BROOKLYN CAMPUS LONG ISLAND UNIVERSITY

2011 -2012 GRADUATE BULLETIN

Long Island University

Brooklyn Campus

2011 - 2012 Graduate Bulletin

1 University Plaza, Brooklyn, N.Y. 11201-5372

General Information: (718) 488-1000

www.liu.edu/brooklyn

Admissions: (718) 488-1011

E-mail: [email protected]

Notice to Students: The information in this publication is accurate as of September 1, 2011. However, circumstances may require that a given course be withdrawn or alternate offerings be made. Therefore, Long Island University reserves the right to amend the courses described herein and cannot guarantee enrollment into any specific course section. All applicants are reminded that the University is subject to policies promulgated by its Board of Trustees, as well as New York State and federal regulation. The University therefore reserves the right to effect changes in the curriculum, administration, tuition and fees, academic schedule, program offerings and other phases of school activity, at any time, without prior notice.

The University assumes no liability for interruption of classes or other instructional activities due to fire, flood, strike, war or other force majeure. The University expects each student to be knowledgeable about the information presented in this bulletin and other official publications pertaining to his/her course of study and campus life. For additional information or specific degree requirements, prospective students should call the campus Admissions Office. Registered students should speak with their advisors.

Bulletin 2011 - 2012

SCHOOL OF BUSINESS, PUBLIC 99 TABLE OF CONTENTS ADMINISTRATION AND INFORMATION SCIENCES LONG ISLAND UNIVERSITY 3 Accounting, Taxation and Law 100 CAMPUSES OF LIU 4 Computer Science 104 Residential Campuses 4 Managerial Sciences 107 Regional Campuses 5 Public Administration 116 GENERAL INFORMATION 6 SCHOOL OF EDUCATION 123 The Brooklyn Campus 6 Human Development 126 Statement of Mission 6 and Leadership

DIRECTORY 7 Teaching and Learning 139

ACADEMIC CALENDAR 8 SCHOOL OF HEALTH 163 PROFESSIONS ADMISSION 10 Athletic Training, Health and 164 ACADEMIC REGULATIONS 12 Excercise Science REQUIREMENTS FOR 13 Occupational Therapy 169 DEGREES Physical Therapy 172 INTEGRATED STUDENT 15 FINANCIAL SERVICES Physician Assistant Studies 179

Tuition & Fees 15 Public Health Program 184

Student Financial Aid 19 Social Work 187

THE LIBRARY 21 SCHOOL OF NURSING 194

LEARNING RESOURCES 22 ARNOLD & MARIE SCHWARTZ 204 COLLEGE OF PHARMACY AND FACILITIES 23 HEALTH SCIENCES SERVICES 24 SCHOOL OF CONTINUING 206 STUDENT LIFE 26 STUDIES

SPECIAL PROGRAMS 27 BLENDED AND ONLINE 209 LEARNING RICHARD L. CONOLLY 28 COLLEGE OF LIBERAL ARTS APPROVED PROGRAMS 210 AND SCIENCES BROOKLYN CAMPUS 214 Anthropology 29 FACULTY

Biology 30 BROOKLYN CAMPUS 229 ADMINISTRATION Chemistry and Biochemistry 37 LIU TRUSTEES AND 231 Communication Sciences and 40 ADMINISTRATION Disorders

Economics 48

English 49

History 56

Mathematics 58

Media Arts 60

Political Science 76

Psychology 80

Social Science 90

Speech Language Pathology 91

Sociology 91

United Nations Graduate Program 93

Urban Studies Program 95

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 2 Brooklyn Campus

LONG ISLAND UNIVERSITY

In its ninth decade of providing access to the American dream through excellence in higher education, Long Island University is a multicampus, diverse, doctoral institution of higher learning. One of the largest and most comprehensive private universities in the country, Long Island University offers more than 550 undergraduate, graduate and doctoral degree programs and certificates, and educates over 24,000* students in degree-credit and continuing education programs in Brooklyn, Brookville (C.W. Post), Brentwood, Riverhead, Rockland and Westchester. The Arnold & Marie Schwartz College of Pharmacy and Health Sciences prepares students for successful careers in the fields of pharmacy and health care. The University’s Global College provides a wide range of study abroad options at overseas centers in China, Costa Rica and India, and through program offerings in Australia, Taiwan, Thailand and Turkey. Long Island University’s more than 600 full-time faculty members provide outstanding instruction, which is supplemented by internships and cooperative education opportunities. The accomplishments of more than 182,000 living alumni are a testament to the success of its mission – providing the highest level of education to people from all walks of life. The University’s NCAA Division I and II athletic teams, nationally renowned George Polk Awards in journalism and Tilles Center for the Performing Arts provide enrichment for students and the community. *This number includes high school students enrolled in one or more degree-credit courses.

Accreditation and Program Registration Long Island University is accredited by the Commission on Higher Education of the Middle States Association of Colleges and Schools, 3624 Market Street, Philadelphia, PA 19104, (215) 662-5606. The Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation. The degree and certificate programs also are approved and registered by the New York State Department of Education.

Page 3 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

CAMPUSES OF LONG ISLAND UNIVERSITY C.W. Post Campus

The C.W. Post Campus is distinguished by programs of excellence and The Residential Campuses small classes in five schools of study: College of Education and Information Sciences, College of Liberal Arts and Sciences, College of Management, School of Health Professions and Nursing, and School of Visual and Brooklyn Campus Performing Arts. The wooded suburban campus, only 20 miles from New York City, is home to the renowned Tilles Center for the Performing Arts, Hillwood The Brooklyn Campus is distinguished by dynamic curricula reflecting the Art Museum and WCWP-FM. C.W. Post offers the Ph.D. in information great urban community it serves. Distinctive programs encompass the arts and studies, the Psy.D. in clinical psychology and the Ed.D. in interdisciplinary media, the natural sciences, business, social policy, urban education, the health educational studies. professions, pharmacy and the health sciences, all on a pluralistic campus that The Campus was established on the former estate of cereal heiress Marjorie draws insight and strength from differences. The Campus offers Ph.D. Merriweather Post in 1954 to accommodate the growing educational needs of programs in clinical psychology and pharmaceutics, the D.P.T. in physical Nassau County following World War II. Named for breakfast cereal magnate therapy and the Pharm.D. in pharmacy. In the past year, the Brooklyn Campus Charles William Post, C.W. Post offers its full-time, part-time and non-credit has received more than $3,000,000 in new external funding to support a variety students a comprehensive range of more than 240 associate, undergraduate, of programs including faculty research, community outreach and student- graduate, and doctoral degree programs and certificates. In addition, the centered projects. Campus offers college credit courses to high school students in area schools. Founded in 1926, the Brooklyn Campus is the original unit of Long Island The Campus is recognized as one of the nation’s most beautiful academic University and its only one in New York City. The 11-acre site in downtown settings. Modern buildings range from an acclaimed student union to an Brooklyn is convenient to many subway and bus lines and the Long Island Rail elegant library. Beautiful red-brick academic buildings, including Humanities Road. Hall, Pell Hall/Life Science and the Kahn Discovery Center, are outfitted with The Brooklyn Campus offers more than 200 associate, undergraduate, wireless classrooms, major-specific laboratories and computer centers. C.W. graduate, doctoral and certificate programs. Serving a diverse student body, its Post’s award-winning cooperative education program is nationally renowned academic units include the Richard L. Conolly College of Liberal Arts and for its extensive career counseling and job placement services. Sciences; the School of Business, Public Administration and Information Fifteen NCAA men’s and women’s sports teams take advantage of C.W. Sciences; the School of Education; the School of Nursing; the School of Health Post’s 70 acres of playing fields. Clubs, fraternities and sororities provide Professions; and the Arnold & Marie Schwartz College of Pharmacy and many other outlets for student activities. C.W. Post’s $18-million Pratt Health Sciences. It is known for its nationally recognized Honors Program. Recreation Center is a state-of-the-art health and fitness facility featuring an The $45-million Wellness, Recreation and Athletic Center serves the eight-lane swimming pool, three full-size basketball courts, racquetball courts Campus and the surrounding community, and the Cyber Café provides a high- and an elevated jogging track. tech hot spot for students and faculty members to meet and eat. Tilles Center for the Performing Arts, Long Island’s premier concert facility, brings Carnegie Hall and Lincoln Center to the Campus with world- class jazz, rock, folk music, dance, mime, orchestral and chamber music performances.

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 4 Brooklyn Campus

The Regional Campuses Hudson Graduate Centers Long Island University at

For more than a quarter of a century, Long Riverhead

Island University has been offering graduate Brentwood Campus Long Island University at Riverhead offers degree and certificate programs in Rockland and high-quality undergraduate and graduate courses The Brentwood Campus of Long Island Westchester Counties. The Hudson Graduate and programs to residents of Long Island’s East University has been offering undergraduate and Center at Rockland is conveniently located near End. Conveniently located on Suffolk County graduate programs to residents of Suffolk County, the Palisades Parkway in Orangeburg, N.Y., just Community College’s Eastern Campus, just 10 Long Island since 1959. The Campus is located on two miles from the New Jersey border. The minutes from exit 70 on the Long Island Second Avenue in Brentwood, on 172 acres of Hudson Graduate Center at Westchester is located Expressway, it provides working adults and recent tree-lined property owned by the Sisters of St. in a state-of-the art facility on the grounds of baccalaureate graduates with the opportunity to Joseph. Purchase College, which features high-tech pursue a private education during the evenings and The Brentwood Campus has been an innovator classrooms designed for adult learners. Both weekends. in developing fast-track master’s degree programs Centers boast technologically advanced library Offerings include the upper division B.S. in for working professionals who wish to accelerate resources and mainframe-networked computer childhood education (grades 1-6), the upper their studies. These programs offer a set schedule labs, and offer small classes with personalized division B.A. in communication studies - new of courses and a reduced tuition rate. Qualified instruction delivered by full-time and adjunct media, the M.S. in childhood education (grades 1 – applicants enroll as a cohort and proceed to earn faculty members who bring a wealth of practical 6), the M.S. in literacy education (birth – grade 6), the M.S. in criminal justice. A Master in Business experience and an understanding of career trends the M.S. in teaching students with disabilities Administration (M.B.A.) also is offered. to the classroom. (grades 1 – 6 or generalist grades 7 – 12) and an The Campus offers M.S. degrees in early Students enroll as degree candidates or as non- advanced certificate in applied behavior analysis. childhood education B-2, childhood education 1-6, degree students who wish to pursue graduate In addition, an M.S. and an advanced certificate in childhood education/special education, childhood courses for personal enrichment or professional homeland security management are offered fully education/literacy education B-6, mental health advancement. Most classes in Rockland and online. The Homeland Security Management counseling and school counselor, as well as the Westchester are held in the late afternoons, in the Institute features comprehensive curricula M.S.Ed. in literacy B-6 and special education 1-6. evenings and on weekends to meet the scheduling designed by professionals for professionals. Graduate courses are offered in conjunction needs of working adults. Program offerings Faculty members and guest lecturers include some with a number of different programs at the C.W. include: business (M.B.A. and/or advanced of the top names in law enforcement, Post Campus, including library and information certificate); health or public administration counterterrorism and government. science. The Campus also offers an undergraduate (M.P.A. and advanced certificate in gerontology); program in criminal justice. educational leadership (M.S.Ed. and/or advanced Classes are small and personalized. Students certificate); education (M.S.Ed. and/or advanced take advantage of a full range of computer and certificate) in the areas of childhood – grades 1-6, library facilities by networking with the early childhood, middle childhood and University’s mainframe systems. The Campus adolescence – grades 5-12, special education, schedules most of its courses during late autism, literacy, bilingual, TESOL, bilingual afternoons, evenings and weekends. extension, gifted extension, writing and reading, school counseling and school psychology; marriage and family therapy (M.S.); mental health counseling (M.S.); and pharmaceutics (M.S.) with specializations in industrial pharmacy and cosmetic science. The Palmer School of Library and Information Science, which is based at the University’s C.W. Post Campus, also offers a rich array of graduate-level courses at the Hudson Graduate Center at Westchester.

Page 5 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

GENERAL INFORMATION Undergraduate and Graduate Offerings Practitioner, in Executive Program for Nursing, Richard L. Conolly College offers liberal arts Health Care Management, and in Nurse Educator. and sciences programs leading to the degrees of The following Advanced Certificates are offered: The Brooklyn Campus Associate in Arts, Bachelor of Arts, Bachelor of Adult Nurse Practitioner, Family Nurse Fine Arts, Bachelor of Science, Master of Arts, Practitioner, and Education for Nurses. The School Statement of Mission Master of Fine Arts, Master of Science, and of Nursing offers accelerated R.N.-B.S./M.S. Adult Nurse Practitioner and R.N.-B.S./M.S. Expressed in its still relevant motto — Urbi et Doctor of Philosophy (in Clinical Psychology). It Nurse Executive dual degree programs. Orbi — the mission of Long Island University also offers a B.S./M.S. in Communication The Arnold & Marie Schwartz College of since 1926 has been to open the doors of the city Sciences and Disorders/ Speech-Language Pharmacy and Health Sciences offers an entry- and the world to men and women of all ethnic and Pathology, and a United Nations Graduate level, six-year Doctor of Pharmacy (Pharm.D.) socioeconomic backgrounds who wish to achieve Certificate Program. degree and the Master of Science degree in the satisfaction of the educated life and to serve The School of Business, Public Pharmaceutics, Pharmacy Administration, Drug the public good. Its mission is to awaken, Administration and Information Sciences Regulatory Affairs and Pharmacology/Toxicology. enlighten and expand the minds of its students. offers, on the undergraduate level, the degrees of It also offers the Doctor of Philosophy in Generation after generation, the students who have Associate in Applied Science in Business Pharmaceutics (Ph.D.) degree. enrolled in the Brooklyn Campus of Long Island Administration; Bachelor of Science in The Global College is designed for those University have come from varied, primarily urban Accounting, Computer Science, Finance, students who desire an international experience backgrounds. Like their predecessors, many of Management, and Marketing. On the graduate during their college years, while earning a today’s students are new to America and new to level, the School offers the Bachelor of Science/ Bachelor of Arts degree. the English language or are the first in their Master of Science in Accounting; Master of families to seek a university education. At the Business Administration (M.B.A.); Master of Brooklyn Campus, all students find an academic Business Administration in Accounting (M.B.A. community where cultural, ethnic, religious, racial, Accounting); Master of Science in Accounting, sexual and individual differences are respected and Computer Science, Human Resource Management, where commonalities are affirmed. Such a stance Taxation, Master of Public Administration requires the campus to be open and welcoming, (M.P.A.) and M.P.A. in Health Administration. It even as it maintains respect for intellectual, also offers Advanced Certificates in Gerontology cultural and academic traditions. Administration and Not-for-Profit Management. Nationally recruited, the faculty has a strong The School of Education offers, on the commitment to teaching, to personal advisement undergraduate level, the Bachelor of Arts, and the of students, to the fullest range of scholarship, and Bachelor of Science, and the Bachelor of Fine Arts to faculty development and service. The Brooklyn degrees in various disciplines in urban education. Campus recognizes both the faculty’s training and On the graduate level, the school offers the Master experience and the character of its diverse student of Science in Education degree in the areas of body as two of its greatest strengths and Childhood Urban Education, Early Childhood challenges. No matter what their background or Urban Education, Adolescence Urban Education, generation, students come to the Brooklyn Campus Teaching Urban Children with Disabilities, to build the educational and intellectual Teaching Urban Adolescents with Disabilities, foundations for successful personal lives and Teaching English to Speakers of Other Languages careers. The campus faculty and administration (TESOL), School Counseling, Bilingual School believe that a liberal education, along with careful Counseling and School Psychologist; the Master of preparation for a fulfilling career, is the best way Science degree in Mental Health Counseling; and to achieve that end. Advanced Certificates in Bilingual Education, To carry out its mission, the Brooklyn Campus Educational Leadership, Early Childhood Urban offers comprehensive undergraduate curricula, Education, School Counseling, Bilingual School supported by advanced courses for specialized Counseling, and Mental Health Counseling. knowledge and graduate programs in those areas The School of Health Professions offers the in which it has developed strength or has a unique Bachelor of Science degrees in Health Science, contribution to make. In addition, the campus Respiratory Care and Sports Sciences. It also designs programs to permit students to acquire offers combined B.S./M.S. degrees in Athletic essential literacies, intellectual curiosity, analytic Training and in Occupational Therapy and the and reasoning skills, and effective communication B.S./M.P.H. in Health Science / Master of Public skills. By doing so, the campus serves as a Health. It offers the M.S. degrees in Exercise conservator of knowledge, a source and Science, in Advanced Athletic Training and Sports promulgator of new knowledge, and a resource for Sciences and in Physician Assistant Studies as the community it serves. well as the Master of Social Work and the Master of Public Health. The Division of Physical Therapy offers a Doctor of Physical Therapy (D.P.T.) program that is a three-year post- baccalaureate graduate degree. The School of Nursing offers the Bachelor of Science with a major in Nursing for generic, RN- BS and 2nd degree students, the Master of Science in Adult Nurse Practitioner and Family Nurse

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 6 Brooklyn Campus

DIRECTORY

Department Name Phone Office Hours Email/Website

Admissions 718-488-1011 (M-Th) 8 a.m.-5:30 p.m. [email protected] (F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/admissions Summer hours: (M-F)8 a.m.-5 p.m.

Richard L. Conolly College 718-488-1003 (M,Th,F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/conolly (Tu,W) 9 a.m.-6:30 p.m.

School of Business, Public 718-488-1130 (M-Th) 9 a.m.-7 p.m. [email protected] Administration and Information (F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/sbpais Sciences

School of Education 718-488-1055 (M-Th) 9 a.m.-6:30 p.m. www.liu.edu/brooklyn/education (F) 9 a.m.-5 p.m. Summer (M-Th) 9:00 a.m-6 p.m. (F) 9 a.m.-5p.m.

School of Health Professions 718-780-6578 (M-F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/health

School of Nursing 718-488-1059 (M-F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/nursing Summer (M-Th) 9 a.m.-6 p.m.

The Office of Student Development 718-488-1042 (M,Th,F) 9 a.m-5 p.m. www.liu.edu/brooklyn/osdr and Retention (Tu,W) 9 a.m-6:30 p.m.

Arnold & Marie Schwartz College of 718-488-1004 (M-F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/pharmacy Pharmacy and Health Sciences

Global College 718-780-4312 (M-F) 9 a.m.-5 p.m. [email protected] www.liu.edu/brooklyn/globalcollege

Integrated Student Financial Services 718-488-1038 (M,Th,F) 9 a.m.-5 p.m. [email protected] (Tu,W) 9 a.m.-6:30 p.m. www.liu.edu/brooklyn/financial- services

International Students 718-488-1216 (M,Th,F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/international- (Tu,W) 9 a.m.-6:30 p.m. students

Library 718-780-4513 (M,W,Th) 8 a.m. – 10 p.m. www.liu.edu/brooklyn/library (Tu) 9 a.m. – 10 p.m. (F) 9 a.m. – 5 p.m. (Sat.) 9 a.m. – 6 p.m. (Sun.) 11 a.m. – 5 p.m. Summer (M-Th) 9 a.m. – 8 p.m. (Sat.) 9 a.m. – 6 p.m.

Registrar 718-488-1013 (M,Th,F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/registrar (Tu,W) 10:30 a.m.-6:30 p.m. Summer (M,Th) 9 a.m.-5 p.m. (Tu,W) 10:30 a.m.-6:30p.m. (F) 9 a.m.-4 p.m.

Residence Life and Housing 718-488-1046 (M-Th) 9 a.m.-7 p.m. www.liu.edu/brooklyn/reslife (F) 9 a.m.-5 p.m.

School of Continuing Studies 718-488-1010 (M-Th) 9 a.m.-6:30 p.m. [email protected] (F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/scs

Student Leadership and Development 718-488-1216 (M,Th,F) 9 a.m.-5 p.m. www.liu.edu/brooklyn/studentactivities (Tu,W) 9:00 a.m.-6:30 p.m.

Page 7 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

ACADEMIC CALENDAR 2011-2012 Spring 2012

In-Person Registration Jan. 3 - 13, 16, 2012

Fall 2011 Martin Luther King Jr. Day Jan. 16, 2012

In-Person Registration Aug. 22 - Sept. 2, 2011 (Mon. - Fri.) Weekday Classes Begin Jan. 17, 2012

Labor Day Holiday Sept. 5, 2011 Late Registration and Program Jan. 17-20, 23, 2012 Changes Convocation Day Sept. 6, 2011 Awarding of January Degrees Jan. 20, 2012 Weekday Classes Begin Sept. 7, 2011 Semester Classes Meeting Saturday & Late registration and program changes Sept. 7-13, 2011 Jan. 21 - 22, 2012 Sunday Begin Semester Classes Meeting Saturday & Sept. 10 & 11, 2011 First Weekend Session Classes Begin Jan. 21 - 22, 2012 Sunday begin Late registration ends Jan. 23, 2012 First Weekend Session Classes Begin Sept. 10 & 11, 2011 Deferred Final Examinations Jan. 30, 2012 Late Registration Ends Sept. 13, 2011 Last Day to Apply for May Degree Feb. 3, 2012 Awarding of September Degrees Sept. 16, 2011 Last Day to Apply for Comprehensive Deferred Final Exams Oct. 3, 2011 Feb. 3, 2012 Examination Last Day to Apply for January Degree Oct. 7, 2011 President’s Day – No Classes Feb. 20, 2012 Last Day to Apply for Comprehensive Oct. 7, 2011 Tuesday Follows a Monday Schedule Feb. 21, 2012 Examination Midterm Examinations - Classes in Midterm Examinations – Classes in Feb. 27 - March 9, 2012 Oct. 17-28, 2011 Session Session First Weekend Session Final First Weekend Session Final Mar. 3 & 4, 2012 Oct. 22-23, 2011 Examinations Examinations Second Weekend Session Classes Second Weekend Sessions Classes Mar. 10 & 11, 2012 Oct. 29-30, 2011 Begin Begin Spring Recess Begins Mar. 12, 2012 Last Day to Withdraw from Nov. 2, 2011 Undergraduate Courses Classes Resume Mar. 19, 2012

Election Day Classes in Session Nov. 8, 2011 Last Day to Withdraw from Mar. 21, 2012 Undergraduate Courses Last Day to Submit Thesis and Nov. 16, 2011 Complete Degree Requirements Last Day to Submit Thesis and Apr. 6, 2012 Complete Degree Requirements Wednesday Follows a Friday Nov. 23, 2011 Schedule Second Weekend Session Final Apr. 28 & 29, 2012 Examinations Fall Recess Begins Nov. 24, 2011 Semester Classes Meeting Saturday & Classes Resume Nov. 26, 2011 Apr. 28 & 29, 2012 Sunday End Second Weekend Session Final Dec. 10 & 11, 2011 Semester Classes Meeting Monday - Examinations May 1, 2012 Friday End Semester Classes Meeting Saturday & Dec. 10 & 11, 2011 Last Day to Withdraw from Graduate Sunday End May 1, 2012 Courses Semester Classes Meeting Monday – Dec. 15, 2011 Study Day May 2, 2012 Friday End Final Examinations Undergraduate & Last Day to Withdraw from Graduate May 3 - 9, 2012 Dec. 15, 2011 a Graduate Courses Last Day to Complete Withdrawal Final Examinations Undergraduate & May 9, 2012 Dec. 16 - 22, 2011 Appeal Process Graduate Commencement Ceremony May 10, 2012 Last Day to Complete Withdrawal Dec. 22, 2011 Appeal Process Conferral of May Degrees May 11, 2012

Winter Recess Begins Dec. 23, 2011

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 8 Brooklyn Campus

Summer I 2012 Summer II 2012

Registration & Program Changes May. 10 & 11, 2012 Registration & Program Changes June 27 & June 28, 2012

Weekend Session Classes Begin May 12 & 13, 2012 No Registration or Program Changes June 29, 2012

Weekday Classes Begin May 14, 2012 Weekday Classes Begin July 2, 2012

Late Registration Ends May 15, 2012 Late Registration Ends July 3, 2012

Last Day to Withdraw from Independance Day Holiday July 4, 2012 May 22, 2012 Undergraduate Course Weekend Session Classes Begin July 7 & 8, 2012 Memorial Day Holiday May 26 - 28, 2012 Monday follows a Wednesday July 9, 2012 Deferred Final Examinations June 4, 2012 Schedule

Last Day to Apply for September Last Day to Withdraw from June 6, 2012 July 11, 2012 Degree Undergraduate Courses

Last Day to Apply for Comprehensive Weekend Session Final Examinations August 11 & 12, 2012 June 6, 2012 Examination Last Weekday Class August 13, 2012 Weekend Session Final Examinations June 23 & 24, 2012 Last Day to Submit Thesis and August 13, 2012 Last Day of Classes June 25, 2012 Complete Degree Requirements

Last Day to Withdraw from Graduate Last Day to Withdraw from Graduate June 25, 2012 August 13, 2012 Courses Courses

Last Day to Complete Withdrawal Last Day to Complete Withdrawal June 25, 2012 August 13, 2012 Appeal Process Appeal Process

Final Examinations Last Class Meeting Final Examinations Last Class Meeting

Page 9 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

ADMISSION Transfer Credits they are permitted to continue in attendance in matriculant status. Graduate courses taken at other institutions Applicants are strongly encouraged to submit before admission to Long Island University may, if Non-degree students must meet the same an application online at pertinent to the plan of study, be credited to the admission standards as those admitted to degree www.liu.edu/brooklyn/admissions/apply . A paper graduate degree. Permission to transfer such programs. A student in this category may take a application may be obtained by visiting the Office credits must be requested at the time of admission, limited number of courses for certification, of Admissions, Brooklyn Campus, Long Island and official transcripts must be submitted to the professional advancement or personal enrichment, University, 1 University Plaza, Brooklyn, NY Long Island University Admissions Processing but he or she is not classified as a graduate degree- 11201-5372, e-mailing Center. Transfer credit toward the master’s degree seeking student. Admission as a non-degree [email protected], or by calling is normally limited to six semester hours of credit student is for one semester only and permits (718) 488-1011. A bachelor’s degree (or its for courses in which the student has received a registration for a maximum of six credits. equivalent) from an accredited institution, grade of B or better and is not recorded as part of If a non-degree student wishes to matriculate, a indicating an acceptable record, is necessary to be the grade point average. Courses with a grade of graduate application must be filed with the Office considered for admission to the graduate B- are not transferable. of Admissions. Upon review of the student’s programs. Additional requirements are described Students seeking a second master’s degree may application and supporting credentials, the in the sections for each discipline and on the be granted up to 12 credits, when academically appropriate department will decide if all application form. appropriate, at the recommendation of the requirements for matriculation have been met. The completed application must be submitted Department Chair and with the approval of the Courses completed by non-degree students, if with a personal statement of approximately 500 Graduate Dean. Students entering the School pertinent to the degree program in which the words. Applicants must also submit official Psychology program may be granted up to 18 student has matriculated, and if completed within transcripts from all colleges and universities credits. the time limit, are credited toward the degree. attended showing all undergraduate and graduate Classification of Students Admission of Undergraduate Students coursework taken and degrees received, if any. All students admitted to the master’s programs Seniors who need substantially less than a full Some departments may request letters of will be classified as matriculants or non-degree program to meet the requirements for the recommendation, resumes, test scores, writing students. Matriculants must submit evidence of a bachelor’s degree may take, concurrently with samples, portfolios, copies of professional licenses bachelor’s degree or its equivalent. They must their undergraduate program, a limited number of or other additional documents. Applicants should have an acceptable record in undergraduate and 500- and 600-level graduate courses and reserve refer to the section of this bulletin for their other studies as reflected in official transcripts of the credits for a master’s degree. Such a special program of interest as well as the departmental all colleges and universities attended. Usually a B- arrangement will be limited to undergraduate web site to determine what documents are required average in the undergraduate major subject is students who have been formally admitted as for admission by their program as well as to required. Attention is given to overall grade graduate students, pending satisfactory completion determine where credentials and materials are to averages, grade trends during undergraduate study, of bachelor’s degree requirements. Applicants be sent for processing. An application fee of and areas of scholastic strength. must have permission from the graduate program $40.00 is required. If the applicant mails or Applicants must receive satisfactory scores on as well as authorization from the undergraduate submits a paper application in person, they will be any required examinations. Students whose institution. Qualified juniors and seniors attending assessed a nonrefundable fee of $40.00. The undergraduate average is less than B- and all the Brooklyn Campus may, with the approval of Brooklyn Campus of Long Island University students from foreign colleges or universities may the Chair of the Department concerned and the encourages students to self-manage their be requested to take the Graduate Record Graduate Dean, take courses on the 500-level for application, which means it is the responsibility of Examination (GRE) or the GRE advanced subject undergraduate credit to complete the requirements the applicant to collect all required documents examination. Applicants to Master of Business for the bachelor’s degree. The credits they receive needed for admission and manage where (M.B.A.) in the School of Business, Public may not subsequently be applied toward the credit documents are to be mailed. Students needing Administration and Information Sciences must requirements for the master’s degree. assistance and clarification are encouraged to e- submit scores from the Graduate Management Undergraduate student enrollment in 600-level mail the Graduate Admissions Office at Admissions Test or the Graduate Record courses will not be approved by the Graduate Dean [email protected]. Examination. Applicants for the master’s degree in unless there is exceptional justification given by Most graduate programs are available each Public Health, Ph.D. in Clinical Psychology, the Department Chair. semester on a rolling admissions basis with Doctor of Physical Therapy and all graduate Students Presenting Foreign Credentials applications accepted as long as space is available. Pharmacy programs must submit GRE scores from Applications are welcome from international However, it is strongly encouraged that the General Aptitude Test. Additionally, students who hold the equivalent of a four-year applications and supporting materials be submitted individuals who apply for the Ph.D. in Clinical bachelor’s degree. To be considered for admission, as early as possible. Several graduate programs Psychology must submit GRE scores from the undergraduate transcripts/marksheets for each year have specific application deadlines including the GRE Subject Test in Psychology. of study, including degree conferral Doctor of Physical Therapy (D.P.T.) which is due A student will be classified as matriculant when (diploma/degree certificate) are required. All st March 1 ; the Masters in Physician Assistant due accepted into a degree program. Students admitted records must be translated into English and be th on January 15 ; the Ph.D. in Clinical Psychology with technical or academic deficiencies (e.g., original or copies of the original, certified/attested due on December 1st; Master's in Speech- incomplete official transcripts) will be classified as by an official of the school issuing that record or Language Pathology due on February 1st; and the matriculants with conditions, pending fulfillment the Consulate/Ministry of Education of the issuing Master's in Social Work due on March 15th. of those conditions. Technical deficiencies must be country. A course-by-course evaluation, completed Applications and all supporting documents from removed before the end of the first semester of by an acceptable international credential international applicants must be received by May enrollment. Academic deficiencies must be evaluation agency, is recommended, but not 1st for Fall admission and by November 1st for satisfied before the completion of 12 credits required, on all transcripts/marksheets from Spring admission. required in the degree program or within one year. colleges or universities outside of the United Students are in good academic standing as long as States. A complete list of acceptable agencies can

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 10 Brooklyn Campus be requested from the Office of Admissions or permission to attend courses at Long Island found on www.liu.edu/brooklyn. All international University upon filing a Visiting Student students for whom English is not a native language application for the courses and submitting a letter are required to take the Test of English as a of authorization from the graduate school that they Foreign Language (TOEFL) administered by the are attending. Courses in the Ph.D. programs and Educational Testing Service or the International field experience courses need additional English Language Testing System (IELTS) departmental approval. examination. Information on the examinations may Post-baccalaureate Students be obtained by visiting www.ets.org and An applicant who has not completed adequate www.ielts.org, respectively from American preparation for a particular graduate program but consulates and embassies abroad, or from the who presents an otherwise acceptable United States Information Service (USIS) in each undergraduate record may be given an opportunity country. to remove specific course deficiencies. A post- Proficiency in English must be demonstrated. A baccalaureate student enrolls in a program of student who needs additional study in English may advanced undergraduate courses in the field be required to take English courses for foreign selected for graduate study. The appropriate students at Long Island University before or department approves the number of credits concurrently with an academic program (see necessary, the level of achievement required, and English Language Institute section). the specific courses to be completed. Upon Applicants to Master of Business compliance with those conditions, the post- Administration (M.B.A.) in the School of baccalaureate student becomes eligible for Business, Public Administration and Information admission to the graduate school. Sciences must submit scores from the Graduate Veterans Management Admissions Test or Graduate Record The Brooklyn Campus welcomes applications Examination. Applicants for the master’s degree in from veterans and encourages them to take full Public Health, Ph.D. in Clinical Psychology, advantage of their G.I. Bill benefits. Candidates Doctor of Physical Therapy and all graduate are required to submit a copy of Form DD214, Pharmacy programs must submit GRE scores from Report of Separation, to the Office of Admissions. the General Aptitude Test. Additionally, A veterans counselor is available to assist in individuals who apply for the Ph.D. in Clinical admissions and funding procedures. For further Psychology must submit GRE scores from the information, contact the Veterans Affairs Office. GRE Subject Test in Psychology .An application Auditing of Courses fee of $40.00 is required. Upon notification of In order to gain necessary background or admission, the student will be requested to send a enhance general knowledge, students may audit nonrefundable deposit fee of $250.00, which will graduate courses for no credit. The permission of be applied toward the first semester’s tuition and the instructor and of the Dean is required in every fees. The master’s programs in Pharmacy and case. Laboratory courses and fieldwork practicums Ph.D. program in Pharmacy require a deposit of may not be audited. Students (who must have been $500.00. Upon receipt of the deposit and of a admitted to a graduate program) pay half the sponsor’s affidavit of support and official bank regular tuition for courses, and their transcripts statement, an I-20 form will be issued that will will show that the courses have been audited. enable the student to apply for a student visa. Admission to Classes Students should not make plans to come to the Admission to graduate classes does not imply United States until they have received appropriate that the student has been accepted as a candidate nonimmigrant forms. for a degree. Acceptance to degree candidacy is Students should be aware of the tuition rates at contingent upon the student’s obtaining Long Island University as well as the high cost of matriculated status and satisfying all admission living in New York City. It is advised that students requirements of the graduate program in which make realistic plans to finance their education. A major study will be pursued. limited number of graduate assistantships are Registration and Advisement awarded primarily to students who have been in To be eligible for registration, every graduate attendance at least one semester. Health insurance student must confer with a representative in the coverage is compulsory for all international proposed major department. The adviser assists the students and for their dependents. Information student in preparing a program of study and signs pertaining to the health insurance coverage may be the student’s registration card if required. obtained from the Office of International Students, Payment of all tuition and fees is required in which assists students on campus. advance of the beginning of classes, unless special Students holding F-1 (student) visas are arrangements are made with the Bursar. Students required by law to be fully matriculated and must who have not been cleared by the Bursar cannot be be registered for at least nine credit hours per considered registered. semester.

Visiting Students Graduate students who are degree candidates in good standing at other universities may be granted

Page 11 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

ACADEMIC REGULATIONS which he or she is doing satisfactory work will be www.liu.edu/brooklyn/schedule. given the grade W. A student registered for a Grades The responsibility for compliance with these course is considered to be in attendance until the Credit is granted for courses completed with the regulations rests entirely with the student. date of his or her official withdrawal. Withdrawal grade A (superior), B+ (good), B (average), C+ Registration from courses is permissible at any time up to the (below average), or C (passing-unsatisfactory). final examination, but a student who is doing Registration each semester takes place during The F grade signifies failure. P (passed for credit) failing work when he or she requests authorization the periods indicated in the academic calendar. may be used to mark completion of work in certain to withdraw may be given the grade WF. The Non-degree students must obtain permission to research practicums, seminars, workshops and symbol UW is assigned when a student register from the Graduate Admissions Office thesis courses. unofficially withdraws from a course. Neither WF before the beginning of each semester. INC (incomplete) may be used as an interim nor UW is computed in the student’s average. Change of Plan Department grade for the first half of a two-semester course, Students who are on academic probation when for failure to complete all course requirements, and A student transferring from one plan (major) they withdraw from all courses are not eligible for for thesis courses before acceptance of the thesis. department to another must be formally accepted readmission without their Dean’s approval. Any other failure to complete the course by the Chair of the department to which Refunds requirements (e.g., the submission of a term paper) application for admission is made. The student is A student may make a written request to may be recorded as INC. Absence from the final expected to notify the Chair of the department that withdraw from one or more courses before the end examination will be recorded as ABS. Except in he or she is leaving. Application forms are of the semester. If the request is approved by his or thesis courses, grades INC or ABS that have not available in the Graduate Admissions Office. her Dean, the student will receive a refund as been replaced by a letter grade within one year Change of Status indicated in the "Tuition & Fees, Institutional may be changed only by repeating the course. A non-degree student who has met all the Refund Schedule". Late withdrawal can make the A student may not repeat a course without requirements for matriculation must submit a student ineligible for any refund. Withdrawal permission of his or her Dean. If a student, with graduate application to the Office of Admissions. before the beginning of the semester or session the permission of the Dean, repeats a course more Maintenance of Student Standing entitles the student to a complete refund except for than once, all grades except the first will be It is expected that students will fulfill the the deposit and applicable registration fee. computed in the student’s average. Satisfactory requirements for the degree by registering over Cancellation of Courses completion of the course does not eliminate the successive semesters, either by attending classes or The University reserves the right to cancel original INC or ABS from the student’s record. maintaining matriculation. A degree candidate undersubscribed courses. When it does so, there is NGR is a temporary mark when no grade has who does not reregister for classes must apply to no program change fee. been submitted. AUD recognizes that a course has his or her Dean for maintenance of matriculation Course Load been audited. before or during the registration period, if the Full-time graduate students register for no The symbol W is assigned when students student wishes to continue under the requirements fewer than nine credits in each semester of the officially withdraw from a course in which they in effect when admitted. A fee must be paid during academic year. Permission of their Dean is were doing satisfactory work. The symbol UW is the registration period of each inactive semester necessary to take more than 12 credits in the Fall assigned when students unofficially withdraw (excluding summer sessions). or Spring semester or more than six credits in from a course. The UW is not computed in the Maintenance of matriculation does not extend either summer session. New York State residents student’s average. the time limits specified under Requirements for are eligible for the Tuition Assistance Program Students have until the time of their graduation Degrees. grants when enrolled for 12 or more credits. to have changes made on their academic records. Students serving in the armed forces of the (Please see Student Financial Services for Once a student has graduated, the academic record United States maintain their standing complete requirements and procedures.) Non- is frozen and cannot be changed retroactively. automatically during their time of service. They degree students are normally limited to two Grade-Point Average are, however, required to inform the Office of the courses in the regular semester and one course in The University’s grade-point average is Registrar of the dates of entrance into military each of the summer sessions. employed to determine the average grade status of service and termination of active duty. a student. The grade A corresponds to an index Readmission Course Numbers Courses numbered 600 and above are usually number of 4, A- to 3.67, B+ to 3.33, B to 3, B- to Students who have not attended classes for open only to those who qualify for graduate 2.67, C+ to 2.33, C to 2 and F to 0. P, INC, ABS, more than five academic years are required to standing. Courses numbered 500 to 599 are W and UW grades do not affect the index. apply for readmission and must gain approval designed primarily for those who qualify for Good Standing from his or her Dean. Such students re-enter under graduate standing, but may be taken by advanced The average of grades earned in the approved the admissions standards and program undergraduate students with permission from the program of study may be no less than B requirements in existence at the time of re-entry. Dean of the school in which the graduate course is (equivalent to a quality-point index of 3.00). A Readmission applications are available in the offered. student whose cumulative grade index is below Office of Admissions. Two consecutive numbers joined by a hyphen 3.00 has an academic deficiency. Nevertheless, Withdrawal (e.g., Psychology 660-661) designate a course that such students will continue to be considered in Students themselves must initiate formal runs through two semesters. The first half of such good standing so long as they demonstrate withdrawal procedures. Failure to do so can result a course is a prerequisite to the second. That is not satisfactory progress toward removing the in loss of possible refunds or inaccurate records of true of courses with consecutive numbers deficiency in subsequent semesters. Failure to academic performance (or both). Students may separated by a comma (e.g., Chemistry 603, 604), make a significant improvement in the grade-point withdraw from one or all courses if they apply which may be taken individually. Some courses average may lead to dismissal from the graduate officially through the Office of the Registrar . If are offered in alternate years. A schedule of program. Final disposition of such cases is made withdrawing from one or more, but not all, courses is published for each semester, may be by the Dean after consultation with the appropriate courses; students must obtain written permission obtained from the Registrar’s office, and is department. from their Instructor or Dean. available online at A grade of F in any graduate course is A student who withdraws from a course in

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 12 Brooklyn Campus ordinarily grounds for dismissal from the any sort are unacceptable. If proven, either is cause that their rights have been violated, or in matters of University. for the most severe penalties up to and including serious dispute with members of the administration Students accumulating in excess of nine credits suspension or dismissal from the University. or faculty, students may avail themselves of the of incomplete (INC or ABS) may not register for The classroom instructor determines the rules following formal grievance procedure: additional courses until their work is completed. of acceptable student conduct during 1. The student will write out a clear statement of Such a restriction does not apply to INC grades in examinations. Each instructor has the right to insist the grievance. thesis courses. on procedures to ensure the integrity of those 2. The student may submit the statement to the Individual departments may impose even more examinations – seating arrangements, no staff member involved. The student will be stringent academic standards. communication among students, the restriction of given a written response within a reasonable In all schools, a B average or 3.00 cumulative materials available to students during the time. grade-point average is required for awarding of the examination, and so on. 3. If the student is not satisfied with the response graduate degree or any graduate certificate. The If a student is discovered cheating on a or, initially if preferred, the student may submit School of Business, Public Administration and classroom examination or written assignment, a statement to the appropriate director or Information Sciences awards diplomas With either by crib notes or by receiving information department head. The director will review the Distinction to students graduating with a 3.50 from or giving information to a fellow student or matter and provide the student with a written average or better. by any means not stipulated by the rules of the response within a reasonable time. Absence from Final Examination examination, the instructor has the right to 4. If still not satisfied, the student may institute a Students who for valid reasons do not appear confiscate all test materials from the person or formal complaint with the Dean of the school in for final examinations must apply in writing within persons involved and give the grade of zero for the which he or she is enrolled. The Dean will 10 days to their Dean for permission to take examination to the person or persons knowingly review the matter, hear the student and staff deferred final examinations, provided they have involved. The instructor also has the right to fail member where appropriate, and see that the received the grade of ABS. They may be asked to the students involved for the course. proper action is taken. provide medical certificates in cases of sickness or Also, students who submit written or other The foregoing procedure shall be a formal injury or other documentation of legitimate work provably not their own or who submit work grievance procedure for the resolution of all excuses. Students will be required to pay the with sources inadequately acknowledged or with student grievances, including those alleging Deferred Final Examination Fee per examination. an inadequate system of documentation for a actions prohibited by legislation. Application for Degree specific course assignment may be given the grade Student Access to Educational Records Candidates for graduation are expected to file of zero for the work submitted and a failing grade In compliance with the Family Educational an application for graduation with the Office of the for the course. Rights and Privacy Act, the Brooklyn Campus of Registrar well in advance of their expected date of Any breach of discipline may result in Long Island University informs eligible students graduation found in the Academic Calendar disciplinary action, including suspension or and their parents that they may obtain copies of the available on the Brooklyn Registrar website at dismissal. The Faculty-Student Judicial Review Campus’s Policy Statement concerning the act www.liu.edu/Brooklyn/About/Offices/Registrar/C Board, in accordance with its procedures, may from the Office of Institutional Advancement and alendar.aspx. hear all cases that may result in suspension or Student Affairs.

Discipline dismissal and will recommend an appropriate course of action to the Dean. Students are expected to conduct themselves in REQUIREMENTS FOR The activities of a student may upon occasion accordance with the normally accepted standards result in violation of state or federal law. Respect DEGREES of academic life. That implies that they will for the presumption of innocence requires that the conduct themselves with due regard for the rights The responsibility for properly fulfilling the University not impose academic sanctions for the of others and, in particular, that their behavior will requirements for degrees rests entirely with the sole reason that a student is or has been involved not interfere with the ability of the academic student. Students generally meet the requirements in criminal proceedings. The University may, community to carry out its usual academic announced in the Graduate Bulletin for the however, impose its own sanctions to protect the functions. It also implies that students will observe academic year in which they were matriculated or safety of other students, faculty and property and the usual standards of integrity with regard to the readmitted. Students for whom graduation to safeguard the academic process. If students, in preparation of essays and the taking of requirements change during their progress to a breaking the law, violate University regulations, examinations. Students are also expected to degree may, with their Dean’s permission, choose they will be subject to no institutional penalty comply with those reasonable rules of procedure requirements in effect at the time of admission or greater than that which would normally be promulgated by a faculty member for the conduct those in effect at the end of the course of study. imposed. of his or her class or by the University for the Exceptions to the provisions of this section of All matters involving criminal activity will, conduct of its business. this Bulletin may be made only with the prior upon approval of the Provost, be referred to the Specifically, students must be aware not only of written sanction of the appropriate Dean on the appropriate civil authorities for action. the performance and intellectual standards of each recommendation of the appropriate Department If there is a possibility that testimony or other course, but also of the means acceptable for Chair. evidence at a University hearing may be subject to achieving those goals. Students are expected to In addition to the requirements listed below, disclosure to civil authorities by way of subpoena, study all materials presented and to master them. students must satisfy the various additional the University’s proceedings should be postponed Students may avail themselves of all sources that requirements and conditions that appear in the to safeguard the student’s right to a fair civil will further that mastery – textbooks, the library, respective departmental sections of this Bulletin. determination. student study sessions, tutoring, study aids, and so Doctoral Degrees on. Ultimately, however, the instructor’s judgment Grievance Procedure (consult the specific department for requirements) of a student’s performance is based on the Students at the Brooklyn Campus may expect a The doctor of philosophy degree is offered by student’s own intellectual achievement and scrupulous regard for their rights as students and the Psychology Department in the field of clinical honesty. individuals and should expect to be treated fairly psychology and in pharmaceutics by the Arnold & Cheating on examinations and plagiarism of and with courtesy by all members of the academic Marie Schwartz College of Pharmacy and Health community. In any matter in which students feel

Page 13 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

Sciences. programs is intended to test a candidate’s ability to areas ancillary to the thesis. Some departments The Ph.D. in Pharmaceutics and the Pharm.D. engage in original research, organize and evaluate require an oral defense of the thesis proposal as in pharmacology are offered by the Arnold & source materials, and express himself or herself well as defense of the completed thesis. Other Marie Schwartz College of Pharmacy and Health creatively in the area of specialization. A course in departments require an oral defense of research Sciences. research methods is required of most candidates projects. The Doctor of Physical Therapy (D.P.T.) is writing a thesis. The interim grade for thesis Residence offered by the School of Health Professions. courses is INC. That grade will be replaced by the A candidate for the master’s degree must Master of Arts grade P only upon acceptance of the approved complete at least one year of work equaling 24 Master of Science thesis by the University Reference Library. credits at the University; in the M.B.A. program, Master of Science in Education Completion of the required courses and 30 credits of advanced work are required. matriculant status are among the prerequisites that Master of Fine Arts A candidate for the doctoral degree is expected must be met before a candidate’s thesis will be to complete three years of work in residence at the Degree requirements vary among different accepted for consideration. An oral defense of the Brooklyn Campus. programs and are described fully under thesis is normally required. Students enrolled in Brooklyn programs at departmental listings. There are two general routes Each candidate for the master’s degree writes branch campuses or off-campus sites must register to the master’s degree: thesis and non-thesis. With the thesis under the direct supervision of the Chair and complete residency requirements (usually six an acceptable thesis, a candidate usually completes of the Sponsoring Committee, who is selected on credits) at the Brooklyn Campus. 30 graduate credits, at least 15 of them in the the basis of knowledge of and interest in the Courses taken at another university after major department or area of study. Without a subject of the candidate’s thesis proposal. The admission to Long Island University may not be thesis, the candidate completes 36 credits of selection of the Chair and one or two additional used for transfer credit unless prior permission is specified courses and passes a comprehensive committee members will be made by the student obtained from the major department and the examination or completes an appropriate specific and the Chair of the department concerned. student’s Dean. The sum total of transfer credit project. Special Examinations granted on admission or authorized subsequently A maximum of three one-credit workshops may Departments with degree programs have toward the master’s degree is normally limited to 6 be applied toward a degree. No more than three various requirements for examinations at different to 8 semester hours of credit and is not recorded as independent study or tutorial courses may be taken stages of the student’s academic career. Students part of the grade-point average. In all instances, for degree credit. should read departmental requirements and consult transfer credit will not be allowed for any graduate If a student is seeking a second master’s degree, departmental advisers to determine which of the courses in which the grade was less than B; that is, at least 24 graduate credits must be taken in following types of examinations are required in courses with a grade B- are not transferable. (Time residence. Advanced placement of up to 12 credits their programs. limits on transferability are outlined below.) may be awarded upon the written recommendation Admission to examinations requires full of the Department Chair and the approval of the Time Limits matriculant status and the acquisition of the student’s Dean. In some programs with greater Work for the master’s degree must be minimum credits indicated under the respective credit requirements, as many as 18 credits may be completed within five years from the date of departmental headings. Students must be in accepted. When such an option is not available, the admission to the graduate program (exclusive of attendance or maintain matriculation during the candidate will be so advised in the Letter of time spent in the U.S. armed forces), unless the semester they take an examination. Admission or in a letter from the department appropriate Dean approves an extension in writing. before commencement of course work. Preliminary Examination Any courses outside the time limit will not count Master of Business Administration The preliminary examination is usually given in as credits toward the degree unless approved in departments that require all students to take a writing by the appropriate department and Dean. Master of Public Administration common core of courses. It is sometimes a In the Psychology Department, work for the B.S./M.S. in Accounting condition of continued enrollment. doctoral degree must be completed eight years The M.B.A. and the M.P.A. degrees are offered Comprehensive Examination after admission. by the School of Business, Public Administration Most departments require a comprehensive Transfer credit will be granted only for courses and Information Sciences. The M.B.A. requires examination of students choosing the non-thesis taken in the five-year and eight-year periods, completion of 24 credits in general business core option; it is given after the completion of a respectively, before the granting of the degree. courses, 18 credits in an advanced core, 12 credits specified number of credits. The examination is in a concentration, and 6 credits of capstone designed to test the candidate’s knowledge of coursework for a total of 60 credits. general concepts as well as his or her areas of The M.P.A. program consists of 48 credits, concentration and may be oral or written. Failing including 18 credits in management courses, 12 the comprehensive examination on three occasions credits of advanced courses, 12 credits in a will result in dismissal from the program. concentration and 6 credits of Capstone project. Examinations are administered at least twice a The B.S./M.S. in Accounting is a 150-credit year – in the Fall and the Spring. Information program designed to prepare Certified Public concerning their administration may be obtained Accountant candidates for licensure. The program from the appropriate department. Applications for meets the 150-hour Certified Public Accountants the comprehensive examination, which are requirement necessary before candidates may sit available in the Office of the Registrar, must be for the CPA examination. signed by the Department Chair and cleared by the 600- and 700-Level Courses Bursar. In the master’s degree programs, a minimum of Oral Examination (defense of thesis) 18 credits must be taken in courses above the 500 Given by most departments as part of the thesis level. requirement, the oral examination tests the Thesis candidate not only on the thesis project but also in The thesis required in many of the graduate

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 14 Brooklyn Campus

Physical Therapy, DPT INTEGRATED STUDENT FINANCIAL 1,028.00 (less than 800 level courses) SERVICES Tuition Deposit fee (nonrefundable) 100.00 - 500.00 Through a mix of personal and online services, the Office of Integrated Application fee (nonrefundable) 40.00 Student Financial Services has developed a system that supports our students in managing all aspects of financing their education. The goals and objectives of Orientation fee (entering and transfer 55.00 the Office is to help students obtain maximum eligible financial aid awards, students only) provide comprehensive counseling sessions, optimize payment arrangements, Flex Dollar Program (students 40.00 disseminate financial aid and billing information clearly and understandably, enrolled in 9 or more credits) support the University’s mission of access and excellence, and increase and assist in student retention efforts. University fee, per semester: Using the University’s convenient My LIU portal at my.liu.edu, you can Students carrying 12 690.00 view your financial aid status and account activity, pay your bill online, make or more credits online appointments with counselors, and view ‘to do’ items and ‘holds’ that help you complete required tasks to ensure your continued enrollment at the Students carrying 345.00 Brooklyn Campus. In addition to our convenient online student portal, our 11.9 credits or less experienced financial aid counselors will work closely with you and your Student activity fee, per semester: family to ensure you receive world-class service throughout your college experience. Students carrying 12 or 65.00 more credits TUITION AND FEES Students carrying 4.1 to 55.00 11.9 credits Special Notes: Global College lists tuition and fees in their separate bulletin. Students carrying 4 credits No Fee

Audit fee (half tuition and full fees), 514.00 Tuition & Fees per credit The tuition, and fees, residence life, health insurance and other miscellaneous fee schedules listed below are at the prevailing rates for the Pharmacy Audit fee (half tuition and 596.50 2011-2012 academic year. Rates for 2012-2013 will be announced on or about full fees) June 1, 2012. The University reserves the right to change the fees herein stated Maintenance of Matriculation fee: at any time without notice. Students are billed for tuition and fees at the time of registration. Room and Graduate fee, per term 100.00 board charges are reflected at the time of room assignment. Students must Pharmacy M.S. and Ph.D. candidates, 250.00 make satisfactory payment arrangements prior to the start of each term or per term before moving into residence halls to remain in good financial standing. The University accepts payment by check, money order, AMEX, VISA, Discover, or MasterCard at the Office of Integrated Student Financial Services Course fees, per semester (see course descriptions). or online through your MyLIU account. Residence Life General Tuition and Fees RESIDENCE HALLS Graduate Tuition, per credit, per $1,028.00 Deposit (submitted with housing $ 150.00 semester application)

Pharmacy Graduate tuition, per credit, Fall and Spring Accommodations, 1,193.00 per semester per semester: Standard Conolly: Doctoral Tuition, flat rate, per Double 3,500.00 semester: Triple 2,640.00 Psychology, Psy.D., Suite Conolly: 12 or more credits 20,994.00 Double 4,170.00 (year 1-3) Triple 3,820.00 Doctoral Tuition, per credit, per Quad 3,980.00 semester: Apartment Conolly: Psychology, Psy.D. Double 5,110.00 (under 12 or over 1,342.00 Triple 4,650.00 18 credits) Quad 5,250.00 Pharmacy, Ph.D. 1,193.00 Suite Hoyt:

Physical Therapy, DPT Double 5,180.00 1,193.00 (800 and 900) Triple 4,910.00 Quad 5,080.00 Quintuple 5,460.00

Page 15 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

Apartment Hoyt: General Comprehensive 25.00 Double 6,560.00 Examination fee Triple 5,700.00 Graduate record examination, per test 10.00 Fulton Apartment: Thesis binding fee: Studio 8,500.00 1 Bedroom 9,200.00 Graduate 20.00

2 Bedroom 9,200.00-10,100.00 Doctoral (including micro filming) 60.00 3-6 Bedroom 8,700.00-9,100.00 Returned check fee 25.00 Intersession (per week) 250.00 Summer Accommodations, per session: University Payment Plan fee 35.00 Suite Conolly: Diploma Replacement fee 35.00 Double 1,670.00 Repayment of returned checks and all future payments to the University Triple 1,600.00 from a student who has presented a bad check must be tendered via bank Quad 1,530.00 check, certified check, money order, AMEX, VISA, Discover or MasterCard. Apartment Conolly: Double 1,910.00 *Students are expected to clear their bills before the start of classes. In the Triple 1,780.00 even that a student fails to do so, late payment fees will be assessed. Registered Quad 1,700.00 students who have not cleared their bill by the 45th day into the term will be obliged to pay a late payment fee of $50.00. Bills not cleared by the last day of Suite Hoyt: the term will be assessed an additional late fee of $100.00. If a student’s Double 2,260.00 registration is canceled, the student will be required to pay a reinstatement fee Triple 1,710.00 of $100.00 plus the late payment fees. If the reinstatement takes place one year Quad 2,040.00 or more after the semester has ended, current tuition rates will be charged. Any Quintuple 2,340.00 student who deliberately fails to register but attends classes with the intention Apartment Hoyt: of registering late in the term will be responsible for paying the delayed Double 2,630.00 registration fee of $200.00. If the registration takes place one year or more after the semester has ended, current tuition rates will be charged. Triple 2,390.00 MEAL PLANS, per term Fall and Spring, per term: Student Health Insurance Carte Blanche 2,150.00 Health Insurance:

Declining Dollars 350.00 Rates for the Annual Plan $999.00

Rates for the Spring Semester 619.00 Resident students not living in apartment accommodations are required to (newly enrolled students), participate in a meal plan. Declining dollars can be used at point of sale covers the policy period locations across the campus. 1/1/12 - 5/15/12

Rates for the Summer Semester, 252.00 Other Fees covers the policy period Transcript of record (on-line, in 5/1/12 - 8/15/12 person, or via mail)

Up to 10, per request $7.00 Health insurance (Compulsory for domestic resident students, all international students, intercollegiate athletes, and students assigned field work Above 10, per request 2.00 in a health care curriculum). Charges are billed for an annual plan in the Fall Replacement I.D. card 10.00 semester, covering the policy period 8/15/11 - 8/15/12. Charges are not reduced if a student does not reside in the Residence Hall for the Spring Late graduation application fee 50.00 semester, or is no longer in a health care curriculum, since coverage continues Reinstatement of cancelled 100.00* to be effective over the full policy period. registration

Delayed registration fee 200.00* Withdrawal Policy Late payment fees: If you register for courses and decide not to attend, you must officially withdraw your registration prior to the end of the first week of classes to avoid First (assessed 45 50.00* liability. You can withdraw online using your MyLIU account through the first days into the term) week of the term. After the first week of classes, you must complete an Second (assessed on the last day of 100.00* Application for Withdrawal Form and receive official approval from the the term Office of the Registrar on your campus. Non-attendance and/or non- payment do not constitute official withdrawal from the University. Deferred final examination fee When a student withdraws, the University will refund tuition and fees as per examination indicated in the following schedule. (maximum $60.00) 20.00

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 16 Brooklyn Campus

Long Island University Institutional Refund Schedule Time of Withdrawal Weekend College Time of Withdrawal Fall/Spring terms Cancellation prior to beginning of Complete refund except for deposit. Cancellation prior to beginning of Complete refund except for deposit. term term or session Day 1 thru 2 of Term 100%

During 1st calendar week 100% Day 3 thru 9 of Term 70%

During 2nd calendar week 75% Day 10 thru 16 of Term 30%

During 3rd calendar week 50% After Day 16 of the Term No refund During 4th calendar week 25% After 4th week No refund Time of Withdrawal Short-Term Institutes (3 weeks or less)

Time of Withdrawal 3-Week terms Cancellation prior to beginning of Complete refund except for deposit. first class Cancellation prior to beginning of Complete refund except for deposit. session Day 1 of Term 100%

Day 1 of Term 100% Day 2 of Term 80%

Day 2 thru 8 of Term 60% After Day 2 of the Term No refund

After Day 8 of the Term No refund Time of Withdrawal Continuing Studies Time of Withdrawal 4-, 5- or 6-Week terms Cancellation prior to beginning of Complete refund except for deposit. Cancellation prior to beginning of Complete refund except for deposit. first class semester or session Prior to start of second class 80% Day 1 thru 2 of Term 100% After second class session No refund Day 3 thru 9 of Term 60% The University will make all feasible efforts to conduct suitable academic Day 10 thru 16 of Term 25% services in the event of an unanticipated interruption. If the University is After day 16 of the Term No refund unable to provide education services to the Campus students because of a natural catastrophe, employee strike, or other conditions beyond its control, tuition and fees will be refunded in accordance with a reasonable refund Time of Withdrawal 7- or 8-Week terms schedule to be determined at that time.

Cancellation prior to beginning of Complete refund except for deposit. session Financial Obligations Day 1 thru 2 of Term 100% Students are liable for all charges incurred at the time of registration or room assignment. Your MyLIU account makes it easier than ever to manage Day 3 thru 9 of Term 70% your financial obligations. To view your current account balance, simply log Day 10 thru 16 of Term 30% into your MyLIU account online at https://my.liu.edu and click on the Account Inquiry link in the Finances section of your Student Center homepage. After day 16 of the Term No refund Students must make acceptable payment arrangements or officially withdraw prior to the start of classes to remain in good financial standing. Acceptable payment arrangements include: Time of Withdrawal 10- or 12-Week terms • Payment in full; Cancellation prior to beginning of Complete refund except for deposit. • Approved financial aid covering all charges; session • Signed and approved University Payment Plan Agreement Form; or • Participation in an approved third-party payment agreement. Day 1 thru 2 of Term 100% A student who complies with any of the above shall be considered in good Day 3 thru 9 of Term 80% financial standing, so long as all terms and conditions are met throughout the term. All payment arrangements must be completely satisfied in accordance Day 10 thru 16 of Term 60% with your University authorized payment agreement or fees and/or penalties Day 17 thru 23 of Term 25% may be applied. If your account becomes seriously past due and no arrangements are made, the University will refer it to an external collection After day 23 of the Term No refund agency or law firm, where additional fees and penalties may be charged to your account. The University’s policies and procedures governing Student Financial Services can be found online at: www.liu.edu/About/Administration/ University-Departments/SFO/Policies.aspx

Page 17 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

Payment Plans The University offers two basic types of interest-free payment plans to assist students with managing the cost of their education each term: • Monthly Plans are offered to students who make payment arrangements before the start of the term. Monthly Plans provide the most affordable payment options to our students and immediately place you in good financial standing. The balance is spread across 4-6 equal monthly installments with at least two payments due prior to the start of the term. • Term Plans are offered to students who need to make payment arrangements at or after the start of the term. Term Plans should only be used as a last resort because the number of installments is limited to 2-3 monthly payments. In addition, your total balance due must be covered by an appropriate combination of approved aid, applied aid, and/or an initial student payment. The University must approve your signed Payment Plan Agreement Form and receive your first initial payment for your account to remain in good financial standing. There is a $35.00 enrollment fee per term that is due with your first payment.

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 18 Brooklyn Campus

STUDENT FINANCIAL AID tuition, housing, books and supplies, are better than ever for our veterans. In addition, financial aid, scholarships and New York State tuition awards and Financial Aid is awarded on an annual basis in the form of scholarships, grants may also be available to help you with costs that are not covered by your grants, loans and part-time employment. Assistance is offered to students veteran benefits. Additional information can be found online at admitted into eligible graduate degree and advanced certification programs at www.liu.edu/Brooklyn/StudentLife/Veterans. the Brooklyn Campus of Long Island University.

Alternative Loan Program Application Process If you find that you need funding beyond the limits of the Federal Direct

Student Loan Program, you may wish to consider an Alternative Loan. These All candidates for Long Island University scholarships or grants, Federal loans are not guaranteed by the Federal government and are considered private grant and loan programs, work-study opportunities, and New York State loans. We urge all students and parents to research any lender they are awards are required to complete the Free Application for Federal Student Aid considering for this type of funding and to specifically ask a number of key (FAFSA) each year. The FAFSA should be completed online at questions, including: www.fafsa.ed.gov. The federal school code for the Brooklyn Campus is • current interest rates 002751. Continuing students at Long Island University must reapply for • co-signer requirements financial assistance each year. Applicants for financial aid may expect to be • repayment options, both in school and out notified of the decision reached by the Office of Integrated Student Financial • whether or not the loan may be sold to another provider Services shortly after their files have been completed. No action will be taken The University does not have a preferred lender for alternative loans; each until the candidate has been accepted by the Office of Admissions student has the right to select the educational loan provider of his or her choice.

However, there are a number of independent resources that can be used to Awards evaluate and analyze alternative loan options, including

studentlendinganalytics.com/alternative_loan_options.html. Long Island University Scholarships and Awards If you have considered applying for an alternative loan, you may be The Brooklyn Campus of Long Island University awards more than $37 required to complete the Free Application for Federal Student Aid at million annually in University scholarship assistance to students. These www.fafsa.ed.gov in order for the University to certify your loan eligibility. scholarships and grants, which do not require repayment, are based on Alternative loans that are used to cover prior semesters may require additional academic success, athletic ability, community service, artistic talent, and information for approval, such as letters certifying indebtedness, attendance financial need. The campus also offers honors and departmental scholarships verification, official transcripts, etc. As such, when requesting funding for prior for specific programs of study. A detailed listing of graduate scholarships can terms, be sure to reference the correct academic year on your application. be found online at www.liu.edu/brooklyn/scholarships. The basic process involved with securing alternative loans is the electronic filing of an application, institutional certification, and approval information. Generally speaking, electronic filing processing requires at least 72 hours Federal Loan Programs before a lender will respond. The University will assist you in this process and The Federal government awards financial assistance to students who will determine for you the maximum loan amount you will be allowed to demonstrate financial need according to a variety of economic criteria as borrow based on your estimated cost of attendance and pre-existing financial determined by the United States Department of Education. The criteria include aid awards. The complete process normally takes 7-14 business days. an individual and/or parents’ income and assets, family’s household size, and the number of family members attending college. Benefits from all federal programs are subject to legislative changes. Recipients of federal programs Terms and Conditions must be U.S. citizens or permanent residents. Awards are not finalized until all requested supporting documentation has The New York State Higher Education Services Corporation (HESC) offers been properly submitted and reviewed. All awards are subject to funding levels a variety of grants, scholarships, student loans and parent loans for part-time and appropriations by Federal and State agencies. Many aid programs require and full-time graduate study. Although students apply for financial aid directly that you be matriculated and attend the Brooklyn Campus of Long Island to HESC, the funds are taken into account when developing the Long Island University on at least a half-time basis. Long Island University reserves the University financial aid package. You must be a U.S. citizen and resident of right to adjust or cancel offers of financial assistance if you make changes to the State of New York to be eligible for HESC awards. Residents of New York your FAFSA, adjust your registration status, withdraw from one or more State must also apply through the Higher Education Service Corporation at courses, or fail to maintain good academic standing for financial aid purposes. www.hesc.com using the Brooklyn Campus school code 5403. Students who Long Island University also reserves the right to change the selection criteria, reside outside of New York State may be eligible for grants, scholarships and deadlines, and awarding process of academic awards. loans from their home state. Contact the Federal student aid agency at 1-800- Awards, grants, and scholarships listed are for graduate study only and do 433-3243 or www.federalstudentaid.ed.gov for more information. not apply to undergraduate or professional studies. Students enrolled in A detailed listing of Federal and State programs, including Direct Loans, can accelerated and dual degree programs are advised to contact the Undergraduate be found online at www.liu.edu/brooklyn/finaid/grants. Admissions office to obtain information on aid for the undergraduate portion of their degree. Veteran Benefits All awards from the Brooklyn Campus of Long Island University are The Brooklyn Campus of Long Island University has a proud and accompanied by a letter of stipulation detailing the terms of the award. distinguished history of serving its nation’s military veterans and active duty Students are governed by the stipulations accompanying their specific awards. service members. Our supportive community of staff and faculty is dedicated Part-time status, for the purpose of scholarship and grant renewal, is defined as to seeing veterans succeed in their education, career and life. To accomplish carrying and earning a minimum of 6 credits per semester. this mission, the Brooklyn Campus provides the resources needed to pursue Unless otherwise indicated, University assistance is for tuition charges only. educational opportunities while balancing the demands of life both inside and Students are advised to inform Long Island University of any aid received from outside the classroom. outside sources, and awards from Long Island University may be adjusted if With the Post-9/11 GI Bill, education-related benefits, including funds for such additional assistance is in excess of estimated need.

Page 19 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

Awards include the following: Standards for Satisfactory Academic Progress • Pursuit of Program: A student must receive a passing or failing grade (A-F) in a certain percentage of courses each term. Federal Financial Aid Programs • Satisfactory Academic Progress: A student must accumulate a specified Federal regulations require students to make satisfactory academic progress number of credits and achieve a specified cumulative grade point average (SAP) toward the completion of a degree or Title IV eligible advanced (GPA). certificate program in order to receive Title IV financial aid through the The requirements for meeting these standards increase as the student Federal Direct Loan Program. Satisfactory academic progress is measured progresses, and are based upon the number of State awards that the student has qualitatively and quantitatively by two components: a student’s cumulative already received. Students failing to meet the required criteria are eligible to grade point average (GPA) and the amount of credits they have earned relative request a one-time waiver if extenuating circumstances played a factor in their to their year in school and enrollment status. academic performance. Examples of such circumstances could include an Satisfactory academic progress is measured annually, at the end of the illness, accident, separation or divorce, or the death of a relative. An appeal Spring semester, after all grades have been submitted. Students failing to meet must be made in writing to the University and include an explanation of the the criteria stated below are eligible to appeal this decision if extenuating circumstance(s) that may have adversely affected the student’s ability to meet circumstances played a factor in their academic performance. Examples of the academic requirements, and the plan or changes that have occurred which such circumstances could include an illness, accident, separation or divorce, or will allow them to make SAP in the future. All appeals must be accompanied the death of a relative. An appeal must be made in writing to the University by supporting documentation, such as a letter from a doctor or attorney. If a and include an explanation of the circumstance(s) that may have adversely waiver is granted, the student will be eligible for the State award for the affected the student’s ability to meet the academic requirements, and the plan semester for which they were granted the waiver. The student must continue to or changes that have occurred which will allow them to make SAP in the meet the academic progress and pursuit of program requirements to receive future. All appeals must be accompanied by supporting documentation, such as further awards. a letter from a doctor or attorney. If an appeal is granted, the student will either The chart below outlines the progress that is required for a graduate student be placed on probationary status for one semester during which the student to be considered in good standing: must meet SAP guidelines, or must successfully adhere to an individualized academic plan that was developed for them by their academic advisor as part of Graduate Semester Based Program Chart their appeal. Failure to meet these criteria will result in loss of eligibility for Before Being Certified for Payment: Title IV funds. Students wishing to receive Title IV financial aid for Summer semesters Semester A student must have With at least this GPA may have these awards evaluated and offered prior to a determination of SAP. accrued at least this All students receiving summer aid will have their SAP evaluated after all many credits spring grades have been submitted. Students not making progress will have 1st 0 0 their summer aid cancelled, and the student will be liable for all tuition and fee charges incurred unless an appeal is filed and granted as outlined above. 2nd 6 2.0 The criteria below outline the progress that is required for a full time 3rd 12 2.5 graduate student to be considered in good standing: 4th 21 2.75 • Completion Rate Requirements: All students must earn at least 67% of their attempted hours. The maximum time frame to complete each degree varies 5th 30 3.0 by Department and is outlined herein under the specific degree program. 6th 45 3.0 • GPA Requirements: Students enrolled in the Schools of Business, Public Administration and Information Sciences must maintain a cumulative GPA 7th 60 3.0 of 2.5. For all other Schools and Colleges, students who have earned fewer 8th 75 3.0 than 13 credits must maintain a 2.5 GPA; students who have earned 13 credits or more must maintain a 3.0 GPA. Notes: Notes: • A student may not receive a NY State award for repeating a class that they • Progress standards for part-time students are prorated based upon the have already successfully completed (i.e. the credits for a repeated class for criteria above. which the student has already received a satisfactory grade will not count • Qualifying transfer credits are counted as both attempted and earned credits towards the full-time requirement). but have no effect on the GPA. • A student is placed on the chart above based upon their total State Aid • Grades of W (Withdrawal), UW (Unofficial Withdrawal), INC received, including any award(s) received at a previous institution(s). (Incomplete), ABS (Absent) and IF (Incomplete Fail) are counted as credits • To continue to receive NY State funding, a minimum number of credits attempted but not completed, and do not affect the GPA. must be completed each term, as well as on a cumulative basis. • Repeated classes will count only once towards credits completed. A student • A student must maintain a minimum grade point average (GPA) prior to may receive aid for a repeated class that has been successfully completed being certified for a NY State award payment. This average increases as the once. student progresses in payment points. • Any departmental requirements that exceed these standards must be adhered • A student who is not making progress may request a one-time waiver if to for the purposes of evaluating SAP. extenuating circumstances affected their academic performance. A student may only receive this waiver once for NY state awards.

New York State Awards Graduate students receiving New York State Scholarship Awards must meet the academic standing requirements established by the New York State Education Department. These requirements are different from those set forth by the Federal government, and apply only to New York State awards. The basic measures for good academic standing for New York State

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 20 Brooklyn Campus

THE LIBRARY

Ingrid Wang, Associate Professor, Director; Telephone: (718) 488-1081 Fax: (718) 780-4057 The Brooklyn Campus Library houses a rich collection of books, periodicals, microforms, audio and videotapes, CDs and DVDs, pamphlets, and other materials in support of the Campus’ educational programs. Online databases, both bibliographic and full•text, are available for searching specific subject areas. Remote access from off­campus is available; the databases and library catalog may be accessed through the University website at www.liu.edu/brooklyn/library. The reference collection, reference desk, paralegal collection and Technical Services departments are situated on the third floor of the Salena Library Learning Center. An information commons, consisting of clusters of computers, provides Internet access as well as access to the databases and library catalog, all within a few steps of the reference librarians. These computers, as well as all other computers in the library, are also equipped with the latest versions of word processing, spreadsheet, and presentation programs. The Periodicals department, with a collection of both print titles and microforms, is located on the fourth floor. Digital reader/printers and photocopying machines are available. The InterLibrary Loan, Special Collections, Rare Book Room, and Library Information Technology are also located on the fourth floor. The circulation desk, reserve collection, and the main book stacks are located on the fifth floor. The Media Center, housing the multimedia collection, media equipment and group viewing rooms, is also on the fifth floor, as is the Library’s Cyber Lab. The Cyber Lab is equipped with computers that provide Internet searching as well as up•-to•-date word processing, spreadsheet, presentation and database programs. The Library’s three “smart classrooms” are also located on the fifth floor. Research materials not in the collection are provided from other libraries in Brooklyn as well as the larger metropolitan area. Interlibrary loan services are available to locate materials throughout New York State and nation-wide. The Library is a member of several consortia, which grant both reading and borrowing privileges to Long Island University students. The Library is linked electronically to the libraries at other Long Island University campuses, and shares one catalog – LIUCAT. This resource provides information on all of the more than 2.6 million volumes held by the University. In addition to print materials, the Library has a large collection of electronic books, e-encyclopedias and full-text journals. The Library offers Information literacy classes and curriculum-integrated instruction. Library faculty and staff are available to help faculty and students with reference questions and research strategies.

Page 21 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

LEARNING RESOURCES semester are negotiated by the tutor and student. In addition, students may schedule one-time Multimedia Language Laboratory appointments and/or on-line sessions. The Writing Academic Reinforcement Center Associate Dean Stanley J. Zelinski, III, Director Center also serves as an on-campus resource and Assistant Director, Beth D. Meetsma reference center for writing instruction and works Courtney Frederick, Director (718) 488-1323 closely with the Writing Across the Curriculum 718-488-1040 The Modern Language Center offers both (WAC) program. Students registered at the Location: Pratt, Suite 110 intensive and non-intensive English language Writing Center are welcome to use the dual- Hours: Monday – Thursday, 9 a.m. - 8 p.m. programs for international students, immigrants, platform computer lab.

Friday, 9 a.m. - 5 p.m. refugees and native speakers of English who wish The Academic Reinforcement Center (ARC) is to improve their language skills. Classes are given a learning and resource center that offers quality mornings, afternoons and evenings, Monday- one-on-one and small group tutoring across the Thursday, as well as on Saturday mornings, disciplines to undergraduates of the Brooklyn throughout the year; F-1 (student) visas and Campus of LIU. Our tutors and administrators financial aid are available for qualified students. represent the academic and cultural diversity of the The Modern Language Center is located on the student body, providing assistance in mathematics, first floor of the Pratt Building, room 122. education, business, and the humanities, as well as the social, physical and health sciences. We are Testing Center dedicated to providing students with a productive learning experience. Andres Marulanda, Director Tutoring sessions are designed to supplement (718) 488-1392 in-class work and focus on providing opportunity The Testing Center, located in the Pratt for active learning, self-reflection and Building, Suite 110, is committed to provide a collaborative study. Tutors, acting as educational nurturing, informative environment for students mentors rather than instructors, focus not on taking the Brooklyn Campus Placement teaching content and homework assignments, but Examination or other examinations deemed on posing problems and putting course subjects necessary by the University community. The into practice through critical thinking and re- placement examination is administered on campus examination. We also offer walk-in tutoring or electronically through the Online Writing sessions available on a limited basis, online Assessment. Our Center supports student success sessions, targeted group workshops, study skills by ensuring that entering students are placed in support, and assistance with forming study groups. appropriate English and Mathematics courses. The English Summer Institute, a 4-week, Other examinations administered by the Center reading- and writing-intensive course for pre- include retests and exemption exams such as the freshmen, is also coordinated by the ARC between Math 10 and language exams, Ability-to-Benefit July and August. exams required for some students for financial aid and exams and practice labs to fulfill the core Mathematics Center curriculum Computer Literacy graduation requirement. Support and appropriate Dung Duong, Assistant Director arrangements are available for students with (718) 246 – 6317 special needs or out-of-state students.

The Mathematics Center, located in room M – 1105, offers students the opportunity to develop Writing Center basic mathematics skills required for mathematics problem solving, as well as logical and analytical Harriet Malinowitz, Director thinking. Students can have tutors available and (718) 488-1095 opportunities to learn how to use software in Lynn Hassan, Associate Director personal computers. The Mathematics Center is a (718) 488-1116 place where all member of the university [email protected] community will be able to enhance their Hours: Monday-Thursday: 9 a.m.-5 p.m. knowledge and understanding of mathematics. The Friday: 9 a.m.-5 p.m. Mathematics Center provides help and tutoring for Saturday: 10 a.m.-4 p.m. all students taking freshman level mathematics for The Writing Center, located in Room H-218, academic credit. The Mathematics Center will not offers one-on-one and small group tutoring to all be only a place for students with mathematics matriculated students. Its mission is to help related problems on specific subjects, it will also students become better writers over time. Tutors provide a challenging work site for advanced work with students at any stage of the writing students in all areas of studies where mathematics process – understanding an assignment, drafting an in involved. The Math Center also welcome all essay, learning more effective reading strategies, walk-in students. developing and supporting arguments, and learning how to proofread and edit papers. Students may register for one 50-minute session

once per week, and goals for each session and the

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 22 Brooklyn Campus

FACILITIES this chronic disease. It offers multilingual Trustee Steven J. Kumble. It is part of an information and education about lupus. The LCNY ambitious Campus renovation that created an also provides monthly support groups, one-to-one extensive performing arts complex also featuring a Wellness, Recreation & Athletic short-term counseling, assistance with accessing black box theater, dance studios and a glass- public programs and services for people with enclosed art gallery. Among other major Center (WRAC) lupus. In addition, the LCNY help clients with supporters of the performing arts complex are the referrals to find doctors and other health EAB/Citigroup Foundation, through Long Island This 112,000 square foot facility supports the professionals and participates in community University Board of Trustees Chair Edward Campus’ 18 Division I Athletic teams, provides a outreach in order to increase lupus awareness. Travaglianti, trustees Bruce C. Ratner and Donald state-of-the-art workout facility and swimming H. Elliott, the City of New York and the pool for the Campus Community, and offers a Residence Life and Housing Independence Community Foundation. broad array of health and wellness services to our students, faculty, and administrators, as well as the Rodney Pink, Ed.D., Director Arnold & Marie Schwartz Gym members of the Brooklyn community at large. (718) 488-1046 The WRAC features a 2,500 seat arena, which Fax: (718) 488-1548 The Brooklyn Paramount Theater opened on hosts the Campus’ Division I basketball and E-mail: [email protected] November 23, 1928. At the time of its opening it volleyball games, high school athletic events, and The Office of Residence Life & Housing is was the second largest theater in New York with a variety of other special events. The fitness center committed to working with students in order to 4,500 seats. Once considered the most beautiful includes state-of-the-art cardio and strength create an environment that supports and motion picture theater in the world, it was the first equipment, and a group exercise studio that compliments the academic mission of the designed theater for movies with sound. Doubling includes free classes such as Pilates, yoga, hip hop University through community development, as a concert hall, many famous musicians such as dance, total body conditioning, Salsa, and abs- student-centered programs, and campus Ella Fitzgerald, Miles Davis, Duke Ellington, workout classes. The facility also includes a 25- engagement. Residents reside in one of our three Chuck Berry and Buddy Holly all graced the yard, eight lane swimming pool and a rooftop residential halls. Richard L. Conolly Hall is a 16- theater with their musical presence. track and tennis courts. story building of standard, suite, and apartment In 1962, a transformation began to turn the The WRAC encompasses the Health and spaces for freshmen, sophomore, and junior class historic Paramount Theater into the Arnold and Wellness Institute which provides activities and residents. All Conolly students residing in standard Marie Schwartz Athletic Center. Though modified programs that promote good health and wellness and suites rooms are required to take the into an Athletic Center, all the original decorative behaviors that reduce health disparities and compulsory Carte Blanche meal plan. Seniors live detail on the walls and ceiling were preserved. In improve the quality of life for members of the in the Hoyt Street Residence Hall. The Hoyt Street addition to the preservation of the structure, the Campus community and the community at large. Residence Hall has suites and apartment spaces. world famous Wurlitzer organ is housed and still The Health and Wellness Institute houses one of For the Fall 2011, graduate students will reside in operational underneath the basketball court. The New York City’s only state-of-the-art HydroWorx our new three floor all-apartment residence hall. Arnold and Marie Schwartz Athletic Center 2000 therapeutic pool, which includes an elevating All residence areas offer free wireless and cable, became home to the LIU basketball and volleyball floor to allow for easy access and varied water study lounges, recreation rooms, TV lounges, squads. Officially opening in 1963, it was the levels, an underwater treadmill with speeds up to laundry rooms, 24 hours/day security officers, and Blackbird’s home until the opening of the 8.5 mph, underwater video camera and viewing dedicated professional and paraprofessional staff. Wellness, Recreation and Athletic center in 2006. monitors, body weight-support harness system, All residential spaces come with an extra-long With the opening of the Wellness, Recreation adjustable temperature control, and jets that propel twin sized bed, desk, desk chair, dresser, micro- and Athletic center in 2006, the Paramount Gym water and can be used to resist movement and to fridge, wardrobe unit/closet, AC, and personal has become a multipurpose venue used the by the challenge a person’s balance. digital safe. university for events, shows, dinners, classes and The Harriet Rothkopf Heilbrunn Academic intramural sports. Because of its unique history, Nursing Center is also located in the cellar level of Kumble Theatre majestic ceiling and hand carved wall fixture, the the WRAC. The HRH Academic Nursing Center’s gym as become a site that outside businesses and mission is to reduce health disparities among high- The Kumble Theater for the Performing Arts at the Brooklyn Community love to use for events. risk populations by providing accessible and Long Island University’s Brooklyn Campus is a affordable, primary, secondary and tertiary dynamic, state-of-the art performance venue prevention activities focusing on risk assessment, serving one of the most diverse campuses and education, counseling, and referral for vulnerable, communities in the country. It is designed to underserved populations in downtown Brooklyn nourish artistic exploration and development by including the students and employees of the students and other emerging artists while Brooklyn Campus community. The Center providing the entire community greater access to provides free health screenings, programs to an exciting range of Broadway-quality, classical monitor existing health conditions, Mammogram and cutting-edge professional performances. and HIV testing and counseling and support Impeccably crafted for the dramatic and programs. technical demands of dance, music and theatrical The Lupus Cooperative of New York has a productions, this elegant, 320-seat theater provides local office in the WRAC. The Lupus Cooperative finely tuned acoustics and top-tier lighting, of NY (LCNY) is a program of the SLE Lupus projection and other electronic capabilities. With a Foundation and its goal is to improve care for stage featuring a “sprung” floor extending to the people living with lupus. The LCNY helps in seating area, the theater fosters an intimacy getting people with signs and symptoms of lupus between performers and their audiences. diagnosed, properly treated, and supported both This extraordinary theater was made possible emotionally and practically for daily living with through the generosity of Long Island University

Page 23 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

SERVICES [email protected] provides hands-on hardware support to all fmrc.liu.edu students.

Department of Information The FMRC provides consulting, design, and Computer Labs programming for custom multimedia applications, Keith Walcott, Computer Labs Manager Technology digitization of educational resources, and provide Library Learning Center, Room 234

and maintain public work spaces created (718) 488-1301 Mr. George Baroudi, Vice President for specifically for faculty curricular development use. Information Technology /Chief Business Process The FMRC staff is available for individual There are 9 general purpose labs with over 200 Improvement Officer consultation, and also offer workshops and computers to serve students. Loaner laptops and Dr. Kamel Lecheheb, Deputy CIO/Dean of presentations in the latest uses of technology in the mobile smart carts are also available for student Information Technology Brooklyn Campus classroom. use. Library Learning Center, LLC 227

(718) 488-1082 General Support My LIU Dr. Delicia Garnes, Associate Dean for Information Technology supports all Information Technology My LIU is Long Island University’s portal University systems, including Online Student IT Main Office which provides students with convenient access to Applications, PeopleSoft Student portals for Library Learning Center, Room 227 information about their records. By logging onto Admissions, Integrated Student Financial Services, (718) 488-1082 https://my.liu.edu, students may view the schedule Registrar, Student Online and Faculty Grading [email protected] of classes, register for courses, obtain their grades, Portals, Human Resources, Benefits and Payroll and requests transcripts. They may also view System, the Enrollment Dashboard System, the This office is the hub of all IT operations. It financial aid awards, billing information, make 1Card ID Card System, and the Residential responds to all service calls and provides online payments, accept and decline Federal Loans Housing System (RMS). It also provides business immediate support to all walk-ins. It is also and Federal College Work Study, and make an process analysis of all administrative units. IT responsible for the purchasing, delivery and appointment to see counselors. For more maintains 22,000 internet-capable devices and 850 installation of all computer related equipment information, please visit or contact CSI. analog/digital telephones and 500 Cisco IP phones campus-wide. Also disseminates campus-wide in the Brooklyn Campus network. That includes bulk email. fiber optic and copper infrastructure throughout Audiovisual Services the buildings, firewall and security access, and Robert Barr, Director wireless internet access. It provides off-site Helpdesk (718) 488-1348 facilities support to Hanover, Hoyt and Fulton (718) 488-1082 AVS provides the Brooklyn Campus of Long Street residence halls, Kings County Nursing, [email protected] Island University with the instructional and Health Center, the Steiner Studios at the Navy interactive technologies designed to engage Yard (Screen Writers Program), Westchester and The Helpdesk dispatches the appropriate students and enrich the learning experience. AVS Rockland campuses. IT also maintains the technician to respond to specific IT issues. The also serves to support on-campus activities and campus’ security camera systems, electronic door technicians are experts in all network, systems, special events, such as LIU Day and Discovery locks to all Dorms and most classrooms, cafeteria and software, hardware and phone concerns. Day, by providing sound, multimedia equipment cash registers, the Kronos Timekeeper for the and tech support. AVS also offers duplication facilities staff, campus videoconferencing and Network and Systems services for transfer from analog to digital media campus plasma displays, electronic and web (718)488-1082 (i.e., VHS to DVD, Cassette to CD/MP3, etc). signage. [email protected] Many classrooms and lecture halls are equipped All sectors have an on-site technician for walk- with state-of-the-art technology such as Smart in support. This office manages and maintains the Network Boards, LCD Projectors and Public Address Email inquiries sent to [email protected] are infrastructure to ensure the campus internet Systems. Other equipment is available by received by all IT staff to ensure quicker response connectivity 24 hours a day. submitting a request form. AVS offers the time. following equipment: Telephones • 32”LCD TVs with DVD/VHS Combo Units Center for Student Information (CSI) (718) 488-1082 • Multimedia Projection Carts Pia Stevens Haynes, Director [email protected] • Smart Carts Library Learning Center, Room 301 • Overhead Projectors [email protected] This office is responsible for all telephone • 35mm Slide Projectors csi.liu.edu systems, coordinates teleconferencing, and • Video Cameras (Mini DV, Hard Disk & The CSI provides technological assistance to manages incoming and outgoing voice systems FlipCam) students as they navigate through their degree campus-wide. • Digital Still Cameras programs. They support student portals for • Tripods financial services, registration, grades and general Genius Corner • Standing Projection Screens electronic communications. They also assist with Keith Walcott, Computer Labs Manager • CD/Cassette Players campus employment placement for students. The Louise B’69 and Leonard Riggio Cyber Café, • Digital Voice Recorders 1st Floor • Microphones Faculty Media Resource Center (FMRC) (718) 488-3039 • Smart Room Setups Devabrata Mondal, Director • Loaner Laptops for use with Smart Boards Pratt Building, Room 321 Staffed by student technicians, this resource Training is available, by appointment, on the

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 24 Brooklyn Campus use of AV equipment for faculty and students. services while earning your degree at UHMS. with alumni, parents, friends, and organizations Please feel free to call, send inquiries to that result in volunteer engagement and [email protected] or stop by and see us in Pratt Psychological Services Center philanthropic support. All students of the Brooklyn 325. Campus become members of the Alumni Hours: Monday-Thursday, 8 a.m. - 9 p.m. and Linda Penn, Ph.D., Director Association upon graduation. There are no dues Friday, 8 a.m. - 5 p.m. (718) 488-1266 associated with membership. At our Psychological Services Center, free and Alumni Association benefits include the University Health & Medical confidential personal counseling is offered to following: students by supervised doctoral candidates in • Assistance with job placement and career Services Clinical Psychology. Students experiencing stress development through the office of Career

in relation to academic, social or family situations Services, including access to distance Ralphnie Edmond, Director or students who simply feel they are not living up counseling, job listings, interview and résumé University Health & Medical Services to their full potential for various reasons may workshops, and networking programs. 718-246-6455 benefit from speaking to someone at the Center. • Membership at the Wellness, Recreation and VR Small, University Health Manager Whether stress is interfering with a student’s Athletic Center (WRAC) for a nominal fee. 175 Willoughby Street (entrance on Fleet Place) ability to do his/her best at school or is affecting • Access to campus facilities, including the Brooklyn, NY 11201 the student’s family or social life, talking can help. library and computer labs with alumni ID card. Office: (718) 246-6456 Except in the rare case of danger to self or other, • Invitations to Brooklyn Campus special events. Fax: (718) 246-6465 no one in or outside the university knows who • Subscription to the official Brooklyn Campus Welcome to University Health and Medical comes to the Center. Alumni e-newsletter, the E-Bridge. Services (UHMS) your primary resource for The Psychological Services Center is located • Graduate Admissions Preparedness Program healthy living during your college tour. Regardless on the third floor of the Pharmacy Building, right (GAPP) Alumni who have held their degree of your financial situation, we are available to around the corner from the library, in Room L-36 two years or longer can enroll in undergraduate assist you in addressing your health and medical and is open on Mondays and Thursdays 9 a.m. to 4 courses tuition free on a space-available basis needs. Our mission and motto is "Keeping you p.m., Tuesdays 11 a.m. to 4 p.m., and Fridays 10 and with departmental approval. There is a well, so you can excel!" a.m. to 3 p.m. Students can call to make an $200 registration fee per semester and a Our strategy of good health begin with our new appointment or just stop by. lifetime maxim of 12 credits. partnership with Brooklyn Hospital, through which The Alumni Association encourages all we are able to provides an extensive list of Brooklyn Campus alumni to support the Annual valuable services, conveniently located in Veteran Services Fund, which provides assistance to Long Island University Towers, 175 Willoughby Street, The Brooklyn Campus of Long Island University students in need through vital financial Ground Floor (enter on Fleet Place), available University has a proud and distinguished history of aid programs. from 9 am-5 pm, Monday – Friday. We welcome serving its nation’s military veterans and active To obtain an alumni identification card, update appointments and walk-ins and most of our cost- duty service members. Our supportive community your contact information, or to learn more about effective services are covered by your student of staff and faculty is dedicated to seeing you benefits and volunteer opportunities, please insurance policy, which currently requires no co- succeed in your education, your career and your contact the Office of Development and Alumni pay! We also offer quick and easy referrals to life. To accomplish this mission, Brooklyn Relations at (718) 488-1016 or email specialists. This one-stop model places preventive provides the resources you need to pursue your [email protected]. The office is located in services and emergency care at your fingertips, education while balancing the demands of life both the Zeckendorf Health Sciences building, room with the quality of care you desire and deserve. inside and outside the classroom. 114. We are continually upgrading and applying the Our Veterans Task Force is a team of best practices to maintain a friendly, safe, and professionals from the Offices of Student professional environment ready to meet your Development and Retention (OSDR), Admissions, health and medical needs. Student Financials and the Registrar ready to help We are proud of the cultural diversity of our you learn more about benefits, admission students, which also reflects varying health requirements, transfer credits, financial aid, practices. To this end, your safety is our primarily academic and career advising, health and wellness concern, and to ensure the overall health of each counseling, support services, tutoring and student student, NYS Public Health Laws, 2165 (MMR activities. We are here to help you access these Requirements) and 2167 (Meningococcal services and assist you every step of the way. For Meningitis) are strictly enforced. We value your additional information from the Veterans Task enrollment at the Brooklyn Campus and are here to Force please call (718) 488-1042. In addition, our aid you in meeting these requirements. For Veterans School Certifying Official can be reached information about the required policies and at (718) 488-1013 or (718) 488-1000 ext 1587. procedures, contact us at 718-246-6450 or email us at [email protected]. At UHMS, we want to C.H.A.T (Compliance, Health Alumni Association

Information, Access to Services and Talent Office of Development and Alumni Relations Opportunities) with you daily. Interested in (718) 488-1016 gaining experience in the health industry, join our The Office of Alumni Relations and extensive team of student workers assigned from Development is dedicated to advancing Long work-study, student activities and those Island University’s mission of Access and participating in our nonpaid student internship. Excellence. Guided by the University’s strategic Develop your industry skills in health and medical priorities, the office nurtures lifelong relationships

Page 25 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

STUDENT LIFE well as Brooklyn campus faculty and organizations, 6 religious organizations, 11 honor administrators to attract funding and resources to societies, and 11 Greek organizations with the the campus, help enhance its public image, and planning, organizing and implementing of each Cultural Programs and facilitate opportunities for developing new group's goals and events. In addition, we oversee programs, services and partnerships for the the student media coalition which is comprised of: Exhibitions students it serves. WLIU Radio, a state-of-the-art radio station, IASA also oversees all aspects of student WLIU DJ Mobile Unit, Seawanhaka Newspaper, With three galleries, the Brooklyn Campus affairs activities and direct services to students. It Sound Yearbook, and LIU Television. presents monthly exhibitions of paintings, develops partnerships and initiatives that support Leadership Training sculpture, photographs, prints, and other art forms the education of students and advance the Student Life provides yearly leadership training by emerging and established artists. This thriving university role as a community resource. It is for all students involved in student organizations at and diverse exhibition program, sponsored by the available to assist faculty and staff with program our summer Leadership Retreat with our sister Visual Arts department, reflects the Brooklyn and grant development, including program/funding campus, C.W. Post, as well as workshops for Campus' strong commitment to making an array of source matching, technology based funding secretaries and treasurers. In addition, we have a visual art accessible to both students and the searches and capacity building. The main office is Student Leadership Academy which is primarily community. Gallery spaces include the Salena located in room M-412. designed to train students to be leaders on campus. Gallery, the Nathan Resnick Showcase Gallery Both trainings are augmented by other stand alone and the Humanities Building Gallery. Located in After School Program - FUN trainings, workshops or webinars on specific the lobby of the Kumble Theater, the glass- issues like goal-setting, time management, enclosed, elliptically shaped Humanities Gallery (Family UNiversity) diversity, friendship and self-esteem, and alcohol showcases unique presentations of projects and awareness, for example. In addition the Avena installation, many of which could not be displayed Ianthe Jackson, FUN After School Director Lounge, which we oversee, provides Business anywhere else. 718-246-6488 Management training each semester to employees Charlotte Marchant, School of Education of the lounge. 718-246-6496 International Students' Services Avena Lounge The FUN (Family UNiversity) After School The Avena Lounge is a student area complete Steve A. Chin, Director Program has been designed to serve financially with opportunities for building Business Francesca Freeman-Lujan, Assistant Director eligible Brooklyn Campus/Long Island University Management and event planning skills. The lounge (718) 488-1216 students and their children. The FUN Program has a game room, kitchen for special events, and a Fax: (718) 780-4182 takes place at the Learning Center for Educators & wine and beer bar which operates in the evenings E-mail: [email protected] Families (LCEF), a vital site for inquiry and from Mondays through Thursdays. Employment [email protected] learning and part of Long Island University’s opportunities in the lounge also affords students The Office of International Students provides School of Education. With support from the the ability to hone their leadership skills while special services to students from abroad and Brooklyn Campus and the School of Education, receiving payment. responds to their unique needs and problems. It we are able to provide a safe space for children to Evening Recreation Program gives information and sees to it that the resources engage in community-building, explore their Our dynamic evening recreation program is available on campus are being used. It also guides creativity through arts and literacy based activities, multi-faceted ranging from basketball, tennis and and helps students with immigration and personal receive help with their schoolwork and eat a African/Caribbean Dance to board games, table matters. All international students are required to healthy dinner - leaving parents free to pursue their tennis and X-Box game tournaments. The program contact the Office of International Students as education. also sponsors trips to Rangers and Devils Hockey, soon as possible after registration. Special Knicks and Nets Basketball, Mets and Yankees orientation programs are given during the Fall and Student Life and Leadership Baseball, Jets and Giants Football and bowling. Spring semesters. The office is a source of Development Civic and Community Program reference for international students on F-1, M-1 Student Life co-hosts at least two workshops and J-1 visas. Karlene Thompson, Director per year on the American Electoral process and the M-311, (718) 488-1216 importance of being registered to vote and being Office of Institutional The Brooklyn Campus, under the guidance of informed about political issues in general. The the director of Student Life and Leadership Advancement & Student Affairs office registers approximately 400 students per Development, Karlene Jackson Thompson, M-311, year in our various voter registration drives. In (718) 488-1216, facilitates the development of Kim Williams Clark, Esq. addition, we accommodate students who go to students, and hones their personal and Dean of Institutional Advancement & Student Albany to lobby for student financial aid and other organizational leadership skills by providing Affairs (IASA) issues pertinent to them. opportunities for participation in co-curricular, (718) 488-1514; (718) 488-1602; (718) 488-1007 Additionally, the office sponsors a One Good cultural, social, civic, community and wellness Fax: (718) 488-1421 Deed program which involves a myriad of programs. The core values of Student Life are James Cribbs, Grant Writer community service projects that include Leadership, Integrity, Service, Community, (718) 488-1413 fundraising for various benefits such as Haitian Diversity, Learning, and School Spirit, and we Our mission is to create a world-class student earthquake relief etc., an alternative Spring Break carry out our mission primarily through our centered environment where individuals of all trip, several blood drives throughout the year, oversight of clubs and organizations, leadership socio-economic backgrounds, diverse ethnicities clothing and book drives, holiday celebrations for training programs, evening programs, civic and and gender groups can thrive and develop socially, children in the community and several others. community programs and a grant program. academically and professionally in their Grants and Funding communities and abroad. To this end, the office Student Organizations The Office administers the Campus Activity collaborates with University Center officials as We guide and assist 30 academic student Program Grant, a $2500.00 award given to organizations, 22 social organizations 19 cultural

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 26 Brooklyn Campus students who are members of the Campus coordinated services to address individual needs Activities Program and who engage in leadership related to their disabilities or academically at-risk training, specific co-curricular activities and on- factors that would otherwise not afford students campus job assignments. The Office also offers the educational and future career opportunities graduate assistantships to Graduate students available to them through a degree of higher interested in student leadership training, event education. planning, graphic design, business management Students do need to apply for additional and Accounting, Media, and Evening Program services and/or admission to the program. To find Management. Also, students who are the executive out about services please contact the Office of members of SGA, Seawanhaka, Sound, WLIU Student Support Services at 718-488-1044. Radio and LIU-TV are awarded a percentage of tuition remission which is administered through Student Life. Entering freshmen and all students in good academic standing are eligible to take part in the extra curricular activities program. Activities as well as academics provide a balanced education and are therefore encouraged. Programs offered through the Office of Student Activities are funded by the proceeds of the Student Activity fee. The distribution of the Student Activity Fee promotes a progressive and student-centered program. Applications for the Student Leadership Academy, the Campus Activities Program Grant, and the Student Life Graduate Assistantship are available online at the Student Life page of www.liu.edu, as well as in the Student Life office in M-311. Student Government Association All enrolled students are members of the Student Government Association (SGA). The executive officers of the SGA, along with the elected representatives from each class, constitute the Student Council. Some of the Council’s many duties include allocating of funds to all campus clubs; approving the formation of new organizations; and sponsoring extracurricular programs of intellectual, cultural and social appeal for the student body. In addition to its administrative functions, the Council acts as a liaison between the student body and the faculty and administration. Participation Eligibility: All students, including entering freshmen, in good academic standing and not on probation (academic or disciplinary) are eligible to take part in the extracurricular activities program. Intelligently selected activities that round out a liberally based education are encouraged.

SPECIAL PROGRAMS

Student Support Services

Services for Disabled or Academically At-Risk, Low Income, First Generation Students Diana Voelker, Director; (718) 488-1044 Students in need of additional support may investigate the services offered through the Student Support Services Program for physically and/or learning disabled and/or Academically At- Risk first generation low income students. This Federally Funded TRIO program provides students

Page 27 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

RICHARD L. CONOLLY COLLEGE OF LIBERAL ARTS AND SCIENCES

The College of Liberal Arts and Sciences at the Brooklyn Campus offers the doctoral degree in clinical psychology, as well as the master’s degree in biology, chemistry, English, media arts, political science, psychology, social science, speech-language pathology, urban studies, master of fine arts degrees in media arts and writing and producing for television and the United Nations certificate program. All degrees and certificates are registered with the New York State Department of Education. The College is named in honor of Admiral Richard L. Conolly, who was the University’s president from 1953-1962. For information, please contact the Dean’s Office at 718-488-1003, fax 718-780-4166, or visit the website at www.liu.edu/brooklyn/clas.

David Cohen Dean [email protected]

Kevin Lauth Associate Dean [email protected]

Maria Vogelstein Assistant Dean [email protected]

Oswaldo Cabrera Assistant Dean [email protected]

Hamid Rahim Assistant Dean [email protected]

Faye Pollack Executive Assistant to the Dean [email protected]

Judy Luu Assistant to the Dean [email protected]

Michell Stanley Administrative Secretary [email protected]

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 28 Brooklyn Campus

ANTHROPOLOGY ANT 616 Social Change An examination of the broad social forces and Professor Hittman processes operating in all societies - modern and Professors Emeriti Carden, Rosenberg modernizing - today. Cross-cultural analysis of Associate Professors Hendrickson (Chair), Kim, changing social institutions and their effect on all Barton, Ali, Juwayeyi areas of social life is conducted, and the Associate Professor Emeriti Gritzer, Harwood relationships of those institutional changes to Assistant Professor Emeritus Sherar personality, ideas and consciousness are considered. Adjunct Faculty: 8 Offered as tutorial with departmental approval. The Master of Arts degree in Anthropology is Credits: 3 not offered at this time, but graduate courses in On Occasion anthropology are offered as part of other ANT 688 Theories and Problems of departments and programs including the United Modernization in Underdeveloped Nations Nations Graduate Program, Urban Studies and Same as SOC 688 and URB 688. A discussion of Social Science. major theories of modernization and the resulting social problems in light of the increasing contact Anthropology Courses between developed and underdeveloped nations.

Credits: 3 ANT 500 Readings In Anthropology On Occasion

Same as SOC 500. Credits: 3 On Demand

ANT 505 Applied Sociology/Anthropology Same as SOC 505. Credits: 3 On Occasion

ANT 510 World Cultures This course allows graduate students in any degree program to acquire some basic knowledge about the comparative analysis of societies and cultures and to consider how such knowledge affects their discipline and/or professional work. Students will be introduced to some of the key analytical approaches to culture and society by reading classic and current writing in anthropology and sociology. They will be introduced to a set of conceptual tools for researching, analyzing and comparing cultures that they encounter in their professional life. They will be guided in carrying out small-scale, cross- cultural fieldwork encounters that allow them to try out ethnographic methods themselves (for example, observing and participating in a ritual from a religion other than their own). Along with other writing assignments, they will complete a term paper exploring in-depth the ways that cultural difference affects their professional goals and activities, and they will develop a set of protocols for best addressing those realities. Credits: 3 On Occasion

Page 29 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

DEPARTMENT OF BIOLOGY pharmaceutical and biotechnology companies, Department. Students will be responsible for hospitals and federal and state agencies. answering comprehensive questions relating to Professors Chung, D. Cohen, Griffiths, Morin Successful graduates also may choose to enter those seminars that are relevant to their graduate (Chair), Serafy medical, osteopathic, veterinary or dental schools courses.

Professors Emeriti Carito, Curley, Hammerman, to obtain professional degrees. In addition, Hirshon, Polak, Smith, Rothwell, Wendt students can choose from a wide variety of health The following courses are required Associate Professors Birchette, DePass, Haynes, related fields, such as physical therapy, nursing, for the Biology, Microbiology; Master genetic counseling, radiologic technology, to name Kovac, Marsh, of Science plan. a few. Biology majors are encouraged to develop Associate Professors Emeriti Dowd, McKenna The following courses are required: Assistant Professors Kwak, Kwon, Leslie, Molina, specific career objectives while pursuing their BIO 536 Laboratory in 1.00 Tello, Vogelstein graduate studies. Departmental advisers will assist Bacteriological and Instructor Peckham students in exploring career possibilities and in Molecular Techniques Adjunct Faculty: 14 devising a personalized plan of study that will best At the graduate level, the Biology Department prepare them for their career goals. BIO 537 Laboratory in 1.00 offers the M.S. in Biology which offers Admission Requirements Biochemistry and concentrations in molecular/cellular biology, To be admitted to this program you must: Computer Use microbiology and medical Microbiology. Our core • Have completed a Bachelor’s Degree with a BIO 620 Biochemistry 3.00 of 16 full-time faculty members augmented by grade-point average of 3.0 or greater over 14 adjuncts provides students with unrivaled • Have completed at the undergraduate level (1) The following courses are required: expertise in a wide variety of subject areas six advanced courses in biology, (2) one year of BIO 641 Advanced Microbiology 3.00 college mathematics including at least one including molecular and cellular biology, BIO 642 Advanced Microbiology 4.00 bioinformatics, ecology, evolution, microbiology, semester of calculus, (3) one year each of genetics, ornithology and marine biology. The goal inorganic and organic chemistry, and (4) one BIO 695 General Virology 3.00 year of college physics. Deficiencies in any of of the Department is to provide a challenging and The student must complete either stimulating curriculum that fosters critical thinking these qualifications may be removed during the Option A or Option B in order to and promotes scientific curiosity on current topics first year of graduate study without credit. in the biological sciences. • International students: (1) Must complete the satisfy the requirements for the equivalent of a four-year bachelor’s degree. (2) Biology, Microbiology; Master of Submit all records translated into English and Science plan. M.S. in Biology have the original record, or copies of the original, certified or attested to by an official of The minimum unit requirement for the The M.S. in Biology is designed to prepare the school issuing the record, or by the Biology, Microbiology; Master of Science students for graduate or professional studies as Consulate/Ministry of Education of the issuing Option A plan is as follows: well as for entering the job market. Students country. (3) Submit a course-by-course If the student is completing the Thesis Track choose from one of three concentrations: evaluation, completed by an acceptable (Option A), a minimum of 30 units are molecular/cellular biology, microbiology or international credential evaluation agency, for required. medical microbiology. For each concentration a all transcripts/marksheets from colleges or In addition to the required courses listed above student chooses one of two pathways to complete universities outside of the United States. (4) (15 units), the following Thesis courses are the degree: (1) complete a research project under Submit an official copy of the Test of English required if completing Option A: the advisement of one of the faculty members, and as a Foreign Language (TOEFL) administered Research and Preparation BIO 707 3.00 write and successfully defend a thesis based upon by the Educational Testing Service or the of the Thesis that research; or (2) take a comprehensive International English Language Testing System Research and Preparation examination based upon the course work (IELTS) examination. BIO 708 3.00 of the Thesis completed. Each concentration has a set of • Transfer students must present an overall required core courses (see Course of Study) which grade-point average of 3.0 and submit official If the student is completing Option A, in the student must complete; additional course work transcripts for the attended college(s) addition to the 21 units of required courses (see is completed from elective classes. • Submit a completed application to the Office of above) a total of 9 units are required of electives Students who elect to complete a thesis must Admissions (see Submitting an Application for from Graduate Biology courses: complete a total of 30 credits (core plus electives). Admission) BIO 500-599 all BIO Students who elect to take the comprehensive Submitting an Application for Admission SUBJECTs examination must complete a total of 36 credits All applicants must apply for admission to listed in catalog (core plus electives). For qualified students, Long Island University’s Brooklyn Campus. BIO 600-699 all BIO financial aid packages are available in the form of Please apply online at My LIU or use the Apply SUBJECTs teaching and graduate assistantships. These Now link in the top navigation bar. For more listed in catalog assistantships provide a stipend for the student and information on the admissions process, visit the cover the cost of tuition for up to 12 credits per Office of Admissions Web site. BIO 700-799 all BIO semester. Students can receive these assistantships Fully matriculated students may begin their SUBJECTs for a maximum of four semesters. research projects after defending their thesis listed in catalog A Master of Science degree can be used as a proposals before a committee of graduate biology Internship maximum of 6 steppingstone for multiple career paths. Students faculty. An oral defense of the completed thesis units may further their scientific pursuits by continuing before a committee of the graduate faculty of the on to earn a Ph.D. in the biological sciences. department is required. The minimum unit requirement for the Biology, Alternatively, students may enter the work force All graduate students are required to attend the Microbiology; Master of Science Option B plan is and be employed in research laboratories in regularly scheduled seminars given by the Biology as follows:

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 30 Brooklyn Campus

If the student is completing the Comprehensive The minimum unit requirement for the BIO 707 Research and Preparation 3.00 Exam (Option B), a minimum of 36 units are Biology, Medical Microbiology; Master of of the Thesis required. Science Option B plan is as follows: BIO 708 Research and Preparation 3.00 If the student is completing Option B, in If the student is completing the Comprehensive of the Thesis addition to the 15 units of required courses (see Exam (Option B), a minimum of 36 units are above) a total of 21 units are required of If the student is completing Option A, in required: electives from Graduate Biology courses: addition to the 21 units of required courses (see If the student is completing Option B, in above) a total of 9 units are required of electives 500- all BIO SUBJECTs listed addition to the 27 units of required courses (see BIO from Graduate Biology courses: 599 in catalog above) a total of 9 units are required of electives BIO 500-599 all BIO 600- all BIO SUBJECTs listed from Graduate Biology courses: BIO SUBJECTs 699 in catalog BIO 500- all BIO SUBJECTs listed listed in catalog 599 in catalog 700- all BIO SUBJECTs listed BIO BIO 600-699 all BIO 799 in catalog BIO 600- all BIO SUBJECTs listed SUBJECTs 699 in catalog Interns listed in catalog maximum of 6 units hip BIO 700- all BIO SUBJECTs listed BIO 700-799 all BIO 799 in catalog The following courses are required SUBJECTs for the Biology, Medical Interns maximum of 6 units listed in catalog hip Microbiology; Master of Science plan. Internship maximum of 6 The following courses are required: The following courses are required units BIO 536 Laboratory in 1.00 for the Biology, Molecular-Cellular The minimum unit requirement for the Bacteriological and Biology; Master of Science plan. Biology, Molecular-Cellular Biology; Molecular Techniques The following courses are required: Master of Science Option B plan is as BIO 537 Laboratory in 1.00 BIO 536 Laboratory in 1.00 follows: Biochemistry and Bacteriological and If the student is completing the Comprehensive Computer Use Molecular Techniques Exam (Option B), a minimum of 36 units are required. BIO 620 Biochemistry 3.00 BIO 537 Laboratory in 1.00 Biochemistry and If the student is completing Option B, in All of the following courses are required: Computer Use addition to the 15 units of required courses (see BIO 641 Advanced Microbiology 3.00 above) a total of 21 units are required of BIO 620 Biochemistry 3.00 electives from Graduate Biology courses: BIO 642 Advanced Microbiology 4.00 The following courses are required: BIO 500-599 all BIO BIO 695 General Virology 3.00 BIO 550 Molecular and Cell 2.00 SUBJECTs BIO 697 Medical Microbiology 3.00 Biology listed in catalog

BIO 698 Medical Microbiology 4.00 BIO 551 Molecular and Cell 2.00 BIO 600-699 all BIO Biology Laboratory SUBJECTs BIO 703 Seminar in Microbiology 1.00 listed in catalog Of the following courses only one is required: BIO 704 Seminar in Microbiology 1.00 BIO 612 Cytology: The Nucleus 3.00 BIO 700-799 all BIO Of the following courses only one is required: SUBJECTs BIO 613 Cytology: The Cytoplasm 3.00 BIO 647 Immunology 4.00 listed in catalog Of the following courses only one is required: BIO 648 Immunology 3.00 Internship maximum of 6 BIO 609 Human Genetics 3.00 units The student must complete either BIO 631 Genetics 3.00 Option A or Option B in order to The student must complete either satisfy the requirements for the Option A or Option B in order to Biology, Medical Microbiology; satisfy the requirements for the Master of Science plan. Biology, Molecular-Cellular Biology; The minimum unit requirement for the Biology, Medical Microbiology; Master of Master of Science plan. Science Option A plan is as follows: The minimum unit requirement for the If the student is completing the Thesis Track Biology, Molecular-Cellular Biology; (Option A), a minimum of 30 units are Master of Science Option A plan is as required. follows: In addition to the required courses listed above If the student is completing the Thesis Track (27 units), the following Thesis course is (Option A), a minimum of 30 units are required if completing Option A: required. BIO 707 Research and Preparation 3.00 In addition to the required courses listed above of the Thesis (15 units), the following Thesis courses are required if completing Option A:

Page 31 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

Biology Courses analysis and the design of experiments. In the Credits: 1 main, the course will focus on the analysis of Every Fall biostatistical, pharmaceutical and clinical trial data BIO 501 Human Sexuality and will be motivated by solving problems in many BIO 537 Laboratory in Biochemistry and A biological approach to human sexuality. Includes diverse areas of applications in the biological and Computer Use the development of and the anatomical and pharmaceutical realm. Two hours of lecture per A laboratory course that introduces students to functional changes in the reproductive systems. week. Pre-requiste: MTH 30. basic methods in biochemistry and to the Coitus, fertilization, pregnancy, birth and their Credits: 3 applications of computers to research and thesis hormonal and neurological control; prenatal Every Spring preparation. The first seven weeks deal with development; population control; and venereal chromatography, electrophoresis, enzymology, radio diseases are discussed. Two hours of lecture per BIO 508 The Biology of Cancer isotopes and spectroscopy. The second seven weeks week plus term paper. Prerequisites: General A general survey in oncology. Lectures address the introduce students to the Science Division Biology. historical perspective of cancer research, the computer laboratory; that is, how to use the World Credits: 3 definition and classification of tumors, the Wide Web/Internet and how to use computers to On Occasion epidemiology of human cancer, gene regulation and analyze and present data. Two hours of laboratory differentiation in normal and tumor cells, per week. Prerequisite: An undergraduate degree BIO 503 Evolution characteristics of transformed malignant cells, the in Biology. A study of the basic concepts and principles of biology of tumor metastasis, host transformed Credits: 1 evolutionary biology, beginning with a brief history malignant cells, the origins of human cancer, and Every Spring of evolutionary thought, followed by the cancer therapy. Two hours of lecture per week plus fundamental concepts of evolutionary genetics, term paper. Prerequisite: General background in BIO 541 Special Topics in Biology adaptation and natural selection. Additional topics Biology and Chemistry. A presentation of subjects of unusual and current include molecular evolution and systematics, the Credits: 3 interest. Two hours of lecture per week, including origins of biological diversity, and paleobiology and Alternate Fall selected demonstrations plus term papers. Course macroevolution. The primary emphasis will be on may be repeated. concepts with a major goal to impart some BIO 521 Protozoology Credits: 3 understanding of the methods used in evolutionary The study of the morphology, taxonomy, ecology, On Demand investigations: the kinds of observations and physiology and culture of protozoa. Two hours of BIO 543 Current Topics in Biology experiments that are used, the facts that are lectures and three hours of laboratory per week. This course is a one-day conference on a current observed and inferred, and the kinds of reasoning Prerequisite: General Biology. and interesting biological topic, covering a wide used to develop and test hypotheses. Concepts are Credits: 4 range of biological disciplines. Each year the topic reinforced through independent trips to the On Occasion is chosen for its timeliness. Speakers who are American Museum of Natural History. Two hours BIO 531 Neurochemistry experts in their particular field are invited to speak of lecture per week plus a term paper. Prerequisite: A discussion of the morphology, biochemical and to suggest several pertinent papers. Students An undergraduate major or minor in biology. A composition, metabolism, physiology and are required to write a paper that presents an course in genetics is strongly recommended. pharmacology of the nervous system. The course overview of the topic and then synthesizes the Credits: 3 begins with the general principles of synaptic information from the talks and papers. Every Fall transmission and deals in depth with several of the Credits: 1 BIO 504 Evolution and Human Development neurotransmitter systems in terms of biosynthesis of Every Spring

The basic concepts and principles of evolutionary the transmitter, storage, release, inactivation in the BIO 544 Biology of Pathogenic Microorganisms biology are directly applicable to our understanding synapse, and receptor types and how they mediate Emphasis on microorganisms that cause infectious of human development. This course explores the their signals in the postsynaptic cells. Also included diseases, including bacteria fungi and viruses as well evolution of modern humans within a comparative are discussions on aging and development in the as their interrelationship with the host's immune framework of non-human primate biology, using nervous system, drug addictions, and the role of system. Characteristics of these infectious micro- information gleaned from paleontology, anatomy, various dietary nutrients on nervous system organisms with respect to mechanisms of embryology, biomechanics, animal behavior, function. (Same as BIO and BIC 531.) Two hours pathogenesis and transmission as well as methods evolutionary genetics and systematics (molecular of lecture per week. Offered on occasion. of prevention and treatment where appropriate. and traditional) as well as current views of macro- Prerequisite: At least one semester of Biochemistry. Two hours of lecture per semester. Prerequisite: and microevolutionary processes. Two hours of Credits: 3 Undergraduate- or graduate-level general lecture per week plus term paper. Prerequisite: An On Occasion bacteriology course. undergraduate major or minor in biology which BIO 536 Laboratory in Bacteriological and Credits: 3 includes at least one upper level course in human Molecular Techniques On Occasion anatomy and physiology. BIO 503 is strongly A laboratory course that introduces students to the recommended. basic methods in bacteriology and molecular BIO 545 Biophysical Chemistry Credits: 3 biology. The first seven weeks deal with such An introduction to principles and techniques in Every Spring Physical Chemistry and the application of those bacteriological techniques as pure cultures, sterile fundamentals to studies on biomolecules, including BIO 505 Introduction to Biostatistics technique, metabolism and growth of bacteria. The biomembranes, peptides, proteins and DNA. This course is designed for graduate students in the second seven weeks introduce the basic techniques Designed for students who plan to work in biological or health related sciences with the in molecular biology, including isolation of plasmid chemical or pharmaceutical companies or who plan objective of enabling them to understand and apply and chromosomal DNA, cloning, transformation, to do research in the biochemical, biological, the theories underlying the techniques of point and gel electrophoresis of nucleic acid, and PCR. Two biomedical and chemical sciences. Two hours of interval estimation, hypothesis testing, regression hours of laboratory per week. Prerequisite: An undergraduate degree in Biology. lecture and three hours of laboratory per week.

