The ages. Its work includes an annual series of lectures, study days Washington Post, The Record and The Star-Ledger. For more infor- and conferences. mation, visit the Web site at academic.shu.edu/ccs/work or contact the office in Presidents Hall, Room 321, at (973) 313-6103. These are intended to inform the general public about various facets of Christian-Jewish relations. A special lecture in the The International Institute for Clergy Formation fall of each year celebrates the memory of Monsignor John M. Monsignor Joseph R. Reilly, S.T.L, Ph.D., Director Oesterreicher, founder of the institute. He was an important collaborator in preparing the statement by the Second Vatican The International Institute for Clergy Formation of Seton Council on “The Church’s Bond with the Jewish People.” Hall University is the only formation program designed specifically for priests. The off-campus site of the five-week Summer The institute began a graduate program in Jewish-Christian Institute is San Alfonso Retreat Center, Long Branch, New studies in the fall of 1975. In 1978, the program was incorpo- Jersey. In addition, there is an off-campus, one-week winter rated into the College of Arts and Sciences; in 1979, it became institute at San Pedro Catholic Retreat and Conference Center a department of the College. The department and institute are in Winter Park, Florida in January. thus independent units, even though origin and goal bespeak an intimate relationship. The requirements for admission to the The mission of the institute is “to provide for the individual program and a description of the course offerings may be Catholic priest a graduate university teaching and learning found in this catalogue. environment that addresses his body, soul and spirit, as well as his unique vocation in a way that leads him to a clearer percep- The Institute on Work tion and fuller/richer experience of the essential ministerial sig- William J. Toth, Ph.D., Director nificance that is his by virtue of his ordination, so as to support his ongoing formation as a person and his sacred mission as a The Institute on Work was established in 1997 under the shepherd.” The implementation of the objectives and/or goal of direction of Ray Bramucci who served as assistant secretary for this statement follows Pope John Paul II’s document “Pastores Employment and Training of the U.S. Department of Labor dabo Vobis: I Will Send You Shepherds.” from 1998-2001. Under the aegis of the Center for Catholic Studies, it has as its mission the creation of constituencies of conscience that generate fresh thinking, new partnerships and creative long-term strategies to ensure full public access to family-supporting jobs in New Jersey. The institute examines

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The institute has been in existence for 19 years, and more The objectives of the association are to communicate the than 10,000 priests have attended all or part of the summer mission and ideals of Seton Hall University. This is accom- and winter institutes. Foundation money assists the institute in plished by establishing a dialogue and environment that financing the best possible international faculty and research encourages Seton Hall alumni to be proud proponents of and efforts to guide the implementation of the Vision Statement. consistent supporters of their alma mater and fellow alumni. For more information, visit clergy.shu.edu. Membership in the Association is open to anyone who has received a degree from Seton Hall University or who has been a The Sister Rose Thering Endowment for Jewish-Christian student in good standing for a period of one academic year, but and Holocaust Studies has withdrawn under honorable conditions. Recognizing the The Sister Rose Thering Endowment, established in 1993 in vital importance of building relationships with our many alum- honor of Sister Rose’s work as an educator and advocate for ni, the Department of Alumni Relations produces both print improving relations between Christians and Jews, is part of the and electronic communications that contain updates on cam- Department of Jewish-Christian Studies in the College of Arts pus activities; feature stories about alumni; and news from the and Sciences. various schools, alumni chapters and constituent groups. The goals of the endowment are to promote inter-religious For more information on the Alumni Association and alum- understanding and cooperation through education; to provide ni activities, call (973) 378-9822 or 1-800-992-GRAD. You tuition assistance for teachers in public, private and parochial may also write to the Department of Alumni Relations, Seton schools for graduate courses in Jewish-Christian and Holocaust Hall University, George M. Ring Building, 457 Centre Street, studies at Seton Hall University; and to allow teachers to enroll South Orange, NJ 07079-2691, or visit the Web site at alum- as nonmatriculated students for up to 12 credits and receive a ni.shu.edu. certificate of completion. Teachers may also enroll in the Graduate Department of Jewish-Christian Studies to obtain a The Office of International Programs Master of Arts degree. Maria José Soares, M.A., Director The endowment allows both educators and members of the Jürgen W. Heinrichs, Ph.D., Faculty Adviser community to explore lessons of lasting social significance, The Office of International Programs serves to international- countering the destructive power of prejudice, anti-Semitism, ize the Seton Hall community through services in three distinct ethnocentrism and bigotry born of ignorance, through work- areas. shops, lectures and travel programs. This program follows the 1. Education Abroad mandate of the state of New Jersey to teach about the Seton Hall faculty members run a number of study abroad Holocaust in all schools, grades K-12. programs every year. They are primarily short-term pro- Sister Rose’s Passion, a film about the life and work of Sister grams run mainly in the summer. These study abroad Rose Thering, won the award for the short documentary film opportunities are offered in many countries, including category at the Tribeca Film Festival in 2004 and was nominat- Spain, France, Italy, Ireland, England, Russia, Mexico, ed for an Academy Award® in 2005. Japan, China and Korea. The Office of International Sister Rose passed away on May 6, 2006 at her beloved Siena Programs (OIP) promotes these programs and acts as a cen- Center of the Dominican Sisters in Racine, Wisconsin. Her tral information point. The OIP encourages students to lifetime achievements are being memorialized by continuing make study abroad part of their college experience, which is her work toward improved dialogue between Christians and why the OIP also provides information, guidance and sup- Jews. In 2008 a mission to Israel is planned at which time a port to students wishing to study abroad on non-Seton Hall street will be named in her memory in Jerusalem. study abroad programs. The office also maintains and Scholarship applications are available by contacting the develops exchange agreements with many universities endowment office at (973) 761-9006, sending an e-mail to abroad. zirlmari@ shu.edu, or searching our Web site at 2. International Student Services academic.shu.edu/thering The Office of International Programs assists international students, professors and visiting scholars who wish to study, Alumni Relations and the Alumni Association do research or teach at Seton Hall. This includes issuing the Matthew Borowick, M.B.A., Assistant Vice President initial documentation required to obtain a student visa or The Department of Alumni Relations, with a constituency an exchange visitor visa, as well as providing immigration of more than 70,000 alumni, serves as the primary resource for counseling to all international students regarding maintain- all Seton Hall University graduates. ing visa status, employment, traveling, changing status, etc. The Alumni Association is governed by a Board of Directors Additionally, the OIP strives to assist international students which is composed of members representing different con- with integration into the Seton Hall community through stituent groups. The executive committee has a president, presi- social and cultural events. The OIP also provides assistance dent-elect, four co-chairs, a treasurer, secretary and members of and guidance to the International Student Association special committees. The board is responsible for supporting the (ISA). development of all activities involving University alumni.

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3. Cultural Activities and Center assets in the areas of modern languages, culture (sociology, The OIP also aims to promote awareness and understand- anthropology and religious studies), history and political sci- ing of other cultures throughout the campus. In addition to ence, and building the University’s resources over time in terms sponsoring cultural events, study abroad and international of faculty specializing in Latino and Latin American studies, students on campus, the OIP achieves this by supporting will put Seton Hall University on the map among premier cultural centers and institutes on campus such as the Asia Latino studies programs in the country with the highest level Center and the Latino Institute, among others. of institutional support and prestige. For more information, For further information, contact the Office of International visit academic.shu.edu/latinoinstitute, e-mail us at latinoinsti- Programs at (973) 761-9072 or academic.shu.edu/oip. [email protected], call us at (973) 761-9422 or visit our office in Fahy Hall 246. The Asia Center The Seton Hall Sports Poll Conducted by the The Asia Center at Seton Hall has a long and rich history Sharkey Institute spanning more than 50 years. The center’s mission is to foster Richard Gentile, B.A., Director understanding, respect and knowledge of East, Southeast and South Asia among the Seton Hall and local communities. The The Seton Hall Sports Poll conducted by the Sharkey Asia Center works in cooperation with the Department of Institute, a new initiative of the Center for Sport Management Asian Studies and other groups promoting interest in Asia to within the Stillman School of Business, officially launched in support the exploration of Asian history, cultures, politics, and the Fall 2006 semester. The Institute will serve as a source of social and economic issues. polling services and survey research dedicated to sport, placing the University in a domain unoccupied by any other university In supporting the University’s mission and commitment to in America. its Catholic faith, the Asia Center aims to be a leader in creating dialogue about Asia and enhancing our community’s Founded with a generous donation from Thomas J. Sharkey understanding of the importance of this region. The Center and his wife Ruth, the Seton Hall Sports Poll serves as a enacts this mission by promoting exchange programs, support- barometer of public opinion on the important issues con- ing educational programs; supporting church initiatives in Asia; fronting sports today. The distinction of the Seton Hall Sports and sponsoring lectures, research and cultural events. The cen- Poll is that it will be strictly focused on current sport issues. ter also acts as a hub for exchange among Americans, especially Since no other polling institute centers itself on sport, the Catholics, interested in Asia, and the Asian Catholics anxious Sharkey Institute will occupy a unique niche with immense to share the cultural awareness of their faith. traction in the marketplace. The dynamics of the sport industry provide an ideal opportunity for the Institute to present The Asia Center is one of the many activities of the Office of newsworthy findings on a regular basis, on topics such as: the International Programs that aims to reinforce the University’s NCAA final four, commercialization of the Olympics, the mission of creating a more diverse, culturally aware community steroid issue in Major League Baseball, and sports gambling. of global servant leaders. The Sharkey Institute also impacts the broader curriculum The Joseph A. Unanue Latino Institute within the Stillman School and throughout the University. Jose M. Prieto, Ph.D., Director Among the numerous educational opportunities, marketing courses have the benefit of a live market research center, and Seton Hall University is poised to become the premier site students in their core statistics classes can analyze real-time for Latino Studies in the tristate area through the creation of a data. Management students can develop planning and organiz- Latino Institute and a proposed undergraduate major in Latino ing competencies required to run a polling center, and students studies. Building on a rich legacy of service to the Seton Hall in communication can craft news releases. Latino community by the Puerto Rican Institute (founded in the early 1970s) and the Dominican Republic Institute, the Seton Hall University Parents’ Association Latino institute has evolved as an institution that seeks to fulfill two intertwined missions. The first is one of service. The Parents and family members are an integral part of the Seton Latino Institute is home to Seton Hall Latino students and all Hall community and play an important role in enhancing the students, faculty and staff with an interest in Latin American student experience. The goal of the Parents’ Association is to and Latino topics. The second is one of scholarship. Through educate and inform parents and family members about the generous support from a benefactor and the support and initia- University’s goals and programs, and to engage and involve tive of Monsignor Robert Sheeran (who said we’re living in a them in events and activities that demonstrate the value of a “Latino moment”), the trustees and the Dean of the College of Seton Hall University education. Annual activities include the Arts and Sciences, the Joseph A. Unanue Latino Institute and Parents’ Association Reception for undergraduate parents and proposed Latino Studies program will promote research and families during University Day in October, the Parents’ teaching on aspects of Latino culture. Association Reception and activities during New Student Orientation in June and August, and the Parents’ Association Faculty members in the College of Arts and Sciences plan to Men’s Basketball Pre-Game Dining event at Continental launch a comprehensive and interdisciplinary Latino studies Airlines Arena. major in 2007-08. This major, combining Seton Hall’s existing

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The Parents’ Association Web site at www.shu.edu/par- The Summer Theatre-in-the-Round is a semi-professional entsassn.html is a valuable source of information for parents and program committed to a lighter fare of entertainment. The sea- family members. Visit the Web site to learn more about the son usually starts during the last week of June with a musical, association and to subscribe to the new Parents’ Association e- followed by a comedy and ends with a mystery in the second mail newsletter. week of August. The acting staff for the summer productions includes professional, community, alumni and student talent. The Summer Theatre-in-the-Round offers Seton Hall students Cultural and Community a taste of competitive commercial theater. For more informa- Programs tion, call (973) 761-9474, or visit artsci.shu.edu/theater. Seton Hall University hosts many cultural programs that are Poetry-in-the-Round open to the general public as well as the University community. John Wargacki, Ph.D., Director Widely regarded as one of the best reading series in the University Arts Council nation, Poetry-in-the-Round invites the world’s most com- Since 1982, Seton Hall University’s Arts Council in the pelling and celebrated writers to Seton Hall University each College of Arts and Sciences has attracted nationally and inter- year to read and discuss their works with students and commu- nationally renowned artists to campus and celebrated our facul- nity members. Among the many poets, novelists and critics ty and students’ artistic endeavors. Seton Hall students, faculty who have come to Seton Hall are Azar Nafisi, Billy Collins, and staff, and the surrounding communities enjoy a wealth of Thomas Lynch, Amy Tan, George Plimpton, Harold Bloom, opportunities for dialogue and cultural enrichment through the Adrienne Rich, Jonathan Franzen, Frank McCourt, John arts. The Arts Classical Council serves as the umbrella organi- Updike, Arthur Miller, Ted Hughes, Jorie Graham, Nadine zation for the Arts Council Concert Series, Jazz ‘n the Hall, Gordimer, Derek Walcott and James Merrill. For more infor- Joseph A. Unanue Latino Institute, Multicultural Film and mation about the series, call (973) 761-9000 Ext. 5105, or visit Lecture Series, Poetry-in-the-Round, and Theatre-in-the- the Web site at artsci.shu.edu/poetry. Round, and works in collaboration with other arts and cultural groups on campus. It strives to better promote University arts Arts Council Classical Concert Series and cultural events and foster collaboration among the differ- Dena Levine, D.M.A., Director ent groups. The Arts Council, in conjunction with the Center for Vocation and Servant Leadership, oversees the awarding of For more than 20 years, Seton Hall’s Arts Council has spon- grants through the “Exploring Faith and Vocation through the sored the Arts Council Classical Concert Series, presenting Arts” program. Visit artsci.shu.edu/artscouncil for more informa- more than 350 compositions of more than 100 composers per- tion or to see a schedule of events. formed by soloists and large and small ensembles from 25 countries around the world. Jazz ’n the Hall Students, faculty and guests from the local community have Gloria Thurmond, D.T., Director enjoyed the opportunity to hear and meet world-renowned soloists such as Jorge Bolet, Leonard Pennario, Rudolph Firkusny, Bella The Jazz ’n the Hall program brings prominent jazz musi- Davidovich, Ilana Vered, John O’Conor, Ruth Laredo and cians to Seton Hall University several times a year for public Emanuel Ax, pianists; Ransom Wilson, flutist; Ruggiero Ricci, performances. Recent performers have included the Count Jaime Laredo, Robert McDuffie and Elmar Olivera, violinists; Basie Jazz Orchestra, West Point Jazz Knights U.S. Army Band, Kim Kashkashian, violist; Janos Starker and Nina Kotova, cellists; and The Dick Hyman and Ray Kennedy Jazz Piano Duo. For the Romeros, Sharon Isbin and the Assad Brothers, guitarists; more information, call (973) 378-9114 or e-mail Fusako Yoshido, koto player; and many others. [email protected].

Theatre-in-the-Round Peter Reader, M.F.A., Director and Designer The Seton Hall University Theatre-in-the-Round program runs throughout the year. Four shows are presented during the academic year, September to May. Productions take place in the nearby South Orange Performing Arts Center (SOPAC), a state-of-the-art facility that features a new and fully equipped 415 seat proscenium theatre. Student actors in these shows are directed by a department faculty member. Shows vary from classical to modern. The program strives to give students a practical and historical approach to the dramatic arts. All students are eligible to audition.

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All events are available at a reduced price to students, faculty The Joseph A. Unanue Latino Institute and staff with valid Seton Hall I.D. To receive information Jose M. Prieto, Ph.D., Director about the series, as well as subscriptions and single tickets, call The Latino Institute is a new and comprehensive academic (973) 275-2450. and cultural program. In connection with the proposed Latino Studies major, the Latino Institute has begun to offer cultural The Multicultural Program Acting and Lecture Series programming. In 2004-05 highlights include co-sponsorship of Christopher Sharrett, Ph.D., Director Voces y Visiones, a traveling exhibition of artwork from El The Multicultural Program, in addition to its academic Museo del Barrio’s permanent collection, on view in the Walsh courses, offers a free film and lecture series open to the general Gallery; a lecture by noted anthropologist Arlene Dávila, titled public and the Seton Hall community. Both the film and lec- “Barrio Dreams: Puerto Ricans in the Neoliberal City”; film ture series explore diversity issues related to ethnicity, race, reli- screenings and discussions with the filmmakers of new docu- gion, class and gender. Feature films, domestic and foreign, and mentaries such as Tats Cru, Inc. by Cristina Esterás Ortiz and riveting documentaries give the film series a focus and a univer- Deportado, by Nina Siulc. Workshops such as “Are you a Taíno sal perspective. The film series has lively discussions following and don’t know it?,” a workshop on Taíno history and culture each viewing —led by an expert guest host. The lecture series with Jorge Estévez, and a print making workshop with artist has brought to campus well-known scholars, including two- Julio Valdez are also offered. The institute supports the Latino time Pulitzer Prize winner historian David Levering Lewis, student organizations on campus by collaborating with, advis- Andrew Hacker and Deborah White, as well as prominent film ing and publicizing their programs. For more information, visit directors/producers Tami Gold, Frederick Marx, William Miles academic.shu.edu/latinoinstitute. and Peter Miller. Through films, lectures and conferences, the Multicultural Archbishop Peter L. Gerety Lecture Series Program has sought to bridge the racial, religious, class and gender Monsignor Robert Wister, Hist.Eccl.D., Director fault lines of the national and global divide through the promotion Through a grant received from Archbishop Emeritus Peter L. of increased understanding of our similarities and appreciation of Gerety, Immaculate Conception Seminary School of Theology our differences. Church and community groups are welcome. For sponsors a lecture series in Church history, broadly defined. information, call (973) 275-2792 or (973) 761-9385. These lectures (usually one per semester) are given by prominent figures from the fields of education, Church, public service and journalism. They address issues of contemporary interest with some attention to the historical roots of these issues. Information about the Archbishop Peter L. Gerety Lecture Series may be obtained by calling the School of Theology, (973) 761-9575, or by visiting theology.shu.edu/lectures.htm.

Monsignor John M. Oesterreicher Lecture Reverend Lawrence Frizzell, D.Phil., Director The John M. Oesterreicher Endowment funds an annual lecture in memory of Monsignor Oesterreicher, founder of the Institute of Judaeo-Christian Studies at Seton Hall University. Additionally, a series of conferences and workshops sponsored by the Institute deal with current and historical perspectives in the relationship between Christians and Jews. These programs are open to the public. More information may be obtained by calling the Institute of Judaeo-Christian Studies at (973) 761-9751.

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Student Affairs and Enrollment Services

Financial Aid Phone: 1-800-222-7183 Fax: 973-313-6223 [email protected] Bayley Hall - first floor Monday - Thursday: 8:45 a.m. - 5:45 p.m. Friday: 8:45 a.m. - 4:45 p.m. Please visit http://admin.shu.edu/enrollmentservices for current information. Admission Call or write directly to the graduate department for an application, or apply online at www.shu.edu/grad.html. Graduate offices may be reached via the University switchboard at (973) 761-9000, or contact the Office of Graduate Admissions at (973) 313-6128. Classification of Graduate Students

Degree students Students who have been accepted as candidates for a graduate degree.

Nonmatriculated Graduate Students Students who usually fall into one of the following categories: • those who are pursuing courses outside of a degree program for continuing education purposes; • those enrolled in nondegree certificate programs or licensing programs; and • those intending to make formal application to a degree program after preliminary coursework (12-credit limit).

Full-Time Graduate Student Vice President for Student Affairs and Enrollment Services: Those registered for 9 credits or more. Laura A. Wankel, Ed.D. Associate Vice President for Enrollment Services: Part-Time Graduate Student Bryan J. Terry, Ph.D. Those registered for fewer than 9 credits. The following areas comprise the Office of Enrollment Services within the Division of Student Affairs and Graduate Auditors Enrollment Services: Those who are enrolled in specific courses taken on a non- credit basis. Students may be admitted to auditor status by Admissions: proving to the department chair that they can profit from class Phone: 973-761-9332 discussion and/or by filing an audit declaration. Fax: 973-275-2321 [email protected] Qualifications for Admission Registrar: Among the criteria applied in determining eligibility for Phone: 973-761-9374 admission to graduate studies are a satisfactory undergraduate Fax: 973-275-2040 scholastic average in appropriate coursework from an accredited Transcript Fax: 973-275-2050 college or university; satisfactory scores on any entrance examinations required by the department; and interviews, appropri- [email protected] ate references and any other assessment procedures when Student Financial Services: requested. Graduate students must meet the course and credit Bursar/Student Accounts requirements of the department in which they intend to study. Phone: 1-800-222-7183 No documents submitted as part of the application proce- Fax: 973-761-9371 dure will be returned, nor will any requests to duplicate documents be honored. [email protected]

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Applicants whose files become complete after specified dead- Physical Therapy – early review deadline is November 15 for line dates may be considered for admission in the following the following fall class; regular review deadline is February semester. The credentials of applicants whose files remain 15 for the following fall class incomplete after specified deadline dates will be retained for a Physician Assistant – early review deadline is November 15 for period of two years. In the School of Business, there is a one- the following fall class; regular review deadline is April 15 year period of retention. These applicants must notify the for the following fall class appropriate office in writing should they desire to continue the Speech-Language Pathology – March 1 application process. Applications for degree programs in the School of Graduate The completed application and all necessary documentation Medical Education received after the above deadlines will be must be submitted and ready for review by the following dates: reviewed on a space-available basis. Admissions will remain open until the classes are filled. College of Arts and Sciences July 1 * Fall Semester College of Nursing *Department of Psychology only accepts applications for the Fall semester. Rolling Admission (No Summer Session admissions) November 1 Spring Semester May 1 Summer Session Rolling Admission Strategic Communication, School of Theology Master of Public Administration, August 1 – Fall Semester Master of Healthcare December 15 – Spring Semester Administration Rolling Admission – Summer Session Stillman School of Business Advanced Standing (Transfer Students) Rolling Admission (see School of Business section) Graduate credits earned recently in another accredited college or university, and not applied toward a prior degree, may College of Education and Human Services Department of be accepted in partial satisfaction of graduate degree credit Education Leadership, Management and Policy requirements at Seton Hall. The courses taken should be simi- Rolling Admission – M.A. in Human Resources Training and lar to required or elective courses approved for the curriculum Development – Corporate, M.A./Ed.S. in Education concerned. The grades earned must not be lower than a “B.” In Leadership, Management and Policy/K-12, M.A./Ed.S. in New Jersey State general, a total of 6 credits may be approved for master’s degree Police Law Enforcement programs and 30 credits for the doctoral program. Graduate January 15 – Fall Semester for Counseling Psychology (Ph.D.) students applying for transfer of credit should contact their adviser in the appropriate college/school, requesting advanced February 1 – Fall Semester for Education Leadership, Management and Policy (Ed.D.) and Higher Education standing on the basis of official transcripts. Administration (Ph.D., Ed.D.) Once enrolled, students may not register for graduate course February 15 – Fall Semester for Family Psychology (Ph.D.) work at another institution without prior written permission of October 1 – Spring Semester for Education Leadership, the department chair or program director. Some departments Management and Policy (Ed.D.) and Higher Education will not authorize any transfer credits or may impose restric- Administration (Ph.D., Ed.D.) tions. Students should consult their adviser prior to any regis- December 1 – Spring Semester for Executive Ed.D. K-12 tration at another institution. (Accelerated Program) Admission Information John C. Whitehead School of Diplomacy and Students are expected to acquaint themselves with all proce- International Relations dures and requirements applying to graduate studies, as well as Rolling Admission – Students may begin the program in with specific requirements of the college and department in September, January or May which they intend to study. Graduate admissions materials are available through the following areas: School of Graduate Medical Education Application Deadlines General Graduate Information Athletic Training – early review deadline is November 15 for the following fall class; regular review deadline is February Graduate Program Information 15 for the following fall class School/Program Graduate Coordinator Phone Health Sciences – Master’s degree applications - Rolling appli cation review until the class is filled; Doctoral degree appli Stillman School of Business cations – November 1 for spring admission and April 1 for Catherine Bianchi, M.B.A. (973) 761-9220 fall admission Director, Stillman School Occupational Therapy – early review deadline is November 15 Whitehead School of Diplomacy and International Relations for the following fall class; regular review deadline is Catherine Ruby, Ph.D. (973) 275-2142 February 15 for the following Fall class Director, Whitehead School

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College of Education and Human Services School of Graduate Medical Education • Education Leadership, Management and Policy • Athletic Training Michael J. Osnato, Ed.D. (973) 761-9397 Carolyn Goeckel, M.A., (973) 313-2826 Chair ATC • Educational Studies • Graduate Program in Health Sciences William McCartan, Ed.D. (973) 761-9394 Genevieve Pinto-Zipp, (973) 275-2457 Chair PT, Ed.D. • Professional Psychology and Family Therapy • Physician Assistant Laura Palmer , Ph.D., (973) 761-9451 Carol A. Biscardi, (973) 275-2596 Chair M.S., PA-C College of Nursing • Occupational Therapy Mary Jo Bugel, M.A., R.N. Ruth Segal, Ph.D., (973) 761-7145 Director of Recruitment (973) 761-9285 OTR College of Arts and Sciences • Physical Therapy • Application Information Doreen Stiskal, (973) 275-2051 Dean’s Office (973) 761-9430 PT, Ph.D. College of Arts and Sciences • Speech-Language Pathology • Asian Studies Robert Orlikoff, Ph.D., (973) 275-2825 Dongdong Chen, Ph.D. (973) 761-9469 CCC-SLP Director of Graduate Immaculate Conception Seminary School of Theology Studies Monsignor Robert J. Wister, (973) 761-9575 • Biological Sciences D. Eccl. Hist. Carroll D. Rawn, Ph.D. (973) 761-9044 Director of Graduate Application Procedures Studies • Chemistry Degree Graduate Students Stephen Kelty, Ph.D. (973) 761-9129 Students applying for admission to graduate courses leading Director of Graduate to a degree must submit the following items according to the Studies directions received with the application packet: • Strategic Communication Richard Dool, Ph.D., (973) 761-9490 • completed application form and application fee; Director of • official transcripts of all academic work completed beyond Graduate Studies high school; • English • statement of Professional Goals (not required of applicants to Angela Weisl, Ph.D. (973) 275-5889 the School of Business); Director of Graduate • letters of reference (varies according to program). Studies • History Test scores: Dermot A. Quinn, Ph.D. (973) 275-2774 Director of Graduate College of Arts and Sciences Studies Graduate Record Exam (GRE)* • Jewish-Christian Studies Stillman School of Business Reverend Lawrence E. Frizzell, (973) 761-9751 Graduate Management Admission Test (GMAT) D.Phil., Chair College of Education and Human Services** • Museum Professions Miller Analogies Test (MAT) Janet Marstine, Ph.D. (973) 761-7966 School of Graduate Medical Education Acting Director of Graduate Graduate Record Exam (GRE) or Miller Analogies Test (MAT) Studies College of Nursing • Psychology Miller Analogies Test (MAT) or Graduate Record Exam (GRE) Michael Vigorito, Ph.D. (973) 275-2707 School of Theology Director of Graduate Graduate Record Exam (GRE) or Miller Analogies Test (MAT) Studies • Public Administration and Healthcare Administration Note: Applicants are advised to check with specific graduate program Naomi Wish, Ph.D. (973) 761-9510 departments to verify the materials required for their application packet Chair *Some programs accept MAT, GRE, GMAT or LSAT scores. **The College of Education and Human Services additionally requires a resume of professional background for those applying to the doctoral program. Some programs accept GRE scores.

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Nonmatriculated Graduate Students sel students on these issues as well as report immigration mat- To enroll for graduate courses on a nonmatriculated basis, ters to USCIS through SEVIS (the federal immigration data- the students must complete an “Application for base). Questions about initial I-20 issuance or maintaining visa Nonmatriculated Graduate Students” at the time of their initial status should be directed to the OIP in Fahy Hall room 128 or registration. Evidence of receipt of an undergraduate degree by e-mail at [email protected] or by phone at (973) 761-9072. must be submitted to the office at that time. The maximum Please also visit the OIP Web site at academic.shu.edu/oip for number of credits nonmatriculated students may earn before immigration regulations and details about documents required matriculation is 12. for I-20 issuance. No documents submitted as part of the application process International Graduate Student Applications will be returned nor will any requests to duplicate documents Seton Hall welcomes applications from international stu- be honored. dents for admission into full-time graduate degree programs. The Office of International Programs (OIP) provides counsel- Acceptance ing and support for all student visa and immigration issues, After the application has been processed, and if the qualifica- and also assists international students in becoming active mem- tions are satisfactory, graduate students will receive a letter of bers of the University and surrounding community. The Office acceptance from the graduate office of the appropriate of International Programs offers a variety of services and college/school. social/cultural activities for this purpose. More information is Students who are unable to attend during the term for which available from the Office of International Programs, (973) 761- they are accepted must advise the department. Students may 9072, or visit the Web site at academic.shu.edu/oip request in writing a deferment of their acceptance until the International Admission Requirements: next semester. • completed application form and application fee; Deferment of Application • original transcript of academic credentials. All credentials in languages other than English must be accompanied by certi- If applicants for admission to a graduate program find it fied English translations; impossible to submit all required documentation by the application deadline, they may request a deferment to the next • Evaluation of foreign academic credentials by World semester. This request for deferment must be submitted in Education Services (WES), 1-800-937-3895, [email protected], writing. In no case may applicants defer an application after www.wes.org receiving an unfavorable admission decision. • official scores attained on the Test of English as a Foreign Language (TOEFL) given by the Education Testing Service, Duplicate Degrees Princeton, New Jersey, (609) 921-9000; Students who have earned a graduate degree at Seton Hall • official scores attained on the appropriate entrance examina- may be accepted to another program with a different major tion required by the department; and that culminates in the same degree provided that the content of • letters of reference (varies according to program). the program is significantly different. In this case, the dean determines the number and distribution of credits required in Student Visa the second degree. International Students requiring a student visa will also need to submit additional documents which are required by the Financial Aid United States Citizen and Immigration Services (USCIS). Upon admission to the University, the Office of International University Graduate Assistant Program Programs will review these documents and determine if they The University offers a limited number of graduate assistant- are sufficient to issue an I-20 which is used to apply for an F-1 ships each year for full-time, matriculated graduate students. student visa. These teaching, research and administrative assistantships are The documentation required to issue an I-20 is as follows: by separate application only. • Declaration and Certification of Finances with attached Each assistantship is usually for one academic year, carries a proof of ability to pay for the cost of education. stipend for nine or 10 months (September through May or • Request for Certificate of Eligibility (I-20) form June) and includes tuition remission for a maximum of 12 credits per semester (except for law students, for whom the maximum is 9 Students currently in the United States must also fill out a credits). Assistantships are renewable for the next year upon the rec- Visa Sponsorship Transfer Form indicating the SEVIS release ommendation of the hiring department. date. Assistants generally spend 20 hours per week doing directed, All international students are required to enroll full-time (at quasi-professional work or teaching. Job descriptions outlining least 9 credits for graduate students) and comply with all other specific responsibilities are on file in the Office of the Provost. requirements of maintaining visa status. It is the responsibility of each international student to familiarize him/herself with and abide by immigration regulations. The OIP serves to coun-

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Applicants for graduate assistantships must show evidence of Student Financial Services processes applications for the formal University acceptance into a graduate degree program as Stafford Loan, both subsidized and unsubsidized. A master part of their application. Applications and information are promissory note must be electronically signed at www.sal- available through the Graduate Student Web page at liemae.com/shu/apply before the loan proceeds can be credited to www.shu.edu/gafaq a student’s account. Please note: Applicants for teaching assistantships in biology, chemistry Applicants must enroll at least half-time and complete the and English also must contact those departments Free Application for Federal Student Aid (FAFSA) to determine financial need for the loan. In completing the FAFSA, be International Students sure to include Seton Hall’s Title IV School Code: 002632. Financial aid for international students is limited. Students who do not qualify for the subsidized Stafford Loan International students are eligible to apply for graduate assist- may receive an unsubsidized loan. Loan limits are up to antships and graduate scholarships on an equal basis with $20,500 per year for the Stafford, subsidized and unsubsidized domestic students. However, citizenship and residency require- combined, depending upon the calculated student cost of ments eliminate all foreign students from the federal assistance attendance. programs in which the University participates. International Interest rates for Federal Stafford and PLUS loans are set students who qualify for admission to the University must seek annually by the United States Department of Education. More financial assistance through agencies in their own country information about these loan programs may be obtained from rather than attempting to base an education at Seton Hall on Enrollment Services or from the United States Department of scholarship awards or other aid from the University. Education at http://studentaid.ed.gov Graduate Educational Opportunity Fund Program Student Eligibility Graduate Educational Opportunity Fund (EOF) grants are In order for students to receive financial aid they must meet available to eligible students in the amount of $ $2,850 (maxi- certain eligibility requirements listed below: mum grant for the 2006-2007 academic year). Students must be full-time, matriculated students and must document finan- • have financial need as determined by the FAFSA; cial eligibility as determined by the students’ gross income. • be a high school graduate; Although priority in awarding the EOF graduate grant is • be enrolled at least half-time at Seton Hall in a degree granti- given to those who received undergraduate grants, individuals ng program; who did not receive undergraduate grants but who demonstrate • be a U.S. citizen or eligible noncitizen; historical poverty will also be considered. • be making satisfactory academic progress toward a degree Applicants must complete and submit the Data Sheet for (the following section provides details); Graduate and Law School Students to the coordinator of • not be in default of a federal loan or owe a repayment of a Enrollment Services, located in the Educational Opportunity federal grant; or have exceeded the loan aggregate for a grad- Office on the South Orange campus. In addition, applicants uate student; must complete the Free Application for Federal Student Aid • comply with the terms of the Anti-Drug Abuse Act; (FAFSA) www.fafsa.ed.gov • certify registration with selective service if required; and • certify that information reported on the Student Aid Report Federal Assistance Programs (SAR) is accurate if selected for Federal Verification. Various departments and agencies of the federal government offer programs of aid for graduate students. These include fellowships, traineeships, summer traineeships or loans. Students Requirements to Maintain interested in these programs are requested to contact the Eligibility for Federal Aid department in which they intend to study. In addition to the requirements above, the Higher Education Amendments require colleges and universities to define and Veterans Benefits enforce standards of academic progress. Students receiving fed- Educational benefits may be available to eligible veterans and eral financial aid must conform to these requirements in order children or spouses of deceased or permanently disabled veter- to be eligible for this financial assistance. ans. Details of the program are available from any Veterans Satisfactory academic progress requirements at Seton Hall Administration Office or Seton Hall University’s Student provide a maximum time frame for completion of a degree, a Financial Services. graduated credit accumulation over time, as well as a quality mechanism. These minimum standards require students to Federal Stafford Loans demonstrate that they are actively pursuing their degree. Seton Hall participates in the Federal Stafford Student Loan Program. Loan proceeds are delivered to the student directly through the University and repaid to the loan servicer.

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Satisfactory Academic Student Loans: Progress Guidelines Rights and Responsibilities Two types of federal student loans are available to assist in General Considerations financing a student’s education. They are the Federal • Federal Regulations (General Provision CRF 668.43) require Subsidized Stafford Loan and the Federal Unsubsidized the Seton Hall University Enrollment Services to review the Stafford Loan. Before incurring any loan, students should academic progress of students who apply for and/or receive know the terms and conditions of the loan, as well as their financial assistance. This regulation applies to each financial rights and responsibilities as student borrowers. aid applicant whether a previous recipient or not. A loan is money that is borrowed and paid back with inter- • Annual Satisfactory Academic Progress evaluation cannot est. The specific sum of money borrowed is called the princi- take place until final grades have been posted each year. pal. Interest is a percentage of the principal that the student Therefore, any financial assistance awarded prior to the pays as a fee for borrowing. Students usually pay back the loan annual academic evaluation is subject to cancellation if the in monthly installments until the entire amount of the loan minimum standards are not met. (principal and interest) is repaid. In some cases, students may • Deficiency with the quantitative and qualitative Satisfactory postpone or defer payment of the loan, but a deferment must Academic Progress Guidelines will result in the denial of be approved by the loan servicer. If students fail to repay their financial assistance. Applicants denied financial assistance loan (or defaults), the government may impose a penalty and because of inadequate Satisfactory Academic Progress will be may withhold money from paychecks and tax refunds. In addi- granted the option of appealing their aid denial. Appeals tion, students will be ineligible to receive any future federal aid, must be based on “special or unusual circumstances.” and their credit ratings will be negatively affected. The exact terms and conditions of a student loan may be obtained in Federal Financial Assistance Programs Affected detail from the loan servicer. Perkins Loan • Work-Study • Robert Byrd Teacher While student loan programs differ in some ways, students’ Scholarship • Federal Stafford Loan • Educational Opportunity rights and responsibilities as a borrower are basically the same Fund for all programs. These rights and responsibilities are specified in federally mandated Entrance Counseling. Grade Point Average • Graduate students must maintain a cumulative GPA of 3.00, Rights consistent with Seton Hall University standards; As borrowers, students have the right to be provided with • Students whose cumulative GPA does not meet the mini- clear and concise information about the terms and conditions mum requirements are automatically placed on probation for of student loans. The following list describes students’ rights the current semester. regarding financial aid: • students must receive a copy of the promissory note that Number of Credits Completed - Full-Time legally binds them to repay the loan; • Graduate students must complete a minimum of 75 percent • students have the right to a “grace period” before the repay- of credit hours attempted for each academic year (i.e., sum- ment period begins; mer 2007; fall 2007; spring 2008) at Seton Hall University; • students must be given a list of deferment conditions; • Students attending the University a portion of an award year • students must be informed of the full amount of the loan, will be evaluated on that portion of the academic year; the interest rate and when repayment begins; • Students who leave the University for an award year will be • students must be informed of the effect borrowing will have evaluated on their most recent academic year or attendance on eligibility for other aid; at Seton Hall University. • students must be aware of any charges to them by the federal government; • students must know the maximum yearly and total loan Determination of Award Amounts amounts, as well as the maximum and minimum repayment To be considered for federal or state financial aid, a student periods; must complete the Free Application for Federal Student Aid • students must be informed of their expected total debt and (FAFSA). The federal government will then process the infor- what their monthly repayments will be; mation and send it to the colleges indicated and to the appropriate state agencies. Students should make sure that Seton • students must be aware of what default is and its consequences; Hall University is listed on the FAFSA using Seton Hall’s Federal ID Code 002632. The website to apply online is • students must be informed of refinancing and consolidation www.fafsa.ed.gov options; and • students must be notified if their loan is transferred to a different holder.

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Responsibilities Student Employment • Students must notify the loan servicer if they graduate, with- Student employment, whether federally or institutionally draw from school or drop below half-time; transfer to anoth- funded, is disbursed in a paycheck that goes directly to the stu- er school; change their name, address or social security num- dent for the hours worked during a specific pay period. ber. Students are paid once every two weeks for the hours that they • Students must repay their loans in accordance with the have worked and submitted on a timesheet. repayment schedule given to them, even if they do not receive a bill or complete their education. Student Loans • Students must notify the loan servicer of anything that Stafford loans (both subsidized and unsubsidized) are dis- affects the ability to repay the loan or changes student’s eligi- bursed in two equal payments, and are applied to the student’s bility for deferment or cancellation. account after the student signs a promissory note. First-time • Student borrowers must complete both Entrance and Exit borrowers at Seton Hall must complete Entrance Counseling Counseling requirements. before loan proceeds can be credited to the student’s account.

Estimated Federal Stafford Loan Monthly Payments at a New Jersey Educational Opportunity Fund (EOF) 10 year Loan Term New Jersey EOF Grants are disbursed through a state-gener- Loan Balance Interest Rate Maximum Interest ated electronic file that feeds through the computer system at at Repayment of 4.06% Rate of 8.25% Seton Hall and updates each student’s account with a credit for $8500 $86.30 $104.25 the specific award in which he or she is eligible, after proper $15000 $152.30 $183.98 certification. $18500 $187.83 $226.91 $25000 $253.83 $306.63 Institutional Aid $30000 $304.59 $367.96 $40000 $406.12 $490.61 Institutional and certain federal financial aid programs are disbursed through Seton Hall’s mainframe computer system. Reports generated through the system identify students who Student Employment meet all requirements for disbursement. Requirements include There are certain requirements that students must meet and completion of verification if required, certifications on file, maintain to be considered for on-campus employment. A com- promissory note completion (Perkins and Federal Stafford prehensive explanation of the terms and conditions of employ- Loans). If students meet the requirements, their account is ment is listed in the Seton Hall University Student updated from the financial aid records to the student accounts Employment Handbook, available in Enrollment Services. records with credit for each award for which the students are Generally, students must be enrolled and matriculated at Seton eligible. The disbursement program is run for both the current Hall and be making progress toward a degree as defined by the term and any previous terms in which adjustments need to be University. made. Students also must be given an official work assignment For more information about financial aid, contact Student before any work is performed. Financial Services at (973) 761-9332. Students eligible for a Federal Work Study Award must: • file a FAFSA and demonstrate financial need; Repayment Policy • submit proof of citizenship and employment eligibility (I-9 Students receiving federal financial aid, who completely ter- Form); and minate enrollment or stop attending all classes during a term for which payment has been received before completing more • give documentation of information provided on FAFSA then 60 percent of the enrollment period, are subject to specif- if required. ic federal regulations. Community Service Learning Program The amount of Title IV aid that a student must repay is determined via the Federal Formula for Return of Title IV Seton Hall participates in the Community Service Learning funds as specified in Section 484B of the Higher Education Program. Community service jobs are available to interested Act. This law also specified the order of return of the Title IV students. Information is available in Enrollment Services. funds to the programs from which they were awarded. A repayment may be required when aid has been disbursed Disbursement of Financial Aid to a student from financial aid funds in excess of the amount of Disbursement of financial aid is done in several different aid the student earned during the term. The amount of Title ways depending on the type of aid. IV aid is determined by multiplying the total Title IV aid (other than FWS) for which the student qualified by the percentage of time during the term that the student was enrolled. If less aid was disbursed than was earned, the student may receive a late disbursement for the difference. If more aid was disbursed

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than was earned, the amount of Title IV aid that must be returned User Fee Policy (i.e., that was unearned) is determined by subtracting the earned In recognition of the higher costs associated with certain amount from the amount actually disbursed. instructional services provided by the University, special course The responsibility for returning unearned aid is allocated fees may be established and assessed to students enrolled in between the University and the student according to the por- such courses. Fees may be established only with appropriate tion of disbursed aid that could have been used to cover prior approvals. University charges and the portion that could have been disbursed directly to the student once University charges were covered. Seton Hall University will distribute the unearned aid Payment back to the Title IV programs as specified by law. The student Semester bills with payment due dates are mailed to students will be billed for the amount the student owes to the Title IV who preregister as a courtesy to students. Full details regarding Programs and any amount due to the University resulting from payment policy are sent with each bill. Students are required to the return of Title IV funds used to cover University charges. monitor their accounts through the on-line self-service access and make on-time payments regardless of receipt of a period bill. Students may opt to pay their bills using Visa, MasterCard, American Express or Debit Card. Students will Tuition and Fees not be allowed to register or attend classes for a subsequent The tuition and fees listed are in effect as of the date of pub- semester with an unpaid balance from the preceding semester. lication of this catalogue. The University reserves the right to In no case will students receive a degree, diploma, certificate of make whatever changes are deemed necessary by the Board of degree or transcript of credits until all charges have been paid Regents. The most recent information on tuition and fees can in full. be found on the Seton Hall University web site: http://www.shu.edu/applying/graduate/tuition-costs.cfm Deferred Payment Plans Tuition Per Credit Seton Hall University works with TuitionPay to provide stu- Per Graduate credit (non-business) $826 dents and their families with no-interest payment plans. A nomi- Per Graduate credit (business) $889 nal fee is charged by TuitionPay. Please contact TuitionPay at 1- 800-635-0120 or www.tuitionpay.com for more information. Fees (Per Semester) University Fee - Part-Time $85 Late Fees and Collection Costs University Fee - Full-Time $105 Any amounts unpaid after the bill’s due date are subject to Technology Fee - Part-Time $100 late fees. The late fee is $250 each semester. Students are Technology Fee - Full-Time $200 responsible for collection costs. See website for additional fees and related information. Withdrawal from the University Estimates of Non-Tuition Costs By registering for classes, a student has entered a legal and Books and Supplies $ 700 binding contract to pay all tuition, fees and housing charges On-Campus Room and Board, per year with Seton Hall University. Non-attendance of classes does not (subject to space availability) $ 9,300 constitute an automatic withdrawal. A formal withdrawal Other Indirect Costs (resident) $ 650 application must be submitted and approved through Transportation (nonresident) $ 1,000 Enrollment Services in a timely manner. Tuition Discounts Returned Check Policy Priests, brothers, and sisters of the Roman Catholic Church If a bill is paid by personal check in order to pre-register and are eligible for a 50 percent religious reduction in the above the check is returned for insufficient funds, the student will be graduate tuition rates. Application, accompanied by verification dropped from all classes. The student will not be allowed to of eligibility, must be submitted to Enrollment Services prior to reregister for classes until after the account is settled. A registra- registration. Enrollment Services will provide written guidelines tion hold will be placed on the student’s record until the bal- upon request. Senior citizens also receive a discount on a space- ance is resolved through an alternate payment. Alternate pay- available basis and are asked to present proof of age (65 or ment options are credit card (MasterCard, Visa, American older) each semester. Tuition waiver forms are available from Express or Debit Card), cash, money order or cashier/bank Enrollment Services, Bayley Hall, at the time of registration. check. Future personal check payments will be held until funds On-line courses or those taught under comprehensive fee- have cleared through the student’s bank. Students who abuse based structures are not eligible for tuition discounts. check payments may be barred from paying by personal check in the future. A returned check fee of $35 will be charged.

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Withdrawal from the University If a student has made only partial payment of tuition and General University policy for refund/credit of tuition for reg- fees and the prorated charges exceed the partial payment, the istered students who wish to withdraw from the University is additional amount is due and payable at the time of withdraw- based on prorated charges keyed to the date of actual with- al. Students will not receive clearance from the University until drawal subsequent to the end of the add-drop period: all financial obligations have been met. 1 week 80% Any refund that is necessary as a result of withdrawal from 2 weeks 60% the University will be made only by mail. 3 weeks 40% 4 weeks 20% more than 4 weeks none Charges for Course Changes Course schedules may be modified through the on-line stu- These changes apply to students who leave to attend another dent self-service or with an Adjustment to Schedule Form college or university, who leave because of financial conditions, through the add-drop deadline. The payment due date for family or personal reasons, or as the result of University com- additional tuition incurred by a student as a result of such a munity standards sanctions. change is the due date as listed in the Registration Handbook Adjustments will be made only if the official withdrawal or, if changes are made after this date, payment is due immedi- forms are properly filed by the student and processed by the ately. Students are required to monitor their accounts through University. Fees remain payable. the on-line self-service access and make on-time payments During Summer Session, no refunds are made after the sec- regardless of receipt of a printed bill. ond class, and no prorated refund/credit for withdrawal is Any credit that appears on the student’s financial account as granted. a result of a dropped course may be applied toward charges for If a student is dismissed or withdraws because of prolonged a subsequent semester or, if requested in writing, refunded illness, the account will be rendered strictly according to the directly to the student. No financial adjustment will be made percentage ratio of the total number of days elapsed during the for individual courses dropped after the change in program student’s attendance to the total calendar days of the semester. period. A “prolonged illness” is one that must be attested to by a doctor’s certificate to the effect that the illness is or was of such a nature as to require the student’s absence for a period of three consecutive weeks.

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Academic Policies and Procedures

Bayley Hall - First Floor them. Students also are afforded the opportunity to challenge Monday-Thursday: 8:45 a.m-5:45 p.m. these records. Friday: 8:45 a.m-4:45 p.m. All educational records are considered confidential. Their Phone: (973) 761-9374 release is regulated by University policy in keeping with the Fax: (973) 275-2040 provisions of Public Law 93-380, Family Educational Rights Transcript Fax: (973) 275-2050 and Privacy Act of 1974, as amended. The University policy is [email protected] fully detailed in the Student Handbook available at studentaffairs.shu.edu Students who wish to inspect information or records may do Degree Requirements so by requesting a Right of Access form from the office or To qualify for a graduate degree, students must fulfill all department in which a specific record is kept and filing it with course, examination and other requirements prescribed by the that office. Right of Access forms also are available from department. Only graduate coursework may be applied to a Enrollment Services. Within 10 days of receipt of the Right of graduate degree. In rare instances, an upper-level undergradu- Access form, the office or department will notify the student ate course may be counted toward a graduate degree on the about the date, time and location the record will be available recommendation of the department chair and dean. Degree for inspection. candidacy must be established in keeping with departmental The Office of the Registrar answers all questions relating to and school standards. right of access. Advanced degrees are not awarded automatically upon completion of a required number of courses or credit. Such degrees Academic Integrity are awarded for demonstrated achievement in scholarship. A Faculty, students, administrators and staff of Seton Hall GPA of 3.0 is required for graduate degree eligibility. University both recognize and cherish academic integrity as the The University reserves the right to close, cancel or modify any cornerstone of our shared academic enterprise. As a Catholic academic program and to suspend admission to any program. institution, we are particularly bound to personal values and self-discipline and seek to combine that reality within the con- Student Educational Records: Access and Privacy text of a trusting and caring academic community. All individ- The University provides all present and former students with uals in the University community have an obligation to attend the right of access to inspect and review by appointment any to the highest degree of personal integrity while in the pursuit and all educational records, files and data that relates directly to of knowledge and the service of one another. In particular, the pursuit of knowledge requires honesty.

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Students must do their own work. A student who hands in Comprehensive Examination work that is not his or her own, or who cheats on a test, or In addition to department certification that comprehensive who plagiarizes an academic assignment is doing harm to him- command of the field has been established, the successful com- self or herself and taking advantage of others. Any dishonesty pletion of a final comprehensive examination is a degree threatens the individual standards of the person committing requirement in some programs. Examinations are scheduled the act and the other members of the Seton Hall community during Fall and Spring semesters, and some programs also as well. schedule examinations during Summer Session. Applications As we continue to seek for what is best and authentically for the examination are obtained from the department and human, each member of this University community must must be signed by the adviser and submitted by the dates spec- commit himself or herself to service of the truth. A student ified by the department. should refer to the Policy on Academic Integrity Policy of The candidate is entitled to one reexamination for which a his/her major department/school/college. This University new application must be submitted (see General Fees). A can- Policy of Academic Integrity shall apply to all students. The didate also must maintain continuous registration at the Procedures for Handling Violations of Standards of Academic University until the requirement has been fulfilled. and Professional Integrity are contained in the Student Specific school regulations concerning the examination are Handbook. included in the appropriate sections of this catalogue.

Class Attendance Transfer Credit Policy for Active Graduate Students Attendance at each class meeting is expected of each student. Graduate students may not take graduate courses at any Instructors may take class attendance into account when deter- other institution without the prior written permission of their mining grades as long as a clear statement on attendance policy chair and dean and, in cases where the course involved is out- and its impact on grading is given to students at the start of side of the student’s department, the chair of the course-equiv- the semester within the syllabus. Students who are recipients of alent department. Transfer policies may vary as to depart- federal funds for a given term may compromise their eligibility ment/school. Some departments do not allow students to take to retain that aid if they fail to attend class and/or do not earn courses at other institutions for transfer, while others impose academic credit for their courses. restrictions. Students should contact their adviser about prevailing policies. Change of Program Authorization to study elsewhere is granted upon comple- After admission to a graduate program in one department, tion of an Application to Study at Another Institution, which students who wish to change to another program in the same is available in the Office of the Registrar. No credit for work department must file a Curriculum Adjustment Form. Forms completed at another school is granted unless the grade is “B” may be obtained at the departmental office. Students who or higher and the course is at the graduate level. Grades for complete one graduate degree may not use the Curriculum transferred courses are not used in computing the student’s Adjustment Form to enter another degree program; in this GPA. Students should consult their department for any addi- case, the student must file a new Application for Admission tional transfer regulations that may apply. and forward all required documentation to the college’s/school’s Office of Graduate Admissions. Students In general, a maximum of 6 credits may be transferred into accepted into a degree program in one college or department master’s and educational specialist programs. Students may not must file a new application for graduate study to qualify for transfer to their Seton Hall graduate degree any course which admission to a different college. In all cases, applicants must has been applied to a degree at another institution. satisfy all admission requirements before they qualify for Transfer credit is granted only for courses taken at an accred- admission. ited college or university. In all cases, the student is responsible for submitting an official transcript to the University. Course Requirements Students are expected to present themselves for examinations Thesis as scheduled and meet all other course obligations by the end In those programs in which a thesis is required, degree can- of the semester in which the course is offered. All course didates must submit an approved thesis prepared under the requirements (examinations, papers, projects, etc.) must be direction of a mentor at least three weeks before the end of the completed by the dates announced in the University semester semester in which all requirements will be completed. Before Registration Handbook. conferral of the degree, a minimum of three copies (four for If students are unable to complete the requirements for one education) suitable for binding must be submitted to the or more courses during the regular term, the course load for appropriate department. subsequent terms may be reduced. Continuity Students enrolled in a degree program are required to register each Fall and Spring semester until all requirements for the degree are satisfied. Failure to register without being granted a

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leave of absence is interpreted as a resignation from the pro- Application for Degree gram, and the processing of a Change of Status application will At the beginning of the semester or Summer Session in be required before students may reenter the program. which all requirements will be satisfied, students must file an Students who have completed all degree requirements except Application for Graduate Degree with the Office of the the thesis will register for THCN 7999 Thesis Continuation Registrar in Bayley Hall. See the following section on (Master’s) or THCN 8999 Thesis Continuation (Doctorate) as Summary of Procedures for Graduate Programs for specific their first thesis continuation registration. Only fees are deadlines. assessed for the first semester of thesis continuation. Thereafter, students will register for THCN 8000 Thesis Continuation Eligibility for Degree (Master’s) or THCN 9000 Thesis Continuation (Doctorate) Students must be formally accepted as candidates for a spe- each semester until the thesis is approved. Thesis continuation cific degree with a declared major in order to be eligible for and fees are assessed for THCN 8000/9000. that degree. Only when the department chair/program director officially advises the Office of the Registrar that all require- Students who have completed all degree requirements except ments have been satisfied will the student’s record be updated the comprehensive examination or other required examination to reflect the award of the graduate degree. A minimum GPA or who must complete supervised clinical or internship hours of 3.0 is required for degree eligibility. Degrees for students in must register each Fall and Spring semester in ‘Continuation’ joint graduate programs must be awarded in the same semester. (RGCN 8000) status until the necessary examinations are If a student completes one program before the second, the first passed. degree will not be awarded until the student has established eli- Students who have successfully defended their dissertation gibility for both degrees. but are not eligible for their degree until the subsequent semester must register for RGCN 8000 for that semester. Similarly, Student Policy and Procedure students who are resolving incomplete grade requirements in A handbook delineating policy and procedures for students order to qualify for their degree must register for RGCN 8000. is available online at studentaffairs.shu.edu Please note: Matriculated graduate students must maintain continuous registration, including during the semester of graduation. Registration

Leave of Absence Registration for New Students A student who is unable to attend the University during a Students are expected to register for courses in the semester regular semester because of illness, family emergency, extraordi- for which they have been accepted. Requests to defer an nary job requirements, military service or other factors may be acceptance date must be made in writing directly to the gradu- granted a leave of absence without penalty. The student must ate program director. The University will not retain applica- submit a written request for a leave to their program director tions and supporting documents of those who do not register and to the Office of the Registrar. within a two-year period; the Stillman School of Business Except in the case of military service, a leave of absence ordi- retains application materials for one year. narily will be limited to one year. Students who have been grant- Students are expected to register on the published registra- ed such leave must apply for reactivation by the following dates: tion date. July 1 Fall Semester Graduate Adviser December 1 Spring Semester Students admitted to graduate study are assigned an adviser May 1 Summer Session from the department in which they are studying. The adviser When a student has been officially granted a leave of will help determine the student’s course load and assist in plan- absence, that period of authorized leave shall not be counted ning the program of study. The adviser must approve the stu- toward the degree time limit. dents’ program for each semester (as well as the total program) before they will be permitted to enroll for courses. Time Limit for Master Degree Students To prepare for preregistration for the coming semester, stu- Generally, candidates for all master’s and the Educational dents will consult with their academic adviser, who will assist Specialist degrees are expected to fulfill all requirements for the them in selecting an appropriate schedule of classes from the degree within six years (five years in the School of Business) Registration Handbook. The Handbook is a compendium of after they have been formally accepted. Time extensions may important information for the semester. It includes the schedule of be granted in unusual cases upon written application to a candidate’s courses, the details of preregistration/registration procedures for the semester, the academic calendar, and information about academic adviser. Students given an extension may have to repeat courses or regulations and procedures. All students are urged to familiarize enroll in new courses as stipulated by program directors. themselves with the Registration Handbook available in Bayley Doctoral degree time limits vary by program. Hall and in departmental offices. Registration on the Web is available for all students. Students are encouraged to use this convenient method of registration after consulting their adviser for course selection and to get their PIN. Students may also view the semester course schedule on the Web at www.shu.edu/calendars

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Preregistration Independent Study Active students who plan to continue their studies in the fol- Application forms for programs of independent study may lowing semester are required to preregister for courses. This be obtained from department chairs who have information on affords continuing students first priority in course selection. University and department requirements. Students may not Continuing students who do not preregister may be required register for any independent study course without the signed to pay tuition and fees at the time of registration. Details approval of the department chair. regarding registration procedures appear in Seton Hall’s Registration Handbook available in Bayley Hall and in depart- Schedule Changes mental offices. Adjustments to the semester schedule are permitted through Generally, preregistration dates are scheduled during the end of the add-drop period. For fall and spring semesters, November for the Spring Semester and during late March/early the add drop period ends at midnight on the next occurring April for the Fall Semester and Summer Session. day of the week within which classes begin. For example, if the semester begins on Monday, then the add-drop period ends at Academic and Financial Responsibility midnight of the following Monday. This pattern is altered if The University reserves seats in classes for all students who the end date falls on a University holiday in which case the end preregister. The students incur both academic and financial of the period would be midnight on the next occurring busi- responsibility for any preregistered course(s). Accordingly, stu- ness day. For summer courses, the add-drop period ends on the dents who preregister must pay their tuition bills by the due day of the second class meeting. To add or drop a course, the date or officially drop their courses on-line or in the Office if student under advisement must complete the schedule adjust- the Registrar by that same date so that their reserved class seats ment process, as detailed in the Registration Handbook, by the may be reopened to other students. Official cancellation of add/drop deadline. When students properly drop a course, the course reservations by this deadline removes all semester course is removed from the semester schedule. tuition and fee charges. In no case will students be allowed to add or drop a course Preregistered students who cancel course registrations after after the end of the add/drop period. Also, no refund or credit the payment due date, but before the end of the add-drop peri- will be granted for any course that is not officially dropped by od, will be liable for registration fees but not tuition charges. the appropriate deadline. Nonattendance does not constitute a Students who withdraw from all classes will incur prorated drop or a withdrawal. After the end of the add/drop period, tuition charges and full fees according to the Total Withdrawal students who do not wish to continue in a class may submit a Schedule in the Tuition and Fees section of this catalogue. Course Adjustment Form to withdraw from the course. This These charges are assessed regardless of payment status or class form must be submitted to the Office of the Registrar with all attendance. required signatures by the appropriate deadline. Students who register during the Registration or Late Registration periods incur academic and financial responsibility Semester Credit Load for their courses and must submit payment by the due date Full-time status at the graduate level is 9 credits. Normally, a that appears on the bill. These students are liable for tuition full-time graduate student will not exceed 18 credits in a given charges and fees, unless they officially drop their courses before semester; graduate students in the Stillman School of Business the end of the add/drop period, in which case they are respon- may not exceed 15 credits without special permission. Half- sible for fees only. Withdrawal after the end of the add/drop time status is considered 5 credits. Students registered at the period will result in the assessment of prorated tuition charges part-time level will be registered for fewer than 9 credits. and full fees as delineated under “Charges for Course Changes” During Summer Session, students may enroll for 6 credits in in the Tuition and Fees section of this catalogue. any one session. The maximum for students enrolling in multi- The University reserves the right to drop from classes any ple sessions during a given summer is 18 credits. students who are in default of their payment. The University may also require students with a prior balance to prepay the Refund Policy tuition/fees for the semester prior to being allowed to register. The amount of tuition refund, if any, will be determined by Students are required to complete their semester registration Enrollment Services. prior to the semester end of the add-drop deadline. Students If students totally withdraw from the University during the may not attend any class unless they are officially registered for University’s refund period, recalculation of their financial aid that class section that semester. (including loans) will be performed by Enrollment Services to In extraordinary circumstances, students may petition the ensure that students are entitled to the financial aid they Office of the Registrar in Bayley Hall for permission to register received for that term. If it is determined that a student is not after the add-drop period. If authorization is granted, the stu- eligible for the aid received, either a portion or the full amount dent will be required to pay tuition fees and a late fee of $250 of aid will be refunded to the program source from which it before being allowed to register. was received. Students are responsible for any outstanding bal- ances with the University resulting from reduction or cancellation of financial aid. Federal aid will be reduced or canceled first, followed by state and institutional aid.

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Summary of Procedures for Graduate Programs Procedure Responsibility of Final Date Request appropriate application for Student Six weeks prior to admission to graduate studies; deadline for submission application for U.S. citizens with degrees of application; well in from U.S. institutions; application for advance of deadline students with degrees from countries outside for foreign students the U.S.; applications for students requiring a student visa File Application for Student After completion of Language Examination 12 credit hours; consult department* Record change of name or personal data Student When appropriate, file in Office of the Registrar, Students may update address and other information online in Student Self-Service. Record change of major/concentration Student, adviser, When appropriate using Curriculum Adjustment Form receiving department To obtain advanced standing, forward to Student When appropriate appropriate graduate office transcript showing courses requested for transfer Complete Transfer of Credit form Student, adviser When appropriate File Application for Comprehensive Student, adviser October 1 for Fall, February Examination 1 for Spring, June 1 for Summer Schedule oral examination (for Asian language students only) Student See departmental adviser Successful defense of doctoral dissertation Student, mentor November 1 for Fall, March 15 for Spring, June 15 for Summer File a minimum of three/four Student Three weeks prior to copies of a thesis graduation. See schedule with a mentor (where applicable). involved. (Diploma and File approved copies with the transcripts are held until department office for binding doctoral candidates present and pick up of student’s copy. the final, corrected copies of their dissertations.) File Application for Student October 15 for Fall, February Graduate Degree with 15 for Spring, June 15 for Summer. Enrollment Services. Please note: All forms may be obtained from the appropriate college/school. See individual degree programs for procedure for doctoral degrees. * Candidates for the M.A. in English are encouraged to take the language exam as soon as possible after matriculation.

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eligibility for financial aid. An unresolved “I” grade may also Graduate Grading System impact the student’s eligibility for financial aid and academic Effective with the Fall 2004 semester, the University modi- standing when it changes to an “F” grade, as an “F” grade fied its grading system to include minus grades. This change is affects both the grade point average and the credit completion not retroactive to any prior semester. ratio. The University uses the following letter grades on the gradu- An “incomplete” grade cannot be given when a student does ate level to indicate the record of achievement in courses taken: not complete any course requirements or fails to attend class Quality meetings. A student who receives an “I” grade may not attend Letter Grade Point Weight class meetings in a future semester in order to make up out- A Superior 4.00 standing requirements. Students who must attend all class A- 3.67 meetings to complete requirements for an “I” in a course must B+ 3.33 register for the course. Full tuition is due in this circumstance. B Good 3.00 IW – Incomplete Withdrawal: If, within 12 months, or by B- 2.67 C+ 2.33 graduation (whichever comes first), a grade of “NR” has not C Satisfactory 2.00 been resolved, it is automatically changed to “IW.” The grade C- (School of Business/Theology) 1.67 “IW” indicates that the student has not satisfied within the D+ (School of Business/Theology) 1.33 permissible time period all outstanding requirements for the D Poor but Passing (School of course in which an “NR” was received. An “IW” grade is not Business/Theology) 1.00 reversible; it does not count in determining class standing, eli- F Failure 0.00 gibility or grade point average. For courses taken prior to Fall I Incomplete 0.00 2007, a grade of “I” will change to an “IW” if not resolved AU Audit 0.00 within 12 months. NR No Record/Not Reported 0.00 IW Incomplete Withdrawal 0.00 WD – Withdrawal: Withdrawal from a class with written WD Withdrawal 0.00 permission incurs no academic penalty. Appropriate forms must be submitted to the Office of the Registrar. Withdrawal Some Graduate Seminars Only will be allowed up to the end of the fourth week of the semes- S Acceptable 0.00 ter without faculty or dean signature during Fall and Spring U Unacceptable 0.00 IP In Progress 0.00 semesters. Students may request a course withdrawal by submitting a Course Adjustment Form. After the end of this ini- The following are explanations and regulations that apply to tial period, withdrawals require signatures of the faculty mem- certain grades listed above: ber and dean. Under normal circumstances withdrawal will be I – Incomplete: Indicates noncompletion of assignment(s) or allowed only through the Friday of the eighth week of each failure to take the examination for a course. Students must semester. Withdrawal after that date will be allowed by the obtain written permission to receive an incomplete by submit- respective deans’ offices only under exceptional circumstances. ting a Course Adjustment Form to the professor before the The Summer Session catalogue includes applicable withdrawal officially scheduled final examination. The professor will indi- deadlines. A “WD” is not reversible; it is not counted in deter- cate on this form the amount of time allowed for completion mining class standing, eligibility or GPA. of this work, up to a maximum of 12 months or by the time When students receive a “WD” grade, their grade point the student has graduated (whichever comes first). If the miss- average is not affected. However, the fact that the student ing course requirements are completed within this time period, receives no credit for the course may affect the student’s aca- the professor must submit a new Course Adjustment Form demic eligibility, and, as a consequence, the student’s eligibility indicating the changed grade to the dean’s office within 10 for Title IV financial aid. working days. Effective with Fall 2007 courses, if a grade of “I” is not resolved within the time allotted, this grade will be F – Failure: When students receive an “F” grade in a course, changed automatically and permanently to “F.” In extenuating no academic credit or quality points are awarded for that circumstances a written request for a limited time extension to course. Their GPA is, of course, negatively impacted by a fail- complete course requirements may be submitted in advance of ing grade. The “F” grade is not counted in determining class the one-year deadline by the student to the professor and dean standing, but its statistical effect is factored into the calculation of the college in which the course was offered, with a copy to of GPA and, consequently, it also affects eligibility issues. the Office of the Registrar for approval. The grade “I” is not When students fail a course that is required in their program counted in determining class standing, eligibility or grade of study, they must successfully repeat that course in order to point average. An unresolved “I” grade will count in the calcu- establish degree eligibility. When students fail a free elective, lation of the grade point average when it changes to “F” after they are not required to make up the course. the one year period. When students successfully repeat a course at Seton Hall Although a student’s GPA is not affected by an “I” grade, the that they have failed, the original “F” grade remains on their fact that the student receives no credit for the course may transcript with the repeated designation, but is no longer fac- impact academic eligibility and, as a consequence, the student’s tored into the students’ GPA.

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In general, students are not granted permission to retake at Grade Point Average another institution a course they failed at Seton Hall. To calculate weighted averages, the quality points assigned to If students were to retake the course at another institution grades are multiplied by the number of credits assigned to the for transfer to their Seton Hall record, no statistical adjustment course in which the grade is received. For example, a grade of would be made. In this case, the “F” would continue to be cal- “B+” in a 2-credit course represents 6.66 quality points; a culated into the average. Students earn credits, but no quality grade of “A” in a 3-credit course equals 12 quality points and points, from transferred courses. so forth. The sum of the quality points that the student has Poor academic performance can affect eligibility for financial earned then is divided by the sum of credits attempted which aid. In general, it is recommended that students repeat courses are graded “A” through “F.” The resulting figure when truncat- at Seton Hall that they have initially failed so that they may ed to four decimal places is then rounded by adding .0005 and improve their GPA. Students on probation should consult with truncating all but three digits to the right of the decimal. their adviser to determine how to improve their academic performance and raise their GPAs. Academic Good Standing AU – Audit Option (no credit): Students who register as A grade point average of 3.0 is considered the minimum auditors are expected to attend class regularly but are not obli- standard for satisfactory completion of coursework. Students gated to take tests or comply with any other course require- who have accumulated two “C” grades or one “F” grade will ments. Please note: There are two audit options available: undergo a record review by the appropriate faculty to deter- Audit Declaration at Registration - students who declare an mine future standing. audit option at the time of registration by filing an Audit Declaration are assessed tuition of $100 per credit plus fees. Dismissal/Suspension Audit declaration is restricted to open courses at in-person reg- Dismissal constitutes permanent separation from the istration sessions immediately prior to the beginning of a University. Suspension constitutes removal from the University semester. Audit declaration is not allowed in computer, com- for a stipulated period of time. Dismissal and suspension are puter-based, laboratory, graphic arts, applied art, applied based on the student’s unsatisfactory academic progress. music, independent study, thesis or dissertation, or off-campus Dismissed and suspended students are not in good standing courses. Audit declaration also is not allowed in closed courses. with the University and are not eligible for financial aid. Students who file an Audit Declaration subsequently may not rescind that declaration and switch to credit status. Repeated Courses Auditors who withdraw from a course for which they have A student may repeat a course in order to earn a higher filed an Audit Declaration will not receive any refund. Within grade. The student must repeat the course at Seton Hall; no the add/drop period, auditors may drop a course for which statistical adjustment is made when a student repeats a course they have filed an Audit Declaration; they will receive a refund at another institution. No credit is awarded when a student of tuition only, not fees. retakes at another institution a course for which he or she has Standard Audit Option - Students who wish to audit a class earned credit at Seton Hall. When a course taken at Seton Hall may submit this request on a Course Adjustment Form avail- is repeated at Seton Hall, only the higher grade is used in the able in the Office of the Registrar. Auditors may enroll for any calculation of the GPA. In this case, the lower grade will course for which they are qualified. They may be dropped remain on the transcript marked “repeated.” Credit (if any) from a course by the professor if their presence impedes nor- attached to the lower grade is rescinded; only the credit mal class progress. They may not change from audit to credit attached to the higher grade is applied to the student’s record. or vice versa after the fifth week of class or the first third of the This statistical adjustment will be made only when the student course meetings in Summer Session. Regular tuition and fees repeats the exact course with the identical course number. are assessed for the standard audit option. If the student receives the same grade on the course when it The designation of “AU” is noted on the transcript. “AU” is is repeated, the more recent grade will be applied to the stu- not used in determining class standing, eligibility or GPA. dent’s record. If a student receives a lower grade when the student repeats the course, the higher grade will remain applied to U – Unsatisfactory: When students receive a “U” grade in a the student’s record, although the lower grade will be reflected course, no academic credit or quality points are awarded for on the individual’s transcript, but will not be calculated into that course. Their GPA is negatively impacted by this grade. the student’s GPA. The “U” grade is not counted in determining class standing, but its statistical effect is factored into the calculation of GPA Students must inform their adviser if they are repeating a and, consequently, it also affects academic eligibility. course for a better grade. While there is no limit to the number of times a student can repeat a course, excessive repeated cours- When students fail a course that is required in their program es may impact on satisfactory academic progress requirements. of study, they must successfully repeat that course in order to establish degree eligibility. When students fail a free elective, they are not required to make up the course.

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Grade Change Requests The University reserves the right to withhold transcript serv- A request for a grade change must be made in writing to the ices from students who have an outstanding financial obliga- instructor no later than four months from the date of the sub- tion to the University. mission of the final grade in the course. (Incompletes are not The first five transcripts a student requests each year are free; final grades and are governed by stated University policies.) If subsequent copies are assessed a $3 per copy fee. the matter is not resolved within 10 class days from the submission of the request for change, the student has recourse to Name and Address Change use the University grievance policy. Changes in personal data, including change of name, address, next of kin and expected graduation date, should be Grade Changes and Graduation reported in writing to the Office of the Registrar Students may After clearance for graduation, the student’s academic record also update their address and other information on-line. is finalized, and no grade changes may be authorized. Requests for changes in first or last name require accompany- Graduating students who have a pending grade appeal must ing official documentation (e.g., marriage certificate or court advise the University Registrar in writing of this fact. order). Graduating students must file name change requests by April 1 preceding the May commencement date. Name Commencement changes will not be made after a student has graduated. Commencement takes place once a year in May when degrees for the preceding Summer and Fall terms also are Personal Identification Number (PIN) awarded. In July the graduate will receive a diploma reflecting Each student is assigned a PIN each semester for use in on- completion of the appropriate graduate degree and the actual line registration. Students should keep their PIN confidential. completion date. Transcripts also will reflect this information. In the event that a student forgets his or her PIN, the student Participation in Commencement Exercises is restricted to those should contact his/her adviser. graduates who completed degree requirements in the prior Summer and Fall semesters and to confirmed degree candidates Seton Hall Student Identification Number (SHU ID) completing requirements as of May. The Office of the Registrar Upon admission to the University, every student is assigned determines eligibility to participate in commencement. an 8-digit student identification number. Students should use this number for general identification purposes. Diploma Policy Diplomas are normally available by late July following the May commencement date. A student’s name appears on his or her diploma exactly as it appears on the University’s computerized database. Students must file a name change request in the Office of the Registrar by April 1 in order to have their diploma reflect that change. Changes in first or last name require official documentation (e.g., marriage certificate or court order). The addition of a middle name or initial does not require supporting documentation. Diplomas are released upon determination of academic eligibility and financial clearance. Graduates who have an unresolved financial obligation to the University will not receive their diplomas until cleared by Enrollment Services.

Transcripts Transcript requests should be filed well in advance of any deadline. Normal processing time is three days, except for peak periods at the end of the semester and commencement. Transcripts reflecting the award of a graduate degree will not be available until the Office of the Registrar has confirmed the eligibility of the candidate for the degree. To send a transcript, the student must file a Transcript Request or alternate signed, written request with the Transcript Office. Telephone and e-mail requests cannot be honored. The mailing address is Seton Hall University, Transcript Office, 400 South Orange Avenue, South Orange, NJ 07079-2689. Only student (unofficial) transcripts are released to students. Upon written request of the student, official transcripts may be sent directly to third parties, including colleges, employers, etc.

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Student Life

Bishop Dougherty University Center Limited housing space is available for graduate students at (973) 761-9075 Ora Manor Apartments. Ora Manor is approximately one mile studentaffairs.shu.edu from campus and is owned by the University. There is public Vice President for Student Affairs and Enrollment Services: transportation available to and from campus. Laura A. Wankel, Ed.D. In addition, many South Orange residents rent space in Associate Vice President for Student Affairs: their homes to Seton Hall students. We encourage students to Reverend Robert S. Meyer, J.D., S.T.L., J.C.L. check the local papers. Assistant Vice President for Student Affairs and Enrollment Services: Jeffrey W. Hurrin, M.S.Ed. Assistant to the Vice President for Student Affairs and Dining on Campus Enrollment Services: T.B.A. Bishop Dougherty University Center Bayley Hall (973) 761-9559 (973) 275-2286 Hours: Monday-Sunday, 7 a.m.-1 a.m. Associate Vice President for Enrollment Services: E-mail: [email protected] Bryan J. Terry, Ph.D. The Galleon Room is located in the lower level of the The Division of Student Affairs and Enrollment Services Bishop Dougherty University Center. It is open from 7 a.m.- provides support and supervision to the following departments: 1 a.m., seven days a week when the University is in regular ses- The Career Center, Health Services, Counseling Services, Dean sion. The Galleon Room is divided into two sections, the of Students and Community Development, the Office of Galleon Food Court and the Pirate Dining Room. The Disability Support Services, Campus ID Office, Housing and Galleon Food Court accepts Pirate Dollars, Pirate’s Gold and Residence Life, Public Safety and Security, Admissions, cash. This section of the room allows students to purchase Bursar/Student Accounts, Registrar and Student Financial food on an “a la carte” basis from different stations in a food Services. The Division maintains an open-door policy and court setting (hours are listed below). The Pirate Dining Room encourages all students, full-time, part-time, undergraduate, is designed for traditional style dining and uses the meal per graduate, day or evening, to stop by if they have any questions week portion of the meal plan, cash or Pirate’s Gold to access or concerns in reference to the University. the area. Once inside the student has the choice of several buf- The Division of Student Affairs and Enrollment Services fet selections with unlimited returns. Below are the hours of assists, directs and informs students concerning the various operation for both areas. services and programs available to them. Pirate Dining Room For information, call (973) 761-9075, or visit the Vice Monday - Friday President’s office located on the second floor of the Bishop Breakfast 7 a.m. – 9:30 a.m. Dougherty University Center, Room 232. Continental 8:30 – 10:00 a.m. Lunch 11 a.m. – 1:45 p.m. Dinner 4:45 p.m. – 7:45 p.m. Housing and Residence Life M-Th Late night Light Dinner until 8:30 p.m. 64 Duffy Hall, (973) 761-9172 Saturday & Sunday Hours: Monday-Thursday, 8:30 a.m.-5:30 p.m. Continental Breakfast 7:00 a.m. – 9:45 a.m. Friday, 8:30 a.m.-5 p.m. Brunch 10:30 a.m. – 2:30 p.m. Dinner 4:45 p.m. – 7:45 p.m. E-mail: [email protected] studentaffairs.shu.edu/housing

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Food Court information about the Department of Public Safety and Pizzeria M-F 11 a.m. - 1 a.m. Security can be obtained by calling (973) 761-9328. Sat & Sun 2 p.m. - 1 a.m. Leafs & Grains M-Th 11 a.m. - 1 a.m. Parking Services F 11 a.m. - 5 p.m. Sandwich Shop M - F 11 a.m. - 1 a.m. Seton Hall University offers limited parking for commuting Sat & Sun 2 p.m. - 1 a.m. students and senior residents. Exceptions are made for other SHU C-Store Express M- Th 7 a.m. - 1 a.m. resident students in curriculum-related employment, such as Fri - Sun 7 a.m. - 5 p.m. coop programs, internships, student teaching and clinical Nathan's M-F 7 a.m. - 1 a.m. assignments. Sat & Sun 2 p.m. - 1 a.m. A.D.A. approved accessible parking spaces are located Hershey's Ice Cream M-F 11:30 a.m. - 1 a.m. throughout the campus in proximity to academic buildings. Sat 3:30 p.m. - 10 p.m. Sun 3:30 p.m. - 1 a.m. The use of these spaces is strictly enforced. Pirate's Cove M-Th 8 a.m. - 11 p.m. All graduate students (including those studying part-time) F 8 a.m. - 3 p.m. must obtain a parking decal to park on campus. The Pirate’s Cove, the University coffeehouse, is located on http://parking.shu.edu/permits_student.htm Detailed information the first level of the University Center. The Pirate’s Cove offers about parking is available through the Parking Services Office, a wide range of Starbucks coffees, teas, smoothies, soda, spe- Duffy Hall, (973) 761-9329, 8 a.m.-5:45 p.m. (Monday- cialty sandwiches and desserts in a relaxing coffeehouse atmos- Thursday), 8 a.m.-4:45 p.m. (Friday). phere. It is open Monday - Thursday 8 a.m.-11 p.m., Friday 8 a.m.-3 p.m., and closed on Saturday and on Sunday when the University is in regular session. Campus ID Office Director: Mary V. Goff, B.A. Seton Hall University’s Meal Plan Program allows students to select one of six options. Each student’s ID card has a set Duffy Hall, Room 63 number of meals per week plus Pirate Dollars that can be used (973) 761-9771 to purchase products from the Galleon Food Court and Pirate’s Office Hours: Monday-Friday, 8 a.m.- 5 p.m. Cove, or to enter the Pirate Dining Room. In the Pirate E-Mail: [email protected] Dining Room portion of the meal program, students will have [email protected] one meal deducted every time they enter. Once in the Pirate Dining Room, students are allowed to eat whatever they Identification Cards/Card Access choose with unlimited returns. Each student’s number of meals The Campus ID Office provides identification cards to will be reset according to his or her meal plan every Monday University students, faculty and staff. The card is utilized for morning unless on the Block Plan. A display at the register identification, access, meal plans, Pirate Dollars and Pirate’s shows the amount being charged and the balance of meals or Gold. All members of the University community must present points remaining. Additionally, there is a plan specially a University identification card upon request to any University designed for commuters only which allows them access to the official, representative or campus security officer. Identification benefits of a meal plan. Plans are active during the entire Fall cards must be presented at residence halls, the Recreation and Spring semesters, however, they are not active during Center, the computer center and Walsh Library. It is also used breaks or summer. Meals remaining at the end of each week for access into many academic buildings and labs. throughout the semester are not refundable. Information concerning current Resident Meal Plans can be found Pirate’s Gold at http://studentaffairs.shu.edu/housing/mealplans0405.htm or by calling The Pirate’s Gold acts as a debit card that is part of the ID (973) 761-9559. card program. Seton Hall cardholders can add money to their card to be used at various locations on campus. These locations are: the bookstore, dining facilities, residence hall laundries, Public Safety and Security and vending. Assistant Vice President: Patrick P. Linfante, M.A. The uses and locations for the ID card are expanding. Please Security Building, (973) 761-9300 check with the Campus ID Office for our latest information. Office Hours: Monday-Friday, 9 a.m.-5 p.m. You may also visit the Campus ID Office Web site at http://stu- 24-hour Security Service dentaffairs.shu.edu/campusid/index.html E-mail: [email protected] studentaffairs.shu.edu/security Seton Hall University provides 24-hour security services throughout the campus. The Department of Public Safety and Security offers, for the personal safety of the university community members and visitors, an escort service to anywhere on campus when requested to do so. Call ext. 9300 for this service. Report a crime online at studentaffairs.shu.edu/security More

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Campus Ministry Catechetics Director: Reverend James F. Spera, M.Div., M.A. The Rite of Christian Initiation for Adults (RCIA) is a South Boland Hall, (973) 761-9545 process that directs the full formation of students into the Catholic Church. Students learn to understand the teaching, Hours: Monday-Friday, 9 a.m.-5 p.m. worship, formation, and community that comprise the E-mail: [email protected] Church. It also is a catechetical program for baptized Catholics admin.shu.edu/campusmn who desire full membership in the Catholic Church through Campus Ministry provides a pastoral presence on campus the sacraments of Confirmation and the Eucharist. and seeks to evangelize and empower all, by the prompting of Bible Study groups meet weekly in the Campus Ministry the Holy Spirit, to become dedicated members of God’s family. Lounge to promote a Catholic approach to the study of the Campus Ministry seeks to bring to higher education the Old and New Testament. Church’s general mission; namely, to preach the Gospel of Jesus Christ, by creating an environment that allows for spiri- Spiritual Renewal tual, moral, liturgical and sacramental development, as well as Retreat experiences are offered each semester, both on and intellectual, social and physical nurturing. Campus Ministry off campus. Campus Ministry also provides a small-group staff helps guide the maturing Christian conscience, educate environment, known as Small Christian Communities, where for peace and justice, and develop future Christian leaders. formation of Christian life is nurtured through friendship, The activities listed below are open to participants of all reflection and social action. faiths. The Campus Ministry staff also will direct any member Campus Ministry also assists any person who seeks spiritual of the University community to local congregations that will direction, vocation discernment or crisis counseling. For more foster individual spiritual development. An Interfaith information, call (973) 761-9545. Directory, which includes addresses and telephone numbers of houses of worship in the area, is available through Campus Social Awareness Ministry. The Division of Volunteer Efforts (DOVE) responds to an ongoing call for social justice by direct involvement in serving Worship others. This service stems from the desire to affirm the dignity Sunday Mass is celebrated at 10 a.m., 6 p.m., 8 p.m. and 10 of all people and to live as Christ taught by putting our faith p.m. Daily Mass is offered Monday-Thursday at 8 a.m., noon into action. The pro-life student organization Seton Hall and 5 p.m., and on Fridays at 8 a.m. and noon in the United for Life (SHUFL) hosts continuous pro-life awareness Immaculate Conception Chapel. Confession is available activities. Monday-Friday at 11:30 a.m. and Wednesday at 11 p.m. and FOCUS (Fellowship of Catholic University Students) is by appointment; Penance Services are celebrated in preparation present on Seton Hall University’s campus as a resource for for Holy Days. students desiring to learn more about their faith an how to Lay Ministry is an important element of Catholic worship. apply it to every facet of their lives. Through FOCUS, Bible To enhance the celebration of the Liturgy, anyone interested in studies are available on campus for all students, as well as other serving as a liturgical minister (lector, music minister, eucharis- various activities and opportunities. For more information, e- tic minister or greeter) will be trained and mandated. mail [email protected] Morning Prayer is offered Monday-Friday in the Immaculate Conception Chapel at 7:30 a.m. Additionally, Campus Ministry enriches the academic year by The Career Center celebrating the University’s religious heritage in traditions of: Director: Jacqueline Chaffin, M.Ed. • Mass of the Holy Spirit in September Bayley Hall, Suite 209 • Eucharistic Days (973) 761-9355 Hours: Monday, Tuesday, Wednesday, Friday 8:45 a.m.-4:45 p.m. • A Christmas Tree Lighting and blessing of the manger Thursday, 8:45 a.m.-5:30 p.m. • Lenten liturgies E-mail: [email protected] • Baccalaureate liturgical celebrations studentaffairs.shu.edu/career There also are liturgies specially arranged for student groups. MyWEB@SHU click on Career Center Resources in Community Chapels in Boland and Xavier residence halls complement the The Career Center offers comprehensive career assistance/ main chapel and are available for private prayer, evening Mass coaching to assist graduate students in achieving their career and specially scheduled events. All are open daily. goals. Career assistance is tailored to meet the unique needs of Arrangements for Masses, baptisms, and weddings may be each graduate student. Experiential Education at Seton Hall made through the Campus Ministry office. University is an educational strategy that makes active learning relevant for students in and beyond the classroom. Career- based programs include: Internships, Field Experiences,

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Practica, Clinicals and Student Teaching. Service-based experi- Employer/Alumni Networking Events ences involve Service Learning, Service-related Research The Career Center has forged strong partnerships with hir- Projects and Volunteer experiences. Leadership-based pro- ing employer organizations that specifically recruit Seton Hall grams are also available to graduate students through involve- graduate students and alumni. .Career events target specific ment in academic and community projects. industry areas and include: the Communications Networking The common element of these programs is that all provide Forum, the Careers in Business Networking Event, the annual the opportunity to combine classroom learning with “hands- Career Fair, the Education and Healthcare Professions Career on” learning in either a work, service or leadership experience. Fair, a Science Networking Forum, and the Public Service and The Career Center supports students’ career preparation for Nonprofit Career Fair. Through a collaboration with career-based Experiential Education programs. These programs colleges/universities of the Big East Conference, an annual Big enrich the academic experience, increase marketability and pro- East Career Fair and eFair are also available to Seton Hall stu- vide important career preparation or transition experiences. dents and alumni. All Internship programs are administered by The Career Center in partnership with the academic departments. eCareer Resources The Career Center’s Web site provides access to employment Internships postings (e.g. internships, part-time jobs and full-time profes- Seton Hall’s Internship program integrates substantive work sional employment opportunities), a calendar of events includ- experience with intentional learning/academic goals. The ing career workshops, career fairs and employer information Career Center works closely with academic departments and sessions, and links to career management resources and addi- employers to provide quality work experiences for graduate tional job banks. students. Internships are monitored and evaluated and require Navigator/eRecruiting is an internal online internship and that the student reflect on what is being learned. full-time professional job listing and resume posting system. Internship experiences help graduate students transition to Navigator also offers e-Resume books and the opportunity for new career fields, hone professional skills, clarify work values students to network with alumni through the Pirate Mentoring and increase job market competitiveness. Students can work Program. 15-40 hours per week and earn money to offset educational Career Center Resources within the Community tab of expenses. Internships can be paid or non-paid and credit bear- MyWEB@SHU offers access to: a professional Career Guide, ing or non-credit bearing. To be eligible to participate in an Vault, Perfect Interview and password codes for assessment Internship, students must be matriculated and be in good aca- resources, as well as other helpful information. demic standing at the University. Students who elect to earn academic credit for their Alumni Internship experience must obtain approval from a faculty The Career Center provides career transition guidance to adviser. Faculty advisers approve the work experience for aca- alumni and invites their involvement in professional network- demic credit, help students articulate learning objectives, and ing events. As a member of the Seton Hall University commu- evaluate and grade the academic component of the experience. nity, alumni stay involved by serving as industry experts at var- Academic departments may have additional requirements for ious career forums and recruiting graduate students for intern- credit-bearing internships. . ships and full-time professional employment opportunities. Students interested in obtaining an Internship should make The Pirate Mentoring Program also offers alumni an opportu- an appointment with a professional at The Career Center, who nity to stay connected to students and fellow alumni by serving will guide them through the process. as career mentors.

Vocation and Career Success Workshops Career education seminars and hands-on workshops assist Department of Athletics and students with seeing their lives as a vocation/calling, resume Recreational Services and cover letter writing, developing portfolios, preparing per- Richie Regan Recreation and Athletic Center, Second Floor sonal/ career statements, advanced interviewing, and career (973) 761-9498 search and networking strategies. Hours: Monday-Friday, 8:45 a.m.-6 p.m. Career Assessment E-mail: [email protected] Career assessment tools such as the Strong Interest athletics.shu.edu or www.shupirates.com Inventory, Career Focus and the Myers-Briggs Type Indicator Mission Statement (MBTI) offer graduate students feedback on how their interests, personality, values and motivations impact lifelong career The mission of the Department of Athletics and decisions. Recreational Services is to ensure that the intercollegiate athletics and recreational programs represent and reflect the mission and goals of the University. By providing quality opportunities

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and programs that reflect high academic, moral and athletic game of the NCAA Tournament in 1989, the “Sweet Sixteen” standards, Seton Hall University enables all student-athletes to in 2000 and won three BIG EAST titles during the 1990s. maximize their personal potential. The women’s basketball team competed in the NCAA The department is committed to ethnic, racial, cultural and Tournament in 1994 and 1995, advancing to the “Sweet gender diversity along with attention to inclusion of the physi- Sixteen” in 1994. The baseball, golf, men’s and women’s track, cally challenged. By providing challenging recreational oppor- men’s soccer, softball and volleyball teams all have won BIG tunities and quality facilities for all members of the Seton Hall EAST titles. Student-athletes from the track, swimming and community, the Department of Athletics and Recreational tennis programs have earned BIG EAST individual titles and Services seeks to create a sense of community spirit and pride have excelled at the national level. among all constituents: students, faculty, staff, administrators Seton Hall student-athletes have been recognized for their and alumni. athletic and academic achievements by being named to All- The department believes in providing community experi- America, Academic All-America and All-BIG EAST Academic ences and opportunities for the development of leadership and teams. Several athletes have been awarded post-graduate schol- personal life skills and career growth. arships for their outstanding academic and athletic accomplishments. Seton Hall also has had a substantial impact in interna- Athletics tional competition. The University has been well-represented The Department of Athletics and Recreational Services in recent Olympic Games, and coaches and athletes from the organizes, manages and promotes all intercollegiate and recre- University participated in the 1992, 1996 and 2000 Summer ational sports activities at Seton Hall University, with the Games. objective of enriching the educational experience of every involved student. On an intercollegiate level, the University Recreational Services competes in 17 sports, with approximately 250 student-ath- The University’s Recreational Services Program promotes letes participating. Seton Hall is a charter member of the pres- health and wellness and encourages wise use of leisure time. It tigious BIG EAST Conference, and competes on the NCAA provides extensive programmed activities developed to comple- Division I level in all sports. ment the many “open-recreation” opportunities provided by Pirate athletics has enjoyed a rich tradition. In recent years, the Recreation Center. the men’s basketball team has advanced to the championship The intramural program is open to all students, and offers recreational and leisure sports activities such as leagues, tourna- ments and special events. Students can participate in flag foot- ball, basketball, volleyball, softball, soccer, tennis, hockey, road races and more. Club sports at Seton Hall are available to students interested in a higher level of competition than intramurals in a sport not offered on the intercollegiate level. Clubs are organized, financed and run by the students with administrative assistance provided by Recreational Services. Current club sports include ice hockey, rugby, and volleyball. The offices of the Department of Athletics and Recreational Services are located in the Richie Regan Recreation and Athletic Center. Information about athletic programs may be obtained by calling (973) 761-9497. For information concerning intramurals, club sports or Recreation Center memberships, call (973) 761-9722. Recreation Center Hours (during the Regular Session): Sunday 10 a.m.-10 p.m. Monday-Thursday 7 a.m.-10 p.m. Friday 7 a.m.-9 p.m. Saturday 10 a.m.-8 p.m.

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Department of Community Crisis Services In the event of a personal or medical crisis, graduate stu- Development dents may contact Health Services or Counseling Services Dean: Karen Van Norman, M.Ed.. directly; seek assistance from a University official, such as a res- Bishop Dougherty University Center, Room 237 idence hall director, faculty member or dean; or call the (973) 761-9076 Department of Public Safety and Security at (973) 761-9300 or 911 on campus. After hours, for health emergencies the 911 Hours: Monday-Friday, 8:45 a.m.-4:45 p.m. system activates an immediate response by EMTs, local police E-mail: [email protected] and the Department of Public Safety and Security. Counseling studentaffairs.shu.edu/community professionals can be paged by the Department of Public Safety The Department Community Development assists and and Security to assist with urgent psychological crises. guides students in assuming responsibility for improving the overall quality of student life on campus. This office is respon- Peer Health Education/ Center for sible for coordinating the University Community Standards Alcohol & Other Drug Prevention Review process. Peer Health Education offers a variety of activities that promote healthy lifestyles and informed, responsible choices. Community Standards Graduate students are invited to assist with planning, promot- Seton Hall seeks to create a community, through community ing and leading programs on topics related to physical and standards, where rights and mutual responsibilities are both emotional health for annual special events (e.g., Women’s recognized and valued, where truth and Christian ideals are Conference), campus celebrations (e.g., Black History Month), sought and lived. The University seeks to foster an environ- and ongoing health campaigns. Students also serve on ment of mutual respect and dignity for each member of its University-wide committees for which they develop policies community of scholars and learners, and expects each person and programs. to take seriously his or her role in establishing such an environ- The coordinator trains students to be peer health educators ment. and provides prevention programs for the campus community. For further information, call the coordinator (973) 275-2802.

Graduate Student Association Counseling Services Bishop Dougherty University Center, Room 221 Psychologists and professional counselors can assist graduate (973) 275-2937 students with a wide variety of personal concerns, including Hours: Monday-Friday, 8:45 a.m.-4:45 p.m. depression, relationship problems, alcohol and other drug use, The Graduate Student Association is an organization that eating problems, stress management, couple and family con- strives to coordinate activities and services for the benefit of flicts and identity issues. All services are free and strictly confi- graduate students and the University community. Both part- dential. Crisis intervention; individual, short-term counseling; time and full-time graduate students are invited to become ongoing group counseling; referrals for longer-term treatment; involved. and supportive services for students in off-campus treatment are available. Workshops and health education programs are offered on a variety of topics. Counseling Services collaborates Counseling Services with the Department of Professional Psychology and Marriage Director: Shirley Matthews, Ph.D. and Family Therapy to provide training opportunities for grad- University Counseling Services uate students in mental health professions. Mooney Hall, Second Floor (973) 761-9500 The office is open from 8:45 a.m.-5 p.m., Monday through Hours: Monday-Friday, 8:45 a.m.-5 p.m. Friday; evening hours are available by appointment. To make Evenings by appointment an appointment, call (973) 761-9500 or come to Counseling The Department of Counseling Services provides primary Services on the second floor of Mooney Hall. medical care, psychological assessment and counseling, substance abuse prevention programs, and health education infor- Consortium Violence Prevention Project mation and activities for matriculated resident and commuting The Consortium Violence Prevention Project is a two-year graduate students. Regular consultations between health and federally funded grant project to develop and implement edu- counseling staff ensure consideration of both physical and psy- cation and training in collaboration with four other New Jersey chological factors in an integrated view of health and wellness. college campuses, local service agencies and law enforcement. All services are free and strictly confidential. Services are con- Activities are aimed at preventing violence against college sistent with the University’s Catholic Mission. women and coordinating on and off-campus services for victims of sexual assault, dating/domestic violence, and stalking. The Project office is open daily from 9 a.m.-5 p.m., Monday through Friday. To contact the Project Director, call (973) 313-6342.

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Health Services Disability Support Services Director: Joan C. Osthues, R.N.C. Director: Linda R. Walter, M.Ed., L.D.T.C. Student Health Services 67 Duffy Hall, (973) 313-6003 303 Centre Street Hours: Monday-Friday, 9 a.m.-5 p.m., and evening hours by (973) 761-9175 appointment Hours: Monday-Friday, 8:45 a.m.- 4:45 p.m. E-mail: [email protected] studentaffairs.shu.edu/health The Department of Disability Support Services (DSS) pro- The purpose of Health Services is to help students achieve vides services for students with learning, psychiatric, physical and maintain optimal health. The staff of nurses, physicians and medical disabilities as mandated by Section 504 of the and Advanced Practice Nurses provide primary medical care Civil Rehabilitation Act and the Americans with Disabilities emphasizing patient education. Act (ADA). Students must identify to DSS and provide appropriate documentation in order to receive services and accom- The office provides a full range of primary care services, modations in classes, in residence halls and throughout the including assessment and treatment of acute illness, routine campus. In addition to developing accommodation plans for gynecological care, allergy injections, free and confidential HIV students, the office works with faculty members, administra- testing, treatment for sports injuries, immunizations and care tors, student service providers and members of the Student for chronic disease (e.g., asthma). Commonly prescribed medi- Affairs division to assist students to succeed on campus. cines and some lab tests are available at low cost. Referrals to Workshops, support groups and individual assistance are also off-campus specialists and labs are available. Programs on offered to meet student needs. Students with temporary dis- health-related topics, such as physical fitness and nutrition are abilities due to injury or illness are also served by this depart- offered free of charge. Health Services collaborates with the ment. Students who are in need of medical withdrawals from College of Nursing and the School of Graduate Medical the university are to make arrangements with the DSS office to Education to provide training opportunities for graduate stu- process the withdrawal and to provide medical documentation dents in the health professions. for eligibility for such a withdrawal to the director. Individuals who are in need of medical parking permits and/or handi- The office is open Monday through Friday, 8:30 a.m. to capped parking must also apply through this office. Further 4:45 p.m. year-round during the academic year. In the event of information and specifics for all of these items are contained a health emergency after-hours, the 911 system activates an within the DSS Web site at http://studentaffairs.shu.edu/dss/ immediate emergency response. Appointments and other information are available at (973) 761-9175 or Health Services at 303 Centre Street. Designated Consumer Officials Certain members of the University administration have been Required Immunizations and Physical Examination designated as consumer information officials. Questions per- Health Services complies with New Jersey laws, the recom- taining to various aspects of student life may be directed to mendations of the federal Centers for Disease Control and these officials, as follows: University policy by requiring all matriculated students to provide proof of a tuberculin skin test and immunity to specific Academic Affairs: vaccine-preventable diseases prior to registration. The Student A. Gabriel Esteban, Provost, Presidents Hall, (973) 761-9655 Health Form is accessed via the department Web site. All students must download, print and return this completed form in Enrollment Services, Admission, Financial Aid and Bursar: order to register for classes. Bryan Terry, Associate Vice President for Enrollment Services, Bayley Hall, (973) 275-2286 Mandatory Health Insurance In compliance with New Jersey law, all full-time graduate Graduate Admissions: and law students must carry health insurance. Full-time stu- Sarah M. Caron, Director of Graduate Admissions, dents who do not submit an electronic waiver form about Presidents Hall, (973) 313-6128 alternative coverage will be automatically enrolled in health insurance through the University. For information on the Student Records: University-sponsored Student Health Insurance Plan, contact Mary Ellen Farrell, Director of Enrollment Services/ Student Health Services at (973) 761-9175 or review informa- University Registrar, Bayley Hall, (973) 275-2293 tion on our Web site. Student Services: Karen Van Norman, Dean of Students and Community Development, Bishop Dougherty University Center, (973) 761-9076 A comprehensive listing of University offices and departments with their phone numbers and locations may be found in the Directory section of this catalogue.

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WSOU staff members benefit from working in WSOU’s WSOU-FM state-of-the-art facilities. Opened in March 1998, the station’s Recreation Center studios provide hands-on learning experiences with industry WSOU Studios & Listener Request Line: (973) 761-9768 standard equipment. WSOU Student Managers’ Office: (973) 313-6110 WSOU has been nationally recognized for its programming WSOU General Manager: (973) 761-9546 by the National Association of College Broadcasters, the Gavin General e-mail: [email protected] Seminar, the College Music Journal (CMJ), the Album General Manager: Mark Maben Network, Billboard Magazine and Guitar Magazine, among WSOU is the No. 1 college radio station in the New York others. The station has received 50 platinum record awards for metro area. WSOU’s signal on 89.5 FM reaches New Jersey’s its role in the music industry. WSOU is administered by the most populous counties of Bergen, Essex, Hudson, Middlesex College of Arts and Sciences, and the general manager reports and Union; the five boroughs of New York City; and parts of to the dean of the College. A council consisting of alumni, Westchester, Rockland, Passaic, Morris, Somerset and Monmouth friends, students and University administrators serves as an counties. Each week, WSOU reaches tens of thousands of listeners advisory body. For more information, visit the WSOU Web with a mix of modern active rock, Seton Hall athletics, and public site: www.wsou.net affairs and community cultural programming. WSOU, which is housed in the College of Arts and Sciences, is operated by Seton Hall students, under the supervision of a professional general manager. Although a noncom- mercial station, WSOU’s management and staff structure is modeled on commercial radio, which provides students with enriching career-oriented educational experiences right on campus. Opportunities for student staff members include on- air hosting (DJ), production, promotion, newscasting, sports- casting, programming, sales and marketing, and engineering. WSOU draws students from all University colleges and programs, including communication, business, biology, education, nursing, sport management and diplomacy.

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College of Arts and Sciences

Fahy Hall, Room 118 Biological Sciences: Carolyn S. Bentivegna, Ph.D. (973) 761-9022, Main Chemistry and Biochemistry: Nicholas H. Snow, Ph.D. (973) 761-9430, Graduate Communication: Peter Reader, M.F.A. [email protected] English: Mary McAleer Balkun, Ph.D. artsci.shu.edu History: Maxine N. Lurie, Ph.D. Acting Dean: Joseph R. Marbach, Ph.D. Jewish-Christian Studies: Associate Dean for Academic Administration and Outreach: Reverend Lawrence E. Frizzell, D. Phil. Parviz Ansari, Ph.D. Physics: Sedong Kim, Ph.D. Associate Dean for Undergraduate Student Services and Psychology: Jeffrey C. Levy, Ph.D. Enrollment Management: Christopher Kaiser, Ed.D. Public and Healthcare Administration: Naomi Wish, Ph.D. Associate Dean for Finance and Fiscal Planning: Religious Studies: Charles Carter, Ph.D. Susan Kilduff, M.A. Social Work: Richard Blake, Ph.D. Associate Dean for Graduate Studies and Curriculum: Susan A. Nolan, Ph.D. The College of Arts and Sciences, the oldest school of the University, was established as Seton Hall College in 1856. The Assistant Dean for Budget and Personnel: Catherine A. Buckley, M.B.A. College comprises the departments of Africana and Diaspora Studies, Art and Music, Asian Studies, Biological Studies, Assistant Dean for Special Projects and Events: Miriam Lyons Frolow, M.P.A. Chemistry and Biochemistry, Classical Studies, Communication, Criminal Justice, English, History, Jewish- Director of the Ruth Sharkey Academic Resource Center: Christian Studies, Mathematics and Computer Science, Mary Wislocki, Ph.D. Modern Languages, Philosophy, Physics, Political Science, General Manager for WSOU: Mark Maben, B.A. Psychology, Public and Healthcare Administration, Religious Assistant to the Dean for Student Services and Support: Studies, Social Work, and Sociology and Anthropology. Luul Asihel, B.A. The College of Arts and Sciences offers graduate courses Departments and Chairs: leading to the following degrees; Master of Arts; Master of Art and Music: Susan Leshnoff, Ed.D. Science; Master of Public Administration; Master of Healthcare Asian Studies: Shigeru Osuka, Ed.D. Administration; and the Doctor of Philosophy. x05 Gd Arts and Sciences I.qxp 7/24/2007 11:34 AM Page 51

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Graduate Programs of Study in Certificate Programs Arts Administration the College of Arts and Sciences Healthcare Administration Intercultural Communication Doctoral Programs (Ph.D.) International Communication Chemistry (including study in Analytical, Inorganic, Organic, Physical and Biochemistry) Jewish-Christian Studies Molecular Bioscience Nonprofit Organization Management Organizational Communication Master of Arts Programs (M.A.) Public Relations Asian Studies (including study in Chinese, Japanese, Asian area Strategic Communication and Leadership studies, Asian bilingual/bicultural education, and Teaching Strategic Communication Planning Chinese Language and Culture) In support of these programs the departments of Physics, Strategic Communication Religious Studies and Social Work offer select graduate English courses. • Literature “Spoke” • Writing “Spoke” History Application and Admission Applicants to graduate study in the College of Arts and • United States History Sciences are expected to meet the general University require- • European History ments for admission and to comply with its admission proce- • Global History dures. • Catholic History Department and program descriptions include specific Jewish-Christian Studies admission requirements for the individual graduate degree pro- Museum Professions grams. Every application for admission to graduate study at the College of Arts and Sciences is evaluated carefully by the grad- • Exhibition Management uate admissions committee for each program. Information • Museum Education about the graduate programs and applications available online • Museum Management can be found at artsci.shu.edu/ • Museum Registration Degree Requirements Master of Science Programs (M.S.) In addition to the general University requirements, the Biology (with optional Neuroscience track or Business College of Arts and Sciences requires the candidate to: Administration minor) • complete department course and credit requirements; and Chemistry (with optional minor in Business Administration) • pass the comprehensive and/or language examinations where Experimental Psychology required. • General Psychology • Behavioral Neuroscience Foreign Language Requirement Microbiology Some departments in the College of Arts and Sciences require candidates to demonstrate ability to read material perti- Master of Healthcare Administration Program (M.H.A.) nent to their fields in one foreign language. See individual program descriptions for further information. Master of Public Administration Program (M.P.A.) This requirement may be met by satisfactorily completing a • Arts Administration special language course or by passing a reading proficiency • Health Policy and Management examination. Information about examination dates is available from the department. • Nonprofit Organization Management • Public Service: Leadership, Governance and Policy Comprehensive Examination The successful completion of a comprehensive examination Dual Degree Programs is required in some departments of the College of Arts and M.A. Asian Studies/M.A. Diplomacy and International Sciences. University regulations concerning this examination Relations are detailed in “The Comprehensive Examination” and M.A. Strategic Communication/M.A. Diplomacy and “Continuity” in the Academic Policies and Procedures section International Relations of this catalogue. M.P.A./M.A. Diplomacy and International Relations

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Department of Art and Music Professional Tracks (select one: 15 credits each) Art Center (973) 761-7966, [email protected] Track I. Museum Education artsci.shu.edu/artmusic/museum ARMS 6810 Principles of Museum Programming 3 ARMS 6811 Museum Education Management 3 Faculty: Chu; Heinrichs; Leshnoff (Chair); Marstine (Acting ARMS 6812 Museum-School Collaboration 3 Director of Graduate Studies); Nichols ARMS 6502 Interpretation of Visual and Material Adjunct Faculty: Brasile; Buck; Finkelstein; Koncick; Mantone; Culture 3 Miller; Ocello; Wastie; Witzig Faculty Emeriti: Cate In consultation with a faculty adviser, choose one course from the following: EDST 6009 Teaching Strategies for Master of Arts in Museum Professions Multicultural Education 3 EDST 6223 Advanced Psychology of Childhood 3 Program of Study EDST 6325 Psychological Foundations of Education 3 The Master of Arts in Museum Professions is designed for EDST 6326 Advanced Psychology of Learning 3 individuals interested in pursuing careers in museums or relat- EDST 6336 Educational Psychology 3 EDST 6408 Child and Adolescent Development 3 ed cultural institutions. Combining structure with flexibility, this 39-credit program offers four professional tracks: Track II. Museum Registration I. Museum Education ARMS 6503 The Discriminating Eye 3 ARMS 6802 Object Care for Collections Managers 3 II. Museum Management ARMS 6803 Museum Registration I 3 III. Museum Registration ARMS 6804 Museum Registration II 3 IV. Exhibition Management ARMS 6805 Legal Issues for Museum Professionals 3 These diverse offerings are provided through cooperation Track III. Museum Management* with other departments and schools of Seton Hall University, ARMS 6805 Legal Issues for Museum Professionals 3 and through collaboration with museums and museum profes- ARMS 6806 Museum Fundraising Fundamentals 3 sionals who serve as advisers and faculty for the program. In consultation with a faculty adviser, Museums have become complex, multipurpose organiza- choose three courses from the following: tions. The Master of Arts in Museum Professions is designed to PSMA 7314 Financial Management of Nonprofit Organizations 3 meet their need for professionally trained employees. This pro- PSMA 7315 Managing Volunteers in gram is designed for recent college graduates, people seeking a Nonprofit Organizations 3 career change, and museum employees who wish to improve PSMA 7316 Principles, Practices, and the their skills. Environment of Arts Administration 3 PSMA 7317 Strategic Management of Arts Admission Requirements Organizations 3 Admission to this program is open to those with a baccalau- PSMA 7318 Marketing and Public Relations reate degree in a field related to museums, such as art history, in Arts Organizations 3 PSMA 7321 Grantsmanship 3 history, anthropology, archaeology, or biology. Students who PSMA 8322-27 Topics in Arts Administration 3 have majored in other fields must have completed 12 undergraduate courses in a museum-related area. If they have not, Track IV. Exhibition Management these undergraduate courses may be taken while at Seton Hall ARMS 6803 Museum Registration I 3 University. GRE scores and a minimum GPA of 3.0 are ARMS 6805 Legal Issues for Museum Professionals 3 required, although under certain circumstances these require- ARMS 6901 Museum Exhibitions A-Z 3 ARMS 7002 Producing an Exhibition 3 ments may be waived. Applicants are asked to submit a personal PSMA 7314 Financial Management of Nonprofit essay and recommendation letters as part of their application. Organizations 3 Electives (12 credits) Degree Requirements In consultation with a faculty adviser, A total of 39 credits is required choose four courses from the following: ARMS 7005 Museum Technologies 3 Core Courses (12 credits) ARMS 6604, 6606, 6608, 6610 ARMS 6000 Anatomy of a Museum 3 Seminars Abroad 3 ARMS 6505 History and Theory of Museums 3 OR any course in any track other than the one the student has ARMS 7800 Internship 3 chosen ARMS 8000 Masters Project 3 *Students in the Museum Management track have the option to also get a certificate in Arts Administration by taking some additional courses. Please refer to the information about the certificate in Arts Administration, found in the Graduate Department of Public and Healthcare Administration, for more details.

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ARMS 6804 Museum Registration II Course Descriptions Students acquire basic knowledge of curatorial skills through ARMS 6000 The Anatomy of the Museum personal involvement and observation of the actual planning A survey of the entire museum: its governance, its mission, and and implementation of an exhibition. Topics include design, its operation. Topics include the roles of the museum board budget, interpretive material, registration, conservation, light- and key staff members, including the director, curator, registrar ing and promotion. 3 credits and other department heads, as well as contemporary issues such as audience development and relevance of programming. ARMS 6805 Legal Issues for Museum Professionals 3 credits Museums and arts institutions are subject to numerous legal requirements that govern how the organization is formed and ARMS 6502 The Interpretation of Visual and Material how it functions. This course will introduce students to the Culture legal frameworks underlying the museum organization and This course gives an overview of interpretive strategies of, and provide an overview of legal issues that are important and rele- critical approaches to visual and material culture. In a format vant to museum professionals. Students will be able to describe in which lectures alternate with discussions, the course covers the key legal requirements relating to the organization and such critical trends as formalism, iconography, Marxist/social management of a museum and will be able to identify legal historical analysis, semiotics, feminist and psychoanalytical the- resources available for nonprofit organizations. Students will ory, as well as visual and cultural studies. 3 credits also have the ability to relate mission to ethical responsibilities of museum professionals. 3 credits ARMS 6503 The Discriminating Eye The role of art as object by dealing with issues of connoisseur- ARMS 6806 Museum Fundraising Fundamentals ship relative to the functions of the art museum - collecting, This course will provide an overview of the creation, imple- researching, conserving and exhibiting art. How the quality of mentation and management of a comprehensive museum an object is determined, how the selection of objects controls fundraising program. Highlights will include positioning the the impression of an artistic epoch and how museum collec- annual (including membership), capital and planned giving tions have been shaped by these kinds of judgments. Art campaigns; articulating the mission and case for support; and, restoration and its effect on the integrity of objects also will be becoming familiar with the techniques and methods of identi- discussed. 3 credits fying, researching, cultivating, soliciting and stewarding donors. In addition, it will cover important aspects such as ARMS 6505 History and Theory of Museums prospect research, special events, finance and accounting issues This course presents a survey of the history of museums and of reporting, tracking and managing a fundraising effort. The introduces students to the complex theoretical discourse that use of technology in fundraising will also be discussed. has both informed and framed museums since their inception. 3 credits Special attention will be given to the lively debate regarding the significance of museums that has gone on during the past two ARMS 6810 Principles of Museum Programming decades. 3 credits This course is designed to help students plan and create developmentally appropriate, interactive programs for diverse muse- ARMS 6600-6615 Seminars Abroad um audiences. Students will be introduced to a wide variety of A seminar abroad is offered each year in May. Accompanied by inquiry-based teaching techniques and alternative learning pos- a faculty member, students travel to a major European city sibilities through which children and adults can explore and (destinations have included Amsterdam, Berlin, Paris, and interpret the information, concepts, and cultural values that an Rome), where they visit museums and galleries and meet with object or collection communicates. With an emphasis on devel- local museum professionals. For more information, see opmental appropriateness, students will examine the needs of http://artsci.shu.edu/mp/museum. 3 credits diverse audiences and teaching in different museum settings. ARMS 6802 Object Care for Collection Managers Students will analyze current practices in museum education The basics of care and preservation of art objects in such major and put theory into practice by designing their own programs. categories as paintings, works on paper, furniture, textiles, met- 3 credits als and ethnographic objects. 3 credits ARMS 6811 Museum Education Management ARMS 6803 Museum Registration I This course will teach students how to manage an education Among the major topics addressed are: care and management department in a museum. It will cover the ways in which the of museum collections, administrative duties, ethics and education department interacts with other departments as well accountability, legal issues, storage and handling, acquisitions, as the outside world; as well as issues related to budget, fund- loans, transportation of works, art theft, risk management, ing, public relations, and publications (paper and web). authentication and appraisal. 3 credits 3 credits

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ARMS 6812 Museum-School Collaboration This course will focus on teaching strategies for museum edu- Department of Asian Studies Fahy Hall cators, with specific emphasis on how museums can collaborate with schools in addressing current educational concerns in cur- (973) 761-9464 riculum, critical thinking, character education and personal artsci.shu.edu/asian self-expression through object-centered learning. Students will Faculty: Brown; Chen (Director of Graduate Studies); prepare and present age-appropriate dialogues and educational Leung; Osuka (Acting Chair) materials based upon current learning theories, as they develop Adjunct Faculty: Jenny; Mellins a sensitivity to addressing diverse audiences of varied ages and Faculty Emeriti: Blakeley; Kikuoka; Ma; Yang; Young backgrounds. 3 credits The Department of Asian Studies offers graduate courses leading to the Master of Arts degree. The department also ARMS 7002 Producing an Exhibition cooperates with the Stillman School of Business in offering a Small groups of students (2-3) produce an exhibition in the Certificate in International Business and a five-year Bachelor of Seton Hall Walsh Library Gallery or an alternative location, Arts/Master of Business Administration program. In addition, under the guidance of the gallery director and a faculty member. the department offers a Dual Masters Degree program with the 3 credits Whitehead School of Diplomacy and International Relations. ARMS 7003-7004 Special Topics in Museum Professions In cooperation with The Asia Center, the department con- 3 credits ducts research on East Asia, sponsors conferences, conducts summer institutes and carries on a program of publication. ARMS 7005 Museum Technologies Information technologies prompt museums to rethink the ways The Department of Asian Studies also offers a limited number in which they manage and exhibit their collections. Just as cor- of teaching assistantships in Chinese and Japanese languages. porations, agencies, and universities reinvent operations in response to technological innovation, museums must meet General Admission these challenges in creative manners. The profusion of sophisti- In addition to the general University requirements for admis- cated museum Web sites and breathtaking “virtual exhibitions” sion to graduate studies, candidates for admission to the M.A. contrasts sharply with growing discontent among professionals program of the Department of Asian Studies should show a over lacking information standards, insufficient data storage strong background in Asian studies or other disciplines in systems, and widely differing policies regarding collection which the department offers courses. The candidate should also accessibility. Do “virtual exhibits” increase visitorship or will submit a Statement of Purpose in the application, together they substitute museum visits one day? This course explores the with two letters of recommendation. For the Dual Masters institutional impact of technology by charting the practical Degree Program, students must apply independently to each application of knowledge in various areas of the museum. degree program, preferably indicating at the time of application Guest lectures and site visits facilitate assessment of traditional that they intend to follow the joint Asian Studies/Diplomacy methods and innovative tools in the museum. 3 credits program when admitted.

