LIU Brooklyn 2016-2017 Graduate Bulletin
LIU Brooklyn
2016 - 2017 Graduate Bulletin
1 University Plaza, Brooklyn, N.Y. 11201-5372
General Information: 718-488-1000
www.liu.edu/brooklyn
Admissions: 718-488-1011
Email: [email protected]
Notice to Students: The information in this publication is accurate as of September 1, 2016. However, circumstances may require that a given course be withdrawn or alternate offerings be made. Therefore, LIU 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 2016 - 2017
Residence Life Rates 21
TABLE OF CONTENTS Financial Policies 22
LIU 4 Payment Plans 23
ABOUT LIU BROOKLYN 5 Student Health Insurance 23
Mission Statement 5 FINANCIAL AID 24
Overview 5 Application Process 24
Undergraduate and Graduate Offerings 5 Awards 24
University Policies 6 Standards for Satisfactory Academic Progress 25
DIRECTORY 7 CAMPUS LIFE AT LIU BROOKLYN 27
ACADEMIC CALENDAR 2016-2017 9 Athletics 27
ADMISSION 11 Campus Ministry 27
Classification of Students 11 Cultural Programs and Exhibitions 27
Students Presenting International Credentials 11 Living on Campus 27
Veterans 12 Public Safety 27
Visiting Students 12 Student Life 27
Enrollment and Admission, Related Policies 12 FACILITIES 29
Transfer Credits 12 Arnold and Marie Schwartz Gym 29
New York State Immunization Law 12 Downtown Brooklyn Speech-Language Hearing Clinic 29
Admission Processing Center 12 Kumble Theater for the Performing Arts 29
ACADEMIC POLICY 13 Psychological Services Center 29
Academic Responsibility 13 Steinberg Wellness Center / Wellness, Recreational and Athletic 29 Center (WRAC) Grades and Symbols 13 Student-Run Businesses 30 Quality Points 13 STUDENT SERVICES AND RESOURCES 31 Absence from Final Examination 13 Alumni Community 31 Application for Degree 13 Bookstore 31 Academic Integrity 13 Center for Learning and Academic Success 31 Discipline 13 English Language Institute 32 Appeals Process 14 Enrollment Services 32 Criminal Background and Drug Testing 14 Information Technology 32 Related Curricular Matters 14 International Student Services 32 REQUIREMENTS FOR DEGREES 16 Mathematics Center 33 REGISTRATION 18 Multimedia Language Laboratory 33 Registration and Advisement 18 Student Support Services 33 Course Load 18 Testing Center 33 Admission of Undergraduate Students to Graduate Programs 18 Veteran Services 33 Maintenance of Student Standing 18 Writing Center 33 Leave of Absence 18 SPECIAL PROGRAMS 35 Withdrawal 18 After School and Evening School-age Child Care - FUN (Family Auditing of Courses 19 35 UNiversity Program) Student Access to Educational Records 20 LIU BROOKLYN LIBRARY 36 Administrative Matters 20
TUITION AND FEES 21
Rate Schedule 21
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 2 LIU Brooklyn
HARRIET ROTHKOPF HEILBRUNN SCHOOL OF NURSING 37
RICHARD L. CONOLLY COLLEGE OF LIBERAL ARTS AND 46 SCIENCES
School of Arts and Communication
SCHOOL OF BUSINESS, PUBLIC ADMINISTRATION AND 106 INFORMATION SCIENCES
SCHOOL OF EDUCATION 137
SCHOOL OF HEALTH PROFESSIONS 185
LIU PHARMACY 231
PROGRAMS
Anthropology 47
Athletic Training, Health and Exercise Science 187
Biology 48
Chemistry and Biochemistry 55
Communication Sciences and Disorders 58
Counseling and School Pyschology 140
Economics 64
English 65
Finance, Law, Accounting and Taxation 108
History 73
Managerial Sciences 114
Mathematics 74
Media Arts 75
Nursing 38
Occupational Therapy 195
Physical Therapy 206
Physician Assistant Studies 214
Political Science 87
Psychology 90
Public Administration 129
Public Health 219
Social Science 99
Social Work 224
Sociology 100
Speech Language Pathology 100
Teaching, Learning and Leadership 156
Technology, Innovation and Computer Science 126
United Nations Graduate Program 101
Urban Studies Program 103
LIU BROOKLYN APPROVED PROGRAMS 232
LIU TRUSTEES AND SENIOR LEADERSHIP TEAM 235
LIU BROOKLYN FACULTY 236
Page 3 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
LIU
Accreditation and Program Registration Long Island University is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104; 267-284-5000; website: www.msche.org. The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and by the Council for Higher Education Accreditation. The degree and certificate programs are approved and registered by the New York State Department of Education.
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 4 LIU Brooklyn
ABOUT LIU BROOKLYN Commons, located in Metcalfe Hall, is a food Professions; LIU Global, LIU Pharmacy (the court, including Habanero Mexican Kitchen, the Arnold & Marie Schwartz College of Pharmacy All Tossed Up salad bar, Grille Works, and the and Health Sciences); and the School of Mission Statement Express Station. The glass-enclosed Cyber Café is Continuing Studies. The campus is known for its home to Hale and Hearty Soups, Red Mango, and nationally recognized Honors College, which was The mission of LIU since 1926 has been to Subway. Two student-run enterprises, Healthy the first of its kind in the country and emphasizes a open the doors of the city and the world to men Choices and the Brooklyn Healthy Zone, are holistic, liberal arts background. and women of all ethnic and socioeconomic located on the third floor of the Library Learning LIU Brooklyn offers early action decisions for backgrounds who wish to achieve the satisfaction Center, Peet’s Coffee is located on the third floor undergraduate students who apply by December 1 of the educated life and to serve the public good. of the Arnold and Marie Schwartz Hall of the Arts for the following fall semester. Additional Its mission is to awaken, enlighten and expand the and Humanities, and the Smoothie Bar is located information can be obtained by contacting the minds of its students. in the Steinberg Wellness Center. offices below: Generation after generation, much like LIU Brooklyn Office of Admissions Overview Brooklyn itself, the LIU Brooklyn student body 1 University Plaza has been made up of people from a wide variety of Brooklyn, NY 11201 Located in the heart of downtown Brooklyn’s cultures and nationalities. Like their predecessors, 718-488-1011 thriving Tech Triangle, LIU Brooklyn provides many of today's students are new to America [email protected] students with experiential learning opportunities and/or the English language or are the first in their www.liu.edu/Brooklyn/admissions reflecting the entrepreneurial community it serves. families to seek a university education. At LIU LIU Brooklyn Office of Enrollment Services Distinctive programs encompass the health Brooklyn, all students find an academic 718-488-3320 professions, pharmacy, the health sciences, community where cultural, ethnic, religious, racial, [email protected] business, arts and media, natural sciences, social sexual, and individual differences are respected www.liu.edu/Brooklyn/enrollment-services policy, and education. and where commonalities are affirmed. This LIU Brooklyn was founded in 1926 and is the diversity creates an open and welcoming Undergraduate and Graduate original unit of Long Island University. Its environment on campus, even as the university maintains respect for intellectual, cultural, and Offerings beautifully landscaped, 11-acre campus is a self- academic traditions. contained urban oasis, steps away from world- Richard L. Conolly College offers liberal arts Nationally recruited, the faculty has a strong class arts and entertainment venues like Brooklyn and sciences programs leading to the degrees of commitment to teaching, to personal advisement Academy of Music and the Barclays Center, as Associate in Arts, Bachelor of Arts, Bachelor of of students, to the fullest range of scholarship, and well as the restaurants and cafes of Fort Greene Fine Arts, Bachelor of Science, Master of Arts, to faculty development and service. and the Fulton Mall shopping district. Just a 10- Master of Fine Arts, Master of Science, and LIU Brooklyn recognizes both the faculty’s minute subway ride from the professional and Doctor of Philosophy (in Clinical Psychology). It training and experience and the character of its cultural opportunities of Manhattan, the vibrant also offers a B.S./M.S. in Communication diverse student body as two of its greatest campus includes residence halls for more than Sciences and Disorders/ Speech-Language strengths. No matter what their background, 1,100 students. Pathology, and a United Nations Graduate students come to LIU Brooklyn to build the LIU Brooklyn has a deeply rooted tradition of Certificate Program. educational and intellectual foundations for athletic excellence. The basketball teams of the The School of Business, Public successful personal lives and careers. The campus 1930s captured two national championships, and Administration and Information Sciences offers faculty and administration believe that a liberal the campus’ success in sports has continued over the degrees of Associate in Applied Science in education, along with careful preparation for a the decades with numerous Northeast Conference Business Administration; Bachelor of Science in fulfilling career, is the best way to achieve this championships. Over the last 10 years, the Accounting, Computer Science, Entrepreneurship, end. Blackbirds have won 33 NEC titles, including 10 Finance, Healthcare Management, Management To carry out its mission, LIU Brooklyn offers in the last three seasons. The campus currently (available with a concentration in Human comprehensive undergraduate curricula, supported fields 18 NCAA Division I teams. Resource Management), Marketing, and by graduate programs and advanced courses for The $45-million Steinberg Wellness Center, Technology Management; Bachelor of specialized knowledge. In addition, the campus which features an NCAA regulation swimming Science/Master of Science in Accounting; Master has designed programs to permit students to pool, a 2,500-seat arena, state-of-the-art workout of Business Administration (M.B.A.) in acquire essential literacies, intellectual curiosity, facilities and a rooftop track, serves the campus Accounting; Master of Business Administration analytic and reasoning skills, and effective and the surrounding community, and the Kumble (M.B.A.) with concentrations in Entrepreneurship, communication skills. In this way, the campus Theater provides an entertainment venue for Finance, International Business, Human Resource serves as a conservator of knowledge, a source and student and professional performances. The Management, Management, Management promulgator of new knowledge, and a resource for historic Paramount Theater, which is an integral Information Systems, and Marketing (the MBA is the community it serves. part of the campus, is being restored to its original also available as a cohorted accelerated One-Year LIU Brooklyn offers nearly 160 associate, grandeur and will provide a wealth of engaged MBA for all concentrations); Master of Science in undergraduate, graduate, doctoral, and certificate learning opportunities for LIU students along with Accounting, Computer Science, Human Resource programs, including Ph.D. programs in clinical a dynamic performance space for the Brooklyn Management, and Taxation; Master of Public psychology and pharmaceutics, the D.P.T. in community. Administration (M.P.A.) with specializations in physical therapy, and the Pharm.D. in pharmacy. Dining facilities and food service areas are Health Administration and Public Administration; Academic units include the LIU Brooklyn Honors available in several locations. Blackbird Café, Advanced Certificates in Gerontology, Human College, the Richard L. Conolly College of Liberal located in Connolly Residence Hall, offers an all- Resource Management and Non-profit Arts and Sciences; the School of Business, Public you-care-to-eat dining menu, including cutting- Management; and a collaborative program leading Administration and Information Sciences; the edge American entrees, international specialties, to the United Nations Advanced Certificate and School of Education; the Harriet Rothkopf vegetarian selections and much more. Luntey Master of Public Administration. Heilbrunn School of Nursing; the School of Health
Page 5 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
The School of Education offers, on the Honors College admissions requirements. Courses undergraduate level, the Bachelor of Arts, the offered satisfy the humanities and social science Bachelor of Science and the Bachelor of Fine Arts core curriculum requirements for each major; nine degrees in various disciplines in urban education. credits of advanced Honors College electives (12 On the graduate level, the school offers the Master for transfer students) are required to complete the of Science in Education degree in the areas of program. Students may design a contract major for Childhood Urban Education, Early Childhood majors not offered by the university. A 3.0 Urban Education, Adolescence Urban Education, cumulative GPA is required to graduate with the Teaching Urban Children with Disabilities, Honors College designation on the diploma. Teaching Urban Adolescents with Disabilities, Students who present at the annual Honors Teaching English to Speakers of Other Languages Symposium earn distinction in honors. (TESOL), School Counseling, Bilingual School Counseling and School Psychology; the Master of University Policies Science degree in Mental Health Counseling and Marriage and Family Therapy; and Advanced Long Island University does not discriminate Certificates in Bilingual Education, Educational on the basis of race, color, national origin, sex, Leadership, Early Childhood Urban Education, disability, or age in its programs. The following School Counseling, Bilingual School Counseling, person has been designated to handle inquiries Mental Health Counseling, Marriage and Family regarding the non-discrimination policies: Therapy and Applied Behavioral Analysis. Ronald Edwards The School of Health Professions offers the Title IX Coordinator Bachelor of Science degrees in Health Science, Long Island University Diagnostic Medical Sonography, Respiratory Care, 700 Northern Boulevard Sports Sciences, Sport Management, and the Brookville, New York 11548 Bachelor of Arts degree in Social Work. It also Phone: (516) 299-4236 offers combined B.S./M.S. degrees in Athletic For further information on notice of non- Training and in Occupational Therapy and the discrimination, visit B.S./M.P.H. in Health Science / Master of Public https://wdcrobcolp01.ed.gov/CFAPPS/OCR/conta Health. It offers the M.S. degrees in Exercise ctus.cfm for the address and phone number of the Science, and in Physician Assistant Studies as well office that serves your area, or call 1-800-421- as the Master of Social Work and the Master of 3481. 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 Harriet Rothkopf Heilbrunn School of Nursing offers the Bachelor of Science with a major in Nursing for generic, R.N.-B.S. and 2nd degree students as well as the Master of Science in Adult Nurse Practitioner, Family Nurse Practitioner, and Nurse Educator. The School of Nursing also offers an accelerated R.N.-B.S./M.S. Adult Nurse Practitioner dual degree program and Advanced Certificates for Adult Nurse Practitioner, Family Nurse Practitioner and Education for Nurses. LIU Pharmacy (The Arnold & Marie Schwartz College of Pharmacy and Health Sciences) offers an entry-level, six-year Doctor of Pharmacy (Pharm.D.) degree and the Master of Science degree in Pharmaceutics (with concentrations in Industrial Pharmacy and Cosmetic Science), Drug Regulatory Affairs and Pharmacology/Toxicology. It also offers the Doctor of Philosophy in Pharmaceutics (Ph.D.) degree. LIU Global is designed for students who desire a hands-on learning approach in a variety of international locations. The college offers a Bachelor of Arts in Global Studies and minors in Social Entrepreneurship, International Relations, and Arts & Communications. LIU Brooklyn Honors College is open to undergraduate students in all majors who meet the
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 6 LIU Brooklyn
DIRECTORY
Department Name Phone Office Hours Email/Website
Admissions 718-488-1011 (M,Th,F) 9 a.m. - 5 p.m. [email protected] (Tu,W) 9 a.m. - 6:30 p.m. www.liu.edu/brooklyn/admissions
Bookstore 718-858-3888 (M-Th) 9:30 a.m. - 6:30 p.m. www.liunet-brooklyn.bncollege.com 718-488-1017 (F) 10 a.m.- 3p.m.
Campus Life 718-488-1042 (M,Th,F) 9 a.m. - 5 p.m. www.liu.edu/brooklyn/campus-life (Tu,W) 9 a.m. - 6:30 p.m.
Campus Ministry 718-488-1042 (M,Th,F) 9 a.m. - 5 p.m. www.liu.edu/brooklyn/campus-life (Tu,W) 9 a.m. - 6:30 p.m.
Colleges and Schools
Honors College 718-780-4023 (M-Th) 9 a.m. - 6 p.m. [email protected] (F) 9 a.m. - 5 p.m. www.liu.edu/brooklyn/honors-college
LIU Pharmacy 718-488-1234 (M-F) 9 a.m. -5 p.m. www.liu.edu/pharmacy
LIU Global 718-780-4312 (M-F) 9 a.m. - 5 p.m. [email protected] www.liu.edu/global
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 718-488-1121 (M, Th, F) 9 a.m. - 5 p.m. [email protected] Administration, and Information (Tu, W) 9 a.m. - 6:30 p.m. www.liu.edu/brooklyn/sbpais Sciences
School of Education 718-488-1055 (M-Th) 9 a.m. - 6:00 p.m. www.liu.edu/brooklyn/soe (F) 9 a.m. - 5 p.m.
School of Health Professions 718-780-6578 (M-F) 9 a.m. - 5 p.m. www.liu.edu/brooklyn/health
Harriet Rothkopf Heilbrunn School of 718-488-1059 (M-F) 9 a.m. - 5 p.m. www.liu.edu/brooklyn/nursing Nursing Summer (M-Th) 9 a.m. - 5:30 pm
School of Professional and Continuing 718-488-1364 (M-F) 8:30 a.m. - 5 p.m. [email protected] Studies www.liu.edu/brooklyn/scs
Dean of Students 718-780-6545 (M,Th,F) 9 a.m. - 5 p.m. www.liu.edu/brooklyn/campus-life (Tu,W) 9 a.m. - 6:30 p.m.
Development and Alumni Relations 718-780-6562 (M-F) 9 a.m. - 5 p.m. www.liualumni.com
Enrollment Services 718-488-1037 (M,Th,F) 9 a.m. - 5 p.m. [email protected] • Financial Services / Bursar (Tu,W) 9 a.m. - 6:30 p.m. www.liu.edu/brooklyn/es • Registration • Academic Advising
International Student Services 718-488-1389 (M,Th,F) 9 a.m. - 5 p.m. www.liu.edu/brooklyn/international (Tu,W) 9 a.m. - 6:30 p.m.
Learning and Academic Success 718-488-1040 (M-Th) 9 a.m. - 7 p.m. (F) 9 a.m. - 5 p.m.
Library 718-488-1680 or (M,W,Th) 8 a.m. – 10 p.m. www.liu.edu/brooklyn/library 718-488-1081 (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-F) 9 a.m. – 8 p.m. (Sat) 9 a.m. - 6 p.m.
LIU Promise 718-488-1039 (M,Th) 9 a.m. - 7 p.m [email protected] (F) 9 a.m. - 5 pm (Sat) 9 am - 2 pm
Page 7 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
Mathematics Center 718-246-6317 (M-Th) 10 a.m. - 7 p.m. www.liu.edu/brooklyn/mathcenter (F) 10 a.m. - 5 p.m. (Sat) 10 a.m. - 3 p.m.
English Language Institute 718-488-1323 (M-Th) 9 a.m. - 6 p.m. (F) 9 a.m. - 5 p.m.
Multimedia Language Laboratory 718-780-4568 (M-F) 9 a.m. - 9 p.m. (Sat) 10 a.m. - 2 p.m.
Public Safety x 1078 (on campus) www.liu.edu/brooklyn/publicsafety emergencies: 718-488-1078
Steinberg Wellness Center (Wellness, 718-488-3009 (Fitness Center) Fitness Center Recreation & Athletic Center) 718-780-4052 (Pool) (M-Th) 7 am - 10 pm (F) 7 am - 7 p.m. (Sat) 8 p.m. - 4 p.m. Pool (M-Th) 7 a.m.- 7 p.m. (F) 7 a.m. - 3 p.m.
Student Support Services 718-488-1044 (M,-Thu) 9 a.m. - 7 p.m. www.liu.edu/brooklyn/SSS (F) 9 a.m. - 5 p.m.
Testing Center 718-488-1392 (M-Th) 9 a.m. - 6 p.m. www.liu.edu/brooklyn/testingcenter (F) 9 a.m. - 5 p.m.
Veteran Services 718-488-1587 bklnmilitaryveterans@ liu.edu
Vice President and Chief Operating 718-488-1001 (M-F) 9 a.m. - 5 p.m. Officer, Legal Counsel
Writing Center 718-488-1095 (M-Th) 9 a.m. - 8 p.m. (F) 9 a.m. - 5 p.m. (Sat) 10 a.m. - 4 p.m.
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 8 LIU Brooklyn
ACADEMIC CALENDAR 2016-2017 Spring 2017
Fall 2016 January 16 Martin Luther King, Jr. Day
January 17 Weekday classes begin September 5 Labor Day-holiday January 17 - Monday, Registration and program changes September 6 Convocation Day January 30
September 7 Weekday classes begin January 20 Awarding of January degrees
September 7-20 Registration and program changes January 21-22 Semester classes meeting Saturday-Sunday begin
September 10-11 Semester classes meeting Saturday-Sunday begin January 21-22 First weekend session classes begin
September 10-11 First weekend session classes begin January 30 Registration and program changes end
September 16 Awarding of September degrees February 3 Last day to apply for May degree
September 20 Registration and program changes end February 20 President's Day-no classes
October 7 Last day to apply for comprehensive examination February 21 Tuesday follows a Monday Schedule
October 14 Last day to apply for January degree March 4-5 First weekend session final examinations
October 22-23 First weekend session final examinations March 6 Spring recess begins
October 29-30 Second weekend session classes begin March 13 Classes resume
November 8 Election Day-classes in session March 18-19 Second weekend session classes begin
November 11 Last day for Partial Withdrawal Last day for partial withdrawal - Undergraduate March 31 November 23 Wednesday follows a Friday schedule Classes Last day to submit thesis and complete degree November 24-25 Thanksgiving recess April 28 requirements November 26 Classes resume April 29-30 Second weekend session final examinations December 10-11 Second weekend session final examinations April 29-30 Semester classes meeting Saturday-Sunday end December 10-11 Semester classes meeting Saturday-Sunday end May 2 Semester classes meeting Monday through Friday end December 15 Semester classes meeting Monday through Friday end May 2 Last day for full withdrawal December 15 Last day to withdraw from graduate courses May 2 Last day to withdraw from graduate courses December 15 Last day for full withdrawal May 3 - 9 Final examinations-undergraduate and graduate December 15 Last day to complete withdrawal appeal process May 3 Last day to complete withdrawal appeal process December 16 Last day to submit thesis May 10 Commencement Ceremony (tentative) December 16-22 Final examinations-undergraduate and graduate May 12 Conferral of May degrees December 23 Winter recess begins
Page 9 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
Summer I 2017 Summer II 2017
May 13-14 Weekend session classes begin July 4 Independence Day - holiday
May 14 Last day to add Weekend Session Class July 7 Last day to apply for September degree
May 15 Weekday classes begin July 7 Last day to apply for comprehensive examination
Registration and program changes end for weekday July 8-9 Weekend session classes begin May 16 classes July 9 Last day to add Weekend Session Class May 27 -29 Memorial Day-holiday July 10 Weekday classes begin June 6 Last day to withdraw from undergraduate courses Registration and program changes end for weekday July 11 June 26 Last day of class classes
June 26 Last day to withdraw from graduate courses August 3 Last day to withdraw from undergraduate courses
June 26 Last day to complete withdrawal appeal process August 17 Last weekday class
Last Class Meeting Final examinations Last day to submit thesis and complete degree August 17 requirements July 1-2 Weekend session final examinations
August 17 Last day to withdraw from graduate courses
August 17 Last day to complete withdrawal appeal process
Last Class Meeting Final examinations
August 19-20 Weekend session final examinations
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 10 LIU Brooklyn
ADMISSION required. Attention is given to overall grade records must be translated into English and be averages, grade trends during undergraduate study, original or copies of the original, certified/attested Applicants are strongly encouraged to submit and areas of scholastic strength. by an official of the school issuing that record or an application online at www.liu.edu/apply. Applicants must receive satisfactory scores on the Consulate/Ministry of Education of the issuing A paper application may also be obtained by any required examinations. Students whose country. A course-by-course evaluation, visiting the Office of Admissions, LIU Brooklyn, undergraduate average is less than B-, and all completed by an acceptable international 1 University Plaza, Brooklyn, N.Y. 11201-5372, e- students from foreign colleges or universities, may credential evaluation agency, is required for some mailing [email protected], or by calling be requested to take the Graduate Record programs. Please refer to the section of this 718-488-1011. A bachelor’s degree (or its Examination (GRE) or the GRE advanced subject bulletin for your program of interest as well as the equivalent) from an accredited institution, examination. Applicants to Master of Business departmental website to determine if an evaluation indicating an acceptable record, is necessary to be (M.B.A.) in the School of Business, Public is required. The graduate admissions office considered for admission to the graduate Administration and Information Sciences must reserves the right to request an evaluation on any programs. Additional requirements are described submit scores from the Graduate Management transcripts/marksheets from colleges or in the sections for each discipline. Admissions Test or the Graduate Record universities outside the United States. A complete The completed application must be submitted Examination before the completion of their first list of acceptable agencies can be requested from with a personal statement of approximately 500 semester of study. Applicants for the Master of the Office of Admissions or found on words. In general, applicants must also submit Public Health, Ph.D. in Clinical Psychology, www.liu.edu/brooklyn. All students for whom official transcripts from all colleges and Doctor of Physical Therapy, Physician Assistant English is not a native language are required to universities attended showing all undergraduate Studies and all graduate Pharmacy programs must take the Test of English as a Foreign Language and graduate coursework taken and degrees submit GRE scores from the General Aptitude (TOEFL) administered by the Educational Testing received, if any. Some departments may request Test at the point of application. Additionally, Service or the International English Language letters of recommendation, resumes, test scores, individuals who apply for the Ph.D. in Clinical Testing System (IELTS) examination. Information writing samples, portfolios, copies of professional Psychology must submit GRE scores from the on the examinations may be obtained by visiting licenses or other additional documents. Applicants GRE Subject Test in Psychology. www.ets.org and www.ielts.org, respectively from should refer to the section of this bulletin for their A student will be classified as matriculant when American consulates and embassies abroad, or program of interest as well as the departmental accepted into a degree program. Students admitted from the United States Information Service (USIS) web site to determine what documents are required with technical or academic deficiencies (e.g., in each country. for admission by their program as well as to incomplete official transcripts) will be classified as Proficiency in English must be demonstrated. A determine where credentials and materials are to matriculants with conditions, pending fulfillment student who needs additional study in English may be sent for processing. An application fee of $50 is of those conditions. Technical deficiencies must be be required to take English courses for foreign required. LIU Brooklyn encourages students to removed before the end of the first semester of students at LIU before or concurrently with an self-manage their application, which means it is enrollment. Academic deficiencies must be academic program (see English Language Institute the responsibility of the applicant to collect all satisfied before the completion of 12 credits section). required documents needed for admission and required in the degree program or within one year. International Students submit them to the Admissions Office. Students Non-degree students must meet the same Applications and all supporting documents needing assistance and clarification are admission standards as those admitted to degree from international applicants must be received by encouraged to email the Graduate Admissions programs. A student in this category may take a May 1 for fall admission and by November 1 for Office at [email protected]. limited number of courses for certification, spring admission. Most graduate programs are available each professional advancement or personal enrichment, Upon notification of admission, the student will semester on a rolling admissions basis. However, but he or she is not classified as a graduate degree- be requested to send a non-refundable deposit fee it is strongly encouraged that applications and seeking student. Admission as a non-degree of $200, which will be applied toward the first supporting materials be submitted as early as student permits registration for a maximum of 12 semester’s tuition and fees. Selected programs of possible. Several graduate programs have specific credits. study require a $500 deposit. Upon admission application deadlines. Examples of these programs If a non-degree student wishes to matriculate, a students are advised if their program of study are the Doctor of Physical Therapy (D.P.T.) which graduate application must be filed with the Office requires a higher deposit. Upon receipt of the is due March 1; the Master of Physician Assistant of Admissions. Upon review of the student’s deposit and of a sponsor’s affidavit of support and Studies due on January 15; the Ph.D. in Clinical application and supporting credentials, the official bank statement, an I-20 form will be issued Psychology due on December 1; the Master of appropriate department will decide if all that will enable the student to apply for a student Speech-Language Pathology due on February 1; requirements for matriculation have been met. visa. Students should not make plans to come to and the Master of Social Work due on April 15. Courses completed by non-degree students, if the United States until they have received Consult the section for your academic pertinent to the degree program in which the appropriate nonimmigrant forms. discipline for additional information. student has matriculated, and if completed within Students should be aware of the cost of living the time limit, are credited toward the degree. and studying in New York City. It is advised that
Classification of Students students make realistic plans to finance their Students Presenting education. A limited number of graduate All students admitted to the master’s programs assistantships are awarded primarily to students International Credentials who have been in attendance at least one semester. will be classified as matriculants or non-degree Health insurance coverage is compulsory for all students. Matriculants must submit evidence of a Applications are welcome from students who international students and for their dependents. bachelor’s degree or its equivalent. They must hold the equivalent of a four-year bachelor’s Information pertaining to the health insurance have an acceptable record in undergraduate and degree. To be considered for admission, coverage may be obtained from the Office of other studies as reflected in official transcripts of undergraduate transcripts/marksheets for each year International Student Services, which assists all colleges and universities attended. Usually a B of study, including degree conferral students on campus. average in the undergraduate major subject is (diploma/degree certificate) are required. All Students holding F-1 (student) visas are
Page 11 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 required by law to be fully matriculated and must transcripts must be submitted to the LIU be registered for at least nine credit hours per Admissions Processing Center. Transfer credit semester. toward the master’s degree is normally limited to All forms can be found at six semester hours of credit for courses in which www.liu.edu/brooklyn/forms. the student has received a grade of B or better and is not recorded as part of the grade point average. Veterans Courses with a grade of B- are not transferable. Students seeking a second master’s degree may LIU Brooklyn welcomes applications from be granted up to 12 credits, when academically veterans and encourages them to take full appropriate, at the recommendation of the advantage of their G.I. Bill benefits. Candidates department chair and with the approval of the dean are required to submit a copy of Form DD214, of the college or school in which s/he is seeking Report of Separation, to the Office of Admissions. enrollment. Students entering the school A veterans counselor is available to assist in psychology program may be granted up to 18 admissions and funding procedures. For further credits. information, contact the Office of Veterans Affairs. New York State Immunization
Law Visiting Students
The New York State Health Department Graduate students who are degree candidates in requires college and university students born on or good standing at other universities may be granted after January 1, 1957 to be immunized against permission to attend courses at LIU upon filing a measles, mumps and rubella. All full-time and visiting student application for the courses and part-time students intending to register for 6 or submitting a letter of authorization from the more credits, in an approved degree or registered graduate school that they are attending. Courses in certificate program at the university, must show the Ph.D. programs and field experience courses proof of immunity before they can register for need additional departmental approval. classes. In addition, New York State requires that LIU Brooklyn maintain a record of each student’s Enrollment and Admission, response to the meningococcal disease and vaccine Related Policies information regardless of their date of birth. The form must be signed by the student and contain Post-baccalaureate Students either a record of meningitis immunization within An applicant who has not completed adequate the past 10 years OR an acknowledgement of preparation for a particular graduate program but meningococcal disease risk and refusal of who presents an otherwise acceptable meningitis immunization signed by the student. undergraduate record may be given an opportunity Students who take classes remotely, or who are to remove specific course deficiencies. A post- and will not be physically present at the University baccalaureate student enrolls in a program of are not required to provide proof of immunization. advanced undergraduate courses in the field For information on student procedures for selected for graduate study. The appropriate complying with this law, please contact Campus department approves the number of credits Life at (718) 488-1042. necessary, the level of achievement required, and the specific courses to be completed. Upon compliance with those conditions, the post- Admissions Processing Center baccalaureate student becomes eligible for admission to the graduate school. All application materials for domestic graduate Admission to Classes students should be sent to the Application Admission to graduate classes does not imply Processing Center: that the student has been accepted as a candidate for a degree. Acceptance to degree candidacy is LIU Brooklyn contingent upon the student’s obtaining Admissions Processing Center matriculated status and satisfying all admission 15 Dan Road, Ste. 102 requirements of the graduate program in which Canton, MA 02021 major study will be pursued.
Transfer Credits
Graduate courses taken at other institutions before admission to LIU may, if pertinent to the plan of study, be credited to the graduate degree. Permission to transfer such credits must be requested at the time of admission, and official
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 12 LIU Brooklyn
ACADEMIC POLICY unrepeated F’s. available on the Brooklyn website at Grade point average computations are carried http://liu.edu/Brooklyn/Enrollment- to the third decimal place from which rounding Services/Registration/Academic-Calendar.
Academic Responsibility takes place to the second decimal place. For example, a computed grade point average of 2.994 Academic Integrity The responsibility for compliance with these will be rounded down to 2.990. A computed grade regulations rests entirely with the student. point average of 2.995 will be rounded up to Academic integrity is the practice of honesty 3.000. On all official LIU transcripts, a grade point and openness in scholarly, creative, and communal Grades and Symbols average will be displayed to three decimal places endeavors. Academic integrity is multifaceted. It with the third decimal place always being zero due involves, in addition to ethical practices, the Credit is granted for courses completed with the to rounding. avoidance of plagiarism, cheating, and other grade A, A-, B+, B, B-, C+, or C. The F grade Good Standing forms of professional and personal signifies failure. P (passed for credit) may be used The average of grades earned in the approved misrepresentation and dishonesty. to mark completion of work in certain research program of study may be no less than B Integrity is essential to the values and practicums, seminars, workshops and thesis (equivalent to a quality point index of 3.00). A discourses that characterize the academic courses. student whose cumulative grade index is below environment; to the maintenance of the academic INC (incomplete) may be used as an interim 3.00 has an academic deficiency. Nevertheless, community itself; and to the role of the academic grade for the first half of a two-semester course, such students will continue to be considered in community within society at large. for failure to complete all course requirements, and good standing so long as they demonstrate Trust and integrity are integral to any for thesis courses before acceptance of the thesis. satisfactory progress toward removing the relationship, whether on campus or in later Any other failure to complete the course deficiency in subsequent semesters. Failure to personal and professional life. requirements (e.g., the submission of a term paper) make a significant improvement in the grade point Plagiarism and cheating are serious violations may be recorded as INC. Except in thesis courses, average may lead to dismissal from the graduate of academic integrity that have significant INC grades that have not been replaced by a letter program. Final disposition of such cases is made consequences for the student. grade within one year may be changed only by by the dean after consultation with the appropriate Plagiarism: repeating the course. department. Plagiarism is the use or presentation of ideas, A student may not repeat a course without A grade of F in any graduate course is words, or work that is not one’s own and that is permission of his or her dean. If a student, with the ordinarily grounds for dismissal from the not common knowledge, without granting credit to permission of the Dean, repeats a course more than university. the originator. Plagiarism may take many forms. once, all grades except the first will be computed Students accumulating in excess of nine credits To avoid plagiarism, always cite the source of in the student’s average. Satisfactory completion of incomplete (INC) may not register for your information whether from print, of the course does not eliminate the original INC additional courses until their work is completed. electronic/online, or other materials. The from the student’s record. Such a restriction does not apply to INC grades in guidelines of each individual discipline must be AUD recognizes that a course has been audited. thesis courses. consulted for details specific to that discipline. The symbol W is assigned when students Individual departments may impose even more It is incumbent upon the student to learn and officially withdraw from a course in which they stringent academic standards. understand what plagiarism is and how to avoid it. were doing satisfactory work. The symbol UW is In all schools, a B average or 3.00 cumulative Cheating includes: assigned when students unofficially withdraw grade point average is required for awarding of the 1. falsification of statements or data from a course. The UW is not computed in the graduate degree or any graduate certificate. The 2. listing of sources that have not actually been student’s average. School of Business, Public Administration and used Students have until the time of their graduation Information Sciences awards diplomas With 3. having another individual write a paper or to have changes made on their academic records. Distinction to students graduating with a 3.50 create a work in lieu of one’s own; writing a paper Once a student has graduated, the academic record average or better. or creating a work for another to use without is frozen and cannot be changed retroactively. attribution Absence from Final Examination 4. purchase of a written paper or work for the Quality Points purpose of submitting it as one’s own, or selling a Students who for valid reasons do not appear written paper or other work for another’s Grade Point Average for final examinations must apply in writing within submission as his/her own 5. using written, verbal, electronic, or other The University’s grade-point average is 10 days to their Dean for permission to take sources of aid during an examination (except when employed to determine the average grade status of deferred final examinations, provided they have expressly permitted, such as on a stated “open- a student. The grade A corresponds to a 4.000 received the grade of INC. They may be asked to book” exam), or knowingly providing such quality point equivalent, A- to 3.667, B+ to 3.333, provide medical certificates in cases of sickness or assistance to another B to 3.000, B- to 2.667, C+ to 2.333, C to 2.000 injury or other documentation of legitimate Please note: This statement and these and F to 0.000. P, INC, W and UW grades do not excuses. Students will be required to pay the definitions were agreed upon and accepted by the affect the index. Deferred Final Examination Fee per examination. Faculty Senate of LIU Brooklyn Campus, March The quality points to which a student is entitled 27, 2007. They are to be supplemented by are computed by the formula X = N x Y, where X Application for Degree additional principles of academic integrity that is the number of quality points, N the quality point are specific to each discipline. equivalent assigned to the grade, and Y the Candidates for graduation are expected to file number of credits. an application for graduation online in the The grade point average is obtained by dividing MY.LIU.EDU student portal. Alternatively, a Discipline the sum of the quality points received in all paper application can be sumbmitted at the Office Students are expected to conduct themselves in courses by the total number of credits, including of Enrollment Services. Degree application deadlines can be found in the academic calendar accordance with the normally accepted standards
Page 13 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 of academic life. That implies that they will for the presumption of innocence requires that the conduct themselves with due regard for the rights University not impose academic sanctions for the Criminal Background and Drug of others and, in particular, that their behavior will sole reason that a student is or has been involved not interfere with the ability of the academic in criminal proceedings. The university may, Testing community to carry out its usual academic however, impose its own sanctions to protect the A criminal conviction and/or the use of illegal functions. It also implies that students will observe safety of other students, faculty and property and drugs may impede or bar your entry into your the usual standards of integrity with regard to the to safeguard the academic process. If students, in chosen field of study. Students seeking entrance preparation of essays and the taking of breaking the law, violate university regulations, into many fields of study including counseling, examinations. Students are also expected to they will be subject to no institutional penalty education, and health and human services comply with those reasonable rules of procedure greater than that which would normally be professions should be aware that a criminal record promulgated by a faculty member for the conduct imposed. can result in the refusal of of his or her class or by the University for the All matters involving criminal activity will, licensing/certification/registration agencies to conduct of its business. upon approval of the dean of students, be referred issue the credential needed to practice in that field Specifically, students must be aware not only of to the appropriate civil authorities for action. of study. Prospective students are urged to contact the performance and intellectual standards of each If there is a possibility that testimony or other the pertinent state and/or federal licensing agency course, but also of the means acceptable for evidence at a university hearing may be subject to to inquire whether a criminal record will have an achieving those goals. Students are expected to disclosure to civil authorities by way of subpoena, impact on licensure or certification eligibility. study all materials presented and to master them. the university’s proceedings should be postponed Many clinical/field experience affiliates now Students may avail themselves of all sources that to safeguard the student’s right to a fair civil require the completion of criminal background will further that mastery – textbooks, the library, determination. checks and/or drug testing for employees, student study sessions, tutoring, study aids, and so volunteers and students affiliated with the site. on. Ultimately, however, the instructor’s judgment Appeals Process Therefore, students who plan to participate in a of a student’s performance is based on the clinical/field experience may be asked to undergo student’s own intellectual achievement and Students at LIU Brooklyn may expect a a criminal background check, and/or a drug screen. honesty. scrupulous regard for their rights as students and Students should be aware that our clinical/field Cheating on examinations and plagiarism of individuals and should expect to be treated fairly affiliates can reject or remove a student from the any sort are unacceptable. If proven, either is cause and with courtesy by all members of the academic site if a criminal record is discovered or if a drug for the most severe penalties up to and including community. In any matter in which students feel test is positive. In the event that a student is suspension or dismissal from the university. that their rights have been violated, or in matters of rejected from a clinical/field site due to The classroom instructor determines the rules serious dispute with members of the administration information contained in the criminal background of acceptable student conduct during or faculty, students may avail themselves of the check or drug screen, the student may be unable to examinations. Each instructor has the right to insist following formal grievance procedure: complete a required clinical/field experience. In on procedures to ensure the integrity of those 1. The student will write out a clear statement of such an event, the student, may be advised to examinations – seating arrangements, no the grievance. withdraw from the program. communication among students, the restriction of 2. The student may submit the statement to the materials available to students during the staff member involved. The student will be examination, and so on. given a written response within a reasonable Related Curricular Matters
If a student is discovered cheating on a time. Course Numbers classroom examination or written assignment, 3. If the student is not satisfied with the response Courses numbered 600 and above are usually either by crib notes or by receiving information or, initially if preferred, the student may submit open only to those who qualify for graduate from or giving information to a fellow student or a statement to the appropriate director or standing. Courses numbered 500 to 599 are by any means not stipulated by the rules of the department head. The director will review the designed primarily for those who qualify for examination, the instructor has the right to matter and provide the student with a written graduate standing, but may be taken by advanced confiscate all test materials from the person or response within a reasonable time. undergraduate students with permission from the persons involved and give the grade of zero for the 4. If still not satisfied, the student may institute a dean of the school in which the graduate course is examination to the person or persons knowingly formal complaint with the dean of the school in offered. involved. The instructor also has the right to fail which he or she is enrolled. The dean will Two consecutive numbers joined by a hyphen the students involved for the course. review the matter, hear the student and staff (e.g., Psychology 660-661) designate a course that Also, students who submit written or other member where appropriate, and see that the runs through two semesters. The first half of such work provably not their own or who submit work proper action is taken. a course is a prerequisite to the second. That is not with sources inadequately acknowledged or with The foregoing procedure shall be a formal true of courses with consecutive numbers an inadequate system of documentation for a grievance procedure for the resolution of all separated by a comma (e.g., Chemistry 603, 604), specific course assignment may be given the grade student grievances, including those alleging which may be taken individually. Some courses of zero for the work submitted and a failing grade actions prohibited by legislation. are offered in alternate years. A schedule of for the course. courses is published for each semester, may be Any breach of discipline may result in Student complaints brought to the Office of obtained from the Office of the Registrar, and is disciplinary action, including suspension or Academic Affairs are investigated and responded available online at dismissal. The Faculty-Student Judicial Review to only when the complaint has been addessed at www.liu.edu/brooklyn/schedule. Board, in accordance with its procedures, may the campus level. Change of Plan (Major) Department hear all cases that may result in suspension or A student transferring from one plan (major) dismissal and will recommend an appropriate department to another must be formally accepted course of action to the dean. by the chair of the department to which application The activities of a student may upon occasion for admission is made. The student is expected to result in violation of state or federal law. Respect
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 14 LIU Brooklyn notify the chair of the department that he or she is leaving. Application forms are available in the Office of Graduate Admissions. Readmission Students who have not attended classes or maintained their matriculation during any regular fall or spring term arre required to apply for readmission and must gain approval from his or her dean. Such students re-enter under the admissions standards and program requirements in existence at the time of re-entry. Readmission applications are available in the Office of Admissions. Public Information Policy The Family Educational Rights and Privacy Act (FERPA) of 1974 specifically provides that a school may provide what they deem "directory information," without the student's consent or as provided by the law. Directory information at Long Island University includes the following: the student's name, enrollment status, class, major field of study, dates of attendance, degrees and awards received, past and present participation in officially recognized sports and non-curricular activities, physical factors (height, weight) of athletes and the most previous educational agency or institution attended. Students who wish to have their directory information withheld can make this election by filing the appropriate form at Office of Enrollment Services.
Page 15 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
REQUIREMENTS FOR Master of Business Administration Preliminary Examination Master of Public Administration The preliminary examination is usually given in DEGREES B.S./M.S. in Accounting departments that require all students to take a
The M.B.A. and the M.P.A. degrees are offered common core of courses. It is sometimes a The responsibility for properly fulfilling the by the School of Business, Public Administration condition of continued enrollment. requirements for degrees rests entirely with the and Information Sciences. The M.B.A. requires student. Students generally meet the requirements Comprehensive Examination completion of 24 credits in general business core announced in the Graduate Bulletin for the Most departments require a comprehensive courses, 18 credits in advanced core courses, 12 academic year in which they were matriculated or examination of students choosing the non-thesis credits in a concentration, and 6 credits of readmitted. Students for whom graduation option; it is given after the completion of a capstone coursework for a total of 60 credits. requirements change during their progress to a specified number of credits. The examination is The M.P.A. program consists of 48 credits, degree may, with their dean’s permission, choose designed to test the candidate’s knowledge of including 18 credits in management courses, 12 requirements in effect at the time of admission or general concepts as well as his or her areas of credits of advanced courses, 12 credits in a those in effect at the end of the course of study. concentration and may be oral or written. Failing concentration and 6 credits of capstone project. Exceptions to the provisions of this section of the comprehensive examination on three occasions The B.S./M.S. in Accounting is a 150-credit this bulletin may be made only with the prior will result in dismissal from the program. program designed to prepare Certified Public written sanction of the appropriate dean on the Examinations are administered at least twice a Accountant (CPA) candidates for licensure. The recommendation of the appropriate department year – in the fall and the spring. Information program meets the 150-hour Certified Public chair. concerning their administration may be obtained Accountants requirement necessary before In addition to the requirements listed below, from the appropriate department. Applications for candidates may sit for the CPA examination. students must satisfy the various additional the comprehensive examination, which are requirements and conditions that appear in the 600- and 700-Level Courses available in the Office of the Registrar, must be respective departmental sections of this bulletin. In the master’s degree programs, a minimum of signed by the department chair and cleared by the Bursar. Doctoral Degrees 18 credits must be taken in courses above the 500 level. (consult the specific department for requirements) Oral Examination (defense of thesis) The doctor of philosophy degree is offered by Thesis Given by most departments as part of the thesis the Department of Psychology in the field of The thesis required in many of the graduate requirement, the oral examination tests the clinical psychology and in pharmaceutics by LIU programs is intended to test a candidate’s ability to candidate not only on the thesis project but also in Pharmacy. engage in original research, organize and evaluate areas ancillary to the thesis. Some departments The Ph.D. in Pharmaceutics and the Pharm.D. source materials, and express himself or herself require an oral defense of the thesis proposal as in pharmacology are offered by LIU Pharmacy. creatively in the area of specialization. A course in well as defense of the completed thesis. Other The Doctor of Physical Therapy (D.P.T.) is research methods is required of most candidates departments require an oral defense of research offered by the School of Health Professions. writing a thesis. The interim grade for thesis projects. Master of Arts courses is INC. That grade will be replaced by the Residence grade P only upon acceptance of the approved A candidate for the master’s degree must Master of Science thesis by the University Reference Library. complete at least one year of work equaling 24 Master of Science in Education Completion of the required courses and credits at the university; in the M.B.A. program, Master of Fine Arts matriculant status are among the prerequisites that 30 credits of advanced work are required. Degree requirements vary among different must be met before a candidate’s thesis will be A candidate for the doctoral degree is expected programs and are described fully under accepted for consideration. An oral defense of the to complete three years of work in residence at departmental listings. There are two general routes thesis is normally required. LIU Brooklyn. to the master’s degree: thesis and non-thesis. With Each candidate for the master’s degree writes Students enrolled in LIU Brooklyn programs at an acceptable thesis, a candidate usually completes the thesis under the direct supervision of the chair branch campuses or off-campus sites must register 30 graduate credits, at least 15 of them in the of the sponsoring committee, who is selected on and complete residency requirements (usually six major department or area of study. Without a the basis of knowledge of and interest in the credits) at LIU Brooklyn. thesis, the candidate completes 36 credits of subject of the candidate’s thesis proposal. The Courses taken at another university after specified courses and passes a comprehensive selection of the chair and one or two additional admission to LIU may not be used for transfer examination or completes an appropriate specific committee members will be made by the student credit unless prior permission is obtained from the project. and the chair of the department concerned. major department and the student’s dean. The sum A maximum of three one-credit workshops may Special Examinations total of transfer credit granted on admission or be applied toward a degree. No more than three Departments with degree programs have authorized subsequently toward the master’s independent study or tutorial courses may be taken various requirements for examinations at different degree is normally limited to 6 to 8 semester hours for degree credit. stages of the student’s academic career. Students of credit and is not recorded as part of the grade If a student is seeking a second master’s degree, should read departmental requirements and consult point average. In all instances, transfer credit will at least 24 graduate credits must be taken in departmental advisers to determine which of the not be allowed for any graduate courses in which residence. Advanced placement of up to 12 credits following types of examinations are required in the grade was less than B; that is, courses with a may be awarded upon the written recommendation their programs. grade B- are not transferable. (Time limits on of the department chair and the approval of the Admission to examinations requires full transferability are outlined below.) student’s dean. In some programs with greater matriculant status and the acquisition of the Time Limits credit requirements, as many as 18 credits may be minimum credits indicated under the respective Work for the master’s degree must be accepted. When such an option is not available, the departmental headings. Students must be in completed within five years from the date of candidate will be so advised in the letter of attendance or maintain matriculation during the admission to the graduate program (exclusive of admission or in a letter from the department before semester they take an examination. time spent in the U.S. armed forces), unless the commencement of course work. appropriate dean approves an extension in writing.
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 16 LIU Brooklyn
Any courses outside the time limit will not count as credits toward the degree unless approved in writing by the appropriate department and dean. In the Department of Psychology, work for the doctoral degree must be completed eight years after admission. Transfer credit will be granted only for courses taken in the five-year and eight-year periods, respectively, before the granting of the degree.
Page 17 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
REGISTRATION unless there is exceptional justification given by the Office of Enrollment Services, and must be the department chair. submitted to the Office of Enrollment Services
The responsibility for compliance with these after securing dean's approval. regulations rests entirely with the student. Maintenance of Student A leave of absence is granted for future terms Registration each semester takes place during only, and is not granted retroactively or in the Standing middle of a term. In such exceptional cases where the periods indicated in the academic calendar. unforeseen circumstances occur after the start of a Non-degree students must obtain permission to It is expected that students will fulfill the term, students are permitted to officially withdraw register from the Office of Graduate Admissions requirements for the degree by registering over from the university acccoring to the university's before the beginning of each semester. successive semesters, either by attending classes or official withdrawal policy and appeal any charges maintaining matriculation. A degree candidate assessed to their accounts, or receive incomplete Registration and Advisement who does not reregister for classes must apply to grades that can be made up with the instructor(s). his or her dean for maintenance of matriculation In all such cases where an official leave of absence To be eligible for registration, every graduate before or during the registration period, if the is not granted, the university is required to perform student must confer with a representative in the student wishes to continue under the requirements a return of federal funds calculation for students proposed major department. Students can register in effect when admitted. A fee must be paid during receiving Title IV federal financial aid. online at My.LIU.edu. the registration period of each inactive semester A student is expected to return from an Payment of all tuition and fees is required in (excluding summer sessions). approved leave of absence within 180 days from advance of the beginning of classes, unless special Maintenance of matriculation does not extend the date of the approved leave. Students who have arrangements are made with Office of Enrollment the time limits specified under Requirements for taken a leave of absence due to medical reasons Services. Students who have not been cleared by Degrees. might be reuqired to submit documenation before Office of Enrollment Services cannot be Students serving in the armed forces of the being eligible to re-enroll. When a student fails to considered registered. United States maintain their standing return from a leave of absence, the student’s automatically during their time of service. They withdrawal date will be reported to the National Course Load are, however, required to inform the Office of Student Clearinghouse and NSLDS as the date the Enrollment Services of the dates of entrance into student began the leave of absence. Upon Full-time graduate students register for no military service and termination of active duty. returning from a leave of absence, the student may fewer than nine credits in each semester of the Change of Status academic year. Permission of their dean is register for classes accordingly. No financial aid A non-degree student who has met all the necessary to take more than 12 credits in the fall or or additional fees will be assessed during the leave requirements for matriculation must submit a spring semester or more than six credits in either of absence period. graduate application to the Office of Admissions. International students should know that ICE summer session. New York State residents are eligible for the Tuition Assistance Program grants regulations may prohibit those who have been when enrolled for 12 or more credits. (Please see Leave of Absence granted such a leave from maintaining their visa
Financial Aid for complete requirements and status. LIU Brooklyn permits students to interrupt procedures.) Non-degree students are normally their undergraduate studies when appropriate. If limited to two courses in the regular semester and granted, a leave of absence allows a student to Withdrawal one course in each of the summer sessions. continue under the requirements in effect when Official Withdrawal from All Courses he/she was initially admitted. An official withdrawal refers to an action taken Admission of Undergraduate A student who wants to interrupt their studies at by a student to discontinue enrollment after the the university for a temporary period may maintain Students to Graduate Programs drop period has expired. The course is recorded on degree status and ensure that his/her degree the transcript with a grade of W. Seniors who need substantially less than a full requirements will remain the same by taking a • Course Withdrawals/Partial Withdrawals - program to meet the requirements for the leave of absence for a maximum total of 180 days when a student withdraws from one or more bachelor’s degree may take, concurrently with in any 12-month period. A degree candidate who classes, but remains enrolled in at least one their undergraduate program, a limited number of is granted a leave of absence does not need to be class. 500- and 600-level graduate courses and reserve readmitted to the university upon returning to their • Term/Session Withdrawals/Complete the credits for a master’s degree. Such a special program of study. Students are not permitted to Withdrawals - when a student drops or arrangement will be limited to undergraduate attend another college or university while on an withdraws from all of his/her courses in a students who have been formally admitted as official leave of absence. current term. This can occur at one time or over graduate students, pending satisfactory completion A student must meet the following a period of time within a term. of bachelor’s degree requirements. Applicants requirements to be eligible for a leave of absence: must have permission from the graduate program • Be a degree seeking undergraduate or graduate as well as authorization from the undergraduate student Unofficial Withdrawal institution. Qualified juniors and seniors attending • Be registered for the semester immediately An unofficial withdrawal refers to a student LIU Brooklyn may, with the approval of the chair prior to the beginning of the Leave of Absence who fails to attend or ceases to attend one or more of the department concerned and the graduate • Be in good academic standing, on probation, or classes without officially withdrawing from the dean, take courses on the 500-level for on continuing probation with his/her college university. The course is recorded on the student's undergraduate credit to complete the requirements • Have no holds (i.e. disciplinary or financial) transcript with a grade of UW. which would restrict registration for the bachelor’s degree. The credits they receive may not subsequently be applied toward the credit • Submit a formal written and signed leave of requirements for the master’s degree. absence application form, which specifies the Course Drop Undergraduate student enrollment in 600-level reason for the student’s leave A course drop is an action taken by a student courses will not be approved by the graduate dean The leave of absence application is available in prior to the start of, or during the term. The
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 18 LIU Brooklyn dropped course does not appear on his/her officially withdrawal will be recorded as the of Federal Funds Policy for additional details. transcript. Please refer to the University Add/Drop last date of the term. For federal financial aid Policy for details on course drops. purposes, it will be assumed that the student Residential Life unofficially withdrew at the midpoint of the Students residing in on-campus housing must term. See Grading Policy for additional details. contact the Office of Residence Life upon Official Withdrawal Deadlines Tuition Liability and Refund Policy withdrawal from the university. Students must • Complete Term/Session Withdrawals - • Official Withdrawals and Drops: The effective follow proper check-out procedures and must Students may officially withdraw from the date of drops and/or withdrawal will determine vacate their campus housing within 48 hours of the university prior to the start of finals. the student tuition liability due or refund due to effective withdrawal date. Students who drop or • Summer Session Withdrawals - Students may the student. See Tuition Liability Policy for withdraw from a future term must vacate their officially withdraw from the university prior to additional details, including refunds for room campus housing after completion of finals. Room the start of finals for the session. and/or board charges. The university has a and board charges must be cancelled through the • Winter Session Withdrawals - Students may published Appeals Policy for students who Office of Residence Life. Liability for these officially withdraw from the university on or wish to appeal tuition charges and fees due. charges will be assessed at the time of before the seventh day of the session. • Unofficial Withdrawals:The student is cancellation. • Course Withdrawals/Partial Withdrawals - responsible for all associated tuition charges Future Enrollment Students may officially withdraw from one or and fees. Students who withdraw from all courses may more classes through the 10th week of the term. Transcript/Grades be subject to readmission. Students who withdraw Please refer to the academic calendar in the • Official Withdrawals: A grade of W will be from the university must be in good financial bulletin on the university website for specific assigned for the course or courses and will standing in order to register for future classes or dates in each term. appear on the student's transcript. have access to their official and unofficial • Unofficial Withdrawals:A grade of UW will be transcript. Withdrawal Methods assigned for the course or courses and will Special Program Participation The university permits students to withdraw appear on the student's transcript. • Athletics: In accordance with NCAA from a course, session, or term in the following • Drops: The course will not appear on, or will regulations, all intercollegiate athletes must manner: be removed from the student's transcript. notify the Athletic Department and Office of Submit Completed Withdrawal Application Form Credits Attempted/Earned Admissions when partially or fully withdrawing A student may withdraw in person, by fax, or • Official Withdrawals: The course or courses from the university. by email by submitting a signed and completed will be considered attempted but not earned. • Veterans: In accordance with VA regulations, Withdrawal Application Form to Office of • Unofficial Withdrawals:The course or courses students receiving veteran's benefits must Enrollment Services by the withdrawal deadline. will be considered attempted but not earned. notify the VA Certifying Official in Office of Forms are processed upon receipt. Any forms • Drops:The course or courses will neither be Enrollment Services when partially or fully faxed outside business hours, during weekends or considered attempted nor earned. withdrawing from the university. holidays will be processed the following business Grade Point Average day. Withdrawn or dropped courses do not affect a student's grade point average. Alternatives to Withdrawal Process through MyLIU Schedule adjustments • Course Drop - Students can use their MyLIU Financial Aid Adjustments • Change in Student Status: Students who When contemplating a withdrawal due to portal to drop courses online through the scheduling conflicts, students should discuss their second week of the term. Please refer to the change their enrollment status from full-time to part-time, or from full or part-time to below situation with their academic advisor, academic University Add/Drop Policy for details on dean, or the Office of Enrollment Services to see if course drops. half-time, due to a partial drop or withdrawal, may have their federal, state, and/or university accommodations can be made. • Email to Office of Enrollment Services - A Incomplete Grades student may notify the Office of Enrolllment aid adjusted. The university may also be required to report the student's change in For some students, receiving an incomplete Services of their intent to withdraw from the grade and finishing the coursework at a later time university via their MyLIU email account. Due enrollment status to lenders, which can trigger the repayment of student loans. Students will be may be a better option than withdrawing from the to FERPA regulations, the university will not university. Students should be advised to discuss respond to requests from outside email sources. notified in these cases via writing. • Cancellation of Financial Aid: Students will this option with their instructor, academic advisor In the body of the email, the student must state or academic dean. their intent to withdraw from a course, session, have their financial aid cancelled if the student drops all courses and does not incur any Refund of Tuition in Cases of Withdrawal or term. Students must include their student ID When a student withdraws from courses, the number and direct contact information. liability, or fails to meet satisfactory academic progress standards as a result of the withdrawal. university refunds tuition as outlined in the Financial aid for future terms may also be Withdrawal Policy (please see the Tuition and Fee Withdrawal Impacts cancelled. See Appeals Policy and SAP Policy Schedule).
Effective Date of Withdrawal for additional details. • Official Withdrawals: The withdrawal date will • Return of Federal Funds: The university is Auditing of Courses be recorded with an effective date when all required to return funds for students who stop forms are completed, signed and returned to the attending all courses before completing 60% of In order to gain necessary background or Office of Enrollment Services. The university the term. The student will be notified by mail of enhance general knowledge, students may audit has a published Appeals Policy for students the unearned amounts returned to the federal graduate courses for no credit. The permission of who wish to appeal their official withdrawal financial aid programs. The return of federal the instructor and of the dean is required in every date. funds may result in a balance due to the case. Laboratory courses and fieldwork practicums • Unofficial Withdrawals: The withdrawal university, particularly if the student previously may not be audited. Students (who must have been determination date for students who do not received and cashed a refund check. See Return admitted to a graduate program) pay half the
Page 19 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 regular tuition for courses, and their transcripts will show that the courses have been audited.
Student Access to Educational Records
In compliance with the Family Educational Rights and Privacy Act (FERPA), LIU Brooklyn informs eligible students and their parents that they may obtain copies of the campus’s policy statement concerning the act from the Office of Institutional Advancement and Student Affairs.
Administrative Matters
Cancellation of Courses The university reserves the right to cancel undersubscribed courses. When it does so, there is no program change fee.
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 20 LIU Brooklyn
TUITION AND FEES EXS 500, 507, 617 500
MS 613 350 Students are billed for tuition and fees at the time of registration. Room and board charges are reflected at the time of room assignment. Students must PSY 840, 841, 843 100 make satisfactory payment arrangements prior to the start of each term or TAL 088, 099 300 before moving into residence halls to remain in good financial standing. Acceptable payment arrangements include: Other Fees: • Payment in full using check or credit card; Maintenance of Matriculation Fee 100 • Approved financial aid covering all charges; • Signed and approved University Payment Plan; and/or Late Graduation Application 50 • Participation in an approved third-party payment agreement. Fee A student who complies with any combination of the above shall be Returned Check/Credit Card 25 considered in good financial standing, so long as all conditions are met Chargeback Fee throughout the term. All payment arrangements must be completely satisfied or late payment fees and/or penalties will be applied to your account. Students Diploma Replacement Fee 25 who fail to make satisfactory payment arrangements on delinquent past due Replacement Student ID Card 25 balances may be referred to an outside collection agency or attorney, where additional fees and penalties may be charged to their account (generally 20-45 Official Transcript, on demand, per 25 percent of unpaid charges), as permitted by applicable law. All policies can be request found online at www.liu.edu/enrollment-services. Official Transcript, online, per 7 request
Rate Schedule
Application Fee (non-refundable) $50 Residence Life Rates
Tuition Deposit (non-refundable) 200 ACCOMMODATIONS (per term) Housing Deposit (non-refundable) $300 Master's Degree and Graduate 1,178 490 Fulton Street: Studies, per credit Studio 10,000 Graduate Audit Fee, per credit 589 Double Studio 8.140 Master's Degree and Graduate 1 Bedroom Double 8,452 Studies, special programs: 1 Bedroom Apartment 10,928 Physician's Assistant and Speech 1,199 2 Bedroom Apartment 10,429 Language Pathology, per credit 3-4 Bedroom Apartment 10,013
Physical Therapy: 5-6 Bedroom Apartment 6,684 MEAL PLANS (per term) Below 800 Level Courses, per 1,199 Residential Meal Plan 1 (unlimited 2,531 credit meals plus $300 dining dollars) 800 and 900 Level Courses, per 1,390 Residential Meal Plan 2 (14 meals per 2,316 credit week plus $300 dining dollars) Clinical Practice I (PT850), per 1,443 Residential Meal Plan 3 (10 meals per 2,100 course week plus $300 dining dollars) Residential Dining Dollars 300 Clinical Practice II (PT950), per 1,804 course Dining Dollars+ Plan ($200 additional 200 dining dollars) Clinical Practice III and IV 2,887 Commuter Meal Plan 1 (25 meals plus (PT955/956), per course 222 $50 dining dollars) Commuter Meal Plan 2 (50 meals plus Doctoral Degree and Doctoral 24,466 358 Studies, 12+ credits, per term (years $50 dining dollars) 1-3) All resident students are required to participate in a meal plan. The Residential Dining Dollars plan is only available to residents in apartments Doctoral Degree and Doctoral 1,565 with kitchens. Dining dollars can be used at point of sale locations across the Studies, per credit campus.
Dining Dollars, 9+ credits, per term 50
University Fee:
12+ credits, per term 902
Less than 12 credits, per term 451
Course Fees (additional fee per class):
Page 21 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
Liability Calendar Financial Policies Students are responsible for knowing that they are registered for classes, that they are expected to pay for these classes in a timely manner, and must Payment Due Dates understand and follow the correct procedures to withdraw from classes. Non- Term Bill Available Bill Due Date attendance and/or non-payment do not consititute official withdrawal from the university. Fall June 1 August 1 The calculation of your tuition and fee liability, if any, is based on the date Winter November 1 December 1 of your official withdrawal or drop in accordance with university policy: Traditional Fall/Spring Terms Spring December 1 January 1 Withdrawal Date Liability Summer April 15 May 15 Week 1 0% Please note that your invoice is subject to change. Charges are subject to change based on changes made to coureses, credit loads, housing and meal Week 2 25% selections. Charges may also change to reflect fees and fines. Anticipated aid Week 3 50% and financial aid credits are not guaranteed. Students must meet and maintain all program eligibility requirements, complete all required procedures, and Week 4 75% submit all requested documents. Financial aid is traditionally based on full- Week 5+ 100% time status and is therefore subject to proration and/or termination if you are Summer and Other Sessions Seven Weeks or Greater not enrolled full-time. Withdrawal Date Liability Your MyLIU portal makes it easy to manage your college finances and to pay your bills online, 24/7, so that you can concentrate on your studies and Week 1 0% make the most of your education. Week 2 50% • To view your bill, log in to your MyLIU account. Your MyLIU Student Center page will be displayed. Click on the “Account Inquiry” link from Week 3+ 100% within the “Finances” section, and your balance will appear. Summer and Other Sessions Three to Seven Weeks • To pay your bill online by using a credit card or check, click on the “Make a Withdrawal Date Liability Payment” link from the Student Center home page, or from within the “Account Inquiry” section to access the MyLIU Payment Gateway. The Day 1-2 0% LIU Payment Gateway is a secure online terminal that allows you to make a Day 3-5 50% deposit, pay your bill, or set up an online payment plan. Late Payment Assessment Day 6+ 100% Fall Term Amount Winter and Other Sessions Two Weeks or Less
August 15 $150 Withdrawal Date Liability
September 15 150 Day 1 0%
October 15 200 Day 2 50% Day 3+ 100% Winter Term Room and board charges must be cancelled through the Office of Residence 1st Day of Classes $150 Life. Liability for these charges will be pro-rated based on occupancy dates and assessed at the time of cancellation. Students requesting a review of their Spring Term tuition and fee liability must complete the university's Appeals Form for January 15 $150 student withdrawals in accordance with university policy and submit all required supporting documentation. February 15 150
March 15 200
Summer Term
July 15 $150
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 22 LIU Brooklyn
Payment Plans
Payment Plans The University offers students and families the ability to pay your tuition bill in installments using our new online payment plan system. These plans can help families budget the cost of tuition and fees by spreading out the cost over a number of payments each term. Enrolling in a payment plan is easy - simply log into the LIU Payment Gateway, pick a plan that meets your needs, and enroll. You can pay online using a credit card or e-check, knowing your information is secured by industry-leading security features. The payment plan system will automatically notify you if your installments increase or decrease due to changes in your student account. The University offers the following payment plans each semester: Gold Payment Plan Silver Payment Plan Bronze Payment Plan Summer Payment Plan Winter Payment Plan
Enrollment Fee $35 $50 $100 $35 $35
Enrollment Dates Fall: Jun 1 - Jul 1 Fall: Jul 2 - Aug 1 Fall: Aug 2 - Sep 15 Apr 1 - Jun 30 Nov 1 - Dec 15 Spring: Nov 1 - Dec 1 Spring: Dec 2 - Jan 1 Spring: Jan 2 - Jan 31
Balance Calculation All applicable charges, less any approved financial aid. Your plan will automatically recalculate if changes are made to your student account or financial aid during the payment plan term.
First Payment 20% plus fee upon 25% plus fee upon 33% plus fee upon 33% plus fee upon 50% plus fee upon enrollment enrollment enrollment enrollment enrollment
Remaining Payments Four equal installments. Three equal installments. Two equal installments. Two equal monthly One additional monthly Fall: Aug 1, Sep 1, Oct 1, Fall: Sep 1, Oct 1, and Fall: Oct 1 and Nov 1 installments installment and Nov 1 Nov 1 Spring: Mar 1 and Apr 1 Spring: Jan 1, Feb 1, Mar Spring: Feb 1, Mar 1, Apr 1, Apr 1 1
Late Payment Fee $25 if payment is not received within 5 days of the scheduled due date.
Payment Methods Mastercard, Visa, American Express, Discover, or Checking Account; auto deduction options are also available.
How to Enroll Log into your MyLIU account and select "Make a Payment." Then log into the LIU Payment Gateway and select "Payment Plans."
Authorized User Access Yes. You must first set up an authorized user in the LIU Payment Gateway.
Student Health Insurance
Long Island University has partnered with Gallagher Student Health & Special Risk to develop a cost-effective Student Health Insurance Plan that provides our students and families with robust medical coverage at school, back home, and while traveling or studying abroad. The plan is fully compliant with Federal Health Care Reform and offers students and their dependents access to a network of doctors, hospitals, and pharmacies throughout the country. All international students, clinical students, residential students, LIU Global students, and intercollegiate athletes are automatically enrolled in the Plan but can waive participation online at www.gallagherstudent.com/liu if they have comparable coverage under a family plan or other policy. Students who enter during the spring and summer terms can also participate in the plan with shorter coverage period, reduced rates, and specific enrollment/waiver deadlines. Beginning on July 1st, students can go to their MyLIU account and click on the “Student Health Insurance” link from the Student Center Home Page to enroll in the Plan, print ID cards, check claims, or waive coverage. Coverage begins on August 15, which represents the start of the plan year, and extends through August 14. Remember that if you have been automatically enrolled in the plan and wish to waive coverage, you must go online and receive confirmation by the waiver deadlines listed below. If you require additional assistance, please call the Office of Student Financial Services at 516-299-2553. Enrollment Waiver Periods Annual Plan: July 1 - September 30 Spring Plan: January 1 - February 15 Summer Plan: May 15 – July 15 Annual Rates • Mandatory and Compulsory/Hard Waiver Students - $2,369 • Spouse/Domestic Partner - $2,369 • Each Child - $2,369 NOTE: New students who enter during the spring or summer terms will participate in the Plan with prorated coverage periods and rates.
Page 23 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
FINANCIAL AID must make an appointment with an Office of scholarships do not automatically renew for the Enrollment Services counselor in addition to same amount in subsequent years. Long Island University awards financial aid in completing the FAFSA and New York State Long Island University’s scholarship programs an effort to help students meet the difference application (the LIU graduate New York state are designed to reward students who demonstrate between their own resources and the cost of school code number is 5403). outstanding academic achievement. We are education. All awards are subject to availability of To be considered for financial aid, students committed to providing you with an affordable, funds and the student’s demonstrated need. must be classified either as US citizens or as high-quality education. Awards are given to Renewal of assistance depends on annual eligible noncitizens, be officially admitted to LIU students who demonstrate academic achievement, reevaluation of a student’s need, the availability of or matriculated in a degree program and making athletic talent, or strong leadership as well as funds, the successful completion of the previous satisfactory academic progress toward degree performers and artists. Aid is also awarded based year, and satisfactory progress toward completion requirements. Students in certain advanced on financial need. of degree requirements. In addition, students must certificate or diploma programs may also be PART-TIME EMPLOYMENT meet the published filing deadlines. Detailed eligible for consideration. Generally, university- Graduate Assistantships information on financial aid is forwarded with the administered aid is awarded to full-time students. A limited number of Graduate Assistantships admission application and is also available on the Part-time students may be eligible for federal loans and University Fellowships are granted to various Enrollment Services Office website at but must also maintain satisfactory academic academic departments within each school and www.liu.edu/enrollment-services. progress. college of the University. Graduate Assistantships Many awards are granted on the basis of RENEWAL ELIGIBILITY are also available in administrative departments. scholastic merit. Others are based on financial Financial aid awards are not automatically All students interested in applying for an need. However, it is also possible to receive a renewed each year. Continuing students must Assistantship or Fellowship must complete and combination of awards based on both. Thus, submit a FAFSA each year by the LIU deadline, submit an application to the appropriate University scholarships or fellowships may be continue to demonstrate financial need, make department for review. granted by themselves or in conjunction with satisfactory progress toward degree requirements, ALL OTHER SOURCES OF AID student loans or Federal Work-Study employment. and be in good academic standing. For STATE GRANTS In order to receive the maximum amount of aid, institutional scholarships, students must generally New York State and other states offer a variety students must apply for financial aid by the maintain full-time enrollment and a cumulative of grants and scholarships to residents. Although appropriate deadline. GPA of 3.0 to have their awards renewed. Any application is made directly to the state and grants It is the student’s responsibility to supply break in enrollment without an approved are awarded by the state, the amount each student correct, accurate, and complete information to the deferment on file with the Office of Enrollment is expected to receive is estimated and taken into Enrollment Services Office and to notify them Services will result in a loss of your scholarship. account by the University when assembling the immediately of any changes or corrections in his Please visit our renewal policy on the web at student’s financial aid package. LIU’s graduate or her financial situation, enrollment status, or www.liu.edu/enrollment-services. New York State school code is 5403. For housing status, including tuition remission WITHDRAWAL complete information, contact the New York benefits, outside scholarships and grants, and state- Those receiving federal aid who withdraw Higher Education Services Corporation (HESC) at sponsored prepaid college savings plans. completely may be billed for remaining balances 888-697-4372, or visit their website at A student who has received a financial aid resulting from the mandatory return of funds to the www.hesc.ny.gov. award must inform the Enrollment Services Office U.S. government. The amount of federal aid NYS Math and Science Teaching Incentive if he or she subsequently decides to decline all or “earned” up to that point is determined by the Scholarship - Provides grants to eligible full-time part of that award. Failure to do so may prevent withdrawal date and a calculation based on the undergraduate or graduate students in approved use of the award by another student. If a student federally prescribed formula. Generally, federal programs that lead to math or science teaching has not secured his or her award by the close of the assistance is earned on a pro-rata basis. careers in secondary education. drop/add period, the award may be canceled, and Senator Patricia K. McGee Nursing Faculty the student may become ineligible to receive Awards Scholarship - The Senator Patricia K. McGee scholarship or fellowship aid in future years. Nursing Faculty Scholarship program seeks to Determination of financial need is also based on UNIVERSITY-SPONSORED AND increase the number of educators and adjunct the student’s enrollment status – a change in ADMINISTERED PROGRAMS clinical faculty teaching nursing education in New registration therefore may result in an adjustment Through the generosity of its alumni and other York State. to his or her financial aid. concerned donors, as well as from funds supplied Segal AmeriCorps Education Award - Provided by the federal government, the University is able to New York State residents interested in high Application Process to provide an extensive financial aid program for quality opportunities in community service. its students. Awards are competitive and based on Veterans Tuition Awards - Vietnam, Persian Students must submit the Free Application for academic achievement, test scores, and, in most Gulf, Afghanistan, or other eligible combat Federal Student Aid (FAFSA), available online at cases, financial need. veterans matriculated at an undergraduate or www.fafsa.gov, which is the basic form for all SCHOLARSHIPS AND GRANTS graduate degree-granting institution or in an student aid programs. Be sure to complete all Long Island University maintains an extensive approved vocational training program in New sections. Students should give permission on the program of scholarships and grants-in-aid based on York State are eligible for awards for full or part- FAFSA for application data to be sent directly to academic merit and demonstrated financial need. time study. Long Island University (the LIU federal school Awards are made during the admissions process. States Other Than New York code number is 002751). New students should Institutional scholarships may be combined with Some students from outside New York State submit the application by February 15 for the fall government supported grants and loans into a may qualify for funds from their own state term or by November 1 for the spring term. single financial aid package. Scholarships and scholarship programs that can be used at Long Returning students should apply no later than grants are normally applied to tuition and fees; Island University. Contact your state financial aid March 1. Students requiring summer financial aid they can range from $500 to full tuition and fees agency (call the Federal Student Aid Center at 1- and do not require repayment. Need-based 800-433-3243 for the address and telephone
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 24 LIU Brooklyn number) for program requirements and application option for students who are not eligible for federal components: a student’s cumulative grade point procedures. When you receive an eligibility notice aid or who need additional funding beyond the average (GPA) and the amount of credits they from your state program, you should submit it to maximum amounts offered by federal loans. These have earned relative to their year in school and the Enrollment Services office in advance of loans are not guaranteed by the federal enrollment status. registration. government. LIU urges all students and parents to Satisfactory academic progress is measured FEDERAL GRANTS AND BENEFITS research any lender they are considering for this annually, at the end of the0 wpring semester, after Veterans Benefits type of funding and to specifically ask a number of all grades have been submitted. Students failing to Various programs provide educational benefits key questions, including: current interest rates; co- meet the criteria stated below are eligible to appeal for spouses, sons, and daughters of deceased or signer requirements; repayment options, both in this decision if extenuating circumstances played a permanently disabled veterans as well as for school and out; and whether or not the loan may be factor in their academic performance. Examples of veterans and in-service personnel who served on sold to another provider. such circumstances could include an illness, active duty in the United States Armed Forces The university does not have a preferred lender accident, separation or divorce, or the death of a after January 1, 1955. In these programs, the for private loans; each student has the right to relative. An appeal must be made in writing to the amount of benefits varies. Applications and further select the educational loan provider of his or her university and include an explanation of the information may be obtained from the student’s choice. However, there are a number of circumstance(s) that may have adversely affected regional office of the Department of Veterans independent resources that can be used to evaluate the student’s ability to meet the academic Affairs. The University is also an annual and analyze private loan options. requirements, and the plan or changes that have participant in the Yellow Ribbon Program. If you have considered applying for a private occurred which will allow them to make SAP in Additional guidance may be obtained from the loan, you may be required to complete the Free the future. All appeals must be accompanied by Enrollment Services office or at the US Application for Federal Student Aid (FAFSA) (see supporting documentation, such as a letter from a Department of Veterans Affairs website at above for application instructions) in order for the doctor or attorney. If an appeal is granted, the www.benefits.va.gov/GIBILL/index.asp. University to certify your loan eligibility. Private student will either be placed on probationary status SCHOLARSHIPS AND GRANTS FROM loans that are used to cover prior semesters may for one semester during which the student must OTHER ORGANIZATIONS require additional information for approval, such meet SAP guidelines, or must successfully adhere In addition to the sources of gift aid described as letters certifying indebtedness, attendance to an individualized academic plan that was above, students may also be eligible for a private verification, official transcripts, etc. As such, developed for them by their academic advisor as scholarship or grant from an outside agency or when requesting funding for prior terms, be sure to part of their appeal. Failure to meet these criteria organizations. Some sources to explore are reference the correct academic year on your will result in loss of eligibility for Title IV funds. employers, unions, professional organizations, and application. Students wishing to receive Title IV financial community and special interest groups. The basic process involved with securing aid for summer semesters may have these awards FEDERAL LOANS private loans is the electronic filing of an evaluated and offered prior to a determination of Federal Direct Student Loan Program application, institutional certification, and approval SAP. All students receiving summer aid will have The Federal Direct Student Loan is obtained information. Generally speaking, electronic filing their SAP evaluated after all spring grades have from the U.S. Department of Education. The total processing requires at least 72 hours before a been submitted. Students not making progress will amount borrowed in any year may not exceed the lender will respond. The University will assist you have their summer aid cancelled, and the student cost of education minus the total family in this process and will determine for you the will be liable for all tuition and fee charges contribution and all other financial aid received maximum loan amount you will be allowed to incurred unless an appeal is filed and granted as that year. Interest rates are fixed at 5.31% for borrow based on your estimated cost of attendance outlined above. graduate loans. and pre-existing financial aid awards. The The criteria below outline the progress that is Direct loan payments are co-payable to LIU complete process normally takes 7-14 business required for a full time graduate student to be and the student, and funds are applied first to any days. considered in good standing: outstanding balance on the student’s account. An EMPLOYEE EDUCATION PLANS • Completion Rate Requirements: All students origination fee of 1.068% (2015-16 rate; 2016-17 Many companies pay all or part of the tuition of must earn at least 67% of their attempted hours. rates not available at the time this bulletin was their employees under tuition refund plans. The maximum time frame to complete each published) will be deducted from the loan funds. A Employed students attending the University should degree varies by department and is outlined student may borrow up to a total of $20,500 per ask their personnel officers or training directors herein under the specific degree program. year. For additional details, visit the US about the existence of a company tuition plan. • GPA Requirements: Students who have earned Department of Education website at Students who receive tuition reimbursement and fewer than 13 credits must maintain a 2.5 GPA; www.studentaid.ed.gov/sa/types/loans. LIU employees who receive tuition remission must students who have earned 13 credits or more Federal Direct PLUS Loan Program notify the Enrollment Services Office if they must maintain a 3.0 GPA. The PLUS loan enables qualifying graduate receive this benefit. Notes: students to borrow up to the full amount of an LIU • Progress standards for part-time students are education less other aid. There is no aggregate Standards for Satisfactory prorated based upon the criteria above. loan limit, and individual lenders will evaluate • Qualifying transfer credits are counted as both point history. The interest rate is fixed at 6.31%. Academic Progress (SAP) attempted and earned credits but have no effect
An origination fee of 4.272% (2015-16 rate; 2016- on the GPA. Federal Financial Aid Programs 17 rates not available at the time this bulletin was • Grades of W (Withdrawal), UW (Unofficial Federal regulations require students to make published) will be deducted from the loan funds. Withdrawal), and INC (Incomplete) are satisfactory academic progress (SAP) toward the PLUS loan disbursements are made copayable to counted as credits attempted but not completed, completion of a degree or Title IV eligible LIU and the parent, and funds are applied first to and do not affect the GPA. advanced certificate program in order to receive the current term’s outstanding balance on the • Repeated classes will count only once towards Title IV financial aid through the Federal Direct student’s account. credits completed. A student may receive aid Loan Program. Satisfactory academic progress is PRIVATE LOANS for a repeated class that has been successfully measured qualitatively and quantitatively by two A private (non-federal) loan may be a financing completed once.
Page 25 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
• Any departmental requirements that exceed these standards must be adhered to for the Notes: purposes of evaluating SAP. • A student may not receive a New York State New York State Awards award for repeating a class that they have Graduate students receiving New York State already successfully completed (i.e. the credits scholarship awards must meet the academic for a repeated class for which the student has standing requirements established by the New already received a satisfactory grade will not York State Education Department. These count towards the full-time requirement). requirements are different from those set forth by • A student is placed on the chart above based the federal government, and apply only to New upon their total state aid received, including York State awards. any award(s) received at a previous The basic measures for good academic standing institution(s). for New York State awards include the following: • To continue to receive New York State • Pursuit of Program: A student must receive a funding, a minimum number of credits must be passing or failing grade (A-F) in a certain completed each term, as well as on a percentage of courses each term. cumulative basis. • Satisfactory Academic Progress: A student • A student must maintain a minimum grade must accumulate a specified number of credits point average (GPA) prior to being certified for and achieve a specified cumulative grade point a New York State award payment. This average average (GPA). increases as the student progresses in payment The requirements for meeting these standards points. increase as the student progresses, and are based • A student who is not making progress may upon the number of state awards that the student request a one-time waiver if extenuating has already received. Students failing to meet the circumstances affected their academic required criteria are eligible to request a one-time performance. A student may only receive this waiver if extenuating circumstances played a waiver once for New York State awards. factor in their academic performance. Examples of such circumstances could include an illness, accident, separation or divorce, or the death of a relative. An appeal must be made in writing to the university and include an explanation of the circumstance(s) that may have adversely affected the student’s ability to meet the academic requirements, and the plan or changes that have occurred which will allow them to make SAP in the future. All appeals must be accompanied by supporting documentation, such as a letter from a doctor or attorney. If a waiver is granted, the student will be eligible for the state award for the semester for which they were granted the waiver. The student must continue to meet the academic progress and pursuit of program requirements to receive further awards.
The chart below outlines the progress that is required for a graduate student to be considered in good standing: Graduate Semester Based Program Chart Before Being Certified for Payment: Semester Minimum Minimum GPA credits accrued
1st 0 0
2nd 6 2.0
3rd 12 2.5
4th 21 2.75
5th 30 3.0
6th 45 3.0
7th 60 3.0
8th 75 3.0
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 26 LIU Brooklyn
CAMPUS LIFE AT LIU the lobby of the Kumble Theater, the glass- Public safety officers are not peace officers, but enclosed, elliptically shaped Humanities Building they do handle criminal acts and crime scenes until BROOKLYN Gallery showcases unique presentations of projects the police department arrives. Suspects are and installations, many of which could not be identified and detained for action by the arriving
displayed anywhere else. police personnel. Athletics Annual Campus Security Report Living on Campus In accordance with the provisions of the Jeanne LIU Brooklyn Athletics is a member of the Cleary Act, LIU Brooklyn's annual security report Northeast Conference in NCAA Division I, and Division of Campus Life includes statistics for their previous three calendar currently supports 19 varsity sport programs that Pratt 122 years concerning reported crimes that occurred on compete at the highest collegiate level in the 718-488-1042; [email protected] campus; in certain off-campus buildings or country. The Blackbirds have won 12 league Residence Life provides a safe, caring and property owned or controlled by LIU Brooklyn; championships over the last four seasons, respectful community where experiential and on public property within, or immediately including three straight NEC titles in men’s track interactions inspire learning, citizenship, adjacent to and accessible from, the campus. The and field from 2014-2016. LIU Brooklyn's leadership and holistic reflection aligned with the report also includes institutional policies women's volleyball team has won nine Long Island University mission. concerning campus security issues, such as those championships in the last 12 years and the softball Residents reside in one of three residential concerning alcohol and drug use, crime program has won a league-high 13 titles in it's halls. Richard L. Conolly Hall is a 16- story prevention, the reporting of crimes, sexual history. building of standard, suite, and apartment spaces assaults, hate crimes, and other relevant matter.
for freshmen, sophomore, and junior class Emergency Management Campus Ministry residents. Seniors live in the 1 Hoyt Street which is LIU Brooklyn's Department of Public Safety
comprised of suites and apartment spaces. offers comprehensive services in emergency Roland Robinson Graduate students reside in 490 Fulton a three- response and management to ensure the safety of Division of Campus Life floor all-apartment residence. our students, faculty and staff. Through several Pratt 122 All residential students are required to initiatives, the campus is prepared for a wide array 718-488-1042; [email protected] participate in one of the university meal plan of emergency situations, ensuring prompt Campus Ministry at LIU Brooklyn dares to options. All residences offer free wireless internet, notification and protection of the campus foster a community that takes its faith traditions cable, study lounges, recreation rooms, TV community whether the event is commonplace or very seriously. We challenge our members to be lounges, laundry rooms, 24 hours/day security extraordinary. In the event of emergency, LIU credible witnesses of their traditions of faith and to officers, and dedicated professional and Brooklyn's Emergency Notification System is employ the best elements of the same in the paraprofessional staff. Typical residential spaces enabled to instantly and simultaneously contact services of our community. include an extra-long twin sized bed, desk, desk LIU Brooklyn students, faculty and staff via Long As a diversified, multi-religious and ethnic chair, dresser, micro-fridge, wardrobe unit/closet, Island University email, Web site notifications and community par excellence, we seek to enrich one AC, and personal digital safe. text messaging to those who register their cell another and our community with the values of our phones with the university. Emergency building different traditions, and to collaborate Public Safety managers assist Department of Public Safety in ecumenically as advocates for justice, peace and disseminating information in their designated reverence for life. Emergencies: 718-488-1078 building and have been trained in “Evacuation” The sacred writings of the different religions Non-Emergencies: 718-488-1078 and “Shelter-in-Place” procedures. LIU Brooklyn serve as our guide for action. And our mode of The Department of Public Safety at LIU employs the use of an outdoor siren warning operation is from campus to social outreach, from Brooklyn is located in the rear of Metcalfe system. place of theory to place of reality, from feelings of building, opposite the Pharmacy building. The An efficient snow and emergency school concern to actions against poverty, hunger, disease department has a full-time staff that consists of a closings system is in place to ensure our students and social injustice. director, three tour commanders, three lieutenants, are informed of closings immediately via the LIU Our goal is to help our community develop the three desk sergeants, 45 public safety officers, and Brooklyn homepage, our emergency closings full potentials of their humanity, become better an administrative assistant. Public safety officers hotline (718-488-1000 or 718-488-1078), as well citizens and responsible inhabitants of our planet, are licensed by the State of New York and are as local radio and television stations. and to die with a better hope. trained, certified and registered pursuant to the
New York State Security Guard Act of 1992. The Student Life Cultural Programs and department serves the campus 24 hours a day, 7 Exhibitions days a week year-round and may be reached by Division of Campus Life dialing 1078 on campus telephones (add prefix Pratt 122, 718-488-1042 With three galleries, LIU Brooklyn presents 488 when using outside lines). [email protected] monthly exhibitions of paintings, sculpture, The Department of Public Safety is concerned LIU Brooklyn’s Office of CampusLife photographs, prints, and other art forms by with the welfare and safety of all members of the facilitates the development of students, and hones emerging and established artists. This thriving and campus community and their guests. The activities their personal and organizational leadership skills diverse exhibition program, sponsored by the of the Department of Public Safety are enhanced by providing opportunities for participation in co- Department of Visual Arts, reflects LIU by its close relationship with the 84th and 88th curricular, cultural, social, civic, community and Brooklyn's strong commitment to making an array Precinct, who shares the responsibility of wellness programs. The core values of student life of visual art accessible to both students and the maintaining law and order on the campus. This are leadership, integrity, service, community, community. Gallery spaces include the Salena precinct often notifies the department of any off- diversity, learning, and school spirit, and we carry Gallery, the Nathan Resnick Showcase Gallery campus arrest involving members of our campus out our mission primarily through our oversight of and the Humanities Building Gallery. Located in community if there is a perceived threat to the clubs and organizations, leadership training welfare of the other members.
Page 27 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 programs, evening programs, civic and community student organizations, in particular, are encouraged programs. to participate in community service each year. All students in good standing are encouraged to take part in co-curricular activities. Programs Student Government Association offered through the Office of CampusLife are All enrolled students are members of the funded by student activity fees. The distribution Student Government Association (SGA). The of the student activity fee promotes a progressive executive officers of the SGA, along with the and student-centered program. elected representatives from each class, constitute the SGA Council. Some of the SGA Student Student Organizations Council’s many duties include allocating of funds We guide and assist over 80 student to all campus organizations; approving the organizations in planning, organizing and formation of new organizations; and sponsoring implementing of each group’s goals and events. extracurricular programs of intellectual, cultural Our student organizations include social, and social appeal for the student body. In addition academic, cultural, religious groups and honor to its administrative functions, the SGA Stucent societies. In addition, we oversee the student Council acts as a liaison between the student body media coalition which is comprised of: WLIU and the faculty and administration. In addition, Radio, a state-of-the-art radio station, WLIU DJ each student organization has representation on the Mobile Unit, Seawanhaka Newspaper, Sound SGA senate. Yearbook, and LIU Television.
Leadership Training Office of Campus Life provides annual leadership training for all students involved in student organizations at leadership retreats. We also offer trainings and workshops throughout the year.
Avena Lounge The Avena Lounge is a student area complete with opportunities for building business management and event planning skills. The lounge has a game room, kitchen for special events and general programming space. Student employment is also available in Avena Lounge.
Evening Recreation Program Our dynamic evening recreation program is multi-faceted ranging from basketball, tennis and African/Caribbean dance to board games, table tennis and X-Box game tournaments. Students in the program compete in national and local tournaments. The program also sponsors trips to professional sporting events, including New York Rangers and Islander’s hockey, New York Knicks and Brooklyn Nets basketball, New York Mets and Yankees baseball, and New York Jets and Giants football.
Civic and Community Program Office of Campus Life encourages students to be knowledgeable and engaged citizens. The office registers over 400 students per year in our various voter registration drives. Additionally, the office sponsors “LIU Gives Back Month” in the month of March, and other service opportunities. Past initiatives, throughout the year, have included fundraising for various benefits such as Relay for Life, Hurricane Sandy relief, breast cancer research, an alternative spring break trip, several blood drives throughout the year, clothing and book drives, holiday celebrations for children in the community and several others. All students and members of
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 28 LIU Brooklyn
FACILITIES Kumble Theater for the Steinberg Wellness Center /
Performing Arts Wellness, Recreational & Arnold & Marie Schwartz Gym Kumble Theater for the Performing Arts at LIU Athletic Center (WRAC)
The Brooklyn Paramount Theater opened on Brooklyn is a dynamic, state-of-the art This 112,000 square foot facility supports LIU November 23, 1928. At the time of its opening it performance venue serving one of the most diverse Brooklyn's 17 Division I athletic teams, provides a was the second largest theater in New York with campuses and communities in the country. It is state-of-the-art workout facility and swimming 4,500 seats. Once considered the most beautiful designed to nourish artistic exploration and pool for the campus community, and offers a motion picture theater in the world, it was the first development by students and other emerging broad array of health and wellness services to our designed theater for movies with sound. Doubling artists while providing the entire community students, faculty, and administrators, as well as the as a concert hall, many famous musicians such as greater access to an exciting range of quality members of the Brooklyn community at large. Ella Fitzgerald, Miles Davis, Duke Ellington, classical and cutting-edge professional Steinberg Wellness Center (previously called Chuck Berry and Buddy Holly all graced the performances from around the world. Wellness, Recreational & Athletic Center theater with their musical presence. Impeccably crafted for the dramatic and {WRAC}) features a 2,500 seat arena, which hosts In 1962, a transformation began to turn the technical demands of dance, music and theatrical the campus’ Division I basketball and volleyball historic Paramount Theater into the Arnold and productions, this elegant, 320-seat theater provides games, high school athletic events, and a variety of Marie Schwartz Athletic Center. Though modified finely tuned acoustics and top-tier lighting, other special events. The fitness center includes into an Athletic Center, all the original decorative projection and other electronic capabilities. With a state-of-the-art cardio and strength equipment, and detail on the walls and ceiling were preserved. In stage featuring a “sprung” floor extending to the a group exercise studio that includes free classes addition to the preservation of the structure, the seating area, the theater fosters an intimacy such as Pilates, yoga, hip hop dance, total body world famous Wurlitzer organ is housed and still between performers and their audiences. conditioning, Salsa, Zumba and abs-workout operational underneath the basketball court. The This extraordinary theater was made possible classes. The facility also includes a 25-yard, eight Arnold and Marie Schwartz Athletic Center through the generosity of LIU Trustee Steven J. lane swimming pool and a rooftop track and tennis became home to the LIU basketball and volleyball Kumble. It is part of an ambitious campus courts. squads. Officially opening in 1963, it was the renovation that created an extensive performing Steinberg Wellness Center encompasses the Blackbird’s home until the opening of the arts complex also featuring a black box theater, Health and Wellness Institute which provides Wellness, Recreation and Athletic center in 2006. dance studios and a glass-enclosed art gallery. activities and programs that promote good health With the opening of the Wellness, Recreation Among other major supporters of the performing and wellness behaviors that reduce health and Athletic Center - now the Steinberg Wellness arts complex are the EAB/Citigroup Foundation, disparities and improve the quality of life for Center - in 2006, the Paramount Gym has become through former LIU Board of Trustees Chair members of the campus community and the a multipurpose venue used the by the university Edward Travaglianti, LIU trustee emeritus Donald community at large. The Health and Wellness for events, shows, dinners, classes and intramural H. Elliott, former LIU trustee Bruce C. Ratner, the Institute houses one of New York City’s only sports. Because of its unique history, majestic City of New York and the Independence state-of-the-art HydroWorx 2000 therapeutic pool, ceiling and hand carved wall fixture, the gym has Community Foundation. become a site that outside businesses and the which includes an elevating floor to allow for easy Brooklyn community love to use for events. access and varied water levels, an underwater Psychological Services Center treadmill with speeds up to 8.5 mph, underwater
video camera and viewing monitors, body weight- Downtown Brooklyn Speech- Seymour Pardo, Director support harness system, adjustable temperature 718-488-1266 Language-Hearing Clinic control, and jets that propel water and can be used At our Psychological Services Center, free and to resist movement and to challenge a person’s confidential personal counseling is offered to The Downtown Brooklyn Speech-Language- balance. students by supervised doctoral candidates in Hearing Clinic, located in the Fort The Center for Physical Rehabilitation is a state- clinical psychology. Students experiencing stress Greene/Downtown Brooklyn community, is a vital of-the-art facility that offers a wide range of in relation to academic, social or family situations part of LIU Brooklyn’s graduate program in physical therapy services to the LIU Brooklyn or students who simply feel they are not living up communication sciences and disorders. Our state- community as well as to residents of the to their full potential for various reasons may of-the-art center employs speech-language surrounding community. The center provides a benefit from speaking to someone at the center. pathologists who serve as clinical faculty and "hands-on" approach for a broad array of physical Whether stress is interfering with a student’s supervisors to our graduate interns. Clinical staff issues and offers a customized treatment plan that ability to do his/her best at school or is affecting are licensed by the NY State Office of the is tailored to your specific health needs. We pride the student’s family or social life, talking can help. Professions, and certified by the American outselves on delivering individualized care by No one in or outside the university knows who Speech-Language-Hearing Association (ASHA) licensed physical therapists who are experts in comes to the center, except in the rare case of and the New York State Department of Education. treating a diverse client population. danger to self or other. The graduate program is accredited by the Council The Harriet Rothkopf Heilbrunn (HRH) The Psychological Services Center is located on Academic Accreditation of ASHA. Academic Nursing Center is also located in the on the fifth floor of the Pratt Building, Room 510 If you believe that you, or someone you know, cellar level of the Steinberg Wellness Center. The and is open on Mondays and Thursdays 9 a.m. to 4 has a speech-language, swallowing or hearing HRH Academic Nursing Center’s mission is to p.m., Tuesdays 11 a.m. to 4 p.m., and Fridays 10 problem, call us at 718-488-3480. Our fees for reduce health disparities among high-risk a.m. to 3 p.m. Students can call to make an services are affordable. We also have a reduced populations by providing accessible and appointment or just stop by. fee schedule, if needed. affordable, primary, secondary and tertiary
prevention activities focusing on risk assessment, education, counseling, and referral for vulnerable, underserved populations in downtown Brooklyn
Page 29 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 including the students and employees of LIU Brooklyn. The center provides free health screenings, programs to monitor existing health conditions, mammogram and HIV testing and counseling and support programs.
Student-Run Businesses
LIU students learn what it takes to run a business by running a business. Students are involved in every facet of operations, from product selection and marketing to sales management and bookkeeping. Profits from LIU’s student-run businesses support student scholarships, along with new business initiatives to create real-world business experiences for more students. Browse Browse offers a selection of popular technology brands and products, and is an authorized Apple products retailer. Students will find all the tools they need to power their LIU Brooklyn experience, from tablets and notebooks to all-in-one desktop computers and gaming consoles, as well as accessories. Students will benefit from the IT help desk, which they can use as a resource for technological needs and questions. In addition, students working in the store will gain expertise as they work alongside certified Apple service help desk technicians. Browse is a Dell University campus store and special discounts are available for LIU community members. Healthy Zone Healthy Zone is LIU Brooklyn’s newest student-run business, located on the third floor of the Library Learning Center. The shop offers wholesome food, including many kosher-friendly items, and is managed by students under the direction of the Center for Entrepreneurship.
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 30 LIU Brooklyn
STUDENT SERVICES AND Visiting Campus • Yuzu by Barnes and Noble lets you organize Enjoy the performing arts: alumni receive a 10% and read your digital content on your iPad RESOURCES discount at the Tilles Center for the Performing and PC. Learn more about Yuzu; Arts at LIU Post and receive discounted tickets at www.yuzu.com/college LIU offers a variety of support services to aid the student price at Kumble Theater for the • Need to return a textbook students in achieving their personal and Performing Arts at LIU Brooklyn. • A full refund is given during the first week professional goals and make the most of their Stay healthy: alumni receive a discounted of classes. The book must be in its original educational experience. This includes programs membership fee to join the Pratt Fitness and condition and you must have your register designed to serve a diverse variety of students at Recreation Center at LIU Post and the Wellness receipt or online invoice/order number. various stages of their development and address a Recreation and Athletic Center (WRAC) at LIU • A full refund is given during the Add/Drop broad range of individual needs and challenges. Brooklyn. period. The book must be in its original LIU Promise primarily works with first-year Library resources: alumni receive access to condition and you must have your register students as well as some transfer students and LIU’s large and diverse university libraries and receipt or online invoice/order number. continues to provide guidance and support through computer labs, including a 10% discount at the We Have Everything You Need to Succeed graduation. Graduate students and some upper- campus bookstores. • School supplies class students are served through the Office of Retail Discounts • Pentel, Bic Papermate pens/pencils, Oxford Enrollment Services as well as advisors within GEICO: alumni receive discounted insurance index cards, Five Star notebooks, etc. their home departments. Working in concert, LIU through GEICO, visit www.geico.com/alum/liu • Technology & electronics Promise, Enrollment Services and Campus Life All LIU Brooklyn alumni are encouraged to • HP, Texas Instrument, Case Logic, etc. strive to accommodate the entire LIU student body support the Fund for LIU, which provides • LIU Brooklyn apparel & gifts and promote student retention. assistance to LIU students in need through vital • Under Armour, Champion, Jansport, Alta Using the My LIU portal at https://my.liu.edu, financial aid programs. To obtain an alumni Gracia, etc. you can view your financial aid status and account identification card, update your contact • Snacks & more activity, make online payments, schedule information, or to learn more about benefits and • Energy bars, candy bars, beverages, Burts Bees, appointments with LIU Promise Success Coaches volunteer opportunities, please contact the Office etc. or Enrollment Services coaches, and view "to do" of Alumni Relations and Development at 718-780- Join Our Team items and "holds" that need to be resolved to 6562 or email [email protected]. The office is • Fun environment continue the enrollment process. Additionally, LIU located in the Metcalfe building, room M101. • Earn competitive wages in a professional Promise Success Coaches and Enrollment Services working environment; apply online: coaches will provide both you and your family Bookstore www.bncollegejobs.com continuous support and service throughout your • Employee discount time as an LIU student. LIU Brooklyn Bookstore - Your Official • Discount on textbooks and other bookstore
Campus Bookstore - 718-858-3888 merchandise Alumni Community • Location: Between Humanities Building and • We're flexible Richard Connolly Hall • We'll partner with you to create a work Alumni Community • Payment Methods: financial aid vouchers, LIU schedule that works with your classes Office of Alumni Relations and Development Wallet, cash, Barnes & Noble gift card, and all • Location - we're right on campus, near 718-780-6562 major credit cards. everywhere else you need to be The Office of Alumni Relations and Development • Regular Store Hours: Monday – Thursday 9:30 Join our loyalty program and save 25% on one is dedicated to advancing LIU’s mission of access a.m. – 6:30 p.m. and Friday 10 a.m. – 3 p.m. (1) LIU apparel Item. Visit and excellence. Guided by the university’s (We have extended hours during the first 2 www.welcomeclassof.com to sign up. strategic priorities, the office nurtures lifelong weeks of classes and reduced hours during the LIU Blue Thursday- wear blue on Thursdays to relationships with alumni, parents, friends, and summer and intercession.) receive a special 10% discount on one (1) organizations that result in volunteer engagement • We are Open 24/7; online: www.liunet- apparel Item In store only and philanthropic support. All students of LIU brooklyn.bncollege.com Brooklyn are members of the alumni community We Speak Textbook Center for Learning and upon graduation. • Rent or buy new, used, and digital textbooks Alumni Benefits When You Rent or Buy Textbooks from the Academic Success
The alumni community of LIU receives access to a LIU Brooklyn Bookstore, You're Guaranteed: Dr. William Burgos, Director lifetime of benefits designed to keep alumni • The right textbook (we work directly with the 718-488-1094 connected to one another: professors to get the right titles on the shelf and Location: LLC, 4th Fl. Furthering Your Education on our website.) Hours: Monday – Thursday, 10 a.m. - 7 p.m. Graduate Alumni Award: Graduates who want • Rent or buy textbooks online for in-store Friday, 10 a.m. - 5 p.m. to pursue their first master’s degree are eligible for pickup or we can ship directly to you Online tutoring available, various hours 7 days a $1,000 scholarship each year. Students must • To save the most money upfront, rent your a week, through Blackboard. enroll in six credits per semester. textbooks and save an average of 50% The Center for Learning and Academic Success Paying it Forward Legacy Alumni Scholarship: • highlight, take notes, and make them your (CLAS), located in the Library Learning Center, Children or siblings of alumni are eligible for the own, plus we'll send you reminders when on the 4th Floor, offers quality one-on-one and legacy alumni scholarship award for up to $1,000 your rentals are due back. small-group tutoring across the disciplines to each year. • Buying your books? undergraduates of LIU Brooklyn. We provide Summer Camp discount: Enjoy a one-time 15% • save up to 25% with used textbooks assistance in mathematics, business, languages, discount at LIU Post Youth Camps and the • sell us your used textbooks during finals and the humanities, as well as the social, physical Children’s Academy at LIU Brooklyn. week and get up to 50% cash back. and health sciences. Tutoring sessions are • Go digital with Yuzu
Page 31 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 designed to supplement in-class work and focus on operations and gain professional skills as they providing opportunities for active learning, self- Information Technology work alongside certified service help desk reflection, and collaborative study. Tutors, acting technicians. Students have the opportunity to learn as educational mentors rather than instructors, George Baroudi, Vice President for Information about retail, customer service, business focus not on teaching content and completing Technology & CIO management, entrepreneurship, small business homework assignments, but on posing problems operations, supply chain management, e- and putting course subjects into practice through Information Technology’s (IT) role has commerce, as well as networking and technology critical thinking and re-examination. We want to transformed from being two divisions of academic troubleshooting, work experience that helps help you become a better learner. We offer weekly computing and administrative computing services students to build a professional résumé prior to one-on-one or small-group sessions, walk-in into a single unit that facilitates and fosters graduation. Students are encouraged to come to tutoring sessions, online tutoring, targeted group technology innovations across the institution – Browse for helpdesk support issues. workshops, study skills support, mid-term and moving the university ahead of the technology Faculty members have a specialized resource: final exam review sessions, and assistance with curve to build a competitive edge in higher the Faculty Technology Resource Center (FTRC). forming study groups. education and to offer modern tools to our The FTRC locations at each campus facilitate students, faculty, staff members and utilization of the Blackboard learning management English Language Institute administrators. system along with other teaching and learning The Office of Information Technology is tools. The FTRC provides consulting, design, and Noga La’or, Director responsible for managing all aspects of the programming for custom multimedia applications, Phone: 718-488-1323 university’s information technology operations, digitization of educational resources, and provide E-mail: [email protected] including academic and administrative systems and maintain public work spaces created Location: LLC, 4th Floor and computing, databases, dashboards, specifically for faculty curricular development and Hours: Monday – Thursday, 9 a.m. – 6 p.m. networking, audiovisual, video and staff technology training use. The FTRC staff is Friday, 9 a.m. – 5 p.m. telecommunications infrastructure, academic available for individual consultation, and also The English Language Institute offers both computer labs and smart classroom spaces. IT offers workshops and presentations in the latest intensive and non-intensive English language maintains 30,000 internet-capable devices and 826 uses of technology in the classroom. programs for international students, immigrants, analog/digital telephones and 859 Cisco IP phones. and refugees who wish to improve their language That includes fiber optic and copper infrastructure MyLIU skills. Classes include conversation and listening, throughout the buildings, firewall and security MyLIU portal provides students with reading and vocabulary, grammar, and writing. access, and wireless internet access. IT provides convenient access to information about their Full- and part-time preparation courses for the off-site facilities support to Hanover, Hoyt and records. By logging onto https://my.liu.edu, TOEFL (Test of English as a Foreign Language) Fulton Street residence halls, Steinberg Wellness students may view their schedule of classes, are also offered, as well as elective classes Center, the Steiner Studios at the Navy Yard register for courses, obtain their grades, request focusing on pronunciation skills, writing research (screen writers program), Westchester and transcripts, and apply for graduation. They may papers and preparation for the LIU English Rockland campuses. IT also maintains the also view financial aid awards, billing information, placement exam. Classes are taught mornings, campus’ security camera systems, electronic door make online payments, accept and decline federal afternoons, and evenings, Monday-Thursday, locks to all dorms and most classrooms, cafeteria loans and Federal College Work Study, and make throughout the year; F-1 (student) visas and and retail space cash registers, Kronos timekeeper an appointment to see counselors. For more financial aid are available for qualified students. for the facilities staff, campus videoconferencing information, please visit or contact Browse. The English Language Institute is located in the and campus plasma displays, electronic and web Library Learning Center, 4th Floor. signage. Student Helpdesk Office of Information Technology also provides Browse’s helpdesk, run by student store Enrollment Services oversight for university-wide information systems, associates, offers students with technology compliance and security in accordance with purchasing support and IT helpdesk services. Incoming LIU students who are not assigned a policies set forth by university counsel. Office of Student Success Coach are assigned an Enrollment Information Technology collaborates with the Student Email Services Coach. Enrollment Services Coaches Office of Academic Affairs to implement a Each student is assigned a university email guide and assist transfer undergraduate students as unified, comprehensive learning management address to use for corresponding with university well as graduate students from their first semester system and online education initiatives. Office of faculty and staff. Students can check their email at LIU to graduation. This includes keeping up Information Technology also manages business by logging into https://my.liu.edu. If you have any with academic progress and degree requirements, process improvement initiatives across the trouble accessing your MyLIU account, please as well as managing financial aid issues. university. check with the helpdesk at Browse at LIU Students are responsible for registering for As a further extension of the university’s Brooklyn on Dekalb Avenue. classes through the My LIU student portal. As commitment to providing students with unique, IT Website: http://it.liu.edu such, they should stay in close contact with their real-world learning opportunities, LIU's Office of IT Email: [email protected] Enrollment Services or Student Success Coach to Information Technology recently opened the doors IT Phone: 718-488-3300 plan for their enrollment date. to Browse, LIU’s on-campus technology store, an Students with questions regarding the academic authorized technology products retailer that offers International Student Services counseling program should contact their academic popular technology brands and products, from advisor. tablets and notebooks to all-in-one desktop Steve A. Chin, Director computers and gaming consoles, as well as Phone: 718-488-1389
accessories, at discounted rates for LIU faculty, Fax: 718-780-6110 students, and staff with a valid LIU ID. Students E-mail: [email protected] who are hired in Browse as store associates play The Office of International Student Services an important role in the Browse’s day-to-day provides special services to students from abroad
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 32 LIU Brooklyn and responds to their unique needs and problems. in class, www.liu.edu/Brooklyn/StudentLife/SSS. It gives information and sees to it that the • check their understanding of grammar and resources available on campus are being used. It spelling, Testing Center also guides and helps students with immigration • read a variety of materials and check their and personal matters. All international students are comprehension of vocabulary and content, Testing Center required to contact the Office of International • practice pronunciation and listening Andres Marulanda, Director Student Services as soon as possible after comprehension through viewing and hearing 718-488-1392 registration. Special orientation programs are material in the target language. Location: LLC, 4th floor given during the fall and spring semesters. The Hours: Monday – Thursday, 9 a.m. - 6 p.m. office is a source of reference for international Student Support Services Friday, 9 a.m. - 5 p.m. students on F-1, M-1 and J-1 visas. The Testing Center is committed to provide a Joanne Hyppolite, Ph.D, Director nurturing, informative environment for students Mathematics Center 718-488-1044 taking the LIU Brooklyn Placement Examination Student Support Services is a federally funded or other examinations deemed necessary by the Dung Duong, Assistant Director TRIO program which aims to encourage and assist university community. The placement examination 718-246-6317 students who are traditionally under-represented is administered on campus or electronically Hours: Monday – Thursday: 10 a.m. – 7 p.m. (first generation, low income) in postsecondary through the Online Writing Assessment. Our Friday: 10 a.m. – 5 p.m. education, as well as provide qualified students center supports student success by ensuring that Saturday: 10 a.m. – 3 p.m. with disabilities with appropriate academic entering students are placed in appropriate English The Mathematics Center, located in room M – accommodations and support needed to ensure and mathematics courses. 1105, offers students the opportunity to develop equal access, in the preparation for, entry to, and Other examinations administered by the center basic mathematics skills required for mathematics completion of a post secondary degree. include retests and exemption exams such as the problem solving, as well as logical and analytical The Office of Student Support Services Math 10 and language exams, Ability-to-Benefit thinking by offering the non-credit courses DSM- provides opportunities for academic development exams required for some students for financial aid 01 and DSM- 09. Tutors are available as well as with the aim of increasing the retention and and exams to fulfill the core curriculum computer opportunities to learn how to use software in graduation rates of its students. This is done by: literacy graduation requirement. Support and personal computers. The Mathematics Center is a • Pairing all registered students with an appropriate arrangements are available for out-of place where all students will be able to enhance Education Specialist who will work state students. Applicants with qualifying their knowledge and understanding of individually with students to provide personal disabilities should contact the Office of Student mathematics. All students are able to visit the and academic counseling, devise and Support Services for testing accommodations. Mathematics Center to obtain free tutoring. The implement interventions, and serve as a liaisons The Testing Center works collaboratively with Mathematics Center provides help and tutoring for between students , and on-campus resources. the campus community and supports academic all students taking freshman level mathematics for • Providing classroom and exam departments by providing testing and proctoring academic credit. The Mathematics Center is not accommodations for qualified students with a services. The office administers the Teaching and only a place for students with mathematics related disability. Learning Assessment, the TEAS nursing exam, problems on specific subjects, it is also a • Providing technology and textbook loaner diagnostic tests including the ASSET and challenging work site for advanced students in all program for students. Accuplacer exams, Certified Surgical Technology areas of studies where mathematics in involved. • Social skills and advocacy groups, technology test and other professional and certification The Mathematics Center always welcomes walk-in workshops, and career counseling. examinations. students. In addition, individual tutors are • Academic support: ensuring the students available to assist with the use of software receive mandatory tutoring and participate in Veteran Services applicable to other areas of study – biology, math/English workshops. chemistry, physics, pharmacy – offering useful LIU Brooklyn has a proud and distinguished tools for a better analysis and understanding of Disability Support Services history of serving its nation’s military veterans and those disciplines. All students are eligible to Office of Student Support Services currently active duty service members. Our supportive participate, either voluntarily or upon instructor provides reasonable accommodations for a myriad community of staff and faculty is dedicated to referral. of disabilities. These include, but are not limited seeing you succeed in your education, your career to, psychiatric/psychological, neurological and your life. To accomplish this mission, LIU Multimedia Language Laboratory physical disabilities/mobility Impairments, sensory Brooklyn provides the resources needed to pursue impairments, chronic medical and learning your education while balancing the demands of Peter Kravsky, Associate Director disabilities. life both inside and outside the classroom. 718-780-4568 Students who wish to receive accommodations For additional information, our Veterans Location: LLC-021 must self-identify to the Office of Student Support School Certifying Official can be reached at 718- Hours: Monday-Friday, 9 a.m. – 9 p.m. Services. 488-1587; email: [email protected]. Saturday, 10 a.m. – 2 p.m. In order to receive accommodations under the The Multimedia Language Laboratory enables Americans with Disabilities Act a current or Writing Center students of foreign languages as well as English as incoming student must: a Second Language (ESL) to improve their • have a physical or mental impairment which Donald McCrary, Director language skills at their own pace, either substantially limits any major life activity Lynn Hassan, Associate Director individually or collaboratively, using a full range • have a record of such an impairment 718-488-1095 of interactive language learning software. The • be regarded as having such an impairment Hours: Monday-Thursday: 9 a.m.-8 p.m. Multimedia Language Laboratory provides a Friday: 9 a.m.-5 p.m. learning environment where students can: For additional information please contact our Saturday: 10 a.m.-4 p.m. • test their comprehension on any items covered office at the number above or visit our website The Writing Center, located in Room H-218,
Page 33 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 offers one-on-one and small group tutoring to all LIU Brooklyn students. Its mission is to help students become better writers over time. Tutors work with students at all stages of the writing process: understanding an assignment, drafting an essay, learning more effective reading strategies, developing and supporting arguments, and learning how to proofread and edit papers. Students may register for ongoing weekly 50- minute sessions, one-time appointments, or distance tutoring. The Writing Center also serves as an on-campus resource and reference center for writing instruction and, through its Student Writing Group Project, works closely with the Writing Across the Curriculum (WAC) program, offering in-class writing workshops across the disciplines. Students registered at the Writing Center are welcome to use the dual-platform computer lab.
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 34 LIU Brooklyn
SPECIAL PROGRAMS
After School & Evening School- Age Child Care - FUN (Family University Program)
Guin Ellsworth, FUN After School Director 718- 246-6488 Charlotte Marchant, School of Education 718- 246-6496 The Family University (FUN) Program has been designed to serve financially eligible LIU Brooklyn students and their children by offering after school and evening programming for students with school-age children on a sliding fee scale. FUN is located within the Learning Center for Educators & Families (LCEF), a vital site for inquiry and learning and part of LIU’s School of Education at 9 Hanover Place. With support from LIU Brooklyn and the School of Education, we are able to provide a safe space for children to engage in community-building, explore their creativity through arts and literacy-based activities, receive help with their schoolwork and eat a healthy dinner - leaving parents free to pursue their education. FUN is open Monday-Thursday, 3:30 pm - 8:30 pm, fall and spring semesters. Fees range from $25-$100 per LIU student, per semester. Registration is ongoing. FUN is funded through the Child Care Access Means Parents In Schools (CCAMPIS) program of the US Department of Education, accredited by the Council On Accreditation (COA) and licensed by the New York State Office of Children and Family Services (OCFS).
Page 35 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
LIU BROOKLYN LIBRARY
Ingrid Wang, Associate Professor, Director; Telephone: 718-488-1680 Fax: 718-780-4057 The LIU Libraries system serves a combined total of over 20,000 students and more than 600 full-time faculty members across residential and regional campuses. The university’s libraries share many online resources that can be accessed from anywhere at any time via remote access including subscriptions to more than 94,000 online journals; 150 online databases; 170,000 electronic books; and 41,000 files of streaming media. These resources may be accessed via the LIU Brooklyn Library homepage at www.liu.edu/brooklyn- library. Collectively, the libraries house approximately 664,000 print books and more than 15,000 non-print media items. The collections of all LIU libraries are listed in LIUCAT, the library catalog. Books, journal articles and other library materials owned by LIU’s libraries not available at a particular campus can be requested through LIUCAT and supplied via the intralibrary loan service of the LIU libraries. Items not available at LIU libraries can also be requested through interlibrary loan and brought to campus or delivered electronically. The LIU Brooklyn 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. 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 access to the databases, library catalog, and the Internet, all within a few steps of the reference librarians. These computers, as well as all other computers in the library, are also equipped with productivity software such as word processing, spreadsheet, and presentation programs. The Periodicals department, with a collection of both print and microform titles, is located on the fourth floor, where digital microform readers and printers are available. The InterLibrary Loan, Special Collections, Rare Book Room, and the Electronic Services department 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 a group viewing room, is also on the fifth floor, as is the Library’s Cyber Lab. The Cyber Lab is equipped with computers that provide access to databases, library catalog, and Internet as well as up-to-date word processing, spreadsheet, presentation and database programs. In addition, the Library’s “smart classrooms” are located on the fifth floor. Photocopying machines are available on all three floors of the Library. The Library is a member of several consortia, which grant both reading and borrowing privileges to LIU students. 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.
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 36 LIU Brooklyn
HARRIET ROTHKOPF HEILBRUNN SCHOOL OF NURSING
The Harriet RothKopf Heilbrunn 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 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 a dual degree program 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. Graduates of the BS/MS Nursing/Adult Nurse Practitioner Programs are elibible for New York State Certification as an adult nurse practioner.
• 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. David Keepnews Dr. Hazel Sanderson-Marcoux Dean RN-BS & Off-Campus Coordinator [email protected] [email protected]
Dr. Catherine D'Amico Ms. Corinne Reilly Associate Dean Administrative Assistant to the Graduate Programs [email protected] [email protected]
Page 37 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
SCHOOL OF NURSING Program can be accepted without the minimum Submitting an Application for Admission 1-year of clinical experience. All applicants must apply for admission to LIU Professors: Levine-Brill • Three professional references on School of Brooklyn. Please apply online at liu.edu/brooklyn. Associate Professors: Acee, Carr, Cleary, Nursing form. For more information on the admissions process, D'Antonio, Ma, Marrone, Marsala-Cervasio, • A personal statement of professional goals. visit the Office of Admissions website or call 718- Sanderson-Marcoux, • A personal interview, analytical writing and 488-1011. Assistant Professors: Baldwin, Brennan, Broholm, basic computer competency tests. Program Requirements Corda, Elie, Lall, Hauck, Maydick, Paoletti, • Research and statistics courses and a health Completion of this program is contingent upon: Valenti assessment course or certificate are pre- 1. Maintaining a grade of B or better in all Adjunct Faculty: 85 requisites for the nurse practitioner programs. graduate nursing courses. Pre-requisites may be completed during the 2. Completion of the prescribed course of study. Graduates of the Master of Science or advanced first year of graduate work. 3. Adhere to the Essential Abilities and Behaviors certificate program will be prepared to • Read and sign the Essential Behaviors and the of the Graduate Nursing Program and the Code demonstrate mastery of the following objectives: School of Nursing Code of Honor document. of Honor of the School of Nursing. • Synthesize knowledge from conceptual Criteria for acceptance into any of the Post 4. Maintaining a current membership in a frameworks and empirical sciences relevant to Master’s Certificate programs: professional organization approved by the the advanced-practice nursing role. • M.S. from a CCNE or NLN accredited School director of their program. • Evaluate relevant data in the planning and of Nursing with a 3.0 GPA 5. Attending at least one meeting of the approved implementation of health care. • New York State R.N. License professional organization each semester. • Utilize the research process in the systematic • One-year current clinical experience, two years 6. Completing the online course Nurses on the investigation of factors that influence the health preferred. Front Line: Preparing for and Responding to and adaptation of client populations. • Three professional references on the School of Emergencies and Disasters at • Assume a collegial role in consultation with Nursing form. learning.nnepi.org/default.asp. other care providers to enhance the quality and • A personal statement of professional goals. Clinical Clearance accessibility of health care services to • A personal interview, analytical writing and Students must submit all of the following consumers. basic computer competency tests. documentation prior to starting the internship • Utilize the advanced practice role to exercise • Read and sign the Essential Behaviors and the experience: leadership responsibility, professional School of Nursing Code of Honor document. 1. A health history and physical examination on a accountability and scholarly approach to health Criteria for acceptance into the dual B.S./M.S. School of Nursing form. care. programs: 2. Up to date immunization requirement • Generate a personal philosophy and role • Registered Nurse with an associate degree in 3. Current New York State license to practice as a definition that reflects commitment to human nursing. registered professional nurse. values and contributes to the evolution of • Licensed in the U.S., eligible for licensure in 4. Malpractice insurance for graduate nursing nursing as a profession. New York State students with minimum coverage of $1,000,000 • Utilizes oral and written communication skills • Minimum GPA of 3.0 in science and nursing per claim and $6,000,000 aggregate. It is the to actualize the advanced practice of the courses. student’s responsibility to check with their nursing role. • A personal statement of professional goals. insurance carrier to confirm that their Dual Degree Programs • Three professional references on School of malpractice coverage includes activities as a • B.S./M.S. in Nursing/Adult Nurse Practitioner* Nursing form. nurse practitioner, nurse executive or nurse Graduate Programs • Personal interview, analytical writing and basic educator student. • M.S. in Adult Nurse Practitioner* computer competency tests. 5. Current basic life support certificate. • M.S. in Family Nurse Practitioner* • Read and sign the Essential Behaviors and the 6. Verification that mandatory fire, safety and • M.S. in Nurse Educator* School of Nursing Code of Honor document. infection control requirements have been met • Advanced Certificate in Adult Nurse Application for Admission within the past year. Practitioner* Applications are not considered until all of the 7. Current HIPPA privacy/confidentiality • Advanced Certificate in Family Nurse following have been received: certificate. Practitioner* • Completed LIU Brooklyn application form 8. Current health care insurance certificate. • Advanced Certificate in Education for Nurses* • A current resume 9. Background investigation within the past year. *These programs are presented in a blended • Three completed recommendation forms 10.Drug screen within the past year. format. • An official transcript. 11.Current résumé. • A copy of the applicant’s current New York 12.If a student is pregnant, she must have written Admission to the Degree and State registration/license as a Registered Nurse permission from her health care provider to • A 1-2 page personal statement of professional practice where there are infectious diseases Advanced Certificate Programs goals. 13.Current address, email address, mobile • Interview with Director/Graduate Program telephone number, home and work telephone Criteria for acceptance into any of the Master Faculty numbers on file with the clinical coordinator. of Science degree programs: Deadlines for Submission of Application • B.S. degree from a School of Nursing Students are accepted for classes starting in accredited by a nationally recognized September in the Nurse Educator Program and the
accrediting body with a 3.0 GPA in the Nursing Nurse Practitioner Program. The deadline for major and 3.0 overall GPA submitting a completed application to the Nurse • New York State R.N. License. Educator and the Nurse Practitioner programs is • One-year current clinical experience, two years August 1st. preferred. Applicants to the Nurse Educator
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 38 LIU Brooklyn
The program is approved by the New York foundational knowledge that is required of all
State Education Department and is fully accredited graduate nursing students. It is designed for the Nurse Practitioner Programs by the Commission on Collegiate Nursing registered nurse with a B.S. in nursing, who Education (CCNE). Graduates are eligible for New wishes to acquire the clinical knowledge and skills The Nurse Practitioner programs are designed York State certification as an adult nurse needed for advance-practice nursing roles in the to prepare the Registered Nurse for an advanced practitioner and for national certification through care of families in a variety of primary care practice role in a primary care setting. The master the American Nurses Credentialing Center settings. of science degree programs and the post-master’s (ANCC) or the American Academy of Nurse This program is presented in a blended format. certification programs prepare students to meet the Practitioners (AANP). All courses are web-enhanced using Blackboard. requirements for New York State certification to Up to 49% of the content in any one course may practice as an adult or family nurse practitioner. M.S., Adult Nurse Practitioner be online. Basic computer skills are required. Graduates also will be eligible for national [Program Code: 20000] The program is approved by the New York certification by professional organizations. Must complete all courses below: State Education Department and is fully accredited The course of study for Adult Nurse NUR 610 Nursing Research 3.00 by the Commission on Collegiate Nursing Practitioner may be completed in six or seven Education (CCNE). Graduates are eligible for New semesters of part time study; the Family Nurse NUR 612 Pathophysiology of the 3.00 York State certification as a family nurse Practitioner may be completed in eight to nine Adult for Advanced practitioner and for national certification through semesters of part time study. Practice Nursing the American Nurses Credentialing Center The primary focus of both the Master of NUR 614 Primary Health Care of 2.00 (ANCC) or the American Academy of Nurse Science degree and the post-master’s certificate the Adult Practitioners (AANP). program for nurse practitioners is expertise in the clinical role. The course of study for both has been NUR 615 Health Care of the Older 2.00 M.S., Family Nurse Practitioner developed with that goal in mind. Graduates of the NUR 620 Adult 3.00 [Program Code: 24686] any of the nurse practitioner programs will be able The Theoretical Basis of Must complete all courses below: to: Advanced Practice NUR 610 Nursing Research 3.00 • Use a wide range of theory and research from Nursing nursing, medicine and the social and physical NUR 612 Pathophysiology of the 3.00 NUR 630 The Advanced Practice 2.00 sciences in formulating health care Adult for Advanced Role management plans for individuals. Practice Nursing • Assess, diagnose, monitor, coordinate and NUR 634 Advanced Physical 3.00 NUR 614 Primary Health Care of 2.00 manage the health care of selected clients of all Assessment the Adult ages in both primary and acute care settings. NUR 644 Pharmacology 4.00 • Perform and interpret physical examinations NUR 620 The Theoretical Basis of 3.00 and laboratory tests in both the primary and NUR 670 Healthcare Issue Policies 2.00 Advanced Practice acute care setting. and Ethics Nursing • Select and recommend appropriate diagnostic Specialty requirement: NUR 630 The Advanced Practice 2.00 and therapeutic interventions and regimes with NUR 650 Diagnosis and 4.00 Role attention to safety and cost in keeping with Management of Illnesses collaborative protocols. NUR 634 Advanced Physical 3.00 and Physical Conditions • Select and prescribe appropriate drug therapy Assessment of the Adult I for common acute and chronic disorders in NUR 644 Pharmacology 4.00 keeping with collaborative protocols. NUR 654 Preceptored Practicum in 4.00 • Prepare and submit practice protocols in order Primary and Acute Care NUR 670 Healthcare Issue Policies 2.00 to meet the certification requirements of the of the Adult I and Ethics New York State Education Department. NUR 660 Diagnosis and 4.00 Related Elective 3.00 • Articulate the role of the nurse practitioner as a Management of Illnesses Specialty requirement: collaborative member of the health care team. and Physical Conditions NUR 690 Diagnosis and 4.00 of the Adult II M.S. in Adult Nurse Practitioner Management of Illness and Physical Conditions NUR 664 Preceptored Practicum in 4.00 of Family I Blended Learning - Onsite & Online Adult Primary and Acute Care II The 43-credit M.S. in Adult Nurse Practitioner NUR 691 Preceptored Practicum in 4.00 program prepares nurse practitioners by Credit and GPA Requirements Primary Care of the integrating extensive clinical practice with Minimum Total Credits: 43 Family I foundational knowledge that is required of all Minimum Major GPA: 3.0 NUR 692 Diagnosis and 4.00 graduate nursing students. It is designed for the Management of Illness registered nurse with a B.S. in nursing, who M.S. in Family Nurse and Physical Conditions wishes to acquire the clinical knowledge and skills of Family II needed for advance-practice nursing roles in the Practitioner care of adults in a variety of primary care settings. NUR 693 Preceptored Practicum in 4.00 Blended Learning - Onsite & Online This program is presented in a blended format. Primary Care of the The 49-credit M.S. in Family Nurse All courses are web-enhanced using Blackboard. Family II Practitioner program prepares nurse practitioners Up to 49% of the content in any one course may by integrating extensive clinical practice with be online. Basic computer skills are required.