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 32 Brooklyn Campus

Prerequisite: CHE 153. instructor. Prerequisite: General Biology. A course in anatomy Credits: 4 Credits: 3 is recommended. On Occasion On Occasion Credits: 3 Every Fall BIO 550 Molecular and Cell Biology BIO 560 Island Biology An advanced course in the molecular biology of The course examines a number of islands as case BIO 609 Human Genetics eukaryotic gene structure and regulation, with studies illustrating evolutionary theory, island A basic course in the principles of human genetics emphasis on mammalian cell and developmental theory and the MacArthur/Wilson theory of island and molecular biology. Lecture topics include biology and genetics. Biochemical and biophysical colonization. The topics will include islands not structure of the human chromosome; techniques in studies of nucleic acids, chromatin and just as geographical entities but also in the molecular biology and cytogenetics; structures of chromosome structure, somatic cell and biological sense such as mountain isolates. Each chromosomal abnormalities; abnormal immunogenetics; DNA sequence organization and student will focus on one island and make a chromosomes in humans and their related diseases; cell developmental biology are all considered. Two presentation of his findings. The course karyotype analysis; inheritance patterns of human hours of lecture per week. Prerequisite: Biology incorporates a number of biological disciplines, diseases; mapping human chromosomes; and 161 or permission of the instructor. ecology, zoogeography and evolution. Two hours of human gene isolation. Two hours of lecture per Credits: 2 lecture per week plus collateral readings. week plus term paper. Every Fall Prerequisites: General Biology. Credits: 3 Credits: 3 Alternate Fall BIO 551 Molecular and Cell Biology Laboratory On Occasion An advanced laboratory course in the molecular BIO 611 Signal Transduction and Pharmacology biology of eukaryotic cells. Laboratory instruction BIO 602 Conservation Biology A study of the mechanisms by which molecules and may include RNA isolation and analysis, protein Conservation Biology is a study of the diversity of drugs affect biological processes. Signaling on the expression and purification, protein-protein life and threats to that diversity. This course will organismal, cellular and molecular levels is interaction, DNA-mediated gene transfer and include introductory topics that are the foundation described, with an emphasis on establishing a firm microcomputer analysis of DNA sequence for the field, issues at the levels of populations, foundation of understanding of important signaling databases. Two two-hour laboratory sessions per communities and ecosystems, and end with the systems in biology. Molecular and genetic aspects of week. practical application of conservation biology in a intracellular signal transduction are explored in The co-requisite of Biology 550 is required. real and complex world. Specific topics to be depth. Topics also include quantitative and Credits: 2 investigated are: the meaning and ethics of qualitative treatment of the interaction of ligands Every Fall conservation and biodiversity, the recognition of with their receptors. Knowledge-based approaches species in danger of extinction (using techniques of to drug discovery are analyzed as well. Two hours of BIO 554 Principles of Molecular Pharmacology population genetics and ecology, biogeography and lecture per week plus term paper. Prerequisites: Molecular pharmacology is the study of drug systematics), and preservation of species. The Undergraduate biochemistry. function at a molecular level. A major focus of this course will consist of lectures, class discussions of Credits: 3 course involves the exploration of the molecular original research and review papers, and a research Alternate Spring mechanisms of drug action and metabolism. paper and presentation. Two hours of lecture per Research on drugs from the major therapeutic areas week plus two field trips and a term paper. BIO 612 Cytology: The Nucleus will be studied. The mechanisms of both intended Credits: 3 A detailed treatment of the structure and function effects and side effects will be reviewed. New Alternate Spring of the cell, with particular attention directed toward approach to drug discovery will be considered, with the chromosome and its composition, structure and a focus on the molecular basis of drug function as a BIO 605 Topics in Evolution and Ecology conformation during the cell cycle. Regulation of key to drug identification. There will be an This course will be an interactive discussion of nuclear events by extracellular ligands and assigned paper on the molecular mechanism, avian ecology and evolution, designed to go beyond cytoplasmic signalling pathways are discussed. Two distribution, and function of a selected drug group. the textbook knowledge of avian ecology and hours of lecture per week plus collateral reading Two hours of lecture per week plus term paper. evolution and provide the students with a critical and a term report. Pre-requisites: Chemistry 121 and 122. examination of the theories, hypotheses, and lab Credits: 3 (Biochemistry would be helpful but is not required). and field based data that support or refute these On Occasion Credits: 3 hypotheses. This course will be based on a recent Alternate Spring book on avian speciation, which presents some BIO 613 Cytology: The Cytoplasm novel and provocative perspectives on important An investigation of the organization and structure BIO 555 Calcium and Cellular Metabolism issues in avian ecology and evolution, plus of the cytoplasm, including a detailed treatment of An exploration of the regulation of calcium additional readings from primary literature. Two cell organelles and their activities and interactions. signaling with detailed discussions of the structure, hours of lecture per week. The molecular and biochemical relationship among regulation and operation of calcium pumps and Credits: 3 all cellular components is stressed. Two hours of channels. More detailed analysis is made of such On Occasion lecture per week plus a term paper. structures in muscle, neuronal and plant systems. Credits: 3 Detailed analyses are conducted in selected cases: BIO 607 Neuroanatomy Every Spring the role of calcium in such systems as neuronal A study of the organization of the human central protein synthesis, the modulation of P-glycoprotein nervous system. Emphasis is placed on the BIO 614 Sensory Physiology synthesis in tumor cells, and cell cycle regulation. structures and organizations of the brain and spinal A study of the mechanism of operation of Readings include selected texts with heavy reliance cord and on the cranial nerves, with additional biological sensors. Two hours of lecture per week on the primary literature. Two hours of lecture per material on the cranium and spinal column, the plus collateral readings and term paper. week plus term paper. Prerequisites: meninges, the blood supply, embryonic Prerequisite: College course in Physiology. Undergraduate or graduate courses in development, and histology of the central nervous Credits: 3 Biochemistry/Molecular Biology or permission of system. Two hours of lecture per week. On Occasion

Page 33 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

appreciate how climate exrremes can still be settled A course in Evolution and Genetics. BIO 615 Bioinfomatics by organisms. Aside from the organism and its Credits: 4 The course examines the structure of biological habitat animal behavior such as diving and flying On Occasion molecules with a focus on proteins. The synthesis will also be covered. This is strictly a lecture class and folding of protein families and the structural but some seminar sessions will be included. Two BIO 631 Genetics motifs of proteins are studied. Tools for the hours of lecture per week plus term paper. A comprehensive review of modern genetics with determination and prediction of protein structure Credits: 3 an emphasis on recent approaches. One major are presented from the perspectives of the On Occasion theme is genomics, gene mapping and discovery; investigator who needs to judge the quality of another is use of functional genetics to understand available data. A major focus is the area of BIO 622 Effective Communication in Science gene function and complex processes in model structural genetics: understanding how changes in Students will develop creative and imaginative organisms. Two hours of lecture per week plus term protein structure induced by mutations lead to means to produce a presentation. A highlight of paper. Prerequisites: An undergraduate major in genetic dysfunction and disease. Two hours of the course will be when students present a seminar Biology or equivalent and knowledge of the lecture per week plus term paper and a computer to the class. The means and needs for producing a fundamental principles of genetics. laboratory. visually pleasing poster and power point Credits: 3 Credits: 3 presentation, which holds interest, will be covered. Every Spring Every Fall The course will prove of benefit to the student whether they follow a research career or work for BIO 632 Developmental Biology BIO 616 Biology of the Blood and Bone Marrow industry as in both circumstances the skills they A review of the current concepts and experimental This course presents an overview of hematology, learn will prove of great usefulness. Two hour evidence regarding developmental phenomena. including the structure and function of lecture per week plus term paper. Special emphasis is placed on the molecular biology erythrocytes, leukocytes andplatelets, and their Credits: 3 and genetic control of selected phases and processes development in the bone marrow. Mechanisms of Every Fall of animal development. Two hours of lecture per normal and abnormal hemostasis (blood week plus collateral readings and term paper. coagulation) will be covered. Recent findings in BIO 623 Microbial and Phage Genetics Prerequisite: A college course in Embryology or the normal and in pathologic states will be discussed. Overall objective of this course is to offer a equivalent; a college course in Genetics is Two hours of lecture per week plus a term paper. comprehensive vision of molecular genetics of recommended. Credits: 3 prokaryotic microorganisms including Bacteria, Credits: 3 On Occasion Archaea, and Bacteriophages. This course is suited On Occasion for advanced undergraduate and graduate students. BIO 619 Structural Biology Emphasis of the course will be placed on the BIO 641 Advanced Microbiology The course examines the structure of biological molecular aspects of bacterial chromosomes, First semester of a two semester sequence (BIOs molecules with a focus on proteins. The synthesis, transformation, conjugation, transduction (lytic and 641 & 642). Presentations on the anatomy and folding of protein families and the structural motifs lysogenic phages), genetic recombination, and physiology of various prokaryotic and eukaryotic of proteins are studied. Tools for the determination global regulatory mechanisms in prokaryotic microorganisms. Emphasis is placed on the and prediction of protein structure are presented microorganisms. This course will also include a composition, structure and function of cellular from the perspective of the investigator who needs laboratory session to practice the lecture subjects. organelles, enzyme localization, molecular to judge the quality of available data. A major focus Two hours of lecture and three hours of laboratory mechanisms of action of antimicrobial agents, and is the area of structural genetics: understanding per week. Prerequisites: BIO 101, BIO 109, BIO selected topics of current interest in microbial how changes in protein structure induced by 126, BIO 128 or other lower-level microbiology- physiology. Two hours of lecture per week plus mutation lead to genetic dysfunction and disease. related courses. collateral readings and term paper. Prerequisite: Course includes a computer laboratory. Two hours Credits: 4 Microbiology. of lecture per week plus term paper. Every Spring Credits: 3 Credits: 3 Every Fall Every Spring BIO 629 Molecular Biology of Infectious Diseases A study of the mechanisms used by infectious BIO 642 Advanced Microbiology BIO 620 Biochemistry organisms to infect their hosts and to evade the Second semester of a two semester sequence (BIOs The course examines the synthesis and degradation hosts immune response and the response by the 641 & 642). Presentations on the anatomy and of cellular macromolecules in prokaryotic and host to the infectious organism. Topics include life physiology of various prokaryotic and eukaryotic mammalian systems. Topics include the structure of cycles of relevant organisms, protein receptor microorganisms. Emphasis is placed on the macromolecules and sugar, lipid and amino acid binding, antigenic variation, antigen presentation composition, structure and function of cellular metabolism. Emphasis is placed on the regulation, and antibody/T-cell receptor diversity. Emphasis is organelles, enzyme localization, molecular integration, and organ specialization of the on the molecular mechanisms of such processes. mechanisms of action of antimicrobial agents, and metabolic pathways. Two hours of lecture per week Two hours of lecture per week plus term paper. selected topics of current interest in microbial plus term paper. Credits: 3 physiology. Two hours of lecture and three Credits: 3 Alternate Spring laboratory hours per week. Prerequisite: BIO 641. Every Fall Credits: 4 BIO 630 Systematic Biology Every Spring BIO 621 Physiological Ecology Concepts, principles, and methods of comparative This course will examine the physiological biology as they apply to inference of evolutionary BIO 643 Medical Mycology adaptations of species in the context of their relationships among organisms. Laboratory A study of the classification, identification, life environment. the main emphasis will be on the exercises and discussions of relevant literature are cycles, and morphologic, physiologic, and relationships of animals to their habitat but will used to reinforce the concepts learned during biochemical aspects of various species of fungi that also consider some plant species. Students will lectures. Two hours of lecture and three hours of make up the major classes and orders. Emphasis is review the species of all latitudes and get to laboratory per week plus term paper. Prerequisite: placed on those fungi of economic and medical

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 34 Brooklyn Campus importance. Two hours of lecture and three software, and GIS/remote sensing and BIO 701 Seminar in Biology laboratory hours per week. Prerequisite: ARCVIEW/ARCINFO software. The class meets A presentation of selected topics in biological fields Microbiology or equivalent. two hours per week and is a combination of by members of the graduate faculty and visiting Credits: 4 lectures, computer lab exercises and literature guest speakers. This course may be taken for credit, On Occasion reviews. but it is required that all Biology majors attend. Credits: 3 Subject matter changes each semester. May be BIO 648 Immunology On Occasion repeated for credit. One hour per week. A study of the basic principles of immunology, Credits: 1 including antigens and their reactions, antibodies BIO 692 Molecular Biology Every Fall and their properties, the cells and tissues of the A detailed look at the biosynthesis of DNA and immune system, tolerance, and the specificity and RNA, the genetic code, and the mechanisms of BIO 702 Seminar in Biology molecular biology of the immune response. Two protein biosynthesis. The application of molecular A presentation of selected topics in biological fields hours of lecture per week plus term paper. biology techniques to current research problems is by members of the graduate faculty and visiting The pre-requisite of BIO 604 is required. explored. Two hours of lecture per week plus term guest speakers. This course may be taken for credit, Credits: 3 paper. but it is required that all Biology majors attend. Every Fall Credits: 3 Subject matter changes each semester. May be Alternate Spring repeated for credit. One hour per week. BIO 651 Advanced Vertebrate Physiology Credits: 1 An examination of modern concepts of basic BIO 695 General Virology Every Spring physiological processes as they occur in vertebrate A consideration of such topics as physico-chemical organisms at the organ and system levels. Two characteristics, identification, genetics, and BIO 703 Seminar in Microbiology hours of lecture and three hours of laboratory per immunology of viruses. Molecular biology of virus- Meetings conducted by the members of the staff to week. Prerequisites: College courses in physiology host interaction is emphasized. Representative consider current research and problems in the area and organic chemistry or their equivalent. studies of animal, bacterial, and plant viruses are of Medical Microbiology and related fields. Credits: 4 emphasized to illustrate fundamental aspects of Participants include staff members, students and On Occasion viral replication, cell susceptibility, and cell invited guests. All students registered in the response to viral infection. Two hours of lecture per program must attend. One hour per week. BIO 661 Endocrinology week plus collateral readings and term paper. The co-requisites of BIO 697 and 698 are required. An exploration of the development, structure and Credits: 3 Credits: 1 function of the endocrine system: how hormones Every Spring Every Fall act as regulators of growth and metabolism by affecting activity of target cells and tissues. Using a BIO 697 Medical Microbiology BIO 704 Seminar in Microbiology combination of lecture, interactive questioning and First semester of a two semester sequence (BIOs Meetings conducted by the members of the staff to microscope or Kodachrome slides, basic anatomy is 697 & 698). A study of microbial-human host consider current research and problems in the area correlated with the physiology, regulation and interrelationships, with particular attention to the of Medical Microbiology and related fields. effects of secretions. Homeostasis and transmission, pathogenicity, and principles of Participants include staff members, students and pathophysiology are discussed. Two hours of lecture immunity of infectious diseases, especially those of invited guests. All students registered in the per week plus term paper. bacterial origin. Emphasis is placed on the newest program must attend. One hour per week.. Credits: 3 approaches to the detection, isolation and The co-requisites of BIO 697 and 698 are required. On Occasion identification of the organisms implicated in the Credits: 1 disease process. Two hours of lecture per week plus Every Spring BIO 663 Reproductive Physiology term paper. Two hours of lecture and one three- A study of vertebrate anatomical structures and hour laboratory per week in the Spring semester. BIO 705 Seminar in Molecular Biology physiological processes related to reproduction. The pre-requisites of BIO 603, 604, 641 and 642 Research presentations by students on current Some aspects of gametogenesis, fertilization and its are required or approval of the Deparment Chair. topics in molecular biology. Faculty discuss their regulation, and implantation and gestation are Credits: 3 research interests with students. One hour per presented. Two hours of lecture per week plus term Every Fall week. paper. A college course in Physiology is Credits: 1 recommended. BIO 698 Medical Microbiology On Occasion Credits: 3 Second semester of a two semester sequence (BIOs On Occasion 697 & 698)A study of microbial-human host BIO 706 Seminar in Molecular Biology interrelationships, with particular attention to the Research presentations by students on current BIO 670 Plant Ecology and Biogeography transmission, pathogenicity, and principles of topics in molecular biology. Faculty discuss their Plant Ecology and Biogeography is a three credit immunity of infectious diseases, especially those of research interests with students. One hour per graduate course, covering the current topics and bacterial origin. Emphasis is placed on the newest week. state-of-the-art methodologies of addressing the approaches to the detection, isolation and Credits: 1 topics in the science of plant ecology. The topics identification of the organisms implicated in the Every Spring include global change, the value and preservation of disease process. Two hours of lecture and one three- BIO 707 Research and Preparation of the Thesis biodiversity, invasion biology, and habitat hour laboratory per week. Prerequisites: BIO 697 or Open only to matriculated students with approval destruction/fragmentation and restoration. The approval of Department Chair. of Department Chair. Selection, supervision and methodologies include experiemental design, data The pre-requisites of BIO 603, 604, 641 and 642 completion of the thesis topic. Pass/Fail only. analysis and SAS programming, classification are required or approval of the Department Chair. Credits: 3 ordination and PC-ORD software, meta-population Credits: 4 theory and RAMAS software, meta-analysis and Every Fall, Spring and Summer Every Spring Meta-Win software, spatial analysis and PASSAGE

Page 35 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

BIO 708 Research and Preparation of the Thesis Selection, supervision and completion of the thesis topic. Pass/Fail only. Open only to matriculated students with approval of Department Chair. Credits: 1 to 3 Every Fall, Spring and Summer

BIO 709 Independent Study Prerequisites: 12 credits toward the master's degree; specific course prerequisites to be determined by faculty supervisor. Credits: 1 to 3 On Demand

BIO 710 Independent Study Prerequisites: 12 credits toward the master's degree; specific course prerequisites to be determined by faculty supervisor. Credits: 1 to 3 On Demand

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 36 Brooklyn Campus

DEPARTMENT OF Chemistry: least one semester of Biochemistry. Course Cr. Credits: 3 CHEMISTRY AND On Occasion CHM 503 Advanced 4 BIOCHEMISTRY Inorganic CHM 525 Instrumental Methods of Analysis

Chemistry A hands-on approach to instrumental analysis and Senior Professor Zavitsas its application to research. Students use several Professors Bensalem, Chung, Danziger, Lawrence, CHM 606 Advanced 3 analytical techniques, including voltammetry and Siegel, Shedrinsky, Watson Physical polarography; high performance liquid Professors Emeriti Ferraro, Hirschberg, Huang, Chemistry chromatography (HPLC); gas chromatography Loscalzo, Reidlinger, Rogers, Chawla CHM 525 Instrumental 4 (GC); uv-visible and infrared spectrophotometry; Associate Professors Bhattacharjee, Donahue, Methods of atomic absorption spectroscopy; and proton Luján-Upton, Matsunaga, Schnatter, Vasanthan Analysis magnetic resonance spectroscopy. Students are also (Chair) encouraged to use the computer for data analysis Assistant Professor Gough CHM 621 Advanced 3 and presentation. One-hour lecture and six-hour Adjunct Faculty: 10 Organic laboratory. The graduate offerings of the Department of Chemistry I Credits: 4 Chemistry and Biochemistry are designed to In addition, degree candidates must select one of Every Spring enhance the knowledge of the professional the following two options: chemist, to prepare students for entry into the 1. An additional 18 graduate credits from among CHM 531 Neurochemistry broad areas of research and development, to the courses offered by the Chemistry and A discussion of the morphology, biochemical strengthen students’ preparation for further study, Biochemistry Department, for a total of 32 composition, metabolism, physiology and or to allow for a concentration in chemistry credits. Candidates must also either pass a pharmacology of the nervous system. The course necessary for inter-area study in fields such as comprehensive examination or submit an begins with the general principles of synaptic biology and pharmacy. acceptable library research paper assigned by transmission and deals in depth with several of the the department. neurotransmitter systems in terms of biosynthesis of 2. An additional six credits of registration in thesis the transmitter, storage, release, inactivation in the M.S. in Chemistry research resulting in an acceptable thesis and 10 synapse, and receptor types and how they mediate

credits of graduate Chemistry courses, for a their signals in the postsynaptic cells. Also included The M.S. program in chemistry offers a choice total of 30 credits. are discussions on aging and development in the of several areas of concentration: organic nervous system, drug addictions, and the role of chemistry, inorganic chemistry, analytical various dietary nutrients on nervous system chemistry, polymer chemistry, biochemistry and Chemistry Courses function. (Same as BIO and BIC 531.) Two hours theoretical chemistry. This program is designed to of lecture per week. Offered on occasion. prepare students for entry into the broad areas of CHM 153 Biochemistry I Prerequisite: At least one semester of Biochemistry. research and development, to strengthen students’ An in-depth study of modern biochemistry, Credits: 3 preparation for further study or to allow for a including structure and function of proteins, On Occasion concentration in chemistry necessary for inter-area enzyme kinetics and mechanisms, storage, study in fields such as biology and pharmacy. transmission and expression of genetic information CHM 536 Physical Biochemistry Graduate assistantships are available on a limited and recombinant DNA technology. The laboratory Physical techniques for study of macromolecules basis. emphasizes biochemical instrumentation. Three and biopolymers with the emphasis of both theory Admission Requirements lecture hours, one three-hour laboratory. and application will be discussed in this course. The To be admitted to this program you must: Pre-requisites of CHM 122, CHM 135 and CHM first half of the course will deal with the theory and • Have completed one year of undergraduate 136 are required. techniques used in the separation and study in each of the following subjects: Credits: 4 identification of biomolecules. The second half of calculus, physics, introductory (inorganic) Every Fall the course will consider underlying principles of chemistry, analytical chemistry, organic spectroscopy and its application to biochemical CHM 503 Advanced Inorganic Chemistry chemistry and physical chemistry.* analysis, as well as the theory behind ligand binding A study of such selected topics in inorganic • Submit a completed application to the Office of and the uses of radioactive labels. Prerequisite: At chemistry as the nature of the chemical bond, acid- Admissions (see Submitting an Application for least one semester of Biochemistry. based theories, reaction kinetics and mechanisms, Admission). Credits: 3 coordinating -- their theories and structure. Two *Deficiencies must be removed during the first On Occasion year of graduate study. No graduate credit will be lecture hours and four laboratory hours. awarded for such compensatory work. Credits: 4 CHM 541 Special Topics in Chemistry Submitting an Application for Admission Every Fall A presentation of subjects of unusual current All applicants must apply for admission to interest. Three hours of lecture, including selected CHM 504 Bioinorganic Chemistry Long Island University’s Brooklyn Campus. demonstrations. Course may be repeated. This course is designed to introduce biochemistry Please apply online at My LIU or use the Apply Credits: 3 students to the diverse role played by inorganic Now link in the top navigation bar. For more On Occasion elements in biology and biochemical processes. It information on the admissions process, visit the will relate the simple bonding theory and geometry Office of Admissions Web site. CHM 551 Environmental Chemistry of coordination complexes to complex systems such A survey of the chemistry of the environment Degree Requirements as metal-proteins and metal enzymes. The covering chemistry of the atmosphere, the The following courses are required of all application of metal ions in medical diagnosis and hydrosphere, the lithosphere and the biosphere. An candidates for the Master of Science degree in therapeutics will also be covered. Prerequisite: At in-depth look is taken at the role of energy and the

Page 37 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 various sources of energy in modern societies, addition and elimination reactions, reactions of CHM 702 Seminar in Chemistry ranging from fossil fuels and nuclear power to enolates, carbonyls and free radicals. A presentation of selected topics in the branches of alternate and renewable energy sources, such as Credits: 3 chemistry, with attention to recent literature. One solar, hydroelectric, wind, biomass, geothermal and Every Fall one-hour conference. Attendance mandatory for all ocean energy, with an emphasis on the impact of matriculated students. Pass/Fail only. those energy sources on the environment. CHM 622 Advanced Organic Chemistry II Credits: 1 Discussions of toxicology as it relates to The emphasis is on synthetic applications and total Every Spring environmental pollutants are conducted. synthesis. Oxidations and reductions, Credits: 3 cycloadditions and rearrangements, aromatic CHM 707 Research and Preparation of Thesis On Occasion substitutions, carbon-carbon bond forming Open only to matriculated students with approval reactions of boron, tin and silicone, and other of the Chair The assignment of a thesis problem to CHM 555 NMR Spectroscopy selected topics. each student for investigation. Original laboratory A review of modern 1D, 2D and nod NMR Credits: 3 work is required. Pass/Fail only. techniques in routine analysis, diffusion studies, On Occasion Credits: 3 and chemical structure elucidation in biological Every Semester systems and their medical applications. The CHM 623 Organo-metallic Chemistry laboratory component includes experiments A study of synthesis and properties of - and p CHM 708 Research and Preparation of Thesis involving 1D and 2D NMR techniques to identify bonded organo-metallic complexes. Oxidative Open only to matriculated students with approval unknown compounds by assigning 1H 13C NMR addition, reductive elimination, insertion and of the Chair The assignment of a thesis problem to spectra. Three hours lecture, one three-hour elimination reactions, nuclophillic and each student for investigation. Original laboratory laboratory. electrophillic additions and abstractions are work is required. Pass/Fail only. Credits: 4 considered, as are synthetic and catalytic aspects of Credits: 3 On Occasion organo-metallic chemistry. Biological applications Every Semester and environmental aspects of organo-metallic CHM 581 Computational Chemistry compounds are also examined. Prerequisite: CHM CHM 709 Research and Preparation of the Thesis An investigation into the use of modern mainframe 621. Prerequisite: Chemistry 708 and microcomputers to solve problems in data Credits: 3 If the student's thesis is not accepted by the processing, molecular energetics and molecular On Occasion Department during the semester in which the structure. The course progresses gradually, student is registered in CHM 708, the student will beginning with simple computational problems CHM 624 Heterocyclic Chemistry be required to register in the appropriate thesis such as numerical integration, computer handling A survey of the heterocyclic molecules containing course in each successive semester until the thesis is of matrices and determinants, and curve-fitting nitrogen, oxygen and sulphur. The synthesis, accepted by the Department. Pass/Fail. One credit through multivariate analysis. The second half of chemical reactions and properties of these per semester. the course is directed to various molecular orbital compounds are discussed. Reference to their Credits: 1 theories and includes self-consistent field and ab biochemical significance is made when appropriate. Every Semester initio calculations. Hands-on work with computers Prerequisite: CHE 621. CHM 709X Research and Preparation of the enables students to carry out computations in all Credits: 3 Thesis topic areas. Facility in FORTRAN or BASIC will be On Occasion If a student's thesis in not accepted by the helpful but is not required. Enough language to CHM 626 Polymer Chemistry Department during the semester in which the handle I/O files will be taught during the course. A study of synthetic and natural macromolecules, student is registered in CHM 708, the student will Credits: 3 including polymerization, depolymerization, be required to register in the appropriate thesis On Occasion structure determination, and physical and chemical course in each successive semester until the thesis is CHM 606 Advanced Physical Chemistry properties. accepted by the Department. Pass/Fail. A review of advanced topics in physical chemistry The pre-requisite of CHM 621 is required. Prerequisite: CHM 708. and their applications in thermodynamics, kinetics Credits: 3 Credits: 1 and quantum mechanics. On Occasion Every Semester

Credits: 3 CHM 631 Spectroscopy Every Spring Biochemistry Courses An illustration of modern spectroscopic methods CHM 614 Solid State Chemistry for the structural elucidation of organic and A discussion of electrical, diffraction, magnetic, inorganic compounds including UV/V, H NMR, C BIC 508 The Biology of Cancer optical and thermal properties of solids. Special NMR, mass spectrometry, and IR.Prerequisites: A general survey in oncology. Lectures address the emphasis is placed on crystal structure CHE 606, 621. historical perspective of cancer research, the determination by X-ray diffraction techniques. Credits: 3 definition and classification of tumors, the Credits: 3 On Occasion epidemiology of human cancer, gene regulation and

On Occasion differentiation in normal and tumor cells, CHM 701 Seminar in Chemistry characteristics of transformed malignant cells, the CHM 621 Advanced Organic Chemistry I A presentation of selected topics in the branches of biology of tumor metastasis, host transformed A study of the major classes of organic reactions chemistry, with attention to recent literature. One malignant cells, the origins of human cancer, and with respect to their applications to synthesis, their one-hour conference. Attendance mandatory for all cancer therapy. Two hours of lecture per week plus mechanisms and methods for determining them, matriculated students. Pass/Fail only. term paper. Prerequisite: General background in and the effect of structure on reactivity. Bonding Credits: 1 Biology and Chemistry. and structure, stereochemistry, molecular Every Fall Credits: 3 conformation, stereoelectronic effects, substitution, Alternate Fall

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 38 Brooklyn Campus

BIC 555 Calcium and Cellular Metabolism BIC 514 Bioanalytical Chemistry An exploration of the regulation of calcium A practical approach to techniques used for analysis signaling with detailed discussions of the structure, of biological materials and the study of biochemical regulation and operation of calcium pumps and processes. The principles of the techniques will be channels. More detailed analysis is made of such discussed in lecture, and practical application of structures in muscle, neuronal and plant systems. these techniques will be performed in the Detailed analyses are conducted in selected cases: laboratory. Topics include: protein separartion the role of calcium in such systems as neuronal techniques; enzyme assays and enzyme linked protein synthesis, the modulation of P-glycoprotein methods for biochemical analysis, techniques for synthesis in tumor cells, and cell cycle regulation. studying protein structure and function with Readings include selected texts with heavy reliance emphasis on data available from the Protein Data on the primary literature. Two hours of lecture per Bank; analysis of lipids and carbohydrates; analysis week plus term paper. Prerequisites: of bioactive molecules and their metabolites. Two Undergraduate or graduate courses in lecture hours, four laboratory hours per week. Biochemistry/Molecular Biology or permission of The pre-requisite of CHM 113 and CHM 153 or instructor. BIC 153 is required. Credits: 3 Credits: 4 On Occasion On Occasion BIC 504 Bioinorganic Chemistry BIC 531 Neurochemistry An introduction of the diverse role played by A discussion of the morphology, biochemical inorganic elements in biology and biochemical composition, metabolism, physiology and processes. The course relates the simple bonding pharmacology of the nervous system. The course theory and geometry of coordination complexes to begins with the general principles of synaptic complex systems, such as metal-proteins and metal transmission and deals in depth with several of the enzymes. Also covered is the application of metal neurotransmitter systems in terms of biosynthesis of ions in medical diagnosis and therapeutics. the transmitter, storage, release, inactivation in the Pre-requisites of CHM 135, CHM 136, BIC synapse, and receptor types and how they mediate 153/CHM 153 and BIC 154/CHM 154 are their signals in the postsynaptic cells. Also included required. are discussions on aging and development in the Credits: 3 nervous system, drug addictions, and the role of On Occasion various dietary nutrients on nervous system function. (Same as BIO and BIC 531.) Two hours of lecture per week. Offered on occasion. Prerequisite: At least one semester of Biochemistry. Credits: 3 On Occasion

BIC 536 Physical Biochemistry Physical techniques for study of macromolecules and biopolymers with the emphasis of both theory and application will be discussed in this course. The first half of the course will deal with the theory and techniques used in the separation and identification of biomolecules. The second half of the course will consider underlying principles of spectroscopy and its application to biochemical analysis, as well as the theory behind ligand binding and the uses of radioactive labels. Prerequisite: At least one semester of Biochemistry. Credits: 3 On Occasion

BIC 541 Special Topics in Biochemistry A consideration of subjects of special or current interest that may include the following or a combination of two or more: hormonal regulation of metabolism, metabolic significance of enzyme deficiency, biochemical aspects of nutrition, cancer and carcinogenesis, and HIV and protease inhibitors. Credits: 3 On Occasion

Page 39 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

DEPARTMENT OF • B.A. or B.S. degree with a minimum grade- In addition to the above requirements, point average (GPA) of 3.2 in Communication monolingual students preparing for the COMMUNICATION Sciences and Disorders; or B.A. or B.S. degree certification in Teacher of Students with Speech SCIENCES AND DISORDERS in another field plus completion of pre-requisite and Language Disabilities must perform coursework in speech-language pathology and supervised assessment and intervention with (718) 488-4122 audiology. The following courses (or their individuals in a school setting. Students preparing Professor Moses (Chairperson) equivalents at other institutions) must be taken for the certification in Teacher of Students with Associate Professors Champion (Graduate (19 credits if taken at LIU): Speech and Language Disabilities with a Bilingual Program Director), Koenig, G. Youmans, S. Extension must perform supervised assessment Youmans SLP 104 Articulatory Phonetics and intervention with culturally and linguistically Assistant Professors Shi, Tyrone SLP 113 Anatomical and Physiological Bases diverse individuals in school settings. Clinical Administrators: Dwyer (Clinical for Speech & Language I All students preparing for the TSSLD must pass Director), Rosas (Assistant Clinical Director) SLP 133 Speech Science I: Acoustic Phonetics both the LAST and the ATS-W prior to taking Academic Advisor Briffel SLP 231 Language Acquisition Across Life SLP 611. Inaddition to these exams, those students Adjunct Faculty: 10 Span I: Early Years preparing for the Bilingual Extension must SLP 321 Audiology I-Hearing Science demonstrate knowledge of bilingual education and SLP 410 or 411 Introduction to Communication proficiency (defined as speaking, listening, M.S. in Speech-Language Disorders Across the Life Span reading, and writing) in English and a language other than English by passing all sections of the Pathology Bilingual Education Assessment (BEA) prior to • Three letters of recommendation (two must be taking SLP 610A. The Department of CSD seeks to advance the academic) Curriculum study of human communication sciences and • Completion of a personal interview The programs in Speech-Language Pathology disorders within a culturally and linguistically • Passing an oral and written language screening consist of required and elective course work from diverse society. Intellectual growth is promoted in English the following categories: Professional through the recognition and expression of multiple • Minimum grade of a B- in all pre-requisite Foundations, Speech Disorders, Language theoretical, cultural, and individual perspectives. courses and Grade Point Average of 3.2 Disorders and Practica. Most course work is The department fosters respect for diversity and a • Post-baccalaureate students must complete a infused with multilingual/multicultural content. commitment to serve individuals with minimum of 4 (out of 6) pre-requisite courses Clinical Practicum communication problems. The program is before applying to the program All students are required to complete a registered by the New York State Department of • Course credits may be granted for designated minimum of 400 competent clock hours of clinical Education and is accredited by the American courses completed within 5 years practicum, including 25 hours of observation. Up Speech-Language-Hearing Association (ASHA). Students preparing to obtain the Bilingual to 50 clock hours of undergraduate practicum and Graduates of the program receive a Master of Extension to the Teacher of Students with Speech 25 hours of observation may be credited toward Science Degree in Speech-Language Pathology and Language Disabilities Certification must also clinical practicum requirements. Clinical that satisfies the academic and professional demonstrate written and oral language proficiency practicums are completed in several locations: on requirements specified by ASHA for the CCC- in a second language on the Bilingual Education campus, in the university clinic; at the University SLP, and are eligible to apply for licensure in SLP Assessment (BEA) or other approved satellite centers; at off-campus hospital settings by the New York State Department of Education's examinations. and in school settings. Clinical practicum Office of the Professions. Students who wish to International Students Admission requirements, facilities, and regulations are satisfy the New York State Education Office of Applicants whose undergraduate, graduate or described in detail in the Clinic Procedures Teaching requirements for Teacher of Students pre-requisite course work was completed in an Manual. Students are advised that the specific with Speech and Language Disabilities (TSSLD) institution where English was not the principle hourly requirements listed here and by ASHA may also prepare for this certification as part of language of instruction must present scores for the constitute minimum standards requirements, and their graduate program. Students demonstrating Test of English as a Foreign Language (TOEFL). may be adjusted upwards according to individual proficiency (i.e., speaking, listening, reading, and Program Requirements student needs and skill levels. writing) in a language other than English may The Master of Science degree in Speech- It is strongly recommended that students begin further prepare for a certificate in Teacher of Language Pathology at the Brooklyn Campus can their clinical practicum sequence after they Students with Speech and Language Disabilities be completed in 2.5-3 years of intensive study. The complete the foundation coursework. Students with a Bilingual Extension. This program will time limit for the degree is 5 years. Candidates for must resolve all incomplete grades and/or prepare students to work with individuals who are the degree must have completed a minimum of 64 remediation plans prior to starting the clinical bilingual or speak a language other than English. credits and a summative requirement. practicum sequence. Students must have earned an Admissions procedures and requirements for The master’s degree program offers two overall GPA of 3.0 or above to start SLP 610A. admission to both the monolingual and bilingual options: Students must receive a grade of B- or better in specializations are detailed below . 1. A clinical Master’s degree program with a SLP 640 (Language Disorders in Children). Admissions Procedures comprehensive examination as the summative Students are not advised to take all their academic The institutional policy for admission of requirement or coursework and leave only clinical courses to students to graduate study is a Bachelor's Degree 2. A clinical master’s degree program with a the end of the program. If they do delay in from an accredited university indicating an research project in which the summative beginning their practica, students need to note that acceptable record, with additional requirements set requirement is a presentation at a professional clinical competencies are evaluated for graduation. by individual graduate programs. The faculty of meeting or a publication in a professional Clinical skills are developed and evaluated the Graduate Program in Speech-Language journal. throughout the practicum sequence. Full details of Pathology has set the following specific Both options are subject to the rules of the practicum requirements and evaluations of clinical admissions standards for entry into the program: Departmental Graduate Program Committee. performance are presented in the Clinic Procedures

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 40 Brooklyn Campus

Manual of the Department of CSD, LIU/Brooklyn must maintain at least a 3.0 grade point average KASA objectives for each course. A passing grade Campus. within and across all courses. Students have one in the course does not necessarily indicate Foundation Coursework semester to resolve these academic problems. achievement of all KASA objectives. Therefore, a The Foundation Sequence provides the basis Post-Baccalaureate remediation plan will be developed to address from which students may progress to advanced Post-Baccalaureate students must complete a those objectives not achieved. In order to graduate, coursework and practica. These courses meet minimum of four undergraduate pre-requisite students must achieve all KASA objectives and foundation requirements of the American Speech- courses (SLP 104, SLP 113, SLP 133, and SLP complete any required remediation(s). Language-Hearing Association. They also enable 231) prior to applying to the graduate program. CampusLabs (student voice) has become the students to evaluate whether the course of study is The other two pre-requisite courses (SLP 410 or department's web-based survey system. appropriate to their own interests and capabilities, 411, SLP 321) must be completed during the first Summative Assessment: and give the faculty a means of evaluating year of their graduate studies. Students must Students must take a comprehensive students' qualifications for successfully completing complete all undergraduate pre-requisites by the examination as part of the program and degree the Graduate Program. The sequence consists of end of their first year of graduate coursework. requirements. Students are generally advised to the following: Students admitted to the program must maintain a take the comprehensive exam during their last SLP 601: Introduction to Research in Speech- minimum GPA of 3.0 in their pre-requisite semester in the program, and may not take the Language Pathology (3 cr) coursework to matriculate fully and continue into exam before completing at least 30 graduate SLP 602: Advanced Language Acquisition (3 cr) the graduate program. credits. The comprehensive examination consists SLP 603: Multicultural Foundations: Culture, Scholastic Standing Guidelines of an essay component addressing the application Communication, and Language Learning (3 cr) The Academic Standing Committee of the of content from Foundations and Higher Level SLP 606: Advanced Neuroanatomy for Speech- Department of Communication Sciences and courses to speech-language assessment and Language Pathology (3 cr) Disorders is responsible for monitoring the intervention. Students who fail the exam must be SLP 608: Seminar in Speech-Language Pathology academic and professional performance of counseled by the Department Chairperson, (1 cr) graduate students and determining whether directed toward remedial instruction, and should SLP 620: Comparative Phonology and students are making satisfactory progress toward retake the exam. Phonological Disorders (3 cred) & 620.1 the Master's Degree. The Committee reviews Students must also present a completed KASA Phonology Analysis Lab (0 cr) academic records and assigns conditions under disk indicating achievement of all objectives, a Grading Policy which a student who is not making satisfactory completed clinical hour spreadsheet for approval The University grading policy involves a plus progress may continue in the program. If students by clinic administrators, and a KASA Verification and minus grading system (e.g., A, A -, B+, B, B -, fail to resolve their academic standing issue(s), the Form for approval by the advisement counselor C+, C, C-). Committee recommends dismissal from the and the program director. Foundation Courses program. Throughout the review of students' B. Master's Degree Program with a Research Students receive a midterm evaluation in all scholastic standing, every effort is made to help Option Foundation courses. Students whose midterm students resolve in a timely fashion any difficulties Formative Assessment: evaluations are less than a B- may be directed to or deficiencies which may exist. See above advisement, counseling, and support services Summary of Master's Degree Graduation Summative Assessment (tutoring, Writing Center, Speech-Language- Requirements The research option requires a student to Hearing Clinic). Students may retake a maximum Student may opt to complete ONE of the conduct empirical research on a topic relevant to of two Foundation courses to remediate grades of following (as partial fulfillment of the M.S in communication sciences and disorders or C+ or below. Foundation courses may be retaken Speech-Language Pathology): dysphagia. Selection of the research option implies only one time. 1. Comprehensive examination that completion of the requirements here listed is Students who have failed to maintain 2. Master’s thesis in lieu of the comprehensive examination. The satisfactory scholastic standing at the completion The student and the student's advisor will chosen topic may involve basic or clinically of the foundation sequence will not be permitted to decide whether the student may elect the Master's oriented research. The precise topic addressed will continue with the program. Students must program of study with a research option. It is be developed by the student and guided by an complete all undergraduate pre-requisites by the recommended that this decision be reached as advisor. Students who opt to pursue the research end of their first year of graduate coursework. early as possible in the Master's program to allow track, in lieu of the Comprehensive Examination, Higher Level Courses for adequate planning and implementation. The must observe the following procedures and Students may receive up to one grade of C (C+, deadline for application for the research option requirements: C, and C-) in their non-foundation courses. program will be at the end of the second semester • Candidacy of the student researcher. Students may opt to retake only one higher-level when the student successfully completes the • The student researcher must have course a single time to remediate a grade of C (C+, foundation sequence. successfully completed foundation courses C, and C-). At that time, students must submit a one page and maintained a GPA of no lower than 3.2 Students must maintain an overall GPA of 3.0 preliminary statement of a research project and by the time of proposal submission (in the to continue in the program throughout their must have secured a faculty research advisor. The second year recommended). academic career. Students are only allowed one preliminary plan should be completed by the • Research committee grade of C+, C, or C- in their graduate student, signed by the faculty research advisor and • The student researcher must secure three coursework. Students who earn two or more filed in the student's folder. faculty members as Student Research grades of C+, C, or C- will not be allowed to A. Master's Degree Program with a Committee members for the proposed continue in the graduate program and will be Comprehensive Examination Option project. The student will identify and referred to the Academic Standing Committee. Formative Assessment: approach a primary advisor. The primary Students are placed on Academic Probation The ASHA has established a Knowledge and advisor of the student researcher serves as when they fail to maintain a minimum GPA of 3.0 Skills Assessment (KASA) requirement. KASA the committee chair and must have a and/or have earned two or more grades of C+ or objectives have been developed for each course. research-based doctorate. The student below. To continue in the program, students Students receive both a grade and an evaluation of researcher selects the other two-committee

Page 41 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

members under the advisement of the chair. all sections of the research project. The oral These are the requirements for the Speech Committee members may include non- presentation is open to the department. tenure track faculty and faculty from other Thesis defense ensues and should be focused Language Pathology; Master of Science institutions. It is recommended that students primarily on the results and discussion plan. consider the expertise of their committee sections of the research project. Thesis The following are the required members in light of the research area. defense is closed to the committee. The Foundation courses (16 to 19 credits)* Committee members may be changed by the student researcher may pass, pass with SLP 601 Introduction to Research 3.00 student at anytime. In this case, the student revision, or fail the defense. All committee in Speech-Language researcher must approach the committee members, the student researcher, and the Pathology chair and the departmental chair. department chair, will sign off on the thesis • Proposal defense decision form. If the first attempt fails, the SLP 602 Advanced Language 3.00 • The student researcher must submit a student researcher may re-submit a revised Acquisition proposal in print to all committee members thesis within four weeks from the first SLP 603 Bilingual/Multicultural 3.00 at least two weeks prior to the proposal attempt. A second oral defense will be Foundations I: defense. The research proposal includes full conducted as described above. The thesis is Communication and introduction and methodology sections. considered to be unsuccessful after the Language Learning in Committee members are expected to have second attempt fails. The committee Bilingual/Multicultura fully read and responded to the proposal by dissolves subsequently and the student will the time of defense; however, it is the take comprehensive examinations to SLP 606 Advanced Neuroanatomy 3.00 student researcher’s responsibility to graduate from the program. A student will for Speech-Language coordinate among the committee members not be eligible for graduation until the thesis Pathology to set up a date for the proposal defense. is deposited in the LIU library by the SLP 608 Seminar in Speech- 1.00 Proposal defense is closed to the committee. deadline established by the University. It is Language Pathology The student researcher may pass, pass with the student’s responsibility for contacting revision, or fail the defense. All committee the library and meeting the deadlines. SLP 620 Comparative Phonology 3.00 members, as well as the student researcher, The student researcher is considered to have and Phonological will sign off on the proposal decision form. fulfilled the requirements of the Student Research Disorders If the first attempt fails, the student Option upon successful completion of the above SLP 6201 Phonological Analysis 0.00 researcher may re-submit a revised proposal procedures. Students are encouraged to submit Lab within four weeks of the first attempt. A their thesis for consideration of presentation at second oral defense will be conducted in the professional conferences and/or publication in SLP 421 Aural Rehabilitation 3.00 same way as described above. If the second professional journals; however, presentation or (Audiology 2)* attempt fails, the proposal is considered to publication is not required for graduation. Student * SLP 421 is only required for students who did be unsuccessful. The committee dissolves researchers who successfully defend their projects not take Aural Rehabilitation at the subsequently. and present at state or national level will graduate undergraduate level • Research progress with “honors”. A minimum of 39 credits are required from the • The student researcher must complete the Speech-Language Performance and Writing Higher Level courses listed below: research project in three to four semesters Proficiency SLP 604 Biling/Multicult 3.00 after passing the oral defense of the Graduate students admitted to the Speech- Foundations II: proposal. The chair is responsible for every Language Pathology program must demonstrate Assessment and stage of the project. The other committee English writing proficiency as a requirement for Intervention: Methods & members may make suggestions related to graduation. Therefore, all entering graduate Materials their expertise. It is the chair’s decision, students must pass an English writing proficiency however, whether suggestions are adopted examination prior to registering for classes. SLP 605 Diagnostic Process 3.00 or not. The student may make changes to the Students who exhibit any deficiencies in this area SLP 607 Clincial Audiology 3.00 proposed methodology only if they are in will be required, during their first semester, to formal writing and discussed in a committee enroll in a writing course provided by the Modern SLP 609 Speech Science and 3.00 meeting. The committee approves the Language Center at Long Island University. Instrumentation proposal by signing the document. Their Enrollment must continue until the proficiency SLP 621 Fluency Disorders 3.00 signatures imply full approval of the examination is passed. Alternatively, or in SLP 622 Voice Disorders 3.00 proposal. A pilot study is at the advisor and addition, students may also be required to the student researcher’s discretion. The complete SLP 500, Writing Seminar within the SLP 626 Dysphagia 3.00 committee should convene at least on a department. SLP 627 Motor Speech 3.00 semester basis until the completion of the As part of the Writing Proficiency Exam, project, including summer. The student is students will write an essay after reading a SLP 630 Topics In Communication 3.00 responsible for informing all members on passage. They will be asked to do the following: Disorders I the progress of the project. synthesize information, explain the author’s SLP 640 Language Disorders in 3.00 • Thesis defense argument, and express logical opinions supported Children • The student researcher must submit the with examples from experience and/or completed thesis in print to all committee observations. Special attention will be paid to SLP 641 Aphasia and Adult 3.00 members four weeks prior to the scheduled grammar, mechanics and vocabulary. Neurogenic Disorders defense date. The student researcher is expected to give an oral presentation at the defense and the presentation should include

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 42 Brooklyn Campus

SLP 642 Speech-Language- 3.00 Alt Cert: Bilingual Extension Bilingual Extension, thereby making them eligible Hearing Services for to work with communicatively impaired English Language-Learning (TRANS B) Language Learners in schools. The program

Disabilities consists of: Students seeking the MS/SLP degree with • Course work comprised of theoretical SLP 644 Speech-Language- 3.00 bilingual ext must take the following course of foundations of bilingual and second language Hearing Services in study. development, culturally and linguistically Multicultural/Multilingual Please note the itallicized courses below, which appropriate assessment and intervention School Settings define the required sequence of courses to fufill principles and practices, communication the program requirements SLP 720 Independent Study- 1.00 patterns and disorders in culturally diverse MS-SLP, w/Teacher of Students with Speech and Research on Disorders of populations, bilingual education theory and Language Disabilities (with Bilingual Extension) Speech practice, and bilingual teaching of language. Foundation Courses - Pre-requisite HL • Practicum experiences focusing on speech and A minimum of 8-12 credits are required from Courses language sampling and analysis in the target the Practicum sequence: SLP 601 Intro to Research in SLP language, bilingual speech and language SLP 610A Clinical Practicum: Intro 2.00 SLP 602 Adv Lg Acq. assessment and intervention with to Treatment of Speech- SLP 603 Multicult. Fdns: Cul, Comm, and Lang. communicatively impaired English language Language and Hearing Lrng learners, and videotaped client study Disorders SLP 606 Adv. Neuroanatomy presentations. SLP 610B Clinical Practicum: Intro 2.00 SLP 620 Comp. Phonol & Disrdrs & SLP 620.1 Student Committees to Treatment of Speech- SLP 608 Seminar in SLP (1 credit) Academic Advisory Graduate Committee Language and Hearing SLP 421 Audiology Rehabilitation II (Aural The Academic Advisory Graduate Committee Disorders Rehab) * was established to provide an opportunity for the * SLP 421 is only required for students who did graduate student body in the Department of SLP 610C Clinical Practicum: Intro 1.00 not take Aural Rehabilitation at the undergraduate Communication Sciences and Disorders to provide to Treatment of Speech- level ongoing feedback to the faculty regarding Language and Hearing Higher Level Courses academic issues, curricular issues, and any other Disorders SLP 604 Biling.Multicult Fdns II concerns that may arise. Three current graduate SLP 611A Intermediate Clinical 1.00 SLP 604.1 Biling. Ext. I Lab (0 credits) students, who are in good academic standing, will Practicum in the SLP 604.2 Biling. Ext. II Lab (0 credits) be designated to serve on the Committee. These Treatment of Speech- SLP 605 Diagnostic Process student representatives should be at different Language and Hearing SLP 607 Topics in Audiol. stages of the program (first year, beginning second Disorders SLP 609 Speech Sci & Instrum. year, and third year of the program). Students will SLP 621 Voice Disorders be invited to nominate themselves or a peer. As the SLP 611B Intermediate Practicum in 1.00 SLP 622 Fluency Disorders Committee members graduate, new members will the Treatment of Speech- SLP 626 Dysphagia be added. If more than three graduate students are Language and Hearing SLP 627 Motor Speech interested in the Committee (and they meet the Disorders/Monolingual SLP 630 Topics in Communication Disorders academic requirements), elections will be held. SLP 611C Intermediate Practicum in 1.00 SLP 640 Lang Disrdr Children The faculty considers serving on this Committee a a School Setting/Bilingual SLP 641 Aphasia/Adult Neurogen serious responsibility and commitment. This SLP 642 S&H Svcs-Lg/Lrng.Disab Committee will report to the faculty on a periodic SLP 611D Intermediate Practicum 1.00 SLP 644 SLH Srvc/Multiling &Multicult Schls basis and provide input with respect to the (Extended) Practice academic components of the graduate program. SLP 612A Advanced Clinical 1.00 SLP 610 A Clin Pract. I (2 cred) Clinical Practicum Committee-Student Practicum: Assessment SLP 610 B Clin Pract. I (2 cred) Representative and Treatment Speech- SLP 610 C Clin Pract. I (1 cred.) To serve as a student representative on the Language Hearing SLP 611 C Student Teach (Bilng) (1 cred) Clinical Practicum Committee (CPC), practicum Disorders SLP 611 D Interm. Practicum (extended) (1 cred) SLP 610A and SLP 610B must be completed. The CPC reviews clinical policies and procedures. In SLP 613A Extended Advanced 1.00 SLP 612 A Adv. Pract (M/B) (1 cred) addition, the CPC responds to student grievances Clinical Practicum SLP 612 A SLP 613 Extended Adv. Pract (M/B) (1 cred) and student concerns. This graduate student will SLP 614A Diagnostic Practicum: 1.00 (A/B) serve as a liaison to the CPC and provide ongoing Children SLP 614 A Diag Practicum (M/B) (1 cred) feedback to the Committee regarding clinical issues that may arise during the first practicum SLP 614B Diagnostic Practicum: 1.00 SLP 614 B Diag Practicum (M/B) (1 cred) year. The student representative will attend the Adults SLP 615 A Audiol. Practicum (1 cred)(A/B) SLP 616 Observation in SLP (1 cred) CPC on a periodic basis to be determined by the SLP 615A Audiology Practicum 1.00 Italics = required for Bilingual Ext. ongoing needs of the graduate student body. The student representative must be in good academic SLP 616 Clinical Observation 1.00 Bilingual Certificate (Extension) Program for standing to serve on this Committee. The minimum of 64 units are required for the Speech-Language Pathologists National Student Speech-Language-Hearing Speech Language Pathology; Master of Science This fourteen (14) credit program qualifies Association (NSSLHA) plan. Speech-Language Pathologists with a Master of The National Student Speech-Language-

Science degree and with Teacher of the Speech Hearing Association (NSSLHA) is the pre- and Hearing Handicapped certification to earn a professional national organization for master's

Page 43 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 candidates and undergraduate students interested SLP 602 Advanced Language Acquisition as well as videotaped client presentations. in the study of normal and disordered human Advanced study of typically achieving children and The pre-requisites of SLP 601 and 602 are required. communication behavior. The Department of their developing language and communication Credits: 1 Communication Sciences and Disorders at the LIU system, focusing on syntactic, semantic and Annually Brooklyn Campus has established a Speech and pragmatic abilities of children in relationship to Hearing Society as a local chapter of the National their developing perceptual, social-emotional and SLP 605 Diagnostic Process Student Speech-Language-Hearing Association. cognitive systems. The acquisition of language in Diagnosis of speech-language and swallowing All undergraduate and graduate students in the relationship to other domains of child development disorders in children and adults. Norm-referenced, department of CSD are encouraged to apply. is highlighted. Normal variations in language criterion-referenced, and developmental approaches The Speech and Hearing Society serves as a acquisition and development are viewed from a to assessment are identified. Standardized and non- forum for discussing issues both in the speech- cross-cultural perspective. standardized assessments used in the field of language pathology program at LIU and in the Credits: 3 speech/language pathology are reviewed. Focus is field itself. It also serves as a network among Annually on data collection, observation and interpretation students, faculty and practitioners. Any student of test results. Emphasis is also on the impact of wishing to join the Speech and Hearing Society SLP 603 Bilingual/Multicultural Foundations I: cultural and linguistic diversity on assessment and should register with the Recording Secretary Communication and Language Learning in overall identification/diagnosis. before a general meeting. Applications for Bilingual/Multicultura The pre-requisites of SLP 601, 602, 603, 606, 608, membership to NSSLHA can be obtained from the This course examines cultural diversity, the and 620 are required. recording secretary and are also available in the processes of normal bilingual language development Credits: 3 departmental office. in preschool children, and second language Annually acquisition and literacy in school-aged children in SLP 606 Advanced Neuroanatomy for Speech- Communication Sciences and order to understand language differences versus language disorders in bilingual individuals. Language Pathology Disorders Courses Psychosocial factors influencing bilingual language A broad survey of the structure, function and development are explored, as well as factors that pathology of the brain and spinal cord as they relate

affect assessment and intervention. The course also to speech, language, and swallowing. The course SLP 500 Writing Seminar provides students with an understanding of emphasizes structural characteristics of the central The objective of this seminar is to improve the research associated with linguistic, and peripheral nervous system and their written literacy skills of graduate students in neuropsychological, cognitive and sociocultural relationships to function and dysfunction. Cellular academic and clinical writing. Students will be dimensions of bilingual development. physiology and neurochemistry are introduced to guided in a writing process which emphasizes areas Credits: 3 facilitate understanding of the functional such as: organization, structure, form, content, and Annually mechanisms and relationships. Neurological use of written language, etc. Students will be mechanisms underlying communication and encouraged to develop the ability to reflect on their SLP 603P Practicum Lab I swallowing pathologies of the human nervous own writing process and individual style. This A practicum experience that comprises speech and system are addressed. seminar will be conducted for one and half hours language sampling and analysis in English and the Credits: 3 on a weekly basis. Students will be required to take target language, as well as videotaped client Bi-annually this seminar based on performance in foundation presentations. courses and/or Admissions writing samples. Credits: 1 SLP 607 Clincial Audiology Credits: 1 Annually This course provides an advanced discussion of Annually clinical audiology relevant to speech-language SLP 604 Biling/Multicult Foundations II: pathologists. The following areas will be explored: SLP 501 Accent Modification Lab Assessment and Intervention: Methods & rationale and methods for clinical testing of The purpose of this laboratory-based course is to Materials auditory function, audiological manifestation and improve students' intelligibility and ability to This course provides an overview of the diverse assessment of common hearing disorders, and effectively model target phonemes, grammatical cultural/linguistic groups in the United States with hearing evaluation. features, and other aspects of speech and language reference to how cultural and linguistic variations The pre-requisites of SLP 601, 602, 603, 606, 608 as necessary for clinical assessment and impact upon the assessment and treatment of and 620 are required. intervention. pass/fail. communication disorders and the role of culture on Credits: 3 Credits: 0 specific speech and language disorders. Culturally Annually On Demand and linguistically appropriate methods and

materials for assessment and intervention, SLP 608 Seminar in Speech-Language Pathology SLP 601 Introduction to Research in Speech- including bilingual materials, alternative assessment An examination of professional ethics and issues as Language Pathology approaches, and intervention strategies are well as cultural considerations for studying and A course designed to (1) give students a broad-based examined. An overview of legislation pertaining to teaching speech, language, communication, and introduction to the research literature in speech- bilingual education and special education is swallowing disorders in culturally and linguistically language pathology; (2) develop critical reading presented. diverse populations. The course also covers such skills; (3) cover technical aspects of research design The pre-requisites of SLP 601, 602, 603, 606, 608 issues as professional organizations, the ASHA code and methodology including basic statistical and 620 are required. of ethics, state license and certification methods and issues in data interpretation; and (4) Credits: 3 requirements. develop writing skills for empirical report writing. Annually Credits: 1 Credits: 3 Every Fall and Summer On Demand SLP 604P Practicum Lab II

A practicum experience in bilingual school settings:

bilingual assessment and intervention procedures,

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 44 Brooklyn Campus

SLP 609 Speech Science and Instrumentation SLP 610C Clinical Practicum: Intro to Treatment The pre-requisite of SLP 601, 602, 603, 606, 608, This course is designed to give students of of Speech-Language and Hearing Disorders 614A and 620 are required. communication disorders a thorough grounding in An introduction to remediation of speech-language Credits: 1 the characteristics of normal speech production and and communication disorders. Students participate On Demand perception and the techniques for studying them. in the supervised treatment of speech, language, Students should be equipped to (1) read the hearing and swallowing disorders in children and SLP 611C Intermediate Practicum in a School contemporary research literature, (2) assess speech adults. All SLP 610 practical courses involve Setting/Bilingual production patterns in children and adults from internship experiences and are completed at the An intermediate level practicum within school varying language backgrounds, (3) understand how Downtown Brooklyn Speech-Language-Hearing settings. Students participate in the supervised speech is perceived and processed in laboratory and Clinic and/or LIU satellite centers. Students also treatment of speech, language, hearing and field situations, (4) evaluate claims about the participate in a weekly seminar focusing on swallowing disorders in children at off-campus sites. etiologies of speech disorders, and (5) evaluate intervention planning, development of goals and Focus is on in-depth diagnosis and treatment of treatment protocols based on particular views about procedures, the relationship between assessment individuals with specific speech, language and the nature of speech production and perception. and intervention planning, and professional hearing disorders. Students conduct diagnostic and The pre-requisites of SLP 601, 602, 603, 606, 608 decision-making and problem solving. Weekly treatment sessions in school settings with bilingual and 620 are required. seminars are periodically devoted to special topics populations. Students participate in a weekly Credits: 3 related to assessment and intervention. seminar. Emphasis of the practicum is on diagnosis, Bi-annually The pre-requisites of SLP 601, 602, 603, 606, 608 intervention planning, development of IEP goals and 620 are required. and procedures, collaboration with allied SLP 610A Clinical Practicum: Intro to Treatment Credits: 1 professionals, and profession, and professional of Speech-Language and Hearing Disorders On Demand decision-making and problem-solving.Prerequisite: An introduction to remediation of speech-language Permission of the Department. and communication disorders. Students participate SLP 611A Intermediate Clinical Practicum in the The pre-requisites of SLP 601, 602, 603, 606, 608, in the supervised treatment of speech, language, Treatment of Speech-Language and Hearing 614A and 620 are required. hearing and swallowing disorders in children and Disorders Credits: 1 adults. All SLP 610 practica courses involve An intermediate level practicum within school On Demand internship experiences and are completed at the settings. Students participate in the supervised Downtown Brooklyn Speech-Language-Hearing treatment of speech, language, hearing and SLP 612A Advanced Clinical Practicum: Clinic and/or LIU satellite centers. Students also swallowing disorders in children and adults at off- Assessment and Treatment Speech-Language and participate in a weekly seminar focusing on campus sites. Focus is on in-depth diagnosis and Hearing Disorders intervention planning, development of goals and treatment of individuals with specific speech, An advanced-level practicum in which students procedures, the relationship between assessment language and hearing disorders. Students conduct participate in the supervised assessment, treatment and intervention planning, and professional diagnostic and treatment sessions in school, clinic and management of speech, language, decision-making and problem solving. Weekly and classroom settings and participate in a weekly communication and swallowing disorders in adults seminars are periodically devoted to special topics seminar. Emphasis of the practicum is on diagnosis, at area hospitals or clinics and/or both. Some related to assessment and intervention. intervention planning, development of IEP goals pediatric hours may be accrued, depending on the The pre-requisites of SLP 601, 602, 603, 606, 608, and procedures, collaboration with allied site. Emphasis of the practicum is on diagnosis, 620 and 640 are required. professionals, and professional decision-making and intervention planning, development of goals and Credits: 2 problem-solving. Prerequisite: Permission of the procedures, and professional decision-making and On Demand Department. problem-solving. Students participate in a weekly The pre-requisites of SLP 601, 602, 603, 604, 605, seminar. SLP 610B Clinical Practicum: Intro to Treatment 606, 608, 610A, 620 and 640 are required. The pre-requisites of SLP 601, 602, 603, 606, 608, of Speech-Language and Hearing Disorders Credits: 1 611, 614a, 614b, 620 and 626 are required. An introduction to remediation of speech-language On Demand Credits: 1 and communication disorders. Students participate Annually in the supervised treatment of speech, language, SLP 611B Intermediate Practicum in the hearing and swallowing disorders in children and Treatment of Speech-Language and Hearing SLP 613A Extended Advanced Clinical Practicum adults. All SLP 610 practical courses involve Disorders/Monolingual. An advanced level practicum within a variety of internship experiences and are completed at the An intermediate level practicum within school settings. Focus is on in-depth diagnosis and Downtown Brooklyn Speech-Language-Hearing settings. Students participate in the supervised treatment of individuals with specific speech, Clinic and/or LIU satellite centers. Students also treatment of speech, language, hearing and language and hearing disorders. Students conduct participate in a weekly seminar focusing on swallowing disorders in children at off-campus sites. diagnostic and treatment sessions. intervention planning, development of goals and Focus is on in-depth diagnosis and treatment of Credits: 1 procedures, the relationship between assessment individuals with specific speech, language and On Demand and intervention planning, and professional hearing disorders. Students conduct diagnostic and SLP 613B Extended Advanced Clinical Practicum decision-making and problem solving. Weekly treatment sessions in school settings with An advanced level practicum within a variety of seminars are periodically devoted to special topics monolingual English-speaking populations. settings. Focus is on in-depth diagnosis and related to assessment and intervention. Students participate in a weekly seminar. Emphasis treatment of individuals with specific speech, The pre-requisites of SLP 601, 602, 603, 606, 608, of the practicum is on diagnosis, intervention language and hearing disorders. Students conduct 610A and 620 are required. planning, development of IEP goals and diagnostic and treatment sessions. Prerequisite: Credits: 2 procedures, collaboration with allied professionals, Permission of the department. On Demand and professional decision-making and problem-

solving. Prerequisite: Permission of the Department.

Page 45 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

SLP 614A Diagnostic Practicum: Children disorders. Cross-linguistic phonological systems are A practicum in which students perform diagnostic compared. Bilingual and dialectical developmental SLP 628 Voice/Fluency evaluations on individuals with speech, language, similarities and differences are explored. One half of the semester will be dedicated to the swallowing and hearing disorders. Students also Assessment and remediation principles and study of normal and abnormal adaptations of participate in a weekly seminar that focuses on the procedures for specific articulatory/phonological respiration, phonotion and resonance to the diagnostic process, formal and informal assessment disorders are examined within a production of voice. Topics include normal vocal procedures, and decision-making relevant to the bilingual/multicultural perspective. development and the vocal parameters of breath diagnostic process. Prerequisite: Permission of the Credits: 3 control, onset, pitch, quality, volume and duration. department. Annually Various functional and organic voice disorders are The pre-requisites of SLP 601, 602, 603, 605, 606, studied, including differences among a variety of 608 and 620 are required. SLP 621 Fluency Disorders cultural groups. The second half of the semester Credits: 1 A study of fluency and the factors that may disrupt will be a study of fluency and the factors that may Every Fall, Spring and Summer it; an introduction to the problem of stuttering, its disrupt it. Topics include an introduction to the nature and development, including differential problem of stuttering, its nature and development, SLP 614B Diagnostic Practicum: Adults diagnosis, theoretical concepts on etiology, and including differential diagnosis, theoretical A practicum in which students perform diagnostic remediation for children and adults. concepts on etiology, and remediation for children evaluations on individuals with speech, language, The pre-requisites of SLP 601, 602, 603, 606, 608 and adults. swallowing and hearing disorders. Students also and 620 are required. Credits: 3 participate in a weekly seminar that focuses on the Credits: 3 On Demand diagnostic process, formal and informal assessment Annually procedures, and decision-making relevant to the SLP 630 Topics In Communication Disorders I diagnostic process. SLP 622 Voice Disorders This is the first course, in a two-course series, The pre-requisites of SLP 601, 602, 603, 605, 606, A study of normal and abnormal adaptations of focusing on topics in communication disorders that 608, 620, 626 and 641 are required. respiration, phonotion and resonance to the will increase the students' awareness and exposure Credits: 1 production of voice. Topics include normal vocal to diverse communication disorders. Annually development and the vocal parameters of breath The pre-requisites of SLP 601, 602, 603, 606, 608 control, onset, pitch, quality, volume and duration. and 620 are required. SLP 614C Extended Diagnostic: Practicum Various functional and organic voice disorders are Credits: 3 Prerequisite: Permission of the department. studied, including differences among a variety of Annually A practicum in which students perform supervised cultural groups. audiologic screenings and participate in diagnostic The pre-requisites of SLP 601, 602, 603, 606, 608 SLP 631 Topics In Communication Disorders II evaluations. Practicum includes a review of basic and 620 are required. The co-requisite of SLP 609 This is the second course, in a two-course series, audiologic concepts and procedures in a weekly is required. focusing on topics ion communication disorders seminar. Credits: 3 that will increase students' awareness and exposure Credits: 1 Annually to diverse communication disorders. Annually The pre-requisites of SLP 601, 602, 603, 606, 608 SLP 626 Dysphagia and 620 are required. SLP 615A Audiology Practicum A thorough examination of normal swallowing Credits: 3 A practicum in which students perform supervised physiology and its related disorders across the life Annually audiologic screenings and participate in diagnostic span. Etiological factors are reviewed, noting the evaluations. Practicum includes a review of basic high-risk categories for varied cultural and age SLP 635 Language and Cognitive Neuroscience audiologic concepts and procedures in a weekly groups. Instrumental diagnostic techniques are Students will engage in a guided exploration of seminar. introduced. Emphasis is given to multiple current and seminal works that attempt to define The pre-requisite of SLP 421, 601, 602, 603, 606, management issues in general, as well as the and explore the bases of language, cognition, 607, 608 and 620 are required. influence of varied cultural factors. Interdisciplinary memory, and intelligence. Strengths and Credits: 1 approaches to the assessment and treatment of limitations of current theories of cognition and Annually swallowing disorders are discussed. language will be discussed. These topics will be The pre-requisites of SLP 601 and 602 are required. related to human language development and SLP 616 Clinical Observation Credits: 3 cognitive-linguistic recovery following neurological Students participate in supervised clinical Annually injury. observations of individuals with speech, language Credits: 3 and communication disorders. They have the SLP 627 Motor Speech Disorders Annually opportunity to observe clinical assessment and Covers evaluation and management of individuals intervention and to participate in a weekly seminar. with acquired neurogenic motor speech disorders. SLP 640 Language Disorders in Children The pre-requisites of SLP 601, 602, 603, 606, 608 Etiological factors include damage to the central or An examination of contemporary theoretical and 620 are required. peripheral nervous system resulting in both paradigms and their applications to language Credits: 1 progressive and non-progressive (degenerative) assessment and intervention with childhood Annually dysarthrias, and apraxia of speech in adults. language impairments. Specific childhood language Opportunities for observing and rating disorders are studied, including autistic spectrum SLP 620 Comparative Phonology and neurologically impaired individuals will be disorders, specific language impairment and Phonological Disorders completed using videotapes. language-learning disabilities. Contemporary This course involves the study of phonological The pre-requisites of SLP 601, 602, 603, 606, 608 approaches to assessment and intervention are theory and research associated with normal and 620 are required. explored from varied theoretical models. The articulatory and phonological development, as well Credits: 3 treatment of language disorders within a social as factors related to articulation and phonological Annually communicative context is emphasized, with special

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 46 Brooklyn Campus reference to cultural and linguistic variations. The pre-requisites of SLP 601, 602, 603, 606, 608 The pre-requisites of SLP 601, 602, 603, 606, 608 and 620 are required. and 620 are required. Credits: 3 Credits: 3 Annually Annually SLP 649 Introduction to Working with SLP 641 Aphasia and Adult Neurogenic Disorders Developmental Disabilities: From Birth to A review of the array of communication disorders Adulthood resulting from neurological impairment in adults. This course will target introductory study of Special emphasis is provided to the aphasias, right developmental disabilities in persons from birth- hemisphere impairment, traumatic brain injury, adulthood. Particular emphasis will be given to and the dementias. Motor speech disorders, the assessment and treatment of communicatively dysarthrias and apraxias, are reviewed. Medical impaired clients within a multi-disciplinary aspects of neurological rehabilitation and framework in various educational, clinical and neuroimaging are introduced. Etiological factors home-based settings. Topics of study will include: that affect varied cultural groups, for example, multi-disciplinary practices with Early Intervention, hypertension, sickle cell disease, substance abuse school age and adult populations, oral-motor and are discussed. Focus is on assessment, treatment feeding therapies, augmentative and alternative and management issues with varied clinical and communication, management of clients with cultural populations. developmental syndromes and multiple disabilities The pre-requisites of SLP 601, 602, 603, 606, 608 including cerebral palsy, apraxia and sensori-motor and 620 are required. The co-requisite of SLP 635 integration disorders. Course work will include at is required. least two outside observations of developmentally Credits: 3 disabled clients in appropriate field sites. Annually The pre-requisites of SLP 601, 602, 603, 606, 608 and 620 are required. SLP 642 Speech-Language-Hearing Services for Language-Learning Disabilities SLP 720 Independent Study-Research on An historical-to-contemporary overview of the field Disorders of Speech of language-hearing disabilities, with attention to Extensive individual research on the various variations among cultural groups. The focus is on disorders of speech (articulation, phonology and understanding the complex relationships among swallowing). Students are required to submit a language, learning and literacy. Contemporary carefully documented research project based on a theoretical paradigms used in the assessment and topic approved in advance by the professor. treatment of language-learning disabled individuals The pre-requisites of SLP 601, 602, 603, 606, 608 are explored. The importance of the speech- and 620 are required. language pathologist in understanding the Credits: 1 to 3 relationship between language development and On Demand reading and writing in normally achieving and learning-disabled children is highlighted. The role SLP 6201 Phonological Analysis Lab of the speech-language pathologist in the school Experience analyzing the speech production of a setting is addressed, with particular attention to the child with an impaired phonological system. school curriculum collaboration with other Emphasis is place on assessment procedures professionals. including speech sampling, phonological analysis, The pre-requisites of SLP 601, 602, 603, 606, 608 diagnosis, and intervention 620 and 640 are required. planning.(Pass/Fail).This course has an additional Credits: 3 fee. Annually Credits: 0 Annually SLP 644 Speech-Language-Hearing Services in Multicultural/Multilingual School Settings This course provides an overview of the role and responsibilities of the speech-language specialist in varied school settings. The pre-referral, referral and assessment process is discussed. Formulation and implementation of linguistically and culturally appropriate therapeutic programs are considered. Family involvement and team-oriented approaches to school delivery are explored. School organization, bilingual and special education legislation and individualized education plans are described and discussed. Required for the Teacher of Students with Speech and Language Disabilities and the Bilingual Extension.

Page 47 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

DEPARTMENT OF ECO 605 History of Economic Thought A systematic analysis and interpretation of the ECO 655 Introduction to Econometrics ECONOMICS evolution of key economic concepts through an The application of statistical and mathematical examination of the principal schools of economic techniques to problems of economic analysis. Professor Zewail (Chair) thought, with particular attention to the ideas of Estimation of parameters in demand, supply and Professors Emeriti Lombardi,Varma such outstanding figures as Adam Smith, J. S. Mill, cost functions; problems of identification, multi- Associate Professor G. Rodriguez Karl Marx, Alfred Marshall and J. M. Keynes. collinearity, specification errors, and other least- Adjunct Faculty: 3 Credits: 3 square complications; and forecasting models and linear programming are all examined. Prerequisites: On Occasion ECO 507 and 611; 603 and 604 or permission of The Master of Arts degree in Economics is not ECO 624 International Economics instructor. offered at this time, but specific courses are A study of the theories of international trade. Credits: 3 offered to meet the needs of other departments and Special attention is paid to comparative costs and On Occasion programs, such as the United Nations Graduate factor-proportion theories, problems of balance of Certificate Program, Urban Studies and the Master payments, commercial policies and international ECO 661 International Economic Relations of Science degree in Social Science. A study of the current economic relations among monetary arrangements. Credits: 3 the nations of the world. Discussion centers around Economics Courses On Occasion such topics as commercial policies of nations, international monetary relations, the WTO and

ECO 635 Monetary Economics UNCTAD, OECD's relations with less developed ECO 500 Groundwork Readings in Economics An analysis of the fundamental nature of money countries, common markets of free world A study of significant economic works on a tutorial and its relationship to the banking system. economies, and the problem of international basis in order to overcome any undergraduate Discussion centers around the theoretical integration. deficiencies in the study of economics. Three interconnection of money with the levels of prices, Credits: 3 credits per semester. interest and national income. Alternate Years Credits: 3 Credits: 3 On Demand ECO 669 Comparative Economic Systems Alternate Years An examination of market and non-market systems. ECO 501 Groundwork Readings in Economics ECO 636 Public Finance and Fiscal Policy Attention is devoted to capitalism, socialism and A study of significant economic works on a tutorial A study of the theory and practice of governmental communism. Discussion focuses on the institutions basis in order to overcome any undergraduate taxation, expenditure and debt and their of U.S. capitalism and the problems of converting a deficiencies in the study of economics. relationships within the framework of fiscal policy. planned economy, such as the former U.S.S.R., to a Credits: 3 Credits: 3 market system. The economic systems of Europe, On Demand Alternate Semesters China and Japan are studied.

ECO 507 Quantitative Methods for the Social Credits: 3 ECO 641 Labor Economics Sciences On Occasion A study of the labor movements in the United An introductory course in quantitative techniques States that concentrates on the historical commonly encountered in statistics, economics and development of American Unions, economics of other social sciences, with emphasis on practical collective bargaining, and the evolution of public applications of matrix algebra, input/output policy toward labor. Comparative developments in analysis, and linear, differential and integral other countries are considered. calculus. (Same as SOC 507 and URB 507.) Credits: 3 Credits: 3 On Occasion On Occasion

ECO 647 Economics of Human Resources ECO 513 Micro-Planning: Cost-Benefit Analysis An analysis of manpower resources. Special An analysis of efficient resource allocation and attention is paid to labor force concept and decision making in both the private and public measurement; the role and interrelationship of sectors. Development of systematic planning and technology and industrial, occupational and programs using cost-benefit analysis and other demographic trends; minority group problems; and related techniques is examined. Special focus is on overall issues of national labor force policies. recent empirical research. Credits: 3 Credits: 3 On Occasion On Occasion

ECO 651 Urban Economics ECO 531 Industrial Organization and Control An analysis of economic problems arising in the An analysis of the theory and practice of modern urban areas of the United States. government policy as it relates to business, with Discussion centers around the causes of such particular emphasis on type of policy, theoretical problems and possible alternative solutions. economic models for policy, regulatory agencies, Relationships among city and state governments antitrust, and publicly regulated industries. and the federal government receive due Credits: 3 consideration. On Occasion Credits: 3 On Occasion

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 48 Brooklyn Campus

ENGLISH DEPARTMENT through writing workshops and independent ENG 574 The Twentieth Century 3.00 studies. The goal of the program is to expand the English Novel University Professor Jessica Hagedorn student’s knowledge and practice of professional ENG 579 Seminar in Special 3.00 Professors Allen, Bennett, Dilworth (Co-chair), writing genres while providing a solid base in Studies Haynes, Malinowitz, Matz, Mutnick, history, theory, research and professional practices Parascandola, Pattison, Warsh . ENG 580 Seminar in Twentieth 3.00 Professors Emeriti Bernard, Braid, Henning, Concentration in Writing and Rhetoric Century Literature Hullot-Kentor, Hyneman, Kleinberg, Silverstein, The 33-credit M.A. in English with a ENG 624 Seminar in American 3.00 Templeton, Zilversmit concentration in writing and rhetoric supports Literature Associate Professors Gilles, High, Horrigan, the development of non-fiction, academic and McCrary, McGarrity, Schweizer, Stephens (Co- workplace writing; helps prepare teachers of ENG 624A African American 3.00 chair), Swaminathan, writing in secondary and post-secondary Literature education; and can lead to advanced work in Associate Professor Emerita, Li ENG 624B Themes in American 3.00 rhetoric and related fields. Students receive Assistant Professors Bokor, Killoran, Peele Drama Instructors M. Berninger, Sohn, Yoffie extensive feedback on their own writing, in-depth Adjunct Professor Berninger (Undergraduate instruction in rhetorical theory and research ENG 625 Nineteenth Century 3.00 Advisor), Boutwell (Graduate Advisor) methods and training in the teaching of writing, American Literature from diagnostics to evaluation, including a Adjunct Associate Professor Hassan ENG 626 Twentieth Century 3.00 practicum in which they teach composition under Adjunct Faculty: 20 American Literature The English Department offers a wide range of the guidance of experienced instructors. The courses to meet the needs of a diverse student program addresses writing problems – from ENG 631 Modern Poetry 3.00 pedagogical and theoretical perspectives – body. Beginning in the Writing Program, our ENG 634 Twentieth Century Drama 3.00 courses provide training in textual analysis, encountered at all levels of writing from very basic interpretive skills and writing proficiency, skills to advanced composition. ENG 635 Seminar In Ibsen 3.00 Admissions Requirements for M.A. in English that are crucial to success in graduate studies and ENG 636 Seminar in Literary 3.00 To be admitted to this program, students must: beyond — as well as to the exercise of democracy Periods and Movements and global citizenship. • Submit an academic writing sample that ENG 643 Seminar in Shakespeare 3.00 The English Department offers two master’s reflects your writing and analytic abilities. • Submit a letter of intent that describes why you degree programs: an M.A. in English, and an ENG 649 Seminar in British 3.00 want to pursue an M.A. in English. M.F.A. in Creative Writing. Students seeking the Literature M.A. in English may specialize in literature, • Submit two letters of recommendation from ENG 650 Seminar in Medieval 3.00 professional writing, or writing & rhetoric. Our academic professors. Literature M.F.A. in Creative Writing program includes • Submit official educational transcripts with a grade-point average of 3.0 or better, preferable courses in poetry, fiction, non-fiction, and ENG 651 16th and 17th Century 3.00 at least 6 credits in advanced English courses. playwriting. Both graduate and undergraduate English Literature programs feature coursework in cultural criticism, • Submit a completed application to the Office of ENG 654 Milton 3.00 literary analysis, the essay, rhetoric, and Admissions (This package will be reviewed by professional writing. The rigorous study of literary an English Graduate Admissions Committee). ENG 655 Early Nineteenth Century 3.00 and cultural texts — from the canon and from English Literature traditions historically excluded from academic English M.A. Requirements. ENG 656 Studies in Victorian 3.00 study — is at the center of our work. A minimum of 33 units is required: Literature English M.A. Core Requirement

All M.A. students must complete the following ENG 670 The Critical Tradition 3.00 M.A. in English courses: ENG 671 Gender Theory and 3.00 ENG 707 Methods of Research and 3.00 Literature Concentration in Literature Criticism The 33-credit M.A. in English with a ENG 705 Independent Study 3.00 concentration in literature is designed for ENG 708 Thesis 3.00 ENG 5791 The Modern Novel 3.00 teachers, future doctoral students and those English M.A. Literature interested in expanding their knowledge of literary Concentration Required Courses ENG 5792 Literature & Slavery 3.00 traditions. The program is based predominantly on Twenty-one (21) credits in English literature Six (6) additional credits in English are courses in American, British and comparative are required: required. These may be taken from courses in literatures. Our professors engage in a variety of Professional Writing, Writing and Rhetoric or critical approaches, helping students to develop as ENG 546 Restoration and 3.00 Literature. careful readers of literature, skillful writers and Eighteenth Century knowledgeable teachers. Literature English M.A. Writing & Rhetoric Concentration in Professional Writing ENG 569 Jane Austen 3.00 Concentration Required Courses The 33-credit M.A. in English with a The following course is required: concentration in professional writing is designed ENG 571 The Eighteenth Century 3.00 ENG 620 Theories of Rhetoric and 3.00 for students interested primarily in writing-related English Novel Teaching Writing careers associated with business and nonprofit ENG 573 The Nineteenth Century 3.00 management, science and technology, and new English Novel One of the following courses is required: electronic media. The concentration offers students ENG 508 General Linguistics 3.00 individualized attention and professional guidance

Page 49 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

ENG 509 Sociolinguistics and the 3.00 ENG 642 Computers and 3.00 ENG 671 Gender Theory and 3.00 Teaching of Writing Composition Literature

One of the following courses is required: ENG 646 Individual and Small 3.00 ENG 705 Independent Study 3.00 ENG 646 Individual and Small 3.00 Group Writing Instruction ENG 5791 The Modern Novel 3.00 Group Writing Instruction ENG 700 Practicum in the Teaching 3.00 ENG 5792 Literature & Slavery 3.00 ENG 700 Practicum in the Teaching 3.00 of Composition of Composition Three (3) credits are required from Literature English M.A. Professional Writing Six (6) credits are required from Writing and electives Concentration Required Courses Rhetoric electives ENG 546 Restoration and 3.00 One (1) of the following courses is ENG 508 General Linguistics 3.00 Eighteenth Century required: Literature ENG 509 Sociolinguistics: 3.00 ENG 510 Technical Writing 3.00 Language in Social ENG 569 Jane Austen 3.00 ENG 511 Health and Science 3.00 Context ENG 571 The Eighteenth Century 3.00 Writing ENG 522 Academic Writing 3.00 English Novel ENG 512 Grant Writing 3.00 Workshop ENG 573 The Nineteenth Century 3.00 ENG 519 Editing 3.00 ENG 530 Topics in Writing 3.00 English Novel ENG 527 Topics in Professional 3.00 ENG 531 Topics in Rhetoric 3.00 ENG 574 The Twentieth Century 3.00 Writing English Novel ENG 532 Topics in Theory 3.00 ENG 642 Computers and 3.00 ENG 579 Seminar in Special 3.00 ENG 533 Topics in Composition 3.00 Composition Studies ENG 640 Second Language Writing 3.00 ENG 705 Independent Study 3.00 ENG 580 Seminar in Twentieth 3.00 ENG 641 Literacy and Basic 3.00 Century Literature Two (2) of the following courses are required: Writing ENG 510 Technical Writing 3.00 ENG 624 Seminar in American 3.00 ENG 642 Computers and 3.00 Literature ENG 511 Health and Science 3.00 Composition Writing ENG 624A African American 3.00 ENG 646 Individual and Small 3.00 Literature ENG 512 Grant Writing 3.00 Group Writing Instruction ENG 624B Themes in American 3.00 ENG 519 Editing 3.00 ENG 700 Practicum in the Teaching 3.00 Drama ENG 527 Topics in Professional 3.00 of Composition ENG 625 Nineteenth Century 3.00 Writing Three (3) credits are required American Literature from Professional Writing electives ENG 642 Computers and 3.00 ENG 626 Twentieth Century 3.00 Composition ENG 508 General Linguistics 3.00 American Literature ENG 705 Independent Study 3.00 ENG 509 Sociolinguistics: 3.00 ENG 631 Modern Poetry 3.00 Language in Social Three (3) of the following courses are required: Context ENG 634 Twentieth Century Drama 3.00 ENG 508 General Linguistics 3.00

ENG 510 Technical Writing 3.00 ENG 635 Seminar In Ibsen 3.00 ENG 509 Sociolinguistics: 3.00 Language in Social ENG 511 Health and Science 3.00 ENG 636 Seminar in Literary 3.00 Context Writing Periods and Movements ENG 510 Technical Writing 3.00 ENG 512 Grant Writing 3.00 ENG 643 Seminar in Shakespeare 3.00 ENG 512 Grant Writing 3.00 ENG 519 Editing 3.00 ENG 649 Seminar in British 3.00 Literature ENG 519 Editing 3.00 ENG 520 Nonfiction Writing 3.00 Workshop ENG 650 Seminar in Medieval 3.00 ENG 520 Nonfiction Writing 3.00 Literature Workshop ENG 522 Academic Writing 3.00 Workshop ENG 651 16th and 17th Century 3.00 ENG 522 Academic Writing 3.00 English Literature Workshop ENG 530 Topics in Writing 3.00 ENG 654 Milton 3.00 ENG 527 Topics in Professional 3.00 ENG 531 Topics in Rhetoric 3.00 Writing ENG 655 Early Nineteenth Century 3.00 ENG 532 Topics in Theory 3.00 English Literature ENG 530 Topics in Writing 3.00 ENG 533 Topics in Composition 3.00 ENG 656 Studies in Victorian 3.00 ENG 531 Topics in Rhetoric 0.00 ENG 640 Second Language Writing 3.00 Literature ENG 532 Topics in Theory 3.00 ENG 641 Literacy and Basic 3.00 ENG 670 The Critical Tradition 3.00 ENG 533 Topics in Composition 3.00 Writing

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 50 Brooklyn Campus

ENG 620 Theories of Rhetoric and 3.00 ENG 655 Early Nineteenth Century 3.00 Creative Writing; Master of Fine Teaching Writing English Literature Arts. ENG 640 Second Language Writing 3.00 ENG 656 Studies in Victorian 3.00 A minimum of 39 units are required for Literature the Creative Writing: Master of Fine Arts. ENG 641 Literacy and Basic 3.00 Writing ENG 670 The Critical Tradition 3.00 The following courses are required for the Creative Writing Master of Fine Arts (15 ENG 646 Individual and Small 3.00 ENG 671 Gender Theory and 3.00 credits): Group Writing Instruction Literature ENG 502 Writers on Writing 3.00 ENG 700 Practicum in the Teaching 3.00 ENG 705 Independent Study 3.00 ENG 503 Theory of Writing 3.00 of Composition ENG 504 Traditions & Lineages 3.00 ENG 5791 The Modern Novel 3.00 ENG 707 Methods of Research and Criticism 3.00 ENG 705 Independent Study 3.00 ENG 5792 Literature & Slavery 3.00 ENG 708 Thesis 3.00 Nine (9) credits are required from Literature Fifteen (15) credits required from Creative electives Writing workshops: ENG 546 Restoration and 3.00 M.F.A. in Creative Writing Each student must take five workshops from

Eighteenth Century the following list. Most workshops may be An M.F.A. in Creative Writing is a terminal Literature taken more than once but no more than 9 degree program designed to help meet the needs of credits can be earned in the same course: ENG 569 Jane Austen 3.00 students as they seek to become published writers ENG 520 Nonfiction Writing Workshop (may be and teachers. This program offers a solid ENG 571 The Eighteenth Century 3.00 taken only once) foundation and practice through courses in English Novel ENG 523 Fiction Writing Workshop (may be literature, writing workshops and writing process taken three times) ENG 573 The Nineteenth Century 3.00 and technique courses designed for the aspiring ENG 524 Poetry Writing Workshop (may be taken English Novel writer. In this vigorous and innovative program, three times) students will have opportunities to work with a ENG 574 The Twentieth Century 3.00 ENG 525 Playwriting Workshop (may be taken host of visiting writers and poets, as well as to English Novel three times) participate in the vibrant writing and performing ENG 526 Writing for Media I: The Story (may be ENG 579 Seminar in Special 3.00 arts communities of both Brooklyn and Manhattan. taken only once) Studies In the 39-credit MFA in Creative Writing, ENG 528 Seminar in Creative Writing (may be the focal point of the curriculum is the writing ENG 580 Seminar in Twentieth 3.00 taken three times) workshop. Students have opportunities to work in Century Literature ENG 529 Topics in Creative Writing (1 credit poetry, fiction, playwriting, creative non-fiction course) ENG 624 Seminar in American 3.00 and on cross-genre projects. They explore a wide Nine (9) credits required from Literature Literature range of literary styles, from traditional narratives electives ENG 624A African American 3.00 to the experimental, contemplative and avant- ENG 546 Restoration and 3.00 Literature garde. In literature and theory classes, students Eighteenth Century look closely at the links between contemporary ENG 624B Themes in American 3.00 Literature writing and literary traditions, writing and theory, Drama and between writing, reading, music, and the ENG 569 Jane Austen 3.00 ENG 625 Nineteenth Century 3.00 visual arts. Students are encouraged to take artistic ENG 571 The Eighteenth Century 3.00 American Literature risks while moving in the context of multiple English Novel traditions. A small intimate program setting allows ENG 626 Twentieth Century 3.00 for easy access to, and strong mentoring by faculty ENG 573 The Nineteenth Century 3.00 American Literature members who are deeply committed to their English Novel ENG 631 Modern Poetry 3.00 students. . ENG 574 The Twentieth Century 3.00

ENG 634 Twentieth Century Drama 3.00 English Novel Admission Requirements for M.F.A. in ENG 635 Seminar In Ibsen 3.00 Creative Writing ENG 579 Seminar in Special 3.00 To be admitted to this program, students must: Studies ENG 636 Seminar in Literary 3.00 • Submit a creative writing sample that reflects Periods and Movements ENG 580 Seminar in Twentieth 3.00 the genre/s of your specialties. Century Literature ENG 643 Seminar in Shakespeare 3.00 • Submit a letter of intent that describes why you want to pursue an MFA. ENG 624 Seminar in American 3.00 ENG 649 Seminar in British 3.00 • Submit two letters of recommendation from Literature Literature academic/creative writing professors. ENG 624A African American 3.00 ENG 650 Seminar in Medieval 3.00 • Submit Official educational transcripts with a Literature Literature GPA of 3.0 or better, with at least 6 credits in advanced English courses (literature or creative ENG 624B Themes in American 3.00 ENG 651 16th and 17th 3.00 writing). Drama Century English • Submit a completed application to the Office of Literature ENG 625 Nineteenth Century 3.00 Admissions. (This package will be reviewed by American Literature ENG 654 Milton 3.00 an English Graduate Admissions Committee.)

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ENG 626 Twentieth Century 3.00 Student must be part of the Creative Writing ENG 511 Health and Science Writing American Literature program in order to register for this course. This course guides students in analyzing genres and Credits: 3 discourses that communicate health and science ENG 631 Modern Poetry 3.00 Rotating Basis information; then researching, writing, and ENG 634 Twentieth Century 3.00 designing their own documents; and finally ENG 504 Traditions and Lineages Drama reviewing and testing their documents with their This seminar concentrates on the major literary peers and non-specialist readers. The course is open ENG 635 Seminar In Ibsen 3.00 movements of the twentieth and twenty-first both to health and science specialists and to writing ENG 636 Seminar in Literary 3.00 centuries, including Dada, Imagism, Objectivism, specialists with little health or science background. Periods and Movements The Harlem Renaissance, Surrealism, Black Student must be matriculated in the English MA Mountain, The Beat Generation, Magic Realism, program or the English MFA program in order to ENG 643 Seminar in Shakespeare 3.00 and The New York School. Among the writers register for this course. ENG 649 Seminar in British 3.00 under discussion are Gertrude Stein, Ezra Pound, Credits: 3 Literature Jean Toomer, Lorine Neidecker, Langston Hughes, On Occasion Andre Breton, Allen Ginsberg, Garcia Marquez, ENG 650 Seminar in Medieval 3.00 and Frank O'Hara. Emphasis will be on a close ENG 512 Grant Writing Literature reading of these writers in order to understand the This course guides students through the process of ENG 651 16th and 17th Century 3.00 traditions behind our own work. developing a complete grant proposal. Though English Literature Student must be part of the Creative Writing oriented primarily to grant proposals for social and program in order to register for this course. cultural agencies, educational organizations, and ENG 654 Milton 3.00 Credits: 3 other nonprofits, the course explores rhetorical ENG 655 Early Nineteenth 3.00 Rotating Basis principles and strategies that can also be applied to

Century English research proposals and business proposals. ENG 508 General Linguistics Literature Student must be matriculated in the English MA An introduction to the basic disciplines of program or the English MFA program in order to ENG 656 Studies in Victorian 3.00 linguistics: phonology history of the English register for this course. Literature language, semantics and syntax, including Credits: 3 traditional and generative-transformational ENG 670 The Critical Tradition 3.00 On Occasion grammar. ENG 671 Gender Theory and 3.00 Student must be matriculated in the English MA ENG 519 Editing Literature program or the English MFA program in order to This course prepares students in the research, register for this course. principles, and practices of editing essential to the ENG 5791 The Modern Novel 3.00 Credits: 3 process of publishing. Students gain knowledge of ENG 5792 Literature & Slavery 3.00 On Occasion the principles underpinning different levels of professional editing and develop their own

ENG 509 Sociolinguistics: Language in Social expertise through extensive practice. English Department Courses Context Student must be matriculated in the English MA An introduction to the major theories and program or the English MFA program in order to

fieldwork in sociolinguistics. Students examine the register for this course. ENG 502 Writers on Writing connections between language and social class, Credits: 3 Students will attend a weekly series of readings, ethnicity and gender, and the implications of those On Occasion lectures and discussions by visiting writers. With a connections for the teaching of writing. There is faculty member, students will read and analyze the also a strong focus on the analysis of second ENG 520 Nonfiction Writing Workshop works of prominent and emerging writers and then language and second dialect writing, along with an An intensive workshop devoted to writing literary interact with the writers themselves in the exploration of multiple literacies. nonfiction. Class time will be spent critiquing each classroom. Student must be matriculated in the English MA other's writing and discussing traditional and Student must be part of the Creative Writing program or the English MFA program in order to experimental forms. MA students may take this program in order to register for this course. register for this course. class more than once. Credits: 3 Credits: 3 Student must be matriculated in the English MA Rotating Basis On Occasion program or the English MFA program in order to

register for this course. ENG 503 Theory of Writing ENG 510 Technical Writing Credits: 3 This seminar concentrates on major twentieth and This course introduces students to the theory and Annually twenty-first century theorists of poetry and fiction, practice of producing and managing documents many of whom are great creative writers themselves. that are used in industry and other organizational ENG 521 Creative Writing Workshop The course makes the connection between literary settings. Assignments include analytical writing, An workshop for special topics within the various theory and the work of the creative writer. Among editing, designing, and testing of texts. Attention creative writing genres. the works under discussion are the theoretical texts will be given to style manuals, users' manuals, Student must be matriculated in the English MA of Walter Benjamin, Charles Baudelaire, Julia research-writing, and publication (as needed). program or the English MFA program in order to Kristeva, Lyn Hejinian, Charles Olson, Frederico Student must be matriculated in the English MA register for this course. Garcia Lorca, Amiri Baraka, Virginia Woolf, M.M. program or the English MFA program in order to Credits: 3 Bakhtin, Alain Robbe-Grillet. The emphasis will be register for this course. On Occasion on a close reading of these texts in order to Credits: 3 understand the place of theory in students' own On Occasion ENG 522 Academic Writing Workshop creative writing. An intensive advanced writing workshop for

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 52 Brooklyn Campus graduate students across the disciplines who wish to Student must be matriculated in the English MA composing, theories of reading, narrative theory, polish their academic writing skills. Students write program or the English MFA program in order to writing across the curriculum, and writing program critical essays in response to professional readings. register for this course. administration. Student must be matriculated in the English MA Credits: 3 Student must be matriculated in the English MA program or the English MFA program in order to Annually program or the English MFA program in order to register for this course. register for this course. Credits: 3 ENG 528 Seminar in Creative Writing Credits: 3 Every Fall An intensive workshop devoted to different On Occasion strategies for writing imaginative texts, especially ENG 523 Fiction Writing Workshop those that cross genres. Students in the MFA ENG 546 Restoration and Eighteenth Century An intensive workshop devoted to writing works of program may take this class three times. Examples Literature fiction. Class time will be spent critiquing each of special topics are: Collage: Image and Text, Against the backdrop of sex, scandal, war and other's writings and discussing traditional and Science Fiction Writing, and The Prose Poem. revolution, the eighteenth century is fundamentally experimental forms. Students in the MFA program Student must be part of the Creative Writing a time of change. This course studies the shift in may take this class three times. program in order to register for this course. popular literary forms from drama to poetry to the Student must be part of the Creative Writing Credits: 3 newly emerging novel. Students examine cultural program in order to register for this course. On Occasion themes of nationalism, empire, and revolution over Credits: 3 roughly 120 years. Authors include Aphra Behn, Every Semester ENG 529 Topics in Creative Writing John Dryden, Jonathan Swift, Alexander Pope, This workshop will concentrate on a topic or craft Olaudah Equiano, and Fanny Burney. ENG 524 Poetry Writing Workshop element in creative writing. Students in the creative Student must be matriculated in the English MA An intensive workshop devoted to writing works of writing concentration may take this class six times. program or the English MFA program in order to poetry. Class time will be spent critiquing each Pass/Fail. register for this course. other's writings and discussing traditional and Student must be part of the Creative Writing Credits: 3 experimental forms. Students in the MFA program program in order to register for this course. On Occasion may take this class three times. Credits: 1 Student must be part of the Creative Writing On Occasion ENG 569 Jane Austen program in order to register for this course. A seminar in the work and times of Jane Austen. Credits: 3 ENG 530 Topics in Writing Austen's novels are read in the context of her times Every Semester A seminar on historical, theoretical, and practical and with attention to a variety of theoretical aspects of writing. Topics may include community- approaches. ENG 525 Playwriting Workshop based writing, writing for non-profits, social Student must be matriculated in the English MA An intensive workshop devoted to writing plays. networking, and representations of writing in program or the English MFA program in order to Class time will be spent critiquing each other's popular culture. register for this course. writings and discussing traditional and Student must be matriculated in the English MA Credits: 3 experimental forms. Students in the M.F.A. program or the English MFA program in order to On Occasion program may take this class three times. register for this course. Student must be part of the Creative Writing Credits: 3 ENG 571 The Eighteenth Century English Novel program in order to register for this course. On Occasion This course will trace the rise of the English novel Credits: 3 and the authors who helped shape its form. On Occasion ENG 531 Topics in Rhetoric Authors include Aphra Behn, Daniel Defoe, Eliza An intensive study of rhetoric. Topics may include Haywood, Samuel Richardson, Fanny Burney, ENG 526 Writing for Media I: The Story the history of rhetoric, non-western rhetorics, Henry Fielding, and Jane Austen. An introduction to the principles of story-telling. feminist rhetoric, uses of propaganda, and the Credits: 3 Students explore narrative, dramatic structure, rhetoric of war. On Occasion character development, dialogue and plot through Student must be matriculated in the English MA the analysis of television and film narratives. They program or the English MFA program in order to ENG 573 The Nineteenth Century English Novel complete a story treatment and short register for this course. Topics include the Gothic novel, women novelists, screen/teleplay as their final project. Credits: 3 the novel of empire. Authors may include Dickens, Crosslisted with Media Arts 550. On Occasion the Brontes, Eliot, Hardy, Thackeray. Credits: 3 Student must be matriculated in the English MA On Occasion ENG 532 Topics in Theory program or the English MFA program in order to A seminar on theory. Topics may include discourse register for this course. ENG 527 Topics in Professional Writing theory, semiotics, post-colonialism, gender theory, Credits: 3 An introduction to the theory, research, and or cultural studies. On Occasion practice of professional writing. Topics may include Student must be matriculated in the English MA writing in such professions as medicine and law, program or the English MFA program in order to ENG 574 The Twentieth Century English Novel writing for nonprofit and cultural institutions, register for this course. This seminar examines the fiction of novelists such writing in digital media, scientific and technical Credits: 3 as Virginia Woolf, Rebecca West, E.M. Forster, writing, business writing, and grant writing. On Occasion D.H. Lawrence, Iris Murdoch, Ian McEwan, etc. Students will both analyze and write professional The course spans the twentieth century and writing documents and receive detailed feedback on ENG 533 Topics in Composition investigates topics such as politics, gender relations, their writing in intensive workshops. Students in A study of theories and issues that inform the empire, or the development of modernist and the professional writing concentration may take this discipline commonly known as Rhetoric and postmodernist aesthetics. class three times. Composition. Topics may include theories of Student must be matriculated in the English MA

Page 53 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 program or the English MFA program in order to Gwendolyn Henderson, and others. Fiction writers poetry in performance, and major authors. register for this course. to be studied are Douglass, Hughes, Hurston, Student must be matriculated in the English MA Credits: 3 Wright, Brooks, Ellison, Walker, Morrison and program or the English MFA program in order to On Occasion more. The aim is to provide not only a sense of the register for this course. African-American literary tradition but also where it Credits: 3 ENG 579 Seminar in Special Studies stands in relation to Western humanities. On Occasion An intensive study of special areas of interest in Student must be matriculated in the English MA literature. Examples of special topics are the works program or the English MFA program in order to ENG 634 Twentieth Century Drama of a major author, literature and the arts, and register for this course. A study of selected masters of modern theater from detective fiction. Credits: 3 Ibsen to Kushner. Student must be matriculated in the English MA On Occasion Student must be matriculated in the English MA program or the English MFA program in order to program or the English MFA program in order to register for this course. ENG 624B Themes in American Drama register for this course. Credits: 3 "Themes in American Drama" surveys principal Credits: 3 On Occasion lines of drama in the United States since World On Occasion War II. Authors include, but are not limited to, ENG 580 Seminar in Twentieth Century Eugene O'Neill (The Iceman Cometh, Long Day's ENG 635 Seminar In Ibsen Literature Jouney Into Night, A Touch of the Poet), A study of the work and times of Henrik Ibsen. This course will trace some of the salient Tennessee Williams (The Glass Menagerie, A Student must be matriculated in the English MA developments in twentieth-century global Streetcar Named Desire, Cat On a Hot Tin Roof), program or the English MFA program in order to literatures. Possible topics include a study of genres Arthur Miller (Death of a Salesman, The Crucible), register for this course. such as fantasy, dystopia, or novels of ideas across Lorraine Hasberry (A Raisin in the Sun), Edward Credits: 3 different cultures, the emergence of postcolonial, Albee (The Zoo Story, The American Dream, The On Occasion minority, and diasporan literatures, the Death of Bessie Smith), LeRoi Jones (Dutchman, ENG 636 Seminar in Literary Periods and consolidation of women's literature, or the The Slave). The course focuses on drama as both Movements phenomenon of international modernism and literary text and performance. The class will see Designed to cover intensive study of special areas of postmodernism. videos of performances and attend the theatre interest. Examples of special topics are modernism, Student must be matriculated in the English MA together. post-modernism, postcolonial literature, and ethnic program or the English MFA program in order to Student must be matriculated in the English MA literatures. register for this course. program or the English MFA program in order to Student must be matriculated in the English MA Credits: 3 register for this course. program or the English MFA program in order to On Occasion Credits: 3 register for this course. On Occasion ENG 620 Theories of Rhetoric and Teaching Credits: 3 Writing ENG 625 Nineteenth Century American On Occasion

An introduction to rhetorical tradition in the Literature ENG 640 Second Language Writing teaching of writing. This course examines A study of the diverse voices in American literature. This course aims to prepare graduate students to contemporary theories and figures of rhetoric and Narratives, poetry, journals, essays, autobiographies, teach non-native speakers of English. Students will composition and their impact on modern pedagogy. and folk tales are considered. Authors include Poe, become knowledgeable in English syntax, rhetorical Student must be matriculated in the English MA Hawthorne, James, Melville, Emerson, Whitman, traditions of native and target languages, discipline- program or the English MFA program in order to Douglass, Twain, Crane, Dickinson, Chestnut, specific writing conventions, and issues involved in register for this course. Wharton, and Dreiser. socialization. Credits: 3 Student must be matriculated in the English MA Student must be matriculated in the English MA On Occasion program or the English MFA program in order to program or the English MFA program in order to register for this course. ENG 624 Seminar in American Literature register for this course. Credits: 3 An intensive study of special areas of interest. Credits: 3 On Occasion Examples of special topics are romancing the On Occasion frontier, the body in American literature, and ENG 626 Twentieth Century American Literature ENG 641 Literacy and Basic Writing melancholia and American literature. Modernism, new regionalism, expatriatism, the An examination of the theoretical and practical Student must be matriculated in the English MA Harlem Renaissance, and gender perspectives are questions surrounding the development of literacy, program or the English MFA program in order to among topics covered. Authors include particularly in relation to basic writing instruction register for this course. Hemingway, Fitzgerald, Faulkner, Stein, Hurston, and multicultural contexts. Credits: 3 Hughes, Steinbeck, Eliot, Cather, and Stevens. Student must be matriculated in the English MA On Occasion Student must be matriculated in the English MA program or the English MFA program in order to program or the English MFA program in order to ENG 624A African American Literature register for this course. register for this course. This course covers African American Literature Credits: 3 Credits: 3 from the eighteenth century to the present. The On Occasion On Occasion course will provide general information about the ENG 642 Computers and Composition major writers and texts that have contributed to ENG 631 Seminar in English and American A study of the theories, research, and practices of African American Letters. In addition to literary Poetry new kinds of digital compositions and related social texts, assignments include criticism from noted An intensive study of poetry and poetic traditions. and pedagogical issues. Examines the impact of scholars such as Houston Baker, Henry Louis Gates Examples of special topics are experimental poetry, digital technology on writing and engages students Jr., Hortense Spillers, Deborah McDowell, Mae the lyric poem, poetic movements, political poetry,

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 54 Brooklyn Campus in regular practice of multimodal forms of Lanyer, John Donne, Lady Mary Wroth, George Student must be matriculated in the English MA composing. Herbert, Andrew Marvell, and Queen Elizabeth. program or the English MFA program in order to Student must be matriculated in the English MA Student must be matriculated in the English MA register for this course. program or the English MFA program in order to program or the English MFA program in order to Credits: 3 register for this course. register for this course. Every Spring Credits: 3 Credits: 3 On Occasion On Occasion ENG 705 Independent Study A tutorial designed for advanced individual ENG 643 Seminar in Shakespeare ENG 654 Seminar in Milton research. Hours to be arranged. Permission of An intensive reading of a selection of Shakespeare's Protestant dissenter to Roman Catholic, radical to Department Chair required. Prerequisite: 12 plays. In addition to studying the texts, students will traditionalist, John Milton is a study in contrast. graduate credits in English. be introduced to scholarly approaches to This course will examine a representative body of Credits: 3 Shakespeare's work and to the contexts within Milton's essays and poetry in the context of his very On Demand which he worked. turbulent times. Student must be matriculated in the English MA Student must be matriculated in the English MA ENG 707 Methods of Research and Criticism program or the English MFA program in order to program or the English MFA program in order to A study of research techniques and critical register for this course. register for this course. approaches to literature, rhetoric, and creative Credits: 3 Credits: 3 writing. The course guides students through the On Occasion On Occasion writing of a critical research essay. Required of all students in the MA and MFA programs. Students ENG 646 Individual and Small Group Writing ENG 655 Early Nineteenth Century English are encouraged to take English 707 in their first Instruction Literature year. A study of various collaborative and conference A study of English Romantic poetry and prose Student must be matriculated in the English MA techniques for the teaching of writing. Designed to nonfiction writers including Blake, Wordsworth, program or the English MFA program in order to include theories of collaborative learning, practical Coleridge, Byron, Keats, Hemans, and register for this course. applications in the classroom, and ethnographic or Wollstonecraft. Topics may include the lyric poem, Credits: 3 case studies. the development of national identity, the female Every Spring Student must be matriculated in the English MA author, the construction of the poet. program or the English MFA program in order to Student must be matriculated in the English MA ENG 708 Thesis register for this course. program or the English MFA program in order to The capstone project for the various MA/MFA Credits: 3 register for this course. concentrations may take the form of a critical Every Fall Credits: 3 research essay, a field project and documented On Occasion report, or a portfolio of creative work with an ENG 649 Seminar in British Literature analytical coda. Students work with thesis advisers. An intensive study of special areas of interest. ENG 656 Later Nineteenth Century English Prerequisites: At least 21 credits in graduate English Examples of special topics are Africa in the British Literature courses completed with a 3.0 GPA and permission imagination, British writing in wartime, and British A study of the Victorian poets and non-fiction of the thesis director, the graduate adviser and the women novelists. prose writers including Tennyson, Robert and Department Chair. Three credits. Student must be matriculated in the English MA Elizabeth Barrett Browning, Arnold, Swinburne, Concentrators in Professional Writing, Writing and program or the English MFA program in order to Hopkins, Dante and Christina Rossetti. Topics Rhetoric, and candidates for the MFA degree must register for this course. might include the epic poem, Victorians at home, have completed at least 12 of their credits in Credits: 3 race and empire, the medieval revival. writing. On Occasion Student must be matriculated in the English MA Student must be matriculated in the English MA program or the English MFA program in order to program or the English MFA program in order to ENG 650 Seminar in Medieval Literature register for this course. register for this course. This course focuses on a particular text, topic, or Credits: 3 Credits: 3 tradition. Topics include Chaucer's Canterbury On Occasion On Demand Tales, the Arthurian tradition, gender and sexuality in medieval literature, and women of the Middle ENG 671 Gender Theory and Literature ENG 5791 The Modern Novel Ages. This seminar reads literary works in the context of A study of the novel in the context of modern and Student must be matriculated in the English MA gender studies. Students might work with postmodern movements. program or the English MFA program in order to feminism, queer theory, or related topics within Student must be matriculated in the English MA register for this course. cultural studies, psycho-analytic theory, or discourse program or the English MFA program in order to Credits: 3 analysis. register for this course. On Occasion Student must be matriculated in the English MA Credits: 3 program or the English MFA program in order to On Occasion ENG 651 16th and 17th Century English register for this course. Literature Credits: 3 ENG 5792 Literature & Slavery This seminar explores literature written in a rapidly On Occasion Poetry and prose written in the shadow of slavery. changing early modern England. Topics include the Student must be matriculated in the English MA religious tensions shaping the cultural climate of ENG 700 Practicum in the Teaching of program or the English MFA program in order to the time, poetry and prose written in the midst of Composition register for this course. political upheaval, and the early age of exploration A practicum designed to introduce new teachers to Credits: 3 and empire building. Authors include Aphra Behn, the theory and methods of writing pedagogy, with On Occasion Philip Sidney, Christopher Marlow, Aemilia an emphasis on classroom practice.

Page 55 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

DEPARTMENT OF HISTORY HIS 504 The Development of the American history. Students read a selection of texts examining Metropolis such topics as indigenous culture, slavery, Professors Dorinson, Warmund (Chair), Wilson A study of the development of the American colonialism, imperialism, nationalism and Professors Emeriti Brennan, Fisher, Gabel, metropolis from the period of settlement to revolution set in the context of the wider currents Horowitz, Lane, Necheles-Jansyn modern times. Special emphasis is placed on the of history. Associate Professors Jones,Horstmann Gatti, Xia relationship of physical development to the various Credits: 3 Associate Professor Emeritus Reilly factors that affect urban growth and change. (Same On Occasion

Assistant Professors Agrait, Mims as Urban Studies 504). HIS 580 History of Labor Adjunct Faculty: 5 Credits: 3 A survey of work, workers and unions in the Students interested in history who want a On Occasion United States since the late nineteenth century. multidisciplinary program that views society HIS 520 New Perspectives in American History Topics include the reorganization of the workplace through the integrated perspective of several social An introduction to the graduate study of American and the rise of unions; the politics of labor; gender sciences may take a Master of Science in Social history that focuses on the discussion and issues in the workplace; and working-class Science with a concentration in history. interpretation of significant new works of community life. Special emphasis is placed on the scholarship on such themes as Jeffersonian and urban aspects of labor. (Same as Urban Studies History Courses Jacksonian democracy; sectionalism and the 580).

struggle over slavery; the place of race, class and Credits: 3 HIS 500 Germany 1870-1945, from Unification to gender in American life; reform movements from On Occasion

Disintegration Progressivism to the Great Society; and the HIS 583 The History of the City of New York A course that traces the story of Germany's emergence of the United States as a superpower. A chronological and topical review of the political unification, rapid rise to European prominence, (Formerly History 620). and social development of New York City from and eventual transformation into the Nazi state. It Credits: 3 Dutch settlement to the present. Emphasis is placed introduces various interpretations of the course of On Occasion on the development of the city as a great financial, German history and examines a variety of HIS 524 The Civil War and Reconstruction (1850- intellectual and cultural center. (Same as Urban interrelated questions that might be reduced to 1877) Studies 583). one: Why Germany? Why did an apparently Offered on occasion An examination of the social, Credits: 3 modern and civilized society accept barbarism on political and economic aspects of the Civil War and On Occasion such an unprecedented scale? Reconstruction. Topics covered include the causes Credits: 3 of the conflict; the impact of the war on the North HIS 584 20th Century East Asian-American Rotating Basis Relations and the South; issues of gender, slavery, and racism; This course aims to provide an examination of the HIS 501 Slavery and Freedom: A Comparative the evolution of a free labor system; and the long- changing East Asian-American relations in the 20th Perspective term effects of Reconstruction. (Formerly History century, with an emphasis on four East Asian This course involves the examination and 620) countries (China, Japan, Vietnam and Korea). It comparison of the development of slave systems in Credits: 3 first reviews the early encounters between East Asia the New World. Emphasis will be on the different On Occasion and the United States. It then discusses the major definitions of freedom that developed within the HIS 535 The Holocaust political, economic and cultural developments, as various slave societies. Major points of comparison This course will rely on a variety of perspectives --- well as the dynamics underlying them, that have will center on the plantation systems of Brazil, psychological, theological, philosophical, ethical as shaped the confrontation and cooperation between Cuba, and the United States. well as historical --- to assist students in the search East Asia and the United States in the past 100 Credits: 3 for the Who, What, When and possibly the Why of years. On Occasion the Holocaust. They will also be introduced to Credits: 3 HIS 502 The History of African American varying and sometimes conflicting interpretations On Occasion

Women in the United States of the subject in order to underscore the HIS 622 The Era of the American Revolution This course is an examination of the complex and complexities and dilemmas raised by the mass A study of the development of the controversy with varied experiences of African American women in destruction of Europe's Jewish communities. England after 1763, the Revolutionary War, and the United States from slavery to the present. In Credits: 3 the period of the Confederation through the the process of exploring the historical perspective of On Occasion adoption of the Constitution. African American women's lives, the course draws HIS 550 Main Topics in World History Credits: 3 upon other disciplines such as literature, sociology, This course will dwell on a few broad topics of the On Occasion media arts and political science in a thematic instructor¿s choosing, with particular emphasis coverage of the myths and realities of "black placed on the interaction of peoples and their HIS 626 The United States Since 1914 womanhood". cultures. Contrasting viewpoints will be approached An examination of political, economic, intellectual Credits: 3 through the intensive reading and discussion of and diplomatic developments since the first World On Occasion War, with emphasis on the New Deal and the Cold selected texts. War, the turbulent 60s, civil rights, and anti-war Credits: 3 movements. On Occasion Credits: 3

HIS 565 Latin America in World History On Occasion

An introduction to the graduate study of Latin

American history from the pre-colonial period to HIS 632 The World Since 1945 A survey of political and economic trends, the present as seen through the lens of world

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 56 Brooklyn Campus including the collapse of European hegemony, the emergence of the Third World, the Cold War in Europe and in Asia, the breakup of the Soviet Empire, the resurgence of nationalism, and the growing economic importance of Asia. Credits: 3 Rotating Basis

HIS 644 European Society Since 1918 A study of the impact of and reaction to World War I; the development of totalitarian institutions in Europe; and the impact of World War II. Credits: 3 On Occasion

HIS 647 Nationalism in Modern World History A study of the development of modern nationalism from its nineteenth century European origins, its embodiment in the nation-state, and its spread from the Western to the non-Western worlds in the course of the twentieth century. Credits: 3 On Occasion

HIS 699 Independent Study and Research Credit and hours arranged with approval and permission of the Department. Credits: 3 On Demand

Page 57 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

DEPARTMENT OF non-Euclidean geometry, and the origins of algebra MTH 620 Theory of Functions of a Real Variable and calculus. I MATHEMATICS Credits: 3 Topologies on the real line, measurable functions, On Occasion limit theorems, Riemann and Lebesgue integrals, Professors Myers, Park, Zuckerberg metric spaces, measure spaces, normed linear Professors Emeriti Posmentier, Stanley, MTH 520 Introduction to Modern Mathematics spaces. Prerequisite: Advanced Calculus. Zuckerman Sets and number systems; geometrical Credits: 3 Associate Professors Allan (Chair), Bednarchak, constructions; projective geometry, axiomatics and On Occasion Knight, Mokhtari-Sharghi, Su non-Euclidean geometries; topology. Associate Professors Emeriti Farber, Tucker Credits: 3 MTH 621 Theory of Functions of a Real Variable Assistant Professor Zablow Adjunct Faculty: 21 On Occasion II Courses in mathematics are offered for students Topologies on the real line, measurable functions, who need them to meet the requirements for MTH 530 Mathematics for the Elementary and limit theorems, Riemann and Lebesgue integrals, degrees in the sciences or pharmacy, or for the Intermediate School Teacher metric spaces, measure spaces, normed linear M.S.Ed. in Secondary Education. Topics may include sentences in one variable, spaces. Prerequisite: Advanced Calculus. sentences in two variables, non-metric geometry, Credits: 3 Mathematics Courses metric geometry, coordinate geometry, introduction On Occasion to statistics and probability, the metric system, and calculators and computers. Attention is given to MTH 625 Theory of Functions of a Complex MTH 500 Introductory Statistics techniques of presentation and mathematical Variable I Measures of central tendency and variation grouped materials and devices. (Same as TAL 530.) Open Preliminary geometrical and topological concepts; and ungrouped data, probability distributions, only to Education students. elementary, analytic and meromorphic functions; central limit theorem. The binomial and normal Credits: 4 Cauchy theory; residues; Taylor and Laurent series; distributions. Testing hypotheses, regression and On Occasion infinite products; entire and harmonic functions; correlation. Prerequisite: College algebra or conformal mapping; analytic continuation periodic permission of the Department. MTH 540 Foundations of Mathematics and algebraic functions; Riemann surfaces. Credits: 3 Analysis of axiom systems; advanced theory of sets, Prerequisite: Advanced Calculus. On Occasion including cardinality and ordinality; the axiom of Credits: 3 choice; and equivalent formulations. On Occasion MTH 505 Introduction to Biostatistics Credits: 3 This course is designed for graduate students in the On Occasion MTH 626 Theory of Functions of a Complex biological or health related sciences with the Variable II objective of enabling them to understand and apply MTH 550 Numerical Analysis I Preliminary geometrical and topological concepts; the theories underlying the techniques of point and Nonlinear equations, matrices, linear and elementary, analytic and meromorphic functions; interval estimation, hypothesis testing, regression nonlinear systems of equations, polynomial Cauchy theory; residues; Taylor and Laurent series; analysis and the design of experiments. In the interpolation and approximation. infinite products; entire and harmonic functions; main, the course will focus on the analysis of Credits: 3 conformal mapping; analytic continuation periodic biostatistical, pharmaceutical and clinical trial data On Occasion and algebraic functions; Riemann surfaces. and will be motivated by solving problems in many Prerequisite: Advanced Calculus. MTH 600 Directed Reading diverse areas of applications in the biological and Credits: 3 For properly qualified students, members of the pharmaceutical realm. Two hours of lecture per On Occasion department will direct reading not necessarily week. Pre-requiste: MTH 30. associated with any course. Credits: 3 MTH 630 Linear Algebra Credits: 3 Every Spring Vector spaces, linear dependence and On Occasion independence, linear operators, matrices, similarity,

MTH 509 Advanced Geometry congruence, inner product spaces, orthogonality, MTH 610 Differential Equations I The classic constructions, loci and transformation adjoints, Hermitian and normal operators, Initial-value problems, including existence and in Euclidean, non-Euclidean, affine and projective eigenvalues and eigenvectors, the characteristic and uniqueness of solutions and their dependence on geometries underlying developments in differential minimal polynomials, Jordan Canonical form. initial data; linear systems; boundary value geometry, alegbraic geometry and topology. Prerequisite: One year of calculus. problems; qualitative theory. Prerequisite: MAT Credits: 3 Credits: 3 102 or equivalent. On Occasion On Occasion Credits: 3 MTH 510 Number Theory Every Fall MTH 635 Abstract Algebra I

Divisibility and factorization; number theoretic Basic theory of groups, rings, fields. Special topics MTH 611 Differential Equations II functions; theorems of Fermat, Euler, and Wilson; from Galois theory, group representation, field Systems of differential equations, Fourier Series and Moebius inversion; primitive roots; quadratic extensions, rings, modules, Lie algebras. Fourier transforms, selected topics from partial reciprocity; sums of squares. Prerequisite: Advanced Calculus. differential equations including heat equations and Credits: 3 Credits: 3 wave equations. Prerequisite: MAT 610 or On Occasion On Occasion equivalent. MTH 515 History of Mathematics Credits: 3 MTH 636 Abstract Algebra II The development of mathematical concepts and On Occasion Basic theory of groups, rings, fields. Special topics methods from ancient times to the present, from Galois theory, group representation, field including bases for number systems, Euclidean and extensions, rings, modules, Lie algebras.

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 58 Brooklyn Campus

Prerequisite: Advanced Calculus. Credits: 3 On Occasion

MTH 640 Probability and Statistics Axioms of probability, random variables, distributions of random variables, central limit theorems, point estimation and confidence interval, hypothesis testing, some non-parametric methods, goodness of fit tests. Prerequisite: One year of calculus. Credits: 3 On Occasion

MTH 650 Numerical Analysis II Numerical differentiation and integration, summation, least squares, numerical solutions of differential equations, boundary value problems. Prerequisite: One year of calculus. Credits: 3 On Occasion

MTH 670 Topology Topological spaces and functions. Compactness, connectedness, separation axioms, extension theorems, metrization theorems. Introduction to homotopy and homology theory. Prerequisite: Advanced calculus. Credits: 3 On Occasion

MTH 5381 Selected Topics in Mathematics for the Secondary School Teacher Subject matter such as mathematical logic, proof, sets and other topics from algebra, geometry and trigonometry from an advanced point of view. Some attention is given to techniques of presenting such material in the secondary schools. (Same as TAL 538.1.) Prerequisites: Open only to Education students; approval of adviser. Credits: 3 On Demand

Page 59 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

DEPARTMENT OF MEDIA • Short personal essay stating applicant's MA 535 Global Net Art 3.00 experience, career goals, and what they hope to MA 536 Bessie Basie, Billy, Bird 3.00 ARTS get out of the program. • Two letters of reference (one professional, one MA 537 Comparative Film 3.00 University Professor Steinberg academic) Directors Professors Broe, Fishelson, Lauth, Moghaddam, • Writing Sample: Essay on media-related topic MA 538 All About ... 3.00 (MFA Program Coordinator) (undergraduate paper or article) Associate Professors Banks (Chair), Goodman • Production Sample: A sample of work that best MA 610 History of the 3.00 (MA Program Coordinator) demonstrates student’s media skills, creative Documentary Assistant Professor Nappi, Molton range and potential (portfolio, sample reel or MA 620 Psychoanalysis and the 3.00 Adjunct Faculty: 10 script). Media Media Arts is a powerful and influential field • Personal Interview with MA Program that can be defined as the art and science of artistic Coordinator MA 621 Philosophy and Media 3.00 expression through media such as film, television, MA 622 Globalization and the 3.00 radio, video art, the Web, computer graphics, Media Arts MA Plan Requirements Media computer art, animation, video games, music A minimum of 36 credits are required for production, sound design, photography, interactive the Media Arts MA Degree MA 623 Corporate Structure of the 3.00 media, screenwriting, media management, media- Media Arts MA Distribution Media based performance and installation. Students Must complete the following two (2) courses for trained in the above disciplines are employed in MA 624 Media Bodies 3.00 six (6) credits the entertainment, advertising, publishing and MA 625 Sex, Gender, Media 3.00 communications industries globally, in production MA 500 Media Aesthetics 3.00 MA 626 Crossing Borders 3.00 and executive levels. MA 501 Media Theory 3.00

MA 630 Documentary: 3.00 Must complete three (3) credits from the Fact/Fiction M.A. in Media Arts following Theory Courses. MA 502 Media: Race Gender, 3.00 MA 631 Global Documentary 3.00 The 36 credit Master of Arts in Media Arts is Class MA 632 Topics in Visual 3.00 for students, communication professionals and MA 503 Creativity: Artist, 3.00 Aesthetics artists who wish to work in a multidisciplinary Industry, Culture environment and gain experience in both MA 633 Media Genres 3.00 MA 510 World Film History I 3.00 traditional and digital techniques. The program is MA 634 Genre Theory: Film, 3.00 unique in that it offers a course of study that is MA 511 World Film History Ii 3.00 Television, Music explicitly designed to explore the relationship between theoretical concept and practical MA 512 American Film History I 3.00 MA 635 Global Cinema 3.00 (1895 - 1960) application. There are seven Areas of MA 636 Alternative Media 3.00 Concentration (see below) and a student is MA 513 American Film History II 3.00 required to take 12 credits within one of them. In MA 637 Aesthetics of Rap and 3.00 (1960 - Present) addition, the student’s Integrated Thesis Project, Music Video MA 514 History of the Still Image: 3.00 the last 6 credits of the degree, must feature this MA 703 Independent Study I 3.00 Photography and CGI Area of Concentration. (Theory) Areas of Concentration MA 520 Artistic and Literary 3.00 Must complete twelve (12) credits from the • Theory (history, aesthetics, visual culture) Movements and the following Producation Courses. • Screenwriting (film and television) Visual Media • Photography (traditional, digital, experimental) ENG 526 Writing for Media I: The 3.00 • Computer graphics (digital design, animation, MA 521 Social and Political 3.00 Story Movements and the interactive) MA 550 Writing for Media I: The 3.00 Visual Media • Digital sound design (composition, recording) Story • Film, television and video production MA 522 Myth and Media 3.00 MA 551 The Screenplay 3.00 (directing, acting, editing) MA 524 The Notion of Motion 3.00 • Media Management (business, MA 552 Playwriting Workshop 3.00 entrepreneurship) MA 525 The Celluloid Classroom 3.00 MA 556 Digital Photography I 3.00 Academic Standards MA 526 Slavery: Roots to Rap 3.00 On entry to the program all students are MA 557 Experimental 3.00 apprised of the special policies on academic MA 530 Television Theory 3.00 Photography standards that include regulations regarding MA 560 Digital Video Imaging I 3.00 maintenance of good standing, academic probation MA 531 Survey of Contemporary 3.00 Digital Media Art and accepted standards of behavior and integrity. MA 561 Multi-Camera Production 3.00 Academic standards and student performance are MA 532 Contemporary 3.00 I monitored by the graduate academic standing Documentary MA 562 DV Intensive 3.00 committee. MA 533 Asian Cinema 3.00 Admissions Requirements MA 563 Digital Media For 3.00 Undergraduate degree in media arts, humanities MA 534 Latin American Cinema 3.00 Teachers or related subject

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 60 Brooklyn Campus

MA 570 Digitial Sound Design I 3.00 MA 708 Integrated Thesis Project 3.00 • Maintaining an overall grade-point average of II (Production) 3.0 MA 575 Digital Communications 3.00 • Maintaining a grade-point average of 3.0 in the Design concentration MA 576 Motion Graphics 3.00 M.F.A. in Media Arts

Production General Requirements for a MFA in As a leader in the global cultural industrial MA 577 3D Computer Graphics 3.00 complex, New York City is home to much of the Media Arts cutting-edge creative content that is developed Credits MA 578 Interactive Media 3.00 across all media. Conveniently located in the heart Production Theory 12 of Downtown Brooklyn, between Steiner Film MA 580 Independent Producer 3.00 Studios and the BAM cultural district, the M.F.A MFA Seminars 3 in Media Arts is the highest, most advanced, and MA 581 Music Entrepreneurship 3.00 Studio in Area of 24 specialized degree, offered by the university for Concentration MA 583 Art and Commerce 3.00 media artists and developers. The 60 credit Master of Arts in Fine Arts Interdisciplinary Studio 6 MA 584 Entrepreneurship 3.00 degree offers the students hands-on experience (outside Area) MA 650 Writing Genre 3.00 with the latest technologies for content creation General Electives 6 across multiple disciplines, in 6 concentrations: MA 651 From Page to Screen 3.00 Film and Video; Computer Graphics, Animation Thesis 9 MA 652 Memory and Imagination 3.00 and Interactive Media; Digital Audio and Sound BFA Total 60 Design; Photography; and Media Management. MA 655 Photography Portfolio 3.00 12 Credits in Media Theory Using state-of-the-arts studios, students have the MA 800 and 9 credits in Theory Electives with the MA 660 Digital Video Imaging II 3.00 opportunity to learn and develop their full artistic permission of the MFA Program Coordinator. vision for exhibition and screening using the most MA 661 Film Production I 3.00 advanced techniques and toolsets. A studio-based 3 Credits in MFA Seminars (1 Credit MA 662 Directing the 3.00 curriculum supports every level of specialization Seminars): Documentary and merit required by the field, while supporting students in creating media arts projects of the Semi MA 665 Directing the Screen 3.00 MA 801 MFA highest quality. nar I Actor II Students have access to extensive media Semi MA 670 Digital Sound Design II 3.00 MA 802 MFA facilities such as: multiplatform and networked nar II MA 671 Digital Sound Design III 3.00 computer labs with production grade workstations for CG and animation; a multi-camera TV studio; Semi MA 672 Digital Sound Design IV 3.00 Digital Video labs and editing bays; Digital Audio MA 803 MFA nar III MA 673 Digital Sound Portfolio 3.00 and MIDI labs with a full recording studio; wet and digital Photo labs; large format printers; MA 675 Digital Sculpture 3.00 cameras and assorted media peripherals, large 6 Credits in Interdisciplinary Studio (outside MA 677 Computer Graphics 3.00 theatrical screening spaces; 3 campus-based your Area of Concentration): Imaging Portfolio galleries for exhibitions; and smart classrooms. Any studio/production class outside the primary A full complement of Media Theory classes area of concentration with the permission of the MA 680 Financing Features 3.00 support the critical development of a solid MFA Program Coordinator. MA 681 Developing 3.00 aesthetic and conceptual foundation for creative Documentaries and Shorts production. Competitive internships and job 6 General Electives: placement services additionally help students get Any graduate level class with the permission of the MA 682 High End Digital 3.00 placed in the industry while developing MFA Program Coordinator. Production professional portfolios and reels for the MA 683 Producing Television 3.00 competitive job market. This program is designed 9 Credits in MFA Thesis: Series to help students achieve final academic mastery MA 897 MFA Thesi for the expression of their artistic vision in media s I MA 704 Independent Study II 3.00 form. As a terminal degree, this MFA can lead to (Production) careers in the highest levels of production and MA 898 MFA Thesi Must complete nine (9) credits of electives (can management in media, in addition to college level s II be either theory or production courses or both) teaching. MA 899 MFA Thesi Admissions Requirements s III *May not use courses from above completed • Bachelor’s degree requirements to satisfy elective requirement. • Artist’s Statement 24 Credits of Studio in Area of Concentration: Media Arts M.A. Thesis Requirement • Production Sample (portfolio or reel) submitted Film/Video Production, Screenwriting: Must complete the following two (2) courses for via mail or online Directing, Producing, Editing & Performing six (6) credits • A personal interview with the MFA Program Any of the classes listed below: (all classes 3 Coordinator. MA 707 Integrated Thesis Project I 3.00 credits) (Theory) Program Requirements MA 590 Broadcasting I Continued enrollment in this program is contingent upon:

Page 61 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

MA 552 Playwright MA 577 3D Computer MA 670 Digital Sound Workshop Graphics Design II

MA 560 Digital Video MA 578 Interactive MA 671 Digital Sound Imaging I Media Design III

MA 565 Directing the MA 579 Computer MA 672 Digital Sound Screen Actor Graphics I Design IV

MA 566 Production MA 675 Digital MA 674 Digital Sound Development Sculpture Portfolio Skills MA 676 3D computer MA 581 Business of MA 567 The Art of Animation Digital Sound Editing Design MA 677 Computer MA 568 Lighting for Graphics MA 704 Independent Visual Media Imaging Study

MA 650 Writing Genre MA 678 Intro to Motion MA 894 Studio Capture Specialization MA 651 From Page to screen MA 679 Advanced 3D MA 895 Studio Character Specialization MA 652 Memory and Animation Imagination MA 896 Studio MA 695 Logo Specialization MA 653 Writing Animation Documentaries MA 705 Internship MA 696 3D Modeling I MA 654 TV Writer’s Table MA 697 Motion Photography: Traditional, Digital & Capture II Experimental MA 660 Digital Video MA 555 Photography Imaging II MA 698 Special Topics 3D CG MA 556 Digital MA 661 Film Photography Production I MA 699 Special Topics Special Effects MA 557 Experimental MA 664 Components of Photographer Visual Story MA 698 Special Topics Telling Special Effects MA 558 The Business of Freelance MA 665 Directing the MA 705 Independent Screen Actor II Study MA 559 Studio Photography MA 666 Cinemagraphic MA 704 Independent Directing Study MA 655 Photography Portfolio MA 704 Independent MA 894 Studio Study Specialization MA 656 Conceptual Digital MA 894 Studio MA 895 Studio Photography Specialisation Specialization MA 657 Digital MA 895 Studio MA 896 Studio Photography II Specialisation Specialization MA 568 Lighting for MA 896 Studio MA 705 Internship Visual Media Specialisation MA 704 Independent MA 705 Internship Audio: Music Production, Digital Audio & Radio Study

Computer Graphic Imaging: Digital Design, MA 570 Digital Sound MA 894 Studio Animation & Interactive Media Design I Specialization MA 575 Digital MA 571 Sound for MA 895 Studio Communicatio Visual Media Specialization n Design MA 572 Location MA 896 Studio MA 576 Motion Sound Specialization graphics Recording MA 705 Internship Production MA 573 Music for Visual Media

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 62 Brooklyn Campus

Media Management: Programming, Marketing based, or 3 credits Theory, and 6 credits The MFA in Writing and Producing for Television & Advising production. For additional Questions Contact the is a full-time, 48 credits program, running two MA 683 Producing the MFA in Media Arts Program Coordinator. 2010/ years; consisting of the following courses Television 2011 MFA Program Coordinator is Professor Semester One Series Marjan Moghaddam: [email protected] Course Title Credit

MA 690 Broadcasting II WPT 610 Television 6 M.F.A. in Writing and Series & MA 705 Field Work Programs Experience Producing for Television

WPT 611 The History 3 MA 581 Business of The M.F.A. in Writing and Producing for Of Television Digital Sound Television is a writing intensive program that uses Design a unique teaching and learning approach that WPT 612 The Writer's 3 mimics the real world of contemporary television. Table (January/ MA 583 Art and In particular, the notion of work done in Winter Commerce collaboration as a cohort is the hallmark of this Intensive) MA 584 Entrepreneursh program since t elevision demands that its writers Semester Two ip work as a unit. The M.F.A. in Writing and Course Title Credit Producing for Television is a full-time program. MA 586 New Media Classes are held during the day, and therefore, WPT 620 Television 6 Management students must be able to commit to studying on a Series & MA 622 Globalization full-time basis. Students also must be able to work Programs - of Media collaboratively in an environment that requires the Writing And exchange of ideas and the highest level of Pre-Production MA 623 Corporate professional courtesy. Most classes are held at Structure of the WPT 621 Genre Theory 3 Steiner Studios, located at the Brooklyn Navy Media & Writing Yard. Students are expected to arrange their own MA 636 Alternative transportation for those classes being held at WPT 698 Independent 3 Media Steiner as well as those held on Long Island Study Episode University's Brooklyn Campus. Writing MA 680 Financing Admissions Requirements Features WPT 699 Internship 0 0 The M.F.A. in Writing and Producing for Developing Credits Television is a highly competitive program, which Documentaries (Summer) seeks to recruit 20-25 students each year, who MA 682 High End exhibit the ability to express themselves clearly Semester Three Digital and creatively in the written form. Applicants need Course Title Credit Production not have a background in writing for TV or film, WPT 630 Television 6 however, they will be required to submit, as part of MA 704 Independent Series & the admissions process (see below), writing Study Programs/ samples that demonstrate the potential required to Writing And MA 894 Studio write for the television medium. Production Specialization To be admitted to this program you must submit: WPT 631 Single Camera 3 MA 895 Studio • An application for admission Film-Style Specialization • An original dramatic or comedic script written Video MA 896 Studio for film, TV or theater, or a sample of creative Production Specialization writing that reflects your story-telling ability. WPT 632 Location 3 • Two written recommendations: one MA 705 Internship Production professional and one academic. Include contact (Winter information . Note: In addition to production/studio classes in Intensive) • An up-to-date bio or CV each area, MFA students can do 9 credits in Studio In addition, applicants must: Semester Four Specialization: MA 894, MA 895, & MA 896 as • Have earned an undergraduate degree at an Course Title Credit independent studies in their field, plus MA 704 accredited college or university Independent Study. WPT 642 Post 3 • Complete a personal interview, which will be Production scheduled once the writing samples have been Notes: Studio Credits in Areas of Concentration reviewed WPT 643 Intellectual 3 vary from area to area, check with your advisors Continued enrollment in this program is Property And for the studio/ production classes that apply. contingent upon: Cutting The Interdisciplinary Studio must be production classes • Regularly attending classes (no more than three Deal outside of your Area of Concentration. MA Thesis missed classes will be allowed). credits are not transferable to the MFA. MFA WPT 644 The Internet & 3 • Submitting projects and writing assignments by Seminars are 1 credit classes offered every New the predetermined deadlines. Distribution semester, and all 3 are required for the MFA. Your 9 credit MFA Thesis can be entirely Production Technologies

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WPT 700 Capstone 3 achievement within the context of a monopolistic MA 504 Indie Sex Course control of the industry beginning in the Silent Era This new course investigates the counter-politics continuing to the Golden Age of the studio system. and aesthetic of how sex and gender are Topics include D.W. Griffith and the silent screen, Media Arts Courses represented in the narratives of contemporary Depression-era Hollywood, and film noir. (mostly non-American) independent film. Analyzing Credits: 3 films through the lens of globalism and its cultural MA 500 Media Aesthetics On Occasion contexts, students study a variety of genres An exploration of problems and issues related to including: documentary, hard-core art, horror, MA 513 American Film History II (1960 - theories of applied media aesthetics from cave animation and experimental forms. Present) paintings to virtual reality. Through screenings and The pre-requisite of MA 500 or MA 501 is required This course covers the American New Wave in the readings, students analyze the language and or permission of the Instructor. 1960's and 1970's, the emergence of the age of meaning of visual culture and develop their own Credits: 3 American auteurs, and the consolidation of the interpretations. Topics include the psychology of On Demand industry into a global phenomenon. Topics perception, the construction of reality, creativity, include feminism, black liberation and the student history of technology, mass culture and consumer MA 505 Gaming and Game Theory movement; Spielberg, Lucas and the Hollywood engineering. Must be taken within the first year of This seminar examines the historical and auteurs; the rise of the blockbuster ; and the study. conceptual framework of gaming and game theory. independent challenge to Hollywood. Three Credits: 3 Constitutive components of the class include an credits. Pre-requisites: MA 500 or MA 501 or Every Fall and Spring exploration of the transformative, cognitive effects permission of instructor. of play, an historical overview of video games and MA 501 Media Theory Credits: 3 rule-based gaming, as well as an investigation of A foundation course that acquaints the student On Occasion interactive or orgodic processes of dynamic and with the multitude of theories that together cybernetic systems. Media and cinematic MA 514 History of the Still Image: Photography constitute Contemporary Media Theory. The illustrations of game theory will be screened and CGI course is a bridge between the multiple disciplines including Memento, Dr. Strangelove, Rebel Prerequisite: Media Arts 500 or 501 or permission that have been used to examine the media, Without a Cause, Wall Street, War Games, A of instructor. including psychology, linguistics, history and Beautiful Mind and Pi. sociology and the aesthetic considerations of film, The pre-requisites of MA 500 and 501 are required This course traces the history of the still image from television and popular recording. The course traces or permission of the Instructor. its earliest chemically-based photographic form to the broad outlines in the evolution of each branch Credits: 3 the contemporary digital computer graphic image. of Contemporary Media Theory including On Occasion Aesthetic theories of imaging, visual representation semiotics, psychoanalysis, feminism and theories of and veracity will be examined. ideology. Considerable attention is also paid to MA 510 World Film History I The pre-requisite of MA 500 or MA 501 is required students developing a sense of how to place the Pre-requisite: MA 500 or MA 501 or permission of or permission of Instructor. media object in its historical and cultural context. instructor. Credits: 3 Must be taken within the first year of study. On Occasion Credits: 3 A study of the growth of non-Hollywood cinema Every Fall and Spring and its relation to the dominant cinema from the MA 515 Class, Crime & Film Noir

silents to the end of classical cinema in the 1960's. Prerequisite: Media Arts 500 or 501 or permission MA 502 Media: Race Gender, Class Topics include surrealism, French cinema of the of instructor. An examination of how race, gender and class are Popular Front and Italian neo-realism. constructed in the visual media and how they Credits: 3 An exploration of the history of those dark, seedy interact. Students become versed in the major On Occasion crime films that came to prominence in Hollywood historical and contemporary arguments and explore in the late 1940s (The Maltese Falcon, Blue Dahlia) how those arguments apply to various media MA 511 World Film History II in a style that has become nearly the dominant in formations, ranging from film noir to the African- Prerequisite: MA 500 or MA 501 or permission of Hollywood today. The course examines noir's pre- American gangster film to the independent feminist instructor. history in the gangster film (Scarface, I Was A film. The course concludes with studies of media Fugitive From a Chain Gang), its development into conjunctions in which class, race and gender This course focuses on Modernist Cinema and the a full blown validation of the sympathetic male and relations are encoded in the same media formation. emerging cinemas of the newly Independent Asian, female fugitive outside the law (Out of the Past, Credits: 3 African and Latin American countries. It traces the Desperate), its brief flowering in the 70s On Occasion modernist influence on non-European cinema as (Chinatown) and its reemergence under Reagan well as the cinema's re-examination of its colonialist MA 503 Creativity: Artist, Industry, Culture and Bush (Bad Lieutenant, The Last Seduction). heritage. Topics include Brazilian Cinema Novo, An examination of the role of the auteur as artist, Topics include: femme fatales (Double Indemnity), African cinema, French New Wave cinema, New including the role of the director, producer, set international noir (Italy's Bitter Rice), black noir (A German cinema, Iranian cinema, Chinese Fifth and designer, cinematographer, editor and sound Rage in Harlem). Sixth Generation cinema, and Cuban cinema. engineer. Contemporary theories of authorship in The pre-requisite of MA 500 or MA 501 is required Credits: 3 the visual media are discussed as well as the role of or permission of Instructor. On Occasion Credits: 3 industry as author. How culture writes the work and how certain formations produce changes in On Occasion MA 512 American Film History I (1895 - 1960) artistic direction are also topics of discussion. An outline of the history of American film that MA 516 History of Photography Credits: 3 examines the complex interpenetration of Prerequisite: MA 500 or 501 or permission of On Occasion technological development, narrative and aesthetic instructor.