ARMS 7006-7009 Special Topics in Museum Professions M.A. in Asian Studies with a Track in Teaching Chinese 3 credits Language and Culture ARMS 7800 Internship Beginning in fall 2006, the Department of Asian Studies will Supervised practical experience learning in a museum or at a offer a new graduate component in the Master of Arts (M.A.) historic site how to, for example, catalog collections, put up in Asian Studies. The program will prepare students to meet exhibitions, conduct tours, help with fund raising, and perform the Chinese content area requirement for a New Jersey other tasks. 3 credits Certificate of Eligibility (CE). The curriculum includes courses in the Chinese language, literature, history, civilization, ARMS 8000 Master’s Project Chinese linguistics, applied linguistics, and teaching methods. The master’s project is chosen at the end of the second semes- Upon successful completion of 39 credits, students will receive ter with the approval of a faculty adviser and a selected com- a Master of Arts in Asian Studies degree from Seton Hall mittee to evaluate and approve the final submission. Possible University, and be qualified to enter an alternate route program projects are: a graduate research paper that develops a thesis through which they can earn a Certificate of Eligibility with based on original research and findings on a museological Advanced Standing that leads to the New Jersey State teaching topic; a project based on the educational mission and perform- certificate. ance of a museum emphasizing current practice and new trends; or, a project relevant to current and future roles of the Admission museum, such as advanced technology related to electronic In addition to the general University requirements for admis- imaging and computer-originated programming. 3 credits sion to graduate studies, candidates for admission to the M.A. in Asian Studies with a concentration in Teaching Chinese Language and Culture should show a strong proficiency in

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both English and Chinese. All non-native speakers of Chinese Japan (6 credits) are required to take the Hanyu Shuiping Kaoshi (HSK), a ASIA 6121 History and Culture of Japan I national standard Chinese language proficiency test. ASIA 6122 History and Culture of Japan II International students and those who have received their bac- (B) Modern and Contemporary East Asia (6 credits) calaureate degrees from universities outside the United States ASIA 6145 Modern East Asia are required to submit official TOEFL scores. ASIA 6146 Contemporary East Asia For more information, please contact the Director of II. Diplomacy and International Relations Component Graduate Studies in the Department of Asian Studies at (973) (18 credits) 761-9465 or send an email to [email protected] DIPL 6000 International Relations Theory DIPL 6001 Cultural and Ethnic Diversity Degree Requirements DIPL 6002 International Organizations In addition to the general University and College require- DIPL xxxx Electives in Diplomacy and International Relations (6 credits) ments, the Department of Asian Studies requires candidates to complete the following: III. Required Research Component (6 credits) ASIA 9111 Research Methods in Asian Studies I. Required Core Courses (21 credits): or Traditional East Asia (12 credits) DIPL 6310 Research Methods for Policy Analysis China (6 credits) Credits ASIA 9200 Thesis Research ASIA 6140 Survey of Chinese Civilization 3 or DIPL 6311 Master’s Research Project and one of the following: ASIA 6141 Foundations of Chinese Civilization 3 IV. Practicum (3 credits) ASIA 6142 Development of Chinese Civilization 3 DIPL 7111 Internship ASIA 6143 Maturity of Chinese Civilization 3 V. Asian Language Component (12 credits) Japan (6 credits): ASIA 6121 History and Culture of Japan I 3 Students must demonstrate language competence in an East ASIA 6122 History and Culture of Japan II 3 Asian language through challenge examination or by completing 4 courses in Japanese or Chinese language. Modern and Contemporary East Asia (6 credits): CHIN 6111-14 Graduate Chinese Conversation and ASIA 6145 Modern East Asia 3 Composition I-IV ASIA 6146 Contemporary East Asia 3 CHIN 6117-18 Graduate Reading in Modern Chinese I-II Research Methodology (3 credits): CHIN 6120-21 Graduate Chinese Newspaper Readings I-II ASIA 9111 Research Methods in Asian Studies 3 JAPN 6111-12 Graduate Modern Japanese I-II Total: 21 JAPN 6113-14 Graduate Japanese Newspaper Readings I-II II. Elective Courses: VI. Elective Courses (3-15 credits) Elective courses are chosen from the department’s course offerings by the student, in consultation with the graduate Elective courses will be chosen by the student in consultation adviser, to achieve an integrated program of study. with the graduate adviser, to achieve an integrated program of study. Students who have successfully passed the Asian lan- Non-thesis option: (18 credits) guage challenge examination will take the maximum number Thesis option: (15 credits) of elective credits. Students requesting faculty recommendations for Ph.D. stud- Total: 60 ies are required to write a thesis. Such students shall register for ASIA 9200 Thesis Research under the guidance of a thesis Course Descriptions mentor. Total Credits: 36 (with thesis) 39 (without thesis) Asian Affairs, History, Culture and Literature Courses in the Dual Master’s ASIA 6111 Asian Religions and Ecumenical Dialogue Contrary to assertions that Asian religions and so-called Degree Program Western religions build on a set of radically different presuppo- sitions about the nature of human life and spirituality, this I. Asian Studies Component (18 credits) course will examine the ways in which “common ground” (A) Traditional East Asia (12 credits) exists among different religious traditions and particularly focus China (6 credits) on the ways in which the perceived differences between reli- ASIA 6140 Survey of Chinese Civilization gions open up perspectives about how one may approach ques- and one of the following: tions of a religious and cultural nature. It will lay out the possi- ASIA 6141 Foundations of Chinese Civilization bilities and practical steps for an ecumenical dialogue between ASIA 6142 Development of Chinese Civilization religions indigenous to Asia and those which have their origins ASIA 6143 Maturity of Chinese Civilization elsewhere. 3 credits

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ASIA 6112 Spiritual Quests of India ASIA 6132 American Foreign Policy in Asia Emphasis on the Vedas, Upanishads, Yoga, the Bhagavad-Gita, The course traces the historical development of American for- sectarianism, the bhakti cults, the enlightenment of the eign policy in Asia. It analyzes the institutions, political and Buddha and the experience of the early Theravada community. economic forces that shaped policy towards China, Japan, Introduction to Jainism, Sikhism, and Sufism. 3 credits India, and Southeast Asia. 3 credits ASIA 6113 Philosophical-Spiritual Probings of China ASIA 6133 History of Modern Japan The intellectual and spiritual foundations of China are Survey of Japanese history after the Meji era with emphasis on explored. Confucius, Lao Tzu, Chuang Tzu, Chu Hsi, and the political, social, and economic developments. Japan’s for- Wang Yang-Ming are studied in depth. 3 credits eign policy since 1945. 3 credits ASIA 6114 Chinese and Japanese Buddhism ASIA 6140 Survey of Chinese Civilization The Mahayana experience, from its Indian origins through its General overview of the major trends in the development of development in China and Japan. The Ten Schools and the Chinese culture, from the beginning to A.D. 1800. 3 credits various Japanese forms, with emphasis on Ch’an-Zen and Amidism. Buddhist influence on art and culture. 3 credits ASIA 6141 Foundations of Chinese Civilization In-depth consideration, through lecture, reading and discus- ASIA 6115 Classical Chinese Literature sion, of the formulation of the central features of Chinese cul- Knowledge of Chinese is not required. Surveys the Chinese lit- ture, from the Neolithic period through the Han Dynasty. erary tradition in translation from the Confucian classics to the 3 credits Sung Dynasty. 3 credits ASIA 6142 Development of Chinese Civilization ASIA 6116 Modern Chinese Literature In-depth consideration of the changes in Chinese culture, from Knowledge of Chinese is not required. Surveys Chinese litera- the period of Disunion through the Sung period. Lecture, read- ture from the Sung period to contemporary times. 3 credits ing and discussion. 3 credits ASIA 6121 History and Culture of Japan I ASIA 6143 Maturity of Chinese Civilization This course covers the history and culture of Japan from earli- In-depth consideration of the changes in and the solidification est times to 1600. It emphasizes the political and religious of Chinese culture from the Yuan period to ca. A.D. 1800. issues in Japanese civilization. 3 credits Lecture, reading and discussion. 3 credits ASIA 6122 History and Culture of Japan II ASIA 6145 Modern East Asia This course covers the history and culture of Japan from the Covering the modern period between 1800 and 1945, this Edo Period through WWII. It emphasizes the importance of course deals with East Asia’s modern transformation and modernization and cultural/political issues on Japanese traditions. important aspects of political, economic, social and cultural 3 credits developments in China, Japan, and Korea. 3 credits ASIA 6123-6124 History and Culture of India I-II ASIA 6146 Contemporary East Asia Survey of the formation of India from prehistoric times up to Covering the contemporary period since the end of World War the present day. 6 credits II, this interdisciplinary course deals with important aspects of political, economic, social, and cultural developments in East ASIA 6125 Social History of China Asia and its changing roles in international politics and eco- China’s social developments in history, including the family, nomics. 3 credits social institutions, social values, and social relationships. 3 credits ASIA 6211 (BMKT 7993) Multinational Corporations in the Asian Market ASIA 6128 History of Ch’ing China Marketing and other aspects of American business operations History of the late imperial period in China, covering the years in the Asian market. U.S.-Asia trade with emphasis on the between 1644 and 1912. 3 credits operations of U.S. multinational corporations and their mar- ASIA 6129 History of Republican China keting strategies in Asia. Aspects of international economics, History and political developments in China from the marketing, and international politics affecting U.S.-Asia trade; Republican Revolution of 1911 to 1949. 3 credits ethical, financial, social, economic, political, legal, and other issues affecting U.S. operations in Asia. Foreign trade policies ASIA 6130 History of Contemporary China and regulations and the marketing of Asian and American The course traces the history of Communist China from the products. 3 credits founding of the Chinese Communist Party to the present day. 3 credits ASIA 6212 (BMGT 7991) Management of Foreign Operations ASIA 6131 International Politics in East Asia The special circumstances under which an American firm oper- Analysis of major events in the international politics of East ates abroad: social customs, political environment, and linguis- Asia during the 20th and 21st centuries. 3 credits tic and cultural problems. Economic, financial, legal, and man-

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agement issues peculiar to foreign operations. Analysis of prob- ASIA 9190-9199 Directed Graduate Asian Studies lems in foreign exchange, international finance and marketing, Readings under faculty supervision. 3 credits each and human resources management. The management of foreign investment, joint ventures and foreign subsidiaries. ASIA 9200 Thesis Research Technology transfer, foreign trade operations, and protection of Designed to help students develop research capabilities in order intellectual property abroad. International economic policy, to write masters theses under the supervision of mentors. This international corporate financial management, and variations course provides research supervision to those engaged in thesis in the organizational structure of multinational corporations. writing on an individual basis. Not a lecture course. 3 credits Selected international business cases are discussed. 3 credits Chinese Language Linguistics and Teaching Methods CHIN 6111-6114 Graduate Chinese Conversation and ASIA 7111-7112 Introduction to Language and Composition I-IV Communication I-II Advanced conversation practice and an introduction to compo- General concepts of language and communication. The rela- sition and translation with emphasis on practice and exercise. tionship between language and the brain. Sounds and system 3 credits each of sounds. Word formation and combination of words into CHIN 6115-6116 Graduate Readings in sentences and beyond. Meaning of linguistic forms; the rela- Classical Chinese I-II tionship of language, culture and society. Contributions of lin- Introduction to classical Chinese through selected readings guistics to language learning and teaching, bilingual education, with emphasis on classical grammar and syntax. 3 credits each stylistics, anthropology and the art of communication. 3 credits each CHIN 6117-6118 Graduate readings in Modern Chinese I-II ASIA 7113-7114 Chinese Linguistics I and II Advanced readings in modern Chinese with emphasis on the Study of Chinese sounds, system of sounds, word formation, social sciences and humanities. 3 credits each combination of words into sentences and beyond. Communicative functions of the Chinese language. The rela- CHIN 6120-6121 Graduate Chinese Newspaper tionship between Chinese linguistics and teaching Chinese as a Readings I-II second/foreign language; contrastive and error analyses and Selected readings in journalistic writings, including materials ESL; Chinese bilingual education. 3 credits each from newspapers and magazines. 3 credits each ASIA 7116 Applied Linguistics CHIN 6124 20th Century Chinese Literature Application of discoveries from theoretical, psycho-, neuro- and Surveys Chinese literature of the 20th Century. Knowledge of socio-linguistics to first and second language learning and Chinese is required. 3 credits teaching, and to bilingual education. 3 credits CHIN 6125 Readings in 20th Century Chinese Literature ASIA 7118 Supervised Teaching of Chinese and Japanese Selected readings from 20th-century Chinese literature, includ- Student teaching of Chinese or Japanese under faculty supervi- ing prose, poetry, drama and fiction. 3 credits sion. Emphasis on teaching methods and critical discussion of performance. 3 credits Japanese Language ASIA 7124 Methods of Teaching Chinese and Japanese JAPN 6111-6112 Graduate Modern Japanese I-II Trends in methodology, basic theories concerning language and Advanced reading and discussion of modern written Japanese its teaching. Aims to develop the skills and special techniques nec- in the various disciplines such as literature, history, sociology essary for good teaching and the use of the language laboratory. and political science. 3 credits each 3 credits JAPN 6113-6114 Japanese Newspaper Readings I-II Research and Directed Studies Readings in Japanese newspapers with a mastery of 1,000 highest-frequency character-compounds. 3 credits each ASIA 9111 Research Methods in Asian Studies Research methodology. Evaluation of sources and other problems involved in the preparation of the master’s thesis. 3 credits ASIA9211 Topics: China in Revolt This course covers the revolutionary period in modern China from the mid-19th Century to the 20th Century. 3 credits ASIA 9112-9119 Selected Topics in Asian Studies Advanced research (seminar or pro-seminar) on focused topics in Asian Studies. 3 credits each

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The Ph.D. in Molecular Bioscience program emphasizes the Department of application of molecular and cellular biotechnology in studies Biological Sciences on living systems, and provides the students with a strong McNulty Hall foundation in research and teaching. A brochure containing research interests of faculty members is available. (973) 761-9044 artsci.shu.edu/biology General Academic Requirements Faculty: Ahmad; Bentivegna (Chair, Adviser, M.S. in Biology); Blake (Adviser, M.S. in Biology with Neuroscience Track); Academic deficiencies must be made up during the first year Chang (Adviser, Ph.D. in Molecular Bioscience); Glenn; of graduate study and before taking graduate courses for which Klaus; Ko; Krause; Moldow; Pumfery; Rawn (Director of the deficiency areas are prerequisites; these courses will not be Graduate Studies; Adviser, M.S. in Microbiology); credited toward the graduate degree. Ruscingno; Zhou Admission as a non-matriculated student (limited to 12 cred- Faculty Emeriti: DeProspo; Hsu; Katz; Kramer; Orsi its) may be granted pending the evaluation of an application Adjunct Faculty: Debari; Ho; Romero; Zhu submitted after the admission deadline.

Programs of Study General Admission for Biology Graduate Programs The Department of Biological Sciences offers graduate pro- In addition to the general University requirements for admis- grams leading to the following degrees: Master of Science in sion to graduate studies, the Department of Biological Sciences Biology, Master of Science in Microbiology, and Doctor of requires a B.S. in a biological science or related science with a Philosophy in Molecular Bioscience. GPA of 3.0 or above. A minimum of 24 credits in biology The master’s degree in biology has three programs of study: including general biology, cell biology and molecular genetics; Plan A, with thesis, and Plans B and C, without thesis. Plan A 16 credits in general chemistry, and organic chemistry with is recommended for students who intend to continue their adequate laboratory time; 8 credits of physics with laboratory; studies at the doctoral level or pursue a career in research; Plan and 8 credits in mathematics beyond precalculus. B is primarily a coursework oriented degree program; Plan C, Submission of Graduate Record Examination (minimum 50 with a component in business administration courses, is for percentile) or a Master of Science degree from an accredited students who are interested in acquiring knowledge about the university in the U.S. is required. technical aspects as well as the business aspects of the biological and pharmaceutical industries. Personal statement describing candidate’s scientific background, including previous laboratory training from course- The master’s degree in microbiology has two programs of work or work experience, and career goals is required. study: Plan D, with thesis, and Plan E, without thesis. Plan D is recommended for students who intend to continue their Foreign students must provide proper immigration docu- studies in microbiology/biotechnology at the doctoral level or ments and have a minimum TOEFL score of 550. pursue a career in research; Plan E is primarily for students Three letters of recommendation are required. wishing a course work-oriented degree program. The master’s degree in biology with a neuroscience track has Seminar Requirements two programs of study: Plan F, with research thesis, and Plan Students are required to attend seminars for a minimum of G, with library thesis. Plan F is recommended for students who four semesters to fulfill requirements for the M.S. degree and intend to continue their studies at the doctoral level or pursue eight semesters to fulfill the requirements for the Ph.D. degree. a career in research; Plan G is primarily a course work-oriented Students should register for the semester in which the present degree option. library thesis or research thesis is presented.

Degree Requirements for Master of Science in Biology Program In addition to the general University and College requirements for the degree, the Department of Biological Sciences requires the candidate to do the following: Plan A – With Thesis 1. Complete a total of 31 credits, as follows: 11 credits: BIOL 6113 Biostatistics BIOL 8201 Biology Seminar for M.S. Students I BIOL 8202 Biology Seminar for M.S. Students II BIOL 8601-8605 Research for Master’s Thesis I-V (Two thesis courses are required for the degree. However, the student may register for more than two, as needed.) 20 credits in graduate biology courses*; at least half of these must have a laboratory component.

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2. Make an oral presentation of thesis to Graduate Biology Plan D – With Thesis Seminar 1. Complete a total of 31 credits as follows: 3. Submit an acceptable thesis based on laboratory research 11 credits: three months before the expected degree completion date BIOL 6113 Biostatistics with an oral defense two weeks before the expected degree BIOL 8201 Biology Seminar for M.S. Students I completion date. BIOL 8202 Biology Seminar for M.S. Students II BIOL 8601-8605 Research for Master’s Thesis I-V (Two thesis Plan B – Without Thesis courses are required for the degree. However, the student may 1. Complete a total of 34 credits, as follows: register for more than two, as needed.) 5 credits: 15 credits from the Microbiology Course Group; at least half of BIOL 6113 Biostatistics these must have a laboratory component. BIOL 8201 Biology Seminar for M.S. Students I 3 credits from either BIOL 6231 Molecular Biology, BIOL BIOL 8202 Biology Seminar for M.S. Students II 6233 Metabolic Pathways or CHEM 6501 General 1 credit from any Selected Topics course Biochemistry 28 credits in graduate biology courses*; at least half of these 2 credits from either Microbiology Course Group or Biology must have a laboratory component. Course Group 2. Prepare a library research paper in conjunction with 2. Make an oral presentation of thesis at the Graduate Biology Selected Topics course. Selected Topics must be taken two Symposium. semesters before expected completion of degree. Oral pres- 3. Submit an acceptable thesis based on laboratory research entation of research results is to be made during the last three months before the expected degree completion date semester in the Graduate Biology Seminar. with an oral defense two weeks before the expected completion date. Plan C – Without Thesis (Minor in Business Administration) 1. Complete a total of 34 credits, as follows: Plan E – Without Thesis 5 credits: 1. Complete a total of 34 credits as follows: BIOL 6113 Biostatistics 5 credits: BIOL 8201 Biology Seminar for M.S. Students I BIOL 6113 Biostatistics BIOL 8201 Biology Seminar for M.S. Students II BIOL 8201 Biology Seminar for M.S. Students I 1 credit from any Selected Topics course BIOL 8202 Biology Seminar for M.S. Students II 13 credits in graduate biology courses*; at least half of these 20 credits from the Microbiology Course Group; at least half of must have a laboratory component. these must have a laboratory component. 15 credits from the following courses: 1 credit from either of the following: BMIS 6701 Management Information systems BIOL 7291 Selected Topics in Molecular Biology BLAW 6301 Legal and Social Environment of Business BIOL 7292 Selected Topics in Immunology BACC 6101 Financial Accounting BIOL 7491 Selected Topics in Microbiology BMKT 6603 Marketing Strategies BIOL 7492 Selected Topics in Virology BMGT 6503 Management and Organizational Behavior 3 credits from either: ECON 6402 The National Economy BIOL 6231 Molecular Biology 2. Prepare a library research paper in conjunction with BIOL 6233 Metabolic Pathways or Selected Topics course. Selected Topics must be taken two CHEM 6501 General Biochemistry. semesters before expected completion of degree. Oral pres- 5 credits from either Microbiology Course Group or Biology entation of research results is to be made during the last Course Group. semester in the Graduate Biology Seminar. 2. Prepare a library research paper in conjunction with *Graduate biology courses may be taken from the biology or microbiology Selected Topics course. Selected Topics must be taken two course list. semesters before the expected completion of degree. Oral presentation of research results is to be given during the last General Admission for Master of Science in semester at the Graduate Biology Symposium. Microbiology Program Degree Requirements for Master of Science in Biology In addition to the general University requirements for admis- with a Neuroscience Track sion to graduate studies and admission to the graduate programs in the Department of Biological Sciences, the M.S. in In addition to the general University and College Requirements Microbiology program requires a prerequisite course in micro- for the degree, the Department of Biological Sciences requires the biology. candidate to do the following to be awarded a Master’s of Science in Biology with a Neuroscience Track: Degree Requirements for Microbiology Program Plan F - Research Thesis In addition to the general University and College require- 1. Complete 31 credits from the following groups of courses: ments for the degree, the Department of Biological Sciences requires the candidate to do the following:

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Group I - Core Requirements (14 credits): BIOL 6369 Cancer Biology 3 BIOL 6115 Fundamentals of Neuroscience 3 BIOL 6431 Microbial Genetics 3 BIOL 6216 Recombinant DNA Technology Lab 3 BIOL 7226 Signal Transduction 3 BIOL 6231 Molecular Biology 3 BIOL 7228 Fundamentals of Toxicology 3 BIOL 6355 Methods in Neuroscience 3 BIOL 9191 Special Topic in Biology Research 2 BIOL 8201 Biology Seminar for M.S. Students I 1 BIOL 8202 Biology Seminar for M.S. Students II 1 Group III – Library Thesis (1 credit): Selected topics in Neuroscience must be taken two semesters before expected Group II – Electives (to be selected from the following to completion of degree. complete 11 credits): BIOL 7493 Selected Topics in Neuroscience 1 BIOL 6113 Biostatistics 3 2. Oral presentation of Library Thesis at the Graduate Biology BIOL 6233 Metabolic Pathways 3 Symposium. BIOL 6242 Immunology 3 Prepare a library research paper in conjunction with Selected Topics in BIOL 6243 Immunology Lab 2 Neuroscience. This course must be taken two semesters before expected BIOL 6323 Vertebrate Endocrinology 3 completion of degree. BIOL 6325 Introduction to Pharmacology 3 BIOL 6326 Vertebrate Physiology 4 BIOL 6333 Cell Culture Techniques 3 The Doctoral Degree in BIOL 6334 Developmental Biology 3 BIOL 6369 Cancer Biology 3 Molecular Bioscience BIOL 6431 Microbial Genetics 3 BIOL 7226 Signal Transduction 3 General Admission for the Ph.D. Program BIOL 7228 Fundamentals of Toxicology 3 The doctoral program in Molecular Bioscience follows the BIOL 7244 Cellular Immunology 3 general University requirements for admission to graduate stud- BIOL 7291 Selected Topics in Molecular Biology 1 ies and admission to the graduate programs in the Department BIOL 7292 Selected Topics In Immunology 1 BIOL 7492 Selected Topics In Virology 1 of Biological Sciences. BIOL 7493 Selected Topics In Neuroscience 1 For students in the current M.S. program, credit will be given for courses taken within the Department of Biological 2. Group III – Thesis (6 credits): Sciences at Seton Hall University with a grade of 3.0 or above BIOL 8601-8605 Research for Master’s Thesis I-V 6 (Two thesis courses are required for the degree. However, the student may that meet the Ph.D. course requirements. A maximum of 30 register for more than two, as needed.) credits may be accepted towards Ph.D. program. 3. Oral presentation of thesis at the Graduate Biology For students who have obtained M.S. degrees outside the Symposium Department of Biological Sciences at Seton Hall University, courses will be evaluated and a maximum of 30 credits may be 4. Submission of an acceptable thesis based on laboratory accepted towards the Ph.D. program. research at least three months prior to expected completion of degree; an oral defense two weeks before the expected Degree Requirements degree completion date. The doctoral program consists of two phases: foundation Plan G – Library Thesis coursework and dissertation research. Between completion of 1. Complete 34 credits from the following groups of courses: the foundation coursework and the start of research, the doc- Group I - Core Requirements (14 credits): toral candidate will take a comprehensive qualifying examina- BIOL 6115 Fundamentals of Neuroscience 3 tion and select a dissertation mentor. BIOL 6216 Recombinant DNA Technology Lab 3 Students must complete a total of 72 credits, including 47 BIOL 6231 Molecular Biology 3 required credits in coursework (21 credits in required courses, BIOL 6333 Cell Culture Techniques 3 28 credits in thesis and seminar courses) and 23 credits of elec- BIOL 6335 Methods in Neuroscience 3 tives. The required courses will provide the student with a BIOL 7291 Selected Topics in Molecular Biology 1 strong foundation in subject content and training in research BIOL 8201 Biology Seminar for M.S. Students I 1 techniques. Electives will provide breadth to the students’ train- BIOL 8202 Biology Seminar for M.S. Students II 1 ing in the various subdisciplines of Molecular Bioscience. Both Group II – Electives (to be selected from the following to full time and part-time students are eligible to enroll in the complete 19 credits): doctoral program at Seton Hall University. Full time students BIOL 6113 Biostatistics 3 will carry at least 9 credits/semester in the fall and spring BIOL 6233 Metabolic Pathways 3 semesters. Part-time Ph.D. students should have at least one BIOL 6242 Immunology 3 year of “residency,” where they must complete 18 credits. BIOL 6243 Immunology Lab 2 BIOL 6323 Vertebrate Endocrinology 3 Other than that, they can have semesters where they are regis- BIOL 6325 Introduction to Pharmacology 3 tered for just 3-4 credits. BIOL 6326 Vertebrate Physiology 4 Completion of the doctoral program must take place within BIOL 6333 Cell Culture Techniques 3 seven years for full-time students and ten years for part-time BIOL 6334 Developmental Biology 3 students.

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Students must maintain a minimum 3.0 GPA for all course- square, linear regression and correlation, analyses of variance, work towards the doctoral degree taken at SHU. Students with nonparametric statistics and bioassay. Introduction to use of a grade of C or lower in a course will not be allowed to apply computers in analysis of biological data. 3 credits those course credits towards the total 72-credit requirement. If the course with a C or lower is a required course, the student BIOL 6115 Fundamentals of Neuroscience must repeat the course with a satisfactory grade of B or better. This introductory course provides an overview of the structure Students with a GPA below 3.0 will be placed on probation for and function of the human nervous system. Emphasis is placed one year to regain acceptable status. The student who is unable to on understanding the cellular and molecular mechanisms meet these remedial measures will not continue in the program. underlying neural transmission, connectivity, integration of the sensory motor systems, cognitive functions and behavior. Students must pass a comprehensive or qualifying examina- 3 credits tion after completion of the 21 credits of required courses after the second year. BIOL 6216 Recombinant DNA Technology Laboratory** Students must present and defend an oral and written doc- Basic techniques used in recombinant DNA studies. Hands on toral dissertation. experience with DNA isolation, hybrid plasmid production, restriction mapping and clone selection and characterization. Required Courses (21 credits) Lecture will focus on theory and applications of recombinant Course Title Credits BIOL 6113 Biostatistics 3 DNA technology, including: vector design, PCR strategies, BIOL 6216 Recombinant DNA Technology Lab 3 bioinformatics and DNA structure. Prerequisite: Genetics, BIOL 6231 Molecular Biology 3 Microbiology, Molecular Biology or Biochemistry. 3 credits BIOL 6333 Cell Culture Techniques 3 BIOL 7226 Signal Transduction 3 BIOL 6231 Molecular Biology** ENGL 6414 Scientific and Technical Writing 3 Study of structure and function of macromolecules. GMHS 7603 Biomedical Ethics 3 Prokaryotic and eukaryotic genome. Bacterial and bacterio- phage genetics, mutation and gene expression. Genetic code, Required thesis and seminars (28 credits) transcription, translation and the regulatory systems. Course Title Credits Replication of viruses, genetic programming and biotechnolo- BIOL 9001-9006 Readings in Molecular Biosciences I-VI 1 credit each gy. Review of research papers and discussion of current topics. BIOL 9091-9093 Special Topics in Biological Prerequisite: Genetics or Biochemistry. 3 credits Research I, II, III 2 credits each BIOL 6233 Metabolic Pathways in Living Systems** BIOL 9201-9204 Biology Seminar for Ph.D. Students 1 credit each Synthesis and degradation of organic molecules in living sys- BIOL 9601-9608 Research for Thesis I-VIII 3 credits each tems, especially Man. Dietary, medical and genetic aspects of (Two thesis courses are required for the degree. However, the student may metabolism. Integration and regulation of pathways. Includes register for more than two, as needed.) metabolic activities restricted to plants and microorganisms; representative antibiotics, toxins and drugs. Lecture only. Electives (23 credits) 3 credits Course Title Credits BIOL 6115 Fundamentals of Neuroscience 3 BIOL 6242 Immunology** BIOL 6233 Metabolic Pathways 3 Principles of recognition, memory and specificity. Structural BIOL 6242 Immunology 3 basis of antigenicity. Development of the immune system. BIOL 6243 Immunology Lab 2 BIOL 6323 Vertebrate Endocrinology 3 Structure function and genetics of immunoglobulins, gam- BIOL 6325 Introduction to Pharmacology 3 mopathies and monoclonal antibodies. T-cell receptors and BIOL 6326 Vertebrate Physiology 4 MHC antigens. Activation of lymphoid cells, tolerance, BIOL 6334 Developmental Biology 3 autoimmunity and regulation of the immune system. BIOL 6335 Methods in Neuroscience 3 Complement system, aspects of clinical and diagnostic BIOL 6369 Cancer Biology 3 immunology, tissue typing and immunogenetics. A term paper BIOL 6412 Molecular Virology 3 is required. 3 credits BIOL 6431 Microbial Genetics 3 BIOL 7228 Fundamentals of Toxicology 3 BIOL 6243 Immunology Laboratory** BIOL 7244 Cellular Immunology 3 Laboratory exercises designed to illustrate the immunological CHEM 6501, 7512 Biochemistry I, II 3 credits each principles of recognition and specificity; in vitro and in vivo antigen-antibody reactions; identification and quantitation of Course Descriptions immunoglobulins; tests to illustrate the principles of immuno- ** Course names followed by two asterisks are the microbiology elective chemistry and immunopathology; cell culture study; hybrido- courses ma technique and monoclonal antibodies. Pre- or corequisite: BIOL 6242. 2 credits BIOL 6113 Biostatistics Elementary statistical methods as applied to experimental biology. Topics include hypotheses testing, probability and chi

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BIOL 6323 Vertebrate Endocrinology BIOL 6412 Molecular Virology** Role of hormones in coordinating homeostasis. Emphasis on Basic principles of the virus-host cell relationship presented by neuroendocrinology, including functional neuroanatomy and lectures and student discussion of recent publications. Topics neuro-chemistry. Study of the mechanism of action of hor- include mechanisms of viral replication, viral-mediated genetic mones at the cellular and molecular levels. Review and analysis transfer, viral-induced host changes, including neoplasia and of current literature. 3 credits immunologic procedures fundamental to virology. 3 credits BIOL 6325 Introduction to Pharmacology** BIOL 6415 Mycology** Fundamentals of drug distribution, biotransformation and Study of structure, development, physiology and taxonomy of excretion (pharmacokinetics), dose-effect relationships and fungi. Includes secondary metabolism and fungal nutrition, as drug receptor relationships. Major emphasis on basic mecha- well as a consideration of the place of fungi in medicine, agri- nisms of selected drug actions and effects at the molecular cel- culture, ecology and research. Offered in alternate years. lular, organ and system levels (pharmacodynamics). Concepts Lecture and lab. 4 credits and examples of drug structural-activity relationships. Reviews of relevant physiology when required for a more complete BIOL 6421 Microbial Physiology** understanding of mechanisms of drug action. 3 credits The normal life functions of microorganisms. The metabolism of E. coli, anaerobes, sulfur bacteria and photosynthetic bacte- BIOL 6326 Vertebrate Physiology ria as well as one-celled eukaryotes. Emphasis on general prin- A comprehensive coverage of the physiology of cells, organs ciples of physiology and the diversity of microbial solutions to and organ systems with emphasis on the underlying biophysical physiological stresses. Includes lectures, text and reading, and and biochemical principles of function. Organ systems includ- discussion of original literature. Offered in alternate years. ing nerve, muscle, cardiovascular, respiratory and renal are 3 credits examined from the standpoint of their regulation and role in maintenance of homeostasis. 4 credits BIOL 6422 Microbial Physiology Lab Practical exercises, both bench methods and computational BIOL 6333 Cell Culture Techniques** biology, addressing current techniques for measuring growth Discussion and practical application of the in vitro cultivation and physiology in a variety of microorganisms; use of molecu- of animal cells including both general and specific techniques lar databases to probe proteomics, metabolimics and other for obtaining, growing and maintenance of clonal cultures. physiological processes. 1 credit 3 credits BIOL 6431 Microbial Genetics** BIOL 6334 Developmental Biology Examination of the mechanisms of genetic recombination in Examination of the mechanisms involved in the emergence of microorganisms. Genetic changes in microorganisms and the pattern, form and function during the life cycles of organisms. resulting alterations in their biochemical and physiological fea- Topics include differential control of gene expression, nucleo- tures. 3 credits cytoplasmic interactions, factors and interactions responsible for determining pattern and cell fate, and cellular behaviors BIOL 6643 Microbial Ecology** responsible for morphogenesis. Prerequisites: Genetics and Cell Emphasis on techniques for the enrichment, isolation and Biology; Embryology is recommended. 3 credits purification of microorganisms from natural environment. Use of Winogradsky enrichment and anaerobic culture technique. BIOL 6335 Methods in Neuroscience Offered in alternate years. Prerequisite: Microbiology and The participants in this course will become acquainted with Metabolic Pathways or Biochemistry. 4 credits basic concepts and techniques commonly used in Neuroscience to study the organization of neurons, their signaling pathways, BIOL 7112 Introduction to Bioinformatics and the mechanisms of synaptic transmission, in order to bet- This course is designed to introduce bioinformatics to biology ter understand the workings of the human brain. 3 credits graduate students. Students will learn to access and use bioin- formation data, conventional software, web-based applications, BIOL 6369 Cancer Biology** and the methods of sequence and structure analysis. Projects This course brings together and puts into perspective a large are designed to help the student learn how to find and search body of knowledge about cancer, cancer research and cancer databases, use a variety of application software, and analyze treatment. Specifically, this course will first explore microevolu- results. 3 credits tionary processes to illustrate the nature of cancer and the natural history of the disease from a cellular standpoint. The BIOL 7226 Signal Transduction** molecular genetics of cancer will then be dissected to under- Course brings together and puts into perspective a large body stand how abnormalities in any of the different intracellular of knowledge about intracellular and intercellular signaling sys- signaling pathways of the system can lead to development of tems as well as cell-cell communication. Explores the molecular cancer. This course will also include a discussion of various and cellular pathways, the components of these pathways, as cancer treatment approaches to illustrate how basic research well as the regulation of these pathways in cellular homeostasis. translates to clinical aspects of cancer treatment. 3 credits Current findings from the scientific literature are emphasized. Prerequisite: Cell Biology or Biochemistry. 3 credits

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BIOL 7228 Fundamentals of Toxicology** research topic and develop a library research paper analyzing Principles of toxicology; testing procedures used in toxicology current research on the topic. It is required that an oral presen- studies, including carcinogenesis, mutagenesis, teratogenesis tation of the paper will be given during scheduled seminar and immunotoxicology; studies of individual target organs such (BIOL 8202) the following semester. 1 credit as the liver and kidney and systems such as cardiovascular, respiratory, nervous and reproductive; studies of risk assessment of BIOL 7423 Industrial Microbiology** toxic substances, such as food additives and pesticides. 3 credits Selection, genetic engineering and utilization of microorganisms in the production of food and drink, pharmaceuticals, BIOL 7244 Cellular Immunology** chemicals and in agriculture. Emphasis on current techniques Advanced immunology course to further understanding of the used in industry, and the principles and rationale guiding new immunological principles at the cellular and molecular levels. developments that may become industrial processes of the Study of immunocompetent cells, cell culture and cellular future. Offered in alternate years. Prerequisites: Microbiology interactions; role of interleukins and other factors in initiation and Biochemistry or Metabolic Pathways. 3 credits of the immune response; regulatory systems and immune networks. Review of research papers and discussion of current top- BIOL 7491 Selected Topics in Microbiology** ics. Offered in alternate years. Prerequisite: BIOL 6242. Individualized study of a specific topic in microbiology to be 3 credits arranged between instructor and student. Student will research topic and develop a library research paper analyzing current BIOL 7291 Selected Topics in Molecular Biology research on the topic. It is required that an oral presentation of Individualized study of a specific topic in molecular biology to the paper will be given during scheduled seminar (BIOL 8202) be arranged between instructor and student. Student will the following semester. 1 credit research topic and develop a library research paper analyzing current research on the topic. It is required that an oral presen- BIOL 7492 Selected Topics in Virology tation of the paper will be given during scheduled seminar Individualized study of a specific topic in virology to be (BIOL 8202) the following semester. 1 credit arranged between instructor and student. Student will research topic and develop a library research paper analyzing current BIOL 7292 Selected Topics in Immunology research on the topic. It is required that an oral presentation of Individualized study of a specific topic in immunology to be the paper will be given during scheduled seminar (BIOL 8202) arranged between instructor and student. Student will research the following semester. 1 credit topic and develop a library research paper analyzing current research on the topic. It is required that an oral presentation of BIOL 7493 Selected Topics in Neuroscience the paper will be given during scheduled seminar (BIOL 8202) Individualized study of a specific topic in neuroscience to be the following semester. 1 credit arranged between instructor and student. Student will research topic and develop a library research paper analyzing current BIOL 7293 Selected Topics in Genetics research on the topic. It is required that an oral presentation of Individualized study of a specific topic in genetics to be the paper will be given during scheduled seminar (BIOL 8202) arranged between instructor and student. Student will research the following semester. 1 credit topic and develop a library research paper analyzing current research on the topic. It is required that an oral presentation of BIOL 7495 Selected Topics in Neuroimmunology and Signal the paper will be given during scheduled seminar (BIOL 8202) Transduction the following semester. 1 credit Individualized study of a specific topic in neuroimmunlogy and signal transduction to be arranged between instructor and stu- BIOL 7391 Selected Topics in Physiology dent. The student will research a topic and develop a library Individualized study of a specific topic in physiology to be research paper analyzing current research on the topic. It is arranged between instructor and student. Student will research required that an oral presentation of the paper will be given topic and develop a library research paper analyzing current during scheduled seminar the following semester. 1 credit research on the topic. It is required that an oral presentation of the paper will be given during scheduled seminar (BIOL 8202) BIOL 7591 Selected Topics in Toxicology the following semester. 1 credit Individualized study of a specific topic in toxicology to be arranged between instructor and student. Student will research BIOL 7392 Selected Topics in Endocrinology topic and develop a library research paper analyzing current Individualized study of a specific topic in endocrinology to be research on the topic. It is required that an oral presentation of arranged between instructor and student. Student will research the paper will be given during scheduled seminar (BIOL 8202) topic and develop a library research paper analyzing current the following semester. 1 credit research on the topic. It is required that an oral presentation of the paper will be given during scheduled seminar (BIOL 8202) BIOL 8201-8202 Biology Seminar for MS Students the following semester. 1 credit Students are required to attend seminar for a minimum of four semesters and to present one seminar during this period. BIOL 7393 Selected Topics in Developmental Biology Students register for BIOL 8201 in the first year, first semester Individualized study of a specific topic in developmental biolo- and receive the grade after satisfactory attendance in fall and gy to be arranged between instructor and student. Student will

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spring semesters. Students register for BIOL 8202 in the sec- Programs of Study ond year, first semester and receive the grade after satisfactory Four different programs of study are available leading to the attendance for the year and after presenting their seminar. Master of Science degree. Plan A, with thesis, is intended for Those pursuing the non-thesis option also register for a students who wish to engage in an original research project as Selected Topics course (1 credit) in the second year, first semes- part of the M.S. degree requirements. Plan B is for students ter and write a library research report. 1 credit each who intend to matriculate into the Ph.D. program. Plans C and D, without thesis, are primarily for students who are not BIOL 8601-8605 Research for Master’s Thesis I-V interested in a research-oriented degree program. Plan D, Credit given at completion of project. 3 credits each which includes a minor in Business Administration, is designed BIOL 9001-9006 Readings in Molecular Biosciences I-VI to enhance the student’s understanding of the legal, managerial, A weekly seminar course that includes the reading of current financial and technical aspects of the chemical and pharmaceu- literature in subdisciplines of Molecular Bioscience. Students tical industries. will be assigned reading from current leading journals in the The program of study leading to the Doctor of Philosophy fields. Students will make a presentation based on the assigned degree is normally initiated by following M.S. Plan B. article. The use of technology in the presentation is mandatory. Admission to the Ph.D. program is granted upon completion Discussions will be led by faculty experts in their respective of the degree requirements for Plan B and successfully passing a fields. Critiques of the presentation involve both faculty and matriculation examination. student participation. Faculty will rotate in teaching the course. A brochure containing descriptions of the programs of study, 1 credit each graduate courses, research interests of faculty members and BIOL 9091-9093 Special Topics in Biological Research I-III other pertinent information will be sent on request or can be Subject and hours to be arranged. Credit for this course may be accessed from the departmental Web page at obtained only once. 2 credits each artsci.shu.edu/chemistry Additional regulations pertaining to the graduate programs can be obtained from the Department of BIOL 9201-9206 Biology Seminar for Ph.D. Students I-VI Chemistry and Biochemistry. Mandatory for all students. Students are required to attend seminar for a minimum of eight semesters. All students are Admission required to present at least one seminar during this period. In addition to the general University requirements for admis- Those enrolled in the non-thesis option also will write a library sion to graduate studies, the Department of Chemistry and research report, a semester before their presentation. Students Biochemistry requires the following of all degree applicants: must register for this course after attending the seminar for a • a minimum of 30 credits in chemistry, including a two- minimum of four semesters and in the semester they present a semester course in physical chemistry; seminar based on their laboratory research or laboratory research reports. 1 credit • a one-year course in physics; • mathematics through differential and integral calculus; and BIOL 9601-9608 Research for Ph.D. Dissertation I-VIII • three letters of recommendation from individuals competent Credits given at completion of dissertation. 3 credits each to evaluate the applicant’s scientific ability; and • Applicants for whom English is not their native language Department of Chemistry and must submit TOEFL score results. The department normally requires a total score of 620 or higher in order to be consid- Biochemistry ered for admission. McNulty Hall Dates for submission of completed applications to graduate (973) 761-9414 programs are: artsci.shu.edu/chemistry • July 1 – Fall Semester Faculty: Fadeev; Hanson; Kazakevich; Kelty (Director of • November 1 – Spring Semester Graduate Studies); Maloy; Marzabadi; Murphy; Snow Late applicants may be admitted as special students pending (Chair); Sowa Jr.; Turner; Wei evaluation. Faculty Emeriti: Augustine; Celiano; Huchital; McGuiness Applications may be obtained online from the College of The Department of Chemistry and Biochemistry offers pro- Arts and Sciences’ web page. If submitting an online applica- grams of study in Analytical, Inorganic, Organic, Physical, and tion, the applicant must also submit the special application Biochemistry leading to the degrees of Master of Science and form from the department, also available online from the Doctor of Philosophy. The programs are open to full-time and departmental web page. part-time students. Leaves of Absence and Readmission Students may request a leave of absence for up to two years without having to reapply to the program. Students taking a leave of absence must notify the department in writing prior to

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the semester in which the leave commences. Upon readmission year of study, all students are required to present a formal semi- to the program, any new degree requirements instituted by the depart- nar in this series, which will be graded by faculty members. In ment during the students’ leave will be required for graduation. addition, those students who have initiated a research program (M.S. Plans A and B, or Ph.D. program) and who have not Financial Aid otherwise presented a formal seminar during the current year, The Department of Chemistry and Biochemistry offers a are required to present a poster on their research activities at number of teaching assistantships for the academic year to pro- the Petersheim Academic Exposition, usually held in April. vide teaching and research support. A number of research fellowships also are available to students at the beginning of their Prizes and Awards second year of graduate study. Details are available from the Each year the Department of Chemistry and Biochemistry department. honors outstanding graduate students in the areas of academic In addition to the assistantship or fellowship award, the excellence (Ander Award), research (Petersheim Award) and Reverend Owen Garrigan Graduate Biochemistry teaching. Supplemental Award is given to an incoming student who will do graduate work in the biochemistry area. This award is avail- Laboratories able each year to supplement the stipend of one or more full- The research facilities of the Department of Chemistry and time biochemistry graduate students. Biochemistry are housed in the McNulty Science Building Seton Hall University is one of the beneficiaries of the Clare which is shared with the physics and biology departments. Booth Luce Fund, which supports women in science. Research Within the department are the Center for Applied Catalysis fellowships for female graduate students are available on a com- and the Center for Computational Research. The department petitive basis. maintains a comprehensive array of experimental and computational instrumentation including, 500 MHz and 200MHz Distribution Requirement NMR, GC/MS, LC/MS, FTIR, UV-Vis, DSC, ITC, GC, Each student must take at least one course from four of the fol- HPLC, STM/AFM, and two parallel computers (SGI Origin lowing five groups: 3400 and a LINUX cluster). Analytical Chemistry: CHEM 6201, 6203, 6204, 6205, 6206 The Master of Science Degree Organic Chemistry: CHEM 6301, 6303 In addition to the general University and College require- Physical Chemistry: CHEM 6401, 6402, 6403, 6404 Biochemistry: CHEM 6501 ments for the degree, the Department of Chemistry and Inorganic Chemistry: CHEM 6601 Biochemistry requires the candidate to fulfill the seminar requirements as well as one of the following: The distribution requirement will normally be completed by the end of the third semester of full-time study or its equivalent. Plan A – With Thesis 1. Complete the following: Evaluations 18 credits (minimum) in approved courses, including the dis- After the course distribution requirements (one approved tribution requirement. course in four of the five distribution areas) are completed, 1 credit in CHEM 6711 each student’s performance in courses and seminar is evaluated 11 credits (maximum) in CHEM 8831-8840 30 credits total by the faculty. 2. Present an acceptable thesis based on research performed at the The student is then: University. • advised to take the matriculation examination for Ph.D. can- 3. Present a satisfactory oral defense of the thesis to the committee didacy; or approved by the Graduate Advisory Committee for this purpose. • advised to continue studies toward the master’s degree (Plan A) with the possibility of reevaluation for Ph.D. candidacy Plan B – Without Thesis (for Ph.D. candidates) after the attainment of the degree; or 1. Complete the following: • advised to continue studies toward the master’s degree as 29 credits (minimum) in approved courses, including the a terminal degree; or distribution requirement and other courses for the doctorate • required to discontinue study in the graduate degree pro- approved by the research mentor and the Graduate Advisory grams in chemistry. Committee. Any number of courses in the CHEM 8831-8840 Students may be evaluated earlier if their records so warrant. sequence may be included in these approved courses, provided that an acceptable written research report is filed with the Seminar Requirement research mentor at the conclusion of this work. 1 credit in CHEM 6711. 30 credits total. A departmental seminar is held each week of the academic year. All full-time and part-time students are required to regis- 2. Pass the matriculation examination for the Ph.D. ter for and attend this seminar series each year prior to comple- Plan C – Without Thesis tion of the degree requirements. During the second or third

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Complete the following: Additional Degree Requirements 12 credits in the distribution requirement. To fulfill the requirements for the doctoral degree, in addi- 21 credits (minimum) in additional approved graduate-level tion to seminar and cumulative examination requirements chemistry courses; up to 6 credits in the CHEM 8831-8840 described previously, the student must: sequence may be included in these approved courses provided that the Graduate Advisory Committee is notified of this 1. complete 70 credits distributed among research, course intention before this research is initiated and that an acceptable work and seminar. Students who enter the program with written research report is filed with the research supervisor at the M.S. degree shall be required to earn at least 40 addi- the conclusion of this work. 1 credit in CHEM 6711. tional credits before being granted the Ph.D. degree; 34 credits total 2. complete nine consecutive months of full-time enrollment Plan D – Without Thesis (Minor in Business Administration) after matriculation. This time should be used primarily to Complete the following: perform research. Part-time students must secure the 12 credits in the distribution requirement approval of the Graduate Advisory Committee before 6 credits (minimum) in additional approved graduate-level beginning residency chemistry courses . 3. petition the Dissertation Committee, which is comprised of 1 credit in CHEM 671. the mentor and two members of the Matriculation 15 credits in business administration*: Committee approved by the Graduate Advisory BMIS 6701 Management Information Systems BLAW 6301 Legal and Social Environment of Business Committee, for permission to write a dissertation. Details BACC 6101 Financial Accounting concerning the granting of this permission are available BMKT 6603 Marketing Strategies from the department. BMGT 6503 Management and Organizational Behavior 4. present a dissertation based on the chosen research problem 34 credits total to the Dissertation Committee for its approval. For details, *Substitutions may be made if the student presents evidence of recent satis- consult regulations available from the department. factory coursework. Business course descriptions appear in the School of The time limit for completion of the doctorate in chemistry Business section of this catalogue. spans a minimum of three years after entry into the graduate program to a maximum of five years after matriculation for the The Doctoral Degree degree. Matriculation Course Descriptions Students must pass a matriculation examination to qualify as matriculated doctoral students. To take this examination, the CHEM 6111 Introduction to Chemical Data Analysis student must secure the permission of the mentor and have at Extraction of chemical information from chemical data using least a “B” average in coursework. This examination is to be numeric techniques will be introduced. Applications include taken within 12 months of meeting the distribution require- statistics, sampling theory, smoothing, integration, differentia- ment, unless an M.S. degree other than Plan B is first pursued. tion, least squares, multicomponent analysis and roots of equa- Should the examination not be passed, it may be repeated only tions. Chemical topics will include NMR, UV-VIS, LC and once and within six months of the first examination. GC, titrations and gravimetry. The course will apply to all areas of chemistry and require computer programming. 3 credits The matriculation examination is oral and pertains to the proposed research problem. It is administered by a Analytical Chemistry Matriculation Committee that comprises the mentor and four additional members of the faculty approved by the Graduate CHEM 6201 Survey of Analytical Chemistry Advisory Committee. Physico-chemical principles of laboratory experimentation and research: instrumental techniques for characterization and Cumulative Examinations quantitative measurement, calculations of equilibria, statistical After matriculating for the doctoral degree, the student is methods, separations, analytical uses of kinetics and principles required to demonstrate mastery of the current literature in the of instrumentation and computerization. 3 credits chosen area of study through a series of cumulative examinations. CHEM 6203 Electrochemical Methods of Analysis Requirements for these examinations have been established Electrochemical principles and their applications to analysis: by each division of the Department of Chemistry and voltammetry, chronoamperometry, chronocoulometry and Biochemistry. other controlled potential methods; chronopotentiometry and other controlled current methods; bulk electrolysis methods; Seminar Requirements other selected topics. 3 credits As part of the annual seminar requirement, all doctoral candidates present a full seminar during their final year on the CHEM 6204 Spectrochemical Methods of Analysis subject of their research contributions. The application of electromagnetic absorption and emission processes to the characterization of chemical systems. Emphasis on experimental techniques in all regions of the spectrum. 3 credits

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Chemistry and Biochemistry 67

CHEM 6205 Modern Separation Techniques CHEM 6402 Chemical Kinetics Principles and practice of chemical and physical separation Treatment of experimental kinetic data; kinetic theory of gases methods, gas and liquid chromatography, electrophoresis, and the collision theory of reaction rates; introduction to statis- membrane separation methods, extraction, distillation. Theory, tical mechanics and transition-state theory of reaction rates; instrumentation and applications of each technique. 3 credits chemical reactions in solution; complex chemical reactions; catalysis; stochastic processes. 3 credits CHEM 6206 Chemical Methods of Analysis Rigorous development of the fundamental principles of analyti- CHEM 6403 Quantum Chemistry cal chemistry as applied to the classical methods of analysis: Use of quantum theory applied to the structure of atoms and gravimetry; acid-base, redox and complexation titrimetry; sepa- molecules; Topics to be covered include angular momentum and rations; statistics. 3 credits spin, harmonic oscillators, electronic quantum states, and varia- tional and perturbation many-body approximation methods. CHEM 6212 Statistics and Applied Analytical Chemistry 3 credits Principles of experimental design, statistics and analysis of data. Principles of data acquisition and interpretation and other CHEM 6404 Surface Chemistry aspects of applied analytical chemistry. 3 credits The fundamentals and the applications of solid surfaces and interfaces, including solid-vapor, solid-liquid and solid-solid CHEM 6217 Instrumentation Electronics will be covered. Advanced topics will include surface thermo- Treatment of modern electronics specifically intended for dynamics, adsorption, electronic structure of surfaces, surface chemists. Includes transistors, operational amplifiers and modification and organic monolayers, and nanostructured devices for digital logic. 3 credits materials. The course will review surface sensitive techniques CHEM 7299 Special Topics in Analytical Chemistry including, XPS, FTIR, UPS, LEED, STM/AFM, Adsorption, Discussion of selected topics of current interest. 3 credits and Contact Angles. The application of surface modified materials to separation science, wettability and adhesion control, Organic Chemistry optical and electronic devices will be discussed. 3 credits CHEM 6301 Theoretical Organic Chemistry I CHEM 6411 Introduction to Polymer Chemistry Correlation of structure and mechanism in organic chemistry. Classification of macromolecules; methods and mechanisms of Major topics include bonding; aromaticity; substituent effects, polymerizations; methods of polymer characterization; proper- including linear free energy relationships, kinetics and rate ties of polymeric solids. 3 credits studies; isotope effects; solvent effects and solvent scales; nucle- CHEM 6423 Computational Chemistry ophilicity; acid and base catalysis. Specific reactions covered The course will cover the fundamental theory and application include additions to carbon-carbon multiple bonds, additions of Molecular Mechanics, Classical Molecular Dynamics, Semi- to carbonyls, acyl transfer reactions, conservation of orbital empirical, Ab Initio and Density Functional simulation and symmetry for electrocyclic reactions and cycloadditions. modeling techniques to atoms, molecules, and solids. Available 3 credits application programs will be used by the students to demon- CHEM 6303 Synthetic Organic Chemistry strate the principles and provide hands-on experience with Reactions commonly used in the synthesis of organic com- modern computational chemistry tools. 3 credits pounds; discussion of their selectivity and stereochemistry and CHEM 7499 Special Topics in Physical Chemistry the extent to which they can be utilized in the preparation of The course will encompass an area of current technological complex materials. 3 credits interest in Physical Chemistry. It will cover both the funda- CHEM 7312 Theoretical Organic Chemistry II mental background of the topic in connection with current Structure-reactivity relationships, reaction mechanisms, stereo- interest and applications. 3 credits chemical aspects, and relevant rearrangements in organic systems involving carbocations, carbanions, free radicals, carbenes, Biochemistry eliminations, photochemistry and electron transfer CHEM 6501 General Biochemistry I (oxidation/reduction). Prerequisite: CHEM 6301. 3 credits The course focus will be directed to selected aspects of the bio- CHEM 7399 Selected Topics in Organic Chemistry macromolecules (carbohydrates, lipids, proteins, enzymes, Selected topics in organic chemistry chosen by the instructor. nucleic acids) involved in cell architecture and dynamics. Cell 3 credits dynamics will be addressed from a molecular-level perspective, with emphasis on the fine-tuned interplay between the ener- Physical Chemistry getic and kinetic components of the main metabolic pathways. 3 credits CHEM 6401 Chemical Thermodynamics The course will review classical thermodynamics, including Laws of Thermodynamics with application to real and ideal systems. The course will cover an introduction to statistical thermodynamics including application to gases, liquids and solid-state systems. 3 credits

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CHEM 7512 General Biochemistry II CHEM 7618 Physical Methods in Chemistry Course deals with topics not usually covered in CHEM 6501, An advanced theoretical study of the electronic, magnetic and such as biosynthetic pathways, nucleic acid chemistry (includ- vibrational properties of transition metal complexes. Emphasis ing replication, repair, transcription, translation) and integra- will be placed on the application of group theory to the molec- tion/ chemical control of metabolism. Prerequisite: CHEM ular orbital and ligand field description of bonding, vibrational 6501. 3 credits spectroscopy (including simple normal mode analysis) and magnetic susceptibility. The use of electrochemistry to study CHEM 7515 Proteins the stability and electron transfer chemistry of transition metal Thematic coverage deals with purification, size, shape, structure complexes also will be discussed. 3 credits and function, and the tools used to measure these characteristics. Representative proteins from current literature that serve a CHEM 7699 Special Topics in Inorganic Chemistry transport, catalytic, structural or regulator function are exam- Discussion of selected topics of current interest. 3 credits ined. An introduction to the interactive computer graphics display of protein structures is included. Prerequisite: CHEM Interdisciplinary 6501. 3 credits CHEM 6711-6720 Chemistry Seminar CHEM 7516 Enzymes Discussion of current literature topics by staff and students. Selected principles of catalysis and transition state theory, rate One credit for two semesters. 1 credit each constant measurement and mechanisms are emphasized and developed using examples from current literature. Aspects of CHEM 7991-7996 Advanced Topics in Chemistry protein engineering are illustrated with examples drawn from Offers advanced topics in chemistry to meet the present and site-directed mutagenesis studies and catalytic antibodies. future needs of graduate students and other professionals in the Prerequisite: CHEM 6501. 3 credits surrounding chemical industry. Topics include chiral separations, asymmetric synthesis, medicinal chemistry and biotech- CHEM 7517 Aspects of Cell Chemistry nology. 1 credit each Discussion of topics taken from classical and current literature concerning the chemistry and biochemistry of subcellular CHEM 8831-8840 Introduction to Research organelles, including the origin of life, microbial metabolism, Acceptable written research report or thesis on work performed higher cells in culture, the structure and function of mem- in these courses must be filed with the research supervisor in branes, genetic transfer of information and control mecha- order to count these credits toward the requirements for any nisms. 3 credits graduate degree. 2 credits each CHEM 7599 Special Topics in Biochemistry CHEM 9931-9940 Research for Doctorate Course is designed to provide in-depth coverage of one or a 3 credits each few restricted topics of current interest. Prerequisite: CHEM 6501. 3 credits Department of Communication Arts and Sciences Hall Inorganic Chemistry (973) 761-9490 CHEM 6601 Advanced Inorganic Chemistry I artsci.shu.edu/gradcomm A survey of transition metal chemistry focusing on the struc- Faculty: Dool (Director of Graduate Studies); Kuchon; Mahon; tural and dynamic properties of transition metal complexes. Reader (Chair); Zizik The presentation begins with a discussion of ions and their Faculty Associates: Rosenblum environment followed by a description of the bonding theories Adjunct Faculty: Cicchino; Guarino; Iandiorio; for transition metal complexes. Electronic spectra, magnetism McDonough; Loyd; Mizrach; McGowan; Reddick; Wooden and reactivity of these molecules will be explained in terms of Faculty Emeriti: Klose these bonding theories. Related topics of main group compounds, organometallic complexes and bioinorganic chemistry The Department of Communication offers two Master of also will be covered. 3 credits Arts degrees: an on-site program in Strategic Communication and an online program in Strategic Communication and CHEM 7614 Kinetics and Mechanism in Inorganic Leadership. These programs of study are designed to serve the Chemistry needs of the manager, executive or professional on-site commu- Kinetics and mechanisms of substitution and oxidation-reduc- nicator working in the public or private sectors. In addition, tion reactions of octahedral and square planar coordination students have the opportunity to apply for a dual master’s complexes. The theoretical and practical aspects of the determi- degree option with the Whitehead School of Diplomacy and nation of reaction rates and the establishment of the rate laws International Relations. will be discussed. The presentation will include related topics, such as organometallic and bioinorganic mechanisms. 3 credits

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Communication 69

Master of Arts in Strategic Course Descriptions

Communication (On-campus) I. Required Courses The Master of Arts in Strategic Communication is an on-site program that combines the curricula and resources of the COMM 6000 Writing for the Organization and the Client Department of Communication and other related programs in Planning, organizing, writing and editing are examined in this a cross-disciplinary course of study. Each student’s program is class as interrelated phases of written organizational communi- developed with an academic adviser to meet individual aca- cation. Emphasis is on the types of writing required of man- demic and professional goals agers (including proposals, reports and business recommendations). Writing in APA style is a key component. 3 credits Application Procedures COMM 6110 Master’s Level Experience in Corporate or The following items are needed for application to the program: Public Communication • College of Arts and Sciences Graduate Admissions applica- Students who demonstrate two years performance proficiency tion and application fee; in a corporate, public or governmental workplace can apply to • three letters of recommendation; the department for a waiver. Students without acceptable pro- • official undergraduate/graduate transcripts; fessional experience must register for this three-credit intern- • career goals essay; ship at an approved site. 3 credits • resume or curriculum vitae; and COST 7220 Effective Presentations • official test scores from the GRE or MAT; (Waiver available This class features a broad study of speaking and listening skills for applicants five years since baccalaureate). within corporations, and public and governmental agencies. Topics include: building a professional image, nonverbal code International Students Application Procedures systems, corporate strategies and tactics, formal and informal In addition to the above requirements, international students speaking situations, preparation and delivery of spoken mes- also must submit: sages, analysis of speech qualities and improvement of individual speaking skills. 3 credits • evaluation of their academic credentials from the World Education Services (www.wes.org or [email protected]) COTC 6100 Introduction to Organizational Communication • official TOEFL test scores The structure and function of organizations are analyzed in this • request for Certificate of Eligibility (Form I-20 AB); course. Communication situations within corporate and public organizations are reviewed to identify common techniques, • Declaration and Certification of Finances strategies, and patterns of information and influence. An emphasis is placed on problem solving and successful commu- Requirements nication strategies, goal setting, achievement. 3 credits The Master of Arts in Strategic Communication requires 45 credits distributed as follows: COTC 7110 Communication Research I. 33 credits in corporate communication coursework, includ- In this course, students explore the design and application of ing the following required courses: practical research techniques in corporate and public organiza- COMM 6000 Writing for the Organization tional communications, including audience and message analy- and the Client 3 sis. Students develop a topic in the first three chapters of their COTC 6100 Introduction to Organizational Master’s Thesis. 3 credits Communication 3 COST 7220 Effective Presentations 3 II. Electives COMM 6110 Master’s Level Experience/Internship (waiver available) 3 COGR 6323 Presentation Graphics COTC 7110 Communication Research 3 This course introduces students to the communication of II. 12 credits in an approved area of concentration (M.B.A., information through visual symbols, including charts and healthcare administration, nonprofit organization manage- graphics. Presentation, business and information graphics are ment, sports management, international business, higher taught within the context of professional and ethical standards education, administration, graphic design, integrated mar- using professional systems and software. 3 credits keting or other professional sequence). COGR 7320 Corporate Printing In Corporate Printing students analyze the design and production of printed pieces for corporate, public and governmental agencies. Course focuses on: effective print design for organizational goals, planning a publications program and department, budgeting and dealing with printers and suppliers, designing and managing electronic publishing systems, and changing the corporate “look.” 3 credits

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COJR 7420 Advanced Corporate Writing COMM 7111 Advanced Techniques in Visual This course synthesizes the communication practices empha- Communication sized throughout the Masters Program and puts them into Students gain hands-on experience in page designing, scanning, action: analyzing, writing, presenting and interacting with and electronic page description programs (PageMaker and peers to achieve project objectives. It is an advanced writing QuarkXpress) used in today’s industry. Students will create var- and communication course designed to equip students with ious print and electronic media for profit and non-profit cor- skills to perform impressively in many communication roles, porations and are responsible for concept through to the final such as an account executive in an agency; a communica- printed piece. Emphasis is placed on use of typography, color, tions/marketing director; a communications consultant; or a images and layout to enhance the message of the piece. leadership role in any organizational context. 3 credits 3 credits COMM 6002 International Public Relations COMM 7410 Cross Cultural Issues in Interpersonal Designed to present the professional principles and practices in Communication public relations for corporate, governmental, and nonprofit This course analyzes cultural variability and its impact on inter- organizations in an international framework. The course personal, inter-group and inter-organizational communication. includes the history, organization, and scope of the field, the This course also studies ethnic and gender based cultural differ- issues that arise from crossing borders and the types of cam- ences within the organization, differences between merging paigns and programs consistent with international relations. organizational cultures, and cultural issues in the globalization Theories, strategies, and tactics in practice will be emphasized process of the marketplace. Relationships between national and and analyzed. Students will learn how to conduct public rela- organizational culture are discussed. 3 credits tions campaigns in the global sense. The course will specifically focus on Asia, North America and Europe with an emphasis on COMM 7411 Cross Gender Communication the structure and function of public relations and communica- This course provides participants with an opportunity to dis- tion organizations in international settings. Consideration will cuss issues associated with communication and gender in the be given to the level of economic development, prevailing cul- workplace. It explores the question of how, why, and when ture, and the geopolitical variables affecting public relations in men and women communicate differently and the resulting an international setting. 3 credits impact on personal and professional success. This course assists individuals as they prepare themselves for the challenge associ- COMM 6300 Change Management and Management ated with a diverse workforce. 3 credits Strategies Change within American business is commonplace. How does COMM 7412 Team Building the communications specialist adapt and guide the communi- This class gives students an opportunity to combine theoretical cations strategy during a transition, a merger, or company reor- and practical application of the components of teambuilding in ganization? What effective role can the communications spe- a workshop format. Learning principles and activities that cialist play in order to facilitate and direct productive message reflect the workplace environment are central to instruction. delivery during a time of company transition? 3 credits Application to the students’ workplaces is immediate. 3 credits COMM 7001 International Business Communication COMM 7413 Training and Development Designed to give students the tools to cope with the communi- In this class, students examine training and development as it cation demands of international business. Students learn to relates to organizational effectiveness. Four interrelated ele- identify areas of difference and similarity between how people ments are studied: strategic planning, organizational culture, of various cultures communicate. The students will also investi- performance management and training, and development. gate and analyze the internal and external communications Learning outcomes include increased understanding of modern challenges that face transnational organizations. This course strategic planning and its essential sub process, increased expe- examines the opportunities and problems inherent in the rience in applying leadership and management concepts, and process of international business communication. Readings, methodology to practice situations. 3 credits lecture, discussions, and small group exercises will be utilized to COMM 7770 Special Topics: Perspectives in Advertising master conceptual material necessary for communication excel- This course will define and explain the basics of advertising lence. The goal of this course is to help the student improve with some emphasis on corporate communication as well as their leadership and communication skills so they will be effec- consumer advertising. Students learn not only how to be more tive in an international setting as well as to help prepare stu- creative and the elements of a good communication piece, but dents for business assignments outside of their native countries. also how advertising approaches are developed from a creative 3 credits viewpoint. The course concentrates on real examples from current. There is focus on the differentiation of PR writing from copywriting as well as an evaluative process to quantify effectiveness of advertising and other communication material. 3 credits

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English 71

COMM 7771-7774 Special Topics COST 7210 Effective Small Group Communication Each semester specialty classes (three and one credit) are In this class, small group interaction is examined in depth, offered to meet unique graduate needs and interests in various including observation, interpersonal activity, group systems, aspects of corporate and public communication. 1 credit each conflict resolution, and listening. The focus is on practical, business and organizational group activities in real-world situa- COMM 7777 Integrated Marketing Communication tions to prepare students to understand, effectively participate This course includes a study of the basic fundamentals in mar- in and control group dynamics. 3 credits keting research. Emphasis is placed on how to gather and use information properly. Students will learn to research marketing COST 7230 Persuasion and Negotiation communications that will optimize the goals of the marketing Persuasion and Motivation examines communications as a plan for all types of companies, corporations and institutions. form of influence within corporate, public and governmental There will be a concentration on real world examples and cur- environments. The course covers theories, styles and techniques rent events of significant media importance. 3 credits of persuasion and motivation as they apply to interpersonal communication in practical workplace situations and cases. A COMM 7778-7779, 7781-7783, 7791-7793, 7795-7797, focus is placed on individual leadership and motivational skills. 7799 Special Topics 3 credits Each semester specialty classes (three and one credit) are offered to meet unique graduate needs and interests in various COTC 7111 Communication Consulting aspects of corporate and public communication. This course explores the theory and practice of communication 1 credit/3 credits consulting. An emphasis is placed on identifying professional challenges through projects and discussions, as well as the role COMM 7798 Strategic Communication and Leadership and function of a consultant to private and public businesses This class introduces both practical and theoretical applications and organizations. The course provides a practical view of the of leadership communication. The implementation of organiza- multiple components of this profession, and offers strategies for tional communication systems, the continuous development of success. 3 credits an effective work team, and the application of risk-taking and decision making are all explored in detail and from a practical COTC 7120 Law of Communication application perspective and supplemented with a wide spec- This class focuses on practical rules and principles, theory, and trum of executive tools. 3 credits methods of analysis of the law as it affects communicators within corporate and public organizations, and as it regulates COMM 8190 Master’s Thesis/Project the business aspects of communication companies. 3 credits The Master’s Thesis/Project is the culminating academic experience for a MACPC student and represents his/her ability to COTC 8110 Seminar in Ethics apply learned research, writing and other technical skills. The The development of professional ethics for communications in thesis/ project is continued from Communication Research and the corporate and public sectors is examined in this course. supervised by an adviser. 3 credits Business and communication ethical systems are compared. Students deal with actual case problems in corporate and pub- COMM 8000 Methods & Strategies for Corporate Relations lic communication. 3 credits This class examines the nature and function of corporate relations as it pertains to internal and external publics of contemporary organizations. Emphasis is on developing a public rela- Department of English tions program, crisis communication, and other key elements Fahy Hall of the public relations function. 3 credits (973) 761-9388 COMM 8001 Multiculturalism and Leadership artsci.shu.edu/english Effective leaders have developed the vision, values and commu- Faculty: Balkun (Chair); Bates; Carpentier; Enright; Gehrke; nication skills required to be successful in the new millennium. Gevirtz; Gray; Grieco (Assistant Chair); Jones; Lindroth; Students will explore the qualities of effective leadership, and Schur; Shea; Wargacki; Weisl (Director of Graduate Studies); evaluate leadership characteristics and strategic communica- Winser tions in a multicultural context. This course examines the Faculty Emeriti: Byrnes; Gallo; McCoy; Rogers intersections of leadership and communication in a multicultural context. Students will explore diversity in all its forms as Programs of Study well as globalization with its many workplace, leadership and The Department of English offers graduate courses in British communications issues. Communications and leadership chal- literature, American literature and critical theory, as well as lenges in the diverse global workplace will be analyzed and writing and pedagogy, leading to the Master of Arts. A master’s practical applications will be developed. Readings, lecture, dis- degree in English provides the basis for a wide range of career cussions, case study and small group exercises will be utilized to and professional choices. At Seton Hall, the M.A. in English master conceptual material necessary for leadership excellence. serves as preparation for a doctoral degree program in literature The goal of this course is to help the student improve their and for professional degrees in law or business, as well as for leadership and communication skills so they will be effective in a multi-cultural setting. 3 credits

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careers in secondary education, publishing, and professional Writing Spoke (18 credits) writing. The diversity of student goals and interests is accom- choose 9 credits from the following: modated through a choice of two programs of study, as out- ENGL 6411 The Art and Craft of Writing lined below. Students should consult the Director of Graduate ENGL 6412 Modern Rhetoric and Writing Study for details of these programs and for guidance in select- ENGL 6413 The Art of Creative Writing ENGL 6414 Scientific and Technical Writing ing the programs and courses best suited to their needs. ENGL 6415 Composition Theory and Practice Undergraduate English majors at Seton Hall who qualify for ENGL 6420 Linguistic History of English the dual degree B.A./M.A. program in English can complete plus: the M.A. in one year beyond their B.A. See the Undergraduate Two literature electives Catalogue for full description and admission requirements. 7000-level Seminar (or students may elect to take ENGL 7010, Master’s Thesis, with departmental approval.) General Admission In addition to the 30 credits required for the M.A. Degree, all In addition to the general University requirements for admis- students holding Teaching Assistantships must enroll in ENGL sion to graduate studies, the Department of English requires at 6513 Composition for Teachers in the first semester of their least 21 undergraduate credits in English and American litera- appointment. ture. Applicants must also submit GRE scores. Poetry-in-the-Round Degree Requirements Poetry-in-the-Round, under the direction of Professor John In addition to the general University and College require- Wargacki, provides a literary forum of readings and discussions ments, the Department of English requires a reading knowl- offering students the opportunity to meet and hear such writers edge of French, German, Italian or Spanish as attested by the as Azar Nafisi, Billy Collins, Amy Tan, George Plimpton, Department of Modern Languages. Subject to approval, Latin, Derek Walcott, Jorie Graham, Phillip Levine, Nadine Greek or another language may be substituted. Gordimer, Harold Bloom, Alison Lurie, A.R. Ammons and A final written comprehensive examination in English and others. American literature, literary history and criticism is required of all M.A. candidates. The Writing Center The Writing Center serves as a support system for all stu- Hub and Spoke Program dents through the Department of English. It provides a range All students pursuing the Master of Arts in English will com- of services, including free consultations and tutorials on drafts, plete a 12-credit “Hub” of core requirements. Students can to both undergraduate and graduate students. It is staffed by then choose to pursue one of two “Spokes,” depending upon undergraduate, graduate, and professional tutors to assist with their interests and goals. The Literature Spoke is intended for every level of writing competence. Tutoring in the Writing students who plan to go on to a doctoral program or whose Center provides an excellent opportunity for English graduate primary interest is in continuing literary study. The Writing students to work on campus in a field directly related to their Spoke is designed for students who plan to teach English at the studies. Interested students should contact the Director of the secondary level, are already teaching, or plan to pursue a career Writing Center at (973) 275-2183. Located on the second involving advanced writing skills. floor of Arts and Sciences Hall, the center is open during the academic year, Monday through Thursday, 9 a.m.-8 p.m., and Hub (12 credits) Friday, 9 a.m. - 4 p.m. For details (and Summer Session ENGL 6010 Introduction to Literary Research hours), call (973) 761-7501. For the SHU Online Writing Lab 6000-level American literature elective go to academic.shu.edu/owl 6000-level British literature elective and one of the following: ENGL 7011 Studies in Criticism Course Descriptions ENGL 6316 Introduction to Literary Theory ENGL 6010 Introduction to Literary Research ENGL 6317 Feminist Critical Theory Prepares students to use the resources of the library, pursue dif- Literature Spoke (18 credits) ferent types of research in language and literature and write choose 3 credits from the following: effective papers embodying their findings. 3 credits ENGL 6411 The Art and Craft of Writing ENGL 6412 Modern Rhetoric and Writing ENGL 6112 Chaucer ENGL 6413 The Art of Creative Writing Selected readings in Chaucer. 3 credits ENGL 6414 Scientific and Technical Writing ENGL 6415 Composition Theory and Practice ENGL 6114 Shakespeare I ENGL 6420 Linguistic History of English Study of the early poetry, sonnets, chief comedies, tragedies plus: and histories. 3 credits Three literature electives 7000-level Seminar ENGL 6115 Shakespeare II ENGL 7010 Master’s Thesis Major tragedies, histories, problem comedies and romances. 3 credits

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ENGL 6116 Renaissance Literature ENGL 6216 American Poetry Major poetry and prose. Emphasis on Skelton, More, Sidney Emerson, Dickinson, Whitman, Frost, Stevens, Pound, Eliot and Spenser. 3 credits and Williams. 3 credits ENGL 6118 Early 17th Century Literature ENGL 6217 African-American Literature Jonsonian, Metaphysical and Cavalier schools, with some atten- Major poetry and fiction written by African-Americans from tion to the prose of the period. 3 credits Douglass to Morrison. 3 credits ENGL 6119 Milton ENGL 6311 The English Novel: Beginnings through the Readings from the major poetry and prose of Milton. 3 credits 19th Century Novels by writers whose innovations reflect the development of ENGL 6121 Eighteenth Century Poetry the genre as a mirror of social and aesthetic concerns. 3 credits Rise of the literature of wit as exemplified by the major poets and satirists of the Augustan Age. 3 credits ENGL 6313 Modern British Drama Survey of major trends in 20th century British drama from ENGL 6123 Eighteenth Century Literature Shaw to Pinter. 3 credits The poetry and prose of Samuel Johnson, the diaries of Boswell, Boswell’s life of Dr. Johnson and others of their circle. ENGL 6411 The Art and Craft of Writing 3 credits Understanding the structure of various genres: the essay, the poem, the short story. Opportunity for students to undertake ENGL 6124 The Age of Romanticism longer projects to develop these forms. 3 credits The Romantic movement in England: Wordsworth, Coleridge, Byron, Shelley and Keats. 3 credits ENGL 6412 Modern Rhetoric and Writing Exploration of writing as a theoretical and philosophical activi- ENGL 6125 Victorian Poetry and Prose ty, helping students understand their own activity as writers Major Victorian poets and prose writers: Tennyson, Browning and instructing prospective instructors of composition in the and Arnold; Caryle, Pater, Newman and Barrett Browning. current pedagogy. 3 credits 3 credits ENGL 6413 The Art of Creative Writing ENGL 6126 Major British Writers: 1900-1945 A workshop course in poetry, fiction, and creative nonfiction. Significant works by major novelists, including Lawrence, Joyce Opportunity for students to undertake longer projects to devel- and Woolf. 3 credits op these forms. 3 credits ENGL 6127 Major British Writers from 1945 ENGL 6414 Scientific and Technical Writing Significant works by major novelists after World War II, Development of skills in the clear, concise presentation of grad- including Waugh, Greene, Burgess and Fowles. 3 credits uate level writing in various forms, such as dissertations, grant proposals, lab reports and articles for publication. This course ENGL 6128 British Poetry of the 20th Century is open to students in all graduate programs at the university. Major British poets and poetic movements of the 20th Century 3 credits from W.B. Yeats to Ted Hughes. 3 credits ENGL 6415 Composition Theory and Practice ENGL 6211 Early American Literature Strategies of teaching writing as a developmental process. Literature of the Puritans and the Revolutionary period, culmi- 3 credits nating in the early masters of American Romanticism: Irving, ENGL 6420 Linguistic History of English Cooper, Poe. 3 credits History of the language emphasizing cultural backgrounds as ENGL 6212 American Romanticism well as modern linguistic approaches. Concludes with a survey Emerson, Thoreau, Hawthorne, Melville and Whitman. of modern approaches to English grammar and syntax. 3 credits 3 credits ENGL 6213 Nineteenth Century American Literature ENGL 6511 Approaches to Teaching British Literature Twain, James, Wharton and the Realist and Naturalist move- Readings of selected works in British literature appropriate for ments. 3 credits secondary education, with emphasis upon pedagogy, historical and contemporary critical interpretations. 3 credits ENGL 6214 Major American Writers: 1900-1945 Major American novelists and poets: Cather, Fitzgerald, ENGL 6512 Approaches to Teaching American Literature Hemingway and Faulkner; Frost, Pound and Eliot. 3 credits Readings of selected works in American literature appropriate for secondary education, with emphasis upon pedagogy, histor- ENGL 6215 Major American Writers from 1945 ical and contemporary critical interpretation. 3 credits Major writers from Ellison through Bellow, Malamud, Updike and Morrison. 3 credits

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ENGL 6513 Composition for Teachers Training course for first-year Teaching Assistants in the English Department of History Fahy Hall department, with an emphasis on syllabus construction, grading and assessment of student work, classroom practices, and (973) 761-9000 ext. 5095 instructional pedagogy. 3 credits. artsci.shu.edu/history [email protected] Seminars Faculty: Billado; Browne; Connell; Eissenstat; Greene; Hoffer; Knight; Koenig; Leab; Lurie (Chair); McCartin; Matusevich; ENGL 7010 Thesis Molesky; Quinn (Director of Graduate Studies); Rzeznik´ Preparation of the master’s thesis under individual guidance. 3 credits Program Description ENGL 7011 Studies in Criticism The Master of Arts (M.A.) in History provides excellent Readings and discussion of literary criticism as an art and a training to students pursuing a range of careers, including edu- craft. Critical theories and their applications to selected texts. cation and library science, and those planning to undertake 3 credits doctoral studies in history. It is particularly appealing to K-12 teachers wishing to pursue study in this field to enhance their ENGL 7012 Studies in Medieval Literature knowledge and build their credentials. This versatile program Advanced study in the integration of the historic, philosophic, invites students to choose a concentration suited to individual religious and social features of Medieval England. 3 credits interests, encourages them to conduct original historical research, and engages them in the most significant historical ENGL 7013 Studies in Renaissance Literature debates and fields of study. Students can work closely with Advanced study in the growth of the English Renaissance, the knowledgeable professors on a wide range of topics. major personalities and their contributions. 3 credits ENGL 7014 Studies in Neoclassicism Degree Requirements Advanced study in 18th century cultural history and in the The Department of History’s Master of Arts degree program writing of the principal figures of the age. 3 credits has four concentrations: United States, European, Global, and Catholic History. The program requires successful completion ENGL 7015 Studies in Romanticism of 10 courses (30 credits). All students must take an introduc- Advanced study in the revolutionary character of the poetry, tory course called “The Historian’s Craft,” a minimum of one literary and philosophic theories of the Romantics, with an Program in Directed Readings (PDR) course, four courses in emphasis on continental connections. 3 credits the chosen area of concentration, and electives in other areas. ENGL 7016 Studies in Victorian Literature Advanced graduate students may choose either to conduct two- Advanced study in literature as a reflection of the social, politi- semesters of thesis research and writing or to complete compre- cal, religious and moral upheavals of the Victorian period. A hensive written and oral examinations in the final semester of particular issue or writer may be studied in depth. 3 credits study. Those continuing for a doctorate are strongly urged to complete a thesis. ENGL 7017 Studies in 20th Century British Literature The graduate program requires all students to pass a foreign Advanced study in the innovations in language, form and con- language translation exam (proving reading knowledge), or tent by major 20th century British writers. 3 credits demonstrate mastery of advanced statistical methods. Students ENGL 7018 Studies in American Literature are expected to be, or to become, familiar with computer tech- Advanced study of selected writers seen in the context of the nology and with the major databases used to access historical social and cultural currents of the American experience. materials. 3 credits Capstone: Thesis and Oral/Written Examination Options ENGL 7019-7021 Seminar: Special Topics Students within the M.A. program have the option of choos- Topics to be announced by the instructor. 3 credits ing between researching and writing a graduate thesis or under- taking both a 180-minute written examination and an oral examination at the conclusion of their final semester in the program.

Options within the Degree Programs/Admission Requirements The M.A. degree may be obtained through completing requirements within one of two distinct options: first, through a five year (B.A./M.A.) accelerated degree program available both to Seton Hall history majors and education/history majors; and second, through the traditional Master of Arts

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(M.A.) degree program that is available to qualified candidates who have successfully earned a baccalaureate degree prior to Course Descriptions enrollment in this graduate program. HIST 6141 History of the Global Economy The history of the development of the Global Economy over I. B.A./M.A. Dual Degree Option time. 3 credits This study option is designed to allow for completion of HIST 6171 Women in Modern Times both the undergraduate (B.A.) and graduate (M.A.) degrees in The history of women and the significance of gender in a total of 10 semesters (five years of study). After having com- American society from colonial times to the present. 3 credits pleted 75 credits toward a B.A. with at least 21 credits in history, students may apply for admission to this joint degree pro- HIST 6190 Historians Craft gram. Accepted candidates will normally be expected to enroll An introduction to the craft of historical thinking, research, in two approved graduate-level history courses each semester of and writing. The course is designed as an introduction to the their senior year of study for a total of 12 credits. During the field of historiography, the examination and evaluation of his- fifth year of study, students will be expected to enroll in a total torians’ different interpretations of a particular historical event, of three approved graduate-level courses each semester for a phenomenon, or time period. 3 credits total of 18 credits. To qualify for admission, students must have completed HIST 6211 World War I HIST 2180: Introduction to Historical Research; and must be Surveys the diplomatic, military and geopolitical aspects of the showing consistent progress toward a B.A. in History with a First World War from its preliminaries to its conclusion, giving minimum overall GPA of 3.40 and a minimum history GPA of special consideration to its causes and consequences. 3 credits 3.40. During the application process, students will be asked to HIST 6212 World War II produce a statement of intent outlining their reasons for pursu- Surveys the diplomatic, military and geopolitical aspects of the ing the M.A. in History at Seton Hall; official transcripts doc- Second World War from its preliminaries to its conclusion, giv- umenting all academic work undertaken at the undergraduate ing special consideration to causes and consequences. 3 credits level; three letters of recommendation, including two from Department of History faculty; and a writing sample demon- HIST 6221 History of Rome strating the student’s academic potential. Investigation of the tension between individual liberty and the traditional power of state and society, and of the political and II. M.A. Degree Option social institutions that maintain social cohesion in a complex This study option is designed to allow for completion of the society. 3 credits graduate degree in four semesters (two years of study). During HIST 6230 Europe in the Middle Ages their first year of graduate study, students are expected to enroll Formation of medieval civilization in the so-called “Dark Ages” in three approved graduate-level courses per semester. During and its transformation between the 11th and 14th centuries. their second year of study, students are expected to enroll in 3 credits the remaining four approved graduate-level courses. Though this is designed for completion within two years, students have HIST 6233 Dante and His World the freedom to complete their course work, research, and writ- The history of the Middle Ages through a reading of Dante ing over a longer span of time by attending on a part-time Alighieri’s Divine Comedy. 3 credits basis. HIST 6234 Medieval Italy Students accepted directly into the M.A. degree program will Treats the history of Italy from the early Middle Ages to the have completed a baccalaureate degree prior to beginning Council of Trent. Emphasis is placed on the dramatic changes course work in the M.A. degree program, preferably in history in peoples, state institutions, religion, the economy and society or a history-related field such as political science, geography, or that occurred during these centuries. 3 credits economics. Students who have majored in other fields may be asked to take up to four undergraduate courses in history. HIST 6235 Modern Italy During the application process, applicants will be asked to pro- Review of Modern Italian history from the late Renaissance to duce a statement of intent outlining their reasons for pursuing the present. Emphasis is placed on the dramatic changes in the M.A. in history at Seton Hall; official transcripts docu- people, state institutions, religion, the economy and society menting all academic work undertaken; three letters of recom- that occurred during these centuries. 3 credits mendation; official Graduate Record Examination (GRE) scores; and a writing sample demonstrating the student’s aca- HIST 6240 Renaissance and Reformation demic potential. Beginning of modern Europe as the renewal of trade is followed by rediscovery of the ancient world, discovery of the New World, changes in art, literature and thought and the division of Christianity by the Protestant movement. 3 credits

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HIST 6241 Early Modern Europe HIST 6310 Southern History An introduction at the graduate level to current approaches to Traces the history of the southern region of the United States the study of early modern European history. From the from colonial times, the antebellum and Civil War eras, the Renaissance to the French Revolution, with explorations in cul- “Jim Crow” period, and through the civil rights movement of tural, intellectual, social, economic and environmental history. the 1960s. Historical in content but interdisciplinary in 3 credits approach, the course will look at the South today as well. 3 credits HIST 6242 French Revolution Intellectual ferment of the enlightenment, through the HIST 6319 New Jersey History upheaval of the revolution and its despotic aftermath. 3 credits The State of New Jersey from colonial days to the present. Emphasis on factors having heaviest impact on the state today. HIST 6243 Britain I 3 credits Restoration of Charles II in 1660 to the Reform Bill in 1832. 3 credits HIST 6342 Revolutionary America Covers the origins, pattern, and consequences of the American HIST 6246 Kievan Rus’ and Muscovy Revolution from 1763 to 1790. Includes discussion of major From the origins of the Russian nation to Peter the Great. documents such as the Declaration of Independence, Articles 3 credits of Confederation and the Constitution. 3 credits HIST 6253 Britain II HIST 6351 The New Nation The Reform Bill of 1832 to the present. 3 credits Origins and development of the American political and eco- HIST 6254 Early Modern Ireland nomic system and of a distinctively American literature and Political, economic, and social history of Ireland from the culture. 3 credits Treaty of Limerick in 1691 to the Great Famine of the 1840s. HIST 6353 Civil War and Reconstruction 3 credits Slavery and sectionalism; causes and character of the Civil War; HIST 6256 Imperial Russia Reconstruction in its varied aspects. 3 credits Historical legacy of the Russian imperial period from the reign HIST 6354 Frontier America of Peter the Great to Russia’s entry into World War I. 3 credits The westward movement in American life. 3 credits HIST 6257 East Central Europe HIST 6362 America in Depression and War Political evolution and social and economic development of The Great Depression, New Deal and World War II. 3 credits modern Poland and Danubian Europe from 1700 to present. 3 credits HIST 6363 America Since 1945 Intellectual and social developments, the Cold War, the Black HIST 6261 20th Century Europe Revolution, and Vietnam. 3 credits Since 1914, European civilization has been in a permanent condition of crisis and alarm. Examination of individual HIST 6365 Italian American History tragedies, speculating about their origins and consequences. Overview of Italian American history from the European voy- 3 credits ages of exploration to the present. The course studies historical change in a community established by immigrants that has HIST 6264 Modern Ireland developed in significant ways through four centuries. 3 credits Examination of the forces of Ireland’s recent past that account for her present condition. 3 credits HIST 6370 Diplomatic History I American foreign relations from the Declaration of HIST 6265 Germany 1848 to Present Independence to U.S. entry into World War I. This course Comprehensive survey of Germany beginning with its political deals with the winning of the peace in 1783, the failure of a and economic modernization, through the world wars of the policy of neutrality resulting in the War of 1812, the Monroe 20th century to the present. 3 credits Doctrine, Manifest Destiny and its early results, relations HIST 6266 20th Century Russia between the U.S. and various Latin American and European This course will explore one of the greatest social experiments countries during the latter half of the 19th century, American in human history — the Soviet Union. It will examine the imperialism, the Open Door policy, Dollar Diplomacy, and birth of the Soviet system, the upheavals of the Russian U.S. entry into World War I. 3 credits Revolution and Civil War, the early Soviet period, Stalin, the HIST 6371 Diplomatic History II impact of WWII, and the building and then disintegration at The foreign relations of the United States during a century of the end of the century. 3 credits conflict and change. This course deals with American diploma- HIST 6268 Middle East in the 20th Century cy at the end of World War I, isolation, the Good Neighbor From the collapse of the Ottoman Empire to the Arab-Israeli policy, the challenges to the dictators, the response to World conflict. National movements and the role of the Great Powers War II, atomic diplomacy, the Cold War, détente, American and the U.N. in the area. 3 credits global hegemony and the challenges to it. 3 credits

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HIST 6372 Economic History of the U.S. HIST 6633 (ASIA 6133) History Modern Japan Economic development of the United States from colonial ori- Survey of Japanese history after the Meji era with emphasis on gins to contemporary position as a world power. 3 credits the political, social, and economic developments. Covers Japan’s foreign policy since 1945. 3 credits HIST 6374 Immigrant in American Life Ethnic minorities in the development of American life. 3 credits HIST 6645 (ASIA 6145) Modern East Asia Covering the modern period between 1800 and 1945, this HIST 6375 African-American History course deals with East Asia’s modern transformation and The interaction between black and white society in the United important aspects of political, economic, social and cultural States and the nature of black society and culture. 3 credits developments in China, Japan, and Korea. 3 credits HIST 6380 History of Urban America HIST 6711 (ARMS 7800) Museum Internship The role of the city in American life. 3 credits Supervised practical experience learning in a museum or at a HIST 6384 American Legal History historic site how to, for example, catalog collections, put up The development of law in the United States from the colonial exhibitions, conduct tours, help with fund raising, and perform period to the present. 3 credits other tasks. 3 credits HIST 6387 Catholic Church in the U.S. HIST 6712, 6713, 6714, 6715 Special Topics in History Role of Catholics and the Church in the United States from 3 credits colonial beginnings to the recent past, focusing on internal HIST 7211 PDR European History developments and on relations with the wider society. 3 credits Program in Directed Readings. This course will introduce stu- HIST 6470 Southern Cone Republics of Latin America dents to the major historiographical issues that have arisen in The course will focus on the patterns of development and the secondary literature in European History. 3 credits interaction since independence among the five republics which HIST 7351 PDR American History comprise the southern half of South America. Themes will Program in Directed Readings. This course will introduce stu- include economic, political and social development, regional dents to the major historiographical issues that have arisen in and international relations, immigration and ethnic relation- the secondary literature in an aspect of American history. ships. 3 credits 3 credits HIST 6561 20th Century Africa HIST 7490 PDR Global History The course focuses on the emergence of modern Africa from Program in Directed Readings. This course will introduce stu- colonialism to independence. Students will identify and explore dents to the major historiographical issues that have arisen in the place of Africa in the world of global interconnections. the secondary literature in an aspect of Global history. Special attention will be paid to scholarly and political debates 3 credits surrounding the issues of colonial dependency, decolonization, and the rise of postcolonial nation-state in Africa. 3 credits HIST 7550 PDR Catholic History Program in Directed Readings. This course will introduce stu- HIST 6621 (ASIA 6121) History and Culture: Japan I dents to the major historiographical issues that have arisen in This course covers the history and culture of Japan from earli- the secondary literature in an aspect of Catholic history. est times to 1600. It emphasizes the political and religious 3 credits issues in Japanese civilization. 3 credits HIST 9110 Examinations Readings HIST 6622 (ASIA 6122) History and Culture: Japan II Independent study designed to help student, through readings, This course covers the history and culture of Japan from the prepare for the MA examination. For students taking the non- Edo Period through WWII. It emphasizes the importance of thesis option. 3 credits modernization and cultural/political issues on Japanese traditions. 3 credits HIST 9111/HIST 9112 M.A. Thesis Independent study during which the student will write the HIST 6629 (ASIA 6129) History Republican China M.A. thesis. 3 credits History and political developments in China from the Republican Revolution of 1911 to 1949. 3 credits HIST 6630 (ASIA 6130) History Contemporary China The course traces the history of Communist China from the Department of Jewish-Christian founding of the Chinese Communist Party to the present day. Studies 3 credits Fahy Hall HIST 6632 (ASIA 6132) American Foreign Policy in Asia (973) 761-9463 The course traces the historical development of American for- artsci.shu.edu/jcst eign policy in Asia. It analyzes the institutions, political and Faculty: Bossman; Finkel ; Frizzell (Chair) economic forces that shaped policy towards China, Japan, India, and Southeast Asia. 3 credits The Graduate Department of Jewish-Christian Studies awards the Master of Arts degree (36 credits) and graduate certificate (12 credits) in Jewish-Christian Studies. The curriculum

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covers all aspects of the relationship between Jews and must be completed in JCST 9001 Thesis (with the topic Christians - their respective values and traditions. approved by the Thesis Committee). The thesis must make a Studies build critical academic bases for understanding contribution to continuing research in some aspect of Jewish- Christians and Jews historically and phenomenologically. A Christian studies. Jewish-Christian critical awareness will equip graduates for After consultation with the faculty, students with a strong many facets of interreligious and multicultural encounters. background in research may choose to do a more extensive Courses are rooted in the study of sacred texts in their his- investigation of an approved topic and produce a thesis for 6 torical and socio-religious world context, utilizing critical credits (JCST 9002). methods to promote an honest and in depth analysis of the individuals and communities that produced them. Courses Non-Thesis Program examine the religious, ethical and social issues that are central Students in the non-thesis program will complete 36 credits for understanding Christians and Jews today through cross-cul- in Jewish-Christian studies, selecting courses with the approval tural and phenomenological studies and dynamic analysis. of the departmental adviser. Students must demonstrate a basic The program is ideally suited for teachers in public, private knowledge of biblical Hebrew. and parochial schools; education and ecumenical administrators; clergy and seminarians; as well as generalists who seek the Certificate in Jewish-Christian Studies means to explore Jewish and Christian studies. Visit the Web site at artsci.shu.edu/jcst Required courses - 3 credits JCST 6001 Christian Jewish Encounter The Sister Rose Thering Endowment The Sister Rose Thering Endowment, established in 1993 in Electives - 9 credits honor of Sister Rose’s work as an educator and advocate for Select three other courses in consultation with the chair of improving relations between Christians and Jews, provides the Department of Jewish-Christian Studies. scholarships for teachers who want to learn more about promoting interreligious understanding and cooperation through education. Scholarships are available to teachers who wish to Course Descriptions enroll as non-matriculated students and take up to 12 credits JCST 6001 Christian-Jewish Encounter to receive a certificate of completion. Please contact the Historical review of Christian origins and Jewish-Christian Endowment Office at (973) 761-9006 or [email protected] for relations. Heritage of Christian faith and practice draws upon a scholarship application. Information can also be found at aca- Jewish sources. The Vatican II Declaration on Non-Christian demic.shu.edu/thering Religions and other pertinent documents. Tasks and challenges for the coming decades. 3 credits Admission In addition to the general University requirements for admis- JCST 6005-6006 Biblical Readings in Hebrew Bible I and II sion, the department strongly recommends an interview or Complementing JCST 6010, selections from prose and poetry suitable correspondence with the department chair to deter- of the Hebrew Scriptures are studied grammatically, with an mine the objectives of the student in relation to the resources emphasis on their literary, historical and theological content. of the department. Examinations of the Hebrew world of thought as a vehicle for faith-expression. 3 credits Students working for a degree normally gain an elementary knowledge of Hebrew early in the program, allowing them to JCST 6007 Readings in Qumran Literature enter the Hebrew mind-set of the writers. Investigation of the major Hebrew texts peculiar to the With the approval of the department chair, professional, Qumran community. Comparison with the grammar and graduate and sufficiently advanced undergraduate students may vocabulary of the Biblical period. Implications of these works take individual courses without fulfilling the above require- for contemporary Jewish history and theology. 3 credits ments. Participating auditors will be accepted for most courses. JCST 6008 Rabbinic Readings in Hebrew Degree Requirements Readings may be coordinated with JCST 6012 and JCST 7044. Examples of Mishnah, prayer and Midrashim to distin- The Graduate Department of Jewish-Christian Studies guish between Biblical and Mishnaic Hebrews. 2 credits requires a selection from either of two programs of study in consultation with an adviser. JCST 6010 Biblical Thought I: The Hebrew Scriptures Course in three main parts: Hebrew thought contrasted with Thesis Program myths of the ancient Middle East, evaluating the basic themes Students in the thesis program are expected to complete 27 and their presentation; the experience nature and message of credits offered by the Department of Jewish-Christian Studies Hebrew prophecy; comparative study of Old Testament theolo- and 6 credits in the reading of Hebrew texts. Approval of the gy, analyzing the models and experiential hermeneutics of adviser must be obtained for all courses chosen. Three credits Judaism and Christianity. 3 credits

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JCST 6011 Biblical Thought II: Paul and John The focus of the course will be on an understanding of the Early Christian understanding of the mystery of God’s life as rationale as well as a motivational base for responding to social shared with the people He has chosen. Integration of election, needs. The course is particularly suited to teachers seeking to covenant and Torah into new perspectives. Use of the Hebrew foster social consciousness among students in public, private Bible and the Jewish liturgy by the writers in their reflection on and parochial schools. 3 credits the person of Jesus and the nature of the Church. Letters of Paul and the Gospel according to John studied in detail. JCST 6020 Jewish History I: Bible to Talmud 3 credits Survey of the dispersion of the Hebrew people in the circum- Mediterranean world during the Second Temple period to the JCST 6012 The Jewish Texture of the Gospels formation of the rabbinic canon; contextual reading of relevant Gospels studied redactionally, preserving an ongoing interpreta- ancient texts; examination of sects and factions within the tion of the works and words of Jesus in light of the early House of Israel; the influences of Hellenism and Rome; effects Christian experience. Detailed account of the Jewish socioreli- of the break-off of Christianity; diversity among Jewish com- gious background for a better understanding of both the munities. 3 credits Gospels and the Jesus tradition. Distortions and misconcep- JCST 6021 Jewish History II: Medieval to Modern tions persist due to a lack of phenomenological understanding Investigation of selected post-Talmudic developments and vari- of this crucial period. Course develops a new direction. ations within Judaism: the Jews in Muslim lands; political and 3 credits economic circumstances of Jews in Medieval, Renaissance and Enlightenment Europe; the rise of Hasidism and Zionism in JCST 6013 Hebrews and Catholic Epistles Eastern Europe; the Holocaust; the State of Israel; Jews in plu- The investigation of New Testament texts, the Epistle to the ralistic America. 3 credits Hebrews and the seven Catholic (general) Epistles, explores early Christian understanding of the faith in Jesus and moral life JCST 6022 Judaism in the Second Temple Period and its relation to the Jewish Scriptures and the Jewish people. Development of Jewish spirituality and theology from 300 3 credits B.C. until the destruction of Jerusalem. Various interpretations of the Hebrew Scriptures. Deuterocanonical (apocryphal), JCST 6014 Lessons from the Holocaust pseudepigraphical works and Qumran scrolls assessed for their Personal and societal impact of prejudice and hatred; exclusion- contribution to Judaism of the time. 3 credits ary and destructive societal practices relating to race, gender, JCST 6024 Medieval Jewish Thinkers religion, sexual orientation, ethnicity and political views; insti- Review of Jewish religious philosophy, beginning with Philo tutionalized anti-Semitism in Germany under the Nazis; social and the rabbis and continued with the appearance of the major world conditions that minimize personal freedoms and lead to medieval works. Comparative study with neo-Platonism, genocidal behavior; probing alternative educational models. Aristotelianism and Kalam. Contribution of Jewish thinkers 3 credits like Saadiah Gaon, Bahya Ibn Paquda, Judah Halevi, Abraham Ibn Daud and Moses ben Maimon. 3 credits JCST 6015 Cross-Cultural Analysis for Jewish-Christian Studies JCST 6027 The Middle East in the 20th Century Examination of social science models for studying the circum- Historical development of the Zionist movement from the late Mediterranean world as the context for Jewish/Christian sym- 19th century through the period of the Mandate and the estab- bols and values; comparative study of Jews and Christians as lishment of the state of Israel. Conflict between Zionist move- distinct but related traditions in various social world contexts; ment and Arab nationalism. Post-1948 internal and external the causes and effects of anti-Semitism; impact of individual- problems of Israel within the context of continuing hostilities ism on Judaism and Christianity in a pluralistic society. with its Arab neighbors and the Palestinians. The peace process 3 credits and the future development. 3 credits JCST 6016 Values for a Pluralistic Society JCST 6028 Modern Jewish Thinkers A study of pluralism as a system along with its concomitant Evaluates the works of Moses Mendelssohn, Samson Raphael social values: civil rights and responsibilities, individualism and Hirsch, Hermann Cohen, Leo Baeck, Franz Rosenzweig, diversity, separation of church and state, community building Martin Buber, Achad Haam, Aaron David Gordon, Abraham and prejudice reduction. Deriving resources from a cross-cul- Isaac Kook, Kaufman Kohler, Mordecai Kaplan, Abraham J. tural study of Jewish and Christian sources, the course will Heschel, Joseph Soloveitchik. 3 credits examine various societal models for values-formation and practical guides for communicating values in a pluralistic socio-reli- JCST 6029 The Holocaust: History and Theology gious setting. 3 credits Uniqueness of the tragedy. Historical background of anti- Semitism and racism (Gobineau and H.S. Chamberlain). JCST 6017 Jewish and Christian Foundations for Social Manner and method of genocide: boycott, burning of syna- Service gogues, concentration camps and gas chambers. Those involved This course will examine the biblical and theological founda- and the “onlookers.” Jewish and Christian reactions to the tions in Judaism and Christianity for promoting social services. moral and theological issues. Literature concerning the It will study notable examples of such services through history Holocaust. Implications for Jewish-Christian dialogue. and explore various agencies today that continue this tradition. 3 credits

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JCST 7030 Law and Ethics: Jewish and Christian tual dynamics as related to value system and comparative law. Perspectives The course focuses on the relationship of law and ethics, of Covenant and Torah in ancient Israel; Law and ethics in the biblical codes and rabbinic works, of decision making with a wisdom tradition; Torah and commandments in the literature view on contemporary issues. 3 credits of the Second Temple period. Sadducees and the Qumran community; the Pharisaic teaching concerning written and oral JCST 7042 Dead Sea Scrolls and Variegated Judaism Review of the latest scholarship and recent findings, especially Torah. Approaches of the New Testament writers and the the Dead Sea Scrolls, in relation to the critical period for the Rabbis to Covenant, law and ethics. Great legal codes of rise of Early Christianity and Rabbinic Judaism. Special atten- Medieval Jewry; canon law; law versus Gospel in Luther’s tion to the variegated expressions of the biblical heritage, lead- thought; Calvin’s reverence for law. Ethics concerning the fami- ing to uniformity, heretical tendencies and distinct forms. ly and sanctity of life in modern thought. Structures in society 3 credits as opposed to nihilism and terrorism. 3 credits JCST 7043 Jewish and Early Christian Prayer JCST 7031 Jewish Mysticism Jewish prayer and worship in their intrinsic worth and as Course traces the major themes of the Jewish mystical tradition matrix of the Christian liturgy. Structure and meaning of the from Biblical through Rabbinic, Kabbalistic and Hasidic early tradition of prayer with reference to Temple, synagogue epochs, using translations of classical sources. Approach is both and home, as well as to calendar and celebration. Particular phenomenological and historic, with comparison between attention to early Christian prayers and symbols. Jewish mystical thought and other mystical systems explored. 3 credits 3 credits JCST 7044 Rabbinic Thought Introduction to criticisms, structure and literary history of rab- JCST 7033 Biblical and Jewish Eschatology binic material. Evaluation of the legal and value concepts of the Development of Hebrew thought concerning immortality and rabbinic mind in light of various examples of the tradition. resurrection. Background of the early apocalyptic thought and Current developments in the study of rabbinic Judaism. hope expression. Models for community life and morality inspired by belief in the afterlife. Use of biblical ideas 3 credits (Kingdom of God, new creation, retribution) in the Jewish and JCST 7045 Jerusalem’s Fall: Jewish and Christian Christian liturgies. Modern views on the meaning of life and Interpretations the eternal destiny of human beings. 3 credits Themes of land, Jerusalem and Temple as related to God and JCST 7034 Biblical Interpretation and the Religious His people in the Hebrew Bible as part of both Jewish and Christian thought. Assesses the interpretative development of Experience the destruction of Jerusalem and the Temple through the dif- Explores the modes of interpretation as related to religious ferent strata of early tradition, focusing on specific prophetic experience through a study of the phenomena and the literary motifs for evaluating the issue of theodicy. expression, paradigms and models, symbols and myth. Relates 3 credits the biblical tradition as canonical scriptures for a worshipping JCST 7046 Teachings of Jesus community to the ongoing dialogue with the word of God in Critical and exegetical introduction to selected texts and Midrash and Targum. Structure and meaning, guiding princi- themes illustrating the principal characteristics of the teachings ples and hermeneutical systems; the dynamics of interpretation of Jesus. Explanation of their significance in the Jewish context of in ever-changing times. 3 credits that time and their impact on the disciples and the early Church, with a view of the socioreligious and experiential settings. JCST 7035 Jewish Philosophy of Education Important contributions of Jews to every area of western cul- 3 credits ture, studied in the context of the integrated approach to edu- JCST 7511 Special Topics cation from the biblical and Rabbinic periods. Themes in 3 credits ancient literature followed into medieval and modern times as JCST 7520, 7525 Independent Study related to philosophy and practice. 3 credits 3-4 credits JCST 7036 Peace and War in Bible and Jewish Tradition JCST 9001-9002 Thesis Review of biblical tradition (including New Testament) and 3 credits each rabbinic literature (such as Pereq Hashalom) on the dynamic meaning and application of peace in the transpersonal and interpersonal realms. Study of war and violence and the vision of universal peace in Jewish thought, from early times to the modern period. 3 credits JCST 7037 Jewish Law This course presents a tripartite review of the Rabbinic tradition and the legal sources, its history and development, concep-

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• A personal statement of 300-400 words outlining your aca- Department of Psychology demic achievements, research interests, and career goals. Jubilee Hall (973) 761-9484 Masters of Science Degree in Experimental Psychology [email protected] 12 courses (36 total credits) artsci.shu.edu/psychology Faculty: Buckner; Burton; Fisher (Co-op Adviser); Goedert; A. General (without a concentration) - Students must consult Hovancik; Levy (Chair); Lloyd; Nolan; Silvestri; with adviser for guidance on elective course selections. Simon (Co-op Adviser); Teague; Vigorito (Director of 2 General Experimental Required Courses Graduate Studies) 4 semesters of Independent Research (Includes a Research Thesis) Faculty Emeriti: Kendig; Lennon; Shannon 6 Core Electives B. Behavioral Neuroscience (BNS) Concentration Programs of Study 2 General Experimental Required Courses The Department of Psychology offers the Masters of Science 4 Semesters of Independent Research (Includes a Research Thesis) in Experimental Psychology (with concentrations in General 6 Required Core Courses Psychology and Behavioral Neuroscience). The program is Experimental Psychology General Requirements Credits designed to train students in the scientific methods of psychol- PSYC 6100 Research Design and Analysis I 3 ogy in preparation for involvement in basic research and teach- PSYC 6200 Research Design and Analysis II 3 ing, as well as for work in applied settings (e.g. clinical psychol- PSYC 7201 Independent Research I 3 ogy or industrial/organizational psychology). The M.S. degree PSYC 7202 Independent Research II 3 PSYC 7203 Independent Research III 3 program is designed specifically for students seeking to gain a PSYC 8001 Thesis 3 solid foundation in empirical research for eventual entry into Ph.D. programs in scientific psychology or for students desir- Experimental Psychology Core Courses ing to explore the field. Students completing this program will (* required for concentration in Behavioral Neuroscience) be in a better position to apply for doctoral degrees in scien- CPSY 6001 Tests and Measurement 3 tist/practitioner programs in clinical or counseling psychology, CPSY 6102 Developmental Psychology 3 CPSY 6103 Abnormal Psychology 3 as well as doctoral programs in experimental psychology and CPSY 6105 Biological Basis of Behavior* 3 neuroscience. Graduates may also go on to related areas of CPSY 7515 Social Psychology 3 employment such as laboratory assistants, market researchers, CPSY 8521 Foundations of Neuropsychology* 3 science writers and community college teaching. PSYC 6211 The Experimental Psychology graduate program consists of (CPSY 6505) Principles of Learning and Behavior 36 credits to be completed in two years. The courses offered Modification 3 (including a research thesis) include traditional areas in experi- PSYC 7101 Conditioning and Behavior* 3 mental psychology with an optional concentration in PSYC 7102 Cognition* 3 PSYC 7103 Perception* 3 Behavioral Neuroscience. The Behavioral Neuroscience concen- PSYC 7104 Psychopharmacology* 3 tration represents courses that are most directly relevant to behavioral studies of brain functioning. Course Descriptions Admission PSYC 6100 Research Design and Analysis I In addition to the general University requirements for admis- This first of two courses in research design and analysis. sion to graduate studies, the Department of Psychology Students will develop an understanding of basic statistical theo- requires the following of all degree applicants. ry, learn to choose the appropriate statistical techniques for a • Applicants must have a baccalaureate degree and completed a range of situations, and compute the statistics both by hand minimum of 18 credits in Psychology with at least a 3.0 (or and with standard statistical software packages. 3 credits B) grade point average. All applicants must have completed PSYC 6200 Research Design and Analysis II Introduction to Psychology, Psychological Statistics, and The second of two courses in research design and analysis. This Research Methods. Additionally, it is preferred that appli- course introduces students to basic behavioral science research cants considering a concentration in behavioral neuroscience in psychology, with special emphasis on experimental design. have taken Physiological Psychology or equivalent. The course will help students read, understand, and interpret • Official transcripts of all previous academic work published literature as well as translate their ideas into practical research designs. Prerequisite: PSYC 6100. 3 credits • Official scores for the General Aptitude Test of the Graduate Record Examination (GRE). PSYC 6211 (CPSY 6505) Principles of Learning and • International students must submit an acceptable Test of Behavior Modification English as a Foreign Language (TOEFL) score. Basic and applied research from which current behavior modification techniques have been derived. Theoretical and ethical • Three letters of recommendation from individuals familiar issues that have been raised by their application. Topics include with the applicant’s academic and research ability. classical and instrumental conditioning, observational learning and cognitive behavior modification. 3 credits

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PSYC 7101 Conditioning and Behavior PSYC 8001 Thesis The primary research literature will be read to investigate tradi- This course is the fourth in a series of four formal research tional and contemporary views of conditioning . Emphasis is courses, and is to be taken in the final semester of enrollment placed on how classical and instrumental conditioning proce- in the program. Students will finalize data analyses, write dures are used to examine how animals and humans learn, results and discussion sections, and complete the required oral process, and remember information. How experience interacts defense of their theses. Prerequisite: PSYC 7203. 3 credits with pre-organized, elicited behaviors will also be considered. Course descriptions for all CPSY courses can be found under the 3 credits Department of Professional Psychology and Family Therapy in the College PSYC 7102 Cognition of Education and Human Services section of this catalogue. The main theoretical models that explain how the mind works will be discussed and reviewed in light of the supporting/dis- confirming data. The models discussed are the product of the Department of Public and interaction and integration of several areas of investigation: experimental psychology, neuropsychology, computer science, Healthcare Administration neurobiology and philosophy. The specific contribution of each Jubilee Hall, 5th Floor area will be discussed. Also, some of the most recent studies on (973) 761-9510 memory will be the topic of in-depth examination and discus- artsci.shu.edu/dpha sion. Some of the most recent studies on memory will be the Faculty: Cavanagh; DiSalvio; Engel; Hale; Hewitt; Kaba; topic of in-depth examination and discussion. 3 credits Paitakes; Wish (Chair) Adjunct Faculty for On-campus Programs: Akinosho; Bograd; PSYC 7103 Perception Buchanan; Buckley; Carniol; Farinella; Gallagher; Gaudioso; Covers the major theoretical perspectives on perception, partic- Kasbo; Loysen; Lyons-Frolow; Marcelli; Negreann; Schlitt; ularly the dispute over the adequacy or inadequacy of physical Wester; Winkler information for perception, and how learning, genetic factors, Adjunct Faculty for Online MHA: Barkhorn; Breitner; biological and neural factors, and physical dynamics also pro- Dougherty; Goldstein-Shirley; Keller; Kumpf; Mackesy; vide constraints on ultimate perception. Philosophical issues, Mayo; Messina; Regenye; Seligman; Wagner and cases and implications of impaired perception are also con- The Department of Public and Healthcare Administration sidered. 3 credits (DPHA) offers the Masters in Public Administration (M.P.A.), PSYC 7104 Psychopharmacology the Masters in Healthcare Administration (M.H.A) and gradu- A comprehensive examination of the mechanisms by which ate certificates in healthcare administration, nonprofit manage- drugs interact with the brain and behavior, with emphasis on ment, and arts administration. Students working toward the the role of neurotransmitters systems. 3 credits M.P.A. choose one of four concentrations: government and leadership; nonprofit organization management, arts adminis- PSYC 7201 Independent Research I tration, or healthcare administration. Both masters degrees This course is the first in a series of four formal research cours- require 39 graduate credits, while the certificate programs es, and is to be taken the first semester of enrollment in the program. Students will identify an area of study, formulate a require 15 credits. Students who complete one of the certificate research question, and begin a literature review of relevant programs can apply all earned credits toward one of the two research and theory. This work will serve as a foundation for masters degrees if they wish to continue their education. students’ thesis development. Students will work closely with a Courses are offered in the late afternoons and evenings, on faculty adviser. 3 credits alternate Saturdays, and online to accommodate the schedules of working professionals. PSYC 7202 Independent Research II The department offers a 60-credit dual degree program with This course is the second in a series of four formal research the Whitehead School of Diplomacy and International courses, and is to be taken in the second semester of enroll- Relations leading to both M.A. and M.P.A. degrees, and five- ment in the program. Students will complete literature reviews year B.A./M.P.A. degree programs with select undergraduate and refine their research questions. Students will also develop a majors in the Departments of Political Science and Sociology. written thesis proposal, to be approved by the adviser and a The department also co-sponsors, with the Stillman School of departmental committee. Upon departmental approval of the Business, the M.B.A. degree with a concentration in healthcare project, students will submit an application to the Institutional administration. Review Board, or the Institutional Animal Care and Use Committee. Prerequsite: PSYC 7201. 3 credits The M.P.A. is accredited by the National Association of Schools of Public Affairs and Administration (NASPAA). PSYC 7203 Independent Research III This course is the third in a series of four formal research courses, and is to be taken in the third semester of enrollment in the program. Upon approval of the Institutional Review Board or the Institutional Animal Care and Use Committee, students will commence data collection for their thesis projects. Students will create a database in preparation for conducting analyses. Prerequisite: PSYC 7202. 3 credits

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Master of Public Administration Students who have completed all degree requirements except the research seminar (PSMA 7993) must register for Thesis Degree (M.P.A.) Continuation (THCN 7999) for the first semester subsequent The M.P.A. degree serves students interested in careers in the to the research seminar (PSMA 7993) registration, and THCN public and nonprofit sectors. The program is professional in 8000 from the second subsequent semester until the comple- nature, and stresses development of managerial and analytical tion and presentation of the culminating research project. skills, as well as ethical and professional values. All courses are scheduled for the convenience of working students, and the Master of Healthcare Administration program is offered throughout the year, including summers and weekends, on-campus and off-site. Typical students in this pro- Degree (M.H.A.) gram have 5-10 years of professional experience, although the (Offered in two forms: weekend and evening programs on department does enroll exceptional students directly from their campus and the online program through SetonWorldWide) undergraduate programs. The program is also appropriate for The M.H.A. degree prepares graduates for leadership and students wishing to transition from private to public or non- management positions in the increasingly complex and dynam- profit sector careers. The four M.P.A. concentration areas are as ic healthcare industry. Designed for professionals who wish to follow: advance in their management careers or individuals interested • Arts Administration: for those interested in developing skills in pursuing a healthcare management career, it draws students in the management of arts organizations, including: the fine from health service organizations such as healthcare systems, and performing arts, museums and cultural and historical hospitals, assisted living facilities, medical group practices, organizations. managed care organizations, home care agencies, pharmaceuti- • Nonprofit Organization Management: for those seeking an cal companies, management consulting firms and industries understanding of and skill development in areas such as that supply services to healthcare organizations. Generally, stu- board staff relations, fundraising, volunteer management, dents interested in management careers in healthcare provider financial management, etc. agencies (such as hospitals, physician practices, and long term • Public Service: Leadership, Governance and Policy: for stu- care facilities) have opted for the M.H.A., while students with dents interested in learning to manage complex policy issues greater interest in healthcare policy or healthcare delivery sys- in a global society, and craft creative solutions to public sec- tems have opted for the M.P.A.. Both degree programs provide tor issues. multiple career opportunities for students interested in pursuing work in the healthcare industry overall. • Health Policy and Management: for students interested in healthcare-related administration in the public and nonprofit Program of Study sectors. Master of Healthcare Administration Program Program of Study and Degree Requirements The on-campus Master of Healthcare Administration pro- The 39-credit M.P.A. degree program includes the following: gram is a 39-credit curriculum designed to develop core competencies vital to the success of the contemporary healthcare Core Courses (18 credits) manager, including strategic leadership, managing change, All M.P.A. degree students are required to successfully com- financial management, decision-making and analytic skills. plete 18 credits in fundamental public administration courses. The curriculum provides a synthesis of general management concepts and healthcare applications emphasizing analytic and Concentration Requirements (12 credits) decision-making skills. It consists of 30 required core credits Students must select an area of concentration and complete the (including a required 3-credit internship, practicum or research requirements for that concentration. Each concentration area project) and nine elective credits. includes three required courses and one concentration elective of The DPHA offers an opportunity to complete an entire the student’s choice. (Public Service: Leadership, Governance and Masters of Healthcare Administration degree over the Internet Policy concentration consists of four required courses.) during a 20-month intensive course of study. Students enrolling in the online M.H.A. will proceed through the 39- Electives (6 credits) credit curriculum with a designated cohort of students. The Each student must take two additional M.P.A. elective courses. online M.H.A. includes three required in-service weekends during which the students will meet with faculty, work on Applied Research and Practice (Capstone) Experience career-building exercises, receive orientation to the Blackboard (3 credits) software over which the degree is delivered, and share curricular Students must complete a 3-credit Applied Research and insights during seminars and workshops. Practice (Capstone) experience towards the end of their course Students who complete the online MHA receive a regular of study. The requirements depend on the student’s managerial Seton Hall degree, and will graduate with on-campus students experience. The three options are an internship/field placement in the regular university graduation. Course requirements are (PSMA 7991), the practicum (PSMA 7992), and the research the same as for the on-campus program, although students will seminar (PSMA 7993). have few elective options.

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For information concerning the online MHA, students • a completed application with the $50 application fee should contact SetonWorldWide at 1-800-SETONWW. The (payable to Seton Hall University); program requires a $500 deposit accompanying the applica- • two essays based on the questions provided in the application, and a set payment schedule for all tuition and fees. tion; • official sealed transcript from each college and/or university Degree Requirements attended; The 39-credit M.H.A. program includes the following: • three letters of recommendation; Core Course (27 credits) • current resume; All M.H.A. degree students are required to successfully com- • For the M.H.A. only, official copy of scores on the Graduate plete 27 credits in healthcare administration. Records Exam (GRE), Graduate Management Admission Test (GMAT), Law School Admission Test (LSAT), or Elective Courses ( 9 credits) Medical College Admission Test (MCAT) (if required); and Each student must take three additional M.H.A. elective • official copy of Test of English as a Foreign Language courses. (TOEFL) scores if applicant is an international candidate. Applications and information about the online M.H.A. pro- Applied Research and Practice (Capstone) Experience gram are available by visiting www.setonworldwide.net or by (3 credits) calling 1-888-SETONWW. Students must complete a 3-credit Applied Research and Practice (Capstone) experience towards the end of their course Financial Aid of study. The requirements depend on the student’s managerial Seton Hall University and the Graduate Department of experience. The three options include an internship/field place- Public and Healthcare Administration offer a variety of finan- ment (PSMA 7991), the practicum (PSMA 7992), and the cial aid options to assist students in paying for their graduate research seminar (PSMA 7993). education. These include: Students who have completed all degree requirements except • Graduate and Research Assistantships the research seminar (PSMA 7993) must register for Thesis • Partial Tuition Scholarships Continuation (THCN 7999) for the first semester subsequent • Paid Internships and Fellowships to Research Seminar (PSMA 7993) registration, and THCN 8000 from the second subsequent semester until completion • External Scholarships and presentation of the culminating research project. • Loan and Installment Payment Programs • Employer Tuition Remission Programs Admission Requirements for the M.P.A. and M.H.A. Programs Graduate and Research Assistantships Anyone with a baccalaureate degree from an accredited col- Graduate assistants receive full tuition remission and a lege or university is eligible to apply for admission to the monthly stipend in exchange for 20 hours of work per week in M.P.A. or M.H.A. programs. In general, applicants with the the administrative offices of the DPHA or in other offices on following credentials are admitted: a cumulative GPA of 3.0 or campus, such as the Office of Grants and Research, The Career better, two well-written essays, and strong letters of recommen- Center, the Educational Opportunity Program, Enrollment dation. For the M.P.A. program, the standardized test scores are Services and the Recreation Center. optional. For the M.H.A. program, applicants who have com- Research assistants receive full tuition remission and a pleted their baccalaureate degrees five or more years prior to monthly stipend in exchange for 20 hours of work per week beginning the M.H.A. programs may opt to waive the stan- assisting DPHA faculty on various research projects. dardized test score requirement. Graduate and research assistantships are available to full-time Applicants who are confident that they are ready to succeed students only. Students in both the M.P.A. and M.H.A. on- in a graduate program but do not meet the M.P.A. or M.H.A. campus programs are eligible. admissions criteria may enroll as graduate certificate or non- matriculating students and attain a cumulative GPA of 3.0 or Partial Tuition Scholarships better after completing at least four courses, in order to Partial tuition scholarships provide 50 percent tuition remis- improve their chances of being accepted. sion for the areas of arts administration, and nonprofit organization management. Application Procedures for the M.P.A. and M.H.A. Programs Both full and part-time students in the M.P.A. on-campus programs are eligible. Graduate certificate students are also eli- Applicants must complete a College of Arts and Sciences gible for these scholarships. Application for Admissions to Graduate Study (self-managed application packet) that includes: Graduate assistantships, research assistantships, management resident positions, and partial tuition scholarships are awarded on a competitive basis; therefore, students who plan to apply

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for any or all of these funding opportunities should submit Admissions Procedures their applications for admission early. Individuals applying for admission to the graduate certificate For further information, including application deadline programs must submit the following: information and to receive application materials, contact the • official transcript(s) showing successful completion of a bac- DPHA at (973) 761-9510 or [email protected] calaureate degree from an accredited college or university; • one essay answering the question provided in the application; Paid Internships and Fellowships • current resume; Internships are required for all pre-service students and are an option for in-service students. The department, working • graduate certificate application; and closely with the university’s Career Center, assists students in • application for non-matriculating graduate students. finding internships and maintains information on the availabil- Application materials may be obtained by calling DPHA at ity of paid internships. Information on paid fellowships is also (973) 761-9510. made available to students. Academic Credit External Scholarships Graduate certificates are awarded for the successful comple- For MHA students, a fellowship that covers a full tuition is tion of 15 graduate credits as designated. These graduate cred- offered, on a competitive basis, by the Veterans Administration its can be applied toward the on-campus M.P.A. or M.H.A. NJ Hospital System. This requires the M.H.A. student to work degree, provided the student successfully completes the courses 20 hours per week at the VA Hospital, located about one mile and satisfies the admission requirements for the 39-credit from campus. M.P.A. or M.H.A. program. DPHA makes information on external scholarships available to M.P.A., M.H.A., and graduate certificate students and assists The Graduate Certificate in them with the completion of application materials. Arts Administration Loans and Installment Payment Programs Curriculum (15 credits) Several types of loan programs and installment payment pro- The Graduate Certificate in Arts Administration is earned by grams are available to assist students with tuition and other successfully completing three required and two elective courses. expenses. Loans through FAFSA and Sallie Mae are available to M.P.A. and M.H.A. students. Contact Enrollment Services at Required Courses (9 credits) PSMA 7314 Financial Management of Nonprofit (973) 761-9332 for further information and application materials. Organizations PSMA 7316 Principles, Practices and the Environment of Graduate Certificate Programs Arts Administration The Department of Public and Healthcare Administration PSMA 7317 Strategic Management of Arts Organizations offers three graduate certificate programs in the following areas: Elective Courses (6 credits) arts administration, healthcare administration and nonprofit Complete any two of the following: organization management. PSMA 6005 Financial Management and Control These graduate certificates are designed for individuals who PSMA 7313 Resource Development (Fundraising) (1) want to explore a career in one of the specific areas offered, PSMA 7315 Managing Volunteers in Nonprofit (2) possess a graduate degree and need to develop specific man- Organizations agement skills, or (3) want to take some graduate courses with- PSMA 7318 Marketing and Public Relations in out applying for the M.P.A. or M.H.A. degree programs. Arts Organizations PSMA 7319 Legal Issues in Arts Organizations PSMA 7320 Nonprofit Information Management Admissions Requirements for Graduate Certificates Systems Anyone with a baccalaureate degree from an accredited col- PSMA 7321 Grantsmanship lege or university is eligible to apply for admission to the grad- PSMA 7712 Program Evaluation Methods: uate certificate programs. In general, applicants with a GPA of Outcome Assessment 2.75 or better and a well-written essay are admitted into the PSMA 8322-8327Topics in Arts Administration graduate certificate programs. (Includes: Administration of Arts Education Programs, Arts and Community Development, etc.) Applicants who are confident that they are ready to succeed in a graduate program but do not meet the graduate certificate admissions criteria may consider enrolling as non-matriculating students and attaining a cumulative GPA of 3.0 or better in order to improve their chances of being accepted into the program.