Page 39 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
NUR 694 Diagnosis and 4.00 Management of Illness Advanced Certificate in Family M.S. in Nurse Educator and Physical Conditions of Family III Nurse Practitioner Blended Learning - Onsite & Online
The Master of Science Nurse Educator program NUR 695 Preceptored Practicum In 4.00 Blended Learning - Onsite & Online is a 36-credit program presented in a blended Primary Care of the The 41-credit Advanced Certificate in Family learning format and provides the baccalaureate Family III Nurse Practitioner offers master’s-prepared nurses graduate with a strong foundation in the the opportunity to qualify for New York State Credit and GPA Requirements knowledge and skills needed for a position in certification as a family nurse practitioner. Minimum Total Credits: 49 academic teaching or staff development: Nurse practitioners certified by New York State Minimum Major GPA: 3.0 curriculum development, theories of teaching and who wish to expand into another specialty can learning, teaching methodologies, use of have their academic preparation evaluated and an stimulation and testing and outcomes Advanced Certificate in Adult individualized program developed for them. measurements. Nurse Practitioner The curriculum includes advanced studies of Advanced Certificate, Family Nurse pathophysiology, physical assessment and Blended Learning - Onsite & Online Practitioner (Post-Masters) pharmacology to assure the level of understanding The 33-credit Advanced Certificate in Adult [Program Code: 24687] of these subjects to teach in a baccalaureate Nurse Practitioner offers master’s-prepared nurses Must complete all courses below: nursing program. the opportunity to qualify for New York State NUR 612 Pathophysiology of the 3.00 Graduates of this program will be able to: certification as an adult nurse practitioner. Adult for Advanced • Use a wide range of theory and research from Nurse practitioners certified by New York State Practice Nursing both general and nursing education to facilitate who wish to expand into this specialty can have learning in various educational environments. their academic preparation evaluated and an NUR 614 Primary Care of the Adult 2.00 • Develop and implement strategies to facilitate individualized program developed for them. NUR 630 The Advanced Practice 2.00 learner development and socialization in Role Advanced Certificate, Adult Nurse various educational environments. • Design courses and participate in curriculum NUR 634 Advanced Physical 3.00 Practitioner (Post-Masters) development and evaluation of program Assessment [Program Code: 20001] outcomes. Must complete all courses below: NUR 644 Pharmacology 4.00 • Utilize the nurse educator role to exercise NUR 612 Pathophysiology of the 3.00 NUR 690 Diagnosis and 4.00 leadership, professional accountability and a Adult for Advanced Management of Illness scholarly approach to nursing and healthcare. Practice Nursing and Physical Conditions • Select and develop appropriate assessment tools to evaluate classroom and clinical performance NUR 614 Primary Health Care of 2.00 of Family I of nursing students and/or clinical staff. the Adult NUR 691 Preceptored Practicum in 4.00 • Use a wide range of modalities in classroom NUR 615 Health Care of the Older 2.00 Primary Care of the and clinical teaching. NUR 630 Adult 2.00 Family I • Articulate the role of the nurse educator as a The Advanced Practice NUR 692 Diagnosis and 4.00 collaborative member of the academic and Role Management of Illness healthcare teams.
NUR 634 Advanced Physical 3.00 and Physical Conditions Assessment of Family II M.S., Nurse Educator [Program Code: 33599] NUR 644 Pharmacology 4.00 NUR 693 Preceptored Practicum in 4.00 Must complete all courses below: Primary Care of the NUR 650 Diagnosis and 4.00 NUR 610 Nursing Research 3.00 Family II Management of Illnesses NUR 612 Pathophysiology for 3.00 and physical Conditions NUR 694 Diagnosis and 4.00 NUR 620 Advanced Practice 3.00 of the Adult I Management of Illness Theoretical Basis of and Physical Conditions NUR 654 Preceptored Practicum in 4.00 Advanced Practice of Family III Primary and Acute Care Nursing of the Adult I NUR 695 Preceptored Practicum in 4.00 NUR 634 Advance Physical 3.00 Primary Care of the NUR 660 Diagnosis and 4.00 NUR 645 Assessment 3.00 Family III Management of Illnesses NUR 670 Pharmacology 2.00 and Physical Conditions Related Elective 3.00 Health Care Policy, Issues and Ethics of the Adult II Credit and GPA Requirements NUR 664 Preceptored Practicum in 4.00 Minimum Total Credits: 41 NUR 710 Theories of Teaching and 3.00 Primary Care of Adult II Minimum GPA: 3.0 Learning
Credit and GPA Requirements NUR 715 Role of the Nurse 2.00 Minimum Total Credits: 35 Educator Minimum GPA: 3.0 NUR 720 Curriculum Development 3.00
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 40 LIU Brooklyn
NUR 730 Teaching Strategies and 2.00 Methodologies
NUR 735 Use of Technology and 3.00 NUR 740 Simulation 2.00 NUR 745 Testing and Outcomes 2.00 Measurement Academic Teaching Seminar
NUR 750 Teaching Practicum 2.00 Credit and GPA Requirements Minimum Total Credits: 36 Minimum GPA: 3.0
Advanced Certificate in Education for Nurses (Blended Format)
The 12-credit Advanced Certificate in Education for Nurses offers master’s-prepared nurses the opportunity to augment their advanced practice degrees with core nursing education courses that will prepare them for the role of nurse educator in an academic or clinical setting.
Advanced Certificate, Education for Nurses [Program Code: 30684] Must complete all courses below. NUR 710 Theories of Teaching and 3.00 Learning
NUR 720 Curriculum Development 3.00
NUR 730 Teaching strategies and 2.00 Methodologies
NUR 740 Teaching and Outcomes 2.00 Measures
NUR 750 Teaching Practicum 2.00 Credit and GPA Requirements Minimum Total Credits: 12 Minimum GPA: 3.0
Page 41 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
Every Summer Students have the opportunity to apply knowledge Nursing Courses and gain critical thinking skills with a variety of case NUR 620 The Theoretical Basis of Advanced studies. The course includes three hours of content NUR 610 Nursing Research Practice Nursing on both New York State and Federal laws and The purpose of the course is to teach The purpose of the course is to provide students regulations related to prescribing and record knowledgeable consumers of nursing research at the with an in-depth examination of conceptual nursing keeping. graduate level to develop a basic research proposal and behavioral models applicable to advanced Pre-requisites of NUR 610 and NUR 612 are or state-of-the-science paper based on a topic of practice nursing. The course includes the discussion required. interest and/or concern to the nursing profession. and comparison of various theoretical models from Credits: 4 Additionally, it is stressed that critical evaluation of nursing and other disciplines with a major focus on Every Spring the scientific merit of nursing research and their relevance and application to nursing practice, incorporation of relevant evidence-based findings research and theory development. NUR 645 Pharmacology into their practice will facilitate the integrity of Credits: 3 This course is designed for non-prescribing practice as well as client health outcomes. The Every Fall advanced practice nursing students. The focus of importance of evidence-based practice and the this course is the acquisition of knowledge of NUR 630 The Advanced Practice Role research process to the development of nursing advanced pharmacology as the basis for teaching The seminar provides an opportunity to critically knowledge and subsequent practice is discussed. basic nursing pharmacology. The course provides examine the advanced practice role within the Emphasis is placed on the application of the student with an advanced understanding of context of a rapidly changing health care delivery appropriate research methodology, and pharmaceutics, pharmacokinetics and system. The role of the primary care nurse development of a research proposal or state-of-the- pharmacodynamics. The major classifications of practitioner is explored from historic, legal and science paper from critically evaluated evidence in drugs used across the lifespan are emphasized. professional perspective. The processes of the literature. This process occurs within a Ethical considerations and cultural and financial interdisciplinary collaboration and policy culturally-diverse and collegial atmosphere. issues related to medication are also discussed. development are discussed. Strategies for proactive Pre-requisite of NUR 620 is required. Students have the opportunity to apply knowledge leadership and decision-making are also examined. Credits: 3 and gain critical thinking skills through the use of Critical thinking, group dynamics, leadership skills, Every Spring case studies and other online and classroom and role of the APN as educator are studied and activities. NUR 612 Pathophysiology of the Adult for modeled in classroom experiences, field Credits: 3 Advanced Practice Nursing experiences, and course assignments. Every Fall and Spring This course reviews the pathophysiology of disease Credits: 2 entities and foster the development of critical Every Spring NUR 650 Diagnosis and Management of Illnesses thinking in interpreting changes in function that and Physical Conditions of the Adult I NUR 634 Advanced Physical Assessment result in symptoms indicative of illness. This course is one of two courses that focus on The student is provided with knowledge, methods Credits: 3 clinical decision-making skills. Knowledge of and laboratory practicum experience to build upon Every Fall advanced physical assessment, pathophsiology and and to refine physical assessment skills. pharmacology are the underpinnings for the course NUR 614 Primary Health Care of the Adult Comprehensive physical examination of adults and content. Critical thinking and diagnostic reasoning This course is an overview of common issues in children as well as psychosocial, developmental, are reinforced as the basis of practice. The use of primary care, including principles of screening, occupational and cultural aspects of health evidence based practice protocols and guidelines is prevention, anticipatory guidance, patient assessment is studied in depth, using an evidence- an integral part of this course. Common acute and education techniques, multicultural issues, based approach. Emphasis is placed on the chronic conditions of adolescents and adults in the occupational and alternative medicine. All issues collaborative aspects of being a member of an collaborative practice primary care setting are are related to current best evidence as well as the interdisciplinary health care team in a primary care emphasized. impact of health literacy on specific populations. setting. A laboratory practicum is incorporated into Pre-requisites of NUR 612, 614, 630, 634 and 644 The Healthy People 2020 goals are the basis for all this course to give students the opportunity to are required. discussions. integrate theoretical content into clinical Credits: 4 The pre-requisites of NUR 610, NUR 612 and experience. Emphasis is placed on developing a Every Fall NUR 630 are required. comprehensive and problem-oriented health Credits: 2 assessment of clients. NUR 654 Preceptored Practicum in Primary and Every Spring NUR 614 must be taken as a pre-requisite or co- Acute Care of the Adult I requisite This preceptored practicum provides an NUR 615 Health Care of the Older Adult Credits: 3 opportunity to practice skills and develop This course introduces the theories of aging, the Every Fall and Spring competency in the diagnosis and management of developmental tasks of the elderly, the normal common acute and chronic conditions of physiological changes that occur with aging and the NUR 644 Pharmacology adolescents and adults. Students, with the various assessment tools available for use with older This course is designed for nurse practitioner supervision of their preceptor, develop skills in adults. The content provides students with the students. The course provides the student with an diagnostic reasoning, learn to develop plans of care, knowledge needed to apply the principles of advanced understanding of pharmaceutics, and gain experience in the selection and primary care and diagnoses and management as pharmacokinetics and pharmacodynamics. The prescription of drug therapy using practice covered in other courses in the curriculum to the major classifications of drugs used across the protocols. Students also focus on the health care of the older adult client. lifespan in primary care settings are emphasized in education needs of individual clients in their The pre-requisites of NUR 614 and NUR 630 are terms of therapeutic effects, adverse effects, clinical site. required. interactions, and patient and family teaching. Pre-requisite of Co-requisite of NUR 650 is Credits: 2 Ethical considerations and cultural and financial required. issues related to medication are also discussed.
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 42 LIU Brooklyn
Credits: 4 adolescents and adults. Students, with the Credits: 2 Every Fall, Spring and Summer supervision of their preceptor, continue to refine Every Fall and Summer their skills in diagnostic reasoning, developing plans NUR 654A Preceptored Practicum in Primary of care, and to gain experience in the selection and NUR 690 Diagnosis and Management of Illness and Acute Care of the Adult I prescription of drug therapy using practice and Physical Conditions of Family I This segment, of a two-segment preceptored protocols. Students also focus on the health This course is one of three courses that focus on practicum, provides an opportunity to practice skills education needs of individual clients as well as the clinical decision-making skills in family oriented and develop competency in the diagnosis and needs of the community served by the clinical site practice. Knowledge of advanced physical management of common acute and chronic Pre-requisite or Co-requisite of NUR 660 is assessment, pathophysiology and pharmacology conditions of adolescents and adults. Students, required. provide the underpinning for the course content. with the supervision of their preceptor, develop Credits: 4 Critical thinking and diagnostic reasoning are skills in diagnostic reasoning, learn to develop plans Every Fall, Spring and Summer reinforced as the basic for practice. Family theory of care, and gain experience in the selection and concepts are presented to form the foundation for prescription of drug therapy using practice NUR 664A Preceptored Practicum in Adult practice. Physical assessment skills related to protocols. Students also focus on the health Primary and Acute Care II infants and children are reinforced. The use of education needs of individual clients in their This segment, of a two segment preceptored evidence based practice protocols and guidelines is clinical site. practicum, provides an opportunity to practice skills an integral part of this course. The student will Pre-requisite or Co-requisite of NUR 650 is and develop competency in the diagnosis and focus on the assessment, diagnosis and treatment of required. management of common acute and chronic pediatric and pregnancy health issues. Credits: 2 conditions of adolescents and adults. Students, The pre-requisites of NUR 612, 614, 630, 634 and Every Fall, Spring and Summer with the supervision of their preceptor, continue to 644 are required. refine their skills in diagnostic reasoning, Credits: 4 NUR 654B Preceptored Practicum in Primary developing plans of care, and to gain experience in Every Fall and Acute Care of the Adult I the selection and prescription of drug therapy using This segment, of a two-segment preceptored practice protocols. Students also focus on the NUR 691 Preceptored Practicum in Primary Care practicum, provides an opportunity to practice skills health education needs of individual clients as well of the Family I and develop competency in the diagnosis and as the needs of the community served by the clinical This preceptored practicum provides an management of common acute and chronic site opportunity to practice skills and develop conditions of adolescents and adults. Students, Pre-requisite or Co-requisite of NUR 660 is competency in the diagnosis and management of with the supervision of their preceptor, develop required. common acute and chronic conditions of infants, skills in diagnostic reasoning, learn to develop plans Credits: 2 children, adolescents and adults. Emphasis is on of care, and gain experience in the selection and Every Fall, Spring and Summer pediatrics and women’s health. Students, with the prescription of drug therapy using practice supervision of their preceptor, develop skills in protocols. Students also focus on the health NUR 664B Preceptored Practicum in Adult diagnostic reasoning, learn to develop plans of care, education needs of individual clients in their Primary and Acute Care II and gain experience in the selection and clinical site. This segment, of a two segment preceptored prescription of drug therapy using practice Pre-requisite or Co-requisite of NUR 650 is practicum, provides an opportunity to practice skills protocols. Students also focus on the health required. and develop competency in the diagnosis and education needs of individual clients in their Credits: 2 management of common acute and chronic clinical site. Every Fall, Spring and Summer conditions of adolescents and adults. Students, Pre-requisite or Co-requisite of NUR 690 is with the supervision of their preceptor, continue to required. NUR 660 Diagnosis and Management of Illnesses refine their skills in diagnostic reasoning, Credits: 4 and Physical Conditions of the Adult II developing plans of care, and to gain experience in Every Fall, Spring and Summer This course is one of two courses that focus on the selection and prescription of drug therapy using clinical decision-making skills. Knowledge of practice protocols. Students also focus on the NUR 691A Preceptored Practicum in Family advanced physical assessment, pathophsiology and health education needs of individual clients as well Primary Care I pharmacology are the underpinnings for the course as the needs of the community served by the clinical This segment, of a two segment preceptored content. Critical thinking and diagnostic reasoning site practicum, provides an opportunity to practice skills are reinforced as the basis of practice. The use of Pre-requisite or Co-requisite of NUR 660 is and develop competency in the diagnosis and evidence based practice protocols and guidelines is required. management of common acute and chronic an integral part of this course. Common acute and Credits: 2 conditions of infants, children, adolescents and chronic conditions of adolescents and adults in the Every Fall, Spring and Summer adults. Emphasis is on pediatrics and women’s collaborative practice primary care setting are health. Students, with the supervision of their emphasized. NUR 670 Healthcare Issue Policies and Ethics preceptor, develop skills in diagnostic reasoning, The pre-requisites of NUR 612, 614, 630, 634 and This course provides graduate nursing students with learn to develop plans of care, and gain experience 644 are required. the analytical tools and historical perspective to in the selection and prescription of drug therapy Credits: 4 actively influence policy development affecting the using practice protocols. Students also focus on the Every Spring delivery of nursing and health care in the United health education needs of individual clients in their States and the world. The course is designed to clinical site. NUR 664 Preceptored Practicum in Adult explore current factors, policy determinants, and The pre-requisite or co-requisite of NUR 690 is Primary and Acute Care II ethical issues affecting health care, specifically as required. This preceptored practicum provides an they affect nursing at all levels of practice, nursing Credits: 2 opportunity to practice skills and develop education and nursing and healthcare Every Fall, Spring and Summer competency in the diagnosis and management of administration. common acute and chronic conditions of
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management of common acute and chronic supervision of their preceptor, continue to refine NUR 691B Preceptored Practicum in Family conditions of infants, children, adolescents and their skills in diagnostic reasoning, developing plans Primary Care I adults. Emphasis is on adolescents and adults. of care, and to gain experience in the selection and This segment, of a two segment preceptored Students, with the supervision of their preceptor, prescription of drug therapy using practice practicum, provides an opportunity to practice skills continue to refine their skills in diagnostic protocols. Students also focus on the health and develop competency in the diagnosis and reasoning, developing plans of care, and to gain education needs of individual clients as well as the management of common acute and chronic experience in the selection and prescription of drug needs of the community served by the clinical site conditions of infants, children, adolescents and therapy using practice protocols. Students also The pre-requisite or co-requisite of NUR 694 is adults. Emphasis is on pediatrics and women’s focus on the health education needs of individual required. health. Students, with the supervision of their clients as well as the needs of the community served Credits: 4 preceptor, develop skills in diagnostic reasoning, by the clinical site Every Fall, Spring and Summer learn to develop plans of care, and gain experience The pre-requisite or co-requisite of NUR 692 is in the selection and prescription of drug therapy required. NUR 695A Preceptored Practicum in Primary using practice protocols. Students also focus on the Credits: 2 Care of the Family III health education needs of individual clients in their Every Fall, Spring and Summer This segment, of a two segment preceptored clinical site. practicum, provides an opportunity to practice skills The pre-requisite or co-requisite of NUR 690 is NUR 693B Preceptored Practicum in Primary and develop competency in the diagnosis and required. Care of the Family II management of common acute and chronic Credits: 2 This segment, of a two segment preceptored conditions of infants, children, adolescents and Every Fall, Spring and Summer practicum, provides an opportunity to practice skills adults. Emphasis is on adolescents and adults. and develop competency in the diagnosis and Students, with the supervision of their preceptor, NUR 692 Diagnosis and Management of Illness management of common acute and chronic continue to refine their skills in diagnostic and Physical Conditions of Family II conditions of infants, children, adolescents and reasoning, developing plans of care, and to gain This course is one of three courses that focus on adults. Emphasis is on adolescents and adults. experience in the selection and prescription of drug clinical decision-making skills in family oriented Students, with the supervision of their preceptor, therapy using practice protocols. Students also practice. Knowledge of advanced physical continue to refine their skills in diagnostic focus on the health education needs of individual assessment, pathophsiology and pharmacology are reasoning, developing plans of care, and to gain clients as well as the needs of the community served the underpinnings for the course content. Critical experience in the selection and prescription of drug by the clinical site thinking and diagnostic reasoning are reinforced as therapy using practice protocols. Students also The pre-requisite or co-requisite of NUR 694 is the basis of practice. The use of evidence based focus on the health education needs of individual required. practice protocols and guidelines is an integral part clients as well as the needs of the community served Credits: 2 of this course. Common acute and chronic by the clinical site Every Fall, Spring and Summer conditions of adolescents and adults in the The pre-requisite or co-requisite of NUR 692 is collaborative practice primary care setting are required. NUR 695B Preceptored Practicum in Primary emphasized. Credits: 2 Care of the Family III The pre-requisites of NUR 612, 614, 630, 634 and Every Fall, Spring and Summer This segment, of a two segment preceptored 644 are required. practicum, provides an opportunity to practice skills Credits: 4 NUR 694 Diagnosis and Management of Illness and develop competency in the diagnosis and Every Fall and Physical Conditions of Family III management of common acute and chronic This course is one of three courses that focus on conditions of infants, children, adolescents and NUR 693 Preceptored Practicum in Primary Care clinical decision-making skills in family oriented adults. Emphasis is on adolescents and adults. of the Family II practice. Knowledge of advanced physical Students, with the supervision of their preceptor, This preceptored practicum provides an assessment, pathophsiology and pharmacology are continue to refine their skills in diagnostic opportunity to practice skills and develop the underpinnings for the course content. Critical reasoning, developing plans of care, and to gain competency in the diagnosis and management of thinking and diagnostic reasoning are reinforced as experience in the selection and prescription of drug common acute and chronic conditions of infants, the basis of practice. The use of evidence based therapy using practice protocols. Students also children, adolescents and adults. Emphasis is on practice protocols and guidelines is an integral part focus on the health education needs of individual adolescents and adults. Students, with the of this course. Common acute and chronic clients as well as the needs of the community served supervision of their preceptor, continue to refine conditions of adolescents and adults in the by the clinical site their skills in diagnostic reasoning, developing plans collaborative practice primary care setting are The pre-requisite or co-requisite of NUR 694 is of care, and to gain experience in the selection and emphasized. required. prescription of drug therapy using practice The pre-requisites of NUR 612, 614, 630, 634 and Credits: 2 protocols. Students also focus on the health 644 are required. Every Fall, Spring and Summer education needs of individual clients as well as the Credits: 4 needs of the community served by the clinical site Every Spring NUR 700 Independent Study The pre-requisite or co-requisite of NUR 692 is An opportunity for students to do advanced work required. NUR 695 Preceptored Practicum In Primary under the guidance of the faculty. Pass/Fail only. Credits: 4 Care of the Family III Open to graduate nursing students with the Every Fall, Spring and Summer This preceptored practicum provides an permission of their Program Director opportunity to practice skills and develop Credits: 1 NUR 693A Preceptored Practicum in Primary competency in the diagnosis and management of On Demand Care of the Family II common acute and chronic conditions of infants, This segment, of a two segment preceptored children, adolescents and adults. Emphasis is on NUR 700P Independent Study - Practicum practicum, provides an opportunity to practice skills adolescents and adults. Students, with the This one credit independent study allows adult and develop competency in the diagnosis and nurse practitioner students who have not
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 44 LIU Brooklyn completed the clinical hours for a practicum Curriculum, which is evidence-based and grounded experience in the semester in which they are in professional standards, is explored. Use of NUR 750 Preceptored Practicum in Nursing registered to continue to work under the technology in the development of high-order Education supervision of their preceptor and their practicum thinking skills is considered. Students have the opportunity to practice teaching- advisor during the following semester. Credits: 3 learning techniques. Students develop, plan, teach Credits: 1 Every Spring and evaluate teaching-learning projects appropriate On Demand to their assigned practicum setting. Each student NUR 730 Teaching Strategies and Methodologies has a mentor in the practice environment and an NUR 701 Independent Study This course discusses a variety of teaching instructor coordinating and overseeing the An opportunity for students to do advanced work modalities and strategies including lecture, experience. under the guidance of the faculty. Open to graduate discussion, seminar, small group, one-to-one and Credits: 2 nursing students with permission of their Program online methods. Writing behavioral objectives Every Spring Director. (affective, cognitive and psychomotor) and selecting Credits: 1 congruent teaching methods is stressed. Fostering On Demand creativity and critical thinking skills are discussed. The student develops teaching-learning plans for NUR 701P Independent Study - Practicum learners in diverse settings. The student learns to This one credit independent study allows family use slide shows, chat rooms, learning management nurse practitioner students who have not systems, Internet resources and educational completed the clinical hours for a practicum software with hands-on experiences. experience in the semester in which they are Credits: 2 registered to continue to work under the Every Fall supervision of their preceptor and their practicum advisor during the following semester. NUR 735 The Utilization of Technology and Credits: 1 Simulations in Nursing Education On Demand This course focuses on informatics and the role of technology and simulation in nursing education. NUR 710 Theories of Teaching and Learning Online databases as resources for evidence-based This course introduces the student to the theories practice and social media as tools in healthcare and principles of adult learning as applied to delivery are explored. The use of computer based nursing and client education. Theories of adult teaching platforms, such as Blackboard, and learning, as well as basic principles of learning learning modules are explored with hands-on theory, are the focus. Formal teaching in the experiences. The use of simulation as a primary and classroom setting, as well as client teaching, is adjunctive teaching tool is discussed. Students emphasized. Assessing learned needs, individual develop an information system and teaching plans teaching strategies, cultural implications and the based on technology and stimulation. place of technology are all discussed. Learning styles Credits: 3 are analyzed and tools for assessing learning skills Every Fall are discussed. Credits: 3 NUR 740 Testing and Outcomes Measurements Every Fall This course explores the use of evaluation techniques to assess student learning. Standardized NUR 715 The Role of the Nurse Educator tests, teacher made tests and other forms of This course is designed to explore the multiple roles measurement such as return demonstrations are of the nurse educator in the academic and clinical explored. Statistical analysis of testing and settings. The roles of teacher, counselor, group measurement data, use of technology to both create member, evaluator, curricular designer, advisor and and evaluate testing and measurement tools are informatics expert are among those reviewed. The discussed. Students have the opportunity to design complexity of the role of the nurse educator is and evaluate test and measurement tools. discussed using case study and real-life scenarios. Credits: 2 The process of academic progression to tenure is Every Fall also considered. Credits: 2 NUR 745 Academic Teaching Seminar Every Spring The seminar serves as a capstone course for the student to synthesize the information and skills NUR 720 Curriculum Development acquired in other courses. Students discuss This course focuses on developing curricula for problems encountered in practicum and issues nursing education programs. Mission statements, related to academic and clinical teaching. A journal philosophy, terminal outcomes, course club approach is used to provide a common basis outcomes/objectives, are examined and students for discussion. Case studies both published and critique curriculum examples as well as develop from students' experiences are used. The seminar is their own model curriculum. Student projects may student directed with the instructor serving as a be focused on the student's area of teaching facilitator and clarifier. interest. The developmental process and the Credits: 2 progression of curriculum are discussed. Every Spring
Page 45 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
RICHARD L. CONOLLY COLLEGE OF LIBERAL ARTS AND SCIENCES
The College of Liberal Arts and Sciences at LIU Brooklyn 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]
Faye Pollack Executive Assistant to the Dean [email protected]
Judy Luu Assistant to the Dean [email protected]
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 46 LIU Brooklyn
ANTHROPOLOGY Anthropology Courses Professor Ali
Professors Emeriti Carden, Hittman, Rosenberg ANT 500 Reading In Anthro Associate Professors Hendrickson (Chair), Kim, Independent reading, research and study under the Barton, Juwayeyi guidance of an anthropology faculty member; topic Associate Professor Emeriti Gritzer, Harwood to be mutually agreed upon in advance. Assistant Professor Emeritus Sherar Credits: 3 Adjunct Faculty: 4 On Demand The Master of Arts degree in Anthropology is not offered at this time, but graduate courses in ANT 510 World Cultures anthropology are offered as part of other This course allows graduate students in any degree departments and programs including the United program to access the wealth of knowledge Nations Graduate Program, Urban Studies and anthropology has contributed to the study of Social Science. human diversity. Students will be introduced to a
set of conceptual tools for researching, analyzing and comparing people across the globe, including anthropology's signature method, "ethnography." Students will read classic and current writing in the social sciences and consider the ways an anthropological perspective can enrich their professional and academic work. Credits: 3 On Occasion
Page 47 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
DEPARTMENT OF BIOLOGY A master of science degree can be used as a faculty. An oral defense of the completed thesis steppingstone for multiple career paths. Students before a committee of the graduate faculty of the Professors: Chung, Cohen, DePass, Griffiths, may further their scientific pursuits by continuing department is required. Marsh, Morin (Chair), Serafy, on to earn a Ph.D. in the biological sciences. All graduate students are required to attend the Professors Emeriti: Hammerman, Polak, Smith Alternatively, students may enter the work force regularly scheduled seminars given by the Associate Professors: Birchette, Haynes, Kovac, and be employed in research laboratories in Department of Biology. Students will be Kwak, Kwon, Leslie, Tello pharmaceutical and biotechnology companies, responsible for answering comprehensive Associate Professor Emeriti: McKenna hospitals and federal and state agencies. questions relating to those seminars that are Assistant Professors: Molina, Vogelstein Successful graduates also may choose to enter relevant to their graduate courses.
Instructor: Peckham medical, osteopathic, veterinary or dental schools Adjunct Faculty: 20 to obtain professional degrees. In addition, M.S., Biology students can choose from a wide variety of health [Program Code: 06886] related fields, such as physical therapy, nursing, At the graduate level, the Department of genetic counseling, radiologic technology, to name Biology offers the M.S. in Biology which offers a few. Biology majors are encouraged to develop Biology, Microbiology (Plan I) concentrations in molecular/cellular biology, specific career objectives while pursuing their The following courses are required: microbiology and medical Microbiology. Our core graduate studies. Departmental advisers will assist BIO 536 Laboratory in 1.00 of 16 full-time faculty members augmented by students in exploring career possibilities and in Bacteriological and over 20 adjuncts provides students with unrivaled devising a personalized plan of study that will best Molecular Techniques expertise in a wide variety of subject areas prepare them for their career goals. including molecular and cellular biology, BIO 537 Laboratory in 1.00 Admission Requirements bioinformatics, ecology, evolution, microbiology, Biochemistry and To be admitted to this program you must: genetics, ornithology and marine biology. The goal Computer Use • Have completed a bachelor’s degree with a of the department is to provide a challenging and grade point average of 3.0 or greater BIO 620 Biochemistry 3.00 stimulating curriculum that fosters critical thinking • Have completed at the undergraduate level (1) and promotes scientific curiosity on current topics BIO 641 Advanced Microbiology 3.00 six advanced courses in biology, (2) one year of in the biological sciences. college mathematics including at least one BIO 642 Advanced Microbiology 4.00
semester of calculus, (3) one year each of BIO 695 General Virology 3.00 inorganic and organic chemistry, and (4) one Student complete either Option A or Option B. M.S. in Biology year of college physics. Deficiencies in any of Thesis Track (Option A): these qualifications may be removed during the The M.S. in Biology is designed to prepare The minimum credit requirement for thesis track first year of graduate study without credit. students for graduate or professional studies as (Option A) is 30 credits. In addition to the courses • International students: (1) Must complete the well as for entering the job market. Students listed above (15 credits), the following is required: equivalent of a four-year bachelor’s degree. (2) choose from one of four concentrations: general • Thesis courses: biology, molecular/cellular biology, microbiology Submit all records translated into English and BIO 707 Research and Preparation 3.00 or medical microbiology. Students, with the have the original record, or copies of the of the Thesis approval of their advisor, design their course of original, certified or attested to by an official of study which may vary from the specific areas of the school issuing the record, or by the BIO 708 Research and Preparation 3.00 molecular/cellular biology, microbiology or Consulate/Ministry of Education of the issuing of the Thesis country. (3) Submit a course-by-course medical microbiology to more general areas such • A total of 9 credits in electives from graduate evaluation, completed by an acceptable as sustainability, ecology, systematics or biology courses: international credential evaluation agency, for environmental studies. For each concentration a BIO 500-599 any BIO listed all transcripts/marksheets from colleges or student chooses one of two pathways to complete in catalog the degree: (1) complete a research project under universities outside of the United States. (4) the advisement of one of the faculty members, and Submit an official copy of the Test of English BIO 600-699 any BIO listed write and successfully defend a thesis based upon as a Foreign Language (TOEFL) administered in catalog by the Educational Testing Service or the that research; or (2) take a comprehensive BIO 700-799 any BIO listed International English Language Testing System examination based upon the course work in catalog completed. Each concentration has a set of (IELTS) examination. required core courses (see Course of Study) which • Transfer students must present an overall grade Internship maximum of 6 the student must complete; additional course work point average of 3.0 and submit official credits transcripts for the attended college(s) is completed from elective classes. Comprehensive Exam Track (Option B): • Submit a completed application to the Office of Students who elect to complete a thesis must The minimum credit requirement for Admissions (see Submitting an Application for complete a total of 30 credits (core plus electives). comprehensive exam track (Option B) is 36 Admission) Students who elect to take the comprehensive credits. In addition to the courses listed above (15 Submitting an Application for Admission examination must complete a total of 36 credits credits), the following is required: All applicants must apply for admission to LIU (core plus electives). For qualified students, • 21 credits from graduate biology courses: Brooklyn. Please apply online at My LIU or use financial aid packages are available in the form of BIO 500-599 any BIO listed the Apply Now link in the top navigation bar. For graduate assistantships for teaching and research. in catalog These assistantships provide a stipend for the more information on the admissions process, visit student and cover the cost of tuition for up to 9 the Office of Admissions website. BIO 600-699 any BIO listed credits per semester. Students can receive these Fully matriculated students may begin their in catalog assistantships for a maximum of four semesters. research projects after defending their thesis proposals before a committee of graduate biology
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 48 LIU Brooklyn
BIO 700-799 any BIO listed Biology, Molecular-Cellular Biology (Plan BIO 600-699 any BIO listed in catalog III) in catalog The following courses are required: Internship maximum of 6 BIO 700-799 any BIO listed credits BIO 536 Laboratory in 1.00 in catalog Bacteriological and Molecular Techniques Internship maximum of 6 credits Biology, Medical Microbiology (Plan II) BIO 537 Laboratory in 1.00 The following courses are required: Biochemistry and BIO 536 Laboratory in 1.00 Computer Use Biology, General Biology (Plan IV) Bacteriological and BIO 620 Biochemistry 3.00 The following courses are required: Molecular Techniques BIO 701 Biology Seminar 1.00 The following courses are required: BIO 537 Laboratory in 1.00 BIO 550 Molecular and Cell 2.00 BIO 702 Biology Seminar 1.00 Biochemistry and Biology Computer Use The following courses are required: BIO 551 Molecular and Cell 2.00 In addition, all students must take a minimum of BIO 620 Biochemistry 3.00 Biology Laboratory 11 credits (Option A - See below) or 17 credits All of the following courses are required: (Option B - See below) from the foundation Of the following courses only one (1) is BIO 641 Advanced Microbiology 3.00 courses listed below required: BIO 503 Modern Concepts of 3.00 BIO 642 Advanced Microbiology 4.00 BIO 612 Cytology: The Nucleus 3.00 Evolution BIO 695 General Virology 3.00 BIO 613 Cytology: The Cytoplasm 3.00 BIO 505 Biostatistics 3.00 BIO 697 Medical Microbiology 3.00 Of the following courses only one (1) is Laboratory in required: BIO 698 Medical Microbiology 4.00 BIO 536 Bacteriological and 1.00 BIO 609 Human Genetics 3.00 Molecular Techniques BIO 703 Seminar in Microbiology 1.00 BIO 631 Genetics 3.00 Laboratory in BIO 704 Seminar in Microbiology 1.00 Student complete either Option A or Option B. BIO 537 Biochemistry and 1.00 Of the following courses only one (1) is Thesis Track (Option A): Computer Use required: The minimum credit requirement for thesis track BIO 608 Ecology 3.00 BIO 647 Immunology 4.00 (Option A) is 30 credits. In addition to the courses listed above (15 credits), the following courses are BIO 613 Cytology: The Cytoplasm 3.00 BIO 648 Immunology 3.00 required: BIO 620 Biochemistry 3.00 Student complete either Option A or Option B. • Thesis courses Thesis Track (Option A): BIO 707 Research and Preparation 3.00 Effective Communication The minimum credit requirement for thesis track BIO 622 3.00 of the Thesis in Science (Option A) is 30 credits. In addition to the courses listed above (27 credits), the following course is BIO 708 Research and Preparation 3.00 BIO 625 Plant Molecular Biology 3.00 required: of the Thesis BIO 631 Genetics 3.00 • Thesis course • 9 credits of electives from graduate biology BIO 692 Molecular Biology 3.00 BIO 707 Research and Preparation 3.00 courses: Students complete either Option A or Option B. of the Thesis BIO 500-599 all BIO Thesis Track (Option A): Comprehensive Exam Track (Option B): Subjects listed The minimum credit requirement for thesis track The minimum credit requirement for in catalog (Option A) is 30 credits. In addition to the courses comprehensive exam track (Option B) is 36 BIO 600-699 all BIO listed above (13 credits), the following courses are credits. In addition to the courses listed above, the Subjects listed required: following is required: in catalog • Thesis courses • 9 credits of electives from graduate biology BIO 707 Research and Preparation 3.00 courses: BIO 700-799 all BIO Subjects listed of the Thesis BIO 500-599 any BIO listed in catalog in catalog BIO 708 Research and Preparation 3.00 Internship maximum of 6 of the Thesis BIO 600-699 any BIO listed units in catalog • 11 credits of electives from graduate biology Comprehensive Exam Track (Option B): courses: BIO 700-799 any BIO listed The minimum credit requirement for BIO 500-599 any BIO listed in catalog comprehensive exam track (Option B) is 36 in catalog Internship maximum of 6 credits. In addition to the courses listed above, the BIO 600-699 any BIO listed credits following is required: in catalog • 9 credits of electives from graduate biology courses: BIO 700-799 any BIO listed BIO 500-599 any BIO listed in catalog in catalog
Page 49 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
Internship maximum of 6 credits Comprehensive Exam Track (Option B): The minimum credit requirement for comprehensive exam track (Option B) is 36 credits. In addition to the courses listed above (19 credits), the following is required: • 7 credits of electives from graduate biology courses: BIO 500-599 any BIO listed in catalog
BIO 600-699 any BIO listed in catalog
BIO 700-799 any BIO listed in catalog
Internship maximum of 6 credits Credit and GPA Requirements Minimum Credits: 30 (Thesis Option) Minimum Credits: 36 (Comprehensive Exam Option) Minimum Major GPA: 3.00
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 50 LIU Brooklyn
Biology Courses BIO 508 The Biology of Cancer in Biology. A general survey in oncology. Lectures address the Credits: 1 historical perspective of cancer research, the Every Spring BIO 503 Evolution definition and classification of tumors, the A study of the basic concepts and principles of epidemiology of human cancer, gene regulation and BIO 541 Special Topics in Biology evolutionary biology, beginning with a brief history differentiation in normal and tumor cells, A presentation of subjects of unusual and current of evolutionary thought, followed by the characteristics of transformed malignant cells, the interest. Two hours of lecture per week, including fundamental concepts of evolutionary genetics, biology of tumor metastasis, host transformed selected demonstrations plus term papers. Course adaptation and natural selection. Additional topics malignant cells, the origins of human cancer, and may be repeated. include molecular evolution and systematics, the cancer therapy. Two hours of lecture per week plus Credits: 3 origins of biological diversity, and paleobiology and term paper. Prerequisite: General background in On Demand macroevolution. The primary emphasis will be on Biology and Chemistry. BIO 543 Current Topics in Biology concepts with a major goal to impart some Credits: 3 This course is a one-day conference on a current understanding of the methods used in evolutionary Alternate Fall and interesting biological topic, covering a wide investigations: the kinds of observations and range of biological disciplines. Each year the topic is experiments that are used, the facts that are BIO 531 Neurochemistry chosen for its timeliness. Speakers who are experts observed and inferred, and the kinds of reasoning A discussion of the morphology, biochemical in their particular field are invited to speak and to used to develop and test hypotheses. Concepts are composition, metabolism, physiology and suggest several pertinent papers. Students are reinforced through independent trips to the pharmacology of the nervous system. The course required to write a paper that presents an overview American Museum of Natural History. Two hours begins with the general principles of synaptic of the topic and then synthesizes the information of lecture per week plus a term paper. Prerequisite: transmission and deals in depth with several of the from the talks and papers. An undergraduate major or minor in biology. A neurotransmitter systems in terms of biosynthesis of Credits: 1 course in genetics is strongly recommended. the transmitter, storage, release, inactivation in the synapse, and receptor types and how they mediate Every Spring Credits: 3 their signals in the postsynaptic cells. Also included Every Fall BIO 544 Biology of Pathogenic Microorganisms are discussions on aging and development in the Emphasis on microorganisms that cause infectious BIO 504 Evolution and Human Development nervous system, drug addictions, and the role of diseases, including bacteria, fungi and viruses as This course explores the evolution of humans various dietary nutrients on nervous system well as their interrelationship with the host's within a broad comparative and theoretical function. Two hours of lecture per week. Offered immune system. Characteristics of these infectious framework involving molecular genetics, gross and on occasion. Prerequisite: At least one semester of micro-organisms with respect to mechanisms of microscopic anatomy, embryology, human and non- Biochemistry. pathogenesis and transmission as well as methods human paleontology, ecology, and macro-/micro- Credits: 3 of prevention and treatment where appropriate. evolutionary processes. An overview of current Cross-Listings: BIC 531, BIO 531, CHM 531 Two hours of lecture per semester. Prerequisite: primate taxonomy and its attendant problems is On Occasion Undergraduate - or graduate-level general followed by a brief consideration of our earliest bacteriology course. primate ancestors before proceeding to a BIO 536 Laboratory in Bacteriological and Credits: 3 comprehensive examination of subsequent ‘human’ Molecular Techniques A laboratory course that introduces students to the On Occasion precursors and several controversies regarding the basic methods in bacteriology and molecular rise and distribution of modern human BIO 545 Biophysical Chemistry biology. The first seven weeks deal with such populations. Two hours of lecture per week plus An introduction to principles and techniques in bacteriological techniques as pure cultures, sterile term paper. Prerequisite: An undergraduate major Physical Chemistry and the application of those technique, metabolism and growth of bacteria. The or minor in biology which includes at least one fundamentals to studies on biomolecules, including second seven weeks introduce the basic techniques upper level course in human anatomy and biomembranes, peptides, proteins and DNA. in molecular biology, including isolation of plasmid physiology. BIO 503 is strongly recommended. Designed for students who plan to work in and chromosomal DNA, cloning, transformation, Credits: 3 chemical or pharmaceutical companies or who plan gel electrophoresis of nucleic acid, and PCR. Two Every Spring to do research in the biochemical, biological, hours of laboratory per week. Prerequisite: An biomedical and chemical sciences. Two hours of BIO 505 Introduction to Biostatistics undergraduate degree in Biology. lecture and three hours of laboratory per week. This course is designed for graduate students in the Credits: 1 Credits: 4 biological or health related sciences with the Every Fall On Demand objective of enabling them to understand and apply BIO 537 Laboratory in Biochemistry and the theories underlying the techniques of point and BIO 550 Molecular and Cell Biology Computer Use interval estimation, hypothesis testing, regression An advanced course in the molecular biology of A laboratory course that introduces students to analysis and the design of experiments. In the eukaryotic gene structure and regulation, with basic methods in biochemistry and to the main, the course will focus on the analysis of emphasis on mammalian cell and developmental applications of computers to research and thesis biostatistical, pharmaceutical and clinical trial data biology and genetics. Biochemical and biophysical preparation. The first seven weeks deal with and will be motivated by solving problems in many studies of nucleic acids, chromatin and chromatography, electrophoresis, enzymology, radio diverse areas of applications in the biological and chromosome structure, somatic cell and isotopes and spectroscopy. The second seven weeks pharmaceutical realm. Two hours of lecture per immunogenetics; DNA sequence organization and introduce students to the Science Division week. Pre-requiste: MTH 30. cell developmental biology are all considered. Two computer laboratory; that is, how to use the World Credits: 3 hours of lecture per week. A course in molecular Wide Web/Internet and how to use computers to Cross-Listings: BIO 505, MTH 505 biology or genetics is recommended. analyze and present data. Two hours of laboratory Every Spring Credits: 2 per week. Prerequisite: An undergraduate degree Every Fall
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Credits: 3 all cellular components is stressed. Two hours of BIO 551 Molecular and Cell Biology Laboratory On Occasion lecture per week plus a term paper. An advanced laboratory course in the molecular Credits: 3 biology of eukaryotic cells. Laboratory instruction BIO 607 Neuroanatomy Every Spring may include RNA isolation and analysis, protein A study of the organization of the human central expression and purification, protein-protein nervous system. Emphasis is placed on the BIO 615 Bioinfomatics interaction, DNA-mediated gene transfer and structures and organizations of the brain and spinal The course covers modern approaches to analysis of microcomputer analysis of DNA sequence cord and on the cranial nerves, with additional the vast quantities of data generated by current databases. Two two-hour laboratory sessions per material on the cranium and spinal column, the biological studies. Advanced statistical methods are week. meninges, the blood supply, embryonic explored including Bayesian approaches. The uses Credits: 2 development, and histology of the central nervous of DNA sequence comparisons are explored. Finally Every Fall system. Two hours of lecture per week plus a term the structural role of proteins in health and disease paper. Prerequisite: General Biology. A course in are covered and a statistical framework to explain BIO 554 Principles of Molecular Pharmacology anatomy is recommended. structural features is developed. Three hours of Molecular pharmacology is the study of drug Credits: 3 lecture per week function at a molecular level. A major focus of this Every Fall Credits: 3 course involves the exploration of the molecular Every Fall mechanisms of drug action and metabolism. BIO 609 Human Genetics Research on drugs from the major therapeutic areas A basic course in the principles of human genetics BIO 616 Biology of the Blood and Bone Marrow will be studied. The mechanisms of both intended and molecular biology. Lecture topics include This course presents an overview of hematology, effects and side effects will be reviewed. New structure of the human chromosome; techniques in including the structure and function of approach to drug discovery will be considered, with molecular biology and cytogenetics; structures of erythrocytes, leukocytes and platelets, and their a focus on the molecular basis of drug function as a chromosomal abnormalities; abnormal development in the bone marrow. Mechanisms of key to drug identification. There will be an chromosomes in humans and their related diseases; normal and abnormal hemostasis (blood assigned paper on the molecular mechanism, karyotype analysis; inheritance patterns of human coagulation) will be covered. Recent findings in distribution, and function of a selected drug group. diseases; mapping human chromosomes; and normal and in pathologic states will be discussed. Two hours of lecture per week plus term paper. human gene isolation. Two hours of lecture per Two hours of lecture per week plus a term paper. Pre-requisites: Chemistry 121 and 122. week plus term paper. Credits: 3 (Biochemistry would be helpful but is not required). Credits: 3 On Occasion Credits: 3 Alternate Fall Alternate Spring BIO 619 Structural Biology BIO 611 Signal Transduction and Pharmacology The course examines the structure of biological BIO 602 Conservation Biology A study of the mechanisms by which molecules and molecules with a focus on proteins. The synthesis, Conservation Biology is a study of the diversity of drugs affect biological processes. Signaling on the folding of protein families and the structural motifs life and threats to that diversity. This course will organismal, cellular and molecular levels is of proteins are studied. Tools for the determination include introductory topics that are the foundation described, with an emphasis on establishing a firm and prediction of protein structure are presented for the field, issues at the levels of populations, foundation of understanding of important signaling from the perspective of the investigator who needs communities and ecosystems, and end with the systems in biology. Molecular and genetic aspects of to judge the quality of available data. A major focus practical application of conservation biology in a intracellular signal transduction are explored in is the area of structural genetics: understanding real and complex world. Specific topics to be depth. Topics also include quantitative and how changes in protein structure induced by investigated are: the meaning and ethics of qualitative treatment of the interaction of ligands mutation lead to genetic dysfunction and disease. conservation and biodiversity, the recognition of with their receptors. Knowledge-based approaches Course includes a computer laboratory. Two hours species in danger of extinction (using techniques of to drug discovery are analyzed as well. Two hours of of lecture per week plus term paper. population genetics and ecology, biogeography and lecture per week plus term paper. Prerequisites: Credits: 3 systematics), and preservation of species. The Undergraduate biochemistry. Every Spring course will consist of lectures, class discussions of Credits: 3 original research and review papers, and a research Alternate Spring BIO 620 Biochemistry paper and presentation. Two hours of lecture per The course examines the synthesis and degradation week plus two field trips and a term paper. BIO 612 Cytology: The Nucleus of cellular macromolecules in prokaryotic and Credits: 3 A detailed treatment of the structure and function mammalian systems. Topics include the structure of Alternate Spring of the cell, with particular attention directed toward macromolecules and sugar, lipid and amino acid the chromosome and its composition, structure and metabolism. Emphasis is placed on the regulation, BIO 605 Topics in Evolution and Ecology conformation during the cell cycle. Regulation of integration, and organ specialization of the This course will be an interactive discussion of nuclear events by extracellular ligands and metabolic pathways. Two hours of lecture per week avian ecology and evolution, designed to go beyond cytoplasmic signalling pathways are discussed. Two plus term paper. the textbook knowledge of avian ecology and hours of lecture per week plus collateral reading Credits: 3 evolution and provide the students with a critical and a term report. Every Fall examination of the theories, hypotheses, and lab Credits: 3 and field based data that support or refute these On Occasion BIO 622 Effective Communication in Science hypotheses. This course will be based on a recent Students will develop creative and imaginative book on avian speciation, which presents some BIO 613 Cytology: The Cytoplasm means to produce a presentation. A highlight of novel and provocative perspectives on important An investigation of the organization and structure the course will be when students present a seminar issues in avian ecology and evolution, plus of the cytoplasm, including a detailed treatment of to the class. The means and needs for producing a additional readings from primary literature. Two cell organelles and their activities and interactions. visually pleasing, interest holding poster and hours of lecture per week plus a term paper. The molecular and biochemical relationship among PowerPoint presentation, will be covered. The
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 52 LIU Brooklyn course will prove of benefit to the student whether host to the infectious organism. Topics include life they follow a research career or work for industry as cycles of relevant organisms, protein receptor BIO 642 Advanced Microbiology in both circumstances the skills they learn will binding, antigenic variation, antigen presentation Second semester of a two semester sequence (BIOs prove of great usefulness. Two hour lecture per and antibody/T-cell receptor diversity. Emphasis is 641 & 642). Presentations on the anatomy and week plus term paper. on the molecular mechanisms of such processes. physiology of various prokaryotic and eukaryotic Credits: 3 Two hours of lecture per week plus term paper. microorganisms. Emphasis is placed on the Every Fall Credits: 3 composition, structure and function of cellular Alternate Spring organelles, enzyme localization, molecular BIO 623 Molecular Genetics of Bacteria and mechanisms of action of antimicrobial agents, and Phage BIO 630 Systematic Biology selected topics of current interest in microbial Overall objective of this course is to offer a Concepts, principles, and methods of comparative physiology. Two hours of lecture and three comprehensive vision of molecular genetics of biology as they apply to the evolutionary laboratory hours per week. Prerequisite: BIO 641. prokaryotic microorganisms including Bacteria, relationships among organisms. Laboratory Credits: 4 Archaea, and Bacteriophages. This course is suited exercises and discussions of relevant literature are Every Spring for advanced undergraduate and graduate students. used to reinforce the concepts learned during Emphasis of the course will be placed on the lectures. Two hours of lecture and three hours of BIO 648 Immunology molecular aspects of bacterial chromosomes, laboratory per week plus term paper. Prerequisite: A study of the basic principles of immunology, transformation, conjugation, transduction (lytic and A course in Evolution and Genetics. including antigens and their reactions, antibodies lysogenic phages), genetic recombination, and Credits: 4 and their properties, the cells and tissues of the global regulatory mechanisms in prokaryotic On Occasion immune system, tolerance, and the specificity and microorganisms. This course will also include a molecular biology of the immune response. Two laboratory session to practice the lecture subjects. BIO 631 Genetics hours of lecture per week plus term paper. Two hours of lecture and three hours of laboratory A comprehensive review of modern genetics with Credits: 3 per week. Prerequisites: BIO 101, BIO 109, BIO an emphasis on recent approaches. One major Every Fall
126, BIO 128 or other lower-level microbiology- theme is genomics, gene mapping and discovery; BIO 661 Endocrinology related courses. another is use of functional genetics to understand An exploration of the development, structure and Credits: 4 gene function and complex processes in model function of the endocrine system: how hormones On Occasion organisms. Two hours of lecture per week plus term paper. Prerequisites: An undergraduate major in act as regulators of growth and metabolism by BIO 625 Plant Molecular Development Biology or equivalent and knowledge of the affecting activity of target cells and tissues. Using a This course is designed for graduate students who fundamental principles of genetics. combination of lecture, interactive questioning and are interested in plant biology, molecular biology Credits: 3 microscope or Kodachrome slides, basic anatomy is and developmental biology. The main topics of the Every Spring correlated with the physiology, regulation and course are 1) biosynthesis and molecular function effects of secretions. Homeostasis and of plant hormones and 2) pattern formation in BIO 632 Developmental Biology pathophysiology are discussed. Two hours of lecture plant tissues and the development of plant organs. A review of the current concepts and experimental per week plus term paper. Recent achievements in these fields will be reviewed evidence regarding developmental phenomena. Credits: 3 by the instructor. Molecular techniques such as Special emphasis is placed on the molecular biology On Occasion gene cloning and genetic methods used by and genetic control of selected phases and processes BIO 670 Plant Ecology and Biogeography researchers will be reviewed as well. Half of each of animal development. Two hours of lecture per Plant Ecology and Biogeography is a three credit lecture will be dedicated to discussing and analyzing week plus collateral readings and term paper. graduate course, covering the current topics and primary research articles related to the topics. Prerequisite: A college course in Embryology or the state-of-the-art methodologies of addressing the Students are strongly advised to read the articles equivalent; a college course in Genetics is topics in the science of plant ecology. The topics beforehand. Current techniques used for genomics recommended. include global change, the value and preservation of and proteomics will be introduced and students will Credits: 3 biodiversity, invasion biology, and habitat learn how to use the fruition of genomics, On Occasion destruction/fragmentation and restoration. The proteomics and bioinformatics in public databases BIO 641 Advanced Microbiology methodologies include experiemental design, data that are available through the Internet. Students First semester of a two semester sequence (BIOs analysis and SAS programming, classification will submit a term paper about the anaylsis of an 641 & 642). Presentations on the anatomy and ordination and PC-ORD software, meta-population Arabidopsis gene using bioinformatics databases at physiology of various prokaryotic and eukaryotic theory and RAMAS software, meta-analysis and the end of the semester. The goals of this course microorganisms. Emphasis is placed on the Meta-Win software, spatial analysis and PASSAGE are 1) learning current questions of plant molecular composition, structure and function of cellular software, and GIS/remote sensing and biology and up-to-date techniques of plant organelles, enzyme localization, molecular ARCVIEW/ARCINFO software. The class meets genomics and 2) providing basic training for future mechanisms of action of antimicrobial agents, and two hours per week and is a combination of molecular biology researchers or plant scientists in selected topics of current interest in microbial lectures, computer lab exercises and literature academia or industry. Two hours of lecture per physiology. Two hours of lecture per week plus reviews. week plus term paper. collateral readings and term paper. Prerequisite: Credits: 3 Credits: 3 Microbiology. On Occasion On Occasion Credits: 3 BIO 692 Molecular Biology BIO 629 Molecular Biology of Infectious Diseases Every Fall A detailed look at the biosynthesis of DNA and A study of the mechanisms used by infectious RNA, the genetic code, and the mechanisms of organisms to infect their hosts and to evade the protein biosynthesis. The application of molecular hosts immune response and the response by the biology techniques to current research problems is
Page 53 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 explored. Two hours of lecture per week plus term but it is required that all Biology majors attend. paper. Subject matter changes each semester. May be Credits: 3 repeated for credit. One hour per week. Alternate Spring Credits: 1 Every Spring BIO 695 General Virology A consideration of such topics as physico-chemical BIO 703 Seminar in Microbiology characteristics, identification, genetics, and Meetings conducted by the members of the staff to immunology of viruses. Molecular biology of virus- consider current research and problems in the area host interaction is emphasized. Representative of medical microbiology and related fields. studies of animal, bacterial, and plant viruses are Participants include staff members, students and emphasized to illustrate fundamental aspects of invited guests. All students registered in the viral replication, cell susceptibility, and cell program must attend. One hour per week. response to viral infection. Two hours of lecture per The co-requisite of BIO 697 is required. week plus collateral readings and term paper. Credits: 1 Credits: 3 Every Fall Every Spring BIO 704 Seminar in Microbiology BIO 697 Medical Microbiology Meetings conducted by the members of the staff to First semester of a two semester sequence (BIOs consider current research and problems in the area 697 & 698). A study of microbial-human host of medical microbiology and related fields. interrelationships, with particular attention to the Participants include staff members, students and transmission, pathogenicity, and principles of invited guests. All students registered in the immunity of infectious diseases, especially those of program must attend. One hour per week.. bacterial origin. Emphasis is placed on the newest The co-requisite of BIO 698 is required. approaches to the detection, isolation and Credits: 1 identification of the organisms implicated in the Every Spring disease process. Two hours of lecture per week plus term paper. Two hours of lecture and one three- BIO 706 Seminar in Molecular Biology hour laboratory per week in the Spring semester. Research presentations by students on current The pre-requisites of BIO 641 and 642 are required topics in molecular biology. Faculty discuss their or approval of the Deparment Chair. research interests with students. One hour per Credits: 3 week. Every Fall Credits: 1 On Occasion BIO 698 Medical Microbiology Second semester of a two semester sequence (BIOs BIO 707 Research and Preparation of the Thesis 697 & 698). This course is a study of microbial- Open only to matriculated students with approval human host interrelationships, with particular of Department Chair. Selection, supervision and attention to the transmission, pathogenicity, and completion of the thesis topic. Pass/Fail only. principles of immunity of infectious diseases, Credits: 3 especially those of bacterial origin. Emphasis is Every Fall, Spring and Summer placed on the newest approaches to the detection, BIO 708 Research and Preparation of the Thesis isolation and identification of the organisms Selection, supervision and completion of the thesis implicated in the disease process. Two hours of topic. Pass/Fail only. Open only to matriculated lecture and one three-hour laboratory per week. students with approval of Department Chair. The pre-requisite of BIO 697 is required or Credits: 3 approval of the Department Chair. Every Fall, Spring and Summer Credits: 4 Every Spring BIO 709 Independent Study
Prerequisites: 12 credits toward the master's degree; BIO 701 Seminar in Biology specific course prerequisites to be determined by A presentation of selected topics in biological fields faculty supervisor. by members of the graduate faculty and visiting Credits: 1 to 3 guest speakers. This course may be taken for credit, On Demand but it is required that all Biology majors attend. Subject matter changes each semester. May be BIO 710 Independent Study repeated for credit. One hour per week. Prerequisites: 12 credits toward the master's degree; Credits: 1 specific course prerequisites to be determined by Every Fall faculty supervisor.
Credits: 1 to 3 BIO 702 Seminar in Biology On Demand A presentation of selected topics in biological fields by members of the graduate faculty and visiting guest speakers. This course may be taken for credit,
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 54 LIU Brooklyn
DEPARTMENT OF M.S., Chemistry CHEMISTRY AND [Program Code: 06944] BIOCHEMISTRY Degree Requirements The following four (4) courses are all required: Senior Professor Zavitsas CHM 503 Advanced 4 Professors Bensalem, Chung, Lawrence, Inorganic Matsunaga, Siegel, Shedrinsky, Watson, Chemistry Vasanthan (Chair) CHM 606 Advanced 3 Professors Emeriti Ferraro, Hirschberg, Huang, Physical Loscalzo, Reidlinger, Rogers, Chawla Chemistry Associate Professors Bhattacharjee, Donahue, Luján-Upton, Schnatter CHM 525 Instrumental 4 Assistant Professor Lu Methods of Adjunct Faculty: 10 Analysis
CHM 621 Advanced 3 The graduate offerings of the Department of Organic Chemistry and Biochemistry are designed to Chemistry I enhance the knowledge of the professional In addition, degree candidates must select one of chemist, to prepare students for entry into the the following two options: broad areas of research and development, to 1. An additional 18 graduate credits from among strengthen students’ preparation for further study, the courses offered by the Department of or to allow for a concentration in chemistry Chemistry and Biochemistry, for a total of 32 necessary for inter-area study in fields such as credits. Candidates must also either pass a biology and pharmacy. comprehensive examination or submit an
acceptable library research paper assigned by M.S. in Chemistry the department. 2. An additional six credits of registration in thesis
The M.S. program in chemistry offers a choice research resulting in an acceptable thesis and 10 of several areas of concentration: organic credits of graduate chemistry courses, for a chemistry, inorganic chemistry, analytical total of 30 credits. chemistry, polymer chemistry, biochemistry and Credit and GPA Requirements theoretical chemistry. This program is designed to Minimum Credits: 30 (Thesis Option) prepare students for entry into the broad areas of Minimum Credits: 32 (Comprehensive Exam Option) research and development, to strengthen students’ Minimum Major GPA: 3.00 preparation for further study or to allow for a concentration in chemistry necessary for inter-area study in fields such as biology and pharmacy. Graduate assistantships are available on a limited basis. Admission Requirements To be admitted to this program you must: • Have completed one year of undergraduate study in each of the following subjects: calculus, physics, introductory (inorganic) chemistry, analytical chemistry, organic chemistry and physical chemistry.* • Submit a completed application to the Office of Admissions (see Submitting an Application for Admission). *Deficiencies must be removed during the first year of graduate study. No graduate credit will be awarded for such compensatory work. Submitting an Application for Admission All applicants must apply for admission to LIU Brooklyn. Please apply online at My LIU or use the Apply Now link in the top navigation bar. For more information on the admissions process, visit the Office of Admissions website.
Page 55 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
ocean energy, with an emphasis on the impact of On Occasion Chemistry Courses those energy sources on the environment. Discussions of toxicology as it relates to CHM 701 Seminar in Chemistry CHM 503 Advanced Inorganic Chemistry environmental pollutants are conducted. A presentation of selected topics in the branches of A study of such selected topics in inorganic Credits: 3 chemistry, with attention to recent literature. One chemistry as the nature of the chemical bond, acid- On Occasion one-hour conference. Attendance mandatory for all based theories, reaction kinetics and mechanisms, matriculated students. Pass/Fail only. coordinating -- their theories and structure. Two CHM 606 Advanced Physical Chemistry Credits: 1 lecture hours and four laboratory hours. A review of advanced topics in physical chemistry Every Fall
Credits: 4 and their applications in thermodynamics, kinetics CHM 702 Seminar in Chemistry Every Fall and quantum mechanics. Credits: 3 A presentation of selected topics in the branches of CHM 525 Instrumental Methods of Analysis Every Spring chemistry, with attention to recent literature. One A hands-on approach to instrumental analysis and one-hour conference. Attendance mandatory for all its application to research. Students use several CHM 621 Advanced Organic Chemistry I matriculated students. Pass/Fail only. analytical techniques, including voltammetry and A study of the major classes of organic reactions Credits: 1 polarography; high performance liquid with respect to their applications to synthesis, their Every Spring chromatography (HPLC); gas chromatography mechanisms and methods for determining them, CHM 707 Research and Preparation of Thesis (GC); uv-visible and infrared spectrophotometry; and the effect of structure on reactivity. Bonding Open only to matriculated students with approval atomic absorption spectroscopy; and proton and structure, stereochemistry, molecular of the Chair. The assignment of a thesis problem magnetic resonance spectroscopy. Students are also conformation, stereoelectronic effects, substitution, to each student for investigation. Original encouraged to use the computer for data analysis addition and elimination reactions, reactions of laboratory work is required. Pass/Fail only. and presentation. One-hour lecture and six-hour enolates, carbonyls and free radicals. Credits: 3 laboratory. Credits: 3 Every Semester The pre-requisite of CHM 503 is required or Every Fall permission from the Department. CHM 622 Advanced Organic Chemistry II CHM 708 Research and Preparation of Thesis Credits: 4 The emphasis is on synthetic applications and total Open only to matriculated students with approval Every Spring of the Chair. The assignment of a thesis problem synthesis. Oxidations and reductions, to each student for investigation. Original CHM 531 Neurochemistry cycloadditions and rearrangements, aromatic laboratory work is required. Pass/Fail only. A discussion of the morphology, biochemical substitutions, carbon-carbon bond forming Credits: 3 composition, metabolism, physiology and reactions of boron, tin and silicone, and other selected topics. Every Semester pharmacology of the nervous system. The course Credits: 3 begins with the general principles of synaptic CHM 709 Research and Preparation of the Thesis transmission and deals in depth with several of the On Occasion Prerequisite: Chemistry 708 neurotransmitter systems in terms of biosynthesis of CHM 623 Organo-metallic Chemistry If the student's thesis is not accepted by the the transmitter, storage, release, inactivation in the A study of synthesis and properties of p bonded Department during the semester in which the synapse, and receptor types and how they mediate organo-metallic complexes. Oxidative addition, student is registered in CHM 708, the student will their signals in the postsynaptic cells. Also included reductive elimination, insertion and elimination be required to register in the appropriate thesis are discussions on aging and development in the reactions, nuclophillic and electrophillic additions course in each successive semester until the thesis is nervous system, drug addictions, and the role of and abstractions are considered, as are synthetic accepted by the Department. Pass/Fail. various dietary nutrients on nervous system and catalytic aspects of organo-metallic chemistry. Credits: 1 function. Two hours of lecture per week. Offered Biological applications and environmental aspects Every Semester on occasion. Prerequisite: At least one semester of of organo-metallic compounds are also examined. Biochemistry. CHM 709X Research and Preparation of the Prerequisite: CHM 621. Credits: 3 Thesis Credits: 3 Cross-Listings: BIC 531, BIO 531, CHM 531 If a student's thesis in not accepted by the On Occasion On Occasion Department during the semester in which the
CHM 626 Polymer Chemistry student is registered in CHM 708, the student will CHM 541 Special Topics in Chemistry A study of synthetic and natural macromolecules, be required to register in the appropriate thesis A presentation of subjects of unusual current including polymerization, depolymerization, course in each successive semester until the thesis is interest. Three hours of lecture, including selected structure determination, and physical and chemical accepted by the Department. Pass/Fail. demonstrations. Course may be repeated. properties. Prerequisite: CHM 708. Credits: 3 The pre-requisite of CHM 621 is required. Credits: 1 On Occasion Credits: 3 Every Semester
CHM 551 Environmental Chemistry On Occasion
A survey of the chemistry of the environment Biochemistry Courses CHM 631 Spectroscopy covering chemistry of the atmosphere, the An illustration of modern spectroscopic methods hydrosphere, the lithosphere and the biosphere. An for the structural elucidation of organic and BIC 508 The Biology of Cancer in-depth look is taken at the role of energy and the inorganic compounds including UV/V, H NMR, C A general survey in oncology. Lectures address the various sources of energy in modern societies, NMR, mass spectrometry, and IR. Prerequisites: historical perspective of cancer research, the ranging from fossil fuels and nuclear power to CHE 606, 621. definition and classification of tumors, the alternate and renewable energy sources, such as Credits: 3 epidemiology of human cancer, gene regulation and solar, hydroelectric, wind, biomass, geothermal and
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 56 LIU Brooklyn differentiation in normal and tumor cells, characteristics of transformed malignant cells, the biology of tumor metastasis, host transformed malignant cells, the origins of human cancer, and cancer therapy. Two hours of lecture per week plus term paper. Prerequisite: General background in Biology and Chemistry. Credits: 3 Alternate Fall
BIC 514 Bioanalytical Chemistry A practical approach to techniques used for analysis of biological materials and the study of biochemical processes. The principles of the techniques will be discussed in lecture, and practical application of these techniques will be performed in the laboratory. Topics include: protein separation techniques; enzyme assays and enzyme linked methods for biochemical analysis, techniques for studying protein structure and function with emphasis on data available from the Protein Data Bank; analysis of lipids and carbohydrates; and analysis of bioactive molecules and their metabolites. Two lecture hours, four laboratory hours per week. The pre-requisite of CHM 113 and CHM 153 or BIC 153 is required. Credits: 4 On Occasion
BIC 531 Neurochemistry A discussion of the morphology, biochemical composition, metabolism, physiology and pharmacology of the nervous system. The course begins with the general principles of synaptic transmission and deals in depth with several of the neurotransmitter systems in terms of biosynthesis of the transmitter, storage, release, inactivation in the synapse, and receptor types and how they mediate their signals in the postsynaptic cells. Also included are discussions on aging and development in the nervous system, drug addictions, and the role of various dietary nutrients on nervous system function. Two hours of lecture per week. Offered on occasion. Prerequisite: At least one semester of Biochemistry. Credits: 3 Cross-Listings: BIC 531, BIO 531, CHM 531 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
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DEPARTMENT OF point average (GPA) of 3.2 in Communication consist of required and elective course work from Sciences and Disorders; or B.A. or B.S. degree the following categories: Professional COMMUNICATION in another field plus completion of pre-requisite Foundations, Speech Disorders, Language SCIENCES AND DISORDERS coursework in speech-language pathology and Disorders and Practica. Most course work is audiology. The following courses (or their infused with multilingual/multicultural content. 718-488-4122 equivalents at other institutions) must be taken Clinical Practicum (19 credits if taken at LIU): All students are required to complete a Professors: Koenig, Moses minimum of 400 competent clock hours of clinical Associate Professors: Barriere, Champion (Chair), SLP 104 Articulatory Phonetics practicum, including 25 hours of observation. Up Shi, G. Youmans, S. Youmans, SLP 113 Anatomical and Physiological Bases to 50 clock hours of undergraduate practicum and Assistant Professor: Tyrone for Speech & Language I 25 hours of observation may be credited toward Clinical Administrators: Perdios (Clinical SLP 133 Speech Science I: Acoustic Phonetics clinical practicum requirements. Clinical Director) SLP 231 Language Acquisition Across Life practicums are completed in several locations: on Adjunct Faculty: 10 Span I: Early Years campus, in the university clinic; at the university SLP 321 Audiology I-Hearing Science satellite centers; at off-campus hospital settings SLP 410 or 411 Introduction to Communication and in school settings. Clinical practicum M.S. in Speech-Language Disorders Across the Life Span requirements, facilities, and regulations are described in detail in the Clinic Procedures Pathology Manual. Students are advised that the specific • Three letters of recommendation (two must be hourly requirements listed here and by ASHA The Department of CSD seeks to advance the academic) constitute minimum standards requirements, and study of human communication sciences and • GRE required may be adjusted upwards according to individual disorders within a culturally and linguistically • Completion of a personal interview student needs and skill levels. diverse society. Intellectual growth is promoted • Passing an oral and written language screening Grading Policy through the recognition and expression of multiple in English The university grading policy involves a plus theoretical, cultural, and individual perspectives. • Minimum grade of a B- in all pre-requisite and minus grading system (e.g., A, A -, B+, B, B -, The department fosters respect for diversity and a courses and grade point average of 3.2 C+, C, C-). commitment to serve individuals with • Post-baccalaureate students must complete a Foundation Courses communication problems. The program is minimum of 4 (out of 6) pre-requisite courses Students receive a midterm evaluation in all registered by the New York State Department of before applying to the program foundation courses. Students whose midterm Education and is accredited by the American • Course credits may be granted for designated evaluations are less than a B- may be directed to Speech-Language-Hearing Association (ASHA). courses completed within 5 years advisement, counseling, and support services Graduates of the program receive a Master of Students preparing to obtain the Bilingual (tutoring, Writing Center, Speech-Language- Science Degree in Speech-Language Pathology Extension to the Teacher of Students with Speech Hearing Clinic). Students may retake a maximum that satisfies the academic and professional and Language Disabilities Certification must also of two Foundation courses to remediate grades of requirements specified by ASHA for the CCC- demonstrate written and oral language proficiency C+ or below. Foundation courses may be retaken SLP, and are eligible to apply for licensure in SLP in a second language on the Bilingual Education only one time. by the New York State Department of Education's Assessment (BEA) or other approved Students who have failed to maintain Office of the Professions. Students who wish to examinations. satisfactory scholastic standing at the completion satisfy the New York State Education Office of International Students Admission of the foundation sequence will not be permitted to Teaching requirements for Teacher of Students Applicants whose undergraduate, graduate or continue with the program. Students must with Speech and Language Disabilities (TSSLD) pre-requisite course work was completed in an complete all undergraduate pre-requisites by the may also prepare for this certification as part of institution where English was not the principle end of their first year of graduate coursework. their graduate program. Students demonstrating language of instruction must present scores for the Higher Level Courses proficiency (i.e., speaking, listening, reading, and Test of English as a Foreign Language (TOEFL). Students may receive up to one grade of below writing) in a language other than English may Program Requirements B- in their non-foundation courses. Students may further prepare for a certificate in Teacher of The Master of Science degree in Speech- opt to retake only one higher-level course a single Students with Speech and Language Disabilities Language Pathology at LIU Brooklyn can be time to remediate a grade of below B-. with a Bilingual Extension. This program will completed in 2.5-3 years of intensive study. The Students must maintain an overall GPA of 3.0 prepare students to work with individuals who are time limit for the degree is 5 years. Candidates for to continue in the program throughout their bilingual or speak a language other than English. the degree must have completed a minimum of 64 academic career. Students are only allowed one Admissions procedures and requirements for credits and a summative requirement. grade of C+, C, or C- in their graduate admission to both the monolingual and bilingual The master’s degree program offers two coursework. Students who earn two or more specializations are detailed below . options: grades of C+, C, or C- will not be allowed to Admissions Procedures 1. A clinical master’s degree program with a continue in the graduate program and will be The institutional policy for admission of comprehensive examination as the summative referred to the Academic Standing Committee. students to graduate study is a bachelor's degree requirement Students are placed on Academic Probation from an accredited university indicating an 2. A clinical master’s degree program with a when they fail to maintain a minimum GPA of 3.0. acceptable record, with additional requirements set research project in which the summative Post-Baccalaureate by individual graduate programs. The faculty of requirement is a presentation. Post-baccalaureate students must complete a the graduate program in Speech-Language Both options are subject to the rules of the minimum of four undergraduate pre-requisite Pathology has set the following specific departmental Graduate Program Committee. courses (SLP 104, SLP 113, SLP 133, and SLP admissions standards for entry into the program: Curriculum 231) prior to applying to the graduate program. • B.A. or B.S. degree with a minimum grade The programs in Speech-Language Pathology Students admitted to the program must maintain a
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 58 LIU Brooklyn minimum GPA of 3.0 in their pre-requisite in the course does not necessarily indicate SLP 644 Speech-Language- 3.00 coursework to matriculate fully and continue into achievement of all KASA objectives. Therefore, a Hearing Services in the graduate program. remediation plan will be developed to address Multicultural/Multilingual Summary of Master's Degree Graduation those objectives not achieved. In order to graduate, School Settings Requirements students must achieve all KASA objectives and SLP 720 Independent Study- 1.00 Student may opt to complete ONE of the complete any required remediation(s). Research on Disorders of following (as partial fulfillment of the M.S in Speech Speech-Language Pathology): MS Speech-Language Pathology 1. Comprehensive examination Requirements A minimum of 9 units are required from the 2. Master’s thesis The following are the required Foundation Practicum sequence: The student and the student's advisor will courses: SLP 610A Clinical Practicum: Intro 2.00 decide whether the student may elect the master's SLP 601 Introduction to Research 3.00 to Treatment of Speech- program of study with a research option. It is in Speech-Language Language and Hearing recommended that this decision be reached as Pathology Disorders early as possible in the Master's program to allow SLP 602 Advanced Language 3.00 SLP 610B Clinical Practicum: Intro 2.00 for adequate planning and implementation. The Acquisition to Treatment of Speech- deadline for application for the research option Language and Hearing program will be at the end of the second semester SLP 603 Communication and 3.00 Disorders when the student successfully completes the Language Learning in foundation sequence. Bilingual/Multicultural SLP 610C Clinical Practicum: Intro 1.00 Comprehensive Examination Option Populations to Treatment of Speech- Students must take a comprehensive Language and Hearing SLP 606 Advanced Neuroanatomy 3.00 examination as part of the program and degree Disorders for Speech-Language requirements. Students are generally advised to Pathology SLP 611A Intermediate Clinical 1.00 take the comprehensive exam during their last Practicum in the semester in the program, and may not take the SLP 608 Seminar in Speech- 1.00 Treatment of Speech- exam before completing at least 30 graduate Language Pathology Language and Hearing credits. The comprehensive examination consists SLP 620 Comparative Phonology 3.00 Disorders of an essay component addressing the application and Phonological of content from foundations and higher level SLP 611B Intermediate Practicum in 1.00 Disorders courses to speech-language assessment and the Treatment of Speech- intervention. Students who fail the exam must be A minimum of 39 credits are required from the Language and Hearing counseled by the department chairperson, directed higher level courses listed below: Disorders/Monolingual. toward remedial instruction, and should retake the SLP 604 Biling/Multicult 3.00 SLP 611C Intermediate Practicum in 1.00 exam. Foundations II: a School Setting/Bilingual Students must also present a completed KASA Assessment and disk indicating achievement of all objectives, a Intervention: Methods & SLP 611D Extended Intermediate 1.00 completed clinical hour spreadsheet for approval Materials Clinical Practicum in the by clinic administrators, and a KASA Verification treatment of Speech- SLP 605 Diagnostic Process 3.00 Form for approval by the advisement counselor Language and Hearing and the program director. SLP 607 Advanced Clinical 3.00 Disorders. Research Option Audiology SLP 612A Advanced Clinical 1.00 The research option requires a student to SLP 609 Speech Science and 3.00 Practicum: Assessment conduct empirical research on a topic relevant to Instrumentation and Treatment Speech- communication sciences and disorders or Language and Hearing dysphagia. Selection of the research option implies SLP 621 Fluency Disorders 3.00 Disorders that completion of the requirements here listed is SLP 622 Voice Disorders 3.00 in lieu of the comprehensive examination. The SLP 614A Diagnostic Practicum: 1.00 SLP 626 Dysphagia 3.00 chosen topic may involve basic or clinically Children oriented research. The precise topic addressed will SLP 627 Motor Speech Disorders 3.00 be developed by the student and guided by an SLP 614B Diagnostic Practicum: 1.00 advisor. SLP 630 Topics In Communication 3.00 Adults Speech-Language Performance and Writing Disorders SLP 615A Audiology Practicum 1.00 Proficiency SLP 640 Language Disorders in 3.00 Graduate students admitted to the Speech- Children SLP 616 Clinical Observation 1.00 Language Pathology program must demonstrate Credit and GPA Requirements English writing proficiency as a requirement for SLP 641 Aphasia and Adult 3.00 Minimum Credits: 64 graduation. Neurogenic Disorders Minimum Major GPA: 3.0 Formative Assessment: SLP 642 Speech-Language- 3.00
The ASHA has established a Knowledge and Hearing Services for Skills Assessment (KASA) requirement. KASA Language-Learning objectives have been developed for each course. Disabilities Students receive both a grade and an evaluation of KASA objectives for each course. A passing grade
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Brooklyn has established a Speech and Hearing Advanced Certificate - Alternate Society as a local chapter of the National Student Speech-Language-Hearing Association. All Certificate Bilingual Extension undergraduate and graduate students in the
department of CSD are encouraged to apply. This fourteen (14) credit program qualifies Speech-Language Pathologists with a Master of Science degree and with Teacher of the Speech and Hearing Handicapped certification to earn a Bilingual Extension, thereby making them eligible to work with communicatively impaired English language learners in schools. The program consists of: • Course work comprised of theoretical foundations of bilingual and second language development, culturally and linguistically appropriate assessment and intervention principles and practices, communication patterns and disorders in culturally diverse populations, bilingual education theory and practice, and bilingual teaching of language. • Practicum experiences focusing on speech and language sampling and analysis in the target language, bilingual speech and language assessment and intervention with communicatively impaired English language learners.
Bilingual Certificate (Extension) Program for Speech-Language Pathologists Coursework SLP 603 Multicult. Fdns: Cul, Comm, and Lang. Lrng (3 credits) SLP 604 Bilingual Foundstions (3 credits) SLP 642 S&H Svcs-Lg/Lrng.DisabSLP 644 SLH Srvc/Multiling & Multicult Schls (3 credits) SLP 644 Language/learning disabilities in multicultural/bilingual settings Practice SLP 611 C Student Teach (Bilng) (1 cred) SLP 614 B Diag Practicum (Biling) (1 cred) Credit and GPA Requirements Minimum Credits: 14 Minimum Major GPA: 3.0
Student Committees
Academic Advisory Graduate Committee The Academic Advisory Graduate Committee was established to provide an opportunity for the graduate student body in the Department of Communication Sciences and Disorders to provide ongoing feedback to the faculty regarding academic issues, curricular issues, and any other concerns that may arise. National Student Speech-Language-Hearing Association (NSSLHA) The National Student Speech-Language- Hearing Association (NSSLHA) is the pre- professional national organization for master's candidates and undergraduate students interested in the study of normal and disordered human communication behavior. The Department of Communication Sciences and Disorders at LIU
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Communication Sciences and examined. An overview of legislation pertaining to requirements. bilingual education and special education is Credits: 1 Disorders Courses presented. Every Fall and Spring The pre-requisites of SLP 601, 602, 603, 606, 608
and 620 are required. SLP 609 Speech Science and Instrumentation SLP 601 Introduction to Research in Speech- Credits: 3 This course is designed to give students of Language Pathology Every Fall and Spring communication disorders a thorough grounding in A course designed to (1) give students a broad-based the characteristics of normal speech production and introduction to the research literature in speech- SLP 605 Diagnostic Process perception and the techniques for studying them. language pathology; (2) develop critical reading Diagnosis of speech-language and swallowing Students should be equipped to (1) read the skills; (3) cover technical aspects of research design disorders in children and adults. Norm-referenced, contemporary research literature, (2) assess speech and methodology including basic statistical criterion-referenced, and developmental approaches production patterns in children and adults from methods and issues in data interpretation; and (4) to assessment are identified. Standardized and non- varying language backgrounds, (3) understand how develop writing skills for empirical report writing. standardized assessments used in the field of speech is perceived and processed in laboratory and Credits: 3 speech/language pathology are reviewed. Focus is field situations, (4) evaluate claims about the Every Fall and Spring on data collection, observation and interpretation etiologies of speech disorders, and (5) evaluate
of test results. Emphasis is also on the impact of treatment protocols based on particular views about SLP 602 Advanced Language Acquisition cultural and linguistic diversity on assessment and the nature of speech production and perception. Advanced study of typically achieving children and overall identification/diagnosis. The pre-requisites of SLP 601, 602, 603, 606, 608 their developing language and communication The pre-requisites of SLP 601, 602, 603, 606, 608, and 620 are required. system, focusing on syntactic, semantic and and 620 are required. Credits: 3 pragmatic abilities of children in relationship to The co-requisite of SLP 607 is required. Every Fall and Spring their developing perceptual, social-emotional and Credits: 3 cognitive systems. The acquisition of language in Every Fall, Spring and Summer SLP 610A Clinical Practicum: Intro to Treatment relationship to other domains of child development of Speech-Language and Hearing Disorders is highlighted. Normal variations in language SLP 606 Advanced Neuroanatomy for Speech- An introduction to remediation of speech-language acquisition and development are viewed from a Language Pathology and communication disorders. Students participate cross-cultural perspective. This course is a broad survey of the structure, in the supervised treatment of speech, language, Credits: 3 function and pathology of the human nervous hearing and swallowing disorders in children and Every Fall and Spring system. The course emphasizes structural adults. All SLP 610 practica courses involve
characteristics of the central and peripheral nervous internship experiences and are completed at the SLP 603 COMMUNICATION AND system and their relationships to function and Downtown Brooklyn Speech-Language-Hearing LANGUAGE LEARNING IN dysfunction, particularly how they relate to speech, Clinic and/or LIU satellite centers. Students also BILINGUAL/MULTICULTURAL language, hearing, and swallowing. Related participate in a weekly seminar focusing on POPULATIONS disciplines such as cell biology, histology, intervention planning, development of goals and Course Description: The course will examine biochemistry, physiology, neuropsychology, procedures, the relationship between assessment language variation in the United States. We will neurology, and psychiatry are included to facilitate and intervention planning, and professional examine our own cultural, ethnic, language understanding of the functional mechanisms and decision-making and problem solving. Weekly backgrounds and value and beliefs that we hold relationships. seminars are periodically devoted to special topics about individuals who are different from ourselves. Credits: 3 related to assessment and intervention. Next we will examine what it means to develop Every Fall and Spring The pre-requisites of SLP 601, 602, 603, 606, 608, cross cultural competence to appropriately work 620 and 640 are required. with children from culturally/linguistically diverse SLP 607 Advanced Clinical Audiology Credits: 2 populations who have communication disorders. In This course provides an advanced discussion of Every Fall and Spring addition we will examine dialects in the Northeast clinical audiology in relevance to speech-language and the South including African American. This pathologists, mainly including the following areas: SLP 610B Clinical Practicum: Intro to Treatment course will provide students with research on the rationale and procedures of clinical tests of basic of Speech-Language and Hearing Disorders language and narrative skills among African auditory function, manifestation and assessment of An introduction to remediation of speech-language American children common audiological and otological disorders, and and communication disorders. Students participate Credits: 3 hearing evaluation for pediatric, geriatric, and in the supervised treatment of speech, language, Every Fall and Spring bilingual/multicultural populations. hearing and swallowing disorders in children and
The pre-requisites of SLP 601, 602, 603, 606, 608 adults. All SLP 610 practical courses involve SLP 604 Biling/Multicult Foundations II: and 620 are required. internship experiences and are completed at the Assessment and Intervention: Methods & The co-requisite of SLP 605 is required. Downtown Brooklyn Speech-Language-Hearing Materials Credits: 3 Clinic, LIU satellite centers and/or specialty sites. This course provides an overview of the diverse Every Fall, Spring and Summer Students also participate in a weekly seminar cultural/linguistic groups in the United States with focusing on intervention planning, development of reference to how cultural and linguistic variations SLP 608 Seminar in Speech-Language Pathology goals and procedures, the relationship between impact upon the assessment and treatment of An examination of professional ethics and issues as assessment and intervention planning, and communication disorders and the role of culture on well as cultural considerations for studying and professional decision-making and problem solving. specific speech and language disorders. Culturally teaching speech, language, communication, and Weekly seminars are periodically devoted to special and linguistically appropriate methods and swallowing disorders in culturally and linguistically topics related to assessment and intervention. materials for assessment and intervention, diverse populations. The course also covers such The pre-requisites of SLP 601, 602, 603, 606, 608, including bilingual materials, alternative assessment issues as professional organizations, the ASHA code 620 and 640 are required. approaches, and intervention strategies are of ethics, state license and certification
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Credits: 2 and professional decision-making and problem- department. Every Fall, Spring and Summer solving. Prerequisite: Permission of the The pre-requisites of SLP 601, 602, 603, 605, 606, Department. 608, 620 and 640 are required. SLP 610C Clinical Practicum: Intro to Treatment The pre-requisite of SLP 604, 605, 610A and 614A Credits: 1 of Speech-Language and Hearing Disorders are required. Every Fall, Spring and Summer An introduction to remediation of speech-language Credits: 1 and communication disorders. Students participate Every Fall, Spring and Summer SLP 614B Diagnostic Practicum: Adults in the supervised treatment of speech, language, A practicum in which students perform diagnostic hearing and swallowing disorders in children and SLP 611C Intermediate Practicum in a School evaluations on individuals with speech, language, adults. All SLP 610 practical courses involve Setting/Bilingual swallowing and hearing disorders. Students also internship experiences and are completed at the An intermediate level practicum within school participate in a weekly seminar that focuses on the Downtown Brooklyn Speech-Language-Hearing settings. Students participate in the supervised diagnostic process, formal and informal assessment Clinic, LIU satellite centers and/or specialty sites. treatment of speech, language, hearing and procedures, and decision-making relevant to the Students also participate in a weekly seminar swallowing disorders in children at off-campus sites. diagnostic process. focusing on intervention planning, development of Focus is on in-depth diagnosis and treatment of The pre-requisites of SLP 601, 602, 603, 605, 606, goals and procedures, the relationship between individuals with specific speech, language and 608, 620, 626, 640 and 641 are required. assessment and intervention planning, and hearing disorders. Students conduct diagnostic and Credits: 1 professional decision-making and problem solving. treatment sessions in school settings with bilingual Every Fall, Spring and Summer Weekly seminars are periodically devoted to special populations. Students participate in a weekly topics related to assessment and intervention. seminar. Emphasis of the practicum is on diagnosis, SLP 615A Audiology Practicum The pre-requisites of SLP 601, 602, 603, 606, 608, intervention planning, development of IEP goals A practicum in which students perform supervised 620 and 640 are required. and procedures, collaboration with allied audiologic screenings and participate in diagnostic Credits: 1 professionals and professions, and professional evaluations. Practicum includes a review of basic On Demand decision-making and problem-solving. Prerequisite: audiologic concepts and procedures in a weekly Permission of the Department. seminar. SLP 611A Intermediate Clinical Practicum in the The pre-requisites of SLP 604, 605, 610A and 614A The pre-requisite of SLP 601, 602, 603, 606, 607, Treatment of Speech-Language and Hearing are required. 608, 620, and 640 are required. Disorders Credits: 1 Credits: 1 An intermediate level practicum within school or Every Fall, Spring and Summer Every Fall, Spring and Summer other pediatric settings. Students participate in the supervised treatment of speech, language, hearing SLP 612A Advanced Clinical Practicum: SLP 616 Clinical Observation and swallowing disorders in children and adults at Assessment and Treatment Speech-Language and Students participate in supervised clinical off-campus sites. Focus is on in-depth diagnosis and Hearing Disorders observations of individuals with speech, language treatment of individuals with specific speech, An advanced-level practicum in which students and communication disorders. Students have the language and hearing disorders. Students conduct participate in the supervised assessment, treatment opportunity to observe clinical assessment and diagnostic and treatment sessions in school, clinic and management of speech, language, intervention and to participate in a weekly seminar. and classroom settings and participate in a weekly communication and swallowing disorders in adults The pre-requisites of SLP 601, 602, 603, 606, 608 seminar. Emphasis of the practicum is on diagnosis, at area hospitals or clinics and/or both. Some and 620 are required. intervention planning, development of IEP goals pediatric hours may be accrued, depending on the SLP 620 Comparative Phonology and and procedures, collaboration with allied site. Emphasis of the practicum is on diagnosis, Phonological Disorders professionals, and professional decision-making and intervention planning, development of goals and This course involves the study of phonological problem-solving. Prerequisite: Permission of the procedures, and professional decision-making and theory and research associated with normal Department. problem-solving. Students participate in a weekly articulatory and phonological development, as well The pre-requisites of SLP 604, 605, 610A and seminar. as factors related to articulation and phonological 614A are required. The pre-requisites of SLP 601, 602, 603, 606, 608, disorders. Cross-linguistic phonological systems are Credits: 1 611, 614A, 614B, 620, 626 and 640 are required. compared. Bilingual and dialectical developmental Every Fall, Spring and Summer Credits: 1 similarities and differences are explored. Every Fall, Spring and Summer SLP 611B Intermediate Practicum in the Assessment and remediation principles and Treatment of Speech-Language and Hearing SLP 613B Extended Advanced Clinical Practicum procedures for specific articulatory/phonological Disorders/Monolingual. An advanced level practicum within a variety of disorders are examined within a An intermediate level practicum within school settings. Focus is on in-depth diagnosis and bilingual/multicultural perspective. settings. Students participate in the supervised treatment of individuals with specific speech, Credits: 3 treatment of speech, language, hearing and language and hearing disorders. Students conduct Every Fall and Spring swallowing disorders in children at off-campus sites. diagnostic and treatment sessions. Prerequisite: SLP 621 Fluency Disorders Focus is on in-depth diagnosis and treatment of Permission of the department. A study of fluency and the factors that may disrupt individuals with specific speech, language and it; an introduction to the problem of stuttering, its hearing disorders. Students conduct diagnostic and SLP 614A Diagnostic Practicum: Children nature and development, including differential treatment sessions in school settings with A practicum in which students perform diagnostic diagnosis, theoretical concepts on etiology, and monolingual English-speaking populations. evaluations on individuals with speech, language, remediation for children and adults. Students participate in a weekly seminar. Emphasis swallowing and hearing disorders. Students also The pre-requisites of SLP 601, 602, 603, 604, 605, of the practicum is on diagnosis, intervention participate in a weekly seminar that focuses on the 606, 607, 608, 609 and 620 are required. planning, development of IEP goals and diagnostic process, formal and informal assessment Credits: 3 procedures, collaboration with allied professionals, procedures, and decision-making relevant to the diagnostic process. Prerequisite: Permission of the Every Fall and Spring
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paradigms and their applications to language appropriate therapeutic programs are considered. SLP 622 Voice Disorders assessment and intervention with childhood Family involvement and team-oriented approaches This course is designed to provide the student with language impairments. Specific childhood language to school delivery are explored. School a theoretical and practical introduction to normal disorders are studied, including autistic spectrum organization, bilingual and special education voice production and the nature, diagnosis, and disorders, specific language impairment and legislation and individualized education plans are treatment of voice disorders. Information related language-learning disabilities. Contemporary described and discussed. Required for the Teacher to structural, functional, and neurological bases of approaches to assessment and intervention are of Students with Speech and Language Disabilities voice disorders will also be provided. Classes will explored from varied theoretical models. The and the Bilingual Extension. be primarily lecture-based, supplemented by treatment of language disorders within a social The pre-requisites of SLP 601, 602, 603, 606, 608 videotapes, illustrations, handouts, in-class communicative context is emphasized, with special and 620 are required. activities, discussions, etc. Lectures will follow the reference to cultural and linguistic variations. Credits: 3 text in general, but material not included in the text The pre-requisites of SLP 601, 602, 603, 606, 608 Every Fall, Spring and Summer will also be presented during lectures. and 620 are required. The pre-requisites of SLP 601, 602, 603, 606, 608, Credits: 3 SLP 700 Academic Literacy 609 and 620 are required. Every Fall, Spring and Summer In this writing-intensive course, students will Credits: 3 acquire skills necessary to increase their success at Every Fall and Spring SLP 641 Aphasia and Adult Neurogenic Disorders graduate level academic and clinical writing. This This course provides students with a sophisticated course will be tailored to meet the needs of SLP 626 Dysphagia understanding of the diagnosis and treatment of a individual student authors. General topics for This course is designed to provide the student with variety of acquired neurogenic language disorders of discussion and practice will include converting a theoretical and practical introduction to normal language and cognition. Aspects of counseling in thoughts into writing, generating working outlines, swallowing and the nature, diagnosis, and the arena of communication disorders and conveying ideas clearly and concisely, using active treatment of swallowing disorders. Information multicultural perspectives in medical environments and passive voice, quoting, citing, revision and related to structural and neurologic bases and are infused throughout the course. Emphasis is editing. Elements of style for clinical, essay and medical consequences of dysphagia will also be placed on active problem solving approaches to research papers will be discussed and practiced. provided. Classes will be primarily lecture-based, clinical decision making, and component-skill Credits: 3 supplemented by videotapes, illustrations, analysis of diagnostic materials. Classes will be On Demand handouts, in-class activities discussions, etc. lecture and discussion-based, with supporting Lectures will follow the text in general, but material handouts and video material. SLP 720 Independent Study-Research on not included in the text will also be presented The pre-requisites of SLP 601, 602, 603, 606, 608 Disorders of Speech during lectures. and 620 are required. Extensive individual research on the various The pre-requisites of SLP 601, 602, 603, 606, 608 Credits: 3 disorders of speech (articulation, phonology and and 620 are required. Every Fall, Spring and Summer swallowing). Students are required to submit a Credits: 3 carefully documented research project based on a Every Fall, Spring and Summer SLP 642 Speech-Language-Hearing Services for topic approved in advance by the professor. Language-Learning Disabilities The pre-requisites of SLP 601, 602, 603, 606, 608 SLP 627 Motor Speech Disorders An historical-to-contemporary overview of the field and 620 are required. This course is designed to provide the student with of language-hearing disabilities, with attention to Credits: 1 to 3 a theoretical and practical introduction to normal variations among cultural groups. The focus is on On Demand speech production and the nature, diagnosis, and understanding the complex relationships among treatment of motor speech disorders. Information language, learning and literacy. Contemporary will be provided regarding each disease/disorder theoretical paradigms used in the assessment and and etiologies underlying these disorders. Classes treatment of language-learning disabled individuals will be primarily lecture-based, supplemented by are explored. The importance of the speech- videotapes, illustrations, handouts, in-class language pathologist in understanding the activities, discussions, etc. Lectures will follow the relationship between language development and text in general, but material not included in the text reading and writing in normally achieving and will also be presented during lectures. learning-disabled children is highlighted. The role The pre-requisites of SLP 601, 602, 603, 604, 605, of the speech-language pathologist in the school 606, 607, 608, 609 and 620 are required. setting is addressed, with particular attention to the Credits: 3 school curriculum collaboration with other Every Fall, Spring and Summer professionals.
The pre-requisites of SLP 601, 602, 603, 605, 608, SLP 630 Topics In Communication Disorders 620 and 640 are required. This course focuses on select topics in Credits: 3 communication disorders to increase students' Every Fall, Spring and Summer awareness and exposure to diverse communication disorders. SLP 644 Speech-Language-Hearing Services in The pre-requisites of SLP 601, 602, 603, 604, 605, Multicultural/Multilingual School Settings 606, 607, 608, 609 and 620 are required. This course provides an overview of the role and Credits: 3 responsibilities of the speech-language specialist in Every Fall, Spring and Summer varied school settings. The pre-referral, referral and
assessment process is discussed. Formulation and SLP 640 Language Disorders in Children implementation of linguistically and culturally An examination of contemporary theoretical
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DEPARTMENT OF market structures. The course shows how preferences and technology determine the ECO 636 Public Finance and Fiscal Policy ECONOMICS individual market behavior of consumers and firms This course applies basic microeconomics to study as well as the efficiency properties of market the theory and practice of governmental taxation, Associate Professor: G. Rodriguez (Chair) outcomes. expenditure and debt within the framework of a Assistant Professor: M. Sami Credits: 3 modern market economy. Professors Emeriti: Lombardi, Varma On Occasion Credits: 3 Adjunct Faculty: 4 Cross-Listings: ECO 636, PM 720 ECO 604 Macroeconomic Analysis On Occasion
This course studies the factors that determine M.A. in Economics aggregate income, employment, and price level in ECO 641 Labor Economics the context of standard macroeconomic models, This course provides an introduction to the The Master of Arts degree in Economics is not addressing the role of macroeconomic policy in economic analysis of labor markets, exploring the offered at this time, but specific courses are facilitating short-term stabilization and in role of technological progress and international offered to meet the needs of other departments and promoting long-term economic growth. trade patterns as well as human capital, labor programs, such as the United Nations Graduate Credits: 3 unions and employment discrimination in Certificate Program, Urban Studies, and the On Occasion explaining the wage structure. Master’s degrees in Social Science and in Public Credits: 3 Administration. ECO 605 History of Economic Thought On Occasion This course provides a systematic analysis of the Economics Courses evolution of key economic concepts through an ECO 651 Urban Economics examination of the principal schools of economic An analysis of economic problems arising in the thought, with particular attention to the ideas of modern urban areas of the United States. ECO 500 Groundwork Readings in Economics such outstanding figures as Adam Smith, David Discussion centers around the causes of such A study of significant economic works on a tutorial Ricardo, Karl Marx, Alfred Marshall and J. M. problems and possible alternative solutions. basis in order to overcome any undergraduate Keynes. It also examines more recent trends in Relationships among city and state governments deficiencies in the study of economics. Three microeconomic and macroeconomic thinking. and the federal government receive due credits per semester. Credits: 3 consideration. Credits: 3 On Occasion Credits: 3 On Demand Cross-Listings: ECO 651, PM 788, SOC 651, ECO 611 Inferential Statistics URB 651 ECO 501 Groundwork Readings in Economics This course provides an introduction to statistical On Occasion A study of significant economic works on a tutorial inference, with special emphasis on concepts that basis in order to overcome any undergraduate appear in economic applications, such as binomial, ECO 655 Introduction to Econometrics deficiencies in the study of economics. normal, Chi-square and F distributions; estimation, This course provides an introduction to the Credits: 3 hypothesis testing, regression analysis; correlation; application of statistical techniques to economic On Demand and non-linear trends. analysis, focusing on ordinary least squares
The pre-requisite of ECO 507 is required. regression analysis and the generalized versions of ECO 507 Quantitative Methods for the Social Credits: 3 this method suitable to address the problems of Sciences On Occasion identification, multi-collinearity, heteroscedasticity, An introductory course in quantitative techniques and misspecification that typically occur in commonly encountered in statistics, economics and ECO 624 International Economics economic environments. other social sciences, with emphasis on economic This course provides a unified introduction to Credits: 3 applications of linear algebra and differential international trade and finance. It first focuses on On Occasion calculus. the concept of comparative advantages to examines Credits: 3 the causes and consequences of trade among ECO 669 Comparative Economic Systems Cross-Listings: ECO 507, SOC 507, URB 507 nations, and then provides an introduction to This course provides a comparative analysis of a On Occasion open-economy macroeconomics, focusing on capital variety of capitalist and non-capitalist systems,
flows across international financial markets and the emphasizing the US economy and the mixed ECO 531 Industrial Organization and Control effects of exchange rate and monetary policy on economies of Western Europe and Japan, the This course applies basic microeconomics and game those flows. transition of former Communist countries of theory to examine the behavior, structure and Credits: 3 Eastern Europe to market economies, and the fast performance of industries, focusing on the strategic Cross-Listings: ECO 624, PM 770 growing economy of Communist China. The interaction among firms that seek to exploit profit On Occasion comparison among economic systems relies on the opportunities. The course also examines the role of observation that different ways of organizing the government in either promoting competition or ECO 635 Monetary Economics economic activity amount to different information regulating imperfectly competitive industries. This course examines the role of money and other transmission protocols and incentives structures, Credits: 3 financial assets in a market economy, focusing on which explains different economic performance. On Occasion the banking system and financial institutions that Credits: 3
facilitate their creation, trade, and regulation. After Cross-Listings: ECO 669, PM 773 ECO 603 Microeconomic Analysis an introduction to individual portfolio choice On Occasion This course provides a rigorous examination of the decisions, the course deals with the macroeconomic basic forces determining the price and production role of money in macroeconomic stabilization. of goods and services, the allocation of resources, Credits: 3 and the distribution of income under different On Occasion
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DEPARTMENT OF ENGLISH student’s knowledge and practice of professional ENG 574 The Twentieth Century 3.00 writing genres while providing a solid base in and Contemporary British history, theory, research and professional and Irish Novel Professors Allen, Bennett, Dilworth, Haynes, practices. ENG 579 Special Topics Seminar 3.00 McGarrity, Matz, Mutnick, Parascandola, Pattison, Concentration in Writing and Rhetoric Schweizer, Swaminathan (Chair), Warsh The 33-credit M.A. in English with a ENG 580 Seminar in Contemporary 3.00 Professors Emeriti Bernard, Braid, Henning, concentration in writing and rhetoric supports Fiction Hullot-Kentor, Hyneman, Kleinberg, Malinowitz, the development of non-fiction, academic and ENG 624 Seminar in American 3.00 Silverstein, Templeton, Zilversmit workplace writing; helps prepare teachers of Literature Associate Professors Bokor, High, Horrigan, writing in secondary and post-secondary Killoran, McCrary education; and can lead to advanced work in ENG 624A African American 3.00 Associate Professor Emerita Li rhetoric and related fields. Students receive Literature extensive feedback on their own writing, in-depth Assistant Professors Antinori, Sohn ENG 624B Themes in American 3.00 instruction in rhetorical theory and research Instructor Hall Drama Adjunct Professor Berninger methods and training in the teaching of writing, Adjunct Associate Professor Hassan from diagnostics to evaluation, including a ENG 625 Nineteenth Century 3.00 Adjunct Assistant Professor Matkov practicum in which they teach composition under American Literature the guidance of experienced instructors. The The Department of English offers a wide range ENG 626 Twentieth Century and 3.00 program addresses writing problems – from of courses to meet the needs of a diverse student Contemporary American pedagogical and theoretical perspectives – body. Beginning in the Writing Program, our Literature 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 634 Twentieth Century and 3.00 that are crucial to success in graduate studies and Admissions Requirements for M.A. in English Contemporary Drama To be admitted to this program, students must: beyond — as well as to the exercise of democracy ENG 635 Seminar In Ibsen 3.00 and global citizenship. • Submit an academic writing sample that The Department of English offers two master’s reflects your writing and analytic abilities. ENG 636 Seminar in Literary 3.00 degree programs: an M.A. in English, and an • Submit a letter of intent that describes why you Periods and Movements want to pursue an M.A. in English. M.F.A. in Creative Writing. Students seeking the ENG 643 Shakespeare 3.00 M.A. in English may specialize in literature, • Submit two letters of recommendation from ENG 649 Seminar in British and 3.00 professional writing, or writing & rhetoric. Our academic professors. Irish 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 650 Seminar in British 3.00 at least 6 credits in advanced English courses. playwriting. Both graduate and undergraduate Literature before 1800 programs feature coursework in cultural criticism, • Submit a completed application to the Office of ENG 655 Early Nineteenth Century 3.00 literary analysis, the essay, rhetoric, and Admissions (This package will be reviewed by English Literature professional writing. The rigorous study of literary an English Graduate Admissions Committee). and cultural texts — from the canon and from ENG 671 Gender Theory and 3.00 traditions historically excluded from academic English M.A. Requirements Literature study — is at the center of our work. [Program Code: 06929] ENG 705 Independent Study 3.00 Core Requirement
All concentrations under the English M.A. plan ENG 719 Milton 3.00 M.A. in English must complete the following courses. ENG 722 Studies in Victorian 3.00 ENG 707 Methods of Research and 3.00 Concentration in Literature Literature Criticism The 33-credit M.A. in English with a ENG 729 Modern Poetry 3.00 concentration in literature is designed for ENG 708 Thesis 3.00 teachers, future doctoral students and those ENG 5791 The Modern Novel 3.00 interested in expanding their knowledge of literary ENG 5792 Literature & Slavery 3.00 traditions. The program is based predominantly on Literature Concentration. Six (6) additional English credits are required. courses in American, British and comparative Twenty-one (21) credits in English literature literatures. Our professors engage in a variety of are required, chosen from the following. critical approaches, helping students to develop as ENG 546 Restoration and 3.00 Writing & Rhetoric Concentration. careful readers of literature, skillful writers and Eighteenth Century The following course is required. knowledgeable teachers. Literature ENG 620 Theories of Rhetoric and 3.00 Concentration in Professional Writing ENG 569 Jane Austen 3.00 Teaching Writing The 33-credit M.A. in English with a One of the following courses is required. concentration in professional writing is designed ENG 571 The Eighteenth Century 3.00 for students interested primarily in writing-related English Novel ENG 508 General Linguistics 3.00 careers associated with business and nonprofit ENG 573 The Nineteenth Century 3.00 ENG 509 Sociolinguistics and the 3.00 management, science and technology, and new British Novel Teaching of Writing electronic media. The concentration offers students One of the following courses is required. individualized attention and professional guidance through writing workshops and independent ENG 646 Individual and Small 3.00 studies. The goal of the program is to expand the Group Writing Instruction
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ENG 700 Practicum in the Teaching 3.00 ENG 519 Editing 3.00 of Composition Nine (9) credits of English electives with the ENG 527 Professional Writing 3.00 Nine (9) credits in literature are required, Workshop following stipulations. At least two from chosen from the following. ENG 642 Computers and 3.00 ENG 546 Restoration and 3.00 Writing & Rhetoric and no more than one from Composition Eighteenth Century either Professional Writing or Creative Writing Literature ENG 705 Independent Study 3.00 (with permission of instructor). Consult with Three (3) of the following courses are required. ENG 569 Jane Austen 3.00 graduate advisor to select these electives. ENG 508 General Linguistics 3.00 ENG 571 The Eighteenth Century 3.00 ENG 508 General Linguistics 3.00 English Novel ENG 509 Sociolinguistics and the 3.00 ENG 509 Sociolinguistics and the 3.00 Teaching of Writing ENG 573 The Nineteenth Century 3.00 Teaching of Writing British Novel ENG 510 Technical Writing 3.00 ENG 510 Technical Writing 3.00 ENG 574 The Twentieth Century 3.00 ENG 511 Health and Science 3.00 ENG 511 Health and Science 3.00 and Contemporary British Writing Writing and Irish Novel ENG 512 Grant Writing 3.00 ENG 512 Grant Writing 3.00 ENG 579 Special Topics Seminar 3.00 ENG 519 Editing 3.00 ENG 519 Editing 3.00 ENG 580 Seminar in Contemporary 3.00 ENG 520 Nonfiction Writing 3.00 Fiction ENG 520 Nonfiction Writing 3.00 Workshop Workshop ENG 624 Seminar in American 3.00 ENG 522 Academic Writing 3.00 Literature ENG 521 Creative Writing 3.00 Workshop Workshop ENG 624A African American 3.00 ENG 527 Professional Writing 3.00 Literature ENG 522 Academic Writing 3.00 Workshop Workshop ENG 624B Themes in American 3.00 ENG 530 Topics in Writing 3.00 Drama ENG 523 Fiction Writing 3.00 Workshop ENG 532 Topics in Theory 3.00 ENG 625 Nineteenth Century 3.00 American Literature ENG 524 Poetry Writing Workshop 3.00 ENG 620 Theories of Rhetoric and 3.00 Teaching Writing ENG 626 Twentieth Century and 3.00 ENG 525 Play Writing Workshop 3.00 ENG 640 Second Language Writing 3.00 Contemporary American ENG 528 Seminar in Creative 3.00 Literature Writing ENG 641 Literacy and Basic 3.00 Writing ENG 634 Twentieth Century and 3.00 ENG 530 Topics in Writing 3.00 Contemporary Drama ENG 642 Computers and 3.00 ENG 531 Topics in Rhetoric 3.00 ENG 635 Seminar In Ibsen 3.00 Composition ENG 532 Topics in Theory 3.00 ENG 636 Seminar in Literary 3.00 ENG 646 Individual and Small 3.00 Periods and Movements ENG 533 Topics in Composition 3.00 Group Writing Instruction
ENG 643 Shakespeare 3.00 ENG 640 Second Language Writing 3.00 ENG 700 Practicum in the Teaching 3.00 of Composition ENG 649 Seminar in British and 3.00 ENG 641 Literacy and Basic 3.00 Irish Literature Writing ENG 705 Independent Study 3.00
ENG 650 Seminar in British 3.00 ENG 642 Computers and 3.00 ENG 710 Research and Criticism 3.00 Literature before 1800 Composition ENG 735 Contemporary American 3.00 ENG 655 Early Nineteenth Century 3.00 ENG 646 Individual and Small 3.00 Drama English Literature Group Writing Instruction ENG 796 Theories of Academic 3.00 ENG 671 Gender Theory and 3.00 ENG 700 Practicum in the Teaching 3.00 Literacy of Composition Literature Nine (9) Credits in literature are required, ENG 705 Independent Study 3.00 chosen from the following. ENG 546 Restoration and 3.00 ENG 719 Milton 3.00 Professional Writing Concentration Eighteenth Century One (1) Professional Writing Field specialty ENG 722 Studies in Victorian 3.00 Literature and two (2) Professional Writing electives are Literature required from the following. ENG 569 Jane Austen 3.00 ENG 729 Modern Poetry 3.00 ENG 510 Technical Writing 3.00 ENG 571 The Eighteenth Century 3.00 ENG 5791 The Modern Novel 3.00 ENG 511 Health and Science 3.00 English Novel Writing ENG 5792 Literature & Slavery 3.00 ENG 573 The Nineteenth Century 3.00 ENG 512 Grant Writing 3.00 British Novel
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ENG 574 The Twentieth Century 3.00 host of visiting writers and poets, as well as to ENG 524 Poetry Writing Workshop 3.00 and Contemporary British participate in the vibrant writing and performing (may be taken three and Irish Novel arts communities of both Brooklyn and Manhattan. times) In the 39-credit M.F.A. in Creative Writing, ENG 579 Special Topics Seminar 3.00 ENG 525 Playwriting Workshop 3.00 the focal point of the curriculum is the writing (may be taken three ENG 580 Seminar in Contemporary 3.00 workshop. Students have opportunities to work in times) Fiction poetry, fiction, playwriting, creative non-fiction and on cross-genre projects. They explore a wide ENG 526 Writing for Media I: The 3.00 ENG 624 Seminar in American 3.00 range of literary styles, from traditional narratives Story Literature to the experimental, contemplative and avant- (may be taken only once) ENG 624A African American 3.00 garde. In literature and theory classes, students ENG 528 Seminar in Creative 3.00 Literature look closely at the links between contemporary Writing writing and literary traditions, writing and theory, ENG 624B Themes in American 3.00 (may be taken three and between writing, reading, music, and the Drama times) visual arts. Students are encouraged to take artistic ENG 625 Nineteenth Century 3.00 risks while moving in the context of multiple ENG 529 Topics in Creative 1.00 American Literature traditions. A small intimate program setting allows Writing for easy access to, and strong mentoring by faculty ENG 626 Twentieth Century and 3.00 Nine (9) credits required from literature members who are deeply committed to their Contemporary American electives: students. Literature ENG 546 Restoration and 3.00
Eighteenth Century ENG 634 Twentieth Century and 3.00 Admission Requirements for M.F.A. in Literature Contemporary Drama Creative Writing To be admitted to this program, students must: ENG 569 Jane Austen 3.00 ENG 635 Seminar In Ibsen 3.00 • Submit a creative writing sample that reflects ENG 571 The Eighteenth Century 3.00 ENG 636 Seminar in Literary 3.00 the genre/s of your specialties. English Novel Periods and Movements • Submit a letter of intent that describes why you want to pursue an M.F.A. ENG 573 The Nineteenth Century 3.00 ENG 643 Shakespeare 3.00 • Submit two letters of recommendation from English Novel ENG 649 Seminar in British and 3.00 academic/creative writing professors. ENG 574 The Twentieth Century 3.00 Irish Literature • Submit Official educational transcripts with a English Novel GPA of 3.0 or better, with at least 6 credits in ENG 650 Seminar in British 3.00 advanced English courses (literature or creative ENG 579 Seminar in Special 3.00 Literature before 1800 writing). Studies ENG 655 Early Nineteenth Century 3.00 • Submit a completed application to the Office of ENG 580 Seminar in Twentieth 3.00 English Literature Admissions. (This package will be reviewed by Century Literature an English Graduate Admissions Committee.) ENG 671 Gender Theory and 3.00 ENG 624 Seminar in American 3.00 Literature M.F.A., Creative Writing Literature ENG 705 Independent Study 3.00 [Program Code: 31360] ENG 624A African American 3.00 ENG 719 Milton 3.00 Creative Writing Master of Fine Arts Literature The following courses are required (12 credits): ENG 722 Studies in Victorian 3.00 ENG 624B Themes in American 3.00 ENG 502 Writers on Writing 3.00 Literature Drama ENG 503 Theory of Writing 3.00 ENG 729 Modern Poetry 3.00 ENG 625 Nineteenth Century 3.00 ENG 504 Traditions & Lineages 3.00 American Literature ENG 5791 The Modern Novel 3.00 ENG 708 Thesis 3.00 ENG 626 Twentieth Century 3.00 ENG 5792 Literature & Slavery 3.00 Twelve (12) credits required from creative American Literature Credit and GPA Requirements writing workshops: Minimum Credits: 33 ENG 631 Modern Poetry 3.00 Each student must take five workshops from the Minimum Major GPA: 3.0 ENG 634 Twentieth Century Drama 3.00 following list. Most workshops may be taken more than once but no more than 9 credits can be earned ENG 635 Seminar In Ibsen 3.00 M.F.A. in Creative Writing in the same course: ENG 636 Seminar in Literary 3.00 ENG 520 Nonfiction Writing 3.00 An M.F.A. in Creative Writing is a terminal Periods and Movements degree program designed to help meet the needs of Workshop students as they seek to become published writers (may be taken only once) ENG 643 Seminar in Shakespeare 3.00 and teachers. This program offers a solid ENG 523 Fiction Writing 3.00 ENG 649 Seminar in British 3.00 foundation and practice through courses in Workshop Literature literature, writing workshops and writing process (may be taken three ENG 650 Seminar in Medieval 3.00 and technique courses designed for the aspiring times) Literature writer. In this vigorous and innovative program, students will have opportunities to work with a
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ENG 651 16th and 17th Century 3.00 English Literature
ENG 654 Milton 3.00
ENG 655 Early Nineteenth Century 3.00 English Literature
ENG 656 Studies in Victorian 3.00 Literature
ENG 670 The Critical Tradition 3.00
ENG 671 Gender Theory and 3.00 Literature
ENG 5791 The Modern Novel 3.00
ENG 5792 Literature & Slavery 3.00 One English Elective with Research Component (3 credits) This course should be chosen in consultation with Graduate Advisor and MFA Director. Credit and GPA Requirements Minimum Credits: 36 Minimum Major GPA: 3.0
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English Department Courses both individual and group identity. The process of publishing. Students gain knowledge of relationship between language and society has the principles underpinning different levels of relevance to the teaching of writing in that both professional editing and develop their own ENG 502 Writers on Writing teachers and students possess socially constructed expertise through extensive practice. Students will attend a weekly series of readings, knowledge of language that undergirds their Student must be matriculated in the English MA lectures and discussions by visiting writers. With a understanding of writing competence. The course program or the English MFA program in order to faculty member, students will read and analyze the explores how sociolinguistic constructions such as register for this course. works of a range of prominent and emerging writers class, race, gender, academic discourse, and Credits: 3 and then interact with the writers themselves in the education might impact upon writing performance. On Occasion classroom. The course analyzes sociolinguistic theory and Student must be part of the Creative Writing practice, including the works of L.S. Vygotsky, ENG 520 Nonfiction Writing Workshop program in order to register for this course. Victor Villanueva, Geneva Smitherman, and An intensive workshop devoted to writing literary Credits: 3 Susanne Romaine. nonfiction. Class time will be spent critiquing each Every Spring Student must be matriculated in the English MA other's writing and discussing traditional and program or the English MFA program in order to experimental forms. Students in the Professional ENG 503 Theory of Writing register for this course. Writing concentration may take this class three This seminar concentrates on the major twentieth Credits: 3 times. century theorists of poetry and fiction, many of On Occasion Student must be matriculated in the English MA whom were great creative writers themselves. The program or the English MFA program in order to course makes the connection between literary ENG 510 Technical Writing register for this course. theory and the work of the creative writer. Among This course introduces students to the theory and Credits: 3 the works under discussion are the theoretical practice of producing and managing documents Annually works of Maurice Blanchot, Walter Benjamin, Julia that are used in industry and other organizational Kristeva, Lyn Hejinian, Charles Olson, E. M. settings. Assignments include analytical writing, ENG 522 Academic Writing Workshop Forster, M. M. Bakhtin, Wayne Booth, and editing, designing, and testing of texts. Attention An intensive advanced writing workshop for Gertrude Stein. The emphasis will be on a close will be given to style manuals, users’ manuals, graduate students across the disciplines who wish to reading of these texts in order to understand the research-writing, and publication (as needed). polish their academic writing skills. Students write place of theory in students' own creative writing. Student must be matriculated in the English MA critical essays in response to professional readings. Student must be part of the Creative Writing program or the English MFA program in order to Student must be matriculated in the English MA program in order to register for this course. register for this course. program or the English MFA program in order to Credits: 3 Credits: 3 register for this course. Rotating Basis On Occasion Credits: 3 On Occasion ENG 504 Traditions and Lineages ENG 511 Health and Science Writing This seminar concentrates on the major literary This course guides students in analyzing genres and ENG 523 Fiction Writing Workshop movements of the twentieth century, including discourses that communicate health and science An intensive workshop devoted to writing works of Imagism, Objectivism, The Harlem Renaissance, information; then researching, writing, and fiction. Class time will be spent critiquing each Surrealism, The Beat Generation, and The New designing their own documents; and finally other's writings and discussing traditional and York School. Among the writers under discussion reviewing and testing their documents with their experimental forms. Students in the Creative are Gertrude Stein, Ezra Pound, Laura Riding, peers and non-specialist readers. The course is open Writing MFA program may take this class more Lorine Neidecker, Langston Hughes, Andre Breton, both to health and science specialists and to writing than once. Prerequisite: Permission of the Allen Ginsberg, and Frank O'Hara. The emphasis specialists with little health or science background. instructor. will be on a close reading of these writers in order Student must be matriculated in the English MA Student must be part of the Creative Writing to understand the traditions behind our own work. program or the English MFA program in order to program in order to register for this course. Student must be part of the Creative Writing register for this course. Credits: 3 program in order to register for this course. Credits: 3 Every Semester
Credits: 3 On Occasion ENG 524 Poetry Writing Workshop Rotating Basis ENG 512 Grant Writing An intensive workshop devoted to writing works of ENG 508 General Linguistics This course guides students through the process of poetry. Class time will be spent critiquing each An introduction to the basic discipline of developing a complete grant proposal. Though other's writing and discussing traditional and linguistics, phonology, history of the English oriented primarily to grant proposals for social and experimental forms. Students in the MFA program language, semantics and syntax, including cultural agencies, educational organizations, and may take this class more than once. Prerequisite: traditional and generative-transformational other nonprofits, the course explores rhetorical Permission of the instructor. grammar. principles and strategies that can also be applied to Student must be part of the Creative Writing Student must be matriculated in the English MA research proposals and business proposals. program in order to 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 Every Semester
Credits: 3 register for this course. ENG 525 Play Writing Workshop On Occasion Credits: 3 An intensive workshop devoted to writing plays. On Occasion ENG 509 Sociolinguistics and the Teaching of Class time will be spent critiquing each other's Writing ENG 519 Editing writing and discussing traditional and experimental The course explores how language and society This course prepares students in the research, forms. Students in the Creative Writing MFA intersect to construct and, in many ways, control principles, and practices of editing essential to the Program may take this class more than once.