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 64 Brooklyn Campus

often conflated within post-modern contemporary The pre-requisite of MA 500 and MA 501 is It is recommended that students following a film idiom to reveal new meanings. Topics include: required or permission of Instructor. photography track take this course. An examination pastiche and satire, Magic Realism, science fiction Credits: 3 of important photographers, processes and and gender, the eco-disaster movie. On Occasion movements from the invention of photography to Credits: 3 the present. Special emphasis is placed on On Occasion MA 528 Production Management sociological and artistic concepts that shape and This course surveys the nuts and bolts of inform the medium, such as the act of MA 524 The Notion of Motion production management in photography, film, photography, the experience of being An interdisciplinary focus on the interrelationships television, and contemporary digital media. Topics photographed, and the way the camera has changed inherent in the notion of motion: movement as include: entertainment and copyright laws, our social world. metaphor, how motion relates to the physical programming, operations, scheduling, hiring, Credits: 3 sciences, movement as a unit within a musical budgeting and media management. Students On Occasion composition, political movements, motion pictures, complete an entire Production Handbook as their the expressive movement of dancer or actor. semester long assignment. MA 517 History of Documentary Credits: 3 The co-requisite of MA 500 is required or Prerequisite: Media Arts 500 or 501 or permission On Occasion permission of the Instructor. of instructor. Credits: 3 MA 525 The Celluloid Classroom On Occasion A survey of the documentary film from pioneering This course explores the perception and changing days to the present. Topics include: the realities of childhood and adolescent development, MA 530 Television Theory ethnographic film, investigative documentary, news including teaching ideologies and practices, as they Prerequisite: MA 500 or MA 501 or permission of documentary and the wild life film. have been represented in American and British film instructor. Credits: 3 over the last 60 years. Following screening and film On Occasion analysis, topics for special study include: theories of An exploration of both how established modes of human development, Youth Culture, and the criticism are applied to television (psychoanalytic MA 520 Artistic and Literary Movements and the influence of media culture on educational policy theory, ideological critique, feminist theory) and Visual Media and institutions. how television is serving as a model for various This course focuses on the aesthetic conventions Credits: 3 cultural studies theories which stress the media as a and philosophical underpinnings of one of many On Demand set of social formations ranging from post-war 20th century movements in the fine arts and consumer capitalism to the global formation of the literature, including Expressionism, MA 526 Slavery: Roots to Rap present. Constructivism, Dada and Surrealism, Literary Prerequisite: MA 500 and 501 or permission of Credits: 3 Modernism, Poetic Realism, Magic Realism, instructor On Occasion Abstract Expressionism, Pop Art and Structuralism. Visual media artists include Luis Bunuel, Sergei A survey of the development of different film MA 531 Survey of Contemporary Digital Media Eisenstein, David Lynch, Fritz Lang, Jean Renoir, treatments of social history by emphasizing both Art and Nam Jun Paik. (This course may be taken historical films and contemporary films about Prerequisite: MA 500 or 501 or permission of more than once for credit). slavery including those from the 70s black- instructor. Credits: 3 xploitation and hip-hop eras. This course provides On Occasion an overview of how filmmakers depict the cultural It is recommended that students following a digital and political progress (or not) of an American social design track take this course. A focus on MA 521 Social and Political Movements and the group. Filmmakers studied will include Gillo contemporary examples of digital media art through Visual Media Pontecorvo, Steven Spielberg, Spike Lee, Larry a survey of digital media in the applied and fine This course focuses on the interaction of key 20th Cohen, Jonathan Demme. arts, critical theories in support of such emergent century social and political movements and their Credits: 3 media and the new models and archetypes for impact on the visual media including: Weimar On Occasion communication and interaction inherent in such Visual Culture, the French Popular Front, the 60s media. Student Movement, Alter Globalization, MA 527 Women and Technology Credits: 3 Bolivarism. (This course may be taken more than Prerequisite: Media Arts 500 and 501 or permission On Occasion once for credit). of the instructor. Credits: 3 MA 532 Contemporary Documentary On Occasion This seminar explores the historical and An exploration of the changing form and style of contemporary interrelationship between Women the documentary in the context of the MA 522 Myth and Media and Technology -- how technology has imaged and democratization of access to information How do humans relate to the great forces of life shaped womens lives, and likewise -- how women technologies and globalization. Topics include: the and death, male and female, creation and have, in turn, appropriated technology for their mockumentary, guerilla documentary, the video destruction, light and darkness? Movies along with own use. Topics include: domestic and memoir, experimental and avant garde all the other arts, have embraced myth; for story reproductive technologies, (often touted as documentary. lines, to explain mysteries and for a deeper liberators from domestic servitude and biological Credits: 3 influence in structure, motifs and style. In this imperatives); to inherited and appropriated On Occasion course, students deepen their theoretical technology, including women media makers understanding of how mythic constructs, belief (cinematographers, directors, computer graphic MA 533 Asian Cinema systems and ideologies function within film artists and technologists), to activists and theorists Prerequisite: permission of instructor narrative. In particular, this course explores how of cyber-feminism and global feminist blogs such as definitions of myth, legend, fairytale or fable are WIMN: Women in Media & News. A focus on cinema as a unique cultural product in

Page 65 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 which artistic sensibilities are mobilized to address, or permission of Instructor. cyber-cinema), this graduate seminar explores all and thus reflect, significant aspects of contemporary Credits: 3 things cyber in cinema. Cyber - short for society. Through a range of feature films from the On Occasion cybernetics - an interdisciplinary study of region, this course examines these cultural products communications and control sytems in animals, as collective expressions of some enduring concerns MA 539 History of Special Effects humans and machines, connects the fields of in modern Asian societies. (Same as Sociology 526) Prerequisite: MA 500 or MA 501 or permission of robotics, artificial intelligence, evolutionary biology, Credits: 3 Instructor. neuroscience, psychology, etc., and has been a On Occasion longtime preoccupation in cinema, as seen in: This seminar provides a historical and theoretical Metropolis (1927), Frankenstein (1931), 2001: A MA 534 Latin American Cinema overview of Space Odyssey (1968), Blade Runner (1982), An examination of the parallel developments of special effects from their earliest inception in Artificial Intelligence (2001), Minority Report contemporary Latin American Cinema focusing on theatrical, photographic and cinematic productions (2002), I, Robot (2004), etc. Through screenings, new cinema in Argentina, Brazil, Cuba and Mexico. to their current utilization in contemporary media cyber-interactions, readings of cyber-SciFi, and The course situates these films in relation to arts. This class surveys the ubiquity of special effects discussions, this class probes such topics as gender historical patterns in both Latin American history, used as either obvious tropes in visualizing the guises in cyberspace, what it means to be human, literature and culture, and Latin American cinema fantastical, or as invisible amplifiers in simulating a consciousness, etc. itself. Topics include: Magical Realism, Brazilian more plausible reality. The class also examines the The pre-requisite of MA 501 and the co-requisite of Cinema Nuovo, Tropicalism. relationship of SFX to both narrative realism, and MA 500 are required or permission of Instructor. Credits: 3 to the fabrication of the simulacrum, by tracing the Credits: 3 On Occasion semiotic use SFX to both propel a narrative, and to On Occasion maintain narrative coherence in what might MA 535 Global Net Art otherwise be impalpable and disjointed MA 547 Avatars, Cyborgs, Robots This course explores the position, the process and exaggerations. Human identity intermixes with technology in the works of cultural producers in the global terrain The pre-requisite of MA 500 or MA 501 is required interesting and compelling ways. As we develop of digital production and distribution. Investigating or permission of the Instructor. technology, our relatedness to it has become the fusion of the private and the local into the Credits: 3 increasingly more intimate. This is evident in our global through the net raises critical questions On Occasion latest medical advances in bionic implants and in about the production of artworks in a borderless our science fiction explorations in films, novels, virtual context, and about the relationship between MA 540 Cinema of Australia and New Zealand and games. The image of the cyborg, a hybrid these artworks and traditional representational Prerequisite: MA 500 or permission of Instructor. human and machine, appears in such films as spaces. The seminar explores these questions and Bladerunner, Terminator, I, Robot, etc., while their implications for the emerging discourse of reflecting our cultural ambivalence about universal citizenship. Lectures, readings, discussion From The Story of the Kelly Gang in 1906 to the technology, its potentialities as well as its dangers. and analysis of cultural products. Final projects will Lord of the Rings trilogy, Australia and New But, we may ask, "Mirror, mirror, on the wall, are be in the form of digital works. Three credits. Zealand have made a unique impact on we to become the humanoid robot or the Prerequisite: MA 500 or MA 501 or permission of international cinema. This course celebrates the technologically-augmented human?" We shall instructor. This course has an additional fee. commercially successful narrative feature films explore these mediated questions together in this Offered on occasion. produced by these cultures as well as key class. Credits: 3 documentaries, shorts, and independent films. It The pre-requisite of MA 500 or MA 501 is required On Occasion also invokes issues involving national identity, race, or permission of Instructor.

history, and the ability of two small film cultures to Credits: 3 MA 537 Comparative Film Directors survive the economic and cultural threat of On Occasion A focus on the work of either a single Hollywood. Well know films and directors, such as director/writer or on a comparative analysis of two The Year of Living Dangerously (Peter Weir, 1982), MA 548 Cinema of India directors/writers. Names include Katherine The Piano (Jane Campion, 1993), Fellowship of the The film industry in India releases more films per Bigelow, Ousmane Sembene, Stanley Kubrick, Ring (Peter Jackson, 2001), and Rabbit Proof Fence year than any other country in the world and is David Lynch, Fritz Lang, Spike Lee, Alfred (Philip Noyce, 2002), are included with less popular rapidly finding a global market, second only to Hitchcock/Claude Chabrol, Douglas Sirk/R.W. but equally important films and filmmakers, such as Hollywood. This course examines the Fassbinder. (This course may be taken more than Jedda (Charles Chauvel, 1955), They're a Weird phenomenon by means of in-depth analysis of a once for credit.) Prerequisite: MA 500 or 501 or Mob (Michael Powell, 1966), Vigil (Vincent Ward, wide range of national and regional Indian films. permission of instructor. 1984), and The Goddess of 1967 (Clara Law, Topics include: The Merchant/Ivory effect; Credits: 3 2000). relationship of Indian mythology, literature and art On Occasion The pre-requisite of MA 500 is required or to story construction; Bollywood influence on

permission of the Instructor. contemporary western movies and audiences: MA 538 All About ... Credits: 3 Indian women filmmakers; regional language Prerequisite: Media Arts 500 or 501 or permission On Occasion cinemas. of instructor. Credits: 3

MA 546 CyberCinema On Occasion This course involves an intense study of a single Prerequisite: Media Arts 500 or 501 or permission media object, including the works that led up to it of instructor. MA 550 Writing for Media I: The Story and the works that were subsequently influenced by An introduction to the principles of story-telling. it. Studies Include: Bonny and Clyde, 2001: A As the moving image continues to morph into Students explore narrative, dramatic structure, Space Odyssey; Blue Velvet. (This course may be numerable metaforms of digital signals and character development, dialogue and plot through taken more than once for credit.) electronic transmissions, (and is trademarked as the analysis of television and film narratives. They The pre-requisite of MA 500 or MA 501 is required

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 66 Brooklyn Campus complete a story treatment and short film and video production. The class will enable meet the creative demands of their projects as a screen/teleplay as their final project. students to develop the skills necessary for a producer, how an actor creates a part and drops Crosslisted with Media Arts 550. successful career using self-promotional tools and into that internal place on camera that makes the Credits: 3 business practices involved in freelance work. viewer really believe she/he is that character, to do On Occasion Prerequisite: Media Arts 555 or permission of pre-production script analysis. instructor. Credits: 3 MA 551 The Screenplay Credits: 3 Annually An intermediate course where students complete On Occasion their own full-length screen/teleplay. Weekly MA 567 Art of the Edit writing groups provide feedback and evaluation. MA 559 Studio Photography This course explores the aesthetics and Workshops for directing actors/readers; guest This course is primarily about light and its control implementation of effective editing. It surveys speakers. (This course may be taken more than in the process of creating photographs. Students examples of the craft in various iterations of its once for credit.) Prerequisite: MA 600 or will be introduced to the fundamentals of studio genre and modern forms of its application: permission of instructor. lighting with an emphasis on practical applications theatrical narrative, commercial, montage, Credits: 3 for portraiture and still life photography. In-class documentary, trailer, industrial and web-episodes. Rotating Basis demonstrations will cover the use of electronic flash The class learns the in's and out's of story telling equipment, portable flash equipment, tungsten through the sequencing of shot and images, as well MA 552 Playwriting Workshop lights, and the modification of light. Students will as gain a technical understanding of Codex's, trans- Prerequisite: MA 500 or permission of instructor. learn to consider the direction of light, proper coding, output formats, mixing and basic DVD This course begins with an introduction to the exposure, and the effect on contrast and color authoring. This class takes a hands-on approach, history and basics of dramatic writing, starting with balance. Students must submit a self-published balanced by the theoretical underpinnings of good Aristotle's Poetics and assessing sections of two body of work as a final portfolio, and complete a cinema and offers students applicable skills in the different texts and approaches to writing for the research project. grammar of editing. theater: The Art of Dramatic Writing by Lejos Egri Credits: 3 The pre-requisite of MA 560 or equivalent is and David Ball's Backwards and Forwards. The On Occasion required, or permission of the Instructor. second phase of the course focuses on scene and Credits: 3 character development, through a series of written MA 560 Digital Video Imaging I On Occasion exercises and assignments, as each student begins An exploration, using state-of-the-art digital cameras drafting a one-act play. The final section of the and nonlinear editing systems, of all aspects and MA 568 Lighting for Visual Media course is devoted to work-shopping each student stages of the video production process from pre to At the heart of the expression of visual media is play-in-progress.(Same as ENG 525.) post. Working as individuals or in small production light. This course will explore the nature, content, Credits: 3 teams, students complete a video project of their and the uses of light in film/video, stills, and On Occasion own design. Three credits. Prerequisite: MA 500 or animation. We will look at how light creates mood, professional/undergraduate video production depth and an emotional experience within the MA 556 Digital Photography I experience or permission of instructor. media. This is a hands-on production class, which An intensive introductory workshop in Credits: 3 requires that each student have competency in his photographic digital imaging and print output that Every Fall or her form of media. Most projects will be provides students with advanced skills in digital fine delivered in a media form of the students choosing. art and archival print applications. The class MA 561 Multi-Camera Production I We will learn to work with natural light, lighting incorporates alternatives to chemical processes An intensive exploration of the art and science of kits, and in some cases create our own lighting brought about with enhanced new technologies and multi-camera production. Students work instruments to work with a variety of lighting styles, experimentation with digital printing on different cooperatively at an accelerated pace on projects of and shooting conditions. We will examine the substrates and surfaces. their own design and examine various remote and additive and subtractive color modes and bring all Credits: 3 studio technologies, directorial strategies, and of these tools together in a final project. Every Fall production techniques. Credits: 3

Credits: 3 On Occasion MA 557 Experimental Photography On Occasion An examination of the relationship between MA 570 Digitial Sound Design I technique and creative vision in photography. MA 562 DV Intensive A survey course that introduces students to the Students experiment using processes designed to Students join forces to complete a DV project in technologies behind current audio production for expand the creative approaches available to the five days from inception to final end screen credits music and sound design throughout media arts. photographic artist, including alternative chemical with original music. Students write, pre-produce, Topics include microphones, mixers, multitrack processes (cyanotype, vandyke brown sald, direct, shoot, edit, insert graphics, add music and DAT recorders, MIDI samplers, computer-based platinum, gum), nontraditional mediums (wood, turn in a final copy of a ten-to- fifteen minute sequencing, hard disk recording, digital mixing and glass, sculpture), and alternative image sources. narrative or mockumentary in a particular genre processing (Digital Performer and Pro tools). Also Particular emphasis is placed on the relationship and film style. This course takes skills acquired in examined are output and production between process and image and how invention and previous courses and applies them in a way that considerations for CD, CD-ROM, DVD video, artistic interpretation are entwined in the most emulates the conditions of actual production. digital video, film 5-1 surround, Internet photographic context. Credits: 3 distribution, Web pages and motion graphics. Credits: 3 Every Summer The pre-requisite of MA 500 or MA 50 is required,

On Occasion or permission of Instructor. MA 565 Directing the Screen Actor I Credits: 3 MA 558 The Business of Freelance A hands-on workshop exploring how to direct an Every Fall The course will explore aspects of working freelance actor and how to write dialog for actors to speak in in the media fields of graphic arts, photography, front of the camera. Students also learn how to

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MA 571 Sound For Visual Media students who are interested in building a strong business plan as their final projects. This introductory course in sound for film, foundation in music production and composition, The pre-requisite of MA 500 or MA 501 is television and multi-media covers audio post- recording engineering, and sound design. required, or permission of Instructor. production for video, film and other multimedia The co-requisite of MA 500 is required or Credits: 3 formats with a focus on sound design, SFX editing, permission of the Instructor. On Occasion Foley, and ADR (dialog replacement). This class Credits: 3 will provide an emphasis on sound and its effects On Occasion MA 581 Music Entrepreneurship on the dramatic impact and overall tone of visual Prerequisite: permission of instructor. This course imagery. MA 575 Digital Communications Design provides an overview of how to succeed in today's The pre-requisite of MA 501 and the co-requisite An examination, using computers and digital media changing music industry. The rules have changed of MA 500 are required or permission of technologies, of emerging models for and now more than ever each individual has the Instructor. communications design. Students use the Internet opportunity to take their careers into their own Credits: 3 and Lexus/Nexus for design research; digital media hands, making it a time for the entrepreneur. On Occasion for image acquisition; graphics, imaging and Throughout this course, emphasis will be given to publishing software for pre-visualization and design the various aspects of the music business such as MA 572 Location Sound Recording presentations, full computerized studio production, Contracts, Copyright Law, Business Plans, Music This course is a survey course, which introduces and digital output technologies. They also complete Publishing, Royalties, Performing Rights students to the technologies behind current audio a communications design project. Organization, Niche Marketing Promotion, production and acquisition. Topics include: audio Credits: 3 Creative Strategies for Marketing and Distribution, terminology, recording location sound for film and On Occasion Online Presence and New Business Models. In television, microphones, mixers, multi-track hard- addition, the class spends time developing the LIU disk recoding, noise reduction and digital audio MA 576 Motion Graphics Production record label and showcase featuring LIU artists. processing using ProTools software. This course is An exploration, using sophisticated 2D Motion Credits: 3 recommended for film and video students who Graphics software, of the design and creation of On Occasion want to increase their knowledge of recording motion graphics for multimedia output such as sound for film, audio students and anyone looking DVD, CD-ROM, the World Wide Web and the MA 583 Art and Commerce to increase their knowledge of audio recording. Intranet/Extranets. Students learn to design and A focus on a wide range of contemporary art and Credits: 3 create full motion graphics projects for output to design enterprises in the metropolitan area. By On Occasion CD-ROM and the Web. means of on-site visits, students explore the work of Credits: 3 individual artists, photographers, designers, MA 573 Music for Visual Media On Occasion curators and art directors. Discussion topics This course focuses on music for visual media include the interface between creativity and culture, including film, television, gaming and multimedia. MA 577 3D Computer Graphics art and commerce, artifact and economics. Topics include the psychology of music, music and An introductory level workshop in 3D modeling, Students completed a production assignment or emotions, music composition and the roles music surfacing, texturing, rendering, special effects and article-length paper as their final project. plays in video, film, or other multimedia formats. basic digital cinematography employing the latest (Formerly MA 706) The class will include an emphasis on storytelling 3D software and hardware technology. All aspects Credits: 3 through sound as well as on how sound can affect of 3D production are surveyed. Students create 3D On Occasion the dramatic impact and overall tone of images, objects and scenes for output to print and screen. helping to create a total artwork. Students will Credits: 3 MA 584 Entrepreneurship learn about a variety of approaches to music On Occasion Students master the tools and concepts of the placement in media. In addition, class assignments Internet in their search for either an audience or a MA 579 Computer Graphics I give students a hands-on approach to music position with a media production firm. Topics MA 579 is an introductory level class in Computer placement. include: devising an integrated strategy and Graphics for print, screen and the stage using The pre-requisite of MA 500 is required or selecting appropriate web technologies, Adobe Photoshop. Students will be learning and permission of the Instructor. understanding the significance of site architecture working with basic illustration, graphics, photo- Credits: 3 and user paths, designing an online storefront, processing and typographic techniques. Principles On Occasion building and maintaining an online community, of color and size resolution for various media are infotainment, podcasting (audio blog) as well as MA 574 Music Production Intensive covered as well as the design and aesthetic fluency in digital policies for the internet economy. This is an introductory graduate level audio course considerations associated with different types of Students learn digital technology to reach and that focuses on creating, producing, recording and output. maintain clients as well as electronic publishing mixing original music and sound. The course Credits: 3 tools. explores various ways of creating and manipulating Every Fall and Spring The pre-requisite of MA 500 or one year of black- sounds using industry standard technology. Topics and-white photography is required, or permission of MA 580 Independent Producer include MIDI, audio signal flow, digital synthesis, Instructor. Prerequisite: Media Arts 500 or 501 or permission recording, effects processing and professional Credits: 3 of instructor. mixing techniques. Apple¿s Logic Audio, Avid¿s On Occasion

ProTools and Propellerhead¿s Reason will be used A hands-on approach to the production as platforms for learning audio technology MA 585 Music Marketing management tasks of the independent producer of throughout this course. Hands-on experience Marketing is an essential part of being successful in film, video or multimedia. Topics include: script through assigned projects will be a large portion of the music industry. This course explores topics breakdown, scheduling, budgets, writing the the course work and will take place during related to current marketing techniques including business plan, marketing and distribution. Students individual studio time. MA 574 is suitable for identifying and connecting with a target audience, will complete a production handbook and mock effective approaches to promotion and publicity

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 68 Brooklyn Campus and branding within a focused niche. Creative such questions as the relation of the documentary the present. Topics include: ways of seeing, strategies for successful marketing are also explored, to the fiction film, its claims to truth, and its social ethnographic and gender-based icons, semiotic and including online and non-traditional approaches. use in times of peace and war. aesthetic interpretations, history as represented by Students who are interested in promoting their own The pre-requisite of MA 500 or MA 501 is required image and imagination. music projects will benefit from this course as well or permission of Instructor. Credits: 3 as students who are interested in expanding their Credits: 3 On Occasion knowledge of marketing in the entertainment On Occasion industry as a whole. MA 625 Sex, Gender, Media The pre-requisite of MA 500 is required or MA 620 Psychoanalysis and the Media This course explores the representation of sexuality permission of the Instructor. Prerequisite: MA 500 or 501 or permission of in the media as well as the contribution made to Credits: 3 instructor. An introduction to basic the understanding of the media by gender theorists. On Occasion psychoanalytical theories and the popular use of Topics include: homosexuality, heterosexuality, psychoanalysis for formulating conceptions about polymorphous sexuality, repression and MA 586 New Media Management how visual media attracts audiences, how certain sublimation. This class focuses on new and emergent business narrative processes function, and how psychanalysis Credits: 3 models and media content that incorporate classifies individual character traits.Students study Rotating Basis breakthrough technologies and innovative how such theories as those of Freud, Lacan and implementation of existing media. Students Interpersonal (Object Relations) Theory have been MA 626 Crossing Borders examine the new technological shifts in various applied to cinema, television, recording media and Prerequisites: MA 500 or MA 501 or permission of media industries, unique management models current virtual media. instructor. emerging in response to these changes, the use of Credits: 3 internet and social technologies for marketing, new On Occasion One of the key questions in contemporary media is distribution and deployment strategies for media the representation of the border, be it physical, such as broadband and mobile, and digital licensing MA 621 Philosophy and Media social, racial, or sexual. This course explores how and copyright issues for all media. An examination of the ways in which philosophical visual artists have consistently crossed borders The co-requisite of MA 500 is required or systems of thought have underpinned both media erected by their societies and how they have permission of the Instructor. production and contemporary media theory. The persistently been interested in questioning the Credits: 3 influence of such systems is presented as it is notion of the border. On Occasion registered in moments in cinema, television, Credits: 3 popular recording and the new digital technologies. On Occasion MA 590 Broadcasting I Credits: 3 This course explores researching, writing, and on-air On Occasion MA 630 Documentary: Fact/Fiction production for television in the areas of news and This course is an in-depth consideration of the features. Students will research, write and perform MA 622 Globalization and the Media representation of the "real through the prism of the their own material before the camera utilizing up-to- An exploration of globalization as discourse, as a non-fiction media. On what basis do we the-minute newsroom technology, shooting in the social and economic event and as a contested understand narrative and non-narrative fiction and field and studio technology. terrain. Analysis of media conglomeration; changes non-fiction? How is our understanding of race, The pre-requisite of MA 500 or MA 501 is required in local communities as depicted in films, television gender, politics and ideology mediated by these new or permission of Instructor. and popular music; the role of global institutions genres? Topics include: subjunctive documentary, Credits: 3 such as the World Trade Organization, the the mockumentary, scientific animation and On Occasion International Monetary Fund, the World Bank; simulation, the memoir-confessional, reality TV and and the anti-global movement. docudrama. MA 595 Music Production I Credits: 3 Credits: 3 This is an intensive class, which covers the various On Occasion On Occasion stages of creating a professional music project, including composing, producing, recording, and MA 623 Corporate Structure of the Media MA 631 Global Documentary mixing. Within a highly collaborative This course acquaints the student with the business The complex processes of globalization have environment, students apply previously acquired environment in contemporary media institutions, occasioned a number of international co- technical skills to enact the roles of music both as workplace and as economic formation. It productions of filmmakers intent on explaining producers, composers and recording engineers explores the history and current changes in those processes. The course will also study the as they write and produce background music and Hollywood studios and independent and foreign financing of these documentaries and will consider lyrics. Emphasis is on organizational techniques, production, in network television, in the recording as well the alter-globalist movement which also production details and deadline management as key industry and in the Internet. The emphasis is on works through this medium. The course will in aspects of the professional recording industry. This how these changes in media ownership affect the addition consider "documentary-like" fiction films course is in Studios A and C and the media media artist and how they may be seen to be that use these techniques to tell personal stories classroom, with Avids ProTools, Apples Logic expressed directly in media objects such as films, with a global impact. The rich treasure trove of Audio and Propellerheads Reason as creative tools. television series, music videos, urban contemporary documentaries on this process includes: The co-requisite of MA 500 is required or music and in the flow and design of the Internet. Argentina's "Social Genocide" and "The Take", permission of the Instructor. Credits: 3 China's "West of the Rails." and Jamaica's "Life and Credits: 3 On Occasion Debt." Prerequisites: MA 500 or MA 501 or

On Occasion permission of instructor. MA 624 Media Bodies Credits: 3 MA 610 History of the Documentary This course in visual culture explores the On Occasion This course traces the history of the documentary representation of the body in art, cinema, from its silent beginnings tot he present, examining photography an don stage from the Renaissance to

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MA 632 Topics in Visual Aesthetics contemporary social ideas and aspirations. This MA 650 Writing Genre This course deals with various topics in visual course examines music video as a vehicle for the An advanced course in writing scripts for a variety aesthetics, outlining the history of the style or expression of multiple subcultural experiences of genres: Hollywood formula, independent film, aesthetic formation, explaining its technological, through the various musical genres of hip-hop, situation comedy, mystery/thriller/suspense, soap industrial and cultural development, and punk, alt-rock, metal, art-rock. it will also consider opera, television drama, animation, commercials. encompassing its use in the media of film, the video work of the major innovators in the field, Students complete at least one script in a chosen television and video. Topics include: The Long including: Michael Jackson, Public Enemy, genre. (This course may be taken more than once Take, Hollywood Narration, The Experimental Madonna, Missy Elliot. for credit.) Film. Credits: 3 The co-requisites of MA 500 and 550 are required Credits: 3 On Occasion or permission of the Instructor. On Occasion Credits: 3 MA 638 The Photo Mural On Occasion MA 633 Media Genres The course will explore the history and cultural This course offers intense study in a single media influences incorporated in the art form now known MA 651 From Page to Screen genre. Genres include: Television Genres, the Post- as the Photo Mural. The class is a production- Students explore the work required to translate Modern Musical, Road Movies. (This course may oriented workshop where students explore several prose fiction to the screen, examining the be taken more than once for credit.) avenues involved in the making of mural images - differences and the similarities in the processes of Credits: 3 tile printmaking, wall cover billboard and fresco writing an original screenplay and adapting a piece On Occasion type photo images. Students use a variety of of fiction, discovering why some great books have substances including canvas, vinyl, Tyvek, never made great movies and why some mediocre MA 634 Genre Theory: Film, Television, Music watercolor paper and silk fabric to produce their books have made fantastic movies. We will look at A reconstruction of theories of genre as proposed images. Advanced Photoshop techniques and what must be preserved for the screen, what must from literary sources followed by an examination of printing using Color burst rip software is included be left behind and what the screenwriter must those theories as applied to the cinema and in the class. Students are required to complete create in order to build the bridge to screen. The television as well as to the recently theorized field of several murals and install them at designated students will adapt a short story into a screenplay popular recording. Students explore the locations through out the campus or community. for a short film. transformations of genres and analyze those Credits: 3 Credits: 3 transformations through discussions, short written On Occasion On Occasion assignments, a long research paper and a group presentation. MA 639 Cinema of Developing Nations MA 652 Memory and Imagination Credits: 3 This course traces the cinema of the emerging The class examines a number of films including On Occasion BRIC nations (Brazil, Russia, India, China) as that Diner, Mean Streets, Platoon and Annie Hall to cinema intersects issues of development. The couse study the writer's use of personal experience to MA 635 Global Cinema also necessarily traces the history of the cinema of create story, dialogue and character. Attention will This course explores world cinema as an alternative these countries as it intersects western, first world be paid to the transformational process used to lift to Hollywood. The modes of production of three models of development and of cinema. Throughout the story from private memory to public work. different cinemas are spotlighted with careful study the emphasis is on how these countries function as Emphasis will also be placed on the development of of how each local cinema both defines its own alternatives to the Washington Consensus and how theme in order to extract meaning from experience. aesthetic and interests and how it often defines their contemporary cinemas participate in this Each student will be expected to write the those interests in relation and opposition to alternative development path. screenplay for a short film (of at least 30 minutes) Hollywood. The modes include: Dogma, begun in The pre-requisite of MA 500 or MA 501 is utilizing the exercises explored in the class. Both Denmark but now a global phenomenon; Iran and required, or permission of the Instructor. exercise work and scenes from the film scripts in its cinema which through its extended use of the Credits: 3 progress will be read and discussed in class. long take counters current Hollywood editing On Occasion Credits: 3 strategies; and Africa where cinema production calls On Occasion attention to questions of a continuing colonialism MA 640 Survey of Computer Animation and the problems of post-colonialism. Franco- This is a comprehensive survey of contemporary MA 653 Writing Documentaries Belgium Working Class Cinema; New Argentine computer animation designed to help students Contemporary documentaries and reality Cinema; and Chinese Anti-Globalist Cinema. develop an understanding of the visual, aesthetic programming are gaining unprecedented popularity Credits: 3 and technical styles employed by this new medium. in this age of global media. This course is a practical On Occasion In addition to regular screenings of animation, the guide to writing the documentary. It spans pre- class will also examine the dialog of the cyberats production to the final stages of post-production - MA 636 Alternative Media evolving out of this new medium and the from idea to execution. Topics include: research & An exploration of different forms of media which philosophical underpinnings informing this new art planning, visualization, organization + structure, exist as an alternative to mainstream, corporate form. Screenings include popular Motion Pictures proposal writing, treatment, and script formats. media systems. Topics include impact of new alongside the latest cutting-edge animation projects Different documentary styles and genres will be technology, access to the information highway, from international festivals, TV, the web, video explored via screenings, round-table discussion and digital images and democracy, underground radio, games, computer art and electronically mediated writing exercises. Students complete a full-length guerrilla video, independent cinema and the Web. performances. documentary proposal/script as their final project. Credits: 3 The pre-requisite of MA 500 or MA 501 is The pre-requisite of MA 500 is required, or one On Occasion required, or permission of the Instructor. year of black-and-white photography, or permission

Credits: 3 of Instructor. MA 637 Aesthetics of Rap and Music Video On Occasion Credits: 3 The art of the short-form music-based film has On Occasion become a crucial medium for the expression of

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 70 Brooklyn Campus

MA 654 TV Writers Roundtable explored. Three credits. Prerequisite: MA 560 or all the stages of production. Through a hands-on This course immerses students in the collaborative professional / undergraduate film production approach, This class covers aesthetics, drama, the writing process of the TV show. During the experience or permission of instructor. shooting script, working with actors, mood lighting semester, the class, working as cohorts, create, write, Credits: 3 framing,shot sequencing, editing and finishing. refine and then rewrite a half hour script for a Rotating Basis The co-requisite of MA 500 and the pre-requisite of prospective TV series. Along the way, each student two moving image production courses are required, is required to write scenes involving characters from MA 662 Directing the Documentary or permission of the Instructor. ongoing TV series and from the script being Working in small production teams, students direct Credits: 3 developed by the class. A staged reading of the and edit mini documentaries of their own design On Occasion completed script is performed at the end of the and genre. semester. Credits: 3 MA 667 Single Camera Film-Style Video Credits: 3 On Occasion Production

On Occasion This is a joint endeavor. WPT and MA Production MA 663 Digital imaging Team Portfolio I and Media Management students MA 655 Photography Portfolio This advanced studio class allows students to will become familiar with all phases of pre- This is a studio class that enables the student to develop and complete work on a highly specialized production. This will include breaking down the complete a semesters works on a specialty area and involved Digital production. Students will work script, casting, location scouting, determining within the field. This course introduces the as a team (no-less than three) to create a project that budgets, discussing the style in which this fundamentals of studio lighting with an emphasis is of "A" festival quality. The team will submit a production will be shot, etc. WPT will make on portraiture and still-life photography proposal to the instructor before class begins. And decisions as to which scenes to shoot. This hands- applications. In-class demonstrations cover the use if accepted they will take their project from on experience will allow students to learn what it is of tungsten lights and electronic flash equipment, treatment to festival submission. This course will to actually produce a film from the ground up. as well as diffusing light with reflectors and cover how to utilize a team to maximize creativity, Credits: 3 umbrellas. Students learn to consider the direction production value and presence in the market place. Every Fall of light, proper exposure, and the effects on This is a two part course followed by Digital contrast and color balance. Topics include the imaging Team Portfolio II. MA 668 Location Production properties of various light and film combinations. The pre-requisite of MA 560 is required or This joint ten (10) day Intensive is part two of the Credits: 3 professional / undergraduate documentary production phase. During this phase, the scenes On Occasion experience or permission of Instructor. selected from the scripts written for the Central Project will be shot at locations in Brooklyn. WPT MA 656 Conceptual Digital Photography MA 664 Components of Visual Storytelling and MA students will work from WPT This course introduces students to the creative This advanced courses is designed to explore the 631/MA667’s pre-production plan. This course world of conceptual photography. Using power and impact of visual elements that control takes the production on location where a High photographic reference and Adobe Photoshop to the audience's experience of two-dimensional Definition project will be completed. Students will create photographic illustrations, students will imagery. We will look at Space, Line, Shape, Tone, occupy crew and on-call writing positions, according create conceptual imagery assembled for a variety of Color, Rhythm and Movement, breaking down to their respective skill sets. This is a hands-on sources. This course covers additional these visual components then recombining them to learning experience where students will have the photographic lighting and imaging techniques, create a more dynamic project that is visually and opportunity to view the dailies and to hear the digital scanning, image enhancement and emotionally engaging. This class, for Directors, thoughts of both Director and DP. At the end of assembling, and digital printing. Hands-on Writers, Animators, Cinematographers, Editors, the week, the scenes will be viewed. activities and shooting assignments will enable each Storyboard Artists, New Media Artists and (January/Winter Intensive) student to discover, explore, and understand the Producers, will increase their understanding of how Credits: 3 applications of conceptual "photo-illustration." In and why a film with all the right stuff falls flat or a Every Fall addition, there will be discussion and presentations project with little going for it can become a introducing some of today's professional conceptual powerful and influential visual statement. MA 670 Digital Sound Design II photographers. The pre-requisite of MA 560 is required, or An intermediate-level workshop that focuses on Credits: 3 professional / undergraduate documentary synthesizer fundamentals, multi-track MIDI On Occasion experience, or permission of Instructor. sequencers, multi-track hard disk recording, digital Credits: 3 audio editing, SMPTE lock sound for video and MA 660 Digital Video Imaging II On Occasion film, sound and music for CD-ROMs, and Digital Expanding on the knowledge and experience Performer as a multi-track nonlinear audio editing gained in MA 560, students use state-of-the-art MA 665 Directing the Screen Actor II and mixing environment. digital cameras and nonlinear editing systems to This course builds on the techniques learned in Credits: 3 complete an advanced level video project of their MA 640, expanding on script interpretation, On Demand own design. camera interface, scene analysis and advanced Credits: 3 directing skills. Three credits. Prerequisite: MA 565 MA 671 Digital Sound Design III Every Spring or permission of instructor. This course has an An advanced workshop that focuses on MIDI additional fee. Offered on occasion. sequencers and hard disk recording and editing MA 661 Film Production I Credits: 3 environments. Advanced features of current An intermediate level class in which students On Occasion versions of Digital Performer and Pro tools software produce non-synch-sound 16mm film projects and are explored. Other topics include production explore advanced lighting, editing, and MA 666 Cinemagraphic Directing values and sound design concepts in media, original cinematographic techniques. Convergence In this advanced production class in directing, sound creation for MIDI instruments, and technologies, such as digital color correction, video students work collaboratively to develop projects as outboard effects. Final projects include sound assist and nonlinear postproduction, are also a team while focusing on the form and structure of design or music (or both) for picture (computer

Page 71 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 animation, film or video), Internet (Web site), CD- comprehensive self-promotional package across all The course will delve deeply into post production ROM, DVD or CD audio. media. Students will work on and create self- and Project completion. Including editing, sound Credits: 3 promotional materials for print, video, web, mobile effects, color correction and special effects. Post On Occasion media and online professional networking/art production Marketing and distribution. websites. Class presentation, critiques and creative Credits: 3 MA 673 Digital Sound Portfolio activities are designed to bring about continued Rotating Basis A studio class designed to enable the student to improvements on self promotional concepts, focus on and complete a portfolio of work on a designs and project production throughout the MA 683 Producing Television Series specialty area within the field. semester. Students are encouraged to focus on the Prerequisite: MA 500 or 5001 or permission of the Credits: 3 output media that best fits the specialization. All instructor. This is an intensive course introduces On Demand students will work and complete print, web and students to all the stages of developing, producing,

DVD portfolios. and delivering a prime-time network television MA 674 Advanced Sound for Visual Media Credits: 3 series. Through lectures and workshop exercises, This class is a continuation of MA 571 Sound for On Occasion students will learn about development, selling, Visual Media, a production course in sound for casting, deal making, budgets, pre-production, film, television, and multi-media. Topics include MA 679 Advanced 3D Character Animation production, post production, and marketing. advanced audio post-production for video, film, This course is an advanced and specialized studio Students will also gain a full understanding of the video games or other multimedia formats with a Class in 3D character animation for Film, Video, collaborative imperative of the network television focus on sound design, SFX editing, Foley, and Web and Video Games. Character animation business. ADR (dialog replacement). Emphasis throughout techniques and fundamentals of Inverse and Credits: 3 this course is placed on mastering current industry Forward Kinemation are covered in addition to On Occasion techniques in sound design as well as developing Morph based animation. Students will learn and advanced editing and mixing skills in ProTools and work with Bone and Weigh Map creation for MA 690 Broadcasting II SoundTrack Pro software. Through hands on various characters, IK/FK Rigging, working with This is an advanced level course that builds on the experience, the course will also focus on creative Keyframed Posing and Motion capture data. news writing and reporting skills gained in approaches to soundtrack development. This Credits: 3 Broadcasting I. This course broadens the gathering, course is beneficial for audio students who want to On Occasion writing and producing functions to include other improve their sound design skills as well as aspects of broadcasting including features, in -depth videographers, filmmakers, and multi-media artists MA 680 Financing Features and investigative reporting, web casting, and visual who want to continue improving the quality of This course, focusing on the marketing, broadcast design, while also broadening the their soundtracks. distribution and management of independent and spectrum to include business news, fashion and The pre-requisite of MA 571 and the co-requisite of studio features, is a primer for filmmakers wishing music news and features, and reporting on global MA 500 are required or permission of the to raise money for their personal projects. Students issues. As in the first class, the range of skills honed Instructor. will learn how independent sales companies and here include news gathering techniques, story Credits: 3 major Hollywood distributors marketing their films. structure, interviewing, broadcast presentation and On Occasion Attention is also paid to producing films in the researching complex social economic issues. digital domain and selling ideas to both broadcast Credits: 3 MA 675 Digital Sculpture and cable networks. The course seeks to demystify On Occasion An advanced studio class in computer-based 3D the role of the producer and focus directly on how modeling, designed to further explore the aesthetics to get started. Guest speakers include professionals MA 695 Logo Animation and processes of sculptural forms for the screen and from the legal and distribution communities. This course is an Introductory Level Class in 3D physical dimensional output. Students will learn Credits: 3 Logo Animation for Film, Video, and the Web. and work with high-end 3D software for the On Occasion Students will learn basic modeling of 3D logo creation of complex geometric and organic objects. elements, conversion of existing 2D artwork into The class will cover the technical principals and MA 681 Developing Documentaries and Shorts 3D, surfacing and lighting specifically for logos, creative processes of solid modeling, modeling for This course gives students a working knowledge of various animation techniques used in logo animation deformation, and modeling for high- independent film financing and how to develop a animation, integration of 3D logo elements into resolution rendering. Three credits. project from the idea stage to the lights-camera- live action Film/Video, digital cinematography, and Credits: 3 action stage. Topics include: writing the treatment, special FX techniques for logo animation. On Occasion grant proposals, researching foundations, loans, Prerequisite: Media Arts 579, Previous Knowledge marketing and distribution and film festivals. of Basic CG, or permission of the instructor. MA 676 3D Computer Animation I Credits: 3 The pre-requisite of MA 579 is required or previous Introductory level class in 3D computer animation Every Summer knowledge of basic CG, or permission of the for Video, Film and Interactive Media using high- Instructor. end professional software, Newtek's Lightwave 3D. MA 682 Digital imaging Team Portfolio II Credits: 3 Students learn and work with basic Character This advanced studio class allows students to On Occasion Animation, Motion Graphics, Log Animation, develop and complete work on a highly specialized Special Effects, 3D Animation for Live Action and and involved Digital production. Students will work MA 696 3D Modeling I Visualization. as a team (no-less than three) to create a project that This is an introductory level 3D modeling class Credits: 3 is of "A" festival quality. The team will submit a using Autodesk software. Students learn basic On Occasion proposal to the instructor before class begins. And modeling, texturing and rendering for games, video if accepted they will take their project from and feature film. Modeling techniques covered MA 677 Computer Graphics Imaging Portfolio treatment to festival submission. This course will range from basic architecture to organics. Students This is an advanced CG Portfolio class designed for cover how to utilize a team to maximize creativity, interested in CG, 3D, Animation, Motion Capture senor or graduating students interested in creating a production value and presence in the market place. and Special Effects are strongly urged to take this

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 72 Brooklyn Campus class whenever it is offered. No previous 3D Marxism, psychoanalysis, linguistics, semiotics, knowledge is required. MA 705 Field Work Experience philosophy, sociology, political economy and Credits: 3 As an alternative to a production course, students aesthetics that comprises Contemporary Media On Occasion may undertake advanced field work experience Theory. (approximately 10 hours per week) with a media Credits: 3 MA 697 Motion Capture II organization or company. Under the guidance of Annually Students will take the motion capture process to the the Media Arts Director of Professional next level and learn marker placement with respect Development, students integrate newly learned MA 801 MFA Seminar I to facial and hand animation. The process of skills in a professional environment. A written The MFA Seminar I is designed to introduce capturing the fine movements of the face and hand critique is the final project. Prerequisite: students to the curricular, scholarly, technological are much more complex and require an initial basic Completion of 18 credits of course work or and creative resources available for their MFA understanding of the overall process prior to permission of instructor. studies in addition to exploring the various learning fine details. Specific to this course, Credits: 3 different areas and approaches in advanced Media students will focus on 2 main projects. The first Every Semester Arts studies. Students are encouraged to explore will be to capture a series of hand movements and their interests in the field and to develop integrate these into their previously captured full MA 707 Integrated Thesis Project I (Theory) comprehensive strategies for study in the field. body projects. This will serve to teach them the The Integrated Thesis Project (ITP) consists of both Credits: 1 anatomical handmarks necessary to map had MA 707 (theory) and MA 708 (production) Annually animation and also, show them the process whereby students create a culminating project necessary to integrate animations captured from integrating the two modes. Media Arts 707 is the MA 802 MFA Seminar II mulitple sessions into a single sequence. Secondly, writing of a traditional research paper i.e., a The MFA Seminar II is designed to help students students will be required to capture sequences of significant piece of writing on a topic related to better develop and articulate their media art facial expressions and spoken phrases. These facial media theory. Students are guided on research concepts as written Artist Statements and Bios, and sequences will be first mapped onto a stock resources and methods, thesis structure and writing media-based presentations. Class activities include character which will perform the generated organization. (Media Arts 708 is the completion of writing exercises, media art surveys, statement/bio expressions and speech. The motion capture a production in a chosen medium for exhibition or surveys, class critiques and class media sequences will not include audio, but during final demonstration purposes. Students are guided on presentations. rendering and compositing, students will process, resources and technique. A juried The pre-requisite of MA 801 is required. synchronize the animated head model using the exhibition of work will be accompanied by a formal Credits: 1 original audio files using Adobe Premiere. These critique session. Rotating Basis two projects will serve as the basis to develop (with Credits: 3 MA 803 MFA Seminar III the addition of the first course) the skills and Every Semester The MFA Seminar III is designed to help students concepts necessary to participate in a third course. MA 708 Integrated Thesis Project II (Production) develop their ideas in support of their MFA Thesis Credits: 3 The Integrated Thesis Project (ITP) consists of both projects through survey, critique and discussion On Occasion MA 707 (theory) and MA 708 (production) and is activities. Students develop a comprehensive MA 698 3D CG Special Topics designed to enable students to create a culminating conceptual and technological plan and outline of A topic-based class in 3D computer graphics project combining the two modes, linked by a action in advance of their Thesis. All Students are production techniques that examines different common theme. Media Arts 708 is the completion required to complete MFA Seminar II prior to software and tools used for modeling, texturing, of a production in a chosen medium for exhibition taking their final Thesis credits. animation, special effects and rendering. The class or demonstration purposes. Students are guided on The pre-requisite of MA 802 is required. explores different software whenever offered. process, resources and technique. A juried Credits: 1 This class can be taken multiple times for credit. exhibition of work will be accompanied by a formal Rotating Basis

Credits: 3 critique session. (Media Arts 707 is the writing of a MA 894 Studio Specialization I On Occasion traditional research paper i.e., a significant piece of writing on a topic related to media theory. Students Introductory level graduate study in an area MA 703 Independent Study I (Theory) are guided on research resources and methods, required for MFA study and specialization not This course allows the student to complete a thesis structure and writing organization.) supported by our existing studio or production class research paper to be arranged in close association Credits: 3 structures, either due to its technological or with the student adviser. Every Semester aesthetic innovation, interdisciplinary approach, or Credits: 3 other unique requirements. Students will work with Every Semester MA 770 Production Portfolio an Independent Study structure with the Portfolio appropriate faculty member best qualified for MA 704 Independent Study II (Production) Credits: 3 supervision of this specialized study. This course allows the student to complete a On Demand Pre-requisites: Permission of Faculty Supervisor for production project, to be arranged in close the Studio Specialization. association with the student adviser. MA 800 Applied Contemporary Media Theory Credits: 3 Credits: 3 This required foundation theory course recognizes Every Fall, Spring and Summer Every Semester the role that Contemporary Media Theory plays not only in defining media in an era of convergence but MA 895 Studio Specialization II also in some ways in shaping the form and theme of This is a Studio Specialization Intermediate level media. This course is designed to acquaint the graduate study in an area required for MFA study student both with select theories and theorists and and specialization not supported by our existing to show how those theories either illuminate the studio or production class structures, either due to work, or been used to shape the blend of feminism, its technological or aesthetic innovation,

Page 73 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 interdisciplinary approach, or other unique consisting entirely of an artistic project to be WPT 622 The New Media: An Introduction requirements. Students will work with an executed with all 9 credits, or an integrated Studio WPT 622 is an introductory course dealing with Independent Study structure with the appropriate and Theory option to consist of a 3 credits of a the tectonic impact that the internet and New faculty member best qualified for supervision of this scholarly Thesis level research paper and 6 credits Media and the New Distribution Technologies have specialized study. of an artist media project. had on the television industry. The students will Credits: 3 Credits: 3 discuss questions like; what is the future of Every Fall, Spring and Summer Every Fall, Spring and Summer broadcast television? How do we use the Internet and New Distribution Technologies to deliver our MA 896 Studio Specialization III Writing and Producing for work? Have we entered the age of independent TV This is a Studio Specialization Advanced level or self-broadcasting on the Internet? graduate study in an area required for MFA study Television Courses Credits: 3 and specialization not supported by our existing Every Spring studio or production class structures, either due to WPT 610 Writing and Development - The its technological or aesthetic innovation, WPT 630 Television Series and Programs - Television Series interdisciplinary approach, or other unique Writing and Production An introduction to the basics and complexities of requirements. Students will work with an During this course, students see their words and television script writing, and the seamless Independent Study structure with the appropriate images come alive as the creative process transitions integration of the written script into the faculty member best qualified for supervision of this from the page to the screen. development stage of the television production specialized study. process. Students begin work on the Central Project Credits: 3 Additionally, students will submit their final WPT pilot script. Every Fall, Spring and Summer 698 (Independent Study) episode scripts by the Credits: 6 first month of the Fall Term. MA 897 MFA Thesis I Every Fall Credits: 6 The MFA Thesis is the culmination of a student's WPT 611 The History of Television Every Fall MFA study and consists of an artistic project in An examination of the development and evolution Media Form for public exhibition or screening, of WPT 631 Single Camera Film-Style Video of television as a creative medium, with an the highest technical, aesthetic and conceptual Production emphasis placed on the role of the writer and merit as defined by the department's MFA Thesis This is a joint endeavor. WPT and MA Production producer. How did we get from the dawn of the Committee for each concentration. A total of 9 and Media Management students medium of TV to the digital age? Influential TV credits are required for the MFA Thesis, in one of will become familiar with all phases of pre- programs will be screened and technological two Formats, as either a Full MFA Studio Thesis production. This will include breaking down the advances will be highlighted. Important TV scripts consisting entirely of an artistic project to be script, casting, location scouting, determining of historical and contemporary importance will be executed with all 9 credits, or an integrated Studio budgets, discussing the style in which this studied. and Theory option to consist of a 3 credits of a production will be shot, etc. WPT will make Credits: 3 scholarly Thesis level research paper and 6 credits decisions as to which scenes to shoot. This hands- Every Fall of an artist media project. on experience will allow students to learn what it is Credits: 3 WPT 612 The Writers' Table - Revising and to actually produce a film from the ground up. Every Fall, Spring and Summer Delivering the Pilot Credits: 3

Students enter the inner sanctum of the creative Every Fall MA 898 MFA Thesis II television scripting world, the writers table. During The MFA Thesis is the culmination of a student's WPT 632 Location Production this course students revise and complete a draft of MFA study and consists of an artistic project in This joint ten (10) day Intensive is part two of the the Central Project pilot script. (January/Winter Media Form for public exhibition or screening, of production phase. During this phase, the scenes Intensive) the highest technical, aesthetic and conceptual selected from the scripts written for the Central Credits: 3 merit as defined by the department's MFA Thesis Project will be shot at locations in Brooklyn. WPT Every Fall Committee for each concentration. A total of 9 and MA students will work from WPT credits are required for the MFA Thesis, in one of WPT 620 Television Series and Programs - 631/MA667’s pre-production plan. This course two Formats, as either a Full MFA Studio Thesis Writing and Pre-Production takes the production on location where a High consisting entirely of an artistic project to be The completed draft of the Central Project has Definition project will be completed. Students will executed with all 9 credits, or an integrated Studio been submitted. Students will start to explore the occupy crew and on-call writing positions, according and Theory option to consist of a 3 credits of a intricacies of production as the pilot moves from to their respective skill sets. This is a hands-on scholarly Thesis level research paper and 6 credits the development stage into pre-production. learning experience where students will have the of an artist media project. Credits: 6 opportunity to view the dailies and to hear the Credits: 3 Every Spring thoughts of both Director and DP. At the end of Every Fall, Spring and Summer the week, the scenes will be viewed. WPT 621 Genre Theory and Writing (January/Winter Intensive) MA 899 MFA Thesis III This course will examine the concept and theory of Credits: 3 The MFA Thesis is the culmination of a student's genre as it applies to well-known television and film Every Fall MFA study and consists of an artistic project in forms, with an emphasis placed on authoring Media Form for public exhibition or screening, of creative works within and beyond the confines of WPT 642 Post Production the highest technical, aesthetic and conceptual specific genres. Students will expand upon the knowledge and skill merit as defined by the department's MFA Thesis Credits: 3 sets they acquired in WPT 631 and 632 as they Committee for each concentration. A total of 9 On Occasion delve into the world of High Definition video credits are required for the MFA Thesis, in one of editing or post-production. Topics to be covered two Formats, as either a Full MFA Studio Thesis include: Non-linear editing systems (Avid, Final-

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Cut, Vegas), SFX generation, color correction, audio sweetening techniques and aesthetics, advanced shooting for the edit techniques, advanced editing aesthetics, motion graphics and motion capture. Credits: 3 Every Spring

WPT 643 Intellectual Property and Cutting the Deal The "property" - the script or the concept has been created, and there is someone or some entity actually interested in producing it. That means money will be changing hands and rights and ownership will have to be granted and retained. What rights? What ownership? Who gets what? This segment of the MFA is about those issues and self-defense. Credits: 3 Every Spring

WPT 644 The Internet and New Distribution Technologies This is an advanced course dealing with the tectonic impact that the Internet and New Media and the New Distribution Technologies have had on the television industry. Credits: 3 Every Spring

WPT 698 Independent Study - Episode Writing Students, with the help of their mentors, will submit their individual episode scripts and begin to prepare their treatments for an original TV series together with a verbal pitch that could be made to a broadcast or cable network. Credits: 3 Every Spring and Summer

WPT 699 Internship Students will have the opportunity to do a prestigious internship at a media production company, or media organization. Internship placements must be cleared in advance with MFA Advisor. Credits: 0 Every Semester

WPT 700 The Capstone Portfolio The MFA Thesis project. Credits: 3 Every Spring

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DEPARTMENT OF exam. Normally the entire program takes two SOC 706 Internship in Public 3.00 years to complete. Students in the United Nations Affairs and Policy POLITICAL SCIENCE Certificate Program also can earn a master’s Administration degree after consultation with the Department. Professors: Ehrenberg (Chair), McSherry, Stevens URB 604 Urban Government and 3.00 Haynes, Sánchez Political Science MA degree Politics Professors: Emeriti DiMaio, Werner requirements. URB 705 Internship in Public 3.00 Assistant Professors: Sheppard, Fahmy Political Science M.A. Core Requirements: Affairs and Policy Adjunct Faculty: 6 Administration The Political Science Department’s central POL 505 Foundations of Political 3.00 mission is to help students become informed Theory URB 706 Internship in Public 3.00 citizens and effective professionals. We offer a POL 613 Comparative Politics 3.00 Affairs and Policy comprehensive curriculum that examines domestic Administration POL 630 The American 3.00 and international power structures, socioeconomic Comparative Politics and Political Theory. Constitution and Political relations, and the building blocks of public life — System PM 768 Contemporary 3.00 government, ideas and activity — in their Nationalism domestic, international, comparative, geographic POL 638 International Relations 3.00 and theoretical dimensions. We seek to further the POL 508 Seminar on Political 3.00 SSC 511 Theories, Ethics and 3.00 University’s vision of “a learning community Theory Applications of Research dedicated to empowering and transforming the Across Social Science POL 509 Comparative Revolutions 3.00 lives of its students to effect a more peaceful and Disciplines humane world that respects differences and POL 664 Contemporary Latin 3.00 cherishes cultural diversity; improving health and URB 511 Theories, Ethics and 3.00 American Politics the overall quality of life; advancing social justice Applications of Research POL 668 Contemporary 3.00 and protecting human rights; reducing poverty; Across Social Science Nationalism celebrating creativity and artistic expression; Disciplines rewarding innovation and entrepreneurship; POL 670 Third World Politics 3.00 Political Science Concentration: honoring education and public service; and URB 670 Third World Politics 3.00 Students should develop concentrations in managing natural resources in an environmentally International Affairs. responsible, sustainable fashion.” at least two of the following subject fields: American Political Institutions and Practices. PM 767 International 3.00

PM 781 Urban Government and 3.00 Organization, The United M.A. in Political Science Politics Nations and its Affiliated Agencies POL 521 The Electoral Process: 3.00 Political Science traditionally is divided into Parties, Interest Groups POL 547 Human Rights in World 3.00 four major subfields. Students pursuing the Master and Voter Behavior Politics of Arts degree take a core course in each of them: American Politics: Studies in the origins and POL 522 Concepts of the American 3.00 POL 577 Problems in American 3.00 operation of the U.S. constitutional order. Presidency Foreign Policy Subfields might include political parties; POL 575 Concepts of the American 3.00 POL 578 Problems of Military 3.00 campaigns and elections; the media; and race and Presidency: Executive Strategy and World gender. Leadership and Power Security International Relations: The study of both classical global politics – the balance of power POL 604 Urban Government and 3.00 POL 640 Public International Law 3.00 among states – and the rise of non-state actors in Politics POL 642 International 3.00 an increasingly complex world, from transnational POL 605 Conflict Resolution 3.00 Organization, The United corporations to transnational terrorist groups. Nations and its Affiliated Comparative Politics: Compares and contrasts POL 606 Marxism 3.00 Agencies forms of government and political organization, POL 637 The Legislative System 3.00 such as institutions (militaries, political parties) or POL 644 Small States, United 3.00 types of political systems (democracies, POL 674 Community Politics 3.00 Nations, and International autocracies). Politics POL 705 Internship in Public 3.00 Political Theory: From Socrates to John Rawls, Public Affairs, Criminal Justice and Policy Affairs and Policy an examination of the ideas and influence of the Analysis. Administration great schools of thought on history, politics and PM 704 Policy/Program 3.00 society. POL 706 Internship in Public 3.00 Evaluation The remaining eight courses are electives, Affairs and Policy chosen in consultation with the faculty adviser and Administration POL 510 State Violence and 3.00 reflecting the student’s particular area of interest. Terrorism SOC 705 Internship in Public 3.00 At the end of the 12-course, 36-credit course of Affairs and Policy POL 571 Public Administration and 3.00 study, students must pass the Department’s Administration Public Policy comprehensive examination in two of the four subfields. Students who choose to write an M.A. POL 572 Decision Making in the 3.00 thesis do not have to take the comprehensive Public Service

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POL 605 Conflict Resolution 3.00 POL 508 Seminar on Political 3.00 POL 705 Internship in Public 3.00 Theory Affairs and Policy POL 673 Policy/Program 3.00 Administration Evaluation POL 509 Comparative Revolutions 3.00 POL 706 Internship in Public 3.00 POL 705 Internship in Public 3.00 POL 510 State Violence and 3.00 Affairs and Policy Affairs and Policy Terrorism Administration Administration POL 521 The Electoral Process: 3.00 POL 706 Internship in Public 3.00 POL 706 Internship in Public 3.00 Parties, Interest Groups Affairs and Policy Affairs and Policy and Voter Behavior Administration Administration POL 522 Concepts of the American 3.00 SOC 705 Internship in Public 3.00 SOC 705 Internship in Public 3.00 Presidency Affairs and Policy Affairs and Policy POL 547 Human Rights in World 3.00 Administration Administration Politics SOC 705 Internship in Public 3.00 SOC 706 Internship in Public 3.00 POL 571 Public Administration and 3.00 Affairs and Policy Affairs and Policy Public Policy Administration Administration POL 572 Decision Making in the 3.00 SOC 706 Internship in Public 3.00 URB 510 State Violence and 3.00 Public Service Affairs and Policy Terrorism Administration POL 575 Concepts of the American 3.00 URB 572 Decision Making in the 3.00 Presidency: Executive SOC 706 Internship in Public 3.00 Public Service Leadership and Power Affairs and Policy URB 673 Policy/Program 3.00 Administration POL 577 Problems in American 3.00 Evaluation Foreign Policy URB 510 State Violence and 3.00 URB 705 Internship in Public 3.00 Terrorism POL 578 Problems of Military 3.00 Affairs and Policy Strategy and World URB 572 Decision Making in the 3.00 Administration Security Public Service URB 706 Internship in Public 3.00 POL 604 Urban Government and 3.00 URB 604 Urban Government and 3.00 Affairs and Policy Politics Politics Administration POL 605 Conflict Resolution 3.00 URB 670 Third World Politics 3.00 A minimum of 30 credits in Political Science plus 6 credits of thesis are POL 605 Conflict Resolution 3.00 URB 673 Policy/Program 3.00 Evaluation required for the Master of Arts in Political POL 606 Marxism 3.00 Science degree with the thesis option. URB 705 Internship in Public 3.00 POL 637 The Legislative System 3.00 Political Science MA Thesis Requirement. Affairs and Policy Students must complete the following courses. POL 640 Public International Law 3.00 Administration

POL 707 Research Methods/Thesis 3.00 POL 642 International 3.00 URB 705 Internship in Public 3.00 Seminar Organization, The United Affairs and Policy POL 708 Research Methods/Thesis 3.00 Nations and its Affiliated Administration Agencies Seminar URB 706 Internship in Public 3.00 A minimum of 36 credits are required for POL 644 Small States, United 3.00 Affairs and Policy the Master of Arts in Political Science Nations, and International Administration Politics degree with the non-thesis option. URB 706 Internship in Public 3.00 Political Science MA Non-Thesis Option. POL 664 Contemporary Latin 3.00 Affairs and Policy Students must complete an additional six (6) American Politics Administration credits and pass the Department's POL 668 Contemporary 3.00 comprehensive examination. Nationalism Political Science Courses PM 704 Policy/Program 3.00 Evaluation POL 670 Third World Politics 3.00 POL 505 Foundations of Political Theory PM 767 International 3.00 POL 673 Policy/Program 3.00 A graduate-level survey of the threads of continuity Organization, The United Evaluation and the sources of change in the development of Nations and its Affiliated POL 674 Community Politics 3.00 political philosophy from Socrates through Marx. Agencies POL 705 Internship in Public 3.00 Required of all candidates for the M.A. in Political PM 768 Contemporary 3.00 Affairs and Policy Science. Nationalism Administration Credits: 3 Alternate Years PM 781 Urban Government and 3.00 Politics POL 508 Seminar on Political Theory A focus on selected topics in political theory.

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Credits: 3 On Occasion POL 572 Decision Making in the Public Service POL 601 Capital Cities and Politics: Comparative An examination of theories and models in the International Urbanization POL 509 Comparative Revolutions public service arena and their relationship to An examination of the political, physical, An examination of theories of revolution. communication, team-building, morale, human economic, social and cultural aspects of Revolution is studied for what it can reveal about relations and leadership. Case studies are reviewed. urbanization as a worldwide development, with the political process and the breakdown of that (Same as URB 572.) particular emphasis on selected great cities and process; the role of the state; Credits: 3 their regions and on regional urban/suburban international/domestic factors; the function of On Occasion interaction. (Same as URB 601.) ideology; and sociopolitical change. Credits: 3 Credits: 3 POL 575 Concepts of the American Presidency: On Occasion On Occasion Executive Leadership and Power An examination of the theories and practices of the POL 604 Urban Government and Politics POL 510 State Violence and Terrorism American presidency, incorporating case studies A study of the management and organization of An examination of individual terrorism - - its comparing executive power in other countries. American cities; politics and changing origins and theories offered to explain it - - and the Consideration is given to constitutional factors, constituencies; and the impact on community forms of state coercion known as state terror, which party politics, modes of executive leadership in light participation, city management and mayoralty. is often prompted by perceived domestic or foreign of new technology, and the evolving role of Credits: 3 threats to survival, authority or national interest. federalism and globalism. On Occasion Underlying conditions such as civil strife, separatist Credits: 3 movements, racial cleavages and ideological On Occasion POL 605 Conflict Resolution rationales are examined. Examples of both An examination of the theories and methods of categories of terrorism are drawn from history and POL 577 Problems in American Foreign Policy conflict resolution in a variety of settings, such as from different world regions and are analyzed via A consideration of selected topics in the analysis of labor relations, criminal justice, community and the theories learned in the course. (Same as URB 510.) the shaping, determination and conduct of international arena. Credits: 3 American foreign policy since World War II, Credits: 3 On Occasion including domestic, institutional and global factors. On Occasion Credits: 3 POL 521 The Electoral Process: Parties, Interest On Occasion POL 606 Marxism Groups and Voter Behavior An examination of the social, economic, historical A study of the continuity and changes in the POL 580 International Politics of Middle East and political theories of Karl Marx and Frederick American electoral system. Consideration is given A study of the regional and international politics of Engels. to the structure and nature of parties, the impact of the Middle East. Credits: 3 interest groups, and select issues affecting voter Credits: 3 On Occasion behavior, including modern technology. (Same as On Occasion POL 613 Comparative Politics URB 520.) POL 581 Iraq War: Causes and Consequences A basic introduction to theoretical frameworks, Credits: 3 This courses will examine the background process, concepts, approaches and methodologies in the On Occasion and implications of the US led invasion of Irag and field of comparative politics. The course explores POL 547 Human Rights in World Politics its aftermath. This course will review Iraqi history, contending perspectives, foreign viewpoints and An examination of the impact of human rights on state-building, colonialism and the rise of Saddam comparative case studies. The development of state policies, theories of human rights, cross- Hussein to power, with special emphasis on both distinctive political systems in the industrialized cultural perspectives of human rights, and the his domestic politics and foreign policy. Emphasis world and the developing world and the utility of question of universality. Also considered are the will be placed on systemic and structural changes in comparative theories to explain similarities and five categories of rights recognized by the international relations, the role of international differences are considered. Required of all international community, negative and positive institutions and the new ways that power is being candidates for the M.A. in Political Science. rights, the three generations of rights and the reproduced in world affairs. Credits: 3 evolution of international human rights and the Credits: 3 Alternate Years legal instruments and covenants designed to protect On Occasion POL 630 The American Constitution and them. Case studies of major human rights abuses POL 582 Geopolitics Political System and the efforts by the international community to This course will introduce the basic principles A study of the U.S. Constitution, its historical and deal with them - - the role of the United Nations, behind the concept of geopolitics in order to help political background and its relationship to major particular states, nongovernmental organizations students gain a better understanding of the political institutions and practices. Required of all and individuals - - are reviewed. environmental and geological forces that have candidates for the M.A. in Political Science. Credits: 3 shaped the political, economic and social Credits: 3 On Occasion trajectories of human societies throughout recorded Alternate Years

POL 571 Public Administration and Public history. It will examine how our ongoing POL 637 The Legislative System Policy interaction with these forces continues to shape our An in-depth study of the legislative process at the A study of administrative history, theories and world today and ask whether modern science and local, state and national levels. Focus is on practices; policy formation and programs; and technology has altered this balance or if the same legislative analysis, including the study of legislative budget and personnel issues. Case studies are patterns are simply repeating themselves on a larger histories, lobbying, the role of unions, elected reviewed. scale. officials, the media and the general public. (Same as Credits: 3 Credits: 3 URB 637). On Occasion On Occasion

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Credits: 3 period; and the struggle of states to achieve national POL 705 Internship in Public Affairs and Policy On Occasion identities and cultural, economic and political Administration independence. Nonviolent as well as revolutionary- An internship designed to provide direct exposure POL 638 International Relations nationalist patterns are discussed as are the to and experience in the operation of a public An intensive survey of major theoretical difficulties of achieving viable state-directed affairs/service organizations. The student is perspectives and conceptual frameworks in national societies in the global order. (Same as PM expected to engage in a supervised placement international relations as well as a historical 768.) activity in a selected institution. Students will grounding in major recent and contemporary issues Credits: 3 generally meet at least once every two weeks as a in world politics. Topics covered include realism, On Occasion class with a faculty coordinator to focus on specific liberalism, Marxism and dependency, world systems questions relating to their organizations. In theory, U.S. foreign policy, the role of the United POL 670 Third World Politics addition, students are expected to keep logs of their Nations and international organizations, and Politics, policies and goals of the developing nations field work experiences and to complete a seminar- globalization. Required of all candidates for the on arms and disarmament, national sovereignty, length paper analyzing a specific problem of their M.A. in Political Science. colonialism, racism and economic and regional particular agency or organization. Prerequisite: Credits: 3 development. Consideration of the role of third- Approval of the Department Political Science. Alternate Years world leaders, countries and groupings in (Same as Sociology 705 and Urban Studies 705).

international bodies. (Same as Urban Studies 670) Credits: 3 POL 639 International Political Economy Credits: 3 Every Fall A comprehensive study of political economy in the On Occasion global system: the complex interactions between POL 706 Internship in Public Affairs and Policy politics and economics, power and wealth. Students POL 673 Policy/Program Evaluation Administration examine key theories, specific contemporary How does and can the policy maker and/or An internship designed to provide direct exposure problems and major issues in political economy, administrator determine the effects of policies and to and experience in the operation of a public including Third World development, the economic actions? This course will attempt to answer this affairs/service organizations. The student is restructuring of former Communist countries, question by examining the major approaches and expected to engage in a supervised placement foreign aid, regional cooperation, the role of developments in evaluating the impact of public activity in a selected institution. Students will transnational corporations and the International policies and programs. Both quantitative and non- generally meet at least once every two weeks as a Monetary Fund, and the relationship between quantitative factors will be discussed. class with a faculty coordinator to focus on specific democracy and free markets. Credits: 3 questions relating to their organizations. In Credits: 3 On Occasion addition, students are expected to keep logs of their

Alternate Years field work experiences and to complete a seminar- POL 674 Community Politics length paper analyzing a specific problem of their POL 642 International Organization, The United An examination of citizen policy making and its particular agency or organization. Prerequisite: Nations and its Affiliated Agencies impact on present systems. Charter reports on New Approval of the Department of Political Science. A study of the theories, origins, functions and York City are examined; trends are discussed. (Same as Sociology 706 and Urban Studies 706.) operations of international organizations. The (Same as Urban Studies 674 and Public Credits: 3 principal organs of the United Nations, with Administration 786). Every Spring emphasis on the General Assembly and the Security Credits: 3 Council, are examined. On Occasion POL 707 Research Methods/Thesis Seminar

Credits: 3 A year-long development of a research thesis. In the POL 685 Approaches to Political Inquiry On Occasion first semester, advanced study of scientific method This course is a comprehensive survey of modern in the discipline of political science, together with POL 664 Contemporary Latin American Politics research techniques and methods in political the preparation of a master's thesis proposal. In the An examination of the history, politics and science. It reviews the competing approaches to second semester, the actual writing of the thesis. economics of Latin America and an analysis of research in political science and evaluates the Pass/Fail only. Open only to matriculated Masters theories offered to explain Latin American strengths and weaknesses of alternative methods of students. development (or underdevelopment). The region's dealing with various research problems. Students Credits: 3 uneven development and political turmoil are will be trained in the proper methods of political Every Fall charted as the course traces the historical roots of inquiry for all subfields. These include building the complexities of Latin America: history of salient research questions, testing hypotheses, and POL 708 Research Methods/Thesis Seminar Spanish colonialism; U.S. hegemonic power; evaluating theory. This course introduces students A year-long development of a research thesis. In the revolutions, both liberal and socialist; military to both quantitative and qualitative methods of first semester, advanced study of scientific method coups and regimes; and recent transitions to research and offers useful training in writing in the discipline of political science, together with democracy. The political-economic impact of the analytically and thinking logically. the preparation of a master's thesis proposal. In the current embrace of free-market capitalism is Credits: 3 second semester, the actual writing of the thesis. considered. Case studies of major Latin American On Occasion Pass/Fail only. Open only to matriculated Masters countries and regional processes and students. POL 700 Independent Study transformations are reviewed. Credits: 3 The development of selected topics in conjunction Credits: 3 Every Spring On Occasion with a faculty adviser. Prerequisite: Approval of the Department. POL 668 Contemporary Nationalism Credits: 3 An analysis of the phenomenon of nationalism: its All Sessions historical roots in Europe; the emergence of new states in the Third World and the post-Cold War

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DEPARTMENT OF minimum of 24 credits of course work per year meet the academic requirements for licensure in during the first three years of residence, although psychology as set by the New York State PSYCHOLOGY students in the first year of the program are Education Department. expected to take a minimum of 17 credits of Admission to the Ph.D. Program Professors Duncan, Fudin, Hurvich, Kose coursework each semester.* Students in the fourth All applicants should ordinarily have completed (Director, M.A. Program), Magai (Dean of year are expected to work full time on their a minimum of 18 undergraduate credits in Graduate Research), Papouchis (Director, Ph.D. doctoral dissertations. The number of students in psychology, including courses in experimental Program), Penn (Director, LIU Psychological each entering class averages between 15 and 17. psychology and statistics. Minimal requirements Services Center), Ramirez, Samstag, Schuman A candidate for the Ph.D. may also elect to for consideration for admission to the Ph.D. Professor Emeriti Allen, McGuire, Ritzler qualify for the Master of Arts degree by program include an undergraduate grade-point Associate Professors Kudadjie-Gyamfi (Chair), completing the requisite 36 credits of course work. average of 3.2 and a grade-point average in Wong Program Philosophy and Goals psychology of 3.4. All applicants are also required Assistant Professors Haden, Meehan, Saunders, The philosophy of the Ph.D. program is that a to submit scores on the Graduate Record Cain clinical psychologist is a psychologist first, and Examination (including the Advanced Test in Adjunct Faculty: 10 subsequently a specialist. That philosophy is based Psychology). Each applicant should ask at least The Psychology Department offers education on the assumption that all the skills and services a three professors to submit letters of and training in understanding emotions and clinician may develop are founded upon, and recommendation. behavior, at the undergraduate, master’s and critically evaluated from, the science of The deadline for all applicants is January 5, doctoral levels. The department is comprised of 16 psychology. The training model followed might although applications will be formally reviewed full-time faculty members, with specialties best be described as a scholar practitioner model. beginning on December 1st. Applicants are including personality assessment, mentalization The primary goal of such model is to prepare strongly encouraged to submit their applications as and reflective functioning, emotional regulation, students to be clinical psychologists who are early as possible. Students whose applications are psychotherapy process and outcome, cultural and carefully grounded and competent in the scientific favorably reviewed will be interviewed for the ethnic issues, community violence, the aspects of psychology. To achieve that goal, a program at the end of January and beginning of development of aggression, abuse and trauma, variety of clinical courses, seminars and practicum February. Notification of the final decision of the racial stereotypes and prejudice, psychological experiences are available to students to develop Admissions Committee will usually take place by problems with political refugees and their knowledge and skills in the areas of the end of February or the beginning of March but psychodynamic and cognitive-behavioral models psychopathology, assessment and the no later than April 1. In accordance with APA of treatment. Full-time faculty members teach at fundamentals of a variety of intervention standards, acceptance of an offer to the Ph.D. all levels of the department. techniques. program must be made by April 15 and will be The Department offers two programs of At the same time, students are exposed to the binding thereafter. There are no midyear graduate study, one leading to the Doctor of experimental areas in general psychology and are admissions to the program. At the present time, no Philosophy in Clinical Psychology, and the other trained in sophisticated statistical procedures, candidates are admitted with advanced standing, leading to the Master of Arts in Psychology. research design and methodology. Coursework in although students accepted from the Brooklyn Candidates for any graduate degree in psychology statistics and basic principles of research design Campus M.A. program will receive credit for may be terminated at any time by reason of weak are offered in the first year of training. Students selected doctoral courses with the approval of the academic performance, professional unsuitability, are then expected to begin to develop independent Director of the doctoral program. or failure to progress at a satisfactory rate. research projects, the Second Year Research Applicants not accepted into the Ph.D. program

Project, under close faculty supervision in the will have their applications automatically Spring semester of the first year. The research forwarded to the M.A. program for review and Ph.D. in Clinical Psychology projects should be completed no later than the possible admission.

beginning of the third year. Advanced courses in The Admissions Process and the Current The Doctor of Philosophy degree in clinical research design are part of the required curriculum Student Body psychology is offered to a small and highly select in the second year of training. Students also have In recent years the Psychology Department has group of full-time matriculated students. the opportunity to participate in other faculty received approximately 200 completed The program has been continuously accredited research projects as part of the coursework in both applications each year. Evaluation of application by the American Psychological Association since the clinical and general/experimental areas. materials by the Admissions Committee results in 1974, and offers high-quality clinical and research Theoretical Orientation interviewing approximately 100 of the original training. Its most recent accreditation took place in The theoretical orientation of the Ph.D. pool of applicants. 2007. Students in the Ph.D. program are prepared program is strongly influenced by the spectrum of Acceptances into the program are offered until to function as clinical psychologists in a variety of the various psychodynamic approaches to therapy. an incoming class of 15 to 17 students has been settings and are carefully trained in the Cognitive-behavioral approaches are also filled. The admissions committee accepts development of research skills through coursework emphasized. Students are trained in intervention applicants solely on the basis of qualifications. and mentoring by program faculty members who modalities such as individual, group and family Among all doctoral students currently enrolled the help them to develop and carry out original therapy. There are also opportunities for students age range covers the early 20s to the mid-40s; research projects. The Ph.D. program operates the interested in child clinical/developmental issues to women account for 70% of the group; 15% of the Psychological Services Center, in which members receive more specialized training in that area. students are members of minority groups; and 1% of the Campus community can receive Clinical courses and practicum experiences are handicapped. psychological assessment and treatment at no cost. over the first three years of training are designed to Admission to Ph.D. Candidacy Students complete courses and supervised familiarize the student with a variety of Admission to Ph.D. candidacy is determined by clinical work in a variety of selected practicum approaches to conceptualizing and assessing the successful completion and presentation of the settings. Courses are offered in the daytime. psychopathology and therapeutic intervention second-year project and the submission of the Students are expected to maintain steady, full-time techniques. Thus, graduates are well prepared to clinical qualifying examination paper to the progress toward the degree by completing a function as practicing clinical psychologists and to Director of the Ph.D. program.

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 80 Brooklyn Campus

Degree Requirements and Time Limits departments of the University through the office of Clinical Practice I Ordinarily, completion of the requirements for the Graduate Dean. Information about such the Ph.D. degree in Clinical Psychology will entail assistantships is available at the time of admission a minimum of five years of full-time academic to the program. There are also full tuition- One Course Required study. The first three years in residence usually remission scholarships given to three minority PSY 630A Introduction to Clinical 3.00 involve full-time course work, while the fourth students in each entering class, while qualified Interviewing and Practice involves full-time work on the doctoral advanced students may receive paid Teaching I dissertation before the clinical internship. Full- Fellowships. PSY 630B Introduction to Clinical 3.00 time work on the dissertation often occupies the Housing Interviewing and Practice year after the internship as well. There is an eight- The best sources of housing information are I year time limit on the completion of all current doctoral students, local real estate agents, requirements. The average time for completing the and the real estate section of The New York Clinical Practice II program has been 6.3 years over the past six years. Times, particularly the Sunday edition. There is During this same time period, approximately one also new graduate housing provided by the One Course Required third of each class has completed the program University. PSY 631A Introduction to Clinical 3.00 within five years. Psychological Counseling Interviewing and Practice The degree requirements in Clinical The New York City metropolitan area is II Psychology include a minimum of 90 credits of saturated with possibilities for low-cost PSY 631B Introduction to Clinical 3.00 graduate courses, completion of the second-year counseling, psychotherapy and psychoanalysis, Interviewing and Practice project, one full year of clinical internship at an whether through neighborhood clinics or the II approved installation, satisfactory performance on clinical services attached to the various the clinical qualifying examination paper and oral postdoctoral training institutes that abound in the Clinical Practice III exam, and the presentation and satisfactory city. Doctoral students are not required to be in defense of a doctoral dissertation that represents an psychotherapy, but such self-exploration is One Course Required original contribution to psychology. encouraged if it is at all possible. PSY 635A Advanced Clinical 3.00 Students who have completed 36 credits Interviewing III receive the M.A. degree in Psychology. Clinical Psychology PHD PSY 635B Advanced Clinical 3.00 The internship for Clinical Psychology students Requirements. Interviewing III ordinarily encompasses one full year of training at A Minimum of 90 Credits Required Clinical Practice IV an installation approved by the Department. Required Course Work for the Clinical

Further regulations concerning maintenance of Psychology PHD plan. good standing in the programs will be found in the One Course Required PSY 600 Research Design I 3.00 Graduate Student Handbook issued by the PSY 636A Advanced Clinical 3.00 Psychology Department. PSY 603 Contemporary 3.00 Interviewing IV Academic Counseling Psychological Theories PSY 636B Advanced Clinical 3.00 All faculty are willing and available to aid PSY 606 Statistics in Psychology I 4.00 Interviewing IV students encountering specific difficulties in their academic studies. In addition, the Director of PSY 607 Professional Ethics and 3.00 Clinical Practice V Clinical Training meets with each class in Standards One Course Required residence on a once-a-month basis to discuss PSY 620 Tests and Measurements 4.00 issues relevant to students’ academic and clinical PSY 691A Clinical Practice V 3.00 experience. Students are also assigned to a specific PSY 625 Psychological 4.00 PSY 691B Clinical Practice V 3.00 faculty member who serves as their faculty adviser Assessment I Clinical Practice VI during their time in the program. In courses such PSY 655 Psychopathology I 3.00 as Statistics and Psychological Assessment, advanced students with special skills hold teaching PSY 660 Intervention Techniques I 3.00 One Course Required assistantships and work with students in laboratory PSY 671 Dynamic Psychotherapy I 3.00 PSY 692A Clinical Practice VI 3.00 sections. In courses such as Research Design, PSY 692B Clinical Practice VI 3.00 students have ample opportunity to work in a PSY 676 Psychological 4.00 tutorial relationship with the professor, especially Assessment II Clinical Internship on preparation of designs for research projects. In PSY 700 Research Design II 3.00 PSY 840 Clinical Internship 0.00 connection with clinical activities, the program PSY 841 Clinical Internship 0.00 ensures that all treatment and diagnostic activities PSY 706 Statistics in Psychology II 4.00 Dissertation Courses are supervised. PSY 710 Psychotherapy Research 3.00 Graduate Assistantships PSY 850 Doctoral Thesis 3.00 PSY 755 Psychopathology II 3.00 Assistantships are available to students in the Supervision doctoral program during the first three years. PSY 771 Dynamic Psychotherapy 3.00 PSY 851 Doctoral Thesis 3.00 Teaching Assistantships, usually reserved for II Supervison second- and third-year students, carry a $2,400 stipend and tuition remission. Research PSY 852 Doctoral Thesis 3.00 Assistantships within the Department carry half- Supervison tuition remission and a stipend and require eight to PSY 853 Doctoral Thesis 3.00 ten hours of work per week. Students may also Supervison receive assistantships available in other

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PSY 854 Doctoral Thesis 3.00 The following core courses are required for all Credits: 3 Supervision M.A. degree candidates: On Occasion Psychology 616M, 617M Statistical and Research PSY 855 Doctoral Thesis 3.00 Methodology I, II PSY 602 Developmental Psychology Supervision Psychology 603M Contemporary Psychological A consideration of developmental issues from empirical research, interpersonal-psychoanalytic PSY 856 Doctoral Thesis 3.00 Theories theory and cognitive theory. Major theorists Supervision Psychology 665M Professional Issues and Ethics in Psychology discussed include Piaget, Bowlby, and others. The PSY 857 Doctoral Thesis 3.00 aim of the course is to look at developmental issues Supervision Psychology M.A. Plan Requirements. from differing points of view and to examine points PSY 858 Doctoral Thesis 3.00 Psychology M.A. Core Course Requirements. of convergence and divergence. Supervision Credits: 3 Annually Twelve (12) Credits Required.

PSY 603M Contemporary 3.00 M.A. in Psychology PSY 603 Contemporary Psychological Theories Psychological Theories A survey of the transformation of psychological Students enrolled in the M.A. in Psychology PSY 616M Statistical and Research 3.00 thought from nineteenth century philosophy, receive a mix of theoretical and applied Methodology I physiology and medicine to modern psychology as a coursework. The program is designed to provide a scientific discipline. Implications for behavioral PSY 617M Stastistical and Research 3.00 broad grounding in psychological principles and science and its variety of disciplines and schools of Methodology II practice that ready the student for work in related thought are examined with an emphasis on history fields or for continued education at the doctoral PSY 665M Professional Issues and 3.00 and systems of current psychological theories. level. Ethics in Psychology Credits: 3 Admission to the M.A. Program Annually Psychology M.A. Course Requirements. Applicants to the M.A. program must have completed at least 12 undergraduate credits of PSY 603M Contemporary Psychological Theories Eighteen (18) Credits From Psychology Masters psychology, including statistics, with a grade-point A survey of the transformation of psychological Courses. average of at least 2.75. In addition, they must thought from nineteenth century philosophy, Psychology M.A. Non-Thesis Option. submit letters of recommendation from two physiology and medicine to modern psychology as a professors. Admission to the M.A. program in no scientific discipline. Implications for behavioral way implies acceptance into the Ph.D. program. Thirty Six (36) Total Credits Required. science and its variety of disciplines and schools of Nonetheless, outstanding master’s degree Non-Thesis Option thought are examined. Required of all candidates candidates are admitted into doctoral courses with for the M.A. in Psychology. the permission of the directors of both programs, Six (6) Additional Credits in Psychology. Credits: 3 and some M.A. graduates are accepted into the Psychology M.A. Thesis Option. Every Fall

Ph.D. program. Both graduate programs are PSY 604 Physiological Psychology committed to increasing the enrollment of aspiring Thirty Three (33) Total Credits Required. A physiological analysis of human behavior, with minority students. Thesis Option emphasis on neurological and endocrine processes All applicants to the Ph.D. program who were in motivated behavior and their implications for not accepted for admission to the Ph.D. program Three (3) Credits From Psychology 709M. behavior theory and psychosomatic medicine. will have their applications automatically Credits: 3 forwarded to the M.A. program for review and On Occasion possible admission.

M.A. Degree Requirements and Time Limits Psychology Courses PSY 604M Physiological Psychology The M.A. program is ordinarily completed in A physiological analysis of human behavior, with one and one half to two years of intensive study. PSY 600 Research Design I emphasis on neurological and endocrine processes The time limit for the M.A. degree is five years. An introduction to the basic theories issues, in motivated behavior and their implications for Candidates must have completed 33 credits, which concepts and constructs of what constitutes sound behavior theory and psychosomatic medicine. includes an acceptable thesis (10 courses plus psychological research. Students are expected to Credits: 3 Psychology 709M, Master’s Thesis Supervision), develop the capacity to critically evaluate research, On Occasion or 36 credits (12 courses) and pass a written and to formulate research proposals on their own. comprehensive examination. These courses must Students complete a proposal for their second-year PSY 605M Family Dynamics be successfully completed before registration for research project as part of the course requirement. An examination of the family: its structure and the comprehensive examination. Credit for courses Prerequisite: Psychology 606 functions, its members and their interactions, the taken outside the Psychology Department must be Credits: 3 institutions of society that influence it, and how approved by the Master’s Program Director and Annually familial pathology is defined and treated. will be limited to a maximum of six credits. Credits: 3 Curriculum for M.A. Degree PSY 601M Human Sexuality On Occasion The typical curriculum for the M.A. degree A survey of sexual behaviors (both normal and consists of 600-level courses designated by the deviant), with emphasis on the dynamics of PSY 606 Statistics in Psychology I letter M, which are offered in weekday late motivations. Developmental aspects: myths, A look at estimation and hypothesis testing and the afternoon, evening or weekend classes. Some fallacies and taboos associated with sex: and power of a test and introduction to parametric Psychology courses are open to both M.A. and modern concepts based on research and clinical statistics, multiple correlations and simple analysis Ph.D. students without prerequisite. studies are all studied. of variance. Three hours lecture; one hour

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 82 Brooklyn Campus laboratory. Prerequisite: Undergraduate course in social relations that individuals have with other PSY 617 Freudian Theory psychological statistics individuals and with groups and of the advantages A study of the basic principles and evolution of Credits: 4 and disadvantages such relations may have. Freudian theory and empirical examinations of that Annually Credits: 3 theory and later Neo-Freudian theories. On Occasion Credits: 3 PSY 607 Professional Ethics and Standards On Occasion An examination of the broad spectrum of PSY 614 Cross-Cultural Issues in Psychology contemporary ethical issues encountered by An examination of key issues and concepts in cross- PSY 617M Stastistical and Research Methodology psychologists as teachers, researchers and cultural psychology as a growing area within II practitioners and a forum for increased ethical psychology. A major goal of the course is to have This course is the second in the series for Statistical awareness and analysis. Pass/Fail only. students gain an appreciation of the impact of and Research Methodology. See description for PSY Credits: 3 cultural factors on attitudes and behavior of those 616M (the first in the series). Required of all Every Fall who are recipient of services as well as the service candidates for the M.A. in Psychology Prerequisite: provider. Emphasis is placed on clinical and 616M must be taken before 617M. PSY 609M Independent Study community psychology constructs and applications. The pre-requisite of PSY 616M is required. Prerequisites: Completion of the 12-credit core, at African-American and Latino groups get special Credits: 3 least one required course in the area of attention. Every Spring specialization, and other courses as determined by Credits: 3 the faculty supervisor. An opportunity for Annually PSY 618M Modalities of Therapeutic Intervention practicum experience or an independent project for A discussion of various therapeutic strategies and the advanced student. The course and its specific PSY 614M Introduction to Consultation and tactical alternatives in a variety of settings. requirements are under the supervision of a faculty Community Mental Health Credits: 3 member. Successful completion requires An introduction, from a systems perspective, to On Occasion submission of a final paper documenting the three of the major focuses within the field of process and outcome. Requires the permission of community psychology: prevention, treatment and PSY 620 Tests and Measurements the Chair of the Department and the Dean. May be rehabilitation of the mentally ill. The course covers A consideration of the principles of psychometric repeated; maximum six credits. historical trends in community mental health, theory. Issues of test construction, validity and The pre-requisites of PSY 603M, 616M, 617M and methods of building psychological health, social reliability are discussed. Principles of 665M are required. systems analysis and modification, support systems administration, scoring and interpretation of the Credits: 3 and coping mechanisms, skill training, the process Stanford-Binet, the Wechsler series, and a survey of Every Fall and Spring of implementing community-based programs and personality inventories, occupational tests and community mobilization, community research, and neurocognitive tests are covered. Three hours PSY 611 Cognitive and Affective Issues in the role of paraprofessionals and other community lecture; one hour laboratory. Cultural differences Psychology helpers. Required for specialization in Community- related to test biases and performances are covered. An examination of an array of topics, including Industrial Psychology. Credits: 4 consciousness, thinking, memory and imagination, Credits: 3 Every Fall theories of emotional development. Readings and On Occasion discussions focus on the philosophical background PSY 620M Introduction to Clinical Assessment to the topics as well as a critical evaluation of PSY 615 Personality Theory An introduction to the use of interviews, projective contemporary approaches and a review of recent A systematic examination of a variety of theoretical techniques and other semi-structured instruments research. views of personality. Empirical ramifications of such in psychological research, assessment and Credits: 3 theories and their implications for the psychology occupational settings. Classroom demonstrations of Annually of individual differences are considered. techniques are included, and each student is Credits: 3 required to gain some practical experience with at PSY 611M Psychological Aspects of Disabilities Annually least one assessment procedure. An analysis of the development and psychological Credits: 3 adjustment problems of people with structural and PSY 615M Personality On Occasion functional disabilities. Education, rehabilitation A critical examination of the leading theories of and supportive services are considered. personality, with the purpose of evolving a PSY 621M Tests and Measurement Credits: 3 comprehensive conceptualization. Required for An introduction to concepts of psychological test On Occasion specialization in Clinical Psychology. construction and evaluation. Principles of ethical Credits: 3 conduct, administration and interpretation are PSY 613 Social Psychology On Occasion illustrated for standardized tests commonly used in An analysis of fundamental concepts in vocational counseling, employment practices and interpersonal and group relations, with PSY 616M Statistical and Research Methodology I clinical assessment. consideration of the application of social A study of how to design and conduct experiments, Credits: 3 psychology to contemporary human problems; for interpret obtained results, and refine the succeeding On Occasion example, personality development and adjustment, design and procedures, as well as how to read and ethnic attitudes and conflicts, social movements, critique a problem, design and execute a small- PSY 625 Psychological Assessment I and propaganda. sample experiment, and interpret and critique the A study of the basic principles of assessment, Credits: 3 outcome. Required of all candidates for the M.A. in including interviewing and psychological testing, Annually Psychology. with an emphasis on individual differences. Credits: 3 Introduction is made to the Rorschach and other PSY 613M Social Relations Every Fall projective tests, as well as continued work with An examination of the forms and meanings of neuro-cognitive tests. Three hours lecture; one hour

Page 83 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 laboratory. Cultural differences are covered. Core- in clinical practice and offers students the PSY 634M Personnel Psychology prerequisite: Psychology 620 or its equivalent opportunity to learn through direct practicum The study of individual differences in work-related Credits: 4 experience,role playing or observation of other performance and of methods to assess such Annually students clinical experience. The empirical differences. Practical applications of psychological literature on psychotherapy outcome studies is also research to such issues as selection, placement and PSY 625M Educational Psychology presented as well as cultural and ethnic factors retention; interviews and tests; and task analysis are An examination of such major theories of learning affecting the clinical process. Issues related to the included. as constructivism, social learning, and behaviorism identification and reporting of child abuse and The pre-requisite of PSY 632M is required. and of theories of cognitive science. Such theories maltreatment are also addressed. Pass/Fail only Credits: 3 are applied to setting objectives for education and Credits: 3 On Occasion designing the teaching-learning environment. Every Spring Credits: 3 PSY 635A Advanced Clinical Interviewing III On Occasion PSY 631B Introduction to Clinical Interviewing An intensive case seminar taken in conjunction and Practice II with a two-day per week practicum placement. The PSY 630A Introduction to Clinical Interviewing An introduction to clinical interviewing techniques seminar uses the practicum experiences to focus on and Practice I and didactic material across a range of intervention issues in clinical interviewing, therapeutic alliance An introduction to clinical interviewing techniques strategies, with a focus on cognitive-behavioral building, treatment planning and psychotherapy as and didactic material across a range of intervention techniques. The seminar also addresses ethical well as empirically supported therapies. Topical strategies, with a focus on cognitive-behavioral issues in clinical practice and offers students the readings related to each of these areas are assigned techniques. The seminar also addresses ethical opportunity to learn through direct practicum regularly for discussion as well as cultural and issues in clinical practice and offers students the experience,role playing or observation of other ethnic factors affecting the clinical process. Issues opportunity to learn through direct practicum students clinical experience. The empirical related to the identification and reporting of child experience,role playing or observation of other literature on psychotherapy outcome studies is also abuse and maltreatment are also addressed. students clinical experience. The empirical presented as well as cultural and ethnic factors Pass/Fail only. literature on psychotherapy outcome studies is also affecting the clinical process. Issues related to the Credits: 3 presented as well as cultural and ethnic factors identification and reporting of child abuse and Every Fall affecting the clinical process. Issues related to the maltreatment are also addressed. Pass/Fail only. identification and reporting of child abuse and Credits: 3 PSY 635B Advanced Clinical Interviewing III maltreatment are also addressed. Pass/Fail only. Every Spring An intensive case seminar taken in conjunction Credits: 3 with a two-day per week practicum placement. The Every Fall PSY 631M Practicum seminar uses the practicum experiences to focus on Supervised experience in an area that relates to issues in clinical interviewing, therapeutic alliance PSY 630B Introduction to Clinical Interviewing students' interests or specialization. On-site building, treatment planning and psychotherapy as and Practice I experiences are employed during the weekly well as empirically supported therapies. Topical An introduction to clinical interviewing techniques seminar to focus on students' concerns and basic readings related to each of these areas are assigned and didactic material across a range of intervention issues of ethics, theory and practice. regularly for discussion as well as cultural and strategies, with a focus on cognitive-behavioral Credits: 3 ethnic factors affecting the clinical process. Issues techniques. The seminar also addresses ethical On Occasion related to the identification and reporting of child issues in clinical practice and offers students the abuse and maltreatment are also addressed. opportunity to learn through direct practicum PSY 632M Introduction to Pass/Fail only. experience,role playing or observation of other Industrial/Organizational Psychology Credits: 3 students clinical experience. The empirical An introduction to the various areas currently Every Fall literature on psychotherapy outcome studies is also comprising industrial/organizational psychology; presented as well as cultural and ethnic factors personnel studies; worker motivation; training PSY 635M Organizational Consultation and affecting the clinical process. Issues related to the concepts and programs; labor-industrial relations; Intervention identification and reporting of child abuse and testing and assessment for selection or placement; A study of the role of the psychologist within the maltreatment are also addressed. Pass/Fail only. and theories of organizational structure, change, organization: establishment of a working Credits: 3 and relationships. Required for specialization in relationship with management, employees and Every Fall Community - Industrial Psychology. other constituencies of the organization. Credits: 3 The pre-requisite of PSY 632M is required. PSY 630M Practica On Occasion Credits: 3 Supervised experience in an area that relates to On Occasion students' interests or specialization. On-site PSY 633M Organizational Theory and experiences are employed during the weekly Development PSY 636A Advanced Clinical Interviewing IV seminar to focus on students' concerns and basic The study of interpersonal relations within the An intensive case seminar taken in conjunction issues of ethics, theory and practice. organization. The impact of various organizational with a two-day per week practicum placement. The Credits: 3 structures and theories on such issues as leadership, seminar uses the practicum experiences to focus on On Occasion communication, morale, motivation and change issues in clinical interviewing, therapeutic alliance within the organization is examined. building, treatment planning and psychotherapy as PSY 631A Introduction to Clinical Interviewing The pre-requisite of PSY 632M is required. well as empirically supported therapies. Topical and Practice II Credits: 3 readings related to each of these areas are assigned An introduction to clinical interviewing techniques On Occasion regularly for discussion as well as cultural and and didactic material across a range of intervention ethnic factors affecting the clinical process. Issues strategies, with a focus on cognitive-behavioral related to the identification and reporting of child techniques.The seminar also addresses ethical issues abuse and maltreatment are also addressed.

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Pass/Fail only. factors. Credits: 3 PSY 648M Developmental Psychology I: Credits: 3 Every Spring Childhood and Adolescence Every Fall A consideration of issues that concern the PSY 636B Advanced Clinical Interviewing IV development of the individual from conception to PSY 655M Psychopathology An intensive case seminar taken in conjunction late adolescence. Theories of development are A study of the genesis, course, conceptualization, with a two-day per week practicum placement. The surveyed. Attention is given to the impact of diagnosis and treatment of mental illness. Required seminar uses the practicum experiences to focus on biological and social factors that influence the for specialization in Clinical Psychology. issues in clinical interviewing, therapeutic alliance course of development. Required for specialization Credits: 3 building, treatment planning and psychotherapy as in Developmental Psychology. On Occasion well as empirically supported therapies. Topical Credits: 3 readings related to each of these areas are assigned On Occasion PSY 656 Psychopathology and Psychotherapy of regularly for discussion as well as cultural and Adolescents ethnic factors affecting the clinical process. Issues PSY 649 Perspectives on Family Violence An examination of adolescent psychopathology is related to the identification and reporting A review of current theories and empirical findings viewed from an interpersonal-psychoanalytic, of child abuse and maltreatment are also addressed. on family violence, with special emphasis on developmental perspective. Of particular interest is Pass/Fail only. childhood maltreatment and spouse abuse. The the special relationship between clinical Credits: 3 course is designed to provide information regarding symptomatology and the vicissitudes of the Every Spring the prevalence and consequences of abuse and adolescent process; that is, the psychotherapy of neglect, to review models of interdisciplinary adolescents has its own unique qualities tailored to PSY 643 Teaching Seminar in Psychology management of family violence cases, and to assist the particular developmental issues of the This course is designed to prepare psychology mental health practitioners in the identification adolescent graduate students for the teaching of psychology at and reporting of child maltreatment. patient. Issues related to the identification and the undergraduate level and as teaching assistants. Credits: 3 reporting of child abuse and maltreatment are The course involves syllabus preparation, selection On Occasion addressed. of instructional material, testing, evaluation, and The pre-requisite of Psy 655 is required demonstration lectures. Also included in the PSY 649M Developmental Psychology II: Credits: 3 course is a discussion of classroom management Adulthood and Aging On Occasion strategies and techniques, as well as other practical A study of development from early adulthood and theoretical issues relating to the teaching of through the last years of a person¿s life. Special PSY 657 Childhood Psychopathology psychology. attention is given to the impact of family, work and A study of the essentials for understanding the Credits: 0 personal relationships on the nature and course of diagnosis of childhood psychopathology and its Annually development. Required for specialization in assessment. The empirical literature of a range of Developmental Psychology. diagnostic categories is reviewed as well as the PSY 644 Group Techniques Credits: 3 impact of cultural factors. Prerequisite Psychology The study of group therapy techniques in both On Occasion 655 inpatient and outpatient settings. Group Credits: 3 psychotherapy is compared to related modalities of PSY 650 Violence and Mental Health Annually treatment, including family therapy. Focus on several aspects of violence and aggression. Credits: 3 The first section of the course reviews the various PSY 658 Psychotherapy of Children On Occasion theories behind violence and aggressive behavior, An in-depth study of the theory and practice of including psychological, biological and sociological child psychotherapy. Emphasis is on psycho- PSY 644M Group Processes and Techniques theories (e.g., frustration-aggression, testosterone dynamic approaches as well as some application of An examination of groups and of such group and aggressive behavior). The second phase reviews behavioral management and family systems theory. techniques that may be used for treatment, the relationship of personality and psychopathology The empirical literature in this area is also promotion of growth, or improvement of to violent behavior (e.g., antisocial personality, examined. relationships in diverse settings. The format of the psychosis, substance abuse). The final section of the Credits: 3 course may be both didactic and experiential. The course covers specific topics in mental health and Annually empirical literature is considered. (Formerly violence such as the prediction and treatment of Psychology 640M). violence, juvenile violence and family violence and PSY 658M Psychotherapy of Children Credits: 3 the assessment of violent individuals. An in-depth study of the theory and practice of On Occasion Credits: 3 child psychotherapy. Emphasis is on psycho- On Occasion dynamic approaches as well as some application of PSY 646 Cognitive Behavior Modifcation I behavioral management and family systems theory. An introduction to the theory and practice of PSY 654 Research in the Study of Anxiety Credits: 3 behavior modification and cognitive-behavioral A review of theories and research in the area of On Occasion modification. Emphasis is placed on the anxiety. assessment of maladaptive behavior from a Credits: 3 PSY 660 Intervention Techniques I cognitive-behavioral perspective and on developing On Occasion A survey of various approaches to the clinical and implementing behavioral and cognitive- process, emphasizing short-term techniques. The behavioral intervention strategies with diverse PSY 655 Psychopathology I course focuses on cognitive-behavioral methods, populations. A study of the symptomatology, etiology and while introducing the student to the short-term The pre-requisite of PSY 646 is required. dynamics of the major mental disorders. The dynamic psychotherapies and systems approaches. Credits: 3 classification of functional disorders is also Empirically supported therapies are also On Occasion discussed in the context of social and cultural emphasized. Core- prerequisite: Psychology 655

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Credits: 3 concepts and strategies of community intervention: disability and forensic neuro-psychological Every Fall situation analysis and case conceptualization, evaluations are reviewed. program development and implementation. The pre-requisite of PSY 676 is required. PSY 665M Professional Issues and Ethics in Emphasis will be placed on community Credits: 3 Psychology mobilization, collaboration, and program On Occasion A seminar devoted to discussions and the sustainability. evaluation of various theoretical and practical issues Credits: 3 PSY 678 Clinical Neuropsychology in psychology. Problems of ethics and the roles of On Occasion An introduction into the interrelation between the psychologist receive particular attention. human biology, physiology, neurology and human Required of all candidates for the M.A. in PSY 672M Forensic Psychology behavior. The literature and research concerned Psychology. This graduate course considers a range of topics with the assessment of organicity or pathology, Credits: 3 that are of concern to both psychologists and conceptions of the physiological basis of abnormal Every Fall members of the legal profession. In this course, we behaviors, and related topics are presented. will investigate how psychology works with the legal Credits: 3 PSY 668M Ethnic Cultural, and Minority Issues system as social scientists, consultants, and expert Annually in Psychology witnesses. We will examine how psychological An examination of the impact upon gender, racial, theories, research data, techniques and methods PSY 679 Family Therapy ethnic, religious and other minorities of can enhance and contribute to our understanding A study of a variety of conceptual approaches to stereotyping, discrimination, and efforts to ignore of the judicial system. In addition to offering an family therapy. These approaches include, but are differences or compel uniformity. introduction to the field of forensic psychology, this not limited to, structural systems theory and object Credits: 3 graduate course will focus on: 1) psychological relations approaches to family therapy practice. The On Occasion assessment of competency, malingering, and empirical literature evaluating such approaches is

criminal responsibility, 2) jury selection process and discussed as are ethnic and cultural differences. PSY 669M Seminars in Special Topics jury decision making, and 3) psychological Credits: 3 Consideration of special areas of interest in treatment for crime victims and perpetrators. Annually psychology at the master's level by intensive study in Credits: 3 a seminar format. PSY 680 Neuropsychological Assessment On Occasion Credits: 3 An examination of the variety of assessment On Occasion PSY 674 Psychology of Women techniques designed to evaluate and interpret

A consideration of current theories of women's neuro-psychological functions. It is recommended PSY 670M Seminars in Special Topics (Topic: development, including the relevant empirical that this course follow Psychology 678. Statistics for Health Sciences) research. Such theories are contrasted with earlier, Credits: 3 A study of statistical concepts and techniques used more traditional perspectives on the psychology of Annually in human sciences including measures of central women. tendency, variability, and standardization; concepts PSY 691A Clinical Practice V Credits: 3 of probability and sampling; techniques of An intensive case seminar taken in conjunction On Occasion estimation, and statistical tests available for with a two to two-and-a-half day per week practicum hypothesis-testing in the human sciences. PSY 676 Psychological Assessment II placement. This advanced seminar utilizes student Credits: 3 A continuation of Psychology 625, with more practicum experiences to focus on more complex On Occasion intensive work with the administration and clinical issues in psycho-dynamic psychotherapy

interpretation of psychological tests, particularly the primarily through specific clinical case PSY 671 Dynamic Psychotherapy I Rorschach. Students are expected to administer and presentations. The empirical literature on clinical Emphasis is on the beginning phase of treatment, interpret a number of standard psychological test supervision is also discussed as are empirically transference, and resistance and the key issues in batteries and present their findings in written supported therapies. Pass/Fail only psychotherapy. The empirical literature on reports. Three hours lecture; one hour laboratory. Credits: 3 psychotherapy including empirically supported The impact of cultural differences is discussed. Every Fall therapies is also examined. Concurrent supervised Prerequisite: Psychology 625 experience (Clinical Practice III) is required. PSY 691B Clinical Practice V Credits: 4 Prerequisite: Psychology 655 Corequisite: See the description for Psychology 691A for a full Annually Psychology 635 description of this clinical case seminar. Pass/Fail Credits: 3 PSY 677 Forensic Assessment only. Annually An examination of the application of psychological Credits: 3

assessment techniques to legal setting. The course Every Fall PSY 671M Topics In Cognition involves a review and analysis of relevant laws and This course will study the history and development PSY 692A Clinical Practice VI legal standards as well as psychological assessment of Cognitive psychology in the late twentieth This case seminar is a continuation of Psychology techniques that are specific to forensic settings (e.g. century. This course will also review contemporary 691A. Pass/Fail only the detection of malingering). In addition, students research on perception, language, concept Credits: 3 participate in an applied component of the course formation, imagery, and reasoning. Every Spring in which they participate in conducting actual Credits: 3 evaluations of various forensic psychology issues. On Occasion PSY 692B Clinical Practice VI Particular emphasis is placed on criminal-legal This clinical case seminar is continuation of PSY 672 Introduction to Consultation and issues such as evaluating competence to stand trial, Psychology 691B. Pass/Fail only. Community Mental Health criminal responsibility (the insanity defense), and Credits: 3 This course offers an introduction to the major potential for violent behavior. In addition, issues Every Spring such as malingering, child custody, occupational

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PSY 699 Sec Yr Rsrch Project therapeutic issues are extensively considered as is This seminar may be enrolled in when working on PSY 707 Issues in Trauma Research and the efficacy of empirically supported techniques. a Second Year Research Project and may be taken Treatment Credits: 3 only once. Pass/Fail only. The one credit may not A review of the theoretical and methodological On Occasion be used toward the 90 credits required for approaches to the investigation and treatment of graduation. trauma. Ethical issues are discussed. PSY 765 Object Relations Theory Credits: 1 Credits: 3 An in-depth study of the contributions of the major On Occasion On Occasion British object-relations theorists and the place of such theory in psychoanalytic thought. The PSY 700 Research Design II PSY 709M Master's Thesis Supervision empirical support for these theories is also An extension of Psychology 600. Students are Master's degree candidates receive assistance in discussed. expected to perform small-scale experiments, one of completing their theses. Pass/Fail only. Credits: 3 which must culminate in a research proposal Credits: 3 On Occasion completed by the student. Such a proposal must Every Fall and Spring include an extensive review of the literature in an PSY 771 Dynamic Psychotherapy II PSY 710 Psychotherapy Research area of special interest to the student and a research A study of the way in which principles of psycho- An examination of the history of psychotherapy design, including appropriate methodology and dynamic psychotherapy may be applied to severe research that focuses on such major topics as statistical analysis, developed to study a problem in psychopathology and to short-term therapies. The therapeutic alliance, alliance ruptures and that area in an empirical manner. Each student is application of such principles to the psychoses, and treatment failures, common versus specific factors, strongly encouraged to use his or her proposal as borderline conditions is discussed. The empirical and differential treatment outcome. Significant the basis for his or her doctoral dissertation. literature related to such psycho-therapeutic issues psychotherapy research studies and programs (e.g., Prerequisites: Psychology 600 and 706 is discussed as are the interactions with cultural and the NIMH depression study), and empirically Credits: 3 ethnic factors. Empirically supported therapies for validated treatments are reviewed. A number of Annually these more severe disorders are also discussed. psychotherapy research assessment instruments that Concurrent supervised clinical practice is required. PSY 702 Advanced Developmental Psychology measure different change mechanisms in therapy Three credits.Prerequisite: Psychology 671; A review of selected topics in developmental are demonstrated using vignettes of videotaped Credits: 3 psychology that attempts to integrate the theories of sessions. Students interested in pursuing Annually psychoanalytic, social and cognitive psychologists psychotherapy research are thus provided some with the empirical work in this area. hands-on experience with a number of measures. PSY 775 Seminars in Special Topics Credits: 3 This course is the equivalent of Research and An intensive study in special areas of interest in On Occasion Design II. Prerequisite: Psychology 600 Clinical Psychology (not necessarily the same topics Credits: 3 each year). Examples of topics are computer PSY 703 Current Issues in Clinical Psychology Annually research technology, brain and behavior and Psychopharmacology relationships, psycho-pharmacology, issues of social A review of current readings in clinical psychology PSY 750 Individual Research I stress, special statistical techniques, and the study of and psycho-pharmacology. Individual research projects under supervision. anxiety. One to three credits each semester. Offered Credits: 1 Pass/Fail only. Prerequisites: Psychology 600 and every semester On Occasion 700 or 710. Credits: 3 Credits: 3 Annually PSY 704 Advanced Personality Theory Annually A review of a variety of new empirical and PSY 776 Special Topics theoretical developments in the psychology of PSY 751 Individual Research II An intensive study in special areas of interest in personality. Conceptual topics include neo-analytic, Individual research projects under supervision. Clinical Psychology (not necessarily the same topics cognitive-developmental, and factorial models of Pass/Fail only. Prerequisites: Psychology 600 and each year). Examples of topics are computer personality organization. Study of research in those 700 or 710. research technology, brain and behavior spheres of personality psychology is central to Credits: 3 relationships, psycho-pharmacology, issues of social course work, including examination of the content Annually stress, special statistical techniques, and the study of and methodological issues that are unique to this anxiety. One to three credits each semester PSY 755 Psychopathology II area of psychology. Credits: 1 to 3 A study of contemporary theory and research of Credits: 3 On Occasion psychopathology, with special emphasis on On Occasion developmental etiological factors, symptom PSY 777 Special Topics PSY 706 Statistics in Psychology II formation and maintenance and the rationale for An intensive study in special areas of interest in A study of correlation analysis, analysis of variance, different interventions. Psycho-dynamic and Clinical Psychology (not necessarily the same topics analysis of covariance, advanced multiple cognitive behavioral theories are emphasized as is each year). Examples of topics are computer regression, non-parametric methods and other the interaction with cultural factors. Prerequisite: research technology, brain and behavior selected techniques for treatment of data. Three Psychology 655 relationships, psycho-pharmacology, issues of social hour lecture; one hour laboratory. Prerequisite: Credits: 3 stress, special statistical techniques, and the study of Psychology 606 Every Spring anxiety. One to three credits.

Credits: 4 Credits: 3 PSY 761 Borderline and Narcissistic Psychology Annually On Occasion A review of the historical background of borderline and narcissistic syndromes. Key literature is discussed, and differential diagnostic and

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PSY 779 Special Topics additional fee. with consent of the clinical director. The An intensive study in special areas of interest in Credits: 0 enrollment and fee for this course registration is Clinical Psychology (not necessarily the same topics Every Spring repeated as long as the study is in active progress. each year). Examples of topics are computer Pass/Fail only. Students receive an Incomplete until research technology, brain and behavior PSY 849A Dissertation Topic Seminar the dissertation is completed. relationships, psycho-pharmacology, issues of social Students develop the conceptual rationale and Credits: 3 stress, special statistical techniques, and the study of methodology for their dissertation topics. Each Annually anxiety. One to three credits each semester. student has the opportunity to present his or her Credits: 3 own research proposal, to receive feedback from PSY 852 Doctoral Thesis Supervison On Occasion other students and the instructor, and to critique Each doctoral candidate conducts doctoral thesis the proposals of other students. Students may research under the guidance of a committee, which PSY 780 Proseminar in General Psychology register for this course for one or more semesters. may be a standing committee or one assembled Readings, lectures and discussions on some of the Required of those students in their fourth year who with consent of the clinical director. The leading topics of current theory and research. are not yet in dissertation committee. Pass/Fail enrollment and fee for this course registration is Credits: 3 only. Psychology 849A offered every Fall; repeated as long as the study is in active progress. On Occasion Psychology 849B offered every Spring; Psychology Pass/Fail only. Students received an Incomplete 849C offered every Summer. until the dissertation is completed. PSY 800 Research Methods in Clinical Psychology Credits: 3 Credits: 3 A consideration of appropriate methods for Every Fall Every Fall and Spring investigation of behavioral problems having a clinical orientation. Prerequisite: Psychology 700 or PSY 849B Dissertation Topic Seminar PSY 853 Doctoral Thesis Supervison 710. Students develop the conceptual rationale and Each doctoral candidate conducts doctoral thesis Credits: 3 methodology for their dissertation topics. Each research under the guidance of a committee, which On Occasion student has the opportunity to present his or her may be a standing committee or one assembled own research proposal, to receive feedback from with consent of the clinical director. The PSY 840 Clinical Internship other students and the instructor, and to critique enrollment and fee for this course registration is Each candidate for the doctorate in clinical the proposals of other students. Students may repeated as long as the study is in active progress. psychology must spend one year full time or two register for this course for one or more semesters. Pass/Fail only. Students receive an Incomplete until years half time as an intern in an approved Required of those students in their fourth year who the dissertation is completed. installation, such as a mental hospital or mental are not yet in dissertation committee. Pass/Fail Credits: 3 hygiene clinic. Services performed concentrate on only. Psychology 849A offered every Fall; Every Fall and Spring diagnostic testing and staff conferences, and Psychology 849B offered every Spring; Psychology supervised individual or group psychotherapy. 849C offered every Summer. PSY 854 Doctoral Thesis Supervision Pass/Fail only. No credit. This course has an Credits: 3 Each doctoral candidate conducts doctoral thesis additional fee. Every Spring research under the guidance of a committee, which Credits: 0 may be a standing committee or one assembled Every Fall PSY 849C Dissertation Topic Seminar with consent of the clinical director. The Students develop the conceptual rationale and enrollment and fee for this course registration is PSY 841 Clinical Internship methodology for their dissertation topics. Each repeated as long as the study is in active progress. Each candidate for the doctorate in clinical student has the opportunity to present his or her Pass/Fail only. Students receive an Incomplete until psychology must spend one year full time or two own research proposal, to receive feedback from the dissertation is completed. years half time as an intern in an approved other students and the instructor, and to critique Credits: 3 installation, such as a mental hospital or mental the proposals of other students. Students may Every Fall and Spring hygiene clinic. Services performed concentrate on register for this course for one or more semesters. diagnostic testing and staff conferences, and Required of those students in their fourth year who PSY 855 Doctoral Thesis Supervision supervised individual or group psychotherapy. are not yet in dissertation committee. Pass/Fail Each doctoral candidate conducts doctoral thesis Pass/Fail only. No credit. This course has an only. research under the guidance of a committee, which additional fee. Credits: 1 may be a standing committee or one assembled Credits: 0 On Occasion with consent of the clinical director. The Every Spring enrollment and fee for this course registration is PSY 850 Doctoral Thesis Supervision repeated as long as the study is in active progress. PSY 842 Second-Year Internship Each doctoral candidate conducts doctoral thesis Pass/Fail only. Students receive an Incomplete until Available to those students who wish to pursue a research under the guidance of a committee, which the dissertation is completed. second year of clinical internship. Not required for may be a standing committee or one assembled Credits: 3 the doctorate. Pass/Fail only. No credit. with consent of the clinical director. The Every Fall and Spring Prerequisite: PSY 840-841. This course has an enrollment and fee for this course registration is additional fee. repeated as long as the study is in active progress. PSY 856 Doctoral Thesis Supervision Credits: 0 Pass/Fail only. Each doctoral candidate conducts doctoral thesis Every Fall Credits: 3 research under the guidance of a committee, which

Annually may be a standing committee or one assembled PSY 843 Second-Year Internship with consent of the clinical director. The Available to those students who wish to pursue a PSY 851 Doctoral Thesis Supervison enrollment and fee for this course registration is second year of clinical internship. Not required for Each doctoral candidate conducts doctoral thesis repeated as long as the study is in active progress. the doctorate. Pass/Fail only. No credit. research under the guidance of a committee, which Pass/Fail only. Students receive an Incomplete until Prerequisite: PSY 840-841. This course has an may be a standing committee or one assembled the dissertation is completed.

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Credits: 3 Every Fall and Spring

PSY 857 Doctoral Thesis Supervision Each doctoral candidate conducts doctoral thesis research under the guidance of a committee, which may be a standing committee or one assembled with consent of the clinical director. The enrollment and fee for this course registration is repeated as long as the study is in active progress. Pass/Fail only. Students receive an Incomplete until the dissertation is completed. Credits: 3 Every Fall and Spring

PSY 858 Doctoral Thesis Supervision Each doctoral candidate conducts doctoral thesis research under the guidance of a committee, which may be a standing committee or one assembled with consent of the clinical director. The enrollment and fee for this course registration is repeated as long as the study is in active progress. Pass/Fail only. Students receive an Incomplete until the dissertation is completed. Credits: 3 Every Fall and Spring

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SOCIAL SCIENCE SSC 695 Statistics for the Social Scientist This introductory course teaches students about Professor Wilson (History), Director; (718) 488- basic statistics and their relevance for the social 1041 sciences. The goal is to familiarize students with Professors Dorinson (History), Ehrenberg statistical concepts such as central tendencies, (Political Science), Hendrickson (Anthropology), standard deviation, confidence intervals, and Ramirez (Psychology), Sanchez (Urban Studies), regression analysis. The emphasis of the course is Warmund (History), Zewail (Economics), Emerita on exploring concepts and understanding the Professor Rosenberg, Associate Professors Jones relevance of statitics for research. The course (History), McSherry (Political Science) includes and introduction to SPSS. No prior knowledge of statistics or advanced math is required. M.S. in Social Science Credits: 3 Alternate Years The Master of Science degree in Social Science is designed for persons who want a multidisciplinary SSC 707 Thesis Supervision program that views society through the integrated The selection, supervision and completion of the perspective of several social sciences. Candidates thesis topic. Pass/Fail only. Three credits per for the degree may have concentrated in one of the semester. social sciences in their undergraduate studies, or Credits: 3 they may now, because of their professional Every Semester experiences, need a stronger background in the SSC 708 Thesis Supervision social sciences. Degree candidates must complete The selection, supervision and completion of the either a minimum of 30 credits and submit an thesis topic. Pass/Fail only. Three credits per acceptable thesis prepared in Social Science 707, semester. 708 or complete 36 credits and pass a Credits: 3 comprehensive examination. Every Semester Other requirements are as follows: 1. -Twelve credits in one social science (economics, history, political science, psychology, sociology, U.N. studies or urban studies, anthropology). This concentration may not be in a field in which the student already has a graduate degree. 2. -Six credits in another social science. 3. -Three credits in research methods or statistics. Students concentrating in United Nations studies may opt for the M.S. degree in Social Science (see the specific section of this Bulletin for details).