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The Graduate Certificate in PSMA 8311 Nongovernmental Organizations PSMA 8312 Nonprofit Policy Issues: Healthcare Administration Advocacy & Lobbying PSMA 8313 Topics: Nonprofit Legal issues Curriculum (15 credits) PSMA 8317 Nonprofit Marketing and Public Relations The Graduate Certificate in Healthcare Administration is PSMA 8320-8329Topics in Nonprofit Organization earned by successfully completing three required and two elec- Management tive courses. Required Courses (9 credits) Course Descriptions PSMA 7511 Introduction to the Healthcare System PSMA 7513 Healthcare Management Master of Public Administration Degree (M.P.A.) PSMA 7514 Healthcare Financial Management and Core Courses Accounting PSMA 6001 The Environment of Public Service Elective Courses (6 credits) Management Complete any two of the following list of courses: Political, social, legal and ethical realities affecting managers in PSMA 6009 Managerial Decision Making public and nonprofit organizations such as government agen- PSMA 7512 Healthcare Policy cies, churches, schools, museums and community service PSMA 7515 Introduction to Epidemiology/ organizations. Theoretical as well as operational perspectives, Social Medicine PSMA 7518 Managing Community Health Systems particularly as they distinguish public administration from PSMA 7712 Program Evaluation Methods: business administration. The power of the public service pro- Outcome Assessment fessional and values of public service systems. Political process- PSMA 8512 Ethics in Health Care es, legal factors and other mechanisms of accountability are PSMA 8513 Human Resource Management emphasized. 3 credits in Healthcare Organizations PSMA 8514 Healthcare Economics PSMA 6002 Research Methods and Statistical Analysis PSMA 8515 Topics in Managed Care Introduces both quantitative and qualitative research method- PSMA 8516 Long-term Care Administration ologies. Topics include descriptive and inferential statistics, PSMA 8517 Strategic Planning and Marketing issues in sampling and hypothesis testing, analysis of variance, in Healthcare Organizations regression and time series analysis, as well as survey design. PSMA 8518 Legal Aspects of Healthcare Organizations Computer software is used for statistical analysis. 3 credits PSMA 8519 Healthcare Information Systems PSMA 8511-8529Topics in Health Policy and Management PSMA 6004 The Economic Environment of Public Service Management The Graduate Certificate in Nonprofit Economic system as the setting within which nonprofit, healthcare, arts and public service organizations function. Organization Management Introduction to microeconomic principles, with some coverage Curriculum (15 credits) of fiscal, monetary and regulatory policies, as well as public The Graduate Certificate in Nonprofit Organization goods and problems of market failure. Economic concepts and Management is earned by successfully completing three tools as they relate to the management of public service organi- required and two elective courses. zations. 3 credits Required Courses (9 credits) PSMA 6005 Financial Management and Control PSMA 6003 Public Policy Process, Analysis and An introduction to basic financial, budgetary and accounting Evaluation concepts, processes and techniques relevant to healthcare man- PSMA 7311 Foundations of the Nonprofit Sector agers; how and why financial decisions are made; how they PSMA 7312 Leadership and Management of Nonprofit affect healthcare operations; use of financial documents and Organizations analysis. 3 credits Elective Courses (6 credits) PSMA 6009 Managerial Decision Making Complete any two of the following list of courses: Introductory course in applied decision and game theory. PSMA 6005 Financial Management and Control Introduces students to decision trees, Nash equilibria, winning PSMA 7313 Resource Development (Fundraising) strategies, tit-for-tat, auction theory and end-games. PSMA 7314 Management of Fiscal Resources in Competitive scenarios are an intrinsic part of the course, as are Nonprofit Organizations PSMA 7315 Managing Volunteers in Nonprofit problem sets and simulations. 3 credits Organizations PSMA 6010 Managing Human Resources in Public Service PSMA 7320 Nonprofit Information Management Systems Organizations PSMA 7321 Grantsmanship Examines the strategies used to manage human resources effec- PSMA 7712 Program Evaluation Methods: tively in public service organizations. The best human resource Outcome Assessment

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practices of public and other service organizations are dis- *PSMA 7122 Strategic Management of Collaborative cussed, including workforce legal issues, teams, performance Governance assessment and leadership. Additional topics covered include Explores the theoretical and practical tools available for strate- management strategies for encouraging positive, interpersonal gically managing collaborative governance and planning. An relationships, managing conflict and creative thinking emphasis will be placed on planning efforts across sectors (pub- approaches to human resource issues. 3 credits lic, private and nonprofit) and among citizens and organizations alike. The historic origins of collaborative governance are Concentration Courses explored. 3 credits Public Service: Leadership, Governance and Policy *PSMA 7124 Finance and Budgeting for Effective * Courses marked with an asterisk are required of students selecting this concentration. Governance Successful managers must be able to forge relationships among *PSMA 6003 Public Policy Process, Analysis and Evaluation partners while effectively managing complex financial and The administration of public policy depends on knowledge of budgetary issues. This course introduces students to the fiscal the policy process. This course focuses on those stages of the pressures and budgetary constraints facing leaders in our socie- policy process of most interest to public administrators, specifi- ty and provides them with the tools and knowledge necessary cally policy formation, implementation and evaluation. Among to manage these issues in an era of increasingly scarce resources. the questions to be addressed: How are programs designed? An overview of the budget process and the policy implications What happens after a policy is made? What methods are used of this process is included as well. 3 credits to measure and assess public policy outcomes? What are the methodological, theoretical, political, administrative and ethical PSMA 7715 Ethics in Public Service problems encountered in policy analysis? The course draws on Probes the ethical realities faced by professionals in govern- a variety of substantive policy areas for illustration purposes. ment, healthcare, religious, educational and other nonprofit Students are encouraged to relate the general material of the organizations. It is designed to develop and broaden awareness course to their specific policy interests. 3 credits and appreciation of the power wielded by the public service PSMA 6007 Organizational Theory professional, of the values public service professionals are Course is designed to introduce students to the conceptual and expected to maintain, and of the ethical dimensions of public practical perspectives and tools for perceiving and managing service management. The course is geared to developing opera- organizational phenomena. Explores formal and informal reali- tional skills for ethical analysis and action. 3 credits ties in organizations, including group dynamics, power, and organizational culture, organizational change and resistance; PSMA 8111-8129 Topics in Public Service: Leadership, and external environmental factors such as turbulence and Governance and Policy shifting priorities. Cases and simulation exercises are incorpo- Designed to meet special needs and interests that are not rated to familiarize the students with practical applications of addressed in other courses and in which faculty expertise exists. theoretical concepts. 3 credits Topics include information management for public service, sustainable development, grantsmanship, advocacy and legal PSMA 6008 Information and Computers in Public Service issues. 3 credits Management Computers and information systems (IS) have profoundly and Concentration Courses permanently changed the way organizations conduct business and individuals manage their personal lives. Information, and Arts Administration the computer systems that process it, are increasingly seen as * Courses marked with an asterisk are required of students selecting this strategic resources. This course should enable students to make concentration. business decisions about IS design, acquisition and management; give them skills in IS implementation and evaluation; *PSMA 6003 Public Policy Process, Analysis and Evaluation and prepare them to serve as an interface between persons The administration of public policy depends on knowledge of focused primarily on organization policy and those focused pri- the policy process. This course focuses on those stages of the marily on IS operations. 3 credits policy process of most interest to public administrators, specifically policy formation, implementation and evaluation. Among *PSMA 7121 Public Service Leadership: Involving Groups the questions to be addressed: How are programs designed? and Communities in Decision Making What happens after a policy is made? What methods are used This course examines techniques of effective leadership, includ- to measure and assess public policy outcomes? What are the ing defining purpose, mobilizing external support and leading methodological, theoretical, political, administrative and ethical stakeholders that have been successfully developed for use by problems encountered in policy analysis? The course draws on servant leaders in our communities. Particular emphasis is placed on mobilizing communities for social change. Students a variety of substantive policy areas for illustration purposes. will investigate the applicability of course concepts to their own Students are encouraged to relate the general material of the experiences and community settings. This course will foster the course to their specific policy interests. 3 credits skills necessary for effective collaborative leadership within a civil society. 3 credits

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PSMA 7313 Resource Development in Nonprofit PSMA 7320 Nonprofit Information Management Systems Organizations Familiarizes students with the use of information technology as Examines principles, techniques and issues surrounding both a tool to support nonprofit organization operations and as resource development in nonprofit organizations. Focuses on a mechanism to exploit the strengths of the nonprofit sector as raising funds from private sources, including individuals, cor- a whole. Special emphasis is placed on effective planning and porations and foundations. Annual funds, capital campaigns management of information technology as well as the appropri- and endowment support are among topics covered. The board’s ate application of such technology within the nonprofit struc- role in resource development, ethical issues and government ture. 3 credits regulations is discussed. 3 credits PSMA 7321 Grantsmanship PSMA 7314 Financial Management of Nonprofit Provides students with a comprehensive overview of grants and Organizations contracts from the perspective of furthering the mission of the Addresses particular financial, budgetary and accounting issues nonprofit or governmental agency. Trends in grantmaking, in tax-exempt organizations. Assumes some knowledge of grantwriting, funding source identification, and relationship finance and budgeting. 3 credits development with funders are among the topics covered. 3 credits PSMA 7315 Managing Volunteers in Nonprofit Organizations PSMA 8322-8327 Topics in Nonprofit Management Volunteers provide the lifeblood of many nonprofit organiza- Course is designed to meet special student needs and interests tions. Course covers topics of volunteer administration - plan- in aspects of arts administration and policy not addressed in ning, marketing, recruitment, screening and selection, training, other courses and in which faculty expertise exists. Topics supervision, evaluation and recognition. Understanding legal include: Administration of Arts Education Programs, Arts and issues surrounding the use of volunteers and designing effective Community Development, etc. 3 credits volunteer policies are also discussed. 3 credits Concentration Courses *PSMA 7316 Principles, Practices and the Environment of Management of Nonprofit Organizations Arts Administration * Courses marked with an asterisk are required of students selecting this This foundation course provides an introduction to the history, concentration. philosophy and elements of professional arts management. Topics include a survey of arts organizations, the contributions *PSMA 6003 Public Policy Process, Analysis and Evaluation of the arts to the community and various funding and policy The administration of public policy depends on knowledge of issues. Special attention will be given to the relationship of phi- the policy process. This course focuses on those stages of the lanthropy to the arts, both historically and in current times. policy process of most interest to public administrators, specifi- 3 credits cally policy formation, implementation and evaluation. Among the questions to be addressed: How are programs designed? *PSMA 7317 Strategic Management of Arts Organizations What happens after a policy is made? What methods are used This required course explores leadership issues within nonprofit to measure and assess public policy outcomes? What are the arts organizations. Topics include executive responsibilities, methodological, theoretical, political, administrative and ethical organizational structure and dynamics, internal and external problems encountered in policy analysis? The course draws on environments, and strategic planning. Particular attention is a variety of substantive policy areas for illustration purposes. paid to (1) the interlocking functions and structures of the arts Students are encouraged to relate the general material of the administrator and artistic/creative director; and (2) the roles of course to their specific policy interests. 3 credits the chief executive and board in filling the arts mission. 3 credits *PSMA 7311 Foundations of the Nonprofit Sector Promotes a thorough understanding of the nature of nonprofit PSMA 7318 Marketing and Public Relations in Arts organizations and the nonprofit sector as a whole. Explores Organizations size, scope and dimensions of the sector as well as its history, An examination of the development, use, and impact of mar- the various perspectives of philanthropy and the changing role keting and public relations tools and strategies for visual and of the nonprofit sector in contemporary society. 3 credits performing arts organizations in order to increase subscribers, members, donors and audiences. 3 credits *PSMA 7312 Leadership and Management in Nonprofit Organization PSMA 7319 Legal Issues in Arts Organizations Explores various areas of responsibility in leading and manag- Covers the legal rights and responsibilities of artists and arts ing nonprofit organizations with particular emphasis on the organizations. Topics include tax exemption issues, board relationship and interaction between the chief executive and roles/responsibilities and liability, intellectual property, freedom the board of directors. Course is intended as a follow-up to and of expression, basic contract law, the structure and content of extension of PSMA 7311. 3 credits contracts (including commissioning, performance rights, music licensing), labor relations and other legal issues that arise in arts organizations. 3 credits

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PSMA 7313 Resources Development (Fundraising) PSMA 8313 Legal Issues in Nonprofit Organizations Examines principles, techniques and issues surrounding This course helps current and future managers of nonprofit resource development in nonprofit organizations. Focuses on organizations understand the legal issues facing them as leaders raising funds from private sources, including individuals, cor- in the nonprofit sector. Thorough understanding of the legal porations and foundations. Annual funds, capital campaigns issues requires not only a firm grasp of the letter and applica- and endowment support are among topics covered. The board’s tion of the law but also recognition of the context in which the role in resource development, ethical issues and government law arose and in which it currently is implemented. This course regulations is discussed. 3 credits promotes a deep understanding of nonprofit organizations and their activities and the environments in which they exist, all as PSMA 7314 Financial Management of Nonprofit illustrated by the ever more complex legal issues that provide Organizations the framework within which all nonprofits must operate. Addresses particular financial, budgetary and accounting issues 3 credits in tax-exempt organizations. Assumes some knowledge of finance and budgeting. 3 credits PSMA 8317 Nonprofit Marketing and Public Relations This course examines the special challenges for successful pro- PSMA 7315 Managing Volunteers in Nonprofit motion of the nonprofit organization. Integrated marketing Organizations communications (public relations, marketing and advertising) Volunteers provide the lifeblood of many nonprofit organiza- will be explored. Emphasis will be on marketing strategies, tions. Course covers topics of volunteer administration - plan- written tactics, and ways to develop a successful communica- ning, marketing, recruitment, screening and selection, training, tions program. 3 credits supervision, evaluation and recognition. Understanding legal issues surrounding the use of volunteers and designing effective Concentration Courses volunteer policies are also discussed. 3 credits Health Policy and Management PSMA 7320 Nonprofit Information Management Systems * Courses marked with an asterisk are required of students selecting this Familiarizes students with the use of information technology as concentration. both a tool to support nonprofit organization operations and as a mechanism to exploit the strengths of the nonprofit sector as *PSMA 7511 Introduction to the Healthcare System a whole. Special emphasis is placed on effective planning and Systematic introduction to the healthcare delivery system with management of information technology as well as the appropri- emphasis on interactions of governmental authorities, delivery ate application of such technology within the nonprofit struc- systems, financing of health care, regulation, competition, ture. 3 credits organizational innovations in healthcare services and alternate strategies. 3 credits PSMA 7321 Grantsmanship Provides students with a comprehensive overview of grants and *PSMA 7512 Healthcare Policy contracts from the perspective of furthering the mission of the Current U.S. health policies and their implications with in- nonprofit or governmental agency. Trends in grantmaking, depth study of the policy process and analytical approaches to grantwriting, funding source identification, and relationship decision making; and special emphasis on the nature and role development with funders are among the topics covered. of healthcare policy studies in decision-making. Examination of 3 credits comparative international systems. 3 credits PSMA 8311-8329 Topics in Nonprofit Management *PSMA 7513 Healthcare Management Selected topics in nonprofit management chosen by the The role of the contemporary healthcare manager with empha- instructor. 3 credits sis on identifying the basic managerial skills and knowledge that contribute to effective healthcare management. PSMA 8312 Nonprofit Advocacy and Lobbying Examination of comparative international systems. 3 credits In addition to their role in service delivery to the community, nonprofits serve an important function as advocacy organiza- PSMA 7514 Healthcare Financial Management and tions, providing information to policy makers on their particu- Accounting lar areas of expertise, lobbying government for change, and Principles of accounting as applied to healthcare organizations providing information on particular policy positions. This and the study of the use of accounting as a healthcare manage- course provides students with an overview to the nonprofit ment tool. Financial realities unique to health service organiza- functions of advocacy and lobbying, examining ways that non- tions with emphasis on healthcare financial management con- profits may and may not become involved in the public policy cepts and terms, healthcare financial management techniques process. The role of advocacy in advancing issues of democracy and their use, and the interpretation and analysis of financial and social justice are explored, as well as strategies to build information in healthcare organizations. 3 credits social capital within communities. International case studies of innovative and successful advocacy campaigns will be intro- PSMA 7515 Introduction to Epidemiology/Social Medicine duced as examples of advocacy strategies that worked and why. Course involves learning the tools of epidemiology, examines The interdisciplinary curriculum draws on theories from sociol- several major controversies in social medicine through a careful ogy, political science, organization theory and social work. reading of the professional writings of leading experts, and 3 credits explores the implications of epidemiology for health management. 3 credits

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PSMA 7518 Managing Community Health Systems PSMA 8518 Legal Aspects of Healthcare Organizations This course emphasizes the manager’s role, responsibilities and Overview of legal issues associated with the delivery of health- involvement in developing, implementing and evaluating care and the legal pitfalls surrounding everyday practice and strategies for community health initiatives. Community health administration. Additionally, explores legal aspects of human focuses on geographically related individuals, groups and resource administration in health care, as well as issues of liabil- organizations sharing health resources. Topics covered include ity and corporate responsibility. 3 credits community health assessment with an emphasis on applied epidemiology for planning and outcome purposes, managing dis- PSMA 8519 Healthcare Information Technology tinct types of organizational collaborations, and the application Explores the ways information is used as a healthcare manage- of a population model for community health services and agen- ment tool. Special emphasis on the importance of information cies. Opportunities and challenges for integration with organi- in implementing delivery of care, improving quality of care, zational systems are also discussed. 3 credits and as a catalyst for organizational change. 3 credits PSMA 8512 Ethics in Healthcare Administration PSMA 8520-8529 Topics in Health Management and policy Emphasis on medical and healthcare ethics involving clinical Designed to meet special student needs and interests in aspects practice, legal dimensions, public policy and professional of health management and policies not addressed in other responsibilities and decision making. 3 credits courses and in which faculty expertise exists. 3 credits PSMA 8513 Human Resource Management in Healthcare Additional General Electives Organizations PSMA 6007 Organizational Theory A survey of human resource management practices and the Course is designed to introduce students to the conceptual and strategies, systems and functions of human resource manage- practical perspectives and tools for perceiving and managing ment in healthcare organizations. Emphasis on programs, organizational phenomena. Explores formal and informal reali- processes and activities related to the acquisition, retention and ties in organizations, including group dynamics, power, and separation of human resources within various healthcare organ- organizational culture, organizational change and resistance; izations. Special emphasis on accreditation issues and opportu- and external environmental factors such as turbulence and nities for development of team-based healthcare delivery and shifting priorities. Cases and simulation exercises are incorpo- management. 3 credits rated to familiarize the students with practical applications of PSMA 8514 Healthcare Economics theoretical concepts. 3 credits The use of economic theory to understand problems of organi- PSMA 6008 Information and Computers in Public Service zation, delivery and financing of healthcare services, with emphasis on the shift toward a market economy, and the appli- Management cation of economic principles and tools of economic analysis Computers and information systems (IS) have profoundly and useful to the healthcare manager. 3 credits permanently changed the way organizations conduct business and individuals manage their personal lives. Information, and PSMA 8515 Topics in Managed Care the computer systems that process it, are increasingly seen as Provides an understanding of the market forces and policy strategic resources. This course should enable students to make drivers within the American healthcare system that led to the business decisions about IS design, acquisition and manage- evolution and formation of managed care and the inherent key ment; give them skills in IS implementation and evaluation; managerial concepts. Compares different forms of managed and prepare them to serve as an interface between persons care organizations, and addresses the strengths and weaknesses focused primarily on organization policy and those focused pri- of each. 3 credits marily on IS operations. 3 credits PSMA 8516 Long Term Care Administration PSMA 7712 Program Evaluation Methods: Outcome Examination of the operation and administration of long-term care organizations and emerging models of long-term care. Assessment Emphasis on social, economic, political, quality-of-care and serv- A review of the approaches to program evaluation focusing on ice dimensions of long-term care and long-term care services. evaluation methodology, design, interpretation and formal 3 credits report development and presentation. Methods for developing and using standards, indicators and measurements for ascer- PSMA 8517 Strategic Planning and Marketing in Healthcare taining impacts and outcomes will be covered. Provides a spe- Organizations cial focus on assessing program appropriateness, effectiveness, Study of the role, functions and application of strategic plan- adequacy, efficiency and cost benefit. Students will be required ning and marketing in healthcare organizations with emphasis to complete a program evaluation during the semester. 3 credits on the process of strategy assessment, development and imple- PSMA 7715 Ethics in Public Service mentation and the unique aspects of healthcare services and Probes the ethical realities faced by professionals in govern- service design/ performance as they affect marketing. 3 credits ment, healthcare, religious, educational and other nonprofit organizations. It is designed to develop and broaden awareness

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and appreciation of the power wielded by the public service Course Descriptions professional, of the values public service professionals are expected to maintain, and of the ethical dimensions of public Master of Healthcare Administration (M.H.A.) service management. The course is geared to developing opera- Core Courses tional skills for ethical analysis and action. 3 credits PSMA 6002 Research Methods and Statistical Analysis PSMA 8711 Topics in Management and Policy Science: Introduces both quantitative and qualitative research method- Leadership Institute ologies. Topics include descriptive and inferential statistics, Provides an opportunity for intensive interdisciplinary graduate issues in sampling and hypothesis testing, analysis of variance, study with professors and students from departments in the regression and time series analysis, as well as survey design. Stillman School of Business, the College of Education and Computer software is used for statistical analysis. 3 credits Human Services, the Master of Public Administration program and the Master of Healthcare Administration program. Focuses PSMA 6005 Financial Management and Control on topical leadership issues and strategies. Addresses ways of An introduction to basic financial, budgetary and accounting managing career decisions under conditions of accelerated concepts, processes and techniques relevant to healthcare man- change. Please note that there is an extra charge to cover some agers; how and why financial decisions are made; how they course materials and meals for the four days of class. This fee affect healthcare operations; use of financial documents and will be added to students’ tuition bills. 3 credits analysis. 3 credits PSMA 6009 Managerial Decision Making Applied Research and Practice Experience Introductory course in applied decision and game theory. *Pre-service students are required to take PSMA 7991. Other students are Introduces students to decision trees, Nash equilibria, winning required to take PSMA 7991, PSMA 7992, or PSMA 7993. strategies, tit-for-tat, auction theory and end-games. PSMA 7991 Internship Competitive scenarios are an intrinsic part of the course, as are Designed for pre-service students or for those with fewer than problem sets and simulations. 3 credits two years of management experience, this course affords stu- PSMA 7511 Introduction to the Healthcare System dents an opportunity to learn management skills through on- Systematic introduction to the healthcare delivery system with site experience. The students must complete a minimum of emphasis on interactions of governmental authorities, delivery 300 hours of managerial or administrative work under the tute- systems, financing of health care, regulation, competition, lage of a public service, nonprofit, arts or healthcare adminis- organizational innovations in healthcare services and alternate trator and complete all assignments given by the professor of strategies. 3 credits the seminar associated with the internship. 3 credits PSMA 7513 Healthcare Management PSMA 7992 Practicum The role of the contemporary healthcare manager with empha- Consists of a 3-credit, group-consulting project related to an sis on identifying the basic managerial skills and knowledge area of public service, nonprofit, arts or healthcare administra- that contribute to effective healthcare management. tion or management. The practicum typically requires the writ- Examination of comparative international systems. 3 credits ing of a management report and the delivery of an oral presentation for the subject organization. All work is completed PSMA 7514 Healthcare Financial Management and under faculty supervision. 3 credits Accounting Principles of accounting as applied to healthcare organizations PSMA 7993 Research Seminar and the study of the use of accounting as a healthcare manage- Designed for students currently working full time on a supervi- ment tool. Financial realities unique to health service organiza- sory or management level in the healthcare, nonprofit, or pub- tions with emphasis on healthcare financial management con- lic sector, as well as in the arts, this course gives each individual cepts and terms, healthcare financial management techniques the opportunity to design and conduct a research project that and their use, and the interpretation and analysis of financial focuses on a management or policy problem at his/her place of information in healthcare organizations. 3 credits employment or in the public arena. The student presents methodology, results and recommendations both as a written PSMA 8512 Ethics in Healthcare Administration capstone project and as an oral presentation. Emphasis on medical and healthcare ethics involving clinical Students who have completed all degree requirements except practice, legal dimensions, public policy and professional the research seminar (PSMA 7993) must register for Thesis responsibilities and decision making. 3 credits Continuation (THCN 7999) for the first semester subsequent PSMA 8514 Healthcare Economics to the research seminar (PSMA 7993) registration, and THCN The use of economic theory to understand problems of organi- 8000 from the second subsequent semester until the comple- zation, delivery and financing of healthcare services, with tion and presentation of the culminating research project. emphasis on the shift toward a market economy, and the appli- 3 credits cation of economic principles and tools of economic analysis useful to the healthcare manager. 3 credits

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PSMA 8517 Strategic Planning and Marketing in Healthcare PSMA 8513 Human Resource Management in Healthcare Organizations Organizations Study of the role, functions and application of strategic plan- A survey of human resource management practices and the ning and marketing in healthcare organizations with emphasis strategies, systems and functions of human resource manage- on the process of strategy assessment, development and implement in healthcare organizations. Emphasis on programs, mentation and the unique aspects of healthcare services and processes and activities related to the acquisition, retention and service design/ performance as they affect marketing. 3 credits separation of human resources within various healthcare organizations. Special emphasis on accreditation issues and opportu- Elective Courses nities for development of team-based healthcare delivery and management. 3 credits PSMA 6007 Organizational Theory Course is designed to introduce students to the conceptual and PSMA 8515 Topics in Managed Care practical perspectives and tools for perceiving and managing Provides an understanding of the market forces and policy organizational phenomena. Explores formal and informal reali- drivers within the American healthcare system that led to the ties in organizations, including group dynamics, power, and evolution and formation of managed care and the inherent key organizational culture, organizational change and resistance; managerial concepts. Compares different forms of managed and external environmental factors such as turbulence and care organizations, and addresses the strengths and weaknesses shifting priorities. Cases and simulation exercises are incorpo- of each. 3 credits rated to familiarize the students with practical applications of theoretical concepts. 3 credits PSMA 8516 Long Term Care Administration Examination of the operation and administration of long-term PSMA 7512 Healthcare Policy care organizations and emerging models of long-term care. Current U.S. health policies and their implications with in- Emphasis on social, economic, political, quality-of-care and depth study of the policy process and analytical approaches to service dimensions of long-term care and long-term care servic- decision making; and special emphasis on the nature and role es. 3 credits of healthcare policy studies in decision-making. Examination of comparative international systems. 3 credits PSMA 8518 Legal Aspects of Healthcare Organizations Overview of legal issues associated with the delivery of health- PSMA 7515 Introduction to Epidemiology/Social Medicine care and the legal pitfalls surrounding everyday practice and Course involves learning the tools of epidemiology, examines administration. Additionally, explores legal aspects of human several major controversies in social medicine through a careful resource administration in health care, as well as issues of liabil- reading of the professional writings of leading experts, and ity and corporate responsibility. 3 credits explores the implications of epidemiology for health manage- PSMA 8519 Healthcare Information Technology ment. 3 credits Explores the ways information is used as a healthcare management tool. Special emphasis on the importance of information PSMA 7518 Managing Community Health Systems in implementing delivery of care, improving quality of care, This course emphasizes the manager’s role, responsibilities and and as a catalyst for organizational change. 3 credits involvement in developing, implementing and evaluating strategies for community health initiatives. Community health PSMA 8520-8529 Topics in Health Management and Policy focuses on geographically related individuals, groups and Designed to meet special student needs and interests in aspects organizations sharing health resources. Topics covered include of health management and policies not addressed in other community health assessment with an emphasis on applied epi- courses and in which faculty expertise exists. 3 credits demiology for planning and outcome purposes, managing distinct types of organizational collaborations, and the application PSMA 8711 Topics in Management and Policy Science: of a population model for community health services and agen- Leadership Institute cies. Opportunities and challenges for integration with organi- Provides an opportunity for intensive interdisciplinary graduate zational systems are also discussed. 3 credits study with professors and students from departments in the Stillman School of Business, the College of Education and PSMA 7712 Program Evaluation Methods: Outcome Human Services, the Master of Public Administration program Assessment and the Master of Healthcare Administration program. Focuses A review of the approaches to program evaluation focusing on on topical leadership issues and strategies. Addresses ways of evaluation methodology, design, interpretation and formal managing career decisions under conditions of accelerated report development and presentation. Methods for developing change. Please note that there is an extra charge to cover some and using standards, indicators and measurements for ascer- course materials and meals for the four days of class. This fee taining impacts and outcomes will be covered. Provides a spe- will be added to students’ tuition bills. 3 credits cial focus on assessing program appropriateness, effectiveness, adequacy, efficiency and cost benefit. Students will be required to complete a program evaluation during the semester. 3 credits

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Applied Research and Practice Experience Master of Public Administration is a professional degree for *Pre-service students are required to take PSMA 7991. Other students are those employed or seeking management positions in the public required to take PSMA 7991, PSMA 7992, or PSMA 7993. and nonprofit sectors. The program stresses development of managerial and analytic skills, as well as ethical and profession- PSMA 7991 Internship al values. Designed for pre-service students or for those with fewer than two years of management experience, this course affords stu- Admissions Requirements dents an opportunity to learn management skills through on- Students must apply independently to each degree program, site experience. The students must complete a minimum of preferably indicating at the time of application that they intend 300 hours of managerial or administrative work under the tute- to follow the joint M.A./M.P.A. program if admitted. Only one lage of a public service, nonprofit, arts or healthcare adminis- application fee for the two programs is required. trator and complete all assignments given by the professor of the seminar associated with the internship. 3 credits Students may also apply for admission to the dual degree program after admission to either of the two separate programs, PSMA 7992 Practicum but some loss of credits may result from such late admission. Consists of a 3-credit, group-consulting project related to an Diplomacy and International Relations Courses (21 credits) area of public service, nonprofit, arts or healthcare administra- DIPL 6000 Introduction to International tion or management. The practicum typically requires the writ- Relations Theory and Practice 3 ing of a management report and the delivery of an oral presen- DIPL 6001 Politics of Cultural and Ethnic Pluralism 3 tation for the subject organization. All work is completed DIPL 6002 International Organizations 3 under faculty supervision. 3 credits DIPL 6105 International Political Economy 3 DIPL Electives Three M.A.D.I.R. electives 9 PSMA 7993 Research Seminar Designed for students currently working full time on a supervi- Research and Capstone Courses (9 credits) sory or management level in the healthcare, nonprofit, or pub- DIPL 6310 or Research Methods 3 PSMA 6002 lic sector, as well as in the arts, this course gives each individual the opportunity to design and conduct a research project that Choose two of the following: focuses on a management or policy problem at his/her place of DIPL 6111 or Internship/Field Placement 3 employment or in the public arena. The student presents PSMA 7991 DIPL 6311, Research Project/Applied Practicum 3 methodology, results and recommendations both as a written PSMA 7992 or capstone project and as an oral presentation. Students who PSMA 7993 have completed all degree requirements except the research seminar (PSMA 7993) must register for Thesis Continuation Public Administration Courses (30 credits) (THCN 7999) for the first semester subsequent to the research Core Courses: seminar (PSMA 7993) registration, and THCN 8000 from the PSMA 6001 Environment of Public Service second subsequent semester until the completion and presenta- Management 3 tion of the culminating research project. 3 credits PSMA 6004 Economic Environment of Public Service Management 3 PSMA 6005 Financial Management and Control 3 PSMA 6009 Managerial Decision Making 3 Dual Degree Programs PSMA 6010 Managing Human Resources in Public Service Organizations 3 M.A./M.P.A. in International Relations Concentration Courses: and Public Administration Four courses in one of the following concentrations: Seton Hall University’s John C. Whitehead School of • Public Service: Leadership, Governance and Policy Diplomacy and International Relations and College of Arts and • Nonprofit Organization Management Sciences offer a 60-credit dual degree program that combines • Health Policy and Management the Master of Arts in Diplomacy and International Relations • Arts Administration 12 with the Master in Public Administration in Nonprofit or Elective: Public Sector Administration. One additional M.P.A. elective 3 The joint degree takes advantage of the similarity in the goals of the two programs for preparing professionals equipped to respond to the challenges of public sector administration in B.A. in Political Science or a global environment. Sociology/M.P.A. The Master of Arts in Diplomacy and International The Departments of Sociology and Political Science at Seton Relations combines global studies in cultural, organizational Hall University offer a dual degree program with the and economic issues with international management and lead- Department of Public and Healthcare Administration that ership training, internships and a research project or thesis. The leads to two degrees completed in a five-year span: a Bachelor

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of Arts degree in Political Science or Sociology and a Master of Research and Practice. Each issue focuses on a managerial theme Public Administration degree. such as collaborations, legal issues or leadership, and provides The program has a two-fold purpose: to provide a broad- concise reviews of academic research, related book reviews and based undergraduate education with a comprehensive grasp of a list of easily accessed resources. one’s major in either Sociology or Political Science; and to per- Nonprofit leaders are encouraged to build support networks mit students to earn a Master of Public Administration degree and share skills through workshops and seminars organized within the timeframe of five years. throughout the year by NSRI staff. Members of the University Students accepted into this program follow the academic faculty, practitioner, community, and other accomplished pro- program prescribed by their majors in consultation with their fessionals from the nonprofit sector serve on panels or facilitate advisers (including the core requirements in the College of Arts discussion groups for many of these gatherings. and Sciences and the requirements of their majors) during the first three years. Other College of Arts and If accepted into this program, students may take a maximum of four M.P.A. courses (12 credits) during their senior years Sciences Programs that offer which count toward the completion of the bachelor’s degree. Graduate Courses At the end of the fourth year and upon completion of 130 credits, students in the program receive a Bachelor of Arts degree. Department of Religious Studies If the student wants to complete the Five-Year B.A./M.P.A. Fahy Hall degree, 12 of those credits must come from the core courses of (973) 761-9331 the graduate public administration program. During the fifth artsci.shu.edu/rs year, 27 additional M.P.A. credits, which includes a 3-credit Faculty: Carter (Chair), Webb summer internship, must be completed. For further information, contact the departments of Sociology, Political Science, or the Graduate Department of Course Descriptions Public and Healthcare Administration. RELS 6110 Art and Archaeology of the Ancient Near East Near Eastern religious, aesthetic, cultural and social patterns as M.B.A. with a Healthcare expressed in art, sculpture, architecture and literature retrieved through archaeology from specific sites representing earliest Administration Concentration times to the Persian and Hellenistic periods. Development of The Department of Public and Healthcare Administration archaeology, especially in relation to museums, with practical provides healthcare administration courses for the Master of applications of reconstruction, conservation and exhibition. Business Administration (M.B.A.) degree program. Please con- 3 credits tact the Stillman School of Business for more information. RELS 6121 Archaeology and the Bible The Center for Public Service Exploration of the land of the Bible and artifacts of biblical times, reviewing discoveries important for biblical studies. The Center for Public Service is the University’s arm for out- Examination of the values and of the limitations of archaeology reach programs to the public and nonprofit sectors and to the for biblical studies and of the values and limitations of the arts management community. Housing the Nonprofit Sector Bible in archaeological studies. 3 credits Resource Institute, and closely associated with the Department of Public and Healthcare Administration, the Center offers RELS 6433 Women, World Religions and Human Rights noncredit certificate programs through its Nonprofit Sector We will examine the role of the world’s religions in defining Resource Institute. the nature, roles, and rights of women. We will look at both traditional religious sources and contemporary discussions on The Nonprofit Sector Resource Institute women and gender from a variety of perspectives, including The Department of Public and Healthcare Administration Judaism, Christianity, Islam, Hinduism, Buddhism, works closely with the Nonprofit Sector Resource Institute Confucianism. 3 credits (NSRI), a project of the Center for Public Service established RELS 6434 Women, Gender, and Islam in 1994, to offer noncredit certificate programs that address the We will examine the concept, role, and status of women in needs of nonprofit organizations through research, educational Islamic religion and societies, both historically and in the con- enhancement and technical assistance. NSRI is a significant temporary world, looking at both traditional and modern vehicle by which Seton Hall University offers the skills of its sources on gender and human rights. 3 credits faculty and students in support of community building and human service efforts. As a resource for nonprofits, NSRI disseminates information through its publication, the Nonprofit Connection: Bridging

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Religious Studies/Social Work 95

RELS 6691 Practicum on Biblical Archaeology Course Descriptions Practical application of archaeological methods to biblical topics selected by students in consultation with the professor. SOWK 6411 Children and Society Topics generally center on sites and other discoveries pertaining Overview of principal supportive, supplementary and substitu- to the patriarchical, tribal, monarchic and prophetic periods. tive child and youth welfare services: family and child guid- Prerequisite: These courses are generally taken in conjunction ance, social insurance, public assistance, education and employ- with an archaeological dig. Corequisite: These courses are gen- ment, day care, protective services, adoption, institutional care erally taken in conjunction with an archaeological dig. and advocacy. 3 credits 3 credits SOWK 6435 Family Violence Examines the causes, manifestations, preventive strategies, and Department of Social Work interventions applicable to the inappropriate use of force Arts and Sciences Hall between and among persons known to each other, including acquaintance rape; spouse battering; child, adolescent and elder (973) 761-9470 abuse. 3 credits artsci shu.edu/Undergraduate/socialw/index.html. Faculty: Blake(Chair); Quartaro SOWK 6911 Introduction to Gerontology The Department of Social Work offers a Multidisciplinary Overview and critical analysis of the basic facts about aging Certificate Program in Gerontology. This concentration of including demography, biology, psychology, sociology and poli- study is designed for those who wish to understand and cy analysis with emphasis on applied aspects of gerontology for advance the quality of life of older persons. Although most advanced students and practitioners in the field. 3 credits courses are offered at the baccalaureate level, the certificate pro- SOWK 6912 Psychosocial Aspects of Aging gram is open to post-baccalaureate students also. Two graduate Critical analysis of the person/situation of older adults focusing level courses are available: SOWK 6911 and SOWK 6912. on factors contributing to behavioral stability and change over Further information about departmental course offerings is time. Includes age-relevant aspects of personality theory (ego detailed in the undergraduate catalogue. Interested students psychology) and general systems analysis within the ecological also may contact the gerontology program coordinator, Emma perspective (life model) of direct service practice. 3 credits Quartaro.

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Stillman School of Business

Jubilee Hall, 5th and 6th Floors sity in the state of New Jersey to have earned this distinction, (973) 761-9222 which recognizes that its business programs meet the highest business.shu.edu academic and professional standards. Dean: Karen E. Boroff, Ph.D. The Stillman School offers a Master of Business Associate Dean of Academic Services: Administration (M.B.A.), as well as Master of Science (M.S.) Karen A. Passaro, M.B.A., J.D. degrees in Accounting, Professional Accounting and Taxation. Associate Dean of Undergraduate and M.B.A. Curricula: Joint degree offerings include the B.A. or B.S./M.B.A. (for Joyce A. Strawser, Ph.D. both business and non-business majors), M.B.A./J.D., Assistant Dean: Leigh M. Onimus, M.B.A., J.D. M.B.A./M.A.D.I.R, and M.S.N. in Health Systems Director of Graduate Admissions, Stillman School: Administration/M.B.A. Accounting students in the Stillman Catherine Bianchi, M.B.A. School’s B.S. in Business Administration program are eligible Director of Administrative Services: Patricia Cook to apply to the combined B.S./M.S. in Professional Accounting program. Advanced Certificates in several business discipline areas, the Mission Statement Certificate in Graduate Business, and undergraduate degree The mission of the Stillman School of Business is to enrich programs also are available. A Certificate in International the life of each student through a nationally recognized educa- Business is offered to Seton Hall graduate students in most tional experience that is inspired by innovative teaching, supported University programs. by applied research, and guided by a values-centric curriculum. To support and enhance its academic programs, the Stillman Seton Hall University’s Stillman School of Business, estab- School has established the Division of Research and Teaching, lished in 1950, provides professional education geared toward the Center for Sport Management, the Center for Tax Research the complex practical needs of business leaders. The Stillman and the Institute for International Business. Most recently, the School maintains professional accreditation from the Center for Entrepreneurial Studies was created in 2003 to raise student awareness of self-employment as a career option. The Association to Advance Collegiate Schools of Business Center fosters the collaboration of faculty, students, alumni International (AACSB). Seton Hall was the first private univer- and entrepreneurs in a variety of activities and projects to advance hands-on entrepreneurial learning at the Stillman School. x06 Gd Stillman School.qxp 7/24/2007 11:35 AM Page 97

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Technological support services are provided by the Graduate Business Programs University’s Teaching Learning and Technology Center (TLTC), which encourages and supports information technology General Academic and Professional Objectives literacy and application, and University Computing. All business Organizational success depends upon reliance on those who students should maintain Seton Hall University e-mail accounts demonstrate a comprehensive understanding of current prac- in order to keep abreast of current University activities. tices and interdisciplinary business issues in combination with strong leadership, management, decision-making and commu- Graduate Business nication skills. The Master of Business Administration (M.B.A.) and Master Departments, Centers and of Science (M.S.) programs serve the needs of their respective constituencies in a variety of ways. Both the M.B.A. and M.S. Institutes degrees incorporate practical responses to the rapidly changing Department of Accounting and Taxation business environment including, but not limited to, the effects Faculty: Abdallah; Easton (Chair, Director, Graduate of technology, diversity and globalization. The M.B.A. provides Accounting Programs); Falk; Gelb; Greenstein; Henry; the comprehensive and broad-based management skills and Holtzman; Mest; Murtuza; Schoenebeck; Shapiro; Strawser knowledge required of today’s business leaders in all fields. Each M.S. program focuses on one specific field, providing Department of Computing and Decision Sciences managers with updated skills and information in their respec- Faculty: Epstein; Gibson; Orenstein; Rosenthal; Shim; tive areas. Viswanathan (Chair); Weitz; Wilamowsky Convenience of Graduate Course Offerings Department of Economics Coursework in the M.B.A. and M.S. programs is geared in Faculty: Dall (Chair); Ikpoh; Kant content and format to professionals employed on a full-time Department of Finance and Legal Studies basis within the business environment. Most upper-level classes Faculty: Amoroso; Ford; Harrington; Henderson; Hunter; meet one evening per week starting at 6:15 p.m. or 8:35 p.m. Loviscek (Chair); O’Sullivan; Riley; Rothbort; Rotthoff; For added convenience, two courses (or a 4-6 credit module) Shannon; Xu; Yoon can usually be taken back-to-back in one evening, thereby accelerating degree completion. Department of Management Faculty: Alexander; Amar; Boroff; Coll; Forbes; Gentile; Graduate Business Program Admission Requirements Marshall; Mayo (Director, Center for Sport Management); Although graduate applications are considered on a rolling McCarthy; McCrea; Scherreik; Stelzer; Yin (Chair) basis, the 2007-08 priority application deadlines are June 1 (fall), November 1 (spring) and March 1 (summer). Admission Department of Marketing is selective. For consideration, applicants must hold a baccalau- Faculty: Kritz; Lozada; Olszewski; Pirog (Chair); Wisenblit reate degree from an accredited college or university. The Stillman School welcomes applicants from business and non- Center for Entrepreneurial Studies business undergraduate majors. Scherreik (Director) Although all requests will be considered based on individual Center for Securities Trading and Analysis merit, a minimum GPA of 3.0 (on a 4.0 scale) and a minimum Loviscek, Riley, Rothbort (Directors) GMAT score of 500 are required. The Graduate Admissions Committee of the Stillman School reviews all of the following Center for Sport Management submitted evidence of relevant professional and academic Faculty: Mayo (Director); McCarthy; Gentile; Rotthoff potential: Center for Tax Research • work experience and credentials; Faculty: Easton (Director); Greenstein; Shapiro • personal statement; Institute for International Business • grade point averages; McCarthy (Director) • letter of professional or academic recommendation; and • scores on the GMAT. The Seton Hall Sports Poll Conducted by The Sharkey Institute Students who have satisfied the following criteria may be Gentile (Director) waived from taking the GMAT per a written request to the Director of Graduate Admissions: • Applicants who hold a Ph.D., J.D. or M.D. degree; • Applicants who hold a previous M.B.A. degree from an AACSB-accredited institution; • Applicants who hold an M.S. in a business-related field with five or more years of work experience;

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• M.B.A. applicants who satisfy the criteria for “Alternate International Applicants Route” admission (senior managers who have at least 10 International applicants must hold an undergraduate degree years of full-time managerial work experience in either a for- that represents the equivalent of four years of undergraduate profit or not-for-profit environment); and study in the United States. All international transcripts must be • M.S. Taxation or M.S. Professional Accounting applicants reviewed by World Education Services (WES) at 1-800-937- who have passed the Uniform CPA Examination. 3895 or www.wes.org. A course-by-course WES analysis of the Information pertaining to GMAT dates and locations should transcript must be submitted with the application in order for be directed to the Educational Testing Service at 1-800-353- the file to be reviewed. 8570 or [email protected]. Another excellent source for that infor- In addition to satisfying all the academic criteria for regular mation (and taking “practice tests”) is www.mba.com admission, international applicants must also meet the standards enforced by the Office of International Programs to be Graduate Business Program Application Procedure granted an F-1 student visa from Seton Hall University. The Stillman School utilizes a self-managed application International students must submit additional documentation packet that affords the student the opportunity to send all the along with their M.B.A. or M.S. applications. For specific required materials together, or individually as they are acquired. requirements, please consult the Web site of the University’s A formal review of the application will not take place until the Office of International Programs at http://academic.shu.edu/oip/ following have been received: • Stillman School application form; Study as a Nonmatriculated Student Students may begin their graduate studies at the Stillman • official transcript from each college and university attended School on a nonmatriculated basis. Any student holding a 4- for credit toward all previous degrees (including Seton Hall); year undergraduate degree from an accredited college or univer- • official GMAT score sheet; sity may take up to a maximum of 12 credits within 12 • official TOEFL score sheet (international applicants only); months (no more than 6 credits per semester) in any of our • written 250-500 word personal statement; graduate programs. Please consult the Office of Graduate • resume; Admissions for procedures and policies relating to study on a nonmatriculated basis. • one professional or academic recommendation; • copies of relevant professional certificates and licenses; • application fee of $75, check made payable to Seton Hall Academic Information University; and • for international applicants, a World Education Services Academic Standing (WES) evaluation of transcripts from institutions outside In order to be admitted into the Graduate Business Capstone the United States. course and certified for graduation, students must have a cumulative GPA of 3.0. A student whose GPA falls below 3.0 Students applying to the M.B.A./M.S.N.- College of after the completion of 12 credits will be placed on probation. Nursing or the M.B.A./M.A.D.I.R.- John C. Whitehead Each student’s academic progress will be reviewed after the School of Diplomacy and International Relations, two of our completion of 12 additional credits. At that time, if a student’s joint degree programs, are required to fill out one application, GPA does not meet the 3.0 requirement, the student will be which will be shared between the two graduate departments. subject to dismissal from the program. Candidates should, however, be prepared to submit official transcripts and official GMAT/GRE score sheets to both. The Leave of Absence candidate must meet the admissions standards and be accepted Students unable to register for a regular semester because of by each school in order to enter the joint program. All joint illness, extraordinary job requirements, military service or other program applications are subject to the same deadlines as the reasons may be granted a leave of absence without penalty. A other graduate business programs offered by the Stillman leave of absence ordinarily is limited to one year. Requests for a School. leave of absence must be made in writing to the Stillman Students applying to any certificate program offered by the School’s Associate Dean of Academic Services. Students who Stillman School of Business must submit a completed applica- have been granted such leave must apply for reactivation not tion form, official transcripts from all colleges attended, a pro- less than eight weeks prior to the start of the semester in which fessional resume and a $50 application fee, check made payable they plan to return. to Seton Hall University. To activate an application that has expired or to continue Individual programs reserve the right to require additional taking classes after a leave of absence longer than one year, a information or requisites pertinent to their specific areas. To student must contact the Office of Graduate Admissions and receive an application packet, contact the Stillman School’s submit the following documents: a new letter of recommenda- Office of Graduate Admissions, (973) 761-9262 or e-mail bus- tion, an updated professional resume, a new application form [email protected] and a $25 reapplication fee.

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Advanced Standing Graduate credits earned in an AACSB-accredited business Master of Business Administration program within the last five years may be accepted in partial Degree Requirements satisfaction of degree requirements by the Stillman School. A The M.B.A. curriculum is designed to provide a strong foun- maximum of 6 credits may be accepted when the grade earned dation in accounting, economics, the behavioral and quantita- is “B” or higher and the course has not been applied to a prior tive sciences, and the functional areas of business. The Pre- degree. Students requesting transfer credits should write to the Qualification, Foundation and Essential Knowledge Sequences Stillman School’s Associate Dean of Academic Services. provide the base from which each student can select a concen- Evaluations and transfer of credits are made on the basis of spe- tration area. cific courses having substantial similarity of content to courses offered in the respective graduate program. For the M.B.A., all Currently, concentrations include accounting, finance, finan- students must complete at least 30 credit hours of coursework cial markets, institutions & instruments, healthcare administra- at the Stillman School. tion, information systems, international business, management, marketing, pharmaceutical management and sport manage- Visiting Students ment. Students are required to complete 12 credits in their Graduate students in good standing at other universities may chosen concentration (13 credits for sport management; 15 be granted permission to register for up to 12 credits at the credits for accounting). Stillman School by submitting a letter of authorization from The remaining credits are electives selected from a field in the dean of the graduate school in which they are enrolled and the M.B.A. curriculum other than the student’s field of con- by filing a nonmatriculated student application. No visiting centration. Electives are limited to two courses in any single student may register for any graduate course in the Stillman field. The capstone of the program, Business Policy (BMBA School without the approval of the respective program director. 9400), which is normally taken in the last semester, integrates For more information regarding this procedure, contact the the knowledge gained in previous courses. Office of Graduate Admissions at (973) 761-9262 or bus- In recognition of the University’s mission to form students as [email protected] global servant leaders, and as part of the graduation requirement for the M.B.A. degree, students are required to complete Time Limit 20 hours of volunteer work for a community-based organiza- Candidates for the degree of Master of Business tion of their choice (M.B.A. Service Project), with approval of Administration or Master of Science are expected to fulfill all the Social Responsibility Course Coordinator. requirements for the degree within five years after they have Through completion of the program, students acquire the commenced their studies. Official leaves of absence may be necessary background to integrate concepts and techniques granted by the Associate Dean of Academic Services, and such from all of the various business disciplines. absences may extend the completion time of the degree to six years. M.B.A. Curriculum I. Pre-Qualification Sequence (see description below) Graduate Assistantships The Stillman School awards graduate assistantships each II. Foundation Sequence 16 credits semester to a number of accepted full-time students exhibiting From Concept to Market - Four Intensive Hubs: high academic and professional potential. Graduate assistants Decision Making I – Hub I (BMBA 9101) 4 credits are assigned 20 hours of work per week in support of faculty Decision Making II – Hub II (BMBA 9102) 4 credits Financial Accounting and Legal Considerations – research and administrative functions. The award consists of a Hub III (BMBA 9103) 4 credits two-semester, renewable appointment with a stipend of $450 Human Interaction and Market Orientation – per month and remission of tuition for 12 credits per Fall and Hub IV (BMBA 9104) 4 credits Spring semesters at the graduate business rate. III. Essential Knowledge Sequence 4 credits Applications for these assistantships must be obtained from Social Responsibility (BMBA 9201) 2 credits the Stillman School’s Office of Graduate Admissions, (973) International Perspective (BMBA 9202) 2 credits 761-9262, and be submitted, along with a resume describing technical and administrative skills, by the following priority IV. Breadth Sequence (Elective Courses) 8 credits deadlines: 8 credits to be selected from graduate offerings outside of the primary concentration area or from BMBA (interdisciplinary) Fall Semester June 1 elective courses. Spring Semester November 1 Summer Semester March 1 V. Concentration (12/13/15 credits) A minimum of four 3-credit courses from one of the following tracks: Note: Unless otherwise noted, Hubs I-IV are prerequisites for all concentration courses. Full-time students, consult Dean’s Office for appropriate course sequencing.

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Accounting (15 credits) * Finance: A business degree earned or any basic finance course Finance taken within five years of enrolling in the M.B.A. program. No Financial Markets, Institutions & Instruments challenge exam available. Healthcare Administration Information Systems MIS, Math and Statistics: Four areas of prerequisite knowl- International Business ** edge are covered. These areas are: (1) basic mathematics; (2) Management basic statistics; (3) information technology “office” skills (i.e., Marketing proficiency in word processing, spreadsheet design and imple- Pharmaceutical Management mentation, presentation graphics, and Web usage); and (4) fun- Sport Management (13 credits)*** damental concepts of information technology. All entering stu- *Students are required to take the following courses: BACC 7111, BACC dents must either place out of each of these skill areas via the 7112, BACC 7114, BACC 7121, and BACC 7123. Successful comple- corresponding “challenge” exam offered by the School, or take tion of the program meets New Jersey educational requirements for the and pass the pre-qualification course in that area. The Math CPA license. pre- qualification course (BMBA 8018) will be waived for stu- **BMGT 6900 and three additional 3-credit courses are required for the dents who possess an undergraduate degree with a major in International Business concentration. math. The MIS pre-qualification courses will be waived for stu- ***Students are required to take BSPM 7101 as one of their concentration dents who have successfully completed an undergraduate MIS courses and to complete two 3-credit internship courses (BMBA 9310 and course within five years of enrolling in the M.B.A. program. 9311) as part of the Breadth Sequence requirement. The requirement to Second Concentration Option take BMBA 9310 and 9311 may be waived, at the discretion of the Director, for full-time industry employment or for non-credit internship if The second concentration option allows students to com- the student opts to complete a second concentration. plete 12 credits of coursework (13 credits for sport management; 15 credits for accounting) in an additional concentration Note: Options for earning a “second concentration” are described below. area. Two options are provided: VI. Capstone – BMBA 9400 2 credits (1) students may take one 3-credit second concentration course in fulfillment of their Breadth Sequence requirement. Pre-Qualification Sequence Students will take three additional courses in the concentration Pre-qualification courses are designed to help students area (four additional courses for accounting). The degree will update and refresh their basic business skills. All students must increase by 9 credits (10 for sport management; 12 for complete the pre-qualification sequence as outlined below, or accounting); or in the alternative, be waived from certain courses based upon (2) students may take four second concentration courses out- prior coursework or by examination. The pre-qualification side of their Breadth Sequence requirement (five courses for courses and their instructional hours are as follows: accounting). The degree will increase by 12 credits (13 for Legal Studies (BMBA 8009) 12 hours (Required for Hub I, III) Accounting (BMBA 8010) 16 hours (Required for Hub I, III) sport management; 15 for accounting). Economics (BMBA 8011) 16 hours (Required for Hub I) Finance (BMBA 8013) 16 hours (Required for Hub I) Math (BMBA 8018) 8 hours (Required for Hub I, II) Master of Science Programs Statistics (BMBA 8019) 12 hours (Required for Hub I, II) The Stillman School offers Master of Science (M.S.) degrees MIS I (BMBA 8020) 4 hours (Required for Hub I, II) in accounting, professional accounting and taxation. MIS II (BMBA 8021) 4 hours (Required for Hub I, II) Please note: Program directors must be consulted concerning prerequisite Students may apply for waivers of pre-qualification courses coursework, course sequencing and choice of electives. Students lacking pre- through the Stillman School’s Director of Admissions. The requisite knowledge may need to successfully complete additional course- Admissions Committee will review all requests in conjunction work/credits or part of the M.B.A. Pre-Qualification Sequence in order to with the dean’s office. The waiver policies for specific pre-quali- fulfill the M.S. requirements. Additional program-specific requirements fication courses are as follows: are included under each degree and are subject to change as required by the Stillman School. Legal Studies: Business Law or the equivalent taken within five years of enrolling in the M.B.A. program. Students may opt to take the Legal Studies Pre-Qualification Challenge Master of Science in Accounting Examination; a passing grade on that exam will waive the Director: Reed W. Easton, J.D., LL.M., CPA requirement to take the pre-qualification course. (30-36 credits; total credits depending on prior completion of pre- Accounting: Financial Accounting or the equivalent taken requisite coursework.) within seven years of enrolling in the M.B.A. program or Seton Hall’s Master of Science (M.S.) in Accounting is undergraduate degree in accounting. No challenge examination geared toward graduates of non-accounting programs. The pro- available. gram is of particular interest to individuals with liberal arts, Economics: Six credits of undergraduate economics taken social science, education, nursing or engineering degrees. within seven years of enrolling in the M.B.A. program. A stu- Students have the opportunity to earn this academic credential dent with only 3 credits of undergraduate economics may opt in accounting while preparing for eligibility for such certifica- to take the Economics Pre-Qualification Challenge tions as the CPA, CMA, and CIA. Examination; a passing grade on that exam will waive the requirement to take the pre-qualification course.

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Degree Requirements • organizational success depends upon reliance on those who Completion of the M.S. in Accounting requires a minimum demonstrate strong leadership, management and decision- of 30 credits of approved coursework, composed of 21 credit making skills in combination with a comprehensive under- hours of required courses and 9 credit hours of accounting or standing of current practices and interdisciplinary issues in taxation electives. their field. Two restrictions apply: First, no course may be transferred if it has been applied to a prior degree. Second, a minimum of 24 Degree Requirements credit hours of coursework must be completed at the Stillman Completion of the M.S. in Professional Accounting requires School. a minimum of 30 credits of approved coursework, composed of 21 credit hours of accounting courses and 9 credit hours of Prerequisite Knowledge non-accounting courses. The only prerequisite requirements are courses in basic Three restrictions apply: financial and managerial accounting. At Seton Hall, these pre- • no course may be transferred if it has been applied to a prior requisites may be satisfied by successfully completing the degree; sequence at the undergraduate (BACC 2103, 2104) or gradu- • a minimum of 24 credit hours of coursework must be com- ate (BMBA 9103) levels. pleted at the Stillman School; and Upon acceptance into the program, all students must meet • students may not repeat courses taken previously at the with the program director to draw up a plan of study. graduate or undergraduate level. Course Sequence and Program Length Course Sequence and Program Length Candidates for the master’s degree are expected to fulfill all Candidates for the master’s degree are expected to fulfill all degree requirements within a maximum of five years after they degree requirements within a maximum of five years after they have begun their studies. The program can be completed in have begun their studies. The program can be completed in approximately 1.5 academic years (evenings only). approximately one year (evenings only). M.S./Accounting Curriculum M.S./Professional Accounting Curriculum I. Required Courses (21 credits) credits I. Accounting Courses (21 credits) BACC 7111 Accounting Theory I 3 A. Required Courses credits BACC 7112 Accounting Theory II 3 BACC 8001 Financial Accounting Seminar 3 BACC 7114 Cost Accounting 3 BACC 7122 Federal Income Taxation of Businesses 3 BACC 7121 Federal Income Taxation of Individuals 3 BACC 7123 Auditing 3 B. Accounting Electives* BACC 8001 Financial Accounting Seminar 3 Select 15 credits BLAW 7313 Uniform Commercial Code 3 BACC 7101 Financial Statement Analysis 3 BACC 7106 Financial Instruments 3 II. Elective Courses (9 credits) BACC 7114 Cost Accounting 3 Approved Accounting or Taxation electives 9 BACC 7117 International Accounting 3 Total: 30 BACC 7119 Fund Accounting 3 (Consult program director for approved electives.) BACC 7121 Federal Income Taxation of Individuals 3 BACC 7123 Auditing 3 BACC 7127 Enterprise-Wide Accounting Info. Sys. II 3 Master of Science in Professional BACC 7128 Advanced Accounting 3 BACC 7140 Healthcare Cost Management 3 Accounting (30 credits) BACC 7190 Accounting Internship I 3 Director: Reed W. Easton, J.D., LL.M., CPA BACC 7191 Accounting Internship II 3 Seton Hall’s Master of Science in Professional Accounting is BACC 7199 Directed Research 3 intended to help students meet the 150-credit hour require- BTAX Any BTAX course 3 ment, which will enable accounting majors to qualify to sit for II. Business Courses (9 credits) the CPA exam in the state of New Jersey and earn a graduate A. BLAW 7313 Uniform Commercial Code 3 degree at the same time. B. International Business Courses This curriculum, also suited for accountants seeking to Select 3 credits upgrade their skills, was developed in collaboration with top- BACC 7118 Doing Business in the Middle East 3 level specialists to provide a practical graduate accounting edu- BFIN 7216 International Finance 3 cation. It caters to those who agree that: BFIN 7235 Global Financial Markets 3 BLAW 7323 International Law 3 • those proactively securing a competitive edge in this increas- BMGT 7527 International Management in ingly innovative field will be most marketable as tomorrow’s Developing Countries 3 senior-level accounting professionals; and BMGT 7930 International Business Management 3 BMGT 7991 Management of Foreign Operations 3

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BMKT 7617 International Marketing 3 M.S./Taxation Curriculum ECON 7441 International Trade 3 I. Required courses (18 credits) credits C. Business Course Offerings BTAX 6001 Concepts of Income Determination 3 Select 3 credits BTAX 6003 Tax Research 3 Choose from approved graduate business courses at the 7000 BTAX 6005 Taxation of Corporations and level or above. BACC, BMBA, and BTAX courses will not Shareholders 3 count. BTAX 6007 Federal Estate and Gift Taxation 3 Total: 30 BTAX 6009 Tax Accounting 3 BTAX 7012 Federal Income Tax Practices *Students need to meet with program director to determine specific pro- and Procedures 3 gram of study. II. Elective courses (12 credits) (Prerequisites: As noted in course descriptions) Master of Science in Taxation BTAX 7011 Advanced Concepts of Taxation 3 BTAX 7014 “S” Corporations 3 (30 credits) BTAX 7015 Consolidated Returns 3 Program Director: Reed W. Easton, J.D., LL.M., CPA BTAX 7016 Corporate Reorganizations 3 The Master of Science in Taxation curriculum provides BTAX 7018 Executive Compensation, Pension intensive exposure to the basic areas of taxation, while permit- and Profit Sharing Plans 3 ting students to take courses designed to accommodate particu- BTAX 7020 Federal Income Taxation of Fiduciaries 3 lar specializations. BTAX 7025 Estate Planning 3 BTAX 7030 Tax Problems of Partners Prerequisite Knowledge and Partnerships 3 BTAX 7033 Multinational Tax Considerations 3 Students must successfully complete academic coursework in BTAX 7034 Business Planning 3 basic business administration subjects as a prerequisite for tak- BTAX 7037 State and Local Taxation 3 ing any courses in the program. In general, this includes suffi- BTAX 7039 Multinational Tax Seminar 3 cient understanding of economics, computer science, statistics, Total: 30 business law and the functional areas of business, such as Specific BTAX course scheduling for the three academic accounting, finance, management and marketing. Students years beginning with 2007-08 is presented below: who have not fulfilled the prerequisites need to consult the program director concerning undergraduate or graduate course Fall Spring Summer options. 2007-08 BTAX 6001 BTAX 6003 BTAX 6005 BTAX 6009 BTAX 7012 BTAX 6007 General Requirements BTAX 7016 BTAX 7018 BTAX 7030 Completion of the M.S. in Taxation degree requires 30 semester hours of coursework composed of 18 credit hours of 2008-09 BTAX 6001 BTAX 6009 BTAX 6005 required courses and 12 credit hours of elective courses. BTAX 6003 BTAX 7012 BTAX 6007 BTAX 7033 BTAX 7014 As a general rule, students must successfully complete 10 BTAX 7037 BTAX 7015 courses in taxation. A maximum of 6 credit hours of course- 2009-10 BTAX 6001 BTAX 6009 BTAX 6005 work earned in an accredited graduate taxation program may BTAX 6003 BTAX 7012 BTAX 6007 be accepted in partial satisfaction of degree requirements by the BTAX 7018 BTAX 7016 Stillman School. BTAX 7030 BTAX 7039 Two restrictions apply: • no course may be transferred if it has been applied to a prior degree; and Certificate Programs • a minimum of 24 credit hours of courses in taxation must be earned in the Stillman School. Certificate in Entrepreneurial Studies The Certificate in Entrepreneurial Studies is composed of Course Sequence and Program Length four 3-credit courses (12 credits): BMGT 7540, BMGT 7962, Students will arrange their program so that prerequisite BLAW 7319 and one graduate management elective course. knowledge requirements are met first. Required and elective The focus of the Certificate is to provide students with both a courses may be taken in any sequence as long as course prereq- theoretical basis and the practical hands-on skills they will need uisite requirements are satisfied. Candidates for the master’s to launch a new business venture and grow that business ven- degree are expected to fulfill all requirements for the degree ture successfully. This certificate is for graduate students who within five years after they have begun their studies. The pro- are interested in (1) studying entrepreneurship for their own venture in family businesses or for small companies or (2) gram can be completed in as few as two years, in consultation developing entrepreneurial skills, creative thinking and innova- with the program director. tive approaches as career-builders working for large corporations. The Certificate program provides students with an overview of the different stages of the entrepreneurial process

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and gives them the skills and knowledge they need to succeed accounting graduates and non-accountants graduates who have at each stage in the process. A student who wishes to earn the a desire to receive a focused and convenient program of study Certificate should consult with the faculty and the department in the area of taxation without the requirements for admission chair to ensure that the elective course selected is in line with to the M.S. in Taxation degree program. This certificate is the student’s academic/career objectives. designed for students who are interested in studying taxation I. Required Courses (9 credits) for their own professional practice or a venture in family busi- BLAW 7319 Products Liability ness as well as for those who are interested in developing tax BMGT 7540 Entrepreneurship skills, creative thinking and innovative approaches as a career- BMGT 7962 Managerial Negotiating builder in working for small or large corporations. II. Elective Course (3 credits) The certificate program provides students with an overview Choose one of the following courses: of the different areas of taxation and provides them with the BMGT 7599 Directed Research skills and knowledge they need to identify and resolve many BMGT 7945 Seminar on Leadership tax issues. The curriculum provides an exposure to the basic BMGT 7950 Seminar in the Management of Change areas of taxation while permitting students to take courses BMGT 9320 Managing Knowledge Workers designed to accommodate their particular interests. BMKT 7620 New Product Planning and Development Coursework in the certificate program is geared to professionals employed on a full-time basis. Most classes meet one evening Certificate in Graduate Business per week starting at 6:15 p.m. or 8:35 p.m. For additional con- The Certificate in Graduate Business allows students with a venience, some courses are also taught on Saturdays or offered 4-year undergraduate degree to obtain a broad-based founda- on-line for delivery through the internet. A student who wishes tion in business discipline knowledge. To earn the certificate, to earn the certificate should consult with the Director of students must complete 16 credits selected from the following Graduate Tax Programs to ensure that the two BTAX elective graduate business courses: courses selected are in line with his or her academic/career BMBA 9101 Decision Making I (Hub I) 4 credits objectives. BMBA 9102 Decision Making II (Hub II) 4 credits I. Required Courses (6 credits) BMBA 9103 Financial Accounting and Legal BTAX 6001 Concepts of Income Determination Considerations (Hub III) 4 credits BTAX 6003 Tax Research BMBA 9104 Human Interaction and Market Orientation (Hub IV) 4 credits II. Elective Course (6 credits) BMBA 9201 Social Responsibility 2 credits Choose two of the following courses: BMBA 9202 International Perspective 2 credits BTAX 6005 Taxation of Corporations and Shareholders Note: Students must complete all prerequisite requirements for the courses BTAX 6007 Federal Estate and Gift Taxation selected. BTAX 6009 Tax Accounting BTAX 7012 Federal Income Tax Practice and Procedure Because the certificate is not a degree, graduates from the certificate program do not participate in University Commencement Exercises. Certificate in International Business Students wishing to formally apply to the Stillman School’s Offered as part of the Master of Business Administration M.B.A. program upon completion of the certificate must fol- program, this certificate consists of interdepartmental course low the regular application process for graduate business pro- offerings. Candidates who wish to qualify for a Certificate in grams. Courses taken for the certificate can be applied to International Business must complete a minimum of 11 credit reduce the number of credits that would otherwise be complet- hours (4 courses) from the following list of courses: ed for the M.B.A. degree. 1 credits BACC 7117 International Accounting 3 Certificate in Graduate Taxation BACC 7118 Doing Business in the Middle East 3 BFIN 7216 International Finance 3 The Certificate in Graduate Taxation is composed of four 3- BFIN 7221 Risk Management* 3 credit courses (12 credits): BTAX 6001, BTAX 6003, and two BFIN 7235 Global Financial Markets 3 elective courses. The focus of the certificate is to provide stu- BHRM 7535 International Human Resource dents with both a theoretical basis and practical hands-on Management 3 skills. The certificate is dedicated exclusively to the study of BHRM 7550 Cultural Dimensions of taxation. Admission to the Certificate in Graduate Taxation International Business* 3 program requires a baccalaureate degree from an accredited col- BINT 6907 Global Strategy 3 lege or university. The completion of the Graduate BINT 9900 Seminar on the Multinational Management Admission Test (GMAT) is not required. Corporation* 3 BLAW 7323 International Law 3 The program is suitable for practicing accountants, attor- BMBA 9202 International Perspective* 2 neys, and financial planners who do not primarily practice in BMGT 6900 The Environment of Global Business* 3 the field of taxation but who wish to gain a background in that BMGT 7527 International Management in field of practice. In addition, it is an ideal vehicle for recent Developing Countries 3

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BMGT 7529 Doing Business in China 3 The certificate is awarded when the student completes five BMGT 7931 International Management 3 approved courses within three years, maintaining a 3.0 GPA. BMGT 7962 Managerial Negotiating 3 Because the certificate is not a degree, graduates from the cer- BMGT 7991 Management of Foreign Operations 3 tificate program do not participate in University BMGT 9320 Managing Knowledge Workers 3 Commencement Exercises. BMIS 7442 Electronic Commerce 3 BMKT 7615 Comparative Marketing Systems 3 BMKT 7617 International Marketing 3 Stillman Business Review and Update BMKT 7618 International Retailing 3 BMKT 7633 Cases in Strategic Marketing 3 Certificate BMKT 7993 Multinational Corporations in Any person possessing an undergraduate degree may select

the Asian Market* 2 3 all or part of the M.B.A Pre-Qualification Sequence in order to BTAX 7033 Multinational Tax Considerations2 3 enhance or update his or her professional skills. The successful BTAX 7039 Multinational Tax Seminar 3 completion of at least three segments will result in the award of ECON 7410 Global Economic Change 3 the Business Review and Update Certificate. Application is ECON 7412 The Japanese Economy 3 ECON 7441 International Trade 3 made to the Director of Graduate Admissions. 1Requires permission from the chair of the Department of Accounting & Taxation. Joint Degree Programs 2Requires permission from the director of the MS in Taxation Program. Additional electives may be approved by the program director. M.B.A./M.A.D.I.R. In addition to providing an opportunity for matriculated The M.B.A./M.A.D.I.R. is a joint degree program offered by Seton Hall graduate students to study international business, the faculties of the Stillman School of Business and the the certificate is available on a non-degree basis to qualified Whitehead School of Diplomacy and International Relations. working professionals who hold a graduate degree. For non- Completion of the program yields both a Master of Business business students, BMGT 6900 must be taken as a prerequi- Administration (M.B.A) and a Master of Arts in Diplomacy site for all other courses, except for those marked with an and International Relations (M.A.D.I.R.). asterisk (*). Program Model Certificate of Advanced Study The Certificate of Advanced Study consists of a five-course M.B.A. Program Component credits program of additional graduate education for those business I. Pre-Qualification Sequence as required (non-credit bearing) professionals who have already completed a graduate degree in II. Foundation Sequence (16 credits) business (or, for the area of Sport Management, a J.D. degree). BMBA 9101 Decision Making I 4 Students may choose five courses from one of the areas listed BMBA 9102 Decision Making II 4 below. (Students may not repeat courses for which they already BMBA 9103 Financial Accounting have earned credit.) and Legal Considerations 4 Accounting BMBA 9104 Human Interaction and Business Law Market Orientation 4 Finance Information Systems III. Essential Knowledge Sequence (2 credits) International Business BMBA 9201 Social Responsibility 2 Management IV. Concentration Courses (12/13/15 credits) Marketing Four 3-credit courses in one of the concentrations in the Pharmaceutical Management School of Business (five 3-credit courses for the Accounting Sport Management concentration; BSPM 7101 and four 3-credit courses for the Taxation Sport Management concentration). 12/13/15 In addition to the aforementioned, students also may devel- MBA credits required 30/31/33 op an individual plan of graduate coursework in consultation with a selected faculty member. This individual study plan may Diplomacy and International Relations Component center on a theme, such as portfolio management, entrepreneur- I. Required Diplomacy Core (24 credits) credits ship, small business management or international management. DIPL 6000 International Relations Theory 3 Depending upon the concentration area selected and the DIPL 6001 Politics of Cultural and Ethnic Pluralism 3 specifics of the graduate business degree possessed by the appli- DIPL 6002 International Organizations 3 cant, applicants may be required to take additional core gradu- DIPL 6003 Sustainable Development 3 ate business courses as a prerequisite to the advanced courses. DIPL 6105 International Political Economy 3 DIPL 6310 Research Methods for Policy Analysis 3 DIPL 6311 Master’s Research Project 3 DIPL 7111 Internship 3

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II. Diplomacy Electives (6 credits) M.B.A./J.D. Program Any two Diplomacy courses at the 6000 or 7000 level 6 Diplomacy credits required 30 The Stillman School and the School of Law jointly offer a Total Credits Required: 60/61/63 four-year program leading to the degrees of Master of Business Administration (M.B.A.) and Juris Doctor (J.D.). The program Notes: is available only to full-time students and may be completed in 1. M.B.A/M.A.D.I.R students do not take International Perspective four years rather than the five years usually required for the (BMBA 9202) or the Business Policy Capstone (BMBA 9400). completion of both degrees. 2. M.B.A./M.A.D.I.R students must write a Master’s Research Project Application to the joint program is open to holders of bac- under the guidance of joint Business/Diplomacy advisers. calaureate degrees from accredited colleges or universities who are not enrolled in either the School of Law or the Stillman M.S.N. in Health Systems School or who are full-time students in the first-year program Administration/M.B.A. Program at the School of Law. See page 195 for full program description. Application Procedure Candidates for admission to this program must complete Program Model separate applications for both the School of Law and the Stillman School, identifying on each application that they M.B.A. Program Component credits intend to participate in the joint program. Applications must be filed by the deadline dates specified by the School of Law. I. Pre-Qualification Sequence as required (non-credit bearing) Alternatively, students enrolled in the first-year, full-time pro- II. Foundation Sequence (16 credits) gram at the School of Law may, during that year, apply for BMBA 9101 Decision Making I 4 admission to the joint program by making application for BMBA 9102 Decision Making II 4 admission to the Stillman School, identifying themselves as BMBA 9103 Financial Accounting and candidates for the joint program and notifying the School of Legal Considerations 4 Law of their intent to seek admission to that program. BMBA 9104 Human Interaction and Market Orientation 4 Admission to the joint program requires that the student be accepted for admission at each of the respective schools and III. Essential Knowledge Sequence (2 credits) that the student’s participation in the joint program be BMBA 9202 International Perspective 2 approved separately by the admission committees of both IV. Breadth Sequence (10 credits) schools. Guided Electives 5 The M.B.A. admission procedure appears at the beginning BMBA 9306 Management and Application of IT 2 of the Stillman School section of this Catalogue. Applications BMGT 7960 Special Topics in Management 3 for the School of Law are available from the Office of V. Capstone (2 credits) Admissions, Seton Hall University School of Law, One Newark BMBA 9400 Business Policy 2 Center, Newark, NJ 07102. M.B.A. credits required 30 Applicants must take the Law School Admission Test Note: Other Breadth Sequence courses may be substituted with the (LSAT). Official transcripts from all colleges and universities approval of the program director. attended must be sent to the Law School Data Assembly Service (LSDAS), Educational Testing Service, Box 2000, Nursing Component Newton, PA 18940. The LSDAS report containing the LSAT I. Core Courses (12 credits) credits scores should be forwarded to the School of Law at the above NURS 6123 Theoretical Basis for Advanced address. Nursing Practice 3 NURS 6124 Forces in Health Care 3 Curriculum Requirements NURS 7141 Nursing Research I 3 The J.D. degree consists of 85 credits and the M.B.A. degree NURS 7143 Nursing Research II 2 of 42 credits (43 for those concentrating in sport management; NURS 7144 Nursing Research Colloquium 1 45 for those concentrating in accounting). A maximum total of II. Concentration Courses (12 credits) 12 credits may be used as cross-credits between the two pro- NURS 6224 Nursing Systems Administration 3 grams. Only courses specified by the respective schools as eligi- NURS 7307 Managed Care and ble for cross-credits may be utilized for this purpose. Under Reimbursement Systems 3 exceptional circumstances, courses not included on the list of NURS 6305 Financial/Operations Management of those eligible for cross-credits may be approved for this purpose Integrated Delivery Systems 3 by the academic deans of the law school and the business NURS 7308 Executive Internship in Health school. No required courses at either the School of Law or the Systems Administration 3 Nursing credits required 24 Stillman School may be eligible for cross-credits under the joint Total Credits Required 54 degree program.

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Because of residency requirements and other considerations, IV. Breadth Sequence (8-12 credits) the joint degree program can only be completed by students Students may cross-credit up to 12 credits between the two enrolled on a full-time basis. With the joint consent of the aca- programs. 8-12 demic deans of the School of Law and the Stillman School, V. Concentration Courses (12/13/15 credits) and for good cause, a student may be allowed to remain in the Four 3-credit courses in one of the concentrations in the program although enrolled on a part-time basis only after the School of Business (five 3-credit courses for the Accounting second year of full-time participation in the program. Such concentration; BSPM 7101 and four 3-credit courses for the approval for part-time status must be renewed every semester. Sport Management concentration). 12/13/15 No waiver of full-time status may be granted for the first two VI. Capstone years of the program. BMBA 9400 Business Policy 2 A minimum of 30 credit hours must be taken in the M.B.A. M.B.A. credits (includes cross-credits) 40-48 program at Seton Hall. No waived credits may be counted toward the completion of the J.D. degree, and the Law School J.D. Component does not permit any waiver of credits for the J.D. degree. I. Required Courses (44 credits) LAW 6001 Civil Procedure I Additional Requirements LAW 6002 Civil Procedure II Students in the joint program must complete TAXN 7112 LAW 6003 Legal Research & Writing I Taxation I at the Law School and are, therefore, not eligible to LAW 6004 Legal Research & Writing II take BACC 7121 Federal Income Taxation of Individuals at the LAW 6005 Contracts Stillman School. LAW 6008 Torts I LAW 6010 Property I Advising LAW 6011 Property II Students in the joint degree program must have their course LAW 6014 Criminal Law LAW 6015 Constitutional Law schedules approved by the joint program advisers in both the CORP 7131 Business Associations School of Law and the Stillman School. The procedure for MTCT 7151 Appellate Advocacy such approval will be established by the respective schools, and PRMD 7201 Evidence students in the program should consult the joint program TAXN 7112 Federal Income Taxation adviser at each school. Where courses with similar content are HIPH 7504 Professional Responsibility offered by the two schools, students may complete such courses at either school (except as noted above), but may not take the II. Trial Practice & Advanced Legal Writing Requirements (4-7 credits) courses at both schools. III. Elective Courses (34-37 Credits) Pattern of Study Students may cross-credit up to 12 credits between the two Students in the joint degree program spend their first year of programs. study completing the regular first-year curriculum of the J.D. credits (includes cross-credits) 85 School of Law. During the second and subsequent years, stu- Less: Cross-credit savings 12 dents complete the program by taking credits at both the Total Joint Degree Credits 113-121 Stillman School and the School of Law. B.A. or B.S./M.B.A. Program Program Model The College of Arts and Sciences and the Stillman School offer a joint program that leads to two degrees: a bachelor’s M.B.A. Program Component credits degree in a liberal arts or science and a Master of Business I. Pre-Qualification Sequence as required (non-credit bearing) Administration. The unique feature of this program is that both degrees can II. Foundation Sequence (14/15 credits) be earned in five years. By carefully selecting courses, the stu- BMBA 9101 Decision Making I 4 dent can complete the requirements for both degrees in as few BMBA 9102 Decision Making II 4 as 160 credit hours. The student spends the first three years BMBA 9104 Human Interaction taking arts and sciences courses. After the completion of 75 and Market Orientation 4 credit hours, the student applies for the M.B.A. program. Choose one of the following: Students must meet all requirements for admission to the BMBA 9305 Management Accounting 2 M.B.A. program, including earning a GMAT score of 500 or BACC 6101 Financial Accounting 3 higher and attaining an undergraduate GPA of 3.0 or above. If III. Essential Knowledge Sequence (4 credits) accepted, the student takes a mixture of arts and sciences and BMBA 9201 Social Responsibility 2 business courses in the fourth year. The fifth year is reserved BMBA 9202 International Perspective 2 exclusively for graduate business courses. When the student has completed all undergraduate degree requirements and 130 credit hours, the student receives a bachelor’s degree. After completing the M.B.A. requirements and a minimum of 160 total credit hours, the student also receives an M.B.A.

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Purpose 3. M.B.A. Pre-Qualification Sequence. The purpose of the program is twofold: 4. M.B.A. curriculum credit-bearing courses: Foundation 1. Students receive a broad-based undergraduate education. Sequence, Essential Knowledge Sequence, Breadth Students major in an arts and sciences discipline to gain a Sequence, Concentration Courses and the Business Policy broad perspective in the humanities and social and physical Capstone. sciences and a comprehensive grasp of one arts and sciences Consult course descriptions for more details. If these require- major; ments can be met in fewer than 160 credit hours, students may 2. Students begin graduate coursework while completing a take elective courses to complete the 160 credit-hour minimum. bachelor’s degree. This enables the arts and sciences student to obtain an M.B.A. with one additional year of study. Course Descriptions Basic Principles and Requirements Course descriptions provide information on offerings for the 2007- In offering this program, Seton Hall operates on three basic 08 academic year. All courses are run subject to enrollment and fac- principles: ulty deployment within each department. 1. Students must complete their undergraduate arts and sciences courses and fulfill the requirements for an undergrad- Integrated M.B.A. Courses uate major; BMBA 8009 Legal Studies Pre-Qualifier 2. Students must apply for and gain admission to the M.B.A. The course provides an overview of the American legal process; program after the completion of a minimum of 75 credit an introduction to the relationship between law and business hours in arts and sciences; and with special emphasis on the law of contract. no credits 3. The joint program requires a minimum of 160 credit hours; within this number, a student completes specified BMBA 8010 Accounting Pre-Qualifier arts and sciences requirements, an undergraduate arts and The course provides the foundation for understanding how sciences major field, and the specified M.B.A. curriculum. accounting information serves decision-makers in the global The breakdown of the minimum 160 credit hours is as follows: business world. The course focuses on the basics of accounting and reporting, outlining the composition and interrelationship 1. Students complete the core curriculum of the College of of the primary financial statements and the principles that Arts and Sciences and major field requirements. The total underlie their preparation. no credits credits vary depending upon the requirements of the major field. BMBA 8011 Economics Pre-Qualifier 2. Students complete the following undergraduate and gradu- The course provides an introduction to or review of both ate business courses: micro and macro economics principles. Topics covered include major economic systems, forces of supply and demand and credits BLAW 2301 Legal Foundations of Business 3 their effect on equilibrium prices, various markets, government BACC 2103 Financial Accounting 3 intervention and regulation, fiscal policy and international eco- BMBA 9103 Financial Accounting and Legal nomic issues. no credits Considerations (Hub III) 4 BMBA 9104 Human Interaction and BMBA 8013 Finance Pre-Qualifier Market Orientation (Hub IV) 4 Introduction to the principles of finance for incoming MBA BMBA 9201 Social Responsibility 2 students with very limited finance backgrounds. Topics deal BMBA 9202 International Perspective 2 with the terms and tools of basic finance: money and capital 3. Remaining M.B.A. curriculum requirements, including 12- markets, time value of money, capital budgeting, asset pric- 15 credits in the selected concentration area, are fulfilled by ing/portfolio analysis and derivatives. no credits taking graduate business courses. BMBA 8018 Mathematics Pre-Qualifier The total credit hours consist of 118 undergraduate credits The course will review a variety of mathematical concepts and and 42-45 graduate business credits. Students must consult their applications to the business setting. Elementary algebra their major advisers in the College of Arts and Sciences for spe- and calculus techniques will be the primary focus, and special cific information. Graduate course information is available attention will be paid to the manner in which they can be used through the Stillman School’s Student Information Office, in the modeling of basic business situations. no credits Jubilee Hall, Room 526, (973) 761-9222. BMBA 8019 Statistics Pre-Qualifier The course introduces and develops an understanding of statis- B.A./M.B.A. Curriculum tical concepts and methods as tools in the managerial decision- 1. Arts and Sciences Core Requirements. making process in the face of uncertainty. Descriptive statistics, probability and probability distributions and statistical infer- 2. Major Fields: anthropology, art history, biology, chemistry, ence will be discussed. Linear regression and correlation also classical studies, communication, economics, English, fine will be introduced. Emphasis will be placed on the student’s arts, history, modern languages, music history, political sci- ability to identify appropriate statistical tools for analysis in a ence, psychology, religious studies, and sociology. variety of business-related problems. no credits

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BMBA 8020 MIS I Pre-Qualifier – Software Personal tions, and to implement them. This course provides (1) an Productivity Tools overview of theories and behavioral and social science The course familiarizes students with the software productivity approaches to more effective management of complex organiza- tools used in business today. The class focuses on the use of tions; and (2) an overview of the marketing management Microsoft Excel. Topics covered include worksheet construc- process to better understand buyers and buying behavior and tion, use of simple equations, creation of graphs and charts and more effectively manage the delivery of value to an organiza- sorting/filtering of data. no credits tion’s stakeholders. Offered: Fall, Spring, Summer. 4 credits BMBA 8021 MIS II Pre-Qualifier – Computer Systems BMBA 9201 Social Responsibility Fundamentals The course will examine the relationship of the business enter- The course introduces students to computer concepts and how prise to its stakeholders and raise questions about the social and computers are used in the business world. Topics covered ethical conduct of the enterprise. A case presentation, a round include hardware basics and functions, networking concepts table discussion and the creation of a corporate code of con- and communication devices, Internet fundamentals, and oper- duct are requirements. Offered: Fall, Spring, Summer. 2 credits ating systems fundamentals. no credits BMBA 9202 International Perspective BMBA 9101 Decision Making I (Hub I) This course is designed to introduce the graduate student of An integrated approach to decision making, with emphasis on business to the world of international business, international quantitative methods in economics and finance. Topics include trade and political economy. These subjects are approached model estimation, demand and supply, revenue, production, from the viewpoint of a generalist, offering information and cost, money, interest rates, business cycles, valuation, return, insights from the broad perspectives of business, economics, risk, capital budgeting, asset pricing and derivatives. finance, political and economic geography, risk management, Prerequisite: Pre-Qualification Sequence (BMBA 8009, 8010, marketing, ethics and international law. Through an introduc- 8011, 8013, 8018, 8019, 8020, 8021) or equivalent. Offered: tion to these fields, it is expected that students will gain a core Fall, Spring, Summer. 4 credits understanding of the concepts, ideas and vocabulary of international business. Offered: Fall, Spring, Summer. 2 credits BMBA 9102 Decision Making II (Hub II) The focus of this course is on helping students learn: (1) the basics of information technology (IT) and how IT is used M.B.A. Breadth Sequence effectively by organizations and (2) quantitative analysis skills Eight credits to be selected from the following 2-credit courses or that are essential to function effectively as a business profes- from any 3-credit offering outside of the student’s concentration area(s). sional. Problem formulation strategies, decision making methodologies and analytical reasoning from operations BMBA 9301 E-Commerce research will make information technology concepts more Information technologies and the Internet are rapidly trans- meaningful and help students make better decisions regarding forming business relationships and changing the competitive the management of IT as a strategic resource. Students will also dynamics of the marketplace. The digitalization of information, learn how technology can be used to enhance the formulation along with globalization and deregulation of industries has cre- and development of commonly encountered business problems ated an economy characterized by rapid technological innova- and to solve them effectively. Prerequisite: Pre-Qualification tion and increasingly shorter product and service life cycles. Sequence in MIS, Math and Statistics (BMBA 8018, 8019, Companies are adopting technology to extend market reach, 8020, 8021) or equivalent. Offered: Fall, Spring. 4 credits improve quality of customer service and increase productivity. Marketing professionals must transform product, service, pro- BMBA 9103 Financial Accounting and Legal Considerations motion, pricing and distribution strategies that have been effec- (Hub III) tively used previously. This course provides an overview of how This course covers various accounting and legal issues that new IT create value within the exchange process between com- business professionals need to know to succeed in a business panies and consumers and illustrates how several key business environment. Topics covered include: asset valuation issues; lia- strategies benefit from new IT, particularly in the context of bilities; footnote disclosures; financial statement analysis; stock- marketing. No prerequisites required. Offered: Irregularly. holders’ equity; cost behavior; cost-volume-profit analysis; ethi- 2 credits cal issues; business associations and introductions to antitrust BMBA 9302 Economics of Strategy and employment laws. Prerequisite: Pre-Qualification courses Case selections offers a range of managerial problems demon- in Legal Studies and Accounting (BMBA 8009 and 8010) or strating the application of production, location and game theo- equivalent. Offered: Fall, Spring. 4 credits ry and other microeconomic optimal decision path tools. BMBA 9104 Human Interaction and Market Orientation Prerequisite: BMBA 9101. 2 credits (Hub IV) BMBA 9303 Financial Markets and Institutions This course offers an integrative environment in which the stu- Overview of the structure and function of the markets for dents will be able to develop skills to analyze strategic manage- financial assets, including various forms of money, stocks, ment and marketing problems, to develop appropriate solu- bonds and the institutions that help to drive these markets. Prerequisite: BMBA 9101. Offered: Irregularly. 2 credits

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BMBA 9304 Leadership and Team Building BMBA 9313 (BMGT 7970) Internet Strategy The process of providing a vision, standing on principle and The Internet has had a phenomenal impact on the competitive sponsoring an atmosphere that develops leaders is the focus of advantage of industries and individual firms, and just about this course. The importance of how we must work together in everyone has to work in businesses with Internet content. This a team atmosphere is emphasized. Concerns of the business issue-oriented seminar course is designed to offer students the world such as trust, empowerment, globalization and the concepts and tools to analyze and formulate new business mod- increased influence of technology will be explored. Students els and to develop competitive strategies in the Internet econo- will be exposed to the differences between leadership and man- my. No prerequisites required. Offered: Summer. 2 credits agement and, through experimental learning, will develop techniques to improve their skills. No prerequisites required. BMBA 9314 Risk and Insurance 2 credits Analysis of risk and the methods of risk bearing, basic insurance contracts: life, property, casualty and surety; claim control BMBA 9305 Management Accounting and loss prevention; non-insurable risks; social insurance. No The course describes how to use accounting as an internal prerequisites required. 2 credits management tool. Topics covered include: product costing, process costing, job-order costing, variance analysis, make or BMBA 9316 Legal Issues in Estate Planning buy decisions, adding or dropping a product line, relevant costs A current review of the Law relating to personal property, real and costing of special orders. Prerequisite: BACC 6101, BMBA property and conveyance; the Law of decedents estates; duties 9103 or equivalent. 2 credits of executors, administrators and trustees; financial implications of estate planning. No prerequisites required. Offered: BMBA 9306 Management and Application of Information Summer. 2 credits Technology The combination of powerful technology developments and BMBA 9317 (BQUA 7825, BMKT 7621) Supply Chain global business opportunities has led to the creation of new Management challenges and opportunities for the management of Firms in many industries are scrambling to develop innovative Information Technologies (IT) in organizations. This course ways to move products from raw materials through manufac- focuses on how to understand and take advantage of the new turing to customers more quickly and efficiently. This course technologies to achieve organizational goals. Prerequisite: examines many of the recent innovations in this area. Through BMBA 9102. 2 credits this course students will (a) recognize salient strategic challenges and opportunities for managing supply chains; (b) learn BMBA 9307 (BMKT 7633) Cases in Strategic Marketing to use several basic analytical tools to assess performance trade- This course incorporates current developments in marketing offs and support decision making; (c) become familiar with the strategic thinking to further acquaint students with the present- core supply chain concepts and strategies that have been adopt- day challenges of marketing activities. The course provides an ed by leading companies and (d) review emerging supply chain opportunity to further develop an understanding of the scope, strategies facilitated by Internet technology. Prerequisite: importance, and process of marketing as a system. Through BMBA 8019 or permission of the instructor. Offered: Spring. practical illustrations, the course forwards a deeper understand- 2 credits ing of the development and evaluation of marketing plans, strategies and action programs. Prerequisites: BMBA 9101, BMBA 9319 (BMGT 9320) Managing Knowledge Workers 9102, 9103 and 9104. Offered: Summer. 2 credits This course covers the emergence and management of a new powerful breed of organizations - knowledge organizations - BMBA 9308 (BQUA 6802) Operations Management that thrive on knowledge and human creativity. The course will Provides the foundation and stresses the insights necessary for provide an in-depth understanding of these organizations and analytical managerial decision making. Emphasis on problem will adapt and update available management principles and modeling and particularly on the significant role of the manag- techniques. It will expose students to new and organization- er in the model building process. Prerequisite: BMBA 9102. specific practices that are suitable to managing employees who Offered: Fall. 2 credits possess special cutting-edge knowledge and the ability to transform it into contemporary marketable goods and services. BMBA 9309 Topics in Commercial Law Managing Knowledge Workers will also cover psychological Topics include an overview of contract law and principles of and sociological needs of these employees, in particular those bankruptcy law. Examination of the Uniform Commercial belonging to Generations X and Y. With the help of assessment Code; in particular, sales, commercial paper, secured transac- instruments, students will learn how to identify and design tions and warranties. No prerequisites required. Offered: knowledge organizations for their efficient operation, as they Irregularly. 2 credits cannot be managed in traditional ways. No prerequisites BMBA 9310 and 9311 MBA Internships (maximum of 6 required. Offered: Fall, Summer. 2 credits credits) Students obtain positions with companies in order to obtain hands-on experience in their chosen field. No prerequisites required. 3 credits each

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BMBA 9325 Market Forms and Economic Behavior recovery planning, and security law and ethics. Emphasis is on Theory should predict behavior. This course explores that the role of general management in securing corporate assets notion by presenting market structural patterns and the con- such as data and the responsibilities of management in the duct of business. Experimental. 2 credits evaluation, adoption, deployment and maintenance of information systems. Offered: Fall. Experimental. 2 credits BMBA 9330 (BMIS 7735) Strategic Information Technology An alarming number of today’s business professionals lack a BMBA 9335 (BQUA 7835) Managing Service Operations basic understanding of how information technology (IT) func- The service sector is the largest component of all developed tions in a business. This course will address this deficiency by economies. Yet, recent evidence suggests that productivity in demonstrating: (1) how easy it is to understand technology service firms has substantially lagged that in the manufacturing operations in the business environment, (2) how to capitalize sector and customer satisfaction with service firms has been on the strategic use of technology for competitive advantage steadily declining. This course compares service and manufac- through effective planning, and (3) how to devise and utilize turing organizations, exposes students to major issues involved tools and techniques to drive business professionals to effective in designing and managing service delivery systems, and strategic and tactical alignment of IT within their own environ- demonstrates how quantitative and qualitative methodologies ment. Topics to be covered are hardware, software, organiza- can be used to improve quality and productivity in service tional design, technology planning, technology budgeting, organizations. Operating issues related to both the “pure” serv- technology implementation, business and system architecture ice sector (e.g., banking, health care, travel and tourism, and ethical usage of technology. Experimental. Offered: Every telecommunications, transportation) and service functions of other year. 2 credits the manufacturing sector (e.g., customer service, financing, and information management) will be examined. Prerequisite: BMBA 9331 Law in the Media BMBA 8019 or permission of the instructor. Offered: Fall. The course explores the manner in which law, the legal system 2 credits and important legal issues are portrayed in film. Students will view classic films that have shaped public perceptions about BMBA 9400 Business Policy: Capstone law; they will critique the content of these films and review This capstone course addresses the strategic issues in a competi- constitutional law cases related to the legal issues involved. No tive and global business environment; integrates functional and prerequisites required. Offered: Summer. 2 credits tool courses in a comprehensive framework for managing an organization; and uses computerized simulation that provides BMBA 9332 (BMIS 7728) Business Modeling for Decision student teams with an opportunity to coordinate production, Support marketing and financial objectives and decisions in strategic Businesses today operate in very complex and dynamic envi- and operating plans. This course is normally taken in the last ronments. Effective decision making under such conditions semester of the program. Prerequisites: BMBA 9101-9104, demands that managers become systems thinkers - thinkers BMBA 9201-9202. Offered: Fall, Spring, Summer. 2 credits who can build models encompassing the many factors and complex interactions that play a role in the outcomes of decisions. The course is very application oriented, and we will Department of Accounting and build and study models in several functional areas and some Taxation public policy situations as well. This course covers the area of System Dynamics and focuses on modeling techniques to Accounting enable participants to go beyond simplistic mental models and to build powerful models of business situations. These models BACC 6101 Financial Accounting can be simulated on a computer in order to forecast the out- Basic theory of accounts, types of books and forms. Principles comes. Such models have often been called “Business Flight of accounting as applied to proprietorships, partnerships and Simulators.” Offered: Spring. Experimental. 2 credits corporations. Ethical role of accounting is discussed. Offered: Irregularly. 3 credits BMBA 9333 (BMIS 7733) Managing Information Security This course provides an overview of information security man- BACC 7101 Financial Statement Analysis agement. Today, organizations require information to be avail- The objective of this course is to provide students with the able at any time, from any location. This has a tremendous skills necessary for analyzing financial statements. The lectures impact on the design of secure information systems. The course and assigned cases adopt a user-oriented perspective. This analyzes information security from a technical, social, business course will help students enhance their understanding of the and managerial point of view. How we manage the design, accounting process and develop an ability to interpret financial development, and implementation of secure IT infrastructures, information. Topics covered include ratio analysis, cash flows, networks, databases, and information systems to support every inventories and off-balance sheet activities. Valuation models, function of the business will be explored. Key topics covered including asset-based as well as discounted cash flow models, will be access control systems, encryption, network security, are also discussed. Special emphasis is placed on the effect of security management practices, best practices for developing accounting principles on the reported results of operations, secure applications and systems, business continuity - disaster cash flows and ratios. Offered: Fall. Prerequisite: BACC 6101, BMBA 9103 or the equivalent. 3 credits

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BACC 7106 Financial Instruments Opinions of the Accounting Principles Board, the Financial The course provides an overview of the nature and uses of both Accounting Standards Board and other significant pronounce- traditional and derivative financial instruments. The benefits ments on accounting principles. 3 credits and risks associated with issuing and holding various financial instruments will be examined, along with the financial report- BACC 7126 Enterprise-Wide Accounting Information ing consequences of their use. The course will consider widely Systems I used instruments such as bonds, options, futures and swaps, as The course is designed to provide an understanding of the roles well as more complex and innovative types of contracts. of accounting information and information technology in the Prerequisite: BACC 6101, BMBA 9103 or the equivalent. decision-making and operational support of the firm. Offered: Summer. 3 credits Relational databases and data modeling are covered in significant detail. Students will become familiar with the revenue, BACC 7111-7112 Accounting Theory I-II expenditure, conversion and general ledger transaction process- Comprehensive overview of generally accepted accounting ing subsystems. Students will develop an awareness of the principles. Financial statements for going concerns: measure- impact of accounting information systems on managerial deci- ment, recognition and disclosure requirements of financial sions as well as organizational competitiveness. Students will reporting. Prerequisite for BACC 7111: BACC 6102, BMBA also learn about the role of information technology and 9103 or the equivalent. Offered: Fall, Spring. Each class is accounting information systems in facilitating e-commerce. 3 credits each Prerequisite: BACC 7112 or equivalent with a grade of C- or better. Offered: Fall. 3 credits BACC 7114 Cost Accounting Cost systems used in business organizations. Valuation of assets BACC 7127 Enterprise-Wide Accounting Information and distribution costs, effective methods of cost analysis and Systems II control. Standard costs. 3 credits This course will provide participants with a clear understanding of various enterprise applications like accounting, contracts, BACC 7117 International Accounting Diverse accounting practices employed by different countries, work orders, materials requirement planning and process man- their causes - rooted in custom, law, tax practices and econom- ufacturing. Each application will be studied through an exten- ics - and their effect on the interpretation of financial state- sive REA model. In addition, the course will cover important ments. Problems of consolidation. Role of accounting in con- issues including information systems security and auditing, trolled economies. Prerequisite: BACC 6102, BMBA 9103 or evaluation and implementation of information systems. Students will apply topics relating to controls and security to the equivalent. Offered: Fall. 3 credits an enterprise-wide information system. Prerequisite: BACC BACC 7118 Doing Business in the Middle East 7126. Offered: Spring. 3 credits Diverse reporting and business practices that are predominant in the countries in the Middle East. Note: This course does not BACC 7128 Advanced Accounting count as part of either an M.B.A. or M.S. Accounting concen- Course focuses on accounting for investments, including business combinations, and foreign currency accounting. Foreign tration. 3 credits currency financial statements, segment reporting and other BACC 7121 Federal Income Taxation of Individuals advanced accounting topics are covered as well. Prerequisite: Case study of federal income tax legislation with special atten- BACC 7112 with a grade of C- or better. Offered: Spring. tion to preparation of individual returns. 3 credits 3 credits BACC 7122 Federal Income Taxation of Business BACC 7140 Healthcare Cost Management Case study of federal income tax legislation with special atten- The course seeks to study cost management in the context of tion to preparation of corporate returns. 3 credits the healthcare industry. The course will teach how cost and managerial accounting techniques may be used to facilitate the BACC 7123 Auditing Standards and Problems development and implementation of business strategies in the Case study of effective auditing procedures. Detection of fraud context of the needs of the healthcare industry. The course will by analysis of accounts. Current finds of the American Institute use a combination of lectures and case studies. 3 credits of Certified Public Accountants and the Securities and Exchange Commission. 3 credits BACC 7190-7191 Accounting Internship I-II Prerequisite: permission of accounting chair. 3 credits each BACC 7124 Comprehensive Accounting Problems Accounting changes and error analysis, cash flow, leases, pen- BACC 8001 Financial Accounting Seminar sions, foreign currency translation, fund accounting, ethics in A capstone accounting course designed to see how students accounting and other current topics. 3 credits handle somewhat ambiguous accounting problems. The course is largely a case-study course with students expected to do sig- BACC 7125 Advanced Accounting Theory nificant accounting research with many written reports. Partnership formation and liquidation problems, consolidated Prerequisite: BACC 7123 or the equivalent. Offered: Summer. corporate financial statements, accounting for fiduciaries and 3 credits reporting to the Securities and Exchange Commission.