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Prerequisite: Permission of the instructor. popular culture. register for this course. The pre-rquisite or co-requisite of MA 550 is Student must be matriculated in the English MA Credits: 3 required. program or the English MFA program in order to On Occasion Credits: 3 register for this course. Cross-Listings: ENG 525, MA 552 Credits: 3 ENG 579 Special Topics Seminar On Occasion On Occasion Topics for this intensive seminar have included Queer Fiction, Debating Slavery in the 18th ENG 526 Writing for Media I: The Story ENG 531 Topics in Rhetoric Century, The Literature of Disbelief, Narratives of An introduction to the principles of screenwriting. An intensive study of rhetoric. Topics may include Palestine, Virginia Woolf and Modernism, The Students explore dramatic structure, character the history of rhetoric, non-western rhetorics, Slave Narrative & Neo-Slave Narrative Fiction, development, dialogue, and plot through analysis of feminist rhetoric, uses of propaganda, and the Edgar Allan Poe, Toni Morrison, Contemporary television and film narratives. They complete a story rhetoric of war. Poetry, and The Essay and the Public Intellectual. treatment and short screenplay or teleplay as their Student must be matriculated in the English MA Student must be matriculated in the English MA final project. program or the English MFA program in order to program or the English MFA program in order to The pre-requisite or co-requisite of MA 500 or MA register for this course. register for this course. 800 is required. Credits: 3 Credits: 3 Credits: 3 On Occasion On Occasion Cross-Listings: ENG 526, MA 550 On Occasion ENG 532 Topics in Theory ENG 580 Seminar in Contemporary Fiction Topics in this seminar may include A seminar on aspects of contemporary world ENG 527 Professional Writing Workshop poststructuralism, genre, postcolonialism, gender literature. Possible topics include African and An introduction to the theory, research, and and queer theory, feminism, and cultural studies. Caribbean literatures, a study of genres such as practice of professional writing. Topics may include Student must be matriculated in the English MA fantasy, dystopia, or novels of ideas across different writing in such professions as medicine and law, program or the English MFA program in order to cultures, the emergence of postcolonial, minority, writing for non-profit and cultural institutions, register for this course. and diaspora literatures, and the interrelationships writing in digital media, scientific and technical Credits: 3 of popular culture, film, and literature. writing, business writing, and grant writing. On Occasion Student must be matriculated in the English MA Students will both analyze and write professional program or the English MFA program in order to writing documents and receive detailed feedback on ENG 533 Topics in Composition register for this course. their writing in intensive workshops. Students in A study of theories and issues that inform the Credits: 3 the Professional Writing track may take this class discipline commonly known as Rhetoric and On Occasion more than once. Composition. Topics may include theories of Student must be matriculated in the English MA composing, theories of reading, narrative theory, ENG 620 Theories of Rhetoric and Teaching program or the English MFA program in order to writing across the curriculum, and writing program Writing register for this course. administration. An introduction to classical and contemporary Credits: 3 Student must be matriculated in the English MA rhetorical theories relevant to the teaching of Annually program or the English MFA program in order to writing. Students read selectively in ancient Greek register for this course. and Roman rhetoric and trace these foundational ENG 528 Seminar in Creative Writing Credits: 3 rhetorical trends through the 18th and 19th An intensive workshop devoted to different On Occasion centuries. We then examine and critique key strategies for writing imaginative texts, especially contemporary theories of writing and rhetoric, those that cross genres. Examples of special topics ENG 573 The Nineteenth Century British Novel including trends in current-traditional and are: Collage: Image and Text, Science Fiction Major authors read in this course may include expressionist pedagogies, as well as cognitivist, Writing, and The Prose Poem. Students in the Dickens, the Brontës, Eliot, Hardy, and Thackeray. social constructivist, and reader response theories. Creative Writing program may take this class more The course will be organized around special Student must be matriculated in the English MA than once. thematic topics such as the Gothic novel, women program or the English MFA program in order to Student must be part of the Creative Writing novelists, or the novel of empire. register for this course. program in order to register for this course. Student must be matriculated in the English MA Credits: 3 Credits: 3 program or the English MFA program in order to Alternate Years On Occasion register for this course. Credits: 3 ENG 624 Seminar in American Literature ENG 529 Topics in Creative Writing On Occasion An intensive study of special areas of interest. This workshop will be taught by a visiting writer. Topics have included American Detective Fiction; Students in the Creative Writing MFA program ENG 574 The Twentieth Century and American Autobiography; Walt Whitman and may take this class more than once. Contemporary British and Irish Novel Emily Dickinson; African American Literature and Student must be part of the Creative Writing Studying the fiction of novelists such as Virginia Theory; West Indian Immigrants in the Harlem program in order to register for this course. Woolf, James Joyce, Rebecca West, E.M. Forster, Renaissance; The American Short Story; Credits: 3 D.H. Lawrence, Iris Murdoch, Ian McEwan, and Romancing the Frontier; The Body in American Every Fall Zadie Smith, this course will suggest the sweep of Literature; and Melancholia and American British and Irish fiction while investigating more Literature. ENG 530 Topics in Writing specific topics such as modernist and postmodernist Student must be matriculated in the English MA A seminar on historical, theoretical, and practical aesthetics, politics, empire and postcolonialism, and program or the English MFA program in order to aspects of writing. Topics may include community- gender relations. register for this course. based writing, writing for non-profits, social Student must be matriculated in the English MA Credits: 3 networking, and representations of writing in program or the English MFA program in order to On Occasion
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program or the English MFA program in order to ENG 624A African American Literature register for this course. ENG 643 Shakespeare This course covers African American Literature Credits: 3 Intensive reading of plays and poems by William from the eighteenth century to the present. The On Occasion Shakespeare, with emphasis on various genres, course will provide general information about the contexts, and critical approaches. major writers and texts that have contributed to ENG 636 Seminar in Literary Periods and Student must be matriculated in the English MA African American Letters. In addition to literary Movements program or the English MFA program in order to texts, assignments include criticism from noted Topics for this seminar have included Fiction of the register for this course. scholars such as Houston Baker, Henry Louis Gates Harlem Renaissance; Postcolonial Literature and Credits: 3 Jr., Hortense Spillers, Deborah McDowell, Mae the Atlantic World; The Radical Decade: British On Occasion Gwendolyn Henderson, and others. Fiction writers Literature in the l930s; and Dreamtigers & Beyond: to be studied are Douglass, Hughes, Hurston, Contemporary Latin American Writers Who Shook ENG 646 Individual and Small Group Writing Wright, Brooks, Ellison, Walker, Morrison and The World. Instruction more. The aim is to provide not only a sense of the Student must be matriculated in the English MA A practicum in which students study the pedagogies African-American literary tradition but also where it program or the English MFA program in order to and theories relevant to conferencing with students stands in relation to Western humanities. register for this course. in individual and small group settings. Students Student must be matriculated in the English MA Credits: 3 learn how to apply collaborative learning strategies program or the English MFA program in order to On Occasion to a variety of tutoring scenarios and examine best register for this course. practices in working with students across the Credits: 3 ENG 640 Second Language Writing disciplines to build their reading and writing On Occasion This course aims to prepare graduate students to proficiency over time. teach non-native speakers of English. Students will Student must be matriculated in the English MA ENG 625 Nineteenth Century American become knowledgeable in English syntax, rhetorical program or the English MFA program in order to Literature traditions of native and target languages, discipline- register for this course. A study of the making of an American literature specific writing conventions, and issues involved in Credits: 3 with diverse voices. Narratives, poetry, journals, socialization. Every Fall essays, autobiographies, and folktales are Student must be matriculated in the English MA considered. Authors include Poe, Hawthorne, program or the English MFA program in order to ENG 649 Seminar in British and Irish Literature James, Melville, Emerson, Whitman, Douglass, register for this course. An intensive study of special areas of interest. Twain, Crane, Dickinson, Chesnutt, Wharton, and Credits: 3 Examples of special topics are: The Figure of the Dreiser. On Occasion Romantic Poet; Africa in British Eyes; British Student must be matriculated in the English MA Women Novelists; Sex, Laughter, and Witty program or the English MFA program in order to ENG 641 Literacy and Basic Writing Repartee: The British Comedy from Shakespeare to register for this course. The course helps students to identify and Wilde; Gothic Horror in 19th Century British Credits: 3 understand different literacies both inside and Fiction and Film; The Mythology of Ireland; and On Occasion outside the academy and connect those literacies to From Trauma to Art: Global Wars and the British the teaching of basic writing. The course examines Literary Imagination, 1918-1945. ENG 626 Twentieth Century and Contemporary public and private literacies, paying particular Student must be matriculated in the English MA American Literature attention to the social construction of literacy and program or the English MFA program in order to The sweep of American literature over the last its ideological underpinnings such as standard register for this course. century, surveying major writers and literary English linguistic supremacy, out-of-school literacy, Credits: 3 movements. digital literacy, and visual literacy. In addition to On Occasion Student must be matriculated in the English MA examining literacies in relation to basic writing and program or the English MFA program in order to reading major academic theorists in the field, ENG 650 Seminar in British Literature before register for this course. students will explore their own literacies, public and 1800 Credits: 3 private, to understand how those literacies inform Topics may include Disease and Literature in the On Occasion their beliefs and attitudes about teaching basic Middle Ages and Renaissance; the Arthurian writers. tradition; Gender and Sexuality in Medieval ENG 631 Seminar in British and American Student must be matriculated in the English MA Literature; The Figure of the Outsider in Poetry program or the English MFA program in order to Renaissance Drama; The Poetry of Seduction; A focused study of the genre. Topics may include register for this course. Satire; Nationalism, Empire, and Revolution in the The History of the British Lyric, The Exile Lyric, Credits: 3 Long Eighteenth Century; and The Eighteenth The Love Song, Poetry as Narrative, Medieval and On Occasion Century Novel Early Modern Lyric, or Transatlantic Modernism. Student must be matriculated in the English MA Student must be matriculated in the English MA ENG 642 Computers and Composition program or the English MFA program in order to program or the English MFA program in order to A study of the theories, research, and practices of register for this course. register for this course. new kinds of digital compositions and related social Credits: 3 Credits: 3 and pedagogical issues. Examines the impact of On Occasion On Occasion digital technology on writing and engages students in regular practice of multimodal forms composing. ENG 700 Practicum in the Teaching of ENG 634 Twentieth Century and Contemporary Student must be matriculated in the English MA Composition Drama program or the English MFA program in order to The course prepares students to teach composition A study of selected masters of modern theater from register for this course. by examining theoretical and (above all) practical Ibsen to Lynn Nottage. Credits: 3 dimensions of the teaching of writing. Topics Student must be matriculated in the English MA On Occasion include constructing course syllabi, integrating
Page 71 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 reading and writing assignments, promoting process writing, responding to student papers, using multimodal instruction, considering the linguistic needs and abilities of a multicultural student population, and managing student behavior in the classroom. Student must be matriculated in the English MA program or the English MFA program in order to register for this course. Credits: 3 Every Spring
ENG 705 Independent Study A tutorial seminar designed for advanced individual research or writing projects. Hours to be arranged. Prerequisite: Twelve graduate credits in English and permission of Department Chair. Credits: 3 On Demand
ENG 707 Methods of Research and Criticism A study of research techniques and critical approaches to literature. The writing of a literary critical essay in included. Required of students in all English MA concentrations. Must be taken in the first year of graduate enrollment. Student must be matriculated in the English MA program or the English MFA program in order to register for this course. Credits: 3 On Occasion
ENG 708 Thesis The capstone project for the various MA/MFA concentrations may take the form of a critical research essay, a field project and documented report, or a portfolio of creative work with an analytical coda. Students work with thesis advisers. Prerequisites: At least 21 credits in graduate English courses completed with a 3.0 GPA and permission of the thesis director and the graduate adviser. Concentrators in Professional Writing, Writing and Rhetoric. Candidates for the MFA must have completed at least 12 of their credits in writing. Student must be matriculated in the English MA program or the English MFA program in order to register for this course. Credits: 3 On Demand
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DEPARTMENT OF HISTORY factors that affect urban growth and change. (Same growing economic importance of Asia. as Urban Studies 504). Credits: 3
Professors Dorinson, Warmund (Chair), Wilson, Rotating Basis HIS 524 The Civil War and Reconstruction (1850- Xia 1877) HIS 699 Independent Study and Research Professors Emeriti Gabel, Lane, Necheles-Jansyn An examination of the social, political and Credit and hours arranged with approval and Associate Professors Jones, Horstmann Gatti, economic aspects of the Civil War and permission of the Department. Agrait Reconstruction. Topics covered include the causes Credits: 3 Associate Professor Emeritus Reilly of the conflict; the impact of the war on the North On Demand Adjunct Faculty: 6 and the South; issues of gender, slavery, and racism; Students interested in history who want a the evolution of a free labor system; and the long- multidisciplinary program that views society term effects of Reconstruction. (Formerly History through the integrated perspective of several social 620) sciences may take a Master of Science in Social Credits: 3 Science with a concentration in history. On Occasion
History Courses HIS 535 The Holocaust This course will rely on a variety of perspectives,
psychological, theological, philosophical, ethical as HIS 500 Germany 1870-1945, from Unification to well as historical, to assist students in the search for Disintegration the Who, What, When and possibly the Why of A course that traces the story of Germany's the Holocaust. They will also be introduced to unification, rapid rise to European prominence, varying and sometimes conflicting interpretations and eventual transformation into the Nazi state. It of the subject in order to underscore the introduces various interpretations of the course of complexities and dilemmas raised by the mass German history and examines a variety of destruction of Europe's Jewish communities. interrelated questions that might be reduced to Credits: 3 one: Why Germany? Why did an apparently On Occasion modern and civilized society accept barbarism on such an unprecedented scale? HIS 565 Latin America in World History Credits: 3 An introduction to the graduate study of Latin Rotating Basis American history from the pre-colonial period to
the present as seen through the lens of world HIS 501 Slavery and Freedom: A Comparative history. Students read a selection of texts examining Perspective such topics as indigenous culture, slavery, This course involves the examination and colonialism, imperialism, nationalism and comparison of the development of slave systems in revolution set in the context of the wider currents the New World. Emphasis will be on the different of history. definitions of freedom that developed within the Credits: 3 various slave societies. Major points of comparison On Occasion will center on the plantation systems of Brazil, Cuba, and the United States. HIS 583 The History of the City of New York Credits: 3 A chronological and topical review of the political On Occasion and social development of New York City from
Dutch settlement to the present. Emphasis is placed HIS 502 The History of African American on the development of the city as a great financial, Women in the United States intellectual and cultural center. This course examines the complex and varied Credits: 3 experiences of African American women in the Cross-Listings: HIS 583, URB 583 United States from slavery to the present. In the On Occasion process of exploring the historical perspective of African American women's lives, students will draw HIS 622 The Era of the American Revolution upon other disciplines such as literature, sociology, A study of the development of the controversy with media arts and political science in a thematic England after 1763, the Revolutionary War, and coverage of the myths and realities of "black the period of the Confederation through the womanhood." adoption of the Constitution. Credits: 3 Credits: 3 On Occasion On Occasion
HIS 504 The Development of the American HIS 632 The World Since 1945 Metropolis A survey of political and economic trends, A study of the development of the American including the collapse of European hegemony, the metropolis from the period of settlement to emergence of the Third World, the Cold War in modern times. Special emphasis is placed on the Europe and in Asia, the breakup of the Soviet relationship of physical development to the various Empire, the resurgence of nationalism, and the
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DEPARTMENT OF wave equations. Prerequisite: MAT 610 or equivalent. MTH 636 Abstract Algebra II MATHEMATICS Credits: 3 Basic theory of groups, rings, fields. Special topics On Occasion from Galois theory, group representation, field Professors: Myers, Park, Zuckerberg extensions, rings, modules, Lie algebras. Professors Emeriti: Posmentier, Stanley, MTH 620 Theory of Functions of a Real Variable Prerequisite: Advanced Calculus. Zuckerman I Credits: 3 Associate Professors: Allan, Bednarchak (Chair), Topologies on the real line, measurable functions, On Occasion Su limit theorems, Riemann and Lebesgue integrals, Associate Professors Emeriti: Farber, Tucker metric spaces, measure spaces, normed linear MTH 650 Numerical Analysis II Assistant Professor: Adjunct Faculty: 21 spaces. Prerequisite: Advanced Calculus. Numerical differentiation and integration, Courses in mathematics are offered for students Credits: 3 summation, least squares, numerical solutions of who need them to meet the requirements for On Occasion differential equations, boundary value problems. degrees in the sciences or pharmacy, or for the Prerequisite: One year of calculus. M.S.Ed. in Secondary Education. MTH 621 Theory of Functions of a Real Variable Credits: 3 II On Occasion Topologies on the real line, measurable functions, Mathematics Courses MTH 670 Topology limit theorems, Riemann and Lebesgue integrals, metric spaces, measure spaces, normed linear Topological spaces and functions. Compactness, MTH 505 Introduction to Biostatistics spaces. Prerequisite: Advanced Calculus. connectedness, separation axioms, extension This course is designed for graduate students in the Credits: 3 theorems, metrization theorems. Introduction to biological or health related sciences with the On Occasion homotopy and homology theory. Prerequisite: objective of enabling them to understand and apply Advanced calculus. the theories underlying the techniques of point and MTH 625 Theory of Functions of a Complex Credits: 3 interval estimation, hypothesis testing, regression Variable I On Occasion analysis and the design of experiments. In the Preliminary geometrical and topological concepts; main, the course will focus on the analysis of elementary, analytic and meromorphic functions; biostatistical, pharmaceutical and clinical trial data Cauchy theory; residues; Taylor and Laurent series; and will be motivated by solving problems in many infinite products; entire and harmonic functions; diverse areas of applications in the biological and conformal mapping; analytic continuation periodic pharmaceutical realm. Two hours of lecture per and algebraic functions; Riemann surfaces. week. Pre-requiste: MTH 30. Prerequisite: Advanced Calculus. Credits: 3 Credits: 3 Cross-Listings: BIO 505, MTH 505 On Occasion
Every Spring MTH 626 Theory of Functions of a Complex MTH 515 History of Mathematics Variable II The development of mathematical concepts and Preliminary geometrical and topological concepts; methods from ancient times to the present, elementary, analytic and meromorphic functions; including bases for number systems, Euclidean and Cauchy theory; residues; Taylor and Laurent series; non-Euclidean geometry, and the origins of algebra infinite products; entire and harmonic functions; and calculus. conformal mapping; analytic continuation periodic Credits: 3 and algebraic functions; Riemann surfaces. On Occasion Prerequisite: Advanced Calculus. Credits: 3 MTH 550 Numerical Analysis I On Occasion Nonlinear equations, matrices, linear and nonlinear systems of equations, polynomial MTH 630 Linear Algebra interpolation and approximation. Vector spaces, linear dependence and Credits: 3 independence, linear operators, matrices, similarity, On Occasion congruence, inner product spaces, orthogonality, adjoints, Hermitian and normal operators, MTH 610 Differential Equations I eigenvalues and eigenvectors, the characteristic and Students will be instructed on initial-value minimal polynomials, Jordan Canonical form. problems, including existence and uniqueness of Prerequisite: One year of calculus. solutions and their dependence on initial data; Credits: 3 linear systems; boundary value problems; qualitative On Occasion theory. Credits: 3 MTH 635 Abstract Algebra I Every Fall and Spring Basic theory of groups, rings, fields. Special topics from Galois theory, group representation, field MTH 611 Differential Equations II extensions, rings, modules, Lie algebras. Systems of differential equations, Fourier Series and Prerequisite: Advanced Calculus. Fourier transforms, selected topics from partial Credits: 3 differential equations including heat equations and On Occasion
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DEPARTMENT OF MEDIA 6. Media Management: Producing, Financing, MA 508 Production Skills 3.00 Marketing Workshops
ARTS A - G, (1 x credit each) M.A. Media Arts Electives (Theory or Production): 12.00 University Professor Steinberg [Program Code: 21759] MFA Seminars 801, 802, 803: (1 x credit each): Professors Fishelson, Lauth, Moghaddam A minimum of 36 credits are required 3.00 Associate Professors Banks (Chair), Goodman Must complete the following three (3) courses MFA Thesis MA 897, 898, 899: 9.00 (M.A./M.F.A. Program Coordinator), Nappi, for nine (9) credits. Rabkin Credit and GPA Requirements MA 500 Media Aesthetics 3.00 Assistant Professor Beasley Minimum Credits: 60 Adjunct Faculty: 10 MA 501 Media Theory 3.00 Minimum Major GPA: 3.0
MA 553 Media Methods 3.00 Media Arts is a powerful and influential field M.F.A. in Writing and Must complete two theory courses for six (6) that can be defined as the art and science of artistic credits Producing for Television expression through media such as film, television, Must complete five production courses in Area radio, video art, the Web, computer graphics, The M.F.A. in Writing and Producing for of Concentration for fifteen (15) credits computer art, animation, video games, music Television is a writing intensive program that uses Must complete the following two (2) thesis production, sound design, photography, interactive a unique teaching and learning approach that courses for six (6) credits media, screenwriting, media management, media- mimics the real world of contemporary television. MA 707 Integrated Thesis Project 3.00 based performance and installation. Students In particular, the notion of work done in (Theory) trained in the above disciplines are employed in collaboration as a cohort is the hallmark of this the entertainment, advertising, publishing and MA 708 Integrated Thesis Project 3.00 program since television demands that its writers communications industries globally, in production (Production) work as a unit. The M.F.A. in Writing and Producing for Television is a full-time program. and executive levels. Credit and GPA Requirements Classes are held during the day, and therefore, Minimum Credits: 36 students must be able to commit to studying on a Minimum Major GPA: 3.0 M.A. in Media Arts full-time basis. Students must also be able to work collaboratively in an environment that requires the The 36 credit Master of Arts in Media Arts is a M.F.A. in Media Arts exchange of ideas and the highest level of unique, integrated program whose curriculum professional courtesy. Most classes are held at This 60 credit Master of Fine Arts degree offers combines courses in both production and theory in Steiner Studios, located at the Brooklyn Navy students hands-on experience with the latest a 50/50 credit split. It is designed for students, Yard. technologies for content creation across multiple communication professionals and artists who wish Admissions Requirements disciplines, in five concentrations: to explore the crucial relationship between The M.F.A. in Writing and Producing for 1. Film/Video / Screenplay theoretical concepts and practical application in a Television is a highly competitive program, which 2. Computer Graphics / Animation / Interactive convergent 21st century media environment. The seeks to recruit 20-25 students each year, who Media culmination of the Program is an Integrated Thesis exhibit the ability to express themselves clearly 3. Digital Audio / Sound Design/Music Project that comprises both a thesis paper and a and creatively in the written form. Applicants need Production media production. not have a background in writing for TV or film. 4. Photography DISTRIBUTION: However, they will be required to submit, as part 5. Media Management MA 500 Media 3.00 of the admissions process (see below), writing As a terminal degree, this M.F.A. can lead to Aesthetics samples that demonstrate the potential required to careers in the highest levels of production and (required) write for the television medium. management in media, in addition to college level To be admitted to this program you must MA 501 Media 3.00 teaching. submit: Theory • An application for admission (required) M.F.A. in Media Arts • An original dramatic or comedic script written [Program Code: 33674] MA 553 Media 3.00 for film, TV or theater, or a sample of creative 60 credits required Methods writing that reflects your story-telling ability. DISTRIBUTION: (required) • Two written recommendations: one MA 800 Applied Contemporary 3.00 professional and one academic. Include contact Area of Concentration/Production courses: 15 Media Theory information. credits Foundation course • An up-to-date bio or CV Theory Elective courses: 6 credits (required) Integrated Thesis Project: 6 credits In addition, applicants must: CONCENTRATIONS: MA 711 Exhibiting Media Arts 3.00 • Have earned an undergraduate degree at an 1. Screenwriting: Film and Television Capstone course accredited college or university 2. Photography: Traditional, Digital, Experimental (required) • Complete a personal interview, which will be scheduled once the writing samples have been 3. Film & Television: Directing, Cinematography, Production Courses in Area of Concentration: reviewed Editing 24.00 Continued enrollment in this program is 4. Digital Audio: Sound Design, Music Professional Development course: 3.00 contingent upon: Production (MA 705 Internship, or MA 553 Media Methods • Regularly attending classes (no more than three 5. Computer Graphics Imaging: Animation, or MA 897, 898, 899 Studio missed classes will be allowed). Interactive and Print Specialization) • Submitting projects and writing assignments by
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the predetermined deadlines.
M.F.A., Writing and Producing for Television [Program Code: 32846] The M.F.A. in Writing and Producing for Television is a full-time, 48-credit program, running two years; consisting of the following courses.
Semester One WPT 610 Writing and Development 6.00 - The Television Series
WPT 611 The History Of 3.00 Television
WPT 612 The Writer's Table 3.00 (Winter Intensive)
Semester Two WPT 620 Television Series & 6.00 Programs - Writing And Pre-Production
WPT 622 New Media: An 3.00 Introduction
WPT 698 Individual Episode 3.00 Writing
WPT 699 Internship 0.00
Semester Three WPT 630 Television Series & 6.00 Programs - Writing and Production
WPT 631 Single Camera Film-Style 3.00 Video Production
WPT 632 Location Production 3.00 (Winter Intensive)
Semester Four WPT 642 Post Production 3.00
WPT 643 Intellectual Property And 3.00 Cutting The Deal
WPT 621 Genre Theory and 3.00 Writing the Pilot
WPT 700 Capstone Course 3.00 Credit and GPA Requirements Minimum Credits: 48 Minimum GPA: 3.0
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Media Arts Courses conceptual framework of gaming and game theory. MA 520 Artistic and Literary Movements and the Constitutive components of the class include an Visual Media exploration of the transformative, cognitive effects This course focuses on the aesthetic conventions MA 500 Media Aesthetics of play, an historical overview of video games and and philosophical underpinnings of one of many This required foundation course is an exploration rule-based gaming, as well as an investigation of 20th century movements in the fine arts and of the problems and issues related to theories of interactive or ergodic processes of dynamic and literature, including Expressionism, applied media aesthetics - from cave paintings to cybernetic systems. Media and cinematic Constructivism, Dada and Surrealism, Literary virtual reality. Through workshop screenings and illustrations of game theory will be screened Modernism, Poetic Realism, Magic Realism, readings, students analyze the language and including Memento, Dr. Strangelove, Rebel Abstract Expressionism, Pop Art and Structuralism. meaning of visual culture and develop their own Without a Cause, Wall Street, War Games, A Visual media artists include Luis Bunuel, Sergei interpretations based upon it. Beautiful Mind and Pi. Eisenstein, David Lynch, Fritz Lang, Jean Renoir, Credits: 3 The pre-requisite or co-requisite of MA 500 or MA and Nam Jun Paik. (This course may be taken Every Fall 800 is required. more than once for credit). Credits: 3 The pre-requisite or co-requisite of MA 500 or MA MA 501 Media Theory On Occasion 800 is required. A required foundation course that acquaints the Credits: 3 student with the multitude of theories that together MA 514 History of the Still Image: Photography On Occasion constitute Contemporary Media Theory. The and CGI course is a bridge between the multiple disciplines This course traces the history of the still image from MA 521 Social and Political Movements and the that have been used to examine the media, its earliest chemically-based photographic form to Visual Media including psychology, linguistics, history and the contemporary digital computer graphic image. This course focuses on the interaction of key 20th sociology and the aesthetic considerations of film, Aesthetic theories of imaging, visual representation century social and political movements and their television and popular recording. Topics include: and veracity will be examined. impact on the visual media including: Weimar semiotics, psychoanalysis, feminism and theories of The pre-requisite or co-requisite of MA 500 or MA Visual Culture, the French Popular Front, the 60s ideology. Considerable attention is also paid to 800 is required. Student Movement, Alter Globalization, students developing a sense of how to place the Credits: 3 Bolivarism. (This course may be taken more than media object in its historical and cultural context. On Occasion once for credit). Must be taken within the first year of study. The pre-requisite or co-requisite of MA 500 or MA The pre-requisite or co-requisite of MA 500 or MA MA 515 Class, Crime & Film Noir 800 is required. 800 is required. An exploration of the history of those dark, seedy Credits: 3 Credits: 3 crime films that came to prominence in Hollywood On Occasion Every Spring in the late 1940s (The Maltese Falcon, Blue Dahlia) in a style that has become nearly the dominant in MA 522 Myth and Media MA 502 Media: Race Gender, Class Hollywood today. The course examines noir's pre- How do humans relate to the great forces of life An examination of how race, gender and class are history in the gangster film (Scarface, I Was A and death, male and female, creation and constructed in the visual media and how they Fugitive From a Chain Gang), its development into destruction, light and darkness? Movies along with interact. Students become versed in the major a full blown validation of the sympathetic male and all the other arts, have embraced myth; for story historical and contemporary arguments and explore female fugitive outside the law (Out of the Past, lines, to explain mysteries and for a deeper how those arguments apply to various media Desperate), its brief flowering in the 70s influence in structure, motifs and style. In this formations, ranging from film noir to the African- (Chinatown) and its reemergence under Reagan course, students deepen their theoretical American gangster film to the independent feminist and Bush (Bad Lieutenant, The Last Seduction). understanding of how mythic constructs, belief film. The course concludes with studies of media Topics include: femmes fatales (Double Indemnity), systems and ideologies function within film conjunctions in which class, race and gender international noir (Italy's Bitter Rice), black noir (A narrative. In particular, this course explores how relations are encoded in the same media formation. Rage in Harlem). definitions of myth, legend, fairytale or fable are The pre-requisite or co-requisite of MA 500 or MA The pre-requisite or co-requisite of MA 500 or MA often conflated within post-modern contemporary 800 is required. 800 is required. film idiom to reveal new meanings. Topics include: Credits: 3 Credits: 3 pastiche and satire, Magic Realism, science fiction On Occasion On Occasion and gender, the eco-disaster movie. The pre-requisite or co-requisite of MA 500 or MA MA 504 Indie Sex MA 516 History of Photography 800 is required. This course investigates the counter-politics and It is recommended that students following a Credits: 3 aesthetic of how sex and gender are represented in photography track take this course. An examination On Occasion the narratives of contemporary (mostly non- of important photographers, processes and American) independent film. Analyzing films movements from the invention of photography to MA 526 Slavery: Roots to Rap through the lens of globalism and its cultural the present. Special emphasis is placed on A survey of the development of different film contexts, students study a variety of genres sociological and artistic concepts that shape and treatments of social history by emphasizing both including: documentary, hard-core art, horror, inform the medium, such as the act of historical films and contemporary films about animation and experimental forms. photography, the experience of being slavery including those from the 70s black- The pre-requisite or co-requisite of MA 500 or MA photographed, and the way the camera has changed xploitation and hip-hop eras. This course provides 800 is required. our social world. an overview of how filmmakers depict the cultural Credits: 3 The pre-requisite or co-requisite of MA 500 or MA and political progress (or not) of an American social On Demand 800 is required. group. Filmmakers studied will include Gillo Credits: 3 Pontecorvo, Steven Spielberg, Spike Lee, Larry MA 505 Gaming and Game Theory On Occasion Cohen, Jonathan Demme. This seminar examines the historical and
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The pre-requisite or co-requisite of MA 500 or MA 800 is required. MA 535 Global Net Art MA 546 CyberCinema Credits: 3 This course explores the position, the process and As the moving image continues to morph into On Occasion the works of cultural producers in the global terrain numerable metaforms of digital signals and of digital production and distribution. Investigating electronic transmissions, (and is trademarked as MA 527 Women and Technology the fusion of the private and the local into the cyber-cinema), this graduate seminar explores all This seminar explores the historical and global through the Internet raises critical questions things cyber in cinema. Cyber - short for contemporary interrelationship between Women about the production of artworks in a borderless cybernetics - an interdisciplinary study of and Technology - how technology has imaged and virtual context, and about the relationship between communications and control sytems in animals, shaped women's lives, and likewise - how women these artworks and traditional representational humans and machines, connects the fields of have, in turn, appropriated technology for their spaces. The seminar explores these questions and robotics, artificial intelligence, evolutionary biology, own use. Topics include: domestic and their implications for the emerging discourse of neuroscience, psychology, etc., and has been a reproductive technologies, (often touted as universal citizenship. Lectures, readings, discussion longtime preoccupation in cinema, as seen in: liberators from domestic servitude and biological and analysis of cultural products. Final projects will Metropolis (1927), Frankenstein (1931), 2001: A imperatives); to inherited and appropriated be in the form of digital works. Space Odyssey (1968), Blade Runner (1982), technology, including women media makers The pre-requisite or co-requisite of MA 500 or MA Artificial Intelligence (2001), Minority Report (cinematographers, directors, computer graphic 800 is required. (2002), I, Robot (2004), etc. Through screenings, artists and technologists), to activists and theorists Credits: 3 cyber-interactions, readings of cyber-SciFi, and of cyber-feminism and global feminist blogs such as On Occasion discussions, this class probes such topics as gender WIMN: Women in Media & News. guises in cyberspace, what it means to be human, The pre-requisite or co-requisite of MA 500 or MA MA 537 Comparative Film Directors consciousness, etc. 800 is required. A focus on the work of either a single The pre-requisite or co-requisite of MA 500 or MA Credits: 3 director/writer or on a comparative analysis of two 800 is required. On Occasion directors/writers. Names include Katherine Credits: 3 Bigelow, Ousmane Sembene, Stanley Kubrick, On Occasion MA 528 Production Management David Lynch, Fritz Lang, Spike Lee, Alfred This course surveys the nuts and bolts of Hitchcock/Claude Chabrol, Douglas Sirk/R.W. MA 547 Avatars, Cyborgs, Robots production management in photography, film, Fassbinder. (This course may be taken more than Human identity intermixes with technology in television, and contemporary digital media. Topics once for credit.) interesting and compelling ways. As we develop include: entertainment and copyright laws, The pre-requisite or co-requisite of MA 500 or MA technology, our connection to it has become programming, operations, scheduling, hiring, 800 is required. increasingly more intimate. This is evident in our budgeting and media management. Students Credits: 3 latest medical advances in bionic implants and in complete an entire Production Handbook as their On Occasion our science fiction explorations in films, novels, semester long assignment. and games. The image of the cyborg, a hybrid The pre-requisite or co-requisite of MA 500 or MA MA 538 All About ... human and machine, appears in such films as 800 is required. This course involves an intense study of a single Bladerunner, Terminator I, Robot, etc., while Credits: 3 media object, including the works that led up to it reflecting cultural ambivalence about technology, its Every Fall and the works that were subsequently influenced by potentialities as well as its dangers. But, we may it. Studies include: Bonny and Clyde, 2001: A ask, "Mirror, mirror, on the wall, are we to become MA 532 Contemporary Documentary Space Odyssey; Blue Velvet. (This course may be the humanoid robot or the technologically- An exploration of the changing form and style of taken more than once for credit.) augmented human?" We shall explore these the documentary in the context of the The pre-requisite or co-requisite of MA 500 or MA mediated questions together in this class. democratization of access to information 800 is required. The pre-requisite or co-requisite of MA 500 or MA technologies and globalization. Topics include: the Credits: 3 800 is required. mockumentary, guerilla documentary, the video On Occasion Credits: 3 memoir, experimental and avant garde On Occasion documentary. MA 539 History of Special Effects The pre-requisite or co-requisite of MA 500 or MA This seminar provides a historical and theoretical MA 548 Cinema of India 800 is required. overview of special effects, from their earliest The film industry in India releases more films per Credits: 3 inception in theatrical, photographic and cinematic year than any other country in the world and is Annually productions to their current utilization in rapidly finding a global market, second only to contemporary media arts. This class surveys the Hollywood. Course examines the phenomenon by MA 533 Asian Cinema ubiquity of special effects used as either obvious means of in-depth analysis of a wide range of A focus on cinema as a unique cultural product in tropes in visualizing the fantastical, or as invisible national and regional Indian films. Topics include: which artistic sensibilities are mobilized to address, amplifiers in simulating a more plausible reality. The Merchant/Ivory effect; relationship of Indian and thus reflect, significant aspects of contemporary The class also examines the relationship of SFX to mythology, literature and art to story construction; society. Through a range of feature films from the both narrative realism, and to the fabrication of the Bollywood influence on contemporary western region, this course examines these cultural products simulacrum, by tracing the semiotic use of SFX to movies and audiences: Indian women filmmakers; as collective expressions of some enduring concerns both propel a narrative, and to maintain narrative regional language cinemas. in modern Asian societies. coherence in what might otherwise be impalpable The pre-requisite or co-requisite of MA 500 or MA The pre-requisite or co-requisite of MA 500 or MA and disjointed exaggerations. 800 is required. 800 is required. The pre-requisite or co-requisite of MA 500 or MA Credits: 3 Credits: 3 800 is required. On Occasion Cross-Listings: MA 533, SOC 526 Credits: 3 On Occasion On Occasion
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context. shoot, edit, insert graphics, add music and turn in a MA 550 Writing for Media I: The Story The pre-requisite or co-requisite of MA 556 is final copy of a ten-to- fifteen minute narrative or An introduction to the principles of screenwriting. required. mockumentary in a particular genre and film style. Students explore dramatic structure, character Credits: 3 This course takes skills acquired in previous courses development, dialogue, and plot through analysis of Annually and applies them in a way that most emulates the television and film narratives. They complete a story conditions of actual production. treatment and short screenplay or teleplay as their MA 558 The Business of Freelance The pre-requisite or co-requisite of MA 560 is final project. The course will explore aspects of working freelance required. The pre-requisite or co-requisite of MA 500 or MA in the media fields of graphic arts, photography, Credits: 3 800 is required. film and video production. The class will enable Annually Credits: 3 students to develop the skills necessary for a Cross-Listings: ENG 526, MA 550 successful career using self-promotional tools and MA 563 Digital Media For Teachers On Occasion business practices involved in freelance work. A five-day intensive workshop designed to teach The pre-requisite or co-requisite of MA 500 or MA participants how to create, develop and plan MA 551 The Screenplay 800 is required. effective, well-designed multi-media presentations An intermediate course where students complete Credits: 3 for the classroom, professional conferences and their own full-length screen/teleplay. Weekly On Occasion seminars. writing groups provide feedback and evaluation. Credits: 3 Workshops for directing actors/readers; guest MA 559 Studio Photography On Demand speakers. (This course may be taken more than This course is primarily about light and its control once for credit.) in the process of creating photographs. Students MA 565 Directing the Screen Actor I The pre-rquisite or co-requisite of MA 550 is will be introduced to the fundamentals of studio A hands-on workshop exploring how to direct an required. lighting with an emphasis on practical applications actor and how to write dialog for actors to speak in Credits: 3 for portraiture and still life photography. In-class front of the camera. Students also learn how to Annually demonstrations will cover the use of electronic flash meet the creative demands of their projects as a equipment, portable flash equipment, tungsten producer, how an actor creates a part and drops MA 552 Play Writing Workshop lights, and the modification of light. Students will into that internal place on camera that makes the An intensive workshop devoted to writing plays. learn to consider the direction of light, proper viewer really believe she/he is that character. Class time will be spent critiquing each other's exposure, and the effect on contrast and color The pre-requisite or co-requisite of MA 500 or MA writing and discussing traditional and experimental balance. Students must submit a self-published 800 is required. forms. Students in the Creative Writing MFA body of work as a final portfolio, and complete a Credits: 3 Program may take this class more than once. research project. Annually Prerequisite: Permission of the instructor. The pre-requisite or co-requisite of MA 556 is The pre-rquisite or co-requisite of MA 550 is required. MA 567 Art of the Edit required. Credits: 3 This course explores the aesthetics and Credits: 3 Annually implementation of effective editing. It surveys Cross-Listings: ENG 525, MA 552 examples of the craft in various iterations of its On Occasion MA 560 Digital Video Imaging I genre and modern forms of its application: An exploration, using state-of-the-art digital cameras theatrical narrative, commercial, montage, MA 556 Digital Photography I and nonlinear editing systems, of all aspects and documentary, trailer, industrial and web-episodes. An intensive introductory workshop in stages of the video production process from pre to The class will learn the in’s and out’s of story telling photographic digital imaging and print output that post. Working as individuals or in small production through the sequencing of shots and images, as well provides students with advanced skills in digital fine teams, students complete a video project of their as gain a technical understanding of Codex’s, art and archival print applications. The class own design. transcoding, output formats, mixing and basic incorporates alternatives to chemical processes The pre-requisite or co-requisite of MA 500 or MA DVD authoring. This class takes a hands-on brought about with enhanced new technologies and 800 is required. approach, balanced by the theoretical experimentation with digital printing on different Credits: 3 underpinnings of good cinema and offers students substrates and surfaces. Every Fall applicable skills in the grammar of editing. The pre-requisite or co-requisite of MA 500 or MA The pre-requisite of MA 560 is required. 800 is required. MA 561 Multi-Camera Production I Credits: 3 Credits: 3 An intensive exploration of the art and science of Annually Annually multi-camera production. Students work cooperatively at an accelerated pace on projects of MA 568 Lighting for Visual Media MA 557 Experimental Photography their own design and examine various remote and At the heart of the expression of visual media is An examination of the relationship between studio technologies, directorial strategies, and light. This course will explore the nature, content, technique and creative vision in photography. production techniques. and the uses of light in film/video, stills, and Students experiment using processes designed to The pre-requisite or co-requisite of MA 560 is animation. We will look at how light creates mood, expand the creative approaches available to the required. depth and an emotional experience within the photographic artist, including alternative chemical Credits: 3 media. This is a hands-on production class, which processes (cyanotype, vandyke brown salt, platinum, On Occasion requires that each student have competency in his gum), nontraditional mediums (wood, glass, or her form of media. Most projects will be sculpture), and alternative image sources. Particular MA 562 DV Intensive delivered in a media form of the students choosing. emphasis is placed on the relationship between Students join forces to complete a DV project in We will learn to work with natural light, lighting process and image and how invention and artistic five days from inception to final screen credits with kits, and in some cases create our own lighting interpretation are entwined in the photographic original music. Students write, pre-produce, direct, instruments to work with a variety of lighting styles,
Page 79 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 and shooting conditions. We will examine the placement in media. In addition, class assignments additive and subtractive color modes and bring all give students a hands-on approach to music MA 578 Interactive Media Production of these tools together in a final project. placement. An introductory level class in interactive design for The pre-requisite of MA 560 is required. The pre-requisite or co-requisite of MA 570 is the web using industry standard software. Students Credits: 3 required. learn and work with basic web design using HTML Annually Credits: 3 and HTML editing software. On Occasion The pre-requisite or co-requisite of MA 575 is MA 570 Digitial Sound Design I required. A survey course that introduces students to the MA 574 Music Production Intensive Credits: 3 technologies behind current audio production for This is an introductory graduate level audio course Annually music and sound design throughout media arts. that focuses on creating, producing, recording and Topics include microphones, mixers, multitrack mixing original music and sound. The course MA 579 Computer Graphics I DAT recorders, MIDI samplers, computer-based explores various ways of creating and manipulating An introductory level class in Computer Graphics sequencing, hard disk recording, digital mixing and sounds using industry standard technology. Topics for print, screen and the web using Adobe processing (Digital Performer and Pro Tools). Also include MIDI, audio signal flow, digital synthesis, Photoshop. Students learn and work with basic examined are output and production recording, effects processing and professional illustration, graphics, photo-illustration/retouching considerations for CD, CD-ROM, DVD video, mixing techniques. Apple's Logic Audio, Avid's and typography. Additional topics include basic digital video, film 5 to 1 surround, Internet ProTools and Propellerhead's Reason will be used image acquisition and input with digital cameras distribution, Web pages and motion graphics. as platforms for learning audio technology and scanners for graphics production. The pre-requisite or co-requisite of MA 500 or MA throughout this course. Hands-on experience The pre-requisite or co-requisite of MA 575 is 800 is required. through assigned projects will be a large portion of required. Credits: 3 the course work and will take place during Credits: 3 Annually individual studio time. MA 574 is suitable for Cross-Listings: MA 579, NMP 579 students who are interested in building a strong Annually
MA 571 Sound For Visual Media foundation in music production and composition, MA 580 Independent Producer This introductory course in sound for film, recording engineering, and sound design. A hands-on approach to the production television and multi-media covers audio post- The pre-requisite or co-requisite of MA 570 is management tasks of the independent producer of production for video, film and other multimedia required. film, video or multimedia. Topics include: script formats with a focus on sound design, SFX editing, Credits: 3 breakdown, scheduling, budgets, writing the Foley, and ADR (dialogue replacement). This class On Occasion provides an emphasis on sound and its effects on business plan, marketing and distribution. Students dramatic impact and overall tone of visual imagery. MA 575 Digital Communications Design will complete a production handbook and mock The pre-requisite or co-requisite of MA 570 is A Communications Design class using industry business plan as their final projects. required standard digital tools for media production. The pre-requisite or co-requisite of MA 500 or MA Credits: 3 Students learn and work with graphics for print, 800 is required. Annually video, film and web combining graphics, Credits: 3 illustration and text. Special emphasis is placed on Every Spring
MA 572 Location Sound Recording resolution, color, and design principals for various MA 581 Music Entrepreneurship This course is a survey course, which introduces media. This course provides an overview of how to succeed students to the technologies behind current audio The pre-requisite or co-requisite of MA 500 or MA in today's changing music industry. The rules have production and acquisition. Topics include: audio 800 is required. changed and now more than ever each individual terminology, recording location sound for film and Credits: 3 has the opportunity to take their careers into their television, microphones, mixers, multi-track hard- Rotating Basis disk recoding, noise reduction and digital audio own hands, making it a time for the entrepreneur. processing using ProTools software. This course is MA 576 Motion Graphics Production Throughout this course, emphasis will be given to recommended for film and video students who An introductory level class in Motion Graphics the various aspects of the music business such as want to increase their knowledge of recording production for Video, Film and the Web using Contracts, Copyright Law, Business Plans, Music sound for film, audio students and anyone looking industry standard software. Students work with Publishing, Royalties, Performing Rights to increase their knowledge of audio recording. basic motion design for graphics, live action, and Organization, Niche Marketing Promotion, The pre-requisite or co-requisite of MA 570 is text elements, in addition to special effects. Creative Strategies for Marketing and Distribution, required. The pre-requisite or co-requisite of MA 575 is Online Presence and New Business Models. In Credits: 3 required. addition the class spends time developing the LIU On Occasion Credits: 3 record label, and showcasing featured LIU artists. Annually The pre-requisite or co-requisite of MA 500 or MA MA 573 Music for Visual Media 800 is required. This course focuses on music for visual media MA 577 3D Computer Graphics Credits: 3 including film, television, gaming and multimedia. An introductory level class in 3D modeling, Annually Topics include the psychology of music, music and surfacing, texturing, lighting, rendering, special emotions, music composition and the roles music effects and basic digital cinematography. Students MA 583 Art and Commerce plays in video, film, or other multimedia formats. create 3D objects and renderings for film, video, A focus on a wide range of contemporary art and The class will include an emphasis on storytelling web and print. design enterprises in the metropolitan area. By through sound as well as on how sound can affect The pre-requisite or the co-requisite of MA 575 is means of on-site visits, students explore the work of the dramatic impact and overall tone of images, required. individual artists, photographers, designers, helping to create a total artwork. Students will Credits: 3 curators and art directors. Discussion topics learn about a variety of approaches to music Annually include the interface between creativity and culture,
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 80 LIU Brooklyn art and commerce, artifact and economics. features. Students will research, write and perform Credits: 3 Students complete a production assignment or their own material before the camera utilizing up-to- On Occasion article-length paper as their final project. the-minute newsroom technology, shooting in the The pre-requisite or co-requisite of MA 500 or MA field and studio technology. MA 622 Globalization and the Media 800 is required. The pre-requisite or co-requisite of MA 500 or MA An exploration of globalization as discourse, as a Credits: 3 800 is required. social and economic event and as a contested On Occasion Credits: 3 terrain. Analysis of media conglomeration; changes On Occasion in local communities as depicted in films, television MA 584 Entrepreneurship and popular music; the role of global institutions Students master tools and concepts of the Internet MA 595 Music Production I such as the World Trade Organization, the in their search for either an audience or a position This is an intensive class, which covers the various International Monetary Fund, the World Bank; with a media production firm. Topics include: stages of creating a professional music project, and the anti-global movement. devising an integrated strategy and selecting including composing, producing, recording, and The pre-requisite or co-requisite of MA 500 or MA appropriate web technologies, understanding the mixing. Within a highly collaborative 800 is required. significance of site architecture and user paths, environment, students apply previously acquired Credits: 3 designing an online storefront, building and technical skills to enact the roles of music On Occasion maintaining an online community, infotainment, producers, composers and recording engineers podcasting (audio blog) as well as fluency in digital as they write and produce background music and MA 623 Corporate Structure of the Media policies for the internet economy. Students learn lyrics. Emphasis is on organizational techniques, This course acquaints the student with the business digital technology to reach and maintain clients as production details and deadline management as key environment in contemporary media institutions, well as electronic publishing tools. aspects of the professional recording industry. This both as workplace and as economic formation. It The pre-requisite or co-requisite of MA 500 or MA course is in Studios A and C and the media explores the history and current changes in 800 is required. classroom, with Avids ProTools, Apples Logic Hollywood studios and independent and foreign Credits: 3 Audio and Propellerheads Reason as creative tools. production, in network television, in the recording On Occasion The pre-requisite or co-requisite of MA 500 or MA industry and the Internet. The emphasis is on how 800 is required. these changes in media ownership affect the media MA 585 Music Marketing Credits: 3 artist and how they may be seen to be expressed Marketing is an essential part of being successful in Annually directly in media objects such as films, television the music industry. This course explores topics series, music videos, urban contemporary music related to current marketing techniques including MA 610 History of the Documentary and in the flow and design of the Internet. The identifying and connecting with a target audience, This course traces the history of the documentary pre-requisite or co-requisite of MA 500 or 800 is effective approaches to promotion and publicity from its silent beginnings to the present, examining required. and branding within a focused niche. Creative such questions as the relation of the documentary Credits: 3 strategies for successful marketing are also explored, to the fiction film, its claims to truth, and its social Annually including online and non-traditional approaches. use in times of peace and war. Students who are interested in promoting their own The pre-requisite or co-requisite of MA 500 or MA MA 624 Media Bodies music projects will benefit from this course as well 800 is required. This course in visual culture explores the as students who are interested in expanding their Credits: 3 representation of the body in art, cinema, knowledge of marketing in the entertainment On Occasion photography an on-stage from the Renaissance to industry as a whole. the present. Topics include: ways of seeing, The pre-requisite or co-requisite of MA 570 is MA 620 Psychoanalysis and the Media ethnographic and gender-based icons, semiotic and required. An introduction to basic psychoanalytical theories aesthetic interpretations, history as represented by Credits: 3 and the popular use of psychoanalysis for image and imagination. On Occasion formulating conceptions about how visual media The pre-requisite or co-requisite of MA 500 or MA attracts audiences, how certain narrative processes 800 is required. MA 586 New Media Management function, and how psychoanalysis classifies Credits: 3 This class focuses on new and emergent business individual character traits. Students study how On Occasion models and media content that incorporate such theories as those of Freud, Lacan and breakthrough technologies and innovative Interpersonal (Object Relations) Theory have been MA 625 Sex and the Media implementation of existing media. Students applied to cinema, television, recording media and This course in visual and aural culture explores the examine the new technological shifts in various current virtual media. representation of sex and sexuality in the media. media industries, unique management models The pre-requisite or co-requisite of MA 500 or MA Through screenings and discussion, students emerging in response to these changes, the use of 800 is required. examine the new sexual possibilities, multiple internet and social technologies for marketing, new Credits: 3 readings, erotic stories and ethical dilemmas distribution and deployment strategies for media On Occasion brought about by the plethora of new (and old) such as broadband and mobile, and issues relating media available today. Topics include: the music to innovative technologies for new media. MA 621 Philosophy and Media industry, hardcore art film, documentary, cybersex The pre-requisite or co-requisite of MA 500 or MA An examination of the ways in which philosophical & the Internet, Reality TV and new queer cinema. 800 is required. systems of thought have underpinned both media The pre-requisite or co-requisite of MA 500 or MA Credits: 3 production and contemporary media theory. The 800 is required. Annually influence of such systems is presented as it is Credits: 3 registered in moments in cinema, television, Every Fall MA 590 Broadcasting I popular recording and the new digital technologies. This course explores researching, writing, and on-air The pre-requisite or co-requisite of MA 500 or MA MA 626 Crossing Borders production for television in the areas of news and 800 is required. One of the key questions in contemporary media is
Page 81 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 the representation of the border, be it physical, be taken more than once for credit.) printing using Color burst rip software is included social, racial, or sexual. This course explores how The pre-requisite or co-requisite of MA 500 or MA in the class. Students are required to complete visual artists have consistently crossed borders 800 is required. several murals and install them at designated erected by their societies and how they have Credits: 3 locations throughout the campus or community. persistently been interested in questioning the On Occasion The pre-requisite or co-requisite of MA 556 is notion of the border. required. The pre-requisite or co-requisite of MA 500 or MA MA 634 Genre Theory: Film, Television, Music Credits: 3 800 is required. A reconstruction of theories of genre as proposed On Occasion Credits: 3 from literary sources followed by an examination of On Occasion those theories as applied to the cinema and MA 650 Writing Genre television as well as to the recently theorized field of An advanced course in writing scripts for a variety MA 630 Documentary: Fact/Fiction popular recording. Students explore the of genres: Hollywood formula, independent film, This course is an in-depth consideration of the transformations of genres and analyze those situation comedy, mystery/thriller/suspense, soap representation of the "real" through the prism of transformations through discussions, short written opera, television drama, animation, commercials. non-fiction media. On what basis do we assignments, a long research paper and a group Students complete at least one script in a chosen understand narrative and non-narrative fiction and presentation. genre. (This course may be taken more than once non-fiction? How is our understanding of race, The pre-requisite or co-requisite of MA 500 or MA for credit.) gender, politics and ideology mediated by these new 800 is required. The pre-requisite and or co-requisite of MA 550 is genres? Topics include: subjunctive documentary, Credits: 3 required. the mockumentary, scientific animation and On Occasion Credits: 3 simulation, the memoir-confessional, reality TV and On Occasion docudrama. MA 635 Global Cinema The pre-requisite or co-requisite of MA 500 or MA This course explores world cinema as an alternative MA 652 Memory and Imagination 800 is required. to Hollywood. The modes of production of three The class examines a number of films including Credits: 3 different cinemas are spotlighted with careful study Diner, Mean Streets, Platoon and Annie Hall to On Occasion of how each local cinema both defines its own study the writer's use of personal experience to aesthetic and interests and how it often defines create story, dialogue and character. Attention will MA 631 Global Documentary those interests in relation and opposition to be paid to the transformational process used to lift The complex processes of globalization have Hollywood. The modes include: Dogma, begun in the story from private memory to public work. occasioned a number of international co- Denmark but now a global phenomenon; Iran and Emphasis will also be placed on the development of productions of filmmakers intent on explaining its cinema which through its extended use of the theme in order to extract meaning from experience. those processes. The course will also study the long take counters current Hollywood editing Each student will be expected to write the financing of these documentaries and will consider strategies; and Africa where cinema production calls screenplay for a short film (of at least 30 minutes) as well the alter-globalist movement which also attention to questions of a continuing colonialism utilizing the exercises explored in the class. Both works through this medium. The course will in and the problems of post-colonialism. Franco- exercise work and scenes from the film scripts in addition consider "documentary-like" fiction films Belgium Working Class Cinema; New Argentine progress will be read and discussed in class. that use these techniques to tell personal stories Cinema; and Chinese Anti-Globalist Cinema. The pre-requisite or co-requisite of MA 550 is with a global impact. The rich treasure trove of The pre-requisite or co-requisite of MA 500 or MA required. documentaries on this process includes: 800 is required. Credits: 3 Argentina's "Social Genocide" and "The Take," Credits: 3 On Occasion China's "West of the Rails" and Jamaica's "Life and On Occasion Debt." MA 654 TV Writers Roundtable The pre-requisite or co-requisite of MA 500 or MA MA 636 Alternative Media This course immerses students in the collaborative 800 is required. An exploration of different forms of media which writing process of the TV show. During the Credits: 3 exist as an alternative to mainstream, corporate semester, the class, working as cohorts, create, write, On Occasion media systems. Topics include impact of new refine and then rewrite a half hour script for a technology, access to the information highway, prospective TV series. Along the way, each student MA 632 Topics in Visual Aesthetics digital images and democracy, underground radio, is required to write scenes involving characters from This course deals with various topics in visual guerrilla video, independent cinema and the Web. ongoing TV series and from the script being aesthetics, outlining the history of the style or The pre-requisite or co-requisite of MA 500 or MA developed by the class. A staged reading of the aesthetic formation, explaining its technological, 800 is required. completed script is performed at the end of the industrial and cultural development, and Credits: 3 semester. encompassing its use in the media of film, On Occasion The pre-requisite or co-requisite of MA 550 is television and video. Topics include: The Long required Take, Hollywood Narration, The Experimental MA 638 The Photo Mural Credits: 3 Film. The course will explore the history and cultural Alternate Spring The pre-requisite or co-requisite of MA 500 or MA influences incorporated in the art form now known 800 is required. as the Photo Mural. The class is a production- MA 655 Photography Portfolio Credits: 3 oriented workshop where students explore several This is a studio class that enables the student to On Occasion avenues involved in the making of mural images - complete a semester's work focusing on a specialty tile printmaking, wall cover billboard and fresco area within the field. This course introduces the MA 633 Media Genres type photo images. Students use a variety of fundamentals of studio lighting with an emphasis This course offers intense study in a single media substances including canvas, vinyl, Tyvek, on portraiture and still-life photography genre. Genres include: Television Genres, the Post- watercolor paper and silk fabric to produce their applications. In-class demonstrations cover the use Modern Musical, Road Movies. (This course may images. Advanced Photoshop techniques and of tungsten lights and electronic flash equipment,
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 82 LIU Brooklyn as well as diffusing light with reflectors and with all phases of pre-production. This includes umbrellas. Students learn to consider the direction MA 663 Digital imaging Team Portfolio I breaking down the script, casting, location scouting, of light, proper exposure, and the effects on This advanced studio class allows students to determining budgets, discussing the style in which contrast and color balance. Topics include the develop and complete work on a highly specialized this production will be shot, etc. WPT will make properties of various light and film combinations. and involved Digital production. Students will work decisions as to which scenes to shoot. This hands- The pre-requisite or co-requisite of MA 556 is as a team (no-less than three) to create a project that on experience allows students to learn what it is to required. is of "A" festival quality. The team will submit a actually produce a film from the ground up. Credits: 3 proposal to the instructor before class begins. And The pre-requisite or co-requisite of MA 560 is Annually if accepted they will take their project from required. treatment to festival submission. This course will Credits: 3 MA 656 Conceptual Digital Photography cover how to utilize a team to maximize creativity, Cross-Listings: MA 667, WPT 631 This course introduces students to the creative production value and presence in the market place. Every Fall world of conceptual photography. Using This is a two part course followed by Digital photographic reference and Adobe Photoshop to imaging Team Portfolio II. MA 668 Location Production create photographic illustrations, students will The pre-requisite of MA 560 is required or This joint ten (10) day Intensive is part two of the create conceptual imagery assembled for a variety of professional / undergraduate documentary production phase. During this phase, the scenes sources. This course covers additional experience or permission of Instructor. selected from the scripts written for the Central photographic lighting and imaging techniques, Project will be shot at various locations. WPT and digital scanning, image enhancement and MA 664 Components of Visual Storytelling MA students will work from WPT 631/MA667's assembling, and digital printing. Hands-on This advanced course is designed to explore the pre-production plan. This course takes the activities and shooting assignments will enable each power and impact of visual elements that control production on location where a High Definition student to discover, explore, and understand the the audience's experience of two-dimensional project will be completed. Students will occupy applications of conceptual "photo-illustration." In imagery. We will look at Space, Line, Shape, Tone, crew and on-call writing positions, according to addition, there will be discussion and presentations Color, Rhythm and Movement, breaking down their respective skill sets. This is a hands-on introducing some of today's professional conceptual these visual components then recombining them to learning experience where students will have the photographers. create a more dynamic project that is visually and opportunity to hear the thoughts of both Director The pre-requisite or co-requisite of MA 556 is emotionally engaging. This class, for Directors, and DP. (January/Winter Intensive) required. Writers, Animators, Cinematographers, Editors, The pre-requisite or co-requisite of MA 560 is Credits: 3 Storyboard Artists, New Media Artists and required. On Occasion Producers, will increase their understanding of how Credits: 3 and why a film with all the right stuff falls flat or a Cross-Listings: MA 668, WPT 632 MA 660 Digital Video Imaging II project with little going for it can become a Every Fall Expanding on the knowledge and experience powerful and influential visual statement. gained in MA 560, students use state-of-the-art The pre-requisite or co-requisite of MA 560 is MA 670 Digital Sound Design II digital cameras and nonlinear editing systems to required. An intermediate-level workshop that focuses on complete an advanced level video project of their Credits: 3 synthesizer fundamentals, multi-track MIDI own design. Annually sequencers, multi-track hard disk recording, digital The pre-requisite or co-requisite of MA 560 is audio editing, SMPTE lock sound for video and required. MA 665 Directing the Screen Actor II film, sound and music for CD-ROMs, and Digital Credits: 3 This course builds on the techniques learned in Performer as a multi-track nonlinear audio editing Every Spring MA 640, expanding on script interpretation, and mixing environment. camera interface, scene analysis and advanced The pre-requisite of MA 570 is required. MA 661 Film Production I directing skills. Credits: 3 An intermediate level class in which students The pre-requisite or co-requisite of MA 565 is Annually produce non-synch-sound 16mm film projects and required. explore advanced lighting, editing, and Credits: 3 MA 671 Digital Sound Design III cinematographic techniques. Convergence On Occasion An advanced workshop that focuses on MIDI technologies, such as digital color correction, video sequencers and hard disk recording and editing assist and nonlinear postproduction, are also MA 666 Cinemagraphic Directing environments. Advanced features of current explored. In this advanced production class in directing, versions of Digital Performer and Pro tools software The pre-requisite or co-requisite of MA 560 is students work collaboratively to develop projects as are explored. Other topics include production required. a team while focusing on the form and structure of values and sound design concepts in media, original Credits: 3 all the stages of production. Through a hands-on sound creation for MIDI instruments, and Rotating Basis approach, this class covers aesthetics, drama, the outboard effects. Final projects include sound shooting script, working with actors, mood lighting design or music (or both) for picture (computer MA 662 Directing the Documentary framing, shot sequencing, editing and finishing. animation, film or video), Internet (Web site), CD- Working in small production teams, students direct The pre-requisite or co-requisite of MA 560 is ROM, DVD or CD audio. and edit mini documentaries of their own design required. The pre-requisite of MA 670 is required. and genre. Credits: 3 Credits: 3 The pre-requisite or co-requisite of MA 560 is On Occasion Annually required. Credits: 3 MA 667 Single Camera Film-Style Video MA 672 Digital Sound Design IV On Occasion Production An advanced workshop that focuses on the This is a joint endeavor. WPT and MA Production completion of sophisticated individual projects in
and Media Management students become familiar digital sound design or digital audio composition
Page 83 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 and production. Emerging tools, formats and styles The pre-requisite of MA 676 is required. 800 is required are explored. Credits: 3 Credits: 3 The pre-requisite of MA 671 is required. On Occasion On Occasion Credits: 3 On Demand MA 680 Financing Features MA 690 Broadcasting II This course, focusing on the marketing, This is an advanced level course that builds on the MA 673 Digital Sound Portfolio distribution and management of independent and news writing and reporting skills gained in A studio class designed to enable the student to studio features, is a primer for filmmakers wishing Broadcasting I. This course broadens the gathering, focus on and complete a portfolio of work on a to raise money for their personal projects. Students writing and producing functions to include other specialty area within the field. will learn how independent sales companies and aspects of broadcasting including features, in -depth The pre-requisite of MA 670 is required. major Hollywood distributors market their films. and investigative reporting, web casting, and visual Credits: 3 Attention is also paid to producing films in the broadcast design, while also broadening the On Occasion digital domain and selling ideas to both broadcast spectrum to include business news, fashion and and cable networks. The course seeks to demystify music news and features, and reporting on global MA 674 Advanced Sound for Visual Media the role of the producer and focus directly on how issues. As in the first class, the range of skills honed This class is a continuation of MA 571 Sound for to get started. Guest speakers include professionals here include news gathering techniques, story Visual Media, a production course in sound for from the legal and distribution communities. structure, interviewing, broadcast presentation and film, television, and multi-media. Topics include The pre-requisite or co-requisite of MA 500 or MA researching complex social economic issues. advanced audio post-production for video, film, 800 is required. The pre-requisite of MA 590 is required. video games or other multimedia formats with a Credits: 3 Credits: 3 focus on sound design, SFX editing, Foley, and On Occasion On Occasion ADR (dialog replacement). Emphasis throughout this course is placed on mastering current industry MA 681 Developing Documentaries and Shorts MA 696 3D Modeling I techniques in sound design as well as developing This course gives students a working knowledge of An introductory level class focusing on 3D advanced editing and mixing skills in ProTools and independent film financing and how to develop a modeling using Autodesk Maya. Students learn SoundTrack Pro software. Through hands-on project from the idea stage to the lights-camera- basic modeling techniques for organic and experience, the course will also focus on creative action stage. Topics include: writing the treatment, inorganic objects for film, video, web, print and approaches to soundtrack development. This grant proposals, researching foundations, loans, video games. course is beneficial for audio students who want to marketing and distribution and film festivals. The pre-requisite or co-requisite of MA 678 is improve their sound design skills as well as The pre-requisite or co-requisite of MA 500 or MA required. videographers, filmmakers, and multi-media artists 800 is required. Credits: 3 who want to continue improving the quality of Credits: 3 On Occasion their soundtracks. Every Summer The pre-requisite of MA 571 is required. MA 698 3D CG Special Topics Credits: 3 MA 682 Digital Imaging Team Portfolio II A topic-based class in 3D special effects using a On Occasion This advanced studio class allows students to collaborative production model in which students develop and complete work on a highly specialized work on all facets of special effects shots for film, MA 676 3D Computer Animation I and involved Digital production. Students will work video and the web. Special emphasis is placed on An introductory level class in 3D computer as a team (no-less than three) to create a project that live action integration of 3D, effects and animation for Video, Film, games and the Web. is of "A" festival quality. The team will submit a compositing techniques. Students learn and work with basic Motion proposal to the instructor before class begins. And The pre-requisite or co-requisite of MA 678 is Graphics, Character Animation, Logo Animation if accepted they will take their project from required. and Special Effects in a variety of different treatment to festival submission. This course will Credits: 3 resolutions. cover how to utilize a team to maximize creativity, On Occasion Credits: 3 production value and presence in the market place. Annually The course will delve deeply into post production MA 703 Independent Study I (Theory) and Project completion. Including editing, sound This course allows the student to complete a MA 677 Computer Graphics Imaging Portfolio effects, color correction and special effects. Post research paper to be arranged in close association An advanced portfolio class in Computer Graphics production Marketing and distribution. with the student adviser. focusing on the conceptualization, production and The pre-requisite or co-requisite of MA 660 is Credits: 3 output of portfolio pieces for video, film, print and required. Every Semester the web using industry standard software. All Credits: 3 MA 704 Independent Study II (Production) students finish professional portfolios at the end of On Occasion the class consisting of several projects for various This course allows the student to complete a media. MA 683 Producing Television Series production project, to be arranged in close Credits: 3 This course introduces students to all the stages of association with the student adviser. On Occasion developing, producing, and delivering a prime-time Credits: 3 network television series. Through lectures and Every Semester
MA 679 Advanced 3D Character Animation workshop exercises, students will learn about MA 705 Field Work Experience An advanced and specialized studio Class in 3D development, selling, casting, deal making, budgets, As an alternative to a production course, students Computer Graphics character animation for Film, pre-production, production, post production, and may undertake advanced field work experience Video, Web and Video Games. Character marketing. Students will also gain a full (approximately 10 hours per week) with a media animation techniques and fundamentals of Inverse understanding of the collaborative imperative of the organization or company. Under the guidance of and Forward Kinemation are covered in addition to network television business. the Media Arts Director of Professional Morph based animation, and Motion Capture data. The pre-requisite or co-requisite of MA 500 or MA
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Development, students integrate newly learned MA 801 MFA Seminar I studio or production class structures, either due to skills in a professional environment. A written The MFA Seminar I is designed to introduce its technological or aesthetic innovation, critique is the final project. Prerequisite: students to the curricular, scholarly, technological interdisciplinary approach, or other unique Completion of 18 credits of course work or and creative concepts and standards employed in requirements. Students will work with an permission of instructor. their MFA studies. Students are encouraged to Independent Study structure with the appropriate Credits: 3 explore their artistic concepts in the Media Arts faculty member best qualified for supervision of this Every Semester through various different class activities. specialized study. Credits: 1 Credits: 3 MA 706 Internship Every Fall Every Fall, Spring and Summer As an alternative to a production course, students may undertake an advanced field work experience MA 802 MFA Seminar II MA 897 MFA Thesis I (approximately 10 hours per week) with a media The MFA Seminar II is designed to help students The MFA Thesis is the culmination of a student's organization or company. Under the guidance of better develop and articulate their media art MFA study and consists of an artistic project in the Media Arts Director of Professional concepts as written Artist Statements and Bios, and Media Form for public exhibition or screening, of Development, students integrate newly learned media-based presentations. Class activities include the highest technical, aesthetic and conceptual skills in a professional environment. A written writing exercises, media art surveys, statement/bio merit as defined by the Department's MFA Thesis critique is the final project. Prerequisite: surveys, class critiques and class media Committee for each concentration. A total of 9 Completion of 18 credits of course work or presentations. credits are required for the MFA Thesis, in one of permission of instructor. The pre-requisite of MA 801 is required. two formats, as either a Full MFA Studio Thesis Credits: 1 Credits: 1 consisting entirely of an artistic project to be On Demand Rotating Basis executed with all 9 credits, or an integrated Studio and Theory option to consist of 3 credits of a MA 707 Integrated Thesis Project I (Theory) MA 803 MFA Seminar III scholarly Thesis level research paper and 6 credits The Integrated Thesis Project (ITP) consists of both The MFA Seminar III is designed to help students of an artist media project. MA 707 (theory) and MA 708 (production) develop ideas and concepts for their MFA Thesis Credits: 3 whereby students create a culminating project projects through survey, critique and discussion Every Fall, Spring and Summer integrating the two modes. Media Arts 707 is the activities. Students develop Thesis proposal writing of a traditional research paper i.e., a packages during this seminar. All Students are MA 898 MFA Thesis II significant piece of writing on a topic related to required to complete MFA Seminar II prior to The MFA Thesis is the culmination of a students media theory. Students are guided on research taking their final Thesis credits. MFA study and consists of an artistic project in resources and methods, thesis structure and writing The pre-requisite of MA 802 is required. Media Form for public exhibition or screening, of organization. Credits: 1 the highest technical, aesthetic and conceptual Credits: 3 Rotating Basis merit as defined by the Department's MFA Thesis Every Semester Committee for each concentration. A total of 9 MA 894 Studio Specialization I credits are required for the MFA Thesis, in one of MA 708 Integrated Thesis Project II (Production) Introductory level graduate study in an area two Formats, as either a Full MFA Studio Thesis The Integrated Thesis Project (ITP) consists of both required for MFA study and specialization not consisting entirely of an artistic project to be MA 707 (theory) and MA 708 (production) and is supported by our existing studio or production class executed with all 9 credits, or an integrated Studio designed to enable students to create a culminating structures, either due to its technological or and Theory option to consist of 3 credits of a project combining the two modes, linked by a aesthetic innovation, interdisciplinary approach, or scholarly thesis level research paper and 6 credits of common theme. Media Arts 708 is the completion other unique requirements. Students will work with an artist media project. of a production in a chosen medium for exhibition an Independent Study structure with the Credits: 3 or demonstration purposes. Students are guided on appropriate faculty member best qualified for Every Fall, Spring and Summer process, resources and technique. A public supervision of this specialized study. exhibition of work is required. Pre-requisites: Permission of Faculty Supervisor for MA 899 MFA Thesis III Credits: 3 the Studio Specialization. The MFA Thesis is the culmination of a student's Every Semester MFA study and consists of an artistic project in MA 895 Studio Specialization II Media Form for public exhibition or screening, of MA 800 Applied Contemporary Media Theory This is a Studio Specialization Intermediate level the highest technical, aesthetic and conceptual This required foundation theory course recognizes graduate study in an area required for MFA study merit as defined by the Department's MFA Thesis the role that Contemporary Media Theory plays not and specialization not supported by our existing Committee for each concentration. A total of 9 only in defining media in an era of convergence, studio or production class structures, either due to credits are required for the MFA Thesis, in one of but in some ways shaping the form and theme of its technological or aesthetic innovation, two Formats, as either a Full MFA Studio Thesis media. This course is designed to acquaint the interdisciplinary approach, or other unique consisting entirely of an artistic project to be student both with select theories and theorists and requirements. Students will work with an executed with all 9 credits, or an integrated Studio to show how those theories either illuminate the Independent Study structure with the appropriate and Theory option to consist of 3 credits of a work, or been used to shape the blend of feminism, faculty member best qualified for supervision of this scholarly Thesis level research paper and 6 credits Marxism, psychoanalysis, linguistics, semiotics, specialized study. of an artist media project. philosophy, sociology, political economy and Credits: 3 Credits: 3 aesthetics that comprises Contemporary Media Every Fall, Spring and Summer Every Fall, Spring and Summer Theory. Should be taken by students within their first year of study. MA 896 Studio Specialization III Credits: 3 This is a Studio Specialization Advanced level Annually graduate study in an area required for MFA study and specialization not supported by our existing
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media landscape, students will be led through the WPT 643 Intellectual Property and Cutting the Writing and Producing for digital series development process resulting in the Deal writing and production of a viable web series pilot. This course analyzes the business of being a Television Courses Credits: 3 professional screenwriter: developing an idea,
Every Spring pitching it, developing it with a producer,
WPT 610 Writing and Development - The presenting it to network executives and, ultimately, WPT 630 Television Series and Programs - Television Series getting a job. The class will explore the how-to of Writing and Production An introduction to the basics and complexities of getting and then working with an agent and/or a During this course, students see their words and television script writing, and the seamless manager and a lawyer. Collaboration is a necessary images come alive as the creative process transitions integration of the written script into the aspect of screenwriting, whether it is working with a from the page to the screen. development phase of the television production partner or as a member of a writing team. It will Credits: 6 process. Students begin work on the Central Project also include the necessary “collaboration” between Every Fall writers and producers and ultimately, studio & pilot script. network executives. Guest speakers will include Credits: 6 WPT 631 Single Camera Film-Style Video screenwriters, producers, agents, Writers Guild Every Fall Production representatives, network executives, lawyers and This is a joint endeavor. WPT and MA Production WPT 611 The History of Television directors. and Media Management students become familiar An examination of the development and evolution Credits: 3 with all phases of pre-production. This includes of television as a creative medium, with an Every Spring breaking down the script, casting, location scouting, emphasis placed on the role of the writer and determining budgets, discussing the style in which producer. How did we get from the dawn of the WPT 644 The Internet and New Distribution this production will be shot, etc. WPT will make medium of TV to the digital age? Influential TV Technologies decisions as to which scenes to shoot. This hands- programs will be screened and technological This is an advanced course dealing with the on experience allows students to learn what it is to advances will be highlighted. Important TV scripts tectonic impact that the Internet and New Media actually produce a film from the ground up. of historical and contemporary importance will be and the New Distribution Technologies have had The pre-requisite or co-requisite of MA 560 is studied. on the television industry. required. Credits: 3 Credits: 3 Credits: 3 Every Fall On Occasion Cross-Listings: MA 667, WPT 631 WPT 612 The Writers' Table - Revising and Every Fall WPT 698 Individual Episode Writing
Delivering the Pilot During the Spring semester students will complete WPT 632 Location Production Students enter the inner sanctum of the creative their individual episode script and refine their This joint ten (10) day Intensive is part two of the television scripting world, the writers table. During treatments for an original TV series together with a production phase. During this phase, the scenes this course students revise and complete a draft of verbal pitch that could be made to a broadcast or selected from the scripts written for the Central the Central Project pilot script. (January/Winter cable network. A completed individual episode Project will be shot at various locations. WPT and Intensive) script must be submitted by the end of the first MA students will work from WPT 631/MA667's Credits: 3 month of the coming Fall Term. Students will pre-production plan. This course takes the Every Fall submit their individual episode scripts and begin to production on location where a High Definition prepare their treatments for an original TV series WPT 620 Television Series and Programs - project will be completed. Students will occupy together with a verbal pitch that could be made to a Writing and Pre-Production crew and on-call writing positions, according to broadcast or cable network. The completed draft of the Central Project has their respective skill sets. This is a hands-on Credits: 3 been submitted. Students will start to explore the learning experience where students will have the Every Spring intricacies of production as the pilot moves from opportunity to hear the thoughts of both Director the development stage into pre-production. and DP. (January/Winter Intensive) WPT 699 Internship Credits: 6 The pre-requisite or co-requisite of MA 560 is Students will have the opportunity to do a Every Spring required. prestigious internship placement at a media Credits: 3 production company, or media organization. WPT 621 Genre Theory and Writing the Pilot Cross-Listings: MA 668, WPT 632 Internship placements must be cleared in advance This course will examine the concept and theory of Every Fall with the MFA Advisor. genre as it applies to well-known television and film Credits: 0 forms. In conjunction with this, the ongoing WPT 642 Post Production Every Fall, Spring and Summer development of the students individual TV pilots, a Students will expand upon the knowledge and skill component of the Capstone project, will be sets they acquired in WPT 631 and 632 as they WPT 700 The Capstone Portfolio supervised and guided on a one-on-one basis. delve into the world of High Definition video Capstone project will consist of the following Credits: 3 editing or post-production. Topics to be covered elements: 1) The Central Project Pilot Script. 2) An Every Spring include: Non-linear editing systems (Avid, Final- individual four-act pilot or episodic script of at least Cut, Vegas), SFX generation, color correction, fifty (50) properly formatted pages in length. 3) A WPT 622 The New Media: An Introduction audio sweetening techniques and aesthetics, treatment for an original TV series including the This introductory course deals with the tectonic advanced shooting for the edit techniques, premise, character breakdowns and story synopsis. impact that the internet, New Media and the New advanced editing aesthetics, motion graphics and 4) A verbal network “pitch.” 5) An original TV pilot Distribution Technologies have had on the motion capture. based on #s 3&4 above television industry and the resulting phenomenon Credits: 3 Credits: 3 of digital television programming and the web Every Spring Every Spring series. Through a practical discussion of the new
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DEPARTMENT OF subfields. Students who choose to write an M.A. thesis do not have to take the comprehensive POLITICAL SCIENCE exam. Normally the entire program takes two years to complete. Students in the United Nations Senior Professor: Ehrenberg (Chair) Certificate Program also can earn a master’s Professors: Stevens Haynes, Sánchez degree after consultation with the department. Professors Emeriti: DiMaio, Werner, McSherry Associate Professors: Sheppard M.A., Political Science Assistant Professors: Fahmy [Program Code: 06959] Adjunct Faculty: 6 Core Requirements: POL 505 Foundations of Political 3.00 The Political Science Department’s central Theory mission is to help students become informed POL 613 Comparative Politics 3.00 citizens and effective professionals. We offer a comprehensive curriculum that examines domestic POL 630 The American 3.00 and international power structures, socioeconomic Constitution and Political relations, and the building blocks of public life — System government, ideas and activity — in their POL 638 International Relations 3.00 domestic, international, comparative, geographic and theoretical dimensions. We seek to further the Political Science Concentration: university’s vision of “a learning community Students are encouraged to develop a dedicated to empowering and transforming the concentration in one of the discipline’s subfields lives of its students to effect a more peaceful and and should consult with their academic advisor. humane world that respects differences and M.A. in Political Science Thesis Option cherishes cultural diversity; improving health and A minimum of 30 credits in political science plus the overall quality of life; advancing social justice 6 credits of thesis are required for the Master of and protecting human rights; reducing poverty; Arts in Political Science degree with the thesis celebrating creativity and artistic expression; option. rewarding innovation and entrepreneurship; Students must complete the following courses: honoring education and public service; and POL 707 Research Methods/Thesis 3.00 managing natural resources in an environmentally Seminar responsible, sustainable fashion. POL 708 Research Methods/Thesis 3.00
Seminar M.A. in Political Science M.A. in Political Science Non-Thesis Political science traditionally is divided into Option four major subfields. Students pursuing the Master A minimum of 36 credits are required for the of Arts degree take a core course in each of them: Master of Arts in Political Science degree with the American Politics: Studies in the origins and non-thesis option. operation of the U.S. constitutional order. Students must complete 36 credits, not including Subfields might include political parties; POL 707 or POL 708. campaigns and elections; the media; and race and Credit and GPA Requirements gender. Minimum Credits (Thesis Option): 36 International Relations: The study of both Minimum Credits (Non-Thesis Option): 36 classical global politics – the balance of power Minimum Major GPA: 3.0 among states – and the rise of non-state actors in an increasingly complex world, from transnational corporations to transnational terrorist groups. Comparative Politics: Compares and contrasts forms of government and political organization, such as institutions (militaries, political parties) or types of political systems (democracies, autocracies). Political Theory: From Socrates to John Rawls, an examination of the ideas and influence of the great schools of thought on history, politics and society. The remaining eight courses are electives, chosen in consultation with the faculty adviser and reflecting the student’s particular area of interest. At the end of the 12-course, 36-credit course of study, students must pass the department’s comprehensive examination in two of the four
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Political Science Courses POL 571 Public Administration and Public POL 601 Capital Cities and Politics: Comparative
Policy International Urbanization POL 505 Foundations of Political Theory A study of administrative history, theories and An examination of the political, physical, A graduate-level survey of the threads of continuity practices; policy formation and programs; and economic, social and cultural aspects of and the sources of change in the development of budget and personnel issues. Case studies are urbanization as a worldwide development, with political philosophy from Socrates through Marx. reviewed. particular emphasis on selected great cities and Required of all candidates for the M.A. in Political Credits: 3 their regions and on regional urban/suburban Science. On Occasion interaction. (Same as URB 601.)
Credits: 3 Credits: 3 POL 575 Concepts of the American Presidency: Alternate Years On Occasion Executive Leadership and Power POL 508 Seminar on Political Theory An examination of the theories and practices of the POL 604 Urban Government and Politics A focus on selected topics in political theory. American presidency, incorporating case studies A study of the management and organization of Credits: 3 comparing executive power in other countries. American cities; politics and changing On Occasion Consideration is given to constitutional factors, constituencies; and the impact on community party politics, modes of executive leadership in light participation, city management and mayoralty. POL 510 State Violence and Terrorism of new technology, and the evolving role of (Same as Urban Studies 604 and Public An examination of individual terrorism - its origins federalism and globalism. Administration 781). and theories offered to explain it - and the forms of Credits: 3 Credits: 3 state coercion known as state terror, which is often On Occasion Cross-Listings: PM 781, POL 604, URB 604 prompted by perceived domestic or foreign threats On Occasion to survival, authority or national interest. The role POL 577 Problems in American Foreign Policy of surveillance and security in urban areas are also A consideration of selected topics in the analysis of POL 605 Conflict Resolution explored. Underlying conditions such as civil strife, the shaping, determination and conduct of An examination of the theories and methods of separatist movements, racial cleavages and American foreign policy since World War II, conflict resolution in a variety of settings, such as ideological rationales are examined. Examples of including domestic, institutional and global factors. labor relations, criminal justice, community and the both categories of terrorism are drawn from history Credits: 3 international arena. and from different world regions and are analyzed On Occasion Credits: 3 via theories learned in the course. On Occasion POL 580 International Politics of Middle East Credits: 3 A study of the regional and international politics of POL 613 Comparative Politics Cross-Listings: POL 510, URB 510 the Middle East. A basic introduction to theoretical frameworks, On Occasion Credits: 3 concepts, approaches and methodologies in the POL 521 The Electoral Process: Parties, Interest On Occasion field of comparative politics. The course explores
Groups and Voter Behavior contending perspectives, foreign viewpoints and POL 581 Iraq War: Causes and Consequences A study of the continuity and changes in the comparative case studies. The development of This course will examine the background process, American electoral system. Consideration is given distinctive political systems in the industrialized and implications of the US led invasion of Iraq and to the structure and nature of parties, the impact of world and the developing world and the utility of its aftermath. This course will review Iraqi history, interest groups, and select issues affecting voter comparative theories to explain similarities and state-building, colonialism and the rise of Saddam behavior, including modern technology. (Same as differences are considered. Required of all Hussein to power, with special emphasis on both URB 520.) candidates for the M.A. in Political Science. his domestic politics and foreign policy. Emphasis Credits: 3 Credits: 3 will be placed on systemic and structural changes in On Occasion Alternate Years international relations, the role of international POL 547 Human Rights in World Politics institutions and the new ways that power is being POL 630 The American Constitution and An examination of the impact of human rights on reproduced in world affairs. Political System state policies, theories of human rights, cross- Credits: 3 A study of the U.S. Constitution, its historical and cultural perspectives of human rights, and the On Occasion political background and its relationship to major question of universality. Also considered are the political institutions and practices. Required of all POL 582 Geopolitics five categories of rights recognized by the candidates for the M.A. in Political Science. This course will introduce the basic principles international community, negative and positive Credits: 3 behind the concept of geopolitics in order to help rights, the three generations of rights and the Alternate Years students gain a better understanding of the evolution of international human rights and the environmental and geological forces that have POL 637 The Legislative System legal instruments and covenants designed to protect shaped the political, economic and social An in-depth study of the legislative process at the them. Case studies of major human rights abuses trajectories of human societies throughout recorded local, state and national levels. Focus is on and the efforts by the international community to history. It will examine how our ongoing legislative analysis, including the study of legislative deal with them - the role of the United Nations, interaction with these forces continues to shape our histories, lobbying, the role of unions, elected particular states, nongovernmental organizations world today and ask whether modern science and officials, the media and the general public. (Same as and individuals - are reviewed. technology has altered this balance or if the same URB 637). Credits: 3 patterns are simply repeating themselves on a larger Credits: 3 On Occasion scale. On Occasion Credits: 3
On Occasion
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environmental factors, challenges to state POL 638 International Relations sovereignty, prospects for human rights and An intensive survey of major theoretical exploration and colonization beyond earth. perspectives and conceptual frameworks in Credits: 3 international relations as well as a historical On Occasion grounding in major recent and contemporary issues in world politics. Topics covered include realism, POL 668 Contemporary Nationalism liberalism, Marxism and dependency, world systems An analysis of the phenomenon of nationalism: its theory, U.S. foreign policy, the role of the United historical roots in Europe; the emergence of new Nations and international organizations, and states in the Third World and the post-Cold War globalization. Required of all candidates for the period; and the struggle of states to achieve national M.A. in Political Science. identities and cultural, economic and political Credits: 3 independence. Nonviolent as well as revolutionary- Alternate Years nationalist patterns are discussed as are the difficulties of achieving viable state-directed POL 639 International Political Economy national societies in the global order. A comprehensive study of political economy in the Credits: 3 global system: the complex interactions between Cross-Listings: PM 768, POL 668 politics and economics, power and wealth. On Occasion Students examine key theories, specific contemporary problems and major issues in POL 685 Approaches to Political Inquiry political economy, including Third World This course is a comprehensive survey of modern development, the economic restructuring of former research techniques and methods in political Communist countries, foreign aid, regional science. It reviews the competing approaches to cooperation, the role of transnational corporations research in political science and evaluates the and the International Monetary Fund, and the strengths and weaknesses of alternative methods of relationship between democracy and free markets. dealing with various research problems. Students Credits: 3 will be trained in the proper methods of political Alternate Years inquiry for all subfields. These include building salient research questions, testing hypotheses, and POL 642 International Organization, The United evaluating theory. This course introduces students Nations and its Affiliated Agencies to both quantitative and qualitative methods of A study of the theories, origins, functions and research and offers useful training in writing operations of international organizations. The analytically and thinking logically. principal organs of the United Nations, with Credits: 3 emphasis on the General Assembly and the Security On Occasion Council, are examined. (Same as PM 767.) Credits: 3 POL 700 Independent Study Cross-Listings: PM 767, POL 642 The development of selected topics in conjunction On Occasion with a faculty adviser. Prerequisite: Approval of the Department. POL 664 Contemporary Latin American Politics Credits: 3 An examination of the history, politics and All Sessions economics of Latin America and an analysis of theories offered to explain Latin American POL 707 Research Methods/Thesis Seminar development (or underdevelopment). The region's A year-long development of a research thesis. In uneven development and political turmoil are the first semester, advanced study of scientific charted as the course traces the historical roots of method in the discipline of political science, the complexities of Latin America: history of together with the preparation of a master's thesis Spanish colonialism; U.S. hegemonic power; proposal. In the second semester, the actual writing revolutions, both liberal and socialist; military of the thesis. Pass/Fail only. Open only to coups and regimes; and recent transitions to matriculated Masters students. democracy. The political-economic impact of the Credits: 3 current embrace of free-market capitalism is Every Fall considered. Case studies of major Latin American countries and regional processes and POL 708 Research Methods/Thesis Seminar transformations are reviewed. A year-long development of a research thesis. In Credits: 3 the first semester, advanced study of scientific On Occasion method in the discipline of political science, together with the preparation of a master's thesis POL 667 Future Politics - Utopia or Dystopia proposal. In the second semester, the actual writing Drawing on a range of sources from historical of the thesis. Pass/Fail only. Open only to analogy to scientific analysis and speculative fiction, matriculated Masters students. this course will assess the critical debates that will Credits: 3 shape the politics of the future. Issues will include Every Spring
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DEPARTMENT OF students in the first year of the program are academic requirements for licensure in psychology expected to take a minimum of 17 credits of as set by the New York State Education PSYCHOLOGY coursework each semester.* Students in the fourth Department. year are expected to work full time on their Admission to the Ph.D. Program Professors Duncan, Kose (Director, M.A. doctoral dissertations. The number of students in All applicants should ordinarily have completed Program), Papouchis, Penn, Ramirez, Samstag, each entering class averages between 15 and 17. a minimum of 18 undergraduate credits in Schuman, Wong (Director, Ph.D. Program) A candidate for the Ph.D. may also elect to psychology, including courses in experimental Professor Emeriti Allen, Fudin, Hurvich, Magai, qualify for the Master of Arts degree by psychology and statistics. Minimal requirements Mcguire, Ritzler completing the requisite 36 credits of course work. for consideration for admission to the Ph.D. Associate Professors Cain, Haden, Kudadjie- Program Philosophy and Goals program include an undergraduate grade point Gyamfi (Chair), Meehan, Pardo (Director, LIU The philosophy of the Ph.D. program is that a average of 3.2 and a grade point average in Psychological Services), Saunders clinical psychologist is a psychologist first, and psychology of 3.4. All applicants are also required Adjunct Faculty: 14 subsequently a specialist. That philosophy is based to submit scores on the Graduate Record The Department of Psychology offers education on the assumption that all the skills and services a Examination (GRE) (including the advanced test and training in understanding emotions and clinician may develop are founded upon, and in psychology). Each applicant should ask at least behavior, at the undergraduate, master’s and critically evaluated from, the science of three professors to submit letters of doctoral levels. The department is comprised of 14 psychology. The training model followed might recommendation. full-time faculty members, with specialties best be described as a scholar-practitioner model. The deadline for all applicants is January 5, including personality assessment, mentalization The primary goal of such a model is to prepare although applications will be formally reviewed and reflective functioning, emotional regulation, students to be clinical psychologists who are beginning on December 1st. Applicants are psychotherapy process and outcome, cultural and carefully grounded and competent in the scientific strongly encouraged to submit their applications as ethnic issues, community violence, the aspects of psychology. To achieve that goal, a early as possible. Students whose applications are development of aggression, abuse and trauma, variety of clinical courses, seminars and practicum favorably reviewed will be interviewed for the racial stereotypes and prejudice, psychological experiences are available to students to develop program at the beginning of February. Notification problems with political refugees and their knowledge and skills in the areas of of the final decision of the Admissions Committee psychodynamic and cognitive-behavioral models psychopathology, assessment and the will usually take place by the beginning of March of treatment. Full-time faculty members teach at fundamentals of a variety of intervention and continue through April 15. In accordance with all levels of the department. techniques with emphasis on empirically APA standards, acceptance of an offer to the Ph.D. The department offers two programs of supported treatments. program must be made by April 15 and will be graduate study, one leading to the Doctor of At the same time, students are exposed to the binding thereafter. There are no midyear Philosophy in Clinical Psychology, and the other experimental areas in general psychology and are admissions to the program. At the present time, no leading to the Master of Arts in Psychology. trained in sophisticated statistical procedures, candidates are admitted with advanced standing, Candidates for any graduate degree in psychology research design and methodology. Coursework in although students can transfer 6 credits of selected may be terminated at any time by reason of weak statistics and basic principles of research design graduate courses from another university with the academic performance, professional unsuitability, are offered in the first year of training. Students approval of the director of the doctoral program. or failure to progress at a satisfactory rate. are then expected to begin to develop independent Applicants not accepted into the Ph.D. program
research projects, the second year research project, will have their applications automatically under close faculty supervision in the Spring forwarded to the M.A. program for review and Ph.D. in Clinical Psychology semester of the first year. The research projects possible admission.
should be completed no later than the beginning of The Admissions Process and the Current The Doctor of Philosophy degree in clinical the third year. Advanced courses in research Student Body psychology is offered to a small and highly select design are part of the required curriculum in the In recent years the Department of Psychology group of full-time matriculated students. second year of training. Students also have the has received approximately 250 completed The program has been continuously accredited opportunity to participate in other faculty research applications each year. Evaluation of application by the American Psychological Association since projects as part of the coursework in both the materials by the Admissions Committee results in 1974, and offers high-quality clinical and research clinical and general/experimental areas. interviewing approximately 75 of the original pool training. Its most recent accreditation took place in Theoretical Orientation of applicants. 2014. Students in the Ph.D. program are prepared The theoretical orientation of the Ph.D. Acceptances into the program are offered on a to function as clinical psychologists in a variety of program is strongly influenced by the spectrum of rolling basis until an incoming class of 15 to 17 settings and are carefully trained in the the various psychodynamic approaches to therapy. students has been filled. The admissions development of research skills through coursework Cognitive-behavioral and dialectical behavioral committee accepts applicants solely on the basis of and mentoring by program faculty members who approaches are also emphasized. Students are qualifications. Among all doctoral students help them to develop and carry out original trained in intervention modalities such as currently enrolled the age range covers the early research projects. The Ph.D. program operates the individual, group and family therapy. There are 20s to the mid-40s; women account for 70% of the Psychological Services Center, in which members also opportunities for students interested in child group; 15% of the students are members of of the campus community can receive clinical/developmental issues to receive more minority groups; and 1% are handicapped. psychological assessment and treatment at no cost. specialized training in that area. Admission to Ph.D. Candidacy Students complete courses and supervised Clinical courses and practicum experiences Admission to Ph.D. candidacy is determined by clinical work in a variety of selected practicum over the first three years of training are designed to the successful completion and presentation of the settings. Courses are offered in the daytime. familiarize the student with a variety of second-year project and the submission of the Students are expected to maintain steady, full-time approaches to conceptualizing and assessing clinical qualifying examination paper to the progress toward the degree by completing a psychopathology and therapeutic interventions. director of the Ph.D. program. minimum of 24 credits of course work per year Thus, graduates are well prepared to function as during the first three years of residence, although practicing clinical psychologists and to meet the
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Degree Requirements and Time Limits admission to the program. There are also full PSY 779 Data Management 1.00 Ordinarily, completion of the requirements for tuition-remission scholarships given to three Clinical Practice I the Ph.D. degree in Clinical Psychology will entail minority students in each entering class, while One Course Required a minimum of five years of full-time academic qualified advanced students may receive paid PSY 630A Introduction to Clinical 3.00 study. The first three years in residence usually teaching fellowships. Interviewing and Practice involve full-time course work, while the fourth Housing I involves full-time work on the doctoral The best sources of housing information are dissertation before the clinical internship. Full- current doctoral students, local real estate agents, PSY 630B Introduction to Clinical 3.00 time work on the dissertation often occupies the and online. There is also new graduate housing Interviewing and Practice year after the internship as well. There is an eight- provided by the university. I year time limit on the completion of all Psychological Counseling Clinical Practice II requirements. The average time for completing the The New York City metropolitan area is One Course Required program has been 6.3 years over the past eight saturated with possibilities for low-cost PSY 631A Introduction to Clinical 3.00 years. During this same time period, counseling, psychotherapy and psychoanalysis, Interviewing and Practice approximately one third of each class has whether through neighborhood clinics or the II completed the program within five years. clinical services attached to the various The degree requirements in clinical psychology postdoctoral training institutes that abound in the PSY 631B Introduction to Clinical 3.00 include a minimum of 90 credits of graduate city. Doctoral students are not required to be in Interviewing and Practice courses, completion of the second-year project, psychotherapy, but such self-exploration is II one full year of clinical internship at an approved encouraged if it is at all possible. Clinical Practice III installation, satisfactory performance on the One Course Required clinical qualifying examination paper and oral Ph.D., Clinical Psychology PSY 635A Advanced Clinical 3.00 exam, and the presentation and satisfactory [Program Code: 06948] Interviewing III defense of a doctoral dissertation that represents an A minimum of 90 credits required original contribution to psychology. Required Course Work PSY 635B Advanced Clinical 3.00 Students who have completed 36 credits PSY 600 Research Design I 3.00 Interviewing III receive the M.A. degree in Psychology. Clinical Practice IV The internship for clinical psychology students PSY 602 Developmental 3.00 One Course Required ordinarily encompasses one full year of training at Psychology PSY 636A Advanced Clinical 3.00 an installation approved by the department. PSY 603 Contemporary 3.00 Interviewing IV Further regulations concerning maintenance of Psychological Theories good standing in the programs will be found in the PSY 636B Advanced Clinical 3.00 Graduate Student Handbook issued by the PSY 606 Statistics in Psychology I 4.00 Interviewing IV Department of Psychology. PSY 607 Professional Ethics and 3.00 Clinical Practice V Academic Counseling Standards One Course Required All faculty are willing and available to aid PSY 691A Clinical Practice V 3.00 students encountering specific difficulties in their PSY 611 Cognitive and Affective 3.00 academic studies. In addition, the director of Issues in Psychology PSY 691B Clinical Practice V 3.00 clinical training meets with each class in residence PSY 613 Social Psychology 3.00 Clinical Practice VI on a once-a-month basis to discuss issues relevant One Course Required PSY 614 Cross-Cultural Issues in 3.00 to students’ academic and clinical experience. Psychology PSY 692A Clinical Practice VI 3.00 Students are also assigned to a specific faculty member who serves as their faculty adviser during PSY 615 Personality 3.00 PSY 692B Clinical Practice VI 3.00 their time in the program. In courses such as Clinical Internship PSY 620 Tests and Measurements 4.00 Statistics and Psychological Assessment, advanced PSY 840 Clinical Internship 0.00 students with special skills hold teaching PSY 625 Psychological 4.00 assistantships and work with students in laboratory Assessment I PSY 841 Clinical Internship 0.00 sections. In courses such as Research Design, Dissertation Courses PSY 655 Psychopathology I 3.00 students have ample opportunity to work in a PSY 850 Doctoral Thesis 3.00 tutorial relationship with the professor, especially PSY 660 Intervention Techniques I 3.00 Supervision on preparation of designs for research projects. In PSY 671 Dynamic Psychotherapy I 3.00 connection with clinical activities, the program PSY 851 Doctoral Thesis 3.00 ensures that all treatment and diagnostic activities PSY 676 Psychological 4.00 Supervison are carefully supervised. Assessment II PSY 852 Doctoral Thesis 3.00 Graduate Assistantships PSY 678 Clinical Neuropsychology 3.00 Supervison Assistantships are available to students in the doctoral program during the first three years. PSY 700 Research Design II 3.00 PSY 853 Doctoral Thesis 3.00 Teaching assistantships, usually reserved for Supervison PSY 706 Statistics in Psychology II 4.00 second- and third-year students, carry a stipend PSY 854 Doctoral Thesis 3.00 PSY 710 Psychotherapy Research 3.00 and partial tuition remission. Research Supervision assistantships within the department carry partial PSY 755 Psychopathology II 3.00 tuition remission and a stipend and require eight to PSY 855 Doctoral Thesis 3.00 ten hours of work per week. Information about PSY 771 Dynamic Psychotherapy 3.00 Supervision such assistantships is available at the time of II
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PSY 856 Doctoral Thesis 3.00 Supervision M.A., Psychology [Program Code: 06947] PSY 857 Doctoral Thesis 3.00 Core Course Requirements Supervision Twelve (12) Credits Required. PSY 858 Doctoral Thesis 3.00 PSY 603M Contemporary 3.00 Supervision Psychological Theories
Credit and GPA Requirements PSY 616M Statistical and Research 3.00 Minimum Credits: 90 Methodology I Minimum Major GPA: 3.25 PSY 617M Stastistical and Research 3.00 Methodology II M.A. in Psychology PSY 665M Professional Issues and 3.00 Students enrolled in the M.A. in Psychology Ethics in Psychology receive a mix of theoretical and applied Psychology Course Requirements coursework. The program is designed to provide a At least twenty-seven (27) credits from broad grounding in psychological principles and psychology masters courses practice that ready the student for work in related M.A. in Psychology Non-Thesis Option fields or for continued education at the doctoral Thirty-six (36) total credits required level. Non-Thesis Option Admission to the M.A. Program Six (6) additional credits in psychology Applicants to the M.A. program must have Written comprehensive examination completed at least 12 undergraduate credits of M.A. in Psychology Thesis Option psychology, including statistics, with a grade point Thirty-three (33) total credits required average of at least 2.75. In addition, they must Thesis Option submit letters of recommendation from two Three (3) credits from psychology 709M professors. Admission to the M.A. program in no way implies acceptance into the Ph.D. program. Credit and GPA Requirements Nonetheless, outstanding master’s degree Minimum Credits (Thesis Option): 33 candidates are admitted into doctoral courses with Minimum Credits (Non-Thesis Option): 36 the permission of the directors of both programs, Minimum Major GPA: 3.0 and some M.A. graduates are accepted into the Ph.D. program. Both graduate programs are committed to increasing the enrollment of aspiring minority students. All applicants to the Ph.D. program who were not accepted for admission to the Ph.D. program will have their applications automatically forwarded to the M.A. program for review and possible admission. M.A. Degree Requirements and Time Limits The M.A. program is ordinarily completed in one and one half to two years of intensive study. The time limit for the M.A. degree is five years. Candidates must have completed 33 credits, which includes an acceptable thesis (10 courses plus Psychology 709M, Master’s Thesis Supervision), or 36 credits (12 courses) and pass a written comprehensive examination. These courses must be successfully completed before registration for the comprehensive examination. Credit for courses taken outside the Department of Psychology must be approved by the master’s program director and will be limited to a maximum of six credits. Curriculum for M.A. Degree The typical curriculum for the M.A. degree consists of 600-level courses designated by the letter M, which are offered in weekday late afternoon, evening or weekend classes. Some psychology courses are open to both M.A. and Ph.D. students without prerequisite.
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repression-dissociation; the intersection of self, Psychology Courses PSY 605M Family Dynamics culture, and emotion; emotion and cognition in An examination of the family: its structure and psychotherapy; and other similar topics. The PSY 600 Research Design I functions, its members and their interactions, the course will draw upon primary sources, and will be An introduction to the basic theories issues, institutions of society that influence it, and how conducted in a composite seminar-lecture style that concepts and constructs of what constitutes sound familial pathology is defined and treated. encourages active student participation in psychological research. Students are expected to Credits: 3 integrating the current literature with individual develop the capacity to critically evaluate research, On Occasion scholarly interests. and to formulate research proposals on their own. Credits: 3 PSY 606 Statistics in Psychology I Students complete a proposal for their second-year Every Spring A look at estimation and hypothesis testing and the research project as part of the course requirement. power of a test and introduction to parametric Prerequisite: Psychology 606 PSY 613 Social Psychology statistics, multiple correlations and simple analysis Must be a student in the Doctoral Psychology An analysis of fundamental concepts in of variance. Three hours lecture; one hour program interpersonal and group relations, with laboratory. Prerequisite: Undergraduate course in Credits: 3 consideration of the application of social psychological statistics. Annually psychology to contemporary human problems; for Must be a student in the Doctoral Psychology example, personality development and adjustment, PSY 601M Human Sexuality program ethnic attitudes and conflicts, social movements, A survey of sexual behaviors (both normal and Credits: 4 and propaganda. deviant), with emphasis on the dynamics of Annually Credits: 3 motivations. Developmental aspects -- myths, Annually PSY 607 Professional Ethics and Standards fallacies and taboos associated with sex-- and An examination of the broad spectrum of modern concepts based on research and clinical PSY 614 Cross-Cultural Issues in Psychology contemporary ethical issues encountered by studies are all studied. An examination of key issues and concepts in cross- psychologists as teachers, researchers and Credits: 3 cultural psychology as a growing area within practitioners and a forum for increased ethical On Occasion psychology. A major goal of the course is to have awareness and analysis. Pass/Fail only. students gain an appreciation of the impact of PSY 602 Developmental Psychology Must be a student in the Doctoral Psychology cultural factors on attitudes and behavior of those A consideration of developmental issues from program who are recipient of services as well as the service empirical research, interpersonal-psychoanalytic Credits: 3 provider. Emphasis is placed on clinical and theory and cognitive theory. Major theorists Every Fall community psychology constructs and applications. discussed include Piaget, Bowlby, and others. The African-American and Latino groups get special PSY 609M Independent Study aim of the course is to look at developmental issues attention. Prerequisites: Completion of the 12-credit core, at from differing points of view and to examine points Must be a student in the Doctoral Psychology least one required course in the area of of convergence and divergence. program specialization, and other courses as determined by Must be a student in the Doctoral Psychology Credits: 3 the faculty supervisor. program Annually
Credits: 3 An opportunity for practicum experience or an Annually PSY 614M Introduction to Consultation and independent project for the advanced student. The Community Mental Health PSY 603 Contemporary Psychological Theories course and its specific requirements are under the This course offers an introduction to the major A survey of the transformation of psychological supervision of a faculty member. Successful concepts and strategies of community intervention: thought from nineteenth century philosophy, completion requires submission of a final paper situation analysis and case conceptualization, physiology and medicine to modern psychology as a documenting the process and outcome. Requires program development and implementation. scientific discipline. Implications for behavioral the permission of the Chair of the Department and Emphasis will be placed on community science and its variety of disciplines and schools of the Dean. May be repeated; maximum six credits. mobilization, collaboration, and program thought are examined with an emphasis on history The pre-requisites of PSY 603M, 616M, 617M and sustainability. Required for specialization in and systems of current psychological theories. 665M are required. Community-Industrial Psychology. Must be a student in the Doctoral Psychology Credits: 3 Credits: 3 program Every Semester On Occasion
Credits: 3 PSY 611 Cognitive and Affective Issues in Annually PSY 615 Personality Theory Psychology A systematic examination of a variety of theoretical PSY 603M Contemporary Psychological Theories This course will also examine contemporary issues views of personality. Empirical ramifications of such A survey of the transformation of psychological centering on the intersection of emotion, theories and their implications for the psychology thought from nineteenth century philosophy, motivation, and cognition. Topics will include of individual differences are considered. physiology and medicine to modern psychology as a basic research from social, cognitive, and Must be a student in the Doctoral Psychology scientific discipline. Implications for behavioral neuroscientific perspectives, as well as research program science and its variety of disciplines and schools of relevant to understanding these topics in an applied Credits: 3 thought are examined. Required of all candidates context. We will examine core topics in which Annually for the M.A. in Psychology. students will be exposed to essential questions and Credits: 3 dimensions about: basic emotions; basic emotions PSY 615M Personality Every Semester and neuroscience; cognitive appraisals; higher-order A critical examination of the leading theories of cognition (interpretation, judgment, decision personality, with the purpose of evolving a making and reasoning); unconscious processes; comprehensive conceptualization. Required for
Page 93 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 specialization in Clinical Psychology. Prerequisite: Psychology 620 or its equivalent. students clinical experience. The empirical Credits: 3 Must be a student in the Doctoral Psychology literature on psychotherapy outcome studies is also On Occasion program presented as well as cultural and ethnic factors Credits: 4 affecting the clinical process. Issues related to the PSY 616M Statistical and Research Methodology I Every Spring identification and reporting of child abuse and A study of how to design and conduct experiments, maltreatment are also addressed. Pass/Fail only. interpret obtained results, and refine the succeeding PSY 630A Introduction to Clinical Interviewing Must be a student in the Doctoral Psychology design and procedures, as well as how to read and and Practice I program critique a problem, design and execute a small- An introduction to clinical interviewing techniques Credits: 3 sample experiment, and interpret and critique the and didactic material across a range of intervention Every Spring outcome. Required of all candidates for the M.A. in strategies, with a focus on cognitive-behavioral Psychology. techniques. The seminar also addresses ethical PSY 631B Introduction to Clinical Interviewing Credits: 3 issues in clinical practice and offers students the and Practice II Every Fall opportunity to learn through direct practicum An introduction to clinical interviewing techniques experience,role playing or observation of other and didactic material across a range of intervention PSY 617M Stastistical and Research Methodology students clinical experience. The empirical strategies, with a focus on cognitive-behavioral II literature on psychotherapy outcome studies is also techniques. The seminar also addresses ethical This course is the second in the series for Statistical presented as well as cultural and ethnic factors issues in clinical practice and offers students the and Research Methodology. See description for PSY affecting the clinical process. Issues related to the opportunity to learn through direct practicum 616M (the first in the series). Required of all identification and reporting of child abuse and experience, role playing or observation of other candidates for the M.A. in Psychology. maltreatment are also addressed. Pass/Fail only. students clinical experience. The empirical The pre-requisite of PSY 616M is required. Must be a student in the Doctoral Psychology literature on psychotherapy outcome studies is also Credits: 3 program presented as well as cultural and ethnic factors Every Spring Credits: 3 affecting the clinical process. Issues related to the
Every Fall identification and reporting of child abuse and PSY 618M Modalities of Therapeutic Intervention maltreatment are also addressed. Pass/Fail only. A discussion of various therapeutic strategies and PSY 630B Introduction to Clinical Interviewing Must be a student in the Doctoral Psychology tactical alternatives in a variety of settings. and Practice I program Credits: 3 An introduction to clinical interviewing techniques Credits: 3 On Occasion and didactic material across a range of intervention Every Spring strategies, with a focus on cognitive-behavioral PSY 620 Tests and Measurements techniques. The seminar also addresses ethical PSY 631M Practicum A consideration of the principles of psychometric issues in clinical practice and offers students the Supervised experience in an area that relates to theory. Issues of test construction, validity and opportunity to learn through direct practicum students' interests or specialization. On-site reliability are discussed. Principles of experience,role playing or observation of other experiences are employed during the weekly administration, scoring and interpretation of the students clinical experience. The empirical seminar to focus on students' concerns and basic Stanford-Binet, the Wechsler series, and a survey of literature on psychotherapy outcome studies is also issues of ethics, theory and practice. Students must personality inventories, occupational tests and presented as well as cultural and ethnic factors find their own placements. neurocognitive tests are covered. Cultural affecting the clinical process. Issues related to the Credits: 3 differences related to test biases and performances identification and reporting of child abuse and On Occasion are covered. Three hours lecture; one hour maltreatment are also addressed. Pass/Fail only. laboratory. Must be a student in the Doctoral Psychology PSY 635A Advanced Clinical Interviewing III Must be a student in the Doctoral Psychology program An intensive case seminar taken in conjunction program Credits: 3 with a two-day per week practicum placement. The Credits: 4 Every Fall seminar uses the practicum experiences to focus on Every Fall issues in clinical interviewing, therapeutic alliance
PSY 630M Practica building, treatment planning and psychotherapy as PSY 621M Tests and Measurement Supervised experience in an area that relates to well as empirically supported therapies. Topical An introduction to concepts of psychological test students' interests or specialization. On-site readings related to each of these areas are assigned construction and evaluation. Principles of ethical experiences are employed during the weekly regularly for discussion as well as cultural and conduct, administration and interpretation are seminar to focus on students' concerns and basic ethnic factors affecting the clinical process. Issues illustrated for standardized tests commonly used in issues of ethics, theory and practice. Students must related to the identification and reporting of child vocational counseling, employment practices and find their own placements. abuse and maltreatment are also addressed. clinical assessment. Credits: 3 Pass/Fail only. Credits: 3 On Occasion Must be a student in the Doctoral Psychology On Occasion program PSY 631A Introduction to Clinical Interviewing PSY 625 Psychological Assessment I Credits: 3 and Practice II A study of the basic principles of assessment, Every Fall An introduction to clinical interviewing techniques including interviewing and psychological testing, and didactic material across a range of intervention PSY 635B Advanced Clinical Interviewing III with an emphasis on individual differences. strategies, with a focus on cognitive-behavioral An intensive case seminar taken in conjunction Introduction is made to the Rorschach and other techniques. The seminar also addresses ethical with a two-day per week practicum placement. The projective tests, as well as continued work with issues in clinical practice and offers students the seminar uses the practicum experiences to focus on neurocognitive tests. Three hours lecture; one hour opportunity to learn through direct practicum issues in clinical interviewing, therapeutic alliance laboratory. Cultural differences are covered. experience, role playing or observation of other building, treatment planning and psychotherapy as
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 94 LIU Brooklyn well as empirically supported therapies. Topical promotion of growth, or improvement of child psychotherapy. Emphasis is on readings related to each of these areas are assigned relationships in diverse settings. The format of the psychodynamic approaches as well as some regularly for discussion as well as cultural and course may be both didactic and experiential. The application of behavioral management and family ethnic factors affecting the clinical process. Issues empirical literature is considered. systems theory. The empirical literature in this area related to the identification and reporting of child Credits: 3 is also examined. abuse and maltreatment are also addressed. On Occasion Credits: 3 Pass/Fail only. Annually Must be a student in the Doctoral Psychology PSY 646 Cognitive Behavior Modifcation I program An introduction to the theory and practice of PSY 660 Intervention Techniques I Credits: 3 behavior modification and cognitive-behavioral This course is designed to orient students to current Every Fall modification. Emphasis is placed on the theory and research in intervention techniques, assessment of maladaptive behavior from a including cognitive behavioral models, PSY 636A Advanced Clinical Interviewing IV cognitive-behavioral perspective and on developing psychodynamic models, interpersonal models, and An intensive case seminar taken in conjunction and implementing behavioral and cognitive- humanistic models with a particular emphasis on with a two-day per week practicum placement. The behavioral intervention strategies with diverse short-term psychotherapies. This course will seminar uses the practicum experiences to focus on populations. elucidate why (or for what purpose) therapists of issues in clinical interviewing, therapeutic alliance The pre-requisite of PSY 646 is required. different orientations use certain intervention building, treatment planning and psychotherapy as Credits: 3 techniques as opposed to others and will focus on well as empirically supported therapies. Topical On Occasion areas of convergence as well as discrepancies readings related to each of these areas are assigned between the various models. Finally, this course regularly for discussion as well as cultural and PSY 648M Developmental Psychology I: will provide an overview of important issues facing ethnic factors affecting the clinical process. Issues Childhood and Adolescence contemporary clinical psychologists, including related to the identification and reporting of child A consideration of issues that concern the cultural competence, psychotherapy integration, abuse and maltreatment are also addressed. development of the individual from conception to and empirically supported treatments. Corequisite: Pass/Fail only. late adolescence. Theories of development are Psychology 655 Must be a student in the Doctoral Psychology surveyed. Attention is given to the impact of Must be a student in the Doctoral Psychology program biological and social factors that influence the program Credits: 3 course of development. Required for specialization Credits: 3 Every Spring in Developmental Psychology. Every Fall Credits: 3 PSY 636B Advanced Clinical Interviewing IV On Occasion PSY 665M Professional Issues and Ethics in An intensive case seminar taken in conjunction Psychology with a two-day per week practicum placement. The PSY 655 Psychopathology I A seminar devoted to discussions and the seminar uses the practicum experiences to focus on An introduction to the core concepts and major evaluation of various theoretical and practical issues issues in clinical interviewing, therapeutic alliance research findings in psychopathology, including in psychology. Problems of ethics and the roles of building, treatment planning and psychotherapy as how major mental disorders are defined, explained, the psychologist receive particular attention. well as empirically supported therapies. Topical and classified by the DSM-5. The course will Required of all candidates for the M.A. in readings related to each of these areas are assigned emphasize major etiological and sociocultural Psychology. regularly for discussion as well as cultural and factors contributing to these disorders, as well as Credits: 3 ethnic factors affecting the clinical process. Issues how to apply these diagnostic categories to clients Every Fall related to the identification and reporting presenting in clinical practice. of child abuse and maltreatment are also addressed. Must be a student in the Doctoral Psychology PSY 668M Ethnic Cultural, and Minority Issues Pass/Fail only. program in Psychology Must be a student in the Doctoral Psychology Credits: 3 An examination of the impact upon gender, racial, program Every Fall ethnic, religious and other minorities of
Credits: 3 stereotyping, discrimination, and efforts to ignore PSY 655M Psychopathology Every Spring differences or compel uniformity. A study of the genesis, course, conceptualization, Credits: 3 PSY 643 Teaching Seminar in Psychology diagnosis and treatment of mental illness. Required On Occasion This course is designed to prepare psychology for specialization in Clinical Psychology. graduate students for the teaching of psychology at Credits: 3 PSY 669M Seminars in Special Topics the undergraduate level and as teaching assistants. On Occasion Consideration of special areas of interest in
The course involves syllabus preparation, selection psychology at the master's level by intensive study in PSY 657 Childhood Psychopathology of instructional material, testing, evaluation, and a seminar format. A study of the essentials for understanding the demonstration lectures. Also included in the Credits: 3 diagnosis of childhood psychopathology and its course is a discussion of classroom management On Occasion assessment. The empirical literature of a range of strategies and techniques, as well as other practical diagnostic categories is reviewed as well as the PSY 670M Seminars in Special Topics and theoretical issues relating to the teaching of impact of cultural factors. Prerequisite Psychology Consideration of special areas of interest in psychology. 655. psychology at the master's level by intensive study in Credits: 0 Credits: 3 a seminar format. Annually Annually Credits: 3
PSY 644M Group Processes and Techniques On Occasion PSY 658 Psychotherapy of Children An examination of groups and of such group An in-depth study of the theory and practice of techniques that may be used for treatment,
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psychological assessment in a mental health setting. Credits: 3 PSY 671 Dynamic Psychotherapy I Participants will learn about test selection, as well as Every Fall This course examines the theory and techniques of approaches to working with a multi-method test dynamic psychotherapy with the neurotic and battery. Tests covered will include cognitive (e.g., PSY 691B Clinical Practice V character disordered individual. The emphasis is on WAIS-IV), self-report personality tests (e.g., MMPI- See the description for Psychology 691A for a full the beginning phase of treatment, the therapeutic 2), and projective (or performance-based) description of this clinical case seminar. Pass/Fail alliance, transference, resistance and other key personality tests (e.g., TAT; Rorschach). While only. issues in dynamic psychotherapy. While focusing participants will learn test administration and Must be a student in the Doctoral Psychology on common principles shared by varied schools of scoring, a major goal of the course will be on program dynamic psychotherapy, we will also look at areas of interpretation and integration of findings in the Credits: 3 difference between schools, at empirically context of writing a comprehensive report for use in Every Fall supported techniques, and at treatment issues diverse clinical settings. The course will consist of PSY 692A Clinical Practice VI raised by clients with diverse cultural backgrounds. weekly class meetings in a composite lecture- This case seminar is a continuation of Psychology Concurrent supervised experience (Clinical Practice seminar format, and weekly lab meetings. Three 691A. Pass/Fail only III) is required. hours lecture; one hour laboratory. Prerequisite: Must be a student in the Doctoral Psychology The pre-requisite of PSY 655 is required and the co- Psychology 625 program requisite of PSY 635A or B is required and is only Must be a student in the Doctoral Psychology Credits: 3 open to students in the PhD program. program Credits: 3 Every Spring Credits: 4 Annually Annually PSY 692B Clinical Practice VI
This clinical case seminar is continuation of PSY 671M Topics In Cognition PSY 678 Clinical Neuropsychology Psychology 691B. Pass/Fail only. This course will study the history and development An introduction into the interrelation between Must be a student in the Doctoral Psychology of Cognitive psychology in the late twentieth human biology, physiology, neurology and human program century. This course will also review contemporary behavior. The literature and research concerned Credits: 3 research on perception, language, concept with the assessment of organicity or pathology, formation, imagery, and reasoning. Every Spring conceptions of the physiological basis of abnormal Credits: 3 behaviors, and related topics are presented. PSY 699 Second Year Research Project On Occasion Must be a student in the Doctoral Psychology This seminar may be enrolled in when working on program PSY 672M Forensic Psychology a Second Year Research Project and may be taken Credits: 3 This graduate course considers a range of topics only once. Pass/Fail only. The one credit may not Annually be used toward the 90 credits required for that are of concern to both psychologists and graduation. members of the legal profession. In this course, we PSY 679 Family Therapy Credits: 1 will investigate how psychology works with the legal A study of a variety of conceptual approaches to system as social scientists, consultants, and expert On Occasion family therapy. These approaches include, but are witnesses. We will examine how psychological not limited to, structural systems theory and object PSY 700 Research Design II theories, research data, techniques and methods relations approaches to family therapy practice. The This seminar, an extension of Psychology 600, can enhance and contribute to our understanding empirical literature evaluating such approaches is involves a detailed examination of methods used in of the judicial system. In addition to offering an discussed as are ethnic and cultural differences. experimental psychology that have implications for introduction to the field of forensic psychology, this Must be a student in the Doctoral Psychology conducting research related to psychodynamic graduate course will focus on: 1) psychological program theory and treatment. Drawing upon specific assessment of competency, malingering, and Credits: 3 studies in social, cognitive, and clinical psychology, criminal responsibility, 2) jury selection process and Annually participants will examine a variety of approaches jury decision making, and 3) psychological that rely on explicit and/or implicit methods. In treatment for crime victims and perpetrators. PSY 680 Neuropsychological Assessment doing so, participants will examine different topics, Credits: 3 An examination of the variety of assessment including: self/self-descriptions, object relations, On Occasion techniques designed to evaluate and interpret unconscious processes, attachment, and personality. neuropsychological functions. It is recommended Emphasis is placed on learning practical skills both PSY 674 Psychology of Gender that this course follow Psychology 678. to assess existing studies, and to develop future A psychological study of the traditional perspectives Credits: 3 studies (including a doctoral dissertation research of gender, the means by which psychologists Annually attempt to study gender, the relationship of gender proposal). Prerequisites: Psychology 600 and 606 to traditional issues in psychology, the causes of sex PSY 691A Clinical Practice V Must be a student in the Doctoral Psychology differences and similarities, and how biological and An intensive case seminar taken in conjunction program cultural factors influence the development of with a two to two-and-a-half day per week practicum Credits: 3 gender roles and identities. placement. This advanced seminar utilizes student Annually
Credits: 3 practicum experiences to focus on more complex PSY 701 Seminar and Readings in Contemporary On Occasion clinical issues in psychodynamic psychotherapy Psychology primarily through specific clinical case The reading and criticism of more recent literature PSY 676 Psychological Assessment II presentations. The empirical literature on clinical in psychology including significant books and The purpose of this course, which is a continuation supervision is also discussed as are empirically articles on personality, perception, learning theory, of Psychology 625, is to provide participants with supported therapies. Pass/Fail only theory construction, and application in such fields the theoretical knowledge and practical skills Must be a student in the Doctoral Psychology as development psychology, clinical psychology, necessary to conduct an individual, comprehensive program
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 96 LIU Brooklyn social psychology and personality theory. Credits: 3 Clinical Psychology (not necessarily the same topics Credits: 3 Annually each year). Examples of topics are computer On Occasion research technology, brain and behavior PSY 751 Individual Research II relationships, psychopharmacology, issues of social PSY 704 Advanced Personality Theory Individual research projects under supervision. stress, special statistical techniques, and the study of A review of a variety of new empirical and Pass/Fail only. Prerequisites: Psychology 600 and anxiety. theoretical developments in the psychology of 700 or 710. Credits: 1 to 3 personality. Conceptual topics include neo-analytic, Credits: 3 On Occasion cognitive-developmental, and factorial models of Annually personality organization. Study of research in those PSY 777 Special Topics spheres of personality psychology is central to PSY 755 Psychopathology II An intensive study in special areas of interest in course work, including examination of the content A study of contemporary theory and research in Clinical Psychology (not necessarily the same topics and methodological issues that are unique to this psychopathology with a special emphasis on each year). Examples of topics are computer area of psychology. developmental etiological factors, biosocial research technology, brain and behavior Must be a student in the Doctoral Psychology contributions, symptom formation and the relationships, psychopharmacology, issues of social program rationale for different interventions. stress, special statistical techniques, and the study of Credits: 3 Psychodynamic and cognitive behavioral theories anxiety. One to three credits. Annually are emphasized as is the interaction of Credits: 3 psychopathology with cultural factors. Discussion of On Occasion PSY 706 Statistics in Psychology II the literature related to the DSM is also considered. A study of correlation analysis, analysis of variance, Prerequisite: Psychology 655 PSY 779 Special Topics analysis of covariance, advanced multiple Credits: 3 An intensive study in special areas of interest in regression, non-parametric methods and other Every Spring Clinical Psychology (not necessarily the same topics selected techniques for treatment of data. Three each year). Examples of topics are computer hour lecture; one hour laboratory. Prerequisite: PSY 760 Ego Functions research technology, brain and behavior Psychology 606 A focus on the definition of the major ego relationships, psychopharmacology, issues of social Must be a student in the Doctoral Psychology functions as described in psychoanalytic literature. stress, special statistical techniques, and the study of program Those functions include reality testing, impulse anxiety. One to three credits each semester. Credits: 4 control, defensive functioning, object relations and Must be a student in the Doctoral Psychology Annually synthesis. Emphasis is given to assessment, program therapeutic implications and empirical research. Credits: 1 to 3
PSY 709M Master's Thesis Supervision On Occasion Master's degree candidates receive assistance in PSY 771 Dynamic Psychotherapy II completing their theses. A study of the way in which principles of PSY 840 Clinical Internship Prerequisite: Permission of the Chair of the psychodynamic psychotherapy may be applied to Each candidate for the doctorate in clinical Department. Pass/Fail only. severe psychopathology and to short-term therapies. psychology must spend one year full-time or two Credits: 3 The application of such principles to the psychoses, years half-time as an intern in an approved Every Semester and borderline conditions is discussed. The installation, such as a mental hospital or mental empirical literature related to such hygiene clinic. Services performed concentrate on PSY 710 Psychotherapy Research psychotherapeutic issues is discussed as are the diagnostic testing and staff conferences, and An examination of the history of psychotherapy interactions with cultural and ethnic factors. supervised individual or group psychotherapy. research that focuses on such major topics as Empirically supported therapies for these more Pass/Fail only. No credit. This course has an therapeutic alliance, alliance ruptures and severe disorders are also discussed. Concurrent additional fee. treatment failures, common versus specific factors, supervised clinical practice is required. Credits: 0 and differential treatment outcome. Significant Must be a student in the Doctoral Psychology Every Fall psychotherapy research studies and programs (e.g., program the NIMH depression study), and empirically Credits: 3 PSY 841 Clinical Internship validated treatments are reviewed. A number of Annually Each candidate for the doctorate in clinical psychotherapy research assessment instruments that psychology must spend one year full-time or two measure different change mechanisms in therapy PSY 775 Seminars in Special Topics years half-time as an intern in an approved are demonstrated using vignettes of videotaped An intensive study in special areas of interest in installation, such as a mental hospital or mental sessions. Students interested in pursuing Clinical Psychology (not necessarily the same topics hygiene clinic. Services performed concentrate on psychotherapy research are thus provided some each year). Examples of topics are computer diagnostic testing and staff conferences, and hands-on experience with a number of measures. research technology, brain and behavior supervised individual or group psychotherapy. This course is the equivalent of Research and relationships, psychopharmacology, issues of social Pass/Fail only. No credit. This course has an Design II. Prerequisite: Psychology 600 stress, special statistical techniques, and the study of additional fee. Must be a student in the Doctoral Psychology anxiety. One to three credits each semester. Offered Credits: 0 program every semester Every Spring Credits: 3 Must be a student in the Doctoral Psychology Every Fall program PSY 842 Second-Year Internship Credits: 3 Available to those students who wish to pursue a PSY 750 Individual Research I Annually second year of clinical internship. Not required for Individual research projects under supervision. the doctorate. Pass/Fail only. No credit. Pass/Fail only. Prerequisites: Psychology 600 and PSY 776 Special Topics Prerequisite: PSY 840-841. This course has an 700 or 710. An intensive study in special areas of interest in additional fee.
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Credits: 0 Pass/Fail only. Every Fall Credits: 3 PSY 856 Doctoral Thesis Supervision Annually Each doctoral candidate conducts doctoral thesis PSY 843 Second-Year Internship research under the guidance of a committee, which Available to those students who wish to pursue a PSY 851 Doctoral Thesis Supervison may be a standing committee or one assembled second year of clinical internship. Not required for Each doctoral candidate conducts doctoral thesis with consent of the clinical director. The the doctorate. Pass/Fail only. No credit. research under the guidance of a committee, which enrollment and fee for this course registration is Prerequisite: PSY 840-841. This course has an may be a standing committee or one assembled repeated as long as the study is in active progress. additional fee. with consent of the clinical director. The Pass/Fail only. Students recieve an Incomplete until Credits: 0 enrollment and fee for this course registration is the dissertation is completed. Every Spring repeated as long as the study is in active progress. Credits: 3 Pass/Fail only. Students receive an Incomplete until Every Fall and Spring PSY 849A Dissertation Topic Seminar the dissertation is completed. Students develop the conceptual rationale and Credits: 3 PSY 857 Doctoral Thesis Supervision methodology for their dissertation topics. Each Annually Each doctoral candidate conducts doctoral thesis student has the opportunity to present his or her research under the guidance of a committee, which own research proposal, to receive feedback from PSY 852 Doctoral Thesis Supervison may be a standing committee or one assembled other students and the instructor, and to critique Each doctoral candidate conducts doctoral thesis with consent of the clinical director. The the proposals of other students. Students may research under the guidance of a committee, which enrollment and fee for this course registration is register for this course for one or more semesters. may be a standing committee or one assembled repeated as long as the study is in active progress. Required of those students in their fourth year who with consent of the clinical director. The Pass/Fail only. Students receive an Incomplete until are not yet in dissertation committee. Pass/Fail enrollment and fee for this course registration is the dissertation is completed. only. Psychology 849A offered every Fall; repeated as long as the study is in active progress. Credits: 3 Psychology 849B offered every Spring; Psychology Pass/Fail only. Students received an Incomplete Every Fall and Spring 849C offered every Summer. until the dissertation is completed. Credits: 3 Credits: 3 PSY 858 Doctoral Thesis Supervision Every Fall Every Fall and Spring Each doctoral candidate conducts doctoral thesis research under the guidance of a committee, which PSY 849B Dissertation Topic Seminar PSY 853 Doctoral Thesis Supervison may be a standing committee or one assembled Students develop the conceptual rationale and Each doctoral candidate conducts doctoral thesis with consent of the clinical director. The methodology for their dissertation topics. Each research under the guidance of a committee, which enrollment and fee for this course registration is student has the opportunity to present his or her may be a standing committee or one assembled repeated as long as the study is in active progress. own research proposal, to receive feedback from with consent of the clinical director. The Pass/Fail only. Students receive an Incomplete until other students and the instructor, and to critique enrollment and fee for this course registration is the dissertation is completed. the proposals of other students. Students may repeated as long as the study is in active progress. Credits: 3 register for this course for one or more semesters. Pass/Fail only. Students receive an Incomplete until Every Fall and Spring Required of those students in their fourth year who the dissertation is completed. are not yet in dissertation committee. Pass/Fail Credits: 3 only. Psychology 849A offered every Fall; Every Fall and Spring Psychology 849B offered every Spring; Psychology 849C offered every Summer. PSY 854 Doctoral Thesis Supervision Credits: 3 Each doctoral candidate conducts doctoral thesis Every Spring research under the guidance of a committee, which may be a standing committee or one assembled 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 methodology for their dissertation topics. Each repeated as long as the study is in active progress. student has the opportunity to present his or her Pass/Fail only. Students receive an Incomplete until own research proposal, to receive feedback from the dissertation is completed. other students and the instructor, and to critique Credits: 3 the proposals of other students. Students may Every Fall and Spring register for this course for one or more semesters. Required of those students in their fourth year who PSY 855 Doctoral Thesis Supervision are not yet in dissertation committee. Pass/Fail Each doctoral candidate conducts doctoral thesis only. research under the guidance of a committee, which Credits: 1 may be a standing committee or one assembled On Occasion with consent of the clinical director. The enrollment and fee for this course registration is PSY 850 Doctoral Thesis Supervision repeated as long as the study is in active progress. Each doctoral candidate conducts doctoral thesis Pass/Fail only. Students receive an Incomplete until research under the guidance of a committee, which the dissertation is completed. may be a standing committee or one assembled Credits: 3 with consent of the clinical director. The Every Fall and Spring enrollment and fee for this course registration is repeated as long as the study is in active progress.