Social Science Courses

SSC 512 Readings in the Social Sciences Intensive readings in themes in the social sciences. Focus is on such global issues as religion, race and racial attitudes, class, and social change. Credits: 3 Annually

SSC 553 World Social Development A consideration of the world social situation, including such subjects as health, food and nutrition, housing and urban planning, education, employment, and social development in developing areas. Credits: 3 Every Spring

SSC 611 Independent Study Prerequisite: Approval of the Department Credits: 3 On Demand

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SPEECH-LANGUAGE SOC 504 Social Organization Credits: 3 An intensive introduction ro social organization On Occasion PATHOLOGY through a consideration of the nature and forms of organized relationships. The course emphasizes SOC 526 Asian Cinema: Men, Women and See Communication Sciences and Disorders. authority roles and expectations and, in particular, Beyond

deals with specific forms of organization, such as This seminar focuses on cinema as a unique SOCIOLOGY industry, education and government. cultural product in which artistic sensibilities are Credits: 3 mobilized to address, and thus reflect, significant Professor Hittman On Occasion aspects of contemporary society. Through a range of Professors Emeriti Carden, Rosenberg feature films from the region, this course examines Associate Professors Hendrickson (Chair), Kim, SOC 505 Applied Sociology/Anthropology these cultural products as collective expressions of Barton, Ali, Juwayeyi A critical examination of the role social science some enduring concerns in modern Asian societies. Associate Professor Emeriti Gritzer, Harwood plays in the formulation of public policy. This Credits: 3 Assistant Professor Emeritus Sherar course considers the uses and abuses of policies On Occasion Adjunct Faculty: 8 derived from the social sciences for significant The Master of Arts degree in Sociology is not contemporary issues such as school desegregation, SOC 553 World Social Development offered at this time, but graduate courses in abortion, the family, crime, and affirmative action. A consideration of the world social situation, sociology are offered as part of other departments It explores the ways in which social problems are including such subjects as health, food and and programs including the United Nations defined as public issues, the kinds of solutions nutrition, housing and urban planning, education, Graduate Program, Urban Studies and Social suggested, the methods for studying the issues and employment, and social development in developing Science. arriving at policy recommendations, and the means areas. of evaluating those policies. Credits: 3 Credits: 3 Every Spring

On Occasion SOC 564 Socialization Sociology Courses SOC 506 The Sociology of Sex Roles The study of personality as it is shaped by cultural An examination of the sources of sexual inequality, milieu, socialization experience and social process. SOC 500 Preparatory Reading in Sociology or culture and sexuality, sex role socialization, and the Credits: 3 Anthropology social conditions conducive to sex role liberation. On Occasion

Intensive readings in selected areas of general Credits: 3 SOC 600 Criminology sociology or anthropology under the supervision of On Demand a faculty member. This course is intended for A systematic analysis of crime in modern society, students who lack sufficient undergraduate work in SOC 507 Quantitative Methods for the Social including discussion of the major types of crime, Sociology. Offered as tutorial with departmental Sciences the theories that help explain such crimes, and the approval. An introductory course in quantitative techniques procedures for dealing with offenders. Credits: 3 commonly encountered in statistics, economics and Credits: 3 On Demand other social sciences, with emphasis on practical On Occasion

applications of matrix algebra, input/output SOC 601 Readings in Sociology SOC 501 Preparatory Reading in Sociology or analysis, and linear, differential and integral Extensive and intensive individual readings in Anthropology calculus. (Same as SOC 507 and URB 507.) sociology under the supervision of a member of the Intensive readings in selected areas of general Credits: 3 faculty. sociology or anthropology under the supervision of On Occasion a faculty member. This course is intended for Credits: 3 students who lack sufficient undergraduate work in SOC 510 World Cultures On Occasion

Sociology. Offered as tutorial with departmental This course allows graduate students in any degree SOC 603 Sociology of the Family approval. program to acquire some basic knowledge about the A systematic analysis of the structure and function Credits: 3 comparative analysis of societies and cultures and to of the family; the interrelation of the family and On Demand consider how such knowledge affects their other institutions undergoing social change; the discipline and/or professional work. Students will different worlds of the family as influenced by class, SOC 502 Principles of Sociology be introduced to some of the key analytical ethnicity and race; and changing values and the An extensive survey of the general principles and approaches to culture and society by reading classic future of the family. concepts in Sociology with emphasis on and current writing in anthropology and sociology. Credits: 3 contemporary American Sociology. This course is They will be introduced to a set of conceptual tools designed for those students who are not majoring On Occasion for researching, analyzing and comparing cultures in Sociology at the graduate level. Offered as that they encounter in their professional life. They SOC 606 Sociology of Population and tutorial with departmental approval. will be guided in carrying out small-scale cross- Demography Credits: 3 cultural fieldwork encounters that allow them to try A comprehensive course that focuses on population On Demand out ethnographic methods themselves (for example, theories and the national and international observing and participating in a ritual from a SOC 503 Sociological Theory problems resulting from population growth. Three religion other their own). Along with other writing A comprehensive survey of the major contributions credits. Offered as tutorial with departmental assignments, they will complete a term paper to sociological thought. approval. exploring in-depth the ways that cultural difference Credits: 3 Credits: 3 affects their professional goals and activities, and On Occasion On Demand they will develop a set of protocols for best addressing those realities.

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SOC 607 Urban Sociology consequences for the worker and work organization particular agency or organization. Prerequisite: A review of the development of cities and the of industrial and postindustrial technologies are Approval of the Department Political Science. specific life patterns and problems of urban life and examined. (Same as Sociology 705 and Urban Studies 705). of urbanization as a process of major social change Credits: 3 Credits: 3 bringing about new forms of social organization, On Occasion Every Fall value systems, power structures and ideology. Trends in urban and suburban developments are SOC 651 Urban Economics SOC 706 Internship in Public Affairs and Policy discussed. An analysis of economic problems arising in the Administration Credits: 3 modern urban areas of the United States. An internship designed to provide direct exposure On Occasion Discussion centers around the causes of such to and experience in the operation of a public problems and possible alternative solutions. affairs/service organizations. The student is SOC 609 Stratification Relationships among city and state governments expected to engage in a supervised placement A study of the phenomenon of social ranking, and the federal government receive due activity in a selected institution. Students will social mobility and the distribution of consideration. generally meet at least once every two weeks as a opportunities, with particular attention to Credits: 3 class with a faculty coordinator to focus on specific American society. The social-psychological On Occasion questions relating to their organizations. In dimensions of stratification. A survey of literature, addition, students are expected to keep logs of their assessment of contrasting theories, and trends are SOC 654 Methods of Social Research field work experiences and to complete a seminar- emphasized. An examination of the range of research methods length paper analyzing a specific problem of their Credits: 3 employed in social science. Topics include particular agency or organization. Prerequisite: On Occasion selection of research designs, sampling and data Approval of the Department of Political Science. collection, quantitative and qualitative approaches, (Same as Sociology 706 and Urban Studies 706.) SOC 612 Deviant Behavior and the ethics of social research. Students are Credits: 3 A study of the theoretical and empirical expected to apply such research strategies Every Spring interpretation of deviance as a category of social throughout the semester. behavior. Included are the process of becoming Credits: 3 SOC 707 Research Methods and Thesis Seminar deviant and the difficulties of researching non- On Occasion In the first semester, advanced study of scientific normative behavior. method in the discipline, together with the Credits: 3 SOC 666 Race Relations and Intergroup Tensions preparation of a master's thesis proposal; in the On Occasion An examination of race relations as a major source second semester, the actual writing of the thesis. of intergroup tensions. Pass/Fail only. Open only to matriculated SOC 616 Social Change Credits: 3 students. An examination of the broad social forces and On Occasion Credits: 3 processes operating in all societies - modern and On Demand modernizing - today. Cross-cultural analysis of SOC 688 Theories and Problems of changing social institutions and their effect on all Modernization in Underdeveloped Nations SOC 708 Research Methods and Thesis Seminar areas of social life is conducted, and the Same as SOC 688 and URB 688. A discussion of In the first semester, advanced study of scientific relationships of those institutional changes to major theories of modernization and the resulting method in the discipline, together with the personality, ideas and consciousness are considered. social problems in light of the increasing contact preparation of a master's thesis proposal; in the Offered as tutorial with departmental approval. between developed and underdeveloped nations. second semester, the actual writing of the thesis. Credits: 3 Credits: 3 Pass/Fail only. Open only to matriculated On Occasion On Occasion students.

Credits: 3 SOC 701 Advanced Seminar: Sociological Theory SOC 620 The Sociology of Education On Demand An analysis of educational systems and their An analysis of dominant lines of theoretical relation to other social systems. Emphasis is placed development in contemporary sociology. Specific on the role of education in society, its course content to be determined by instructor. interrelationships with other occupations, and the May be repeated. Offered as tutorial with special problems of education in urban society. departmental approval. Offered as tutorial with departmental approval. Credits: 3 Credits: 3 On Demand

On Demand SOC 705 Internship in Public Affairs and Policy SOC 630 Political Sociology Administration A study of social factors that give rise to the An internship designed to provide direct exposure establishment of political institutions and to and experience in the operation of a public determine their character and purpose in various affairs/service organizations. The student is cultures. expected to engage in a supervised placement Credits: 3 activity in a selected institution. Students will On Occasion generally meet at least once every two weeks as a class with a faculty coordinator to focus on specific SOC 631 Work in Modern Industrial Settings and questions relating to their organizations. In Society addition, students are expected to keep logs of their A consideration of the sociological impact of work field work experiences and to complete a seminar- on individuals, groups and societies. The length paper analyzing a specific problem of their

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UNITED NATIONS ECO 661 International Economic 3.00 UN 718 The United Nations and 3.00 Relations the Millennium GRADUATE PROGRAM Development Goals UN 701 The United Nations and 3.00

Professor Lester Wilson (History), Director (718) Human Security 488-1041 UN 713 The UN and Conflict 3.00 United Nations Courses Professors: Rainer Braun (United Nations Studies), Resolution Jacques Fomerand (Head, UN University Office in UN 691 Global Issues and Interdependence North America, Ret.), Akira Kusukawa (Director, UN 714 International Security 3.00 An examination of international organizations and European Council, U.N. Fund for Population UN 715 The UN and 3.00 their role in the resolution of major global Activities, Ret.); James Sutterlin (Executive Peacebuilding concerns. Director, Office of the Secretary General of the Credits: 3 United Nations, Ret.) UN 716 United Nations and the 3.00 Middle East On Occasion The Institute for the Study of International Organizations POL 547 Human Rights in World 3.00 UN 692 Modern Diplomacy The Institute for the Study of International Politics A comprehensive overview of contemporary Organizations builds on the unique instructional international diplomacy considered as art, science, POL 605 Conflict Resolution 3.00 methodology and specialized research conducted craft, practice, institution and process. Topics of in the United Nations Advanced Certificate POL 638 International Relations 3.00 discussion include the nature and development of Program and its related master’s degree diplomacy; diplomatic practice, methods, and POL 640 Public International Law 3.00 opportunities and provides for further development techniques; types of diplomacy (with special of advanced studies and research in international POL 670 Third World Politics 3.00 emphasis on multilateral diplomacy); diplomatic organizations. The Institute coordinates research privileges and immunities; the role and function of projects dealing with the United Nations system SOC 553 World Social 3.00 diplomats; the diplomat as a foreign affairs and nongovernmental organizations, with regional Development professional; and the contribution of diplomacy organizations, and with other international SOC 606 Sociology of Population 3.00 toward maintaining world order. groupings. Credits: 3 and Demography Alternate Years SSC 553 World Social 3.00 United Nations Graduate Development UN 694 Management of International Organizations Certificate Program UN 691 Global Issues and 3.00 A focus on structural and managerial issues within Interdependence The United Nations Graduate Certificate international organizations and an examination of Program provides students with extensive UN 692 Modern Diplomacy 3.00 the tools needed to function within such an environment. background instruction on international UN 695 Statistics for the Social 3.00 Credits: 3 organizations in advanced departmental course Scientist sequences. Certification in United Nations Studies On Occasion UN 694 Management of 3.00 requires 24 credits. Graduate credits earned in the International UN 695 Statistics for the Social Scientist United Nations Program may apply toward the Organizations This introductory course teaches students about M.S. degree in Social Science, the M.A. degree in basic statistics and their relevance for the social Political Science, or the Master of Public UN 700 Independent Study 3.00 sciences. The goal is to familiarize students with Administration (M.P.A.) degree. A prerequisite for UN 704 Issues in International 3.00 statistical concepts such as central tendencies, admission to the program is a bachelor’s degree Labor 1919 - Present standard deviation, confidence intervals, and from a university in the United States or the regression analysis. The emphasis of the course is equivalent from a university abroad. UN 705 Internship in International 3.00 on exploring concepts and understanding the Organizations relevance of statitics for research. The course Requirements for the Advanced UN 706 International 3.00 includes and introduction to SPSS. No prior Certificate, United Nations Studies Humanitarian Assistance knowledge of statistics or advanced math is Plan required. UN 707 Population Displacement 3.00 United Nations Studies Advanced Credits: 3 and Migration Certificate Requirements Alternate Years

Twelve (12) Units Required. UN 708 United Nations 3.00 UN 700 Independent Study Pol 642 International Organization, The United Nongovernmental Development of selected topics, in conjunction Nations and it's Affiliated Agencies. Organizations with faculty adviser. HIS 632 The World Since 1945 3.00 UN 709 Issues in International 3.00 Prerequisite: Approval of the Department. Ethics UN 710 Research Methods 3.00 Credits: 3 UN 712 Advanced Seminar 3.00 On Occasion UN 711 Research Seminar 3.00 Twelve (12) Units of Elective Required. UN 717 United Nations and 3.00 UN 701 The United Nations and Human Security Global Terrorism The course will focus on such global/cross border ECO 624 International Economics 3.00 and interrelated threats as poverty, population ECO 626 Problems of Economic 3.00 growth and migration, global warming, energy and Development water scarcity, "failed states", terrorism and weapons

Page 93 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 of mass destruction and the denial of human rights. Multidisciplinary and analytical discussions of from 1990 to the present. Projects for The 'new dimensions" of these threats to human research progress reports on NGO activities and reconstruction following the devastating earthquake security will be explored and assessed, along with interactions with international organizations are and the roles and responsibilities of the UN and the range of global governance instruments that held. the international will be explored. might be used by the international community to Credits: 3 Credits: 3 meet the challenges that they pose. Annually On Occasion Credits: 3 On Occasion UN 709 Issues in International Ethics UN 716 United Nations and The Middle East A review of concepts in the development of The seminar will examine the events that led to the UN 704 Issues in International Labor 1919 - governmental and nongovernmental action on initial involvement and continued engagement of Present global issues. the United Nations in the Middle East. Starting An exploration of the broad outlines of the history Credits: 3 with the Balfour Declaration through the of the working classes since World War I. A On Occasion independence of Israel followed by the various discussion of the International Labor Organization Security Council and General Assembly resolutions (ILO) and the ILO Declaration on Fundamental UN 710 Research Methods on the situation to the present "road map," the Principles and Rights at Work, and other major An introduction to research techniques in the student will explore the role of the United Nations issues shaping working class experience. social sciences. Students are required to research a in the Israel/Palestine questions. The seminar will Credits: 3 major function or principal concern within the UN also discuss the impact of the Golf War, the recent On Occasion system. Based on their research, students make intervention in Iraq, and the current challenges formal presentations and defend policy proposals facing the United Nations in the fields of UN 705 Internship in International Organizations drawn from their research. democratization, disarmament, and human rights A course designed to provide direct exposure to and Credits: 3 in the region. experience in the work of a UN department or UN- Annually Credits: 3 related agency or department. The student engages On Occasion in a supervised placement activity and is expected to UN 711 Research Seminar meet at least once every two weeks with a faculty Cornerstone of the United Nations Program, a UN 717 United Nations and Global Terrorism coordinator. The student is also expected to keep a research seminar that provides training in policy This course explores these questions with particular log of all field work experience and complete a making and requires preparation of a major study attention to the novel features of the threat posed seminar-length paper analyzing a specific problem on a specific area of UN operations. Students write by terrorism to international peace and security, the of the agency or department. a research paper on a major function or principal effectiveness of applicability of traditional models Credits: 3 concern within the UN system. and mechanisms for dealing with the security Every Semester Credits: 3 challenges posed by terrorism and addressing its Annually root causes, and what can be done through the

UN 706 International Humanitarian Assistance United Nations to contain and suppress terrorism. UN 712 Advanced Seminar A review of the evolution of the concept and Credits: 3 An exploration of selected United Nations issues practice of humanitarian assistance. The course On Occasion covers the interface between humanitarian through intensive study in a seminar format. assistance and peacekeeping operations, the Credits: 3 UN 718 The United Nations and the Millennium continuum between emergency assistance and On Occasion Development Goals economic/social development, the role of Combining lectures, discussions, and intensive UN 713 The UN and Conflict Prevention humanitarian assistance in peace building, the role readings, the purpose of this seminar is to take This seminar will explore the role of the United of nongovernmental organizations in the provision stock of these debates and to ascertain the Nations in conflict prevention. More specifically, of humanitarian assistance, and the evolving contribution of the MDGs to human development drawing from history and on the basis of case international legal concepts of dealing with the in the Global South. Particular attention will be material, the seminar will seek to explain the right to humanitarian assistance. The course given to contexualizing the MDGs in the broader concept and evolving practice of prevention by the focuses on case studies of actual emergency framework of the long-term political and economic United Nations with particular attention to the assistance operations. trends, which have been shaping still evolving institutions involved and the modalities and impact Credits: 3 patterns of development thinking and multilateral of their interventions. Annually development efforts. The course will focus on the Credits: 3 strengths, weaknesses and deficits of the "global UN 707 Population Displacement and Migration On Occasion partnerships" that have informed the MDGs A review of accelerated internal as well as external UN 714 International Security process in such key areas as trade, finance and migration (voluntary or involuntary), resulting in An examination of the role of the UN in climate change with due regard to the economic the displacement of populations. Policy promoting international security, including nuclear and financial crises that have impacted on implications are discussed. proliferation, small weapons disarmament and the international and economic relations. Cross Credits: 3 removal of land mines. cutting issues such as population, gender, social On Occasion integration will also be factored in our collective Credits: 3 assessment of the MGDs. UN 708 United Nations Nongovernmental On Occasion Credits: 3 Organizations UN 715 The UN and Peacebuilding: The Case of On Occasion A study of the premises and functions of private Haiti voluntary organizations in the UN non- This seminar will examine the role of the United governmental organizations (NGO) structure. Nations in peacebuilding, with particular attention Student-initiated research in the functions of given to the role of the United Nations in Haiti selected groups of NGOs is conducted.

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 94 Brooklyn Campus

URBAN STUDIES PROGRAM working professionals as well as part-time and Of the following courses only one is required: full-time students. It offers a multidisciplinary PM 787 The Role of Ethnicity in 3.00 Professor Jose R. Sanchez (Political Science), graduate course of study leading to a Master of the Metropolis Chair; (718) 488-1057; e-mail: Arts in Urban Studies. Courses at the 500-level are PM 795 Race Relations and 3.00 [email protected] available to qualified undergraduates in their Intergroup Tensions Professors: Dorinson (History), Wilson (History) junior and senior years. Associate Professors: Kim (Sociology), Zewail The M.A. in Urban Studies is more than a SOC 666 Race Relations and 3.00 (Economics) narrow professional degree. It provides a broad Intergroup Tensions Adjunct Faculty: 4 exposure to the essential elements of urban studies URB 608 The Role of Ethnicity in 3.00 The Urban Studies Program provides students while developing skills in writing, research and the Metropolis with a behind-the-scenes look at urban critical analytical thinking that prove necessary administration, economics, government, history, and valuable in a wide range of professional fields. URB 666 Race Relations and 3.00 management, planning and sociology. It offers a Graduates can look forward to a wide range of Intergroup Tensions career opportunities. Planning and GIS skills are comprehensive curriculum for administrators, Of the following courses only one is required: always in demand by government and non-profit economists, managers and planners in unrelated PM 783 Principles and Practices 3.00 organizations as well as private companies. There fields, who are interested in career change or in of City Planning working in urban agencies, in addition to those are also many opportunities in real estate, already employed in the field, who lack the education, non-profit management, economic URB 614 Principles and Practices 3.00 academic credentials needed to advance development, international development, of City Planning neighborhood/community development, health professionally. URB 629 Community Planning and 3.00 care, social services, and public administration. Faculty members are experts in their areas of Metropolitan Economic Admission to Degree Program specialization and provide fascinating insight and Development an insider's perspective into the daily business, Applicants to the program leading to the Master Of the following courses only one is required: politics and economics of urban life and of Arts in Urban Studies, must meet these administration. Guest lecturers from public and requirements: ECO 507 Quantitative Methods for 3.00 private agencies visit the classroom often, offering • Have a bachelor's degree or its equivalent the Social Sciences • Have at least 24 semester hours of advanced their commentary on a wide range of urban-related PM 780 Computer Technology 3.00 undergraduate work in the social sciences topics. Application to (economics, history, political science, Metropolitan Affairs psychology, sociology and anthropology) or the M.A. in Urban Studies equivalent. SOC 507 Quantitative Methods for 3.00 • Students who were not undergraduate social the Social Sciences The M.A. in Urban Studies provides a general science majors must have at least a B- SSC 511 Theories, Ethics and 3.00 and technical understanding of the metropolis, undergraduate average in such required social Applications of Research surrounding regions and world urbanization for science courses as have been taken and may be Across Social Science persons interested in such areas as administration, required to take up to 12 credits of Disciplines economics, government, history, housing, undergraduate courses, which will not be management, planning, geographic information credited toward the degree, in order to URB 507 Quantitative Methods for 3.00 systems and sociology. compensate for any deficiencies in preparation. the Social Sciences The program’s faculty members are drawn URB 511 Theories, Ethics and 3.00 from the fields of urban studies, economics, The following requirements are for Applications of Research history, political science and sociology. They the Urban Studies, Master of Arts Across Social Science include adjunct faculty selected for their plan. Disciplines knowledge and experience in professional practice Of the following courses only one is required: in such matters as administration, management, URB 605 Computer Technology 3.00 geographic information systems (GIS) and HIS 583 The History of the City of 3.00 Application to planning. Guest lecturers from public and private New York Metropolitan Affairs agencies also contribute to courses that deal with URB 504 The Development of the 3.00 URB 7071 Metropolitan Areas 3.00 specialized subjects. American Metropolis Research Methods The program will interest persons who have URB 583 The History of the City of 3.00 Seminar varied interests and experiences: those seeking New York new career paths in such fields as administration, The following are the course requirements management, planning and public history; those Of the following courses only one is required: for the Urban Studies, Master of Arts working in a city or suburban agency but without PM 781 Urban Government and 3.00 plan. Either Option A, the Thesis or previous concentrated academic education in the Politics Option B, the Project must be completed. field; those seeking an intermediate degree as a Completion of the following course is required: POL 604 Urban Government and 3.00 stepping-stone to further academic or professional Politics URB 7072 Metropolitan Areas 3.00 goals; and those interested in a graduate degree in Research Seminar urban studies with elective courses exploring URB 601 Capital Cities and 3.00 various aspects of the metropolis including Politics: Comparative Completion of the Thesis/Project course is Brooklyn studies, city planning, community International Urbanization required: planning and New York City history. URB 708 Thesis Project Seminar 3.00 URB 604 Urban Government and 3.00 The master’s program in urban studies is Politics A maximum of 12 units are permitted of mostly an evening program and is designed for

Page 95 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 appropriate graduate work in related URB 502 Public Services in Metropolitan Areas private sectors. Reading of current literature is disciplines for the Urban Studies, Master A study and analysis of services affecting the quality required; opportunity for internship experience of Arts plan. of life in metropolitan areas, such as education, exists. health, recreation and transportation. Course Credits: 3 The minimum unit requirement of 36 includes guest lecturers on specialized topics. On Occasion units must be completed for the Credits: 3 Urban Studies, Master of Arts plan. On Occasion URB 510 State Violence and Terrorism An examination of individual terrorism - - its URB 503 Brooklyn's Community Tradition origins and theories offered to explain it - - and the Urban Studies Courses A focus on the growth of Brooklyn in terms of such forms of state coercion known as state terror, which

specific communities as Brooklyn Heights, is often prompted by perceived domestic or foreign ECO 626 Problems of Economic Development Brownsville, Flatbush, Fort Greene and Park Slope. threats to survival, authority or national interest. A study of the theories of economic growth and Special emphasis is given to noted architectural and Underlying conditions such as civil strife, separatist their application in underdeveloped countries of environmental features of those communities. movements, racial cleavages and ideological Asia, Africa and Latin America. Special attention is Course is supplemented by guided walking tours of rationales are examined. Examples of both paid to the techniques of capital accumulation, related neighborhoods. categories of terrorism are drawn from history and economic planning and governmental policies. The Credits: 3 from different world regions and are analyzed via roles of the World Bank and its affiliates and Every Summer theories learned in the course. (Same as URB 510.) foreign aid of industrial countries are emphasized. Credits: 3 URB 504 The Development of the American (Same as Economics 626 and PM 771) On Occasion Metropolis Credits: 3 A study of the development of the American URB 511 Theories, Ethics and Applications of Alternate Years metropolis from the period of settlement to today. Research Across Social Science Disciplines PM 771 Problems of Economic Development Special emphasis is placed on the relationship of A study of scientific method and research A study of the theories of economic growth and physical development to the various factors that methodologies as applied to disciplines in the social their application in underdeveloped countries of affect urban growth and change. (Same as History sciences. Students design a research project and Asia, Africa and Latin America. Special attention is 504) complete a sample chapter for a discipline-related paid to the techniques of capital accumulation, Credits: 3 research paper. For first-semester graduate students. economic planning and governmental policies. The Alternate Years (Same as Social Science 511) roles of the World Bank and its affiliates and Credits: 3 URB 505 Historic Landmarks of Brooklyn foreign aid of industrial countries are emphasized. On Occasion A concentration on significant institutions (Same as Economics 626 and PM 771) reflecting Brooklyn's urban development, such as URB 550 The Ghetto from Venice to Harlem Credits: 3 the Brooklyn Academy of Music, the Botanic An intensive examination of the primary and Alternate Years Gardens, the Brooklyn Museum, Coney Island, secondary literature on a modern phenomenon: the PM 783 Principles and Practices of City Planning Eastern Parkway, Fort Greene Park, Long Island ghetto. The course is intended to give students a An introduction to the city planning process. University, Prospect Park, and St. Joseph's College. broad understanding of the physical uses and Topics include planning theory; quantitative Course includes lectures, readings, and guided processes of ghettoization on an international scale. techniques; the comprehensive plan; zoning; tours of selected sites. The course also examines the racial, religious and budgeting; federal, state and local Credits: 3 cultural ideologies that govern ghettos. interrelationships; citizen participation; and Alternate Years Credits: 3 emerging trends. (Same as PM 783) On Occasion URB 506 The Geography of New York City Credits: 3 A field-based course that explores the relationships URB 555 Women, Children and Institutions in On Occasion between the physical, economic and social Urban Society SSC 511 Theories, Ethics and Applications of geography of the city's development. An examination of the dynamic relationship Research Across Social Science Disciplines Credits: 3 between urban institutions for women and children A study of scientific method and research On Occasion and their clients. Readings cover both general methodologies as applied to disciplines in the social works dealing with matters of social policy and local URB 507 Quantitative Methods for the Social sciences. Students design a research project and studies of institutions serving women and children. Sciences complete a sample chapter for a discipline-related Credits: 3 An introductory course in quantitative techniques research paper. For first-semester graduate students. On Occasion commonly encountered in statistics, economics and (Same as Social Science 511) other social sciences, with emphasis on practical URB 560 The City through Film Credits: 3 applications of matrix algebra, input/output An examination of how film has shaped the public's On Occasion analysis, and linear, differential and integral view of the city as well as the role the city has played URB 500 Introduction to Urban Theory calculus. (Same as SOC 507 and URB 507.) in film. Particular films are screened and analyzed. An introductory course that centers on readings in Credits: 3 Credits: 3 urban history and sociology in order to give On Occasion Alternate Years graduate students a grasp of the language and URB 509 Career Orientation in the Public and URB 565 City as News literature of urban studies. Private Sectors This course explores the ways that city residents and Credits: 3 A discussion of such matters as self-evaluation of workers are affected by the media. What happens Alternate Years skills, researching the world of work, and resume when a member of an organization talks too freely writing. Guest lecturers from both the public and to the press, reveals confidential information, or

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 96 Brooklyn Campus uses the media to spread legitimate information? Credits: 3 Credits: 3 Information travels and has a unique impact within On Occasion On Occasion cities. The variety of news sources and the competition for audiences create special pressures URB 604 Urban Government and Politics URB 619 Planning in Developing Nations on the media that shape how information is A study of the management and organization of An exploration of the social, environmental and distributed and shaped. It also explores how the American cities; politics and changing cultural elements of the comprehensive planning city itself, its density, complexity, activity, and constituencies; and the impact on community process at various levels of government in sensational events draws media attention and participation, city management and mayoralty. developing nations. shapes the content and form that media takes. Credits: 3 Credits: 3 On Occasion On Occasion

The City as News surveys the complex interplay URB 605 Computer Technology Application to URB 623 Independent Research between the media and life in the city. Students will Metropolitan Affairs Selection and completion, under supervision, of a learn to analyze newspapers and electronic media as The use of computer technology in metropolitan research project. well as the connection to the city's economy, matters. An overview of general applications with Credits: 3 ethnicity, migration, crime, and fear. specific attention to geographic formation systems. On Demand Credits: 3 Credits: 3 On Occasion URB 624 Independent Research On Occasion Continuation and completion, under supervision, URB 572 Decision Making in the Public Service URB 606 Urban Program Management of a research project. An examination of theories and models in the A study of concepts, tools and techniques of Credits: 3 public service arena and their relationship to modern management and their application to the On Demand communication, team-building, morale, human administration of programs related to urban relations and leadership. Case studies are reviewed. institutions. Principles and use of such disciplines URB 625 Brooklyn Residential Center Workshop (Same as URB 572.) as management and organizations, decision making, During the second half of the course, Long Island Credits: 3 management information systems, operations University "student teachers" will earn one (1) On Occasion additional unit of academic credit by facilitating a research, and human relations are included. series of arts-based workshops promoting critical URB 580 History of Labor Credits: 3 literacy and life skills among incarcerated youth. A survey of work, workers and unions in the On Occasion Students will work in groups of 2-3 to create a United States since the nineteenth century. Topics URB 607 Urban Sociology detailed plan of action for an "arts-based literacy include the reorganization of the workplace and the A review of the development of cities and the workshop" at a local youth detention center. rise of unions; the politics of labor; gender issues in specific life patterns and problems of urban life and Considering the diverse ways urban youth learn, a the workplace; and working-class community life. of urbanization as a process of major social change range of pedagogical approaches should be Special emphasis is placed on the urban aspects of bringing about new forms of social organization, evaluated and employed by student-teachers. Each labor. (Same as History 580) value systems, power structures and ideology. group will select a theme, artist, artistic work to Credits: 3 Trends in urban and suburban developments are focus on - based on the interests of the youth On Occasion discussed. participants. Lesson plans must be developed, URB 583 The History of the City of New York Credits: 3 rehearsed and given critical feedback prior to each A chronological and topical review of the political On Occasion arts-based workshop. By the end of the semester, and social development of New York City from LIU student-teachers will have completed lesson URB 608 The Role of Ethnicity in the Metropolis Dutch settlement to the present. Emphasis is placed plans and evaluations of the experience that will be A consideration of the roles played by some of New on the development of the city as a great financial, published in an anthology. York City's ethnic, cultural and national groups in intellectual and cultural center. (Same as Urban Credits: 1 the development of urban neighborhoods. Studies 583). On Occasion Credits: 3 Credits: 3 On Occasion URB 626 Problems of Economic Development On Occasion A study of the theories of economic growth and URB 610 Conflict Resolution URB 601 Capital Cities and Politics: Comparative their application in underdeveloped countries of An examination of the theories and methods of International Urbanization Asia, Africa and Latin America. Special attention is conflict resolution in a variety of settings, such as An examination of the political, physical, paid to the techniques of capital accumulation, labor relations, criminal justice, community and the economic, social and cultural aspects of economic planning and governmental policies. The international arena. Role-playing is used to urbanization as a worldwide development, with roles of the World Bank and its affiliates and illustrate theories and practice. particular emphasis on selected great cities and foreign aid of industrial countries are emphasized. Credits: 3 their regions and on regional urban/suburban (Same as Economics 626 and PM 771) On Occasion Credits: 3 interaction. (Same as Political Science 601) Credits: 3 Alternate Years URB 614 Principles and Practices of City Alternate Years Planning URB 627 Minority Community Development An introduction to the city planning process. URB 603 Urban Ministry Land Use and Environmental Protection Issues Topics include planning theory; quantitative An historical and sociological course on the special A review and analysis of contemporary issues of techniques; the comprehensive plan; zoning; role of religious institutions in cities. A broad range minority community development in the city. Focus budgeting; federal, state and local of literature exposes students to the religious is on the impact of land use and environmental interrelationships; citizen participation; and ideologies and movements that have responded to policies on minority communities, with particular emerging trends. (Same as PM 783) and defined urban problems. emphasis on selected minority communities in the

Page 97 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 metropolitan New York City area. (Same as Sociology 705 and Urban Studies 705). Credits: 3 URB 673 Policy/Program Evaluation Credits: 3 On Occasion How does and can the policy maker and/or Every Fall administrator determine the effects of policies and URB 629 Community Planning and actions? This course will attempt to answer this URB 706 Internship in Public Affairs and Policy Metropolitan Economic Development question by examining the major approaches and Administration A study of the principles and systems of community developments in evaluating the impact of public An internship designed to provide direct exposure planning as methods of sustaining and promoting policies and programs. Both quantitative and non- to and experience in the operation of a public economic growth. Course includes selected topics quantitative factors will be discussed. affairs/service organizations. The student is such as community boards, government and private Credits: 3 expected to engage in a supervised placement agencies and departments, zoning, special On Occasion activity in a selected institution. Students will legislation, and programs pertaining to economic generally meet at least once every two weeks as a incentives. URB 674 Community Control and class with a faculty coordinator to focus on specific Credits: 3 Neighborhood Government questions relating to their organizations. In On Occasion Citizen policy making and it's impact on present addition, students are expected to keep logs of their systems. Charter reports on New York City will be field work experiences and to complete a seminar- URB 637 The Legislative System examined. Trends and changes in citizen policy length paper analyzing a specific problem of their An in-depth study of the legislative process at the making. (Same as Political Science 674 and PHN particular agency or organization. Prerequisite: local, state and national levels as they may relate to 741) Approval of the Department of Political Science. the city. Focus is on legislative analysis, including Credits: 3 (Same as Sociology 706 and Urban Studies 706.) the study of legislative histories, lobbying, and the On Occasion Credits: 3 role of unions, elected officials, the media, and the Every Spring general public. (Same as Political Science 637) URB 675 Fundrsng Non-Profits Credits: 3 The role and methods of fund raising for non-profit URB 708 Thesis Project Seminar On Occasion organizations. The impact of private and public Completion of a master's thesis or project, research funds on community organizational development. and writing of the thesis or development and URB 651 Urban Economics Theory and practice of fund raising. presentation of the project. Pass/Fail only. An analysis of economic problems arising in the Credits: 3 Prerequisite: URB 7072 and Departmental modern urban areas of the United States. On Occasion permission

Discussion centers around the causes of such Credits: 3 URB 680 Education Issues Inner-City Family problems and possible alternative solutions. Annually Relationships among city and state governments This course explores the ability of New York City to and the federal government receive due adapt its educational policy to the growing URB 7071 Metropolitan Areas Research Methods consideration. economic and cultural diversity of its student Seminar Credits: 3 population. The course's literature and assignments Deals with such methods of studying, analyzing and On Occasion allow for an in-depth exploration of social and describing metropolitan areas as bibliographical educational issues facing urban families and research, use of demographic data, construction of URB 666 Race Relations and Intergroup schools. questionnaires, conducting interviews, and use of Tensions Credits: 3 written and visual documentation. Prerequisite: An examination of race relations as a major source On Occasion Departmental permission of intergroup tensions. Credits: 3 URB 688 Theories and Problems of Credits: 3 On Occasion On Occasion Modernization in Underdeveloped Nations Same as SOC 688 and URB 688. A discussion of URB 7072 Metropolitan Areas Research Seminar URB 670 Third World Politics major theories of modernization and the resulting Development of a research thesis or terminal Politics, policies and goals of the developing nations social problems in light of the increasing contact project proposal, urban methods, demographic on arms and disarmament, national sovereignty, between developed and underdeveloped nations. data, bibliographical research, research design, and colonialism, racism and economic and regional Credits: 3 writing. Prerequisite: Departmental permission. development. Consideration of the role of third- On Occasion Credits: 3 world leaders, countries and groupings in Every Spring international bodies. (Same as Urban Studies 670) URB 705 Internship in Public Affairs and Policy Credits: 3 Administration URB 7073 Research Seminar in Planning in On Occasion An internship designed to provide direct exposure Developing Nations to and experience in the operation of a public Course deals with the selection and completion of URB 672 Non-Profit Organizations in the Urban affairs/service organizations. The student is an accepteable terminal research project. Milieu expected to engage in a supervised placement Credits: 3 This course introduces students to the politics and activity in a selected institution. Students will On Demand problems of community and service organizations generally meet at least once every two weeks as a in the city, especially to the many models of non- class with a faculty coordinator to focus on specific profit organizations. Using actual documents from questions relating to their organizations. In New York City social organizations, students will addition, students are expected to keep logs of their examine the structure and real effectiveness of field work experiences and to complete a seminar- successful and failed programs. length paper analyzing a specific problem of their Credits: 3 particular agency or organization. Prerequisite: On Occasion Approval of the Department Political Science.

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 98 Brooklyn Campus

SCHOOL OF BUSINESS, PUBLIC ADMINISTRATION AND INFORMATION SCIENCES

The School of Business, Public Administration and Information Sciences at Long Island University’s Brooklyn Campus prepares students for professional careers in business and government. In addition to excellence in teaching, the depth and variety of academic study options and professional enrichment offerings combine to create a dynamic learning environment that provides students with the stimulation, networking opportunities, diversity and inspiration required for true academic success and professional development. Students are engaged and challenged by an internationally recognized faculty. Small classroom environments allow the students to better gain knowledge, skills and ethical values in their study areas, as well as to develop the ability to evaluate current and emerging global issues and opportunities. Students’ experiential learning includes multidisciplinary teamwork, case studies and consulting projects, all of which have helped our students gain national recognition and placement in top firms and government agencies. The School of Business, Public Administration and Information Sciences offers the degrees of Associate in Applied Science in Business Administration; Bachelor of Science in Accounting, Computer Science, Finance, Management, and Marketing; Accelerated Bachelor of Science/Master of Science in Accounting; Master of Business Administration (M.B.A.) with concentrations in Finance, Management, International Business, Management Information Systems, Human Resource Management, and Marketing; Master of Business Administration in Accounting (M.B.A. Accounting); Master of Science in Accounting; Master of Science in Human Resource Management; Master of Science in Taxation; Master of Science in Computer Science; Master of Public Administration (M.P.A.) with tracks in Public Administration and Health Administration; Advanced Certificates in Gerontology Administration and Non-Profit Management; and a collaborative program leading to the United Nations Advanced Certificate and Master of Public Administration. The School consists of four academic units which offer graduate degrees: Department of Accounting, Taxation and Law; Department of Computer Science; Department of Managerial Sciences; and Public Administration. For information, please contact the Dean’s Office at 718-488-1070, fax 718-488-1125, email us at [email protected], or visit the website at www.liu.edu/brooklyn/business.

Mohammed Ghriga Dean [email protected]

Linette Williams Assistant Dean [email protected]

Page 99 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

Mission Statement time spent in the U.S. armed forces), unless the structure, has an accounting function and employs Dean approves an extension in writing. the services of certified public accountants, The mission of the School of Business, Public MBA Waiver Policy auditors, tax advisors, financial managers and Administration and Information Sciences at Long Students with undergraduate or graduate consultants. According to the U.S. Department of Island University’s Brooklyn Campus is to business administration work may have courses Labor’s Bureau of Labor Statistics, accounting academically and professionally prepare waived in the general business core of the M.B.A. jobs are expected to grow nearly 22% by 2018. undergraduate and graduate students for successful program. Students must have received grades of at Accountants evaluate past performances of lives in a global society, as well as for meaningful least 3.0 (B) in two undergraduate courses or one companies and make recommendations for careers in business, commerce, public service and graduate course with the same academic content improved performance. It’s the accountant’s technology. for each general business core course to be responsibility to devise effective cost-cutting The goal of undergraduate education is to waived. Students must submit transcripts at the strategies aimed at improving an organization's provide a systems approach to academic time of application to be considered for waiver. overall performance. They are essential to the preparation in fields related to the conduct of Catalog descriptions may be requested. effective operations of businesses, government business including: accounting, management, Probation/Unsatisfactory Grades agencies and not-for-profit organizations. marketing, finance, banking and computer science. Students are expected to maintain at least a 3.00 The Department of Accounting, Taxation and At the graduate level, the goal is to provide cumulative grade-point average in any of the Law offers the accelerated Bachelor of advanced knowledge preparation to address the graduate programs of the School. Students who do Science/Master of Science in Accounting, Master challenges of the global economy and to furnish not maintain this standard will be placed on of Business Administration in Accounting the skill sets and research tools needed for probation. The Academic Standing Committee will (M.B.A. Accounting), Master of Science in management positions as well as for those make a recommendation to the Dean concerning Accounting, and Master of Science in Taxation. positions that call for professional responsibility in the student’s potential to successfully complete the Professor Fischman (Chair) the private, public and non-government program. The Dean will make the final disposition Professors Emeriti Canavan, Lee, Rochlin, organization sectors of the world economy. of the case. Wolitzer To support its mission, the School of Business, Plagiarism Associate Professor Scerbinski Public Administration and Information Sciences Plagiarism is a practice that is not only Assistant Professor Morgan-Thomas has developed a learning environment that unacceptable, but which is to be condemned in the strongest terms possible on the basis of moral, Adjunct Faculty: 11 promotes the globalization of both undergraduate and graduate curricula, such that graduates are educational and legal grounds. Under University policy, plagiarism may be punishable by a range of prepared for local, national and global Master of Business opportunities. penalties up to and including failure in an The School of Business also strongly supports individual course and/or expulsion from the Administration (M.B.A.) in students in the integration of appropriate School of Business, Public Administration and Information Sciences and the University. Accounting technologies, enabling them to use computer Application for Degree software applications, online services and the The M.B.A. in Accounting is a master's degree A candidate for graduation is expected to file a internet to facilitate knowledge acquisition, in business administration with an advanced degree application well in advance of communication, and research and analysis that is concentration in accounting. The accounting focus Commencement and to notify the Registrar of his relevant to business, government and professional is designed to expand the knowledge of students or her expected date of graduation by the deadline pursuits. preparing to work in the fields of financial specified in the Academic Calendar. management and control to enter or to advance in Academic Advisement and Career Counseling Academic Policies the field of professional accounting in corporate, The School of Business, Public Administration, government and not-for-profit organizations. The and Information Sciences provides professional Transfer Credits degree is ideal for career advancement in the areas academic advisement and career counseling to A maximum of 6 credits, earned at an of accounting and financial management. assist all students in academic planning and career accredited college or university graduate program, Admission Requirements: preparation for all programs of the School. The may be transferred to the master programs. A The standards for admission as a fully matriculated School of Business, Public Administration and maximum of 12 credits may be transferred to the student in the MBA program are as follows: Information Sciences Advisement Office can be Master of Public Administration program. Grades 1. A bachelor’s degree with a minimum 3.0 reached by phone at (718) 488-1121 or e-mail at earned for transfer credits are not included in cumulative grade-point average from an [email protected]. The advisers are located in calculation of the cumulative grade point average. accredited institution. In all instances, transfer credits will not be granted the Humanities Building 700. 2. Results of the Graduate Management where the grade is less than 3.00. Transfer credit Admission Test (GMAT) or Graduate Record will be accepted only for courses taken within the DEPARTMENT OF Exam (GRE) unless the applicant already holds last five years preceding enrollment in a School of ACCOUNTING, TAXATION a master’s or a J.D. degree from an accredited Business, Public Administration, and Information institution or holds a Certified Public Sciences graduate degree program. Courses taken AND LAW Accountant license. at another university after admission to the 3. Official transcripts from all colleges and Brooklyn Campus may not be used for transfer Accountants provide financial information for universities previously attended (foreign credit unless prior written permission is obtained evaluating the present and planned activities of documents must be accompanied by a certified from the Dean. companies and organizations. Accounting prepares English translation). Time Limits those planning a career in business with a solid, 4. Official score report of the TOEFL examination Work for the master’s degree must be yet versatile professional background. The field for applicants with degrees from foreign completed within five years from the date of offers employment opportunities in a wide variety colleges and universities. admission to the graduate program (exclusive of of areas. Every company, regardless of its size or 5. A written statement outlining applicant’s

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 100 Brooklyn Campus

objectives for seeking admission into the MBA 621 Service Operations 3.00 Students graduating from an approved program. Management undergraduate program in accounting or in 6. A current résumé. business administration who aspire to become MBA 625 Management of 3.00 7. Two letters of recommendation. CPAs in New York State are required to meet the Innovation and 8. A completed application submitted to the 150 hours of education which must include a total Technology Office of Admissions. of 33 credits in Accounting and a total of 36 Limited Matriculation Status MBA 626 Risk Management 3.00 credits in Business and one year of experience. A student admitted with technical or academic M.S. degree courses taken should include one deficiencies is granted limited matriculation in the MBA Accounting Specialization course in each of the following: economics, program. A student with limited matriculation may Requirements: 12 Credits quantitative measurements, finance, taxation, enroll for a maximum of six credits per semester ACC 741 Budgeting and 3.00 advanced auditing, and accounting and reporting I. for the first 12 credits before being considered for Controllership In consultation with an adviser, the program of full matriculation. If full matriculation status is not study can be made to fulfill the above ACC 742 Financial Statement 3.00 attained after 12 credits, the student may not enroll requirements. For those individuals who wish to Analysis for any additional credits in the degree program. sit for the New York State CPA licensing exam In addition, a student admitted with pending ACC 770 International Accounting 3.00 and who do not hold an undergraduate degree in GMAT or GRE scores is granted limited accounting, consult with the department chair or TAX 716 Federal Income Tax 3.00 matriculation for a maximum of one semester. The your adviser. Principles receipt of the official GMAT or GRE scores by the Admission Requirements: Office of Admissions is a prerequisite for MBA Accounting Capstone In addition to the admission requirements in continued enrollment in the program. Requirements: 6 Credits Section Admission Requirements for the MBA Accounting degree, a bachelor’s degree with major MBA 800 Business Policy I 3.00 Master of Science in Business in accounting or its equivalent; CPA license or a Administration (MBA) MBA 801 Business Policy II 3.00 J.D. is required.

Accounting Requirements Master of Science in Accounting This program requires 36-60 credits. M.S. in Accounting Master of Science in Upon evaluation of your official academic transcripts, your advisor will officially The 36-credit M.S. in Accounting is designed Accounting Specialization Requirement: communicate the required number of credits to for students and professionals who have completed 18 Credits fulfill the MBA Accounting degree an undergraduate accounting degree (or Must complete six (6) courses from below: requirements. equivalent) and who seek to enhance their ACC 712 Accounting Information 3.00 MBA Accounting General Business technical and professional skills through Systems completion of an advanced degree in accounting. Core Requirements: Up to 24 Credits In today’s complex world, the impact of ACC 720 Not-for- 3.00 Courses may be waived subject to prior accounting plays a crucial role in how companies Profit/Governmental undergraduate or graduate academic coursework. structure business transactions. The M.S. in Accounting GBA 510 Financial Accounting 3.00 Accounting provides a body of knowledge of the ACC 735 Internal Auditing 3.00 principles and the doctrines of accounting that GBA 511 Corporate Financial 3.00 prepare graduates to participate in the business ACC 737 Advanced 3.00 Management decision-making process. The program stresses Cost/Managerial GBA 512 Principles of Management 3.00 real-world learning that prepares you to become a Accounting and Leadership knowledgeable and well-rounded accounting ACC 741 Budgeting and 3.00 GBA 513 Marketing Management 3.00 professional. Instruction is delivered by professors Controllership who are experienced and respected professionals ACC 742 Financial Statement 3.00 GBA 514 Money Banking and 3.00 and who bring their day-to-day experiences to the Analysis Capital Markets classroom. Students interested in becoming GBA 515 Managerial 3.00 certified public accountants should consult the ACC 752 Advanced Auditing 3.00 chair of the department. Communications ACC 765 Accounting and 3.00 The MS in Accounting is registered with the Reporting I GBA 516 Business Statistics 3.00 New York State department of Education and the GBA 517 Fundamentals of 3.00 National Association of State Boards in ACC 766 Accounting and 3.00 Management Information Accountancy (NASBA). Certified Public Reporting II Accountants can earn Continuing Professional Systems ACC 770 International Accounting 3.00 Education (CPE) credits by enrolling in 700-level MBA Accounting Advanced Core graduate accounting courses. All 700-level Master of Science in Accounting Advanced Requirements: 18 Credits accounting and taxation courses at the Brooklyn Taxation Requirement: 6 Credits The following courses are required: Campus earn CPE credits. State boards of Must complete two (2) courses from below: MBA 612 Marketing Strategy 3.00 accountancy have final authority on the acceptance TAX 716 Federal Income Tax 3.00 of individual courses for CPE credits. Complaints Principles MBA 613 Organizational Behavior 3.00 regarding registered sponsors may be addressed to TAX 722 Corporate Taxation 3.00 MBA 620 Behavioral Finance 3.00 the National Registry of CPE Sponsors, 150 Fourth Avenue North, Suite 700, Nashville, TN, TAX 723 Tax Planning and 3.00 37219-2417. Web site: www.nasba.org. Administration

Page 101 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

TAX 724 Partnerships, 3.00 TAX 730 Corporate 3.00 preparation of significant reports for nonprofit Corporations, LLP Reorganizations organizations; and case studies and problem materials to use in governmental entities such as Master of Science in TAX 745 International Taxation 3.00 municipalities or school districts. (45 CPE credits) Accounting Advanced Business Electives TAX 760 Tax Practice and 3.00 The pre-requisite of ACC 501 or equivalent is Requirement: 12 Credits Procedure required. Four (4) Advanced Courses (numbered over Credits: 3 TAX 780 Fundamentals of 3.00 600) Offered by the School of Business. Every Spring Total Degree Credit Requirement: 36 credits Qualified Employee Benefit Plans ACC 735 Internal Auditing M.S. in Taxation TAX 787 Employee Benefit 3.00 An examination of the principles of internal Programs auditing as they apply to large corporate enterprise. The 36-credit M.S. in Taxation provides (45 CPE credits) students with a comprehensive understanding of Master of Science in Taxation Advanced The pre-requisite of ACC 501 or equivalent is the sources of federal taxes and the ways in which Accounting requirement: 6 credits required. to apply tax laws in all types of business scenarios. Must complete two (2) courses from below: Credits: 3 Graduates of this program greatly enhance their ACC 712 Accounting Information 3.00 On Occasion career options, whether they are already in a tax- Systems ACC 737 Advanced Cost/Managerial Accounting related position or are in any other business ACC 742 Financial Statement 3.00 Selected cases and problems provide the forum for venture, by gaining a solid foundation in how to Analysis the discussion of current cost concepts and their comply with the rules and regulations of taxation applications and limitations. The aim is to develop and how to apply them. ACC 752 Advanced Auditing 3.00 students¿ ability to analyze business problems and In today’s complex world, the impact of ACC 765 Accounting and 3.00 to make decisions concerning the appropriateness taxation plays a crucial role in how companies Reporting I of cost-accounting methods in specific structure business transactions. The M.S. in situations.(45 CPE credits) Taxation provides a body of knowledge of the Master of Science in Taxation Advanced The pre-requisite of ACC 501 or equivalent is principles and the doctrines of taxation that Business Electives Requirement: 12 required. prepare graduates to participate in the business Credits Credits: 3 decision-making process. Four (4) Advanced Courses (numbered over On Occasion The program, which is registered with the New 600) Offered by the School of Business.

York State Education Department and the National Total Degree Credit Requirement: 36 credits ACC 741 Budgeting and Controllership Association of State Boards of Accountancy, An examination of the practice of controllership in stresses real-world learning that prepares you to Accounting Courses general and of dealing with budgets and business become a knowledgeable and well-rounded tax costs in particular. The installation and operation professional. You will learn from professors who of budget systems for managerial control is are experienced and respected professionals and ACC 501 Financial Accounting considered as is the advance planning of operating who bring their day-to-day experiences to the A study of basic accounting concepts and methods goals with subsequent study of actual results.(45 classroom. In addition, CPAs can earn Continuing and their significance to management and to the CPE credits) Professional Education (CPE) credits by enrolling financial analyst. Topics include an introduction to The pre-requisite of ACC 501 or equivalent is in Graduate Taxation Courses. financial statement analysis the measurement of required. Admission Requirements: income and capital, accounting for fixed assets, Credits: 3 In addition to the admission requirements in inventory costing and price level changes, Every Spring measuring and accounting for corporate debt, Section Admission Requirements for the MBA Accounting degree, a bachelor’s degree; corporate investment in securities, and computer ACC 742 Financial Statement Analysis Accounting 501 and Taxation 716 or equivalent; applications in accounting. This course does not An analysis of financial trends and corporate or CPA license or a J.D. is required. require previous training in accounting. reports for solvency, quality of earnings and

Credits: 3 forecasting implications. Analytical techniques for Master of Science in Taxation Every Fall and Spring financial analysis and their use in development of

Master of Science in Taxation capital markets and instruments are reviewed and ACC 712 Accounting Information Systems discussed, as are the principles and practices of the Specialization requirement: 18 credits An examination of accounting systems from the Must complete six (6) courses from below: Securities and Exchange Commission. (45 CPE point of view of their objectives: effective internal credits) TAX 722 Corporate Taxation 3.00 control and integration with the total information The pre-requisite of ACC 501 or equivalent is system. Includes a review of computer-based TAX 723 Tax Planning and 3.00 required. information systems and their applications to new Administration Credits: 3 or revised systems of accounting. (45 CPE credits) Every Fall and Spring TAX 724 Partnerships, 3.00 The pre-requisite of ACC 501 or equivalent is

Corporations and Limited required. ACC 752 Advanced Auditing Liability Entities Credits: 3 A study of auditing concepts and methods TAX 725 Federal Estate and Gift 3.00 Every Fall embodying standard auditing procedures as well as

Taxation departures. Audit evidence, sampling, diagnostic ACC 720 Not-for-Profit/Governmental analysis, internal control evaluation and its effect TAX 729 State and Local Taxation 3.00 Accounting on test of transactions, and problems encountered A study of budgetary and fund accounting systems; in statement preparation are reviewed and

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 102 Brooklyn Campus discussed.(45 CPE credits) The pre-requisites of ACC 142 or equivalent and Law Courses Tax Courses ACC 501 are required. Credits: 3 Every Spring LAW 606 Business Law TAX 716 Federal Income Tax Principles A survey of the American legal system as it affects A study of the determination of income, deductions ACC 760 Fiduciary Accounting American business. Areas studied include and exemptions in computing taxable income and A study of the laws and procedures of estates and constitutional law, contract law, agency, negotiable tax liability of individuals, including the general trusts as seen from the accountant's perspective. instruments, property, partnerships and rules applicable to all tax entities. Ordinary income, The case method of instruction is used. (45 CPE corporations, labor, antitrust and securities laws, capital assets, gains and losses, involuntary credits) and problems of managerial and directorial liability. conversions and tax-free exchanges, depreciation The pre-requisite of ACC 501 or equivalent is Credits: 3 methods, passive activities, portfolio income, and required. On Occasion alternative minimum tax are all examined. Credits: 3 Credits: 3 On Occasion LAW 790 Commercial Law I Every Fall and Spring A study of the subjects required to pass the law ACC 765 Accounting and Reporting I portion of the CPA examination. Introduction is TAX 722 Corporate Taxation A review and exploration of the concepts and made to the law and the legal system, torts, A study of the following: choice of entity for developments relating to financial accounting and contracts, agency, personal property, real property, conducting business; taxation of corporations, reporting for business enterprises. SFAS's and other partnerships and corporations. This is the first of partnerships, and¿s corporations; tax accounting recent pronouncements are analyzed in depth; two required law courses for CPA students, and it is methods and taxable years; tax credits; alternative problem-solving is stressed. (45 CPE credits) recommended for all graduate business students as minimum tax, and reconciliation of book and The pre-requisite of ACC 501, and ACC 742 or an elective. taxable income; and corporate redemptions and permission of the Department chair, are required. Credits: 3 liquidations. An overview of corporate Credits: 3 On Occasion reorganizations is included. Three credits. (45 CPE Every Fall credits) LAW 791 Commercial Law II Pre-requisites of ACC 501/GBA 510 and TAX 716 ACC 766 Accounting and Reporting II A consideration of the study of legal topics covered are required. An in-depth study of advanced subject matter, in the CPA examination. The course covers sales, Credits: 3 including recent professional qualifying secured transactions, commercial paper, estates and Every Fall and Spring examinations. Topical material focuses on income trusts, antitrust law, securities regulation, taxes, not-for-profit accounting, managerial employment law, accountants¿ professional TAX 723 Tax Planning and Administration accounting and cost concepts. Individual research is responsibilities, bankruptcy, suretyship and An advanced course in current tax practices and encouraged.(45 CPE credits) insurance. planning methods, with emphasis on planning, The pre-requisite of ACC 501, and ACC 737 or Pre-requisite of LAW 790 is required. formation, operation and liquidation of corporate permission of the Department chair, are required. Credits: 3 entities. Some topics considered are the effects of Credits: 3 On Occasion tax-free incorporation, personal holding companies, Every Spring professional corporations, accumulated-earnings tax Not-for-Profit Courses and collapsible corporations. (45 CPE credits) ACC 770 International Accounting Pre-requisite of ACC 501/GBA 510, and TAX 722 Insight into the international accounting or permission of the Professor, are required. environment from the viewpoint of the U.S.-based PM 723 Not-for-Profit/Governmental Accounting Credits: 3 multinational organization.(45 CPE credits) A study of budgetary and fund accounting systems; On Occasion The pre-requisite of ACC 501 or equivalent is preparation of significant reports for nonprofit required. organizations; and case studies and problem TAX 724 Partnerships, Corporations and Limited Credits: 3 materials to use in governmental entities such as Liability Entities Every Fall municipalities or school districts. (45 CPE credits) An advanced course in the provisions governing the The pre-requisite of ACC 501 or equivalent is taxation of partnerships, corporations, limited International Tax Courses required. liability entities and their partners/shareholders. Credits: 3 Tax compliance and tax reporting for such pass- Every Spring through entities are covered. The tax advantages, IBU 745 International Taxation the opportunities inherent in the choice of such A study of U.S. corporations doing business in PM 724 Budgeting and Controllership entities, and the detriments and traps for the foreign countries; U.S. taxation of foreign income An examination of the practice of controllership in unwary are reviewed.(45 CPE credits) and foreign tax credits; allocation of income among general and of dealing with budgets and business Pre-requisite of ACC 501/GBA 510, and TAX 722 related entities; and tax treaties. (45 CPE credits) costs in particular. The installation and operation are required. Pre-requisite of ACC 501/GBA 510, and TAX 723 of budget systems for managerial control is Credits: 3 or the equivalent, are required. considered as is the advance planning of operating On Occasion Credits: 3 goals with subsequent study of actual results.(45 On Occasion CPE credits) TAX 725 Federal Estate and Gift Taxation The pre-requisite of ACC 501 or equivalent is A study of tax-related factors that enter into the required. planning of estates for various types of taxpayers, Credits: 3 such as those with closely-held businesses, investors, Every Spring professional persons and corporate executives. Included are studies of federal estate and gift taxes

Page 103 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 and their effects on estate planning; the role of including actual case studies; Social Security trusts in estate planning; and estate planning TAX 760 Tax Practice and Procedure integration of pension and profit sharing plans; methods available to reduce tax liabilities. (45 CPE A review of the organization of the Internal plan funding requirements, funding deficiencies, credits) Revenue Service. Selection of returns for audit, funding penalties and hardship waivers, role of the Pre-requisite of ACC 501/GBA 510 and TAX 722 protests and conference rights, tax fraud, statute of enrolled actuary and actuarial concepts and are required. limitations, and claims for refund are studied. In terminology; actual preparation of IRS pension Credits: 3 addition, research techniques such as the use of tax returns and an overview of financial accounting for On Occasion services, court decisions and rulings are pension costs.(45 CPE credits) emphasized. (45 CPE credits) Pre-requisite of ACC 501/GBA 510 and TAX 780 TAX 726 Business Tax Decision Pre-requisites of ACC 501/GBA 510 and TAX 716 are required. An examination of federal income tax and other are required. Credits: 3 business taxes that influence management Credits: 3 On Occasion decisions. Consideration is given to the major On Occasion types of business transactions affected, including TAX 785 Disclosure Requirements of Employee financing of a corporation, acquisitions and TAX 761 Tax Practice from the IRS Perspective Benefit Plans dispositions, and the purchase, leasing and An insight into IRS examination practices and an This course covers: plans governed by the reporting maintenance of plant equipment. (45 CPE credits) opportunity to exchange views with IRS personnel, and disclosure requirements under the Employee Pre-requisites of ACC 501/GBA 510 and TAX 716 who will serve as participating faculty. The course Retirement Act of 1974 (ERISA); Summary Plan are required. includes topics such as auditing through the Descriptions, Summary Material Modification and Credits: 3 corporate balance sheet, coordinated examination Updated Summary Plan Descriptions; annual On Occasion programs, computer audit techniques, bankruptcy, reports and triennial reporting, accountants' reports and IRS authority to obtain information and and Summary Annual Reports; disclosure TAX 729 State and Local Taxation documents. (45 CPU credits). information available to plan participants; fiduciary An analysis of state and local taxes affecting Credits: 3 responsibility and liability; claims procedure and individuals and businesses in the tristate area (New On Occasion participant-rights prohibited transactions;

York, New Jersey and Connecticut). Included is a exemptions and fiduciary insurance. (45 CPE TAX 780 Fundamentals of Qualified Employee study of issues involving residency and non- credits) Benefit Plans residency, domicile, and sources of income taxed in The pre-requisite of TAX 780 is required. An introduction to employee benefit plans that each jurisdiction. New York State income, sales and Credits: 3 covers the analysis of types of plans that can be general business taxes, rent taxes, and franchise On Occasion taxes are covered. (45 CPE credits) established by the employer; reviews tax rules Pre-requisites of ACC 501/GBA 510 and TAX 716 involving participation, vesting, deduction TAX 787 Employee Benfit Programs are required. limitations, benefit limitations and other This course covers: non-qualified deferred Credits: 3 requirements for plan qualification; and considers compensation arrangements; life insurance, medical On Occasion group insurance, flexible benefit plans, IRAs and and dental plans, prepaid legal plans, stock options, simplified employee pensions (SEPs).(45 CPE thrift plans, stock purchase plans, ESOPs, 401k TAX 730 Corporate Reorganizations credits) plans, cafeteria plans, VEBAs, Educational Benefit A study of reorganizations, recapitalizations, stock Pre-requisites of ACC 501/GBA 510 and TAX 716 Trusts and other employee fringe-benefit programs. redemptions, acquisition and disposal of assets, are required. (45 CPE credits) mergers, divisive reorganizations, and corporate Credits: 3 Pre-requisite of ACC 501/GBA 510 and TAX 780 liquidations. (45 CPE credits) On Occasion are required.

Pre-requisite of ACC 510/GBA 510, and TAX 722 Credits: 3 TAX 781 Advanced Problems in Qualified or the equivalent, are required. On Occasion Credits: 3 Employee Benefit Plans On Occasion A study of the taxation of distributions from qualified plans, including alternate methods of DEPARTMENT OF TAX 745 International Taxation payment of plan benefits; loans from plans and COMPUTER SCIENCE A study of U.S. corporations doing business in constructive receipt problems; advantages and foreign countries; U.S. taxation of foreign income disadvantages of lump-sum distribution from plans; and foreign tax credits; allocation of income among the interrelationship between plan death benefit In the global marketplace, no company or related entities; and tax treaties. (45 CPE credits) distributions and estate taxation; IRS audits of organization can exist without computers and Pre-requisite of ACC 501/GBA 510, and TAX 723 qualified plans; plan disqualification and its impact technology. Companies rely on highly skilled and or the equivalent, are required. on the employer and the employee; plan technically adept people to maintain software and Credits: 3 termination rules and government regulation of hardware and provide support. New uses for On Occasion plan termination; and IRS rulings and tax cases computers emerge continuously and the potential involving plan distributions and plan for technology is unlimited. The outlook for TAX 750 Current Developments in Taxation disqualification. (45 CPE credits) continued technological development is positive, An analysis of current trends in federal taxation. Pre-requisite of ACC 501/GBA 510, and TAX 780 especially in the fields of communication, Tax cases, rulings and new developments are or the equivalent are required. transportation, biotechnology, and service examined for their significance to the tax Credits: 3 industries. Wireless technology, broadband and practitioner. (45 CPE credits) On Occasion security technology are all growing fields and The pre-requisite of TAX 722 or the equivalent is technology skills are still in high demand in the required. TAX 783 Plan Benefit Concepts and Funding government and military, health care and Credits: 3 Requirements pharmaceuticals. As computer applications On Occasion This course covers: design of plan benefit formulas expand, jobs for system analysts, computer

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 104 Brooklyn Campus scientists, and database and network administrators have a bachelor’s degree in computer science or CS 698 Computer Science Thesis 3.00 are expected to be among the fastest growing management information systems and will begin CS 699 Computer Science Thesis 3.00 occupations. The Department’s primary goal is to their program with the required core courses. instill in students sound analytical reasoning in the Track 2 – Candidates without a bachelor’s degree Software Development Project Option: 3 latest technologies so that they have long, in computer science or management information credits successful careers in fields that are continually systems will be admitted into Track 2 and required CS 690 Software Development 3.00 evolving and that offer a broad array of to demonstrate proficiency in computer Project professional opportunities. programming and foundations by passing the The Department of Computer Science offers competency waiver exam or completing two OR the Master of Science in Computer Science. preparation courses: Computer Science 601 and CS 691 Software Development 3.00 605 or their equivalents. Project Professor Rodriguez Computer Science Background Requirements Total Degree Credit Requirement: 36 credits Professors Emeriti Edelson,Vasilaky A candidate who is not proficient in the C Associate Professors Ghriga (Dean), P. Chung programming language must take CS 601 (no (Chair), League Computer Science Courses credits toward Computer Science master’s degree). Adjunct Faculty: 9 A candidate who does not have sufficient

CS 601 Principles of Computer Science and background in computer science foundations (i.e., operating systems, computer architecture, discrete Structured Programming C M.S. in Computer Science structures, advanced programming) must take CS A study of the fundamentals of structured program

605 (3 credits). Candidates who successfully design using a block-structured language such as C, The 36-credit M.S. in Computer Science complete both CS 605 and CS 601 will get three functions and file organization, and processing. provides students with the knowledge and skills to (3) elective credits for CS 605. Students are required to design and run multiple become successful leaders in the field of computer Transfer Credits programs for problem solving on a computer. Not science. It is open to students from all Students are permitted to transfer a maximum credited to M.S. in Computer Science. undergraduate fields. The program provides the of six (6) graduate Computer Science credits from Credits: 3 foundations and advanced applications with an other institutions with the approval of the Every Fall and Spring emphasis on the design and development of large Department chair. Industry training courses that software systems. meet time and content requirements may, with the CS 605 Fundamentals of Computer Science and Required courses cover what is commonly approval of the chair, qualify for transfer credits. Systems Programming accepted by the Association for Computing Competency Equivalencies A study of the fundamental concepts of machine Machinery (ACM) as the core of graduate Students who can demonstrate competency in architecture and operating systems, including computer science. The inclusion of small core courses may request that the course(s) be assembly language programming, data structures implementation projects and/or computer waived. The student will substitute an elective and algorithms used in advanced C programming. programming exercises in most courses provides course, with the approval of the Department chair. Students are required to design and run computer experience in the practical aspects of the software programs. Not credited to M.S. in Computer development cycle Master of Science in Computer Science. This program is offered in a NEW blended Credits: 3 Science learning format, where nearly half of the course Every Fall and Spring will be delivered online and the balance will be Master of Science in Computer Science Core offered in a traditional classroom setting. Please Requirement: 21 Credits CS 631 Algorithms and Data Structures speak with a representative from the Office of The following seven (7) courses are required: An intensive treatment of the application of data Admissions or the School of Business Advisement CS 631 Algorithms and Data 3.00 structures and algorithms in Computer Science. Office about this option. Structures Topics include recursion; sequential, linked and Admission Requirements: dynamic allocation of storage stacks; queues; trees; CS 633 Structured System 3.00 The standards for admission to the program are as graphs; hash tables; and internal and external Analysis and Design follows: sorting and searching. Emphasis is placed on the 1. A bachelor's degree from an accredited CS 641 Computer Architecture 3.00 design, implementation and evaluation of institution algorithms. CS 643 Operating Systems 3.00 2. An undergraduate grade-point average of 3.0 Pre-requisite of CS 601 or equivalent is required. 3. A written statement outlining applicant’s CS 645 Computer 3.00 Credits: 3 objectives for seeking admission into the Communications and Every Spring program Networking CS 633 Structured System Analysis and Design 4. A current résumé CS 649 Database Management 3.00 Successful system development entails much more 5. Two letters of recommendation Systems 6. A completed application submitted to the than just coding. We will survey various models of Office of Admissions CS 666 Artificial Intelligence 3.00 the software development process, learn how to elicit and analyze system requirements, and how to Candidates meeting the admission requirements Master of Science in Computer Science Elective apply various design strategies, notations, and tools. will be placed into one of the following two tracks Requirement: 9 to 12 Credits In the end, you will understand why quality is so depending upon the candidate’s undergraduate Three (3) Advanced Computer Science Courses elusive in the development of information systems, degree and background in fundamentals of with Thesis Option and you will be comfortable with a range of computer science and programming. Other Four (4) Advanced Computer Science processes, methods, and tools to help achieve it. evidence of competence may be required to grant a Courses with Software Development Project Pre-requisite of CS 631 is required. limited matriculation status in the program. Thesis Option Requirement: 6 credits Track 1 – Candidates admitted into Track 1 will Credits: 3 Every Fall

Page 105 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

engineering; and object-oriented development. The Topics are expert and knowledge-based problem CS 641 Computer Architecture role of automation is considered. solving, knowledge acquisition, explanation A study of computer architecture and organization, The pre-requisites of CS 631 and 633 are required. generation, and expert system development tools. with emphasis on quantitative analysis. Boolean Credits: 3 Comprehensive treatment of an expert system algebra is introduced to teach digital devices. On Occasion design and development tool such as ECLIPSE is Students are required to design and implement on conducted. Students are required to implement an paper a simple microprocessor by the end of the CS 655 Object-Oriented Software Methodology - expert system project. semester. Microprogramming and conventional C++ Pre-requisite of CS 666 is required. machine level are taught. Programming is expected A study of object-oriented analysis and design Credits: 3 in an assembly programming language. techniques. Several case studies with C++ are used On Occasion Pre-requisite of CS 601 or equivalent, and CS 605 to implement the object-oriented design or equivalent, are required. techniques. Topics include design of classes, class CS 670 Neural Networks Credits: 3 interfaces, overloading (functions and operators), A study of the fundamental concepts and various Every Fall inheritance, polymorphism, dynamic binding, applications of artificial neural networks as a reusability and aspects of software quality biologically inspired, alternative AI paradigm for CS 643 Operating Systems modularity. Students are required to complete performing a wide class of intelligent and pattern- An introduction to the algorithms and data projects with C++. recognition tasks. An explanation of the principles structures of operating systems and their Pre-requisite of CS 601 or knowlege of the C of several popular neural net topologies and related performance in various environments. Topics language is required. learning algorithms is offered. Experimental include CPU scheduling, memory management, Credits: 3 applications of simulated networks in financial and virtual memory, mutual exclusion and deadlock On Occasion scientific areas are presented. concurrent processes, and protection and security. Pre-requisite of CS 666 or permission of the Credits: 3 CS 664 Compiler Theory and Design instructor is required. Every Spring A study of the following: compiler organization - Credits: 3

symbol table, lexical analysis, syntactic analysis, On Occasion CS 645 Computer Communications and semantic analysis, object code generation and code Networking optimization techniques; polish notation, triples, CS 673 Internet Programming with JAVA An introductory course in computer networks, with trees; the translation of arithmetic expressions and A look at programming for the Internet and emphasis on the physical and logical design of programming constructs; the impact of various concepts that relate to Internet technologies. Topics computer networks using the OSI and TCP/IP language designs on the compilation process; include JAVA, object-related programming, CGI layered models as conceptual frameworks. The compilation of ambiguous and non-deterministic and Dynamic HTML. JAVA topics include classes, physical, data link, network, and transport layers languages; formal languages, parse techniques; and interface classes, exceptions, libraries, threads, are discussed in detail. Examples are provided from optimization techniques. network programming and database access. Writing existing network architectures. The TCP/IP Credits: 3 CGI code for Web servers and JDBC for database protocol suite is studied in the contexts of the On Occasion connectivity is also covered. Students are required network and transport layers. to complete projects with JAVA. Credits: 3 CS 666 Artificial Intelligence The pre-requisites of CS 601 and 645, and the co- Every Spring An examination of the concepts and methodologies requisite of CS 631 are required.

used in constructing intelligent computer programs. Credits: 3 CS 649 Database Management Systems Areas covered are state space representation, On Occasion An examination of the concepts and practical knowledge representation and reasoning aspects of database management systems and how techniques, and search strategies, including CS 674 Distributed Systems data resources can be designed and managed to heuristic search and genetic algorithms. Application A detailed treatment of distributed systems in support information systems in organizations. areas are selected from game playing, expert- applications such as databases, computer networks Topics include data models and data and storage systems, natural language processing and machine and communication, architecture, and operating structures and their relation to data access; use and learning. Overview of AI tools and languages is systems. Guiding theory, design principles, and management of database systems, data included. Students are required to implement an tools for analyzing and performing system trade-offs independence; and data sharing, availability, AI project. are presented. Case histories of distributed systems security, integrity and consistency. Students are Pre-requisite of CS 631 is required. are reviewed. required to design and implement a database using Credits: 3 Credits: 3 a relational database management system, such as Every Spring On Occasion SQL. Credits: 3 CS 668 Advanced Topics in Data Base Technology CS 675 Parallel Programming Every Fall A study of the following: business and industrial A study of parallel random access machine (PRAM) application development; graphical user interfaces model, as well as processor organizations and CS 653 Software Engineering with client/server computing distributed data bases; parallel architectures. Design, analysis and An examination of the software management interface of relational data bases with software implementation of parallel algorithms are studied. spectrum - metrics, project planning and packages. Case studies of parallel algorithms in various scheduling, SQA and SCM. Also introduced are Pre-requisite of CS 649 is required. problem domains are examined. An introduction ISO and ANSI/ IEEE standards and the SEI Credits: 3 is made to fault tolerant computing. Students are process maturity model. An overview of analysis Every Spring required to do assignments using a parallel and design methods and real-time systems design is extension of the C language such as C*, nCUBE C presented as are user interface evaluation and CS 669 Expert and Knowledge Base Systems or C-LINDA. design; programming environments; verification A study of the methodologies for designing and The pre-requisites of CS 631 and CS 641 are and validation techniques; reuse-driven software implementing expert and knowledge-based systems. required.

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Credits: 3 science not offered in any other course. On Occasion Credits: 3 Master of Business On Occasion CS 676 UNIX Programming Administration (M.B.A.) An in-depth study of the UNIX system called CS 696 Special Topics in Computer Science interface which allows programmers to write A consideration of a current topic in computer Harry Stucke, Professor applications that take advantage of the services science not offered in any other course. Director, M.B.A. Program provided by the UNIX kernel. Topics include file Credits: 3 (718) 488-1126 system, processes and threads, and signals. On Occasion [email protected] Interprocess communication: pipes, message The 36-to-60-credit Master of Business queues, shared memory, semaphores are studied. CS 697 Special Topics in Computer Science Administration (number of credits is based on An introduction is made to network programming A consideration of a current topic in computer prior undergraduate and graduate coursework) using the socket interface and RPC. science not offered in any other course. provides the knowledge base and skills that enable Pre-requisite of CS 601 or knowledge of the C Credits: 3 professionals to become leaders in business by language is required. On Occasion offering a comprehensive program which meets

Credits: 3 the needs of an ever-changing, global business CS 698 Computer Science Thesis On Occasion environment. The program is offered on a part- Preparation of a thesis under the supervision of a time basis during the evenings and weekends with CS 678 Data Security faculty adviser. The completed thesis is evaluated by 15- and 8-week semesters, to accommodate the A consideration of security problems in computing, the Department's graduate Curriculum Committee. schedules of busy working professionals who are with emphasis on legal issues. Topics include Credits: 3 interested in advancing their careers. The program cryptography fundamentals and data security; NP- Every Fall and Spring is open to students from all undergraduate fields. completeness and security of cryptosystems; DES; The M.B.A. is designed around a general CS 699 Computer Science Thesis IDEA; hashes and message digests; RSA; business core of eight courses followed by an Preparation of a thesis under the supervision of a authentication of people and systems; signature advanced business core of six courses. The student faculty adviser. The completed thesis is evaluated by schemes; access controls, information flow controls, then selects one concentration field of study in the Department's graduate Curriculum Committee. and inference controls; and e-mail security. Accounting (see M.B.A. Accounting), Finance, Credits: 3 Pre-requisite of CS 631 is required. Human Resource Management, International Every Fall and Spring Credits: 3 Business, Management, Management Information On Occasion Systems or Marketing. The student takes four DEPARTMENT OF courses in the concentration and then completes CS 679 Local Area Networks MANAGERIAL SCIENCES the program by taking the six-credit integrative A study of local area network (LAN) technology, capstone experience. The result is a powerful including topologies, communications media, combination of in-depth knowledge and skill set st communication protocol, interfacing equipment, Change is the norm for 21 century and development that will increase students’ and hardware and software. Students work on therefore the management of change, especially marketability and expand their career options. problems of planning, designing, installing and technological change, is paramount for anyone The diverse student body includes individuals maintaining a LAN. desiring a successful career in business, representing every continent and possessing a Credits: 3 government, and not-for-profit administration. variety of professional backgrounds, including On Occasion Whether a student is interested in finance, human those who work in corporate entities, nonprofit

resource management, international business, organizations and government agencies. CS 690 Software Development Project management, management information systems or Admission Requirements: The development of a large software systems project marketing as a career path, or even starting their The standards for admission as a fully matriculated based on a current analysis and design paradigm own business, knowledge is the key to successfully student in the M.B.A. in Accounting program are resulting in a valid and verified software system. managing in turbulent times. The Department of as follows: The application domain and the course syllabus are Managerial Sciences therefore provides all 1. A bachelor’s degree with a minimum 3.0 made available in the preceding semester. The graduates a common knowledge and skill set cumulative grade-point average from an ompletion of the degree core requirements is abilities developed to prepare students for accredited institution. required. managing in the global marketplace. These skills 2. Results of the Graduate Management Credits: 3 include: communication, critical thinking and Admission Test (GMAT) or Graduate Record Every Fall analysis, teamwork, appreciation of global and Exam (GRE) unless the applicant already holds ethnic diversity, ethics and social responsibility, CS 691 Software Development Project a master’s or a J.D. degree from an accredited functional and technical skills. institution or holds a Certified Public The development of a large software systems project Accountant license. based on a current analysis and design paradigm Professors Sherman (Chair), Stucke 3. Official transcripts from all colleges and resulting in a valid and verified software system. Associate Professor S. Chung, A. Dinur, J. Kaplan, universities previously attended (foreign The application domain and the course syllabus are Y. Minowa, H. Uzun documents must be accompanied by a certified made available in the preceding semester. The Assistant Professors Aditya, Amrouche, Zheng English translation). completion of the degree core requirements is Adjunct Faculty: 7 required. 4. Official score report of the TOEFL examination Credits: 3 for applicants with degrees from foreign Every Spring colleges and universities. 5. A written statement outlining applicant’s CS 695 Special Topics in Computer Science objectives for seeking admission into the A consideration of a current topic in computer program.

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6. A current résumé. Management, Management Information Systems, systems knowledge. The graduate can work within 7. Two letters of recommendation. or Marketing. the environment of a modern organization and can 8. A completed application submitted to the Accounting interact with both organizational functions and Office of Admissions. The accounting concentration is designed to computer technology. Limited Matriculation Status expand the knowledge of students preparing to Marketing A student admitted with technical or academic work in the fields of financial management and The marketing concentration is designed for deficiencies is granted limited matriculation in the control, to enter or to advance in the field of students who wish to pursue careers in brand program. A student with limited matriculation may professional accounting in corporate and not-for- management, B2B marketing, marketing research, enroll for a maximum of six credits per semester profit organizations. For more information on technology marketing, new product development for the first 12 credits before being considered for combining the benefits of an M.B.A with an or other leadership roles in sales management. full matriculation. If full matriculation status is not advanced Accounting concentration, please Courses focus on the multiple dimensions of the attained after 12 credits, the student may not enroll consult the section on M.B.A. in Accounting. decision-making process in a marketing setting, for any additional credits in the degree program. Finance and the application of the analytical tools of In addition, a student admitted with pending The finance concentration develops technical economic behavior sciences and quantitative GMAT or GRE scores is granted limited and managerial skills for global financial careers. systems to problems and opportunities currently matriculation for a maximum of one semester. The Courses cover global financial instruments and facing marketing executives receipt of the official GMAT or GRE scores by the markets while developing analytical and strategic Office of Admissions is a prerequisite for decision-making abilities. The approach considers Master of Science in Business continued enrollment in the program. macroeconomics as well as financial aspects of Administration (MBA) Requirements

individual business organizations. This program requires 36-60 credits. M.B.A. Degree Requirements Human Resource Management Upon evaluation of your official academic Proper management of human resources transcripts, your advisor will officially General Business Core (human capital) has the potential to be a source of communicate the required number of credits to The general business core courses are designed sustainable competitive advantage for high- fulfill the MBA degree requirements. for students who have not had undergraduate work performance organizations. Students develop skill in business studies. A student who studied set abilities needed for managing more efficient business administration as an undergraduate may and effective organizational systems. Based on MBA General Business Core be exempt from some or all of the general business different assumptions about people, their Requirements: Up to 24 Credits core courses, reducing the total requirements of the motivation, how they work and what they seek out Courses may be waived subject to prior program. Further information about waivers is of their work experiences. undergraduate or graduate academic coursework. found in the Academic Policies Section above. International Business GBA 510 Financial Accounting 3.00 The general business core courses not only The international business concentration provide a basis for advanced studies, but also offer focuses on decision-making in an international GBA 511 Corporate Financial 3.00 an opportunity to explore the various fields of context and prepares professionals for positions Management business before selecting an area of concentration. within multinational organizations. Business GBA 512 Principles of Management 3.00 It is mandatory, therefore, that the students functions are related to the socio-cultural, political, and Leadership complete these courses before starting upon the legal and labor forces that affect global advanced portion of the program. corporations. The international business GBA 513 Marketing Management 3.00 Advanced Business Core concentration evaluates, both theoretically and GBA 514 Money Banking and 3.00 Beyond the 24 credits of general business core practically, the opportunities and risks of doing Capital Markets courses, the M.B.A. program requires a minimum business in an increasingly complex and of 36 credits, which includes 18 credits in the interdependent world. GBA 515 Managerial 3.00 advanced core, 12 credits of chosen concentration Management Communications electives, and 6 credits of Capstone course work. The management concentration focuses on the GBA 516 Business Statistics 3.00 The MBA Advanced Core is academically interrelated functions of business enterprises, large rigorous and responsive to the demands often and small, which determine their viability in the GBA 517 Fundamentals of 3.00 marketplace. Students are exposed to the service global marketplace of the 21st century. Management Information complexities of global business through a series of Strategic goal setting, organizational structures, Systems courses: Marketing Strategy, Organizational management philosophies and cultures, ethics, MBA Advanced Core Requirements: Behavior, Behavioral Finance, Service and production and service processes, problem analysis 18 Credits Operations Management, Management of and decision-making techniques are explored The following courses are required: Innovation and Technology, and Risk within a range of internal and external Management. Internationally renowned experts are environments. MBA 612 Marketing Strategy 3.00 invited to discuss some of the most vital trends and Management Information Systems MBA 613 Organizational Behavior 3.00 issues in the areas of study. The Advanced The management information systems Business Core must be completed before the concentration provides the necessary information MBA 620 Behavioral Finance 3.00 student starts the Concentration classes. for managing an organization, and explores how MBA 621 Service Operations 3.00 Concentrations an effective management information system Management Students are required to take 12 credits of provides decision-oriented information to assist MBA 625 Management of 3.00 advanced work beyond the Advanced Business managers in planning, organizing and controlling Innovation and Core. Such courses give students the opportunity the organization. The management information Technology to acquire advanced skills in such areas as systems curriculum teaches information system Accounting, Finance, Human Resource concepts within organization functions, as well as MBA 626 Risk Management 3.00 Management, International Business, management knowledge and technical information

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MBA Specialization Requirements: 12 CS 649 Database Management 3.00 GBA 515 Managerial 3.00 Credits Systems Communications Four (4) Advanced Courses in the Specialization Marketing Specialization Requirements: 12 GBA 517 Fundamentals of 3.00 of Choice. Available Specializations are: Credits Management Information Accounting, Finance, Human Resource Four (4) Advanced (700 Level) Marketing Systems Management, International Business, Management Courses Information Systems, Management, and Master of Science in Human Resource Marketing. M.S. in Human Resource Management Advanced Core MBA Capstone Requirements: 6 Management Requirement: 12 Credits The following courses are required: Credits MBA 800 Business Policy I 3.00 Jordan Kaplan, Associate Professor MAN 721 Industrial Relations 3.00 Director, M.S. in Human Resource Management MAN 722 Human Resource 3.00 MBA 801 Business Policy II 3.00 (718) 488-1126 Management MBA Specializations [email protected] MAN 726 Legal and Regulatory 3.00 Accounting Specialization Requirements: 12 The 36-credit M.S. in Human Resource Environment in Human Credits Management degree is designed to prepare Resource Management Please Consult MBA Accounting Degree students to enter the profession at the generalist Requirements level by providing a broad overview of the HRM 797 Case Studies in Human 3.00 Finance Specialization Requirements: 12 functional areas of human resource management Resource Management Credits (HRM). The program stresses the integration of Four (4) Advanced (700 Level) Finance Courses the functional areas of HRM within the broader Master of Science in Human Resource Human Resource Management Specialization context of the organization and its mission, goals Management Elective Requirement: Requirements: 12 Credits and values. 12 Credits The Society for Human Resource Management Required Courses: 9 Credits Please choose four (4) courses from those listed (SHRM) has acknowledged that its Master of MAN 721 Industrial Relations 3.00 below: Science in Human Resources fully aligns with HRM 790 Compensation and 3.00 MAN 722 Human Resource 3.00 SHRM's HR Curriculum Guidebook and Benefits Management Templates. Throughout the world, 196 programs in 165 educational institutions have been MAN 726 Legal and Regulatory 3.00 HRM 791 Employee Training and 3.00 acknowledged by SHRM as being in alignment Environment in Human Development with its suggested guides and templates. The HR Resource Management HRM 792 Diversity in the 3.00 Curriculum Guidebook and Templates were and one (1) of the following courses: 3 Credits Workplace developed by SHRM to define the minimum HR HRM 797 Case Studies in Human 3.00 content areas that should be studied by HR HRM 793 Workplace Safety and 3.00 Resource Management students at the undergraduate and graduate levels. Health They are part of SHRM's Academic Initiative, HRM 798 Special Topics in Human 3.00 HRM 798 Special Topics in Human 3.00 created in 2006 and revalidated in 2010, to help Resource Management Resource Management the Society define HR education standards taught HRM 799 Advanced Topics in 3.00 in university business schools across the nation HRM 799 Advanced Topics in 3.00 Human Resource and help universities develop degree programs that Human Resource Management follow these standards. Management Admission Requirements: International Business Specialization MAN 724 Organizational 3.00 The admission standards are the same as those Requirements: 12 Credits Development Four (4) Advanced (700 Level) International of the MBA Program; see the section Admission Business Courses Requirements for the MBA program. MAN 725 Work, People and 3.00 Management Specialization Requirements: 12 Productivity Master of Science in Human Resource Credits TAX 780 Fundamentals of 3.00 Four (4) Advanced (700 Level) Management Management Qualified Employee Courses Master of Science in Human Resource Benefit Plans Management Information System Specialization Requirements Management Foundation TAX 787 Employee Benefit 3.00 The following four (4) courses are required: 12 Requirement: 9 Credits Programs Credits Must take one (1) of the following courses: 3 Master of Science in Human Resource Credits* CS 601 Principles of Computer 3.00 Management Capstone Requirement: Science and Structured GBA 512 Principles of Management 3.00 Programming C and Leadership 3 Credits MAN 750 Management Seminar 3.00 CS 633 Structured System 3.00 MBA 613 Organizational Behavior 3.00 Total Degree Credit Requirement: 36 Credits Analysis and Design *Please consult with your advisor to determine CS 645 Computer 3.00 which course you should take Communications and The following foundation courses are required: Networking 6 Credits

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and investment strategies. Investment risks are and current issues are explored. The course makes Business Courses analyzed and measurements of risk, including extensive use of computer programs and duration and convexity, are examined. An spreadsheets. introduction to derivative securities and Pre-requisite of GBA 511, GBA 514 and FIN 705 FIN 702A Money and Capital Market international investments is included. are required. Applications Pre-requisistes of GBA 511, GBA 514 and FIN 704 Credits: 3 The study of financial markets as allocators of funds are required. On Occasion and distributors of risk. Emphasis is given to the Credits: 3 roles and functions of financial intermediaries. On Occasion FIN 709 Quantitative Analysis and Forecasting for Theories of financial asset pricing are considered the Corporate Financial Environment for their role in determining risk and return in FIN 706 Advanced Securities Analysis and An investigation of the relationships between competitive markets. Sepculative Markets corporate financial flows and financial markets, Pre-requisites of GBA 511 and GBA 514 are A study of advanced valuation techniques and industry, and aggregate economic data (national required. individual security and capital markets forecasting income and product accounts and flow of funds). Credits: 3 techniques and models. Alternative models are Methods of analysis include econometric methods, On Occasion analyzed and compared. In addition, the course time-series analysis and smoothing techniques. Use focuses on speculative markets. Price of leading indicators as a forecasting tool is FIN 702B Financial Market Institutions, determination of futures, forward contracts and emphasized. Econometric model building and Regulations and Innovation options are considered. Topics include market forecasting are performed using MicroTSP and the An analysis of asset and liability management by structure; uses and price effects of hedging, associated Citibase Macroeconomic Data Bank. important financial market institutions; commercial speculation and arbitrage; the relationship between Pre-requisite of GBA 511, GBA 514 and GBA 516 banks, insurance companies, mutual funds, and contingent claims and underlying cash markets; and are required. other financial intermediaries. The course foreign securities. Credits: 3 emphasizes the impact of such policies on money The pre-requisite of FIN 705 is required. On Occasion and capital markets. Case studies and aggregate Credits: 3 economic and financial market data contained in On Occasion FIN 710 Corporate Mergers and Acquisitions Citibase (accessed with MicroTSP) are used. A study of business enterprise growth through Credits: 3 FIN 707 Portfolio Management merger and acquisition. Reviewed and discussed are On Occasion A consideration of the most effective methods of premerger planning and fact-finding, legal and meeting investment objectives for individual and accounting considerations, financing aspects, tax FIN 703 Corporate Financial Policy institutional portfolios (specifically, pension funds, and antitrust problems, personnel issues, and An analysis of techniques used to attain long-term endowment funds and mutual funds). Focus begins postmerger integration and valuation techniques. corporate objectives by means of financial policy. with dedicated equity and fixed income portfolios International and domestic mergers and Topics include capital budgeting; cost of financial and then progresses to asset allocation and acquisitions are considered. Case studies are and capital structure; sources of long-term funds; management strategies for mixed portfolios. employed. dividend policies; leasing; mergers, acquisitions and Alternative techniques for managing risk, including Pre-requisites of GBA 511 and GBA 514 are consolidations; and the applications of the capital derivative securities, are explored. Portfolio required. pricing model, the arbitrage pricing model and the management, implementation and performance Credits: 3 options theory to corporate financial decisions. measurement are analyzed and appraised in terms On Occasion Pre-requisites of GBA 511 and GBA 514 are of economic shifts, yield curve changes, and tax and required. legal considerations. The course makes heavy use of FIN 712 Capital Budgeting Credits: 3 computer programs for portfolio management and An exploration of the theory of capital budgeting On Occasion analysis. Actual individual and institutional and risk managment of long-term funds. Topics

portfolios, managed by large and small institutions, include measurement of cash flows, criteria of FIN 704 Financial Reports Analysis are examined. investment desirability, effects of taxes and A survey of the analytical tools and techniques used Credits: 3 inflation, risk analysis, cost of capital and capital to evaluate the current financial position of the On Occasion structure, lease analysis, capital rationing, firm. Financial reports are analyzed for growth multicriteria capital budgeting, and linear potential, solvency, earnings quality, investments, FIN 708 Financial Engineering Derivatives programming. and forecasting implications. Topics include A study of the creation of derivative securities to The pre-requisites of GBA 516 and ACC 501/GBA business and financial trends, proper adjustments meet financing needs, as well as an exploration of 510 or equivalent are required. of financial data, cash flow forecasting, estimation the rapid growth of strategic financial product Credits: 3 of debt risk premiums, and identification of likely innovation and securitization precipitated by On Occasion candidates for acquisition and high bankruptcy risk environmental and intrafirm factors. Chiefly as a firms. Required of all Finance concentration solution to risk management, financial engineering FIN 715 International Trade students. is explored from both the corporate treasurer's A review of the principles of international trade its Credits: 3 perspective (modeling a firm's risk exposure and magnitude, direction, and industrial classification On Occasion productizing solutions) and from the investor¿s and as well as the institutions (e.g., GATT) facilitating

speculator's perspectives. Recent debt, debt-related, it. The course focuses on practical techniques and FIN 705 Securities Analysis equity, and equity-related and derivative problems of exporting and importing, with special An introduction to the theory and practice of innovations are examined closely. Advanced trading attention to small business. Topics include sources security analysis, including the valuation of strategies and models are developed. Tactical of marketing information, techniques of payment individual securities, with emphasis on common trading systems are developed and analyzed using and collections, currency fluctuation problems and stocks and fixed income securities, valuation of the probability and gambling theories. Legal protections balance of payments analysis, sources and uses of stock market as a whole, and portfolio management funds to finance foreign trade, and government

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 110 Brooklyn Campus assistance. GBA 511 Corporate Financial Management Credits: 3 Pre-requisites of GBA 511 and GBA 514 are A study of the methods by which firms and Every Fall, Spring and Summer required. individuals in a risky global environment evaluate Credits: 3 stocks, bonds and investment projects, combine GBA 516 Business Statistics Every Fall those elements in optimal portfolios, and An examination of the fundamental principles, determine the best level of debt versus equity. The concepts and techniques involved in application of FIN 716 International Financial Markets basic tools are risk versus return and the evaluation probability and statistics to business research and An analysis of the financial opportunities and risks of future cash flows. managerial decisions. The range of applications resulting in global market investment, with a focus Pre-requisite of GBA 510 is required. covers such various functional areas such as finance, on international portfolio diversification and Credits: 3 marketing, accounting, management, economics management. Topics include determinants of Every Fall and Spring and production. Topics include descriptive foreign exchange rate and international capital statistics, probability concepts and techniques flows; balance of payments analysis techniques; GBA 512 Principles of Management and applicable in risk assessment and decision theory, foreign exchange risk management, especially Leadership and statistical inference (estimation and hypothesis hedging and speculation strategies; the reasons for An analysis of current management theory and testing). and impact of official intervention; and a study of practice that includes a discussion of its historical Credits: 3 the Eurocurrency and Eurobond markets, as well as foundations and an investigation of various Every Fall and Spring a review of leading indicators for the various approaches to the management discipline. Primary international stock markets. emphasis is on the administrative functions of GBA 517 Fundamentals of Management Pre-requisites of GBA 511 and GBA 514 are planning, decision making, organizing, staffing and Information Systems required. controlling. A survey analysis of the role of information systems Credits: 3 Credits: 3 in business strategy. Information systems are shown On Occasion Every Fall and Spring to be facilitators of market penetration, competitive advantage and organizational change. The material FIN 726 International Corporate Finance GBA 513 Marketing Management is presented within an integrated framework, An analysis of the financial opportunities, risk and A survey analysis of the operations of marketing portraying information systems as being composed decision-making processes associated with systems. The course emphasizes strategic planning, of organization, management and technology international operations. Topics include coordination and adaptation of marketing elements. Topics include: organizational and management of translation, transaction, and operations to opportunities in profit and nonprofit technical foundations of information systems; economic exposure; taxation issues; multinational organizations. Focus is placed on the principal applications of information systems in all levels of capital budgeting and current asset management; decision-making components of national and decision making, including operational, tactical and complexities of international performance international marketing, including product strategic decision making; management of evaluation and control systems; comparative Credits: 3 information as an organizational resource and financial statement analysis; cost of capital; and Every Fall and Spring various information architectures; emerging new international financing options. The case method information systems technologies; various is employed. GBA 514 Money Banking and Capital Markets approaches to building information systems; and The pre-requisite of FIN 716 is required. An effort to analyze and understand the principal issues related to management of information Credits: 3 forces that are shaping U.S. world money and systems. On Occasion capital markets. Money creation, the demand for Credits: 3 money, and the relation of money to inflation and Every Fall and Spring FIN 750 Financial Problems Seminar financial flows are each examined. Interest rates are An analysis of selected current foreign and analyzed in the context of portfolio choice, and HRM 750 Management Seminar domestic financial and economic developments. their behavior is carefully examined. Emphasis is A consideration of the human problems of Emphasis is on integrating acquired financial also placed on the changing role of competitive organizational management from a knowledge with the problems under study. financial institutions and the effects of those multidisciplinary point of view. Concepts and Pre-requisite of GBA 511, GBA 514 and FIN 710 changes on the flow of funds and monetary policy. research from the behavioral sciences are applied to are required. Credits: 3 the personnel problems of management. Theory Credits: 3 Every Fall and Spring and technique are integrated by using group and On Occasion individual study projects. The course is designed to GBA 515 Managerial Communications enhance interpersonal skills related to superiors, GBA 510 Financial Accounting Offered every semester subordinates, staff specialists and peers. A study of basic accounting concepts and methods Credits: 3 and their significance to management and to the An investigation into improving the way people Every Fall financial analyst. Topics include an introduction to within organizations communicate. The course financial statement analysis the measurement of includes the interpretation and application of HRM 790 Compensation and Benefits income and capital, accounting for fixed assets, organizational communication theory for the This course focuses on employee compensation and inventory costing and price level changes, working or aspiring manager. Topics include employee benefits. Topics considered in this course measuring and accounting for corporate debt, personal communication styles, media and tools for include strategic compensation policy, corporate investment in securities, and computer the manager/communicator, organizational compensation management and administration, applications in accounting. This course does not communications climates, one-to-one pay-for-performance, as well as how compensation is require previous training in accounting. communications, meetings and conferences, determined for both hourly and salaried employees. Credits: 3 speaking before groups, written managerial Benefit topic will include both legally required and Every Fall and Spring communications, planning and producing business employer discretionary benefits, as well as how reports, and advertising managerial firms develop and administer employee benefit

communications. plans; relevant laws for both compensation and

Page 111 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 benefits will also be covered. The pre-requisite of MAN 722 is required. investment, commonly known as multinational Credits: 3 Credits: 3 corporation, that examines the nature, growth and Alternate Semesters On Occasion new directions of direct investment and how those elements are related to changing economic, social HRM 791 Employee Training and Development HRM 799 Advanced Topics in Human Resources and monetary conditions. The course highlights Training refers to a planned effort by an Management the interplay of business and government in organization to facilitate employee's learning of job An in-depth study of selected themes, current international management. related skills and behaviors. The purpose of this developments, emerging issues, and areas of The pre-requisites of GBA 512, MBA 613 and course is to provide the student with the knowledge professional specialization in the field of Human MBA 620 are required. and skills that are required to design, develop, and Resources Management. Topics vary. Credits: 3 deliver quality employee training. Within the The pre-requisite of MAN 722 is required. On Occasion context of training, approaches to employee Credits: 3 development will also be discussed. On Occasion IBU 705 International Marketing Credits: 3 The study and analysis of the special problems of On Occasion IBU 701 International Business marketing in the international marketplace. An introduction to international business that Marketing problems of overseas subsidiaries of HRM 792 Diversity in the Workplace examines those aspects of economics, finance, multinational firms are explored, as are the This course employs a seminar format and investment and trade that have an international importing and exporting activities of domestic examines the complex and encompassing ways in dimension. Topics include historical development firms, licensing/franchising, and foreign direct which people differ, including examining the of multinational enterprises, relations between investment, including strategic alliances. primary dimensions (age culture/ethnicity/race, multinational corporations and host countries, and Pre-requisite of GBA 513 and MBA 612 are language, gender, physical abilities and sexual special problems associated with international required. orientation) and secondary dimensions (education, operations. Credits: 3 geographical location, income, marital status, Pre-requisites of GBA 511, GBA 512, GBA 514 Every Spring parental status, religion and work experience) that and MBA 611 are required. formulates in many instances the view of cultural Credits: 3 IBU 706 Comparative International Management diversity. Every Fall and Spring Comparisons among national managerial systems. Credits: 3 The functional inter-relationships between On Occasion IBU 702 International Financial Markets managers and their international environments and An analysis of the financial opportunities and risks the problems of cross-national cooperation are HRM 793 Workplace Safety and Health resulting in global market investment, with a focus highlighted. An in-depth study of issues and practices related o on international portfolio diversification and The pre-requisite of MBA 613 is required. workplace safety and health. Relevant topics management. Topics include determinants of Credits: 3 include OSHA rules and regulations, OSHA foreign exchange rate and international capital On Occasion inspections, employer requirements under the act, flows; balance of payments analysis techniques; the role of HR in ensuring employer and employee foreign exchange risk management, especially IBU 707 Multinational Business in Developing compliance with the act, filing and record keeping hedging and speculation strategies; the reasons for Nations requirements. Within the context of OSHA, and impact of official intervention; and a study of An analysis of the opportunities and problems of workplace violence, domestic violence, and the Eurocurrency and Eurobond markets, as well as operating multinational firms in developing workplace security will also be covered. a review of leading indicators for the various nations. Consideration is given to marketing Credits: 3 international stock markets. opportunities, national customs and mores, natural On Occasion Pre-requisites of GBA 511 and GBA 514 are resource policies, tax policies, governmental required. economic nationalism, and similar concepts HRM 797 Case Studies in Human Resource Credits: 3 relevant to operating in developing nations. Management On Occasion Pre-requisites of GBA 512, MBA 711 and IBU 701 This is an applications-oriented course that is are required. designed to provide students with the opportunity IBU 703 International Trade Credits: 3 to apply HR theory to the practical everyday A review of the principles of international trade its On Occasion challenges faced by HR generalists. Relevant course magnitude, direction, and industrial classification topics addressed during the semester include: as well as the institutions (e.g., GATT) facilitating IBU 708 International Corporate Finance Strategic Management: Workforce Planning, it. The course focuses on practical techniques and An analysis of the financial opportunities, risk and Recruitment, Selection decisions, % & D, problems of exporting and importing, with special decision-making processes associated with Compensation and Benefits, Labor Relations, attention to small business. Topics include sources international operations. Topics include workplace Safety and Security. Emphasis is placed of marketing information, techniques of payment management of translation, transaction, and on developing and evaluating alternative solution and collections, currency fluctuation problems and economic exposure; taxation issues; multinational strategies. balance of payments analysis, sources and uses of capital budgeting and current asset management; Credits: 3 funds to finance foreign trade, and government complexities of international performance On Occasion assistance. evaluation and control systems; comparative Pre-requisites of GBA 511 and GBA 514 are financial statement analysis; cost of capital; and HRM 798 Special Topics in Human Resources required. international financing options. The case method Management Credits: 3 is employed. An examination of selected themes current Every Fall The pre-requisite of FIN 716 is required. developments, emerging issues, and areas of Credits: 3 professional specialization in the field of Human IBU 704 Management of International Business On Occasion Resources Management. Topics vary. A focus on the management of direct international

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 112 Brooklyn Campus

IBU 750 International Business Seminar Pre-requisite of GBA 512 or MBA 613 are required. replacement, compensation, training and An analysis of the decision-making processes and Credits: 3 development, labor relations, and employee methods for defining, analyzing and resolving On Occasion services. Such activities are viewed from the contemporary international financial and trade position of both the large and small firm. problems. Emphasis is on assessing international MAN 707 Small Business and New Venture Pre-requisite of GBA 512 or MBA 613 are required. developments and trade relating to business. Three Management Credits: 3 credits. An examination of the role of a small business in a Every Spring Pre-requisites of GBA 512 and MBA 611 are dynamic, free enterprise economy, designed to required. stimulate a creative approach (by entrepreneurs) to MAN 723 Behavior Concepts Applied to Credits: 3 the problems of a small firm. The course Management On Occasion emphasizes establishing new enterprises, financing, A study of the application of behavioral concept organizing, planning, operating, marketing, growth techniques to the problems of managers and IBU 770 International Accounting and acquisitions supervisors in large and small enterprises. Topics Insight into the international accounting Pre-requisite of GBA 511, GBA 512 and MBA 613 include approaches to personnel assessment, environment from the viewpoint of the U.S.-based are required. development and motivation of managers, and the multinational organization.(45 CPE credits) Credits: 3 fundamentals of executive performance. The pre-requisite of ACC 501 or equivalent is On Occasion Pre-requisite of GBA 512 or MBA 613 are required. required. Credits: 3 Credits: 3 MAN 708 Management of Technology and On Occasion Every Fall Product Innovation A survey of new technologies in society and MAN 724 Organizational Development MAN 702 Theories of the Organization business. Topics include opportunities and threats, A survey of contemporary training and A survey of organizational theories with particular technological forecasting, evaluation of new development problems, with emphasis on the emphasis on goal setting assessing, achievement and products and services, the management of new relationship between development and the displacement. Topics include the relationship of research and development, stimulating creativity, organization¿s personnel decisions. Techniques of authority, role responsibility, organizational economic evaluation of research products, personnel training are examined. structure, design and culture. Students diagnose organizational characteristics, and estimating and Pre-requisite of GBA 512 or MBA 613 are required. organizational functions, analyze deficiencies, and controlling research and development costs. Credits: 3 determine ways of adapting organizational structure Pre-requisite of GBA 512, GBA 517 and MBA 613 On Occasion to realize goals. are required. Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 MAN 725 Work People and Productivity Credits: 3 Every Fall An analysis of the problems of the occupational Every Fall environment in small and large enterprises. MAN 709 Government and the Management Emphasis is on the practical problem solving that is MAN 703 Project Analysis and Program Technology of immediate concern to the participants. Topics Management An examination of the changing role of include: new approaches to motivation, attitudes, A survey of managerial criteria for effective project government in shaping and directing the job satisfaction, job enrichment, monotony, fatigue, planning and management. Topics include management of technology in the civilian sector of working conditions and conflict resolution, quality establishing objectives, cost benefit analysis, the economy. Principal themes include the circles, and productivity. planning methods, organizational concepts, causes rationales, processes and mechanisms of Pre-requisite of GBA 512 or MBA 613 are required. of conflict, conflict resolution and options in government involvement; promotion and Credits: 3 allocation of resources. regulation of technological development and use by On Occasion Pre-requisite of GBA 512 or MBA 613 are required. government; industrial policy in the United States Credits: 3 and other countries; and the impact of government MAN 726 Legal and Regulatory Environment in Every Spring on product innovation and on the national Human Resource Management economy. An examination, discussion and exploration of MAN 704 Managerial Planning and Control The pre-requisite of GBA 517 or PM 703 is laws, regulations and judical decisions affecting the Systems required. Human Resources manager. Case studies are used A study of the formulation of integrated long-range Credits: 3 to develop an awareness of the legal problems and strategic plans relating to organizational On Occasion facing the modern manager. Emphasis is on the objectives, expense centers, performance centers federal agencies and laws, but areas of regulation and investment centers. Also studied are methods MAN 721 Industrial Relations reserved to the states are also discussed. of measuring performance and handling A survey of federal and state laws affecting the Pre-requisite of GBA 512 or MBA 613 are required. information. conduct of parties in a bargaining relationship. Credits: 3 Pre-requisite of GBA 512 or MBA 613 are required. Factors in the bargaining process, strategy and Every Fall Credits: 3 tactics, principles and specifics of contract clauses, On Occasion and administration and enforcement of the MAN 750 Management Seminar collective bargaining agreement are examined. A consideration of the human problems of MAN 705 Management Decision Theory Pre-requisite of GBA 512 or MBA 613 are required. organizational management from a A survey of the decision-making processes and Credits: 3 multidisciplinary point of view. Concepts and methods for examining, defining, analyzing and Every Fall research from the behavioral sciences are applied to solving complex problems. Emphasis is on defining the personnel problems of management. Theory objectives, value systems, and methods for MAN 722 Human Resource Management and technique are integrated by using group and identifying and assessing alternative courses of A review of the major areas of personnel individual study projects. The course is designed to action. administration. Topics include selection and enhance interpersonal skills related to superiors,

Page 113 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 subordinates, staff specialists and peers. don to losing stocks too long are inconsistent with Topics include: Capital budgeting, risk and Credits: 3 the notions of traditional finance market efficiency, diversification, asset liability management, financial Every Fall yet they are perfectly consistent with psychological derivatives and financial engineering, swaps, human processing of information. Students will options and financial future. MAN 780 International Business gain a proficiency in learning the knowledge of The pre-requisites of GBA 510, 511, 512, 513, 514, An introduction to international business that psychological factors and economics concepts, 515, 516, 517 and MBA 620 are required. examines those aspects of economics, finance, implement this knowledge in the financial markets Credits: 3 investment and trade that have an international and apply the behavior finance ideas in the analysis Every Fall and Spring dimension. Topics include historical development of real market trading phenomena. of multinational enterprises, relations between The pre-requisites of GBA 510, 511, 512, 513, 514, MBA 800 Business Policy I multinational corporations and host countries, and 515, 516, and 517 are required. An examination of the fields of policy making and special problems associated with international Credits: 3 administration that build upon and integrate the operations. Every Fall and Spring work covered in the graduate curriculum. The Pre-requisites of GBA 511, GBA 512, GBA 514 viewpoint is that of senior general managers who and MBA 611 are required. MBA 621 Service and Operations Management set company-wide objectives and coordinate Credits: 3 This course will focus on the various aspects departmental policies and activities. As an Every Fall and Spring involved in the management of service operations integrating experience, students are expected to within the 'pure" service sector (banking, bring their overall acquired business knowledge to MBA 612 Marketing Strategy transportation, travel and tourism, etc.) and within bear on the intricacies of managerial decision A focus on marketing planning processes, concepts, the services functions of manufacturing (after-sales making. Through text, case analysis and a methods and strategies with global orientation at support, financing, etc.). After an introductory computer-based simulation, students have an the product level as well as the corporate level. The section to provide an overview of the role of opportunity to test their skill in the use of financial, course emphasizes the relationship between services in the economy and within the functioning marketing and management variables in a marketing and other functions and draws on of various enterprises, the following topics and competitive situation. Selected guest lecturers and perspectives from industrial economics, corporate more will be explored: design and delivery of assignment of a major written project round out the finance and strategic management literature. services, the measurement of productivity and learning experience by providing each student with Marketing strategies and practices of contemporary quality, managing capacity and demand, quality a pragmatic discussion forum, as well as research firms are discussed as they relate to industrial and management redesign of service delivery processes, and writing experience with the dynamics of a consumer products and services. The overall management of technology, and managing human changing business world. objective of the course is to help students resources. The course explores the dimenesions of The following pre-requisites are required to enroll incorporate and apply the skills, methods and successful service firms and helps students discover in MBA 800 or 801 insights they have acquired in previous marketing entrepreneurial opportunties. GBA 510, 511, 512, 513, 514, 515, 516, 517 and other business courses to the design and The pre-requisites of GBA 510, 511, 512, 513, 514, MBA 610, 611, 612, 613, 614, 615 implementation of marketing strategies. 515, 516, and 517 are required. Any four 700 level MBA courses Pre-requisite of GBA 513 is required. Credits: 3 Credits: 3 Credits: 3 Every Fall and Spring Every Fall and Spring Every Fall and Spring MBA 625 Management of Innovation and MBA 801 Business Policy II MBA 613 Organizational Behavior Technology An examination of the fields of policy making and An analysis of both the formal and informal aspects This course draws upon the economics of technical administration that build upon and integrate the of the administration process. Topics include change -- for high technology businesses. The work covered in the graduate curriculum. The human behavior in an organizational environment, emphasis is on the development and application of viewpoint is that of senior general managers who individual behavior patterns, superior/subordinate conceptual models clarifying the interactions set company-wide objectives and coordinate relationships, group dynamics, leadership, between competition, patterns of technological and departmental policies and activities. As an communication, motivation and decision making, market change, and the structure and development integrating experience, students are expected to and the impact of innovation and change on the of internal firm capabilities. The aim of this course bring their overall acquired business knowledge to organization. is to provide a solid foundation for managing bear on the intricacies of managerial decision Pre-requisite of GBA 512 is required. innovation in high-technology industries. making. Through text, case analysis and a Credits: 3 Throughout, key conceptual frameworks are linked computer-based simulation, students have an Every Fall and Spring to applications in a variety of industry and case opportunity to test their skill in the use of financial,

settings. marketing and management variables in a MBA 615 Management in a Global Society The pre-requisites of GBA 510, 511, 512, 513, 514, competitive situation. Selected guest lecturers and An exploration of the environment in which 515, 516, 517 and MBA 621 are required. assignment of a major written project round out the business is conducted, with emphasis on legal, Credits: 3 learning experience by providing each student with social and political dimensions. The demands for Every Fall and Spring a pragmatic discussion forum, as well as research ethical responsibility in business are also explored and writing experience with the dynamics of a and evaluated. MBA 626 Risk Management changing business world. Pre-requisite of GBA 512 is required. This course deal with the theoretical and practical The following pre-requisites are required to enroll Credits: 3 approaches to effective financial management. in MBA 800 or 801 On Demand Planning, analyzing and controlling investment and GBA 510, 511, 512, 513, 514, 515, 516, 517 short and long term financing are examined for MBA 620 Behavioral Finance MBA 610, 611, 612, 613, 614, 615 decision-making purposes. Emphasis is placed on Behavioral finance offers a new perspective on Any four 700 level MBA courses the application of Risk, the methods in today's modern investing. Phenomena such as stock Credits: 3 business environment and related industries. momentum or the tendencies of investors to hol Every Fall and Spring

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 114 Brooklyn Campus

Credits: 3 MKT 701 Marketing Communication and On Occasion MKT 712 Direct Marketing Advertising A detailed study of direct response techniques, an A study of the role of mass and personal MKT 706 Product Planning and Marketing increasingly important component of the marketing communication and sales promotion in marketing The use of the case study method to develop skills efforts of companies of all sizes. Direct marketers management and their social and economic of analysis and decision making as they relate to have developed a sophisticated awareness of the implications. Research findings in communication product planning, management and portfolio exact relationship of their marketing effort to sales theory behavioral sciences, and comprehensive analysis. The effects of product design, pricing, and profits; this course familiarizes students with models of buyer behavior are particularly stressed. promotion, advertising, research, distribution the entire range of direct marketing, media and The course surveys the planning, implementation channels, sales efforts and legislation are examined fulfillment strategies, with special emphasis on and measurement of effectiveness of marketing in an effort to understand their interrelationships scientific database management. communication activities. Students are required to as they affect both volume and profit. The product Pre-requisite of GBA 513 is required. develop integrated promotional campaigns based management organizational structure is also Credits: 3 on actual marketing information. examined. Outside lecturers from industry visit, as On Occasion Pre-requisite of GBA 513 is required. available. Credits: 3 Pre-requisite of GBA 513 is required. MKT 716 International Trade On Occasion Credits: 3 A review of the principles of international trade its On Occasion magnitude, direction, and industrial classification MKT 702 Marketing Research as well as the institutions (e.g., GATT) facilitating An examination of information requirements for MKT 707 Marketing Distribution Systems it. The course focuses on practical techniques and marketing decisions. Particular emphasis is placed An analysis of the competitive struggle for channel problems of exporting and importing, with special on the development of cost and benefit analytical command and the utilization of economic and attention to small business. Topics include sources tools for evaluating various marketing information analytical tools and behavioral models. The growth of marketing information, techniques of payment systems designs. Other topics include the design of of, and innovation in, vertical systems are examined and collections, currency fluctuation problems and surveys and experiments, questionnaire with regard to social, economic and legal balance of payments analysis, sources and uses of construction, decision models, data analysis constraints. The course also surveys the objectives funds to finance foreign trade, and government techniques and data interpretation. and decision-making processes of individual assistance. Pre-requisite of GBA 513 is required. members at various channel levels. Cases are used Pre-requisites of GBA 511 and GBA 514 are Credits: 3 to stress practical applications. required. On Occasion Credits: 3 Credits: 3 On Occasion Every Fall MKT 703 Sales Management and Forecasting A focus on the management of selling activities and MKT 708 Industrial Marketing MKT 717 International Marketing the outside sales force as critical elements of An analysis of current marketing practices for The study and analysis of the special problems of marketing operations. Includes discussion of the manufacturers and suppliers of services to industrial marketing in the international marketplace. administrative activities of sales force managers and government markets. Emphasis is placed on Marketing problems of overseas subsidiaries of from the district manager up to the top-level sales the strategy of market selection, product planning, multinational firms are explored, as are the force executive in the firm. Organization of the pricing, distribution and buyer/seller relations importing and exporting activities of domestic sales department, operating the sales force, pertaining to industrial products. firms, licensing/franchising, and foreign direct planning sales force activities, and analysis and Credits: 3 investment, including strategic alliances. control of sales operations are covered. Major On Occasion Pre-requisite of GBA 513 and MBA 612 are emphasis is given to determining market and sales required. potentials, forecasting sales, preparing sales budgets, MKT 709 New Product Development Credits: 3 and establishing territories and quotas. Cases are A study of the management of the product mix. Every Spring used to stress practical applications. The course presents an analytical approach to new- Pre-requisite of GBA 513 is required. product decisions. Topics include product policy MKT 750 Marketing Seminar Credits: 3 considerations, new-product search, development, An analysis of the processes that shape marketing On Occasion economic analysis, and the factors leading to the policy to maintain profitable operations. Emphasis decision to commercialize, test market or is on the use of planning theory, game theory and discontinue a product. input-output analysis in devising market plans and MKT 705 Consumer Behavior Pre-requisite of GBA 513 is required. decision making. Application of such techniques is A multidisciplinary approach to understanding Credits: 3 illustrated by cases and actual marketing problems consumer behavior in the marketplace that On Occasion of companies. integrates the contributions of cultural Credits: 3 anthropology, psychology, sociology and economics. MKT 710 Management of Marketing Operations On Occasion The course reviews the role of the behavioral An analysis of the marketing process, including sciences in marketing in such areas as formulation of policies, and the planning, determination of market segments, product choice, organizing, directing and coordinating of activities brand loyalty and switching shopping behavior. of marketing functions. The relation of marketing Topics include learning theory, motivation, research and consumer motivation studies as they diffusion of innovation, reference group theory, relate to marketing mix elements is also examined. role playing, perception and attitude formation. The pre-requisite of GBA 513 or MBA 612 is Managerial implications are examined using case required. studies. Credits: 3 Pre-requisite of GBA 513 is required. On Occasion

Page 115 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

MPA 503 Government and the 3.00 PUBLIC ADMINISTRATION Master of Public Administration Economy

(M.P.A) MPA 504 Computer Applications 3.00 The Public Administration Program prepares MPA 505 Analytic Methods 3.00 public service professionals for managerial Beverly Lyons, Professor of Public Administration positions in government, health and non-profit Director, M.P.A. Program MPA 507 Public Policy Processes 3.00 (718) 488-1071 sectors. It is open to students from all Master of Public Administration undergraduate fields and provides the foundations [email protected] and advanced applications expected in a graduate The 48-credit, N.A.S.P.A.A.-accredited Master (PAD) Advanced Core Requirements: program. of Public Administration prepares students for 12 Credits The Program focuses on competencies that public service responsibilities, blending MPA 602 Human Resources 3.00 employers want – leadership, ethical decision- management theory with practical applications in Management making, analytical and budgeting expertise, government, health and non-profit organizations. MPA 603 Fundamentals of Public 3.00 written communication and oral presentation Students from diverse backgrounds with varying Budgeting and Financial skills. Specialization courses in government, levels of professional expertise are taught by Management health and non-profit fields with a variety of sub- faculty members who are current in all aspects of topics provide depth in the student’s area of this continuously evolving and growing field. MPA 604 Administrative 3.00 interest. Focused capstone courses allow students The program of study is flexible and can be Responsibility and to apply their new competencies in meaningful tailored to accommodate the professional Accountability public service projects. requirements of the student by offering MPA 606 Law for Managers 3.00 The M.P.A. Program offers the Master of specialization courses that provide them with the Public Administration with tracks in Public opportunity to examine a specific management Master of Public Administration function or an area of application in greater depth. Administration and Health Administration, the (PAD) Specialization: 12 Credits Areas of specialization include public Advanced Certificate in Gerontology The following course is required: Administration and the Advanced Certificate in administration, non-profit management, urban PM 728 Managing Human 3.00 Not-for-Profit Management. government management, human resources Behavior in Public Admission Requirements: management, law and management, international Organizations The standards for admission to the program and public management and social policy management. the advanced certificates are as follows: Other specializations can be developed in and • Official transcripts as proof of a baccalaureate consultation with a faculty adviser from the broad Three (3) Advanced (700 Level) Elective Courses degree from and accredited institution of higher spectrum of courses available through the Program Master of Public Administration and the School, as well as through courses education Capstone Requirement: 6 Credits • Two letters of recommendation available across the Campus. MPA 798 Capstone Seminar 3.00 • A current résumé The Program is divided into four parts: an • A two-to-three-page typewritten statement of introductory sequence that provides 18 credits of MPA 799 Capstone Project 3.00 public service sector foundations and skills, purpose • Standardized test scores (optional) followed by 12 credits of focused management • A completed application submitted to the topics including human resources, budgeting and Master of Public Administration Office of Admissions financial management, law and accountability. in Health Administration Note: Full matriculation admission requires an Students then take 12 credits in an area of official transcript showing an undergraduate specialization and a required six-credit integrative Beverly Lyons, Professor of Public Administration grade-point average of at least 3.0 on a scale of capstone experience, which culminates in a project Director, M.P.A. Program 4.0. Limited matriculation may be available to and a formal presentation. (718) 488-1071 applicants who do not meet full matriculation [email protected] requirements. Candidates with grade-point Master in Public Administration According to the U.S. Department of Labor’s averages of 2.5 or less must contact the M.P.A. (MPA) Bureau of Labor Statistics, the health program director before submitting an application. Total Degree Credit Requirement: 48 administration field is expected to grow nearly Such limited matriculation may require 20% faster than other occupations through the year Credits additional evidence of competence. Limited 2014. “Those with the highest education, strongest matriculation students may register for a maximum Master of Public Administration- business skills and health care work experience of six credits per semester for the first 12 credits. Public Administration (PAD) will be well positioned to take advantage of the Limited matriculation becomes full matriculation Requirements: most coveted jobs.” upon completion of 12 graduate credits with a 3.0 The 48-credit, N.A.S.P.A.A.-accredited Master Master of Public Administration average or better. Transfer students are welcome; of Public Administration in Health Administration transfer credits will be evaluated by the program (PAD) Foundation Requirements: 18 prepares students for careers in fields that offer director. Credits numerous professional paths. Students from

MPA 501 Principles of 3.00 diverse backgrounds with varying levels are taught Professor Lyons (Director) Administration by faculty members who are current in all of the Associate Professor Emeritus Afriyie latest trends and issues in health care Assistant Professors Bennett, Levine, Peffer, Terry MPA 502 Organizational Theory 3.00 administration. Adjunct Faculty: 7 and Behavior The program of study is flexible and can be tailored to accommodate the professional

requirements of the student by offering

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 116 Brooklyn Campus specialization courses that provide them with the and MPA 613 Health Systems Finance* 3.00 opportunity to examine a specific management Three (3) Advanced (700 Level) Elective Courses MPA 616 Legal Aspects of Health* 3.00 function or an area of application in greater depth. Master of Public Areas of specialization include health care Administration Capstone PM 739 Long Term Care 3.00 administration, health care management, health Administration* care policy and aging/long-term care. Other Requirement: 6 Credits PM 743 Aging Policy in the 3.00 specializations can be developed in consultation MPA 798 Capstone Seminar 3.00 Community with a faculty advisor from the broad spectrum of MPA 799 Capstone Project 3.00 courses available through the Program and the Note: Courses marked with * are required to sit for

School, as well as through courses available across the New York State Nursing Home the Campus. Advanced Certificate in Administrator's Licensing Examination. The program is divided into four parts: an Gerontology Administration Track II: Community Aging Services introductory sequence that provides 18 credits of and Administration public service sector foundations and skills, (AGD) Required Course: 6 Credits followed by 12 credits of focused management PM 738 Gerontology, The Process 3.00 topics including human resources, budgeting Beverly Lyons, Professor of Public Administration of Aging and financial management, law and Director, Advanced Certificate in Gerontology Administration accountability. Students then take 12 credits in an PM 743 Aging Policy in the 3.00 (718) 488-1071 area of specialization and a required six-credit Community integrative capstone experience, which culminates [email protected] Of the following, three (3) courses are required: in a project and a formal presentation. Social services for older adults will play an 9 Credits increasingly important role in the health care PM 714 Policy Analysis and 3.00 Master in Public Administration community as the baby boomer generation ages. Nursing homes, hospitals, senior centers and Program Evaluation (MPA) public health agencies, as well as other facilities PM 744 Bereavement: 3.00 Total Degree Credit Requirement: 48 and organizations that care for older adults, will Psychological, Cultural Credits require many more employees who specialize in and Institutional Master of Public Administration- dealing with the needs and the issues of the aging Perspectives population. Health Administration (HAD) The 15-credit Advanced Certificate in PM 745 Health and Retirement 3.00 Requirements: Gerontology is designed to provide working Planning in Elder Care Master of Public Administration professionals in agencies and in organizations PM 747 Nutrition Policy Across 3.00 (HAD) Foundation Requirements: 18 serving aging populations with the knowledge and the Lifecycle the skills needed to ensure effective service Credits delivery to these groups. The certificate can be MPA 501 Principles of 3.00 earned through two different stand-alone tracks: Advanced Certificate in Non- Administration Track 1 – Long-Term Care Administration, which Profit Management (NPM) MPA 502 Organizational Theory 3.00 is approved by the New York State Department of and Behavior Health (NYSDOH) for the NYS Nursing Home Helisse Levine, Assistant Professor of Public Administrators Licensing Examination; and Track Administration MPA 503 Government and the 3.00 2 – Community Aging Services and Director, Advanced Certificate in Not-for-Profit Economy Administration. Management MPA 504 Computer Applications 3.00 Students in the M.P.A. Program who are taking (718) 488-1071 the advanced certificate courses as their [email protected] MPA 505 Analytic Methods 3.00 specialization may graduate with both the M.P.A. The 15-credit Advanced Certificate in Non- MPA 507 Public Policy Processes 3.00 degree and the advanced certificate. Profit Management is designed to provide professionals with varying backgrounds who are Master of Public Administration Advanced Certificate in Gerontology managers in non-profit organizations with the (HAD) Advanced Core Requirements: Administration essential elements of non-profit organization 12 Credits Advanced Certificate in Gerontology theory and management. The certificate consists of an overview of the non-profit sector, the MPA 602 Human Resources 3.00 Administration: 15 Credits Management organizations that carry out these important (Select Track I or Track II) missions and the management challenges they MPA 613 Health Systems Finance 3.00 Track I: Long-Term Care face. Courses within the certificate also address MPA 614 Healthcare Responsibility 3.00 Administration key management functions of human resources, finance and decision-making. and Accountability for Required Course: 3 Credits Administrators Students may apply certificate courses to the PM 738 Gerontology, The Process 3.00 M.P.A. degree by taking courses for graduate of Aging* MPA 616 Legal Aspects of Health 3.00 credit. Master of Public Administration Of the following, four (4) courses are required: 12 Credits (HAD) Specialization: 12 Credits MPA 602 Human Resources 3.00 PM 730 Health, Disease and 3.00 Management* Medical Care

Page 117 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

Advanced Certificate in Not-for- Credits: 3 Every Fall and Spring Profit Management Public Administration Courses

Not-For-Profit Management Advanced MPA 602 Human Resources Management Certificate Requirements: 15 Credits MPA 501 Principles of Administration An exploration of theories and practices of human The following courses are required: 12 Credits An introduction to public and not-for-profit sector resources management as they apply to the public MPA 602 Human Resources 3.00 administration, including organization and and not-for-profit sectors. Includes a review of Management management administration concepts and political recruitment, civil service, training, performance processes in the context of public policy, evaluation, job development, compensation MPA 603 Fundamentals of Public 3.00 intergovernmental relations, and policy impacts on systems, teamwork, empowerment, unionism, equal Budgeting and Financial public and not-for-profit agencies. employment opportunity, employee rights, privacy Management Credits: 3 and occupational health and safety. MPA 624 Not-For-Profit 3.00 Every Fall and Spring Credits: 3 Management Every Fall and Spring MPA 502 Organizational Theory and Behavior MPA 626 Legal, Ethical and 3.00 An examination of theories of organization, MPA 603 Fundamentals of Public Budgeting and Governance Issues in administrative processes, and formal and informal Financial Management Nonprofit Organizations relationships in organizations. Includes the An examination of public sector revenue Of the following, one course is required: 3 environment, leadership, structure, networks, generation, budgeting, accounting and auditing and Credits outputs and outcomes of organized action. their effects on managerial decisions. Includes a PM 741 Fund Raising 3.00 Credits: 3 review of budget systems, processes and politics, Every Fall and Spring and the preparation and justification of financial PM 742 Grant/Proposal 3.00 information and reports. Preparation MPA 503 Government and the Economy Credits: 3 An examination of the role of the public sector in Every Fall economic decision making. The nature of public United Nations goods as they relate to allocation, stabilization, and MPA 604 Administrative Responsibility and Certificate/M.P.A. Degree distribution functions of economic systems is Accountability studied, as are the role of private investment, This course is designed to explore the ethical As the world becomes more globalized and relations between government and private sectors, dimensions of our professional lives. Additionally, interconnected, the need for public administration privatization of public services, and the use of students will become more sensitive to the moral professionals who are grounded in international national income accounts. An analysis of fiscal constraints and pitfalls of public service in a affairs will increase. The Brooklyn Campus offers federalism, and the fiscal crises of the state are complex and dynamic society. By focusing on a collaborative program, which makes it possible included. Three credits. Offered every Spring and problem-solving methodology and formal ethical for students to complete both a United Nations alternate summers theories and their applications, this course will be Advanced Certificate and an M.P.A. This unique Credits: 3 useful in providing practical foundation for combination of programs provides a Every Fall and Spring decision-making in modern administrative comprehensive background in public management. administration with an in-depth overview of the MPA 504 Computer Applications Credits: 3 United Nations system and its specialized A review of computer applications that provides Every Fall agencies. Students begin this fascinating students with knowledge, hands-on experience and educational journey by earning the United Nations understanding of how computers and data provide MPA 606 Law for Managers Advanced Certificate and subsequently transfer support for management decisions. Students learn An introduction to the basic skills and perspectives into the M.P.A. Program when the certificate is spreadsheets, database management, query, and of the legal environments of the public, private not- completed or near completion. statistical skills. Students demonstrating proficiency for-profit, and quasi-public sectors. The objective of The United Nations Advanced Certificate may waive the course and select an additional the course is student understanding of the legal consists of 24 credits of graduate-level courses that elective. obligations, responsibilities and liabilities facing cover a broad range of topics including Credits: 3 managers in the three sectors. Important topics “Population Displacement and Migration,” Every Fall and Spring include basic provisions of the United States “International Human Rights,” “Modern Constitution, the exercise of delegation and MPA 505 Analytic Methods Diplomacy” and “World Social Development.” discretionary authority rule-making and regulatory An introduction to the methods, tools and uses of The M.P.A. Program consists of 48 credits, of processes and their economic impacts), contract, research as it applies to policy and administrative required (36 credits) and specialization (12 credits) tort, employment, duties and liabilities of managers problems. Includes a review and application of courses. A designated list of course matches or and professionals in health-care organizations, research design, data gathering and analytical equivalencies is located in the course of study area environmental law and privacy. concepts and techniques. and is approved by Long Island University and by Credits: 3 Credits: 3 the New York State Department of Education. For Every Fall Every Fall and Summer more information on the United Nations Advanced MPA 613 Foundations of Health Systems Finance Certificate, please consult the degree offerings of MPA 507 Public Policy Processes An examination of health-care finance topics, Richard L. Conolly College. An examination of the political system and the including government and private health insurance, political, administrative and delivery processes that reimbursement, fees, service contracts, rate-setting, yield public services. Includes agenda development, DRGs, capitated payments, managed care and the role of special interests, policy formation, multiple entities. Includes a review of financial analysis, implementation and evaluation. strategies and characteristics of various health

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 118 Brooklyn Campus organizations. Three credits. the theory and application of organizational concentration. The framework includes problem Credits: 3 communication for the working public sector background and environmental analysis, as well as Every Spring manager. Topics include personal and managerial an action plan for data collection and analysis. communication styles and how to use the media for The following pre-requisites are required for MPA MPA 614 Healthcare Responsibilities and effective communication. Specific types of 798-799: Accountability for Administrators communication include one on one and group MPA 501, 502, 503, 504, 505, 507 This course considers the ethical dilemmas that communication, written and verbal managerial and MPA 602 confront modern health service agencies and communication for conferences, business and MPA 603 or 613 institutions in the exercise of adminstrative advertising environments. This course will serve as MPA 604 or 614 or 624 authority. Coursework includes analysis of the an important tool for any aspiring or current sector MPA 606 or 616 or 626 problems of accountability, rights, equity, ethics manager. Four 700 level PM courses and the reconciliation of administrative processes Credits: 3 Credits: 3 with medial, constitutional, regulatroy and social Alternate Semesters Every Fall and Spring mandates encountered and utilized by governmnet organization in the administration of health systems MPA 787 Independent Study MPA 799 Capstone Project and public affairs. Students taking independent study are expected to Students carry out the plan proposed in MPA 798 Credits: 3 research an aspect or phase of a problem under the using a combination of data collection methods Every Spring supervision of a faculty adviser. The product of and analytic techniques. Teams prepare and present study is an evaluative report containing a thorough a report of their analysis and results. MPA 616 Legal Aspects of Health literature review and student assessment of the The following pre-requisites are required for MPA An examination of legal issues in health-care significance and impact of the substantive issue. 798-799: services, including governance; consents and With permission of director and dean. MPA 501, 502, 503, 504, 505, 507 patient rights; admission and discharge; malpractice Credits: 3 MPA 602 and liability of hospitals, physicians, nurses, On Occasion MPA 603 or 613 emergency crews; management duties and liabilities; MPA 604 or 614 or 624 medical records; immunity; medical staff rights and MPA 788 Graduate Internship MPA 606 or 616 or 626 privilees; end of life decisions; moral and ethical An opportunity for supervised work in a public, Four 700 level PM courses dilemmas. health, or nonprofit agency based on a plan Credits: 3 Credits: 3 approved by the faculty advisor and host agency Every Fall and Spring Every Fall supervisor. The product is a substantial research paper or management analysis of the host agency PM 700 Modern Management Issues MPA 624 Not-For-Profit Management and the student¿s performance in it. Recommended An examination of current management strategies This course focuses on the formation, financing for students lacking substantive experience in in the context of their genesis, antecedents, and managment of not-for-profit organizations, relevant organizations. strengths and weaknesses, methods of application including: the board of directors, the workforce, Credits: 3 in public, health and not-for-profit settings, and marketing, financial managment, fund raising, Every Fall comparisons with other management strategies. planning, leadership and the methods and Credits: 3 strategies that have been used successfully to MPA 789 Graduate Internship Every Spring manage not-for-profit organizations. The course An opportunity for supervised work in a public, also examines the role of not-for-profits in the health, or nonprofit agency based on a plan PM 702 Managerial Communication delivery of public services through fee for service, approved by the faculty advisor and host agency This course examines how people communicate contracts and reimbursement arrangements. supervisor. The product is a substantial research within public organizations. The course will cover Credits: 3 paper or management analysis of the host agency the theory and application of organizational Every Fall and the student¿s performance in it. Recommended communication for the working public sector for students lacking substantive experience in manager. Topics include personal and managerial MPA 626 Legal, Ethical and Governance Issues in relevant organizations. communication styles, and how to use the media Nonprofit Organizations Credits: 3 for effective communication. Specific types of This course examins the laws affecting the Every Spring communications include one on one and group establishment and operation of nonprofit communications, written and verbal managerial, orgnization, including incorporation and tax MPA 790 Graduate Internship and communications for conferences, business and exempt status, genreal liability, regulatroy An opportunity for supervised work in a public, advertising environments. This course will serve as compliance/reporting and contracts. The courses health, or nonprofit agency based on a plan an important tool for any aspiring or current public explores the roles, responsibilities, liabilties and approved by the faculty advisor and host agency sector manager. powers of directors, board members, trustees, supervisor. The product is a substantial research Credits: 3 officers and employees of nonprofit organizations. paper or management analysis of the host agency Every Fall and Spring In addition to the legal aspects, the nonprofit and the student¿s performance in it. Recommended ageny's advocacy responsibilities and opportunties for students lacking substantive experience in PM 703 Fundamentals of Management and ethical issues are examined and discussed in relevant organizations. Information Systems detail. Credits: 3 A survey analysis of the role of information systems Credits: 3 Every Summer in business strategy. Information systems are shown Every Spring to be facilitators of market penetration, competitive MPA 798 Capstone Seminar advantage and organizational change. The material MPA 702 Managerial Communications An integrative seminar using a team approach. is presented within an integrated framework, This course examines how people communicate Students develop a framework and design for portraying information systems as being composed within public organizations. The course will cover systematic analysis of a subject in their area of of organization, management and technology

Page 119 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 elements. Topics include: organizational and not-for-profit sector managers: legislative delegation provided by the public and the private sectors. This technical foundations of information systems; of power, administrative investigation, rulemaking, course provides students with both the economic applications of information systems in all levels of the relationship between citizens and the states, and social basis for making judgments about the decision making, including operational, tactical and adjudication, judicial review of administrative potential effectiveness of privatizing services in strategic decision making; management of action. different policy areas, such as education and health information as an organizational resource and Credits: 3 care. The course provides general guidelines as to various information architectures; emerging new On Occasion the nature of the services that are most information systems technologies; various appropriately provided by the private sector. When approaches to building information systems; and PM 710 Issues in Administration the public sector is determined to be the issues related to management of information An examination of selected themes, current appropriate provider of a service, then government systems. developments and emerging issues in the study of must determine whether to provide these services Credits: 3 administration. Topics vary. itself or contract-out for the service. The course also Every Fall and Spring Credits: 3 examines the principles and practices in the Alternate Semesters government contracting-out process ? the decision

PM 704 Policy/Program Evaluation whether to contract-out a government service, the PM 711 Organizational Development How does and can the policy maker and/or preparation of the Request For Proposals, the A survey of contemporary training and administrator determine the effects of policies and evaluation of the submitted proposals for the development problems, with emphasis on the actions? This course will attempt to answer this selection of the contractor, the preparation of the relationship between development and the question by examining the major approaches and contract document and the monitoring of the organization¿s personnel decisions. Techniques of developments in evaluating the impact of public selected contractors. Understanding the issues of personnel training are examined. policies and programs. Both quantitative and non- privatization and the contracting-out of public Pre-requisite of GBA 512 or MBA 613 are required. quantitative factors will be discussed. services enables students to be more effective Credits: 3 Credits: 3 managers and responsive to citizens. On Occasion On Occasion Credits: 3

PM 712 Work People and Productivity On Occasion PM 705 U.S. Social Policy An analysis of the problems of the occupational An analysis of government health and welfare PM 716 Public Administration and Citizen environment in small and large enterprises. policies affecting an individual¿s income level and Participation Emphasis is on the practical problem solving that is life opportunities, including an analysis of policy This course will explore public participation in of immediate concern to the participants. Topics formation, implementation, and impact on social association with public administration processes in include: new approaches to motivation, attitudes, problems. a time of concurrent criticism, pressure, and apathy job satisfaction, job enrichment, monotony, fatigue, Credits: 3 directed towards existing institutions. The working conditions and conflict resolution, quality On Occasion engagement of citizens in public administration will circles, and productivity. be examined as a potential challenge and as a PM 706 Comparative Administration Pre-requisite of GBA 512 or MBA 613 are required. potential support for public management. Different The class is designed to provide an introduction to Credits: 3 forms and degrees of participation will be looked at the field of comparative public administration. The On Occasion in case studies included in our texts. Students will class will examine the varying approaches to be encouraged to relate course topics to everyday bureaucracy, administrative structure, policy PM 714 Policy Analysis and Program Evaluation life and work experience. formulation and implementation in the light of Policy analysis and program evaluation are more Credits: 3 variations in social, cultural, and political contexts. steps in a process than separate endeavors. Policies are chosen on the basis of forecasts of needs and On Occasion This will include an overview of basic theories of expected results, then selected policies are bureaucracy and how they function and theoretical PM 720 Public Finance and Fiscal Policy implemented. Implementation then is evaluated approaches to comparative analyses of performance A study of the theory and practice of governmental to determine actual effects, and these results are based on changing variables. The course will also taxation, expenditure and debt and their used to adjust policy goals and implementation touch upon understanding variations in efforts for relationships within the framework of fiscal policy. (processes ranging from regulations to programs) to administrative reform. The impact of government Credits: 3 better achieve desired results and ensure structure on diverse constituencies will be examined Alternate Semesters to better understand the effectiveness of varying accountability. Policy processes are iterative approaches to public management and and interactive. This course provides students with PM 722 Advanced Cost/Managerial Accounting organizational development. basic understanding of needs assessment, policy Selected cases and problems provide the forum for Credits: 3 analysis and program evaluation, as well as practice the discussion of current cost concepts and their On Occasion in applying tools used in each type of analysis, or applications and limitations. The aim is to develop applicable to all of them. Through students¿ ability to analyze business problems and PM 708 Labor Relations use of text material, cases and both quantitative and to make decisions concerning the appropriateness A study of the interaction of the labor movement qualitative assignments, students will hone their of cost-accounting methods in specific and management in the public and not-for-profit knowledge of policy processes and limitations, and situations.(45 CPE credits) sectors. Collective bargaining impacts on policy and develop assessment skills. The pre-requisite of ACC 501 or equivalent is budget are examined. Strategies and public opinion Credits: 3 required. are considered. On Occasion Credits: 3

Credits: 3 On Occasion On Occasion PM 715 Privatization and the Contracting-Out of Public Services PM 726 Internal Auditing PM 709 Administrative Law Governments, through elected officials, make An examination of the principles of internal A look at public law concepts that affect public and decisions concerning which services should be auditing as they apply to large corporate enterprise.