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Taxation Elective Courses

Required Courses BTAX 7011 Advanced Concepts of Taxation Concepts and problems in selected areas of taxation, i.e., the BTAX 6001 Concepts of Income Determination interrelationship of different taxes; tax minimization principles; Understanding the provisions of the Internal Revenue Code characteristics of taxable entities, such as collapsible corpora- that affect determination of income, exclusions, deductions and tions, personal holding companies; accumulated earnings tax; other elements to arrive at taxable income. The emphasis of assignment of transfer or income; sales and exchanges of prop- this course is learning to recognize issues and arrive at conclu- erty; tax accounting principles and valuation problems. sions. Offered: Fall. 3 credits Prerequisites: BTAX 6001. Offered: Irregularly. 3 credits BTAX 6003 Tax Research BTAX 7014 S Corporations Study of successful methodology of research in federal taxation Deals in-depth with the provisions of Subchapter S of the applied to the solution of both routine and complex tax prob- Internal Revenue Code, covering such material as uses of S lems. Topics include research sources, materials and tools, Corporations, eligibility to elect S Corporation status, termina- including court reporters, government documents, IRS rulings, tion of S Corporation status, taxation of income, losses and professional periodicals, tax services and citators, and comput- deductions, distributions, basis of S Corporation stock and pit- erized tax research. Offered: Spring 2008, Fall 2008, Fall 2009. falls. Offered: Summer 2009. 3 credits 3 credits BTAX 7015 Consolidated Returns BTAX 6005 Taxation of Corporations and Shareholders Intensive study in determining if an affiliated group of corpora- Tax treatment of events in the life of a corporation, with tions should elect to file a consolidated return. Topics covered emphasis on problems and relationships between corporations include eligibility, consolidated return election, deferred inter- and shareholders. Subject matter includes transfers on organiz- company transactions, annual investment adjustments, basis ing a corporation, dividend distributions, stock redemptions, and disposition of stock of subsidiaries, excess loss account, partial liquidations and corporate liquidations. Offered: deemed dividend election and rules for separate return limita- Summer. 3 credits tion year, as well as tax advantages and disadvantages of filing a consolidated return. Prerequisites: BTAX 6001, 6003, 6005, BTAX 6007 Federal Estate and Gift Taxation 6009, 7016. Offered: Summer 2009. 3 credits Study of the provisions of the federal estate tax and gift tax, including taxable transfers, gross estate, allowable deductions BTAX 7016 Corporate Reorganizations and credits. Offered: Summer. 3 credits The tax implications of transfers of stock, securities and property in connection with corporate acquisitions, combinations BTAX 6009 Tax Accounting and separations along with the impact of these transactions on Deals with federal income tax consequences and planning with tax liabilities and personal planning of the individual owners respect to adoption of and change in accounting methods; are presented. Acquisitive and divisive reorganizations, and income recognition and deduction allowance under the cash carry over and limitations of tax attributes also are covered. and accrual methods and installment reporting. Also covered is Prerequisites: BTAX 6001, 6003, 6005, 6009. Offered: Fall inventory accounting, including LIFO; adoption of and change 2007, Summer 2010. 3 credits in accounting periods; time value of money; transactional concepts, including the annual accounting concept, the claim of BTAX 7018 Executive Compensation, Pension and Profit right doctrine, and the tax benefit rule; and income tax alloca- Sharing Plans tions for financial reporting. Offered: Fall 2007, Spring 2009, Deferred compensation plans for executives and employees are Spring 2010. 3 credits discussed. Topics covered include qualification and operation of pension and profit sharing plans, including eligibility of cover- BTAX 7012 Federal Income Tax Practice and Procedure age; vesting; funding; terminations; stock options. The course The organization and functions of the Internal Revenue also looks at employee stock ownership plans; plans of self- Service, the role and regulation of the tax practitioner, adminis- employed individuals; Individual Retirement Accounts and trative appeals and settlement opportunities and appeals to the Section 401(k) plans. Prerequisites: BTAX 6001, 6003, 6005, courts. Provisions of the Internal Revenue Code involving 6007. Offered: Summer 2008, Fall 2009. 3 credits assessment, collections, waivers, claims, civil and criminal penalties, statute of limitations and transferee liability. Requests BTAX 7020 Federal Income Taxation of Fiduciaries for rulings and the application of the Freedom of Information Taxation of income to fiduciaries, beneficiaries, grantors and and Privacy Acts in tax cases. Offered: Spring. 3 credits other parties are discussed, along with income in respect to decedent; taxation of simple and complex trusts; operation of the throwback rule; and income and deductions included in the decedent’s final return. Prerequisites: BTAX 6001, 6003, 6007. Not offered 2007-09. 3 credits

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BTAX 7025 Estate Planning Department of Computing and Course includes an intensive consideration of the techniques of estate planning through lifetime and testamentary transfers and Decision Sciences the use of postmortem options. Items considered include valuation problems, recapitalization methods, buy-sell agreements, Information Systems private annuities, apportionment of the tax burden and other BMIS 6701 or BMBA 9102 is a prerequisite for all other BMIS techniques available to the planning of estates. Prerequisites: courses. BTAX 6001, 6003, 6005, 6007. Not offered 2007-09. 3 credits BMIS 7711 Database Systems Introduction to the concepts of database technology. The stu- BTAX 7030 Tax Problems of Partners and Partnerships dent is provided with a broad understanding of database sys- An in-depth analysis of the federal tax rules governing partners tems, their use by management and the major considerations in and partnerships contained in Subchapter K of the Internal their design and implementation. Offered: Irregularly. 3 credits Revenue Code. Subjects include the aggregate and entity theories; partnership formation, operation, and reorganization; dis- BMIS 7723 System Analysis and Design tributions; liquidations; sale or other dispositions of a partner- Introduction to object-oriented analysis and design. Topics cov- ship interest (including retirement or death of a partner); tax ered are use-cases, analysis and design object models, interac- effects of the admission of new partners; transactions involving tion diagrams, sequence diagrams and unified modeling lan- unrealized receivables and substantially appreciated inventory guage (UML). Prerequisite: BMIS 7711. Offered: Irregularly. items and special basis adjustments. Offered: Summer 2008, 3 credits Fall 2009. 3 credits BMIS 7727 Business Telecommunication BTAX 7033 Multinational Tax Considerations This course provides an overview of the telecommunications U.S. jurisdiction to tax on the basis of citizenship, source of industry, together with the underlying technologies and prod- income and other conflicts are examined. Includes taxation of ucts and services offered. The subject matter also includes the U.S. citizens abroad; resident and nonresident alien individuals role of telecommunications in businesses today and a discus- and corporations; the concept of income, which is effectively sion of the challenges of managing telecommunications in connected with U.S. business. Also covered are taxation of organizations. Experimental. Offered: Irregularly. 3 credits domestic entities doing business abroad and controlled foreign BMIS 7728 (BMBA 9332) Business Modeling for Decision corporations; foreign tax credits; intercompany pricing and Support allocation; and foreign sales corporations. Prerequisites: BTAX Businesses today operate in very complex and dynamic envi- 6001, 6003, 6005, 6009. Offered: Fall 2008. 3 credits ronments. Effective decision making under such conditions BTAX 7037 State and Local Taxation demands that managers become systems thinkers - thinkers Includes the common types of taxes imposed by state and local who can build models encompassing the many factors and governments, including franchise, net income, gross receipts, complex interactions that play a role in the outcomes of deci- and sales and use taxes; and the taxation of multi-state busi- sions. The course is very application oriented, and we will nesses. Taxation by the states of New Jersey and New York and build and study models in several functional areas and some emphasis on the taxation of businesses are examined. Offered: public policy situations as well. This course covers the area of Fall 2008. 3 credits System Dynamics and focuses on modeling techniques to enable participants to go beyond simplistic mental models and BTAX 7039 Multinational Tax Seminar to build powerful models of business situations. These models Advanced seminar covering tax problems involved with inter- can be simulated on a computer in order to forecast the out- national business transactions, including citizenship; source of comes. Such models have often been called “Business Flight income, and other contacts; taxation of U.S. citizens abroad, Simulators.” 3 credits resident and nonresident alien individuals and corporations; the concept of income that is effectively connected with U.S. BMIS 7733 (BMBA 9333) Managing Information Security business; taxation of domestic entities doing business abroad; This course provides an overview of information security man- controlled foreign corporations; and foreign tax credits; inter- agement. Today, organizations require information to be avail- company pricing; allocation and apportionment of domestic able at any time, from any location. This has a tremendous expenses. Prerequisites: BTAX 6001, 6003, 6005 and 6009. impact on the design of secure information systems. The course Offered: Summer 2010. 3 credits analyzes information security from a technical, social, business and managerial point of view. How we manage the design, development, and implementation of secure IT infrastructures, networks, databases, and information systems to support every function of the business will be explored. Key topics covered will be access control systems, encryption, network security, security management practices, best practices for developing secure applications and systems, business continuity - disaster

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recovery planning, and security law and ethics. Emphasis is on BQUA 7835 (BMBA 9335) Managing Service Operations the role of general management in securing corporate assets The service sector is the largest component of all developed such as data and the responsibilities of management in the economies. Yet, recent evidence suggests that productivity in evaluation, adoption, deployment and maintenance of informa- service firms has substantially lagged that in the manufacturing tion systems. Experimental. Offered: Fall. 3 credits sector and customer satisfaction with service firms has been steadily declining. This course compares service and manufac- BMIS 7735 (BMBA 9330) Strategic Information Technology turing organizations, exposes students to major issues involved An alarming number of today’s business professionals lack a in designing and managing service delivery systems, and basic understanding of how information technology (IT) func- demonstrates how quantitative and qualitative methodologies tions in a business. This course will address this deficiency by can be used to improve quality and productivity in service demonstrating: (1) how easy it is to understand technology organizations. Operating issues related to both the “pure” serv- operations in the business environment, (2) how to capitalize ice sector (e.g., banking, health care, travel and tourism, on the strategic use of technology for competitive advantage telecommunications, transportation) and service functions of through effective planning, and (3) how to devise and utilize the manufacturing sector (e.g., customer service, financing, and tools and techniques to drive business professionals to effective information management) will be examined. Prerequisite: strategic and tactical alignment of IT within their own environ- BMBA 8019 or permission of the instructor. Offered: Fall. ment. Topics to be covered are hardware, software, organiza- 3 credits tional design, technology planning, technology budgeting, technology implementation, business and system architecture and ethical usage of technology. Experimental. Offered: Every Department of Economics other year. 3 credits BMBA 9101 is a prerequisite for all ECON courses. ECON 7410 Global Economic Change Quantitative Analysis Exposes students to the emerging weave of forces of global BMBA 9102 is a prerequisite for all BQUA courses. change, privatization, economic and human development, and BQUA 6802 (BMBA 9317) Operations Management green markets as presented with cases. 3 credits Provides the foundation and stresses the insights necessary for ECON 7412 The Japanese Economy analytical managerial decision making. Emphasis on problem A comprehensive and comparative study of the Japanese econo- modeling and particularly on the significant role of the manag- my: financial markets, foreign trade, monetary and fiscal poli- er in the model building process. Prerequisite: BMBA 9102. cies. Topics also include selected industries, distribution sys- Offered: Fall. 3 credits tems, marketing methods, management styles, financial BQUA 7819 Business Forecasting accounting and asset pricing. Analytical and institutional Forecasting function in the organization. Introduction to vari- approaches are used to explain and identify developing trends. ous forecasting techniques, including smoothing and decompo- 3 credits sition methods, regression analysis, time series analysis, ARIMA ECON 7441 International Trade modeling, and other econometric methods. Emphasis on oper- This course focuses on the theory, conduct and current policy ational expertise in generation of forecasts using each of these problems of international trade. An examination of the theoret- methods; interpretation of the forecasts and assessment of the ical and empirical basis of why we trade is followed by the implications for the decision-making process. Not offered mechanics of how we trade such as documentation, shipping, 2007-08. 3 credits customs clearance, payment systems, exchange rates, barriers to BQUA 7825 (BMBA 9317, BMKT 7621) Supply Chain trade, trading blocs, global e-trading and multinationals. In Management addition, an analysis of contemporary public policy Firms in many industries are scrambling to develop innovative (MFN/NTR), international agreements (WTO/GATT, ways to move products from raw materials through manufac- NAFTA, EU, IMF, OPEC, APEC) and the World Bank are turing to customers more quickly and efficiently. This course included. 3 credits examines many of the recent innovations in this area. Through ECON 7451 Economics of Money, Credit and Banking this course students will (a) recognize salient strategic chal- Examines the roles of money and the credit system in the lenges and opportunities for managing supply chains; (b) learn national economy. Reviews and evaluates the various approach- to use several basic analytical tools to assess performance trade- es in monetary analysis. Evaluation of the instruments and con- offs and support decision making; (c) become familiar with the duct of monetary policy in light of present trends in economic core supply chain concepts and strategies that have been adopt- activity. 3 credits ed by leading companies and (d) review emerging supply chain strategies facilitated by Internet technology. Prerequisite: ECON 7498 Economic Research BMBA 8019 or permission of the instructor. Offered: Spring. A research project is undertaken under the direction of a men- 3 credits tor. An adequate background in economics is a major part of the project approval process. Prerequisite: Permission of department. Offered: Fall, Spring. 3 credits

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Economics/Finance and Legal Studies Course Descriptions 115

ECON 7915 (BMGT 7917) The Economics of Labor BFIN 7222 Financial Institutions Analytical approach to the labor force. Emphasis on labor pro- Analysis of the structure and behavior of U.S. financial institu- ductivity, its sources, effects and trends; labor markets; compar- tions, including asset and liability management. Offered: ative wages; criteria and labor deployment evaluated by means Spring. 3 credits of contemporary models and trends. Impact of labor on the national and international economies. 3 credits BFIN 7225 Mergers and Acquisitions Financial aspects of mergers and acquisitions. Development of ECON 7950 Public Finance a sound business and financial rationale for growth through Functions of the public sector in a market economy. Nature acquisition; establishing the purchase price; measuring the and economic effects of government activities; expenditures financial impacts imposed by accounting, tax and legal consid- and sources of finance at the federal, state and local levels. erations; developing a program to integrate the acquired busi- Nature of budgeting. Income, consumption and wealth as ness successfully. Offered: Fall. 3 credits bases of taxation. Federal budget and tax reform. Fiscal policy and public debt. Intergovernmental fiscal relations. Policy BFIN 7228 Real Estate Finance issues of the public sector. 3 credits Coverage of residential and commercial real estate financing, including property valuation, underwriting, mortgage types, financing options and real estate cycles. Offered: Spring. Department of Finance and Legal 3 credits Studies BFIN 7230 Portfolio Analysis Analysis of risk and return characteristics of securities and secu- Finance rity market behavior based on mean-variance analysis and opti- BMBA 9101-9104 are the prerequisites for all other BFIN courses. mal portfolio diversification. Special attention given to building All students who concentrate in finance must take at least two cours- optimal portfolios and testing their performance against a es with the BFIN prefix. broad market index. Offered: Summer. 3 credits BFIN 7215 Capital and Money Markets BFIN 7231 Futures, Options and Swaps Structure and functions of the capital and money markets. A comprehensive overview of fundamental concepts associated Effect on those markets of monetary and fiscal policies of the with the domestic derivatives markets. Topics include the basic federal government; relation of these markets to the level of characteristics of derivatives; the fundamentals of securities general business activity. Offered: Fall. (Credit not given for traded in derivatives markets; and appropriate trading strate- both BFIN 7215 and ECON 7451.) 3 credits gies. Offered: Spring. 3 credits BFIN 7216 International Finance BFIN 7232 Investment Banking Analysis of the problems, techniques and policies of financial A fundamental overview of the investment banking process and decision making in a global enterprise. Emphasis is placed on the role of investment bankers in capital formation. Discussion how to utilize various tools, including currency options and and readings focus on what investment bankers do and why, as swaps, to manage the firm’s exposure to foreign exchange risk. well as the regulatory and competitive environment in which Also explores the problems and issues of multinational capital they function. Offered: Irregularly. 3 credits budgeting, balance of payments, protectionism and international competitiveness. Offered: Fall, Spring. 3 credits BFIN 7236 Corporate Finance Analysis of corporate finance issues, including capital budget- BFIN 7219 Security Analysis ing decisions, cost of capital estimation, leveraging, leases and Analysis, valuation and trading of stocks and bonds, asset pric- dividend policy. Offered: Fall, Spring. 3 credits ing theories and portfolio management and evaluation, with emphasis on developing essential analytical skills for investment BFIN 7238 (BLAW 7343) Securities Regulation decisions. Offered: Fall, Spring. 3 credits Examination of the Securities Act of 1933 and the Securities Exchange Act of 1934 and their impacts on the management BFIN 7220 (BSPM 7220) Sport Finance of corporations. Examination of the Investor Protection Act of Analysis of the financial structure of sports organizations and 1970 and other relevant securities acts. Considers SEC prac- activities. Specific review of professional sports leagues and tices, insider trading, and investor protections. Offered: teams, sports tours, minor leagues and college sports programs, Irregularly. 3 credits as well as the financial management of private and public sports facilities. Issues relating to the various sources and uses BFIN 7244 Corporate Governance of revenues and current controversies will be analyzed. Offered: Relationship among various participants, primarily sharehold- Spring. 3 credits ers, management, and the board of directors, in directing corporate strategy, behavior, and performance. Topics addressed BFIN 7221 Risk Management include financial, legal, and reporting responsibilities as well as Interpretation of individual and business risks. Applications of recent regulatory and statutory developments. Offered: Spring. exchange-traded and over-the-counter derivatives products to 3 credits reduce interest rate, stock market and foreign exchange risks. Offered: Irregularly. 3 credits

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BFIN 7245 Fixed Income Analysis BLAW 7397, 7398, 7399 Directed Research/Legal Studies Valuation of fixed income securities and management of inter- Individual research in the area of legal studies independent of a est rate risk, with emphasis on the pricing, yields, and volatility formal course structure. Prerequisite: permission of supervising of bonds, and the term structure of interest. Offered: Spring. faculty member prior to registration. Offered: Fall, Spring, 3 credits Summer. 1/2/3 credits BFIN 7295, 7296, 7297 Directed Research/Finance BLAW 7401 (BSPM 7401) Sport Law Individual research in the area of finance independent of a for- Examination of legal issues arising out of the areas of amateur mal course structure. Prerequisite: permission of supervising and professional sport. Discussion of amateur sport includes faculty member prior to registration. Offered: Fall, Spring, the roles, rules and activities of the NCAA and questions Summer. 1/2/3 credits involving amateurism, eligibility, sex discrimination and antitrust. Discussion of professional sport includes professional Legal Studies sport leagues, antitrust, labor relations, contractual questions BMBA 9103 is the prerequisite for all BLAW courses. and representation. Issues important in both areas will be discussed, including violence in sport, drug testing, tort issues, BLAW 7313 Uniform Commercial Code and sponsorships and endorsements. Offered: Spring. 3 credits Treatment of commercial paper, sales and secured transactions with respect to commercial and real property under the Uniform Commercial Code. Also considers issues arising under Department of Management bankruptcy and bailments. Offered: Summer. 3 credits (Includes Human Resource Management) Unless otherwise noted, BMGT 6503 or BMBA 9104 is a prereq- BLAW 7315 Wills, Estates and Trusts uisite for all other BMGT/BHRM courses. Law relating to personal property, real property, conveyances, mortgages, landlords and tenants. The law of decedent’s estates. Management The duties of executors, administrators and trustees. Offered: Irregularly. 3 credits BMGT 6900 The Environment of Global Business Focuses on aspects of the legal, political, economic, financial BLAW 7319 Products Liability and cultural environment that are critical to successfully identi- Intensive review of this specialized area of tort law. Particular fying and effectively managing international/global business emphasis is on the development of products liability and its opportunities. Primary emphasis is on exploring the problems impact on the business environment. Topics covered include and challenges that those aspects pose to management and on negligence, warranties and strict liability. An analysis of the his- the possible ways of addressing those issues. Classes are a mix torical development of the common law and statutory respons- of case analysis, discussion, lecture and review of current devel- es to product liability. Offered: Summer. 3 credits opments through supplemental readings and guest speakers. Offered: Fall, Spring. 3 credits BLAW 7323 International Law An examination of multinational enterprises. International BMGT 7517 Management and Social Responsibility rule-making systems, regional and international organizations. Examination of the interrelationships between the business sec- Act of state and sovereign immunity doctrines; movement of tor and other societal institutions with the view of clarifying to goods, persons, money and information across national borders whom and for what the corporation is responsible. Offered: and transnational reach of economic regulations are examined. Irregularly. 3 credits Offered: Irregularly. 3 credits BMGT 7527 International Management in Developing BLAW 7327 Law, Ethics and Public Policy Countries Examines ethical and public policy issues in variety of legal Examines characteristics of less-developed countries. Problems areas. Topics include whistle-blowing, electronic surveillance, arising when multinational corporations make direct invest- affirmative action, workplace safety, regulatory advertising, ments in manufacturing and other facilities in the Third environmental protection and products liability. Offered: World. The affect of government policies on foreign investors. Irregularly. 3 credits Interpreting government regulations. Entry strategies and nego- BLAW 7343 (BFIN 7238) Securities Regulation tiations, joint ventures, licensing, technology transfer and Examination of the Securities Act of 1933 and the Securities appropriate technology. Includes extensive discussion of cases Exchange Act of 1934 and their impacts on the management on business in developing countries. Offered: Fall. 3 credits of corporations. Examination of the Investor Protection Act of BMGT 7529 Doing Business with China 1970 and other relevant securities acts. Considers the areas of An introduction to contemporary China for those who want to SEC practice, insider trading and investor protections. Offered: do business there, expect to be assigned there, or support a Irregularly. 3 credits Chinese operation from the United States. Includes lectures, discussions, experiential exercises, films and cultural experiences. Faculty and guest lecturers have had extensive hands-on experience in China. Offered: Summer. 3 credits

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BMGT 7535 (BSPM 7535) The Management of Sport BMGT 7597, 7598, 7599 Directed Research in Management Organizations Directed and supervised research. Offered: Fall, Spring, The application of management concepts and theories to sport Summer 1/2/3 credits organizations and the sport industry. Includes issues of organizational design, public policy, human resources, labor relations BMGT 7917 (ECON 7915) The Economics of Labor Analytical approach to the labor force. Emphasis on labor pro- and collective bargaining, ethical issues in sport and the global- ductivity, its sources, effects and trends; labor markets; compar- ization of the sport industry. 3 credits ative wages; criteria and labor deployment evaluated by means BMGT 7539 Consultancy Management of contemporary models and trends. Impact of labor on the Consulting continues to expand as more businesses turn to national and international economies. 3 credits both external and internal consultants. The course addresses necessary skills and resources, assessment, planning, implemen- BMGT 7931 International Management As business becomes increasingly global, the need for managers tation and evaluation. Students are required to develop and with solid international knowledge and skills continues to grow present a business plan. Experimental. 3 credits at a rapid pace! This course is designed to prepare students to BMGT 7540 Entrepreneurship operate and manage effectively in today’s international business This course focuses on the many variables involved in starting environment. It prepares students for management positions in and growing a business and the development of the skills and which they will be expected to: (1) perform strategic tasks in talents essential to be a successful entrepreneur. Students will settings where more than one perspective influences attitudes be taught how to recognize a business opportunity, determine a and behavior, (2) make informed executive decisions taking new venture’s financing and other needs, and obtain the into account the various technological, regulatory as well as required resources. The course will cover how to apply innova- ethical issues arising in connection with the conduct of busi- tive entrepreneurial skills in a corporate setting. Students will ness in a multi-cultural, interdependent world, and (3) assume have the opportunity to listen to entrepreneur guest lecturers a leadership role challenging and motivating a diverse group of and do case studies. The course aims to give students a taste of organizational stakeholders to meet and exceed organizational the unique environment of an entrepreneur. Offered: Fall. goals within this complex context. Offered: Fall. 3 credits 3 credits BMGT 7945 Seminar on Leadership BMGT 7541 Technology and Innovation Management An exploration of leadership models and theories. The strategic role of technology for today’s firms requires spe- Experimental. 3 credits cialized management and knowledge. Addresses range of issues for strategic management of technology and innovation. BMGT 7950 (BHRM 7950) Seminar in the Management of Experimental course. 3 credits Change Exploration of the literature on organizational development. BMGT 7546 Six Sigma Management Through the use of experiential simulations, opportunity to Six Sigma is a process improvement method that uses data and gain insight into the consequences of behavior in a situational statistical analysis to identify and fix problem/opportunity context. Theory, experience and application of concepts inte- areas. It has been used to reduce costs, increase revenues, grated through change analysis. Offered: Fall, Spring. 3 credits improve process speed and raise quality levels, which, in turn, leads to deepening customer relationships. This course focuses BMGT 7960 Special Topics in Management on both soft and technical skill development. Prerequisite: A co-disciplinary supervised career-oriented self-exploration. BMBA 9104. 3 credits Note: Registration list is maintained by department. Offered: Summer. 3 credits BMGT 7550 (BHRM 7550) Cultural Dimensions of International Business BMGT 7962 Managerial Negotiating Focuses on the way local business and business negotiations are An exploration of the conceptual literature on negotiating. conducted. The way different cultures interface as they do busi- Through the use of experimental learning modules, students negotiate in a variety of settings and groups. Offered: Spring. ness. 3 credits 3 credits BMGT 7552 China in the Global Economy Learning through seeing and experiencing. This course is BMGT 7970 (BMBA 9313) Internet Strategy designed for graduate students to learn the economic and busi- The Internet has had a phenomenal impact on the competitive ness environment in China by traveling to China. In addition advantage of industries and individual firms, and just about to readings and class discussion, students will be asked to talk everyone has to work in businesses with Internet content. This to people, to investigate the Chinese market and business con- issue-oriented seminar course is designed to offer students the ditions and conducts, and to observe foreign business opera- concepts and tools to analyze and formulate new business mod- tions there. Business and career opportunities will also be els and to develop competitive strategies in the Internet econo- explored. Students will be asked to develop a related business my. No prerequisites required. Offered: Summer. 3 credits plan or trade mission. Offered: Summer. 3 credits

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BMGT 7991 Management of Foreign Operations Department of Marketing The special circumstances under which an American firm oper- BMBA 9104 is a prerequisite for all BMKT courses. ates abroad, including social customs, political environment, language and cultural problems, international relations. BMKT 7607 (BSPM 7607) Sport Marketing Economic and management problems peculiar to foreign oper- A strategic marketing examination of the sport industry. Sport ations. Offered: Spring. 3 credits events as marketing vehicles for corporations and brands, including licensing, merchandising, sponsorships and seasonal BMGT 9320 (BMBA 9319) Managing Knowledge Workers ticketing. The application of relationship marketing and data- This course covers the emergence and management of a new base marketing to the sport industry. Offered: Fall. 3 credits powerful breed of organizations - knowledge organizations - that thrive on knowledge and human creativity. The course will BMKT 7611 Marketing Research provide an in-depth understanding of these organizations and Marketing research procedure: the systematic collection, analy- will adapt and update available management principles and sis, interpretation and reporting of data that enable marketing techniques. It will expose students to new and organization- executives to make better decisions. Techniques of marketing specific practices that are suitable to managing employees who research, including problem definition, research design, sam- possess special cutting-edge knowledge and the ability to trans- pling, measurement and questionnaire construction, data col- form it into contemporary marketable goods and services. lection and analysis and report preparation. Ethical considera- Managing Knowledge Workers will also cover psychological tions in collecting data from consumers, including respondents’ and sociological needs of these employees, in particular those rights of anonymity, privacy and access to information about belonging to Generations X and Y. With the help of assessment the study. The applications of emerging information technolo- instruments, students will learn how to identify and design gies and data processing software (e.g., SPSS, Microsoft Excel) knowledge organizations for their efficient operation, as they in marketing research. Offered: Spring. 3 credits cannot be managed in traditional ways. No prerequisites required. Offered: Fall, Summer. 3 credits BMKT 7617 International Marketing The socio-cultural, economic, legal, technological and political Human Resource Management implications for international marketing decisions. The development of global product or service, promotion, price and dis- BHRM 7521 Human Resource Management tribution strategies in the context of the firm’s objectives and Case study of supervisory decisions relating to motivation of resources. Foreign-market entry strategies and business meas- employees; use of authority and the work environment. ures that companies must undertake in order to meet effective- Examines problems of performance and reward systems. ly the challenges of operating globally. Offered: Fall, Spring. Analysis of individual and group relations. Offered: Alternate 3 credits Fall semesters. 3 credits BMKT 7619 Sales Management BHRM 7526 Gender and Diversity A managerial approach to the organization’s sales function. Explores how contemporary attitudes toward gender, race and Topics include sales personnel recruitment, training, motiva- ethnicity influence work and business. Examines the full range tion, evaluation and compensation, account and territory of issues, including the social-legal-political context of diversity, development, and sales ethics. Emphasis on the sales manager’s behaviors and perceptions associated with diversity, and person- role in forecasting and planning, developing sales budgets and al and management strategies for addressing diversity. Uses lec- quotas, controlling and measuring sales performance, and inte- ture discussion format and makes extensive use of experiential grating sales with the firm’s promotional and distribution exercises and videos. Offered: Irregularly. 3 credits strategies. Offered: Spring. 3 credits BHRM 7535 International Human Resource Management BMKT 7620 New Product Planning and Development Explores human resource issues raised by globalization and A comprehensive overview of the product planning and devel- internationalization of the firm. Offered: Irregularly. 3 credits opment process. Strategic planning and organizing for product development, product idea generation, technical and economic BHRM 7550 (BMGT 7550) Cultural Dimensions of screening of product ideas, product concept testing, product International Business development, product use testing, and market testing. These Focuses on the way local business and business negotiations are techniques are examined in the context of corporate entrepre- conducted. The way different cultures interface as they do busi- neurship, social responsibility and the dynamic technological ness. Offered: Irregularly. 3 credits environment. Offered: Spring. 3 credits BHRM 7950 (BMGT 7950) Seminar in the Management of BMKT 7621 (BMBA 9317, BQUA 7825) Marketing Change Channels and Logistics Exploration of the literature on organizational development. The channels of distribution that facilitate the flow of goods Through the use of experiential simulations, opportunity to from the manufacturer to the consumer, including such mar- gain insight into the consequences of behavior in a situational keting intermediaries as retailers, wholesalers, brokers, manu- context. Theory, experience and application of concepts inte- facturers’ representatives, sales agents and transportation com- grated through change analysis. Offered: Fall, Spring. 3 credits

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Marketing/Sport Management Course Descriptions 119

panies. Channel design objectives and alternatives, the develop- BMKT 7640 Corporate Branding Strategy ment of integrated distribution systems, and the effects of Today’s companies must develop effective branding strategies channel decisions on pricing, promotion and targeting strate- for their products and services, as well as identify strategies for gies. 3 credits their organizations. This course focuses on the strategic essentials of creating strong brands, brand management strategy, and BMKT 7623 Retail Operations and Strategies strategies for building corporate brands. The topics covered The retail structure in the U.S. in relation to manufacturers, include: what constitutes a strong “brand” (from both market- and the management, organization and operating problems of ing and legal perspectives); using brand personalities and cul- retail firms. The legal, cultural and social retailing environ- tures to create customer value and loyalty; strategies for build- ment; analysis of American shoppers and retail trends, store ing brand equity through positioning; brand leveraging strate- location determination, buying and merchandising functions, gies (e.g. brand extensions) and brand alliances (e.g. co-brand- and store design, service and operation. The role of technology ing); building and maintaining strong cohesive corporate iden- in the emergence of virtual shopping and other forms of non- tities; building brand identities around mergers and acquisi- store retailing. Not offered 2007-09. 3 credits tions; and turnaround measures for floundering brands. BMKT 7625 Business-To-Business Marketing Students will be required to analyze a given corporate branding Strategies used in business-to-business transactions and the dis- strategy on the basis of the material covered. Offered: Spring. tinctions and similarities between industrial and consumer 3 credits marketing. Importance of the industrial buyer and the role of BMKT 9600 Services Marketing Symposium industrial marketing research in understanding these con- Improving service quality through a better understanding of sumers. The management of the procurement process in terms customers’ needs. Topics include implementing a corporate of both the purchasing department and the entire company, service culture, understanding how customers evaluate service with an emphasis on interdepartmental relationships and cor- quality, developing service quality standards and integrating porate resources and objectives. Offered: Fall. 3 credits them into the firm’s operations, managing the service BMKT 7627 Consumer Behavior and the Marketing Mix encounter, customer retention measures, promotional strate- The behavior that consumers display in searching for, purchas- gies, and managing service demand and capacity to achieve ing and using products and services is applied to market seg- operational efficiency and lower costs. The role of self-service mentation and targeting, product or service positioning, and technologies in improving service quality and developing new implementing pricing, distribution and promotional strategies. service offerings. Prerequisites: BMBA 9104 and permission of Psychological, social, cultural and demographic factors that instructor. Not offered 2007-09. 3 credits impact buying decisions and also uncover consumer needs and marketing opportunities. The application of consumer behavior Center for Sport Management to international markets, not-for-profit services, consumer protection and public policy issues, and new marketing media. BSPM 7101 Executive Seminar in Sport Management Offered: Fall. 3 credits This course will introduce students to the MBA in Sport Management program, to career issues in the sport industry for BMKT 7629 Advertising Strategy managers and executives, to current trends, and to practices at The role of advertising in the firm’s marketing mix with an the cutting edge of the industry. Guests each week will be lead- emphasis on the planning, execution and control of advertising ing sport industry executives. Offered: Fall. 1 credit strategies. Market segmentation, brand imaging, positioning, advertising concept development and media planning and buy- BSPM 7220 (BFIN 7220) Sport Finance ing. These subjects are examined in the context of the agency- Analysis of the financial structure of sport organizations and client relationship and the regulatory, societal, ethical and tech- activities. Specific review of professional sport leagues and nological environment in which advertisers operate. Offered: teams, sport tours, minor leagues and college sport programs, Fall, Spring. 3 credits as well as the financial management of private and public sport facilities. Issues relating to the various sources and uses of rev- BMKT 7633 (BMBA 9307) Cases in Strategic Marketing enue and current controversies will be analyzed. Prerequisite: This course incorporates current developments in marketing BMBA 9101-9104. Offered: Spring. 3 credits strategic thinking to further acquaint students with the present- day challenges of marketing activities. This course provides an BSPM 7401 (BLAW 7401) Sport Law opportunity to further develop an understanding of the scope, Examination of legal issues arising out of the areas of amateur importance, and process of marketing as a system. Through and professional sport. Discussion of amateur sport includes practical illustrations, the course forwards a deeper understand- the roles, rules and activities of the NCAA and questions ing of the development and evaluation of marketing plans, involving amateurism, eligibility, sex discrimination and strategies, and action programs. Prerequisites: BMBA 9101, antitrust. Discussion of professional sport includes professional 9102, 9103 and 9104. Offered: Summer. 3 credits sport leagues, antitrust, labor relations, contractual questions and representation. Issues important in both areas will be discussed, including violence in sport, drug testing, tort issues, and sponsorships and endorsements. Prerequisite: BLAW 6301 or BMBA 9103. Offered: Spring. 3 credits

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120 Stillman School of Business

BSPM 7535 (BMGT 7535) The Management of Sport PSMA 7514 Healthcare Financial Management Organizations & Accounting 3 The application of management concepts and theories to sport II. Choose one from the following (3 credits)* organizations and the sport industry. Includes issues of organi- PSMA 7512 Healthcare Policy 3 zational design, public policy, human resources, labor relations PSMA 7518 Managing Community Health Systems 3 and collective bargaining, ethical issues in sport and the global- PSMA 8518 Legal Aspects of Healthcare Organizations 3 ization of the sport industry. Prerequisite BMGT 6503 or *Department prerequisites apply BMBA 9104. Offered: Fall. 3 credits BSPM 7591, 7592 Sport Management Internship I, II International Business Departmental approval required for registration. Offered: Fall, The concentration in International Business prepares stu- Spring, Summer. Offered: Fall, Spring, Summer. 3 credits each dents to successfully handle international business challenges and opportunities. Emphasis is placed on developing and refin- BSPM 7597, 7598, 7599 Directed Research-Sport ing business expertise in a variety of substantive areas, as well as Management instilling cultural awareness and global sensitivity. Departmental approval required for registration. Offered: Fall, I. Required course: credits Spring. 1/2/3 credits BMGT 6900 The Environment of Global Business 3 BSPM 7607 (BMKT 7607) Sport Marketing II. Choose three electives (9 credits)* A strategic marketing examination of the sports industry. Sport BACC 7117 International Accounting1 3 events as marketing vehicles for corporations and brands, BACC 7118 Doing Business in the Middle East 3 including licensing, merchandising, sponsorships and seasonal BFIN 7216 International Finance 3 ticketing. The application of relationship marketing and data- BFIN 7221 Risk Management 3 base marketing to the sport industry. Prerequisite BMKT 6603 BFIN 7235 Global Financial Markets 3 BHRM 7535 International Human Resource or BMBA 9104. Offered: Fall. 3 credits Management 3 BHRM 7550 Cultural Dimensions of Integrated Concentrations International Business 3 BINT 9900 Seminar on the Multinational Financial Markets, Institutions and Instruments Corporation 3 The concentration deals with the organization and behavior BLAW 7323 International Law 3 of financial institutions and markets as well as their functions BMGT 7527 International Management in Developing Countries 3 and roles in the domestic and international economies. Topics BMGT 7529 Doing Business in China 3 covered include an overview of financial intermediaries and the BMGT 7931 International Management 3 instruments integral to their operation, regulatory agencies, BMGT 7962 Managerial Negotiating 3 interest rates and risk management. BMGT 7991 Management of Foreign Operations 3 I. Required courses (6 credits)* credits BMGT 9320 Managing Knowledge Workers 3 BFIN 7215 Capital and Money Markets 3 BMIS 7442 Electronic Commerce 3 BFIN 7232 Investment Banking 3 BMKT 7615 Comparative Marketing Systems 3 BMKT 7617 International Marketing 3 II. Choose two electives (6 credits)* BMKT 7618 International Retailing 3 BACC 7106 Financial Instruments 3 BMKT 7633 Cases in Strategic Marketing 3 BFIN 7216 International Finance 3 BMKT 7993 Multinational Corporations BFIN 7219 Security Analysis 3 in the Asian Market 3 BFIN 7228 Real Estate Finance 3 BTAX 7033 Multinational Tax Considerations2 3 BFIN 7245 Fixed Income Analysis 3 BTAX 7039 Multinational Tax Seminar2 3 *Department prerequisites apply. ECON 7410 Global Economic Change 3 ECON 7412 The Japanese Economy 3 ECON 7441 International Trade 3 Healthcare Administration The M.B.A. concentration in Healthcare Administration is * Department prerequisites apply. Additional electives may be substituted offered through collaboration between the Stillman School of through consultation with the program director. Business and the Center for Public Service/Graduate 1Requires permission from the chair of the Department of Accounting & Department of Public & Healthcare Administration Taxation. (CPS/DPHA). All concentration courses are taught by the fac- 2Requires permission from the director of the MS in Taxation Program. ulty of the CPS/DPHA. All remaining M.B.A. courses are Notes: taught by faculty of the Stillman School of Business. 1. Students may elect to substitute one IB concentration course with a I. Required courses (9 credits)* credits sponsored trip outside of the United States. Approval is granted by the PSMA 7511 Introduction to the Healthcare System 3 director of the Institute for International Business. No more than one trip PSMA 7513 Healthcare Management 3 (3 credits) will be accepted as part of the IB concentration.

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Integrated Concentrations 121

2. Students may elect to participate in a sponsored trip outside of the Required courses* credits United States and have this count towards their Breadth Electives. This BACC 7140 Healthcare Cost Management 3 also applies to a second sponsored trip taken by a student in the IB concen- BLAW 7319 Products Liability 3 tration. Approval is granted by the director of the Institute for BMBA 9317 Supply Chain Management 2 International Business. BPHA 9501 Pharmaceutical Industry Overview 3 BPHA 9502 Pharmaceutical Operations Colloquium 1 Pharmaceutical Management *Department prerequisites apply. The Pharmaceutical Management concentration seeks to help students enrolled in the M.B.A. program to develop spe- BPHA 9501 Pharmaceutical Industry Overview cialization in what is a major feature of New Jersey’s economy. The course provides an overview of the global pharmaceutical The concentration would be of use to those already working in industry. The functions that make up the industry are identi- the field or those seeking to be employed by some of the major fied and reviewed and their roles in the process that delivers employers in the state and the region who are involved with pharmaceutical products to consumers are analyzed. The pharmaceuticals. Students can take the specialization courses process itself and the different consumers also are studied. for the concentration in Pharmaceutical Management after Current socio-political-economic issues affecting industry per- they have completed various other requirements of the degree formance are studied, including pricing and governmental reg- such as the Foundation Sequence, the Essential Knowledge ulatory forces. Prerequisite: BMBA 9104 or equivalent. Sequence and the Breadth Sequence. Offered: Spring. 3 credits BPHA 9502 Pharmaceutical Operations Colloquium This course is a seminar course that examines current topics of significance to the pharmaceutical industry. Issues covered will vary from semester to semester and will span the range of business discipline areas. Offered: Spring. 1 credit

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The Whitehead School of Diplomacy and International Relations

McQuaid Hall, First Floor The John C. Whitehead School of Diplomacy and (973) 275-2515 International Relations, established in alliance with the United diplomacy.shu.edu Nations Association of the United States of America, prepares Dean: Ambassador John K. Menzies, Ph.D. students from around the world to become the next generation Associate Dean of Academic Affairs: of global leaders. The Whitehead School’s academic programs Courtney B. Smith, Ph.D. provide students with critical knowledge and concrete skills Associate Dean of Administration: Rosa Alves-Ferreira, J.D. essential to international careers in public service, business, law and the nonprofit sector. Assistant Dean of Graduate Studies: Ursula Sanjamino, M.A. Assistant Dean of Undergraduate Students: Students participate in an innovative curriculum that edu- T.B.A. cates students from an international perspective, with an Director of Graduate Admissions, Whitehead School: emphasis on global studies, multilateral diplomacy, conflict res- Catherine Ruby, Ph.D. olution, international management, economics and leadership training. A distinguished faculty of scholars and professionals Director of Internships and Career Development: Elisa Varon, M.Ed. bring cutting-edge theory and practical perspectives to the classroom. A unique link with the United Nations exposes students to Faculty: Balmaceda; Bariagaber; Edwards; Gokcekus; Goldfrank; Hassan; He; Huang; Moremen; Murphy; the policymakers and practitioners addressing today’s worldwide Russell; Smith; Suzuki; Wang concerns. Faculty Fellows: Picco; Cobarrubias; Webb; Wister A degree from the Whitehead School of Diplomacy enables Distinguished Ambassador Faculty: Kamal; Pachovski; Quinn graduates to be effective and ethical leaders in their professional Adjunct Faculty: Akin; Brown; Declet; DiMaggio; Farrell; careers and to engage dynamically in the complexities of a Fomerand; Garuba; Goldstein; Hertkorn; Ivanova; Johnson; global society. Koko; Linhares; Maffei; Manetovic; Mislan; Van Leeuwen; Williams; Zhang x07 Gd Whitehead School.qxp 7/24/2007 11:37 AM Page 123

Master of Arts in Diplomacy and International Relations 123

• a type-written 250-500 word personal statement discussing Master of Arts in Diplomacy professional goals, and special accomplishments or experiences; and International Relations • three completed academic and/or professional recommenda- The graduate curriculum combines interdisciplinary global tion forms and accompanying letters; studies with research methodology and policy analysis, culmi- • official standardized test scores, to be submitted by test nating in a professional internship and major research project. administrator; To attain the M.A. degree, students complete a total of 45 • application fee of $50. credit hours, satisfying core curriculum requirements and con- For additional information, contact the Director of Graduate centrating in two fields of specialization. Specializations offer Admission for the Whitehead School at (973) 275-2142. students the opportunity to structure their academic studies according to their particular interests, career goals and back- Academic Information ground. Among the functional specializations offered are human rights, international economics and development, inter- Academic Standing national organizations, international law, negotiation and con- In order to maintain good academic standing, students must flict management, global health and human security, foreign have a minimum cumulative GPA of at least 3.0. Students policy analysis, and international security. Regional specializa- whose GPA falls below 3.0 will be placed on academic proba- tions in Africa, Asia, Europe, Latin America and the tion. The academic progress of these students will be reviewed Caribbean, and the Middle East are also available. each semester. Poor academic standing may result in dismissal. At the Whitehead School of Diplomacy, graduate students of Graduate Assistantships diverse cultural, educational and professional backgrounds The School may award one or more graduate assistantships form an international academic community. The graduate pro- each year to full-time students exhibiting high academic and gram fosters leadership and civic responsibility, while sharpen- professional potential. Graduate assistants are assigned 20 ing analytical and practical skills. Small classes create a support- hours of work per week in support of faculty research and ive environment that encourages mentoring relationships. An administrative work. The award consists of a 10-month active graduate student association engages in a variety of proj- appointment with a small stipend and partial or full tuition ects and activities. Graduate assistantships, research assistant- remission. ships and positions on the student-edited Seton Hall Journal of Diplomacy and International Relations are awarded on a com- Degree Requirements petitive basis. To attain the degree of Master of Arts in Diplomacy and The School participates in five dual degree programs International Relations, all students must satisfactorily com- designed to prepare students to bring diplomacy to the profes- plete a total of 45 credits of study. sions of business, law, communications and nonprofit management, and to specialize in Asian studies. Required Core (24 credits) I. General requirements: all students must successfully complete: DIPL 6000 International Relations Theory Application and Admission DIPL 6310 Research Methods for Policy Analysis Graduate applications are considered on a rolling basis; the DIPL 6311 Master’s Research Project preferred deadlines are May 1 (Fall), October 1 (Spring) and DIPL 7111 Internship February 1 (Summer). II. Distribution requirements: students must successfully complete • For admission, applicants must hold a baccalaureate degree one from each of the following pairs. These courses can not be or equivalent from an accredited college or university. counted toward a specialization. • Standardized test scores are required from applicants who A. DIPL 6001 Politics of Cultural and Ethnic Pluralism have graduated from U.S. undergraduate or graduate pro- or DIPL 6180 Comparative Foreign Policy grams as well as any applicant who has graduated from an B. DIPL 6002 International Organizations undergraduate institution where the primary language of or instruction is English. (GRE, GMAT, LSAT) DIPL 6005 Public International Law • Applicants who have graduated from undergraduate institu- C. DIPL 6104 Art and Science of International tions in which English is not the primary language of Negotiation instruction and/or whose native language is not English, or may substitute TOEFL scores in place of the GRE, GMAT DIPL 6130 International Security or LSAT. D. DIPL 6105 International Political Economy or • The School of Diplomacy reserves the right to require addi- DIPL 6155 Advanced Economic Aspects tional information or request a personal interview. of International Relations Application material must include: Diplomacy Elective (3 credits) • official transcripts from each college and university attended Students may take any 6000 or 7000 level course. These for credit toward any previous degree; courses may not be counted toward other degree requirements.

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Specializations (18 credits) DIPL 6279 Contagion and Conflict: Students must select two specializations and take a minimum Global Impact of Infectious Disease of three courses for each specialization. Courses taken in one International Economics and Development specialization may not be counted toward another specializa- DIPL 6105 International Political Economy * tion or to meet any other requirements. Other courses may or qualify for specializations by permission of the student’s adviser DIPL 6155 Advanced Economic Aspects of and the Associate or Assistant Dean. Certain specializations International Relations * require a foundation course where indicated by an asterisk *. DIPL 6032 International Trade Law DIPL 6113 International Financial Institutions I. Functional Specializations DIPL 6150 Issues and Approaches in International Political Economy Foreign Policy Analysis DIPL 6153 Comparative Political Economy of DIPL 6180 Comparative Foreign Policy* Development DIPL 6181 Statecraft: Designing Foreign Policy DIPL 6156 Advanced Financial Aspects of DIPL 6182 U.S. Foreign Policy International Relations DIPL 6190 Seminar in Foreign Policy Analysis DIPL 6170 Advanced Topics in Economic DIPL 6403 European Union: External Relations Development for International Affairs DIPL 6405 Foreign Policy of Post-Soviet Politics DIPL 6280 International Health and Development DIPL 6501 The Modern Middle East: U.S. Involvement DIPL 6704 Economic Development in Africa DIPL 6610 China’s Rise: Opportunities and Challenges DIPL 6806 Political Economy of Latin America DIPL 6611 International Relations of Southeast Asia and the Caribbean DIPL 6622 China’s Foreign Relations DIPL 6700 International Relations of African State International Law DIPL 6703 American Foreign Policy in Africa DIPL 6005 Public International Law * DIPL 6801 U.S. Foreign Policy in Latin America DIPL 6004 Peacemaking and Peacekeeping and the Caribbean DIPL 6008 International Criminal Law DIPL 6031 International Environmental Policy Global Health and Human Security DIPL 6032 International Trade Law DIPL 6277 Global Health, Bioterrorism, and DIPL 6104 Art and Science of International Security * International Negotiation DIPL 6004 Peacemaking and Peacekeeping DIPL 6140 International Human Rights DIPL 6031 International Environmental Policy DIPL 6401 European Union: Development DIPL 6129 Preventing Humanitarian Crisis and Dynamics DIPL 6130 International Security DIPL 6279 Contagion and Conflict: International Organizations Global Impact of Infectious Disease DIPL 6002 International Organizations * DIPL 6280 International Health and Development DIPL 6004 Peacemaking and Peacekeeping DIPL 6005 Public International Law Global Negotiation and Conflict Management DIPL 6007 U.N. Insider’s View DIPL 6104 Art and Science of DIPL 6015 Human Resources Management in International Negotiation * International Organizations DIPL 6004 Peacemaking and Peacekeeping DIPL 6031 International Environmental Policy DIPL 6114 Conflict Prevention DIPL 6113 International Finance Institutions DIPL 6115 Cross-Cultural Negotiation and DIPL 6201 UN Security Council Issues Conflict Management DIPL 6202 Politics at the UN: Relevance and Reform DIPL 6116 Palestinian-Israeli Peace Process DIPL 6401 European Union: Development DIPL 6117 International Mediation and Dynamics DIPL 6118 Global Conflict Resolution and DIPL 6402 European Union: Governance and Policy Peacebuilding DIPL 6403 European Union: External Relations DIPL 6277 Global Health, Bioterrorism, and DIPL 6410 European Union Seminar in Luxembourg International Security DIPL 6509 EU and Cyprus Seminar International Security DIPL 6610 China’s Rise: Opportunities and Challenges DIPL 6130 International Security DIPL 6717 Conflict and Forced Population DIPL 6131 Causes of War Displacement in Africa DIPL 6132 American Grand Strategy DIPL 6133 Energy and Resource Security Human Rights DIPL 6277 Global Health, Bioterrorism, and DIPL 6140 International Human Rights * International Security DIPL 6004 Peacemaking and Peacekeeping DIPL 6520 Politics of Terrorism in the Middle East DIPL 6008 International Criminal Law DIPL 6610 China’s Rise: Opportunities and Challenges DIPL 6019 Women, World Religions and Human DIPL 6622 China’s Foreign Relations Rights DIPL 6129 Preventing Humanitarian Crises

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II. Regional Specializations DIPL 6501 The Modern Middle East: U.S. Involvement DIPL 6153 Comparative Political Economic Development DIPL 6502 Islamic Religion and Culture and DIPL 6170 Advanced Topics in Economic Development DIPL 6503 Women/Gender in Islam for International Affairs qualify for inclusion in a specific DIPL 6505 Afghanistan: History and Current Issues regional specialization, provided the student completes the DIPL 6506 Energy Policies of the 21st Century region-specific requirements within those courses. DIPL 6510 Persian Gulf in the 21st Century DIPL 6520 Politics of Terrorism in the Middle East Africa DIPL 6153 Comparative Political Economy DIPL 6700 International Relations of African States of Development DIPL 6701 20th Century Africa DIPL 6170 Advanced Topics in Economic Development DIPL 6702 African Political Institutions for International Affairs DIPL 6703 American Foreign Policy in Africa DIPL 6704 Economic Development in Africa DIPL 6717 Africa: Displacement and Conflict Dual Degree Programs DIPL 6153 Comparative Political Economy of The Whitehead School of Diplomacy and International Development Relations participates in five graduate dual degree programs DIPL 6170 Advanced Topics in Economic Development with the Seton Hall School of Law, the Stillman School of for International Affairs Business, and within the College of Arts and Sciences, the Asia Department of Public Administration, the Program in DIPL 6601 Chinese Politics and US-China Relations Corporate Communications and the Department of Asian DIPL 6602 Islam in Southeast Asia Studies. Each program has its own admission process. DIPL 6610 China’s Rise: Opportunities and Challenges Applicants for a dual degree program must be accepted sepa- DIPL 6611 International Relations of Southeast Asia rately to each program, either at the time of initial enrollment DIPL 6622 China’s Foreign Relations or during the first semester. DIPL 6153 Comparative Political Economy of Development Once enrolled, students should consult with academic advis- DIPL 6170 Advanced Topics in Economic Development ers in both programs to coordinate their curriculum. Dual for International Affairs degree course requirements for each program are listed below. Europe DIPL 6401 European Union: Development and J.D./M.A. in Law and Diplomacy Dynamics The Whitehead School of Diplomacy and the School of Law DIPL 6402 European Union: Governance and Policy jointly offer a four-year program leading to the degrees of DIPL 6403 European Union: External Relations Master of Arts in Diplomacy and International Relations and DIPL 6405 Foreign policy of Post-Soviet States Juris Doctor (J.D.). The program, which is available only to DIPL 6406 Eastern Europe and Post-Soviet Politics full-time students, may be completed in only four years and DIPL 6410 European Union Seminar in Luxembourg DIPL 6422 Trans-Atlantic Relations and World Politics one summer, rather than the five years usually required for the DIPL 6509 EU and Cyprus Seminar completion of both degrees. DIPL 6153 Comparative Political Economy of Development Admission Requirements DIPL 6170 Advanced Topics in Economic Development Students must complete separate applications for the for International Affairs Whitehead School of Diplomacy and for the School of Law. Students should indicate on their original applications that Latin America and the Caribbean DIPL 6801 U.S. Foreign Policy in Latin America they wish to pursue the combined degree program. and the Caribbean Alternatively, students enrolled in the first or second year of DIPL 6802 Peoples and Cultures of Latin America full-time study at the School of Law may, during that year, and the Caribbean apply for admission to the joint program by making applica- DIPL 6806 Political Economy of Latin America tion to the School of Diplomacy, identify themselves as candi- and the Caribbean dates for the joint degree program and notify the Law School DIPL 6153 Comparative Political Economy of of their intent to seek admission to that program. Some loss of Development credits may result from such late application to the joint pro- DIPL 6170 Advanced Topics in Economic Development gram. Only one application fee for the two programs is for International Affairs required. Middle East Admission to the joint degree program requires that students DIPL 6116 Palestinian-Israeli Peace Process be accepted for admission to each of the respective schools and DIPL 6500 The Modern Middle East: History, that students’ participation be approved by the admissions Challenges and Opportunities committees or academic deans of both schools.

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Curriculum Requirements Pattern of Study A student enrolled in the combined degree program must Students in the combined program spend their first year of complete 85 credits at the Law School and another 30 credits study completing the regular first-year curriculum of the at the Whitehead School of Diplomacy and International School of Law. During the second and subsequent years, stu- Relations, for a total of 115 credits, instead of the 130 credits dents may complete the program by taking credits at both the that would be required to complete the two programs separately. School of Law and the John C. Whitehead School of At the Whitehead School, students must complete 18 credits Diplomacy and International Relations. of required courses and 12 credits of electives. At a student’s option, 9 of these elective credits may be concentrated in a func- Advising tional or regional specialization. As part of coursework at the Law Students in the combined program must have their courses School, students must complete 12 credits within the International approved by the advisers in both the Law School and the Legal Studies Group (except INTL 9607 International Whitehead School of Diplomacy and International Relations, Organizations). Students must also complete the Law School and students should consult with the academic dean of each course Independent Research (2 credits - WRTG 9141). school regarding course schedules. Course Requirements Master of Business Administration I. Students must complete a minimum of 30 credits of Diplomacy courses. (M.B.A.)/ M.A. in Diplomacy and DIPL 6000 International Relations Theory 3 DIPL 6001 Politics of Cultural and Ethnic Pluralism 3 International Relations Dual Degree DIPL 6002 International Organizations 3 DIPL 6105 or International Political Economy Program DIPL 6155 Advanced Economic Aspects The Whitehead School of Diplomacy and the Stillman of International Relations 3 School of Business offer a dual degree program that combines DIPL 6104 Art and Science of International the Master in Business Administration (M.B.A.) with the Negotiation 3 Master of Arts (M.A.) in Diplomacy and International DIPL 7111 Internship* 3 Relations. The dual degree program takes advantage of the syn- DIPL xxxx Diplomacy Electives 12 ergy between the two fields to offer a program that provides a Total: 30 unique combination of detailed business training with a thor- * A student with a clerkship may substitute a Diplomacy elective for the ough understanding of international policy issues. Students internship requirement. apply independently to each program, either at the time of ini- II. As part of their Law School coursework, students must tial application or during the first semester of either program. complete the following requirements. For further information, please contact the School of A. 12 credits within the International Legal Studies Group Diplomacy or the School of Business. Course requirements are (except INTL 9607 International Organizations). listed below. B. In addition to A above, students must complete Course Requirements Independent Research (2 credits – WRTG 9142) or a sec- A. Diplomacy and International Relations Component ond Advanced Writing Requirement course drawn from the (30 credits) International Legal Studies Group. I. Required Diplomacy Core (24 credits) DIPL 6000 International Relations Theory 3 Full Time Status DIPL 6001 Politics of Cultural and Ethnic Pluralism 3 Because of residency requirements and other considerations, DIPL 6002 International Organizations 3 the combined program can only be completed by students DIPL 6003 Sustainable Development 3 enrolled on a full-time basis. With the joint consent of the aca- DIPL 6105 International Political Economy 3 demic dean of the Law School and the academic dean of the DIPL 6310 Research Methods for Policy Analysis 3 Whitehead School of Diplomacy, and for good cause, a student DIPL 6311 Master’s Research Project 3 may be allowed to remain in the program although enrolled on DIPL 7111 Internship 3 a part-time basis only after the completion of the second year II. Diplomacy Electives (6 credits) of full-time participation in the program. Such approval for Any two Diplomacy courses at the 6000 or 7000 level. part-time status must be renewed every semester. No waiver of B. M.B.A. Program Component (30/33 credits) the full-time status requirement may be granted during the first two years of the program. I. Pre-Qualification Sequence as required (non-credit bearing) II. Foundation Sequence (16 credits) BMBA 9101 Decision Making I 4 BMBA 9102 Decision Making II 4 BMBA 9103 Financial Accounting and Legal Considerations 4 BMBA 9104 Human Interaction and Market Orientation 4

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III. Essential Knowledge Sequence (2 credits) Health Policy and Management BMBA 9201 Social Responsibility 2 Arts Administration IV. Concentration Courses (12/15 credits) M.P.A. Elective 3 Four 3-credit courses in one of the concentrations in the Research and Capstone Courses (9 credits) School of Business (five 3-credit courses for the Accounting DIPL 6310 or PSMA 6002 Research Methods 3 concentration). Research Seminar/Practicum: DIPL 6311; PSMA 7993 Total Credits Required 60/63 or PSMA 7992 3 *Note DIPL 7111 or PMSA 7991 Internship/Field Placement 3 1. Dual degree students do not take International Perspective (BMBA Total Credits Required 60 9202) or Business Policy Capstone (BMBA 9400). 2. Dual degree students must write a Master’s Research Project under the M.A. in Strategic Communication/ guidance of joint Business/Diplomacy advisers. M.A. in Diplomacy and International Master of Public Administration Relations Dual Degree Program The dual degree program combines advanced skills in com- (M.P.A.)/M.A. in Diplomacy and munication with in-depth knowledge of international relations International Relations Dual Degree to prepare professionals to meet the challenges of strategic communication in an increasingly complex global environ- Program ment. Applicants for a dual degree program must be accepted The Graduate Department of Public Administration in the separately to each program, either at the time of initial enroll- College of Arts and Sciences and the School of Diplomacy and ment or during the first semester of study. International Relations offer a dual degree program that com- Course Requirements bines the Master of Arts in Diplomacy and International Relations with the Master of Public Administration. The dual Diplomacy and International Relations (21 credits) degree prepares professionals equipped to respond to the chal- DIPL 6000 International Relations Theory 3 lenges of public sector administration in a global environment. DIPL 6001 Politics of Cultural and Ethnic Pluralism 3 The joint degree can be completed in 60 credits, instead of the DIPL 6002 International Organizations 3 84 credits required to complete the two programs separately. DIPL 6105 International Political Economy 3 DIPL xxxx Diplomacy Electives 9 Students apply independently to each degree program, preferably indicating at the time of application that they intend Communication (21 credits) to follow the joint M.A./M.P.A. program if admitted. COMM 6000 Writing for Organization and Client 3 Applicants for a dual degree program must be accepted sepa- COTC 6100 Organizational Communication 3 rately to each program, either at the time of initial enrollment COTC 7220 Effective Presentations 3 COTC/COMM Electives 12 or during the first semester of study. For further information, please call the School of Diplomacy Research, Capstone and elective courses (15 credits) and International Relations at (973) 275-2515, or the Center DIPL 6310 or for Public Service (973) 761-9510. COTC 7110 Research Methods 3 DIPL 6311 or Course Requirements COTC 8190 Research Project 3 DIPL 7111 Internship 3 Diplomacy and International Relations (21 credits) Free Electives 6 DIPL 6000 International Relations Theory 3 Total Credits Required 57 DIPL 6001 Politics of Cultural and Ethnic Pluralism 3 DIPL 6002 International Organizations 3 DIPL 6105 International Political Economy 3 M.A. in Asian Studies/M.A. in DIPL xxxx Electives 9 Diplomacy and International M.P.A. Core Courses (15 credits) PSMA 6001 Environment of Public Service Relations Management 3 The Department of Asian Studies in the College of Arts and PSMA 6004 Economic Environment of Public Sciences and the School of Diplomacy and International Service Management 3 Relations offer a dual degree program with a focus on East PSMA 6005 Financial Management and Control 3 Asia. A solid understanding of East Asian history, language and PSMA 6009 Managerial Decision Making 3 PSMA 6010 Managing Human Resources in Public 3 culture complements students’ competence in international relations. The dual degree program can be completed in 60 M.P.A. Concentrations (four courses in one of the following credits, instead of the 81-84 credits that would be required to concentrations plus one M.P.A. elective) 12 complete the two programs separately. Applicants for a dual Public Service: Leadership, Governance & Policy degree program must be accepted separately to each program, Management of Nonprofit Organizations

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either at the time of initial enrollment or during the first DIPL 6002 International Organizations semester of study. Provides a historical and contemporary perspective on the role of intergovernmental and nongovernmental organizations in Course requirements drafting public policy at the regional and global levels. 3 credits Diplomacy and International Relations (21 credits) DIPL 6000 International Relations Theory DIPL 6003 Sustainable Development DIPL 6001 Politics of Cultural and Ethnic Pluralism Explores concepts of sustainable development in social, eco- DIPL 6002 International Organizations nomic and political frameworks. 3 credits DIPL 6105 International Political Economy DIPL xxxx Electives in Diplomacy and International DIPL 6004 Peacemaking and Peacekeeping Relations (9 credits) Examines theories and research concerning the nature and causes of conflict at both the domestic and international levels, Traditional East Asia (12 credits) as well as methods for avoiding, managing or resolving such ASIA 6140 Survey of Chinese Civilization conflicts. 3 credits ASIA 6121 History and Culture of Japan I ASIA 6122 History and Culture of Japan II DIPL 6005 Public International Law and one of the following: Explores the nature and content of international law governing ASIA 6141 Foundations of Chinese Civilization relations between states and relations between states and non- ASIA 6142 Development of Chinese Civilization state actors. The first part of the course examines the building ASIA 6143 Maturity of Chinese Civilization blocks of international law; the second part applies this frame- Modern and Contemporary East Asia (6 credits) work to particular topics, such as the use of force, human ASIA 6145 Modern East Asia rights and international environmental law. 3 credits ASIA 6146 Contemporary East Asia DIPL 6007 UN: Insider’s View Research and Practicum (9 credits) Bridges the gap between students and practitioners by comple- ASIA 9111 menting an academic understanding of the United Nations or DIPL 6310 Research Methods For Policy Analysis with an appreciation of the day-to-day concerns and realities of DIPL 6311 the organization. Structured around a series of guest lectures or ASIA 9200 Master’s Research Project/Thesis offered by U.N. officials and representatives of governments, DIPL 7111 Internship civil society and the private sector on a broad range of substan- Students requesting faculty recommendations for Ph.D. tive issues of current concern to the United Nations. 3 credits studies are required to write a thesis. DIPL 6008 International Criminal Law East Asian Language Component (12 credits) Explores the historical, political and diplomatic evolution of Note: Students must demonstrate intermediate level profi- international criminal law in this century, including war ciency before enrolling in these courses. Students with language crimes, crimes against humanity and the International fluency may be exempt from these courses and substitute free Criminal Court. 3 credits electives. CHIN 6111-6114 Graduate Chinese Conversation and DIPL 6015 Human Resources Management in International Composition I-IV Organizations CHIN 6117-6118 Graduate Readings in Provides a comprehensive review of human resources manage- Modern Chinese I-II ment policies and practices in international organizations. It is CHIN 6120-6121 Graduate Chinese designed to develop both analytical and practical skills for deal- Newspaper Readings I-II ing with complex personnel management issues in a multicul- JAPN 6111-6112 Graduate Modern Japanese I and II JAPN 6113-6114 Graduate Newspaper Readings I and II tural and political environment. 3 credits Total Credits Required 60 DIPL 6019 Women, World Religions and Human Rights Examines what sacred sources in religion say about women and Course Descriptions how those scriptures have been interpreted and used in society (by men and women), in traditional religious societies (includ- DIPL 6000 International Relations Theory ing actual cultural expressions of beliefs and practices related to Acquaints students with the key theoretical debates in interna- gender, gender relations, sexuality, family and the role of tional relations scholarship, and introduces students to the women in the public sphere). It examines contemporary practice of diplomacy. Taken during the first semester of the women’s work that criticizes, affirms or amends traditional reli- program to strengthen writing and analytical skills. 3 credits gious views and roles about women, especially how contempo- DIPL 6001 Politics of Cultural and Ethnic Pluralism rary women (and men) working through human rights organi- Surveys cultural diversity manifested in the concepts of ethnici- zations address the questions raised by modernity and the quest ty, national identity and nationalism. Includes study of political for universal human rights. A cross-cultural perspective is par- and sociological theory and case studies. 3 credits ticularly critical in this era of globalization and the emergence of an international women’s rights movement. 3 credits

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DIPL 6031 International Environmental Policy DIPL 6114 Conflict Prevention Applies an interdisciplinary set of analytical tools to understand The course will identify the role and function of the principal international environmental problems, especially those affect- actors working to prevent international conflict in theory and ing the global commons, including climate change, ozone practice. Particular focus will be on organizations and processes depletion and biodiversity. Surveys and analyzes the actual and from North America and Europe in a post September 11 potential institutions the international community employs to world. 3 credits address these issues. 3 credits DIPL 6115 Cross Cultural Negotiation and Conflict DIPL 6032 International Trade Law Management This course examines the law of international trade, focusing The ability to negotiate and manage conflicts across cultures is on the law of the World Trade Organization, the General no longer an optional skill set in the worlds of international Agreement on Tariffs and Trade, and the trade law of the business, diplomacy and advocacy. This course, built on cases, United States. The course will address the rules that restrain interactive exercises and theoretical frameworks, develops skills national restrictions on trade, as well as the negotiation prac- and knowledge for managing the most challenging political, tices and dispute settlement processes of the world trade law organizational and interpersonal relationships. 3 credits system. Among other things, the course will explore how that system manages the relationship between trade and other values DIPL 6116 Palestinian-Israeli Peace Process and areas of regulatory control, such as environmental protec- The Palestinian-Israeli conflict is generally thought to be tion, health and other product standards, human rights, and intractable. Much journalistic and even scholarly work tends to intellectual property protection. 3 credits be partisan, while contributing little to our understanding of how this conflict can be resolved. In fact, there is a significant DIPL 6103 Concepts and Applications for Leadership in the history of attempts to transform this conflict into coexistence. Global Community This instructor will build on his significant field research into Analysis of traits and behaviors essential in leading organiza- the open and secret negotiations between Israel and the PLO, tions and in managing organizational stakeholders. 3 credits as well as the long history of Arab-Zionist encounters. A major component of the class will be simultaneous conduct of actual DIPL 6104 Art and Science of International Negotiation negotiations by the students, who will join one of four delega- International negotiations take place in the shadow of conflicts, tions: a Palestinian or an Israeli negotiation delegation, negoti- crises and wars. Selected theories of international cooperation, ating with interim or permanent issues. 3 credits as well as insights from other disciplines have contributed to our understanding of the dynamics of international negotia- DIPL 6117 International Mediation tion. The course provides opportunities for simple and com- Third parties, including governments, prestigious individuals, plex negotiation exercises as well as conceptual knowledge IOs and NGOs often attempt to mediate international con- needed for analyzing real world cases. 3 credits flicts and wars. Some succeed brilliantly. Others fail miserably. This course offers perspective on the political, behavioral and DIPL 6105 International Political Economy strategic dimensions of international mediation. Participants Fundamental concepts of international economics and global learn about the methods, tactics and strategies of international financial institutions as a basis for understanding the global mediation, the causes of failures and success, the dynamics of political economy. 3 credits mediation in crises, internal wars and other conflicts. DIPL 6109 Negotiating International Trade Participants also develop skills by practicing on large and small Provides basic background on reimbursement prices, trans- international mediation exercises. 3 credits parency, standardization and dispute resolution at the federal, DIPL 6118 Global Conflict Resolution and Peacebuilding state and local level. 3 credits This course is an introduction to the interdisciplinary study of DIPL 6110 Globalization: Impact on the State conflict resolution and is intended to provide a solid founda- Examines the major trends leading to the critical and rapidly tion for further inquiry and application. It aims to present and changing role of the state, and explores how globalization is discuss the major theoretical approaches to conflict and conflict shaping the world of the 21st century. 3 credits resolution. It examines theories that attempt to explain causes, dynamic, courses, and resolution of conflicts. It surveys theo- DIPL 6113 International Financial Institutions retical frameworks from different disciplines. It would ground Analyzes dynamics of international trade and finance through students the basic concepts of conflict resolution and skills of the structure and work of the international financial institu- diagnosing social conflict. A second portion of the class focuses tions. Covers the basics of the international financial system on the practice of conflict resolution and the connection and explores the potential for international cooperation in the between conflict analysis and intervention. It will investigate field of development. 3 credits the dynamics of conflict transformation, post-conflict peacebuilding and reconciliation. This course will include a blend of lectures, class discussions, individual and group exercises, and simulation role plays. 3 credits

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DIPL 6129 Preventing Humanitarian Crisis DIPL 6150 Current Issues and Approaches in International Investigates the causes, global responses to, and prevention of Political Economy complex humanitarian emergencies. Beginning with the funda- In this course, we will examine a variety of new approaches and mental problem of defining what qualifies as a humanitarian new issues in international political economy. We will look at crisis, this course further examines significant cases searching how two level games, second image and second image reversed for factors to account for successful and unsuccessful interna- theories, bargaining approaches, and ideational theories are tional engagement. 3 credits being used to analyze issues, such as international trade and development. We will also examine how new issues are chang- DIPL 6130 International Security ing the way we think about international political economy, International security is a critical component of statecraft and such as trafficking of humans, international migration, interna- global politics with domestic and international constraints and tional laws and norms, transnational organizations, and food characteristics. This course is built upon an interdisciplinary and safety issues (e.g. genetically modified food). 3 credits approach that combines history, theory and policy regarding the origins of conflict, the uses of force in politics, classic DIPL 6153 Comparative Political Economy of Development approaches to security, strategies and modes of security, and the This course examines the economic and political transitions in emerging security environment. 3 credits developing countries. We will focus on the tensions between economic and political reforms, between states and markets, DIPL 6131 Causes of War and between economic efficiency concerns and social equity What causes war? What do we need to know to prevent war if concerns. We will examine the overt and hidden trade-offs that possible, and prepare for it when necessary? This course first governments make between economic development and politi- systematically examines major schools of thoughts on the ori- cal stability, and between domestic reforms and international gins and prevention of war, including power and system-level pressures. We will compare the development paths of countries theories of war and peace, domestic and societal sources of con- in Latin America, Africa, East Asia, Eastern Europe, the flict, misperception and miscalculation, and psychological and Former Soviet Union, and the Middle East to determine the emotional causes of war. The second part of this course applies effects of culture, history and institutions on political and eco- these theoretical approaches to a series of important historical nomic development. 3 credits and contemporary cases of war and conflict in world politics. 3 credits DIPL 6155 Advanced Economic Aspects of International DIPL 6132 American Grand Strategy Relations Grand strategy is the collection of political and military means This course will familiarize students with the essential concepts and ends with which a state attempts to achieve security. This required to understand the economic issues associated with course examines the formulation, implementation, and out- globalization. In particular, we will address a set of topics comes of American grand strategy. It particularly explores the including why and how nations trade, how governments regu- structure, operation, and capacity of American military estab- late international trade, regionalism and multilateralism, and lishment. It also covers the evolution of American grand strate- the international financial architecture. 3 credits gy beginning with the containment strategy during the Cold DIPL 6156 Advanced Financial Aspects of International War, to nuclear deterrence and arms control policy, followed by Relations post-Cold War debates on American strategies of engagement, This course applies fundamental concepts towards gaining an humanitarian intervention and democracy promotion to cope understanding of recent events and current policy issues. The with the new security environment. 3 credits course covers topics including exchange rate determination, DIPL 6133 Energy and Resources Security monetary and fiscal policy in an open economy, balance of As a result of increasing global demands for energy, natural payments crises, international capital markets, and foreign resources, and clean environment, serious conflict of interest direct investment. It also studies current issues such as pro- has emerged among nations and can potentially lead to deadly posed changes in the international crisis, and government inter- violence. Using carefully selected case studies, this course vention in the foreign exchange market. 3 credits addresses these pressing security concerns. Topics covered DIPL 6170 Advanced Topics in Economic Development for include international politics of oil, water disputes, environ- International Affairs mental conflict, and contention for fishery and other maritime This course is an in depth analysis of current aspects of devel- resources. 3 credits opment. We consider recent development dilemmas such as DIPL 6140 International Human Rights delivery of services for poor people, building institutions for This course introduces the basic philosophy and principles of markets, the role of knowledge in advancing economic and human rights and examines the historical development and social well being, the role and effectiveness of the state in the expansion of human rights norms. The course then focuses on changing world, and infrastructure and development. We ana- the instruments, institutions, and enforcement of human rights lyze experiences of different countries in Latin America, Africa, from a multidisciplinary perspective, exploring the major inter- East Asia, Eastern Europe, the Former Soviet Union, and the national human rights regimes and treaties. 3 credits Middle East. 3 credits

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DIPL 6180 Comparative Foreign Policy international system. The course will explore what the UN Comparison among the attributes of various actors in interna- does, how it works, and the challenges it faces while also con- tional politics helps us understand the sources and outcomes of sidering the potential for United Nations reform in the name foreign policy-making. This course introduces students to the of greater effectiveness and legitimacy. 3 credits principal theories on the sources of foreign policymaking, ranging from the psychology and decision making of the individual DIPL 6277 Global Health, Bioterrorism, and International policymaker, to the domestic and international constraints Security involved. Historical and current case studies are utilized by stu- This interdisciplinary course covers the issues of global health, dents to apply and test theories of policymaking. 3 credits biological weapons and international security. It has four main objectives: 1) to introduce students to the concept of health DIPL 6181 Statecraft: Designing Foreign Policy security; 2) to elucidate the linkages between health and securi- Examines the tools of statecraft available to foreign policy-mak- ty, with special attention paid to bioterrorism; 3) to examine ers as they attempt to protect national values and attain desired the global health challenges and their conflict and security objectives vis-a-vis other international actors. The course first implications; and 4) to explore the policy options addressing reviews key analytical concepts that underpin the study of for- such challenges. 3 credits eign policy-making, such as influence attempts, threats, prom- ises, policy-contingency frameworks and cost-benefit analysis. DIPL 6279 Contagion and Conflict: Global Impact of It then explores the conditions under which various policy Infectious Disease instruments such as military power (ground combat, surgical This course examines the role of epidemics as causative agents air strikes, naval power, peacekeeping operations), economic of historic change, focusing on the global impact of infectious statecraft (sanctions, trade, foreign aid) and public diplomacy disease. In addition to the demographic and social effects of are likely to achieve national goals. 3 credits infectious disease, it examines the impact on political stability, economic development, and international relations. The impli- DIPL 6182 U.S. Foreign Policy cations of human response to infectious disease, including the Introduces students to the actors, policy-making processes, and impact on human rights, are also discussed. 3 credits historical themes that influence U.S. foreign policy. The course first reviews the U.S. foreign policy-making process, focusing DIPL 6280 International Health and Development on key actors such as the president, congress, the bureaucracy, This course provides in-depth and multifaceted analyses of the media and public opinion. It then explores the history of issues, problems, and policies in international health and devel- U.S. foreign policy, from Washington’s Farewell Address to the opment in the major regions of the world. Issues that are con- present, with primary emphasis on the postwar period. Current sidered include environmental and ecological change, demo- foreign policy challenges facing the U.S. are then examined in graphic and epidemiological transitions, new and re-emerging light of these historical themes and general theories that bear diseases, family and reproductive health, and health systems upon them. 3 credits change. Implications for development and policy responses are explored in detail for each issue. 3 credits DIPL 6190 Seminar in Foreign Policy Analysis Examines a series of pivotal foreign policy cases in order to DIPL 6310 Research Methods for Policy Analysis assess the relative success or failure of these policies and the les- Facilitates development of the ability to design, execute and cri- sons they hold for foreign affairs more broadly. Using critical tique of research pertinent to policy development and manage- cases chosen from substantive areas such as nuclear prolifera- ment, at global, regional or national levels, including govern- tion, economic diplomacy, and humanitarian intervention, as mental, inter-governmental or non-governmental organizations. well as from all major world regions, this course analyzes them 3 credits from their initial appearance on the foreign policy agenda to DIPL 6311 Master’s Research Project the ultimate policy outcome. Prerequisite: DIPL 6180 and/or Students develop, execute and present a research project as a 6181 and the instructor’s permission. 3 credits culminating component of the master’s program, in consulta- DIPL 6201 UN Security Council Issues tion with a faculty mentor. Prerequisite: DIPL 6310. 3 credits An in-depth study of the bureaucratic and political factors that DIPL 6312 Master’s Thesis shape the policy and process of this key UN institution. Provides an opportunity for certain students to extend the Lectures and class sessions will focus on specific topical issues research and writing performed in DIPL 6311 by completion of relevance to the Security Council. 3 credits of a formal master’s thesis. Registration requires approval from DIPL 6202 Politics at the United Nations: Relevance and the graduate thesis adviser. The thesis and its defense must con- Reform form to standards established by the Whitehead School. This course will examine how the United Nations seeks to Prerequisite: DIPL 6311. 3 credits address the growing range of transnational problems that appear on its agenda. This increased demand for action comes at a time when the organization is being subjected to varying interpretations about its structure, role and potential in the

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DIPL 6401 European Union: Development and Dynamics DIPL 6501 Modern Middle East: U.S. Involvement An in depth study of the structures, procedures, processes and This course examines U.S. involvement in the Middle East in institutions of the European Union. Both politics and policy the 20th century, exploring how the U.S. has emerged as the are covered. Sessions focus on structural issues such as enlarge- principal foreign actor in the Middle East. 3 credits ment and the CAP, as well as on developments of a more political nature including trade issues and trans-Atlantic relations. DIPL 6502 Islamic Religion and Culture 3 credits Comprehensive introduction to history and contemporary themes of Islam as a world religion developing in diverse cul- DIPL 6402 European Union: Governance and Policy tural settings. 3 credits Readings and seminar discussion on the internal operations of the European Union in light of expansion. 3 credits DIPL 6503 Women/Gender in Islam Exploration of the historical and contemporary interpretations DIPL 6403 European Union: External Relations of Islamic teaching and practice. 3 credits Readings and seminar discussion on the emerging role of the European Union as it relates to neighbors and the world. DIPL 6505 Afghanistan: History and Current Issues 3 credits In-depth analysis of Afghanistan’s modern history and its uneasy juxtaposition as a buffer state between British India and DIPL 6405 Foreign Policy of Post-Soviet States Russia. Also discussed are the rise and fall of the Taliban move- Detailed analysis of the global role of states within the former ment, U.S. war against terrorism, and the challenges and Soviet sphere, both among themselves and in relation to the opportunities of having emerged from two decades of Russian European Union, China and the United States. 3 credits occupation and civil war. 3 credits DIPL 6406 Eastern European and Post-Soviet Politics DIPL 6506 Energy Policies of the 21st Century Comprehensive introduction to the politics of the former This course explores energy options, analyzing the economic, Soviet Union, Eastern Europe, and post-Soviet Russia, includ- political, environmental and technical constraints upon them, ing development of the Soviet Union as a multi-national, in light of major current imperatives - climate change and the planned economy empire and the causes of collapse. It also deregulation of nuclear power. 3 credits explores the challenges faced by the new states that emerged st from the collapse, with special attention to the economic and DIPL 6507 Water Politics of the 21 Century political problems of these states’ transformations as affected by This course analyzes the water resources in critical areas and the different legacies of the Soviet period in each of the coun- their role in shaping the future patterns of international rela- tries involved. 3 credits tions. 3 credits DIPL 6410 European Union Seminar in Luxembourg DIPL 6508 Dialogue Among Civilizations Students learn about diplomacy and international relations as In past centuries the world has experienced great physical, well as European culture and history first-hand, by visiting human, and emotional devastation due to the mindset that some of the major institutions involved in European Union going to war is the best and easiest option for achieving peace. governance and in Europe’s trans-Atlantic relations. 3 credits A new doctrine presented to the United Nations and approved by the international community calls for conflict and hostility DIPL 6422 Trans-Atlantic Organizations and World Politics to be resolved through dialogue among nations, cultures, and Examines the changing architecture of contemporary trans- civilizations. This course aims to help students better under- Atlantic relations, and places this relationship within the wider stand the dimensions of cultural differences among people as frame of world politics, including NATO, the European well as various strategies for achieving peace and prosperity Union, Organization for Security and Cooperation in Europe, through dialogue. 3 credits as well as the changes in the trans-Atlantic relations after the demise of communism in Russia, Eastern and Central Europe. DIPL 6509 EU and Cyprus Seminar Beyond the institutional analysis of international organizations, This course will assess the economic, political and social impact the course examines and explores interactions in the interna- of EU membership on Cyprus. Students will gain insights tional arena - trans-Atlantic diplomacy, European identity, based on the perceptions of different actors, namely public sec- trade tensions and the economic dimension to common securi- tor, private sector, and civil society. After serious preparation, ty, the treatment of U.S. disengagement in Europe and the students will visit Cyprus and interact with the main players. impact of domestic politics on international relations. 3 credits Based on this visit, the class will prepare a report, for which every member will contribute. 3 credits DIPL 6500 The Modern Middle East: History, Challenges DIPL 6510 The Persian Gulf in the 21st Century and Opportunities Examines the communities and economics of the region, his- Commences with an overview of the historical events of the torical background and causes of conflict both at the domestic Middle East that are crucial to understanding the emergence of and international levels, as well as U.S. policies to manage or the modern period beginning in 1832, and concluding with resolve such conflicts. After addressing the present problems of current issues and opportunities. 3 credits the region and its importance in international relations, the

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course examines case studies and issues which present signifi- DIPL 6702 African Political Institutions cant challenges to global peace and security in the 21st An African-centered political system course focused on the Century. 3 credits salient economic, social and political variables and discussion of specific experiences. Examination of traditional background, DIPL 6520 Politics of Terrorism in the Middle East colonial experience and the post-independence era. 3 credits This course takes an in-depth look at terrorism in its contemporary political incarnation. Areas covered include the connec- DIPL 6703 American Foreign Policy in Africa tions between fundamentalism, religion and terrorism; the abil- Historical development of American foreign policy in Africa. ities of security services and intelligence organizations to effec- Analysis of the institutions and political and economic forces tively monitor and combat terrorism; use of the internet by that shaped policy toward African countries and Africa’s extremist groups; cooperation between and among terrorist response to American foreign policy. 3 credits networks; and the drug trade, arms trafficking, and terrorism. 3 credits DIPL 6704 Economic Development in Africa An analysis of the problems associated with economic develop- DIPL 6601 Sino-U.S. Relations ment in Africa. It investigates trade patterns, trade regimes, and Based on historical events and the latest developments of the alternate development strategies. 3 credits bilateral relationship between the United States and China, this course will explore how the relationship between Washington DIPL 6717 Africa: Displacement and Conflict and Beijing evolved in the past three centuries with the interac- Provides an examination of the nexus of conflicts and forced tions between the U.S. and “new China” - the People’s population displacements in Africa, and thoroughly explores Republic of China as the focus. Moreover, in probing the cur- the dynamics of flight, the structure of settlements in exile, and rent affairs in the Sino-U.S. relationship, specific areas such as the patterns and processes of repatriation. 3 credits the Taiwan issue, security and economic cooperation, and DIPL 6801 U.S. Foreign Policy in Latin America and the human rights will be discussed. 3 credits Caribbean DIPL 6602 Islam and Southeast Asia Foreign policy principles and practices shaped and put into This course focuses on the history and politics of Islamic reli- effect in the context of Latin America and the Caribbean. gion and culture and their impact on the countries and cultures 3 credits of South and East Asia. 3 credits DIPL 6802 Peoples and Cultures of Latin America and the DIPL 6610 China’s Rise: Opportunities and Challenges Caribbean This course explores the opportunities and challenges posed by Colonialism, slavery, race relations, state formation, dictator- the rise of China. It culminates in a 10 day field trip to China. ship, foreign intervention, revolution, dependency and devel- 3 credits opment as these apply to Latin America and the Caribbean from the Pre- Columbian period to the 21st century. Focus on DIPL 6611 International Relations in Southeast Asia the conflict and accommodation that marks the relationship Examines the Southeast Asian states as autonomous actors, the between the native inhabitants of the New World and the Old regionalization of Southeast Asian foreign policies, and the World colonists and their descendants. 3 credits states’ and regions’ relations in the environment external to Southeast Asia. 3 credits DIPL 6806 Political Economy of Latin America and the Caribbean DIPL 6622 China’s Foreign Relations Interaction of political and economic forces in shaping and This course analyzes the structures, processes, policies and poli- implementing economic and social policies in Latin America tics of China’s interactions with the world. 3 credits and the Caribbean. 3 credits DIPL 6700 International Relations of African States DIPL 6997 Directed Research The course identifies and examines factors that shape inter- Provides the opportunity for selected students to pursue a state relations in Africa, and the relations between African research project under the direct supervision of a member of states and other influential actors, including the European the faculty. Details of course content are arranged individually. Union and the United States. It also explores how globalization Departmental permission required. 3 credits has affected the dynamics of the contemporary relationships between African states and international non-governmental DIPL 6998 Independent Study 2 organizations. 3 credits Students pursue a course of specialized reading and discussion th supervised by a member of the faculty. Departmental permis- DIPL 6701 20 Century Africa sion required. 3 credits Evolution of Africa from dependent colonial status to sovereign states in the international political arena, and the role and DIPL 6999 Independent Study impact of these states on global politics. 3 credits Students pursue a course of specialized reading and discussion supervised by a member of the faculty. Departmental Permission Required. 3 credits

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DIPL 7111, 7112 Internship Provides students with an opportunity to develop skills through experiential learning in an institutional environment under the supervision of a faculty mentor. Typical placements are in intergovernmental or non-governmental organizations, governmental agencies or businesses involved in international matters. Students participate in an orientation at the beginning of the course and make a final presentation. Departmental permission required. 3 credits each DIPL 7113 U.S. Foreign Service Intensive preparation and individualized review for entry to the U.S. Foreign Service. 1 credit DIPL 7411-7413 Journal Editorial Board Students serve on the editorial board of the Whitehead Journal of Diplomacy and International Relations with the option to earn credit for this work. 1 credit each

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College of Education and Human Services

Jubilee Hall, Fourth Floor The mission of the College of Education and Human (973) 761-9025 Services is to promote professional practice. We strive to do education.shu.edu that by developing competent, socially conscious, reflective Dean: Joseph DePierro, Ed.D. professionals. What does this mean for a candidate in the col- Associate Dean: Manina Urgolo Huckvale, Ed.D lege? The faculty and the professionals we work with in the community are committed to: (i) the development of a broad, Associate Dean: Charles P. Mitchel, Ed.D. deep knowledge base that can be translated into practice; (ii) a Director of Budget and Operations: Marianne Coppola respect and valuing for difference in our society, (iii) and the ability to practice introspection regarding self-development and Departments and Chairs: practice. An integral step toward achieving these goals is the Education Leadership, Management and Policy: alignment of our programs with national professional standards Michael J.Osnato, Ed.D. and those of the State of New Jersey. When a candidate gradu- Educational Studies: William McCartan, Ed.D. ates from the College of Education and Human Services from Professional Psychology and Family Therapy: Seton Hall University, he/she will be recognized for these quali- Laura Palmer, Ph.D. ties and future potential. The College of Education and Human Services offers pro- Accreditation grams of study leading to the following degrees: Bachelor of The Counseling Psychology Ph.D. program is accredited by Science in Education; Master of Arts, Master of Arts in the American Psychological Association. For further informa- Education, and Master of Science; Educational Specialist; tion contact: Doctor of Education; and Doctor of Philosophy. Students pre- American Psychological Association pare for careers in teaching, broaden their knowledge and Office of Program Consultation and Accreditation understanding of the process of education, improve their pro- 750 First Street, N.E. fessional techniques and prepare for leadership positions or Washington, D.C. 20002-4242 careers in the psychological, counseling, and human services (202) 336-5500 professions. The Marriage and Family Therapy Ed.S. program is accredited by the Commission on Accreditation for Marriage and Family Therapy Education of the American Association for General Information Marriage and Family Therapy. For further information contact: 112 S. Alfred Street Application and Admission Applicants to graduate study in the College of Education Alexandria, VA 22314 and Human Services are expected to meet the general (703) 838-9808 University qualitative requirements for admission and comply The College of Education and Human Services is accredited with its admission procedures. Department and program by The National Council for the Accreditation of Teacher descriptions include specific admission requirements. Education. x08 Gd Education.qxp 7/24/2007 11:38 AM Page 136

136 College of Education and Human Services

Admission Examination Degree Requirements Applicants for admission to graduate study in the College of In addition to the general University requirements for the Education and Human Services must take a standardized degree, the College of Education and Human Services requires examination. Most programs require the Miller Analogies Test the student to: or the GRE. The catalogue lists test requirements for specific • complete foundation courses as required; programs. • complete department course and credit requirements; For information concerning the Miller Analogies Test or the • pass the comprehensive examination where required; and Graduate Record Examination (GRE) and the dates on which they are administered, students should contact The Career • complete all required coursework within six years of initial Center, (973) 761-9355. Test results must be no more than registration. five years old. Successful completion of a written comprehensive examination is required in most departments of the College. The exam- Requirements for Graduate Matriculation ination will reflect both foundation courses and application of Students and applicants should be familiar with the academ- specialization coursework. The decision of the readers concern- ic and financial information provided in previous sections of ing the quality of the examination is final and not subject to this catalogue. appeal. Master’s degree students are expected to maintain a cumula- The M.A. and M.S. programs require a minimum of 36 tive GPA of 3.0. Doctoral and Ed.S. students must maintain a graduate credits. Some programs require more than this. cumulative GPA of 3.25. Students who fall below these levels Depending on the program, six graduate credits for graduate are subject to departmental review and action. courses taken at other accredited institutions may be trans- Adequate academic performance is necessary but not suffi- ferred depending on the currency and relevancy of the courses cient for continuation and completion of College of Education to the program being pursued. The credits may not have been and Human Services programs. The College is concerned that applied toward a prior master’s degree. the professionals it prepares to work with others in helping relationships, demonstrate technical, ethical and interpersonal Graduate Clinical Practices competency in their chosen field, particularly through field experiences. Despite adequate academic performance, as meas- Students whose program of study includes clinical practices ured by the GPA, students may be denied a recommendation for are required to apply by December 1 for the following Fall certification program continuance and/or for graduation, if, in Semester and April 1 for the following Spring Semester. the judgment of the faculty, they do not demonstrate acceptable Students need approval from their advisers and department ethical, technical and professional behavior. Where possible, the chairs. Transfer students must complete a minimum of 12 faculty will assist students in remediating deficiencies. credits at Seton Hall before they will be assigned as student teachers. They should adhere to the following procedures: Master of Arts (M.A.) and Master of • secure an application form from the Director of Field Science (M.S.) Programs Placement and Supervision; and, Bilingual/Bicultural Education (Inactive) • return the completed application and a nonrefundable $100 College Student Personnel Administration placement fee to the Director of Field Placement and Counseling M.A. (also available online) Supervision by December 1 for the following Fall Semester Psychological Studies and April 1 for the following Spring Semester. Education Leadership, Management and Policy The Clinical Practice requires full-time, daily participation in (also available online) a school situation for an entire semester. Each student teacher Catholic School Leadership Program (also available online; is assigned to an approved school and is guided by a college out-of-state applicants only) supervisor and a cooperating teacher who has been appointed Educational Studies: Educational Partners in Catholic by the principal of the school. Schools (EPICS) The student teacher is required to register for and attend the Instructional Design and Technology weekly seminars which begin the first week of classes. Law Enforcement - New Jersey State Police – Human Resources Training and Development Marriage and Family Therapy (M.S.) Programs Leading to New Jersey State Principal Certification, Executive M.A. for Professional Development for Teachers Certification School Counseling (also available online) The College of Education and Human Services has graduate School Library Media Specialist programs leading to professional certification in a wide variety School Psychology of areas and specializations. In many programs, degree and cer- Students should consult the appropriate department for specific programs tification requirements can be met at the same time. Students and requirements. should consult the appropriate department for specific programs and requirements.

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Post-Master’s Professional Diploma in Marriage and Application and Admission Family Therapy Formal admission to graduate studies is necessary to enter A professional diploma involving a minimum of 18 credits the Ed.S. program. Requests for applications may be directed enables professionals with a terminal degree in a related field to to the Graduate Admissions Office, College of Education and enroll in courses in marriage and family therapy, which may Human Services at (973) 761-9668. satisfy requirements for licensing as marriage and family thera- These are the admission requirements for the Ed.S.: pists and/or clinical membership in the American Association • a master’s degree in an appropriate field from an accredited for Marriage and Family Therapy. college or university, when appropriate; Post-Master of Arts in School Counseling Certificate • public school teaching certification, if appropriate; A professional certificate leading to credentialing as a school • acceptable scores on the Miller Analogies Test or the counselor in the state of New Jersey. While requirements are Graduate Record Examination; geared toward New Jersey, the certificate may satisfy require- • statement of professional goals, including indices of special ments in other states. accomplishments, such as leadership roles in the student’s field; Post-Master of Arts in Counseling • academic competence with a graduate-level cumulative aver- A professional certificate leading to eligibility for licensure as age of 3.25 or better; a professional counselor in New Jersey. • three letters of recommendation from graduate faculty and professional associates in administrative and/or supervisory Department of Educational Studies roles; • Certificate of Eligibility with Advanced Standing (CEAS) • an interview with the admission committee, if applicable; • School Library Media Specialist and • Associate School Library Media Specialist • at least one course in research on the graduate level. Programs Leading to Seton Hall Individual programs may have additional requirements. University Certificates Degree Requirements The Ed.S. programs require a minimum of 12 graduate cred- • Information Technology its beyond the master’s degree. Students must meet the require- • Online Course Development and Management ments set by each department in each of the four component • Educational Specialist areas. These components may include departmental course • Bilingual/Bicultural Education requirements, interdisciplinary/interdepartmental studies, Department of Education Leadership, Management and Policy supervised field experience/internship and culminating experi- • Education Leadership, Management and Policy ence (a project chaired by a faculty adviser and graded by a fac- • Law Enforcement ulty committee). Graduate credits earned in other accredited colleges or uni- Department of Professional Psychology and Family Therapy versities may be accepted in partial satisfaction of degree • Marriage and Family Therapy (Professional Diploma) requirements, provided they have not been used to fulfill • School and Community Psychology requirements for a previous degree and that the grade is a “B” or higher. The exact number credited depends on the currency General Objectives and relevancy of the courses to the program pursued. A maxi- The Ed.S. degree is intended for professional educators and mum of 6 credits can be accepted in transfer for some degree those in the helping professions who need preparation beyond programs. The time limit for completion of the Ed.S. program the master’s degree. The purpose of the degree is to advance is six years from first registration. and update skills and competencies. Credits earned in the Ed.S. degree may, in some programs, apply to advanced degrees. Doctoral Programs The College of Education and Human Services offers gradu- The Ed.S. program is of particular interest to school admin- ate programs leading to the Doctor of Education (Ed.D.), and istrators, educational researchers, teachers, department chairs, Doctor of Philosophy (Ph.D.) with concentrations in a number supervisors, professional counselors, school psychologists, man- of areas and programs: agement and training consultants, specialists in learning disabilities, marriage and family therapists, and specialists in pupil Department of Education Leadership, Management and personnel services. Policy (Ed.D./Ph.D.) • General Administration (Ed.D.) • Higher Education Administration (Ed.D.) • Education Leadership, Management and Policy (Ed.D./Ph.D.) • Higher Education, Leadership and Policy (Ph.D.)

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Department of Professional Psychology and Family Therapy Completion Requirements (Ph.D.) Some programs require doctoral students to apply for perma- • Counseling Psychology (Ph.D.) nent matriculation during the semester in which 12-15 credits • Family Psychology (Ph.D.) of doctoral coursework are completed at Seton Hall. (Admissions Suspended for 2007-2008) Satisfactory completion of a program of at least 90 graduate • Clinical Psychology (Psy.D.) (Admissions Suspended) semester hours (at least 45 of which must be taken at Seton Hall) is required. Many programs require more than 90 total General Objective credits to meet specific program requirements. Each doctoral The doctoral degree is granted upon completion of a pro- student must demonstrate competency in statistics and com- gram of study at Seton Hall University by which the student puter science. This may be accomplished through coursework achieves mastery in a specialty field and demonstrates the abili- and/or by examination. ty to pursue and complete an independent, scholarly investiga- A residency or period of intensive study is required. The spe- tion. The degree is not awarded automatically after a period of cific conditions are determined in consultation with an adviser. time or on the accumulation of a prescribed number of semes- Some programs require doctoral students to take a compre- ter hours. The granting of the degree signifies that the individ- hensive written examination to test their command of integrat- ual has the competency to fill a leadership role in his or her ed knowledge in their field upon completion of all or most of area of specialization and that the College of Education and the required coursework. When students have passed this Human Services and the University attest to this. examination and have the positive recommendation of the department concerned, they will be advanced to candidacy for Application and Admission the doctorate. Formal admission to graduate studies is necessary to enter Preparation and successful defense (oral examination) of an the Ed.D. and Ph.D. programs. Requests for applications may acceptable dissertation are required. be directed to the Office of Graduate Studies, College of Students must complete all requirements for the degree, Education and Human Services at (973) 761-9668. Admission including the oral examination on the dissertation and the requirements for the Ed.D. and Ph.D. are as follows: approval and filing of final copies of the dissertation within • master’s degree in an appropriate field; (The Ph.D. program four years (two years for Executive Ed.D. students) after being advanced to candidacy or within eight years of their first in counseling psychology does accept applicants with a enrollment, whichever comes first. Time extensions may be bachelor’s degree, as well as those with a master’s degree in a granted in unusual cases upon written application. Requests related field.) must have the support of the student’s adviser and department • superior academic record (two official transcripts of all grad- chair and receive the concurrence of the associate dean. The uate and undergraduate coursework required); total of all extension(s) shall not exceed two years. Students • submission of a recent score (within three years) on either granted an extension may have to repeat courses, or take new the Miller Analogies Test or the Graduate Record courses as stipulated by programs. Examination (GRE scores required for Family Psychology, Students who have been advanced to candidacy must register Counseling Psychology Ph.D.) continuously for dissertation advisement in their major depart- • resume of professional background; ment. Dissertation advisement does not apply to the 90-credit requirement. If continuous matriculation is not maintained, • statement of personal professional goals, addressing accom- students must reapply for admission. plishments, goals, clinical training and work, research involvement and interests, and academic experiences, with indication of specialization to be pursued; Department of Professional • three letters of recommendation for doctoral study; and • a personal interview. Psychology and Family Therapy Faculty: Beitin; Dahbany; Farrelly; Foley; Hartman; Lee; Individual departments may have additional requirements. Massey; Matsui; Palmer (Chair); Schlosser; Smith; Thompson-Sard; Webber; Massarelli Course of Study In consultation with an adviser, each doctoral student develops an individualized program consisting of courses and other Degree and Certification Programs educational experiences, taking into consideration prior educa- The department offers master’s degree specialist (Ed.S.), and tion and experiences, so as to best achieve appropriate profes- Ph.D. programs. The School Psychology (Ed.S.) and School sional and personal goals. A minimum of 90 graduate semester Counseling (M.A.) programs and Post-Master’s in School hours is required, although some programs may require more. Counseling also are approved for New Jersey State Department Up to 45 graduate hours may be accepted as transfer credit. of Education certification. The Marriage and Family Therapy The exact number credited depends on the currency and rele- Ed.S. program at Seton Hall University is accredited by the vancy of the work to the program pursued. The Ph.D. in Commission on Accreditation for Marriage and Family Counseling Psychology Program will not accept transfer courses that are more than 5 years old.

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Therapy Education (COAMFTE) of the American Association closure during classes, training, and supervision. This is for the for Marriage and Family Therapy (AAMFT), 112 South Alfred purpose of increasing awareness, knowledge, and skills as fami- Street, Alexandria, Virginia 22314, (703) 838 - 9808. The ly therapists, counselors, and psychologists. accreditation period for the Ed.S. is effective July 1, 2002 through June 2008. The Ph.D. program in Counseling Master’s Programs Psychology is accredited by the American Psychological The Department of Professional Psychology and Family Association. Therapy offers graduate courses leading to the Master of Arts (M.A.) in the following areas: General Admission In addition to the general University requirements for admis- • Psychological Studies (concentrations in School and sion to graduate studies, the Department of Professional Community Psychology, Marriage and Family Therapy, Psychology and Family Therapy requires submission of stan- Mind/Body/Spirituality, Sport and Exercise Psychology, and dardized test scores, either the Miller Analogies Test (MAT) or an individualized Concentration). the Graduate Record Examination (G.R.E.) for the M.A., M.S. • Counseling and Ed.S. degrees (with the exception of the Ed.S. in Mental • School Counseling Health Counseling), and the G.R.E. for the Ph.D. programs in and the Master of Science (M.S.) Counseling Psychology and Family Psychology, and other pro- • Marriage and Family Therapy gram specific assessment techniques in addition to the requirements outlined below. Application Deadline Applications are reviewed once they are complete. Please Academic and Competency Standards check with graduate studies (973-761-9668) to be sure all your The Department of Professional Psychology and Family application materials have been received. The master’s pro- Therapy follows University graduate policies on Academic grams in Counseling, Psychological Studies and Marriage and Good Standing. In addition to this University policy, students Family Therapy have rolling admissions and accept applicants must show continued evidence of academic achievement by on a continuing basis. Students can begin their studies in the maintaining a 3.0 GPA at the master’s level and a 3.25 GPA at Fall, Spring, and Summer semesters. The online master’s pro- the Ed.S. and Ph.D. levels. Students who drop below these grams have rolling admissions and accept students on a contin- averages, as measured at semester intervals, are referred to the uing basis. Matriculation into these programs is based on learn- academic standards committee for review. The committee deci- ing team start dates. For more information, go to sions range from a warning to dismissal; and, students may not education.shu.edu/academicprograms/profpsych/index.html register until a final decision has been rendered by the committee. The Ph.D. program in Counseling Psychology has a sepa- Admission rate set of academic standards that are outlined in the pro- Applicants must satisfy all University requirements for gram’s Doctoral Student Handbook available at: admission to graduate studies as well as the requirements of the education.shu.edu/academicprograms/profpsych/phd_counsel/index.html department and the individual program. Adequate academic performance is necessary but not suffi- Each program applicant for admission to a degree is required cient for continuation in a program. Students must demon- to do the following: strate technical, ethical, interpersonal and effective competence • submit a statement relating relevant experience, motivation in their chosen fields, particularly through practica and intern- and career objectives; and ship experiences. Despite adequate academic performance, as measured by the GPA, students may be denied a recommenda- • submit two letters of reference attesting to academic poten- tion for certification or prevented from continuing or graduat- tial and personal qualifications for the area of intended con- ing if, in the judgment of the faculty, they have not demon- centration for the Counseling and Psychological Studies strated particular competencies or have violated the ethical degree, or intended online master’s degree. principles of the American Psychological Association (APA), Additional admission requirements may be listed in the the American Counseling Association (ACA), or the American appropriate program descriptions. Association for Marriage and Family Therapy (AAMFT). All students entering programs in the Department of Professional Ed.S. and Certificate Programs Psychology and Family Therapy are expected to become famil- The Department of Professional Psychology and Family iar with Department Policies available at education.shu.edu/aca- Therapy offers courses leading to the degree Educational demicprograms/profpsych/index.html, particularly the depart- Specialist with the following specializations: ment’s policy on Retention and Remediation of Students. • Marriage and Family Therapy (Accredited by COAMFTE) Statement on Student Disclosure of Personal Information • Professional Counseling As part of their professional training, students are expected • School and Community Psychology to be reflective in relation to themselves, their own families of The Department of Professional Psychology and Family origin, and to other systems with which they interact. Further, Therapy offers courses leading to a professional certificate or it is expected that students will engage in appropriate self-dis- professional diploma with the following specializations

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• Counseling Admission • School Counseling Applicants must satisfy all University requirements for • Marriage and Family Therapy (professional diploma) admission to graduate studies as well as the requirements of the department and the individual program. • Sports and Exercise Psychology Each program applicant for admission to a degree is required The department has three professional post-master’s pro- to do the following: grams leading to certificates or a professional diploma in Professional Counseling, School Counseling, and Marriage and • submit a statement relating relevant experience, motivation Family Therapy (professional diploma). A post-master’s and career objectives; and sequence designed to meet the educational requirements for • submit three letters of reference attesting to academic poten- licensure in New Jersey as a professional counselor is available tial and personal qualifications for the area of intended pro- for students who have completed a master’s with a 9-credit gram of study. field placement. A post-master’s in School Counseling sequence Additional admission requirements may be listed in the designed to meet the educational requirements for school appropriate program descriptions. counseling in the state of New Jersey is offered as an adjunct to a student’s current program or for those who already hold a Ph.D. Programs master’s in the helping professions. A minimum 18-credit post- The Department of Professional Psychology and Family master’s sequence to facilitate license-eligible professionals to Therapy offers courses leading to the doctoral degree with the meet the requirements for licensure in New Jersey as a marriage following specializations: and family therapist is also available. • Counseling Psychology (Ph.D.) (Accredited by The Application Deadline American Psychological Association) Applications are reviewed once they are complete. Please • Family Psychology (Ph.D.) (Admissions Suspended for check with graduate studies (973) 761-9668 to be sure all your 2007-08) application materials have been received. The certificate pro- • Clinical Psychology (Psy.D.) (Admissions Suspended) grams have rolling admissions and accept applicants on a con- The Counseling Psychology and Family Psychology Ph.D. tinuing basis. programs follow the scientist-practitioner model. The programs integrate science and practice. Accordingly, Admission research is considered a significant component of the doctoral Applicants must satisfy all University requirements for programs. The development and demonstration of research admission to graduate studies as well as the requirements of the competency culminating in original research is expected of department and the individual program. every student. Applicants should have both an aptitude for Each program applicant for admission to a degree is required research and a willingness to pursue the rigors of research to do the following: requirements in courses, independent study and in conducting • submit a statement relating relevant experience, motivation of research. and career objectives; and • submit three letters of reference attesting to academic poten- Admission tial and personal qualifications for the area of intended Admission to doctoral programs is competitive and is based study. on a thorough evaluation of each applicant by an admissions Additional admission requirements may be listed in the committee. Based on committee ratings, selected applicants are appropriate program descriptions. interviewed, and final decisions are then made. In addition to the general admission requirements, each applicant must submit the following to the Office of Graduate Combined M.A./Ed.S. Degree Studies, College of Education and Human Services: Programs • recent (within five years) scores on the Graduate Record The Department of Professional Psychology and Family Examination (no subject test required for Ph.D. for Therapy offers courses leading to a combined M.A./Ed.S. Counseling Psychology; for Marriage and Family Ph.D. degree with the following specialization: Psychology subject test is desirable); • Counseling • a detailed statement of all relevant professional work experience; • School Counseling • a personal statement of 2-3 pages addressing accomplishments, goals, clinical training and work, research involve- Application Deadline ment and interests, and academic experiences; Applications are reviewed once they are complete. Please • three letters of recommendation, including (for the Marriage check with graduate studies (973) 761-9668 to be sure all your and Family Program) at least one from a former professor application materials have been received. The Ed.S. programs and one from a present or former supervisor. Letters of rec- have rolling admissions and accept applicants on a continuing ommendation for Marriage and Family Ph.D. must address basis. three areas: clinical experience, research potential and academic qualifications; and

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• other supporting data, such as copies of publications, Time Limit research reports, newspaper articles or other documentation Doctoral students in the department’s Ph.D. programs must supporting the student’s qualifications and accomplishments complete their program within eight years of their acceptance (For Marriage and Family Ph.D. a graded or published writ- dates. Time extensions may be granted in unusual cases upon ing sample is required). written application. Requests must originate with the student, Doctoral students are admitted for the Fall Semester only. and receive the approval of the program faculty. Final approval Applications and all supporting material must be submitted no is from the chair of the department. later than January 15 for Counseling Psychology (February 15 for the Marriage and Family Ph.D.). Admission decisions are Student Responsibility normally made by April 15. It is each student’s responsibility to remain informed of all requirements, prerequisites, deadline dates and procedures Program Plan within the doctoral programs. It also is each student’s responsi- Admitted students are assigned a doctoral adviser and meet bility to maintain contact with the adviser and dissertation with this individual to develop a tentative program based on mentor. prior coursework and college and program requirements. Students who have not completed this plan prior to the end of Ph.D. with a major in the first semester will not be allowed to enroll for courses in Counseling Psychology the subsequent semester. (Accredited by APA) Residency/Intensive Study The over-arching goal of the program is to prepare counsel- The requirements of intensive study vary according to each ing psychologists in the scientist-practitioner model to assume doctoral program’s requisites. roles as responsible, competent members of the professional psychological community. Such members understand the value Comprehensive Examination of science and research for the practice of psychology and the The passing of the comprehensive examination is considered value of applied practice for the science of psychology. These a prerequisite for doctoral internships. The examination is nor- individuals have developed skills, knowledge and self-under- mally taken after the student has completed at least 60 credits standing that allow them to help persons take responsibility for of graduate work, including all coursework in the core and and control of their lives within the context of their develop- research areas. ment as human beings and the various systems and environ- Students who fail any part are required to take that part over. ments that impact their lives. Because counseling psychologists A second failure results in dismissal from the program. are working in increasingly diverse settings, the program pro- Students should check individual program requirements, since vides an intensive grounding in psychological theory compara- these policies may vary by program. ble to that provided to students in other specialties. The philosophy of training maintains a strong emphasis on Continuous Registration the approach to practice that distinguishes counseling psychol- Students must register continuously for CPSY 9991-9999 ogists from other professionals, as defined by APA Division 17: Dissertation Advisement, until the thesis is completed and the a focus on relatively intact, rather than severely disturbed peo- final oral examination is passed. Students who are not taking ple; a focus on assets, strengths and positive mental health courses or those who have failed the comprehensive exams regardless of the degree of disturbance; an emphasis on relative- must register for additional research study or maintain registra- ly brief interventions; an emphasis on person-environment tion. Students also should refer to the general catalogue state- interactions rather than an exclusive focus on person or envi- ments on continuity with regard to leaves of absence and con- ronment; and an emphasis on educational and career develop- tinuation. Failure to register without being granted a leave of ment. All students follow a defined sequence of training in the- absence constitutes resignation. ory, research and practice with a comprehensive generalist focus and select an individual nine-credit minor concentration area Final Oral Examination in preparation for more specialized training in their internship Following completion of the dissertation, a final dissertation and/or post-doctoral experiences. Past graduates have chosen defense is conducted. The examining committee is composed careers in a variety of settings, including college and university of each student’s dissertation committee plus two additional counseling centers, health care and rehabilitation facilities, aca- faculty members. The final oral examination focuses upon, but demic departments in universities, private practice and consul- is not necessarily limited to, the dissertation. tation, and business and organizational practice. Students who fail this examination may request another Consistent with the scientist-practitioner model, students are examination but not earlier than three months from the time involved in research projects throughout their training. This of the original examination. Students should check with the begins in the first year, with an assignment as a research assis- Graduate Admissions Office in the College for deadlines for tant to a faculty member, and culminates with the design, data submission of final copies and defense dates. collection and analysis of at least one independent research

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project in addition to the dissertation. As members of the pro- Degree Requirements (97 credits) fessional community, students are strongly encouraged to pres- I. Foundation of Professional Practice in Psychology ent their work at national and regional conferences, both dur- (36 credits) ing their academic career and after graduation. A. Research and Statistics (12 credits) CPSY 7006 Statistical Theory and Computer Admission to the Program Applications II Students are admitted to the Counseling Psychology Ph.D. CPSY 9001 Univariate Experimental Design Program if they have completed a bachelor’s degree in psychol- CPSY 9002 Applied Multivariate Statistics ogy or a related field, or with a master’s degree in psychology or CPSY 9004 Special Topics in Research Evaluation counseling; transfer credits are evaluated on a case-by-case B. Psychological Core (24 credits) basis. Admission to the program is competitive. Students are Although only one course is listed for each core area, at least admitted once a year for the Fall Semester, with an application one alternative selection is available in each area. To determine deadline of January 15. The following must be submitted to the appropriateness of any alternative selections, students must the Graduate Admissions Office, College of Education and consult with the training director. Human Services, by all applicants: 1. Biological Bases of Behavior (3 credits) • official copies of all previous undergraduate and graduate CPSY 6105 Biological Bases of Behavior transcripts; 2. Cognitive-Affective Bases of Behavior (3 credits) • official scores from the Graduate Record Examination; CPSY 6505 Principles of Learning and Behavior Modification • a completed graduate application form; 3. Socio-Cultural Bases of Behavior (3 credits) • three letters of reference from former teachers, professional CPSY 7515 Social Psychology colleagues or supervisors at work; 4. Individual Bases of Behavior (3 credits) • a statement of career goals; CPSY 8520 Seminar in Psychopathology • a statement of research interests; and or • a sample of work that demonstrates the student’s ability to CPSY 8519 Seminar in Child and Adolescent perform at the doctoral level (optional). This may be a Psychopathology research project, publication from a professional journal or a 5. Systems Bases of Behavior (3 credits) case report on a client. Applicants who believe their standard- CPSY 6601 Couple and Family Dynamics: Systemic ized test scores are not representative of their true potential are Perspectives particularly encouraged to submit work samples. Or CPSY 7615 Gender and Ethnicity in Families Individuals may be admitted to the Ph.D. program in coun- 6. Ethical and Legal Issues in Professional Psychology (3 credits) seling Psychology with a B.A. in Psychology if they demon- CPSY 8010 Seminar: Ethical and Legal Issues strate academic promise (e.g., GPA, GRE scores, research expe- in Counseling and Psychology rience, etc.), potential for personal growth (e.g., highly devel- 7. History and Systems of Psychology (3 credits) oped interpersonal skills, clinical experience, letters of recom- CPSY 7100 History and Systems of Psychology mendation, etc.), and a commitment to the profession of counseling psychology (personal statement). Students from histori- 8. Life Span Development (3 credits) cally under represented groups are encouraged to apply. CPSY 6102 Psychology of Human Development or Admissions decisions are based on all of the above, in addi- CPSY 8102 Seminar: Child and Adolescent tion to a personal interview for a small group of applicants. Development in Context The program also focuses on students who have demonstrated or interests in both research and practice. Further, because of the CPSY 8702 Adult Development and Aging highly interactive nature of the classroom and practicum expe- or riences, students in the program learn from one another, as CPSY Seminar: Adult Development and Aging in Context well as from their professors and supervisors. Therefore, the II. Specialization Course for a Major in Counseling program seeks to admit students who bring both well-devel- Psychology (55 credits) oped interpersonal skills and a variety of personal backgrounds, A. Core (18 credits) perspectives and life experiences that may serve to enhance the CPSY 8106 Special Topics: Multicultural Competency professional and personal development of their peers. (1 credit per year for 4 years) Interested individuals are encouraged to read the Counseling CPSY 8001-8002 Supervised Research in Counseling: Psychology Program doctoral student handbook at Psychology (1 credit for each course) education.shu.edu/ppft/doctoralstudenthandbook.htm CPSY 8550 Group Psychotherapy with Children and Adolescents or CPSY 8701 Techniques of Group Counseling CPSY 8703 Seminar in Vocational Psychology CPSY 8705 Psychoeducational Programming: Planning, Delivery and Evaluation

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CPSY 9774 Theories and Techniques of for the Counseling Psychology Ph.D. program. Dissertation Counseling and Psychotherapy advisement will begin in the Fall semester of the student’s sec- B. Assessment (12 credits) ond year and continue for a minimum of two semesters (CPSY CPSY 7203 Practicum: Aptitude, Interest and 9991-9992). Enrolling for additional dissertation advisement Personality Testing (3 credits with a credits will be determined in consultation with the student’s 1 credit lab) mentor. In addition, in order to stay continuously enrolled in CPSY 7502 Individual Cognitive Assessment the University after all courses and the Internship are complet- (3 credits with a 1-credit lab) ed, students must enroll in Dissertation Advisement (CPSY CPSY 8706 Seminar in Clinical Assessment 9993-9994) until the dissertation is completed. Techniques (3 credits with a 1-credit lab) CPSY 8203 Lab - Practicum: Aptitude, Interest and Personality Testing Family Psychology (Ph.D.) CPSY 8502 Lab - Cognitive Assessment CPSY 9706 Lab - Seminar in Clinical Assessment (Admissions Suspended) Techniques The Ph.D. program in Family Psychology is designed to pre- C. Practicum and Internship (16 credits) pare professionals who already possess a relevant master’s degree CPSY 8563 Practicum in Counseling Psychology I to become leaders in understanding, researching, and treating (3 credits with a 1-credit lab) couples, families, and systems. Students engage in advanced CPSY 9788-9789 Internship in Counseling Psychology study of family psychology (recognized as a specialty by the (no credit) American Psychological Association) and family therapy. In CPSY 8564 Practicum in Counseling Psychology II learning about these sometimes distinctive domains and their CPSY 8565 Practicum in Counseling Psychology III vital interrelationships in the lived experiences of individuals, CPSY 8566 Practicum in Counseling Psychology IV CPSY 8568 Practicum in Counseling Psychology V couples and families in their multiple contexts, students obtain CPSY 9563 (1-credit lab for 8563 only) a broad and comprehensive grasp of the knowledge base and technical expertise required to address the complex issues of Students registering for CPSY 9788-9789 will remain enrolled in the individuals and families in contemporary society. Students University and will pay a per-semester registration fee. obtain the academic training to be license-eligible as psycholo- D. Minor Area (9 credits) gists and as marriage and family therapists. The curriculum is The minor area of specialization provides an opportunity for based on a systems/relational understanding of human func- students to develop further expertise in some area of their tioning. The curriculum provides the foundations in psycholo- choosing. This involves taking a 9-credit-hour sequence of gy, assessment, research, and treatment to become a psycholo- related courses, independent readings, and/or research other gist. Concurrently the curriculum offers the bases in systemic than the dissertation. Possible minor areas are multicultural theory, techniques, therapy, research, and supervision to serve counseling, neuropsychological assessment, career counseling, as a leader in the practice of couple and family therapy. and marriage and family therapy. The minor area is selected by Students who do not already possess a graduate degree in mar- the student in consultation with the director of training. riage and family therapy earn the Ed.S. in Marriage and Family Modifications to the minor area may be made at any time in Therapy enroute. Throughout the curriculum the focus consultation with the student’s mentor. remains on a systems approach to families as they interrelate Up to 3 credits may be double-counted toward degree with other systems including communities, cultures, schools, requirements. For example, a student selecting neuropsycholog- health care and legal procedures. The comprehensive examina- ical assessment as a minor area would be allowed to count tions foster reflective interconnecting of biopsychosocial with CPSY 6105: systemic processes. Graduates are expected to assume roles as Biological Bases of Behavior, a psychological core course, as licensed mental-health professionals, supervisors, researchers satisfying three of the nine credits for the neuropsychological and systemic thinkers. assessment minor as well as satisfying three of the 21 credits in Students who pursue this multidimensional and integrated the psychological core. The course has been double counted curriculum engage in academic classes, research, and clinical because it has satisfied credit hour requirements in two differ- work under supervision throughout the course of studies. The ent areas. If a student chooses to double count a course, the curriculum emphasizes biopsychosocial foundations, human total number of credit hours for the Counseling Psychology development over the lifespan, gender and culture processes, Ph.D. Program is reduced from 97 to 94 credit hours. Six of systemic theories, assessment skills, statistical and research com- the 9 credits in the minor area must be taken at Seton Hall. petencies, ethical and effective treatment and therapy. Research Please note: If you select neuropsychological assessment as your minor area, occurs in teams and under the guidance of a mentor. Research you will need to take CPSY 6105: Biological Bases of Behavior in the fall training includes a two-year sequence in statistics and a course of your first year and CPSY 8521: Foundations of Neuropsychology in family-systems research methods. Research ends with the Assessment in the spring of your first year in the program. completion of an empirical dissertation. Clinical work takes place in collaboration with an approved supervisor. During III. Dissertation Advisement (a minimum of 6 credits) their doctoral clinical work students complete 1,000 hours of The 6 credit hours for dissertation advisement are counted in direct client contact (500 are required for the en-route Ed.S.). the calculation of the 97 total credit hours in the curriculum

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At least 50 percent of these hours must be with families or cou- 5. Ethics (3 credits) ples. Students are to be supervised by an approved supervisor at CPSY 8010 Seminar: Ethical and Legal Issues in a ratio of one hour of supervision for every five hours of client Professional Psychology and Therapy contact. At least 100 hours of the minimum of 200 hours of (Students transferring credits for this course are expected to supervision must include live or taped data with at least 50 read on and be knowledgeable about ethical principles and applications from a relational/systemic perspective.) hours with live or video-taped data. Students are to receive or both individual and group supervision. Students are expected CPSY 8011: Seminar in Ethical and Legal to gain facility in individual and relational diagnoses; cognitive, Issues: A Systemic Approach personality, relational, and systemic assessment; treatment plan- (This is the course to be taken by students needing an ethics ning and interventions for individuals, couples, families, and course.) larger systems. The full range of assessment training includes C. Systemic Core (9 credits) cognitive, personality, projectives, and family assessment, with 1. Theory (3 credits) an option for neuropsychology. A clinical comprehensive exam- CPSY 6601 Couple and Family Dynamics: Systemic ination is required. Clinical work culminates in a year-long Perspectives internship. The internship must meet requirements for psy- or chology (APPIC, APA, New Jersey state licensing). CPSY 7620 Seminar in Systemic Therapies 2. Practice (6 credits) Degree Requirements (100 credits) CPSY 7621 Couple and Family System Techniques I I. Foundations of Professional Practice in Psychology CPSY 7622 Couple and Family System Techniques II (44 credits) II. Specialization Courses for a Major in Family Psychology A. Research and Statistics (17 credits) (56 credits) CPSY 8004: Supervised Research in Marriage and A. Core (24 credits) Family I (1 credit) Theory (15 credits) CPSY 8005: Supervised Research in Marriage and CPSY 8620 Seminar: History, Philosophy, and Models Family II (1 credit) of Family Systems CPSY 8101: Family Systems Research Methods CPSY 8615 Seminar: Gender and Culture in Family CPSY 7005: Statistical Theory and Computer Systems Applications I CPSY 8102 Seminar: Childhood and Adolescent CPSY 7006: Statistical Theory and Computer Development in Context Applications II CPSY 8103 Seminar: Adult Development and Aging in CPSY 9001: Univariate Experimental Design Context CPSY 9002: Applied Multivariate Statistics CPSY 8518 Seminar: Systemic Perspectives on Human B. Psychological Core (18 credits) Pathology Clinical (9 credits) 1. Biological Bases of Human Behavior (3 credits) CPSY 7611 Human Sexuality II* CPSY 6105: Biological Bases of Behavior CPSY 9985 Introduction to Child and Adolescent or Therapy CPSY 8521: Foundations of Neuropsychology CPSY 9080 Practicum in Supervision (prerequisite 6105) * Students who have taken CPSY 7610 can complete this requirement by 2. Cognitive-Affective Bases of Behavior (3 credits) engaging in the study of treatment approaches to sexual dysfunctions and CPSY 7104: Social Cognition and Human Learning by submitting a paper on a pertinent topic. Students who have not taken 3. Socio-Cultural Bases of Behavior (3 credits) CPSY 7610 can prepare for CPSY 7611 by doing background founda- CPSY 7515: Social Psychology tional reading for this area of study. 4. Psychological Bases of Behavior (6 credits) B. Assessment (16 credits) (all classes are 4 credits) CPSY 6101: Personality Theory CPSY 7508 Family Assessment Techniques CPSY 6103: Abnormal Psychology (laboratory = CPSY 8508) or CPSY 7502 Individual Cognitive Assessment CPSY 8517: Seminar in Psychopathology and Systemic (laboratory = CPSY 8502) Diagnoses CPSY 7503 Introduction to Personality Assessment or (laboratory = CPSY 8503) CPSY8519: Seminar in Child and Adolescent or Psychopathology CPSY 7507 Personality Assessment of Children and or Adolescents (laboratory = 8507) CPSY 8520: Seminar in Psychopathology (adult emphasis) CPSY 7504 Introduction to Rorschach Techniques (Students who need a course in psychopathology take 8517; (laboratory = CPSY 8504) however, students can transfer in 6103, 8519 or 8520). or CPSY 8523 Advanced Adult Neuropsychological Assessment (laboratory = 9523) or CPSY 8525 Neuropsychological Assessment of Children and Adolescents (laboratory = 9525)

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(CPSY 8521 is a prerequisite for CPSY 8523 and CPSY 8525) status with the Commission on Accreditation for Marriage and C. Clinical Training (10 credits) Family Therapy Education (COAMFTE) of the American CPSY 9871 Practicum in Systemic Association for Marriage and Family Therapy (AAMFT). The Approaches I (3 credits) accreditation period for the Ed.S. is effective July 1, 2002 CPSY 9872 Practicum in Systemic through June 30, 2008. Approaches II (3 credits) CPSY 9873 Practicum in Systemic Admission Approaches III (1 credit) In addition to university admission regulations, candidates CPSY 9874 Practicum in Systemic for this program are required to submit the following: Approaches IV (1 credit) CPSY 9875 Practicum in Systemic • An official transcript reflecting a master’s degree in counsel- Approaches V (1 credit) ing, psychology, social work, pastoral counseling or an allied CPSY 9876 Practicum in Systemic field; Approaches VI (1 credit) • Transcripts of all graduate and undergraduate course work; CPSY 9884 Doctoral Internship (no credit) CPSY 9885 Doctoral Internship (no credit) • Evidence of relevant experience as a counselor/therapist; (CPSY 9884 and 9885 take place under supervision and at a • Recent (within three years) Miller Analogies/Graduate site which meets Psychology standards) Record Examination scores; D. Dissertation Advisement (minimum of 6 credits) • Three letters of recommendation, including at least one Students engage in research throughout the course of studies. from a former professor and one from a counseling/therapy Dissertation Advisement is to be taken for a minimum of six supervisor; credits. Students must be enrolled for Dissertation Advisement • Personal statement including professional goals; and before beginning Internship if all other courses have been com- • Appear for a personal interview. pleted and after finishing Internship until the dissertation is Requests for applications may be directed to the Office of finished. Students who anticipate having a federal loan during Graduate Studies, College of Education and Human Services, Internship are advised that they will need to enroll for (973)761-9668. Any information or questions about the pro- Dissertation Advisement while registered for Internship; other- gram can be directed to the Graduate Assistant for the program wise, the Dissertation Advisement can be taken earlier under at (973) 761-9451 or e-mail at [email protected], the direction of the mentor. [email protected], or [email protected] Electives: CPSY 8524 Clinical Psychopharmacology CPSY 9095 Supervised Teaching Degree Requirements (Total credits: 39 minimum) Other specialized courses pertinent to the field The curriculum for the Ed.S. is as follows: CPSY 6102 Psychology of Human Development CPSY 7101 Research Methods Educational Specialist Programs CPSY 7610 Human Sexuality I CPSY 7615 Gender and Ethnicity in Families and Combined Programs CPSY 7620 Seminar in Systemic Therapies CPSY 7621 Couple and Family Systems Techniques I CPSY 7622 Couple and Family Systems Techniques II Marriage and Family Therapy (Ed.S.) CPSY 8011 Seminar on Ethical and Legal Issues: A (Accredited by COAMFTE) Systemic Approach This program is intended for those persons who have com- CPSY 8517 Seminar on Psychopathology and Systemic Diagnoses pleted a master’s degree in counseling, psychology, social work, CPSY 8800 Seminar: Contemporary Issues in pastoral counseling or an allied field, and who wish to pursue a Marriage & Family Therapy (as elective) career in marriage and family therapy. All students must com- CPSY 8801 Foundations of Assessment and plete a minimum of 39 credits at Seton Hall University. If stu- Treatment in Systems dents lack any prerequisite, they may be required to complete CPSY 9880 Internship in Couple and Family Therapy I additional credits beyond the 39 credit minimum. Prerequisite CPSY 9881 Internship in Couple and Family Therapy II courses are Abnormal Psychology and Couple and Family The prerequisites for the Ed.S. are CPSY 6601 (Couple and Dynamics: Systemic Perspectives. Family Dynamics: Systemic Perspectives) and CPSY 6103 The purpose of this program is to provide students with the (Abnormal Psychology). theoretical background and experiential training necessary to A minimum of 500 hours of supervised client contact (at develop professional qualifications as couple and family thera- least 50 percent with families and couples) at an appropriate pists. The program must be completed within six years. It site with AAMFT approved supervisors is required for comple- meets the educational requirements for licensure within the tion of the program. There must be one of hour of supervision State of New Jersey and for associate membership in the for every five hours of client contact, and the supervision must American Association for Marriage and Family Therapy. The include at least 50 hours of live or taped cases with at least 25 Marriage and Family Therapy Ed.S. program has accreditation live or videotaped. Students receive individual and group

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supervision. Students who have completed all course work but Admission Requirements have not completed all the supervised clinical hours for CPSY • A completed graduate application and fee; 9880-9881 will be required to register for CPSY 9886 (one • Three letters of recommendation, one should be from a credit) for one semester, and, if the hours remain unfinished, person who can attest to your ability to interact with oth- for CPSY 9880 or 9881. Students will work in a diversity of ers, fit with the counseling profession, and capacity for settings which meet licensing and accreditation standards at graduate study (e.g., prior clinical supervisor). sites throughout New Jersey and the metropolitan area. The standards for licensing are available from the New Jersey State • Letter of Intent, which includes a description of prior relat- Board of Marriage and Family Therapy Examiners and for ed work experience, qualifications, goals for self in the pro- accreditation from the Commission on Accreditation for gram, and professional goals. Marriage and Family Therapy Education. Successful defense of • Official copies of all previous graduate transcripts. a written case study and taped clinical interview is the final Data obtained from these sources provide information step toward graduation. regarding student diversity, interests, and prior academic accomplishments in relation to program goals. Mental Health Counseling (Ed.S.) Requests for applications may be directed to the Office of Graduate Studies, College of Education and Human Services, (Admission suspended) (973)761-9668. Any information or questions about the pro- The Ed.S. with a major in Mental Health Counseling gram can be directed to Dr. Pamela Foley, the Director of the (MHC) program provides graduate training through which program at (973) 275-2742 or e-mail at [email protected] advanced interpersonal and human service delivery skills are achieved for functioning in a pluralistic society. The major Course of Study thrust of the program is preparation of personnel for work in Students’ degree plans depend on the length and type of community settings. The purpose of the program is to promote master’s in counseling program they have completed. Several three major counseling functions: prevention of personal and courses, however, have pre-requisites that must be met prior to interpersonal problems, fostering of optimal human develop- course enrollment. It is the student’s responsibility, in collabo- ment, and remediation of existing concerns. In the MHC pro- ration with the Program Director, to ensure that they have met gram, professional training is viewed as encompassing more these requirements. than simply classroom learning. Through coursework and external activities, students gain a greater understanding of, and Students must file their degree plan no later than the begin- skills related to, functioning in a professionally and personally ning of their second semester of study. While a student’s plan competent manner. may change, the plan does serve as a guide for later semesters and planning for field placement in the Ed.S. portion of the Credits to degree vary depending on the student’s degree at program. entry to the program; however, students must have earned a minimum of 21 credits at Seton Hall prior to degree completion. Course of Study – Specialist Level in Mental Health Counseling Admission CPSY 6316 Group Counseling 3 Candidates for admission must have earned their graduate CPSY 7310 Practicum in Counseling 3 CPSY 7380 Internship in Professional Counseling 3 degree from a regionally accredited university. The graduate CPSY 7381 Internship in Professional Counseling II 3 degree does not have to be in counseling, but other areas may CPSY 7383 Internship in Professional Counseling III 3 increase required credits to meet state guidelines Program CPSY 8520 Seminar in Psychopathology 3 admissions are provided on a rolling basis, and students may Capstone Project (0 credits; e.g., written clinical case study) begin coursework during fall, spring, or summer terms. A com- Elective (6 credits) selected in collaboration with adviser 6 pleted graduate application and official transcripts of all gradu- Total Credits: 24 ate and undergraduate work must be received by the Office of At the specialist level a minimum of 1000 hours of Graduate Admissions. Program faculty use the Office of practicum and internship experience are required of all students Graduate Admissions minimum requirements for undergradu- in the program. A licensed professional counselor who has a ate and graduate grade point average. minimum of two years experience oversees the student. The Students may enter the program during any semester (Fall, student at this level has a master of arts degree in counseling Spring, Summer) and are encouraged to maintain year round and must have completed (either at SHU or in their MA pro- enrollment to ensure timely completion of the program. Upon gram) Counseling Skills, Counseling Theories, Group entry into the program, students are assigned a graduate advis- Counseling, and Seminar in Ethical Issues with a grade of B or er. By the end of their first semester, students need to have a better. Students select field sites in consultation with their pro- program of study on file with the program director. gram adviser. Also, a capstone project is required of all stu- Modifications may be made, as needed. dents prior to program completion, and is usually completed in the final semester of field placement.

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School and Community Psychology Admission In addition to University admission regulation, candidates (Ed.S.) who apply to the Ed.S. in School & Community Psychology The School and Community Psychology Ed.S. Program program are required to submit the following: trains psychologists to address the psycho-educational and • A completed graduate application and fee; socio-emotional needs of school age children and adolescents. • Official copies of all previous graduate transcripts; Inherent in this training is the belief that children must be • Two letters of recommendation from former graduate pro- viewed in the contexts in which they live. The social, econom- fessors. ic, and cultural contexts shape their feelings, thoughts, and actions. The school can usefully be regarded as the second nur- • A statement of career goals; turing agent beyond the family. Consequently, it is intimately • A personal interview by the program director and/or admis- involved in the growth and development of society’s youngest sions committee. members. Students are provided with professional and academic training to address the individual, contextual, and systemic Course of Study – Specialist Level in School & needs of children and adolescents as well as those who nurture Community Psychology and support them. EDST 6001 Comprehensive Approach to the Exceptional Learner 3 This is a 42-credit specialist program leading to the EDST 6108 Psycho-Educational Foundations Education Specialist (Ed.S.) degree and licensure in the state of of Learning Disabilities 3 New Jersey as a school psychologist. The specialist program ELMP6601 Organization and Administration of includes an Internship of 1200 hours as well as a Pre- Public Education 3 Internship (Practicum) field experience of 300 hours. The the- ELMP6665 Curriculum Development and Evaluation 3 oretical model is an integration of dynamic and systems think- or approved alternative ing. The program is recommended for individuals who wish to CPSY 7501/8501 Introduction to Clinical Skills/Lab 4 work in schools and in child and adolescent mental health CPSY 7502/8502 Individual Cognitive Assessment/Lab 4 facilities, or to prepare for doctoral study. CPSY 7503/8503 Introduction to Personality Assessment/Lab 4 Candidates for admission to the program may have earned CPSY 6501 Professional Consultation/ their graduate degree in psychology or a related area (i.e., edu- School Practice 3 cation). Students who have already earned the master’s degree CPSY 8519 Seminar in Child and Adolescent will take the 42-credit program described below. Prior to begin- Psychopathology 3 ning the program courses, these students will need to meet pre- CPSY 9985 Introduction to Child and requisite requirements. For example, students will need to com- Adolescent Therapy 3 plete any courses in the areas of psychological foundations CPSY 8511 Practicum in School Psychology and/or take the Comprehensive Examination dependent upon (300-hour field placement) 3 review of previous coursework by the Program Director and/or CPSY 8580 Internship in School and Community Psychology I (600-hour field placement) 3 faculty (i.e., CPSY6100 Introduction to School Psychology: CPSY 8581 Internship in School and Community History, Systems and Foundations, CPSY 6101 Personality Psychology II (600-hour field placement) 3 Theory, CPSY 6102 Psychology of Human Development, CPSY7506 Individual Educational Assessment 3 CPSY 6103 Abnormal Psychology, CPSY 6105 Biological (elective) Bases of Behavior, CPSY6505 Principles of Learning and Total Credits: 42 Behavior Modification, CPSY 8100 Cross-Cultural Psychology, At the specialist level a minimum of 300 hours of practicum etc. that are necessary for licensure and were not included in experience is required of all students in the program. A licensed their previous programs. school psychologist who has a minimum of three years of expe- For students who might be considering seeking employment rience oversees the practicum student. The student at this level in states that require school psychologists to conduct educa- has a master of arts degree and more than half of his/her test- tional evaluations, an elective, CPSY7506 Individual ing sequence completed, including Individual Cognitive Educational Assessment, may be taken. Assessment. Students select practicum sites in consultation with A maximum of 15 credits from another college or university their program trainer. may be accepted for advanced standing at the master’s level. A minimum of 1,200 hours of internship training with two Only six credits will be accepted for advanced standing at the hours per week of supervision is required of all students while Ed.S. level. These credits must be from post-master courses and on internship. Students select an internship site in consultation must be approved by the program director and/or admissions with their program trainer. A licensed school psychologist with committee. at least three years of experience in the field is required to supervise students. Students may apply for emergency certification during their internship if the school district has a school psychologist position available. The school district, in turn, makes application to the State Department of Education for the emergency certificate for the intern.