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SOCIAL SCIENCE Social Science Courses Professor Lester Wilson (History) Director
(718) 488-1041; [email protected] SSC 512 Readings in the Social Sciences Professors Halbert Barton (Anthropology), Hildi Intensive readings in themes in the social sciences. Hendrickson (Anthropology), Gustavo Rodriguez Focus is on such global issues as religion, race and (Economics), Stacey Horstmann Gatti (History), racial attitudes, class, and social change. Kimberly Faith Jones (History), Nicolas Agriat Credits: 3 (History), Simon Sheppard (Political Science), Annually Paul Ramirez (Psychology), Haesook Kim (Sociology), Jose Sanchez (Urban Studies) SSC 553 World Social Development
A consideration of the world social situation, including such subjects as health, food and M.S. in Social Science nutrition, housing and urban planning, education,
employment, and social development in developing LIU's multidisciplinary graduate social science areas. program is designed for professionals seeking to Credits: 3 enhance their career opportunities within their Cross-Listings: PM 769, SOC 553, SSC 553 respective fields. Students receive a Master of Every Spring Science in Social Science degree following completion of twelve courses (thirty-six credits) in SSC 611 Independent Study a variety of related disciplines. Depending on a Prerequisite: Approval of the Department student’s particular career aspirations, a course of Credits: 3 study, determined in consultation with the program On Demand director, will provide the appropriate academic and analytical background for professionals in the chosen field. SSC 707 Thesis Supervision The selection, supervision and completion of the M.S., Social Science thesis topic. Pass/Fail only. Three credits per [Program Code: 06953] semester. Degree requirements are as follows: Credits: 3 1. Twelve credits (four courses) in a social science Every Semester
(anthropology, economics, history, political SSC 708 Thesis Supervision science, psychology, sociology, urban studies); The selection, supervision and completion of the 2. Six credits (two courses) in a second social thesis topic. Pass/Fail only. Three credits per science; semester. 3. Fifteen credits (five courses) in electives Credits: 3 4. Three credits in research methods or statistics; Every Semester 5. Comprehensive exam. Social Science courses are included in their respective graduate department listings: Economics, History, Psychology, Public Administration, Political Science and Urban Studies. Credit and GPA Requirements Minimum Credits: 36 Minimum Major GPA: 2.75
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SOCIOLOGY Sociology Courses SPEECH-LANGUAGE Professor Ali PATHOLOGY Professors Emeriti Carden, Hittman, Rosenberg SOC 526 Asian Cinema Associate Professors Hendrickson (Chair), Kim, A focus on cinema as a unique cultural product in See Communication Sciences and Disorders. Barton, Juwayeyi which artistic sensibilities are mobilized to address, Associate Professor Emeriti Gritzer, Harwood and thus reflect, significant aspects of contemporary Assistant Professor Emeritus Sherar society. Through a range of feature films from the Adjunct Faculty: 8 region, this course examines these cultural products as collective expressions of some enduring concerns The Master of Arts degree in Sociology is not in modern Asian societies. offered at this time, but graduate courses in The pre-requisite or co-requisite of MA 500 or MA sociology are offered as part of other departments 800 is required. and programs including the United Nations Credits: 3 Graduate Program, Urban Studies and Social Cross-Listings: MA 533, SOC 526 Science. On Occasion
SOC 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 Cross-Listings: PM 769, SOC 553, SSC 553 Every Spring
SOC 601 Reading in Sociology Independent reading, research and study under the guidance of a sociology faculty member; topic to be mutually agreed upon in advance. Credits: 3 On Occasion
SOC 651 Urban Economics An analysis of economic problems arising in the modern urban areas of the United States. Discussion centers around the causes of such problems and possible alternative solutions. Relationships among city and state governments and the federal government receive due consideration. Credits: 3 Cross-Listings: ECO 651, PM 788, SOC 651, URB 651 On Occasion
SOC 654 Methods of Social Research An examination of the range of research methods employed in social science. Topics include selection of research designs, sampling and data collection, quantitative and qualitative approaches, statistics and the ethics of social research. Students are expected to apply such research strategies throughout the semester. Credits: 3 On Occasion
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UNITED NATIONS Advanced Certificate, United Nations UN 712 Advanced Seminar: 3.00 [Program Code: 84578] Topics to be Determined GRADUATE PROGRAM Core: Twelve (12) Credits Required. UN 713 The UN and Preventive 3.00 Lester N. Wilson, Ph.D., Director POL 642 International 3.00 Diplomacy (718) 488-1041; [email protected] Organization, The United UN 714 UN and International 3.00 Rainer Braun, Ph.D., Freie Universität Berlin; Nations and Affiliated Security: Disarmament Qazi Shaukat Fareed, Ambassador and Agencies and Non-Proliferation Permanent Observer to the United Nations, HIS 632 The World Since 1945 3.00 Parliamentary Assembly of the Mediterranean; UN 715 Seminar: The United 3.00 UN 710 Research Methods 3.00 Phyllis J. Lee, Secretary, High-Level Committee Nations and on Programmes, UN System Chief Executives UN 711 Research Seminar 3.00 Peacebuilding Board ret.; Joseph J. Stephanides, Director, UN 717 The United Nations and 3.00 Security Council Affairs Division, U.N. Global Terrorism Secretariat, ret.; James Sutterlin, Director, Office Twelve (12) Credits of Electives Required. of the UN Secretary-General ret.. ELECTIVE COURSES (Offered on Occasion) UN 798 Internship in NGO's, 3.00 ECO 626 Problems of Economic 3.00 Field Experience in The Institute for the Study of International Development Central America Organizations ECO 661 International Economic 3.00 UN 799 Internship in International 3.00 The Institute for the Study of International Relations Organizations Organizations builds on the unique instructional methodology and specialized research conducted HIS 626 The United States since 3.00 Credit and GPA Requirements in the United Nations Advanced Certificate 1914 Minimum Credits: 24 Program and its related master’s degree Minimum Major GPA: 2.75 POL 547 International Human 3.00 opportunities and provides for further development Rights of advanced studies and research in international organizations. The Institute coordinates research POL 605 Conflict Resolution 3.00 projects dealing with the United Nations system POL 640 Public International Law 3.00 and nongovernmental organizations, with regional organizations, and with other international POL 670 Politics of Developing 3.00 groupings. Nations
SOC 553 World Social 3.00 Development United Nations Advanced SOC 606 Sociology of Population 3.00 Certificate Program and and Demography
Related Master Degree Options UN 691 Global Issues and 3.00
Interdependence The United Nations Advanced Certificate offers a unique opportunity to students seeking to enter UN 692 Modern Diplomacy 3.00 or advance in careers in international organizations or related institutions. Because of the exceptional UN 694 Management of 3.00 nature of the program, it appeals to students from a International variety of disciplines—communications, health, Organizations education, political science, economics, etc. The UN 695 Statistics for the Social 3.00 student body reflects a mix of mid-career Scientist professionals, UN staffers, members from permanent missions and traditional graduate UN 700 Independent Study 3.00 students. UN 701 The United Nations and 3.00 The 24-graduate credit program combines an Human Security extensive study of the UN system and the UN 704 Issues in International 3.00 specialized agencies, funds and programs that Labor 1919 - Present constitute the UN System with rigorous individualized research into its range of functions UN 706 International 3.00 and activities ranging from peace and security to Humanitarian Assistance human rights and development. UN 707 Population Displacement 3.00 In addition to the United Nations Advanced and Migration Certificate, the student has the option of completing either a Master of Science in Social UN 708 Seminar, Non- 3.00 Science, a Master of Arts in Political Science, or a Governmental Master of Public Administration. All UN Program Organizations courses may be applied to the particular master’s UN 709 Seminar, Issues in 3.00 degree program selected. International Ethics
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Security Council and General Assembly resolutions United Nations Courses UN 708 United Nations Nongovernmental on the situation to the present "road map," students Organizations will explore the role of the United Nations in the UN 692 Modern Diplomacy A study of the premises and functions of private Israel/Palestine question. The seminar will also A comprehensive overview of contemporary voluntary organizations in the UN non- discuss impact of the Gulf War, recent intervention international diplomacy considered as art, science, governmental organizations (NGO) structure. in Iraq, and current challenges facing the United craft, practice, institution and process. Topics of Student-initiated research in the functions of Nations in the fields of democratization, discussion include the nature and development of selected groups of NGOs is conducted. Multi- disarmament, and human rights in the region. diplomacy; diplomatic practice, methods, and disciplinary and analytical discussions of research Credits: 3 techniques; types of diplomacy (with special progress reports on NGO activities and interactions On Occasion emphasis on multilateral diplomacy); diplomatic with international organizations are held. privileges and immunities; the role and function of Credits: 3 UN 717 United Nations and Global Terrorism diplomats; the diplomat as a foreign affairs Annually This course explores these questions with particular professional; and the contribution of diplomacy attention to the novel features of the threat posed UN 710 Research Methods toward maintaining world order. by terrorism to international peace and security, the An introduction to research techniques in the Credits: 3 effectiveness of applicability of traditional models social sciences. Students are required to research a On Occasion and mechanisms for dealing with the security major function or principal concern within the UN challenges posed by terrorism and addressing its UN 694 Management of International system. Based on their research, students make root causes, and what can be done through the Organizations formal presentations and defend policy proposals United Nations to contain and suppress terrorism. A focus on structural and managerial issues within drawn from their research. Credits: 3 international organizations and an examination of Credits: 3 On Occasion the tools needed to function within such an Annually environment. UN 798 Internship in Non-Governmental UN 711 Research Seminar Credits: 3 Organizations: Field Experience in Central Cornerstone of the United Nations Program, a Cross-Listings: PM 761, UN 694 America research seminar that provides training in policy On Occasion This course is designed to provide direct exposure making and requires preparation of a major study to what it means to represent the United Nations UN 700 Independent Study on a specific area of UN operations. Students write abroad. The Chair of the UN DPI/NGO Executive Development of selected topics, in conjunction a research paper on a major function or principal Committee formally designates students as with faculty adviser. concern within the UN system. ambassadors on the Committee's behalf to recruit Prerequisite: Approval of the Department. Credits: 3 NGOs for association with the UN Department of Credits: 3 Annually Public Information. Students work closely as a
On Occasion team in preparing all aspects of the field trip, UN 712 Advanced Seminar including hosting a major event with the An exploration of selected United Nations issues UN 701 The United Nations and Human Security participation of the heads of 60 or more NGOs and through intensive study in a seminar format. The course will focus on such global/cross border hosting bilateral meetings with NGO's at their Credits: 3 and interrelated threats as poverty, population headquarters and/or visiting their projects. growth and migration, global warming, energy and On Occasion Students work closely with the UN Country Team, water scarcity, "failed states," terrorism and weapons UN 713 The UN and Conflict Prevention whose Resident Coordinator opens the recruitment of mass destruction and the denial of human rights. This seminar will explore the role of the United event, and research its in-country programs. The "new dimensions" of these threats to human Nations in conflict prevention. More specifically, Students learn about the national priorities of the security will be explored and assessed, along with drawing from history and on the basis of case country and, dependent upon the interest of the the range of global governance instruments that material, the seminar will seek to explain the Government, also meet with government officials, might be used by the international community to concept and evolving practice of prevention by the at the hosted event and/or separately. The student meet the challenges that they pose. United Nations with particular attention to the is also expected to keep a log of all fieldwork Credits: 3 institutions involved and the modalities and impact experience and contribute to a formal report to be On Occasion submitted to the DPI/Executive Committee, the of their interventions. UN Country Coordinator and the NGOs recruited UN 706 International Humanitarian Assistance Credits: 3 for association. A review of the evolution of the concept and On Occasion Credits: 3 practice of humanitarian assistance. The course UN 715 The UN and Peacebuilding On Demand covers the interface between humanitarian This seminar will examine the role of the United assistance and peacekeeping operations, the Nations in peacebuilding, with specific reference to UN 799 Internship in International Organizations continuum between emergency assistance and selected problem areas in developing countries. Course designed to provide direct exposure to and economic/social development, the role of Credits: 3 experience in the work of a UN department or UN- humanitarian assistance in peace building, the role On Occasion related agency. Student engages in a supervised of nongovernmental organizations in the provision placement activity; expected to meet at least once of humanitarian assistance, and the evolving UN 716 United Nations and The Middle East every two weeks with a faculty coordinator. Student international legal concepts of dealing with the The seminar will examine events that led to the is expected to keep a log of field work experiences right to humanitarian assistance. The course initial involvement and continued engagement of and complete a seminar-length paper analyzing a focuses on case studies of actual emergency the United Nations in the Middle East. Starting specific problem of the agency or department. assistance operations. with the Balfour Declaration through the Credits: 3 Credits: 3 independence of Israel followed by the various On Demand Annually
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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 783 Principles and Practices 3.00 718-488-1057 graduate course of study leading to a Master of URB 614 of City Planning Professors: Dorinson (History), Jose R. Sanchez Arts in Urban Studies. Courses at the 500-level are URB 629 Community Planning and 3.00 (Political Science), Wilson (History) available to qualified undergraduates in their Metropolitan Economic Associate Professor: Kim (Sociology) junior and senior years. Development Adjunct Faculty: 4 The M.A. in Urban Studies is more than a Of the following courses only one is required: narrow professional degree. It provides a broad exposure to the essential elements of urban studies ECO 507 Quantitative Methods for 3.00 The Urban Studies Program provides students while developing skills in writing, research and SOC the Social Sciences with a behind-the-scenes look at urban critical analytical thinking that prove necessary URB administration, economics, government, history, and valuable in a wide range of professional fields. management, planning and sociology. It offers a PM 780 Computer Technology 3.00 Graduates can look forward to a wide range of comprehensive curriculum for administrators, URB 605 Application to career opportunities. Planning and GIS skills are economists, managers and planners in unrelated Metropolitan Affairs always in demand by government and non-profit fields, who are interested in career change or in organizations as well as private companies. There SSC 511 Theories, Ethics and 3.00 working in urban agencies, in addition to those are also many opportunities in real estate, URB Applications of Research already employed in the field, who lack the education, non-profit management, economic Across Social Science academic credentials needed to advance development, international development, Disciplines professionally. neighborhood/community development, health Faculty members are experts in their areas of URB 7071 Metropolitan Areas 3.00 care, social services, and public administration. specialization and provide fascinating insight and Research Methods Admission to Degree Program an insider's perspective into the daily business, Seminar Applicants to the program leading to the Master politics and economics of urban life and of Arts in Urban Studies, must meet these • A maximum of 6 credits are permitted of administration. Guest lecturers from public and requirements: appropriate graduate work in related disciplines private agencies visit the classroom often, offering • Have a bachelor's degree or its equivalent for the MA in Urban Studies. their commentary on a wide range of urban-related • Have at least 24 semester hours of advanced • 18 credits in urban studies electives (6 credits topics. undergraduate work in the social sciences permitted outside urban studies, by permission
(economics, history, political science, of the chair) psychology, sociology and anthropology) or the Students choose either Option A (Thesis) or M.A. in Urban Studies equivalent. Option B (Project)
Options A and B: The following courses are The M.A. in Urban Studies provides a general • Students who were not undergraduate social required: and technical understanding of the metropolis, science majors must have at least a B- surrounding regions and world urbanization for undergraduate average in such required social URB 7072 Metropolitan Thesis and 3.00 persons interested in such areas as administration, science courses as have been taken and may be Project Research Seminar required to take up to 12 credits of economics, government, history, housing, URB 708 Thesis and Project 3.00 undergraduate courses, which will not be management, planning, geographic information Seminar systems and sociology. credited toward the degree, in order to
The program’s faculty members are drawn compensate for any deficiencies in preparation. Credit and GPA Requirements from the fields of urban studies, economics, Minimum Credits (Thesis Option): 36 history, political science and sociology. They MA Urban Studies Minimum Credits (Project Option): 36 include adjunct faculty selected for their [Program Code: 06962] Major Requirements: Minimum Major GPA: 3.0 knowledge and experience in professional practice in such matters as administration, management, Of the following courses only one is required: geographic information systems (GIS) and HIS/ 504 The Development of the 3.00 planning. Guest lecturers from public and private URB American Metropolis agencies also contribute to courses that deal with HIS/ 583 The History of the City of 3.00 specialized subjects. URB New York The program will interest persons who have varied interests and experiences: those seeking Of the following courses only one is required: new career paths in such fields as administration, PM 781 Urban Government and 3.00 management, planning and public history; those POL 604 Politics working in a city or suburban agency but without URB 604 previous concentrated academic education in the URB 601 Capital Cities and 3.00 field; those seeking an intermediate degree as a Politics: Comparative stepping-stone to further academic or professional International Urbanization goals; and those interested in a graduate degree in urban studies with elective courses exploring Of the following courses only one is required: various aspects of the metropolis including PM 787 The Role of Ethnicity in 3.00 Brooklyn studies, city planning, community URB 608 the Metropolis planning and New York City history. PM 795 Race Relations and 3.00 The master’s program in urban studies is SOC 666 Intergroup Tensions mostly an evening program and is designed for URB 666
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Urban Studies Courses cultural ideologies that govern ghettos. Credits: 3 Credits: 3 Cross-Listings: PM 787, URB 608 On Occasion On Occasion URB 500 Introduction to Urban Theory An introductory course that centers on readings in URB 560 The City through Film URB 619 Planning in Developing Nations urban history and sociology in order to give An examination of how film has shaped the public's An exploration of the social, environmental and graduate students a grasp of the language and view of the city as well as the role the city has played cultural elements of the comprehensive planning literature of urban studies. in film. Particular films are screened and analyzed. process at various levels of government in Credits: 3 Credits: 3 developing nations. Alternate Years Alternate Years Credits: 3 On Occasion URB 503 Brooklyn's Community Tradition URB 583 The History of the City of New York A focus on the growth of Brooklyn in terms of such A chronological and topical review of the political URB 623 Independent Research specific communities as Brooklyn Heights, and social development of New York City from Selection and completion of a research project, Brownsville, Flatbush, Fort Greene and Park Slope. Dutch settlement to the present. Emphasis is placed under the supervision of a faculty member. Special emphasis is given to noted architectural and on the development of the city as a great financial, Requires approval by individual faculty and chair. environmental features of those communities. intellectual and cultural center. Credits: 3 Course is supplemented by guided walking tours of Credits: 3 On Demand related neighborhoods. Cross-Listings: HIS 583, URB 583 URB 624 Independent Research Credits: 3 On Occasion Continuation and completion of a research project, Every Summer URB 601 Capital Cities and Politics: Comparative under the supervision of a faculty member. URB 504 The Development of the American International Urbanization Requires approval by individual faculty and chair. Metropolis An examination of the political, physical, Credits: 3 A study of the development of the American economic, social and cultural aspects of On Demand metropolis from the period of earliest settlement to urbanization as a worldwide development, with URB 629 Community Planning and today. Special emphasis is placed on the particular emphasis on selected great cities and Metropolitan Economic Development relationship of physical development to the various their regions and on regional urban/suburban A study of the principles and systems of community factors that affect urban growth and change. (Same interaction. (Same as Political Science 601) planning as methods of sustaining and promoting as History 504) Credits: 3 economic growth. The course includes selected Credits: 3 Alternate Years topics such as community boards, government and Cross-Listings: HIS 504, URB 504 URB 603 Urban Ministry private agencies and departments, zoning, special Alternate Years An historical and sociological course on the special legislation, and programs pertaining to economic URB 506 The Geography of New York City role of religious institutions in cities. A broad incentives. A field-based course that explores the relationships range of literature exposes students to the religious Credits: 3 between the physical, economic and social ideologies and movements that have responded to On Occasion geography of the city's development. and defined urban problems. URB 651 Urban Economics Credits: 3 Credits: 3 An analysis of economic problems arising in the On Occasion On Occasion modern urban areas of the United States. URB 510 State Violence and Terrorism URB 604 Urban Government and Politics Discussion centers around the causes of such An examination of individual terrorism - its origins A study of the management and organization of problems and possible alternative solutions. and theories offered to explain it - and the forms of American cities; politics and changing Relationships among city and state governments state coercion known as state terror, which is often constituencies; and the impact on community and the federal government receive due prompted by perceived domestic or foreign threats participation, city management and mayoralty. consideration. to survival, authority or national interest. The role (Same as Urban Studies 604 and Public Credits: 3 of surveillance and security in urban areas are also Administration 781). Cross-Listings: ECO 651, PM 788, SOC 651, explored. Underlying conditions such as civil strife, Credits: 3 URB 651 separatist movements, racial cleavages and Cross-Listings: PM 781, POL 604, URB 604 On Occasion ideological rationales are examined. Examples of On Occasion URB 680 Education Issues for Inner-City Family both categories of terrorism are drawn from history URB 605 Computer Technology Application to This course explores the ability of New York City to and from different world regions and are analyzed Metropolitan Affairs adapt its educational policy to the growing via theories learned in the course. The use of computer technology in metropolitan economic and cultural diversity of its student Credits: 3 matters. An overview of general applications with population. The course's literature and assignments Cross-Listings: POL 510, URB 510 specific attention to geographic formation systems. allow for an in-depth exploration of social and On Occasion Credits: 3 educational issues facing urban families and URB 550 The Ghetto from Venice to Harlem Cross-Listings: PM 780, URB 605 schools. An intensive examination of the primary and On Occasion Credits: 3 secondary literature on a modern phenomenon: the On Occasion URB 608 The Role of Ethnicity in the Metropolis ghetto. The course is intended to give students a A consideration of the roles played by some of New URB 708 Thesis and Project Seminar broad understanding of the physical uses and York City's ethnic, cultural and national groups in Completion of a master's thesis or project, research processes of ghettoization on an international scale. the development of urban neighborhoods. and writing of the thesis or development and The course also examines the racial, religious and
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 104 LIU Brooklyn presentation of the project. Pass/Fail only. Prerequisite: URB 7072 and Departmental permission. Credits: 3 Annually
URB 7072 Metropolitan Thesis and Project Research Seminar Development of a research thesis or terminal project proposal, use of urban methods, demographic and other data, bibliographical research, research design, as well as writing and presentation process. Prerequisite: Departmental permission. Credits: 3 Annually
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SCHOOL OF BUSINESS, PUBLIC ADMINISTRATION AND INFORMATION SCIENCES
The School of Business, Public Administration and Information Sciences at LIU Brooklyn 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 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 help 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, Entrepreneurship, Finance, Healthcare Management, Management (available with a concentration in Human Resource Management), Marketing, and Technology Management; Bachelor of Science/Master of Science in Accounting; Master of Business Administration (M.B.A.) in Accounting; Master of Business Administration (M.B.A.) with concentrations in Entrepreneurship, Finance, International Business, Human Resource Management, Management, Management Information Systems, and Marketing (the MBA is also available as a cohorted accelerated One-Year MBA for all concentrations); Master of Science in Accounting, Computer Science, Human Resource Management, and Taxation; Master of Public Administration (M.P.A.) with specializations in Public Administration and Health Administration; Advanced Certificates in Gerontology Administration, Human Resource Management and Non-profit Management; and a collaborative program leading to the United Nations Advanced Certificate and Master of Public Administration. Undergraduate programs in the School of Business, Public Administration and Information Sciences lead to the Bachelor of Science and the Associate in Applied Science. The Bachelor of Science/Master of Science leads to the Master of Science Degree. The School consists of four academic units, of which three offer undergraduate and dual degrees: Department of Finance, Law, Accounting, and Taxation; Department of Technology, Innovation, and Computer Science; and Department of Managerial Sciences. These departments offer minors which are available to all LIU Brooklyn students. Students may choose one of the following minors: Accounting, Business, Computer Science, Entrepreneurship, Fashion Merchandising, Finance, Healthcare Management, Human Resource Management, Management, Marketing, and Technology. For information, please contact the Dean’s Office at 718-488-1130, fax 718-488-1125, email us at [email protected], or visit the website at www.liu.edu/brooklyn/business.
Edward Rogoff Dr. Abe D. Tawil Linette Williams Dean Associate Dean of Innovation Assistant Dean [email protected] [email protected] [email protected]
Kara Heffernan Assistant Dean of Curriculum and Special Programs [email protected]
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Mission Statement Academic Advisement The School of Business, Public Administration, Academic Policies The School of Business, Public Administration, and Information Sciences provides professional and Information Sciences at LIU Brooklyn is Transfer Credits academic advisement to assist all students in dedicated to advancing scholarship and preparing A maximum of 6 credits, earned at an academic planning for all programs of the school. our diverse student population to meet the accredited college or university graduate program, The School of Business, Public Administration challenges of their future. Located in the heart of may be transferred to the master programs. A and Information Sciences' Office of Advisement Brooklyn, New York, we have been both tightly maximum of 12 credits may be transferred to the can be reached by phone at 718-488-1121 or e- connected to and reflective of our community for Master of Public Administration program. Grades mail at [email protected]. The office is located almost 100 years, embracing LIU's overarching earned for transfer credits are not included in in the Humanities Building, Room H700. mission of access and excellence. calculation of the cumulative grade point average. Our mission is to provide a transformational In all instances, transfer credits will not be granted educational experience for our students based on where the grade is less than 3.00. Transfer credit the following principles: will be accepted only for courses taken within the • Our programs are relevant. Our faculty last five years preceding enrollment in a School of maintains close ties to practice and are Business, Public Administration, and Information continually updating their skills to keep up with Sciences graduate degree program. Courses taken our students' needs. Our courses apply theory to at another university after admission to LIU practice and provide a wide variety of Brooklyn may not be used for transfer credit experiential learning opportunities. unless prior written permission is obtained from • We teach our students to be entrepreneurial- the dean. they learn to create value in society through Time Limits creativity and innovation. Work for the master’s degree must be • We believe in ethical professional practices and completed within five years from the date of are committed to public and community admission to the graduate program (exclusive of service. time spent in the U.S. armed forces), unless the • We believe that all students have value. We dean approves an extension in writing. foster close ties between faculty and students M.B.A. Waiver Policy through small class sizes and faculty Students with undergraduate or graduate availability. business administration work may have courses By following these principles, we produce waived in the general business core of the M.B.A. graduates with: program. Students must have received grades of at • Marketable skills that lead to successful job least 3.0 (B) in two undergraduate courses or one placement and productive careers. graduate course with the same academic content • Critical thinking and problem solving abilities for each general business core course to be that make them into lifelong learners. waived. Students must submit transcripts at the • A commitment to ethics and civic responsibility time of application to be considered for waiver. that makes them solid global citizens. Catalog descriptions may be requested. Vision Probation/Unsatisfactory Grades In order to execute on our mission, we aspire to Students are expected to maintain at least a 3.00 the following: cumulative grade-point average in any of the • We will be a school of choice- our culture, graduate programs of the school. Students who do faculty and programs will differentiate us from not maintain this standard will be placed on our competition so that students make a probation. The Academic Standing Committee will deliberate choice to enroll here. make a recommendation to the dean concerning • We will act entrepreneurially to constantly re- the student’s potential to successfully complete the evaluate our programs and curricula and seek program. The dean will make the final disposition opportunities to grow our enrollment and of the case. improve our brand. Plagiarism • We will be innovative and creative in order to Plagiarism is a practice that is not only design programs and pedagogy that are unique, unacceptable, but which is to be condemned in the relevant, and cutting edge. strongest terms possible on the basis of moral, • We will teach our students to use the educational and legal grounds. Under university technology that they will need to succeed in policy, plagiarism may be punishable by a range of today's workplace. penalties up to and including failure in a course • We will enhance traditional modes of course and/or expulsion from the School of Business, delivery with modern tools and techniques to Public Administration and Information Sciences improve meaning and effectiveness for our and the University. students. Application for Degree A candidate for graduation is expected to apply for graduation on-line at my.liu.edu by the deadline specified in the Academic Calendar. Alternatively, degree application forms can be submitted to Office of Enrollment Services.
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DEPARTMENT OF FINANCE, Exam (GRE) unless the applicant already holds MBA 625 Management of 3.00 a master’s or a J.D. degree from an accredited Innovation and LAW, ACCOUNTING AND institution or holds a Certified Public Technology Accountant license. TAXATION MBA 626 Risk Management 3.00 3. Official transcripts from all colleges and Professors Fischman, Uzun universities previously attended (foreign Accounting Specialization Requirements: 12 Associate Professors Scerbinski (Chair) Chung, documents must be accompanied by a certified Credits Morgan, Zheng English translation). ACC 741 Budgeting and 3.00 Assistant Professor Angeli 4. Official score report of the TOEFL examination Controllership Adjunct Faculty: 11 for applicants with degrees from foreign ACC 742 Financial Statement 3.00 colleges and universities. Analysis 5. A written statement outlining applicant’s Accountants provide financial information for objectives for seeking admission into the ACC 770 International Accounting 3.00 evaluating the present and planned activities of program. companies and organizations. Accounting prepares TAX 716 Federal Income Tax 3.00 6. A current résumé. those planning a career in business with a solid, Principles 7. Two letters of recommendation. yet versatile professional background. The field 8. A completed application submitted to the Capstone Courses: 6 Credits offers employment opportunities in a wide variety Office of Admissions. MBA 800 Business Policy I 3.00 of areas. Every company, regardless of its size or Limited Matriculation Status structure, has an accounting function and employs MBA 801 Business Policy II 3.00 A student admitted with technical or academic the services of certified public accountants, deficiencies is granted limited matriculation in the Credit and GPA Requirements auditors, tax advisors, financial managers and program. A student with limited matriculation may Minimum Credits: 36-60 (depending upon course consultants. According to the U.S. Department of enroll for a maximum of six credits per semester waivers) Labor’s Bureau of Labor Statistics, accounting for the first 12 credits before being considered for Minimum Major GPA: 3.0 jobs are expected to grow nearly 22% by 2018. full matriculation. If full matriculation status is not Accountants evaluate past performances of attained after 12 credits, the student may not enroll companies and make recommendations for M.S. in Accounting for any additional credits in the degree program. improved performance. It’s the accountant’s In addition, a student admitted with pending The 36-credit M.S. in Accounting is designed responsibility to devise effective cost-cutting GMAT or GRE scores is granted limited for students and professionals who have completed strategies aimed at improving an organization's matriculation for a maximum of one semester. The an undergraduate accounting degree (or overall performance. They are essential to the receipt of the official GMAT or GRE scores by the equivalent*) and who seek to enhance their effective operations of businesses, government Office of Admissions is a prerequisite for technical and professional skills through agencies and not-for-profit organizations. continued enrollment in the program. completion of an advanced degree in accounting. The Department of Finance, Law, Accounting *To establish the equivalency requirements, and Taxation offers the accelerated Bachelor of M.B.A., Accounting applicants with degrees other than accounting must Science/Master of Science in Accounting, Master [Program Code: 06889] fulfill the following undergraduate courses: of Business Administration in Accounting General Business Core: 24 Credits • 1-year sequence of the principles of Accounting (M.B.A. Accounting), Master of Science in Must complete the following requirements: (or Graduate Financial Accounting) Accounting, and Master of Science in Taxation. • Intermediate Accounting I GBA 510 Financial Accounting 3.00 • Intermediate Accounting II GBA 511 Corporate Financial 3.00 • Managerial or Cost Accounting Master of Business Management • Advanced Accounting Administration (M.B.A.) in GBA 512 Principles of Management 3.00 • Auditing and Leadership In today’s complex world, the impact of Accounting accounting plays a crucial role in how companies GBA 513 Marketing Management 3.00 structure business transactions. The M.S. in The M.B.A. in Accounting is a master's degree Accounting provides a body of knowledge of the in business administration with an advanced GBA 514 Money Banking and 3.00 principles and the doctrines of accounting that concentration in accounting. The accounting focus Capital Markets prepare graduates to participate in the business is designed to expand the knowledge of students GBA 515 Managerial 3.00 decision-making process. The program stresses preparing to work in the fields of financial Communications real-world learning that prepares you to become a management and control to enter or to advance in knowledgeable and well-rounded accounting the field of professional accounting in corporate, GBA 516 Business Statistics 3.00 professional. Instruction is delivered by professors government and not-for-profit organizations. The GBA 517 Fundamentals of 3.00 who are experienced and respected professionals degree is ideal for career advancement in the areas Management Information and who bring their day-to-day experiences to the of accounting and financial management. Systems classroom. Students interested in becoming Admission Requirements: Advanced Business Core: 18 Credits certified public accountants should consult the The standards for admission as a fully matriculated MBA 612 Marketing Strategy 3.00 chair of the department. student in the M.B.A. program are as follows: The M.S. in Accounting is registered with the 1. A bachelor’s degree with a minimum 3.0 MBA 613 Organizational Behavior 3.00 New York State Department of Education and the cumulative grade point average from an MBA 620 Behavioral Finance 3.00 National Association of State Boards in accredited institution. Accountancy (NASBA). Certified Public 2. Results of the Graduate Management MBA 621 Service and Operations 3.00 Accountants can earn Continuing Professional Admission Test (GMAT) or Graduate Record Management Education (CPE) credits by enrolling in 700-level
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graduate accounting courses. All 700-level ACC 766 Accounting and 3.00 accounting and taxation courses at LIU Brooklyn Reporting II M.S. in Taxation earn CPE credits. State boards of accountancy [Program Code: 06890] ACC 770 International Accounting 3.00 have final authority on the acceptance of Must complete nine (9) credits from below. individual courses for CPE credits. Complaints Must complete six (6) units from below. TAX 716 Federal Income Tax 3.00 regarding registered sponsors may be addressed to TAX 716 Federal Income Tax 3.00 Principles the National Registry of CPE Sponsors, 150 Principles TAX 722 Corporate Taxation 3.00 Fourth Avenue North, Suite 700, Nashville, TN, TAX 722 Corporate Taxation 3.00 37219-2417. Website: www.nasba.org. TAX 760 Tax Practice and 3.00 Students graduating from an approved TAX 723 Tax Planning and 3.00 Procedure undergraduate program in accounting or in Administration Must complete twentyone (21) credits from the business administration who aspire to become TAX 724 Partnership, Corporations 3.00 following courses below. CPAs in New York State are required to meet the and Limited Liability TAX 724 Partnerships, 3.00 150 hours of education which must include a total Entities Corporations and Limited of 33 credits in accounting and a total of 36 credits Liability Entities in business and one year of experience. M.S. *Plus an additional twelve (12) credits of degree courses taken should include one course in electives to be determined in conjuntion with TAX 725 Federal Estate and Gift 3.00 each of the following: economics, quantitative your departmental advisor. Taxation measurements, finance, taxation, advanced Credit and GPA Requirements TAX 729 State and Local Taxation 3.00 auditing, and accounting and reporting. In Minimum Credits: 36 consultation with an adviser, the program of study Minimum Major GPA: 3.0 TAX 730 Corporate 3.00 can be made to fulfill the above requirements. For Reorganizations those individuals who wish to sit for the New York M.S. in Taxation TAX 735 Fiduciary Icome Tax 3.00 State CPA licensing exam and who do not hold an undergraduate degree in accounting, consult with The 30-credit M.S. in Taxation provides TAX 745 International Taxation 3.00 the department chair or your adviser. students with a comprehensive understanding of TAX 746 Advanced International 3.00 Admission Requirements: the sources of federal taxes and the ways in which Taxation In addition to the admission requirements in to apply tax laws in all types of business scenarios. Section Admission Requirements for the M.B.A. Graduates of this program greatly enhance their TAX 780 Fundamentals of 3.00 Accounting degree, a bachelor’s degree with major career options, whether they are already in a tax- Qualified Employee in accounting or its equivalent; CPA license or a related position or are in any other business Benefit Plans J.D. is required. venture, by gaining a solid foundation in how to TAX 781 Advanced Problems in 3.00 comply with the rules and regulations of taxation Qualified Employee M.S., Accounting and how to apply them. Benefit Plans [Program Code: 06892] In today’s complex world, the impact of M.S. Accounting Requirements taxation plays a crucial role in how companies TAX 787 Employee Benefit 3.00 Must complete eighteen (18) units from below. structure business transactions. The M.S. in Programs ACC 712 Accounting Information 3.00 Taxation provides a body of knowledge of the Credit and GPA Requirements principles and the doctrines of taxation that Systems Minimum Credits: 30 prepare graduates to participate in the business Minimum Major GPA: 3.0 ACC 720 Not-for- 3.00 decision-making process. Profit/Governmental The program, which is registered with the New Accounting York State Education Department and the National ACC 735 Internal Auditing 3.00 Association of State Boards of Accountancy, stresses real-world learning that prepares you to ACC 737 Advanced 3.00 become a knowledgeable and well-rounded tax Cost/Managerial professional. You will learn from professors who Accounting are experienced and respected professionals and ACC 741 Budgeting and 3.00 who bring their day-to-day experiences to the Controllership classroom. In addition, CPAs can earn Continuing Professional Education (CPE) credits by enrolling ACC 742 Financial Statement 3.00 in Graduate Taxation Courses. Analysis Admission Requirements: ACC 752 Advanced Auditing 3.00 In addition to the admission requirements in Section Admission Requirements for the MBA ACC 754 Fraud Examination 3.00 Accounting degree, a bachelor’s degree; ACC 756 Fraud and White Collar 3:00 Accounting 501 and LAW 790 or equivalent; or Crime CPA license or a J.D. is required.
ACC 760 Fiduciary Accounting 3.00
ACC 765 Accounting and 3.00 Reporting I
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On Occasion including bankruptcy fraud, procurement fraud, Accounting Courses divorce fraud, mortgage fraud, and money ACC 741 Budgeting and Controllership laundering by examining the legal elements of the ACC 501 Financial Accounting An examination of the practice of controllership in crime. This course will also address the federal tax A study of basic accounting concepts and methods general and of dealing with budgets and business crimes statutes enumerated in the Internal Revenue and their significance to management and to the costs in particular. The installation and operation Code and their impact on tax practitioners both in financial analyst. Topics include an introduction to of budget systems for managerial control is their capacity as expert witness and as the target of a financial statement analysis the measurement of considered as is the advance planning of operating criminal investigation. This course will be income and capital, accounting for fixed assets, goals with subsequent study of actual results. (45 supplemented by case studies and video resources. inventory costing and price level changes, CPE credits) Three credits, 45 CPE hours. measuring and accounting for corporate debt, The pre-requisite of ACC 501 or equivalent is The pre-requisite of ACC 501 is required. corporate investment in securities, and computer required. Credits: 3 applications in accounting. This course does not Credits: 3 Cross-Listings: ACC 756, FIN 756 require previous training in accounting. Cross-Listings: ACC 741, PM 724 On Occasion Credits: 3 Every Spring
Cross-Listings: ACC 501, GBA 510 ACC 758 Investigative Techniques and the Legal ACC 742 Financial Statement Analysis Every Fall and Spring Environment An analysis of financial trends and corporate This course will introduce the student to proven ACC 712 Accounting Information Systems reports for solvency, quality of earnings and forensic investigative techniques, such as document An examination of accounting systems from the forecasting implications. Analytical techniques for analysis, interview application, net worth method, point of view of their objectives: effective internal financial analysis and their use in development of public records, searches, invigilation, and control and integration with the total information capital markets and instruments are reviewed and surveillance. The course will also provide an system. Includes a review of computer-based discussed, as are the principles and practices of the overview of the criminal and civil justice systems as information systems and their applications to new Securities and Exchange Commission. (45 CPE they relate to fraud trials with an emphasis on the or revised systems of accounting. (45 CPE credits) credits) principles of evidence, expert witnessing and The pre-requisite of ACC 501 or equivalent is The pre-requisite of ACC 501 or GBA 510 or litigation support. This course will be required. equivalent is required. supplemented via case studies, practical exercises Credits: 3 Credits: 3 and mock interviews. This course will be taught by Every Fall Cross-Listings: ACC 742, FIN 742, PM 727 a member of the Association of Certified Fraud Every Spring Examiners (ACFE) 45 cpe credits.
ACC 720 Not-for-Profit/Governmental The pre-requisite of ACC 501 is required. ACC 752 Advanced Auditing Accounting Credits: 3 A study of auditing concepts and methods A study of budgetary and fund accounting systems; Cross-Listings: ACC 758, FIN 758 embodying standard auditing procedures as well as preparation of significant reports for nonprofit On Occasion organizations; and case studies and problem departures. Audit evidence, sampling, diagnostic materials to use in governmental entities such as analysis, internal control evaluation and its effect ACC 760 Fiduciary Accounting municipalities or school districts. (45 CPE credits) on test of transactions, and problems encountered Study of laws and procedures of estates and trusts as The pre-requisite of ACC 501 or equivalent is in statement preparation are reviewed and seen from the accountant's perspective. Case required. discussed. (45 CPE credits) method of instruction is used. (45 CPE credits) Credits: 3 The pre-requisites of ACC 442 or equivalent and The pre-requisite of ACC 501 or equivalent is Cross-Listings: ACC 720, PM 723 ACC 501 are required. required. Every Spring Credits: 3 Credits: 3 Every Spring Every Fall ACC 735 Internal Auditing An examination of the principles of internal ACC 754 Fraud Examination ACC 765 Accounting and Reporting I auditing as they apply to large corporate enterprise. The nature of fraud, elements of fraud, fraud A review and exploration of the concepts and (45 CPE credits) prevention, fraud detection, fraud investigation, developments relating to financial accounting and The pre-requisite of ACC 501 or equivalent is design and use of controls to prevent fraud, and reporting for business enterprises. SFAS''s and required. methods of fraud resolution are examined in this other recent pronouncements are analyzed in Credits: 3 course. The role of fraud examination to perform a depth; problem-solving is stressed. (45 CPE credits) Cross-Listings: ACC 735, PM 726 variety of antifraud and forensic accounting The pre-requisite of ACC 501, and ACC 742 or On Occasion engagements including, but not limited to permission of the Department chair, are required. investigating suspected fraud, investigating Credits: 3 ACC 737 Advanced Cost/Managerial Accounting assertions of fraud, developing fraud loss estimates Every Fall Selected cases and problems provide the forum for and performing acquisition due diligence are also the discussion of current cost concepts and their considered. (45 CPE credits). ACC 766 Accounting and Reporting II applications and limitations. The aim is to develop The pre-requisite of ACC 501 is required. An in-depth study of advanced subject matter, students¿ ability to analyze business problems and Credits: 3 including recent professional qualifying to make decisions concerning the appropriateness Cross-Listings: ACC 754, FIN 754 examinations. Topical material focuses on income of cost-accounting methods in specific situations. Every Fall taxes, not-for-profit accounting, managerial (45 CPE credits) accounting and cost concepts. Individual research is The pre-requisite of ACC 501 or equivalent is ACC 756 Fraud and White Collar Crimes encouraged. (45 CPE credits) required. This course highlights the role of the forensic The pre-requisite of ACC 501, and ACC 737 or Credits: 3 accountant both as an investigator and in litigation permission of the Department chair, are required. Cross-Listings: ACC 737, PM 722 support for various forms of white collar crimes, Credits: 3
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Every Spring of debt risk premiums, and identification of likely FIN 708 Financial Engineering Derivatives candidates for acquisition and high bankruptcy risk A study of the creation of derivative securities to ACC 770 International Accounting firms. Required of all Finance concentration meet financing needs, as well as an exploration of Insight into the international accounting students. the rapid growth of strategic financial product environment from the viewpoint of the U.S.-based Pre-requisites of GBA 511 and GBA 514 or 520 innovation and securitization precipitated by multinational organization.(45 CPE credits) are required. environmental and intrafirm factors. Chiefly as a The pre-requisite of ACC 501 or equivalent is Credits: 3 solution to risk management, financial engineering required. On Occasion is explored from both the corporate treasurer's Credits: 3 perspective (modeling a firm's risk exposure and Cross-Listings: ACC 770, IBU 770 FIN 705 Securities Analysis productizing solutions) and from the investor's and Every Fall An introduction to the theory and practice of speculator's perspectives. Recent debt, debt-related,
security analysis, including the valuation of equity, and equity-related and derivative Finance Courses individual securities, with emphasis on common innovations are examined closely. Advanced trading stocks and fixed income securities, valuation of the strategies and models are developed. Tactical
stock market as a whole, and portfolio management trading systems are developed and analyzed using FIN 702A Money and Capital Market and investment strategies. Investment risks are probability and gambling theories. Legal protections Applications analyzed and measurements of risk, including and current issues are explored. The course makes The study of financial markets as allocators of funds duration and convexity, are examined. An extensive use of computer programs and and distributors of risk. Emphasis is given to the introduction to derivative securities and spreadsheets. roles and functions of financial intermediaries. international investments is included. Pre-requisite of GBA 511, GBA 514 or 520, and Theories of financial asset pricing are considered Pre-requisistes of GBA 511, GBA 514 or 520, and FIN 705 are required. for their role in determining risk and return in FIN 704 are required. Credits: 3 competitive markets. Credits: 3 On Occasion Pre-requisites of GBA 511 and GBA 514 or 520 On Occasion are required. FIN 709 Quantitative Analysis and Forecasting for Credits: 3 FIN 706 Advanced Securities Analysis and the Corporate Financial Environment On Occasion Speculative Markets An investigation of the relationships between
A study of advanced valuation techniques and corporate financial flows and financial markets, FIN 702B Financial Market Institutions, individual security and capital markets forecasting industry, and aggregate economic data (national Regulations and Innovation techniques and models. Alternative models are income and product accounts and flow of funds). An analysis of asset and liability management by analyzed and compared. In addition, the course Methods of analysis include econometric methods, important financial market institutions; commercial focuses on speculative markets. Price time-series analysis and smoothing techniques. Use banks, insurance companies, mutual funds, and determination of futures, forward contracts and of leading indicators as a forecasting tool is other financial intermediaries. The course options are considered. Topics include market emphasized. Econometric model building and emphasizes the impact of such policies on money structure; uses and price effects of hedging, forecasting are performed using MicroTSP and the and capital markets. Case studies and aggregate speculation and arbitrage; the relationship between associated Citibase Macroeconomic Data Bank. economic and financial market data contained in contingent claims and underlying cash markets; and Pre-requisite of GBA 511, GBA 516 and GBA 514 Citibase (accessed with MicroTSP) are used. foreign securities. or 520 are required. Pre-requisites of GBA 511 and GBA 514 or 520 The pre-requisite of FIN 705 is required. Credits: 3 are required. Credits: 3 On Occasion Credits: 3 On Occasion On Occasion FIN 710 Corporate Mergers and Acquisitions
FIN 707 Portfolio Management A study of business enterprise growth through FIN 703 Corporate Financial Policy A consideration of the most effective methods of merger and acquisition. Reviewed and discussed are An analysis of techniques used to attain long-term meeting investment objectives for individual and premerger planning and fact-finding, legal and corporate objectives by means of financial policy. institutional portfolios (specifically, pension funds, accounting considerations, financing aspects, tax Topics include capital budgeting; cost of financial endowment funds and mutual funds). Focus begins and antitrust problems, personnel issues, and and capital structure; sources of long-term funds; with dedicated equity and fixed income portfolios postmerger integration and valuation techniques. dividend policies; leasing; mergers, acquisitions and and then progresses to asset allocation and International and domestic mergers and consolidations; and the applications of the capital management strategies for mixed portfolios. acquisitions are considered. Case studies are pricing model, the arbitrage pricing model and the Alternative techniques for managing risk, including employed. options theory to corporate financial decisions. derivative securities, are explored. Portfolio Pre-requisites of GBA 511 and GBA 514 or 520 Pre-requisites of GBA 511 and GBA 514 or 520 management, implementation and performance are required. are required. measurement are analyzed and appraised in terms Credits: 3 Credits: 3 of economic shifts, yield curve changes, and tax and On Occasion On Occasion legal considerations. The course makes heavy use of
computer programs for portfolio management and FIN 712 Capital Budgeting FIN 704 Financial Reports Analysis analysis. Actual individual and institutional An exploration of the theory of capital budgeting A survey of the analytical tools and techniques used portfolios, managed by large and small institutions, and risk management of long-term funds. Topics to evaluate the current financial position of the are examined. include measurement of cash flows, criteria of firm. Financial reports are analyzed for growth Pre-requisites of GBA 511 and GBA 514 or 520 investment desirability, effects of taxes and potential, solvency, earnings quality, investments, are required. inflation, risk analysis, cost of capital and capital and forecasting implications. Topics include Credits: 3 structure, lease analysis, capital rationing, business and financial trends, proper adjustments On Occasion multicriteria capital budgeting, and linear of financial data, cash flow forecasting, estimation
Page 111 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 programming. issues and major economic forces that affect methods, passive activities, portfolio income, and The pre-requisites of GBA 516 and ACC 501/GBA business activity and on the tools necessary to alternative minimum tax are all examined. 510 or equivalent are required. evaluate these issues and forces. The tools of Credits: 3 Credits: 3 analysis include the portfolio approach, post- Every Fall On Occasion Keynesian and modern monetarist approaches, rational expectations, and state-of-the-art analysis of TAX 722 Corporate Taxation FIN 715 International Trade saving and investment. The course also explores the A study of the following: choice of entity for A review of the principles of international trade its role played by U.S. and world financial markets in conducting business; taxation of corporations, magnitude, direction, and industrial classification influencing the domestic and global economic partnerships, and S corporations; tax accounting as well as the institutions (e.g., GATT) facilitating environment. Material in the text will be heavily methods and taxable years; tax credits; alternative it. The course focuses on practical techniques and supplemented by, and integrated with, current minimum tax, and reconciliation of book and problems of exporting and importing, with special events. taxable income; and corporate redemptions and attention to small business. Topics include sources Prerequisites of GBA 520, 522, MBA 621 or its liquidations. An overview of corporate of marketing information, techniques of payment equivalents are required. Student must be in reorganizations is included. Three credits. (45 CPE and collections, currency fluctuation problems and acceptable plan of study. credits) balance of payments analysis, sources and uses of Credits: 3 Pre-requisites of ACC 501/GBA 510 and TAX 716 funds to finance foreign trade, and government On Occasion are required. assistance. Credits: 3 Pre-requisites of GBA 511 and GBA 514 or 520 FIN 750 Financial Problems Seminar Every Spring are required. An analysis of selected current foreign and Credits: 3 domestic financial and economic developments. TAX 723 Tax Planning and Administration Cross-Listings: FIN 715, IBU 703, MKT 716 Emphasis is on integrating acquired financial An advanced course in current tax practices and On Occasion knowledge with the problems under study. planning methods, with emphasis on planning, Pre-requisite of GBA 511, GBA 514 or 520, and formation, operation and liquidation of corporate FIN 716 International Financial Markets FIN 710 are required. entities. Some topics considered are the effects of An analysis of the financial opportunities and risks Credits: 3 tax-free incorporation, personal holding companies, resulting in global market investment, with a focus On Occasion professional corporations, accumulated-earnings tax on international portfolio diversification and and collapsible corporations. (45 CPE credits) management. Topics include determinants of Law Courses Pre-requisite of ACC 501/GBA 510, and TAX 722 foreign exchange rate and international capital or permission of the Professor, are required. flows; balance of payments analysis techniques; Credits: 3 foreign exchange risk management, especially LAW 790 Commercial Law I On Occasion hedging and speculation strategies; the reasons for A study of the subjects required to pass the law and impact of official intervention; and a study of portion of the CPA examination. Introduction is TAX 724 Partnerships, Corporations and Limited the Eurocurrency and Eurobond markets, as well as made to the law and the legal system, torts, Liability Entities a review of leading indicators for the various contracts, agency, personal property, real property, An advanced course in the provisions governing the international stock markets. partnerships and corporations. This is the first of taxation of partnerships, corporations, limited Pre-requisites of GBA 511 and GBA 514 or 520 two required law courses for CPA students, and it is liability entities and their partners/shareholders. are required. recommended for all graduate business students as Tax compliance and tax reporting for such pass- Credits: 3 an elective. through entities are covered. The tax advantages, Cross-Listings: FIN 716, IBU 702 Credits: 3 the opportunities inherent in the choice of such On Occasion On Occasion entities, and the detriments and traps for the unwary are reviewed. (45 CPE credits) FIN 726 International Corporate Finance LAW 791 Commercial Law II Pre-requisite of ACC 501/GBA 510, and TAX 722 An analysis of the financial opportunities, risk and A consideration of the study of legal topics covered are required. decision-making processes associated with in the CPA examination. The course covers sales, Credits: 3 international operations. Topics include secured transactions, commercial paper, estates and Every Fall management of translation, transaction, and trusts, antitrust law, securities regulation, economic exposure; taxation issues; multinational employment law, accountants, professional TAX 725 Federal Estate and Gift Taxation capital budgeting and current asset management; responsibilities, bankruptcy, suretyship and A study of tax-related factors that enter into the complexities of international performance insurance. planning of estates for various types of taxpayers, evaluation and control systems; comparative Pre-requisite of LAW 790 is required. such as those with closely-held businesses, investors, financial statement analysis; cost of capital; and Credits: 3 professional persons and corporate executives. international financing options. The case method On Occasion Included are studies of federal estate and gift taxes is employed. and their effects on estate planning; the role of The pre-requisite of FIN 716 is required. Tax Courses trusts in estate planning; and estate planning Credits: 3 methods available to reduce tax liabilities. (45 CPE Cross-Listings: FIN 726, IBU 708 credits) On Occasion TAX 716 Federal Income Tax Principles Pre-requisite of ACC 501/GBA 510 and TAX 722 A study of the determination of income, deductions are required. FIN 727 Global Economic Environment of and exemptions in computing taxable income and Credits: 3 Business tax liability of individuals, including the general On Occasion The main goal of this course is to analyze and rules applicable to all tax entities. Ordinary income, understand the global economy in which business capital assets, gains and losses, involuntary TAX 726 Business Tax Decision operates today. Attention centers on the key policy conversions and tax-free exchanges, depreciation An examination of federal income tax and other
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 112 LIU Brooklyn business taxes that influence management governmental regulatory process. Topics covered qualified plans, including alternate methods of decisions. Consideration is given to the major include anti-deferral provisions, transfer pricing, tax payment of plan benefits; loans from plans and types of business transactions affected, including treaties, cross boarder reorganizations, international constructive receipt problems; advantages and financing of a corporation, acquisitions and tax practice and procedure, state taxation of disadvantages of lump-sum distribution from plans; dispositions, and the purchase, leasing and international transactions, and IRS forms used in the interrelationship between plan death benefit maintenance of plant equipment. (45 CPE credits) international taxation. distributions and estate taxation; IRS audits of Pre-requisites of ACC 501/GBA 510 and TAX 716 The pre-requisite of TAX 745 is required qualified plans; plan disqualification and its impact are required. Credits: 3 on the employer and the employee; plan Credits: 3 Every Spring termination rules and government regulation of On Occasion plan termination; and IRS rulings and tax cases TAX 750 Current Developments in Taxation involving plan distributions and plan TAX 729 State and Local Taxation An analysis of current trends in federal taxation. disqualification. (45 CPE credits) An analysis of state and local taxes affecting Tax cases, rulings and new developments are Pre-requisite of ACC 501/GBA 510, and TAX 780 individuals and businesses in the tristate area (New examined for their significance to the tax or the equivalent are required. York, New Jersey and Connecticut). Included is a practitioner. (45 CPE credits) Credits: 3 study of issues involving residency and non- The pre-requisite of TAX 722 or the equivalent is On Occasion residency, domicile, and sources of income taxed in required. each jurisdiction. New York State income, sales and Credits: 3 TAX 783 Plan Benefit Concepts and Funding general business taxes, rent taxes, and franchise On Occasion Requirements taxes are covered. (45 CPE credits) This course covers: design of plan benefit formulas Pre-requisites of ACC 501/GBA 510 and TAX 716 TAX 760 Tax Practice and Procedure including actual case studies; Social Security are required. A review of the organization of the Internal integration of pension and profit sharing plans; Credits: 3 Revenue Service. Selection of returns for audit, plan funding requirements, funding deficiencies, Every Spring protests and conference rights, tax fraud, statute of funding penalties and hardship waivers, role of the limitations, and claims for refund are studied. In enrolled actuary and actuarial concepts and TAX 730 Corporate Reorganizations addition, research techniques such as the use of tax terminology; actual preparation of IRS pension A study of reorganizations, recapitalizations, stock services, court decisions and rulings are returns and an overview of financial accounting for redemptions, acquisition and disposal of assets, emphasized. (45 CPE credits) pension costs. (45 CPE credits) mergers, divisive reorganizations, and corporate Pre-requisites of ACC 501/GBA 510 and TAX 716 Pre-requisite of ACC 501/GBA 510 and TAX 780 liquidations. (45 CPE credits) are required. are required. Pre-requisite of ACC 510/GBA 510, and TAX 722 Credits: 3 Credits: 3 or the equivalent, are required. Every Fall On Occasion Credits: 3 Every Fall TAX 761 Tax Practice from the IRS Perspective TAX 785 Disclosure Requirements of Employee An insight into IRS examination practices and an Benefit Plans TAX 735 Fiduciary Income Tax opportunity to exchange views with IRS personnel, This course covers: plans governed by the reporting This course will facilitate the complexity of who will serve as participating faculty. The course and disclosure requirements under the Employee preparing fiduciary income tax returns and will includes topics such as auditing through the Retirement Act of 1974 (ERISA); Summary Plan provide practical step-by-step guidance on the basics corporate balance sheet, coordinated examination Descriptions, Summary Material Modification and of Form 1041 preparation as well as more complex programs, computer audit techniques, bankruptcy, Updated Summary Plan Descriptions; annual issues such as determining fiduciary accounting and IRS authority to obtain information and reports and triennial reporting, accountants'' income and distributable net income (DNI), documents. (45 CPE credits). reports and Summary Annual Reports; disclosure computing the distribution deduction, allocating Pre-requisites of TAX 716 is required. information available to plan participants; fiduciary capital gains and depreciation, calculating the net Credits: 3 responsibility and liability; claims procedure and investment income tax, reporting income in respect On Occasion participant-rights prohibited transactions; of a decedent, and filing form 1041 in the estate or exemptions and fiduciary insurance. (45 CPE TAX 780 Fundamentals of Qualified Employee trust’s final year credits) Benefit Plans The pre-requisite of TAX 716 is required The pre-requisite of TAX 780 is required. An introduction to employee benefit plans that Credits: 3 Credits: 3 covers the analysis of types of plans that can be Every Spring On Occasion established by the employer; reviews tax rules TAX 745 International Taxation involving participation, vesting, deduction TAX 787 Employee Benefit Programs A study of U.S. corporations doing business in limitations, benefit limitations and other This course covers: non-qualified deferred foreign countries; U.S. taxation of foreign income requirements for plan qualification; and considers compensation arrangements; life insurance, medical and foreign tax credits; allocation of income among group insurance, flexible benefit plans, IRAs and and dental plans, prepaid legal plans, stock options, related entities; and tax treaties. (45 CPE credits) simplified employee pensions (SEPs). (45 CPE thrift plans, stock purchase plans, ESOPs, 401k Pre-requisite of ACC 501/GBA 510, and TAX 723 credits) plans, cafeteria plans, VEBAs, Educational Benefit or the equivalent, are required. Pre-requisites of ACC 501/GBA 510 and TAX 716 Trusts and other employee fringe-benefit programs. Credits: 3 are required. (45 CPE credits) Cross-Listings: IBU 745, TAX 745 Credits: 3 Pre-requisite of ACC 501/GBA 510 and TAX 780 Every Fall On Occasion are required.
Credits: 3 TAX 746 Advanced International Taxation TAX 781 Advanced Problems in Qualified On Occasion The international aspects of the US tax system as it Employee Benefit Plans relates to cross border transactions including the A study of the taxation of distributions from
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DEPARTMENT OF M.B.A. students are encouraged to concentrate Preparation Courses (6 credits) their study in one of the following business areas: MANAGERIAL SCIENCES entrepreneurship, finance, human resource Business Writing: management, international business, management, Effective communication in the business setting Professors Minowa (Chair), Sherman management information systems, or marketing. is a demanding task that requires a comprehensive Associate Professors Amrouche, Belliveau, Dinur The curriculum also emphasizes personal brand command of written and oral communication Assistant Professor Aditya development, including career planning, skills, exacting attention to detail, good Adjunct Faculty: 7 communication and presentation skill building, interpersonal skills, and the discipline to get work st Change is the norm for 21 century and project management, team leadership and group done on schedule. therefore the management of change, especially dynamics, and social media for career success. At This course is designed for MBA students who technological change, is paramount for anyone LIU Brooklyn, you can make the most of your need business communication / English for various desiring a successful career in business, time, your learning, your network, and your functional and situational purposes in non- government, and not-for-profit administration. investment. academic and academic writing. It aims at building Whether a student is interested in effective language and communicative entrepreneurship, finance, human resource Admission Requirements: competence, which are highly desirable skills in management, international business, management, The standards for admission as a fully matriculated academic and professional pursuits. management information systems or marketing as student in the M.B.A. program are as follows: It teaches students theory, practice, and a career path, or even starting their own business, 1. A bachelor’s degree with a minimum 3.0 evaluation of business communication skills as knowledge is the key to successfully managing in cumulative grade point average from an well as orientation to careers and professional turbulent times. The Department of Managerial accredited institution. concerns in academic and non-academic writing. Sciences therefore provides all graduates a 2. Results of the Graduate Management The course includes case study, documentation common knowledge and skill set abilities Admission Test (GMAT) or Graduate Record style and grammar review sessions. developed to prepare students for managing in the Exam (GRE) unless the applicant already holds Through hands-on activities and in-class global marketplace. These skills include: a master’s or a J.D. degree from an accredited discussions involving case study and qualitative communication, critical thinking and analysis, institution or holds a Certified Public research, we will explore areas such as: the theory teamwork, appreciation of global and ethnic Accountant license. and ethics of business communication; content diversity, ethics and social responsibility, 3. Official transcripts from all colleges and analysis; and report writing. functional and technical skills. universities previously attended (foreign We will examine the role of the business
documents must be accompanied by a certified communicator in organizational settings and English translation). explore topics such as: organizational culture; Master of Business 4. Official score report of the TOEFL examination qualitative research; case study method; ethics and Administration (M.B.A.) for applicants with degrees from foreign legality in business communication; and preparing colleges and universities. documents for publication. A Master of Business Administration (M.B.A.) 5. A written statement outlining applicant’s Business Math: opens doors to career opportunities far beyond the objectives for seeking admission into the All business functions, from finance and financial sector. In fact, information technology, program. accounting through marketing and management, energy, pharmaceuticals, and health care are 6. A current résumé. have essential quantitative components, and among industries that saw double-digit growth in 7. Two letters of recommendation. aspiring managers must ensure that their math M.B.A. hiring last year and the employment 8. A completed application submitted to the skills will allow them to master basic business outlook for M.B.A. graduates is up worldwide, Office of Admissions. tools and techniques. The math required is not according to the 2014 GMAC Corporate Limited Matriculation Status complicated, and is usually covered in high school Recruiters Survey. The School of Business, Public A student admitted with technical or academic or undergraduate college math programs. Administration and Information Sciences offers a deficiencies is granted limited matriculation in the However, some aspiring business students have traditional M.B.A. and an accelerated One-Year program. A student with limited matriculation may not used math in a long time. This course provides M.B.A. degree program. enroll for a maximum of six credits per semester graduate business students with a review of The 36 to 60-credit Master of Business for the first 12 credits before being considered for essential math topics along with an introduction to Administration (number of credits is based on your full matriculation. If full matriculation status is not how they are applied in business contexts. undergraduate coursework) provides the attained after 12 credits, the student may not enroll Modules knowledge base and skills that enable for any additional credits in the degree program. • Module 1: General Business Core (12 credits) professionals to become leaders in business by In addition, a student admitted with pending The general business core courses are designed offering a comprehensive program which meets GMAT or GRE scores is granted limited for students who have not had undergraduate work the needs of an ever-changing, global business matriculation for a maximum of one semester. The in business studies. A student who studied environment. receipt of the official GMAT or GRE scores by the business administration as an undergraduate may The Accelerated One-Year MBA (OYMBA) Office of Admissions is a prerequisite for be exempt from some or all of the general business is a 36 credit Masters of Business Administration continued enrollment in the program. core courses, reducing the total requirements of the (M.B.A.) degree for students with an program. Further information about waivers is undergraduate business degree or significant M.B.A. Degree Requirements found in the Academic Policies Section above. academic or professional business experience. This The Master of Business Administration The general business core courses not only cohorted program is completed in one calendar (M.B.A.) consists of two preparation courses provide a basis for advanced studies, but also offer year. Courses are taken in 8 week modules – two (pending results of entrance exam) and a 7-part an opportunity to explore the various fields of modules each in fall and spring semesters, and one module. business before selecting an area of concentration. in the summer. Courses will be blended with face- It is mandatory, therefore, that the students to-face meetings on Saturdays and the remainder complete these courses before starting upon the of the program completed online. advanced portion of the program.
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• Module 2: Business Basics (9 credits) assume that the focus of entrepreneurship is on the environment of a modern organization and can • Module 3: Business Functions (9 credits) starting for-profit businesses, learning the interact with both organizational functions and • Module 4: Advanced Business Functions (10 entrepreneurial process will help you to think more computer technology. credits) strategically in all of your endeavors. Marketing • Module 5: Personal Brand (5 credits) The best way to understand the entrepreneurial The marketing concentration is designed for • Module 6: Specialization (9 credits) process is to take a hands-on, experiential students who wish to pursue careers in brand • Module 7: Capstone (3 credits) approach. In this major, students will interact management, B2B marketing, marketing research, Advanced Business Core extensively with the business community both technology marketing, new product development Beyond the general business core (Modules 1 & inside and outside the classroom and produce a or other leadership roles in sales management. 2), the M.B.A. program requires a minimum of 36 plan that is both defensible to potential investors Courses focus on the multiple dimensions of the credits, which includes 24 credits in the advanced and actionable in the real world. decision-making process in a marketing setting, core (Modules 3, 4, and 5), 9 credits of chosen Finance and the application of the analytical tools of concentration electives (Modules 6), and 3 credits The finance concentration develops technical economic behavior sciences and quantitative of capstone course work (Modules 7). and managerial skills for global financial careers. systems to problems and opportunities currently The MBA advanced core is academically Courses cover global financial instruments and facing marketing executives rigorous and responsive to the demands of the markets while developing analytical and strategic marketplace. Students are exposed to the decision-making abilities. The approach considers M.B.A. in Business Administration complexities of global business through a series of macroeconomics as well as financial aspects of [Program Code: 87332] courses: Marketing Strategy, Organizational individual business organizations. This program requires 36-60 credits. Upon Behavior, Corporate Financial Policy, Service and Human Resource Management evaluation of your official academic transcripts, Operations Management, Management of Proper management of human resources your advisor will officially communicate the Innovation and Technology, Marketing Analytics, (human capital) has the potential to be a source of required number of credits to fulfill the M.B.A. Building Your Online Brand, and Career Planning. sustainable competitive advantage for high- degree requirements. Internationally renowned experts are invited to performance organizations. Students develop skill Prerequisites: 6 Credits discuss some of the most vital trends and issues in set abilities needed for managing more efficient Prerequisites may be waived pending results of the areas of study. The advanced business core and effective organizational systems. Based on entrance exam. must be completed before the student starts the different assumptions about people, their BUS 500 Business Writing 3.00 concentration classes. motivation, how they work and what they seek out BUS 502 Business Math 3.00 Concentrations of their work experiences. Students are required to take 9 credits of International Business General Business Core: Up to 27 Credits advanced work beyond the advanced business The international business concentration Courses may be waived subject to prior core. Such courses give students the opportunity to focuses on decision-making in an international undergraduate or graduate academic coursework. acquire advanced skills in such areas as context and prepares professionals for positions MODULE 1: GENERAL BUSINESS CORE accounting, entrepreneurship, finance, human within multinational organizations. Business GBA 510 Financial Accounting 3.00 resource management, international business, functions are related to the socio-cultural, political, management, management information systems, or legal and labor forces that affect global GBA 511 Corporate Financial 3.00 marketing. corporations. The international business Management Accounting concentration evaluates, both theoretically and GBA 512 Principles of Management 3.00 The accounting concentration is designed to practically, the opportunities and risks of doing and Leadership expand the knowledge of students preparing to business in an increasingly complex and work in the fields of financial management and interdependent world. GBA 513 Marketing Management 3.00 control, to enter or to advance in the field of Management MODULE 2: BUSINESS BASICS professional accounting in corporate and not-for- The management concentration focuses on the profit organizations. For more information on interrelated functions of business enterprises, large GBA 516 Business Statistics 3.00 combining the benefits of an M.B.A with an and small, which determine their viability in the GBA 520 Managerial Economics 3.00 advanced accounting concentration, please consult service global marketplace of the 21st century. the section on M.B.A. in Accounting. Strategic goal setting, organizational structures, GBA 521 Legal Aspects of 3.00 Entrepreneurship management philosophies and cultures, ethics, Business Administration Entrepreneurial thinkers create value in society production and service processes, problem analysis The following twenty-four (24) credits in using innovation under conditions of uncertainty. and decision-making techniques are explored advanced core courses are required: The ability to think entrepreneurially is critical for within a range of internal and external MODULE 3: THE BUSINESS FUNCTIONS all students, regardless of their major or their environments. career plans. The entrepreneurship program at LIU Management Information Systems MBA 630 Marketing Strategy 1.50 Brooklyn is designed to engage students to think The management information systems MBA 631 Organizational 1.50 entrepreneurially while they learn how to execute concentration provides the necessary information Leadership on their vision efficiently and effectively. for managing an organization, and explores how Entrepreneurship majors at LIU Brooklyn learn an effective management information system MBA 632 Ethics in a Global 1.50 how to prepare and execute a comprehensive provides decision-oriented information to assist MBA 633 Corporate Financial 1.50 strategy for launching a new venture. The venture managers in planning, organizing and controlling Policy can be in any organizational context – large or the organization. The management information small, new or existing, Nonprofit or for profit. The systems curriculum teaches information system MBA 634 Service Operations 1.50 entrepreneurial process of value creation through concepts within organization functions, as well as Management innovation remains the same regardless of the management knowledge and technical information MBA 635 Entrepreneurship 1.50 context or the ultimate goal. Although people often systems knowledge. The graduate can work within
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MODULE 4: ADVANCED BUSINESS MKT 733 e-Marketing 3.00 MBA 632 Ethics in a 1.50 FUNCTIONS Global MKT 736 Social Media Marketing 3.00 MBA 650 Business Intelligence 1.00 Finance Specialization: 9 Credits MBA 633 Corporate 1.50 Financial MBA 651 Marketing Analytics 1.50 Three (3) advanced (700 level) finance courses Human Resource Management Specialization: Policy MBA 652 Transformational 1.50 9 Credits MBA 634 Service 1.50 Leadership Required courses: 6 Credits Operations MBA 653 Investment Analysis 1.50 HRM 721 Industrial Relations 3.00 Management
MBA 654 Decision Making 1.50 HRM 722 Human Resource 3.00 MBA 635 Entrepreneursh 1.50 Management ip MBA 655 Management of 1.50 Innovation and one (1) of the following courses: 3 Credits ADVANCED BUSINESS FUNCTIONS (10 HRM 726 Legal and Regulatory 3.00 credits) MBA 656 Information Systems 1.50 Environment in Human MBA 650 Business 1.00 Development & Resource Intelligence Management HRM 797 Case Studies in Human 3.00 MBA 651 Marketing 1.50 MODULE 5: YOUR PERSONAL BRAND Resource Management Analytics MBA 640 Making Effective 1.00 HRM 798 Special Topics in Human 3.00 MBA 652 Transformation 1.50 Presentations Resource Management al Leadership MBA 641 Managerial 1.00 HRM 799 Advanced Topics in 3.00 MBA 653 Investment An 1.50 Communications Human Resource alysis MBA 642 Building Your Online 1.00 Management MBA 654 Decision 1.50 Brand International Business Specialization: 9 Credits Making MBA 643 Working in Teams & 1.00 Three (3) advanced (700 level) international MBA 655 Management of 1.50 Project Management business courses Innovation Management Specialization: 9 Credits MBA 644 Career Planning 1.00 Three (3) advanced (700 level) management MBA 656 Information 1.50 M.B.A. Specialization Requirements: 9 Credits courses Systems MODULE 6: SPECIALIZATION COURSES Management Information System Development Three (3) advanced courses in the specialization of Specialization: 9 Credits & Management choice. Available specializations are: accounting, Required course: 3 Credits YOUR PERSONAL BRAND (5 credits) entrepreneurship, finance, human resource CS 601 Principles of Computer 3.00 MBA 640 Making 1.00 management, international business, management Science and Structured Effective information systems, management, and Programming C marketing. Presentations and one (2) of the following courses: 6 Credits M.B.A. Capstone Requirement: 3 Credits MBA 641 Managerial 1.00 CS 633 System Analysis and 3.00 MODULE 7: CAPSTONE COURSE Communicatio Design MBA 800 Business Strategy 3.00 ns CS 645 Computer 3.00 M.B.A. Specializations MBA 642 Building Your 1.00 Communications and Entrepreneurship Specialization: 9 Credits Online Brand Networking Required Courses: 3 Credits MBA 643 Working in 1.00 CS 649 Database Management 3.00 ENT 701 Seminar in 3.00 Teams & Systems Entrepreneurship Project Entrepreneurship concentrations students will Marketing Specialization: 9 Credits Management choose (2) additional courses from the following Three (3) advanced (700 level) marketing courses MBA 644 Career 1.00 list: Credit and GPA Requirements Planning FIN 727 New Venture Finance 3.00 Minimum Credits: 36 - 60 (depending upon course waivers) MBA Specialization Requirements: (9 credits) MAN 707 Small Business & New 3.00 Minimum Major GPA: 3.0 SPECIALIZATION COURSES Venture Management Three (3) advanced courses in the specialization of choice. Available specializations are: accounting, MAN 708 Management of 3.00 One-Year MBA (Accelerated Track) entrepreneurship, finance, human resource Technology and Product The following twenty-four (24) credits in management, international business, management Innovations advanced core courses are required: THE BUSINESS FUNCTIONS (9 credits) information systems, management, and MAN 709 Government and the 3.00 marketing. MBA 630 Marketing 1.50 Management of Strategy Technology MBA 631 Organizational 1.50 MKT 709 New Product 3.00 Leadership Development
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MBA Capstone Requirement: (3 credits) GBA 517 Fundamentals of 3.00 management of human resources (human capital) CAPSTONE COURSE Management Information is a source of sustainable competitive advantage MBA 800 Business 3.00 Systems for high-performance organizations. The advanced Strategy certificate is in complete alignment with the HRM Advanced Core: 12 Credits professional competencies outlined by the Society Credit and GPA Requirements The following courses are required: for Human Resource Management (SHRM). The Minimum Total Credits: 36 credits HRM 721 Industrial Relations 3.00 SHRM competency model is globally accepted as Minimum GPA: 3.0 HRM 722 Human Resource 3.00 the highest professional standard in the practice of Management human resources. M.S. in Human Resource The fifteen earned credits in the advanced Management HRM 726 Legal and Regulatory 3.00 certificate can be applied towards the fulfillment Environment in Human of the Master of Science in Human Resource The 36-credit M.S. in Human Resource Resource Management Management. Management degree is designed to prepare HRM 797 Case Studies in Human 3.00 Admission Requirements: students to enter the profession at the generalist Resource Management The admissions requirement will be the same as level by providing a broad overview of the those of the Master of Science in Human Resource HRM Electives: 12 Credits functional areas of human resource management Management with the exception of the Please choose four (4) courses from those listed (HRM). The program stresses the integration of GRE/GMAT scores. The GRE/GMAT scores below: the functional areas of HRM within the broader will not be required for admission to the context of the organization and its mission, goals HRM 790 Compensation and 3.00 Advanced Certificate in Human Resource and values. Benefits Management. Hence, the admissions standards The Society for Human Resource Management HRM 791 Employee Training and 3.00 for full matriculation in the advanced certificate (SHRM) has acknowledged that its Master of Development are as follows: Science in Human Resources fully aligns with 1. A bachelor's degree with a minimum 3.0 SHRM's HR Curriculum Guidebook and HRM 792 Diversity in the 3.00 cumulative grade point average from an Templates. Throughout the world, 196 programs in Workplace accredited institution. 165 educational institutions have been HRM 793 Workplace Safety and 3.00 2. Official transcripts from all colleges and acknowledged by SHRM as being in alignment Health universities previously attended (foreign with its suggested guides and templates. The HR documents must be accompanied by a certified Curriculum Guidebook and Templates were HRM 798 Special Topics in Human 3.00 English translation). developed by SHRM to define the minimum HR Resource Management 3. Official score report of the TOEFL examination content areas that should be studied by HR HRM 799 Advanced Topics in 3.00 for applicants with degrees from foreign students at the undergraduate and graduate levels. Human Resource colleges and universities. They are part of SHRM's academic initiative, Management 4. A written statement outlining applicant's created in 2006 and revalidated in 2010, to help objectives for seeking admission into the the society define HR education standards taught HRM 724 Organizational 3.00 advanced certificate. in university business schools across the nation Development 5. A current résumé. and help universities develop degree programs that HRM 725 Work, People and 3.00 6. Two letters of recommendation (optional). follow these standards. Productivity 7. A completed application submitted to the Admission Requirements: Office of Admissions. TAX 780 Fundamentals of 3.00 The admission standards are the same as those Limited Matriculation Status: Qualified Employee of the M.B.A. Program; see the section Admission A student admitted with technical or academic Benefit Plans Requirements for the M.B.A. program. deficiencies is granted limited matriculation. A TAX 787 Employee Benefit 3.00 student with limited matriculation may enroll for a Programs maximum of six credits per semester for the first 12 credits before being considered for full HRM Capstone: 3 Credits M.S., Human Resource Management matriculation. Students are expected to achieve a HRM 750 Management Seminar 3.00 (HRM) minimum GPA of 3.0 in the advanced certificate. [Program Code: 20673] Credit and GPA Requirements The advanced certificate will consist of four HRM Foundation: 9 Credits Minimum Credits: 36 required courses (12 credits) and an advanced HRM elective (3 credits). The students with no Must take one (1) of the following courses: 3 Minimum Major GPA: 3.00 prior background in management or HRM will be credits* required to take GBA 512 (Principles of GBA 512 Principles of Management 3.00 Advanced Certificate in Human Management and Leadership) in the first semester and Leadership Resource Management of enrollment.
MBA 613 Organizational Behavior 3.00 NOTE: GBA 512 (Principles of Management In today's challenging economy, human and Leadership- 3 credits) is required for *Please consult with your advisor to determine resource management is a critical and in-demand candidates with no undergraduate business which course you should take. function that continues to provide employment degrees. The candidates with an executive The following foundation courses are required: opportunities across a broad spectrum of experience of more than 5 years will be waived 6 Credits organizations. The graduate advanced certificate is from taking this prerequisite. GBA 515 Managerial 3.00 designed to provide students with a comprehensive Students are expected to achieve a minimum Communications and broad foundation to the human resource GPA of 3.0 in the advanced certificate. management practice and profession. Proper
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Advanced Certificate, Human Resource Management (HRM) [Program Code: 35003] The following courses are required: 12 credits HRM 721 Industrial Relations 3.00
HRM 722 Human Resource 3.00 Management
HRM 726 Legal and Regulatory 3.00 Environment in Human Resource Management
HRM 797 Case Studies in Human 3.00 Resource Management Any Advanced HRM Elective: 3 credits Credit and GPA Requirements Minimum Credits: 15 Minimum Major GPA: 3.00
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Business Courses reports, and advertising managerial Commercial Code, the law of sales and intellectual communications. property. Other major areas of study include state Credits: 3 and federal corporate law; state and federal GBA 510 Financial Accounting Every Fall, Spring and Summer regulation of business, and the regulation of A study of basic accounting concepts and methods corporate securities; legal aspects of ethical and and their significance to management and to the GBA 516 Business Statistics social responsibility of business. financial analyst. Topics include an introduction to An examination of the fundamental principles, Credits: 3 financial statement analysis the measurement of concepts and techniques involved in application of Every Fall and Spring income and capital, accounting for fixed assets, probability and statistics to business research and inventory costing and price level changes, managerial decisions. The range of applications HRM 721 Industrial Relations measuring and accounting for corporate debt, covers such various functional areas such as finance, A survey of federal and state laws affecting the corporate investment in securities, and computer marketing, accounting, management, economics conduct of parties in a bargaining relationship. applications in accounting. This course does not and production. Topics include descriptive Factors in the bargaining process, strategy and require previous training in accounting. statistics, probability concepts and techniques tactics, principles and specifics of contract clauses, Credits: 3 applicable in risk assessment and decision theory, and administration and enforcement of the Cross-Listings: ACC 501, GBA 510 and statistical inference (estimation and hypothesis collective bargaining agreement are examined. Every Fall and Spring testing). Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 Credits: 3 GBA 511 Corporate Financial Management Every Fall and Spring Cross-Listings: HRM 721, MAN 721 A study of the methods by which firms and Every Fall individuals in a risky global environment evaluate GBA 517 Fundamentals of Management stocks, bonds and investment projects, combine Information Systems HRM 722 Human Resource Management those elements in optimal portfolios, and A survey analysis of the role of information systems A review of the major areas of personnel determine the best level of debt versus equity. The in business strategy. Information systems are shown administration. Topics include selection and basic tools are risk versus return and the evaluation to be facilitators of market penetration, competitive replacement, compensation, training and of future cash flows. advantage and organizational change. The material development, labor relations, and employee Pre-requisite of GBA 510 is required. is presented within an integrated framework, services. Such activities are viewed from the Credits: 3 portraying information systems as being composed position of both the large and small firm. Every Fall and Spring of organization, management and technology Pre-requisite of GBA 512 or MBA 613 are required. elements. Topics include: organizational and Credits: 3 GBA 512 Principles of Management and technical foundations of information systems; Cross-Listings: HRM 722, MAN 722 Leadership applications of information systems in all levels of Every Fall and Spring An analysis of current management theory and decision making, including operational, tactical and practice that includes a discussion of its historical strategic decision making; management of HRM 723 Behavior Concepts Applied to foundations and an investigation of various information as an organizational resource and Management approaches to the management discipline. Primary various information architectures; emerging new A study of the application of behavioral concept emphasis is on the administrative functions of information systems technologies; various techniques to the problems of managers and planning, decision making, organizing, staffing and approaches to building information systems; and supervisors in large and small enterprises. Topics controlling. issues related to management of information include approaches to personnel assessment, Credits: 3 systems. development and motivation of managers, and the Every Fall and Spring Credits: 3 fundamentals of executive performance. Cross-Listings: GBA 517, PM 703 Pre-requisite of GBA 512 or MBA 613 are required. GBA 513 Marketing Management Every Fall and Spring Credits: 3 A survey analysis of the operations of marketing On Occasion systems. The course emphasizes strategic planning, GBA 520 Managerial Economics coordination and adaptation of marketing Key micro and macro economic concepts and issues HRM 724 Organizational Development operations to opportunities in profit and nonprofit are used to equip students to analyze economic A survey of contemporary training and organizations. Focus is placed on the principal problems and appreciate the events. The course development problems, with emphasis on the decision-making components of national and develops key microeconomic concepts, such as the relationship between development and the international marketing, including product construction of supply and demand curves, organization's personnel decisions. Techniques of Credits: 3 elasticity and develops key macroeconomic concepts personnel training are examined. Every Fall and Spring and tools to examine key policy issues as: National Pre-requisite of GBA 512 or MBA 613 are required. Income Accounting, the aggregate and demand for Credits: 3 GBA 515 Managerial Communications money, fiscal and monetary policy, international Cross-Listings: HRM 724, MAN 724, PM 711 An investigation into improving the way people trade, and the impact of changes in exchange rates. Every Spring within organizations communicate. The course Credits: 3 HRM 725 Work People and Productivity includes the interpretation and application of Every Fall organizational communication theory for the An analysis of the problems of the occupational working or aspiring manager. Topics include GBA 521 Legal Aspects of Business environment in small and large enterprises. personal communication styles, media and tools for Administration Emphasis is on the practical problem solving that is the manager/communicator, organizational A study of law and the legal system, applying the of immediate concern to the participants. Topics communications climates, one-to-one case study methods of learning, through which legal include: new approaches to motivation, attitudes, communications, meetings and conferences, reasoning and anslytical skills are developed. job satisfaction, job enrichment, monotony, fatigue, speaking before groups, written managerial Examples of topics covered are intentional torts, working conditions and conflict resolution, quality communications, planning and producing business negligence, contracts and the Uniformed circles, and productivity.
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Pre-requisite of GBA 512 or MBA 613 are required. On Occasion developments, emerging issues, and areas of Credits: 3 professional specialization in the field of Human Cross-Listings: HRM 725, MAN 725, PM 712 HRM 792 Diversity in the Workplace Resources Management. Topics vary. Every Spring This course employs a seminar format and The pre-requisite of HRM 722 or MAN 722 is examines the complex and encompassing ways in required. HRM 726 Legal and Regulatory Environment in which people differ, including examining the Credits: 3 Human Resource Management primary dimensions (age culture/ethnicity/race, Every Summer An examination, discussion and exploration of language, gender, physical abilities and sexual laws, regulations and judicial decisions affecting the orientation) and secondary dimensions (education, IBU 701 International Business Human Resources manager. Case studies are used geographical location, income, marital status, An introduction to international business that to develop an awareness of the legal problems parental status, religion and work experience) that examines those aspects of economics, finance, facing the modern manager. Emphasis is on the formulates in many instances the view of cultural investment and trade that have an international federal agencies and laws, but areas of regulation diversity. dimension. Topics include historical development reserved to the states are also discussed. The pre-requisite of HRM 722 or MAN 722 is of multinational enterprises, relations between Pre-requisite of GBA 512 or MBA 613 are required. required. multinational corporations and host countries, and Credits: 3 Credits: 3 special problems associated with international Cross-Listings: HRM 726, MAN 726 On Occasion operations. Every Fall Pre-requisites of GBA 511, GBA 512, GBA 514 HRM 793 Workplace Safety and Health and MBA 620 are required. HRM 750 Management Seminar An in-depth study of issues and practices related o Credits: 3 A consideration of the human problems of workplace safety and health. Relevant topics Cross-Listings: IBU 701, MAN 780 organizational management from a include OSHA rules and regulations, OSHA Every Fall and Spring multidisciplinary point of view. Concepts and inspections, employer requirements under the act, research from the behavioral sciences are applied to the role of HR in ensuring employer and employee IBU 702 International Financial Markets the personnel problems of management. Theory compliance with the act, filing and record keeping An analysis of the financial opportunities and risks and technique are integrated by using group and requirements. Within the context of OSHA, resulting in global market investment, with a focus individual study projects. The course is designed to workplace violence, domestic violence, and on international portfolio diversification and enhance interpersonal skills related to superiors, workplace security will also be covered. management. Topics include determinants of subordinates, staff specialists and peers. The pre-requisite of HRM 722 or MAN 722 is foreign exchange rate and international capital The pre-requisites of GBA 512 or MBA 613; GBA required. flows; balance of payments analysis techniques; 515, GBA 517, Credits: 3 foreign exchange risk management, especially HRM 721, 722, 726, and 797 are required. On Occasion hedging and speculation strategies; the reasons for Credits: 3 and impact of official intervention; and a study of Cross-Listings: HRM 750, MAN 750 HRM 797 Case Studies in Human Resource the Eurocurrency and Eurobond markets, as well as Every Spring Management a review of leading indicators for the various This is an applications-oriented course that is international stock markets. HRM 790 Compensation and Benefits designed to provide students with the opportunity Pre-requisites of GBA 511 and GBA 514 or 520 This course focuses on employee compensation and to apply HR theory to the practical everyday are required. employee benefits. Topics considered in this course challenges faced by HR generalists. Relevant course Credits: 3 include strategic compensation policy, topics addressed during the semester include: Cross-Listings: FIN 716, IBU 702 compensation management and administration, Strategic Management: Workforce Planning, On Occasion pay-for-performance, as well as how compensation is Recruitment, Selection decisions, % & D, determined for both hourly and salaried employees. Compensation and Benefits, Labor Relations, Benefit topic will include both legally required and workplace Safety and Security. Emphasis is placed IBU 703 International Trade employer discretionary benefits, as well as how on developing and evaluating alternative solution A review of the principles of international trade its firms develop and administer employee benefit strategies. magnitude, direction, and industrial classification plans; relevant laws for both compensation and The pre-requisite of HRM 722 or MAN 722 is as well as the institutions (e.g., GATT) facilitating benefits will also be covered. required. it. The course focuses on practical techniques and The pre-requisite of HRM 722 or MAN 722 is Credits: 3 problems of exporting and importing, with special required. Every Spring attention to small business. Topics include sources Credits: 3 of marketing information, techniques of payment Alternate Semesters HRM 798 Special Topics in Human Resources and collections, currency fluctuation problems and Management balance of payments analysis, sources and uses of HRM 791 Employee Training and Development An examination of selected themes current funds to finance foreign trade, and government Training refers to a planned effort by an developments, emerging issues, and areas of assistance. organization to facilitate employee's learning of job professional specialization in the field of Human Pre-requisites of GBA 511 and GBA 514 or 520 related skills and behaviors. The purpose of this Resources Management. Topics vary. are required. course is to provide the student with the knowledge The pre-requisite of HRM 722 or MAN 722 is Credits: 3 and skills that are required to design, develop, and required. Cross-Listings: FIN 715, IBU 703, MKT 716 deliver quality employee training. Within the Credits: 3 On Occasion context of training, approaches to employee Every Summer development will also be discussed. IBU 704 Management of International Business The pre-requisite of HRM 722 or MAN 722 is HRM 799 Advanced Topics in Human Resources A focus on the management of direct international required. Management investment, commonly known as multinational Credits: 3 An in-depth study of selected themes, current corporation, that examines the nature, growth and
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 120 LIU Brooklyn new directions of direct investment and how those IBU 745 International Taxation Pre-requisite of GBA 512 or MBA 613 are required. elements are related to changing economic, social A study of U.S. corporations doing business in Credits: 3 and monetary conditions. The course highlights foreign countries; U.S. taxation of foreign income On Occasion the interplay of business and government in and foreign tax credits; allocation of income among international management. related entities; and tax treaties. (45 CPE credits) MAN 705 Management Decision Theory The pre-requisites of GBA 512, MBA 613 and Pre-requisite of ACC 501/GBA 510, and TAX 723 A survey of the decision-making processes and MBA 620 are required. or the equivalent, are required. methods for examining, defining, analyzing and Credits: 3 Credits: 3 solving complex problems. Emphasis is on defining On Occasion Cross-Listings: IBU 745, TAX 745 objectives, value systems, and methods for Every Fall identifying and assessing alternative courses of IBU 705 International Marketing action. The study and analysis of the special problems of IBU 750 International Business Seminar Pre-requisite of GBA 512 or MBA 613 are required. marketing in the international marketplace. An analysis of the decision-making processes and Credits: 3 Marketing problems of overseas subsidiaries of methods for defining, analyzing and resolving On Occasion multinational firms are explored, as are the contemporary international financial and trade importing and exporting activities of domestic problems. Emphasis is on assessing international MAN 707 Small Business and New Venture firms, licensing/franchising, and foreign direct developments and trade relating to business. Three Management investment, including strategic alliances. credits. An examination of the role of a small business in a Pre-requisite of GBA 513 and MBA 612 are The pre-requisite of GBA 512 is required. dynamic, free enterprise economy, designed to required. Credits: 3 stimulate a creative approach (by entrepreneurs) to Credits: 3 On Occasion the problems of a small firm. The course Cross-Listings: IBU 705, MKT 717 emphasizes establishing new enterprises, financing, On Occasion IBU 770 International Accounting organizing, planning, operating, marketing, growth Insight into the international accounting and acquisitions IBU 706 Comparative International Management environment from the viewpoint of the U.S.-based Pre-requisite of GBA 511, GBA 512 and MBA 613 Comparisons among national managerial systems. multinational organization.(45 CPE credits) are required. The functional inter-relationships between The pre-requisite of ACC 501 or equivalent is Credits: 3 managers and their international environments and required. On Occasion the problems of cross-national cooperation are Credits: 3 highlighted. Cross-Listings: ACC 770, IBU 770 MAN 708 Management of Technology and The pre-requisite of MBA 613 is required. Every Fall Product Innovation Credits: 3 A survey of new technologies in society and On Occasion MAN 702 Theories of the Organization business. Topics include opportunities and threats, A survey of organizational theories with particular technological forecasting, evaluation of new IBU 707 Multinational Business in Developing emphasis on goal setting assessing, achievement and products and services, the management of new Nations displacement. Topics include the relationship of research and development, stimulating creativity, An analysis of the opportunities and problems of authority, role responsibility, organizational economic evaluation of research products, operating multinational firms in developing structure, design and culture. Students diagnose organizational characteristics, and estimating and nations. Consideration is given to marketing organizational functions, analyze deficiencies, and controlling research and development costs. opportunities, national customs and mores, natural determine ways of adapting organizational structure Pre-requisite of GBA 512, GBA 517 and MBA 613 resource policies, tax policies, governmental to realize goals. are required. economic nationalism, and similar concepts Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 relevant to operating in developing nations. Credits: 3 On Occasion Pre-requisites of GBA 512 and IBU 701 are On Occasion required. MAN 709 Government and the Management Credits: 3 MAN 703 Project Analysis and Program Technology On Occasion Management An examination of the changing role of A survey of managerial criteria for effective project government in shaping and directing the IBU 708 International Corporate Finance planning and management. Topics include management of technology in the civilian sector of An analysis of the financial opportunities, risk and establishing objectives, cost benefit analysis, the economy. Principal themes include the decision-making processes associated with planning methods, organizational concepts, causes rationales, processes and mechanisms of international operations. Topics include of conflict, conflict resolution and options in government involvement; promotion and management of translation, transaction, and allocation of resources. regulation of technological development and use by economic exposure; taxation issues; multinational Pre-requisite of GBA 512 or MBA 613 are required. government; industrial policy in the United States capital budgeting and current asset management; Credits: 3 and other countries; and the impact of government complexities of international performance On Occasion on product innovation and on the national evaluation and control systems; comparative economy. financial statement analysis; cost of capital; and MAN 704 Managerial Planning and Control The pre-requisite of GBA 517 or PM 703 is international financing options. The case method Systems required. is employed. A study of the formulation of integrated long-range Credits: 3 The pre-requisite of FIN 716 is required. and strategic plans relating to organizational On Occasion Credits: 3 objectives, expense centers, performance centers Cross-Listings: FIN 726, IBU 708 and investment centers. Also studied are methods MAN 721 Industrial Relations On Occasion of measuring performance and handling A survey of federal and state laws affecting the information. conduct of parties in a bargaining relationship.
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Factors in the bargaining process, strategy and federal agencies and laws, but areas of regulation communication, motivation and decision making, tactics, principles and specifics of contract clauses, reserved to the states are also discussed. and the impact of innovation and change on the and administration and enforcement of the Pre-requisite of GBA 512 or MBA 613 are required. organization. collective bargaining agreement are examined. Credits: 3 Pre-requisite of GBA 512 is required. Pre-requisite of GBA 512 or MBA 613 are required. Cross-Listings: HRM 726, MAN 726 Credits: 3 Credits: 3 Every Fall Every Fall and Spring Cross-Listings: HRM 721, MAN 721 Every Fall MAN 750 Management Seminar MBA 620 Behavioral Finance A consideration of the human problems of Behavioral finance offers a new perspective on MAN 722 Human Resource Management organizational management from a modern investing. Phenomena such as stock A review of the major areas of personnel multidisciplinary point of view. Concepts and momentum or the tendencies of investors to hold administration. Topics include selection and research from the behavioral sciences are applied to on to losing stocks too long are inconsistent with replacement, compensation, training and the personnel problems of management. Theory the notions of traditional finance market efficiency, development, labor relations, and employee and technique are integrated by using group and yet they are perfectly consistent with psychological services. Such activities are viewed from the individual study projects. The course is designed to human processing of information. Students will position of both the large and small firm. enhance interpersonal skills related to superiors, gain a proficiency in learning the knowledge of Pre-requisite of GBA 512 or MBA 613 are required. subordinates, staff specialists and peers. psychological factors and economics concepts, Credits: 3 The pre-requisites of GBA 512 or MBA 613; GBA implement this knowledge in the financial markets Cross-Listings: HRM 722, MAN 722 515, GBA 517, and apply the behavior finance ideas in the analysis Every Fall and Spring HRM 721, 722, 726, and 797 are required. of real market trading phenomena. Credits: 3 The pre-requisites of GBA 510, 511, 512, 513, 514, MAN 723 Behavior Concepts Applied to Cross-Listings: HRM 750, MAN 750 515, 516, and 517 are required. Management Every Spring Credits: 3 A study of the application of behavioral concept Every Fall and Spring techniques to the problems of managers and MAN 780 International Business supervisors in large and small enterprises. Topics An introduction to international business that MBA 621 Service and Operations Management include approaches to personnel assessment, examines those aspects of economics, finance, This course will focus on the various aspects development and motivation of managers, and the investment and trade that have an international involved in the management of service operations fundamentals of executive performance. dimension. Topics include historical development within the "pure" service sector (banking, Pre-requisite of GBA 512 or MBA 613 are required. of multinational enterprises, relations between transportation, travel and tourism, etc.) and within Credits: 3 multinational corporations and host countries, and the services functions of manufacturing (after-sales On Occasion special problems associated with international support, financing, etc.). After an introductory operations. section to provide an overview of the role of MAN 724 Organizational Development Pre-requisites of GBA 511, GBA 512, GBA 514 services in the economy and within the functioning A survey of contemporary training and and MBA 620 are required. of various enterprises, the following topics and development problems, with emphasis on the Credits: 3 more will be explored: design and delivery of relationship between development and the Cross-Listings: IBU 701, MAN 780 services, the measurement of productivity and organization's personnel decisions. Techniques of Every Fall and Spring quality, managing capacity and demand, quality personnel training are examined. management redesign of service delivery processes, Pre-requisite of GBA 512 or MBA 613 are required. MBA 612 Marketing Strategy management of technology, and managing human Credits: 3 A focus on marketing planning processes, concepts, resources. The course explores the dimensions of Cross-Listings: HRM 724, MAN 724, PM 711 methods and strategies with global orientation at successful service firms and helps students discover Every Spring the product level as well as the corporate level. The entrepreneurial opportunities.
course emphasizes the relationship between The pre-requisites of GBA 510, 511, 512, 513, 514, MAN 725 Work People and Productivity marketing and other functions and draws on 515, 516, and 517 are required. An analysis of the problems of the occupational perspectives from industrial economics, corporate Credits: 3 environment in small and large enterprises. finance and strategic management literature. Every Fall and Spring Emphasis is on the practical problem solving that is Marketing strategies and practices of contemporary of immediate concern to the participants. Topics firms are discussed as they relate to industrial and MBA 626 Risk Management include: new approaches to motivation, attitudes, consumer products and services. The overall This course deal with the theoretical and practical job satisfaction, job enrichment, monotony, fatigue, objective of the course is to help students approaches to effective financial management. working conditions and conflict resolution, quality incorporate and apply the skills, methods and Planning, analyzing and controlling investment and circles, and productivity. insights they have acquired in previous marketing short and long term financing are examined for Pre-requisite of GBA 512 or MBA 613 are required. and other business courses to the design and decision-making purposes. Emphasis is placed on Credits: 3 implementation of marketing strategies. the application of Risk, the methods in today's Cross-Listings: HRM 725, MAN 725, PM 712 Pre-requisite of GBA 513 is required. business environment and related industries. Every Spring Credits: 1.50 Topics include: Capital budgeting, risk and
Every Fall and Spring diversification, asset liability management, financial MAN 726 Legal and Regulatory Environment in derivatives and financial engineering, swaps, Human Resource Management MBA 613 Organizational Behavior options and financial future. An examination, discussion and exploration of An analysis of both the formal and informal aspects The pre-requisites of GBA 510, 511, 512, 513, 514, laws, regulations and judicial decisions affecting the of the administration process. Topics include 515, 516, 517 and MBA 620 are required. Human Resources manager. Case studies are used human behavior in an organizational environment, Credits: 3 to develop an awareness of the legal problems individual behavior patterns, superior/subordinate Every Fall and Spring facing the modern manager. Emphasis is on the relationships, group dynamics, leadership,
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MBA 630 Marketing Strategy management, redesign of service delivery processes, A focus on marketing planning processes, concepts, management of technology, and managing human MBA 643 Working in Team and Project methods and strategies with global orientation at resources. The course explores the dimensions of Management the product level as well as the corporate level. The successful service firms and helps students discover This course explores complex issues that confront course emphasizes the relationship between entrepreneurial opportunities. managers working in group settings involving marketing and other functions and draws on Pre-requisite of GBA 512 is required. project formulation, implementation and control. perspectives from industrial economics, corporate Credits: 1.50 Case studies are used to explore problems, finance and strategic management literature. Every Fall and Spring solutions and best practices across numerous Marketing strategies and practices of contemporary industry settings. firms are discussed as they relate to industrial and MBA 635 Entrepreneurship Credits: 1 consumer products and services. The overall This course provides an introduction to the process Every Fall and Spring objective of the course is to help students of planning and starting a new business venture as MBA 644 Career Planning incorporate and apply the skills, methods and well as an overview of entrepreneurial thinking. This course will explore core competencies required insights they have acquired in previous marketing Through lecture, online discussion and group by the 21st century workplace and students' own and other business courses to the design and projects, students will explore entrepreneurial plan for career/industry exploration. Competency implementation of marketing strategies. concepts including industry analysis, market in key aspects of career development will be Pre-requisite of GBA 513 is required. analysis, lean start-up methodology, feasibility demonstrated: creation of a skill-based resume, Credits: 1.50 analysis and value propositions. targeted cover letter, effective use of social media Every Fall and Spring Pre-requisites of MBA 512 and 513 are required. Credits: 1.50 for career exploration and self-marketing, and MBA 631 Organizational Leadership Every Fall and Spring knowledge of networking strategies and job search An exploration of transformational leadership as strategies. embodied in earlier theoretical classics in the field. MBA 640 Making Effective Presentations Credits: 1 Includes discussions on great man theory, trait This class is designed to provide training and Every Fall and Spring theory, autocratic/democratic leadership, experience in delivering effective oral presentations MBA 650 Business Intelligence contingency and situational leadership. in various academic settings. It is intended for This course is designed to impart the concepts and Pre-requisite of GBA 512 is required. students who have little or no experience giving the practical aspects of a collection of computer Credits: 1.50 formal presentations. In addition to focusing on technologies that support managerial work - Cross-Listings: MBA 631, MBA 631 content, structure and delivery of oral essentially, Decision Making. These technologies Every Fall and Spring presentations, we will highlight certain aspects of public speaking, including pronunciation, volume, called Business Analytics and Business Intelligence MBA 632 Ethics in a Global Society intonation and gestures to help improve overall have had a profound impact on corporate strategy, An exploration of the environment in which presentation skills. performance management and competitiveness. business is conducted with emphasis on legal, social Credits: 1 Topics covered include: business intelligence, and political dimensions. The demands for ethical Every Fall and Spring analytics and decision support, data warehousing, responsibility in business are also explored and business reporting, visual analytics, big data evaluated. MBA 641 Managerial Communication analytics, business analytics, and emerging trends Pre-requisite of GBA 512 is required. An investigation into the way people within the and future directions. Credits: 1.50 organization communicate. The course includes Pre-Requisite of MBA 620 is required. Every Fall and Spring the interpretation and application of organization Credits: 1 communication for the working or aspiring Every Fall and Spring MBA 633 Corporate Financial Policy manager. Topics include personal communication An analysis of techniques used to attain long-term styles, media and tools for the MBA 651 Marketing Analytics corporate objectives by means of financial policy. manager/communicator, organizational Marketing analytics is the process and Topics include capital budgeting, cost of financial communication climate, one-to-one methodologies used by marketers to evaluate their and capital structure, sources of long-term funds, communications, meetings and conferences, marketing efforts, assess their effects in the short dividend policies, mergers, acquisitions and speaking before groups, written managerial and long run, and investigate how to improve consolidations. communications, planning an producing business them. Marketing analytics then offers a dashboard Pre-requisite of GBA 511 is required. reports, and advertising managerial that allows marketers to make the right managerial Credits: 1.50 communications. decisions in order to increase their performances. Every Fall and Spring Credits: 1 Performance is measured through different business Every Fall and Spring metrics. MBA 634 Service/Operations Management Pre-Requisite of MBA 620 is required. This course will focus on the various aspects MBA 642 Building your Online Brand Credits: 1.50 involved in the management of service operations This course provides students with an introduction Every Fall and Spring within the “pure” service sector (banking, to creating and managing their personal online transportation, travel and tourism, etc.) and within brand. Through lecture, online discussion and real MBA 652 Transformational Leadership the services functions of manufacturing (after-sales world assignments, students will learn to use the An exploration of transformational leadership as support, financing, etc.). After an introductory web an social media to enhance their professional embodied in later theoretical classics in the field. section to provide an overview of the role of careers. Includes discussions on reframing leadership, services in the economy and within the functioning Credits: 1 emotional intelligence, charismatic leadership, of various enterprises, the following topics and Every Fall and Spring empowering others, principle-centered and servant more will be explored: design and delivery of leadership. services, the measurement of productivity and Pre-requisite of MBA 631is required. quality, managing capacity and demand, quality Credits: 1.50
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Every Fall and Spring integrating experience, students are expected to used to stress practical applications. bring their overall acquired business knowledge to Pre-requisite of GBA 513 is required. MBA 653 Investment Analysis bear on the intricacies of managerial decision Credits: 3 An introduction to the theory and practice of making. Through text, case analysis and a On Occasion security analysis, including the valuation of computer-based simulation, students have an individual securities, with emphasis on common opportunity to test their skill in the use of financial, MKT 705 Consumer Behavior stocks and fixed income securities, valuation of the marketing and management variables in a A multidisciplinary approach to understanding stock market as a whole, and portfolio management competitive situation. Selected guest lecturers and consumer behavior in the marketplace that and investment strategies. Investment risks are assignment of a major written project round out the integrates the contributions of cultural analyzed and measurements of risk are examined. learning experience by providing each student with anthropology, psychology, sociology and economics. An introduction to derivative securities in included. a pragmatic discussion forum, as well as research The course reviews the role of the behavioral Pre-Requisite of MBA 633 is required. and writing experience with the dynamics of a sciences in marketing in such areas as Credits: 1.50 changing business world. determination of market segments, product choice, Every Fall and Spring The following pre-requisites are required to enroll brand loyalty and switching shopping behavior.
in MBA 800 or 801: Topics include learning theory, motivation, MBA 654 Decision Making GBA 510, 511, 512, 513, 514, 515, 516, 517; diffusion of innovation, reference group theory, This hybrid course introduces a practical, applied MBA 612, 613, 620, 621, 625 and 626; role playing, perception and attitude formation. and analytical approach to managerial decision Any four 700 level MBA courses. Managerial implications are examined using case making. Analytic thinking, systems thinking, and Credits: 3 studies. creative thinking will be employed in the context of Every Fall and Spring Pre-requisite of GBA 513 is required. a business simulation. Topics include decision- Credits: 3 making models; dealing with the certain, the MKT 701 Marketing Communication and On Occasion uncertain, and the unknowable; forecasting; Advertising managing risk; sensitivity analysis, probabilistic A study of the role of mass and personal MKT 706 Product Planning and Marketing decision models; survey design and regression communication and sales promotion in marketing The use of the case study method to develop skills analysis. management and their social and economic of analysis and decision making as they relate to Pre-requisite of MBA 634 is required. implications. Research findings in communication product planning, management and portfolio Credits: 1.50 theory behavioral sciences, and comprehensive analysis. The effects of product design, pricing, Every Fall and Spring models of buyer behavior are particularly stressed. promotion, advertising, research, distribution
The course surveys the planning, implementation channels, sales efforts and legislation are examined MBA 800 Business Policy I and measurement of effectiveness of marketing in an effort to understand their interrelationships An examination of the fields of policy making and communication activities. Students are required to as they affect both volume and profit. The product administration that build upon and integrate the develop integrated promotional campaigns based management organizational structure is also work covered in the graduate curriculum. The on actual marketing information. examined. Outside lecturers from industry visit, as viewpoint is that of senior general managers who Pre-requisite of GBA 513 is required. available. set company-wide objectives and coordinate Credits: 3 Pre-requisite of GBA 513 is required. departmental policies and activities. As an On Occasion Credits: 3 integrating experience, students are expected to On Occasion bring their overall acquired business knowledge to MKT 702 Marketing Research bear on the intricacies of managerial decision An examination of information requirements for MKT 707 Marketing Distribution Systems making. Through text, case analysis and a marketing decisions. Particular emphasis is placed An analysis of the competitive struggle for channel computer-based simulation, students have an on the development of cost and benefit analytical command and the utilization of economic and opportunity to test their skill in the use of financial, tools for evaluating various marketing information analytical tools and behavioral models. The growth marketing and management variables in a systems designs. Other topics include the design of of, and innovation in, vertical systems are examined competitive situation. Selected guest lecturers and surveys and experiments, questionnaire with regard to social, economic and legal assignment of a major written project round out the construction, decision models, data analysis constraints. The course also surveys the objectives learning experience by providing each student with techniques and data interpretation. and decision-making processes of individual a pragmatic discussion forum, as well as research Pre-requisite of GBA 513 is required. members at various channel levels. Cases are used and writing experience with the dynamics of a Credits: 3 to stress practical applications. changing business world. On Occasion Pre-requisite of GBA 513 is required. The following pre-requisites are required to enroll Credits: 3 in MBA 800 or 801: MKT 703 Sales Management and Forecasting On Occasion GBA 510, 511, 512, 513, 514, 515, 516, 517; A focus on the management of selling activities and MBA 612, 613, 620, 621, 625 and 626; the outside sales force as critical elements of MKT 708 Industrial Marketing Any four 700 level MBA courses. marketing operations. Includes discussion of the An analysis of current marketing practices for Credits: 3 administrative activities of sales force managers manufacturers and suppliers of services to industrial Every Fall and Spring from the district manager up to the top-level sales and government markets. Emphasis is placed on force executive in the firm. Organization of the the strategy of market selection, product planning, MBA 801 Business Policy II sales department, operating the sales force, pricing, distribution and buyer/seller relations An examination of the fields of policy making and planning sales force activities, and analysis and pertaining to industrial products. administration that build upon and integrate the control of sales operations are covered. Major Pre-requisite of GBA 513 is required. work covered in the graduate curriculum. The emphasis is given to determining market and sales Credits: 3 viewpoint is that of senior general managers who potentials, forecasting sales, preparing sales budgets, On Occasion set company-wide objectives and coordinate and establishing territories and quotas. Cases are departmental policies and activities. As an
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investment, including strategic alliances. Pre-requisite of GBA 513 and MBA 612 are MKT 709 New Product Development required. A study of the management of the product mix. Credits: 3 The course presents an analytical approach to new- Cross-Listings: IBU 705, MKT 717 product decisions. Topics include product policy On Occasion considerations, new-product search, development, economic analysis, and the factors leading to the MKT 750 Marketing Seminar decision to commercialize, test market or An analysis of the processes that shape marketing discontinue a product. policy to maintain profitable operations. Emphasis Pre-requisite of GBA 513 is required. is on the use of planning theory, game theory and Credits: 3 input-output analysis in devising market plans and On Occasion decision making. Application of such techniques is illustrated by cases and actual marketing problems MKT 710 Management of Marketing Operations of companies. An analysis of the marketing process, including Pre-requisite of GBA 513 is required. formulation of policies, and the planning, Credits: 3 organizing, directing and coordinating of activities On Occasion of marketing functions. The relation of marketing research and consumer motivation studies as they relate to marketing mix elements is also examined. The pre-requisite of GBA 513 or MBA 612 is required. Credits: 3 On Occasion
MKT 712 Direct Marketing A detailed study of direct response techniques, an increasingly important component of the marketing efforts of companies of all sizes. Direct marketers have developed a sophisticated awareness of the exact relationship of their marketing effort to sales and profits; this course familiarizes students with the entire range of direct marketing, media and fulfillment strategies, with special emphasis on scientific database management. Pre-requisite of GBA 513 is required. Credits: 3 On Occasion
MKT 716 International Trade A review of the principles of international trade its magnitude, direction, and industrial classification as well as the institutions (e.g., GATT) facilitating it. The course focuses on practical techniques and problems of exporting and importing, with special attention to small business. Topics include sources of marketing information, techniques of payment and collections, currency fluctuation problems and balance of payments analysis, sources and uses of funds to finance foreign trade, and government assistance. Pre-requisites of GBA 511 and GBA 514 or 520 are required. Credits: 3 Cross-Listings: FIN 715, IBU 703, MKT 716 On Occasion
MKT 717 International Marketing The study and analysis of the special problems of marketing in the international marketplace. Marketing problems of overseas subsidiaries of multinational firms are explored, as are the importing and exporting activities of domestic firms, licensing/franchising, and foreign direct
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DEPARTMENT OF Admissions or the School of Business' Office of Advisement about this option. M.S., Computer Science TECHNOLOGY, Admission Requirements: [Program Code: 89373] INNOVATION AND The standards for admission to the program are as Computer Science Core: 21 Credits follows: The following seven (7) courses are required: COMPUTER SCIENCE 1. A bachelor's degree from an accredited CS 631 Algorithms and Data 3.00
institution Structures Professors Chung, Rodriguez 2. An undergraduate grade point average of 3.0 CS 633 System Analysis and 3.00 Associate Professors Ghriga (Chair), League 3. A written statement outlining applicant’s Design Assistant Professor Shang objectives for seeking admission into the Adjunct Faculty: 9 program CS 641 Computer Architecture 3.00 4. A current résumé CS 643 Operating Systems 3.00 In the global marketplace, no company or 5. Two letters of recommendation organization can exist without computers and 6. A completed application submitted to the CS 645 Computer 3.00 technology. Companies rely on highly skilled and Office of Admissions Communications and technically adept people to maintain software and Candidates meeting the admission requirements Networking hardware and provide support. New uses for will be placed into one of the following two tracks CS 649 Database Management 3.00 computers emerge continuously and the potential depending upon the candidate’s undergraduate Systems for technology is unlimited. The outlook for degree and background in fundamentals of continued technological development is positive, computer science and programming. Other CS 666 Artificial Intelligence 3.00 evidence of competence may be required to grant a especially in the fields of communication, Computer Science Electives: 9 to 12 Credits limited matriculation status in the program. transportation, biotechnology, and service Three (3) Advanced Computer Science Courses Track 1 – Candidates admitted into Track 1 will industries. Wireless technology, broadband and with Thesis Option have a bachelor’s degree in computer science or security technology are all growing fields and Four (4) Advanced Computer Science management information systems and will begin technology skills are still in high demand in the Courses with Software Development Project their program with the required core courses. government and military, health care and Thesis Option: 6 credits pharmaceuticals. As computer applications Track 2 – Candidates without a bachelor’s degree CS 698 Computer Science Thesis 3.00 expand, jobs for system analysts, computer in computer science or management information scientists, and database and network administrators systems will be admitted into Track 2 and required CS 699 Computer Science Thesis 3.00 are expected to be among the fastest growing to demonstrate proficiency in computer Software Development Project Option: 3 occupations. The department’s primary goal is to programming and foundations by passing the credits instill in students sound analytical reasoning in the competency waiver exam or completing two latest technologies so that they have long, preparation courses: Computer Science 601 and CS 690 Software Development 3.00 successful careers in fields that are continually 605 or their equivalents. Project evolving and that offer a broad array of Computer Science Background Requirements OR professional opportunities. A candidate who is not proficient in the C CS 691 Software Development 3.00 The department offers the Master of Science in programming language must take CS 601 (no Project Computer Science. credits toward computer science master’s degree). A candidate who does not have sufficient Credit and GPA Requirements
background in computer science foundations (i.e., Minimum Credits (Thesis Option): 36 M.S. in Computer Science operating systems, computer architecture, discrete Minimum Credits (Project Option): 36 structures, advanced programming) must take CS Minimum Major GPA: 3.0
Blended Learning - Onsite & Online 605 (3 credits). Candidates who successfully The 36-credit M.S. in Computer Science complete both CS 605 and CS 601 will get three provides students with the knowledge and skills to (3) elective credits for CS 605. become successful leaders in the field of computer Transfer Credits science. It is open to students from all Students are permitted to transfer a maximum undergraduate fields. The program provides the of six (6) graduate computer science credits from foundations and advanced applications with an other institutions with the approval of the emphasis on the design and development of large department chair. Industry training courses that software systems. meet time and content requirements may, with the Required courses cover what is commonly approval of the chair, qualify for transfer credits. accepted by the Association for Computing Competency Equivalencies Machinery (ACM) as the core of graduate Students who can demonstrate competency in computer science. The inclusion of small core courses may request that the course(s) be implementation projects and/or computer waived. The student will substitute an elective programming exercises in most courses provides course, with the approval of the department chair. experience in the practical aspects of the software development cycle This program is offered in a NEW blended learning format, where nearly half of the courses will be delivered online and the balance will be offered in a traditional classroom setting. Please speak with a representative from the Office of
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Every Fall language designs on the compilation process; Computer Science Courses compilation of ambiguous and non-deterministic CS 643 Operating Systems languages; formal languages, parse techniques; and CS 601 Principles of Computer Science and An introduction to the algorithms and data optimization techniques. Structured Programming C structures of operating systems and their Credits: 3 A study of the fundamentals of structured program performance in various environments. Topics On Occasion design using a block-structured language such as C, include CPU scheduling, memory management, functions and file organization, and processing. virtual memory, mutual exclusion and deadlock CS 666 Artificial Intelligence Students are required to design and run multiple concurrent processes, and protection and security. An examination of the concepts and methodologies programs for problem solving on a computer. Not Credits: 3 used in constructing intelligent computer programs. credited to M.S. in Computer Science. Every Spring Areas covered are state space representation,
Credits: 3 knowledge representation and reasoning CS 645 Computer Communications and Every Fall and Spring techniques, and search strategies, including Networking heuristic search and genetic algorithms. Application CS 605 Fundamentals of Computer Science and An introductory course in computer networks, with areas are selected from game playing, expert- Systems Programming emphasis on the physical and logical design of systems, natural language processing and machine A study of the fundamental concepts of machine computer networks using the OSI and TCP/IP learning. Overview of AI tools and languages is architecture and operating systems, including layered models as conceptual frameworks. The included. Students are required to implement an assembly language programming, data structures physical, data link, network, and transport layers AI project. and algorithms used in advanced C programming. are discussed in detail. Examples are provided from Pre-requisite of CS 631 is required. Students are required to design and run computer existing network architectures. The TCP/IP Credits: 3 programs. Not credited to M.S. in Computer protocol suite is studied in the contexts of the Every Fall Science. network and transport layers. Credits: 3 Credits: 3 CS 668 Advanced Topics in Data Base Technology Every Fall and Spring Every Spring A study of the following: business and industrial application development; graphical user interfaces CS 631 Algorithms and Data Structures CS 649 Database Management Systems with client/server computing distributed data bases; An intensive treatment of the application of data An examination of the concepts and practical interface of relational data bases with software structures and algorithms in Computer Science. aspects of database management systems and how packages. Topics include recursion; sequential, linked and data resources can be designed and managed to Pre-requisite of CS 649 is required. dynamic allocation of storage stacks; queues; trees; support information systems in organizations. Credits: 3 graphs; hash tables; and internal and external Topics include data models and data and storage On Demand sorting and searching. Emphasis is placed on the structures and their relation to data access; use and design, implementation and evaluation of management of database systems, data CS 669 Expert and Knowledge Base Systems algorithms. independence; and data sharing, availability, A study of the methodologies for designing and Pre-requisite of CS 601 or equivalent is required. security, integrity and consistency. Students are implementing expert and knowledge-based systems. Credits: 3 required to design and implement a database using Topics are expert and knowledge-based problem Every Spring a relational database management system, such as solving, knowledge acquisition, explanation SQL. generation, and expert system development tools. CS 633 System Analysis and Design Credits: 3 Comprehensive treatment of an expert system Successful system development entails much more Every Fall design and development tool such as ECLIPSE is than just coding. We will survey various models of conducted. Students are required to implement an the software development process, learn how to CS 655 Object-Oriented Software Methodology - expert system project. elicit and analyze system requirements, and how to C++ Pre-requisite of CS 666 is required. apply various design strategies, notations, and tools. A study of object-oriented analysis and design Credits: 3 In the end, you will understand why quality is so techniques. Several case studies with C++ are used On Occasion elusive in the development of information systems, to implement the object-oriented design and you will be comfortable with a range of techniques. Topics include design of classes, class CS 673 Internet Programming with JAVA processes, methods, and tools to help achieve it. interfaces, overloading (functions and operators), A look at programming for the Internet and Pre-requisite of CS 631 is required. inheritance, polymorphism, dynamic binding, concepts that relate to Internet technologies. Topics Credits: 3 reusability and aspects of software quality include JAVA, object-related programming, CGI Every Fall modularity. Students are required to complete and Dynamic HTML. JAVA topics include classes, projects with C++. interface classes, exceptions, libraries, threads, CS 641 Computer Architecture Pre-requisite of CS 601 or knowlege of the C network programming and database access. Writing A study of computer architecture and organization, language is required. CGI code for Web servers and JDBC for database with emphasis on quantitative analysis. Boolean Credits: 3 connectivity is also covered. Students are required algebra is introduced to teach digital devices. On Occasion to complete projects with JAVA. Students are required to design and implement on The pre-requisites of CS 601 and 645, and the co- paper a simple microprocessor by the end of the CS 664 Compiler Theory and Design requisite of CS 631 are required. semester. Microprogramming and conventional A study of the following: compiler organization - Credits: 3 machine level are taught. Programming is expected symbol table, lexical analysis, syntactic analysis, On Occasion in an assembly programming language. semantic analysis, object code generation and code Pre-requisite of CS 601 or equivalent, and CS 605 optimization techniques; polish notation, triples, CS 674 Distributed Systems or equivalent, are required. trees; the translation of arithmetic expressions and A detailed treatment of distributed systems in Credits: 3 programming constructs; the impact of various applications such as databases, computer networks
Page 127 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 and communication, architecture, and operating resulting in a valid and verified software system. innovation in high-technology industries. systems. Guiding theory, design principles, and The application domain and the course syllabus are Throughout, key conceptual frameworks are linked tools for analyzing and performing system trade-offs made available in the preceding semester. The to applications in a variety of industry and case are presented. Case histories of distributed systems completion of the degree core requirements is settings. are reviewed. required. The pre-requisites of GBA 510, 511, 512, 513, 514, Credits: 3 Pre-requisites of CS 631, CS 633, CS 643, CS 645, 515, 516, 517 and MBA 621 are required. On Occasion CS649 and CS 666 are required. Credits: 3 Credits: 3 Every Fall and Spring CS 675 Parallel Programming Every Fall A study of parallel random access machine (PRAM) MBA 655 Management of Innovation model, as well as processor organizations and CS 691 Software Development Project The ability to increase business value through parallel architectures. Design, analysis and The development of a large software systems project technological innovation is a critical success factor implementation of parallel algorithms are studied. based on a current analysis and design paradigm in many industries. The aim of this course is to Case studies of parallel algorithms in various resulting in a valid and verified software system. provide a solid foundation for managing problem domains are examined. An introduction The application domain and the course syllabus are innovation in high-technology industries. Emphasis is made to fault tolerant computing. Students are made available in the preceding semester. The is placed on the foundations of the dynamics of required to do assignments using a parallel completion of the degree core requirements is innovation, strategy formulation, and strategy extension of the C language such as C*, nCUBE C required. implementation. Throughout, the main topics of or C-LINDA. Pre-requisites of CS 631, CS 633, CS 643, CS 645, the course are linked to applications in a variety of The pre-requisites of CS 631 and CS 641 are CS649 and CS 666 are required. industry and case settings. required. Credits: 3 Pre-requisite of GBA 512 is required. Credits: 3 Every Spring Credits: 1.50 On Occasion Every Fall and Spring CS 695 Special Topics in Computer Science CS 676 UNIX Programming A consideration of a current topic in computer MBA 656 Information Systems Development and An in-depth study of the UNIX system called science not offered in any other course. Management interface which allows programmers to write Credits: 3 Information systems innovation comprises the applications that take advantage of the services On Occasion development and management of both new provided by the UNIX kernel. Topics include file technology components and new organizational system, processes and threads, and signals. CS 696 Special Topics in Computer Science arrangements. In other words, IS innovation is Interprocess communication: pipes, message A consideration of a current topic in computer broader than the development of technology-based queues, shared memory, semaphores are studied. science not offered in any other course. information handling systems. In our study the An introduction is made to network programming Credits: 3 development, deployment and use of technologies using the socket interface and RPC. On Occasion and organizational change are the two inseparable
Pre-requisite of CS 601 or knowledge of the C aspects of an IS innovation process. Organizational CS 697 Special Topics in Computer Science language is required. change includes changing the way an organization is A consideration of a current topic in computer Credits: 3 structured, its work processes, its products and science not offered in any other course. On Occasion services as well as its relationships with other Credits: 3 organizations, partners, suppliers, customers, and CS 678 Data Security On Occasion overall stakeholders. A consideration of security problems in computing, CS 698 Computer Science Thesis Pre-requisite of GBA 512 is required. with emphasis on legal issues. Topics include Preparation of a thesis under the supervision of a Credits: 1.50 cryptography fundamentals and data security; NP- faculty adviser. The completed thesis is evaluated by Every Fall and Spring completeness and security of cryptosystems; DES; the Department's graduate Curriculum Committee. IDEA; hashes and message digests; RSA; Credits: 3 authentication of people and systems; signature Every Fall and Spring schemes; access controls, information flow controls, and inference controls; and e-mail security. CS 699 Computer Science Thesis Pre-requisite of CS 631 is required. Preparation of a thesis under the supervision of a Credits: 3 faculty adviser. The completed thesis is evaluated by On Occasion the Department's graduate Curriculum Committee.