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 120 Brooklyn Campus

(45 CPE credits) development and marketing, pricing and delivery treatment and multiple disparities among The pre-requisite of ACC 501 or equivalent is strategies, reimbursement methods, utilization minorities. required. review, quality assurance and control, management Credits: 3 Credits: 3 information systems, Medicare and Medicaid, and Every Fall On Occasion trends. Credits: 3 PM 739 Long-Term Care Administration PM 727 Financial Statement Analysis On Occasion This course examines the special administrative and An analysis of financial trends and corporate organizational methods, social systems and reports for solvency, quality of earnings and PM 732 Public Health and Regulation population that are attributable to all kinds of forecasting implications. Analytical techniques for An analysis of the role of government in the health residential and long term care facilities, as separate financial analysis and their use in development of field, including concepts and practices in health entities from acute care hospitals. It includes an capital markets and instruments are reviewed and policy and regulation, especially the overview of the long term care continuum, discussed, as are the principles and practices of the implementation of regulatory policy as it affects including community care, management issues, Securities and Exchange Commission. (45 CPE health providers. Medicare and Medicaid, finance, pertinent laws and credits) Credits: 3 regulations, and patient/resident requirements and The pre-requisite of ACC 501 or equivalent is Every Spring needs. Care and treatment standards will be required. reviewed and discussed, as well as policy changes Credits: 3 PM 733 Economics of Health and government trends associated with the new Every Fall and Spring An examination of health-care delivery as an paradigm of aging in the 21st Century. economic activity. Focus is on determination of Credits: 3 PM 728 Managing Human Behavior in Public demand for health care and supply of services Every Spring Organizations available. Consideration of various methods for The course examines the range of issues concerning achieving equilibrium in health care and PM 741 Fund Raising managing people in the workplace. It reviews government¿s role via licensure, regulation, An examination of revenue strategies for not-for- current theories and the latest research concerning financing, and planning. profit organization fund-raising, including human relations in organizations. Students gain an Credits: 3 membership, donations, programs, foundations understanding of the "people skills" necessary to be On Occasion and government agencies. The focus is on which successful in the world of work. The course strategies work for what organizations, how to explains the major theories of workplace human PM 736 Quality Performance Management identify organizational needs and appropriate relations and behavior and the application of The course includes a study of external methods of funding sources, and how to successfully petition psychology to management in the public sector. quality review, internal methods of assessing quality funding support. The prminent focus is on understanding the self (process and outcomes measurement and Credits: 3 and others; role of perception and personality; monitoring criteria), strategies for developing the On Occasion leadership versus management; effective quality infrastructure and integrating it into a group/team collaborations; the need for flexibility quality management program, the use of PM 742 Grant/Proposal Preparation and adaptation to change. Additionally, the management information systems in quality, and An introduction to the process of developing and courses will highlight interviewing strategies, self- the balancing of quality and costs. writing a proposal for project funding and an marketing, oral presentattions, and finding ways t Credits: 3 examination of key management techniques and enhance persoanl strengths and minimize Every Fall decision tools needed to coordinate successfully the weaknesses. process of proposal development and PM 737 Mission-Based Marketing Credits: 3 implementation within an organization. An examination of planning and marketing in Every Fall and Spring Credits: 3 health-care, human service and non-profit On Occasion PM 730 Health Disease and Medical Care organizations, including market research and An overview of the political, economic, social and forecasting, application of research information and PM 743 Aging Policy in the Community epidemiological characteristics of health and planning principles, translation of goals into action This course examines the options including social medical care. The forms of health services priorities, development of action plans, and supports, health care, housing and recreation that financing, organization and delivery systems in the evaluation of results. older community dwelling residents have. United States and other industrialized nations, Credits: 3 Psychology, personality, gender, personal history, processes of health and disease in individuals and On Occasion gentrification, residential segregation and policy societies, and the moral and ethical issues facing issues including economics are presented. PM 738 Gerontology: The Process of Aging health-care decision makers are examined. Additionally, data pertaining to the aforementioned The course examines the multidisciplinary field of Credits: 3 items are examined. gerontology and provides students with an overview Every Fall and Spring Credits: 3 of the current "state-of-the-art" and the critical issues On Occasion PM 731 Managed Health-Care Systems and controversies that confront individuals as they An examination of the various forms of managed grow older. The course examines the theories, PM 744 Bereavement: Psychological, Cultural and health-care plans and organizations that addresses processes and consequences of aging from both the Institutional Perspectives the financing, organization and delivery aspects of individual and societal perspectives. A range of This course is designed to explore the stages and each form from a management perspective. The issues are presented, including: physical, social, issues related to dying and grieving. Cultural purpose is to provide students with a knowledge psychological, health, family, race, ethnicity, gender, diversities in the grieving process will be identified. base from which to develop and implement sexuality, retirement, economics, social work and Myths and ideas that inhibit, isolate and interfere effective management processes for managed care social policy. Comparisons among African with the bereavement experience will be examined. services. Among the topics covered are the legal and American, White, Hispanic, Asian, and Native Political, medical, legal and ethical issues will be regulatory environment, public opinion, product American are offered especially in view of unequal analyzed. Students' values, attitudes and fears will

Page 121 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 be explored in order to inform their interventions. states in the Third World and the post-Cold War Credits: 3 Social, cultural and personal issues that govern a period; and the struggle of states to achieve national On Occasion person's reaction to death and dying will be identities and cultural, economic and political highlighted. In addition, students will learn to independence. Nonviolent as well as revolutionary- PM 785 Urban Sociology design organizational structures for interdisciplinary nationalist patterns are discussed as are the A review of the development of cities and the assessments and service delivery in settings serving difficulties of achieving viable state-directed specific life patterns and problems of urban life and the dying and bereaved. national societies in the global order. (Same as PM of urbanization as a process of major social change Credits: 3 768.) bringing about new forms of social organization, On Occasion Credits: 3 value systems, power structures and ideology. On Occasion Trends in urban and suburban developments are PM 745 Health and Retirement Planning in Elder discussed. Care PM 769 World Social Development Credits: 3 The course addresses critical issues affecting health A consideration of the world social situation, On Occasion and retirement among older adults, and the including such subjects as health, food and relationship between gerontology and legal estate nutrition, housing and urban planning, education, PM 787 The Role of Ethnicity in the Metropolis planning issues at the core of our discussions. This employment, and social development in developing A consideration of the roles played by some of New course examines estate, disability and retirement areas. York City's ethnic, cultural and national groups in planning tools used by elder law attorneys with Credits: 3 the development of urban neighborhoods. analyses of laws, regulations and programs upon Every Spring Credits: 3 which planning is based. Topics include advnaced On Occasion directive, power of attorney, long-term care and PM 770 International Economics PM 788 Urban Economics Medicaid, long term care insurance, and planning A study of the theories of international trade. An analysis of economic problems arising in the for asset distribution on death. Special attention is paid to comparative costs and modern urban areas of the United States. Credits: 3 factor-proportion theories, problems of balance of Discussion centers around the causes of such On Occasion payments, commercial policies and international monetary arrangements. problems and possible alternative solutions. PM 747 Nutrition Policy Across the Lifecycle Credits: 3 Relationships among city and state governments The purpose of this course is to examine the On Occasion and the federal government receive due relationships among food, nutrition and health for consideration. adults in the context of public policy formation and PM 772 International Economic Relations Credits: 3 implementation at federal, state and local A study of the current economic relations among On Occasion government levels. Of particular interest in this the nations of the world. Discussion centers around PM 793 Criminology examination are intended and unintended such topics as commercial policies of nations, A systematic analysis of crime in modern society, consequences for individuals of public policies on international monetary relations, the WTO and including discussion of the major types of crime, food availability, prices, consumption and health. UNCTAD, OECD's relations with less developed the theories that help explain such crimes, and the The course reviews major areas of food and countries, common markets of free world procedures for dealing with offenders. nutrition policy at various levels of government as economies, and the problem of international Credits: 3 well as social and political forces that result in integration. Credits: 3 On Occasion particular policies an din major changes in policy, for example recent revisions in the food pyramid. Alternate Years PM 795 Race Relations and Intergroup Tensions Credits: 3 PM 773 Comparative Economic Systems An examination of race relations as a major source On Occasion of intergroup tensions. An examination of market and non-market systems. Credits: 3 PM 761 Management of International Attention is devoted to capitalism, socialism and communism. Discussion focuses on the institutions On Occasion Organizations A focus on structural and managerial issues within of U.S. capitalism and the problems of converting a international organizations and an examination of planned economy, such as the former U.S.S.R., to a the tools needed to function within such an market system. The economic systems of Europe, environment. China and Japan are studied. Credits: 3 Credits: 3 On Occasion On Occasion

PM 767 International Organization, The United PM 780 Computer Technology Application to Nations and its Affiliated Agencies Metropolitan Affairs A study of the theories, origins, functions and The use of computer technology in metropolitan operations of international organizations. The matters. An overview of general applications with principal organs of the United Nations, with specific attention to geographic formation systems. emphasis on the General Assembly and the Security Credits: 3 Council, are examined. On Occasion

Credits: 3 PM 781 Urban Government and Politics On Occasion A study of the management and organization of PM 768 Contemporary Nationalism American cities; politics and changing An analysis of the phenomenon of nationalism: its constituencies; and the impact on community historical roots in Europe; the emergence of new participation, city management and mayoralty.

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 122 Brooklyn Campus

SCHOOL OF EDUCATION

Long Island University’s Brooklyn Campus School of Education prepares teachers, counselors, administrators and school psychologists for the challenges and the rewards of working in urban settings. Through rigorous and stimulating programs of study, students have the opportunity to work in urban schools and in a broad range of educational and/or mental health settings; to develop an inquiry stance toward practice; to integrate theory and practice; and to achieve high standards of practice. Graduates of our programs acquire the experiential knowledge that is essential for interacting with and guiding children and families in urban communities. All specialties, undergraduate and graduate, within the Teacher Education Program are accredited by the Teacher Education Accreditation Council (TEAC). Our programs are designed to ensure that our graduates keep pace with changes and innovations in their chosen fields. The School’s KEEPS Mission, its urban location and its nationally recognized faculty, make it an exciting place to study! Structures Within the School of Education The School of Education comprises two departments: The Teaching and Learning (TAL) and Human Development and Leadership (HDL) departments provide educational opportunities leading to rewarding careers serving urban youth and families. TAL offers undergraduate and graduate degree programs in multiple teacher certification areas. HDL offers graduate programs in school counseling, mental health counseling, school psychology and educational leadership. Our professors are experts in these fields, with a range of experience that enables them to bring best practices into the classroom. All programs incorporate fieldwork throughout the curriculum and draw upon long-term relationships with schools and organizations in New York City that offer placements that are well suited to students' needs and interests. Please consult the sections below describing in detail each department and its offerings. For information, please contact the Dean’s Office at 718-488-1055, fax 718-488-3472, or visit the website at www.liu.edu/brooklyn/soe. Find us on Facebook at www.facebook.com/groups/LIU.SOE.BK.

Cecelia Traugh Dean [email protected]

Amy Ginsberg Associate Dean [email protected]

Shinelle Romeo-Walcott Office Manager [email protected]

Kathleen Prince Secretary for HDL [email protected]

Carolyn Patterson Secretary for TAL [email protected]

Page 123 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

KEEPS: The School of multifaceted knowledge needed in the acts of range of possibilities, enabling our capacity both to teaching and learning, as well as spurring the act and to transform. Education’s Mission Statement dynamic and simultaneous use of interdisciplinary Brooklyn Campus educators are comfortable knowledge required in educating children. with inquiry and persevere with questions. We The KEEPS mission statement of Long Island Brooklyn Campus educators are interested in extend what learners bring by asking questions University’s Brooklyn Campus School of reading closely and writing carefully and that widen their horizons of knowledge and Education addresses one of the most important extensively, and they understand that in doing so, experiences. We set up and construct learning questions in urban education today: How can they are constructing and developing their own contexts that stimulate active learning and the urban educators be expertly prepared to meet knowledge about texts and the world, about the learner's curiosity, inquisitiveness and rising standards? One of the many strengths of the students with whom they work and the imagination. The Learning Center for Educators School of Education is that many of its future and communities from which they come, about schools and Families (LCEF) provides experiences practicing educators are themselves urban and classrooms. Varied modes of writing and working with children and teachers in curriculum- dwellers, immigrants, or members of ethno- discussing are used throughout the curriculum to related tasks, imagining, inventing, and linguistic and racial minorities. Thus, many of its generate deep knowledge of academic texts, investigating. LCEF also provides opportunities to educators bring to the classroom the experiential children and learners, teaching practice, and one conduct observations of student practice and to knowledge of urban and minority communities, another. Technology is used to increase carry out research on the learning and essential to educating the children and families in connections and interrelatedness and thus support development of children, adolescents and adults. those communities. The KEEPS mission is the construction of knowledge. EMPATHY that rests on the human uniqueness designed to help all urban educators meet rising We value knowledge constructed over time and and capacity to develop, as well as responsiveness academic standards, while also meeting thus collect our work and that of the students with to the needs and interests of urban learners and performance standards that are based on the whom we work longitudinally. We actively use communities. Brooklyn Campus educators know experiences and life of urban schools and their our collections of work to deepen reflection and that no two students are identical, as each person children. generate knowledge. We're responsible thinkers, comes with his or her own world of experiences KEEPS MISSION IN BRIEF capable of reflecting on our own work, forming and beliefs, innate talents and learned skills. We KEEPS: The desired qualities of Long Island our own opinions, and using our knowledge to act believe in the potential of all students and seek to University’s Brooklyn Educators. independently in socially responsible ways. help students build on their strengths and abilities. To carry on the important mission of the ENQUIRY or the collective discipline of We are deeply committed to the idea that all Brooklyn Campus School of Education, we value: observation, reflection, and non-judgmental learners are capable of reaching their own unique KNOWLEDGE and intellectual inquisitiveness description of children and their school work, as potential. As empathic and caring educators, we about children, schools and the world. well as descriptive inquiry of teaching and are interested in attending to each individual ENQUIRY, or the collective discipline of professional practice. student. To accomplish the goal of helping observation, reflection, and non-judgmental Brooklyn Campus educators value being active individual students grow, we seek to understand description of children and their school work, as inquirers, curious about social and natural the unique perspectives and backgrounds of our well as descriptive inquiry of teaching and phenomena, able to imagine, and to invent. We're students and their social context, and work within professional practice. seriously reflective, and take time to study, reflect their frames of reference to help them accomplish EMPATHY that rests on the human uniqueness on words and texts, observe, research, collect what they seek. The curriculum of the School of and capacity to develop, as well as responsiveness work. We observe learners and their work closely Education uses collective inquiry, collaborative to the needs and interests of urban learners and and are able to describe them accurately while group work, and interactive dialogue journals to communities. withholding judgment. We also value description create a caring community of learners. From the PLURALISM and attention to differences and and reflective review of our own teaching practice. very beginning, the curriculum includes field- to inclusion of all in the learning community of We attach great importance to our ability as a based practices with individual children and schools and the wider community. group to inquire collectively into these matters and families, building up the close familiarity that is SOCIAL COMMITMENT and the building of to include the voices of all members of the required for empathy. a just and democratic society. learning community, regardless of rank or The curriculum also develops students' KEEPS MISSION IN DEPTH function. We value acknowledging the range of ethnographic skills to study communities and to KNOWLEDGE and intellectual inquisitiveness attitudes, beliefs, experiences, knowledge and build transcultural understanding and empathy. about children, schools and the world. lenses of the group involved in the collective PLURALISM and attention to differences and Brooklyn Campus educators are intellectually inquiry, and we look for the common threads as to inclusion of all in the learning community of rooted in the liberal arts, sciences, and pedagogy. community is shaped. We use our collective schools and in the wider community. We value knowing about the world, its people, inquiry to shape community and to create Brooklyn Campus educators value the languages and cultures, its natural and physical knowledge as a base for action, review, and sociocultural and sociolinguistic pluralism of a aspects, and its texts. We attach special importance constant regeneration and transformation. global world, and especially of New York City's to how to use that knowledge to teach others and The School of Education's curriculum includes children and communities. We strive to acquire the work with urban children and adolescents in specific courses that develop the foundational different experiential knowledge bases that diverse schools. discipline of collective descriptive inquiry as it communities have, to find commonalities in the The curriculum of the School of Education applies to children, classrooms, and schools, and it human experience, and to shape a transcultural advances this value by deepening the provides ample opportunity to practice descriptive learning context, a third space, that is inclusive of understanding acquired in liberal arts and sciences inquiry both in college classrooms and in schools. differences. We attach importance to general education and major courses and We read the best literature available, supporting understanding the sociohistorical and sociocultural contextualizing that knowledge through the world the development of educators' habits of being contexts of diverse groups, most especially of of schools and that of their clients -- children and active inquirers, remaining "wide awake" in the African-American and Latino communities, adolescents, families, as well as teachers and other words of Maxine Greene, being attentive to groups who are historically underrepresented in school professionals. Foundational courses are differences, and being able to withhold judgment. the U.S. overall, and yet overrepresented in interdisciplinary, attempting to deepen the This creates an inclusive space with an expanded Brooklyn schools, and we use this knowledge in

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 124 Brooklyn Campus teaching. We also value ethnographic processes of by education faculty members, so they can create CUE incorporates descriptive inquiry to enact its observation and participation that enable us to gain positive learning environments, which can be values. understanding of the complex and dynamic replicated in the classrooms of the teachers and the The CUE Community pluralism of communities. future classrooms of the pre-service teachers. The In its efforts to further its mission, CUE has The curriculum of the School of Education faculty work to make it a place where theory and developed a multi-faceted community of future advances this value by recognizing ethnic, racial, what it means to become a teacher converge with teachers, university professors, and teachers and gender, language, and ability differences, and by practice in a supportive risk-free environment. The administrators in public schools. CUE works with framing issues of child development, language and students engage in inquiry-based study in the New York City public schools, forms literacies, and teaching and learning within reading, science, math and social studies methods collaborations with educators both within and sociocultural and sociohistorical contexts. All classes that meet at LCEF. beyond Long Island University Brooklyn Campus courses in the School of Education's curriculum LCEF has a state of the art computer lab as well and supports publications and the annual CUE. pay particular attention to the education of learners as Smart Boards thus enabling faculty and students with disabilities and those who are bilingual, to use technology in a meaningful way in their bidialectal, or learning English. While developing own studies as well as developing relevant knowledge of specific skills and approaches curriculum for their own classrooms. needed to educate different groups of learners, for The Family University (FUN) After School different purposes, and in different contexts, we Program for the children of Long Island also develop strategies for inclusion of all learners. University’s Brooklyn Campus students is housed SOCIAL COMMITMENT and the building of at LCEF and provides a setting for teacher a just and democratic society. education students to see creative arts and Brooklyn Campus educators are committed to community-building activities in action. It is used making sure that all students, regardless of race, as a fieldwork site for students in education, social class, gender, language, sexual orientation or work, music and art programs. The children’s abilities, receive equitable educational services. presence in the building alongside the teacher We value the importance of inclusion in education education students serves as a reminder that theory and the merits of children from diverse educational and practice can be integrated. and ethnic backgrounds learning together. We Teacher Resource Center understand the relationship between our The Teacher Resource Center (Pratt #250), part educational and social roles, as we advocate for of Long Island University’s Brooklyn Campus children and learners and the transformation of School of Education New Teacher Support classrooms and schools, toward the building of a Services (Pratt #216), was created to provide the better and more just world. In addition, we require resources and workshops to help new teachers feel that students demonstrate academic integrity, more successful in their classrooms. Materials are professional responsibility and ethical behavior in available to instructors as well. their scholarship and practice. The Center, open Monday through Thursday, The School of Education's curriculum has from 3 p.m. to 7 p.m. (Fall/Spring/Summer strong field-based practices and develops semesters), welcomes students and instructors to democratic plural communities of learners and come in and browse, get work done, use the educators who are actively engaged in the computers, have a cup of tea or coffee, and meet transformation of urban schools and classrooms. with other teachers. A teacher resource center The curriculum prepares educators for social annex is housed in LCEF. action, empowering them to transform practices, Center for Urban Educators (CUE) curricula, and schools, so as to build a more just CUE’s Mission world. The mission of the Center for Urban Educators (CUE) is the reform of urban teacher education. School of Education Resourses The vision of teaching and schools guiding the Center’s work is one that supports teachers as The School of Education is also home to the socially responsible people who are intellectually Learning Center for Educators & Families engaged and act as advocates of children, parents, (LCEF), a Teacher Resource Center, and the and their communities. The Center works within Center for Urban Education. the School of Education of Long Island Learning Center for Educators & Families University’s Brooklyn Campus and in partnership (LCEF) with New York City public schools. The Learning Center for Educators & Families CUE’s Philosophy (LCEF) is the off-campus extension of Long CUE’s core values are beliefs in human Island University’s Brooklyn Campus School of capacity and worth and in the importance of Education. LCEF provides a supportive educating for democracy. The Center puts diverse environment for prospective and practicing perspectives and experiences alongside each other teachers, which allows them to hone their skills. In with the aim of getting beyond convention and service of these aims, LCEF provides meeting creating new possibilities for teaching. In order to space for the School of Education faculty and for create these opportunities, CUE supports groups of teachers from the NYC schools to educators’ use of observation, description, and collaborate and work on various projects together. story as ways of generating understanding out of The classrooms at LCEF are used exclusively the lived experiences of teaching and learning.

Page 125 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

HUMAN DEVELOPMENT applications more thoroughly assessed to approximately 30 minutes in length: determine if they will be accepted for full • Applicants respond to questions pertaining to AND LEADERSHIP matriculation. Late applicants with an their individual, relational, educational, and undergraduate or previous graduate grade point vocational experiences that have contributed to The Department of Human Development and average below 3.0 will be eligible for limited their desire to pursue graduate study in Leadership strives to inspire graduates to become matriculation and permission to register for up to 6 counseling and questions pertaining to their effective and compassionate professionals who credits during their first semester. During that educational and career goals. bring positive change to the communities they semester, these students are interviewed and their • Applicants are provided with clinical vignettes serve. The Department is committed to affording applications more thoroughly assessed to and asked questions pertaining to their thinking access to professional graduate study to determine if they will be accepted into the about them. individuals of all backgrounds; to providing program, either for limited for full matriculation. Time is also allotted for applicants to ask quality education and training that prepare students When a student’s status is changed, the department questions of the faculty about the program and the to work in a variety of settings, primarily in the notifies the Admissions office. University. urban community; and to tailoring instruction and Application Materials Applicants are evaluated on verbal and non- providing individual assistance to help students All candidates must submit the following: verbal communication skills, interpersonal meet high standards of knowledge, skills and • A completed LIU/Brooklyn graduate interaction, and appropriateness of responses. dispositions. These three pillars — access, quality admissions application, including a personal The Review and Notification Process and tailored instruction — are the foundation upon statement Graduate applications are submitted to the which the Department rests. • Official transcripts of all undergraduate and Brooklyn Campus Admissions Office and Professor Nass graduate study forwarded to the department once they are Professor Emeritus Pascale • A current resume (curriculum vitae) complete. The application form, personal Associate Professors Ginsberg (Associate Dean), • Two letters of recommendation from persons statement, all transcripts, letters of Jacobs, Lieberman, Livanis (Chair), Short familiar with the applicant’s work or academic recommendation, and resume must be received by Assistant Professors Mulligan, Pregot, Williams performance (i.e., employer, supervisor, former Admissions before the applicant review process Assistant Professor (Visiting) Agaskar professor). begins. Adjunct: 15 Application Review Criteria On a monthly basis, the program faculty The Department of Human Development and GPA: A minimum grade point average of 3.0 reviews completed applications that have been Leadership offers the following programs: from undergraduate or previous graduate study is forwarded from Admissions to the department. • School Counseling (M.S.Ed., Advanced required for full matriculation. Applicants with a The department then contacts applicants whom Certificate) 2.50 – 3.0 GPA are considered for limited they have selected to be interviewed and • Bilingual School Counseling (M.S.Ed., matriculation. If admitted with limited interviews are scheduled. The remaining Advanced Certificate) matriculation status, students may take a applicants are notified that they are not accepted. • Mental Health Counseling (M.S., Advanced maximum of 6 credits each semester for two Applicants who are not accepted may request Certificate) semesters and must attain an overall grade point recommendations for strengthening their • School Psychology (M.S.Ed., optional average of 3.0 to continue in the program and application for future submission. Applicants who specializations in early childhood and bilingual) become fully matriculated. After 12 credits on seek to be reconsidered for acceptance in a future • Educational Leadership (Advanced Certificate) limited matriculation status, students with under a semester may submit an updated application at that

3.0 grade point average may not be permitted to time, with indication in the personal statement of continue in the program. how the applicant responded to the direction COUNSELING PROGRAMS Writing: A personal statement of 500 words or provided by the faculty when not previously

less is analyzed in terms of both content and prose. accepted to the program. ADMISSIONS REQUIREMENTS The successful applicant demonstrates an Within approximately one month after being Deadlines & Important Dates understanding of what has led them to pursue interviewed, applicants are informed of their Applications are considered through a modified graduate study in counseling. Educational and acceptance status. rolling admissions process. To be considered for career goals are expected to be consistent with our Submitting an Application for Admission full matriculation in the fall semester, applications program mission and curriculum. Organization, All applicants must apply for admission to must be submitted by June 1st of the previous cogency, and grammar are taken into Long Island University’s Brooklyn Campus. spring. To be considered for full matriculation in consideration, with a well organized, well- Please apply online at My LIU or use the Apply the spring semester, applications must be reasoned, grammatically accurate written Now link in the top navigation bar of the Campus’ submitted by November 1st of the previous fall. presentation required for admission. website. For more information on the admissions These deadlines permit the review process to occur Resume/Vitae: Applicants’ experiences process, visit the Office of Admissions website or in its entirety, which includes both a thorough (including volunteer work and training in addition call 718-488-1011. examination of the application materials and an to employment experience) should demonstrate in PROGRAM REQUIREMENTS applicant interview. breadth and/or depth a developed commitment to Continued enrollment in this program is Applications that are received after these dates serving others in a helping capacity. contingent upon: (i.e., June 1 for fall admission; Nov 1 for spring Interview • Maintenance of a 3.0 Grade Point Average admission) are considered for limited After a thorough examination of application • Prompt resolution of any INC or UW Grades matriculation on a provisional basis. Late materials, program faculty interview selected • Satisfactory student disposition in the areas of applicants with an undergraduate and/or previous applicants, often in small groups. Interviews take attendance, preparedness, attitude toward graduate grade point average of 3.0 or above may place throughout most months of the fall and learning, response to feedback, reflectiveness, be accepted on a limited matriculation basis and spring semesters and in early summer. Morning, classroom engagement and participation, permitted to take up to 12 credits (a full load of afternoon, evening and weekend interviews are expressive coherence, and professionalism. courses) during their first semester. During that arranged. Interviews are one hour in length. Each of these requirements is addressed in semester, these students are interviewed and their Interviews typically consist of two parts, each greater depth in the Counseling Student Handbook

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 126 Brooklyn Campus provided to all students upon enrollment in the Education Requirements contemporary practice of school counseling, program. These requirements are also addressed in All of the following core courses are required: school-based research, program development and a student orientation that occurs at the start of each evaluation, advocacy, leadership, collaboration HDL 615 Professional Issues and 3.00 fall and spring semester. and consultation. As with our master’s degree in Ethics in Counseling school counseling, our 24-credit Advanced SCHOOL COUNSELING AND HDL 649 Counseling Theories and 3.00 Certificate in School Counseling is registered with Applications the New York State Education Department as BILINGUAL SCHOOL satisfying the educational requirements for HDL 652 Human Development 3.00 provisional certification as a school counselor. COUNSELING Across the Lifespan Permanent certification requires a total of 60 JOB OPPORTUNITIES AND CAREER HDL 654 Counseling Skills & 3.00 credits and two years experience as a school TRENDS Processes counselor.

State-certified school counselors and bilingual HDL 659 Counseling and A 3.00 school counselors are uniquely qualified to address Pluralistic Society School Counselor Advanced students’ academic, personal/social and career Certificate Requirements HDL 660A Group Work 3.00 development needs by designing, implementing, All of the following courses are required: evaluating and enhancing a comprehensive school HDL 668A Assessment and 3.00 HDL 661A School Counseling 3.00 counseling program that promotes and enhances Diagnosis in Counseling Practicum student success. School counselors are essential Diverse Populations members of the education community. School HDL 665A School Counseling 6.00 counselors help students achieve academically, HDL 682 Career Development and 3.00 Internship I develop both personally and socially, and consider Counseling HDL 666A School Counseling 6.00 future educational and career avenues. If you are All of the following specialty courses are Internship II interested in a challenging career within the required: HDL 705 Foundations of School 3.00 educational system outside of the classroom, and HDL 705 Foundations of School 3.00 Counseling you want to make a real difference in the lives of Counseling young people, you will find a career in school HDL 708 School Counseling 3.00 HDL 708 School Counseling 3.00 counseling to be enjoyable and gratifying. Research, Program Research, Program Professional school counselors are employed in Development and Development and all levels of K-12 school systems. According to the Evaluation Occupational Outlook Handbook, 2010-11 Evaluation HDL 711 Advocacy, Leadership, 3.00 Edition, employment for school counselors is HDL 711 Advocacy, Leadership, 3.00 Collaboration and expected to grow by 14 percent between 2008 and Collaboration and Consultation in School 2018, which is faster than the average for all Consultation in School Counseling occupations. “States require elementary schools to Counseling employ counselors. Expansion of the All of the following specialty practice courses responsibilities of school counselors also is likely are required: M.S.Ed. in Bilingual School to lead to increases in their employment. For example, counselors are becoming more involved HDL 661A School Counseling 3.00 Counseling in crisis and preventive counseling, helping Practicum The 51-credit M.S.Ed. in Bilingual School students deal with issues ranging from drug and HDL 665A School Counseling 6.00 Counseling provides students with core knowledge alcohol abuse to death and suicide.” Internship I in professional issues and ethics, counseling HDL 666A School Counseling 6.00 theories, human development, counseling skills, M.S.Ed. in School Counseling Internship II group work, assessment, and career development.

Building upon these core content areas, the The 48-credit M.S.Ed. program in school bilingual school counseling program focuses counseling provides students with core knowledge Advanced Certificate in School specifically on the development of knowledge and in professional issues and ethics, counseling skills necessary to work in today’s schools: theories, human development, counseling skills, Counseling contemporary practice of school counseling, group work, assessment, and career development. The 24-credit Advanced Certificate in School school-based research, program development and Building upon these core content areas, the school Counseling is for students who already have a evaluation, advocacy, leadership, collaboration, counseling program focuses specifically on the master’s degree in counseling and wish to meet the consultation, and counseling ethno-linguistically development of knowledge and skills necessary to educational requirements to become certified as a diverse students and families. Our 51-credit work in today’s schools: contemporary practice of school counselor. To enter this program, students’ M.S.Ed. in Bilingual School Counseling is school counseling, school-based research, program graduate transcript in counseling must reflect registered with the New York State Education development and evaluation, advocacy, leadership, coursework in professional issues and ethics, Department as satisfying the educational collaboration and consultation. Our 48-credit social and cultural diversity, human growth and requirements for provisional certification as a M.S.Ed. program in school counseling is development, career development, helping school counselor and the bilingual extension for registered with the New York State Education relationships, group work, and assessment. practice as a bilingual school counselor. Department as satisfying the educational Building upon these core content areas, the school The New York City Department of Education requirements for provisional certification as a counseling advanced certificate program focuses has created a Graduate Scholarship Program to school counselor. specifically on the development of knowledge and address the staffing needs in critical shortage areas skills necessary to work in today’s schools: School Counselor Master of Science in and to improve the delivery of service to New

Page 127 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

York City Public School students. This program All of the following specialty practice courses HDL 708 School Counseling 3.00 prepares participants to serve in the areas of are required: Research, Program Bilingual Special Education, Monolingual and HDL 661B Bilingual School 3.00 Development and Bilingual Speech Language Pathology/Audiology, Counseling Practicum Evaluation Monolingual and Bilingual Visually Impaired, HDL 665B Bilingual School 6.00 HDL 711 Advocacy, Leadership, 3.00 Bilingual Guidance Counselor, Bilingual School Counseling Internship I Collaboration and Psychology, and Bilingual Social Worker. The Consultation in School scholarship program offers uncertified candidates HDL 666B Bilingual School 6.00 Counseling a traditional path to certification by way of a Counseling Internship II master's degree in a traditional teaching or clinical HDL 726 Counseling 3.00 shortage area. The primary objective of the Advanced Certificate in Bilingual Ethnolinguistically scholarship program is to provide full tuition Diverse Students and payments to eligible students enabling them to School Counseling Families obtain New York State certification and to seek a rewarding career in education. Successful program The 18-27-credit Advanced Certificate Program candidates are required to provide service in a in Bilingual School Counseling is for students who MENTAL HEALTH high-need New York City Public Schools upon already have a master’s degree in counseling and COUNSELING completion of the program. Two (2) years of wish to meet the educational requirements to service is required for every year the scholarship is become certified as a school counselor with the JOB OPPORTUNITIES AND CAREER awarded. Additional information on the Graduate bilingual extension. To enter this program, TRENDS Scholarship Program is available at students’ graduate transcript in counseling must Mental Health Counseling is a distinct www.teachnycprograms.net. reflect coursework in professional issues and profession with national standards for education, ethics, social and cultural diversity, human growth training and clinical practice. The New York Bilingual School Counselor Master of and development, career development, helping Mental Health Counselors Association is the state Science in Education Requirements relationships, group work, and assessment. organization that represents the interests of the All of the following core courses are required: Building upon these core content areas, the clinical counselors of New York State. As stated in bilingual school counseling advanced certificate the Occupational Outlook Handbook, 2010-11 HDL 615 Professional Issues and 3.00 program focuses specifically on the development Edition, mental health counselors work with Ethics in Counseling of knowledge and skills necessary to work in individuals, families, and groups to address and HDL 649 Counseling Theories and 3.00 today’s schools: contemporary practice of school treat mental and emotional disorders and to Applications counseling with ethno-linguistically diverse promote mental health. They are trained in a students and families, school-based research, variety of therapeutic techniques used to address HDL 652 Human Development 3.00 program development and evaluation, advocacy, issues such as depression, anxiety, addiction and Across the Lifespan leadership, collaboration and consultation. Along substance abuse, suicidal impulses, stress, trauma, HDL 654 Counseling Skills & 3.00 with a master’s degree in counseling, our 18-27- low self-esteem, and grief. They also help with job Processes credit Advanced Certificate Program in Bilingual and career concerns, educational decisions, mental School Counseling is registered with the New and emotional health issues, and relationship HDL 659 Counseling and A 3.00 York State Education Department as satisfying the problems. In addition, they may be involved in Pluralistic Society educational requirements for provisional community outreach, advocacy, and mediation HDL 660A Group Work 3.00 certification as a school counselor and the activities. Some specialize in delivering mental bilingual extension for practice as a bilingual health services for the elderly. Mental health HDL 668A Assessment and 3.00 school counselor. Permanent certification requires counselors often work closely with other mental Diagnosis in Counseling a total of 60 credits and two years experience as a health specialists, such as psychiatrists, Diverse Populations school counselor. psychologists, clinical social workers, psychiatric HDL 682 Career Development and 3.00 nurses, and school counselors. Counseling Bilingual PPS Extension Mental health counselors work in community All of the following specialty courses are health and social service organizations, day required: Bilingual School Counselor Advanced treatment programs, outpatient mental health clinics, hospitals, or private practice. Mental HDL 705 Foundations of School 3.00 Certificate Requirements Health Counselors are highly skilled professionals Counseling All of the following courses are required: who provide a full range of services including: HDL 708 School Counseling 3.00 HDL 661B Bilingual School 3.00 assessment and diagnosis, psychotherapy, Research, Program Counseling Practicum treatment planning and utilization review, brief Development and HDL 665B Bilingual School 6.00 and solution-focused therapy, alcoholism and Evaluation Counseling Internship I substance abuse treatment, psycho-educational and HDL 711 Advocacy, Leadership, 3.00 prevention programs, and crisis management. If HDL 666B Bilingual School 6.00 Collaboration and you are interested in a challenging career working Counseling Internship II Consultation in School with individuals, groups, couples, families, the Counseling HDL 705 Foundations of School 3.00 young and the elderly, and you want to help people Counseling lead more fulfilling lives, you will find a career in HDL 726 Counseling 3.00 mental health counseling to be enjoyable and Ethnolinguistically gratifying. Diverse Students and According to the Occupational Outlook Families Handbook, 2010-11 Edition, employment for

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 128 Brooklyn Campus mental health counselors is expected to grow by 24 All of the following specialty practice courses HDL 666M Mental Health Counseling 6.00 percent between 2008 and 2018, which is much are required: Internship II faster than the average for all occupations. “Under HDL 661M Mental Health Counseling 3.00 HDL 706 Foundations of Mental 3.00 managed care systems, insurance companies Practicum Health Counseling increasingly are providing for reimbursement of HDL 665M Mental Health Counseling 6.00 counselors as a less costly alternative to HDL 709 Research, Evidence- 3.00 Internship I psychiatrists and psychologists. In addition, there Based Practice and has been increased demand for mental health HDL 666M Mental Health Counseling 6.00 Program Evaluation services as individuals become more willing to Internship II HDL 712 Psychopathology and 3.00 seek help.” All of the following specialty courses are Psychopharmacology CNNMoney.com ranked Mental Health required: Counselor number 33 of the top 50 Best Jobs in HDL 706 Foundations of Mental 3.00 America, based on average salary ($53,150) and SCHOOL PSYCHOLOGY Health Counseling projected 10-year job growth (27.18%). HDL 709 Research, Evidence- 3.00 ABOUT THE FIELD OF SCHOOL M.S. in Mental Health Based Practice and PSYCHOLOGY Program Evaluation School psychologists work with students Counseling individually and in groups. They also develop HDL 712 Psychopathology and 3.00 programs to train teachers and parents about The 60-credit M.S. in Mental Health Psychopharmacology effective teaching and learning strategies, Counseling provides students with core knowledge A total of 12 units of electives is required. techniques to manage behavior at home and in the in professional issues and ethics, counseling classroom, working with students with disabilities theories, human development, counseling skills, or with special talents, addressing abuse of drugs group work, assessment, and career development. Advanced Certificate in Mental and other substances, and preventing and Building upon these core content areas, the mental Health Counseling managing crises. In addition, most school health counseling program focuses specifically on psychologists provide the following services: the development of knowledge and skills The 24-credit Advanced Certificate Program in Consultation necessary to work in a variety of clinical settings: Mental Health Counseling is for students who • Collaborate with teachers, parents, and foundations of mental health counseling, research, already have a master’s degree in counseling and administrators to find effective solutions to evidence-based practice, program evaluation, wish to meet the educational requirements to learning and behavior problems. psychopathology, and psychopharmacology. Our become licensed as a mental health counselor. To • Help others understand child development and 60-credit M.S. in Mental Health Counseling enter this program, students’ graduate transcript in how it affects learning and behavior. satisfies the educational requirements for the New counseling must reflect coursework in professional • Strengthen working relationships between York State mental health counselor license issues and ethics, counseling theories, human teachers, parents, and service providers in the (LMHC). Upon completion of these educational development, counseling skills, group work, community. requirements, 3,000 hours of supervised assessment, and career development. Building Evaluation experience in the practice of mental health upon these core content areas, the mental health • Evaluate eligibility for special services. counseling and a passing grade on the National counseling advanced certificate program focuses • Assess academic skills and aptitude for Clinical Mental Health Counseling Examination specifically on the development of knowledge and learning. (NCMHCE) are required for licensure. skills necessary to work in a variety of clinical • Determine social-emotional development and settings: foundations of mental health counseling, mental health status. Mental Health Counselor Master of research, evidence-based practice, program • Evaluate learning environments. evaluation, psychopathology, and Science Requirements Intervention psychopharmacology. Along with a master’s All of the following core courses are required: • Provide psychological counseling to help degree in counseling, our 24-credit Advanced HDL 615 Professional Issues and 3.00 resolve interpersonal or family problems that Certificate Program in Mental Health Counseling Ethics in Counseling interfere with school performance. satisfies the educational requirements for the New • Work directly with children and their families HDL 649 Counseling Theories and 3.00 York State mental health counselor license to help resolve problems in adjustment and Applications (LMHC). Upon completion of these educational learning. requirements, 3,000 hours of supervised HDL 652 Human Development 3.00 • Provide training in social skills and anger experience in the practice of mental health Across the Lifespan management. counseling and a passing grade on the National • Help families and schools manage crises such HDL 654 Counseling Skills & 3.00 Clinical Mental Health Counseling Examination as death, illness, or community trauma. Processes (NCMHCE) are required for licensure. Prevention HDL 659 Counseling and A 3.00 Mental Health Counselor Advanced • Design programs for children at risk of failing Pluralistic Society at school. Certificate Requirements • Promote tolerance, understanding, and HDL 660A Group Work 3.00 All of the following courses are required: appreciation of diversity within the school HDL 668A Assessment and 3.00 HDL 661M Mental Health Counseling 3.00 community. Diagnosis in Counseling Practicum • Develop programs to make schools safer and Diverse Populations more effective learning environments. HDL 665M Mental Health Counseling 6.00 • Collaborate with school staff and community HDL 682 Career Development and 3.00 Internship I agencies to provide services directed at Counseling improving psychological and physical health.

Page 129 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

• Develop partnerships with parents and teachers School Psychology to promote healthy school environments. M.S.Ed. in School Psychology Research and Planning School Psychologist Master of Science • Evaluate the effectiveness of academic and The 60-credit M.S.Ed. Program in School behavior management programs. Psychology provides students with core in Education Requirements • Identify and implement programs and strategies knowledge and skills necessary to work in today’s The following courses are required: to improve schools. schools. Specifically our program has outlined Psychological Foundation Courses: • Use evidence-based research to develop and/or eleven competencies based on those competencies HDL 633 Developmental 3.00 recommend effective interventions. laid out by the National Association of School Psychology I For more information on the field of school Psychologists (NASP). Those include: data-based HDL 634 Developmental 3.00 counseling, visit the National Association of decision-making; consultation and collaboration; Psychology II School Psychologist's website at effective instruction; socialization and the www.nasponline.org. development of life-skills; student diversity in HDL 704 Educational and 3.00 In 2009, U.S. News and World Report named development and learning; school and systems Psychological Testing and school psychology one of the top ten "hot organization; policy development and the Measurement professions". Many school psychologists in the development of appropriate school climate; HDL 732 Research Methods 3.00 field are retiring, creating a demand for qualified prevention, crisis intervention and mental health school psychologists to take their place (see interventions; home-school collaboration; research TAL xxx TAL graduate-level 3.00 www.usnews.com/money/careers/articles/2008/12/ and program evaluation; individualized elective 11/best-careers-2009-school-psychologist.html). professional development; and information Diagnosis Courses: ADMISSIONS REQUIREMENTS technology. Our 60-credit MSED Program in HDL 650 Developmental 3.00 • B.A. or B.S. degree from an accredited college, School Psychology is registered with the New Psychopathology with a 2.75 GPA York State Education Department as satisfying the • Individuals with or without a background in educational requirements for provisional HDL 651 Neuropsychological 3.00 psychology or education are encouraged to certification as a school psychologist. Factors in Cognition and apply. In addition to the requirements for the general Behavior • A written statement of professional goals, School Psychology degree, students may elect to HDL 702 Diagnosis of the Learning 3.00 including rationale for why the candidate has take one or both of two specializations, each of Problems of Students chosen the field of school psychology which entails another 6 credits of course work: Assessment Courses: • Two professional letters of reference from 1. Early Childhood Specialization prepares school academic instructors or professional psychologists to work with infants, toddlers and HDL 721A Individual Assessment: 3.00 supervisors. preschoolers and their families. This sequence Cognitive I Based on the information that the candidate consists of two three-credit courses: one that HDL 721B Individual Assessment: 3.00 provides, as well as space limitations, a select covers the administration and interpretation of Cognitive II number of students will be interviewed. infant assessment instruments, and one that SUBMITTING AN APPLICATION FOR explores current theory and research in infant HDL 722A Individual Assessment: 3.00 ADMISSION development. This specialization does not lead Personality I All applicants must apply for admission to to a separate New York State certification, but HDL 722B Individual Assessment: 3.00 Long Island University’s Brooklyn Campus. is designed to help our graduate students Personality II Please apply online at My LIU or use the Apply acquire the knowledge base and practical skills Intervention Courses: Now link in the top navigation bar of the Campus’ for working with a particularly sensitive HDL 655 Behavior Managment in 3.00 website. For more information on the admissions population. the Classroom process, visit the Office of Admissions website. 2. Bilingual Specialization prepares school PROGRAM REQUIREMENTS psychologists to work with linguistically HDL 703 Therapeutic Interventions 3.00 Continued enrollment in this program is diverse children and their families. It includes with Students contingent upon: two three-credit courses: a course in bilingual HDL 714 Consultation in 3.00 • Maintenance of a 3.0 Grade Point Average education and a course in bilingual assessment. Multicultural School • Prompt resolution of any INC or UW Grades Students who wish to be certified as bilingual Settings • Satisfactory student disposition in the areas of school psychologists must also receive passing attendance, preparedness, attitude toward scores on the Bilingual Education Assessment Of the following courses only one is required: learning, response to feedback, reflectiveness, Test (BEA) of the New York State Teacher HDL 660A Group Work 3.00 classroom engagement and participation, Certification Exams (NYSTCE), or the HDL 660B Advanced Group Work 3.00 expressive coherence, and professionalism. previously administered Target Language Each of these requirements is addressed in greater Proficiency Assessment (TLPA). Information Of the following courses only one is required: depth in the School Psychology Student Handbook regarding the BEA exam can be found at: HDL 654 Counseling Skills & 3.00 provided to all students upon enrollment in the www.nystce.nesinc.com/NY_viewSG_opener.a Processes program. These requirements are also addressed in sp. (It is recommended that students take the HDL 659 Counseling and A 3.00 a Student Orientation that occurs at the start of exam after they have taken and completed TAL Pluralistic Society each fall and spring semester. 823.) Fieldwork & Internship Courses: HDL 680 is required along with one set of Internship courses (HDL 781A and 782A: HDL 781B and 782B; or, HDL 781C and 782C)

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 130 Brooklyn Campus

HDL 680 Fieldwork: Observation in 3.00 university professor, indicating leadership School Settings Advanced Certificate in qualities. • Submit a written statement of professional HDL 781A Internship School 3.00 Educational Leadership goals, assessed for leadership qualifies and Psychology I - General communication skills. The 36-credit Advanced Certificate in HDL 781B Internship School 3.00 • Possess certification as a teacher or pupil Educational Leadership is a post-graduate program Psychology I - Bilingual personnel service provider or in an appropriate that leads to NYS Certification as a School District Extension specialty. Leader and a School Building Leader. • Submit evidence of completion of training in HDL 781C Internship School 3.00 The program responds to the need for high child abuse identification and reporting, Psychology I - Early quality educational leaders committed to creating violence prevention, substance abuse and Childhood excellent schools. Participants in the program abduction prevention. develop the core competencies in leadership which HDL 782A Internship School 3.00 • Have completed three years of full-time include: (1) a deep understanding of curriculum, Psychology II - General teaching or pupil personnel experience in instruction and assessment to improve student schools (N-12) or the equivalent. HDL 782B Internship School 3.00 learning; (2) use of data to set goals and improve • A completed graduate admissions application Psycholgy II - Bilingual achievement; (3) developing staff, sharing (see below). Extension leadership and building strong school SUBMITTING AN APPLICATION FOR communities; (4) personal leadership that fosters a HDL 782C Internship School 3.00 ADMISSION culture of excellence and (5) managing resources Psychology II - Early All applicants must apply for admission to and operations to improve student learning. The Childhood Long Island University’s Brooklyn Campus. curriculum includes research, theory, fieldwork, Please apply online at My LIU or use the Apply Students who wish to specialize in bilingual school and learning opportunities offered by faculty and Now link in the top navigation bar of the Campus’ psychology should take the bilingual internship distinguished practitioners who prepare candidates website. For more information on the admissions courses (HDL 781B and HDL 782B) and are also to become efficient, effective and caring process, visit the Office of Admissions website. required to take TAL 823 and HDL 724. educational leaders determined to promote equity CERTIFICATION REQUIREMENTS Students who wish to specialize in early childhood and excellence for diverse populations. Initial: School Building Education Leader school psychology should take the early childhood Our Educational Leadership program stands out A total of 30 credits including twenty-seven internship courses (HDL 781C and HDL 782C) for its small classes, experienced faculty, credits of course work, and a three-credit, 400 hour and are also required to take HDL 723 and HDL individualized attention and clearly identified building-level internship, along with successful 733. competencies that practitioners have verified as completion of the New York State school building critical to being successful in bringing about education leadership certification examination. effective and productive schools. EDUCATIONAL LEADERSHIP Professional: District/Regional Education BLENDED LEARNING AND SATURDAY Leader PROGRAM FORMAT A total of 36 credits including thirty-three The Brooklyn Campus’ new BLENDED JOB OPPORTUNITIES AND CAREER credits of course work, and a three-credit, 400 hour LEARNING AND SATURDAY FORMAT TRENDS district/regional level internship, along with Advanced Certificate in Educational Leadership President Obama’s Blue Print for reform, U.S. successful completion of the written and fuses online learning with traditional classroom Office of Education, March 15, 2010, states that: performance components of the New York State studies, significantly reducing the amount of time “the effort to improve schools will require the assessment in school district leadership. you’ll spend on campus and maximizing skills and talents of many but especially our PROGRAM REQUIREMENTS interaction with faculty members and fellow nation’s principals, and other school leaders. Our Continued enrollment in this program is students. The blended learning format is perfect goal must be to have a great teacher in every contingent upon: for busy working professionals who want to earn classroom and a great principal in every school.” • Progression to the Professional Stage (12 an advanced degree but don’t have the time to There are many job opportunities for assistant credits) attend on-site classes on a weekly basis, principals and principals in New York City. Since • Interview with area coordinator who will assess particularly at the end of a long workday. The 2006, 500 new public schools have opened. There quality of coursework, portfolio entries, overall online component of these blended courses enables are public, portfolio, charter, parochial and performance, and critical characteristics for you to attend class on your own schedule, virtually independent schools that seek competent leaders in leadership anywhere there is an Internet connection, while the New York area. The Department of Education • GPA of 3.0 must be maintained to continue in reaping the rewards of face-to-face contact with seeks qualified educators to become assistant the program. professors on scheduled Saturdays. All of the principals and principals who are proficient in the courses in the Advanced Certificate in Educational Department of Education’s five school leadership Educational Leadership Advanced Leadership are taught in this blended format. This competencies. Our successful graduates are is an opportunity to expand your career as an Certificate Requirements prepared to complete state exams and to enter the educational leader, while also continuing to fulfill The following courses are required: NYC pool for assistant principals and principals. your personal and professional responsibilities. HDL 930 Administrative Core I: An 6.00 ADMISSIONS REQUIREMENTS Overview To be admitted to this program you must: HDL 931A Administrative Core II: 3.00 • Have a master’s degree from an accredited Community Relations university with a minimum grade point average of 3.0. HDL 931B Research Methods In 3.00 • Submit two letters of reference, one from a Administration field-based supervisor and one from a

Page 131 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

HDL 932 Assessment in 3.00 HDL 518 Play Therapy HDL 634 Developmental Psychology II Administration A survey of methods, materials and techniques for working with children. Consideration of different A continuation of Human Development and HDL 933 School Business 3.00 approaches and the therapeutic use of play. Leadership 633 that reviews theories of personality Administration The pre-requisites of HDL 615, 652, 654 and HDL development, attachment, and identity formation within a sociocultural context. The course covers HDL 935 Education and the Law 3.00 649 are required. Credits: 3 the historical movement from theories of phase- HDL 936 Curriculum Development 3.00 Rotating Basis specific development to current inter-subjective HDL 937 The Supervisor in the 3.00 theories, which locate childhood disturbances in School Setting HDL 605 Domestic Violence: Violence and the the child's relational and sociocultural context. The Family emphasis is on the influence of social, HDL 951A Internship in 3.00 This course examines the nature of violence, environmental and experiential factors on the Administration and especially against women and children. Three child's personality, learning and adjustment. Supervision I: Building major areas are covered: spouse abuse, child The pre-requisite of HDL 633 is required. Level physical abuse and child sexual abuse. Prevalence, Credits: 3 HDL 951B Internship in 3.00 factors that foster and mitigate the tendency toward Every Spring

Administration and violence, and treatment issues are discussed. HDL 639 Youth Culture and the Urban Supervision II: The pre-requisites of HDL 615, 652, 654 and HDL Environment District/Regional Level 649 are required. Credits: 3 A contextual exploration of today's youth in the HDL 941 School District 3.00 Rotating Basis urban environment with attention to the process of Administrator identity development. Focus on issues such as

HDL 607 Independent Research in Counseling substance use and abuse, gang involvement, teen Human Development and Under the guidance of a faculty member, students pregnancy, sexually transmitted diseases, HIV, and select a topic or question of interest to investigate the role of the media, technology and music. Leadership Courses in depth. Students conduct a thorough literature Consideration of socio-economics and the review and devise a qualitative or quantitative study influences of race, ethnicity, gender and sexual

that would contribute to existing knowledge in the orientation. Discussion of the counselor's role as HDL 502 Substance Abuse: Prevention and area. The submission of a complete proposal, an advocate for urban youth. Intervention including rationale, literature review, sample The pre-requisites of HDL 615, 652, 654 and HDL A course is designed to equip the counselor with population chosen, methods, and procedure, is 649 are required. the knowledge to help persons with substance abuse required. Credits: 3 problems. The course reviews the historical The pre-requisites of HDL 615, 652, 654 and HDL Rotating Basis background of substance abuse and dependency; 649 are required. studies the psychological, social, pharmacological Credits: 3 HDL 649 Counseling Theories and Applications and legal aspects of substance abuse; recognizes that Rotating Basis Introduction to traditional, current, and integrative alcohol dependency can become an adaptive models of counseling and the use of such models in response; and develops an awareness in the student HDL 615 Professional Issues and Ethics in interviewing, case conceptualizations, goal setting, of the important role of prevention. Counseling and treatment planning. Focus on counselor The pre-requisites of HDL 615, 649, 652 and 654 An overview of professional orientation and ethical characteristics and behaviors that influence are required. practice. Introduction to the history and relationship development and the helping process. Credits: 3 philosophy of the profession, professional roles and Attention to the importance of self-awareness and Rotating Basis organizations, and credentialing issues and personal growth toward counselor effectiveness.

processes. An exploration of ethical standards of Credits: 3 HDL 503 Counseling Women the ACA and related entities and applications of Every Fall and Spring A consideration of the issues involved in counseling ethical and legal considerations in professional women in our contemporary, diverse society. counseling. HDL 650 Developmental Psychopathology The pre-requisites of HDL 615, 649, 652 and 654 Credits: 3 An overview of the major diagnostic categories of are required. Every Fall and Spring psychopathology in children and adolescents. Case Credits: 3 studies are used to illustrate disorders such as Rotating Basis HDL 633 Developmental Psychology I pervasive developmental disorders, depression,

A review of different stages of human development anxiety, conduct disorders, and attention deficit HDL 504 Approaches to Human Sexuality from birth to age 21. The course includes a review and hyperactivity disorder. Consideration is given An examination of the origins, forms and of different perceptions and conceptualizations of to cultural and social factors in the areas of applications of human sexuality; alternative sexual development and an exploration of the historical diagnosis and therapeutic intervention. preferences and lifestyles, psychological and evolution of such perspectives. The course Psychopharmacology and the use of the DSM sociological implications of the sexual drive, sexual emphasizes early development, with a particular classification system are discussed. dysfunction, research in human sexuality, and focus on cognitive issues. Piagetian, Eriksonian, and Credits: 3 applications to counseling and mental health current theories and research findings on brain Every Spring service settings. development are also reviewed. The pre-requisites of HDL 615, 649, 652 and 654 Credits: 3 HDL 651 Neuropsychological Factors in are required. Every Fall and Summer Cognition and Behavior Credits: 3 An examination of neural anatomy and the Rotating Basis mechanisms involved in cognition, behavior,

language, reading and the acquisition of other

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 132 Brooklyn Campus academic skills. Particular attention is paid to An exploration of the context of relationships, and to children with limited English language biological aspects of learning and behavioral issues and trends in a culturally and linguistically proficiency is required. Audio-taping, videotaping, disorders. Developmental neuropsychological diverse society. Focus on theories of identity or live supervision. research is examined for principles that could development in multiple domains, and The pre-requisites of HDL 615, 649, 652 and 654 enhance psychoeducational assessment and multicultural counseling theories and are required. remedial practices. Neurological disorders are competencies. Investigation into the nature of Credits: 3 discussed in relationship to modifications in biases, prejudices, oppression, and discrimination Every Fall and Spring educational placement and practice. and their effects. The pre-requisite of HDL 721A is required. The pre-requisites of HDL 615, 652, 654 and HDL HDL 661M Mental Health Counseling Practicum Credits: 3 649 are required. Students work 75 hours in a mental health setting Every Spring Credits: 3 under the supervision of a licensed mental health Every Fall and Spring professional, observing and performing various HDL 652 Human Development Across the direct and indirect services including but not Lifespan HDL 660A Group Work limited to intake interviewing; individual, group, An overview of theories of individual and family An introduction to principles of group dynamics, and family counseling; record keeping; attending development, transitions across the lifespan, and approaches to group leadership and authority, treatment team meetings and professional theories of learning and personality development. theories and methods of group counseling. Issues development events; and engaging in testing and Exploration of internal and external influences of culture, diversity, and identity in groups will be assessment. A minimum of 40 hours in direct upon normal and abnormal development, addressed. Instructional videos and/or media service is required. Audio-taping, videotaping, or disability, and exceptional behavior. Investigation representations of group dynamics will be included. live supervision. of strategies for facilitating optimum development Includes an experiential group experience of at least The pre-requisites of HDL 615, HDL 652, HDL and wellness over the lifespan. 10 hours and the study of different types and 654 and HDL 649 are required. Credits: 3 settings of group work, including psychoeducational Credits: 3 Every Fall and Spring groups and therapeutic groups with various clinical All Sessions populations. HDL 654 Counseling Skills & Processes The pre-requisites of HDL 615, 652, 654 and HDL HDL 665A School Counseling Internship I Counselor characteristics and behaviors that 649 are required. Students work 300 hours each of two semesters in a influence helping processes are addressed. Focus is Credits: 3 K-12 school under the supervision of a certified and on interviewing methods, counseling skills, goal All Sessions experienced school counselor, being exposed to and setting, treatment planning, assessment, diagnosis, performing varied responsibilities of the school documentation and report writing. Both direct HDL 660B Advanced Group Work counseling program. A minimum of 120 hours service and consultation skills are discussed. The A continuation of the study of group dynamics in each semester in direct service is required. Audio- importance of self-awareness and analysis toward an advanced context. The impact of social system taping, videotaping, or live supervision. counselor effectiveness is highlighted. phenomena such as race/ethnicity, gender, and The pre-requisite of HDL 661A is required and Credits: 3 culture on groups will be assessed. Systemic and approval from the Department. Every Fall and Spring organizational dynamics related to the counselor's Credits: 6 role will be explored. Instructional videos and/or Every Fall and Spring HDL 655 Behavior Managment in the Classroom media representations of group dynamics will be The course aims to familiarize students with included. An intensive experiential group HDL 665B Bilingual School Counseling classroom management practices and procedures experience of at least 10 hours will be required. Internship I from a cognitive-behavioral perspective: Emphasis The pre-requisites of HDL 615, 649, 652, 654 and Students work 300 hours each of two semesters in a is given to behavior analysis, and especially to HDL 660A are required. K-12 school under the supervision of a certified and functional and ecological analysis. Students are Credits: 3 experienced bilingual school counselor, being expected to collect data and develop a behavior Rotating Basis exposed to and performing varied responsibilities of intervention plan to address a specific behavior in a the school counseling program. A minimum of classroom. HDL 661A School Counseling Practicum 120 hours each semester in direct service to Credits: 3 Students work 75 hours in a K-12 school under the children with limited English language proficiency Every Fall supervision of a certified and experienced school is required. Audio-taping, videotaping or live counselor, being exposed to and performing varied supervision. HDL 657A Family Counseling in the Urban responsibilities of the school counseling program. The pre-requisite of HDL 661B is required and Setting A minimum of 40 hours of direct service is Departmental approval. An overview of theories of family therapy and a required. Audio-taping, videotaping, or live Credits: 6 study of patterns of family interaction within a supervision. Every Fall and Spring culturally and linguistically diverse context. The pre-requisites of HDL 615, 649, 652, and 654 Techniques for enhancing family functioning are are all required. HDL 665M Mental Health Counseling Internship discussed. Focus on issues specific to counseling Credits: 3 I couples and counseling parents. Exploration of Every Fall and Spring Students work 300 hours each of two semesters in a issues particularly relevant to families in the urban clinical setting under the supervision of a licensed setting. HDL 661B Bilingual School Counseling mental health professional, observing and The pre-requisites of HDL 615, 652, 654 and HDL Practicum performing various direct and indirect services 649 are required. Students work 75 hours in a K-12 school under the including but not limited to intake interviewing; Credits: 3 supervision of a certified and experienced bilingual individual, group and family counseling; record Every Fall and Spring school counselor, being exposed to and performing keeping; attending treatment team meetings and varied responsibilities of the school counseling professional development events; and engaging in HDL 659 Counseling and A Pluralistic Society program. A minimum of 40 hours of direct service testing and assessment. A minimum of 120 hours

Page 133 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 each semester in direct service is required. Audio- 649 are required. Credits: 3 taping, videotaping, or live supervision. Credits: 3 Every Fall The pre-requisite of HDL 661M is required and Every Semester Departmental approval. HDL 703 Therapeutic Interventions with Credits: 6 HDL 679 Substance Abuse and High Risk Students All Sessions Behaviors A continuation of Human Development and This course will provide an overview of substance Leadership 702 that focuses on classroom HDL 666A School Counseling Internship II use, abuse and high-risk behaviors, and their intervention issues as well as therapeutic modalities Students work 300 hours each of two semesters in a interrelatedness in the contexts of the helping in working with children with developmental and K-12 school under the supervision of a certified and professions of psychology and counseling. learning disorders. Particular emphasis is given to experienced school counselor, being exposed to and Substance abuse counseling theories, practices, and the treatment of children with pervasive performing varied responsibilities of the school treatment will be explored. developmental disorders, learning disabilities, counseling program. A minimum of 120 hours The pre-requisites of HDL 615, 649, 652 and 654 emotional disorders and attention deficits. each semester in direct service is required. Audio- are all required. Individual and family consultation and in- taping, videotaping, or live supervision. Credits: 3 classroom intervention techniques are reviewed. The pre-requisite of HDL 665A is required and Rotating Basis Credits: 3 approval from the Department. Every Spring Credits: 6 HDL 680 Fieldwork: Observation in School Every Fall and Spring Settings HDL 704 Educational and Psychological Testing Students in this course will conduct observations of and Measurement HDL 666B Bilingual School Counseling children, their parents and teachers in a variety of This course will present basic statistical and Internship II general and special educational settings. Students measurement concepts, such as central tendency, Students work 300 hours each of two semesters in a will learn informal assessment techniques, variability, correlation and factor analysis used to K-12 school under the supervision of a certified and including interviews, observations and work sample interpret test scores and understand test experienced bilingual school counselor, being analyses. Students will distinguish between typical construction. Concepts of validity, reliability and exposed to and performing varied responsibilities of and atypical patterns of behavior, taking into the use of derived scores are discussed. Problems of the school counseling program. A minimum of consideration cultural, social and other factors. test administration and evaluation related to social, 120 hours each semester in varied responsibilities Informal assessment data are integrated into a cultural, legal and ethical issues are considered. of the school counseling program. A minimum of broader framework of developmental and Credits: 3 120 hours each semester in direct service to educational theory. Attitudes toward and Every Fall children with limited English language proficiency expectations of individuals with special needs are is required. Audio-taping, videotaping, or live discussed. The various roles of the school HDL 705 Foundations of School Counseling supervision. psychologist are examined. Additional hours in Introduction to the history, philosophy, and The pre-requisite of HDL 665B is required and school settings are required. current trends in school counseling and Departmental approval. Credits: 3 educational systems. Exploration of the role, Credits: 6 Every Fall function, and professional identity of the school Every Fall and Spring counselor. Investigation into internal and external HDL 682 Career Development and Counseling factors that influence student learning and HDL 666M Mental Health Counseling Internship Study of the meaning of work in people's lives, development. Instruction in ethical and legal issues II career development theories, decision-making specific to the practice of school counseling. Ten Students work 300 hours each of two semesters in a models, and programming. Consideration of print hour field component. clinical setting under the supervision of a licensed and electronic career information systems. The pre-requisites of HDL 615, 649, 652 and 654 mental health professional, observing and Exploration of multiple roles and identities in are required. performing various direct and indirect services career development. Analysis of educational and Credits: 3 including but not limited to intake interviewing; career counseling processes, techniques, and Every Fall and Spring individual, group and family counseling; record resources. keeping; attending treatment team meetings and The pre-requisites of HDL 615, 652, 654 and HDL HDL 706 Foundations of Mental Health professional development events; and engaging in 649 are required. Counseling testing and assessment. A minimum of 120 hours Credits: 3 Introduction to the history, philosophy, and each semester in direct service is required. Audio- Every Semester current trends in mental health counseling. taping, videotaping, or live supervision. Exploration of the role, function, and professional The pre-requisite of HDL 665M is required. HDL 702 Diagnosis of the Learning Problems of identity of the mental health counselor, including Credits: 6 Students issues of credentialing, collaboration, and All Sessions This course will review the major developmental consultation with other treatment providers. disorders among school-age populations. Particular Instruction in ethical and legal issues specific to the HDL 668A Assessment and Diagnosis in emphasis is given to the diagnostic and learning practice of mental health counseling. Ten hour Counseling Diverse Populations issues of students with learning disabilities, field component. Focus on the nature and meaning of assessment; pervasive developmental disorders, mental The pre-requisites of HDL 615, 649, 652 and 654 standardized and non-standardized testing methods; retardation, as well as to emotional problems and are required. statistical concepts; reliability and validity; social, conduct disorder. Profiles, testing batteries, Credits: 3 cultural, and linguistic factors in assessment and differential diagnosis and research findings are Every Semester diagnosis; ethical issues in instrument selection, discussed, along with theoretical and etiological administration, and interpretation of assessments. issues. Introduction to the DSM classification system. The pre-requisites of HDL 721A and 721B are The pre-requisites of HDL 615, 652, 654 and HDL required.

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 134 Brooklyn Campus

The pre-requities of HDL 615, 649, 652 and 654 write reports. The interpretation of assessment data HDL 708 School Counseling Research, Program are required. is based on theories of personality presented in the Development and Evaluation Credits: 3 course. Cultural, ethical and legal issues are Introduction to quantitative and qualitative Every Fall and Spring explored. Additional laboratory hours are required. research methods; the use of technology and The pre-requisites of HDL 721A and 721B are statistics, inquiry, and analyses in conducting HDL 714 Consultation in Multicultural School required. research in the development, evaluation and Settings Credits: 3 modification of school counseling programs. Focus In this course, students will review consultative Every Fall on understanding the investigative process from issues in schools that may facilitate changes on the needs assessment through the interpretation of individual, team and programmatic levels. HDL 722B Individual Assessment: Personality II findings and the implementation of change for Emphasis is on special issues that affect the role of This course is a continuation of Human improved counseling effectiveness. Exploration of school psychologists and understanding the context Development and Leadership 722A where students the use of data to inform decision making, with and cultural background of different students. The develop their skills in personality assessment. attention to both internal and external effects upon importance of including the family and strategies to Emphasis is on the use of the Rorschach as well as students learning and development. Ten hour field facilitate parent participation along with strategies self-reports and behavior rating scales. Students component. to address conflicts at home and between home and administer and interpret complete psychological The pre-requisites of HDL 615, 649, 652 and 654 school are discussed. evaluations and present their findings in case are required. The pre-requisite of HDL 655 is required. presentations and written reports. Students' Credits: 3 Credits: 3 interpretation of data focuses on integrating clinical Every Fall and Spring Every Spring findings so that specific educational plans can be developed. Cultural, legal and ethical issues are HDL 709 Research, Evidence-Based Practice and HDL 721A Individual Assessment: Cognitive I further explored. Additional laboratory hours are Program Evaluation This course is designed to teach students to required. Introduction to quantitative and qualitative administer, score and interpret standardized The pre-requisites of HDL 721A, 721B and 722A research methods; the use of technology and intelligence tests as part of the cognitive assessment are required. statistics, inquiry and analysis in research and process. This course focuses on the three Wechsler Credits: 3 program evaluation. A review and analysis of Intelligence Scales. Psychometric properties of those Every Spring evidence-based practices in mental health instruments are reviewed as they are related to counseling with a variety of populations and clinical issues of interpretation. Psychological issues in HDL 723 Assessing Infants, Toddlers and issues. The use of needs assessment and outcomes intelligence testing and ethical and legal Preschoolers research in program development, implementation, considerations are discussed. Students are required Students will learn to administer, score and and evaluation will be explored. Ten hour field to administer tests and write assessment reports interpret the tests used to assess development in component. based on the results. Additional laboratory hours infants, toddlers and preschoolers. This course will The pre-requisites of HDL 615, 649, 652 and 654 are required. focus on the psychometric properties as they relate are required. Credits: 3 to assessments of development, cognitive Credits: 3 Every Fall functioning and adaptive behavior. Play assessment Every Semester and observational techniques for such age groups HDL 721B Individual Assessment: Cognitive II are presented. Techniques for assessing children HDL 711 Advocacy, Leadership, Collaboration This course is a continuation of Human with vision and hearing impairments are also and Consultation in School Counseling Development and Leadership 721A in which addressed. Students will be required to administer Introduction to educational policy and school students continue to learn how to assess the tests, make case presentations, and write reports. reform related to diversity, equity and excellence in cognitive functioning of children by administering, Students will interpret data by integrating clinical student learning. Exposure to modes and methods scoring and interpreting intelligence tests used by findings so that specific intervention plans can be of collaboration and consultation with family, school psychologists, including the Stanford-Binet developed. Additional laboratory hours are school, and community to enhance student Intelligence Scale. The assessment of social adaptive required. development and achievement. Understanding of behavior is studied. Students will focus on The pre-requisites of HDL 721A and 721B are the characteristics and strategies of effective integrating their findings with educational and required. leadership in educational systems. Ten hour field other evaluation results so that individual Credits: 3 component. education plans can be developed. Students are Every Summer The pre-requities of HDL 615, 649, 652 and 654 required to administer tests, write assessment are required. reports, and make case presentations. Additional HDL 724 Assessing the Bilingual Child Credits: 3 laboratory hours are required. In this course, students will engage in an Every Fall and Spring The pre-requisite of HDL 721A is required. examination of issues in the assessment of bilingual Credits: 3 children, including the appropriate use of HDL 712 Psychopathology and Every Spring standardized measures, nondiscriminatory Psychopharmacology assessment, and alternative approaches to the An overview of the major diagnostic categories of HDL 722A Individual Assessment: Personality I assessment of cognitive functioning and social psychopathology according to the current DSM In this course students administer and interpret adaptive behavior of linguistically diverse children. classification system. An understanding of measures of personality and examine their Students will learn when and how to conduct disorders in terms of diagnostic features, associated relationship to cognitive functioning as part of the evaluations in the child's first or second language features, demographic features, prevalence, course, entire assessment process. The course focuses on (or both). Students administer tests, make case familial pattern, differential diagnosis, and cultural clinical interviews, figure drawings, sentence presentations, and write reports. Interpretation of contexts. Basic understanding of commonly completion, apperception tests and the Bender- data focuses on integrating clinical findings so that prescribed psychopharmacological medications, Gestalt. Students are required to administer those individual educational plans can be developed. including uses and side effects. personality measures, make class presentations, and

Page 135 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

Additional laboratory hours are required. HDL 781A Internship School Psychology I - screening process, individual evaluations, The pre-requisites of HDL 721A and 721B are General interdisciplinary staff conferences, parent required. Students complete a 1200 hour internship conferences and professional meetings is required. Credits: 3 throughout the academic year in a University- Students evaluate children, write reports, and Every Fall approved setting under the dual guidance of an on- practice short-term counseling and consultation site staff psychologist and a University-based clinical under the supervision of the on-site psychologist. HDL 726 Counseling Ethnolinguistically Diverse supervisor. At least half of the hours should be in a Students also attend weekly meetings with the Students and Families school setting. Participation in the intake and University clinical supervisor in which professional An exploration of the experiences of culturally and screening process, individual evaluations, and ethical issues related to the practice of school ethnolinguistically diverse families in the context of interdisciplinary staff conferences, parent psychology in multicultural settings are discussed. an English-predominant society. The impact of conferences and professional meetings is required. Students must apply for the internship in the linguistic fluency, immigration, acculturation, and Students evaluate children, write reports, and semester before registration. Students must be assimilation upon family dynamics and related practice short-term counseling and consultation placed in a setting where early childhood systems will be analyzed. Considerations such as under the supervision of the on-site psychologist. populations are in place and must receive parentification of English-speaking children of Students also attend weekly meetings with the supervision from a field-based supervisor with linguistic minority parents, management of bi- University clinical supervisor in which professional expertise in early childhood assessment. cultural stress, trends in bilingual education, and and ethical issues related to the practice of school The pre-requisites of HDL 721A, 721B, 722A, cultural resiliency will be addressed. Ten hour field psychology in multicultural settings are discussed. 722B and a total of 48 credits completed are component. Students must apply for the internship in the required. The pre-requisites of HDL 615, 649, 652 and 654 semester before registration. Credits: 3 are required. The pre-requisites of HDL 721A, 721B, 722A, Every Fall Credits: 3 722B and a total of 48 credits completed are Every Fall and Spring required. HDL 782A Internship School Psychology II -

Credits: 3 General HDL 732 Research Methods Every Fall This course is a continuation of HDL 781A. In this course, students will learn how to analyze Students complete a 1200 hour internship research in psychology and education. Major HDL 781B Internship School Psychology I - throughout the academic year in a University- statistical and measurement concepts are applied in Bilingual Extension approved setting under the dual guidance of an on- order to understand how research problems are Students complete a 1200 hour internship site staff psychologist and a University-based clinical systematically investigated using experimental and throughout the academic year in a University- supervisor. At least half of the hours should be in a quasi-experimental designs. Surveys and qualitative approved setting under the dual guidance of an on- school setting. Participation in the intake and research are also discussed. Students evaluate site staff psychologist and a University-based clinical screening process, individual evaluations, professional literature, discuss its implications for supervisor. At least half of the hours should be in a interdisciplinary staff conferences, parent the practice of school psychology, and design school setting. Participation in the intake and conferences and professional meetings is required. research proposals. screening process, individual evaluations, Students evaluate children, write reports, and The pre-requisites for HDL 732 are HDL 615, 652, interdisciplinary staff conferences, parent practice short-term counseling and consultation 653 and 654 are required. conferences and professional meetings is required. under the supervision of the on-site psychologist. Credits: 3 Students evaluate children, write reports, and Students also attend weekly meetings with the Every Summer practice short-term counseling and consultation University clinical supervisor in which professional

under the supervision of the on-site psychologist. and ethical issues related to the practice of school HDL 733 Development in Infancy and Early Students also attend weekly meetings with the psychology in multicultural settings are discussed. Childhood University clinical supervisor in which professional Students must apply for the internship in the This course presents an in-depth review of current and ethical issues related to the practice of school semester before registration. research and theory in perceptual, cognitive, social, psychology in multicultural settings are discussed. The pre-requisite of HDL 781A is required. emotional and physical aspects of development Students must apply for the internship in the Credits: 3 from birth to age 3. Particular attention is paid to semester before registration. Students must be Every Spring the influence of culture and environment on early placed in a setting where bilingual and development. Implications of developmental multicultural populations are in place and must HDL 782B Internship School Psycholgy II - theories for assessment and early intervention receive supervision from a bilingual field-based Bilingual Extension practices are included. supervisor. This course is a continuation of HDL 781B. Credits: 3 The pre-requisites of HDL 721A, 721B, 722A, Students complete a 1200 hour internship Every Summer throughout the academic year in a University- 722B and a total of 48 credits completed are approved setting under the dual guidance of an on- HDL 745 Special Topics in Counseling: Summer required. site staff psychologist and a University-based clinical Institutes Credits: 3 supervisor. At least half of the hours should be in a Each year the faculty identifies critical areas of Every Fall school setting. Participation in the intake and interest in counseling. One-week summer institutes HDL 781C Internship School Psychology I - Early screening process, individual evaluations, are then planned for intensive study related to Childhood interdisciplinary staff conferences, parent those issues. Each institute features expert speakers Students complete a 1200 hour internship conferences and professional meetings is required. on the topic. throughout the academic year in a University- Students evaluate children, write reports, and The pre-requisites of HDL 615, HDL 652, HDL approved setting under the dual guidance of an on- practice short-term counseling and consultation 654 and HDL 649 are required. site staff psychologist and a University-based clinical under the supervision of the on-site psychologist. Credits: 3 supervisor. At least half of the hours should be in a Students also attend weekly meetings with the Every Summer school setting. Participation in the intake and University clinical supervisor in which professional

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 136 Brooklyn Campus and ethical issues related to the practice of school practices to those that define the nature of public the instructional program. Emphasis will be given psychology in multicultural settings are discussed. schooling and interrelationships between the to business management practices, i.e., funding Students must apply for the internship in the educational agency and local, state, federal and sources, budgeting, automated accounting systems, semester before registration. Students must be community forces as they impact on teaching, and federal, state, and municipal mandates. In placed in a setting where bilingual and learning and achievement. Emphasis is put on addition, strategic human resource planning multicultural populations are in place and must gaining support for safe and secure learning including recruiting and selection techniques will receive supervision from a field-based supervisor environments. Legal frameworks with respect to be explored. Students will review the collective with a bilingual certificate. community needs and their right to know are bargaining process and understand the application The pre-requisite of HDL 781B is required. addressed. Students will use technological, of technology to the human resource field. Credits: 3 interpersonal and research skills to explore The pre-requisite of HDL 930 is required or Every Spring community, understand the relationship between Department consent. school and community, and plan for the Credits: 3 HDL 782C Internship School Psychology II - involvement of community in the life of the school Annually Early Childhood and the district/region. This course is a continuation of HDL 781C. The pre-requisite of HDL 930 is required or HDL 935 Education and the Law Students will complete a 1200 hour internship Department consent. This course will explore, from a historical throughout the academic year in a University- Credits: 3 perspective, legal and ethical issues as they impact approved setting under the dual guidance of an on- Annually education in a site staff psychologist and a University-based clinical multicultural/multilingual/multiracial and supervisor. At least half of the hours should be in a HDL 931B Research Methods In Administration economically diverse society. Students will study school setting. Participation in the intake and The focus of this course is to help administrators issues such as teachers', students' and parents' rights screening process, individual evaluations, become lifelong consumers and producers of and responsibilities, separation of church and state, interdisciplinary staff conferences, parent research. Students will develop technological skill in censorship, freedom of speech, affirmative action, conferences and professional meetings is required. locating research materials from varied sources. and educational equity and access. Special attention Students evaluate children, write reports, and Students will learn to read, analyze, and evaluate will be given to the implications of the No Child practice short-term counseling and consultation qualitative and quantitative research articles and to Left Behind legislation. Case law and case studies under the supervision of the on-site psychologist. use the information gained to inform decision- will be used as they relate to policy development. Students also attend weekly meetings with the making in order to support teaching/learning/ Credits: 3 University clinical supervisor in which professional achievement. Students will also learn to critically Annually and ethical issues related to the practice of school evaluate published research, formulate research psychology in multicultural settings are discussed. questions, write research reports, and develop HDL 936 Curriculum Development Students must apply for the internship in the research proposals that will become the bases for A review of learning theory, human development, semester before registration. Students must be internship projects. Strategies for sharing and motivation as they relate to teaching, learning placed in a setting where early childhood information with teachers and parents, and achievement. Principles of curriculum populations are in place and must receive disseminating research data, and understanding the development, design, and assessment to enhance supervision from a field-based supervisor with impact of research on practice will be explored. teacher practice in standard-based and expertise in early childhood assessment. The pre-requisite of HDL 930 is required or constructivist classrooms will be studied. Students The pre-requisite of HDL 781C is required. Department consent. will focus on the learning standards and analyze, Credits: 3 Credits: 3 critically evaluate, utilize, and develop strategies for Every Spring Annually engaging teachers in the process of assessing academic needs, implementing and adapting HDL 930 Administrative Core I: An Overview HDL 932 Assessment in Administration curriculum, and evaluating outcomes. The This course will focus on organizational This course will focus on understanding assessment importance of technology in student learning will development and systems theory. It deals with the theory. Students will become knowledgeable about be included. Organizational decision-making and structural, cultural, political, business, human obtaining assessment data from automated problem-solving skills needed in the development of relations, and policy elements of traditional and informational links and using those data in order to appropriate curricula will be discussed. Connecting non-traditional schools as social systems concerned make administrative decisions about students, the curriculum to the world of work will be with inputs, environments, transformation, and faculty, and curriculum. Emphasis will also be explored. outcomes. Students will be expected to identify placed on the ways in which administrators use Credits: 3 personal leadership, supervisory, and administrative standardized and alternative assessments of Annually abilities and demonstrate skills in the functions and students, formative and summative assessments of processes of leadership, management, interpersonal faculty, and program evaluation. Issues of reliability HDL 937 The Supervisor in the School Setting communication, and motivation for school change and validity and their relationship to the decision- This course focuses on the elements of effective by linking theory and practice in classroom-based making process will be explored. The effects of supervisory practice in the school. Students will and field-based activities. Strategies for the diversity in language, culture, gender, and consider the learning standards relative to the implementation of initiatives and the evaluation of ability/disability on the use of assessment data will principles of supervision, supervisory leadership their impact on schools are discussed. be investigated. styles, and the assessment of teacher performance. Credits: 6 Credits: 3 Important topics include effective instructional Annually Annually practices, adult learning theories, organizing and planning professional staff development, and HDL 931A Administrative Core II: Community HDL 933 School Business Administration coaching and mentoring models, as well as team Relations This course will focus on the business-related and consensus-building approaches that include This course broadens the focus from aspects of school and district/regional parents and other constituents. Strategies for the school/district/regional-related theories and administration as they support the improvement of development of school/district/regional

Page 137 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 comprehensive plans for the continuous professional growth of all staff will be examined. Credits: 3 Annually

HDL 941 School District Administrator This course will explore the complex role of today's school district/regional administrator as an effective leader in the broader, urban-inclusive educational community intent on enhanced student achievement. Students will explore district/regional composition and understand strategies and develop skills for: building and articulating a system-wide vision; coordinating groups for achieving district/regional short-range and long-range goals and objectives; developing procedures and policies; generating and allocating resources; developing a research-based approach to building safe and effective schools; developing leadership in school and community groups; working with governance groups; capacity building; negotiating; and program planning and accountability. Credits: 3 Annually

HDL 951A Internship in Administration and Supervision I: Building Level This internship consists of 550 hours at the school building level. Eight core areas are addressed: leadership, management, curriculum and instruction, student issues, personnel issues, staff development, in-district/region relationships, and community relations. Credits: 3 Annually

HDL 951B Internship in Administration and Supervision II: District/Regional Level This internship consists of 550 hours at the district or regional office level. Eight core areas are addressed: leadership, management, curriculum and instruction, student issues, personnel issues, staff development, in-district/region relationships, and community relations. The pre-requisite of HDL 951A is required. Credits: 3 Annually

HDL 998 Special Topics in School Leadership This course is designed to provide participants with the opportunity to explore one topic of administrative importance in depth. Topics will vary each semester. Credits: 1 to 3 On Occasion

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 138 Brooklyn Campus

TEACHING AND LEARNING • Submit a statement of professional goals courses. Students need to have at least one day a Students who have not passed the Liberal Arts week available to be in a school placement during The Department of Teaching and Learning and Sciences Test (LAST) of the NYS Teacher school hours. offers programs on both the undergraduate and Certification Exam and do not have prior teaching Student Teaching graduate level, all leading to NYS teaching certification are also required to take the TAL Student teaching is usually completed in the certification. The program prepares new teachers Department Assessment, a measure of writing last semester of the program. It is a full-time who are just starting out in their field and helps skill, upon admission and before registration. experience that consists of all-day student teaching practicing teachers enhance their careers with Students who do not achieve a passing score in selected schools. additional specializations. All programs emphasize (Level 3) on the assessment must enroll in TAL To be admitted to Student Teaching, multiple hands-on learning in a multicultural context. 088 Textual Strategies for Educators, a non-credit criteria include: Classes are small, fostering an atmosphere of course to develop reading and writing skills at the • Passing score on LAST inquiry and reflection. Fieldwork and student graduate level, during the first semester. They are • 3.0 GPA teaching placements are in schools especially also required to meet with the Director of • Interview with Director of School Relations & selected for excellence and diversity. With an Academic Support Services early in the semester Field Experience and/or Program Coordinator emphasis on practice, students will be out in the to discuss the results of the assessment. In Students who have not passed the LAST do not schools – observing, learning, and doing – from addition, students scoring at Level 1 are limited to student teach but may graduate from the Non- the very beginning. Students will graduate eligible 3 credits in the first semester; students scoring at Certification Track. for teaching certification – and ready to get a job! Level 2 are limited to 6 credits. Degree Requirements Job Opportunities and Career Trends Waiver of Courses for Students with an To graduate with a major in Teaching and Education is an ever-growing field. As the Undergraduate Degree in Urban Education Learning students must have: population continues to grow, so will the need for from Long Island University • Completion of all program requirements with a quality teachers to work in schools. Learning the Students who have completed the minimum GPA of 3.0 theory in classrooms and being involved in the undergraduate TAL curriculum at Long Island • Review of final project practice of teaching through fieldwork and student University at the Brooklyn Campus, including • Review of student’s collection of work teaching is the beginning of a journey. The New TAL 201 and TAL 301/302, may waive TAL 801 • Review of student’s practice in student York City Department of Education is the primary and TAL 830 in the graduate curriculum, reducing teaching, internship, or practicum employer of our graduates and there are high need the total credit requirement by six credits. In the To graduate from the Certification Track, areas such as: Early Childhood, Special Education event that this results in a program of fewer than students must also: and English as a Second Language. In addition, 30 credits, students are required to take an elective • Pass the LAST and ATS-W (Assessment of teachers are also employed in a range of to bring their program to at least 30 credits. The Teaching Skills - Written) educational settings, including pre-schools, elective must be approved by a faculty adviser. • Fulfill NYS general education and content area private, independent and charter schools, private Submitting an Application for Admission requirements tutorial companies and after-school and literacy All applicants must apply for admission to • Complete state-mandated training in child programs. Educators are also sought at non-profit Long Island University’s Brooklyn Campus. abuse identification and reporting, violence organizations with a community service and/or Please apply online at My LIU or use the Apply prevention, fire safety, substance abuse educational focus, including those that are Now link in the top navigation bar of the Campus’ prevention, and abduction prevention internationally-based. Having a degree in website. For more information on the admissions Students who do not meet the criteria for education opens up other career options including: process, visit the Office of Admissions website or graduation from the Certification Track will positions in educational media, such as in call 718-488-1011. graduate from the Non-Certification Track. publishing and television development, curriculum Program Requirements Certification development, market research and human Continued enrollment in this program is All TAL graduate certification-track programs resources, notably the training function. contingent upon: fulfill the academic requirements for the following Professors Kesson (chair), Rivera, Traugh (Dean) • Maintaining a 3.0 grade-point average certificates: Professors Emeriti Berkowitz, Kazlow, Long, • Satisfactory review by faculty at each stage of • Initial Certification, for students with less than Nathanson. the program 3 years of experience in the certification area Associate Professors Bains, Blitzer, Dyasi, Lava, TAL Academic Advisors review the transcripts • Professional Certification, for students with a Lehman, Lemberger, Zinar of all new students seeking 1st initial certification year of mentored teaching and two years of Associate Professor Emeriti Floyd, Singer for evidence of undergraduate or graduate study teaching experience in the certification area Assistant Professors Baglieri, Daniels, Salloum, that fulfills the following NYS teacher certification To obtain initial or professional certification, Systra requirements: students must: Assistant Professor Visiting, Pabon • General education requirements, including • Fulfill all requirements for graduation from a Instructor Larossa study in artistic expression, communication, certification track program, including: - Adjunct: 21 information retrieval, history and social Completion of student teaching, internship, Admission Requirements sciences, humanities, language other than and/or practicum requirements - Passing scores To be admitted into this program, you must: English, scientific processes, mathematical on the LAST and ATS-W - Completion of • Submit an application to Long Island processes, and written analysis and expression. state-mandated training in child abuse University Brooklyn Campus Office of • Content area requirements, including a 30 identification and reporting, school violence Admissions (see below) credit concentration or major in one of the prevention, fire safety, substance abuse • Have a bachelor's degree from an accredited Liberal Arts and Sciences. prevention, and abduction prevention institution Students will be advised of any additional • Be a U.S. citizen or sign a Declaration of Intent • Have 2.75 minimum undergraduate grade-point coursework that they will need to complete before • Pass the Content Specialty Test (CST) in the average graduation to fulfill these requirements. certification area • Submit two letters of recommendation Fieldwork • For students seeking the Bilingual Education Fieldwork is required in almost all TAL Extension: pass the Bilingual Education

Page 139 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

Assessment (BEA) in the target language of Education at the Brooklyn Campus lead to Initial credit course early in their program: instruction Certification. TAL 099 Preparing for the NYSTCE (0 credits) The TAL Certification Officer helps students Professional Certification is the second-level Another optional non-credit course, TAL 088 apply for certification when all requirements are teaching certificate. A holder of an Initial Textual Strategies for Educators, is recommended met. Students interested in Internship Certification certificate must apply to the New York State for students wishing to improve their writing skills before graduation should consult the Certification Department of Education (SED) for the for graduate study as well as in preparation for the Officer. Professional certificate upon completion of NYSTCE. Progression requirements. Professional Certification is The following workshops are required for all All of TAL’s M.S.Ed. programs are divided awarded to students with a year of mentored programs leading to state certifications: into four Tiers: teaching and 2 years of teaching experience in the The Child Abuse Identification and Reporting • Tier I: Diversity, Language and Literacies in certification area. Please note that when you Workshop is required or completion of the course Urban Education possess this certificate you must complete 175 ALCX 702. • Tier II: Observation and Description of Urban hours of professional development every five years The Violence Prevention and Intervention Learners to keep this certificate valid. Workshop is required or completion of the course • Tier III: Inquiry of Urban Classrooms and Students holding NYS Provisional Certification ALCX 703. Teaching Practices (issued prior to January 2004) who graduate from The Fire Safety, Substance Abuse and Abduction • Tier IV: Advanced Inquiry and Practice the Teacher Certification Track prior to 2011 may Prevention Workshop is required or completion of To progress from one Tier to the next, students receive Permanent Certification in their original the course ALCX 704. must maintain a minimum 3.0 GPA. In addition certification area. The Department of Teaching and Learning offers students must meet the following criteria, In addition, students in the following M.S.Ed. the following specializations: • To progress from Tier 1 to Tier II: satisfactory programs leading to 1st initial certification may be

completion of first six credits, including TAL eligible to apply for Internship Certification after 801. completing half the required credits: EARLY CHILDHOOD AND • To progress from Tier II to Tier III: satisfactory • Childhood Urban Education CHILDHOOD EDUCATION completion of TAL 830 and other Tier II • Early Childhood/Childhood Urban Education courses. • Early Childhood Urban Education • To progress from Tier III to Tier IV: • Adolescence Urban Education M.S.Ed. in Early Childhood satisfactory completion of TAL 880 and other • Teaching Urban Children with Disabilities Tier III courses. • Teaching Urban Adolescents with Disabilities Urban Education (Birth - Grade At each stage of progression, faculty teams • TESOL 2) review students’ work to insure that all criteria are Internship Certificates are valid for two years met. In some cases, students who do not meet and permit students to begin teaching while The 36 -credit M.S.Ed. in Early Childhood criteria are permitted to progress to the next Tier completing their degrees and other certification Urban Education (Birth-Grade 2) is for students on probation. requirements. Please see the Certification Officer without prior certification and leads to the degree Teaching Certification Requirements for more information about this option. of Master of Science and eligibility for initial NYS Requirements for teacher certification in New To obtain initial or professional certification, certification in Early Childhood Education. It York includes successful completion of a students must: prepares students to teach children from birth to bachelor’s or master’s degree; passing of 1. Graduate from the Certification Track second grade. There is also a 34 credit M.S.Ed. in certification examinations, completing workshops 2. Complete state-mandated training in child Early Childhood Urban Education (Birth-Grade 2) in child abuse identification and violence abuse identification and reporting, school for students who already have certification in prevention and fire –safety, substance abuse violence prevention, fire safety, substance another area. Students graduating from this prevention and abduction prevention ; abuse prevention, and abduction prevention. program are eligible for teaching certification once fingerprinting; field experience; and student 3. Pass the following portions of the NYSTCE. they have passed all required portions of the New teaching. L.I.U Brooklyn’s Campus Department of • Liberal Arts and Sciences Test (LAST) York State Teacher Certification Exam Education undergraduate and graduate degrees and • Assessment of Teaching Skills- Written (NYSTCE). Students may also apply for advanced certificate programs are designed to (ATS-W) Internship Certification after completing the first prepare students to meet these certification • Content Specialty Test (CST) in the 18 credits. Internship Certification permits requirements. certification area students to begin teaching while they complete School of Education-Department of Teaching • For students seeking a Bilingual Extension: their degrees. Students with prior initial and Learning at the Brooklyn campus prepares The Bilingual Education Assessment (BEA) certification in another area will, upon completing students for two levels of certification in New in the target language of instruction. this program, also be eligible for professional York State — Initial and Professional: 4. Fingerprint Clearance certification in their original certification area. A Initial Certification is the minimum Applications for certification are submitted 34-credit non-certification track is available for certification required to teach in New York State. electronically. Students who have completed all students who are not interested in or who do not Initial Certification, for students with less than requirements of the registered New York State qualify for certification. three years of teaching experience in the Teacher Certification program at Long Island certification area.The entry-level certificate is University’s Brooklyn Campus should see the valid for 5 years and is issued in a specific subject SOE certification officer, Ms. Marizaldy and/or grade level. Initial Certification leads to the Mercedes, 2nd floor, Pratt Building, to complete Professional Certificate. After three years of their application. professional teaching experience, you can apply Preparing for New York State Teacher for the Professional Certificate to continue to be Certification Examinations certified in New York State. All teacher-training Students who have not passed the LAST are bachelor’s and master’s programs in the School of strongly encouraged to take the following non-

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 140 Brooklyn Campus

hours) (3 credits) TIER I: Diversity, Language and Literacies in TAL 844 Environments, Practices and Play (15 Urban Education (6 credits) Early Childhood Urban Fieldwork hours) (3 credits) TAL 801 Issues in Urban Education 3.00 TAL 846 Family Literacy and Parental TAL 802 Language and Literacy 3.00 Education 1st Initial Collaboration (10 Fieldwork hours) (3 credits) Certification TIER III: Inquiry of Urban Classrooms and TIER II: Observation and Description of Teaching Practices (9 credits) Urban Learners (12 credits) Early Childhood Urban Education, MSED (B- TAL 845 Math and Science in Early Childhood TAL 803 Perspectives on Disability 3.00 2) -- 1st initial (15 Fieldwork hours) (3 credits) TAL 811 Lives of Children (14 3.00 Non-credit pre-requirement determined by TAL 873 Early Literacy (15 Fieldwork hours) (3 Fieldwork hours) TAL Assessment or LAST credits) TAL 088 Textual Strategies for TAL 880 Classroom Inquiry II (30 Fieldwork TAL 816 Teaching Literacy K-6 3.00 Educators 0 credits hours) (3 credits) (10 Fieldwork hours) TIER IV: Advanced Inquiry and Practice (4 TAL 830 Classroom Inquiry I (30 3.00 TIER I: Diversity, Language and Literacies in credits) Fieldwork hours) Urban Education (9 credits) TAL 890 Overview of Teaching in Alternative TAL 801 Issues in Urban Education (3 credits) Settings (1 credit) TIER III: Inquiry of Urban Classrooms and TAL 802 Language and Literacy (3 credits) TAL 971 Capstone Seminar (3 credits) Teaching Practices (18 credits) TAL 810 Early Development (15 fieldwork A minimum of 34 credits is required. TAL 831 Teaching Social Studies 3.00 hours) (3 credits) 1-6 (10 Fieldwork TIER II: Observation and Description of M.S.Ed. in Childhood Urban hours) Urban Learners (12 credits) TAL 832 Teaching the Arts 1-6 3.00 TAL 803 Perspectives on Disability (3 credits) Education (Grades 1-6)

TAL 830 Classroom Inquiry I (30 Fieldwork TAL 833 Teaching 3.00 The 42-credit M.S.Ed. in Childhood Urban hours) (3 credits) Science/Technology 1-6 Education (Grades 1-6) is for students without TAL 844 Environments, Practices and Play (15 (10 Fieldwork hours) prior certification and leads to the degree of Fieldwork hours) (3 credits) Master of Science and eligibility for initial NYS TAL 834 Teaching 3.00 TAL 846 Family Literacy and Parental certification in Childhood Education, grades 1-6. It Math/Technology 1-6 Collaboration (10 Fieldwork hours) (3 credits) prepares students to teach in elementary school (10 Fieldwork hours) Tier III: Inquiry into Urban Classrooms and classrooms. There is also a 33-credit M.S.Ed. in Teaching Practices ( 9 credits) TAL 854 Positive Approaches to 3.00 Childhood Urban Education (Grades 1-6) for TAL 845 Math and Science in Early Childhood Challenging Behaviors students who already have certification in another (15 Fieldwork hours) (3 credits) area. TAL 880 Classroom Inquiry II 3.00 TAL 873 Early Literacy (15 Fieldwork hours) (3 Optional extensions are available for students (30 Fieldwork hours) credit hours) who wish to teach in middle schools (6 credits) or TAL 880 Classroom Inquiry II (30 Fieldwork TIER IV: Advanced Inquiry and Practice (6 bilingual classrooms (9 credits). hours) (3 credits) credits) Students graduating from this program are Tier IV: Advanced Inquiry and Practice (6 TAL 882A Student Teaching: 3.00 eligible for teaching certification once they have credits) Childhood (Full-time passed all required portions of the New York State TAL 881A Student Teaching: Early Childhood classroom fieldwork) Teacher Certification Exam (NYSTCE). Students (Full-time classroom fieldwork) (3 credits) may also apply for Internship Certification after TAL 971 Capstone Seminar 3.00 TAL 971: Capstone Seminar (3 credits) completing the first 21 credits. Internship A minimum of 36 credits is required. A minimum of 42 credits is required.

Certification permits students to begin teaching while they complete their degrees. Students with Childhood Urban Education 2nd Early Childhood Urban prior initial certification in another area will, upon Education - Non Certification completing this program, also be eligible for Initial Certification

professional certification in their original EARLY CHILDHOOD URBAN EDUCATION certification area. Childhood Urban Education, MSED - (B-2), MSED - Non-certification A 40-credit non-certification track is available - 2nd Initial Non credit pre-requirement determined by for students who are not interested in or who do All of the following courses must be TAL Assessment or LAST not qualify for certification. completed. TAL 088 Textual Strategies for Educators (0 TIER I: Diversity, Language and Literacies in credit) Childhood Urban Education 1st Urban Education (3 credits) TIER I: Diversity, Language and Literacies in TAL 801 Issues in Urban Education 3.00 Urban Education (9 credits) Initial Certification

TAL 801 Issues in Urban Education (3 credits) TIER II: Observation and Description of TAL 802 Language and Literacy (3 credits) Childhood Urban Education, MSED - Urban Learners (9 credits) TAL 810 Early Development (15 Fieldwork - 1st Initial TAL 803 Perspectives on Disability 3.00 hours) (3 credits) Non-credit pre-requirement determined by TAL 816 Teaching Literacy K-6 3.00 TIER II: Observation and Description of TAL Assessment or LAST (10 Fieldwork hours) Urban Learners (12 credits) TAL 088 Textual Strategies for 0.00 TAL 803 Perspectives on Disability (3 credits) Educators TAL 830 Classroom Inquiry I (30 3.00 TAL 830 Classroom Inquiry I (30 Fieldwork Fieldwork hours) All of the following courses must be completed.

Page 141 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

TIER III: Inquiry of Urban Classrooms and TAL 833 Teaching 3.00 Teaching Practices (18 credits) Science/Technology 1-6 Childhood/Early Childhood TAL 831 Teaching Social Studies 3.00 (10 Fieldwork hours) 1-6 (10 Fieldwork Urban Education - 1st Initial TAL 834 Teaching 3.00 hours) Math/Technology 1-6 Certification

TAL 832 Teaching the Arts 1-6 3.00 (10 Fieldwork hours) CHILDHOOD/EARLY CHILDHOOD TAL 833 Teaching 3.00 TAL 854 Positive Approaches to 3.00 URBAN EDUCATION (B-6), MSED - 1st Science/Technology 1-6 Challenging Behaviors INITIAL (10 Fieldwork hours) Non credit pre-requirement determined by TAL 880 Classroom Inquiry II 3.00 TAL Assessment or LAST TAL 834 Teaching 3.00 (30 Fieldwork hours) TAL 088 Textual Strategies for Educators (0 Math/Technology 1-6 TIER IV: Advanced Inquiry and Practice (4 credits) (10 Fieldwork hours) credits) TIER I: Diversity, Language and Literacies in TAL 854 Positive Approaches to 3.00 TAL 890 Overview of Teaching in 1.00 Urban Education (6 credits) Challenging Behaviors Alternative Settings TAL 801 Issues in Urban Education (3 credits) TAL 802 Language and Literacy (3 credits) TAL 880 Classroom Inquiry II 3.00 TAL 971 Capstone Seminar 3.00 TIER II: Observation and Description of (30 Fieldwork hours) A minimum of 40 credits is required. Urban Learners (15 credits) TIER IV: Advanced Inquiry and Practice (3 TAL 803 Perspectives on Disability (3 credits) credits) M.S.Ed. in Childhood/Early TAL 810 Early Development (15 Fieldwork TAL 971 Capstone Seminar 3.00 hours) (3 credits) Childhood Urban Education TAL 811 Lives of Children (14-20 Fieldwork A minimum of 33 credits is required. (Birth - Grade 6) hours) (3 credits) TAL 816 Teaching Literacy K-6 (10 Fieldwork Childhood Urban Education - The 52-credit M.S.Ed. in Childhood/Early hours) (3 credits) Non Certification Childhood Urban Education (Birth – Grade 6) is TAL 830 Classroom Inquiry I (30 Fieldwork for students without prior certification and leads to hours) Fall and Spring (3 credits) Childhood Urban Education MSED -- the degree of Master of Science and eligibility for TIER III: Inquiry of Urban Classrooms and initial NYS certification in Early Childhood Non Certification Teaching Practices (24 credits) Education, birth to grade 2, and Childhood TAL 831 Teaching Social Studies (1-6) (10 Non-credit pre-requirement determined by Education, grades 1–6. It prepares students to Fieldwork hours) (3 credits) TAL Assessment or LAST teach in pre-schools, kindergartens, and TAL 832 Teaching the Arts (1-6) (3 credits) TAL 088 Textual Strategies for 0.00 elementary school classrooms. There is also a 44- TAL 833 Teaching of Science/Technology (10 Educators credit M.S.Ed. in Childhood/Early Childhood Fieldwork hours) (3 credits) All of the following courses must be completed. Urban Education (Birth – Grade 6) for students TAL 834 Teaching of Math/Technology (10 TIER I: Diversity, Language and Literacies in who already have certification in another area. Fieldwork hours) (3 credits) Urban Education (6 credits) Optional extensions are available for students TAL 844 Environments, Practices and Play (15 TAL 801 Issues in Urban Education 3.00 who wish to teach in middle schools, grades 7–9 (6 Fieldwork hours) (3 credits) credits) or bilingual classrooms (9 credits). TAL 846 Family Literacy and Parental TAL 802 Language and Literacy 3.00 Students graduating from this program are Collaboration (10 Fieldwork hours) (3 credits) eligible for teaching certification once they have OR TIER II: Observation and Description of passed all required portions of the New York State TAL 854 Positive Approaches to Challenging Urban Learners (12 credits) Teacher Certification Exam (NYSTCE). Students Behaviors (10 Fieldwork hours) (3 credits) may also apply for Internship Certification after TAL 803 Perspectives on 3.00 TAL 873 Early Literacy (15 Fieldwork hours) (3 completing the first 24 to 26 credits. Internship Disability credits) Certification permits students to begin teaching TAL 880 Classroom Inquiry II (30 Fieldwork TAL 811 Lives of Children (14 3.00 while they complete their degrees. Students with hours) (3 credits) Fieldwork hours) prior initial certification in another area will, upon TIER IV: Advanced Inquiry and Practice (7 completing this program, also be eligible for TAL 816 Teaching Literacy K-6 3.00 credits) professional certification in their original (10 Fieldwork hours) TAL 882A Student Teaching: Childhood (Full- certification area. Time Classroom Fieldwork) (3 credits) TAL 830 Classroom Inquiry I (30 3.00 A 49-credit non-certification track is available TAL 881B Student Teaching for the Practicing Fieldwork hours) for students who are not interested in or who do Teacher: Early Childhood (1 credit) TIER III: Inquiry of Urban Classrooms and not qualify for certification. TAL 971 Capstone Seminar(3 credits)

Teaching Practices (18 credits) A minimum of 52 credits is required.