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Students who successfully complete the practica and intern- • Students are expected to have completed the prerequisites of ship training and all program/course requirements are eligible CPSY 6105 Biological bases of Behavior/Physiological to receive NJDOE licensure as a school psychologist, as well as Psychology (or a biology course, including a focus on the Education Specialist degree (Ed.S.) awarded by Seton Hall human anatomy and the nervous system) and CPSY 7515 University. Social Psychology, or these may be taken during the course of study. Marriage and Family Therapy Degree Requirements (M.S./M.F.T.) (Total credits: 60 minimum) This program of study is designed for the beginning profes- Foundation Courses (18 credits): sional with an area of study in psychology or other relevant CPSY 6001 Tests and Measurements field at the undergraduate level, who wishes to specialize in CPSY 6003 Counseling Skills marriage and family therapy. The courses build the foundations CPSY 6101 Personality Theory in counseling/therapy skills and for completing the standard CPSY 6103 Abnormal Psychology curriculum as stipulated by the Commission on Accreditation CPSY 6316 Group Counseling for Marriage and Family Therapy Education. CPSY 7005 Statistical Methods Applicants for the program who do not have experience in Core Curriculum (42 credits): providing counseling/therapy must demonstrate a readiness to CPSY 6102 Psychology of Human Development do so. Throughout the program, students are expected to com- CPSY 6601 Couple and Family Dynamics: bine classroom learning with clinical work under supervision at Systemic Perspectives appropriate sites. CPSY 7101 Research Methods A minimum of five hundred (500) hours of supervised client CPSY 7610 Human Sexuality CPSY 7615 Gender and Ethnicity in Families contact (at least 50 percent with families and couples at an CPSY 7620 Seminar in Systemic Therapies appropriate site) with an AAMFT-approved supervisor or the CPSY 7621 Couples and Family Systems Techniques I equivalent is required. There must be one hour of supervision CPSY 7622 Couples and Family Systems Techniques II for every five hours of client contact, and the supervision must CPSY 8011 Seminar on Ethical and Legal Issues: A include at least fifty (50) hours of live or taped cases with at Systemic Approach least twenty-five (25) live or videotaped. Students receive indi- CPSY 8517 Seminar on Psychopathology and vidual and group supervision. Students who have completed all Systemic Diagnoses course work but have not completed all the supervised clinical CPSY 8800 Seminar: Contemporary Issues in Couple hours for CPSY 9880-9881 will be required to register for and Family Therapy (elective) CPSY 9886 (one credit) for one semester, and, if the hours CPSY 8801 Foundations of Assessment and Treatment in Systems remain unfinished, for CPSY 9880 or 9881. Students will work CPSY 9880 Internship in Couple and Family Therapy I in a diversity of settings which meet licensing and accreditation CPSY 9881 Internship in Couple and Family Therapy II standards at sites throughout New Jersey and the metropolitan area. The standards for licensing are available from the New Jersey State Board of Marriage and Family Therapy Examiners Professional Counseling (M.A./Ed.S.) and for accreditation from the Commission on Accreditation for This program is designed for individuals with a bachelor’s Marriage and Family Therapy Education. Successful oral defense degree who wish to pursue a license-eligible degree in of a written case study is the final step toward graduation. Counseling. The Combined program has a 48-credit master’s The degree fulfills the current educational requirements for which provides foundational courses for understanding individ- licensing in New Jersey as a marriage and family therapist, and ual and systems behavior. The Ed.S. program is comprised of for clinical membership in the American Association for an additional 12 credits of advanced-level practice and knowl- Marriage and Family Therapy. edge courses. The total credits for the Combined M.A./Ed.S. degrees is 60, which meets the academic requirements for licen- Admission sure as a Professional Counselor in New Jersey and most states In addition to the general University and department around the country. A capstone project is required of all stu- requirements for admission to graduate studies, the following dents prior to program completion, and is usually completed in guidelines are in force: the final semester of field placement. Admission to the program is on a rolling basis and requirements follow those for the • Official undergraduate transcript(s); Ed.S. in Mental Health Counseling. However, for the com- • Recent Graduate Record Examination scores; bined program, scores from the GRE taken with the past 6 • Three letters of recommendation including at least one from years must be on file with the graduate office. a former professor; Note: The Ed.S. degree is available only to students who • Personal statement including personal goals; have completed the M.A. requirements for their combined • Resume; degree at Seton Hall University. • Appear for a personal interview;

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Curriculum for Combined M.A. with a major in CPSY 6105 Biological Bases of Behavior Counseling/Ed.S. in Professional Counseling (concentration elective) 3 CPSY 6303 Community Agencies Credits (concentration elective) 3 CPSY 6302 Orientation to Professional Counseling 3 CPSY 6505 Principles of Learning & CPSY 6002 Counseling Theory 3 Behavior Modification 3 CPSY 6102 Psychology of Human Development 3 CPSY 7005 Statistical Theory & CPSY 6103 Abnormal Psychology 3 Computer Applications I 3 CPSY 6005 Appraisal and Assessment in Counseling 3 CPSY 7101 Research Methods CPSY 7005 Stat Theory and Computer Applications I 3 (concentration elective) 3 CPSY 7001 Counselor Ethics in Practice 3 CPSY 8010 Seminar: Ethical and Legal Issues in CPSY 8100 Multicultural Counseling and Psychology 3 Counseling and Psychology 3 CPSY 6303 Counseling and Community Agencies 3 CPSY 8100 Cross-Cultural Psychology 3 CPSY 6003 Counseling Skills 3 Total Credits 36 CPSY 6301 Career Development and Counseling 3 CPSY 7101 Research Methods 3 * A Comprehensive Exam is required of all master’s-level students to grad- CPSY 6316 Group Counseling uate from the program. (prerequisites: CPSY6002 and CPSY6003) 3 CPSY 7310 Practicum in Counseling (prerequisites: CPSY6316 and M.A. and Post – M.A. in program approval) 3 CPSY 7380 Internship in Counseling I 3 Education Programs CPSY 7381 Internship in Counseling II 3 Total Credits: 48 Post-Master of Arts in Counseling Ed.S. Courses (Admission suspended, Fall 2007) CPSY 6310 Etiology and Treatment of Addictions 3 The Post-Masters of Arts in counseling is a certificate only CPSY 8520 Seminar in Psychopathology program designed for students who need to take additional (prerequisite 6103) 3 credits past their masters degree to meet academic licensing CPSY 6601 Couple & Family Dynamics: Systemic requirements in their state. Perspectives 3 CPSY 7383 Internship in Counseling III 3 Total Credits 12 Admission Candidates for admission must have earned their graduate degree from a regionally accredited university. Program admis- School and Community Psychology sions are provided on a rolling basis, and students may begin Concentration coursework during fall, spring, or summer terms. A completed graduate application and official transcripts of all graduate and (M.A. in Psychological Studies) undergraduate work must be received by the Office of This 36-credit program in basic theory and methods in psy- Graduate Admissions. The program faculty use the Office of chology is recommended for the preparation for the Ed.S. pro- Graduate Admissions minimum requirements for undergradu- gram in School and Community Psychology. Students entering ate and graduate grade point average. In addition, students this program take the 4 concentration courses in School must submit a letter of intent which includes a description of Psychology that are required for state licensure. These four prior related experience and professional goals as well as three courses are: CPSY6100 Introduction to School Psychology: letters of reference. History, Systems and Foundations; CPSY6105 Biological Bases of Behavior, CPSY6306 Counseling and Community Agencies, Course of Study and CPSY 7101 Research Methods. A comprehensive exam is While there is no official program of study for the program, required of all students upon completion of the program. courses are selected in consultation with the program director, Please refer to the admissions requirements for the Ed.S. and course selection is based on deficit areas, as determined by Program in School and Community Psychology for students in comparison of the student’s masters with state requirements, the M.A. in Counseling and Psychological Studies (School and and the student’s interest area. Below are the current requirements Community Psychology concentration). for the state of New Jersey (for more information, contact the State Board of Marriage and Family Therapy Examiners, CPSY 6001 Tests and Measurement 3 Professional Counselor Examiners Committee at (973) 504-6415. CPSY 6100 Introduction to School Note that the requirements may change. Psychology: History, Systems and Foundations 3 According to the New Jersey Professional Counselor CPSY 6101 Personality Theory 3 Licensing Act, to become a Licensed Professional Counselor, an CPSY 6102 Psychology of Human Development 3 individual must have: CPSY 6103 Abnormal Psychology 3 A. 60 graduate semester hours, which include a master’s or doctoral degree in counseling (45 of the 60 hours must be distributed in eight of the following nine areas):

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1. Counseling Theory and Practice; CPSY 8518 Seminar on Systemic Perspectives on 2. The Helping Relationship; Human Pathologies 3. Human Growth and Development and Maladaptive II. Marriage and Family Assessment/Therapy Behavior; CPSY 7621 Couple and Family Systems 4. Lifestyle and Career Development; Techniques I CPSY 7622 Couple and Family Systems 5. Group Dynamics, Processing and Consulting; Techniques II 6. Appraisal of Individuals; CPSY 8801 Foundations of Assessment and 7. Social and Cultural Foundations; Treatment in Systems CPSY 7508 Family Assessment 8. Research and Evaluation; and CPSY 9880 Internship in Couple and Family Therapy I 9. The Counseling Profession. CPSY 9881 Internship in Couple and Family B. A specified period of supervised full-time counseling experi- Therapy II ence acceptable to the Professional Counselor Examiners CPSY 9985 Introduction to Child and Adolescent Therapy Committee. Recommended sequence for students without previous back- C. Individuals also must receive a passing score on the ground: 6601, 7620, 7610 or 7615, 7621, 7622, 8801. National Counselor Examination. (The exam is given by the National Board for Certified Counselors Inc.) Throughout the sequence of courses, students are to maintain a minimum GPA of 3.25 as specified in the graduate catalogue and to demonstrate technical, ethical, interpersonal and Professional Diploma in Marriage and effective competency as stated in the graduate catalogue. Final Family Therapy granting of a professional diploma depends on fulfillment of This is a program for professionals, with a relevant terminal these two criteria as well as completing sufficient courses. The degree (e.g., Ph.D. in Psychology, M.S.W. in clinical social professional diploma states that it attests only to the taking of work, M.D. with specialization in psychiatry, M.S.N. in nurs- courses. Final determination for practice, licensing or profes- ing with specialty in psychiatric nursing) who seek to earn a sional membership rests with state licensing boards and the graduate degree in marriage and family therapy. American Association for Marriage and Family Therapy.

Admission requirements Post – M.A. in School Counseling • Transcript of terminal degree, granted by an accredited uni- Certificate Program versity or professional school; This program is designed to meet the requirements set forth • Statement of professional experience and goals for profes- by the New Jersey Department of Education for certification as sional development; a school counselor. The program is designed for those who • Interview with program committee; already have or are receiving a graduate degree in the helping • Three letters of recommendation (letters to address academ- profession but who desire to either re-specialize or dual special- ic and clinical qualifications); ize in school counseling. • Documentation of supervised clinical work with couples and families; and Admission Candidates for admission must have earned their graduate • Adherence to the program and departmental requirements degree from a regionally accredited university. Program admis- for admission. sions are provided on a rolling basis, and students may begin A minimum of 18 credits are required for the professional coursework during fall, spring, or summer terms. A completed diploma. Students must enroll in courses for which they have graduate application and official transcripts of all graduate and not earned previous credit. undergraduate work must be received by the Office of I. Marriage and Family Studies Graduate Admissions. The program faculty use the Office of CPSY 6601 Couple and Family Dynamics: Graduate Admissions minimum requirements for undergradu- Systemic Perspectives ate and graduate grade point average. In addition, students CPSY 7610 Human Sexuality I must submit a letter of intent which includes a description of CPSY 7615 Gender and Ethnicity in the Family prior related experience and professional goals as well as two CPSY 7620 Seminar in Systemic Therapies letters of reference. CPSY 8011 Seminar in Ethical and Legal Issues: A Systemic Approach CPSY 8517 Seminar on Psychopathology and Course of Study Systemic Diagnoses The curriculum for the certificate follows the same curriculum as that for the MA in School Counseling (see below). The program director will review each student’s transcripts in order to evaluate course equivalencies. Courses where an equivalent course has not been taken will need to be completed in the program.

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Certificate in Sport and Exercise Degree Requirements (24 credits) CPSY 6101 Personality Theory Psychology CPSY 6002 Counseling Theory The interdisciplinary Certificate in Sport and Exercise CPSY 6102 Psychology of Human Development Psychology consists of 5 courses and 16 credits. In addition to CPSY 6103 Abnormal Psychology CPSY 7005 Statistical Theory and Computer courses in the Department of Professional Psychology and Applications I Family, the Certificate includes a course from the School of CPSY 6001 Tests and Measurement Graduate Medical Education, Department of Athletic Training CPSY 6601 Couple and Family Dynamics: and Sport Science. The program provides the student with a Systemic Perspectives knowledge foundation to work with athletes and athletic CPSY 8010 Seminar: Ethical and Legal Issues in teams; to work in wellness programs in corporate or medical Counseling and Psychology settings; or in other health promotion areas. It is designed for CPSY 8011 Seminar in Ethical and Legal Issues: individuals who aspire to work in the field of counseling, coach- A Systemic Approach* ing, education, fitness/ wellness, sports medicine, or psychology. CPSY 8100 Cross-Cultural Psychology CPSY7615** Gender and Ethnicity in the Family** The program is appropriate for: matriculated graduate students pursuing other programs in the department; licensed * Students pursuing a Marriage & Family concentration will take this course in place of CPSY 8010. professionals in psychology, counseling, social work, marriage and family therapy; or non-matriculated students who wish to ** Students pursuing a Marriage & Family concentration will take this pursue study for the certificate. Seton Hall students who take course in place of CPSY 8100. certificate courses as part of another program will be awarded Concentration Areas (12 credits) the certificate upon completion of the additional courses. School and Community Psychology CPSY6100 Introduction to School Psychology: History, Requirements Systems and Foundations The program requires 5 courses (16 credits). Up to 3 credits CPSY 6105 Biological Bases of Behavior may be waived, at department discretion, for equivalent gradu- CPSY 6303 Counseling and Community Agencies ate or undergraduate courses taken at Seton Hall University. CPSY 7101 Research Methods The following five courses are required: Mental Health Counseling 1. CPSY 7105 Psychology of Sport and Exercise CPSY 6003 Counseling Skills 2. CPSY 8007 Mind Body Issues and CPSY 6301 Career and Lifestyle Planning CPSY 7101 Research Methods Interventions CPSY 6303 Counseling and Community Agencies 3. GMED 6014 Exercise Physiology (4 credits) Marriage & Family Therapy 4. CPSY 8010 Ethical and Legal Issues in CPSY 6316 Group Counseling Counseling and Psychology CPSY 7620 Seminar in Systemic Therapies 5. CPSY 8541 Special Topics: Case Studies and CPSY 6003 Counseling Skills Applications in Sport and Exercise CPSY 7101 Research Methods Psychology Mind/Body/Spirituality CPSY 8007 Mind/Body Issues and Interventions CPSY 6105 Biological Bases of Behavior Psychological Studies (M.A.) and a Choice of two of the following: This 36-credit program in basic theory and methods in psy- GMPA 6103 Health Maintenance & Education chology is recommended for: (1) preparation for the Ed.S. or NURS 6223 Health Promotion the doctoral degree in professional psychology, (2) exploration PTHO 6741 Spirituality and Psychology of the field. Upon completion of the master ’s program, many Psychology of Sport and Exercise * graduates proceed to obtain post-master ’s and doctoral-level CPSY 7105 Psychology of Sport & Exercise training in school, counseling, marriage and family, or other GMED 6014 Exercise Physiology (4 credits) areas of psychology. Other graduates function professionally in CPSY 8007 Mind Body Issues and Interventions mental health agencies, clinics, hospitals, youth and family CPSY 8010 Ethical and Legal Issues in Psychology and services, residential homes, and forensic settings, or in employ- Counseling ee assistance programs or other areas. Students have the oppor- CPSY 8541 Special Topics: Case Studies and pplications in Sport Psychology tunity to select a concentration area of 4 elective courses (12 credits). Students may also select an individualized concentra- * Students taking the Sports Psychology concentration will enroll in four tion area with adviser approval. With adviser approval, students (4) courses in consultation with their adviser. may undertake independent research or an independent study project. Individualized Concentration 4 courses selected with approval of adviser

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Master’s in School Couseling 2. Assessment (3 credits) The Master of Arts with a major in School Counseling pro- a. CPSY 6005: Appraisal and Assessment gram is a degree program that trains school counselors for work 3. Psychological Foundations (6 credits) in ethnically, geographically, and socially diverse K-12 educa- a. CPSY 6102: Psychology of Human Development tional settings. The 48 credit program prepares students for b. CPSY 6505: Principles of Learning and Behavior certification as school counselors through theoretical, clinical, Modification and professional coursework and experiences including a 9 4. Sociological Foundations (6 credits) credit field internship in a school. a. CPSY 8100: Multicultural Counseling and Psychology Students will develop skills as competent counselors and effective consultants, collaborators, advocates, and leaders in b. CPSY 6306: Counseling and Community Agencies our schools. The overarching program goals are to prepare 5. Research (3 credits) school counselors to maximize the potential of all students a. CPSY 7101: Research Methods through comprehensive developmental school counseling pro- 6. Supervised Experience (9 credits) grams; to advocate for the academic, career and personal-social a. CPSY 7310: Practicum in Counseling success of every student through positive systemic school counseling reform; and to empower students and their families as b. CPSY 7380: Internship in Counseling I partners in life-long learning and development in an ever c. CPSY 7381: Internship in Counseling II changing global world. 7. Professional Orientation (6 credits) The program works to follow the standards set forth by a. CPSY 6305: Counseling and Supervision in CACREP (Council for Accreditation of Counseling and School Settings Related Educational Programs) and to meet the credentialing b. CPSY 7001: Counselor Ethics and Practice requirements set by the NJ State Board of Education. Master of Arts with a Major in School Counseling Course Descriptions Counseling Core CPSY 6000 Group Dynamics CPSY 6002 Counseling Theories 3 Combining theory with application through observation of a CPSY 6601 Couple and Family Dynamics 3 CPSY 6301 Career Development and Counseling 3 group setting, a focus on the dynamics of various types of CPSY 6316 Group Counseling 3 groups. Study of the small group as a microcosm of the larger CPSY 6003 Counseling Skills 3 society. Requires field observation of groups. Prerequisite: department permission. 3 credits Assessment CPSY 6005 Appraisal and Assessment in Counseling 3 CPSY 6001 Tests and Measurement Psychological Foundations Rationale and assumptions underlying psychological tests. CPSY 6102 Psychology of Human Development 3 Consideration and evaluation of the types of tests commonly CPSY 6505 Principles of Learning and Behavior used in education and psychology. Introduction to theoretical Modification 3 foundations for assessing psychological constructs including methods for estimating reliability/validity and techniques for Sociological Foundations scale construction. 3 credits CPSY 8100 Multicultural Counseling and Psychology 3 CPSY 6303 Counseling and Community Agencies 3 CPSY 6002 Counseling Theory Research Examines in depth the function of theory in counseling; major CPSY 7101 Research Methods 3 theories and their contributions to the practice of counseling. Affords opportunity to begin the development of students own Supervised Experience theoretical orientation to counseling. 3 credits CPSY7310 Practicum in Counseling 3 CPSY7380 Internship in Counseling I 3 CPSY 6003 Counseling Skills CPSY7381 Internship in Counseling II 3 Skill-building experience in facilitative behaviors (empathy, Professional Orientation genuineness, extending client communication) using such tech- CPSY6305 Counseling and Supervision in niques as modeling, role-playing, audiotape and videotape School Settings 3 feedback, as well as other training methodologies. Extensive CPSY7001 Counselor Ethics in Practice 3 research has indicated that certain basic skills, interpersonal in Program of Study MA in School Counseling nature, are essential to all helping relationships. 3 credits 1. Counseling core (15 credits) CPSY 6005 Appraisal and Assessment in Counseling a. CPSY 6002: Counseling Theories This course provides an introduction to the theory and practice b. CPSY 6601: Couple and Family Dynamics of testing and appraisal of counseling clients. Included are an c. CPSY 6301: Career and Couseling Development overview of the major uses of testing in education and counsel- d. CPSY 6316: Group Counseling ing, the theoretical foundations of testing and measurement including reliability and validity, and an overview of scale construc- e. CPSY 6003: Counseling Skills

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tion. The course further provides an introduction to test adminis- ment, diversity issues and the impact of technology. A materials tration and interpretation, and integration of test data with other fee will be assessed for each student the first week of class. assessment data, including interviews and case histories. 3 credits CPSY 6100 Introduction to School Psychology: History, CPSY 6302 Orientation to Professional Counseling Systems and Foundations This course provides an overview of the counseling profession This course is an introduction to the field of school psycholo- and the roles of counselors in a variety of mental health and gy. It will explore the history and development of the profes- educational settings. Counselor preparation and licensure are sion, including ethics, laws, standards, and credentialing. The examined in depth with attention to career pathways, accredi- evolving roles and functions of school psychologists will be tation, counselor licensure statutes and regulations, and school reviewed in context of past and current national and state laws, counseling certification. Professional topics introduced include regulations, and policies. Best practices dealing with multicul- common factors, empirically supported treatments, counseling tural, diversity and bilingual issues as well as current profes- specializations, counseling competencies, social and cultural sional issues, advocacy and future trends will be examined. factors, appraisal, and research. Students will spend a day with a psychologist in the field. Students are expected to further develop their critical thinking, CPSY 6303 Counseling and Community Agencies Application of community counseling model across diverse problem solving, speaking, writing, and research skills in order community agencies. Review how agencies provide preventative to learn, integrate and apply the concepts presented. This is an education, outreach, counseling, advocacy, social and public intensive reading, writing and presentation course. The use of policy, and consultation interventions to clients and communi- APA Publication style, Blackboard, Internet and Email is ties. Attention given to cross-cultural issues, managed health required. 3 credits care, service utilization, agency systems and the mental health CPSY 6101 Personality Theory professional’s role. Students prepare and present a portfolio on Overview of major theories of personality, including psychoan- a community agency by collecting information and interview- alytic, ego psychology, humanistic, learning existential/phe- ing staff. 3 credits nomenological. Emphasis on structure and dynamics of per- CPSY 6304 Principles and Administration in School sonality, and implications for understanding behavior. Some Counseling primary source readings required. Current issues, such as gen- Introduction to the specific field of school counseling, Topics der identity, included. 3 credits include: history, philosophy, and current trends, issues, policies, CPSY 6102 Psychology of Human Development and educational mandates in school counseling; role and function of the school counselor as collaborators, consultants, and Overview of current theories of human development: biologi- leaders; understanding the context in which school counseling cal, psychological, social, emotional and cognitive aspects of occurs, and educational systems; developing and administrating maturation and growth through the life cycle. 3 credits school programs reflecting the ASCA National Model. 3 credits. CPSY 6103 Abnormal Psychology CPSY 6305 Counseling and Supervision in School Settings Survey of maladaptations in light of current theory and Introduction to counseling children and adolescents in compre- research, including sociocultural factors, defense mechanisms, hensive school counseling programs. Topics include history, coping with stress. Etiology, diagnosis, treatment of classical theory, current trends, and legal and ethical issues in national syndromes. Understanding individuals within the context of and state school counseling initiatives and models. Skill devel- their own environment; epidemiological and community opment in individual and group counseling, consultation, indi- approaches to treatment and prevention. 3 credits vidual planning, counseling curriculum, and collaboration with families and teachers on multidisciplinary intervention teams. CPSY 6104 Theories of Cognition Special attention to diversity and advocacy competencies in the Selected current theories of perception and cognition. development and implementation of systemic school counsel- Integration and development of perception and cognition in ing program initiatives. child and adult; issues in assessment and psychological testing; psychopathology. Neisser and Piaget. Includes Gestalt, phe- CPSY 6310 Etiology and Treatment of Addictions nomenological and psychoanalytic perspectives. 3 credits Survey of characteristics, assessment, intervention, and prevention of addictive behaviors with a primary examination of CPSY 6105 Biological Bases of Behavior chemical dependency. Influence of cultural and social variables Essentials of neurology and endocrinology; sensation and per- are explored as they relate to etiology, assessment, treatment, ception; brain waves; sleep and arousal; physical aspects of and relapse prevention. 3 credits emotions; genetic influences; special topics, such as MBD, CPSY 6311 Physiology and Pharmacology of Alcoholism and aphasia, psychochemistry, disorders affecting the learning and Care Management cognitive processes, biofeedback, split brain. 3 credits Focuses on the chemical alcohol and how it affects some of the major systems of the body. Considers the scope, philosophy CPSY 6301 Career Development and Counseling and mechanics involved in working as a member of a multidis- Overview of the factors in career development and occupation- ciplinary, harmonious team in care management of alcoholics. al choices, including theories, sources of information, assess- Field experience may be required. Prerequisite: department permission. 3 credits

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CPSY 6315 Advanced Counseling Skills modeling and observational learning. Application and develop- Enhance basic theoretical development and counseling skills. ment of skills in behavior modification techniques, including Didactic methods are used to examine counselor values, theo- observation of behavior, use of reinforcement, feedback, model- retical orientation, supervision and counseling interventions. ing, shaping and imagery. 3 credits Experiential methods are used to enhance intake assessment skills, psychological report writing skills, and counseling skills. CPSY 6601 Couple and Family Dynamics: Systemic Termination, business of therapy, values and worldviews are Perspectives examined. Focus on role-playing and audiotapes. Prerequisites: An introduction to various schools of contemporary literary CPSY 6002, 6003 and department permission. 3 credits theory, including preliminary exposure to a variety of perspectives on families and couples. Students acquire an understand- CPSY 6316 Group Counseling ing of normative family lifecycle patterns and transitions as Requires active participation in training group setting. Students well as changing patterns in the family lifecycle. The roles of learn group process through participation. Factors such as gender and ethnicity in normative family patterns and in fami- resistance, transference, group climate, norms and stages of ly-based therapeutic interventions are discussed. 3 credits development will be observed, experienced and studied. The format of this course will be experiential, not lecture-discus- CPSY 7000 Psychotherapeutic Process sion. Prerequisites: Department permission required. 3 credits This course is required for child clinical Ph.D. students prior to the practicum sequence. The focus is on psychodynamic CPSY 6317 Group Process: Assessment principles and object relations theory, integrating theory and Concepts basic to measurement, such as reliability, validity and technique. Theorists covered may include Freud, Mahler, norms. Emphasis on review of instruments used to measure Kernberg, Spitz and Pine. Prerequisites: permission of instruc- group process. Development of sociometric questionnaires. tor. 3 credits Students required to administer appropriate instrument(s) to ongoing groups and to provide interpretation to class. Purchase CPSY 7001 Counselor Ethics in Practice of assessment materials required. Materials fee will be assessed This course will focus on ethical standards, professional and for each student the first week of class. This is in addition to licensing regulations, and ethical decision making in the con- the lab fee. Prerequisite: CPSY 6000 or department permission. text of counseling practice. In addition, legal issues and other 3 credits relevant regulations will be covered. Everyday dilemmas faced by counselors in the many settings in which they work, as well CPSY 6403 Occupations II: Educational Information and as potential ethical and legal problems, will be discussed. College Placement Students are expected to become familiar with counselor codes Opportunities for secondary school counselors to sharpen skills of ethics, their interpretations, and their impact on professional and increase knowledge in the area of pre-college achievement practice. The importance of professional organizations, licens- and placement. Hands-on activities, discussions and guest ing, and training will also be included. speakers from college admissions and financial aid offices, testing services, and other professionals in college counseling. CPSY 7005 Statistical Theory and Computer Applications I Issues include: the role of the counselor in college selection; Students will be taught the interaction between measurement, managing stress in college applicants and their parents; ethical research design and statistical analysis in sociobehavioral dilemmas in college admissions, counseling for special popula- research. Statistical theory will be presented so students gain an tions, and use of computers in college counseling. 3 credits insight to modern statistical methods. All students will demonstrate proficiency with current software for data analysis. CPSY 6501 Professional Consultation/School Practice 3 credits Students will learn collaborative consultation skills in order to assist teachers, school staff, and parents to develop, implement, CPSY 7006 Statistical Theory and Computer Applications II monitor, and evaluate behavioral and academic interventions Students will learn to use methods of data analysis that apply with a multicultural diverse population. The selection, accurate to experimental and nonexperimental research. Multiple regres- scoring, and interpretation of a variety of teacher/parent/stu- sion and the general linear model will be presented for both dent rating scales (social/emotional, speech/language, ADHD, univariate and multivariate data analysis problems. Students Asperger's, Autism, adaptive behaviors, etc.) will be emphasized will conduct univariate and multivariate data analysis using in order to develop data based interventions, an effective moni- modern computer software. 3 credits toring system, and advocacy skills. Students will conduct a case CPSY 7100 History and Systems of Psychology study. Co-requisite: Enrollment in CPSY 8580/8581 Internship Development of an understanding of the history and systems in School and Community Psychology I/II. 3 credits of psychology with which the student can make critical judg- CPSY 6505 Principles of Learning and Behavior ments in his/ her own research, place his/her own areas of interest in an integrated and homogenous history of develop- Modification ment, communicate with colleagues outside of his/her own Advanced course in learning theory and its application in the area of interest and identify himself/herself within the disci- classroom and in therapeutic interventions. Theories of Pavlov, pline of psychology. Skinner, and Bandura; recent research in behavior therapy, 3 credits

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CPSY 7101 Research Methods CPSY 7310 Practicum in Counseling Systematic analysis and clarification of research problems, Supervised field work for counselors focusing on intensive explanation of relationships between research hypothesis and counseling skill development, diagnosis and treatment plan- research procedures and appropriate techniques for analyzing ning, consultation, and program planning. Use of audio and data and evaluating evidence. (Formerly RESH 7101). videotape. Students are required to submit exposition of their 3 credits own counseling theory. One hundred hours minimum of fieldwork experience is required. Placements need to be approved CPSY 7102 Seminar in Professional Consultation in by the practicum/internship coordinator at least three months Psychology prior to placement. Failure to follow these guidelines will result Theoretical and “hands on” study of consultation services in in denial of registration for the course. Additional credits (max- psychological service settings. Emphasis on the role of the con- imum of 6) with department permission. Prerequisites: accept- sultant and interpersonal aspects of multidisciplinary relations. ance into M.A. in Counseling program or post-master’s licens- Registration is limited to Ph.D. students. 3 credits ing sequence; CPSY 6002, 6003, 6316 completion of a minimum of 27 credits with no incomplete coursework, and CPSY 7103 Counseling Psychology: Professional Practice and departmental permission. 3 credits Research Introduction to the specific discipline of counseling psycholo- CPSY 7380 Internship in Counseling I Supervised fieldwork for counselors, individual and group gy. Topics include: the history of counseling psychology, cur- counseling skills, collaboration, and the development of a per- rent definitions of the discipline, current issues in the field, sonal counseling theoretical orientation focusing on improving specific areas of focus within counseling psychology (e.g., case conceptualization. Setting appropriate to area of concen- career counseling, primary prevention, health counseling, reme- tration, including community agencies, hospitals, treatment dial therapy, etc.), the structure and leadership in Division 17 centers, higher education, and secondary or elementary educa- of the American Psychological Association, orientation to ethi- tion. Students are required to complete 300 hours per semester cal and standards of professional practice, and current topics (120 direct hours, 180 indirect hours). Placements need to be (e.g., sports psychology, eco-counseling). 3 credits approved by the practicum/internship coordinator at least three months prior to placement. Failure to follow these guidelines CPSY 7104 Social Cognition and Human Learning will result in denial of registration for the course. Prerequisite: Processes of cognition as they develop in regards to relation- Successful completion (B- or better) of CPSY 7310 and depart- ships and systems. Human learning capacities focusing on ment permission. 3 credits schools and families, maximizing potentials, difficulties requiring intervention and the interphases with assessment. 3 credits CPSY 7381 Internship in Counseling II Continuation of supervised fieldwork placement for counselors, CPSY 7105 Psychology of Sport & Exercise focusing on advanced individual and group counseling skills, Basic theory and applications in Sport Psychology, with an diagnosis and treatment planning, consultation, and advocacy emphasis on enhancing athletic performance, as well as under- skills. Setting appropriate to area of concentration, including standing the impact of injuries. Course includes social/psycho- community agencies, hospitals, treatment centers, higher edu- logical aspects of sport and exercise. 3 credits cation, and secondary or elementary education. Students are CPSY 7203 Practicum: Aptitude, Interest and Personality required to complete 300 hours per semester (120 direct hours, Testing 180 indirect hours). Placements need to be approved by the Theory and practice of vocational assessment. Supervised prac- practicum/internship coordinator at least three months prior to tice in administering, scoring and interpreting aptitude, interest placement. Failure to follow these guidelines will result in and personality tests. Prerequisite: CPSY 6301 or equivalent. denial of registration for the course. Prerequisite: Successful 4 credits completion (B- or better) of CPSY 7381 and department permission. 3 credits CPSY 7301 Group Development: Theory and Observations Theories of small group development as applied to sensitivity, CPSY 7383 Internship in Counseling III Continuation of supervised fieldwork for counselors focusing counseling and therapy groups. Implications for leader. Use on advanced case conceptualization, intervention and advocacy and construction of observational instruments. Requires one skills, and principles and practices of supervision, leadership, didactic period and one period of supervised observation for and program planning. Students will focus on fine tuning their the semester. Culminates in case study of observed group. conceptual and intervention skills while learning the basics of Materials fee will be assessed for each student the first week of supervising and leadership in mental health programs Students class. This is in addition to the lab fee. Prerequisite: CPSY are required to complete 300 hours per semester (120 direct 6000, 6315, 6316 and department permission. 6 credits hours, 180 indirect hours), with a minimum of one hour per week of supervision of a beginning counselor in training. CPSY 7302 Psychology of Change in Small Groups Placements need to be approved by the practicum/internship Theories of planned change relevant for vis-a-vis, problem solv- coordinator at least three months prior to placement. Failure to ing groups. Techniques for the leader of conferences, commit- follow these guidelines will result in denial of registration for tees, religious communities. Requires active participation in the course. Prerequisite: Successful completion (B- or better) of offcampus programs. Prerequisite: CPSY 6000 or permission of CPSY 7381 and department permission. 3 credits. the instructor. 3 credits

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CPSY 7501 Introduction to Clinical Skills CPSY 7505 Seminar: Case Studies in Psychology Students will learn the theory and practice of clinical skills Review of current literature and research on the use and selec- including: developing rapport, behavioral observations, behav- tion of diagnostic techniques; selection of appropriate tech- ioral interpretations, child/parent/teacher interviewing, devel- niques for developing a case study; emphasis on the continuous opmental history, mental status exam, and genogram with a interaction between person and environment and the contextu- multicultural diverse population in order to develop accurate al nature of human behavior; oral and written communication DSM-IV diagnoses and NJDOE special education classifica- and findings and recommendations; use of consultants and col- tions. Students will conduct two clinical interviews using a psy- lateral services. Prerequisite: CPSY 7503. 3 credits chological evaluation report format. Student Liability Insurance is required. Prerequisite: Successful completion of MA courses CPSY 7506 Individual Educational Assessment (Elective) in Psychological Studies (School and Community Psychology Students will learn to accurately administer, score, analyze and Concentration) and acceptance into the School and interpret educational testing results, such as the Wechsler Community Psychology EdS program. Concurrent enrollment Individual Achievement Test. The development of reading and in CPSY 8501: Introduction to Clinical Skills Lab. 3 credits mathematical skills, error analysis, and recommendations for remediation/interventions will be included. Students will learn CPSY 7502 Individual Cognitive Assessment to integrate the clinical interview, rating scales, and educational Students will learn the history and concepts of intellectual test results into a partial psychological report which they pres- assessment. Accurate administration, scoring, and interpreta- ent orally. Students are required to obtain professional liability tion of the Wechsler scales from preschool to adult with a mul- insurance. This is an intensive reading, writing, fieldwork and ticultural diverse population will be emphasized, in addition to presentation course. The use of Blackboard, Internet and email making accurate DSM-IV diagnoses and NJDOE special edu- is required. Prerequisites: CPSY7502/8502, proficient psycho- cation classifications. Students will continue to use the psychological report writing skills, and permission of instructor. logical report format in order to integrate their clinical inter- 3 credits views with their cognitive assessment results, and make an oral presentation of one of their cases. Student Liability Insurance is CPSY 7507 Personality Assessment of Children and required. Prerequisite: Successful completion of MA courses in Adolescents Psychological Studies (School and Community Psychology Personality assessment with an emphasis on children and ado- Concentration) and enrollment in the School and Community lescents. 4 credits with laboratory Psychology EdS program; or enrollment in the Counseling CPSY 7508 Family Assessment PhD Program; and CPSY 7501: Introduction to Clinical Skills A thorough exploration of the processes and instruments perti- or equivalent. Concurrent enrollment in CPSY 8502: nent to evaluating and diagnosing couples, families, systems Individual Cognitive Assessment Lab. 3 credits and individuals in context. 3 credits CPSY 7503 Introduction to Personality Assessment CPSY 7510 Social and Community Psychology This course will highlight the theory of projective techniques History of social welfare and the mental health movement in and personality assessment in children, adolescents, and young the U.S. Selected topics from social psychology research adults. Training on the administration and interpretation of applied to community mental health. Strategies for social selected projective techniques and personality measures such as change which promote human welfare. Critical evaluation of DAP, HTP, TAT, CAT/CAT-H, Incomplete Sentences, and research, legislation and mental health programs. An ecological kinetic family drawings, as well as personality inventories, and systems perspective. Requires a field investigation project. behavior checklists and surveys, and adaptive scales will be 3 credits emphasized. The administration, scoring, and writing of the Bender Gestalt Test of Visual-Motor Development will also be CPSY 7515 Social Psychology addressed in this course. Ego psychology as a theoretical frame- Exploration of the processes of mutual influence between indi- work will be infused into the class work. Observational skills, viduals and groups. Topics include self as social, person percep- test administration, scoring, and report writing will be evaluat- tion, interpersonal attraction, pro-social behavior, aggression, ed by both the professor and lab instructor. Materials fee will attitudes and attitude change and intergroup relations. 3 credits be assessed for each student the first week of class. This is in addition to a lab fee. Prerequisites: CPSY 7501, 7502; permis- CPSY 7610 Human Sexuality I sion of instructor/program director. (concurrent enrollment in Study of the development of male and female traits. Influence 1 credit lab-CPSY 8503). 3 credits of society, culture and ethnicity in assuming masculinity and femininity. Investigation of issues within this area. 3 credits CPSY 7504 Introduction to Rorschach Techniques Theory, administration, scoring and interpretation of the CPSY 7611 Human Sexuality II Rorschach, with special reference to children and adolescents. Designed to prepare doctoral and post master’s students in the Discussion of its place in the total diagnostic battery. Materials methods, strategies and techniques for diagnosis and interven- fee will be assessed for each student the first week of class. This tion into problems of human social function. Primary emphasis is in addition to the lab fee. Prerequisite: CPSY 7501, 7502, on use of various proven methods as well as the techniques 7503; permission of instructor. 4 credits necessary for intervening into areas where clients have suffered physical and emotional illness. Prerequisite: CPSY 7610, 6601, 6103. 3 credits

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CPSY 7615 Gender and Ethnicity in the Family CPSY 8010 Seminar: Ethical and Legal Issues in Counseling Explores the influence of gender and ethnicity on individual and Psychology development and on family development and dynamics. Social, Codes of ethics and their application to professional issues. cultural, educational, economic and behavioral factors are dis- Current laws and court decisions affecting professional psychol- cussed in terms of their influences on men and women within ogists. Discussion of ethical dilemmas and the process of indi- families, and on relational styles among culturally diverse fami- vidual decision-making. 3 credits lies. Considerations of gender and ethnicity as related to family therapy practice and theory also will be addressed. Prerequisite: CPSY 8011 Seminar in Ethical and Legal Issues: A Systemic CPSY 6601. 3 credits Approach Exploration of the professional, ethical and legal issues in CPSY 7620 Seminar in Systematic Therapies assessing and treating families, couples and individuals. In-depth examination and discussion of current theoretical Includes codes of ethics, laws and court decisions. Focuses on trends in marriage and family therapy. Comparison of models applications and decision-making in practice. 3 credits and formulation of one’s own theoretical model. Prerequisite: CPSY 6601. 3 credits CPSY 8100 Multicultural Counseling and Psychology Investigates the theoretical backgrounds of all major cultures CPSY 7621 Couple and Family Systems Techniques I around the world and applies that knowledge to the psycholog- Analysis and applications of specific techniques associated with ical functioning of different client populations. Examines in major theoretical approaches by Palo Alto, Haley, de Shazer, depth different methodologies, issues and research in cross-cul- narrative and storying techniques. Attention given to skill tural psychology and counseling. 3 credits development through use of role play, feedback and case examples. Prerequisite: CPSY 7620. 3 credits CPSY 8101 Family Systems Research Methods An advanced course on research methodology with specific CPSY 7622 Couple and Family Systems Techniques II emphasis on systems. Prerequisite: CPSY 7101. 3 credits Focus on techniques by Bowen, Minuchin, Papp and Madanes for treating couples and families. Classroom used as laboratory CPSY 8102 Seminar: Child and Adolescent Development in for enhancing skill development. Corequisite: CPSY 7621. Context Corequisite: CPSY 7621. 3 credits An advanced course on the processes and stages of children’s and adolescents’ development from a systemic perspective. CPSY 7910 Practicum in Individual Techniques in Prerequisites: CPSY 6102, 6601. 3 credits Psychotherapy Close supervision with student who works with client. Setting CPSY 8103 Seminar: Adult Development and Aging in goals, developing a treatment plan, engaging in effective inter- Context action, critiquing and reporting progress. Ego psychology An advanced course on the processes and stages of adulthood framework. Pre or Corequisite: CPSY 6102, 6103, 6104, 7501; and aging from a systemic perspective. Prerequisite: CPSY permission of instructor. 3 credits 8102. 3 credits CPSY 8000-8002 Supervised Research in Counseling CPSY 8203 Lab – Practicum, Aptitude and Personality Psychology Testing For students, in consultation with a project coordinator, to To be taken concurrently with CPSY 7203. Experience in design and conduct an individual research study. Prerequisite: selecting, administering and scoring instruments used in career department permission one semester in advance of anticipated counseling. Under supervision of the instructor, students will enrollment. CPSY 8000, 3 credits; CPSY 8001 and 8002, 1 complete a full assessment and provide appropriate feedback to credit each 1-3 credits a career counseling client. 1 credit CPSY 8004 Supervised Research on Couples and Families I Independent study. Doctoral students serve as research assis- CPSY 8501 Introduction to Clinical Skills-Lab tants for faculty members on projects relevant to marriage and This Lab is taken concurrently with the CPSY7501 family processes. 1 credit Introduction to Clinical Skills course. Lab activities will emphasize the writing skills needed for developing a psycholog- CPSY 8005 Supervised Research on Couples and Families II ical evaluation report that clearly communicates results in the Independent study. Doctoral students serve as research associ- areas of: behavioral observations, behavioral interpretations, ates for faculty members on projects relevant to marriage and child/parent/teacher interviewing, developmental history, men- family processes. 1 credit tal status exam, and genogram with a multicultural diverse CPSY 8007 Mind Body Issues and Interventions population in order to develop accurate DSM-IV diagnoses Course covers performance enhancement techniques, mental and NJDOE special education classifications. Students also cri- imagery, EMDR, meditation, mindfulness, spirituality, stress tique the Standards for Psychological and Educational Testing. management, exercise in psychotherapy, and other interven- Student Liability Insurance is required. Prerequisite: tions used in traditional psychotherapy and counseling, as well Completion of MA courses and acceptance into the School and as in sport psychology, and health and wellness programs. Community Psychology EdS program. Concurrent enrollment 3 credits in CPSY 7501: Introduction to Clinical Skills. 1 credit

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CPSY 8502 Individual Cognitive Assessment-Lab CPSY 8518 Seminar on Systemic Perspectives on Human This Lab is taken concurrently with the CPSY7502 Individual Pathologies Cognitive Assessment course. Lab activities will emphasize Exploration of clinical paradigms for psycho-social dysfunc- accurate administration, scoring, and interpretation of the tions in family systems. In-depth discussion of symptoms, Wechsler scales from preschool to adult with a multicultural including dynamics of alcoholism and drug abuse; eating disor- diverse population in order to make accurate DSM-IV diag- ders; psychosomatic disorders; psychosis; AIDS; violence and noses and NJDOE special education classifications. Student abuse; depression; and the injured self in relationship. Liability Insurance is required. Prerequisite: Enrollment in the Examination of these syndromes in family, culture and gender School and Community Psychology EdS program or enroll- contexts. Evaluation of appropriate personal and systemic ther- ment in the Counseling PhD Program; and CPSY 7501: apeutic interventions. Prerequisites: CPSY 6103, 6601, 8517, Introduction to Clinical Skills or equivalent. Concurrent 8519 or 8520. 3 credits enrollment in CPSY 7502: Individual Cognitive Assessment. 1 credit CPSY 8519 Seminar in Child and Adolescent Psychopathology CPSY 8503 Introduction to Personality Assessment-Lab This course will examine the etiology, symptomatology, assess- The Personality Assessment lab will provide practice with ment, and treatment of child and adolescent psychopathology. administration, scoring and interpretation of test protocols The matrix of factors (i.e., constitutional, environmental, cul- reviewed in class. Students will demonstrate competency out- tural) that may lead to the derailment of the child's/adoles- side of class administering several projective/personality meas- cent's progressive maturational trajectory will be explored. ures including: Bender Gestalt Visual Motor Test, House-Tree- Preventative and therapeutic approaches that provide an overall Person, Projective Drawings and Sentence Completions, environment responsive to the maturational needs of Thematic Apperception Test and Children's Apperception Test, children/adolescents with varying clinical disorders will be dis- Piers Harris Self-Concept Scale, Beck Depression Inventories, cussed using case studies. A thorough understanding of the Behavior Assessment Scale for Children, and other various DSM is required for this course. Prerequisite: CPSY 6102, behavior rating scales and self-report measures. 1 credit CPSY 6103, Permission of instructor. 3 credits CPSY 8508 Laboratory in Family Assessment CPSY 8520 Seminar in Psychopathology A laboratory taken concurrently with CPSY 7508. Materials fee In-depth study of the etiology, symptomatology and treatment will be assessed for each student during the first week of class. of the major mental health disorders. Special topics, such as This is in addition to the lab fee. 1 credit shame, guilt, suicide. Additional focus will be on the integration of psychological assessment information into diagnosis and CPSY 8511 Practicum in School Psychology treatment planning. Prerequisites: CPSY 6103 or department This School and Community Psychology Practicum requires permission. 3 credits 300 clock hours of field based work experience under the CPSY 8521 Foundations of Neuropsychology supervision of a qualified school psychologist in public schools, Brain function correlates in cognition and behavior, basic con- concurrently with on campus supervision in this course. cepts in neurology and psychology. Examination procedures Students will be required to gain experiences with a multicul- and diagnostic issues. Specific functions, such as verbal, percep- tural diverse population, in psychological assessment to include tual, practice, memory, concept formation, attention. clinical interviewing and cognitive evaluations; individual Prerequisite: CPSY 6105. Materials fee will be assessed for each and/or group counseling; Intervention and Referral Services; student the first week of class. This is in addition to the lab fee. advocacy knowledge and skills; etc. in order to become pre- 3 credits pared for their Internship experience. Students will keep a structured journal documenting their hours and experiences CPSY 8523 Advanced Adult Neuropsychological Assessment using NASP Domains of Practice. Student Liability Insurance Neuropsychological assessment of the adult will be reviewed is required. Prerequisite: Enrollment in the School and across the following domains - sensorimotor, attention, visuop- Community Psychology EdS program; and CPSY 7501/8501 erceptual, memory, language and executive functions. Introduction to Clinical Skills/Lab and CPSY 7502/8502 Additionally, assessment approaches for various clinical presen- Individual Cognitive Assessment/Lab. 3 credits tations will be reviewed. Lecture content includes discussion of specific-functional-neuroanatomic models of behavior, cogni- CPSY 8517 Seminar in Psychopathology and Systemic tive functions, neurobehavioral syndromes, indications and Diagnoses limitations of corresponding neuropsychometric measures, Exploration of etiology, dynamics and diagnosis of the range of review of test administration procedures and interpretation of physiological, psychological, interpersonal, family-systems and test findings using clinical case data. Each lecture covers a par- larger-systems pathologies affecting individual and group liv- ticular domain of neuropsychological assessment. A required ing. Instruction in differential and comprehensive diagnoses one-hour lab will provide practice with administration, scoring with attention to contextual and relational processes in dys- and interpretation of test protocols reviewed in class. functional development and coping. Prerequisites: CPSY 6103, Prerequisites: CPSY 6105, 8521, 7502, 6001. (Lab-CPSY 6601. 3 credits 9523). 3 credits

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CPSY 8524 Clinical Psychopharmacology chopathology and group process, the role of gender and ethnic- Familiarizes students with basic theories of psychopharmacolo- ity in group life, setting up and offering groups for gy. Student learns how and when to make medication referrals children/adolescents, and group therapist characteristics and and for whom. Classes of psychopharmacologic agents will be training. 3 credits reviewed and their therapeutic actions depicted. Differential therapeutics, medication triggers and contraindications will be CPSY 8563 Practicum in Counseling Psychology I emphasized for all classes of drugs and pathologies. The first of five required semesters of practica for doctoral stu- Prerequisite: CPSY 6105. 3 credits dents in counseling psychology. Students will be expected to complete a minimum of 8 hours per week at an approved site. CPSY 8525 Neuropsychological Assessment of Children and Placements will commence on or about January 15 and end on Adolescents or about May 15 for the Spring Semester, thereby allowing for Neuropsychological assessment of the child and adolescent approximately 16 weeks and 140 hours onsite practicum expe- across the following domains will be studied: sensorimotor, rience. Prerequisites: Counseling Theory; Counseling Skills; attention, memory, language, perceptual and executive func- Group Dynamics; Tests and Measurements; Statistical tion. Class will utilize lecture, computer instruction materials Methods; Psychology of Human Development; Abnormal and demonstration of relevant assessment procedures. A Psychology; Career Development and Information, and at least required one-hour lab will provide practice with administra- one semester of practicum at the master’s level. Lab-CPSY tion, scoring and interpretation of test protocols reviewed in 9563. 4 credits class. Materials fee will be assessed for each student the first week of class. This fee is in addition to the lab fee. CPSY 8564 Practicum in Counseling Psychology II Prerequisites: CPSY 6105, 8521. (Lab-CPSY 9525). 3 credits The second of five required semesters of practica for doctoral students in counseling psychology. Students will be expected to CPSY 8529 Advanced Assessment and Interventions with complete a minimum of 16 hours per week at an approved site. Couples and Families Placements for the Fall Semester, will commence on or about An integrative seminar to facilitate students’ synthesizing theo- September 1 and end on or about December 15 thereby allow- ry, techniques, assessment, treatment and professional practice ing approximately 15 weeks and 300 hours on-site practicum from a systemic perspective. Prerequisites: CPSY 8103, 8518, experience. Prerequisites: CPSY 8563. Materials fee will be 8615, 8620, 9876, assessment sequence. 3 credits assessed for each student the first week of class. This is in addition to the lab fee. 3 credits CPSY 8530 Practicum in Family Therapy Supervised work in case study, diagnosis and intervention CPSY 8565 Practicum in Counseling Psychology III strategies from a family systems perspective. Presentation of The third of five required semesters of practica for doctoral stu- cases for critique and review. Use of audiovisual aids. Emphasis dents in counseling psychology. Students will be expected to on developing a framework for observing and facilitating complete a minimum of 16 hours per week at an approved site. growth using a systems model. Field placement. Prerequisite: Placements will commence on or about January 15 and end on permission of instructor. 3 credits or about May 15 for the Spring Semester, thereby allowing for approximately 15 weeks and 300 hours on-site practicum expe- CPSY 8540 Special Topic I: Seminar in Clinical Psychology rience. Prerequisite: CPSY 8564. 3 credits Provides students and faculty with the opportunity to work collaboratively in studying in-depth a current or special topic CPSY 8566 Practicum in Counseling Psychology IV in the area of clinical psychology. Prerequisite: permission of The fourth of five required semesters of practica for doctoral instructor. 3 credits students in counseling psychology. Students will be expected to complete a minimum of 16 hours per week at an approved site. CPSY 8541 Special Topic II: Case Studies and Applications Placements for the Fall Semester will commence on or about in Sport and Exercise Psychology September 1 and end on or about December 15, thereby allow- This course will cover in depth applications and case studies in ing approximately 15 weeks and 300 hours on-site practicum sport psychology. Topics may include: sport and exercise experience. Prerequisites: CPSY 8563, 8564, 8565. 3 credits Interventions and performance enhancement; consulting to sports teams, athletes, and corporate fitness and wellness pro- CPSY 8567 Practicum in Counseling Psychology V grams; incorporating exercise into a mental health practice; This is the last of five required semesters of practica for doctor- diversity and gender issues; counseling athletes; team and lead- al students in counseling psychology. Students will be expected ership issues. 3 credits to complete a minimum of 16 hours per week at an approved site. Placements for the Spring Semester will commence on or CPSY 8550 Group Psychotherapy with Children and about September 1 and end on or about December 15, thereby Adolescents allowing for approximately 15 weeks and 300 hours on-site Group psychotherapy in the resolution of the psychological dif- practicum experience. Prerequisites: CPSY 8563, 8564, 8565, ficulties of children and adolescents. The history of group psy- 8566. 3 credits chotherapy movement, the use of groups to resolve resistances to maturational growth, the relationship between psy-

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CPSY 8580-8581 Internship in School and Community CPSY 8705 Psychoeducational Programming: Planning, Psychology Delivery and Evaluation This School and Community Psychology Internship requires Extending the life skills approach; an emphasis on interperson- 1200 clock hours of field based work experience under the al and self-control skills, such as assertiveness training, diet supervision of a qualified school psychologist in public schools, control, parenting, crises management, conflict resolution and concurrently with on campus supervision in this course. A stress management. 3 credits minimum of 600 clock hours must be completed in a school setting with school age students. The remaining 600 clock CPSY 8706 Seminar in Clinical Assessment Techniques hours may be completed in a school or clinical setting. Attempt to develop a model for understanding and identifying Students will be required to gain a variety of experiences with a psychopathology and other psychological traits that may inter- multicultural diverse population to meet professional standards. fere with adjustment to daily living. Effective use of the psy- Students will keep a structured journal documenting their chological interview, the case history, and standardized person- hours and experiences using NASP Domains of Practice. ality measures including the MMPI, Rorschach, TAT, and Seminar/lecture method of instruction designed to highlight ThEMAS. Materials fee will be assessed for each student the special topics in the field of school psychology. Student first week of class. This is in addition to the lab fee. Liability Insurance is required. Prerequisite: Successful comple- Prerequisites: CPSY 6001, 6103; 3 additional credits in testing. tion of CPSY 8511: Seminar/Practicum in School Psychology. (concurrent enrollment in 1 credit lab-CPSY 9706). 3 credits 3 credits each CPSY 8800 Seminar: Contemporary Issues in Couples and CPSY 8615 Seminar: Gender and Culture in Family Systems Family Therapy In-depth consideration and discussion of gender and cultural Analysis of recent trends and issues in professional issues of influences on family development and family dynamics. marriage and family therapy. Presumes a working knowledge of Prerequisite: CPSY 7615. 3 credits systems thought. Prerequisite: CPSY 7622. 3 credits CPSY 8620 Seminar on History, Philosophy and Models of CPSY 8801 Foundations of Assessment and Treatment in Family Systems Systems In-depth examination of original sources of systems thinking. Continued exposure to systems theories, writings, and tech- Exploration of history, philosophical premises and treatment niques, including Boszormenyi-Nagy. Minimum 50 supervised considerations of systemic perspectives on individuals, couples client contact hours at approved site with approved supervisor. and families. Study of systemic approaches in relation to devel- Case consultation. Prerequisite: CPSY 7622. 3 credits opment of psychology and family therapy. Prerequisite: CPSY CPSY 9001 Univariate Experimental Design 7620. 3 credits Design of experiments and related statistical analysis in educa- CPSY 8701 Techniques of Group Counseling tion and psychology. Analysis of variance for factorial designs, The essential focus of this course will be students’ actual partic- randomized block, hierarchical and split plot factorial designs, ipation in a training group. Primarily through that vehicle the as well as the general linear approach to ANOVA. (Formerly course will identify the principles of group process and dynam- RESH 9001). Prerequisite: CPSY 8616. 3 credits ics toward the application of facilitative group counseling tech- CPSY 9002 Applied Multivariate Statistics niques. Focus on the rationale and use of appropriate group Provides a working familiarity with a variety of multivariate intervention strategies. Prerequisite: 3 credits in group course. statistical techniques as they apply to education and psycholo- 3 credits gy. Techniques include multiple regression, path analysis, factor CPSY 8702 Adult Development and Aging analysis, analysis of covariance, multivariate analysis of vari- Investigates the critical life stages of men and women in a variance, discriminate function analysis and canonical correlation. ety of lifestyles from marriage to cohabitation and single life. Prerequisite: CPSY 8616. 3 credits Changing roles experienced by adults as they reach their peak CPSY 9004 Special Topics in Research and Evaluation experiences as well as when they face older age viewed through Provides students with the opportunity to learn methodologi- psychological, sociological, physiological and economic factors. cally diverse approaches to studying human behavior using cur- 3 credits rent or special topics in research and evaluation. Prerequisites: CPSY 8703 Seminar in Vocational Psychology CPSY 9001, 9002, 9003. 3 credits Review and evaluate traditional, emerging, and group-specific CPSY 9080 Practicum in Supervision theories of career development. Discuss issues in career coun- Models and methods of professional consultation and supervi- seling practice and career assessment. Special topics in voca- sion in a variety of clinical settings. Topics include role and tional psychology are explored. Students develop their own function of supervision in counseling therapy, the effective career development portfolio and present on topic of interest. supervisor, facilitating professional development in those super- Materials fee will be assessed for each student the first week of vised and accountability. Students critique their own methods class. This is in addition to the lab fee. Prerequisite: CPSY of supervision. Field placement is required. Prerequisite: per- 6301. 3 credits mission of instructor. 3 credits

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CPSY 9090 Thesis Seminar I CPSY 9873 Practicum in Systemic Approaches III Focuses on the completion of a tentative research proposal for Second-year doctoral course taken concurrently with clinical the doctoral dissertation, including selection of topic, literature work. Includes assessment and treatment with couples and search, investigation of relevant theories, and development of families, under approved supervision at an appropriate site. hypotheses relevant to the research proposal. Prerequisites: Attention is given to cultural, gender and clinical issues as they CPSY 7002, 9001, 9002; successful completion of Part I of emerge in cases. 1 credit Comprehensive exams. 3 credits CPSY 9874 Practicum in Systemic Approaches IV CPSY 9091 Thesis Seminar II Second-year doctoral course taken concurrently with clinical Focuses on the design of the proposed study. Provides the work. Includes assessment and treatment with couples and mechanism for presentation of the dissertation proposal, families, under approved supervision at an appropriate site. defense of the proposal and its ultimate acceptance. 3 credits Attention is given to cultural, gender and clinical issues as they emerge in cases. 1 credit CPSY 9095 Supervised Teaching in Counseling and Psychology CPSY 9875 Practicum in Systemic Approaches V Arrangements to take this course must be made six weeks prior Third-year doctoral course taken concurrently with clinical to the semester of intended enrollment. Supervised teaching work. Includes assessment and treatment with couples and experience in content area under mentorship of an experienced families, under approved supervision at an appropriate site. professor. Study of instructional methods. Students must Advanced understanding and planning regarding assessment demonstrate competence in the content area to be taught. and treatment of systemic, interpersonal, personal and larger- 3 credits systems dynamics in cases, with particular emphasis on therapist’s theoretical perspective. 1 credit CPSY 9706 Seminar in Clinical Assessment Techniques-Lab This lab course will provide students with introduction and CPSY 9876 Practicum in Systemic Approaches VI practice with the administration, scoring, and interpretation of Third-year doctoral course taken concurrently with clinical the test protocols used in CPSY 8706. 1 credit work. Includes assessment and treatment with couples and families, under approved supervision at an appropriate site. CPSY 9774 Theories and Techniques of Counseling and Advanced understanding and planning regarding assessment Psychotherapy and treatment of systemic, interpersonal, personal and larger- This course is designed to introduce students to the theories systems dynamics in cases, with particular emphasis on thera- and techniques of counseling and psychotherapy. In addition to pist’s use of self. 1 credit the “traditional” psychotherapy, emerging paradigms will be introduced. There will be a particular focus on providing a well CPSY 9877-9878 Doctoral Internship rounded exposure to the theories and techniques of counseling A nine-month internship with a relational-systemic focus ful- and psychotherapy, including non-Western and feminist filling the accreditation standards set by the Commission on approaches to psychotherapy. Moreover, professional and ethi- Accreditation for Marriage and Family Therapy Education cal issues in the field of counseling psychotherapy will be dis- under the guidance of an AAMFT Approved Supervisor. May cussed. 3 credits be taken concurrently with or separately from CPSY 9884- 9885. No credit CPSY 9788-9789 Internship in Counseling Psychology Places student interns in a field setting such as a community CPSY 9880-9881 Internship in Couple and Family Therapy mental health center, or hospital, rehabilitation or a setting (Ed.S., M.S.) appropriate to the counseling psychologist for one year. A 6-credit, two-semester class for case consultation in marriage Supervision supplied by appropriate agency, staff personnel and and family therapy. Clinical work occurs in on-site placement faculty. Prerequisite: successful completion of all doctoral in an agency, clinic, or appropriate treatment facility. Successful coursework and comprehensive examination. Apply one year in completion of the internship requires that a minimum of 500 advance. No credit client-contact hours (at least half with couples and families) be finished with satisfactory evaluations by an approved supervi- CPSY 9871 Practicum in Systemic Approaches I sor. There must be at least one hour of supervision for every A first-semester doctoral course focused on supervised clinical five hours of client contact and will include at least 50 hours of experience. Emphasis on foundational skills in assessment and live or taped content, and at least 25 hours of live of video- treatment from a systemic perspective. 3 credits taped data. Prerequisites: completion of required course work CPSY 9872 Practicum in Systemic Approaches II and CPSY 8801. 3 credits A second-semester doctoral course connected with supervised CPSY 9882-9883 Doctoral Internship clinical experience. Focus on use of self in assessment and treat- A 6-credit internship in clinical work including couples and ment from a systemic perspective. 3 credits families; a full-time, two-semester, on-site placement in an agency, clinic or appropriate treatment faculty that provides students with approved supervision. Placement is approved by the full-time faculty clinical coordinator. The internship should

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be arranged only after all other curricular requirements have been satisfied. Prerequisites: completion of all course work and Department of Education comprehensive examinations. 3 credits each Leadership, Management and CPSY 9884-9885 Doctoral Internship A 6-credit, yearlong clinical internship including assessment Policy Jubilee Hall and treatment of families under supervision of a psychologist. Same conditions as CPSY 9882-9883. No credit (973) 761-9397 education.shu.edu/elmp CPSY 9886 Pre-doctoral Internship Faculty: Achilles; Caulfield; Chen; Colella; Collins; Cox; For students who need to continue an internship experience Finkelstein; Frances; Gutmore; Mitchel; Osnato (Chair); because of not fully satisfying the requirements for CPSY 9881. Stetar; Strobert; Walker 1 credit The Department of Education Leadership, Management and CPSY 9970-9971 Internship in Clinical Psychology Policy is dedicated to serving students seeking leadership roles A full-year, full-time (2,000 hours) internship in an APPIC- or in elementary and secondary schools, higher education, state APA-approved internship setting, including hospitals and clin- and federal organizations and in other public and private ics. Ph.D. students must submit applications to program facul- schools and institutions. Programs of study leading to the ty one full year prior to the beginning of the proposed intern- degrees Master of Arts, Educational Specialist, Doctor of ship. All course work and comprehensive examinations must be Education and Doctor of Philosophy are individualized to meet successfully completed. Documentation required by program student needs. Candidates may broaden their knowledge and faculty must be submitted. Permission of faculty is required. understanding of the process of education, improve their pro- 3 credits fessional techniques or prepare for leadership positions or careers in the human service professions. Academic excellence, CPSY 9985 Introduction to Child and Adolescent Therapy service, managerial competence, ethics, diversity, values and Students will learn individual, group and crisis intervention visionary leadership are department programmatic goals. therapy techniques from a broad spectrum of approaches The department is at home in a state-of-the-art facility on including cognitive, behavioral, psychodynamic, ecological/sys- the Seton Hall campus, yet it also takes its programs to many tems, etc. Students will learn about school crisis plans and other educational, government and corporate sites that offer teams, bullying/harassment policies, and abuse/neglect referrals the technology to keep pace with current training require- to the Division of Youth and Family Services. Students will use ments. Many courses are available in the evening and on week- clinical interviewing and data based assessment skills to make ends to meet the needs of working professionals. an accurate DSM-IV diagnosis, develop and monitor treatment The Department of Education, Leadership, Management plans, and complete progress notes with a multicultural diverse and Policy offers programs of study to the following degrees: population. Students will need to obtain a field placement to Master of Arts (M.A.) observe/participate in individual and/or group counseling expe- Educational Specialist (Ed.S) riences. Student Liability Insurance is required. Prerequisite: Doctor of Education (Ed.D.) Enrollment in the School and Community EdS Program; and Doctor of Philosophy (Ph.D.) CPSY 7501/8501 Introduction to Clinical Skills/Lab. 3 credits CPSY 9986 Practicum in Treating Sexual Disorders Master of Arts Designed to provide students with faculty supervision in the The Department of Education Leadership, Management and treatment of sexual dysfunction. Students are required to pres- Policy offers graduate courses leading to the degrees Master of ent case studies and tapes for presentation in a small group Arts in Education, Master of Arts in College Student Personnel seminar. Prerequisites: CPSY 7610, 7611, 6601, 6103 or Administration, and Master of Arts in Human Resource department permission. 3 credits Training and Development, with specializations qualifying CPSY 9991-9999 Dissertation Advisement graduates to serve in the following capacities: Students in the dissertation phase must register continuously School Administrator K-12 for this course until completion of the thesis. Students must Principal/Supervisor K-12 maintain contact with their mentor and be involved in the School Business Administrator K-12 research and writing process. No credit The programs of study align and correlate with the ISLLC standards for Education Leadership. The standards are: Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to pro-

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mote the success of all students by promoting a positive school • successfully complete a portfolio assessment review; and culture, providing an effective instructional program, applying • complete the following: best practice to student learning, and designing comprehensive 1) 15 credits in foundation courses such as ELMP 7768, professional growth plans for staff. ELMP 8891, EDST 6336, EDST 7310; Standard 3.0: Candidates who complete the program are 2) 24 credits in concentration courses selected to meet certifi- educational leaders who have the knowledge and ability to pro- cation requirements, for a total of 39 credits. mote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, effi- Programs are tailored to the needs of individual students, the cient, and effective learning environment. State Department of Education regulations, and standards. Concentration and elective courses are selected in consultation Standard 4.0: Candidates who complete the program are with a department adviser. Students are advised that, beginning educational leaders who have the knowledge and ability to pro- with the Fall 2003 semester, the required internship is a 6-cred- mote the success of all students by collaborating with families it, 600 hour experience. and other community members, responding to diverse community interests and needs, and mobilizing community resources. Standard 5.0: Candidates who complete the program are M.A., Principal/Supervisor Degree educational leaders who have the knowledge and ability to pro- Requirements mote the success of all students by acting with integrity, fairly, (New Jersey Principal/Supervisor Certificate) and in an ethical manner. The master’s degree offered by the Department of Education Standard 6.0: Candidates who complete the program are Leadership, Management and Policy addresses the changing educational leaders who have the knowledge and ability to pro- New Jersey State Department of Education requirements for mote the success of all students by understanding, responding certification as principal, as well as the rigorous Educational to, and influencing the larger political, social, economic, legal, Leadership Constituent Council (ELCC) standards. Ethical, and cultural context. psychological and research foundations, microcomputers for Standard 7.0: Internship. The internship provides significant administrators, and leadership/management assessment and opportunities for candidates to synthesize and apply the knowl- internship are requirements for the master’s degree. edge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real Admission requirements for Principal/Supervisor settings, planned and guided cooperatively by the institution Certificate and school district personnel for graduate credit. In addition to the general University requirements for admission to graduate studies, applicants to this program must pres- M.A. for Certification in Education ent: • official transcripts reflecting a bachelor’s degree from an Leadership, Management and Policy accredited institution; These programs of study may lead to New Jersey state super- • three letters of recommendation; visory or administrative certification. In addition, graduates • Miller Analogies Test score or Graduate Record Exam; meet requirements for the Master of Arts degree. If students are not seeking certification, their programs can be individually • departmental interview; and tailored to meet their needs and interests by permitting an • successfully complete comprehensive examination. option of a variety of administration electives. There are three education specializations: School Business Administrator, Degree Requirements Principal/Supervisor Certificate, Supervisor Certificate, and Complete 36 credits in the following components: School Administrator (Superintendent). A. Foundations (12 credits) The M.A. for Principal/Supervisor Certification is also Ethical/Psychological Foundations (6 credits) offered online as part of SetonWorldWide. In this module, students will be exposed to a variety of philosophical and ethical problems as they relate to organiza- Admission and Program Requirements tions and on examining human behavior and its impact on In addition to the general University requirements for the organizational functioning. degree, candidates in this program must do the following: EDST 6336 Psychological Issues and Implications • fulfill matriculation requirements; EDST 7310 Ethical Issues • submit recent (within five years) satisfactory scores on the Research and Microcomputers for Administrators (6 credits) Miller Analogies Test or Graduate Record Examination In this module, students will focus on classroom and super- (General). This requirement must be satisfied prior to visory/management/leadership action research and explore admission; database management systems. • give evidence of sound communication and research skills; ELMP 7768 Microcomputers for Administrators ELMP 8891 Directed Research in Administration • successfully complete the departmental comprehensive and Supervision examination;

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B. Leadership/Management (12 credits) time for professional sharing and cooperative activity. The sem- ELMP 6601 Organization and Administration inar format, study teams and computer conferencing among the of Education members and with the instructors further this goal of collegiality. ELMP 6761 Finance in Administration ELMP 8983 Leadership and Management Assessment Degree Requirements ELECTIVE (3 credits - selected with adviser assistance) The courses for this program are as follows: C. Curriculum and Supervision (6 credits) ELMP 6666 Supervision In this module, students will focus on curriculum develop- ELMP 7768 Microcomputers ment and the assessment process as they relate to instructional ELMP 7772 Leadership Dynamics ELMP 8891 Directed Research supervision. These two courses must be taken concurrently. ELMP 6665 Curriculum Development ELMP 6665 Curriculum Development and Evaluation ELMP 6761 Finance ELMP 6666 Supervision of Instruction and Evaluation ELMP 6601 Organization Administration D. New Jersey School Law (3 credits) ELMP 8981 Internship I ELMP 7763 School Law: State of New Jersey/ ELMP 8982 Internship II Constitutional Law (3 credits) ELMP 7776 Curriculum Design ELMP 7310 Ethical Foundations E. Internship ELMP 8983 Leadership and Management Assessment ELMP 8981 Administrative Internship I & II ELMP 7763 School Law (prerequisite EDAS 8983) Total: 36 Financial Aid Since students take 6 credits per semester, they are eligible to Executive M.A. in Education receive guaranteed federal Stafford loans covering the complete Leadership, Management and Policy cost of the two-year program. for Principal/Supervisor Certification For More Information: The Department of Education Leadership, Management and James A. Corino, Ed.D., Director Policy offers an accelerated master’s degree ideal for educators (973) 313-6334 who want to be eligible for principal and school supervisor cer- [email protected] tification. Offered on a convenient weekend and online schedule, this rigorous, 39-credit accelerated program meets the M.A., Education Leadership, needs of working educators and may be completed in two years. Twenty four credits are offered on weekends and 15 cred- Management and Policy Focusing on its are offered online. Classes meet on-campus two weekends Catholic School Leadership per semester (Friday - in the evening, Saturday and Sunday - The College of Education and Human Services in collabora- during the day) for the Fall, Spring and Summer semesters. tion with the Immaculate Conception Seminary School of This program is a cohort-based program, starting once a year Theology offers a cohort master’s degree for Catholic school with a weekend in June. educators and administrators through its Department of Each module (course) will be presented in a manner focused Education Leadership, Management and Policy. Seton Hall’s on both theory and practical application. In addition to out- College of Education and Human Services and the School of standing Seton Hall professors, students will learn from special Theology are the contemporary embodiments of almost a cen- visiting faculty, including Tom Sergiovanni, Terry Deal, Alan tury and a half’s history of educating the educators and minis- November and Carol Shakeshaft. ters of New Jersey and beyond. Seton Hall’s Master of Arts in Education Leadership, Management and Policy, with a focus The Cohort on Catholic school leadership, is today’s expression of the Cohort members represent suburban, urban and rural dis- University’s commitment to meeting the needs of Catholic tricts. Teams of members form and reform, completing projects education for the new millennium. and assignments pursued through library and Internet searches while on campus and from home. Sharing of resources through This program culminates in the Master of Arts degree as well computer conferencing is encouraged. Individual assignments, as satisfying all course requirements for the New Jersey tests and examinations also contribute to the assessment of Principal Certification eligibility and the New Jersey Supervisor each student’s progress. Certification eligibility. It is designed to equip participants for Catholic school leadership with particular focus on the mission Admission Policy of the school and the formation of Catholic educators. Candidates are admitted to the program annually after care- Applicants have the option of choosing the full 45-credit dual ful screening of application documents and personal interviews certification program or the 39-credit principal only certifica- with the finalists. This cohort remains together for the duration tion program. of the program. A collegial study environment allows ample

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Courses draw upon both the secular field of educational and ELMP 6666 Supervision of Instruction spiritual tradition, with attention to contemporary issues in the ELMP 8983 Leadership and Management Assessment life of the Catholic Church and schools. Faculty come from the ELMP 8891 Directed Research in Administration and College of Education and Human Services, Immaculate Supervision Conception Seminary School of Theology, and recognized local PTHO 6871 Principal as Spiritual Leader and national Catholic school leaders. Seton Hall, as the Program of Study - Year Two Catholic university of New Jersey, wants to express its gratitude ELMP 8981 Administrative Internship I to those who minister to the Catholic education and spiritual ELMP 8982 Administrative Internship II growth of children and adults throughout the Garden State and ELMP 6761 Finance in Administration beyond. In recognition of their efforts the University awards a ELMP 6601 Organization and Administration 50-percent tuition discount to program participants. ELMP 7763 School Law: State of New Jersey/ Constitutional Law ELMP 6665 Curriculum Development and Evaluation The Cohort PTHO 6872 Catholic Identity, Ethos and Culture The cohort will form a community of learners. Teams of Optional courses for Supervisor Certification: members form and reform, completing projects and assign- ELMP 7772 Leadership Dynamics ments pursued through library and Internet searches while on (offered on-line or on campus) campus and from home. Sharing of resources through comput- EDAS 7776 Curriculum: Design and Engineering er conferencing is encouraged. This cohort remains together for (offered on-line or on campus) the duration of the program. A collegial study environment Degree requirements culminate with a Comprehensive Examination and a allows ample opportunity for professional sharing and coopera- Portfolio review. tive activity. Campus seminars, study teams and computer conferencing among the cohort and faculty further this goal. M.A. in Education – College Student Format Personnel Administration (CSPA) Offered on a convenient schedule (weekends and summers), The M.A. program of College Student Personnel this two-year program meets the needs of working educators. Administration (CSPA) at Seton Hall University is committed During Fall and Spring semesters, classes meet Friday evenings to the preparation of practitioners for positions in student from 5 to 10 p.m., Saturdays from 8 a.m. to 6 p.m. and affairs administration at the post-secondary level. The program Sundays from 8 to 1 p.m. In the summer, students benefit offers a balance of classroom-based academic learning and from a spiritual retreat and academic experiences. The master’s field-based experiential learning opportunities. Students are program culminates in a comprehensive examination. In addi- introduced to theory, research, policy, and practice related to tion, if a student decides to apply for the New Jersey Principal’s higher education administration in general and student affairs certification, he/she must adhere to the New Jersey administration in particular. Graduates from the CSPA pro- Department of Education rules concerning certificates for prin- gram will be well equipped to pursue careers in administration cipals. Students would be required to pass the Praxis and management positions in student affairs in postsecondary Examination in Educational Leadership and complete the institutions and/or to continue doctoral education in higher approved Assessment Center experience. Courses are taught by education administration, policy, and research. full-time professors and experienced practitioners who provide the cohort members with a balance of sound theory and practi- Admission Policy cal application. In addition to the general University requirements for admission to graduate studies, applicants to this program must present: Admission Policy • Transcripts of course work for the baccalaureate degree and Candidates are admitted after careful screening of application other graduate programs; documents by the selection committee and a possible personal • Scores on the Miller Analogies Test (MAT) or Graduate interview. Record Exam (GRE) taken within five years; Applicants for admission to this graduate program must take • Statement of personal and professional goals; the Miller Analogies Test or the Graduate Record Examination. In addition, applicants need to provide official transcripts of • Resume of professional background; their academic performance in an undergraduate degree pro- • Two letters of recommendation. gram, resume, a statement of their goals and three letters of recommendation, which must include a letter from the school Program Requirement office of their diocese. Students must complete a minimum of 36 credit hours, including the following: Degree Requirements I. Major (18 credits) Program of Study - Year One ELMP 6101 Introduction to Higher Education PTHO 6870 Catholic Education -Yesterday, ELMP 9997 Historical Development of Today and Tomorrow American Higher Education ELMP 7768 Microcomputers for Administrators ELMP 6102 American College Student

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ELMP 9993 Organization and Governance in A. Foundation (18 credits) Higher Education Required: ELMP 8981 Administrative Internship I EDST 7310 Ethical Foundations of Professional ELMP 7763 School Law Helping Relationships HRTD 6501 Introduction to Human Resources II. Foundations (9 credits) Development and Development Choose three courses from the following: HRTD 7100 Selected Topics in Human Resources ELMP 7765 Education Policy Analysis Training CPSY 7515 Social Psychology HRTD 8891 Directed Research CPSY 6003 Counseling Skills ELMP 8982 Administrative Internship II Select two of the following courses: CPSY 6102 Psychology of Human Development HRTD 6502 Adult Learning ELMP 8801 Interdisciplinary Studies HRTD 6503 Design and Evaluation of Human Resources ELMP 8984 Leadership Institute Development Programs HRTD 6504 Performance Analysis III. Research (3 credits) HRTD 6505 Performance Improvement Strategies ELMP 8891 Directed Research HRTD 6506 Consulting Skills IV. Electives (6 credits) B. Electives (18 credits) Degree requirements culminate with a comprehensive examination Select six of the following 24 courses: EDST 6306 Instructional Design ELMP 6601 Organization and Administration of Human Resources Training and Education ELMP 6664 Current Legal Issues of Public Policies at Development Program for Law Local, State and Federal Levels ELMP 6665 Curriculum Development and Evaluation Enforcement Personnel Only ELMP 6666 Supervision of Instruction and Evaluation ELMP 6667 Personnel Administration Course of Study ELMP 6761 Finance in Administration • Master of Arts in Human Resources Training and ELMP 6764 Principles of Public Sector Bargaining Development (M.A.- HRTD) ELMP 6765 Policy Analysis in Administration • New Jersey State Police Graduate Studies Program Probation ELMP 7100 Selected Topics in Administration Officers and Community Justice Graduate Studies Program ELMP 7762 Public Relations in Administration ELMP 7768 Microcomputers for Administrators The Department of Education Leadership, Management and ELMP 7770 Electronic Research for Educational Policy offers a Master of Arts in Human Resources Training Administrators and Development designed primarily for members of the New ELMP 7772 Leadership Dynamics: Analysis of Jersey and New York law enforcement communities. Supervisory Behavior Established more than 20 years ago, the program helps stu- ELMP 7773 Organizational Structures and Processes in dents strengthen their professional knowledge and skills, while Administration increasing their capacity for leadership in their respective law ELMP 7776 Curriculum: Design and Engineering enforcement settings. The program is distinctive in that it ELMP 8801 Interdisciplinary Studies for Administrators: allows students to attend classes on-campus as well as classes at Issues and Theories ELMP 8892 Independent Study in Administration law enforcement sites in northern and southern New Jersey. In ELMP 8983 Leadership and Management Assessment addition to the master’s program, the department also offers a EDST 6323 Community Relations certificate program for students who successfully complete 12 EDST 6324 Human Relations credits in either Human Resources Training and Development EDST 6325 Psychological Foundations of Education or Leadership and Management. EDST 6336 Psychological Issues and Implications EDST 6337 Western Tradition in Society Off -Campus Locations in New Jersey Buena Vista New Jersey State Police Troop “A” Headquarters Certificate in Human Resources Training and Development Bayonne Bayonne Police Building (12 credits) Cherry Hill Camden Catholic High School Select four of the following six courses: Fort Lee Port Authority of NY and NJ- G.W. Bridge HRTD 6501 Introduction to Human Resources Jersey City Port Authority of NY and NJ Police Academy Development Mahwah Bergen County Police and Fire Academy HRTD 6502 Adult Learning Newark Newark International Airport HRTD 6503 Design and Evaluation of Human Resources Parsippany Morris County Police and Fire Academy Development Programs Totowa New Jersey State Police Troop “B” Headquarters HRTD 6504 Performance Analysis Sea Girt New Jersey State Police Training Facility HRTD 6505 Performance Improvement Strategies Candidates for these programs are required to complete 18 HRTD 6506 Consulting Skills foundation credits and 18 concentration credits for a total of 36 credits as follows:

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Certificate in Leadership and Management (12 credits) ELMP 7761 Management of Fiscal Affairs in Required: Administration (Additional courses from the College of Education and ELMP 7762 Public Relations in Administration Human Services may be selected with the approval of your ELMP 7763 School Law: State of New Jersey/ adviser.) ELMP 7765 Policy Analysis in Administration: Political ELMP 6667 Personnel Administration and Constitutional Law Economic Aspects ELMP 7762 Public Relations in Administration ELMP 7767 Advanced Study in Personnel ELMP 7772 Leadership Dynamics: Analysis of Administration Supervisory Behavior ELMP 7768 Microcomputers for Administrators ELMP 8983 Leadership and Management Assessment ELMP 7769 Computers for School Business and Financial Administrators ELMP 7770 Cybernetic Research for Administrators Educational Specialist Degree ELMP 7771 Organizational Decision Making The department offers the Educational Specialist (Ed.S.) ELMP 7774 Comparative Study of International degree several areas of concentration. The program of study Educational Systems may be arranged to lead to a provisional New Jersey state ELMP 7776 Curriculum: Design and Engineering supervisory or administrative certification. ELMP 7862 School Business Administration: Skills and Techniques Each area of concentration consists of basic components for ELMP 7971 School Accounting I a required minimum of 36 credits: interdisciplinary studies; ELMP 8984 Leadership Institute I: Workshop for concentration studies; administrative internship or workshop for Administrators and Supervisors school administrators; statistics; and a culminating experience. ELMP 8985 Leadership Institute II: Workshop for Administrators and Supervisors Admission (With approval of the department chair or advisers, students may take Admission requirements for the Ed.S. are as follows: graduate courses “up to a maximum of 9 credits” in the College of Arts • master’s degree in an appropriate field from an accredited and Sciences, Stillman School, and other departments in the College of Education and Human Services.) college or university; • public school teaching certification, if appropriate; Section C (6 credits) ELMP 8981 Administrative Internship I • submission of recent (within five years) Miller Analogies ELMP 8982 Administrative Internship II Test score or Graduate Record Exam; An administrative internship is required of students seeking an adminis- • statement of professional goals; trative certificate. • superior academic record; Section D (3 credits) • three letters of recommendation from graduate faculty and Required professional associates in administrative and/or supervisory ELMP 6005 Statistical Methods roles; Culminating Experience (3 credits) • interview with the admission committee; and Required • at least one course in research on the graduate level. ELMP 9999 Culminating Research Seminar Candidates for the Ed.S. degree complete a project under Ed.S. Degree Requirements advisement which, is reviewed by a faculty panel. The project Interdepartmental/Interdisciplinary Studies: should reflect the educational and professional experiences pro- (Select one course in this group for 3 credits) vided in the Ed.S. program. EDST 9301 History of Education in America Minimum Credits: 36 EDST 9302 Psychological Domain of Education EDST 9304 Philosophical Perspective in Society Executive Educational Concentration Studies With advisement, select 30 credits from the courses listed Specialist (Ed.S.) under Sections A, B and/or C: Section A (6 credits) Education Leadership, Management Required courses ELMP 7772 Leadership Dynamics: Analysis of and Policy for Principal/Supervisor Supervisory Behavior Certification ELMP 7773 Organizational Structures and Processes in Administration Section B Program Overview Select a minimum of 15 credits The Ed.S. degree is intended for educators and those in the ELMP 6764 Principles of Public Sector Bargaining helping professions who need preparation beyond the master’s ELMP 6861 School Building Planning and Plant degree, such as: school administrators, educational researchers, Management teachers, department chairs, supervisors, counselors, school

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psychologists, management and training consultants, govern- Doctor of Education ment employees, specialists in learning disabilities, marriage The department offers the Doctor of Education (Ed.D.) in and family therapists and specialists in pupil personnel services. several areas of concentration, including general administration, school business administration, administration of higher The Cohort education and a minor track in college teaching. Offered on a convenient weekend and online schedule, this 39-credit accelerated program meets the needs of working edu- The doctoral degree is designed to provide administrative cators and may be completed in just two years. Twenty four and supervisory skills for potential and practicing administra- credits are offered on weekends, and 15 credits are offered tors in elementary, secondary, and higher education institu- online. Classes meet on campus (South Orange, NJ) two week- tions, as well as New Jersey and other State Department of ends per semester. The program begins once a year, with an on- Education settings. The program focuses on training informed campus weekend in June. leaders through the utilization of scholarly research and of theoretical models, which are applied to experiential situations. Admission Requirements Admission • A master’s degree in an appropriate field from an accredited All application materials must be received by February 1 for college or university; the Fall Semester and by October 1 for the Spring Semester. • Public school teaching certification, if supervisory certificate The minimum requirements include: is desired; • a master’s degree in an appropriate field with a minimum of • Acceptable scores on the Miller Analogies Test, or the 3.0 GPA; Graduate Record Examination (within the past five years); • a superior academic record (two official transcripts of all • Statement of professional goals, including evidence of spe- undergraduate and graduate coursework required); cial accomplishments; • recent (within five years) scores on the Miller Analogies Test • Academic competence with a graduate level cumulative or Graduate Record Exam, which is representative of a mini- G.P.A. of 3.25 or better; mum of 50 percentile; • Three letters of recommendation from graduate faculty and • resume of professional background; professional associates; • statement of personal and professional goals, with an indica- • An interview with the admission committee; and tion of the specialization to be pursued; • At least one course in research on the graduate level. • three letters of recommendation regarding one’s potential for doctoral study; and Degree Requirements The courses for this program are as follows: • a personal interview. • ELMP 6666 Supervision Doctor of Education (Ed.D) Matriculation - K-12 • ELMP 7768 Microcomputers Doctoral students will be considered for matriculation after • ELMP 7772 Leadership Dynamics completing 15 core course credits and by demonstrating com- • ELMP 6665 Curriculum Development petence in the core by successfully passing a qualifying written • ELMP 6761 Finance examination. The core courses are: ELMP 6005 Statistical Methods • ELMP 6601 Organization Administration ELMP 7765 Policy Analysis in Administration • ELMP 8981 Internship I ELMP 7773 Organizational Structures and Processes • ELMP 8982 Internship II ELMP 7776 Curriculum: Design and Engineering • ELMP 7776 Curriculum Design Choose one of the following: ELMP 7770 Cybernetic Research for Administrators • ELMP 7310 Ethical Foundations or • ELMP 8983 Leadership and Management Assessment ELMP 8890 Survey Research • ELMP 7763 School Law or ELMP 8891 Directed Research • ELMP 6005 Statistics or • Culminating Research Project ELMP 8986 Qualitative Research For More Information: Students are prohibited from taking additional credits until Robin Sullivan, Director successfully passing the qualifying written examination and will (973) 313-6334 have only two opportunities to pass the qualifying written [email protected] examination.

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Scoring Criteria for the Qualifying Exam Doctor of Education Program in Education Leadership, All students admitted into the doctoral program beginning Management and Policy (Higher Education) in Fall 2005 must meet the following criteria for passing the All students in the Higher Education (Ed.D.) programs must Qualifying Examination. complete the following requirements for matriculation. First criterion: Matriculation A minimum total score of 80 is needed to pass (criterion Doctoral students will be considered for matriculation after established in Fall 2003). completing 18 core course credits and by demonstrating com- Second criterion: petence in the core courses by successfully passing a qualifying In addition to achieving a total score of 80, students must written examination. The core courses are: score a minimum of 16 in each of the five sections (new criteri- ELMP 6005 Statistical Methods on). The student must re-take each section in which they score ELMP 6101 Introduction to Higher Education below 16. as a Field of Study ELMP 7765 Policy Analysis in Administration Please contact your adviser if you have any questions. ELMP 8891 Directed Research ELMP 9993 Organization and Governance in Matriculation – (New Procedures) Higher Education Higher Education Advancement to Candidacy (Comprehensive) ELMP 9997 Historical Development of In order to advance to candidacy, doctoral students must American Education pass a comprehensive performance-based assessment upon Students are prohibited from taking additional credits until completion of most of the required coursework. The doctoral successfully passing the qualifying written examination and will student, with departmental approval, will determine the form have only two opportunities to pass the qualifying written the assessment will take, i.e., portfolio assessment, case studies, written examination, etc. The more authentic, performance- examination. based assessment will tie the knowledge and understanding, I. Foundations/Interdisciplinary Studies (3 credits) what the student knows; with performance, what the student Select one: can do. Upon successful completion of the comprehensive per- EDST 9301 The History of Education in America formance-based assessment, the student will be advanced to or candidacy. EDST 9302 Social Psychological Domain of Education or Completion Requirements EDST 9304 Philosophic Perspective in School and These requirements include: Society • admission to the program; II. Professional Core: Elementary/Secondary/Higher • achievement of matriculation; Education Administration (27 credits) • advancement to candidacy; ELMP 6764 Principles of Public Sector Bargaining ELMP 6861 School Building Planning and Plant • successful completion of a minimum of 90 graduate credits Management in consultation with one’s adviser. 45 of these credits must ELMP 7761 Management of Fiscal Affairs in be taken at Seton Hall University, following admission to Administration the program; ELMP 7762 Public Relations in Administration • successful completion of an internship experience, where ELMP 7763 School Law: State of New required; Jersey/Constitutional Law ELMP 7765 Policy Analysis in Administration: Political • successful completion of a portfolio review; and and Economic Aspects • successful oral defense of a doctoral-level dissertation. ELMP 7767 Advanced Study in Personnel Administration ELMP 7768 Microcomputers for Administrators Executive Ed.D. in Education Leadership, Management ELMP 7769 Computers for School Business and and Policy (K-12) Financial Administrators The Department of Education Leadership, Management and ELMP 7770 Cybernetic Research for Administrators Policy offers an accelerated cohort group doctoral (Ed.D.) ELMP 7771 Organizational Decision Making degree for certified and practicing school administrators. The ELMP 7772 Leadership Dynamics: Analysis of degree modules include studies in organizational theory, policy Supervisory Behavior analysis, computer technology, research procedures, leadership ELMP 7773 Organizational Structures and Processes in strategies, curriculum management, leadership institutes, fiscal Administration affairs, school law, dissertation seminars and mentoring. The ELMP 7774 Comparative Study of International Educational Systems modules are offered on weekends (Friday – in the evening; ELMP 7776 Curriculum: Design and Engineering Saturday and Sunday – during the day) for the Fall and Spring ELMP 7862 School Business Administration: Skills and semesters, and days and evenings during the summer. This Techniques accelerated degree program may be completed in two years. ELMP 7971 School Accounting Under certain circumstances and with prior approval, thesis ELMP 8801 Interdisciplinary Studies for Administrators: completion may extend to a third year. Issues and Theories

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ELMP 8981-8982Administrative Internship ELMP 6102 The American College Student Parts I-II (required) (New Course) 3 ELMP 8983 Leadership and Management Assessment ELMP 8984 Leadership Institute I: Workshop for Ethics and Values (3 credits) Administrators and Supervisors EDST 7310 Ethical Foundations of Professional ELMP 8985 Leadership Institute II: Workshop for Helping Relationships 3 Administrators and Supervisors EDST 7312 Current Issues in School and Society 3 ELMP 9993 Organization and Governance of Higher EDST 9504 Problems and Issues in Postsecondary Education (required: higher education Teaching 3 students) EDST 6344 Seminar: Social, Ethical, Legal ELMP 9994 Faculty Personnel Policies of Higher Issues in Technology 3 Education Skill Development (9 credits) ELMP 9995 Financial Administration of Higher Assessment, Counseling, Instructional Design and Instructional Education Institutions Technology ELMP 9996 Organization and Administration of Junior CPSY 6000 Group Dynamics 3 Community Colleges CPSY 6003 Counseling Skills 3 ELMP 9997 Historical Development of American Higher CPSY 6316 Group Counseling 3 Education (required: higher education EDST 6306 Instructional Design students) (Prerequisite permission of ELMP 9998 Curriculum and Instruction in Higher instructor or EDST 6307) 3 Education EDST 6307 Integrating Technology and Education 3 III. Research Requirement (minimum 15 credits) CPSY 9002 Seminar in Applied Multivariate Statistics Electives (6 credits) ELMP 6005* Statistical Methods Representative examples may include: ELMP 7770 Cybernetic Research CPSY 6302 Orientation to Counseling: ELMP 8616* Intermediate Statistical Methods Theory and Observation 3 ELMP 8890 Survey Research ELMP 7772 Leadership Dynamics: ELMP 8891 Directed Research in Administration and Analysis of Supervisory Behavior 3 Supervision ELMP 7773 Organizational Structures and ELMP 8892 Independent Study in Administration Processes in Administration 3 ELMP 8986 Qualitative Research Seminar in EDST * Distance Learning Techniques 3 Administration EDST * Diversity in Teaching and ELMP 8987 Dissertation Seminar in Administration I Learning (New Course) 3 ELMP 8988 Dissertation Seminar in Administration II * Courses pending EPC approval ELMP 9979 Dissertation Seminar in Higher Education I ELMP 9980 Dissertation Seminar in Higher Education II Doctor of Philosophy *Required courses in 15 credit minimum The Ph.D. with a major in Higher Education Leadership, Management and Policy is designed to provide students with a Ed.D. (Minor) Track for Teaching broad understanding of the interrelated societal and organiza- A minor track in college teaching is available within the tional dimensions of higher education, and prepare students for Ed.D. Program in Higher Education. This track draws on the senior administrative and policy development and management coursework in the Departments of Education Leadership, posts in colleges and universities, government agencies, founda- Management and Policy, Educational Studies, and Professional tions, as well as careers in teaching and research. This program Psychology and Family Therapy. The program is intended to offers students the opportunity to focus in areas, such as provide an in-depth orientation to college students and college administration and policy analysis, international and compara- teaching with a particular emphasis instructional design and tive higher education, organizational culture and change and implementation for practicing or prospective college teachers. the academic profession. Degree requirements for the Ph.D. in Overall Design: In addition to matriculation requirements Higher Education Leadership, Management and Policy, which for the Ed.D. in Higher Education, the program requires a is a research-oriented degree, differ from those required by the minimum 24 credits distributed over the three sponsoring Ed.D. in Higher Education Leadership, Management and departments as follows: Policy, which is a practice oriented degree. A student in the Ph.D. program will be expected to prepare a dissertation that Theories of Learning, Curriculum, and Student Development represents a significant contribution to knowledge; the student (6 credits) also must orally present the dissertation in a scholarly manner, Courses Credits which will reveal an ability on the part the candidate to do CPSY 6104 Theories of Cognition 3 independent research of high-quality, as well as indicate an CPSY 6505 Theories of Learning and expertise in using appropriate research techniques. Behavior Modification 3 CPSY 7104 Social Cognition and Human Learning 3 ELMP 9997 Curriculum and Instruction in Higher Education 3

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Admission completion of most of the required coursework. The doctoral All application materials must be received by February 1 for student, with departmental approval, will determine the form the Fall Semester and October 1 for the Spring Semester. The the assessment will take, i.e., portfolio assessment, case studies, minimum requirements also include: written examination, etc. The more authentic, performance- • master’s degree in appropriate field; based assessment will tie the knowledge and understanding, • superior academic record (two official transcripts of all what the student knows; with performance, what the student undergraduate and graduate course work required); can do. Upon successful completion of the comprehensive performance-based assessment, the student will be advanced to • recent (within five years) scores on the Miller Analogies Test, candidacy. or Graduate Record Exam, which indicate the potential for success doctoral-level work; Completion Requirements • resume of professional background; These requirements include: • statement of personal and professional goals; • admission to the program; • three letters of recommendation regarding one’s potential for • achievement of matriculation; doctoral study; and • advancement to candidacy; • successful completion of a minimum of 90 graduate credits Doctor of Philosophy Program with a in consultation with an adviser. 45 of these credits must be major in Higher Education taken at Seton Hall University following admission to the program; and Leadership, Management and Policy • successful oral defense of doctoral-level dissertation.

Matriculation Curriculum Doctoral students will be considered for matriculation after completing 18 core course credits and by demonstrating com- I. Foundations/Interdisciplinary Studies (3 credits) petence in the core courses by successfully passing a qualifying Select one: EDST 9301 The History of Education in America written examination. The core courses are: EDST 9302 Social Psychological Domain of Education ELMP 6005 Statistical Methods EDST 9304 Philosophic Perspective in School and ELMP 6101 Introduction to Higher Education Society as a Field of Study ELMP 7765 Policy Analysis in Administration II. Professional Core (33 credits) ELMP 8891 Directed Research Required courses: ELMP 9993 Organization and Governance in ELMP 7765 Policy Analysis in Administration: Higher Education Political and Economic Aspects ELMP 9997 Historical Development of ELMP 7774 Comparative Study of International American Education Educational Systems Students are prohibited from taking additional credits until ELMP 9993 Organization and Governance successfully passing the qualifying written examination and will of Higher Education have only two opportunities to pass the qualifying written ELMP 9994 Faculty Personnel Policies in Higher Education examination. ELMP 9995 Financial Administration of Higher Education Institutions Scoring Criteria for the Qualifying Exam ELMP 9997 Historical Development of All students admitted into the doctoral program beginning American Higher Education in the Fall of 2005 must meet the following criteria for passing ELMP 9998 Curriculum and Instruction the Qualifying Examination. in Higher Education First Criterion: 12 additional credits are determined under advisement. A minimum total score of 80 is needed to pass (criterion III. Research Requirement (18 credits) established in Fall 2003). Required courses: Second criterion: ELMP 6005 Statistical Methods ELMP 8616 Intermediate Statistical Methods In addition to achieving a total score of 80, students must ELMP 8891 Directed Research in Administration and score a minimum of 16 in each of the five sections (new criteri- Supervision on). The student must re-take each section in which they score ELMP 9979 Dissertation Seminar in Higher Education I below 16. ELMP 9980 Dissertation Seminar in Higher Education II Please contact your adviser if you have any questions. 3 additional credits are determined under advisement.

Advancement to Candidacy In order to advance to candidacy, doctoral students must pass a comprehensive performance-based assessment upon

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Skills and Competencies That 2) demonstrate skills in defining a policy issue (a “should” question), summarizing pro and con arguments and taking Constitute Outcomes of the Doctoral a “reasoned” position; Programs in Higher Education 3) demonstrate skills in defining and describing a research problem, and using available data to define the scope and Leadership, Management and Policy magnitude of the problem in the state, national or international higher education context; Knowledge: 4) demonstrate skills in applying social science theories and con- 1) familiarity with basic trends in American higher education cepts to the analysis of research problems in higher education; enrollment, staffing, degree production, institutional types, 5) demonstrate capacity to assess the strengths and weaknesses financial resources, etc., since World War II; of individual research studies, including conceptual frame- 2) familiarity with the historical antecedents of contemporary works, use of theory and previous research, sampling, higher education forms and practices; research methods, analytical procedures and generalizability; 3) familiarity with how American forms and practices compare 6) demonstrate capacity to design tables, charts and other fig- with those of other nations; ures that display data in the most cogent way possible; 4) a broad familiarity with current policy issues in American 7) demonstrate the capacity to identify and present evidence higher education (i.e. the capacity to “list” the ten most in writing that supports a cogent line or argument; critical policy issues and the capacity to describe current 8) demonstrate skills in the quantitative and qualitative analy- debate on those issues); sis of policy alternatives at the national, state and institu- 5) familiarity with the classics of higher education research and tional level; theory in the basic areas of curriculum and instruction, his- 9) demonstrate skill in the design and implementation of tory, organization and governance, faculty and student instruction; issues, government policy and finance issues, and compara- 10)demonstrate skill in the design of professional development tive higher education (reading list to be distributed); experiences for administrators and/or faculty; 6) familiarity with basic data resources related to higher educa- 11)demonstrate skill in the public presentation of research tion, e.g. federal databases, including HEGIS/IPEDS, results; NCES surveys, etc., major independent data sources, including Carnegie Foundation for the Advancement of 12)demonstrate skill in the public presentation of a position Teaching, the National Research Council, etc; paper; 7) familiarity with the non-campus organizational matrix of 13)demonstrate skill in the application of information technol- American higher education, including the increasing num- ogy to instruction; and ber of membership and advocacy organizations representing 14)demonstrate skill in the application of information technol- various constituencies, including, e.g., ACE, AAHE, AGB, ogy to research and data analysis. AACU, AAU, etc.; 8) familiarity with basic methodology and method of social Course Descriptions science research, including the process of finding and ade- quately describing research problems, statistical estimation ELMP 6005 Statistical Methods and inference, hypothesis testing and basic research reporting; Introduction to statistical methods needed for basic data analysis in educational administration. Included frequency distribu- 9) familiarity with the basic techniques of qualitative research tion, graphic presentation of data, measures of central tenden- and survey research; cy, variability and linear regression/correlation. (Formerly 10)familiarity with basic organization and leadership theory; CPSY 6004). 3 credits 11)familiarity with theory and research on reflective professional practice, presented in the work of Schon and Argyris; ELMP 6101 Introduction to Higher Education as a Field of Study 12)familiarity with basic learning theory and pedagogy (at the Designed for newly admitted students to the doctoral program individual and organizational level); and in higher education administration or students who are consid- 13)familiarity with ethical issues in organizational life and ering applying to the program. Seminar has two principal frameworks for the analysis of ethical dilemmas in practice. goals: (1) to introduce students to higher education as a field of study, and (2) to address issues and concerns that arise as part Skills/Competencies: of the students’ doctoral experience. 3 credits 1) demonstrate basic skills in performing literature reviews, including (a) capacity to identify goals and objectives for ELMP 6102 The American College Student defining parameters of review; and (b) capability of inte- Provides an overview of the literature and research on grating the results of previous research studies in a given American college students. After reviewing the literature on topical area via analysis of patterns in the findings by student transition to college, student collegiate experiences, stu- methodological characteristics of the studies; dent development in college, and college impact on students,

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focus is on effective institutional policies and practices in ELMP 6765 Policy Analysis in Administration enhancing positive student college experiences, learning and Emphasis on the process of educational policy analysis, deci- other desirable outcomes. 3 credits sion making and implementation. Analysis of alternative explanations of the process of decision making at the local, state and ELMP 6601 Organization and Administration of Education federal levels. Political and economic theory; other core areas Comprehensive principles, historical background and future incorporated into a multidisciplinary approach to policy analy- perspectives. Innovative curricula, individualization and other sis, and as aligned to current ISLCC and NCATE standards. new organizational patterns; general and clinical supervisory 3 credits techniques and practices; human, technological and conceptual skills for effective school administrators; leadership patterns ELMP 6861 School Building and Planning and Plant and pitfalls; generalist’s view of school finances, school law, Management school business administration; human and public relations, School plant planning for new or modernization of existing aligned to current ISLCC and NCATE standards. 3 credits facilities. Emphasis on selection of school site, architect, plans and specifications; award of contract; supervision of construc- ELMP 6664 Current Legal Issues of Public Policies at Local, tion; building maintenance; public relations; financing; and State and Federal Level instructional influence on construction. 3 credits Current trends in public bargaining; a review of discrimination for reasons of sex, age, disabilities and more; current issues and ELMP 7100-7102 Seminar: Selected Topics in other current legal issues in funding of public education, Administration teacher, student and parental rights; Sunshine Law issues; Provides students and faculty with the opportunity to work insurance issues and other current legal issues in publication, as collaboratively in studying in-depth a current or special topic aligned to current ISLCC and NCATE standards. 3 credits in the area of administration or human resources training and development. May be repeated for up to 12 credits. 3 credits ELMP 6665 Curriculum Development and Evaluation Evolving concepts of the curriculum. Philosophy of curriculum ELMP 7761 Management of Fiscal Affairs in Administration development, principles and procedures, essential tools, prepa- Review of fiscal affairs pertaining to education on a national, ration, approaches, direct and indirect influences, as aligned to state and local level. Problems dealing with sources of revenue, current ISLCC and NCATE standards. 3 credits expenditures, indebtedness and existing and proposed plans for school support. 3 credits ELMP 6666 Supervision of Instruction and Evaluation Theories, principles and practices that determine effectiveness, ELMP 7762 Public Relations in Administration efficiency and humane supervision at all levels of education. Analysis and understanding through research and study of the Emphasis on clinical supervision, general supervision, new agencies, the varied forces and diverse institutions in the com- research in the field, and better techniques for observation, munity affecting the educational program. Evaluation of trends evaluation and in-service programs, and as aligned to current in public relations in regard to educational administration and ISLCC and NCATE standards. 3 credits supervision. 3 credits ELMP 6667 Personnel Administration ELMP 7763 School Law: State of New Jersey/Constitutional Current perspectives of the personnel administration function, Law including recruitment, selection, job orientation, appraisal and Designed to help teachers and school administrators under- development processes. Personnel security matters covering stand their legal status in the school. School Laws of New employee and administrative compensation; collective bargain- Jersey. Emphasis on legislation and school decisions regarding ing and job continuity extended from the initial selection and contemporary problems, such as students’ rights, teachers’ development aspects. 3 credits rights, academic freedom. 3 credits ELMP 6761 Finance in Administration ELMP 7765 Policy Analysis in Administration: Political and Development of problems of school finance in the United Economic Aspects States: sources of revenue, expenditures and indebtedness, fiscal Examination of the interaction between political/economic the- problems, existing and proposed plans for school support, and ory and the educational policy-making arena. Focus on the as aligned to current ISLCC and NCATE standards. 3 credits process of policy analysis and formulation with antecedent ELMP 6764 Principles of Public Sector Bargaining attention to political and economic theory. Various decision Introduction to the phenomenon of collective bargaining in making models studied as a means of offering alternative expla- the public sector. Broad overview of the fundamentals of the nations to local, state and federal policy decisions. 3 credits process. 3 credits ELMP 7766 Administration of Bilingual/Bicultural Education: Policy and Practice Examination of the administration of bilingual/bicultural education movements in the United States, including an in-depth analysis of the legal and sociopolitical impact. Critical analysis of the research and program design in the administration of bilingual/bicultural education. 3 credits

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ELMP 7767 Advanced Study in Personnel Administration ELMP 7776 Curriculum Design and Engineering Total systems approach to the personnel administration func- Advanced course designed to provide program-engineering tion incorporating recruitment and selection techniques; capability for elementary, secondary and central office man- employee orientation, appraisal and development considera- agers. Specific strategies for recasting curricula in light of the tions; job security matters such as compensation, collective bar- societal demands for accountability-based education. gaining and employment continuity. Concentrated study in Innovative organizational patterns that foster learning, instruc- one topical area as well as a broad spectrum of personnel functional interventions, individualization, personalization and tions. 3 credits mastery learning. 3 credits ELMP 7768 Microcomputers for Administrators ELMP 8616 Intermediate Statistical Methods Introduction to use of microcomputers in school administra- Extension of correlation techniques including multiple correlation, including: computer literacy, computers in the curricu- tion and regression, exploration of various complex analysis of lum, managing instruction, budgeting, scheduling, data base variance procedures. Emphasis on application to problems management systems and word processing. 3 credits faced by researchers in educational administration. (Formerly CPSY 8616.) Prerequisite: ELMP 6005 or CPSY 6004. ELMP 7770 Cybernetic Research for Educational 3 credits Administrators This is a cybernetics-based research course that combines ELMP 8801 Interdisciplinary Studies for Administrators: research with currently available technology for educational Issues and Theories decision makers. Topics and hands-on activities will include Need for general educational backgrounds of present and educational administration-specific applications: databases, data future educational administrators is emphasized. Insights into mining, Internet resources, search engines, research design the arts, economics, sociology and futures with implications for issues, and microcomputer software programs. Class will have educational administration and supervision. 3 credits multiple opportunities to work directly with these applications using campus microcomputer labs. Prerequisite: ELMP 7768 ELMP 8890 Survey Research or 7769 or permission of professor. 3 credits Systematic introduction to the logic and skills of survey research. Various aspects of survey designs and analysis are ELMP 7771 Organizational Decision Making studied, to include sampling questionnaire design and con- For students enrolled in the K-12 doctoral program who have struction, scale construction, interviewing techniques and ana- completed all the requirements for certification as a principal lytical strategies of survey data. 3 credits and are interested in enhancing their leadership and management skills through intensive research and analysis of decision ELMP 8891 Directed Research in Administration and making theory and practice. (Not to be substituted for courses Supervision which have been approved for certification purposes). The class Presents research methodology and procedures in educational will emphasize computer simulations and practical applications administration and supervision. Students develop a research of theoretical frames to educational issues. 3 credits project with the guidance of the professor. 3 credits ELMP 7772 Leadership Dynamics: Analysis of Supervisory ELMP 8892 Independent Study in Administration Behavior For doctoral students who wish to study selected topics in Leadership traits, strategies and techniques used by administra- depth and conduct research. Approval by chair and dean is nec- tors and supervisors to implement changes in our system of essary. 3 credits observation and evaluation. Theories, research results, clinical ELMP 8981 Administrative Internship supervisory techniques and methods for humanely observing Administrative internship K-12 or higher education with per- teaching practice, monitoring supervisory performance and mission of administrator and Department of Education evaluating in-service, internships and field experiences to Leadership, Management and Policy. 3 credits improve instruction and reduce grievances, and as aligned to current ISLCC and NCATE standards. 3 credits ELMP 8981-8982 Administrative Internship Administrative internship K-12 or higher education with per- ELMP 7773 Organizational Structures and Processes in mission of administrator and Department of Education Administration Leadership, Management and Policy. 3 credits each Insights into organizational behavior including classical theory, social system theory, open system theory, theory Z and institu- ELMP 8983 Leadership and Management Assessment tional leadership theory. Application of these theories in educa- Diagnostic and prescriptive teaching model covering critical tional settings. 3 credits skill areas of leadership and management. 3 credits ELMP 7774 Comparative Study of International Educational ELMP 8984-8985 Leadership Institute for Administrators Systems and Supervisors Inquiry into contemporary educational theory and practice, Workshops for all levels of administration. Through techniques focusing on international similarities, differences and purposes including case studies, role play, debate, panel discussions, in educational systems. 3 credits audiovisual presentations, and group interactions, expert con-

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sultants involve participants in the use of effective methods to ELMP 9998 Curriculum and Instruction in Higher solve contemporary problems of leadership. Innovative Education approaches to curriculum design, supervisory practice, business Current status of the undergraduate curriculum and approach- and financial problems, administrative relationships with the es to instruction in American colleges and universities, includ- board, the general public, the government and outside agen- ing reform efforts. Principal factors/forces shaping undergradu- cies. 3 credits each ate curriculum and instruction including epistemology and the sociology of knowledge; psychology and developmental sta- ELMP 8986 Qualitative Research Seminar in Administration tus/needs of the contemporary college student, both traditional For doctoral students who wish to review the content, tech- and nontraditional; socio-cultural, economic and political fac- niques and findings of research in administration and supervi- tors. 3 credits sion with emphasis on evaluative studies in the field. 3 credits ELMP 9999 Culminating Research Seminar ELMP 8987-8988 Dissertation Seminar in Administration Culminating research seminar designed to synthesize all course- Seminar for doctoral candidates for the purpose of developing work into a final major research project. 3 credits an approved dissertation proposal. 3 credits each ELMP 9979-9980 Dissertation Seminar in Administration of Higher Education Department of Educational Seminar for doctoral candidates for the purpose of developing Studies an approved dissertation proposal. 3 credits each Jubilee Hall ELMP 9981-9992 Dissertation Advisement (973) 761-9394 Doctoral students who have advanced to candidacy and com- education.shu.edu/academicprograms/edstudies/index.html pleted Dissertation Seminars must register continuously for Faculty: Burroughs; Carr; Cobarrubias; Daly; advancement until the dissertation is completed. Credit may be Devlin-Scherer; Hindin; Katz; Martinelli; May; used toward degree upon application to department. McCartan (Chair); McFadden; Mitchel; Mueller; Ruzicka; 3 credits each Sardone; Skeele; Zaccone; Zinicola Field Director: Strazza ELMP 9993 Organization and Governance of Higher The Department of Educational Studies offers graduate Education courses in the following areas: Discussion of administrative philosophies and approaches in Teacher Certification higher education settings, highlighting the roles of each office, Professional Development the philosophical questions and options available to institu- Instructional Design Technology tions; the policy issues that need to be addressed by university Educational Media Specialist Certification administrators. 3 credits Bilingual/Bicultural Education (Inactive) ELMP 9994 Faculty Personnel Policies of Higher Education Specific requirements for admission, the objectives of each Personnel problems in colleges, including faculty and staff eval- program, courses in each program relative to the degree sought uation, recruitment, affirmative action, promotion, tenure, and other regulations appropriate to individual programs are development and leadership management. 3 credits described under the heading for each area. ELMP 9995 Financial Administration of Higher Education Institutions Business principles and their importance for deci- Becoming a Teacher: Certificate of sion making in higher education including budgeting, financial Eligibility with Advanced Standing reporting and planning. 3 credits Director: Rosemary W. Skeele, Ed.D. ELMP 9996 Organization and Administration of Junior/ Jubilee Hall Room 442 (973) 761-9393 Community Colleges The Certificate of Eligibility with Advanced Standing Topics include organizational and administrative problems, (CEAS) program is intended for professionals seeking teacher curriculum instruction, student personnel programs and their certification. The purpose of the certificate is to provide skills relationship to the community. 3 credits and competencies to meet changing certification requirements. Students who successfully complete this program will be quali- ELMP 9997 Historical Development of American Higher fied for an Advanced Certificate of Eligibility for the New Education Jersey Instructional License as an elementary or secondary Study focusing on the period from 1865-1915, when many of teacher. The CEAS program is guided by state and national the institutions and practices of contemporary higher educa- standards. tion were shaped. Secondary sources extensively supplemented by readings of primary documents. Surveys of the national Admission scene supplemented by case studies at specific instructions. Formal admission to graduate studies is necessary to enter 3 credits the CEAS program. Applicants must submit the following materials:

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• Application Academic Standards • $50 Application fee, payable to Seton Hall University Students must maintain at least a “B” in all courses. Students • Official transcripts confirming the completion of an under- who receive a “C” will be referred to the Academic Standards graduate degree and, when applicable, a graduate degree in Committee of the department, which will recommend appro- an appropriate field from an accredited college or university priate action to the chair. • Transcripts must reflect a cumulative GPA of 2.75 or higher. Student Teaching Seton Hall University offers a unique program to achieve a Students seeking New Jersey state teacher certification must satisfactory GPA. Candidates must complete 12 graduate complete a full semester of student teaching. An application fee credits at Seton Hall prior to beginning the CEAS program for student teaching is required. The student should consult with a minimum GPA of 3.0 with program advisers for specific requirements. • Two letters of recommendation from professional and/or Students must apply in advance for this experience, at which academic contacts attesting to the applicant’s academic abili- time they will receive a comprehensive review of their academic ties and personal qualifications and experiential record. Applications for field experience are • Two page, double spaced, typed statement of goals due March 1 for fall and October 1 for spring. • Resume The application fee for student teaching is $100. Completed • Interview with an admissions adviser applications must be received by the Director of Field • Students applying for the MA program must also submit Placement and Supervision by the posted dates. satisfactory scores on the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE) taken within the Eligibility for Certification last 5 years. For full admission, a score in the 30th percentile Upon completion of the Post Baccalaureate Certificate pro- or above on the MAT or a combined score (math, verbal, gram, students are eligible for recommendation to the State of writing) of 1400 or above on the GRE is required. For con- New Jersey for the certificate of eligibility with advanced stand- ditional admission, a score in the 20th percentile on the ing as a classroom teacher. A passing score on the appropriate MAT or a combined score (math, verbal, writing) between Praxis examination is also required for the certificate of eligibil- 1300 and 1399 on the GRE is required. ity with advanced standing. Under current New Jersey state • Candidates who already possess an advance degree do not regulations, the student must then successfully serve one year as need to submit entrance examination scores. An official a provisionally certified teacher before the state will grant stan- transcript from their graduate program is required. dard (permanent) certification. Requirements Although there are reciprocal certification agreements among A candidate conditionally admitted to the MA program many states, these are subject to change. Students from states must complete 6 credits with a 3.0 GPA as a non-matriculated other than New Jersey should check with their state’s student. Those students who are making up an unsatisfactory Department of Education for specific requirements. Seton Hall GPA must submit MAT or GRE scores after completing 12 University’s average pass rate on the Praxis exam is 95 percent. graduate credits before they will be able to register for addition- The New Jersey statewide average is 95 percent. These figures al courses. represent the cohort year 2004-2005.