Credits: 3 CS 679 Local Area Networks Every Fall and Spring A study of local area network (LAN) technology, including topologies, communications media, MBA 625 Management of Innovation and communication protocol, interfacing equipment, Technology and hardware and software. Students work on This course draws upon the economics of technical problems of planning, designing, installing and change -- for high technology businesses. The maintaining a LAN. emphasis is on the development and application of Credits: 3 conceptual models clarifying the interactions On Occasion between competition, patterns of technological and
market change, and the structure and development CS 690 Software Development Project of internal firm capabilities. The aim of this course The development of a large software systems project is to provide a solid foundation for managing based on a current analysis and design paradigm
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 128 LIU Brooklyn
DEPARTMENT OF PUBLIC MPA 604 Administrative 3.00 Master of Public Administration Responsibility and ADMINISTRATION Accountability (M.P.A) Professor Lyons MPA 606 Law for Managers 3.00 The 48-credit, N.A.S.P.A.A.-accredited Master Associate Professor Levine (Director) M.P.A. (PAD) Specialization: 12 Credits of Public Administration prepares students for Assistant Professors Bennett, Elmedni, Moreno- The following course is required: Saldivar public service responsibilities, blending PM 728 Managing Human 3.00 Adjunct Faculty: 7 management theory with practical applications in Behavior in Public government, health and nonprofit organizations. Organizations Students from diverse backgrounds with varying The public administration program prepares levels of professional expertise are taught by and public service professionals for managerial faculty members who are current in all aspects of Three (3) advanced (700 level) elective courses positions in government, health and nonprofit this continuously evolving and growing field. M.P.A. Capstone: 6 Credits sectors. It is open to students from all The program of study is flexible and can be MPA 798 Capstone Seminar 3.00 undergraduate fields and provides the foundations tailored to accommodate the professional and advanced applications expected in a graduate requirements of the student by offering MPA 799 Capstone Project 3.00 program. specialization courses that provide them with the Credit and GPA Requirements The program focuses on competencies that opportunity to examine a specific management Minimum Credits: 48 employers want – leadership, ethical decision- function or an area of application in greater depth. Minimum Major GPA: 3.00 making, analytical and budgeting expertise, Areas of specialization include public written communication and oral presentation administration, nonprofit management, urban skills. Specialization courses in government, Master of Public Administration government management, human resources health and nonprofit fields with a variety of sub- management, law and management, international in Health Administration topics provide depth in the student’s area of public management and social policy management. interest. Focused capstone courses allow students The U.S. Department of Labor’s Bureau of Other specializations can be developed in to apply their new competencies in meaningful Labor Statistics predicts above-average consultation with a faculty adviser from the broad public service projects. employment growth for healthcare administrator spectrum of courses available through the program The M.P.A. program offers the Master of positions through 2018. “Those with the highest and the school, as well as through courses Public Administration with tracks in Public education, strongest business skills and health care available across the campus. Administration and Health Administration, the work experience will be well positioned to take The program is divided into four parts: an Advanced Certificate in Gerontology advantage of the most coveted jobs.” introductory sequence that provides 18 credits of Administration and the Advanced Certificate in The 48-credit, N.A.S.P.A.A.-accredited Master public service sector foundations and skills, Not-For-Profit Management. of Public Administration in Health Administration followed by 12 credits of focused management Admission Requirements: prepares students for careers in fields that offer topics including human resources, budgeting and The standards for admission to the program and numerous professional paths. Students from financial management, law and accountability. the advanced certificates are as follows: diverse backgrounds with varying levels are taught Students then take 12 credits in an area of • Official transcripts as proof of a baccalaureate by faculty members who are current in all of the specialization and a required six-credit integrative degree from an accredited institution of higher latest trends and issues in health care capstone experience, which culminates in a project education administration. and a formal presentation. Capstone courses can • Two letters of recommendation The program of study is flexible and can be only be taken after all course work is completed. • A current résumé tailored to accommodate the professional • A two-to-three-page typewritten statement of M.P.A., Public Administration requirements of the student by offering purpose specialization courses that provide them with the [Program Code: 81214] • Standardized test scores (optional) opportunity to examine a specific management M.P.A. (PAD) Foundation: 18 Credits • A completed application submitted to the function or an area of application in greater depth. MPA 501 Principles of 3.00 Office of Admissions Areas of specialization include health care Administration Note: Full matriculation admission requires an administration, health care management, health official transcript showing an undergraduate grade MPA 502 Organizational Theory 3.00 care policy and aging/long-term care. Other point average of at least 3.0 on a scale of 4.0. and Behavior specializations can be developed in consultation Limited matriculation may be available to with a faculty advisor from the broad spectrum of MPA 503 Government and the 3.00 applicants who do not meet full matriculation courses available through the program and the Economy requirements. Candidates with grade point school, as well as through courses available across averages of 2.5 or less must contact the M.P.A. MPA 504 Computer Applications 3.00 the campus. program director before submitting an application. The program is divided into four parts: an MPA 505 Analytic Methods 3.00 Such limited matriculation may require introductory sequence that provides 18 credits of additional evidence of competence. Limited MPA 507 Public Policy Processes 3.00 public service sector foundations and skills, matriculation students may register for a maximum M.P.A. (PAD) Advanced Core: 12 Credits followed by 12 credits of focused management of six credits per semester for the first 12 credits. topics including human resources, budgeting MPA 602 Human Resources 3.00 Limited matriculation becomes full matriculation and financial management, law and Management upon completion of 12 graduate credits with a 3.0 accountability. Students then take 12 credits in an average or better. Transfer students are welcome; MPA 603 Fundamentals of Public 3.00 area of specialization and a required six-credit transfer credits will be evaluated by the program Budgeting and Financial integrative capstone experience, which culminates director. Management in a project and a formal presentation.
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M.P.A.. Health Administration Administration. The field of community aging [Program Code: 86461] services is expanding since there is a greater Advanced Certificate in Not-for- M.P.A. (HAD) Foundation: 18 Credits emphasis on helping people remain independent and in their homes. Profit Management (NPM) MPA 501 Principles of 3.00 Students in the M.P.A. Program who are taking Administration The 15-credit Advanced Certificate in Not-for- the advanced certificate courses as their Profit Management is designed to provide MPA 502 Organizational Theory 3.00 specialization may graduate with both the M.P.A. professionals with varying backgrounds who are and Behavior degree and the advanced certificate. managers in nonprofit organizations with the MPA 503 Government and the 3.00 essential elements of nonprofit organization theory Advanced Certificate, Gerontology Economy and management. The certificate consists of an [Program Code: 30250] overview of the nonprofit sector, the organizations MPA 504 Computer Applications 3.00 (Select Track I or Track II) that carry out these important missions and the
MPA 505 Analytic Methods 3.00 management challenges they face. Courses within Track I: Long-Term Care Administration the certificate also address key management MPA 507 Public Policy Processes 3.00 Required Course: 3 Credits functions of human resources, finance and M.P.A. (HAD) Advanced Core: 12 Credits PM 738 Gerontology, The Process 3.00 decision-making. MPA 602 Human Resources 3.00 of Aging* Students may apply certificate courses to the Management Of the following, four (4) courses are required: M.P.A. degree by taking courses for graduate MPA 613 Health Systems Finance 3.00 12 Credits credit.
MPA 602 Human Resources 3.00 MPA 614 Healthcare Responsibility 3.00 Management* Advanced Certificate, Not-for-Profit and Accountability for Management Administrators MPA 613 Health Systems Finance* 3.00 [Program Code: 30249] MPA 616 Legal Aspects of Health 3.00 MPA 616 Legal Aspects of Health* 3.00 The following courses are required: 12 Credits
M.P.A. (HAD) Specialization: 12 Credits PM 739 Long Term Care 3.00 MPA 602 Human Resources 3.00 PM 730 Health, Disease and 3.00 Administration* Management Medical Care PM 743 Aging Policy in the 3.00 MPA 603 Fundamentals of Public 3.00 and Community Budgeting and Financial Three (3) advanced (700 level) elective courses Management Note: Courses marked with * are required to sit for M.P.A. Capstone: 6 Credits the New York State Nursing Home MPA 624 Nonprofit Management 3.00 MPA 798 Capstone Seminar 3.00 Administrator's Licensing Examination. MPA 626 Legal, Ethical and 3.00
MPA 799 Capstone Project 3.00 Governance Issues in Track II: Community Aging Services and Credit and GPA Requirements Nonprofit Organizations Administration Minimum Credits: 48 Of the following, one course is required: 3 Required Course: 6 Credits Minimum Major GPA: 3.00 Credits PM 738 Gerontology, The Process 3.00 PM 741 Fund Raising 3.00 Advanced Certificate in of Aging PM 742 Grant/Proposal 3.00 PM 743 Aging Policy in the 3.00 Gerontology Preparation Community Credit and GPA Requirements Social services for older adults will play an Of the following, three (3) courses are required: Minimum Credits: 15 increasingly important role in the health care 9 Credits Minimum Major GPA: 3.00 community as the baby boomer generation ages. PM 714 Policy Analysis and 3.00 Nursing homes, hospitals, senior centers and Program Evaluation public health agencies, as well as other facilities United Nations and organizations that care for older adults, will PM 744 Bereavement: 3.00 Psychological, Cultural Certificate/M.P.A. Degree require many more employees who specialize in and Institutional dealing with the needs and the issues of the aging As the world becomes more globalized and Perspectives population. interconnected, the need for public administration The 15-credit Advanced Certificate in PM 745 Health and Retirement 3.00 professionals who are grounded in international Gerontology is designed to provide working Planning in Elder Care affairs will increase. LIU Brooklyn offers a professionals in agencies and in organizations collaborative program, which makes it possible for PM 747 Nutrition Policy Across 3.00 serving aging populations with the knowledge and students to complete both a United Nations the Lifecycle the skills needed to ensure effective service Advanced Certificate and an M.P.A. This unique delivery to these groups. The certificate can be Credit and GPA Requirements combination of programs provides a earned through two different stand-alone tracks: Minimum Credits: 15 comprehensive background in public • Track 1 – Long-Term Care Administration, Minimum Major GPA: 3.00 administration with an in-depth overview of the which is approved by the New York State United Nations system and its specialized
Department of Health (NYSDOH) for the NYS agencies. Students begin this fascinating Nursing Home Administrators Licensing educational journey by earning the United Nations Examination; and Advanced Certificate and subsequently transfer • Track 2 – Community Aging Services and
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 130 LIU Brooklyn into the M.P.A. Program when the certificate is completed or near completion. The United Nations Advanced Certificate consists of 24 credits of graduate-level courses that cover a broad range of topics including “Population Displacement and Migration,” “International Human Rights,” “Modern Diplomacy” and “World Social Development.” The M.P.A. Program consists of 48 credits, of required (36 credits) and specialization (12 credits) courses. A designated list of course matches or equivalencies is located in the course of study area and is approved by LIU and by the New York State Department of Education. For more information on the United Nations Advanced Certificate, please consult the degree offerings of Richard L. Conolly College.
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Credits: 3 Public Administration Courses MPA 614 Healthcare Responsibilities and Every Fall and Spring Accountability for Administrators MPA 501 Principles of Administration MPA 602 Human Resources Management This course considers the ethical dilemmas that An introduction to public and not-for-profit sector An exploration of theories and practices of human confront modern health service agencies and administration, including organization and resources management as they apply to the public institutions in the exercise of administrative management administration concepts and political and not-for-profit sectors. Includes a review of authority. Coursework includes analysis of the processes in the context of public policy, recruitment, civil service, training, performance problems of accountability, rights, equity, ethics intergovernmental relations, and policy impacts on evaluation, job development, compensation and the reconciliation of administrative processes public and not-for-profit agencies. systems, teamwork, empowerment, unionism, equal with medial, constitutional, regulatory and social Credits: 3 employment opportunity, employee rights, privacy mandates encountered and utilized by government Every Fall and Spring and occupational health and safety. organization in the administration of health systems Credits: 3 and public affairs. MPA 502 Organizational Theory and Behavior Every Fall and Spring Credits: 3 An examination of theories of organization, Every Spring administrative processes, and formal and informal MPA 603 Fundamentals of Public Budgeting and relationships in organizations. Includes the Financial Management MPA 616 Legal Aspects of Health environment, leadership, structure, networks, An examination of public sector revenue An examination of legal issues in health-care outputs and outcomes of organized action. generation, budgeting, accounting and auditing and services, including governance; consents and Credits: 3 their effects on managerial decisions. Includes a patient rights; admission and discharge; malpractice Every Fall and Spring review of budget systems, processes and politics, and liability of hospitals, physicians, nurses, and the preparation and justification of financial emergency crews; management duties and liabilities; MPA 503 Government and the Economy information and reports. medical records; immunity; medical staff rights and An examination of the role of the public sector in Credits: 3 privileges; end of life decisions; moral and ethical economic decision making. The nature of public Every Fall dilemmas. goods as they relate to allocation, stabilization, and Credits: 3 distribution functions of economic systems is MPA 604 Administrative Responsibility and Every Fall studied, as are the role of private investment, Accountability relations between government and private sectors, A review of legal and ethical issues facing MPA 624 Nonprofit Management privatization of public services, and the use of administrators as they seek to balance This course focuses on the formation, financing national income accounts. An analysis of fiscal professionalism and responsiveness with the and management of nonprofit organizations, federalism, and the fiscal crises of the state are competing demands of diverse constituencies and including: the board of directors, the workforce, included. Three credits. Offered every Spring and the realities of their task environments. marketing, financial management, fund raising, alternate summers Credits: 3 planning, leadership and the methods and Credits: 3 Every Fall strategies that have been used successfully to
Every Fall and Spring manage nonprofit organizations. The course also MPA 606 Law for Managers examines the role of nonprofits in the delivery of MPA 504 Technology and Society An introduction to the basic skills and perspectives public services through fee for service, contracts and Critically examines the impacts of technological of the legal environments of the public, private not- reimbursement arrangements. advances on society and organizations through for-profit, and quasi-public sectors. The objective of Credits: 3 systematic analysis of how technology not only the course is student understanding of the legal Every Fall influences administrative practices, but also changes obligations, responsibilities and liabilities facing our conceptual approach to management. Students managers in the three sectors. Important topics MPA 626 Legal, Ethical and Governance Issues in are exposed to topics ranging from the debate on include basic provisions of the United States Nonprofit Organizations privacy and security to information security, e- Constitution, the exercise of delegation and This course examines the laws affecting the government, social media and cyber-bullying, and discretionary authority rule-making and regulatory establishment and operation of nonprofit the ethics of online personas. processes and their economic impacts), contract, organization, including incorporation and tax Credits: 3 tort, employment, duties and liabilities of managers exempt status, general liability, regulatory Every Fall, Spring and Summer and professionals in health-care organizations, compliance/reporting and contracts. The courses environmental law and privacy. explores the roles, responsibilities, liabilities and MPA 505 Analytic Methods Credits: 3 powers of directors, board members, trustees, An introduction to the methods, tools and uses of Every Spring officers and employees of nonprofit organizations. research as it applies to policy and administrative In addition to the legal aspects, the nonprofit problems. Includes a review and application of MPA 613 Foundations of Health Systems Finance agent's advocacy responsibilities and opportunities research design, data gathering and analytical An examination of health-care finance topics, and ethical issues are examined and discussed in concepts and techniques. including government and private health insurance, detail. Credits: 3 reimbursement, fees, service contracts, rate-setting, The pre-requisite of MPA 624 is required. Every Fall and Spring DRGs, capitated payments, managed care and Credits: 3 multiple entities. Includes a review of financial Every Spring MPA 507 Public Policy Processes strategies and characteristics of various health An examination of the political system and the organizations. Three credits. MPA 787 Independent Study political, administrative and delivery processes that Credits: 3 Students taking independent study are expected to yield public services. Includes agenda development, Every Spring research an aspect or phase of a problem under the the role of special interests, policy formation, supervision of a faculty adviser. The product of analysis, implementation and evaluation. study is an evaluative report containing a thorough
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 132 LIU Brooklyn literature review and student assessment of the All course work must be completed before PM 705 U.S. Social Policy significance and impact of the substantive issue. capstone. An analysis of government health and welfare With permission of director and dean. The following pre-requisites are required for MPA policies affecting an individual's income level and Credits: 3 798-799: life opportunities, including an analysis of policy On Occasion MPA 501, 502, 503, 504, 505, 507 formation, implementation, and impact on social MPA 602 problems. MPA 788 Graduate Internship MPA 603 or 613 Credits: 3 An opportunity for supervised work in a public, MPA 604 or 614 or 624 Every Fall health, or nonprofit agency based on a plan MPA 606 or 616 or 626 approved by the faculty advisor and host agency Four 700 level PM courses PM 706 Comparative Administration supervisor. The product is a substantial research Credits: 3 The class is designed to provide an introduction to paper or management analysis of the host agency Every Fall and Spring the field of comparative public administration. The and the student's performance in it. Recommended class will examine the varying approaches to for students lacking substantive experience in PM 700 Modern Management Issues bureaucracy, administrative structure, policy relevant organizations. An examination of current management strategies formulation and implementation in the light of Credits: 3 in the context of their genesis, antecedents, variations in social, cultural, and political contexts. Every Fall strengths and weaknesses, methods of application This will include an overview of basic theories of in public, health and not-for-profit settings, and bureaucracy and how they function and theoretical MPA 789 Graduate Internship comparisons with other management strategies. approaches to comparative analyses of performance An opportunity for supervised work in a public, All course work must be completed before based on changing variables. The course will also health, or nonprofit agency based on a plan capstone. touch upon understanding variations in efforts for approved by the faculty advisor and host agency Credits: 3 administrative reform. The impact of government supervisor. The product is a substantial research On Occasion structure on diverse constituencies will be examined paper or management analysis of the host agency to better understand the effectiveness of varying and the student's performance in it. Recommended PM 702 Managerial Communication approaches to public management and for students lacking substantive experience in This course examines how people communicate organizational development. relevant organizations. within public organizations. The course will cover Credits: 3 Credits: 3 the theory and application of organizational Alternate Fall On Occasion communication for the working public sector manager. Topics include personal and managerial PM 708 Labor Relations MPA 790 Graduate Internship communication styles, and how to use the media A study of the interaction of the labor movement An opportunity for supervised work in a public, for effective communication. Specific types of and management in the public and not-for-profit health, or nonprofit agency based on a plan communications include one on one and group sectors. Collective bargaining impacts on policy and approved by the faculty advisor and host agency communications, written and verbal managerial, budget are examined. Strategies and public opinion supervisor. The product is a substantial research and communications for conferences, business and are considered. paper or management analysis of the host agency advertising environments. This course will serve as Credits: 3 and the student's performance in it. Recommended an important tool for any aspiring or current public Every Fall for students lacking substantive experience in sector manager. relevant organizations. Credits: 3 PM 709 Administrative Law Credits: 3 Every Spring A look at public law concepts that affect public and Every Summer not-for-profit sector managers: legislative delegation PM 703 Fundamentals of Management of power, administrative investigation, rulemaking, MPA 798 Capstone Seminar Information Systems the relationship between citizens and the states, An integrative seminar using a team approach. A survey analysis of the role of information systems adjudication, judicial review of administrative Students develop a framework and design for in business strategy. Information systems are shown action. systematic analysis of a subject in their area of to be facilitators of market penetration, competitive Credits: 3 concentration. The framework includes problem advantage and organizational change. The material Every Fall background and environmental analysis, as well as is presented within an integrated framework, an action plan for data collection and analysis. portraying information systems as being composed PM 710 Issues in Administration The following pre-requisites are required for MPA of organization, management and technology An examination of selected themes, current 798-799: elements. Topics include: organizational and developments and emerging issues in the study of MPA 501, 502, 503, 504, 505, 507 technical foundations of information systems; administration. Topics vary. MPA 602 applications of information systems in all levels of Credits: 3 MPA 603 or 613 decision making, including operational, tactical and On Occasion
MPA 604 or 614 or 624 strategic decision making; management of PM 711 Organizational Development MPA 606 or 616 or 626 information as an organizational resource and A survey of contemporary training and Four 700 level PM courses various information architectures; emerging new development problems, with emphasis on the Credits: 3 information systems technologies; various relationship between development and the Every Fall and Spring approaches to building information systems; and organization's personnel decisions. Techniques of issues related to management of information MPA 799 Capstone Project personnel training are examined. systems. Students carry out the plan proposed in MPA 798 Pre-requisite of GBA 512 or MBA 613 are required. Credits: 3 using a combination of data collection methods Credits: 3 Cross-Listings: GBA 517, PM 703 and analytic techniques. Teams prepare and present Cross-Listings: HRM 724, MAN 724, PM 711 Every Fall and Spring a report of their analysis and results. Every Spring
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managers and responsive to citizens. Credits: 3 PM 712 Work People and Productivity Credits: 3 Cross-Listings: ACC 741, PM 724 An analysis of the problems of the occupational Alternate Fall Every Spring environment in small and large enterprises. Emphasis is on the practical problem solving that is PM 716 Public Administration and Citizen PM 726 Internal Auditing of immediate concern to the participants. Topics Participation An examination of the principles of internal include: new approaches to motivation, attitudes, This course will explore public participation in auditing as they apply to large corporate enterprise. job satisfaction, job enrichment, monotony, fatigue, association with public administration processes in (45 CPE credits) working conditions and conflict resolution, quality a time of concurrent criticism, pressure, and apathy The pre-requisite of ACC 501 or equivalent is circles, and productivity. directed towards existing institutions. The required. Pre-requisite of GBA 512 or MBA 613 are required. engagement of citizens in public administration will Credits: 3 Credits: 3 be examined as a potential challenge and as a Cross-Listings: ACC 735, PM 726 Cross-Listings: HRM 725, MAN 725, PM 712 potential support for public management. Different On Occasion Every Spring forms and degrees of participation will be looked at in case studies included in our texts. Students will PM 727 Financial Statement Analysis PM 714 Policy Analysis and Program Evaluation be encouraged to relate course topics to everyday An analysis of financial trends and corporate Policy analysis and program evaluation are more life and work experience. reports for solvency, quality of earnings and steps in a process than separate endeavors. Policies Credits: 3 forecasting implications. Analytical techniques for are chosen on the basis of forecasts of needs and Alternate Fall financial analysis and their use in development of expected results, then selected policies are capital markets and instruments are reviewed and implemented. Implementation then is evaluated PM 720 Public Finance and Fiscal Policy discussed, as are the principles and practices of the to determine actual effects, and these results are This course applies basic microeconomics to study Securities and Exchange Commission. (45 CPE used to adjust policy goals and implementation the theory and practice of governmental taxation, credits) (processes ranging from regulations to programs) to expenditure and debt within the framework of a The pre-requisite of ACC 501 or GBA 510 or better achieve desired results and ensure modern market economy. equivalent is required. accountability. Policy processes are iterative Credits: 3 Credits: 3 and interactive. This course provides students with Cross-Listings: ECO 636, PM 720 Cross-Listings: ACC 742, FIN 742, PM 727 basic understanding of needs assessment, policy On Occasion Every Spring analysis and program evaluation, as well as practice in applying tools used in each type of analysis, or PM 722 Advanced Cost/Managerial Accounting PM 728 Managing Human Behavior in Public applicable to all of them. Through Selected cases and problems provide the forum for Organizations use of text material, cases and both quantitative and the discussion of current cost concepts and their The course examines the range of issues concerning qualitative assignments, students will hone their applications and limitations. The aim is to develop managing people in the workplace. It reviews knowledge of policy processes and limitations, and students¿ ability to analyze business problems and current theories and the latest research concerning develop assessment skills. to make decisions concerning the appropriateness human relations in organizations. Students gain an Credits: 3 of cost-accounting methods in specific situations. understanding of the "people skills" necessary to be Every Summer (45 CPE credits) successful in the world of work. The course The pre-requisite of ACC 501 or equivalent is explains the major theories of workplace human PM 715 Privatization and the Contracting-Out of required. relations and behavior and the application of Public Services Credits: 3 psychology to management in the public sector. Governments, through elected officials, make Cross-Listings: ACC 737, PM 722 The permanent focus is on understanding the self decisions concerning which services should be On Occasion and others; role of perception and personality; provided by the public and the private sectors. This leadership versus management; effective course provides students with both the economic PM 723 Not-for-Profit/Governmental Accounting group/team collaborations; the need for flexibility and social basis for making judgments about the A study of budgetary and fund accounting systems; and adaptation to change. Additionally, the potential effectiveness of privatizing services in preparation of significant reports for nonprofit courses will highlight interviewing strategies, self- different policy areas, such as education and health organizations; and case studies and problem marketing, oral presentations, and finding ways t care. The course provides general guidelines as to materials to use in governmental entities such as enhance personal strengths and minimize the nature of the services that are most municipalities or school districts. (45 CPE credits) weaknesses. appropriately provided by the private sector. When The pre-requisite of ACC 501 or equivalent is Credits: 3 the public sector is determined to be the required. Every Fall and Spring appropriate provider of a service, then government Credits: 3 must determine whether to provide these services Cross-Listings: ACC 720, PM 723 PM 730 Health Disease and Medical Care itself or contract-out for the service. The course also Every Spring An overview of the political, economic, social and examines the principles and practices in the epidemiological characteristics of health and PM 724 Budgeting and Controllership government contracting-out process ? the decision medical care. The forms of health services An examination of the practice of controllership in whether to contract-out a government service, the financing, organization and delivery systems in the general and of dealing with budgets and business preparation of the Request For Proposals, the United States and other industrialized nations, costs in particular. The installation and operation evaluation of the submitted proposals for the processes of health and disease in individuals and of budget systems for managerial control is selection of the contractor, the preparation of the societies, and the moral and ethical issues facing considered as is the advance planning of operating contract document and the monitoring of the health-care decision makers are examined. goals with subsequent study of actual results. (45 selected contractors. Understanding the issues of Credits: 3 CPE credits) privatization and the contracting-out of public Every Fall and Spring The pre-requisite of ACC 501 or equivalent is services enables students to be more effective required.
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 134 LIU Brooklyn
of the current "state-of-the-art" and the critical issues Credits: 3 PM 731 Managed Health-Care Systems and controversies that confront individuals as they Every Spring An examination of the various forms of managed grow older. The course examines the theories, health-care plans and organizations that addresses processes and consequences of aging from both the PM 744 Bereavement: Psychological, Cultural and the financing, organization and delivery aspects of individual and societal perspectives. A range of Institutional Perspectives each form from a management perspective. The issues are presented, including: physical, social, This course is designed to explore the stages and purpose is to provide students with a knowledge psychological, health, family, race, ethnicity, gender, issues related to dying and grieving. Cultural base from which to develop and implement sexuality, retirement, economics, social work and diversities in the grieving process will be identified. effective management processes for managed care social policy. Comparisons among African Myths and ideas that inhibit, isolate and interfere services. Among the topics covered are the legal and American, White, Hispanic, Asian, and Native with the bereavement experience will be examined. regulatory environment, public opinion, product American are offered especially in view of unequal Political, medical, legal and ethical issues will be development and marketing, pricing and delivery treatment and multiple disparities among analyzed. Students' values, attitudes and fears will strategies, reimbursement methods, utilization minorities. be explored in order to inform their interventions. review, quality assurance and control, management Credits: 3 Social, cultural and personal issues that govern a information systems, Medicare and Medicaid, and Every Fall person's reaction to death and dying will be trends. highlighted. In addition, students will learn to Credits: 3 PM 739 Long-Term Care Administration design organizational structures for interdisciplinary Alternate Fall This course examines the special administrative and assessments and service delivery in settings serving organizational methods, social systems and the dying and bereaved. PM 732 Public Health and Regulation population that are attributable to all kinds of Credits: 3 An analysis of the role of government in the health residential and long term care facilities, as separate Every Summer field, including concepts and practices in health entities from acute care hospitals. It includes an policy and regulation, especially the overview of the long term care continuum, PM 745 Health and Retirement Planning in Elder implementation of regulatory policy as it affects including community care, management issues, Care health providers. Medicare and Medicaid, finance, pertinent laws and The course addresses critical issues affecting health Credits: 3 regulations, and patient/resident requirements and and retirement among older adults, and the Alternate Spring needs. Care and treatment standards will be relationship between gerontology and legal estate
reviewed and discussed, as well as policy changes planning issues at the core of our discussions. This PM 733 Economics of Health and government trends associated with the new course examines estate, disability and retirement An examination of health-care delivery as an paradigm of aging in the 21st Century. planning tools used by elder law attorneys with economic activity. Focus is on determination of The pre-requisite of PM 738 is required. analyses of laws, regulations and programs upon demand for health care and supply of services Credits: 3 which planning is based. Topics include advanced available. Consideration of various methods for Every Spring directive, power of attorney, long-term care and achieving equilibrium in health care and Medicaid, long term care insurance, and planning government's role via licensure, regulation, PM 741 Fund Raising for asset distribution on death. financing, and planning. An examination of revenue strategies for non-profit Credits: 3 Credits: 3 organization fund-raising, including membership, Every Spring Alternate Spring donations, programs, foundations and government
agencies. The focus is on which strategies work for PM 747 Nutrition Policy Across the Lifecycle PM 736 Quality Performance Management what organizations, how to identify organizational The purpose of this course is to examine the The course includes a study of external methods of needs and appropriate funding sources, and how to relationships among food, nutrition and health for quality review, internal methods of assessing quality successfully petition funding support. adults in the context of public policy formation and (process and outcomes measurement and Credits: 3 implementation at federal, state and local monitoring criteria), strategies for developing the Every Fall government levels. Of particular interest in this quality infrastructure and integrating it into a examination are intended and unintended quality management program, the use of PM 742 Grant/Proposal Preparation consequences for individuals of public policies on management information systems in quality, and An introduction to the process of developing and food availability, prices, consumption and health. the balancing of quality and costs. writing a proposal for project funding and an The course reviews major areas of food and Credits: 3 examination of key management techniques and nutrition policy at various levels of government as On Occasion decision tools needed to coordinate successfully the well as social and political forces that result in
process of proposal development and particular policies and in major changes in policy, PM 737 Mission-Based Marketing implementation within an organization. for example recent revisions in the food pyramid. An examination of planning and marketing in Credits: 3 Credits: 3 health-care, human service and non-profit Every Spring Every Summer organizations, including market research and forecasting, application of research information and PM 743 Aging Policy in the Community PM 750 Housing Policies, Minorities and Social planning principles, translation of goals into action This course examines the options including social Equity priorities, development of action plans, and supports, health care, housing and recreation that Critically examines the effects of national housing evaluation of results. older community dwelling residents have. policies on minorities from a historical perspective, Credits: 3 Psychology, personality, gender, personal history, explaining the existing housing conditions facing On Occasion gentrification, residential segregation and policy minorities across the nation.
issues including economics are presented. Credits: 3 PM 738 Gerontology: The Process of Aging Additionally, data pertaining to the aforementioned On Occasion The course examines the multidisciplinary field of items are examined. gerontology and provides students with an overview The pre-requisite of PM 738 is required.
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PM 770 International Economics and the federal government receive due PM 751 Diversity and Cultural Competence in This course provides a unified introduction to consideration. the Workplace international trade and finance. It first focuses on Credits: 3 An examination of managing cultural competence the concept of comparative advantages to examines Cross-Listings: ECO 651, PM 788, SOC 651, and the impact of diversity, culture, and ethnic the causes and consequences of trade among URB 651 origin in public sector workplaces along several nations, and then provides an introduction to On Occasion dimensions including race, ethnicity, gender, age, open-economy macroeconomics, focusing on capital sexual preference, and physical ability. flows across international financial markets and the PM 793 Criminology Credits: 3 effects of exchange rate and monetary policy on A systematic analysis of crime in modern society, On Occasion those flows. including discussion of the major types of crime,
Credits: 3 the theories that help explain such crimes, and the PM 755 U.S. Educational Policy and Reform Cross-Listings: ECO 624, PM 770 procedures for dealing with offenders. An exploration into the complex sociopolitical and On Occasion Credits: 3 socioeconomic webs surrounding educational Cross-Listings: PM 793, SOC 600 policy in the U.S. This course will deeply examine PM 773 Comparative Economic Systems On Occasion multiple themes pertaining to educational policy This course provides a comparative analysis of a and education reforms. variety of capitalist and non-capitalist systems, Credits: 3 emphasizing the US economy and the mixed On Occasion economies of Western Europe and Japan, the
transition of former Communist countries of PM 761 Management of International Eastern Europe to market economies, and the fast Organizations growing economy of Communist China. The A focus on structural and managerial issues within comparison among economic systems relies on the international organizations and an examination of observation that different ways of organizing the tools needed to function within such an economic activity amount to different information environment. transmission protocols and incentives structures, Credits: 3 which explains different economic performance. Cross-Listings: PM 761, UN 694 Credits: 3 On Occasion Cross-Listings: ECO 669, PM 773 PM 767 International Organization, The United On Occasion
Nations and its Affiliated Agencies PM 780 Computer Technology Application to A study of the theories, origins, functions and Metropolitan Affairs operations of international organizations. The The use of computer technology in metropolitan principal organs of the United Nations, with matters. An overview of general applications with emphasis on the General Assembly and the Security specific attention to geographic formation systems. Council, are examined. (Same as PM 767.) Credits: 3 Credits: 3 Cross-Listings: PM 780, URB 605 Cross-Listings: PM 767, POL 642 On Occasion On Occasion
PM 781 Urban Government and Politics PM 768 Contemporary Nationalism A study of the management and organization of An analysis of the phenomenon of nationalism: its American cities; politics and changing historical roots in Europe; the emergence of new constituencies; and the impact on community states in the Third World and the post-Cold War participation, city management and mayoralty. period; and the struggle of states to achieve national (Same as Urban Studies 604 and Public identities and cultural, economic and political Administration 781). independence. Nonviolent as well as revolutionary- Credits: 3 nationalist patterns are discussed as are the Cross-Listings: PM 781, POL 604, URB 604 difficulties of achieving viable state-directed On Occasion national societies in the global order. Credits: 3 PM 787 The Role of Ethnicity in the Metropolis Cross-Listings: PM 768, POL 668 A consideration of the roles played by some of New On Occasion York City's ethnic, cultural and national groups in
the development of urban neighborhoods. PM 769 World Social Development Credits: 3 A consideration of the world social situation, Cross-Listings: PM 787, URB 608 including such subjects as health, food and On Occasion nutrition, housing and urban planning, education, employment, and social development in developing PM 788 Urban Economics areas. An analysis of economic problems arising in the Credits: 3 modern urban areas of the United States. Cross-Listings: PM 769, SOC 553, SSC 553 Discussion centers around the causes of such Every Spring problems and possible alternative solutions.
Relationships among city and state governments
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 136 LIU Brooklyn
SCHOOL OF EDUCATION
LIU Brooklyn's 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; integrate theory and practice; and 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: Teaching, Learning and Leadership (TLL) and Counseling and School Psychology (CSP) departments. These departments provide educational opportunities leading to rewarding careers serving urban youth and families. TLL offers undergraduate and graduate degree programs in multiple teacher certification areas and educational leadership. CSP offers graduate programs in school counseling, mental health counseling, marriage and family therapy, and school psychology, and applied behavior analysis. 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.
Amy Ginsberg Dean [email protected]
Valerie Lava Associate Dean [email protected]
Shinelle Romeo-Walcott Office Manager [email protected]
Marizaldy Mercedes Certification Officer [email protected]
Zalika Taylor Enrollment Services Counselor [email protected]
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KEEPS: The School of teaching and learning, as well as spurring the act and to transform. dynamic and simultaneous use of interdisciplinary LIU Brooklyn educators are comfortable with Education’s Mission Statement knowledge required in educating children. inquiry and persevere with questions. We extend LIU Brooklyn educators are interested in what learners bring by asking questions that widen The KEEPS mission statement of LIU reading closely and writing carefully and their horizons of knowledge and experiences. We Brooklyn's School of Education addresses one of extensively, and they understand that in doing so, set up and construct learning contexts that the most important questions in urban education they are constructing and developing their own stimulate active learning and the learner's today: How can urban educators be expertly knowledge about texts and the world, about the curiosity, inquisitiveness and imagination. The prepared to meet rising standards? One of the students with whom they work and the Learning Center for Educators and Families many strengths of the School of Education is that communities from which they come, and about (LCEF) provides experiences working with many of its future and practicing educators are schools and classrooms. Varied modes of writing children and teachers in curriculum-related tasks, themselves urban dwellers, immigrants, or and discussing are used throughout the curriculum imagining, inventing, and investigating. LCEF members of ethno-linguistic and racial minorities. to generate deep knowledge of academic texts, also provides opportunities to conduct Thus, many of its educators bring to the classroom children and learners, teaching practice, and one observations of student practice and to carry out the experiential knowledge of urban and minority another. Technology is used to increase research on the learning and development of communities, essential to educating the children connections and interrelatedness and thus support children, adolescents and adults. and families in those communities. The KEEPS the construction of knowledge. EMPATHY that rests on the human uniqueness mission is designed to help all urban educators We value knowledge constructed over time and and capacity to develop, as well as responsiveness meet rising academic standards, while also thus collect our work and that of the students with to the needs and interests of urban learners and meeting performance standards that are based on whom we work longitudinally. We actively use communities. LIU Brooklyn educators know that the experiences and life of urban schools and their our collections of work to deepen reflection and 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 LIU Brooklyn our own opinions, and using our knowledge to act believe in the potential of all students and seek to Educators. independently in socially responsible ways. help students build on their strengths and abilities. To carry on the important mission of the LIU ENQUIRY or the collective discipline of We are deeply committed to the idea that all Brooklyn 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 LIU Brooklyn 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 LIU Brooklyn 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 LIU Brooklyn educators value the sociocultural languages and cultures, its natural and physical knowledge as a base for action, review, and and sociolinguistic pluralism of a global world, aspects, and its texts. We attach special importance constant regeneration and transformation. and especially of New York City's children and to how to use that knowledge to teach others and The School of Education's curriculum includes communities. We strive to acquire the different work with urban children and adolescents in specific courses that develop the foundational 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, Caribbean-American, Latino adolescents, families, as well as teachers and other words of Maxine Greene, being attentive to and recent immigrant communities that are school professionals. Foundational courses are differences, and being able to withhold judgment. prominent in Brooklyn schools, and we use this interdisciplinary, attempting to deepen the This creates an inclusive space with an expanded knowledge in teaching. We also value multifaceted knowledge needed in the acts of range of possibilities, enabling our capacity both to ethnographic processes of observation and
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 138 LIU Brooklyn participation that enable us to gain understanding replicated in the classrooms of the teachers and the and practicing for health and democracy. The of the complex and dynamic pluralism of future classrooms of the pre-service teachers. The Center puts diverse perspectives alongside each communities. faculty work to make it a place where theory and other with the aim of getting beyond convention The curriculum of the School of Education what it means to become a teacher converge with and creating new possibilities for teaching and advances this value by recognizing ethnic, racial, practice in a supportive risk-free environment. The serving children, families and communities. In gender, language, and ability differences, and by students engage in inquiry-based study in the order to create these opportunities, CUE supports framing issues of child development, language and reading, science, math and social studies methods the use of observation, description, and story as literacies, and teaching and learning within classes that meet at LCEF. ways of generating understanding out of lived sociocultural and sociohistorical contexts. All LCEF has a state of the art computer lab as well experiences. CUE incorporates descriptive inquiry courses in the School of Education's curriculum as Smart Boards thus enabling faculty and students to enact its values. pay particular attention to the education of learners to use technology in meaningful ways in their own In its efforts to further its mission, CUE has with disabilities and those who are bilingual, studies as well as developing relevant curriculum developed a multi-faceted community of future bidialectal, or learning English. While developing for their own classrooms. teachers, university professors, and teachers and knowledge of specific skills and approaches The Family University (FUN) After School administrators in public schools. CUE works with needed to educate different groups of learners, for Program for the children of LIU Brooklyn students New York City public schools, forms different purposes, and in different contexts, we is housed at LCEF and provides a setting for collaborations with educators both within and also develop strategies for inclusion of all learners. teacher education students to see creative arts and beyond LIU Brooklyn and supports publications SOCIAL COMMITMENT and the building of community-building activities in action. It is used and the annual CUE conference. a just and democratic society. as a fieldwork site for students in education, social LIU Brooklyn educators are committed to work, music and art programs. The children’s making sure that all students, regardless of race, presence in the building alongside the teacher class, gender, language, sexual orientation or education students serves as a reminder that theory abilities, receive equitable educational services. and practice can and must be integrated to We value the importance of inclusion in education maximize learning. For further information, and the merits of children from diverse educational contact Guinevere Ellsworth, Director, FUN After and ethnic backgrounds learning together. We School Program, at [email protected], understand the relationship between our 718-246-6488. educational and social roles, as we advocate for Academic Support children and learners and the transformation of The School of Education offers academic support classrooms and schools, toward the building of a to students through workshops to help students better and more just world. In addition, we require prepare for teacher certification exams and writing that students demonstrate academic integrity, tutoring. For more information, contact Martha professional responsibility and ethical behavior in Rosas, Director, Academic Support Services, at their scholarship and practice. [email protected], 718-488-3452. The School of Education's curriculum has Teacher Resource Center strong field-based practices and develops The Teacher Resource Center (located at democratic plural communities of learners and LCEF), part of LIU Brooklyn's School of educators who are actively engaged in the Education. The Teacher Resource Center was transformation of urban schools and classrooms. created to provide the resources and workshops to The curriculum prepares educators for social help new teachers feel more successful in their action, empowering them to transform practices, classrooms. Materials are available to instructors curricula, and schools, so as to build a more just as well. world. The Center, open Monday through Thursday, from 3 p.m. to 7 p.m. (Fall/Spring/Summer School of Education Resources semesters), welcomes students and instructors to come in and browse, get work done, use the Learning Center for Educators & Families computers, have a cup of tea or coffee, and meet (LCEF) with other teachers. For more information, contact The Learning Center for Educators & Families Shoshana Wolfe, Director, Teacher Resource (LCEF), located at 9 Hanover Place on the 3rd Center, at shoshana@[email protected], 718-780- floor, is an extension of LIU Brooklyn's School of 8549. Education, which is on the 4th floor. LCEF Center for Urban Educators (CUE) provides a supportive environment for prospective CUE’s mission is the development of and practicing teachers, which allows them to hone culturally relevant and effective practices for the their skills. In service of these aims, LCEF work of teaching, learning, and mental health and provides meeting space for the School of well-being in schools and communities in the Education faculty and for groups of teachers from urban context. The vision of teaching and practice the NYC schools to collaborate and work on guiding the Center’s work is one that supports various projects together. For further information, teachers and mental health practitioners as socially contact Charlotte Marchant, Director, LCEF, at responsible people who are intellectually engaged [email protected], 718-246-6496. and act as advocates of children, families, and The classrooms at LCEF are used exclusively communities. by education faculty members, so they can create CUE’s core values are beliefs in human positive learning environments, which can be capacity and worth in the importance of educating,
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DEPARTMENT OF be accepted on a limited matriculation basis and Interview permitted to take up to 12 credits (a full load of After a thorough examination of application COUNSELING AND SCHOOL courses) during their first semester. During that materials, program faculty interview selected PSYCHOLOGY semester, these students are interviewed and their applicants, often in small groups. Interviews take applications more thoroughly assessed to place throughout most months of the fall and Professor Nass determine if they will be accepted for full spring semesters and in early summer. Morning, Associate Professors Ginsberg (Acting Dean), matriculation. Late applicants with an afternoon, evening and weekend interviews are Jacobs, Lieberman, Livanis, Short, Williams undergraduate or previous graduate grade point arranged. Interviews are one hour in length. (Chair) average below 3.0 will be eligible for limited Interviews typically consist of two parts, each Assistant Professors Arora, Mulligan matriculation and permission to register for up to 6 approximately 30 minutes in length: Field Coordinator Scheinberg credits during their first semester. During that • Applicants respond to questions pertaining to Adjunct: 15 semester, these students are interviewed and their their individual, relational, educational, and The Department of Counseling and School applications more thoroughly assessed to vocational experiences that have contributed to Psychology strives to inspire graduates to become determine if they will be accepted into the their desire to pursue graduate study in effective and compassionate professionals who program, either for limited for full matriculation. counseling and questions pertaining to their bring positive change to the communities they When a student’s status is changed, the department educational and career goals. serve. The Department is committed to affording notifies the Admissions office. • Applicants are provided with clinical vignettes access to professional graduate study to Application Materials and asked questions pertaining to their thinking individuals of all backgrounds; to providing All candidates must submit the following: about them. quality education and training that prepare students • A completed LIU Brooklyn graduate Time is also allotted for applicants to ask to work in a variety of settings, primarily in the admissions application, including a personal questions of the faculty about the program and the urban community; and to tailoring instruction and statement University. providing individual assistance to help students • Official transcripts of all undergraduate and Applicants are evaluated on verbal and non- meet high standards of knowledge, skills and graduate study. To be considered for admission verbal communication skills, interpersonal dispositions. These three pillars — access, quality to an advanced certificate program, students interaction, and appropriateness of responses. and tailored instruction — are the foundation upon must have a master's degree in counseling or a The Review and Notification Process which the Department rests. related field from a regionally accredited Graduate applications are submitted to the LIU The Department of Counseling and School college or university. Brooklyn Admissions Office and forwarded to the Psychology offers the following programs: • A current resume (curriculum vitae) department once they are complete. The • School Counseling (M.S.Ed., Advanced • Two letters of recommendation from persons application form, personal statement, all Certificate) familiar with the applicant’s work or academic transcripts, letters of recommendation, and resume • Bilingual School Counseling (M.S.Ed., performance (i.e., employer, supervisor, former must be received by Admissions before the Advanced Certificate) professor). applicant review process begins. • Mental Health Counseling (M.S., Advanced Application Review Criteria On a monthly basis, the program faculty Certificate) GPA: A minimum grade point average of 3.0 reviews completed applications that have been • Marriage and Family Therapy (M.S., Advanced from undergraduate or previous graduate study is forwarded from admissions to the department. The Certificate) required for full matriculation. Applicants with a department then contacts applicants whom they • School Psychology (M.S.Ed., optional 2.50 – 3.0 GPA are considered for limited have selected to be interviewed and interviews are specializations in early childhood and bilingual) matriculation. If admitted with limited scheduled. The remaining applicants are notified • Applied Behavior Analysis (Advanced matriculation status, students may take a that they are not accepted. Applicants who are not Certificate) maximum of 6 credits each semester for two accepted may request recommendations for semesters and must attain an overall grade point strengthening their application for future average of 3.0 to continue in the program and submission. Applicants who seek to be COUNSELING PROGRAMS become fully matriculated. After 12 credits on reconsidered for acceptance in a future semester limited matriculation status, students with under a may submit an updated application at that time, ADMISSIONS REQUIREMENTS 3.0 grade point average may not be permitted to with indication in the personal statement of how Deadlines & Important Dates continue in the program. the applicant responded to the direction provided Applications are considered through a modified Writing: A personal statement of 500 words or by the faculty when not previously accepted to the rolling admissions process. To be considered for less is analyzed in terms of both content and prose. program. full matriculation in the fall semester, applications The successful applicant demonstrates an Within approximately one month after being must be submitted by June 1st of the previous understanding of what has led them to pursue interviewed, applicants are informed of their spring. To be considered for full matriculation in graduate study in counseling. Educational and acceptance status. the spring semester, applications must be career goals are expected to be consistent with our Submitting an Application for Admission submitted by November 1st of the previous fall. program mission and curriculum. Organization, All applicants must apply for admission to LIU These deadlines permit the review process to occur cogency, and grammar are taken into Brooklyn. Please apply online at My LIU or use in its entirety, which includes both a thorough consideration, with a well organized, well- the Apply Now link in the top navigation bar of examination of the application materials and an reasoned, grammatically accurate written the campus’ website. For more information on the applicant interview. presentation required for admission. admissions process, visit the Office of Admissions Applications that are received after these dates Resume/Vitae: Applicants’ experiences website or call 718-488-1011. (i.e., June 1 for fall admission; Nov. 1 for spring (including volunteer work and training in addition PROGRAM REQUIREMENTS admission) are considered for limited to employment experience) should demonstrate in Continued enrollment in this program is matriculation on a provisional basis. Late breadth and/or depth a developed commitment to contingent upon: applicants with an undergraduate and/or previous serving others in a helping capacity. • Maintenance of a 3.0 Grade Point Average graduate grade point average of 3.0 or above may • Prompt resolution of any INC or UW Grades
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 140 LIU Brooklyn
• Satisfactory student disposition in the areas of attendance, preparedness, attitude toward learning, response to feedback, reflectiveness, classroom engagement and participation, expressive coherence, and professionalism. Each of these requirements is addressed in greater depth in the Counseling Student Handbook provided to all students upon enrollment in the program. These requirements are also addressed in a student orientation that occurs at the start of each fall and spring semester.
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SCHOOL COUNSELING AND CSP 659 Counseling and A 3.00 Permanent certification requires a total of 60 Pluralistic Society credits and two years experience as a school BILINGUAL SCHOOL counselor. CSP 660A Group Work 3.00 COUNSELING CSP 668A Assessment and 3.00 Advanced Certificate, School JOB OPPORTUNITIES AND CAREER Diagnosis in Counseling Counselor TRENDS Diverse Populations [Program Code 33163] State-certified school counselors and bilingual All of the following courses are required: CSP 682 Career Development and 3.00 school counselors are uniquely qualified to address Counseling CSP 661A School Counseling 3.00 students’ academic, personal/social and career Practicum All of the following specialty courses are development needs by designing, implementing, required: CSP 665A School Counseling 6.00 evaluating and enhancing a comprehensive school Internship I counseling program that promotes and enhances CSP 705 Foundations of School 3.00 student success. School counselors are essential Counseling CSP 666A School Counseling 6.00 members of the education community. School CSP 708 School Counseling 3.00 Internship II counselors help students achieve academically, Research, Program CSP 705 Foundations of School 3.00 develop both personally and socially, and consider Development and Counseling future educational and career avenues. If you are Evaluation interested in a challenging career within the CSP 708 School Counseling 3.00 educational system outside of the classroom, and CSP 711 Advocacy, Leadership, 3.00 Research, Program you want to make a real difference in the lives of Collaboration and Development and young people, you will find a career in school Consultation in School Evaluation counseling to be enjoyable and gratifying. Counseling CSP 711 Advocacy, Leadership, 3.00 Professional school counselors are employed in All of the following specialty practice courses Collaboration and all levels of K-12 school systems. According to the are required: Consultation in School Occupational Outlook Handbook, 2014-2015 CSP 661A School Counseling 3.00 Counseling Edition, employment for school counselors is Practicum expected to grow by 12 percent between 2012 and Credit and GPA Requirements 2022. CSP 665A School Counseling 6.00 Minimum Total Credits: 24 Credits Internship I Minimum GPA: 3.0
M.S.Ed. in School Counseling CSP 666A School Counseling 6.00 Internship II M.S.Ed. in Bilingual School The 48-credit M.S.Ed. program in school Credit and GPA Requirements counseling provides students with core knowledge Counseling Minimum Total Credits: 48 Credits in professional issues and ethics, counseling Minimum GPA: 3.0 The 51-credit M.S.Ed. in Bilingual School theories, human development, counseling skills, Counseling provides students with core knowledge group work, assessment, and career development. in professional issues and ethics, counseling Building upon these core content areas, the school Advanced Certificate in School theories, human development, counseling skills, counseling program focuses specifically on the Counseling group work, assessment, and career development. development of knowledge and skills necessary to Building upon these core content areas, the work in today’s schools: contemporary practice of The 24-credit Advanced Certificate in School bilingual school counseling program focuses school counseling, school-based research, program Counseling is for students who already have a specifically on the development of knowledge and development and evaluation, advocacy, leadership, master’s degree in counseling and wish to meet the skills necessary to work in today’s schools: collaboration and consultation. Our 48-credit educational requirements to become certified as a contemporary practice of school counseling, M.S.Ed. program in school counseling is school counselor. To enter this program, students’ school-based research, program development and registered with the New York State Education graduate transcript in counseling must reflect evaluation, advocacy, leadership, collaboration, Department as satisfying the educational coursework in professional issues and ethics, consultation, and counseling ethno-linguistically requirements for provisional certification as a social and cultural diversity, human growth and diverse students and families. Our 51-credit school counselor. development, career development, helping M.S.Ed. in Bilingual School Counseling is relationships, group work, and assessment. registered with the New York State Education Building upon these core content areas, the school M.S.Ed., School Counselor Department as satisfying the educational [Program Code 06904] counseling advanced certificate program focuses requirements for provisional certification as a All of the following core courses are required: specifically on the development of knowledge and school counselor and the bilingual extension for skills necessary to work in today’s schools: CSP 615 Professional Issues and 3.00 practice as a bilingual school counselor. contemporary practice of school counseling, Ethics in Counseling The New York City Department of Education school-based research, program development and CSP 649 Counseling Theories and 3.00 has created a Graduate Scholarship Program to evaluation, advocacy, leadership, collaboration Applications address the staffing needs in critical shortage areas and consultation. As with our master’s degree in and to improve the delivery of service to New school counseling, our 24-credit Advanced CSP 652 Human Development 3.00 York City Public School students. This scholarship Certificate in School Counseling is registered with Across the Lifespan program prepares participants to serve in the areas the New York State Education Department as CSP 654 Counseling Skills & 3.00 of Bilingual Special Education, Monolingual and satisfying the educational requirements for Processes Bilingual Speech Language Pathology/Audiology, provisional certification as a school counselor. Monolingual and Bilingual Visually Impaired,
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Bilingual Guidance Counselor, Bilingual School CSP 665B Bilingual School 6.00 CSP 711 Advocacy, Leadership, 3.00 Psychology, and Bilingual Social Worker. The Counseling Internship I Collaboration and scholarship program offers uncertified candidates Consultation in School CSP 666B Bilingual School 6.00 a traditional path to certification by way of a Counseling Counseling Internship II master's degree in a traditional teaching or clinical CSP 726 Counseling 3.00 shortage area. The primary objective of the Credit and GPA Requirements Ethnolinguistically scholarship program is to provide full tuition Minimum Total Credits: 51 Credits Diverse Students and payments to eligible students enabling them to Minimum GPA: 3.0 Families obtain New York State certification and to seek a rewarding career in education. Successful program Advanced Certificate in Bilingual Credit and GPA Requirements candidates are required to provide service in a Minimum Total Credits: 27 Credits high-need New York City Public Schools upon School Counseling Minimum GPA: 3.0 completion of the program. Two (2) years of The 18-27-credit Advanced Certificate Program service is required for every year the scholarship is in Bilingual School Counseling is for students who awarded. Additional information on the Graduate already have a master’s degree in counseling and Scholarship Program is available at wish to meet the educational requirements to www.teachnycprograms.net. become certified as a school counselor with the
bilingual extension. To enter this program, M.S.Ed., Bilingual School Counselor students’ graduate transcript in counseling must [Program Code 33530] reflect coursework in professional issues and All of the following core courses are required: ethics, social and cultural diversity, human growth CSP 615 Professional Issues and 3.00 and development, career development, helping Ethics in Counseling relationships, group work, and assessment. CSP 649 Counseling Theories and 3.00 Building upon these core content areas, the Applications bilingual school counseling advanced certificate program focuses specifically on the development CSP 652 Human Development 3.00 of knowledge and skills necessary to work in Across the Lifespan today’s schools: contemporary practice of school CSP 654 Counseling Skills & 3.00 counseling with ethno-linguistically diverse Processes students and families, school-based research, program development and evaluation, advocacy, CSP 659 Counseling and A 3.00 leadership, collaboration and consultation. Along Pluralistic Society with a master’s degree in counseling, our 18-27- CSP 660A Group Work 3.00 credit Advanced Certificate Program in Bilingual School Counseling is registered with the New CSP 668A Assessment and 3.00 York State Education Department as satisfying the Diagnosis in Counseling educational requirements for provisional Diverse Populations certification as a school counselor and the CSP 682 Career Development and 3.00 bilingual extension for practice as a bilingual Counseling school counselor. Permanent certification requires a total of 60 credits and two years experience as a All of the following specialty courses are school counselor. required:
CSP 705 Foundations of School 3.00 Advanced Certificate, Bilingual Counseling School Counseling CSP 708 School Counseling 3.00 [Program Code 33165] Research, Program All of the following courses are required: Development and CSP 661B Bilingual School 3.00 Evaluation Counseling Practicum CSP 711 Advocacy, Leadership, 3.00 CSP 665B Bilingual School 6.00 Collaboration and Counseling Internship I Consultation in School Counseling CSP 666B Bilingual School 6.00 Counseling Internship II CSP 726 Counseling 3.00 Ethnolinguistically CSP 705 Foundations of School 3.00 Diverse Students and Counseling Families CSP 708 School Counseling 3.00 All of the following specialty practice courses Research, Program are required: Development and CSP 661B Bilingual School 3.00 Evaluation Counseling Practicum
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MENTAL HEALTH the development of knowledge and skills Minimum GPA: 3.0 necessary to work in a variety of clinical settings: COUNSELING foundations of mental health counseling, research, Advanced Certificate in Mental evidence-based practice, program evaluation, JOB OPPORTUNITIES AND CAREER psychopathology, and psychopharmacology. Our Health Counseling
TRENDS 60-credit M.S. in Mental Health Counseling The 24-credit Advanced Certificate Program in Mental Health Counseling is a distinct satisfies the educational requirements for the New Mental Health Counseling is for students who profession with national standards for education, York State mental health counselor license already have a master’s degree in counseling and training and clinical practice. The New York (LMHC). Upon completion of these educational wish to meet the educational requirements to Mental Health Counselors Association is the state requirements, 3,000 hours of supervised become licensed as a mental health counselor. To organization that represents the interests of the experience in the practice of mental health enter this program, students’ graduate transcript in clinical counselors of New York State. Mental counseling and a passing grade on the National counseling must reflect coursework in professional health counselors work with individuals, families, Clinical Mental Health Counseling Examination issues and ethics, counseling theories, human and groups to address and treat mental and (NCMHCE) are required for licensure. emotional disorders and to promote mental health. development, counseling skills, group work, assessment, and career development. Building They are trained in a variety of therapeutic M.S. in Mental Health Counseling upon these core content areas, the mental health techniques used to address issues such as [Program Code 79432] counseling advanced certificate program focuses depression, anxiety, addiction and substance All of the following core courses are required: abuse, suicidal impulses, stress, trauma, low self- specifically on the development of knowledge and CSP 615 Professional Issues and 3.00 esteem, and grief. They also help with job and skills necessary to work in a variety of clinical Ethics in Counseling career concerns, educational decisions, mental and settings: foundations of mental health counseling, emotional health issues, and relationship problems. CSP 649 Counseling Theories and 3.00 research, evidence-based practice, program In addition, they may be involved in community Applications evaluation, psychopathology, and outreach, advocacy, and mediation activities. psychopharmacology. Along with a master’s CSP 652 Human Development 3.00 Some specialize in delivering mental health degree in counseling, our 24-credit Advanced Across the Lifespan services for the elderly. Mental health counselors Certificate Program in Mental Health Counseling often work closely with other mental health CSP 654 Counseling Skills & 3.00 satisfies the educational requirements for the New specialists, such as psychiatrists, psychologists, Processes York State mental health counselor license (LMHC). Upon completion of these educational clinical social workers, psychiatric nurses, and CSP 659 Counseling and A 3.00 requirements, 3,000 hours of supervised school counselors. Pluralistic Society Mental health counselors work in community experience in the practice of mental health health and social service organizations, day CSP 660A Group Work 3.00 counseling and a passing grade on the National Clinical Mental Health Counseling Examination treatment programs, outpatient mental health CSP 668A Assessment and 3.00 clinics, hospitals, or private practice. Mental health (NCMHCE) are required for licensure. Diagnosis in Counseling counselors are highly skilled professionals who Diverse Populations provide a full range of services including: Advanced Certificate, Mental Health assessment and diagnosis, psychotherapy, CSP 682 Career Development and 3.00 Counseling treatment planning and utilization review, brief Counseling [Program Code 33446] and solution-focused therapy, alcoholism and All of the following courses are required: substance abuse treatment, psycho-educational and CSP 661M Mental Health Counseling 3.00 prevention programs, and crisis management. If Practicum you are interested in a challenging career working All of the following specialty practice courses with individuals, groups, couples, families, the CSP 665M Mental Health Counseling 6.00 are required: young and the elderly, and you want to help people Internship I CSP 661M Mental Health Counseling 3.00 lead more fulfilling lives, you will find a career in Practicum CSP 666M Mental Health Counseling 6.00 mental health counseling to be enjoyable and Internship II gratifying. CSP 665M Mental Health Counseling 6.00 According to the Occupational Outlook Internship I CSP 706 Foundations of Mental 3.00 Handbook, 2014-15 Edition, employment for Health Counseling CSP 666M Mental Health Counseling 6.00 mental health counselors is expected to grow by 29 Internship II CSP 709 Research, Evidence- 3.00 percent between 2012 and 2022, which is much Based Practice and All of the following specialty courses are faster than the average for all occupations. Program Evaluation required: M.S. in Mental Health CSP 706 Foundations of Mental 3.00 CSP 712 Psychopathology and 3.00 Health Counseling Psychopharmacology Counseling CSP 709 Research, Evidence- 3.00 The 60-credit M.S. in Mental Health Based Practice and Credit and GPA Requirements Counseling provides students with core knowledge Program Evaluation Minimum Total Credits: 24 Credits in professional issues and ethics, counseling Minimum GPA: 3.0 CSP 712 Psychopathology and 3.00 theories, human development, counseling skills, Psychopharmacology group work, assessment, and career development. Building upon these core content areas, the mental A total of 12 credits of electives is required. health counseling program focuses specifically on Credit and GPA Requirements Minimum Total Credits: 60 credits
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MARRIAGE AND FAMILY M.S., Marriage and Family Therapy Advanced Certificate in Marriage THERAPY [Program Code 36003] Marriage and Family Therapy Prerequisite and Family Therapy
JOB OPPORTUNITIES AND CAREER Core Courses TRENDS This 39-credit Advanced Certificate program CSP 615 Professional Issues and 3.00 Our graduates practice marriage and family in Marriage and Family Therapy satisfies the Ethics in Counseling therapy in accordance with the scope of practice educational requirements for the New York State delineated by the Office of the Professions of the CSP 707 Foundations in Marriage 3.00 Marriage and Family Therapy License. To receive New York State Education Department: and Family Therapy licensure, students must complete the educational • Marriage and family therapists provide requirements, 1,500 hours of supervised CSP 652 Human Development 3.00 individual, couple, family, relational and group experience in the practice of marriage and family Across the Lifespan therapy. They assess, treat and implement therapy and a passing grade on the Examination in change in the overall, long-term well-being of CSP 639 Therapeutic Interventions 3.00 Marital and Family Therapy developed by the individuals, couples, families and those in other with Diverse Children Association of Marital and Family Therapy relationships. The traditional emphasis on the and Adolescents Regulatory Boards.
individual is expanded to include consideration Marriage and Family Therapy Common Core Advanced Certificate, Marriage and of the nature and roles of individuals in relation Courses to others, particularly in the family system. CSP 659 Counseling and A 3.00 Family Therapy • Marriage and family therapy focuses not only Pluralistic Society [Program Code 36004] on the individual patient—even if it is a single Marriage and Family Therapy Specialty person seeking therapy—but on the context and CSP 660A Group Work 3.00 Courses relationships in which the person participates. CSP 668A Assessment and 3.00 CSP 657A Marriage and Family 3.00 All relationship contexts are considered, Diagnosis in Counseling Counseling: Theoretical including the married or committed couple, Diverse Populations Foundations family, school, work, social, community and Marriage and Family Therapy Specialty CSP 657B Contemporary Marriage 3.00 other relational systems. Courses and Family Theories • Marriage and family therapists treat a wide CSP 657A Marriage and Family 3.00 range of clinical problems including: CSP 700 Family Law 3.00 depression, marital problems, anxiety, nervous Counseling: Theoretical CSP 709 Research, Evidence- 3.00 and mental disorders, as well as relationship, Foundations Based Practice and couple, family and child-parent problems. CSP 657B Contemporary Marriage 3.00 Program Evaluation • Marriage and family therapy is often brief and and Family Theories solution-focused and it is designed to achieve CSP 712 Psychopathology and 3.00 CSP 657C Marriage and Family 3.00 specific therapeutic goals of individuals and Psychopharmacology families. Counseling: Clinical Marriage and Family Therapy Practice According to the Occupational Outlook Handbook, Knowledge and Skills Courses 2014-15 Edition, employment for marriage and CSP 700 Family Law 3.00 CSP 661F Marriage and Family 3.00 family therapists is expected to grow by 29% Counseling Practicum between 2012 and 2022, which is much faster than CSP 709 Research, Evidence- 3.00 Based Practice and the average for all occupations. CSP 665F Marriage and Family 6.00 Program Evaluation Counseling Internship I CSP 712 Psychopathology and 3.00 M.S. in Marriage and Family CSP 666F Marriage and Family 6.00 Psychopharmacology Therapy Counseling Internship II CSP 679 Substance Abuse and 3.00 Marriage and Family Therapy Elective Courses Our 60-credit M.S. in Marriage and Family High Risk Behaviors CSP ###** Elective CSP Courses 9.00 Therapy provides students with the core CSP 658 Couples Therapy 3.00 *** knowledge necessary to work with individuals, couples and families in a variety of settings. The Marriage and Family Therapy Practice Credit and GPA Requirements program requires extensive clinical training and Courses Minimum Total Credits: 39 Credits satisfies the educational requirements for the New CSP 661F Marriage and Family 3.00 Minimum GPA: 3.0
York State Marriage and Family License. To Counseling Practicum receive licensure, students must complete the CSP 665F Marriage and Family 6.00 educational requirements, 1,500 hours of Counseling Internship I supervised experience in the practice of marriage and family therapy and a passing grade on the CSP 666F Marriage and Family 6.00 Examination in Marital and Family Therapy Counseling Internship II developed by the Association of Marital and Credit and GPA Requirements Family Therapy Regulatory Boards. Minimum Total Credits: 60 Credits
Minimum GPA: 3.0
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psychology, visit the National Association of the New York State Education Department as SCHOOL PSYCHOLOGY School Psychologist's website at satisfying the educational requirements for www.nasponline.org. provisional certification as a school psychologist. ABOUT THE FIELD OF SCHOOL ADMISSIONS REQUIREMENTS In addition to the requirements for the general PSYCHOLOGY • B.A. or B.S. degree from an accredited college, School Psychology degree, students may elect to School psychologists work with students with a 2.75 GPA. take one or both of two specializations, each of individually and in groups. They also develop • Individuals with or without a background in which entails another 6 credits of course work: programs to train teachers and parents about psychology or education are encouraged to 1. Early Childhood Specialization prepares school effective teaching and learning strategies, apply. psychologists to work with infants, toddlers and techniques to manage behavior at home and in the • A written statement of professional goals, preschoolers and their families. This sequence classroom, working with students with disabilities including rationale for why the candidate has consists of two three-credit courses: one that or with special talents, addressing abuse of drugs chosen the field of school psychology. covers the administration and interpretation of and other substances, and preventing and • Two professional letters of reference from infant assessment instruments, and one that managing crises. In addition, most school academic instructors or professional explores current theory and research in infant psychologists provide the following services: supervisors. development. This specialization does not lead Consultation Based on the information that the candidate to a separate New York State certification, but • Collaborate with teachers, parents, and provides, as well as space limitations, a select is designed to help our graduate students administrators to find effective solutions to number of students will be interviewed. acquire the knowledge base and practical skills learning and behavior problems. for working with a particularly sensitive • Help others understand child development and SUBMITTING AN APPLICATION FOR population. how it affects learning and behavior. ADMISSION 2. Bilingual Specialization prepares school • Strengthen working relationships between All applicants must apply for admission to LIU psychologists to work with linguistically teachers, parents, and service providers in the Brooklyn. Please apply online at My LIU or use diverse children and their families. It includes community. the Apply Now link in the top navigation bar of two three-credit courses: a course in bilingual the campus’ website. For more information on the education and a course in bilingual assessment. Evaluation admissions process, visit the Office of Admissions Students who wish to be certified as bilingual • Evaluate eligibility for special services. website. school psychologists must also receive passing • Assess academic skills and aptitude for PROGRAM REQUIREMENTS scores on the Bilingual Education Assessment learning. Continued enrollment in this program is Test (BEA) of the New York State Teacher • Determine social-emotional development and contingent upon: Certification Exams (NYSTCE), or the mental health status. • Maintenance of a 3.0 Grade Point Average previously administered Target Language • Evaluate learning environments. • Prompt resolution of any INC or UW Grades Proficiency Assessment (TLPA). Information Intervention • Satisfactory professional dispositional reviews regarding the BEA exam can be found at: • Provide psychological counseling to help in the areas of attendance, preparedness, www.nystce.nesinc.com/NY_viewSG_opener.a resolve interpersonal or family problems that attitude toward learning, response to feedback, sp. (It is recommended that students take the interfere with school performance. reflectiveness, classroom engagement and exam after they have taken and completed TAL • Work directly with children and their families participation, expressive coherence, and 823.) to help resolve problems in adjustment and professionalism. learning. Each of these requirements is addressed in greater M.S.Ed., School Psychologist • Provide training in social skills and anger depth in the School Psychology Student Handbook [Program Code 06905] management. provided to all students upon enrollment in the The following courses are required: • Help families and schools manage crises such program. These requirements are also addressed in Developmental Sequence - 6 credits as death, illness, or community trauma. a Student Orientation that occurs at the start of CSP 633 Developmental 3.00 Prevention each fall and spring semester. Psychology • Design programs for children at risk of failing TAL xxx TAL graduate-level 3.00 at school. M.S.Ed. in School Psychology elective • Promote tolerance, understanding, and appreciation of diversity within the school The 60-credit M.S.Ed. Program in School Diagnostic Sequence - 9 credits community. Psychology provides students with core CSP 650 Developmental 3.00 • Develop programs to make schools safer and knowledge and skills necessary to work in today’s Psychopathology more effective learning environments. schools. Specifically our program has outlined ten CSP 651 School Neuropsychology 3.00 • Collaborate with school staff and community competencies based on what was delineated by the agencies to provide services directed at National Association of School Psychologists CSP 702 Diagnosis of Learning 3.00 improving psychological and physical health. (NASP). Those include: data-based decision- Problems • Develop partnerships with parents and teachers making; consultation and collaboration; effective
to promote healthy school environments. instruction; socialization and the development of
Research and Planning life-skills; student diversity in development and Assessment Sequence - 15 credits • Evaluate the effectiveness of academic and learning; school and systems organization; policy CSP 704 Research and 3.00 behavior management programs. development and the development of appropriate Measurement in • Identify and implement programs and strategies school climate; prevention, crisis intervention and Education to improve schools. mental health interventions; home-school • Use evidence-based research to develop and/or collaboration; research and program evaluation; CSP 721A Cognitive Asssessment I 3.00 recommend effective interventions. and information technology. Our 60-credit M.S.Ed CSP 721B Cognitive Assessment II 3.00 For more information on the field of school Program in School Psychology is registered with
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CSP 722A Personality Assessment I 3.00 concepts; behavioral assessment; measurement of CSP 804 Special Topics in 3.00 behavior; experimental evaluation of interventions; Behavior Analysis CSP 722B Personality Assessment II 3.00 interpretation of data; selection of intervention CSP 805 ABA Internship 3.00 Intervention Sequence - 15 credits outcomes and strategies; behavior change Supervision I CSP 655 Applied Behavior 3.00 procedures; and, systemic work with agencies and Analysis I institutions. CSP 806 ABA Internship 3.00 Supervision II CSP 703 Parent Consultation and 3.00 The purpose of the program is to educate and Intervention Credit and GPA Requirements train behavior analysts who will serve children and Minimum Total Credits: 24 Credits CSP 714 Educational Consultation 3.00 adults who present with a wide array of emotional, Minimum GPA: 3.0 in Multicultural School behavioral, and neurological issues (e.g., Settings intellectual disabilities, autism spectrum disorders), particularly in complex, urban settings. CSP 720 Community School 3.00 This program is a natural extension for individuals Psychology who are currently on one on the following two CSP 799 Individual and Group 3.00 career paths: Certified school-based Counseling Practices in professionals (e.g., classroom teachers, School Settings administrators, or pupil personnel providers), or individuals who are in a program that leads to Fieldwork and Professional Issues Sequence - school-based certification, who attend this applied 15 credits behavior analysis program, develop a more refined CSP 680A Issues in School 3.00 skill set to deal with children who evidence Psychology emotional, behavioral and neurological issues CSP 680B Fieldwork in School 3.00 within the school setting. ??Licensed mental health Psychology I and health care professionals (e.g., mental health counselors, physician assistants, psychologists, CSP 680C Fieldwork in School 3.00 clinical social workers, nurses or marriage and Psychology II family therapists), or individuals who are license- CSP 781A, Internship in School 3.00 eligible such that they have satisfied the 781B, Psychology I - General, educational requirements for licensure in these or Biingual or Early fields and are completing experience and/or 781C Childhood examination requirements, who attend this applied behavior analysis program work skillfully with CSP 782A, Internship in School 3.00 both children and adults with emotional, 782B, Psychology II - General, behavioral and neurological issues in a variety of or Bilingual or Early mental health and health care settings. 782C Childhood
Students who wish to specialize in bilingual school psychology should take the bilingual Applied Behavior Anlysis Advanced internship courses (CSP 781B and CSP 782B) and Certificate Requirements are also required to take TAL 823 and CSP 724. [Program Code 36570] Total credits = 66. Applied Behavior Analysis Required Students who wish to specialize in early childhood school psychology should take the early Courses childhood internship courses (CSP 781C and CSP Required Courses 782C) and are also required to take CSP 723 and CSP 655 Applied Behavior 3.00 CSP 733. Total credits = 66. Analysis I: Principles and Credit and GPA Requirements Procedures Minimum Total Credits: 60 Credits CSP 714 Academic Consultation in 3.00 Minimum GPA: 3.0 Multicultural School
Settings Advanced Certificate, Applied CSP 801 Applied Behavior 3.00 Behavior Analysis Analysis II: Behavior Therapy The 24-credit Advanced Certificate program in Applied Behavior Analysis provides students with CSP 802 Applied Behavior 3.00 the knowledge base and skills stipulated by Analysis III: ABA and the Behavior Analyst Certification Developmental Board (BACB©) as constituting basic competence Disabilities for behavior analysts. These competences include CSP 803 Applied Behavior 3.00 the following: Knowledge of professional issues Analysis IV: Academic and ethics; basic characteristics of the science of Interventions behavior analysis; principles, processes and
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Counseling and School early CSP 607 Independent Research in Counseling and/or complex trauma as well as to support Psychology Courses Under the guidance of a faculty member, students mental health and well-being is engaged. Issues select a topic or question of interest to investigate such as substance use and abuse, gang involvement,
in depth. Students conduct a thorough literature teen pregnancy, sexually transmitted CSP 502 Substance Abuse: Prevention and review and devise a qualitative or quantitative study diseases, HIV, the role of the media, technology Intervention that would contribute to existing knowledge in the and music will be discussed. A course is designed to equip the counselor with area. The submission of a complete proposal, The pre-requisites of CSP 615, 649, 652 and 654 the knowledge to help persons with substance abuse including rationale, literature review, sample are required as well as CSP 657A or CSP 706. problems. The course reviews the historical population chosen, methods, and procedure, is Credits: 3 background of substance abuse and dependency; required. Rotating Basis studies the psychological, social, pharmacological The pre-requisites of CSP 615, 649, 652 and 654 and legal aspects of substance abuse; recognizes that are required as well as CSP 657A or CSP 706; and CSP 649 Counseling Theories and Applications alcohol dependency can become an adaptive CSP 708 or CSP 709. Counseling theories and techniques and their response; and develops an awareness in the student Credits: 3 application within a diverse society are presented. of the important role of prevention. Rotating Basis Students will explore the major theories of The pre-requisites of CSP 615, 649, 652, 654, and counseling and psychotherapy, including 657A or 706, are required. CSP 615 Professional Issues and Ethics in psychoanalytic, person-centered, existential, reality, Credits: 3 Counseling behavioral, cognitive, multicultural, racial identity, Rotating Basis An overview of professional orientation and ethical feminist, and family systems, amongst others.
practice. Introduction to the history and Credits: 3 CSP 503 Counseling Women philosophy of the profession, professional roles and Every Fall and Spring A consideration of the issues involved in counseling organizations, and credentialing issues and women in our contemporary, diverse society. processes. An exploration of ethical standards of CSP 650 Developmental Psychopathology The pre-requisites of CSP 615, 649, 652 and 654 the ACA and related entities and applications of The major mood disorders in children and are required as well as CSP 657A or CSP 706. ethical and legal considerations in professional adolescents will be reviewed, with a specific focus Credits: 3 counseling. on anxiety, depression and bipolar conditions. Rotating Basis Credits: 3 There will be an emphasis on specific school related
Every Fall and Spring problems, such as social withdrawal, school phobia, CSP 504 Approaches to Human Sexuality eating disorders, social adjustment and peer An examination of the origins, forms and CSP 633 Developmental Psychology problems, and suicide. Attention will also be given applications of human sexuality; alternative sexual This course is intended to review the different to reviewing other interfering behaviors such as preferences and lifestyles, psychological and stages of human development from birth to age 21. selective mutism, suicidal ideation, and gang sociological implications of the sexual drive, sexual It includes a review of different perceptions and violence. Consideration will be given to cultural dysfunction, research in human sexuality, and conceptions of development and an exploration of and social factors in making diagnoses and applications to counseling and mental health the historical evolution of such perspectives. The developing therapeutic interventions. The role of service settings. emotional, cognitive, social and physical challenges the school psychologist will be explored as well as The pre-requisites of CSP 615, 649, 652 and 654 that children face as they grow older will be assessment issues inherent in diagnosing are required as well as CSP 657A or CSP 706. reviewed. Major developmental theories and psychopathology. Credits: 3 research findings will be presented such as Neo- TARGETED FIELDWORK REQUIREMENT: Rotating Basis Piagetian theory, racial identity development Students are expected to administer the following theory, developmental theories based on LGBT CSP 518 Play Therapy instruments: Conners Comprehensive Behavior issues, immigration issues and second language A survey of methods, materials and techniques for Rating Scales, Reynolds Child Manifest Anxiety issues. Theorists such as Bronfenbrenner, Kohlberg, working with children. Consideration of different Scale, the Reynolds Child Depression Inventory, Gardner, and Erickson will also be reviewed. approaches and the therapeutic use of play. Reynolds Suicide Scale, Beck Youth Inventories, Three credits. The pre-requisites of CSP 615, 649, 652, 654 are and Piers-Harris Self-Concept Scale, Symptom Credits: 3 required as well as CSP 657A or CS 706. Checklist-90-R (SCL-90-R) as well as other Annually assessment methods. After these scales are Credits: 3 administered, students will be required to Rotating Basis CSP 639 Therapeutic Interventions with Diverse incorporate theories and research findings from Children and Adolescents CSP 605 Domestic Violence: Violence and the reading and will be expected to set socio-emotional This course provides a contextual exploration of Family goals, and develop sample treatment plans. 40 today’s youth in the urban environment, This course examines the nature of violence, hours. centralizing foci on the counselor’s role as an especially against women and children. Three Credits: 3 advocate and the role of resilience in response to major areas are covered: spouse abuse, child Annually youth risk. Critical to this course is an physical abuse and child sexual abuse. Prevalence, intersectional analysis relative to the effect of race, factors that foster and mitigate the tendency toward CSP 651 Educational Neuropsychology ethnicity, class, gender/gender expression, sexual violence, and treatment issues are discussed. This course will provide an examination of neural identity and orientation, and their ability to The pre-requisites of CSP 615, 649, 652 and 654 anatomy and brain functions that are most shape the lives of young people (ages 5-18) are required as well as CSP 657A or CSP 706. important in the acquisition of reading, writing and developing in urban communities and schools as Credits: 3 math skills. Mechanisms such as attention, members and learners. A focus on therapeutic Rotating Basis executive functions, and working memory will be interventions with children and adolescents explored, and their neurological brain bases will be individually, in groups, and within school, discussed. Developmental neuropsychological community and familial contexts to respond to
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 148 LIU Brooklyn research will be examined for principles that can strategic theories, amongst others. representations of group dynamics will be included. enhance psychoeducational assessment and The pre-requisites of CSP 615, 649, 652 and 654 Includes an experiential group experience of at least remedial practices. The neural bases of bilingualism are required. 10 hours and the study of different types and and second language acquisition will also be Credits: 3 settings of group work, including psychoeducational discussed. Neurological disorders will be discussed Annually groups and therapeutic groups with various clinical in relationship to modifications in educational populations. placement, classification and practice. CSP 657B Contemporary Marriage and Family The pre-requisites of CSP 615, 649, 652 and 654 The pre-requisite of CSP 721A is required. Theories are required as well as CSP 657A, or CSP 705, or Credits: 3 This course will focus on post-modern, and CSP 706. Annually contemporary theories in the field of marriage and Credits: 3 family therapy. Theories such as Feminist Family Annually CSP 652 Human Development Across the Therapy, Narrative Therapy, Solution-Focused Lifespan Therapy, and Collaborative Language Systems will CSP 660B Advanced Group Work An overview of theories of individual and family be explored. Further, the act of therapy as A continuation of the study of group dynamics in development, transitions across the lifespan, and being empowering and just will be discussed. an advanced context. The impact of social system theories of learning and personality development. Diverse family configurations will be considered phenomena such as race/ethnicity, gender, and Exploration of internal and external influences that have recently been included in the field of culture on groups will be assessed. Systemic and upon normal and abnormal development, marriage and family therapy; sexual minority organizational dynamics related to the counselor''s disability, and exceptional behavior. Investigation families, families with diverse gender locations, role will be explored. Instructional videos and/or of strategies for facilitating optimum development immigrant families etc. Students will engage in media representations of group dynamics will be and wellness over the lifespan. critical thinking as a skill in having conversations included. An intensive experiential group Credits: 3 with clients. From a post-modern perspective, experience of at least 10 hours will be required. Every Fall and Spring therapy is seen as a personal, professional, and The pre-requisites of CSP 615, 649, 652, 654 and political act. 660A are required as well as CSP 657A, or CSP CSP 654 Counseling Skills & Processes The pre-requisites of CSP 615, 649, 652, 654 and 705, or CSP 706. Counselor characteristics and behaviors that 657A are required. Credits: 3 influence helping processes are addressed. Focus is Credits: 3 Rotating Basis on interviewing methods, counseling skills, goal Annually setting, treatment planning, assessment, diagnosis, CSP 661A School Counseling Practicum documentation and report writing. Both direct CSP 658 Couples Therapy Students work 75 hours in a K-12 school under the service and consultation skills are discussed. The This course will focus on theories and practice of supervision of a certified and experienced school importance of self-awareness and analysis toward couples therapy. There will be a focus on systemic counselor, being exposed to and performing varied counselor effectiveness is highlighted. approaches to working with conflict as well as responsibilities of the school counseling program. Credits: 3 utilizing strengths and resources of the couple. A minimum of 40 hours of direct service is Every Fall and Spring Strategies in joining, assessment, intervention, and required. Audio-taping, videotaping, or live termination will be examined. Contextual issues supervision. CSP 655 Applied Behavior Analysis I: Principles such as sexual orientation, gender, race and class Pre-requisites of CSP 615, 649, 652, 654.705 and and Procedures will be emphasized throughout the course. Students ALCX 702, 703, 705 are all required. This course will provide an in-depth analysis of the will be introduces to significant literature and Credits: 3 principles upon which applied behavior analysis is research on couples therapy. Annually based, as well as an introduction to procedures that Pre requisites: CSP 615 and CSP 652 can be used to improve social and academic Credits: 3 CSP 661B Bilingual School Counseling Practicum behaviors in all children. Students will review Annually Students work 75 hours in a K-12 school under the single subject design as well as other issues supervision of a certified and experienced bilingual necessary to document interventions. Emphasis is CSP 659 Counseling and A Pluralistic Society school counselor, being exposed to and performing placed on the application of the principles to An exploration of the context of relationships, and varied responsibilities of the school counseling environmental, functional and ecological analyses issues and trends in a culturally and linguistically program. A minimum of 40 hours of direct service of behavior in a responsible ethical manner. diverse society. Focus on theories of identity to children with limited English language TARGETED FIELDWORK REQUIREMENT: development in multiple domains, and proficiency is required. Audio-taping, videotaping, Students are expected to observe in schools and multicultural counseling theories and or live supervision. develop behavior intervention plans to improve competencies. Investigation into the nature of Pre-requisites of CSP 615, 649, 652, 654, 705 and specific social or academic behaviors in a classroom. biases, prejudices, oppression, and discrimination ALCX 702, 703, 705 are all required. A certified school psychologist will supervise and their effects. Credits: 3 students. 30 hours. The pre-requisites of CSP 615, 649, 652 and 654 Annually Credits: 3 are required as well as CSP 657A, or CSP 705, or Annually CSP 706. CSP 661F Marriage and Family Counseling Credits: 3 Practicum CSP 657A Family Counseling in the Urban Annually Students work 75 hours in a setting that provides Setting marriage and family counseling under the Marriage and family counseling theories and CSP 660A Group Work supervision of a licensed professional, observing techniques and their application within a diverse An introduction to principles of group dynamics, and performing various direct and indirect services society are presented. Students will explore the approaches to group leadership and authority, including but not limited to intake interviewing; major theories of marriage and family counseling theories and methods of group counseling. Issues marriage and family counseling; record keeping; and psychotherapy, including psychodynamic, of culture, diversity, and identity in groups will be attending treatment team meetings and professional Bowenian, experiential, structural, systemic, and addressed. Instructional videos and/or media development events; and engaging in testing and
Page 149 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 assessment. Students complete a minimum of 40 team meetings and professional development counseling; record keeping; attending treatment hours in direct service to clients. Audiotaping, events; and engaging in testing and assessment. team meetings and professional development videotaping, or live supervision is required. Students complete a minimum of 130 hours each events; and engaging in testing and assessment. Pre-requisites of CSP 615, 649, 652, 654, 657A and semester in direct service to clients. Audiotaping, Students complete a minimum of 130 hours each ALCX 702 are all required. CSP 712 is pre or co- videotaping, or live supervision is required. semester in direct service to clients. Audiotaping, requisite The pre-requistes of CSP 661F and 712 are videotaping, or live supervision is required. Credits: 3 required and departmental approval. The pre-requisite of CSP 665F is required and Annually Credits: 6 Departmental approval. Annually Credits: 6 CSP 661M Mental Health Counseling Practicum Annually Students work 75 hours in a mental health setting CSP 665M Mental Health Counseling Internship under the supervision of a licensed mental health I CSP 666M Mental Health Counseling Internship professional, observing and performing various Students work 300 hours each of two semesters in a II direct and indirect services including but not clinical setting under the supervision of a licensed Students work 300 hours each of two semesters in a limited to intake interviewing; individual, group, mental health professional, observing and clinical setting under the supervision of a licensed and family counseling; record keeping; attending performing various direct and indirect services mental health professional, observing and treatment team meetings and professional including but not limited to intake interviewing; performing various direct and indirect services development events; and engaging in testing and individual, group and family counseling; record including but not limited to intake interviewing; assessment. A minimum of 40 hours in direct keeping; attending treatment team meetings and individual, group and family counseling; record service is required. Audio-taping, videotaping, or professional development events; and engaging in keeping; attending treatment team meetings and live supervision. testing and assessment. A minimum of 120 hours professional development events; and engaging in Pre-requisites of CSP 615, 649, 652, 654, 706 and each semester in direct service is required. Audio- testing and assessment. A minimum of 120 hours ALCX 702 are all required. Pre- or Co-requisite of taping, videotaping, or live supervision. each semester in direct service is required. Audio- CSP 712 is required. The pre-requisite of CSP 661M and 712 are taping, videotaping, or live supervision. Credits: 3 required and Departmental approval. The pre-requisite of CSP 665M is required. Annually Credits: 6 Credits: 6 Annually Annually CSP 665A School Counseling Internship I Students work 300 hours each of two semesters in a CSP 666A School Counseling Internship II CSP 668A Assessment and Diagnosis in K-12 school under the supervision of a certified and Students work 300 hours each of two semesters in a Counseling Diverse Populations experienced school counselor, being exposed to and K-12 school under the supervision of a certified and Focus on the nature and meaning of assessment; performing varied responsibilities of the school experienced school counselor, being exposed to and standardized and non-standardized testing methods; counseling program. A minimum of 120 hours performing varied responsibilities of the school statistical concepts; reliability and validity; social, each semester in direct service is required. Audio- counseling program. A minimum of 120 hours cultural, and linguistic factors in assessment and taping, videotaping, or live supervision. each semester in direct service is required. Audio- diagnosis; ethical issues in instrument selection, The pre-requisite of CSP 661A is required and taping, videotaping, or live supervision. administration, and interpretation of assessments. approval from the Department. The pre-requisite of CSP 665A is required and Introduction to the DSM classification system. Credits: 6 approval from the Department. The pre-requisites of CSP 615, 649, 652, 654 are Annually Credits: 6 required as well as CSP 657A, or CSP 705, or CSP Annually 706. CSP 665B Bilingual School Counseling Credits: 3 Internship I CSP 666B Bilingual School Counseling Annually Students work 300 hours each of two semesters in a Internship II K-12 school under the supervision of a certified and Students work 300 hours each of two semesters in a CSP 679 Substance Abuse and High Risk experienced bilingual school counselor, being K-12 school under the supervision of a certified and Behaviors exposed to and performing varied responsibilities of experienced bilingual school counselor, being This course will provide an overview of substance the school counseling program. A minimum of exposed to and performing varied responsibilities of use, abuse and high-risk behaviors, and the 120 hours each semester in direct service to the school counseling program. A minimum of role of and their interrelatedness in the contexts of children with limited English language proficiency 120 hours each semester in direct service to the helping professions of psychology and is required. Audio-taping, videotaping or live children with limited English language proficiency counseling. The course will also consider the role of supervision. is required. Audio-taping, videotaping, or live trauma on the development and The pre-requisite of CSP 661B is required and supervision. psychology of addiction and recovery. Substance Departmental approval. The pre-requisite of CSP 665B is required and abuse counseling theories, practices, and Credits: 6 Departmental approval. treatment will be explored. Annually Credits: 6 The pre-requisites of CSP 615, 649, 652 and 654 Annually are all required and CSP 657A or CSP 706. CSP 665F Marriage and Family Counseling Credits: 3 Internship I CSP 666F Marriage and Family Counseling Rotating Basis Students work 300 hours each of two semesters in a Internship II setting that provides marriage and family Students work 300 hours each of two semesters in a CSP 682 Career Development and Counseling counseling under the supervision of a licensed setting that provides marriage and family Study of the meaning of work in people's lives, professional, observing and performing various counseling under the supervision of a licensed career development theories, decision-making direct and indirect services including but not professional, observing and performing various models, and programming. Consideration of print limited to intake interviewing; marriage and family direct and indirect services including but not and electronic career information systems. counseling; record keeping; attending treatment limited to intake interviewing; marriage and family Exploration of multiple roles and identities in
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 150 LIU Brooklyn career development. Analysis of educational and parent and child; through parent consultation, the findings and the implementation of change for career counseling processes, techniques, and parent-child relationship is reconfigured to mitigate improved counseling effectiveness. Exploration of resources. issues in child development. Three credits. the use of data to inform decision making, with The pre-requisites of CSP 615, 649, 652, and 654 Credits: 3 attention to both internal and external effects upon are required as well as CSP 705 or CSP 706. Annually students learning and development. Ten hour field Credits: 3 component. Annually CSP 704 Research and Measurement In The pre-requisites of CSP 615, 649, 652, 654 and Education and Psychology 705 are required. CSP 700 Family Law This course will provide a presentation of basic Credits: 3 An overview of legal issues with regard to marriage statistical and measurement concepts such as Annually and family relationships with a focus on central tendency, variability, correlation and factor familial trauma that necessitates and results from analysis used to interpret test scores and understand CSP 709 Research, Evidence-Based Practice and engagement in court and legal proceedings. test construction. Concepts of validity, reliability Program Evaluation Central to this course is the counselor’s role in and the use of derived scores are presented through Introduction to quantitative and qualitative working with various types of families to confront an analysis of the assessments used in school research methods; the use of technology and important life decisions, resolving disputes and psychology as well as research used to inform school statistics, inquiry and analysis in research and planning for the future. Attention to issues of psychology. Major statistical and measurement program evaluation. A review and analysis of consultation with legal professionals and the concepts will be applied in order to understand evidence-based practices in mental health interaction of the counselor with the legal system how research problems are systematically counseling with a variety of populations and clinical are discussed. investigated using experimental quasi-experimental issues. The use of needs assessment and outcomes The pre-requisites of CSP 615, 649, 652 and 654 and qualitative designs. Surveys and qualitative research in program development, implementation, are required as well as CSP 657A or CSP 706. research are also discussed. and evaluation will be explored. Ten hour field Credits: 3 Credits: 3 component. Annually Annually The pre-requisites of CSP 615, 649, 652 and 654 are required as well as CSP 657A or CSP 706. CSP 702 Diagnosis of the Learning Problems of CSP 705 Foundations of School Counseling Student must be active in the Mental Health Students Introduction to the history, philosophy, and Counseling plan. This course will review the diagnostic and learning current trends in school counseling and Credits: 3 issues of students with learning disabilities, such as educational systems. Exploration of the role, Annually dyslexia, math and writing disabilities, nonverbal function, and professional identity of the school disabilities, attention deficit and executive function counselor. Investigation into internal and external CSP 711 Advocacy, Leadership, Collaboration and difficulties. Profiles, assessment batteries, factors that influence student learning and Consultation in School Counseling differential diagnoses, and specific measures that development. Instruction in ethical and legal issues Introduction to educational policy and school facilitate the diagnosis of such disabilities will be specific to the practice of school counseling. Ten reform related to diversity, equity and excellence in reviewed. Research findings along with theoretical hour field component. student learning. Exposure to modes and methods and etiological issues will be discussed The pre-requisites of CSP 615, 649, 652 and 654 of collaboration and consultation with family, TARGETED FIELDWORK REQUIREMENT: are required. school, and community to enhance student Students are expected to administer various Credits: 3 development and achievement. Understanding of assessments such as (but not limited to): Ravens Annually the characteristics and strategies of effective Progressive Matrices, S-TOPP, Stroop, BRIEF, leadership in educational systems. Ten hour field Achenbach, Conners to help in ruling out CSP 706 Foundations of Mental Health component. conditions described within the course description Counseling The pre-requities of CSP 615, 649, 652, 654 and to children in school settings. Supervision by a Introduction to the history, philosophy, and 705 are required. school psychologist is required. The results of current trends in mental health counseling. Credits: 3 these assessments will be used to write social, Exploration of the role, function, and professional Annually emotional and academic goals. 40 hours. identity of the mental health counselor, including The pre-requisite of CSP 651 is required. issues of credentialing, collaboration, and CSP 712 Psychopathology and Credits: 3 consultation with other treatment providers. Psychopharmacology Annually Instruction in ethical and legal issues specific to the This course explores the major diagnostic categories practice of mental health counseling. Ten hour of psychopathology according to the CSP 703 Parent Consultation and Intervention in field component. current DSM classification system. The concept of Multicultural Settings The pre-requisites of CSP 615, 649, 652 and 654 mental health, illness and wellbeing are This course will focus on the shifts that have are required. explored through the socio-cultural formulations occurred in child therapy, and how these changes Credits: 3 utilizing the stress-diathesis and can inform and affect consultation work with Annually biopsychosocial spiritual models. Of specific focus parents in a variety of multicultural settings. Topics in this course is an emphasis on the such as developmental and attachment theory, the CSP 708 School Counseling Research, Program relationship of traumatic life experiences and interactional nature of personality development and Development and Evaluation complex traumatic stress on the manifestation of a relational understanding of emotional problems Introduction to quantitative and qualitative traumatic stress-related disorders and diagnosis will be emphasized to highlight how interactions research methods; the use of technology and secondary to experienced trauma. Additionally, between parent and child become prototypes for statistics, inquiry, and analyses in conducting students will develop an understanding of disorders later relational experiences. The premise of parent- research in the development, evaluation and in terms of diagnostic features, associated focused treatment rests on an understanding of the modification of school counseling programs. Focus features, demographic features, prevalence, course, regulatory processes and attachment between on understanding the investigative process from familial pattern, differential diagnosis, and needs assessment through the interpretation of
Page 151 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 cultural contexts through case study analysis. with educational and other evaluation results is standardized measures, nondiscriminatory Commonly prescribed psychopharmacological examined so that individual education plans can be assessment, and alternative approaches to the medications, including uses and side effects are developed. Students are required to administer assessment of cognitive functioning and social introduced and considered. tests, write assessment reports, and make case adaptive behavior of linguistically diverse children. The pre-requities of CSP 615, 649, 652 and 654 are presentations. Additional laboratory hours are Students will learn when and how to conduct required as well as CSP 657A or CSP 706. Student required. evaluations in the child''s first or second language must be active in the Mental Health Counseling The pre-requisite of CSP 721A is required. (or both). Students administer tests, make case plan. Credits: 3 presentations, and write reports. Interpretation of Credits: 3 Annually data focuses on integrating clinical findings so that Annually individual educational plans can be developed. CSP 722A Personality Assessment I Additional laboratory hours are required. CSP 714 Academic Consultation in Multicultural This course aims to teach students how to The pre-requisites of CSP 721A and 721B are School Settings administer, score and interpret the Rorschach test, required. This course will review instructional issues inherent through the use of the Exner Comprehensive Credits: 3 in school systems necessary to facilitate changes on Scoring System. The history of projective tests Annually the individual, team and programmatic level. along with their strengths and shortcomings will be Emphasis is on reviewing instructional and learning reviewed. Cultural, ethnic and language CSP 726 Counseling Ethnolinguistically Diverse theory as well as exploring the role of school considerations will be discussed as related to the Students and Families psychologists in assisting teachers and staff to administration and interpretation of the test. An exploration of the experiences of culturally and develop and monitor curriculum. Emphasis will be Additional laboratory hours are required. ethnolinguistically diverse families in the context of placed on assisting and training staff and parents to The pre-requisite of CSP 721A is required. an English-predominant society. The impact of implement evidence-based curricula as well as Credits: 3 linguistic fluency, immigration, acculturation, and understanding the context and cultural background Annually assimilation upon family dynamics and related of different students. Parent training programs will systems will be analyzed. Considerations such as be reviewed and discussed and methods of crisis CSP 722B Personality Assessment II parentification of English-speaking children of intervention will be elaborated upon, as well as how This course is a continuation of 722A. It aims to linguistic minority parents, management of bi- issues of diversity may warrant that interventions be teach students how to administer, score and cultural stress, trends in bilingual education, and tailored to particular backgrounds. Consultation interpret thematic apperceptive, figure drawing and cultural resiliency will be addressed. Ten hour field projects will be completed in which trainees assess sentence completion tests. Throughout the course component. student strengths and weaknesses, develop students will be practicing report writing and will The pre-requisites of CSP 615, 649, 652, 654 and interventions collaboratively with staff, and train develop the ability to integrate information from 705 are required. staff to implement these interventions, monitor the various personality assessments, including the Credits: 3 these interventions and assess overall effectiveness. Rorschach. Quantitative and qualitative Annually TARGETED FIELDWORK REQUIREMENT: interpretations will be reviewed. Additional Students will be required to go into schools and laboratory hours are required. CSP 733 Development in Infancy and Early consult with teachers and/or administrators The pre-requisite of CSP 722A is required. Childhood regarding children with academic difficulties. A Credits: 3 This course presents an in-depth review of current certified school psychologist will supervise students. Annually research and theory in perceptual, cognitive, social,
40 hours. emotional and physical aspects of development CSP 723 Assessing Infants, Toddlers and The pre-requisite of CSP 655 is required. from birth to age 3. Particular attention is paid to Preschoolers Credits: 3 the influence of culture and environment on early Students will learn to administer, score and Annually development. Implications of developmental interpret the tests used to assess development in theories for assessment and early intervention CSP 721A Cognitive Assessment I infants, toddlers and preschoolers. This course will practices are included. This course is designed to teach students to focus on the psychometric properties as they relate Credits: 3 administer, score and interpret standardized to assessments of development, cognitive On Demand intelligence tests as part of the cognitive assessment functioning and adaptive behavior. Play assessment process. This course focuses on the three Wechsler and observational techniques for such age groups CSP 745 Special Topics in Counseling Intelligence Scales. Psychometric properties of those are presented. Techniques for assessing children Each year the faculty identifies critical areas of instruments are related to issues of interpretation. with vision and hearing impairments are also interest in counseling. Institutes are planned for Psychological issues in intelligence testing as well as addressed. Students will be required to administer intensive study related to those issues, featuring ethical and legal considerations are reviewed. tests, make case presentations, and write reports. expert speakers on the topic. Students are required to administer tests and write Students will interpret data by integrating clinical The pre-requisites of CSP 615, 649, 652, and 654 assessment reports based on the results. Additional findings so that specific intervention plans can be are required as well as CSP 657A or CSP 706. laboratory hours are required. developed. Additional laboratory hours are Credits: 3 Credits: 3 required. Rotating Basis
Annually The pre-requisites of CSP 721A and 721B are required. CSP 781A Internship School Psychology I - CSP 721B Cognitive Assessment II Credits: 3 General A continuation of 721A. Students learn how to On Demand Students complete a 1200 hour internship assess the cognitive functioning of children by throughout the academic year in a University- administering, scoring and interpreting measures of CSP 724 Assessing the Bilingual Child approved setting under the dual guidance of an on- cognitive ability as well as academic functioning In this course, students will engage in an site staff psychologist and a University-based clinical used by school psychologists Integration of findings examination of issues in the assessment of bilingual supervisor. At least half of the hours should be in a children, including the appropriate use of school setting. Participation in the intake and
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 152 LIU Brooklyn screening process, individual evaluations, Students must apply for the internship in the interdisciplinary staff conferences, parent semester before registration. Students must be CSP 782C Internship School Psychology II - Early conferences and professional meetings is required. placed in a setting where early childhood Childhood Students evaluate children, write reports, and populations are in place and must receive This course is a continuation of CSP 781C. practice short-term counseling and consultation supervision from a field-based supervisor with Students will complete a 1200 hour internship under the supervision of the on-site psychologist. expertise in early childhood assessment. throughout the academic year in a University- Students also attend weekly meetings with the The pre-requisites of CSP 721A, 721B, 722A, 722B approved setting under the dual guidance of an on- University clinical supervisor in which professional and a total of 48 credits completed are required site staff psychologist and a University-based clinical and ethical issues related to the practice of school Credits: 3 supervisor. At least half of the hours should be in a psychology in multicultural settings are discussed. Every Fall school setting. Participation in the intake and Students must apply for the internship in the screening process, individual evaluations, semester before registration. CSP 782A Internship School Psychology II - interdisciplinary staff conferences, parent The pre-requisites of CSP 721A, 721B, 722A, 722B General conferences and professional meetings is required. and a total of 48 credits completed are required. This course is a continuation of CSP 781A. Students evaluate children, write reports, and Credits: 3 Students complete a 1200 hour internship practice short-term counseling and consultation Every Fall throughout the academic year in a University- under the supervision of the on-site psychologist. approved setting under the dual guidance of an on- Students also attend weekly meetings with the CSP 781B Internship School Psychology I - site staff psychologist and a University-based clinical University clinical supervisor in which professional Bilingual Extension supervisor. At least half of the hours should be in a and ethical issues related to the practice of school Students complete a 1200 hour internship school setting. Participation in the intake and psychology in multicultural settings are discussed. throughout the academic year in a University- screening process, individual evaluations, Students must apply for the internship in the approved setting under the dual guidance of an on- interdisciplinary staff conferences, parent semester before registration. Students must be site staff psychologist and a University-based clinical conferences and professional meetings is required. placed in a setting where early childhood supervisor. At least half of the hours should be in a Students evaluate children, write reports, and populations are in place and must receive school setting. Participation in the intake and practice short-term counseling and consultation supervision from a field-based supervisor with screening process, individual evaluations, under the supervision of the on-site psychologist. expertise in early childhood assessment. interdisciplinary staff conferences, parent Students also attend weekly meetings with the The pre-requisite of CSP 781C is required. conferences and professional meetings is required. University clinical supervisor in which professional Credits: 3 Students evaluate children, write reports, and and ethical issues related to the practice of school Every Spring practice short-term counseling and consultation psychology in multicultural settings are discussed. under the supervision of the on-site psychologist. Students must apply for the internship in the CSP 801 Applied Behavior Analysis II: Behavior Students also attend weekly meetings with the semester before registration. Therapy University clinical supervisor in which professional The pre-requisite of CSP 781A is required. This course will introduce students to the practice and ethical issues related to the practice of school Credits: 3 of behavior therapy, in relation to the principles psychology in multicultural settings are discussed. Every Spring and procedures of applied behavior analysis. A Students must apply for the internship in the major goal of this course is to teach students to semester before registration. Students must be CSP 782B Internship School Psycholgy II - effectively utilize behavioral techniques in the placed in a setting where bilingual and Bilingual Extension treatment of emotional disorders and the covert multicultural populations are in place and must This course is a continuation of CSP 781B. verbal behaviors that are unique to this spectrum of receive supervision from a bilingual field-based Students complete a 1200 hour internship disorders. Emphasis will be placed on supervisor. throughout the academic year in a University- understanding how basic ABA principles inform The pre-requisites of CSP 721A, 721B, 722A, 722B approved setting under the dual guidance of an on- the application of procedures and the importance and a total of 48 credits completed are required. site staff psychologist and a University-based clinical of implementing these procedures within the Credits: 3 supervisor. At least half of the hours should be in a context of a carefully considered behavioral case Every Fall school setting. Participation in the intake and conceptualization. Students will expand their use of screening process, individual evaluations, functional analysis as well as numerous behavioral CSP 781C Internship School Psychology I - Early interdisciplinary staff conferences, parent intervention strategies (e.g., contingency Childhood conferences and professional meetings is required. management, relaxation training, systematic Students complete a 1200 hour internship Students evaluate children, write reports, and desensitization, exposure, response substitution). throughout the academic year in a University- practice short-term counseling and consultation The pre-requisite of CSP 655 is required. approved setting under the dual guidance of an on- under the supervision of the on-site psychologist. Credits: 3 site staff psychologist and a University-based clinical Students also attend weekly meetings with the Annually supervisor. At least half of the hours should be in a University clinical supervisor in which professional school setting. Participation in the intake and and ethical issues related to the practice of school CSP 802 Applied Behavior Analysis III: ABA and screening process, individual evaluations, psychology in multicultural settings are discussed. Developmental Disabilities interdisciplinary staff conferences, parent Students must apply for the internship in the The primary focus of this course is to provide conferences and professional meetings is required. semester before registration. Students must be students with a thorough review of assessment and Students evaluate children, write reports, and placed in a setting where bilingual and intervention models that are used within ABA- practice short-term counseling and consultation multicultural populations are in place and must based programs serving individuals with under the supervision of the on-site psychologist. receive supervision from a field-based supervisor developmental disabilities, including, but not Students also attend weekly meetings with the with a bilingual certificate. limited to: autism, pervasive developmental University clinical supervisor in which professional The pre-requisite of HDL 781B is required. disorders, and intellectual disabilities. Students will and ethical issues related to the practice of school Credits: 3 review the ABA procedures, as well as the principles psychology in multicultural settings are discussed. Every Spring on which they are based, to assess the needs of
Page 153 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 individuals with developmental disabilities, design exam. interpersonal and research skills to explore interventions that meet the needs of these The pre-requisites of CSP 655, 714, 801, 802, 803 community, understand the relationship between individuals, monitor progress, and evaluate and 804 are all required. school and community, and plan for the effectiveness. This course will provide an in-depth Credits: 3 involvement of community in the life of the school analysis of the principles upon which applied Annually and the district/region. behavior analysis is based, as well as an The pre-requisite of TLL 930 is required or introduction to procedures that can be used to CSP 806 ABA Internship Supervision II Department consent. improve social and academic behaviors in all This course is meant to provide supervision to Credits: 3 children. Students will review single subject design students in the second semester of full-time Annually as well as other issues necessary to document internship as applied behavior analytic interns. interventions. Emphasis is placed on the Discussions will emphasize the role of the behavior CSP 931B Research Methods In Administration application of the principles to environmental, analyst as a change agent in the school system and The focus of this course is to help administrators functional and ecological analyses of behavior in a culture. Students will discuss plans for personal become lifelong consumers and producers of responsible ethical manner. growth in the field. Supervision will continue in research. Students will develop technological skill in The pre-requisite of CSP 655 is required. the development and implementation of locating research materials from varied sources. Credits: 3 antecedent based, consequent based, and educative Students will learn to read, analyze, and evaluate Annually methods of intervention to enhance clients’ success qualitative and quantitative research articles and to in a variety of settings. The application of the use the information gained to inform decision- CSP 803 Applied Behavior Analysis IV: principles and procedures of behavior analysis will making in order to support teaching/learning/ Academic Interventions be monitored throughout the duration of the achievement. Students will also learn to critically This course will focus on the extension of course. Students will begin an integrated case study evaluate published research, formulate research functional analytic methods as applied to the project in this course, which will include assessment questions, write research reports, and develop assessment, intervention and evaluation of students information, diagnostic formulations, proposed research proposals that will become the bases for with academic disorders. Response to Intervention intervention(s), and implementation of the internship projects. Strategies for sharing models will be reviewed as well as curriculum based intervention(s) as well as the monitoring of the information with teachers and parents, measurements as applied to reading interventions, intervention. Students will be expected to take and disseminating research data, and understanding the such as Direct Instruction. Students will be pass the ABA comprehensive exam. impact of research on practice will be explored. exposed to progress monitoring assessment The pre-requisites of CSP 655, 714, 801, 802, 803 The pre-requisite of TLL 930 is required or packages such as AIMSWeb and DIBELS, as well as and 804 are all required. Department consent. fundamentals of single-subject design as applied to Credits: 3 Credits: 3 reading behaviors. Annually Annually The pre-requisite of CSP 655 is required. Credits: 3 CSP 930 Administrative Core I: An Overview CSP 932 Assessment in Administration Annually This course will focus on organizational This course will focus on understanding assessment development and systems theory. It deals with the theory. Students will become knowledgeable about CSP 804 Special Topics in Behavior Analysis structural, cultural, political, business, human obtaining assessment data from automated This course will focus on a variety of topics in ABA relations, and policy elements of traditional and informational links and using those data in order to that are relevant to the field and the general New non-traditional schools as social systems concerned make administrative decisions about students, York City area. Although topics may vary from year with inputs, environments, transformation, and faculty, and curriculum. Emphasis will also be to year, specific focus will be placed on the ethical outcomes. Students will be expected to identify placed on the ways in which administrators use applications and implementation of behavior personal leadership, supervisory, and administrative standardized and alternative assessments of analysis. abilities and demonstrate skills in the functions and students, formative and summative assessments of The pre-requisite of CSP 655 is required. processes of leadership, management, interpersonal faculty, and program evaluation. Issues of reliability Credits: 3 communication, and motivation for school change and validity and their relationship to the decision- Annually by linking theory and practice in classroom-based making process will be explored. The effects of and field-based activities. Strategies for the diversity in language, culture, gender, and CSP 805 ABA Internship Supervision I implementation of initiatives and the evaluation of ability/disability on the use of assessment data will This course is meant to provide supervision to their impact on schools are discussed. be investigated. students in the first semester of full-time internship Credits: 6 Credits: 3 as applied behavior analytic interns. Emphasis will Every Fall Annually be placed on the review of service delivery models and especially on the development and CSP 931A Administrative Core II: Community CSP 933 School Business Administration implementation of antecedent based, consequent Relations This course will focus on the business-related based, and educative methods of intervention to This course broadens the focus from aspects of school and district/regional enhance students’ success in a variety of settings. school/district/regional-related theories and administration as they support the improvement of The application of the principles and procedures of practices to those that define the nature of public the instructional program. Emphasis will be given behavior analysis will be monitored throughout the schooling and interrelationships between the to business management practices, i.e., funding duration of the course. Students will begin an educational agency and local, state, federal and sources, budgeting, automated accounting systems, integrated case study project in this course, which community forces as they impact on teaching, and federal, state, and municipal mandates. In will include assessment information, diagnostic learning and achievement. Emphasis is put on addition, strategic human resource planning formulations, proposed intervention(s), and gaining support for safe and secure learning including recruiting and selection techniques will implementation of the intervention(s) as well as the environments. Legal frameworks with respect to be explored. Students will review the collective monitoring of the intervention. Students will be community needs and their right to know are bargaining process and understand the application expected to take and pass the ABA comprehensive addressed. Students will use technological, of technology to the human resource field.
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The pre-requisite of TLL 930 is required or achievement. Students will explore district/regional Department consent. composition and understand strategies and develop Credits: 3 skills for: building and articulating a system-wide Annually vision; coordinating groups for achieving district/regional short-range and long-range goals CSP 935 Education and the Law and objectives; developing procedures and policies; This course will explore, from a historical generating and allocating resources; developing a perspective, legal and ethical issues as they impact research-based approach to building safe and education in a effective schools; developing leadership in school multicultural/multilingual/multiracial and and community groups; working with governance economically diverse society. Students will study groups; capacity building; negotiating; and program issues such as teachers', students' and parents' rights planning and accountability. and responsibilities, separation of church and state, Credits: 3 censorship, freedom of speech, affirmative action, Annually and educational equity and access. Special attention will be given to the implications of the No Child CSP 951A Internship in Administration and Left Behind legislation. Case law and case studies Supervision I: Building Level will be used as they relate to policy development. This internship consists of 550 hours at the school Credits: 3 building level. Eight core areas are addressed: Annually leadership, management, curriculum and instruction, student issues, personnel issues, staff CSP 936 Curriculum Development development, in-district/region relationships, and A review of learning theory, human development, community relations. and motivation as they relate to teaching, learning Credits: 3 and achievement. Principles of curriculum Annually development, design, and assessment to enhance teacher practice in standard-based and CSP 951B Internship in Administration and constructivist classrooms will be studied. Students Supervision II: District/Regional Level will focus on the learning standards and analyze, This internship consists of 550 hours at the district critically evaluate, utilize, and develop strategies for or regional office level. Eight core areas are engaging teachers in the process of assessing addressed: leadership, management, curriculum academic needs, implementing and adapting and instruction, student issues, personnel issues, curriculum, and evaluating outcomes. The staff development, in-district/region relationships, importance of technology in student learning will and community relations. be included. Organizational decision-making and The pre-requisite of TLL 951A is required. problem-solving skills needed in the development of Credits: 3 appropriate curricula will be discussed. Connecting Annually the curriculum to the world of work will be explored. CSP 998 Special Topics in School Leadership Credits: 3 This course is designed to provide participants with Annually the opportunity to explore one topic of administrative importance in depth. Topics will CSP 937 The Supervisor in the School Setting vary each semester. This course focuses on the elements of effective Credits: 1 to 3 supervisory practice in the school. Students will On Occasion consider the learning standards relative to the principles of supervision, supervisory leadership styles, and the assessment of teacher performance. Important topics include effective instructional practices, adult learning theories, organizing and planning professional staff development, and coaching and mentoring models, as well as team and consensus-building approaches that include parents and other constituents. Strategies for the development of school/district/regional comprehensive plans for the continuous professional growth of all staff will be examined. Credits: 3 Annually
CSP 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
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DEPARTMENT OF • Submit an application to LIU Brooklyn's Office • Content area requirements, including a 30 of Admissions (see below) credit concentration or major in one of the TEACHING, LEARNING AND • Have a bachelor's degree from an accredited Liberal Arts and Sciences. LEADERSHIP institution Students will be advised of any additional • Have 3.0 minimum undergraduate grade-point coursework that they will need to complete before Professors Kesson, Rivera average graduation to fulfill these requirements. Professors Emeriti Berkowitz, Kazlow, Long, • Submit scores on Graduate Record Fieldwork Nathanson, Pascale Examination (GRE) Fieldwork is required in almost all TLL Associate Professors Bains, Dyasi, Lava • Submit two letters of recommendation courses. Students need to have at least one day a (Associate Dean), Lehman (chair), Lemberger • Submit a statement of professional goals week available to be in a school placement during Associate Professor Emeriti Floyd, Zinar Students who have not passed the Academic school hours. Assistant Professors Black, Pregot, Schlessinger, Literacy Skills Test (ALST) of the NYS Teacher Student Teaching Shuttleworth Certification Exam and do not have prior teaching Student teaching is usually completed in the Instructors Bjork, McLaughlin certification are also required to take the TLL last semester of the teacher education programs. It Fellows Program Administrators Harris, Walsh Department Assessment, a measure of writing is a full-time experience that consists of all-day Field Experiences and School Relations Director skill, upon admission and before registration. student teaching in selected schools. Systra, Assistant Director Marchant Students who do not achieve a passing score To be admitted to Student Teaching, multiple Adjunct: 30 (Level 3) on the assessment must enroll in TAL criteria include: The Department of Teaching, Learning and 088 Textual Strategies for Educators, a non-credit • Passing score on ALST Leadership offers programs on both the course to develop reading and writing skills at the • 3.0 GPA undergraduate and graduate level, all leading to graduate level, during the first semester. They are • Interview with Director of School Relations & NYS teaching and leadership certification. The also required to meet with the Director of Field Experience and/or Program Coordinator. program prepares new teachers and administrators Academic Support Services early in the semester Students who have not passed the ALST do not who are just starting out in their field and helps to discuss the results of the assessment. In student teach but may graduate from the Non- practicing professionals enhance their careers with addition, students scoring at Level 1 are limited to Certification Track. additional specializations. All programs emphasize 3 credits in the first semester; students scoring at Degree Requirements hands-on learning in a multicultural context. Level 2 are limited to 6 credits. To graduate with a major in teaching students Classes are small, fostering an atmosphere of Waiver of Courses for Students with an must have: inquiry and reflection. Fieldwork, student Undergraduate Degree in Urban Education • Completion of all program requirements with a teaching, and internship placements are in schools from LIU minimum GPA of 3.0 especially selected for excellence and diversity. Students who have completed the • Descriptive Review of Practice With an emphasis on practice, students will be out undergraduate teacher education curriculum at • Capstone Portfolio in the schools – observing, learning, and doing – LIU Brooklyn, including TAL 201 and TAL To graduate from the Certification Track, from the very beginning. Students will graduate 301/302, may waive TAL 801 and TAL 830 in the students must also: eligible for state certification – and ready to get a graduate curriculum, reducing the total credit • Pass the ALST, EAS, and CST job! requirement by six credits. In the event that this • Fulfill NYS general education and content area Job Opportunities and Career Trends results in a program of fewer than 30 credits, requirements Education is an ever-growing field. As the students are required to take an elective to bring • Complete state-mandated training in (1) child population continues to grow, so will the need for their program to at least 30 credits. The elective abuse identification and reporting, (2) violence quality teachers and administrators to work in must be approved by a faculty adviser. prevention, and (3) fire safety, substance abuse schools. Learning the theory in classrooms and Submitting an Application for Admission prevention, and abduction prevention. being involved in the practice of teaching through All applicants must apply for admission to LIU Students who do not meet the criteria for fieldwork and student teaching is the beginning of Brooklyn. Please apply online at My LIU or use graduation from the Certification Track will a journey. The New York City Department of the Apply Now link in the top navigation bar of graduate from the Non-Certification Track. Education is the primary employer of our the campus’ website. For more information on the A passing score on the NY State School District graduates and there are high need areas such as: admissions process, visit the Office of Admissions Leadership (SDL) examination is a requirement Early Childhood, Special Education and English as website or call 718-488-1011. for graduation from the educational leadership a Second Language. In addition, teachers and Program Requirements advanced certificate program. administrators are also employed in a range of Continued enrollment in this program is Certification educational settings, including pre-schools, contingent upon: All TAL graduate certification-track programs private, independent and charter schools, private • Maintaining a 3.0 grade-point average in teaching fulfill the academic requirements for tutorial companies and after-school and literacy • Satisfactory review by faculty at each stage of the following certificates: programs. Educators are also sought at non-profit the program • Initial Certification, for students with less than organizations with a community service and/or The School of Education Certification Officer 3 years of experience in the certification area educational focus, including those that are reviews the transcripts of all new students seeking • Professional Certification, for students with a internationally-based. Having a degree in 1st initial certification for evidence of year of mentored teaching and two years of education opens up other career options including: undergraduate or graduate study that fulfills the teaching experience in the certification area positions in educational media, such as in following NYS teacher certification requirements: To obtain initial or professional certification, publishing and television development, curriculum • General education requirements, including students must: development, market research and human study in artistic expression, communication, • Fulfill all requirements for graduation from a resources, notably the training function. information retrieval, history and social certification track program, including: - Admission Requirements sciences, humanities, language other than Completion of student teaching, internship, To be admitted into this program, you must: English, scientific processes, mathematical and/or practicum requirements - Passing scores processes, and written analysis and expression. on the ALST and EAS - Completion of state-
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mandated training in child abuse identification Initial Certification, for students with less than Marizaldy Mercedes, 2nd floor, Pratt Building, to and reporting; school violence prevention; fire three years of teaching experience in the complete their application. safety; substance abuse prevention, and certification area.The entry-level certificate is Preparing for New York State Teacher abduction and, harassment, bullying and valid for 5 years and is issued in a specific subject Certification Examinations discrimination prevention and intervention. and/or grade level. Initial Certification leads to the Students who have not passed the ALST are • Be a U.S. citizen or sign a Declaration of Intent Professional Certificate. After three years of strongly encouraged to take the following non- • Pass the Content Specialty Test (CST) in the professional teaching experience, you can apply credit course early in their program: certification area for the Professional Certificate to continue to be TAL 099 Preparing for the NYSTCE (0 credits) • Pass the edTPA certified in New York State. All teacher-training Another optional non-credit course, TAL 088 • For students seeking the Bilingual Education bachelor’s and master’s programs in the School of Textual Strategies for Educators, is recommended Extension: pass the Bilingual Education Education at LIU Brooklyn lead to Initial for students wishing to improve their writing skills Assessment (BEA) in the target language of Certification. for graduate study as well as in preparation for the instruction Professional Certification is the second-level NYSTCE. The School of Education (SOE) Certification teaching certificate. A holder of an Initial The following workshops are required for all Officer helps students apply for certification when certificate must apply to the New York State programs leading to state certifications: all requirements are met. Students interested in Department of Education (SED) for the The Child Abuse Identification and Reporting Internship Certification before graduation should Professional certificate upon completion of Workshop is required or completion of the course consult the Certification Officer. requirements. Professional Certification is ALCX 702. Progression awarded to students with a year of mentored The Violence Prevention and Intervention All of the M.S.Ed. programs in teaching are teaching and 2 years of teaching experience in the Workshop is required or completion of the course divided into four Tiers: certification area. Please note that when you ALCX 703. • Tier I: Diversity, Language and Literacies in possess this certificate you must complete 175 The Fire Safety, Substance Abuse and Urban Education hours of professional development every five years Abduction Prevention Workshop is required or • Tier II: Observation and Description of Urban to keep this certificate valid. completion of the course ALCX 704. Learners In addition, students in the following M.S.Ed. The Harassment, Bullying and Discrimination • Tier III: Inquiry of Urban Classrooms and programs leading to 1st initial certification may be Prevention and Intervention Workshop is required Teaching Practices eligible to apply for Internship Certification after or completion of the course ALCX 705. • Tier IV: Advanced Inquiry and Practice completing half the required credits: To progress from one Tier to the next, students • Childhood Urban Education The Department of Teaching, Learning and must maintain a minimum 3.0 GPA In addition • Early Childhood/Childhood Urban Education Leadership offers the following specializations: students must meet the following criteria, • Early Childhood Urban Education • Early Childhood and Childhood Education • To progress from Tier 1 to Tier II: satisfactory • Adolescence Urban Education • Adolescence Education completion of first six credits, including TAL • Teaching Urban Children with Disabilities • Special Education 801. • Teaching Urban Adolescents with Disabilities • TESOL • To progress from Tier II to Tier III: satisfactory • TESOL • Bilingual Education completion of TAL 830 and other Tier II Internship Certificates are valid for two years • Educational Leadership courses. and permit students to begin teaching while
• To progress from Tier III to Tier IV: completing their degrees and other certification satisfactory completion of TAL 880 and other requirements. Please see the Certification Officer Tier III courses. for more information about this option. At each stage of progression, faculty teams To obtain initial or professional certification, review students’ work to insure that all criteria are students must: met. In some cases, students who do not meet 1. Graduate from the Certification Track criteria are permitted to progress to the next Tier 2. Complete state-mandated training in (1) child on probation. abuse identification and reporting, (2) violence Teaching Certification Requirements prevention, (3) fire safety, substance abuse Requirements for teacher certification in New prevention, and abduction prevention, and, (4) York includes successful completion of a harassment, bullying and discrimination bachelor’s or master’s degree; passing of prevention and intervention. certification examinations, completing workshops 3. Pass the following portions of the NYSTCE. in (1) child abuse identification and reporting, (2) • Academic Literacy Skills Test (ALST) violence prevention, (3) fire safety, substance • Educating All Students Test (EAS) abuse prevention, and abduction prevention, and, • edTPA (4) harassment, bullying and discrimination • Content Specialty Test (CST) in the prevention and intervention. LIU Brooklyn's certification area programs in teacher education are designed to • For students seeking a Bilingual Extension: prepare students to meet these certification The Bilingual Education Assessment (BEA) requirements. in the target language of instruction. The teacher education programs in the School 4. Fingerprint Clearance of Education at LIU Brooklyn prepare students for Applications for certification are submitted two levels of certification in New York State — electronically. Students who have completed all Initial and Professional: requirements of the registered New York State Initial Certification is the minimum Teacher Certification program at LIU Brooklyn certification required to teach in New York State. should see the SOE certification officer, Ms.