TAL 831 Teaching Social Studies 3.00

1-6 (10 Fieldwork

hours)

TAL 832 Teaching the Arts 1-6 3.00

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 142 Brooklyn Campus

TIER I: Diversity, Language and Literacies in TAL 881B Student Teaching for the 1.00 Childhood/Early Childhood Urban Education (6 credits) Practicing Teacher: Early TAL 801 Issues in Urban Education (3 credits) Childhood Urban Education - 2nd Initial TAL 802 Language and Literacy (3 credits) A minimum of 13 credits is required. TIER II: Observation and Description of Certification Urban Learners (15 credits) CHILDHOOD/EARLY CHILDHOOD TAL 803 Perspectives on Disability (3 credits) ADOLESCENCE EDUCATION

URBAN EDUCATION (B-6), MSED - 2nd TAL 810 Early Development (15 Fieldwork INITIAL hours) (3 credits) TIER I: Diversity, Language and Literacies in TAL 811 Lives of Children (14-20 Fieldwork M.S.Ed. in Adolescence Urban Urban Education (3 credits) hours) (3 credits) Education (Grades 7-12) TAL 801 Issues in Urban Education (3 credits) TAL 816 Teaching Literacy K-6 (10 Fieldwork TIER II: Observation and Description of hours) (3 credits) The 39-45-credit M.S.Ed. in Adolescence Urban Learners (12 credits) TAL 830 Classroom Inquiry I (30 Fieldwork Urban Education (Grades 7-12) is for students TAL 803 Perspectives on Disabilitiy (3 credits) hours) (3 credits) without prior certification and leads to the degree TAL 810 Early Development (15 Fieldwork TIER III: Inquiry of Urban Classrooms and of Master of Science in Education and eligibility hours) (3 credits) Teaching Practices (24 credits) for initial NYS certification in Adolescence TAL 816 Teaching Literacy K-6 (10 Fieldwork TAL 831 Teaching Social Studies (1-6) (10 Education, grades 7-12. It prepares students to hours) (3 credits) Fieldwork hours) (3 credits) teach one of the content areas (Biology, TAL 830 Classroom Inquiry I (30 Fieldwork TAL 832 Teaching the Arts (1-6) (3 credits) Chemistry, English, Math or Social Studies) at the hours) (3 credits) TAL 833 Teaching of Science/Technology (10 secondary level. Prior coursework in the intended TIER III: Inquiry of Urban Classrooms and Fieldwork hours) (3 credits) content area is required. There is also a 33-39- Teaching Practices (24 credits) TAL 834 Teaching of Math/Technology (10 credit M.S.Ed. in Adolescence Urban Education TAL 831 Teaching Social Studies (1-6) (10 Fieldwork hours) (3 credits) (Grades 7-12) for students who already have Fieldwork hours) (3 credits) TAL 844 Environments, Practices and Play (15 certification in another area. TAL 832 Teaching the Arts (1-6) (3 credits) Fieldwork hours) (3 credits) Optional extensions are also available for TAL 833 Teaching of Science/Technology (10 TAL 846 Family Literacy and Parental students wishing to teach in middle schools (6 Fieldwork hours) (3 credits) Collaboration (10 Fieldwork hours) (3 credits) credits) or in bilingual classrooms (9 credits). TAL 834 Teaching of Math/Technology (10 OR Students graduating from this program are Fieldwork hours) (3 credits) TAL 854 Positive Approaches to Challenging eligible for teaching certification once they have TAL 844 Environments, Practices and Play (15 Behaviors (10 Fieldwork hours) (3 credits) passed all required portions of the New York State Fieldwork hours) (3 credits) TAL 873 Early Literacy (15 Fieldwork hours) (3 Teacher Certification Exam (NYSTCE). Students TAL 846 Family Literacy and Parental credits) may also apply for Internship Certification after Collaboration (10 Fieldwork hours) (3 credits) TAL 880 Classroom Inquiry II (30 Fieldwork completing the first 18 to 21 credits. Internship OR hours) (3 credits) Certification permits students to begin teaching TAL 854 Positive Approaches to Challenging TIER IV: Advanced Inquiry and Practice (4 while they complete their degrees. Behaviors (10 Fieldwork hours) (3 credits) credits) Students with prior initial certification in TAL 873 Early Literacy (15 Fieldwork hours) (3 TAL 890 Overview of Teaching in Alternative another area will, upon completing this program, credits) Settings (1 credit) also be eligible for professional certification in TAL 880 Classroom Inquiry II (30 Fieldwork TAL 971 Capstone Seminar (3 credits) their original certification area. hours) (3 credits) A minimum of 49 credits is required. A non-certification track is available for TIER IV: Advanced Inquiry and Practice (4-5 students who are not interested in or who do not credits) Advanced Certificate in Early qualify for certification. TAL 882B Student Teaching for the Practicing Teacher: Childhood* (1 credit) Childhood Urban Education Adolescent Urban Education: TAL 881B Student Teaching for the Practicing (Birth - Grade 2) Teacher: Early Childhood (1 credit) Biology 1st Initial Certification

TAL 971 Capstone Seminar (3 credits) *May be waived for students who hold initial Early Childhood (Birth-Grade 2) Adolescence Urban Education 7-12, certification in another area. Urban Education Advanced Biology, MSED -- 1st Initial A minimum of 43 credits is required. Non-cedit pre-requirement determined by TAL Certificate Assessment or LAST Must complete all courses listed below. TAL 088 Textual Strategies for 0.0 Childhood/Early Childhood TAL 810 Early Development 3.00 Educators Urban Education - Non TAL 844 Environments Practices 3.00 All of the following courses are required: Certification and Play in Early TIER I: Diversity, Language and Literacies in

Childhood Urban Education (6 credits) CHILDHOOD/EARLY CHILDHOOD TAL 846 Family Literacy and 3.00 TAL 801 Issues in Urban Education 3.00 URBAN EDUCATION (B-6) MSED - Non- Parental Collaboration certification TAL 802 Language and Literacy 3.00 Non credit pre-requirement determined by TAL 873 Early Literacy 3.00 TIER II: Observation and Descripton of TAL Assessment or LAST Urban Learners (12 credits) TAL 088 Textual Strategies for Educators (0 credit)

Page 143 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

TAL 803 Perspectives on Disability 3.00 TAL 842A Teaching Methods in the 3.00 A minimum of 37 credits is required. Secondary Classroom: TAL 812 Lives of Adolescents 3.00 Biology (15 Fieldwork (14-20 Fieldwork hours) Adolescent Urban Education: hours) TAL 817 Teaching Literacy: 3.00 Chemistry 1st Initial TAL 880 Classroom Inquiry II 3.00 Grades 5-12 (10 (30 Fieldwork hours) Certification Fieldwork hours) TIER IV: Advanced Inquiry and Practice (3 TAL 830 Classroom Inquiry I (30 3.00 Adolescence Urban Education 7-12, credits) Fieldwork hours) Chemistry, MSED -- 1st Initial TAL 971 Capstone Seminar 3.00 TIER III: Inquiry of Urban Classrooms and Non-credit pre-requirement determined by A minimum of 30 credits is required. TAL Assessment or LAST Teaching Practices (15-21 credits) A minimum of 6 graduate credits are required TAL 088 Textual Strategies for 0.00 in the area of concentration: Biology Adolescent Urban Education: Educators TAL 841A Curriculum in the 3.00 Biology - Non Certification All of the following courses are required: Secondary Classroom: TIER I: Diversity, Language and Literacies in Biology (15 Fieldwork Adolescence Urban Education 7-12, Urban Education (6 credits) hours) Biology, MSED - Non Certification TAL 801 Issues in Urban Education 3.00 TAL 842A Teaching Methods in the 3.00 Non-credit pre-requirement determined by TAL 802 Language and Literacy 3.00 Secondary Classroom: TAL Assessment or LAST: TIER II: Observation and Description of Biology (15 Fieldwork TAL 088 Textual Strategies for 0.00 Urban Learners (12 credits) hours) Educators TAL 803 Perspectives on Disability 3.00 TAL 880 Classroom Inquiry II (30 3.00 All of the following courses are required: Fieldwork hours) TIER I: Diversity, Language and Literacies in TAL 812 Lives of Adolescents 3.00 Urban Education (6 credits) (14-20 Fieldwork hours) TIER IV: Advanced Inquiry and Practice (6 credits) TAL 801 Issues in Urban 3.00 TAL 817 Teaching Literacy: 3.00 Education TAL 883A Student Teaching: 3.00 Grades 5-12 (10 Fieldwork hours) Adolescence (Full-time TAL 802 Language and Literacy 3.00 classroom fieldwork) TIER II: Observation and Description of TAL 830 Classroom Inquiry I (30 3.00 TAL 971 Capstone Seminar 3.00 Urban Learners (12 credits) Fieldwork hours) A minimum of 39 credits is required. TAL 803 Perspectives on Disability 3.00 TIER III: Inquiry of Urban Classrooms and Teaching Practices (15-21 credits) TAL 812 Lives of Adolescents 3.00 A minimum of 6 graduate credits are required in (14-20 Fieldwork hours) Adolescent Urban Education: the area of concentration: Chemistry Biology 2nd Initial Certification TAL 817 Teaching Literacy: 3.00 TAL 841B Curriculum in the 3.00 Grades 5-12 (10 Secondary Classroom: Adolescence Urban Education 7-12, Fieldwork hours) Chemistry (15 Biology, MSED -- 2nd Initial TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) All of the following courses are required: Fieldwork hours) TAL 842B Teaching Methods in the 3.00 TIER I: Diversity, Language and Literacies in TIER III: Inquiry of Urban Classrooms and Secondary Classroom: Urban Education (6 credits) Teaching Practices (15-21 credits) Chemistry (15 TAL 801 Issues in Urban Education 3.00 A minimum of 6 graduate credits are required in Fieldwork hours) TAL 803 Perspectives on Disability 3.00 the concentration area: Biology TAL 880 Classroom Inquiry II 3.00 TIER II: Observation and Description of TAL 841A Curriculum in the 3.00 (30 Fieldwork hours) Secondary Classroom: Urban Learners (6 credits) TIER IV: Advanced Inquiry and Practice (6 Biology (15 Fieldwork TAL 817 Teaching Literacy: 3.00 credits) hours) Grades 5-12 (10 TAL 883A Student Teaching: 3.00 Fieldwork hours) TAL 842A Teaching Methods in the 3.00 Adolescence (Full-time Secondary Classroom: TAL 830 Classroom Inquiry I (30 3.00 classroom fieldwork) Biology (15 Fieldwork Fieldwork hours) TAL 971 Capstone Seminar 3.00 hours) TIER III: Inquiry of Urban Classrooms and A minimum of 39 credits is required. Teaching Practices (15-21 credits) TAL 880 Classroom Inquiry II (30 3.00 Fieldwork hours) A minimum of 6 graduate credits are required in the concentration area: Biology TIER IV: Advanced Inquiry and Practice (6 TAL 841A Curriculum in the 3.00 credits) Secondary Classroom: TAL 890 Overview of Teaching in 1.00 Biology (15 Fieldwork Alternative Settings hours) TAL 971 Capstone Seminar 3.00

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 144 Brooklyn Campus

TAL 803 Perspectives on Disability 3.00 TIER III: Inquiry of Urban Classrooms and Teaching Practices (15-21 credits) Adolescent Urban Education: TAL 812 Lives of Adolescents 3.00 A minimum of 6 graduate credits are required in (14-20 Fieldwork hours) Chemistry 2nd Initial the area of concentration: English Certification TAL 817 Teaching Literacy: 3.00 TAL 841C Curriculum in the 3.00 Grades 5-12 (10 Secondary Classroom: Adolescence Urban Education 7-12, Fieldwork hours) English (15 Fieldwork hours) Chemistry, MSED -- 2nd Initial TAL 830 Classroom Inquiry I (30 3.00 All of the following courses are required: Fieldwork hours) TAL 842C Teaching Methods in the 3.00 TIER I: Diversity, Language and Literacies in TER III: Inquiry of Urban Classrooms and Secondary Classroom: Urban Education (6 credits) Teaching Practices (15-21 credits) English (15 Fieldwork TAL 801 Issues in Urban Education 3.00 A minimum of 6 graduate credits are required in hours) TAL 803 Perspectives on 3.00 the concentration area: Chemistry TAL 880 Classroom Inquiry II 3.00 Disabilities TAL 841B Curriculum in the 3.00 (30 Fieldwork hours) Secondary Classroom: TIER II: Observation and Description of TIER IV: Advanced Inquiry and Practice (6 Chemistry (15 Urban Learners (6 credits) credits) Fieldwork hours) TAL 817 Teaching Literacy: 3.00 TAL 971 Capstone Seminar 3.00 Grades 5-12 (10 TAL 842B Teaching Methods in the 3.00 TAL 883A Student Teaching: 3.00 Fieldwork hours) Secondary Classroom: Adolescence (Full-time Chemistry (15 TAL 830 Classroom Inquiry I (30 3.00 classroom fieldwork) Fieldwork hours) Fieldwork hours) A minimum of 39 credits is required. TAL 880 Classroom Inquiry II 3.00 TIER III: Inquiry of Urban Classrooms and (30 Fieldwork hours) Teaching Practices (15-21 credits) Adolescent Urban Education: A minimum of 6 graduate credits are required TIER IV: Advanced Inquiry and Practice (4 in the concentration area: Chemistry credits) English 2nd Initial Certification

TAL 841B Curriculum in the 3.00 TAL 890 Overview of Teaching in 1.00 Adolescence Urban Education 7-12, Secondary Classroom: Alternative Settings Chemistry (15 English, MSED -- 2nd Initial TAL 971 Capstone Seminar 3.00 Fieldwork hours) All of the following courses are required: A minimum of 37 credits is required. TIER I: Diversity, Language and Literacies in TAL 842B Teaching Methods in the 3.00 Urban Education (6 credits) Secondary Classroom: Adolescent Urban Education: TAL 801 Issues in Urban Education 3.00 Chemistry (15 Fieldwork hours) English 1st Initial Certification TAL 803 Perspectives on Disability 3.00

TAL 880 Classroom Inquiry II (30 3.00 TIER II: Observation and Description of Adolescence Urban Education 7-12, Fieldwork hours) Urban Learners (6 credits) English, MSED -- 1st Initial TIER IV Advanced Inquiry and Practice (3 TAL 817 Teaching Literacy: 3.00 Non-credit pre-requirement determined by credits) Grades 5-12 (10 TAL Assessment or LAST Fieldwork hours) TAL 971 Capstone Seminar 3.00 TAL 088 Textual Strategies for 0.00 TAL 830 Classroom Inquiry I (30 3.00 A minimum of 30 credits is required. Educators Fieldwork hours) All of the following courses are required: Tier III: Inquiry of Urban Classrooms and Adolescent Urban Education: TIER I: Diversity, Language and Literacies in Teaching Practices (15-21 credits) Urban Education (6 credits) Chemistry - Non Certification A minimum of 6 graduate credits are required TAL 801 Issues in Urban Education 3.00 in the concentration area: English Adolescence Urban Education 7-12, TAL 802 Language and Literacy 3.00 TAL 841C Curriculum in the 3.00 Chemistry, MSED -- Non Secondary Classroom: Certification TIER II: Observation and Description of English (15 Fieldwork Non-credit pre-requirement determined by Urban Learners (12 credits) hours) TAL Assessment or LAST: TAL 803 Perspectives on 3.00 TAL 842C Teaching Methods in the 3.00 TAL 088 Textual Strategies for 3.00 Disabilities Secondary Classroom: Educators English (15 Fieldwork TAL 812 Lives of Adolescents 3.00 hours) All of the following courses are required: (14-20 Fieldwork hours) TIER I: Diversity, Language and Literacies in TAL 880 Classroom Inquiry II 3.00 Urban Education (6 credits) TAL 817 Teaching Literacy: 3.00 (30 Fieldwork hours) Grades 5-12 (10 TAL 801 Issues in Urban Education 3.00 Fieldwork hours) TIER IV: Advanced Inquiry and Practice (3 TAL 802 Language and Literacy 3.00 credits) TAL 830 Classroom Inquiry I (30 3.00 TAL 971 Capstone Seminar 3.00 TIER II: Observation and Description of Fieldwork hours) Urban Learners (12 credits)

Page 145 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

A minimum of 30 credits is required. Non-credit pre-requirement determined by TAL 817 Teaching Literacy: 3.00

TAL Assessment or LAST Grades 5-12 (10 Adolescent Urban Education: TAL 088 Textual Strategies for 0.00 Fieldwork hours) Educators English - Non Certification TAL 830 Classroom Inquiry I (30 3.00 All of the following courses are required: Fieldwork hours) TIER I: Diversity, Language and Literacies in Adolescence Urban Education 7-12, TIER III: Inquiry of Urban Classrooms and Urban Education (6 credits) MSED, English - Non Certification Teaching Practices (15-21 credits) TAL 801 Issues in Urban Education 3.00 Non-credit pre-requirement A minimum of 6 graduate credits are required in the concentration area: Mathematics determined by TAL Assessment or TAL 802 Language and Literacy 3.00 TAL 841D Curriculum in the 3.00 LAST: TIER II: Observation and Description of Urban Learners (12 credits) Secondary Classroom: TAL 088 Textual Strategies for 0.00 Mathematics (15 TAL 803 Perspectives on Disability 3.00 Educators Fieldwork hours) All of the following courses are required: TAL 812 Lives of Adolescents 3.00 TAL 842D Teaching Methods in the 3.00 TIER I: Diversity, Language and Literacies in (14-21 Fieldwork hours) Secondary Classroom: Urban Education (6 credits) TAL 817 Teaching Literacy: 3.00 Mathematics (15 TAL 801 Issues in Urban Education 3.00 Grades 5-12 (10 Fieldwork hours Fieldwork hours) TAL 802 Language and Literacy 3.00 TAL 880 Classroom Inquiry II 3.00 TIER II: Observation and Description of TAL 830 Classroom Inquiry I (30 3.00 (30 Fieldwork hours) Fieldwork hours) Urban Learners (12 credits) TIER IV: Advanced Inquiry and Practice (3 TAL 803 Perspectives on Disability 3.00 TIER III: Inquiry of Urban Classrooms and credits) Teaching Practices (15-21 credits) TAL 812 Lives of Adolescents 3.00 TAL 971 Capstone Seminar 3.00 A minimum of 6 graduate credits are required in (14-20 Fieldwork the area of concentration: Mathematics A minimum of 30 credits is required. hours) TAL 841D Curriculum in the 3.00 TAL 817 Teaching Literacy: 3.00 Secondary Classroom: Adolescent Urban Education: Grades 5-12 (10 Mathematics (15 Mathematics - Non Certification Fieldwork hours) Fieldwork hours)

TAL 830 Classroom Inquiry I (30 3.00 TAL 842D Teaching Methods in the 3.00 Adolescence Urban Education 7-12, Fieldwork hours) Secondary Classroom: Math, MSED -- Non-Certification TIER III: Inquiry of Urban Classrooms and Mathematics (15 Non-credit pre-requirement determined by Teaching Practices (15-21 credits) Fieldwork hours) TAL Assessment or LAST: A minimum of 6 graduate credits are required TAL 880 Classroom Inquiry II 3.00 TAL 088 Textual Strategies for 0.00 in the concentration area: English (30 Fieldwork hours) Educators TAL 841C Curriculum in the 3.00 TIER IV: Advanced Inquiry and Practice (6 All of the following courses are required: Secondary Classroom: credits) TIER I: Diversity, Language and Literacies in English (15 Fieldwork Urban Education (6 credits) hours) TAL 883A Student Teaching: 3.00 Adolescence (Full-time TAL 801 Issues in Urban Education 3.00 TAL 842C Teaching Methods in the 3.00 classroom fieldwork) TAL 802 Language and Literacy 3.00 Secondary Classroom: English (15 Fieldwork TAL 971 Capstone Seminar 3.00 TIER II: Observation and Description of hours) A minimum of 39 credits is required. Urban Learners (12 credits) TAL 803 Perspectives on Disability 3.00 TAL 880 Classroom Inquiry II 3.00 (30 Fieldwork hours) Adolescent Urban Education: TAL 812 Lives of Adolescents 3.00 TIER IV: Advanced Inquiry and Practice (4 Mathematics 2nd Initial (14-20 Fieldwork hours) credits) Certification TAL 890 Overview of Teaching in 1.00 TAL 817 Teaching Literacy: 3.00 Alternative Settings Adolescence Urban Education 7-12, Grades 5-12 (10 Fieldwork hours) TAL 971 Capstone Seminar 3.00 Mathematics, MSED -- 2nd Initial A minimum of 37 credits is required. All of the following courses are required: TAL 830 Classroom Inquiry I (30 3.00 TIER I: Diversity, Language and Literacies in Fieldwork hours) Adolescent Urban Education: Urban Educatin (6 credits) TIER III: Inquiry of Urban Classrooms and TAL 801 Issues in Urban Education 3.00 Teaching Practices (15-21 credits) Mathematics 1st Initial A minimum of 6 graduate credits are required TAL 803 Perspectives on Disability 3.00 Certification in the concentration area: Mathematics TIER II Observation and Description of Urban

Learners (6 credits) Adolescence Urban Education 7-12, Mathematics, MSED -- 1st Initial

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 146 Brooklyn Campus

TAL 841D Curriculum in the 3.00 TAL 880 Classroom Inquiry II 3.00 TAL 088 Textual Strategies for 0.00 Secondary Classroom: (30 Fieldwork hours) Educators Mathematics (15 TIER IV: Advanced Inquiry and Practice (6 All of the following courses are required: Fieldwork hours) credits) TIER I: Diversity, Language and Literacies in TAL 842D Teaching Methods in the 3.00 TAL 883A Student Teaching: 3.00 Urban Education (6 credits) Secondary Classroom: Adolescence (Full-time TAL 801 Issues in Urban Education 3.00 Mathematics (15 classroom fieldwork) TAL 802 Language and Literacy 3.00 Fieldwork hours) TAL 971 Capstone Seminar 3.00 TIER II: Observation and Description of TAL 880 Classroom Inquiry II 3.00 A minimum of 39 credits is required. Urban Learners (12 credits) (30 Fieldwork hours) TAL 803 Perspectives on Disability 3.00 TIER IV: Advanced Inquiry and Practice (4 Adolescent Urban Education: TAL 812 Lives of Adolescents 3.00 credits) (14-20 Fieldwork hours) TAL 890 Overview of Teaching in 1.00 Social Studies 2nd Initial Alternative Settings Certification TAL 817 Teaching Literacy: 3.00 Grades 5-12 (10 TAL 971 Capstone Seminar 3.00 Adolescence Urban Education 7-12, Fieldwork hours) A minimum of 37 credits is required. Social Studies, MSED -- 2nd Initial TAL 830 Classroom Inquiry I (30 3.00 All of the following courses are required: Fieldwork hours) Adolescent Urban Education: TIER I: Diversity, Language and Literacies in TIER III: Inquiry of Urban Classrooms and Urban Education (6 credits) Social Studies 1st Initial Teaching Practices (15-21 credits) Certification TAL 801 Issues in Urban Education 3.00 A minimum of 6 graduate credits are required TAL 803 Perspectives on Disability 3.00 in the concentration area: Social Studies TAL 841E Curriculum in the 3.00 Adolescence Urban Education 7-12, TIER II: Observation and Description of Secondary Classroom: Social Studies, MSED -- 1st Inital Urban Learners (6 credits) Social Studies (15 Non-credit pre-requirement determined by TAL 817 Teaching Literacy: 3.00 Fieldwork hours) TAL Assessment or LAST Grades 5-12 (10 TAL 088 Textual Strategies for 0.00 Fieldwork hours) TAL 842E Teaching Methods in the 3.00 Educators Secondary Classroom: TAL 830 Classroom Inquiry I (30 3.00 Social Studies (15 All of the following courses are required: Fieldork hours) Fieldwork hours) TIER I: Diversity, Language and Literacies in TIER III: Inquiry of Urban Classrooms and Urban Education (6 credits) TAL 880 Classroom Inquiry II 3.00 Teaching Practices (15-21 credits) (30 Fieldwork hours) TAL 801 Issues in Urban Education 3.00 A minimum of 6 graduate credits are required TAL 802 Language and Literacy 3.00 in the concentration area: Social Studies TIER IV: Advanced Inquiry and Practice (4 credits) TIER II: Observation and Description of TAL 841E Curriculum in the 3.00 TAL 890 Overview of Teaching in 1.00 Urban Learners (12 credits) Secondary Classroom: Social Studies (15 Alternative Settings TAL 803 Perspectives on Disability 3.00 Fieldwork hours) TAL 971 Capstone Seminar 3.00 TAL 812 Lives of Adolescents 3.00 TAL 842E Teaching Methods in the 3.00 (14-21 Fieldwork hours) A minimum of 37 credits is required. Secondary Classroom: TAL 817 Teaching Literacy: 3.00 Social Studies (15 Grades 5-12 (10 Fieldwork hours) Fast-Track M.S.Ed. in Fieldwork hours) TAL 880 Classroom Inquiry II 3.00 Adolescence Urban Education TAL 830 Classroom Inquiry I (30 3.00 (30 Fieldwork hours) Fieldwork hours) (Grades 7-12) TIER IV: Advanced inquiry and Practice (3 TIER III: Inquiry of Urban Classrooms and credits) Designed for career-changers and others who Teaching Practices (15-21 credits) TAL 971 Capstone Seminar 3.00 have a background in one of the academic content A minimum of 6 graduate credits are required A minimum of 30 credits is required. areas (Biology, Chemistry, English, Math or in the area of concentration: Social Studies Social Studies). This is a Fast-Track program TAL 841E Curriculum in the 3.00 Adolescent Urban Education: leading to certification in Adolescence Education, Secondary Classroom: grades 7-12. After one intensive fall and spring (24 Social Studies (15 Social Studies - Non Certification credits), you will be qualified for NYS Internship Fieldwork hours) Certification, which will permit you to seek a Adolescence Urban Education 7-12, teaching position at the secondary level. After TAL 842E Teaching Methods in the 3.00 obtaining the Internship Certificate, students have Secondary Classroom: Social Studies, MSED --Non- up to two years to complete the M.S.Ed. degree Social Studies (15 Certification (15 credits) and first initial certification. Student Fieldwork hours) Non-credit pre-requirement determined must have at least 24 credits in their content area by TAL Assessment or LAST to qualify for this program.

Page 147 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

TAL 816 Teaching Literacy K-6 3.00 TIER III: Inquiry of Urban Classrooms and SPECIAL EDUCATION (10 Fieldwork hours) Teaching Practices (16 credits) TAL 852 Strategies for Teaching 4.00 TAL 822 Assessment and Special 3.00 Learners with Diverse Education M.S.Ed. in Teaching Urban Needs: Childhood (10 TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) Children with Disabilities Fieldwork hours) TAL 853 Collaboration and 3.00 (Grades 1-6) TAL 851 Curriculum Theory and 3.00 Consultation: Family

Practice in Special School, and Community The 43-credit M.S.Ed. in Teaching Urban Education: Childhood (10 Fieldwork hours) Children with Disabilities (Grades 1-6) is for (10 Fieldwork hours) students without prior certification and leads to the TAL 854 Positive Approaches to 3.00 degree of Master of Science and eligibility for TIER III: Inquiry of Urban Classrooms and Challenging Behaviors initial NYS Certification in Teaching Urban Teaching Practices (13 credits) (10 Fieldwork hours) Children with Disabilities, grades 1-6. It prepares TAL 852 Strategies for Teaching 4.00 TAL 871 Introduction to Reading 3.00 students to teach in inclusive or self-contained Learners with Diverse Difficulties special education classrooms and resource rooms Needs: Childhood (10 at the elementary school level. There is also a 35 Fieldwork hours) TAL 880 Classroom Inquiry II 3.00 credit M.S.Ed. in Teaching Urban Children with (30 Fieldwork hours) TAL 853 Collaboration and 3.00 Disabilities (Grades 1-6) for students who already Consultation: Family TIER IV: Advanced Inquiry and Practice (4-6 have certification in another area. School, and Community credits) Optional extensions are available for students (10 Fieldwork hours) TAL 884A Student 3.00 who wish to teach in middle schools (6 credits) or Teaching:Childhood bilingual classrooms (9 credits). Students TAL 854 Positive Approaches to 3.00 Special Education (full- graduating from this program are eligible for Challenging Behaviors time classroom teaching certification once they have passed all (10 Fieldwork hours) fieldwork) special required portions of the New York State Teacher TAL 880 Classroom Inquiry II 3.00 permission required OR Certification Exam (NYSTCE). Students may also (30 Fieldwork hours) apply for Internship Certification after completing TAL 884B Student Teaching for the 1.00 the first 21 credits. Internship Certification permits Tier IV: Advanced Inquiry and Practice (6 Practicing Teacher: students to begin teaching while they complete credits) Childhood Special their degrees. TAL 884A Student Teaching: 3.00 Education (full-time Students with prior initial certification in Childhood Special classroom fieldwork) another area will, upon completing this program, Education (full-time special permission also be eligible for professional certification in classroom fieldwork) required their original certification area. TAL 971 Capstone Seminar 3.00 TAL 971 Capstone Seminar 3.00 A non-certification track is available for students who are not interested in or who do not A minimum of 43 credits is required. A minimum of 35 credits is required. qualify for certification. Teaching Urban Children with Teaching Urban Children with Teaching Urban Children with Disabilities - 2nd Initial Disabilities - Non Certificaiton Disabilities - First Initial Teaching Urban Children with Teaching Urban Children with Teaching Urban Children with Disabilities, MSED -- 2nd Initial Disabilities MSED -- Non- Disabilities, MSED -- 1st Initial TIER I: Diversity, Lanaguage and Literacies in Certification Urban Education (6 credits) Non-credit pre-requirement determined by Non-credit pre-requirement determined TAL Assessment or LAST TAL 801 Issues in Urban Education 3.00 by TAL Assessment or LAST TAL 088 Textual Strategies for 0.00 TAL 803 Perspectives on Disability 3.00 TAL 088 Textual Strategies for 0.00 Educators TIER II: Observation and Description of Educators Must Complete All Courses: Urban Learners (9 credits) Must Complete All Courses Below: TIER I: Diversity, Language and Literacies in TAL 822 Assessment and Special 3.00 TIER I: Diversity, Language and Literacies in Urban Education (6 credits) Education Urban Educatin (6 credits) TAL 801 Issues in Urban Education 3.00 TAL 801 Issues in Urban Education 3.00 TAL 830 Classroom Inquiry I (30 3.00 TAL 803 Perspectives on Disability 3.00 Fieldwork hours) TAL 803 Perspectives on Disability 3.00 TIER II Observation and Description of Urban TAL 851 Curriculum Theory and 3.00 TIER II: Observation and Description of Learners (18 credits) Practice in Special Urban Learners (18 credits) TAL 802 Language and Literacy 3.00 Education: Childhood TAL 802 Language and Literacy 3.00 (10 Fieldwork hours) TAL 811 Lives of Children (14- 3.00 TAL 811 Lives of Children (14- 3.00 20 Fieldwork hours) 20 Fieldwork hours)

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 148 Brooklyn Campus

TAL 816 Teaching Literacy K-6 3.00 students wishing to teach in middle schools (6 The following courses must be completed in (10 Fieldwork hours) credits) or in bilingual classrooms (9 credits). Tier IV: Students graduating from this program are eligible TAL 971 Capstone Seminar 3.00 TAL 822 Assessment and Special 3.00 for teaching certification once they have passed all Education TAL 885A Student Teaching: 3.00 required portions of the New York State Teacher Adolescence Special TAL 830 Classroom Inquiry I (30 3.00 Certification Exam (NYSTCE). Students may also Education Fieldwork hours) apply for Internship Certification after completing the first 18-21 credits. Internship Certification A minimum of 43 credits is required. TAL 851 Curriculum Theory and 3.00 permits students to begin teaching while they Practice in Special complete their degrees. Education: Childhood Teaching Urban Adolescents Students with prior initial certification in (10 Fieldwork hours) another area will, upon completing this program, with Disabilities - 2nd Initial

TIER III: Inquiry of Urban Classrooms and also be eligible for professional certification in TEACHING URBAN ADOLESCENTS WITH Teaching Practices (13 credits) their original certification area. DISABILITIES (7-12 Generalist) MSED - 2nd TAL 852 Strategies for Teaching 4.00 A non-certification track is available for Initial Learners with Diverse students who are not interested in or who do not TIER I: Diversity, Language and Literacies in Needs: Childhood (10 qualify for certification. Urban Education (6 credits) Fieldwork hours) TAL 801 Issues in Urban Education (3 credits) TAL 853 Collaboration and 3.00 Teaching Urban Adolescents TAL 803 Perspectives on Disability (3 credits) Consultation: Family with Disabilities - 1st Initial TIER II: Observation and Description of School, and Community Urban Learners (9 credits) (10 Fieldwork hours) Teaching Urban Adolescents with TAL 822 Assessment and Special Education (3 credits) TAL 854 Positive Approaches to 3.00 Disablities MSED - 1st Initial TAL 830 Classroom Inquiry I (30 Fieldwork Challenging Behaviors All of the following courses must be completed hours) (3 credits) (10 Fieldwork hours) in Tier I: TAL 856 Curriculum Theory and Practice in TAL 801 Issues in Urban Education 3.00 TAL 880 Classroom Inquiry II 3.00 Special Education: Middle (30 Fieldwork hours) TAL 803 Perspectives on Disability 3.00 Childhood/Adolescence (10 Fieldwork hours) (3 credits) TIER IV: Advanced Inquiry and Practice (4 All of the following courses must be completed TIER III: Inquiry of Urban Classrooms and credits) in Tier II: Teaching Practices (16 credits) TAL 890 Overview of Teaching in 1.00 TAL 802 Language and Literacy 3.00 TAL 857 Strategies for Teaching Learners with Alternative Settings TAL 812 Lives of Adolescents 3.00 Diverse Needs: Adolescence (10 Fieldwork TAL 971 Capstone Seminar 3.00 hours) (4 credits) TAL 822 Assessment and Special 3.00 TAL 853 Collaboration and Consultation: Family, A minimum of 41 credits is required. Education School and Community (10 Fieldwork hours) (3 M.S.Ed. in Teaching Urban TAL 830 Classroom Inquiry I 3.00 credits) TAL 854 Positive Approaches to Challenging TAL 856 Curriculum Theory and 3.00 Adolescents with Disabilities Behavior (10 Fieldwork hours) (3 credits) Practice in Special TAL 875 Adolescent and Young Adult Basic Generalist (Grades 7-12) Education: Middle Literacy (3 credits) Childhood / Adolescence The 43-credit M.S.Ed. in Teaching Urban OR All of the following courses must be completed Adolescents with Disabilities, Generalist (Grades TAL 871 Introduction to Reading Difficulties (3 in Tier III: 7-12) is for students without prior certification and credits) leads to the degree of Master of Science in TAL 853 Collaboration and 3.00 TAL 880 Classroom Inquiry II (30 Fieldwork Education and eligibility for initial NYS Consultation: Family hours) (3 credits) Certification in Teaching Urban Adolescents with School, and Community TIER IV: Advanced Inquiry and Practice (4-6 credits) Disabilities, Generalist, grades 7-12. It prepares TAL 854 Positive Approaches to 3.00 TAL 885A Student Teaching: Adolescence students to teach in inclusive or self-contained Challenging Behaviors special education classrooms and resource rooms Special Education (Full-Time Classroom at the secondary school level. There is also a 35- TAL 857 Strategies for Teaching 4.00 Fieldwork) (3 credits) credit M.S.Ed. in Teaching Urban Adolescents Learners with Diverse Or with Disabilities, Generalist (Grades 7-12) for Needs: Middle Childhood TAL 885B Student Teaching for the Practicing students who already have certification in another / Adolescence Teacher: Adolescence Special Education (Full- Time Classroom Fieldwork) (1 credit) area. TAL 880 Classroom Inquiry II 3.00 Candidates for these degrees must have: TAL 971 Capstone Seminar (3 credits) Only one of the following courses must be • A major, concentration, or the equivalent, in A minimum of 35 credits is required. completed in Part 2 of Tier III: one of more of the liberal arts and sciences; TAL 871 Introduction to Reading 3.00 • Completed a minimum of six semester hours in Difficulties each of the following subject areas (total 24

semester hours): mathematics, English TAL 875 Adolescent and Young 3.00 language arts, social studies, and science. Adult Basic Literacy Optional extensions are also available for

Page 149 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

Teaching Urban Adolescents TAL 825 First and Second 3.00 Language Acquisition and with Disabilities - Non Classroom Practice

Certification TESOL TAL 826 Curriculum and TESOL 3.00

Pedagogy Teaching Urban Adolescents with M.S.Ed. in Teaching English to TAL 827 ESOL and Content Area 3.00 Disablities, MSED -- Non- Instruction: Childhood K- Certification Speakers of Other Languages 6 All of the following couses below must be (TESOL, K-12) TAL 828 ESOL and Content Area 3.00 completed: Instruction: Adolescence All of the following courses must be completed The 42-credit M.S.Ed. in Teaching English to 6-12 in Tier I: Speakers of Other Languages (TESOL, K-12) is for students without prior certification and leads to TAL 830 Classroom Inquiry I 3.00 TAL 801 Issues in Urban Education 3.00 the degree of Master of Science in Education and TAL 867 Sociolinguistics and 3.00 TAL 803 Perspectives on Disability 3.00 eligibility for initial NYS Certification in TESOL, Teaching All of the following courses must be completed preparing students to teach English to speakers of in Tier II: other languages in K through 12 classrooms. There TAL 868 Second Language 3.00 is also a 40-credit M.S.Ed. in Teaching English to Literacy and Biliteracy TAL 802 Language and Literacy 3.00 Speakers of Other Languages (TESOL, K-12) for TAL 880 Classroom Inquiry II 3.00 TAL 812 Lives of Adolescents 3.00 students who already have certification in another TAL 886A Student Teaching: 3.00 TAL 822 Assessment and Special 3.00 area. TESOL Education Students graduating from this program are eligible for teaching certification once they have TAL 975 Final Inquiry Seminar: 3.00 TAL 830 Classroom Inquiry I 3.00 passed all required portions of the New York State TESOL TAL 856 Curriculum Theory and 3.00 Teacher Certification Exam (NYSTCE). Students may also apply for Internship Certification after A minimum of 42 credits is required. Practice in Special Education: Middle completing the first 21 credits. Internship Childhood/Adolescence Certification permits students to begin teaching Teaching English to Speakers of while they complete their degrees. All of the following courses must be completed Other Languages M.S.E - 2nd In order to meet the New York State Education in Tier III: Department's licensing requirements, students Initial TAL 853 Collaboration and 3.00 must have taken as part of their general education Consultation: Family course work 12 semester hours or the equivalent of Teaching English to Speakers of School, and Community study of a language other than English. If this Other Languages, All-Grades, MSED requirement is not met on admission to the TAL 854 Positive Approaches to 3.00 -- 2nd Initial Challenging Behaviors program, it can be met concurrent to the student's completing program requirements. Students with TAL 801 Issues in Urban Education 3.00 TAL 857 Strategies for Teaching 4.00 prior initial certification in another area will, upon TAL 802 Language and Literacy Learners with Diverse completing this program, also be eligible for Needs: Middle Childhood professional certification in their original 3.00 / Adolescence certification area. TAL 803 Perspectives on Disability 3.00 TAL 880 Classroom Inquiry II 3.00 A 40-credit non-certification track is available for students who are not interested in or who do TAL 805 Linguistics and the 3.00 Only one of the following courses must be not qualify for certification. Structure of English for completed in Part 2 of Tier III: Teachers TAL 871 Introduction to Reading 3.00 Difficulties Teaching English to Speakers of TAL 825 First and Second 3.00 Language Acquisition and TAL 875 Adolescent and Young 3.00 Other Languages M.S.E. - 1st Classroom Practice Adult Basic Literacy Initial TAL 826 Curriculum and TESOL 3.00 All of the following courses must be completed Pedagogy in Tier IV: Teaching English to Speakers of Other Languages, All-Grades, MSED -- 1st TAL 890 Overview of Teaching in 1.00 TAL 827 ESOL and Content Area 3.00 Alternative Settings Initial Instruction: Childhood K- TAL 801 Issues in Urban Education 3.00 6 TAL 971 Capstone Seminar 3.00 TAL 802 Language and Literacy 3.00 TAL 828 ESOL and Content Area 3.00 A minimum of 41 credits is required. Instruction: Adolescence TAL 803 Perspectives on Disability 3.00 6-12 TAL 805 Linguistics and the 3.00 TAL 830 Classroom Inquiry I 3.00 Structure of English for Teachers TAL 867 Sociolinguistics and 3.00 Teaching

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 150 Brooklyn Campus

TAL 868 Second Language 3.00 populations in the United States – currently there Literacy and Biliteracy I-START Program are 900,000 high school age ELLs and an estimated 360,000 are recently arrived immigrants. TAL 880 Classroom Inquiry II 3.00 The I-START-LIU program, the first urban Their window of opportunity to successfully TAL 886B Student Teaching for the 1.00 teacher residency in New York City, is a complete high school is quite narrow, given that Practicing Teacher: collaboration among Internationals Network for they are faced with learning a new language in TESOL Public Schools, Long Island University, the NYC which they must comprehend rigorous academic Teaching Fellows and the Department of materials and acculturate into a new society, all TAL 975 Final Inquiry Seminar: 3.00 Education's Empowerment Schools. The I-START within four years. TESOL program is designed to provide pre- and post- How to Apply A minimum of 40 credits is required. program placement, induction and support Go to the School of Education website for activities to prepare highly qualified teachers of information on the special application process for Teaching English to Speakers of English Language Learners (ELL) through a the I-START program: cohesive program that meets New York State http://liu.edu/Brooklyn/Academics/Schools/SOE/S Other Languages - Non Learning Standards for English as a Second pecProg/I-START/How-to-Apply.aspx. Certification Language and integrates empirically-based practice and scientifically valid research. Rather BILINGUAL EDUCATION Teaching English to Speakers of than considering research-based knowledge and

Other Languages, All-Grades, MSED practitioner knowledge as separate domains, this urban teacher residency model requires a unified, Advanced Certificate in Bilingual -- Non-Certification project-based approach to both areas. Coursework TAL 801 Issues in Urban Education 3.00 builds on and extends the highly successful Education

project-based model utilized in the Internationals TAL 802 Language and Literacy 3.00 The 15-credit Advanced Certificate in Bilingual High Schools and embeds this model in a Education is for individuals with prior teaching TAL 803 Perspectives on Disability 3.00 theoretical framework. certification and proficiency in a language besides The program combines university coursework TAL 805 Linguistics and the 3.00 English. The Advanced Certificate, also known as with a residency at one of the International High Structure of English for the Bilingual Education Extension, certifies Schools. In the first year, residents work alongside Teachers students to teach in their original certification area an experienced mentor teacher at an International in bilingual classrooms. Students completing the TAL 825 First and Second 3.00 High School. The university courses serve as the program are eligible for the extension once they Language Acquisition and context in which residents have opportunities to have passed the New York State Teacher Classroom Practice reflect on the work of the schools in view of Certification Exam, the Bilingual Education theory, practice and research. During the second TAL 826 Curriculum and TESOL 3.00 Assessment (BEA) in the target language of year of the program, residents are teachers of Pedagogy instruction. Please note, the Advanced Certificate record either at an International or other public in Bilingual Education is offered online as a TAL 827 ESOL and Content Area 3.00 school serving high populations of ELLs, while Bilingual Extension through our Cross Campus Instruction: Childhood K- continuing their coursework and mentorship. Online Extension program and meets weekly via 6 I-START's two overarching program goals videoconferencing. are to: TAL 828 ESOL and Content Area 3.00 The following options are also available to • Develop highly qualified and competent ESL Instruction: Adolescence students with prior certification: teachers equipped to improve student academic 6-12 • M.S.Ed. leading to 2nd initial certification achievement. TAL 830 Classroom Inquiry I 3.00 along with optional Bilingual Extension in one • Create a New York City Department of of the following areas: TAL 867 Sociolinguistics and 3.00 Education sponsored program that partners - Childhood Urban Education Teaching Internationals Network, high needs - Early Childhood Urban Education Empowerment schools with large populations TAL 868 Second Language 3.00 - Early Childhood/Childhood Urban Education of English language learner students and Long Literacy and Biliteracy - Adolescence Urban Education Island University. - Teaching Urban Children with Disabilities TAL 880 Classroom Inquiry II 3.00 The leveraging of expertise developed and - Teaching Urban Adolescents with Disabilities implemented through I-START extends the TAL 890 Overview of Teaching in 1.00 • Individuals without prior teaching certification successful education model used in the Alternative Settings who are interested in bilingual education may International High Schools and the LIU TESOL pursue the M.S.Ed. leading to 1st initial TAL 975 Final Inquiry Seminar: 3.00 teaching preparation program positively impacting certification along with the optional Bilingual TESOL the quality of new teachers who are able to Extension in one of the following areas: expertly address the needs of NYC English A minimum of 40 credits are required. - Childhood Urban Education Language Learners. - Early Childhood Urban Education The Need and Opportunity - Early Childhood/Childhood Urban Education There is a profound shortage of highly qualified - Adolescence Urban Education and effective teachers of English Language - Teaching Urban Children with Disabilities Learners (ELLs) in New York City, and currently, - Teaching Urban Adolescents with Disabilities only 23.5% of ELLs in NYC graduate in four years. More ELLs graduate after five and six years, but the results are still very low. The ELL population is one of the fastest growing K-12

Page 151 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

Biligual Education given a course sequence, which must be followed. Admissions • NYCDOE scholarship recipients, such as NYC You must be fully admitted to Long Island Bilingual Education Advanced Teaching Fellows or Teachers of Tomorrow, University to participate in the online program. For Certificate are not eligible to receive New York State ITI admissions information, visit Must complete all courses below. funding. liu.edu/Brooklyn/Admissions/Graduate.aspx TAL 804 Fundamentals of 3.00 • If you are not eligible for ITI funding and you For Consideration and Information Linguistics still want to take the program, you are most To be considered by the Brooklyn Campus for welcome to do so at full cost. Financial aid is this special program, please fill out the TAL 823 Bilingualism and 3.00 available for students taking a minimum of 6 questionnaire at: Bilingual/Multicultural credits per semester. See www.surveymonkey.com/s.aspx?sm=laVXAO2N Education liu.edu/Brooklyn/Financial-Services.aspx 15oBQuXeXOHthg_3d_3d. Please confirm the TAL 862 ESL Curriculum and 3.00 • Please note tuition reimbursement is paid by the completion and submission of the questionnaire by Methodology: Teaching Brooklyn Campus and ITI upon completion of emailing: [email protected]. Upon Literacy K-12 the course, so a grade must be posted first in receipt of your confirmation email, you will be order for the reimbursement to be credited to contacted promptly about next steps. TAL 863 ESL Curriculum and 3.00 your account. Methodology: Teaching • You may receive a bill for full amount and Content Areas K-12 Teaching and Learning Courses should subtract $600 per credit or $1800 per TAL 866 Native Language 3.00 course from the total If you are unable to pay Teaching in the Bilingual the balance in a given semester, you will TAL 088 Textual Strategies for Educators Classroom receive a bursar block and not be permitted to A course that focuses on improving school professionals' abilities to write academic essays and A minimum of 15 credits is required. register for a subsequent semester. Intensive Teacher Institute (ITI) Scholarship developing reading strategies to be applied to the and Eligibility Criteria comprehension of complex texts in the field of Online Bilingual Extension Determination of ITI eligibility rests with the education. Students will be involved in writing, ITI office, but these guidelines will assist you in editing and rewriting, as well as doing close reading Programs deciding whether or not to apply for this funding. of texts. Pass/Fail only. Noncredit. This course has

• You are a certified teacher (initial or preferably an additional fee. Offered every semester. CROSS-CAMPUS ONLINE BILINGUAL professional/permanent) working out-of-license Credits: 0 EXTENSIONS with bilingual students in your class. In other Every Fall and Spring Information for Bilingual Education Teachers words, you should be placed in a bilingual dual The Brooklyn Campus Online Bilingual TAL 099 Preparing for the NYSTCE language, transitional bilingual education or Extension Programs are a cross-Brooklyn and A course for educators. A course that enhances the bilingual special education program. You must Westchester Graduate Campus collaborative effort ability to read critically and write serious essays, currently teach in the native language and designed, implemented, and administered by full while deepening the liberal arts and education English, but you do not have the approved time faculty at both campuses. All programs are knowledge base required for the LAST. Emphasis is certification to do so. If you teach at the approved by the New York State Education also placed on developing successful test-taking secondary level, you may be a bilingual content Department. strategies. Required of all students who have not area teacher (e.g., social studies, math or To determine whether or not the online passed the LAST within the first six credits. science), but not a Spanish teacher. programs are appropriate for you, ask yourself if Pass/Fail only. Noncredit. This course has an • You are bilingual in a language other than you can answer YES to the following: additional fee. English. You must be proficient enough to pass • You are a self-motivated learner who can keep Credits: 0 the NYSTCE Bilingual Education Assessment up with readings & assignments. On Occasion (BEA), the required exam for the NYS • You have sufficient computer skills (e.g., Bilingual Education Extension. The BEA advanced word-processing, PowerPoint, TAL 607 Independent Study includes speaking, reading, writing and discussion forums, videoconferencing, etc.) Content is developed by faculty and student. listening components in the non-English • You have updated computer equipment (no Credits: 1 to 3 language and other content from the bilingual more than three years old) at home and high- On Demand extension courses. speed internet access. • Your administrator (principal and/or TAL 801 Issues in Urban Education • You will be required to purchase additional superintendent) must recommend you for the Using the School of Education KEEPS mission as a equipment including: a headset and webcam, if ITI scholarship by signing the ITI application context, this course examines the intersection of you do not have one built-in. and verifying your teaching placement in a individuals, families, schools, communities, and Tuition Support, Costs, and Reimbursement bilingual program and stating the need for your society as they exist and interact in urban settings. The Brooklyn Campus and the NYSED credential by providing numbers of students Through readings and class discussion, students will Intensive Teacher Institute (ITI) program offer and staff currently at your school. examine schooling from historical, philosophical, tuition support to eligible applicants. A total of • After obtaining the extension, you must commit sociological, economic, and political perspectives. $600 per credit is reimbursed ($300 each from the to work for two years in a bilingual education Factors such as language, ability, socioeconomic Brooklyn Campus and ITI), or $1800 per three- setting; otherwise you may be asked to repay class, ethnicity, race, gender and sexuality will be credit course. the tuition scholarship. introduced through a critical perspective in order to Note: For information about the ITI tuition understand how they influence and shape urban • ITI funding covers ONE 3-credit course per scholarship and to download the application, go to education. Students will have the opportunity to semester. You must take courses in consecutive www.emsc.nysed.gov/biling/bilinged/iti.html or engage in field-based research related to issues semesters, including summers. You will be call 631-244-4016. studied.

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 152 Brooklyn Campus

Credits: 3 to understand the structure of the English Every Fall and Spring Language and their students' development of oral TAL 812 Lives of Adolescents and written fluency in English. Teaching A courses that focuses on the experience of pre- TAL 802 Language and Literacy candidates learn to design and implement adolescents and adolescents from diverse A course focusing on the relationship between oral contextualized activities and instructional backgrounds with a range of abilities using language and literacy, highlighting the techniques to assist their students in developing developmental, non-developmental, historical, and psycholinguistic and social foundations of reading. phonemic awareness, using their knowledge of cultural approaches. Theories of development will Principles of first and second language acquisition, morphology, building vocabulary and using the be studied as they apply to the adolescent learner in dialectal differences, and the development of syntactic structures of English in oral and written families, communities, peer groups and schools. literacy in English Language Learners and bilingual communication. The course prepares students to Physical, cognitive, socio-emotional and moral children will be addressed. Students will be analyze and describe the language spoken by domains of development with implications for introduced to different philosophical approaches to learners at different stages of language acquisition learning will be studied. Throughout the course, teaching reading and will explore the connection and to instruct their students to contrast their attention will be given to ways in which culture, between reading and writing. They will examine the native language and English. Attention to the gender, disability, race, class, language, ethnicity cognitive and sociolinguistic processes involved in teaching of formal and informal English and the and sexual orientation play a role in the process of making meaning from text, including the use of English for a variety of purposes, including learning and development. The lives of adolescents importance of background knowledge, as well as the use of academic language is also provided. with typical and atypical development will be processes underlying word recognition. The role of The pre-requisite of TAL 801 is required or explored through observations and readings. multicultural literature for children will be membership in NYC Teaching Fellow Group or in Fourteen hours of structured fieldwork required. highlighted. Students will be introduced to a variety ISTART Group. For students pursuing the middle childhood of literacy resources, including children's libraries Credits: 3 extension, 20 hours of fieldwork at the middle and relevant Web sites. Every Fall school level will be required. The pre-requisite or co-requisite of TAL 801 is The pre-requisite of TAL 801 is required or required or membership in NYC Teaching Fellow TAL 810 Early Development membership in NYC Teaching Fellow Group. Group. An examination of the experience of young Credits: 3 Credits: 3 children from infancy through early childhood Every Fall and Spring Every Fall and Spring using developmental, non-developmental, historical, and cultural approaches. Students will TAL 816 Teaching Literacy K-6 TAL 803 Perspectives on Disability consider different theories of early development A course that addresses the teaching of literacy in Provides an overview of the social, political, and their implications for understanding children. grades K-6 from the emergent to the fluent reader. historical, cultural and educational contexts of Attention will be given to physical, cognitive, socio- Students will be introduced to a variety of disability. Students will explore the history of emotional, and moral domains of development, approaches for teaching reading and writing, Special Education legislation and litigation that and their relation to learning and socialization. including strategies for teaching word recognition, have influenced the field, attitudes toward people Students will also examine the role of culture, phonics, vocabulary, and comprehension through with disabilities, images in the media, and different gender, disability, race, class, language, and ability the use of multicultural literature and perspectives on the meaning of disability. Major in the process of learning and development. The incorporation of multiple literacies. The use of issues in the fields of Special Education and lives of children with typical and atypical reading for content area knowledge development Disability Studies as well as topics central to the development will be explored through observations will be examined as well as reading assessment and lives of people with disabilities such as transition, and readings. Fifteen hours of structured fieldwork evaluation. This course will approach reading from employment, and self-determination will be required. a developmental perspective, using strategies for emphasized. The pre-requisite or co-requisite of TAL 801 is adaptation of instruction for children with diverse The pre-requisite or co-requisite of TAL 801 is required. abilities and language backgrounds within a required or membership in NYC Teaching Fellow Credits: 3 collaborative, inclusive model. Approaches to Group. Every Fall remediation of difficulties in literacy will also be Credits: 3 addressed. Ten hours of structured fieldwork Every Fall and Spring TAL 811 Lives of Children required. A course focusing on the experience of childhood The pre-requisite of TAL 801 is required or TAL 804 Fundamentals of Linguistics from infancy to preadolescence using membership in NYC Teaching Fellow Group. An introduction to the basic concepts of linguistics developmental, non-developmental, historical, and Credits: 3 needed to understand second language acquisition, cultural approaches. Students will consider Every Fall and Spring language variation in urban settings, and ESL different theories of development as well as pedagogy for diverse learners. Students will become physical, cognitive, socio-emotional and moral TAL 817 Teaching Literacy: Grades 5-12 familiar with the main components of language domains of development, with implications for A course that addresses the teaching of literacy at structure (phonological, morphological, syntactic, learning and socialization. Consideration will be the middle childhood and adolescent levels from a and lexical) and will learn their significance from a given to the role of culture, gender, disability, race, developmental perspective, building upon the psycholinguistic perspective. They will analyze data class, language, and sexual orientation in the foundations of literacy established in early from languages spoken in New York City. process of learning and development. The lives of childhood and childhood. Emphasis will be on the Credits: 3 children with typical and atypical development will development of fluent mature reading, including Every Spring be explored through observations and readings. strategies for teaching vocabulary, critical thinking,

Fourteen hours of structured fieldwork required. reading in the content areas, and study skills. TAL 805 Linguistics and the Structure of English The pre-requisite of TAL 801 is required or Various approaches to the teaching of writing will for Teachers membership in NYC Teaching Fellow Group. be presented, and students will become familiar This course addresses the structural components of Credits: 3 with a diverse range of multicultural literature for language. Students develop and apply the Every Fall and Spring middle-school children and adolescents. Practices knowledge of phonology, morphology, and syntax

Page 153 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 related to assessment and the organization of TAL 825 First and Second Language Acquisition create print-rich classroom environments in which instruction will be introduced. Strategies for and Classroom Practice their students can use print regardless of their adaptation of instruction for children of diverse Students become knowledgeable of different developmental stage in English and formal abilities and language backgrounds will also be theories of language acquisition as well as the role accuracy. Ways to plan instruction to meet diverse addressed. Fifteen hours of structured fieldwork that individual differences such as age, literacy, developmental and learning needs as well as required. motivation, and personality play in L1 and L2 cultural styles are included. The use of educational The pre-requisite of TAL 801 is required. learning. Teaching candidates learn to recognize resources, including technology and children's Credits: 3 different stages of acquisition and understand the literature is addressed. The course also attends to Every Spring nature of typical second language errors. Students family and community involvement and the use of design instructional strategies and classroom the home language to support literacy. English TAL 821 Multicultural Perspectives in Education environments to support their students' oral and acquisition and content knowledge development. An examination and analysis of the historical written first and second language development. Fifteen hours of structured fieldwork required. evolution, theories and practices of multicultural These strategies include the use of technology, The pre-requisite of TAL 805 is required or education. Factors of race, ethnicity, culture, literature, and opportunities for linguistic membership in either NYC Teaching Fellow Group language, socio-economic class, gender, ability, interaction. The course prepares students to use or in START Group. sexual orientation, power and privilege will be language proficiency assessments to plan Credits: 3 explored as they relate to teaching, learning, and curriculum, modify instruction and monitor Every Spring schooling in the urban and societal contexts. students' progress. Students will also select and evaluate multicultural The pre-requisite of TAL 805 is required or TAL 828 ESOL and Content Area Instruction: curricula and literature that will validate and enrich membership in either NYC Teaching Fellow Group Adolescence 6-12 students' lives and experiences and enable them to or in START Group. This course prepares students to create learning meet NYS Learning Standards. Credits: 3 environments that allow ELLs to access the core The pre-requisite of TAL 801 is required. Every Summer curriculum by integrating language and content Credits: 3 instruction and choosing and adapting educational Every Spring TAL 826 Curriculum and TESOL Pedagogy resources, including technology. Teaching This course prepares teaching candidates to design candidates learn to assess students' background TAL 822 Assessment and Special Education learning environments for ELLs by examining a knowledge and consider their language proficiency The historical, political and social context of the wide range of approaches, practices and materials to plan and implement student-centered and testing and standards movements and their relation for the ESL classroom. Issues in second language culturally-relevant instruction to teach math, to assessment practices in Special Education will be pedagogy and varied approaches and methods in science and social studies. The use of reading and critically examined. The concepts of reliability and second language teaching such as Sheltered writing to promote language and content validity will be explored and their relevance to Instruction, Community Language Learning, Total knowledge learning in English and the use of standardized and teacher-made tests, as well as Physical Response, and the natural and linguistic and nonlinguistic support to enhance alternative assessment techniques, will be discussed. Comprehension Approaches are included. comprehension are addressed. Students become Emphasis will be given to the underlying Students design and present lesson and curriculum knowledgeable on how to plan and manage assumptions of the tests and to race, class, language, plans and use classroom-based assessments of instruction for diverse groups of learners and and gender implications in using the tests. The children's learning. They practice using technology various developmental needs, including students process by which students receive special education and electronic media as well as participatory with disabilities and those with limited or services will be investigated. techniques, theater, role playing, games, visual arts, interrupted formal schooling. They become The pre-requisite of TAL 803 is required. and music to teach ELLs. The integration of these acquainted with strategies for school-home Credits: 3 approaches and techniques with content area and communication that are linguistically and culturally Every Fall literacy instruction is emphasized. Strategies to appropriate. Fifteen hours of structured fieldwork

differentiate instruction and teach in multi-level required. TAL 823 Bilingualism and ESL classrooms are addressed. Fifteen hours of The pre-requisite of TAL 827 is required or Bilingual/Multicultural Education structured fieldwork required. membership in NYC Teaching Fellow Group or in Introduction to the individual, social, cognitive and The pre-requisite of TAL 805 is required or ISTART Group. linguistic nature of bilingualism, including second membership in either NYC Teaching Fellow Group Credits: 3 language acquisition, sociology of language, and the or in START Group. Every Fall relationship between language and culture. Credits: 3 Students will examine the socio-political, historical, Every Spring TAL 830 Classroom Inquiry I and legal foundations that have shaped bilingual The course aims to develop and improve aspects of and multicultural education policies, program TAL 827 ESOL and Content Area Instruction: teaching practice through inquiring about students models, and teaching and assessment practices. Childhood K-6 work with children and adolescents in classrooms Issues pertaining to second language learners with This course prepares students to plan and and other educational settings from a diverse learning needs will be addressed. Students implement instruction that develops language, phenomenological perspective. Through will develop an understanding of the distinction literacy and content knowledge in English. collaborative inquiry, students will learn disciplined between language differences and language Students become knowledgeable of how to design modes of observation and description and a range disability. Fifteen hours of structured fieldwork classroom activities and use resources to teach the of ways to document aspects of Teaching and required. Students pursuing the bilingual extension content areas through units that provide Learning. They will complete a child study will have an additional twenty hours of fieldwork. opportunities to use language in meaningful including the collecting and describing of the Credits: 3 contexts. Students learn to integrate subject matter child's work and a Descriptive Review of the Child. Every Fall and Spring and language learning objectives and engage their In addition, students will investigate the

students in problem-solving inquiries in science, assumptions about persons and knowledge-making

math and social studies. They are prepared to underlying the phenomenological modes of inquiry

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 154 Brooklyn Campus basic to the child study. Students will begin to mechanism for integrating learning. Attention will materials to their classroom instruction. The use of develop a conceptual understanding of the nature be paid to developing strategies for helping children literature, technology, audio-visual material, and the of inquiry, documentation, evidence, questions, with diverse learning needs to meet national and resources of New York City will be highlighted so and knowledge. Thirty hours of structured state learning standards. Ten hours of structured that students can become resourceful teachers who fieldwork required. fieldwork required. understand curriculum design and know how to The pre-requisite of TAL 801 is required or The pre-requisite or co-requisite of TAL 830 is access and utilize a range of materials for membership in NYC Teaching Fellow Group or in required. adolescents of varying interests, abilities, and ISTART Group. Credits: 3 language backgrounds. Fifteen hours of structured Credits: 3 Every Spring fieldwork required. Every Fall and Spring The pre-requisite or co-requisite of TAL 801 is TAL 834 Teaching Math/Technology 1-6 required. TAL 831 Teaching Social Studies 1-6 A course that utilizes an inquiry approach to Credits: 3 Introduction to a theme-based, literature-rich, explore big ideas in mathematics and to Every Fall multicultural approach to teaching and learning demonstrate how these ideas are evident across social studies. The course focuses on the teaching of cultures. The following questions will be raised: TAL 841C Curriculum in the Secondary social studies through literacy, critical thinking, and What is the teacher’s role in children’s learning of Classroom: English an inquiry approach using student-centered mathematics? What abilities do children develop A course with students as researchers of the projects. Students will learn to look at their own through the learning of mathematics? How do secondary curriculum in the student’s particular classrooms as places where inclusive community teachers know what children need? How do discipline with a focus on teaching students with living can be practiced and where children can teachers organize their work to address those needs diverse backgrounds and needs. Students will begin to explore values like community in the classroom? Students will be introduced to the become familiar with NYS Learning Standards as responsibility, equality, diversity, and freedom as use of technology as a tool in the teaching of well as ways to bring enriching multiple preparation for democratic citizenship. They will mathematics. Attention will be paid to developing representations of content and multicultural design instruction and assessments to help diverse strategies for helping children with diverse learning materials to their classroom instruction. The use of learners meet national, state, and city social studies needs to meet national and state learning standards literature, technology, audio-visual material, and the and family and consumer science standards. within a collaborative, inclusive model. Approaches resources of New York City will be highlighted so Relevant uses of technology will be explored. Ten to addressing difficulties in math will be explored. that students can become resourceful teachers who hours of structured fieldwork required. Ten hours of structured fieldwork required. understand curriculum design and know how to The pre-requisite or co-requisite of TAL 830 is The pre-requisite of TAL 830 is required. access and utilize a range of materials for required. Credits: 3 adolescents of varying interests, abilities, and Credits: 3 Every Fall language backgrounds. Fifteen hours of structured Every Spring fieldwork required. TAL 841A Curriculum in the Secondary The pre-requisite or co-requisite of TAL 801 is TAL 832 Teaching the Arts 1-6 Classroom: Biology required. A course that introduces students to the role of the A course with students as researchers of the Credits: 3 arts and movement in elementary education as a secondary curriculum in the student’s particular Every Fall means of helping children make sense of the world, discipline with a focus on teaching students with express understanding of their experience, and diverse backgrounds and needs. Students will TAL 841D Curriculum in the Secondary develop aesthetic appreciation. Students will become familiar with NYS Learning Standards as Classroom: Mathematics explore the importance of developing creativity and well as ways to bring enriching multiple A course with students as researchers of the self-expression in children. They will participate in representations of content and multicultural secondary curriculum in the student’s particular movement, music, drama, and visual arts activities materials to their classroom instruction. The use of discipline with a focus on teaching students with appropriate for the elementary school classroom. literature, technology, audio-visual material, and the diverse backgrounds and needs. Students will Through active exploration of various media and resources of New York City will be highlighted so become familiar with NYS Learning Standards as materials students will learn how to integrate the that students can become resourceful teachers who well as ways to bring enriching multiple arts into their classroom teaching. Course understand curriculum design and know how to representations of content and multicultural experience will include field trips to art museums access and utilize a range of materials for materials to their classroom instruction. The use of and performances appropriate for elementary adolescents of varying interests, abilities, and literature, technology, audio-visual material, and the school children. language backgrounds. Fifteen hours of structured resources of New York City will be highlighted so The pre-requisite or co-requisite of TAL 830 is fieldwork required. that students can become resourceful teachers who required. The pre-requisite or co-requisite of TAL 801 is understand curriculum design and know how to Credits: 3 required. access and utilize a range of materials for Every Summer Credits: 3 adolescents of varying interests, abilities, and Every Fall language backgrounds. Fifteen hours of structured TAL 833 Teaching Science/Technology 1-6 fieldwork required. A course that focuses on the development and TAL 841B Curriculum in the Secondary The pre-requisite or co-requisite of TAL 801 is implementation of inquiry-based curricula to Classroom: Chemistry required. promote in-depth scientific literacy. Emphasis will A course with students as researchers of the Credits: 3 be placed on raising questions, planning and secondary curriculum in the student’s particular Every Fall developing solutions for open-ended science discipline with a focus on teaching students with problems, formative assessment, and the use of diverse backgrounds and needs. Students will TAL 841E Curriculum in the Secondary technology as a teaching tool. While reinforcing become familiar with NYS Learning Standards as Classroom: Social Studies knowledge of basic scientific concepts and inquiry well as ways to bring enriching multiple A course with students as researchers of the skills, students will construct unit plans as a representations of content and multicultural secondary curriculum in the student’s particular

Page 155 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 discipline with a focus on teaching students with the practice of teaching and co-teaching on the social studies. Students will become familiar with diverse backgrounds and needs. Students will secondary level. Topics to be explored will include NYS Learning Standards and how to integrate these become familiar with NYS Learning Standards as lesson and unit planning, multicultural curriculum standards into the curriculum they develop for well as ways to bring enriching multiple and teaching, student-centered teaching strategies, diverse learners. In-depth exploration of critical representations of content and multicultural project-based classroom instruction, methods of issues across subject areas will be emphasized. materials to their classroom instruction. The use of assessment, and classroom management. Students Effective ways of teaching middle school learners literature, technology, audio-visual material, and the will develop and implement unit plans to meet NYS will be explored. Pedagogical approaches will resources of New York City will be highlighted so Learning Standards for adolescents of varying include student centered teaching and learning, that students can become resourceful teachers who abilities and language backgrounds. Students will group work, project-based learning, and authentic understand curriculum design and know how to explore ways to develop and differentiate lessons modes of assessment. Students will explore how to access and utilize a range of materials for and assessments based on students’ learning needs select and adapt appropriate materials for adolescents of varying interests, abilities, and and/or Individualized Educational Programs (IEPs). adolescents. Thirty hours of structured fieldwork language backgrounds. Fifteen hours of structured Fifteen hours of structured fieldwork required. required. fieldwork required. The pre-requisite or co-requisite of TAL 801 is Credits: 3 The pre-requisite or co-requisite of TAL 801 is required. On Demand required. Credits: 3 Credits: 3 Every Spring TAL 844 Environments, Practices and Play in Every Fall Early Childhood TAL 842D Teaching Methods in the Secondary This course studies the relationship between play TAL 842A Teaching Methods in the Secondary Classroom: Mathematics and learning for young children and the Classroom: Biology A course in which students will actively learn about significance of providing opportunities for choices A course in which students will actively learn about the practice of teaching and co-teaching on the in their interactions with the world. Students will the practice of teaching and co-teaching on the secondary level. Topics to be explored will include learn how to create safe and stimulating classroom secondary level. Topics to be explored will include lesson and unit planning, multicultural curriculum environments that provide positive behavior lesson and unit planning, multicultural curriculum and teaching, student-centered teaching strategies, support for a multicultural, inclusive and anti-bias and teaching, student-centered teaching strategies, project-based classroom instruction, methods of approach to learning. The focus will be on the project-based classroom instruction, methods of assessment, and classroom management. Students whole child in learning contexts that enhance assessment, and classroom management. Students will develop and implement unit plans to meet NYS physical cognitive, social, and emotional will develop and implement unit plans to meet NYS Learning Standards for adolescents of varying development and aesthetic appreciation. Particular Learning Standards for adolescents of varying abilities and language backgrounds. Students will consideration will be given to the role of the group abilities and language backgrounds. Students will explore ways to develop and differentiate lessons in individual learning. A variety of early childhood explore ways to develop and differentiate lessons and assessments based on students’ learning needs curricula will be reviewed. Fifteen hours of and assessments based on students’ learning needs and/or Individualized Educational Programs (IEPs). structured fieldwork required. and/or Individualized Educational Programs (IEPs). Fifteen hours of structured fieldwork required. The pre-requisite or co-requisite of TAL 830 is Fifteen hours of structured fieldwork required. The pre-requisite or co-requisite of TAL 801 is required. The pre-requisite or co-requisite of TAL 801 is required. Credits: 3 required. Credits: 3 Every Spring Credits: 3 Every Spring Every Spring TAL 845 Math and Science in Early Childhood TAL 842E Teaching Methods in the Secondary This course will prepare students to design TAL 842B Teaching Methods in the Secondary Classroom: Social Studies environments and curriculum for the development Classroom: Chemistry A course in which students will actively learn about of math and science knowledge in early childhood. A course in which students will actively learn about the practice of teaching and co-teaching on the Students will learn to create learning centers for the practice of teaching and co-teaching on the secondary level. Topics to be explored will include young children based on principles of discovery, secondary level. Topics to be explored will include lesson and unit planning, multicultural curriculum hands-on experience, and reasoning to reinforce lesson and unit planning, multicultural curriculum and teaching, student-centered teaching strategies, basic math and science concepts and inquiry skills. and teaching, student-centered teaching strategies, project-based classroom instruction, methods of They will also learn to develop instruction to meet project-based classroom instruction, methods of assessment, and classroom management. Students diverse needs, including those of English Language assessment, and classroom management. Students will develop and implement unit plans to meet NYS Learners and children who present developmental will develop and implement unit plans to meet NYS Learning Standards for adolescents of varying variations. Students will construct unit plans as Learning Standards for adolescents of varying abilities and language backgrounds. Students will mechanisms for integrating learning and meeting abilities and language backgrounds. Students will explore ways to develop and differentiate lessons state learning standards. The role of formal and explore ways to develop and differentiate lessons and assessments based on students’ learning needs informal assessment as a teaching tool will be and assessments based on students’ learning needs and/or Individualized Educational Programs (IEPs). examined. Fifteen hours of structured fieldwork and/or Individualized Educational Programs (IEPs). Fifteen hours of structured fieldwork required. required. Fifteen hours of structured fieldwork required. The pre-requisite or co-requisite of TAL 801 is The pre-requisite or co-requisite of TAL 830 is The pre-requisite or co-requisite of TAL 801 is required. required. required. Credits: 3 Credits: 3 Credits: 3 Every Spring Every Fall Every Spring TAL 843 Curriculum in Middle School TAL 846 Family Literacy and Parental TAL 842C Teaching Methods in the Secondary A course in which students learn to create, evaluate, Collaboration Classroom: English and implement middle school curriculum by asking This course will prepare students to design A course in which students will actively learn about questions about language arts, math, science, and environments and curriculum for the development

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 156 Brooklyn Campus of language and literacy at home and the early designing, adapting, implementing, and evaluating with an emphasis on teaching learners with diverse childhood center. Collaborative and inclusive instructional practices in academic content areas learning needs. Students will learn to evaluate the approaches to family literacy will be emphasized. will be considered. Emphasis will be placed on appropriateness of existing curricula for children These include how to work with diverse families on developing the ability to teach through a variety of with disabilities while developing curricula based on issues of child development, including teaching methods, including new technologies and an assessment of learner's interests, strengths, and developmental variations, the role of first and effective utilization of time, space, materials, and individual needs. Strategies and instructional second language acquisition, bilingualism and equipment. Consideration will be given to teaching technology for modifying and adapting curricula for culture in child rearing. Students will be learners content in all academic subject areas as students with varying abilities will be presented. introduced to a variety of activities and materials to outlined in the NYS Learning Standards. Teaching Students will investigate the impact of NYS promote family literacy such as children's books as methods which support a collaborative learning Learning Standards and Individualized Education well as materials on parenting, adult literacy and environment, such as cooperative learning groups Programs (IEPs) on development and English as a Second Language. They will learn to and co-teaching, will be explored. Ten hours of implementation of curriculum for students with create systems for referral and collaboration with structured fieldwork required. disabilities. Trends and issues in the field of other agencies, including Early Intervention The pre-requisite of TAL 851 is required. curriculum will be discussed in relation to the Programs, to provide comprehensive services to Credits: 4 delivery of special education services. Ten hours of families. Ten hours of structured fieldwork Every Spring structured fieldwork required. required. The pre-requisite or co-requisite of TAL 830 is The pre-requisite or co-requisite of TAL 830 is TAL 853 Collaboration and Consultation: Family required or membership in NYC Teaching Fellow required. School, and Community Group. Credits: 3 An exploration of various team approaches and the Credits: 3 Every Fall roles of team members in the delivery of special Every Fall education services. Professional and family TAL 850 Field Internship in Inclusive Elementary perspectives will be examined in relation to the TAL 857 Strategies for Teaching Learners with Education education of students with disabilities. Attention Diverse Needs: Middle Childhood / Adolescence An integrated field internship for students in the will be paid to the student within the context of a Characteristics of pre-adolescent and adolescent B.S./M.S. Inclusive Childhood/Special Education family system. Emphasis will be on fostering skills students with particular disability classifications, as Program. that facilitate on-going and productive well as cultural, linguistic, gender, and ability The pre or co-requisites of TAL 803, TAL 851 and communication among all team members. Students differences, will be studied as a basis for considering TAL 852 are required. will become familiar with community agencies that strategies for teaching. Ideas, methods, and Credits: 2 provide support and services to children with strategies for assessing student needs and for Every Fall and Spring disabilities and their families and will learn to designing, adapting, implementing, and evaluating advocate on their behalf. Ten hours of structured instructional practices in academic content areas TAL 851 Curriculum Theory and Practice in fieldwork required. will be considered. Emphasis will be placed on Special Education: Childhood The pre-requisite or co-requisite of TAL 830 is developing the ability to teach through a variety of An exploration of the role of curriculum in schools required. teaching methods, including new technologies and with an emphasis on teaching learners with diverse Credits: 3 effective utilization of time, space, materials, and learning needs. Students will learn to evaluate the Every Spring equipment. Consideration will be given to teaching appropriateness of existing curricula for children learners content in all academic subject areas as with disabilities while developing curricula based on TAL 854 Positive Approaches to Challenging outlined in the NYS Learning Standards. Teaching an assessment of learner's interests, strengths, and Behaviors methods that support a collaborative learning individual needs. Strategies and instructional A course in which students explore ways of environment, such as cooperative learning groups technology for modifying and adapting curricula for thinking about challenging behaviors and learn and co-teaching, will be explored. Ten hours of students with varying abilities will be presented. intervention approaches grounded in person- structured fieldwork required. Students will investigate the impact of NYS centered values and a democratic learning The pre-requisite of TAL 856 is required. Learning Standards and Individualized Educational environment. These approaches focus on Credits: 4 Programs (IEPs) on development and collaborative problem-solving processes to develop Every Spring implementation of curriculum for students with individualized interventions. Theoretical disabilities. Trends and issues in the field of foundations and methods of documenting and TAL 862 ESL Curriculum and Methodology: curriculum will be discussed in relation to the interpreting behaviors will also be studied. Teaching Literacy K-12 delivery of special education services. Ten hours of Emphasis will be on creating an environment that A study of different approaches to teaching ESL in structured fieldwork required. supports children and adolescents in developing an urban classroom with a focus on all aspects of The pre-requisite or co-requisite of TAL 830 is communication, social, and self-control skills as language and literacy, including listening, speaking, required or membership in NYC Teaching Fellow well as positive interpersonal relationships. Ten reading, and writing, at different levels of Group. hours of structured fieldwork required. proficiency in English. Students will learn to Credits: 3 The pre-requisite or co-requisite of TAL 830 is develop literacy through the content areas. They Every Fall required or membership in NYC Teaching Fellow will also become familiar with uses of technology in Group. an ESL setting and with literacy and language TAL 852 Strategies for Teaching Learners with Credits: 3 proficiency assessment. Students will learn how to Diverse Needs: Childhood Every Fall and Spring help English Language Learners of varying ability Characteristics of children with particular disability meet NYS Learning Standards in literacy. Fifteen classifications, as well as cultural, linguistic, gender, TAL 856 Curriculum Theory and Practice in hours of structured fieldwork required. and ability differences, will be studied as a basis for Special Education: Middle Childhood / Credits: 3 considering strategies for teaching. Ideas, methods, Adolescence Every Fall and strategies for assessing student needs and for An exploration of the role of curriculum in schools

Page 157 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

TAL 863 ESL Curriculum and Methodology: linguistic and sociocultural foundations in the interaction as they construct their own ideas and Teaching Content Areas K-12 development of literacy among English Language theories about the principles of language. The An examination of the practices of teaching the Learners and the relationships between biliteracy importance of children¿s participation in literacy content areas of science, mathematics, social studies and content knowledge development. Students events with other children and adults will be and language arts through English. Strategies for learn to teach for the development of academic emphasized. The role of play, sensory manipulation, implementing sheltered instruction, adapting language as well as for the development of language music, movement, story telling, children¿s literature materials, and developing vocabulary in specific for a variety of purposes. Approaches to teaching and the arts in the development of language and content areas will be introduced. Attention is given reading and writing in the second language as well literacy will be explored. Fifteen hours of structured to the teaching of content areas to second language as ways to develop biliteracy are addressed. fieldwork required. learners with disabilities. The use of technology in Students examine curricula and literature for The pre-requisite or co-requisite of TAL 830 is teaching ESL is presented along with assessment children and adolescents as well as available required. tools for measuring progress in specific subject technology to teach literacy to ELLs. Credits: 3 areas. Students learn to develop their own The pre-requisites of TAL 802 and 828 are Every Spring curriculum and materials in a workshop setting. required. Fifteen hours of structured fieldwork required. Credits: 3 TAL 874 Practicum in Early Literacy Credits: 3 Every Fall Provides students with the opportunity to apply Every Spring concepts learned in the Early Literacy course. TAL 871 Introduction to Reading Difficulties Working in an early childhood setting, students will TAL 866 Native Language Teaching in the A course that prepares students to instruct children devise and implement developmentally appropriate Bilingual Classroom with a variety of reading difficulties. Current strategies for nurturing oral language and emergent An exploration of theories of literacy and related research into the nature and origin of reading literacy. Students must complete a minimum of 10 teaching practices to develop native language difficulties, including dyslexia, will be reviewed. practicum hours and attend a university-based reading, writing, speaking, and listening skills, and Students will learn how to identify reading seminar. Pass/Fail only. to use native language in teaching the content areas difficulties, determine instructional needs, and use The co-requisite of TAL 873 is required. (mathematics, science, and social studies). diagnostic information for instructional planning. Credits: 1 Techniques of assessing native literacy skills will be Strategies for preventing and ameliorating Every Spring examined. Students will become familiar with difficulties in word identification, comprehension, native language resources in the community and written language will be introduced. TAL 875 Adolescent and Young Adult Basic through evaluating culturally appropriate curricula, The pre-requisite or co-requisite of TAL 830 is Literacy children's literature and media. Students will also required. A course that addresses the language and literacy analyze and strengthen their own biliteracy skills. Credits: 3 needs of adolescents and young adults who have Fifteen hours of structured fieldwork required. On Demand had uneven or poor schooling. Students will learn Credits: 3 how to adapt instruction, develop materials, and On Occasion TAL 872 Using Literature for Children & design appropriate curricula to meet the literacy Adolescents in the Classroom needs of adolescents and young adults. The specific TAL 867 Sociolinguistics and Teaching A course that develops students¿ critical awareness needs of English language learners, speakers of a This course addresses the relationship between of literature for children and adolescents along with second dialect, and those with learning difficulties language and society and their role in mediating an appreciation of the role of literature in the will be considered. Students will become familiar educational success. The interplay of social class, literacy curriculum. Students will examine genres with reading materials and other educational ethnicity, age, and gender in language teaching and such as picture books, folktales, fables, poetry, resources for this population. The use of specialized learning is considered. Students examine the young adult literature, and other works of fiction technology and media will be explored. multiple ways in which children are positioned in and non-fiction, with an emphasis on multicultural The pre-requisite or co-requisite of TAL 830 is terms of language, ability, disability and learning. literature and literature relevant to the diverse required. The ethnography of communication, classroom needs and interests of urban children. Students will Credits: 3 discourse, conversational analysis, and intercultural learn how to enhance children's access to On Occasion communication as well as the pragmatics of appropriate and engaging materials, organize communication, linguistic variation, bilingualism, literacy instruction to focus on literature, and use TAL 876 Practicum in Adolescent Literacy and code-switching are studied. Pidgins and fiction and non-fiction to develop thematic units A course that provides students with the Creoles, World Englishes, the politics of teaching across the curriculum. opportunity to apply concepts learned in the English, and the role of the profession are The pre-requisite or co-requisite of TAL 830 is Adolescent and Young Adult Basic Literacy course, addressed. required. with an emphasis on the older adolescent. Students The pre-requisite or co-requisite of TAL 830 is Credits: 3 will implement strategies for teaching literacy to required or membership in NYC Teaching Fellow On Occasion adolescents with minimal reading and writing skills. Group. Students must complete a minimum of 10 Credits: 3 TAL 873 Early Literacy practicum hours and attend a university-based Every Summer A course that focuses on the importance of seminar. Pass/Fail only. language development as a precursor to literacy in The co-requisite of TAL 875 is required. TAL 868 Second Language Literacy and Biliteracy children from birth to five years of age, including Credits: 1 This course addresses the connection between children who grow up in a bilingual environment On Demand literacy and second language acquisition and those with developmental delays. It will address highlighting the theory and research on the the significance of providing a language-rich TAL 879 Special Topics in Education development of literacy in the native language, environment at home and in formal educational An in-depth and intensive study of specific critical second language literacy, and biliteracy. Taking an settings that offers children opportunities to engage areas of interest in education, as identified by additive approach, the course examines the in meaningful acts of communication and social faculty. With approval of program faculty, students may apply a maximum of three credits to their

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 158 Brooklyn Campus degree program. Ten hours of fieldwork may be under the supervision of a cooperating teacher and for urban children with disabilities. Students required. college faculty. Students seeking an Advanced participate in every aspect of practice, including Credits: 3 Certificate in Early Childhood or Dual planning, implementation, and assessment of On Occasion Certification in Early Childhood and another area curriculum and instruction. They immerse must complete the student teaching required in themselves in the life of a school, recording and TAL 880 Classroom Inquiry II their first certification before enrolling in TAL thinking about the purposes, complexities, and A course that aims to develop and improve aspects 881B. The setting must be approved by early consequences of what they do as teachers in order of teaching practice by deepening students childhood faculty. 20 days. Pass/Fail only. to learn from their experiences. Students are understanding of inquiry, documentation, Program approval required. supervised by a university faculty member and a evidence, questions, and knowledge as introduced Credits: 1 cooperating teacher in the school and meet in in Classroom Inquiry I. Students will extend their Every Fall and Spring regularly scheduled seminars. Students currently learning of collaborative modes of classroom employed as childhood special education teachers inquiry by formulating a question and completing TAL 882A Student Teaching: Childhood (grades 1- 6) may, with faculty approval, complete an inquiry into a school or classroom issue, a This course is designed for students seeking 1st the experience in their place of employment. 75 curricular activity, or an aspect of their teaching Initial Certification. It prepares reflective days. Pass/Fail only. Program approval required. practice. Students will explore a range of literature elementary school teachers who work to create Credits: 3 related to the questions being investigated. They excellent elementary classrooms and schools for all Every Fall and Spring will investigate and compare assumptions about urban students. Students participate in every aspect persons and knowledge-making underlying various of practice, including planning, implementation, TAL 884B Student Teaching for the Practicing modes of inquiry through exposure to a range of and assessment of curriculum and instruction. Teacher: Childhood Special Education research designs. Thirty hours of structured They immerse themselves in the life of a school, This course is designed for students seeking 2nd fieldwork required. recording and thinking about the purposes, initial certification. It prepares reflective teachers The pre-requisite of TAL 830 is required. complexities, and consequences of what they do as who work to create excellent elementary classrooms Credits: 3 teachers in order to learn from their experiences. and schools for all urban students. Students apply Every Fall and Spring Students are supervised by a university faculty concepts acquired throughout the program to plan, member and a cooperating teacher in the school implement, and assess instruction in their own TAL 881A Student Teaching: Early Childhood and meet in regularly sccheduled seminars. teaching practice. Students currently teaching This course is designed for students seeking 1st Students currently employed as elementary school children with disabilities complete the student Initial certification. It prepares reflective early teachers (grades 1-6) may, with faculty approval, teaching in their own classrooms with guidance childhood teachers who work to create excellent complete the experience in their place of from college faculty. Students not currently early childhood classrooms, environments and employment. 75 days. Pass/Fail only. Program teaching children with disabilities complete a 20- schools for young children. Students participate in approval required. day student teaching experience under the every aspect of practice, including planning, Credits: 3 supervision of a cooperating teacher and college implementation, and assessment of curriculum and Every Fall and Spring faculty. The setting must be approved by special instruction. They immerse themselves in the life of education faculty. Pass/Fail only. Program approval a school, recording and thinking about the TAL 883A Student Teaching: Adolescence required. purposes, complexities, and consequences of what This course is designed for students seeking 1st Credits: 1 they do as teachers in order to learn from their initial certification. It prepares reflective teachers Every Fall and Spring experiences. Students are supervised by a university who work to create excellent secondary classrooms faculty member and a cooperating teacher in a and schools for all urban students. Students TAL 884C Student Teaching: Alternative school or early childhood center and meet in participate in every aspect of practice, including Childhood Special Education I regularly scheduled seminars. Students currently planning, implementation, and assessment of This course is designed for students in an employed as early childhood teachers (birth-second curriculum and instruction. They immerse alternative certification program. It prepares grade) may, with faculty approval, complete the themselves in the life of a school, recording and reflective teachers who work to create excellent experience in their place of employment. 75 days. thinking about the purposes, complexities, and elementary classrooms for urban children with Pass/Fail only. Program approval required. consequences of what they do as teachers in order disabilities. Students participate in every aspect of Credits: 3 to learn from their experiences. Students are practice, including planning, implementation, and Every Fall and Spring supervised by a university faculty member and a assessment of curriculum and instruction. They cooperating teacher in the school and meet in immerse themselves in the life of a school, TAL 881B Student Teaching for the Practicing regularly scheduled seminars. Students currently recording and thinking about the purposes, Teacher: Early Childhood employed as secondary school teachers (grades 7- complexities, and consequences of what they do as This course is designed for students seeking 2nd 12), teaching in the subject area in which they are teachers in order to learn from their experiences. initial certification. It prepares reflective teachers seeking certification, may, with faculty approval, Students are supervised by a university faculty who work to create excellent early childhood complete the experience in their place of member and meet in regularly scheduled seminars. classrooms, environments, and schools for young employment. 75 days. Pass/Fail only. Program Students currently employed as childhood special children. With guidance from college faculty, approval required. education teachers (grades 1- 6) complete the students apply concepts acquired throughout the Credits: 3 experience in their place of employment. 75 days. program to plan, implement, and assess instruction Every Fall and Spring Pass/Fail only. in their own teaching practice. Students currently Membership in NYC Teaching Fellow Group or in teaching young children (birth-second grade) TAL 884A Student Teaching: Childhood Special ISTART Group is required. complete student teaching in their own classrooms Education Credits: 3 with guidance from college faculty. Students not This course is designed for students seeking 1st On Demand currently employed in an early childhood setting initial certification. It prepares reflective teachers complete a 20-day student teaching experience who work to create excellent elementary classrooms

Page 159 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

TAL 884D Student Teaching: Alternate Students currently employed as childhood special recording and thinking about the purposes, Childlhood Special Education II education teachers (grades 1- 6) complete the complexities, and consequences of what they do as This course is designed for students in an experience in their place of employment. 75 days. teachers in order to learn from their experiences. alternative certification program. It prepares Pass/Fail only. Students are supervised by a university faculty reflective teachers who work to create excellent Membership in NYC Teaching Fellow Group or in member and meet in regularly scheduled seminars. elementary classrooms for urban children with ISTART Group is required. Students currently employed as adolescent special disabilities. Students participate in every aspect of Credits: 0 education teachers (grades 7-12) complete the practice, including planning, implementation, and On Demand experience in their place of employment. 75 days. assessment of curriculum and instruction. They Pass/Fail only. immerse themselves in the life of a school, TAL 885A Student Teaching: Adolescence Special Membership in NYC Teaching Fellow Group or in recording and thinking about the purposes, Education ISTART Group is required. complexities, and consequences of what they do as This course is designed for students seeking 1st Credits: 3 teachers in order to learn from their experiences. initial certification. It prepares reflective teachers Every Fall Students are supervised by a university faculty who work to create excellent secondary classrooms member and meet in regularly scheduled seminars. for urban students with disabilities. Students TAL 885D Student Teaching: Alternate Students currently employed as childhood special participate in every aspect of practice, including Adolescence Special Education II education teachers (grades 1- 6) complete the planning, implementation, and assessment of This course is designed for students in an experience in their place of employment. 75 days. curriculum and instruction. They immerse alternative certification program. It prepares Pass/Fail only. themselves in the life of a secondary school, reflective teachers who work to create excellent Membership in NYC Teaching Fellow Group or in recording and thinking about the purposes, secondary classrooms for urban adolescents with ISTART Group is required. complexities, and consequences of what they do as disabilities. Students participate in every aspect of Credits: 3 teachers in order to learn from their experiences. practice, including planning, implementation, and On Demand Students are supervised by a university faculty assessment of curriculum and instruction. They member and a cooperating teacher in the school immerse themselves in the life of a school, TAL 884E Student Teaching for the Practicing and meet in regularly scheduled seminars. Students recording and thinking about the purposes, Teacher: Alternate Childhood Special Education I currently employed as adolescent special education complexities, and consequences of what they do as This course is designed for students in an teachers (grades 7-12) may, with faculty approval, teachers in order to learn from their experiences. alternative certification program. It prepares complete the experience in their place of Students are supervised by a university faculty reflective teachers who work to create excellent employment. 75 days. Pass/Fail only. Program member and meet in regularly scheduled seminars. elementary classrooms for urban children with approval required. Students currently employed as adolescent special disabilities. Students participate in every aspect of Credits: 3 education teachers (grades 7-12) complete the practice, including planning, implementation, and Every Fall and Spring experience in their place of employment. 75 days. assessment of curriculum and instruction. They Pass/Fail only. immerse themselves in the life of a school, TAL 885B Student Teaching for the Practicing Membership in NYC Teaching Fellow Group or in recording and thinking about the purposes, Teacher: Adolescence Special Education ISTART Group is required. complexities, and consequences of what they do as This course is designed for students seeking 2nd Credits: 3 teachers in order to learn from their experiences. initial certification It prepares reflective teachers Every Spring Students are supervised by a university faculty who work to create excellent elementary classrooms member and meet in regularly scheduled seminars. and schools for all urban students. Students apply TAL 885E Student Teaching for the Practicing Students currently employed as childhood special concepts acquired throughout the program to plan, Teacher: Alternate Adolescence Special Education education teachers (grades 1- 6) complete the implement, and assess instruction in their own I experience in their place of employment. 75 days. teaching practice. Students currently teaching This course is designed for students in an Pass/Fail only. adolescents with disabilities complete the student alternative certification program. It prepares Membership in NYC Teaching Fellow Group or in teaching in their own classrooms with guidance reflective teachers who work to create excellent ISTART Group is required. from college faculty. Students not currently secondary classrooms for urban adolescents with Credits: 0 teaching adolescents with disabilities complete a 20- disabilities. Students participate in every aspect of On Demand day student teaching experience under the practice, including planning, implementation, and supervision of a cooperating teacher and college assessment of curriculum and instruction. They TAL 884F Student Teaching for the Practicing faculty. The setting must be approved by special immerse themselves in the life of a school, Teacher: Alternate Childhood Special Education education faculty. Pass/Fail only. Program approval recording and thinking about the purposes, II required. complexities, and consequences of what they do as This course is designed for students in an Credits: 1 teachers in order to learn from their experiences. alternative certification program. It prepares Every Fall and Spring Students are supervised by a university faculty reflective teachers who work to create excellent member and meet in regularly scheduled seminars. elementary classrooms for urban children with TAL 885C Student Teaching: Alternate Students currently employed as adolescent special disabilities. Students participate in every aspect of Adolescence Special Education I education teachers (grades 7-12) complete the practice, including planning, implementation, and This course is designed for students in an experience in their place of employment. 75 days. assessment of curriculum and instruction. They alternative certification program. It prepares Pass/Fail only. immerse themselves in the life of a school, reflective teachers who work to create excellent Membership in NYC Teaching Fellow Group or in recording and thinking about the purposes, secondary classrooms for urban adolescents with ISTART Group is required. complexities, and consequences of what they do as disabilities. Students participate in every aspect of Credits: 0 teachers in order to learn from their experiences. practice, including planning, implementation, and Every Fall Students are supervised by a university faculty assessment of curriculum and instruction. They member and meet in regularly scheduled seminars. immerse themselves in the life of a school,

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 160 Brooklyn Campus

TAL 885F Student Teaching for the Practicing 20-day student teaching experience under the experiences. Students are supervised by a university Teacher: Alternate Adolescence Special Education supervision of a cooperating teacher and college faculty member and meet in regularly scheduled II faculty. The setting must be approved by TESOL seminars. Students currently employed as TESOL This course is designed for students in an faculty. Pass/Fail only. Program approval required. teachers complete the experience in their place of alternative certification program. It prepares Credits: 1 employment. 75 days. Pass/Fail only. reflective teachers who work to create excellent Every Fall and Spring Membership in NYC Teaching Fellow Group or in secondary classrooms for urban adolescents with ISTART Group is required. disabilities. Students participate in every aspect of TAL 886C Student Teaching: Alternate TESOL I Credits: 0 practice, including planning, implementation, and This course is designed for students in an Every Fall assessment of curriculum and instruction. They alternative certification program. It prepares immerse themselves in the life of a school, reflective teachers who work to create excellent TAL 886F Student Teaching for the Practicing recording and thinking about the purposes, elementary and secondary classrooms for urban Teacher: Alternate TESOL II complexities, and consequences of what they do as emerging bilingual learners. Students participate in This course is designed for students in an teachers in order to learn from their experiences. every aspect of practice, including planning, alternative certification program. It prepares Students are supervised by a university faculty implementation, and assessment of curriculum and reflective teachers who work to create excellent member and meet in regularly scheduled seminars. instruction. They immerse themselves in the life of elementary and secondary classrooms for urban Students currently employed as adolescent special a school, recording and thinking about the emerging bilingual learners. Students participate in education teachers (grades 7-12) complete the purposes, complexities, and consequences of what every aspect of practice, including planning, experience in their place of employment. 75 days. they do as teachers in order to learn from their implementation, and assessment of curriculum and Pass/Fail only. experiences. Students are supervised by a university instruction. They immerse themselves in the life of Membership in NYC Teaching Fellow Group or in faculty member and meet in regularly scheduled a school, recording and thinking about the ISTART Group is required. seminars. Students currently employed as TESOL purposes, complexities, and consequences of what Credits: 0 teachers complete the experience in their place of they do as teachers in order to learn from their Every Spring employment. 75 days. Pass/Fail only. experiences. Students are supervised by a university Membership in NYC Teaching Fellow Group or in faculty member and meet in regularly scheduled TAL 886A Student Teaching: TESOL ISTART Group is required. seminars. Students currently employed as TESOL This course is designed for students seeking 1st Credits: 3 teachers complete the experience in their place of initial certification. This experience prepares Every Fall employment. 75 days. Pass/Fail only. reflective TESOL teachers who work to create Membership in NYC Teaching Fellow Group or in student-centered and challenging classrooms and TAL 886D Student Teaching: Alternate TESOL II ISTART Group is required. supportive schools for English Language Learners. This course is designed for students in an Credits: 0 Teaching candidates participate in every aspect of alternative certification program. It prepares Every Spring practice, including planning, implementation, and reflective teachers who work to create excellent assessment of curriculum and instruction. They elementary and secondary classrooms for urban TAL 890 Overview of Teaching in Alternative immerse themselves in the life of a TESOL emerging bilingual learners. Students participate in Settings classroom, recording and thinking about the every aspect of practice, including planning, Analyzes the history and development of education purposes, complexities, and consequences of what implementation, and assessment of curriculum and in alternative settings. Special attention is paid to they do as teachers in order to learn from their instruction. They immerse themselves in the life of the difference between teaching in public schools experiences. Students are supervised by a university a school, recording and thinking about the and the kind of teaching that takes place in faculty member and a cooperating teacher in the purposes, complexities, and consequences of what museums, parks, community-based organizations, school and meet in regularly scheduled seminars. they do as teachers in order to learn from their schools other than public ones, homes, clinical Candidates student-teach in an elementary and a experiences. Students are supervised by a university settings. Emphasis on group and individual secondary setting for a total of 75 days. Students faculty member and meet in regularly scheduled education. During the first half of the course, currently employed as a TESOL teacher in an seminars. Students currently employed as TESOL students make extensive visits to varied alternative appropriate setting may, with faculty approval, teachers complete the experience in their place of settings. During the second half of the course, complete the experience in their place of employment. 75 days. Pass/Fail only. students select a setting and participate in planning, employment. Pass/Fail only. Program approval Membership in NYC Teaching Fellow Group or in implementation, and assessment of an educational required. ISTART Group is required. plan. Pass/Fail only. Credits: 3 Credits: 3 Credits: 1 Every Fall and Spring Every Spring On Demand

TAL 886B Student Teaching for the Practicing TAL 886E Student Teaching for the Practicing TAL 971 Capstone Seminar Teacher: TESOL Teacher: Alternate TESOL I In this seminar, students meet graduation This course is designed for students seeking 2nd This course is designed for students in an requirements with the creation and submission of a initial certification It prepares reflective teachers alternative certification program. It prepares portfolio that demonstrates their attainment of the who work to create excellent elementary classrooms reflective teachers who work to create excellent TAL program standards in the areas of Knowledge, and schools for all urban students. Students apply elementary and secondary classrooms for urban Enquiry, Empathy, Pluralism and Social concepts acquired throughout the program to plan, emerging bilingual learners. Students participate in Commitment (the KEEPS Claims). Through the implement, and assess instruction in their own every aspect of practice, including planning, selection and examination of prior coursework in teaching practice. Students currently teaching implementation, and assessment of curriculum and the context of readings from the contemporary and English as a second language complete the student instruction. They immerse themselves in the life of historical field of education, students reflect on the teaching in their own classrooms with guidance a school, recording and thinking about the knowledge and skills gained through the program from college faculty. Students not currently purposes, complexities, and consequences of what and the implications for their teaching practice. teaching English as a second language complete a they do as teachers in order to learn from their The pre-requisite of TAL 880 is required and the

Page 161 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 pre-requisite or co-requisite from one of the following courses is required; TAL 881A, 881B, 882A, 883A, 884A, 884B, 884F, 885A, 885B, 885F or 890. Credits: 3 Every Fall and Spring

TAL 974 Advanced Topics in TESOL and Bilingual Education A capstone seminar that helps students gain an in- depth understanding of some of the issues that are at the forefront of current research on bilingualism, second language acquisition and pedagogy. Students will critically examine relevant research in selected areas. They will write a major paper synthesizing the research in an area of particular interest and integrating it with their own teaching practice. The pre-requisite of TAL 880 is required. Credits: 3 On Occasion

TAL 975 Final Inquiry Seminar: TESOL This capstone seminar uses the knowledge and skills gained through the program to write and present an in-depth study on an aspect of second language acquisition and teaching practice. Students continue the work begun in Classroom Inquiry I and II and complete a project that looks closely at an English language or bilingual learner or TESOL curriculum/instructional activity. Students complete a comprehensive portfolio of their work throughout the TESOL program that demonstrates their attainment of the KEEPS claim. In this seminar students share their works in progress and work together on issues of documentation, literature review, methodology and writing. The pre-requisite of TAL 880 is required and the pre-requisite or co-requisite from one of the following courses is required: TAL 886A, TAL 886B, or TAL 890. The pre-requisite of TAL 880 is required. Credits: 3 Every Spring

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SCHOOL OF HEALTH PROFESSIONS

The School of Health Professions at Long Island University’s Brooklyn Campus is dedicated to providing superior quality education in the health professions to a diverse student body. With strong ties to the community and to many health care facilities that support educational efforts as well as research, our programs address clinical health care, community-based health and social issues. The School prepares students for careers in the areas of respiratory care; physician assistant; occupational therapy; athletic training, health and exercise science (including sport management and exercise physiology); physical therapy; social work; and public health. The programs within these divisions span the undergraduate, graduate and doctoral levels, and lead to careers in growing professions that offer a wealth of career opportunities. Graduates of our programs are in high demand in the current health care job market, and this level of demand will continue for many years to come. The School of Health Profession’s faculty members are renowned experts in their fields and have vast experience in their respective areas of specialization, which contributes to their exceptional teaching abilities. Many faculty members are engaged in research, which greatly contributes to the learning experience of their students and to their own professional growth. The School of Health Professions offers a three year post-baccalaureate Doctor of Physical Therapy (DPT) degree. The school also offers the M.S. degree in Health Sciences with tracks in Adapted Physical Education, Coaching and Conditioning, and Exercise Physiology; the B.S./M.S. program in Athletic Training and Sports Sciences; the B.S./M.S. degree program in Occupational Therapy; the M.S. degree in Advanced Athletic Training and Sports Sciences; the M.S. in Physician Assistant Studies; the M.S.W. in Social Work; and a Master of Public Health degree with a concentration in Health Education, Advocacy and Communications. For information, please contact the Dean’s Office at 718-780-6578, fax 718-780-4561, or visit the website at www.liu.edu/brooklyn/shp.

Barry S. Eckert, Ph.D. Dean [email protected]

Stacy Gropack, Ph.D. Associate Dean [email protected]

Terry Macon Administrative Assistant [email protected]

Page 163 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

Criminal Background Checks and Drug position graduates and career professionals in an EXS 508 Certified Strength and Conditioning Testing ever-changing health care environment. The Specialist (CSCS) Preparation Many clinical/field experience affiliates now program is designed to enhance students’ EXS 608 Performance Enhancement Specialist require the completion of criminal background marketability, by combining exercise physiology Preparation checks and/or drug testing for employees, with three well-established and popular areas of EXS 718 Sports Nutrition and Pharmacology in volunteers and students affiliated with the site. study; sports nutrition, athletic performance and Sports Therefore, students who plan to participate in a fitness for diverse populations. Although there are Concentration in Fitness for Special Populations clinical/field experience may be asked to undergo three distinct areas of study, the program also (choose three) include: a criminal background check, and/or a drug screen. offers academic flexibility with several elective EXS 520 Program Design in Adapted Physical A criminal conviction and/or the use of illegal courses. In addition, an active research laboratory Activity drugs may impede or bar your entry into your allows students the opportunity to pursue their EXS 530 Adapted Physical Education for chosen field of study. Students desiring entrance own data collection or get involved as a volunteer Individuals with Autism into the School of Health Professions should be or graduate assistant. The MS curriculum has an EXS 611 Exercise Physiology in Chronic Disease aware that our clinical/field affiliates can reject or overall credit requirement of 36 credits with the II remove a student from the site if a criminal record intention of developing graduates that can be EXS 645 Cardiopulmonary Health and Disease is discovered or if a drug test is positive. In the competitive across the academic and career Note: Recommended Electives (below) need to be event that a student is rejected from a clinical/field landscape while providing students with an approved by your concentration advisor. Please site due to information contained in the criminal education that is both satisfying and valuable. check as to when the elective is offered: background check, or drug screen, you may be The concentrations for the M.S. in Exercise EXS 500 Personal Training Certification unable to complete a required clinical/field Science include: Preparation experience. If you are unable to complete program • Exercise Physiology and Sports Nutrition EXS 527- Grant Writing for Health and Fitness requirements, you may be advised to withdraw • Strength and Conditioning and Sports Nutrition Professionals from the program. • Fitness for Special Populations EXS 606 Entrepreneurship in Fitness and Health In addition, students seeking entrance into Admission Requirements EXS 503 Introduction to Health Care Management health and human service professions should be To qualify for acceptance into the M.S. in Exercise EXS 506 Administration in Health and Fitness aware that the presence of a criminal record can Science program: EXS 520 Program Design in Adapted Physical result in the refusal of • Entering students (including transfer students) Activity licensing/certification/registration agencies to must have an undergraduate GPA of 2.5 or EXS 542 Psychology of Physical Activity issue the credential needed to practice in that field higher EXS 545 Sports Psychology of study. Prospective students are urged to contact • Submit a general application for admission EXS 570 Nutrition and Wellness in Physical the pertinent state and/or federal licensing board to through My LIU Activity inquire whether a criminal record will have an • The application must be accompanied by at EXS 580 Psycho-Social, Cultural and Political impact on your eligibility to obtain licensure or least two letters of reference (preferably one Aspects of Disability certification. academic and one personal) EXS 590 Functional Movement Assessment and To qualify for acceptance into any of the three Program Design DIVISION OF ATHLETIC concentrations students must: EXS 601 Biomechanics of Human Performance • Must have a bachelor’s degree from an EXS 603 Individual Problems TRAINING, HEALTH AND accredited college EXS 518 Technology in Health and Disease EXERCISE SCIENCE • Attain a grade-point average of 2.5 or above EXS 623 Field Experience II • Undergo an interview with the director of the EXS 640 Neuroscience and Training Associate Professor Eugene Spatz, M.S., Division concentration EXS 652 Introduction to Diagnostic Testing Director; Core Courses Include: EXS 655 Pathology and Illness in Sport and Professor: Milorad Stricevic, M.D. EXS 501 Exercise Physiology in Chronic Disease Physical Activity Associate Professor: David Spierer, Ed.D. I EXS 670 Research in Health, Exercise and Sport: Assistant Professors: Tracye Rawls-Martin, M.S., EXS 570 Nutrition and Wellness in Physical Reading Between the Lines ATC, Director, Athletic Training Education Activity EXS 718 Sports Nutrition and Pharmacology in Program; Rebecca Petersen, M.S., ATC, Clinical EXS 524 Exercise and Fitness for Special Sports Coordinator of B.S./M.S. in Athletic Training; Populations EXS 721 Seminar: Current Issues and Topics in Arpi Terzian, Ph.D. M.P.H.; Kevin Duffy, M.S.; EXS 522 Field Experience I Athletic Training TJ Kostecky, Coordinator of Sport Management EXS 700 Research Methods in Exercise Science EXS 750 Alternative Therapies in Health Concentration Program Concentration in Exercise Physiology and Sports EXS 798 Research Thesis I Coordinator of Health Science Program: Melissa Nutrition (choose three) include: EXS 799 Research Thesis II

Lent, M.S. EXS 611 Exercise Physiology in Chronic Disease Practicum Coordinator: Scott Westervelt, M.S. II Athletic Training Program Adjunct Faculty: 30 EXS 653 Advanced Laboratory Techniques in Exercise Physiology The Athletic Training Education Program EXS 715 Analytical Approach to Exercise prepares students for careers as certified athletic M.S. in Exercise Science Prescription trainers and culminates in a B.S./M.S. in Athletic EXS 718 Sports Nutrition and Pharmacology in Training. Certified Athletic Trainers (ATCs) are The master’s of science in exercise science Sports health care professionals who specialize in the offers a comprehensive educational experience Concentration in Strength and Conditioning and prevention, assessment, treatment and including lectures and laboratories on the Sports Nutrition (choose three) include: rehabilitation of injuries and illnesses that affect constructs and applications of advanced exercise EXS 507 Corrective Exercise Specialist (CES) athletes and the physically active. physiology. Specific concentrations serve to Preparation The American Medical Associations recognizes

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 164 Brooklyn Campus

Certified Athletic Trainers as health care • Have a minimum undergraduate grade-point professionals who prevent, rehabilitate and average of 2.75. Advanced Athletic Training Master of manage athletic injuries and general medical • Submit two letters of recommendation from Science Requirements conditions in secondary schools; universities; individuals who can comment on clinical Requirements for Athletic Training, Master of clinics; professional athletics; the military; sports competence and scholarly ability. Science Plan medicine clinics and hospitals; the performing arts; • Be certified or licensed in good standing as a: All Courses Below Are Required. physician offices; occupational workplaces and certified athletic trainer (ATC®), physical HS 501 Exercise Physiology in 3.00 industry. therapist, registered nurse, physician assistant, Health and Disease I The athletic trainer's professional preparation is or occupational therapist. directed toward the development of specified Based on life and professional experience, HS 570 Nutrition/Exercise/Wellne 3.00 competencies in the following 12 performance applicants from other fields may be considered for ss domains which define the profession of athletic the Advanced Athletic Training program at the HS 601 Advanced Analysis of 3.00 training: risk management and prevention of discretion of the program director and the Human Motion and injuries; pathology of injuries and illnesses; Application Review Committee. *This program is Biomechanics assessment and evaluation; acute care of injury NOT an entry-level route to certification as an and illness; pharmacology; therapeutic modalities; athletic trainer, which is distinctly separate and HS 640 Neuroscience of Physical 3.00 therapeutic exercise; general medical conditions apart from the B.S./M.S. degree program in Activity and Disease and disabilities; nutritional aspects of injury and Athletic Training and Sports Sciences. After HS 655 Pathology and Illness in 3.00 illness; psychosocial intervention and referral; completing the M.S. in Advanced Athletic Sports health care administration; and professional Training and Athletic Sciences, you are NOT development and responsibility. eligible to sit for the BOC Exam as an athletic HS 700 Research Methods in 3.00 trainer. Individuals considering certification Physical Activity M.S. in Advanced Athletic should inquire about the CAATE-accredited HS 718 Pharmacology and Sports 3.00 B.S./M.S. in Athletic Training. Nutrition Training and Sports Sciences Program Requirements

Continued enrollment in this program is HS 750 Advanced Sports 3.00 The Division of Athletic Training, Health and contingent upon: Medicine Exercise Science offers the 36-credit M.S. in • All deficiencies in an applicant’s qualifications Option A Requirements Advanced Athletic Training and Sports Sciences being removed during the first year of study. A that provides a progressive educational experience HS 603 Individual Problem in the 3.00 student may be required to take additional for allied health professionals. The curriculum Health Sciences courses to remove deficiencies. Until all addresses not only the traditional areas of athletic deficiencies are removed, matriculation will be HS 721 Seminar: Current Issues 3.00 training, but also includes relevant topics such as withheld. in Athletic Training pathology and pharmacology. • Student earning a cumulative grade-point Option B Requirements The program is open to professional applicants, average of 3.0 in order to receive his/her such as but not limited to, certified athletic HS 798 Research Thesis and 3.00 degree. (Grades below C are not acceptable as trainers, physical therapists, registered nurses, Conference I credit toward a graduate degree. Students physician assistants and/or occupational therapists, earning less than a 3.0 grade-point average in HS 799 Research Thesis and 3.00 who have the opportunity to gain knowledge any two semesters will be placed on probation.) Conference II through challenging coursework including • All degree requirements being completed neuroscience and advanced sports medicine. within five years after the initial matriculation Current trends and perspectives in surgery and Health Science Courses date. rehabilitation are covered and students also have Six transfer credits of graduate courses may be the opportunity to observe surgical procedures applied to the program if they meet the program’s HS 500 Personal Training Certification with the program’s medical director. educational objectives and the approval of the Preparation Working closely with their adviser, students program director. This course will provide students with the most can individualize their program of study, choosing Fellowships and Assistantships current state-of-the art fitness education. Students from an extensive selection of electives. They also Appropriately qualified individuals may be will be expected to have a firm grasp of the theories have the choice of two options as a culminating selected for a teaching fellowship or a graduate and facts involved with practical fitness testing and experience – a clinical experience or a thesis. assistantship. To qualify for these positions, programming. Students will apply this information These options are chosen, taking into applicants must be certified athletic trainers in a practical setting through the performance of consideration educational background, career (ATC®) or be certification eligible. Teaching laboratory exercises. Each lab will address the goals and professional interests. fellows are an integral part of the Athletic Training knowledge and skills that a fitness professional Faculty members are seasoned professionals, Education Program’s framework. They work must possess to safely implement effective fitness who are highly proficient and are well-regarded in directly with the professors to enhance the learning programs. Students will be prepared to take their respective fields. Through the use of state-of- process, teaching classes and supervising the personal training certification tests from well- the-art laboratories, students participate in a truly Athletic Training Laboratory. Graduate assistants organized professional organizations. dynamic educational experience. Many courses work in the Department of Athletics in the Athletic Credits: 3 may qualify for Continuing Education Units Training Room. They provide athletic training Every Spring (CEUs) through the Board of Certification (BOC). services to Brooklyn Campus athletes. Students Admission Requirements HS 501 Exercise Physiology in Chronic Disease I who are interested in these positions should To be admitted to this program, you must: A course designed to provide students with an in- contact the Division for more information. • Hold a bachelor’s of science/art in the health depth understanding and appreciation of the effect profession or in a related field. of exercise in chronic illness. Class activities include

Page 165 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 theory-based lectures; group case studies and role- and instructional modifications, reinforcement, play using standardized patients. Students will learn HS 522 Field Experience I discrete train communication and rubrics how to analyze and interpret exercise and medical An opportunity for the student to gain experience assessment of exercise skills. data as it relates to disease, and prescribe in his or her chosen track by spending a minimum Credits: 3 appropriate exercise parameters. This course has an of 90 hours at a public or private institution. Every Spring additional fee. Experience may be gained in the areas of fitness Credits: 3 testing, planning of physical activity or nutritional HS 542 Psychology of Exercise and Physical Every Fall needs, as well as implementation of exercise and Activity training programs. This course examines the relationship between HS 506 Administration in Health and Fitness Credits: 3 psychosocial factors and participation in exercise This course is designed to help students to acquire Every Semester and physical activity. Students will learn the administration and management skills across areas importance of exercise and physical activity in of health and fitness. It will review financial HS 524 Exercise and Fitness for Special promoting long-term health while reducing the risk management, human resources, sales and Populations of coronary heart disease, type II diabetes, colon marketing, facility design and maintenance, safety This course provides didactic and practical cancer and other types of diseases that arise from and risk management, program evaluation and experiences in developing exercise programs for physical inactivity and how to change an fitness industry perspectives and standards. individuals who have a specific disability or health individual's behavior to exercise. Credits: 3 limitation including aging, arthritis, diabetes, Credits: 3 On Occasion intellectual disabilities, spinal cord injuries and Every Spring asthma. This course covers applied methods of HS 507 Corrective Exercise Specialist (CES) exercise prescription for individuals who require HS 545 Sports Psychology Preparation adaptations and modifications to an exercise This course will enable students to apply the basic This course is designed to enable fitness program. This course covers a brief summary of the principles of sport psychology directly to professionals to expand their knowledge and physiology and pathophysiology of each condition, competitive athletes. By understanding the abilities in human movement science. Students selected research on each disability or health relationship between sport psychology and athletic develop an expertise in injury prevention and condition and translation of the research in performance, students will be better prepared to recovery working with deconditioned and practical exercise guidelines and functional fitness achieve professional goals in the areas of coaching, conditioned populations. Specifically students activities to facilitate effective program exercise science and strength and conditioning for learn the movement assessment process using the development. Class activities will include theory- athletes. Functional Movement Screen, gait analysis etc., and based lecture and practical experiences in the Credits: 3 develop an individualized correct exercise program. functional training lab. On Occasion Common conditions include low back pain, ACL Credits: 3 injuries and muscle imbalance. The course will Every Spring HS 570 Nutrition and Wellness for Physical help prepare the student for the well-recognized Activity NASM Corrective Exercise Specialist (CES) exam. HS 525 Advanced Techniques in Adapted A course designed to expose students to basic Credits: 3 Physical Education concepts of nutrition for non-athletic and athletic Every Fall An advanced study of physical activity and sport populations. Students will be introduced to daily programs and techniques in adapted physical requirements for macro-nutrients and will also HS 508 Certified Strength and Conditioning education. Program innovations in physical fitness, analyze a nutritional recall. Emphasis is also placed Specialist (CSCS) Preparation sports training and conditioning, adapted aquatics, on current nutrition and exercise guidelines This course will cover such topics as sports and so on, for special populations are presented essential for a healthy quality of life. This course physiology, sport specific conditioning and training, and analyzed in relation to their physical, cognitive has an additional fee. exercise physiology, instructional techniques, and social-emotional benefits. Three credits. Credits: 3 pediatric sports, functional movement training and Offered every other year. Every Fall developing balance, mobility, agility, speed, strength The pre-requisite of HS 520 is required. and power of an athlete. Students will learn Credits: 3 HS 576 Therapeutic Exercise in Athletic Training program design variables for improving these areas. On Occasion A review of the knowledge and skills in therapeutic Students will be prepared to sit for the CSCS exercise required of the entry-level athletic trainer, Certification exam administered by the NSCA. HS 527 Grant Writing for Health and Fitness including planning, implementing, documenting, Credits: 3 Professionals and evaluating the efficacy of therapeutic exercise Every Fall Students will learn how to research and write a programs for the rehabilitation/ reconditioning of grant proposal in areas related to health, wellness injuries and illnesses of the physically active. HS 520 Program Design in Adapted Physical and fitness. The pre-requisite of HS 577 is required or Activity Credits: 3 permission An examination of the methods and techniques On Occasion Credits: 3 applicable to the planning and design of Every Spring individualized adapted physical activity and daily HS 530 Adapted Physical Activity for Individuals living programs for people with developmental with Autism HS 577 Therapeutic Modalities in Athletic disabilities. Skills are developed in designing rubric This course provides students with the opportunity Training assessments, data collection, identification of to learn applied behavior analysis (ABA) and its A review of the knowledge and skills in therapeutic appropriate goals and objectives, task analysis, application to teaching exercise and fitness skills to modalities required by an entry-level athletic modification of equipment and activities, picture people with autism. Topics include exercise trainer, including planning, implementing, rehearsals, prompts and program evaluation. physiology adaptations of balance, coordination, documenting, and evaluating the efficacy of the Credits: 3 strength and endurance, task analysis of exercises, modalities used in the treatment and rehabilitation Alternate Fall prompting continuum, environmental equipment of injuries/illnesses of athletes.

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The pre-requisite of SPS 173 is required or HS 608 Performance Enhancement Specialist lectures is given with laboratory work. permission of the Division. Preparation Credits: 3 Students will learn progressive integrated training HS 652 Introduction to Diagnostic Testing Every Fall techniques and programs to enable athletes to Students will be introduced to theoretical and perform at the highest level. Utilizing National practical aspects of diagnostic testing, including x- HS 580 Psycho-Social, Cultural and Political Academy of Sports Medicine (NASM) optimum ray, MRI, CT Scan, Cardiopulmonary testing, Aspects of Disability performance training methodology, students will electrocardiography. Class discussions will focus on This course examines basic principles and learn how to individualize training programs and the use of these tools and their impact in medicine philosophies of disability in relationship to deliver consistent results in performance in past, present, and future. institutionalization, normalization, inclusion, enhancement and reconditioning. Upon Credits: 3 diversity and disability rights movement, completion of this course, students will be prepared On Occasion employment, government policies and international for the NASM PES Certification exam. HS 653 Advanced Laboratory Techniques in perspectives. Credits: 3 Exercise Physiology Credits: 3 Every Spring On Occasion An exploration of new techniques to test the limits HS 611 Exercise Physiology in Chronic Disease II of exercise science. Students will participate in class HS 590 Functional Movement Assessment and Lecture topics in this course will focus on discussions related to venous occlusion Program Design pathophysiological content related to chronic plethysmography, isokinetic assessment, and lactate This course will help students identify muscular disease. Students will visit various clinical sites to threshold testing. Practical applications in the imbalances and determine deficits that may be get a sampling of how exercise physiology plays a laboratory will allow for students to experience first overlooked during a traditional performance role in chronic conditions. Students will learn how hand, how these techniques can be used by an evaluation. Students will become proficient in the to apply testing and training techniques used in exercise physiologist for teaching and research functional movement screen and be able to chronic disease populations. The latest concepts of purposes. pinpoint functional deficits related to the role of exercise, fitness, and physical activity on The pre-requisite of HS 501 is required. proprioceptive, mobility and stability weaknesses. diseases such as asthma, type II diabetes, obesity, Credits: 3 Students will learn exercise progressions to correct heart failure, osteoporosis, and aging will be Alternate Spring muscular imbalances and incorporate them into a discussed. There will also be a laboratory focus on HS 654 Cardiopulmonary Health and Disease complete functional training program. diagnostic testing (e.g., ECG) in chronic conditions A discussion of current topics in cardiovascular Credits: 3 (i.e., asthma, COPD, CAD). health and disease management. Topics include On Occasion The pre-requisite of HS 501 is required. cardiovascular physiology, EKG principles, Credits: 3 HS 601 Biomechanics of Human Performance monitoring and interpretation, atria hypertrophy, Every Spring The use of recently developed instrumentation to ischemia, infarction and the relationship of physical study applied anatomy and kinesiology of the HS 618 Technology in Health and Disease activity to cardiovascular health. human body. Analyses of normal and pathological This course will explore the use of new devices and The pre-requisite of HS 501 is required. conditions are studied and compared with technologies currently utilized to monitor, assess, Credits: 3 emphasis on biomechanics of human performance. and evaluate healthy and disease states. Students Every Fall

Demonstration and laboratory reinforce material will learn the theory behind the engineering of such HS 655 Pathology and Illness in Sport and presented in lecture. Recommended background in devices as heart rate monitors, pedometers, Physical Activity physics and kinesiology. This course has an accelerometers, and automated systems. Students The study of disease processes associated with a additional fee. will also have the opportunity to experience these variety of systems of the human body including Credits: 3 items in real-time setting. cardiovascular, neurological, musculoskeletal, and Every Spring Credits: 3 respiratory systems. Special emphasis is placed on On Occasion HS 603 Individual Problems the relationship between a variety of such diseases The course provides an opportunity to select and HS 623 Field Experience II and how they may affect human performance and research a topic of interest. The student must An opportunity for the student to complete a rehabilitation. Demonstration and laboratory present and orally defend his or her research minimum of 90 hours of fieldwork within his or reinforced material presented in lecture. This findings. her chosen track involving assessment, program course has an additional fee. Credits: 3 planning and team consultation under appropriate Credits: 3 Every Fall, Spring and Summer supervision. Emphasis is on health, physical activity Every Spring

and fitness for able and disabled populations. The HS 606 Introduction to Health Care Management HS 660 Clinical Education in Athletic Training II student is responsible for identifying and Students are introduced to current practices and This course requires the student to apply their developing a clinical study project that is presented theories of health care policies and management. knowledge in a hands-on, practical environment and orally defended at the end of the course. This course presents an overview of the U.S. health suitable for athletic training student. Each student Credits: 3 care system and recent trends in public policy and will be assigned to an approved clinical instructor Every Semester health care reform. Topics include: hospital (ACI) in a clinical situation according to each organization management, marketing, finance, HS 640 Neuroscience and Training individual plan of study. The focus of this course is human resources, strategic planning, ethics, and A study of the gross and microscopic structures and on the axis, including the head and spine, as well as health information systems. functions of the human nervous system, including the upper extremity, including the shoulder, elbow, Credits: 3 the spinal cord and peripheral and autonomic forearm, wrist and hand. Additionally, the student On Occasion nervous systems as the they pertain to physical will be responsible for skin condition recognition. The student is responsible for the recognition, activity and disease. Laboratory examinations of human specimens are offered. A sequence of evaluation, and immediate care of athletic injuries

Page 167 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 to this region, while under the direct supervision of level Certified Athletic Trainer to plan, implement, HS 721 Seminar: Current Issues and Topics in a qualified certified athletic trainer. This course document, and evaluate the efficacy of therapeutic Athletic Training requires additional hours other than the standard modality programs for the Students will participate in and lead discussions meeting times listed in the schedule of classes. This rehabilitation/reconditioning of injuries to and regarding current issues and topics in Athletic course has an additional fee. Open only to Athletic illnesses of the physically active. Open only to Training and is designed to meet specific athletic Training students. Athletic Training Students. This course requires training competencies in professional development The pre-requisite of SPS 165 and 173 are required. additional hours other than the standard meeting Students will also be required to develop a poster Credits: 3 times listed in the schedule of classes. This course presentation using a topic related to athletic Every Fall has an additional fee. training approved by the instructor. Students will The pre-requisites of HS 576 and 661 are required. present the poster during Discovery Day in March HS 661 Clinical Education in Athletic Training Credits: 3 annually. III Every Fall The pre-requisite of HS 603 is required. This course will require the students to apply their Credits: 3 knowledge in a hands-on, practical environment HS 710 Organization and Administration in Every Spring suitable for athletic training students. Each student Athletic Training will be assigned to a clinical situation according to This course will cover the organization and HS 750 Alternative Therapies in Health each individual plan of study. The focus of this administration of an athletic training facility. A course designed to expand the knowledge of course will be on the collection of knowledge, skills, Review of topics include: written and electronic sports medicine practitioners in alternative and values required of the entry-level Certified medical record keeping, medico-legal aspects, approaches to health care. Students have the Athletic Trainer to plan, implement, document, preparation of budgets, purchasing, facility design, opportunity to learn and experience specific hands- and evaluate the efficacy of therapeutic personnel management, public relations, and on techniques used to enhance sports performance rehabilitation program for injuries to and illnesses liability and health insurance. and activities of daily living. The students will be of the physically active. Open only to the Athletic Credits: 3 introduced to alternative modalities including Training Students. Every Fall Acupuncture, Herbal Medicine, Massage Therapy, The pre-requisites of HS 577 and 660 are required. Qui Kung exercise, Meridian Therapy and the Credits: 3 HS 715 Analytical Approach to Exercise concept of Yin-Yang. A review of both old and new Every Spring Prescription case studies are used throughout the course to Students will undergo informative discussion on illustrate advances in the field of sports medicine. HS 670 Research in Health, Exercise and Sport: the basic components of fitness and their relation Credits: 3 Reading Between the Lines to assessment and evaluation of athletes, non- Alternate Spring Past and current literature in health, exercise and athletes and special populations. This course will sport will be discussed. Didactic and practical consist of a strong practical component where HS 798 Research Thesis I experience will encourage students to inquire as to under the supervision of a faculty member, students Students choosing this option will select a research what is truth and what is fluff. Students will also develop a model program of exercise prescription topic in their field of study in consultation with a learn the techniques and process of writing a focused on current recommendations for fitness faculty advisor. Students enrolled for Thesis I will research paper, specific aspects such as and health, emphasizing metabolic equations set complete a written Thesis Proposal for faculty to introduction, methods, results and discussion will forth by governing bodies such as, the American review. The proposal should include the research be explored. Heart Association and the American College of purpose, research questions, literature review and The pre-requisite of HS 508 is required or Sports Medicine. This course is appropriate for methodology. Implementation of their proposed permission of the Division. students interested in clinical work upon research is contingent upon faculty and IRB Credits: 3 graduation. approval. This course has an additional fee. On Occasion Credits: 3 Pass/Fail. Every Spring Credits: 3 HS 700 Research Methods in Exercise Science Every Semester An introduction to various types of research designs HS 718 Sports Nutrition and Pharmacology in and statistical methods relating to physical activity Sports HS 799 Research Thesis II within the disciplines of adapted physical This course will cover content related to Students enrolled in Thesis II will finish their education, athletic training, exercise physiology and pharmacology and supplementation and is designed research begun in Thesis I and write a thesis. Issues coaching. The student also learns to work with to meet specific athletic training competencies in regarding the statistical analyses and interpretation basic statistical research in the formulation of the pharmacology. Course content will provide of research findings are of primary concern. The various designs. The student is able to apply the students with a strong foundation in the area of completion of the thesis is contingent upon faculty above to solve a particular research problem in their sports nutrition and supplementation. The impact approval and meeting university guidelines for respective profession. of supplementation, nutrition and pharmacological thesis submission. This course has an additional Credits: 3 agents on athletic performance will be discussed. fee. Pass/Fail. Every Fall The content of this course is designed to equip Credits: 3 students with the knowledge, skills and abilities Every Semester HS 709 Clinical Education in Athletic Training necessary to become certified sports nutritionists via IV the International Society of Sports Nutrition An opportunity for the student to apply his or her (ISSN). Course activities will include current topic knowledge in a hands-on, practical environment debates, theoretical concepts and analysis of current suitable for athletic training student. Each student research in the areas of pharmacology and sports will be assigned to clinical situation according to nutrition. each individual plan of study and fulfill all exposure Credits: 3 requirements. The focus will be on the collection of Every Spring knowledge, skills, and values required of the entry-

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 168 Brooklyn Campus

DEPARTMENT OF independence and quality of life. Occupational therapists help people adapt to changes resulting OT 507 Therapeutic Skills 6: Organization and OCCUPATIONAL THERAPY from disability and the aging process, focus on Administration illness and injury prevention, and promote healthy Application of the principles of management in the Chairperson: Katherine Dimitropoulou, Ph.D., and satisfying lifestyles for people of all ages. provision of occupational therapy services to OTR/L, Assistant Professor Our faculty is actively involved in promoting individuals and organizations including: planning, Associate Professors: Anne Scott, Ph.D., OTR/L, community health and wellness through funded marketing, organizing, fiscal management, FAOTA, Michael Saraceno, MA, OTR/L, CHT research and programs assisting people to achieve maintaining staffing, coordination, directing, Assistant Professors : Donna Covello, OTD, their highest level of functioning within the controlling, and evaluating programs. Students will OTR/L; Cindy, Supawadee Lee, Ph.D., OTR/L; context of their own communities. Our students develop an understanding of a variety of service Susan Nesbit, M.A., OT/L; Doris Obler, M.S.W., are involved in these activities as part of their delivery models and knowledge of the broad OTR/L; Renee Ortega, M.A., COTA (Academic training since their first year in our program. Using spectrum of influences that impact on health care Fieldwork Coordinator- Evening/Weekend (Jewish a variety of teaching methods and the integration delivery and ethical practice. Completion of a grant Women Cohort) Program); Holly Wasserman of technology in the coursework, our students application or business plan complete with a (Academic Fieldwork Coordinator, Day Program) develop a comprehensive understanding of literature review that includes evidence-based and Adjunct Faculty: 17 practice and build their research skills. Embedded best practice, background/need, mission statement, The Occupational Therapy Program offers a in our curriculum are activities that enhance project description/implementation/evaluation, dual B.S./M.S. degree. It is designed to educate students’ communication and critical thinking budget, sources of income, foundation support, entry-level occupational therapists whose skills skills contributing to personal and professional staffing and job descriptions. and training prepare them to practice competently growth. Our students are prepared for successful The pre-requisites of OT 430, 432, 432, 330 and in the rapidly changing urban health care clinical careers and leadership roles within their 533 are required. The co-requisites of OT 530 and environment and to equip patients and clients with professional community. 535 are required. skills for the workplace and for home. The Accreditation Credits: 3 occupational therapy curriculum offers students The Occupational Therapy program is Every Fall the opportunity to focus on individual professional accredited by the Accreditation Council for OT 510 Level II : Fieldwork I growth, to participate in community-service Occupational Therapy Education (ACOTE) of the This course provides 10 to 12 weeks of full-time learning, to refine cultural sensitivity and practice American Occupational Therapy Association supervised fieldwork. It provides in-depth initial skills, to use health promotion in community (AOTA) located at 4720 Montgomery Lane, P.O. experience in delivering occupational therapy settings, to utilize activity to promote health and Box 31220, Bethesda, MD 20824-1220; (301) services to various groups of clients across the life independence, and to develop the skills required to 652-AOTA. The program is registered with the span, persons with a variety of psychosocial and treat the whole person. Please see the Brooklyn New York State Education Department. Graduates physical performance deficits, in various service Campus undergraduate bulletin for further details. will be eligible to sit for the national certification delivery models reflective of current and emerging The Occupational Therapy Program is examination by the National Board for practice and trends in the profession. Through this approved by the New York State Education Certification in Occupational Therapy (NBCOT). fieldwork experience, students will integrate and Department and the Accreditation Council for After successful completion of that examination, apply the theoretical knowledge, and professional Occupational Therapy Education. Occupational the individual will be an Occupational Therapist behaviors/attitudes and clinical skills learned in the therapy is an upper-division professional program, Registered (OTR). Most states require licensure in classroom. A peer supervision process via spanning three years of full-time professional order to practice; however, state licenses are Blackboard discussions will be incorporated for academic courses and clinical work that is usually based on the results of the NBCOT additional supervision amongst students and from integrated with several community-service Certification Examination. learning experiences. The professional phase of the faculty. the program also may be completed on a part-time The pre-requisites of OT 205, 430, 431, 432 and Occupational Therapy Courses 330 are required. The co-requisites of OT 533, basis over four years. Students must complete the liberal arts and sciences core curriculum, which 530, 507 and 716 are required. offers a rich base of sciences, humanities and OT 506 Therapeutic Skills 5: Technology and Credits: 5 social sciences, before entering the professional Assistive Devices Every Fall phase of the program; a minimum of 64 credits in The course provides a close look (hands on OT 511 Level II : Fieldwork II the liberal arts and sciences for the baccalaureate experiences, clinical visits, in-class equipment This course provides 10 to 12 weeks of full-time degree are required. presentations) at assistive devices, assistive supervised fieldwork. It provides in-depth initial Occupational therapy is a vital health-care and technology, compensatory strategies and experience in delivering occupational therapy rehabilitation profession whose practitioners help environmental adaptations used in the treatment of services to various groups of clients across the life clients to develop or restore and sustain the highest children,adoloscents, adults and elders with a wide span, persons with a variety of psychosocial and quality of productive life to persons recovering range of disabilities to promote functional physical performance deficits, in various service from illness or injury. Occupational therapy is the adaptation and accessibility in the client's delivery models reflective of current and emerging therapeutic use of self-care, work/productive tasks environment. Students explore the use of adaptive practice and trends in the profession. Through this and play/leisure activities to increase independent equipment and the processes of assessment and fieldwork experience, students will integrate and function, enhance development and prevent intervention using adaptive equipment for clients apply the theoretical knowledge, and professional disability. The term occupation refers to activities with a variety of disabilities. The role of adaptive behaviors/attitudes and clinical skills learned in the that are meaningful to the individual within the equipment in promoting occupational performance classroom. A peer supervision process via environments in which the person lives and and participation is integral to the course. Blackboard discussions will be incorporated for functions. Occupational therapy promotes healthy The pre-requisites of OT 430 and 431 are required. additional supervision amongst students and from lifestyles, prevents disability and facilitates active The co-requisites of OT 432 and 533 are required. the faculty. participation through occupation. It includes Credits: 2 The pre-requisite of OT 510 is required. adapting tasks and the environment to maximize Every Summer

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Credits: 5 opportunity to implement and evaluate a research OT 535 Fieldwork Level I: Practice 3: Pediatrics Every Spring project. This courseprovides the opportunity for students to The pre-requisite of OT 205, 430, 431 and 330 are directly experience occupational therapy practice in OT 512 Level II Fieldwork III required. The co-requisites of OT 533, 520 and children/adolescents with a variety of disabilities a This course provides 8 to 12 weeks of full-time 620 are required. clinical or community setting. Through fieldwork supervised fieldwork. It provides in-depth initial Credits: 3 experience, students will begin to integrate and experience in delivering occupational therapy Every Summer apply the theoretical knowledge, and professional services to various groups of clients across the life behaviors/attitudes and clinical skills learned in the span, persons with a variety of psychosocial and OT 530 Practice 3: Pediatrics classroom. An integrative clinical reasoning physical performance deficits, in various service A comprehensive review of best practices related to fieldwork seminar accompanies the fieldwork delivery models reflective of current and emerging clinical decision making, interdisciplinary experience to provide students with an opportunity practice and trends in the profession. Through this collaboration, client-centered practice and to analyze the professional and clinical practices fieldwork experience, students will integrate and supervision is discussed in this course. The focus is observed in the clinic/community setting, and apply the theoretical knowledge, and professional primarily in pediatric practice. The role of integrates this with the clients’ cultural background, behaviors/attitudes and clinical skills learned in the legislation, policy, and reimbursement are health status, and valued occupations. Students will classroom. A peer supervision process via extensively discussed. The students are exposed to complete intensive documentation assignments that Blackboard discussions will be incorporated for pediatric clinical cases from a variety of practice will help facilitate their understanding and ability additional supervision amongst students and from settings. The occupational therapy process of to analyze and synthesize a client’s information in the faculty. screening, assessment, reassessment, formulation of an occupational profile/evaluation in order to The pre-requisite of OT 511 is required. intervention plans, implementation and discharge create long /short-term goals, formulate an evidence Credits: 4 is carried out, while addressing the influence of based treatment plan, progress note and discharge Every Spring culture, diversity, and environment on occupation note.

and health promotion. Hands-on experiences The co-requisites of OT 530, 507 and 716 are OT 513 Level II Fieldwork IV (Elective) provide students with challenges in observation, required. The pre-requisite of OT 533 is required. This elective course provides 6 to 12 weeks of full- clinical reasoning skills, communication skills, Credits: 1 time supervised fieldwork. The number of credits professional writing and documentation skills. Every Fall awarded is prorated on the length of the fieldwork Students bring in examples from their clinical experience. It provides in-depth fourth experience experiences with children and their families. OT 620 Theory 6: Research Proposal in delivering occupational therapy services to Evidence based practices are reinforced through Development various groups of clients across the life span, assigments and class activities, to support clinical The course exposes the students to the process of persons with a variety of psychosocial and physical decision making and advocacy needs of clients research proposal development. Students engage in performance deficits. It is taken place in various (pediatrics). mentored research projects with their faculty service delivery models reflective of current and The co-requisites of OT 535 and 507 are required. advisors. They are asked to development research emerging practice and trends in the profession with The pre-requisite of OT 533 is required. questions and/or hypothesese pertaining to the a concentration in practice focus substantially Credits: 5 research problem of interest. They explore plausible different than the setting and population in OT Every Fall theoretical frameworks that provide the conceptual 510, OT 511 & OT 512. Through this fieldwork context of their research project. They complete a experience, students will integrate and apply the OT 533 Medical Sciences 3: Clinical Conditions research proposal that includes methods of theoretical knowledge, and professional in Pediatrics assessment, relevant literature and theoretical base, behaviors/attitudes and clinical skills learned in the This course presents a study of the medical, program implementation and evaluation. The classroom. A peer supervision process via neurological, psychiatric, orthopedic and course has writing intensive component and Blackboard discussions will be incorporated for developmental conditions that occur in childhood requires advance library skills. additional supervision amongst students and from and adolescence. Students develop an The pre-requisites of OT 205, 430, 431 and 330 are the faculty. understanding of the etiology, pathology, signs and required. The co-requisites of OT 533 and 520 are The pre-requisite of OT 512 is required. symptoms, medical treatment, prognosis of required. Credits: 2 common conditions and the influence of the Credits: 2 Every Spring clinical conditions on development, occupational Every Summer performance and adaptation of the child, and the OT 520 Theory 5: Research client’s family. The role of the occupational OT 716 Professional Development 6: Student This course provides the opportunity for students therapist and the occupational therapy assistant in Clinical Experience to learn the primary approaches of research design, assessment, intervention and ongoing management, This course prepares for the transition from methods, data collection, and analysis. Students will health promotion, and prevention relative to the academic to clinical student roles and from student study (a) quantitative research designs conditions covered in the course,extensively to practitioner. Ethics, supervision, conflict (experimental, quasi-experimental, and non- discussed. Students practice through clinical videos resolution, documentation, evolution of clinical experimental); (b) qualitative designs (ethnography, their clinical observation and clinical reasoning reasoning skills, scientific inquiry, teamwork, and phenomenology, grounded theory, etc.); and (c) skills collaboration with certified occupational therapy quantitative and qualitative data collection and The pre-requisites of OT 110, 111, 430, 431 and assistants will be covered. Students will have a analysis methods. Students will develop an applied 330 are required. The co-requisites of OT 506, better understanding of national and state research question based on the health promotion 520, 620 and 720 are required. regulatory bodies and their effects on practice. The needs of individuals within a community service Credits: 3 course gives students knowledge related to national setting, and will begin the process of writing a Every Summer and state requirements for credentialing and research/grant proposal that will be refined licensing. Tools and information are also given to throughout the remainder of the curriculum (in OT the students to prepare them for becoming 620, 720, and 820). Students may also have the fieldwork educators.