The Program Schedule Master’s Degree Programs A new CEAS Program cohort group begins in July and in You may apply the 18 credits awarded for the CEAS pro- January. Students may not start the program at any other time. gram toward an M.A. in Education. You may apply for admis- All courses in the program must be taken at Seton Hall. sion to an M.A. program after you have successfully completed the CEAS program. The M.A. programs are 36 credits. They CEAS Courses reflect current good practice in education and are guided by The courses listed below are required for the CEAS pro- National Council for Accreditation of Teacher Education gram and must be taken in sequence. (NCATE) standards. The programs are constantly evolving as new ideas, pedagogies and technologies develop and emerge. Milestone 1 EDST6421 Becoming a Teacher I 3 credits The following M.A. programs are available: EDST6422 Becoming a Teacher II 3 credits • Professional Development for Teachers (18 credits) Milestone 2 • Instructional Design and Technology (18 credits – includes EDST6423 Teaching and Learning I 3 credits IT certificate) EDST6424 Teaching and Learning II 3 credits • Educational Media Specialist (21 credits – includes NJ certification) Milestone 3 EDST6425 Professional Practice I 3 credits • Leadership in the Classroom (18 credits – includes NJ EDST6426 Professional Practice II 3 credits supervisor’s certificate) Total Required Credits 18 Credits

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M.A. Requirements EDST 6005 Reading in Content Areas • Students applying for the MA program must also submit Provides an overview of the teaching of reading in grades 7-12, satisfactory scores on the Miller Analogies Test (MAT) or college years and adult courses. Emphasizes skills and tech- the Graduate Record Examination (GRE) taken within the niques used when the reading teacher assumes the role of read- last 5 years. For full admission, a score in the 30th percentile ing supervisor, reading consultant or administrator of reading or above on the MAT or a combined score (math, verbal, programs. 3 credits writing) of 1400 or above on the GRE is required. For con- EDST 6008 Phonology and Structure for Second Language ditional admission, a score in the 20th percentile on the MAT or a combined score (math, verbal, writing) between Acquisition 1300 and 1399 on the GRE is required. Detailed examination of the phonology, morphology and syntax of Modern American English, including current regional • Candidates who already possess an advanced degree do not and social dialects of English. Introductory exposure to funda- need to submit entrance exam scores. An official transcript mental concepts of psycholinguistics that have a direct bearing from their graduate program is required. on phonology, syntax and second language acquisition. • A candidate admitted to the M.A. program conditionally Emphasizes applications in error analysis, improvement of pro- must complete 6 credits with a 3.0 GPA as a non-matricu- nunciation, curriculum design and teaching writing and read- lated student. ing. 3 credits • Those students who are making up an unsatisfactory GPA must submit MAT or GRE scores after completing 12 grad- EDST 6009 Teaching Strategies for Multicultural Education uate credits before they will be able to register for additional Definition of the social foundations and theories of multicul- courses. tural education. Exploration of past and current issues and directions of multicultural education. Strategies for teaching Advanced Standing (Transfer of Credit) multicultural education that reflect an understanding and No credits may be transferred into this program. respect for the cognitive, affective and communicative diversity of students. 3 credits Course of Study EDST 6050 Law-Related Education: Materials and The MA course of study is flexible and may be structured to Methodologies meet individual, certification, and professional needs. The basic The purpose of this course is to provide an introduction to the course of study is: philosophical and historical foundations of law-related education; to enable students to use law-related education materials Required Courses: and methodologies in designing, teaching and assembling EDST 6216 Electronic Research Technologies (1st course) EDST 6307 Integrating Curriculum and Technology interdisciplinary curricula; and to provide a familiarity with EDST 6306 Instructional Design (Capstone Course) current research on the key elements of effective teaching and learning. 3 credits Course Descriptions EDST 6051 Creative Conflict Resolution: Methodologies, Skills and Content EDST 6001 Comprehensive Approach to the Exceptional Introduces theories underlying negotiation and mediation, Learner skills necessary for effective negotiation and mediation and This course surveys the physical, emotional, intellectual, and design of conflict resolution materials. 3 credits social conditions affecting children with learning problems and necessitating special conditions for success in the educational EDST 6052 Social Justice in a Diverse Society: Promoting process. The etiology of learning disabilities, classifications, dis- Bias Free Youth ability categories assessments, and educational programming This course will provide an intellectual and practical frame- for the learning disabled, preschool through adolescent youth, work for understanding and teaching about prejudice for teach- will be discussed. A review of relevant laws and the revised ers with students in grades 4-12. Students in this course will New Jersey Special Education Code will be included. 3 credits examine the rationale for dealing with prejudice, its sources EDST 6002 Graduate Research Methods and its effects. Students in the class will be required to identify A survey of research principles, methods and practices in edu- an area of concern for which they will prepare an action plan. cation and the helping professions. 3 credits 3 credits EDST 6003 Teachers as Inquirers: Classroom-Based Research EDST 6108 Psychoeducational Foundations of Learning Introduction to classroom-based research to support partici- Disabilities pants as they prepare to research a designated problem. Introduction to the field of learning disabilities, bringing Participants reflect on their teaching practices, examine exam- together theory and practice. The historical background and ples of classroom research, formulate research questions and evolution of the learning disabilities concept and the theoretical hypotheses, study a variety of data-gathering techniques and conduct a classroom based inquiry. Participants are encouraged foundations that support the evolving field of study, research to publish their findings in professional journals. 3 credits and practice. The current status of the learning disabilities field, including definition, prevalence, etiology, legislative parameters and diagnosis and treatment. 3 credits

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EDST 6206 Software Selection and Evaluation needs. Develop research skills and information discrimination Principles of resource selection, including pedagogical consider- techniques using electronic resources. Includes research ations, policy statements, selection tools, formats, community methodology, bibliography development, search strategies, elec- factors and curriculum needs are examined. Copyright, ethical tronic reference materials, online newspapers and periodicals, and legal issues, purchasing, licensing agreements and network email, listservs, and newsgroups. 3 credits considerations are included. 3 credits EDST 6223 Advanced Psychology of Childhood EDST 6209 Computer Applications in the Psychological development and problems of adjustment of the Bilingual/Bicultural Curriculum child from birth to adolescence. Techniques of studying chil- Multimedia approach to bilingual/bicultural curriculum devel- dren and recording behavior. Extensive reading in literature opment. The use of mass storage devices, such as CD-ROM related to the major themes of the course. Discussion and and erasable optics, in the development of translation pro- reports, including case studies. 3 credits grams. The use of animation, such as illustration of action-verb structures through 3-D devices. Development of writing and EDST 6229 Clinical Practice with Seminar The candidate integrates and connects models of teaching and editing processes with the aid of electronic media and interac- subject matter in the classroom with the direct supervision of a tive video disk applications in first and second-language learn- cooperating teacher, a SHU supervisor, and a seminar profes- ing. 3 credits sor. Candidates are able to fine-tune their teaching skills EDST 6210 Microcomputing I through instruction, reflection, and responses to feedback from Introduction to computers and computing, problem solving, teaching professionals. Portfolio development, career readiness, and the impact of computers in our lives. Course provides a reflection on practice and professional growth are the primary working knowledge of computers and Windows environment foci of this course. 3 credits with an emphasis on word processing, desktop publishing, spreadsheets, presentation, and Web editing software. Course EDST 6301 Literature for Children and Young Adults Evaluating, selecting and using literature in print and electronic designed to focus on student computing needs. 3 credits formats with children and adolescents. Course emphasis is on EDST 6212 Microcomputing II strategies for motivating children to read and the integration of Introduces and develops expertise in database, desktop publish- literature throughout the curriculum. 3 credits ing, photo-editing, and semantic networking software. Presents advanced concepts in word processing, spreadsheet, and presen- EDST 6304 Production I: Visual Communication Design Introduction to a basic model of communication and the visual tation graphics. Emphasis is placed on using these programs to production skills required to design information. Text, graph- their full advantage by use of advanced integration. The termi- ics, visual literacy, visual design, digital photography, and video nal goal is to develop computing skills as they apply in appro- recording will be explored in relationship to constructing clear priate organizational settings. 3 credits communications for maximizing learning. Presenter and pres- EDST 6213 Access Database Application Development entation techniques using these various communication modes Using Microsoft Access, learn to manage information using a will also be examined. 3 credits relational database. Gain the knowledge and expertise to develop simple to complex queries, data entry forms and reports. EDST 6305 Production II: Technology Enhanced Learning Database design and the importance of referential integrity Strategies stressed. 3 credits Learn to design and develop technology-based strategies that support the instructional needs of learners in any content area. EDST 6214 Web Page Technologies Advanced techniques for concept mapping, WebQuests, Excel, Create, manipulate, and enhance graphic images suitable for PowerPoint, and more will be employed to visualize the printed publications, electronic presentations, and multimedia thought process, design games, create simulations, encourage applications including web pages with Microsoft Image collaboration, stimulate active learner participation, and spur Composer. Plan and design animated images using Microsoft learners to engage in both independent and group activities GIF Animator bringing all learned knowledge together by cre- that encourage higher order thinking skills. Prerequisite: ating Macromedia Flash movie. 3 credits EDST6307 Integrating Curriculum and Technology or EDST6304 Production I: Visual Communication Design. EDST 6215 Computer Graphics 3 credits Plan, design, draw and create Macromedia Flash movies for stand-alone and Internet-based decimation. Learn and apply EDST 6306 Instructional Design design principles based on visual communications practices. Using a systematic approach, students will design, develop, 3 credits evaluate and revise instruction to meet defined goals and objectives. Contemporary theories of learning become the frame- EDST 6216 Electronic Research Technologies work and catalyst for the design process. 3 credits Advanced electronic research using computer-based and Internet accessible tools. Find, evaluate and assemble the best information for individual research interests and workplace

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EDST 6307 Integrating Curriculum and Technology EDST 6325 Psychological Foundations of Education Learn how to integrate “best practice” and technology stan- Advanced study of human personality. Cognitive and dynamic dards with a technology-based curriculum. A broad range of factors; learning and transfer, critical and creative thinking, computer-supported learning tools, projects, and emerging motivation, emotion, volition, attitudes, individuality and technologies explored, created, and evaluated through an inter- sociality. 3 credits active approach. 3 credits EDST 6326 Advanced Psychology of Learning EDST 6308 Organizing and Administering Media and Research in learning, motivation, individual differences, teach- Technology Programs ing methods and adjustment as applied to the learning process. Exploration of the roles, functions and responsibilities of the Survey of major contemporary psychologists. 3 credits educational media specialist and the instructional technology professional. Philosophical perspectives; the selection and han- EDST 6327 Mental Health: Personal and Professional Basic principles of mental hygiene. Analysis of adjustment and dling of materials and equipment; managing media and tech- behavior problems. Influence of physical, intellectual, emotion- nology services; grant writing; facility design; computer-based al and moral factors in promoting mental health at various technologies for management; budgeting; and issues such as stages of life and in various helping relationships. professionalism, ethics, public relations and copyright laws are 3 credits studied. 3 credits EDST 6328 Critical Issues in Education Analysis of specific and experiential problems in education EDST 6310 School Library/Media Specialist Internship within the context of current philosophical and psychological This graduate-level internship involves working at an approved assumptions. school/media center under supervision of a certified media spe- 3 credits cialist and college supervisor. This practicum involves observa- EDST 6329-6331 Independent Study tion and participation in all important aspects of school library For students who wish to design and conduct independent administration, including selection and organization of materi- graduate research. Permission must be obtained from the par- als; references and bibliographic services; curriculum develop- ticipating faculty. Prerequisite: Approval of department chair. ment; and techniques of teaching library media skills. The 1-3 credits number of required hours varies according to the track the candidate is following. 3 credits EDST 6336 Educational Psychology Advanced scientific study of human personality. Cognitive and EDST 6314 Multimedia Technologies dynamic factors; learning and transfer, critical and creative The use of a computer to present and combine text, graphics, thinking, motivation, emotion, volition, attitudes, individuality audio and video with links and tools to create learning pack- and sociality. 3 credits ages, assessment tools, presentations, and stand-alone training. Focus is on good multimedia design, scripting, used of audio EDST 6337 Foundations of Contemporary Education and video tools, the Internet as a delivery tool and computer- Advanced course in the fundamental concepts of educational based training using Director and Premier. 3 credits thought from primitive society to the present. Emphasis is on significant historical, philosophical and educational move- EDST 6315 Technical Processes for Library/Media Resources ments. 3 credits An analysis of the theory of classification and information systems, techniques for print and non-print cataloging with EDST 6344 Seminar: Social, Ethical and Legal Issues in emphasis on practical application utilizing automated Technology resources, and a survey of developments in information Social, ethical and legal problems associated with computer- retrieval and other educational media center applications of based technologies will be explored, debated and researched, modern procedures in acquisition, circulation, management along with the means for reducing problems and coping with and periodical control. 3 credits their effects. 3 credits EDST 6323 Community Relations EDST 6347 Special Projects in Technology School as an integrating agency among other community serv- Students develop technology-based projects using new and ices. School personnel and social leadership, lay participation in emerging technologies. The instructional design process is school activities, the influence and place of various civic and employed throughout the development of the project. Project religious groups, the press, labor and management groups. content is related to student’s field of study. 3 credits 3 credits EDST 6348 Computer Networking Fundamentals EDST 6324 Human Relations This course provides a general introduction to a wide variety of Theory and practice in the treatment and elimination of networking concepts, which can be applied to a broad selection destructive human conflicts. Special reference to intergroup of telecommunication related job segments. This course will and intercultural problems in a period of changing social rela- cover the history and fundamentals of network design and tions. 3 credits cabling infrastructure; technologies, protocols, communications and the tools necessary to troubleshoot and design a network. 3 credits

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EDST 6352-6353 Risk Prevention, Reduction and what goes on in the classrooms; second, to make teachers aware Intervention of the influences of their own previous teaching and life experi- For school personnel to effectively participate in a Coordinated ences in their classroom decision making; third, to suggest ways School Health Program, this course addresses issues of in which teachers can positively influence the learning and resiliency, misuse, and abuse of chemical substances. Educators social development of their students; and fourth, to help teach- who aim to meet their responsibilities with regard to school ers understand current educational research and how to use it. health will be trained in the comprehensive approach toward 3 credits reducing risks and consequences associated with experimenta- EDST 6410 Social Studies Education tion, use, misuse, and dependency of chemical substances. Preparing productive and responsible citizens requires educa- Factors that promote resiliency toward chemical abuse are stud- tion directed at that goal. Such education imparts knowledge ied with respect to their implications for youth (preschool about our history, and our political and economic systems. It through grade 12). Skill development for effectively planning develops the skills, attitudes and values that support motivated and implementing substance abuse education for students, citizen movement. It shows students that accurately informed staff, and family will be fostered through class projects and and directly involved citizens are important to our national activities. 2 and 3 credits, respectively well being. Develops strategies for teaching the social studies. EDST 6407 Foundations of Education 3 credits This course will introduce the teacher candidate to the chal- EDST 6412 Topics in Mathematics Education lenges and rewards of teaching in today’s society. It is designed The curriculum goals, materials and activities of the elementary to assist future teachers in developing a passion for teaching school math program. Emphasis on the Curriculum Evaluation and to explore techniques for putting one’s passion to work in Standards for School Mathematics (National Council of the classroom. To do this we explore the roles of a professional Teachers of Mathematics). Math anxiety and its role in teach- educator in today’s changing society and the public policy ing and learning, and organization of the classroom for effec- affecting teachers. We will look at learners and their diverse tive teaching. Field experience assignments connect theory with needs and how to address these needs in a heterogeneous class- practice. 3 credits room. We will examine the curriculum, effective instruction, and the history of education. We will address the challenges EDST 6413 Topics in Language Arts and Literature involved in school reform and the organization of schools. Major skill areas of language arts, including reading, listening, Finally, we will look at the role of school and the learner and writing and speaking. The importance and application of lan- philosophies of education as we work towards creating our own guage arts across the curriculum; methods for teaching reading, personal philosophies of teaching and learning. 3 credits writing, spelling and listening; motivation, the development of positive attitudes towards reading and writing; and a love for EDST 6408 Child and Adolescent Development literature. Field experience assignments. 3 credits This course is designed to equip teacher candidates with knowledge of human development, cognitive, emotional, phys- EDST 6417 Methods of Teaching Science/Math II ical, social, and moral, across the lifespan. By integrating theo- Addresses problem solving as it relates to mathematics and sci- ry into practice, this knowledge will enable them to under- ence curriculum in elementary schools. Students become stand, from multiple perspectives, how education has been acquainted with classroom practice that focuses on both the developed, from early childhood through adolescence. national and New Jersey State Core Curriculum Standards. Candidates will be empowered to create developmentally Students become conversant with contemporary science and appropriate curricula and approaches for students with devel- math curriculum that emphasizes the application of problem opmental patterns that fall within the norm as well as those solving concepts and strategies using manipulatives, exploring that vary from the norm. Curricular controversies and current alternative mental processes, conducting research, collecting issues in development will be explored and debated to enable and reporting data and utilizing a hands-on, minds-on cooper- candidates to think critically in making enlightened decisions ative, interactive approach. Field experience required. 3 credits that benefit children and their learning experiences. 3 credits EDST 6421 Becoming a Teacher I: Technology Integration, EDST 6409 Life in the Classroom Multicultural Education, Special Education This course is designed to assist the teacher candidate in devel- This course will introduce foundational knowledge and inter- oping the skills, competencies and attitudes needed for teach- connections between students, families, schools, and communi- ing and to explore techniques for putting your passion to work ties through discussions of cultural issues and respect for differ- in the classroom. We will explore the roles of a professional ence. Understanding what students and families bring to the educator in today’s changing society and the public policy classroom, such as linguistic differences, and how this both affecting teachers. We will look at learners and their diverse enhances the learning environment and challenges teachers is needs and how to address these needs in a heterogeneous class- explored. Difference of another type, children with disabilities, room. We will examine the nature of teaching, overview of the is also investigated with a focus on knowing about their devel- elementary curriculum, strategies for working with diverse opmental characteristics, strengths, and needs. Technology as a learners, planning for effective instruction, and instructional tool to research and communicate these topics as well as serve theory into practice. Additionally, the course has four purposes: the discussed constituents will be integrated and modeled to first to assist prospective teachers to develop ways of describing provide a connective foundation across the course. 3 credits

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EDST 6422 Becoming a Teacher II: Child & Adolescent EDST 6426 Professional Practice II: Technology Integration, Study Classroom Management, and Assessment This course introduces human development across early child- Professional Practice II supports post baccalaureate teacher can- hood through adolescence (cognitive, emotional, physical, didates as they enhance and improve their practice by the inte- social, and moral development). Teacher candidates will be gration of technology into the curriculum; development of a empowered to create developmentally appropriate curricula in wide variety of classroom management techniques; and the alignment with New Jersey Core Content Standards. Curricular acquisition of necessary skills associated with assessment and controversies and current issues in development will be evaluation of K-12 learners. Specifically, this course focuses on the development of skills in the areas of effective and clear explored and debated to enable candidates to think critically in communications, creating a classroom environment, establish- making enlightened decisions that benefit children and their ing norms for behavior, and developing appropriate assessments learning experiences. A school-based field experience in this that address classroom needs, NJCCC and INTASC standards course will assist candidates to look more deeply into the rela- and state testing. The computer technology tools learned in tionship between the educational environment and the con- this course support classroom teaching and learning while at cepts they encounter in their studies. 3 credits the same time contribute to the development of the Teacher EDST6423 Teaching and Learning I: Curriculum & Lesson Work Sample and the Standards Portfolio. 3 credits Planning; Literacy & Numeracy K-5 & 6-12 EDST 6440 Behavioral Disorders and Classroom Teaching and Learning I is an initial course for the study and Management design of curriculum and instruction. Candidates will develop The goal of this course is to introduce students to several dif- knowledge and skills in curriculum and lesson planning. ferent types of externalizing and attention disorders and various Emphasis will be on effective teaching strategies related to read- approaches to positively and effectively dealing with challenging, writing, and numeracy. Basic teaching strategies and tech- ing behaviors. Creating environments that support learning nological applications designed for contemporary classrooms and on-task behavior as well as interventions to deal with off- will be modeled throughout the course. 3 credits task behavior are detailed. 3 credits EDST6324 Teaching and Learning II: Technology, Content EDST 6445 Methods and Materials of Special Education Weekend, Accommodations & Modifications The purpose of this course is to introduce best practices in Teaching and Learning II includes theory and best practices for teaching for students with special needs. Specifically, instruc- instruction, including content related to accommodations and tional strategies, selecting, creating, and modifying materials, modifications for learners with special needs. Emphasis will be and use of assistive technology will be explored in-depth. on effective teaching strategies that are useful across the disci- Exploration of how to incorporate these practices into inclusive plines as well as their application to specific subject areas in classrooms, for academic, functional, and transitional learning, accordance with NJ Core Curriculum Content standards. is the core purpose of the course. 3 credits Participants will design and produce technological applications that enhance teaching, facilitate learning, and illustrate these EDST 6450 Inclusive Practices in Educational Settings strategies. Readings, activities and products will be related to Candidates are introduced to the theory and practice of work- professional and state standards. A second field experience will ing with students with diverse backgrounds and needs in a sin- allow students to connect standards, accommodations and gle classroom: the inclusive classroom. It includes and explo- modifications to classroom practice. 3 credits ration of past and current issues and directions in inclusive education. Strategies for teaching students with diverse needs, EDST6425 Professional Practice I: Clinical Practice and in the area of cognition, affective development and commu- Seminar nicative style will be addressed. Specifically this course will The Professional Practice Seminar supports post baccalaureate examine these issues in relationship to (i) gender; (ii) race; (iii) teacher candidates as they integrate and implement their culture; (iv) class; (v) disability; and (vi) language use. 3 credits knowledge of teaching and subject matter with the instruction of students in classrooms during their clinical practice intern- EDST 6455 Critical Thinking Across the Curriculum ship. The seminar professor, the cooperating teacher, and the Approaches, concepts, and strategies for teaching critical think- university supervisor coordinate their efforts to support, ing. The implications of the didactic theory and critical think- instruct, and guide the teacher candidate to demonstrate best ing theory will be examined. 3 credits practice in classrooms. The weekly seminar is a support system EDST 6460 Contemporary Assessment Practices - an avenue for teaching, learning, sharing, reflecting, question- Theory and practice of educational testing, development of, ing, discussing, and experimenting to inspire and promote per- and use of tests and other methods for assessment, analysis and sonal and professional growth, satisfaction, and achievement as interpretation of test results. Practice in major test construction candidates embark on a new career. Portfolio development in student’s area of concentration. Emphasis placed on alternate linked to College, New Jersey, INTASC, and NCATE and authentic forms of assessment. 3 credits Standards, preparation of a Teacher Work Sample, career readiness, preparation for certification, reflection on practice and professional growth are the primary outcomes of this course. 3 credits

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EDST 6504 Applied Linguistics EDST 6561 World Languages The issues and methodology of the teaching of a second lan- Presents students with a current picture of modern language guage. Some of the major trends, such as contrastive linguistics teaching and its place in society. Students learn a number of and error analysis theories, are studied. Particular attention to approaches to communicative language instruction and create the study of the process of second language development and lessons using these methods. Students practice presenting their the mechanisms associated with it such as interference and over lessons and learn to become reflective practitioners of their generalizations, as well as salient hypotheses. 3 credits craft. 3 credits EDST 6505 Teaching English as a Second Language I EDST 7001 Seminar: Education Research Methods Theory and practical techniques of teaching listening, speak- Review and critical evaluation of selected writings and research ing, writing and particularly reading to non-English-dominant in education. Written appraisals concern research design, fun- bilingual persons. 3 credits damental concepts, recent data and significant educational issues. (Formerly RESH 7001). Prerequisite: EDST 6002. EDST 6506 Teaching English as a Second Language II 3 credits Continuation of EDST 6505. 3 credits EDST 7204 The Gifted Child EDST 6551 Advanced Strategies of Teaching Examination of the criteria which identify gifted children. Teaching techniques for transmitting skills, knowledge and Materials, methods and programs for stimulating these pupils understanding to students: lecture; discussion; heuristic to satisfactory achievement, occasionally offered in special con- approaches; educational trips; group projects; programmed, tent areas such as reading, mathematics and science. 3 credits individualized, mediated, computer-assisted instruction. Motivation, guidance and classroom management. Evaluation EDST 7310 Ethical Foundations of Professional Helping of student programs. 3 credits Relationships Justice and the universal natural law as related to every aspect EDST 6554 Child and Adolescent Psychology of education. Discussions focus on the most significant and Concentrates on the dynamics of human growth and develop- fundamental moral issues in education today. 3 credits ment from infancy through adolescence. Guides the teacher into an understanding of the physical, psychological, emotion- EDST 7312 Current Issues in School and Society al, social and moral problems encountered by children and This course examines the background and current status of youth. 3 credits proposals that address a variety of educational controversies. Past and present cycles of reform are considered generally, with EDST 6555 English Language Arts specific attention given to issues such as governmental roles in Adopts an integrated skills approach to teaching English; pres- education; financial reform; school choice; multicultural educa- ents techniques for teaching various forms of composition; tion; teacher education; teacher empowerment; race, class, and stresses the importance of process writing; develops strategies gender issues in education; education and work; and the rela- for teaching literature and applying reader response theory; tionship of children’s health and learning. 3 credits focuses on computer applications; introduces portfolio and authentic assessment. 3 credits EDST 7313 Catholic Education: Yesterday, Today, and EDST 6557 Secondary Science Methods Tomorrow Examines interrelationships among the sciences, analyzes real A history of the development of Catholic educational institu- world problems in each science field. Classes model essential tions and the values and circumstances that promoted their strategies and practices while students actively engage building existence. The culture and norms of Catholic schooling are knowledge and skills necessary for teaching and learning sec- examined, as are the social and religious issues that impact their well-being. ondary science, using state and national standards. 3 credits 3 credits EDST 6558 Secondary Mathematics Methods EDST 7314 Fostering Moral Development in the Classroom Examines current curricular trends and practices in the teach- Examines and evaluates theories and approaches to fostering ing of secondary mathematics using state and national stan- the moral development of children and young adults. Factors such as school climate, curriculum and instructional methods dards. 3 credits are analyzed as variables that can promote or inhibit moral EDST 6560 Language, Culture and Civilization development. 3 credits Issues of ethnographic communication and how variation of language codes and discourse relate to cultural differences and EDST 7345 Online Course Management and Delivery institutions. The intricate process of literacy acquisition and Learn to design and build online course instruction for delivery development in the first language, and the acquisition of bilit- via the Internet. Develop the tools to provide online instruction including creating an online environment, learning eracy skills. 3 credits research techniques, examining plagiarism and copyright issues, and planning overall online course management. 3 credits

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EDST 7348 Online Course Design and Implementation and exit. Lesson planning for the limited English proficient Design and develop a complete plan for building an online (LEP) student. Curriculum development and adaptation of course for Internet delivery. Learn to create course modules, materials for bilingual instruction in the content areas. use facilitation and moderating techniques, design assessment, Curriculum modules and planning. Career infusion of the and develop a student centered online environment that bilingual curriculum. Ethnic infusion of bilingual curriculum. encourages positive learning outcomes. 3 credits Testing in the bilingual content areas. Teacher competencies and training in the content areas. 3 credits EDST 7349 Internship in Information Technologies I A field-based opportunity to gain professional experience in a EDST 7510 Secondary Education Curriculum Design and work situation appropriate to career goals. Development of Implementation critical thinking and leadership skills while performing authen- Historical and philosophical foundations of Secondary tic tasks. 3 credits Education curriculum design, the social forces affecting curriculum decisions and the process of curriculum improvement. EDST 7350 Internship in Information Technologies II The process of curriculum improvement, the different partici- Students may take a second semester of a field-based opportu- pants involved and the impact of curriculum improvement on nity to gain professional experience in a work situation appro- staff development and student learning. Strategies used in cur- priate to career goals. Development of critical thinking and riculum development are studied as well as the evaluation of leadership skills while performing authentic tasks. 3 credits outcomes. 3 credits EDST 7501 Human and Intercultural Relations EDST 8511 Field Experience in Bilingual/Bicultural Race, gender and ethnic relations in the historical perspective of the foundation of the United States as a nation. A critical Education review of theories of assimilation and the goals of a post-melt- Cross-cultural experiences through the bilingual classroom setting. Involvement in learning bilingual teaching strategies and ing pot society for a new social order. 3 credits classroom management procedures; specific emphasis on teach- EDST 7502 General Linguistics ing content area subjects bilingually. Introduction to the educa- Introduction to language and the analysis of some of the basic tional applications of ethnographic interviews. Ethnographic technical concepts of linguistics. Representative theories of report submitted at the end of the course. 3 credits grammar, the nature of grammatical rules, and the process of language standardization and the process of non-standardized EDST 9301 The History of Education in America Study of the reciprocal relationship between educational theory varieties. 3 credits and practice and the historical development of American socie- EDST 7505 Social Psychology of the Bilingual Child ty; special emphasis given to analysis of competing educational The social psychology of bilingualism and bilingual behavior. perspectives, goals and accomplishments of educational Effects of bilingualism on intelligence and cognitive develop- reforms, origin of teaching practices and evolution of educa- ment. The effects of bilingual development and intelligence. tional institutions. 3 credits The correlation between culture and styles of processing information, with attention to the differentiation of cognitive styles. EDST 9306 Culminating Research Seminar/Project Alternative learning and cognitive styles in the classroom. Complete research or a project under the guidance of a Cross-cultural counseling and its impact on strategies for help- University mentor and faculty committee. Completed projects ing the culturally different child. Language attitudes and their shared for exchange of ideas and information with other degree impact on academic achievement and intergroup relations. candidates before final acceptance by the department. Acculturation stress and the impact on mental health of lin- Prerequisite: completion of all program requirements. 3 credits guistic minorities. 3 credits EDST 9502 Research Seminar An introduction to ethnographic research methodology. EDST 7506 Principles of Bilingual/Bicultural Education The history of bilingualism in the United States. State and fed- Students investigate how the cultural relations of community eral legislation; court decisions. Vernacular languages in educa- work. Case studies are analyzed throughout the course based tion at the national and international levels. Types of bilingual upon intensive ethnographic interviews of selected informants. communities. Models of bilingual instruction. Bilingual educa- Analysis of the various steps of ethnographic research include tion methodology and educational rights of linguistic minori- data gathering, analysis of ethnographic data and interpreta- ties. Instructional effectiveness of bilingual education programs. tion. 3 credits Cognitive and socio-cultural effects of becoming bilingual. EDST 9503 Curriculum and Readings in the Selected Field Evaluation of bilingual education programs and educational of Study policy. 3 credits Nature of curriculum and the need for curricular synthesis; EDST 7507 Bilingual/Bicultural Education: Theory and focus on materials, methods, research and current developments relating to the specialized fields; investigation of curricu- Practice Teaching Content Areas Strategies in teaching the content-area subjects bilingually. lum construction and evaluation in the specialized field. Student placement and language proficiency; criteria of entry 3 credits

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EDST 9504 Problems and Issues in Secondary and Post- Master of Arts in Education Secondary Teaching Graduate Studies and Special Programs (GSSP) offers the Study of pertinent problems of educators. Seminar work rele- following concentrations which lead to the degree Master of vant to student’s selected area of investigation. 3 credits Arts in Education: EDST 9505 Sociolinguistics and Bicultural Education • Professional Development in Education Social aspects of speech, problems of variation in language, • Professional Development in Education with Supervisor’s dialects, bilingualism and diglossia, code-switching, pidginiza- Certification tion, creolization and other fundamental sociolinguistic con- • Instructional Design and Technology cepts. Some problems of language policy, language planning • Educational Media Specialist and sociolinguistic issues of bilingual education. 3 credits EDST 9506 Psycholinguistics and Bilingualism Admission Topics in linguistics and psychology relevant to first and sec- Formal admission to graduate studies is necessary to enter ond language acquisition, including reading and writing skills. the M.A. programs. In addition to the general University The interrelationship among language, culture, thought and requirements for the degree Master of Arts in Education, appli- comprehension. Bilingual and bicognitive development both in cants for all M.A. programs must submit the following: children and adults. Prerequisites: (1) Two linguistics courses, • Application. including applied linguistics; and (2) TESL II or Foundations • $50 application fee, payable to Seton Hall University. of Bilingual Education or a course in cognitive psychology. 3 credits • Official transcripts confirming the completion of an undergraduate degree and, when applicable, a graduate degree in EDST 9511 Culminating Research Project an appropriate field from an accredited college or university. A continuation of EDST 9502 using an expanded research • Two letters of reference from professional and/or academic design. The course is intended for students pursuing the Ed.S. contacts attesting to the applicant’s academic abilities and Degree. No credit personal qualifications. • Two page, double-spaced, typed statement of goals. Graduate Studies and • Resume. • Interview with an admissions adviser. Special Programs • Students applying for the MA program must also submit Director: Rosemary W. Skeele, Ed.D. satisfactory scores on the Miller Analogies Test (MAT) or Jubilee Hall Room 442 the Graduate Record Examination (GRE) taken within the (973) 761-9393 last 5 years. For full admission, a score in the 30th percentile Graduate Studies and Special Programs is a division of the or above on the MAT or a combined score (math, verbal, Educational Studies Department in the College of Education writing) of 1400 or above on the GRE is required. For con- and Human Services. There are ten concentrations and two ditional admission, a score in the 20th percentile on the certificates in the GSSP. In all concentrations, the standards of MAT or a combined score (math, verbal, writing) between national organizations in each field are followed. 1300 and 1399 on the GRE is required. GSSP offerings are designed to enable graduates to assume • Candidates who already possess an advanced degree do not leadership roles in their professions, to provide critical insights need to submit entrance exam scores. An official transcript that help solve problems in the workplace and in the larger from their graduate program is required. society, and to exhibit at all times the high ethical, intellectual, and professional ideals that are honored and taught at Seton Degree and Curriculum Requirements Hall University. Mission of the Program Mission of the Students admitted to a master’s degree program must satisfy Program Mission of the Program Mission of the Program all University, College and program requirements for admission Mission of the Program and for graduation. Most master’s degree programs require a The GSSP offers two certificate programs, specialized under- minimum of 36 credits, and a graduate academic record of 3.0. graduate courses and nine graduate degree programs for teach- The credits for each master’s program consist of foundation ers, media specialists, business trainers, IT professionals, health courses and concentration courses. Up to six graduate credits professionals and individuals whose work would be enhanced earned recently at another accredited college or university may by knowledge of instructional design, information technolo- be accepted for some programs in partial satisfaction of gradu- gies, educational media, and new pedagogies. Degree and cer- ate degree requirements in the Graduate Studies and Special tificate programs enable learners to select courses that comple- Programs (GSSP). The candidate’s program adviser must ment their professional needs and personal interests. approve the credit transfer.

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M.A. in Education The following four courses are offered online to fulfill the supervisor’s certification requirement: Director: Rosemary W. Skeele, Ed.D. EDAS 6665 Curriculum Development and Evaluation Jubilee Hall Room 442 EDAS 6666 Supervision of Instruction and Evaluation (973) 761-9393 EDAS 7772 Leadership Dynamics: Analysis of Supervisory Behavior Professional Development in Education EDAS 7776 Curriculum Design and Engineering The M.A. program in Professional Development in Education reflects current good practice in education and is Ed.S. in Bilingual/Bicultural guided by the standards of national organizations in this field. It is constantly changing and evolving as ideas, pedagogy, and Education Program materials develop and emerge. The program includes a variety The purpose of this program is to train bilingual education of courses that enable teachers and school personnel to study leaders who will become school managers and administrators. current educational practices in their own schools or at sites The program assists them to attain the Ed. S. degree in convenient to their workplace. The program is interdiscipli- Education Leadership, Management and Policy, with a concen- nary. Students may take courses in other programs with per- tration in Bilingual/Bicultural Education. Seton Hall mission. University has designed a highly effective quality, competency- based Ed.S. program. Candidates for this program are required to complete 12 foundation credits, 21 concentration credits and 3 credits of a The program has received federal funding under the capstone course for a total of 36 credits as follows: National Professional Development from the US Office of Education. Eligible students receive grant support to cover Required Courses: 12 credits part of the cost of tuition. The program is designed to satisfy EDST 6216 Electronic Research Technologies the needs of school districts to manage educational programs (Must be taken during first semester) serving groups of language minority students in target lan- EDST 6307 Integrating Curriculum & Technology EDST 6344 Seminar: Social, Ethical, Legal Issues in Tech guages such as Chinese, Japanese, Korean, Portuguese, Haitian or Creole, and Spanish. EDST 7310 Ethical Issues in School and Society At the end of the program, students will receive the EDST One Psychology Course Educational Specialist (Ed.S.) degree and be eligible for New Concentration Courses: 21 credits Jersey certification as a supervisor and a school leader. The All courses offered through the GSSP Program and other program offers articulation with various school districts in New university programs may be approved for your concentration. Jersey and has a strong track record of placement of former New courses will be regularly added to the list of concentration graduates in New Jersey, New York, Connecticut and courses and may be taken as part of this requirement. Pennsylvania. The program incorporates the latest research on Additionally, foundation courses taken beyond the 12-credit best practices and instructional effectiveness. The competen- requirement may be applied to your concentration requirement. cies of the program have been updated every year to comply with state standards and complies with UNESCO guidelines. Capstone Course: 3 Credits EDST6306 Instructional Design* Admission Criteria *This course must be taken during your last semester and may not be com- Candidates must satisfy the following admission criteria: bined with more than one course during the semester, including summer. 1) MA degree in a relevant area of education. Options within the Concentration Area 2) Demonstrate native or near-native command of English Certificate in Information Technologies: Technology courses and the target language (Mandarin, Cantonese, Korean, may be taken as part of the concentration. Students completing Japanese, Haitian Creole, Portuguese or Spanish). 15 credits in technology will receive the IT Certificate. 3) GPA of 3.0 or better New Jersey Certification in Supervision: Students may take 4) Three years of teaching and/or administrative experience in 12 credits in Administration & Supervision as substitutes for a relevant work setting where bilingual/bicultural skills were concentration courses in order to obtain New Jersey used. Certification in Supervision. To receive this certification, appli- 5) Written examples of previous academic work showing cants must also have a valid New Jersey Teaching Certificate, research ability in the field of education and three years full-time public school teaching experience, and an Bilingual/Bicultural education. M.A. degree in Education.

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6) Statement of professional goals and rationale for applying EDST 6307 Integrating Curriculum & Technology* to the program. EDST 6308 Org & Admin Ed Media & Tech Programs* 7) Acceptable score on the Miller Analogy Test or Graduate EDST 6344 Seminar: Social, Ethical, Legal Issues in Technology Record Examination. EDST XXXX One Psychology Course 8) Personal interview showing knowledge of bilingual/bicul- *Do not take during the same semester as EDST 6306. tural education, and previous record of service and commitment to bilingual/bicultural education, as well as com- Concentration Electives Select 12 Credits petency in the language considered the target of service. EDST6206 Software Evaluation 9) Commitment to bilingual/bicultural education as reflected EDST6210 Microcomputing I EDST6215 Computer Graphics and Animation in educational and professional past experience. EDST6305 Production of Instructional Resources II 10) US citizenship or permanent residency status. EDST6314 Multimedia Technologies 11) Three letters of recommendation, including one from pres- EDST6347 Special Projects in Technology ent employer and two from professors who can evaluate Capstone Course: 3 credits professional competence of the applicant. EDST 6306 Instructional Design** Students who want to participate in the National Professional **This must be taken during the last semester and may not be combined Development Program must complete the requirements of the with more than one course during that semester, including summer. department necessary to receive the Ed. S. degree in Education Leadership, Management and Policy, and take specialized Master’s Degree and NJ Certification courses to fulfill the competencies in bilingual/bicultural Education. School Library Media Specialist Nationally Recognized Program – NCATE/AECT M.A. in Education The School Library Media Specialist (SLMS) program prepares K-12 school library media specialists to be certified by Instructional Design and Technology Nationally the State of New Jersey. We are the first NJ University, Recognized Program – NCATE/AECT approved by the state, to offer a three-track program – one track for certified teachers, a second for students without The M.A. program in Instructional Design and Technology teacher certification, and a third for professional librarians - assists teachers and trainers to improve their professional per- that lead to full licensure as a school library media specialist. formance and to assume leadership roles. Students are accepted The SLMS program provides courses that fulfill the NJ State from corporate, government, nonprofit and educational envi- certification requirements with the technology orientation ronments. The program is guided by national standards and sought by many school districts today. Graduates are fully cer- emphasizes a theoretical base for curriculum development, and tified to administer K through 12 school library media centers. exposure to a broad array of current instructional methods and Our program includes the most current courses and technolo- materials. The state of New Jersey offers no certification or gies in the field to prepare candidates to become school library endorsement for computing teachers. Anyone holding a stan- media specialists who are technology leaders. dard NJ teaching license in any K-12 field and having knowl- Programs are offered at the master’s level. The program con- edge and skills requested by the district can be hired by a tains three tracks – track one for candidates with a standard NJ school district to be a computing teacher. instructional certificate, track two for candidates without a stan- Students may obtain the Certification in Information dard NJ instructional certificate and track three for professional Technologies as part of this program. Upon admission, the stu- librarians who desire to be certified as school library media spe- dent must discuss a program plan with an appointed College of cialists. Tracks two and three blend courses from the College’s Education and Human Services adviser. The program plan will approved post-baccalaureate program for obtaining a Certificate identify the courses to be taken as well as a projected gradua- of Eligibility with Advanced standing (CEAS) and required cours- tion date. es from our School Library Media Specialist program. The candidate for this program is required to complete a Employment Prospects total of 36 credits as follows: Our candidates are in great demand. Every candidate in our Course of Study 36 Credits SLMS program seeking a position has been hired as a full-time Each student’s program is unique and should flow from the SLMS – most before completing the program and receiving goals and objectives identified during the admissions process. full certification. We are contacted regularly by school districts Upon admission, the student will construct a program plan seeking to hire our candidates. The Graduate Studies Program with an appointed College of Education and Human Services is service-oriented and includes more technology integration adviser. training than traditional programs. Schools seek our candidates for this reason. Their overall performance is highly rated by Required Courses 21 credits employers. EDST 6214 Webpage Technologies EDST 6216 Electronic Research Technologies (first semester) EDST 6304 Production of Instructional Resources I

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School Library Media Specialist SLMS Certification for Professional Librarians Course of Study 36 Credits (Requires MLS or MA in Library Science) For Candidates with a Standard NJ Instructional Certificate Applicants with an MLS or a master’s degree in library sci- Track 1 ence will have their transcripts evaluated. A personal plan for Foundations Courses (Required) 6 credits acquiring the SLMS licensure will be designed for you based EDST 6344 Sem: Social, Ethical, & Legal on your previous course work. Students must take at least 15 Issues in Computing credits at Seton Hall to receive the state licensure. Students will EDST One Psychology Course only take those courses that they have not taken in another Concentration Courses (Required) 21 credits program. EDST 6216 Electronic Research Technologies (first semester) School Library Media Specialist EDST 6301 Literature for Children and Young Adults Certification Requirements for Professional Librarians WITHOUT EDST 6304 Production of Instructional Resources I* a Standard Instructional Certificate EDST 6307 Integrating Curriculum & Technology * EDST 6308 Org. and Admin. Ed. Media & Tech Track 3 Programs Course of Study - Minimum 15 Credits to be taken at SHU EDST 6310 Practicum in Ed. Media Services to receive NJ License through SHU (150 Hours) Education Courses (Required) 9 credits EDST 6315 Technical Processes for Ed. Media Resources EDST 6421 Becoming a Teacher I * Do not take during the same semester as EDST6306 EDST 6423 Teaching and Learning I Production Courses - Select Two** 6 credits EDST 6424 Teaching and Learning II EDST 6206 Software Evaluation Concentration – No. of credits required determined by courses trans- EDST 6210 Microcomputing I ferred from MLS or MA Library Program. All topics below must be EDST 6214 Web Page Technologies covered for NJ certification EDST 6305 Production of Institutional Resources II EDST 6216 Electronic Research Technologies **Other courses may be taken with adviser’s permission EDST 6301 Literature for Children and Young Adults EDST 6304 Production of Instructional Resources I Capstone Course 3 Credits EDST 6307 Integrating Curriculum & Technology EDST 6306 Instructional Design *** EDST 6308 Org. and Admin. Ed. Media Tech Programs ***This must be taken during the last semester. EDST 6310 Practicum in Ed. Media Services (One semester) School Library Media Specialist EDST 6315 Technical Processes for Ed. Media Resources Course of Study 36 Credits For SLMS Candidates WITHOUT a Standard NJ Instructional Associate School Library Media Specialist Certificate Candidates in the SLMS program may apply for an associate Track 2 Education Courses (Required) 9 credits SLMS (ASLMS) certificate after they have completed the EDST 6421 Becoming a Teacher I appropriate sequence listed below. ASLMSs are eligible for full EDST 6423 Teaching and Learning I employment as school library media specialists while they com- EDST 6424 Teaching and Learning II plete their MA degree. Foundations Course 3 credits The ASLMS program contains two tracks – 18 credits for EDST 6344 Sem: Social, Ethical, Legal Issues in candidates with a standard NJ instructional certificate and 27 Computing credits for candidates without a standard NJ instructional certificate. Track one utilizes courses from our SLMS program. Track Concentration Courses (Required) 21 credits two blends courses (9 credits) from our state approved Certificate EDST 6216 Electronic Research Technologies of Eligibility with Advanced Standing (CEAS) program with EDST 6301 Literature for Children and Young Adults EDST 6304 Production of Instructional Resources I required courses from our SLMS program (18 credits). EDST 6307 Integrating Curriculum & Technology EDST 6308 Org. and Admin. Ed. Media Tech Programs ASLMS Candidates with a Standard New Jersey EDST 6310 Practicum in Ed. Media Services Instructional Certificate (One semester) Course of Study 18 Credits EDST 6315 Technical Processes for Ed. Media Resources Track 1 Concentration Courses (Required) 18 credits Capstone Course (Required) 3 credits EDST 6216 Electronic Research Technologies EDST 6306 Instructional Design (Final Semester) EDST 6301 Literature for Children and Young Adults EDST 6304 Production of Instructional Resources I EDST 6307 Integrating Curriculum & Technology EDST 6308 Org. and Admin. Ed Media Tech Programs

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EDST 6310 Practicum in Ed. Media Services For additional information, including the specific list of (150 Hours) courses in the program, contact: Total required credits 18 credits Reverend (Dr.) Kevin M. Hanbury, Director Seton Hall University ASLMS Candidates WITHOUT a Standard New Jersey 400 South Orange Ave. Instructional Certificate South Orange, NJ 07079 (973) 761-9668 Course of Study 27 Credits [email protected] Track 2 Education Courses (Required) 9 credits Admission EDST 6421 Becoming a Teacher I Formal admission to graduate studies is necessary to enter EDST 6423 Teaching and Learning I the Ed.S. program. In addition to the general University EDST 6424 Teaching and Learning II requirements for the Ed.S. degree in Education, applicants for Concentration Courses (Required) 18 credits all GSSP Ed.S. programs must submit the following: EDST 6216 Electronic Research Technologies EDST 6301 Literature for Children and Young Adults • A master’s degree in an appropriate field from an accredited EDST 6304 Production of Instructional Resources I college or university; EDST 6307 Integrating Curriculum & Technology • Two copies of all transcripts; completion of a graduate EDST 6308 Org. and Admin. Ed. Media Tech Programs degree program with a minimum cumulative GPA of 3.25; EDST 6310 Practicum in Ed. Media Services (One semester) • Satisfactory scores on the Miller Analogies Test or the Total required credits 27 credits Graduate Record Examination (taken within the last three years); Educational Partners in Catholic • Students applying for the MA program must also submit satisfactory scores on the Miller Analogies Test (MAT) or Schools (EPICS) the Graduate Record Examination (GRE) taken within the Director: Reverend Kevin M. Hanbury, Ed.D. last 5 years. For full admission, a score in the 30th percentile The Professional Development Program leading to an M.A. or above on the MAT or a combined score (math, verbal, in Education with a concentration in Catholic school teaching writing) of 1400 or above on the GRE is required. For con- has been offered since Summer 2000. The mission of the pro- ditional admission, a score in the 20th percentile on the gram is to recruit and further train recently certified teachers to MAT or a combined score (math, verbal, writing) between serve at least two years in Catholic schools while simultaneous- 1300 and 1399 on the GRE is required; ly earning a graduate degree. The program is designed to enable • Candidates who already possess an advanced degree do not beginning teachers with entry level professional knowledge and need to submit entrance exam scores. An official transcript skill to acquire the advanced competencies needed to become from their graduate program is required; teacher leaders within the Catholic educational community. • Three letters of reference attesting to the applicant’s academ- This special program is available only for individuals who ic ability and personal qualifications, from sources that have will teach in K-12 Catholic schools, live together in communi- a professional relationship with the candidate; ty housing, and participate in spiritual and ethical development • A typed, two-page statement of applicant’s goals and profes- activities while also enrolled in a master’s program. sional interests; and The academic program consists of 12 courses (36 credit • A structured interview with applicant. hours). The courses are organized around four themes: 1. Catholic Heritage (6 credits) Certificate in Information Technologies 2. Information Technology (6 credits) Director: Rosemary W. Skeele, Ed.D. 3. Instructional Excellence (15 credits) Students in any M.A. program may also apply for and 4. Contemporary Issues (9 credits) receive the Seton Hall University certificate in Information The academic program will be organized on a cohort basis. Technologies. There is no New Jersey State certification for Students will be enrolled in a specially sequenced curriculum information technology. The Certificate in Information that will permit the completion of the degree in two years. If Technology program acknowledges students who achieve a level necessary, course substitutions will be allowed if approved by of experience and knowledge with information technologies. the academic director of the program. Completion within two The certificate program is open to any graduate student years is contingent upon enrollment in all courses scheduled enrolled at the University as well as students who are not for the cohort group. enrolled in a full University program.

Certificate Requirements The College will award the Certificate in Information Technologies to students who successfully complete five three- credit information technology courses (15 credits). A maxi-

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mum of 6 credits will be accepted for equivalent courses taken Graduate students may apply the credits earned toward the in other divisions of the University, or for courses taken at certificate to a master’s degree in the Graduate Studies and other colleges. Graduate students may apply the credits earned Special Programs with a concentration in Instructional Design toward the certificate to a master’s degree or an Ed.S. degree in and Technology; Professional Development for Teachers; or the the Educational Media Program. Educational Media Specialist Certificate Program; or the Integrated Math, Science and Technology Program. The Graduate Information Technologies Certificate Program The Undergraduate Certificate in Online Course The following courses may be applied toward the IT certificate. Development and Management Program Select five of the following courses: (15 credits) The following courses may be applied toward the undergrad- EDST 6210 Microcomputing I uate Online Course Development and Management EDST 6212 Microcomputing II Certificate. EDST 6307 Integrating Curriculum and Technology EDST 6213 Access Database Application Required Courses: Development Select all of the following courses: (12 credits) EDST 6214 Web Page Technologies BMIE 4345 Online Course Management EDST 6215 Computer Graphics and Delivery EDST 6216 Electronic Research Technologies BMIE 4348 Online Course Design and EDST 6304 Production of Instructional Resources I Implementation EDST 6305 Production of Instructional Resources II BMIE 3710 Electronic Research Technologies EDST 6314 Multimedia Technologies BMIE 3705 Web Page Technologies EDST 6344 Seminar: Social, Ethical, and Select one of the following courses: (3 credits) Legal Issues in Technology BMIE 3714 Multimedia Technologies EDST 6345 Online Course Management BMIE 4343 Computer Graphics and Animation and Delivery BMIE 4344 Seminar: Social, Ethical, EDST 6347 Special Projects in Technology and Legal Issues in Computing EDST 6348 Computer Networking Fundamentals BMIE 4346 Computer Networking Fundamentals EDST 7348 Online Course Design and Implementation BMIE 4747 Special Projects in Technology EDST 7349/7350Internship in Information BMIE 4349/4350 Internship in Information Technologies Technologies I & II The Graduate Certificate in Online Course Development Certificate in Course Management and Management Program Director: Rosemary W. Skeele, Ed.D. The following courses may be applied toward the graduate Jubilee Hall Room 442 Online Course Development and Management Program (973) 761-9393 Certificate. Required Courses Seton Hall University, a leader in web-based education, is Select all of the following courses: (12 credits) offering an Online Course Development and Management EDST 6345 Online Course Management and Delivery Certificate to help educators and trainers acquire the teaching EDST 7348 Online Course Design and technical skills desirable for online teaching. This certifi- and Implementation cate provides the expertise educators need to teach courses in EDST 6216 Electronic Research Technologies an online learning environment. As a leader in online educa- EDST 6214 Web Page Technologies tion, Seton Hall University offers this program to prepare stu- Select one of the following courses: (3 credits) dents for future success in a high tech world. EDST 6314 Multimedia Technologies A Certificate in Online Course Development and EDST 6215 Computer Graphics Management will enable students to communicate and instruct EDST 6344 Seminar: Social, Ethical, effectively in today’s cyber environment. The certificate pro- and Legal Issues in Technology EDST 6348 Computer Networking Fundamentals gram acknowledges students who achieve a level of experience EDST 7349/7350Internship in Information Technologies and knowledge with design, development, and management of EDST 6347 Special Projects in Technology online courses. The certificate program is open to any graduate student enrolled at the University, as well as students who are not enrolled in a full University program.

Certificate Requirements The College will award the Certificate in Online Course Development and Management to students who successfully complete five three-credit information technology courses (15 credits). A maximum of six credits may be accepted for equivalent experience in other divisions of the University, or for courses taken at other colleges.

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Guide to Acquiring Graduate Credit Conversion of Alternate Route Provisional Teacher Program Hours to Seton Hall University Credit Hours for Alternate Route Provisional Students may acquire credits as they complete each phase of the provisional teacher program. SHU will accept proof of Teacher Program Experiences and completion of the following experiences toward the awarding Master of Arts in Education Programs of 15 graduate credits: for Alternate Route Teachers Phase IA/Phase IB (80 hrs) for Director: Rosemary W. Skeele, Ed.D. EDST 6407 Foundations of Education (3 Cr) Jubilee Hall Room 442 Phase II (60 hrs) for (973) 761-9393 EDST 6408 Child and Adolescent Development (3 Cr) Phase III (60 hrs) for Promoting Professional Practice The College of Education and Human Services at Seton Hall EDST 6409 Life in the Classroom (3 Cr) University is committed to lifelong learning and professional Teaching with mentor (1 Year) for development. We are partners in providing alternative paths to EDST 6460 Contemporary Assessment Practice (3 Cr) and learning and careers in education. We offer a variety of gradu- EDST 6229 Clinical Practice Seminar (3 Cr) ate programs in teaching, professional development, technology, educational media, and leadership to meet career goals. Master’s Degree Programs Students may acquire up to 15 graduate credits in the Students may use the 15 credits awarded for the Provisional College of Education and Human Services based on their expe- Teacher Training Program toward a 36-credit Master of Arts in riences in any NJ-State approved alternate route provisional Education. Seton Hall’s MA programs reflect current good teacher training program affiliated with SHU. For further practice in education and are guided by the National Council information and to obtain forms, please call 973-761-9393 or for Accreditation of Teacher Education (NCATE) standards. email [email protected] The programs are constantly evolving as new ideas, pedagogies, and technologies develop and emerge. The following MA pro- Procedure: grams are available: • Complete a non-matriculated student form. • Professional Development for Educators (21 Cr) • Complete an application to acquire graduate credit. • Instructional Design and Technology (21 Cr - includes IT • Submit copies of Regional Training Center Reports for each certificate) formative Evaluation (Phases I, II, and III) and the • School Library Media Specialist (24 Cr - includes NJ certificate) Summative Evaluation prepared by your principal. • Leadership in the Classroom (21 Cr - includes NJ supervi- (Applicants do not need to submit all phases at once.) sor’s certificate • Payment at 50% of the current graduate tuition rate by • Education Leadership (30 Cr - includes NJ principal’s and check, money order, or credit card (MasterCard, Visa, or supervisor’s certificate) Amex) must accompany application for credits. No fees will be charged. Admission to the M.A. Degree Programs • Seton Hall University will evaluate application materials. A streamlined admissions process has been designed especial- • A grade of “A” or “B” will be awarded to the SHU transcript ly for alternate route teachers. Students will have three years to for the related graduate credits. An “A” reflects an outstand- apply their credits to a degree program at SHU. To be accepted ing rating and a “B” reflects a satisfactory rating. No credits as a candidate for a graduate degree, complete the following: will be awarded for unsatisfactory grades. Courses will appear • Application on the student transcript for the semester in which SHU • $50 application fee, payable to Seton Hall University receives the applicant’s paperwork and payment. The tuition • Official transcripts confirming the completion of an under- rate for that semester will apply. graduate degree and, when applicable, a graduate degree • Credits must be awarded within 3 years of completing the from an accredited college or university alternate route experience. • Two letters of reference from professional and/or academic • 15 awarded credits may be applied to an MA degree at SHU contacts attesting to the applicant’s academic abilities and in Educational Studies or 6 awarded credits may be applied personal qualifications to an MA in Educational Leadership with principal and • Two page, double-spaced, typed statement of goals supervisor certification. • Resume • Interview with an admissions adviser No credits beyond the 15 alternate route training program credits will be accepted in transfer toward the MA programs.

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College of Nursing

Caroline Di Donato Schwartz College of Nursing Building (973) 761-9306 Accreditation The Master of Science in Nursing and the Master of Arts in (973) 761-9285 Nursing Education are accredited by the Commission on nursing.shu.edu Collegiate Nursing Education (CCNE). Dean: Phyllis Shanley Hansell, Ed.D., R.N., F.A.A.N. For further information contact: Associate Dean for Student Affairs and Learning Outcomes Commission on Collegiate Nursing Education Assessment: Linda Ulak, Ed.D, R.N. One Dupont Circle, NW, Suite 530 Associate Dean for Faculty Affairs and Research: T.B.D. Washington, D.C. 20036-1120 Associate Dean for Administration and External Affairs: (202) 887-6791 Marion C. Lapchak, Ph.D., R.N. Director of Recruitment: Jo Bugel, M.A., R.N. Master’s Programs The College of Nursing offers nine 30-46 credit majors lead- Department of Adult Health Nursing ing to the Master of Science in Nursing degree. Areas of con- Faculty: Boreale; Cassidy; D’Antonio; Hart; Ho-Shing; Huryk; centration include Health Systems Administration; Advanced Mauro; Nash-Luckenbach; Porta; Ropis; Rossignol; Ruggiero; Practice Nurse: Acute Care Nurse Practitioner; Pediatric Nurse Russo (Chair); Scura; Serrano; Suozzo; Torchia LoGrippo; Ulak Practitioner; Adult Nurse Practitioner; Gerontological Nurse Practitioner; Women’s Health Nurse Practitioner; Case Department of Family Health Nursing Management/Health Administration and Master of Science in Faculty: Dellert; DeVito; Essoka (Chair); Foley; Jenkins School Nursing. Lothian; Petersen; Wolahan Graduates are prepared to function both independently and interdependently with other members of the healthcare delivery Department of Behavioral Sciences, Community and system and with consumers of nursing service. A base for con- Health Systems tinued inquiry and contributions to the art and science of nurs- Faculty: Blozen; Fortier; Gelmann; Halley-Boyce; Hansell; ing is provided, as are the knowledge and skills to exert a lead- Iglesias (Chair); Olsen; Scharf; Sirota; Sternas; Sturm ership role in the formulation of healthcare policy. The program is preparatory to doctoral study. x09 Gd College of Nursing.qxp 7/24/2007 11:39 AM Page 192

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The College also offers a 30-credit Master of Arts in Nursing The faculty believes that graduate students in nursing initiate Education for nurses who hold a Master of Science in Nursing. as well as contribute to change directed toward improving the The M.A. in Nursing Education program also can be complet- quality of nursing care, education, and leadership. They devel- ed in combination with any of the clinical specialization pro- op skills in analyzing the economic forces of health care and in grams offered by the Graduate Nursing Program. influencing the sociopolitical process as a means of affecting health care at local, national, and global levels. Collegial rela- Certificate Programs tionships among students and faculty at the College of Nursing Five certification programs are offered: a School Nurse are encouraged in an atmosphere that fosters scholarly achieve- Certification program of 30 credits; a 12 credit graduate-level ments, continued development of critical thinking skills, and certificate in Nursing Administration; a 12-credit, graduate- self-actualization. level certificate in Nursing Case Management; a 6-credit Based on this philosophy, the purposes of the graduate nurs- Lamaze International Childbirth Educator certificate Program; ing program are to: and a post-master’s 28-34 credit certification program for nurse 1. prepare practitioners in nursing who are proficient in an practitioners. area of advanced practice Joint Degree Programs 2. provide graduates with the foundation for doctoral study Seton Hall University’s College of Nursing and the Stillman The purposes of the graduate nursing program stated above, School of Business have joined to offer a dual degree M.S.N., as well as the stated philosophy, are the basis for development Health Systems Administration/Master of Business of the following objectives of the master’s program. At the con- Administration (M.B.A.). clusion of the programs, the students will: 1. demonstrate expertise in a specialized area of nursing Doctoral Program knowledge; The College of Nursing offers a 46-credit post master’s in 2. apply advanced theoretical knowledge from the sciences, nursing program leading to the Doctor of Philosophy in humanities and nursing to a specialized area of advanced Nursing (Ph.D.). nursing practice; 3. apply research knowledge and skills to investigate systemati- Historical Overview cally the nature of health and nursing practice; Nursing courses were first offered by Seton Hall University in 1937 with an enrollment of eight students. Each of these 4. provide leadership in interdisciplinary practice for the pur- students received a bachelor’s degree in nursing education in pose of establishing and maintaining high standards of 1940, at which time the School of Nursing Education was nursing and health care; organized as an autonomous division. From this small begin- 5. serve in a consultative role both within the healthcare deliv- ning the College of Nursing has now grown to serve over 400 ery system and to consumer and legislative bodies con- students annually. cerned with health care; Seton Hall University continued to recognize the complexity 6. evaluate health issues and healthcare delivery systems and of modern healthcare delivery and the educational preparation their implications for the profession and for nursing practice; needed to meet these challenges by initiating a graduate pro- 7. exert a positive force on healthcare delivery by initiating gram in nursing in September 1975. It is fully accredited by and supporting changes that are in the best interests of the the Commission on Collegiate Nursing Education (CCNE). profession and the consumer; 8. function proficiently as a facilitator and advocate in mobi- College of Nursing Mission Statement lizing clients towards optimum health; and The College of Nursing’s mission is to educate generalists 9. exemplify a continuing commitment to a system of person- and specialists in nursing at the undergraduate and graduate al and professional values consistent with the American levels. Undergraduate and graduate curricula exist within a uni- Nurses’ Association Code of Ethics and Standards of versity community that embraces a student body enriched by Clinical Nursing Practice. cultural, ethnic, and racial diversity where religious and ethical commitment and academic freedom are valued. The College of Nursing aims to cultivate values in its students and graduates Academic Information that enable a commitment to lifelong learning, service and leadership for the greater good of the global society. Admission Requirements: • a baccalaureate degree with a major in nursing from an Graduate Philosophy N.L.N.A.C. or C.C.N.E. accredited program; The faculty of the College of Nursing believes that graduate • a cumulative “B” average, plus a “B” average in all nursing education is achieved in a values-centered environment with courses; diversity of educational and technological resources, and pro- • registered professional nurse licensure in state of practice fessional experiences that foster creative inquiry. Graduate level and in New Jersey; programs prepare students for entry into professional practice • a statement of professional goals; or advanced role development.

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• professional liability insurance; Credits • satisfactory scores on the Miller Analogies Test (MAT) or Theoretical Basis for Advanced Nursing Practice 3 Graduate Record Exam (GRE); Forces in Health Care 3 Nursing Research 5-6 • letters of reference (one professional, one academic); and Didactic Nursing Courses 6-14 • Prior to enrollment, accepted students need to complete Clinical Nursing Courses 6-17 JCAHO and OSHA requirements for immunization, med- Support Courses 6-14 ical history, and competencies including the American Heart Electives 0-6 Association Certification course for CPR (BLS for Total: 30-46 Healthcare Professionals). Nine to 12 credits per semester constitute a full-time load. It is recommended that for admission to the nurse practi- Students enrolled with 6 credits of which at least 3 credits are tioner track applicants have a minimum of at least one year of clinical are considered full-time equivalent students. Normal nursing experience, prior to enrolling in practicum courses. full-time progression through the program requires a minimum of four semesters. Part-time students may take up to six years Academic Prerequisites to complete the requirements. If the program is not completed The following areas of undergraduate study must be com- in six years, students must apply for an extension. Students’ pleted prior to or concurrent with the first graduate course in programs will be revised, as necessary, to meet current degree nursing and are not credited toward the graduate degree: requirements. Statistics, Nursing Research (if undergraduate program was completed prior to 1982) and a basic physical assessment Clinical Instruction course for nurse practitioner students, completed no more than Clinical instruction in all majors of the graduate program three years prior to enrolling in Practicum I. follows the preceptorship model. At sites serving as placements for development of students’ clinical and functional role Status of Students expertise, agency personnel collaborate with the faculty in iden- Matriculated students may take up to six years to complete tifying master’s and doctorally prepared personnel within the the requirements. Nonmatriculated students may not take agencies who serve as onsite preceptors. Under this collabora- more than 6 graduate credits and are required to make applica- tive model of instruction, students’ learning experiences are tion to the graduate program upon completion of 3 credits. guided and enhanced by the faculty members who have pri- Nonmatriculated students may enroll in NURS 6123 Nursing mary responsibility for students’ progress. The preceptors may Theory and/or NURS 6124 Forces in Health Care prior to appli- include nurses, physicians or members of other disciplines with cation (enrollment in any other course must be approved by the whom the nurse educator, administrator or advanced practice associate dean responsible for graduate nursing programs). nurse interacts. The onsite preceptors are invaluable in helping each student to identify and take advantage of the learning Leave of Absence opportunities available within an institution. Requests for a leave of absence should be sent to Enrollment Services with a copy to be sent to the associate dean responsible Instructional Format for graduate nursing programs and the student’s academic Courses are offered in the classroom and online. Please refer adviser. Upon return to the University, the student must notify to the SetonWorldWide section of this catalogue for informa- the associate dean responsible for graduate nursing programs tion about online program offerings. and meet with the program director. Students who have an interruption in their practicum sequence will have a remedia- Selected Academic Policies of the tion plan to assure success in their program. This is developed on a case by case basis. Such plans may include skill evalua- Department of Graduate Nursing tion, additional studies and fees. Add/Drop Policy: Clinical Nursing Courses. A student is not permitted to change from one clinical course to another Student Organizations once the semester has started. Graduate nursing students are eligible to apply for membership in the Gamma Nu Chapter of Sigma Theta Tau, Academic Standards International Honor Society of Nursing. The Gamma Nu 1. The following academic standards apply to all students Chapter presents scholarly programs throughout the academic enrolled in the Graduate Program. year and also sponsors an annual research day. The honor society a. Students are required to maintain a cumulative grade serves as a positive vehicle for dialogue among nurse scholars. point average of at least 3.0 in both nursing and non- nursing courses. Degree Requirements b. Students receiving a first grade of “C” or “C+” in any For the Master of Science degree, satisfactory completion of course will receive notification from the Associate Dean 30-46 credits in the following areas is required: stating that they are not in good academic standing.

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Students are required to contact their adviser immedi- scholarly presentations at the state and national level. They also ately upon receiving notification. promote scholarship through publications and service on the c. If students earn a second grade of “C” or “C+” in the editorial boards of refereed journals. same or subsequent semester they will be dismissed In keeping with the College of Nursing’s belief in the impor- from the program. tance of active involvement in professional and community d. If students receive a grade of “F” in any course, they activities, many members of the College of Nursing faculty and will be dismissed from the program. administration are active with and hold positions of leadership e. Students who are dismissed from the graduate nursing in a variety of professional organizations. program have the right to appeal the dismissal decision. In addition, the clinical faculty are certified in their areas of Appeal procedures are posted on the College of Nursing practice, exemplifying the College’s belief that excellence in web site. teaching demands expertise in practice. 2. Students enrolled in post-master’s certificate programs must adhere to the same academic standards as outlined above. Learning Resources The College is one site where didactic instruction is provid- 3. Students in the Ph.D. in Nursing Program also must adhere ed and has its own building, with classrooms designed to to the same academic standards as outlined above. accommodate various class sizes and teaching strategies, such as 4. Students who wish to change their nursing major within seminar rooms, small to large classrooms and an amphitheater the graduate programs must consult with the program seating 150 people. director from the current program and the program director The College has a large media and learning resources center from the desired program. The program directors send with extensive audiovisual holdings and a state-of-the-art com- their recommendations to the Associate Dean who will puter laboratory. The College also has a sophisticated Patient make the decision of eligibility for transfer and notify the Care Simulation Learning Laboratory equipped with a patient student of the conditions of such transfer. care simulator, a full range of physical examination and treat- 5. Registering for a course during pre-registration does not ment equipment, as well as audiovisual materials. Students use assure admission into the course. the laboratory to reinforce preparation in advanced physical and psychosocial assessment skills. Financial Aid A wide variety of clinical sites are used to prepare students In addition to aid available through Enrollment Services, with the advanced nursing knowledge and skills necessary for full-time graduate nursing students are eligible to apply for the their roles as educators, administrators or advanced nurse prac- following aid through the Division of Graduate Nursing titioners. Programs. Lab Fees Federal Nurse Traineeships Students enrolled in Practicum I will be assessed a laboratory These awards cover a proportion of the students’ tuition fee of $100. expenses. Any full-time matriculated nursing student who is a United States citizen is eligible. The Associate Dean will supply the requirements for this award. M.S.N., Health Systems Administration Veterans Administration Health Professional Nurse executives require the sound clinical knowledge and Scholarship Program Scholarship awards available to full-time students pursuing business skills necessary to function effectively within today’s graduate preparation in gerontology. The scholarships are part integrated healthcare delivery systems. Students will be taught of a competitive federal program that makes awards that pro- organizational and financial management perspectives about vide for the payment of a monthly stipend, tuition, fees and organizations that provide services through horizontal and ver- other reasonable educational expenses, including books and tical integration initiatives. laboratory expenses. In return for each year of award, scholar- Graduates will be fully prepared to advocate for and direct ship recipients must agree to serve one year as full-time Veteran the provision of high quality patient care while at the same Administration employees in the Department of Medicine and time addressing realities of the costs. Surgery with a minimum service obligation of two years. The M.S.N. in Health Systems Administration focuses on the new sets of skills demanded by today’s healthcare environ- Faculty Preparation ment: teamwork, global thinking, multitasking, creativity and Faculty teaching courses in the Graduate Nursing Division flexibility. hold advanced degrees in nursing. The majority of the faculty Along with clinical expertise, students learn to be responsive possess an earned doctoral degree and are actively engaged in to the needs of multiple constituencies from patients to physi- post-doctoral research. cians in a multidisciplinary environment that integrates the lat- Faculty seek to disseminate nursing knowledge through the est technology into the strategic planning process. Students are provision of consultation as accreditation visitors and through empowered with the requisite management skills to be leaders in healthcare decision-making.

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Curriculum Plan: M.S.N. Health Systems Administration ized attention, as well as supportive career direction and guid- Required Courses Credits ance. All students will be assigned to the program director of NURS 6123 Theoretical Basis for Advanced the M.S.N./M.B.A. program as their academic adviser. Nursing Practice 3 NURS 6124 Forces in Health Care 3 Curriculum Plan: M.S.N./M.B.A. NURS 6224 Nursing and Health Systems Required Courses Credits Administration 3 NURS 6123 Theoretical Basis for Advanced NURS 7141 Research I 3 Nursing Practice 3 NURS 7143 Research II 2 NURS 6124 Forces in Health Care 3 NURS 7144 Research Colloquium 1 NURS 6224 Nursing and Health Systems NURS 6304 Case Management 3 Administration 3 NURS 6305 Financial Management of NURS 7141 Research I 3 Health Care Systems 3 NURS 7143 Research II 2 NURS 7307 Managed Care and Reimbursement NURS 7144 Research Colloquium 1 Systems* 3 NURS 6305 Financial Management of NURS 6306 Legal and Risk Management Health Care Systems 3 Issues in Health Care 3 NURS 7307 Managed Care and Reimbursement NURS 7310 Managerial Internship* 3 Systems 3 NURS 7308 Executive Internship* 3 NURS 7308 Executive Internship in Health Systems Total: 33 Administration, Legal and Risk * Denotes clinical course Management 3 BMGT 7960 Special Topics in Management 3 BMBA 8105 Nursing Pre-qualification Sequence 0 M.S.N., Health Systems Administration/ BMBA 9101 Decision Making I 4 Master of Business Administration, BMBA 9102 Decision Making II 4 BMBA 9202 International Perspective 2 M.B.A. BMBA 9103 Financial/Accounting and Seton Hall University’s College of Nursing and the Stillman Legal Considerations 4 School of Business, both recognized leaders in their fields, have BMBA 9104 Human Interaction and Market Orientation 4 joined to offer nurses the clinical knowledge and business skills BMBA 9306 Management and Application of IT 2 needed to function effectively within today’s integrated health- Guided Electives 5 care delivery systems. Graduates receive both an M.S.N. BMBA 9400 Business Policy 2 (Master of Nursing, Health Systems Administration) and an Total: 54 M.B.A. (Master of Business Administration). As nurse executives, they will be fully prepared to advocate quality patient M.A. Program in Nursing Education care while at the same time addressing administrative issues. The M.S.N. in Health Systems Administration focuses on and Combination M.S.N./M.A. the new set of skills demanded by today’s healthcare environment: teamwork, global thinking, multitasking, creativity and Program flexibility. Along with clinical expertise, students learn to be The Graduate Nursing Program offers a Master of Arts in responsive to the needs of multiple constituencies from patients Nursing Education to prepare nurses who have already com- to physicians. The M.B.A. provides a newly revised multidisci- pleted a master’s degree in advanced practice for positions in plinary environment integrating the latest technology into the educational settings that include the following: in-service edu- strategic planning process. cation, continuing education and higher education. Students are empowered with the requisite management The M.A. in Nursing Education can be completed in combi- skills to be leading healthcare decision makers.. The combined nation with any of the advanced practice programs offered at M.S.N./M.B.A. program offers both full-time and part-time Seton Hall, or following the completion of any NLNAC or options to meet the needs and time constraints of nurse profes- CCNE accredited master’s program in which the applicant sionals. Students will take 24 credits within the College of majored in an advanced practice specialization. The combina- Nursing and 30 credits within the School of Business. tion M.S.N. and M.A. program requires completion of a total of 62 credits. Additional courses may be required depending Full-time students can complete the M.S.N. and M.B.A. in upon the specialty selected. three years. A part-time option allows students to complete the M.S.N. and M.B.A. in 42 months.

The Faculty Faculty members at the College of Nursing and Stillman School of Business include distinguished educators, researchers and practitioners who bring real-world management perspectives to the learning environment. Students receive individual-

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M.A. in Nursing Education Degree Requirements M.S.N. – Nurse Practitioner Required Courses Credits Students selecting the nurse practitioner tracks are prepared CLLB 6234 Foundations and Practices as Pediatric or Adult Nurse Practitioners. of Higher Education 3 Students in the Pediatric track may have a focus on: (1) the Guided Elective 3 NURS 6231 Teaching Methodologies 3 maintenance and promotion of health and the management of NURS 7241 Curriculum Structure and children with minor, acute and/ or chronic illness in ambulato- Development in Nursing 3 ry care settings; (2) the maintenance and promotion of health Elective 3 of the school-age population with emphasis placed on the Computer Elective 3 assessment and management of children with disorders that CLLB 6441 Measurement and Evaluation 3 impede the learning process; or (3) restoration and promotion NURS 7355 Final Role Practicum in of health for children in acute care settings. Nursing Education 3 Students in the Adult track may have a focus on (1) the pri- Role Support Course 3 Support Course 3 mary prevention and management of adults with minor, acute Total: 30 and stabilized chronic illnesses in ambulatory care settings; (2) restoration and promotion of health for adults in acute care Electives for Nursing Education Majors setting. Electives must be approved by the adviser. The major emphases of role preparation for the nurse practi- Suggested role support courses: tioner tracks are to develop graduates with: (1) expertise in the CPSY 6505 Principles of Learning and provision of health care; and (2) leadership ability in today’s Behavior Modification 3 health care environment. Students complete courses in theory EDAS 6666 Supervision of Instruction of advanced nursing practice, where they develop skill in mak- and Evaluation 3 ing independent clinical judgments, as well as participate in EDAS 6761 Finance in Administration 3 experiences involving peer review; client advocacy, the development of collaborative, interdisciplinary relationships and role M.S.N./M.A. Combination Program Sample Curriculum negotiation. Clinical instruction is carried out by nurse/physi- The following is a sample program for the primary healthcare cian teams that actively model collaborative practice behaviors. (adult nurse practitioner) track. Adjustments are made for other tracks. This model of instruction allows the student to see the complementary roles of the advanced practice nurse and the physician Required Courses Credits and demonstrates the unique contributions of nursing to the NURS 6123 Theoretical Basis for care of clients. An introductory basic physical assessment Advanced Nursing Practice 3 course is required within three years prior to beginning NURS 6124 Forces in Health Care 3 Graduate Nursing Practicum I. NURS 7142 Nursing Research I 3 NURS 7143 Nursing Research II 2 NURS 6228 Health Promotion I 2 Required Courses: Pediatric Nurse Practitioner NURS 6229 Health Promotion II 2 Credits NURS 6411 Advanced Clinical Pathophysiology 3 NURS 6123 Theoretical Basis for Advanced NURS 6415 Clinical Pharmacology 3 Nursing Practice 3 NURS 7339 Graduate Nursing Practicum I 5 NURS 6124 Forces in Health Care 3 NURS 7243 Primary Health Care: Older Years 3 NURS 7141 Nursing Research I 3 NURS 7343 Graduate Nursing Practicum II 3 NURS 7143 Nursing Research II 2 CLLB 6234 Foundations and Practices NURS 6228 Health Promotion I 2 of Higher Education 3 NURS 6229 Health Promotion II 2 NURS 6231 Teaching Methodologies 3 NURS 6411 Advanced Clinical Pathophysiology 3 NURS 7246 Advanced Primary Health Care: NURS 6415 Clinical Pharmacology 3 Older Years 3 NURS 7339 Graduate Nursing Practicum I 5 NURS 7356 Graduate Nursing Practicum III 3 NURS 7242 Advanced Nursing Practice I - CLLB 6441 Measurement and Evaluation 3 Younger Years 3 NURS 7363 Graduate Nursing Practicum IV 3 NURS 7344 Graduate Nursing Practicum II- Computer Elective 3 Younger Years 3 NURS 7241 Curriculum Structure NURS 7244 Advanced Nursing Practice II - and Development in Nursing 3 Younger Years 3 NURS 7355 Final Role Practicum in NURS 7357 Graduate Nursing Practicum III- Nursing Education 3 Younger Years 3 NURS 7453 Advanced Professional NURS 7364 Graduate Nursing Practicum IV- Role Enactment 3 Younger Years 3 Total: 62 NURS 7453 Advanced Professional Role Enactment 2 Total: 43-45

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Required Courses: Adult Nurse Practitioner School Nurse Certification Credits Graduate study in the school nurse certification program NURS 6123 Theoretical Basis for Advanced reflects the conviction that the school nurse should play a sig- Nursing Practice 3 nificant role as a school and community healthcare provider. NURS 6124 Forces in Health Care 3 NURS 7141 Nursing Research I 3 The curriculum is designed to include information and skills NURS 7143 Nursing Research II 2 of specific relevance to school nursing, school health and com- NURS 6228 Health Promotion I 2 munity health care. Emphasis is on prevention of illness, health NURS 6229 Health Promotion II 2 education, health promotion and health maintenance. NURS 6411 Advanced Clinical Pathophysiology 3 In addition, courses in foundations of education, curriculum NURS 6415 Clinical Pharmacology 3 design and strategies in teaching prepare the school nurse for NURS 7339 Graduate Nursing Practicum I 5 classroom teaching. A practicum in school nursing and teach- NURS 7243 Primary Health Care: Older Years 3 ing is required. NURS 7343 Graduate Nursing Practicum II- Older Years 3 Students in this program are College of Nursing students NURS 7243 Advanced Primary Health Care: who have been admitted to the School Nurse Certification pro- Older Years 3 gram but are not matriculated for a graduate degree. Upon NURS 7356 Graduate Nursing Practicum III- completion of 30 credits in required courses, students are eligi- Older Years 3 ble for New Jersey State Department of Education School NURS 6221 Health Concepts for Aging 3 Nurse Certification. Up to 15 credits of previous coursework NURS 7363 Graduate Nursing Practicum IV- may be transferred to meet certification requirements. Older Years 3 NURS 7453 Advanced Professional Courses are offered in the evening on a full-time or part-time Role Enactment 2 basis. The supervised field experience is a daytime experience. Total: 43-46 Admission Requirements M.S.N., Case Management/ • A baccalaureate degree from an accredited college or university. • A cumulative “B” average. Health Administration • Current licensure as a registered professional nurse in New In the current healthcare climate of rapid change in technol- Jersey. ogy and patient care services, coupled with increasing implementation of managed care systems, healthcare professionals • Professional liability insurance. are seeking mechanisms for enhancing quality while accom- • Health clearance prior to field experience. plishing cost-effective care. Knowledge of the continuum of • Hold current CPR and AED Certification. resources available within the healthcare delivery system and in the community is essential. Integration of case management Curriculum Plan for School Nurse Certification Program initiatives into the strategic mission of the organization facili- If no prior coursework is accepted for transfer, students must tates a collaboration that will produce integrated programs pro- complete all of the following courses: viding the best possible patient care outcomes and ensuring Credits organizational survival and success. NURS 6011 School Nursing 3 The program requires a total of 30 credits. NURS 6012 Supervised Field Experience and Seminar in School Nursing/Teaching 5 Required Courses: Case Management/Health Systems CPSY 6102 Psychology of Human Development 3 NURS 6227 Health Assessment of Credits the School Aged Individual 3 NURS 6123 Theoretical Basis for Advanced EDST 6352 Risk Prevention and Intervention 2 Nursing Practice 3 EDST 6001 Comprehensive Approach to NURS 6124 Forces in Health Care 3 the Exceptional Leaner 3 NURS 7141 Nursing Research I 3 NURS 6225 Teaching Methodologies and Curriculum NURS 7143 Nursing Research II 2 Development 3 NURS 7144 Research Colloquium 1 CLLB 6233 Community Health 3 NURS 6224 Nursing and Health Systems EDST 6324 Human Relations 3 Administration 3 NURS 6309 Legal/Ethical Issues NURS 6304 Nursing Case Management 3 in School Nursing 2 NURS 6305 Financial Management of Total: 30 Health Care Systems 3 NURS 6306 Legal and Risk Management Issues in Health Care 3 NURS 7307 Managed Care and Reimbursement 3 NURS 7310 Managerial Internship 3 Total: 30

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School Nurse Certification Certificate Requirements Credits If prior coursework is transferred, students generally com- NURS 6224 Nursing and Health Systems plete the following: Administration 3 NURS 6011 School Nursing 3 NURS 6305 Financial Management of Health Care NURS 6012 Supervised Field Experience Systems 3 and Seminar in School Nursing/Teaching 5 NURS 6306 Legal and Risk Management Issues in EDST 6352 Risk Prevention, Reduction Health Care 3 and Intervention 2 NURS 7307 Managed Care and Reimbursement EDST 6001 Comprehensive Approach to Systems 3 the Exceptional Learner 3 Total: 12 NURS 6225 Teaching Methods and Note: With permission from the program director, students may elect to Curriculum Development 3 substitute other courses offered within the College of Nursing for one of the above. M.S.N. in School Nursing* This program reflects the conviction that the school nurse Post-Master’s Certificate Program plays a significant role in the school and community as a health care provider. The curriculum is designed to include informa- Advanced Practice: Adult Nurse Practitioner/Pediatric tion of specific relevance to school nursing, school health and Nurse Practitioner community health care. These programs are designed to prepare the nurse with a This program is designed for the certified school nurse who master’s degree in nursing to become a nurse practitioner. They has a Bachelor of Science in Nursing. Nine credits will be given are 18-32 credit (30 credits for those wishing to earn a second for school nurse certification courses taken at Seton Hall master’s degree) programs that include didactic and clinical University. (School nurse certification not taken at Seton Hall courses. Students gain in-depth knowledge of human develop- University will be evaluated by the faculty.)Required Courses: ment and develop clinical skills necessary for complete health M.S.N. in School Nursing assessment and management of acute, minor illnesses and stabilized chronic illnesses. Required Courses Credits NURS 6123 Theoretical Basis for Advanced Clinical placements are individualized and congruent with Nursing Practice 3 certification requirements. Placement is made with certified, NURS 6124 Forces in Health Care 3 experienced advanced nurse practitioners. NURS 7141 Nursing Research I 3 Upon completion of the program, graduates are eligible to NURS 7143 Nursing Research II 2 apply for certification as advanced nurse practitioners with the NURS 7244 Nursing Research Colloquium 1 appropriate certifying body. NURS 6227 Health Assessment of the School-aged Individual 3 NURS 6309 Legal/Ethical Issues in School Health 2 Required Courses: Post-Master’s Certificate NURS 7015 Communication and Counseling Credits in School Health 3 NURS 6228 Health Promotion 2 NURS 7016 Contemporary Issues/Family NURS 6229 Health Promotion II 2 Dynamics in School Health 2 NURS 6416 Advanced Clinical Pathophysiology 3 NURS 7145 Leadership, Management, and NURS 6415 Clinical Pharmacology 3 Administration in School Health 3 NURS 7339 Graduate Nursing Practicum I 5 Total: 25 Plus 9 credits from school nurse certification program 9 Adult or Gerontological NP Total: 34 NURS 7243 Primary Health Care Theory- Older Years 3 *Courses may be altered to reflect changes being made by the N.J. State NURS 7343 Graduate Nursing Practicum II- Education Department. Older Years 3 NURS 7246 Advanced Primary Health Care Theory-Older Years 3 Certificate in Health NURS 7356 Graduate Nursing Practicum III- Systems Administration Older Years 3 Graduate study in the Health Systems Administration certifi- NURS 7363 Graduate Nursing Practicum IV- cate program provides nurses with the opportunity to explore Older Years 3 NURS 6221 Health Concepts for Aging* 3 areas in nursing that will expand their roles within the profession. The program requires completion of the four specialty cours- Pediatric NP es of the master’s degree program and is designed to meet the NURS 7242 Advanced Nursing Practice I- Younger Years 3 needs of nurses interested in moving into more senior adminis- NURS 7244 Advanced Nursing Practice II- trative positions. Students admitted to the Certificate in Health Younger Years 3 Systems Administration program are not matriculated for a NURS 7344 Graduate Nursing Practicum II- graduate degree but may apply for graduate studies at any time Younger Years 3 during the program.

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NURS 7357 Graduate Nursing Practicum III- NURS 6006/CLLB 6006 Childbirth Education: Younger Years 3 Seminar 2 NURS 7364 Graduate Nursing Practicum IV- NURS 6008/CLLB 6008 Childbirth Education: Younger Years 3 Post-seminar course 2 *Required for gerontological track Total: 6 Certificate in Case Management Ph.D. in Nursing Program Graduate study in the Case Management certificate program Program Director: T.B.A. provides nurses with the opportunity to explore areas in nursing that will expand their roles within the profession. The pro- The 46-credit, post-masters Ph.D. in nursing curriculum is gram requires completion of the four specialty courses of the comprised of core and related course requirements in knowl- master’s degree program and is designed to meet the needs of edge development in nursing, research methods, and select cog- nurses interested in moving into a case management role or nates. These courses may be taken from within the College of into a more senior administrative position. Students admitted Nursing or from existing course offerings from other schools to the Certificate in Case Management program are not and colleges within the university with permission of the matriculated for a graduate degree but may elect this option at department chair. any time during the program. Students will identify a research concentration, which will culminate in a doctoral dissertation focusing on clinical out- Certificate Requirements Credits comes and evidence-based practice in academic, research, clini- NURS 6224 Nursing and Health Systems Administration 3 cal practice, healthcare administration, or policy environments. NURS 6304 Case Management 3 The primary goal of the Ph.D. in nursing program is to pre- NURS 6305 Financial Management of pare nurse scholars for a lifetime of intellectual inquiry, creative Health Care Systems 3 scholarship and research. NURS 7307 Managed Care and Reimbursement 3 Criteria for Admission Total: 12 The following are required for admission to the Ph.D. in Note: With permission from the program director, students may elect to Nursing Program substitute other courses offered within the College of Nursing for one of the • Graduate of an NLN, NLNAC or CCNE accredited above. Master’s Program in Nursing with a minimum of 3.0 GPA. • Resume or Curriculum Vitae Lamaze International Childbirth • Statement of career goals and research interests Educator Certificate Program • Two letters of recommendation The Lamaze International Childbirth Educator Program is • Writing sample designed to prepare the nurse to meet the highest standard in • Official Transcripts from all post-secondary colleges and childbirth education. It is a 6-credit program that combines schools attended, both undergraduate and graduate. both academic and practical learning experiences. Graduates of • Satisfactory score on the Graduate Record Exam (GRE) this program will demonstrate the competencies that are essen- • Documentation of nursing licensure within the United tial for practice as a childbirth educator and reflect the special- States ized knowledge of a childbirth educator certified by Lamaze International. • TOEFL scores and WES reports for all nurses educated outside the United States and/or educated in a language Students who successfully complete this childbirth educator other than English program are eligible to take the Lamaze International Childbirth Educator Certification Examination. Lamaze certifi- • Application fee of $75.00 cation demonstrates to consumers, professional colleagues and • Selected Candidates will be invited for a personal interview employers that individuals have acquired specialized knowledge and skills as a childbirth educator and are prepared to offer Pre-Dissertation Advisement high-quality education programs to childbearing women and Students will be assigned to an academic adviser upon their families. admission to the program, based upon the student’s area of interest. Once a dissertation committee is selected the chair of Admission Requirements the dissertation committee will assume the responsibility of 1. Baccalaureate degree in nursing from an NLNAC or academic advisement. CCNE-accredited program. The academic adviser or dissertation committee members 2. Current license in their state of practice. must approve selection of cognates. The cognate courses must support the topic of the dissertation. Students are carefully Certificate Requirements Credits advised to identify a research concentration early in the doctor- NURS 6005/CLLB 6005 Childbirth Education: al program. Pre-seminar course 2

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Dissertation Committee III. All students will take the following core dissertation courses: Students will select dissertation committee members accord- Dissertation Sequence: 8 credits ing to their research interests. The dissertation committee will NURS 9901 Doctoral Colloquium 2 consist of a chairperson from the College of Nursing and two NURS 9902 Dissertation Seminar I 3 additional members. One of the additional members will be NURS 9903 Dissertation Seminar II 3 from the College of Nursing and the second additional mem- NURS 9904 Dissertation Advisement** 1 ber will be from outside the College of Nursing. One of the ** Students who have finished coursework but have not passed proposal committee members should have expertise in the research review must attend the one credit doctoral colloquium until successful methods appropriate to the student’s dissertation and be able to completion of proposal review. advise the student in the appropriate methodology. All com- IV. All students will select cognates related to the focus of their mittee members should have expertise in the selected research dissertation for a total of 12 credits, based on advisement topic. With special permission of the Director of the Doctoral and department approval. Program, the third committee member may be a qualified individual from outside the University. Course Descriptions Ph.D. Candidacy Requirements CLLB 6003 (NURS 6003) HIV/AIDS: Concepts and Issues Students must qualify for candidacy in the doctoral program Multidisciplinary exploration of the relevant concepts and through participation in a scholarly dialogue that includes the issues of HIV/AIDS. Major focus on legal, political, social, development and presentation of a comprehensive concept medical and ethical issues. 3 credits paper to a faculty committee. Students must qualify for candidacy before they may begin the dissertation process. CLLB 6004 (NURS 6004) Women and Health Once students have passed dissertation proposal review, they A multidisciplinary forum for the exploration and analysis of must register for the one-credit dissertation advisement each relevant concepts and issues of women’s health. 3 credits semester that they are not registered for another 3-credit course CLLB 6005 (NURS 6005) Childbirth Education: until they have passed the final oral defense of dissertation. Pre-seminar course This course is designed to help the childbirth educator candidate acquire the knowledge necessary to Course Requirements teach expectant parents childbirth education. This pre-seminar I. All doctoral students will take the following core nursing course is one of three approved by Lamaze International as science courses: meeting the requirements to take the Lamaze International Nursing Science Core: 14 credits Childbirth Educator Certification Examination. 2 credits GMHS 7403 Philosophy of Science 3 NURS 8101 Emerging Nursing Theory 3 CLLB 6006 (NURS 6006) Childbirth Education: Seminar NURS 8102 Building Nursing Knowledge: An intensive three day, workshop that is designed to provide Evidence for Practice 3 the candidate with knowledge, skills and resources to prepare NURS 8103 Special Topics in Health Care 2 them to become a Lamaze International certified childbirth GMPA 7302 Biomedical Ethics educator. Educator National Certification Examination. (or other ethics course) 3 2 credits II. Students will select from one of the following quantitative CLLB 6008 (NURS 6008) Childbirth Education: Post- or qualitative research course sequences: Seminar Course Quantitative Research Sequence: 12 credits This course is designed to support qualified candidates to NURS 8701 Research Design and Methods of develop a childbirth education course design to prepare the Inquiry in Nursing 3 childbearing family for pregnancy, labor, birth and the early CPSY 7005 Statistical Theory and parenting period. 2 credits Computer Application I 3 CPSY 7006 Statistical Theory and CLLB 6233 (NURS 6233) Community Health Computer Application II 3 Basic factors in providing community-based health care; assess- ELMP 8890 Survey Research ments of community needs, community organization and plan- (or other Method Course) 3 OR ning, community politics and the relationship of consumers and providers; scope of practice of healthcare professionals, Qualitative Research Sequence: 12 credits including interdisciplinary collaboration and the organization NURS 8701 Research Design and Methods of of healthcare delivery systems. 3 credits Inquiry in Nursing 3 CPSY 7005 Statistical Theory and CLLB 6234 Foundations and Practices of Higher Education Computer Application I 3 An examination of current beliefs, values, practices and related NURS 8702 Qualitative Research Design 3 issues in higher education. 3 credits NURS 8703 Qualitative Research Analysis 3

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CLLB 6240 Foundations in Continuous Quality Leadership skills are identified in managing care for diverse Improvement client populations. Specific emphasis is placed on epidemiolog- Provides a basic understanding of the cultural, mechanical and ical, sociocultural, financial, and political issues in a multicul- developmental processes necessary to create a successful quality tural environment. Students analyze the interactions of govern- environment within an organization. 3 credits ment authorities, delivery systems, the financing of healthcare, regulation, competition, and organizational innovation. CLLB 6241 Grant Writing 3 credits Students are actively involved in the grant writing process. They will select a funding source, develop a complete grant NURS 6226 Perspectives/Forensic Nursing proposal and have it reviewed in a mock study session in class. This course establishes the foundation for forensic decision 3 credits making in advanced nursing practice. The emphasis is on the holistic approach of victims from a sociological and psychologi- CLLB 6441 Measurement and Evaluation cal perspective. This course includes the scope and responsibili- This course provides students with opportunities to acquire ties of advanced nursing practice as it interfaces with the justice skills in the development, evaluation, selection and use of eval- system. 3 credits uation instruments that measure a variety of intended learning outcomes. 3 credits NURS 6227 Health Assessment of the School-Aged Individual NURS 6011 School Nursing Presents a practical, systematic, clear approach to the assess- Study of the organization and administration of school health ment of children. Methods in approaching the school aged services. Role and function of the nurse in a school setting with individual and findings that are relevant to common health a focus on health assessments and management. Prerequisites: problems and practices are included. Important deviations are registration in the school nurse certification program and facul- highlighted thereby assisting the school nurse in clinical deci- ty permission. 3 credits sion making. Comprehensiveness of assessment is assured NURS 6123 Theoretical Basis for Advanced Nursing Practice through the use of family assessment and involvement of the This course will provide an introduction to the nature of psychological as well as the physical aspects of the school aged knowledge and theory through study of selected major philo- individual’s functioning. Collaborating (and referring as neces- sophical and theoretical orientations that provide the founda- sary) with other professionals is emphasized. 3 credits tion for nursing practice. 3 credits NURS 6228 Health Promotion I NURS 6124 Forces in Health Care The focus of the first part of this two semester course is on pri- Examines the issues and concepts relevant to understanding the mary, secondary and tertiary levels of prevention across the life relationships between social networks, biomedical ethics and span. The first part of the course allows students to refine and health policy. 3 credits augment their knowledge of biopsychosocial changes across the lifespan and their impact on preventive health care needs. Age NURS 6221 Health Concepts for Aging and condition specific strategies for health promotion are syn- This didactic course is designed to explore issues related to care thesized from the physical, social and psychological sciences. of the elderly, including healthful aging, and issues related to The student studies the nursing process, emphasizing the appli- chronic illness and frailty. Age related changes and the biopsy- cation of a theoretical and research framework for providing chosocial theories of aging will provide the foundation for primary health care. Current and evolving modes of health understanding key aspects of healthful aging. Principles of evi- care delivery and the need for interdisciplinary collaboration in dence-based practice will be utilized to explore the manage- the provision of comprehensive health promotion and screen- ment of chronic health problems unique to older adults. An ing are analyzed. 3 credits analysis of public policy and the impact of the prospective payment system in long-term care will highlight the constraints of NURS 6229 Health Promotion II healthcare services to institutionalized and community residing This is the second part of this two semester course. During elders. 3 credits this semester the student will be introduced to the complex phenomena of escalating risks and adverse events across the NURS 6223 Health Promotion lifespan. Violence and its consequences will be addressed as Comprehensive healthcare needs identified for individuals of all well as a variety of evidenced-based approaches in the treat- ages. Current and evolving healthcare delivery. 3 credits ment of all individuals and groups, those who are directly affected and others who bear witness to violent acts. The stu- NURS 6224 Nursing and Health Systems Administration dent continues to view the person/family/community at risk This course addresses the political, social, legal, and ethical from a nursing perspective and will also integrate new theories realities affecting nursing administrators in integrated health and strategies for screening and early intervention programs. care delivery systems. Theoretical as well as operational per- Current and innovative health care prevention models, interdis- spectives are presented, particularly as they distinguish nursing ciplinary collaborations, (particularly in public health) and the administration from business administration. Content focuses provision of comprehensive health promotion and screening are on developing broad knowledge of the emerging nursing and analyzed. 3 credits health care issues facing nurse managers and executives.

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NURS 6231 Teaching Methodologies them to analyze policy issues, enhance their political knowledge Content and teaching strategies to enable the student to relate and skills, and to prepare them for leadership roles in shaping learning to the instructional process, and to assess learning policies that affect the school health. The impact of criminal, styles and needs, write performance objectives, design and civil and family proceedings upon children are discussed, the deliver instructional units and evaluate student performance, rights of children, the ethical and legal implications, right con- instructional products and instructional procedures. 3 credits fidentiality, and current testimony procedures are covered. 2 credits NURS 6304 Case Management Investigates the role of the nurse case manager in a managed NURS 6411 Advanced Clinical Pathophysiology care environment, within and across organizations, with a focus Pathogenesis of major conditions will be presented. Symptoms on integrated health care delivery systems. The exploration of and signs of clinical situations will be analyzed and discussed in community resources as a source of client support, and the order that the student may have an understanding of the etiol- basic concepts of insurance, utilization management, legal/ethi- ogy of health deviations as well as a cognizance of the rationale cal dilemmas, discharge planning, and total quality manage- for their management. 3 credits ment are selected educational components. The case management process will be explored fully with special attention to NURS 6415 Clinical Pharmacology strategies employed to maximize reimbursement and minimize Provides a working knowledge of pharmacotherapeutics, with claims denials. Student will examine ways in which the case emphasis on therapeutic needs of the ambulatory client, from management process may be used to promote health and childhood through older years. Basic concepts in qualitative reduce exacerbations of disease. Case management initiatives and quantitative drug actions within the body. 3 credits employed with specific multicultural clinical populations will NURS 6991-6993 Independent Study in Nursing be discussed with a focus on patient and family education to Opportunity for graduate nursing students to study a selected maximize health. 3 credits area or problem in nursing and to enhance the ability for self- NURS 6305 Financial Management of Health Care Systems directed learning. Students are assigned or select qualified fac- This course will focus on the financial aspects of integrated ulty to serve as consultants. 1/2/3 credits health care delivery systems. Basic principles of economics and NURS 7000 Curriculum Structure and Development accounting will be reviewed as they relate to health care organi- The focus of this course is on evolving concepts of curriculum zations. Students will learn about the types of financial state- development, current practices and trends. Emphasis is on ments used in health care organizations with a focus on operat- understanding, organizing the curriculum, the relationship of phi- ing statements, balance sheets, and various types of budgets. losophy to curriculum development and higher order thinking Emphasis will be on the synthesis of clinical and financial oper- that unifies curriculum. Instruction and learning principles uti- ations in ways that limit resource consumption and maximize lized are applicable for primary, secondary or higher education. resource utilization. 3 credits 3 credits NURS 6306 Legal and Risk Management Issues in NURS 7015 Communication and Counseling in School Health Health Care Examines the function of theories of counseling and communi- This course examines the increased importance of legal issues cation in the school setting. Allows the student to develop their in healthcare administration and the attendant risks that these personal theory of counseling and the interpersonal skills that present to administrators in the current environment of man- assist children/adolescents, families and others. Skill building aged care. Students will study legal principles that guide nurses behaviors various techniques and training methodologies will in general and specialized areas of practice. The course will be emphasized. 3 credits introduce nursing law, relate nursing practice to the legal system, and cover nursing law and the patient, nursing law and NURS 7016 Contemporary Issues/Family Dynamics in management, specialization and forensics. Risk management is School Health the complex set of tasks, functions and decisions carried out Explores the wide range of dynamics affecting the school aged with the objective of reducing organizational liability and losses. child and his/her family. In depth discussion of such topics as: The course will address the broad and divergent elements of divorce, substance abuse, eating disorders, psychosomatic disorders, psychosis, AIDS, STDs, violence and abuse, bioterrorism, healthcare risk management that healthcare facilities and adminis- depression, ADD & ADHD, behavioral problems, and others. trators need to guard against unexpected financial losses from Examination of these issues in child, adolescent, family, culture casualty, worker’s compensation, and professional liability. and genetic contexts is an integral part of the course. 2 credits 3 credits NURS 7140 Introduction to Data Management and Analysis NURS 6309 Legal/Ethical Issues in School Health for Research Designs: Application of Computers Designed to empower school nurses to take an active role in An introduction to the quantitative methods of data manage- the political and policy process and to understand children’s ment and analysis used in research for nursing. An introduc- rights and the ethical/legal implications involved in working tion to SPSS statistical software with basic concepts needed for with children. Will increase nurses’ awareness and understand- creating, running and editing computer files. Prerequisite: a ing of the aspects of value-driven policy deliberations, enable course in introductory statistics. 1 credit

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NURS 7141 Nursing Research I requisite courses. Clinical management is elaborated on for Methods of nursing research introduced in NURS 6123 are selected behavioral concerns and acute illness in the younger built upon through the critique of published studies and stu- years. Nursing management, which includes assessment, diag- dent proposals. Students develop a clinically focused, theoreti- nosis, laboratory testing, pharmacologic and other therapeutic cally based research nursing research proposal. Emphasis is interventions, health education, counseling, referral, case coor- placed on the nature of scientific inquiry, role of research in dination, and support, organizes the nurse practitioner stu- knowledge and theory development, as well as ethics in con- dent’s approach to pediatric health care. The nurse practitioner ducting research. Prerequisite: NURS 6123. 3 credits student is provided the opportunity to conceptualize and develop a role as part of a collaborative interdisciplinary team. NURS 7143 Nursing Research II Prerequisites: NURS 6223 or 6227 and 6228, 7339. 3 credits In this second course of the graduate research sequence the student finalizes and implements the research proposal designed in NURS 7243 Primary Health Care Theory: Older Years NURS 7141. The focus is on data collection, data analysis and Students acquire theory to initiate, manage and evaluate pri- interpretation. Prerequisite: NURS 7141. 2 credits mary healthcare regimens for adults and the aged. Prerequisites: NURS 6223 or 6227 and 6228, 7339. 3 credits NURS 7144 Nursing Research Colloquium The focus of the course is on the finalization and presentation NURS 7244 Advanced Practice Nursing II - Younger Years of the research project to peers and faculty. Prerequisite: NURS This course focuses on the synthesis of current nursing theory 7141. Corequisite 7143. 1 credit relevant to pediatric health care and special care management of the developing individual with a long-term health care devi- NURS 7145 Leadership, Management, and Administration ation from birth through adolescence. The growing and devel- in School Health oping client is viewed holistically and is considered within the Students work through the conceptual and practical perspec- context of the family and the community as the support system tives of school health and school nursing. Identify the interface through which the plan of complex care is implemented. of nursing within the school system. Reviews leadership theory, Using a systems framework, specific long term health care devi- process, and outcome with emphasis on critical thinking, deci- ations are explored in depth. Planning and care management sion making and change. Analyze group dynamics, leadership are approached on a collaborative basis between client / family, and management strategies, negotiation conflict resolution advanced practice nurse, and other health care professionals organizational change and resistance, power and external envi- with goals of productive maturity by the client, stabilized ronmental factors. The role of the school nurse as a leader in health care needs and an informed and appropriate use of health care is examined with emphasis on identifying basic health care resources by the client. Prerequisite: NURS 7242. management and leadership skills that contribute to effective 3 credits functioning. Reviews interdisciplinary initiatives within the school and community that are foundational to the provision NURS 7246 Advanced Primary Healthcare Theory: of advanced practice school nursing in today’s society. 3 credits Older Years Content directed toward acute presentation of illness and com- NURS 7240 Primary Health Care of Women plex health problems of adults and the aged. Prerequisite: Provides the knowledge and skills to formulate clinical judg- NURS 7243. 3 credits ments needed to initiate, manage and evaluate primary healthcare regimens for women of all ages. Course integrates the con- NURS 7249 Advanced Primary Healthcare Theory: cepts of health promotion and health maintenance continue. Women’s Health Prerequisite: NURS 7339. 3 credits This course focuses on providing the knowledge and skills to formulate clinical judgments needed to initiate, manage and NURS 7241 Curriculum Structure and Development in evaluate primary healthcare regimens for women during preg- Nursing nancy and postpartum. Complications of pregnancy and prob- Focuses on the evolution of curricula structure in contempo- lems of high-risk pregnant women are included. Prerequisites: rary nursing education. Concepts identified from nursing mod- NURS 7240, 7250. Corequisite: NURS 7451. 3 credits els developed and utilized within curricular frameworks. Analysis and evaluation of nursing curricula. Prerequisites: NURS 7250 Acute Care Theory NURS 6123, 6124. 3 credits This course focuses on the diagnosis and management of the illness trajectory of patients with chronic conditions. Diagnosis NURS 7242 Advanced Nursing Practice I - Younger Years and management of select chronic conditions will be discussed Students acquire theory to initiate, manage, and evaluate health via case scenarios. Risk factor modification is included for lead- care regimens for children and adolescents. This course pro- ing causes of morbidity and mortality spanning ages from older vides the nurse practitioner student working with infants adolescent to the elderly, including ethnic minorities. through adolescents with an expanded scientific knowledge Prerequisite: NURS 7339. 3 credits base to manage health care situations, with a focus on health promotion and acute, episodic illness. A framework is provided for clinical decision-making and clinical management in a variety of pediatric health care situations, building on the pre-

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NURS 7252 Advanced Acute Care Theory agers and administrators within these units. Students will have This course focuses on acute care through rehabilitation using a exposure to management practices and departmental operations case management approach. The content focuses on acute con- initiatives in departments that interface with nursing units such ditions: cardiovascular, respiratory, GI and renal disease, trau- as laboratory, pharmacy, radiology, security, housekeeping, ma and neuroendocrine emergencies. Students learn to diag- maintenance, and others. 3 credits nose and manage patients with acute conditions in collaboration with physicians. Research utilization is incorporated. NURS 7339 Graduate Nursing Practicum I Family dynamics are included. Special considerations for ethnic Students acquire mastery of advanced comprehensive and inte- minorities and the age range of late adolescents to the elderly grated assessment skills that include bio-psycho-socio-econom- are incorporated. Prerequisite: NURS 7250. 3 credits ic, developmental, and functional appraisals of all age groups, with a focus on cultural competence. Specialty assessments are NURS 7307 Managed Care and Reimbursement Systems further addressed and refined in the course content. The stu- This practicum course examines the ways integrated health care dent is assigned to a clinical setting to practice advanced assess- delivery systems are reimbursed for services they provide. Types ment skills and begin role acculturation. Corequisite: NURS of managed care organizations and their organizational and 6223 or 6226; or 6227 and 6228; and 6411. 5 credits operational structures are studied. Students will analyze patient billing and accounting practices in integrated delivery systems. NURS 7343 Graduate Nursing Practicum II: During clinical experiences, students will examine processes Primary Health Care: Older Years employed in negotiating and contracting with hospitals and Opportunity to practice in ambulatory care to build primary physicians, reimbursement, billing, and utilization of ancillary healthcare skills in clinical assessment, diagnostic decision mak- and emergency services. A major focus is on billing and paying and management of adults or aged who have minor, acute, ment cycles within healthcare organizations. Students will iden- common, uncomplicated or chronic stabilized illness. tify major revenue streams, payor sources, and regulatory topics Prerequisite: NURS 7339. Corequisite: NURS 7243. 3 credits such as entitlement programs, DRGs, and prospective payment NURS 7344 Graduate Nursing Practicum II: Younger Years systems. The practicum format allows the student to observe Opportunity to practice in selected pediatric sites for the pur- and participate in a variety of relevant experiences in an actual pose of building clinical appraisal, diagnostic decision-making, healthcare setting. 3 credits and management skills with children who are healthy or experiencing acute, episodic illness and their families is provided in NURS 7308 Executive Internship in Health Systems this course. The one hour per week of clinical seminar pro- Administration vides opportunity for case presentation and advanced nursing This executive-level internship experience offers students the practice role analysis. The student gains skill in providing opportunity to demonstrate advanced leadership/management sound, scientifically-based advanced nursing care to those chil- competencies in a selected healthcare organization. Students dren and their families from a variety of economic, cultural, will have the opportunity to demonstrate synthesis and applica- and familial backgrounds, who are experiencing different psy- tion of previously acquired knowledge and skill during their chological, developmental, and physiological health care needs, involvement and participation in organizational planning at requiring different levels of health care assistance, including executive levels in complex integrated health care organizations. health promotion, illness prevention or acute, episodic illness The experience will promote the application and utilization of management. The student has an opportunity to practice and advanced theoretical knowledge in new and existing situations refine clinical appraisal, diagnostic, decision-making, and man- within the administrative practice setting. Course focus is on agement skills with healthy children and those experiencing the depth and breadth of integrated delivery system compo- episodic illness. There will be opportunities to plan and imple- nents and on the multicultural constituencies served by these ment a holistic approach to pediatric health care, including systems. Learning outcomes stress creative leadership behaviors education, supportive therapy, pharmacologic intervention, and the development of a strategic business initiative for a case coordination and referral. This course will foster the stu- product or service that serves organization’s constituency. dent’s growth in professional autonomy as well as encouraging 3 credits development in his or her clinical role as a collaborator and member of an interdisciplinary team. The clinical seminar will NURS 7310 Managerial Internship in Health Systems offer the student time for case presentation, collegial case dis- Administration cussion and analysis. Prerequisite: NURS 7339. Corequisite: The initial internship experience offers students the opportuni- NURS 7242. 3 credits ty to develop midlevel leadership/management competencies NURS 7348 Graduate Nursing Practicum II: Acute Care within selected healthcare organizations. Theoretical knowledge Students will begin to function in the role of ACNP. Students that has been previously acquired will be applied and utilized will be involved in team rounds, working with health profes- in new and existing situations within the practice setting. sionals. Desired experiences are settings where patients have Course focus is on the assessment of integrated health care chronic conditions or stabilizing acute conditions. Seminars delivery systems and on the multicultural constituencies served will focus on case studies relevant to content in Acute Care by these systems. Students will develop practical knowledge Theory II. Case management is stressed. Seven clinical hours about the interrelationships of organizational units within and 2 hours of seminar/week. Prerequisite: NURS 7339. matrix-based health care systems and the roles of nurse man- Corequisite: NURS 7250. 3 credits

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NURS 7355 Final Role Practicum in Nursing Education the nurse practitioner in primary health care in their behavior The teaching practicum provides students with the opportunity and by interpreting nursing’s real and potential contributions to select, test and expand theory in an educational or staff to primary health care to colleagues in nursing, other health development setting. Practice teaching and assumption of the care disciplines, and the public. The student is expected to be educator’s role permit students to evaluate and refine their conversant with and responsive to the societal and politico- effectiveness in role socialization. Prerequisites: All program legal developments affecting acceptance and utilization of the requirements with the exception of NURS 7143 and one func- nurse practitioner role. Prerequisites: NURS 7357, 7244. tional support course which may be taken simultaneously. 3 credits 3 credits NURS 7367 Advanced Concepts and Theories for Leadership NURS 7356 Graduate Nursing Practicum III: Primary in Professional Nursing Practice Health Care - Older Years This course will provide students with an understanding of the Focus is on continued development of primary healthcare turbulent changes occurring within the American healthcare skills. Students continue to provide primary healthcare services system and the challenges and opportunities emerging for nurs- to well, acute and chronically ill clients. Prerequisite: NURS es. This changing healthcare environment requires practicing 7243, 7343. Corequisite: NURS 7246. 3 credits nurses to have a stronger background in nursing leadership and client care management in order to achieve successful outcomes NURS 7357 Graduate Nursing Practicum III: Younger Years and contribute more fully to 21st-century contemporary nurs- Application of knowledge and skills synthesized from previous ing practice. The present and future of nursing practice will work in the nursing major and the supportive biopsychosocial require nurses to practice across the healthcare continuum. sciences and humanities. Students, with faculty guidance and Nursing leadership and management are complementary to preceptor supervision, will actively focus on providing cost- clinical care and client directed practice. Leadership develop- effective care for clients with a long term health deviation. ment of nurses in advanced or expanded roles ensures clients or Students will develop a therapeutic regimen, in collaboration practitioners capable of establishing the collaborative linkages with the family and the interdisciplinary team, based upon essential in creating the care continuum. 3 credits analysis of findings from health history and physical and behavioral assessments. Placement will include clinics or agen- NURS 7369 Graduate Nursing Practicum IV - Acute Care cies which provide the student with an opportunity to work The focus of this clinical course is on the acute care nurse prac- with children with long term health care deviations. Students titioner’s management of critically ill adults and their families will be in the clinical area for 120 hours over the semester and from critical illness onset through rehabilitation or resolution. meet on-line in seminar each week. Prerequisites: NURS 7242, Case management is holistic and incorporates the family, criti- 7344. Corequisite: NURS 7244. 3 credits cal care and long term institutions and the community. The application of complex technologic care is emphasized and ana- NURS 7360 Graduate Nursing Practicum III: Acute Care lyzed. This course affords the learner continued opportunity to This practicum course emphasizes strategies for the ongoing collaborate with clinical nurse specialists in the care of critically assessment and management of clients. All settings are inner ill adults and their families in healthcare institutions and the city with multicultural groups. Students will carry a case load community. Prerequisites: NURS 7252, 7360. 3 credits of patients with both acute and chronic illnesses in the tertiary care setting, including the critical care areas. New NURS 7449 Final Role Practicum: Acute Care procedures/tests will be performed as per the following The focus on this fifth and final practicum is on solidifying approach: (1) observe and assist, (2) perform with assistance functioning as an acute care nurse practitioner. Students man- and (3) perform with supervision. Seven clinical hours and two age a case load of clients under the guidance of faculty and pre- hours of seminar per week. Prerequisites: NURS 7250, 7348. ceptors. Critical thinking and conceptual model integration are Corequisite: NURS 7252. 3 credits incorporated as are current research findings. Corequisite: NURS 7369. 3 credits NURS 7363 Graduate Nursing Practicum IV: Primary Health Care - Older Years NURS 7450 Graduate Nursing Practicum II: Opportunity to integrate, synthesize and demonstrate expert Women’s Health clinical judgment and decision making in the provision of care Opportunity to gain skills in providing sound, scientifically to adults or aged in a setting of choice. Focus is on leadership based primary health care to women. Students participate in and change strategies in a sociopolitical and legal environment. the care of women (from adolescence to the advanced years) Prerequisites: NURS 7356, 7246. 3 credits who are well, have common or minor illnesses, or are experiencing common gynecological disorders. They assess, execute NURS 7364 Graduate Nursing Practicum IV: Younger Years and manage the health/illness care of clients based on analysis The focus of the course is on the continued application of of findings from health histories, physical, developmental and knowledge and skills synthesized from previous work in nurs- behavioral assessments. Prerequisite: NURS 7339. Corequisite: ing and the supportive biopsychosocial sciences and humani- NURS 7240. 3 credits ties. Interdisciplinary collaboration for effective, holistic primary health care is emphasized. Students explicate the role of

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NURS 7451 Graduate Nursing Practicum III: NURS 8103 Special Topics in Health Care Women’s Health Students will work in guided independent study with a selected With faculty guidance and preceptorship supervision, students faculty mentor and will focus knowledge development in a begin to manage women and uncomplicated pregnancies and selected area of practice in teaching, administration, or clinical actively care for women who are well, have common minor ill- practice. The course focus will be on interacting as a leader in nesses or are experiencing common gynecological disorders. a multidisciplinary environment and the development of per- The opportunity to test and utilize theoretical concepts in pri- sonal leadership skills. Students will evaluate contemporary mary health care practice and to develop competencies in clini- health care and propose solutions to transform practice settings cal judgement. Prerequisites: NURS 7240, 7450. Corequisite: through effective leadership and teamwork. Prerequisite: NURS 7249. 3 credits NURS 8101. Corequisite: NURS 8102. 2 credits NURS 7452 Graduate Nursing Practicum IV: NURS 8201 Independent Study Primary Health Care of Women 1 credit Opportunity to integrate, synthesize and demonstrate expert NURS 8202 Independent Study clinical judgment and decision making in the provision of pro- 2 credits viding health care to women. Focus is on mastery of skills and leadership strategies. A variety of clinical settings are utilized. NURS 8203 Independent Study Prerequisites: NURS 7249, 7451. 4 credits 3 credits NURS 7453 Advanced Professional Role Enactment within NURS 8701 Research Design and Methods of Inquiry Healthcare Systems in Nursing This course will focus on sensitizing the nurse practitioner stu- The principles and methods employed in a variety of qualita- dent to the emerging and ever changing role of the Advanced tive and quantitative research designs used for the development Practice Nurse. Students will explore the societal, economic of nursing knowledge are presented and compared. Issues of and politico-legal developments affecting acceptance and uti- clinical practice research are discussed. The importance of lization of the nurse practitioner role. Issues related to role selecting an appropriate design for an identified research prob- development, leadership skills and case management for diverse lem is emphasized. Prerequisite: NURS 8102. Corequisite: client populations are analyzed. 2 credits CPSY 7005. 3 credits NURS 8001 Ethics of Health Care: Organizations, NURS 8702 Qualitative Research Design Professions, and Policy The focus of this course is the use of qualitative methods to A study of the normative and organizational dimensions of build knowledge. This is the first of two courses in the qualita- health care ethics. Emphasis on various traditional and con- tive research sequence that are required for students who temporary approaches to normative ethics and on the way ethi- choose to do a qualitative dissertation. In this course the stu- cal decisions are shaped by culture and structure of organiza- dent develops a simple qualitative study (not the dissertation), tions and professions. Philosophical ideas and social science and collects data. In the second course the student leaves the theory and data will be brought to bear on professional dilem- field and the focus is on rigorous analysis and writing up the mas of nursing. 3 credits results. In this course the students learn by doing. Students conduct interviews, engage in participant observation, develop NURS 8101 Emerging Nursing Theory field notes, and examine their personal beliefs. Students are The focus of this course is the development of scholarly guided with support from peers to develop codes, categories inquiry in nursing. Students engage in a systematic analysis and and themes. Trustworthiness guides the design, data collection, critical evaluation of current nursing theory. Emphasis is and analysis. Ethical issues related to qualitative research are placed on the historical development of nursing theory from its discussed. Prerequisite: NURS 8701. 3 credits inception to the present. The course highlights the relationship between scientific inquiry and the development of knowledge NURS 8703 Qualitative Research Analysis and the practice of nursing. Corequisite: GMHS 7403. The focus of this course is the completion of the field study 3 credits. begun in NURS 8702 Qualitative Research Design. The student leaves the field and continues the work of deeper analysis. NURS 8102 Building Nursing Knowledge: Work becomes increasingly focused and complex. Evidence for Practice Trustworthiness guides the work of analysis. Students are chal- The focus of this course is the critical evaluation of evidence lenged to reflect and understand the influence of personal derived from contemporary nursing research from a theoretical beliefs on their interpretations. Students have an opportunity and methodological perspective. Selected studies that are repre- to explore a wide range of ways of reporting findings and writ- sentative of different methods of inquiry are carefully critiqued. ing qualitative reports. At the completion of the course the Students are helped to interrelate findings, identify gaps in student has the foundational skills required to do the qualita- knowledge, and explore concepts of their own interest. tive dissertation. Prerequisite: NURS 8702. 3 credits Emphasizes the extent and nature of potential synthesis of knowledge across traditional boundaries. Prerequisite: NURS 8101. 3 credits

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NURS 9901 Doctoral Colloquium NURS 9903 Dissertation Seminar II This course integrates scholarship and policy central to the role This course consists of a seminar and discussion for doctoral of nurse scientist, nurse leader, and nurse educator that influ- candidates who have successfully defended their dissertation ence the future of nursing and health care. An emphasis of the proposal and are completing their doctoral dissertation. The course is on the identification of potential topics for disserta- focus is dealing with issues related to data collection, data man- tion research. Corequisite: NURS 9902. 2 credits agement, and critical analysis of findings and conclusions. Discussion of scholarly writing is included as well as opportu- NURS 9902 Dissertation Seminar I nities for a “mock” oral defense of final dissertation. This course consists of a seminar and discussion for doctoral Prerequisite: NURS 9902. 3 credits candidates. Students develop the dissertation research proposal with guidance of faculty and input of fellow students. NURS 9904 Dissertation Advisement Emphasis is on the refinement of the problem statement, Doctoral students who have advanced to candidacy and com- research question(s)/hypothesis, review of the literature and pleted dissertation seminars I and II must register for disserta- selection and application of appropriate methods. Prerequisite: tion advisement each semester that they are not registered for Candidacy Status, Corequisite: NURS 9901. 3 credits another 3-credit course until the dissertation is completed and successfully defended. Students are expected to maintain ongoing communication with committee chairperson and committee members about the status of the dissertation. Prerequisite: NURS 9903. 1 credit

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Immaculate Conception Seminary School of Theology

Founded in 1861 at Seton Hall, ICSST remained part of the University until 1926 when it moved to separate facilities in Darlington, near Mahwah. In 1984 Immaculate Conception Seminary reaffiliated with the University.

Mission Statement Immaculate Conception Seminary is a house of formation for the Roman Catholic priesthood and the School of Theology of Seton Hall University. As a house of formation, the Seminary offers men preparing for the priesthood the personal, academic, ministerial and spiritual formation essential for conversion to Jesus Christ and their commitment to a life of service to the Church. As a school of theology, the Seminary provides a theological foundation and a pastoral and spiritual formation for men and women preparing for ministries among the People of God, a theological foundation for men and women desiring to pursue doctoral studies and varied opportunities for continuing theological education (approved 1996).

Accreditation Association of Theological Schools in the United States and Canada. Middle States Association of Colleges and Schools.