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EARLY CHILDHOOD AND TAL 844 Environments, Practices 3.00 Tier IV: Advanced Inquiry and Practice (4 and Play (15 Fieldwork credits) CHILDHOOD EDUCATION hours) TAL 881B Student Teaching for the 1.00
Practicing Teacher: Early TAL 846 Family Literacy and 3.00 Childhood (20 days) M.S.Ed. in Early Childhood Parental Collaboration (10 Fieldwork hours) TAL 971 Capstone Seminar 3.00 Urban Education (Birth - Gr 2) Tier III: Inquiry into Urban Classrooms and Credit and GPA Requirements
The 36 -credit M.S.Ed. in Early Childhood Teaching Practices ( 9 credits) Minimum Total Credits: 34-36 Credits Urban Education (Birth-Grade 2) is for students TAL 845 Math and Science in 3.00 Minimum GPA: 3.0 without prior certification and leads to the degree Early Childhood (15 of Master of Science and eligibility for initial NYS Fieldwork hours) Early Childhood Urban certification in Early Childhood Education. It TAL 873 Early Literacy (15 3.00 Education - Non Certification prepares students to teach children from birth to Fieldwork hours) second grade. There is also a 34 credit M.S.Ed. in M.S.Ed., Early Childhood Urban Early Childhood Urban Education (Birth-Grade 2) TAL 880 Classroom Inquiry II (30 3.00 for students who already have certification in Fieldwork hours) Education (B-2) (Non-Certification) [Program Code 32377] another area. Students graduating from this Tier IV: Advanced Inquiry and Practice (6 Non-credit pre-requirement determined by program are eligible for teaching certification once credits) TAL Assessment or ALST they have passed all required portions of the New TAL 881A Student Teaching: Early 3.00 TAL 088 Textual Strategies for 0.00 York State Teacher Certification Exam Childhood (Full-time) (NYSTCE). Students may also apply for Educators TAL 971 Capstone Seminar 3.00 Internship Certification after completing the first TIER I: Diversity, Language and Literacies in 18 credits. Internship Certification permits Urban Education (9 credits) students to begin teaching while they complete TAL 801 Issues in Urban Education 3.00 their degrees. Students with prior initial M.S.Ed., Early Childhood Urban certification in another area will, upon completing Education (B-2) - 2nd Initial TAL 802 Language and Literacy 3.00 this program, also be eligible for professional Certification TAL 810 Early Development (15 3.00 certification in their original certification area. A All of the following courses must be completed. Fieldwork hours) 34-credit non-certification track is available for TIER I: Diversity, Language and Literacies in TIER II: Observation and Description of students who are not interested in or who do not Urban Education (9 credits) Urban Learners (12 credits) qualify for certification. TAL 801 Issues in Urban Education 3.00 TAL 803 Perspectives on 3.00 Early Childhood Urban TAL 802 Language and Literacy 3.00 Disability Education 1st Initial & 2nd TAL 810 Early Development (15 3.00 TAL 830 Classroom Inquiry I (30 3.00 fieldwork hours) Fieldwork hours) Initial Certification TIER II: Observation and Description of TAL 844 Environments, Practices 3.00 Urban Learners (12 credits) and Play (15 Fieldwork M.S.Ed., Early Childhood Urban TAL 803 Perspectives on Disability 3.00 hours) Education (B-2) - 1st Initial TAL 830 Classroom Inquiry I (30 3.00 TAL 846 Family Literacy and 3.00 Certification Fieldwork hours) Parental Collaboration [Program Code 32376] (10 Fieldwork hours) Non-credit pre-requirement determined by TAL 844 Environments, Practices 3.00 TAL Assessment or ALST and Play (15 Fieldwork TIER III: Inquiry of Urban Classrooms and Teaching Practices (9 credits) TAL 088 Textual Strategies for 0.00 hours) TAL 845 Math and Science in 3.00 Educators TAL 846 Family Literacy and 3.00 Early Childhood (15 All of the following courses must be completed. Parental Collaboration Fieldwork hours) (10 Fieldwork hours) TAL 873 Early Literacy (15 3.00 TIER I: Diversity, Language and Literacies in Tier III: Inquiry into Urban Classrooms and Fieldwork hours) Urban Education (9 credits) Teaching Practices ( 9 credits) TAL 801 Issues in Urban Education 3.00 TAL 845 Math and Science in 3.00 TAL 880 Classroom Inquiry II (30 3.00 TAL 802 Language and Literacy 3.00 Early Childhood (15 Fieldwork hours) Fieldwork hours) TIER IV: Advanced Inquiry and Practice (4 TAL 810 Early Development (15 3.00 credits) fieldwork hours) TAL 873 Early Literacy (15 3.00 Fieldwork hours) TAL 890 Overview of Teaching in 1.00 TIER II: Observation and Description of Alternative Settings Urban Learners (12 credits) TAL 880 Classroom Inquiry II (30 3.00 TAL 803 Perspectives on Disability 3.00 Fieldwork hours) TAL 971 Capstone Seminar 3.00 Credit and GPA Requirements TAL 830 Classroom Inquiry I (30 3.00 Minimum Total Credits: 34 Credits Fieldwork hours) Minimum GPA: 3.0
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TAL 854 Classroom as Community 3.00
(10 Fieldwork hours) TIER III: Inquiry of Urban Classrooms and M.S.Ed. in Childhood Urban TAL 880 Classroom Inquiry II 3.00 Teaching Practices (18 credits) (30 Fieldwork hours) Education (Grades 1-6) TAL 831 Teaching Social Studies 3.00
TIER IV: Adv Inquiry & Practice (3 credits) The 42-credit M.S.Ed. in Childhood Urban 1-6 (10 Fieldwork TAL 971 Capstone Seminar 3.00 Education (Grades 1-6) is for students without hours) prior certification and leads to the degree of TAL 832 Teaching the Arts 1-6 3.00 Credit and GPA Requirements Master of Science and eligibility for initial NYS Minimum Total Credits: 33 Credits TAL 833 Teaching 3.00 certification in Childhood Education, grades 1-6. It Minimum GPA: 3.0 Science/Technology 1-6 prepares students to teach in elementary school (10 Fieldwork hours) classrooms. There is also a 33-credit M.S.Ed. in Childhood Urban Education - Childhood Urban Education (Grades 1-6) for TAL 834 Teaching 3.00 students who already have certification in another Math/Technology 1-6 Non Certification area. (10 Fieldwork hours) Optional extensions are available for students M.S.Ed., Childhood Urban Education TAL 854 Classroom as Community 3.00 who wish to teach in middle schools (6 credits) or (1-6) (Non-Certification) (10 Fieldwork hours) bilingual classrooms (9 credits). [Program Code 24899] Students graduating from this program are TAL 880 Classroom Inquiry II 3.00 Non-credit pre-requirement determined by eligible for teaching certification once they have (30 Fieldwork hours) TAL Assessment or ALST passed all required portions of the New York State TIER IV: Adv Inquiry & Practice (6 credits) TAL 088 Textual Strategies for 0.00 Teacher Certification Exam (NYSTCE). Students Educators TAL 882A Student Teaching: 3.00 may also apply for Internship Certification after Childhood (Full-time) All of the following courses must be completed. completing the first 21 credits. Internship TIER I: Diversity, Language and Literacies in Certification permits students to begin teaching TAL 971 Capstone Seminar 3.00 Urban Education (6 credits) while they complete their degrees. Students with Credit and GPA Requirements TAL 801 Issues in Urban Education 3.00 prior initial certification in another area will, upon Minimum Total Credits: 42 Credits completing this program, also be eligible for Minimum GPA: 3.0 TAL 802 Language and Literacy 3.00 professional certification in their original certification area. Childhood Urban Education 2nd A 40-credit non-certification track is available TIER II: Observation and Description of for students who are not interested in or who do Initial Certification Urban Learners (12 credits) not qualify for certification. TAL 803 Perspectives on 3.00 M.S.Ed., Childhood Urban Education Disability Childhood Urban Education 1st (1-6) - 2nd Initial Certification TAL 811 Lives of Children (14 3.00 Initial Certification [Program Code 24900] Fieldwork hours) All of the following courses must be completed. TAL 816 Teaching Literacy K-6 3.00 TIER I: Diversity, Language and Literacies in M.S.Ed. in Childhood Urban (15 Fieldwork hours) Urban Education (3 credits) Education (1-6) - 1st Initial TAL 801 Issues in Urban Education 3.00 TAL 830 Classroom Inquiry I (30 3.00 Certification Fieldwork hours) TIER II: Observation and Description of [Program Code 24898] Urban Learners (9 credits) TIER III: Inquiry of Urban Classrooms and Non-credit pre-requirement determined by Teaching Practices (18 credits) TAL Assessment or ALST TAL 803 Perspectives on Disability 3.00 TAL 831 Teaching Social Studies 3.00 TAL 088 Textual Strategies for 0.00 TAL 816 Teaching Literacy K-6 3.00 1-6 (10 Fieldwork Educators (15 Fieldwork hours) hours) All of the following courses must be completed. TAL 830 Classroom Inquiry I (30 3.00 TAL 832 Teaching the Arts 1-6 3.00 TIER I: Diversity, Language and Literacies in Fieldwork hours) Urban Education (6 credits) TAL 833 Teaching 3.00 TIER III: Inquiry of Urban Classrooms and TAL 801 Issues in Urban Education 3.00 Science/Technology 1-6 Teaching Practices (18 credits) (10 Fieldwork hours) TAL 802 Language and Literacy 3.00 TAL 831 Teaching Social Studies 3.00 TAL 834 Teaching 3.00 TIER II: Observation and Description of 1-6 (10 Fieldwork Math/Technology 1-6 Urban Learners (12 credits) hours) (10 Fieldwork hours) TAL 803 Perspectives on Disability 3.00 TAL 832 Teaching the Arts 1-6 3.00 TAL 854 Classroom as Community 3.00 TAL 811 Lives of Children (14 3.00 TAL 833 Teaching 3.00 (10 Fieldwork hours) Fieldwork hours) Science/Technology 1-6 (10 Fieldwork hours) TAL 880 Classroom Inquiry II 3.00 TAL 816 Teaching Literacy K-6 3.00 (30 Fieldwork hours) (15 Fieldwork hours) TAL 834 Teaching 3.00
Math/Technology 1-6 TAL 830 Classroom Inquiry I (30 3.00 (10 Fieldwork hours) Fieldwork hours)
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TIER IV: Adv Inquiry & Practice (4 credits) All of the following courses are required. TAL 890 Overview of Teaching in 1.00 TIER I: Diversity, Language and Literacies in Childhood/Early Childhood Alternative Settings Urban Education (6 credits) TAL 801 Issues in Urban Education 3.00 Urban Education - 2nd Initial TAL 971 Capstone Seminar 3.00 TAL 802 Language and Literacy 3.00 Certification
TIER II: Observation and Description of M.S.Ed., Childhood and Early Credit and GPA Requirements Urban Learners (15 credits) Minimum Total Credits: 40 Credits Childhood Urban Education (B-6) - TAL 803 Perspectives on 3.00 Minimum GPA: 3.0 2nd Initial Certification Disability [Program Code 24904] M.S.Ed. in Childhood/Early TAL 810 Early Development (15 3.00 TIER I: Diversity, Language and Literacies in Fieldwork hours) Urban Education (3 credits) Childhood Urban Education TAL 811 Lives of Children (14 3.00 TAL 801 Issues in Urban Education 3.00 (Birth - Grade 6) Fieldwork hours) TIER II: Observation and Description of
Urban Learners (12 credits) The 52-credit M.S.Ed. in Childhood/Early TAL 816 Teaching Literacy K-6 3.00 Childhood Urban Education (Birth – Grade 6) is (15 Fieldwork hours) TAL 803 Perspectives on 3.00 for students without prior certification and leads to Disability TAL 830 Classroom Inquiry I (30 3.00 the degree of Master of Science and eligibility for Fieldwork hours) TAL 810 Early Development (15 3.00 initial NYS certification in Early Childhood Fieldwork hours) Education, birth to grade 2, and Childhood TIER III: Inquiry of Urban Classrooms and Education, grades 1–6. It prepares students to Teaching Practices (24 credits) TAL 816 Teaching Literacy K-6 3.00 teach in pre-schools, kindergartens, and TAL 831 Teaching Social Studies 3.00 (15 Fieldwork hours) elementary school classrooms. There is also a 44- (1-6) (10 Fieldwork TAL 830 Classroom Inquiry I (30 3.00 credit M.S.Ed. in Childhood/Early Childhood hours) Fieldwork hours) Urban Education (Birth – Grade 6) for students TAL 832 Teaching the Arts (1-6) 3.00 TIER III: Inquiry of Urban Classrooms and who already have certification in another area. Teaching Practices (24 credits) Optional extensions are available for students TAL 833 Teaching of 3.00 who wish to teach in middle schools, grades 7–9 (6 Science/Technology (10 TAL 831 Teaching Social Studies 3.00 credits) or bilingual classrooms (9 credits). Fieldwork hours) (1-6) (10 Fieldwork hours) Students graduating from this program are TAL 834 Teaching of 3.00 eligible for teaching certification once they have Math/Technology (10 TAL 832 Teaching the Arts (1-6) 3.00 passed all required portions of the New York State Fieldwork hours) TAL 833 Teaching of 3.00 Teacher Certification Exam (NYSTCE). Students Science/Technology (10 may also apply for Internship Certification after TAL 844 Environments, Practices 3.00 Fieldwork hours) completing the first 24 to 26 credits. Internship and Play (15 Fieldwork Certification permits students to begin teaching hours) TAL 834 Teaching of 3.00 while they complete their degrees. Students with TAL 846 Family Literacy and 3.00 Math/Technology (10 prior initial certification in another area will, upon Parental Collaboration Fieldwork hours) completing this program, also be eligible for (10 Fieldwork hours) TAL 844 Environments, Practices 3.00 professional certification in their original OR and Play (15 Fieldwork certification area. hours) A 49-credit non-certification track is available TAL 854 Classroom as Community 3.00 for students who are not interested in or who do (10 Fieldwork hours) TAL 846 Family Literacy and 3.00 not qualify for certification. TAL 873 Early Literacy (15 3.00 Parental Collaboration
Fieldwork hours (10 Fieldwork hours) Childhood/Early Childhood TAL 880 Classroom Inquiry II (30 3.00 OR Urban Education - 1st Initial Fieldwork hours) TAL 854 Classroom as Community 3.00 (10 Fieldwork hours) Certification TIER IV: Advanced Inquiry and Practice (7 credits) TAL 873 Early Literacy (15 3.00 M.S.Ed., Childhood and Early TAL 882A Student Teaching: 3.00 Fieldwork hours) Childhood Urban Education (B-6) - Childhood (Full-Time) TAL 880 Classroom Inquiry II (30 3.00 1st Initial Certification TAL 881B Student Teaching for the 1.00 Fieldwork hours) [Program Code 24901] Practicing Teacher: Early TIER IV: Advanced Inquiry and Practice (4-5 Non-credit pre-requirement determined by Childhood (20 days) credits) TAL Assessment or ALST TAL 971 Capstone Seminar 3.00 TAL 882B Student Teaching for the 1.00 TAL 088 Textual Strategies for 0.00 Practicing Teacher: Credit and GPA Requirements Educators Childhood * (20 days) Minimum Total Credits: 52 Credits
Minimum GPA: 3.0
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TAL 881B Student Teaching for the 1.00 TAL 846 Family Literacy and 3.00 Practicing Teacher: Early Parental Collaboration Childhood (20 days) (10 Fieldwork hours)
TAL 971 Capstone Seminar 3.00 OR *May be waived for students who hold initial TAL 854 Classroom as Community 3.00 certification in another area. (10 Fieldwork hours) Credit and GPA Requirements TAL 873 Early Literacy (15 3.00 Minimum Total Credits: 43-44 Credits Fieldwork hours) Minimum GPA: 3.0 TAL 880 Classroom Inquiry II (30 3.00 Fieldwork hours) Childhood/Early Childhood TIER IV: Advanced Inquiry and Practice (4 Urban Education - Non credits) Certification TAL 890 Overview of Teaching in 1.00 Alternative Settings
M.S.Ed., Childhood and Early TAL 971 Capstone Seminar 3.00 Childhood Urban Education (B-6) Credit and GPA Requirements (Non-Certification) Minimum Total Credits: 52 Credits [Program Code 24903] Minimum GPA: 3.0 Non-credit pre-requirement determined by TAL Assessment or LAST Advanced Certificate in Early TAL 088 Textual Strategies for 0.00 Educators Childhood Urban Education All of the following courses are required. (Birth - Grade 2) TIER I: Diversity, Language and Literacies in Urban Education (6 credits) The Advanced Certificate in Early Childhood is for students with prior certification only. It leads TAL 801 Issues in Urban Education 3.00 to a 2nd Initial Certification in Early Childhood TAL 802 Language and Literacy 3.00 Education, preparing students to teach in TIER II: Observation and Description of preschool, kindergarten, and primary classrooms Urban Learners (15 credits) through grade 2.
TAL 803 Perspectives on 3.00 Advanced Certificate, Early Disability Childhood Urban Education (B-2) TAL 810 Early Development (15 3.00 [Program Code 24905] Fieldwork hours) Must complete all courses listed below. TAL 811 Lives of Children (14 3.00 TAL 810 Early Development 3.00 Fieldwork hours) TAL 844 Environments Practices 3.00 TAL 816 Teaching Literacy K-6 3.00 and Play in Early (15 Fieldwork hours) Childhood
TAL 830 Classroom Inquiry I (30 3.00 TAL 846 Family Literacy and 3.00 Fieldwork hours) Parental Collaboration
TIER III: Inquiry of Urban Classrooms and TAL 873 Early Literacy 3.00 Teaching Practices (24 credits) TAL 881B Student Teaching for the 1.00 TAL 831 Teaching Social Studies 3.00 Practicing Teacher: Early (1-6) (10 Fieldwork Childhood hours) Credit and GPA Requirements TAL 832 Teaching the Arts (1-6) 3.00 Minimum Total Credits: 13 Credits TAL 833 Teaching of 3.00 Minimum GPA: 3.0
Science/Technology (10 Fieldwork hours)
TAL 834 Teaching of 3.00 Math/Technology (10 Fieldwork hours)
TAL 844 Environments, Practices 3.00 and Play (15 Fieldwork hours)
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ADOLESCENCE EDUCATION TAL 817 Teaching Literacy: 3.00 TAL 842A Teaching Methods in the 3.00 Grades 5-12 (10 Secondary Classroom: Fieldwork hours) Biology (15 Fieldwork hours) M.S.Ed. in Adolescence Urban TAL 830 Classroom Inquiry I (30 3.00 Education (Grades 7-12) Fieldwork hours) TAL 880 Classroom Inquiry II 3.00 TIER III: Inquiry of Urban Classrooms and (30 Fieldwork hours) The 39-45-credit M.S.Ed. in Adolescence Teaching Practices (15-21 credits) TIER IV: Advanced Inquiry and Practice (3 Urban Education (Grades 7-12) is for students A minimum of 6 graduate credits are required credits) without prior certification and leads to the degree in the area of concentration: Biology TAL 971 Capstone Seminar 3.00 of Master of Science in Education and eligibility TAL 841A Curriculum in the 3.00 for initial NYS certification in Adolescence Credit and GPA Requirements Secondary Classroom: Education, grades 7-12. It prepares students to Minimum Total Credits: 30-36 Credits Biology (15 Fieldwork teach one of the content areas (Biology, Minimum GPA: 3.0 hours) Chemistry, English, Math or Social Studies) at the secondary level. Prior coursework in the intended TAL 842A Teaching Methods in the 3.00 Adolescent Urban Education: content area is required. There is also a 33-39- Secondary Classroom: Biology (15 Fieldwork Biology - Non Certification credit M.S.Ed. in Adolescence Urban Education hours) (Grades 7-12) for students who already have M.S.Ed., Adolescence Urban certification in another area. TAL 880 Classroom Inquiry II (30 3.00 Education: Biology (7-12) (Non- Optional extensions are also available for Fieldwork hours) students wishing to teach in middle schools (6 Certification) TIER IV: Advanced Inquiry and Practice (6 credits) or in bilingual classrooms (9 credits). [Program Code 24880] credits) Students graduating from this program are Non-credit pre-requirement determined by eligible for teaching certification once they have TAL 883A Student Teaching: 3.00 TAL Assessment or ALST: passed all required portions of the New York State Adolescence (Full-time TAL 088 Textual Strategies for 0.00 Teacher Certification Exam (NYSTCE). Students classroom fieldwork) Educators may also apply for Internship Certification after TAL 971 Capstone Seminar 3.00 All of the following courses are required: completing the first 18 to 21 credits. Internship Credit and GPA Requirements TIER I: Diversity, Language and Literacies in Certification permits students to begin teaching Minimum Total Credits: 39-45 Credits Urban Education (6 credits) while they complete their degrees. Minimum GPA: 3.0 TAL 801 Issues in Urban 3.00 Students with prior initial certification in Education another area will, upon completing this program, also be eligible for professional certification in Adolescent Urban Education: TAL 802 Language and Literacy 3.00 their original certification area. Biology 2nd Initial Certification TIER II: Observation and Description of A non-certification track is available for Urban Learners (12 credits) students who are not interested in or who do not M.S.Ed., Adolescence Urban TAL 803 Perspectives on Disability 3.00 qualify for certification. Education: Biology (7-12) - 2nd TAL 812 Lives of Adolescents 3.00 Adolescent Urban Education: Initial Certification (14-20 Fieldwork hours) [Program Code 24893] TAL 817 Teaching Literacy: 3.00 Biology 1st Initial Certification All of the following courses are required: Grades 5-12 (10 TIER I: Diversity, Language and Literacies in Fieldwork hours) M.S.Ed., Adolescence Urban Urban Education (6 credits) Education: Biology (7-12) - 1st Initial TAL 801 Issues in Urban Education 3.00 TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) Certification TAL 803 Perspectives on Disability 3.00 [Program Code 24879] TIER III: Inquiry of Urban Classrooms and TIER II: Observation and Description of Non-cedit pre-requirement determined by TAL Teaching Practices (15-21 credits) Urban Learners (6 credits) Assessment or ALST A minimum of 6 graduate credits are required in TAL 817 Teaching Literacy: 3.00 TAL 088 Textual Strategies for 0.0 the concentration area: Biology Grades 5-12 (10 Educators TAL 841A Curriculum in the 3.00 Fieldwork hours) All of the following courses are required: Secondary Classroom: TIER I: Diversity, Language and Literacies in TAL 830 Classroom Inquiry I (30 3.00 Biology (15 Fieldwork Urban Education (6 credits) Fieldwork hours) hours) TAL 801 Issues in Urban Education 3.00 TIER III: Inquiry of Urban Classrooms and TAL 842A Teaching Methods in the 3.00 Teaching Practices (15-21 credits) Secondary Classroom: TAL 802 Language and Literacy 3.00 A minimum of 6 graduate credits are required Biology (15 Fieldwork TIER II: Observation and Descripton of in the concentration area: Biology hours) Urban Learners (12 credits) TAL 841A Curriculum in the 3.00 TAL 880 Classroom Inquiry II (30 3.00 Secondary Classroom: TAL 803 Perspectives on Disability 3.00 Fieldwork hours) Biology (15 Fieldwork TAL 812 Lives of Adolescents (14 3.00 hours) Fieldwork hours)
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TIER IV: Advanced Inquiry and Practice (4 TAL 971 Capstone Seminar 3.00 credits) Credit and GPA Requirements Adolescent Urban Education: Minimum Total Credits: 39-45 Credits TAL 890 Overview of Teaching in 1.00 Chemistry - Non Certification Minimum GPA: 3.0 Alternative Settings
M.S.Ed., Adolescence Urban TAL 971 Capstone Seminar 3.00 Adolescent Urban Education: Education: Chemistry (7-12) (Non- Credit and GPA Requirements Certification) Minimum Total Credits: 37-43 Credits Chemistry 2nd Initial [Program Code 24882] Minimum GPA: 3.0 Certification Non-credit pre-requirement determined by TAL Assessment or ALST: Adolescent Urban Education: M.S.Ed., Adolescence Urban TAL 088 Textual Strategies for 3.00 Education: Chemistry (7-12) - 2nd Chemistry 1st Initial Educators Initial Certification All of the following courses are required: Certification [Program Code 24892] TIER I: Diversity, Language and Literacies in All of the following courses are required: Urban Education (6 credits) M.S.Ed., Adolescence Urban TIER I: Diversity, Language and Literacies in Education: Chemistry (7-12) - 1st Urban Education (6 credits) TAL 801 Issues in Urban Education 3.00 Initial Certification TAL 801 Issues in Urban Education 3.00 TAL 802 Language and Literacy 3.00 [Program Code 24881] TAL 803 Perspectives on 3.00 TIER II: Observation and Description of Non-credit pre-requirement determined by Disabilities Urban Learners (12 credits) TAL Assessment or ALST TIER II: Observation and Description of TAL 803 Perspectives on Disability 3.00 TAL 088 Textual Strategies for 0.00 Urban Learners (6 credits) Educators TAL 812 Lives of Adolescents 3.00 TAL 817 Teaching Literacy: 3.00 (14-20 Fieldwork hours) All of the following courses are required: Grades 5-12 (10 TIER I: Diversity, Language and Literacies in TAL 817 Teaching Literacy: 3.00 Fieldwork hours) Urban Education (6 credits) Grades 5-12 (10 TAL 801 Issues in Urban Education 3.00 TAL 830 Classroom Inquiry I (30 3.00 Fieldwork hours) Fieldwork hours) TAL 802 Language and Literacy 3.00 TAL 830 Classroom Inquiry I (30 3.00 TIER III: Inquiry of Urban Classrooms and Fieldwork hours) TIER II: Observation and Description of Teaching Practices (15-21 credits) TER III: Inquiry of Urban Classrooms and Urban Learners (12 credits) A minimum of 6 graduate credits are required Teaching Practices (15-21 credits) TAL 803 Perspectives on Disability 3.00 in the concentration area: Chemistry A minimum of 6 graduate credits are required in TAL 812 Lives of Adolescents 3.00 TAL 841B Curriculum in the 3.00 the concentration area: Chemistry Secondary Classroom: (14 Fieldwork hours) TAL 841B Curriculum in the 3.00 Chemistry (15 TAL 817 Teaching Literacy: 3.00 Secondary Classroom: Fieldwork hours) Grades 5-12 (10 Chemistry (15 Fieldwork hours) TAL 842B Teaching Methods in the 3.00 Fieldwork hours) Secondary Classroom: TAL 830 Classroom Inquiry I (30 3.00 TAL 842B Teaching Methods in the 3.00 Chemistry (15 Fieldwork hours) Secondary Classroom: Fieldwork hours) Chemistry (15 TIER III: Inquiry of Urban Classrooms and TAL 880 Classroom Inquiry II (30 3.00 Fieldwork hours) Teaching Practices (15-21 credits) Fieldwork hours) A minimum of 6 graduate credits are required in TAL 880 Classroom Inquiry II 3.00 the area of concentration: Chemistry TIER IV Advanced Inquiry and Practice (3 (30 Fieldwork hours) credits) TAL 841B Curriculum in the 3.00 TIER IV: Advanced Inquiry and Practice (4 Secondary Classroom: TAL 971 Capstone Seminar 3.00 credits) Chemistry (15 Credit and GPA Requirements TAL 890 Overview of Teaching in 1.00 Fieldwork hours) Minimum Total Credits: 30-36 Credits Alternative Settings TAL 842B Teaching Methods in the 3.00 Minimum GPA: 3.0 TAL 971 Capstone Seminar 3.00 Secondary Classroom: Credit and GPA Requirements Chemistry (15 Minimum Total Credits: 37-43 Credits Fieldwork hours) Minimum GPA: 3.0 TAL 880 Classroom Inquiry II 3.00 (30 Fieldwork hours) TIER IV: Advanced Inquiry and Practice (6 credits) TAL 883A Student Teaching: 3.00 Adolescence (Full-time classroom fieldwork)
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TAL 802 Language and Literacy 3.00 Adolescent Urban Education: Adolescent Urban Education: TIER II: Observation and Description of English 1st Initial Certification English 2nd Initial Certification Urban Learners (12 credits) TAL 803 Perspectives on Disability 3.00 M.S.Ed., Adolescence Urban M.S.Ed., Adolescence Urban TAL 812 Lives of Adolescents 3.00 Education: English (7-12) - 1st Initial Education: English (7-12) - 2nd (14 Fieldwork hours)
Certification Initial Certification TAL 817 Teaching Literacy: 3.00 [Program Code 24883] [Program Code 24890] Grades 5-12 (10 Non-credit pre-requirement determined by All of the following courses are required: Fieldwork hours) TAL Assessment or ALST TIER I: Diversity, Language and Literacies in TAL 830 Classroom Inquiry I (30 3.00 TAL 088 Textual Strategies for 0.00 Urban Education (6 credits) Fieldwork hours) Educators TAL 801 Issues in Urban Education 3.00
All of the following courses are required: TAL 803 Perspectives on Disability 3.00 TIER I: Diversity, Language and Literacies in TIER III: Inquiry of Urban Classrooms and TIER II: Observation and Description of Urban Education (6 credits) Teaching Practices (15-21 credits) Urban Learners (6 credits) TAL 801 Issues in Urban Education 3.00 A minimum of 6 graduate credits are required TAL 817 Teaching Literacy: 3.00 in the concentration area: English TAL 802 Language and Literacy 3.00 Grades 5-12 (10 TAL 841C Curriculum in the 3.00 Fieldwork hours) f Urban Learners (12 credits) Secondary Classroom: TAL 803 Perspectives on 3.00 TAL 830 Classroom Inquiry I (30 3.00 English (15 Fieldwork Disabilities Fieldwork hours) hours)
TAL 812 Lives of Adolescents 3.00 Tier III: Inquiry of Urban Classrooms and TAL 842C Teaching Methods in the 3.00 (14 Fieldwork hours) Teaching Practices (15-21 credits) Secondary Classroom: A minimum of 6 graduate credits are required English (15 Fieldwork TAL 817 Teaching Literacy: 3.00 in the concentration area: English hours) Grades 5-12 (10 TAL 841C Curriculum in the 3.00 Fieldwork hours) TAL 880 Classroom Inquiry II 3.00 Secondary Classroom: (30 Fieldwork hours) TAL 830 Classroom Inquiry I (30 3.00 English (15 Fieldwork Fieldwork hours) hours) TIER IV: Advanced Inquiry and Practice (4 credits) TIER III: Inquiry of Urban Classrooms and TAL 842C Teaching Methods in the 3.00 TAL 890 Overview of Teaching in 1.00 Teaching Practices (15-21 credits) Secondary Classroom: Alternative Settings A minimum of 6 graduate credits are required in English (15 Fieldwork the area of concentration: English hours) TAL 971 Capstone Seminar 3.00 TAL 841C Curriculum in the 3.00 TAL 880 Classroom Inquiry II 3.00 Credit and GPA Requirements Secondary Classroom: (30 Fieldwork hours) Minimum Total Credits: 37-43 Credits English (15 Fieldwork Minimum GPA: 3.0 hours) TIER IV: Advanced Inquiry and Practice (3 credits) TAL 842C Teaching Methods in the 3.00 TAL 971 Capstone Seminar 3.00 Adolescent Urban Education: Secondary Classroom: English (15 Fieldwork Credit and GPA Requirements Mathematics 1st Initial hours) Minimum Total Credits: 30-36 Credits Certification Minimum GPA: 3.0 TAL 880 Classroom Inquiry II 3.00 (30 Fieldwork hours) M.S.Ed., Adolescence Urban Adolescent Urban Education: Education: Mathematics (7-12) - 1st TIER IV: Advanced Inquiry and Practice (6 credits) English - Non Certification Initial Certification
TAL 971 Capstone Seminar 3.00 [Program Code 24886] M.S.Ed., Adolescence Urban Non-credit pre-requirement determined by TAL 883A Student Teaching: 3.00 Education: English (7-12) (Non- TAL Assessment or ALST Adolescence (Full-time TAL 088 Textual Strategies for 0.00 classroom fieldwork) Certification) [Program Code 24884] Educators Credit and GPA Requirements Non-credit pre-requirement determined by All of the following courses are required: Minimum Total Credits: 39-45 Credits TAL Assessment or ALST: TIER I: Diversity, Language and Literacies in Minimum GPA: 3.0 Urban Education (6 credits) TAL 088 Textual Strategies for 0.00 Educators TAL 801 Issues in Urban Education 3.00
All of the following courses are required: TAL 802 Language and Literacy 3.00 TIER I: Diversity, Language and Literacies in TIER II: Observation and Description of Urban Education (6 credits) Urban Learners (12 credits) TAL 801 Issues in Urban Education 3.00 TAL 803 Perspectives on Disability 3.00
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TAL 812 Lives of Adolescents 3.00 TIER III: Inquiry of Urban Classrooms and TAL 842D Teaching Methods in the 3.00 (14 Fieldwork hours) Teaching Practices (15-21 credits) Secondary Classroom: A minimum of 6 graduate credits are required Mathematics (15 TAL 817 Teaching Literacy: 3.00 in the concentration area: Mathematics Fieldwork hours) Grades 5-12 (10 TAL 841D Curriculum in the 3.00 Fieldwork hours) TAL 880 Classroom Inquiry II 3.00 Secondary Classroom: (30 Fieldwork hours) TAL 830 Classroom Inquiry I (30 3.00 Mathematics (15 Fieldwork hours) Fieldwork hours) TIER IV: Advanced Inquiry and Practice (4 credits) TIER III: Inquiry of Urban Classrooms and TAL 842D Teaching Methods in the 3.00 TAL 890 Overview of Teaching in 1.00 Teaching Practices (15-21 credits) Secondary Classroom: Alternative Settings A minimum of 6 graduate credits are required in Mathematics (15 the area of concentration: Mathematics Fieldwork hours TAL 971 Capstone Seminar 3.00 TAL 841D Curriculum in the 3.00 TAL 880 Classroom Inquiry II 3.00 Credit and GPA Requirements Secondary Classroom: (30 Fieldwork hours) Minimum Total Credits: 37-43 Credits Mathematics (15 Minimum GPA: 3.0 Fieldwork hours) TIER IV: Advanced Inquiry and Practice (3 credits) TAL 842D Teaching Methods in the 3.00 Adolescent Urban Education: TAL 971 Capstone Seminar 3.00 Secondary Classroom: Mathematics (15 Credit and GPA Requirements Social Studies 1st Initial Fieldwork hours) Minimum Total Credits: 33-39 Credits Certification Minimum GPA: 3.0 TAL 880 Classroom Inquiry II 3.00 M.S.Ed., Adolescence Urban (30 Fieldwork hours) Adolescent Urban Education: Education: Social Studies (7-12) - 1st TIER IV: Advanced Inquiry and Practice (6 credits) Mathematics - Non Certification Initial Certification [Program Code 24885] TAL 883A Student Teaching: 3.00 M.S.Ed., Adolescence Urban Non-credit pre-requirement determined by Adolescence (Full-time TAL Assessment or ALST classroom fieldwork) Education: Mathematics (7-12) (Non- TAL 088 Textual Strategies for 0.00 TAL 971 Capstone Seminar 3.00 Certification) [Program Code 24888] Educators Credit and GPA Requirements All of the following courses are required:
Minimum Total Credits: 39-45 Credits TIER I: Diversity, Language and Literacies in Minimum GPA: 3.0 Non-credit pre-requirement determined by Urban Education (6 credits)
TAL Assessment or ALST: TAL 801 Issues in Urban Education 3.00 Adolescent Urban Education: TAL 088 Textual Strategies for 0.00 TAL 802 Language and Literacy 3.00 Mathematics 2nd Initial Educators TIER II: Observation and Description of All of the following courses are required: Certification Urban Learners (12 credits) TIER I: Diversity, Language and Literacies in TAL 803 Perspectives on Disability 3.00 M.S.Ed., Adolescence Urban Urban Education (6 credits) TAL 801 Issues in Urban Education 3.00 TAL 812 Lives of Adolescents 3.00 Education: Mathematics (7-12) - 2nd (14 Fieldwork hours) Initial Certification TAL 802 Language and Literacy 3.00 TAL 817 Teaching Literacy: 3.00 [Program Code 24889] TIER II: Observation and Description of Grades 5-12 (10 All of the following courses are required: Urban Learners (12 credits) Fieldwork hours) TIER I: Diversity, Language and Literacies in TAL 803 Perspectives on Disability 3.00 Urban Educatin (6 credits) TAL 830 Classroom Inquiry I (30 3.00 TAL 812 Lives of Adolescents 3.00 TAL 801 Issues in Urban Education 3.00 Fieldwork hours) (14 Fieldwork hours) TAL 803 Perspectives on Disability 3.00 TIER III: Inquiry of Urban Classrooms and TAL 817 Teaching Literacy: 3.00 Teaching Practices (15-21 credits) TIER II Observation and Description of Urban Grades 5-12 (10 A minimum of 6 graduate credits are required Learners (6 credits) Fieldwork hours) in the area of concentration: Social Studies TAL 817 Teaching Literacy: 3.00 TAL 830 Classroom Inquiry I (30 3.00 TAL 841E Curriculum in the 3.00 Grades 5-12 (10 Fieldwork hours) Secondary Classroom: Fieldwork hours) Social Studies (15 TIER III: Inquiry of Urban Classrooms and TAL 830 Classroom Inquiry I (30 3.00 Teaching Practices (15-21 credits) Fieldwork hours) Fieldwork hours) A minimum of 6 graduate credits are required TAL 842E Teaching Methods in the 3.00
in the concentration area: Mathematics Secondary Classroom: TAL 841D Curriculum in the 3.00 Social Studies (15 Secondary Classroom: Fieldwork hours) Mathematics (15 Fieldwork hours)
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TAL 880 Classroom Inquiry II 3.00 (30 Fieldwork hours) Adolescent Urban Education: Fast-Track M.S.Ed. in TIER IV: Advanced Inquiry and Practice (6 Social Studies - Non Certification Adolescence Urban Education credits) TAL 883A Student Teaching: 3.00 (Grades 7-12) M.S.Ed., Adolescence Urban Adolescence (Full-time Education: Social Studies (7-12) Designed for career-changers and others who classroom fieldwork) (Non-Certification) have a background in one of the academic content TAL 971 Capstone Seminar 3.00 [Program Code 24887] areas (Biology, Chemistry, English, Math or Social Studies). This is a Fast-Track program Credit and GPA Requirements Non-credit pre-requirement determined by leading to certification in Adolescence Education, Minimum Total Credits: 39-45 Credits TAL Assessment or ALST grades 7-12. After one intensive fall and spring (24 Minimum GPA: 3.0 TAL 088 Textual Strategies for 0.00 credits), you will be qualified for NYS Internship Educators Certification, which will permit you to seek a Adolescent Urban Education: All of the following courses are required: teaching position at the secondary level. After Social Studies 2nd Initial TIER I: Diversity, Language and Literacies in obtaining the Internship Certificate, students have Urban Education (6 credits) up to two years to complete the M.S.Ed. degree Certification TAL 801 Issues in Urban Education 3.00 (15 credits) and first initial certification. Student
must have at least 24 credits in their content area TAL 802 Language and Literacy 3.00 M.S.Ed., Adolescence Urban to qualify for this program. Education: Social Studies (7-12) - 2nd TIER II: Observation and Description of Urban Learners (12 credits) Initial Certification [Program Code 24895] TAL 803 Perspectives on Disability 3.00 All of the following courses are required: TAL 812 Lives of Adolescents 3.00 TIER I: Diversity, Language and Literacies in (14-20 Fieldwork hours) Urban Education (6 credits) TAL 817 Teaching Literacy: 3.00 TAL 801 Issues in Urban Education 3.00 Grades 5-12 (10 TAL 803 Perspectives on Disability 3.00 Fieldwork hours)
TIER II: Observation and Description of TAL 830 Classroom Inquiry I (30 3.00 Urban Learners (6 credits) Fieldwork hours) TAL 817 Teaching Literacy: 3.00 TIER III: Inquiry of Urban Classrooms and Grades 5-12 (10 Teaching Practices (15-21 credits) Fieldwork hours) A minimum of 6 graduate credits are required TAL 830 Classroom Inquiry I (30 3.00 in the concentration area: Social Studies Fieldork hours) TAL 841E Curriculum in the 3.00 TIER III: Inquiry of Urban Classrooms and Secondary Classroom: Teaching Practices (15-21 credits) Social Studies (15 A minimum of 6 graduate credits are required Fieldwork hours) in the concentration area: Social Studies TAL 842E Teaching Methods in the 3.00 TAL 841E Curriculum in the 3.00 Secondary Classroom: Secondary Classroom: Social Studies (15 Social Studies (15 Fieldwork hours) Fieldwork hours) TAL 880 Classroom Inquiry II 3.00 TAL 842E Teaching Methods in the 3.00 (30 Fieldwork hours) Secondary Classroom: TIER IV: Advanced Inquiry and Practice (4 Social Studies (15 credits) Fieldwork hours) TAL 890 Overview of Teaching in 1.00 TAL 880 Classroom Inquiry II 3.00 Alternative Settings (30 Fieldwork hours) TAL 971 Capstone Seminar 3.00 TIER IV: Advanced inquiry and Practice (3 Credit and GPA Requirements credits) Minimum Total Credits: 37-43 Credits TAL 971 Capstone Seminar 3.00 Minimum GPA: 3.0 Credit and GPA Requirements
Minimum Total Credits: 33-39 Credits Minimum GPA: 3.0
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SPECIAL EDUCATION TAL 816 Teaching Literacy K-6 3.00 TAL 851 Curriculum Theory and 3.00 (15 Fieldwork hours) Practice in Special Education: Childhood TAL 822 Assessment and Special 3.00 (10 Fieldwork hours) M.S.Ed. in Teaching Urban Education TIER III: Inquiry of Urban Classrooms and Children with Disabilities TAL 830 Classroom Inquiry I (30 3.00 Teaching Practices (16 credits) Fieldwork hours) (Grades 1-6) TAL 852 Strategies for Teaching 4.00
TAL 851 Curriculum Theory and 3.00 Learners with Diverse The 43-credit M.S.Ed. in Teaching Urban Practice in Special Needs: Childhood (10 Children with Disabilities (Grades 1-6) is for Education: Childhood Fieldwork hours) students without prior certification and leads to the (10 Fieldwork hours) degree of Master of Science and eligibility for TAL 853 Collaboration and 3.00 TIER III: Inquiry of Urban Classrooms and initial NYS Certification in Teaching Urban Consultation: Family Teaching Practices (13 credits) Children with Disabilities, grades 1-6. It prepares School, and Community students to teach in inclusive or self-contained TAL 852 Strategies for Teaching 4.00 (10 Fieldwork hours) special education classrooms and resource rooms Learners with Diverse TAL 854 Classroom as Community 3.00 at the elementary school level. There is also a 35 Needs: Childhood (10 (10 Fieldwork hours) credit M.S.Ed. in Teaching Urban Children with Fieldwork hours) TAL 871 Introduction to Reading 3.00 Disabilities (Grades 1-6) for students who already TAL 853 Collaboration and 3.00 Difficulties have certification in another area. Consultation: Family Optional extensions are available for students School, and Community TAL 880 Classroom Inquiry II 3.00 who wish to teach in middle schools (6 credits) or (10 Fieldwork hours) (30 Fieldwork hours) bilingual classrooms (9 credits). Students TIER IV: Advanced Inquiry and Practice (4-6 graduating from this program are eligible for TAL 854 Classroom as Community 3.00 credits) teaching certification once they have passed all (10 Fieldwork hours) TAL 884A Student 3.00 required portions of the New York State Teacher TAL 880 Classroom Inquiry II 3.00 Teaching:Childhood Certification Exam (NYSTCE). Students may also (30 Fieldwork hours) apply for Internship Certification after completing Special Education (full- Tier IV: Advanced Inquiry and Practice (6 the first 21 credits. Internship Certification permits time classroom credits) students to begin teaching while they complete fieldwork) special their degrees. TAL 884A Student Teaching: 3.00 permission required OR Childhood Special Students with prior initial certification in TAL 884B Student Teaching for the 1.00 Education (full-time another area will, upon completing this program, Practicing Teacher: classroom fieldwork) also be eligible for professional certification in Childhood Special their original certification area. TAL 971 Capstone Seminar 3.00 Education (full-time A non-certification track is available for Credit and GPA Requirements classroom fieldwork) students who are not interested in or who do not Minimum Total Credits: 43 Credits special permission qualify for certification. required Minimum GPA: 3.0
Teaching Urban Children with TAL 971 Capstone Seminar 3.00 Teaching Urban Children with Credit and GPA Requirements Disabilities - 1st Initial Minimum Total Credits: 35 Credits Disabilities - 2nd Initial Minimum GPA: 3.0 M.S.Ed., Teaching Urban Children M.S.Ed., Teaching Urban Children with Disabilities (1-6) - 1st Initial with Disabilities (1-6) - 2nd Initial Teaching Urban Children with Certification Certification Disabilities - Non Certificaiton [Program Code 24909] [Program Code 24911] Non-credit pre-requirement determined by TIER I: Diversity, Lanaguage and Literacies in M.S.Ed., Teaching Urban Children TAL Assessment or ALST Urban Education (6 credits) TAL 088 Textual Strategies for 0.00 with Disabilities (1-6) (Non- TAL 801 Issues in Urban Education 3.00 Educators Certification) [Program Code 24910] Must Complete All Courses: TAL 803 Perspectives on Disability 3.00 Non-credit pre-requirement determined by TIER I: Diversity, Language and Literacies in TIER II: Observation and Description of TAL Assessment or ALST Urban Education (6 credits) Urban Learners (9 credits) TAL 088 Textual Strategies for 0.00 TAL 801 Issues in Urban Education 3.00 TAL 822 Assessment and Special 3.00 Educators Education TAL 803 Perspectives on Disability 3.00 Must Complete All Courses Below: TAL 830 Classroom Inquiry I (30 3.00 TIER II Observation and Description of Urban TIER I: Diversity, Language and Literacies in Fieldwork hours) Learners (18 credits) Urban Educatin (6 credits) TAL 802 Language and Literacy 3.00 TAL 801 Issues in Urban Education 3.00
TAL 811 Lives of Children (14 3.00 TAL 803 Perspectives on Disability 3.00
Fieldwork hours)
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TIER II: Observation and Description of • A major, concentration, or the equivalent, in TAL 880 Classroom Inquiry II 3.00 Urban Learners (18 credits) one of more of the liberal arts and sciences; Only one of the following courses must be • Completed a minimum of six semester hours in TAL 802 Language and Literacy 3.00 completed in Part 2 of Tier III: each of the following subject areas (total 24 TAL 811 Lives of Children (14 3.00 TAL 871 Introduction to Reading 3.00 semester hours): mathematics, English Fieldwork hours) Difficulties language arts, social studies, and science. TAL 816 Teaching Literacy K-6 3.00 Optional extensions are also available for TAL 875 Adolescent and Young 3.00 (10 Fieldwork hours) students wishing to teach in middle schools (6 Adult Basic Literacy credits) or in bilingual classrooms (9 credits). TAL 822 Assessment and Special 3.00 The following courses must be completed in Students graduating from this program are eligible Education Tier IV: for teaching certification once they have passed all TAL 971 Capstone Seminar 3.00 TAL 830 Classroom Inquiry I (30 3.00 required portions of the New York State Teacher Fieldwork hours) Certification Exam (NYSTCE). Students may also TAL 885A Student Teaching: 3.00 apply for Internship Certification after completing Adolescence Special TAL 851 Curriculum Theory and 3.00 the first 18-21 credits. Internship Certification Education Practice in Special permits students to begin teaching while they Education: Childhood Credit and GPA Requirements complete their degrees. (10 Fieldwork hours) Minimum Total Credits: 43 Credits Students with prior initial certification in Minimum GPA: 3.0 TIER III: Inquiry of Urban Classrooms and another area will, upon completing this program, Teaching Practices (13 credits) also be eligible for professional certification in TAL 852 Strategies for Teaching 4.00 their original certification area. Teaching Urban Adolescents Learners with Diverse A non-certification track is available for with Disabilities - 2nd Initial Needs: Childhood (10 students who are not interested in or who do not Fieldwork hours) qualify for certification. M.S.Ed., Teaching Urban Adolescents
TAL 853 Collaboration and 3.00 with Disabilities (7-12) - 2nd Initial Consultation: Family Teaching Urban Adolescents Certification School, and Community with Disabilities - 1st Initial [Program Code 24897] (10 Fieldwork hours) TIER I: Diversity, Language and Literacies in Urban Education (6 credits) TAL 854 Classroom as Community 3.00 M.S.Ed., Teaching Urban Adolescents (10 Fieldwork hours) with Disabilities (7-12) - 1st Initial TAL 801 Issues in Urban Education 3.00
TAL 880 Classroom Inquiry II 3.00 Certification TAL 803 Perspectives on 3.00 (30 Fieldwork hours) [Program Code 24894] Disability All of the following courses must be completed TIER IV: Advanced Inquiry and Practice (4 TIER II: Observation and Description of in Tier I: credits) Urban Learners (9 credits) TAL 801 Issues in Urban Education 3.00 TAL 890 Overview of Teaching in 1.00 TAL 822 Assessment and Special 3.00 Alternative Settings TAL 803 Perspectives on Disability 3.00 Education
TAL 971 Capstone Seminar 3.00 All of the following courses must be completed TAL 830 Classroom Inquiry I (30 3.00 in Tier II: Fieldwork hours) Credit and GPA Requirements TAL 802 Language and Literacy 3.00 Minimum Total Credits: 41 Credits TAL 856 Curriculum Theory and 3.00 Minimum GPA: 3.0 TAL 812 Lives of Adolescents 3.00 Practice in Special Education: Middle TAL 822 Assessment and Special 3.00 Childhood/Adolescence M.S.Ed. in Teaching Urban Education (10 Fieldwork hours) Adolescents with Disabilities TAL 830 Classroom Inquiry I 3.00 TIER III: Inquiry of Urban Classrooms and Generalist (Grades 7-12) TAL 856 Curriculum Theory and 3.00 Teaching Practices (16 credits)
Practice in Special TAL 857 Strategies for Teaching 4.00 The 43-credit M.S.Ed. in Teaching Urban Education: Middle Learners with Diverse Adolescents with Disabilities, Generalist (Grades Childhood / Adolescence Needs: Adolescence (10 7-12) is for students without prior certification and Fieldwork hours) leads to the degree of Master of Science in All of the following courses must be completed Education and eligibility for initial NYS in Tier III: TAL 853 Collaboration and 3.00 Certification in Teaching Urban Adolescents with TAL 853 Collaboration and 3.00 Consultation: Family, Disabilities, Generalist, grades 7-12. It prepares Consultation: Family School and Community students to teach in inclusive or self-contained School, and Community (10 Fieldwork hours) special education classrooms and resource rooms TAL 854 Classroom as Community 3.00 TAL 854 Classroom as Community 3.00 at the secondary school level. There is also a 35- (10 Fieldwork hours) credit M.S.Ed. in Teaching Urban Adolescents TAL 857 Strategies for Teaching 4.00 with Disabilities, Generalist (Grades 7-12) for Learners with Diverse TAL 875 Adolescent and Young 3.00 students who already have certification in another Needs: Middle Childhood Adult Basic Literacy area. / Adolescence Candidates for these degrees must have:
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OR TAL 880 Classroom Inquiry II 3.00 TAL 871 Introduction to Reading 3.00 Only one of the following courses must be Difficulties completed in Part 2 of Tier III: TAL 880 Classroom Inquiry II (30 3.00 TAL 871 Introduction to Reading 3.00 Fieldwork hours) Difficulties
TIER IV: Advanced Inquiry and Practice (4-6 TAL 875 Adolescent and Young 3.00 credits) Adult Basic Literacy TAL 885A Student Teaching: 3.00 All of the following courses must be completed Adolescence Special in Tier IV: Education (Full-Time TAL 890 Overview of Teaching in 1.00 Classroom Fieldwork) Alternative Settings OR TAL 971 Capstone Seminar 3.00 TAL 885B Student Teaching for the 1.00 Practicing Teacher: Credit and GPA Requirements Adolescence Special Minimum Total Credits: 41 Credits Education (Full-Time Minimum GPA: 3.0
Classroom Fieldwork)
TAL 971 Capstone Seminar 3.00 Credit and GPA Requirements Minimum Total Credits: 35 Credits Minimum GPA: 3.0
Teaching Urban Adolescents with Disabilities - Non Certification
M.S.Ed., Teaching Urban Adolescents with Disabilities (7-12) (Non- Certification) [Program Code 24896] All of the following courses must be completed in Tier I: TAL 801 Issues in Urban Education 3.00
TAL 803 Perspectives on Disability 3.00 All of the following courses must be completed in Tier II: TAL 802 Language and Literacy 3.00
TAL 812 Lives of Adolescents 3.00
TAL 822 Assessment and Special 3.00 Education
TAL 830 Classroom Inquiry I 3.00
TAL 856 Curriculum Theory and 3.00 Practice in Special Education: Middle Childhood/Adolescence All of the following courses must be completed in Tier III: TAL 853 Collaboration and 3.00 Consultation: Family School, and Community
TAL 854 Classroom as Community 3.00
TAL 857 Strategies for Teaching 4.00 Learners with Diverse Needs: Middle Childhood / Adolescence
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TESOL TAL 825 First and Second 3.00 TAL 867 Sociolinguistics and 3.00 Language Acquisition and Teaching Classroom Practice TAL 868 Second Language 3.00 M.S.Ed. in Teaching English to TAL 826 Curriculum and TESOL 3.00 Literacy and Biliteracy Pedagogy Speakers of Other Languages TAL 880 Classroom Inquiry II 3.00 TAL 827 ESOL and Content Area 3.00 (TESOL, K-12) TAL 886B Student Teaching for the 1.00 Instruction: Childhood K- Practicing Teacher: The 42-credit M.S.Ed. in Teaching English to 6 TESOL Speakers of Other Languages (TESOL, K-12) is TAL 828 ESOL and Content Area 3.00 for students without prior certification and leads to TAL 975 Final Inquiry Seminar: 3.00 Instruction: Adolescence the degree of Master of Science in Education and TESOL 6-12 eligibility for initial NYS Certification in TESOL, Credit and GPA Requirements preparing students to teach English to speakers of TAL 830 Classroom Inquiry I 3.00 Minimum Total Credits: 40 Credits other languages in K through 12 classrooms. There TAL 867 Sociolinguistics and 3.00 Minimum GPA: 3.0 is also a 40-credit M.S.Ed. in Teaching English to Teaching Speakers of Other Languages (TESOL, K-12) for Teaching English to Speakers of students who already have certification in another TAL 868 Second Language 3.00 area. Literacy and Biliteracy Other Languages M.S.Ed. - Non Students graduating from this program are TAL 880 Classroom Inquiry II 3.00 Certification eligible for teaching certification once they have TAL 886A Student Teaching: 3.00 passed all required portions of the New York State M.S.Ed., TESOL (Teaching English to Teacher Certification Exam (NYSTCE). Students TESOL Speakers of Other Languages) (K-12) may also apply for Internship Certification after TAL 975 Final Inquiry Seminar: 3.00 completing the first 21 credits. Internship TESOL (Non-Certification) Certification permits students to begin teaching [Program Code 24875] Credit and GPA Requirements while they complete their degrees. All of the following courses must be completed: Minimum Total Credits: 42 Credits In order to meet the New York State Education TAL 801 Issues in Urban Education 3.00 Minimum GPA: 3.0 Department's licensing requirements, students TAL 802 Language and Literacy 3.00 must have taken as part of their general education course work 12 semester hours or the equivalent of Teaching English to Speakers of TAL 803 Perspectives on Disability 3.00 study of a language other than English. If this Other Languages M.S.Ed. - 2nd TAL 805 Linguistics and the 3.00 requirement is not met on admission to the Structure of English for program, it can be met concurrent to the student's Initial Teachers completing program requirements. Students with prior initial certification in another area will, upon M.S.Ed., TESOL (Teaching English to TAL 825 First and Second 3.00 completing this program, also be eligible for Speakers of Other Languages) (K-12) - Language Acquisition and professional certification in their original 2nd Initial Certification Classroom Practice certification area. [Program Code 24876] TAL 826 Curriculum and TESOL 3.00 A 40-credit non-certification track is available All of the following courses must be completed: Pedagogy for students who are not interested in or who do TAL 801 Issues in Urban Education 3.00 not qualify for certification. TAL 827 ESOL and Content Area 3.00 TAL 802 Language and Literacy 3.00 Instruction: Childhood K- 6 Teaching English to Speakers of TAL 803 Perspectives on Disability 3.00 TAL 828 ESOL and Content Area 3.00 Other Languages M.S.Ed. - 1st TAL 805 Linguistics and the 3.00 Instruction: Adolescence Structure of English for Initial 6-12 Teachers TAL 830 Classroom Inquiry I 3.00 M.S.Ed., TESOL (Teaching English to TAL 825 First and Second 3.00 Speakers of Other Languages) (K-12) - Language Acquisition and TAL 867 Sociolinguistics and 3.00 1st Initial Certification Classroom Practice Teaching [Program Code 24874] TAL 826 Curriculum and TESOL 3.00 TAL 868 Second Language 3.00 All of the following courses must be completed: Pedagogy Literacy and Biliteracy TAL 801 Issues in Urban Education 3.00 TAL 827 ESOL and Content Area 3.00 TAL 880 Classroom Inquiry II 3.00 TAL 802 Language and Literacy 3.00 Instruction: Childhood K- TAL 890 Overview of Teaching in 1.00 6 TAL 803 Perspectives on Disability 3.00 Alternative Settings TAL 828 ESOL and Content Area 3.00 TAL 805 Linguistics and the 3.00 TAL 975 Final Inquiry Seminar: 3.00 Instruction: Adolescence Structure of English for TESOL 6-12 Teachers Credit and GPA Requirements TAL 830 Classroom Inquiry I 3.00 Minimum Total Credits: 40 Credits Minimum GPA: 3.0
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estimated 360,000 are recently arrived immigrants. I-START Program Their window of opportunity to successfully complete high school is quite narrow, given that The I-START-LIU program, the first urban they are faced with learning a new language in teacher residency in New York City, is a which they must comprehend rigorous academic collaboration among Internationals Network for materials and acculturate into a new society, all Public Schools, LIU, the NYC Teaching Fellows within four years. and the Department of Education's Empowerment How to Apply Schools. The I-START program is designed to Go to the School of Education website for provide pre- and post-program placement, information on the special application process for induction and support activities to prepare highly the I-START program: qualified teachers of English Language Learners http://liu.edu/Brooklyn/Academics/Schools/SOE/S (ELL) through a cohesive program that meets New pecProg/I-START/How-to-Apply.aspx. York State Learning Standards for English as a Second Language and integrates empirically-based practice and scientifically valid research. Rather than considering research-based knowledge and practitioner knowledge as separate domains, this urban teacher residency model requires a unified, project-based approach to both areas. Coursework builds on and extends the highly successful project-based model utilized in the Internationals High Schools and embeds this model in a theoretical framework. The program combines university coursework with a residency at one of the International High Schools. In the first year, residents work alongside an experienced mentor teacher at an International High School. The university courses serve as the context in which residents have opportunities to reflect on the work of the schools in view of theory, practice and research. During the second year of the program, residents are teachers of record either at an International or other public school serving high populations of ELLs, while continuing their coursework and mentorship. I-START's two overarching program goals are to: • Develop highly qualified and competent ESL teachers equipped to improve student academic achievement. • Create a New York City Department of Education sponsored program that partners Internationals Network, high needs Empowerment schools with large populations of English language learner students and LIU. The leveraging of expertise developed and implemented through I-START extends the successful education model used in the International High Schools and the LIU TESOL teaching preparation program positively impacting the quality of new teachers who are able to expertly address the needs of NYC English Language Learners. The Need and Opportunity There is a profound shortage of highly qualified and effective teachers of English Language Learners (ELLs) in New York City, and currently, 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 populations in the United States – currently there are 900,000 high school age ELLs and an
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BILINGUAL EDUCATION TAL 866 Native Language 3.00 ITI office, but these guidelines will assist you in Teaching in the Bilingual deciding whether or not to apply for this funding. Classroom • You are a certified special education teacher (initial or preferably professional/permanent) Advanced Certificate in Bilingual Credit and GPA Requirements working out-of-license with bilingual students Minimum Total Credits: 15 Credits Education in your class. You must currently teach in the Minimum GPA: 3.0 native language and English, but you do not Offered Fully Online have the approved certification to do so. If you The 15-credit Advanced Certificate in Bilingual Cross-Campus Online Bilingual teach at the secondary level, you may be a Education is for individuals with prior teaching bilingual content area teacher (e.g., social certification and proficiency in a language besides Education Extension Programs studies, math or science), but not a Spanish English. The Advanced Certificate, also known as teacher. the Bilingual Education Extension, certifies Information for Bilingual Education Teachers • You are bilingual in a language other than students to teach in their original certification area The online bilingual extension programs are a English. You must be proficient enough to pass in bilingual classrooms. Students completing the collaborative effort between LIU Brooklyn and the NYSTCE Bilingual Education Assessment program are eligible for the extension once they LIU Hudson designed, implemented, and (BEA), the required exam for the NYS have passed the New York State Teacher administered by full time faculty at both campuses. Bilingual Education Extension. The BEA Certification Exam, the Bilingual Education All programs are approved by the New York State includes speaking, reading, writing and Assessment (BEA) in the target language of Education Department. LIU Brooklyn administers listening components in the non-English instruction. Please note, the Advanced Certificate the bilingual general education extension, and language and other content from the bilingual in Bilingual Education is offered online as a LIU Hudson administers the bilingual special extension courses. Bilingual Extension through our Cross Campus education extension. • Your administrator (principal and/or Online Extension program and meets weekly via To determine whether or not the online superintendent) must recommend you for the videoconferencing. programs are appropriate for you, ask yourself if ITI scholarship by signing the ITI application The following options are also available to you can answer YES to the following: and verifying your teaching placement in a students with prior certification: • You are a self-motivated learner who can keep bilingual program and stating the need for your • M.S.Ed. leading to 2nd initial certification up with readings and assignments. credential by providing numbers of students along with optional Bilingual Extension in one • You have sufficient computer skills (e.g., and staff currently at your school. of the following areas: advanced word-processing, PowerPoint, • After obtaining the extension, you must commit - Childhood Urban Education discussion forums, videoconferencing, etc.) to work for two years in a bilingual education - Early Childhood Urban Education • You have updated computer equipment (no setting; otherwise you may be asked to repay - Early Childhood/Childhood Urban Education more than three years old) at home and high- the tuition scholarship. - Adolescence Urban Education speed internet access. For information about the ITI tuition - Teaching Urban Children with Disabilities • You will be required to purchase additional scholarship and to download the application, go to - Teaching Urban Adolescents with Disabilities equipment including: a headset and webcam, if www.emsc.nysed.gov/biling/bilinged/iti.html or • Individuals without prior teaching certification you do not have one built-in. call 631-244-4016. who are interested in bilingual education may Tuition Support, Costs, and Reimbursement pursue the M.S.Ed. leading to 1st initial LIU and the NYSED Intensive Teacher Admissions certification along with the optional Bilingual Institute (ITI) program offer significant tuition You must be fully admitted to LIU to Extension in one of the following areas: support to eligible bilingual special education participate in the online program. For admissions - Childhood Urban Education applicants. information, visit - Early Childhood Urban Education Note: liu.edu/Brooklyn/Admissions/Graduate.aspx - Early Childhood/Childhood Urban Education • ITI funding covers ONE 3-credit course per For Consideration and Information - Adolescence Urban Education semester. You must take courses in consecutive To be considered by LIU for this special - Teaching Urban Children with Disabilities semesters, including summers. You will be program, please click this link to fill out the - Teaching Urban Adolescents with Disabilities given a course sequence, which must be questionnaire at: followed. http://studentvoice.com/liu/onlineprogrameligibilt Advanced Certificate, Bilingual • NYCDOE scholarship recipients, such as NYC y. Upon receipt of your questionnaire, you will be Education Teaching Fellows or Teachers of Tomorrow, contacted promptly about next steps. are not eligible to receive New York State ITI [Program Code 24878] funding. Must complete all courses below. • If you are not eligible for ITI funding and you TAL 804 Fundamentals of 3.00 still want to take the program, you are most Linguistics welcome to do so at full cost. Financial aid is TAL 823 Bilingualism and 3.00 available for students taking a minimum of 6 Bilingual/Multicultural credits per semester. See Education liu.edu/Brooklyn/Financial-Services.aspx • Please note tuition reimbursement is paid by TAL 862 ESL Curriculum and 3.00 LIU and ITI upon completion of the course, so Methodology: Teaching a grade must be posted first in order for the Literacy K-12 reimbursement to be credited to your account. TAL 863 ESL Curriculum and 3.00 Intensive Teacher Institute (ITI) Scholarship Methodology: Teaching and Eligibility Criteria Content Areas K-12 Determination of ITI eligibility rests with the
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learning with traditional classroom studies, performance components of the New York State EDUCATIONAL LEADERSHIP significantly reducing the amount of time you’ll assessment in school district leadership. spend on campus and maximizing interaction with PROGRAM REQUIREMENTS PROGRAM faculty members and fellow students. The blended Continued enrollment in this program is
learning format is perfect for busy working contingent upon: JOB OPPORTUNITIES AND CAREER professionals who want to earn an advanced • Progression to the Professional Stage (12 TRENDS degree but don’t have the time to attend on-site credits) President Obama’s Blue Print for reform, U.S. classes on a weekly basis, particularly at the end of • Interview with area coordinator who will assess Office of Education, March 15, 2010, states that: a long workday. The online component of these quality of coursework, portfolio entries, overall “the effort to improve schools will require the blended courses enables you to attend class on performance, and critical characteristics for skills and talents of many but especially our your own schedule, virtually anywhere there is an leadership nation’s principals, and other school leaders. Our Internet connection, while reaping the rewards of • GPA of 3.0 must be maintained to continue in goal must be to have a great teacher in every face-to-face contact with professors on scheduled the program. classroom and a great principal in every school.” Saturdays. All of the courses in the Advanced • A passing score on the New York State School There are many job opportunities for assistant Certificate in Educational Leadership are taught in District Leadership (SDL) examination is principals and principals in New York City. Since this blended format. This is an opportunity to required for graduation from this program. 2006, 500 new public schools have opened. There expand your career as an educational leader, while are public, portfolio, charter, parochial and also continuing to fulfill your personal and Advanced Certificate, Educational independent schools that seek competent leaders in professional responsibilities. the New York area. The Department of Education Leadership ADMISSIONS REQUIREMENTS seeks qualified educators to become assistant [Program Code 32774] To be admitted to this program you must: principals and principals who are proficient in the The following courses are required: • Have a master’s degree from an accredited Department of Education’s five school leadership TLL 930 Administrative Core I: An 6.00 university with a minimum grade point average competencies. Our successful graduates are Overview of 3.0. prepared to complete state exams and to enter the • Submit two letters of reference, one from a TLL 931A Administrative Core II: 3.00 NYC pool for assistant principals and principals. Community Relations field-based supervisor and one from a university professor, indicating leadership TLL 931B Research Methods In 3.00 Advanced Certificate in qualities. Administration Educational Leadership • Submit a written statement of professional goals, assessed for leadership qualifies and TLL 932 Assessment in 3.00 Blended Learning - Onsite & Online communication skills. Administration The 36-credit Advanced Certificate in • Possess certification as a teacher or pupil TLL 933 School Business 3.00 Educational Leadership is a post-graduate program personnel service provider or in an appropriate Administration that leads to NYS Certification as a School District specialty. Leader and a School Building Leader. • Submit evidence of completion of training in TLL 935 Education and the Law 3.00 The program responds to the need for high child abuse identification and reporting, TLL 936 Curriculum Development 3.00 quality educational leaders committed to creating violence prevention, substance abuse and TLL 937 The Supervisor in the 3.00 excellent schools. Participants in the program abduction prevention. School Setting develop the core competencies in leadership which • Have completed three years of full-time include: (1) a deep understanding of curriculum, teaching or pupil personnel experience in TLL 941 School District 3.00 instruction and assessment to improve student schools (N-12) or the equivalent. Administrator learning; (2) use of data to set goals and improve • A completed graduate admissions application TLL 951A Internship in 3.00 achievement; (3) developing staff, sharing (see below). Administration and leadership and building strong school SUBMITTING AN APPLICATION FOR Supervision I: Building communities; (4) personal leadership that fosters a ADMISSION Level culture of excellence and (5) managing resources All applicants must apply for admission to LIU and operations to improve student learning. The Brooklyn. Please apply online at My LIU or use TLL 951B Internship in 3.00 curriculum includes research, theory, fieldwork, the Apply Now link in the top navigation bar of Administration and and learning opportunities offered by faculty and the Campus’ website. For more information on the Supervision II: distinguished practitioners who prepare candidates admissions process, visit the Office of Admissions District/Regional Level to become efficient, effective and caring website. Credit and GPA Requirements educational leaders determined to promote equity CERTIFICATION REQUIREMENTS Minimum Total Credits: 36 credits and excellence for diverse populations. Initial: School Building Education Leader Minimum GPA: 3.0 Our Educational Leadership program stands out A total of 30 credits including twenty-seven for its small classes, experienced faculty, credits of course work, and a three-credit, 400 hour individualized attention and clearly identified building-level internship, along with successful 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. Professional: District/Regional Education BLENDED LEARNING AND SATURDAY Leader FORMAT A total of 36 credits including thirty-three LIU Brooklyn’s new BLENDED LEARNING credits of course work, and a three-credit, 400 hour AND SATURDAY FORMAT Advanced district/regional level internship, along with Certificate in Educational Leadership fuses online successful completion of the written and
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Teaching and Learning Courses disability. Students will explore the history of consider different theories of early development Special Education legislation and litigation that and their implications for understanding children. have influenced the field, attitudes toward people Attention will be given to physical, cognitive, socio- TAL 088 Textual Strategies for Educators with disabilities, images in the media, and different emotional, and moral domains of development, A course that focuses on improving school perspectives on the meaning of disability. Major and their relation to learning and socialization. professionals' abilities to write academic essays and issues in the fields of Special Education and Students will also examine the role of culture, developing reading strategies to be applied to the Disability Studies as well as topics central to the gender, disability, race, class, language, and ability comprehension of complex texts in the field of lives of people with disabilities such as transition, in the process of learning and development. The education. Students will be involved in writing, employment, and self-determination will be lives of children with typical and atypical editing and rewriting, as well as doing close reading emphasized. development will be explored through observations of texts. Pass/Fail only. This course has an The pre-requisite or co-requisite of TAL 801 is and readings. Fifteen hours of structured fieldwork additional fee. required or membership in NYC Teaching Fellows required. Credits: 0 Student Group 1 or Group 2, or in the I-START The pre-requisite or co-requisite of TAL 801 is Every Fall and Spring Student Group. required. Credits: 3 Credits: 3 TAL 607 Independent Study Every Fall and Spring Annually Content is developed by faculty and student. Credits: 1 to 3 TAL 804 Fundamentals of Linguistics TAL 811 Lives of Children On Demand An introduction to the basic concepts of linguistics A course focusing on the experience of childhood needed to understand second language acquisition, from infancy to preadolescence using TAL 801 Issues in Urban Education language variation in urban settings, and ESL developmental, non-developmental, historical, and Using the School of Education KEEPS mission as a pedagogy for diverse learners. Students will become cultural approaches. Students will consider context, this course examines the intersection of familiar with the main components of language different theories of development as well as individuals, families, schools, communities, and structure (phonological, morphological, syntactic, physical, cognitive, socio-emotional and moral society as they exist and interact in urban settings. and lexical) and will learn their significance from a domains of development, with implications for Through readings and class discussion, students will psycholinguistic perspective. They will analyze data learning and socialization. Consideration will be examine schooling from historical, philosophical, from languages spoken in New York City. given to the role of culture, gender, disability, race, sociological, economic, and political perspectives. Credits: 3 class, language, and sexual orientation in the Factors such as language, ability, socioeconomic Annually process of learning and development. The lives of class, ethnicity, race, gender and sexuality will be children with typical and atypical development will introduced through a critical perspective in order to TAL 805 Linguistics and the Structure of English be explored through observations and readings. understand how they influence and shape urban for Teachers Fourteen hours of structured fieldwork required. education. Students will have the opportunity to This course addresses the structural components of The pre-requisite of TAL 801 is required or engage in field-based research related to issues language. Students develop and apply the membership in NYC Teaching Fellow Group. studied. knowledge of phonology, morphology, and syntax Credits: 3 Credits: 3 to understand the structure of the English Annually Every Fall and Spring Language and their students' development of oral and written fluency in English. Teaching TAL 812 Lives of Adolescents TAL 802 Language and Literacy candidates learn to design and implement A course that focuses on the experience of pre- A course focusing on the relationship between oral contextualized activities and instructional adolescents and adolescents from diverse language and literacy, highlighting the techniques to assist their students in developing backgrounds with a range of abilities using psycholinguistic and social foundations of reading. phonemic awareness, using their knowledge of developmental, non-developmental, historical, and Principles of first and second language acquisition, morphology, building vocabulary and using the cultural approaches. Theories of development will dialectal differences, and the development of syntactic structures of English in oral and written be studied as they apply to the adolescent learner in literacy in English Language Learners and bilingual communication. The course prepares students to families, communities, peer groups and schools. children will be addressed. Students will be analyze and describe the language spoken by Physical, cognitive, socio-emotional and moral introduced to different philosophical approaches to learners at different stages of language acquisition domains of development with implications for teaching reading and will explore the connection and to instruct their students to contrast their learning will be studied. Throughout the course, between reading and writing. They will examine the native language and English. Attention to the attention will be given to ways in which culture, cognitive and sociolinguistic processes involved in teaching of formal and informal English and the gender, disability, race, class, language, ethnicity making meaning from text, including the use of English for a variety of purposes, including and sexual orientation play a role in the process of importance of background knowledge, as well as the use of academic language is also provided. learning and development. The lives of adolescents processes underlying word recognition. The role of The pre-requisite or co-requisite of TAL 801 is with typical and atypical development will be multicultural literature for children will be required or membership in the NYC Teaching explored through observations and readings. highlighted. Students will be introduced to a variety Fellow Student Group or in the ISTART Student Fourteen hours of structured fieldwork required. of literacy resources, including children's libraries Group. For students pursuing the middle childhood and relevant Web sites. Credits: 3 extension, 20 hours of fieldwork at the middle The pre-requisite or co-requisite of TAL 801 is Annually school level will be required. required. The pre-requisite of TAL 801 is required or Credits: 3 TAL 810 Early Development membership in NYC Teaching Fellow Group. Every Fall and Spring An examination of the experience of young Credits: 3
children from infancy through early childhood Annually TAL 803 Perspectives on Disability using developmental, non-developmental, Provides an overview of the social, political, historical, and cultural approaches. Students will historical, cultural and educational contexts of
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TAL 823 Bilingualism and ESL classrooms are addressed. Fifteen hours of TAL 816 Teaching Literacy K-6 Bilingual/Multicultural Education structured fieldwork required. A course that addresses the teaching of literacy in Introduction to the individual, social, cognitive and The pre-requisite or co-requisite of TAL 801 or 802 grades K-6 from the emergent to the fluent reader. linguistic nature of bilingualism, including second is required or membership in either NYC Teaching Students will be introduced to a variety of language acquisition, sociology of language, and the Fellow Student Group 1 or Group 2, or in the approaches for teaching reading and writing, relationship between language and culture. ISTART Student Group. including strategies for teaching word recognition, Students will examine the socio-political, historical, Credits: 3 phonics, vocabulary, and comprehension through and legal foundations that have shaped bilingual Annually the use of multicultural literature and and multicultural education policies, program incorporation of multiple literacies. The use of models, and teaching and assessment practices. TAL 827 ESOL and Content Area Instruction: reading for content area knowledge development Issues pertaining to second language learners with Childhood K-6 will be examined as well as reading assessment and diverse learning needs will be addressed. Students This course prepares students to plan and evaluation. This course will approach reading from will develop an understanding of the distinction implement instruction that develops language, a developmental perspective, using strategies for between language differences and language literacy and content knowledge in English. adaptation of instruction for children with diverse disability. Fifteen hours of structured fieldwork Students become knowledgeable of how to design abilities and language backgrounds within a required. Students pursuing the bilingual extension classroom activities and use resources to teach the collaborative, inclusive model. Approaches to will have an additional twenty hours of fieldwork. content areas through units that provide remediation of difficulties in literacy will also be Credits: 3 opportunities to use language in meaningful addressed. Ten hours of structured fieldwork Annually contexts. Students learn to integrate subject matter required. and language learning objectives and engage their The pre-requisite of TAL 801 is required or TAL 825 First and Second Language Acquisition students in problem-solving inquiries in science, membership in NYC Teaching Fellow Group. and Classroom Practice math and social studies. They are prepared to Credits: 3 Students become knowledgeable of different create print-rich classroom environments in which Annually theories of language acquisitions as well as the role their students can use print regardless of their that individual differences such as age, literacy, developmental stage in English and formal TAL 817 Teaching Literacy: Grades 5-12 motivation, and personality play in L1 and L2 accuracy. Ways to plan instruction to meet diverse A course that addresses the teaching of literacy at learning. Teaching candidates learn to recognize developmental and learning needs as well as the middle childhood and adolescent levels from a different stages of acquisition and understand the cultural styles are included. The use of educational developmental perspective, building upon the nature of typical second language errors. Students resources, including technology and children''s foundations of literacy established in early design instructional strategies and classroom literature is addressed. The course also attends to childhood and childhood. Emphasis will be on the environments to support their students' oral and family and community involvement and the use of development of fluent mature reading, including written first and second language development. the home language to support literacy. English strategies for teaching vocabulary, critical thinking, These strategies include the use of technology, acquisition and content knowledge development. reading in the content areas, and study skills. literature, and opportunities for linguistic Fifteen hours of structured fieldwork required. Various approaches to the teaching of writing will interaction. The course prepares students to use The pre-requisite or co-requisite of TAL 802 is be presented, and students will become familiar language proficiency assessments to plan required or memebership in either NYC Teaching with a diverse range of multicultural literature for curriculum, modify instruction and monitor Fellow Student Group or in the ISTART Student middle-school children and adolescents. Practices students' progress. Group. related to assessment and the organization of The pre-requisite or co-requisite of TAL 802 is Credits: 3 instruction will be introduced. Strategies for required or membership in either NYC Teaching Annually adaptation of instruction for children of diverse Fellow Student Group or in the ISTART Student abilities and language backgrounds will also be Group. TAL 828 ESOL and Content Area Instruction: addressed. Fifteen hours of structured fieldwork Credits: 3 Adolescence 6-12 required. Annually This course prepares students to create learning The pre-requisite of TAL 801 is required. environments that allow ELLs to access the core Credits: 3 TAL 826 Curriculum and TESOL Pedagogy curriculum by integrating language and content Annually This course prepares teaching candidates to design instruction and choosing and adapting educational learning environments for ELLs by examining a resources, including technology. Teaching TAL 822 Assessment and Special Education wide range of approaches, practices and materials candidates learn to assess students' background The historical, political and social context of the for the ESL classroom. Issues in second language knowledge and consider their language proficiency testing and standards movements and their relation pedagogy and varied approaches and methods in to plan and implement student-centered and to assessment practices in Special Education will be second language teaching such as Sheltered culturally-relevant instruction to teach math, critically examined. The concepts of reliability and Instruction, Community Language Learning, Total science and social studies. The use of reading and validity will be explored and their relevance to Physical Response, and the Natural and writing to promote language and content standardized and teacher-made tests, as well as Comprehension Approaches are included. knowledge learning in English and the use of alternative assessment techniques, will be discussed. Students design and present lesson and curriculum linguistic and nonlinguistic support to enhance Emphasis will be given to the underlying plans and use classroom-based assessments of comprehension are addressed. Students become assumptions of the tests and to race, class, language, children's learning. They practice using technology knowledgeable on how to plan and manage and gender implications in using the tests. The and electronic media as well as participatory instruction for diverse groups of learners and process by which students receive special education techniques, theater, role playing, games, visual arts, various developmental needs, including students services will be investigated. and music to teach ELLs. The integration of these with disabilities and those with limited or The pre-requisite of TAL 803 is required. approaches and techniques with content area and interrupted formal schooling. They become Credits: 3 literacy instruction is emphasized. Strategies to acquainted with strategies for school-home Annually differentiate instruction and teach in multi-level communication that are linguistically and culturally
Page 175 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 appropriate. Fifteen hours of structured fieldwork movement, music, drama, and visual arts activities enriching multiple representations of content and required. appropriate for the elementary school classroom. multicultural materials to their classroom The pre-requisite of TAL 827 is required or Through active exploration of various media and instruction. The use of literature, technology, membership in NYC Teaching Fellow Group 1 or materials students will learn how to integrate the audio-visual material, and the resources of New Group 2, or in ISTART Group. arts into their classroom teaching. Course York City will be highlighted so that students can Credits: 3 experience will include field trips to art museums become resourceful teachers who understand Annually and performances appropriate for elementary curriculum design and know how to access and school children. utilize a range of materials for adolescents of TAL 830 Classroom Inquiry I The pre-requisite or co-requisite of TAL 830 is varying interests, abilities, and language The course aims to develop and improve aspects of required. backgrounds. Fifteen hours of structured fieldwork teaching practice through inquiring about students Credits: 3 required. work with children and adolescents in classrooms Annually The pre-requisite or co-requisite of TAL 801 is and other educational settings from a required. phenomenological perspective. Through TAL 833 Teaching Science/Technology 1-6 Credits: 3 collaborative inquiry, students will learn disciplined A course that focuses on the development and Annually modes of observation and description and a range implementation of inquiry-based curricula to of ways to document aspects of Teaching and promote in-depth scientific literacy. Emphasis will TAL 841B Curriculum in the Secondary Learning. They will complete a child study be placed on raising questions, planning and Classroom: Chemistry including the collecting and describing of the developing solutions for open-ended science A course with students as researchers of the child's work and a Descriptive Review of the Child. problems, formative assessment, and the use of secondary curriculum in the student's particular In addition, students will investigate the technology as a teaching tool. While reinforcing discipline with a focus on teaching students with assumptions about persons and knowledge-making knowledge of basic scientific concepts and inquiry diverse backgrounds and needs. Students will underlying the phenomenological modes of inquiry skills, students will construct unit plans as a become familiar with NYS/Common Core basic to the child study. Students will begin to mechanism for integrating learning. Attention will Learning Standards as well as ways to bring develop a conceptual understanding of the nature be paid to developing strategies for helping children enriching multiple representations of content and of inquiry, documentation, evidence, questions, with diverse learning needs to meet NYS/Common multicultural materials to their classroom and knowledge. Thirty hours of structured Core Learning Standards. Ten hours of structured instruction. The use of literature, technology, fieldwork required. fieldwork required. audio-visual material, and the resources of New Pre or co -requisite of TAL 801, ALCX 702, 703, The pre-requisite or co-requisite of TAL 830 is York City will be highlighted so that students can 704 and 705 is required or membership in NYC required. become resourceful teachers who understand Teaching Fellow Group or in ISTART Group. Credits: 3 curriculum design and know how to access and Credits: 3 Annually utilize a range of materials for adolescents of Every Fall and Spring varying interests, abilities, and language TAL 834 Teaching Math/Technology 1-6 backgrounds. Fifteen hours of structured fieldwork TAL 831 Teaching Social Studies 1-6 A course that utilizes an inquiry approach to required. Introduction to a theme-based, literature-rich, explore big ideas in mathematics and to The pre-requisite or co-requisite of TAL 801 is multicultural approach to teaching and learning demonstrate how these ideas are evident across required. social studies. The course focuses on the teaching of cultures. The following questions will be raised: Credits: 3 social studies through literacy, critical thinking, and What is the teacher's role in children's learning of Annually an inquiry approach using student-centered mathematics? What abilities do children develop projects. Students will learn to look at their own through the learning of mathematics? How do TAL 841C Curriculum in the Secondary classrooms as places where inclusive community teachers know what children need? How do Classroom: English living can be practiced and where children can teachers organize their work to address those needs A course with students as researchers of the begin to explore values like community in the classroom? Students will be introduced to the secondary curriculum in the student's particular responsibility, equality, diversity, and freedom as use of technology as a tool in the teaching of discipline with a focus on teaching students with preparation for democratic citizenship. They will mathematics. Attention will be paid to developing diverse backgrounds and needs. Students will design instruction and assessments to help diverse strategies for helping children with diverse learning become familiar with NYS/Common Core learners meet NYS/Common Core Learning needs to meet NYS/Common Core Learning Learning Standards as well as ways to bring Standards. Relevant uses of technology will be Standards within a collaborative, inclusive model. enriching multiple representations of content and explored. Ten hours of structured fieldwork Approaches to addressing difficulties in math will multicultural materials to their classroom required. be explored. Ten hours of structured fieldwork instruction. The use of literature, technology, The pre-requisite or co-requisite of TAL 830 is required. audio-visual material, and the resources of New required. The pre-requisite of TAL 830 is required. York City will be highlighted so that students can Credits: 3 Credits: 3 become resourceful teachers who understand Annually Annually curriculum design and know how to access and utilize a range of materials for adolescents of TAL 832 Teaching the Arts 1-6 TAL 841A Curriculum in the Secondary varying interests, abilities, and language A course that introduces students to the role of the Classroom: Biology backgrounds. Fifteen hours of structured fieldwork arts and movement in elementary education as a A course with students as researchers of the required. means of helping children make sense of the world, secondary curriculum in the student's particular The pre-requisite or co-requisite of TAL 801 is express understanding of their experience, and discipline with a focus on teaching students with required. develop aesthetic appreciation. Students will diverse backgrounds and needs. Students will Credits: 3 explore the importance of developing creativity and become familiar with NYS/Common Core Annually self-expression in children. They will participate in Learning Standards as well as ways to bring
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TAL 841D Curriculum in the Secondary structured fieldwork required. students' learning needs and/or Individualized Classroom: Mathematics The pre-requisites of TAL 801 and 841A are Educational Programs (IEPs). Fifteen hours of A course with students as researchers of the required. structured fieldwork required. secondary curriculum in the student's particular Credits: 3 The pre-requisites of TAL 801 and 841D are discipline with a focus on teaching students with Annually required. diverse backgrounds and needs. Students will Credits: 3 become familiar with NYS/Common Core TAL 842B Teaching Methods in the Secondary Annually Learning Standards as well as ways to bring Classroom: Chemistry enriching multiple representations of content and A course in which students will actively learn about TAL 842E Teaching Methods in the Secondary multicultural materials to their classroom the practice of teaching and co-teaching on the Classroom: Social Studies instruction. The use of literature, technology, secondary level. Topics to be explored will include A course in which students will actively learn about audio-visual material, and the resources of New lesson and unit planning, multicultural curriculum the practice of teaching and co-teaching on the York City will be highlighted so that students can and teaching, student-centered teaching strategies, secondary level. Topics to be explored will include become resourceful teachers who understand project-based classroom instruction, methods of lesson and unit planning, multicultural curriculum curriculum design and know how to access and assessment, and classroom management. Students and teaching, student-centered teaching strategies, utilize a range of materials for adolescents of will develop and implement unit plans to meet project-based classroom instruction, methods of varying interests, abilities, and language NYS/Common Core Standards for adolescents of assessment, and classroom management. Students backgrounds. Fifteen hours of structured fieldwork varying abilities and language backgrounds. will develop and implement unit plans to meet required. Students will explore ways to develop and NYS/Common Core Standards for adolescents of The pre-requisite or co-requisite of TAL 801 is differentiate lessons and assessments based on varying abilities and language backgrounds. required. students' learning needs and/or Individualized Students will explore ways to develop and Credits: 3 Educational Programs (IEPs). Fifteen hours of differentiate lessons and assessments based on Annually structured fieldwork required. students' learning needs and/or Individualized The pre-requisites of TAL 801 and 841B are Educational Programs (IEPs). Fifteen hours of TAL 841E Curriculum in the Secondary required. structured fieldwork required. Classroom: Social Studies Credits: 3 The pre-requisites of TAL 801 and 841E are A course with students as researchers of the Annually required. secondary curriculum in the student's particular Credits: 3 discipline with a focus on teaching students with TAL 842C Teaching Methods in the Secondary Annually diverse backgrounds and needs. Students will Classroom: English become familiar with NYS/Common Core A course in which students will actively learn about TAL 843 Curriculum in Middle School Learning Standards as well as ways to bring the practice of teaching and co-teaching on the A course in which students learn to create, evaluate, enriching multiple representations of content and secondary level. Topics to be explored will include and implement middle school curriculum by asking multicultural materials to their classroom lesson and unit planning, multicultural curriculum questions about language arts, math, science, and instruction. The use of literature, technology, and teaching, student-centered teaching strategies, social studies. Students will become familiar with audio-visual material, and the resources of New project-based classroom instruction, methods of NYS/Common Core Learning Standards and how York City will be highlighted so that students can assessment, and classroom management. Students to integrate these standards into the curriculum become resourceful teachers who understand will develop and implement unit plans to meet they develop for diverse learners. In-depth curriculum design and know how to access and NYS/Common Core Standards for adolescents of exploration of critical issues across subject areas will utilize a range of materials for adolescents of varying abilities and language backgrounds. be emphasized. Effective ways of teaching middle varying interests, abilities, and language Students will explore ways to develop and school learners will be explored. Pedagogical backgrounds. Fifteen hours of structured fieldwork differentiate lessons and assessments based on approaches will include student centered teaching required. students' learning needs and/or Individualized and learning, group work, project-based learning, The pre-requisite or co-requisite of TAL 801 is Educational Programs (IEPs). Fifteen hours of and authentic modes of assessment. Students will required. structured fieldwork required. explore how to select and adapt appropriate Credits: 3 The pre-requisites of TAL 801 and 841C are materials for adolescents. Thirty hours of structured Annually required. fieldwork required. Credits: 3 Credits: 3 TAL 842A Teaching Methods in the Secondary Annually On Demand Classroom: Biology A course in which students will actively learn about TAL 842D Teaching Methods in the Secondary TAL 844 Environments Practices and Play in the practice of teaching and co-teaching on the Classroom: Mathematics Early Childhood secondary level. Topics to be explored will include A course in which students will actively learn about This course studies the relationship between play lesson and unit planning, multicultural curriculum the practice of teaching and co-teaching on the and learning for young children and the and teaching, student-centered teaching strategies, secondary level. Topics to be explored will include significance of providing opportunities for choices project-based classroom instruction, methods of lesson and unit planning, multicultural curriculum in their interactions with the world. Students will assessment, and classroom management. Students and teaching, student-centered teaching strategies, learn how to create safe and stimulating classroom will develop and implement unit plans to meet project-based classroom instruction, methods of environments that provide positive behavior NYS/Common Core Standards for adolescents of assessment, and classroom management. Students support for a multicultural, inclusive and anti-bias varying abilities and language backgrounds. will develop and implement unit plans to meet approach to learning. The focus will be on the Students will explore ways to develop and NYS/Common Core Standards for adolescents of whole child in learning contexts that enhance differentiate lessons and assessments based on varying abilities and language backgrounds. physical cognitive, social, and emotional students' learning needs and/or Individualized Students will explore ways to develop and development and aesthetic appreciation. Particular Educational Programs (IEPs). Fifteen hours of differentiate lessons and assessments based on consideration will be given to the role of the group
Page 177 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 in individual learning. A variety of early childhood individual needs. Strategies and instructional communities that support children and adolescents curricula will be reviewed. Fifteen hours of technology for modifying and adapting curricula for in developing communication and social skills structured fieldwork required. students with varying abilities will be presented. leading to satisfying interpersonal relationships. The pre-requisite or co-requisite of TAL 830 is Students will investigate the impact of Students will explore various ways of thinking required. NYS/Common Core Learning Standards and about behavior. They will also learn approaches Credits: 3 Individualized Educational Programs (IEPs) on grounded in person-centered values, including Annually development and implementation of curriculum for collaborative problem-solving processes to develop students with disabilities. Trends and issues in the individualized interventions. Theoretical TAL 845 Math and Science in Early Childhood field of curriculum will be discussed in relation to foundations and methods for supporting students This course will prepare students to design the delivery of special education services. Ten hours with disabilities and documenting and interpreting environments and curriculum for the development of structured fieldwork required. their behaviors will be addressed. Various of math and science knowledge in early childhood. The pre-requisite of TAL 803 is required or the perspectives on constructing classroom Students will learn to create learning centers for student must be active in the NYC Teaching environments such as Positive Behavior Support, young children based on principles of discovery, Fellows Student Group. Responsive Classrooms, and conflict resolution will hands-on experience, and reasoning to reinforce Credits: 3 be explored. basic math and science concepts and inquiry skills. Annually The pre-requisite or co-requisite of TAL 830 is They will also learn to develop instruction to meet required or membership in NYC Teaching Fellow diverse needs, including those of English Language TAL 852 Strategies for Teaching Learners with Group. Learners and children who present development Diverse Needs: Childhood Credits: 3 variations. Students will construct unit plans as Characteristics of children with particular disability Annually mechanisms for integrating learning and meeting classifications, as well as cultural, linguistic, gender, state learning standards. The role of formal and and ability differences, will be studied as a basis for TAL 856 Curriculum Theory and Practice in informal assessment as a teaching tool will be considering strategies for teaching. Ideas, methods, Special Education: Middle Childhood / examined. Fifteen hours of structured fieldwork and strategies for assessing student needs and for Adolescence required. designing, adapting, implementing, and evaluating An exploration of the role of curriculum in schools The pre-requisite or co-requisite of TAL 830 is instructional practices in academic content areas with an emphasis on teaching learners with diverse required. will be considered. Emphasis will be placed on learning needs. Students will learn to evaluate the Credits: 3 developing the ability to teach through a variety of appropriateness of existing curricula for children Annually teaching methods, including new technologies and with disabilities while developing curricula based on effective utilization of time, space, materials, and an assessment of learner's interests, strengths, and TAL 846 Family Literacy and Parental equipment. Consideration will be given to teaching individual needs. Strategies and instructional Collaboration learners content in academic subject areas based on technology for modifying and adapting curricula for This course will prepare students to design the NYS/Common Core Learning Standards. students with varying abilities will be presented. environments and curriculum for the development Teaching methods which support a collaborative Students will investigate the impact of the of language and literacy at home and the early learning environment, such as cooperative learning NYS/Common Core Learning Standards and childhood center. Collaborative and inclusive groups and co-teaching, will be explored. Ten hours Individualized Education Programs (IEPs) on approaches to family literacy will be emphasized. of structured fieldwork required. development and implementation of curriculum for These include how to work with diverse families on The pre-requisite of TAL 851 is required. students with disabilities. Trends and issues in the issues of child development, including Credits: 3 field of curriculum will be discussed in relation to developmental variations, the role of first and Annually the delivery of special education services. Ten hours second language acquisition, bilingualism and of structured fieldwork required. culture in child rearing. Students will be TAL 853 Collaboration and Consultation: Family The pre-requisite of TAL 803 is required or the introduced to a variety of activities and materials to School, and Community student must be active in the NYC Teaching promote family literacy such as children''s books as An exploration of various team approaches and the Fellows Student Group. well as materials on parenting, adult literacy and roles of team members in the delivery of special Credits: 3 English as a Second Language. They will learn to education services. Professional and family Annually create systems for referral and collaboration with perspectives will be examined in relation to the other agencies, including Early Intervention education of students with disabilities. Attention TAL 857 Strategies for Teaching Learners with Programs, to provide comprehensive services to will be paid to the student within the context of a Diverse Needs: Middle Childhood / Adolescence families. Ten hours of structured fieldwork family system. Emphasis will be on fostering skills Characteristics of pre-adolescent and adolescent required. that facilitate on-going and productive students with particular disability classifications, as The pre-requisite or co-requisite of TAL 830 is communication among all team members. Students well as cultural, linguistic, gender, and ability required. will become familiar with community agencies that differences, will be studied as a basis for considering Credits: 3 provide support and services to children and strategies for teaching. Ideas, methods, and Annually adolescents with disabilities and their families and strategies for assessing student needs and for will learn to advocate on their behalf. Ten hours of designing, adapting, implementing, and evaluating TAL 851 Curriculum Theory and Practice in structured fieldwork required. instructional practices in academic content areas Special Education: Childhood The pre-requisite or co-requisite of TAL 830 is will be considered. Emphasis will be placed on An exploration of the role of curriculum in schools required. developing the ability to teach through a variety of with an emphasis on teaching learners with diverse Credits: 3 teaching methods, including new technologies and learning needs. Students will learn to evaluate the Annually effective utilization of time, space, materials, and appropriateness of existing curricula for children equipment. Consideration will be given to teaching with disabilities while developing curricula based on TAL 854 Classroom as Community learners content in academic subject areas based on an assessment of learner's interests, strengths, and Students learn to create respectful classroom the NYS/Common Core Learning Standards.
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Teaching methods that support a collaborative ethnicity, age, and gender in language teaching and the significance of providing a language-rich learning environment, such as cooperative learning learning is considered. Students examine the environment at home and in formal educational groups and co-teaching, will be explored. Ten hours multiple ways in which children are positioned in settings that offers children opportunities to engage of structured fieldwork required. terms of language, ability, disability and learning. in meaningful acts of communication and social The pre-requisite of TAL 856 is required. The ethnography of communication, classroom interaction as they construct their own ideas and Credits: 3 discourse, conversational analysis, and intercultural theories about the principles of language. The Annually communication as well as the pragmatics of importance of children's participation in literacy communication, linguistic variation, bilingualism, events with other children and adults will be TAL 862 ESL Curriculum and Methodology: and code-switching are studied. Pidgins and emphasized. The role of play, sensory manipulation, Teaching Literacy K-12 Creoles, World Englishes, the politics of teaching music, movement, story telling, children's literature A study of different approaches to teaching ESL in English, and the role of the profession are and the arts in the development of language and an urban classroom with a focus on all aspects of addressed. literacy will be explored. Fifteen hours of structured language and literacy, including listening, speaking, The pre-requisite of TAL 802 is required or fieldwork required. reading, and writing, at different levels of membership in the NYC Teaching Fellow Student The pre-requisite or co-requisite of TAL 830 is proficiency in English. Students will learn to Group. required. develop literacy through the content areas. They Credits: 3 Credits: 3 will also become familiar with uses of technology in Annually Annually an ESL setting and with literacy and language proficiency assessment. Students will learn how to TAL 868 Second Language Literacy and Biliteracy TAL 875 Adolescent and Young Adult Basic help English Language Learners of varying ability This course addresses the connection between Literacy meet NYS/Common Core Learning Standards in literacy and second language acquisition A course that addresses the language and literacy literacy. Fifteen hours of structured fieldwork highlighting the theory and research on the needs of adolescents and young adults who have required. development of literacy in the native language, had uneven or poor schooling. Students will learn Credits: 3 second language literacy, and biliteracy. Taking an how to adapt instruction, develop materials, and Annually additive approach, the course examines the design appropriate curricula to meet the literacy linguistic and sociocultural foundations in the needs of adolescents and young adults. The specific TAL 863 ESL Curriculum and Methodology: development of literacy among English Language needs of English language learners, speakers of a Teaching Content Areas K-12 Learners and the relationships between biliteracy second dialect, and those with learning difficulties An examination of the practices of teaching the and content knowledge development. Students will be considered. Students will become familiar content areas of science, mathematics, social studies learn to teach for the development of academic with reading materials and other educational and language arts through English. Strategies for language as well as for the development of language resources for this population. The use of specialized implementing sheltered instruction, adapting for a variety of purposes. Approaches to teaching technology and media will be explored. materials, and developing vocabulary in specific reading and writing in the second language as well The pre-requisite or co-requisite of TAL 830 is content areas will be introduced. Attention is given as ways to develop biliteracy are addressed. required. to the teaching of content areas to second language Students examine curricula and literature for Credits: 3 learners with disabilities. The use of technology in children and adolescents as well as available On Occasion teaching ESL is presented along with assessment technology to teach literacy to ELLs. tools for measuring progress in specific subject The pre-requisites of TAL 802 and 828 are TAL 879 Special Topics in Education areas. Students learn to develop their own required. An in-depth and intensive study of specific critical curriculum and materials in a workshop setting. Credits: 3 areas of interest in education, as identified by Fifteen hours of structured fieldwork required. Annually faculty. With approval of program faculty, students Credits: 3 may apply a maximum of three credits to their Annually TAL 871 Introduction to Reading Difficulties degree program. Ten hours of fieldwork may be A course that prepares students to instruct children required. TAL 866 Native Language Teaching in the with a variety of reading difficulties. Current Credits: 3 Bilingual Classroom research into the nature and origin of reading On Occasion An exploration of theories of literacy and related difficulties, including dyslexia, will be reviewed. teaching practices to develop native language Students will learn how to identify reading TAL 880 Classroom Inquiry II reading, writing, speaking, and listening skills, and difficulties, determine instructional needs, and use A course that aims to develop and improve aspects to use native language in teaching the content areas diagnostic information for instructional planning. of teaching practice by deepening students' (mathematics, science, and social studies). Strategies for preventing and ameliorating understanding of inquiry, documentation, Techniques of assessing native literacy skills will be difficulties in word identification, comprehension, evidence, questions, and knowledge as introduced examined. Students will become familiar with and written language will be introduced. in Classroom Inquiry I. Students will extend their native language resources in the community The pre-requisite or co-requisite of TAL 830 is learning of collaborative modes of classroom through evaluating culturally appropriate curricula, required. inquiry by formulating a question and completing children's literature and media. Students will also Credits: 3 an inquiry into a school or classroom issue, a analyze and strengthen their own biliteracy skills. On Demand curricular activity, or an aspect of their teaching Fifteen hours of structured fieldwork required. practice. Students will explore a range of literature Credits: 3 TAL 873 Early Literacy related to the questions being investigated. They On Occasion A course that focuses on the importance of will investigate and compare assumptions about language development as a precursor to literacy in persons and knowledge-making underlying various TAL 867 Sociolinguistics and Teaching children from birth to five years of age, including modes of inquiry through exposure to a range of This course addresses the relationship between children who grow up in a bilingual environment research designs. Thirty hours of structured language and society and their role in mediating and those with developmental delays. It will address fieldwork required. educational success. The interplay of social class,
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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. program to plan, implement, and assess instruction Every Fall and Spring Membership in NYC Teaching Fellow Group or in in their own teaching practice. Students currently ISTART Group is required. teaching young children (birth-second grade) TAL 884A Student Teaching: Childhood Special Credits: 3 complete student teaching in their own classrooms Education On Demand with guidance from college faculty. Students not This course is designed for students seeking 1st currently employed in an early childhood setting initial certification. It prepares reflective teachers TAL 884D Student Teaching: Alternate complete a 20-day student teaching experience who work to create excellent elementary classrooms Childlhood Special Education II under the supervision of a cooperating teacher and for urban children with disabilities. Students This course is designed for students in an college faculty. Students seeking and Advanced participate in every aspect of practice, including alternative certification program. It prepares Certificate in Early Childhood or Dual planning, implementation, and assessment of reflective teachers who work to create excellent Certification in Early Childhood and another area curriculum and instruction. They immerse elementary classrooms for urban children with must complete the student teaching required in themselves in the life of a school, recording and disabilities. Students participate in every aspect of their first certification before enrolling in TAL thinking about the purposes, complexities, and practice, including planning, implementation, and 881B. The setting must be approved by early consequences of what they do as teachers in order assessment of curriculum and instruction. They childhood faculty. 20 days. Pass/Fail only. to learn from their experiences. Students are immerse themselves in the life of a school, Program approval required. supervised by a university faculty member and a recording and thinking about the purposes, Credits: 1 cooperating teacher in the school and meet in complexities, and consequences of what they do as Every Fall, Spring and Summer regularly scheduled seminars. Students currently teachers in order to learn from their experiences. employed as childhood special education teachers Students are supervised by a university faculty TAL 882A Student Teaching: Childhood (grades 1- 6) may, with faculty approval, complete member and meet in regularly scheduled seminars. This course is designed for students seeking 1st the experience in their place of employment. 75 Students currently employed as childhood special Initial Certification. It prepares reflective days. Pass/Fail only. Program approval required. education teachers (grades 1- 6) complete the elementary school teachers who work to create Credits: 3 experience in their place of employment. excellent elementary classrooms and schools for all Every Fall and Spring Membership in NYC Teaching Fellow Group or in urban students. Students participate in every aspect ISTART Group is required. of practice, including planning, implementation, TAL 884B Student Teaching for the Practicing Credits: 3 and assessment of curriculum and instruction. Teacher: Childhood Special Education On Demand They immerse themselves in the life of a school, This course is designed for students seeking 2nd recording and thinking about the purposes, initial certification. It prepares reflective teachers
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currently employed as adolescent special education teachers in order to learn from their experiences. TAL 884E Student Teaching for the Practicing teachers (grades 7-12) may, with faculty approval, Students are supervised by a university faculty Teacher: Alternate Childhood Special Education I complete the experience in their place of member and meet in regularly scheduled seminars. This course is designed for students in an employment. 75 days. Pass/Fail only. Program Students currently employed as adolescent special alternative certification program. It prepares approval required. education teachers (grades 7-12) complete the reflective teachers who work to create excellent Credits: 3 experience in their place of employment. elementary classrooms for urban children with Every Fall and Spring Membership in NYC Teaching Fellow Group or in disabilities. Students participate in every aspect of ISTART Group is required. practice, including planning, implementation, and TAL 885B Student Teaching for the Practicing Credits: 3 assessment of curriculum and instruction. They Teacher: Adolescence Special Education Annually immerse themselves in the life of a school, This course is designed for students seeking 2nd recording and thinking about the purposes, initial certification It prepares reflective teachers TAL 885E Student Teaching for the Practicing complexities, and consequences of what they do as who work to create excellent elementary classrooms Teacher: Alternate Adolescence Special Education teachers in order to learn from their experiences. and schools for all urban students. Students apply I Students are supervised by a university faculty concepts acquired throughout the program to plan, This course is designed for students in an member and meet in regularly scheduled seminars. implement, and assess instruction in their own alternative certification program. It prepares Students currently employed as childhood special teaching practice. Students currently teaching reflective teachers who work to create excellent education teachers (grades 1- 6) complete the adolescents with disabilities complete the student secondary classrooms for urban adolescents with experience in their place of employment. teaching in their own classrooms with guidance disabilities. Students participate in every aspect of Membership in NYC Teaching Fellow Group or in from college faculty. Students not currently practice, including planning, implementation, and ISTART Group is required. teaching adolescents with disabilities complete a 20- assessment of curriculum and instruction. They Credits: 0 day student teaching experience under the immerse themselves in the life of a school, On Demand supervision of a cooperating teacher and college recording and thinking about the purposes, faculty. The setting must be approved by special complexities, and consequences of what they do as TAL 884F Student Teaching for the Practicing education faculty. Pass/Fail only. Program approval teachers in order to learn from their experiences. Teacher: Alternate Childhood Special Education required. Students are supervised by a university faculty II Credits: 1 member and meet in regularly scheduled seminars. This course is designed for students in an Every Fall and Spring Students currently employed as adolescent special alternative certification program. It prepares education teachers (grades 7-12) complete the reflective teachers who work to create excellent TAL 885C Student Teaching: Alternate experience in their place of employment. 75 days. elementary classrooms for urban children with Adolescence Special Education I Pass/Fail only. disabilities. Students participate in every aspect of This course is designed for students in an Membership in NYC Teaching Fellow Group or in practice, including planning, implementation, and alternative certification program. It prepares ISTART Group is required. assessment of curriculum and instruction. They reflective teachers who work to create excellent Credits: 0 immerse themselves in the life of a school, secondary classrooms for urban adolescents with Annually recording and thinking about the purposes, disabilities. Students participate in every aspect of complexities, and consequences of what they do as practice, including planning, implementation, and TAL 885F Student Teaching for the Practicing teachers in order to learn from their experiences. assessment of curriculum and instruction. They Teacher: Alternate Adolescence Special Education Students are supervised by a university faculty immerse themselves in the life of a school, II member and meet in regularly scheduled seminars. recording and thinking about the purposes, This course is designed for students in an Students currently employed as childhood special complexities, and consequences of what they do as alternative certification program. It prepares education teachers (grades 1- 6) complete the teachers in order to learn from their experiences. reflective teachers who work to create excellent experience in their place of employment. Students are supervised by a university faculty secondary classrooms for urban adolescents with Membership in NYC Teaching Fellow Group or in member and meet in regularly scheduled seminars. disabilities. Students participate in every aspect of ISTART Group is required. Students currently employed as adolescent special practice, including planning, implementation, and Credits: 0 education teachers (grades 7-12) complete the assessment of curriculum and instruction. They On Demand experience in their place of employment. immerse themselves in the life of a school, Membership in NYC Teaching Fellow Group or in recording and thinking about the purposes, TAL 885A Student Teaching: Adolescence Special ISTART Group is required. complexities, and consequences of what they do as Education Credits: 3 teachers in order to learn from their experiences. This course is designed for students seeking 1st Annually Students are supervised by a university faculty initial certification. It prepares reflective teachers member and meet in regularly scheduled seminars. who work to create excellent secondary classrooms TAL 885D Student Teaching: Alternate Students currently employed as adolescent special for urban students with disabilities. Students Adolescence Special Education II education teachers (grades 7-12) complete the participate in every aspect of practice, including This course is designed for students in an experience in their place of employment. 75 days. planning, implementation, and assessment of alternative certification program. It prepares Pass/Fail only. curriculum and instruction. They immerse reflective teachers who work to create excellent Membership in NYC Teaching Fellow Group or in themselves in the life of a secondary school, secondary classrooms for urban adolescents with ISTART Group is required. recording and thinking about the purposes, disabilities. Students participate in every aspect of Credits: 0 complexities, and consequences of what they do as practice, including planning, implementation, and Annually teachers in order to learn from their experiences. assessment of curriculum and instruction. They Students are supervised by a university faculty immerse themselves in the life of a school, TAL 886A Student Teaching: TESOL member and a cooperating teacher in the school recording and thinking about the purposes, This course is designed for students seeking 1st and meet in regularly scheduled seminars. Students complexities, and consequences of what they do as initial certification. This experience prepares
Page 181 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 reflective TESOL teachers who work to create Annually employment. 75 days. Pass/Fail only. student-centered and challenging classrooms and Membership in NYC Teaching Fellow Group or in supportive schools for English Language Learners. TAL 886D Student Teaching: Alternate TESOL II ISTART Group is required. Teaching candidates participate in every aspect of This course is designed for students in an Credits: 0 practice, including planning, implementation, and alternative certification program. It prepares Annually assessment of curriculum and instruction. They reflective teachers who work to create excellent immerse themselves in the life of a TESOL elementary and secondary classrooms for urban TAL 890 Overview of Teaching in Alternative classroom, recording and thinking about the emerging bilingual learners. Students participate in Settings purposes, complexities, and consequences of what every aspect of practice, including planning, Analyzes the history and development of education they do as teachers in order to learn from their implementation, and assessment of curriculum and in alternative settings. Special attention is paid to experiences. Students are supervised by a university instruction. They immerse themselves in the life of the difference between teaching ESOL in public faculty member and a cooperating teacher in the a school, recording and thinking about the schools and the kind of teaching that takes place in school and meet in regularly scheduled seminars. purposes, complexities, and consequences of what museums, parks, community-based organizations, Candidates student-teach in an elementary and a they do as teachers in order to learn from their schools other than public ones, homes, and clinical secondary setting for a total of 75 days. Students experiences. Students are supervised by a university settings. During the first half of the course, currently employed as a TESOL teacher in an faculty member and meet in regularly scheduled students visit a variety of alternative settings. appropriate setting may, with faculty approval, seminars. Students currently employed as TESOL During the second half of the course, students complete the experience in their place of teachers complete the experience in their place of select a setting and participate in planning, employment. Pass/Fail only. Program approval employment. 75 days. Pass/Fail only. implementation, and assessment of an educational required. Membership in NYC Teaching Fellow Group or in plan. Pass/Fail only. Credits: 3 ISTART Group is required. Credits: 1 Every Fall and Spring Credits: 3 On Demand Annually TAL 886B Student Teaching for the Practicing TAL 971 Capstone Seminar Teacher: TESOL TAL 886E Student Teaching for the Practicing In this seminar, students meet graduation This course is designed for students seeking 2nd Teacher: Alternate TESOL I requirements with the creation and submission of a initial certification. It prepares reflective teachers This course is designed for students in an portfolio that demonstrates their attainment of the who work to create student-centered and alternative certification program. It prepares TAL program standards in the areas of Knowledge, challenging classrooms and supportive schools for reflective teachers who work to create excellent Enquiry, Empathy, Pluralism and Social English Language Learners. Teacher candidates elementary and secondary classrooms for urban Commitment (the KEEPS Claims). Through the apply concepts acquired throughout the program to emerging bilingual learners. Students participate in selection and examination of prior coursework in plan, implement, and assess instruction in their every aspect of practice, including planning, the context of readings from the contemporary and own teaching practice. Students currently teaching implementation, and assessment of curriculum and historical field of education, students reflect on the English as a second language complete the student instruction. They immerse themselves in the life of knowledge and skills gained through the program teaching in their own classrooms with guidance a school, recording and thinking about the and the implications for their teaching practice. from college faculty. Students not currently purposes, complexities, and consequences of what The pre-requisite of TAL 880 is required and the teaching English as a second language complete a they do as teachers in order to learn from their pre-requisite or co-requisite from one of the 20-day student teaching experience under the experiences. Students are supervised by a university following courses is required; TAL 881A, 881B, supervision of a cooperating teacher and college faculty member and meet in regularly scheduled 882A, 883A, 884A, 884B, 884F, 885A, 885B, 885F faculty. The setting must be approved by TESOL seminars. Students currently employed as TESOL or 890. faculty. Pass/Fail only. Program approval required. teachers complete the experience in their place of Credits: 3 Credits: 1 employment. 75 days. Pass/Fail only. Every Fall, Spring and Summer
Every Fall, Spring and Summer Membership in NYC Teaching Fellow Group or in ISTART Group is required. TAL 974 Advanced Topics in TESOL and TAL 886C Student Teaching: Alternate TESOL I Credits: 0 Bilingual Education This course is designed for students in an Annually A capstone seminar that helps students gain an in- alternative certification program. It prepares depth understanding of some of the issues that are reflective teachers who work to create excellent TAL 886F Student Teaching for the Practicing at the forefront of current research on bilingualism, elementary and secondary classrooms for urban Teacher: Alternate TESOL II second language acquisition and pedagogy. emerging bilingual learners. Students participate in This course is designed for students in an Students will critically examine relevant research in every aspect of practice, including planning, alternative certification program. It prepares selected areas. They will write a major paper implementation, and assessment of curriculum and reflective teachers who work to create excellent synthesizing the research in an area of particular instruction. They immerse themselves in the life of elementary and secondary classrooms for urban interest and integrating it with their own teaching a school, recording and thinking about the emerging bilingual learners. Students participate in practice. purposes, complexities, and consequences of what every aspect of practice, including planning, The pre-requisite of TAL 880 is required. they do as teachers in order to learn from their implementation, and assessment of curriculum and Credits: 3 experiences. Students are supervised by a university instruction. They immerse themselves in the life of On Occasion faculty member and meet in regularly scheduled a school, recording and thinking about the TAL 975 Final Inquiry Seminar: TESOL seminars. Students currently employed as TESOL purposes, complexities, and consequences of what This capstone seminar uses the knowledge and teachers complete the experience in their place of they do as teachers in order to learn from their skills gained through the program to write and employment. 75 days. Pass/Fail only. experiences. Students are supervised by a university present an in-depth study on an aspect of second Membership in NYC Teaching Fellow Group or in faculty member and meet in regularly scheduled language acquisition and teaching practice. ISTART Group is required. seminars. Students currently employed as TESOL Students continue the work begun in Classroom Credits: 3 teachers complete the experience in their place of Inquiry I and II and complete a project that looks
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 182 LIU Brooklyn closely at an English language or bilingual learner become lifelong consumers and producers of and responsibilities, separation of church and state, or TESOL curriculum/instructional activity. research. Students will develop technological skill in censorship, freedom of speech, affirmative action, Students complete a comprehensive portfolio of locating research materials from varied sources. and educational equity and access. Special attention their work throughout the TESOL program that Students will learn to read, analyze, and evaluate will be given to the implications of the No Child demonstrates their attainment of the KEEPS claim. qualitative and quantitative research articles and to Left Behind legislation. Case law and case studies In this seminar students share their works in use the information gained to inform decision- will be used as they relate to policy development. progress and work together on issues of making in order to support teaching/learning/ Credits: 3 documentation, literature review, methodology and achievement. Students will also learn to critically Annually writing. evaluate published research, formulate research The pre-requisites of TAL 868 and 880 are required questions, write research reports, and develop TLL 936 Curriculum Development and the pre-requisites or co-requisites of TAL 886A, research proposals that will become the bases for A review of learning theory, human development, 886B and or 890 are required, or membership in internship projects. Strategies for sharing and motivation as they relate to teaching, learning the I-START Student Group or Chancellor Fellow's information with teachers and parents, and achievement. Principles of curriculum Student Group. disseminating research data, and understanding the development, design, and assessment to enhance Credits: 3 impact of research on practice will be explored. teacher practice in standard-based and Annually The pre-requisite of TLL 930 is required or constructivist classrooms will be studied. Students Department consent. will focus on the learning standards and analyze, Educational Leadership Courses Credits: 3 critically evaluate, utilize, and develop strategies for Annually engaging teachers in the process of assessing academic needs, implementing and adapting TLL 930 Administrative Core I: An Overview TLL 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 TLL 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 Every Fall Annually practices, adult learning theories, organizing and planning professional staff development, and TLL 931A Administrative Core II: Community TLL 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 practices to those that define the nature of public the instructional program. Emphasis will be given comprehensive plans for the continuous schooling and interrelationships between the to business management practices, i.e., funding professional growth of all staff will be examined. educational agency and local, state, federal and sources, budgeting, automated accounting systems, Credits: 3 community forces as they impact on teaching, and federal, state, and municipal mandates. In Annually learning and achievement. Emphasis is put on addition, strategic human resource planning gaining support for safe and secure learning including recruiting and selection techniques will TLL 941 School District Administrator environments. Legal frameworks with respect to be explored. Students will review the collective This course will explore the complex role of today's community needs and their right to know are bargaining process and understand the application school district/regional administrator as an effective addressed. Students will use technological, of technology to the human resource field. leader in the broader, urban-inclusive educational interpersonal and research skills to explore The pre-requisite of TLL 930 is required or community intent on enhanced student community, understand the relationship between Department consent. achievement. Students will explore district/regional school and community, and plan for the Credits: 3 composition and understand strategies and develop involvement of community in the life of the school Annually skills for: building and articulating a system-wide and the district/region. vision; coordinating groups for achieving The pre-requisite of TLL 930 is required or TLL 935 Education and the Law district/regional short-range and long-range goals Department consent. This course will explore, from a historical and objectives; developing procedures and policies; Credits: 3 perspective, legal and ethical issues as they impact generating and allocating resources; developing a Annually education in a research-based approach to building safe and multicultural/multilingual/multiracial and effective schools; developing leadership in school TLL 931B Research Methods In Administration economically diverse society. Students will study and community groups; working with governance The focus of this course is to help administrators issues such as teachers', students' and parents' rights groups; capacity building; negotiating; and program
Page 183 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 planning and accountability. Credits: 3 Annually
TLL 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
TLL 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 TLL 951A is required. Credits: 3 Annually
TLL 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
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SCHOOL OF HEALTH PROFESSIONS
The School of Health Professions at LIU Brooklyn 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; diagnostic medical sonography; 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 also introduce students to interprofessional practice. The programs 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 offers the B.S./M.S. degree program in Occupational Therapy; the B.S./M.S. in Athletic Training; 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. The school also offers the M.S. degree in Exercise Science with tracks in: • Exercise Physiology and Sports Nutrition • Strength and Conditioning and Sports Nutrition • Fitness for Special Populations 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., FASAHP Dean [email protected]
Terry Macon Administrative Assistant [email protected]
Anette Blas Project Coordinator [email protected]
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Criminal Background Checks and Drug Testing
Many clinical/field experience affiliates, i.e., hospitals and clinics now require the completion of criminal background checks and/or drug testing for employees, volunteers and students affiliated with the site. Therefore, School of Health Professions students who plan to participate in a clinical/field experience may be asked to undergo a criminal background check, and/or a drug screen. A criminal conviction and/or the use of illegal drugs may impede or bar your entry into your chosen field of study. Students desiring entrance into the School of Health Professions should be aware that our clinical/field affiliates have the right to reject or remove a student from the site if a criminal record is discovered or if a drug test is positive. In the event that a student is rejected from a clinical/field site due to information contained in the criminal background check, or drug screen, you may be unable to complete a required clinical/field experience. If you are unable to complete program requirements, you may be advised to withdraw from the program. In addition, School of Health Professions students should be aware that the presence of a criminal record could result in the refusal of the licensing/ certification/registration agencies (NBRC and or state licensing board) to issue the credential or license to practice. Prospective students are strongly encouraged to contact pertinent state licensing board to inquire whether a criminal record, including driving offenses would preclude the individual from eligibility to obtain a license/certification.
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DIVISION OF ATHLETIC least two letters of reference (preferably one EXS 615 Performance 3.00 academic and one personal) Enhancement Specialist TRAINING, HEALTH AND To qualify for acceptance into any of the three Prepartion concentrations students must: EXERCISE SCIENCE EXS 645 Sport Nutrition and 3.00 • Must have a bachelor’s degree from an Pharmacology Division Director and Associate Professor: Eugene accredited college Spatz, M.S. • Attain a grade point average of 2.5 or above ELECTIVE COURSES Associate Professor: Kevin Duffy, M.S., ATC, • Undergo an interview with the director of the Students are required to take 12 credits of CSCS, CES, PES, Director, Athletic Training concentration electives. For students interested in completing a
Education Program; Tracye Rawls-Martin, M.S., Master's thesis EXS 799 and EXS 899 are ATC M.S., Exercise Science required. Students should discuss their plan of Assistant Professors: Gary Bernstein, M.S.; Brian [Program Code: 06922] study and elective options with their advisor. Gilchrist, Ph.D.; Amerigo Rossi, B.A., M.S.; Must Complete All Core Courses Listed Below. Courses will be offered occasionally depending Melissa Lent Teixeira, M.S.Ed., Associate EXS 501 Exercise Physiology in 3.00 upon demand. Director of the B.S. in Health Science Program; Chronic Disease I EXS 527 Grant Writing for Health 3.00 Scott Westervelt, M.S., Director of Practicum for & Fitness Professionals EXS 510 Nutrition and Wellness in 3.00 the Health Science Program; Nikki Carosone Physical Activity EXS 507 Corrective Exercise 3.00 Russo, M.S., ACSM cPT, Student Service Advisor Specialist (CES) for the B.S. in Health Science Program; Leeja EXS 524 Exercise and Fitness for 3.00 Preparation Carter, Ph.D.; Bryn Van Patton, MS Ed, ATC, People with Disabilities EMT, Clinical Coordinator, Athletic Training EXS 750 Alternative Therapies in 3.00 EXS 535 Field Experience I 3.00 Education Program; Anthony Ricci, MS, CNS Health Adjunct Faculty: 60 EXS 540 Research Methods in 3.00 Psycho-Social Cultural & Exercise Science EXS 581 Political Aspects of 3.00 Fitness for Special Populations Track Disability M.S. in Exercise Science Select 9 Credits for Fitness for Special EXS 799 Research Thesis I 3.00 Populations Track Requirements. The Masters of Science in Exercise Science EXS 899 Research Thesis H 3.00 offers a comprehensive educational experience EXS 592 Physiology of Exercise 3.00 for Healthy and Aging including lectures and laboratories on the EXS 593 Functional Movement, 3.00 constructs and applications of advanced exercise EXS 530 Adapted Physical Activity 3.00 Assessment & Program physiology. Specific concentrations serve to for Individuals with Design position graduates and career professionals in an Autism EXS 605 Nutritional Biochem 3.00 ever-changing health care environment. The EXS 600 Exercise Physiology in 3.00 program is designed to enhance students’ EXS 705 Individual Problems 3.00 Chronic Disease II marketability by combining sports nutrition with EXS 700 Biomechanics of Human 3.00 three well-established and popular areas of study: EXS 620 Analytical Approach to 3.00 Performance exercise physiology, strength and conditioning and Exercise Prescription fitness for special populations. Although there are Physical Training & Exercise Physiology and Sports Nutrition EXS 630 3.00 three distinct areas of study, the program also Conditioning offers academic flexibility with several elective Track EXS 591 Entrepreneurship in 3.00 courses. In addition, an active research laboratory Select 9 credits for Exercise Physiology and Sport Fitness & Health allows students the opportunity to pursue their Nutrition Track Requirements. own data collection or get involved as a volunteer EXS 600 Exercise Physiology in 3.00 EXS 650 Cardipulmonary Health & 3.00 or graduate assistant. The M.S. curriculum has an Chronic Disease II Disease overall credit requirement of 36 credits with the EXS 653 Advanced Laboratory 3.00 EXS 670 Research in Health, 3.00 intention of developing graduates that can be Techniques in Exercise Exercise & Sport competitive across the academic and career Physiology landscape while providing students with an Technology in Health & EXS 518 3.00 education that is both satisfying and valuable. EXS 620 Analytical Approach to 3.00 Disease The concentrations for the M.S. in Exercise Exercise Prescription Personal Training Science include: EXS 500 3.00 EXS 645 Sport Nutrition and 3.00 Certification Preparation • Exercise Physiology and Sports Nutrition Pharmacology • Strength and Conditioning and Sports Nutrition Inclusive Fitness EXS 502 3.00 • Fitness for Special Populations Strength and Conditioning and Sport Certification Admission Requirements Nutrition Track Clinical Exercise To qualify for acceptance into the M.S. in Exercise Select 9 credits for Strength and Conditioning and EXS 680 Specialist Certification 3.00 Science program: Sport Nutrition Track Requirements. Preparation • Entering students (including transfer students) EXS 507 Corrective Exercise 3.00 must have an undergraduate GPA of 2.5 or Specialist Preparation Advanced Laboratory higher EXS 653 Techniques Exercise 3.00 EXS 508 Certified Strength and 3.00 • Submit a general application for admission Physiology I Conditioning Specialist through My LIU Prepartaion • The application must be accompanied by at
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Advanced Laboratory credentials including the CSCS, CES, and ISSN. training (at least one from an ATC) EXS 654 Techniques Exercise 3.00 At the end of the professional phase, students will • Submit a completed Athletic Training Physiology II receive a combined Bachelor of Science/Master of professional phase program application Science degree and will be eligible to sit for the • Have completed a minimum of hours of EXS 545 Field Experience II 3.00 Board of Certification examination for Certified volunteer work experience under the Psychology of Exercise Athletic Trainer to earn the ATC® credential. supervision of a certified athletic trainer EXS 565 3.00 and Physical Activity Hallmarks of the ATP include clinical learning • Completed at least 91 credits prior to experiences with opportunities for students to application into professional phase. EXS 560 Sports Psychology 3.00 work side-by-side with highly experienced • Meet the technical standards of the program Entrepreneurship in certified athletic trainers; state-of-the-art (see technical standards below) EXS 591 3.00 Fitness and Health laboratory facilities that allow students to gain Transfer Student Policy significant experience in all areas of clinical Students from other colleges and universities Neuroscience and EXS 720 3.00 practice; individualized instruction provided by who satisfy the prerequisite requirements may Physical Development advanced teaching fellows; and a mentorship apply for admission to the pofessional phase of the Program Design in program that promotes further sharing of B.S./M.S. degree program. However, the student EXS 520 Adapted Physical 3.00 knowledge and experience. must first be accepted to LIU Brooklyn as an Education Program Goals undergraduate transfer student through the Office • To prepare student to pass the BOC of Admissions application process. Once Office of EXS 575 Fitness Management 3.00 examination for athletic trainers through Admissions accepts the student, the application to Psychology of Flow, Peak required GPA and competency/proficiency the professional phase will then be evaluated. At EXS 571 Performance, and Peak 3.00 evaluation minimum this time, students may petition the program for Exp. • To offer clinical experiences in appropriate acceptance of the following professional phase settings that provide adequate exposure to courses from their previous institution: SPS Sport Psychology required clinical education competencies and 151,152,189. No other professional phase SPS or Seminar EXS 701 3.00 proficiencies EXS courses are eligible for transfer. Weight Management EXS 555 3.00 • To provide network opportunities for possible Technical Standards for the Athletic Training Viamins, Minerals and EXS 556 3.00 future employment Program Phytonutrients EXS 566 3.00 Accreditation The Athletic Training Program (ATP) at LIU is Peak Sports Psychology The program is registered with the New York a rigorous and intense program that places specific Sem I State Education Department and is accredited by requirements and demands on the students enrolled Credit and GPA Requirements the Commission on Accreditation of Athletic in the program. An objective of this program is to Minimum Total Credits: 36 Training Education (CAATE). prepare graduates to enter a variety of employment Minimum Major GPA: 3.0 Athletic Training Candidacy settings and to render care to a wide spectrum of
Prior to entering the professional phase of the individuals engaged in physical activity. The B.S./M.S. in Athletic Training Athletic Training program, students can attend technical standards set forth by the ATP establish LIU Brooklyn on a part- or a full-time basis, the essential qualities considered necessary for The 158-credit dual B.S./M.S. degree in Athletic completing their courses in the pre-professional students admitted to this program to achieve the Training, offered by the Athletic Training Program phase of the program. Students have at least three knowledge, skills, and competencies of an entry- (ATP), prepares students to take the Board of years to explore their career choice, complete the level athletic trainer, as well as meet the Certification (BOC) exam to enter the field as a required athletic training volunteer experience, expectations of the program’s accrediting agency certified athletic trainer (ATC®). One of only four demonstrate their academic ability and complete (Commission on Accreditation of Athletic B.S./M.S. programs offered in the United States, their prerequisite work. Training Education [CAATE]). Please refer to the the ATP is accredited by the Commission on At the end of their pre-professional course of Athletic Training Student Handbook regarding the Accreditation of Athletic Training Education study, students apply for admission into the ability to meet the technical standards. (CAATE), and provides entry-level students with professional phase of the program. Admission to Student Health Records learning experiences in the classroom setting, that the professional phase is both competitive and Students must annually present a completed are supplemented by a broad array of professional selective. A limited number of students will be LIU Health Examination Form. This includes the field experiences. admitted annually. Enrollment in the pre- requirement of providing proof of immunization, The comprehensive curriculum is divided into professional phase and meeting minimum including HBV. Please refer to the Athletic two phases: a three-year, pre-professional phase application criteria does not by itself guarantee Training Student Handbook for the specific and a two-year, professional phase. Students entrance into the professional phase of study. details, including cost, as well as the form. entering without a bachelor’s or an associate’s Application to the Professional Phase degree are required to complete the full five years All pre-athletic training candidates, LIU of study. Those holding a previous degree are students and transfer applicants seeking admission B.S. / M.S., Athletic Training required to complete two years professional phase to the program’s professional phase must: [Program Code 24403} of study, providing there are adequate credits in • Have a cumulative college grade point average Graduation Requirements liberal arts and sciences for the bachelor’s portion of at least 2.75 or better Students must satisfy the Placement, Proficiency, of the degree. • Have satisfactorily completed all prerequisite Orientation and Core Curriculum criteria outlined The expanded, two-year professional phase work in the Graduation Requirements section of this offers students the chance to take more advanced • Submit official transcripts from all colleges and bulletin. courses, train with mentors, and the opportunity to universities attended (Grades more than 10 Core Curriculum requirements for this major integrate a variety of clinical education years old cannot be accepted.) are summarized below: experiences. Students will also have the • Submit two letters of recommendation from Core Seminar 3 credits opportunity to earn additonal professional individuals involved in the field of athletic
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Humanities Must Complete All Graduate Courses Below. English Composition 3 credits EXS 507 Corrective Exercise 3.00 English Literature 6 credits Specialist Prep
Philosophy 6 credits EXS 508 Strengh and Conditioning 3.00 Foreign Language Not Required Certification Preparation Social Sciences EXS 540 Research Methods in 3.00 History 6 credits Exercise Science Psychology 3 credits EXS 576 Therapeutic Exercise in 3.00 Social Sciences 3 credits Athletic Training (ANT, ECO, POL, SOC) Science and Mathematics EXS 577 Therapeutic Modalities in 3.00 Athletic Training Mathematics 3-4 credits Laboratory Science 4 credits EXS 645 Sports Nutrition and 3.00 (BIO 3) Pharmacology in Sports
Communication, Visual & Performing Arts EXS 655 Pathology and Illness in 3.00 Speech 3 credits Sport and Physical Visual & Performing Arts Not Required Activity (ART, DNC, MUS, THE) EXS 660 Clinical Education in 4.00 Ancillary Course Requirements: Athletic Training II Must complete the following science courses. EXS 709 Clinical Education in 5.00 BIO 137 Human Anatomy and 4.00 Athletic Training III Physiology I EXS 710 Organization and 3.00 BIO 138 Human Anatomy and 4.00 Administration in Athletic Physiology II Training CHM 3X General Chemistry 4.00 EXS 711 Clinical Education in 4.00 Choose one of the following Math courses. Athletic Training IV
MTH 100 Introductory Statistics 3.00 EXS 721 Seminar: Current Issues 3.00 PSY 150 Statistics in Psychology 3.00 and Topics in Athletic Training PHY 20 The Physical Universe 4.00 Credit and GPA Requirements Major Requirements Minimum Total Credits: 158 Must Complete All Undergraduate Courses Minimum Liberal Arts and Sciences Credits: 64 Below. Elective Credits: 27 SPS 143 Responding to 3.00 Minimum Major AT Credits Undergraduate: 27 Emergencies in Sport and Minimum Major AT Credits Graduate: 40 Physical Activity Minimum Credits of Courses > 100 Level: 48 Ancillary Course Requirements: See Above SPS 144 Principles of Taping, 2.00 Minimum Major GPA: 2.75 Bracing and Protective Minimum Overall GPA: 2.75 Athletic Equipment
SPS 147 Concepts in Athletic 2.00 Training
SPS 151 Functional Kinesiology 3.00
SPS 152 Exercise Physiology I 3.00
SPS 162 Introduction to Clinical 3.00 Education in Athletic Training
SPS 172 Clinical Assessment of 4.00 the Lower Extremity
SPS 173 Clinical ssessment of the 4.00 Head, Neck & Upper Extremity
SPS 189 Basic Biomechanics and 3.00 Motion Analysis
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Exercise Science Courses Strength and Conditioning Association (NSCA). EXS 527 Grant Writing for Health and Fitness Credits: 3 Professionals Every Fall This course will provide an introduction to the EXS 500 Personal Training Certification basic skills, principles, and techniques of successful Preparation EXS 510 Nutrition and Wellness in Physical grant writing. Students completing the course will This course will provide students with the most Activity work to gain an understanding of fundamental current state-of-the art fitness education. Students A course designed to expose students to basic components of a grant proposal such as the abstract will be expected to have a firm grasp of the theories concepts of nutrition for non-athletic and athletic or summary, background and significance, specific and facts involved with practical fitness testing and populations. Students will be introduced to daily aims/goals and objectives, project design and programming. Students will apply this information requirements for macro-nutrients and will also methods, sustainability, assessment, broader in a practical setting through the performance of analyze a nutritional recall. Emphasis is also placed impacts, budget, and budget justification. Students laboratory exercises. Each lab will address the on current nutrition and exercise guidelines will further learn how to locate available funding knowledge and skills that a fitness professional essential for a healthy quality of life. This course opportunities from Federal and private institutions, must possess to safely implement effective fitness has an additional fee. focus on skills needed to develop competitive grant programs. Students will be prepared to take Credits: 3 proposals and finally prepare a complete grant personal training certification exam offered by the Every Fall proposal to an agency of their choice. If the
National Academy of Sports Medicine (NASM). student is planning to continue their education EXS 518 Technology in Health and Disease This course has an additional fee. onto the doctoral level in any biomedical related This course will explore the use of new devices and Credits: 3 discipline will be encouraged to submit to the NIH technologies currently utilized to monitor, assess, Every Fall, Spring and Summer Ruth L. Kirchstein MRSA Service Award. and evaluate healthy and disease states. Students Applications will be reviewed prior to submission will learn the theory behind the engineering of such EXS 501 Exercise Physiology in Chronic Disease I by a mixed board of internal and external reviewers devices as heart rate monitors, pedometers, A course designed to provide students with an in- to enhance competitiveness of applications and to accelerometers, and automated systems. Students depth understanding and appreciation of the effect provide feedback for further development of a will also have the opportunity to experience these of exercise in chronic illness. Class activities include competitive application. items in real-time setting. theory-based lectures; group case studies and role- Credits: 3 Credits: 3 play using standardized patients. Students will learn On Occasion how to analyze and interpret exercise and medical On Occasion data as it relates to disease, and prescribe EXS 530 Adapted Physical Activity for Individuals EXS 520 Program Design in Adapted Physical appropriate exercise parameters. This course has an with Autism Activity additional fee. This course provides students with the opportunity An examination of the methods and techniques Credits: 3 to learn applied behavior analysis (ABA) and its applicable to the planning and design of Every Fall and Spring application to teaching exercise and fitness skills to individualized adapted physical activity and daily people with autism. Topics include exercise living programs for people with developmental EXS 507 Corrective Exercise Specialist (CES) physiology adaptations of balance, coordination, disabilities. Skills are developed in designing rubric Preparation strength and endurance, task analysis of exercises, assessments, data collection, identification of This course is designed to enable fitness prompting continuum, environmental equipment appropriate goals and objectives, task analysis, professionals to expand their knowledge and and instructional modifications, reinforcement, modification of equipment and activities, picture abilities in human movement science. Students discrete trial communication and rubrics rehearsals, prompts and program evaluation. develop an expertise in injury prevention and assessment of exercise skills. Credits: 3 recovery working with deconditioned and Credits: 3 conditioned populations. Specifically students On Occasion Every Spring learn the movement assessment process using the EXS 524 Exercise and Fitness for Special Functional Movement Screen, gait analysis etc., and EXS 535 Field Experience I Populations develop an individualized correct exercise program. An opportunity for the student to gain experience This course provides didactic and practical Common conditions include low back pain, ACL in his or her chosen track by spending a minimum experiences in developing exercise programs for injuries and muscle imbalance. The course of 125 hours at a public or private organization. individuals who have a specific disability or health prepares students for the well-recognized NASM Students will be placed in areas related to their limitation including aging, arthritis, diabetes, Corrective Exercise Specialist (CES) exam. This selected track: Exercise Physiology and Sports intellectual disabilities, spinal cord injuries and course has an additional fee. Nutrition, Strength and Conditioning, or Fitness asthma. This course covers applied methods of Credits: 3 for Special Populations. exercise prescription for individuals who require Every Fall The pre-requisite of EXS 501 is required. adaptations and modifications to an exercise Credits: 3 program. This course covers a brief summary of the EXS 508 Certified Strength and Conditioning Every Semester Specialist (CSCS) Preparation physiology and pathophysiology of each condition, This course covers topics such as sports physiology, selected research on each disability or health EXS 540 Research Methods in Exercise Science sport specific conditioning and training, exercise condition and translation of the research in An introduction to various types of research designs physiology, instructional techniques, pediatric practical exercise guidelines and functional fitness and statistical methods relating to physical activity sports, functional movement training and activities to facilitate effective program within the disciplines of exercise physiology, fitness developing balance, mobility, agility, speed, strength development. Class activities will include theory- for special populations, strength and conditioning, and power of an athlete. Students will learn based lecture and practical experiences in the and athletic training. The student also learns to program design variables for improving these areas. functional training lab. work with basic statistical research in the Students will be prepared to sit for the CSCS Credits: 3 formulation of the various study designs. The Certification exam administered by the National Every Fall and Spring student is able to apply the above to solve a
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 190 LIU Brooklyn particular research problem in their respective consequences of vitamin and mineral deficiencies principles, theories, and techniques, students will profession. and toxicity, biomarkers and measures of develop the foundational skills needed to Credits: 3 micronutrient status, and review current research communicate within health and/or exercise Every Fall and Spring on vitamin and mineral supplementation. settings. This course will be taught in a blended Additionally, students will explore the role of environment which will include online activities EXS 541 Research Methods in Athletic Training phytonutrients in the prevention of chronic and in-class workshops that will require students to Research Methods in Athletic Training will be diseases and athletic performance, with a focus on apply and practice course material in both designed to provide students with the essential specific physiological benefits and mechanisms of traditional and online classroom environments. knowledge and skills of various types of research action. The course will address current Credits: 3 designs and statistical methods related to the supplementation practices and recommendations Every Fall discipline of athletic training. Students will learn to for specific nutrients, both in clinical and athletic work with basic statistical research in the settings based on health status and standards. EXS 571 Psychology of Flow, Peak Performance formulation of various research designs. Students Finally, students will explore various food sources and Peak Experience will learn to apply the above concepts to of micronutrients and develop an understanding of Flow, colloquially referred to as "being in the zone," appropriately identify and solve various research how to structure a micronutrient- rich diet to is defined as an intrinsically motivating and joyful questions. Students will learn the components of a prevent deficiencies and meet specific health and experience created when athletes or performers are literature review and will practice at reading performance related needs and goals. Students fully immersed in an activity. This cognitive state research articles in exercise science. should have a basic nutrition course before this goes beyond mere concentration and involves Credits: 3 course. challenging, goal-directed behavior that produces a Every Fall and Spring Credits: 3 feeling of full absorption within the given task.