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The pre-requisites of OT 205, 430, 431, 330 and 533 are required. The co-requisites of OT 530, 507 and 535 are required.

Credits: 1 Every Fall

OT 720 Theory 7: Community Practice Education and Health Promotion This course presents the theory and practice of community-based practice, education, health promotion and prevention services for the well population and populations at risk for specific physical, mental, social, or environmental problems. Foundation material includes community context, multicultural competence, and principles of prevention, use of evidence to plan and evaluate services, and consultation and collaboration. Utilizing a life-span developmental perspective, information is presented on the needs of each target group, settings to access the population, and empirical evidence supporting prevention services. The program development process is described in depth, with special emphasis on needs assessment and outcome evaluation. Students will participate in the process of identifying potential grant funding sources and understanding the requirements for grant submission. Occupational therapists and other professionals will present their experience with consultation, marketing, grant writing, implementation and evaluation. The co-requisites of OT 533, 520 and 620 are required. The pre-requisite of OT 205, 430, 431 and 330 required. Credits: 2 Every Summer

OT 820 Theory 8: Community Practice Research Project This course provides students with the opportunity to refine their research proposals (from OT 620) and carry out their project under the supervision of their faculty mentor. Students will continue to refine skills in professional and scientific writing through the production of successive drafts leading to the final manuscript. Students will expand knowledge of resources to research professional and current literature resources, expand understanding of evidence based practice and literature review, further develop skills in applying principles of theory and practice to formulating and implementing a viable capstone research project.Students will be guided in data coding, analysis, results and intepretation of findings as well as development of discussion that describes the scientific and clinical contributions of their projects. Students are asked to produce a manuscript and present their project in a poster format during OT research day. The pre-requisites of OT 520, 620 and 720 are required. Credits: 4 Every Spring

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DIVISION OF PHYSICAL • Value individual diversity and respect the outpatient setting, with at least 18 hours in each human dignity of patients, family members and setting. THERAPY professional associates • Submit three completed recommendation forms • Provide physical therapy services as an (available at www.PTCAS.org after starting the Associate Professor: Evangelos Pappas, PT, Ph.D., autonomous practitioner, who is able to PTCAS application – see below): Department Chair; (718) 788-1498; Fax: (718) competently serve as a point of entry to, and - One from a physical therapist 780-4002 collaborate within, the health care environment - Two academic references with at least one Associate Professors: Marshall Hagins, Ph.D. • Integrate theory, academic knowledge and from an instructor of an upper division course D.P.T.; Rebecca States, Ph.D.; Michael clinical skills to practice physical therapy in the undergraduate major Masaracchio, D.P.T. within the complexities of the current health • Submit an application to the Long Island Assistant Professors: Wing Fu, M.A., PT; Kahl care environment University Brooklyn Campus Office of Collins, PT, Ph.D.; Nicki Silberman, DPT • Assess the physical therapy or health care needs Admissions (see Submitting an Application for Adjunct Faculty: 16 of a patient; establish optimum patient Admission to the Brooklyn Campus) The professional-level Doctor of Physical outcomes based on examination, evaluation, • Submit an application for the DPT Program Therapy (D.P.T.) program at Long Island diagnosis and prognosis; and plan and through the Physical Therapist Centralized University’s Brooklyn Campus is designed for the implement interventions to address the Application Service (see Submitting an student seeking a career as a physical therapist. identified needs Application to the PTCAS) The D.P.T. program prepares autonomous • Communicate clearly and effectively with NOTE: BOTH A CAMPUS AND A PTCAS practitioners who can provide a full range of patients, families, colleagues, policy makers, APPLICATION MUST BE SUBMITTED physical therapy services, including screening and reimbursement representatives and community All international and non-native applicants referral, evaluation, diagnosis, intervention, members must take the TOEFL examination. The minimum consultation and education in diverse health care • Apply critical thinking strategies and self- total score accepted is 79 on the Internet-based settings. Our faculty members are nationally directed learning to the role of physical test, 213 on the computer-based test, or 550 for the recognized for excellence in their clinical therapist paper-based test. All international students who specializations. Our state-of-the-art teaching • Pursue and apply knowledge of the underlying attended colleges and universities outside of the facilities include the Center for Physical science on which physical therapy practice is United States will need to submit a course-by- Rehabilitation, an out-patient physical therapy based course evaluation of their transcript(s) by an clinic, and a therapeutic pool. The Division’s • Understand the contributing economic, accepted international credential evaluation diverse student body has a tradition of excellence medical, cultural and psychosocial issues that agency. To view accepted agencies, please and achievement on national licensing impact delivery of health care services. download the accepted credential evaluator’s list. examinations. Merit-based scholarships are Application Requirements All applications will be reviewed and screened. available for students in the D.P.T. program. All requirements must be fulfilled prior to the Quality applicants will be notified and scheduled

start date of the program. Applicants to the DPT for an interview. program must: *Due to the fact that basic sciences form the Doctor of Physical Therapy • Hold a baccalaureate degree in any major foundation for clinical decisions by physical (DPT) • Have a cumulative undergraduate grade-point therapists, proficiency in all prerequisite science average (G.P.A.) of at least 3.0 on a scale of 4.0 courses is paramount. In addition to an applicant's The 118-credit Doctor of Physical Therapy • Have successfully completed the following ability to demonstrate competency in the critical (DPT) is a professional entry-level degree program prerequisite science courses with a G.P.A. of at science disciplines, the Admissions Committee for students seeking a career as a physical least 3.0 and no grades lower than C:* takes into consideration their ability to do so therapist. The DPT program has been designed to — 1 semester of general biology with lab without having to repeat courses. As a result, prepare highly competent professionals to act as (designed for science majors; at least 4 credits) applicants must be aware that while a minimum autonomous practitioners in health care settings — 2-semester sequence of general chemistry grade of C or better is mandatory for each and that include direct access by the public to physical with lab (preferably designed for science or every science prerequisite, the Admissions therapy services. Graduates will be prepared to health-related majors; at least 4 credits each) Committee also reviews an "average" science provide a full range of physical therapy services — 2-semester sequence of general physics with grade for any prerequisite course taken multiple including screening and referral, evaluation, lab (preferably designed for science or health- times. In addition, any science prerequisite course diagnosis, intervention, consultation and related majors; at least 4 credits each) taken more than 10 years prior to the application education. — 1 semester of human anatomy or part 1 of a will not be accepted. The DPT program is fully accredited by the 2-semester sequence of combined anatomy- **Visit www.gre.org for more information Commission on Accreditation in Physical Therapy physiology (at least 4 credits; lab required) about the GRE. The Long Island University Education (CAPTE) and is registered with the — 1 semester of human physiology or part 2 of Brooklyn Campus code is R2369. The Physical New York State Education Department. It is a 3- a 2-semester sequence of combined anatomy- Therapy Department code is 0619. These codes year, full-time program that spans over 11 physiology (at least 3 credits; lab preferred, but are needed for the Office of Admissions to receive academic terms and includes 35 weeks of clinical not required for human physiology; lab your GRE results. It can take up to 6 weeks for the education. The program is a clinical doctorate that required for combined anatomy-physiology) official GRE report to be received. Applicants requires candidates to possess a baccalaureate — 1 semester of statistics (at least 3 credits) applying for the early decision cycle must have degree upon entrance. The 1st year of the • Submit an official score report for the GRE taken the GRE general test prior to Dec 1, 2009. program begins in July. general test. ** A minimum of 900 composite Those who are applying for the regular decision A separate course of study (also 118 credits) is (verbal and quantitative) score is cycle must have taken the test by March 1, 2010. offered to allow students to complete the same recommended. Submitting an Application for Admission to the program in a 5-year time frame, with fewer credits • Provide evidence of a minimum of 36 hours of Brooklyn Campus required each semester. work experience in 2 different physical therapy All applicants must apply for admission to The DPT program enables the graduate to: settings, including an inpatient and an Long Island University’s Brooklyn Campus.

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 172 Brooklyn Campus

Please apply online at My LIU or use the Apply practice settings. Participation of Brooklyn exceed 100% of the cost of tuition each semester. Now link in the top navigation bar. Campus faculty members in the clinical Tuition awards include Physical Therapy Scholars • For the field “Campus”, select “Brooklyn” education program promotes a Award, graduate assistantship and any other • For the field “Admit type”, select “Graduate” teaching/learning model that facilitates self- award (from any source) covering tuition. or “International graduate” as appropriate directed and collaborative student learning and • For the field “Admit term”, select Summer communication Physical Therapy DPT Requirements. Term • Emphasis on the new and expanding roles for Physical Therapy Professional Phase Year 1. • For the field “I’ll be applying as”, select “Full physical therapists in cultural competence; All Courses Required. time” health promotion and wellness; administration PT 750 Anatomy I 2.00 • For the field “Intended major”, select “Physical and management; health care financing; PT 752 Anatomy II 3.00 therapy D.P.T.” consultation in health care; and client education For more information on the admissions on individual, community and public levels PT 755 Human Physiology 3.00 process, visit the Office of Admissions Web site. • Preparation for critical consumption of PT 757 Pharmacology 2.00 Submitting an Application to the PTCAS scientific and clinical literature in support of The Division of Physical Therapy at Long evidence-based practice and future participation PT 759 Neuroscience 3.00 Island University’s Brooklyn Campus participates in research PT 760 Movement Analysis I 2.00 in the Physical Therapist Centralized Application • The opportunity to participate in elective Service, known as PTCAS. In addition to courses in advanced topics in specialized PT 762 Movement Analysis II 2.00 submitting an application for admission to the practice areas. PT 764 Movement Analysis III 4.00 Brooklyn Campus, those applying to the DPT Physical Therapy Scholoars Award Program program for the 2011 entering class must: For the Doctor of Physical Therapy (DPT) PT 766 Tests and Measurements 4.00 • Visit www.ptcas.org to begin the PTCAS professional class entering in summer 2012, a PT 770 Psychological Issues 3.00 application process considerable number of Physical Therapy Scholars • Read the instructions available at the PTCAS Awards will be granted on a merit basis. Each PT 775 Clinical Seminar I 3.00 Web site carefully award provides an annual scholarship of up to PT 780 Research Methods 3.00 • Logon to the 2011-12 PTCAS application to $10,000 per year ($5,000 per semester). The complete the application process Award is applied toward tuition charges (fees are Teaching and Learning PT 877 2.00 • Select “Long Island University – Brooklyn not covered) provided that the recipient is Strategies Campus” as a designated physical therapy registered as a full-time DPT student, taking at Foundations of program. least 12 credits per term. The Award is renewable PT 890 3.00 Therapeutic Exercise PROGRAM REQUIREMENTS for up to six (6) semesters of study and is applied In order for a student to progress within the during the fall or spring semesters only (summers Physical Therapy Professional Phase Year 2. program, the following criteria must be met: excluded). All Courses Required. • Each course must be completed with a grade of The selection of Award recipients is based on PT 785 Evidence-Based Practice 3.00 “C” or better undergraduate cumulative grade-point average Musculoskeletal • Each semester grade-point average (GPA), (GPA.), GRE scores and interview performance. A PT 790 3.00 Pathology must equal 2.75 or greater throughout the minimum 3.2 undergraduate cumulative GPA at Physical and Mechanical program the time of application to the DPT program is PT 810 4.00 As indicated in the Brooklyn Campus Graduate required for consideration. Modalities Bulletin, “a B average or a minimum 3.00 Award recipients who have not yet completed Pulmonary: Pathology, cumulative grade-point average (GPA) is required the baccalaureate degree will receive a provisional PT 820 Diagnosis and 3.00 for awarding of the graduate degree of any award. The provisional award will be activated Management graduate certificate.” upon receipt of the final transcript, indicating Curricular Coursework conferral of the baccalaureate degree with a final Cardiac: Pathology, The Doctor of Physical Therapy curricular undergraduate cumulative GPA of 3.2 or above. PT 822 Diagnosis and 3.00 coursework includes learning in respect to: Students who are not eligible for federal student Management • The foundational sciences (anatomy, aid will not be considered for the Award. PT 830 Neuromuscular Pathology 3.00 physiology, pharmacology, psychology, Students not selected for the Award upon neuroscience and movement analysis) with admission, or those who are not eligible based on Pediatric Neuromuscular emphasis on the human movement system to their undergraduate GPA may be reconsidered for PT 832 Diagnosis and 3.00 increase the knowledge required by the the Award on a merit basis, should scholarship Management physical therapist as the primary provider of monies remain available after the start of the Adult Neuromuscular health care intervention for movement program. For these students, a DPT cumulative PT 834 Diagnosis and 4.00 dysfunction GPA of at least 3.5 is required for consideration. Management • The clinical sciences (musculoskeletal, In order to remain eligible for the Award during cardiopulmonary, neuromuscular, the program, all recipients are required to complete PT 850 Clinical Practice I 4.00 integumentary, urogenital, endocrine the Free Application for Federal Student Aid PT 875 Clinical Seminar II 2.00 pathology, nature of illness and movement (FAFSA) each year, and must maintain a Health Promotion and dysfunction through the lifespan) minimum cumulative GPA of 3.0. Recipients who PT 879 2.00 Wellness • Evidence-based physical therapy examination, fall below a 3.0 GPA will be reviewed by the diagnosis and intervention with emphasis on Division of Physical Therapy to determine Physical Therapy Across PT 880 2.00 clinical decision making probationary status and continued eligibility for the Lifespan • A clinical education model including 35 weeks the Physical Therapy Scholars Award. of full-time clinical experience in diverse Note: No combination of tuition awards may

Page 173 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

Specific System rest, and immobility. Additional emphasis includes Credits: 2 PT 885 Diagnosis and 4.00 the principles of healing, the inflammatory process, Every Summer

Management tissue plasticity, repair, and regeneration. Lectures are supplemented by problem-oriented learning PT 762 Movement Analysis II Musculoskeletal exercises in a clinical context. A continuation of a two-course sequence for PT 892 Diagnosis and 4.00 The co-requisites of PT 750 and 760 are required. detailed study of human arthrokinematics and Management Credits: 3 osteokinematics using a regional approach as Physical Therapy Professional Phase Year 3. Every Summer described for PT 760 (Movement Analysis I). All Courses Required. The co-requisites of PT 752, 759, 770, 775 and 780 PT 757 Pharmacology are required. The pre-requisites of PT 750, 755 and Clinical Decision-Making PT 910 3.00 Course content emphasizes the physiologic and 760 are required. I metabolic responses of the human body to Credits: 2 Clinical Decision-Making commonly used medications. Classroom Every Fall PT 915 4.00 II presentations reinforce prerequisite information in PT 764 Movement Analysis III PT 950 Clinical Practice II 5.00 anatomy and physiology and include a focus on a problem-oriented instruction to encourage active This course continues the analysis of functional PT 955 Clinical Practice III 8.00 student involvement. Course content will provide movements from Movement Analysis I and II, and introduces students to foundational issues in motor PT 956 Clinical Practice IV 8.00 the student with a theoretical knowledge base that can be used as a framework for understanding the learning and motor control of basic skills through Instrumented Movement problem-oriented exercises, lab activities, and PT 960 1.00 effects of various medications on a variety of Analysis normal and pathologic conditions through critical traditional lectures. Additional course content includes theoretical perspectives on how to analyze PT 975 Health Care Delivery 3.00 analyses of clinical problems. The co-requisites of PT 764, 766, 877 and 890 are movements, cognitive skills underlying motor PT 995 Elective Seminar 3.00 required. The pre-requisites of PT 752, 759, 762, learning and performance, and theoretical issues 770, 775 and 780 are required. regarding the relationship between motor skills and Physical Therapy Courses Credits: 2 the disablement model. Upon course completion, Every Spring students should demonstrate an understanding of the fundamental skills and challenges required to PT 750 Anatomy I PT 759 Neuroscience perform movement in both healthy and disabled The first part of a two-course sequence for the The basic structure, organization, and function of populations. detailed study of human structure using a regional the nervous system within the context of The co-requisites of PT 757, 766, 877 and 890 are approach with an emphasis on various systems, rehabilitation are presented in classroom setting required. The pre-requisites of PT 752, 759, 762, including nervous, pulmonary, endocrine, with an emphasis on problem-oriented learning to 770, 775 and 780 are required. integumentary, muscular, skeletal, genitourinary, encourage active student participation and clinical Credits: 4 gastrointestinal, and cardiovascular. The focus of decision-making. An emphasis is placed on Every Spring the course pertains to the relationship between neuroanatomy and neurophysiology of the sensory anatomical structure and normal human movement and motor systems that govern posture and PT 766 Tests and Measurements with lectures that supplement human dissection movement. A rehabilitation framework is built on Tests and Measurements is offered as a 15-week, 4- laboratories and problem-oriented exercises. An the fundamental relationship between normal credit course during the third semester of the first introduction to the clinical reasoning process by structure and function, damage and dysfunction, year of the Doctorate of Physical Therapy (DPT) applying anatomy to clinical cases will be discussed. sensory processing and integration, motor control, curriculum and is designed to provide the student The co-requisite of PT 760 is required and the posture and balance. an introduction and overview to the tests and student must be a PT major. The co-requisites of PT 752, 762, 770, 775 and 780 measures used in patient examination in order to Credits: 2 are required. The pre-requisites of PT 750, 775 and determine the need for physical therapy Every Summer 760 are required. intervention. The pedagogical approach of the Credits: 3 course includes an emphasis on problem-oriented PT 752 Anatomy II Every Fall learning in an effort to encourage active student Continuation of a two-course sequence for the involvement in the educational process. Course detailed study of the structures of the human body PT 760 Movement Analysis I content has been organized to provide the student using a regional approach as described for PT 750 The first part of a two-course sequence designed for with theoretical knowledge that can be used for (Anatomy I). a detailed regional study of human administration, analysis, and interpretation of tests The pre-requisites of PT 750, 755 and 760 are arthrokinematics and osteokinematics. Course and measures. Administration encompasses the required. The co-requisites of PT 759, 762, 770, materials include biomechanics of human tissue development of psychomotor skills; analysis 775 and 780 are required. and neurological regulation of movement with an includes measurement theory; and interpretation Credits: 3 emphasis on the clinical relationship of joint involves the implementation of foundational Every Summer structure and muscle function at individual joints. clinical decision-making skills. Students will be Lectures and laboratory sessions supplement expected to recall and apply information from the PT 755 Human Physiology problem-oriented learning exercises that cover prerequisite courses in a clinically relevant manner The microscopic anatomy (histology) and function palpation of anatomical structures, observation of to critically analyze problems covering a variety of (physiology) of the cardiovascular, integumentary, human movement with an emphasis on clinical clinical scenarios. Upon completion of the course, nervous, pulmonary, skeletal, muscular, problems, and their relationship to the mechanical students will be expected to utilize a problem- genitourinary, gastrointestinal, metabolic, and and physiological concepts that direct foundations solving approach to the selection and application of endocrine systems are studied. Emphasis is on the of human movement. tests and measures. interaction of all systems relative to human The co-requisites of PT 750 and 755 are required. The co-requisites of PT 757, 764, 877 and 890 are movement and particularly as applied to exercise,

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 174 Brooklyn Campus required. The pre-requisites of PT 752, 759, 762, Upon course completion, students should have a making and competency in selecting, justifying and 770, 775 and 780 are required. clear understanding of a basic set of research administering physical and mechanical modalities. Credits: 4 designs and statistical tests common to clinical The co-requisites of PT 830, 790 and 875 are Every Spring research studies. required. The pre-requisites of PT 757, 764, 766, The co-requisites of PT 752, 759, 762, 770 and 775 877 and 890 are required. PT 770 Psychological Issues are required. The pre-requisites of PT 750, 755 and Credits: 4 This course integrates the psychosocial, economic, 760 are required. Every Summer vocational, cultural, familial, religious, sexual, and Credits: 3 illness/disability specific factors that may be Every Fall PT 820 Pulmonary: Pathology, Diagnosis and encountered by a professional physical therapist. Management An emphasis is placed on small group discussions, PT 785 Evidence-Based Practice This course is designed to provide the student an problem-oriented learning, role-playing, simulation This course focuses on improving student skills introduction and overview of commonly activities, and structured experiential learning regarding reading, understanding, and applying encountered pulmonary conditions. Course outside the classroom. The content will provide clinical research literature in physical therapy. content has been organized to provide the student theoretical and practical knowledge that can be Classroom experiences include lecture, group with a theoretical knowledge base that can be used used during care of individuals with acute and discussion, Socratic questioning, group projects, to understand the pathophysiology of common chronic disabilities, stress-related disorders, victims and student presentations. Students will practice pulmonary disorders and to promote clinical of domestic violence, and mental disorders and develop skills in the formulation of clinical decision making skills in the examination, requiring intervention and/or appropriate referral. research questions, search for evidence related to evaluation, and intervention design for Students are expected to recall and apply those questions through various media, critically patients/clients with pulmonary dysfunction. information from previous and concurrent and systematically evaluate and write about current Students will be expected to recall and apply coursework in psychology, ethics and literature and clinical research studies, and draw information from previous coursework including communication and synthesize course content to conclusions from a literature with regard to the the basic sciences of anatomy, physiology, and demonstrate competency in the professional implications for physical therapy practice. pharmacology in a clinically relevant manner to behaviors. The pre-requisites of PT 820, 834, 880 and 892 are critically analyze problems covering a variety of The co-requisites of PT 752, 759, 762, 775 and 780 required. The co-requisites of PT 822, 832, 885 clinical scenarios. The pedagogical approach of the are required. The pre-requisites of PT 750, 755 and and 960 are required. course will include didactic lectures enhanced by 760 are required. Credits: 3 the use of case studies with a problem oriented Credits: 3 Every Spring approach to encourage active student involvement Every Fall in the educational process. Laboratory sessions will PT 790 Musculoskeletal Pathology focus on psychomotor skills, examination and PT 775 Clinical Seminar I This course functions as a survey of commonly treatment techniques. Clinical documentation Clinical Seminar I is offered as a 15-week, 3 credit encountered musculoskeletal conditions with an skills and professional behaviors will also be course during the Fall of the first year of the emphasis on problem-oriented instruction in an reinforced. Doctorate of Physical therapy curriculum and is effort to encourage active student involvement. The co-requisites of PT 834, 850, 880 and 892 are designed to provide the student with an Course content is organized to provide a theoretical required. introductory exploration of professional issues knowledge base as a framework to understand the Credits: 3 including the history, philosophy and present status pathophysiology, clinical signs and symptoms, Every Fall of the profession of physical therapy, the role of the diagnosis, prognosis, and therapeutic intervention physical therapist in health care delivery, the of common musculoskeletal disorders. Students are PT 822 Cardiac: Pathology, Diagnosis and examination of human behavior as a basis for expected to recall and apply clinically relevant Management interaction between therapist and client, including information from previous coursework to critically This course will review normal and abnormal skills of cultural competence. Course content will analyze problems covering a variety of clinical cardiopulmonary and cardiovascular anatomy and include ethics, patient rights, an introduction to the scenarios. physiology. Disease pathologies and their relevance Guide to Physical therapist Practice and the The co-requisites of PT 810, 830 and 875 are to clinical settings will be discussed. Additionally, Disablement Model, use of portfolios, core values required. The pre-requisites of PT 757, 764, 766, diagnostic procedures will be reviewed as they relate and generic abilities to foster professional 877 and 890 are required. to specific disease processes. Both medical and development, and communication skills, including Credits: 3 surgical management will be discussed. The role of documentation. The pedagogical approach for the Every Summer the health care team will be discussed as well as course will include didactic lecture, discussion, integration of data from the patient chart review, student presentation and demonstration. PT 810 Physical and Mechanical Modalities objective assessment and creation of a The co-requisites of PT 752, 759, 762, 770 and 780 This course is designed to provide students with a comprehensive plan of care including, goals, are required. The pre-requisites of PT 750, 755 and theoretical knowledge base and the psychomotor frequency setting and discharge recommendations. 760 are required. skills required for the therapeutic application of Laboratory sessions will focus on psychomotor Credits: 3 commonly used physical and mechanical skills, examination and treatment techniques. Every Fall modalities. Clinical reasoning and evidence-based The co-requisites of PT 785, 832, 885 and 960 are practice will be fostered through traditional required. The pre-requisites of 820, 834, 880 and PT 780 Research Methods lectures, group discussions, hands-on laboratory 892 are required. This course presents the theoretical and practical activities, case studies and review of literature. Credits: 3 foundations of research design and measurement, Students will be expected to apply information Every Spring including descriptive and inferential statistical from previous coursework in a relevant manner to techniques common to clinical research studies critically analyze a variety of clinical scenarios. PT 830 Neuromuscular Pathology through lectures, problem sets, problem-oriented Upon completion of the course, students will be This course presents pathophysiology related to learning experiences, and student presentations. expected to demonstrate sound clinical decision neuromuscular disorders with an emphasis on the

Page 175 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 mechanisms of injury, surveys of epidemiology and based on normal sensorimotor development, Student must be a Physical Therapy major in order etiology, symptomology, pathology, acute neurophysiology, and motor control to include to register for this course. management, and prognosis of specific Neurodevelopmental Treatment (NDT), neuromuscular disorders. Lecture and case study Brunnstrom, Proprioceptive Neuromuscular PT 867 Pharmacology presentations focus on problem-oriented learning to Facilitation (PNF), and Motor Relearning This course is designed to provide the student an encourage active student participation and clinical Programme (MRP) as a basis for clinical decision- introduction and overview of the physiologic and decision-making. Course materials reinforce earlier making. metabolic responses of the human body to course work in neuroanatomy and neurophysiology The co-requisites of PT 820, 850, 880 and 892 are commonly used medications. Presentation of course to provide students with an understanding of required. materials will take place in a classroom setting. The neuromuscular disorders such as multiple sclerosis, Credits: 4 pedagogical approach of the course will include an spinal cord injury, peripheral neuropathy, Guillain- Every Fall emphasis on a problem-oriented instruction in an Barre Syndrome, cerebrovascular disease, effort to encourage active student involvement in Parkinson's Disease, Alzheimer's Disease, muscular PT 850 Clinical Practice I the educational process. Course content has been dystrophy, amyotrophic lateral sclerosis, cerebral Clinical Practice I is a 6-week, full time clinical organized to provide the student with a theoretical palsy, and the neurological implications of aging. practice course under the supervision of a licensed knowledge base that can be used as a framework for The co-requisites of PT 810, 790 and 875 are physical therapist clinical instructor (CI). The understanding the effects of various medications on required. The pre-requisites of PT 757, 764, 766, student attends a clinical practice facility for six a variety of normal and pathologic conditions. 877 and 890 are required. consecutive weeks with specific hours arranged by Students will be expected to recall and/or Credits: 3 each facility. This clinical experience is designed to formulate clinical examples relevant to their clinical Every Summer provide the student an opportunity to develop practice for practice in critically analyzing problems professional behaviors and communication skills, covering a variety of patient scenarios. Two credits. PT 832 Pediatric Neuromuscular Diagnosis and apply the patient management model, develop gross Student must be a Physical Therapy major in order Management and specific examination and intervention skills, to register for this course. This course presents the patient management develop documentation skills, and begin to develop Credits: 2 model of examination, evaluation, diagnosis, clinical decision-making and critical thinking skills Every Summer prognosis, intervention, and outcomes related to within the content of evidence-based practice. neuromuscular disabilities of children and Emphasis during this clinical practice is on the PT 875 Clinical Seminar II adolescents. Course expectations include problem- evaluation and treatment of patients, including the Clinical Seminar II is offered as a 6-week, 2 credit oriented learning, literature review for evidence- areas of basic examination and evaluation skills, course during the Summer I semester of the second based practice, and live video demonstrations. ambulation training, transfer training, the year of the Doctorate of Physical Therapy Principles of motor development, motor learning administration of modalities, and in administering curriculum and is designed to provide the student and motor control are explored as students become therapeutic exercise. Students are expected to recall with the essential skills basic to the practice of familiar with different practice settings including and apply information from previous coursework in physical therapy. The psychomotor component of the Neonatal Intensive Care Unit, early a clinically relevant manner to critically analyze these essential skills include: body mechanics, intervention, and the school setting. Laboratory problems within a variety of clinical settings. Upon positioning and draping, bed mobility, transfers, sessions enable students to learn assessment and completion of the clinical experience, students are wheelchair mobility and management, and gait intervention strategies consisting of standardized expected to synthesize course content in such a way training. Patient safety will be strongly emphasized. tests, outcome measures, handling techniques, and as to demonstrate development of the generic This course will also provide the student with an neurophysiological and neurodevelopmental abilities and core values necessary for becoming a overview of the HIPPA and OSHA requirements treatment techniques. Upon completion students physical therapist. for clinical practice. There will be a strong focus on will have entry-level clinical knowledge and skills to The pre-requisites of PT 790, 810, 830 and 875 are professional behavior and communication skills. manage a client with a developmental disability. required. Clinical documentation skills will also be The co-requisites of PT 785, 822, 960 and 885 are Credits: 4 reinforced. The pedagogical approach for the required. The pre-requisites of PT 820, 834, 880 Every Fall course will include lecture, demonstration, case an d892 are required. study and skills will also be reinforced. The Credits: 3 PT 857 Current Physical Therapy Practice pedagogical approach for the course will include Every Spring This course is designed to provide the student an lecture, demonstration, case study, and discussion. introduction to recent fundamental changes that The co-requisites of PT 810, 830 and 790 are PT 834 Adult Neuromuscular Diagnosis and have occurred in physical therapy practice relative required. The pre-requisites of PT 757, 764, 766, Management to patient management model and the roles and 877 and 890 are required. This course presents assessment procedures and responsibilities of the physical therapist including Credits: 2 therapeutic management techniques of adult relevance and procedures of medical screening, Every Summer patients with neurological dysfunction and spinal systems review, and theories and concepts of cord injuries through the use of case study clinical decision-making and diagnosis. The student PT 877 Teaching and Learning Strategies presentations with an emphasis on problem- will also be oriented to the scientific basis of the This course presents an overview of the process of oriented learning to encourage active student physical therapy profession and instructed in the teaching in settings relevant to physical therapy participation and clinical decision-making. The methods of evidence-based practice. Students will practice. Presentation of the course materials presentation of course materials reinforces earlier be instructed in the relevance and basic skills of reinforces earlier coursework from Psychological course work in neuroanatomy, neurophysiology and cultural competence in patient management. The Issues, and Clinical Seminar with an emphasis on neuromuscular pathology. Laboratory sessions expanding role, responsibility, and accountability of problem-oriented learning, small group discussions, emphasize the development of specific psychomotor the physical therapist as a doctoring level profession and simulation activities, and instructional unit skills necessary for assessment and treatment of the will be introduced and discussed. This course serves development. Course content has been organized to adult neurological client. Course content also as a prerequisite or corequisite for all other courses. provide the student with theoretical and practical provides an eclectic theoretical treatment rationale Offered every Fall and Spring. Three credits. knowledge of curriculum design, as well as the

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 176 Brooklyn Campus clinician as an educator in the academic, clinical, and community settings. PT 885 Specific System Diagnosis and PT 892 Musculoskeletal Diagnosis and The co-requisites of PT 757, 764, 766 and 890 are Management Management required. The pre-requisites of PT 752, 759, 762, Specific Systems Diagnosis and Management is a 4 This course applies information from Anatomy, 770, 775 and 780 are required. credit course offered during the spring semester of Movement Analysis, and Musculoskeletal Pathology Credits: 2 the second year of the Doctorate of Physical to the regional examination of and intervention for Every Spring Therapy curriculum. The course is designed to individuals with impairments and functional provide the student an overview of the pathology, limitations of the musculoskeletal system. Students PT 879 Health Promotion and Wellness examination, evaluation, and interventions of adult will augment skills learned in the prerequisite Health Promotion and Wellness is an 11-week, 2- and patients with specific system pathologies. courses to include advanced examination credit course designed to provide students with the Presentation of course material will reinforce earlier procedures such as: joint mobility, soft tissue theoretical and practical aspects of maintaining and course work from anatomy, physiology, and mobility, functional assessments, and advanced promoting health. Students will examine theories previous examination, evaluation, and intervention treatment techniques of joint and soft tissue of wellness as well as the effects of lifestyle and the courses. The pedagogical approach of the course mobilization, functional training, and patient environment on wellness. The patient-practitioner will include an emphasis on problem-oriented instruction. Classes will foster critical thinking, collaborative model and approaches to facilitating learning in an effort to encourage active student independent learning, and problem solving skills adherence to healthy lifestyle behavior changes will involvement in the education process. Course through traditional lectures, small group be explored. Emphasis will be placed on social, content has been organized to provide the student discussions, laboratory sessions, and independent epidemiological, and behavioral and environmental with a theoretical knowledge base that can be used projects. Upon completion of the course, the assessment as well as educational and ecological in the diagnosis, prognosis, examination, and student will be able to safely examine and treat assessment of factors affecting health-related intervention of individuals with metabolic, individuals with musculoskeletal dysfunctions. behavior and environments. Students will also endocrine, gastrointestinal, genitourinary, and The co-requisites of PT 820, 834, 850 and 880 are become knowledgeable about patient education and integumentary pathologies. Students will be required. participation in community activities in the expected to recall and apply information from Credits: 4 promotion of health and healthy lifestyles and the previous coursework in a clinically relevant manner Every Fall prevention of illness and injury. Upon completion to critically analyze problems covering a variety of of the course students are expected to understand clinical scenarios. Upon completion of the course, PT 910 Clinical Decision-Making I wellness theories and implement programs on the students will be expected to synthesize course The first of two courses based on a problem- individual and community levels. content in such a way as to demonstrate clinical oriented case study approach designed to help The co-requisites of PT 915, 975 and 995 are decision-making in regard to individuals with students apply the theory and skills used by physical required. The pre-requisite of PT 950 is required. specific system pathologies. therapists to assess, evaluate, diagnose and manage Credits: 2 The co-requisites of PT 785, 822, 834, and 960 are movement-related patient problems through the Every Fall required. The pre-requisites of PT 820, 834, 880, process of clinical decision-making. Integration of and 892 are required. content from all academic coursework and clinical PT 880 Physical Therapy Across the Lifespan Credits: 4 experiences are emphasized within the patient Physical Therapy Across the Lifespan is offered as a Every Spring management model and the effects of patient age, 10-week, 2 credit course during the fall semester of gender, culture, socioeconomic status, and societal the second year of the Doctorate of Physical PT 890 Foundations of Therapeutic Exercise roles as they pertain to clinical decision making. Therapy curriculum and is designed to explore This course will introduce students to the scientific Consideration is also given to the evolving nature concepts of human growth and development from and theoretical basis as well as the clinical of the health care environment and the roles of conception to senescence including physical, application of therapeutic exercises commonly used other health care disciplines and support personnel cognitive, social and emotional development. by physical therapists which include but are not in patient management. An emphasis is placed on Theories of aging including somatic and other limited to range of motion, stretching, resistance, case studies of patients with a musculoskeletal factors that influence wellness and disability across and aerobic exercises. Specific course content will diagnosis and new skills learned include spinal the lifespan will be addressed. Course content has include indications, precautions, contraindications, manipulation and taping techniques. Presentations been organized to provide the student with a principles and procedures for applying various types will take place in both the classroom and laboratory theoretical knowledge base that can be used in the of therapeutic exercise interventions. Clinical settings, and will foster critical thinking, diagnosis, prognosis, examination, and intervention reasoning, evidence based practice, and independent learning and problem-solving through of individuals with metabolic, endocrine, independent learning will be fostered through traditional lectures and small group discussions. gastrointestinal, genitourinary, and other traditional lectures, group discussions, laboratory Upon completion of the course the student will be pathologies. Students will be expected to recall and activities, and case presentations. In order to able to safely examine and treat individuals with apply information from previous coursework in a critically analyze clinical scenarios presented in this musculoskeletal problems. clinically relevant manner to critically analyze course, students will be expected to integrate and The pre-requisites of PT 785, 822, 834 and 885 are problems covering a variety of clinical scenarios. apply information learned from any preceding required. Upon completion of the course, students will learn physical therapy coursework in addition to those Credits: 3 to understand and apply lifespan theory to the learned from this course. At the completion of the Every Summer examination, evaluation and treatment of various course, students will be expected to be able to patient types and conditions based on information design an exercise program aimed at improving PT 915 Clinical Decision-Making II acquired in prior courses in the curriculum and physical impairments and functional limitations. Clinical Decision Making II is offered as an 11- their clinical practice experiences. The co-requisites of PT 757, 764, 766 and 877 are week, 4 credit course during the fall semester of the The co-requisites of PT 820, 834, 850 and 892 are required. The pre-requisites of PT 752, 759, 762, third year of the Doctorate in Physical Therapy required. 770, 775 and 780 are required. curriculum. This is the second of two courses that Credits: 2 Credits: 3 use a problem-oriented case study approach Every Fall Every Spring designed to provide opportunities to apply the wide

Page 177 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 range of cognitive skills physical therapists use to Clinical Practice III is a 10 week, full time clinical The co-requisites of PT 785, 822, 834 and 885 are process information, reach decisions, and practice course under the supervision of a licensed required. The pre-requisites of PT 820, 834, 880 determine actions. Within the context of the physical therapist. This clinical experience is and 892 are required. patient/client management model, emphasis is on designed to provide the student opportunities to Credits: 1 integration of all academic coursework and clinical improve clinical decision-making and critical Every Spring experiences. Focus is also on appropriate thinking skills through use of the patient application of knowledge base and experience, management model, evidence-based practice, PT 975 Health Care Delivery cognitive processing strategies, self-monitoring collaboration with patients, family members and Health Care Delivery is as an eleven-week, three- strategies, and communication and teaching skills. other health professionals, and develop credit course offered during the fall semester of the The course is a continuation of PT 910 (Clinical consultation, education, and administration skills. third year of the Doctorate of Physical Therapy Decision-Making I). Case studies present greater Students may also have the opportunity to engage curriculum and is designed to provide the student complexity of clinical problems and diagnoses. The in prevention/wellness programs, participate at with the management theory and skills to use course also considers wellness and prevention, Grand Rounds/Team Conference, and outcome human resources effectively, understand the community outreach, evidence-based practice, and assessments. Students are expected to recall and concepts behind cost control, finance, and issues in the literature that potentially impact apply information from previous coursework in a entrepreneurship. The pedagogical approach of the patient management. clinically relevant manner to critically analyze course includes case studies and didactic lectures. The pre-requisite of PT 950 is required and the co- problems covering a variety of clinical settings. Course content includes introducing the theory requisites of 879, 975, 995 are required. The co-requisite of PT 956 is required. The pre- and practice of managing and developing Credits: 4 requisites of PT 915, 879, 975 and 995 are employees, interviewing, developing job position Every Fall required. descriptions, performance evaluations, conflict Credits: 8 resolution, budgeting practices, financial reports, PT 940 Alternative and Complementary Every Spring reimbursement concepts, guiding employees Therapies through change, marketing, business plan, quality This course is designed to introduce the student to PT 956 Clinical Practice IV assurance, outcomes management, risk the theories, application, assumptions, and Clinical Practice IV is a 10 week, full time clinical management, and federal/state laws and legal outcomes of a wide variety of alternative and practice course under the supervision of a licensed issues. complementary therapies, including homeopathy, physical therapist. The student attends a clinical The prerequisite of PT 950 is required and the co- chiropracty, naturopathy, Tai Chi, yoga, and practice facility for 10 consecutive weeks with requisites of PT 879, 915 and 995 are required. acupuncture, among others. This course addresses specific hours arranged by each facility. This clinical Credits: 3 the importance of these therapies within the larger experience is designed to provide the student Every Fall framework of the current health care system. opportunities to improve clinical decision-making Students will discuss the expected growth of these and critical thinking skills through use of the PT 995 Elective Seminar therapies for the foreseeable future as well as the patient management model, evidence-based This course allows students to focus on an impact of these therapies on the profession of practice, collaboration with patients, family advanced clinical area chosen from one of the physical therapy. members and other health professionals, and several concurrently offered topics. Students will Student must be a Physical Therapy major in order develop consultation, education, and identify the topic in advance with a minimum to register for this course. administration skills. Students may also have the enrollment of 10 students needed to offer a course opportunity to engage in prevention/wellness section for a given topic. The method of course PT 950 Clinical Practice II programs, participate at Grand Rounds/Team delivery will vary depending on the topic, The student is supervised by the clinical instructor Conference, and outcome assessments. Students are instructor, and specific learning objectives. In daily. This clinical experience is designed to provide expected to recall and apply information from general, students will be expected to become the student opportunities to improve clinical previous coursework in a clinically relevant manner familiar with an area of specialized clinical decision-making and critical thinking skills through to critically analyze problems covering a variety of knowledge or practical skills. use of the patient management model, evidence- clinical settings. The co-requisites of PT 879, 915 and 975 are based practice, collaboration with patients, family The co-requisite of PT 955 is required. The pre- required. The pre-requisite of PT 950 is required. members and other health professionals, and requisites of PT 915, 879, 975 and 995 are Credits: 3 develop consultation, education, and required. Every Fall administration skills. Students also have the Credits: 8 opportunity to engage in prevention/wellness Every Spring programs, participate at Grand Rounds/Team Conference, and outcome assessments. Students are PT 960 Instrumented Movement Analysis expected to recall and apply information from This course provides an opportunity for students to previous coursework in a clinically relevant manner become familiar with instruments used in the study to critically analyze problems covering a variety of of human movement. In addition to lecture clinical settings. Upon completion of the clinical presentations, this course includes discussions, experience, students are expected to synthesize demonstrations, and hands-on practice of course content in such a way as to demonstrate instrumentation typically found in a human competency in the professional behaviors necessary movement laboratory such as electromyography, for becoming an effective physical therapist. two-dimensional and three-dimensional motion The co-requisite of PT 910 is required. analysis, metabolic gas analysis, and dynamometry. Credits: 5 Upon course completion, students are expected to Every Summer describe the use of advanced instrumentation in the analysis of human movement, and be able to

perform basic setups using the equipment. PT 955 Clinical Practice III

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 178 Brooklyn Campus

DIVISION OF PHYSICIAN minimum of 300 hours must be completed by Division of Physician Assistant Studies the time of submission of CASPA application. Admissions Committee, based upon all entities ASSISTANT STUDIES Acceptable types of direct patient care as described above. experience include: medical assistant; surgical Some applicants are selected for personal Associate Professor: Elizabeth Salzer, PA-C, MA technologist; licensed practical or registered interviews based on the strength of the written (Division Director) nurse; dental assistant; dental hygienist; application. If an applicant is invited for a personal Assistant Professors: Marion Masterson, PA-C, certified nursing assistant; home health aide; interview, the interview itself is evaluated on the MPAS; Sharon Verity, PA-C, MPAS; Maria residential aide; emergency medical technician; criteria of satisfactory performance based on Compte, MD, MPH; James Eckert, PA-C, MA paramedic; physical therapist; occupational assessment of qualities such as interpersonal Instructor: Camile Kiefer, RN, PA-C; therapist; physical therapy assistant; physical relations, concern for others, integrity, and an Medical Director: Joanna Shulman, MD, FACOG therapy aide; occupational therapy assistant; ability to communicate effectively and maturely. Adjunct Faculty: 14 occupational therapy aide; respiratory therapist; The Division is accredited to have 84 students

perfusionist; electrocardiographic (EKG) enrolled in the curriculum, e.g., approximately 42 technician; phlebotomist; ophthalmologic students in the didactic year and 42 students in the M.S. in Physician Assistant technician; volunteer work involving direct clinical year. Studies patient care; shadowing a physician, physician Course work and above criteria must be assistant or dentist. Other types of experiences completed within a specified time limit. Applicants The 86-credit M.S. in Physician Assistant is an may be acceptable. If you are interested in meeting all of the criteria above may be intense, 28-month professional program that clinical experience that differs from those listed considered for an interview. prepares health practitioners to work in a wide above, please contact the Division of Physician Initial application to the Professional Phase of variety of clinical settings. Physician assistants Assistant Studies to determine if the proposed the program for transfer students should be made take medical histories and perform physical experience is acceptable. through the Centralized Application Service for examinations, select and interpret diagnostic tests • Obtain at least a baccalaureate degree from an Physician Assistants (CASPA) by visiting and manage the health problems of patients under accredited college or university no later than at www.caspaonline.org. CASPA will collect and the supervision of a physician. In general, PA’s the time of matriculation to the Division of summarize all of the applicant's data (application may perform 80-90% of the care provided by Physician Assistant Studies. form, transcripts, recommendations), which will be physicians. Additionally, they may specialize in • Maintain a preferred grade-point average of 3.0 forwarded to the Physician Assistant Program. any area of medicine or surgery and enjoy lateral or above (overall and in prerequisites) in When all materials have been collected and mobility, meaning that they may move from courses taken at an accredited college or reviewed, selected applicants will be invited for a specialty to specialty without additional formal university. personal interview. If the candidate is accepted to training. • Demonstrate acceptable academic performance. the program, a deposit of $500 is required to hold Long Island University’s Brooklyn Campus • Complete all prerequisite coursework, which a seat in the incoming class. Physician Assistant program was the first such includes: one year (two courses) of not less A supplemental application also must be filed program to be approved by the New York State than 4 credits each in general biology, with through the Office of Admissions. Please apply Education Department and is accredited by the laboratory; one year (two courses) of not less online at My LIU or use the Apply Now link in the Accreditation Review Committee of Physician than 4 credits each in general chemistry, with top navigation bar. For more information on the Assistants (ARC-PA). The program is a member laboratory; one semester (one course) of not admissions process, visit the Office of Admissions of the Physician Assistant Education Association. less than 4 credits in human anatomy, with Web site. During the didactic year, medical courses are laboratory; one semester (one course) of not Advanced Standing augmented with weekly clinical experiences. less than 3 credits in human physiology, with or The Division of Physician Assistant Studies During the clinical year, students are assigned to without laboratory; one semester of does not offer advanced standing to any applicants, clinical rotations for fifteen months on a full-time microbiology; one semester of statistics. including those who have prior experience as a basis, returning to the program once every five • Sit for the Graduate Record Examination. The medical student or physician assistant student or weeks. code for the Brooklyn Campus of Long Island who are foreign medical graduates. After meeting all Campus and degree University is 2369. Technical Standards requirements, the Master of Science degree is The application to the Division of Physician Observation - The ability to observe is conferred upon the candidate. This enables the Assistant Studies is evaluated on the following required for demonstrations, visual presentations candidate to register as a physician assistant and to criteria: in lectures and laboratories, laboratory evidence sit for the National Certifying Examination • A preferred cumulative grade-point average of and microbiological cultures, microscopic studies administered by the National Commission on the 3.0. of microorganisms and tissues in normal and Certification of Physician Assistants (NCCPA). • A preferred cumulative grade-point average in pathological states. A candidate must be able to The highest ethical and professional standards the prerequisite courses of 3.0. observe patients accurately and completely, both are expected to be upheld throughout the physician • A personal statement as to why the applicant closely and from a distance. Observation requires assistant course of study. The program is wishes to become a physician assistant. functional vision and somatic sensation and is challenging and requires dedication, a high ethical • Breadth and amount of patient care experience. enhanced by a sense of smell. standard, and professionalism in addition to • Three satisfactory recommendations included Communication - A candidate should be able intelligence, skill and medical knowledge. in the CASPA application. to speak, hear and observe patients in order to Program Requirements • Completion of course work and above criteria elicit information, perceive non-verbal Students may attend the Brooklyn Campus on a within a specified time limit. communications and describe changes in mood, part-time or full-time basis while completing their • Successful completion of the GRE. There is not activity and posture. The candidate must be able to prerequisite courses. During this phase students currently a minimum score set by the Division communicate effectively and sensitively with are expected to: of Physician Assistant Studies for this patients through speech, and through reading and • Complete a minimum of 500 hours of direct examination. writing. Communication in oral and written form patient care experience. Of these 500 hours, a • A recommendation for acceptance from the with the health care team must be effective and

Page 179 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 efficient. Students must rotate in each of the following MS 612 Clinical Seminar II 1.00 Motor - A candidate should have sufficient clerkships during the clinical year: internal MS 613 Clinical Seminar III 1.00 motor function to elicit information from patients medicine, surgery, family medicine, emergency by palpation, auscultation and percussion, as well medicine, pediatrics, obstetrics and gynecology, MS 614 Summative Evaluation 1.00 as to carry out diagnostic maneuvers. A candidate psychiatry, internal medicine elective, surgical MS 615 Capstone Project 1.00 should have motor function sufficient to execute elective and clinical elective. movements reasonably required to provide general care and emergency treatment to patients. Such Must complete all of the following courses: skills require coordination of gross and fine Didactic Year Courses (Year 1) muscular movements, equilibrium and sensation. MS 500 Anatomy 4.00 Intellectual-Conceptual, Integrative and MS 501 Physiology 3.00 Quantitative Abilities - Problem solving is a critical skill demanded of physician assistants; this MS 502A Pharmacology I 3.00 skill requires all of these abilities. The candidate MS 503A Art and Science of 4.00 must also be able to comprehend three- Medicine I dimensional relationships as well as the spatial relationship of structures. MS 504A Clinical Medicine I 4.00 Behavioral and Social Attributes - A MS 505 Psychosocial Aspects of 2.00 candidate must have sufficient emotional health to Medicine fully use his or her intellectual ability, to exercise good judgment, to complete all responsibilities, MS 506 Pathology 3.00 and to attend to the diagnosis and care of patients. MS 502B Pharmacology II 3.00 A candidate must be able to develop mature, sensitive and effective relationships with patients MS 503B Art and Science of 3.00 and colleagues. A candidate must be able to Medicine II tolerate physical and emotional stress and continue MS 504B Clinical Medicine II 6.00 to function effectively. A candidate must possess qualities of adaptability, flexibility and be able to MS 507 Role Socialization 1.00 function in the face of uncertainty. He/she must MS 508A Research Methods I: 2.00 have a high level of compassion for others, Epidemiology motivation to serve, integrity and a consciousness MS 509 Preventive Medicine 2.00 of social values. A candidate must possess sufficient interpersonal skills to interact positively MS 510 Clinical Laboratory 3.00 with people from all levels of society, all ethnic Science backgrounds and all belief systems. The MS 504C Clinical Medicine III 6.00 administration of the Physician Assistant program recognizes its responsibility to present candidates MS 508B Research Methods II: 2.00 who have the knowledge and skills to function in a Evidence-Based Medicine broad variety of clinical situations and to render a MS 511 Introduction to Medical 1.00 wide spectrum of patient care. The responsibility Literature for these technical standards is primarily placed on the Physician Assistant Admissions Committee to MS 512 Medical Informatics 1.00 select entering Physician Assistant students who MS 513 Surgery 4.00 will be the candidates for the degree. Health Requirements MS 514 Emergency Medicine 3.00 All students entering or re-entering the Clinical Year Courses (Year 2) Professional Phase of the M.S. degree in Physician MS 601 Internal Medicine 2.00 Assistant Studies must complete and submit a Health Examinations/Vaccinations form located in MS 602 Surgery 2.00 the Forms & Documents section of the Web site, MS 603 Pediatrics 2.00 as well as the Division’s health forms. The Division’s health forms will be sent along with the MS 604 Family Medicine 2.00 package of materials that is mailed out once a MS 605 Emergency Medicine 2.00 student is accepted into the program and sends in the deposit to hold the seat. Additional health MS 606 Obstetrics and 2.00 forms are required for entry into the clinical year Gynecology of the Division’s curriculum. MS 607 Behavioral Medicine 2.00 Clincial Year Clerkships Each clinical year student completes ten (10) MS 608 Medical Elective 2.00 clerkships of five (5) weeks in length. The faculty MS 609 Surgical Elective 2.00 creates an individual rotation schedule for each clinical year student. The student must return to MS 610 Clinical Elective 2.00 the LIU campus at the end of each clerkship for a MS 611 Clinical Seminar I 1.00 two-day End-of-Rotation Meeting with the faculty.

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 180 Brooklyn Campus

Physician Assistant Courses MS 503A Art and Science of Medicine I dermatology and hematology. Part one of a two-semester sequence in the art and The pre-requisites of MS 500, 501, 502A, 503A, science of physical diagnosis. Students learn the 504A, 505 and 506 are all required. MS 500 Anatomy principles of patient interviewing, the components Credits: 6 The study of the structure of the human body with and practice of conducting the medical history, and Every Spring a clinical emphasis. Lectures and labs will the science and technique of performing a physical emphasize anatomy and anatomic relationships examination. Areas of the physical examination MS 504C Clinical Medicine III significant to common clinical medicine topics and considered in this semester include general survey, Part three of a three-semester sequence in clinical surgical procedures. Includes cadaver lab. vital signs, head, ears, eyes, nose and throat, neck, medicine. This course introduces the student to the In order to register for this course, the student must chest and heart. Students also learn the epidemiology, incidence, pathophysiology, signs, be a graduate student in the Physician Assistant indications, contraindications, equipment, symptoms, pertinent laboratory studies, diagnosis, plan. technique, and complications of common clinical treatment and prognosis of disease processes Credits: 4 procedures. This course contains both lecture and affecting the human body. Disciplines considered Every Fall laboratory components. in this semester include immunology, psychiatry, In order to register for this course, the student must neuroanatomy, neurology, obstetrics and MS 501 Physiology be a graduate student in the Physician Assistant gynecology, and pediatrics. A study of organ systems, with presentations plan. The pre-requisites of MS 502B, 503B, 504B, 507, emphasizing normal physiology of each system. Credits: 4 508A, 509 and 510 are all required. Lectures will discuss normal function, cellular Every Fall Credits: 6 changes and pathological changes where Every Summer appropriate. MS 503B Art and Science of Medicine II In order to register for this course, the student must Part two of a two-semester sequence in the art and MS 505 Psychosocial Aspects of Medicine be a graduate student in the Physician Assistant science of physical diagnosis. Students learn the This course considers the non-medical issues critical plan. principles of patient interviewing, the components to caring for patients. Topics include: cultural Credits: 3 and practice of conducting the medical history, and competency; medical ethics; substance abuse; end Every Fall the science and technique of performing a physical of life care. examination. Areas of the physical examination In order to register for this course, the student must MS 502A Pharmacology I considered in this semester include general survey, be a graduate student in the Physician Assistant Part one of a two-semester sequence in vital signs, head, ears, eyes, nose and throat, neck, plan. pharmacology and clinical therapeutics. This course chest and heart. Students also learn the Credits: 2 introduces the principles of pharmacokinetics and indications, contraindications, equipment, Every Spring pharmacodynamics, dosage forms and dose- technique, and complications of common clinical MS 506 Pathology response relationships. Classes of pharmaceuticals procedures. This course contains both lecture and This course considers disease states at a cellular, will be studied, with a focus on the mechanisms of laboratory components. structural and systemic level. Modes of death and drug action in different therapeutic classes, The pre-requisites of MS 500, 501, 502A, 503A, pathophysiology are considered in detail. common side effects of prototypic drugs in each 504A, 505 and 506 are all required. In order to register for this course, the student must category, drug side effects and drug-drug Credits: 3 be a graduate student in the Physician Assistant interactions, the interaction of drugs with the Every Spring disease state under treatment, polypharmacy, and plan. reputable sources of information about drugs. MS 504A Clinical Medicine I Credits: 3 In order to register for this course, the student must Part one of a three-semester sequence in clinical Every Fall be a graduate student in the Physician Assistant medicine. This course introduces the student to the MS 507 Role Socialization plan. epidemiology, incidence, pathophysiology, signs, This course examines the physician assistant Credits: 3 symptoms, pertinent laboratory studies, diagnosis, profession from its inception in the mid-1960s to Every Fall treatment and prognosis of disease processes the present. Topics to be considered include: affecting the human body. Disciplines considered history of the profession; state licensure and MS 502B Pharmacology II in this semester include cardiology, pulmonology, regulation; maintenance of professional license and Part two of a two-semester sequence in otorhinolaryngology, ophthalmology, infectious certification; regulation of physician assistant pharmacology and clinical therapeutics. This course diseases, HIV medicine, and gastroenterology. education; types of reimbursement through health continues the consideration of the principles of In order to register for this course, the student must insurance plans; the physician-physician assistant pharmacokinetics and pharmacodynamics, dosage be a graduate student in the Physician Assistant relationship; and professionalism. forms and dose-response relationships. Additional plan. The pre-requisites of MS 500, 501, 502A, 503A, classes of pharmaceuticals will be studied, with a Credits: 4 504A, 505 and 506 are all required. focus on the mechanisms of drug action in different Every Fall therapeutic classes, common side effects of Credits: 1 prototypic drugs in each category, drug side effects MS 504B Clincial Medicine II Every Spring and drug-drug interactions, the interaction of drugs Part two of a three-semester sequence in clinical MS 508A Research Methods I: Epidemiology with the disease state under treatment, medicine. This course introduces the student to the This course is designed to give students an polypharmacy, and reputable sources of epidemiology, incidence, pathophysiology, signs, introduction to the fundamentals of clinical information about drugs. symptoms, pertinent laboratory studies, diagnosis, epidemiology: measuring health statistics, how vital The pre-requisites of MS 500, 501, 502A, 503A, treatment and prognosis of disease processes statistics are used in public health research and 504A, 505 and 506 are all required. affecting the human body. Disciplines considered interventions, concepts of causality and risk. The Credits: 3 in this semester include rheumatology, radiology, relevance of epidemiologic concepts to public Every Spring renal medicine, endocrinology, geriatrics, health and clinical work will be highlighted through

Page 181 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 the use of case studies and the examples of current 508A, 509 and 510 are all required. Studies Clinical Year Handbook for further health research. Credits: 1 information. The pre-requisites of MS 500, 501, 502A, 503A, Every Summer The pre-requisites of MS 504C, 508B, 511, 512, 504A, 505 and 506 are all required. 513 and 514 are all required. Credits: 2 MS 513 Surgery Credits: 2 Every Spring This course considers the approach to the surgical Every Fall and Spring patient. The focus is on clinical diagnoses requiring MS 508B Research Methods II: Evidence-Based a surgical management. Topics include: anesthesia; MS 604 Family Medicine Medicine preoperative, intra-operative and postoperative care; This clinical course is a clinical clerkship in family Part two of a two-semester sequence in research disorders of the upper gastrointestinal tract; medicine. All clinical clerkships are five (5) weeks methodology. This is a course in evidence-based disorders of the stomach, liver, spleen, pancreas, in length. Each student is assigned a clinical site medicine. Topics include: study design, diagnostic and gallbladder; colorectal disorders; cardiothoracic and preceptor at the inception of the clinical year. and screening tests, assessment of diagnostic surgery; orthopaedic surgery; vascular surgery; Please see the Division of Physician Assistant studies, and medical practice as seen through the urology; transplant surgery. Studies Clinical Year Handbook for further lens of evidence-based medicine. The pre-requisites of MS 502B, 503B, 504B, 507, information. The pre-requisites of MS 502B, 503B, 504B, 507, 508A, 509 and 510 are all required. The pre-requisites of MS 504C, 508B, 511, 512, 508A, 509 and 510 are all required. Credits: 4 513 and 514 are all required. Credits: 2 Every Summer Credits: 2 Every Summer Every Fall and Spring MS 514 Emergency Medicine MS 509 Preventive Medicine This course considers the approach to the emergent MS 605 Emergency Medicine This course examines health promotion and disease patient. Emphasis is placed on stabilization and This clinical course is a clinical clerkship in prevention; infectious disease control and emergent care. Topics include: stabilization; emergency medicine. All clinical clerkships are five prevention; prevention of disease resulting from emergency ophthalmology; acute coronary (5) weeks in length. Each student is assigned a contaminated food sources and from poor syndrome; myocardial infarction; heart failure; clinical site and preceptor at the inception of the nutrition; occupational health; international health; poisoning; hyper- and hypothermia; fractures and clinical year. Please see the Division of Physician preventable injuries; and the importance of the role sprains; animal bites; burns; sexual assault; Assistant Studies Clinical Year Handbook for of behavior, culture and society in the perception of pneumonia; trauma; and other concerns. further information. health. The pre-requisites of MS 502B, 503B, 504B, 507, The pre-requisites of MS 504C, 508B, 511, 512, The pre-requisites of MS 500, 501, 502A, 503A, 508A, 509 and 510 are all required. 513 and 514 are all required. 504A, 505 and 506 are all required. Credits: 3 Credits: 2 Credits: 2 Every Summer Every Fall and Spring Every Spring MS 601 Internal Medicine MS 606 Obstetrics and Gynecology MS 510 Clinical Laboratory Science This clinical course is a clinical clerkship in internal This clinical course is a clinical clerkship in This course is designed to introduce students to the medicine. All clinical clerkships are five (5) weeks in obstetrics and gynecology. All clinical clerkships are science of clinical laboratory medicine. Topics to be length. Each student is assigned a clinical site and five (5) weeks in length. Each student is assigned a considered include: hematologic laboratory studies; preceptor at the inception of the clinical year. clinical site and preceptor at the inception of the chemistries; urinalysis; cardiac enzymes; and the Please see the Division of Physician Assistant clinical year. Please see the Division of Physician ways in which these laboratory tests inform the Studies Clinical Year Handbook for further Assistant Studies Clinical Year Handbook for understanding of the disease state. information. further information. The pre-requisites of MS 500, 501, 502A, 503A, The pre-requisites of MS 504C, 508B, 511, 512, The pre-requisites of MS 504C, 508B, 511, 512, 504A, 505 and 506 are all required. 513 and 514 are all required. 513 and 514 are all required. Credits: 3 Credits: 2 Credits: 2 Every Spring Every Fall and Spring Every Fall and Spring

MS 511 Introduction to Medical Literature MS 602 Surgery MS 607 Behavioral Medicine This course considers methods of conducting This clinical course is a clinical clerkship in surgery. This clinical course is a clinical clerkship in medical database searches; the use of a personal All clinical clerkships are five (5) weeks in length. behavioral medicine. All clinical clerkships are five computer in clinical medicine for data storage and Each student is assigned a clinical site and (5) weeks in length. Each student is assigned a access to medical databases; the variety of medical preceptor at the inception of the clinical year. clinical site and preceptor at the inception of the databases currently in use; use of medical Please see the Division of Physician Assistant clinical year. Please see the Division of Physician references; formulation and development of a Studies Clinical Year Handbook for further Assistant Studies Clinical Year Handbook for research topic. information. further information. The pre-requisites of MS 502B, 503B, 504B, 507, The pre-requisites of MS 504C, 508B, 511, 512, The pre-requisites of MS 504C, 508B, 511, 512, 508A, 509 and 510 are all required. 513 and 514 are all required. 513 and 514 are all required. Credits: 1 Credits: 2 Credits: 2 Every Summer Every Fall and Spring Every Fall and Spring

MS 512 Medical Informatics MS 603 Pediatrics MS 608 Medical Elective This course considers electronic medical records; This clinical course is a clinical clerkship in This clinical course is a clinical clerkship in a medical insurance, including Medicaid and pediatrics. All clinical clerkships are five (5) weeks particular discipline of internal medicine. All Medicare; E&M coding; health insurance fraud; in length. Each student is assigned a clinical site clinical clerkships are five (5) weeks in length. Each and health literacy. and preceptor at the inception of the clinical year. student is assigned a clinical site and preceptor at The pre-requisites of MS 502B, 503B, 504B, 507, Please see the Division of Physician Assistant the inception of the clinical year. Please see the

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 182 Brooklyn Campus

Division of Physician Assistant Studies Clinical Physician Assistant National Certifying Year Handbook for further information. Examination. Each student will draw on all material The pre-requisites of MS 504C, 508B, 511, 512, previously learned in the entire PA Studies 513 and 514 are all required. curriculum to sit for a series of no fewer than four Credits: 2 (4) simulated Board examinations over the course Every Fall and Spring of the clinical year. The pre-requisites of MS 504C, 508B, 511, 512, MS 609 Surgical Elective 513 and 514 are all required. This clinical course is a clinical clerkship in a Credits: 1 particular discipline of surgery. All clinical Every Fall and Spring clerkships are five (5) weeks in length. Each student is assigned a clinical site and preceptor at MS 614 Summative Evaluation the inception of the clinical year. Please see the In this laboratory course, students will draw on all Division of Physician Assistant Studies Clinical material previously learned in the entire PA Studies Year Handbook for further information. curriculum to complete a summative evaluation. The pre-requisites of MS 504C, 508B, 511, 512, This evaluation will take place in the Division¿s 513 and 514 are all required. Simulation Laboratory. The student will Credits: 2 demonstrate his or her ability to evaluate, stabilize, Every Fall and Spring examine, diagnose, perform relevant clinical procedures, and treat the simulated patient (Sim- MS 610 Clinical Elective Man 3G). The student will also demonstrate the This clinical course is a clinical clerkship in a ability to work well with other members of the particular clinical discipline of the student¿s choice. health care team and to provide culturally All clinical clerkships are five (5) weeks in length. competent care. Each student is assigned a clinical site and The pre-requisites of MS 504C, 508B, 511, 512, preceptor at the inception of the clinical year. 513 and 514 are all required. Please see the Division of Physician Assistant Credits: 1 Studies Clinical Year Handbook for further Every Fall information. The pre-requisites of MS 504C, 508B, 511, 512, MS 615 Capstone Project 513 and 514 are all required. Students will draw on all material previously Credits: 2 learned in the entire PA Studies curriculum to Every Fall and Spring complete a capstone project in partial fulfillment of the requirements of the Master's degree. The MS 611 Clinical Seminar I student will formulate a research paper based on a In this seminar, students will draw on their clinical clinical issue of interest to the student from one of clerkship(s) in Internal Medicine and/or the the student¿s clinical clerkships. The student will Internal Medicine elective as well as all material also use techniques learned in Research Methods I previously learned in the entire PA Studies and II and in Introduction to Medical Literature in curriculum to produce and deliver a detailed the didactic year. patient case presentation from Internal Medicine or The pre-requisites of MS 504C, 508B, 511, 512, an Internal Medicine elective before a group of 513 and 514 are all required. clinical year PA students and faculty member(s). Credits: 1 The pre-requisites of MS 504C, 508B, 511, 512, Every Fall and Spring 513 and 514 are all required. Credits: 1 Every Fall and Spring

MS 612 Clinical Seminar II In this seminar, students will draw on their clinical clerkship(s) in General Surgery and/or the Surgical elective as well as all material previously learned in the entire PA Studies curriculum to produce and deliver a detailed patient case presentation from General Surgery or a Surgical elective before a group of clinical year PA students and faculty member(s). The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. Credits: 1 Every Fall and Spring

MS 613 Clinical Seminar III In this seminar, students practice the techniques that will lead to successful completion of the

Page 183 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

PUBLIC HEALTH PROGRAM be used to improve the public’s health. Located in Please apply online at My LIU or use the Apply the heart of downtown Brooklyn, the Program Now link in the top navigation bar of the Campus’ Chairperson and Associate Professor: Karen provides a unique opportunity for students to website. For more information on the admissions Denard Goldman, M.P.H., Ph.D. become involved in promoting health equity in process, visit the Office of Admissions website. Professors: Enna Crosman, M.P.H., Valerie Brooklyn through the use of these three strategies. Important Dates Walker, M.P.H. To address the aforementioned program Application deadlines can be found on the Assistant Professors: Anthony Santella, D.P.H. mission, M.P.H. students, administration, faculty, program website, www.liu.edu/brooklyn/mph Practicum Coordinator: Scott Westervelt, M.S. and staff will do the following: Program Requirements Adjunct Faculty: 8 • Educate individuals seeking training and Continued enrollment in this program is The Master of Public Health (MPH) is a experience in applied public health through a contingent upon: professional degree program for individuals graduate level program that focuses on the • A cumulative 3.0 GPA must be maintained seeking training and experience in the combination public health disciplines of behavioral sciences, throughout the program of disciplines (medicine, education, policy, epidemiology, biostatistics, environmental • Completion of 30 credits of required courses economics, education, statistics, communication, health, and health policy and management. • Completion of 6 credits of an elective course marketing and administrative) applied by teams of • Advance the field of public health practice • Completion of 6 credits of Capstone and health professionals to prevent disease, prolong through population-based scholarly research Practicum experiences (MPH 798 and 799) and investigation of health problems and public life and promote health through organized efforts and informed choices of society at large, public health issues and through collaboration with and private organizations, communities, and local, state, and federal partners. Master of Public Health individuals. It is an exciting field offering many • Improve the health status of the Brooklyn essential and rewarding career opportunities. community through collaboration, education, Master of Public Health Plan Members of the Program faculty have strong advocacy, and service. Required core courses: working relationships with New York City and Admission Requirements MPH 530 Environmental Health 3.00 Brooklyn government health agencies, To apply for this program, you must: Issues in Public Health community-based organizations, health care • Have a bachelor’s degree from an accredited MPH 710 Foundations of Public 3.00 facilities, health care providers, voluntary not-for college or university Health: Concepts and profit health and social service organizations, and • Have a cumulative undergraduate grade-point Administration public health professional associations. average of 2.8 or better The 42-credit M.P.H. program is a professional • Submit official transcripts of undergraduate and MPH 715 Public Health 3.00 degree program for individuals seeking training graduate institutions attended; degrees from Epidemiology and experience in applied public health. Our institutions earned outside of the United States MPH 720 Biostatistics for Public 3.00 program’s focus is health education, advocacy, and or Canada must be evaluated by an agency Health communication. Health advocacy involves recommended by Long Island University’s educating policymakers about critical public health Brooklyn Campus MPH 725 Theoretical Foundations 3.00 issues, anticipating and analyzing the potential • Submit a letter of intent that includes your of Public Health reasons for applying to this program; why the impact of all legislative and regulatory actions on MPH 735 Research Methods in 3.00 M.P.H. program at Long Island University’s public health, and defending/promoting the Public Health interests of communities to ensure health equity – Brooklyn Campus meets your professional universal access and benefits. Health goals and objectives; how your personal MPH 740 Principles of Public 3.00 communication involves the development, strengths, skills and educational background fit Health Informatics this program. The letter should be typed, implementation, and evaluation of a wide range of MPH 745 Methods of Health 3.00 double-spaced and no more than two (2) pages. communication strategies to inform and influence Promotion individual and community decisions to enhance • Submit two (2) reference forms that are and advance health. Health education is the completed by individuals who can comment on MPH 750 Public Health 3.00 development, implementation, and evaluation of your academic background and/or your Policy,Advocacy and individual, group, institutional, community and volunteer or paid community experience Leadership (specific format must be followed) systemic strategies rooted in education research, MPH 755 Public Health Planning 3.00 • Submit a work experience form ( specific theory and best practices to improve health-related and Evaluation knowledge, attitudes, skills and behavior. format must be followed) The mission of the M.P.H. program is to • Submit graduate test scores - official GRE or MPH 798 Public Health Capstone 3.00 improve public health systems, infrastructure and MAT score. (Test scores more than five years Seminar old will NOT be accepted. Applicants with workforce in a way that is likely to reduce the MPH 799 Public Health Practicum 3.00 health disparities of the Downtown Brooklyn official transcripts showing completed graduate Of the following elective courses only two are neighborhood, Borough of Brooklyn, and New degrees are NOT required to submit graduate required: York City by educating the next generation of test scores) MPH 535 Public Health Nutrition 3.00 culturally competent public health practitioners • Submit official scores for Test of English as a Foreign Language (TOEFL) exams if you are and scholars. MPH 760 Introduction to Global 3.00 an international applicant who does not have an A very practical professional training Health curriculum that prepares graduates to “hit the undergraduate degree from a regionally MPH 765 Infectious Diseases and 3.00 ground running” in the public health field, the accredited U.S. college or university, or if Public Health Practice M.P.H. program emphasizes existing and English is not your native language emerging health education, advocacy, and Submitting an Application for Admission 42 credits are required communication strategies that have been and can All applicants must apply for admission to Long Island University’s Brooklyn Campus.

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 184 Brooklyn Campus

students who seek careers in health advocacy, analytical needs. Public Health Courses communications and education and the principles The pre-requisite of MPH 710 is required. of health education are also discussed. Credits: 3 Credits: 3 Every Summer MPH 515 Public Health Implications of Every Fall HIV/AIDS MPH 745 Principles and Methods of Health This course will focus on public health issues MPH 715 Principles of Epidemiology Education and Promotion related to HIV/AIDS with an emphasis on This course introduces the distribution and This course examines the fundamental principles HIV/AIDS epidemiology and prevention. Lectures determinants of health and disease in defined and practices of health promotion including the will cover primary prevention (preventing HIV populations. It also emphasizes the skills necessary development of data about the health status, infection in those who are uninfected), secondary to research, produce, utilize and critique knowledge, perceptions, attitudes, motivation, and prevention (preventing development of HIV disease epidemiologic literature. health practices of a population or community and in those who are HIV-infected), and tertiary In order to register for this course, the student must its socioeconomic environment. prevention (preventing morbidity and mortality in be active in the Public Health plan. The pre-requisites of MPH 710, 715, 720 and 725 those with HIV disease). Credits: 3 are required. Credits: 3 Every Fall Credits: 3 Every Fall Every Spring MPH 720 Principles of Biostatistics MPH 525 Public Health Preparedness This course discusses the entry, analysis and MPH 750 Public Health Policy, Advocacy and This course introduces students to major concepts application of public health statistics. Descriptive Leadership relevant to past and potential future disease and inferential analyses through multivariate linear This course provides an overview of effective outbreaks including acts of bioterrorism. Students models will also be addressed. Students are also leadership principles in order to create a shared receive a brief review infectious disease taught the statistical software, SPSS. vision within an organization, the role of public epidemiology including investigation, control, In order to register for this course, the student must health practitioners in advocating for programs and prevention and surveillance. These fundamentals be active in the Public Health plan. policies that improve the public¿s health, and are then used to construct a framework for assessing Credits: 3 strategies and techniques on how to promote threats to public health and recommending an Every Spring policies through legislation. appropriate response. The pre-requisite of MPH 710 is required. Credits: 3 MPH 725 Social and Behavioral Sciences in Credits: 3 Every Summer Public Health Every Spring This course discusses the role of social and MPH 530 Environmental Health Issues in Public behavioral theory in shaping research and practice MPH 755 Public Health Planning, Health in health promotion and education. Historical and Implementation and Evaluation This course provides an introduction to and ongoing interaction between health education and This course provides an overview of health overview of the key areas of environmental health the applied social sciences will be examined. promotion planning frameworks and issues in using the perspectives of the population and In order to register for this course, the student must planning, implementing and evaluating health community. The course will cover factors be active in the Public Health plan. promotion programs in a variety of settings. associated with the development of environmental Credits: 3 Students are given a service learning project where health problems. Every Fall they assist a community-based organization in In order to register for this course, the student must developing an evidence-based public health be active in the Public Health plan. MPH 735 Research Methods in Public Health program. Credits: 3 and Health Education The pre-requisites of MPH 710, 715, and 725: and Every Spring This course examines research methods applicable the co-requisite of MPH 720 are required. to the study of individual and group health Credits: 3 MPH 535 Public Health Nutrition behavior. The course will introduce research design Every Spring This course is an introduction to public health and methods applicable to the study of public nutrition. It covers the prevention and solutions to health including the logic of scientific research, MPH 760 Global Public Health Challenges diet-related conditions at the population level research ethics, causal inference, hypothesis This course is designed to give the student and rather than the individual level, with a focus on formation, measurement theory, survey research, introduction to the issues of global health and the current problems. It emphasizes the determining experimental design, qualitative methods, sampling factors controlling it. The basic principles of global factors of food intake and nutritional status and data analysis applications. health, including measurement, determinants and including: economic, environmental, societal and The pre-requisite of MPA 710 is required and the the relationship to socio-economic development institutional factors, and introduces current pre-requisite or co-requisite of MPH 720 is will be explored. The evolution of epidemics and nutrition programs and policies for improving the required. the phenomena of endemic and pandemic disease nutrition status of various populations. Credits: 3 will be considered. The understanding of burden Credits: 3 Every Spring of and determinants of morbidity and mortality are Every Spring examined. MPH 740 Public Health Applications of In order to register for this course, the student must MPH 710 Foundations of Public Health and Informatics be active in the Public Health plan. Health Education This course provides a basic understanding of Credits: 3 This course introduces the many areas of the public public health informatics and its application in a Every Fall health and health educations professions and public health setting. The goal is for students to systems, and the work in measuring health, disease understand the basic technological tools and and illness, and its endeavors to promote building blocks needed to develop and manage population health. A conceptual framework for public health data collection systems to meet

Page 185 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

MPH 765 Infectious Diseases and Public Health Practice This is an introduction to the epidemiology and control of infectious diseases. The course is taught from the perspective of public health communicable disease containment: detection, investigation, control, and prevention of infectious diseases in communities. The pre-requisite of MPH 710 is required. Credits: 3 Every Summer

MPH 798 Public Health Capstone Seminar: Promoting Health Equity This seminar provides the student with the tools needed to apply the knowledge and skills they have acquired through their academic course work to a public health problem involving the health of the community, with the goal of improving health inequities in a target population. The pre-requisites of MPH 735, 745 and 755 are required. Credits: 3 Every Fall

MPH 799 Public Health Field Practicum The student will complete the field practicum including data collection and analysis as appropriate. The practicum report will be completed during this time and will be presented in the form of an oral presentation and scientific poster. The student will be on-site as appropriate. The pre-requisite of MPH 798 is required. Credits: 3 Every Semester

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 186 Brooklyn Campus

DEPARTMENT OF SOCIAL generalist and advanced content while supporting administration track will gain an in-depth the integration of specialized knowledge and understanding of health care facility WORK technologies into a generalist perspective. It also administration, health care financing, legal issues introduces the student to the principles of in health and personal management. The long-term Professor: Ilene Nathanson, M.S.W., D.S.W. interdisciplinary collaboration, preparing them for care administration track meets most of the Program Director, C.W. Post work in interdisciplinary fields of practice. academic requirements for eligibility for the Assistant Professor: Donna Wang, M.S.W., Ph.D. The second-year curriculum builds upon the Nursing Home Administrator’s licensing Chair, Social Work Department, Brooklyn; first year by deepening the student’s understanding examination in New York State. Brooklyn Campus Site and demonstrated mastery of psychosocial As an added benefit, graduates of either Coordinator, M.S.W. Program, assessment, administrative theory and practice, Gerontology track may also qualify for a New Associate Professor: Samuel C. Jones, D.S.W., and diversity sensitive practice. Students select a York State Advanced Certificate by taking just one Brooklyn Campus specific area of concentration – not-for profit additional course, which is offered by Long Island Associate Professor: Elissa Giffords,, M.S.W., management, substance abuse, gerontology, child University. D.S.W. and family welfare or forensic – for more Nonprofit Management Concentration C.W. Post specialized education in a particular area of The concentration in Nonprofit Management Assistant Professor: Orly Calderon, M.S., Psy.D. practice. The research curriculum in the second provides students with the knowledge, the values C.W. Post year supports the concentrated study by and the skills to work effectively and to administer Assistant Professor: Amanda Speakes-Lewis, demonstrating application of research programs in virtually any segment of the social M.S.W., Ph.D. methodology to the student’s specialized area of service community – from child welfare to health Brooklyn Campus concentration. Field experience in the second year and mental health – and in a variety of programs Assistant Professor: Mathew Corrigan, M.S.W., provides an opportunity for the student to apply that address a broad range of social issues from Ph.D. generalist and specialized knowledge in the hunger and homelessness to women at risk. Upon Brooklyn Campus selected area of concentration. The curriculum is completion of the concentration in Nonprofit Field Work Coordinators: Iris Mule, MSW consistent with program goals insofar as the Management, graduates may also qualify for an (Brooklyn), Renie Rondon Jackson, MSW student receives a generalist background that Advanced Certificate in Not-For-Profit (Brooklyn), Pamela Brodlieb, MSW (Post) includes a conception of generalist practice, an Management by taking just one additional course, Adjunct Faculty (Brooklyn and C.W. Post): 32 eclectic knowledge base and an understanding of which is offered by the School of Business. Long Island University is the first university to the relationship of values, diversity, populations at Alcohol and Substance Abuse Concentration offer a fully accredited social work program in risk and promotion of social justice to the social The Alcohol and Substance Abuse Brooklyn on both the undergraduate and the work professional role with systems of all sizes. concentration incorporates various methods and graduate level. The Department’s Common An Interdisciplinary Approach systems of practice to prepare students to work Ground Service Learning Program provides The M.S.W. program brings an with individuals, families, groups and the students from all disciplines with the opportunity interdisciplinary approach to graduate social work community at large. This concentration prepares to gain valuable volunteer experience in a wide studies, combining coursework not only across graduates to work in settings ranging from school range of service venues throughout the greater campuses but also across departments within to community-based organizations and from New York area. Social Work as a profession is an campuses and across traditional social work mental health clinics to the criminal justice system. exciting growth area that offers professional disciplines. Students who earn the Master of Social Graduates of this program will have the flexibility, longevity and personal satisfaction. Work degree from Long Island University will knowledge, the skills and the values to deliver

have the skills, knowledge and values required to alcohol and substance abuse counseling and to deliver direct care to a broad population as well as perform assessment; clinical evaluation; treatment Master of Social Work (M.S.W.) in the field of their chosen concentration. They planning; case management; and client, family and

will be prepared to manage and administer social community education. In addition, they will Long Island University Brooklyn Campus’ 60- service programs and agencies within the fields of become completely familiar with their professional credit Master of Social Work (M.S.W.) offers mental health, community service, social service, and ethical responsibilities as well as the degree candidates five different concentrations: and case and care management. documentation process. gerontology, nonprofit management, alcohol and Gerontology Concentration The Alcohol and Substance Abuse substance abuse, child and family welfare, and Students in the Gerontology concentration will concentration has been designed in conjunction forensic social work. The program is collaboration show an intellectual mastery of and demonstrate with the New York State Department of between the University’s Brooklyn Campus and its the professional ability to competently respond to Education’s requirements for the Certificate in C.W. Post Campus (Brookville), and courses are the physical, psychological, social and spiritual Alcohol and Substance Abuse Counseling available at both locations. It is accredited by the needs of older people and the major issues, (CASAC). Students can complete the requirements Council of Social Work Education (CSWE), concepts and theories related to late-age for CASAC by fulfilling additional internship signifying that it meets the highest standards of functioning. Students who choose this hours after completing the M.S.W. degree. academic excellence. concentration may choose one of two tracks: direct Child and Family Welfare Concentration The program is integrated to provide a step- client service through senior community service, The Child and Family Welfare concentration wise progression in student understanding of or leadership in long-term care administration. will provide educational curriculum to students generalist and specialized practice. The first-year The senior community service track interested in working in an interdisciplinary curriculum includes content in the eight foundation incorporates both clinical and administrative context with children and their families. This areas of policy, practice, human behavior, field, content areas. Students in this track will learn to concentration was developed with input from the diversity, populations at risk, and promotion of plan and to develop community services for older Nassau County Department of Social Services, the social justice and values. It introduces the student adults; perform intervention, develop treatment Nassau County Coalition Against Domestic to the components of generalist practice with plans and understand and manage issues of death, Violence, the Family and Children’s Association systems of all sizes and provides an understanding bereavement and loss. and other community-based organizations’ of generalist practice that distinguishes between Those who take the long-term care personnel. It incorporates knowledge, values and

Page 187 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 skills that professionals need to effectively work Program is guided by the same standards as the Queens, as well as the greater tri-state area. with children and their families across a broad on-campus and off-campus M.S.W. programs. Through direct care or leadership roles in the field range of social issues and in multiple programs. Plans of study, course descriptions, and general of social work, students who apply to this program After completing their first-year M.S.W. guidelines about the Master of Social Work can be should be interested in working with populations coursework, students will develop their accessed on the Long Island University website. at risk, including the elderly; immigrants and understanding about policies and services specific This program is fully accredited by CSWE and refugees; the physically and mentally challenged; to children and families, family violence across the taught by many of the same professors who teach gay, lesbian, bisexual and transgender (GBLT) lifespan, community-based practice with children on campus. The degree earned is a Master of individuals and groups; the suburban and urban and families, and childhood psychopathology. Social Work from Long Island University. poor; and other populations that are economically New: Advanced Standing M.S.W. Online This program is fully accredited by CSWE and at risk. Program with a Concentration in Child and taught by many of the same professors who teach The program seeks applicants who have a broad Family Welfare on campus. The degree earned is a Master of liberal arts education consisting of the humanities; Long Island University is now offering the Social Work from Long Island University. the social and behavioral sciences; the natural advanced year of the Master of Social Work Forensic Social Work Concentration sciences including biology and courses reflective program completely online (6 credits of fieldwork Forensic social workers perform a vital public of a basic interest in human services. are not offered online). The M.S.W. program with service in guiding their clients through the Admissions Requirements a specialization in Child and Family Welfare is daunting and ever-changing legal system. These To be admitted to this program, you must: held over five semesters, including one summer professionals possess a firm grasp of the civil, • Hold a bachelor of arts degree from a session. criminal and juvenile justice systems, along with a regionally accredited university • The program is for “advanced standing” profound understanding of how socioeconomic, • Have a minimum overall grade-point average students who have completed the Bachelor of cultural, religious, and other aspects of their of 2.8 or better Social Work from a Council on Social Work clients’ lives may impact access to legal services. • Have a B average or better in courses taken Education (CSWE) accredited institution or To meet a growing national interest in forensics during the final four semesters of students who wish to transfer from a two-year (the application of physical science, mental health, undergraduate study M.S.W. accredited program and who have technology and the legal system) and a growing • Submit a minimum of three recommendations completed their first year of study. recognition of the complex interplay between • Submit a personal narrative/autobiographical • Applicants must have a B.S. in Social Work social, clinical, and legal services, the Department statement from an CSWE-accredited institution or have of Social Work offers a Forensics Social Work • Submit an undergraduate transcript from all completed the first year of study in a two-year concentration within the 60-credit Master of Social colleges or universities previously attended M.S.W. CSWE-accredited program. Work (M.S.W.) program. • Possess the personal characteristics and • This unique specialization offers students the As a graduate of the Master of Social Work qualifications essential for professional work opportunity to obtain in-depth knowledge and Program with the concentration in Forensic Social with vulnerable individuals and with competency training in the critical area of child Work, you will be exceptionally prepared to apply populations at risk and family welfare. the principles of social work to the legal system, • Submit an application to the Office of • Field work experience will be available in including applicable local, state and federal laws; Admissions (see Submitting an Application for students’ local communities civil and criminal courts and the juvenile justice Admission) • The program is designed to meet the practical system; law enforcement agencies; and Submitting an Application for Admission needs of the working professional who need the correctional facilities. Your clients may be All applicants must apply for admission to flexibility afforded by online course instruction children or adults, individuals or families, Long Island University’s Brooklyn Campus. • Classes begin in August organizations or communities. Their legal Please apply online at My LIU or use the Apply Students typically complete the degree in 4 difficulties may involve child custody and parental Now link in the upper right-hand corner of the semesters. There will be a one-day orientation at rights issues due to domestic violence and neglect Campus’ website. the C.W. Post Campus and the Brooklyn Campus and crimes relating to mental illness and substance In addition to completing the Graduate in the summer, after which the Advanced Practice abuse. They may face arrest and incarceration, be Application, we request that you collect all course, SWK 614, will be taught online in one of imprisoned or hospitalized, or be on probation or required documents needed for admission and mail the C.W. Post and Brooklyn Campus regular parole. them together in a single envelope to: summer sessions. Students will then take two The Forensic Social Work concentration Long Island University, courses that fall and two more in the following prepares you to serve all of these populations, by Brooklyn Campus spring. Fieldwork begins in the second year of the identifying societal issues and their impact on your Admissions Processing Center program; students must complete a total of 600 clients; screening, assessing and counseling your P.O. Box 810 hours over the course of the fall and spring clients; planning and implementing interventions; Randolph, MA 02368-0810 semesters. The field placement component of the making client referrals; and otherwise serving as Please note that the program admits students for program can be completed in the student’s area of effective advocates for diverse and at-risk clients, the Fall Semester only. All applications and residence. Field placement may be continued into who may range from individual children or adults supporting documentation must be submitted by the following summer with the permission of the to organizations or communities. March 15. local field agency. Admissions Criteria Program Requirements The courses are offered on Long Island The admissions criteria reflect the program’s Continued enrollment in this program is University’s Blackboard platform and allow goals and objectives and support Long Island contingent upon: students to work on their coursework at times that University’s mission of Access and Excellence. • Earning a grade of B or better in all field are convenient to them. The program requires The program seeks students from varied education courses students to follow the established advanced backgrounds who reflect the diversity of the • Maintaining a minimum grade-point average of standing curriculum. Students must take the populations its graduates will serve, including the 3.0 required courses offered to stay on track with their suburban population of Nassau County and the • Being in compliance with all program and projected graduation date. The online M.S.W. multiethnic, urban population of Brooklyn and CSWE standards including Education Policy

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 188 Brooklyn Campus

2.1.1, which requires that students “Identify as Child and Family Welfare Forensic Social Work Concentration a professional social worker and conduct Concentration. Must Complete All Courses Listed Below for oneself accordingly.” the Forensic Social Work Concentration • Earning the required 60 credits within a four- Must Complete All Courses Listed Below for SWK 630 Forensic Social Work & 3.00 year period. the Child Welfare Concentration the Criminal and Juvenile SWK 660 Families and Children: 3.00 Justice Systems Social Work M.S.W. Requirements. Policy and Services Must Complete All Courses Listed Below. SWK 661 Family Violence Across 3.00 SWK 631 Interviewing, Evaluating 3.00 SWK 601 Policy I: History and 3.00 the Lifespan and Offering Treatment as Philosophy of Social a Forensic Social Worker SWK 662 Community Based 3.00 Work Social Welfare Practice with Children SWK 632 Forensic Social Work 3.00 Policy and Services and Families with Drug and Alcohol SWK 602 Policy II: Social Welfare 3.00 Populations in the SWK 663 Child Psychopathology 3.00 Policies and Services: Criminal and Juvenile Social Provisions & Justice Systems Framework Alcohol & Substance Abuse SWK 634 Forensic Social Work and 3.00 Domestic Violence - SWK 611 Social Work Practice I: 3.00 Concentration. Working with Individuals Legal, Cultural, Ethnic Must Complete All Courses Listed Below for and Groups and Religious Issues in the Alcohol & Substance Abuse Concentration the Criminal and Juvenile SWK 612 Social Work Practice II: 3.00 SWK 674 Thrs/Prn:Al/Sub Cnsl 3.00 Justice Systems Working with Families SWK 675 Intr:Tch Sub Ab Cnsl 3.00 A minimum of 60 credits are required. SWK 613 Social Work Practice III: 3.00 SWK 677 Soclg/Psylg Aspects 3.00 Social Work Practice with Social Work Courses Organizations and SWK 678 Phys/Pharmlg Effects 3.00 Communities SWK 601 Policy I: History and Philosophy of SWK 621 Human Behavior/Social 3.00 Gerontology Concentration. Social Work Social Welfare Policy and Services Environment I: Birth Must Complete All Courses Listed Below for This introductory policy class provides information through Adolescence the Gerontology Concentration. about the development of social work as a SWK 622 Human Behavior/Social 3.00 MPA 602 Human Resources 3.00 profession; historical and contemporary social Environment II: Young Management welfare policies, services and institutions; and through Late Adulthood examines how economic, political, and MPA 616 Legal Aspects of Health 3.00 organizational systems influence how services are SWK 623 Human Service 3.00 created and provided. These themes are discussed Organizations and PM 738 Gerontology: The Process 3.00 within a context of social issues and connect social Administrative Behavior: of Aging welfare policy and social work practice. Students A context for Soc Work Must Complete One Course (Three Units) will gain historical and contemporary knowledge of Listed Below for the Gerontology SWK 650 Psychopathology 3.00 the various forms and mechanisms of oppression Concentration. and discrimination and their relationship to social SWK 701 Field Instruction I 3.00 MPA 616 Legal Aspects of Health 3.00 and economic justice for society in general and at- SWK 702 Field Instruction II 3.00 PM 739 Long-Term Care 3.00 risk/special populations. Credits: 3 SWK 703 Field Instruction III: 3.00 Administration Every Fall Specialization PM 743 Aging Policy in the 3.00 SWK 704 Field Instruction IV: 3.00 Community SWK 602 Policy II: Social Welfare Policies and Services: Social Provisions & Framework Research II and three courses in the This course is the second class in the policy concentration. Non-Profit Management sequence. Students explore the modern welfare state from local, state, federal and national SWK 790 Capstone Seminar 3.00 Concentration. Must Complete All Courses Listed Below for perspectives and learn about those factors which SWK 798 Research Methods I: 3.00 the Non Profit Management Concentration contribute to the existence of social problems. Students are introduced to a framework for policy Introduction to Social PM 741 Fundraising 3.00 Research analysis and related concepts such as the basis of MPA 624 Non Profit Management 3.00 social allocations, and the nature of social SWK 799 Social Work Research II: 3.00 provisions. The course also helps students to Advanced Research MPA 602 Hyman Resource 3.00 develop a deeper understanding of the social work Methods for Practice Management profession¿s role in advocacy and social action for MPA 626 Legal, Etincal & Gov. 3.00 policy change. Information about government Issues benefits and programs including those that address

income support, family and child welfare, disability,

aging, substance abuse, and health care are also provided.

Page 189 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

The pre-requisite of SWK 601 is required. course begins with an analysis of the worker's role determination, and respect for spirituality and the Credits: 3 within the organization, starting with the historical religious beliefs of others. In addition to biological, Every Spring antecedents of social work practice in this macro psychological, and social development, the course arena. Practice 3 demonstrates the relationship of covers moral development and the acquisition of SWK 611 Social Work Practice I: Working with the generalist intervention model (GIM) to work skills necessary to lead a civil, moral, and fulfilling Individuals and Groups with organizations and the various tasks of the life. The first of four practice courses, this course social worker at different phases of intervention. The co-requisite of SWK 601 is required. provides a foundation for social work practice on The second half of the course focuses on social Credits: 3 micro and mezzo levels with diverse populations in work practice with communities. The curriculum Every Fall a variety of settings. It provides an overview of the includes a systems perspective for understanding values, ethics and knowledge upon which social communities with an emphasis on ecological and SWK 622 Human Behavior/Social Environment work practice is based.The course provides a social systems, demographic development, social II: Young through Late Adulthood generalist problem solving approach to the stratification, and political and economic systems. The second in the sequence of two HBSE courses, understanding of social work practice with The course highlights the factors that define power this course continues to provide theoretical and individuals and groups. Building upon the in the community and the worker's role in empirical support for social work values and ethics generalist model, this course demonstrates the promoting social and economic justice. The course while providing the generalist practitioner with the linkages between a generalist perspective and an includes an analysis of the application of the knowledge necessary to work with individuals, integrated theoretical perspective for advanced generalist intervention model (GIM) to the change groups, communities, and systems of all sizes. With practice with individuals and groups. The course process in communities. The course includes the focus on early, middle, and late adulthood, the includes historical content, person in-environment material on value conflicts and value conflict social work values that are emphasized in the course and systems perspectives, communication and resolution in social work practice with organizations embrace larger systems such as family relationships, relationship-building exercises, a walkthrough of a and communities as well as strategies for evaluation communities, organizations, and socioeconomic clinical interview and the stages of treatment, an of practice. policies. integrated clinical approach to individual and The pre-requisites of SWK 611, 621 and 701 are The pre-requisites of SWK 611, 621 and 701 are group practice and an application of generalist and required. The co-requisites of SWK 612, 702 and required. advanced practice skills with groups in specific 622 are required. The co-requisites of SWK 612, 613 and 702 are settings. Credits: 3 required. Credits: 3 Every Spring Credits: 3 Every Fall Every Spring SWK 614 Advanced Principles of Administrative SWK 612 Social Work Practice II: Working with and Clinical Practice within an Interdisciplinary SWK 623 Human Service Organizations and Families Context Administrative Behavior: A context for Soc Work The second of three courses in the Practice The course is designed to orient advanced standing This course provides students with a conceptual Sequence, this course focuses on working with students to advanced practice knowledge framework for understanding human service families and the individuals within the family introduced in the first year of the two year MSE organizations with a special emphasis on the social through the life span. A primary focus of the course program to close a knowledge gap between work field. It explores the role and function of the will be developing an understanding of the advanced standing students and regularly agency-based social work practitioner and manager interplay between the developmental issues of the matriculated students. As such, the course provides through the study of organizational behavior and individual and the life stages of the family as a a theoretical orientation to the interdisciplinary structural theory. Students also consider the unit.The life span will be a primary focus of the context of social work practice; identifies the function of human service organizations within the course. Another focus of the course is an components of role conflict reolustion; and, context of economic, political, social and exploration of the work of various family theorists explores strategies for promoting interdisciplinary technological factors and the ways in which they and their varied methods of intervention. Special collaboration. Building upon the generalist model, influence administration and service delivery. The emphasis will be placed on psychodynamics systems this course demonstrates the linkages between a course provides an overview of the responsibilities and cognitive/behavioral theories and techniques generalist perspective and an integrated theoretical necessary to support effective and efficient quality of intervention. perspective for advanced clinical practice with services to clients including how to manage The pre-requisites of SWK 611, 621 and 701 are individuals and groups. The course also explores information, finances and people. required. The co-requisites of SWK 702, 613 and commonalities and differences between a generalist The pre-requisites of SWK 601, 602, 611, 612, 613, 622 are required. perspective for working with families and more 621, 622 701, 702 and 798 are required. Credits: 3 specialized approaches. Special emphasis is placed Credits: 3 Every Spring on psychodynamic systems and Every Fall and Spring

cognitive/behavioral theories and techniques of SWK 613 Social Work Practice III: Social Work SWK 630 Forensic Social Work & the Criminal intervention with individuals, groups and families. Practice with Organizations and Communities and Juvenile Justice Systems Credits: 3 This practice course focuses on macro social work The course provides an overview of the specialty of On Demand practice within a systems perspective. The course forensic social work and its interface with the clarifies the common elements of practice with SWK 621 Human Behavior/Social Environment criminal justice systems, from arrest to sentencing systems of all sizes and identifies the application of I: Birth through Adolescence and conviction. Legal and ethical aspects of micro and mezzo strategies of intervention within This course, the first of two in this sequence, professional practice, including issues associated the the organizational and community context, e.g. provides the theoretical and empirical support for competency of the accused as well as the work with teams, coalitions, boards.The course several social work values, practice skills, and ethical preparation of the presentence forensic evaluatio. provides an introduction to role theory and its standards. These values and standards include The debate regarding punishment versus application to collaboration and other forms of respect for the dignity and uniqueness of the rehabilitation is explored along with a multi- multidisciplinary and interdisciplinary activity. The individual, respect of a person's right to self- systemic perspective on the causes and prevention

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 190 Brooklyn Campus of crime and juvenile misconduct. Their interface domestic violence and also focuses on the forensic violence, child witnessing of intimate partner with sexual, religious, racial and other sub-group social worker's role in impacting the institutions violence, and elder abuse. it explores individual involvement will also be discussed and realized. associated with the efforts to reduce domestic and group level interventions, structural influences Credits: 3 violence. on family violence, and policy implications in the Every Fall Credits: 3 field of social work. In addition, the course will Every Spring emphasize rights to safety and safety planning for SWK 631 Interviewing, Evaluation, and Offering populations at-risk within the context of social Treatment as a Forensic Social Worker SWK 650 Psychopathology justice with an emphasis of how interdisciplinary The clinical overview leading to an accurate This course provides a bio-psycho-social perspective approach can assist in the empowerment of understanding of the underpinnings of the to a range of Diagnostic and Statistical Manual, 4th survivors of abuse. pathology which led to the involvement in the Ed. (DSM-IV) classified maladaptive behaviors that The pre-requisites of SWK 602, SWK 612, SWK judicial system is a critical part to the successful are exhibited by many social work clients. It 613, SWK 622 and SWK 702 are required. The co- practice of forensic social work. This course provides an in-depth study of the etiology, course, requisite of SWK 660 is required. scrutinizes this vital component of the forensic prognosis, and resolution of major psychological Credits: 3 social work process. The course also focuses on and psychiatric conditions. The DSM-IV multi-axial Every Fall separating the various components associated with system will serve as a backdrop and context in the forensic social work role, e.g. tasks and potential which these conditions will be presented and SWK 662 Community Based Practice with ethical conflicts. The principles of generalist and studied. The Competency Based- Assessment Children and Families clinical practice are applied to the assessment and Model, which follows a process of reviewing and This course provides students with the opportunity treatment of individuals charged with a range of understanding an individual¿s past in order to to hear community based practitioners present criminal and juvenile offenses with special attention distinguish and interpret present concerns, (Zide & actual cas studies based on a "case of the week" to the specific issues associated with sentencing, Grey, 2001) is the theoretical and philosophical model. These cases provide students with the diagnosis, incarceration, and release. Macro tasks framework through which the course¿s information opportunity to review family and children type cases related to mediating the needs of individuals and will flow. Student will become familiar with DSM- presented by local practitioners. Each case will the purposes of institutions are also addressed. IV diagnostic criteria and the empirical and present a client profile, history, bio--psycho-social Credits: 3 epidemiological data that supports each diagnosis. assessment and Questions/Discussions to precende Every Fall The course will also look at the behaviors that are the practitioner's discussion of the actual case evaluated in the process of arriving at a differential outcome/current standing. Cases will come from a SWK 632 Forensic Social Work with Drug and diagnosis. The cultural context will play a major variety of organizations including some that focus Alcohol Populations in the Criminal and Juvenile role in understanding these conditions. on prevention, child abuse and maltreatment, Justice Systems The pre-requisites of SWK 602, SWK 612, SWK foster care and adoption substance abuse, physical This course focuses on the role of the forensic 613, SWK 622 and SWK 702 are required. and emotional disabilities, health and mental social worker in drug and alcohol related treatment Credits: 3 health. and crime. Heroin, cocaine, marijuana, Every Fall, Spring and Summer The pre-requisites of SWK 660 and 661 are prescription drugs, "club drugs" (i.e. MDMA, etc.), required. and alcohol will be placed under a clinical SWK 660 Families and Children: Policy and Credits: 3 microscope. Different drugs are sought by different Services Every Spring populations of people which generally lead to This course enables students to build upon their different types of criminal activity. The impact of knowledge of social welfare policy and services and SWK 663 Child Psychopathology drugs and alcohol abusing ofenders' behavior on apply this knowledge t othe needs of children and This course provides a bio-psycho-social their children will also be explored. The legal and their families. It presents students with knowledge developmental perspective to a range of childhood ethical issues associated with the forensic social of concepts, policies and practices, which disorders as they are classified in the Diagnostic and work population are explored. Attention is focused characterize child welfare services in American Statistical Manual, 4th Ed Text Revised. (DSM-IV- on the relationship and potential role conflicts society. It provides historical and legal information TR). It provides an in-depth study of the etiology, between social work practice and 12 step self-help about various policies and programs within family course, prognosis, and resolution of major programs. and children's services at the federal, state and local psychological and psychiatric conditions that are Credits: 3 levels and examines the multiple systems that encountered by children with an emphasis on a Every Spring influence the life of children and their families. In family and system approach to the addition, it explores current trends, controversial conceptualization and treatment of such SWK 633 Frnsc SWK & Domstc Viol- and topical issues in child welfare and family conditions. The DSM-IV multiaxial system will Legl,Cultrl,Ethnc & Religious Issues in Criminl services and the social worker's role in an serve as a backdrop and context in which these & Juvenle Justice Systms interdisciplinary approach, and how to advocate for conditions will be presented and studies. A The course focuses on the role of the forensic social individuals and families. developmental-systems (Marsh and Barkley, 1996) worker in understanding, assessing, preventing, and The pre-requisites of SWK 602, SWK 612, SWK approach will guide the theoretical and managing domestic violence. The cyclical nature of 613, SWK 622 and SWK 702 are required. philosophical framework of this course as the domestic violence and its association with alcohol Credits: 3 students become familiar with DSM-IV-TR and substance abuse is addressed with special Every Fall diagnostic criteria for childhood psychopathology attention to the needs of adult children of and the empirical and epidemiological data that alcoholics who often perpetuate a pattern of violent SWK 661 Family Violence Across the Lifespan supports each diagnosis. The course will look at behavior which leads to intergenerational This course examines the problem and internalizing and externalizing disorders of involvement with criminal and juvenile justice consequences of family violence across the lifespan childhood that social workers are likely to systems. The course incorporates a multi-systemic and its impact on children. It presents theoretical, encounter in various settings of practice (e.g., perspective with an emphasis on assessing and research, policy and practice issues involving intra- schools, hospitals, community centers, adoption treating the perpetrator, as well as the victims of familial child abuse and neglect, intimate partner agencies, ACS and DSS agencies). The students

Page 191 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 will learn to consider issues such as adaptations, age general physical health. The physiological basis for The pre-requisites of SWK 611, 621 and 701 are appropriateness, clusters and patterns of symptoms the disease concept of addiction will be reviewed. required. The co-requisites of SWK 612 and 613 and behaviors that are instrumental in the process Psychoactive drug categories will be explored in are required. of differential diagnosis. The cultural context will relation to the history of use, routes of Credits: 3 play a major role in understanding these conditions administration and how the body processes licit Every Spring and the differential validity, to the extent to which and illicit substances. The effects of drugs and it exists, in assessment and treatment of children. pharmacological interactions on metabolic SWK 703 Field Instruction III: Specialization The pre-requisites of SWK 660 and 661 are processes and neuropsychological functioning will This is the third course in a four semester Field required. be discusses. Instruction sequence in the Master's in Social Work Credits: 3 The pre-requisites of SWK 674 and 675 are program. The first two semesters of Field Every Spring required. Instruction provide the Foundation and the second Credits: 3 two semesters provide the Specialization. The SWK 674 Thrs/Prn:Al/Sub Cnsl Every Spring Specialization year prepares students (1) to gain This course will introduce students to the basic expertise in gerontology, not-for-profit management theories and principles of alcoholism and substance SWK 701 Field Instruction I or substance and alcohol abuse (2) to function at an abuse counseling, as well as techniques for This is the first course in a four semester Field advanced level of competence in a social service motivating the chemically dependent client to Instruction sequence in the Master's in Social Work delivery system (3) to continue to practice problem- engage in treatment. Emphasis will be placed on program. The first two semesters of Field solving and relationship-building skills, (4) and to the theories of vocational counseling and the Instruction provide the Foundation and the second continue to integrate and apply knowledge from relationship between work, self-esteem, and two semesters provide the Specialization. The Practice, Policy, HBSE and Research to work with recovery. Foundation prepares students (1) to function at a client systems. The pre-requisites of SWK 602, 112, 613, 622 and beginning level of competence in a social service The prerequisites of SWK 602, SWK 612, SWK 702 are required. delivery system (2) to develop generalist problem- 613, SWK 622 and SWK 702 are required. Credits: 3 solving and relationship-building skills and (3) to Credits: 3 Every Fall integrate and apply knowledge from Practice, Every Fall Policy, HBSE and Research to work with clients. SWK 675 Intr:Tch Sub Ab Cnsl The co-requisites of SWK 611 and 798 are SWK 704 Field Instruction IV: Research II and This course provides students with a foundation in required. three courses in the concentration. basic techniques of counseling the substance abuse Credits: 3 Field Instruction IV is the second course in the population. Students will receive a comprehensive Every Fall Advanced Curriculum/ Specialization Year. It overview of chemical dependency treatment and shares its 14 objectives with Field Instruction III. As explore various counseling intervention methods. SWK 702 Field Instruction II mentioned above, applying social work knowledge, The qualities and professional skills for competent Field Instruction II is the second course in the field skills and values in the practicum is understood as a and effective practice will also be thoroughly practicum sequence and represents the culmination developmental process. Students make a solid examined. of the Foundation year. Field Instruction II beginning in the Foundation Year, continue to The pre-requisites of SWK 602, 112, 613, 622 and provides students with the opportunity to further work towards these objectives in the Specialization 702 are required. integrate and build upon the knowledge, values and Year and continue to grow and develop as master's Credits: 3 skills assimilated during the previous semester. level practitioners after earning their degree. In this Every Fall Students further their proficiency in intervening spirit, in Field Instruction IV, students further their with diverse problems and multiple sized systems, developing expertise in their specialization as SWK 677 Soclg/Psylg Aspects develop more intensive interactive helping skills, described above and deepen their understanding of This course will offer students a comprehensive become better adept at writing process records and allied disciplines. Collaborations with professional view of alcohol and drug use and alcohol and other agency records, assume more responsibility in colleagues across disciplinary lines have the addiction from a historical perspective. Utilizing supervision and inter-professional collaboration, opportunity to develop and mature over time. cultural attitudes, legal sanctions and normative and utilize research and the skills of policy practice The pre-requisite of SWK 703 is required. values regarding alcohol and drug use, students will to benefit clients. They are increasingly expected to Credits: 3 analyze what addiction is and who is an addict by apply a multilayered understanding of generalist Every Spring various disciplines (i.e., medicine, sociology, practice concepts and skills to their work with psychology, etc.) and systems 9i.e., family, criminal clients. Students gain greater awareness of their SWK 726 Interdisciplinary Assessment justice, social services, etc.). Students will examine own value base and its compatibility to professional Provides a collaborative framework for ethnicity and its role in substance abuse and social work values, and can utilize more comprehensively assessing the needs of elderly counseling. Students should be prepared to think sophisticated expression of their dilemmas through clients and client populations, and for the critically and engage in a dialogue regarding the the supervisory and self-evaluative process. They development of better linkages among disciplines complex bio-psycho-social issues that impact must also demonstrate greater professional serving the elderly. Promotes a clarification of the alcoholics and/or addicts as well as the substance responsibility by preparing supervisory agendas; roles of different practitioners and the purposes of abuse counselor. monitor both learning and client goals by different health, financial, legal and social service The pre-requisites of SWK 674 and 675 are evaluating progress made toward both. Learning organizations serving the elderly in the community. required. contracts are further refined, and tasks are Credits: 3 Credits: 3 operationalized and tethered to the mid-semester Every Fall

Every Spring field evaluation. Again, students are required to SWK 790 Capstone Seminar participate in the self-evaluation process continually SWK 678 Phys/Pharmlg Effects This course is intended to provide students with the throughout the semester both in oral and written This course will examine how the abuse of alcohol academic framework within which they design and evaluation sessions, as well as evaluating their field and other drugs affect the body with emphasis on implement the capstone project. Students review experience and supervisor. the central nervous system, organ systems and their knowledge about role conflict within

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 192 Brooklyn Campus interdisciplinary setting that is related to their course and frequently discussed and practiced. This respective areas of concentration studies. course aims to develop students ability to apply Students then choose a topic related to the qualitative and quantitative research design to their concentration area and design and carry out a area of concentration. By offering students an research project that examines role conflict within opportunity to design appropriate measurement an interdisciplinary context of social work. Finally, instruments, identify appropriate sampling method students design a solution to the role conflict that is and differences between group research design and embedded in interdisciplinary collaborative practice case research design, students will gain knowledge of social work. The course focuses on application needed to evaluate research and apply its tenets to of skills that have been taught in previous semesters social work. Moreover, this course gives students an within a particular area of concentration. Such opportunity to practice implementing research by skills include: Critical thinking, ethical practice, familiarizing students with various data collection practice skills in systems of all sizes, research skills, methods, encouraging their use of secondary data, communication skills, organizational skills and and teaching them basic psychometric and data interdisciplinary collaboration. analysis processes. The pre-requisite of SWK 799 is required. The pre-requisites of SWK 602, SWK 612, SWK Credits: 3 613, SWK 622, SWK 702 and SWK 798 are Every Spring required. Credits: 3 SWK 798 Research Methods I: Introduction to Every Spring Social Research This course places significant emphasis on the SWK 801 Special Topics: Social Work adherence to social work values and ethical This course allows faculty and students to explore standards in research and in practice evaluation. It supplemental topics to existing curriculum content requires the students to ask themselves Why be in a format that is most conducive to the subject ethical in an effort to help the student realize that a matter. personal moral code is the best defense against Credits: 3 unacceptable and unethical conduct. The student is On Demand encouraged to ponder the question of ethics with guidance from social work values and guiding principles, and the NASW Code of Ethics. Students are presented with practical examples of ethical dilemmas and required to address the situation using critical thinking skills, technical training, and social work values. This course aims to improve students understanding of the place research plays and has played in social work practice. Using the Code of Ethics as a foundation for all research ventures, students will be taught the basic concepts of research question formation, psychometrics and use of measurement instruments. The course will introduce key components of research including research design, data collection, appropriate communication of research findings, and its relevance to the evaluation of practice, programs, and policies. The co-requisites of SWK 611 and SWK 701 are required. Credits: 3 Every Fall

SWK 799 Social Work Research II: Advanced Research Methods for Practice Social work values and ethics continue to guide the student¿s development of technical skills for generating social work knowledge and the evaluation of social work practice. With a greater emphasis on the sensitive development and use of technology with populations-at-risk, social work values and ethics continue to be the primary components in the content of this course. Accessing secondary data and the judicious and ethical use of the data coupled with cultural sensitivity will be woven into the fabric of the

Page 193 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

SCHOOL OF NURSING

The School of Nursing Graduate Program offers the Master of Science degree for the baccalaureate prepared registered nurse interested in pursuing a career as a nurse educator, a nurse executive or a nurse practitioner. Advanced certificate programs are available for the Master (in nursing) prepared registered nurse interested in practice as a nurse practitioner or as a nurse educator. The registered nurse with an associate degree is eligible for admission to one of the two dual degree programs culminating with a Master of Science degree. The graduate program is fully accredited by the Commission on Collegiate Nursing Education (C.C.N.E.) and all of its programs are registered with the New York State Education Department. Graduates of the Nurse Practitioner Program are eligible for New York State certification as either an adult or family nurse practitioner. For information, please contact the School of Nursing at 718-488-1059 fax 718-780-4019, email us at [email protected], or visit the website at www.liu.edu/brooklyn/son.

Dr. Hazel Sanderson Marcoux Acting Dean [email protected]

Ms. Latrice Solomon Administrative Assistant to the Dean [email protected]

Professor Susanne Flower Associate Dean for Graduate Programs [email protected]

Ms. Corinne Reilly Administrative Assistant to Graduate Programs [email protected]

Ms. Letitia Galdamez Director of Academic Advisement for Undergraduate Program [email protected]

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 194 Brooklyn Campus

School of Nursing • A current resume • Three completed recommendation forms Admission to the Degree and Susanne Flower • An official transcript. Advanced Certificate Programs • A copy of the applicant’s current New York Director, Practitioner Programs State registration/license as a Registered Nurse Director, Nurse Educator Program 718-780-4589 Criteria for acceptance into any of the Master • A 1-2 page personal statement of professional Assistant Professor: Dubal of Science degree programs: goals. Director, Nurse Executive Program; 718-780-4127 • B.S. degree from a School of Nursing Deadlines for Submission of Application Professor: Levine-Brill accredited by a nationally recognized Students are accepted for classes starting in Associate Professors: Dobal, Dropkin, Ma, accrediting body with a 3.0 GPA in the Nursing September in the Nurse Educator Program and the Sanderson, Sweeny major and 2.5 overall GPA. Nurse Practitioner Program and September and Assistant Professors: Ankner, Valenti • New York State R.N. License. January in the Executive Program for Nursing. The Associate Professors: Essounga (Management), • One-year current clinical experience, two years deadline for submitting a completed application to Vaast (Information System), Kaplan (Human preferred. Applicants to the Nurse Educator the Nurse Educator and the Nurse Practitioner Resources), Levine (Finance) Program can be accepted without the minimum programs is August 1st. The deadlines for Adjunct Faculty: 10 1-year of clinical experience. admission to the Executive Program for Nursing • Three professional references on School of are August 1st and December 1st. Graduates of the Master of Science or advanced Nursing form. Submitting an Application for Admission certificate program will be prepared to • A personal statement of professional goals. All applicants must apply for admission to demonstrate mastery of the following objectives: • A personal interview, analytical writing and Long Island University’s Brooklyn Campus. • Synthesize knowledge from conceptual basic computer competency tests. Please apply online at My LIU. For more frameworks and empirical sciences relevant to • Research and statistics courses and a health information on the admissions process, visit the the advanced-practice nursing role. assessment course or certificate are pre- Office of Admissions Web site or call 718-488- • Evaluate relevant data in the planning and requisites for the nurse practitioner programs. 1011. implementation of health care. Pre-requisites may be completed during the Program Requirements • Utilize the research process in the systematic first year of graduate work. Completion of this program is contingent upon: investigation of factors that influence the health • Research and statistics courses are pre- 1. Maintaining a B average with a grade of B or and adaptation of client populations. requisites for the nurse executive program. better in designated clinical courses. • Assume a collegial role in consultation with • Read and sign the Essential Behaviors and the 2. Completion of the prescribed course of study. other care providers to enhance the quality and School of Nursing Code of Honor document. 3. Adhere to the Essential Abilities and Behaviors accessibility of health care services to Criteria for acceptance into any of the Post of the Graduate Nursing Program and the Code consumers. Master’s Certificate programs: of Honor of the School of Nursing. • Utilize the advanced practice role to exercise • M.S. from a CCNE or NLN accredited School 4. Maintaining a current membership in a leadership responsibility, professional of Nursing with a 3.0 GPA. professional organization approved by the accountability and scholarly approach to health • New York State R.N. License Director of their program. care. • One-year current clinical experience, two years 5. Attending at least one meeting of the approved • Generate a personal philosophy and role preferred. professional organization each semester. definition that reflects commitment to human • Three professional references on the School of 6. Completing the online course Nurses on the values and contributes to the evolution of Nursing form. Front Line: Preparing for and Responding to nursing as a profession. • A personal statement of professional goals. Emergencies and Disasters at • Utilizes oral and written communication skills • A personal interview, analytical writing and learning.nnepi.org/default.asp. to actualize the advanced practice of the basic computer competency tests. Clinical Clearance nursing role. • Read and sign the Essential Behaviors and the Students must submit all of the following Dual Degree Programs School of Nursing Code of Honor document. documentation prior to starting the internship • B.S./M.S. in Nursing/Adult Nurse Practitioner* Criteria for acceptance into the dual B.S./M.S. experience: • B.S./M.S. in Nursing/Executive Program for programs: 1. A health history and physical examination on a Nursing & Health Care Management • Registered Nurse with an associate degree in School of Nursing form. Graduate Programs Nursing. 2. Current New York State license to practice as a • M.S. Executive Program for Nursing and • Licensed in the U.S., eligible for licensure in registered professional nurse. Healthcare Management New York State 3. Malpractice insurance for graduate nursing • M.S. in Adult Nurse Practitioner* • Minimum GPA of 3.0 in science and nursing students with minimum coverage of $1,000,000 • M.S. in Family Nurse Practitioner* courses. per claim and $6,000,000 aggregate. It is the • M.S. in Nurse Educator* • A personal statement of professional goals. student’s responsibility to check with their • Advanced Certificate in Adult Nurse • Three professional references on School of insurance carrier to confirm that their Practitioner* Nursing form. malpractice coverage includes activities as a • Advanced Certificate in Family Nurse • Personal interview, analytical writing and basic nurse practitioner, nurse executive or nurse Practitioner* computer competency tests. educator student. • Advanced Certificate in Education for Nurses* • Read and sign the Essential Behaviors and the 4. Current basic life support certificate. *These programs are presented in a blended School of Nursing Code of Honor document. 5. Verification that mandatory fire, safety and format. Application for Admission infection control requirements have been met Applications are not considered until all of the within the past year. following have been received: 6. Current HIPPA privacy/confidentiality • Completed Long Island University application certificate. form 7. Current health care insurance certificate.

Page 195 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

8. Background investigation within the past year. community and governing board. Practitioner may be completed in six or seven 9. Drug screen within the past year. • Commitment to professional development and semesters of part time study; the Family Nurse 10.Current résumé. lifelong learning. Practitioner may be completed in eight to nine 11.If a student is pregnant, she must have written semesters of part time study. permission from her health care provider to Executive Nursing Health Care The primary focus of both the Master of practice where there are infectious diseases Management, M.S. Science degree and the post-master’s certificate 12.Current address, e-mail address, mobile Core requirement: program for nurse practitioners is expertise in the telephone number, home and work telephone All of the following courses are required: clinical role. The course of study for both has been numbers on file with the clinical coordinator. NUR 610 Nursing Research 3.00 developed with that goal in mind. Graduates of the any of the nurse practitioner programs will be able NUR 620 The Theoretical Basis of 3.00 to: Advanced Practice M.S. in Executive Program for • Use a wide range of theory and research from Nursing Nursing and Health Care nursing, medicine and the social and physical NUR 670 Healthcare Issue Policies 2.00 sciences in formulating health care Management and Ethics management plans for individuals. • Assess, diagnose, monitor, coordinate and Specialty course requirement: The Master of Science Executive Program for manage the health care of selected clients of all All of the following courses are required: Nursing and Health Care Management is a 43- ages in both primary and acute care settings. GBA 512 Principles of Management 3.00 credit program offering nursing and business • Perform and interpret physical examinations and Leadership courses and requires two semesters of internship and laboratory tests in both the primary and experience in management of a nursing or health GBA 517 Fundamentals of 3.00 acute care setting. care organization. Management Information • Select and recommend appropriate diagnostic The internship experiences are designed to Systems and therapeutic interventions and regimes with continue for two consecutive semesters and will be attention to safety and cost in keeping with MAN 722 Human Resource 3.00 selected to meet the future career goals of the collaborative protocols. Management individual student. Settings such as hospitals, • Select and prescribe appropriate drug therapy nursing homes, HMO’s, community health MPA 613 Foundations of Health 3.00 for common acute and chronic disorders in programs, home care agencies and consulting Systems Finance keeping with collaborative protocols. firms, will be utilized. The student will be • Prepare and submit practice protocols in order NUR 668 Organizational 3.00 expected to develop a final Master’s project based to meet the certification requirements of the Performance on the internship experience. The concurrent New York State Education Department. seminars allow the student to synthesize and apply NUR 674 The Nurse Executive and 3.00 • Articulate the role of the nurse practitioner as a the content of the required nursing and business the Changing Health Care collaborative member of the health care team. courses to the unique requirements of managing in Systems the health care settings. The seminars will also M.S. in Adult Nurse Practitioner serve to bring together students from a variety of NUR 675 Nursing Finance 3.00 internships for in-depth discussion and analysis of NUR 680 Internship in Nursing and 5.00 (Blended Format) projects, problems and issues encountered in Health Care Management The 41-credit M.S. in Adult Nurse Practitioner various fields based on levels of patient acuity I (level of patient care) and nursing skill mix, program prepares nurse practitioners by hospital based managed care, as well as NUR 682 Internship Seminar in 2.00 integrating extensive clinical practice with management of nursing budget and quality Nursing and Health Care foundational knowledge that is required of all management. Management I graduate nursing students. It is designed for the registered nurse with a B.S. in nursing, who Graduates of this program will demonstrate NUR 684 Internship in Nursing and 5.00 wishes to acquire the clinical knowledge and skills mastery of the following objectives: Health Care Management needed for advance-practice nursing roles in the • Establish a clear vision and mission for Nursing II Services (that aligns with the organization’s care of adults in a variety of primary care settings. NUR 686 Internship Seminar in 2.00 mission, vision, and values) in collaboration This program is presented in a blended format. Nursing and Health Care with the organizational leaders. All courses are web-enhanced using Blackboard. Management II • Develop, implement, and evaluate standards of Up to 49% of the content in any one course may patient care and standards of nursing practice Requirement of 43 credits must be completed. be online. Basic computer skills are required. that ensure safety and quality patient care. The program is approved by the New York • Prioritize resources and utilize budget Nurse Practitioner Programs State Education Department and is fully accredited effectively in the delivery of patient care by the Commission on Collegiate Nursing services. The Nurse Practitioner programs are designed Education (CCNE). Graduates are eligible for New • Apply leadership principles to the development to prepare the Registered Nurse for an advanced York State certification as an Adult Nurse of core competencies and promote critical practice role in a primary care setting. The Master Practitioner and for national certification through thinking skills across the continuum of care. of Science degree programs and the post-Master’s the American Nurses Credentialing Center • Manage evolving health care environment in certification programs prepare students to meet the (ANCC) or the American Academy of Nurse accordance with accrediting and regulatory requirements for New York State certification to Practitioners (AANP).

agencies within the health care delivery system. practice as an Adult or Family Nurse Practitioner.

• Communicate Performance Improvement Graduates also will be eligible for national

findings and recommendations to the certification by professional organizations.

The course of study for Adult Nurse professional staff and appropriate oversight

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 196 Brooklyn Campus

Adult Nurse Practitioner, M.S. Education (CCNE). Graduates are eligible for New Must complete all courses below: York State certification as an Family Nurse Practitioner and for national certification through NUR 610 Nursing Research 3.00 the American Nurses Credentialing Center Advanced Certificate in Adult NUR 611 Advanced Medical 3.00 (ANCC) or the American Academy of Nurse Nurse Practitioner (Blended Physiology Practitioners (AANP). Format) NUR 612 Pathophysiology of the 3.00 Family Nurse Practitioner, M.S. Adult for Advanced The 33-credit Advanced Certificate in Adult Must complete all courses below: Practice Nursing Nurse Practitioner offers master’s-prepared nurses NUR 610 Nursing Research 3.00 the opportunity to qualify for New York State NUR 614 Primary Health Care of 2.00 certification as an Adult Nurse Practitioner. the Adult NUR 611 Advanced Medical 3.00 Physiology Nurse Practitioners certified by New York State NUR 620 The Theoretical Basis of 3.00 who wish to expand into this specialty can have Advanced Practice NUR 612 Pathophysiology of the 3.00 their academic preparation evaluated and an Nursing Adult for Advanced individualized program developed for them. Practice Nursing NUR 630 The Advanced Practice 2.00 Adult Nurse Practitioner, Advanced Role NUR 614 Primary Health Care of 2.00 the Adult Certificate (Post-Masters) NUR 634 Advanced Physical 3.00 Must complete all courses below: Assessment NUR 620 The Theoretical Basis of 3.00 Advanced Practice NUR 611 Advanced Medical 3.00 NUR 644 Pharmacology 4.00 Nursing Physiology

NUR 670 Healthcare Issue Policies 2.00 NUR 630 The Advanced Practice 2.00 NUR 612 Pathophysiology of the 3.00 and Ethics Role Adult for Advanced Practice Nursing Specialty requirement: NUR 634 Advanced Physical 3.00 NUR 650 Diagnosis and 4.00 Assessment NUR 614 Primary Health Care of 2.00 Management of Illnesses the Adult and Physical Conditions NUR 644 Pharmacology 4.00 NUR 630 The Advanced Practice 2.00 of the Adult I NUR 670 Healthcare Issue Policies 2.00 Role NUR 654 Preceptored Practicum in 4.00 and Ethics NUR 634 Advanced Physical 3.00 Primary and Acute Care Specialty requirement: Assessment of the Adult I NUR 690 Diagnosis and 4.00 NUR 644 Pharmacology 4.00 NUR 660 Diagnosis and 4.00 Management of Illness Management of Illnesses and Physical Conditions NUR 650 Diagnosis and 4.00 and Physical Conditions of Family I Management of Illnesses of the Adult II NUR 691 Preceptored Practicum in 4.00 and physical Conditions of the Adult I NUR 664 Preceptored Practicum in 4.00 Primary Care of the Adult Primary and Acute Family I NUR 654 Preceptored Practicum in 4.00 Care II NUR 692 Diagnosis and 4.00 Primary and Acute Care of the Adult I Requirement of 41 credits must be completed Management of Illness and Physical Conditions NUR 660 Diagnosis and 4.00 M.S. in Family Nurse of Family II Management of Illnesses NUR 693 Preceptored Practicum in 4.00 and Physical Conditions Practitioner (Blended Format) of the Adult II Primary Care of the The 49-credit M.S. in Family Nurse Family II NUR 664 Preceptored Practicum in 4.00 Practitioner program prepares nurse practitioners NUR 694 Diagnosis and 4.00 Primary Care of the Adult by integrating extensive clinical practice with Management of Illness II foundational knowledge that is required of all and Physical Conditions Requirement of 33 credits must be completed. graduate nursing students. It is designed for the of Family III registered nurse with a B.S. in nursing, who Advanced Certificate in Family wishes to acquire the clinical knowledge and skills NUR 695 Preceptored Practicum In 4.00 needed for advance-practice nursing roles in the Primary Care of the Nurse Practitioner (Blended Family III care of families in a variety of primary care Format) settings. Requirement of 49 credits must be completed.