Degree Programs ICSST offers three graduate degree programs: the Master of Arts in Theology, the Master of Arts in Pastoral Ministry and Lewis Hall the Master of Divinity. (973) 761-9575 ICSST cooperates with the College of Education and theology.shu.edu Human Services in an M.A. in Principal/Supervisor Rector and Dean: Monsignor Robert F. Coleman, J.C.D. Certification program, with a concentration in Catholic School Vice-Rector/Business Manager: Leadership. Monsignor Thomas P. Nydegger, M.Div. ICSST offers one undergraduate degree program: the Associate Deans and Co-Directors of the Institute for Bachelor of Arts in Catholic Theology. Christian Spirituality: Reverend Joseph Chapel, S.T.D., and Dianne M. Traflet, J.D., S.T.D. Certificate Programs Faculty: Rev. Antonio I. Bico, S.T.L.; Rev. W. Jerome Bracken, In addition to degree programs, ICSST offers a variety of CP, Ph.D.; Rev. Joseph R. Chapel, S.T.D.; Rev. Christopher certificate programs for persons not interested in acquiring M. Ciccarino, S.S.L.; Monsignor Robert F. Coleman, J.C.D.; Zeni Fox, Ph.D.; Gregory Y. Glazov, D.Phil; Rev. complete degrees but in developing a mastery of a discrete area John S. Grimm, J.D., S.T.L.; Rev. Thomas Guarino, Ph.D.; of knowledge. Monsignor Gerard H. McCarren, S.T.D.; Rev. Lawrence B. Certificates currently are available in the following areas: Porter, Ph.D.; Rev. John F. Russell, O.Carm., S.T.D.; Catechetical Ministry William Toth, Ph.D.; Dianne Traflet, S.T.D., J.D.; Victor Christian Spirituality Velarde, Ph.D.; Monsignor Robert J. Wister, D. Eccl. Hist. Great Spiritual Books Formation Faculty: Rev. W. Jerome Bracken, CP, Ph.D.; Pastoral Ministry Rev. Donald E. Blumenfeld, Ph.D.; Rev. Joseph R. Chapel, Scripture Studies S.T.D.; Monsignor Robert F. Coleman, J.C.D.; Rev. Seminary’s Theological Education for Parish Services (STEPS) Anthony J. Kulig, M.A.; Rev. Walter D. Lucey, M.Div.; Youth Ministry Monsignor Gerard H. McCarren, S.T.D.; Monsignor Thomas P. Nydegger, M.Div.; Rev. John F. Russell, Tuition Discount O.Carm., S.T.D. Ordained clergy and students who work for the Church are Immaculate Conception Seminary School of Theology eligible for a 50 percent tuition discount. To apply for this dis- (ICSST) is the school of theology of Seton Hall University and the major seminary of the Catholic Archdiocese of Newark. count, the student must submit annually to the associate dean ICSST admits both seminarians studying for the Catholic an original letter from his/her Church employer testifying to priesthood and lay students. current and continuing service to the Church. x10 Gd Theology.qxp 7/24/2007 11:41 AM Page 209

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Summer Session Admission ICSST offers courses throughout the summer both for stu- In addition to the general University requirements for admis- dents already matriculated in a program as well as for non- sion to graduate studies, the Seminary School of Theology matriculated and visiting students. For more information on requires the following: Summer classes, contact the associate dean at (973) 761-9633. • a baccalaureate degree, preferably in the humanities, from an accredited college or university (particular distribution Visiting Scholars requirements are listed under each degree program); Each year ICSST invites visiting scholars from other institu- • official transcripts of all undergraduate and graduate work tions as a way of providing students with exposure to distin- done to date. Student transcripts or photocopies are not guished faculty and thinkers in the field of theology. Past schol- acceptable; ars have included Eamon Carroll, O. Carm (Loyola, Chicago); Norris Clarke, S.J. (Fordham, New York); Marcel Dumais, • scores from the Graduate Record Examination (GRE) are O.M.I. (St. Paul’s University, Ottawa); Balthasar Fischer preferred; alternatively, Miller Analogies Test (MAT); (Trier); Albert Fuchs (Katholisch-Theologische Hochschule, • two letters of reference attesting to the student’s academic Linz); Bruno Hidber, C.Ss.R. (Alphonsian Academy); Edward potential and personal qualifications to pursue advanced T. Oakes, S.J. (Regis, Denver); Mary O’Driscoll, O.P. theological studies; (Angelicum, Rome); Alberic Stacpoole, O.S.B. (Ampleforth • completed application forms with a $50 nonrefundable Abbey, Yorkshire); Walter Vogels (University of St. Paul, application fee; and Ottawa); Edward J. Yarnold, S.J. (Oxford University); • results of the TOEFL Test (for students born or raised in Zygmunt Zielinski (Catholic University of Lublin). non- English speaking countries). Seminarians applying to the M.Div. program already sponsored by a diocese or reli- Archbishop Peter L. Gerety Fund for Ecclesiastical History gious community may elect to take ESL testing on campus The Archbishop Peter L. Gerety Fund for Ecclesiastical prior to initial registration. History was established by the former Archbishop of Newark Additional requirements or exceptions for particular degree (1974-86) to promote study, research and scholarship in programs are included in the descriptions of those programs. Church history broadly considered. It carries out its mandate in four major ways: • Gerety Lectures: ICSST sponsors lectures by distinguished Master of Arts in Theology (M.A.) guest speakers on subjects of Church history. Past lecturers The Master of Arts in Theology offers students a substantial have included Stephen Carter, Avery Cardinal Dulles, S.J., academic background in specific theological disciplines. ICSST Virgilio Elizondo, John Tracy Ellis, James Fisher, Gerald offers the M.A. in Theology in two formats: general and Fogarty, Philip Gleason, Jan Michael Joncas, Mary Kenny, research. The general M.A. is for students seeking a terminal John O’Malley, S.J., Jaroslav Pelikan, Peter Phan, Dermot degree in theology that allows them to pursue in-depth studies Quinn, Albert Raboteau, Margaret Reher, Thomas Shelley without a formal research component. The general M.A. is and Robert J. Wister. well-suited for persons teaching at the secondary school level. The research M.A. serves as the basis for further graduate stud- • Gerety Seminarian Award: An annual prize is given to the ies and includes language reading and research requirements Catholic seminarian enrolled at ICSST who completes the usually deemed prerequisites to doctoral studies. Admission best project in Church history in a given year. and matriculation requirements and concentrations are the • Gerety Book Award: A biennial subvention of $2,000 is same for both formats. provided for the publication of a book, a substantial portion Students considering further studies in theology are advised of which deals with the history of the Roman Catholic com- to pursue the research M.A., which leaves more options avail- munity in New Jersey. It is expected that the book will able. Because the general format M.A. is a terminal degree, reflect the use of the archives of the Archdiocese of Newark ICSST will not recommend general format graduates to doc- and/or other deposits in the archives of Seton Hall toral programs. University under care of the New Jersey Catholic Historical Records Commission. Admission Requirements • Gerety Research Award: A $300 annual prize is given for In addition to the University’s general admission require- the best monograph produced as a result of research in the ments for graduate study and the special admission require- archives of the Archdiocese of Newark and/or other deposits ments for all ICSST programs, M.A. applicants should have in the archives of Seton Hall University under care of the completed at least 12 credits or the equivalent in theology/reli- New Jersey Catholic Historical Records Commission. gious studies in their undergraduate programs. Students lacking For additional information about these awards, contact this background may be required to enroll in additional course- Monsignor Robert J. Wister at (973) 761-9575. work to satisfy this requirement.

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Matriculation Requirements III. Comprehensive Examinations All students must maintain an average of at least 3.0 on a 4.0 Students must complete written comprehensive examinations scale in coursework leading to the M.A. in Theology. Students in their areas of concentration, demonstrating relative mastery must complete degree requirements within five years. of the chosen area of concentration. Comprehensives are taken Extensions of time to fulfill degree requirements may be after coursework and the language reading requirement have requested from the ICSST Educational Policy Committee for been fulfilled. The exam may be taken during the Fall or justifiable reasons. Spring semester. IV. Thesis Concentrations Students must submit an acceptable thesis of substantial Concentrations are available in four areas: biblical studies, length (80-100 pages) in the chosen field of concentration on a moral theology, systematic theology and church history. A fifth topic previously approved by the Educational Policy concentration, in Judaeo-Christian studies, is available by tak- Committee, only after all other degree requirements have been ing courses offered through the University’s Department of successfully met. The thesis will be read by a mentor and a Jewish-Christian Studies. reader, each of whom grades the thesis, with the final grade established as an average by the associate dean. The final thesis Degree Requirements must be filed in the ICSST Library. All students must take STHO 6020 Research Seminar in the first semester of study. V. Additional Requirements for Biblical Students In addition to the requirements described in I-IV, students General (Terminal) Option concentrating in biblical studies must successfully complete at least Students selecting the M.A. in Theology, general option, one semester of Biblical Greek (2 credits) and one semester of Biblical must complete 36 credits of coursework, divided into 21 cred- Hebrew (2 credits) prior to comprehensive examinations. its in one of the major areas listed under “concentrations” and 12 credits in the other areas of concentration, divided as evenly as possible among them. Students concentrating in biblical Master of Arts in studies also must complete 2 credits in Biblical Greek or Pastoral Ministry (M.A.P.M.) Hebrew. As close as possible to their final semester of studies, The Master of Arts in Pastoral Ministry program prepares students also must complete 3 credits in the M.A. Seminar students for competent leadership in a specialized ministry in (STHO 6999), a capstone course integrating their theological the Catholic Church (e.g., youth, catechetical or liturgical). studies from among the various concentrations. The program strives to provide the student with both a theo- Research Option logical education and specialized training in a chosen field of The M.A. in Theology program, research format, consists of ministerial engagement. four components: coursework, language reading requirement, comprehensive examinations and thesis. These four compo- Admission Requirements nents are divided as follows: In addition to the University’s admission requirements for graduate study and the general admission requirements for I. Coursework (36 credits) ICSST programs, M.A.P.M. applicants must: Students must complete 36 hours of graduate coursework, divided into 21 credits in one of the major areas listed under • submit the results of psychological testing, including the “concentrations” and 15 credits in the other areas of concentra- Minnesota Multiphasic Personality Inventory (MMPI), the tion, divided as evenly as possible among them. No pastoral Rorschach, the Autobiographical Sketch, the Gestalt Test theology (PTHO) courses are applicable to the M.A. in and the Draw-a-Person Test, all taken at a center approved Theology degree. by ICSST; and • have a personal interview with the Associate Dean. II. Language Reading Requirement Students must demonstrate reading knowledge of French or Note: At least two years of service to the Church is preferred. German. This requirement should be met as early as possible; Degree Requirements no student will be permitted to advance to comprehensive The M.A.P.M. program consists of four components: course- examinations without satisfying it. Substitution of other lan- work; field education and theological reflection; spiritual for- guages is generally not permitted unless the student demon- mation; and the Integration Seminar/Final Comprehensive strates a compelling relationship between the proposed lan- Project as follows. All students must take STHO 6020 guage substitute and his area of research. Students meet the Research Seminar in the first semester of study. language reading requirement by taking a one-hour translation examination administered and graded by a faculty member chosen by the associate dean. The exam may be taken during the Fall or Spring semester.

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I. Coursework (39 credits) IV. Integration Seminar and Final Comprehensive Project Students complete coursework according to the distribution All students must enroll in and successfully complete the below, divided into 30 credits in a core theological curriculum three credit Integration Seminar (PTHO 9101). Completion of and 12 credits in their area of pastoral specialization. Specific this seminar involves successful preparation of an acceptable courses are selected in conjunction with the student’s academic final comprehensive project in ministry, attesting to the stu- adviser. dent’s successful integration of theological knowledge and pastoral expertise with its appropriate application to a selected pas- A. Core Theological Curriculum Students must complete 3 credits in each of the following toral issue. Copies of the final project will be submitted to the core areas. The courses listed represent typical choices, not con- ICSST Library. crete requirements. Master of Divinity (M.Div.) Core Areas Possible Course Choices New Testament BIBL 6501, 6503, 6505 The Master of Divinity program is the first professional Old Testament BIBL 6201, 6203, 6205 degree providing theological training for those preparing to Church History HSTD 6201, 6202, 6301, 6401, 6405 undertake ministry in the Roman Catholic Church primarily Liturgy STHO 6501 through ordination to the priesthood. The program meets all Christology or Trinity STHO 6203, 6204 the requirements of the United States Conference of Catholic Ecclesiology STHO 6207, 6208 Bishops’ Program of Priestly Formation (Fifth Edition, 2005). Sacramental Theology STHO 6503, 6505, 6509 While the M.Div. program is oriented toward seminarians Moral Theology CETH 6101, 6102, 6105, 6306 preparing for the Roman Catholic priesthood, others may be Theological Foundations for Ministry STHO 6208, 6575 admitted to this program, at the discretion of the Rector and B. Concentration Area Dean, provided they meet all other requirements. Students must earn 12 credits in PTHO courses. The coursework should represent a coherent concentration in a particular Admission Requirements area of pastoral ministry and be determined by the student’s In addition to the University’s general admission require- present and prospective ministerial needs. Areas of concentra- ments for graduate study and the special admission require- tion currently available include Catechetical Ministry, ments for all ICSST programs, M.Div. applicants: Seminary’s Theological Education for Parish Services (STEPS), • must undertake psychological testing, according to protocols Youth Ministry, Christian Spirituality, Liturgical Ministry, issued by the Office of the Rector and Dean; Healthcare Ministry, Great Spiritual Books and Church • must have a personal interview with the Rector and Dean Management. and/or Admissions Committee. Scheduling for such interviews is initiated by ICSST; and II. Field Education and Theological Reflection • should have earned at least 15 undergraduate hours in reli- All M.A.P.M. students must complete the equivalent of six gious studies/theology and at least 30 undergraduate hours credits of field education in professionally supervised settings in philosophy as part of their undergraduate education, cor- approved by ICSST. Students may meet this requirement as responding to the themes required by the Program of Priestly follows: (1) by taking part in two, one-semester field education Formation (5th ed., 2005). Further preparation will be pro- experiences of six to eight hours weekly in a supervised setting; vided through the Pretheology program at ICSST. (2) by enrolling in clinical pastoral education; or (3) other means approved by the associate deans. Note: For seminarians already affiliated with a diocese or religious community, on-site testing at Seton Hall University for English language abili- Concomitantly with field education, students must enroll in ties (with possible additional requirements in ESL classes) might be substi- a theological reflection group, which normally meets approxi- tuted for the TOEFL, in consultation with the Associate Dean. mately 10 times over the course of an academic year. Registration for the group is made through the associate dean. Matriculation Requirements M.Div. students must maintain at least a 3.0 GPA on a 4.0 III. Spiritual Formation scale. The formation program has three components. The first is The M.Div. program should be completed within six years the “Foundational Spiritual Experience.” A cognitive and expe- (exclusive of any Philosophy or Pre-Theology requirements) riential introduction to the spiritual life, this year-long program unless extension of time is granted upon petition to the ICSST explores movements in the spiritual life. Liturgy, instruction, Educational Policy Committee due to extenuating circum- faith-sharing and communal prayer are some of the elements. stances. The second component of formation is spiritual direction. A list of recommended directors, persons associated in some way Degree Requirements with the School who are familiar with the program and its The M.Div. curriculum consists of four components: course- goals, is available from the associate dean. work; field education and theological reflection; spiritual for- The third formation component is a retreat of several days mation; and the M.Div. Comprehensive Projects as follows. All made at some time during the course of studies. When the students must take STHO 6020 Research Seminar in the first retreat has been completed, the student should inform the asso- semester of study. ciate dean.

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I. Coursework (72 credits): least six weeks; (3) clinical pastoral education. ICSST must Students must complete academic coursework according to approve the proposed method of complying with the field edu- the following distribution: cation requirement.

A. Biblical Studies (12 credits): Credits III. Spiritual Formation Select any two of the following three Old Testament courses: BIBL 6201, 6203, 6205 6 ICSST provides an integrated spiritual formation program BIBL 6501 Synoptic Gospels for residential seminarians enrolled in the M.Div. Program, (or specific study of a Gospel) 3 based on the vision of Pope John Paul II’s Apostolic BIBL 6505 Pauline Literature 3 Exhortation Pastores Dabo Vobis. The program includes: daily B. Historical Studies (6 credits): celebration of the Eucharist and the Liturgy of the Hours; a HSTD 6201 History of Christianity I 3 weekly group formational program, which includes distin- Select any other HSTD course. 3 guished speakers; a structure of regular personal mentoring and spiritual direction; days of reflection and organized retreats; C. Moral Theology (6 credits): and participation in a summer program of enhanced spiritual CETH 6105 Fundamental Moral Theology 3 formation after I and III Theology, in conjunction with the Select any other CETH course. 3 International Institute for Clergy Formation (Seton Hall D. Pastoral Theology (27 credits): University) and the Institute for Priestly Formation (Creighton Students preparing for priestly ordination must select the fol- University). Residential students are regularly reviewed and lowing courses: assessed by the formation faculty. Non-residential seminarians PTHO 6109 Introduction to Preaching 2 usually participate in the formation programs of their own PTHO 6112 Preaching Practicum I 2 communities, though they are welcome to avail themselves of PTHO 6113 Preaching Practicum II 2 formational opportunities at ICSST as may be beneficial to PTHO 6203 Pastoral Psychology & Counseling 3 them. Students who are not preparing for priesthood partici- PTHO 6401 General Canon Law 3 PTHO 6405 Canon Law of Marriage 3 pate in the formation program outlined under Spiritual PTHO 6726 History of Spirituality 3 Formation of the M.A.P.M. degree program. PTHO 6601 Priest & Pastoral Ministry: Introduction 3 PTHO 6606 Priest as Leader 3 IV. M.Div. Comprehensive Projects Select a spirituality course in consultation with adviser. 3 Students must demonstrate successful integration of theolog- Students who are not preparing for priesthood, must com- ical knowledge with application to specific pastoral issues. plete 27 credits of PTHO courses selected in light of ministeri- Students preparing for priestly ordination fulfill this require- al needs, in conjunction with the student’s academic adviser. ment through a series of written comprehensive projects which are part of the six-course pastoral sequence for priesthood E. Systematic Theology (21 credits): STHO 6202 Revelation and Faith 3 (PTHO 6601, 6602, 6603, 6604, 6605, 6606). Students who STHO 6203 Christology 3 are not preparing for priesthood fulfill this requirement STHO 6204 Trinity 3 through a seminar and M.Div. comprehensive project in con- STHO 6205 Christian Anthropology 3 sultation with the associate dean. Copies of the M.Div. project STHO 6207 Ecclesiology 3 are submitted to the ICSST Library. STHO 6503 Sacraments of Initiation 3 Select one of the following: 3 Academic Program for Priesthood STHO 6501 Worship STHO 6505 Eucharist Candidates The 124-128 credit Academic Program for Priesthood II. Field Education and Theological Reflection Candidates is the prescribed curriculum at ICSST for all semi- All students must complete the equivalent of 12 credits of narians seeking ordination to the Roman Catholic priesthood. pastoral field education accompanied by participation in a The program fulfills all the requirements of the United States minimum of ten sessions (two semesters) in a theological Conference of Catholic Bishops’ Program of Priestly Formation reflection group). Students preparing for priestly ordination (Fifth Edition, 2005). Students meeting the requirements of meet these requirements during their second and third years of this program automatically fulfill the requirements of the studies by taking PTHO 6602, 6603, 6604, 6605 (which, M.Div. program. The curriculum is as follows: together with PTHO 6601 & 6606 make up a six-course pastoral sequence for priesthood). Students who are not preparing First Year for priesthood, in consultation with the Office of the Associate Fall Semester: 14 credits Credits Dean, can fulfill the requirements for pastoral field education BIBL 6501 Synoptic Gospels 3 and theological reflection in other ways, including: (1) four HSTD 6201 History of Christianity I 3 semesters of supervised field education experience of six to PTHO 6518 Integrating Music and eight hours weekly at an approved site; (2) two such semesters Liturgical Celebration 2 and a six-week internship of at least five days per week for at STHO 6202 Revelation and Faith 3

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STHO 6501 Worship of the Church 3 Additional Requirements STHO 6020 Research Seminar 0 Electives: The four required electives shown above must con- Spring Semester: 15 credits sist of one course each in: Moral Theology (CETH); Church BIBL 6201 Pentateuch 3 History (HSTD); Spirituality (PTHO); Systematics (STHO). HSTD 6202 History of Christianity II 3 Spanish Language: Seminarians for whom English is their PTHO 6601 Pastoral Ministry: Introduction 3 primary language and who are studying for dioceses which STHO 6205 Christian Anthropology 3 require Spanish language proficiency also take PTHO 6007/8 STHO 6503 Sacraments of Initiation 3 Intermediate Pastoral Spanish and/or Advanced Pastoral Spanish PTHO 6009/10 in their third and/or fourth year of Second Year theological studies. (Students should complete Elementary Fall Semester: 18 credits Spanish prior to beginning Pastoral Spanish). BIBL 6203 Prophetic Literature 3 CETH 6105 Fundamental Moral Theology 3 Joint M.Div./M.A. Option HSTD 6807 American Christianity 3 In the course of complying with the Academic Program for PTHO 6203 Pastoral Psychology & Counseling 3 Priesthood Candidates, a student meets all requirements for the PTHO 6602 Ministry of Healing 3 M.Div. degree. Because there are “surplus” credits in the STHO 6203 Christology 3 Academic Program for Priesthood Candidates beyond what is Spring Semester: 17 credits applied towards the M.Div., a student may apply these addi- BIBL 6503 Johannine Literature 3 tional credits toward the M.A. in Theology, either in the CETH 6205 Healthcare Ethics 3 research or general format. Credits cannot serve “double-duty.” PTHO 6109 Introduction to Preaching 2 That is, once credits have been applied toward one degree, they PTHO 6603 Justice and Charity Ministry 3 cannot be used toward the other. Assuming a student has met STHO 6207 Ecclesiology 3 all the requirements of the Academic Program for Priesthood Required Elective 1 3 Candidates including the 4 required electives, he needs the following additional credits in his concentration area to meet Third Year credit requirements of the M.A.: systematics – 6; moral theolo- Fall Semester: 17 credits gy – 6; Church history – 15; biblical studies – 15 (plus the BIBL 6505 Pauline Literature 3 Greek and/or Hebrew requirements). CETH 6306 Catholic Sexual Teaching 3 PTHO 6112 Preaching Practicum I 2 Remaining Requirements: PTHO 6604 Ministry of Sanctifying: Priest, Ministers (I) For students choosing the research format: language read- and Congregation 3 ing requirements, comprehensive examinations and thesis; (II) STHO 6204 Trinity 3 for students choosing the general format: the M.A. seminar Required Elective 2 3 also must be passed successfully. In the four years of prepara- Spring Semester: 17 credits tion for the priesthood it is possible to complete all coursework BIBL 6205 Wisdom Literature and Psalms 3 requirements (in either degree format) and, where applicable, CETH 6407 Catholic Social Teaching 3 language requirements. Students choosing the research option PTHO 6401 General Canon Law 3 often complete comprehensives and thesis after ordination. The PTHO 6503 Liturgical Practicum 2 M.A. is conferred one semester after the M.Div. For more PTHO 6605 Ministry of Teaching 3 information on the joint degree option, contact the Office of Required Elective 3 3 the Associate Dean at (973) 761-9633. Fourth Year Pre-Theology Program Fall Semester: 14 credits Credit PTHO 6113 Preaching Practicum II 2 For students preparing for priestly ordination who possess an PTHO 6405 Canon Law Marriage 3 undergraduate Bachelor’s degree or equivalent, but who do not PTHO 6606 Ministry of Leadership: Priest and Minister have sufficient preparation in Philosophy and Theology, the in Service to the Community 3 Pre-Theology Program provides a sequence of courses which STHO 6505 Eucharist 3 meet all the preparatory requirements for admission to Major Required Elective 4 3 Seminary study in accordance with the United States Spring Semester: 12 credits Conference of Catholic Bishops’ Program of Priestly Formation PTHO 6726 History of Spirituality 3 (Fifth Edition, 2005). STHO 6507 Reconciliation and Students whose undergraduate preparation includes one or Anointing of the Sick 3 more of the courses in this sequence may be exempted from STHO 6509 Christian Marriage 3 particular requirements. The normative duration of the pro- STHO 6740 Priesthood & Ministry 3 gram is two academic years with the following course sequence:

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First Year Certificates Fall Semester: 18 credits Credits An ICSST certificate attests to the completion of a substan- PLTL 1111 History of Philosophy I 3 tial and coherent program of learning, involving 12 to 24 cred- PLTL 1242 Philosophical Logic 3 its in a given area of study, without completion of all the THEO 1501 To Know God: Introduction to Roman Catholic Doctrine 3 requirements for a degree program. A certificate program COST 1600 Oral Communication 3 allows some students to finish a discrete program of learning LATN 1101 Elementary Latin I 3 and obtain a credential for it. Other students may use a certifi- English Proficiencies 3 cate program as a way of “testing the waters” prior to and/or en route to completion of a degree program. A certificate can be Spring Semester: 18 credits earned concurrently with a degree. ICSST offers the following PLTL 1112 History of Philosophy II 3 six certificate programs: PLTL 1223 Philosophy of Nature 3 THEO 1102 The Bible: Word of God and Book of the Church 3 Certificate Program in Catechetical THEO 1502 The Church’s Saving Mysteries: Introduction to Roman Catholic Ministry Liturgy and Sacraments 3 For persons working or seeking to work in the fields of Elective (or Elementary Latin II) 3 catechetics/religious education. Elective 3 Admissions Policy: Students must meet the same requirements as the M.A. in Pastoral Ministry program, except that Second Year the GRE/MAT and psychological testing are not required. Fall Semester: 18 credits Course Requirements: Six courses (18 credits), four from PLTL 1113 History of Philosophy III 3 core courses and two electives. PLTL 1218 Philosophy of Being 3 PLTL 1214 Philosophy of Person 3 Core Courses: (12 credits) PTHO 6301, 6323, 6325, 6327, THEO 1203 New Life in Christ: Introduction to 9101. Roman Catholic Moral Theology 3 Electives: Six credits in catechetics courses or related courses GREK 2207 New Testament Greek I approved by the adviser, e.g., PTHO 6339, 6340, 6341, 6342, or 1205 Elementary Greek I 3 6343, 6515, 6644, 6646, 6938, 6942. Elective (or Elementary Spanish I) 3 Spring Semester: 18 credits Certificate Program in Christian PLTL 1243 Theory of Knowledge 3 PLTL 1241 Philosophical Ethics 3 Spirituality PLTL 1416 Philosophy of God 3 For persons interested in a systematic and theoretical THEO 1302 American Context 3 grounding in Christian spirituality; persons working in spiritu- THEO 1404 Life of the Soul: Introduction to al direction or associated with centers involved in the area of Catholic Prayer and Spiritual Traditions 3 Elective (or NT Greek II / Latin II) 3 spirituality: campus ministers; adult educators; formation per- Elective (or Elementary Spanish II) sonnel; RCIA leaders; retreat leaders; and clergy. Admission Requirements: Students must meet the same Additional Requirements requirements as the M.A. in Pastoral Ministry program, except Languages: each student must complete both (New that the GRE/MAT and psychological testing are not required. Testament) Greek I and Elementary Latin I, plus either (New Course Requirements: Eighteen credits, 12 chosen from Testament) Greek II or Elementary Latin II. Students without HSTD 6310 or PTHO 6726; PTHO 6728 or STHO 6728; prior Spanish study should take Elementary Spanish I & II in PTHO 6718; and PTHO 9101. Six elective credits, including 3 Pre-Theology as prerequisite for Intermediate Pastoral Spanish credits in systematic theology (e.g., STHO 6501) and 3 credits in in M.Div. program. particular areas of spirituality (e.g., PTHO 6724, 6742-46). Special Program in Catholic Schools Certificate Program in Great Spiritual Leadership Books In conjunction with Seton Hall’s College of Education and For persons interested in opportunities to reflect on great Human Services, ICSST’s Catholic Schools Leadership pro- spiritual literature, to deepen their capacity for spiritual reflec- gram enables students to earn a master’s degree and obtain tion and dialogue, and to relate the contents of spiritual classics New Jersey principal certification. This is an intensive two-year, to current living concerns. two-summer (one week each summer) program intended for Admission Requirements: Students must meet the same Catholic school leaders. For additional details, contact the requirements as the MA in Pastoral Ministry program, except Associate Dean of Graduate Administrative Services, College of that the GRE/MAT and psychological testing are not required. Education and Human Services, (973) 275-2854.

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Course Requirements: 21 credits from one of three tracks as Certificate Program in Seminary’s follows: 1) The Christian Journey in Biography and Fiction; 2) The Four Loves; and 3) Literature for Professionals. Each track Theological Education for Parish consists of 7 courses including offerings in Biblical Studies, Christian Ethics, Pastoral Theology and Systematic Theology. Services (STEPS) For persons seeking a deeper understanding of their faith, particularly those who are preparing to work in a parish setting Certificate Program in Pastoral or those who already work in a parish and seek additional aca- Ministry demic and professional credentials. For persons working or seeking to work in pastoral ministry Admission Requirements: Students must meet the same settings broadly considered. requirements as the M.A. in Pastoral Ministry program, except Admission Requirements: Students must meet the same that the GRE/MAT and psychological testing are not required. requirements as the M.A. in Pastoral Ministry program, except Course Requirements: Twenty four credits, divided as fol- that the GRE/MAT and psychological testing are not required. lows: Foundational Level: Twelve credits, including: BIBL 6529 Course Requirements: Twenty four credits, divided in such a Spirituality of the Old Testament; BIBL 6501 Synoptic Gospels; way that there are 3 credits in each of the following areas: (1) HSTD 6809 History of Christianity; STHO 6246 Theology of scripture; (2) liturgy/sacraments; (3) Church history; (4) Vatican II. Advanced Level: Twelve credits, including: BIBL Church/ ministry; (5) moral theology; (6) ministry skills; and 6 6506 Introduction to Pauline and Johannine Literature; STHO additional credits in courses in pastoral ministry. Particular 6503 Sacraments of Initiation; STHO 6202 Revelation and courses are selected with the approval of the student’s academic Faith; CETH 6130 Major Themes in Christian Ethics. adviser. Additional Requirements: Students are required to participate in spiritual formation and praxis opportunities that allow them to deepen their spiritual gifts, while gaining practical Certificate Program in Scripture skills that will better prepare them for pastoral service. These Studies include theological reflection, retreats, days of reflection, spiri- For persons working or seeking to work in religious educa- tual conferences, and training in public speaking and leader- tion, catechetics or leading parish Scripture study groups; also ship skills. for persons wanting to extend and deepen their personal The STEPS program was designed in collaboration with Education knowledge of Sacred Scripture. for Parish Services (EPS), a nationally recognized lay education organization based in Washington, D.C. Admission Requirements: Students must meet the same requirements as the M.A. in Pastoral Ministry program, except that the GRE/MAT and psychological testing are not required. Certificate Program in Youth Ministry Course Requirements: Students select one of two possible For persons working or seeking to work in youth ministry, tracks: Scripture or Bible Teaching. Both tracks require the religious education, catechetics or other programs involved completion of 18 credits. For the Scripture track, students with adolescents and young people. must complete 9 required credits (BIBL 6201, 6501 and 6505) Admission Requirements: Students must meet the same plus any 9 additional BIBL credits. For the Bible Teaching requirements as the M.A. in Pastoral Ministry program, except track, students must complete 12 required credits (BIBL 6201, that the GRE/MAT and psychological testing are not required. 6501, 6505; PTHO 6301) plus an additional 6 credits, either Course Requirements: Twelve credits, consisting of PTHO all in BIBL courses or 3 additional credits in BIBL courses and 6644, 6645, 6646 and 6647. These courses are offered over a 3 credits in appropriate catechetics courses chosen in conjunc- two-year cycle at the rate of one course per semester. Courses tion with their adviser. Both tracks require submission of a meet intensively on a Saturday and Sunday twice in a given final paper (approximately 20 pages) to a permanent faculty semester. Students may enter the cycle at the beginning of any member of the program. For Scripture track students, the semester, but must complete all four semesters to earn the cer- paper must attest to integration of coursework across the vari- tificate. Since these courses are offered in conjunction with the ous subjects studied. For Bible Teaching track students, the Center for Ministry Development of Naugatuck, Connecticut, paper must demonstrate integration of scriptural knowledge completion of the cycle also renders the student eligible to with sound catechetical application. receive the Center’s certificate. B.S./M.A. Program for Neocatechumenal Way Seminarians In conjunction with the College of Education and Human Services, ICSST offers a six-year program for international students from the Neocatechumenal Way who lack an American baccalaureate degree or its equivalent. The program, which

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includes undergraduate core requirements, coursework in edu- BIBL 6248 Deuterocanonical Books cation and philosophy, and theological coursework necessary Spiritual and social developments within Judaism between the for ordination, results in students earning a B.S. from the third century B.C. and the second century A.D. are studied College of Education and Human Services and an M.A. in the- through representative works. Interest in the course centers on ology from ICSST. For more information, contact the Office of the heritage of the Hebrew Bible in a variety of religious the Associate Dean, ICSST, at (973) 761-9633. expressions. The roots of both Rabbinic Judaism and Christianity can be appreciated only within this context. Course Descriptions 3 credits BIBL 6004 New Testament Greek I BIBL 6410 Catholic Epistles – Hebrews An introductory course in New Testament Greek grammar This course presents the Epistle to the Hebrews together with with intensive exercises intended to develop facility in reading the seven Epistles, known as the seven Catholic or General simple passages from the Gospels. 2 credits Epistles: James, 1-2 Peter, 1-2-3 John and Jude. These works present a witness to Jesus of those who had seen him in his BIBL 6005 New Testament Greek II earthly career, namely two members of his family (James and An introduction to middle voice, the aorist, perfect, pluperfect Jude) and two of the most important of the Twelve (Peter and and aorist passive stems of the verb, participles and conditional John). While discussing various scholarly debates about the sentences. Mastering the Greek verb: tenses, moods and voices. Epistles, the course will emphasize basic themes and structure. A study of grammar accompanied by a continuous reading of 3 credits the Gospel of Mark. Prerequisite: BIBL 6004. 2 credits BIBL 6501 Synoptic Gospels BIBL 6111 Biblical Hebrew I An historical and critical approach to the study of the gospels, An introduction to the most basic elements of Hebrew gram- its limits and benefits, and its acceptability to the Church. The mar with accent on the noun and the qal stem of the verb, “synoptic problem” and the consequences of its resolution for Hebrew thought patterns and sentence structure, plus instruc- study of the gospels. Diverse forms within the gospels and the tion in use of a Hebrew lexicon. A study of grammar accompa- characteristics of each gospel. 3 credits nied by selected readings from Genesis. 2 credits BIBL 6503 Johannine Literature BIBL 6112 Biblical Hebrew II Consideration of the general characteristics, literary relation- A continuation of BIBL 6111. Prerequisite: BIBL 6111. ships, possible sources, overall structure and recurrent themes 2 credits in John’s Gospel; numerous passages exegeted. Overview of the Johannine epistles and their historical context. 3 credits BIBL 6201 Pentateuch Introduction to critical theories useful to Pentateuchal research; BIBL 6505 Pauline Literature historical and geographical context of the Pentateuch; literary Treatment of Paul’s life and background; introduction to each genres; development of Pentateuchal books and their underly- of Paul’s letters with attention to the historical situation and ing theologies; exegesis of selected passages. 3 credits major interpretive concerns associated with each; theological development as evidenced from letter to letter; exegesis of BIBL 6203 Prophetic Literature selected passages. 3 credits A study of the authority, role and key concepts of the Hebrew prophets in the context of their own times and the possible BIBL 6506 Introduction to Pauline and Johannine Literature This course aims to introduce the student to an appreciation of paradigms for the present; an in-depth study of significant pas- various historical, literary, and theological aspects of the Fourth sages in the classical prophets; exegesis of selected texts. Gospel and of Paul’s Letters, especially those to the Galatians 3 credits and Romans. Special attention will be paid to the way in BIBL 6205 Wisdom Literature and Psalms which these writings reflect, interpret and develop the early An examination of the notion of wisdom in the ancient Near Christian Kerygma (proclamation) and thereby contribute to East; genre of wisdom literature; close examination of selected the Christian interpretation of Jesus, person and mission sapiential books; study of various types of Psalms, their signifi- (Christology and Soteriology) and the means by which faith in him as the Christ and Son of God communicates abundant life cance in Israel and their importance to the Church today; exe- (the Sacraments and Ecclesiology). 3 credits gesis of selected passages. 3 credits BIBL 6527 Spirituality of John BIBL 6210 Biblical Call Narratives A study of the Gospel of John from the viewpoint of his spiri- Exploration of how divine calls bestow dramatic meaning and tual doctrine; the role of faith for John; Jesus’ “Signs” and their personhood upon the lives of various figures in the Bible and Christological significance; antinomies in the Gospel of John: those who hear and receive their message. Such figures include light/darkness, life/death; prayer in John. (Cross-referenced to Adam and Eve, Cain, Abraham, Jonah, St. Paul and the PTHO 6527). 3 credits Church-Bride of the Apocalypse. Clarification of the nature of human objections to the divine call and the way in which they are divinely resolved. Exploration of how biblical narrative can enrich a theology and philosophy of vocation and personhood and strengthen the capacity to live and work in faith, hope and charity. 3 credits SETON HALL UNIVERSITY Graduate Catalogue 2007-08 x10 Gd Theology.qxp 7/24/2007 11:41 AM Page 217

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BIBL 6529 Spirituality of the Old Testament tion, students will formulate a theology of historical moral The OT insight into the progressive revelation of Divine development situated within the Catholic tradition. 3 credits Presence and Fidelity. A study of the creation stories; the Exodus event; the sagas; Divine forgiveness and faithfulness; CETH 6116 Social Justice in the Fathers the call to holiness, and its particular and universal aspects. An examination of the social teachings of early Christianity so (Cross-referenced to PTHO 6396). 3 credits as to delineate the distinctive features of modern and ancient social doctrines while at the same time revealing the fundamen- BIBL 6595 Book of Revelation tal continuum and trajectory that characterizes the genuine A study of the Book of Revelation, examining issues related to development of Catholic theology and moral teaching. (Cross- its authorship and interpretation. Analysis of the book within referenced to HSTD 6419). 3 credits the context of the apocalyptic genre followed by a study of its particular message and theology of hope. Special attention to CETH 6126 Ethics of Virtue imagery and symbolism in Revelation. 3 credits The course examines moral strengths as lived through the four cardinal virtues- both how these virtues can be obtained and BIBL 6724 Jewish Roots of Christian Spirituality how they are related to the Christian life through the theologi- The Christian faith is rooted in the biblical heritage as experi- cal virtues (faith, hope and charity), the gifts of the Holy Spirit enced by Jewish communities in the Land and in the Diaspora and the beatitudes. 3 credits during the first century. The prayer of Jesus and his teachings built upon worship and study in Jewish life. Christian prayer CETH 6130 Major Themes in Christian Ethics (personal and communal), liturgy (particularly the Eucharist) A team-taught survey of Christian Ethics including and celebrations (including sacramental) of the individual’s life- Fundamental Moral Theology and Catholic teaching in Sexual cycle draw upon Jewish anticedents, with adaptations made Morality, Health Care and Social justice. Not applicable to M. through “inculturation” to the context of the Church’s growth. Div. or M.A. with Christian Ethics concentration. 3 credits The course will benefit all interested in renewing their under- CETH 6131 Ethics and Being standing of the roots of Christian spirituality as well as those interested in present-day Catholic-Jewish dialogue. (Cross-ref- CETH 6132 The Four Loves erenced to PTHO 6724). 3 credits See PTHO 6132. 3 credits CETH 6101 Christian Ethics I CETH 6205 Healthcare Ethics An investigation of Catholic moral theology from the view- To develop skills in using Catholic Church teaching and point of its history and contemporary concerns. Definition of Natural Law argumentation, an examination of the concepts of moral theology’s scope and purpose, followed by an examina- health, the human person, personal and social responsibility, tion of Scripture and moral theology; the distinctive nature of confidentiality, reproductive technologies, abortion, medical Catholic moral teaching; natural law and moral norms. research, experimentation, transplants, psychotherapy, addic- 3 credits tion, suicide, euthanasia and care of the disabled, those with AIDS and the dying. Prerequisite: CETH 6101 or 6102. CETH 6102 Christian Ethics II 3 credits Building on the subject matter in CETH 6101, an examination of the relationship of morality to culture; ecclesial dimen- CETH 6215 End of Life Issues sions of moral theology; conscience; sin; virtue; moral decision- This course treats contemporary issues regarding the end of making; and the ways these themes are expressed in the human life, including sanctity of human life, patient autono- Catholic tradition and contemporary theological reflection. my, euthanasia, physician-assisted suicide, organ donation, and Prerequisite: CETH 6101. 3 credits medically-assisted nutrition and hydration, to be examined from the perspectives of Faith (Scripture, Tradition & CETH 6105 Fundamental Moral Theology Magisterium), Reason (philosophy) and Law (natural and civil This course examines the central characteristics of Roman law). 3 credits Catholic moral theology in the post-Vatican II era: specifically how the discipline currently appropriates scripture, tradition, CETH 6252 Theology of the Body the magisterium, human experience and reason, the universal See PTHO 6224. 3 credits desire for happiness, and the realities of sin and grace, to express the dynamics of the Christian moral life conceived as a CETH 6306 Catholic Sexual Teaching An historical and systematic study of Church teaching using dialogic response to the gracious initiatives or God and ulti- the scriptures, guest lectures, case studies and film to develop a mately, as an act of worship that finds its source and summit in cognitive and affective appreciation of the Catholic view of the Eucharist sacrifice, Catechism 2031. 3 credits human sexuality. The course considers chastity, friendship, CETH 6115 Christian Ethics spousal love, procreation, natural family planning, extramarital This course will examine the history of Christian ethics from sex, masturbation, homosexuality and birth control. its New Testament beginnings through the Patristic, Thomistic, Prerequisites: CETH 6101 and CETH 6205. 3 credits Neoscholastic, and post-Vatican II eras. Through a close study of the development of moral theology in the Catholic tradi-

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CETH 6310 Sexuality, Friendship and Christian Perfection HSTD 6222 Popes and the Papacy A theological appreciation of human sexuality at its physical, The institution of the papacy and individual holders of the psychological, socio-moral and spiritual levels in the context of papal office; a survey of major periods in the development of a person’s call to Christian perfection, aimed at assisting the Catholicism from the perspective of the papacy; special atten- student to integrate sexuality with a call either to celibacy or tion given to the last century and an investigation/analysis of marriage and a call to contemplation. 3 credits the papal office. 3 credits CETH 6407 Catholic Social Teaching HSTD 6224 Eastern Christianity An exploration of the theological warrants for Catholic social An overview of Eastern Christian Churches including: justice ministry, its scriptural foundations, and its major princi- Catholic, Orthodox, non-Chalcedonian, and others. Origins ples as articulated in papal and episcopal documents. The and development, especially with regard to ecclesiology, theolo- application of these principles to family, to work, to economic gy and culture; examines themes in Eastern Christian spirituali- systems and to political orders. An examination of the various ty and art, historical origins of the separation between East and ways that local churches and parishes can be effective instru- West, and current ecumenical situation. 3 credits ments in bringing about God’s reign of peace and justice. 3 credits HSTD 6301 Mediterranean Christianity The development of Christianity from the close of the CETH 6409 War and Christian Conscience Apostolic/Second Temple periods (ca 100 A.D.) to the creation A survey of historical movements, issues and ideas that con- of the Papal States and the evangelization of Northern Europe tributed to the evolution of Christian thought on the morality (ca 750 A.D.). Survey of Patristic texts and other primary of war, including: the Old Testament and the theory of holy sources to illustrate the Church’s passage from its Semitic roots war; early Church and conscription; Crusades; just war theo- into the Hellenistic and Germanic worlds. Special attention to ries; pacifism; knighthood; Magisterial teaching on war and institutional and sacramental development; persecutions; the peace; and contemporary issues. 3 credits Constantinian revolution; early Councils; the collapse of the Western Roman Empire; and the development of Eastern CETH 6507 Reconciliation and Anointing Christianity. 3 credits The sacrament of Penance in its systematic, moral, pastoral and liturgical aspects with special attention to the ministry of the HSTD 6302 European Christianity priest-confessor. The Sacrament of the Sick in its Biblical roots, A study of the development of Latin Christianity in the period historical evolution, systematic theology and contemporary from the consolidation of Western Mediterranean Christianity liturgical celebration. 3 credits to the beginnings of the Age of Discovery (750-1492): the evangelization of the Germanic and Western Slav peoples; the CETH 6509 Christian Marriage impact of Islam; Roman-Byzantine disputes; the Crusades; The Biblical, historical, systematic and liturgical development development of the papal office; Church-State controversies; of Christian marriage from Biblical origins, Patristic thought, origins of religious orders and the culture of the Middle Ages; medieval synthesis, Reformation issues and Tridentine respons- and the influence of the Renaissance. 3 credits es, to its contemporary theology. Issues related to the theology of marriage, e.g., sacramentality of marriage, divorce and HSTD 6303 World Christianity remarriage, faith and marriage, and the pastoral care of A study of the development of Christianity from the encoun- Christian marriage. 3 credits ters of European and American cultures to the present: the evangelization of the Americas; the Reformation; the Council HSTD 6115 History of Christian Ethics of Trent; philosophical, political and scientific revolutions in This course will examine the history of Christian ethics from the 18th to 20th centuries; the evangelization of Asia, Africa its New Testament beginnings through the Patristic, Thomistic, and the Pacific; Vatican II; current issues connected with the Neoscholastic, and post-Vatican II eras. Through a close study Church’s enculturation among a variety of peoples. 3 credits of the development of moral theology in the Catholic tradition, students will formulate a theology of historical moral HSTD 6310 History of Spirituality development situated within the Catholic tradition. 3 credits A survey of the history of Christian spirituality: Biblical origins; Patristic period; Desert Fathers; Benedict; Augustine; HSTD 6201 History of Christianity I Benedictine Reforms; Franciscan and Dominican renewals; The development of Christianity from the close of the medieval spirituality; Rhineland Mystics; Ignatius; Francis de Apostolic period to the beginning of the Age of Discovery. Sales; Sulpician influences; 20th-century movements; Vatican The course utilizes primary source materials and audio visual II; and contemporary situations (Cross-referenced to PTHO presentations. 3 credits 6726). 3 credits HSTD 6202 History of Christianity II HSTD 6416 Confessions of Saint Augustine The development of Christianity from the Reformation to the Examines St. Augustine’s masterpiece, Confessions, in detail to present day. The course utilizes primary source materials and see how Augustine seamlessly fuses Scripture, theology, rheto- audio visual presentations. 3 credits ric, personal history and spiritual growth into a comprehensive whole. (Cross-referenced to PTHO 6772). 3 credits

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HSTD 6419 Social Justice in the Fathers HSTD 6809 History of Christianity See CETH 6116. 3 credits An overview of the development of Christianity from its origins to the present: the evolution of Christianity from a move- HSTD 6425 Priesthood – History and Theology ment within Judaism to a world religion; Church polity, belief This course surveys the concept of priesthood in comparative and spirituality in succeeding periods; current challenges facing religion and then proceed to an historical and systematic exam- contemporary Christianity. Issues such as Church-State rela- ination of the notion of priesthood as applied to Christ, His tions, the Reformation and the influence of the Enlightenment people and their ministers. Special attention will be given to on the Church are major themes. 3 credits such constitutive notions of priesthood as sacrifice, holiness and mediation. (Cross-referenced to PTHO 6425). 3 credits HSTD 6837 Church in New Jersey Using diocesan and institutional archives in the custody of the HSTD 6426 Priesthood in the Fathers NJ Catholic Historical Records Commission at Seton Hall, an At the heart of the Christian religion is the relationship investigation and analysis of archival sources and other primary between the believer and the Triune God as revealed and source materials. Research required of a particular topic using encountered through Jesus Christ. This relationship, revela- archival materials. 3 credits tion, and encounter contain a communal, ecclesial dimension that takes specific shape through the lived discipleship of one’s PTHO 6007 Pastoral Spanish I individual vocation. From the beginning, early Christians Beginning Spanish for non-Spanish speakers, focusing on reflected on and understood the vocation of Priesthood in this building communication skills and addressing language situa- light. The distinct ways in which the Church Fathers devel- tions encountered in pastoral ministry. 2 credits oped and articulated this vision of Priesthood offer compelling and relevant insights to contemporary priestly ministry. PTHO 6008 Pastoral Spanish II 3 credits A continuation of PTHO 6007. Prerequisite: PTHO 6007. 2 credits HSTD 6709 Spiritual Heritage of the Fathers The Fathers of the Church are readily recognized for their his- PTHO 6009 Pastoral Spanish III toric contributions in shaping the Christian faith. Doctrine, An intermediate Spanish course for those with elementary sacraments, liturgy, Church organization, Christian living and knowledge of Spanish, continuing to build communication theological understanding all find their most basic expressions skills for use in pastoral ministry settings. Prerequisite: PTHO in patristic writings. Less appreciated, however, is the pervad- 6008. 2 credits ing spiritual vision which underlies these other contributions. PTHO 6011 Oral Interpretation The course will examine how the Fathers saw all these facets of The purpose of this class is to familiarize and empower each the Christian religion as vehicles for encountering God and student with the techniques of oral interpretation in order to growing to perfection in His image and likeness. (Cross-refer- make the Word of God alive and vital to the listener. The enced to PTHO 6768). 3 credits course is a skills course which concentrates on the practice of HSTD 6710 Women Mystics presentation. 1 credit An exploration of the phenomenon and meaning of mysticism. PTHO 6109 Introduction to Preaching A study of the lives, times, and spirituality of such women Introduction to homiletics and engagement in the process of mystics as Theresa of Avila, Thérèse of Lisieux, Edith Stein, Biblical preaching with attention to its pastoral function. Catherine of Siena, Faustina, Elizabeth of the Trinity and Julian Emphasis on organization, composition and delivery. of Norwich. An analysis of their major writings, including Evaluation of several homilies as preached to the class. 2 credits autobiographies, letters, and poetry. (Cross-referenced to PTHO 6710). 3 credits PTHO 6112 Preaching Practicum I A continuation of homiletic instruction where students will HSTD 6807 American Christianity deliver homilies for various occasions, subject to self, peer and The development of Christianity in the Americas from the professional criticism. 2 credits beginnings of evangelization to the present, focusing on the Catholic Church in the United States; the impact of the PTHO 6113 Preaching Practicum II English Reformation as setting the stage for the major cultural A continuation of PTHO 6112, with special attention to the forces influencing the present-day United States.; growth of the practical delivery of homilies. Particularly designed for deacons. Church in the English colonies and its subsequent expansion, Prerequisite: PTHO 6112. 2 credits particularly due to 19th- and 20th-century immigration; Catholic education and the evolution of pastoral ministry; PTHO 6132 Introduction to The Four Loves: The Core issues facing Catholicism in its contemporary encounter with Texts cultural forces in America today. 3 credits The course explores fundamental Christian teaching on the spiritual nature of loving relationships by surveying classic philosophical and theological explorations of love. Texts sur- veyed include the Song of Songs, the Gospel of St. John, St. Paul’s Letter to the Corinthians, passages from Plato and

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Aristotle, the Letters of Abelard and Eloise, Vladimir Solovyov’s PTHO 6396 Spirituality of the Old Testament The Meaning of Love, Soren Kierkegaard’s Diary of a Seducer See BIBL 6529. 3 credits and Pope Benedict XVI’s recent encyclical Deus Caritas Est. (Cross-referenced to CETH 6132). 3 credits PTHO 6401 General Canon Law Church law and its role in the Church today; history of canon PTHO 6201 Pastoral Psychology law, particularly the 1983 Code. Consideration of the character Reviews several current models of personality and human of the 1983 Code of Canon Law as well as certain general development theory. Discussion of case studies to illustrate the institutes of law as they appear in Book I and particular canons theological models of Freud, Jung, Mahler and Piaget. Themes: in Books II and VII with reference to the status of laity and personality, growth and sexuality; separation-individuation; and clerics. 3 credits the relationship of psychology to theology. 3 credits PTHO 6405 Canon Law of Marriage PTHO 6202 Pastoral Counseling Canonical and pastoral aspects of current Church legislation on A study of the nature of counseling; responsibility of the coun- the sacrament of matrimony. Aspects of the 1983 Code having selor; goals in counseling; resistance and termination. Particular practical and innovative impact on the marital state, particular- attention to ethical and religious issues in counseling. 3 credits ly in the area of tribunal jurisprudence. 3 credits PTHO 6203 Pastoral Psychology and Counseling PTHO 6425 Priesthood – History and Theology This course will provide an introduction to interpersonal skills See HSTD 6425. 3 credits basic to the helping professions; the nature of counseling; responsibility of the counselor; goals in counseling; resistance PTHO 6426 Priesthood in the Fathers and termination. Particular emphasis is placed on competency See HSTD 6426. 3 credits and self-understanding. The course will be taught through lec- PTHO 6503 Liturgical Practicum ture, demonstration and class exercises. 3 credits Demonstration and practical exercises for priesthood candi- PTHO 6224 Theology of the Body dates in the ministries of celebrating Eucharist and other sacra- This course will examine in depth the Theology of the Body as mental liturgies, including the RCIA and Baptism of children, presented by Pope John Paul II along with evaluative commen- marriage, funerals, sacramental ministry to the sick and dying, tary from within the Catholic theological community. It will Benediction and the Liturgy of the Hours in parishes. 2 credits also explore the implications of this theology for sexual ethics, PTHO 6518 Integrating Music and Liturgical Celebration sacramentality of marriage and celibacy. (Cross-referenced to Principles of Vatican II and subsequent Church teaching on CETH 6252 and STHO 6252). 3 credits liturgical/musical integration. An overview of the history of PTHO 6301 Parish as Learning Community liturgical music emphasizing the proper balance of liturgical, A consideration of the parish as a learning community and its pastoral and musical factors. Other topics: liturgical year; effec- catechetical approaches to adults, along with the shifts and tive selection of music for particular celebrations; copyright trends affecting contemporary catechesis. Contemporary issues. 2 credits approaches to catechesis/religious education as well as the rela- PTHO 6527 Spirituality of John tionship of catechesis/religious education to liturgy, social jus- See BIBL 6527. 3 credits tice and human development. Developmental psychology as it pertains to faith development. Current trends in the Church PTHO 6601 Pastoral Ministry – Introduction particularly supportive of adult faith growth. 3 credits An introduction to pastoral theology in its mediating role between theological insight and pastoral practice. The course PTHO 6323 Adult Catechesis will focus on the pastoral situation as encountered through The history of adult education and adult religious education; Catholic tradition, personal and cultural experience, aspects of psychological and sociological considerations; adult faith devel- pastoral ministry in the contemporary Church and ways of opment; principles of adult education; learning styles; adult responding both pastorally and prophetically. 3 credits spirituality; program planning; collaboration and integration with other ministries. 3 credits PTHO 6602 Ministry of Healing Examines the spiritual and psychological dimensions of min- PTHO 6395 Sacramental Themes in Modern British and istry to the sick, dying, and grieving in the Catholic pastoral American Literature and sacramental tradition. Interpersonal dynamics among Twentieth-century literary works written by distinguished patient, care-giver(s), family and pastoral ministers will be American and British authors, will be considered as works of emphasized through theological reflection and discussion of art in their own right; as comments upon the religious meaning students’ field experience. 3 credits of the human condition; and, above all, as examples of the ways in which sacramental themes are embodied in works of the imagination. (Cross-referenced to STHO 6236). 3 credits

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PTHO 6603 Justice and Charity Ministry PTHO 6646 Youth Ministry III This course will consider the ways in which the Church today Section A (Principles of Youth Ministry): a presentation of the continues to fulfill the Gospel call to care for those in need, vision and principles for comprehensive youth ministry and a and to address issues of social justice. The role of the parish model for developing youth ministry which incorporates devel- community and its leaders (priest, deacons, and lay ministers) opmentally appropriate youth programming, strengthens fami- will be explored. The collaborative work of clergy and laity is ly life, involves young people as integral members of the faith viewed in the light of Catholic social teaching. 3 credits community, and collaborates with civic organizations. Section B (Practices of Youth Ministry): rooted in a theological and PTHO 6604 Ministry of Sanctifying: Priest, Ministers and pastoral vision of community life, an exploration of the devel- Congregation opment of comprehensive youth ministry through the collabo- Discusses the priest as presider in the worshipping community rative sharing of the resources in the community. 3 credits together with the roles of other liturgical ministers and the assembly. The course will focus on the nature of the parish as a PTHO 6647 Youth Ministry IV praying people, and of the family as a domestic Church. Section A (Foundations for Ministry Leadership): an explo- Students will learn to integrate liturgical planning, sacramental ration of the processes and skills for effective leadership in min- catechesis and community worship in parish life. 3 credits istry, combining theory presentation with experiential learning. Section B (Skills for Christian Leadership): an emphasis on the PTHO 6605 Ministry of Teaching application of leadership skills to various ministry settings, Examines the ministry of teaching in the New Testament, the problems and issues, with the goal of developing a practical, early Church and our Church today. Explores the role of cul- working understanding of leadership process and skills. Note: ture and community in faith information, the nature of faith Descriptions for PTHO 6644-67 sometimes change. Contact and conversion, the contribution of developmental psychology, the associate dean for final information. 3 credits and the implications for the various teaching ministries (evangelization, catechesis, preaching). Students will acquire practical PTHO6705 Marian Spirituality skills in identifying resources, lesson planning and teaching, See STHO 6576. 3 credits and theological reflection on the ministry of teaching. 3 credits PTHO 6710 Women Mystics PTHO 6606 Ministry of Leadership: Priest and Minister in See HSTD 6710. 3 credits Service to the Community PTHO 6715 Spiritual Direction Investigates the spiritual, theological, theoretical, and behav- Human and psychological bases for sound spiritual growth; ioral concepts underlying the dynamics of pastoral leadership. relation of growth to the direction relationship and the journey Examines the role of priest as leader and the diversity of leader- towards freedom through awareness and discernment. 3 credits ship roles and functions in parishes today. Considers tools and techniques for effective parish leadership, and the spiritual PTHO 6724 Jewish Roots of Christian Spirituality challenges inherent in leadership. The course requires a writing Survey of the Jewish roots of Christian spirituality, with special project integrating the ministry course. 3 credits attention to prayer (personal and communal) and liturgy (particularly the Eucharist). Theological roots of Jewish spirituality. PTHO 6644 Youth Ministry I Psalms. Catholic-Jewish dialogue today. 3 credits Section A (Justice and Service): an exploration of the foundations for fostering a justice and service consciousness and spiri- PTHO 6726 History of Spirituality tuality in youth drawn from: Scripture, Catholic social teach- See HSTD 6310. 3 credits ing, adolescent development and contemporary catechetical principles. Section B (Pastoral Care): a focus on the depth and PTHO 6728 Theology of Spiritual Life breadth of pastoral care, exploring the principles and methods Theology of the Christian spiritual life: Biblical foundations; of caring for young people from various cultures and their fam- Patristic writings; classical sources; contemporary writings; ilies. 3 credits anthropological foundations; progress in the spiritual life and its various stages; and mysticism. (Cross-referenced to STHO PTHO 6645 Youth Ministry II 6728). 3 credits Section A (Evangelization and Catechesis): an exploration of the foundations of nurturing young and older adolescent faith PTHO 6735 The Priest Today development and Catholic identity through an integrated A contemporary look at theological and spiritual perspectives approach to faith formation which incorporates teaching, on the priesthood, presenting growth and development in prayer and liturgy, community life and justice and service with- priesthood as a profoundly human experience which finds its in ministry with adolescents. Section B (Prayer and Worship): source and intelligibility only in the living Christ; love, self- an investigation into the foundational roles that Christian wor- esteem and rediscovery of ministry in the priesthood. (Cross- ship and sacraments have in fostering the spiritual growth of referenced to STHO 6735). 3 credits youth. 3 credits

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PTHO 6743 Spirituality of St. Francis PTHO 6871 Principal as Spiritual Leader The life and spiritual rule of St. Francis of Assisi; early An exploration of the role of the principal with a particular Franciscanism; development of the Franciscan spirit through focus on the vocation of teaching and leadership. Topics: lead- Church history and permanent influences of Franciscan spiritu- ership, the school as an ecclesial system and a community of ality on the Church. 3 credits faith, and the work of formation of faculty, students and program. 3 credits PTHO 6746 Carmelite Spirituality Origins of Carmelite spirituality; development of the Carmelite PTHO 6872 Catholic Identity, Ethos and Culture charism; expressions of Carmelite spirituality in Saints John of An examination of key aspects of Catholic identity and belief, the Cross, Teresa of Avila and Thérèse of Lisieux; permanent and an overview of some components of “Catholicism,” influences on the Church. 3 credits including aspects of Catholic history, doctrine, culture, juridi- cal system, moral teaching and institutional life (Cross-refer- PTHO 6768 Spiritual Heritage of the Fathers enced to STHO 6872). 3 credits See HSTD 6709. 3 credits PTHO 6931 Spirituality of Leadership PTHO 6772 Confessions of Saint Augustine An exploration of the role of leadership as a part of the spiritu- See HSTD 6416. 3 credits al journey. Topics will include aspects of spirituality (vocation, PTHO 6774 Theology and Practice of Prayer charism, community) and of leadership (including both theo- This course will provide a theology of Christian prayer begin- retical and practical dimensions). Readings, lecture and partici- ning in Scripture and then examining the teaching on prayer in pative learning will be used. 3 credits Christian history. Various models of Christian prayer, expecta- PTHO 9101 Integration Seminar tions in prayer, difficulties in prayer, discernment in prayer, Integration of the various theological and pastoral disciplines consolations and extraordinary phenomena in prayer, as well as encountered in the M.A. in Pastoral Ministry program using some schools of prayer will be covered. The place of liturgical “Pastoral Project” or “Case Study” methodologies. Submission prayer and ecclesial prayer will be discussed along with contem- and approval/acceptance of the final Project completing porary writing on prayer. This course will introduce exercises in M.A.P.M. degree requirements. 3 credits prayer: meditation, vocal prayer, centering prayer, lectio divina. A study of part IV of the Catholic Catechism will take place as PTHO 9102 M.Div. Comprehensive Seminar I well as discussion of the articles distributed in class. (Cross-ref- A case study method, along with a class presentation, designed erenced with STHO 6774). 3 credits to foster integration of the various theological and pastoral disciplines contained in the M.Div. curriculum. Enrollment of lay PTHO 6810 Spirituality and the Arts ministry candidates with the approval of the instructor. Discussion of the Christian faith as the source of inspiration 1 credit for artists, poets, novelists and musicians across the centuries, and in more recent times also for film-makers. A survey of sev- PTHO 9103 M.Div. Comprehensive Seminar II eral classical examples of Christian inspired art so as to see the Completed upon submission and approval/acceptance of the way faith, hope and love are presented. Themes: Jesus and final M.Div. Project. Required of M.Div. candidates. Christians in the movies, hope and despair in the poetry of Enrollment of lay ministry candidates with the approval of the Hopkins, peace in the music of Hildegard of Bingen, faith in instructor. 2 credits the short stories of Flannery O'Connor, marriage and the family in the novels of Sigrid Undset, evangelism in the paintings of STHO 6020 Research Seminar Caravaggio. 3 credits This course consists of three one-hour meetings in which new students are instructed on effective study habits, on the use of PTHO 6827 Bereavement Counseling the libraries and their resources, on the manner of conducting The bereavement process and principles of bereavement coun- theological research, and on the strategies and standards for seling, applicable to work of physicians, nurses, clergy and reli- composing research papers. Students are required to take this gious. Emphasis on the needs of the bereaved and the emo- within the first three semesters of matriculation into a degree tional support systems available to them and their caregivers. program. No credits 3 credits STHO 6201 Foundations for Theology PTHO 6870 Catholic Education: Yesterday, Today and An examination of contemporary attempts to establish the Tomorrow identity of Christian doctrine through a multiplicity of expres- An overview of the history of the ministry of teaching in the sions. Philosophical theologies discussed include: existentialism; Christian tradition and of Catholic schools in the United process thought; linguistic analysis; transcendental Thomism; States. An examination of the multiple tasks of the school in liberation/praxis thought; and hermeneutical theory. 3 credits fostering faith development and an exploration of the norms for the school of the future. 3 credits STHO 6202 Revelation and Faith An historical and systematic examination of the Catholic understanding of God’s Self-Communication and humanity’s correlative response in faith. On revelation: transmission of rev-

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elation; natural and supernatural revelation; Reformation and STHO 6223 Magisterium sola Scriptura; Trent and tradition; Newman on doctrinal A study of the origins, development and role of the teaching development; and la nouvelle theologie and Vatican II. On office in the Catholic Church; forms of exercise of the faith: grace and faith; faith and scholasticism; Luther and sola Magisterium; contemporary theological speculation regarding fides; Trent on fides fiducialis; Vatican I and rational prepara- the Magisterium. 3 credits tion for the act of faith; Blondel and the apologetics of imma- STHO 6236 Sacramental Themes in Modern British and nence; and contemporary attempts (e.g., Rahner, Tracy, Metz) American Literature to ground the act of faith. 3 credits See PTHO 6395. 3 credits STHO 6203 Christology STHO 6240 History and Theology of the Priesthood The faith response to the Mystery of Jesus Christ, God’s gift to This course surveys the concept of priesthood in comparative us, in Scripture and Church Tradition; an attempt to answer religion and then proceeds to an historical and systematic the question “Who do you say I am?” [Mt 16:15] in light of examination of the notion of priesthood as applied to Christ, contemporary concerns. 3 credits His people and their ministers. Special attention will be given to such constitutive notions of priesthood as sacrifice, holiness STHO 6204 Trinity and mediation. (Cross-referenced to HSTD 6425 and PTHO A systematic and historical examination of the doctrine of the 6425). 3 credits Triune God: dialectical nature of God as both hidden and revealed, immanent and transcendent; attributes and perfec- STHO 6252 Theology of the Body tions of God; Patristic and Conciliar debates about the nature See PTHO 6224. 3 credits of the Trinity; persons, processions, relations and missions STHO 6426 Priesthood in the Fathers within the Godhead; speculation relation to the “economic” See HSTD 6426. 3 credits and “immanent” Trinity as well as contemporary retrievals of psychological analogies. 3 credits STHO 6430 Worshipping with the Fathers of the Church See HSTD 6430. 3 credits STHO 6205 Christian Anthropology STHO 6501 Worship of the Church Beginning with the Scriptural understanding of human origins, An introduction to the theology of liturgy and the historical an examination of the human condition from the viewpoint of development of liturgy in the Catholic Church, focusing on Christian revelation. The relationship of God with humanity; the Roman Rite; an introduction to the history and theological sin and redemption; the significance of grace, brokenness and development of the Mass, the Liturgy of the Hours and the healing; and the meaning of death and resurrection. Roman Calendar. 3 credits Consideration of particular and general eschatology in developing a theological anthropology. 3 credits STHO 6503 Sacraments of Initiation A Biblical, historical, theological and liturgical treatment of the STHO 6207 Ecclesiology sacraments of Christian initiation: the theologically normative The mystery of the Church in its various human incarnations adult initiation with restored catechumenate and its pastoral throughout history; the Church’s foundation, nature and fun- adaptation to infant baptism, confirmation and first Eucharist damental structure. Themes: pluralism and the development of of children; anthropological, Christological and ecclesial ecclesial life; “models” of the Church; the importance of Mary dimensions of sacramentology as well as questions common to in the life of the Christian community. 3 credits the seven sacraments. 3 credits STHO 6208 Mission and Ministry STHO 6505 Eucharist The mission of Christ and His Church as it unfolded in A Biblical, historical, systematic, liturgical and pastoral treat- human history with the hope of arriving at a contemporary ment of the Eucharist and the development of the Mass. understanding of Christian mission; the nature, functions and Questions relating to institution, Real Presence, sacred meal, structures of Christian ministry from an historical perspective sacrifice, eschatology and ecumenism. 3 credits to appreciate the Spirit-filled forms of ministry present in the contemporary Church: lay and ordained ministries; the Petrine STHO 6507 Reconciliation and Anointing of the Sick Office in an ecumenical age; authority in the Church; and the The sacrament of Penance in its systematic, moral, pastoral and gift of women in the service of Christ and His Church. liturgical aspects with special attention to the ministry of the 3 credits priest-confessor. The Sacrament of the Sick in its Biblical roots, historical evolution, systematic theology and contemporary STHO 6209 Christology of the Paschal Triduum liturgical celebration. 3 credits An extended examination of the historical development and current expression of the various liturgies of the Paschal STHO 6509 Christian Marriage Triduum, applying the principle lex orandi, lex credendi, to dis- The Biblical, historical, systematic and liturgical development cover the various Christologies expressed in those rites. 3 credits of Christian marriage from Biblical origins, Patristic thought, medieval synthesis, Reformation issues and Tridentine responses, to its contemporary theology. Issues related to the theology of marriage, e.g., sacramentality of marriage, divorce and remarriage, faith and marriage, and the pastoral care of Christian marriage. 3 credits

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STHO 6515 Feasts and Seasons STHO 6577 Mariology A study of the development of the Christian celebration of A study of Church doctrine, teaching and tradition on the time, historically considered and in its contemporary expres- Blessed Virgin Mary from biblical times to the present, includ- sion, regarding the day (Liturgy of the Hours), the week (with ing selected readings in key Mariological authors; Vatican II on the primacy of Sunday) and the year (in the Roman Calendar). Mary; post-Conciliar developments in Mariology; ecumenical Attention given to Marian devotions and the sanctoral cycle, issues. 3 credits the origins of various feasts, and issues related to their proper STHO 6728 Theology of Spiritual Life liturgical celebration. 3 credits See PTHO 6728. 3 credits STHO 6575 Ministry of the Laity STHO 6735 The Priest Today New Testament origins of ministry; the history of ministry See PTHO 6735. 3 credits through the centuries; an exploration of contemporary developments in the ministry of the laity; the teachings of Vatican II STHO 6740 Priesthood and Ministry which have given rise both to an expansion of ministry in the This course sets forth the history and theology of the presbyter- Church and a focus on ministry in the world; recent develop- al office or priestly ministry in the Catholic Church and the ments, both in the teaching of Pope John Paul II and grassroots relationship of priestly ministry to other ministries in the initiatives. 3 credits church, such as lay ministry, the other two forms of ordained ministry, Episcopal and diaconal, and the Petrine ministry. STHO 6576 Marian Spirituality 3 credits The Biblical image of Mary; devotion to Mary as it developed through the ages and its effect on contemporaneous spirituali- STHO 6774 Theology and Practice of Prayer ties; Vatican II on Mary; post-Conciliar developments in See PTHO 6774. 3 credits Mariology and their implications for a Marian spirituality STHO 6999 M.A. Seminar today. (Cross-referenced to PTHO 6705). 3 credits Capstone course required for all M.A. in Theology general format students, to be taken near the end of course work. Integration of the various theological perspectives gleaned from the student’s study of the several concentrations in the degree. Seminar topic to be established by the professor and student. 3 credits

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McQuaid Hall Faculty: Abuhuziefa Abubakr, M.D.; Mary Alexander, PT, (973) 275-2800 DPT, PCS; Venugopal Balasubramanian, Ph.D., CCC-SLP; gradmeded.shu.edu Carol Biscardi, PA-C, M.S.; Gary J. Bouchard, Ph.D., PA-C; Lee Cabell, Ed.D.; Terrence Cahill, Ed.D., FACHE; Theresa Dean: Brian B. Shulman, Ph.D. Cardillo, M.A., CCC-SLP; Sulie Chang, Ph.D.; Nina Capone, Associate Dean: John W. Sensakovic, M.D., Ph.D. Ph.D., CCC-SLP; MaryAnn Clark, Ed.D.; Robert Clarke, Acting Associate Dean: Carol A. Biscardi, PA-C, M.S. Ph.D.; Catherine Noble Colucci, M.A., OTR; Vikram Dayalu, Ph.D., CCC-SLP; Vincent DeBari, Ph.D.; Deborah DeLuca, Departments and Programs J.D.; Irene De Masi, PT, DPT; Robert Faraci, Ph.D., OTR/L; Athletic Training: Carolyn Goeckel, M.A., ATC, Chair Susan Fowler, R.N., Ph.D.; Martin Gizzi, M.D., Ph.D.; Diana Glendinning, Ph.D.; Carolyn Goeckel, M.A., ATC; Raji Graduate Programs in Health Sciences: Grewal, M.D.; Gad Hakarem, Ph.D.; Christopher J. Hanifin, Genevieve Pinto-Zipp, PT, Ed.D., Chair PA-C, M.S.; Phillip Hanna, M.D.; Subramanian Hariharan, Occupational Therapy: Ruth Segal, Ph.D., OTR, Chair M.D.; Vicci Hill-Lombardi, Ed.D., ATC; Nancy Isenberg, Physical Therapy: Doreen Stiskal, PT, Ph.D., Chair M.D., Ph.D.; Phillip Kramer, M.D.; Joseph Landolfi, D.O.; Physician Assistant: Catherine Maher, DPT, PT, GCS; Ellen D. Mandel, PA-C, Carol A. Biscardi, M.S., PA-C, Chair M.S., MPA, RD; John Mitchell, Ph.D.; Joseph Monaco, PA-C, MSJ; Valerie Olson, PT, Ph.D.; Robert Orlikoff, Ph.D., CCC- Speech-Language Pathology: SLP; Nikolaos Papamitsakis, M.D.; H. James Phillips, PT, Robert F. Orlikoff, Ph.D., CCC-SLP, Chair Ph.D., ATC, OCS; Meryl Picard, M.S.W., OTR; Kim Poulsen, PT, DPT; Gregory Przybylski, M.D.; Patricia Remshifski, M.S. CCC-SLP; Denise Rizzolo, PA-C, MSPA; Michael Rosenberg, M.D.; Mona Sedrak, Ph.D., PA-C; Ruth Segal, Ph.D., OTR; Brian B. Shulman, Ph.D., CCC-SLP, ASHA Fellow; Susan Simpkins, PT, Ed.D.; Thomas Sowa, Ph.D.; Doreen Stiskal, PT, Ph.D.; Elizabeth Torcivia, Ph.D., OTR; Mary E. Ubinger- Murray, M.A., ATC; Arthur Walters, M.D.; Deborah Welling, AuD, CCC-A/FAA; Genevieve Pinto-Zipp, PT, Ed.D. x11 Gd Graduate Medicine.qxp 7/24/2007 11:42 AM Page 226

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The School of Graduate Medical Education offers three dis- The School of Graduate Medical Education offers a Master tinct educational programs for healthcare professionals: residen- of Science in Occupational Therapy program designed to pre- cy and fellowship training for physicians and dentists; continu- pare healthcare practitioners who will critically analyze and ing medical education for primary care providers and practic- convey information to provide a broad range of patient care ing specialists; and graduate programs in health sciences. By services, conduct clinical research and carry out administrative design, the programs are intended to prepare healthcare practi- responsibilities. tioners to competently, competitively and creatively function in The Master of Science in Physician Assistant program pre- a dynamic healthcare environment. pares post-baccalaureate students to perform as entry-level Note: A Master of Science in Jurisprudence in Health Law is physician assistants in the broad healthcare arena. offered through Seton Hall University School of Law. For more The School offers a Master of Science in Speech-Language information about the program, see page 254. Pathology. The program prepares practitioners with advanced/ specialized curricular tracks in neurologically based communi- General Information cation disorders in adults and speech and language disorders in The School of Graduate Medical Education, established in the infant-toddler, preschool and school-age populations. 1987, is a professional school within the University structure. The School’s mission is to prepare healthcare professionals to The School offers the first Master of Science in Athletic assume leadership roles in the healthcare arena. To achieve this Training in New Jersey, and one of only a few entry-level mas- goal, a variety of unique and innovative educational programs ter’s programs in the country. The program prepares practition- are offered utilizing a multi-institutional/integrated approach ers to provide athletes with services such as injury prevention, eval- to graduate education. The School comprises three distinct uation of athletic trauma, immediate care and rehabilitation. educational programs: residency and fellowship training, con- The School offers a Doctor of Physical Therapy program. tinuing professional development and graduate programs in The program is intended to prepare physical therapists to health sciences. assume leadership roles in rehabilitation services, prevention Residency programs offer training for physicians and dentists and health maintenance programs, and professional and com- in specialty areas such as internal medicine, surgery, neurology, munity organizations. orthopedics, dentistry, oral and maxillofacial surgery, podiatry, AOA internship, internal medicine and emergency medicine. Class Attendance and Academic Integrity There also is subspecialty training available for qualified candi- Attendance at each class meeting is expected. Instructors may dates who have completed the appropriate prerequisite train- take class attendance into account when determining grades. ing. All residency and fellowship programs are ACGME, AOA, All forms of dishonesty, whether by act or omission, includ- APMA, ADA accredited, The training occurs at participating ing, but not limited to, cheating, plagiarism, and knowingly institutions: Saint Michael’s Medical Center in Newark; St. furnishing false information to the University, are prohibited. Joseph’s Regional Medical Center in Paterson; Trinitas Hospital Intentional disruption or obstruction of teaching, research or in Elizabeth; St. Francis Medical Center in Trenton and John F. administrative proceedings is prohibited. University sanctions Kennedy Medical Center in Edison. The hospitals and the may extend to suspension and dismissal. University jointly attest to the successful completion of the res- Work submitted in courses must be the product of the idency training through issuance of a certificate. efforts of the student presenting it, and contributions of others Continuing professional development is a program designed to the finished work must be appropriately acknowledged. The to provide updating of the most useful recent advances in the presentation of another’s work as one’s own is a serious viola- diagnosis and management of medical and physical disorders as tion of the academic process, and it is penalized accordingly. they are encountered by primary healthcare providers and prac- The decision on the appropriate penalty is in the first instance ticing specialists. The University and the participating hospitals the professor’s, and it may extend to a failing grade for the offer these updates in the form of conferences, seminars, cours- course. es, workshops and mini-residency experiences. The School offers several innovative graduate programs in Ph.D. in Health Sciences the health sciences. These programs are designed to provide The Doctor of Philosophy in Health Sciences (Ph.D. in individuals with an enhanced knowledge base through a flexi- H.S.) program in the School of Graduate Medical Education of ble and diverse curriculum. Two graduate programs in the Seton Hall University is distinguished by its interdisciplinary health sciences are offered: M.S. and Ph.D. in Health Sciences. and intradisciplinary approach to graduate study. The funda- The school offers programs leading to the degrees Doctor of mental design of the program is a model of professional educa- Philosophy in Health Sciences with specializations in health tion that is broadly based with a core curriculum in health sci- professions leadership, movement science, and speech-language ences and varied specialization tracks, which permit practicing pathology; Master of Science in Health Sciences with special- professionals to assume leadership roles as advanced practition- izations in movement science, health professions leadership and ers, researchers, managers or health professions educators. The athletic training. Graduate courses may be offered at off-cam- program is designed for health professionals interested in pur- pus sites. suing advanced education at the doctoral level.

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A core group of courses provides the basis for an understand- Specialization in Speech-Language Pathology ing of the healthcare delivery system and an understanding of The specialization track in speech-language pathology offers the role and importance of communications within organiza- a flexible program of advanced study tailored to address the tions. Additional courses in advanced sciences, taken by stu- individual needs of doctoral students with a primary interest dents in all tracks, provide critical analysis of treatment meth- that can range from basic research in speech, voice or language ods and scientific basis of practice. Students select specialized science to applied research and/or clinical applications related courses designated for each track, which provide them with the to speech and language disorders. Doctoral-level courses are opportunity to design an individualized plan of study that meets offered in the various areas of communication science and dis- their needs and interest. The coursework is enhanced through orders, as well as in a large number of related disciplines. This participation in seminars, practica and research projects. coursework can be combined with independent study in order The four tracks in the Doctor of Philosophy program are to design a program of study that provides an even closer health professions leadership, movement science, neuroscience match for the individual’s interests and professional goals. and speech-language pathology. The program is committed to Supervised research and teaching experiences further supple- the enhancement of clinical applications by assisting students ment this comprehensive and rigorous training program which in the development of basic research skills; the investigation of culminates in the completion of the doctoral dissertation. research questions in the clinical, healthcare services or health professions education environment; and the acquisition and Program Goals, Objectives and Outcomes Goals distribution of new information to society. Flexible scheduling The overall goal of the Doctor of Philosophy (Ph.D.) is to allows for full- and part-time studies. prepare healthcare providers, managers and health science researchers to assume leadership roles in professional leadership, Specialization in Health Professions Leadership research and practice within the changing healthcare system. To The health professions leadership specialization track is achieve this goal a flexible and diverse curriculum has been designed to provide doctoral education for those healthcare designed to develop individuals who: professionals seeking leadership roles in a variety of healthcare • exhibit advanced communication and clinical or educational settings. The leadership track prepares these individuals to skills to serve as active contributors to the healthcare system; design and evaluate methodologies for the delivery of high- • consider ethical values and principles fundamental to the quality, cost-effective and integrated healthcare services and provision and receipt of healthcare services; health professions education programs. The specialization also • use pedagogical and organizational skills necessary to deliver prepares students to apply the theories and functions of health- health care in an efficient and effective manner; care management, strategic planning, finance, budgeting and marketing in the design and delivery of healthcare services and • critically appraise health science literature and apply the health professions education programs; influence healthcare appropriate principles and procedures to the recognition, policies and regulations that effect the delivery of healthcare evaluation, interpretation and understanding of current and the education of health professionals; and utilize tools for issues; managing healthcare and educational information. • apply the principles of scientific inquiry to investigate problems at the frontiers of knowledge; and Specialization in Movement Science • demonstrate knowledge and sensitivity of culturally diverse A trend toward the multidisciplinary study of human move- populations and their attitudes toward health and illness. ment and motor control has resulted in a restructure and redesign of traditional theories of movement. This has con- Objectives tributed to the need for rehabilitation professionals who read On completion of the Doctor of Philosophy program, grad- and apply new knowledge and findings for clinical or educa- uates should be able to: tional practice, and for educators to alter what is taught at the • demonstrate proficiency in a chosen field of patient care, entry-level of practice. The mission of the concentration in research or education in the health sciences; movement science is to develop a coherent view of theory, clin- • integrate the three roles of patient care, teaching and ical practice and research in motor learning and control. Study research; is directed at both normal and dysfunctional movement. • synthesize concepts, models and theories of practice through The goal of the specialization is to prepare students for the appropriate application of theoretical and empirical research and teaching careers. This goal is met by the compre- knowledge; hensive educational program, which is complemented by a • integrate professional and ethical values and behaviors in mentoring model of graduate education emphasizing research decision making; under the direction of experienced faculty. • engage in analytical research that fosters change in the delivery of health care; • advance the scientific base of the health professions;

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• investigate research priorities among health service delivery Criteria for Admission issues and clinical applications that typically concern health- The following are prerequisite for admission to the program care practitioners; leading to the Doctor of Philosophy in Health Sciences: • assume responsibility for learning and professional growth; • graduate of an accredited, entry-level healthcare professional • collaborate in interdisciplinary practice to establish and program (with a minimum of a baccalaureate degree) and maintain high standards of health care; and proof of eligibility for licensure to practice in New Jersey, • demonstrate proficiency in state-of-the art computer applica- when applicable. (Health care managers and educators pos- tions. sessing a minimum of a baccalaureate degree are eligible); • two letters of recommendation indicating that the applicant Outcomes possesses the aptitude and ambition to complete a course of Upon completion of the Doctor of Philosophy program, doctoral study. Preferably, letters should be from current or graduates will: previous employers and/or from last school attended; • critically evaluate professional, ethical and legal issues; • statement of goals and research career interests; • demonstrate oral and written competency in both scholarly • personal interview; and technical formats; • completion of an application for admission along with offi- • assume leadership roles in the development of problem-solv- cial transcripts from all undergraduate or graduate study; ing strategies; • minimum GPA of 3.0 on a 4.0 scale; • conduct and defend original research to generate knowledge • curriculum vitae; and in their field; • foreign student must submit TOEFL (test for English as a • design and evaluate methodologies for the delivery of high- second language) score of at least 550. quality, cost-effective and integrated health care, research • GRE preferred endeavors and health professions education programs; For program admittance consideration, a completed applica- • function in leadership roles; tion should be received by: • apply theories and functions of management, strategies plan- November 1 - Spring Semester ning, finance, budgeting and marketing in the design and April 1 - Summer/Fall Semesters delivery of health care; • influence healthcare policies and regulations that affect the Curriculum Requirements delivery of health care, research endeavors and the education This program of study requires completion of a minimum of of health professionals; 60 credits beyond the master’s degree or a minimum of 66 • communicate and collaborate with the healthcare team to credits beyond the master’s degree (if the master’s degree came facilitate the attainment of common goals; from another institution, or from another program at Seton Hall University) or 48 credits beyond the clinical doctorate. • perform their duties in a manner sensitive to the diverse For those students holding a bachelor’s degree and pursuing the racial, ethnic, gender, religious and other social groups; Ph.D., 92 credits are required. The educational program plan is • encourage consumers to become responsible decision makers developed by the student in consultation with and approval by regarding healthcare services; an academic adviser/mentor. An academic adviser is assigned to • promote healthy lifestyles and participate in activities that the student upon admission to the program. This adviser serves improve the health and wellness of the community; as the student’s academic adviser while the student is pursuing • apply the theories and tools for designing a responsive health course work and participates in selection of the dissertation care system; committee. All students are required to complete, at a mini- • use tools for managing healthcare, research and educational mum, 9 credits of core courses; 3 credits of teaching experi- information; ence; 30 credits of specialization courses; 9 credits of research courses; 12 credits of dissertation; and 3 credits of electives. • demonstrate knowledge of scientific advances in their field of Specific courses for the specialization phase as well as electives practice; and are selected by the student in consultation with the academic • exhibit commitment to their chosen profession, participate in adviser to ensure a flexible and creative process of continuing its affairs and interrelate with other healthcare professionals. personal and professional development.

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Core (9 credits) Ph.D. Program Plan Overview The goal of this portion of the program is to provide the Candidates are required to successfully complete a program basis for an understanding of the healthcare delivery system, plan of 60-66 credits beyond a master’s degree or 92 credits ethical/legal and professional values and an understanding of beyond a bachelor’s degree. Courses listed under two categories the importance of communications within an organizational will only count once in the program plan. structure. Core Courses (9 credits) GMHS 6110 Health Services Issues and Trends (not Practicum: Teaching Experience (3 credits) required for Neuroscience Specialization) The goal for this portion of the program is to give students GMHS 7403 Philosophy of Science the opportunity to advance their teaching skills either by assist- GMHS 7503 Scientific Writing ing in teaching one course within the discipline or conducting a continuing education program. Academic coursework in cur- Research (9 credits) GMHS 7500 Intermediate Statistical Methods (required) riculum design may be necessary prior to this experience GMHS 7501 Research Methods (required) depending on the student’s background. Substantial prior (prerequisite: graduate statistics course) teaching experience may allow this requirement to be waived or GMHS 7502 Research Project I (required) modified. GMHS 7602 Research Project II RGCN 8000 Research Advisement Research (9 credits) Practicum - Teaching Experience (3 credits) The goal of this portion of the program is to provide the stu- GMHS 8507 Practicum: Teaching Experience dent with a broad and comprehensive understanding of research findings and the communication of those findings to Elective (3 credits) others. At least one statistics course (where the student receives Any Seton Hall University graduate course knowledge of inferential statistics, correlation/regression, and Dissertation Process (12 credits) multivariate statistics) and one research methods course are (repeated enrollment may be needed in the following courses) required. GMHS 9504 Dissertation I (prerequisite: student must have attained doctoral candidacy) Electives (3 credits) GMHS 9505 Dissertation II (prerequisite: GMHS 9504) Courses offered by graduate the divisions of the universities GMHS 9506 Dissertation Advisement that meet the goals of the Doctor of Philosophy in Health (prerequisite. GMHS 9505) Sciences may be taken with prior approval by the student’s aca- Specialization (30 credits) demic adviser and with permission of the department in which Select one of the four specialization tracks: the course is offered. Health Professions Leadership GMHS 6210 Curriculum Development in Health Dissertation Process (12 credits) Professions Education (required) Students are expected to conduct and defend an original GMHS 6211 Institutional Culture and Human research investigation for the purpose of advancing the body of Relationships (required) knowledge in their own field. GMHS 6240 Management and Leadership in Health Professions (required) Specialization (30 credits) GMHS 6307 Integrating Technology and Education For this area of study, students must select a minimum of 15 in Health Sciences credits of specialization courses designed to provide critical GMHS 6409 Styles of Teaching and Learning in analysis of treatment methods and the scientific basis of prac- Health Professions Education (required) tice. Selection of courses is dependent on the specialization GMHS 7110 Strategic Planning for Healthcare Professions Education (required) track in which the student is enrolled. GMHS 7204 Health Perspectives Topical Seminar GMHS 7307 Independent Study in Health Sciences (required) (may register multiple times) EDST 6216 Research Technology EDST 6307 Integrating Curriculum and Technology GMHS 6230 Leadership Theory and Practice (required) GMHS 7603 Biomedical Ethics and Legal Issues in Healthcare Movement Sciences GMHS 7100 Methods for Studying Movement and Human Performance (required) GMHS 7202 Issues in Motor Control: Reaching and Manipulation (required) GMHS 7203 Issues in Motor Control: Gait (required) GMHS 7306 Investigatory Methods in Electromyography (required)

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GMHS 7307 Independent Study in Health Sciences register for Dissertation Advisement following completion of (required; may register multiple times) data collection and completion of the first draft of the GMHS 8113 Principles of Motor Control and Discussion section. Candidates will continue to register for Learning (required) Dissertation Advisement until the dissertation document has GMHS 8305 Movement Science Topical Seminar been fully approved and accepted by the Dissertation (required; may take multiple times) GMHS 9305 Biomechanics of Human Movement Committee and the document has been defended in the oral (required) dissertation defense. Students must complete a minimum of 12 credits of dissertation. Speech-Language Pathology GMHS 8200 Topics in Articulation/Phonological Dissertation Defense Development and Disorders The candidate must submit to all committee members a GMHS 8201 Topics in Dysphagia completed dissertation six weeks prior to the scheduled oral GMHS 8203 Topics in Language Acquisition defense of the dissertation. Students must submit the applicant and Disorders GMHS 8204 Topics in Neurogenic Disorders for Dissertation defense three weeks prior to the scheduled of Cognition and Language defense date. Public notification of the author, title, date and GMHS 8205 Topics in Neurogenic location of the defense will be made to department faculty, stu- Disorders of Speech dents and staff one week prior. A dissertation will not be con- GMHS 8206 Topics in Speech Analysis sidered approved until all members of the committee sign the Methods and Instrumentation signature page and the appropriate outcome form. A disserta- GMHS 8207 Topics in Autism tion may be signed only when no revision or only minor revi- Spectrum Disorders sions are required. Candidates must adhere to all dissertation GMHS 8208 Topics in Speech Motor Control guidelines as specified by the program. GMHS 9000 Independent Study Information or Application Request Candidacy Examination All Ph.D. students are required to pass a candidacy examina- Department of Graduate Programs in Health Sciences tion. Once students pass the candidacy examination, they are School of Graduate Medical Education considered doctoral candidates and are eligible to begin the dis- McQuaid Hall sertation process. The examination is a written examination Seton Hall University given on the Seton Hall University campus. 400 South Orange Avenue Students may apply for candidacy when they have completed South Orange, NJ 07079 48 credits of coursework, including completing the required Phone: (973) 275-2076 core courses, research courses and specialization courses. A can- Fax: (973) 275- 2370 didacy examination may be retaken once. The candidacy examination is given twice per year. E-mail: [email protected] Students must complete a Candidacy Examination Application, and the application must be signed by the faculty M.S. in Health Sciences adviser. The application may be obtained from the student’s The Master of Science in Health Sciences degree program in adviser or from the program’s office or student manual. the School of Graduate Medical Education at Seton Hall University is distinguished by its interdisciplinary and intradis- Dissertation Guidelines ciplinary approach to graduate study. The fundamental design With input from the academic adviser, students must select a of the program is a model of professional education that is dissertation committee chair prior to initiating the dissertation broadly based upon a flexible core curriculum in health sci- proposal process. This occurs following successful completion ences with specialization that will permit practicing profession- of the candidacy examination. The chair shall hold an earned als to assume leadership roles as advanced practitioners, man- Doctorate and a full-time faculty appointment at Seton Hall agers or health profession educators. The program is designed University. The chair will act as the student’s primary research for health professionals interested in pursuing advanced educa- adviser and advocate throughout the dissertation process. tion at the master’s level. A core group of courses, taken by all students, provides the Proposal Hearing basis for an understanding of the healthcare delivery system Dissertation I culminates when the candidate orally defends and an understanding of the role and importance of communi- the proposal before the dissertation committee and University cations within organizations. One additional course in community. Candidates must receive written approval of the advanced sciences, again taken by students in all tracks, pro- proposal from the dissertation committee and the appropriate vides the critical analysis of treatment methods and the scientif- Institutional Review Board before further progress on the ic basis of practice. Students select specialized courses designat- research is allowed. Upon written approval, candidates may ed for each track, which provides them with the opportunity to register for Dissertation II and undertake the research investiga- design an individualized plan of study. The coursework is fur- tion outlined in the proposal. It is expected that candidates will ther enhanced through participation in seminars, practica and research projects.

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The three tracks in the Master of Science program are health • apply the principles of scientific inquiry to investigate prob- professions leadership, movement science and athletic training. lems at the frontiers of knowledge; and The program is committed to assisting students develop basic • demonstrate knowledge and sensitivity of culturally diverse research skills, investigate of research questions in the multi- populations and their attitudes toward health and illness. tude of healthcare environments, and the acquisition and distribution of new information to society. Innovative scheduling Objectives allows for full and part-time studies. Upon completion of the Master of Science program, graduates should be able to: Specialization in Health Profession Leadership • demonstrate proficiency in a chosen field of patient care, The health profession leadership specialization track is research or education in the health sciences; designed to provide graduate education for those professionals • integrate the three roles of patient care, teaching and seeking leadership roles in a variety of healthcare educational research; settings. The leadership track will prepare individuals to design • synthesize concepts, models and theories of practice through and evaluate methodologies for the development and delivery the appropriate application of theoretical and empirical of high-quality, effective health professions education programs knowledge; and influence healthcare education policies and regulations that affect the delivery of education of health professionals. • integrate professional and ethical values and behaviors in decision making; Specialization in Movement Science • engage in analytical research that fosters change in the deliv- A trend toward the multidisciplinary study of human move- ery of health care; ment and motor control has resulted in a restructure and • advance the scientific base of the health professions; redesign of traditional theories of movement. This has con- • investigate research priorities among health service delivery tributed to the need for rehabilitation professionals who read issues and clinical applications that typically concern health- and apply new knowledge and findings for clinical or educa- care practitioners; tional practice, and for educators to alter what is taught at the • assume responsibility for learning and professional growth; entry-level of practice. The goal of this concentration in movement science is to develop a coherent view of theory, clinical • collaborate in interdisciplinary practice to establish and practice and research in motor learning and control. Study is maintain high standards of health care; and directed at both normal and dysfunctional movement. • demonstrate proficiency in state-of-the art computer applications. Outcomes Specialization in Athletic Training Upon completion of the Master of Science program, based The goal of this athletic training specialization is to advance upon their specialization areas, graduates will: the knowledge base of athletic trainers in the ever-changing and expanding healthcare arena. Based on a strong foundation • critically evaluate professional, ethical and legal issues; of science and scientific principles, graduates will advance ath- • demonstrate oral and written competency in both scholarly letic training within the interdisciplinary healthcare system to and technical formats; better serve the clients, the profession and the community by • assume leadership roles in the development of problem-solv- functioning as clinicians, educators, administrators and ing strategies; researchers. • conduct and defend original research to generate knowledge in their field; Programs, Goals, Objectives and Outcomes • design and evaluate methodologies for the delivery of high Goals quality, cost-effective and integrated healthcare, research The overall goal of the Master of Science is to prepare prac- endeavors and health professions education programs; ticing healthcare providers to assume leadership roles in profes- • function in leadership roles; sional leadership, research and practice within the changing • influence healthcare policies and regulations that affect the healthcare system. To achieve this goal a flexible and diverse delivery of health care, research endeavors and the education curriculum has been designed to develop individuals who: of health professionals; • exhibit advanced communication and clinical or educational • communicate and collaborate with the healthcare team to skills to serve as active contributors to the healthcare system; facilitate the attainment of common goals; • consider ethical values and principles fundamental to the • perform their duties in a manner sensitive to the diverse provision and receipt of healthcare services; racial, ethnic, gender, religious and other social groups; • utilize pedagogical and organizational skills necessary to • encourage consumers to become responsible decision makers deliver health care in an efficient and effective manner; regarding healthcare services; • critically appraise health science literature and apply the • promote healthy lifestyles and participate in activities that appropriate principles and procedures to the recognition, improve the health and wellness of the community; evaluation, interpretation and understanding of current issues;

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• apply the theories and tools for designing a responsive others. The student is required to take scientific writing, statis- healthcare system; tics and research methods courses followed by enrollment in • utilize tools for managing healthcare, research and education- research project. Once enrolled in the research methods course, al information; the student will be assigned a research mentor to assist in the • demonstrate knowledge of scientific advances in their field of development and execution of the student’s master’s research practice; and project. Students in the PA specialization will complete only 10 credits in this area. • exhibit commitment to their chosen profession, participate in its affairs and interrelate with other healthcare professionals. Specialization (20 credits) For this area of study the student must select a minimum of Criteria for Admission 15 credits of specialization courses designed to provide critical The following are prerequisite for admission to the program analysis of treatment methods and the scientific basis of prac- leading to the Master of Science in Health Sciences: tice. Selection of courses is dependent on the specialization • graduate of an accredited healthcare professional program (with track in which the student is enrolled. a minimum of a baccalaureate degree) and proof of eligibility for licensure to practice in New Jersey, when applicable; Competencies • two letters of recommendation indicating that the applicant Research Project possesses the aptitude and ambition to complete a course of Following completion of between 20-36 credits of course- graduate study. Preferably, letters should be from current or work (including a minimum of 9 credits in their specialization previous employers and/or from last school attended; and completion of the research methods course), students will • statement of goals for graduate studies; be eligible to register for research project course. The purpose • personal interview; of the research project course is to assist students in conducting a scholarly research investigation in an attempt to enable them • completion of an application for admission along with offi- to demonstrate their comprehensive knowledge of their special- cial transcripts from entry level professional study plus any ty, research design as well as the other core components. Once other undergraduate or graduate study; students complete the research investigation it is expected that • minimum GPA of 3.0 on a 4.0 scale; they share their work with their colleagues in one of the follow- • curriculum vitae; and ing formats: journal article, symposium presentation and/or • foreign student must submit TOEFL (test for English as a poster presentation. The research project must be completed second language) score of at least 550. within two years of completion of coursework. For program admittance consideration, a completed application should be received by: Curriculum Requirements July 1 - Fall Semester The candidate is required to successfully complete a program November 1 - Spring Semester plan of 39 credits as follows: April 1 - Summer Semester Core Courses (6 credits) GMHS 6110 Health Services, Issues and Trends Curriculum GMHS 7503 Scientific Writing I This program of study requires the completion of 39 credits Research (12 credits) beyond the baccalaureate degree. The educational program GMHS 7309 Independent Study in Health Sciences plan is developed by the student in consultation with and with (required) the approval of an academic adviser/mentor. The academic GMHS 7500 Intermediate Statistics (required) adviser will be assigned to the student upon admission to the GMHS 7501 Research Methods (required) program and will serve as the student’s academic adviser. All GMHS 7502 Research Project I (required) students are required to complete 6 credits of core courses; 20 GMHS 7602 Research Project II credits of specialization courses; and 12 credits of research RGCN 8000 Research Advisement courses. Specific courses for the specialization phase as well as Specialization (21 credits) electives are selected by the student in consultation with the Select one of the following two specialization tracks: academic adviser to insure a flexible and creative process of continuing personal and professional development. Movement Science GMHS 7100 Methods for Studying Movement Core (6 credits) and Human Performance (required) The goal of this portion of the program is to provide the GMHS 7202 Issues in Motor Control: Reaching basis for an understanding of the healthcare delivery system, and Manipulation (required) GMHS 7203 Issues in Motor Control: Gait (required) ethical and professional values. GMHS 7306 Investigatory Methods in Electromyography Research (12 credits) GMHS 7307-9 Independent Study in Health Sciences The goal of this portion of the program is to provide the student with a broad and comprehensive understanding of research findings and the communication of those findings to

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GMHS 8113 Principles of Motor Control Accreditation and Learning (required) The Physician Assistant Program is accredited by the GMHS 9305 Biomechanics of Human Movement Accreditation Review Commission on Education for the or Physician Assistant (ARC-PA). Students who graduate from an Health Professions Leadership accredited program are eligible to sit for the national certifica- GMHS 6210 Curriculum Development in Health tion examination administered by the National Commission Professions Education (required) on the Certification of Physician Assistants. GMHS 6240 Management and Leadership Health Professions Education (required) Admission GMHS 6307 Integrating Technology and Education in Health Sciences (required) Admission to the program is open to individuals who: GMHS 6409 Styles of Teaching and Learning in Health • possess a baccalaureate degree from an accredited institution Professions Education (required) and have a GPA of 3.0 or greater GMHS 7110 Strategic Planning for Health Care and • have completed the following courses with a grade of “C” or Professions Education (required) GHMS 7204 Health Perspectives Topical Seminar better: (required) Course Credits GMHS 7307-9 Independent Study in Health Sciences Anatomy and Physiology I 4 GMHS 7603 Biomedical Ethics and Legal Issues in Anatomy and Physiology II 4 Healthcare or Total: 39 credits Human Anatomy 4 Athletic Training Human Physiology 4 Select 15 credits Chemistry 8 GMAT 6005 First Aid Emergency Response 2 General Biology 4 GMAT 6014 Exercise Physiology in Microbiology 4 Health & Disease 4 Precalculus 3 GMAT 6015 Emergency Medical Technician 4 Psychology 3 GMAT 6101 Physical Agents 3 All prerequisite science courses listed above must include a GMAT 6105 Pharmacology 2 laboratory and be completed no longer than 10 years prior to GMAT 6106 Basic Clinical Imaging 2 application. Students with incomplete prerequisites may apply; GMAT 6112 Evaluation & Management of however, they must state how they will satisfy the prerequisites by the MS System I-Extremities 3 the end of the Spring semester prior to the start of the program. GMAT 7005 Evaluation & Management of the MS System II - Spine 3 The Committee on Admissions will determine a candidate’s GMAT 7006 Investigatory Methods in EMG 3 eligibility upon review of the following: GPA; Graduate Record GMAT 7008 Drugs and Physical Performance 3 Examination (GRE) scores; non-quantifiable items such as let- GMAT 7305 Investigatory Methods in Biomechanics 3 ters of recommendation, employment experiences, healthcare experiences, professional and community activities; and a personal interview for those applicants being considered for M.S. in Physician Assistant admission. Foreign students must submit TOEFL scores for The Master of Science in Physician Assistant (M.S.P.A.) pro- review. No advanced placements, transfer credit, or credit for gram is designed to develop healthcare practitioners who: experimental learning will be granted. • practice with physicians across all medical disciplines; Information regarding the application deadline may be • possess a broad base of knowledge with which to serve obtained from the School of Graduate Medical Education, patients of all ages; (973) 275-2596. • critically appraise health science literature and apply the *Individuals who do not possess a baccalaureate degree should consult the appropriate principles and procedures to the recognition, Undergraduate Catalogue for the Dual Degree program (BS/MS) with the evaluation, interpretation and understanding of current College of Arts and Science - Department of Biology. trends; and • demonstrate knowledge of and sensitivity to culturally diverse populations. This 96-credit, three-year professional program includes courses specific to physician assistant practice that are intended not only to provide students with the technical skills necessary to perform as entry-level practitioners, but also to enable them to grow and adapt to the rapid changes in the profession and the healthcare delivery system.

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Curriculum Requirements professional education programs for a level of performance, Professional Year I integrity, and quality that entitles them to the confidence of Fall Semester the educational community and the public they serve. GMPA 6001 Human Anatomy Accreditation status signifies that the program meets estab- GMPA 6111 Human Physiology lished and nationally accepted standards of scope, quality, and GMPA 6104 Psychiatry relevance. Seton Hall University’s Doctor of Physical Therapy GMPA 6108 Health Maintenance and Education Program has been granted full accreditation status by CAPTE GMPA 6203 Introduction to Clinical Medicine I for a period of five (5) years effective April 20, 2005. Spring Semester GMED 6102 Neuroscience Mission GMPA 6107 Pathophysiology The mission of the program is to educate individuals to GMPA 6109 Pharmacology become competent and autonomous Doctors of Physical GMPA 6110 Clinical Therapeutics Therapy who possess the depth and breadth of knowledge to GMPA 6204 Clinical and Diagnostic Methods support the best practice of Physical Therapy. Through diverse GMPA 6205 Introduction to Clinical Medicine II academic and clinical experiences, graduates are prepared to Professional Year II advance the field of physical therapy and assume leadership Fall Semester roles within the profession and health care environment. As a GMPA 6102 Principles of Epidemiology program within a Catholic university, graduates learn to pro- GMPA 6201 Physiology Correlates vide care with sensitivity and respect for all individuals within GMPA 7301 Fundamentals of Clinical Medicine the communities they serve. GMPA 7304 Nutrition The shared missions of physical therapy and the other pro- GMPA 7403 Clinical I fessional entry programs within the School of Graduate Spring Semester Medical Education provide opportunities for mutual support, GMPA 7404 Research Methods I sharing of resources and interactive development of programs. GMPA 7402 Clinical II This is a four-year academic program, which includes aca- Professional Year III demic courses and clinical practica in physical therapy. Fall Semester Students develop the skills they need to perform as entry-level GMPA 8507 Internship I practitioners and to grow and adapt to the rapid changes in the GMPA 8510 Biostatistics profession and the healthcare delivery system. Upon comple- GMPA 7303 Biomedical Ethics tion, graduates will be thoroughly prepared for the National Spring Semester Physical Therapy Examination. GMPA 8509 Research Methods II GMPA 8602 Internship II Admission GMPA 8603 Healthcare Policy Admission to the program requires: • a baccalaureate degree from an accredited institution; Doctor of Physical Therapy (DPT) • completion of the following prerequisite courses with an The Doctor of Physical Therapy is the post-baccalaureate acceptable GPA; and a grade of “C” or better in each course; degree conferred upon successful completion of a professional • Human Anatomy and Physiology (8 credits); entry-level physical therapy educational program. Physical therapy is a dynamic profession with an established theoretical base • Physics (8 credits); and widespread clinical application in the preservation, devel- • Chemistry (8 credits); opment and restoration of optimal physical function. This • College Math or Statistics (3 credits); Doctor of Physical Therapy program is intended to prepare • English/Communication (6 credits); physical therapists in the healthcare delivery system and who • Social Sciences (9 credits); will assume leadership roles in rehabilitation services, prevention and health maintenance programs, and professional and • a minimum of 50 hours of clinical observation with a community organizations. These practitioners will be able to licensed physical therapist; provide a broad range of patient care services and perform • three letters of recommendation, one from a physical therapist; research and administrative responsibilities. • the Graduate Record Examination (GRE); and The Commission on Accreditation in Physical Therapy • a written essay Education (CAPTE) grants specialized accreditation status to All prerequisite science courses must include a laboratory. qualified entry-level education programs for physical therapists Students with incomplete prerequisites may apply, however, and physical therapist assistants. CAPTE is listed as a national- they must state how they will satisfy the prerequisites prior to ly recognized accrediting agency by the US Department of the start of the program. All prerequisite courses must be com- Education and the Council for Higher Education Accreditation pleted no longer than 10 years prior to application date. (CHEA). Specialized accreditation is a system for recognizing

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The Committee on Admissions will determine candidates’ GDPT 7565 Service Learning Seminar eligibility upon review of the following: GPA; GRE scores; pre- GDPT 7251 Research Project III requisite courses; non-quantifiable items such as letters of rec- GDPT 7359 Clinical Practicum III ommendation, healthcare experiences, professional and com- GDPT 7360 Clinical Practicum IV munity activities, and essay review. Foreign students with GDPT 7361 Clinical Internship II (6 weeks) GDPT 7362 Management of Special Problems English as a foreign language must submit TOEFL scores for review. Professional Year IV Information regarding the application deadline may be GDPT 7421 Health Care Organization and obtained from the School of Graduate Medical Education, Administration (3 weeks) (973) 275-2051. GDPT 7461 Clinical Internship III (12 weeks) GDPT 7521 Curriculum Integration Seminar (3 weeks) Curriculum Requirements GDPT 7561 Clinical Internship IV (12 weeks) The Doctor of Physical Therapy Program is a lock-step program. The following courses must be taken in the predetermined sequence. M.S. in Occupational Therapy Professional Year I The Master of Science in Occupational Therapy (M.S.O.T.) GDPT 6123 Physical Therapy Roles in Health Care professional program is designed to develop healthcare practi- GDPT 6311 Embryology and Genetics tioners who: GDPT 6321 Psycho-Social Concepts in Health Care GMED 6001 Functional Human Anatomy • provide a broad range of patient care services to serve persons GMED 6009 Surface Anatomy and Palpation of all ages within the scope of occupation based treatment GMED 6012 Kinesiology addressing self-maintenance, work and play/leisure occupa- GMED 6013 Therapeutic Modalities tions; GMED 6101 Human Physiology • critically analyze and convey information to patients, col- GMED 6102 Neuroscience GMED 6108 Motor Control Principles leagues and other healthcare professionals; GDPT 4030 Clinical Skills I • practice in collaboration with other healthcare professionals GDPT 4031 Clinical Skills II in a variety of settings; and Professional Year II • perform occupational therapy roles in health and wellness, GDPT 6433 Orthotics and Prosthetics/Functional consultation, education, research and administration. Assistance This 84-credit, three-year program, inclusive of fieldwork GDPT 6434 Life Span Development training, contains courses specific to occupational therapy prac- GDPT 6445 Therapeutic Exercise tice that are intended to provide students with the theoretical GDPT 6534 Clinical Integration Seminar I knowledge and technical skills necessary to perform as entry- GDPT 6551 Research Project I level practitioners in addition to enabling them to grow and GDPT 6659 Clinical Practicum I GDPT 6660 Clinical Practicum II adapt to the rapid changes in the profession and healthcare deliv- GDPT 6661 Clinical Internship I (6 weeks) ery system. All students must complete Level II fieldwork within GDPT 7134 Clinical Integration Seminar II 24 months following completion of academic preparation. GMED 6007 Research Methods The occupational therapy program is accredited by the GDPT 6552 Exercise Physiology and Nutrition Accreditation Council for Occupational Therapy Education of GMED 6015 Pharmacology the American Occupational Therapy Association (ACOTE) GMED 6016 Orthopedic Clinical Medicine located at 4720 Montgomery Lane, P.O. Box 31220, Bethesda, GMED 6017 Clinical Imaging MD 20824-1220. AOTA’s phone number is (301) 652-2682. GMED 6019 Management of Musculoskeletal Problems: Extremities Graduates of the program are eligible to take the National GMED 6020 Management of Musculoskeletal Certification Examination for the Occupational Therapist Problems: Spine administered by the National Board for Certification in GMED 6109 Internal Clinical Medicine Occupational Therapy (NBCOT). After successful completion Professional Year III of this examination, the individual will be an Occupational GMED 6004 Biomedical Ethics Therapist, Registered (OTR). Most states require licensure to GDPT 6122 Principles of Teaching and Learning practice; however, state licenses are usually based on the results GDPT 7131 Management of Neuromuscular Problems of the NBCOT Certification Examination. A felony conviction GDPT 7141 Neurological Clinical Medicine may affect a graduate’s ability to sit for the NBCOT certifica- GDPT 7142 Cardiopulmonary Clinical Medicine tion or attain state licensure. GDPT 7152 Research Project II GDPT 7231 Management of Pediatric Problems GDPT 7232 Management of Geriatric Problems GDPT 7235 Management of Cardiopulmonary Problems GDPT 7562 Clinical Integration Seminar III GDPT 7563 Clinical Integration Seminar IV

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Admission Professional Year II Admission to the program is open to individuals who: GMOT 6222 Clinical Medicine in OT II GMOT 6232 Orthotics in OT • possess a baccalaureate degree from an accredited institution; GMOT 6432 OT Theory and Practice III • completion of the following pre-requisite courses with a GMOT 6531 Rehabilitation in OT II minimum GPA of 3.0 and a grade of “C” or better in each GMOT 6544 Pediatrics in OT/ Level I Fieldwork course; and GMOT 6550 Geriatrics in OT • an overall cumulative GPA of no less than 3.0 on a four- GMOT 7013 Fieldwork Level II, Phase I-3 Months GMOT 7220 Healthcare Organizations point scale is required for regular admission. GMOT 7303 Research Methods I Course Credit GMOT 7311 Research Practicum I Human Anatomy and Physiology (with Lab) 8 Professional Year III English 3 GMOT 7023 Clinical Affiliation II Statistics 3 GMOT 7032 Clinical Affiliation III- 2 months or Sociology 3 GMOT 7033 Clinical Affiliation III- 3 months Introduction to General Psychology 3 GMOT 7230 Consultation, Community, Abnormal Psychology 3 and Alternative Models Developmental Psychology 3 GMOT 7320 Research Methods II Anatomy and Physiology must include a laboratory. Students GMOT 7321 Research Practicum II with incomplete prerequisites may apply; however, they must GMOT 7512 Seminars in Advanced Theory state how they will satisfy the prerequisites prior to the start of and Practice in OT the program. All prerequisite courses must be completed within GMOT 7520 Activity Group Process 10 years of the application date. GMOT 7530 Advanced Concepts in Adapting Environments Applicants are required to perform a minimum of 50 hours of volunteer work with an occupational therapist (OTR). One letter of recommendation must be from an occupational therapist. M.S. in Speech-Language Pathology The Committee on Admissions will determine candidates’ The Master of Science in Speech-Language Pathology pro- eligibility upon review of the following: GPA; non-quantifiable gram prepares speech-language clinicians with in-depth knowl- items, including letters of recommendation, occupational ther- edge, technical skill, and well-reasoned judgment to advance apy volunteer experiences, employment experiences, healthcare the art and science of their discipline. The program further experiences, professional and community activities, written prepares graduates to critically analyze and convey information essay demonstrating understanding of and commitment to the to patients, colleagues and other professionals. The mission of profession. the speech-language pathology program is to prepare clinicians Information regarding the application deadline may be who will provide the highest quality of service to infants, chil- obtained from the School of Graduate Medical Education, dren and adults who have, or are at risk for, debilitating com- (973) 761-7145. munication and swallowing disorders. This comprehensive 65-credit, five-semester program Curriculum Requirements includes academic courses and clinical practica in speech-language pathology that are intended not only to provide students Professional Year I with the necessary skills to perform as entry-level practitioners, GMOT 6110 Functional Human Anatomy but also to enable them to grow and adapt to the rapid changes GMOT 6120 Human Physiology GMOT 6130 Kinesiology in the profession and the health care service delivery system. GMOT 6140 Neuroscience GMOT 6210 Clinical Medicine in OT I Accreditation GMOT 6310 Introduction to Principles of Learning The Master of Science in Speech-Language Pathology pro- GMOT 6320 Development Across the Life Span I gram received full accreditation for a five year period by the GMOT 6330 Development Across the Life Span II Council on Academic Accreditation (CAA) of the American GMOT 6412 Intro to OT Theory and Practice I/ Level I Speech-Language-Hearing Association (ASHA) effective May Fieldwork 1, 2006 through April 30, 2014 and is currently in the process GMOT 6415 Seminar: Activity Analysis in OT of re-accreditation review. In order for an individual to be eligi- GMOT 6417 Seminar: OT Practice Skills ble to apply for national certification with ASHA, a student GMOT 6420 OT Theory and Practice II GMOT 6510 Psychosocial Studies and Group Process in must initiate and complete coursework and clinical practicum OT at a CAA-accredited institution. GMOT 6521 Rehabilitation in OT I GMOT 7110 Clinical Integration Seminar I GMOT 7210 Ethical and Legal Issues in OT

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Admission Curriculum Requirements A baccalaureate degree from an accredited institution with a Professional Year I cumulative GPA of no less than 3.0 on a four-point scale is GMSL 6006 Physiologic Properties required for all applicants. Admission to the program is open to GMSL 6008 Development of Language and Cognition individuals who have an undergraduate degree in speech-language GMSL 6018 Diagnostic Principles & Practice pathology or who have completed a minimum of 12 credits of GMSL 6141 Neuroscience pre-professional coursework in communication sciences and disor- GMSL 6516 Phonological Disorders ders with a grade of “B” or better that must include courses in GMSL 6517 Acoustic and Auditory Phonetics phonetics and an introduction to communication disorders. The GMSL 6518 Acquired Disorders of Department of Speech-Language Pathology offers the following Language & Cognition undergraduate pre-professional courses: GMSL 6521 Medical SLP/Dysphagia • Introduction to Communication Disorders ( 3 credits) GMSL 6527 Child Language Disorders GMSL 7032 Clinical Practicum/Clinical Seminar • Phonetics ( 3 credits) GMSL 7033 Clinical Practicum/Clinical Seminar • Anatomy and Physiology of the Speech & Hearing GMSL 7501 Research Methods Mechanism ( 3 credits) Professional Year II • Introduction to Speech and Hearing Science ( 3 credits) GMSL 6015 Adult Neuromotor Disorders • Introduction to Language Development ( 3 credits) of Communication • Introduction to Audiology ( 3 credits) GMSL 6020 Biomedical Ethics and Professional Issues in The Committee on Admission determines a candidate’s eligi- Speech-Language Pathology bility upon review of all academic transcripts, Graduate Record GMSL 6522 Early Intervention Examination (GRE) scores within the past five years, a personal GMSL 6523 Fluency Disorders statement of professional goals, and three letters of recommen- GMSL 6524 Developmental Neuromotor dation. A personal interview will be arranged for all applicants Disorders/Augmentative & being considered for admission. Alternative Communication In accordance with ASHA’s knowledge and skills acquisition GMSL 6525 Voice Disorders GMSL 6526 Audiology for Speech-Language Pathology (KASA) guidelines, completion of at least one course with a GMSL 6528 Topics in Speech Language Pathology* grade of “C” or better in each of the following areas is required GMSL 7010 Traumatic Brain Injury for admission: GMSL 7012 Aural Rehabilitation • English Composition GMSL 7013 Craniofacial Disorders • Mathematics or Statistics GMSL 7034 Clinical Practicum/Clinical Seminar GMSL 7035 Clinical Practicum/Clinical Seminar • Social or Behavioral Science (Typically a course in psycholo- GMSL 7036 Clinical Practicum/Clinical Seminar gy, sociology, or cultural anthropology) * In lieu of this course, students may choose to enroll in both of • Biological or Life Science (Typically a course in biology, gen- the following: eral human anatomy, physiology, genetics, or zoology) GMSL 7502 Independent Study in Communication • Natural or Physical Science (Typically a course in physics, Sciences & Disorders chemistry, geology, astronomy, or meteorology) GMSL 7504 MS Thesis in Communication Sciences & Disorders Students with incomplete prerequisites may apply, but a statement of how the prerequisites will be met by the start of the program must be included with the application. Please note that pre-professional coursework cannot be used to fulfill KASA course requirements and that all prerequisite courses must be completed within 10 years of the application date. Information regarding the application process may be obtained from the Department of Speech-Language Pathology at (973) 275-2825 or e-mail [email protected].