Every Fall Flow is often compared to the peak moments of EXS 545 Field Experience II peak experience and peak performance, and while An opportunity for the student to gain additional EXS 560 Sports Psychology these experiences share similarities, there are experience in his or her chosen track by spending a This course will enable students to apply the basic distinct differences. This course will provide an in minimum of 90 hours at a public or private principles of sport psychology directly to depth discussion of the psychology of flow, peak institution. Students will be placed in areas related competitive athletes. By understanding the experience, and peak performance as it relates to to selected track: Exercise Physiology and Sports relationship between sport psychology and athletic physical activity engagement, athletic performance, Nutrition, Strength and Conditioning, or Fitness performance, students will be better prepared to and non-athletic performance. for Special Populations. achieve professional goals in the areas of coaching, The pre-requisite of EXS 540 is required. Credits: 3 exercise science and strength and conditioning for Credits: 3 Every Semester athletes. On Occasion
Credits: 3 EXS 555 Nutrition for Weight Management Every Spring EXS 576 Therapeutic Exercise in Athletic This courses will present students with the latest Training research in managing an optimal weight. Students EXS 566 Peak Sports Psychology Seminar I A review of the knowledge and skills in therapeutic will gain an in-depth understanding of weight This course occurs in the Center for Performance exercise required of the entry-level athletic trainer, management and health issues associated with Excellence in Applied Kinesiology (PEAK) and is a including planning, implementing, documenting, being overweight, obese or underweight and graduate-level independent study. This is the first and evaluating the efficacy of therapeutic exercise examine factors affecting weight (is it just food, of a two-semester practicum in the MS in Exercise programs for the rehabilitation/reconditioning of calories in calories out, sedentary lifestyle, genetics, Science program for students seeking experience in injuries and illnesses of the physically active. hormonal or environmental). This class will applied sport psychology. Students will participate The pre-requisite of HS 577 is required or provide students with the accepted parameters of in a minimum of 125 hours of intense supervised permission health weight loss, healthy weight gain, and teach exercise and sport psychology-related training, Credits: 3 how to calculate these parameters and properly lose practice and education. The first practicum Every Spring body fat and gain lean muscle. Additionally, provides the foundation of applied sport psychology students will explore weight management in preparing students in: 1) competence in sport EXS 577 Therapeutic Modalities in Athletic different health care settings: hospitals, nursing psychology service delivery; 2) problem-solving Training homes, long term care facilities, and the role of skills; 3) integrating and applying knowledge from A review of the knowledge and skills in therapeutic proper nutrition as a means for preventing obesity practice and research to work with clients. modalities required by an entry-level athletic associated chronic diseases, such as cardiovascular Credits: 3 trainer, including planning, implementing, and Type II diabetes. Every Fall documenting, and evaluating the efficacy of the Prerequisite of EXS 510 is Required modalities used in the treatment and rehabilitation Credits: 3 EXS 567 Advanced skills in applied sports and of injuries/illnesses of athletes. Every Fall exercise psychology The pre-requisite of SPS 173 is required or Advanced Skills in Applied Sport and Exercise permission of the Division. EXS 556 Vitamins, Minerals and Phytonutrients Psychology will teach students effective Credits: 3 This course will present students with an in-depth communication and interviewing techniques Every Fall and Spring review of the role of vitamins, minerals and keeping in mind ethical practice in applied sport phytonutrients in promoting health and preventing and exercise psychology. This course focuses on EXS 578 Psychology of Women in Sport and disease. The course will review the structure of interviewing skills and strategies to build healthy, Physical Activity specific micronutrients, and their role in important supportive, and therapeutic working relationships The Psychology of Women in Sport and Physical metabolic processes such as energy production, with athlete(s) and/or exerciser(s) across the Activity takes an interdisciplinary approach to their role in gene expression and DNA synthesis, lifespan. In addition, using evidenced-based examining the social, cultural, political, and and their specific roles in the prevention of chronic counseling, health, and exercise psychological environmental influences on health and physical diseases. Students will review symptoms and activity among women. In addition, the student will
Page 191 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 learn theoretical and philosophical perspectives on EXS 615 Performance Enhancement Specialist coronary artery disease, valvular diseases, peripheral gender and sport as well as contemporary issues Preparation arterial diseases, and atheroslcerosis. Special topics related to women and sport from historical, Students will learn progressive integrated training to be covered include; the affects of obesity, psychological, and sociological perspectives. techniques and programs to enable athletes to metabolic syndrome, diabetes mellitus, and Credits: 3 perform at the highest level. Utilizing National endocrine disorders on the cardiovascular systems. Every Fall Academy of Sports Medicine (NASM) optimum Additionally an emphasis on the affects of nutrition performance training methodology, students will and exercise on cardiovascular health and disease EXS 581 Psycho-Social, Cultural and Political learn how to individualize training programs and will pervade each discussion and will be also Aspects of Disability deliver consistent results in performance addressed as independent topics. This course examines basic principles and enhancement and reconditioning. Additional The pre-requisite of HS 501 is required. philosophies of disability in relationship to course fees will cover review materials and Credits: 3 institutionalization, normalization, inclusion, registration for the NASM PES Certification exam. Every Fall diversity and disability rights movement, Credits: 3 employment, government policies and international Every Spring EXS 652 Overview of Diagnostic Testing perspectives. Students will be introduced to theoretical and Credits: 3 EXS 620 Analytical Approach to Exercise practical aspects of diagnostic testing, including x- On Occasion Prescription ray, MRI, CT Scan, Cardiopulmonary testing, Students will undergo informative discussion on electrocardiography. Class discussions will focus on EXS 591 Entrepreneurship in Fitness and Health the basic components of fitness and their relation the use of these tools and their impact in medicine This course aims to provide the student with a to assessment and evaluation of athletes, non- in past, present, and future. hands-on introduction to the venture creation athletes and special populations. This course will Credits: 3 process of business with a strong influence and consist of a strong practical component where On Occasion direction toward fitness/wellness entrepreneurship. under the supervision of a faculty member, students This course is designed for a variety of student develop a model program of exercise prescription EXS 653 Advanced Laboratory Techniques in interests and backgrounds. It directly addresses the focused on current recommendations for fitness Exercise Physiology concerns of students wanting to become and health, emphasizing metabolic equations set An exploration of new techniques to test the limits entrepreneur in the future. This course will take the forth by governing bodies such as the American of exercise science. Students will participate in class student from the innovation stage to the expanding Heart Association and the American College of discussions related to venous occlusion or ending the venture. Sports Medicine. This course is appropriate for plethysmography, isokinetic assessment, and lactate Credits: 3 students interested in clinical work upon threshold testing. Practical applications in the Alternate Spring graduation. laboratory will allow for students to experience first
Credits: 3 hand, how these techniques can be used by an EXS 592 Physiology of Exercise for Healthy and Every Spring exercise physiologist for teaching and research Aging purposes. This course applies the science of exercise EXS 645 Sports Nutrition and Pharmacology in The pre-requisite of EXS 501 is required. physiology to an analysis of the aging process. It Sports Credits: 3 identifies the positive effects that regular exercise This course will cover content related to Every Fall and physical activity have on longevity, delaying pharmacology and supplementation and is designed specific diseases, decreasing morbidity and to meet specific athletic training competencies in EXS 655 Pathology and Illness in Sport and increasing quality of life. Course content focuses pharmacology. Course content will provide Physical Activity on three groups found in the aging and health students with a strong foundation in the area of The study of disease processes associated with a spectrum; average aging individuals, frail elderly sports nutrition and supplementation. The impact variety of systems of the human body including, but and master athletes. of supplementation, nutrition and pharmacological not limited to cardiovascular, neurological, The pre-requisite of EXS 524 is required. agents on athletic performance will be discussed. musculoskeletal, gastrointestinal, renal, hepatic, Credits: 3 The content of this course is designed to equip and respiratory systems. Special emphasis is placed Alternate Spring students with the knowledge, skills and abilities on the relationship between a variety of such
necessary to become certified sports nutritionists via diseases and how they may affect human EXS 600 Exercise Physiology in Chronic Disease the International Society of Sports Nutrition performance and rehabilitation. Demonstration II (ISSN). Course activities will include current topic and laboratory reinforced material presented in Lecture topics in this course will focus on debates, theoretical concepts and analysis of current lecture. pathophysiological content related to chronic research in the areas of pharmacology and sports Credits: 3 disease. Students will learn how to apply testing and nutrition. Every Spring training techniques used in chronic disease Credits: 3 populations through role play and simulated EXS 660 Clinical Education in Athletic Training Every Spring environments. The latest concepts of the role of II exercise, fitness, and physical activity on diseases EXS 650 Cardiopulmonary Health and Disease This course requires the student to apply their such as asthma, type II diabetes, obesity, heart This course is designed to provide the student with knowledge in a hands-on, practical environment failure, osteoporosis, and aging will be discussed. a basic understanding of current topics in suitable for athletic training student. Each student There will also be a laboratory focus on diagnostic cardiovascular health, the pathophysiology of is assigned to a Preceptor in a clinical situation testing (e.g., ECG) in chronic conditions (i.e., disorders limiting exercise, the significance in according to each individual plan of study. The asthma, COPD, CAD). athletes and those with such conditions/disease, focus of this course is on the head, neck, and spine, The pre-requisite of EXS 501 is required. and management of these disorders through as well as the upper extremity, including the Credits: 3 exercise and nutrition. Topics to be addressed shoulder, elbow, forearm, wrist and hand. Every Spring include, cardiomyopathies, ischemia, infarction, Additionally, the student will be responsible for skin condition recognition. The student is
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 192 LIU Brooklyn responsible for the recognition, evaluation, and 653 are required. on the collection of knowledge, skills, and values immediate care of athletic injuries to this region, Credits: 3 required of the entry-level Certified Athletic while under the direct supervision of a qualified Every Spring Trainer to plan, implement, document, and certified athletic trainer/Preceptor. This course evaluate the efficacy of therapeutic modality requires additional hours (minimum of 150 hrs) in EXS 700 Biomechanics of Human Performance programs for the rehabilitation/ reconditioning of the clinical setting in addition to the standard The use of recently developed instrumentation to injuries to and illnesses of the physically active. meeting times listed in the schedule of classes. This study applied anatomy and kinesiology of the This course requires additional hours at the clinical course has an additional fee. Open only to Athletic human body. Analyses of normal and pathological site (minimum of 200 hours) and the standard Training students. conditions are studied and compared with meeting times listed in the schedule of classes. The pre-requisite of SPS 165 and 173 are required. emphasis on biomechanics of human performance. Open only to Athletic Training Students. Credits: 4 Demonstration and laboratory reinforce material The pre-requisite of EXS 661 is required. Every Fall presented. Recommended background in physics Credits: 3 and kinesiology. Every Fall EXS 661 Clinical Education in Athletic Training Credits: 3 III Every Spring EXS 710 Organization and Administration in This course will require the students to apply their Athletic Training knowledge in a hands-on, practical environment EXS 701 Sport Psychology Seminar This course will cover the organization and suitable for athletic training students. Each student This course will be conducted in LIU's Center for administration of an athletic training facility. will be assigned to a Preceptor in a clinical situation Performance Excellence in Applied Kinesiology Review of topics include: written and electronic according to each individual plan of study. The (PEAK) and is a graduate-level, independent study medical record keeping, medico-legal aspects, focus of this course will be on the collection of course designed to expose students to a specific area preparation of budgets, purchasing, facility design, knowledge, skills, and values required of the entry- of exercise and sport psychology. Students will gain personnel management, public relations, liability level Certified Athletic Trainer to plan, implement, or enhance exercise and sport psychology and health insurance. document, and evaluate the efficacy of therapeutic knowledge and explore an area of interest related to Credits: 3 rehabilitation program for injuries and illnesses of exercise and sport psychology research and/or Every Fall the physically active. Open only to the Athletic practice. Students will participate in a minimum of Training Students. This course requires additional 90 hours of intense, supervised exercise and sport EXS 720 Neuroscience and Exercise time at the clinical site (minimum of 200 hours) in psychology-related training, practice, and education. A study of the gross and microscopic structures and addition to class meeting schedule. The student's final course grade is dependent on: 1) functions of the human nervous system, including The pre-requisites of EXS 577 and 660 are weekly attendance, 2) assistance with current the spinal cord and peripheral and autonomic required. sport/exercise psychology projects and 3) nervous systems as the they pertain to physical Credits: 3 completion of a capstone project. 3 credits. activity and disease. Laboratory examinations of Every Spring Credits: 3 human models are offered. A sequence of lectures Every Fall, Spring and Summer is given with laboratory work. EXS 670 Research in Health, Exercise and Sport: Credits: 3 Reading Between the Lines EXS 705 Individual Problems On Occasion Past and current literature in health, exercise and The course provides an opportunity to select and sport will be discussed. Didactic and practical research a topic of interest. The student must EXS 721 Seminar: Current Issues and Topics in experience will encourage students to inquire as to present and orally defend his or her research Athletic Training what is truth and what is fluff. Students will also findings. Students will participate in and lead discussions learn the techniques and process of writing a Credits: 3 regarding current issues and topics (legislature, research paper, specific aspects such as Every Fall, Spring and Summer insurance, credentialing, etc.) in Athletic Training. introduction, methods, results and discussion will It is designed to meet specific athletic training EXS 708 Clinical Education in Athletic Training be explored. competencies in professional development. III The pre-requisite of EXS 540 is required. Students will also be required to develop healthcare The focus of this course will be on the collection of Credits: 3 educational programming specific to a target knowledge, skills and values required of the entry- On Occasion audience (i.e. poster presentations, lecture, etc.) in a level Certified Athletic Trainer to plan, implement, professional forum. EXS 680 Clinical Exercise Physiologist document and evaluate the efficacy of therapeutic Credits: 3 Certification Preparation modality and therapeutic exercise programs for the Every Spring This course will prepare exercise science students to rehabilitation/reconditioning of injuries to and take the American College of Sports Medicine illnesses of the physically active. This course will EXS 746 Multidisciplinary Approaches to Autism (ACSM) certified Clinical Exercise Physiologist reinforce competencies from SPS 173, EXS 576 and This course will review autism spectrum disorders (CEP) exam. Students will learn how to conduct EXS 577. (300 hours). (ASD). There will be an emphasis on etiology, pre-participation health screening, maximal and Credits: 5 symptomology (i.e., social, communicative, motor, submaximal graded exercise tests and perform Every Fall and stereotypical issues), identification, and strength, flexibility and body composition tests for appropriate supports for individuals with autism. EXS 709 Clinical Education in Athletic Training patients and clients challenged with cardiovascular, The National Autism Council National Standards IV pulmonary and metabolic diseases and disorders., Project Report will be reviewed and discussed as a An opportunity for the student to apply his or her as well as with apparent healthy populations. basis for developing evidence-based practice knowledge in a hands-on, practical environment Additional course fee will cover review materials guidelines in working with individuals with ASD. suitable for athletic training student. Each student and registration for the ACSM and CES Students will have an opportunity to be exposed to will be assigned to a Preceptor in a clinical situation Certification Exam. current research regarding ASD, as well as current according to each individual plan of study and The pre-requisites of EXS 501, EXS 600 and EXS legal issues, legislations and movements that define fulfill all exposure requirements. The focus will be current practice in the field.
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Credits: 3 Cross-Listings: CSP 746, EXS 746 On Occasion
EXS 750 Alternative Therapies in Health A course designed to expand the knowledge of sports medicine practitioners in alternative approaches to health care. Students have the opportunity to learn and experience specific hands- on techniques used to enhance sports performance and activities of daily living. The students will be introduced to alternative modalities including Acupuncture, Herbal Medicine, Massage Therapy, Qui Kung exercise, Meridian Therapy and the concept of Yin-Yang. A review of both old and new case studies are used throughout the course to illustrate advances in the field of sports medicine. Credits: 3 On Occasion
EXS 798 Research Thesis I Students choosing this option will select a research topic in their field of study in consultation with a faculty advisor. Students enrolled for Thesis I will complete a written thesis proposal for faculty to review. The proposal should include the purpose, hypothesis, methodology and literature review. Implementation of their proposed research is contingent upon faculty and IRB approval. This course has an additional fee. Pass/Fail. Credits: 3 On Demand
EXS 899 Research Thesis II Students enrolled in this course will complete their research begun in Thesis I and writing a dissertation and oral defense. Issues regarding the statistical analyses and interpretation of research findings are of primary concern. The completion of the thesis is contingent upon faculty approval and meeting university guidelines for thesis submission. This course has an additional fee. Pass/Fail. Credits: 3 On Demand
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DEPARTMENT OF illness and injury prevention, and promote healthy acceptance students need to complete 64 pre- and satisfying lifestyles for people of all ages. requisites and then apply for the professional OCCUPATIONAL THERAPY Our faculty is actively involved in promoting phase of the program (please see details below). In community health and wellness through funded order to maintain status as a pre-occupational Academic Fieldwork Coordinators: Dale Coffin, research and programs assisting people to achieve therapy candidate and to apply to the professional M.S., OTR/L, Assistant Professor; Michelle their highest level of functioning within the phase of the program, students must maintain a Collins, M.S., OTR/L context of their own communities. Our students minimum cumulative grade-point average of 3.0 in Associate Professors: Michael Saraceno, M.A., are involved in these activities as part of their liberal arts and sciences courses. Grades below OTR/L, CHT; Doris Obler, Ph.D. M.S.W., OTR/L training since their first year in our program. Using a C - are not acceptable in prerequisite courses. Assistant Professors: Marta Daly, MA, OTR/L; a variety of teaching methods and the integration Please note that LIU pre-occupational therapy Lisa Gordon-Handler, MA, Ph.D., OTR; Keith of technology in the coursework, our students students do not automatically enter the Peterson, DPT to Assistant Professors; develop a comprehensive understanding of professional phase of the program. All students go Evening/Weekend Program Coordinators: Holly practice and build their research skills. Embedded through the application and selection process Wasserman, M.S. OTR/L Associate Professor in our curriculum are activities that enhance outlined below. Adjunct Faculty: 17 students’ communication and critical thinking Application and Selection Process for College The Occupational Therapy Program offers a skills contributing to personal and professional Students and Graduates: dual B.S./M.S. degree. It is designed to educate growth. Our students are prepared for successful The Department of Occupational Therapy entry-level occupational therapists whose skills clinical careers and leadership roles within their accepts transfer students with or without a degree. and training prepare them to practice competently professional community. Pre-OT and/or other majors (LIU) students can in the rapidly changing urban health care ADMISSIONS apply directly to the Department of OT at LIU (no environment and to equip patients and clients with Our program presents an excellent opportunity OTCAS application is necessary). All students are skills for the workplace and for home. The for high school students who want to pursue a required to submit 3 recommendation letters, occupational therapy curriculum offers students degree in occupational therapy. High school personal statement, verification of a minimum of the opportunity to focus on individual professional students can complete a B.S./M.S. degree in 50 hours of observation or volunteer work with a growth, to participate in community-service Occupational Therapy in 5 years (2 years for the licensed occupational therapist; 50 hours is the learning, to refine cultural sensitivity and practice completion of the pre-requisites and 3 years for the minimum requirement and should be completed by skills, to use health promotion in community professional phase of the program). Our program the application deadline. It is recommended that settings, to utilize activity to promote health and also presents a great opportunity for college candidates engage in more than the minimum independence, and to develop the skills required to students and college graduates with a degree in hours and in more than one setting. . Admission treat the whole person. another field who want to pursue a career in application and reference letter forms can be The Occupational Therapy Program is approved occupational therapy. obtained from the OT Department (2nd Floor, by the New York State Education Department and Students seeking the entrance into health and Pratts Building, Room 224, 718-780-4508).00000 the Accreditation Council for Occupational human service professions should be aware that Transfer students need to apply via the OTCAS Therapy Education. Occupational therapy is an the presence of a criminal record can result in the system: www.otcas.org. If you choose this system upper-division professional program, spanning refusal of licensing/certification/registration you do not need any additional applications or three years of full-time professional academic agencies to issue the credential needed to practice documents other than what the OTCAS requires. courses and clinical work that is integrated with in the field of study. Prospective students are Please follow the directions that the OTCAS several community-service learning experiences. urged to contact the pertinent state and/or federal system provides and complete their on-line The professional phase of the program also may be licensing board to inquire whether a criminal application. Our department has direct access to completed on a part-time basis over four years. record will have an impact on your eligibility to those records. Students must complete the liberal arts and obtain licensure or certification. A criminal 1. Students are required to provide the following sciences core curriculum, which offers a rich base conviction and/or the use of illegal drugs may items when submitting their application, or your of sciences, humanities and social sciences, before impede licensure in New York State. Students who application cannot be processed. entering the professional phase of the program; a have had a prior conviction are advised to contact • 3 letters of recommendation minimum of 64 credits in the liberal arts and NBCOT (www.nbcot.org) for clearance before • Your application will not be considered sciences for the baccalaureate degree are required. beginning their academic program. For a fee, complete until all three reference letters are Occupational therapy is a vital health-care and NBCOT will review the circumstances which led on file with OTCAS by the deadline rehabilitation profession whose practitioners help to a conviction and the individual’s personal • We REQUEST that letters of clients to develop or restore and sustain the highest record and render a decision concerning whether recommendation be completed by people quality of productive life to persons recovering or not the individual would qualify to work as an who know you well; for example, college from illness or injury. Occupational therapy is the occupational therapist. professors, academic counselors, and/or therapeutic use of self-care, work/productive tasks Application Policies and Procedures employers and by at least one occupational and play/leisure activities to increase independent Both high school graduates and college transfer therapist. function, enhance development and prevent students may apply for admission to the • Personal Statement disability. The term occupation refers to activities Occupational Therapy Program, to which the • In your personal statement explain your that are meaningful to the individual within the following criteria apply: career goals, your interest in occupational environments in which the person lives and Application Process for High School Students: therapy, past work/volunteer experience that functions. Occupational therapy promotes healthy Students must have a minimum high school is relevant, and if there is a specialized area lifestyles, prevents disability and facilitates active average of 85 and a minimum combined of occupational therapy that interests you participation through occupation. It includes Scholastic Aptitude Test score of 1000 to apply as most. You may also wish to describe your adapting tasks and the environment to maximize a pre-occupational therapy candidate. They need to experience with illness and disability, independence and quality of life. Occupational apply using the LIU main application system from whether the experience is your own or that therapists help people adapt to changes resulting our Admissions office: of a family member or close friend. from disability and the aging process, focus on www.liu.edu/Brooklyn/Admissions. Upon • Verification of a minimum of 50 hours of
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volunteer work with a licensed occupational Finite Math (Math 16) 3 credits Intro Sociology or 3 credits therapist.50 hours is the minimum requirement Anthropology Statistics (Math 100, 3 credits and should be completed by the application Psy 150) *39 credits deadline. It is recommended that candidates engage in more than the minimum hours and in General (Psy 3) 3 credits *The total prerequisite credit requirement for entry more than one setting. We are requiring that Psychology into the program is *64 credits. Completion of the verification of these hours are provided. 25 additional required prerequisite credits of Developmental (Psy 107) 3 credits OTCAS has a function that allows applicants to Liberal Arts or Science course work must be Psychology have their hours verified by either uploading a evident on your transcript. Computer Science, document or electronically requesting Abnormal (Psy 110) 3 credits Education, and Physical Education courses are not verification from the OT. Please make sure Psychology acceptable for completion of the Liberal Arts and verification is submitted for all hours for Science requirement. All prerequisite course work English (Eng 16) 3 credits consideration. must be completed prior to initiation of Composition professional phase course work. Core Seminar (formerly 3 credits For more information about our program visit • Curriculum Vitae Eng 17) our website: INTERVIEW www.liu.edu/Brooklyn/Academics/Schools/SHP/ 2. Due the competitive nature of the program, English (Eng 61-64) 6 credits Dept/Occupational-Therapy unfortunately, only eligible students will be invited Literature Academic Standards for an interview. The following criteria will be Intro Sociology 3 credits Once accepted into the Occupational Therapy considered to determine eligibility for an or Program, students must maintain a cumulative interview: Anthropology professional-phase grade point average of at least • Meeting application deadline with a verified 3.0 each semester. Students also must meet application History (His 1, 2) 6 credits standards of professional behavior with faculty, • Cumulative GPA as well as Science GPA Philosophy (Phil 61, 62) 6 credits peers and clinical instructors. Upon completion of • Volunteer experience and extracurricular the curriculum, students are awarded a dual activities Oral Commun- (Spe 3) 3 credits Bachelor of Science/Master of Science Degree in • Writing competency (personal statement, ication Occupational Therapy and are eligible to take the curriculum vitae) Liberal Arts 4 credits NBCOT exam. • Letters of recommendation Occupational Therapy Curriculum The Department of Occupational Therapy *64 credits The Occupational Therapy Program curriculum publishes the application deadline on the includes 122 credits in the professional phase of website. All students accepted begin the program * Each Applicant is required to complete an the program. Occupational therapy course in the fall semester of each academic year. All additional 4 credits of Liberal Arts or Science offerings provide 23 credits of basic and medical prerequisite courses and volunteer work must be course work and will accept OS 1 for one credit science classes, 82 credits in occupational therapy completed prior to entering the program in and 3 credits from an elective course. Computer theory and practice, and 17 credits of clinical September. We encourage students to meet with Science, Education, and Physical Education education. faculty in the Department of Occupational Therapy courses are not acceptable for completion of the The developmental nature of our curriculum to prepare their application and to make sure that Liberal Arts and Science requirement. The total # allows students to be introduced, practice and prerequisites are completed. of prerequisite credits required for graduation is * master, core competencies pertaining to the Pre-requisites 64 credits. All prerequisite course work must be clinical practice of Occupational Therapy. The College students wishing to transfer into the completed prior to initiation of professional phase curriculum is brought to life through organizing professional phase of the program must have a course work. strands, which serve to infuse the mission and minimum cumulative grade point average of 3.0. Prerequisite Courses for LIU Graduates and philosophy of the program into each course. The A 3.0 minimum cumulative grade point average is Transfer Students With a Degree (Associate or courses are organized into sequences that aim to also required in both liberal arts and sciences Bachelor Degree) gradually enable students' learning and courses. An average GPA of 3.0 in the four professional competency. biology pre-requisite courses is preferred (BIO 3, General Biology 8 credits The organizing strands for the curriculum are: 4, 131 or 137, 13 or 138). Science grades more (with lab) 1. Clinical reasoning/evidence-based than 10 years old are not acceptable. Official Anatomy 4 credits practice/research transcripts from all colleges and universities (with lab) 2. Engagement in meaningful occupation attended are required. Physiology 3 credits 3. Health promotion, prevention and wellness Below are the prerequisite courses for current 4. Professional socialization/community service LIU students, LIU graduates, and transfer students Algebra 3 credits The occupational therapy program will allow you from other colleges/universities: Statistics 3 credits to: Prerequisite Courses for LIU Students and • Focus on your individual professional growth Transfer Students Without a Degree General Psychology 3 credits and development Biology (Bio 1 or 3, 2 8 credits Developmental 3 credits • Participate in community service learning (with lab) or 4) Psychology • Enhance cultural sensitivity and practice skills Anatomy (Bio 131 or Bio 4 credits • Use health promotion in community settings Abnormal Psychology 3 credits (with lab) 137) • Develop skills to treat the whole person English Composition 6 credits including physical, cognitive and psychosocial Physiology (Bio 132 or Bio 3 credits and/or Literature needs 138) • Use purposeful activity to promote health and
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independence ten week clinical experience in the fall of the • Prepare for a successful career and leadership second professional year. The following clinical B.S./M.S. in Occupational roles within the Occupational Therapy practice experiences gradually become more profession. demanding and varied in nature. The program Therapy
Students spend their first year completing 72 concludes in clinical internships with a minimum hours of community service that introduces them of 28 weeks in the fall/spring/summer semesters of B.S. / M.S., Occupational Therapy to service learning experiences related to life-span your final graduate year at LIU Brooklyn (at which {Program Code: 21843] development and understanding of occupations. time students will be responsible for providing all Graduation Requirements During the second of the curriculum students occupational therapy services to their own Students must satisfy the Placement, Proficiency, participate in an enriched clinical component caseload, under the supervision of licensed Orientation and Core Curriculum criteria outlined (Fieldwork I) that includes several supervised part- occupational therapists). in the Graduation Requirements section of this time experiences with clients and patients of all Many of our clinical/field experience affiliates bulletin. ages, located in a variety of medical, educational now require the completion of criminal Core Curriculum requirements for this major and community-based organizations. In the third background checks and/or drug testing for are summarized below: year, students participate for seven months in full- employees, volunteers and students affiliated with Core Seminar 3 credits time fieldwork (Fieldwork II) that includes 3 the site. Therefore, the LIU Brooklyn students who Humanities rotations of 8-10 or 12 weeks in a variety of plan to participate in a clinical/field experience English Composition 3 credits clinical, educational, or community settings (focus may be asked to undergo a criminal background English Literature 6 credits is on: mental health, physical disabilities, check and/or drug screen. A criminal conviction Philosophy 6 credits pediatrics). Students also have the unique and/or the use of illegal drugs may impede or bar Foreign Language Not Required opportunity to design and implement a four-credit your entry into your chosen field of study. research project in which they conduct a faculty Students desiring entrance into the School of Social Sciences mentored research project. Health Professions should be aware that our History 6 credits Community Service clinical/field affiliates can reject or remove a Psychology 3 credits Students will be prepared to ultimately work in student from the site if criminal record is Social Sciences 3 credits the urban environment, which presents unique discovered or if a drug test is positive. In the event (ANT, SOC) challenges to health care provision. Consistent that a student is rejected from a clinical/field site Science and Mathematics with the mission of LIU Brooklyn to provide due to information contained in the criminal Mathematics 3 credits service to the community, occupational therapy background check, or drug screen, you may be Laboratory Science 7-8 credits students will participate in the Common Ground, a unable to complete a required clinical/field unique community service-learning program experience. If you are unable to complete program Communication, Visual & Performing Arts sponsored by the university. The curriculum requirements, you may be advised to withdraw Communication 3 credits emphasizes the importance of community service from the program. Visual & Performing Arts Not Required learning, cultural competence and the relationship Accreditation (ART, DNC, MUS, THE) of the environment to health and illness. It is The Occupational Therapy program is Ancillary Requirements: Must complete both critical that students have early and consistent accredited by the Accreditation Council for courses exposure to the community facilitated through Occupational Therapy Education (ACOTE) of the PSY 107 Developmental 3.00 developmental learning activities. The community- American Occupational Therapy Association Psychology I based learning experiences will foster a deep (AOTA) located at 4720 Montgomery Lane, P.O. appreciation of the broad spectrum of social, Box 31220, Bethesda, MD 20824-1220; (301) PSY 110 Abnormal Psychology 3.00 cultural, political, and economic forces that shape 652-AOTA. The program is registered with the Must complete one of the following courses this environment and influence the individual in New York State Education Department. Graduates MTH 100 Introductory Statistics 3.00 his/her daily activities and valued occupations. will be eligible to sit for the national certification During the course of the curriculum, students examination by the National Board for PSY 150 Statistics in Psychology 3.00 will have three placements in the community, and Certification in Occupational Therapy (NBCOT). Occupational Therapy Pre-Professional will participate in a capstone project in which they After successful completion of that examination, Science Requirements will develop a research project that promotes the individual will be an Occupational Therapist Choose 1 of the following: occupational therapy in a community setting or Registered (OTR). Most states require licensure in BIO 131 Human Anatomy 4.00 emerging practice area. This project will order to practice; however, state licenses are contribute to the goal of the occupational therapy usually based on the results of the NBCOT BIO 137 Anatomy and Physiology 4.00 educational program to prepare students who can Certification Examination. I effectively work in traditional and nontraditional Choose 1 of the following: settings (including health, social, and community BIO 132 Human Physiology 3.00 agencies addressing health promotion, disease prevention and rehabilitation needs). BIO 138 Anatomy and Physiology 4.00 Fieldwork Education II Clinical practice constitutes an integral part of Occupational Therapy Professional Phase the course of study. It provides an excellent Requirements opportunity for students to acclimate themselves to Occupational Therapy Professional Phase Year the health care setting, practice selected aspects of 1 Requirements occupational therapy, observe various types of health care settings, and develop your professional OT 100 Introduction to 2.00 competence. Occupational Therapy The clinical practice component begins with a
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OT 106 Therapeutic Skills 1: 2.00 OT 215 Fieldwork Level I: 1.00 OT 716 Professional 1.00 Interpersonal Skills Physical Disability Development 6: OT Practice: Adolescents and Student Clinical OT 110 Human Development and 3.00 Adults Experience Occupation 1: Pediatrics OT 303 Skills for Living 3: Self 3.00 OT 820 Theory 8: Community 4.00 OT 111 Human Development and 2.00 Care Practice Research Project Occupation 2: Adolescence/Adults OT 306 Therapeutic Skills 3: 2.00 Credit and GPA Requirements Teamwork and Minimum Total Credits: 150 OT 112 Human Development and 2.00 Leadership Minimum Liberal Arts and Sciences Credits: 64 Occupation 3: Geriatrics Minimum Major Credits Undergraduate: 84 OT 320 Theory 3: Comprehensive 4.00 OT 119 Anatomy - Kinesiology 5.00 Minimum Major Credits Graduate: 33 Models and Mental Minimum Credits of Courses > 100 Level: 48 OT 120 Theory 1: Introduction 2.00 Health Sets of Guidelines Ancillary Course Requirements: See Above for Practice OT 121 Medical Conditions 1: 3.00 Minimum Major GPA: 3.0 Physical Disabilities in OT 330 Practice 1: Mental Health 5.00 Minimum Overall GPA: 3.0 Adolescents, Adults and - Adolescents, Adults and Geriatrics Geriatrics
OT 129 Kinesiology 2 4.00 OT 420 Theory 4: Physical 5.00 Disabilities Sets of OT 140 Neuroscience 5.00 Guidelines for Practice OT 201 Professional 2.00 OT 430 Practice 2: 5.00 Development 1: Neurorehabilitation Occupational Therapy Adolescents, Adults and Student Academic Geriatrics Experience OT 431 Practice 3: Orthopedic 4.00 OT 202 Professional 1.00 Rehabilitation and Development 2: Orthotics: Adolescents Communication Skills Adults and Geriatrics OT 203 Professional 1.00 OT 432 Practice 4: Medical and 2.00 Development 3: Surgical Rehabilitation: Advocacy and Disability Adolescents Adult and Perspectives Geriatrics OT 206 Therapeutic Skills 2: 3.00 OT 506 Therapeutic Skills 5: 2.00 Group Process OT 520 Technology and Assistive 3.00 OT 220 Theory 2: Learning 2.00 OT 533 Devices 3.00 Theories Applied to 620 Theory 5: Research 2.00 Practice OT 720 Medical Conditions 3: 2.00 Pediatrics OT 301 Skills for Living 1: Play 3.00 OT Theory 6: Research and Leisure Proposal OT 302 Skills for Living 2: Work 3.00 Theory 7: Community Occupational Therapy Professional Phase Year Practice & Health 2 Requirements Promotion OT 122 Medical Conditions 2: 3.00 Occupational Therapy Professional Phase Year Mental Health in 3 Requirements Adolescents, Adults and OT 507 Therapeutic Skills 6: 3.00 Geriatrics OT 510 Organization & 5.00 Administration OT 200 Fieldwork Level I: 1.00 Level II: Fieldwork I Geriatric Practice OT 511 Level II: Fieldwork II 5.00 OT 205 Professional 1.00 Development 5: Health OT 512 Level II: Fieldwork III 4.00 Promotion OT 513 Level II: Fieldwork IV 2.00- OT 210 Fieldwork Level I: 1.00 (Elective) 4.00 Mental Health Practice: Adolescents and Adults OT 530 Practice 5: Pediatrics 5.00
OT 535 Fieldwork Level I: 1.00 Practice 3: Pediatrics
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Occupational Therapy Courses and development including the family, the social process of adaptation in elders. and physical environment, daily life experience, and The pre-requisite of OT 111 is required. the unique individual characteristics of the child Credits: 2 OT 100 Introduction to Occupational Therapy will be incorporated throughout the course. The Every Summer Introduction to the profession of occupational role of the occupational therapist in prevention and therapy including the history, philosophy, promotion of health and well being with pediatric OT 119 Anatomy - Kinesiology knowledge, skills and attitudes reflective of past, populations will be introduced. Through volunteer This course is an in depth study of the human body current and future practice. The course content work in a community service agency, students will structure, functions and abnormal motion, with introduces students to the nature of theory and the have opportunities to develop observation and emphasis on the neuro-musculoskeletal systems. evolution of the profession related to practice, interaction skills with children in a naturalistic Structural interrelationships shall be examined as standards of practice, core values and attitudes, setting. A comprehensive understanding of the basis for normal functions and as a means to ethical and legal issues, roles and tasks of childhood occupations is achieved through class understand structural and functional dysfunctions occupational therapists and certified occupational activities and community service.Community of body structures that affect body functions and therapy assistants, the organizational structure of service and course assignments also provide the occupational performance. The course facilitates the professional association and accreditation and opportunity for students to link classroom learning students'' understanding of neuro-motor substrates credentialing bodies and international resources. to both home and community practice settings. of human performance skills required to participate Trends are examined in health care and models of The pre-requisites of PSY 107, PSY 110 and in meaningful occupations. Directed laboratory practice including wellness and health maintenance admissions to the OT program are required. experiences are comprised of cadaver dissection, and health promotion in the context of social, Credits: 3 study of skeletal materials and anatomical models, economic, political, demographic and cultural Every Fall surface anatomy, palpation, joint, and muscle factors that influence the delivery of services are function as well computer-assisted learning and addressed. OT 111 Human Development and Occupation 2: video-tape presentation. Students obtain the The pre-requisites of PSY 107, 110 and COS 50 are Adolescence/Adults background knowledge that assists them to required. This course addresses human growth and understand, analyze and interpret neuro-motor Credits: 2 development for adolescents and adults in the areas body structures and functions that hinder Every Fall of neurosensory, motor, visual, perceptual, occupational performance. All students must cognitive, physical, physiological and psychosocial participate in cadaver dissection lab. OT 106 Therapeutic Skills 1: Interpersonal Skills skills. Principles of health promotion and disability Pre-requisite of OT 140 is required. This course will introduce the students to prevention and the influences of culture and Credits: 5 professional interpersonal skills and techniques diversity are examined as they interface with the Every Spring used by Occupational Therapists across treatment age-related needs and risks of this cohort. Students settings and age groups. Students will both learn will examine the influence age-related life stages and OT 120 Theory 1: Introduction and practice skills including: therapeutic use of self, development on occupations within the framework This course will provide the opportunity for interviewing/counseling skills, assertive professional of performance skills and patterns and contexts. students to learn about the theoretical foundations communication and therapeutic interaction. Students will be exposed to current research of the profession. Students will examine how Students will begin to appreciate factors relevant to protocols and findings related to adolescents/adults theoretical information largely developed by the disability perspectives, cultural sensitivity, client- development and their relationship to occupations disciplines is used to support the development of (a) centered care and advocacy. Students will develop and healthy lifestyle. This course is coupled with a sets of guidelines for occupational therapy practice in their identity as a "Helping Professional" and will community service learning experience in which and (b) screening and assessment tools. Both non- show sensitivity when using new interpersonal kills students have the opportunity to integrate course occupational therapy theories and occupational in the experiential setting. content through lectures, seminar discussions, and therapy theories will be explored. Students will also Prerequisites: PSY 107 and 110, 1 Sociology or community service experiences. Students also learn how to read, critique, interpret and Anthropology course and Admissions to the OT examine designated cultures and health related summarize research (basic and applied) regarding program. issues in depth using a problem based learning the reliability and validity of theories, and the The pre-requisites of PSY 107 and 110; one (PBL) approach. effectiveness of guidelines for occupational therapy Sociology or Anthropolgy course; and Admissions The pre-requisite of OT 110 is required. practice and screening assessment tools.The course to the OT program are required. Credits: 2 has a writing intensive component in which Credits: 2 Every Spring students develop professional writing skills related Every Fall to documenting evidence for practice. Language OT 112 Human Development and Occupation 3: structure, format and argument development are OT 110 Human Development and Occupation 1: Geriatrics empasized. Students complete progressive Pediatrics Human development and occupation for elders is assignments that are gradually revised using the This course focuses on bio-psycho-social the core interest of this course. Development in the professor's feedback, the assistance of writing tutors, development from infancy through childhood. areas of sensory, motor, perceptual, physical, and the use of googledocs. Finally students are Concepts and theories of typical human growth cognitive, physiological and psychosocial skills is introduced to clinical reasoning and decision and development across the life span will be examined. Principles of health promotion, disease making skills by assessing a client's occupational presented as a context for understanding behavior prevention and the influences of culture and role dysfunction identify the impact of cultural, and occupation. Age related occupations in infancy diversity are examined in depth. Assignments and socioeconomic and political factors on their and childhood will be examined in the context of community service experiences integrated in this disability and determine an appropriate developmental theories. Current research findings course examine the role of age-related occupations theoretically based OT intervention. Opportunities will be integrated in the course to inform on maturity, aging, death and dying, quality of life, to practice clinical reasoning, professional writing occupational therapists about human growth and and well-being. The course integrates performance and decision making skills are provided through development in sensory, motor, cognitive and skills, patterns and contexts as key factors in case studies, media (e.g., books, film, and video) psychosocial domains. Factors influencing growth understanding changing occupational roles and the and scientific literature.
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The pre-requisite of OT 100 and 201 are required. understanding of the neuroanatomical and occupational profile/evaluation in order to create Student must be admitted into the Occupational neurophysiologic substrates of normal and long /short-term goals, formulate an evidence based Therapy Program abnormal human behavior. The study of cortical treatment plan, progress note and discharge note. Credits: 2 and subcortical anatomy and physiology includes: The pre-requisites of OT 112, 121 and 129 are Every Spring cranial and peripheral nerves; the ventricular required. system; vascular brain anatomy; the neuron and The co-requisites of OT 303 and 420 are required. OT 121 Medical Conditions 1: Physical neural activity; neurotransmitters, enzymes, and Credits: 1 Disabilities in Adolescents, Adults and Geriatrics other neurochemicals; the autonomic nervous Every Fall This course is a study of the medical, neurological, system; spinal cord tracts; and proprioceptors and orthopedic conditions that commonly occur (muscle spindles and golgi tendon organs). The OT 201 Professional Development 1: during the life span of adolescents, adults, and the neuroanatomical and physiologic functions of Occupational Therapy Student Academic elderly. An understanding of the etiology, special senses include: the vestibular system, vision, Experience pathology, signs and symptoms, treatment, audition, olfaction, gustation, and proprioception. This course focuses on foundation skills to support psychosocial issues, and prognosis of common The neurologic substrates of motor control, professional education and personal development conditions and diseases are promoted. The stress/emotions/motivation, learning and memory, as an occupational therapy student. Course influence of culture, diversity, environmental the aging of the brain, and neuroplasticity is also content will include student work with self- context, and the impact of occupation and health reviewed. Students will learn to use their knowledge management and health promotion, learning styles promotion are considered. of neuroanatomical and physiologic functions of and learning skills, learning contracts, study skills, The co-requisites of OT 129 and 112 are required. the central nervous system (CNS) to understand test-taking skills, use of support groups and The pre-requisite of OT 119 is required. CNS disease, dysfunction, and injury (e.g., spinal refinement of active listening, and goal setting. Credits: 3 cord injury, traumatic brain injury, schizophrenia, Students develop e-portfolios and begin to Every Summer coma, Parkinson's, sensory integrative disorders). recognize themselves in their new professional
Students will also use their knowledge of roles. Students develop and expand skills in OT 122 Medical Conditions 2: Mental Health in neuroanatomy and physiology to begin to computer literacy, improve utilization of library and Adolescents, Adults and Geriatrics understand the neurologic theories underlying data bases for review of professional literature, and This course presents an overview of the medical, specific occupational therapy practices (e.g., NDT - start to develop experience with scientific and neurological and psychiatric conditions which Neurodevelopmental Treatment, PNF - professional writing and speaking. Students will commonly occur during the life span of Proprioceptive Neuromuscular Facilitation, SI - participate in writing groups with tutors from the adolescents, adults and the elderly, building upon Sensory Integration, and splinting and casting). Lab Writing Center to identify areas for skill prior course work in the basic science curriculum will provide the opportunities for students to development in writing and refine written and growth and development. Students develop an directly examine human brain specimens, practice communication skills, critical thinking and problem understanding of medical and psychiatric clinical neurologic exams, and develop clinical solving.This course is part of our enrichment conditions, the etiology, signs, symptoms and problem identification skills through case program. prognosis. Implication for the person's studies.During lab sessions students are also The pre-requisites of COS 50, ENG 16, SOC 3; occupational roles and performance are examined. exposed to real life clients with neurological Two from ENG 61, 62, 63 and or 64; and the Occupational therapy practice is discussed with damages and learn the functional impact of the student must be in the Occupation Therapy major focus on the process of screening, assessment, neurological problems (using the "clinic in the are required in order to register for this course. treatment and reassessment. In addition, the classroom" approach). Credits: 2 influence of culture, ethnicity, health care policies The pre-requisites of BIO 3, 4, 131 and 132 are Every Fall and gender and its impact on occupation and required and the student must be in the health promotion are examined across the life span. OT 202 Professional Development 2: Occupational Therapy major in order to register for The pre-requisite of OT 112 is required. The co- Communication Skills this course, requisite of OT 320 is required. Students will continue to refine professional Credits: 5 Credits: 3 communication skills in the areas of written, Every Fall Every Fall graphic, and oral presentation. Students will
OT 200 Fieldwork Level I: Geriatric Practice identify areas for refining professional behavior, OT 129 Kinesiology 2 This course provides the opportunity for students ongoing professional development, and continuing This lecture/lab course provides an introduction to to directly experience occupational therapy practice competency in academic and community contexts. the analysis of the human motion. It includes the with a geriatric population in a clinical or Students continue to assemble an ePortfolio study of muscle function and biomechanics of the community setting. Through fieldwork experience, reflective of their ongoing professional human body. The course content integrates students will begin to integrate and apply the development. They will formulate a professional principles of kinesiology with muscle testing and theoretical knowledge, and professional development goal and continue to identify their goniometry. Changes in movement patterns across behaviors/attitudes and clinical skills learned in the focus for personal wellness, study skills and stress the life span are included. It provides didactic and classroom. An integrative clinical reasoning management. Students will also review how to practical experience with examination of movement fieldwork seminar both in person and on-line present themselves in professional interviews for principles. The impact of biomechanics on accompanies the fieldwork experience to provide employment, scholarship applications, fieldwork functional performance is also discussed. Students students with an opportunity to analyze the experiences and to promote the profession through learn to apply principles of kinesiology, muscle professional and clinical practices observed in the community and legislative advocacy. Students will testing and goniometry in clinical cases. clinic/ community setting, and integrates this with expand knowledge of resources to research The pre-requisite of OT 119 is required. the clients' cultural background, health status, and professional and current literature content, broaden Credits: 4 valued occupations. Students will complete understanding of evidence-based practice and Every Summer literature reviews, further develop skills in using intensive documentation assignments that will help media, and creative arts for professional, patient, OT 140 Neuroscience facilitate their understanding and ability to analyze consumer, client and community education, This course provides students with an and synthesize a client's information in an
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 200 LIU Brooklyn practice and advocacy. promotion and quality of life. A range of The pre-requisites of OT 320 and 122 are required. The pre-requisite of OT 201 is required and the approaches supporting health promotion and The co-requisite of OT 330 is required. student must be in the Occupational Therapy disease prevention in various populations, in Credits: 1 major in order to register for this course. institutional, community and home settings will be Every Spring Credits: 1 examined. Students will begin to develop skills in Every Spring using occupational therapy interventions to OT 215 Fieldwork Level I: Physical Disability enhance the quality of life and well-being. A variety Practice: Adolescents and Adults OT 203 Professional Development 3: Advocacy of health-related occupations using traditional, This course provides the opportunity for students and Disability Perspectives alternative and complementary activities will be to directly experience occupational therapy practice The course provides principles of advocacy for demonstrated and practiced. Areas of focus include in adolescents/adults with physical disability in a Occupational Therapy and Advocacy for our enhancing coping and adaptation with stress clinical or community setting. Through fieldwork clients. Professional issues related to State and management, time management, pain management, experience, students will begin to integrate and National Advocacy groups for OT as well as, smoking cessation, and withdrawal from substances. apply the theoretical knowledge, and professional current professional topics for advocacy are Patterns of diet, physical activity, psychological behaviors/attitudes and clinical skills learned in the discussed. Students learn the importance and the states and attitude, social activities, and the role of classroom. An integrative clinical reasoning nature of participation in professional advocacy. In spirituality in practice reflecting fieldwork seminar accompanies the fieldwork this course students also examine psychosocial sociocultural/economic, diversity, cultural and life experience to provide students with an opportunity factors, stereotypes, and negative attitudes affecting span factors are examined. to analyze the professional and clinical practices people with disabilities, their families and The pre-requisites of PSY 107, 100 and COS 50 are observed in the clinic/community setting, and caregivers. Methods of instruction include required. The student must be admitted into the integrates this with the clients' cultural background, literature review, media resources, narratives, and Occupational Therapy Program. health status, and valued occupations. Students will in-class interviews with people with a range of Credits: 1 complete intensive documentation assignments that stigmatizing conditions. Major civil rights legislation Every Spring will help facilitate their understanding and ability and the disability rights movement will be explored to analyze and synthesize a client's information in and different models of viewing disability will be OT 206 Therapeutic Skills 2: Group Process an occupational profile/evaluation in order to reviewed. Students will enhance their A group process course for treatment, teamwork, create long /short-term goals, formulate an evidence understanding of the importance of practitioner, and community interventions. Introduction and based treatment plan, progress note and discharge consumer and patient advocacy to promote application of theories of group dynamics, task, and note. empathy and skills in client-centered practice. activity groups, including evaluation of The co-requisite of OT 430 is required. The pre- Students will increase sensitivity and skills required interpersonal style and group roles, therapeutic requisites of OT 121, 129, 303 and 420 are in the implementation of client-centered practice interaction and leadership skills, collaborative and required. with people with a wide range of physical, professional communication skills. Students learn Credits: 1 psychological, and socially stigmatizing conditions. to carry out groups, reflect on their experiences and Every Spring The pre-requisites of OT 100 and 201 are required. provide feedback to each other on the group Credits: 1 process. OT 220 Theory 2: Learning Theories Applied to Every Spring The pre-requisites of OT 100, 106 and 201 are Practice required and the student must be admitted into the This course provides students with an OT 204 Professional Development 4: Occupational Therapy Program. understanding of teaching and learning processes. Independent Study (Elective) Credits: 3 Students are prompted through class activities and An in-depth exploration of a topic of study through Every Spring the discussion of theories of learning (such as review of literature, field visits or community Bloom's) to reflect on their own learning process as service learning under the guidance of a faculty OT 210 Fieldwork Level I: Mental Health they pursue the OT degree. In addition students are mentor. Professional writing development is Practice: Adolescents and Adults introduced in how learning theories are used to emphasized. Students, with the instructor, define This course provides the opportunity for students support the development of occupational therapy the scope of the study, methods, and outcomes. to directly experience occupational therapy practice interventions that are designed to facilitate personal Professional development will be fostered through in mental health with adolescent/adult populations change. Learning theories that are studied include the identification of learning objectives for the in a clinical or community setting. Through Social Learning Theory (Bandura), The Health experience that will be assessed/monitored during fieldwork experience, students will begin to Belief Model (Becker), PRECEDE-PROCEED the course of the independent study process. integrate and apply the theoretical knowledge, Model, Theory of Reasoned Action (Fishbein & The pre-requisite or co-requisite of OT 100 is professional behaviors/attitudes and clinical skills Ajzen), Stages of Change Theory-Transtheoretical required. learned in the classroom. An integrative clinical Model (Prochaska & DiClemete), Theory of Credits: 1 reasoning fieldwork seminar accompanies the Multiple Intelligences (Gardner), Learning Styles On Demand fieldwork experience to provide students with an Model (Dunn & Dunn), Motor Learning, opportunity to analyze the professional and clinical Behaviorism and Model of Human Occupation OT 205 Professional Development 5: Health practices observed in the clinic/community setting, (MOHO). Characteristics of therapists and Promotion and integrates this with the clients' cultural environments that facilitate positive change are Consideration of current public health initiatives background, health status, and valued occupations. examined. Learning styles and learning contracts designed to improve the quality of health, eliminate Students will complete intensive documentation that are sensitive to multicultural concerns and disparities, and explore occupation-based assignments that will help facilitate their literacy levels of patients, clients, and caregivers are interventions to address major indicators of poor understanding and ability to analyze and synthesize explored. The course is also focused on professional health, to prevent disorders and to maintain a client's information in an occupational writing and the ability of the students to review wellness. The course will examine evidence-based profile/evaluation in order to create long/short- literature and summarize it in a logical and practice, intervention programs, evaluation and term goals, formulate an evidence based treatment comprehensive manner. outcome assessments for wellness, health plan, progress note and discharge note. The pre-requisite of OT 120 is required.
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Credits: 2 clinical techniques of grading and adaptation of practice is also presented. Each comprehensive Every Summer self-care activities in accordance with an individual's model will be examined with respect to its (a) disability status. There will be opportunity to author/source, (b) origin, (c) populations OT 301 Skills for Living 1: Play and Leisure practice grading and adaptation self-care skills, addressed, (d) theoretical foundations, (e) concepts This course has a dual focus: play and leisure across through case studies and problem-based learning and assumptions, (f) sensitivity to multicultural the life span and activity analysis and synthesis. activities. Students will have the opportunity to concerns of patients/clients, (g) principles of Meaningful occupation, with a specific focus on identify a variety of screenings, assessments, and assessment, (h) client-therapist relationship, and (i) play and leisure will be examined in a social and intervention methods for clients who have principles of intervention. These comprehensive cultural contexts and temporal contexts of age, disabilities, which interferes with self-care activities. models will be explored, analyzed and critiqued for developmental and life cycle stages, and disability The students will have the opportunity to practice the purpose of determining their adequacy as a status. Content includes the role of play and leisure documentation skills (goal and note writing) basis for practice. Health promotion and wellness in health promotion and disability prevention, and through case studies and problem-based learning. models are also presented and analyzed. Current the screening and assessment of play and leisure. The pre-requisites of OT 121 and 129 are required. practice issues such as reimbursement for services, Students develop skills in task and activity analysis, The co-requisite of OT 420 is required. the professions domain of concern, and research activity modification and adaptation based on an The student must be in the Occupational Therapy priorities will be discussed relative to contrasting occupational performance model. major in order to register for this course. assumptions about the way in which comprehensive The pre-requisites of COS 50; PSY 107 and 110; Credits: 3 models should be used to guide occupational and SOC 3 are required in order to register for this Every Fall therapy practice course. The co-requisites of OT 122 is required. The pre- Credits: 3 OT 306 Therapeutic Skills 3: Teamwork and requisites of OT 111 and 112 are required. The Every Fall Leadership student must be in the Occupational Therapy
This course will introduce students to the major in order to register for this course. OT 302 Skills for Living 2: Work conceptual, interpersonal and self-knowledge Credits: 4 This course focuses on the role of work/productive components of teamwork and leadership. Practice Every Fall activities across the life span and in occupational in applying theory and skills to teamwork will therapy. Content includes vocational and prepare students for developing competence in OT 330 Practice 1: Mental Health - Adolescents, functional capacity evaluation, work related interdisciplinary collaboration, client and family Adults and Geriatrics assessment tools, work programs for clients with centered intervention and health promotion. Roles This course addresses the sequence of practice in injury, developmental disabilities, cognitive deficits and contribution of the full range of participants occupational therapy: screening, evaluation, and mental health concerns. The influence of from various practice domains in institutional, reevaluation, formulation and implementation of unique client characteristics, the environment, professional and community settings will be intervention and discharge planning in mental culture, social, economic and political factors explored. Students will examine approaches to health practice with adolescents, adults and impacting work and work programs will be problem solving, ethical challenges and conflict- geriatrics in traditional and non-traditional settings. considered throughout the semester. Students will handling styles in leadership. Students will be The influence of culture and diversity, environment be introduced to ergonomics, cumulative work introduced to mentorship models and strategies context and psychological issues, as well as the injury and work hardening. Skill in activity analysis that support effective supervision. Students will impact of occupation and health promotion in will be expanded through a job analysis, analysis of design and implement wellness/health promotion practice are examined. Reflections on clinical work related behaviors and skills, tool analysis, and groups for a variety of populations in the reasoning are applied to practice via clinical an ergonomic seating evaluation. Lab activities link community (non-traditional settings). Students will fieldwork and field visits.Students are exposed to theory to clinical application. play an active role in developing educational health promotion, wellness and quality of life The pre-requisite of OT 119 is required. The co- presentations using technology for educational principles and practices. requisites of OT 129 and 121 are required. presentations on the reading material pertaining to The co-requisites of OT 210 is required. The pre- Credits: 3 teamwork and leadership. Work from this course requisites of OT 122 and OT 320 are required. Every Summer will be used to enrich students' e-portfolios The student must be in the Occupational Therapy
reflecting their continues professional development. major in order to register for this course. OT 303 Skills for Living 3: Self Care The pre-requisites of OT 106 and 206 are required Credits: 5 This course provides students with the opportunity and the student must be in the Occupational Every Fall to examine the meaning of self-care activities Therapy major in order to register for this course. throughout the life span and across various Credits: 2 OT 420 Theory 4: Physical Disabilities Sets of cultures. The course content emphases clinical Every Fall Guidelines for Practice reasoning/evidence-based practice research as it This course provides the opportunity for students relates to the engagement in self-care skills as part of OT 320 Theory 3: Comprehensive Models and to examine the primary theoretical information meaningful occupation, health promotion, Mental Health Sets of Guidelines for Practice underlying occupational therapy practice in physical prevention and wellness. The specific performance This course provides students with the opportunity disabilities (i.e., biomechanical, sensory processing, components of self-care activities (i.e., sensorimotor, to study the underlying theories of occupational neurodevelopmental, neurobehavioral, and cognitive and psychosocial components) will be therapy comprehensive models with an emphasis cognitive-perceptual). Each set of guidelines (or analyze. The way in which various performance on adaptation and the environment. The structure frame of reference) is studied with regard to (a) its contexts (i.e., age group, developmental stage, and content of theories, models, and frames of theoretical base, (b) the predominant screening and disability status, environmental conditions, and reference/sets of guidelines for practice in mental evaluation assessments used by therapists, (c) socio-cultural factors) influence self-care activities health will be described. The delineation between principles of intervention, (d) reassessment and will be explore. Students will have the opportunity basic and applied scientific inquiry will also be revision of treatment plans, (e) applicability to to practice activity analyses of self-care tasks (for presented. The role of occupation as described by specific client populations, and (f) studies reporting specific populations, age groups, socio-cultural occupational science, occupational adaptation, the the degree of efficacy of the practice approach. environments, etc.). Students will also practice the Model of Human Occupation, and client-centered Students are exposed to the theoretical
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 202 LIU Brooklyn underpinnings of occupational performance and in opportunity to apply modalities, such as, thermal, health promotion and wellness strategies that ultrasound, TENS, NMES, light and laser therapy. OT 507 Therapeutic Skills 6: Organization and promote engagement in meaningful occupation. Finally, students will focus on hand on evaluation Administration The co-requisite of OT 303 is required. The pre- and treatment skills for common hand problems. Application of the principles of management in the requisites of OT 129 and 121 are required. The co-requisites of OT 215 and 430 are required. provision of occupational therapy services to Credits: 5 The pre-requisites of OT 121, 303 and 420 are individuals and organizations including: planning, Every Fall required. marketing, organizing, fiscal management, Credits: 4 maintaining staffing, coordination, directing, OT 430 Practice 2: Neurorehabilitation Every Spring controlling, and evaluating programs. Students will Adolescents, Adults and Geriatrics develop an understanding of a variety of service This course addresses neurorehabilitation practice OT 432 Practice 4: Medical and Surgical delivery models and knowledge of the broad with adolescents, adults, and geriatrics within a Rehabilitation: Adolescents Adult and Geriatrics spectrum of influences that impact on health care variety of healthcare and community related This course addresses current occupational therapy delivery and ethical practice. Completion of a grant settings. Students will learn about the sequence of practice methods for clients having general medical application or business plan complete with a rehabilitative practice in occupational therapy and/or surgical diagnoses- in adolescent, adult, and literature review that includes evidence-based and specific to addressing the needs of clients with geriatric populations. Students will learn about the best practice, background/need, mission statement, neurological impairment, including: screening and most commonly seen medical/surgical diagnoses project description/implementation/evaluation, evaluation, reevaluation, intervention planning and treated by occupational therapists, as well as some budget, sources of income, foundation support, implementation, and discharge planning. The specialty diagnoses. The sequence of practice for staffing and job descriptions. course also acknowledges the influence of culture, this diagnostic population will be covered-including The pre-requisites of OT 430, 432, 432, 330 and diversity, environmental context, and their impact screening and evaluation, observation of 533 are required. The co-requisites of OT 530 and on occupation and health promotion in clients with contraindications and safety protocol, formulation 535 are required. neurological damages. Students will be expected to of treatment plans, implementation of treatment, Credits: 3 reflect on the clinical reasoning processes required family/caregiver education, re-evaluation, and Every Fall to provide competent and evidence based practice discharge planning. The impact of multicultural to this client population via class discussions, case sensitivity, cultural diversity, and environmental OT 510 Level II: Fieldwork I based assignments, and clinical fieldwork context ¿as they affect treatment will be explored. This course provides 10 to 12 weeks of full-time experiences. Students will be expected to appropriately grade supervised fieldwork. It provides in-depth initial The co-requisites of OT 215 and 431 are required. and analyze activities in the process of developing experience in delivering occupational therapy The pre-requisites of OT 121, 303 and 420 are treatment plans for patients having general services to various groups of clients across the life required. medical/surgical rehabilitation needs as well as span, persons with a variety of psychosocial and Credits: 5 some complex and less common diagnoses. physical performance deficits, in various service Every Spring Students will also enhance their clinical reasoning delivery models reflective of current and emerging and decision-making skills as they apply treatment practice and trends in the profession. Through this OT 431 Practice 3: Orthopedic Rehabilitation methods via review of fieldwork experiences and fieldwork experience, students will integrate and and Orthotics: Adolescents Adults and Geriatrics case studies.Students are asked to integrate the apply the theoretical knowledge, and professional This course is designed to provide students with the client's health status, occupational performance and behaviors/attitudes and clinical skills learned in the background and experience in splint fabrication develop treatment plans that take under classroom. A peer supervision process via and orthotic management for orthopedic consideration the client's values & routines and the Blackboard discussions will be incorporated for conditions. Furthermore, students will learn context of care. additional supervision amongst students and from evaluation and intervention principles with The pre-requisites of OT 430 and 431 are required. the faculty. adolescents, adults, and geriatrics. The lecture Credits: 2 The pre-requisites of OT 205, 430, 431, 432 and component will incorporate biological principles, Every Summer 330 are required. The co-requisites of OT 533, anatomical, kinesiological concepts, and bio- 530, 507 and 716 are required. mechanics relating to orthopedics and splinting. OT 506 Therapeutic Skills 5: Technology and Credits: 5 The class will be divided into two sections; a two- Assistive Devices Every Fall hour lecture followed by a four-hour lab. The The course provides a close look (hands on lecture component will incorporate biological experiences, clinical visits, in-class equipment OT 511 Level II: Fieldwork II principles, anatomical, kinesiological concepts, and presentations) at assistive devices, assistive This course provides 10 to 12 weeks of full-time bio- mechanics relating to orthopedics and technology, compensatory strategies and supervised fieldwork. It provides in-depth initial splinting. Common diagnoses and indications for environmental adaptations used in the treatment of experience in delivering occupational therapy selected splints will be reviewed as well as common children,adoloscents, adults and elders with a wide services to various groups of clients across the life protocols. In addition, students will be learning range of disabilities to promote functional span, persons with a variety of psychosocial and about the sequence of practice in occupational: adaptation and accessibility in the client's physical performance deficits, in various service screening and evaluation, reevaluation, formulation environment. Students explore the use of adaptive delivery models reflective of current and emerging of intervention plans and implementation, and equipment and the processes of assessment and practice and trends in the profession. Through this discharge planning. The lab portion will focus on intervention using adaptive equipment for clients fieldwork experience, students will integrate and splint design and fabrication as well as modality with a variety of disabilities. The role of adaptive apply the theoretical knowledge, and professional application. Students will be exposed to a variety of equipment in promoting occupational performance behaviors/attitudes and clinical skills learned in the splinting equipment, tools, supplies, and low and participation is integral to the course. classroom. A peer supervision process via temperature thermoplastics used in clinical settings, The pre-requisites of OT 430 and 431 are required. Blackboard discussions will be incorporated for and develop basic splinting skills. Furthermore, The co-requisites of OT 432 and 533 are required. additional supervision amongst students and from students will understand and demonstrate electrical Credits: 2 the faculty. safety standards. In addition, students will have the Every Summer The pre-requisite of OT 510 is required.
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Credits: 5 opportunity to implement and evaluate a research to directly experience occupational therapy practice Every Spring project. in children/adolescents with a variety of disabilities The pre-requisite of OT 205, 430, 431 and 330 are a clinical or community setting. Through fieldwork OT 512 Level II: Fieldwork III required. The co-requisites of OT 533, 520 and experience, students will begin to integrate and This course provides 8 to 12 weeks of full-time 620 are required. apply the theoretical knowledge, and professional supervised fieldwork. It provides in-depth initial Credits: 3 behaviors/attitudes and clinical skills learned in the experience in delivering occupational therapy Every Summer classroom. An integrative clinical reasoning services to various groups of clients across the life fieldwork seminar accompanies the fieldwork span, persons with a variety of psychosocial and OT 530 Practice 3: Pediatrics experience to provide students with an opportunity physical performance deficits, in various service A comprehensive review of best practices related to to analyze the professional and clinical practices delivery models reflective of current and emerging clinical decision making, interdisciplinary observed in the clinic/community setting, and practice and trends in the profession. Through this collaboration, client-centered practice and integrates this with the clients' cultural background, fieldwork experience, students will integrate and supervision is discussed in this course. The focus is health status, and valued occupations. Students will apply the theoretical knowledge, and professional primarily in pediatric practice. The role of complete intensive documentation assignments that behaviors/attitudes and clinical skills learned in the legislation, policy, and reimbursement are will help facilitate their understanding and ability classroom. A peer supervision process via extensively discussed. The students are exposed to to analyze and synthesize a client's information in Blackboard discussions will be incorporated for pediatric clinical cases from a variety of practice an occupational profile/evaluation in order to additional supervision amongst students and from settings. The occupational therapy process of create long /short-term goals, formulate an evidence the faculty. screening, assessment, reassessment, formulation of based treatment plan, progress note and discharge The pre-requisite of OT 511 is required. intervention plans, implementation and discharge note. Credits: 4 is carried out, while addressing the influence of The co-requisites of OT 530, 507 and 716 are Every Spring culture, diversity, and environment on occupation required. The pre-requisite of OT 533 is required.
and health promotion. Hands-on experiences Credits: 1 OT 513 Level II: Fieldwork IV (Elective) provide students with challenges in observation, Every Fall This elective course provides 6 to 12 weeks of full- clinical reasoning skills, communication skills, time supervised fieldwork. The number of credits professional writing and documentation skills. OT 620 Theory 6: Research Proposal awarded is prorated on the length of the fieldwork Students bring in examples from their clinical Development experience. It provides in-depth fourth experience experiences with children and their families. The course exposes the students to the process of in delivering occupational therapy services to Evidence based practices are reinforced through research proposal development. Students engage in various groups of clients across the life span, assigments and class activities, to support clinical mentored research projects with their faculty persons with a variety of psychosocial and physical decision making and advocacy needs of clients advisors. They are asked to development research performance deficits. It is taken place in various (pediatrics). questions and/or hypothesese pertaining to the service delivery models reflective of current and The co-requisites of OT 535 and 507 are required. research problem of interest. They explore plausible emerging practice and trends in the profession with The pre-requisite of OT 533 is required. theoretical frameworks that provide the conceptual a concentration in practice focus substantially Credits: 5 context of their research project. They complete a different than the setting and population in OT Every Fall research proposal that includes methods of 510, OT 511 & OT 512. Through this fieldwork assessment, relevant literature and theoretical base, experience, students will integrate and apply the OT 533 Medical Sciences 3: Clinical Conditions program implementation and evaluation. The theoretical knowledge, and professional in Pediatrics course has writing intensive component and behaviors/attitudes and clinical skills learned in the This course presents a study of the medical, requires advance library skills. classroom. A peer supervision process via neurological, psychiatric, orthopedic and The pre-requisites of OT 205, 430, 431 and 330 are Blackboard discussions will be incorporated for developmental conditions that occur in childhood required. The co-requisites of OT 533 and 520 are additional supervision amongst students and from and adolescence. Students develop an required. the faculty. understanding of the etiology, pathology, signs and Credits: 2 The pre-requisite of OT 512 is required. symptoms, medical treatment, prognosis of Every Summer Credits: 2 common conditions and the influence of the Every Spring clinical conditions on development, occupational OT 716 Professional Development 6: Student performance and adaptation of the child, and the Clinical Experience OT 520 Theory 5: Research client's family. The role of the occupational This course prepares for the transition from This course provides the opportunity for students therapist and the occupational therapy assistant in academic to clinical student roles and from student to learn the primary approaches of research design, assessment, intervention and ongoing management, to practitioner. Ethics, supervision, conflict methods, data collection, and analysis. Students will health promotion, and prevention relative to the resolution, documentation, evolution of clinical study (a) quantitative research designs conditions covered in the course,extensively reasoning skills, scientific inquiry, teamwork, and (experimental, quasi-experimental, and non- discussed. Students practice through clinical videos collaboration with certified occupational therapy experimental); (b) qualitative designs (ethnography, their clinical observation and clinical reasoning assistants will be covered. Students will have a phenomenology, grounded theory, etc.); and (c) skills. better understanding of national and state quantitative and qualitative data collection and The pre-requisites of OT 110, 111, 430, 431 and regulatory bodies and their effects on practice. The analysis methods. Students will develop an applied 330 are required. The co-requisites of OT 506, course gives students knowledge related to national research question based on the health promotion 520, 620 and 720 are required. and state requirements for credentialing and needs of individuals within a community service Credits: 3 licensing. Tools and information are also given to setting, and will begin the process of writing a Every Summer the students to prepare them for becoming research/grant proposal that will be refined fieldwork educators. throughout the remainder of the curriculum (in OT OT 535 Fieldwork Level I: Practice 3: Pediatrics The pre-requisites of OT 205, 430, 431, 330 and 620, 720, and 820). Students may also have the This course provides the opportunity for students 533 are required. The co-requisites of OT 530, 507
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 204 LIU Brooklyn 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 research 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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DEPARTMENT OF PHYSICAL therapist. The D.P.T. program has been designed — 2-semester sequence of general chemistry to prepare highly competent professionals to act as with lab (designed for science or health-related THERAPY autonomous practitioners in health care settings majors; at least 4 credits each) that include direct access by the public to physical — 2-semester sequence of general physics with Professors: Rebecca States, Ph.D., M.A. therapy services. Graduates will be prepared to lab (designed for science or health-related Associate Professors: Department Chair and provide a full range of physical therapy services majors; at least 4 credits each) Associate Professor Ellen M. Godwin PT, Ph.D, including screening and referral, evaluation, — 1 semester of human anatomy or part 1 of a PCS, 718-488-1498, Fax 718-780-4002; Michael diagnosis, intervention, consultation and 2-semester sequence of combined anatomy- Masaracchio, PT, Ph.D., D.P.T., OCS, SCS, education. physiology (at least 4 credits; lab required) FAAOMPT; Peggy Lynam PT, DPT, NCS The D.P.T. program is fully accredited by the — 1 semester of human physiology or part 2 of Assistant Professors: Christiana Kahl Collins, PT, Commission on Accreditation in Physical Therapy a 2-semester sequence of combined anatomy- Ph.D., NCS, CFMT; Rosa Elena Torres- Education (CAPTE) and is registered with the physiology (at least 3 credits; lab preferred, but Panchame, PT, DPT, OCS; Lisa Bradley, PT, New York State Education Department. It is a 3- not required for human physiology; lab DPT, MSW Director of Physical Therapy year, full-time program that spans over 11 required for combined anatomy-physiology) Enrollment and Accreditation Management; academic terms and includes 35 weeks of clinical — 1 semester of statistics (at least 3 credits) Megan Freeland, PT, DPT, PCS, Director of education. The program is a clinical doctorate that • Submit an official score report for the GRE Clinical Education, Kathleen Lieu, PT, DPT, requires candidates to possess a baccalaureate general test. ** A minimum composite (verbal CLT, Assistant Director of Clinical Education degree upon entrance. The 1st year of the and quantitative) of 290 for the GRE revised Adjunct Faculty: 16 program begins in July. test is recommended. The D.P.T. program enables the graduate to: • Provide evidence of a minimum of 36 hours of The professional-level Doctor of Physical • Value individual diversity and respect the work experience in 2 different physical therapy Therapy (D.P.T.) program at LIU Brooklyn is human dignity of patients, family members and settings, including an inpatient and an designed for the student seeking a career as a professional associates outpatient setting, with at least 18 hours in each physical therapist. The D.P.T. program prepares • Provide physical therapy services as an setting. autonomous practitioners who can provide a full autonomous practitioner, who is able to • Submit two completed recommendation forms range of physical therapy services, including competently serve as a point of entry to, and (available at www.PTCAS.org after starting the screening and referral, evaluation, diagnosis, collaborate within, the health care environment PTCAS application – see below): intervention, consultation and education in diverse • Integrate theory, academic knowledge and - One from a physical therapist health care settings. Our faculty members are clinical skills to practice physical therapy - One academic reference from an instructor of nationally recognized for excellence in their within the complexities of the current health an upper division course in the undergraduate advanced degrees an clinical specializations. Our care environment major state-of-the-art teaching facilities include a • Assess the physical therapy or health care needs • Submit an application for the D.P.T. Program cadaver lab, PT dedicated computer lab and the of a patient; establish optimum patient through the Physical Therapist Centralized Steinberg Health and Wellnes Center. In addition outcomes based on examination, evaluation, Application Service (see Submitting an there is the LIU Center for Physical Rehabilitation, diagnosis and prognosis; and plan and Application to the PTCAS) an out-patient physical therapy clinic, and a implement interventions to address the All international and non-native applicants therapeutic pool. The department’s diverse student identified needs must take the TOEFL examination. The minimum body has a tradition of excellence and achievement • Communicate clearly and effectively with total score accepted is 79 on the Internet-based on national licensing examinations. Merit-based patients, families, colleagues, policy makers, test, 213 on the computer-based test, or 550 for the scholarships are available for students in the reimbursement representatives and community paper-based test. All international students who D.P.T. program. members attended colleges and universities outside of the Highlights of the DPT Program: • Apply critical thinking strategies and self- United States will need to submit a course-by- • Student - centered learning environment directed learning to the role of physical course evaluation of their transcript(s) from • Evidence-based approach throughout the therapist World Education Services Inc. (www.wes.org) to curriculum • Pursue and apply knowledge of the underlying PTCAS. • Latest pedagogical techniques: including use of science on which physical therapy practice is All applications will be reviewed and screened. Standardized Patient Examinations and Clinicl based Quality applicants will be notified and scheduled Reasoning Frameworks • Understand the contributing economic, for an interview. • Emphasis on the expanding role of the physical medical, cultural and psychosocial issues that *Due to the fact that basic sciences form the therapist impact delivery of health care services. foundation for clinical decisions by physical • Interprofessional learning experiences Application Requirements therapists, proficiency in all prerequisite science • Preparation for critical analysis of the literature All requirements must be fulfilled prior to the courses is paramount. Any science prerequisite and clinical research start date of the program. Applicants to the D.P.T. course taken more than 10 years prior to the • 35 weeks of clinical education in 4 different program must: application will not be accepted. settings • Hold a baccalaureate degree in any major **Visit www.gre.org for more information • Have a cumulative undergraduate grade point about the GRE. The LIU Brooklyn Doctor of
average (GPA) of at least 3.0 on a scale of 4.0 Physical Therapy PTCAS GRE code is 0333. This Doctor of Physical Therapy • Have a combined math and science grade point code is needed for the Department of Physical average (GPA) of at least 3.0 on a scale of 4.0 Therapy to receive your GRE results. Applicants (D.P.T.) • Have successfully completed the following applying for the early decision cycle must have
The 118-credit Doctor of Physical Therapy prerequisite science courses with a GPA of at taken the GRE general test or revised general test (D.P.T.) is a professional entry-level degree least 3.0 and no grades lower than C:* prior to July 31, 2016. Those who are applying for program for students seeking a career as a physical — 1 semester of general biology with lab the regular decision cycle must have taken the test (designed for science majors; at least 4 credits) by March 1, 2017.
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Submitting an Application to the PTCAS on individual, community and public levels PT 760 Movement Analysis I 2.00 The Department of Physical Therapy at LIU • Preparation for critical consumption of PT 762 Movement Analysis II 2.00 Brooklyn participates in the Physical Therapist scientific and clinical literature in support of Centralized Application Service, known as evidence-based practice and future participation PT 764 Movement Analysis III 4.00 PTCAS. In addition to submitting an application in research PT 766 Tests and Measurements 4.00 for admission to LIU Brooklyn, those applying to Physical Therapy Scholars Award Program the DPT program for the 2017 entering class For the Doctor of Physical Therapy (D.P.T.) PT 770 Psychological Issues 3.00 must: professional class entering in summer 2017, a PT 775 Clinical Seminar I 2.00 • Visit www.ptcas.org to begin the PTCAS considerable number of Physical Therapy Scholars application process Awards will be granted on a merit basis. Each PT 780 Research Methods 3.00 • Read the instructions available at the PTCAS award provides an annual scholarship of up to PT 877 Teaching and Learning 2.00 Web site carefully $10,000 per year ($5,000 per semester). The award Strategies • Logon to the 2016-17 PTCAS application to is applied toward tuition charges (fees are not complete the application process covered) provided that the recipient is registered as PT 890 Foundations of 3.00 • Select “LIU Brooklyn” as a designated physical a full-time D.P.T. student, taking at least 12 credits Therapeutic Exercise therapy program. per term. The Award is renewable for up to six (6) Professional Phase Year 2 PROGRAM REQUIREMENTS semesters of study and is applied during the fall or All Courses Required. Students Required to In order for a student to progress within the spring semesters only (summers excluded). Pass Annual Exam II program, the following criteria must be met: The selection of award recipients is based on PT 785 Evidence-Based Practice 3.00 • Each course must be completed with a grade of undergraduate cumulative grade point average “C” or better (GPA), GRE scores and interview performance. A PT 790 Musculoskeletal Physical 4.00 • Each semester grade point average (GPA), must minimum 3.2 undergraduate cumulative GPA at Therapy I equal 2.75 or greater throughout the program the time of application to the D.P.T. program is PT 810 Physical and Mechanical 4.00 • Each semester cumulative grade point average required for consideration. Modalities (GPA) must equal 3.00 or greater throughout Award recipients who have not yet completed the program the baccalaureate degree will receive a provisional PT 820 Pulmonary: Pathology, 3.00 • Pass annual and final comprehensive exams award. The provisional award will be activated Diagnosis and • Successfully complete clinical practice courses upon receipt of the final transcript, indicating Management As indicated in the LIU Brooklyn Graduate conferral of the baccalaureate degree with a final PT 822 Cardiac: Pathology, 3.00 Bulletin, “a B average or a minimum 3.00 undergraduate cumulative GPA of 3.2 or above. Diagnosis and cumulative grade point average (GPA) is required Students who are not eligible for federal student Management for awarding of the graduate degree or any aid will not be considered for the award. graduate certificate.” Students not selected for the award upon PT 830 Neuromuscular Pathology 3.00 Curricular Coursework admission, or those who are not eligible based on PT 832 Pediatric Neuromuscular 3.00 The Doctor of Physical Therapy curricular their undergraduate GPA may be reconsidered for Diagnosis and coursework includes learning in respect to: the award on a merit basis, should scholarship Management • The foundational sciences (anatomy, monies remain available after the start of the physiology, pharmacology, psychology, program. For these students, a D.P.T. cumulative PT 834 Adult Neuromuscular 5.00 neuroscience and movement analysis) with GPA of at least 3.5 is required for consideration. Diagnosis and emphasis on the human movement system to In order to remain eligible for the award during the Management increase the knowledge required by the program, all recipients are required to complete the PT 850 Clinical Practice I 4.00 physical therapist as the primary provider of Free Application for Federal Student Aid (FAFSA) health care intervention for movement each year, must maintain good academic standing PT 875 Clinical Seminar II 3.00 dysfunction as described in the LIU Doctor of Physical PT 880 Physical Therapy Across 2.00 • The clinical sciences (musculoskeletal, Therapy Student Handbook. the Lifespan cardiopulmonary, neuromuscular, Note: No combination of tuition awards may integumentary, urogenital, endocrine exceed 100% of the cost of tuition each semester. PT 892 Musculoskeletal Physical 3.00 pathology, nature of illness and movement Tuition awards include Physical Therapy Scholars Therapy II dysfunction through the lifespan) Award, graduate assistantship and any other PT 995 Musculoskeletal Physical 4.00 • Evidence-based physical therapy examination, award (from any source) covering tuition. Therapy III diagnosis and intervention with emphasis on clinical decision making D.P.T., Physical Therapy Professional Phase Year 3 • A clinical education model including 35 weeks [Program Code: 27657] All Courses Required. Students Required to of full-time clinical experience in diverse Professional Phase Year 1 Pass Comprehensive Exam practice settings. Participation of LIU Brooklyn All Courses Required. Students Required to PT 879 Health Promotion and 2.00 faculty members in the clinical education Pass Annual Exam I Wellness program promotes a teaching/learning model PT 750 Anatomy I 2.00 PT 885 Specific Systems 4.00 that facilitates self-directed and collaborative Diagnosis and student learning and communication PT 752 Anatomy II 3.00 Management • Emphasis on the new and expanding roles for PT 755 Human Physiology 3.00 physical therapists in cultural competence; PT 915 Clinical Reasoning 5.00 health promotion and wellness; administration PT 757 Pharmacology 2.00 PT 950 Clinical Practice II 5.00 and management; health care financing; PT 759 Neuroscience 3.00 consultation in health care; and client education PT 955 Clinical Practice III 8.00
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PT 956 Clinical Practice IV 8.00
PT 960 Instrumented Movement 1.00 Analysis
PT 975 Health Care Delivery 3.00 Credit and GPA Requirements Minimum Total Credits: 118 Minimum Major GPA: 3.0
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Physical Therapy Courses palpation lab is part of this course where students Credits: 3 will use their understanding of anatomy to palpate Every Fall various structures on each other, which will PT 697 Independent Study subsequently prepare students for the examination PT 760 Movement Analysis I Under the guidance of a faculty advisor, a student and treatment courses in the upcoming semesters. The first part of a two-course sequence designed for may pursue a topic or project of special interest. The pre-requisites of PT 750, 755 and 760 are a detailed regional study of human This course may also be used for remediation of an required. The co-requisites of PT 759, 762, 770, arthrokinematics and osteokinematics. Course area of deficit as identified by the physical therapy 775 and 780 are required. materials include biomechanics of human tissue program, with faculty advisement also provided. Credits: 3 and neurological regulation of movement with an Departmental approval required for registration, Every Fall emphasis on the clinical relationship of joint choice of topic and advisor. structure and muscle function at individual joints. Student must be a Physical Therapy major in order PT 755 Human Physiology Lectures and laboratory sessions supplement to register for this course. The microscopic anatomy (histology) and function problem-oriented learning exercises that cover Credits: 1 (physiology) of the cardiovascular, integumentary, palpation of anatomical structures, observation of On Demand nervous, pulmonary, skeletal, muscular, human movement with an emphasis on clinical genitourinary, gastrointestinal, metabolic, and problems, and their relationship to the mechanical PT 698 Independent Study endocrine systems are studied. Emphasis is on the and physiological concepts that direct foundations Under the guidance of a faculty advisor, a student interaction of all systems relative to human of human movement. may pursue a topic or project of interest. This movement and particularly as applied to exercise, The co-requisites of PT 750 and 755 are required. course may also be used for remediation of an area rest, and immobility. Additional emphasis includes Credits: 2 of deficit as determined by the physical therapy the principles of healing, the inflammatory process, Every Summer program, with faculty advisement provided. tissue plasticity, repair, and regeneration. Lectures Departmental approval required for registration, are supplemented by problem-oriented learning PT 762 Movement Analysis II topic and advisor. exercises in a clinical context. A continuation of a two-course sequence for Student must be a Physical Therapy major in order The co-requisites of PT 750 and 760 are required. detailed study of human arthrokinematics and to register for this course. Credits: 3 osteokinematics using a regional approach as Credits: 2 Every Summer described for PT 760 (Movement Analysis I). An in- On Demand depth discussion of normal and pathological gait is PT 757 Pharmacology presented towards the end of the course with PT 699 Independent Study Course content emphasizes the physiologic and principles solidified in a lab-based format. Under the guidance of a faculty advisor, a student metabolic responses of the human body to The co-requisites of PT 752, 759, 770, 775 and 780 may pursue a topic or project of interest. This commonly used medications. Classroom are required. The pre-requisites of PT 750, 755 and course may also be used for remediation of an area presentations reinforce prerequisite information in 760 are required. of deficit as determined by the physical therapy anatomy and physiology and include a focus on a Credits: 3 program, with faculty advisement provided. problem-oriented instruction to encourage active Every Fall Departmental approval required for registration, student involvement. Course content will provide topic and advisor. the student with a theoretical knowledge base that PT 764 Movement Analysis III Student must be a Physical Therapy major in order can be used as a framework for understanding the This course continues the analysis of functional to register for this course. effects of various medications on a variety of movements from Movement Analysis I and II, and Credits: 3 normal and pathologic conditions through critical introduces students to foundational issues in motor On Demand analyses of clinical problems. learning and motor control of basic skills through The co-requisites of PT 764, 766, 877 and 890 are problem-oriented exercises, lab activities, and PT 750 Anatomy I required. The pre-requisites of PT 752, 759, 762, traditional lectures. Additional course content The first part of a two-course sequence for the 770, 775 and 780 are required. includes theoretical perspectives on how to analyze detailed study of human structure using a regional Credits: 2 movements, cognitive skills underlying motor approach with an emphasis on various systems, Every Spring learning and performance, and theoretical issues including nervous, pulmonary, endocrine, regarding the relationship between motor skills and integumentary, muscular, skeletal, genitourinary, PT 759 Neuroscience the disablement model. Upon course completion, gastrointestinal, and cardiovascular. The focus of The basic structure, organization, and function of students should demonstrate an understanding of the course pertains to the relationship between the nervous system within the context of the fundamental skills and challenges required to anatomical structure and normal human movement rehabilitation are presented in classroom setting perform movement in both healthy and disabled with lectures that supplement human dissection with an emphasis on problem-oriented learning to populations. laboratories and problem-oriented exercises. An encourage active student participation and clinical The co-requisites of PT 757, 766, 877 and 890 are introduction to the clinical reasoning process by decision-making. An emphasis is placed on required. The pre-requisites of PT 752, 759, 762, applying anatomy to clinical cases will be discussed. neuroanatomy and neurophysiology of the sensory 770, 775 and 780 are required. The co-requisite of PT 760 is required and the and motor systems that govern posture and Credits: 3 student must be a PT major. movement. A rehabilitation framework is built on Every Spring Credits: 2 the fundamental relationship between normal Every Summer structure and function, damage and dysfunction, PT 766 Tests and Measurements sensory processing and integration, motor control, Tests and Measurements is a 4-credit course during PT 752 Anatomy II posture and balance. the third semester of the first year of the Doctorate Continuation of a two-course sequence for the The co-requisites of PT 752, 762, 770, 775 and 780 of Physical Therapy (DPT) curriculum and is detailed study of the structures of the human body are required. The pre-requisites of PT 750, 755 and designed to provide the student an introduction using a regional approach as described for PT 750 760 are required. and overview to the tests and measures used in (Anatomy I). In addition, a 15 hour surface patient examination in order to determine the need
Page 209 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 for physical therapy intervention. The pedagogical an introduction to the Guide to Physical therapist orthopedic physical therapy, independent learning, approach of the course includes an emphasis on Practice and the Disablement Model, use of and problem solving through traditional lectures, problem-oriented learning in an effort to encourage portfolios, core values and generic abilities to foster lab practice, and small group discussions. Upon active student involvement in the educational professional development, and communication completion of the course, students will be able to process. Course content has been organized to skills, including documentation. The pedagogical safely examine and treat individuals with upper provide the student with theoretical knowledge that approach for the course will include didactic extremity musculoskeletal pathologies. can be used for administration, analysis, and lecture, discussion, student presentation and The co-requisites of PT 810, 830 and 875 are interpretation of tests and measures. demonstration. required. The pre-requisites of PT 757, 764, 766, Administration encompasses the development of The co-requisites of PT 752, 759, 762, 770 and 780 877 and 890 are required. psychomotor skills; analysis includes measurement are required. The pre-requisites of PT 750, 755 and Credits: 4 theory; and interpretation involves the 760 are required. Every Summer implementation of foundational clinical decision- Credits: 2 making skills. Students will be expected to recall Every Fall PT 810 Physical and Mechanical Modalities and apply information from the prerequisite This course is designed to provide students with a courses in a clinically relevant manner to critically PT 780 Research Methods theoretical knowledge base and the psychomotor analyze problems covering a variety of clinical This course presents the theoretical and practical skills required for the therapeutic application of scenarios. Upon completion of the course, foundations of research design and measurement, commonly used physical and mechanical students will be expected to utilize a problem- including descriptive and inferential statistical modalities. Clinical reasoning and evidence-based solving approach to the selection and application techniques common to clinical research studies practice will be fostered through traditional of tests and measures. through lectures, problem sets, problem-oriented lectures, group discussions, hands-on laboratory The co-requisites of PT 757, 764, 877 and 890 are learning experiences, and student presentations. activities, case studies and review of literature. required. The pre-requisites of PT 752, 759, 762, Upon course completion, students should have a Students will be expected to apply information 770, 775 and 780 are required. clear understanding of a basic set of research from previous coursework in a relevant manner to Credits: 4 designs and statistical tests common to clinical critically analyze a variety of clinical scenarios. Every Spring research studies. Upon completion of the course, students will be The co-requisites of PT 752, 759, 762, 770 and 775 expected to demonstrate sound clinical decision PT 770 Psychological Issues are required. The pre-requisites of PT 750, 755 and making and competency in selecting, justifying and This course integrates the psychosocial, economic, 760 are required. administering physical and mechanical modalities. vocational, cultural, familial, religious, sexual, and Credits: 3 The co-requisites of PT 830, 790 and 875 are illness/disability specific factors that may be Every Fall required. The pre-requisites of PT 757, 764, 766, encountered by a professional physical therapist. 877 and 890 are required. An emphasis is placed on small group discussions, PT 785 Evidence-Based Practice Credits: 4 problem-oriented learning, role-playing, simulation This course focuses on improving student skills Every Summer activities, and structured experiential learning regarding reading, understanding, and applying outside the classroom. The content will provide clinical research literature in physical therapy. PT 820 Pulmonary: Pathology, Diagnosis and theoretical and practical knowledge that can be Classroom experiences include lecture, group Management used during care of individuals with acute and discussion, Socratic questioning, group projects, This course is designed to provide the student an chronic disabilities, stress-related disorders, victims and student presentations. Students will practice introduction and overview of commonly of domestic violence, and mental disorders and develop skills in the formulation of clinical encountered pulmonary conditions. Course requiring intervention and/or appropriate referral. research questions, search for evidence related to content has been organized to provide the student Students are expected to recall and apply those questions through various media, critically with a theoretical knowledge base that can be used information from previous and concurrent and systematically evaluate and write about current to understand the pathophysiology of common coursework in psychology, ethics and literature and clinical research studies, and draw pulmonary disorders and to promote clinical communication and synthesize course content to conclusions from the literature with regard to the decision making skills in the examination, demonstrate competency in the professional implications for physical therapy practice. evaluation, and intervention design for behaviors. The pre-requisites of PT 850, 820, 832 and 892 are patients/clients with pulmonary dysfunction. The co-requisites of PT 752, 759, 762, 775 and 780 required. The co-requisites of PT 822, 834, and Students will be expected to recall and apply are required. The pre-requisites of PT 750, 755 and 995 are required. information from previous coursework including 760 are required. Credits: 3 the basic sciences of anatomy, physiology, and Credits: 3 Every Spring pharmacology in a clinically relevant manner to
Every Fall critically analyze problems covering a variety of PT 790 Musculoskeletal PT I clinical scenarios. The pedagogical approach of the PT 775 Clinical Seminar I The first of three courses designed to help students course will include didactic lectures enhanced by Clinical Seminar I is a 2 credit course during the apply the theory and skills used by physical the use of case studies with a problem oriented Fall of the first year of the Doctorate of Physical therapists to assess, evaluate, diagnose, and manage approach to encourage active student involvement therapy curriculum and is designed to provide the movement-related patient problems of individuals in the educational process. Laboratory sessions will student with an introductory exploration of with musculoskeletal pathologies. This course will focus on psychomotor skills, examination and professional issues including the history, philosophy focus on the joints of the upper extremity and treatment techniques. Clinical documentation and present status of the profession of physical incorporate the pathology, diagnosis, and skills and professional behaviors will also be therapy, the role of the physical therapist in health management of non-operative and operative reinforced. care delivery, the examination of human behavior conditions of the shoulder, elbow, wrist, and hand. Pre-requisites of PT 790, 810,830, and 875 are as a basis for interaction between therapist and Presentations will take place in both the classroom required client, including skills of cultural competence. and laboratory settings, and will foster critical Co-requisites of PT 850, 832, 880, and 892 are Course content will include ethics, patient rights, thinking, practice of new techniques pertinent to required
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Credits: 3 intervention strategies consisting of standardized problems within a variety of clinical settings. Upon Every Fall tests, outcome measures, handling techniques, and completion of the clinical experience, students are neurophysiological and neurodevelopmental expected to synthesize course content in such a way PT 822 Cardiac: Pathology, Diagnosis and treatment techniques. Upon completion, students as to demonstrate development of the generic Management will have entry-level clinical knowledge and skills to abilities and core values necessary for becoming a This course will review normal and abnormal manage a client with a developmental disability. physical therapist. cardiopulmonary and cardiovascular anatomy and Pre-requisites of PT 790,810, 830, and 875 are The pre-requisites of PT 790, 810, 830 and 875 are physiology. Disease pathologies and their relevance required required. to clinical settings will be discussed. Additionally, Co-requisites of PT 820, 850, 880, and 892 are Credits: 4 diagnostic procedures will be reviewed as they relate required Every Fall to specific disease processes. Both medical and Credits: 3 surgical management will be discussed. The role of Every Fall PT 857 Current Physical Therapy Practice the health care team will be discussed as well as This course is designed to provide the student an integration of data from the patient chart review, PT 834 Adult Neuromuscular Diagnosis and introduction to recent fundamental changes that objective assessment and creation of a Management have occurred in physical therapy practice relative comprehensive plan of care including, goals, This course presents assessment procedures and to patient management model and the roles and frequency setting and discharge recommendations. therapeutic management techniques of adult responsibilities of the physical therapist including Laboratory sessions will focus on psychomotor patients with neurological dysfunction and spinal relevance and procedures of medical screening, skills, examination and treatment techniques. cord injuries through the use of case study systems review, and theories and concepts of The co-requisites of PT 785, 834 and 995 are presentations with an emphasis on problem- clinical decision-making and diagnosis. The student required. The pre-requisites of 820, 832, 880 and oriented learning to encourage active student will also be oriented to the scientific basis of the 892 are required. participation and clinical decision-making. The physical therapy profession and instructed in the Credits: 3 presentation of course materials reinforces earlier methods of evidence-based practice. Students will Every Spring course work in neuroanatomy, neurophysiology and be instructed in the relevance and basic skills of neuromuscular pathology. Laboratory sessions cultural competence in patient management. The PT 830 Neuromuscular Pathology emphasize the development of specific psychomotor expanding role, responsibility, and accountability of This course presents pathophysiology related to skills necessary for assessment and treatment of the the physical therapist as a doctoring level profession neuromuscular disorders with an emphasis on the adult neurological client. Course content also will be introduced and discussed. This course serves mechanisms of injury, surveys of epidemiology and provides an eclectic theoretical treatment rationale as a prerequisite or corequisite for all other courses. etiology, symptomology, pathology, acute based on normal sensorimotor development, Offered every Fall and Spring. Three credits. management, and prognosis of specific neurophysiology, and motor control to include Student must be a Physical Therapy major in order neuromuscular disorders. Lecture and case study Neurodevelopmental Treatment (NDT), to register for this course. presentations focus on problem-oriented learning to Brunnstrom, Proprioceptive Neuromuscular encourage active student participation and clinical Facilitation (PNF), and Motor Relearning PT 875 Clinical Seminar II decision-making. Course materials reinforce earlier Programme (MRP) as a basis for clinical decision- Clinical Seminar II is a 3-credit course during the course work in neuroanatomy and neurophysiology making. Summer semester of the second year of the to provide students with an understanding of Pre-requisites of PT 850,820, 832, 880, and 892 are Doctorate of Physical Therapy curriculum and is neuromuscular disorders such as multiple sclerosis, required designed to provide the student with the essential spinal cord injury, peripheral neuropathy, Guillain- Co-requisites of PT 875, 822 and 995 are required skills basic to the practice of physical therapy. The Barre Syndrome, cerebrovascular disease, Credits: 5 psychomotor component of these essential skills Parkinson's Disease, Alzheimer's Disease, muscular Every Spring include: body mechanics, positioning and draping, dystrophy, amyotrophic lateral sclerosis, cerebral bed mobility, transfers, wheelchair mobility and palsy, and the neurological implications of aging. PT 850 Clinical Practice I management, and gait training. Patient safety will The co-requisites of PT 810, 790 and 875 are Clinical Practice I is a 6-week, full time clinical be strongly emphasized. This course will also required. The pre-requisites of PT 757, 764, 766, practice course under the supervision of a licensed provide the student with an overview of the HIPPA 877 and 890 are required. physical therapist clinical instructor (CI). The and OSHA requirements for clinical practice. Credits: 3 student attends a clinical practice facility for six There will be a strong focus on professional Every Summer consecutive weeks with specific hours arranged by behavior and communication skills. Clinical each facility. This clinical experience is designed to documentation skills will also be reinforced. The PT 832 Pediatric Neuromuscular Diagnosis and provide the student an opportunity to develop pedagogical approach for the course will include Management professional behaviors and communication skills, lecture, demonstration, case study, and discussion. This course presents the patient management apply the patient management model, develop gross The co-requisites of PT 810, 830 and 790 are model of examination, evaluation, diagnosis, and specific examination and intervention skills, required. The pre-requisites of PT 757, 764, 766, prognosis, intervention, and outcomes related to develop documentation skills, and begin to develop 877 and 890 are required. neuromuscular disabilities of children and clinical decision-making and critical thinking skills Credits: 3 adolescents. Course expectations include problem- within the content of evidence-based practice. Every Summer oriented learning, literature review for evidence- Emphasis during this clinical practice is on the based practice, and live video demonstrations. evaluation and treatment of patients, including the PT 877 Teaching and Learning Strategies Principles of motor development, motor learning areas of basic examination and evaluation skills, This course presents an overview of the process of and motor control are explored as students become ambulation training, transfer training, the teaching in settings relevant to physical therapy familiar with different practice settings including administration of modalities, and in administering practice. Presentation of the course materials the Neonatal Intensive Care Unit, early therapeutic exercise. Students are expected to recall reinforces earlier coursework from Psychological intervention, and the school setting. Laboratory and apply information from previous coursework in Issues, and Clinical Seminar with an emphasis on sessions enable students to learn assessment and a clinically relevant manner to critically analyze problem-oriented learning, small group discussions,
Page 211 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 and simulation activities, and instructional unit Pre-requisites of PT 790, 810,830, and 875 are to be able to design an exercise program aimed at development. Course content has been organized to required improving physical impairments and functional provide the student with theoretical and practical Co-requisites of PT 850, 820, 832, and 892 are limitations. knowledge of curriculum design, as well as the required The co-requisites of PT 757, 764, 766 and 877 are clinician as an educator in the academic, clinical, Credits: 2 required. The pre-requisites of PT 752, 759, 762, and community settings. Every Fall 770, 775 and 780 are required. The co-requisites of PT 757, 764, 766 and 890 are Credits: 3 required. The pre-requisites of PT 752, 759, 762, PT 885 Specific System Diagnosis and Every Spring 770, 775 and 780 are required. Management Credits: 2 Specific Systems Diagnosis and Management is a 4- PT 892 Musculoskeletal PT II Every Spring credit course offered during the summer semester The second of three courses designed to help of the third year of the Doctorate of Physical students apply the theory and skills used by physical PT 879 Health Promotion and Wellness Therapy curriculum. The course is designed to therapists to assess, evaluate, diagnose, and manage Health Promotion and Wellness is a 2-credit course provide the student an overview of the pathology, movement-related patient problems of individuals designed to provide students with the theoretical examination, evaluation, and interventions of with musculoskeletal pathologies. This course will and practical aspects of maintaining and promoting patients with specific system pathologies. focus on the joints of the lower extremity and health. Students will examine theories of wellness Presentation of course material will reinforce earlier incorporate the pathology, diagnosis, and as well as the effects of lifestyle and the course work from anatomy, physiology, and management of non-operative and operative environment on wellness. The patient-practitioner previous examination, evaluation, and intervention conditions of the hip, knee, foot, and ankle. collaborative model and approaches to facilitating courses. This course will also cover content related Presentations will take place in both the classroom adherence to healthy lifestyle behavior changes will to the use of orthotics and prosthetics and the and laboratory settings, and will foster critical be explored. Emphasis will be placed on social, management of patients with amputations. The thinking, practice of new techniques pertinent to epidemiological, and behavioral and environmental pedagogical approach of the course will include an orthopedic physical therapy, independent learning, assessment as well as educational and ecological emphasis on problem-oriented learning in an effort and problem solving through traditional lectures, assessment of factors affecting health-related to encourage active student involvement in the lab practice, and small group discussions. Upon behavior and environments. Students will also education process. Course content has been completion of the course, students will be able to become knowledgeable about patient education and organized to provide the student with a theoretical safely examine and treat individuals with lower participation in community activities in the knowledge base that can be used in the diagnosis, extremity musculoskeletal pathologies. promotion of health and healthy lifestyles and the prognosis, examination, and intervention of Pre-requisites of PT 790, 810,830, and 875 are prevention of illness and injury. Upon completion individuals with metabolic, endocrine, required of the course students are expected to understand gastrointestinal, genitourinary, and integumentary Co-requisites of PT 820, 850, 832, and 880 are wellness theories and implement programs on the pathologies. Students will be expected to recall and required individual and community levels. apply information from previous coursework in a Credits: 3 Pre-requisites of PT 885 and 950 are required clinically relevant manner to critically analyze Every Fall Co-requisites of PT 915, 960 and 975 are required problems covering a variety of clinical scenarios. Credits: 2 Upon completion of the course, students will be PT 915 Clinical Reasoning Every Fall expected to synthesize course content in such a way Clinical Reasoning is offered in the fall semester of as to demonstrate clinical decision-making in regard the 3rd year of the Doctor of Physical Therapy PT 880 Physical Therapy Across the Lifespan to individuals with specific system pathologies. program. The course is intended to foster and Physical Therapy Across the Lifespan is a 2-credit Pre-requisites of PT 785, 822, 834, and 995 are enhance students’ clinical reasoning in managing course during the fall semester of the second year of required various types of patient populations. The majority the Doctorate of Physical Therapy curriculum and Co-requisites of PT 950 is required of classes will be case-based. Students will use a is designed to explore concepts of human growth Credits: 4 comprehensive clinical reasoning framework to and development from conception to senescence Every Summer perform in-depth case analyses throughout the five including physical, cognitive, social and emotional elements of the patient management model. development. Theories of aging including somatic PT 890 Foundations of Therapeutic Exercise Emphasis is placed on the pillars of evidence-based and other factors that influence wellness and This course will introduce students to the scientific practice – clinical expertise, patient’s values and disability across the lifespan will be addressed. and theoretical basis as well as the clinical preferences, as well as best research evidence. Course content has been organized to provide the application of therapeutic exercises commonly used Students will need to apply and synthesize didactic student with a theoretical knowledge base that can by physical therapists such as range of motion, knowledge covered in previous and concurrent be used in the diagnosis, prognosis, examination, stretching, resistance, and aerobic exercises. Specific physical therapy courses as well as clinical and intervention of individuals with metabolic, course content will include indications, knowledge gained from prior clinical education endocrine, gastrointestinal, genitourinary, and precautions, contraindications, principles and experiences. At the completion of this course, other pathologies. Students will be expected to procedures for applying various types of therapeutic students are expected to demonstrate sound clinical recall and apply information from previous exercise interventions. Clinical reasoning, evidence reasoning throughout the patient management coursework in a clinically relevant manner to based practice, and independent learning will be process. critically analyze problems covering a variety of fostered through traditional lectures, group The pre-requisites of PT 950 and 885 are required. clinical scenarios. Upon completion of the course, discussions, laboratory activities, and case The co-requisites of 879, 960 and 975 are required. students will learn to understand and apply lifespan presentations. In order to critically analyze clinical Credits: 5 theory to the examination, evaluation and scenarios presented in this course, students will be Every Fall treatment of various patient types and conditions expected to integrate and apply information learned based on information acquired in prior courses in from any preceding physical therapy coursework in PT 940 Alternative and Complementary the curriculum and their clinical practice addition to those learned from this course. At the Therapies experiences. completion of the course, students will be expected This course is designed to introduce the student to
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 212 LIU Brooklyn the theories, application, assumptions, and management, and federal/state laws and legal outcomes of a wide variety of alternative and PT 956 Clinical Practice IV issues. complementary therapies, including homeopathy, Clinical Practice IV is a 10 week, full time clinical The prerequisite of PT 950 is required and the co- chiropracty, naturopathy, Tai Chi, yoga, and practice course under the supervision of a licensed requisites of PT 879, 915 and 995 are required. acupuncture, among others. This course addresses physical therapist. The student attends a clinical Credits: 3 the importance of these therapies within the larger practice facility for 10 consecutive weeks with Every Fall framework of the current health care system. specific hours arranged by each facility. This clinical Students will discuss the expected growth of these experience is designed to provide the student PT 995 Musculoskeletal PT III therapies for the foreseeable future as well as the opportunities to improve clinical decision-making The third and final course designed to help impact of these therapies on the profession of and critical thinking skills through use of the students apply the theory and skills used by physical physical therapy. patient management model, evidence-based therapists to assess, evaluate, diagnose, and manage Student must be a Physical Therapy major in order practice, collaboration with patients, family movement-related patient problems of individuals to register for this course. members and other health professionals, and with musculoskeletal pathologies. This course will develop consultation, education, and focus on the temporomandibular joint, cervical, PT 950 Clinical Practice II administration skills. Students may also have the thoracic, and lumbosacral spine and incorporate The student is supervised by the clinical instructor opportunity to engage in prevention/wellness the pathology, diagnosis, and management of non- while applying the knowledge and skills acquired in programs, participate at Grand Rounds/Team operative and operative conditions of the various previous coursework. This 9-week clinical Conference, and outcome assessments. Students are spinal regions. Presentations will take place in both experience is designed to provide the student expected to recall and apply information from the classroom and laboratory settings, and will opportunities to improve clinical decision-making previous coursework in a clinically relevant manner foster critical thinking, practice of new techniques and critical thinking skills through use of the to critically analyze problems covering a variety of pertinent to orthopedic physical therapy, patient management model, evidence-based clinical settings. independent learning, and problem solving through practice, collaboration with patients, family Pre-requisites of PT 850 and 950 are required traditional lectures, lab practice, and small group members and other health professionals, and Co-requisites of PT 955 required discussions. Upon completion of the course, develop consultation, education, and Credits: 8 students will be able to safely examine and treat administration skills. Students also have the Every Spring individuals with spinal musculoskeletal pathologies. opportunity to engage in prevention/wellness The pre-requisites of PT 850, PT 820, PT 832, PT programs, participate at Grand Rounds/Team PT 960 Instrumented Movement Analysis 880 and PT 892 are required. Conference, and outcome assessments. Students are This course provides an opportunity for students to The co-requisites of PT 785, PT 822 and PT 834 expected to recall and apply information from become familiar with instruments used in the study are required. previous coursework in a clinically relevant manner of human movement. In addition to lecture Credits: 4 to critically analyze problems covering a variety of presentations, this course includes discussions, Every Spring clinical settings. Upon completion of the clinical demonstrations, and hands-on practice of experience, students are expected to synthesize instrumentation typically found in a human course content in such a way as to demonstrate movement laboratory such as electromyography, competency in the professional behaviors necessary two-dimensional and three-dimensional motion for becoming an effective physical therapist. analysis, metabolic gas analysis, and dynamometry. Pre-requisites of PT 850 is required Upon course completion, students are expected to Co-requisites of PT 885 is required describe the use of advanced instrumentation in the Credits: 5 analysis of human movement, and be able to Every Summer perform basic setups using the equipment. The co-requisites of PT 879, 915, 975 are required. PT 955 Clinical Practice III The pre-requisites of PT 885 and PT 950 are Clinical Practice III is a 10-week, full time clinical required. practice course under the supervision of a licensed Credits: 1 physical therapist. This clinical experience is Every Fall designed to provide the student opportunities to improve clinical decision-making and critical PT 975 Health Care Delivery thinking skills through use of the patient Health Care Delivery is a 3-credit course offered management model, evidence-based practice, during the fall semester of the third year of the collaboration with patients, family members and Doctorate of Physical Therapy curriculum and is other health professionals, and develop designed to provide the student with the consultation, education, and administration skills. management theory and skills to use human Students may also have the opportunity to engage resources effectively, understand the concepts in prevention/wellness programs, participate at behind cost control, finance, and entrepreneurship. Grand Rounds/Team Conference, and outcome The pedagogical approach of the course includes assessments. Students are expected to recall and case studies and didactic lectures. Course content apply information from previous coursework in a includes introducing the theory and practice of clinically relevant manner to critically analyze managing and developing employees, interviewing, problems covering a variety of clinical settings. developing job position descriptions, performance Pre-requisites of PT 850 and 950 are required evaluations, conflict resolution, budgeting practices, Co-requisites of PT 956 required financial reports, reimbursement concepts, guiding Credits: 8 employees through change, marketing, business Every Spring plan, quality assurance, outcomes management, risk
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DIVISION OF PHYSICIAN Certifying Examination administered by the prerequisite courses of 3.0. National Commission on the Certification of • A personal statement as to why the applicant ASSISTANT STUDIES Physician Assistants (NCCPA). wishes to become a physician assistant. The highest ethical and professional standards • Breadth and amount of patient care experience. Professor: Joanna Shulman, MD, FACOG are expected to be upheld throughout the physician • Three satisfactory recommendations included (Medical Director) assistant course of study. The program is in the CASPA application. Assistant Professor: Sharon Verity, PA-L, MPAS challenging and requires dedication, a high ethical • Completion of course work and above criteria (Division Director) standard, and professionalism in addition to within a specified time limit. Assistant Professors: Marion Masterson, PA-C, intelligence, skill and medical knowledge. • Successful completion of the GRE. There is not MPAS; Maria Compte, MD, MPH; James Eckert, Program Requirements currently a minimum score set by the Division PA-C, MA Students may attend LIU Brooklyn on a part- of Physician Assistant Studies for this Instructor: Camile Kiefer, RN, PA-C; Dwayne A. time or full-time basis while completing their examination. Williams, PA-C prerequisite courses. During this phase students • A recommendation for acceptance from the Adjunct Faculty: 14 are expected to: Division of Physician Assistant Studies
• Complete a minimum of 500 hours of direct Admissions Committee, based upon all entities patient care experience. Of these 500 hours, a as described above. M.S. in Physician Assistant minimum of 300 hours must be completed by Some applicants are selected for personal Studies the time of submission of CASPA application. interviews based on the strength of the written Acceptable types of direct patient care application. If an applicant is invited for a personal The 86-credit M.S. in Physician Assistant experience include: medical assistant; surgical interview, the interview itself is evaluated on the Studies is an intense, 28-month professional technologist; licensed practical or registered criteria of satisfactory performance based on program that prepares health practitioners to work nurse; dental assistant; dental hygienist; assessment of qualities such as interpersonal in a wide variety of clinical settings. Physician certified nursing assistant; home health aide; relations, concern for others, integrity, and an assistants take medical histories and perform residential aide; emergency medical technician; ability to communicate effectively and maturely. physical examinations, select and interpret paramedic; physical therapist; occupational The division is accredited to have 84 students diagnostic tests and manage the health problems of therapist; physical therapy assistant; physical enrolled in the curriculum, e.g., 42 students in the patients under the supervision of a physician. In therapy aide; occupational therapy assistant; didactic year and 42 students in the clinical year. general, PAs may perform 80-90% of the care occupational therapy aide; respiratory therapist; Course work and above criteria must be provided by physicians. Additionally, they may perfusionist; electrocardiographic (EKG) completed within a specified time limit. Applicants specialize in any area of medicine or surgery and technician; phlebotomist; ophthalmologic meeting all of the criteria above may be enjoy lateral mobility, meaning that they may technician; volunteer work involving direct considered for an interview. move from specialty to specialty without patient care; shadowing a physician, physician Initial application to the professional phase of additional formal training. assistant or dentist. Other types of experiences the program for transfer students should be made LIU Brooklyn's Physician Assistant Studies may be acceptable. If you are interested in through the Centralized Application Service for program was the first such program to be approved clinical experience that differs from those listed Physician Assistants (CASPA) by visiting by the New York State Education Department. The above, please contact the Division of Physician www.caspaonline.org. CASPA will collect and Accreditation Review Commission on Education Assistant Studies to determine if the proposed summarize all of the applicant's data (application for the Physician Assistant, Inc. (ARC-PA) has experience is acceptable. form, transcripts, recommendations), which will be granted Accreditation-Continued to the Physician • Obtain at least a baccalaureate degree from an forwarded to the Physician Assistant Studies Assistant Studies Program sponsored by LIU accredited college or university no later than at Program. When all materials have been received Brooklyn. Accreditation-Continued is an the time of matriculation to the Division of and reviewed, selected applicants will be invited to accreditation status granted when a currently Physician Assistant Studies. a personal interview. If the candidate is accepted accredited program is in compliance with the • Maintain a grade point average of 3.0 or above to the program, a deposit of $500 is required to ARC-PA Standards. (overall and in prerequisites) in courses taken at hold a seat in the incoming class. Accreditation remains in effect until the an accredited college or university. A supplemental application also must be filed program closes or withdraws from the • Demonstrate acceptable academic performance. through the Office of Admissions. Please apply accreditation process or until accreditation is • Complete all prerequisite coursework, which online at My LIU or use the Apply Now link in the withdrawn for failure to comply with the includes: one year (two courses) of not less top navigation bar. For more information on the Standards. The approximate date for the next than 4 credits each in general biology, with admissions process, visit the Office of Admissions validation review of the program by the ARC-PA laboratory; one year (two courses) of not less Web site. will be March 2020. The review date is contingent than 4 credits each in general chemistry, with Advanced Standing upon continued compliance with the accreditation laboratory; one semester (one course) of not The Division of Physician Assistant Studies Standards and ARC-PA policy. The program is a less than 4 credits in human anatomy, with does not offer advanced standing to any applicants, member of the Physician Assistant Education laboratory; one semester (one course) of not including those who have prior experience as a Association. less than 3 credits in human physiology, with or medical student or physician assistant student or During the didactic year, medical courses are without laboratory; one semester of who are foreign medical graduates. augmented with clinical experiences. During the microbiology; one semester of statistics. Technical Standards clinical year, students are assigned to clinical • Sit for the Graduate Record Examination Observation - The ability to observe is rotations for twelve months on a full-time basis, (GRE). The code for LIU Brooklyn is 2369. required for demonstrations, visual presentations returning to the program once every five weeks. The application to the Division of Physician in lectures and laboratories, laboratory evidence After meeting all campus and degree Assistant Studies is evaluated on the following and microbiological cultures, microscopic studies requirements, a certificate and the Master of criteria: of microorganisms and tissues in normal and Science degree are conferred upon the candidate. • A cumulative grade point average of 3.0. pathological states. A candidate must be able to This enables the candidate to sit for the National • A cumulative grade point average in the observe patients accurately and completely, both
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 214 LIU Brooklyn closely and from a distance. Observation requires health forms. The division’s health forms will be Clinical Year Courses (Year 2) functional vision and somatic sensation and is sent along with the package of materials that is MS 601 Internal Medicine 4.00 enhanced by a sense of smell. mailed out in May of the year in which the student Communication - A candidate should be able will enter the program, after the student is MS 602 Surgery 4.00 to speak, hear and observe patients in order to accepted into the program and after the student MS 603 Pediatrics 4.00 elicit information, perceive non-verbal submits the deposit to hold the seat. Additional communications and describe changes in mood, health forms are required for entry into the clinical MS 604 Family Medicine 4.00 activity and posture. The candidate must be able to year of the division’s curriculum. MS 605 Emergency Medicine 4.00 communicate effectively and sensitively with Clinical Year Clerkships patients through speech, and through reading and Each clinical year student completes ten (10) MS 606 Obstetrics and 4.00 writing. Communication in oral and written form clerkships of five (5) weeks in length. The faculty Gynecology with the health care team must be effective and creates an individual rotation schedule for each MS 607 Behavioral Medicine 4.00 efficient. clinical year student. The student must return to MS 608 Medical Elective 4.00 Motor - A candidate should have sufficient LIU Brooklyn campus at the end of each clerkship motor function to elicit information from patients for a two-day End-of-Rotation Meeting with the MS 609 Surgical Elective 4.00 by palpation, auscultation and percussion, as well faculty. MS 610 Clinical Elective 4.00 as to carry out diagnostic maneuvers. A candidate Students must rotate in each of the following should have motor function sufficient to execute clerkships during the clinical year: internal MS 611 Clinical Seminar I 1.00 movements reasonably required to provide general medicine, surgery, family medicine, emergency MS 612 Clinical Seminar II 1.00 care and emergency treatment to patients. Such medicine, pediatrics, obstetrics and gynecology, skills require coordination of gross and fine psychiatry, internal medicine elective, surgical MS 613 Clinical Seminar III 1.00 muscular movements, equilibrium and sensation. elective and clinical elective. MS 614 Summative Evaluation 1.00 Intellectual-Conceptual, Integrative and Quantitative Abilities - Problem solving is a M.S, Physician Assistant Studies MS 615 Capstone Project 2.00 critical skill demanded of physician assistants; this Program Code: 06928 Credit and GPA Requirements skill requires all of these abilities. The candidate Must complete all of the following courses: Minimum Total Credits: 86 must also be able to comprehend three- Didactic Year Courses (Year 1) Minimum Major GPA: 3.0 dimensional relationships as well as the spatial MS 500 Anatomy 3.00 relationship of structures. Behavioral and Social Attributes - A MS 501 Physiology 1.00 candidate must have sufficient emotional health to MS 502A Pharmacology I 3.00 fully use his or her intellectual ability, to exercise good judgment, to complete all responsibilities, MS 503A Art and Science of 2.00 and to attend to the diagnosis and care of patients. Medicine I A candidate must be able to develop mature, MS 504A Clinical Medicine I 4.00 sensitive and effective relationships with patients and colleagues. A candidate must be able to MS 505 Psychosocial Aspects of 1.00 tolerate physical and emotional stress and continue Medicine to function effectively. A candidate must possess MS 506 Pathology 2.00 qualities of adaptability, flexibility and be able to MS 502B Pharmacology II 3.00 function in the face of uncertainty. He/she must have a high level of compassion for others, MS 503B Art and Science of 2.00 motivation to serve, integrity and a consciousness Medicine II of social values. A candidate must possess MS 504B Clinical Medicine II 6.00 sufficient interpersonal skills to interact positively with people from all levels of society, all ethnic MS 507 Role Socialization 1.00 backgrounds and all belief systems. The MS 508A Research Methods I: 1.00 administration of the Physician Assistant Studies Epidemiology program recognizes its responsibility to present candidates who have the knowledge and skills to MS 509 Preventive Medicine 1.00 function in a broad variety of clinical situations MS 510 Clinical Laboratory 1.00 and to render a wide spectrum of patient care. The Science responsibility for these technical standards is primarily placed on the Physician Assistant MS 504C Clinical Medicine III 3.00 Admissions Committee to select entering MS 508B Research Methods II: 1.00 Physician Assistant Studies students who will be Evidence-Based Medicine the candidates for the degree. Health Requirements MS 511 Introduction to Medical 1.00 All students entering or re-entering the Literature professional phase of the M.S. degree in Physician MS 512 Medical Informatics 1.00 Assistant Studies must complete and submit a Health Examinations/Vaccinations form located in MS 513 Surgery 2.00 the Forms & Documents section of the Office of MS 514 Emergency Medicine 1.00 Admissions website, as well as the division’s
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Physician Assistant Courses Prerequisites: successful completion of the fall Credits: 4 semester of the didactic year of the graduate Every Fall program in Physician Assistant Studies. MS 500 Anatomy The pre-requisites of MS 500, 501, 502A, 503A, MS 504B Clinical Medicine II The study of the structure of the human body with 504A, 505 and 506 are all required. Part two of a three-semester sequence in clinical a clinical emphasis. Lectures and labs will Credits: 3 medicine. This course introduces the student to the emphasize anatomy and anatomic relationships Every Spring epidemiology, incidence, pathophysiology, signs, significant to common clinical medicine topics and symptoms, pertinent laboratory studies, diagnosis, surgical procedures. Includes cadaver lab. MS 503A Art and Science of Medicine I treatment and prognosis of disease processes Prerequisites: admission to the graduate program in Part one of a two-semester sequence in the art and affecting the human body. Disciplines considered Physician Assistant Studies. science of physical diagnosis. Students learn the in this semester include but are not limited to: In order to register for this course, the student must principles of patient interviewing, the components endocrinology, nephrology, immunology, be a graduate student in the Physician Assistant and practice of conducting the medical history, and rheumatology, radiology, geriatrics, psychiatry, plan. the science and technique of performing a physical pediatrics, and hematology. Credits: 3 examination. Areas of the physical examination Prerequisites: successful completion of the fall Every Fall considered in this semester include general survey, semester of the didactic year of the graduate vital signs, head, ears, eyes, nose and throat, neck, program in Physician Assistant Studies. MS 501 Physiology chest and heart. Students also learn the The pre-requisites of MS 500, 501, 502A, 503A, A study of organ systems, with presentations indications, contraindications, equipment, 504A, 505 and 506 are all required. emphasizing normal physiology of each system. technique, and complications of common clinical Credits: 6 Lectures discuss normal function, cellular changes procedures. This course contains both lecture and Every Spring and pathological changes where appropriate. laboratory components. Prerequisites: admission to the graduate program in Prerequisites: admission to the graduate program in MS 504C Clinical Medicine III Physician Assistant Studies. Physician Assistant Studies. Part three of a three-semester sequence in clinical In order to register for this course, the student must In order to register for this course, the student must medicine. This course introduces the student to the be a graduate student in the Physician Assistant be a graduate student in the Physician Assistant epidemiology, incidence, pathophysiology, signs, plan. plan. symptoms, pertinent laboratory studies, diagnosis, Credits: 1 Credits: 2 treatment and prognosis of disease processes Every Fall Every Fall affecting the human body. Disciplines considered in this semester include but are not limited to: MS 502A Pharmacology I MS 503B Art and Science of Medicine II dermatology, neuroanatomy, neurology, obstetrics Part one of a two-semester sequence in Part two of two-semester sequence in the art and and gynecology, and radiology. pharmacology and clinical therapeutics. This course science of physical diagnosis. Students learn Prerequisites: successful completion of the spring introduces the principles of pharmacokinetics and principles of patient interviewing, components and semester of the didactic year of the graduate pharmacodynamics, dosage forms and dose- practice of conducting the medical history, and program in Physician Assistant Studies. response relationships. Classes of pharmaceuticals science and technique of performing a physical The pre-requisites of MS 502B, 503B, 504B, 507, will be studied, with a focus on the mechanisms of examination. Areas of the physical examination 508A, 509 and 510 are all required. drug action in different therapeutic classes, considered this semester include the abdominal, Credits: 3 common side effects of prototypic drugs in each male and female genitalia, breasts, rectal, musculo- Every Summer category, drug side effects and drug-drug skeletal, and neurological examinations. Course interactions, the interaction of drugs with the contains both lecture and laboratory components. MS 505 Psychosocial Aspects of Medicine disease state under treatment, polypharmacy, and Prerequisites: successful completion of the fall This course considers primarily the non-medical reputable sources of information about drugs. semester of the didactic year of the graduate issues critical to caring for patients. Topics include: Prerequisites: admission to the graduate program in program in Physician Assistant Studies. cultural competency; medical ethics; substance Physician Assistant Studies. The pre-requisites of MS 500, 501, 502A, 503A, abuse; human sexuality; and end of life care. In order to register for this course, the student must 504A, 505 and 506 are all required. Prerequisites: admission to the graduate program in be a graduate student in the Physician Assistant Credits: 2 Physician Assistant Studies. plan. Every Spring In order to register for this course, the student must Credits: 3 be a graduate student in the Physician Assistant Every Fall MS 504A Clinical Medicine I plan. Part one of a three-semester sequence in clinical Credits: 1 MS 502B Pharmacology II medicine. This course introduces the student to the Every Fall Part two of two-semester sequence in pharmacology epidemiology, incidence, pathophysiology, signs, and clinical therapeutics. This course continues the symptoms, pertinent laboratory studies, diagnosis, MS 506 Pathology consideration of the principles of pharmacokinetics treatment and prognosis of disease processes This course considers the pathophysiology of and pharmacodynamics, dosage forms and dose- affecting the human body. Disciplines considered disease states at a cellular, structural and systemic response relationships. Additional classes of in this semester include cardiology, pulmonology, level, including cellular dynamics; modes of death; pharmaceuticals will be studied, with a focus on the otorhinolaryngology, ophthalmology, infectious the cardiovascular, pulmonary, gastrointestinal, mechanisms of drug action in different therapeutic diseases, and gastroenterology. Prerequisites: humoral, renal, neurological, endocrine and classes, common side effects of prototypic drugs in admission to the graduate program in Physician reproductive systems. Genetic disorders are also each category, drug side effects and drug-drug Assistant Studies. considered. interactions, the interaction of drugs with the In order to register for this course, the student must Prerequisites: admission to the graduate program in disease state under treatment, polypharmacy, and be a graduate student in the Physician Assistant Physician Assistant Studies. reputable sources of information about drugs. plan. In order to register for this course, the student must be a graduate student in the Physician Assistant
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 216 LIU Brooklyn plan. behavior, culture and society in the perception of year of the graduate program in Physician Assistant Credits: 2 health. Studies. Every Fall Prerequisites: successful completion of the fall The pre-requisites of MS 502B, 503B, 504B, 507, semester of the didactic year of the graduate 508A, 509 and 510 are all required. MS 507 Role Socialization program in Physician Assistant Studies. Credits: 2 Course examines the physician assistant profession The pre-requisites of MS 500, 501, 502A, 503A, Every Summer from inception in the mid-1960s to the present. 504A, 505 and 506 are all required. Topics considered include: history of the pro- Credits: 1 MS 514 Emergency Medicine fession; state licensure and regulation; maintenance Every Spring This course considers the approach to the emergent of professional license and certification; regulation patient. Emphasis is placed on stabilization and of physician assistant education; types of MS 510 Clinical Laboratory Science emergent care. Topics include: stabilization; reimbursement through health insurance plans; the This course is designed to introduce students to the emergency ophthalmology; acute coronary physician-physician assistant relationship; other science of clinical laboratory medicine. Topics to be syndrome; myocardial infarction; heart failure; types of health care professionals and their roles in considered include but are not limited to: poisoning; hyper- and hypothermia; fractures and caring for patients; interacting with other health hematologic laboratory studies, chemistries, sprains; animal bites; burns; sexual assault; care professionals; and professionalism. urinalysis, cardiac enzymes, blood gases, and the pneumonia; trauma; and other concerns. Prerequisites: successful completion of the fall ways in which these laboratory tests inform the Prerequisites: successful completion of the spring semester of the didactic year of the graduate understanding of the disease state. semester of the didactic year of the graduate program in Physician Assistant Studies. Prerequisites: successful completion of the fall program in Physician Assistant Studies. The pre-requisites of MS 500, 501, 502A, 503A, semester of the didactic year of the graduate The pre-requisites of MS 502B, 503B, 504B, 507, 504A, 505 and 506 are all required. program in Physician Assistant Studies. 508A, 509 and 510 are all required. Credits: 1 The pre-requisites of MS 500, 501, 502A, 503A, Credits: 1 Every Spring 504A, 505 and 506 are all required. Every Summer Credits: 1 MS 508A Research Methods I: Epidemiology Every Spring MS 601 Internal Medicine Course is designed to give students an intro-duction This clinical course is a clinical clerkship in internal to the fundamentals of clinical epidemiology: MS 511 Introduction to Medical Literature medicine. All clinical clerkships are five (5) weeks in measuring health statistics, how vital statistics are This course considers methods of conducting length. Each student is assigned a clinical site and used in public health research and interventions, medical database searches; the use of a personal preceptor at the inception of the clinical year. concepts of causality and risk. The relevance of computer in clinical medicine for data storage and Please see the Division of Physician Assistant epidemiologic concepts to public health and clinical access to medical databases; the variety of medical Studies Clinical Year Handbook for further work will be highlighted through the use of case databases currently in use; use of medical information. Prerequisites: successful completion of studies and the examples of current health research. references; formulation and development of a the didactic year of the Physician Assistant Studies Prerequisites: successful completion of the fall research topic. Prerequisites: successful completion curriculum. semester of the didactic year of the graduate of the spring semester of the didactic year of the The pre-requisites of MS 504C, 508B, 511, 512, program in Physician Assistant Studies. graduate program in Physician Assistant Studies. 513 and 514 are all required. The pre-requisites of MS 500, 501, 502A, 503A, The pre-requisites of MS 502B, 503B, 504B, 507, Credits: 4 504A, 505 and 506 are all required. 508A, 509 and 510 are all required. Every Fall, Spring and Summer Credits: 1 Credits: 1 Every Spring Every Summer MS 602 Surgery This clinical course is a clinical clerkship in surgery. MS 508B Research Methods II: Evidence-Based MS 512 Medical Informatics All clinical clerkships are five (5) weeks in length. Medicine This course considers electronic medical records; Each student is assigned a clinical site and Part two of a two-semester sequence in research medical insurance, including Medicaid and preceptor at the inception of the clinical year. methodology. This is a course in evidence-based Medicare; billing and coding; health insurance Please see the Division of Physician Assistant medicine. Topics include: study design, diagnostic fraud; and health literacy. Studies Clinical Year Handbook for further and screening tests, assessment of diagnostic Prerequisites: successful completion of the spring information. studies, and medical practice as seen through the semester of the didactic year of the graduate Prerequisites: successful completion of the didactic lens of evidence-based medicine. A component in program in Physician Assistant Studies. year of the Physician Assistant Studies curriculum. clinical problem-solving is also included. The pre-requisites of MS 502B, 503B, 504B, 507, The pre-requisites of MS 504C, 508B, 511, 512, Prerequisites: successful completion of the spring 508A, 509 and 510 are all required. 513 and 514 are all required. semester of the didactic year of the graduate Credits: 1 Credits: 4 program in Physician Assistant Studies. Every Summer Every Fall, Spring and Summer The pre-requisites of MS 502B, 503B, 504B, 507, 508A, 509 and 510 are all required. MS 513 Surgery MS 603 Pediatrics Credits: 1 This course considers the approach to the surgical Clinical course is a clinical clerkship in pediatrics. Every Summer patient. The focus is on clinical diagnoses requiring All clinical clerkships are five (5) weeks in length. a surgical management. Topics include: anesthesia; Each student is assigned a clinical site and MS 509 Preventive Medicine preoperative, intra-operative and postoperative care; preceptor at inception of the clinical year. Please This course examines health promotion and disease disorders of the upper gastrointestinal tract; see the Division of Physician Assistant Studies prevention; infectious disease control and disorders of the stomach, liver, spleen, pancreas, Clinical Year Handbook for further information. prevention; prevention of disease resulting from and gallbladder; colorectal disorders; cardiothoracic Prerequisites: successful completion of the didactic contaminated food sources and from poor surgery; orthopaedic surgery; vascular surgery; year of the Physician Assistant Studies curriculum. nutrition; occupational health; international health; urology; transplant surgery. Prerequisites: successful The pre-requisites of MS 504C, 508B, 511, 512, preventable injuries; and importance of the role of completion of the spring semester of the didactic 513 and 514 are all required.