This program is presented in a blended format. The 41-credit Advanced Certificate in Family All courses are web-enhanced using Blackboard. Nurse Practitioner offers master’s-prepared nurses Up to 49% of the content in any one course may the opportunity to qualify for New York State be online. Basic computer skills are required. certification as a Family Nurse Practitioner. The program is approved by the New York Nurse Practitioners certified by New York State State Education Department and is fully accredited who wish to expand into another specialty can by the Commission on Collegiate Nursing

Page 197 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012 have their academic preparation evaluated and an baccalaureate nursing program. The staff OR individualized program developed for them. development track introduces the student to Staff Development Courses

nursing budgets, organizational behavior and NUR 668 Organizational 3.00 Family Nurse Practitioner, Advanced informatics. Both track include a teaching Performance Certificate practicum during the final semester. NUR 675 Nursing Finance 3.00 Must complete all courses below: Graduates of this program will be able to: • Use a wide range of theory and research from NUR 611 Advanced Medical 3.00 NUR 725 Informatics 3.00 both general and nursing education to facilitate Physiology NUR 735 Use of Technology and 3.00 learning in various educational environments. Simulation NUR 612 Pathophysiology of the 3.00 • Develop and implement strategies to facilitate Adult for Advanced learner development and socialization in NUR 755 Staff Development 2.00 Practice Nursing various educational environments. Seminar • Design courses and participate in curriculum NUR 614 Primary Care of the Adult 2.00 Requirement of 36 credits must be completed. development and evaluation of program NUR 630 The Advanced Practice 2.00 outcomes. Role • Utilize the nurse educator role to exercise Advanced Certificate in NUR 634 Advanced Physical 3.00 leadership, professional accountability and a Education for Nurses (Blended Assessment scholarly approach to nursing and healthcare. • Select and develop appropriate assessment tools Format)

NUR 644 Pharmacology 4.00 to evaluate classroom and clinical performance The 12-credit Advanced Certificate in of nursing students and/or clinical staff. NUR 690 Diagnosis and 4.00 Education for Nurses offers master’s-prepared • Use a wide range of modalities in classroom Management of Illness nurses the opportunity to augment their advanced and clinical teaching. and Physical Conditions practice degrees with core nursing education • Articulate the role of the nurse educator as a of Family I courses that will prepare them for the role of nurse collaborative member of the academic and educator in an academic or clinical setting. NUR 691 Preceptored Practicum in 4.00 healthcare teams. Primary Care of the Education for Nurses, Advanced Family I Nurse Educator, M.S. Must complete all courses below: Certificate NUR 692 Diagnosis and 4.00 Must complete all courses below. Management of Illness NUR 610 Nursing Research 3.00 NUR 710 Theories of Teaching and 3.00 and Physical Conditions NUR 620 Theoretical Basis of 3.00 Learning of Family II Advanced Practice NUR 720 Curriculum Development 3.00 NUR 693 Preceptored Practicum in 4.00 Nursing Primary Care of the NUR 670 Health Care Policy, Issues 2.00 NUR 730 Teaching strategies and 2.00 Family II and Ethics Methodologies

NUR 694 Diagnosis and 4.00 NUR 710 Theories of Teaching and 3.00 NUR 740 Teaching and Outcomes 2.00 Management of Illness Learning Measures and Physical Conditions NUR 715 Role of the Nurse 2.00 NUR 750 Teaching Practicum 2.00 of Family III Educator Requirement of 12 credits must be completed. NUR 695 Preceptored Practicum in 4.00 NUR 720 Curriculum Development 3.00 Primary Care of the Family III NUR 730 Teaching Strategies and 2.00 Requirement of 41 credits must be completed. Methodologies

NUR 740 Testing and Outcomes 2.00 M.S. in Nurse Educator (Blended Measurement Format) NUR 750 Teaching Practicum 2.00

Students must choose from one of two tracks: The Master of Science Nurse Educator Program Academic Teaching or Staff Development is a 36-credit program presented in a blended Academic Teaching Courses learning format and provides the baccalaureate graduate with a strong foundation in the NUR 612 Pathophysiology for 3.00 knowledge and skills needed for a position in Advanced Practice academic teaching or staff development: NUR 634 Advanced Physical 3.00 curriculum development, theories of teaching and Assessment learning, teaching methodologies, use of stimulation and testing and outcomes NUR 645 Pharmacology 3.00 measurements. NUR 735 Use of Technology and 3.00 The academic teaching track includes advanced Simulation studies of pathophysiology, physical assessment NUR 745 Academic Teaching 2.00 and pharmacology to assure the level of Seminar understanding of these subjects to teach in a

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 198 Brooklyn Campus

Nursing Courses older adults. The content provides the student with pharmacokinetics and pharmacodynamics the knowledge needed to apply the principles of throughout the life span. Various classes of primary care and diagnoses and management as medications used in primary care are discussed in NUR 610 Nursing Research covered in other courses in the curriculum to the terms of therapeutic effects, adverse effects, The purpose of the course is to teach care of the geriatric client. interactions, and patient and family teaching. knowledgeable consumers of nursing research at the Credits: 2 Emphasis is placed on using evidence-based graduate level to develop a basic research proposal Every Fall guidelines in prescribing. Content includes both based on a topic of interest and/or concern. state and federal laws and regulations related to Additionally, it is stressed that critical evaluation of NUR 614 Primary Health Care of the Adult prescribing and record keeping. three hours lecture the scientific merit of nursing research and An overview of common issues in primary care, and one hour prescribing seminar. incorporation of relevant evidence-based findings including various principles of screening, Pre-requisite of NUR 612 is required. into their practice will facilitate the integrity of prevention, health maintenance, patient education Credits: 4 practice as well as health outcomes. The importance techniques, multicultural issues, occupational Every Spring of evidence-based practice and the research process therapy and alternative medicine. All issues are to the development of nursing knowledge and discussed in terms of the current best evidence as NUR 645 Pharmacology subsequent practice is discussed. Emphasis is placed well as the impact of health literacy on specific The course provides the student with an advanced on the development of a research proposal from populations. When appropriate, students are also understanding of pharmaceutics, pharmacokinetics critically evaluated evidence in the literature. This introduced to the application of the content of this and pharmacodynamics. The major classifications process occurs within a culturally-diverse and course to the pediatric population. of drugs used across the lifespan are emphasized. collegial atmosphere and using experiential Credits: 2 Ethical considerations and cultural and financial teaching-learning. Every Spring issues related to medication are also discussed.

Pre-requisite of NUR 620 is required. Credits: 3 NUR 620 The Theoretical Basis of Advanced Credits: 3 Every Spring Practice Nursing Every Spring An in-depth examination of conceptual models NUR 650 Diagnosis and Management of Illnesses NUR 611 Advanced Medical Physiology applicable to advanced practice nursing. The course and Physical Conditions of the Adult I An advanced study of human physiology that includes the discussion and comparison of various This course, one of two, focuses on the care of the progresses from the cellular-molecular level to theoretical models from nursing and other adult, stresses clinical decision-making skills. integrated organ function of the total body. disciplines as well as an outline of points to Knowledge of physical assessment, pathophysiology Emphasis is placed on the body's internal consider when selecting a model to use for and pharmacology provide underpinnings for the environment and the nature of biological control advanced practice nursing. Students acquire course content. Critical thinking and diagnostic systems. This course lays the foundation for further knowledge concerning construction and testing of reasoning are reinforced as the basis of practice. advanced study in the basic health and clinical conceptual-theoretical models. Emphasis is on the diagnosis and management of sciences. After completing this course, the student Credits: 3 common acute and chronic conditions of the adult will be able to describe the various principles of Every Fall and older adult in the collaborative practice basic cellular physiology and the essential molecular primary care setting. Evidence based guidelines are NUR 630 The Advanced Practice Role mechanisms (movement of molecules across cellular emphasized. A critical examination of behaviors expected in the membranes, homeostatic mechanisms, cellular Pre-requisites of NUR 611, 612, 614, 630, 634 and advanced practice nurse practitioner role. The communication and receptor mechanisms) required 644 are required. course focuses on factors that have an impact on for an understanding of the human body and to be Credits: 4 the adaptation to the changing healthcare delivery able to apply those principles to the development of Every Fall system by both consumers and healthcare providers. disease. Strategies for change and professional growth are NUR 654 Preceptored Practicum in Primary and Credits: 3 examined. Acute Care of the Adult I Every Fall Pre-requisite of NUR 611 is required. This practicum provides an opportunity to practice NUR 612 Pathophysiology of the Adult for Credits: 2 skills and develop competency in the diagnosis and Advanced Practice Nursing Every Fall management of common acute and chronic adult

A study of the pathophysiology underlying diseases illnesses. Students, with the supervision of their NUR 634 Advanced Physical Assessment and conditions of the human that enables the preceptor, will develop skills in diagnostic A comprehensive physical examination of the adult student to obtain the knowledge required as a basis reasoning, learn to develop plans of care, and gain as well as an in-depth study of the psychosocial, for clinical judgment in diagnosing and treating experience in the selection and prescription of drug developmental, occupational and cultural aspects of clients across the life span. The key principles and therapy using practice protocols. Students also health assessment. Emphasis is placed on the facts underlying present knowledge of tissue and focus on the health education needs of the clients collaborative aspects of being a member of an organ systems and their specialized function and in the clinical site. interdisciplinary healthcare team in a primary care interrelationships are studied. Pre-requisite of Co-requisite of NUR 650 is setting. The student is provided with knowledge, Pre-requisite of NUR 611 is required. required. methods and laboratory experience to build upon Credits: 3 Credits: 4 and to refine physical assessment skills. Two hours Every Spring Every Fall, Spring and Summer lecture and three hours laboratory. NUR 613 Health Care of the Geriatric Client Credits: 3 NUR 654A Preceptored Practicum in Primary This course introduces the theories of aging, the Every Fall and Spring and Acute Care of the Adult I developmental tasks of the elderly, the normal and This segment, of a two-segment practicum, provides NUR 644 Pharmacology physiological changes that occur with aging and the an opportunity to practice skills and develop An in-depth course that provides the nurse various assessment tools available for use with the competency in the diagnosis and management of practitioner with the understanding of common acute and chronic adult illnesses.

Page 199 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

Students, with the supervision of their preceptor, Every Fall, Spring and Summer NUR 674 The Nurse Executive and the will develop skills in diagnostic reasoning, learn to Healthcare System develop plans of care, and gain experience in the NUR 664A Preceptored Practicum in Adult This is a seminar course analyzing the role of the selection and prescription of drug therapy using Primary and Acute Care II nurse executive in health care organizations. Issues practice protocols. Students also focus on the This segment, of a two-segment practicum, provides relevant to nursing leadership and management, health education needs of the clients in the clinical an opportunity to practice skills and develop and to other health care providers will be discussed. site. competency in the diagnosis and management of The course will explore new demands placed on Pre-requisite or Co-requisite of NUR 650 is common acute and chronic adult illnesses. organized health care delivery systems, ethical and required. Students, with the supervision of their preceptor, legal issues related to healthcare practice, and policy Credits: 2 will develop skills in diagnostic reasoning, learn to development. Every Fall, Spring and Summer develop plans of care, and gain experience in the The pre-requisites of NUR 610, 620, 670, GBA selection and prescription of drug therapy using 512, GBA 517, MAN 722 and MPA 613 are NUR 654B Preceptored Practicum in Primary practice protocols. Students will progress from a required. and Acute Care of the Adult I focus on individual clients to the primary care Credits: 3 The second segment, of a two-segment practicum, needs of the community the clinical site serves. On Demand provides a continuing opportunity to practice skills Pre-requisite or Co-requisite of NUR 660 is and develop competency in the diagnosis and required. NUR 675 Nursing Finance management of common acute and chronic adult Credits: 2 This course provides a beginning nurse leader with illnesses. Students, with the supervision of their Every Fall, Spring and Summer the theory and skills necessary for healthcare preceptor, will develop skills in diagnostic finance related to nursing. Content focuses on reasoning, learn to develop plans of care, and gain NUR 664B Preceptored Practicum in Adult concepts, operations, and control of nursing experience in the selection and prescription of drug Primary and Acute Care II budget. It also covers strategic planning, therapy using practice protocols. Students also The second segment, of a two-segment practicum, organizations, leadership, decision-making, focus on the health education needs of the clients provides a continuing opportunity to practice skills healthcare systems, and the basic budgeting in the clinical site. and develop competency in the diagnosis and concepts required to function as an effective leader Pre-requisite or Co-requisite of NUR 650 is management of common acute and chronic adult and manager of client care in an evolving required. illnesses. Students, with the supervision of their healthcare milieu. Credits: 2 preceptor, will develop skills in diagnostic Credits: 3 Every Fall, Spring and Summer reasoning, learn to develop plans of care, and gain On Demand experience in the selection and prescription of drug NUR 660 Diagnosis and Management of Illnesses therapy using practice protocols. Students will NUR 680 Internship in Nursing and Health Care and Physical Conditions of the Adult II progress from a focus on individual clients to the Management I This course, one of two, focusing on the care of the primary care needs of the community the clinical The internship experience is designed to continue adult, stresses clinical decision-making skills. site serves. two consecutive semesters at a health care Knowledge of physical assessment pathophysiology Pre-requisite or Co-requisite of NUR 660 is organization selected to meet the future career goals and pharmacology provide underpinnings for the required. of the individual student. Settings, such as course content. Critical thinking and diagnostic Credits: 2 hospitals, nursing homes, HMO's, community reasoning are reinforced as the basis of practice. Every Fall, Spring and Summer health programs, home care agencies, and Emphasis is on the diagnosis and management of consulting firms, will be carefully chosen for each common acute and chronic conditions of the adult NUR 668 Organizational Performance student experience and students will be assigned to and older adult in the collaborative practice This course is designed to offer the student the a specific preceptor at the chosen agency. The primary care setting. Evidence-based guidelines are opportunity to explore in-depth concepts, systems student may petition for an Internship at two emphasized. and models which impact patient care safety and different agencies if the student can demonstrate, The pre-requisites of NUR 612, 614, 630, 634 and clinical outcomes. The following issues will be by written proposal, the way in which the change of 644 are required. explored: Dimensions of performance; settings will assist in meeting course expectations Credits: 4 improvement efforts; Continuous Quality and career goals. The Internship will allow for the Every Spring Improvement (CQI) tools; processes in improving synthesis and application of knowledge gained in organizational performance,e.g., Root Cause the nursing and business core courses. The student NUR 664 Preceptored Practicum in Adult Analysis (RCA); The Joint Commission standards will observe the role of the nurse Primary and Acute Care II on Improving Organizational Performance (IPO). executive/preceptor and participate in selected This practicum provides an opportunity to practice Credits: 3 management activities. Each student will be skills and develop competency in the diagnosis and On Demand expected to facilitate an interdisciplinary management of common acute and chronic adult Performance Improvement Project in the NUR 670 Healthcare Issue Policies and Ethics illnesses. Students, with the supervision of their Internship. The first half of the Performance An in-depth exploration of policy and ethics in preceptor, will develop skills in diagnostic Improvement Project will be submitted at the end health care and how they affect the role of the reasoning, learn to develop plans of care, and gain of the first semester, and the completed project at advanced practice nurse. Political determinants of experience in the selection and prescription of drug the end of the second semester based on the healthcare policy and political issues relevant to therapy using practice protocols. Students will Internship experience. The student will be expected nursing and other healthcare professions are progress from a focus on individual clients to the to submit a Masters-level prepared research paper discussed. The course includes an examination of primary care needs of the community the clinical describing the design, review of data related to the ethical and legal issues related to health care site serves. issue, recommendations to improve, practice and policy development. Pre-requisite or Co-requisite of NUR 660 is pilot/implementation tested measurement. Credits: 2 required. The pre-requisites of NUR 610, 620, 668, 670, Credits: 4 Every Fall GBA 512, GBA 517, MAN 722 and MPA 613 are

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 200 Brooklyn Campus required and the co-requisite of NUR 682 is be the issues and problems encountered by students health education needs of the clients in the clinical required. in the various Internship experiences and in-depth site. Credits: 5 discussion an analysis of student projects. In The pre-requisite or co-requisite of NUR 690 is On Demand addition, topics such as staffing, scheduling, required. hospital-based managed care, quality management Credits: 2 NUR 682 Internship Seminar in Nursing and integrated delivery systems, policy development and Every Fall, Spring and Summer Health Care Management I negotiation will be discussed. The seminar is designed to be concurrent with each The pre-requisites of NUR 674 and 682 are NUR 691B Preceptored Practicum in Family semester of the Internship in Nursing and Health required and the co-requisite of NUR 684 is Primary Care I Care Management I. The focus of the seminar will required. The second segment, of a two-segment practicum be the issues and problems encountered by students Credits: 2 provides an opportunity to continue to practice in the various Internship experiences and in-depth On Demand skills and develop competency in the diagnosis and discussion analysis of student projects. In addition, management of common acute and chronic care topics, such as staffing, scheduling, hospital-based NUR 690 Diagnosis and Management of Illness and treatment of infants, children, adolescents, managed care, quality management, integrated and Physical Conditions of Family I women who are pregnant and adults in a primary delivery systems, policy development, and This course, one of three focusing on the care of care setting. Students, with the supervision of their negotiation, will be discussed. the family, stresses clinical decision-making skills. preceptor, will develop skills in diagnostic The pre-requisites of NUR 620, 668, 670, GBA Knowledge of physical assessment pathophysiology reasoning, learn to develop plans of care, and gain 512, GBA 517, MAN 722 and MPA 613 are and pharmacology provide underpinnings for the experience in the selection and prescription of drug required. The corequisite of NUR 680 is required. course content. Critical thinking and diagnostic therapy using practice protocols. Students also Credits: 2 reasoning are reinforced as the basis of practice. focus on the health education needs of the clients On Demand Family theory concepts are presented to form the in the clinical site. basis for practice. Physical assessment skills related The pre-requisite or co-requisite of NUR 690 is NUR 684 Internship in Nursing and Health Care to infants and children are incorporated. Students required. Management II focus on the assessment, diagnosis, and treatment Credits: 2 The internship experience is designed to continue of pediatric and pregnancy health issues. Evidence- Every Fall, Spring and Summer two consecutive semesters at a health care based guidelines are emphasized. organization selected to meet the future career goals The pre-requisites of NUR 612, 614, 630, 634 and NUR 692 Diagnosis and Management of Illness of the individual student. Settings such as hospitals, 644 are required. and Physical Conditions of Family II nursing homes, HMO's, community health Credits: 4 This course, one of two focusing on the care of the programs, home care agencies, and consulting firms Every Fall adult, stresses clinical decision-making skills. will be carefully chosen for each student experience Knowledge of physical assessment pathophysiology and students will be assigned to a specific preceptor NUR 691 Preceptored Practicum in Primary Care and pharmacology provide underpinnings for the at the chosen agency. The student may petition for of the Family I course content. Critical thinking and diagnostic an Internship at two different agencies if the This practicum provides an opportunity to practice reasoning are reinforced as the basis of practice. student can demonstrate, by written proposal, the skills and develop competency in the diagnosis and Emphasis is on the diagnosis and management of way in which the change of settings will assist in management of common acute and chronic care common acute and chronic conditions of the adult meeting course expectations and career goals. The and treatment of infants, children, adolescents, and older adult in the collaborative practice Internship will allow for the synthesis and women who are pregnant and adults in a primary primary care setting. Evidence-based guidelines are application of knowledge gained in the nursing and care setting. Students, with the supervision of their emphasized. business core courses. The student will observe the preceptor, will develop skills in diagnostic The pre-requisites of NUR 612, 614, 630, 634 and role of the nurse executive/preceptor and reasoning, learn to develop plans of care, and gain 644 are required. participate in selected management activities. Each experience in the selection and prescription of drug Credits: 4 student will be expected to facilitate an therapy using practice protocols. Students also Every Fall interdisciplinary Performance Improvement Project focus on the health education needs of the clients in the Internship. The first half of the Performance in the clinical site. NUR 693 Preceptored Practicum in Primary Care Improvement Project will be submitted at the end Pre-requisite or Co-requisite of NUR 690 is of the Family II of the first semester, and the completed project at required. This practicum provides an opportunity to practice the end of the second semester based on the Credits: 4 skills and develop competency in the diagnosis and Internship experience. The student will be expected Every Fall, Spring and Summer management of common acute and chronic care to submit a Masters-level prepared research paper and treatment of adults in a primary care setting. describing the design, review the data related to the NUR 691A Preceptored Practicum in Family Students, with the supervision of their preceptor, issue, recommendations to improve, Primary Care I will develop skills in diagnostic reasoning, learn to pilot/implementation tested, measurement. This segment, of a two-segment practicum provides develop plans of care, and gain experience in the The pre-requisites of NUR 674, 680 and 682 are an opportunity to practice skills and develop selection and prescription of drug therapy using required. The co-requisite of NUR 686 is required. competency in the diagnosis and management of practice protocols. Students also focus on the Credits: 5 common acute and chronic care and treatment of health education needs of the clients in the clinical On Demand infants, children, adolescents, women who are site. pregnant and adults in a primary care setting. The pre-requisite or co-requisite of NUR 692 is NUR 686 Internship Seminar in Nursing and Students, with the supervision of their preceptor, required. Health Care Management II will develop skills in diagnostic reasoning, learn to Credits: 4 The seminar is designed to be concurrent with each develop plans of care, and gain experience in the Every Fall, Spring and Summer semester of the Internship in Nursing and Health selection and prescription of drug therapy using Care Management II. The focus of the seminar will practice protocols. Students also focus on the

Page 201 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

NUR 693A Preceptored Practicum in Primary therapy using practice protocols. Students will NUR 701 Independent Study Care of the Family II progress from a focus on individual clients to the An opportunity for students to do advanced work This segment of a two-segment practicum provides primary care needs of the community the clinical in nursing under the guidance of the faculty. Open an opportunity to practice skills and develop site serves. to graduate students with permission of the competency in the diagnosis and management of The pre-requisite or co-requisite of NUR 694 is Program Director. common acute and chronic care and treatment of required. Credits: 1 adults in a primary care setting. Students, with the Credits: 4 On Demand supervision of their preceptor, will develop skills in Every Fall, Spring and Summer diagnostic reasoning, learn to develop plans of care, NUR 701P Independent Study - Practicum and gain experience in the selection and NUR 695A Preceptored Practicum in Primary This one credit independent study allows family prescription of drug therapy using practice Care of the Family III nurse practitioner students who have not protocols. Students also focus on the health The segment, of a two-segment practicum, provides completed the clinical hours for a practicum education needs of the clients in the clinical site. an opportunity to practice skills and develop experience in the semester in which they are The pre-requisite or co-requisite of NUR 692 is competency in the diagnosis and management of registered to continue to work under the required. common acute and chronic adult illnesses. supervision of their preceptor and their practicum Credits: 2 Students, with the supervision of their preceptor, advisor during the following semester. Every Fall, Spring and Summer will develop skills in diagnostic reasoning, learn to Credits: 1 develop plans of care, and gain experience in the Every Fall, Spring and Summer NUR 693B Preceptored Practicum in Primary selection and prescription of drug therapy using Care of the Family II practice protocols. Students will progress from a NUR 702 Independent Study This segment of a two-segment practicum provides focus on individual clients to the primary care An opportunity for students to do advanced work an opportunity to continue to practice skills and needs of the community the clinical site serves. in nursing under the guidance of the faculty. Open develop competency in the diagnosis and The pre-requisite or co-requisite of NUR 694 is to graduate students with permission of the management of common acute and chronic care required. Program Director. and treatment of adults in a primary care setting. Credits: 2 Credits: 1 Students, with the supervision of their preceptor, Every Fall, Spring and Summer On Demand will develop skills in diagnostic reasoning, learn to NUR 703 Independent Study develop plans of care, and gain experience in the NUR 695B Preceptored Practicum in Primary An opportunity for students to do advanced work selection and prescription of drug therapy using Care of the Family III in nursing under the guidance of the faculty. Open practice protocols. Students also focus on the The second segment, of a two-segment practicum, to graduate students with permission of the health education needs of the clients in the clinical provides a continuing opportunity to continue to Program Director. site. practice skills and develop competency in the Credits: 1 The pre-requisite or co-requisite of NUR 692 is diagnosis and management of common acute and chronic adult illnesses. Students, with the On Demand required. supervision of their preceptor, will develop skills in Credits: 2 NUR 704 Independent Study diagnostic reasoning, learn to develop plans of care, Every Fall, Spring and Summer An opportunity for students to do advanced work and gain experience in the selection and in nursing under the guidance of the faculty. Open NUR 694 Diagnosis and Management of Illness prescription of drug therapy using practice to graduate students with permission of the and Physical Conditions of Family III protocols. Students will progress from a focus on Program Director. This course, one of two focusing on the care of the individual clients to the primary care needs of the Credits: 1 adult, stresses clinical decision-making skills. community the clinical site serves. On Demand Knowledge of physical assessment, pathophysiology The pre-requisite or co-requisite of NUR 694 is and pharmacology provide underpinnings for the required. NUR 710 Theories of Teaching and Learning course content. Critical thinking and diagnostic Credits: 2 This course introduces the student to principles reasoning are reinforced as the basis of practice. Every Fall, Spring and Summer and philosophy of adult learning as applied to

Emphasis is on the diagnosis and management of nursing and client education. Theories of adult NUR 700 Independent Study common acute and chronic conditions of the adult learning, as well as basic principles of learning An opportunity for students to do advanced work and older adult in the collaborative practice theory, are the focus. Formal teaching in the in Nursing under the guidance of the faculty. Open primary care setting. Evidence-based guidelines are classroom setting, as well as client teaching, is to graduate Nursing students with the permission emphasized. emphasized. Assessing learned needs, individual of the Program Director The pre-requisites of NUR 612, 614, 630, 634 and teaching strategies, cultural implications and the Credits: 1 644 are required. place of technology are all discussed. Learning styles Credits: 4 On Demand are analyzed and tools for assessing learning skills Every Spring are discussed. NUR 700P Independent Study - Practicum Credits: 3 NUR 695 Preceptored Practicum In Primary This one credit independent study allows adult nurse practitioner students who have not Every Fall Care of the Family III completed the clinical hours for a practicum This practicum provides an opportunity to practice NUR 715 The Role of the Nurse Educator experience in the semester in which they are skills and develop competency in the diagnosis and This course is designed to explore the multiple roles registered to continue to work under the management of common acute and chronic adult of the nurse educator in the academic and clinical supervision of their preceptor and their practicum illnesses. Students, with the supervision of their settings. The roles of teacher, counselor, group advisor during the following semester. preceptor, will develop skills in diagnostic member, evaluator, curricular designer, advisor and Credits: 1 reasoning, learn to develop plans of care, and gain informatics expert are among those reviewed. The experience in the selection and prescription of drug Every Fall, Spring and Summer complexity of the roles of the nurse educator are

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 202 Brooklyn Campus discussed using case study and real-life scenarios. This course focuses the role of informatics and clinical teaching. A journal club approach is used The process of academic progression to tenure is simulation in nursing education. The use of to provide a common basis of discussion. Case also considered. computer based teaching platforms, such as study approach is used from both students' Credits: 2 Blackboard and module explored with hands-on experiences and published case studies. The Every Spring application. Principles and applications of seminar is student directed with the instructor computer-based programs are presented. The use serving as a facilitator and clarifier. NUR 720 Curriculum Development of simulations, as a primary and adjunctive teaching Credits: 2 This course focuses on developing curricula for tools is discussed with opportunity to develop a Every Spring nursing education programs. Missions statements, teaching plan using simulation. An exploration of philosophy, terminal outcomes, course the various types of software and computer outcomes/objectives, are examined and students applications is mode. Extensive use is made of the have opportunities to critique models as well as simulation lab and the available technology. develop their own model curriculum. Student Credits: 3 projects may be focused on the student's area of Every Fall teaching interest. The developmental process and the progression of curriculum is discussed. NUR 740 Testing and Outcomes Measurements Curriculum, which is evidence-based and grounded This course explores the use of evaluation in professional standards, is explored. Use of techniques assess student learning. Standardized computers and other technologies in the tests, teacher made tests and other forms of development of high-order thinking skills is measurement such as return demonstrations are considered. explores. Statistical analysis of testing and Credits: 3 measurement data is discussed. Use of technology Every Spring to both create and evaluate testing and measurement tools will be discussed. Students have NUR 725 Nursing Education Informatics the opportunity to design and evaluate test and This course is designed as an introductory course measurement tools. that provides the foundations for hardware and Credits: 2 system, networks and databases. It exposes students Every Fall to topical issues in health care and education information systems; electronic medical records, NUR 745 Academic Teaching Seminar critical decision systems, expert systems, and tele- The seminar serves as a capstone course to assist the health. It covers data modeling, database design, student seeking a future in academic nursing and data visualization. It involves a hands-on education to synthesize the information and skills project about the creation of and management of, acquired during the program. Students discuss for example, a patient database system. The course problems encountered in practicum and issues of develops understanding of key issues related to academic teaching. A journal club approach is used hospital- and academic policies, security and to provide a common basis of discussion. Case privacy. The course will also examine ethics, study approach is used from both students' compliance, and social engineering concepts. The experiences and published case studies. The course will also be able to develop critical analysis seminar is student directed with the instructor policy making related to informatics and its effect serving as facilitator and clarifier. on nursing education, health and society in general. Credits: 2 The focus is on the use of informatics in nursing Every Spring education. Credits: 3 NUR 750 Teaching Practicum Every Spring Students have the opportunity to practice teaching- learning techniques in a setting appropriate to their NUR 730 Teaching Strategies and Methodologies interests: collegiate nursing program, staff This course discusses a variety of teaching development, or client teaching in the community. modalities and strategies including lecture, Students develop, plan, teach and evaluate teaching- discussion, seminar, small group, one-to-one and learning projects appropriate to the practicum online methods. Writing behavioral setting. Each student has a mentor in the practice objectives(affective, cognitive and psychomotor) and environment and an instructor coordinating and selecting congruent teaching methods is stressed. overseeing the experience. Fostering creativity and critical thinking skills are Credits: 2 included. The student is required to develop Every Spring teaching-learning plans for students in diverse settings. The student will learn the use of slide NUR 755 Staff Development and Clinical shows, chat rooms, Blackboard, Internet resources Teaching Seminar and software with hands-on experiences. The seminar serves as a capstone course to assist the Credits: 2 student seeking a future in staff development and Every Fall clinical nursing education to synthesize the information and skills acquired during the NUR 735 The Utilization of Technology and program. Students discuss problems encountered Simulations in Nursing Education in practicum and issues of staff development and

Page 203 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

ARNOLD & MARIE SCHWARTZ COLLEGE OF PHARMACY AND HEALTH SCIENCES

The Arnold & Marie Schwartz College of Pharmacy and Health Sciences offers an entry-level six-year Doctor of Pharmacy (Pharm.D.) degree. The College also offers graduate curricula leading to a Master of Science degree in several areas of specialization and the Doctor of Philosophy in Pharmaceutics (Ph.D.) degree. Detailed information on the Pharmacy programs is provided in the Arnold & Marie Schwartz College of Pharmacy and Health Sciences Bulletin. For information, please contact the Dean’s Office at 718-488-1004, fax 718-488-0628, email us at [email protected], or visit the website at www.liu.edu/pharmacy. For additional information: Phone: Email:

718-488-1234 [email protected] (Inquiries regarding the Doctor of Pharmacy (Inquiries regarding continuing professional professional program) education)

718-488-1263 [email protected] (Inquiries regarding graduate programs) (Inquiries regarding alumni relations)

718-488-1248 (Inquiries regarding continuing professional education)

718-488-1016 (Inquiries regarding alumni relations)

David R. Taft Dean

Martin E. Brown Associate Dean

Harold L. Kirschenbaum Associate Dean for Professional Affairs

Lorraine Cicero Assistant Dean for Academic & Student Affairs

Anneliese B. Schumacher Assistant Dean for Administration

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 204 Brooklyn Campus

Pharmacy Second Semester Professional Studies Chemistry 4 4 All professional courses must be taken in The College offers a six-year curriculum (General Chemistry II) residence. There is no transfer credit for any leading to the degree of Doctor of Pharmacy. professional-level course. Biology 4 4 Students may enter the professional program in (General Biology II) Pharmacy in the Fall only. Doctor of Pharmacy degree program: The pre-professional phase of the program, Core Seminar 50 3 Core Courses 91 offered through Richard L. Conolly College, Mathematics 40 4 Professional Electives 9 consists of a minimum of four semesters of course work in the humanities and basic sciences. The Speech 3 3 Introductory Pharmacy 7.5 Practice Experiences professional segment of the program consists of 18 six semesters of didactic coursework, extramural Advanced Pharmacy 37.5 introductory pharmacy practice experiences in the Third Semester Practice Experiences third and fourth years and in the summer between the fourth and fifth year, and an extramural sixth Chemistry 121 4 145 year of 37-1/2 weeks of advanced pharmacy (Organic Chemistry I) practice experiences that students complete in English 61-64 *** 4 hospital, community and other pharmacy practice (English Literature) settings. It provides the specialized education necessary to develop expertise in the ever- History 1 or Philosophy 3 broadening field of pharmacy and prepares the 61 **** student for professional licensure examinations. Psychology 3 3 Long Island University’s Doctor of Pharmacy (General Psychology) program is accredited by the Accreditation Council for Pharmacy Education, 135 South LaSalle Street, Pharmacy Orientation 1 Suite 4100, Chicago, IL 60603, 312/664-3575; Seminar 1 FAX 312/664-4652, web site www.acpe- 18 accredit.org.

A complete description of the pharmacy Fourth Semester curriculum is contained in the Arnold & Marie Chemistry 122 4 Schwartz College of Pharmacy and Health (Organic Chemistry II) Sciences Bulletin. Students seeking information about admissions requirements should contact the Biology 131 4 Admissions Office; (718) 488-1011. (Human Anatomy)

Economics 1 or 2 3 Degree Requirements (Micro- or Macro- Upon recommendation of the faculty, and economics) approval by the Board of Trustees, the degree of Doctor of Pharmacy is conferred by Long Island English 61-64*** 3 University upon a candidate who has completed (English Literature) the required curriculum, containing a minimum of History 2 or 3 214 academic credits. Matriculants must maintain Philosophy 62 **** a cumulative and a professional phase grade-point average of at least 2.33 to remain in good 17 academic standing. The pre-professional pharmacy curriculum consists of the following areas: * Students are admitted into English 16 by

placement examination or exemption from English Preprofessional Studies 13, 14. (Four Semesters) ** Mathematics placement examinations are First Semester required to determine prerequisites, if any. Chemistry 3 4 *** All Pharmacy students must successfully (General Chemistry I) complete two courses from the English 61, 62, 63, Biology 3 4 64 sequence. (General Biology I) ****All Pharmacy students must successfully complete both Philosophy 61 and 62 or History 1 English 16* 3 and 2. Students may not select one course from the (English Composition) Philosophy sequence and one course from the Mathematics 30** 4 History Sequence. The College of Pharmacy (Precalculus) strongly encourages Pharmacy students to complete the Philosophy 61 and 62 sequence. Orientation Seminar 1 1 16

Page 205 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

SCHOOL OF CONTINUING STUDIES

The School of Continuing Studies at Long Island University’s Brooklyn Campus provides opportunities for adult, non-traditional and professional students to advance their careers and develop in mind, body and spirit. We strive to partner with adult learners who seek access to a superior educational experience. In addition to its wide array of certificate programs in such career fields as surgical technology, cardiac sonography and paralegal studies the school offers coursework in ceramics, conducts language classes and workshops and operates Long Island University’s Children’s Academy. If you have questions, please contact the dean's office at 718-488-1511, email: [email protected], or fax: 718-488-1059.

George Rosales Executive Director [email protected]

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 206 Brooklyn Campus

Certificate Programs the required immunizations. After completing the strong background in a variety of areas. required number of vascular examinations, The School of Continuing Studies’ Paralegal Surgical Technology Certificate Program graduates are encouraged to take the American Certificate Program is approved by the American The Surgical Technology Certificate Program is Registry of Diagnostic Medical Sonography Bar Association (ABA). Legal employers designed to give individuals the knowledge and (ARDMS) examination to be a Registered recognize the ABA’s role in establishing skills required to function within an operating Vascular Technologist (RVT). professional guidelines for paralegal programs. Of room environment. Students receive surgical Vascular Technology is a sub-specialty of more than 1,000 colleges, universities, and law technology training during classroom lectures, Diagnostic Medical Sonography. It is primarily a schools that offer paralegal programs, practice in a mock surgical lab and get clinical non-invasive imaging modality with an indirect approximately 260 paralegal programs are experience in various hospitals’ operating rooms. testing component. It is performed on the surface approved by the ABA. Surgical technologists are an important part of a of the body, with no use of radiant ionizing Building Construction Certificate Program surgical team working closely with surgeons, energy. Therefore, it is safe with no risks to the The Building Construction Certificate Program anesthesiologists, registered nurses and other patient and the sonographer when performed to at the School of Continuing Studies at Long Island surgical personnel. Surgical technologists help diagnostic industry standards. University’s Brooklyn Campus is designed to supply the operating room with the instruments, This clinical and technological data provides attract individuals seeking an understanding of the equipment and supplies that will be needed during the physician with vital information toward the building construction industry, either as a a surgical procedure. diagnosis and treatment of their patients. perspective apartment dweller or homeowner The program prepares students for the National The program at the School of Continuing looking to perform renovations or as an entry-level Board of Surgical Technology and Surgical Studies is accredited by the Commission on employee looking to begin a career in the industry. Assisting (NBSTSA) certification exam. Accreditation of Allied Health Programs The program is specially designed for those Successful candidates demonstrate their theoretical (CAAHEP), through the Joint Review Committee who need the building construction entry-level and and practical knowledge of surgical technology on Education in Diagnostic Medical Sonography small business start-up skills. and are granted the designation of Certified (JRC-DMS). Surgical Technologist (CST). The program has Cardiac Sonography Certificate Program Open Enrollment Programs been accredited through 2015 by the Commission The Cardiac Sonography Certificate Program at on Accreditation of Allied Health Education Long Island University’s Brooklyn Campus is an Children’s Academy Programs (CAAHEP), through the Accreditation intense, one-year, full-time program. It combines The Children’s Academy at Long Island Review Committee on Education in Surgical classroom didactics, ultrasound lab practicum, and University’s Brooklyn Campus was designed to Technology (ARC-ST). clinical rotations at some of the best create an immersive, educational experience for Central Service Technology Certificate cardiovascular laboratories in New York City. youngsters between the ages of 3-12. The Program A Cardiac Sonographer (or Echo- Children’s Academy intends on creating year The Central Service Technology Certificate cardiographer) employs clinical and technological round offerings for children with a focus on Program is designed to train individuals to receive skill-sets in a dynamic fashion to evaluate the way Academics, Athletics and Creativity. and process supplies and equipment from in which the heart is functioning. The main During the summer months, the Children’s operating rooms and nursing units throughout a structures are observed and the condition of each is Academy operates a Summer Camp, where hospital. The training includes decontamination, measured or graded, including the chambers and youngsters from across Brooklyn participate in sterilization, and the preparation and assembling of the chamber walls for dilation, thrombus courses ranging from robotics, movie making, surgical instruments for distribution. development, wall thickening, wall motion, fashion design, comic book creation, language The Central Service Program is accredited by pressure gradients, and valvular function. The immersion, ballet and urban dance. Brooklyn the International Association of Healthcare Central Sonographer utilizes two and three-dimensional, Campus faculty is employed to lead class Service Material Management (IAHCSMM). real-time ultrasonic imaging; color, pulsed-wave instruction and graduate and undergraduate Vascular Technology Certificate Program and continuous-wave Doppler; and students are employed to serve as camp The vascular technology program is a 12- electrocardiogram technologies to provide counselors. month, full-time, daytime program that prepares information that is essential to the cardiologist in The Children's Academy, Summer Camp is the student for an entry-level position as a vascular making treatment decisions for potentially life- fully licensed by the New York City Department technologist. In performing ultrasound threatening heart diseases. of Health. examinations of the cerebral, peripheral, and The Sonographer additionally aids the During the Fall and Spring semesters, the abdominal vessels, vascular technologists provide Cardiologist in the performance of more invasive Children’s Academy offers Saturday classes vital information to physicians toward the procedures, such as transesophageal echo (TEE), specifically designed for children in the areas of diagnosis of disorders affecting circulation. and the evaluation of the heart using minimally swimming, robotics, fashion design and languages.

A vascular technologist (sonographer) employs invasive contrast agents. clinical skills such as pulse palpation; limb Paralegal Studies Certificate Program Language and Creative Arts pressure measurements; auscultation; description The Paralegal Studies Certificate Program at of trophic limb changes’ symptom analysis; and Long Island University’s Brooklyn Campus Foreign Language the gathering of findings from related testing provides students with the practical knowledge of To learn a new language or improve your procedures and historical information such as law, preparing graduates with the skill-set that will current skills, we offer classes for all levels. previous vascular or related interventions and risk enable them to carry out high-quality legal work. Whether you are in business, construction, legal or factor documentation. The program is a 328-hour, non-credit certificate any of the health professions foreign language Vascular technologists use performance and program designed to prepare the student to work at ability will make you competitive in New York dynamic interpretation of computer-generated a law firm, a government agency (e.g., law City. anatomic imaging and physiologic assessment of enforcement), or a law department of a Writing and Speech blood-flow to aid physicians. Students are corporation, bank, real estate company and Communicating clearly and confidently is responsible for having a physical exam and getting insurance company. Through their course of study fundamental to both your personal and at the Brooklyn Campus, students are provided a professional life. The classes offered in Writing &

Page 207 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

Speech will provide you with the skills and interview and receive a positive rating. Introduction to practice to improve your professional writing, Requirements for Paralegal Studies Building Oct. 3, 2011 Jan. 8, 2012 academic writing and public speaking. The criteria for entry into SCSs Paralegal Construction ESL Studies Certificate Program meets the English as a Second Language at SCS is for requirements for the American Bar Association. English Language Institute those seeking a comprehensive and practical Applicants must provide: knowledge of the English Language. Classes will • a completed application form Stanley J. Zelinski III, Associate Dean, ESL focus on Reading, Writing, Grammar, Listening, • proof of an 60 college credits, transcripts are Phone: (718) 488-1323 and Conversation. required Fax: (718) 246-6313 Ceramics Upon meeting the requirements above, The English Language Institute provides Enjoy crafting unique pottery in a downtown applicants must participate in an in-person English language instruction to foreign-born Brooklyn oasis. Some classes will take place in interview and receive a positive rating. students and members of the non-English-speaking our relaxed and welcoming ceramic studio and community. It consists of the Intensive Program in other classes on the west balcony overlooking the Request Materials English and the Weekend Program. The Intensive City. Program in English is a full-time, noncredit The Working Actor To contact us or for more information, please college program that offers English language Students will learn the fundamentals of acting choose: instruction to foreign students who are in theater, film and television from Malik Yoba, Via Email: matriculated at the Brooklyn Campus but lack the star of new SyFy series “Alphas.” The course will [email protected] minimum competency in English. The Weekend be a combination workshop and lecture series with Via Telephone: Program provides both native and non-native an emphasis on: scene study, improvisation, 718-488-1364/1366 speakers of English with low-cost instruction in character breakdown, audition techniques, cold In person: basic writing, vocabulary expansion, accent reads, acting for film, television, theater and public 9 Hanover Place, 2nd Floor, Brooklyn, New reduction, and TOEFL preparation. speaking. York Contact Us How to Apply School of Continuing Studies Brooklyn Campus, Long Island University Our applicants come from unique backgrounds and 1 University Plaza diverse experiences and SCS values these Brooklyn, NY 11201-5372 qualifications. We carefully weigh all of the pieces Phone: 718-488-1364 of your application to make a determination in E-mail: [email protected] your acceptance. Where an interview is required, it We are located at 9 Hanover Place - 2nd floor is often the determining factor in your acceptance (between Fulton Mall & Livingston Street). for our more competitive programs. To apply to non-certificate programs Program Schedule Please fill out the application form and submit. To apply to certificate programs Programs Start Date End Date Requirements for Surgical Technology Paralegal The criteria for entry into SCSs Surgical Oct. 3, 2011 Dec. 19, 2011 Studies Technology Certificate Program meets the Paralegal requirements of CAAHEPs approved programs. Oct. 3, 2011 Jun. 2012 Applicants must provide: Studies • a completed application form Surgical Sep. 7, 2011 Oct. 5, 2012 • proof of an educational level of GED, high Technology school or greater Surgical Sep. 7, 2011 Sep. 14, 2012 Upon meeting the requirements above, Technology applicants must participate in an in-person Accelerated interview and receive a positive rating. Surgical Sep. 1, 2011 Feb. 1, 2012 Requirements for Vascular Technology Technology The criteria for entry into SCSs Vascular Technology Certificate Program meets the Central Services Sep. 10, 2011 Jan. 7, 2012 requirements for the Joint Review Committee on Vascular Sep. 6, 2011 Dec. 23, 2012 Education in Diagnostic Medical Sonography Technology (JRC-DMS). Cardiac Applicants must provide: Sep. 6, 2011 Dec. 23, 2012 Sonograp • a completed application form • proof of an educational level of GED, high Children's school or greater Academy: Sep. 24, 2011 Nov. 12, 2011 • have satisfactorily completed a college level Saturday course in biological science, general physics, Sessions algebra, and communication. Transcripts are Intro to TBD TBD required Ceramics Upon meeting the requirements above, applicants must participate in an in-person

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 208 Brooklyn Campus

BLENDED AND ONLINE LEARNING PROGRAMS AT LONG ISLAND UNIVERSITY

Technology-enhanced, blended and online learning are an important part of fulfilling Long Island University’s mission of access and excellence in higher education. These courses and programs are delivered through the University’s Blackboard Learning Management System, which enables students to complete their online coursework at any time of day and at any place in the world there is an Internet connection. LIU’s blended learning programs feature classes that include both face-to-face and online components, reducing the amount of time students need to be physically on campus while still reaping the benefit of meeting in person with professors and other professionals. The University currently offers the following degree programs in the blended or online learning format:

Brooklyn Campus Advanced Certificate, Bilingual Extension* Advanced Certificate, Educational Leadership B.S. Nursing (RN to BS track) M.S. Adult Nurse Practitioner M.S. Computer Science M.S. Family Nurse Practitioner M.S. Human Resources Management M.S. Nurse Educator

C.W. Post Campus M.S. Accountancy M.S. Library & Information Science/School Library Media M.S. Nursing Education M.S. Taxation

LIU-Hudson Graduate Center at Westchester Advanced Certificate, Bilingual Extension*

LIU-Riverhead M.S. and Advanced Certificate in Homeland Security Management*

Our programs are accredited by the Middle States Commission on Higher Education and are registered with the New York State Education Department. For additional program information, please consult the appropriate academic department pages of the campus bulletin.

*Denotes a fully online program.

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APPROVED PROGRAMS - BROOKLYN Adolescence Urban 1701.01 BS Education: Mathematics CAMPUS Middle Childhood and 1701 BS New York State Education Department Inventory of Registered Programs Adolescence Urban Enrollment in other than registered or otherwise approved programs may Education: Mathematics jeopardize a student’s eligibility for certain student aid awards. Media Arts 0601 BA

Richard L. Conolly College of Liberal Arts and Media Arts 1009 MA Sciences Media Arts 0605 MFA Medical Technology 1223 BS Major Hegis Code Degree Music – Applied Music 1004 BA Biology 0401 BS, MS Music (Jazz Studies) 1004 BFA Adolescence Urban 0401 BS Music Education in 0832 BS Education: Biology Urban Schools Middle Childhood and 0401.01 BS Modern Languages – 1101 BA Adolescence Urban French, Spanish Education: Biology Nuclear Medicine 1299 BS Biochemistry 0414 BS Technology Chemistry 1905 BS, MS Philosophy 1509 BA Adolescence Urban 1905.01 BS Political Science 2207 BA, MA Education:Chemistry Psychology 2001 BA, MA Middle Childhood and 1905.01 BS Adolescence Urban Clinical Psychology 2003 Ph.D. Education: Chemistry Adolescence Urban 2201.01 BA Communication 1220 BS Education: Social Sciences and Disorders Studies

Communication 1220 BS/MS Middle Childhood and 2201.01 BA Sciences and Disorders / Adolescence Urban Speech-Language Education: Social Pathology Studies

Speech-Language 1220 MS Sociology-Anthropology 2208 BA Pathology Adolescence Urban 1105.01 BA (Bilingual Extension) Education: Spanish Computer Art 1009 BFA Middle Childhood and 1105.01 BA Creative Writing 1507 MFA Adolescence Urban Education: Spanish Cytotechnology 1223 BS Speech 1506 BA Dance 1008 BFA, BS Studio Art 1002 BFA Economics 2204 BA Visual Arts 1099 BA English 1501 BA, MA Teacher of Visual Arts 0831 BFA Adolescence Urban 1501.01 BA in Urban Schools Education: English Social Science 2201 MS Middle Childhood and 1501.01 BA Adolescence Urban Social Science 4903 BA, BS Education: English Social Science 5622 AA History 2205 BA United Nations 2210 Adv. Cert. Humanities 5649 AA Urban Studies 2214 MA Humanities 4903 BA Writing & Producing 0605 MFA Interdisciplinary Major 4901 BA, BS for Television

Journalism 0602 BA

Mathematics 1701 BS

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 210 Brooklyn Campus

Adolescence Urban 1905.01 MSEd School of Business, Public Administration and Education: Chemistry 7-12: Non-certification Information Sciences Middle Child & 1905.01 BS Major Hegis Code Degree Adolescence Urban Education: Chemistry Accounting 0502 BS, MS, BS/MS, MBA Adolescence Urban 1501.01 BA Business Administration 5004 AAS Education: English Business Administration 0506 MBA Adolescence Urban 1501.01 MSEd Business Finance 0504 BS Education: English 7-12: 1st Initial Business Management 0506 BS Adolescence Urban 1501.01 MSEd Computer Science 0701 BS, MS Education: English Gerontology 2104 Adv.Cert. 7-12: 2nd Initial

Human Resources 0515 MS Adolescence Urban 1501.01 MSEd Management Education: English 7-12: Non-certification Health Administration 1202 MPA Middle Childhood & 1501.01 BA Integrated Information 0507 BS Adolescence Urban Systems Education: English Marketing 0509 BS Adolescence Urban 1701.01 BS Not-for-Profit 2102 Adv.Cert. Education: Mathematics Management Adolescence Urban 1701.01 MSEd Public Administration 2102 MPA Education: Math 7-12: 1st Initial Taxation 0502.1 MS Adolescence Urban 1701.01 MSEd United Nations / 2210 / 2102 Adv.Cert/MPA Education: Math 7-12: Public Administration 2nd Initial

School of Education Adolescence Urban 1701.01 MSEd Education: Math 7-12: Non-certification Major Hegis Code Degree Middle Child & 1701 BS Adolescence Urban 0401 BS Adolescence Urban Education: Biology Education: Mathematics Adolescence Urban 0401.01 MSEd Adolescence Urban 2201.01 BA Education: Biology Education: Social 7-12: 1st Initial Studies Adolescence Urban 0401.01 MSEd Adolescence Urban 2201.01 MSEd Education: Biology Education: Social 7-12: 2nd Initial Studies 7-12: 1st Initial Adolescence Urban 0401.01 MSEd Adolescence Urban 2201.01 MSEd Education: Biology Education: Social 7-12: Non-certification Studies 7-12: 2nd Initial Middle Child & 0401.01 BS Adolescence Urban 2201.01 MSEd Adolescence Urban Education: Social Education: Biology Studies 7-12: Adolescence Urban 1905.01 BS Non-certification Education: Chemistry Middle Child & 2201.01 BA Adolescence Urban 1905.01 MSEd Adolescence Urban Education: Chemistry Education: Social 7-12: 1st Initial Studies

Adolescence Urban 1905.01 MSEd Adolescence Urban 1105.01 BA Education: Chemistry Education: Spanish 7-12: 2nd Initial

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Middle Childhood & 1105.01 BA Teaching Urban 0808 MSEd Adolescence Urban Children with Education: Spanish Disabilities: Non-certification Childhood Urban 0802 BS Education TESOL: 1st Initial 1508 MSEd

Childhood Urban 00802 MSEd TESOL: 2nd Initial 1508 MSEd Education: 1st Initial TESOL: 1508 MSEd Childhood Urban 0802 MSEd Non-certification Education: 2nd Initial Bilingual Education 0899 Adv. Cert. Childhood Urban 0802 MSEd School Counselor 0826.01 MSEd Education: Non-certification School Counselor 0826 Adv.Cert.

Childhood/Early 0802 MSEd Bilingual School 0826.01 MSEd Childhood Urban Counselor Education: 1st Initial Bilingual PPS Extension 0899 Adv.Cert. Childhood/Early 0802 MSEd Mental Health 2104.1 MS, Adv.Cert. Childhood Urban Counseling Education: 2nd Initial School Psychologist 0826.02 MSEd Childhood/Early 0802 MSEd Childhood Urban Educational Leadership 0828 Adv. Cert. Education: Non-certification School of Health Professions Early Childhood Urban 0802.00 MSEd Education: 1st Initial Major Hegis Code Degree

Early Childhood Urban 0802.00 MSEd Athletic Training 1299.3 BS/MS Education: Advanced Athletic 0835 MS Non-certification Training & Sports Early Childhood Urban 0823 Adv. Cert. Sciences Education Exercise Science 1201 MS Teacher of Physical 0835 BS Health Sciences 1201 BS Education in Urban Schools Health Sciences / 1201 / 1214 BS/MPH Public Health Teacher of Visual Arts 0831 BFA in Urban Education Occupational Therapy 1208 BS/MS

Music Education in 0832 BS Physical Therapy 1212 DPT Urban Schools Physician Assistant 1299.1 MS Teaching Urban 0808 MSEd Studies Adolescents with Public Health 1214 MPH Disabilities: 1st Initial Respiratory Care 1299 BS Teaching Urban 0808 MSEd Adolescents with Sports Science 1299.3 BS Disabilities: 2nd Initial Social Work 2104 BA, MSW Teaching Urban 0808 MSEd Adolescents with School of Nursing Disabilities: Non-certification Major Hegis Code Degree

Teacher of Urban 0808 MSEd Nursing 1203 BS Children with Disabilities: 1st Initial Adult Nurse Practitioner 1203.1 BS/MS, MS

Teaching Urban 0808 MSEd Executive Program 1203.1 BS/MS, MS Children with for Nursing and Health Disabilities: 2nd Initial Care Management Family Nurse 1203.1 MS Practitioner

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 212 Brooklyn Campus

Nurse Educator 1203.1 MS

Adult Nurse Practitioner 1203.12 Adv. Cert.

Education for Nurses 1203.12 Adv. Cert.

Family Nurse 1203.12 Adv. Cert. Practitioner

Arnold & Marie Schwartz College of Pharmacy and Health Sciences

Major Hegis Code Degree

Pharmacology/ 0409 MS Toxicology

Pharmacy 1211 MS Administration

Pharmaceutics 1211 MS, Ph.D.

Drug Regulatory Affairs 1211 MS

Pharmacy 1211 PharmD

Global College

Major Hegis Code Degree

Global Studies 2210 BA

Page 213 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

BROOKLYN CAMPUS Rhianon Allen Larry Banks Professor Emerita of Psychology Department Chair; FACULTY B.A., University of British Columbia; Associate Professor of Media Arts M.A., Hunter College, CUNY; B.A., Rutgers University; Anna Acee M.Phil., Ph.D., Graduate Center, CUNY M.F.A., C.W. Post, Long Island University Associate Professor of Nursing B.S., New York University; Naoual Amrouche Robert Barry M.A., New York University; Assistant Professor of Marketing Coordinator, Division of Communications; Ed.D., Columbia Teacher’s College B.B.A., IHEC, Carthage, Tunisia; Visual and Performing Arts; M.S., Ph.D., HEC, Montreal, Canada Associate Professor of Visual Arts M. Radh Achuthan B.A., Pitzer College; Professor of Physics Marie Ankner M.F.A., University of Delaware B.E., M.S., University of Madras, India; Assistant Professor of Nursing M.S., University of Missouri; B.S., M.S., Pace University Hallbert Barton Ph.D., Union Graduate School Associate Professor of Anthropology Melissa Antinori B.A., University of California at Santa Cruz; Sutapa Aditya Instructor of English M.A., Ph.D., Cornell University Assistant Professor of Marketing B.A., Wittenberg University; B.B.A., University of Dhaka, Bangladesh; M.A., Pennsylvania State University Supriya Bavadekar M.B.A., Simon Fraser University; Assistant Professor of Pharmacology Ph.D., York University, Canada Robert Aquino B.S., Mumbai, India; Professor of Music Ph.D., University of Mississippi Yaw O. Afriyie B.M., M.M., Manhattan School of Music Associate Professor Emeritus of Public Ellen A. Becker Administration Filomena Arespacochaga Academic Coordinator; Diploma, Regional Planning, University of Tel Associate Professor Emerita of Foreign Associate Professor of Respiratory Care Aviv; Languages A.A.S., Madison Area Technical College; B.A., University of Ghana; B.A., Brooklyn College, CUNY; B.S., M.S., Ph.D., University of Wisconsin M.Sc., University of Science and Technology M.A., Columbia University (Madison); (Ghana); Licensed Respiratory Therapist, New York; L.L.B., B.L., University of Ghana; Michael E. Arons Registered Respiratory Therapist; Ph.D., SUNY at Albany; Professor of Physics Certified Asthma Educator; Neonatal Pediatric B.E.E., Cooper Union; Specialist Vaibhavee Agaskar Ph.D., University of Rochester Visiting Assistant Professor of Human Debe Bednarchak Development and Leadership Kristana Arp Associate Professor of Mathematics B.A., M. A., University of Mumbai Professor of Philosophy B.A., Lehman College, CUNY; Ph.D., Oakland University B.A., University of Chicago; Ph.D., Graduate Center, CUNY M.A., Ph.D., University of California at San Diego Nicholas Agrait Robert A. Bellantone Assistant Professor of History Almas Babar Associate Professor of Pharmaceutics B.A., Yale University Professor of Pharmaceutics B.S., Ph.D., University of Connecticut M.A., Ph.D., Fordham University B.S., University of Punjab (Pakistan); M.S., Ph.D., St. John’s University Ninotchka Devorah Bennahum Syed Ali Associate Professor of Communication Studies, Assistant Professor of Sociology Susan Baglieri Performance Studies and Theatre; B.A. Binghamton, SUNY; Assistant Professor, Teaching and Learning B.A., Swarthmore College; M.A., Ph.D., University of Virginia B.A., William Paterson University of New Jersey; M.A., Ph.D., New York University M.A., Ed.D., Teachers College, Columbia James A. Allan University Lamar V. Bennett Department Chair; Assistant Professor of Public Administration Associate Professor of Mathematics Gurprit S. Bains B.A., M.P.A., Rutgers University; B.Sc., University of Durham (United Kingdom); Associate Professor of Teaching and Learning; Ph.D., American University M.S., New York University; B.A., M.A., Punjab University (India); M.S., Ph.D., Polytechnic University of New York Dip. TEFL, University of Wales, Institute of Michael Bennett Science and Technology; Professor of English Carol Allen Dip. Ed., Nottingham University; B.A., Whitman College; Associate Professor of English M.A., Ph.D., New York University M.A., Ph.D., University of Virginia B.A., M.A., University of Virginia; Ph.D., Rutgers University Bertram Bandman Azzedine Bensalem Professor Emeritus of Philosophy Professor of Chemistry and Biochemistry B.S., M.A., Ph.D., Columbia University B.S., École Supérieure de Mécanique; M.S., Ph.D., Université de Nantes

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 214 Brooklyn Campus

Kenza E. Benzeroual Martin E. Brown Assistant Professor of Pharmacology Michael Bokor Associate Dean, Arnold & Marie Schwartz; B.S., Paul Sabatier University (France) Assistant Professor of English College of Pharmacy and Health Sciences; M.S., Toulouse Polytechnic Institute (France) B.A., University of Cape Coast, Ghana Associate Professor of Social and Administrative Ph.D., Montreal University (Canada) M.A., Ph.D., Illinois State University Sciences B.S., M.S., University of Iowa Mina Berkowitz Lana T. Borno Professor Emerita of Teaching and Learning Assistant Professor of Pharmacy Practice Sabrina Brown B.A., University of Buffalo; Pharm.D. University of North Carolina at Chapel Social Work B.A. Field Work Coordinator M.A., Ph.D., Columbia University Hill B.S., SUNY at Buffalo; M.S.W., SUNY Stony Brook Kenneth Bernard Jennifer M. Borowski Professor Emeritus of English Assistant Professor of Pharmacy Practice Nicole Cain B.A., The City College, CUNY; Pharm.D., Philadelphia College of Pharmacy Assistant Professor of Psychology M.A., Ph.D., Columbia University B.A., Cornell University; Mary J. Bostic M.S., Ph.D., Penn State University Mrinal K. Bhattacharjee Acquisitions Librarian; Professor Emerita Associate Professor of Chemistry and Diploma, Durham Business College; Thomas J. Canavan, Jr. Biochemistry B.A., M.L.S., North Carolina Central University; Professor Emeritus of Law B.S., M.S., The Indian Institute of Technology M.S., Long Island University; B.A., St. John’s University; (Kharagpur, India); C.A.S., Long Island University J.D., Brooklyn Law School Ph.D., Ohio State University Bernice Braid Maren Lockwood Carden Aurora Biamonte Professor Emerita of English Professor Emerita of Sociology Professor Emerita of Human Development and B.A., M.A., University of California at Los B.S., University of London; Leadership Angeles; M.A., University of Maryland; B.A., M.A., University of Alberta, Canada; Ph.D., Occidental College Ph.D., Harvard University Ph.D., University of Chicago Cindy Bravo-Sanchez Sebastian Carito Evelyn Biray Director of Clinical Education, Respiratory Care Professor Emeritus of Biology B.S., Philipine Women’s University B.S., Long Island University B.S., Manhattan College; M.S., Pace University M.P.H., Marist College M.S., Ph.D., St. John’s University Licensed Respiratory Therapist Mark G. Birchette Suzanne M. Carr Associate Professor of Biology Bernard J. Brener Associate Professor of Nursing B.A., Yale College; Professor Emeritus of Foreign Languages B.S., Georgetown University; M.A., Ph.D., Harvard University B.A., M.A., Ph.D., New York University M.S., Texas Women’s University; Ph.D., University of Texas at Arlington; R.N. Donald Allport Bird Donna Brennan Professor of Journalism; Assistant Professor of Nursing Agnes Cha A.B., Rutgers University; A.S.N., Nassau Community College Assistant Professor of Pharmacy Practice M.A., Ph.D., Indiana University B.S.N., Adelphi University Pharm.D., University of Illinois at Chicago M.S.N., University of Phoenix Laura Blitzer Jack Chaikin Associate Professor of Teaching and Learning John W. Brennan Professor Emeritus of Music B.S., University of Florida Professor Emeritus of History Diploma, Mannes College of Music; M.S., Brooklyn College, CUNY: A.B., Fordham University; B.S., M.A., New York University Ph.D., University of Georgia A.M., Ph.D., Harvard University Tempii Champion Adele Bloch Dennis Broe Associate Professor of Communication Sciences & Professor Emerita of Foreign Languages Professor of Media Arts Disorders B.A., Hunter College, CUNY; B.A., Indiana University; B.S., Northeastern University; M.A., Ph.D., Columbia University M.A., New York University M.S., Hampton University; Ph.D., University of Massachusetts Julia Bock Cheryl Bronner Acquisitions Librarian; Associate Professor Research Associate Professor, School of Health Ishwar D. Chawla B.A., M.A., Ph.D., Eötvös Loránd University Professions Professor Emeritus of Chemistry and Biochemistry (Hungary) B.A., Barnard College, Columbia University; B.S., M.S., Punjab University; M.L.S., Columbia University B.S., College of Health Related Profession, SUNY Ph.D., Kansas State University Brooklyn; Joseph R. Boggan M.H.S., University of Indianapolis; Associate Professor Emeritus of English Ph.D., University of Medicine and Dentistry B.A., University of Dayton; M.A., New York University

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Sweta Chawla Morton Ari Cohen Jocelyn D’Antonio Assistant Professor of Pharmacy Practice Head of Cataloging; Professor Emeritus Assistant Professor of Nursing B.S., Philadelphia College of Pharmacy and B.A., Brooklyn College, CUNY; M.L.S., Pratt B.S., Molloy College; Science; Institute M.S., Adelphi University M.S., Arnold & Marie Schwartz College of Pharmacy and Health Sciences, Long Island Victor Cohen Cynthia Dantzic University; Assistant Professor of Pharmacy Practice Senior Professor of Visual Arts Pharm.D., Philadelphia College of Pharmacy and B.S., Bouvé College of Pharmacy and Health B.F.A., Yale University; Science Sciences, Northeastern University; M.F.A., Pratt Institute Pharm.D., St. John’s University Sheldon Cheuse Robert M. Danziger Public Services Librarian; Professor Emeritus Maria Compte Professor of Chemistry A.B., M.L.S., Rutgers University; Pre-Clinical Coordinator; B.S., Brooklyn College, CUNY; M.A., M.B.A., Fairleigh Dickinson University Associate Professor of Physician Assistant Studies M.S., Ph.D., Northeastern University M.P.H., Tulane University; Denise Chung M.D., University of Buenos Aires, Argentina Retesh Dave Professor of Biology; Professor of Chemistry and Assistant Professor of Pharmaceutics Biochemistry Gloria Cooper B.S., K.L.E’s College of Pharmacy (India); B.A., M.S., Ph.D., New York University Associate Professor of Music Ph.D. Arnold & Marie Schwartz College of B.S., M.M.Ed., University of Missouri; Pharmacy and Health Sciences, Long Island Ping-Tsai Chung Ed.D., Teachers College, Columbia University University Chair, Department of Computer Science; Assistant Professor of Computer Science Matthew Corrigan Marla Del Collins Diploma, National Taipei University of Assistant Professor of Social Work Associate Professor of Communication Studies, Technology (Taiwan); B.A., SUNY New Paltz; Performance Studies and Theatre M.S., Stevens Institute of Technology; M.S.W., Ph.D., SUNY Albany B.F.A., West Virginia University; Ph.D., Polytechnic University of New York M.A., Ph.D., New York University Donna Covello Sam Y. Chung Assistant Professor of Occupational Therapy Anthony DePass Associate Professor of Finance B.S., Brooklyn College; Assistant Vice President for Research B.A., Kyung Hee University (South Korea); M.A., New York University; Development; M.B.A., Illinois State University; O.T.D., Creighton University Associate Professor of Biology M.S.F., Boston College; B.S., University of Connecticut; Ph.D., University of Massachusetts (Amherst) Enna C. Crosman M.S., Ph.D., University of Massachusetts Professor of Public Health Lorraine A. Cicero B.S., Hunter College, CUNY; Robert V. DiGregorio Assistant Dean for Academic and Student Affairs, M.S., M.P.H., Columbia University; Professor of Pharmacy Practice Arnold & Marie Schwartz College of Pharmacy R.N., C.N.M. B.S., St. John’s University; and Health Sciences; Pharm.D., Medical College of Virginia, Virginia Associate Professor of Pharmacy Practice Margaret Cuonzo Commonwealth University B.S., St. John’s University; Division Coordinator of Humanities; M.S., Arnold & Marie Schwartz College of Associate Professor of Philosophy Leah Dilworth Pharmacy and Health Sciences, Long Island B.A., Barnard College; Department Chair; University; M.Phil., Ph.D., Graduate Center, CUNY Professor of English Pharm.D., St. John’s University B.A., Oberlin College; Dennis M. Curley M.A., Ph.D., Yale University Edward A. Clark Professor Emeritus of Biology Professor Emeritus of Physics B.S., St. Bonaventure University; Alfred DiMaio B.S., Holy Cross College; M.S., Long Island University; Professor Emeritus of Political Science M.S., Ph.D., Fordham University Ph.D., St. John’s University B.A., Colby College; M.A., Ph.D., Harvard University David Cohen Anthony J. Cutie Dean, Richard L. Conolly College; Director, Division of Pharmaceutical Sciences; Katherine Dimitropoulou Professor of Biology Professor of Pharmaceutics Chair, Occupational Therapy; B.S., M.S., Long Island University; B.S., Brooklyn College of Pharmacy; Assistant Professor Occupational Therapy Ph.D., New York University M.S., Ph.D., Rutgers University B.S., Technological Educational Institution, Athens, Greece; Henry Cohen Ruth Daniels M.A., Ph.D., New York University Professor of Pharmacy Practice Assistant Professor of Teaching and Learning B.S., M.S., Arnold & Marie Schwartz College of B.A., M.A., City College, CUNY; Adva Dinur Pharmacy and Health Sciences, Long Island M.A., Ed.D., Columbia University Associate Professor of Management University; B.A., Hebrew University of Jerusalem; Pharm.D., St. John’s University Ph.D., Temple University

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 216 Brooklyn Campus

May Dobal Kenneth Fay Associate Professor of Nursing Rebecca E. Dyasi Assistant Professor Emeritus of Foreign A.A.S., Queens College; Associate Professor of Teaching and Learning Languages B.S., Long Island University; B.Sc., University of Sierra Leone (West Africa); B.S., M.A., University of South Carolina; M.N., Louisiana State; M.S., Ph.D., University of Illinois at Urbana- Diplome d’Etudes Francaises, University of Aix- Ph.D., University of Texas, Austin Champaign Marseille

Donna Dolinsky Barry S. Eckert Stanley Feifer Professor of Social and Administrative Sciences; Dean and Professor, School of Health Professions Professor of Pharmacy; B.S., The University of Toledo; B.S., M.S., University of Albany, SUNY; B.S., Brooklyn College of Pharmacy; M.A., Hollins College; Ph.D., University of Miami, School of Medicine M.S., St. John’s University Ph.D., The University of Toledo James Eckert John J. Ferraro Edward Donahue Assistant Professor of Physician Assistant Studies Professor Emeritus of Chemistry Division Coordinator of Science; B.A., Theological Seminary of Saint Charles B.S., Fordham University; Associate Professor of Chemistry and Borromeo; Ph.D., Polytechnic Institute of New York Biochemistry B.A., Hahnemann University; B.S., St. Joseph’s College; M.A., Loyola University Brooke D. Fidler Ph.D., Polytechnic Institute of New York Assistant Professor of Pharmacy Practice William Edelson Pharm.D., University of Rhode Island Joseph Dorinson Professor Emeritus of Computer Science Professor of History B.E.E., The City College, CUNY; Joseph D. Filonowicz B.A., M. Phil., Columbia University M.S., Courant Institute, New York University; Department Chair; Ph.D., Polytechnic Institute of New York Professor of Philosophy Francis H. Dowd B.A., Hope College; Associate Professor Emeritus of Biology John Ehrenberg M.A., M. Phil., Ph.D., Columbia University B.S., St. Francis College; Department Chair; M.S., Long Island University Professor of Political Science Domenic F. Firriolo B.A., Dartmouth College; Professor Emeritus of Biology Emily Drabinski M.A., Ph.D., Stanford University B.S., St. Francis College; Assistant Professor M.S., Ph.D., St. John’s University Reference and Instruction Librarian Ralph Engelman B.A., Columbia University; Department Chair; Myrna L. Fischman M.L.S. Syracuse University; Senior Professor of Journalism Chair, Department of Accounting, Taxation and M.A., Long Island University B.A., Earlham College; Law; M.A., Ph.D., Washington University (St. Louis) Professor of Accounting; Mary Jo Dropkin B.S., M.S., The City College, CUNY; Associate Professor of Nursing John E. Exner, Jr. Ph.D., New York University; B.S.N., Cornell University; Professor Emeritus of Psychology CPA M.S.N., University of Nebraska; B.S., M.S., Trinity University; Ph.D., New York University; R.N. Ph.D., Cornell University Stuart Fishelson Professor of Media Arts Erlinda N. Dubal Kristin L. Fabbio B.A., M.A., Long Island University Assistant Professor of Nursing Assistant Professor of Pharmacy Practice B.S.N., University of Santo Tomas; Pharm.D., St. John’s University Craig B. Fisher M.A., New York University; Professor Emeritus of History M.B.A., Long Island University; Dalia Fahmy B.A., University of California at Berkeley; R.N., CNA-BC Assistant Professor of Political Science M.L.S., Columbia University; B.A., M.A., New York University; M.A., Harvard University; Kevin Duffy Ph.D., Rutgers University Ph.D., Cornell University Assistant Professor of Athletic Training, Health and Exercise Science Ann E. Farber JoAnn Floyd B.S., Brooklyn College; Associate Professor Emerita of Mathematics Associate Professor Emerita of Teaching and M.S., Long Island University B.A., Barnard College; Learning M.A., Columbia University B.A., Universidad de las Americas (Mexico); Joan Duncan M.A., New York University; Professor of Psychology Andrea Fass Ed.D., Columbia University B.A., Howard University; Assistant Professor of Pharmacy Practice M.A., Ph.D., Clark University B.S., Phar.D, Nova Southeastern University Wing Fu Director of Physical Therapy Admissions Bridget M. Dwyer B.S., Hong Kong Polytechnic University; Assistant Professor of Communication Sciences M.A., New York University; and Disorders Licensed Physical Therapist; B.A., M.S., Brooklyn College, CUNY Pediatric Certified Specialist, OCS

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Tamara Goldberg Robert Fudin Assistant Professor of Pharmacy Practice Charles Guarria Professor of Psychology Pharm.D., Arnold & Marie Schwartz College of Chair of the Brooklyn Library B.A., M.A., The City College, CUNY; Pharmacy and Health Sciences, Long Island Acquisitions Librarian; Assistant Professor Ph.D., New York University University B.A., State University of New York at Stony Brook; Jack Gabel Karen Denard Goldman M.L.I.S., City University of New York (Queens Professor Emeritus of History Chair, Public Health; College); B.A., M.A., The City College, CUNY; Associate Professor of Public Health M.S., Long Island University Ph.D., New York University B.A., Beloick College; M.S., Hunter College; Sara Haden Helen Galchus Ph.D., New York University Assistant Professor of Psychology Associate Professor Emerita of Community Health B.A., University of Virginia; Diploma, Bellevue Hospital School of Nursing; Claire Goodman M.A., University of Massachusetts, Dartmouth; B.S., New York University; Associate Professor of Media Arts Ph.D., Virginia Polytechnic Institute & State M.S., St. John’s University; B.A., Exeter University (U.K.); University Professional Diploma, Columbia University; R.N. M.A., Long Island University Marshall Hagins Elaine Fleisher Geller Jonathan Gough Professor of Physical Therapy Professor of Communication Sciences and Assistant Professor of Chemistry B.S., M.A., Ph.D., New York University; Disorders B.S., Eastern Nazarene College; Licensed Physical Therapist, OCS B.A., M.A., Queens College, CUNY; Ph.D., Syracuse University Ph.D., Graduate Center, CUNY David Hammerman Gail-Ann G. Greaves Professor Emeritus of Biology Mohammed Ghriga Associate Professor of Communication Studies, B.S., The City College, CUNY; Dean, School of Business, Public Administration Performance Studies and Theatre M.S., Ph.D., New York University and Information Sciences; B.A., M.A., Brooklyn College, CUNY; Associate Professor of Computer Science Ph.D., Howard University Dolwyn Gale Harrison Dipl. d’Ingénieur d’état, University of Sciences Assistant Professor of Nursing and Technology (Algiers); Carole Griffiths A.A.S., Borough Manhattan Community College; M.S., Ph.D., Polytechnic University of New York Professor of Biology B.S.N., SUNY – Health Science Center; B.A., Sarah Lawrence College; M.S., SUNY – Health Science Center Sealy Gilles M.A., Ph.D., The City College, CUNY Associate Professor of English Ruth Harwood B.A., Carleton College; Glenn Gritzer Associate Professor Emerita of Anthropology M.Phil., Ph.D., Graduate Center, CUNY Associate Professor Emeritus of Sociology and B.A., Wellesley College; Social Work M.A., Ph.D., Columbia University Suzanna Gim B.A., Augustana College; Assistant Professor of Pharmacy Practice M.S.W., Ph.D., New York University Dana Hash-Campbell B.A., M.P.H., New York University; Department of Performing Arts Chair; Pharm.D., University of Maryland Stacy Jaffee Gropack Associate Professor of Dance Associate Dean, School of Health Professions B.F.A., Long Island University Amy Patraka Ginsberg Associate Professor of Physical Therapy; Associate Dean, School of Education; B.S., M.S., Long Island University; Gale Stevens Haynes Associate Professor of Human Development and Ph.D., New York University; Provost; Leadership Licensed Physical Therapist Professor of Political Science B.A., Tufts University; B.A., M.A., Long Island University; M.A., M.Ed., Ph.D., Columbia University Stephen M. Gross J.D., LL.D., St. John’s University Professor of Social and Administrative Sciences; Robert Glass Dean Emeritus, Arnold & Marie Schwartz College Janet L. Haynes University Dean of International Education of Pharmacy and Health Sciences; Associate Professor of Biology Dean, Global College B.S., Columbia University; B.S., M.S., Long Island University; B.A., University of British Columbia; M.A., Ed.D., Teachers College, Columbia M.Phil., Ph.D., New York University M.A., Temple University; University M.Phil., Ph.D., Syracuse University Jonathan Haynes Nancy Grove Professor of English Walter Glickman Director of Galleries; B.A. McGill University; Department of Physics Chair; Associate Professor of Visual Arts M.A., Ph.D. Yale University Professor of Physics B.A., Sarah Lawrence College; B.S., Alfred University; M.A., University of Chicago; Hildi Hendrickson M.S., Ph.D., Pennsylvania State University Ph.D., Graduate Center, CUNY Department of Sociology/Anthropology Chair; Associate Professor of Anthropology B.A., M.A., M.Phil., Ph.D., New York University

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 218 Brooklyn Campus

Barbara Henning Frances Iacobellis Cecil K. Joseph Professor Emerita of English Assistant Professor of Nursing Assistant Professor of Biochemistry (Pharmacy) B.A., M.A., Wayne State University; B.S., Hunter College; B.S., University of Toronto (Canada); Ph.D., Union Graduate School M.S., Wagner College Ph.D., Hunter College, CUNY

John High Anayo Ikeme Yusof McDadlly Juwayeyi Associate Professor of English Associate Professor of Nursing Associate Professor of Anthropology B.A., M.A., San Francisco State University B.S., Rutgers University; B.Soc.Sci., University of Malawi (Malawi); M.A., Rutgers University; M.A., C.Phil., Ph.D. University of California, Albert I. Hirschberg M.A., Ed.D., Columbia Teacher’s College Berkeley Professor Emeritus of Chemistry B.S., Brooklyn College, CUNY; Mary Ireland Cristiana Kahl Collins M.S., Ph.D., Polytechnic Institute of New York Associate Professor of Nursing Assistant Professor of Physical Therapy; B.S.N., Spaulding College; B.S., M.A., New York University; Jordan B. Hirshon M.A., Ph.D., New York University; Ph.D., Nova Southeastern University; Professor Emeritus of Biology R.N. Neurologic Certified Specialist; B.S., The City College, CUNY; Licensed Physical Therapist Ph.D., Rutgers University Nancy Jackson, Associate Professor of Nursing Samuel R. Kamhi Michael Hittman B.S., Columbia University; Associate Professor Emeritus of Physics Professor of Anthropology MA, New York University; B.S., Ph.D., Columbia University B.A., Long Island University; M.ED, Ed.D., Columbia Teacher’s College M.A., New York University; Jordan J. Kaplan Ph.D., University of New Mexico Linda Jacobs Director, M.S. in Human Resource Management; Associate Professor of Human Development and Associate Professor of Management Christopher Ho Leadership B.A., M.B.A., Long Island University; Assistant Professor of Pharmacy Practice B.A., Brooklyn College, CUNY; D.B.A., University of Sarasota Pharm.D., Massachusetts College of Pharmacy and M.S., Ph.D., New York University Health Sciences Michael Kavic Jacob H. Jaffe Assistant Professor of Physics Sidney Horowitz Professor Emeritus of Journalism B.S., University of Minnesota, Twin Cities Professor Emeritus of History B.Lit., Rutgers University; M.S., University of North Carolina, Chapel Hill B.A., M.A., Ph.D., New York University; M.S., Columbia University Ph.D., Virginia Tech Certificate of the Russian Institute, Columbia University Albert E. Johnson Carole Kazlow Professor Emeritus of Economics and Finance Professor Emeritus of Teaching and Learning Patrick Horrigan B.B.A., Pace University; B.A., M.S., Queens College, CUNY; Associate Professor of English M.B.A., Ph.D., New York University Ph.D., New York University B.A., Catholic University of America; M.A., Ph.D., Columbia University Thomas J. Johnson Edward Keane Division Director of Respiratory Care Assistant Professor Stacey Horstmann-Gatti B.A., Fordham University; Reference and Instruction Librarian Associate Professor of History M.S., Long Island University; B.A., Syracuse University; B.A. Hamilton College; Licensed Advanced Practitioner, Respiratory M.A., Stony Brook University; M.A., Ph.D. Emory University Therapist, New York; M.L.A., Queens College Licensed Respiratory Care Practitioner, New Suei-Rong Huang Jersey; Registered Respiratory Therapist Patricia Keogh Professor Emeritus of Chemistry Head of Cataloging; B.S., National University (Taiwan); Kimberly Jones Assistant Professor M.S., New Mexico Highlands University; Associate Professor of History B.A., University of Virginia; Ph.D., Stevens Institute of Technology B.A., Trinity College; M.L.S., University of Texas; M.A., Ph.D., University of California at Los M.A., St. Mary’s University Marvin S. Hurvich Angeles Professor of Psychology Kathleen Kesson B.S., University of Alabama; Samuel C. Jones Department of Teaching and Learning Chair; M.A., Ph.D., University of Pennsylvania Associate Professor of Social Work Professor of Teaching and Learning; B.A., SUNY at Stony Brook; M.S.Ed., Ed.D., Oklahoma State University Esther Hyneman M.S.W., D.S.W., Hunter College, CUNY Professor Emerita of English Camille Kiefer B.A., Goucher College; Susanna Jones Coordinator of Admission and Recruitment, M.A., Ph.D., Columbia University Associate Professor of Social Work Physician Assistant Program B.A., California State University, Northridge; A.A.S., SUNY at Farmingdale; M.S.W., San Jose State University B.S., Long Island University; R.N., Certified Physician Assistant

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John Killoran Gary Kose Glen D. Lawrence Assistant Professor of English Director, M.A. Program; Professor of Chemistry and Biochemistry B.A., Concordia University; Professor of Psychology B.S., Pratt Institute; M.A., Ph.D., University of Waterloo B.A., Temple University; M.A., SUNY at Plattsburgh; Ph.D., Graduate Center, CUNY Ph.D., Utah State University Dawn F. Kilts Professor of Nursing; School of Nursing Dragos D. Kostich Christopher League B.S., Adelphi University; Professor Emeritus of Interdisciplinary Studies Associate Professor of Computer Science M.A., New York University; Diplome, Institute des Sciences Politiques, B.S., Johns Hopkins University; Certificate, Molloy College; University of Paris M.S., University of Maryland; R.N., Adult Nurse Practitioner Ph.D., Yale University Cecilia Kovac Haesook Kim Director of Molecular Biology Kamel Lecheheb Associate Professor of Sociology Associate Professor of Biology Dean, Information Technology; B.A., M.A., Ewha University, Korea; B.S., St. John’s University; Associate Professor of Physics M.A.,M.Phil., Ph.D., Columbia University M.S., New York University; M.S., Ph.D., New York Polytechnic M.Ph., Ph.D., Columbia University Rachel King Ben Bumsun Lee Head of Library Media Center; Elizabeth Kudadjie-Gyamfi Professor Emeritus of Accounting Assistant Professor Department of Psycology Chair; B.A., Seoul National University; B.A., Wellesley College; Associate Professor of Psychology M.B.A., Ph.D., New York University; CPA M.A., Columbia University; B.Sc., University of Ghana; M.S.I.S; University at Albany M.A., Ph.D., SUNY at Stony Brook Supawadee Lee Assistant Professor of Occupational Therapy Harold L. Kirschenbaum Anne Kugler B.S., Chiang Mai University; Associate Dean for Professional Affairs, Arnold & Assistant Professor of Pharmacy Practice M.S., Mahidol University; Marie Schwartz College of Pharmacy and Health B.S., Randolph-Macon College M.A., Ph.D., New York University Sciences ; Pharm.D., Arnold & Marie Schwartz College of Professor of Pharmacy Practice Pharmacy and Health Sciences, Long Island Laurie Lehman B.S., Brooklyn College of Pharmacy; University Associate Professor of Teaching and Learning M.S., Long Island University; B.A., Clark University; Pharm.D., Massachusetts College of Pharmacy Su-Hwan Kwan M.A., Arizona State University; Assistant Professor of Biology Ph.D., New York University Troy Kish B.S., M.S., Ph.D., Yonsei University Assistant Professor of Pharmacy Practice Nancy Lemberger Pharm.D., University of Toledo Dong Kwon Associate Professor of Teaching and Learning Assistant Professor of Biology B.A., M.S., California State University; Seymour Kleinberg B.S., M.S., Kangwon National University, Korea Ed.M., Ed.D., Teachers College, Columbia Professor Emeritus of English Ph.D., Georgia State University University B.A., The City College, CUNY; M.A., University of Connecticut; Seema Lall Melissa Lent Ph.D., University of Michigan Assistant Professor of Nursing Coordinator of B.S., in Health Science B.S., New Delhi, India; B.A., Stony Brook University, SUNY; Chemia J. Kleinman B.S.N., RAK College of Nursing, New Delhi, M.S. Ed., Long Island University Professor Emeritus of Physics India; B.A., Yeshiva University; M.S.N., Lehman College Timothy Leslie M.S., Ph.D., New York University Assistant Professor of Biology John E. Lane B.S., Ph.D., Penn State John E. Knight Professor Emeritus of History Associate Professor of Mathematics B.S., M.A., Certificate of the East Asian Institute, Helisse Levine B.A., Northwestern University; Columbia University Director, Advanced Certificate in Not-for-Profit M.S., Ph.D., Polytechnic University of New York Management; Kevin Lauth Assistant Professor of Public Administration Laura L. Koenig Associate Dean, Richard L. Conolly College; B.A., M.A., Fairleigh Dickinson University; Associate Professor of Communication Sciences Professor of Media Arts Ph.D., Rutgers University and Disorders B.A., Lehman College, CUNY; B.A., University of Chicago; M.S., Brooklyn College, CUNY Esther Levine-Brill M.A., University of Pennsylvania; Professor of Nursing Ph.D., Graduate Center, CUNY Valerie Lava B.S., M.S., Hunter College, CUNY; Associate Professor of Teaching and Learning Ph.D., New York University; B.A., Brooklyn College, CUNY; R.N., Adult Nurse Practitioner; M.S., Hunter College, CUNY; APRN-BC Post-Master’s Certificate, Long Island Ed.D., Teachers College, Columbia University University; ANP

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 220 Brooklyn Campus

Xiao-Ming Li Hannia Lujan-Upton Kathleen A. Marsala-Cervasio Professor Emerita of English Associate Professor of Chemistry and Assistant Professor of Nursing M.A., East China Teachers’ University Biochemistry B.S., Staten Island College, CUNY; (Shanghai); B.S., St. Francis College; M.S., Hunter College, CUNY; M.A., Ph.D., University of New Hampshire Ph.D., Polytechnic University of New York Ph.D., Kennington University R.N., CS, CCRN Celia Lichtman Beverly Lyons Professor of Foreign Languages and Literature Director, Master of Public Administration Lorraine Marsh B.A., Brooklyn College, CUNY; Program; Associate Professor of Biology M.A., Ph.D., New York University Director, Advanced Certificate in Gerontology A.B., University of California at Santa Cruz; Administration; M.A., San Francisco State College; Aaron Lieberman Professor of Public Administration Ph.D., Massachusetts Institute of Technology Associate Professor of Human Development and B.A., Queens College, CUNY; Leadership M.A., New York University; Michael Masaracchio B.S., Brooklyn College, CUNY; Ph.D., Fordham University Associate Professor of Physical Therapy M.S.W., D.S.W., Yeshiva University B.S., M.S., Long Island University; Amy Ma DPT, Creighton University Andrew Livanis Assistant Professor of Nursing Department of Human Development and A.A.S., Kishwaukee College Marion Masterson Leadership Chair; B.S., M.S. Chemical Engineering, East China Director of Clinical Education, Division of Associate Professor of Human Development and University of Science and Engineering Physician Assistant Studies; Leadership M.S., Family Nurse Practitioner, Medical B.S., Long Island University; B.A., M.S., St. John’s University University of South Carolina M.P.A.S., University of Nebraska; Ph.D., Graduate Center, CUNY R.N., FNP, APRN-C Certified Physician Assistant DNP, Case Western Reserve University Waldo J. Lombardi Nino Marzella Professor Emeritus of Economics Carole Maccotta Associate Professor of Pharmacy Practice B.A., M.S., Long Island University; Assistant Professor of Foreign Languages and B.S., M.S., Pharm.D., Arnold and Marie Schwartz M.A., Ph.D., Columbia University Literature College of Pharmacy and Health Sciences, Long B.A., M.A., Universite Paul Velery, France Island University Madeleine Long P.D., University of North Carolina Professor Emerita of Teaching and Learning Nikita Matsunaga B.A., Queens College, CUNY; Richard W. Macomber Associate Professor of Chemistry and M.A., Harvard University; Professor Emeritus of Physics Biochemistry Ed.D., Columbia University B.S., M.S., Northwestern University; B.A., American International College; A.M., Harvard University; Ph.D., Iowa State University Ray C. Longtin Ph.D., University of Iowa Professor Emeritus of English Charles Matz B.A., University of Washington; Carol Z. Magai Professor of English M.A., Ph.D., Columbia University Dean, Graduate Research; B.A. Rutgers University; Professor of Psychology M.A. Columbia University; John M. Lonie B.A., M.A., Michigan State University; Ph.D. University of Notre Dame Associate Professor of Social and Administrative Ph.D., Rutgers University Sciences Donald McCrary B.S., Arnold & Marie Schwartz College of Sandra Maldonado Associate Professor of English Pharmacy and Health Sciences, Long Island Assistant Professor of Nursing B.A., M.A., University of Massachusetts at University; B.S., Hunter College; Boston; M.A., New School for Social Research; B.S., SUNY Downstate; Ph.D., New York University Ed.D., Teachers College, Columbia University M.S., Hunter-Bellevue Maria McGarrity Rosalynde Le Blanc Loo Harriet Malinowitz Associate Professor of English Assistant Professor of Dance Professor of English B.A., Rutgers University; B.F.A., SUNY Purchase B.A., Queens College, CUNY; M.A., University of New Orleans; M.F.A., University of Massachusetts at Amherst; Ph.D., University of Miami Hilary Lorenz M.A., Hunter College, CUNY; Department of Visual Arts and Media Arts Chair; Ph.D., New York University Howard Mcguire Associate Professor of Visual Arts and Media Arts Professor of Psychology B.S., Western Michigan University; Fraidy N. Maltz B.S., M.S., Ph.D., University of Illinois M.A., M.F.A. University of Iowa Assistant Professor of Pharmacy Practice B.S., M.S., Pharm.D., Arnold and Marie Schwartz Sylvester McKenna Anne G. Loscalzo College of Pharmacy and Heath Sciences, Long Professor Emeritus of Biology Professor Emeritus of Chemistry Island University B.S., Richmond College, CUNY; B.A., M.S., Ph.D., New York University M.S., Long Island University; Ph.D., New York University

Page 221 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

Stanley Nass J. Patrice McSherry Stephen Molton Professor of Human Development and Leadership Professor of Political Science Assistant Professor of Writing & Producing for B.A., The City College, CUNY; B.A., University of California at Berkeley; Television M.A., New York University; M.A., Ph.D., Graduate Center, CUNY B.F.A., Kansas City Art Institute M.A., Ed.D., Columbia University

Kevin Meehan Maxine Morgan-Thomas Joseph Nathan Assistant Professor of Psychology Assistant Professor of Business Law Assosciate Professor of Pharmacy Practice B.A., New York University B.A., Queens College of the City University of B.S., M.S., Arnold and Marie Schwartz College of M.A., John Jay College of Criminal Justice New York; Pharmacy and Health Sciences, Long Island Ph.D., Graduate Center, CUNY J.D., Columbia Law School, Columbia University; University; CPA Pharm.D., University of Arkansas for Medical Monica D. Mehta Sciences Assistant Professor of Pharmacy Practice Joseph Morin B.S., University of Houston; Department of Biology Chair; Robert B. Nathanson Pharm.D., University of Texas (Austin) Professor of Biology Professor Emeritus of Teaching and Learning B.S., Southeastern Massachusetts University; B.A., Brooklyn College, CUNY; Valerie Michelsen Ph.D., University of Wisconsin M.S.W., Columbia University School of Social Professor Emerita of Nursing Work; A.A.S., SUNY at Farmingdale; Nelson Moses Ed.M., Ed.D., Teachers College, Columbia B.S., Long Island University; Department of Communication Sciences and University B.S./M.S.,Adelphi University; R.N. Disorders Chair; Professor of Communication Sciences and Ruth F. Necheles Florence Miller Disorders Professor Emerita of History Professor Emerita of Management B.A., M.A., The City College, CUNY; A.B., M.A., Ph.D., University of Chicago B.S., Pennsylvania State College; Ph.D., New York University M.S., New York University Susan Nesbit Iris Mule Assistant Professor of Occupational Therapy Clarence Teague Mims Director of Master of Social Work Field B.S., Ohio State University; Assistant Professor of History Education; M.S., Columbia University B.A., Tufts University B.S.W., Virginia Commonwealth University, M.A., Ph.D., Columbia University School of Social Work; Samuel Newsome M.W.W., New York University, School of Social Assistant Professor of Music Yuko Minowa Work B.A., Berklee College of Music; Associate Professor of Marketing M.A., SUNY Purchase B.S., Ph.D., Rutgers University Christy Mulligan Assistant Professor of Human Development and Timothy V. Nguyen Diana Mitrano Leadership Assistant Professor of Pharmacy Practice Assistant Professor B.S., Kutztown University; B.S. in Pharm., Rutgers, The State University of Cataloging Librarian M.S., Eastern College; New Jersey; B.A., New York University; Psy.D., Philadelphia College of Osteopathic Pharm.D., University of the Sciences in M.L.S, M.S.Ed., Long Island University Medicine Philadelphia

Kathleen Modrowski Deborah Mutnick Anna I. Nogid Director of North American and European Studies Professor of English Associate Professor of Pharmacy Practice B.A., University of Toledo B.A., University of Michigan; B.S., Pharm.D., Arnold & Marie Schwartz College M.A., École des Hautes Études en Sciences M.F.A., University of North Carolina; of Pharmacy and Health Sciences, Long Island Sociales (EHESS) Ph.D., New York University University A.B.D., École des Hautes Études en Sciences Sociales (EHESS) Russell Myers Patricia O’Brien Professor of Mathematics Associate Professor of Nursing Marjan Moghaddam B.S., Ph.D., Penn State University; B.S., Hunter College; Professor of Media Arts M.S., SUNY at Stony Brook M.A., New York University; B.A., Empire State College Ph.D., Adelhi University Jadwiga S. Najib Shahriar Mokhtari-Sharghi Professor of Pharmacy Practice John O’Leary Associate Professor of Mathematics B.S., St. John’s University; Associate Professor of Nursing B.S., Sharif University of Technology (Iran); Pharm.D., University of Minnesota, Twin Cities A.A.S., Misericordia Hospital College of Nursing M.A., Ph.D., Columbia University B.A., Hunter College; Maureen Nappi M.S., Queens College; Jeanmaire Molina Assistant Professor of Media Studies M.S., Lehman College; Assistant Professor of Biology B.F.A., M.A., Ph.D., New York University M.S., Cornell University; B.S., University of the Philippines J.D., CUNY - School of Law Ph.D., Rutgers University

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 222 Brooklyn Campus

Doris Obler Fotios M. Plakogiannis Assistant Professor of Occupational Therapy Samuel Park Professor of Pharmaceutics; B.S., SUNY Downstate Medical Center; Professor of Mathematics Pharmacy Diploma, University of Athens M.S.W., Adelphi University B.S., West Virginia Wesleyan; (Greece); M.A., Ph.D., University of Pittsburgh M.S., Ohio State University; Christine Okpomeshine Ph.D., University of Southern California Assistant Professor of Nursing Isabel D. Pascale B.S., M.S., Seton Hall Professor Emeritus of Human Development and Roda Plakogiannis Leadership Associate Professor of Pharmacy Practice Robert G. Olson B.A., M.S., Certificate in Administration and B.S., Pharm.D., Arnold and Marie Schwartz Professor Emeritus of Philosophy Supervision, Hunter College, CUNY; College of Pharmacy and Health Sciences, Long B.A., University of Minnesota; Ed.D., Fordham University Island University Docteur de l’Université de Paris; Ph.D., University of Michigan Nagin K. Patel June Polak Professor of Industrial Pharmacy Professor of Biology Renee Ortega B.Pharm., Gujarat University (India); B.S., Brooklyn College, CUNY; Academic Field Work Coordinator for M.S., Temple University; M.S., Long Island University; Occupational Therapy; Ph.D., University of Maryland Ph.D., New York University A.A.S., Mercy College; B.F.A., Long Island University; Robert Pattison Max Polisar B.S., Mercy College Professor of English Assistant Professor of Communication Studies, A.B. Yale University; Performance Studies and Theatre Amber Pabon M.A. University of Sussex; B.A., M.A., Brooklyn College, CUNY Visiting Assistant Professor Ph.D. Columbia University B.A., University of California, Los Angeles; Eric Posmentier M.A., Brooklyn College, CUNY; Ximara Peckham Professor Emeritus of Mathematics and Physics Ed.D., The Graduate Center, CUNY Instructor of Biology B.S., The City College, CUNY; M.D. Caldas University (Colombia) Ph.D., Columbia University John Papadopoulos Associate Professor of Pharmacy Practice Thomas Peele Michael Pregot B.S., St. John’s University; Associate Professor of English Assistant Professor of Human Development and Pharm.D., Arnold & Marie Schwartz College of B.A., New York University Leadership Pharmacy and Health Sciences, Long Island M.A., City College of New York B.A., M.A.T., Assumption College; University Ph.D., University of South Florida M.A., Framingham State College; Ed.D., Boston University Nicholas Papouchis Shelley L. Peffer Director of Ph.D. Program; Assistant Professor of Public Administration Eunice Y. Pyon Professor of Psychology B.A., Kent State University; Assistant Professor of Pharmacy Practice B.S., Queens College, CUNY; M.P.A., J.D., Ph.D., Cleveland State University B.S., University of California, Berkeley; Ph.D., Graduate Center, CUNY Pharm.D., University of California, San Francisco Linda S. Penn Evangelos Pappas Director of Psychological Services; Elaena Quattrocchi Interim Chair of Physical Therapy; Professor of Psychology Associate Professor of Pharmacy Practice Associate Professor of Physical Therapy B.A., University of Michigan; B.S., Pharm.D., St. John’s University B.S., T.E.I. of Thessalonaki (Greece); Ph.D., Adelphi University M.S., Quinnipac College; Gregary J. Racz Orthopedic Certified Specialist; Richard Perry Department of Foreign Language and Literature Licensed Physical Therapist Assistant Professor of Pharmacy Practice Chair; Pharm.D., University of Rhode Island Associate Professor of Foreign Languages & Louis Parascandola Literature Professor of English Rebecca A. Petersen B.A., Rutgers University; B.A., Brooklyn College; Clinical Coordinator, Division of Athletic M.A., Ph.D., Princeton University M.A., Long Island University; Training, Health and Exercise Science; M.L.S., Pratt Institute; B.S., Old Dominion University; Paul Michael Ramirez Ph.D., Graduate Center, CUNY M.S., Long Island University; Professor of Psychology Certified Athletic Trainer B.A., Herbert Lehman College, CUNY; Barbara Parisi M.A., New York University; Professor of Communication Studies, Performance Anthony Q. Pham M.A., The City College, CUNY; Studies and Theatre Assistant Professor of Pharmacy Practice M.Phil., Ph.D., Graduate Center, CUNY B.A., Hunter College, CUNY; B.S., B.S., University of California, Irvine M.A., New York University; Pharm.D., University of California, Los Angeles M.A., Brooklyn College, CUNY; M.A., Graduate Center, CUNY; Ph.D., New York University

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Warren Ratna Anastasia Rivkin Sara Salloum Professor of Pharmacology Director, Division of Pharmacy Practice; Assistant Professor of Teaching and Learning B.Sc. Hons., University of Sri Lanka, Colombo Associate Professor of Pharmacy Practice B.Sc., Beirut University College; (Sri Lanka); Pharm.D., North Dakota State University M.A., American University of Beirut; M.S., University of South Carolina; Ph.D., University of Illinois (Urbana- Champaign) Ph.D., Stony Brook, SUNY Robert Rochlin Professor Emeritus of Accounting and Taxation Elizabeth A. J. Salzer Jennifer Rauch B.S., M.B.A., New York University; Division Director of Physician Assistant Program Associate Professor of Journalism CPA A.B., Smith College; B.A., The Penn State University; B.S. Long Island University; M.J., Temple University Gustavo Rodriguez M.A., Columbia University; Associate Professor of Economics Certified Physician Assistant Tracye Rawls-Martin B.S., Universidad de Buenos Aires (Argentina); Director, Athletic Training Education Programs; M.A., Ph.D., New York University Lisa Samstag Assistant Professor of Athletic Training, Professor of Psychology Health and Exercise Science Jose Rodriguez B.A., Queen’s University (Ontario, Canada); B.S., M.S., Long Island University Professor of Computer Science M.A., M.Phil., Ph.D., The City College, CUNY B.A., Rutgers University; Anthony A. Reidlinger M.S., New York University; Jose Ramon Sanchez Professor Emeritus of Chemistry Ph.D., Stevens Institute of Technology Director, Urban Studies Department B.A., Hofstra University; Professor of Political Science; M.S., Ph.D., New York University Donald W. Rogers B.A., Columbia University; Professor Emeritus of Chemistry M.A., University of Michigan; John P. Reilly B.A., Princeton University; Ph.D., New York University Associate Emeritus Professor of History M.A., Wesleyan University; A.B., A.M., St. Louis University; Ph.D., University of North Carolina Hazel Sanderson-Marcoux Ph.D., Columbia University Acting Dean of Nursing; Renie Rondan-Jackson Associate Professor of Nursing; Diane Reynolds M.S.W. Field Work Coordinator R.N. Advisor; Associate Professor of Nursing M.S.W., Hunter College B.S., Long Island University; B.S.N., Hunter College/Bellevue School of M.Ed., Ed.D., Columbia University, R.N. Nursing; Jan Rosenberg M.S., SUNY Health Science Center at Brooklyn Professor Emerita of Sociology John Sannuto Ed.D., Columbia Teacher’s College B.A., M.A., University of Illinois; Associate Professor of Communication Studies, Ph.D., University of Massachusetts Performance Studies and Theatre Ashley Richardson B.A., Brooklyn College; Assistant Professor of Pharmacy Practice Jessica M. Rosenberg M.A., D.A., New York University Pharm.D., Northeastern University Bouve College Associate Professor of Social Work of Health Sciences School of Pharmacy B.A., Sarah Lawrence College; Anthony Santella M.S.W., School of Social Work, Hunter College; Assistant Professor of Public Health Martin Ries Ph.D., Yeshiva University B.S., University of Connecticut; Professor Emeritus of Art M.P.H., Emory University; B.A., American University; Norman V. Rothwell Dr.P.H., Tulane University M.A., Hunter College, CUNY Professor Emeritus of Biology B.S., Rutgers University; Michael Saraceno Luis F. Riquelme Ph.D., Indiana University Associate Professor of Occupational Therapy Instructor of Communication Sciences and B.A., M.S., Touro College; Disorders Elizabeth A. Rudey Registered Occupational Therapist B.A., Long Island University; Professor of Visual Arts M.S., Teachers College, Columbia University B.A., New York University; Kimberly Sarosky M.A., M.Ed., Ed.D., Teachers College, Columbia Assistant Professor of Pharmacy Practice Barry A. Ritzler University Pharm.D., Wilkes University (Pennsylvania) Professor Emeritus of Psychology B.A., Manchester College; Peter Salber Benjamin Saunders M.A., Ph.D., Wayne State University Coordinator of User Services; Assistant Professor of Psychology Associate Professor B.A., University of Michigan; Klaudia Rivera B.A., Canisius College; M.A., Ph.D., University of Illinois Professor of Teaching and Learning M.A., New York University; B.S., Central America University, Managua, M.S.L.I.S, Pratt Institute Vincent Scerbinski Nicaragua; Associate Professor of Accounting M.S., Bank Street College of Education; Yasser Salem A.B., Fairfield University; Ed.D., Teachers College, Columbia University Associate Professor of Physical Therapy M.B.A., St. Johns University; B.S., M.S., Cairo University (Egypt); C.P.A., New York and New Jersey Ph.D., University of Central Arkansas

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 224 Brooklyn Campus

Wayne Schnatter Mariam Sherar Judith Singer Associate Professor of Chemistry and Assistant Professor Emerita of Sociology Associate Professor Emeritus of Teaching and Biochemistry B.A., M.A., Michigan State University Learning B.S. in Chemistry, B.S. in Biology, Rensselaer B.A., Douglass College, Rutgers University; Polytechnic Institute; Herbert Sherman M.S., Brooklyn College, CUNY; M.A., Ph.D., Princeton University Chair, Department of Managerial Sciences Ph.D., New York University Professor of Management Elliott P. Schuman B.A., City College of New York; George A. Small Professor of Psychology M.S., Polytechnic University; Professor Emeritus of English B.S., United States Naval Academy; Ph.D., The Union Institute and University B.A., M.A., University of New Mexico; M.A., Ph.D., Columbia University (Cincinnati, OH) Ph.D., University of Pennsylvania

Peter Schwarzburg Lu Feng Shi W. Reeves Smith Professor Emeritus of Teaching and Learning Assistant Professor of Communication Sciences & Professor Emeritus of Biology B.A., M.A., Columbia University; Disorders B.S., South Carolina State College; Ph.D., New School for Social Research B.M. Shanghai Medical University; M.S., Ph.D., Fordham University M.S., Ph.D., Syracuse University Bernard Schweizer Michael Sohn Associate Professor of English; Ellen L. Short Instructor of English B.A., University of Minnesota; Associate Professor of Human Development and B.A., M.A., Ph.D., New York University Ph.D., Duke University Leadership B.A., Lawrence University; Eugene Spatz Anne Hiller Scott M.A., Northwestern University; Sports Sciences; Division Director; Associate Professor of Occupational Therapy Ph.D. New York University Coordinator, Adapted Physical Education Track B.A., M.A., Ph.D., New York University; and Coaching and Conditioning Track Registered Occupational Therapist Joanna Shulman B.S., University of Michigan; Fellow of the American Occupational Therapy Medical Director, Physician Assistant Studies M.S., Long Island University Association B.S., Swarthmore College; M.S., Massachusetts Institute of Technology; Amanda Speakes-Lewis Kenneth W. Scott M.D., New York Medical College Assistant Professor of Social Work Professor Emeritus of English B.A., M.S.W., Stony Brook University, SUNY; B.A., Queens College, CUNY; Madiha B. Sidhom D.S.W., Adelphi University M.A., Columbia University Associate Professor of Pharmaceutics B.S., M.S., University of Assiut (Egypt); David Spierer Keith Serafy Ph.D., Moscow First Medical Institute (U.S.S.R.) Associate Professor of Athletic Training, Health Professor of Biology and Exercise Science B.A. University of South Florida; Alvin Siegel M.A., Ph.D., Columbia University M.A., Ph.D. University of Maine Professor of Chemistry and Biochemistry B.S. The City College, CUNY; Grazia Stagni Bupendra K. Shah Ph.D. Rutgers University Associate Professor of Pharmaceutics Assistant Professor of Social and Administrative B.S., Università Degli Studi di Bologna (Italy); Sciences Esther Siegel M.S., Ph.D., University of Texas at Austin B.S. Poona College of Pharmacy (India); Professor Emerita of Nursing M.S., University of Toledo; B.S., M.S., Adelphi University; Nathaniel R. Stanley Ph.D., University of Wisconsin-Madison Ed.D., Teachers College, Columbia University; Professor Emeritus of Mathematics R.N. B.S., The City College, CUNY; Roopali Sharma M.S., Ph.D., New York University Assistant Professor of Pharmacy Practice Nicki Silberman B.S., University of Rhode Island; Director of Clinical Education Rebecca A. States Pharm.D., St. John’s University B.A., Tufts University; Associate Professor of Physical Therapy M.P.T., University of Delaware; B.A., Barnard College, Columbia University; Alexander Shedrinsky D.P.T., Massachusetts General Hospital Institute M.A., Teachers College, Columbia University; Professor of Chemistry and Biochemistry of Health Professions Ph.D., Columbia University M.S., Leningrad University (U.S.S.R.); Licensed Physical Therapist M.S., Ph.D., New York University Patricia Stephens Howard Silverstein Associate Professor of English; Department Chair Simon Sheppard Professor Emeritus of English B.A., The City College, CUNY; Assistant Professor of Political Science B.A., Rutgers University; M.A., Graduate Center, CUNY; B.A., Auckland University; M.A., University of Minnesota; Ph.D., New York University M.A., Victoria University of Wellington; Ph.D., New York University Ph.D., John Hopkins University

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Brook Stowe Jose Tello Ranbir Varma Coordinator of Library Instruction; Assistant Professor of Biology Professor Emeritus of Economics Assistant Professor B.Sc., Universidad Ricardo Palma, Peru B.A., Patna University (India); B.A., Vermont College; M.Sc., University of Missouri, St. Louis M.A., Columbia University; M.L.S., Queens College; Ph.D., University of Illinois at Chicago Ph.D., New School for Social Research M.A., Long Island University Joan Templeton Nadarajah Vasanathan Milorad V. Stricevic Professor Emerita of English Department of Chemistry Chair; Director, M.S. in Health Sciences; B.A., Centenary College; Assistant Professor of Chemistry Professor of Athletic Training, Health and M.A., Ph.D., University of Oregon B.Sc., University of Jafna (Sri Lanka); Exercise Science M.A., Ph.D., City College, CUNY M.D., Belgrade University Medical School Theologia Ternas (Yugoslavia) Assistant Professor of Pharmacy Practice Walter Vasilaky Pharm.D., St. John’s University College of Professor Emeritus of Computer Science Judith Stuart Pharmacy B.A., Rutgers University; Professor Emerita of Dance M.A., University of Maryland; B.A., M.F.A., Brooklyn College, CUNY Larry D. Terry, II Ph.D., New York University Assistant Professor of Public Administration Harry Stucke B.A., University of California at Santa Barbara; Sharon Verity Director, M.B.A. Program; M.P.A., San Diego State University; Associate Division Director, Physician Assistant Professor of Management; Ph.D., University of Texas at Dallas Studies; B.S., Fordham University; B.A., SUNY Binghamton; M.B.A., New York University Arpi Siran Terzian B.S., SUNY Stony Brook; Assistant Professor of Athletic Training, Health M.P.A.S., University of Nebraska; Meiyu Su and Exercise Science Certified Physician Assistant Associate Professor of Mathematics B.A., Brown University; B.S., M.S., Henan Normal University (China); M.P.H., Emory Rollins School of Public Health Susan Villegas Ph.D., Graduate Center, CUNY Ph.D., John Hopkins Bloomberg School of Public Assistant Professor of Pharmacy Practice Health Pharm.D., West Virginia University Srividhya Swaminathan Associate Professor of English Cecelia Traugh William Vincent, III B.A., University of Texas, Austin; Dean, School of Education; Assistant Professor of Pharmacy Practice M.A., Ph.D., Pennsylvania State University Director, Center for Urban Educators; Pharm.D., Rutgers, The State University of New Professor of Teaching and Learning Jersey Theresa Sweeny B.A., M.A., University of California (Riverside); Associate Professor of Nursing Ph.D., University of California (Berkeley) Maria Vogelstein A.A.S., Excelsior College; Assistant Professor of Biology; B.A., University of California; John K. Tseng Assistant Dean, Richard L. Conolly College M.S., Excelsior College; Professor Emeritus of Chemistry and Biochemistry B.S., St. Joseph’s College; M.S., New York M.S., University of California; B.S., Cheng Kung University (Taiwan); University D.P.H., University of California M.S., Ph.D., University of North Dakota Valerie C. Walker Candy Systra Irwin Tucker Professor of Public Health Director, New York City Teaching Fellows Associate Professor Emeritus of Mathematics B.S., Hunter College, CUNY; Program; B.A., St. John’s College; M.S., M.P.H., Columbia University; Assistant Professor of Teaching and Learning; License es Lettres, University of Paris R.N., C.N.M. B.A., Brooklyn College, CUNY; M.A., Antioch Graduate School of Education; Martha Tyrone Joan Walsh M.A., Teachers College, Columbia University Assistant Professor of Communication Sciences & Professor Emerita of Nursing Disorders A.B., B.S., M.Ed., University of Missouri; David R. Taft B.A., M.S., University of Chicago; Ed.D., New York University; R.N. Dean, Arnold & Marie Schwartz College of M.S., Rutgers University; Pharmacy and Health Sciences; Ph.D., City University, London Colleen Walsh-Larossa Professor of Pharmaceutics Assistant Director, Teaching Fellows Program; B.S., University of Rhode Island; Hatice Uzun Instructor of Teaching and Learning; Ph.D., University of Connecticut Associate Professor of Finance B.A., University of Southern California; B.S., Hacettepe University, Turkey; M.P.A., University of Pittsburgh Martin Teiger M.B.A, Ph.D., Drexel University Professor of Physics Sylvia Yudice Walters A.B., M.A., Ph.D., Columbia University Michael Valenti Associate Professor of Communication Sciences Assistant Professor of Nursing and Disorders A.A.S., Long Island College Hospital; B.A., M.S., Brooklyn College, CUNY; B.S., St. Francis College; Ph.D., New York University M.S. , New York University

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 226 Brooklyn Campus

Amy Wang Lester Wilson Scott Youmans Assistant Professor of Pharmacy Practice Director of United Nations Graduate Certificate Associate Professor of Communication Sciences Pharm.D., M.B.A., University of Kentucky Program; and Disorders Professor of History B.S., College of Saint Rose; Donna Wang A.B., University of Chicago; M.Ed., North Carolina Central University; Chair, Social Work; B.S., Roosevelt University; Ph.D., Florida State University Assistant Professor of Social Work M.A., Ph.D., University of Illinois B.S., Shippensburg University; Xudong Yuan M.S.W., Temple University; Philip Wolitzer Assistant Professor of Pharmaceutics Ph.D., Fordham University Professor Emeritus of Accounting B.S., Nanjing University of Chinese Medicine B.B.A., The City College, CUNY; (China); Ingrid Wang M.B.A., New York University; M.S., National University of Singapore Director of the Brooklyn Library; CPA (Malaysia); Associate Professor Ph.D., University of Georgia B.A., Nanjing Normal University; Constance Woo M.S.L.S., Clarion University of Pennsylvania; Professor Joel Zablow M.S., Brooklyn College (CUNY) B.A., M.A., C.Phil, Ph.D., University of Assistant Professor of Mathematics California, Los Angeles; B.S., Reed College; Joram Warmund C.A.S., M.L.S., Long Island University; M.S., University of Oregon; Division Coordinator Social Sciences; B.F.A. New York Institute of Technology Ph.D., Graduate Center, CUNY Department Chair; Professor of History Elaine Wong Andreas A. Zavitsas B.A., Queens College, CUNY; Assistant Professor of Pharmacy Practice Senior Professor of Chemistry and Biochemistry; M.A., Columbia University; Pharm.D., Arnold & Marie Schwartz College of B.S., The City College, CUNY; Ph.D., New York University Pharmacy and Health Sciences, Long Island M.A., Ph.D., Columbia University University Lewis Warsh Tina Zerilli Director of MFA Program; Philip Wong Assistant Professor Pharmacy Practice Professor of English Associate Professor of Psychology Pharm.D., Arnold & Marie Schwartz College of B.A., M.A., The City College, CUNY B.Sc., Brown University; Pharmacy and Health Sciences, Long Island M.A., Ph.D., University of Michigan University Holly Wasserman Academic Fieldwork Coordinator, Occupational Sophia Wong Amin Zewail Therapy; Associate Professor of Philosophy Department of Economics Chair; B.S., Brooklyn College, CUNY; B.A., M.A., University of Alberta; Associate Professor of Economics M.S., Boston University M.Phil., Ph.D., Columbia University B.A., Alexandria University; M.A., Brooklyn College, CUNY; Samuel Watson Yafeng Xia Ph.D., Fordham University Professor of Chemistry and Biochemistry Associate Professor of History B.S., Stanford University; B.A., M.A., Nanjing Normal University (China); Yudan Zheng M.S., San Francisco University; Ph.D., University of Maryland Assistant Professor of Finance Ph.D., Princeton University B.A., M.A., Xiamen University, China; Peter Yellin M.B.A, Ph.D., Rutgers University Jayne Werner Professor Emeritus of Music Professor Emerita of Political Science B.S., Juilliard School of Music; Annette Zilversmit B.A., University of Pittsburgh; M.A., Brooklyn College, CUNY Professor Emerita of English Ph.D., Cornell University B.A., Brooklyn College, CUNY; Hongiun Yin M.A., Cornell University; Elinor West Assistant Professor of Social and Administrative Ph.D., New York University Professor Emerita of Philosophy Sciences B.S., M.A., Ph.D., Columbia University B.S., M.S., China Pharmaceutical University; Martin Zimerman Ph.D., University of Illinois at Chicago Electronic Services Librarian; Assistant Professor Katherine Williams B.A., City College, CUNY; Associate Professor Emerita of Nursing Sharman Yoffe-Sidman M.L.S., Queens College, CUNY; B.A., College of Wooster; Instructor of English M.P.A., Long Island University B.S., M.Ed., Ed.D., Columbia University; B.A., University of the District of Columbia; M.A., New York University; R.N. M.A., Long Island University Susan Zinar-Grunberg Associate Professor of Teaching and Learning; Wendi Williams Gina Youmans B.A., Brandeis University; Assistant Professor of Human Development and Associate Professor of Communication Sciences M.A.T., Harvard University; Leadership and Disorders Ph.D., Columbia University B.S., University of California (Davis); B.S., M.S., Ph.D., Florida State University; M.A., Pepperdine University; M.S. University of North Carolina Ph.D., Georgia State University

Page 227 Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Bulletin 2011 - 2012

Hyam L. Zuckerberg Professor of Mathematics B.A., B.H.L., M.A., Ph.D., Yeshiva University

Israel Zuckerman Professor Emeritus of Mathematics B.B.A., The City College, CUNY; M.A., Brooklyn College, CUNY; Ph.D., Rutgers University

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 228 Brooklyn Campus

BROOKLYN CAMPUS SCHOOL OF HEALTH PROFESSIONS Athletics John Suarez ADMINISTRATION Barry S. Eckert B.S., M.Ed. B.S., M.S., Ph.D. Director

Dean Administration Buildings and Grounds Wayne Hamilton Gale Stevens Haynes ’72, ’76 SCHOOL OF NURSING B.S., M.B.A. B.A., M.S., J.D., LL.D. Director Provost Hazel Sanderson-Marcoux ’81 B.S., M.Ed., Ed.D., R.N. Campus Ministry Joel Press ’68 Acting Dean The Rev. Charles P. Keeney B.S. B.A., M.Div. Chancellor Susanne Flower B.A., B.S., M.S., R.N., N.P. Campus Security Associate Dean Selvin Livingston Academic Deans Director

RICHARD L. CONOLLY COLLEGE OF ARNOLD & MARIE SCHWARTZ COLLEGE Center for Student Information LIBERAL ARTS AND SCIENCES OF PHARMACY AND HEALTH SCIENCES Pia Stevens Haynes ’02, ’04, ‘06 B.S.W., MS.Ed., M.S.W. David Cohen ’63, ’66 David R. Taft Director B.S., M.S., Ph.D. B.S., Ph.D. Dean Dean Center for Urban Educators Cecelia Traugh Kevin Lauth Martin E. Brown B.A., M.A., Ph.D. B.A., M.S. B.S., M.S. Director Associate Dean Associate Dean College of Pharmacy Oswaldo Cabrera ’78, ’91 Harold L. Kirschenbaum Stephen M. Gross B.S., M.A. B.S., M.S., Pharm.D. B.S., M.A., Ed.D. Assistant Dean Associate Dean for Professional Development Special Adviser to the President

Hammid Rahim '82, '94, '05, '06 Lorraine Cicero Anneliese Schumacher Assistant Dean B.S., M.S., Pharm.D. B.A., M.A. B.A., M.A.,M.S., Ph.D. Assistant Dean for Academic and Student Affairs Assistant Dean for Administration

Maria Vogelstein Core Seminar B.S., M.S. GLOBAL COLLEGE; INTERNATIONAL Bernice Braid Assistant Dean EDUCATION B.A., M.A., Ph.D. Director Robert Glass SCHOOL OF BUSINESS, PUBLIC B.A., M.A., Ph.D. Office of Development and Alumni Relations ADMINISTRATION AND INFORMATION Dean, University Dean Drew Kaiden SCIENCES B.A. Associate Vice President of Development and Mohammed Ghriga Administrative Deans and Alumni Relations, Brooklyn Campus B.S., M.S., Ph.D. Dean Directors Adrienne Davis

B.A. Academic Reinforcement Center Linette Williams Associate Director of Alumni Relations, Brooklyn Courtney Frederick B.S., M.S.Ed. Campus and Arnold & Marie Schwartz College of B.A., M.S. Assistant Dean Pharmacy and Health Sciences Director

English Language Institute Admissions SCHOOL OF EDUCATION; CENTER FOR Stanley J. Zelinski, III Richard Sunday URBAN EDUCATORS B.A., M.A. B.A., M.A. Associate Dean, School of Continuing Studies/ESL Senior Associate Dean of Admissions Cecelia Traugh

B.A., M.A., Ph.D. Beth Meetsma George Terry Dean, Director B.A., M.A. B.S., M.S.Ed. Assistant Director Associate Dean of Admissions

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Faculty Media Resource Center Office of Student Development and Retention Registrar Devabrata Mondal ’92, ’01 Michelle Relyea Thomas P. Castiglione '84, '90 B.S., M.S., M.S., M.S. B.A., M.S.Ed. B.A., M.S.Ed. Director Dean Residence Life and Housing Global Studies Program Office of Student Development and Retention: Rodney Pink Joann Halpern Student Development B.A., M.S., Ed.D. B.A., M.A., Ph.D. Stefany Daley Associate Director Director of Academic Affairs and Senior Studies B.A., M.S.Ed. Director School of Continuing Studies Kathleen Modrowski Jorge Rosales B.A., M.A. Office of Student Development and Retention: B.A. Director of Global Studies First Year Programs Executive Director Shaun McGuire Amy Greenstein B.S., M.F.A. Testing Center B.A., M.S.Ed. Assistant Dean Andres Marulanda Director of Admissions B.S., M.B.A. Office of Student Development and Retention: Director Sara Purcell Plan for Academic Success B.A., M.S.Ed. Joseph Reister University Honors Program Director of Student and Alumni Affairs B.A., M.A. James Clarke Assistant Director B.A., M.A., Ph.D. HEOP (Higher Education Opportunity Program) Co-Director Okarita Stevens ’84 Office of Student Development and Retention: B.S., M.S. Career Services and Senior Year Advising Cris Gleicher Co-Director Stephanie Steinberg B.A., M.A. B.A., M.A., M.S. Co-Director Diana Voelker ’74, ’86 Assistant Dean B.A., M.S. Writing Center Co-Director Office of Student Leadership and Development Harriet Malinowitz Karlene Jackson Thompson B.A., M.F.A., M.A., Ph.D. Information Technology B.A., M.A., M.S. Director Kamel Lecheheb Director B.S., M.S., Ph.D. Lynn Hassan Deputy CIO, Dean Office of Student Life and Institutional B.A., M.A., M.F.A. Advancement Associate Director Integrated Student Financial Services Kim Williams Clark, Esq. Patricia Connors ’93 B.S., J.D. B.A., M.B.A. Dean Associate Provost Office of the Provost International Students Gladys Palma de Schrynemakers ’90 Steve A. Chin ’90 B.A., M.S., P.D., Ed.M., Ed.D. B.A., M.B.A. Associate Provost Director Brad Cohen ’91, ’94 Learning Center for Educators & Families B.A., M.A. Charlotte Marchant Associate Provost for Campus Services; Director B.A., M.A. of Human Resources Director Hazel Seivwright '95, '97 Learning Support Services B.Sc., M.S., M.P.A. Diana Voelker ’74, ’86 Assistant Provost B.A., M.S. Director Public Relations Brian Harmon Mathematics Center B.A., M.A. Dung Duong Director B.S. Assistant Director Fatima Kafele Deputy Director of Public Relations

Brooklyn Campus of Long Island University Graduate Bulletin 2011 - 2012 Page 230 Brooklyn Campus

LONG ISLAND UNIVERSITY TRUSTEES AND ADMINISTRATION

Board of Trustees

CHAIRMAN Peter Gibson ’82 Martin L. Sperber H’09 Edward Travaglianti Michael Gutnick ’68 David Sterling Steven S. Hornstein ’80 Sharon Sternheim SENIOR VICE CHAIR Alfred R. Kahn ’ 84, H’05 Ronald J. Sylvestri ’66 Thomas L. Pulling Shirley Strum Kenny Rosalind P. Walter H’83 Eric Krasnoff SECRETARY Leon Lachman TRUSTEES EMERITI Steven J. Kumble H’90 Brian K. Land ’86 William F. de Neergaard ’47, H’98 Byron E. Lewis ’53 Donald H. Elliott H’85 MEMBERS David H. Lipka Eugene H. Luntey H’98 Linda Amper ’78, ’85 Howard M. Lorber ’70, ’91, H’01 John M. May Roger L. Bahnik Angelo Mangia Richard Stark Stanley F. Barshay ’60 Michael Melnicke William Zeckendorf, Jr. H’92 Mark A. Boyar ’65 Theresa Mall Mullarkey John R. Bransfield, Jr. Salvatore Naro ’83 EX OFFICIO Roland A. DeSilva ’62 Richard P. Nespola ’67, ’73 David J. Steinberg Michael Devine ’68 William Nuti ’86 Michael N. Emmerman ’ 67 Joel Press ’68 H-indicates honorary doctorate from Long Island George L. Engelke, Jr. Edward E. Shorin H’99 University Daniel B. Fisher ’ 67 Harvey Simpson

University Officers

David J. Steinberg Richard W. Gorman Daniel J. Rodas B.A., M.A., Ph.D., B.A., M.S.W. B.A., Ed.M., M.B.A., Ph.D. Litt.D., LL.D. D.H.L. Vice President for University Relations Vice President for Planning; President Vice President for Human Resources Gale Stevens Haynes ’72, ’76 (M.S.) Robert N. Altholz B.A., M.S., J.D., LL.D. Mary M. Lai ’42, H’86 B.A., M.B.A. Provost B.S., M.S., D.H.L., D.B. Vice President for Finance and Treasurer Brooklyn Campus Senior Adviser and Treasurer Emerita

George Baroudi Jeffrey Kane B.S. B.A., M.A., Ph.D. Vice President for Information Technology Vice President for Academic Affairs

Paul H. Forestell Lynette M. Phillips B.A., M.A., Ph.D. B.A., J.D. Provost Vice President for Legal Services C.W. Post Campus and University Counsel

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University Administration Loretta Knapp Susan Shebar ’96 B.S.N., M.A., Ph.D. B.A., M.A. Kathleen A. Campo Deputy Vice President for Academic Affairs University Director of Development Services Executive Assistant to the President Kamel Lecheheb Spencer S. Simon Claude Cheek B.S., M.S., Ph.D. B.S., M.B.A. B.A., M.A., M.B.A. Deputy CIO, Dean of Information Technology, University Director of Academic Workload Associate Vice President for Institutional Research Brooklyn Campus Matthew A. Siebel Elizabeth Ciabocchi David Mainenti B.A., J.D. B.S., D.C., Ed.D. B.S., M.S. Associate Counsel Associate Vice President for Instructional Associate Vice President for Student Technology & Faculty Development Financial Services and Compliance Nancy Sissons A.A.S. Lisa Conza Nancy Marksbury Director of University Fringe Benefits Programs B.S. B.A., M.S. Associate Vice President for Human Resources Deputy CIO, C.W. Post Information Technology Elliott Sroka B.F.A., M.F.A., Ph.D. Valeda Frances Dent Kathleen Morley Executive Director, Tilles Center B.A., M.S.W., MILS B.A., M.A., Ph.D. Dean of University Libraries University Director of Assessment Matilda Tazzi Director, University Mailing, Duplicating, and John Doran Catherine Murphy Courier Services B.A. B.A., J.D. Senior Director of Employee Benefits Associate Counsel Peter Tymus B.E. Christopher Fevola S. Gavi Narra Associate Vice President for Capital Projects B.S. B.S., M.S. Associate Vice President, University Director of Deputy CIO, Information Systems Paola Villatoro-Ragusa ’00 Budgets and Procurement B.A., M.A. Margaret J. Natalie Staff to the Board of Trustees Melodee A. Gandia ’00 A.S., B.S. B.S., M.S. Director of Purchasing Kim Volpe-Casalino Associate Vice President for Development B.A., M.A. Linda Noyes Assistant Vice President for Public Relations Heather Gibbs ’03 C.P.P. B.A., M.S. Associate Controller for Compensation Gail D. Weiner Assistant Vice President, Operations and Tax Compliance B.A., M.A., J.D. Office of the President Assistant Vice President for Joseph Pelio Jr. ’93 Employee Relations Robert Glass B.S., M.S. B.A., M.A., Ph.D. Associate Controller for Accounting Services Christopher A. Williams, Esq. University Dean of International Education; B.A., J.D. Dean of Global College Frank Perugini Associate Vice President for Public Policy, B.S. Government and Foundation Relations

Jennifer S. Goodwin Assistant Vice President for Web Communications B.A., C.F.R.E. Associate Vice President for Development M. Peggy Riggs ’89 and Campaign Operations B.S. Academic Budget Officer Salvatore Greco B.S., M.S. Anthony J. Riso Associate Vice President for Information Systems B.S., M.B.A. Assistant Controller Stephen Hausler ’02 B.A. Kathryn S. Rockett ’82 Assistant Vice President for Creative Services B.S., M.A., M.B.A. Assistant Vice President for Sponsored Research Lee Kelly B.A., M.B.A., Ed.D. Mark Schmotzer Associate Vice President for Compensation B.S., M.B.A., C.P.A. Associate Vice President and Controller

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