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M.S. in Athletic Training • Letter of recommendation from a certified athletic trainer The Master of Science in Athletic Training program (MSAT) • Two additional letters of recommendation required prepares graduates to critically analyze and convey information • Graduate Record Examination (GRE) is not required to patients, colleagues and other health professionals. These • Completion of applicant essay question clinicians will be able to provide a broad range of patient care • Student must read, sign, understand and meet the Standards services and perform research and administrative responsibili- of Essential Functions of the School of Graduate Medical ties. This is accomplished through students and faculty build- Education and the MSAT program. ing collaborations, participating on professional organizations • Foreign students must submit TOEFL (Test of English as a in athletic training, and administering athletic training services. Foreign Language) score of at least 550 The mission of the Master in Science in Athletic Training Qualified students are admitted without regard to race, color, Program is to prepare students to become competent and inde- religion, age, disability, natural origin, sexual orientation, pendent clinicians who will enhance the quality of patient ancestry or gender. Students with incomplete prerequisites health care and to advance the profession of athletic training. may apply; however, they must state how they will satisfy the The program teaches and provides practical experiences to prerequisites by the end of the spring semester prior to the start enable graduates to assume leadership roles both within the of the program. All prerequisite courses must be completed no field of athletic training, and within the community. longer than 10 years prior to the application date. This is a two year, 64-credit, six-semester Entry-Level Master of Science Degree Program. Students develop the skills needed Curriculum Requirements – effective August 2007 to perform as entry-level athletic training clinicians and to grow and adapt to the rapid changes in the profession and Professional Year I (39 credits) health care. Upon program completion, students will be thoroughly prepared for the Board of Certification Examination Fall Semester – August Session (6 credits) (BOC) and prepared to enter the profession as entry-level ath- Classes meet Monday thru Friday letic training clinicians. Additionally, the curriculum prepares GMAT 6010 Athletic Training Principles I GMAT 6907 Research Methods students for the Strength and Conditioning Specialist (CSCS) examination. Fall Semester (14 credits) GMAT 6011 Athletic Training Principles II Accreditation GMAT 7007 Research Project I GMED 6001 Functional Human Anatomy The Master of Science in Athletic Training is a fully CAATE GMED 6009 Surface Anatomy & Palpation accredited entry-level graduate program. The Commission on GMED 6022 Basic Rehabilitation Procedures Accreditation of Athletic Training Education (CAATE), main- GMED 6101 Human Physiology tain educational standards for accredited athletic training education programs. Spring Semester (13 credits) GMAT 7107 Research Project II GMAT 7400 Clinical Practicum I Admission GMED 6012 Kinesiology • Baccalaureate degree from an accredited institution GMED 6013 Therapeutic Modalities • Preferred overall cumulative grade point average (GPA) of GMED 6104 Exercise Physiology and Nutrition 3.0 on a four point scale Spring Semester- May/June Session- (6 credits) • Completion of the following pre-requisite courses with a Classes meet from mid-may thru the end of June grade of “C” or better: GMAT 6115 General Medical Conditions Human Anatomy & Physiology* 8 credits GMAT 7402 Clinical Practicum II Biological or Exercise Science* 3 credits GMED 6104 Exercise Physiology and Nutrition Physics* 4 credits English 3 credits Professional Year II (25 credits) College Math or Statistics 3 credits Social Sciences 6 credits Fall Semester (13 credits) GMAT 7207 Research Project III * Courses must include a laboratory. All prerequisite courses must be com- GMAT 7403 Clinical Practicum III pleted no longer than ten years prior to application date. GMED 6016 Orthopedic Clinical Medicine • Fifty (50) hours of clinical observation with a certified ath- GMED 6017 Clinical Imaging letic trainer GMED 6018 Therapeutic Exercise • Official transcripts from all colleges and universities attended GMED 6019 Management of Musculoskeletal Problems: Extremities • Current certifications in First Aid and CPR/AED for the Professional Rescuer

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Spring Semester (12 credits) GDPT 6321 Psycho-Social Concepts in Healthcare Delivery GMAT 7404 Clinical Practicum IV Analysis of factors which influence individual and group inter- GMAT 6113 Sports Psychology actions and communication. Emphasis on the importance of GMAT 6116 Health Care Administration age, gender, cultural/ethnic, and economic factors in framing GMED 6020 Management of Musculoskeletal provider-client, peer and employee interactions. Introduction Problems: Spine GMED 6021 Exercise Pharmacology to concepts of personnel management and legal regulation of GMED 6015 Pharmacology personnel. 2 credits GDPT 6433 Orthotics and Prosthetics/Functional Assistance Course Descriptions Description, prescription, training in the use of, and evaluation of prostheses, orthoses, wheelchairs and other assistive technol- GDPT 6030/PTFY 4030 Clinical Skills I ogy. 2 credits This course will promote skills acquisition in basic elements of patient services. Emphasis is placed on basic physical handling GDPT 6434 Life Span Development skills, health care record information collection and documen- Analysis of multiple systems that contribute to development tation, general screening for all systems, and essential of and change from birth through adulthood. Emphasis on how patient-practitioner interaction. 2 credits interaction between the individual and the environment effects GDPT 6031/PTFY 4031 Clinical Skills II development and adaptation of functional movement skills. The course promotes skills acquisition in basic elements of Discussion of concepts of health and wellness across the life patient services. Emphasis is placed on basic handling skills, span. 3 credits health care record information collection and documentation, general screening for all systems, and essentials of patient- prac- GDPT 6445 Therapeutic Exercise titioner interaction. The course will prepare the student to Therapeutic exercise is one of the key tools that physical thera- integrate elements from examination procedures into basic pist utilize to restore and improve a patient’s neuromuscu- treatment approaches. 3 credits loskeletal well being. This course provides a foundation of knowledge and skills used to manage the majority of neuro- GDPT 6122 Principles of Teaching and Learning musculoskeletal problems using appropriate exercise principles Analysis of basic concepts and principles underlying learning in and techniques. Using a problem-solving model, patient care the cognitive, psychomotor and affective domains. Application intervention for musculoskeletal dysfunction includes medical of models of learning to acquisition of motor skills in clinical screening, physical evaluation, and goal setting. Students will practice and to instruction of peers. Analysis of the effects on develop skill in therapeutic exercise techniques and learn how learning of variation and interaction in teaching style, learning style and learning environments. 2 credits to integrate these techniques with other therapeutic modalities. 3 credits GDPT 6123 (PTFY 4123) Physical Therapy Roles in Health Care GDPT 6534 Clinical Integration Seminar I Introduction to knowledge, skills and values underlying physi- Clinical problem-centered discussion providing integration of cal therapist roles within the healthcare system of the United concepts of physical practice. Students will discuss clinical States. Discussion of professional roles in relationship to clients cases integrating the Guide to Physical Therapist Practice and and other providers, sources of information supporting clinical evidenced based practice. Students will present evidence to the practice in physical therapy, and relationship of therapists to class for peer assessment. Students will participate in activities professional organizations. Introduction to regulatory mecha- that support professional organizations, the profession and the nisms involving healthcare institutions and the practice of community. Students will formally assess their professional physical therapy. Introduction to mechanisms of communica- generic abilities. 1 credit tion and information documentation within the healthcare system. 2 credits GDPT 6551 Research Project I Submission and approval of a research project based on a GDPT 6311 Embryology and Genetics review of literature. Students work in small groups with a facul- Discussion of normal fetal development. Analysis of genetic, ty adviser. Pre-requisite: GMED 6007. 2 credits timing/sequencing, and environmental mechanisms, which control patterns of development. Discussion of potential for GDPT 6659 Clinical Practicum I out-of-sequence modification of post-fetal structure and func- The first of a four-part series of weekly clinical experiences. tion through genetic manipulation. Introduction to major The student will have the opportunity to develop basic clinical classes of developmental disorders. 2 credits skills in the area of orthopedic physical therapy. 1 credit GDPT 6660 Clinical Practicum II The second of a four-part series of weekly clinical experiences. The student will continue to develop clinical skills in an orthopedic setting. Pre-requisite: GDPT 6659. 1 credit

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GDPT 6661 Clinical Internship I GDPT 7235 Management of Cardiopulmonary Problems Six week, full-time clinical practice experience in a single select- Design of physical therapy intervention for management of ed clinical site. Pre-requisites: GDPT 6659, GDPT 6660. cardiopulmonary insufficiency in either healthy or ill individu- 2 credits als. Discussion of fitness programs for able-bodied and disabled individuals. Discussion of management of surgical and cardiac GDPT 7131 Management of Neuromuscular Problems intensive care problems. 3 credits Analysis of mechanisms of motor dysfunction arising from neurological disorders. Skill acquisition in basic and functional GDPT 7251 Research Project III evaluation of neurological disorders. Skill acquisition in use of Writing and oral presentation of project report. Students work manual and technological methods of intervention to address in small groups with a faculty adviser. Pre-requisites: GMED neuromuscular dysfunction. 5 credits 6007, GDPT 6551, GDPT 7151. 2 credits GDPT 7134 Clinical Integration Seminar II GDPT 7359 Clinical Practicum III Patient/client-centered discussions and assignments providing The third of a four-part series of weekly clinical experiences. integration of concepts of physical therapy management, pro- The student will have the opportunity to develop and expand fessionalism, core values, and leadership. Students will use clinical skills in a variety of clinical settings. Pre-requisites: clinical case as a basis for integrating the Guide to Physical GDPT 6659, GDPT 6660, GDPT 6661. 1 credit Therapist Practice, Professionalism in Physical Therapy, APTA Vision 2020 and evidence based practice. 1 credit GDPT 7360 Clinical Practicum IV The last of four weekly clinical experiences. The student will GDPT 7141 Neurological Clinical Medicine continue to expand upon clinical skills in a variety of clinical Survey of major classes of problems or diagnoses involving the settings. Pre-requisites: GDPT 6659, GDPT 6660, GDPT peripheral and central nervous system. Presentation of patterns 6661, GDPT 7359. 1 credit of practice in the specialties of neurology and neurosurgery. Use of clinical cases to present standard patterns of physician GDPT 7361 Clinical Internship II evaluation, diagnosis, intervention and communication/referral Supervised individual clinical practice: 40 hrs/week (six weeks). with other healthcare practitioners. 2 credits Pre-requisites: GDPT 6659, GDPT 6660, GDPT 6661, GDPT 7359. 2 credits GDPT 7142 Cardiopulmonary Clinical Medicine Survey of major classes of problems or diagnoses involving car- GDPT 7362 Management of Special Problems diovascular and respiratory systems. Presentation of patterns of Design of physical therapy intervention for management of practice in the specialties of cardiology, cardiac surgery, internal special problems otherwise not addressed in the physical thera- medicine and thoracic surgery. Use of clinical cases to present py professional entry curriculum including: oncology, women’s standard patterns of physician evaluation, diagnosis, interven- health, mental health, wound care, immune function, etc. tion and communication/referral with other healthcare practi- Includes discussion of medical/health team management of tioners. 2 credits these special problems. 2 credits GDPT 7152 Research Project II GDPT 7421 Healthcare Organization and Administration Data collection and analysis for research project. Students work Analysis of the existing healthcare system and effects of changes in small groups with a faculty adviser. Pre-requisite: GMED in social structure on healthcare delivery. Discussion of meth- 6007, GDPT 6551. 3 credits ods of management of resources of funds, people, space and equipment in the current range of physical therapy practice set- GDPT 7231 Management of Pediatric Problems tings. Three-week seminar course followed by an observation Analysis of the developmental and social/economic factors and report practicum in a practice setting. 3 credits unique to the existence of problems occurring from birth through adolescence. Development of integrated resource plans GDPT 7461 Clinical Internship III involving physical therapy intervention, other healthcare Twelve-week, full-time clinical practice experience in one prac- provider intervention, and the financial resources of the health tice setting. Pre-requisites: GDPT 6659, GDPT 6660, GDPT and social systems. 4 credits 6661, GDPT 7359, GDPT 7361. 6 credits GDPT 7232 Management of Geriatric Problems GDPT 7521 Curriculum Integration Seminar Analysis of the developmental and social/economic factors Three week seminar addressing review and evaluation of the unique to the resolution of problems occurring in maturity and curriculum, graduation activities, preparation for taking the aging. Development of integrated resource plans involving state licensure examination, and first employment. 3 credits physical therapy, other healthcare providers, and the financial GDPT 7561 Clinical Internship IV resources of the health and social systems. 2 credits Supervised individual clinical practice: 40 hrs/week (12 weeks). Pre-requisites: GDPT 6659, GDPT 6660, GDPT 6661, GDPT 7359, GDPT 7361, GDPT 7461. 6 credits

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GDPT 7562 Clinical Integration Seminar III GMAT 6907 (GMAT 4907) Research Methods Clinical problem-centered discussion providing integration of Introduces and provides students a working knowledge of the concepts of physical therapy management of neuromuscular, research process with an emphasis on formulating a research pediatric and acute-care problems. 1 credit question and research design. The goal is to help students prepare a research proposal for a research topic. 3 credits GDPT 7563 Clinical Integration Seminar IV This is a continuation of Clinical problem-centered discussion GMAT 7007 (ATFY 4007) Research Project I providing integration of concepts of physical therapy manage- Methods of research introduced in Research Methods progress ment of neuromuscular, pediatric and acute-care problems. with students developing a clinically focused proposal for 1 credit approval and submission to the University IRB. Students work in small classroom groups with a faculty adviser. Prerequisite: GDPT 7565 Service Learning Seminar GMAT 6907/ ATFY 4907. 1 credit A discipline-based model, where students will have a presence in the community throughout the semester. Regular reflection GMAT 7107 (ATFY 4107) Research Project II on the experience using course content will be the basis for In this course the student finalizes and implements the research analysis and understanding. 2 credits proposal designed in Research Project I. Emphasis is on statistical procedures, data collection, data analysis and interpretation. GMAT 6010 (ATFY 4010) Athletic Training Principles I Students work in small classroom groups with a faculty adviser. This is an introductory course orienting the entry-level training Prerequisite: GMAT 7007. 1 credit student to the profession of athletic training and discusses the various responsibilities of a certified athletic trainer. Other GMAT 7207 Research Project III topics discussed include the recognition of the environmental The focus of this course is on completion and oral presentation illnesses and emergency situations including the evaluation and of the student research project to peers and faculty. management of head and acute cervical related injuries. This Throughout this final research process students continue to course includes a lab component in which students learn and work in small classroom groups with a faculty adviser. practice different taping and wrapping techniques, and fabri- Prerequisite: GMAT 7107. 1 credit cating protective padding. Students also learn to properly apply different sports equipment. 3 credits GMAT 7400 (ATFY 4400) Clinical Practicum I This is the first of four clinical seminar experiences. The stu- GMAT 6011 (ATFY 4011) Athletic Training Principles II dents continue to develop clinical proficiency through the per- This is a continuation of GMAT 6010 and includes discussion formance of selected clinical skills. With the clinical instruc- of common and acute pathologies of the upper and lower tor’s direct supervision and instruction, the students begin to extremity. Mechanism of injury, signs, and symptoms, and on- integrate the examination, evaluation, assessment, and inter- field injury management is discussed in lecture and practiced in vention skills learned thus far in the curriculum. The seminar lab. Students demonstrate the appropriate care for these acute component will engage students in clinical problem-centered conditions as well as demonstrate preventative and protective discussion providing integration of concepts of evaluation and methods. Prerequisite: GMAT 6010. 3 credits management of musculoskeletal problems of the extremities and proper medical documentation. Prerequisites: GMAT GMAT 6113 Sports Psychology 6011 or ATFY 4011. 2 credits This course introduces the science of sport psychology. Emphasis will be placed on applied sport psychology for the GMAT 7402 Clinical Practicum II purpose of enhancing athletic performance, as well as under- This course continues to build on preceding classroom and standing the psychology of injuries and the social-psychological clinical experiences. With more of a guidance approach from aspects of human enrichment. 2 credits the clinical instructor students will further develop clinical proficiency through performance of clinical skills. The seminar GMAT 6115 General Medical Conditions component will engage students in concepts of organization The focus of this course is on standard differential diagnostic and administration related to athletic training. Previous procedures used to evaluate medical conditions as well as iden- coursework will be reviewed and valuated by way of compre- tifying the appropriate care and referral to medical specialist. hensive exams. Prerequisites: GMAT 7400 or ATFY 4400. During the lab component, students will demonstrate increas- 2 credits ing competence in patient examination, evaluation and management, prognosis, and intervention skills for general medical conditions. Prerequisite: GMED 6101, GMED 6104. 2 credits GMAT 6116 Healthcare Administration This on-line course provides the student with an introduction to the local healthcare delivery system. Students learn the principles of administration and organization specific to the profession of athletic training. 2 credits

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GMAT 7403 Clinical Practicum III GMED 6013 (GMED 4013) Therapeutic Modalities The third clinical practicum occurs concurrently with advanced This course emphasizes the use of heat, cold, compression, courses in diagnostic imaging, orthopedic clinical medicine, traction and electrotherapeutic techniques in the management and therapeutic exercise. With a decrease in direct assistance of patients with impairments and functional limitations due to from the clinical instructor, students will demonstrate more a variety of orthopedic, neurological and medical conditions. advanced clinical techniques and increasing clinical compe- This course will stress a problem solving approach for the selec- tence. Students are required to observe at least two orthopedic tion and application of appropriate procedures to manage pain, surgical procedures and document the experience. The seminar edema, limitations in motion, muscle weakness and wound component will prepare students for the BOC examination by healing. 3 credits reviewing comprehensive materials pertaining to all athletic training domains, taking mock exams and designing a study GMED 6015 Pharmacology plan. Prerequisites: GMAT 7402. 2 credits Problem oriented approach to examining the most commonly used pharmaologic agents seen in clinical practice. Basic princi- GMAT 7404 Clinical Practicum IV ples of pharmacodynamics and pharmacokinetics, along with This clinical experience occurs in the final semester of the aca- pertinent physiology are presented. Practical aspects of dosing demic program. With the instructor providing approval, by schedules, therapeutic effects, interactions and adverse reactions the end of this course students will demonstrate clinical com- emphasized, especially as they apply to physical performance petence and independence in the comprehensive management and safety. 2 credits of health-related conditions. The student will have the opportunity to develop competence in non-direct patient care, GMED 6016 Orthopedic Clinical Medicine including consulting, administration and clinical research. The The focus of this course in on the orthopedic pathological seminar component will assist students in developing effective process, conditions and manifestations in relationship to their resumes, cover letters, and job interviewing skills. They will influences on the patient across the lifespan. Topics discussed understand the elements of state regulatory bodies and the include medical musculoskeletal evaluation, diagnosis and scope of practice for athletic trainers. In addition, students will prognosis. Also discussed are issues of soft tissue and fracture be required to demonstrate teaching skills by preparing an in- management as well as surgical and basic rehabilitation man- service presentation for students and faculty. Prerequisites: agement for orthopedic concerns of the spine and extremities. GMAT 7403. 2 credits 2 credits GMED 6001 (GMED 4001) Functional Human Anatomy GMED 6017 Clinical Imaging A clinically oriented human gross anatomy course in which the This course emphasizes imaging of musculoskeletal connective structure and function of the human body is presented. All tissue, central neural tissues, and peripheral vasculature. Survey systems of the body are studied with special emphasis given to of current technology used in structural and functional imaging skeletal, muscular, and nervous systems as it relates to clinical of the body is discussed as well as interpretation, documenta- practice. 3 credits tion, and communication of clinical imaging information. 2 credits GMED 6004 (GMED 4004) Biomedical Ethics A study of the application of human and professional values, GMED 6018 Therapeutic Exercise judgment, and choices to selected ethical dilemmas that arise in This course provides a foundation of knowledge and skills used practice. Emphasis on various traditional and contemporary to manage the majority of musculoskeletal problems using approaches to normative ethics within decision-making models appropriate exercise principles and rehabilitative techniques. applicable to resolving professional dilemmas in the delivery of Additionally, this course will examine current concepts in health care. 2 credits strength and conditioning designed to assist individuals in achieving maximal performance without incurring injury. GMED 6009 (GMED 4009) Surface Anatomy and Palpation 3 credits This course introduces the student to the application of physical examination to the understanding of human structure and GMED 6019 Evaluation and Management of the MS System movement. Emphasis is placed on the study of superficial I – Extremities anatomical landmarks and tissues. Attention is paid to manual Management of musculoskeletal dysfunction is examined with identification of selected musculoskeletal structures in the emphasis on the development of analytical knowledge neces- human mechanical system. 1 credit sary to evaluate musculoskeletal dysfunction. Emphasis will be placed on using a problem-solving model of intervention for GMED 6012 (GMED 4012) Kinesiology peripheral joint dysfunction including medical screening, phys- This course presents the application of physics, anatomy, and ical evaluation and goal setting. Students will develop skills in physiology to the understanding of human movement. manual therapy techniques and integration of these techniques Emphasis is on the study of the development and function of with therapeutic exercise and physical modalities. 3 credits bone, muscle, and ligaments in contributing to normal motion. Attention is paid to synovial joints as key linkage in the human mechanical system. 3 credits

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GMED 6020 Evaluation and Management of the MS System GMED 6108 (GMED 4108) Motor Control Principles II – Spine Analysis of current theories of motor control and motor learn- Patient evaluation and management is examined with emphasis ing in the areas of neuroscience, kinesiology and psychology on the development of analytical knowledge to evaluate muscu- with application to resolution of problems related to neuro- loskeletal dysfunction. Using a problem-solving model, patient muscular development and dysfunction. 2 credits care intervention for spinal joint dysfunction includes medical screening, physical evaluation and goal setting. Students will GMED 6109 Internal Clinical Medicine Design of physical therapy intervention of general medical develop skills in manual therapy techniques and integration of problems otherwise not addressed in the physical therapy pro- these techniques with therapeutic exercise and physical modali- fessional entry curriculum including: infectious disease, meta- ties. 3 credits bolic function, hormonal function, multi-system problems, etc. GMED 6021 Exercise Pharmacology Includes discussion of medical/health team management of This course discusses the use of performance-enhancing sub- these conditions. 2 credits stances and provides insight into how drugs, chemicals, and hormones can affect physical performance. It looks into the GMHS 6110 Health Services Issues and Trends An analysis of selected professional and policy issues affecting extent and physiological dangers such substances can adversely the present and projected healthcare delivery system. Issues alter biological function(s). 1 credit concerning healthcare personnel, patients, healthcare technolo- GMED 6022 (GMED 4022) Basic Rehabilitation Procedures gy, organizational structures and facilities, finance mechanisms Provides the student with an introduction to the principles of and the role of government are stressed in relation to how they patient care. Topics include: Patient interviewing, documenta- influence healthcare services and delivery. 3 credits tion, monitoring of vital signs, positioning, transfers and the use of assistive equipment for ADL activities. Students will also GMHS 6210 Curriculum Development in Health Professions be introduced to physical examination skills including: Education goniometry, range of motion, manual muscle testing, reflex An intensive study of the basic principles and procedures uti- testing and sensory testing. 3 credits lized in the development of health professional curricula. 3 credits GMED 6101 (GMED 4101) Human Physiology Analysis of the patterns of deviation from normal function and GMHS 6211 Institutional Culture and Human Relationships adaptive/restorative function available in the presence of disease Race, gender and ethnic relations in the historical perspective or trauma primarily affecting the skeletal, connective tissue, of the foundation of the United States healthcare. A critical muscular, integumentary and nervous systems. Information review of theories of assimilation and the goals of a post-melt- will be presented at the tissue, organ and system level. ing pot society for a new social order and diverse healthcare Discussion will address changes in response to disease or trau- arenas. 3 credits ma over the entire lifespan. 3 credits GMHS 6240 Management and Leadership in Health GMED 6102 (GMED 4102) Neuroscience Professions Education This course will cover the basic structure, organization, and An exploration of the practical aspects of administering health function of the central nervous system (CNS). Lectures and professions educational programs to include planning, organiz- laboratories focus on understanding localization of function ing, staffing, marketing, student recruitment, selection and within specific structures and pathways of the brain and spinal retention, and program accreditation. 3 credits cord. The major sensory, motor, and cognitive systems are also GMHS 6307 Integrating Technology and Education in covered. Introduction to the major syndromes associated with Health Sciences vascular accidents, trauma or diseases of the CNS. 3 credits This course is designed for the healthcare professional/educator, GMED 6104 (GMED 4104) Exercise Physiology and and will expand one’s capacity to integrate today’s technology Nutrition with teaching and learning strategies. An overview of the back- This course integrates principles of nutrition and application to ground on the technology’s role in education as well as the exercise. It maintains the dietary practices used in pursuit of issues concerning implementation will be explored. An interac- weight maintenance, health, and fitness. Also, presents the tive approach to understanding and utilizing various hardware responses of the human body to normal and pathological and software products is provided. Topics: networks, the processes. Emphasis is placed on the study of muscle physiolo- Internet, email, advanced word processing, imaging, CD-ROM gy, metabolism, cardiovascular and respiratory adaptation, and related multimedia, and other applicable healthcare/ aging, thermoregulation, strength training, and exercise pre- research/education technologies. Students should be comfort- scription. Application of evaluation procedures is provided thru able utilizing the computer, have access to the Internet and the use of selected human performance instruments. 4 credits email, and be available to access SHU computers outside of class hours. 3 credits

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GMHS 6409 Styles of Teaching and Learning in Health GMHS 7401 Pediatric Orthopedics Professions Education This seminar encompasses an in-depth review of normal mus- Study of alternative relationships in the teaching-learning culoskeletal development from infancy to late adolescence and process. Course experiences will be guided by the “spectrum of the common mechanisms of injury, overuse and dysfunction. teaching styles,” a framework that delineates options in teach- Select health and wellness topics, as well as medical and surgi- ing and learning. Organizing students and subject matter; cal procedures will be discussed with an emphasis on the appli- managing time, space and equipment; interacting with stu- cation of various fitness and rehabilitation approaches. 3 credits dents; choosing verbal behavior; and creating cognitive connections with learners. Portfolio development is also a focus of this GMHS 7403 Philosophy of Science Introduces students to a broad range of philosophical and soci- course. 3 credits ological concepts in the development of scientific and medical GMHS 7100 Methods for Studying Movement and Human enterprises. 3 credits Performance GMHS 7499 Doctoral Research Project II Introduces the student to the major clinical and research meas- Seminar for graduate students for the purpose of completing an urement tools used to describe and quantify movement and approved project culminating in the submission of the project human performance. Students learn to evaluate the adequacy for presentation to the professional community. 3 credits of these measurement tools through critical reading of the literature in the areas of standardized tests, movement-science GMHS 7500 Intermediate Statistics measures and physiologic measures. 3 credits The goal of this course is to enhance each student’s understanding and effective use of the techniques used to describe GMHS 7110 Strategic Planning for Healthcare and Health and analyze data in the health sciences. The course is not Professions Education intended to produce the sophistication in statistics, computer This course focuses on methods related to strategic planning in programming, or psychometric applications needed to develop healthcare institutions and health professions education pro- and carry out major research projects. Rather, it is an introduc- grams. The methods include planning, implementing and eval- tory level course intended to develop student’s competence in uating clinical or educational outcomes. Students are exposed the application of the basic statistical techniques used to to healthcare program planning tools such as health informatics explore, describe and analyze information for research or evalu- and the use of expert systems. 3 credits ation purposes. 3 credits GMHS 7202 Issues in Motor Control: Reaching and GMHS 7501 Research Methods Manipulation This course is designed to provide students with a working Designed to advance the practitioner’s clinical skills and abili- knowledge of the research process, with an emphasis on formu- ties in dealing with upper-extremity motor control issues. lating a research question and a logical research plan to answer Examines the influence of conceptual frameworks for reaching, it. Research designs that are covered include experimental, grasping and manipulating. 3 credits quasi-experimental, and non-experimental designs. Methods GMHS 7203 Issues in Motor Control: Gait for gathering representative samples, controlling experiments, Designed to advance the practitioner’s clinical skills and abili- and analyzing data are also covered. The culmination of the ties in dealing with lower extremity and balance motor control course will be the development of an abbreviated research pro- issues. Examines the influence of conceptual frameworks for posal. Prerequisite: Graduate level Statistics course. 3 credits ambulation, theory technology and normative data and current GMHS 7502 Research Project I treatment paradigms in relation to several movement disorders. Seminar for graduate students for the purpose of completing an 3 credits approved project culminating in the submission of the project GMHS 7306 Investigatory Methods in Electromyography for presentation to the professional community. Prerequisite: Designed to provide students with knowledge of kinesiologic GMHS 7501. 3 credits EMG through a combination of data collection, analysis and GMHS 7503 Scientific Writing interpretation, and discussion of relevant literature. Data acqui- In-depth analysis of the organization and composition of arti- sition and signal processing of various types of movements will cles, analyses and reviews according to formats prescribed by allow the student to explore practical and theoretical issues academic, legal or other professions. Varied approaches to writ- affecting the interpretation of EMG. 3 credits ing of technical reports are reviewed. Examples of creating pro- GMHS 7307/7308/7309 Independent Study in Health posal of grants and program development are presented. 3 credits Sciences Intensive study of a specialized area within the field of health GMHS 7506 Scientific Writing I sciences. Subject and credit hours can be arranged. Prerequisite: This web-based course is designed to present methods of writ- Permission of departmental mentor is required. 1-3 credits ing scientific papers, reviewing articles and dissemination of scientific findings. 1 credit

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GMHS 7602 Research Project II GMHS 8206 Topics in Speech Analysis Methods and Seminar for graduate students for the purpose of completing an Instrumentation approved project culminating in the submission of the project Intensive review of, and practical exercises with, laboratory for presentation to the professional community. Prerequisite: instrumentation for the analysis of acoustic and physiological GMHS 7501. 3 credits characteristics of speech production. Topics may vary according to student needs. 3 credits GMHS 7603 Biomedical Ethics/Legal Issues in Health Science GMHS 8207 Topics in Speech Motor Control A study of the application of human and professional values, Intensive study of selected topics regarding the neuromotor judgments and choices to selective ethical and legal dilemmas processes underlying normal speech production. Topics may that arise in practice. Emphasis on various traditional and con- vary according to student needs. 3 credits temporary approaches to normative ethics within decision making models applicable to resolving professional dilemmas in GMHS 8302 Anatomical and Clinical Considerations: the delivery of health care and health care law. 3 credits Upper Extremities The composition and the response of histological structures of GMHS 8102 Movement Disorders in Pediatrics the upper extremities are reviewed and analyzed in terms of The course focuses on an in-depth analysis of pediatric assess- patterns of use, forces, aging and clinical rehabilitation ment tools and treatment in the pediatric population. Specific approaches. A regional approach to clinical anatomy will be purposes and application of assessment tools are discussed with provided, including surgical and anatomical terms, structures reference to gross and fine motor skills. Related current treat- and relationships, and dysfunctions. 3 credits ment philosophies will also be explored. Literature review on current research findings appropriate to these topics will be GMHS 8303 Anatomical and Clinical Considerations: incorporated in the discussions. 3 credits Lower Extremities The composition and the response of histological structures of GMHS 8113 Principals of Motor Control and Learning the lower extremities are reviewed and analyzed in terms of pat- This course will contain three major topics. The first topic will terns of use, forces, aging and clinical rehabilitation approach- explore the historical and current theories of motor control. es. A regional approach to clinical anatomy will be provided, Topics related to the control processes and mechanisms of including surgical and anatomical terms, structures and rela- skilled movement will be addressed. The students will be intro- tionships, and dysfunctions. 3 credits duced to the techniques currently available to measure the kinetics and the outcomes of movement. In the second topic, GMHS 8507 Practicum: Teaching Experience students will learn about the variables that are most important Provides students the opportunity to integrate the goals of the for the learning of new movement behaviors. The third topic program in a practical situation through the application of clin- will explore issues related to the recovery of motor function ical or educational principles in a healthcare organization or such as neural plasticity, cortical reorganization and motor institution of higher learning. 2 credits learning following brain damage. 3 credits GMHS 9305 Investigatory Methods in Biomechanics of GMHS 8114 Physical Therapy Practice in Diverse Human Movement Environments Goals of this course are to develop an understanding of the The role of the pediatric physical therapist in medical, educa- variety of methods of data collection, data processing and tional, community and home environments is examined. analysis used in human movement research. Students gain an Models of team interaction and service delivery are discussed. understanding of the concepts and techniques required in ana- Students learn about the state and federal laws governing the lyzing human movement. Develops the skills necessary to provision of services in early intervention and school-based set- choose practical research questions and analytical methods con- tings. 3 credits cerning human movements. Permission required. 3 credits GMHS 8200 Topics in Articulation/Phonological GMHS 9501 Dissertation I Development and Disorders Seminar and discussion for doctoral candidates on the purpose, Intensive study of selected topics regarding the development of structure and content of the dissertation proposal. Areas articulatory and phonological processes in children and the emphasized include problem statements/hypotheses, review of development, nature, and clinical management and disorders of the literature and selection and application of appropriate articulation and phonology. Topics will vary according to stu- methods. Includes reviews and critiques of sample proposals, dent needs. 3 credits mock proposals, mock proposal hearings and candidate presentations of draft proposals. Prerequisite: candidacy status. GMHS 8203 Topics in Language Acquisition and Disorders 3-6 credits Intensive study of selected topics regarding language acquisition and the etiology and clinical management of language disorders. Topics may vary according to student needs. 3 credits

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GMHS 9502 Dissertation II GMOT 6210 (OTFY 4210) Clinical Medicine in OT I Colloquium for doctoral candidates in the final phases of dis- This is the first of a two-course sequence that explores alter- sertation preparation. The focus is on candidate-lead presenta- ations in body function and system or organ failure that can tions covering various research designs and data analyses tech- occur as the result of disease or illness. This course will address niques, with an emphasis on critical analysis of findings and dysfunction, illness of injuries that impact occupational per- conclusions. Prerequisites: completion of GMHS-9501, formance. Medications used in the treatment of these illnesses approval of dissertation proposal, and in progress with disserta- or dysfunctions will be incorporated throughout the semester. tion data collection. 3-6 credits The language of medicine will be integrated throughout the course using both oral and written communication. Cultural GMHS 9503 Dissertation Advisement differences and gender, ethnic, and economic disparities in Provides a mechanism for refinement of the formal research health care will be identified. 3 credits paper and final dissertation document. Student must enroll a minimum of one time and maintain continuous enrollment GMOT 6222 Clinical Medicine in OT II until completion of the dissertation (dissertation defense). This course builds on Clinical Medicine I with advanced study Prerequisites completion of GMHS 9502, submission of first of pathological conditions involving the neuromuscular, skele- draft of dissertation document, formal presentation of results tal, and other systems. Clinicians in occupational therapy and via research colloquium. 3 credits a variety of other disciplines discuss a variety of clinical conditions commonly encountered by occupational therapists in GMOT 6110 (OTFY 4110) Functional Human Anatomy practice. Students identify and analyze the impacts of clinical Basic functional human anatomy course with emphasis on conditions on occupational performance. The language of skeletal, muscular, connective tissue and nervous systems. medicine and related disciplines is integrated throughout the Information presented at the tissue, organ and system levels. course. 2 credits Visualization of the human body is presented using both models and interactive computer software that present gross dissec- GMOT 6232 Orthotics in Occupational Therapy tion, tissue samples and clinical imaging. Discussion of normal Experiential course in the design and construction of orthotics structure changes over the entire life span. 3 credits used for physical rehabilitation of the extremities and trunk. Intensive focus on the static and dynamic splinting of the hand GMOT 6120 (OTFY 4120) Human Physiology and arm, using a variety of thermoplastic and other materials. This course is designed to provide the occupational therapy 2 credits graduate student with a thorough understanding of basic human physiology. The student should be able to understand GMOT 6310 Introduction to Principles of Learning and explain, concisely and thoroughly, major physiological Teaching and facilitating learning are critical functions of occu- processes within the human body, as well as apply their learned pational therapy practitioners in their work with clients, care- knowledge of physiology to case analysis. For OT students. givers, other professional, and the general public. This course 4 credits explores principles of learning and teaching as applied in occupational therapy practice across the life span and illustrates how GMOT 6130 (OTFY 4130) Kinesiology occupational therapy practitioners integrate the use of these This course presents the application of physics, anatomy, and principles with task analysis and analysis of characteristics of physiology to the understanding of human movement. learners and learning environments to meet therapeutic goals. Emphasis on the study of development and function of bone, Students will also consider the professional commitment of muscle and ligaments in contributing to normal motion. occupational therapy practitioners to lifelong learning. The Attention is paid to synovial joints as key linkage in the human course will include lectures, discussions, writing assignments, mechanical system and how their movements are created and and analysis of clinical vignettes. In individual group experien- governed. The laboratory component of this course reviews the tial activities, students will observe and practice the application theory and application of goniometry, manual muscle testing of learning principles as both learners and teachers. 2 credits and physical evaluation. Activity analysis, documentation and goal setting are included. 3 credits GMOT 6320 (OTFY 4320) Development Across the Life Span I GMOT 6140 (OTFY 4140) Neuroscience This is the first of two courses that explore development and This course will cover the basic structure, organization and change across the lifespan. Major theories of developmental function of the central nervous system (CNS). Lectures and psychology are reviewed with application to student observa- laboratories focus on understanding localization of function tions of infants, children, adolescents, adults, and the elderly. within specific structures and pathways of the brain and spinal Consideration is given to the balance of constitutional/biologi- cord, and typical syndromes associated with vascular accidents, cal and contextual influences on the emergence of milestones trauma or disease of the various parts of the CNS. 3 credits and occupational choices. 2 credits

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GMOT 6330 (OTFY 4330) Development Across the Life GMOT 6432 OT Theory and Practice III Span II Continuation of the study of OT theories, frames of reference This is the second in a sequence of two courses (GMOT 6320, and models of practice with further examination of the OT 6330) which explore human development throughout the lifes- reasoning process. Discussion of the application of occupa- pan. The class begins with a discussion of the demographics of tional therapy models over a spectrum of ages, disabilities and theories about aging, and psychosocial development of the ado- contexts. Course content organized to support reasoning and lescent, adult, and older adult. Culture, gender, ethnicity, gen- the integration of information from the physical disabilities eration and personality are discussed as they influence develop- and psychosocial clinical courses. Laboratory activities will ment over time. Following this, four major time periods are focus on work and leisure skills using occupational analysis and explored in depth including adolescence, transition to adult- synthesis of common everyday occupations and activities. hood, middle age, and the older adult. Dementia, death, dying 2 credits and the bereavement process are discussed. For each time period, roles, occupations, challenges, and changes in physical, sen- GMOT 6510 (OTFY 4510) Psychosocial Studies and Group sory and cognitive factors are studied. Students explore typical Process in OT contexts for living, working, and leisure for the adolescent, This course is designed to explore occupation-based practice adult and aging adult. Students gain further insight into each for persons requiring psychosocial rehabilitation across a variety stage of development through projects including a personal of occupational therapy settings. Mental illness or dysfunction interview and contextual visit, cinema, or book review. Each is associated with diminishment or loss of ability to perform student prepares a paper on a topical issue of choice for one of valued occupations, fulfill valued socio-cultural roles, and par- the major time periods. Each class is conducted with a review ticipate meaningfully in life contexts. Students develop theo- of relevant reading, student experiences and reflections, and rel- retical knowledge and practical skills in approaches to client- evance to occupational therapy practice. 2 credits centered practice that focus on the person from childhood GMOT 6412 (OTFY 4412) Intro to Theory and Practice I/ through old age, his or her occupations, and access to partici- Level I Fieldwork pation in life context. Individual and group approaches to Introduces the profession of OT including history, philosophy, evaluation, intervention are included. Students exercise skills in theoretical foundations and principles of occupation. Explores observation, evaluation, intervention, and documentation of the scope of practice including the range of disabilities served needs and services. They also develop their knowledge of men- and assessment and treatment strategies. Explores professional tal health promotion and illness prevention for people with issues of patient care, code of ethics, professional relationships psychosocial dysfunction and for the well community. The and professional organizations. 3 credits development of clinical reasoning is fostered through a variety GMOT 6415 (OTFY 4415) Seminar in Activity Analysis in of academic and clinical experiences, including Level I field- Occupational Therapy work in a mental health setting. Identification of clients’ needs This lab introduces students to activities and the use of occupa- for living and working successfully in their local communities tions. Students are expected to use the language of the leads students to investigate community resources that address Occupational Therapy Practice Framework and the principles those needs and may suggest new arenas and avenues of sup- of activity analysis during lab activities. All activities are ana- port for occupational therapy practice to address needs that lyzed as a part of lab tasks. Students are expected to actively remain unmet. 4 credits participate in all lab activities, and able to articulate how these skills relate not only to adaptation but also to the tasks in GMOT 6524 Rehabilitation in OT I/Level 1 Fieldwork clients’ everyday lives. 1 credit This is the first of a two-part course designed to explore occupation-based therapy for persons requiring physical rehabilita- GMOT 6417 (OTFY 4417) Seminar in Occupational tion. Emphasis is on the development of a clinical approach Therapy Practice Skills required for client-centered practice that encompasses the indi- The content lab introduces students to basic healthcare tasks as well as tasks that occupational therapists perform as part of vidual, their occupations, and the environment. Students will service delivery. Activities include but are not limited to taking develop skills in observation, assessment, treatment, and docu- vital signs, basic wheelchair parts adjustment, infection control, mentation to restore meaningful occupational functioning in and use of adaptive equipment in ADLs. Students are required clients with physical dysfunction. Psychosocial aspects of ill- to demonstrate competence in assigned activities. 1 credit ness and disability, their impact on role performance and quality of life will be addressed. Students will increase knowledge of GMOT 6420 OT Theory and Practice II health promotion and illness prevention for people with physi- Continuation of the study of OT Theory and Practice I with cal dysfunction and for the well community. Aspects of dis- further examination of the OT process and the theoretical charge planning and community resources will provide the models of OT. Discussion of the application of occupational opportunity to explore community re-entry needs. therapy models over a spectrum of ages and disabilities. Opportunities for the development of clinical reasoning skills Students will analyze the current state of theoretical models are provided in a variety of academic and clinical experiences. and the need for further research. Laboratory activities will focus on occupational analysis and synthesis, activity skill building, home making and activities of daily living. 3 credits

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GMOT 6531 Rehabilitation in OT II GMOT 7023 Clinical Affiliation II Challenges to the individual’s ability to perform occupational Level II Fieldwork II is the second of 3 Clinical Affiliations; tasks within the context of their societal and cultural roles and the second 3 months of 8-9 months of required Level II influences, due to illness, disability or dysfunction, will impact Fieldwork. The student participates in this supervised clinical an occupational performance. Emphasis is on the development experience for 12 weeks. The student has the opportunity to of a clinical approach required for client-centered practice that apply knowledge and skills gained at the completion of all encompasses the individual, their occupations, support systems required coursework and Level II Fieldwork Phase I. Skills in and the environment. The course advances the concepts intro- evaluation, planning and implementation of occupational ther- duced in ‘Rehabilitation in OT I’ and requires the application apy are refined. This fieldwork experience continues to foster of material from EBP, theory and clinical course to be able to integration of theory and practice, clinical reasoning and pro- evaluate, develop progressive interventions and discharge plan- fessional are provided to clients across the lifespan who exhibit ning for individuals with physical rehabilitation needs. Lecture physical, psychosocial and/or developmental dysfunction. and lab opportunities for the development of clinical reasoning Students are encouraged to communicate with peers and facul- skills are provided using a variety of academic and clinical ty through Blackboard Platform accessible through Seton Hall experiences. 3 credits University. The Director of Clinical Education and students will post topics for discussion periodically. 3 credits GMOT 6544 Pediatrics in OT Introduction to occupational therapy intervention delivered to GMOT 7032 (GMOT 7033) Clinical Affiliation III pediatric clients. This course includes theories and models of Phase III Experience: two or three month full-time supervised practice related but not limited to children, adolescents and clinical experience with opportunity to plan, implement and their families and caregivers in the context where they pursue evaluate treatment for pediatric or adult clients in a specialty their occupations. Students are encouraged to use knowledge area selected by the student in consultation with the clinical of intervention learned in previous clinical coursework as fieldwork coordinator. Experiences may be provided in settings, applied to these populations. Emphasis is on integration of but not limited to, psychosocial, geriatrics, hand rehabilitation, observation and evaluation of performance in multiple settings, and development of occupationally-relevant, client-centered pediatrics and/or school based programs, research, community intervention strategies. Use of theoretical and evidence-based organizations and governmental/professional organizations. strategies is emphasized. Classroom learning is reinforced by 2-3 credits weekly fieldwork experience which provides clinical opportuni- GMOT 7032 Clinical Affiliation III- 2 months ties for the student to integrate theory with actual practice. 4 credits Or GMOT 6550 Geriatrics in OT GMOT 7033 Clinical Affiliation III- 3 months Occupational therapy needs of elders in community settings Specialty Concentration and long term. The students will learn to assess, set goals, and (Variable credit based upon clinical requirements, students’ inter- design treatment programs based upon the functional status of ests and practice are chosen: e.g. brain injury, psychosocial set- geriatric client. The concepts of change associated with aging tings, geriatric settings, hand therapy, administration, pediatrics; in the areas of physiology, role management, disease entities, early intervention or school based, community organizations) and maintenance of occupational performance will be explored. Long term care options will be explored, as well as performance GMOT 7110 (OTFY 4111) Clinical Integration Seminar I skills and patterns necessary to achieve and maintain independ- Clinical Integration supports the concurrent fieldwork experience in a variety of assisted living settings. 2 credits ence in psychosocial rehabilitation. The seminar employs the GMOT 7013 Fieldwork Level II, Phase 1-3 Months use of Problem Based Learning (PBL) to develop skills in prob- This is the first of 3 Clinical Affiliations; the first 3 of 8-9 lem identification, critical thinking and clinical reasoning using months of required Level II Fieldwork. The student partici- clinical experiences and case studies. The Occupational pates in this full time, supervised clinical experience for 12 Therapy Practice Framework is used as a tool to assist students weeks. The student has the opportunity to apply theoretical in assembling case information. 1 credit each and practical knowledge gained in the first year of academic instruction. Skills in evaluation, planning and carrying out GMOT 7210 Ethical and Legal Issues in OT occupational therapy treatment are developed and refined. This course explores ethical and moral reasoning and interac- This fieldwork experience fosters the application of theory to tion abilities as they relate to ethical and professional issues of practice, clinical reasoning skills, and professional development. daily practice. Moral, ethical, professional, and legal topics in Students are assigned to a variety of settings where occupation- health care are considered including consent laws, practice acts, al therapy services are provided to clients across the lifespan professional codes of conduct, negligence and malpractice, as who exhibit physical, psychosocial and/or development dys- well as communication, teaching and learning. 2 credits function. Clinical faculty provides direct supervision; the supervisor must be an occupational therapy. The academic fieldwork coordinator and other faculty members are available for guidance and supervision as needed. Two fieldwork meetings are held during the course of the Level II experience for students; one meeting is open to clinical supervisors. 3 credits

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GMOT 7220 Healthcare Organizations GMOT 7321 Research Practicum II This course is designed to promote student understanding of This course is taken concurrently with GMOT 7320 Research the delivery and support mechanisms of occupational therapy Methods II. Students receive supervision and advisement from services in current medical organizations, such as hospitals, the GMOT 7320 course faculty, and other faculty as appropri- extended care/ subacute facilities, and rehabilitation facilities. ate, on the research projects they are conducting in the Current issues in reimbursement, accreditation and regulations Research Methods II course. 1 credit are discussed. The impact of public policy and demographics relative to healthcare provision are explored. The role of GMOT 7512 Seminars in Advanced Theory and Practice in OT change and the need for entrepreneurship in future healthcare Small group discussion on variable topics that explore the environments is discussed and researched. Learning activities diverse dimensions of OT practice and issues. Integration of include development of a needs assessment for a potential OT theory and practice with laboratory and advanced clinical occupational therapy program. 2 credits experiences. Level I Fieldwork provides students with advanced learning opportunities in a variety of clinical learning experi- GMOT 7230 Consultation, Community and Alternative ences. 2 credits Models Continuation of the concepts explored in Healthcare GMOT 7520 Activity Group Process Advanced study of activity groups and group process. Reviews Organizations, with emphasis on community-based practice concepts and theories of group formation, development, struc- outside the medical model. Needs assessment, budget develop- ture, and leadership practiced as they apply to adults and chil- ment, marketing and funding strategies as well as business dren. Development of group protocols and management of ethics are discussed and explored. Community resources, regu- groups. Emphasis placed on group process in professional activ- lations and opportunities are integrated into a mock business ities such as clinical, consultation and research teams. Integrates plan. This course also reviews state and national regulations current research on the use of activity groups and group the practice of the profession. Exploration of future directions process. Integrated lecture and laboratory learning. 3 credits and requirements for new graduates are reviewed. 2 credits GMOT 7530 Advanced Concepts in Adapting Environments GMOT 7303 Research Methods I This course concerns adaptation in the promotion of inde- Research Methods I is the first of two courses designed to pro- pendence and accessibility across the lifespan. The Americans vide students with a working knowledge of the research process with Disabilities Act is reviewed and practical solutions to and the use of research evidence to support clinical practice accessibility are discussed. The role of rehabilitation engineers, (evidence-based practice). Topics introduced include quantita- architects and other rehabilitation team members are explored tive and qualitative approaches, literature searches, research in relation to the scope of occupational therapy. Technology, designs and methodologies, the use of statistics in data analysis, adaptive equipment, resources and new research will be and clinically appraised topics. Students will practice identify- explored. ing, analyzing, and evaluating relevant research studies to 3 credits appraise evidence for clinical practice decisions and to provide GMPA 6001 (PAFY 4001) Human Anatomy answers to focused clinical questions. 3 credits The course provides instruction to significant aspects of human anatomy with respect to physician assistant practice. Lecture GMOT 7311 Research Practicum I instruction as well as prosected dissection in cadaver lab are Students will engage in independent or collaborative research methods used to convey material. Clinical application of projects, collect and analyze data, and develop a research anatomic structure and function are emphasized. 4 credits report. 1 credit GMPA 6102 Principles of Epidemiology GMOT 7320 Research Methods II An introduction to the basic epidemiologic strategies and Experience in the development of a research proposal, data col- thinking. Epidemiologic sophistication fosters a questioning lection and analysis of results through small research groups attitude; without it, medical practices may be introduced and with a project adviser. Research process will culminate in the accepted even though they lack adequate support from well- oral presentation of the project to peers, faculty and clinicians controlled studies. Students will be exposed to the variations Research Methods II is the second of two courses designed to that characterize acute/infectious and chronic disease epidemi- provide students with working knowledge of the research ology. Implications for primary care practitioners will be process and the use of research evidence to support clinical emphasized. Open to physician assistant majors only or per- practice (evidence-based practice). Topics introduced in mission by department chair. research Methods I will be explored in greater depth, including 3 credits quantitative approaches, literature searches, research designs GMPA 6104 (PAFY 4104) Psychiatry and methodologies, the use of statistics in data analysis, and An overview of psychiatric concepts and an introductory clinically appraised topics. Students will practice identifying, approach to the evaluation of patients with emotional prob- analyzing, and evaluating relevant research studies to develop lems, in preparation for clinical rotations. Includes the various client population profiles and to provide answers to focused psychiatric syndromes, in terms of causal factors, clinical pres- clinical questions. 2 credits entation, diagnosis, treatment and outcome. The impact that psychological problems have on the total health care of the patient will be emphasized. 2 credits

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GMPA 6107 (PAFY 4107) Pathophysiology GMPA 6204 (PAFY 4204) Clinical and Diagnostic Methods The fundamentals of the morphopathological changes found in The required didactic component in radiology and clinical lab- the different organs of the body in order to interpret the vari- oratory testing. Includes basic principles of radiology, patholo- ous disease states affecting the human body. Gross and micro- gy and correlations between disease process and interpretation scopic specimens are used to provide a clear understanding of of clinical laboratory diagnostic tests also are discussed. 4 credits the disease processes. 3 credits GMPA 6205 (PAFY 4205) Introduction to GMPA 6108 (PAFY 4108) Health Maintenance and Clinical Medicine II Education The problem-oriented medical record format, techniques of Prepares students to provide preventive health care through the physical diagnosis and use of examining equipment. understanding of human development as it relates to illness Introduction to interviewing techniques and principles, psy- and health maintenance. Students will receive in-depth instruc- chosocial development and behavior and the effective relation- tion in the principles of health maintenance from the Physician ship between the physician assistant, other health professionals Assistant perspective. 2 credits and the patient. Students are assigned to preceptors for the purpose of actual medical treatment decision making. Narrative GMPA 6109 (PAFY 4109) Pharmacology case presentation, using the problem-oriented medical record An introduction to the therapeutic agents most commonly format. 4 credits used in the practice of medicine. Emphasis will be placed on drug interaction, adverse reactions, therapeutic effects and GMPA 7301 Fundamentals of Clinical Medicine dosage schedules. Physical manifestations of drug abuse and The various disease entities in preparation for clinical rotations. accidental poisoning also will be discussed. 2 credits Students will gain in-depth knowledge of the etiology, clinical presentation, differential diagnosis, diagnoses and therapeutic GMPA 6110 (PAFY 4110) Clinical Therapeutics approach to diseases processes. 5 credits Demonstrates the practical application of the pharmaceutical science as utilized for the formulation of drug therapy deci- GMPA 7303 Biomedical Ethics sions. The course will assist the physician assistant student to The application of human and professional values, judgments develop management plans for initiating routine drug therapy, and choices to selective ethical dilemmas that arise in practice. writing prescriptions, monitoring drug therapy, and providing Emphasis will be placed upon various traditional and contem- emergency drug therapy. 2 credits porary approaches to normative ethics within decision making models applicable to resolving professional dilemmas in the GMPA 6111 (PAFY4111) Human Physiology delivery of health care. Open to physician assistant majors only This course provides an in-depth exploration of the physiologic or permission by department chair. 3 credits aspects of homeostasis. Topics include the cell, musculoskeletal, cardiorespiratory, digestive, renal, endocrine, and reproductive GMPA 7304 Nutrition systems. Correlation to the clinical aspect of disease is empha- The basic principles of nutrition in growth and development, sized. Open to physician assistant majors only. 3 credits including: energy and nutrient needs, vitamin and mineral needs and functions throughout life, nutrition screening, GMPA 6201 Physiology Correlates assessment and monitoring for the health provider and nutri- Basic medical principles and their application to clinical situation in acute, chronic and long term care. Organ function with tions through the use of literature search and review. The corre- an emphasis on physiology of the GI tract, heart, liver and kid- late is taken concurrently with Fundamentals of Clinical ney and the relationship of function to nutrition and diet also Medicine to insure that the theoretical component is reinforced will be included. Patient cases illustrate the physiology of with clinical experience. 1 credit health and disease to diet and nutrition management. The role GMPA 6203 (PAFY 4203) Introduction to of the physician assistant as a member of the healthcare team in Clinical Medicine I nutrition care is emphasized. 2 credits The problem-oriented medical record format, techniques of GMPA 7402 Clinical II physical diagnosis and use of examining equipment. Includes 4-8 week rotations in required primary care areas. Introduction to interviewing techniques and principles, psy- Students participate in supervised patient care, attending teach- chosocial development and behavior, and the effective relation- ing rounds and medical conferences as they rotate on various ship between the physician assistant, other health professionals services in established clinical facilities. The clinical experience and the patient. Students are assigned to preceptors for the includes a two-hour weekly medicine seminar that focuses on purpose of taking complete histories and performing complete discussions of clinical areas, ethics and student presentations. physical examination on patients. Narrative case presentation, 15 credits using the problem-oriented medical record format. 4 credits

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GMPA 7403 Clinical I GMPA 8603 Healthcare Policy Includes 4-8 week rotations in required primary care areas. An overview of the health care industry and policies with infor- Students participate in supervised patient care, attending teach- mation regarding the various topics related to the US health ing rounds and medical conferences as they rotate on various care delivery system. The impact that health care policy and services in established clinical facilities. The clinical experience managed care has on the total health of a patient will be dis- includes a two-hour weekly medicine seminar that focuses on cussed. The course is given in the spring semester of the third discussions of clinical areas, ethics and student presentations. professional year so that the student can incorporate clinical 5 credits skills with an analytic perspective on those issues that drive the current health care system. 2 credits GMPA 7404 Research Methods I An exploration in the fundamental concepts of research in the GMSL 6006 Physiologic Phonetics health sciences. Problem finding, formulation of a research Comprehensive overview of basic phonetic science; anatomy question, research methodology, design, and data collection and physiology of ventilatory, laryngeal, supralaryngeal, and and interpretation will be addressed. Ethical considerations in orofacial mechanisms of speech and voice production with research will be discussed. Published research articles will be application to clinically relevant issues; review of speech aero- critically analyzed. At the conclusion of the this course, the dynamics, glottography, and kinematics. 3 credits students will have developed the framework of an original study, which will be further developed in GMPA8510 GMSL 6008 Development of Language and Cognition (Biostatistics) and GMPA8509 (Research Methods II). Advanced study of the principles and processes of first language 2 credits acquisition as it relates to social and cognitive development; syntactic, semantic and pragmatic aspects of language behavior; GMPA 8507 Internship I acquisition of pre-literacy skills from pre-linguistic stages to A series of clinical experiences in various medical specialties are complex language development in typically developing mono- conducted in hospitals, clinics and private medical practices. lingual and bilingual children; impact of cultural, ethnic, gen- The goal is to have students achieve the knowledge, proficiency der, socioeconomic, and individual variation on language and expertise to function effectively in the physician assistant acquisition. 2 credits role. Includes a two-hour weekly practicum seminar devoted to discussion of clinical cases, special lectures, discussion of issues GMSL 6015 Adult Neuromotor Disorders of in medical ethics, presentation of recent articles from medical Communication journals and student presentations. 10 credits An overview of acquired disorders of speech motor planning, programming and execution in neurologically impaired adoles- GMPA 8509 Research Methods II cents, young adults and older populations. Special emphasis Provides experience in the development of a research proposal, will be on the methods of assessment and rehabilitation for data collection and analysis of results through working in small apraxias and dysarthrias. 3 credits research groups with a project adviser. The research process will culminate in the oral presentation of the project to peers, facul- GMSL 6016 Speech-Language Pathology in the Public ty and clinicians. 1 credit School Setting Speech and language program development; clinical problems GMPA 8510 Biostatistics in the public school setting including language-based learning Provides an introduction to statistical research methods in disorders, the relationship between oral and written language health science as applied to study of distribution of disease in human population. The course is intended to develop students’ problems; administrative issues; and the changing role of the competencies in the application of the statistical techniques school-based speech-language pathologist. 3 credits used to explore, describe, and analyze information for research GMSL 6018 Diagnostic Principles and Practice or evaluation purposes. Topics include hypotheses testing, t- Assessment in communication disorders as problem-solving tests, analysis of variance, linear correlation and regression, process; writing and interpretation of clinical notes and reports; nonparametric tests, and power analysis. An introduction to selection, administration, and analysis of testing materials. the SPS statistical software is included. 2 credits 3 credits GMPA 8602 Internship II GMSL 6020 Biomedical Ethics and Professional Issues in A series of clinical experiences in various medical specialties that are conducted in hospitals, clinics and private medical Speech-Language Pathology practices. An elective rotation usually in the student’s area of Study of the application of human and professional values, interest may be scheduled. The goal is to have students achieve judgment, and choices to selected ethical dilemmas that arise in the knowledge, proficiency and expertise to function effectively health care practice; scope of practice and code of ethics in in the physician assistant role. Includes a two-hour weekly speech-language pathology; theories and styles of counseling practicum seminar devoted to discussion of clinical cases, spe- and interviewing techniques used with communicatively- cial lectures, discussion of issues in medical ethics, presentation impaired individuals and their families. 3 credits of recent articles from medical journals and student presentations. 12 credits

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GMSL 6141 Neuroscience GMSL 6524 Developmental Neuromotor The ultimate goal of this course is to promote and understand- Disorders/Augmentative and Alternative Communication ing of the neural bases of human cognition and communica- Assessment, treatment, and management of infants and chil- tion. This course offers information on the neurons, the dren with speech motor disorders; intensive study of the inter- organization of neurons into network of structures that serve disciplinary approach to augmentative and alternative commu- human sensory and motor systems, and at a higher level of nication; team approach to designing appropriate treatment neural organization, how these networks of structures serve the plans, neuromotor management, environmental control, com- uniquely human mental functions such as cognition, language, puter access and funding support. 3 credits and speech. 3 credits GMSL 6525 Voice Disorders GMSL 6516 Phonological Disorders Intensive review of the anatomy and physiology of the vocal Advanced study of current theories related to etiology, evalua- mechanism; normal and abnormal venilatory and laryngeal tion and treatment of articulatory and phonological disorders function; identification, assessment, diagnosis, and outcome- in the pediatric population. Emphasis is on clinical applica- based management of patients with functional, neurogenic, and tions of differential diagnosis and intervention. 2 credits organic voice disorders. 3 credits GMSL 6517 Acoustic and Auditory Phonetics GMSL 6526 Audiology for Speech-Language Pathology Concepts and terminology associated with the scientific study Audiologic testing and interpretation; normal and abnormal of the production, structure, transmission, and perception of hearing processes; appropriate treatment and referral. 2 credits the speech signal; acquisition, measurement, and interpretation of physical data; speech and voice acoustics; psychophysical GMSL 6527 Child Language Disorders concepts related to the perception of sound and speech. This course focuses on pediatric language delays and disorders 3 credits from a developmental perspective and within theoretical models of language impairment; in-depth study of individual popu- GMSL 6518 Acquired Disorders of Language and Cognition lations with language impairments; assessment and interven- A review of cognition, language and functional communication tion of children with language impairments. 3 credits in neurologically impaired adults with aphasia, with an emphasis on assessment, treatment, and management. 3 credits GMSL 6528 Topics in Speech-Language Pathology Contemporary topics in the field of communication disorders; GMSL 6519 Phonological Disorders national certification and state licensure/teacher certification Advanced study of the historical perspectives, current theories requirements, changing health care practices, and the provision and research related to the etiology, evaluation and treatment of speech-language pathology services. 3 credits of articulatory and phonological disorders in the pediatric population. 3 credits GMSL 6529 Fluency Disorders Advanced study of the nature and etiology of stuttering and GMSL 6520 Counseling Techniques in Speech-Language other fluency disorders. Methodologies of assessment and inter- Pathology vention for pediatric and adult populations are emphasized. Intensive study of counseling the communicatively-impaired 2 credits and their families. Specific topics include theories and styles of counseling and interviewing techniques. 3 credits GMSL 7010 Traumatic Brain Injury An overview of cognitive and communicative consequences of GMSL 6521 Medical Speech Pathology/Dysphagia traumatic brain injury in adults and children, with special ref- Advanced study of the role of the speech-language pathologist erence to evaluation and management. 3 credits in the interdisciplinary management of major medical pathologies including the evaluation and treatment of swallowing dis- GMSL 7012 Aural Rehabilitation orders. 3 credits Communication assessment and management of children and adults with hearing loss. Specific content areas emphasized GMSL 6522 Early Intervention include individualized rehabilitation plans, family education, Intensive study of language impairment in the infant-toddler collaborative team models, assessment and intervention. population. Specific topics include federal and state mandates 3 credits for service provision to infants and toddlers, transdisciplinary play-based assessment and intervention models, prematurity GMSL 7013 Craniofacial Disorders and developmental delay. 3 credits Study of the evaluation and treatment of speech and language problems associated with cleft palate and other craniofacial dis- GMSL 6523 Fluency Disorders orders. 3 credits Advanced study of the nature and etiology of stuttering and other fluency disorders. Methodologies of assessment and GMSL 7032-7036 Clinical Practicum/Clinical Seminar intervention for pediatric and adult populations are empha- Supervised clinical practicum in speech-language pathology sized. 3 credits with associated clinical seminar. 1 credit each

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GMSL 7501 Research Methods GMSL 7504 MS Thesis in Communication Sciences and Introduction to the study of the communication sciences and Disorders disorders and the role of outcome-based measures in clinical Faculty-supervised independent research on a single area within research. Included is an overview of basic concepts and termi- Speech-Language Pathology or Speech, Language and Hearing nology, with emphasis on developing the ability to form a rea- Sciences. 1 credit sonable critical assessment of published literature and to write and edit technical papers and research reports. 3 credits RGCN 8000 Registration Continuation Students in research phase of the curriculum must register con- GMSL 7502 Independent Study in Communication Sciences tinuously for this course until completion of the project. and Disorders Students must maintain contact with their mentors and be Faculty-supervised research review or pilot project focusing on involved in the research and writing process. Required only if a single area within Speech-Language Pathology or Speech, student does not complete the project while enrolled in Language, and Hearing Sciences. 2 credits GMHS 7502 Research Project.

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Master of Science in Jurisprudence in Health, Science and Technology at Seton Hall University School of Law

Seton Hall University School of Law One Newark Center Master of Science in Newark, NJ 07102 Jurisprudence in Health, Science (973) 642-8871 law.shu.edu and Technology Dean: Patrick E. Hobbs, J.D., LL.M. Seton Hall Law School offers a Master of Science in Associate Dean for Academic Advancement Jurisprudence (M.S.J.) in Health, Science and Technology. The and Professor or Law: Kathleen M. Boozang, J.D., LL.M. M.S.J. program provides professionals working in health care, Director of the Health Law and Policy Program: information technology, telecommunications, pharmaceuticals Carl H. Coleman, J.D. and biotechnology with a solid foundation in the legal and reg- Associate Director of the Health Law and Policy Program: ulatory aspects of these industries. John V. Jacobi, J.D. The M.S.J. degree is an extension of the Law School’s Associate Dean, Finance and Administration, and Director, nationally ranked Health Law & Policy Program (HeLPP), and Gibbons Institute of Law, Science and Technology: the Gibbons Institute of Law, Science & Technology. Recently, R. Erik Lillquist, J.D. more than ever before, the legal profession and the health, sci- Associate Director, Gibbons Institute of Law, Science and ence and technology industries have become inextricably inter- Technology: twined. Frequently, professionals in health, science and tech- Frank Pasquale, J.D. nology feel as if they need a lawyer in order to competently Assistant Dean of Health, Science & Technology: and efficiently perform their jobs. The M.S.J. degree provides Denise Pinney, M.A. these professionals with a solid foundation in legal aspects of their Administrator of Graduate Programs: respective industries so that they have a better understanding of Helen A. Cummings, J.D. the laws that impact their professional responsibilities. Faculty: Barnes; Bernstein; Boozang; Coleman; Cornwell; Armed with this knowledge, professionals working in the Gilhooley; Jacobi; Jennings; Lillquist; Opderbeck; Pasquale; health care, information technology, telecommunications, phar- Risinger; Sullivan maceutical, biotechnology and related industries will perform their jobs with much less frustration and confusion, and with more confidence and reliability. Courses are conveniently scheduled to accommodate working students. The Law School is conveniently located one block west of Newark Penn Station. x12 Gd Law.qxp 7/24/2007 11:43 AM Page 255

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Admission Requirements Students choosing the health law track will be required to A candidate seeking admission to the M.S.J. Program must take Health Law for MSJs: Patient Rights and Public Health, have at least a bachelor’s degree from a regionally accredited Health Law for MSJs: Health Care Organizations, and college or university, or the foreign equivalent. The Admissions Constitutional Law Survey. Students choosing the Intellectual Committee prefers candidates who have professional experience Property track will be required to take Intellectual Property and in the health, technology, pharmaceutical, biotechnology, com- one of the following seminars: Copyright, Trademark and munications or related industries. Decisions are based on quali- Unfair Competition or Patent Law. ty of undergraduate performance and, if applicable, graduate school academic records, ability to do superior work, and writ- Course Descriptions ing skills. Candidates are not required to take pre-admissions tests such as the LSAT, GRE or GMAT. Any applicant whose Core Courses pre-college education was in a language other than English will be required to take the Test of English as a Second Language HLTH 7390 The Legal System, Research & Writing I (TOEFL). This course provides M.S.J. students with an introduction to the Enrollment in the program begins each June with a summer legal system as well as basic legal research and writing skills, with class, The Legal System, Research and Writing I, followed by a a focus on topics relevant to the health and pharmaceutical course of study beginning in the Fall. Students who do not suc- industries. Students will receive LEXIS, WESTLAW and cessfully complete the summer course are not invited to contin- Internet research training. 4 credits ue in the program. HLTH 7391 The Legal System, Research & Writing II This course continues to hone the skills that students learned Admissions Procedures in The Legal System, Research & Writing I, with a particular Interested applicants must apply directly to the Law School. focus on statutory and regulatory analysis. 3 credits Contact (973) 642-8871 to request M.S.J. information. Completed M.S.J. applications may be submitted online or HLTH 7400 Business Law Survey mailed to the Office of Graduate Programs-Room 208, Seton This course introduces M.S.J students to principles of contract Hall Law School, One Newark Center, Newark, N.J., 07102, and corporate law necessary to provide an appropriate back- along with: ground to health law courses. The course includes a writing • $60 application fee payable to Seton Hall University; component that focuses on drafting skills. 3 credits • personal statement (as described in the application); HLTH 7402 Constitutional Law Survey • resume; This M.S.J. course provides a general overview of the constitu- • official transcripts from all colleges/universities attended; and tional law doctrines that are most relevant to health profession- • two letters of recommendation. als. Particular attention is paid to separation of powers, privacy and reproductive rights, and the First Amendment as they Financial Assistance relate to government regulation of health care. The course also Financial aid may be available through the Federal Loan considers constitutional and other issues raised by the role of Program. For more information, please call (973) 642-8744. administrative agencies and the implementation of legislation in the health care system. 3 credits

Course of Study Health Law Track Core Courses The M.S.J. candidate must complete 30 credit-hours of coursework at the Law School. The M.S.J. candidate’s curricu- HLTH 7515 Health Law for MSJs: Health Care lum is substantially made up of required courses. The program Organizations begins each summer with the 4-credit Legal System: Research This course will examine the means by which patients gain and Writing I to orient the M.S.J. student to the tools of legal access to health care and through which sponsors of health cov- reasoning. Thereafter, the M.S.J. candidate must take two sur- erage organize and compensate healthcare providers. It will vey courses of 3 credits each, Business Law Survey and The include a study of private and public means of health insurance Legal System: Research and Writing II, which are designed and different types of third party payors, including Medicare, specifically to provide an overview of basic areas of legal study. Medicaid, and managed care organizations. The class will also Upon completion of the second semester in the program, survey the organization of hospitals and other healthcare enti- candidates must select the track they will follow: health law, ties and introduce students to the issues, laws, regulations and intellectual property, or a combined track. The health law track accreditation standards essential to understanding the structure will focus on legal, regulatory and ethical issues related to tradi- and permitted functions of healthcare entities. The course will tional healthcare industries and medical professions. The intellec- introduce students to the physician-patient relationship, which tual property track will focus on legal, regulatory and ethical issues includes studying the confidentiality of medical information, related to science, information technology and telecommunica- informed consent, and the standard of care used for malprac- tions. Professionals working in the pharmaceutical or biotechnolo- tice actions. 3 credits gy industry are permitted to create a combined curriculum.

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HLTH 7517 Health Law for MSJs: Patient Rights and Public PUBR 7912 Disability Law Health The 43 million Americans with disabilities are engaged in pub- This course will examine the major legal and ethical issues sur- lic activities on a daily basis. Many work, take public trans- rounding patients’ rights and varied approaches to medical portation, use public accommodations and government servic- practice and research. Topics will include medical decisions at es. This course will examine the legal standards that guide the the end of life, procreative rights and parenting issues, and the treatment of people with disabilities in many areas, including use of human subjects in medical research and drug develop- public accommodations, governmental services, and employment. The course will also examine alternative medicine and ment. We will examine the constitutional and statutory law in the means by which medicine is regulated. The class will also this area, and consider the public policy balance driving legal introduce students to a variety of public health issues. 2 credits development in this area. A primary focus will be on the Americans with Disabilities Act of 1990, although we will con- Health Law Track Electives sider other sources of law. We will examine such central concepts as the definition of disability, the remedies available for PUBG 7801 Administrative Law violations of disability rights law, defenses to claims of disabili- This course studies the theory of administrative actions; ty discrimination, and the jurisdiction of courts to consider administrative process; agency organization; determination and private claims against government defendants. 3 credits promulgation of the administrative regulations; right to notice and hearing; enforcement; judicial review; standing; and the HLTH 9525 HIPAA & Health Privacy Administrative Procedure Act. 3 credits This seminar provides a comprehensive analysis of the Health Insurance Portability and Accountability Act of 1996 (HIPAA) HLTH 9508 Drug Innovation, Regulation & Cost health privacy provisions, which pose substantial technology This seminar will examine the process and rationale for the reg- and privacy requirements for health plans, health care clearing- ulation of drugs and medical devices and current issues about houses, and many health care providers. Topics include the impact of the regulatory scheme. Topics to be covered HIPAA’s administrative simplification provisions, the Privacy include whether speeding up drug approval increases safety Rule, the Transaction Rule, and an overview of electronic data risks, what lessons are provided by Vioxx, and when compara- interchange concepts as applied to health information. tive efficacy testing of drugs is warranted. Attention will be Students also will explore New Jersey statutory requirements given to matters that can affect the cost of drugs including the for health privacy, as well as the developing body of case law in standards for approval of generic drugs, non-patent regulatory this area. Practical experience will be offered in drafting and protections, and OTC switches. FDA’s role with respect to negotiating HIPAA business associate contracts as well as in innovative drugs such as those for human enhancement will be developing privacy policies and procedures. 2 credits examined. 2 credits HLTH 9510 AIDS Law & Policy HLTH 7522 Pharmaceutical and Medical Device Marketing The AIDS pandemic is well into its third decade. The trans- and Compliance missibility of the HIV virus and the continued lack of an effec- This class will address the regulatory issues that pharmaceutical tive vaccine or cure have ramifications across a wide range of and medical device companies confront after drugs and devices legal and public policy issues. This course will consider those have been approved by the FDA for market. The class will issues from the perspective of the rights and responsibilities of examine the pricing, marketing, reimbursement, anti-trust, and people with HIV, the rights and responsibilities of third parties, fraud and abuse issues that pharmaceutical and medical device and the powers and obligations of government to protect the companies must face. It will also touch on some intellectual public health. 3 credits property questions and privacy issues. 2 credits HLTH 7528 Compliance Planning HLTH 8500 Food and Drug Law The course will focus on the managerial and legal aspects of This course provides an overview of the laws and regulations of corporate compliance programs including the need for, and the Food and Drug Administration that restrict the sale of development of, an effective corporate compliance program. unsafe, deceptive or unproven foods and drugs. The pre-market The course will examine government regulations, guidance approval system governing drugs will be examined along with documents and enforcement initiatives which have created a the debate about the length of testing. Other topics include the framework for modern compliance programs in the health care prescription status of drugs, consumer advertisements, and the industry. In addition, the course will examine other laws and impact of commercial speech protections. Major issues con- standards such as Sarbanes-Oxley and NYSE and NASDAQ cerning food regulation are considered such as the appropriate- listing rules which mandate certain elements of a corporate ness of a no-risk policy for carcinogens and the use of biotech- compliance program. The course will provide a practical nology in foods. The justification for the deregulation of overview of how to design, implement and manage a corporate dietary supplements will also be explored. The course aims to compliance program, focusing on the essential “seven elements” provide students with an understanding of the principal regula- of an effective program. Emphasis will also be placed on the tory means used by the agency, such as rulemaking, and court incorporation of ethics into a compliance program with the enforcement. In addition students will be able to consider the goal of creating a culture of compliance within an organization. appropriateness of schemes based on disclosure and those that 2 credits impose additional restrictions. 2 credits

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HLTH 8502 Health Care Access and Payment HLTH 9519 Nonprofit Organizations This course examines the rapidly-shifting means by which This seminar examines state corporate law and the state and patients gain access to health care, and through which sponsors federal laws governing the taxation of non-profit health care of health coverage organize and compensate health care organizations. It addresses issues of public charity, unrelated providers. It begins by surveying issues of health coverage business income and private foundation status as they relate to across a social spectrum including the uninsured, those covered corporate restructuring, financing, and joint ventures. 3 credits by Medicare, Medicaid and other government programs, and the privately insured. The course focuses on financing, admin- HLTH 9515 Public Health Law istrative and legal structures through which quality, cost and This seminar examines the structure of public health law, with access are balanced. It then discusses issues raised by the domi- emphasis on government responsibility and power, individual nance of managed care systems of health finance and delivery, rights, and the relationship between the law concerning popu- focusing on cost containment mechanisms. The course exam- lation and individual health. Topics will include responses to ines a range of statutory and common law devices employed to threats of terrorism, infectious disease, environmental threats balance the interests of providers, payers and patients. It will such as tobacco and lead, and privacy concerns. 3 credits survey such topics as tort claims against managed care plans, HLTH 9517 Regulating Research with Human Subjects the “right” to health care, discrimination in health insurance, This seminar examines the legal, ethical and public policy antitrust and fraud applications in health care finance and issues surrounding the use of human subjects in biomedical delivery, and the relationship between markets and regulation research, focusing on current controversies and efforts to in health care delivery and finance. 2 credits reform the existing regulatory structure. The seminar begins HLTH 9509 The Law of Death & Dying with a historical examination of human subject research, but This seminar engages the student in an extensive study and the bulk of the semester is devoted to critical analysis of the analysis of empirical data, current statutes and cases as well as current system for overseeing human subject research. proposed changes to the law dealing with issues related to Throughout the seminar we consider how the regulatory sys- death and dying. Class topics include alternative definitions of tem should take into account the changing relationship death, organ donation, withholding and withdrawal of death- between academia, industry and government. 2 credits prolonging and life-sustaining treatment, advance directives, HLTH 7521 Technology Law (E-Health) patient demands for futile treatment, the cost of end-of-life This course will examine the history and future of a technolo- care, wrongful living, and physician-assisted death. 3 credits gy-mediated health-care industry. Students will review the his- HLTH 8508 Medical Malpractice tory and current status of telemedicine as well as the emerging This course focuses on traditional principles underlying New field of cybermedicine. A substantial portion of the course will Jersey medical malpractice law, using a practical and substan- look at various legal issues surrounding the healthcare indus- tive approach to the subjection, focusing on the standard of try in cyberspace including: regulatory approaches by state, fed- care, expert-related issues, causation and damages relating or eral and national associations; security, privacy and confiden- pertaining to medical malpractice actions. The school atten- tiality issues; professional liability; credentialing; and jurisdic- dance will be in effect for this course, and class participation is tion. Emphasis will also be placed on the policy and ethical expected. 2 credits issues embedded in the relationship between cyberspace and the health-care industry. At the end of the course, students will HLTH 7511 Mental Health Law participate in a mock trial to present pros and cons on the This course focuses on the use of governmental authority to potential adoption of new technology to provide for the expan- restrict or deprive individuals with mental disorder of liberty or sion of opportunities to deliver health-care in a non-traditional property in a variety of civil contexts. These interventions are forum. Students will be graded on their class participation, intended to either prevent future harm to self/others or individual class presentations, participation in the mock trial, “incompetent” choices. The civil commitment, both inpatient and one writing assignment. 2 credits and outpatient, of individuals with major mental illnesses is the main context studied. The commitment of sex offenders, the Intellectual Property Track Core Courses right to refuse psychiatric medication, the duty to warn and competency determinations will also be examined. To provide a INDL 7301 Intellectual Property foundation for the legal analysis, the nature and treatment of This course is a survey of the law of patent, copyright and mental disorders will be summarily explored. A variety of men- trademark. It serves as an introduction to the scope of protec- tal health professionals and advocates participate in the course tion of ideas and creation of legal monopolies and provides a to enhance understanding of the issues and provide diverse per- foundation in the area for those who intend to undertake fur- spectives. 2 credits ther training in more specialized areas of proprietary rights. 3 credits

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INDL 8301 Copyright INDL 7307 Electronic Commerce This course covers all phases of common law and statutory This course will consider how developments in information copyright including works subject to protection; securing pro- technology affect commercial transactions. The course will tection; rights of copyright holder and succession to those consider issues related to information (including rules for pro- rights by agreement and inheritance; international problems; tecting information, intellectual property and privacy) and vari- and fair use and infringement questions. 3 credits ous types of transactions in the electronic contexts (sales between businesses and/or consumers, website issues, and pay- INDL 8303 Patent Law & Practice ments), as well as cross-border dispute-resolution issues. This course undertakes an intensive examination of the nature Particular emphasis will be placed on the social, political, and of patents and questions of patent validity and procurement, economic issues underlying those legal doctrines. 3 credits primarily for those intending to specialize in the patent area in their future practice. It includes: nature of patent property; INDL 9234 Information Privacy Law problems in the procurement of patents including filing date, We live in an Information Age shaped by data and technology. obtention and maintenance; international practice and prob- As the collection and use of information in today’s world esca- lems; patent office practice; problems of validity including nov- lates, privacy has become an issue of paramount importance. elty, utility and non-obviousness; and transfers of property This course will provide an in depth analysis of information rights in patents. 2 credits privacy law, which involves a variety of different types of law (constitutional, tort, contract, property, statutory) that have INDL 8302 Trademark and Unfair Competition developed to address emerging threats to privacy in our infor- This course treats common law and statutory protection of mation society. Some of the many topics covered include: (1) ideas, trade secrets, and trademarks, including: acquisition and privacy and the media (reputation, media disclosures of private loss of trademark rights; registration and licensing; problems of facts, paparazzi, private lives of public figures, and conflicts infringement; dilution; misappropriation of trademark; fair use between privacy and free speech); (2) health and genetic priva- and internet use of trademarks; and related remedies. 3 credits cy (medical records, HIPAA, confidentiality of physician- patient relationships, genetic data, and DNA databases); (3) Intellectual Property Track Electives privacy and law enforcement (wiretapping, police records, sur- INDL 7315 Biotechnology & the Law veillance, computer searches, monitoring of e-mail, and Counseling new or small businesses on intellectual property Megan’s law); (4) privacy at home, work, and school (drug test- issues is challenging. They have limited resources, and often ing, searches, surveillance, e-mail, telephone, and Internet use); have personnel who are not familiar with the intricacies of (5) privacy and computers (databases, record systems, Internet intellectual property laws. However, without effective counsel, monitoring, and profiling). Since this course focuses on infor- they will fail to maximize the value of their own intellectual mation privacy, it will not include matters protected by the property and run the risk of being shut down because they vio- constitutional “right to privacy” such as abortion and contra- late someone else’s rights. Using a hypothetical biotechnology ception. 3 credits company, this course will navigate a series of complex intellec- INDL 8310 Intellectual Property Aspects of Pharmaceutical tual property issues that counsel for a start-up company will & Biotech Businesses likely confront. For each of the topics, students will review the This course focuses on the recent case law, relevant legislation, current state of the law and explore ways to respond to the and underlying policies, related to intellectual property protec- concerns and questions of employees of the hypothetical com- tion in the pharmaceutical and biotech industry. We will con- pany. 2 credits centrate on key patent cases from the Court of Appeals for the INDL 7310 Communications Law & Policy Federal Circuit and U.S. Supreme Court, and aspects of the This lecture provides an intensive study of the law and public FDA law that form the basis for IP protection in these indus- policy relating to communications, with special emphasis on tries. Recent patent cases, including those on enablement, telecommunications. We will study the history and structure written description, inherent anticipation, infringement under of the telecommunications industry in the United States, and the doctrine of equivalents, inequitable conduct, and research recent developments toward creating competition in formerly tools, will be reviewed. We will also analyze the Hatch- monopoly markets. We also will review the sources of commu- Waxman Act and competition law that impact both the inno- nications law and policy (federal and state agencies and courts), vative and generic drug industries, and proposed legislation explore a layman’s understanding of the technical network fun- that is currently being considered by Congress that could dra- damentals, and evaluate content issues. We will discuss practi- matically affect these industries. 2 credits cal client concerns as they evaluate entry into new lines of busi- INDL 9320 Practical Applications of IP in Technology ness and defending existing lines of business from competitive threat. 2 credits Agreements This course is a practical survey and application of technology law, predominately covering patent, copyright and trade secret protection for a critical business asset - the information technology system upon which virtually all commerce rests. After

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covering essential intellectual property concepts, the course will INDL 9322 Trademark Registration apply these concepts and focus on how to effectively analyze, Federal registration provides important benefits to trademark negotiate and draft the following types of agreements: software owners. Registration work is a staple of many law firm and in- licenses, software development agreements including website/e- house intellectual property practices. This class will cover the commerce development agreements and maintenance/support basics of trademark registration practice, from selection of a and technology services agreements from both the acquirer and mark and initial screening through opposition proceedings. the provider side. The course will also address the fundamen- Assignments will include hands on drafting of opinion letters, tals of resolving disputes arising from those agreements, includ- registration papers, and pleadings drawn from real-world exam- ing intellectual property infringement and failures of perform- ples. 2 credits ance, with underlying liability theories, vendor defenses and litigation strategy. INDL 9310 United States Patent Application Preparation 2 credits and Prosecution This seminar develops the writing and analytical skills required INDL 8317 Intellectual Property Licensing to draft applications for United States patents. Patent claim The seminar will provide a comprehensive study of all aspects drafting skills are not undertaken in this course. Patent prose- of intellectual property licensing and related issues. Students cution techniques, however, including evaluation of Patent and will analyze and draft various trademark, copyright, music, Trademark Office Official Actions and preparation of responses software, patent and technology licenses, and develop related to these Official Actions are studied. There also is practice in negotiation skills and litigation strategies. The focus will be drafting appellate briefs for submission to the Board of Patent practical and will show how value can be unleashed in intellec- Appeals and Interferences. 2 credits tual property assets through licensing. 2 credits Administrative Law INDL 8309 Internet Law See Above for Description This course surveys legal issues related to the use and misuse of global electronic networks including the Internet. Topics to be Food & Drug Law discussed include: regulation of digital content; privacy and See Above for Description control of personal data; legal and constitutional implications of public key infrastructure; and regulation of electronic com- Drug Innovation, Regulation, and Cost merce. 3 credits See Above for Description

Pharmaceutical and Medical Device Marketing and Compliance See Above for Description

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Jubilee Hall/Presidents Hall Current Online Degree Programs 1-888-SETONWW • Master of Arts in Counseling / Ed.S. in Mental Health (973) 313-6360 Counseling www.setonworldwide.net • Master of Arts in School Counseling / Ed.S. in Mental Director: Philip S. DiSalvio, Ed.D. Health Counseling The online degree programs offered through • Master of Arts in Strategic Communication and Leadership SetonWorldWide, the online campus of Seton Hall University, • Master of Healthcare Administration are designed for professionals who have demonstrated significant achievement in their respective fields, and who have the • Master of Arts in Education Leadership, Management and ability, desire and dedication to accept the rigors of a fast- Policy paced, challenging curriculum. • Master of Science in Nursing (Nurse Practitioner Program Utilizing an Internet-based online delivery system, the and Health Systems Administration Program) SetonWorldWide degree programs provide a collegial experi- • Bachelor of Science in Nursing for Registered Nurses ence through the establishment of an online community of (Nursing program courses are offered online. See undergrad- learners. Completing course requirements online, students are uate catalogue.) able to earn a degree while continuing to meet professional and personal commitments. On-campus residencies are required. Tuition Tuition includes all fees (except for the application fee), and The SetonWorldWide Mission room and board for the three residency weekends (note the res- SetonWorldWide serves the educational aspirations and pro- idency period for the Counseling program). Travel expenses, fessional needs of students from across the nation and around books and materials, computer equipment, software and stu- the world. Seton Hall is committed to utilizing the technologi- dent ISP costs are not included. A deposit of $500 is required cal advantages that Internet-based delivery affords for the bene- on admission to the program. This NONREFUNDABLE fit of our students and the learning process. deposit guarantees space in the program, and is credited towards the total cost of the program. Financial aid payment The SetonWorldWide Philosophy plans are available for students interested in paying their tuition on a monthly basis. Students must file the FAFSA on A primary factor in the educational process is the quality of the Web as a first step in applying for a Stafford Loan. interaction among students and faculty. SetonWorldWide Complete tuition and financial aid information can be found believes that distance in education is not defined by the geo- on the SetonWorldWide Web site at www.setonworldwide.net graphic separation of the learner and teacher, but by the quality and degree of dialogue. The instructor and group of learners can be distant if dialogue is not present, even if the instructor SetonWorldWide Program Application and learners are in the same room. Alternatively, in the pres- Students can apply online for the SetonWorldWide degree ence of dialogue, the instructor and learners can be in close programs at www.setonworldwide.net Click on “apply” for the contact, even if they are physically miles apart. At the heart of necessary information. all SetonWorldWide programs is ongoing interaction between faculty and students. The academic quality of interaction, enabled by the technology, is an important distinction that Master of Arts / Ed.S. with a marks the superior character of the SetonWorldWide online programs. major in Counseling Master of Arts / Ed.S. with a Student Commitment The SetonWorldWide (SWW) programs have been designed major in School Counseling for working professionals who can most benefit from “anytime, Academic Director: John E. Smith, Ed.D. anywhere” education. Acknowledging that these students are SetonWorldWide offers two online degrees in Counseling: a particularly able to integrate what has already been learned in 48-credit Masters Degree with a major in Counseling and a their careers and demonstrate to others these enhanced capabil- 48-credit Masters Degree with a major in School Counseling. ities, SWW recognizes that as learning team members, they, Students also have the option of completing an additional 12 along with the faculty and members of the instructional teams, credits online and receive the Ed.S. (Educational Specialist are interrelated and interdependent. These relationships are key Degree) in Mental Health Counseling. The mission of the to a rich and dynamic online learning experience and each stu- Master of Arts, Major: Counseling is to provide the student dent is a vital link in the overall success of that experience. with a comprehensive background and preparation in counseling a wide variety of client populations, while the Master of Arts, Major: School Counseling prepares students to work in K-12 school settings. The program is offered by the x13 Gd SetonWorldWide.qxp 7/24/2007 11:45 AM Page 261

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Department of Professional Psychology and Family Therapy in CPSY 6003 Counseling Skills the College of Education and Human Services, The Masters, Skill-building experience in facilitative behaviors (empathy, Major: School Counseling is approved by the New Jersey genuineness, extending client communication) using such tech- Department of Education. niques as modeling, role-playing, audiotape and videotape feedback, as well as other training methodologies. Extensive Residency Requirement research has indicated that certain basic skills, interpersonal in The Online Master of Arts in Counseling and School nature, are essential to all helping relationships. 3 credits Counseling programs require students to attend two on-cam- CPSY 6102 Psychology of Human Development pus residencies, with the first residency held at the beginning of Overview of current theories of human development: biologi- the program, and the second residency taking place during the cal, psychological, social, emotional and cognitive aspects of second year of the program. Students who are completing the maturation and growth through the life cycle. 3 credits degree program in Counseling attend two 4-day residences, while the students in the School Counseling program, com- CPSY 6103 Abnormal Psychology plete an initial 4-day residency and a second 2-day residency. Survey of maladaptations in light of current theory and research, including sociocultural factors, defense mechanisms, Admissions Requirements coping with stress. Etiology, diagnosis, treatment of classical Admission is based on the following: syndromes. Understanding individuals within the context of their own environment; epidemiological and community • B.A. or equivalent; approaches to treatment and prevention. 3 credits • GRE, MAT, or TOEFL scores within the past five years. This requirement may be waived; CPSY 6301 Career and Lifestyle Planning • an official sealed transcript from each college and/or univer- Overview of the factors in career development and occupation- sity attended; al choices, including theories, sources of information, assessment, diversity issues and the impact of technology. A materials • current resume; and fee will be assessed for each student the first week of class. • three letters of recommendation. 3 credits For additional information about this program, visit the SetonWorldWide Web site at www.setonworldwide.net and/or CPSY 6303 Community Agencies/Counseling and contact Rosalie Maiorella, program administrator, at (973) Consultation 313-6239 or email [email protected] Application of community counseling model across diverse community agencies. Review how agencies provide preventative education, outreach, counseling, advocacy, social and public Course Descriptions policy, and consultation interventions to clients and communi- CPSY 6000 Group Dynamics ties. Attention given to cross-cultural issues, managed health Combining theory with application through observation of a care, service utilization, agency systems and the mental health group setting, a focus on the dynamics of various types of professional role. Students prepare and present a portfolio on a groups. Study of the small group as a microcosm of the larger community agency by collecting information and interviewing society. Requires field observation of groups. Prerequisite: staff. 3 credits department permission. 3 credits CPSY 6304 Principles and Administration in School CPSY 6001 Tests and Measurement Counseling Rationale and assumptions underlying psychological tests. Introduction to the specific field of school counseling, Topics Consideration and evaluation of the types of tests commonly include: history, philosophy, and current trends, issues, policies, used in education and psychology. Introduction to theoretical and educational mandates in school counseling; role and func- foundations for assessing psychological constructs including tion of the school counselor as collaborators, consultants, and methods for estimating reliability/validity and techniques for leaders; understanding the context in which school counseling scale construction. 3 credits occurs, and educational systems; developing and administrating school programs reflecting the ASCA National Model. CPSY 6002 Counseling Theory 3 credits Examines in depth the function of theory in counseling; major theories and their contributions to the practice of counseling. CPSY 6310 Psychology and Sociology of Addictions Affords opportunity to begin the development of students’ own Survey of characteristics, assessment, intervention, and preven- theoretical orientation to counseling. 3 credits tion of addictive behaviors with a primary examination of chemical dependency. Influence of cultural and social variables are explored as they relate to etiology, assessment, treatment, and relapse prevention. 3 credits

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CPSY 6315 Advanced Counseling Skills placement. Failure to follow these guidelines will result in Enhance basic theoretical development and counseling skills. denial of registration for the course. Additional credits (maxi- Didactic methods are used to examine counselor values, theo- mum of 6) with department permission. Prerequisites: accept- retical orientation, supervision and counseling interventions. ance into M.A. in Counseling program or post-master’s licens- Experiential methods are used to enhance intake assessment ing sequence; CPSY 6002, 6003, 6315, 6316 and departmen- skills, psychological report writing skills, and counseling skills. tal permission. 3-6 credits Termination, business of therapy, values and worldviews are examined. Focus on role-playing and audiotapes. Prerequisites: CPSY 7380 Internship in Professional Counseling I CPSY 6002, 6003 and department permission. 3 credits Supervised fieldwork placement for mental health counselors. Setting appropriate to area of concentration, including com- CPSY 6316 Group Counseling munity agencies, hospitals, treatment centers, higher education, Requires active participation in training group setting. Students and secondary or elementary education. Students are required learn group process through participation. Factors such as to complete 300 hours per semester (120 direct hours, 180 resistance, transference, group climate, norms and stages of indirect hours). Placements need to be approved by the development will be observed, experienced and studied. The practicum/internship coordinator at least three months prior to format of this course will be experiential, not lecture-discus- placement. Failure to follow these guidelines will result in sion. Prerequisites: Department permission required. 3 credits denial of registration for the course. Prerequisite: Successful completion (B- or better) of CPSY 7310 and department per- CPSY 6505 Principles of Learning and Behavior mission. 3 credits Modification Advanced course in learning theory and its application in the CPSY 7381 Internship in Professional Counseling II classroom and in therapeutic interventions. Theories of Pavlov, Continuation of supervised fieldwork placement for mental Skinner, and Bandura; recent research in behavior therapy, health counselors. Setting appropriate to area of concentration, modeling and observational learning. Application and develop- including community agencies, hospitals, treatment centers, ment of skill in behavior modification techniques, including higher education, and secondary or elementary education. observation of behavior, use of reinforcement, feedback, model- Students are required to complete 300 hours per semester (120 ing, shaping and imagery. 3 credits direct hours, 180 indirect hours). Placements need to be approved by the practicum/internship coordinator at least three CPSY 6601 Couple and Family Dynamics: Systemic months prior to placement. Failure to follow these guidelines Perspectives will result in denial of registration for the course. Prerequisite: An introduction to various schools of contemporary literary Successful completion (B- or better) of CPSY 7381 and depart- theory, including preliminary exposure to a variety of perspec- ment permission. 3 credits tives on families and couples. Students acquire an understanding of normative family lifecycle patterns and transitions as CPSY 7383 Internship in Professional Counseling III well as changing patterns in the family lifecycle. The roles of Continuation of supervised fieldwork placement for mental gender and ethnicity in normative family patterns and in fami- health counselors. Students will focus on fine tuning their con- ly-based therapeutic interventions are discussed. 3 credits ceptual and intervention skills while learning the basics of supervising and leadership in mental health programs Students CPSY 7005 Statistical Theory and Computer Applications I are required to complete 300 hours per semester (120 direct Students will be taught the interaction between measurement, hours, 180 indirect hours), with a minimum of one hour per research design and statistical analysis in socio-behavioral week of supervision of a beginning counselor in training. research. Statistical theory will be presented so students gain an Placements need to be approved by the practicum/internship insight to modern statistical methods. All students will demon- coordinator at least three months prior to placement. Failure to strate proficiency with current software for data analysis. follow these guidelines will result in denial of registration for 3 credits the course. Prerequisite: Successful completion (B- or better) of CPSY 7381 and department permission. 3 credits CPSY 7101 Research Methods Systematic analysis and clarification of research problems, CPSY 8010 Seminar: Ethical and Legal Issues in Professional explanation of relationships between research hypothesis and Psychology research procedures and appropriate techniques for analyzing Codes of ethics and their application to professional issues. data and evaluating evidence. (Formerly RESH 7101). Current laws and court decisions affecting professional psychol- 3 credits ogists. Discussion of ethical dilemmas and the process of indi- CPSY 7310 Practicum in Counseling vidual decision making. 3 credits Supervised work in case study, diagnosis, specific program CPSY 8100 Cross-Cultural Psychology planning and team conferences. Use of audio and videotape. Investigates the theoretical backgrounds of all major cultures Students are required to submit exposition of their own coun- around the world and applies that knowledge to the psycholog- seling theory. One hundred hours minimum of fieldwork expe- ical functioning of different client populations. Examines in rience is required. Placements need to be approved by the depth different methodologies, issues and research in cross-cul- practicum/internship coordinator at least three months prior to tural psychology. 3 credits

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CPSY 8520 Seminar in Psychopathology • undergraduate GPA 3.0 (or equivalent); In-depth study of the etiology, symptomatology and treatment • three letters of recommendation from academic and/or proof the major mental health disorders. Special topics, such as fessional references; shame, guilt, suicide. Additional focus will be on the integra- • letter of intent; tion of psychological assessment information into diagnosis and treatment planning. Prerequisites: CPSY 6103 or department • current resume; and permission. 3 credits • results of recent (within last 5 years) test scores from the Miller Analogies Test (MAT) or the Graduate Record Examination (GRE), are required. Master of Arts in Education For information about this program, please visit the SetonWorldWide Web site at www.setonworldwide.net or con- Leadership, Management and tact: Mel Klein, assistant academic director, at (973) 275-2469 or e-mail [email protected] or contact Al Galloway, assistant Policy program director, at (973) 275-2417 or e-mail Academic Director: Charles Mitchel, Ed.D. [email protected] The online Master of Arts in Education, with a specialization in Education Leadership, Management and Policy, is offered by Seton Hall University’s College of Education and Human Course Descriptions Services. It is designed to provide students with an extensive EDST 7310 Ethical Foundations of Professional Helping preparation in educational administration, covering a myriad of ELMP 6601 Organization and Administration of theoretical approaches and real-world applications. Education ELMP 6665 Curriculum Development and Evaluation Students may broaden their knowledge and understanding of ELMP 6666 Supervision of Instruction and Evaluation the process of education, improve their professional techniques, ELMP 6761 Finance in Administration prepare for leadership positions or careers in education. ELMP 7763 School Law Academic excellence, service, managerial competence, ethics, ELMP 7768 Microcomputers for Administration diversity, values and visionary leadership are the programmatic ELMP 7772 Leadership Dynamics: Analysis of goals of the online M.A. in Education Leadership, Supervisory Management and Policy. ELMP 7776 Curriculum Design and Engineering ELMP 8891 Directed Research in Administration and Online programs share the same philosophy as our resident Supervision programs. All programs focus on four central pillars: academic ELMP 8981 Administrative Internship I rigor, practical application, technology and ethical standards. ELMP 8982 Administrative Internship II The curriculum and instruction reflect the latest research and ELMP 8983 Leadership and Management Assessment applications of effective educational administration and super- ELMP 9999 Culminating Research Seminar vision. Programs also emphasize the need for ethical standards or and strength of character. Students, through case study and ELMP 8981 Administrative Internship other interactive methods, are exposed to potential situations ELMP 6005 Statistical Methods and concerns, which challenge today’s educational leaders. Introduction to statistical methods needed for basic data analy- The degree requires 39 semester hours of coursework. Six sis in educational administration. Included frequency distribu- modules comprised of two courses (6 semester hours) are deliv- tion, graphic presentation of data, measures of central tenden- ered online every four months. This degree program concludes cy, variability and linear regression/correlation. (Formerly with a culminating project or internship, depending on the stu- CPSY 6004). 3 credits dent’s specific career goals. This degree can lead to certification with the New Jersey ELMP 6101 Introduction to Higher Education as a Field of State Education Department and most other states. For more Study information on how to be certified in your state, contact The Designed for newly admitted students to the doctoral program College of Education and Human Services or visit the Web site in higher education administration or students who are consid- at www.setonworldwide.net ering applying to the program. Seminar has two principal goals: (1) to introduce students to higher education as a field of Admission Requirements study, and (2) to address issues and concerns that arise as part The admission process focuses on academic qualifications of the students’ doctoral experience. 3 credits and prerequisites rather than the applicant’s particular under- ELMP 6102 The American College Student graduate major. Admission will be open to holders of baccalau- Provides an overview of the literature and research on reate degrees from accredited colleges or universities. An admis- American college students. After reviewing the literature on sions committee composed of full-time faculty in the student transition to college, student collegiate experiences, stu- Department will evaluate each applicant based on the following dent development in college, and college impact on students, criteria: focus is on effective institutional policies and practices in enhancing positive student college experiences, learning and other desirable outcomes. 3 credits

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ELMP 6601 Organization and Administration of Education ELMP 6861 School Building and Planning and Plant Comprehensive principles, historical background and future Management perspectives. Innovative curricula, individualization and other School plant planning for new or modernization of existing new organizational patterns; general and clinical supervisory facilities. Emphasis on selection of school site, architect, plans techniques and practices; human, technological and conceptual and specifications; award of contract; supervision of construc- skills for effective school administrators; leadership patterns tion; building maintenance; public relations; financing; and and pitfalls; generalist’s view of school finances, school law, instructional influence on construction. 3 credits school business administration; human and public relations, aligned to current ISLCC and NCATE standards. 3 credits ELMP 7100-7102 Seminar: Selected Topics in Administration ELMP 6664 Current Legal Issues of Public Policies at Local, Provides students and faculty with the opportunity to work State and Federal Level collaboratively in studying in-depth a current or special topic Current trends in public bargaining; a review of discrimination in the area of administration or human resources training and for reasons of sex, age, disabilities and more; current issues and development. May be repeated for up to 12 credits. 3 credits other current legal issues in funding of public education, teacher, student and parental rights; Sunshine Law issues; ELMP 7761 Management of Fiscal Affairs in Administration insurance issues and other current legal issues in publication, as Review of fiscal affairs pertaining to education on a national, aligned to current ISLCC and NCATE standards. 3 credits state and local level. Problems dealing with sources of revenue, expenditures, indebtedness and existing and proposed plans for ELMP 6665 Curriculum Development and Evaluation school support. 3 credits Evolving concepts of the curriculum. Philosophy of curriculum development, principles and procedures, essential tools, prepa- ELMP 7762 Public Relations in Administration ration, approaches, direct and indirect influences, as aligned to Analysis and understanding through research and study of the current ISLCC and NCATE standards. 3 credits agencies, the varied forces and diverse institutions in the community affecting the educational program. Evaluation of trends ELMP 6666 Supervision of Instruction and Evaluation in public relations in regard to educational administration and Theories, principles and practices that determine effectiveness, supervision. 3 credits efficiency and humane supervision at all levels of education. Emphasis on clinical supervision, general supervision, new ELMP 7763 School Law: State of New Jersey/ Constitutional research in the field, and better techniques for observation, Law evaluation and in-service programs, and as aligned to current Designed to help teachers and school administrators under- ISLCC and NCATE standards. 3 credits stand their legal status in the school. School Laws of New Jersey. Emphasis on legislation and school decisions regarding ELMP 6667 Personnel Administration contemporary problems, such as students’ rights, teachers’ Current perspectives of the personnel administration function, rights, academic freedom. 3 credits including recruitment, selection, job orientation, appraisal and development processes. Personnel security matters covering ELMP 7765 Policy Analysis in Administration: Political and employee and administrative compensation; collective bargain- Economic Aspects ing and job continuity extended from the initial selection and Examination of the interaction between political/economic the- development aspects. 3 credits ory and the educational policy-making arena. Focus on the process of policy analysis and formulation with antecedent ELMP 6761 Finance in Administration attention to political and economic theory. Various decision Development of problems of school finance in the United making models studied as a means of offering alternative expla- States: sources of revenue, expenditures and indebtedness, fiscal nations to local, state and federal policy decisions. 3 credits problems, existing and proposed plans for school support, and as aligned to current ISLCC and NCATE standards. 3 credits ELMP 7766 Administration of Bilingual Education: Policy and Practice ELMP 6764 Principles of Public Sector Bargaining Examination of the administration of bilingual education Introduction to the phenomenon of collective bargaining in movements in the United States, including an in-depth analysis the public sector. Broad overview of the fundamentals of the of the legal and sociopolitical impact. Critical analysis of the process. 3 credits research and program design in the administration of bilingual ELMP 6765 Policy Analysis in Administration education. 3 credits Emphasis on the process of educational policy analysis, deci- ELMP 7767 Advanced Study in Personnel Administration sion making and implementation. Analysis of alternative expla- Total systems approach to the personnel administration func- nations of the process of decision making at the local, state and tion incorporating recruitment and selection techniques; federal levels. Political and economic theory; other core areas employee orientation, appraisal and development considera- incorporated into a multidisciplinary approach to policy analy- tions; job security matters such as compensation, collective bar- sis, and as aligned to current ISLCC and NCATE standards. gaining and employment continuity. Concentrated study in 3 credits one topical area as well as a broad spectrum of personnel functions. 3 credits

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ELMP 7768 Microcomputers for Administrators ELMP 8616 Intermediate Statistical Methods Introduction to use of microcomputers in school administra- Extension of correlation techniques including multiple correlation, including: computer literacy, computers in the curricu- tion and regression, exploration of various complex analysis of lum, managing instruction, budgeting, scheduling, data base variance procedures. Emphasis on application to problems management systems and word processing. 3 credits faced by researchers in educational administration. (Formerly CPSY 8616.) Prerequisite: ELMP 6005 or CPSY 6004. ELMP 7770 Cybernetic Research for Educational 3 credits Administrators This is a cybernetics-based research course that combines ELMP 8801 Interdisciplinary Studies for Administrators: research with currently available technology for educational Issues and Theories decision makers. Topics and hands-on activities will include Need for general educational backgrounds of present and educational administration-specific applications: databases, data future educational administrators is emphasized. Insights into mining, Internet resources, search engines, research design the arts, economics, sociology and futures with implications for issues, and microcomputer software programs. Class will have educational administration and supervision. 3 credits multiple opportunities to work directly with these applications using campus microcomputer labs. Prerequisite: ELMP 7768 ELMP 8890 Survey Research or 7769 or permission of professor. 3 credits Systematic introduction to the logic and skills of survey research. Various aspects of survey designs and analysis are ELMP 7771 Organizational Decision Making studied, to include sampling questionnaire design and con- For students enrolled in the K-12 doctoral program who have struction, scale construction, interviewing techniques and ana- completed all the requirements for certification as a principal lytical strategies of survey data. 3 credits and are interested in enhancing their leadership and management skills through intensive research and analysis of decision ELMP 8891 Directed Research in Administration and making theory and practice. (Not to be substituted for courses Supervision which have been approved for certification purposes). The class Presents research methodology and procedures in educational will emphasize computer simulations and practical applications administration and supervision. Students develop a research of theoretical frames to educational issues. 3 credits project with the guidance of the professor. 3 credits ELMP 7772 Leadership Dynamics: Analysis of Supervisory ELMP 8892 Independent Study in Administration Behavior For doctoral students who wish to study selected topics in Leadership traits, strategies and techniques used by administra- depth and conduct research. Approval by chair and dean is nec- tors and supervisors to implement changes in our system of essary. 3 credits observation and evaluation. Theories, research results, clinical ELMP 8981-8982 Administrative Internship I / II supervisory techniques and methods for humanely observing Administrative internship K-12 or higher education with per- teaching practice, monitoring supervisory performance and mission of administrator and Department of Education evaluating in-service, internships and field experiences to Leadership, Management and Policy. 3 each credits improve instruction and reduce grievances, and as aligned to current ISLCC and NCATE standards. 3 credits ELMP 8983 Leadership and Management Assessment Diagnostic and prescriptive teaching model covering critical ELMP 7773 Organizational Structures and Processes in skill areas of leadership and management. 3 credits Administration Insights into organizational behavior including classical theory, ELMP 8984-8985 Leadership Institute for Administrators social system theory, open system theory, theory Z and institu- and Supervisors tional leadership theory. Application of these theories in educa- Workshops for all levels of administration. Through techniques tional settings. 3 credits including case studies, role play, debate, panel discussions, audiovisual presentations, and group interactions, expert con- ELMP 7774 Comparative Study of International Educational sultants involve participants in the use of effective methods to Systems solve contemporary problems of leadership. Innovative Inquiry into contemporary educational theory and practice, approaches to curriculum design, supervisory practice, business focusing on international similarities, differences and purposes and financial problems, administrative relationships with the in educational systems. 3 credits board, the general public, the government and outside agencies. 3 credits each ELMP 7776 Curriculum Design and Engineering Advanced course designed to provide program-engineering ELMP 8986 Qualitative Research Seminar in Administration capability for elementary, secondary and central office man- For doctoral students who wish to review the content, tech- agers. Specific strategies for recasting curricula in light of the niques and findings of research in administration and supervi- societal demands for accountability-based education. sion with emphasis on evaluative studies in the field. 3 credits Innovative organizational patterns that foster learning, instructional interventions, individualization, personalization and mastery learning. 3 credits

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ELMP 8987-8988 Dissertation Seminar in Administration ELMP 9999 Culminating Research Seminar Seminar for doctoral candidates for the purpose of developing Culminating research seminar designed to synthesize all course- an approved dissertation proposal. 3 credits each semester work into a final major research project. 3 credits ELMP 9979-9980 Dissertation Seminar in Administration of Higher Education Practicum and Internships Seminar for doctoral candidates for the purpose of developing Practicum and Internship are traditionally fulfilled “off-site.” an approved dissertation proposal. 3 credits each This is true in the online program. Students would be required to meet all the requirements of the traditional program. ELMP 9981-9992 Dissertation Advisement Students would fulfill their required hours at sites near their Doctoral students who have advanced to candidacy and com- home. pleted Dissertation Seminars must register continuously for As in the traditional program, a component professional at advancement until the dissertation is completed. Credit may be the site provides primary supervision. Both the practicum and used toward degree upon application to department. 3 credits the Internship are done at the same site. In addition, each stu- ELMP 9993 Organization and Governance of Higher dent would have an online, telephone and in-person supervision Education comparable in time and scope with the traditional program. Discussion of administrative philosophies and approaches in Students would prepare for practicum and internship as part higher education settings, highlighting the roles of each office, of the course work covered in Summer Session I and II. the philosophical questions and options available to institu- Practicum and internship would be completed only after the res- tions; the policy issues that need to be addressed by university idency (Summer Session I and II) are successfully completed. administrators. 3 credits This 48-credit, 2 ½ -3 year program provides a unique opportunity for students to pursue their own focus within the ELMP 9994 Faculty Personnel Policies of Higher Education framework of a customized learning team of persons with a Personnel problems in colleges, including faculty and staff eval- similar interest. uation, recruitment, affirmative action, promotion, tenure, development and leadership management. 3 credits ELMP 9995 Financial Administration of Higher Education Master of Healthcare Institutions Business principles and their importance for decision making in higher education including budgeting, financial Administration Academic Director: Philip DiSalvio, Ed.D. reporting and planning. 3 credits Today’s fast changing healthcare system has a critical need for ELMP 9996 Organization and Administration of Junior/ managers with advanced managerial competencies and leader- Community Colleges ship skills. Seton Hall University’s Online Master of Healthcare Topics include organizational and administrative problems, Administration (M.H.A.) and Certificate in Healthcare curriculum instruction, student personnel programs and their Administration programs prepare managers for leadership roles relationship to the community. 3 credits within the healthcare industry. ELMP 9997 Historical Development of American Higher Administered by the Graduate Department of Public and Healthcare Administration in the College of Arts and Sciences, Education the Online M.H.A. and Certificate programs are designed Study focusing on the period from 1865-1915, when many of around the student’s professional interest and specialty. the institutions and practices of contemporary higher educa- Providing a rigorous and thorough understanding of the tion were shaped. Secondary sources extensively supplemented healthcare environment, the programs address “real world” by readings of primary documents. Surveys of the national strategies and skills that will help managers make significant scene supplemented by case studies at specific instructions. contributions to their organizations. 3 credits The Master of Healthcare Administration Program is a ELMP 9998 Curriculum and Instruction in Higher member of the Association of University Programs in Health Education Administration (AUPHA), a national association of university- Current status of the undergraduate curriculum and approach- based educational programs, faculty, practitioners, and provider es to instruction in American colleges and universities, includ- organizations whose members are dedicated to continuously ing reform efforts. Principal factors/forces shaping undergradu- improving the field of health management and practice. ate curriculum and instruction including epistemology and the The 39-credit, 23-month M.H.A. program curriculum con- sociology of knowledge; psychology and developmental sta- sists of six competency areas (i.e., environment, financial, deci- tus/needs of the contemporary college student, both traditional sion-making, managing change, strategic leadership, and ana- and nontraditional; socio-cultural, economic and political fac- lytical skills) and a concentration capstone project. Three on- tors. 3 credits campus weekend residencies that focus on career development, team building, and student-faculty interaction are required as part of the M.H.A. program. The Certificate in Healthcare

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Administration consists of three required courses and two elec- PSMA 7513 Healthcare Management tives for a total of 15 credits. The course explores the role of the contemporary healthcare For information about this program, visit the manager with emphasis on identifying the basic managerial SetonWorldWide Web site at www.setonworldwide.net and/or skills and knowledge that contribute to effective healthcare contact Susan Spencer, Ph.D., assistant academic director at management. Examination of comparative international sys- 973-313-6236 or email [email protected] or James Howard, tems. 3 credits Ph.D., program director at 973- 275-2559 or email PSMA 7514 Healthcare Financial Management and [email protected]. Accounting Principles of accounting as applied to healthcare organizations Course Descriptions and the study of the use of accounting as a healthcare manage- Environment ment tool. Financial realities unique to health service organiza- PSMA 7511 Healthcare Systems tions with emphasis on healthcare financial management con- PSMA 8511 Managing Community Health Services cepts and terms, healthcare financial management techniques Financial and their use, and the interpretation and analysis of financial PSMA 6005 Financial Management and Control information in healthcare organizations. 3 credits PSMA 7514 Healthcare Financial Management and Accounting PSMA 8511 Managing Community Health Services Managing Change Emphasizes the manager’s role, responsibilities and involvement PSMA 7513 Healthcare Management in developing, implementing and evaluating strategies for com- PSMA 8518 Legal Aspects of Healthcare Administration munity health initiatives, while focusing on geographically Analytic related individuals, groups and organizations sharing health PSMA 6002 Research Methods and Statistical Analysis resources. 3 credits Decision Making PSMA 8512 Ethics in Healthcare Administration PSMA 6009 Managerial Decision Making Emphasis on the ethical issues and methodologies for identify- PSMA 8514 Health Care Economics ing and resolving ethical problems commonly faced by health- Strategic Leadership care administrators. Provides an examination of specific med- PSMA 8512 Ethics in Healthcare Administration ical and healthcare ethics, including clinical practice, legal PSMA 8517 Strategic Planning and Marketing in dimensions, public policy, and professional practice and deci- Healthcare Organizations sion making. 3 credits PSMA 6002 Research Methods and Statistical Analysis PSMA 8514 Healthcare Economics The course provides an introduction to the statistical methods The use of economic theory to understand problems of organi- needed for basic data analysis in healthcare administration and zation, delivery and financing of healthcare services, with the use of SPSS in performing data analysis. The course also emphasis on the shift toward a market economy, and the appli- provides an overview of typical methods of research used in cation of economic principles and tools of economic analysis healthcare administration. 3 credits useful to the healthcare manager. 3 credits PSMA 6005 Financial Management and Control PSMA 8517 Strategic Planning and Marketing in Healthcare An introduction to basic financial, budgetary and accounting Organizations concepts, processes and techniques relevant to healthcare man- Study of the role, functions and application of strategic plan- agers; how and why financial decisions are made; how they ning and marketing in healthcare organizations with emphasis affect healthcare operations; use of financial documents and on the process of strategy assessment, development and imple- analysis. 3 credits mentation and the unique aspects of healthcare services and PSMA 6009 Managerial Decision Making service design/ performance as they affect marketing. 3 credits Reviews decision-making theories, methods, and tools for the PSMA 8518 Legal Aspects of Healthcare Administration organizational decision-maker with emphasis on practical The course provides an overview of legal issues associated with hands-on application and use of critical thinking and analytic the delivery of healthcare and the legal pitfalls surrounding skills. 3 credits everyday practice and administration. Additionally, explores PSMA 7511 Healthcare Systems legal aspects of human resource administration in health care, Systematic introduction to the healthcare delivery system with as well as issues of liability and corporate responsibility. emphasis on interactions of governmental authorities, delivery 3 credits systems, financing of health care, regulation, competition, organizational innovations in healthcare services and alternate strategies. 3 credits

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COMM 8521 Organizational Leadership, Management and Master of Arts in Strategic Communication Communication and Evaluates the impact of organizational culture to enable the successful leader to be the architect of organizational change. Leadership (M.A.S.C.L.) Examines organizational culture, introducing new strategies, Academic Director: Catherine Zizik, M.A., M.F.A. aligning vision and goals, establishing organizational values, Executives and managers face increasing demands and chal- enabling open communication for empowerment, implement- lenges due to global markets, a diverse workplace and an explo- ing change, creating an ethical organizational culture, and suc- sion in electronic media and technology. cession planning. 6 credits Seton Hall University’s fully accredited, online Master of COMM 8522 Leadership Communication Strategies Arts in Strategic Communication and Leadership program pro- Emphasizes the communication process with particular focus vides a unique and powerful curriculum of leadership develop- on negotiating, inspiring others, presentation skills, speech ment combined with communication expertise that enables writing, interviews, working with the media, and crisis com- professionals to achieve business success. munication. These skills are key to the success of any executive. This 18-month, 36-credit, program includes three on-cam- 6 credits pus weekend residencies, five sequential learning modules that include extensive online interaction with faculty and peers, and COMM 8523 Diversity and Globalization an individualized component to enhance presentation and Examines diversity in all of its forms as well as globalization writing skills. with its many workplace, leadership, ethical, and communication issues. Communication challenges in the diverse work- Admission Requirements place and global marketplace are identified as opportunities for The Master of Strategic Communication and Leadership organizational enrichment. 6 credits (M.A.S.C.L.) program candidate has significant experience in a COMM 8524 Strategic Planning corporate, military, governmental or nonprofit environment Capstone module that presents the culmination of lessons and is seeking to develop and enhance his/her communication learned in the prior modules. This course focuses on leader- skills in preparation for greater responsibilities. An admissions ship, organizational analysis and the development of strategic committee comprised of faculty in the M.A.S.C.L. program, communication plans and effective strategies to communicate will evaluate each applicant on the following criteria: those plans. 6 credits • A completed application that includes a short essay (500 words) stating the candidate’s goals for engaging in such a COMM 8525, COMM 8526 and COMM 8527 learning experience; Communication Excellence - Individual Skills Coaching • A baccalaureate degree from an accredited college or univer- Through All Modules sity; Aids learning team members in developing personal communication skills through individual coaches who assist with inter- • Transcripts from all institutions attended; personal, speech presentation and writing skills through all • Letters of nomination, one from a current colleague (prefer- modules and at the three on campus residencies. ably a supervisor) and one from a former colleague or super- 6 credits, 2 credits each visor; and • A work sample in any medium that demonstrates the candidate’s excellence in his/her field. Master of Science in Nursing For information about this program, visit the Academic Director: Catherine Cassidy, Ph.D., A.P.N.-C SetonWorldWide Web site at www.setonworldwide.net and/or contact Karl Soehnlein, assistant academic director at (973) Program Overview 313-6237 or e-mail [email protected]; or Michelle Leacock, The current healthcare climate is undergoing rapid change in assistant program director, at (973) 275-2419 or e-mail leacock- patient care services nationwide. This change presents unparal- [email protected] leled opportunities for nurses to be on the forefront of advanced practice and to become leading decision-makers of Course Descriptions health care in the 21st-century. Our nationally ranked graduate nursing program will prepare students with advanced clinical and COMM 8520 Strategic Communication and Leadership leadership skills to meet the challenges of the new millennium. Focuses on the practical and theoretical applications of dynamic, transformational and ethical leadership, creating and com- The online graduate nursing program is designed for nurses municating vision and values; inspiring others to act; risk man- who wish to balance graduate education with career, family and agement, empowerment, building trust and teamwork; mentor- personal responsibilities. Students are able to study the didactic ing, managing change, and converting crisis into opportunity. portion of the program online. The required clinical practice or 6 credits internship component is fulfilled within the student’s geographical location. Students will have access to technical support, extensive library resources, and individualized consultation with track advisers and faculty.

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Areas of Concentration • A score at or above average level for graduate nursing students on the Miller Analogies Test (MAT). Satisfactory GRE M.S.N. /Certificate — Nurse Practitioner scores also are acceptable; The nationally ranked Master of Science in Nursing/ • A resume and goal statement reflecting the program objectives; Certificate Nurse Practitioner Program is committed to excel- • Two letters of recommendation from instructors, supervisors lence and provides interactive online multimedia programs in a or professional colleagues with a minimum of a Master’s variety of clinical specialty tracks. All nurse practitioner gradu- degree in nursing who are qualified to evaluate your profes- ates are eligible to apply for advanced-practice certification sional nursing experience, academic competence, and poten- appropriate to their specialty area tial for your field of study; • Proof of current licensure as a registered nurse; M.S.N. in Health Systems Administration The Master of Science in Nursing in Health Systems • Proof of current malpractice insurance prior to clinical courses; and Administration is designed to prepare nurse managers, directors • Completion of a basic statistics course (prior to beginning and executives with the needed leadership skills demanded by the graduate nursing research course) and an undergraduate today’s complex health care industry. Students will become nursing research course. knowledgeable about the business and financial operations necessary to effectively manage large patient care departments. Advanced Standing Nurses looking to bring their career to a new level in manage- Graduate credits earned recently in another accredited col- ment would be ideal candidates. lege or university may be accepted in partial satisfaction of graduate credit requirements. The courses taken should be sim- Accreditation ilar to required courses approved for the curriculum. Grades The Online Master of Science in Nursing is administered earned must not be lower than a “B” that is equivalent to a 3.0 through the Seton Hall University College of Nursing. The GPA. A total of 6 credits may be approved for transfer. College is accredited the Commission on Collegiate Nursing Education (CCNE). Tuition Tuition includes all fees(except for the application fee), resi- Orientation to the Program dency weekend materials, room and board for on-campus The student is required to attend three on campus weekend weekend residencies. Travel expenses, books and materials, residencies. Prior to the start of the first course, students spend computer equipment, software and student ISP costs are not a weekend at the Seton Hall University campus in South included. Reduced tuition cost per student can be offered to Orange for orientation to the program. Students meet with the organizations sponsoring a full learning team of students as program director, faculty, staff and student colleagues. The part of a customized curriculum. A deposit of $500 is required weekend includes a tour of the campus, a library orientation on admission to the program. This NONREFUNDABLE and hands-on experience with multimedia technology that will deposit guarantees space in the program, and is credited toward be utilized in coursework. The second weekend residency is the total cost of the program. scheduled mid-way through the program and the third is at the time of graduation. Both of these residencies will allow faculty Financial to assess students’ clinical skills. Financial aid payment plans are available for students interested in paying their tuition on a monthly basis or those inter- Clinical Practicum /Internship ested in a loan program. Visit the College of Nursing Web site Students will be responsible for locating clinical placement at nursing.shu.edu and the SetonWorldWide site at www.seton- sites and preceptors. Students’ faculty mentor will review and worldwide.net for complete tuition and financial aid information. approve clinical sites and preceptors that are compatible with For more information about this program, visit the students’ learning needs. Preceptors will be chosen from among SetonWorldWide Web site at www.setonworldwide.net or con- nurse practitioners, administrators or physicians who demon- tact Felella K. Millman, M.S.N., R.N., assistant academic strate expertise within their specialty area and agree to share the director, at (973) 275-2118 or e-mail [email protected], or responsibility for the clinical teaching and learning process. contact Susan Bolton, assistant program director, at (973) 275- Faculty mentors and clinical preceptors are responsible for eval- 2359 or e-mail [email protected] uating the student’s progress in meeting the objectives of the clinical practicum/internship. Criteria for Admission • Graduation from an NLNAC or CCNE accredited baccalaureate program in nursing; • Cumulative “B” average, plus a “B” average in nursing courses;

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Courses NURS 7307 Managed Care and Reimbursement Systems NURS 7308 Executive Internship in Health Systems NURS 6123 Nursing Theory Administration NURS 6124 Forces in Health Care NURS 7310 Managerial Internship in Health Systems NURS 6221 Health Concepts for Aging Administration NURS 6228 Health Promotion I NURS 7339 Graduate Nursing Practicum I NURS 6229 Health Promotion II NURS 7343 Graduate Nursing Practicum II: NURS 6304 Case Management Primary Health Care: Older Years NURS 6305 Financial Management of Health Care NURS 7344 Graduate Nursing Practicum II: Systems Younger Years NURS 6306 Legal and Risk Management Issues in NURS 7348 Graduate Nursing Practicum II: Health Care Acute Care NURS 6307 Complex Care I (Bridge program) NURS 7356 Graduate Nursing Practicum III: NURS 6308 Complex Care II (Bridge program) Primary Health Care: Older Years NURS 6411 Advanced Clinical Pathophysiology NURS 7357 Graduate Nursing Practicum III: NURS 6415 Clinical Pharmacology Younger Years NURS 7141 Nursing Research I NURS 7360 Graduate Nursing Practicum III: NURS 7143 Nursing Research II Acute Care NURS 7240 Primary Healthcare Theory: Women NURS 7363 Graduate Nursing Practicum IV: NURS 7242 Advanced Practice Nursing I: Older Years Younger Years NURS 7364 Graduate Nursing Practicum IV: NURS 7243 Primary Healthcare Theory: Older Years Younger Years NURS 7244 Advanced Practice Nursing II: NURS 7369 Graduate Nursing Practicum IV: Younger Years Acute Care NURS 7246 Advanced Primary Healthcare Theory: NURS 7449 Final Role Practicum: Acute Care Older Years NURS 7450 Graduate Nursing Practicum II: NURS 7249 Advanced Primary Healthcare Theory: Women’s Health Women’s Health NURS 7451 Graduate Nursing Practicum III: NURS 7250 Acute Care Theory Women’s Health NURS 7252 Advanced Acute Care Theory NURS 7452 Graduate Nursing Practicum IV: Women NURS 7453 Advanced Professional Role Enactment within Healthcare System

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