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Credits: 4 particular discipline of internal medicine. All deliver a detailed patient case presentation from Every Fall, Spring and Summer clinical clerkships are five (5) weeks in length. Each General Surgery or a Surgical elective before a student is assigned a clinical site and preceptor at group of clinical year PA students and faculty MS 604 Family Medicine the inception of the clinical year. Please see the member(s). This clinical course is a clinical clerkship in family Division of Physician Assistant Studies Clinical Prerequisites: successful completion of the didactic medicine. All clinical clerkships are five (5) weeks Year Handbook for further information. year of the Physician Assistant Studies curriculum. in length. Each student is assigned a clinical site Prerequisites: successful completion of the didactic The pre-requisites of MS 504C, 508B, 511, 512, and preceptor at the inception of the clinical year. year of the Physician Assistant Studies curriculum. 513 and 514 are all required. Please see the Division of Physician Assistant The pre-requisites of MS 504C, 508B, 511, 512, Credits: 1 Studies Clinical Year Handbook for further 513 and 514 are all required. Every Fall information. Prerequisites: successful completion of Credits: 4 the didactic year of the Physician Assistant Studies Every Fall, Spring and Summer MS 613 Clinical Seminar III curriculum. In this seminar, students practice the techniques The pre-requisites of MS 504C, 508B, 511, 512, MS 609 Surgical Elective that will lead to successful completion of the 513 and 514 are all required. This clinical course is a clinical clerkship in a Physician Assistant National Certifying Credits: 4 particular discipline of surgery. All clinical Examination (PANCE). Each student will draw on Every Fall, Spring and Summer clerkships are five (5) weeks in length. Each all material previously learned in the entire PA student is assigned a clinical site and preceptor at Studies curriculum and additional PANCE MS 605 Emergency Medicine the inception of the clinical year. Please see the materials to prepare for this examination, which is a This clinical course is a clinical clerkship in Division of Physician Assistant Studies Clinical prerequisite for PA licensure. Prerequisites: emergency medicine. All clinical clerkships are five Year Handbook for further information. successful completion of MS 601, 602, 603, 604, (5) weeks in length. Each student is assigned a Prerequisites: successful completion of the didactic 605, 606, 607, 608, 609, 610, 611, and 612. clinical site and preceptor at the inception of the year of the Physician Assistant Studies curriculum. The pre-requisites of MS 504C, 508B, 511, 512, clinical year. Please see the Division of Physician The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. Assistant Studies Clinical Year Handbook for 513 and 514 are all required. Credits: 1 further information. Prerequisites: successful Credits: 4 Every Fall completion of the didactic year of the Physician Every Fall, Spring and Summer Assistant Studies curriculum. MS 614 Summative Evaluation The pre-requisites of MS 504C, 508B, 511, 512, MS 610 Clinical Elective In this laboratory course, students will draw on all 513 and 514 are all required. This clinical course is a clinical clerkship in a material previously learned in the entire PA Studies Credits: 4 particular clinical discipline of the student¿s choice. curriculum to complete a summative evaluation. Every Fall, Spring and Summer All clinical clerkships are five (5) weeks in length. This evaluation will take place in the Division's Each student is assigned a clinical site and Simulation Laboratory. The student will MS 606 Obstetrics and Gynecology preceptor at the inception of the clinical year. demonstrate his or her ability to evaluate, stabilize, This clinical course is a clinical clerkship in Please see the Division of Physician Assistant examine, diagnose, perform relevant clinical obstetrics and gynecology. All clinical clerkships are Studies Clinical Year Handbook for further procedures, and treat the simulated patient (Sim- five (5) weeks in length. Each student is assigned a information. Man 3G). The student will also demonstrate the clinical site and preceptor at the inception of the Prerequisites: successful completion of the didactic ability to work well with other members of the clinical year. Please see the Division of Physician year of the Physician Assistant Studies curriculum. health care team and to provide culturally Assistant Studies Clinical Year Handbook for The pre-requisites of MS 504C, 508B, 511, 512, competent care. Prerequisites: successful further information. 513 and 514 are all required. completion of . MS 601, 602, 603, 604, 605, 606, Prerequisites: successful completion of the didactic Credits: 4 607, 608, 609, 610 ,611, and 612. year of the Physician Assistant Studies curriculum. Every Fall, Spring and Summer The pre-requisites of MS 504C, 508B, 511, 512, The pre-requisites of MS 504C, 508B, 511, 512, 513 and 514 are all required. 513 and 514 are all required. MS 611 Clinical Seminar I Credits: 1 Credits: 4 In this seminar, students will draw on their clinical Every Fall Every Fall, Spring and Summer clerkship(s) in Internal Medicine and/or the Internal Medicine elective as well as all material MS 615 Capstone Project MS 607 Behavioral Medicine previously learned in the entire PA Studies Students will draw on all material previously This clinical course is a clinical clerkship in curriculum to produce and deliver a detailed learned in the entire PA Studies curriculum to behavioral medicine. All clinical clerkships are five patient case presentation from Internal Medicine or complete a capstone project in partial fulfillment of (5) weeks in length. Each student is assigned a an Internal Medicine elective before a group of the requirements of the Master's degree. The clinical site and preceptor at the inception of the clinical year PA students and faculty member(s). student will formulate a research paper based on a clinical year. Please see the Division of Physician Prerequisites: successful completion of the didactic clinical issue of interest to the student from one of Assistant Studies Clinical Year Handbook for year of the Physician Assistant Studies curriculum. the student's clinical clerkships. The student will further information. Prerequisites: successful The pre-requisites of MS 504C, 508B, 511, 512, also use techniques learned in Research Methods I completion of the didactic year of the Physician 513 and 514 are all required. and II and in Introduction to Medical Literature in Assistant Studies curriculum. Credits: 1 the didactic year. The pre-requisites of MS 504C, 508B, 511, 512, Every Fall Prerequisites: successful completion of the didactic 513 and 514 are all required. year of the Physician Assistant Studies curriculum. Credits: 4 MS 612 Clinical Seminar II The pre-requisites of MS 504C, 508B, 511, 512, Every Fall, Spring and Summer In this seminar, students will draw on their clinical 513 and 514 are all required.
clerkship(s) in General Surgery and/or the Surgical Credits: 2 MS 608 Medical Elective elective as well as all material previously learned in Every Fall This clinical course is a clinical clerkship in a the entire PA Studies curriculum to produce and
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 218 LIU Brooklyn
DEPARTMENT OF PUBLIC particular setting (see above), the use of many or discuss particular aspects of their applications. one or two particular skills (e.g., education, Applicants who are not able to participate in HEALTH training, advocacy, community assessment, person, will be asked to call in or to Skype the program planning, program evaluation, research, Master of Public Health program representative Associate Professor and Chair: Bojana Beric, media campaign development), and/or a specific who is requesting the interview. M.D., Ph.D. health issue (e.g., infant mortality, pollution, Submitting an Application for Admission Undergraduate Practicum Coordinator: Scott obesity, HIV/AIDS, depression and suicide, All applicants must apply for admission to LIU Westervelt, M.S. terrorism, natural disasters). The challenges are Brooklyn. Please apply online at My LIU or use Director of Practicum: Joyce Hall, M.P.H. many, and change constantly. Public health the Apply Now link in the top navigation bar of Adjunct Faculty: 5 promotion is a dynamic and exciting profession the campus’ website. For more information on the with a myriad of traditional and “out-of-the box” admissions process, visit the Office of Admissions Public Health is the science of protecting and options for well-prepared professionals. website. improving the health of communities through In addition to earning the internationally Important Dates education, promotion of healthy lifestyles, and recognized M.P.H. degree, at the time of Application deadlines can be found on the research to prevent disease, injury, disability, and graduation, students are also eligible to apply for program website, www.liu.edu/brooklyn/mph premature death. Public health professionals the Certified Health Education Specialist Program Requirements analyze how genetics, personal choice, policies, examination administered by the National Continued enrollment in this program is systems and the natural and built environment Commission for Health Education Credentialing, contingent upon: effect health; then we work with the communities Inc. We urge students to take that exam in their • A cumulative 3.0 GPA must be maintained affected to develop products, programs, services, last semester or within six months of graduation. throughout the program policies, and messages that protect the health of Application Requirements • Completion of 30 credits of required courses people who are or could be affected. In traditional To apply for this program, prospective • Completion of 6 credits of an elective course clinical medicine, health care professionals candidates must submit all of the following to the • Completion of 6 credits of capstone and diagnose and treat one sick person at a time. In Office of Admissions: • Practicum experiences (MPH 798 and 799) public health, professionals focus on protecting • Official transcripts from all accredited entire communities or populations from becoming undergraduate and graduate institutions sick in the first place. Our three goals are to (1) attended; degrees from institutions earned Master of Public Health keep well people healthy, (2) keep people who are outside of the United States or Canada must be at-risk from becoming sick or disabled, and (3) to evaluated by an agency recommended by LIU M.P.H., Public Health prevent the reoccurrence of health problems Brooklyn [Program Code: 33024] among people who are already sick or injured. • Personal statement following the specific Required core courses: The 42-credit LIU Brooklyn Master of Public Master of Public Health Program guidelines. MPH 600 Foundations of Public 3.00 Health (M.P.H.) is a very practical/applied The guidelines are available on the Website. Health and Health professional degree program. The mission of the Standard/generic personal statements will not Education program is to inspire and prepare future public be accepted. MPH 610 Principles of 3.00 health practitioners for careers that focus on • At least two (2) current letters of Epidemiology collaborating with people and communities reference on agency/institutional letterhead affected to prevent illness, disability and completed by individuals who are qualified to MPH 615 Principles of Biostatistics 3.00 premature death. Our course work includes comment on MPH 620 Social and Behavioral 3.00 service-learning opportunities so that students (1) your academic background/achievements Sciences in Public Health have “real-world” experience long before they and potential and graduate. (2) your volunteer or paid community or health- MPH 625 Environmental Health 3.00 Our area of specialization, our “concentration,” related experience Issues in Public Health is Health Education, Policy and Communications, • A current resume. Highlight any health, MPH 735 Research Methods in 3.00 often referred to as Health Promotion. The health public health, medical, or community paid or Public Health and Health promotion and disease prevention strategies volunteer work experience, studies, or training. Education emphasized in our program are policy change, • Current Graduate Record Exam (GRE) test environmental change, education, and mass media scores. Test scores more than five years old MPH 740 Public Health Planning, 3.00 campaigns. In combination, these are very will NOT be accepted. Implementation and effective methods for improving the health status EXCEPTION: Applicants with official Evaluation of communities and populations at large. transcripts showing completed graduate degrees MPH 745 Orginizing and Educating 3.00 People trained in public health have many are NOT required to submit GRE scores, though for Health career options. There is a great demand for public they are strongly urged to do so. health promotion specialists in local, state, federal • TOEFL test score: If you are an international MPH 750 Public Health Policy, 3.00 and international government agencies (not all applicant who does not have an undergraduate Advocacy and Leadership with “health” in their names), community-based degree from a regionally accredited US college MPH 755 Public Health Planning, 3.00 organizations, schools and universities, not-profit or university, or if English is not your native Implementation and organizations, workplaces, health care settings, language, submit official scores for Test of Evaluation foundations, branches of the military, and English as a Foreign Language (TOEFL) professional associations. exam or accepted equivalent tests. MPH 798 Public Health Capstone 3.00 Graduates can find fascinating and challenging, • Interviews: Interviews are not required but are Seminar: Promoting and meaningful public health work focusing on a desirable. Applicants may be invited to the Health Equity particular population (e.g., school-age children, university for a personal interview with working adults, seniors, hospital inpatients), on a Master of Public Health program faculty to
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MPH 799 Public Health Field 3.00 Practicum Of the following elective courses only two are required: MPH 500 Public Health Application 3.00 of Informatics
MPH 510 Public Health 3.00 Preparedness
MPH 515 Public Health 3.00 Implications of HIV/AIDS
MPH 520 Public Health Nutrition 3.00
MPH 525 Social Marketing 3.00 Strategies for Improving Public Health
MPH 530 Global Public Health 3.00 Challenges
MPH 535 Infectious Diseases and 3.00 Public Health Practice Credit and GPA Requirements Minimum Total Credits: 42 Minimum Major GPA: 3.00
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Public Health Courses history of social marketing applications to public interventions; and they will meet public health and health, differentiates social marketing from related health promotion leaders in these arenas and learn but significantly different strategies, and analyzes about their challenges and achievements. MPH 500 Public Health Applications of social marketing campaign requirements, Credits: 3 Informatics limitations, tips for success, typical challenges, and Every Spring and Summer This course provides a basic understanding of expected outcomes. Three credits. public health informatics and its application in a Credits: 3 MPH 600 Foundations of Public Health and public health setting. The goal is for students to On Occasion Health Education understand the basic technological tools and This course is an introduction to public health and building blocks needed to develop and manage MPH 530 Global Public Health Challenges health education, specifically: academic public health data collection systems to meet This course is designed to give the student and foundations; key principles; priorities; values; analytical needs. introduction to the issues of global health and the concepts; vocabulary; key document; historic The pre-requisite of MPH 600 is required. factors controlling it. The basic principles of global milestones; pioneers and leaders; codes of ethics; Credits: 3 health, including measurement, determinants and professional organizations and associations; career On Occasion the relationship to socio-economic development and professional development options; future will be explored. The evolution of epidemics and trends. MPH 510 Public Health Preparedness the phenomena of endemic and pandemic disease Credits: 3 This course introduces students to major concepts will be considered. The understanding of burden Every Fall relevant to past and potential future disease of and determinants of morbidity and mortality are outbreaks including acts of bioterrorism. Students examined. MPH 610 Principles of Epidemiology receive a brief review infectious disease In order to register for this course, the student must This course introduces the distribution and epidemiology including investigation, control, be active in the Public Health plan. determinants of health and disease in defined prevention and surveillance. These fundamentals Credits: 3 populations. It also emphasizes the skills necessary are then used to construct a framework for assessing Every Fall and Spring to research, produce, utilize and critique threats to public health and recommending an epidemiologic literature. appropriate response. MPH 535 Infectious Diseases and Public Health In order to register for this course, the student must Credits: 3 Practice be active in the Public Health plan. On Occasion This is an introduction to the epidemiology and Credits: 3 control of infectious diseases. The course is taught Every Fall and Spring MPH 515 Public Health Implications of from the perspective of public health HIV/AIDS communicable disease containment: detection, MPH 615 Principles of Biostatistics This course will focus on public health issues investigation, control, and prevention of infectious This course is an introduction to the field of related to HIV/AIDS with an emphasis on diseases in communities. The course emphasizes biostatistics. Emphasis is on key concepts and HIV/AIDS epidemiology and prevention. Lectures core concepts in infectious disease transmission health data interpretation. Includes an will cover primary prevention (preventing HIV mechanisms, dynamics, and containment; evidence- introduction to data and data types; tools for infection in those who are uninfected), secondary based approaches to designing and implementing describing central tendency and variability in data; prevention (preventing development of HIV disease infectious disease control and prevention measures, methods for performing inference on population in those who are HIV-infected), and tertiary and an overview of epidemiologic methods for means and proportions via sample data; statistical prevention (preventing morbidity and mortality in investigating infectious disease transmission and hypothesis testing and its application to group those with HIV disease). containment. comparisons; issues of power and sample size in Credits: 3 The pre-requisite of MPH 710 is required. study designs; and random sample and other study On Occasion Credits: 3 types. Students are also taught the statistical On Occasion software SPSS. MPH 520 Public Health Nutrition In order to register for this course, the student must This course is an introduction to public health MPH 540 Current Issues in Public Health I be active in the Public Health plan. nutrition. It covers the prevention and solutions to The purpose of this course is to expose students to Credits: 3 diet-related conditions at the population level up to three current critical public health challenges. Every Fall and Spring rather than the individual level, with a focus on Students will learn about the epidemiology of current problems such as obesity and type 2 selected contemporary issues; the interdisciplinary MPH 620 Social and Behavioral Sciences in diabetes. It emphasizes the determining factors of workforce involved; key research findings; efforts to Public Health food intake and nutritional status including: integrate research findings into practice; current, This course introduces the role of well established economic, environmental, societal and institutional new, and emerging interventions. Students also and new and emerging social and behavioral factors. It introduces current nutrition programs will meet public health and health promotion science theories in shaping research and practice in and policies for improving the nutrition status of leaders in these arenas and learn about their on-the- public health and health promotion and education. various populations. Three credits. job challenges and achievements. Students will analyze and compare theories and Credits: 3 Credits: 3 review research that supports and/or challenges On Occasion Every Fall different theories' contributions to health promotion and disease prevention at the individual, MPH 525 Social Marketing Strategies for MPH 545 Current Issues in Public Health II group, organizational, community, and public Improving Public Health This course exposes students to up to three current policy levels. Social marketing, the use of marketing principles, critical public health challenges. Students will learn In order to register for this course, the student must concepts, and theories to facilitate socially about the epidemiology of selected contemporary be active in the Public Health plan. beneficial behavior change, is an increasingly issues; the interdisciplinary workforce involved; key Credits: 3 popular though often misunderstood public health research findings; efforts to integrate research Every Fall and Spring intervention. This overview course reviews the findings into practice; current, new, and emerging
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MPH 625 Environmental Health Issues in Public policy levels. The pre-requisite of MPH 600 is required. Health In order to register for this course, the student must Credits: 3 The study of biological, physical, chemical, be active in the Public Health plan. Every Fall and Spring economic, political, and social factors that cause Credits: 3 environmental health problems, and traditional Every Fall and Spring MPH 755 Public Health Planning, and new and emerging approaches to help prevent Implementation and Evaluation and manage/control these problems. MPH 735 Research Methods in Public Health This course provides an overview of health In order to register for this course, the student must and Health Education promotion planning frameworks and issues in be active in the Public Health plan. This course is an introduction to publication-based planning, implementing and evaluating health Credits: 3 research design and methods, including the logic of promotion programs in a variety of settings. Every Fall and Spring scientific research, research ethics, causal inference, Students participate in a service learning project to hypothesis formation, measurement theory, survey assist a community-based organization or public MPH 710 Foundations of Public Health and research, experimental design, qualitative methods, health agency in developing an evidence-based Health Education sampling and data analysis applications. The public health promotion program. This course is an introduction to public health and bridges and barriers to the diffusion and The pre-requisites of MPH 600, 610 and 620 are health education, specifically: academic application of research results to practice will be required. The pre-requisite or co-requisite of MPH foundations; key principles; priorities; values; discussed. 615 and MPH 735 is also required. concepts; vocabulary; key document; historic The pre-requisites of MPH 600, 610 and 620 are Credits: 3 milestones; pioneers and leaders; codes of ethics; required. The pre-requisite or co-requisite of MPH Every Fall and Spring professional organizations and associations; career 615 is also required. and professional development options; future Credits: 3 MPH 760 Global Public Health Challenges trends. Every Fall and Spring This course is designed to give the student and Credits: 3 introduction to the issues of global health and the Every Fall MPH 740 Public Health Planning, factors controlling it. The basic principles of global Implementation and Evaluation health, including measurement, determinants and MPH 715 Principles of Epidemiology This course provides an overview of health the relationship to socio-economic development This course introduces the distribution and promotion planning frameworks and issues in will be explored. The evolution of epidemics and determinants of health and disease in defined planning, implementing and evaluating health the phenomena of endemic and pandemic disease populations. It also emphasizes the skills necessary promotion programs in a variety of settings. will be considered. The understanding of burden to research, produce, utilize and critique Students participate in a service learning project to of and determinants of morbidity and mortality are epidemiologic literature. assist a community-based organization or public examined. In order to register for this course, the student must health agency in developing an evidence-based In order to register for this course, the student must be active in the Public Health plan. public health promotion program. be active in the Public Health plan. Credits: 3 The pre-requisites of MPH 600, 610 and 620 are Credits: 3 Every Fall and Spring required. The pre-requisite or co-requisite of MPH Every Fall and Spring 615 and MPH 735 is also required. MPH 720 Principles of Biostatistics Credits: 3 MPH 765 Infectious Diseases and Public Health This course is an introduction to the field of Every Fall and Spring Practice biostatistics. Emphasis is on key concepts and This is an introduction to the epidemiology and health data interpretation. Includes an MPH 745 Principles and Methods of Health control of infectious diseases. The course is taught introduction to data and data types; tools for Education and Promotion from the perspective of public health describing central tendency and variability in data; This course examines the design, production and communicable disease containment: detection, methods for performing inference on population evaluation of health promotion and disease investigation, control, and prevention of infectious means and proportions via sample data; statistical programs and services rooted in health education diseases in communities. The course emphasizes hypothesis testing and its application to group theory, research, and best practices. Includes core concepts in infectious disease transmission comparisons; issues of power and sample size in support and work group facilitation; group mechanisms, dynamics, and containment; evidence- study designs; and random sample and other study presentations; community and professional group based approaches to designing and implementing types. Students are also taught the statistical training; community organizing; and coalition infectious disease control and prevention measures, software SPSS. building. Emphasizes the benefits of and and an overview of epidemiologic methods for In order to register for this course, the student must techniques for coordinating multiple, well- investigating infectious disease transmission and be active in the Public Health plan. integrated, and well-coordinated interventions. containment. Credits: 3 The pre-requisite of MPH 600 is required. The pre-requisite of MPH 710 is required. Every Fall and Spring Credits: 3 Credits: 3 Every Fall and Summer On Occasion MPH 725 Social and Behavioral Sciences in Public Health MPH 750 Public Health Policy, Advocacy and MPH 798 Public Health Capstone Seminar: This course introduces the role of well established Leadership Promoting Health Equity and new and emerging social and behavioral This course provides an overview of effective A culminating academic experience in which science theories in shaping research and practice in leadership principles that contribute toward students design a public health health promotion public health and health promotion and education. creating a shared vision among individuals, groups, program/strategy/intervention that involves the Students will analyze and compare theories and organizations and communities; the role of public application and integration the review research that supports and/or challenges health practitioners in advocating for programs and perspective/mindset, knowledge and skills acquired different theories' contributions to health policies that improve the public's health; strategies from the Program of Study to a local public health promotion and disease prevention at the individual, and techniques for participating effectively in the problem. Projects focus on the application of group, organizational, community, and public legislative process. health education, advocacy, and communication
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 222 LIU Brooklyn strategies and reducing health disparities. The pre-requisites of MPH 600, 610, 615, 740 and 745 required. Credits: 3 Every Fall and Spring
MPH 799 Public Health Field Practicum A 200-hour field practicum/placement at a local health organization that involves the performance of health education, health advocacy, and health communication functions, and the collection and analysis of data as appropriate, under the supervision of a qualified health professional to determine or assess a response to an actual public health challenge. A practicum report is completed and presented in the form of an oral presentation and scientific poster. The pre-requisite or co-requisite of MPH 798 is required. Credits: 3 Every Fall and Spring
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DEPARTMENT OF SOCIAL and demonstrated mastery of psychosocial As an added benefit, graduates of either assessment, administrative theory and practice, Gerontology track may also qualify for a New WORK and diversity sensitive practice. Students select a York State Advanced Certificate by taking just one specific area of concentration – not-for profit additional course, which is offered by LIU. Phone: 718-488-1025 management, substance abuse, gerontology, child Non-Profit Management Concentration Fax: 718-246-6428 and family welfare or forensic social work – for The concentration in non-profit management Associate Professor: Amandia Speakes-Lewis, more specialized education in a particular area of provides students with the knowledge, the values M.S.W., Ph.D. (Chair) practice. The research curriculum in the second and the skills to work effectively and to administer Associate Professor: Donna Wang, M.S.W., Ph.D. year supports the concentrated study by programs in virtually any segment of the social Associate Professor: Samuel C. Jones, M.S.W., demonstrating application of research service community – from child welfare to health D.S.W. methodology to the student’s specialized area of and mental health – and in a variety of programs Professor: Jessica Rosenberg, M.S.W., PhD concentration. Field experience in the second year that address a broad range of social issues from Associate Professor: Kathryn Krase, M.S.W., provides an opportunity for the student to apply hunger and homelessness to women at risk. Upon Ph.D., J.D. generalist and specialized knowledge in the completion of the concentration in non-profit Assistant Professors: Jo Rees, M.S.W., Ph.D. : selected area of concentration. The curriculum is management, graduates may also qualify for an Sheila Vakharia, M.S.W., PhD; consistent with program goals insofar as the Advanced Certificate in Not-For-Profit Field Work Coordinators: Renie Rondon Jackson, student receives a generalist background that Management by taking just one additional course, M.S.W, PhD: Michael Ash, M.S.W. includes a conception of generalist practice, an which is offered by the School of Business. Adjunct Faculty: 32 eclectic knowledge base and an understanding of Alcohol and Substance Abuse Concentration the relationship of values, diversity, populations at The alcohol and substance abuse concentration LIU is the first university to offer a fully risk and promotion of social justice to the social incorporates various methods and systems of accredited social work program in Brooklyn on work professional role with systems of all sizes. practice to prepare students to work with both the undergraduate and the graduate level. The An Interdisciplinary Approach individuals, families, groups and the community at Department’s Common Ground Service Learning The M.S.W. program brings an large. This concentration prepares graduates to Program provides students from all disciplines interdisciplinary approach to graduate social work work in settings ranging from school to with the opportunity to gain valuable volunteer studies, combining coursework not only across community-based organizations and from mental experience in a wide range of service venues campuses but also across departments within health clinics to the criminal justice system. throughout the greater New York area. Social campuses and across traditional social work Graduates of this program will have the work as a profession is an exciting growth area disciplines. Students who earn the Master of Social knowledge, the skills and the values to deliver that offers professional flexibility, longevity and Work degree from LIU will have the skills, alcohol and substance abuse counseling and to personal satisfaction. knowledge and values required to deliver direct perform assessment; clinical evaluation; treatment care to a broad population as well as in the field of planning; case management; and client, family and
their chosen concentration. They will be prepared community education. In addition, they will Master of Social Work (M.S.W.) to manage and administer social service programs become completely familiar with their professional and agencies within the fields of mental health, and ethical responsibilities as well as the LIU Brooklyn’s 60-credit Master of Social community service, social service, and case and documentation process. Work (M.S.W.) offers degree candidates five care management. The alcohol and substance abuse concentration different concentrations: gerontology, nonprofit Gerontology Concentration has been designed in conjunction with the New management, alcohol and substance abuse, child Students in the gerontology concentration will York State Department of Education’s and family welfare, and forensic social work. The show an intellectual mastery of and demonstrate requirements for the Certificate in Alcohol and program is collaboration between LIU Brooklyn the professional ability to competently respond to Substance Abuse Counseling (CASAC). Students and LIU Post (Brookville), and courses are the physical, psychological, social and spiritual can complete the requirements for CASAC by available at both locations. It is accredited by the needs of older people and the major issues, fulfilling additional internship hours after Council of Social Work Education (CSWE), concepts and theories related to late-age completing the M.S.W. degree. signifying that it meets the highest standards of functioning. Students who choose this Child and Family Welfare Concentration academic excellence. concentration may choose one of two tracks: direct The child and family welfare concentration will The program is integrated to provide a step- client service through senior community service, provide educational curriculum to students wise progression in student understanding of or leadership in long-term care administration. interested in working in an interdisciplinary generalist and specialized practice. The first-year The senior community service track context with children and their families. This curriculum includes content in the eight foundation incorporates both clinical and administrative concentration was developed with input from the areas of policy, practice, human behavior, field, content areas. Students in this track will learn to Nassau County Department of Social Services, the diversity, populations at risk, and promotion of plan and to develop community services for older Nassau County Coalition Against Domestic social justice and values. It introduces the student adults; perform intervention, develop treatment Violence, the Family and Children’s Association to the components of generalist practice with plans and understand and manage issues of death, and other community-based organizations’ systems of all sizes and provides an understanding bereavement and loss. personnel. It incorporates knowledge, values and of generalist practice that distinguishes between Those who take the long-term care skills that professionals need to effectively work generalist and advanced content while supporting administration track will gain an in-depth with children and their families across a broad the integration of specialized knowledge and understanding of health care facility range of social issues and in multiple programs. technologies into a generalist perspective. It also administration, health care financing, legal issues After completing their first-year M.S.W. introduces the student to the principles of in health and personal management. The long-term coursework, students will develop their interdisciplinary collaboration, preparing them for care administration track meets most of the understanding about policies and services specific work in interdisciplinary fields of practice. academic requirements for eligibility for the to children and families, family violence across the The second-year curriculum builds upon the Nursing Home Administrator’s licensing lifespan, community-based practice with children first year by deepening the student’s understanding examination in New York State. and families, and community mental health.
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 224 LIU Brooklyn
Forensic Social Work Concentration of 2.8 or better SWK 613 Social Work Practice III: 3.00 Forensic social workers perform a vital public • Have a B average or better in courses taken Social Work Practice with service in guiding their clients through the during the final four semesters of Organizations and daunting and ever-changing legal system. These undergraduate study Communities professionals possess a firm grasp of the civil, • Submit a minimum of three recommendations SWK 621 Human Behavior/Social 3.00 criminal and juvenile justice systems, along with a • Submit a personal narrative/autobiographical Environment I: Birth profound understanding of how socioeconomic, statement through Adolescence cultural, religious, and other aspects of their • Submit an undergraduate transcript from all clients’ lives may impact access to legal services. colleges or universities previously attended SWK 622 Human Behavior/Social 3.00 To meet a growing national interest in forensics • Possess the personal characteristics and Environment II: Young (the application of physical science, mental health, qualifications essential for professional work through Late Adulthood technology and the legal system) and a growing with vulnerable individuals and with SWK 623 Human Service 3.00 recognition of the complex interplay between populations at risk Organizations and social, clinical, and legal services, the Department • Submit an application to the Office of Administrative Behavior: of Social Work offers a forensics social work Admissions (see Submitting an Application for A context for Soc Work concentration within the 60-credit Master of Social Admission) Work (M.S.W.) program. Submitting an Application for Admission SWK 650 Psychopathology 3.00 As a graduate of the Master of Social Work All applicants must apply for admission to LIU SWK 701 Field Instruction I 3.00 program with the concentration in forensic social Brooklyn. Please apply online at My LIU or use work, students will be exceptionally prepared to the Apply Now link in the upper right-hand corner SWK 702 Field Instruction II 3.00 apply the principles of social work to the legal of the campus’ website. SWK 703 Field Instruction III: 3.00 system, including applicable local, state and In addition to completing the graduate Specialization federal laws; civil and criminal courts and the application, we request that you collect all required juvenile justice system; law enforcement agencies; documents needed for admission and mail them SWK 704 Field Instruction IV: 3.00 and correctional facilities. Clients may be children together in a single envelope to: Research II and three or adults, individuals or families, organizations or LIU Brooklyn courses in the communities. Their legal difficulties may involve Admissions Processing Center concentration. child custody and parental rights issues due to P.O. Box 810 SWK 790 Capstone Seminar 3.00 domestic violence and neglect and crimes relating Randolph, MA 02368-0810 to mental illness and substance abuse. They may Please note that the program admits students for SWK 798 Research Methods I: 3.00 face arrest and incarceration, be imprisoned or the fall semester only. All applications and Introduction to Social hospitalized, or be on probation or parole. supporting documentation must be submitted by Research The forensic social work concentration prepares April 1st. SWK 799 Social Work Research II: 3.00 students to serve all of these populations, by Program Requirements Advanced Research identifying societal issues and their impact on your Continued enrollment in this program is Methods for Practice clients; screening, assessing and counseling your contingent upon: clients; planning and implementing interventions; • Earning a grade of B or better in all field Child and Family Welfare Concentration making client referrals; and otherwise serving as education courses Must Complete All Courses Listed Below: effective advocates for diverse and at-risk clients, • Maintaining a minimum grade-point average of SWK 660 Families and Children: 3.00 who may range from individual children or adults 3.0 Policy and Services to organizations or communities. • Being in compliance with all program, CSWE SWK 661 Family Violence Across 3.00 Admissions Criteria and NASW standards the Lifespan The admissions criteria reflect the program’s • Earning the required 60 credits within a four- goals and objectives and support LIU’s mission of year period. SWK 662 Community Based 3.00 Access and Excellence. The program seeks Practice with Children students from varied backgrounds who reflect the M.S.W., Social Work and Families diversity of the populations its graduates will Program Code: 29207 SWK 663 Child Psychopathology 3.00 serve, including the suburban population of Must Complete All Courses Listed Below. Nassau County and the multiethnic, urban SWK 601 Policy I: History and 3.00 Alcohol & Substance Abuse population of Brooklyn and New York City, as Philosophy of Social Concentration well as the greater tri-state area. Through direct Work Social Welfare Must Complete All Courses Listed Below: care or leadership roles in the field of social work, Policy and Services SWK 674 Thrs/Prn:Al/Sub Cnsl 3.00 students who apply to this program should be SWK 602 Policy II: Social Welfare 3.00 interested in working with populations at risk. SWK 675 Intr:Tch Sub Ab Cnsl 3.00 Policies and Services: The program seeks applicants who have a broad SWK 677 Soclg/Psylg Aspects 3.00 Social Provisions & liberal arts education consisting of the humanities; Framework SWK 678 Phys/Pharmlg Effects 3.00 the social and behavioral sciences; the natural sciences including biology and courses reflective SWK 611 Social Work Practice I: 3.00 Gerontology Concentration of a basic interest in human services. Working with Individuals Must Complete All Courses Listed Below: Admissions Requirements and Groups MPA 602 Human Resources 3.00 To be admitted to this program, you must: Management SWK 612 Social Work Practice II: 3.00 • Hold a bachelor of arts degree from a Working with Families regionally accredited university MPA 616 Legal Aspects of Health 3.00 • Have a minimum overall grade-point average
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PM 738 Gerontology: The Process 3.00 of Aging Advanced Certificate, Forensic Social Must Complete One Course (3 Credits) Listed Work Below: (Program Code: 34760} The following four courses are required: MPA 616 Legal Aspects of Health 3.00 SWK 630 Forensic Social Work & 3.00 PM 739 Long-Term Care 3.00 the Criminal and Juvenile Administration Justice Systems
PM 743 Aging Policy in the 3.00 SWK 631 Interviewing, Evaluation, 3.00 Community and Offering Treatment as Non-Profit Management Concentration a Forensic Social Worker Must Complete All Courses Listed Below: SWK 632 Forensic Social Work 3.00 PM 741 Fundraising 3.00 with Drug and Alcohol MPA 624 Non Profit Management 3.00 Populations in the Criminal and Juvenile MPA 602 Human Resource 3.00 Justice Systems Management SWK 633 Frnsc SWK & Domstc 3.00 MPA 626 Legal, Etincal & Gov. 3.00 Viol-Legl,Cultrl,Ethnc & Issues Religious Issues in Forensic Social Work Concentration Criminl & Juvenle Justice Must Complete All Courses Listed Below: Systms SWK 630 Forensic Social Work & 3.00 Choose one of the following: the Criminal and Juvenile BMS 571 Introduction to 3.00 Justice Systems Criminalistics
SWK 631 Interviewing, Evaluating 3.00 SWK 661 Family Violence Across 3.00 and Offering Treatment as the Lifespan a Forensic Social Worker
SWK 632 Forensic Social Work 3.00 Credits and GPA Requirements with Drug and Alcohol Minimum Total Credits: 15 Populations in the Minimum Major GPA: 3.0 Criminal and Juvenile Justice Systems
SWK 633 Forensic Social Work and 3.00 Domestic Violence - Legal, Cultural, Ethnic and Religious Issues in the Criminal and Juvenile Justice Systems
Credit and GPA Requirements Minimum Total Credits: 60 Minimum Major GPA: 3.0
Advanced Certificate in Forensic Social Work
Advanced Certificate in Forensic Social Work Students who complete the four courses in Forensic Social Work concentration and one additional course will qualify for the New York State Advance Certificate in Forensic Social Work. The certificate program may be taken by post-masters students as well as by students currently in the LIU Masters of Social Work program.
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Social Work Courses relationship-building exercises, a walkthrough of a process in communities. The course includes clinical interview and the stages of treatment, an material on value conflicts and value conflict integrated clinical approach to individual and resolution in social work practice with organizations SWK 601 Policy I: History and Philosophy of group practice and an application of generalist and and communities as well as strategies for evaluation Social Work Social Welfare Policy and Services advanced practice skills with groups in specific of practice. This introductory policy class provides information settings. The pre-requisites of SWK 611, 621 and 701 are about the development of social work as a The student must be active in the graduate Social required. The co-requisites of SWK 612, 702 and profession; historical and contemporary social Work plan in order to register for this course. 622 are required. welfare policies, services and institutions; and Credits: 3 Credits: 3 examines how economic, political, and Every Fall Every Fall organizational systems influence how services are created and provided. These themes are discussed SWK 612 Social Work Practice II: Social Work SWK 614 Advanced Principles of Administrative within a context of social issues and connect social Practice with Families and Clinical Practice within an Interdisciplinary welfare policy and social work practice. Students The second of three courses in the Practice Context will gain historical and contemporary knowledge of Sequence, this course focuses on working with The course is designed to orient advanced standing the various forms and mechanisms of oppression families and the individuals within the family students to advanced practice knowledge and discrimination and their relationship to social through the life span. Developing an understanding introduced in the first year of the two year MSE and economic justice for society in general and at- of the interplay between the developmental issues program to close a knowledge gap between risk/special populations. of the individual and the life stages of the family as advanced standing students and regularly The student must be active in the graduate Social a unit, through the life span, will be a primary focus matriculated students. As such, the course provides Work plan in order to register for this course. of the course. Another primary focus of the course a theoretical orientation to the interdisciplinary Credits: 3 is an exploration of the work of various family context of social work practice; identifies the Every Fall theorists and their varied methods of intervention. components of role conflict reolustion; and, Special emphasis will be placed on psychodynamic explores strategies for promoting interdisciplinary SWK 602 Policy II: Social Welfare Policies and systems and cognitive/behavioral theories and collaboration. Building upon the generalist model, Services: Social Provisions & Framework for techniques of intervention. this course demonstrates the linkages between a Policy Analysis The pre-requisites of SWK 611, 621 and 701 are generalist perspective and an integrated theoretical This course is the second class in the policy required. The co-requisites of SWK 702, 613 and perspective for advanced clinical practice with sequence. Students explore the modern welfare 622 are required. individuals and groups. The course also explores state from local, state, federal and national Credits: 3 commonalities and differences between a generalist perspectives and learn about those factors which Every Spring perspective for working with families and more contribute to the existence of social problems. specialized approaches. Special emphasis is placed Students are introduced to a framework for policy SWK 613 Social Work Practice III: Working with on psychodynamic systems and analysis and related concepts such as the basis of Organizations and Communities cognitive/behavioral theories and techniques of social allocations, and the nature of social This practice course focuses on macro social work intervention with individuals, groups and families. provisions. The course also helps students to practice within a systems perspective. The course The student must be active in the graduate Social develop a deeper understanding of the social work clarifies the common elements of practice with Work plan in order to register for this course. profession's role in advocacy and social action for systems of all sizes and identifies the application of Credits: 3 policy change. Information about government micro and mezzo strategies of intervention within On Demand benefits and programs including those that address the organizational and community context, e.g. income support, family and child welfare, disability, work with teams, coalitions, boards. SWK 621 Human Behavior/Social Environment aging, substance abuse, and health care are also The course provides an introduction to role theory I: Birth through Adolescence provided. and its application to collaboration and other forms This course, the first of two in this sequence, The pre-requisite of SWK 601 is required. of multi-disciplinary and interdisciplinary activity. provides the theoretical and empirical support for Credits: 3 The course begins with an analysis of the worker’s several social work values, practice skills, and ethical Every Spring role within the organization, starting with the standards. These values and standards include historical antecedents of social work practice in this respect for the dignity and uniqueness of the SWK 611 Social Work Practice I: Working with macro arena. individual, respect of a person''s right to self- Individuals and Groups determination, and respect for spirituality and the The first of four practice courses, this course Practice III demonstrates the relationship of the religious beliefs of others. In addition to biological, provides a foundation for social work practice on generalist intervention model (GIM) to work with psychological, and social development, the course micro and mezzo levels with diverse populations in organizations and the various tasks of the social covers moral development. a variety of settings. It provides an overview of the worker at different phases of intervention. The The co-requisite of SWK 601 is required. values, ethics and knowledge upon which social second half of the course focuses on social work Credits: 3 work practice is based.The course provides a practice with communities. The curriculum Every Fall generalist problem solving approach to the includes a systems perspective for understanding understanding of social work practice with communities with an emphasis on ecological and SWK 622 Human Behavior/Social Environment individuals and groups. Building upon the social systems, demographic development, social II: Young through Late Adulthood generalist model, this course demonstrates the stratification, and political and economic systems. The second in the sequence of two HBSE courses, linkages between a generalist perspective and an The course highlights the factors that define power this course continues to provide theoretical and integrated theoretical perspective for advanced in the community and the worker’s role in empirical support for social work values and ethics practice with individuals and groups. The course promoting social and economic justice. The course while providing the generalist practitioner with the includes historical content, person in-environment includes an analysis of the application of the knowledge necessary to work with individuals, and systems perspectives, communication and generalist intervention model (GIM) to the change groups, communities, and systems of all sizes. With
Page 227 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017 the focus on early, middle, and late adulthood, the the forensic social work role, e.g. tasks and potential Ed. (DSM-IV) classified maladaptive behaviors that social work values that are emphasized in the course ethical conflicts. The principles of generalist and are exhibited by many social work clients. It embrace larger systems such as family relationships, clinical practice are applied to the assessment and provides an in-depth study of the etiology, course, communities, organizations, and socioeconomic treatment of individuals charged with a range of prognosis, and resolution of major psychological policies. criminal and juvenile offenses with special attention and psychiatric conditions. The DSM-IV multi-axial The pre-requisites of SWK 611, 621 and 701 are to the specific issues associated with sentencing, system will serve as a backdrop and context in required. diagnosis, incarceration, and release. Macro tasks which these conditions will be presented and The co-requisites of SWK 612, 613 and 702 are related to mediating the needs of individuals and studied. The Competency Based- Assessment required. the purposes of institutions are also addressed. Model, which follows a process of reviewing and Credits: 3 The student must be active in the graduate Social understanding an individual¿s past in order to Every Spring Work plan in order to register for this course. distinguish and interpret present concerns, (Zide & Credits: 3 Grey, 2001) is the theoretical and philosophical SWK 623 Human Service Organizations and Every Fall framework through which the course¿s information Administrative Behavior: A context for Soc Work will flow. Student will become familiar with DSM- This course provides students with a conceptual SWK 632 Forensic Social Work with Drug and IV diagnostic criteria and the empirical and framework for understanding human service Alcohol Populations in the Criminal and Juvenile epidemiological data that supports each diagnosis. organizations with a special emphasis on the social Justice Systems The course will also look at the behaviors that are work field. It explores the role and function of the This course focuses on the role of the forensic evaluated in the process of arriving at a differential agency-based social work practitioner and manager social worker in drug and alcohol related treatment diagnosis. The cultural context will play a major through the study of organizational behavior and and crime. Heroin, cocaine, marijuana, role in understanding these conditions. structural theory. Students also consider the prescription drugs, "club drugs" (i.e. MDMA, etc.), The pre-requisites of SWK 602, SWK 612, SWK function of human service organizations within the and alcohol will be placed under a clinical 613, SWK 622 and SWK 702 are required. context of economic, political, social and microscope. Different drugs are sought by different Credits: 3 technological factors and the ways in which they populations of people which generally lead to Every Fall influence administration and service delivery. The different types of criminal activity. The impact of course provides an overview of the responsibilities drugs and alcohol abusing ofenders'' behavior on SWK 660 Families and Children: Policy and necessary to support effective and efficient quality their children will also be explored. The legal and Services services to clients including how to manage ethical issues associated with the forensic social This course enables students to build upon their information, finances and people. work population are explored. Attention is focused knowledge of social welfare policy and services and The pre-requisites of SWK 601, 602, 611, 612, 613, on the relationship and potential role conflicts apply this knowledge t othe needs of children and 621, 622 701, 702 and 798 are required. between social work practice and 12 step self-help their families. It presents students with knowledge Credits: 3 programs. of concepts, policies and practices, which Every Spring The student must be active in the graduate Social characterize child welfare services in American Work plan in order to register for this course. society. It provides historical and legal information SWK 630 Forensic Social Work & the Criminal Credits: 3 about various policies and programs within family and Juvenile Justice Systems Every Spring and children''s services at the federal, state and local The course provides an overview of the specialty of levels and examines the multiple systems that forensic social work and its interface with the SWK 633 Frnsc SWK & Domstc Viol- influence the life of children and their families. In criminal justice systems, from arrest to sentencing Legl,Cultrl,Ethnc & Religious Issues in Criminl addition, it explores current trends, controversial and conviction. Legal and ethical aspects of & Juvenle Justice Systms and topical issues in child welfare and family professional practice, including issues associated the The course focuses on the role of the forensic social services and the social worker''s role in an competency of the accused as well as the worker in understanding, assessing, preventing, and interdisciplinary approach, and how to advocate for preparation of the presentence forensic evaluatio. managing domestic violence. The cyclical nature of individuals and families. The debate regarding punishment versus domestic violence and its association with alcohol The pre-requisites of SWK 602, SWK 612, SWK rehabilitation is explored along with a multi- and substance abuse is addressed with special 613, SWK 622 and SWK 702 are required. systemic perspective on the causes and prevention attention to the needs of adult children of Credits: 3 of crime and juvenile misconduct. Their interface alcoholics who often perpetuate a pattern of violent Every Fall with sexual, religious, racial and other sub-group behavior which leads to intergenerational involvement will also be discussed and realized. involvement with criminal and juvenile justice SWK 661 Family Violence Across the Lifespan The student must be active in the graduate Social systems. The course incorporates a multi-systemic This course examines the problem and Work plan in order to register for this course. perspective with an emphasis on assessing and consequences of family violence across the lifespan Credits: 3 treating the perpetrator, as well as the victims of and its impact on children. It presents theoretical, Every Fall domestic violence and also focuses on the forensic research, policy and practice issues involving intra- social worker''s role in impacting the institutions familial child abuse and neglect, intimate partner SWK 631 Interviewing, Evaluation, and Offering associated with the efforts to reduce domestic violence, child witnessing of intimate partner Treatment as a Forensic Social Worker violence. violence, and elder abuse. it explores individual The clinical overview leading to an accurate The student must be active in the graduate Social and group level interventions, structural influences understanding of the underpinnings of the Work plan in order to register for this course. on family violence, and policy implications in the pathology which led to the involvement in the Credits: 3 field of social work. In addition, the course will judicial system is a critical part to the successful Every Spring emphasize rights to safety and safety planning for practice of forensic social work. This course populations at-risk within the context of social scrutinizes this vital component of the forensic SWK 650 Psychopathology justice with an emphasis of how interdisciplinary social work process. The course also focuses on This course provides a bio-psycho-social perspective approach can assist in the empowerment of separating the various components associated with to a range of Diagnostic and Statistical Manual, 4th survivors of abuse.
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 228 LIU Brooklyn
The pre-requisites of SWK 602, SWK 612, SWK population. Students will receive a comprehensive The co-requisites of SWK 611 and 798 are 613, SWK 622 and SWK 702 are required. The co- overview of chemical dependency treatment and required. requisite of SWK 660 is required. explore various counseling intervention methods. Credits: 3 Credits: 3 The qualities and professional skills for competent Every Fall Every Fall and effective practice will also be thoroughly examined. SWK 702 Field Instruction II SWK 663 Social Work Practice with At-Risk The pre-requisites of SWK 602, 612, 613, 622 and Field Instruction II is the second course in the field Children & Youth 702 are required. practicum sequence and represents the culmination This course provides a bio-psycho-social Credits: 3 of the Foundation year. Field Instruction II developmental perspective to a range of childhood Every Fall provides students with the opportunity to further disorders as they are classified in the Diagnostic and integrate and build upon the knowledge, values and Statistical Manual, 4th Ed Text Revised. (DSM-IV- SWK 677 Sociological and Psychological Aspects skills assimilated during the previous semester. TR). It provides an in-depth study of the etiology, of Substance Abuse Students further their proficiency in intervening course, prognosis, and resolution of major This course will offer students a comprehensive with diverse problems and multiple sized systems, psychological and psychiatric conditions that are view of alcohol and drug use and alcohol and develop more intensive interactive helping skills, encountered by children with an emphasis on a addiction from a historical perspective. Utilizing become better adept at writing process records and family and system approach to the cultural attitudes, legal sanctions and normative other agency records, assume more responsibility in conceptualization and treatment of such values regarding alcohol and drug use, students will supervision and inter-professional collaboration, conditions. The DSM-IV multiaxial system will analyze what addiction is and who is an addict by and utilize research and the skills of policy practice serve as a backdrop and context in which these various disciplines (i.e., medicine, sociology, to benefit clients. They are increasingly expected to conditions will be presented and studies. A psychology, etc.) and systems 9i.e., family, criminal apply a multilayered understanding of generalist developmental-systems (Marsh and Barkley, 1996) justice, social services, etc.). Students will examine practice concepts and skills to their work with approach will guide the theoretical and ethnicity and its role in substance abuse and clients. Students gain greater awareness of their philosophical framework of this course as the counseling. Students should be prepared to think own value base and its compatibility to professional students become familiar with DSM-IV-TR critically and engage in a dialogue regarding the social work values, and can utilize more diagnostic criteria for childhood psychopathology complex bio-psycho-social issues that impact sophisticated expression of their dilemmas through and the empirical and epidemiological data that alcoholics and/or addicts as well as the substance the supervisory and self-evaluative process. They supports each diagnosis. The course will look at abuse counselor. must also demonstrate greater professional internalizing and externalizing disorders of The pre-requisites of SWK 674 and 675 are responsibility by preparing supervisory agendas; childhood that social workers are likely to required. monitor both learning and client goals by encounter in various settings of practice (e.g., Credits: 3 evaluating progress made toward both. Learning schools, hospitals, community centers, adoption Every Spring contracts are further refined, and tasks are agencies, ACS and DSS agencies). The students operationalized and tethered to the mid-semester will learn to consider issues such as adaptations, age SWK 678 Physical and Pharmacological Effects of field evaluation. Again, students are required to appropriateness, clusters and patterns of symptoms Substance Abuse participate in the self-evaluation process continually and behaviors that are instrumental in the process This course will examine how the abuse of alcohol throughout the semester both in oral and written of differential diagnosis. The cultural context will and other drugs affect the body with emphasis on evaluation sessions, as well as evaluating their field play a major role in understanding these conditions the central nervous system, organ systems and experience and supervisor. and the differential validity, to the extent to which general physical health. The physiological basis for The pre-requisites of SWK 611, 621 and 701 are it exists, in assessment and treatment of children. the disease concept of addiction will be reviewed. required. The co-requisites of SWK 612 and 613 The pre-requisites of SWK 660 and 661 are Psychoactive drug categories will be explored in are required. required. relation to the history of use, routes of Credits: 3 Credits: 3 administration and how the body processes licit Every Spring Every Spring and illicit substances. The effects of drugs and pharmacological interactions on metabolic SWK 703 Field Instruction III SWK 674 Theories and Principles of Alcohol and processes and neuropsychological functioning will This is the third course in a four semester Field Substance Abuse Counseling be discusses. Instruction sequence in the Master''s in Social This course will introduce students to the basic The pre-requisites of SWK 674 and 675 are Work program. The first two semesters of Field theories and principles of alcoholism and substance required. Instruction provide the Foundation and the second abuse counseling, as well as techniques for Credits: 3 two semesters provide the Specialization. The motivating the chemically dependent client to Every Fall Specialization year prepares students (1) to gain engage in treatment. Emphasis will be placed on expertise in gerontology, not-for-profit management the theories of vocational counseling and the SWK 701 Field Instruction I or substance and alcohol abuse (2) to function at an relationship between work, self-esteem, and This is the first course in a four semester Field advanced level of competence in a social service recovery. Instruction sequence in the Master''s in Social delivery system (3) to continue to practice problem- The pre-requisites of SWK 602, 612, 613, 622 and Work program. The first two semesters of Field solving and relationship-building skills, (4) and to 702 are required. Instruction provide the Foundation and the second continue to integrate and apply knowledge from Credits: 3 two semesters provide the Specialization. The Practice, Policy, HBSE and Research to work with Every Spring Foundation prepares students (1) to function at a client systems. beginning level of competence in a social service The prerequisites of SWK 602, SWK 612, SWK SWK 675 Introduction to the Techniques of delivery system (2) to develop generalist problem- 613, SWK 622 and SWK 702 are required. Substance Abuse Counseling solving and relationship-building skills and (3) to Credits: 3 This course provides students with a foundation in integrate and apply knowledge from Practice, Every Fall basic techniques of counseling the substance abuse Policy, HBSE and Research to work with clients.
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SWK 704 Field Instruction IV ethical in an effort to help the student realize that a Field Instruction IV is the second course in the personal moral code is the best defense against Advanced Curriculum/ Specialization Year. It unacceptable and unethical conduct. The student is shares its objectives with Field Instruction III. encouraged to ponder the question of ethics with Applying social work knowledge, skills and values guidance from social work values and guiding in the practicum is understood as a developmental principles, and the NASW Code of Ethics. process. Students make a solid beginning in the Students are presented with practical examples of Foundation Year, continue to work towards these ethical dilemmas and required to address the objectives in the Specialization Year and continue situation using critical thinking skills, technical to grow and develop as master''s level practitioners training, and social work values. This course aims after earning their degree. In this spirit, in Field to improve students understanding of the place Instruction IV, students further their developing research plays and has played in social work expertise in their specialization as described above practice. Using the Code of Ethics as a foundation and deepen their understanding of allied for all research ventures, students will be taught the disciplines. Collaborations with professional basic concepts of research question formation, colleagues across disciplinary lines have the psychometrics and use of measurement opportunity to develop and mature over time. instruments. The course will introduce key The pre-requisite of SWK 703 is required. components of research including research design, Credits: 3 data collection, appropriate communication of Every Spring research findings, and its relevance to the evaluation of practice, programs, and policies. SWK 726 Interdisciplinary Assessment The co-requisites of SWK 611 and SWK 701 are The first half of this course will cover assessing required. mental health conditions commonly found in many Credits: 3 older adults, such as depression, dementia, Every Spring delirium, and anxiety. Caregiver and family roles will also be covered. The second half of the course SWK 799 Social Work Research II: Advanced will promote a clarification of the roles of different Research Methods for Practice practitioners and the purpose of different health, Social work values and ethics continue to guide the financial legal and social services organizations student¿s development of technical skills for serving the elderly in the community. generating social work knowledge and the Credits: 3 evaluation of social work practice. With a greater Every Fall emphasis on the sensitive development and use of technology with populations-at-risk, social work SWK 790 Capstone Seminar values and ethics continue to be the primary This course is intended to provide students with the components in the content of this course. academic framework within which they design and Accessing secondary data and the judicious and implement the capstone project. Students review ethical use of the data coupled with cultural their knowledge about role conflict within sensitivity will be woven into the fabric of the 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 Fall Social Research This course places significant emphasis on the adherence to social work values and ethical standards in research and in practice evaluation. It requires the students to ask themselves Why be
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 230 LIU Brooklyn
LIU PHARMACY
LIU Pharmacy (Arnold & Marie Schwartz College of Pharmacy and Health Sciences) offers graduate curricula leading to the Master of Science degree in the following fields, as registered with the New York State Education Department: Pharmaceutics (with specializations in Industrial Pharmacy and Cosmetic Sciences), Pharmacology/Toxicology, and Drug Regulatory Affairs. The college also offers the Doctor of Philosophy in Pharmaceutics (Ph.D.) degree as well as an entry-level, six-year Doctor of Pharmacy (Pharm.D.) degree. Detailed information on the pharmacy programs is provided in the LIU Pharmacy bulletin. For information, please contact the Dean’s Office at [email protected] or visit the website at www.liu.edu/pharmacy. For additional information:
Doctor of Pharmacy Professional Program Phone: 718-488-1234 Email: [email protected] Graduate Programs Phone: 718-488-1062 Email: [email protected] Continuing Professional Education Phone: 718-488-1065 Email: [email protected] Alumni Relations Phone: 718-780-6562 Email: [email protected]
John M. Pezzuto Dean
Martin E. Brown Associate Dean
Anait S. Levenson Associate Dean for Research and Graduate Studies
Kenza Benzeroual Assistant Dean for Academic and Student Affairs
Page 231 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
LIU BROOKLYN APPROVED PROGRAMS Dance 1008 BFA, BS
Economics 2204 BA New York State Education Department Inventory of Registered Programs Enrollment in other than registered or otherwise approved programs may English 1501 BA, MA jeopardize a student’s eligibility for certain student aid awards. History 2205 BA
Harriet Rothkopf Heilbrunn School of Nursing Humanities 5649 AA Humanities 4903 BA Major Hegis Code Degree Journalism 0602 BA Adult Nurse Practitioner 1203.1 BS / MS, MS Mathematics 1701 BS Adult Nurse Practitioner 1203.12 Adv. Crt. Media Arts 0601 BA Education for Nurses 1203.12 Adv. Crt. Media Arts 1009 MA Family Nurse Practitioner 1203.1 MS Media Arts 0605 MFA Family Nurse Practitioner 1203.12 Adv. Crt. Medical Technology 1223 BS Nurse Educator 1203.1 MS Music – Applied Music 1004 BA Nursing 1203 BS Music (Jazz Studies) 1004 BFA
Honors College Music Education in Urban Schools 0832 BS Modern Languages – French, Spanish 1101 BA Major Hegis Code Degree Philosophy 1509 BA Interdisciplinary Major 4901 BA, BS Political Science 2207 BA, MA
LIU Global Psychology 2001 BA, MA Clinical Psychology 2003 Ph.D. Major Hegis Code Degree Sociology-Anthropology 2208 BA Global Studies 2210 BA Speech 1506 BA
LIU Pharmacy Studio Art 1002 BFA Visual Arts 1099 BA Major Hegis Code Degree Teacher of Visual Arts in Urban Schools 0831 BFA Drug Regulatory Affairs 1211 MS Social Science 2201 MS Pharmaceutics 1211 MS, Ph.D. Social Science 4903 BA, BS Pharmacology / 0409 MS Social Science 5622 AA Toxicology United Nations 2210 Adv. Crt. Pharmacy 1211 PharmD
Urban Studies 2214 MA Richard L. Conolly College of Liberal Arts and Writing & Producing for Television 0605 MFA Sciences School of Business, Public Administration and Major Hegis Code Degree Information Sciences Biology 0401 BS, MS Major Hegis Code Degree Biochemistry 0414 BS Accounting 0502 BS, BS/MS, Chemistry 1905 BS, MS MS, MBA Communication Sciences and Disorders 1220 BS Business Administration 5004 AAS Communication Sciences and Disorders / 1220 BS/MS Business Administration 0506 MBA Speech-Language Pathology Business Finance 0504 BS Speech-Language Pathology 1220 MS (Bilingual Extension) Business Management 0506 BS
Computer Art 1009 BFA Computer Science 0701 BS, MS
Creative Writing 1507 MFA Entrepreneurship 0501 BS
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 232 LIU Brooklyn
Gerontology 2104 Adv. Crt. Applied Behavior Analysis 2099 Adv Crt.
Health Administration 1202 MPA Bilingual Education 0899 Adv. Crt.
Healthcare Management 1202 BS Bilingual School Counselor 0826.01 MSEd
Human Resources Management 0515 MS, Adv. Crt. Bilingual School Counseling 0899 Adv. Crt.
Marketing 0509 BS Childhood Urban Education 0802 BS
Not-for-Profit Management 2102 Adv. Crt. Childhood Urban Education: 1st Initial 00802 MSEd
Public Administration 2102 MPA Childhood Urban Education: 2nd Initial 0802 MSEd
Taxation 0502.1 MS Childhood Urban Education: Non- 0802 MSEd certification Technology Management 0507 BS
Childhood / Early Childhood Urban 0802 MSEd School of Education Education: 1st Initial Childhood / Early Childhood Urban 0802 MSEd Major Hegis Code Degree Education: 2nd Initial
Adolescence Urban Education: Biology 0401 BS Childhood / Early Childhood Urban 0802 MSEd Education: Non-certification Adolescence Urban Education: Biology 7-12: 0401.01 MSEd 1st Initial Early Childhood Urban Education: 1st Initial, 0802.00 MSEd 2nd Initial Adolescence Urban Education: Biology 7-12: 0401.01 MSEd 2nd Initial Early Childhood Urban Education: Non- 0802.00 MSEd certification Adolescence Urban Education: Biology 7-12: 0401.01 MSEd Non-certification Early Childhood Urban Education 0823 Adv. Crt.
Adolescence Urban Education: Chemistry 1905.01 BS Education Leadership 0828 Adv. Crt.
Adolescence Urban Education: Chemistry 7- 1905.01 MSEd Marriage & Family Therapy 2104.1 MS, Adv. Crt. 12: 1st Initial Mental Health Counseling 2104.1 MS, Adv. Crt. Adolescence Urban Education: Chemistry 7- 1905.01 MSEd Middle Chkildhood & Adolescence Urban 12: 2nd Initial 0401.01 BS Ed: Biology Adolescence Urban Education: Chemistry 7- 1905.01 MSEd Middle Childhood & Adolescence Urban 12: Non-certification 1905.01 BS Education: Chemistsry Adolescence Urban Education: English 1501.01 BA Middle Childhood & Adolescence Urban 1501.01 BA Adolescence Urban Education: English 7-12: 1501.01 MSEd Education: English 1st Initial Middle Childhood & Adolescence Urban 1701 BS Adolescence Urban Education: English 7-12: 1501.01 MSEd Education: Mathematics 2nd Initial Middle Childhood & Adolescence Urban 2201.01 BA Adolescence Urban Education: English 7-12: 1501.01 MSEd Education: Social Studies Non-certification Music Education in Urban Schools 0832 BS Adolescence Urban Education: Mathematics 1701.01 BS School Counselor 0826.01 MSEd Adolescence Urban Education: Mathematics 1701.01 MSEd School Counselor 0826 Adv. Crt. 7-12: 1st Initial School Psychologist 0826.02 Msed Adolescence Urban Education: Mathematics 1701.01 MSEd 7-12: 2nd Initial Teacher of Visual Arts in Urban Schools 0831 BFA
Adolescence Urban Education: Mathematics 1701.01 MSEd Teaching Urban Adolescents with 0808 MSEd 7-12: Non-certification Disabilities: 1st Initial
Adolescence Urban Education: Social Studies 2201.01 BA Teaching Urban Adolescents with 0808 MSEd Disabilities: 2nd Initial Adolescence Urban Education: Social Studies 2201.01 MSEd 7-12: 1st Initial Teaching Urban Adolescents with 0808 MSEd Disabilities: Non-certification Adolescence Urban Education: Social Studies 2201.01 MSEd 7-12: 2nd Initial Teaching Urban Children with Disabilities: 0808 MSEd 1st Initial Adolescence Urban Education: Social Studies 2201.01 MSEd 7-12: Non-certification Teaching Urban Children with Disabilities: 0808 MSEd 2nd Initial Adolescence Urban Education: Spanish 1105.01 BA
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Teaching Urban Children with Disabilities: 0808 MSEd Non-certification
TESOL: 1st Initial 1508 MSEd
TESOL: 2nd Initial 1508 MSEd
TESOL: Non-certification 1508 MSEd
School of Health Professions
Major Hegis Code Degree
Athletic Training 1299.3 BS/MS
Diagnostic Medical Sonography 1225 BS
Exercise Science 1201 MS
Forensic Social Work 2104 Adv. Crt.
Health Sciences 1201 BS
Health Sciences / 1201 / 1214 BS/MPH Public Health
Occupational Therapy 1208 BS/MS
Physical Therapy 1212 DPT
Physician Assistant Studies 1299.1 MS
Public Health 1214 MPH
Respiratory Care 1299 BS
Social Work 2104 BA, MSW
Sport Management 0599 BS
Sports Science 1299.3 BS
Teacher of Physical Education in Urban 0835 BS Schools
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 234 LIU Brooklyn
LIU TRUSTEES AND SENIOR LEADERSHIP TEAM
Board of Trustees
CHAIRMAN Steven S. Hornstein ’80 TRUSTEES EMERITI Eric Krasnoff Alfred R. Kahn ’84, H’05 William F. de Neergaard ’47, H’98 Leon Lachman H’12 Donald H. Elliott H’85 SECRETARY Abraham M. Lackman Eugene H. Luntey H’98 Steven J. Kumble H’90 Brian K. Land ’86 John M. May Sarabeth Levine ’64, H’14 Theresa Mall Mullarkey MEMBERS Howard M. Lorber ’70, ’91, H’01 Thomas L. Pulling Linda Amper ’78, ’85 Frank Lourenso Richard Stark Rao Subba Anumolu Michael Melnicke Edward Travaglianti H'14 Roger L. Bahnik Salvatore Naro ’83 Rosalind P. Walter H’83 Stanley F. Barshay ’60 Richard P. Nespola ’67, ’73 Mark A. Boyar ’65 William R. Nuti ’86 EX OFFICIO John R. Bransfield Jr. Cherie D. Serota Kimberly R. Cline Thomas M. Buonaiuto '87 Daniel Simmons Jr. ’85, H’12 Michael N. Emmerman ’67 Harvey Simpson H - indicates honorary doctorate from LIU Daniel B. Fisher ’67 Sharon Sternheim Peter W. Gibson ’82 Ronald J. Sylvestri ’66 Michael P. Gutnick ’68 Charles Zegar ’71
Senior Leadership Team
Kimberly R. Cline Gale Stevens Haynes ’72, ’76 (M.S.) Denise Dick B.S., M.B.A., Ed.D., J.D. B.A., M.S., J.D., L.L.D. B.A., M.S. President Vice President, Chief Operating Officer, and Legal Counsel Chief Talent Officer
George Baroudi Jeffrey Kane Andy Person B.S. B.A., M.A., Ph.D. B.B.A., M.S. Vice President for Information Technology & Vice President for Academic Affairs Chief of Institutional Effectiveness Chief Information Officer Mary M. Lai ’42, H’86 Joseph L. Schaefer Christopher Fevola B.S., M.S., D.H.L., D.B. B.B.A., M.S. B.S., M.B.A. Senior Advisor and Treasurer Emerita Chief of Administration and Student Affairs Vice President and Chief Financial Officer
Michael S. Glickman ’99, ’01 B.A., M.A. Vice President for University Advancement and Chief of Strategic Partnerships
Page 235 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
LIU BROOKLYN FACULTY Melissa Antinori Fern Baudo Associate Director of the Honors-Promise Visiting Professor of Nursing Anna Acee Initiative; A.S., Ulster County Community College Associate Professor of Nursing Assistant Professor of English B.A., SUNY New Paltz B.S., M.A., New York University; B.A., Wittenberg University; M.S., Colombia University Ed.D., Columbia Teacher’s College M.A., Pennsylvania State University M.S.L.I.S., LIU Post Kenyatta Beaseley M. Radh Achuthan Assistant Professor of Media Arts Professor of Physics Michael E. Arons B.F.A.,The New School for Social Research; B.E., M.S., University of Madras (India) Department Chair; M.F.A., New York University M.S., University of Missouri; Professor of Physics Ph.D., Union Graduate School B.E.E., Cooper Union; Debe Bednarchak Ph.D., University of Rochester Department Chair; Sutapa Aditya Associate Professor of Mathematics Assistant Professor of Marketing Kiran Shahreen Kaur Arora B.A., Lehman College, CUNY; B.B.A., University of Dhaka, Bangladesh; Associate Professor of Counseling and School Ph.D., Graduate Center, CUNY M.B.A., Simon Fraser University; Psychology Ph.D., York University (Canada) B.A., Simon Fraser University; Maura Belliveau M.A., City University; Associate Professor of Management Nicholas Agrait Ph.D., Syracuse University B.A., Mount Holyoke College Associate Professor of History M.S., Ph.D., University of California, Berkeley B.A., Yale University; Almas Babar M.A., Ph.D., Fordham University Professor of Pharmaceutics Jeffrey Belnap B.S., University of Punjab (Pakistan); Dean, LIU Global; Akash J. Alexander M.S., Ph.D., St. John’s University University Dean of International Education Assistant Professor of Pharmacy Practice B.A., M.A., Brigham Young University; Pharm.D., University of the Sciences in Gurprit S. Bains Ph.D., University of California, Irvine Philadelphia Associate Professor of Teaching, Learning and Leadership Lamar V. Bennett Syed Ali B.A., M.A., Punjab University (India); Assistant Professor of Public Administration Professor of Sociology/Anthropology Dip. TEFL, University of Wales, Institute of B.A., M.P.A., Rutgers University; B.A., Binghamton, SUNY; Science and Technology; Ph.D., American University M.A., Ph.D., University of Virginia Dip. Ed., Nottingham University; M.A., Ph.D., New York University Michael Bennett James A. Allan Professor of English Associate Professor of Mathematics Barbara Baldwin B.A., Whitman College; B.Sc., University of Durham (United Kingdom); Assistant Professor of Nursing M.A., Ph.D., University of Virginia M.S., New York University; B.S., SUNY New Paltz M.S., Ph.D., Polytechnic University of New York M.S., Pace University Azzedine Bensalem D.NP, Brandman University Professor of Chemistry and Biochemistry Carol Allen B.S., École Supérieure de Mécanique; Professor of English Larry Banks M.S., Ph.D., Université de Nantes B.A., M.A., University of Virginia; Department Chair; Ph.D., Rutgers University Associate Professor of Media Arts Kenza E. Benzeroual B.A., Rutgers University; Assistant Dean for Academic and Student Affairs, Jason Altilio M.F.A., LIU Post LIU Pharmacy; Assistant Professor of Philosophy Associate Professor of Pharmacology B.A. LIU Isabelle Barriere B.S., Paul Sabatier University (France); Master of Philosophy; Ph.D., Graduate Center, Associate Professor Communication Sciences & M.S., Toulouse Polytechnic Institute (France); CUNY Disorders Ph.D., Montreal University (Canada) Ph.D., University of London Naoual (Nawel) Amrouche Bojana Beric-Stojsic Associate Professor of Marketing Robert Barry Department Chair; B.B.A., IHEC, Carthage, Tunisia; Department Chair; Associate Professor of Public Health M.S., Ph.D., HEC (Montreal, Canada) Division Coordinator of Communications,Visual M.A., Montclair State University; and Performing Arts; Ph.D., New York University; Angelos Angeli Associate Professor of Visual Arts M.D., University of Novi Sad (Yugoslavia) Assistant Professor of Accounting & Taxation B.A., Pitzer College; B.S., Lehman College, CUNY; M.F.A., University of Delaware Gary Bernstein M.B.A., St. John's University; Assistant Professor of Athletic Training, Health CPA Halbert Barton and Exercise Science Associate Professor of Sociology-Anthropology A.S., Nassau Community College; B.A., University of California at Santa Cruz; B.S., Slippery Rock State College; M.A., Ph.D., Cornell University M.S., North Texas Sate University
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 236 LIU Brooklyn
Mrinal K. Bhattacharjee Donna Brennan Ping-Tsai Chung Associate Professor of Chemistry and Assistant Professor of Nursing Associate Professor of Computer Science Biochemistry Co-Director Clinical Practica Diploma, National Taipei University of B.S., M.S., The Indian Institute of Technology A.S.N., Nassau Community College; Technology (Taiwan); (Kharagpur, India); B.S, Adelphi University; M.S., Stevens Institute of Technology; Ph.D., Ohio State University M.S.N., University of Phoenix Ph.D., Polytechnic University of New York
Soenke Biermann Cindy Broholm Sam Y. Chung Director, Australia Program Assistant Professor of Nursing Professor of Finance B.A., Southern Cross University (SCU); B.S.N., University of Massachusetts; B.A., Kyung Hee University (South Korea); Graduate Certificate in Higher Education; M.S., M.P.H., Columbia University M.B.A., Illinois State University; Ph.D. (ABD), Southern Cross University (SCU) M.S.F., Boston College; Martin E. Brown Ph.D., University of Massachusetts (Amherst) Evelyn Biray Associate Dean, LIU Pharmacy; Assistant Professor of Nursing Adjunct Associate Professor of Social and Lorraine A. Cicero B.S., Philipine Women’s University; Administrative Sciences Associate Professor of Pharmacy Practice M.S., Pace University B.S., M.S., University of Iowa B.S., St. John’s University; M.S., LIU Pharmacy; Mark G. Birchette Sabrina Brown Pharm.D., St. John’s University Associate Professor of Biology Director of B.A. Social Work Field B.A., Yale College; B.S., Buffalo State College, SUNY; Francesco Ciummo M.A., Ph.D., Harvard University M.S.W., Stony Brook University, SUNY Assistant Professor of Pharmacy Practice Pharm.D., Rutgers, The State University of New Donald Allport Bird Nicole Cain Jersey Department Chair; Associate Professor of Psychology Professor of Journalism and Communication B.A., Cornell University; Ann Cleary Studies M.S., Ph.D., Penn State University Associate Professor of Nursing A.B., Rutgers University; B.S.N., University of The State of New York; M.A., Ph.D., Indiana University Nikki Carosone-Russo M.S., Colombia University Student Services Advisor, Division of Athletic D.N.S., The University of Adelaide (Australia) Felicia Black Training, Health and Exercise Science Assistant Professor of Teaching, Learning & B.S., M.S., LIU Brooklyn Dale A. Coffin Leadership Academic Field Work Coordinator; B.S., Cleveland State University; Suzanne M. Carr Assistant Professor of Occupational Therapy M.S.Ed., Ph.D., Kent State University Associate Professor of Nursing B.A., Stony Brook, SUNY Co-Chair Student Affairs M.S., Springfield College; Julia Bock B.S., Georgetown University; Registered Occupational Therapist Acquisitions Librarian; M.S., Texas Women’s University; Associate Professor, Library Ph.D., University of Texas at Arlington David Cohen B.A., M.A., Ph.D., Eötvös Loránd University Dean, Richard L. Conolly College; (Hungary); Leeja Carter Professor of Biology M.L.S., Columbia University Assistant Professor of Athletic Training, Health B.S., M.S., LIU Brooklyn; and Exercise Science Ph.D., New York University Michael Bokor B.A., M.A., Fairleigh Dickinson University; Associate Professor of English Ph.D., Temple University Mechelle Collins B.A., University of Cape Coast (Ghana); Academic Field Work Coordinator; M.A., Ph.D., Illinois State University Agnes Cha Assistant Professor of Occupational Therapy Associate Professor of Pharmacy Practice BS/MS., Dominican College, AAS, Joseph J. Bova Pharm.D., University of Illinois at Chicago LaGuardia Community College; Director of Continuing Professional Education Registered Occupational Therapist and External Programs; Tempii Champion Associate Professor of Pharmaceutical Sciences Department Chair; Gloria Cooper B.S., St. John's University; Associate Professor of Communication Sciences & Associate Professor of Music M.S., LIU Pharmacy Disorders B.S., M.M.Ed., University of Missouri; B.S., Northeastern University; Ed.D., Teachers College, Columbia University Lisa Bradley M.S., Hampton University; Director of Physical Therapy, Enrollment and Ph.D., University of Massachusetts Marguerite Corda Accreditation Management Assistant Professor of Nursing B.S., University of Kansas; Denise Chung B.S., Hunter College M.S.W., Washburn University; Professor of Biology; M.S., Adelphi University D.P.T., Utica College; Professor of Chemistry and Biochemistry Licensed Physical Therapist B.A., M.S., Ph.D., New York University
Page 237 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
Margaret Cuonzo May Dobal Magalie Elie Division Coordinator of Humanities; Associate Professor of Nursing Assistant Professor of Nursing Professor of Philosophy A.A.S., Queens College, CUNY; A.A.S., Marymount University; B.A., Barnard College; B.S., LIU Brooklyn; B.S., College for Unique and Interdisciplinary M.Phil., Ph.D., Graduate Center, CUNY M.N., Louisiana State University; Studies, CUNY Ph.D., University of Texas, Austin M.A., Pace University; Anthony J. Cutie Ed.D., Nova Southeastern University Professor of Pharmaceutics Edward Donahue B.S., Brooklyn College of Pharmacy; Division Coordinator of Science; Bakry M. Elmedni M.S., Ph.D., Rutgers University Associate Professor of Chemistry and Assistant Professor of Public Administration Biochemistry B.S., University of Khartoum Jocelyn D’Antonio B.S., St. Joseph’s College; M.P.A., American University Associate Professor of Nursing Ph.D., Polytechnic Institute of New York Ph.D., University of Delaware B.S., Molloy College; M.S., Adelphi University; Joseph Dorinson Ralph Engelman Ph.D., Walden University Professor of History Senior Professor of Journalism & Communication B.A., M. Phil., Columbia University Studies Marta Daly B.A., Earlham College; Assistant Professor of Occupational Therapy Emily Drabinski M.A., Ph.D., Washington University in St. Louis B.S., Thomas Jefferson University; Assistant Professor; M.A., New York University; Reference and Instruction Librarian Judith M. Erickson Registered Occupational Therapist B.A., Columbia University; Dean & Professor, School of Nursing M.L.S. Syracuse University; B.S., Skidmore College Cynthia Dantzic M.A., LIU Brooklyn M.A.; Ph.D., New York University Senior Professor of Visual Arts B.F.A., Yale University; Kevin Duffy Kristin L. Fabbio M.F.A., Pratt Institute Director, Athletic Training Program; Assistant Professor of Pharmacy Practice Associate Professor of Athletic Training, Health Pharm.D., St. John’s University Rutesh Dave and Exercise Science Director, Division of Pharmaceutical Sciences; B.S., Brooklyn College; Dalia Fahmy Associate Professor of Pharmaceutics M.S., LIU Brooklyn Assistant Professor of Political Science B.S., K.L.E’s College of Pharmacy (India); B.A., M.A., New York University; Ph.D., LIU Pharmacy Joan Duncan Ph.D., Rutgers University Professor of Psychology Marla Del Collins B.A., Howard University; Stanley Feifer Associate Professor of Journalism & M.A., Ph.D., Clark University Professor of Pharmacy; Communication Studies B.S., Brooklyn College of Pharmacy; B.F.A., West Virginia University; Rebecca E. Dyasi M.S., St. John’s University M.A., Ph.D., New York University Associate Professor of Teaching, Learning, and Leadership Brooke D. Fidler Anthony DePass B.Sc., University of Sierra Leone (West Africa); Assistant Professor of Pharmacy Practice Professor of Biology M.S., Ph.D., University of Illinois at Pharm.D., University of Rhode Island B.S., University of Connecticut; Urbana-Champaign M.S., Ph.D., University of Massachusetts Joseph D. Filonowicz Barry S. Eckert Department Chair; Robert V. DiGregorio Dean and Professor, School of Health Professions Professor of Philosophy Professor of Pharmacy Practice B.S., M.S., University of Albany, SUNY; B.A., Hope College; B.S., St. John’s University; Ph.D., University of Miami, School of Medicine M.A., M. Phil., Ph.D., Columbia University Pharm.D., School of Pharmacy, Virginia Commonwealth University James Eckert Myrna L. Fischman Assistant Professor of Physician Assistant Studies Professor of Accounting; Leah Dilworth B.A., Theological Seminary of Saint Charles B.S., M.S., The City College, CUNY; Professor of English Borromeo; Ph.D., New York University; B.A., Oberlin College; B.A., Hahnemann University; CPA M.A., Ph.D., Yale University M.A., Loyola University; Certified Physician Assistant Stuart Fishelson Adva Dinur Professor of Media Arts Associate Professor of Management John Ehrenberg B.A., M.A., LIU Brooklyn B.A., Hebrew University of Jerusalem; Department Chair; Ph.D., Temple University Senior Professor of Political Science B.A., Dartmouth College; M.A., Ph.D., Stanford University
LIU Brooklyn Graduate Bulletin 2016 - 2017 Page 238 LIU Brooklyn
Megan I. Freeland Carole Griffiths Dana Hash-Campbell Director of Clinical Education, Department of Professor of Biology Department Chair; Performing Arts; Physical Therapy B.A., Sarah Lawrence College; Associate Professor of Dance B.A., B.S., Alma College; M.A., Ph.D., The City College, CUNY B.F.A., LIU Brooklyn; D.P.T., New York University; M.F.A., University of Wisconsin (Milwaukee) Licensed Physical Therapist Stacy Jaffee Gropack Pediatric Clinical Specialist Dean, School of Health Professions and Nursing, Antoinette Hauck LIU Post; Assistant Professor of Nursing Kathleen Frey Associate Professor of Physical Therapy A.A.S., Bronx Community College; Assistant Professor of Pharmaceutical Sciences B.S., M.S., LIU Brooklyn; B.S., Hunter College, CUNY B.S., Ph.D., University of Connecticut Ph.D., New York University; M.S., Adelphi University; Licensed Physical Therapist D.N.P., Case Western University Mohammed Ghriga Chair, Department of Technology, Innovation & Nancy Grove Gale Stevens Haynes Computer Science; Director of Galleries; Vice President and Chief Operating Officer, Legal Associate Professor of Computer Science Professor of Visual Arts Counsel; Dipl. d’Ingénieur d’état, University of Sciences B.A., Sarah Lawrence College; Professor of Political Science and Technology (Algiers); M.A., University of Chicago; B.A., M.A., LIU Brooklyn; M.S., Ph.D., Polytechnic University of New York Ph.D., Graduate Center, CUNY J.D., LL.D., St. John’s University
Brian Gilchrist Charles Guarria Janet L. Haynes Assistant Professor of Health Science Chair of the Brooklyn Library Associate Professor of Biology B.S., Winston-Salem University; Acquisitions Librarian; B.S., M.S., LIU; M.P.H., New York University; Assistant Professor, Library M.Phil., Ph.D., New York University Ph.D., University of Maryland, College Park B.A., Stony Brook University, SUNY; M.L.I.S., Queens College, CUNY; Jonathan Haynes Suzanna Gim M.S., LIU Brooklyn Professor of English Associate Professor of Pharmacy Practice B.A. McGill University; B.A., M.P.H., New York University; Sara Haden M.A., Ph.D., Yale University Pharm.D., University of Maryland Associate Professor of Psychology B.A., University of Virginia; Hildi Hendrickson Amy Patraka Ginsberg M.A., University of Massachusetts, Dartmouth; Department Chair; Acting Dean, School of Education; Ph.D., Virginia Polytechnic Institute & State Associate Professor of Sociology/Anthropology Associate Professor of Counseling & University B.A., M.A., M.Phil., Ph.D., New York University School Psychology B.A., Tufts University; Marshall Hagins John High M.A., M.Ed., Ph.D., Columbia University Professor Emeritus of Physical Therapy Associate Professor of English B.S., M.S., Ph.D., New York University; B.A., M.A., San Francisco State University Ellen M. Godwin D.P.T., St. Augustine University; Department Chair, Licensed Physical Therapist; Patrick Horrigan Associate Professor of Physical Therapy Orthopedic Clinical Specialist Associate Professor of English B.S. Hunter College, M.S. LIU Brooklyn, B.A., Catholic University of America; PhD, Nova Southeastern University Betsy Hall M.A., Ph.D., Columbia University Licensed Physical Therapist, Pediatric Clinical Instructor of English Specialist B.A.; M.A., University of Illinois Stacey Horstmann-Gatti Associate Professor of History Tamara Goldberg Joyce Y. Hall B.A., Hamilton College; Associate Professor of Pharmacy Practice Director of Practicum and Career Development, M.A., Ph.D., Emory University Pharm.D., LIU Pharmacy Masters of Public Health B.A., Wesleyan University; Difei Vivian Hu Lisa Gordon-Handler M.P.H., University of Rochester Director, China Center Assistant Professor of Occupational Therapy B.A., M.A., Zhejiang University; B.A., Albany, SUNY; Lana T. Hareez M.P.A., Columbia University M.A.,, University of Southern California; Assistant Professor of Pharmacy Practice Ph.D., North Central University (Minnesota); Pharm.D.; University of North Carolina at Chapel Linda Jacobs Registered Occupational Therapist Hill Associate Professor of Counseling & School Psychology Claire Goodman Neil Harris B.A., Brooklyn College, CUNY; Associate Professor of Media Arts Director, NYC Teaching Fellows Program; M.S., Ph.D., New York University B.A., Exeter University (U.K.); Assistant Professor of Teaching, Learning & M.A., LIU Post Leadership B.S., Philadelphia Biblical University; M.S.Ed., Cambridge College; M.S.Ed., LIU Brooklyn
Page 239 LIU Brooklyn Graduate Bulletin 2016 - 2017 Bulletin 2016 - 2017
Kimberly Jones John Killoran Dong Kwon Associate Professor of History Associate Professor of English Associate Professor of Biology B.A., Trinity College; B.A., Concordia University; B.S., M.S., Kangwon National University (Korea); M.A., Ph.D., University of California at Los M.A., Ph.D., University of Waterloo Ph.D., Georgia State University Angeles Haesook Kim Seema Lall Samuel C. Jones Associate Professor of Sociology/Anthropology Assistant Professor of Nursing Associate Professor of Social Work B.A., M.A., Ewha University (Korea); B.S., University of Delhi (India); B.A., Stony Brook, SUNY; M.A., M.Phil., Ph.D., Columbia University B.S.N., RAK College of Nursing, University of M.S.W., D.S.W., Hunter College, CUNY Delhi (India); Rachel King M.S.N., Lehman College, CUNY Susanna Jones Head of Library Media Center; Professor of Social Work Assistant Professor, Library Kevin Lauth B.A., California State University, Northridge; B.A., Wellesley College; Associate Dean, Richard L. Conolly College; M.S.W., San Jose State University M.A., Columbia University; Professor of Media Arts Ph.D., Graduate Center, CUNY M.S.I.S; Albany State College, SUNY B.A., Lehman College, CUNY; M.S., Brooklyn College, CUNY Cecil K. Joseph Troy Kish Assistant Professor of Biochemistry (Pharmacy) Assistant Professor of Pharmacy Practice Valerie Lava B.S., University of Toronto (Canada); Pharm.D., University of Toledo Associate Dean, School of Education; Ph.D., Hunter College, CUNY Associate Professor of Teaching, Learning, and Laura L. Koenig Leadership Yusuf McDadlly Juwayeyi Professor of Communication Sciences and B.A., Brooklyn College, CUNY; Associate Professor of Sociolology/Anthropology Disorders M.S., Hunter College, CUNY; B.Soc.Sci., University of Malawi (Africa); B.A., University of Chicago; Ed.D., Teachers College, Columbia University M.A., C.Phil., Ph.D. University of California, M.A., University of Pennsylvania; Berkeley Ph.D., Graduate Center, CUNY Glen D. Lawrence Professor of Chemistry and Biochemistry Cristiana Kahl-Collins Gary Kose B.S., Pratt Institute; Assistant Professor of Physical Therapy Director, M.A. Program; M.A., Plattsburgh State University, SUNY; B.S., M.A., New York University; Professor of Psychology Ph.D., Utah State University Ph.D., Nova Southeastern University; B.A., Temple University; Licensed Physical Therapist Ph.D., Graduate Center, CUNY Christopher League Neurologic Clinical Specialist Associate Professor of Computer Science Cecilia Kovac B.S., Johns Hopkins University; Michael Kavic Director of Molecular Biology; M.S., University of Maryland; Assistant Professor of Physics Associate Professor of Biology Ph.D., Yale University B.S., University of Minnesota, Twin Cities B.S., St. John’s University; M.S., University of North Carolina, Chapel Hill M.S., New York University; Laurie Lehman Ph.D., Virginia Tech M.Ph., Ph.D., Columbia University Department Chair; Associate Professor of Teaching, Learning, and Edward Keane Kathryn S. Krase Leadership Reference and Instruction Librarian; Assistant Professor of Social Work B.A., Clark University; Assistant Professor, Library B.S., Cornell University; M.A., Arizona State University; B.A., Syracuse University; M.S.W., J.D., Ph.D., Fordham University Ph.D., New York University M.A., Stony Brook University, SUNY; M.L.A., Queens College, CUNY Ashley Kubrak Nancy Lemberger Director of Clinical Education in Diagnostic Associate Professor of Teaching, Learning, and Patricia Keogh Medical Sonography Leadership Head of Cataloging; A.A.S., B.S., New York University B.A., M.S., California State University; Assistant Professor, Library Ed.M., Ed.D., Teachers College, Columbia B.A., University of Virginia; Elizabeth Kudadjie-Gyamfi University M.L.S., University of Texas; Department Chair; M.A., St. Mary’s University Associate Professor of Psychology Timothy Leslie B.Sc., University of Ghana (Africa); Associate Professor of Biology Kathleen Kesson M.A., Ph.D., Stony Brook University, SUNY B.S., Ph.D., Penn State Professor of Teaching, Learning, and Leadership M.S.Ed., Ed.D., Oklahoma State University Su-Hwan Kwak Associate Professor of Biology Camille Kiefer B.S., M.S., Ph.D., Yonsei University (South Assistant Professor of Physician Assistant Studies Korea) A.A.S., Farmingdale State College, SUNY; B.S., LIU Brooklyn; R.N., Certified Physician Assistant
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Anait S. Levenson Carlos Lopez Kathleen A. Marsala-Cervasio Associate Dean for Research and Graduate Director, Europe Program Associate Professor of Nursing Studies; B.A., M.A., Florida State University; Co-Chair Faculty Affairs Professor of Cancer Research and Pharmacology Ph.D., Harvard University B.S., Staten Island College, CUNY; M.D., The Second Moscow State Medical Institute M.S., Hunter College, CUNY; (Moscow, Russian Federation); Hilary Lorenz Ph.D., Kennington University; Ph.D., Institute of Tuberculosis (Moscow, Russian Professor of Visual Arts and Media Arts Ed.D., Northcentral University Federation) B.S., Western Michigan University; M.A., M.F.A. University of Iowa Lorraine Marsh Helisse Levine Professor of Biology Director, M.P.A. Program Ping Lu A.B., University of California at Santa Cruz; Associate Professor of Public Administration Assistant Professor of Chemistry M.A., San Francisco State College; B.A., M.A., Fairleigh Dickinson University; B.S., M.S., Donghua University Ph.D., Massachusetts Institute of Technology Ph.D., Rutgers University Ph.D. University of California Davis Nino Marzella Esther Levine-Brill Hannia Lujan-Upton Associate Professor of Pharmacy Practice Professor of Nursing Associate Professor of Chemistry and B.S., M.S., Pharm.D., LIU Pharmacy B.S., M.S., Hunter College, CUNY; Biochemistry Post Master's Certificate, LIU Brooklyn; B.S., St. Francis College; Michael Masaracchio Ph.D., New York University Ph.D., Polytechnic University of New York Associate Professor of Physical Therapy B.S., M.S., LIU Brooklyn; Aaron Lieberman Peggy Lynam DPT, Creighton University; Associate Professor of Counseling & School Associate Professor of Physical Therapy Ph.D., Nova Southeastern University; Psychology B.S. Ithaca College, M.S. LIU Brooklyn, DPT Licensed Physical Therapist; B.S., Brooklyn College, CUNY; A.T. Still University of Health Sciences, Arizona Orthopedic Clinical Specialist; M.S.W., D.S.W., Yeshiva University School of Health Science Sports Clinical Specialist Licensed Physical Therapist Jocelyn Lieu Neurological Clinical Specialist Marion Masterson Coordinator of the Senior Thesis Program, New Assistant Professor of Physician Assistant Studies York Center Beverly Lyons B.S., LIU Brooklyn; B.A., Yale; Professor of Public Administration M.P.A.S., University of Nebraska; M.F.A., Warren Wilson College B.A., Queens College, CUNY; Certified Physician Assistant M.A., New York University; Kathleen Lieu Ph.D., Fordham University Nikita Matsunaga Assistant Director of Clinical Education, Professor of Chemistry and Biochemistry Department of Physical Therapy Amy Ma B.A., American International College; M.S., D.P.T. SUNY Downstate Medical Center Associate Professor of Nursing Ph.D., Iowa State University Licensed Physical Therapist A.A.S., Kishwaukee College Certified Lymphedema Therapist B.S., M.S., East China University of Science and Charles Matz Engineering (Shanghai); Professor of English Kristin Linder M.S., Medical University of South Carolina; B.A., Rutgers University; Assistant Professor of Pharmacy Practice DNP, Case Western Reserve University M.A., Columbia University; Pharm.D., MCPHS University Ph.D., University of Notre Dame Carole Maccotta Matthew Lippert Assistant Professor of Foreign Languages and Diane R. Maydick Assistant Professor of Physics Literature Assistant Professor of Nursing B.S. Yale University B.A., M.A., Universite Paul Valery (France); B.S., Rutgers University; M.A.; Ph.D. University of California, Santa Ph.D., University of North Carolina M.S., Hunter College, CUNY; Barbara Ed.D., Columbia University Fraidy N. Maltz Andrew Livanis Assistant Professor of Pharmacy Practice Donald McCrary Associate Professor of Counseling & School B.S., M.S., Pharm.D., LIU Pharmacy Associate Professor of English Psychology B.A., M.A., University of Massachusetts at B.A., M.S., St. John’s University Stephen Marrone Boston; Ph.D., Graduate Center, CUNY Associate Professor of Nursing; Ph.D., New York University B.S., LIU Brooklyn; John M. Lonie M.S., University of Delaware; Maria McGarrity Associate Professor of Social and Administrative Ed.D., Teachers College, Columbia University Professor of English Sciences B.A., Rutgers University; B.S., LIU Pharmacy; M.A., University of New Orleans; M.A., The New School for Social Research; Ph.D., University of Miami Ed.D., Teachers College, Columbia University
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Kate McLaughlin Kenneth R. Morris Timothy V. Nguyen Instructor of Teaching, Learning & Leadership Director of the Lachman Institute for Associate Professor of Pharmacy Practice B.A., LaSalle University; Pharmaceutical Analysis & University Professor B.S. in Pharm., Rutgers University, SUNJ; M.A., Teachers College, Columbia University; B.S., Eastern Michigan University; Pharm.D., University of the Sciences in ABD, Syracuse University M.S., Ph.D., University of Arizona Philadelphia
Kevin Meehan Nelson Moses Anna I. Nogid Associate Professor of Psychology Professor of Communication Sciences and Director, Division of Pharmacy Practice; B.A., New York University; Disorders Associate Professor of Pharmacy Practice M.A., John Jay College of Criminal Justice, B.A., M.A., The City College, CUNY; B.S., Pharm.D., LIU Pharmacy CUNY; Ph.D., New York University Ph.D., Graduate Center, CUNY Doris Obler Iris Mule Associate Professor of Occupational Therapy Lyndsi Meyenburg Director of Master of Social Work Field Education B.S., Downstate Medical Center, SUNY; Assistant Professor of Pharmacy Practice B.S.W., Virginia Commonwealth University, M.S.W., Adelphi University; Pharm.D., St. Louis College of Pharmacy M.S.W., New York University Ph.D., Trident University; Registered Occupational Therapist Yuko Minowa Christy Mulligan Professor of Marketing Assistant Professor of Counseling & School Joann Paoletti B.S., Ph.D., Rutgers University Psychology Assistant Professor of Nursing B.S., Kutztown University; B.S., St. Joseph's College; Kerry Mitchell M.S., Eastern College; M.S., Wagner College Director, Asia-Pacific Program Psy.D., Philadelphia College of Osteopathic Global Director of Academic Affairs Medicine Nicholas Papouchis B.A., Indiana University; Professor of Psychology Ph.D., University of California, Santa Barbara Deborah Mutnick B.S., Queens College, CUNY; Professor of English Ph.D., Graduate Center, CUNY Diana Mitrano B.A., University of Michigan; Cataloging Librarian; M.F.A., University of North Carolina; Louis Parascandola Assistant Professor, Library Ph.D., New York University Professor of English B.A., New York University; B.A., Brooklyn College, CUNY; M.L.S., M.S.Ed., LIU Brooklyn Russell Myers M.A., LIU Brooklyn; Professor of Mathematics M.L.S., Pratt Institute; Yoonsun Mo B.S., Ph.D., Penn State University; Ph.D., Graduate Center, CUNY Associate Professor of Pharmacy Practice M.S., Stony Brook University, SUNY Pharm.D., M.S., Creighton University Barbara Parisi Jadwiga S. Najib Professor of Communication Studies Marjan Moghaddam Professor of Pharmacy Practice B.A., Hunter College, CUNY; Professor of Media Arts B.S., St. John’s University; M.A., New York University; B.A., Empire State College, SUNY Pharm.D., University of Minnesota, Twin Cities M.A., Brooklyn College, CUNY; M.F.A., LIU Post M.A., Graduate Center, CUNY; Maureen Nappi Ph.D., New York University Jeanmaire Molina Associate Professor of Media Arts Assistant Professor of Biology B.F.A., M.A., Ph.D., New York University Samuel Park B.S., University of the Philippines Professor of Mathematics Ph.D., Rutgers University Stanley Nass B.S., West Virginia Wesleyan College; Sarah Moran Professor of Counseling & School Psychology M.A., Ph.D., University of Pittsburgh Assistant Dean, LIU Global B.A., The City College, CUNY; Director, Costa Rica Center M.A., New York University; Robert Pattison B.A., University of Michigan; M.A., Ed.D., Columbia University Professor of English M.S., Northern Illinois University A.B., Yale University; Joseph Nathan M.A., University of Sussex (United Kingdom); Maxine Morgan Director, International Drug Information Center Ph.D., Columbia University Assistant Professor of Business Law Associate Professor of Pharmacy Practice B.A., Queens College, CUNY; B.S., M.S., LIU Pharmacy; Ximara Peckham J.D., Columbia Law School, Columbia University; Pharm.D., University of Arkansas for Medical Instructor of Biology CPA Sciences M.D., Caldas University (Colombia)
Joseph Morin Samuel Newsome Linda S. Penn Department Chair; Associate Professor of Music Professor of Psychology Professor of Biology B.A., Berklee College of Music; B.A., University of Michigan; B.S., Southeastern Massachusetts University; M.A., Purchase College, SUNY Ph.D., Adelphi University Ph.D., University of Wisconsin
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Richard Perry Warren Ratna Amerigo Rossi Assistant Professor of Pharmacy Practice Professor of Pharmacology Assistant Professor of Athletic Training, Health Pharm.D., University of Rhode Island B.Sc. Hons., University of Colombo (Sri Lanka); and Exercise Science M.S., University of South Carolina; B.A., Columbia University; Keith Peterson Ph.D., Stony Brook University, SUNY M.S., California State University; Assistant Professor of Occupational Therapy Ed.D, Columbia University B.A., DePauw University; Jennifer Rauch M.PT., Hunter College, CUNY; Associate Professor of Journalism Elizabeth A. Rudey D.PT., Stony Brook University B.A., Penn State University; Professor of Visual Arts M.J., Temple University B.A., New York University; John M. Pezzuto M.A., M.Ed., Ed.D., Teachers College, Columbia Dean, LIU Pharmacy; Tracye Rawls-Martin University Professor of Pharmaceutical Sciences Assistant Professor of Athletic Training, A.B., Rutgers University; Health and Exercise Science Peter Salber Ph.D., University of Medicine and Science of New B.S., M.S., LIU Brooklyn Coordinator of User Services; Jersey Associate Professor, Library Jo Rees B.A., Canisius College; Anthony Q. Pham Assistant Professor of Social Work M.A., New York University; Assistant Professor of Pharmacy Practice B.Sc., University College (London); M.S.L.I.S, Pratt Institute B.S., University of California, Irvine; Dip.S.W., University of Bristol (UK); Pharm.D., University of California, Los Angeles M.S.C., London School of Economics (UK); Karina Moreno-Saldivar Ph.D., New York University Assistant Professor of Public Administration Roda Plakogiannis B.A., M.P.A., Texas A & M International Associate Professor of Pharmacy Practice Anthony Ricci University; B.S., Pharm.D., LIU Pharmacy Assistant Professor of Athletic Training, Health Ph.D., Rutgers University and Exercise Science Dovenia S. Ponnoth B.S., LeTourneau University; Lisa Samstag Assistant Professor of Pharmaceutical Sciences M.S., United States Sports Academy; Professor of Psychology B.S., Bharati Vidyapeeth's College of Pharmacy, M.S., University of Bridgeport B.A., Queen’s University (Ontario, Canada); University of Mumbai (India); M.A., M.Phil., Ph.D., The City College, CUNY Ph.D., West Virginia University Klaudia Rivera Professor of Teaching, Learning, and Leadership Jose Ramon Sanchez Michael Pregot B.S., Central America University (Managua, Professor of Political Science Assistant Professor of Counseling & School Nicaragua); B.A., Columbia University; Psychology M.S., Bank Street College of Education; M.A., University of Michigan; B.A., M.A.T., Assumption College; Ed.D., Teachers College, Columbia University Ph.D., New York University M.A., Framingham State College; Ed.D., Boston University Gustavo Rodriguez Hazel Sanderson-Marcoux Department Chair; Associate Professor of Nursing; Elaena Quattrocchi Associate Professor of Economics B.S., LIU Brooklyn; Associate Professor of Pharmacy Practice B.S., Universidad de Buenos Aires (Argentina); M.Ed., Ed.D., Columbia University B.S., Pharm.D., St. John’s University M.A., Ph.D., New York University John Sannuto William Rabkin Jose Rodriguez Associate Professor of Communication Studies, Associate Professor of Media Arts Professor of Computer Science Performance Studies and Theatre B.A., University of Washington B.A., Rutgers University; B.A., Brooklyn College, CUNY; M.S., New York University; M.A., D.A., New York University Gregary J. Racz Ph.D., Stevens Institute of Technology Department Chair; Michael Saraceno Professor of Foreign Languages & Literature Renie Rondon-Jackson Associate Professor of Occupational Therapy B.A., Rutgers University; Director, M.S.W. Field Education Weekend & B.A., M.S., Touro College; M.A., Ph.D., Princeton University Evening Programs Registered Occupational Therapist M.S.W., Hunter College, CUNY; Paul Michael Ramirez Ph.D., New York University Benjamin Saunders Professor of Psychology Associate Professor of Psychology B.A., Herbert Lehman College, CUNY; Jessica M. Rosenberg B.A., University of Michigan; M.A., New York University; Professor of Social Work M.A., Ph.D., University of Illinois M.A., The City College, CUNY; B.A., Sarah Lawrence College; M.Phil., Ph.D., Graduate Center, CUNY M.S.W., Hunter College, CUNY; Ph.D., Yeshiva University
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Vincent Scerbinski Simon Sheppard Billy Sin Chair, Department of Finance, Law, Accounting Associate Professor of Political Science Assistant Professor of Pharmacy Practice and Taxation; B.A., Auckland University (New Zealand); Pharm. D., St. John's University Associate Professor of Accounting M.A., Victoria University of Wellington (New B.A., Fairfield University; Zealand); Michael Sohn M.B.A., St. Johns University; Ph.D., Johns Hopkins University Assistant Professor of English CPA, New York and New Jersey B.A., M.A., Ph.D., New York University Herbert Sherman Wayne Schnatter Chair, Department of Managerial Sciences; Eugene Spatz Associate Professor of Chemistry and Professor of Management Division Director of Athletic Training, Health, & Biochemistry B.A., The City College of New York, CUNY; Exercise Science; B.S. in Chemistry, B.S. in Biology, Rensselaer M.S., Polytechnic University; Coordinator, Adapted Physical Education Track Polytechnic Institute; Ph.D., The Union Institute and University and Coaching and Conditioning Track M.A., Ph.D., Princeton University (Cincinnati, OH) B.S., University of Michigan; M.S., LIU Brooklyn Elliott P. Schuman Lu Feng Shi Professor of Psychology Associate Professor of Communication Sciences & Amandia Speakes-Lewis B.S., United States Naval Academy; Disorders Associate Professor of Social Work; M.A., Ph.D., Columbia University B.M. Shanghai Medical University (China); Department Chair; M.S., Ph.D., Syracuse University B.A., M.S.W., Stony Brook University, SUNY; Bernard Schweizer Ph.D., Adelphi University Professor of English; Nataliya Shinkazh B.A., University of Minnesota; Associate Professor Grazia Stagni Ph.D., Duke University Pharm.D., LIU Pharmacy Professor of Pharmaceutics B.S., Università Degli Studi di Bologna (Italy); Vikas Sehdev Ellen L. Short M.S., Ph.D., University of Texas at Austin Assistant Professor of Pharmaceutical Sciences Associate Professor of Counseling & School B.S., M.J.P., Rohilakand University (India); Psychology Rebecca A. States Ph.D., Idaho State University B.A., Lawrence University; Professor of Physical Therapy M.A., Northwestern University; B.A., Barnard College, Columbia University; Keith Serafy Ph.D., New York University M.A., Teachers College, Columbia University; Professor of Biology Ph.D., Columbia University B.A., University of South Florida; Jane Shtaynberg M.A., Ph.D., University of Maine Director of Experiential Education; Adjunct Norman Steinberg Associate Professor of Pharmacy Practice Professor of Media Arts Bupendra K. Shah B.S., Swarthmore College; Director of the M.F.A. Program: Writing & Associate Professor of Social and Administrative M.S., Massachusetts Institute of Technology; Producing for Television Sciences M.D., New York Medical College B.A., University of Maryland; B.S., Poona College of Pharmacy (India); LLB, University of Pittsburgh M.S., University of Toledo; Joanna Shulman M.S., LIU Pharmacy; Medical Director, Physician Assistant Studies Brook Stowe Ph.D., University of Wisconsin, Madison B.S., Swarthmore College; Coordinator of Library Instruction; M.S., Massachusetts Institute of Technology; Assistant Professor, Library Di (Richard) Shang M.D., New York Medical College B.A., Vermont College; Assistant Professor of Management Information M.L.S., Queens College, CUNY; Systems Jay Shuttleworth M.A., LIU Brooklyn B.S., Shenyang University (China); Assistant Professor of Teaching, Learning & M.S., Ph.D., Baruch College, CUNY Leadership Meiyu Su B.A., University of California, Davis; Associate Professor of Mathematics Roopali Sharma M.A., Ph.D., Teachers College, Columbia B.S., M.S., Henan Normal University (China); Associate Professor of Pharmacy Practice University Ph.D., Graduate Center, CUNY B.S., University of Rhode Island; Pharm.D., St. John’s University Madiha B. Sidhom Srividhya Swaminathan Associate Professor of Pharmaceutics Department Chair; Alexander Shedrinsky B.S., M.S., University of Assiut (Egypt); Professor of English Professor of Chemistry and Biochemistry Ph.D., Moscow First Medical Institute (U.S.S.R.) B.A., University of Texas, Austin; M.S., Leningrad University (U.S.S.R.); M.A., Ph.D., Pennsylvania State University M.S., Ph.D., New York University Alvin Siegel Professor of Chemistry and Biochemistry B.S., The City College of New York, CUNY; Ph.D., Rutgers University
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Theresa Sweeny Bryn Van Patten Ingrid Wang Associate Professor of Nursing Assistant Professor of Athletic Training, Health Director of the Brooklyn Library; A.A.S., Excelsior College; and Exercise Science; Associate Professor, Library B.A., University of California; Clinical Coordinator B.A., Nanjing Normal University (China); M.S., Excelsior College; B.S., Syracuse University; M.S.L.S., Clarion University of Pennsylvania; M.S., D.P.H., University of California; M.S., Cortland University, SUNY; M.S., Brooklyn College, CUNY Ph.D., Northcentral University David R. Taft Joram Warmund Professor of Pharmaceutics Nadarajah Vasanathan Division Coordinator Social Sciences; B.S., University of Rhode Island; Department Chair; Department Chair; Ph.D., University of Connecticut Professor of Chemistry Professor of History B.Sc., University of Jafna (Sri Lanka); B.A., Queens College, CUNY; Jose Tello M.A., Ph.D., City College of New York, CUNY M.A., Columbia University; Associate Professor of Biology Ph.D., New York University B.Sc., Universidad Ricardo Palma (Peru); Gail-Ann G. Venzen M.Sc., University of Missouri, St. Louis; Associate Professor of Communication Studies, Lewis Warsh Ph.D., University of Illinois at Chicago Performance and Theatre Director of MFA Program; B.A., M.A., Brooklyn College, CUNY; Professor of English Melissa Teixeira Ph.D., Howard University B.A., M.A., City College of New York, CUNY Associate Director of B.S., in Health Science B.A., Stony Brook University, SUNY; Sharon Verity Holly Wasserman M.S. Ed., LIU Brooklyn Division Director, Assistant Professor of Evening and Weekend Program Coordinator; Physician Assistant Studies Associate Professor of Occupational Therapy; Yuliana Toderika B.A., Binghamton University, SUNY; B.S., Brooklyn College, CUNY; Assistant Professor of Pharmacy Practice; B.S., Stony Brook University, SUNY; M.S., Boston University Pharm D., LIU Pharmacy M.P.A.S., University of Nebraska; Registered Occupational Therapist Certified Physician Assistant Rosa Torres-Panchame Samuel Watson Assistant Professor of Physical Therapy Susan Cunha Villegas Professor of Chemistry and Biochemistry B.S., M.S., D.P.T., LIU Brooklyn Assistant Professor of Pharmacy Practice B.S., Stanford University; Licensed Physical Therapist Pharm.D., West Virginia University M.S., San Francisco University; Orthopedic Clinical Specialist Ph.D., Princeton University Maria Vogelstein Martha Tyrone Assistant Dean, Richard L. Conolly College; Kerry Weinberg Assistant Professor of Communication Sciences & Assistant Professor of Biology Associate Professor of Diagnostic Medical Disorders B.S., St. Joseph’s College; Sonography B.A., M.S., University of Chicago; M.S., New York University Sonography Certificate, Maryland Institute of M.S., Rutgers University; Ultrasound; Ph.D., City University (London) Valerie C. Walker B.A., Fordham University; Professor of Public Health M.P.A., New York University Priyasha Uppal B.S., Hunter College, CUNY; M.A., Ph.D., Fielding Graduate University; Assistant Professor of Pharmacy Practice M.S., M.P.H., Columbia University; Registered Diagnostic Medical Sonographer; B.S., Pharm.D., Northeastern University R.N., C.N.M. Registered Radiologic Technologist
Hatice Uzun Colleen Walsh Scott Westervelt Professor of Finance Assistant Director, Teaching Fellows Program; Practicum Director, B.S. in Health Science B.S., Hacettepe University (Turkey); Instructor of Teaching, Learning, and Leadership B.S. Sienna College; M.B.A, Ph.D., Drexel University B.A., University of Southern California; M.S. Canisius College M.P.A., University of Pittsburgh Sheila P. Vakharia Dwayne A. Williams Assistant Professor of Social Work Amy Z. Wang Assistant Professor of Physician Assistant Studies B.A., University of Rochester; Assistant Professor of Pharmacy Practice B.S., LIU Brooklyn; M.S.W., Binghamton University, SUNY; Pharm.D., M.B.A., University of Kentucky Certified Physician Assistant Ph.D., Florida International University Donna Wang Shalonda Williams Michael Valenti Associate Professor of Social Work Assistant Professor of Pharmacy Practice Assistant Professor of Nursing B.S., Shippensburg University; B.S., Pharm D., University of North Carolina at A.A.S., Long Island College Hospital; M.S.W., Temple University; Chapel Hill B.S., St. Francis College; Ph.D., Fordham University M.S. , New York University
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Wendi Williams Tina Zerilli Department Chair; Associate Professor Pharmacy Practice Associate Professor of Counseling & School Pharm.D., LIU Pharmacy Psychology B.S., University of California, Davis; Yudan Zheng M.A., Pepperdine University; Associate Professor of Finance Ph.D., Georgia State University B.A., M.A., Xiamen University (China); M.B.A., Ph.D., Rutgers University Lester Wilson Director of United Nations Graduate Certificate Martin Zimerman Program; Electronic Services Librarian; Assistant Professor Professor of History B.A., City College, CUNY; A.B., University of Chicago; M.L.S., Queens College, CUNY; B.S., Roosevelt University; M.P.A., LIU Brooklyn M.A., Ph.D., University of Illinois Hyam L. Zuckerberg Constance Woo Professor of Mathematics Professor, Library B.A., B.H.L., M.A., Ph.D., Yeshiva University B.F.A., New York Institute of Technology; B.A., M.A., C.Phil, Ph.D., University of California, Los Angeles; C.A.S., M.L.S., LIU Post
Elaine Wong Associate Professor of Pharmacy Practice Pharm.D., LIU Pharmacy
Philip Wong Director of Clinical Psychology Ph.D. Program; Professor of Psychology B.Sc., Brown University; M.A., Ph.D., University of Michigan
Yafeng Xia Professor of History B.A., M.A., Nanjing Normal University (China); Ph.D., University of Maryland
Jun-Yen (Eric) Yeh Assistant Professor of Pharmaceutical Sciences B.S., Taipei Medical University (China); M.S., National Taiwan University (Taiwan); M.S., Ph.D., University of Texas at Austin
Gina Youmans Associate Professor of Communication Sciences and Disorders B.S., M.S., Ph.D., Florida State University; M.S. University of North Carolina
Scott Youmans Associate Professor of Communication Sciences and Disorders B.S., College of Saint Rose; M.Ed., North Carolina Central University; Ph.D., Florida State University
Andreas A. Zavitsas Senior Professor of Chemistry and Biochemistry; B.S., City College of New York, CUNY; M.A., Ph.D., Columbia University
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